Class 8

You can Download From A Day in the Country Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 8th Standard English Solutions Unit 4 Chapter 4  helps you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 8th Standard Hindi Solutions Unit 4 Chapter 4 A Day in the Country (Anton Chekhov)

A Day in the Country Textbook Questions And Answers

A Day In The Country Question Answers

A Day In The Country Questions And Answers Kerala Syllabus 8th Question 1.
Why is Fyokla worried? Pick out the expressions which show that she is worried.


A Day in the Country Questions and Answer:
Fyokla was worried because her brother had met with an accident. Her uncle Terenty, who was to help her, was not to be seen. The following sentence shows that she is worried. ‘ the 1 white-haired, barefoot child is pale, Her eyes are wide open, her lips are trembling’.

A Day In The Country Class 8 Questions And Answers Kerala Syllabus Question 2.
How does the author describe Trinity?

Answer:
Trinity was a tall old man with a thin, pockmarked face, very long leg, and bare feet, dressed in a woman’s tattered jacket. On his long crane-like legs, he swayed in the wind.

A Day In The Country Questions, And Answers Kerala Syllabus 8th Question 3.
What was the accident that Danilka met with?

Answer:
Danika tried to put his hand into a hole in a tree to get cuckoo’s eggs. His hand was stuck and he could not take it out.

A Day In The Country Class 8 Kerala Syllabus Question 4.
Why does Terenty think that the thunder will not hurt the girl?

Answer:
Trinity said that it was not from spite that it thundered and it would not kill a little thing like Fyokla

A Day In The Country Question And Answer Kerala Syllabus 8th Question 5.
How did Fyokla feel when she heard the thunder?

Answer:
Fyokla felt that something big, heavy and round was rolling over the sky, and tearing it’ open exactly over her head.

A Day In The Country Summary Kerala Syllabus 8th Question 6.
Why does the boy not think of his trouble while looking at the stormy sky?


Answer:
The boy was gazing at the story sky and apparently he forgot to think of his trouble.

A Day In A Country Question And Answer Kerala Syllabus 8th Question 7.
Why couldn’t Danilka pull his hand out of the hole?

A Day in the Country Answer:
The wood had broken at the edge of the hole and jammed Danilka’s hand.

A Day In The Country Questions And Answers Pdf Kerala Syllabus 8th Question 8.
Why does Terenty ask Danilka not to touch the nightingale’s nest?

Answer:
The nightingale is a singing bird and it has a voice to cheer the heart of man. He thinks that it is a sin to disturb the bird.

A Day In The Country Questions And Answers Class 8 Kerala Syllabus Question 9.
‘He knows everything. ‘Why does the author say so?

Answer:
He knows the names of all the wildflowers, animals and stones. He knows the herbs that cure diseases, he has no difficulty in telling the age of a horse or a cow. Looking at the sunset, the moon, or the birds, he could tell what sort of weather it would be the next day.

A Day In The Country Class 8 Summary Kerala Syllabus  Question 10.
‘These people have learned not from books ’ How did they learn then?

Answer:
They learned from the fields, woods, riverbanks, birds, the sun, etc. In short, they learned everything from nature.

A Day In The Country Class 8 Solutions Kerala Syllabus Question 11.
Why are the cobbler and the boy not weary?

Answer:
While walking, they talked about the beauty of the earth unceasingly. So they were not weary.

The Day Of The Bare Feet Questions And Answers Class 8 Kerala Syllabus Question 12.
Do you think that Terenty loves children? Justify your answer.

Answer:
Yes, He loves children. When the children fell asleep, he came to them and placed bread under their heads.

A Day In The Country Class 8 Pdf Kerala Syllabus Question 13.
‘The boy does not sleep. Why?

A Day in the Country Summary Questions and Answer:
The boy does not sleep. He gazes into the darkness and it seems to him that he can see everything that he has seen during the day.

A Day In The Country Multiple Choice Questions Kerala Syllabus 8th Question 14.
‘And no one sees his love.’ What is the love referred to here?

Answer:
The love of the cobbler towards the children is referred here.

A Day in the Country Textbook Activities And Answers

A Day In A Country Summary Kerala Syllabus 8th Activity 1.

The following is the summary of the story ‘A Day in the Country’. Some parts of it are missing. Complete it.
It was a stormy day. There was thunder and lightning.
A little girl ………………..
She asked everyone ……………..
The girl sobbed and told Terenty ………….
She wanted Terenty to ……………….
She said that Danika had put his ……………..
hand …………….
They both ………………
He saved the boy and. ……………….
On the way they …………………
Danika wondered how Terenty …………….
They shared their food and …………….
The children ……………….
Trinity ……………….
The moon enjoyed the love of the homeless cobbler.
Now, retell the story in your own way.
Answer:
It was a stormy day. There was thunder and lightning. A little girl of six ran through the village looking for Trinity, the cobbler. She was worried. She asked everyone whether they had seen Trinity. Nobody could tell where Trinity was. At last she met Terenty’s bosom friends, who told her that he was in the kitchen gardens. She saw Terenty standing near the vegetable plots.

The girl sobbed and told Terenty that her brother Danilka met with an accident. She wanted Terenty to go with her and help Danika. She said that Danilka had put his hand into a hole in a tree to get cuckoos egg, and he could not get it out. They both rushed to the spot in the heavy rain. On the way he told her not to be frightened because it thundered and it would not kill a little thing like her. When they reached the spot, they found the frightened Danika.Terenty saved the boy and walked along the darkened road.

On the way they talked about a lot of things like nightingale, rain, ducks, etc. Terenty answered all their questions. Danika wondered how Terenty had good knowledge about everything. Terenty learned not from books, but from nature. They reached a riverbank and shared their food. They returned to the village only in the evening. The children went to a deserted barn at night. Danika could not sleep for a long time. He thought about all that he had seen. At last, they fell asleep. Terenty came to them and put bread under their heads. The moon was rejoiced seeing the love of the homeless cobbler.

A Day In The Country Pdf Kerala Syllabus 8th Let’s prepare a blog

In this unit, you have learned poems and stories that depict the splendor of nature. Can you write poems stories or articles describing the beauty and splendor of nature? Develop a blog for the EnglisljJClub of your school. Post your poems, stories and articles in the blog. You may ask your friends to comment on them.

A Day in the Country Additional Questions and Answers

A Day In The Country Theme Kerala Syllabus 8th Question 1.
Read the passage from the story ‘ A Day in the Country’ and answer the questions that follow.

Fyokla, a little girl of six, is running through the village, looking for Terenty the cobbler. The white-haired, barefoot child is pale. Her eyes are wide open, her lips are trembling. ‘Uncle, where is Terenty? she asks everyone she meets. No one answers. They are all preoccupied with the approaching storm and take refuge in their huts. At last she meets Terenty’s bosom friend. ‘ Uncle, where is Terenty?

At the kitchen – gardens answers he. The girl runs behind the huts to kitchen- gardens and there finds Terenty; the tall old man with a thin, pockmarked face, very long legs, and bare feet, dressed in a women’s tattered jacket, is standing near the vegetable plots, looking with drowsy eyes at the dark storm- cloud. On his long crane-like legs he sways in the wind.
a. How old was Fyokla?
b. Give a short description  about Trinity.
c. Pick out the expressions which show that Fyokla is worried?
d. Pick out a word from the passage which means a person who repairs shoes’.
Answer:
a. Fyokla was a girl of six. 1
b. Terenty was a tall old man with a thin pockmarked face, very long leg, and bare feet, dressed in a woman’s tattered jacket. On his long crane-like legs, he swayed in the wind.
c. White-haired, barefoot child is pale. Her eyes are wide open, her lips are trembling.
d. cobbler

A Day In The Country Summary Pdf Kerala Syllabus 8th Question 2.
Read the sentence given. Fill in the missing parts choosing appropriate words from the box.
Fyokla, a little girl / (a) six was searching for her brother/ (b) the woods.
(in, at, of)
Answer:
a. of
b. in

Question 3.
Prepare a short profile on Anton Chekhov using the hints given below.
Born: January 29, 1860, Russia
Famous as: Physician and writer
Notable awards: Pushkin Prize
Notable works: The Steppe, The Lady With the Dog, A Day in the Country
Died: July 15, 1904, Germany (Tuberculosis)
Answer:
Anton Chekhov:
Anton Chekov was born on January 29, 1860, in Russia. He was famous as a physician and writer. He was awarded the Pushkin Prize. The Steppe, The Lady with the dog, A Day in the Country, etc are his notable works. Chekov died of tuberculosis on July 15, 1904, in Germany.

Question 4.
Prepare a short profile of Pablo Ruiz Picasso, the renowned painter, and sculptor based on the information given below.
Born: 25 October 1881
Nationality: Spanish
Famous as: Painter, sculptor
Major works: Guernica (1937), The Weeping Woman (1937)
Death: April 18, 1973, France
Answer:
Pablo Ruizy Picasso:
Pablo Ruizy Picasso was born on October 25 in 1881 in Spain. He was famous as a painter and sculptor. His major works are Guernica (1937) and The Weeping Women (1937). He passed away on April 18 in 1973 in France.

A Day in the Country Summary in English

This is a lovely story. It is just a single day, when a heavy, but short rainstorm hits this tiny village. Young Danika has got his arm caught in a tree. Even younger little Fyokla has raced to the village to find the kind Terenty, a cobbler. Despite the rain, he hurries with Fyokla to free Danika. Then they walk and talk after the rain, and the children learn much from him about nature. Later that night the kind Terenty comes quietly into the barn where the orphans are sleeping and leaves them some bread for the morning. It’s a very touching human story.

A Day in the Country Summary in Malayalam

A Day in the Country Glossary

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

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

The Mysterious Picture Textbook Questions And Answers

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

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

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

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

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

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

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

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

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

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

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

Answer:
Tyi wished to become the court painter.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Question 16.
What is special about the picture?

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

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

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

The Mysterious Picture Textbook Activites and Answers

Let’s revisit

Activity 1.

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

Answer:

Activity 2.

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

Answer:

Courtier	Real appearance	The way they wanted to be portrayed
Commander h- Chief	Short, fat, bald man with an enormous paaraeSi’	He wanted to make his stomach look flat and make him more handsome
Elderly lady	Large hump on her back	Remove the hump on her back and supply what she tacked in beauty.
Young lady	She had lost three of her front teeth	She wanted to see herself smiling with a perfect set of pearly teeth

Activity 3.

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

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

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

Let’s Enrich Our Vocabulary

Activity 1.

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

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

Activity 2.

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

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

1	2	3
Captains	Painted	Lonely
Animals	Seemed	Certainly
Pieces	Surrounded	calmly

Activity 3.

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


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

Answer:

Character	Words used to address
Archduke	Your Highness
Queen	Her Highness
Captain of Guards	Sir
Painter	My dear fellow

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

Let’s write

Activity 1.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Activity 2.

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

Activity 3.

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

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

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

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

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

Script: Group No. 2

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

Script: Group No. 3

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

Script: Group No. 4

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

Activity 4.

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

Now, prepare character maps of Tyl and the Archduke.

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

Answer:
Character map of Archduke

Character map of Tyl

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

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

Let’s speak

Activity 1.

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

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

Activity 2.

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

Let’s discover how grammar works

Activity 1.

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

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

Activity 2.

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

Activity 3.

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

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

Activity 4.

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

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

Answer:
A.

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

Noun phrases in the subject posit­ion	Noun phrases in the object position
The Archduke	all the courtiers
Tyl	them
You	my work

Let’s edit

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

Let’s play with language

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

The Mysterious Picture Additional Questions and Answers

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

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

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

Language Elements

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

Let us familiarise with phrasal verbs from the following example

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

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

Editing

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

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

The Mysterious Picture  Discourse Based Questions

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

Tips to remember

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

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

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

Tips to remember

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

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

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

Tips to remember

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

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

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

Tips to remember

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

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

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

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

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

Tips to remember

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

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

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

The Mysterious Picture Summary in English

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

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

The Mysterious Picture Summary in Malayalam

The Mysterious Picture Glossary

You can Download 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)

A Shipwrecked Sailor Text book 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:

Sentences	News headlines
The sailor Velasco was given a heroic welcome in a public meeting at his hometown.	A Heroic Welcome given to Velasco
The Colombian Navy continues their sear­ch to recover the bodi­es of the four sailors drowned in the Carib­bean Sea.	Sailors Drowned, Search Continu­es. /Ship Capsizes; Search continues on for Sailors.

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 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)

The School for Sympathy Textbook 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:

Describing Words	Physical features / Character
tall, short, medium	height
frail, stocky, slim, thin, plump, fatty, skinny, well-built	build
young, elderly middle-aged, teenager	age
round, oval, square, wrinkled	face
grey, straight, hourly, black, blonde, wavy, bushy	hair
big, round, small, bright, narrow	eyes
cheerful, aggressive, sensitive, serious, energetic, confident	Character

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 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)

The Little Round Red House Textbook 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 From The Village Blacksmith Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 8th Standard English Solutions Unit 3 Chapter 4  helps you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 8th Standard Hindi Solutions Unit 3 Chapter 4 The Village Blacksmith (H W Longfellow)

The Village Blacksmith Textbook Questions And Answers

The Village Blacksmith Questions And Answers 8th Kerala Syllabus Question 1.
What words does the poet use to show the strength of the blacksmith?


Answer:
Mighty, large and sinewy, brawny arms, iron bands.

Village Blacksmith Question Answer 8th Kerala Syllabus Question 2.
Why could the blacksmith ‘look the whole world in the face? What does this suggest about the blacksmith?

Answer:
He is honest and lives by working hard. He does not owe anyone anything.

The Village Blacksmith Class 8 Question Answer Question 3.
What is the blacksmith’s swinging his sled compared to?

Answer:
To a sexton ringing the village bell.

The Village Blacksmith Poem Questions And Answers 8th Question 4.
The children enjoy watching blacksmith’s work. Give instances from the poem that suggest this. Identify another simile used by the poet.

The Village Blacksmith Poem Answer:
The burning sparks that fly like chaff from a threshing floor.

The Village Blacksmith Summary 8th Kerala Syllabus Question 5.
What does the blacksmith do on Sundays? How does he feel?

The Village Blacksmith Questions and Answer: He goes to church and sits among his sons listening to the parson’s prayer. Hearing his daughter’s voice in the choir, he is filled with joy.

Blacksmith Question 6. What is the blacksmith reminded of when he hears his daughter’s voice singing in the village choir?

Answer:
He is reminded of his dead wife.

The Village Blacksmith Notes 8th Kerala Syllabus Question 7.
Identify the similes used in the poem.

Answer:
The burning sparks that fly like chaff from a threshing floor’

The Village Blacksmith Extra Question 8. What would have happened to the blacksmith’s wife? Pick outlines from the poem to justify your answer.

Answer:
The blacksmith’s wife might have died.
It seems to him like her mother’s voice,
Singing in Paradise How in the grave she lies’

Poem on Village in Hindi Question 9. What lesson do you learn from the life of blacksmith?

Answer:
The blacksmith’s life establishes the fact that life is a mixture of hardships, sorrow and happiness. We have to make our fortune from the adverse situations in our life.

The Village Blacksmith Question 10. Pick out the words related to a blacksmith’s job from the poem

Answer:
blow, heavy sledge, beat, flaming forge burning sparks Knowing the narrator couldn’t move forward, he put the oar in the water as though trying to prevent the raft from moving trying to anchor it in place.

The Village Blacksmith Additional Questions and Answers

Questions l to 4: Read the lines from the poem ‘ The Village Blacksmith’ and answer the questions that follow :
Week in, week out, from morn till night,
You can hear his bellows blow;
You can hear him swing his heavy sledge,
With measured beat and slow,
Like a sexton ringing the village bell’
When the evening sun is low.
And children coming home from school
Look in at the open door
They love to see the flaming forge,
And hear the bellows roar,
And catch the burning sparks that fly
Like chaff from a threshing – floor
He goes on Sunday to the church
And sits among his boys.
He hears the parson pray and preaches
He hears his daughter’s voice
Singing in the village choir,
And it makes his heart rejoice
1. Identity a simile from the above lines.
2. What does the blacksmith do on Sundays?
3. What does the blacksmith remember when he hears his daughter singing in the village choir?
4. What is the blacksmith’s swinging his sledge compared to?
Answer:
1. The burning sparks that fly like chaff from a threshing floor.
2. He goes to church and sits among his sons listening to the parson’s prayer.
3. He is reminded of his wife.
4. To a sexton ringing his village bell.

The Village Blacksmith Questions And Answers Pdf 8th Question 5.
Prepare a short profile of Henry Wadsworth Longfellow using the hints given below.
Born: February 27, 1807, Portland
Education: Bowdoin College
Notable works: The Village Blacksmith, A Psalm of Life, The Wreck of Hesperus, The Divine Tragedy, Voices of the Night
Died: March 24, 1882
Answer:
Henry Wadsworth Longfellow:
Henry Wadsworth Longfellow was born on February 27, 1807, in Portland. He was educated at Bowdoin College. The Village Blacksmith, A Psalm Of Life, The Wreck of Hesperus, The Divine Tragedy, Voices of the Night etc are his notable works. He passed away on March 24 in 1882.

The Village Blacksmith Question Answer 8th Kerala Syllabus Questions 6 to 10.
These days more and more children prefer processed and fast foods. This is leading to diseases. Study the information given below regarding the advantages and disadvantages of natural and pro¬cessed food and answer the questions that follow.

6. The frequent use of processed food can lead to …………………..
7. Which type of food is cheaper?
8. Why do doctors suggest natural food only?
9. What attracts children to processed food?
10. What disadvantage does natural food make for your mother?
Answer:
6. Diseases
7. Natural food
8. Natural food is good for health.
9. Tasty
10. Have to buy daily.

The Village Blacksmith Summary in English

The poet here describes a village blacksmith with his experiences of the past and the present. He was a strongman and had large and sinewy hands. His muscles were as strong as iron. His hair was crisp, black and long. His brow was wet with sweat because he worked hard and earned whatever he could. He looks at the world with pride because he is not indebted to anyone. He works continuously and the sound of the bellows and the beating of the iron are heard in the air. His beating of the iron is as rhythmic as the ringing of the church bell in the evening. Children returning from school curiously watch the blacksmith’s bellows. They try to catch the burning sparks.

The blacksmith goes to church on every Sunday and takes part in prayers and listens to the sermon. He hears his daughter’s voice in the choir and is delighted. He feels that he is hearing the singing of his dead wife from heaven. After completing his day’s work he goes to sleep at night. The poet thanks the blacksmith. He has taught him a good lesson like an intimate friend. Our fortunes have to be formed from the flaming forge of life. Our thoughts and deeds should be shaped from the sounding anvil.

The Village Summary in Malayalam

The Village Glossary

You can Download Identities Questions and Answers, Activity, Notes, Kerala Syllabus 8th Standard Maths Solutions Chapter 4 help you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 8th Standard Maths Solutions Chapter 4 Identities

Identities Text Book Questions and Answers

Textbook Page No. 68

Identities Class 8 State Syllabus Question 1.
Write numbers as shown below.

(i) Mark a square of four numbers as shown in the calendar then find the difference by multiplying angle to angle. Is the difference same when 4 numbers from any of the square is taken?
(ii) Explain the reason by using algebra.
(iii) Instead of 4 numbers, take a square of nine numbers and mark the numbers from 4 corners.

Solution:
(i)

6, 7
6 × 2 – 1 × 7
= 12 – 7 = 55 When 4 numbers of any square is taken we get the same difference.

(ii) If first number is x when we consider any of the square,

we get in this form (x + 5) (x + 1) – x (x + 6)
(x² + 6x + 5) – (x² + 6x)
= x² + 6x + 5 – x² – 6x = 5
so any square is taken the difference is 5

(iii)

Difference = 18 × 10 – 8 × 20 = 180 – 160 = 20
We can represent the numbers at the 4 corners from the square of nine numbers in the method of algebra as follows.

Difference is
(x + 10) (x + 2) – x (x + 12)
(x² + 12x + 20) – (x² + 12x)
(x² + 12x + 20 – x² – 12 x) = 20
so, when any difference is taken we can find that the answer is 20.

Class 8 Maths Chapter 4 Identities Question 2.
Instead of 4 numbers take the square of nine numbers as shown in the previous table and mark the numbers at the four corners.

(i) Find the difference of angle to angle sum?
(ii) Explain with the help of algebra, why we get the same difference in all such squares?
(iii) Explain the case of the square of 16 numbers?
Solution:
(i) (6 + 20) – (12 + 10)
= 26 – 22
= 4

(ii) If we write the square of 9 numbers in the algebraic method

Difference of angle to angle sum
[yx + (y + 2)(x + 2)] – [y(x + 2) + (y + 2)x]
[(yx + yx + 2x + 2y + 4) – ( yx + 2y + xy + 2x)] = 4

(iii) If we take the square of 16 numbers.
We get the form as

The difference of the angle to angle sum is ,
[yx + (y + 3)(x + 3)] – [y(x + 3) + (y + 3)x]
[yx + yx + 3x + 3y + 9] – [yx + 3y + yx + 3x] = 9

Kerala Syllabus 8th Standard Maths Identities Question 3.
Observe the following operations
1 × 4 = (2 × 3) – 2
2 × 5 = (3 × 4) – 2
3 × 6 = (4 × 5) – 2
4 × 7 = (5 × 6) – 2
(i) Write next operations of two rows in the same order.
(ii) Among the 4 nearest natural numbers. Find the relation- ship between the product of first and last and those in the middle.
(iii) Write the principle in algebraic expression and explain the reason
Solution:
(i) 5 × 8 = (6 × 7) – 2
6 × 9 = (7 × 8) – 2
(ii) The product of first and last numbers = 2 subtracted from the product of two middle numbers.
(iii) The numbers are n, n+1, n+2, (n+3)
n (n+3) = n² + 3n
(n + 1) (n + 2) = n² + 3n + 2
difference = 2

Kerala Syllabus 8th Standard Maths Notes Question 4.
The method to find the product of 46 × 28 is shown below.

(i) Observe the method in 2 two digit numbers.
(ii) Two digit numbers are expressed in the algebraic form, 10 m + n
Solution:
(i) 57 × 24

(ii) If ab, cd are the numbers
ab × cd
(10a + b) (10c + d)
10a × 10c + 10a × d + 10c × b + b × d
100 × ac + 10 (ad + cb) + bd

Textbook Page No. 71

8th Class Maths Identities Question 1.
Find the squares of the given numbers by using simple calculations.
(i) 52
(ii) 105
(iii) 20\(\frac{1}{2}\)
(iv) 10.2
Solution:
(i) 52² = (50 + 2)²
= 50² + 2 × 50 × 2 + 2²
= 2500 + 200 + 4
= 2704

(ii) 105² = (100 + 5)²
= 100² + 2 × 100 × 5 + 5²
=10000 + 1000 + 25
= 11025

(iii) (20 \(\frac{1}{2}\))² =(20 + \(\frac{1}{2}\))²
= 20² + 2 × 20 ×\(\frac{1}{2}\) + (\(\frac{1}{2}\))²
= 400 + 20 +\(\frac{1}{4}\)
= 420\(\frac{1}{4}\)

(iv) (10.2)² = (10 + 0.2)²
= 10² + 2 × 10 × 0.2 + (0.2)²
= 100 + 4 + 0.04
= 104.04

Textbook Page No. 74

Hsslive Guru 8th Class Maths Question 1.
Is there any common method to find the squares of numbers like 1\(\frac{1}{2}\), 2\(\frac{1}{2}\), 3\(\frac{1}{2}\) etc. Explain with the help of algebra?
Solution:

We can adopt an easy method to find out the square of numbers like 1\(\frac{1}{2}\), 2 \(\frac{1}{2}\), 3\(\frac{1}{2}\) as
(n + \(\frac{1}{2}\))² = n² + n + \(\frac{1}{4}\)
Eg: (10 \(\frac{1}{2}\))² = 10² + 10 + \(\frac{1}{4}\)
= 100 + 10 + \(\frac{1}{4}\)
= 110\(\frac{1}{4}\)

Kerala Syllabus 8th Standard Notes Maths Question 2.
The method to find 37² is shown below

(i) Use this method to find the square of other 2 digit numbers.
(ii) Explain algebraic method to get correct answer in this method.
(iii) Find an easy method to find the square of numbers end in 5
Solution:
(i) Square of 23

(ii) Number = xy
10x + y
(10x + y)²
= (10x)² + 2 × 10x × y + y²
= 100x² + 10 (2 xy) + y²
= x² x 100 + 2 x y × 10 + y²
= 100x² + 20xy + y²

(iii) 10 (x + 5)²
= 10²x² + 2 × 10x × 5 + 5²
= 100 x² + 100 x + 25
= 100 (x² + x) + 25
Eg:
15² = 100 (1² + 1) + 25
= 200 + 25= 225
25² = 100 (22 + 2) + 25
= 600 + 25 = 625
35² = 100 (3² + 3) + 25
= 1200 + 25 = 1225
Multiply the sum of first number and its square with 100 and add 25.

Hss Live Guru Class 8 Maths Question 3.
Observe the following expressions.
12 + (4 × 2) = 3²
22 + (4 × 3) = 4²
32 + (4 × 4) = 5²
(i) Write two more expressions we get
(ii) What is the common principles from this? Explain on the basis of algebra
Solution:
(i) 4² + (4 × 5) = 6²
5² + (4 × 6) = T
(ii) n² + 4(n + 1) = (n + 2)²
n² + 4n + 4 = (n + 2)²

8th Standard Maths Guide Kerala Syllabus Question 4.
Explain on the basis of algebra that any natural number which is not a multiple of 3 when divided by 3, we get the remainder as 1.
Solution:
We can write the natural numbers which are not the multiple of 3 as.
3n + 1, 3 n + 2
(3n + 1)² = (3n)² + 6n + 1
= 9n² + 6n + 1
= 3 (3n² + 2n) + 1
When divided by 3, remainder is 1
(3n + 2)² = 9n² + 6n + 4
= 9n² + 6n + 3 + 1
= 3 (3n² + 2n + 1) + 1
When divided by 3, remainder is 1

8th Standard State Syllabus Maths Solutions Question 5.
Prove that, the squares of numbers which end in 3 end in 9.
Solution:
We can write the numbers end in 3 as
10x + 3 is (10x + 3)²
=(10x)² + 6ox + 9; So it ends in 9.

Textbook Page No. 79

8th Maths Solutions State Syllabus Question 1.
Find the squares of the numbers given below.
(i) 49
(ii) 98
(iii) 7 \(\frac{3}{4}\)
(iv) 9.25
Solution:
(i) 49² = (50 – 1)²
= 50² – 2 × 50 × 1 + 1
= 2500 – 100 + 1
= 2401

(ii) 98² = (100 – 2)²
= 100² – 2 × 100 × 2 + 2²
= 10000 – 400 + 4
= 9604

(iii) (7 \(\frac{3}{4}\))² = (8 – \(\frac{1}{4}\))²
= 8² – 2 × 8 × \(\frac{1}{4}\) + (\(\frac{1}{4}\))²
= 64 – 4 + \(\frac{1}{16}\)
= 60\(\frac{1}{16}\)

(iv) 9.25 ²
= (10 -.75)²
= 10² – 2 × 10 × .75 + (.75)²
= 100 – 15 + 0.5625
= 85. 5625

8th Standard Maths 4th Chapter Question 2.
Observe the following

Explain the common principle in these using algebra?
Solution:
(x – \(\frac{1}{2}\))² + (x + \(\frac{1}{2}\))²
x² – x + \(\frac{1}{4}\) + x² + x + \(\frac{1}{4}\)
2x² + \(\frac{1}{2}\)

Question 3.
Some of the natural numbers can be written as the difference of two squares as.
24² = 7² – 5² = 5² – 1²
3² = 9² – 7² = 6² – 2²
40 = 11² – 9² = 7² – 3²
(i) Explain the method to write the multiples of 8 from 24 onwards in this method on the basis of algebra.
(ii) In how many methods the multiples of 16 from 48 onwards to write the difference of perfect squares?
Solution:
(i) 4xy = (x + y)² – (x – y)²
24 = 4 × 6 × 1 = ( 6 + 1)² – (6 – 1)²
= 7² – 5²
24 = 4 × 3 × 2 = (3 + 2)² – (3 – 2)²
= 5² – 1²
The multiples of 8 from 24 onwards can be written in two forms as 4 × x × y
Number = 4 × y = (r + y)² – (r – y)²
Number = 4 ab = (a + b)² – (a – b)²
32 = 4 × 8 × 1
= (8 + 1)² – (8 – 1)²
= 9² – 7²
32 = 4 × 4 × 2
= (4 + 2)² – (4 – 2)²
= 6² – 2²
40 = 4 × 10 × 1
= (10 + 1)² – (10 – 1)² = 11² – 9²
40 = 4 × 5 × 2
= (5 + 2)² – (5 – 2 )² = 7² – 3²

(ii) 48 = 4 × 4 × 3, 4 × 12 × 1, 4 × 6 × 2
There are the different ways of writing 48. So it can be written in 3 different methods as the difference of perfect squares.
48 = 4 × 4 × 3
= (4 + 3)² – (4 – 3)² = 7² – 1²
48 = 4 × 12 × 1
= (12 + 1)² – (12 – 1 )² = 13² – 11²
48 = 4 × 6 × 2
= (6 + 2)² – (6 – 2)² = 8² – 4²

Textbook Page No. 81

Maths Notes For Class 8 State Syllabus Question 1.
Calculate the answers of the following questions by using mental calculations.
(i) (a) 68² – 3²
(b) (31\(\frac{1}{2}\))² – (2\(\frac{1}{2}\))²
(c) 3.6² – 1.4²
(ii) (a) 201 × 99
(b) 2 \(\frac{1}{3}\) × 1\(\frac{2}{3}\)
(c) 10.7 × 9.3
Solution:

(c) 10.7 × 9.3
= (10 + 0.7) (10 – 0.7)
= 10² – 0.7²
= 100 – 0.49
= 99.51

8th Standard Maths Identities Question 2.
Observe the following expressions.

Explain the common method in these using algebra.
Solution:
n² – (n – 1)²
= n² – (n² – 2n+ 1)
= n² – n² + 2n – 1
= 2n – 1
n² – (n – 1)² = 2n – 1

Kerala Syllabus 8th Standard Maths Guide Question 3.
Find, where we get big number among the following pairs without multiplying them?
(i) 25 × 75, 26 × 74
(ii) 76 × 24 . 74 × 26
(iii) 10.6 × 9.6
(iv) 10.4 × 9.6
Solution:
(i) 26 × 74
(ii) 74 × 26
(iii) 10.6 × 9.6
Indications
25 × 75 = (50 – 25) (50 + 25)
= 50² – 25²
26 × 74 = (50 – 24) (50 + 24)
= 50² – 24²

Class 8 Maths State Syllabus Question 4.
Find the difference in the given questions.
(i) (125 × 75) – (126 × 74)
(ii) (124 × 76) – (126 × 74)
(iii) (224 × 176) – (226 × 174)
(iv) (10.3 × 9.7) – (10.7 × 9.3)
(v) (11.3 × 10.7) – (11.7 × 11.3)
Solution:
(i) (125 × 75) – (126 × 74)
(100 + 25) (100 – 25) – (100 + 26) (100 – 26)
(100² – 25²) – (100² – 26²)
= 26² – 25²
= (26 + 25) (26 – 25)
= 51

(ii) (124 × 76) – (126 × 74)
(100 + 24) (100 – 24) – (100 + 26) (100 – 26)
(100² – 24²) – (100² – 26)²
= 26² – 24²
= (26 + 24) (26 – 24)
= 50 × 2
= 100

(iii) (224 × 176) – (226 × 174)
(200 + 24) (200 – 24) – (200 + 26) (200 – 26)
(200² – 24²) – (200² – 26²)
= 26² – 24²
= (26 + 24) (26 – 24)
= 50 × 2
= 100

(iv) (10.3 × 9.7) – (10.7 × 9.3)
(10 + 0.3) (10 – 0.3) – (10 + 0.7) (10 – 0.7)
(10² – 0.3²) – (10² – 0.7²)
= 0.7² – 0.3²
= (0.7 + 0.3) (0.7 – 0.3)
= 1 × .4 = .4

(v) (11.3 × 10.7) – (11.7 × 11.3)
(11 + 0.3) (11 – 0.3) – (11 + 0.7) (11 – 0.7)
(11² – 0.3²) – (11² – 0.7²)
= 0.7² – 0.3²
= (0.7 + 0.3) (0.7 – 0.3)
= 1 × 0.4 = 0.4

Textbook Page No. 85

State Syllabus 8th Class Maths Question 1.
4 numbers in a square is marked on the calendar.

Add the squares of number pairs in angle to angle. Find out the difference of these sums?
4² + 12² = 160
11² + 5² = 146
160 – 146 = 14
(i) In the same was mark other 4 numbers and work out the questions.
(ii) Explain the reason on the basis of algebra that in all the squares we get the difference 14.
Solution:
(i)

5² + 13² = 25 + 169 = 194
12² + 6² = 144 + 36 = 180
194 – 180 = 14

(ii) Let the first number in the square is x

[x² + (x + 8)²] – [(x + 7)² + (x + 1)²]
[x² + x² + 16x + 64] – [x² + 14x + 49 + x² + 2x + 1]
= 14

Question 2.
Take nine numbers forming a sq¬uare in a calendar and mark the four numbers at the corners.

Add the squares of diagonal pai¬rs and find the difference of the sums.
3² + 19² = 370
17² + 5² = 314
370 – 314 = 56
(i) Do this for other such nine numbers.
(ii) Explain using algebra, why the difference is always 56. (it is convenient to take the number at the centre of the square as x – see the section
Solution:

(ii) If we represent a square with 9 nu-mbers
[(x – 8)² +(x + 8)²] – [(x + 6)² + (x – 6)²]
[x² + 8² + x² + 8²] – [x² + 6² + x² + 6²]
(8² + 8²) – (6² + 6²) = 128 – 72 = 56

Question 3.
Take a square of nine numbers in the calendar and make the 4 numbers in the 4 corners.

Multiply the angle to angle number pairs. Find the difference of the products.
3 × 19 = 57
17 × 5 = 85
85 – 57 = 28
(i) Take a square of nine numbers and follow the same method as above.
(ii) Explain the reason why we get the difference in the^squares as 28 on the basis of algebra.
Solution:
(i)

18 × 6 – 4 × 20
108 – 80 = 28

(ii)

(x + 6) (x – 6) – (x – 8) (x + 8)
(x² – 6²) – (x² + 8²)
= x² – 6² – x² – 8²
= 8² – 6²
= (8 + 6) (8 – 6)
= 14 × 2 = 28

Identities Additional Questions and Answers

Question 1.

(a) Take a square of 4 numbers and multiply angle to angle and find the difference. Is the difference the same when 4 numbers are taken from the comers in any square?
(b) Explain the reason by using the principle of algebra.
(c) Take a square of 9 numbers multiply angle to angle and find the difference. Explain on the basis of algebra.
Solution:
(a)

17 × 12 – 11 × 18 = 204 – 198 = 6 We get the same difference.

(b) Take the square with the numbers as follows.

(n + 6) ( n + 1) – n (n + 7)
(n² + 7) (n + 6) – (n² + 7n)
= 6

(c)

(n + 5) (n – 5) – (n – 7) (n + 7)
(n² – 5²) (n² – 7²)
= 7² – 5²
= 49 – 25 = 24

Question 2.
Find the square of 10.01
Solution:
10.01² = (10 + 0.01)²
= 10² + 2 × 10 × 0.01 + 0.01²
= 100 + 0.2 + 0.0001 = 100.2001

Question 3.
Find the square of 99. 99
Solution:
99.99² = (100 – 0.01)²
= 100² – 2 × 100 × 0.01 + 0.01²
= 10000 – 2 + 0.0001 = 9998.0001

Question 4.
Find out the difference in the following question.
1. (18 × 12) – (20 × 10)
2. (131 × 19) – (135 × 17)
3. (222 × 78) – (224 × 76)
4. (12.4 × 2.6) – (12. 6 × 2.4)
Solution:
Use the same method of the 4th question in page 83 of the text book.

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

Kerala State Syllabus 8th Standard Hindi Solutions Unit 3 Chapter 3 The Sower (Victor Marie Hugo)

The Sower Textbook Questions And Answers

The Sower Poem Questions And Answers Kerala Syllabus 8th Standard Question 1.
What are the various activities involved in farming?

Answer:
Ploughing, Manuring, Sowing, Weeding, Irrigating, Harvesting.

The Sower Poem Activities Kerala Syllabus 8th Standard Question 2.
Where is the speaker sitting

Answer:
In a cool porchway

The Sower Question Answer Kerala Syllabus 8th Standard Question 3.
What time of the day is it?

Answer:
Evening

Let’s revisit

The Sower Poem Summary In Malayalam Kerala Syllabus 8th Standard Question 1.
‘But one sower lingers still’. Why does the sower ‘linger’? What does the use of the word ‘linger’ suggest about the sower?
Answer:
He lingers so that he can sow the seeds. It suggests that he is dedicated to his work.

The Sower Poem Questions And Answers Pdf Kerala Syllabus 8th Standard Question 2.
Why does the speaker feel a thrill on seeing the sower now? Identify the words used by the poet to establish this.
Answer:
He is impressed on seeing the silhouette of the sower dominating over the fields. Black and high his silhouette Dominate the furrows deep!

The Sower Questions And Answers Kerala Syllabus 8th Standard Question 3.
How does the sower go about performing his task?
Answer:
He marches along the field to and fro and scatters the seeds wide.

The Sower Notes Kerala Syllabus 8th Standard Question 4.
In normal circumstances pea¬rls, diamonds and rubies are referred as precious. In this poem, ‘grain’ is referred to as precious. Why does the poet consider grain precious?
Answer:
lt is these grains that grow as corn and provide us food that keeps us alive.

The Sower Poem Notes Kerala Syllabus 8th Standard Question 5.
The poet speaks of the sower as ‘old and in rags’ in the beginning of the poem. How does this opinion change towards the end of the poem? Pick out the lines from the poem.
Answer:
The sower grows in stature and the poet seems to respect him more for what he does.
‘Now his gesture to mine eyes Are august; and strange – his height Seem to touch the starry skies.’

The Sower Summary Kerala Syllabus 8th Standard Question 6.
Bring out the contrast between the poet and the sower.
Answer:
The poet is sitting idle, watching the sower whereas the sower works hard even after twilight has set in and everyone has gone home.

The Sower Textbook Activities And Answers

The Sower Poem Meaning In Malayalam Kerala Syllabus 8th Standard Question 1.
Look at the words:
cool
rule
fast
past
These are rhyming words. Now, pick out the rhyming words from the poem.
The Sower Poem Answer:
Lands — stands
still — thrill
deep — reap
plain — grain
wide — stride
kight — height
eyes — skies

The Sower Solutions Kerala Syllabus 8th Standard Question 2.
Locate the word pictures used in the poem.
Answer:
shadows shoot across the lands Marches he along the plain, To and fro and scatters wide From his hand’s precious grain

The Sower By Victor Marie Hugo Kerala Syllabus 8th Standard Question 3.
‘Seems to touch the starry skies’ is an example of alliteration from the poem. Pick out other examples from the poem
The Sower Question Answer:
shadows shoot across the lands looking on, I feel a thrill

The Sower 8th Class Kerala Syllabus  Question 4.
Write the rhyme scheme of the first stanza.
Answer:
Rhyme scheme ab -ab

The Sower Additional Questions & Answers

The Sower Class 8 Kerala Syllabus Questions 1 to 4:
Read the lines from the poem ‘ Song of the Flower’ and answer the questions that follow :
Sitting in a porchway cool,
Fades the ruddy sunlight fast
Twilight hastens on to rule
Working hours are well – nigh past
Shadows shoot across the lands;
But one sower lingers still,
Old, in rags, the patient stands,
Looking on, I feel a thrill
1. Where is the poet sitting?
2. What time of the day is it?
3. Pick out the word pictures in the poem.
4. Find out the rhyme scheme of the first stanza.
Answer:
1. In a cool porchway
2. Evening
3. Shadows shoot across the lands
4. abab

The Sower Poem Explanation Kerala Syllabus 8th Standard Question 5.
Prepare a short profile of Victor Marie Hugo using the hints given below.
Born: February 26, 1802, France
Popular as: Greatest and best known French writer
Spouse: Adele Foucher (1822)
Notable works: The Hunchback of Notredame, Sea Devils
Died: May 22, 1885
Answer:
Victor Marie Hugo:
Victor Marie Hugo was born on February 26, 1802, in France. He was one of the greatest and best known French writers. He married Adele Foucher in 1822. The Hunchback of Notredame, Sea Devils, etc are his notable works. He passed away on May 22 in 1885.

The Sower Poem Stanza Wise Explanation Kerala Syllabus 8th Standard Question 6.
There are a few errors in the given passage. They are given in bold letters. Edit this passage.
The City police has decided to took (a) stern action against drivers which (b) attempt to overtake in (c) the left side on city roads. All driver (d) who violate this rule will be punished (e).
The Sower Answer:
a. take
b. who
c. on
d. drivers
e. punished

Hss Live Guru 8th English Kerala Syllabus Question 7.
Read the following sentences given below and rewrite them after fill¬ing the blanks using appropriate relative pronouns. You may use the words given in the box.
a. The beggar …………… is hungry shouted for food.
b. The banker …………… was younger in those days was suddenly carried away by excitement.
c. The old banker ………………. money was lost was walking up and down.
d. The majority of the guests among …………….. were many journalists and intellectual men disapproved of dealth penalty.
e. The King was not ready to throw away the crown ……………….. was the sign of power.
f. Jail is the place …………….. one’s personal freedom is negated.

Answer:
a. Who
b. Who
c. Whose
d. Whom
e. Which
f. Where

Questions 8 to 12. Read the newspaper headline s given below and answer the questions that follow.
a. 20 KILLED IN ROAD ACCIDENTS
b. INDIA CLINCHES SERIES AGAINST ‘WEST INDIES’
c. FROGS MARRIED OFF IN HOPE OF RAIN
d. CYCLONE KILLS OVER TWENTY
e. M.B.A CLASSES TO BEGIN ON SEPT.20th

8. Which headline is related to the field of sports?
9. The headline which speaks of nature’s fury is ……………
10. Identify the headline that hints at superstitious belief.
11. The headline that talks of a road mishap is ……………..
12. The headline that can be categorized as educational news is ……………
The Sower Poem Brainstorming Answer:
8. INDIA CLINCHES SERIES AGAINST WEST INDIES
9. CYCLONE KILLS OVER TWENTY
10. FROGS MARRIED IN THE HOPE OF RAIN
11. 20 KILLED IN ROAD ACCIDENTS
12. M.B.A CLASSES TO BEGIN ON SEPT. 20th

Questions 13 to 17. Study the table showing the details of the sales in a book shop of a few novels by well-known authors and answer the questions that follow.

13. Which is the most recently published novel out of the given list?
14. Pick out the novel that is sold less number of copies than the others.
15. Who is the author of the novel which is sold the most?
16. Name the author whose novel stands second on the basis of the sales.
17. How many copies of the novel stands second on the basis of the sales?
Answer:
13. Blindness
14. If on a winter’s night a traveler
15. Paulo Coelho
16. Gabriel Garcia Marquez
17. 411

The Sower Summary in English

A Farmer, even though it is getting dark, is working hard in his field. All people have gone after their work. But this farmer whom the poet meets is still in the farm ploughing and preparing the soil for sowing the seeds. The poet feels happy when he watches this farmer. The farmer is making furrows and thus preparing his plot for sowing the seeds. After sowing the seeds he can happily get ready for the harvest.

The farmer walks everywhere in this farm by preparing the soil for sowing. He scatters the precious seeds with much care and enthusiasm. After some time the sunlight diminishes slowly. It is getting dark. The sight of the farmer who is like a royal and dignified person touches the skies. The poet describes the farmer as a divine person.

The Sower Summary in Malayalam

The Sower Glossary

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

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

Rosa Parks Sat Still Textbook Questions And Answers

Rosa Parks Questions And Answers

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

Answer:
She wanted to sit down

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

Answer:
That she was a black passenger

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

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

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

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

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

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

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

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

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

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

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


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

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

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

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

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

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


Answer:

Chapter 2 Rosa Parks Sat Still Additional Questions and Answers

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

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

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

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

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

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

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

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

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

Rosa Parks Sat Still Lesson Summary in English

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

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

Rosa Parks Sat Summary in Malayalam

Rosa Parks Sat Glossary

You can Download Money Maths Questions and Answers, Activity, Notes, Kerala Syllabus 8th Standard Maths Solutions Chapter 5 help you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 8th Standard Maths Solutions Chapter 5 Money Maths

Money Maths Text Book Questions and Answers

Textbook Page No. 90

Money Maths Class 8 Kerala Syllabus Chapter 5 Question 1.
Sandeep deposited Rs 25000 in a bank which pays 8% interest compounded annually. How much would he get back after two years?
Solution:
Interest in the first year
= 25000 × \(\frac{8}{100}\)
=Rs 2000
Principal in the second year
= 25000 + 2000
= 27000
Interest in the second year
= 27000 × \(\frac{8}{100}\)
= 2160
Total amount gets back at the end of 2 year
= 27000 + 2160
= 29160

Money Math Class 8 Kerala Syllabus Chapter 5 Question 2.
Thomas took out loan of 15000 rupees from a bank which charges 12% interest, compounded annually. After 2 years, he paid back 10000 rupees. To settle the loan, howmuch should he pay at end of three years?
Solution:
Amount borrowed = 15000
Interest for the first year
= 15000 × \(\frac{12}{100}\) = 1800
Loan for the second year
= 15000 + 1800 = Rs.16800
Interest for the second year
= 16800 × \(\frac{12}{100}\) = 2016
Loan for the end of second year
= 16800 + 2016 = 18816
Amount payback at the end of second year = 10000
Loan for the third year
= 18816 – 10000 = 8816
Interest for the 3rd year
= 8816 × \(\frac{12}{100}\) = 1057.92
Amount to be repair at the end of third year
= 8816 + 1057.92 = Rs.9873.92

Money Maths Class 8 Solutions Kerala Syllabus Chapter 5 Question 3.
Rs 200 was got as interest from a bank for 2 years at the rate 5%. Compute the compound interest for the same principal for 2 years at the same rate of interest.
Solution:
Interest for 2 years = Rs 200
Interest for one year = Rs 100
Excess amount in the 2nd year as the compound interest
= 100 × \(\frac{5}{100}\) = 5
Compound interest for two years = Rs. 205

Textbook Page No. 92

Class 8 Money Maths Kerala Syllabus Chapter 5 Question 1.
Anas deposited Rs 20000 in a bank where compound interest in computed 6% annually. How much amount he will get at the end of 3rd year?
Solution:
Amount Anas gets at the end of third year

Money Maths Class 8 Questions And Answers Kerala Syllabus Question 2.
Diya Deposited Rs. 8000 in a bank where compound interest is computed annually at 10%. Rs. 5000 was withdrawn by her at the end of 2 years. How much amount will he there in the account of Diya after 1 more year?
Solution:
Amount deposited = 8000
Rate of interest = 10%
Amount in the account of Diya at the end of 2 years
= 8000 × (1 + \(\frac{10}{100}\))²
= 8000 × \(\frac{110}{100}\) × \(\frac{110}{100}\) = Rs.9680
Amount withdrawn =Rs. 5000
Principal for the 3rd year
= 9680 – 5000 = Rs.4680
Amount she get at the end of 3 rd year
= 4680 (1 + \(\frac{10}{100}\))
= 4680 × \(\frac{110}{100}\)
= Rs. 5148

Money Maths Class 8 Pdf Kerala Syllabus Chapter 5 Question 3.
Varun borrowed rupees 25000 from a bank where compound interest in computed at 11% annually. He repaid Rs 10000 at the end of 2 years. How much amount he has to repay after one more year?
Solution:
Amount borrowed = 25000
Rate of interest = 11%
Total liability after 2 year

Amount he repaired = Rs.10000
Principal for the third year
= 30802.50 – 10000
= Rs.20802.50
Amount he has to repay at the end of third year
= 20802.50 × (1 + \(\frac{11}{100}\))
= 20802.50 × \(\frac{111}{100}\)
= Rs. 23090.78

Textbook Page No. 93

Hss Live Guru 8 Maths Kerala Syllabus Chapter 5 Question 1.
Arun deposited Rs 5000 in a bank where compound of interest is computed half yearly. Mohan deposited RS 5000 in a bank where compound interest is computed quarterly she rate of interest at both the banks is 6%. Money was withdrawn by both of them after an year. How much amount Mohan got more than Arun.
Solution:
Amount deposited by Arun = 5000.
Rate of interest = 6%
Amount Arun gets after an year
= 5000 × (1 + \(\frac{8}{100}\))²
= 5000 × \(\frac{103}{100}\) × \(\frac{103}{100}\)
= 5304.50
Amount deposited by Mohan
= Rs 5000
Rate of interest = 6%
Amount Mohan gets after 1 year

= Rs 5306.82
Amount Mohan gets more than
Arun = 5306.82 – 5304.50
= Rs 2.32

Kerala Syllabus 8th Standard Maths Notes Pdf Chapter 5 Question 2.
Rs. 16000 was borrowed by a man from a bank where compound interest is computed quarterly. Annual interest rate is 10%. How much he has to pay after 9 months to clear his liabilities?
Solution:
Amount borrowed = Rs 16000
Interest rate = 10 %
9 Months = 3 quarterly years
Amount to be repaired after 9 months
= 16000 × (1 + \(\frac{2.5}{100}\))³
= 16000 × (\(\frac{102.5}{100}\))³
= 16000 × \(\frac{102.5}{100}\) × \(\frac{102.5}{100}\) × \(\frac{102.5}{100}\)
= 17230.25

Hss Live Guru 8th Maths Kerala Syllabus Chapter 5 Question 3.
Manu deposited Rs 15000 in a financial institution. Interest is calculated in every 3 months and added to the amount. Rate of interest in 8 %. How much he gets after 1 year.
Solution:
Amount deposited = Rs 15000
Rate of interest = 8%
Amount he gets after 1 year

Kerala Syllabus 8th Standard Notes Maths Chapter 5 Question 4.
John deposited Rs 2500 on 1st January in a co-operative bank. Bank computes compound interest half yearly. Annual interest rate is 6%. Again he deposited Rs 2500 on 1st July? How much amount he will have in his account at the end of the year?
Solution:
Amount John deposits on 1st January = Rs.2500
Principal after the half year up to July
1 st = 2500 (1 + \(\frac{3}{100}\))
= 2500 × \(\frac{103}{100}\)
= Rs.2575
Amount deposited in July 1st
= Rs 2500
Principal after July 1st= 2575 + 2500 = 5075
Amount he gets at the end of the year 3
= 5075 × (1 + \(\frac{3}{100}\))
= 5075 × \(\frac{103}{100}\)
= Rs 5227.25

Hss Live Guru Class 8 Maths Kerala Syllabus Chapter 5 Question 5.
Ramlath deposited Rs 30,000 in a financial institution where compound interest is computed in every four months. The ann¬ual interest rate in 9%. How much amount Ramlath gets after 1 year?
Solution:
Amount deposited =Rs 30,000
Rate of interest = 9 %
Amount gets after 1 year
= 30000 (1 × \(\frac{3}{100}\))³
= 30000 × \(\frac{103}{100}\) × \(\frac{103}{100}\) × \(\frac{103}{100}\)
= Rs.32781.81

Textbook Page No. 95

Hss Live Guru 8 Kerala Syllabus Chapter 5 Question 1.
The e-waste increases by 15 % every year, according to the study report. There was around 9 crore tonnes of e-waste in 2014. Then how many tonnes of e-waste will be there in 2020.
Solution:
E-waste in 2014 – 9 crore tonnes
Rate of increase = 15 %
The E-waste in 2020 = 9 × (1 + \(\frac{15}{100}\))⁶
= 9 × (\(\frac{115}{100}\))⁶
= 20. 82 crore tonnes

Hss Live 8 Maths Kerala Syllabus Chapter 5 Question 2.
A T.V manufacturer reduces the price of a particular model by 5% every year. The current price of this model is Rs. 8000. What would be the price after 3 years?
Solution:
The present price of the T.V = Rs. 8000
rate of reduction = 5% ,
Price after 2 years = 8000 (1 – \(\frac{5}{100}\))²
= 8000 × (\(\frac{95}{100}\))²
= 8000 × \(\frac{95}{100}\) × \(\frac{95}{100}\)
= Rs.7220

Class 8 Maths Hsslive Kerala Syllabus Chapter 5 Question 3.
Tiger is our national animal. Ac-cording to a statistics the number of tigers is reduced annually by 3%. There are 1700 tigers in 2011 according to the senses or tiger protection authority. Then how many tigers will be there in 2016?
Solution:
The number of tigers in 2011 = 1700
Reduction rate = 3%
No. of tigers in 2016 after 5 years of the senses

= 1459.84
= 1460

Money Maths Additional Questions and Answers

Kerala Syllabus 8th Standard Maths Notes Chapter 5 Question 1.
Nirmala deposited Rs. 20,000 in a bank where compound interest of rate 7% is computed annually Rs. 5000 was with drawn after one year. How much amount she will get after 2 years.
Solution:
Amount deposited in the bank = Rs. 2000
Rate of interest = 7%
principal after one year
= 20000 + [20000 × \(\frac{7}{100}\)] = 20000 + 1400 = 21400
Amount withdrawn after one year = Rs. 5000 .
Principal for the 2-nd year
= 21400 – 5000 = Rs. 16400
Amount she gets after 2 years
= 16400 + [16400 × \(\frac{7}{100}\)] = 16400 + 1148
= Rs. 17548

Question 2.
Aswathy deposited Rs. 10,000 in a bank where compound interest is calculated at the rate of 10%. Rs.5000 was deposited in the beginning of the 2-nd year and Rs.5000 in the beginning of the 3-rd year. How much amount she gets after 3 years?
Solution:
Amount deposited in the first year = Rs. 10,000
rate of interest = 10%
Amount at the end of first year
= 10000 + [10000 × \(\frac{10}{100}\)] = 10000 + 1000 = Rs. 11000
Principal’for the 2-nd year
= 11000 + 5000 = Rs. 16000
Amount at the end of the 2-nd year
= 16000 + [16000 × \(\frac{10}{100}\)] = 16000 + 1600 = Rs. 17600
Principal for the 3-rd year
= 17600 + 5000 = Rs.22600
Amount at the end of 3-rd year
= 22600 + [22600 × \(\frac{10}{100}\)] = 22600 + 2260 = Rs. 24860
Amount Aswathy will get at the end of 3-rd year = Rs. 24860

Question 3.
Raj an borrowed Rs. 15000 from a co-operative bank for business purpose. The bank computes 9% interest. How much money she has to repay after 5 months.
Solution:
Amount borrowed = Rs. 15000
Rate of interest = 9%
Time duration = 5 month months
Interest .
= 15000 × \(\frac{9}{100}\) × \(\frac{5}{12}\) = 562.50
Amount he has to repay
= 15000 + 562.50
= Rs 15562.50

Question 4.
Rasiya deposited Rs. 20,000 in a bank where compound interested is computed half yearly. If the rate of interest is 11%, How much amount she will get after an year?
Solution:
Capital for first year = Rs. 20,000
Rate of interest = 11 %
Interest of first half year
= 20000 × \(\frac{11}{100}\) × \(\frac{1}{2}\) = Rs. 1100
Principal of 2-nd half year
= 20000 + 1100
= 21100
Interest of the 2-nd half year
= 21100 × \(\frac{11}{100}\) × \(\frac{1}{2}\) = Rs. 1160.5
Amount she gets after one year
= 21000 + 1160.5
= Rs. 22160.5

Question 5.
The price of a car is rupees 5 lakh and it depreciates by 6% every year. What would be the price after 2 year ?
Solution:
Here the price every year is 6% less than the previous years price.
First year’s price = Rs 500000
First year’s depreciation
= 500000 × \(\frac{6}{100}\) = Rs. 300000
Second year’s price = Rs 4,70000
Second year’s depreciation
= 470000 × \(\frac{6}{100}\) = 28200
The price of the car after 2 years
= Rs 4,70,000 – Rs 28200
= Rs 441800

Question 6.
The simple interest of an amount is Rs 50 for two years and the compound interest is Rs 55. The rate of interest is same in both the cases. Find the rate? Find the amount?
Solution
The simple interest of the amount for two years = Rs 50
The simple interest of the amount for 1 year = Rs 25
The compound interest of the amount for 2 years = Rs 55
The interest in the 2 nd year
= 55 – 25 = Rs 30
Interest for Rs 25 = Rs 5

Question 7.
A company which manufactures computers increases its production by 10% every year. In 2009 the company produced 80,000 computers. How many computers would it produced in 2011?
Solution:
Here the number of computers produced every year is 10% more than the number produced the year before. So starting from 80,000. We have to find the number of computers produced every year after that for two years.
Number of computers produced in 2009 = 80,000
Number of computers produced in 2010
= 80000 + 80000 × \(\frac{10}{100}\)
= 80000 + 8000 = 88000
Number of computers produced in 2011
= 88000 + 88000 × \(\frac{10}{100}\)
= 88000 + 8800 = 96800

Question 8.
Ramu borrowed Rs 50,000 from a bank at the interest rate of 10% for agricultural purpose. The interest rate will be reduced by 5% if he repays the amount properly within 2 years. If he fails to repay in time there will be fine as 1%. Ramu could not repay the amount in time. How much amount Ramu repair?
Solution:
Amount borrowed =Rs 50,000
Rate of interest = 10%
Interest rate including fine = 10 + 1=11%
Amount to be repaid
= 50000 + [50000 × \(\frac{11}{100}\) × 2]
= 50000 + 11000 = 61000
= Rs 61000

Question 9.
Raju has Rs 800 with him. He spent 25 % of it. How much amount left with him?
Solution:
Total amount = Rs 800
Amount spent = 800 × \(\frac{25}{100}\) = 200
Amount left with Raju = 800 – 200
= Rs 600

Question 10.
Balu and Ramu decided to borrow Rs 15000 each for a joint business. Balu borrowed Rs 15000 from a financier Who imputes Rs 5 per month for Rs 100 as interest. Ramu borrowed Rs 15000 from a bank where compound interest of 12 % is computed. How much money both of them have to repay after 2 years?
Solution:
Interest Balu has to pay after 2 years
= 15000 × \(\frac{60}{100}\) × 2 = Rs. 18000
(Interest for Rs 100 per month in Rs 5. Interest for Rs 100 in an year = 5 × 12
= Rs. 60.
The rate of interest = 60%)
Amount Balu has to repay after 2 years
= 15000 + 18000
= Rs 33000
In the case of Ramu interest is computed as compound interest.
Principal for first year = Rs 15000
Interest for 1 st year
= 15000 × \(\frac{12}{100}\) × 1 = Rs 1800
Principal for 2 nd year
= 15000 + 1800
= Rs 16800
Interest for the second year = 16800 × \(\frac{12}{100}\) × 1 = Rs. 2018
Amount Ramu has to repay
= 16800 + 2018
= Rs 18816

Question 11.
The population of Kerala increases by 3% every year. The current population is 5 crore. What would he the population after 2 years.
Solution:
Current population = 50000000
Percentages increase in every year = 3%
The population in Kerala after 3 year
= 50000000 [1 + \(\frac{3}{10}\)]²
= 50000000 × \(\frac{(103)^{2}}{10000}\)
= 530,45000

Question 12.
A financial company claims that it charges only 20% interest on loans. But if a person takes out a loan of Rs 100 he would get only Rs 80, after subtracting the annual interest of rupees 20 at the outset. And he has to pay back Its 100 after 1 year. How much is their real interest?
Solution:
A borrower gets only Rs 80 when he borrows Rs 100
He has to repay Rs 100.
ie. Rs.20 as additional.
Real interest
\(\frac{20}{80}\) × 100 = 25%

You can Download From Song of the Flower Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 8th Standard English Solutions Unit 4 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 Song of the Flower (Khalil Gibran)

Song of the Flower Textbook Questions And Answers

Song of The Flower Questions and Answers Question 1.
Who is the speaker in the poem?
Answer:
The Flower

Song of The Flower Notes Question 2.
What do the expression ‘blue tent’ and ‘green carpet’ refer to?
Answer:
‘Blue tent’ refers to the sky and the ‘Green carpet’ refers to the earth full of vegetation.

Song of The Flower Appreciation Question 3.
How are the seasons related to the life of the flower?
Answer:
The life of the flower is related to the season. Winter conceived it, spring gave birth to it, summer reared it and in autumn it passed away.

Song of the flower Poem Question 4.
What does the flower do at dawn and at dusk?
Answer:
The flower joins the breeze and announces the arrival of the light in the morning. In the evening it joins the

Song Of The Flower Question Answer Kerala Syllabus 8th Standard Question 5.
How does the flower make the world beautiful?
Answer:
lt decorate the plain and fills the air with its fragrance.

Song Of The Flower Kerala Syllabus 8th Standard Question 6.
What is described as ‘the eye of the day’?
Answer:
The sun

Song Of The Flower Summary Kerala Syllabus 8th Standard Question 7.
How does the flower become a part of joy and sorrow?
Answer:
The flower is used to make wreaths on both joyous and sorrowful occasions like wedding and death respectively. Thus it becomes the part of joy and sorrow.

Song Of The Flower Questions And Answers Kerala Syllabus 8th Standard Question 8.
Why does the flower consider itself as ‘the last gift of the living to the dead’?
Answer:
Because it is used as a wreath to be placed on a dead body.

Song Of The Flower Activities Kerala Syllabus 8th Standard Question 9.
What, according to the flower, is the wisdom that man should learn?
Answer:
The flower always looks up to see only the light. It never looks down to see the shadow. Similarly, man should see the brighter side of life and never brood over its darker side.

Song of the Flower Textbook Activities And Answers

Let’s revisit

Song Of The Flower Lesson Plan Kerala Syllabus 8th Standard Question 1.
What does the flower symbolize? Explain.
Answer:
The flower symbolizes kindness, beauty, fragrance, love – all the bright things in nature. It also symbolizes the experiences we have in our life – joy, sorrow, failure, victory, etc.

Song Of The Flower Poem Questions And Answers Kerala Syllabus 8th Standard Question 2.
Quote some instances in which the flower becomes part of joy and sorrow.
Answer:
Wedding (Joy), Funeral (Sorrow)

Song Of The Flower Appreciation Kerala Syllabus 8th Standard Question 3.
Read the last stanza of the poem once again. What are the two contrasting ideas presented in it? Do you think the poet is optimistic? Why?
Answer:
The light is contrasted with the shadow. Yes, the poet is optimistic. The attitude of the flower represents the poet’s optimism. The flower likes to see only the light and not the shadow.

Appreciation Of The Poem Song Of The Flower Kerala Syllabus 8th Standard Question 4.
Pick out the lines and expressions that impressed you the most. Give reasons.
Answer:
But I look up high to see only the light And never look down to see my shadow I like these lines the most because here the poet says that man should see the brighter side of life and never brood over their darker side. I appreciate the poet’s optimistic view of life.

Song Of The Flower Poem Kerala Syllabus 8th Standard Question 5.
What do you think is the mood of the poem – happy, sad, humorous or philosophical?
Answer:
The mood of the poem is happy and philosophical. The poem reflects upon the themes of life and death and imparts the wisdom that man must look always for light.

Activity 1.

Read the poem again and complete the following notes. One hint is given for you.

Song Of The Flower Stanza Wise Summary Kerala Syllabus 8th Standard Question 1.
What does the flower say about itself?
1. a kind word uttered and repeated by the voice of nature.
2. ………………………………
3. ………………………………
Answer:
1. ‘a star fallen from the sky’
2. ‘daughter of the elements’
3. ‘was conceived by winter

Song Of The Flower Notes Kerala Syllabus 8th Standard Question 2.
What are the everyday activities that the flower is engaged with?
1. announce the coming of light
2. …………………..
3. …………………..
Answer:
1. ‘announce the coming of the light’
2. ‘bid the light farewell’
3. ‘decorate the plains with beautiful colors’

Summary Of The Poem Song Of The Flower Kerala Syllabus 8th Standard Question 3.
Who watches over the flower?
……………………
Answer:
Eyes of night’

Song Of The Flower Theme Kerala Syllabus 8th Standard Question 4.
How does the flower enjoy nature?
1. I drink dew
2. ………………..
3. ………………..
Answer:
1. ‘listen to the voice of the birds’
2. ‘dances to the rhythmic swaying of the grass’

Song Of The Flower By Khalil Gibran Kerala Syllabus 8th Standard Question 5.
What is the flower used as
1. as the lover’s gift
2. ………………….
3. ………………….
4. ………………….
Answer:
1. as the lover’s gift
2. wedding wreath
3. wreath for the dead body
4. memory of a moment of happiness

Appreciation of the Poem Song of the flower Question 6. What is the flower’s vision?
1. see only the light
2. ………………..
Answer:
2. ‘never look down to see my shadow’

Activity 2.

Read the following lines.
I am a kind word uttered and repeated By the voice of Nature Here the flower is considered as a word uttered by Nature. This is an example of a metaphor. A metaphor is a figure of speech that develops a hidden comparison between two objects that share something in common. It is different from a ‘simile’ where the comparison is drawn using ‘like’ or ‘as’.
Pick out few more examples of metaphors from the poem.
1. ………………………………….
2. ………………………………….
3. ………………………………….
Answer:
1. I am a star.
2. I am the daughter of the elements.
3. The eyes of the night
4. The eyes of the day

Write what the following metaphors imply. One is done for you.

Answer:

Attempt writing your own examples of metaphors
1. …………………..
2. ………………….
3. ………………….
4. …………………
Answer:
1. Her eyes were fireballs.
2. I was lost in a sea of nameless faces.
3. He is a rolling stone
4. The wheels of justice turn slowly

Summary Of Song Of The Flower Kerala Syllabus 8th Standard Activity 3.

Read the poem again and complete the following spider diagram.

Now, can you prepare an appreciation of the poem ‘Song of the Flower’ using the spider diagram?
……………………………………….
……………………………………….
……………………………………….
Answer:

Appreciation of the poem.
Song of the flower is a beautiful poem about nature and its relationship with living beings. This poem was written by Khalil Gibran, the famous Lebanese poet. This poem speaks about the life cycle of a flower and its experience. The flower in the poem is a representative of every aspect of nature. The flower claims that it is a kind word uttered and repeated by nature’s voice. It is a star fallen from the sky. The sky is referred as ‘the blue tent’. All the four seasons play vital roles in the life of the flower. The flower is conceived by winter, given birth by spring, reached by summer and eternal sleep by autumn. The flower heralds the coming of the light in the dawn. It bids farewell to the light in the evening.

The plains are decorated with beautiful flowers. The air is filled with the lovely fragrance of the flower. Days and nights shower love, care and affection on the flower lavishly. The flower enjoys nature as much as it can. To the flower dew is wine. It sings with- the birds and dances according to the rhythm of the swaying grass. The poet is impressed by the beautiful image of nature. The flower becomes a part of joy as well as sorrow because it is used on occasions of wedding and funeral. The poem teaches us how to deal with life’s struggles, to learn from our past and face the future with confidence and hope. The poet uses appropriate similes and metaphors in the poem, that makes the poem more beautiful.

Song of the Flower Additional Questions & Answers

Questions l to 4: Read the lines from the poem ‘ Song of the Flower’ and answer the questions that follow:
I am a star fallen from the
Blue tent upon the green carpet
I am the daughter of the elements
With whom Winter conceived:
To whom Spring gave birth: I was
Reared in the lap of Summer and I
Slept in the bed of Autumn
At dawn, I unite with the breeze
To announce the coming of light:
1. I am a star fallen from the Blue tent upon the green carpet …………… What do the expressions ‘ blue tent and ‘green carpet’ imply?
2. What does the speaker do at dawn?
3. ‘I am the daughter of the elements …………… Identify the figure of speech used in this line.
4. Pick out an example of a visual image from the above lines.
Answer:
1. Blue tent – Sky
Green carpet – Earth
2. Unite with the breeze to announce the coming of light.
3. Metaphor
4. A star fallen from the blue tent.

8th Standard English Question 2. Prepare a profile of the famous writer KHALIL GIBRAN using the hints given below.
Birth: 1883
Nationality: Lebanese
Famous as: Artist, poet, writer, philosopher, Considered as third most popular poet in history.
Works: ‘ The Prophet’ (1923)
Death: 1931
Answer:
Khalil Gibran:
Khalil Gibran the famous Lebanese poet was born in 18 83. He was famous as a Artist, poet, philosopher. He was considered as the third most popular poet in history. His major work is The Prophet in the year 1923. He passed away in the year 1931.

Song of the Flower Summary in English

This beautiful poem portrays the character of a flower. According to the poet, the flower is a word spoken and repeated by nature. It is a star that has fallen from the blue sky upon the green grass on the Earth. Then the poet describes how the different seasons show their role in the life of the flower. It is conceived (created as embryo)in the winter, born in the spring, summer looks after it like its mother and it bids farewell(dies) to the world in autumn. When morning arrives, it joins the breeze to announce the coming of the sun and in the evening along with the birds, it bids farewell to the sun. The plains are all decorated by the flowers and the air is filled by its sweet aromatic smell.

In the night, when it sleeps, the night becomes a watchman for it and in the morning it wakes to see the sun without which even our eyes wouldn’t be helpful. It drinks dew like wine, listens to the birds singing and the dances when the grasses sway in the wand. When lovers meet, flower is exchanged and so is it when they get married. Also, it is the last gift that we give to our beloved ones when they pass away. But the flower wants us to be optimistic and look high and dream. It doesn’t want us to look back on the sorrows of our lives and regret. It teaches us the lesson of self-worth and wants us to spread joy just as it does.

Song of the Flower Summary in Malayalam

Song of the Flower Glossary

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

Kerala State Syllabus 8th Standard Hindi Solutions Unit 3 Chapter 1 The Light on the Hills (Lucy Clifford)

The Light on the Hills Textbook Questions And Answers

The Light On The Hills Questions and Answers Question 1.
Have you ever painted a picture? What are the things you will do to make your painting beautiful?

Answer:
a. Let the learners say what makes a painting beautiful.
b. Select a beautiful scenery
c. Drawing it truthfully
d. Using appropriate colors
e. Highlighting the important aspects.

The Light On The Hills Character Sketch Of Boy Question 2.
How, according to the girl, can the boy make people feel happy while looking at his picture?

Answer:
When people look at the picture of the fields painted by the boy they will feel as if they are in the field and this will make them happy.

Character Sketch Of The Boy In The Story The Light On The Hills  Question 3.
‘It is a beautiful world.’ What makes the little girl say so?

Answer:
The sight of the trees and fields the deep shadows and hills beyond, the glimmering sunlight along with the rustling leaves and rippling stream make the world beautiful.

The Light On The Hills Question Answers  Question 4.
What is described as a ‘sin’ by the boy?

Answer:
To do anything which might represent the world badly or imperfectly

The Light on The Hills  Question 5.
What, according to the girl, should we do when we want to give our best?

Answer:
According to the girl if we want to give our best we should do it for the people we love.

The Light On The Hills Character Sketch  Question 6.
‘…a big tragedy struck the family.’ What was the tragedy?

Answer:
The death of the little girl

The Light On The Hills Question Answer  Question 7.
Why was the boy reluctant to go to the same field once again?

Answer:
The boy was so filled with grief at the loss of his little sister that he could not gather enough courage to see the same field without her.

The Light on the Hills Character Sketch of Boy Question 8.
What was the desire in the boy’s heart?

Answer:
To put into the world something which should make the meanest, humblest citizen, a little happier or better.

The Light on the Hills Summary Question 9.
What was the comment made by the audience on seeing the picture?


Answer:
This is better than all he has done before. It is surely beautiful for it makes one happy to look at it.

The Light on the Hills Question 10.
Why did the boy say that his heart ached as he did the picture?

Answer:
The memories of his sister made his heartache.

The Light on the Hills Activities Question 11.
How can one find happiness for one’s own self?

Answer:
One can find happiness for oneself by seeking it for others.

The Light on the Hills Short Story Summary Question 12.
‘Ah, then it is called Heaven.’ What does the statement mean?

Answer:
Love helps one to live one’s life. When that love helps to bring happiness to others as well as oneself, it becomes heavenly.

The Light on the Hills Textbook Activities And Answers

Let’s revisit

The Light On The Hills Activity 1.

Answer:
Setting: On the plains overlooking the hills
Characters: a little boy and a little girl Characterisation :

• Nervous, lacks confidence, loving gains confidence as he grows up: Boy
• Loving, mature, encouraging, think positively: Sister

Theme: Ardent love and dedication to one’s work can bring forth success in one’s life.
Tone: Touched to read about the loving relationship between the boy and his sister. The story inculcates optimistic views in us.
Imagery: The glimmering sunlight, rustling leaves, rippling stream with the light shining upon the hills.

• The wonderful picture of a brother and sister at work trying to paint a picture
• The little boy growing up to be a great artist one day

Point of view: The little boy’s Conflict :
Internal: The desire to paint a picture lack of confidence to paint it.
External: The desire to paint a picture vs society’s response to an imperfect work.

Activity 2.

A few of the major incidents of the story are given below. Complete the following flow-chart.

Answer:

• The little sister watched her brother painting the portrait.
• The boy was unable to draw the picture
• She tries to build up his confidence.
• A big tragedy struck their family
• The little boy is filled with grief at the | death of his sister.
• Sorrow gives him power and he draws the picture which wins recognition.
• Perfect love helps one to work and to wait. It also gives happiness.
• Ah, then it is called Heaven.

Let’s enrich our vocabulary

Activity 1.

Complete the following by choosing appropriate words from the box given below.
The little girl asked the boy to do his work with great ………… She asked him to see the ………… of the sunlight. In nature, we could listen to the ……… of the leaves. In nature, we could also hear the ………….. of streams. It is a great ………… for artists to capture the beauty of nature. It is definitely a ………… to represent nature imperfectly. The little boy was in great …………. when he learned about the death of his sister. The boy felt that happiness is something difficult to……………

Answer:
dedication, glimmer, rustling, rippling, honor, sin, grief, seize.

Activity 2.

You have studied how to use prefixes and suffixes in the previous units.
Now, identify eight words from the story which have different suffixes such as ‘-ed’, ‘-ly’, ‘-s/-es’, ‘-fuT, ‘-ness’, ‘-ing’, ‘-er’ and ‘-est’ separating the root word and the suffix. One is done for you.

Activity 3.

Look at the following sentences from the story.
If I do it badly, it will make them unhappy.
It is a sin to do anything which might represent the world imperfectly.
The underlined words take the prefixes ‘un-’ and ‘im-’ respectively to form words opposite in meaning to the root words.

Other prefixes that are often used to form the antonym of the root words are ‘in-’ and ‘dis—
Prepare a list of root words and their antonyms using the prefixes mentioned above. Write at least five words with each
Answer:
Un – unimportant, unfair, unusual, uninteresting, unlucky
Im – immature, impossible, immortal, immobile, impatient
In – insecure, inappropriate, incorrect, indirect, incredible
Dis- disqualify, disable, disapprove, disagree, disconnect

Activity 4.

Look at the following sentence from the story.
The little sister went too and stood by him watching while he painted.
The underlined words in the above 1 sentences are action words and they are in the past tense form.
Read the text and find out how the action j words make their past forms from the root word.
Do you see any fixed pattern in forming the past in the case of a majority of words?
What do you call such words?
………………………….
Give five examples for such verbs from the text.
1. ………………………
2. ……………………..
3. ……………………..
4. ……………………..
5. ……………………..
What do you call verbs which do not follow this pattern?
………………………..
………………………..
Now, prepare a list of such verbs from the story.
………………………..
………………………..
Answer:
1. Once more they looked at the hills that seemed to rise up out the deep shadow into the light, and then together they went home.
2. But after many years as he sat and worked, a strange power come to him
3. I thought of her all-time I worked
4. Son, your little sister wandered into another world and journeyed on so far that she lost the clue to earth, and could not be back anymore.
5. It was the sorrow that gave me power.
Yes, majority of verbs from the past by adding – ‘ed’ at their end. These are called regular verbs.
Verbs which don’t follow this pattern are called irregular verbs.
go — went — gone
stand — stood — stood
come — came — come
feel — felt — felt
make — made — made
know — knew — known
do — did — done

Let’s write

Activity 1.

And yet my heart ached as I did it,’ the boy said, as he went back to the field. ‘I thought of her all the time I worked.’ Many thoughts must have passed through his mind while painting the pictures. What would those thoughts be? Attempt a diary entry based on the boy’s thoughts.
………………………….
………………………….
The Light on the Hills Question Answer:
October 12 Thursday
A memorable day! My promise to her has been fulfilled. But, I miss my little sister a lot. How happy she would be if she were alive! She was the one who wished the most to see me successful. It was her words of love and encouragement that kept me going. I am really indebted to her. How I wish she were with me! In fact, it is her memories that gave me the strength to complete our dream picture. I was so pleased when I saw the happiness on the face of the people who came to see my picture. All the appreciation and happiness, I dedicate to my dearest sister. My sister still continues to inspire me.

Activity 2.

The boy finally came up with a wonderful painting appreciated by everyone. His little sister’s words were the real inspiration behind his achievement. Having heard of the achievement of the boy, you have decided to send a letter of appreciation to him. Write the letter.

Answer:
New Delhi
12 October 2017
Dear Harry,
Hope you are doing well. I’m writing this to express my happiness on hearing about your achievement. Hearty congratulations! I read all the details of your art exhibition in the papers today. I must say it is indeed spectacular. Harry, I read about your growth as an artist. I was really touched to learn about the wonderful way in which you were inspired by your sister. You are truly dedicated to art. Moreover, you, have worked very hard to groom yourself as an artist. Now, the result is here for the whole world to see and for you to feel proud of. I am sure, you will bloom as a renowned painter in the coming years. I wish you luck in all your future endeavors. Congratulations once again!

Lovingly,
Mike

Activity 3.

Study the word-web given below. The web shows some clues related to the boy and his character. Now, prepare a character sketch of the boy using the expressions in the word web.

Now, construct a similar word web about the little girl in the story.

Attempt a character sketch of the little girl using the web.
Answer:
The little girl plays a dominant role in the story ‘The Light on the Hills’ written by Mrs. Lucy Clifford. In spite of being the younger of the two siblings, the girl is portrayed as a very mature person with a comprehensive and positive outlook towards life. The girl encourages her brother to paint the picture saying, ‘it will make people happy to look at it’ She tries to build up his confidence by pointing out to him that ‘If you do your work with dedication and honesty, people will know how hard you have tried’. Not only does she display a rare strength of character and confidence but tries to instill it in her brother also. She tells him that if he wants to do his best j then he has to do it for the people whom he loves. That will help him endure everything and enable him to move forward. She shares a strong and loving relationship with her brother and remains as a constant source of inspiration even after her death.

Let’s speak

Activity 1.

The boy in the story says; ‘If I do it badly, will it make them unhappy?’ Every day we engage ourselves in many j activities. Some of them make the people around us happy while some others may make them unhappy. Sit in groups and discuss the kinds of things you have done that made your parents, friends, and teachers happy or unhappy.
You may use the following expressions
1. My parents were happy when I ……………………
2. They got annoyed when I …………………………….
3. ………………………………………………………………………
4. ………………………………………………………………………
Answer:
My parents were happy when I got full A+.
They got annoyed when I began to shout.
Our teacher was very happy when our team won the match.
My friend became sad when I refuged his invitation.

Activity 2.

Visit www.youtube.com and watch Severn Suzuki’s speech delivered in the UN Earth Summit at Rio de Janeiro. Severn Cullis-Suzuki was a 12-year-old girl who spoke at the UN Earth Summit at Rio de Janeiro in 1992. Her speech is touching and encouraging.

Listen to her speech and find out what makes her speech inspiring. You may also visit www.ted.org for watching more inspiring speeches. Let the learners list down the features of a speech. Conduct a discussion based on the features of a speech. Which of the following do you think are the features of a good speech? A good speech:
a. begins with a salutation addressing the audience
b. includes quotations
c. includes stories, anecdotes, etc.
d. uses humor
e. will have a beginning, a middle and an end
f. will have properly organized ideas
g. will have ideas supported with details and examples
h. is one in which the speaker uses appropriate body language, eye contact, and voice modulation
Prepare a speech to be presented in the school assembly highlighting the importance of motivation and hard work to attain success in life. You are free to include examples from the life of the boy depicted in the story, ‘The Light on the Hills’.
…………………………………….
…………………………………….
…………………………………….
Answer:
Respected teachers and my dear friends, Today we live in a highly competitive world. We all strongly desire to become a successful person in life. In my view, motivation and hard work are the two important factors that enable us to achieve our goals.

I think, as a student, we need motivation from parents and teachers alike. Inspiring words and support from parents and teachers will strengthen your determination and self-confidence to achieve your goals. If we carefully study the success mantra behind eminent personalities like Abdul Kalam, we can see it is nothing other than hard work.

I would like to quote Lucy Clifford’s story “The Light on the Hills” as a best example for how motivation of a young girl played to bring out the best creation of an artist. It tells the story of a boy who wanted to paint a beautiful picture. His little sister accompanied him in the field. Even- though she was young, her words motivated her brother. Her visions and views were based on virtues. She also said when you do a work with dedication for people whom you love, will bring out your best talents. These words touched the boy deeply and he said that he would draw a picture for her. But suddenly she died in her sleep. The boy became sad because of the untimely death of his sister. But even after her death, the little sister motivated the boy to draw a beautiful picture and become a successful artist.

I conclude my words with this stuff Even though you are a student you can motivate others. It has a power to transform others. You can motivate others and at the same time, you can receive motivation from others.

Let’s discover how grammer works

Activity 1.

Look at the following sentences used in the story.
1) If you do your work with dedication and honesty, people will know how hard you have tried.
2) If I want to do my very, very best I will do it for the people I love.
These sentences deal with a likely situation in the present or future.
The situations we describe may not have happened yet. But they are likely to happen because we can easily imagine them happening. These are examples of the first conditional.
Now, identify the features of the conditional clauses.
a. How do the sentences begin?
b. Can you move the clauses at the beginning of the sentences to the end, without a change in meaning?
c. How many verb phrases do you notice in each of the sentences?
d. Do they follow a fixed pattern?
e. Can you use any other modal verb instead of ‘will’ in the main clause?
f. What changes occur in the meaning and form, if you change the verbs in the ‘if-clause’ to past and past perfect tense?
Answer:
a. The sentences begin with ‘if – conditional clause.
b. People will know how hard you have tried if you do your work with dedication and honesty. I will do it for the people I love if I want to do my very best.
c. Phrases: with dedication and honesty for the people.
d. Yes, they follow a fixed pattern
e. If you do your work with dedication and honesty people would know how hard you have tried.
If I want to do my very very best I would do it for the people I love.
f. If you did your work with dedication and honesty, people would know how hard you have tried.
If I wanted to do my very, very best I would try.
If I had wanted to do my very, very best I would have done it for the people I love

Activity 2.

In the first two units, you have learned about noun phrases. Norm phrases usually appear right at the beginning of sentences. They can last/come towards the end of sentences. Underline the noun phrases in the subject position in the following sentences. You may also identify the head nouns in each.
a. The little girl in the story supports him.
b. Her brother who became a painter got inspiration from her.
c. The girl advised her brother to paint pictures.
d. The hills which they visited together appeared misty.
e. The boy became a professional artist in the end.
Which class of words are added before the head noun?
Which are the wards added after the head nouns?
Identify the classes of words that are added before and after the head nouns in the noun phrases? Write your observations.

Answer:

Activity 3.

Read the following signboards. Circle the head nouns in the noun phrases used in the signboards and write them in the space provided

Answer:
Baby, Road, Bridge, Clothing, Parking

Let’s edit

Read the following passage.There are some errors in it. They are underlined. Edit the errors.
A pet dog swam three rivers, walked 13 kilometers and then keep a week’s vigil outside a jail where his master was imprison.
When Sohrab was arrested, his dog swam behind the boat that ferried him across the first river to prison. The boatman trying to drive away, hit him on the head with an oar but he kept on swim. At the prison, the dog waited until his owner was release from a one-week sentence.
The dog often used to cry outside the gate, but it would wag its tail in joy when his

Let’s play with language

Read the following sentence from the story.
‘ It is surely beautiful, for it makes one happy to look at it.’
The underlined word expresses an
master would send it half his prison food. Ali was, jail. for critically wounding a neighbour in his remote villagef^The neighbour is still suffer from injuries in the district hospital.
Now, rewrite the edited version of the paragraph
………………………………….
………………………………….
………………………………….
………………………………….
Answer:
A pet dog swam three rivers, walked 13 kilometres and then kept a week’s vigil outside a jail where his master was imprisoned.
When Sohrab was arrested, his dog swam behind the boat that ferried him across the first river to prison. The boatman trying to drive away, hit him on the head with an oar but he kept on swimming. At the prison, the dog waited unil his owner was released from a one – week sentence.
The dog often used to cry outside the gate, but it would wag its tail in joy when his master would send it half his prison food.
Ali was jailed for critically wounding a neighbour in his remote village. The neighbour is still suffering from injuries in the district hospital.
or
emotion. Words like happy, sad, angry, excited,pride,envy,lonely,shame,surprised, etc. are words related to emotions. A few emotions are hidden in the word puzzle given below. Find them out and circle them. One is done for you.

Answer:

Question 1.
Here’s another game that you can attempt. Some words are given in a jumbled order. They are words functioning as verbs. Identify the word and write it in the space provided.Now, write the encircled letters in the boxes given below. If you get the title of the story, you win.

Answer:
1.TERS: REST
2. NTIKH: THINK
3. ELEF: FEEL
4. ESPLE: SLEEP
5. ITPAN: PAINT
6. LUGAH : LAUGH
7. HOCE : ECHO
8.WHTOR: THROW
9. WNKO: KNOW
10. EDRONW: WONDER
11. TELSA: STEAL
12. RAHE: HEAR
13. EPKSA: SPEAK
14. EGHATR: GATHER
15. MSIEPOR: PROMISE
16. LNSIET : LISTEN
17. LKOO : LOOK
18. WSANRE: ANSWER

The Light on the Hills Additional Questions & Answers

Questions 1-4. Read the excerpt given below from the story ‘ The Light on the Hills’ and answer the questions that follow.

‘It is a beautiful world.’ The boy echoed sadly. ‘It is a sin to do anything which might represent the world badly or imperfectly.’
‘ But will you always do things well?’ asked the little sister.
‘I get so tired,’ he said, ‘ and long to leave off so much. What do you do when you want to do your best, your very, very’ best?’ he asked, suddenly.
‘ I think if I want to do my very, very best then I’ll do it for the people I love,’ she answered. ‘ It makes you very strong if you think of them; you can bear pain, and walk far, and do all kind of things, and you do not get tired so soon.’
He thought for a moment. ‘Then I shall paint my picture for you,’ he said; ‘I shall think of you all the time I am doing it.
1. Why does the girl say that ‘ It is a beautiful world’?
2. According to the girl what should we do when we want to give our best?
3. What is described as a ‘sin’ by the boy?
4. Pick out the word from the passage that means ‘ repetition of sound’.
Answer:
1. The sight of the trees and fields, the deep shadows and hills beyond, the glimmering sunlight along with rustling leaves and rippling stream make the world beautiful.
2. According to the girl if we want to give our best we should do it for the people we love.
3. To do anything which might represent the world badly or imperfectly.
4. Echo

Question 5.
The boy in the story ‘ The Light on the Hills’ was appreciated by everyone for his painting. Their appreciation reminded him of his sister. Later, he writes his thoughts and feelings in his diary. Write the likely diary entry.
Answer:
November 13

Monday

A memorable day! My promise to her has been fulfilled. But, I miss my little sister a lot. She is the reason for all the appreciation I am receiving today. How happy she would be if she were alive. She was the one who wished the most to see me successful. It was her words of love and encouragement that kept me going. How I wish she were there with me. In fact it is her memories that gave me the strength to complete our dream picture. I was so pleased when I saw the happiness on the face of the people who came to see my picture. All the appreciation! and happiness is dedicated to my sister.

Question 6.
The boy in the story ‘ The Light on the Hills’ is awarded the best painter award for his painting. At the award function, he delivers a speech on how his sister inspired him. Write the likely speech.
(Hints: went to the field to paint- not satisfied- sister expressed her views – how to make people happy- sister passed away-sad-not confident enough to paint- strange power- painted masterpiece)
Answer:
A very warm good morning to all seated here. Today I am very happy as I stand before you. On this occasion I remember my dear little sister. She is the person behind my success. She was the one who wished the most to see me successful. It was her words of love and encouragement that kept me going. I wish she were here with me. In fact, it is her memories that inspired me to complete our dream picture. I dedicate all the appreciation and happiness to my dear sister. She still continues to inspire me. My dear friends, before I conclude I would like to tell you that you must motivate others at the same time you can receive motivation from others.

Question 7.
Prepare a short profile of Lucy Clifford using the hints given below.
Born: August 2, 1846, London
Known as: W.K Clifford
Famous as: English Novelist and Journalist
Spouse: William Kingdon Clifford
Notable Works: Mrs. Keith’s Crime, A Woman Alone
Died: April 21, 1929
Answer:
Lucy Clifford:
Lucy Clifford was born on August 2 in 1846 in London. She was known as W.K Clifford. She was a famous English Novel and journalist. Her spouse was William Kingdon Clifford. Mrs. Keith’s Crime and A Woman Alone were her notable works. She passed away on April 21 in 1929.

Question 8.
Construct two meaningful sentences using the words given in the box below. One is done as an example for you.

a. Varsha runs fast.
b. ……………………
c. ……………………
Answer:
b. Children are playing cricket.
c. This bag is new.

Question 9.
Read the conversation and complete it choosing the appropriate words/ phrases from those given in brackets.
Sister: What are you drawing?
Boy: I ….(a)… (draw/ am drawing/ was drawing) the picture of that field. Will it make people happy?
Sister: Yes of course! Art …(b)… (made/makes/is making) people happy. You had better do it well.
Boy: That means, if I (c) (do/does/is doing) it badly, I will make unhappy.
Sister: Be positive. You are a good painter. Go ahead.
Answer:
a. am drawing
b. makes
c. do

The Light on the Hills Summary in English

‘Light on the Hills’ is a short story which shows how the words of a person can influence another person. A boy was painting scenes from nature. His little sister stood watching him. She pointed out some of the defects of his painting. She remarked that people who saw that painting would be glad and they would feel that it was real. Then the boy asked her if he painted it badly would the people be unhappy. To this the girl answered that if he was doing his work with dedication and honesty, they would understand how much effort he took to paint it, and would certainly like his picture. The girl pointed out to the boy the light from the hills. Both of them enjoyed watching it.

He tried to paint trees, field and the dark shades and the faraway hills with light on them. As the sunlight began to dim, he stopped his painting. The girl said that the world was very beautiful. The boy repeated these words with a pinch of sorrow. The boy asked her when she wanted to do something great, what would she do. The girl answered that she would think that she was doing it for the person whom she loved best. This would make her strong and she could forget all her sorrow. Thus she would be able to go forward and would never get bored. The boy thought for a moment and said that in that case, he would paint his picture for her. Then they both returned home.

A tragedy happened in the family that night. The girl died in her sleep. The sorrowful mother told the boy that his little sister would never come back for this world again. The sorrow of the boy was beyond words. He thought about the words she had spoken before she had got an extraordinary strength. He completed the picture. Everyone appreciated the picture. It was whispering in his ears that it was love, true love, from which all virtues came. If it gave happiness, it could be called heaven.

The Light on the Hills Summary in Malayalam

The Light on the Hills Glossary

You can Download वह सुबह कभी तो आएगी Questions and Answers, Summary, Activity, Notes, Kerala Syllabus 8th Standard Hindi Solutions Unit 5 Chapter 3 help you to revise complete Syllabus and score more marks in your examinations.

Kerala State Syllabus 8th Standard Hindi Solutions Unit 5 Chapter 3 वह सुबह कभी तो आएगी

साहिर लुधियानवी साहिर लुधियानवी का जन्म 8 मार्च 1921 में लुधियाना में हुआ। आप प्रसिद्ध शायर तथा गीतकार थे। आपकी शिक्षा लुधियाना के खालसा हाइस्कूल में हुई। लाहौर तथा मुंबई आपकी कर्मभूमि रही। तल्खियाँ’ आपका पहला कविता संग्रह है। ‘आज़ादी की राह पर’ नामक फ़िल्म के लिए आपने पहली बार गीत लिखे। 25 अक्तूबर 1980 को दिल का दौरा पड़ने से आपका निधन हो गया।

वह सुबह कभी तो आएगी Summary in Hindi

‘वह सुबह कभी तो आएगी’ में गीतकार एक अच्छी सुबह की प्रतीक्षा करते हैं। गीतकार कहते हैं, कभी वह सुबह आएगी तो इन बीती हुई काली सदियों के सिर से रात का आँचल नीचे की ओर जाएगा। तब दुःख का काला बादल पिघल जाएगा। दुःख के बदले सुख का सागर उमडेगा। आकाश खुशी से नाचेगा और धरती मधुर गीत गाएगी।

यहाँ गीतकार स्वतंत्र भारत का सपना देखते हैं।
गीतकार कहते हैं – कभी वह सुबह आएगी तो ये भूख और बेकारी के दिन बीत जाएँगे। संपत्ति और ठेकेदारी के दिन टूटेंगे। उनके स्थान पर एक अनोखी दुनिया की बुनियाद उठाई जाएगी।

संसार के सारे परिश्रमी लोग खेतों से उस दिन का वेतन लेकर आयेंगे। गरीबी के अंधेरे बिलों से वे बाहर आएँगे। तब वे मूल्यहीन या विवश नहीं होते। तब दुनिया शांति और खुशहाली से सजाएँगे।

वह सुबह कभी तो आएगी Summary in Malayalam and Translation

” ആ പ്രഭാതം എന്നെങ്കിലും വരികയാണെങ്കിൽ’ എന്ന കവിതയിൽ കവി ഒരു നല്ല പ്രഭാതത്തിന്റെ വരവും കാത്തിരിക്കുകയാണ്.

– കവി പറയുന്നു, “ആ നല്ല പ്രഭാതം എന്നെങ്കിലും വരികയാണെങ്കിൽ കഴിഞ്ഞു. പോയ ആ കറുത്ത നാളുകളുടെ ശിരസ്സിൽ നിന്നും വസ്ത്രാഗം താഴേയ്ക്കുവീഴും. അന്ന് ദുഃഖത്തിന്റെ കാർമേഘം അലിഞ്ഞ് ഇല്ലാതാകും. ദുഃഖത്തിന്റെ സ്ഥാനത്ത് സന്തോ ഷത്തിന്റെ സമുദ്രം നിറഞ്ഞൊഴുകും. ആകാശം സന്തോഷംകൊണ്ട് നൃത്തം ചെയ്യും. ഭൂമി മധുരഗീതം ആലപിക്കും.

ഇവിടെ കവി സ്വതന്ത്രഭാരതമാണ് സ്വപ്നം കാണുന്നത്. – കവി പറയുന്നു, എന്നെങ്കിലും ആ പ്രഭാതം വന്നാൽ വിശപ്പിന്റെയും തൊഴിലില്ലാ യ്മയുടെയും ഈ ദിനങ്ങൾ കടന്നുപോകും. സമ്പത്തിന്റെയും ഏകാധിപത്യത്തിന്റെയും കാലം അവസാനിക്കും. അതിന്റെ സ്ഥാനത്ത് സുന്ദരമായ ഒരു പുതുയുഗത്തിന്റെ അടി ത്തറ ഉയർന്നുവരും.

ലോകത്തിലെ എല്ലാ അധ്വാനികളും ജോലികഴിഞ്ഞ് കൂലിയുമായി വരുന്ന ഒരു കാലം ഉണ്ടാകും. ദാരിദ്ര്യത്തിന്റെ ഇരുട്ടു നിറഞ്ഞ മാളത്തിൽ നിന്നും അവർ പുറത്തു വരും. അന്ന് അവർ വിവശരോ വിലയില്ലാത്തവരോ ആയിരിക്കുകയില്ല. അങ്ങനെ ലോകം ശാന്തിയും സമൃദ്ധിയും കൊണ്ട് അലങ്കരിക്കപ്പെടും.

 

वह सुबह कभी तो आएगी शब्दार्थ Word meanings

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