Government of Karnataka

ENGLISH

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FIRST LANGUAGE

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(Revised)
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PEARLS OF LITERATURE
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8
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EIGHTH STANDARD
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KARNATAKA TEXTBOOK SOCIETY (R)

6th Cross, Malleshwaram,
Bengaluru - 560 003.

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 Textbook Committee

Chairperson:
Dr. T.N. Raju, Professor, B.E.S. College of Education, Jayanagar 4th
Block, Bengaluru.
Text Book Committee Members:
Smt. Dr. Madhumathi, Principal, Sri Sarvajna Teachers’ College
Vijayanagar, Bengaluru-40.
Dr. Vincent, Vice Principal, St.Joseph’s Junior College, Vittal Malya
Road, Bengaluru.
Smt. K.M Ashwini, Lecturer, Govt. PU College, Doddalahalli,
Kanakapura Taluk, Ramanagara Dist.

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Smt. Bhavya, Vice Principal Govt. PU College, Lakkur, Malur Taluk,
Kolar Dist.

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Smt. Sumathi Pai, Head of the Department of English, Kaveri High
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School, Mangaluru.
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Sri Shyla Lali, Artist, Drawing Teacher Government High School,
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Bajaguli, Udupi.
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Scrutinizer:
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Dr. Jayagowri Shivakumar, Professor & HOD,

Department of English, NMKRV Women’s College, Jayanagar, 3rd
Block, Bengaluru.

Editorial Board Members:

Prof. G. Rajgopal, Department of ESL Studies,The English and
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Foreign Languages University, Hyderabad.

Prof. Victor, Principal Nitte First Grade College, Yelahanka,
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Bengaluru.
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Chief Co-ordinator:
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Prof. G.S. Mudambadithaya, Curriculum Revision and Text book

preparation, Textbook Society (R.), Bengaluru.

Chief Advisors:
Sri Nagendra kumar, Managing Director, Karnataka Textbook
Society(R.), Bengaluru.
Smt. Nagamani. C, Deputy Director, Karnataka Textbook
Society(R.), Bengaluru.
Programme Co-ordinator :
Smt. Sowmya N.S, Asst. Director, Karnataka TextBook Society (R.),
Bengaluru.
II
 PREFACE
The Textbook Society, Karnataka has been engaged in producing new textbooks according
to the new syllabi prepared which in turn are designed based on NCF – 2005 since June 2010.
Textbooks are prepared in 11 languages; seven of them serve as the media of instruction.
From standard 1 to 4 there is the EVS and 5th to 10th there are three core subjects namely
mathematics, science and social science.
NCF – 2005 has a number of special features and they are:
• Connecting knowledge to life activities.
• Learning to shift from rote methods.
• Enriching the curriculum beyond textbooks.
• Learning experiences for the construction of knowledge.
• Making examinations flexible and integrating them with classroom experiences.
• Caring concerns within the democratic policy of the country.

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• Make education relevant to the present and future needs.
• Softening the subject boundaries integrated knowledge and the joy of learning.

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• The child is the constructor of knowledge.

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The new books are produced based on three fundamental approaches namely, Constructive
approach, Spiral Approach and Integrated approach.
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The learner is encouraged to think, engage in activities, masters skills and competencies.
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The materials presented in these books are integrated with values. The new books are not
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examination oriented in their nature. On the other hand they help the learner in the total
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development of his/her personality, thus help him/her become a healthy member of a healthy
society and a productive citizen of this great country India.
Language textbooks are designed to help learners master communicative competencies,
excellent comprehension, meaningful expression and efficient reference skills.
English is studied by most students as the second language. Teachers have to keep in
mind the three fundamental approaches based on which the readers have been designed and
adapt their teaching methods and help learners master language skills and competencies and
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help them become excellent users of English.

Schools in Karnataka offer seven languages as media of instruction and eight as first
languages and ten languages are offered as third language. The objective is to help the learners
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to use these languages efficiently at the communicative level. It is hoped that at least a cross
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section of learners achieve competencies to use these languages at the creative level.
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Teachers are expected to adapt their teaching methods not to make these textbooks just
feed materials for examinations, but help learners master language competencies such as
communication, comprehension, expression in writing and necessary reference skills.
The Textbook Society expresses grateful thanks to the chairpersons, writers, scrutinisers,
artists, staff of DIETs and CTEs and the members of the Editorial Board and printers in helping
the Text Book Society in producing these textbooks.

Sri Nagendra kumar Prof. G.S. Mudambadithaya

Managing Director Co-ordinator
Karnataka Textbook Society® Curriculum Revision and Textbook Preparation
Bengaluru, Karnataka. Karnataka Textbook Society®
Bengaluru, Karnatka

III
Note to the Readers

“Pearls of Literature” is designed for the students of 8th Standard

First language English. It is written, based on the language guidelines of
co-operative learning and constructivism envisaged in NCF 2005. The members
of the text book committee are the practising teachers of English, who have
contributed immensely to bring out this book.

There are eight prose lessons and equal number of poetry pieces and

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three lessons for supplementary reading. The themes of the lessons are drawn

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from a rich treasure of English which would be a treat for the readers. The

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themes chosen for the study range from the innocence of adolescence to Indian
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mythology. The entry level and the terminal performance of the language
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learners are kept in mind while designing the text book. The language learner’s
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interests, language needs, objectives of language learning and teaching and

ability of the learners are also kept in view while preparing this book.

All the lessons have a wide range of activities to develop core language
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skills such as listening, speaking, reading and writing, besides exercises on

vocabulary and language concepts, spelling, punctuation and composition.
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There are separate, lesson-wise table of contents which consist of themes,

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values, coverage of skills and activities which are given for the instant use of
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teachers and learners. Each of the lessons has a certain value and a specific
theme. The teachers have to study the lessons thoroughly before they are
taught to the students. They must motivate the learners to appreciate the
Indian values, cultural heritage, the rich traditions and the achievements of
Indian intelligentsia. They must facilitate the learners to develop a flair for
English language and love for literature.

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 The Chairman and the Members of the Text Book Committee of
the 8th Standard First language English Text, express a deep sense of
gratitude to the Director of DSERT and his team of officials the Managing
Director of the Text Book Society and his team of officials, and Prof G.S.
Mudambadithaya, Chief Co-ordinator and Smt. Presilla.D. Shantha,
Head Dept. of English St. Ann’s School, Rajajinagar, Bengaluru, for their
invaluable support in the completion of this book.

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Dr. T.N. Raju

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Chairperson
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8th Std. First Language English

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Bengaluru.
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 About the Revision of Textbooks

Honourable Chief Minister Sri Siddaramaiah who is also the Finance

Minister of Karnataka, in his response to the public opinion about the
new textbooks from standard I to X, announced, in his 2014-15 budget
speech of constituting an expert-committee, to look into the matter. He
also spoke of the basic expectations there in, which the textbook experts

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should follow: “The textbooks should aim at inculcating social equality,

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moral values, development of personality, scientific temper, critical
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acumen, secularism and the sense of national commitment”, he said.
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Later, for the revision of the textbooks from class I to X, the

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Department of Education constituted twenty seven committees and

passed an order on 24-11-2014. The committees so constituted were
subject and class-wise and were in accordance with the standards
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prescribed. Teachers who are experts in matters of subjects and syllabi

were in the committees.
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There were already many complaints and analyses about the

textbooks. So, a freehand was given in the order dated 24-11-2014 to the
responsible committees to examine and review text and even to prepare
new text and revise if necessary. Eventually, a new order was passed
on 19-9-2015 which also gave freedom even to re-write the textbooks
if necessary. In the same order, it was said that the completely revised
textbooks could be put to force from 2017-18 instead of 2016-17.

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 Many self inspired individuals and institutions, listing out the
wrong information and mistakes there in the text, had sent them to
the Education Minister and to the Textbook Society(R.). They were
rectified. Before rectification we had exchanged ideas by arranging
debates. Discussions had taken place with Primary and Secondary
Education Teachers’ Associations. Questionnaires were administered
among teachers to pool up opinions. Separate meetings were held with
teachers, subject inspectors and DIET Principals. Analytical opinions
had been collected. To the subject experts of science, social science,

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mathematics and languages, textbooks were sent in advance and later

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meetings were held for discussions. Women associations and science

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related organisations were also invited for discussions. Thus, on the
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basis of inputs received from various sources, the textbooks have been
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revised where ever necessary.

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Another important aspect has to be shared here. We constituted

three expert committees. They were constituted to make suggestions
after making a comparative study of the texts of science, mathematics
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and social science subjects of central schools (NCERT), along with

state textbooks. Thus, the state text books have been enriched based
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on the comparative analysis and suggestions made by the experts. The

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state textbooks have been guarded not to go lower in standards than

the textbooks of central schools. Besides, these textbooks have been
examined along side with the textbooks of Andhra Pradesh, Kerala,
Tamil Nadu and Maharashtra states.

Another clarification has to be given here. Whatever we have done

in the committees is only revision, it is not the total preparation of the
textbooks. Therefore, the structure of the already prepared textbooks
have in no way been affected or distorted. They have only been revised
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in the background of gender equality, regional representation, national
integrity, equality and social harmony. While doing so, the curriculum
frames of both central and state have not been transgressed. Besides, the
aspirations of the constitution are incorporated carefully. Further, the
reviews of the committees were once given to higher expert committees
for examination and their opinions have been inculcated into the
textbooks.

Finally, we express our grateful thanks to those who strived in

all those 27 committees with complete dedication and also to those

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who served in higher committees. At the same time, we thank all the

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supervising officers of the Textbook Society (R.), who sincerely worked
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hard in forming the committees and managed to see the task reach
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its logical completion. We thank all the members of the staff who co-
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operated in this venture. Our thanks are also to the subject experts and
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to the associations who gave valuable suggestions.

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Veeranna S. Jatti Prof. Baraguru Ramachandrappa

Managing Director Chairman-in-Chief
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Karnataka Textbook Society (R.) State Textbook Revision Committees

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Bengaluru. Karnataka Textbook Society (R.)

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Bengaluru.

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 Revision Committee
Chairman-in-Chief :
Prof. Baraguru Ramachandrappa, State Textbook Revision
Committees, Karnataka Textbook Society, Bengaluru.
Chairperson :
Dr. Krishna K Manavalli, Professor, Department of English, Karnataka
University, Dharwad.
Members:
Smt. Shobha.S.M, Lecturer, DIET, Chikkaballapur.
Smt. Sr.Daisy.A, Head Mistress, Sacred Heart High School,Bengaluru.

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Sri Anith Kumar, Asst. Teacher, GHS, Hejmadikodi, Udupi Dist.
Sri Manoj Jose, Asst. Teacher, GHS, Shettikere, Shivamogga Tq & Dist.

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Smt. Snehalatha.N.H, Asst. Teacher, GHS, Yelahanka, Bengaluru.
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Smt. Kavitha B Savadi, Asst.Teacher, GHPS Bairanahatti, Naragund Tq,
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Smt. Suchitha.C, Asst. Teacher, GHPS Kasambi, Byadagi Tq, Haveri Dist.
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Artist :
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Sri Hazarat Ali.U, Lecturer, Department of Fine Arts, Tumkur

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University, Tumakuru.
High Power Review Committee Members:
Dr. Geetha.R, Professor, Department of English, Bangalore University,
Bengaluru.
Sri Veerabhadra Kodi, Professor (Rtd) Department of English,
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P.G centre, Rani Chennamma University, Vijayapura.

Smt. Elenuru Geethamala, Professor, Department of English, Rural
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First Grade College, Faridabad, Kalaburagi.

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Sri Robert Jose, Professor, Department of English, Vijayanagara

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Srikrishnadevaraya University, Ballari.

Chief Advisors :
Sri Veeranna S. Jatti, Managing Director, Karnataka Textbook
Society(R.), Bengaluru
Sri Kodandaramaiah. N, Deputy Director, Karnataka Textbook
Society,(R.), Bengaluru
Programme Co-ordinator :
Smt. Hemalatha B.V, Assistant Director, Karnataka Textbook Society(R.),
Bengaluru.

IX
 CONTENTS

PROSE Page No
1 The Heavenly Parasol 1-10
2 The Boy who sold Wisdom 11-18
3 Before the Match 19-24
4 Anandi Gopal- An Autobiography 25-32
5 A Lesson for Nakul- Neela Subramanian 33-43

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6 The Model Millionaire-Oscar Wilde 44-53

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7 The Great Sacrifice-a Play 54-62
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The Woman on Platform 8 - Ruskin Bond 63-78
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POETRY
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9 Benjamin Jones Goes Swimming- Aileen Fisher 79-82

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10 Leisure-W. H. Davies (Memorization) 83-86

11 After Apple-Picking-Robert Frost 87-93
12 Palanquin Bearers- Sarojini Naidu (Memorization) 94-99
13 Modern Machinery-Rudyard Kipling 100-108
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14 Imagination-George Bernard Shaw (Memorization) 109-113

15 The Bees-William Shakespeare 114-116
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16 The Cloud - P. B. Shelley (Memorization) 117-119

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SUPPLEMENTARY READING
17 King Sindbad and his Falcon - from the Arabian 120-124
Nights
18 The Broken Gate-Enid-Blyton 125-130
19 The Miser – Shantini Govindan 131-137
20 Study Skills 138-143
21 Table of Contents 144-148
22 List of Phonetic Symbols in English 149-150

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 PROSE-1
THE HEAVENLY PARASOL

Pre-reading task
Read the following passage and answer the questions that follow :
Mace is a simple weapon. It has a heavy wooden or metal shaft,
often reinforced with metal, featuring a head made of stones, copper,
bronze, iron or steel. It was used in traditional warfare. For example,
Bhima and Duryodhana fought with maces in the Mahabharatha war.

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Now-a-days, maces are used as symbols of authority in the
emblems of a number of government bodies, universities and academic,

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parliamentary or civic rituals.
1 What is a mace? IS
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2 What are the features of a mace?

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3 What are the uses of a mace?

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Pre-reading task :
Discuss these aspects with your classmates and write down the
answers:
What is a “Parasol”?
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Where is it used?
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Why is it used?
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Read the following story and appreciate the importance

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of a parasol.
1. There was once a beautiful princess in the town of Pragjyotisha called
Amritaprabha. When she came of age, the king held a swayamvara
to enable her to choose her husband. Many illustrious suitors, lured
by tales of Amritaprabha’s beauty, assembled there.
2. Among them was Meghavahana, the great-grandson of a former king
of Kashmir. Amritaprabha shyly cast her eyes over the court and
wondered whom she would choose. To Meghavahana’s surprise, the
princess stopped before him and put the garland around his neck.
He rose to his feet, unable to contain his joy.
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3. The couple moved forward to seek the king’s blessings. As the king
stepped down from his throne, the priest cried out in surprise, “Your
Honour, the parasol of Varuna has cast its shadow over the prince!”
4. “It is true!” exclaimed the king. “My son, you are favoured by the
gods.”
5. Meghavahana looked up in surprise, wondering at the meaning of
these words. All at once, he saw by his side, a beautiful, dazzling
white parasol with exquisite decorations that was casting its shadow
over him.
6. “This is the parasol of Varuna, the lord of the seas,” explained the
king. “It casts its shadow on none else but a sovereign of the whole

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world. You are destined for glory and brilliance.”

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7. Dazed by these portents and by his good fortune, Meghavahana
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brought his bride and the divine parasol back home.
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8. Upon his return, the ministers of the Kashmir court sought him out
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and offered the throne to him. “ We are dissatisfied with our present
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ruler,” they said. “He has devoted himself to a life of prayer and
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the affairs of the kingdom lie neglected. The people suffer because
of this. Your noble character and bravery are well-known in these
parts. Honour us and the land by accepting our offer.”
9. Meghavahana became the king of Kashmir. Soon he proclaimed a
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law against the killing of living beings. It became his ambition to

conquer other kingdoms to impose this law on them as well.
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10. Once, while on an expedition near the sea, the king told his weary
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army to rest in the shade of some palm groves. “I must use this time
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to plan a way to conquer the island of Lanka,” he thought. “It is the

land of demons and needs to be taught the ways of peace. But how
will I cross the great seas with my army?”
11. All of a sudden, there was a cry in the air. It seemed to come from
a wood by the shore, not far from where the royal horses were
tethered. The cry came again and the king heard the plaintive call,
“Even under Meghavahana’s rule. I have been slain!”
12. In his agitation, the king did not wait to summon his officers but
ran towards the wood. Plunging through the undergrowth, he fought
his way till he came to a clearing. There, before him, was a temple
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 of Chandika (Durga) with some sort of human sacrifice in progress
on the steps. A man lay on the ground, his arms raised for mercy,
and a menacing-looking barbarian stood over him, brandishing his
sword.
13. “Stop!” cried the king, shocked at the sight. “You wretch! You dare
threaten another’s life in my realm?” The barbarian dropped his
sword in terror and fell on his knees before the king. “O, Noble One,
have mercy! I am the leader of a troop of barbarians that live in this
wood. My little son has fallen prey to some disease and is on his
death bed. If I kill this man, the gods will be pleased and save my
son’s life. If you prevent this sacrifice, my son dies and the rest of

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my troop will give up their lives with him.”
14. The king glanced towards a bundle on the temple porch and presumed

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it to be the sacrificed boy. His heart was torn with confusion and
compassion. IS
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15. “This man whom you desire to protect,” continued the barbarian,
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“was wandering about, alone and friendless, in the forest. Is he of

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more value to you than this child with whom many persons are
connected?”
16. The victim sat crying on the ground, a look of terror on his face.
Tears fell from the barbarian’s eyes. “Sir, tell me what to do!” he
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cried. “I cannot see my son suffer this way.”

17. The king spoke firmly. “Do not be distressed. I will save your son
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as well as this victim. I offer my body in sacrifice to Chandika. Kill

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me, Oh, barbarian. May these two persons live.”

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18. The barbarian, struggling between incredulity and fear, took a step
backwards. “Sir, you are the king. Your life should be protected
at all times. Do not pity this victim. Let him die. His life is of no
significance.”
19. The king shook his head impatiently. “If I can use my body to stop
a killing, why should I not? Do not speak another word. Kill me!”
20. The barbarian hung his head and made no move to take his sword.
21. “If you cannot bring yourself to strike at me, I will use my own
sword for the purpose,” “so saying, the king drew out his sword.”
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 The barbarian and the victim watched in horror. As Meghavahana
was about to strike himself, his head was covered with divine flowers
of exquisite colour and perfume, and someone held back his arm.
The king whirled around in surprise and beheld a person of heavenly
appearance. Then he realized that the barbarian, the victim and the
ailing boy had vanished.
22. A divine being addressed the bewildered king. “I am Varuna, the Lord
of the Seas. I have come to reclaim my parasol that was carried away
from my town by the powerful Bhauma, the father of your father-
in-law. It has powers to quell calamities in my land. I created this
illusion to test your nobility of mind. You are truly compassionate

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and noble.”

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23. Meghavahana bowed before the Divine Being and returned the
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parasol reverently to him. Then he asked hesitantly, “O, Lord
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encouraged by your praise, I wish to ask for a boon. I need help to

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cross the waters so that I may conquer the island.”

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24. Varuna smiled. “So be it. When you desire to cross the ocean, I will
pull away the water.” Then he disappeared with the parasol.
25. The following day, Meghavahana assembled his troops on the shore.
The waters swelled and crashed on the sand, and the soldiers
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trembled at its might. Meghavahana rode forward and plunged

into the foaming ocean. All at once, the waters parted and the king,
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smiling at his troops’ astonishment, beckoned them to follow him.

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In this wondrous manner, Meghavahana reached Lanka and won

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over its king Vibhishana in the form of friendship.

26. On returning home, Amritaprabha welcomed him and then looked
around in confusion. “ Where is the parasol, my lord?” she asked.
“It never leaves your side.”
“It was never mine to keep,” he answered. “Yet the mark of favour
shown to me by its divine owner will guide me through my life.”
As he spoke, the skies darkened as if the parasol was casting its
shadow over him, even from its heavenly abode.

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Glossary :
parasol : light umbrella used to give shade from the sun.
lure : attract or invite
exquisite : extremely beautiful or delicate
cast : spread, act of throwing something
sovereign : person holding highest power
dazed : confused, surprised, bewildered
portent : sign or warning of an unpleasant future event
impose : try to make somebody to accept

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expedition : journey or voyage with a particular aim
weary : tired

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wood : small forest
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slain : kill violently

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agitation : disturbed state of mind

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brandish : display, show

barbarian : primitive, coarse or cruel human being
victim : living creature killed and offered as religious
sacrifice
cringe : move back or lower one’s body in fear
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incredulity : showing disbelief

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vanished : disappeared.
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I. Comprehension :
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A. Answer the following questions in one or two sentences each:-

1. What was the name of the beautiful princess of Pragjyotisha?
2. What was arranged for her, when she attained the age of
marriage?
3. Who was Meghavahana?
4. Why did the priest cry out in surprise?
5. What was the uniqueness of the Parasol?
6. Why did the ministers of the Kashmir court make an offer to
Meghavahana to be their King?
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 7. What was the law imposed by Meghavahana in his kingdom?
8. Why did Meghavahana want to conquer the island of Lanka?
9. What did Meghavahana witness in the middle of the wood?
10. Why did the barbarian want to kill an innocent man?
11. How did Meghavahana rescue both the victim and the barbarian’s
son?
12. What happened when Meghavahana was about to strike himself?
B. Answer the following in about 150-200 words each:
1. Describe the incident of how Meghavahana got the heavenly

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parasol.
2. How did Varuna, the Lord of the Seas, test Meghavahana’s

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nobility of mind?
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II. Read the following statements and answer the questions given
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below :
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1 “It casts its shade on none else but a sovereign of the whole
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world…”
a) Who said this?
b) Who was it said to?
c) When was it said?
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2 “You wretch! You dare to threaten another’s life in my realm.”

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a) Who said this?

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b) To whom was it said?

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c) Why was it said?

3 “If you cannot bring yourself to strike at me, I will use my own
sword for the purpose.”
a) Who said this?
b) Who was the listener?
c) What meaning does this sentence convey?

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III. Language Activity
Fill in the blanks with appropriate prepositions:
1. Due to heavy rainfall the huge tree fell­­­­_____and unfortunately
Shamu was caught__________the tree. (under, down, below)
2. There is a roof____us. ( above, over)
3. I bought a gift_____my brother. (to, for)
4. Sheetal took leave______her office. (of, from)
5. They climbed_____the stairs, went ___the terrace to have a view
of the star studded sky. (on, up, above)

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6. I have to go to a meeting_____12.30 p.m. (at, on)

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7. I cried “ Help, Help” when the boy fell ______the well. (down, into)

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8. Shika travels ___________ Chandigarh_____Delhi every week. (on,
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from,to)
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9. My sister’s wedding is_____Hotel Taj_____Mumbai. (in, on, at)

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10. Shashank took an express bus to Mysuru, which goes

__________ Mandya. (by, through)
IV. Listening Activity :
Listen to your teacher’s reading of the following words. Find the
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difference in their pronunciation and repeat and practise the words

along with your teacher :
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(i) effect : / ifekt / (ii) expect : / ik΄spekt /

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affect : / ə’fekt / except : / ik΄sept /

(iii) except : / ik΄sept/ (iv) price : / p΄rais /
accept : /ək’sept/ prize : / p΄raiz /
praise : / preiz /
(v) his : / hiz/ (vi) hire : / haiə/
is : / iz / heir : / eə(r)/
(vii) are : / a: (r) / (viii) hair : / heə /
or : / o: (r) / air : / eə(r)/
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V. Speaking Activity :
Form groups of five each and discuss the stories of great men like
Swami Vivekananda, King Ashoka, Ramakrishna Paramahamsa, St
Francis of Assisi, Mother Theresa etc., who displayed their compassion
and love for mankind like Meghavahana. One member from each group
has to come forward and narrate a story to the class.
VI. DICTIONARY USE
A. Choose the appropriate specialists given below in brackets for the
following ailments: (Take the help of a dictionary)

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(Gynaecologist, Paediatrician, Obstetrician, Dermatologist,
Ophthalmologist, Cardiologist, Psychiatrist, Psychologist, Orthopaedician,

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Physiotherapist)
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1. Sheela has got white patches on her skin. She needs to
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consult a ____
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2. Priya cannot see the letters on the board. She has to see an_____
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3. The child is suffering from fever. The parents have to take him
to a __________
4. Kiran fell from the cycle and broke his bones got injured. He
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immediately consulted an ___________

5. Students are stressed because of their exams. They should have
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a session with a ____________

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6. My grandfather had a pain in the chest. We took him to a ________

7. This person has really gone mad. He needs the help of a ________
8. Rohan always suffers from muscle catch and cramps. So he
always visits his__________
9. Ritu introduced me to a ____________ who delivered her baby.
10. A _______________ specialises in treating the ailments of women.

8
VII. Fill in the blanks with the appropriate word chosen from
the homophones given in brackets:
1. I can’t _____________ you from such a distance. Come __________
and tell me. (here, hear)
2. Arjun used ________formula to solve the ________.(sum, some)
3. Veena has ____________of rupees but still she ______peace.
(lacks, lakhs)
4. Two years ago, the shop was ________ and so it ________ to exist.
(ceased, seized)

ED
5. We should _______ how to say ________ without hurting others.

H
(no, know)
VIII. Reading Activity: IS
BL
EP S

Read the following passage and answer the questions that follow.
R TB
U

Alexander Fleming
BE @K

His name was Fleming, and he was a poor Scottish farmer. One day,
while trying to eke out a living for his family, he heard a cry for help
coming from a nearby bog. He dropped his tools and ran to the bog.
There, mired to his waist in black muck, was a terrified boy, screaming
TO

and struggling to free himself. Farmer Fleming saved the lad from what
could have been a slow and terrifying death.
T

The next day, a fancy carriage pulled up at the Scotsman’s sparse

O

surroundings. An elegantly dressed nobleman stepped out and

N

introduced himself as the father of the boy Farmer Fleming had saved.
“I want to repay you”, said the nobleman. “You saved my son’s life.’’
“No, I can’t accept payment for what I did”, the Scottish farmer replied,
waving aside the offer. At that moment, the farmer’s own son came to
the door of the family hovel.
“Is that your son?” the nobleman asked. “Yes,” the farmer replied
proudly. “I’ll make you a deal. Let me take him and give him a good
education. If the lad is anything like his father, he’ll grow into a man
you can be proud of”, said the nobleman. And that he did. In time,
9
Farmer Fleming’s son graduated from St.Mary’s Hospital Medical
School in London, and went on to become known throughout the
world as the noted Sir Alexander Fleming, the discoverer of Penicillin.
Years afterwards, the nobleman’s son was stricken with pneumonia.
What saved him? Penicillin. The name of the nobleman? Lord Randolph
Churchill. His son’s name? Sir Winston Churchill.
IX. Answer the following as directed:
I. Find the meanings of the following words: (Take the help of a
dictionary)
(a) bog (c) lad (e) hovel

ED
(b) muck (d) sparse (f) pneumonia

H
2. Farmer Fleming saved the boy from____________ .(Fill in the blank)

IS
3. What was the deal the nobleman made with Farmer Fleming?
BL
EP S

4. Farmer Fleming’s son graduated from_________. (Fill in the blank)

R TB
U

5. Who was Farmer Fleming’s son?

BE @K

6. The nobleman’s son suffered from ___________. (Fill in the blank)

7. What is the lesson you learn from the story?
8. The nobleman’s son was ____________. (Fill in the blank)
X. Fill the missing letters in the adjectives:
TO

Eg: The character of a person who gets angry very fast:

short_tempered
T
O

1) The character of a person who always remains calm and poised:

N

c _ _ p _s _d
2) The character of a person who is concerned too much with his own
needs or wishes : s_ _ f_s_
3) The character of a person which is compared to a fox: c_n_ _ng
4) The character of a person who is careful and precise in everything:
m_t_cu_o_s
5) The character of a person who exhibits very strong emotions or
intense enthusiasm for something: p_ss_ _n_t_
****
10
 PROSE-2
THE BOY WHO SOLD WISDOM
Pre-reading task
King Akbar received a letter from a neighbouring king asking for a
potful of wisdom. He in turn consulted his clever jester Birbal.
Birbal requested the king to give him some time to give a potful of
wisdom. The king agreed. So, Birbal grew a pumpkin in a pot and gave
it to the king. The king in turn sent it across to the neighbouring king
with a note. “The wisdom should be removed without damaging the pot

ED
or the wisdom in it. If you damage either of them you should be ready

H
for a battle.” The neighbouring king was surprised to see the potful of
IS
wisdom, realised his mistake and fell at the Emperor’s feet. He begged
BL
EP S

the emperor forgive him.

R TB
U

1 What was the demand of the neighbouring king?

BE @K

2 How did Birbal get a potful of wisdom?

3 What is the meaning of a potful of wisdom?
Let’s read and enjoy :
TO

1. Nagendra was orphaned and found himself without a job. He was

clever and he had learned many things by observing his father. One
T

day, he had a brilliant idea. He went into town and hired the smallest
O

and cheapest place he could find and set up a shop. He spent a

N

few nickel coins he had, on paper, ink, and a pen. Over his shop,
he put a placard that said, “Wisdom for Sale.” All around him were
merchants who had large shops. They sold cloth, jewellery, fruits,
vegetables and things that people bought every day. Nagendra called
out, “All kinds of wisdom for sale! Reasonable prices!” The people
who had come to buy things could not see anything in his shop, but
could only hear the words he was shouting. They crowded around
and laughed at him. No one bought even one piece of wisdom from
him. But he was patient.

11
2. One day, Babu, a rich merchant’s son, happened to pass by and
heard the wisdom seller hawking his wares: “Wisdom! Wisdom of all
kinds!” He was a stupid boy. He didn’t know what was really being
sold. He thought it was a vegetable or a thing he could hold in his
hand. So, he asked Nagendra what it would cost per k.g. Nagendra
said, “I do not sell wisdom by weight. I sell it by quality.”
3. Babu put down a nickel and asked Nagendra to give him a nickel’s
worth of wisdom. The boy took out a piece of paper and wrote on it,
“It is not wise to stand and watch two people fighting,” and he asked
Babu to keep it tied in his turban cloth.

ED
4. Babu went home and showed his father what he had bought. He

H
said, “I bought some wisdom for a nickel and I have it here, tied up
IS
inside this turban cloth.” The father untied the knot, looked at the
BL
EP S

scrap of paper and read what was written on it: “It is not wise to
R TB
U

stand and watch two people fighting”.

BE @K

5. He was furious. He screamed at his son, “You fool, paying a nickel

for this nonsense! Everyone knows you should not stand and watch
two people fighting.” Then he went to the market place and stormed
into Nagendra’s shop and scolded him soundly. “You scoundrel!
TO

You’ve cheated my son. He is a fool and you are a cheat. Return the
nickel or else I’ll call the police.” Nagendra said, “If you don’t want
T

my goods, you can return it. Give me back my wisdom, and you can
O

have your money back.” Gupta, the merchant, threw the scrap of
N

paper at the boy and said, “There! Now give me back my money.”
Nagendra said, “No, you’ve not given me back my wisdom. You’ve
only returned the paper. If you want your money back, you’ll have
to sign a document saying that your son will never use my advice
and that he will always stand and watch people fighting.”
6. The passers-by supported Nagendra. So, Gupta readily signed the
document and took his money. He was happy that it had been easy
to undo his son’s foolish bargain.

12
7. A few days passed. The king of that land had two queens who hated
each other. So did their maids. They quarrelled as bitterly as their
mistresses. One day, each queen sent her maid to the market. The
maids went to the same shop and both wanted to buy the same
pumpkin. There was only one pumpkin, so they began to quarrel.
Their abuses and gestures were so fierce that the grocer fled the
place. Babu, who happened to be nearby, remembered his father’s
contract with Nagendra and went there to watch the quarrel. The
maids fought, tore each other’s hair, and came to blows. One of the
maids noticed the merchant’s son and said, “You be my witness.

ED
She struck me.” The other maid cried, “You’ve seen with your own
eyes who struck whom. You are my witness. She has hit me so many

H
IS
times.” Then they remembered other errands and went their ways.
BL
EP S

8. The two maids went to their queens and told them about the quarrel,
R TB
U

adding all sorts of colourful details. The queens were now furious and
BE @K

sent complaints to the king. Each of them sent word to Babu that
he was the witness on her side. If he didn’t speak in support of her,
she would have his head chopped off. Babu was in a panic. When
his father heard of this, he too was in a panic. Finally the son said,
TO

“Let’s go and ask Nagendra. He has wisdom to sell. Let’s see what he
has to say to get me out of this scrape.” So, father and son went to
T

Nagendra who said he would help but the fee would be five hundred
O

rupees. Gupta paid him the money and Nagendra said, “When they
N

call you to court, pretend to be insane. Behave as if you understand

nothing of what they say.”
9. Next day, the king called the witness. He and his minister asked
Babu various questions, but he wouldn’t answer any of them. He
merely babbled and uttered nonsensical syllables till the king lost
his patience and drove him out of the courtroom. Babu was delighted
by the success of the ruse. He told everyone about Nagendra’s great
wisdom, which soon became a buzz word in the market place.

13
10. Now, Gupta was not pleased. He saw that his son would have to feign
madness always or else the king would find out he had been tricked.
He would certainly chop off his son’s head if he found out. So back
they went to Nagendra for more wisdom. For another five hundred
rupees, Nagendra advised them: “Go back to the king when he is in a
good mood and tell him the whole story. He will find it amusing and
will forgive you. But make sure he is in a mood of laughter.” And so
Babu followed the advice, found the king in a merry mood, and told
him the story. The king laughed a lot and forgave him.
11. Then the king who was intrigued by what he had heard of Nagendra
in the market, sent for him, and asked if he had any more wisdom to

ED
sell. The boy said, “Of course, I’ve plenty to sell, especially to a king.

H
But my fee would be a lakh, a hundred thousand rupees.” The king
IS
paid him the hundred thousand, and the boy gave him a piece of
BL
EP S

paper on which he had written, “Think deeply before you do anything.”

R TB
U

12. The king was so delighted with the advice that he made it his motto.
BE @K

He had it embroidered on his pillows and engraved on his cups and

plates, so that he would not forget it.
13. Some months later, the king fell ill. The minister and one of the
queens had been conspiring to get rid of him. So, they bribed the
doctor and persuaded him to poison the king’s medicine.
TO

14. When the medicine was brought to the king and he lifted the golden
cup to his lips, he read the words engraved on it: “Think deeply before
T
O

you do anything.” Without suspecting anything, he thought about the

N

words, lowered the cup, and looked at the medicine in it. The doctor,
who was watching all this, felt nervous. His guilty conscience made
him believe that the king had guessed that his medicine had been
poisoned. While the king was thinking, the doctor threw himself at
his feet and confessed to everything and prayed to be forgiven; but
the king ordered that the doctor must be arrested. Then he sent for
the minister and the queen and insisted that they drink the poison
in his cup. They too fell at his feet and begged for mercy. He ordered
them to be hanged, and he banished the doctor from his kingdom.
He made Nagendra his minister and honoured him with wealth.

14
Glossary :

weird : strange

stormed : rush in very fast

errands : a short journey to get something for somebody

furious : very angry

babbled : to talk quickly or in a way that is difficult to

understand

wisdom : experience and knowledge

ED
banished : send somebody out of the country as a punishment

H
persuade : convince
IS
BL
EP S

feign : pretend
R TB
U

I. Comprehension Exercises
BE @K

A. Re-order the following jumbled sentences in the right sequence as

they occur in the text:

1. Gupta was unhappy after the incident because his son would
TO

have to feign madness always, or else the king would find out.

2. The minister and one of the queens planned to kill the king.
T
O

3. According to Nagendra’s advice, Babu went to the king and told

N

him the whole story.

4. Nagendra advised Babu to pretend madness.

5. The king sent for Nagendra.

6. The king bought the wisdom, “Think deeply before doing

anything,” from Nagendra.

7. The king ordered that the queen should be hanged.

8. He engraved it on his cups and plates so that he wouldn’t forget it.

15
B. Complete the following sentences:
1. Nagendra’s brilliant idea was to ________.
2. He sold _______.
3. Wisdom was bought by ___________.
4. Babu’s father was angry with him because ________.
5. Nagendra reacted to the fury of Gupta by_______.
6. He returned the money after making Gupta sign ________ which
stated ________.
7. Babu got into a problem for the second time when ________.

ED
8. The dispute between the two maids was over a _______.

H
C. Answer the following questions in two or three sentences each:
IS
BL
1. Why did Nagendra open a shop?
EP S
R TB

2. Why is the merchant’s son called a stupid boy?

U
BE @K

3. What did Nagendra sell for a nickel?

4. Why was Babu’s father angry?
5. How did Nagendra make Gupta realize the value of wisdom?
6. Why did the two maids quarrel?
TO

7. Why did Babu and his father go to Nagendra twice?

T

8. Why was Babu very happy?

O

9. What is the meaning of the expression, “Think deeply before you

N

do anything”?
10. Why did the king make Nagendra his minister?
D. Read the following extracts and answer the questions that follow:
1. “Think deeply before you do anything.”
a. Who was asked to think deeply?
b. Who gave this piece of wisdom and why?
c. How did this piece of wisdom help the receiver?

16
 2. “I do not sell wisdom by weight. I sell it by quality.”
a. Who said this?
b. To whom was this said?
c. When was this said?
d. What does it mean?
II. Let’s write:
Imagine that Babu in this lesson writes to his friend Salim narrating
how he was saved by Nagendra’s wisdom. Use the hints given below
to write the letter.

ED
Hints: One day - passing Nagendra’s shop - bought wisdom - father

H
angry. Nagendra gave back money – condition not to use the wisdom.
Watched queen’s maids quarrel ……….
IS
BL
EP S

Called to king’s court – Nagendra’s advice – pretend insanity. Escape

R TB

punishment. Nagendra famous. If in trouble visit –

U
BE @K

Begin like this,

Dear Salim,
I want to tell you about a very unusual incident.
Two months ago I saw a new shop in the market place. A young boy
TO

called Nagendra, was selling “Wisdom.” So I went in ………

III. Let’s work with words:
T
O

Write the meanings of the following words with the help of a

N

dictionary and use them in sentences to bring out their meaning.

furious, wisdom, persuade, feign, errands,
contract, document, bargain, witness, ruse.
IV. Let’s use Language:
A. Fill in the blanks in the following sentences with the right
options:
1. His __________ brought honour. (brilliantly, brilliance)
2. __________ people solve problems. (wise, wisdom)
17
 3. __________ he was clever, he was without a job. (in spite of,
though)
4. There was no _________ of sympathy from the people when they
heard of the cruel murder. (death, dearth)
5. The _________ of funds made them abandon the project. (paucity,
pause)
B. Use “since” or “for” with the following time expressions:
1. The film has been on at the theatres __________ July.
2. She has been on holiday __________ the last three weeks.

ED
3. She hasn’t been here __________ a month.

H
4. No one has lived here _____________1989.
IS
5. It’s the first time I have been here __________ the accident.
BL
EP S
R TB

V. Let’s work on our own:

U
BE @K

Read any popular story of Birbal in the class.

PROJECT WORK
VI. Imagine that you are interviewing Nagendra. Write any five
questions that you would like to ask him and the answers that you
TO

are likely to get from him.

T
O

1.....................................
N

2.....................................

3.....................................

4.....................................

5.....................................
****
18
 PROSE - 3
BEFORE THE MATCH

[R K Narayan was an Indian writer, who was among

the three most important writers who carved a place
for Indian writing in English. In his first novel, Swami
and Friends, he describes the adventures of a group of
schoolboys in India in the 1930s].
An extract from Swami and Friends by R K Narayan

ED
The match was to be played on Sunday two weeks later.

H
Rajam lost all peace of mind. He felt confident that his team could
IS
thrash the Y M U. He himself could be depended upon to not let down
BL
the team. Mani was steady if unimpressive. He could be depended upon
EP S
R TB

to stop with his head, if necessary, any ball. His batting was not bad.
U

There was only one player who caused him the deepest anxiety day
BE @K

and night. On him rested a great task, a mighty responsibility. He was

the Tate of the team, and he looked uncertain. Even with the match
only a fortnight off, he did not seem to care for practice. “ Swami,”
Rajam pleaded, “please do try to have at least an hour’s practice in the
evenings.” “Certainly Rajam, if you can suggest a way…”
TO

“Why not tell your Headmaster that…

T

“Oh, no, no,” Swaminathan cried, “I

O

am grateful to you for your suggestion.

N

But let us not think of that man.”

“I don’t care. What I want is that
you should have good practice. If you
keep any batsman standing for more
than five minutes, I will never see your
face again.”
Just seven days before the match, Swaminathan realised that his
evenings were more precious than ever. As soon as the evening bell
rang, he lined up with the rest in the drill ground. But contrary to the
custom, he had not taken off his coat and cap. All the others were in
19
their shirts, with their dhotis tucked up. The Drill Master stopped before
him, looked him up and down, and passed on muttering: “You won’t get
leave. Coat and cap off.” Swaminathan became desperate and pursued
him: “Sir, I am in a terrible state of health. I can’t attend Drill today. I
shall die if I do.”
The Drill Master had come to the last boy and yet Swaminathan
was dogging him. He turned round on Swaminathan with a fierce oath:
“What is the matter with you?”
“Sir, the whole of last night I was delirious.” The Drill Master was
stunned by this piece of news. “You were delirious!”

ED
“I didn’t sleep a wink last night. I was delirious. Our doctor said so.
He has asked me not to attend Drill for a week to come.”

H
IS
“I don’t believe a word. Get out.”
BL
EP S

Everybody at the field was happy to

R TB

see him so early. Rajam jumped with joy.

U
BE @K

The next morning he formed a plan

to be free all the evenings of the week. It
was seven-thirty in the morning, and he
had still two and a half hours before him
for the school.
TO

Swaminathan quietly slipped out of

the house.
T
O

He stood before a shop in front of which hung the board; ‘Doctor T

N

Kesavan, L M & S Sri Krishna Dispensary.’ Swaminathan found that

the doctor was alone and free, and entered the shop.
“Hello, Swaminathan, what is the matter?”
“Doctor, I have got to have a doctor’s certificate immediately.”
“What is the matter with you?”
“I will tell you the truth, doctor. I have to play a match next week
against the Young Men’s Union. And I must have some practice. And yet
every evening there is Drill Class, Scouting, some dirty period or other.

20
 If you could give me a certificate asking them to let me off at four-
thirty, it would help the M C C to win the match.”
“Well, I could do it. But is there anything wrong with you?”
Swaminathan took half a second to find an answer: “Certainly, I am
beginning to feel of late that I have delirium.”
“Boy, did you say delirium? What exactly do you mean by delirium?”
“I can’t say exactly. But isn’t it some,
some kind of stomach ache?”
The doctor laughed till a great fit of
coughing threatened to choke him. After

ED
that he looked Swaminathan under the
eye, examined his tongue, tapped his

H
chest, and declared him to be in the pink
IS
of health, and told him he would do well
BL
EP S

to stick to his drill if he wanted to get rid

R TB

of delirium. Swaminathan again explained to him how important it was

U

for him to have his evenings free. But the doctor said: “It is all very well.
BE @K

But I should be prosecuted if I gave you any such certificate.”

“Who is going to find it out, doctor? Do you want our M C C to lose
the match?”
“I wish you all success. Don’t worry. I can’t give you a certificate.
TO

But I shall talk to your Headmaster about you and request him to let
you off after four-thirty.”
T

“That will do. You are very kind to me, doctor.”

O
N

Glossary :
peace of mind : a state in which one feels calm and quiet, not
worried
thrash : defeat someone very badly in a game
anxiety : worry or fear about something
tate : Swami is given the nickname “Tate” after
the famous English fast bowler, Maurice Tate,
who was well known in the 1920s and 1930s.
fortnight : two weeks

21
contrary to the custom : different from what usually happens every day
tucked up : the edges of their dhotis were folded and
turned up, so that they were held in place
muttering : saying something in a quiet voice, that is
difficult to hear, especially when you are
annoyed
became desperate : tried something when everything else had
failed
pursued : followed or chased someone
oath : a word or phrase that is used to express
anger, surprise, shock, etc.

ED
delirious : a state of excitement, when you cannot think
or speak clearly, usually caused by a fever

H
IS
scouting : activities related to an organisation called the
Scout Association. It was originally meant for
BL
EP S

boys, to train young people in practical skills

R TB
U

and involve them in many activities like

BE @K

camping, etc.
of late : in recent times
choke : make it difficult for someone to speak because
they do not have enough air
TO

examined : looked at someone / something closely, to see

if there was anything wrong
T

in the pink of health : be in very good health

O

to get rid of : to free yourself of something that is annoying

N

or causing a problem
prosecuted : charged with a crime in a court of law
I. Comprehension
A. Answer the following questions in a sentence or two each:
1. Name the teams that are to play the cricket match in the lesson.
2. Who were the prominent players in the MCC team?
3. Who was the “Tate” of the team? Why was he called so?
4. Why could Swami not attend the practice in the evenings?

22
 5. What was Swami’s excuse for exempting him from drill for a
week?
6. What did Swami request the doctor to give him?
B. Read the extracts given below and answer the questions that
follow:
1. “There was only one who caused him the deepest anxiety day
and night.’’
a. Who caused Rajam the deepest anxiety?
b. Why was this so?
2. “Just seven days before the match, Swaminathan realized that

ED
his evenings were more precious than ever.”
a. What is the match referred to here?

H
IS
b. Why were the evenings more precious than ever?
BL
EP S

3. “But contrary to the custom, he had not taken off his coat and
R TB

cap.”
U

a. Why did Swami not take off his coat and cap?
BE @K

b. What happened soon after?

4. “Well, I could do it. But is there anything wrong with you?”
a. Who is speaking to Swami in these lines?
b. Was there anything really wrong with Swami?
TO

c. What is the real purpose of Swami’s visit?

T

5. “I can’t give you the certificate. But I shall talk to your Headmaster
O

about you and request him to let you off after four-thirty.”
N

a. Why does the doctor refuse to give a certificate?

b. What does he offer to do instead?
c. Do you think the doctor was kind to Swami?
C. Answer the following questions in about six or eight sentences
each:
1. How did Swami manage to get the permission of the drill master?
2. What was Swami’s plan to get exemption from drill for a week?
3. How did the doctor promise to help Swami?

23
II. Speaking Activity
A. Imagine that the doctor meets Swami’s Headmaster and
convinces him to let off Swami after 4:30 p.m.
B. Now form groups of four and think of dialogues for this situation.
Try to give different endings.
C. Develop a script play, using the different parts in the story and
enact it before the class.
Example: A paragraph outline:
Complete the following paragraphs with the help of the clues
given below:

ED
1. There lived a king by name Krishna and queen Radha lived in a

H
very big ________ with hundreds of servants and _______. Both
IS
the King ______the queen were______ honey. They built a separate
BL
storeroom to store a few tins of ______ . The king appointed
EP S

twelve guards to __________round the clock.

R TB
U

2. One of the guards wanted _________some of the royal

BE @K

honey._________ he made a secret entry to the ________ of honey

and _____ a few tins of honey. The queen came to know of the
theft in the palace and _________ her beloved husband to punish
the ________.
3. In the morning, the next day, the king __________ all the guards
TO

at once and ordered them to __________ in a line. The king _____a

plan to ___________ the guard who had stolen the honey. He told
T

them in a polite tone that he __________ a pinch of honey on the

O

beard of one of the guards. _____________ the king uttered these

N

words, one of the guards _________ his hand to wipe his beard.
The king ______this act and he told the guard that he was the
culprit. ______the king was able to _____ the thief without any
_________
Key words: palace, soldiers, fond of, store house, to eat, demanded,
summoned, devised, noticed, investigation, keep watch, honey, stole,
thief, stand, detect, lifted up, observed, identify.
Linkers: who, and , so, as soon as, thus.
****

24
 PROSE-4
ANANDI GOPAL
AN AUTOBIOGRAPHY
Pre-reading task:
Given below are the names of some of the Indian women who are
considered great because of their service to India. Identify them and
match them with their description.
1. The fierce patriot who first Madam Cama
unfurled India’s flag at an

ED
international assembly.

H
2. Young Margaret Noble came Aruna Asaf Ali
IS
under the spell of Swami
BL
EP S

Vivekananda. She came from

R TB
U

distant Ireland to India to

BE @K

serve the people of this land.

3. Jawaharlal Nehru’s sister Indira Gandhi
entered the non co-operation
movement. She was the first
TO

woman in India to hold a

ministerial rank.
T
O

4. Born in a Bengali family, Sister Nivedita

N

graduated and worked as a

teacher. She was an active
member of the Congress party.
5. She was undoubtedly one of Vijayalakshmi Pandit
the greatest political leaders of
India. She was the first and the
only woman to be elected as
the Prime Minister.

25
These are some of the great women of India. We know about them
because somebody had written their life stories/history:
a.What do you call this type of writing?
b.What do you call the life history written by a person about himself?
c.What is the information we get from these types of writing?
d.What is the difference between a biography and an autobiography?
An. ‘Autobiography’ is the story of a person’s life written by the
person himself, while a ‘Biography’ is the story of a person’s life written
by somebody else. Now we will read the autobiography of Anandi Gopal,
the first Indian woman to receive education abroad and to obtain a
medical degree. How did she achieve this? What were the obstacles

ED
faced by her? What made her desire to become a doctor? Read her
autobiography to get answers to these questions:

H
1. I was born on 31st March, 1865 as Yamuna Joshi in Kalyan, a small
IS
town near Mumbai. My family used to be the landlords in the town,
BL
but had lost their riches. When I was 9 years old, I was married and
EP S
R TB

my name was changed to Anandi.

U

2. Before my marriage, I could barely read Marathi. Education of

BE @K

girls was not common then. But my husband, Gopal Rao, was an
ardent supporter of widow remarriage and women’s education.
After our marriage, he started teaching me. This was very difficult.
In those days, a husband didn’t even speak directly to his wife in
front of others. In the beginning, my husband tried to enroll me in
TO

the missionary schools. But that did not work out. We had to move
from Kalyan to Alibaugh to Kolhapur and finally to Calcutta where
he was left free to teach me.
T
O

3. After my rapid progress, my husband was insistent that I should

N

acquire higher education. In those days female doctors were not

available in our country; many women, reluctant to approach a male
doctor, would suffer a lot as a result. I myself had lost my infant son
when I was fourteen. So I decided that I would like to be a doctor.
4. My husband tried very hard to get me admitted to some university
in America. Mrs. Carpenter of Roselle, New Jersey, by chance came
to know my story and was moved by the correspondence and wrote
me a letter. She offered to host me in the U.S.A. Since Gopal Rao
wasn’t able to get a job there, we decided that I should leave for
America alone. We had to face a lot of opposition and criticism, to
the extent of people throwing stones and cowdung at us. Finally,

26
 after many trials and tribulations, in June 1883, I reached America
and met my Carpenter Mavashi (aunt).
5. In America there were many things that I thought were strange and
many that the Carpenters found strange about me. For example,
the Carpenters found it odd that I wouldn’t sit down on a chair
when Mr. Carpenter was in the room, as was the custom in India
then, and I was astonished that they didn’t bathe every day. Other
things like my clothes and my not eating non-vegetarian food was
also very strange for them. Carpenter Mavashi took care of me as
if I were her own daughter. She cried like a child when she left me
at the Women’s College in Philadelphia.
6. The Superintendent and the Secretary of the College were very kind.

ED
They were impressed that I had come to study from so far away,
braving poverty and opposition from my people. They even offered

H
me a scholarship of $ 600 for the three years.
7. IS
The room that was provided to me at the college didn’t have a proper
BL
EP S

fireplace. The fireplace emitted a lot of smoke when lit. So it was a

R TB

choice between smoke and cold! I tried to get another place, but that
U

was not possible as no one was ready to rent a place to a brown,

BE @K

Hindu girl trying to be a doctor. After about two years in that place,
I had started having a constant temperature and cough. Well, living
in an alien culture, weather was always going to be difficult and I
was ready to face it.
8. My health was severely affected by my stay there. After around two
TO

years in the U.S.A., I had sudden spells when I used to feel very faint
and get a high temperature. The cough never left me. By the end
T

of the three years, my condition had worsened. I somehow scraped

O

through the final exams. At the convocation, where my husband

N

was present, it was announced that I was the first woman doctor
of India and got a standing ovation for that! It was one of the most
rewarding moments of my life. Day by day, I grew worse and nothing
worked. My husband then admitted me to the Women’s hospital in
Philadelphia. I was then diagnosed as having tuberculosis but the
disease hadn’t yet reached my lungs. The doctors advised me to go
back to India.
9. Her return to India: The journey back home took a further toll on
Anandibai’s health as doctors on the ship refused to treat a brown
woman. On reaching India, she stayed at her cousin’s place in
Pune to receive treatment from a renowned Ayurvedic specialist. He
27
 however refused to treat her as, according to him, she had crossed
the boundaries of society. Finally on February 26th, 1887, frustrated
that all her achievements were in vain, Anandibai succumbed to
her disease at the age of twenty-two. She was mourned throughout
India. Her ashes were sent to Mrs. Carpenter who wanted to place
them in her family cemetery in Poughkeepsie.
10. Anandibai’s efforts however, were not in vain. To this day, she is an
inspiration to Indian girls from all walks of life. She enables us to
believe that whatever our situations and circumstances, nobody’s
dreams are unachievable and that each of us has the potential to
achieve whatever we wish to. Today the Maharashtra government has a
Fellowship in her name for young women working on women’s health.

ED
Glossary :

H
rapid : happening at a great speed
acquire : come to have
IS
BL
EP S

trial : something that tests a person’s endurance or patience

R TB

tribulation : trouble, suffering

U

astonish : surprise very greatly

BE @K

impress : cause or feel admiration

poverty : a state of being poor
wonder : a feeling of surprise
emit : give out, discharge
TO

in vain : without success

toll : damage resulting from something
T
O

renowned : the state of being famous

N

frustrate : prevent from succeeding

cemetery : a large burial ground
I. Comprehension :
A. Answer the following in two or three sentences each :
1. Who was Gopal Rao? How can you say that he was a progressive
thinker?
2. “ I decided that I would like to be a doctor.” What made Anandibai
decide this?
3. How did Mrs. Carpenter help Anandibai pursue her studies in
medicine?
28
 4. How did the Superintendent and Secretary of the college help
Anandibai?
5. Describe the college room provided to Anandibai.
6. Why did Anandibai stay in Pune?
B. Answer the following in about six sentences each:
1. Explain how Gopal Rao encouraged Anandibai to become a
doctor.
2. What were the things which Anandibai found strange in America?
3. How did Anandibai face the alien culture and cold winter?
4. Describe Anandi’s journey back to India.

ED
5. Describe the great qualities of Anandibai that you like the most.

H
C. Answer the following in about ten sentences each:

IS
1. How did Anandibai become a doctor in spite of the obstacles
BL
EP S

she faced?
R TB

2. Anandibai is an inspiration to Indian girls to this day. Discuss.

U

II. a) Say whether the following statements are true or false. Correct
BE @K

the false statements.

1. Gopal Rao opposed widow remarriage and women education.
2. In those days husbands taught their wives.
3. The childhood name of Anandi was Yamunabai.
TO

4. Anandibai decided to become a doctor because there were no

female doctors at that time.
T
O

5. Anandibai was one of the few female doctors of that day.

N

6. Anandibai stayed in Pune to receive honours from the people.

b) Arrange the above corrected sentences according to their
sequence of the lesson.
III. Vocabulary
a) Match the words with their meanings:
A B
1. alien a. clothes
2. attire b. surprise
3. cemetery c. a large formal assembly of great people

29
 4. convocation d. attraction
5. missionary e. a financial aid given to support a
student’s education
6. astonish f. a large burial ground
7. scholarship g. unfamiliar
h. a person sent on a religious mission
b) Fill in the blanks choosing the correct phrases given in brackets:
(in front of, a lot of, used to, moved by, to take care of):
1. Women in olden days did not sit ____________ of their husbands.
2. Mrs. Carpenter was ____________ the correspondence and wrote

ED
me a letter.
3. The fireplace emitted ____________ smoke.

H
4. Anandi got ____________ hard work.
IS
5. Mavashi ____________me like her own daughter.
BL
EP S

6. Anandi faced____________ opposition and criticism.

R TB
U

c) Fill in the blanks with the correct form of the verbs given in
BE @K

brackets :
My husband________(try) very hard to get me admitted to some
university in America. Mrs. Carpenter _______________ (come) to
know /my/story and _______________ (write) me a letter. She _______________
(offer) to host me in the USA. Since Gopal Rao_______________ (be) not able to
TO

get a job there, we _______________ (decide) that I should leave for America
alone. I_______________ (reach) America in June 1883. In America there
T

_______________ (be) many things that I ____________ (think) ____________

O

(be) strange.
N

IV. Grammar
Articles
The words a, an, the are called articles. They are generally used
before a common noun.
Article a is used:
with a word beginning with a consonant sound, irrespective of
whether the word begins with a vowel letter or a consonant letter.
eg : a doctor, a classroom, a tiger.
30
 Article an is used:
before a word beginning with a vowel sound irrespective of
whether the word begins with a vowel letter or a consonant letter.
eg : an eye, an apple, an honest person, an MLA.
Article the is used:
a) When a singular noun is used for a whole group.
eg: The cow is a useful animal.
b) Before the names of sacred books, magazines, newspapers,
mountains, rivers, oceans.
eg: The Ramayana, The Indian Express, The Alps, The Ganga.

ED
c) With the superlative degree.
eg: Asia is the largest continent.

H
d) Before common nouns which are names of things unique to
their kind. IS
BL
EP S

eg: the sky, the earth, the sun.

R TB
U

A. Fill in the blanks with a, an, the:

BE @K

a. I love ________ flowers in your garden.

b. I always listen to ________ radio in the morning.
c. Lets sing ________ song.
d. Pawan has _________ old bike.
TO

e. Look! There is ________ bird flying.

f. Loch Ness is _________ most famous lake in Scotland.
T

g. ________ summer of 1996 was hot and dry.

O

h. I need ________ blue pen.

N

i. Leipzig has ________ airport.

j. My father is ________ honest person.
V. Pronouns:
A word that is used instead of a noun is called a pronoun.
I, We, You, He, She, It, They …. are personal pronouns.
Personal Pronouns Singular Plural
I Person I We
II Person You You
III Person He, She, It They

31
Read the following table for Personal Pronouns
I Person Singular I, Me, My, Mine, Myself
Plural We, Us,Our, Ours, Ourselves
II Person Singular You, Your, Yours, Yourself
Plural You, Your, Yours, Yourselves
III Person Singular He, Him, His, Himself
She, Her, Hers, Herself
It, Its, Itself
Plural They, Their, Theirs, Themselves

A. Fillin the blanks with suitable personal pronouns:

ED
1. Where do _________ come from?

H
2. These cars are _________.
3.
IS
She and _________ sister have decided to become teachers.
BL
EP S

4. The horse fell down and broke _________ leg.

R TB

5. If I see _________ I wouldn’t do it.

U

6. Shankar is honest and sincere. Everyone likes _________

BE @K

7. _________ wants to go to his village.

8. In the beginning _________ husband tried to enroll _________
in the missionary school.
9. This is _________ book.
10. ____ met a boy who was very kind.
TO

VI. Appreciation
T

Write a letter to your friend describing the qualities you liked most
O

in Anandi Gopal.
N

VII. Class Project

Write a short paragraph describing yourself; do not write your name.
Your paragraph must consist of a few sentences about yourself and
what you like to do. When you finish, your teacher will collect the work
and without revealing who has written it, will read it aloud; everybody
must listen to it carefully and try to identify the person who fits the
description. This may be done individually in about five minutes.
****

32
 PROSE-5
A LESSON FOR NAKUL
Neela Subramanian -
Pre-reading task :
I. Complete the web chart by matching the appropriate words which
lead one to success:-
Determining Factors of Success

Quarrelsome Over-confidence Commitment

ED
Goal Ego

H
SUCCESS
IS
BL
EP S

Positive Attitude Struggle

R TB
U
BE @K

Laziness Inspiration Interest

II. How do people become successful? Do they always choose

the safe and acceptable options?
Do you agree with the statement that risks lead to success?
TO

Read this lesson and find out the sources of success.

T

1. The boys of class VI came out of the exam hall.

O

2. “How did the Maths paper go?” I asked Akash who was waiting
N

outside.
3. “So-so! I finished all the problems, though it was quite a tussle,”
replied Tarun, the monitor of the class.
4. Nakul came in just then. He looked depressed.
5. “What’s up, Nakul? Maths is your favourite subject!” Akash was
surprised.
6. “ I decided to answer the tough problems first and leave the easy
ones for the last ten minutes. But they took more time than I
expected. So I couldn’t finish two questions,” Nakul replied.
33
7. “Never mind. It’s not the final exam! Write faster next time, or
set your watch ten minutes ahead so that you can answer all
the questions!” Akash consoled him.
8. “Huh! It’s easy to say that as you don’t have to worry,” Nakul
retorted.
9. Akash was a new boy. He had joined the boarding-school almost
at the end of the first term.
10. When the room was silent that night, Akash woke up suddenly.
He looked at the next bed and saw that Nakul was awake.
11. “What’s the matter?” Akash whispered.

ED
12. “I’ve made a terrible mistake!” Nakul said.
13. “What’s the mistake?” asked Akash.

H
IS
14. “I am sure I have forgotten something. I think I have either
BL
written my name or my roll number on the Maths answer-script,”
EP S
R TB

Nakul mumbled, dejectedly.

U

15. “Oh, is that all? I thought something awful had happened.”

BE @K

Akash was relieved. “Look, it’s just 9-30. Sir is sure to be up.
Let us go and see him. You can explain what’s wrong!”
16. “ You’re coming, too? Thanks!” Nakul looked relieved as the two
boys crept out of the room and walked to the master’s study.
TO

17. Mr. Verghese was startled to see them and listened to Nakul’s
stammered explanation. He unlocked a drawer and went through
T

the answer-scripts.
O

18. “You have written your name and roll number, Nakul. You
N

panicked unnecessarily.” He watched them leave his room.

19. Soon the exams were behind them and the next event the boys
looked forward to was the school’s Annual Day. As Nakul was
tall and well-built for his age, the master chose him to play an
important role in a drama.
20. “Help! I’ve got to learn so many lines!” Nakul groaned.
21. “I’II help you to practise till you’re word-perfect,” Akash grinned.
22. Nakul was glad for his generous offer and with Akash’s constant
rehearsals, soon learned his lines.
34
23. “I hope I won’t forget the words,” Nakul looked tense before the
curtains went up.
24. “Don’t worry, the words will come to you easily,” Akash
encouraged.
25. To his surprise, Nakul found that he actually enjoyed his role!
26. “Thanks, Akash! You’re a real gem!” he said, warmly.
27. “I am glad I could help you,” Akash replied. The next day, the
students were taken to a picnic spot.
28. “It’s sure to rain,” Nakul grumbled gloomily.

ED
29. “No, it won’t. The sun will come out soon and the day will be

H
fine,” Akash declared and looked at Nakul. “Why do you always

IS
look at the dark side of things?” he said. “Don’t be a wet blanket
BL
all the time!”
EP S
R TB

30. Nakul felt annoyed and walked away to join the other boys.
U

He refused to admit that Akash’s judgement was correct, as

BE @K

usual. The day did turn out to be fine. In spite of this, Nakul
found himself unable to enjoy the outing. “Was it because of
his tiff with Akash that he found himself unable to enjoy the
outing?” thought Nakul who was hidden behind some rocks as
TO

he overheard his masters talking.

31. “I admire that plucky little fellow, Akash! He’s so cheerful despite
T

his lame leg,” said Mr. Verghese.

O
N

32. “You’re right. I’ve been watching him and really marvel at how
courageously he faces things!” agreed the Games Master. “Do
you know, he’s always ready to help others.”
33. “We could certainly do with more boys like Akash,” Mr.Verghese
remarked. “His cheerfulness in the face of difficulties is proving
to be a good example to others. I heard from the Headmaster
that Akash was keen on joining this school as a boarder, though
his parents were reluctant to expose their only son to the rough
and tumble of boarding - school life.”

35
 34. Nakul looked thoughtful when he heard all this. He recalled
the numerous times when Akash had gone out of his way to
help him, though he could have easily looked the other way:
times when he, Nakul, had caught a fleeting glimpse of pain in
Akash’s eyes when his leg hurt and he thought that no one
was watching him.
35. Nakul admitted to himself that Akash’s cheerful, positive
outlook was like a bracing tonic which influenced his own way
of thinking. He also admitted that his constant grumbling must
be irritating to someone who liked to look at the bright side of
things.

ED
36. The next day, Nakul saw Akash among the spectators at the
football match between classes VII and VIII.

H
IS
37. “Come on, Rahul! Get the ball and pass it on to Deepak who’s
BL
EP S

nearer the goal!” Akash yelled, encouragingly.

R TB

38. “I’m sorry for leaving you in a huff yesterday!” Nakul touched
U

Akash’s arm.
BE @K

39. “It”s okay! Friends again?” Akash smiled.

40. “I admire you! Despite your handicap, you are always cheerful!
Doesn’t it hurt that you can’t join in the games?” Nakul asked.
TO

41. “It did hurt at first.” Akash confessed, “and I was very touchy
about it, too, till my Grandma told me:
T

No one wants to weep with you

O

If you are always sad,

N

Lonely you will never be

If you are brave and glad!
Search the clouds, you’re sure to see
A gleam of light will follow
Though today is grim and grey,
Remember there’s tomorrow!
42. “I realized then that I couldn’t go through life with a chip on
my shoulder….. that others in the world are worse off than me!
So I decided to spread cheer in my own way!” Akash explained.

36
I. Glossary :
annoy : anger
awful : extremely bad or unpleasant
bracing : supportive, stimulating
console : give comfort or sympathy
dejectedly : looking depressed
fleeting : lasting for only a short time
gloomy : sad and depressed
mumble : speech that is not heard clearly

ED
panic : great fear

H
relieve : lessen anxiety
reluctant : unwilling IS
BL
EP S

retort : quick or angry reply

R TB
U

startle : shock or surprise

BE @K

tussle : struggle
II. Idioms:
1. Quite a tussle – very difficult
2. You are word perfect – acquire thorough knowledge
TO

3. You are a real gem – very helpful

T

4. Dark side of things – negative thinking

O

III. Answer the following in two or three sentences each:

N

1. Why couldn’t Nakul complete his Maths problems in the test?

2. How did Akash console him?
3. What do you mean by the phrase “Don’t be a wet blanket all the
time”?
4. What was the opinion of the teachers about Akash?
5. Why was Akash keen on joining the boarding school?
6. How did Nakul realize that his way of thinking was irritating to
others?
37
 7. What do you think were the reasons behind Nakul’s anxiety?
8. How did Akash spread happiness among his friends?
9. What was Akash’s attitude towards life?
IV. Answer the following in five or six sentences each:
1. In what ways does Akash help Nakul?
2. Was Nakul’s changed attitude towards life worthy of appreciation?
Give reasons for your answer.
V. Read the extracts from the lesson and answer the questions

ED
that follow:
1. “Huh! It’s easy to say that as you don’t have to worry.”

H
i) Who said these words? IS
BL
EP S

ii) Why did he say so?

R TB
U

2. “I’ve made a terrible mistake.”

BE @K

i) Who is the speaker?

ii) What was the mistake made by him?
3. “Why do you always look at the dark side of things?”
TO

i) Who is the speaker?

T

ii) What do you mean by the dark side of things?

O

iii) Why did the speaker say so.?

N

4. “I admire you! Despite your handicap you are always

cheerful !”
i) Who said these words and who is he referring to?
ii) Why does the speaker admire him?

38
VI. ACTIVITY:
SPEAKING
Given below are eight qualities that people display during their
struggle to attain the desired goal :
determination endurance
commitment positive thinking
desire responsibility
hard work character

ED
Get into groups of eight. Each team will choose one quality to talk
about to the whole class for about five minutes. Before you talk you have

H
IS
five minutes to discuss and prepare notes on it. Choose a leader. The
BL
leader has to collect at least one idea from each member of the group.
EP S
R TB
U

VII. WRITING
BE @K

Trials in life can be tragedies or triumphs, depending on how we

handle them. Do you agree with this statement? You might have seen
many students like Akash and Nakul. What do you think was the
motivating factor behind the happiness of Akash and self-realization of
TO

Nakul? Write a paragraph of about 100 words expressing your views

with reference to the text.
T

VIII. VOCABULARY
O
N

An idiom is a phrase or an expression which has a special meaning

of its own and whose meaning cannot be guessed by looking at the
meaning of the individual words it contains. Idioms play an important
part in any language. Usage of idioms lends force, charm and colour to
the language.
For example:- The phrase “be in the same boat” has a literal
meaning that can be understood easily, but it also has an idiomatic
meaning which means, to be in the same difficult or unfortunate
situation.
39
a) Match the idioms given in column A with their meanings in
column B.
A B
a. in the good books of 1 at a short distance
b. to lose one’s head 2 at a distance
c. at a stone’s throw 3 to worsen the matter
d. to add fuel to the matter 4 completely
e. to sell like hot cakes 5 to memorize
f. to bell the cat 6 to lose the power of thinking

ED
g. to take by surprise 7 to have a very good sale

H
h. at arm’s length 8 in favour with
i. through and through IS 9 to take a lead in a risky step
BL
EP S

j. by heart 10 to catch suddenly.

R TB
U

b) Use these idioms in sentences of your own :

BE @K

on behalf of (in favour of)

at the mercy of (with kindness)
at home (comfortable)
to keep in the dark (not to be in the knowledge of)
TO

part and parcel (integral part)

T

ups and downs (difficulties)

O

to spread like wild fire (spread very fast)

N

by hook or by crook (at any cost)

IX. PRONUNCIATION
Pronounce these words:
paper, many, deduce, refusal, proposal, locality, irrigate, precaution,
apology, corporation.
When we articulate them, they sound in this way:
pa-per, man-y, de-duce, re-fus-al, pro-pos-al, lo-cal-i-ty,
ir-ri-gate, pre-cau-tion, a-pol-o-gy, cor-po-ra-tion.

40
 Each part is called a syllable. In each syllable, there is a vowel sound.
The first three words have two syllables each and the next five words have
three syllables each and the next two words have four syllables each.
Here are a few words from the lesson. Split the words and then
underline the letters that stand for the vowel sound.
declare problem silent mistake constant favourite generous
_______________________________________
encourage explanation courageous attitude cheerfulness
­_______________________________________
X. LISTENING ACTIVITY

ED
First, the teacher must prepare a list of words that suggested

H
motivation or determination. When your teacher reads out some words

IS
which are the determining factors for success or failure, listen to them
carefully and write them under appropriate heading.
BL
EP S
R TB

Motivating Factors Demotivating Factors

U
BE @K
TO
T

XI. WRITING :
O

Schools today have opened their doors to the students who need
N

special care. There may be some who are differently abled, some who
have dyslexia or some other problem. Imagine that one such child has
joined your class. Write a diary entry in about 100 words describing
how you feel and how you plan to help him/her.
XII. VOCABULARY :
A) Look at this sentence from the lesson: “Don’t be a wet blanket
all the time!”
Here, the phrase wet blanket means a person who spoils other

41
people’s pleasure because he is gloomy, dull, pessimistic etc. English
has several expressions and idioms with the word ‘Wet’.
A) Here are a few of them:
Like a wet rag-
Wet behind the ears-
Wet through-
Learn the meanings of the expressions given above by referring a
dictionary.
B) Here are some more idioms:

ED
Fill in the blanks with suitable idioms given in the box. Make the

H
necessary changes:
IS
BL
EP S

pull through, give up, back out, abide by, apple of one’s eye, come
R TB

across, carry out, cry over spilt milk, call a spade a spade, get rid of.
U
BE @K

1. If you join a club you have to __________its rules.

2. The youngest son was the _____________ the mother’s eye.
3. He had promised to help me, but ________at the last moment.
TO

4. The servant ___________ the master’s order.

T

5. While reading the life history of reptiles, I ________ a very

O

important detail about their food habits.

N

6. An honest man never hesitates to ____________.

7. A man of action never________________.
8. Thank God, he succeeded in _________ of his bad habits.
9. Don’t __________ your efforts.
10. Thanks to the excellent medical treatment, he _______his illness.

42
XIII. a. Read these dialogues aloud:
Siddharth was exasperated as his scooter would not start. Arun offers
to help him.
Siddharth : (trying to kick-start his scooter) Oh, What a day ! I have
been kicking for five minutes. This scooter wouldn’t
start. Oh God, I’m tired.
Arun : Hi, Siddharth ! Having trouble with the scooter? May
I help you?
Siddharth : Oh! Very kind of you, Arun! Please try your hand.

ED
Arun : (starts it easily) Look, how easy it is to start. You’re
impatient Siddharth. You haven’t inserted the key

H
properly.
IS
BL
EP S

Siddharth : Thank you Arun.

R TB
U

b. Share and listen:

BE @K

Remember the first day of your school? How did you feel? Who
became your first friend? How did your first day go? Listen to your
friend’s experience sitting next to you. We all come to school, but so
many children in our country do not go to school for many reasons.
TO

1) Form a group of four or five and discuss the following:

T

Reasons why these children do not go to school.

O
N

What remedial measure can be taken to make them come to

school?
What can you do for these children?
2) Interview any five of your neighbours and find out the reasons
why students stay away from school. Prepare a brief report and
submit it to your teacher.

****

43
 PROSE-6
THE MODEL MILLIONAIRE

Pre – reading task:

What makes a person rich and successful? Is it luck or hard work?
“One can afford to be generous only if one is rich” Do you agree /
disagree with this statement? Give reasons.
Do you know what irony is? Have you read stories with ironic
endings? In groups, take up one story with irony as an element and
discuss.

ED
Read the lesson and understand the benevolence in the story:
The Lover

H
IS
1. Hughie Erskine was a very good–looking young man. He was liked
and admired by both men and women. He never said an unkind
BL
EP S

word about anyone. But he was not very clever, and never had any
R TB
U

money. He was always changing his job and had tried everything. At
BE @K

one time he had worked on the Stock Exchange, which had lasted
for six months. He had been a tea merchant for a little longer than
that, but soon got tired of selling tea. Then he tried selling sherry
instead, but again he failed. At last he gave up trying to work, and
lived on two hundred pounds a year, given to him by an old aunt.
TO

2. Now, he was in love with a girl called Laura Merton, who was the
daughter of a retired Colonel. Laura loved him very much, and
T

together they made a handsome couple. Of course neither of them

O

had any money. The Colonel, although he liked Hughie, would not
N

allow them to get married.

3. “Come to me, my boy, when you have got ten thousand pounds of
your own, and we will see about it,” he would say. Poor Hughie! He
was very miserable.
The Painter
4. One morning, on his way to see Laura, Hughie called in to see a
friend of his who lived quite near. His friend’s name was Alan Trevor,
and Trevor was a painter. He was a strange man, with a red beard.
However, he was a very clever artist, and many people bought his
paintings.

44
5. When Hughie came in, he found Trevor finishing the full size
picture of a beggar–man. The beggar himself was standing on a
raised platform in a corner of the room. He was an old man, bent
and wrinkled, with a piteous look on his face. Over his shoulder he
had a ragged brown coat, all torn and dirty. His thick boots were
patched and well worn, and with one hand he leaned on a rough
stick. In the other hand, he held out a hat for money.
6. “What a wonderful model!” whispered Hughie, as he shook hands
with his friend.
7. “A wonderful model?’ shouted Trevor at the top of his voice. ‘I should
think so! You won’t meet a beggar like him every day!”

ED
8. “Poor old man!’ said Hughie. ‘How miserable he looks.”

H
9. “Of course,’ replied Trevor. ‘You don’t want a beggar to look happy,
do you?’”
IS
BL
EP S

10. “How much does a model get for a sitting?” asked Hughie.
R TB
U

11. “Ten pence an hour.”

BE @K

12. “And how much do you get for your picture, Alan?”
“Oh, for this I get two thousand pounds!”
13. “Well, I think the model should get some part of that,’ cried Hughie,
laughing. ‘He’s working quite as hard as you.”
TO

14. “Nonsense, nonsense! Why, look at all the trouble of putting on the
paint, and standing up all day. It’s not easy work I can tell you.
T

Now do stop talking, I’m very busy. Smoke a cigarette and keep
O

quiet.”
N

The Model
15. After some time, a servant came to tell Trevor that the frame–maker
wanted to speak to him.
16. ‘Don’t go away, Hughie,’ he said, as he went out. ‘I will be back in
a moment.’
17. The old beggar–man sat down on a wooden seat that was behind
him. He looked so lonely and sad, that Hughie could not help feeling
sorry for him. He felt in his pockets to see what money he had. All
he could find was a sovereign.
45
18. “Poor man,’”he thought, ‘he needs it more than I do,’ and he walked
across the room and slipped the sovereign into the beggar’s hand.
19. The old man jumped, and a faint smile crossed his lips.
20. “Thank you, sir,’ he said, ‘thank you.”
21. Then Trevor arrived, and Hughie said good-bye and left, feeling a
little silly at what he had done.
22. That night he went to the Palette Club at about eleven o’clock, and
found Trevor having a drink by himself.
23. “Well, Alan, did you get the picture finished all right?” he asked, as
he lit a cigarette.

ED
24. “Finished and framed, my boy,” answered Trevor, ‘and you might
like to know that the old model you saw likes you very much. I had

H
to tell him all about you, who you are, where you live, how much
IS
you earn, what you are going to do in the future_ _ _ _ _ _ ’
BL
EP S

25. “My dear Alan,’ cried Hughie, ‘I shall probably find him at home
R TB

waiting for me. But of course you are only joking. Poor old thing! I
U

wish I could do something for him. I think it’s dreadful that anyone
BE @K

should be so miserable. I have got heaps of old clothes at home. Do

you think he would like any of them? Why, his rags were falling to
bits.”
26. “But he looks so wonderful in them,’ said Trevor. ‘I wouldn’t paint
him in a good suit for anything. However, I’ll tell him of your offer.
TO

And now, tell me, how is Laura? The old model was quite interested
in her.”
T

27. “You don’t mean to say you talked to him about her too?” cried
O

Hughie.
N

28. “Certainly I did. He knows all about the Colonel, the lovely Laura
and the ten thousand pounds.”
The Surprise
29. “You told that old beggar all about me?” cried Hughie, looking very
red and angry.
30. “My dear boy,” said Trevor smiling, ‘that old beggar, as you call
him, is one of the richest men in Europe. He could buy all London
tomorrow and never miss the money. He has a house in every capital
city, eats off gold plates, and can prevent Russia going to war when

46
 he chooses.’ “What on earth do you mean?”exclaimed Hughie.
31. “What I say.” said Trevor. “The old man you saw today was Baron
Hausberg. He is a great friend of mine, buys all my pictures and that
sort of thing. He asked me a month ago to paint him as a beggar,
and since he’s paying, well I could not refuse. And I must say I think
he made a splendid model.”
32 “Baron Hausberg!” cried Hughie. “Good heavens! I gave him a
sovereign!” “Gave him a sovereign!” shouted Trevor, and he burst
into a roar of laughter.
33. “I think you might have told me, Alan,” said Hughie crossly, “and

ED
not let me make such a fool of myself.”

H
34. “Well, to begin with, Hughie,” said Trevor, “I did not think that

IS
you went around giving away your money in that way. And really,
BL
when you came in I didn’t know if Hausberg would like his name
EP S
R TB

mentioned.”
U

35. “What a duffer he must think me,” said Hughie.

BE @K

36. “Not at all. He was very happy after you left. He kept laughing to
himself and rubbing his old hands together. I couldn’t understand
why he was so interested in you at the time, but I see it all now.
He’ll invest your sovereign for you Hughie, and pay you the interest
TO

every six months. He’ll also have a good story to tell his friends after
dinner!”
T
O

37. Hughie walked home feeling very unhappy, and leaving Trevor
N

laughing loudly.
The Messenger
38. The next morning, as he was eating his breakfast, his servant
brought in a card on which was written:
39. “Mr. Gustave Naudin, Messenger of Baron Hausberg.’ ‘I suppose he
has come for an apology,” said Hughie to himself, and he told the
servant to show the visitor in.
40. An old gentleman with gold spectacles and grey hair came into
the room, and said with a French accent, ‘Do I have the honour of
47
 speaking to Mr. Erskine?’ Hughie bowed.

41. “I have come from Baron Hausberg,” he continued. ‘The Baron-’

42. “I ask, sir, that you will offer him my sincerest apologies,” cried
Hughie.

43. “The Baron,’ said the old gentleman with a smile, ‘has asked me to
bring you this letter.” And he held out a sealed envelope.

44. On the outside was written, ‘‘A wedding present to Hugh Erskine
and Laura Merton, from an old beggar,” and inside was a cheque

ED
for ten thousand pounds.

The Wedding

H
IS
45. When they were married, Alan Trevor was the best man and the
BL
EP S

Baron made a speech at the wedding breakfast.

R TB
U

46. “Millionaire models,” remarked Alan, “are rare enough, but model
BE @K

millionaires are rarer still!”

Glossary :
sherry : a kind of wine.
TO

wrinkle : small line on the skin of a person’s face or hands.

sovereign : a gold coin worth one sterling.
T
O

invest : to put money in a business to try to increase its value.

N

admire : regard with respect, took at with pleasure.

millionaire : a person whose assets are worth one million pounds
or dollars or more.
miserable : unhappy, uncomfortable.
faint : slight.
dreadful : extremely bad or serious.
splendid : magnificent, very impressive, excellent.
apology : regretful acknowledgement of an offence or failure.
48
Comprehension:

I. Answer the following questions in two or three sentences each:

1. What sort of man was Hughie Erskine?
2. What were the various jobs he took up? Why?
3. What was the condition laid down for Hughie to marry Laura?
4. Who was Alan Trevor? What was Trevor doing when Hughie
called on him?
5. How was the model beggar dressed?

ED
6. What did Hughie feel the model should get? Why?

H
7. Why did Hughie feel sorry for the beggar-man?

IS
8. What did Hughie give the old beggar-man?
BL
EP S
R TB

9. What did Alan Trevor tell Hughie when he met him at the
U

Palette Club?
BE @K

10. Alan says, “He’ll invest your sovereign for you Hughie,” How
do you think the Baron could have invested the sovereign for
Hughie?
TO

II. Answer the following questions in five or six sentences each:

1. ‘That old beggar, as you call him, is one of the richest men in
T

Europe.’ Name the richest man referred to. How is he described

O
N

to Hughie?
2. Describe how Hughie Erskine was able to marry Laura Merton.
3. Bring out the subtle humour in the story “The Model Millionaire.”
4. “I have got heaps of old clothes at home. Do you think he would
like any of them? Why, his rags were falling to bits,’ said Hughie.
‘But he looks so wonderful in them,” said Trevor. “I wouldn’t
paint him in a good suit for anything. However, I’ll tell him of
your offer.”

49
 The above instance is an example for subtle humour. Pick out
other incidents of humour from the story.

III. Vocabulary

A. Compound words – When two different words are put together

to form a new word, that word is called a compound word.

eg : beggar–man

1) Fill in the blanks given below with the help of the compound
words.

ED
1. _______________ picture (full–size)

H
2. _______________ young man (good – looking)

IS
3. The old _______________ (beggar-man)
BL
EP S
R TB

4. The _______________ wanted to speak to Trevor. (frame – maker)

U
BE @K

2) Match the words in column A with the words in column B to

make more compound words:
A B
1. grand breaker
TO

2. news mark
T

3. mile mother
O

4. book path
N

5. tie paper
6. foot stone

B. Affix = Prefix + Suffix

1) Prefix – a word which does not have meaning by itself, but when
added to the beginning of a word, forms a new word. The new word is
very often the opposite of the root word.

eg : un – He never said an unkind word to anyone.

50
 Use appropriate prefixes to the words given below to form words
opposite in meaning …….(dis, mis, un)

do, honour, broken, comfort, clean, honest, respect, obey, regard,

appear, like, agree, wanted, content

2) Suffix – a word which does not have a meaning by itself, but

when added to the end of a word forms a new word.

eg : ful – i. What a wonderful model! ii. I think it’s dreadful.

Use appropriate suffixes to the words given below to form new

ED
words:

H
(ly, ness, ish, ful, less)

IS
easy, child, hope, use, fool, beauty, brown, doubt, calm, slow, help,
BL
EP S

cheer, pain, colour.

R TB
U

3) Homonym – a word which has the same sound, same spelling

BE @K

but two different meanings.

Example – Model – a person or thing that is an excellent example

of a quality.
TO

Gandhiji is the model of sacrifice.

Model- a copy of something.

T
O

There is a model of the Taj Mahal made of marble.

N

Construct sentences with the following homonyms to bring out two

different meanings of each word:

trip, stamp, plant, right.

Write any four homonyms which have different meanings, with the
help of a dictionary.

4) Pun – Do you know what a pun is? A pun is a type of wordplay.

In a pun a homonym is used in the same sentence to mean two different
51
things. Great writers like William Shakespeare, Oscar Wilde and others
often used pun to add fun and flavour to their writing. Look at the last
line of the lesson. Explain the pun.

IV. Make five pairs of pun words with the help of a dictionary.

V. Colour in Language:

Study this sentence:

‘You told that old beggar all my private affairs?’ cried Hughie, looking
very red and angry.

ED
The word “red” is used to describe a feeling of anger. Colours are

H
often associated with various types of emotions.

IS
Select a colour from the box to describe the feelings associated
BL
EP S

with them and then fill in the blanks:

R TB
U

green, red, blue, black, grey, white, pink.

BE @K

1. The old lady seemed to be in the .......... of health.

2. John was........... with envy when he heard that his friend would
be meeting the Prime Minister in person.
TO

3. Shalini became .......... with anger when Anjali shared her secret
with other girls.
T
O

4. We must cheer him up. He was feeling ....... all day.

N

5. The cop beat him up.......... and ....... .

6. The stallion (breed) was as pure as ....................... in colour.

VI. Learn to speak and listen:

a) Enact the story in small groups:

Select characters and memorize the dialogues. Then deliver the
dialogues imagining you were the characters. Listen to others when
they deliver in the dialogues.

52
 b) Create a dialogue for the following roles and present it before
your class:
- Hughie Erskine - Laura Merton -Aligan Trevor
- Colonel Merton - Baron Hausberg

c) Identify the following characters from the lesson:

1. I am a very good looking young man, liked and admired by both
men and women.
2. I am a girl, daughter of a retired Colonel.

ED
3. I am a strange man, with a red beard, a very clever artist.

H
4. I am an old man, bent and wrinkled with a piteous look on my
face. IS
BL
EP S

5. I am the richest man in Europe, who could buy all London. I have
R TB
U

a house in every capital city.

BE @K

d) (The Teacher writes the names of characters on chits of paper.

Students pick one each)
Imagine that you are one of the characters. Write four lines
describing yourself.
TO

Eg. I want to get married, but I don’t have enough wealth to marry.
T

Who am I?
O
N

*****

53
 PROSE-7

THE GREAT SACRIFICE

Pre-reading task:
Read the following extract from the Mahabharata and answer
the following questions:
Kunti went to her son Karna and requested him not to reuse an
arrow at the battle field against Arjuna. Karna happily gave the boon
he thought that his mother was greater than his boon. Later on, he
was easily killed by Arjuna in the battle-field as he would not re-use

ED
the arrow.
1. Why did Kunti go to Karna?

H
IS
2. Was Kunti right in taking away the boon? Explain.
BL
EP S

3. What was the sacrifice made by Karna?

R TB
U

Discuss these points with your classmates.

BE @K

a) What is the greatest thing that you can appreciate in your mother?
Is it to give up everything she has for her child? Is it to give up her life
for her child?
[Read this lesson and find out about the idea of sacrifice]
TO

Characters
T

Panna - The nurse of the infant Udai Singh

O

Padma and Champa - maids

N

Banbir - a half–brother of Udai Singh, who was ruling Mewar

for Udai Singh.
(The Bed Chamber of the infant prince Udai Singh in the Palace of
Chittor. The prince is sleeping on his ivory bed, and his nurse Panna,
who is a young Rajput woman, is sitting on another bed. Her little son,
who is of the same age as the prince, is lying asleep beside her. A maid,
Padma, comes in).
1. Padma : Where’s the prince?
54
2. Panna : There he is, and here’s my son. Both of them have
just fallen asleep.
3. Padma : I am worried.
4 Panna : Yes, I too am worried. Everything has been going wrong
since the death of Ranaji. Nobody seems to be happy. The
nobles are quarrelling among themselves. They have
become mean and selfish.
5. Padma : And Banbir has become very ambitious. Do you think the
nobles like him?
6. Panna : They have to like him. They are not strong enough to

ED
dislike him.
7. Padma : But isn’t he grateful to them?

H
8. Panna :
IS
Grateful! Can a snake ever be grateful to anyone? Banbir
BL
EP S

and gratitude belong to two different worlds. I say,

R TB

Padma, this Banbir is a curse to the house of Mewar. We

U

have to be careful of him.

BE @K

9. Padma : But isn’t he a son of our late Rana and half-brother of

our prince?
10. Panna : He may be anything, but I don’t trust the man. He has
killed some nobles and has crushed the others. They
TO

don’t dare to say or do anything against him. They are

afraid of him. And he does what he likes. There is
T

discontent among the people and there is discontent

O

in the army.
N

11. Padma : Why doesn’t the army throw him out?

12. Panna : It can’t. Banbir has formed a party of his own. There
are some strong men on his side and everyone is afraid
of him.
13. Padma : Unfortunate Mewar. Your troubles will never end. What
can we do, Panna?
14. Panna : We can do a lot. Let the time come.
15. Padma : I haven’t yet told you the worst about Banbir.

55
16. Panna : What is it, Padma?
17. Padma : (softly) Listen, Banbir wants to be the permanent Rana
of Mewar. He has resolved to kill the prince.
18. Panna : And I have resolved to save the prince. When the Rani
the prince’s mother, was dying, she said to me, “Panna,
I have lost everything except my precious child. I’m
leaving him in your charge. Be a mother to him and
protect him from all harm.” I promised her that I would
give my life to save the life of the prince. And she died
smiling. Banbir cannot kill the prince as long as Panna
lives. I will fulfil my promise to my late mistress.

ED
(The sound of somebody running outside)

H
19. Padma : Listen! There is somebody outside. Who can it be?
20. Panna IS
: It must be one of the guards. (A maid named Champa
BL
EP S

enters, panting).
R TB

21. Champa :
U

Make haste. Do what you can to save the life of the

Prince. You haven’t any time to lose. Banbir will be
BE @K

here in a few minutes. He’s talking to a man outside.

He’s only a hundred yards away from here.
22. Panna : How do you know he’s coming to kill the Prince?
23. Champa : He has a naked sword in his hand.
TO

24. Panna : (calmly) All right. The time to do or die has come. I
must save the life of the prince or die with him. (To the
T

maids) Champa and Padma, please help me save the life

O

of Rana Sanga’s child. (Quickly lifts the prince from

N

his bed, changes his clothes and puts him in a basket

and then covers him with flowers and leaves).
Take this basket out of the palace, hide yourselves
near the gate and wait for me there.
25. Padma : (lifting up the basket) I’II carry this most precious basket
under my arm. Champa, follow me.
26. Champa : (to Panna) Where are we going to take the prince? No
one in Mewar will keep him in his house.
27. Panna : Don’t worry, I’ve already thought about it. We’ll take
56
 him to Asa Shah who is a good man and a friend of ours.
I’m sure he’ll protect the prince. Now hurry up and
be careful.
(The maids go out, taking the infant prince with them. Panna quickly
dresses her own child in the clothes of the prince and puts him in his
bed. She looks at him for a few minutes, kisses him several times and
lies down on her bed. The sound of footsteps outside. Banbir enters
the room hurriedly. Panna gets up from the bed.)
28. Banbir : Where is the prince?
29. Panna : Not so loud, please. He is asleep.
30. Banbir : Where is he?

ED
(Panna points to her child with a trembling hand. Banbir rushes to

H
the bed and kills the child with his sword. Panna shrieks and falls down

IS
on her baby’s body. Banbir looks around and goes out of the room)
BL
EP S

31. Panna : (in a choked voice, loudly) Mistress, I have kept my

R TB

promise to you, I have saved the life of the Prince.

U
BE @K

Glossary :
discontent : Dissatisfaction, unrest.
resolve : Decide
precious : Valuable or dear
TO

trembling : Shaking, quivering.

T

shriek : Scream, cry out

O

choked : Suffocated
N

I. Comprehension:
Answer the following in two - three sentences each:
1. Why were Padma and Panna worried?
2. a. Name the person who was ambitious.
b. What is he compared to?
c. Why were the other nobles powerless against him?
3. a. What did Banbir make up his mind to do?

57
 b. Why had he resolved to do this?
4. a. What did the Prince’s mother tell Panna when she was dying?
b. What did Panna promise the Rani?
5. a. What news did Champa bring?
b. What did Banbir have in his hand?
6. a. Why did Panna change the Prince’s clothes?
b. Where did she put him?
c. What did she cover him with?

ED
7. Whose clothes did Panna make her baby wear? Whose bed did
she put him in?

H
8. Who did Banbir kill? Did he realize his mistake?
IS
BL
9. What are the main qualities you appreciate in Panna? Give
EP S
R TB

reasons in support of your answer.

U

II. Read the following sentences:

BE @K

1. a. We have seen the new film on wildlife.

(Present Perfect tense)
b. We saw the new film on wildlife.
(Simple Past tense)
TO

2. a. She has given me some lovely flowers.

T

(Present Perfect tense)

O
N

b. She gave me some lovely flowers.

(Simple Past tense)
Note : In these two sets of sentences, the activities (seeing and giving)
have taken place. Why do we use the present perfect tense in 1(a) and
2(a) and the simple past tense in 1(b) and 2(b)? We use the present
perfect to emphasize the effect of the past action on the speakers present :
We have seen the new film on wildlife.
(and we still remember it).
She has given me some lovely flowers.

58
 (and I have got them with me now).
The simple past tense, on the other hand, describes activities which
have taken place in the past and have no effect on the speakers present.
The present perfect is related to the speakers present :
3. Use the following present time expressions in meaningful
situations: still, yet, now, just.
eg :
He has just made tea.
He hasn’t made tea yet.
He has still not made tea.

ED
4. The simple past tense is used with past time expressions.

H
eg :
IS
I took my sick neighbour to the hospital yesterday/last week/a
BL
EP S

month ago.
R TB
U

III. Rewrite these sentences using the words given in brackets

BE @K

at the appropriate places:

a. The children have returned from the zoo. (just)

b. I have had a ride on a camel. (never)

TO

c. We have had our lunch. (already)

T

d. Lata has sung before foreign audiences. (often)

O

e. I have seen the Republic Day Parade. (only once in my life)

N

IV. a. Use the present perfect tense of the verbs given in brackets
and fill in the blanks to complete the sentences:

Mrs. Sharma : __________ you_________(draw) money from the

bank?

Mr. Sharma : Yes, I have.

Mrs. Sharma : Where_________ you____________(put) it?

59
 Mr. Sharma : (taking off his bush-shirt and throwing it on the bed)
I_____(put) it in my briefcase.

Wife : (opening the briefcase) No, you haven’t. It’s not

here.

Husband : (getting worried) I put it in this pocket of the

briefcase. _______someone_____ (steal) it?

Wife : I hope you_________ not________(drop) it.

Husband : (getting angry) No, I am not careless. You might

ED
be careless. I very carefully counted the notes and
put them in this pocket. What shall we do?

H
`500 is a big amount.
IS
BL
EP S

Wife : (picking up his bush-shirt and folding it. Don’t

R TB
U

worry. (She smiles)

BE @K

Husband : We ________(lose) `500 and you are smiling?

Wife : We_____ not ______(lose) the money.
Husband : __________ you_____ (take) it out of my briefcase?
TO

Wife : No, I haven’t. It was never in your briefcase.

Husband : Where is the money?
T
O

Wife : It’s here. It’s in the pocket of your bush-shirt.

N

Now, tell me who is careless?

Husband : (heaving a sigh of relief) Pardon me, my dear, I______
(be) careless.
Wife : (smiling) Come, let’s have some tea.
b. Now mark the piece of conversation with appropriate stress and
intonation.

60
V. a. Match the words in column A with their antonyms in column B:
A B

strong inside
like begin
end dislike
outside weak

b. Fill in the blanks with words from column A and add sentences
using words from column B as well:

ED
a. Don’t go__________. It is raining.

H
b. The hero dies at the _______of the film.
IS
BL
c. All of us _________ice cream.
EP S
R TB
U

d. This chair is ________ .You cannot break it.

BE @K

c. Fill in the blanks using the correct tense forms of the verbs
given in brackets:
a. The farmers and their families ________(be) in their fields since
six o’clock in the morning. The farmers______ (plough) their fields
and their wives__________ (sow) the seeds. Their daughters__________
TO

(put) earth on the seeds and their sons ________ (water) the fields.
T

d. Rewrite the above passage in the singular form. Begin this way:
O

A farmer and his family________ (be) in their field since six O’clock
N

in the morning.
e. Imagine that the above scene took place yesterday. Rewrite the
passage making minor alterations where necessary:
First sentence
At 6 o’clock in the morning the farmers _________(plough)___________

61
VI. Use the correct forms of the verbs given in brackets and fill
in the blanks:
a. My wife _______(try) to get a job, but she has not succeeded yet.
b. The patient has had biscuits and has also_____ (drink ) a glass
of milk.
c. The bridegroom has ______(decide) not to take a single paisa as
dowry.
d. The farmers had ________(know) that the sheaf of corn would fall.
e. The village Panchayat has ______(nominate) my father as a
member of the Panchayat.

ED
VII. Imagine that Panna has just come out of the bed-chamber and

H
is talking to you. Complete this Paragraph.
IS
Panna : I _______ (save) Udai Singh’s life. I________________(hide)
BL
EP S

him in a basket. Padma and Champa _______(take) the basket

R TB
U

out. Banbir____________(kill) my innocent little baby, but I am not

BE @K

heart–broken. I____________ _____ (do) my duty. I____ _____(keep) my

promise to the late queen.
TO

*****
T
O
N

62
 PROSE-8
THE WOMAN ON PLATFORM 8

Pre-reading task
I. Imagine you came across a stranger while travelling on a train or
a bus. What would your reaction be when the stranger speaks to you?
Is it advisable to speak to strangers? In groups of four, discuss these
questions and then have a classroom discussion.
II. “The Woman on Platform 8” is the story of a boy who had an
encounter with a woman on platform 8. As you read the story, make a

ED
note of the people he comes across and his feelings for them.
1. It was my second year at boarding-school, and I was sitting on

H
platform No.8 at Ambala station, waiting for the north-bound train.
IS
I think I was about twelve at the time. My parents considered me
BL
EP S

old enough to travel alone and I had arrived by bus at Ambala

R TB
U

early in the evening: now there was a wait till midnight before my
BE @K

train arrived. Most of the time I had been pacing up and down the
platform, browsing at the book-stall, or feeding broken biscuits to
stray dogs; trains came and went, and the platform would be quiet
for a while and then, when a train arrived, it would be an inferno
of heaving, shouting agitated human bodies. As the carriage doors
TO

opened, a tide of people would sweep down upon the nervous little
ticket-collector at the gate; and every time this happened I would be
T

caught in the rush and swept outside the station. Now tired of this
O

game and of ambling about the platform, I sat down on my suitcase

N

and gazed dismally across the railway-tracks.

2. “Are you all alone, my son?” asked a soft voice close behind me. I
looked up and saw a woman standing near me. She was leaning
over, and I saw a pale face, and dark kind eyes. She wore no jewels,
and was dressed very simply in a white sari.
3. “Yes, I am going to school”, I said, and stood up respectfully; she
seemed poor, but there was a dignity about her that commanded
respect.
4. “I have been watching you for some time,” she said, “didn’t your
parents come to see you off?”
63
5. “I don’t live here,” I said. “I had to change trains. Anyway, I can
travel alone.”
6. “I am sure you can,” she said, and I liked her for saying that, and I
also liked her for the simplicity of her dress, and for her deep, soft
voice and the serenity of her face.
7. “Tell me, what is your name?” she asked.
8. “Arun.” I said.
9. “And how long do you have to wait for your train?”
10. “About an hour, I think. It comes at twelve o’ clock.”

ED
11. “Then come with me and have something to eat.”

H
12. I was going to refuse, out of shyness and suspicion. But she took

IS
me by the hand, and then I felt would be silly to pull my hand away.
She told a coolie to look after my suitcase, and then she led me
BL
EP S
R TB

away down the platform. Her hand was gentle, and she held mine
U

neither too firmly nor too lightly. I looked up at her again. She was
BE @K

not young. And she was not old.

13. She took me into the station dining room, ordered samosas, jalebies
and tea, and at once I began to thaw and take a new interest in this
kind woman. The strange encounter had little effect on my appetite.
TO

I was a hungry school boy, and I ate as much as I could in as polite

a manner as possible. She took obvious pleasure in watching me
T

eat, and this cemented our friendship, for under the influence of
O

the tea and sweets I began to talk quite freely, and told her about
N

my school, my friends, my likes and dislikes. She questioned me

quietly for some time, but preferred listening; she drew me out very
well, and I had soon forgotten that we were strangers. But she did
not ask me about my family or where I lived, and I did not ask her
where she lived. I accepted her for what she had been to me-a quiet,
kind and gentle woman who gave sweets to a lonely boy on a railway
platform...
14. We walked together in silence until we reached the place where I had
left my suitcase. One of my school fellows, Satish, a boy of about
my age, had turned up with his mother.
64
15. “Hello, Arun!” he called. “The train’s coming in late, as usual. Did
you know we have a new Headmaster this year?”
16. We shook hands, and then he turned to his mother and said: “This
is Arun, mother. He is one of my friends, and the best bowler in the
class.”
17. “I am glad to know that,” said his mother, a large imposing woman
who wore spectacles. She looked at the woman who held my hand
and said: “And I suppose you’re Arun’s mother?”
18. I opened my mouth to make some explanation, but before I could
say anything the woman replied: “Yes, I am Arun’s mother.”

ED
19. I was unable to speak a word. I looked quickly up at the woman,
but she did not appear to be at all embarrassed, and was smiling

H
at Satish’s mother.
IS
20. Satish’s mother said: “It’s such a nuisance having to wait for the
BL
EP S

train right in the middle of the night. But one can’t let the child
R TB

wait here alone. Anything can happen to a boy at a big station like
U

this and there are so many suspicious characters hanging around.

BE @K

These days one has to be very careful of strangers.”

21. “Arun can travel alone though,” said the woman beside me, and
somehow I felt grateful to her for saying that. I had already forgiven
her for lying; and besides, I had taken an instinctive dislike for
TO

Satish’s mother.
22. “Well, be very careful Arun,” said Satish’s mother looking sternly
T

at me through her spectacles. “Be very careful when your mother

O

is not with you. And never talk to strangers!”

N

23. I looked from Satish’s mother to the woman who had given me tea
and sweets, and then back at Satish’s mother.
24. “I like strangers,” I said.
25. Satish’s mother definitely staggered a little, as obviously she was
not used to being contradicted by small boys.
26. “There you are, you see! If you don’t watch over them all the time,
they’ll walk straight into trouble. Always listen to what your mother
tells you,” she said, wagging a fat little finger at me. “And never talk
to strangers.”
65
27. I glared resentfully at her, and moved closer to the woman who had
befriended me. Satish was standing behind his mother, grinning at
me, delighting in my clash with his mother. Apparently he was on
my side.
28. The station bell clanged, and the people who had till now been
squatting resignedly on the platform, began bustling about.
29. “Here it comes,” shouted Satish, as the engine whistle shrieked and
the front lights played over the rails.
30. The train moved slowly into the station, the engine hissing and
sending out waves of steam. As it came to a stop, Satish jumped

ED
on the footboard of a lighted compartment and shouted, “Come on,
Arun. This one’s empty!” and I picked up my suitcase and made a

H
dash for the open door.
IS
31. We placed ourselves at the open windows, and the two women stood
BL
EP S

outside on the platform talking up to us. Satish’s mother did most

R TB

of the talking.
U
BE @K

32. “Now don’t jump on and off moving trains, as you did just now,” she
said. “And don’t stick your heads out of the windows, and don’t eat
any rubbish on the way.”
33. She allowed me to share the benefit of her advice, as she probably
didn’t think my “mother” a very capable person. She handed Satish a
TO

bag of fruits, a cricket bat and a big box of chocolates, and told him
to share the food with me. Then she stood back from the window to
T

watch how my “mother” behaved.

O
N

34. I was smarting under the patronising tone of Satish’s mother, who
obviously thought mine a very poor family; and I did not intend
giving the other woman away. I let her take my hand in hers, but
I could think of nothing to say. I was conscious of Satish’s mother
staring at us with hard, beady eyes, and I found myself hating her
with a firm, unreasoning hate. The guard walked up the platform,
blowing his whistle for the train to leave. I looked straight into the
eyes of the woman who held my hand, and she smiled in a gentle,
understanding way. I leaned out of the window, and put my lips to
her cheek, and kissed her.

66
35. The carriage jolted forwards, and she drew her hand away.
36. “Good-bye, mother!” said Satish, as the train began to move slowly
out of the station. Satish and his mother waved to each other.
37. “Good-bye,” I said to the other woman, “good-bye, mother....”
38. I didn’t wave or shout, but sat still in front of the window, gazing
at the woman on the platform. Satish’s mother was talking to her,
but she didn’t appear to be listening; she was looking at me, as the
train took me away. She stood there on the busy platform, a pale
sweet woman in white and I watched her until she was lost in the
milling crowd.

ED
Glossary :
pacing : walking slowly

H
browsing :
IS
examine in a casual way
BL
EP S

inferno : a place that is like hell.

R TB

heaving : panting with short quick breath.

U

agitated : anxious
BE @K

ambling : walking at an easy gentle pace.

dismally : sadly
serenity : calmness, peace
thaw : soften (here)
TO

encounter : sudden or unexpected meeting.

T

embarrassed : mental discomfort

O

nuisance : troublesome, annoying

N

instinctive : natural
sternly : harshly
staggered : reeled in shock.
contradicted : disagreed with
wagging : shaking
resentfully : angrily
befriended : making friendship
apparently : clearly seen

67
squatting : sitting on the floor
smarting : feeling pained
patronizing : showing superiority in a rude and insulting way.
milling : a throng of people moving about in a place.
COMPREHENSION:
I. Answer the following in two or three sentences each:
1. What was Arun doing all alone on the platform? Why?
2. What normally happens when a train arrives at the platform?
3. “Are you all alone, my son?” How did Arun react when he heard
the voice of a stranger? Why?

ED
4. How did the bond between Arun and the stranger develop?

H
5. What was the reason behind Arun’s instinctive dislike towards
Satish’s mother? IS
BL
EP S

6. Why did Arun say, “I like strangers”?

R TB
U

7. How did Satish and Arun react to the advice of Satish’s mother
BE @K

saying “Never talk to strangers”?

8. What did Satish’s mother give and say to Satish as a parting
advice?
9. Why didn’t Satish’s mother think Arun’s “mother” a very capable
person?
TO

10. How did Arun repay the strange woman for her goodness?
T

II. Read the extracts and answer the questions that follow:
O

1. “She drew me out very well.”

N

i) Who is the speaker?

ii) What do you mean by the above sentence?
2. “Yes, I am Arun’s mother.”
i) Who is the speaker?
ii) What do you think is the reason behind the speaker saying
so?
3. “These days one has to be very careful of strangers.”
i) Who said these words?
ii) Why did the speaker say so?
68
III. Complete the following:
1. The woman in a white sari was totally a stranger. But Arun
developed an instant liking for her the moment she spoke to him.
Mention three things that Arun liked about this woman.
2. Arun says, “I had taken an instinctive dislike to Satish’s mother.”
Mention three things that made Arun dislike her.
IV. Work in pairs and complete the table:
What it tells
Who is the person from Extract from the
us about the
the story story
person

ED
Anyway I can travel independent,
i) Arun
alone confident.

H
ii) ______________ IS
Then come with me
and have something to ______________
BL
EP S

eat
R TB
U

iii) Satish’s mother ______________ impatient

BE @K

Arun can travel alone

iv) ______________ ______________
though
v) ______________ I like strangers ______________
vi) Satish’s mother ______________ imposing
vii) ______________ Never talk to strangers ______________
TO

viii) Arun ______________ emotional

V. Listening:
T
O

Your teacher will read out some words which describe the two
N

women. Listen and write the words under appropriate columns:

Satish’s mother Stranger

69
VI. Speaking:
The class is divided into four groups. Each group will be
given a question. Discuss the question in the group and
present it in front of the class:
1. Why do you think Arun was allowed to travel alone?
2. What might be the reason behind the lady’s adoption of a
mother’s role?
3. Why do you think the strange “mother” was in a white saree?
What would be your reaction when you see a person in white
saree especially during night time?

ED
4. Imagine that the stranger in a white saree is a ghost. How will

H
you change the ending of the story?
IS
VII. The sequence of events has been jumbled up. Rewrite them
BL
EP S

according to the sequence of the lesson:

R TB
U

1. I looked straight into the eyes of the woman who held my hand,
BE @K

and she smiled in a gentle understanding way.

2. I had already forgiven her for lying; and besides, I had taken an
instinctive dislike to Satish’s mother.
3. She stood there on the busy platform; a pale sweet woman in
TO

white, and I watched her until she was lost in the milling crowd.
4. Now tired of this game and of ambling about the platform, I sat
T
O

down on my suitcase and gazed dismally across the railway-

N

tracks.
5. She drew me out very well, and I had soon forgotten that we
were strangers.
6. She allowed me to share the benefit of her advice, as she probably
didn’t think my “mother” a very capable person.
7. We placed ourselves at the open windows, and the two women
stood outside on the platform talking up to us.
8. She told a coolie to look after my suitcase, and then she led me
away down the platform.
70
 9. I looked from Satish’s mother to the woman who had given me
tea and sweets and then back at Satish’s mother.
10. Satish was standing behind his mother, grinning at me,
delighting in my clash with his mother.
VIII. We use reporting verbs which summarise what was
communicated while we change the speech. Some of the verbs
which are commonly used are:
warn, ask, answer, promise, sympathise, refuse, regret, explain,
request, blame, advise, apologise, order, greet, suggest, invite, encourage,
say, congratulate, declare, announce, instruct etc.
Write appropriate statements as response to the questions with the

ED
help of the examples and clues given below:

H
IS
BL
EP S
R TB
U
BE @K

(ask)
TO

(advise)
T
O
N

(regret)

71
 (invite)

ED
(warn)

H
IS
BL
EP S
R TB
U
BE @K

(enquire)
TO
T
O

(request)
N

(exclaim)

72
IX Read the conversation and complete the following :
1. Ramani : Our new servant has a tendency to steal things.
Somu : Is anything missing?
Ramani : Yes, he has stolen one of our blankets.
Somu : Which one?
Ramani : It’s the one we took from Hotel Palm Beach.
i) Ramani told Somu that _________________ to steal things.
ii) Somu asked Ramani ________________________

ED
iii) Ramani answered that ____________________________

H
iv) Somu further asked her which one and Ramani replied that
IS
______________________from Hotel Palm Beach.
BL
EP S

2. Child : I want a balloon, which I can release into the

R TB
U

air.
BE @K

Balloon Man : Which colour balloon do you want?

Child : Which colour balloon will take me up with it?
Balloon Man : It is not the colour of the balloon, it is what is
inside that makes it go up.
TO

i) The child told the balloon man that _________________________

T

which he could release into the air.

O

ii) The balloon man asked him _______________ .

N

iii) The child asked him ______________up with that.

iv) The balloon man told him that it was not the colour of the balloon
but __________________________go up.
3. Father : Why were you late from school yesterday?
Ashwin : There was a friendly football match between our
school and G.K. Public School.
Father : Why didn’t you inform us earlier?
Ashwin : I rang home but nobody picked up the phone.
73
 i) Father asked Ashwin __________________________
ii) Ashwin replied that ______________and G.K. Public School.
iii) Father asked _____________________earlier.
iv) Ashwin replied that he _______________up the phone.
4. Man : You are becoming very lazy these days. Didn’t I ask
you to get my breakfast ready by 8 O’clock?
Servant : I’m sorry sir. I got up very late today. That’s why I
couldn’t make it on time.
Man : Didn’t you set the alarm before going to sleep ?

ED
Servant : Yes, I did sir.

H
Man
IS
: Then, what happened?
BL
EP S

Servant : I forgot to wind the clock.

R TB
U

i) The man scolded the servant_____________________________________

BE @K

ii) He questioned him___________________________________________

iii) The servant apologised to him respectfully and
explained_______________________________________
iv) The man asked him _______________________________________
TO

To this, the servant answered politely that he had done so. His
T

master further inquired the reason for the delay.

O
N

v) The servant answered humbly that ______________________________

5. Employer : Why did you leave your earlier job?
Applicant : That didn’t meet my requirement.
Employer : What salary do you expect here?
Applicant : I am expecting ` 5000 per month.
Employer : We can pay you just ` 3000 per month.
An applicant went for an interview in an office. The employer asked
him why he had left his earlier job.
74
 i) The applicant replied that _________________________

ii) The employer further enquired ___________________

iii) The applicant told him __________________________

iv) The employer concluded by saying _________________

6. Customer : Please show me a good cap.

Salesman : What type of cap do you want, sir?

Customer : One that covers the face.

ED
Salesman : It won’t be a cap then, it would be a mask.

i) A customer went up to a salesman and _________________

H
IS
ii) The salesman asked him _________________________
BL
EP S

iii) The customer _______________________________________

R TB
U

iv) The salesman, on hearing the request ________________________

BE @K

X. Writing:

After Arun reaches his boarding school, he writes a diary entry about
his strange encounter with the woman at platform 8 from 5-00 P.M.
TO

in the evening to 12-00 midnight. Imagine you are Arun and write the
diary page on his behalf in the table given below.
T
O

5-00 pm to 7-00pm
N

7-00pm to 9-00pm

9-00pm to 11-00 pm

11-00pm to 12-00pm

75
XI. Pronunciation:
You have already learnt about syllables. When we pronounce words
in English, we stress one part of a word more than the other. Say the
following words along with your teacher. The syllables to be stressed
have been marked.
ar’tificial ‘emotions ‘beautiful
su’perior ‘magic ma’gician
op’tician ‘festival ‘active
The following words are taken from the story. Mark the stress and

ED
practise saying them aloud. Notice the shift in stress.

H
agitated ambling inferno
IS
BL
serenity commanded suspicion
EP S
R TB

imposing contradicted patronizing

U
BE @K

GRAMMAR
XII. Direct and Indirect speech:
Study the sentences given below:
TO

1. “I have done the home assignment,” the student said. (direct)

2. The student said that he had done the home assignment.
T

(indirect)
O
N

3. He said, “I have lost my umbrella”. (direct)

4. He said that he had lost his umbrella. (indirect)
Sentences 1 and 3 refer to the actual words spoken by someone
and they are put within inverted commas. In sentences 2 and 4, the
sentences are put in someone else’s words.
The first of these sentences is in the form of direct narration (direct
speech) and the second is in the indirect form of narration (indirect
speech).

76
Thus we change:
Direct Indirect
now then
this that
these those
here there
today that day
tomorrow next day / following day
yesterday the previous day / the day before

ED
ago before/earlier

H
thus so/in that way
IS
BL
tonight that night
EP S
R TB

last week the previous week / the week before

U
BE @K

Below are some examples of the patterns of change of verbs in the

reported speech:
Direct Indirect
shall/ will would
TO

may might
can could
T
O

is eating was eating

N

has seen had seen

has been singing had been singing
Here are some examples of how various types of sentences can be
put into indirect speech:
a) Statements:
“I have read a new novel by R.K. Narayan.” said Venkatesh. (direct)
Venkatesh said that he had read a new novel by R.K. Narayan.
(indirect)
77
b) Commands and requests:
“Please don’t touch the things on the table,” the shopkeeper said to
the customer. (direct)
The shopkeeper requested the customer not to touch the things on
the table. (indirect)
c) Questions:
“Do you wish to open an account?” the manager asked the customer.
(direct)

ED
The manager enquired with the customer whether he wished to
open an account. (indirect)

H
d) Exclamations:
IS
BL
EP S

“What a splendid performance!” the spectator said when the match

R TB
U

was over. (direct)

BE @K

When the match was over, the spectator exclaimed that it was a
very splendid performance. (indirect)
I. Rewrite the following sentences in the reported speech:
i) He said, “Amuda was dancing”.
TO

ii) My servant says, “Tea is ready”.

T
O

iii) “I never eat meat,” he explained.

N

iv) “I have found a flat,” he said.

v) She said, “We will discuss the matter tomorrow.”

****

78
 POEM-9
BENJAMIN JONES GOES SWIMMING
Pre-reading task :
1. Have you ever participated in a competition?
2. How did you feel at the start of the competition?
3. Did you win a prize?
4. How did you feel then?
Tell the class about your experience:
Here is a poem which describes an incident in a humorous manner.

ED
It tells the story of Benjamin Jones who participated in a swimming

H
competition. He was not a good swimmer, still he wanted to try and

IS
win. Did he win the prize at the end?
BL
EP S

You will find the answer when you read the poem. Pay attention to
R TB

the rhyming words. You will enjoy the poem.

U

Let’s read and enjoy

BE @K

Benjamin Jones in confident tones

Told his Wife, “On the Fourth of July
I think I’ll compete in the free-for-all meet
TO

I bet I can win, if I try.”

But his wife said, “My word! How very absurd!
T
O

You haven’t gone swimming for years.

N

With others so fast, you’re sure to be last,

And I’ll blush to the tip of my ears.”
Well, the Fourth quickly came, and waiting acclaim
Were wonderful swimmers galore.
Each poised in his place for the start of the race,
While spectators crowded the shore.
The contest began, and Benjy, poor man
Was passed on the left and the right,
79
 His pace was so slow that a crab saw his toe
And thought it would venture a bite.
Ben noticed the crab as it started to grab
And – perhaps the result can be guessed,
The thought of his toe in the claw of his foe
Made him swim like a swimmer possessed!
And the crowd on the shore sent up a great roar
As Ben took the lead in the dash,
While his wife on the dock received such a shock

ED
She fell in the lake with a splash.

H
-Aileen Fischer
Glossary : IS
BL
EP S
R TB

confident : sure
U
BE @K

free-for-all meet : anyone can participate

absurd : foolish
blush : feel shy
acclaim : praise
TO

swimmers : group of swimmers

poised : stood ready
T
O

spectators : onlookers
N

contest : competition
venture a bite : to try to bite
grab : catch hold of
claw : sharp nails of an animal’s or bird’s foot
foe : enemy
like a swimmer : a swimmer controlled by an extraordinary
spirit possessed

80
Comprehension:
I. Answer the following questions in two or three sentences each:
1. What did Benjamin inform his wife?
2. Why did Benjamin’s wife discourage him?
3. How did Benjamin win the swimming competition?
4. What do you learn from this poem?
II. Appreciation:
Answer the following as directed :

ED
1. The poem is in the style of ____________

H
a. a dialogue
b. anti-climax IS
BL
EP S

c. satire
R TB
U

d. climax
BE @K

2. Appreciate the following expressions in 3-4 sentences each:

a. With others so fast, you’re sure to be last.
b. His pace was so slow that a crab saw his toe and thought
TO

it would venture a bite.

c. She fell in the lake with a splash.
T
O

3. Compose a four-lined poem with any humorous situation which

N

you have come across and present it to the class.

Exercises
III. Let’s read and respond:

A. Fill in the blanks based on your understanding of the poem:

1. Benjamin told his wife that ________
2. It was a ________ competition.
3. Benjamin’s wife said that he would come last because ________

81
 4. The swimmers galore waited for ________ on the day of the
competition.

5. The competition took place on ________

6. ________ passed Benjamin on the right and the left because

________

7. The crab thought of biting Benjamin’s toe because ________

8. Benjamin won the race as ________

9. His wife fell into the water because ________

ED
B. Make a list of all the rhyming words in the poem. There are rhyming

H
IS
words in the same lines and at the end of the lines.
BL
EP S
R TB
U
BE @K

****
TO
T
O
N

82
 POEM-10
LEISURE (Memorization)
W.H.Davies -
Pre-reading task :
You may have seen some children collecting stamps or gardening
or painting or cooking or going for a walk, etc.
a. What do you call these activities?
b. When do you think they do these activities?
c. Do you think it is important to have leisure activities? Why?

ED
d. Do you have any activities like this? Which one do you like the
best? Why?

H
e.
IS
When would you like to do these activities - in your leisure time
BL
or all the time? Why?
EP S
R TB
U

Read and enjoy the poem :

BE @K

What is this life if, full of care, 1

We have no time to stand and stare.
No time to stand beneath the boughs
And stare as long as sheep or cows. 4
TO

No time to see, when woods we pass,

Where squirrels hide their nuts in grass.
T
O

No time to see, in broad daylight,

N

Streams full of stars, like skies at night. 8

No time to turn at Beauty’s glance,
And watch her feet, how they can dance.
No time to wait till her mouth can
Enrich that smile her eyes began. 12
A poor life this is, if, full of care,
We have no time to stand and stare. 14

83
About the poet :
William Henry Davies (1871-1940) was one of the most popular
poets of his time. The principal themes in his works are the marvels
of Nature, and observations about life’s hardships. We find simplicity
and the use of the native tongue in his poems. Most of his poetry is on
the subjects of Nature, or life on the road. It exhibits a natural, simple
and earthy style.
About the poem :
“Leisure” by W.H. Davies is an incredible poem about taking time to
look around and notice the beauty that everyday holds. Davies does a
wonderful job of opening the eyes of all those who read this marvelous

ED
work. It teaches us that we need to slow our lives down and take a look
around and notice the little things. We should take advantage of the little

H
time that we have on this earth and pay attention to the little things.
IS
BL
Couplet :
EP S
R TB

A couplet is a pair of lines of meter in poetry. It usually consists of

U

two lines working as a unit that rhyme and have the same meter.
BE @K

The poem “Leisure” has rhyming couplets. “Leisure” is a fourteen

lined poem. (Sonnet)
Glossary :
stare : to look at something with great concentration
TO

beneath : underneath
T

enrich : improve the quality of

O
N

bough : a large branch of a tree

Comprehension :
I. Answer the following questions in a sentence each:
1. What do squirrels hide in grass?
2. What are we missing in broad daylight?
3. How long do we stare?
4. What do Beauty’s feet do?
5. What are the night skies compared to?

84
II. Answer the following questions in four-six sentences each:
1. How have we made our life “poor”, according to the poet?
2. Write the substance of the poem “Leisure.”
III. Appreciation:
Answer the following questions in three or four sentences each:
1. What do you see in a garden?
2. The poet has used the words “no time” in each line. The title of
the poem is “Leisure.” Is the title appropriate? Comment on the
title of the poem.

ED
3. Pick out the rhyming words from the poem and supply another
rhyming word of your own for each.

H
IS
4. How is our life today very different from the life visualized in the
poem? What must we do to get more free time for ourselves?
BL
EP S
R TB

5. “No time to turn at Beauty’s glance.” What do you think “Beauty”

U

means here?
BE @K

6. How have we failed to appreciate the beauty of nature?

7. There is more in life than rushing and working. Do you agree
with the statement? If yes, explain.
IV. Activities :
TO

1. “All work and no play, makes Jack a dull boy.” The meaning of
T

this proverb is that with too much of work, a person becomes

O

bored due to the monotony of work.

N

Now write a paragraph of about one - hundred words on this proverb.

2. Form a group of four or five:
a. List out all the hobbies you can do in your free time.
b. Besides having a hobby, we can also spend our free time
admiring nature. List places you would like to visit and enjoy
the beauty of nature.
Talk about it for two minutes to your friends.

85
 3. Read the poems:
a. “Daffodils” by William Wordsworth.
b. “The Lamb” by William Blake.
Appreciation :
Have you ever seen the rising of the sun in the early morning when
the sun looks orange in colour, and the birds are singing etc? Write an
imaginary poem of about three rhyming couplets. Rhyming words are
given below. Complete the poem:
__________________________ rising
__________________________ singing

ED
H
___________________________ flower
IS
___________________________ shower
BL
EP S
R TB
U

___________________________ light
BE @K

___________________________ night

****
TO
T
O
N

86
 POEM-11

AFTER APPLE - PICKING

[Robert Lee Frost (1874-1963) was a famous American poet.

He dealt with themes from rural life in New England, USA, using
the setting to examine complex social and philosophical issues.
His important poetical works are A Boy’s Will (1913), North of
Boston (1914), Mountain Interval (1916), New Hampshire (1923),
Collected Poems (1930), A Further Range (1936) and A Witness

ED
Tree (1942). As a popular and oft-quoted poet, Frost was honoured

H
with the prestigious Pulitzer Prize four times. His poetry is largely
IS
traditional in terms of metre, and exudes lyrical grace.
BL
EP S

‘After Apple-Picking,’ published in the collection ‘North of

R TB
U

Boston,’ is a well-known poem on man’s encounter with the natural

BE @K

world, probing the dilemma of his existence. Here the poet gives his
reflections on boredom and drudgery in the aftermath of the task
of picking apples. The work-weary apple-picker is unable to enjoy
his life amid the pristine beauty of Nature, trapped in the utilitarian
TO

ways of modern civilization. Composed in free verse, the poem is

remarkable for its mood and intensity. It is also an anti-thesis
T

of modern civilization, marked by the culture of excessive work

O

for increasing material gain to no end.]

N

My long two-pointed ladder’s sticking through a tree

Toward heaven still,
And there’s a barrel that I didn’t fill
Beside it, and there may be two or three
Apples I didn’t pick upon some bough.

87
But I am done with apple-picking now.
Essence of winter sleep is on the night,
The scent of apples: I am drowsing off.
I cannot rub the strangeness from my sight
I got from looking through a pane of glass

I skimmed this morning from the drinking trough

And held against the world of hoary grass.
It melted, and I let it fall and break.
But I was well

ED
H
IS
BL
EP S
R TB
U
BE @K
TO
T
O

Upon my way to sleep before it fell,

N

And I could tell

What form my dreaming was about to take.
Magnified apples appear and disappear,
Stem end and blossom end,

And every fleck of russet showing clear.

My instep arch not only keeps the ache,

88
 It keeps the pressure of a ladder-round.
I feel the ladder sway as the boughs bend.
And I keep hearing from the cellar-bin
The rumbling sound

Of load on load of apples coming in.

For I have had too much
Of apple-picking: I am overtired
Of the great harvest I myself desired.

ED
There were ten thousand thousand fruit to touch,

H
Cherish in hand, lift down, and not let fall.
IS
BL
For all
EP S
R TB
U

That struck the earth,

BE @K

No matter if not bruised or spiked with stubble,

Went surely to the cider-apple heap

As of no worth.
TO

One can see what will trouble

This sleep of mine, whatever sleep it is.
T
O

Were he not gone,

N

The woodchuck could say whether it’s like his

Long sleep, as I describe its coming on,
Or just some human sleep.

Glossary
barrel : a large round container, made
of wood or metal
stick through : opening up against the tree

89
essence : fundamental quality
cider : juice made from apples
pane : sheet of glass
done with : tired of
drowsing off : feeling sleepy
rub off strangeness : make one feel uncomfortable
skim : remove the substance floating
on the surface of the liquid
drinking trough : a long narrow open container,
used for holding food or water

ED
for animals

H
hoary : white or grey due to snow on it
magnify : IS
to make bigger than the actual
BL
EP S

fleck : a very small area of colour

R TB
U

russet : reddish brown; used here for

BE @K

the colour of apples

arch : the curved part of the bottom
of one’s foot
sway : swinging movement
TO

cellar : small rooms below the ground

level used for storing things
T

rumbling : moving forward, making a

O

continuous deep sound

N

cherish : to hold dear

bruised : damaged; injured by a scratch
spiked : something sharp and pointed
stubble : the lower parts of corn-plants
that are left above the ground
after a farmer has cut the crop
woodchuck : a small animal with short legs,
which lives in holes and is
found in North America
90
Comprehension
(A) Answer the following questions in one sentence each:
1. Why does the poet say that he is done with apple-picking?
2. What meaning is conveyed through the expression, “instep
arch keeps the ache”?
3. What does the poet see in his dreams?
4. Which phrase in the poem suggests that the poet has had
bumper harvest?

ED
5. What helps the poet in balancing his weight on the ladder-
round?

H
IS
6. What is the meaning of “fleck of russet”?
BL
EP S

(B) Answer in three or four sentences each:

R TB
U

1. Why can’t the poet rub strangeness from his sight?

BE @K

2. What is implied by the phrase, “just some human sleep”?

3. What does the repeated reference to “sleep” in the poem
imply?
4. “For I have had too much
TO

Of apple-picking: I am overtired
T

Of the great harvest I myself desired.”

O

Explain the above lines.

N

5. “For all
That struck the earth,
No matter if not bruised or spiked with stubble,
Went surely to the cider-apple heap
As of no worth.”
What worth is the poet referring to?

91
(C) Answer in four to six sentences each:
1. Give the central idea of the poem.

2. Justify the title of the poem, “After Apple-picking.”

3. The poet has achieved a bumper crop at the cost of considerable

physical and mental exhaustion. Elaborate.

Poetic Devices

• The poem is rich in pictorial quality. Images like “My long two-pointed
ladder’s sticking through a tree,” “every fleck of russet showing

ED
clear,” “the rumbling sound of load on load of apples coming in,”
and so on suggest sensuousness. It is comparable to John Keats’s

H
IS
sensuous imagery in his odes and many longer poems.
BL
EP S

• The poem has been composed in free verse with random usage of
R TB
U

long and short lines.

BE @K

• The frequent use of the pronoun, “I” and the adjective “my”
foregrounds the introspective mood of the narrator, here the poet.

• The poem, “After Apple-Picking” is comparable to the lyric composed

by William Wordsworth, “The Solitary Reaper.” A “lyric” is a short
TO

reflective poem dealing with a personal theme.

T

Speaking Activity
O
N

You may be quite familiar with the saying, “An apple a day keeps the
doctor away.” Conduct a discussion in the class, highlighting the
following points:

• Important seasonal fruits

• Their nutritional and medicinal value

• Food items made from them

92
Writing Activity
Have you ever witnessed the scene of a peasant hand-picking
cotton-balls or oranges in a farm with great care? Write a paragraph
describing the scene of cotton-ball picking.
Think it over
Man is indebted to Nature for its bounty. But Nature is being recklessly
exploited. What are the repercussions that you visualize?
Things to do

ED
(A) Collect some poems mentioning fruits. Using the Internet, also
prepare the profile of the poets who have composed poems on fruit.

H
IS
(B) When an animal sleeps through winter months, it is said to undergo
BL
hibernation. The woodchuck, referred to in this poem, has gone into
EP S
R TB

long winter hibernation. Find out which other animals hibernate

U

during winter. Look for information about their habitat.

BE @K

(C) William Wordsworth is a great Nature poet of the 19th century. Read
his poem, “Lines Written a Few Miles above Tintern Abbey.” Find
out the differences between Wordsworth and Frost in their approach
towards Nature.
TO

(D) Consider the harvest aspect of the poem “After Apple-Picking.”

T

Compare it to that of “Ode to Autumn” by John Keats.

O
N

*****

93
 POEM-12
PALANQUIN BEARERS
(Memorization)
-Sarojini Naidu

ED
H
IS
BL
EP S
R TB
U
BE @K
TO

Pre-reading task :
T

a. In the present day, brides in India are taken in a decorated car.

O

wherever they go. How were the royal brides in the ancient days
N

taken around?
b. Who do you think took the privilege to escort the bride?
c. How are the deities in the temple taken in a procession during
the festivals?
Read and enjoy the poem :
Lightly, O lightly we bear her along,
She sways like a flower in the wind of our song;
She skims like a bird on the foam of a stream,
She floats like a laugh from the lips of a dream. 4
94
 Gaily, O gaily we glide and we sing,
We bear her along like a pearl on a string.
Softly, O softly we bear her along
She hangs like a star in the dew of our song; 8

She springs like a beam on the brow of the tide

She falls like a tear from the eyes of a bride,
Lightly, O lightly we glide and we sing,
We bear her along like a pearl on a string. 12

ED
Glossary :

H
sway :
IS
moving from one side to the other
BL
EP S

skim : glide smoothly over something

R TB
U

foam : small bubbles

BE @K

gaily : happily
dew : condensed drops of water
beam : ray of light
TO

brow : eyebrow, top of the water (here)

T

glide : move
O

About the poet: Sarojini Naidu (1879-1949) :

N

Well known as the “Nightingale of India”, Sarojini Naidu was also

a famous English poetess. She was a political activist and played an
active role in the freedom movement. She was the first woman to became
the governer of an Indian State ofter independence. Some of her major
contributions are “The Broken Wing,” “The Bird of time,” “The Golden
Threshold” etc.

95
I. Answer the following in one or two sentences each:

1. Pick out the words from the poem which describe the movement
of the bride.

2. How do the palanquin bearers carry the bride?

3. Why do you think the palanquin bearers are carrying the

palanquin lightly?

4. What are the emotions that the bearers feel as they carry the
palanquin?

ED
5. Why is the bride compared to a flower and a bird?

H
IS
6. Explain the image in “She sways like a flower.”
BL
EP S

7. Why is the bride referred to as “a pearl on a string”?

R TB
U

8. Why has she been compared to a star?

BE @K

9. Why do you think the poetess has used two contradictory feelings
of “laugh” in the fourth line of the first stanza and “tear” in the
second line of the third stanza ?
TO

10. Why do the palanquin bearers sing while carrying the bride?
What do you think this song is about?
T
O

11. The poem is full of similes. Why do you think the poet has used
N

so many similes in the poem?

12. Pick out the rhyming words from the poem and mention the
rhyme scheme.

13. Pick out the examples of alliteration from the poem.

14. Some words and lines are repeated in the poem. Work in pairs
and list the words and lines that are repeated. Why do you think
the words are repeated?
96
II. Appreciation :
a) Rhyming words:
The use of words in a poem that have the same sound, especially
at the ends of the lines.
Rhyme scheme :

This refers to the way the words in the poem rhyme with each other.
Letters like a,b,c,d and so on are used to show the rhyming pattern.
Lines which rhyme with each other are denoted by the same letter.
eg : “O haste thee haste!” the lady cries,

ED
Though tempests round us gather:

H
I’ll meet the raging of the skies
IS
BL
But not an angry father”.
EP S
R TB

Rhyming words are :

U
BE @K

cries - a
gather - b
skies - a
father - b
TO

Therefore the rhyme scheme is a b a b.

T

Can you find the rhyme scheme of the poems in your text?
O
N

Pick out the rhyming words and mention the rhyme scheme of
this poem:
Two roads diverged in a yellow wood
And sorry I could not travel both
And be one traveller, long I stood
And looked down one as far as I could
To where it bent in the undergrowth.

97
b) Simile:
Similes are a way to compare two things using “like” or “as.” In a
simile, one person or thing is compared to another.
eg : If I want to say that somebody swims well, I can say that they
swim like a fish because fish swims well.
There are two basic patterns :
Pattern-1
Like: verb + like + noun
eg : She looks like an angel.

ED
He walks like a duck.

H
She acts like a fool.
Pattern-2 IS
BL
EP S
R TB

As : as + adjective + as + noun
U

eg : He is as tall as a giant.
BE @K

He is as fast as a rocket.
She is as graceful as a swan.
i. Fill in the blanks with appropriate similes from those given in
TO

brackets:
(air, ice, night, snail, coal, rose, ox, lightning, butter, lamb, mouse,
T

ditch-water, ocean, snow)

O
N

As white as _______________. As wide as the _______________.

As light as _______________. As slow as a ______________.
As cold as _______________. As timid as a ______________.
As smooth as _____________. As dark as the _______________.
As black as _______________. As strong as an ______________.
As quick as _______________. As beautiful as a _____________.
As dull as ________________. As meek as a _________________.

98
ii. Complete these lines with similes using your imagination. One
has been done as an example:
eg : When I am happy, I am as beautiful as a flower.
______________ sad _______________________________________________.
________________ lonely ___________________________________________.
_______________ angry ____________________________________________.
____________ tired ________________________________________________.
______________ embarassed ______________________________________.
When I am __________________, I am ________________________________.

ED
When I am __________________, I am ________________________________.

H
IS
BL
****
EP S
R TB
U
BE @K
TO
T
O
N

99
 POEM-13
MODERN MACHINERY

ED
H
IS
BL
EP S
R TB
U

Pre-reading Activity :
BE @K

I. a. Think of five activities you can do without the help of any

kind of machines.
b. Think of five activities you do with the help of machines.
c. What are the damages we face when we don’t handle a machine
TO

properly?
II. Find out different kinds of experiences in the following
T

activities:
O

a. Travelling in a car and bullock cart.

N

b. Calculating a sum mentally or by using a calculator.

c. Drawing a picture by hand or using a paint brush in the
computer.
Read and enjoy the poem :
We were taken from the ore-bed and the mine,
We were melted in the furnace and the pit -
We were cast and wrought and hammered to design,
We were cut and filed and tooled and gauged to fit. 4
100
 Some water, coal, and oil is all we ask,
And a thousandth of an inch to give us play:
And now, if you will set us to our task,
We will serve you four and twenty hours a day! 8

We can pull and haul and push and lift and drive,
We can print and plough and weave and heat and light,
We can run and race and swim and fly and dive,
We can see and hear and count and read and write! 12

ED
But remember, please, the Law by which we live,

H
IS
We are not built to comprehend a lie,
BL
EP S

We can neither love nor pity nor forgive.

R TB
U

make a slip in handling us you die! 16

BE @K

Though our smoke may hide the Heavens from your eyes,
It will vanish and the stars will shine again,
Because for all our power and weight and size,
TO

We are nothing more than children of your brain! 20

- Rudyard Kipling
T
O

Glossary :
N

ore-bed : rock from which metal can be mined

mine : place from where minerals are dug out
furnace : enclosed space for heating materials at a very
high temperature
wrought : beaten (of metal) to bring them into particular shape
file : to cut or shape something
gauged : measured
haul : pull or drag with a lot of force

101
comprehend : understand, grasp
slip : slide, or skid,
vanish : disappear
About the poet: Joseph Rudyard Kipling (1865-1936) was a
British Indian. He was born in Bombay. He is well known as an English
short story writer, poet and novelist. Kipling received the Nobel Prize
for Literature in 1907. Kipling is best known for his works of fiction-
The Jungle Book (1894) and Kim (1901)
He is regarded as the major “innovator in the art of the short story.”
I. APPRECIATION:

ED
A. Answer the following questions in a sentence or two each:

H
1. In the poem “We” refers to_______________
2. How are the machines made? IS
BL
EP S

3. What do the machines ask for their survival?

R TB
U

4. How long will the machines serve us?

BE @K

5. Pick out the action words performed by the machines

eg: pull, haul…..
6. What is the “Law” the machines have to abide by?
TO

7. What can the human beings do that machines cannot?

B. Answer the following questions in 4-5 sentences each:
T

1. “The machines are merciless” – which lines suggest this?

O
N

2. “We are nothing more than children of your brain.” Why?

3. In this poem, the poet attributes one human quality to machines.
What is it? Substantiate your answer.
II. Language Activity:
We can see, and hear and count and read and write. This line gives
the sense of human qualities attributed to machines. This is looked at
as a form of Figure of Speech. The figure of speech in this expression is
known as ‘Personification.’

102
 Meaning : Personification is a figure of speech in which an inanimate
object is treated as though it were endowed with life or with human
attributes or feelings.
More examples :
(1) “It is the tree’s lament, an eerie speech…”
(2 ) ‘‘Oh, how happy I am”, the little kite cried.
(3) “I wish, I were like you,” said the river to the forest.
Find and list out the personified lines in other poems prescribed in
your text.

ED
III. Listening Activity:

H
1. The words given below focus on the pronunciation of the

IS
sounds--- “S” and “Sh” which are often mispronounced. Now
BL
EP S

listen to the teacher’s pronunciation as she/he reads the list

R TB

of words given below.

U
BE @K

Note : s -refers to /S/ sound

sh - refers to /ʃ/ sound
a) sea /si:/ she /ʃi: / e) seep /si:p/ sheep /ʃi:p/
b) sells /selz/ shells/ʃels/z/ f) seat /si:t/ sheaf/ |ʃi:f/
TO

c) soar /so:r shore /ʃɔ: r/ g) so /səʊ/ show/ |ʃəʊ/

T

d) sift /sift/ shift/ʃift/ h) sort /sɔ:t/ short / /ʃɔ:t/

O
N

2. Now, you know the right pronunciation with the /S/ and /ʃ/
sounds.
Practise these sounds with the tongue twister given below:
“She sells sea shells on the sea shore.”
3. Here are some more words of /s/ and /ʃ/ sounds.
Identify the sounds and practise them:
shingle, save, single, share, sack, self, shack, same shelf, sure,
mention, parachute, shame, sear, sheer.
103
IV. Speaking Activity: “Today’s Youth - A Gadget Freak”.
i) Form groups of five in the class. Discuss the pros and cons of
the topic.
Each member of the group should contribute-his/her views and
opinions on the topic given above.
ii) Let one of the members of each group come and give a small
speech on the topic.
It is also a good topic for a debate.
iii) Pick out the topics for your talk or debate:
• Innumerable gadgets available in the market.

ED
• Easy access to information and knowledge.

H
• Efficiency and accuracy.
• Portability.
IS
BL
EP S

• Entertainment.
R TB
U

V. Reading Activity :
BE @K

Comprehend the story given below and answer the questions that
follow:
Building your house:
An elderly carpenter was ready to retire. He told his employer-
contractor of his plans to leave the house-building business in order to
TO

live a more leisurely life with his wife and enjoy his extended family.
He would miss the pay cheque.
T
O

The contractor was sorry to see his good worker leave and asked if
he could build just one more house as a personal favour. The carpenter
N

said yes, but over time it was easy to see that his heart was not in his
work. He resorted to shoddy workmanship and used inferior materials.
It was an unfortunate way to end a dedicated career.
When the carpenter finished his work, his employer came to inspect
the house. Then he handed the front door key to the carpenter and
said, “This is your house … my gift to you.”
How shocked the carpenter was! What a shame!
If he had only known he was building his own house, he would have
done it all so differently.

104
 1. Why did the carpenter want to retire?
2. What would he miss after his retirement?
3. What did the contractor ask the carpenter as a personal favour?
4. How did the carpenter build the house?
5. If the carpenter had known it was his house, how would he have
built it?
6. What is the lesson you learn from this small story?
VI. Writing Activity:
Write a paragraph of about 100-150 words on the topic:

ED
“Home Appliances” (pick any five appliances). Take the help of your
teacher or parents if necessary.

H
Pick up the clues from below:
IS
BL
EP S

• Name of the appliances.

R TB
U

• Functions of the appliances.

BE @K

• Uses or users of the appliances.

• Consequences of mishandling.
VII. Read the following poem in comparison to the poem “Modern
Machinery” given above and take note of the features of alliteration
TO

and personification:
Man-made Machine
T

I will do whatever I am told,

O
N

I will be thrown away when I am old,

I can’t function without instruction,
My heart is now cold

And I’m bought and sold,

I’m the man-made machine.
I have no sense of right and wrong,
Only a knowledge of the rules, contd...

105
 I used to feel, I used to love,
I used to possess a mind,
But now my heart is cold,
And I do what I am told.

I have no need to question my new god,

Because I am the man-made machine,
Don’t try to fight me,
Because soon you will be just like me,

ED
I am your future, I am the new culture,

H
You have no reason to defend,
Because I am the new trend. IS
BL
EP S
R TB

- Jonathan Blas
U

I. Alliteration:
BE @K

Alliteration is the repetition of a speech sound in a sequence of

nearby words. Usually the term is applied only to consonants, and only
when the recurrent sound begins a word or a stressed syllable within
a word.
TO

Eg: I am a man-made machine.

T

Here the repetition of the sound “m” makes it alliterative. This kind
O

of alliteration brings a poetic effect and reinforces the meaning of the

N

poem.
a. Here are some more examples:
a. Round the rugged rock, the rapid rodent ran
b. When to the sessions of sweet silent thought
c. And with old woes new wail may dear times waste
d. The cup that cheers when it comes by choice

106
b. Underline the alliteration in these sentences. One has been done
as an example:
Eg: - Peter Piper picked a peck of pickled pepper.
a) Pretty Polly picked pears for preserves.
b) Handsome Harry hired hundreds of hippos for Hanuukkah.
c) A happy home, a healthy family and hopeful future, is what our
heart hails.
d) Where wine the wit may not oppress.
e) Hail, Holy Light, offspring of Heaven first born.

ED
f) It glows and glitters in my cloudy breast like stars upon some

H
gloomy grave.

IS
g) O Holy Hope ! and High Humility high as the heavens above !
BL
EP S

READING:
R TB
U

c. Read the given poems and underline the alliteration in them:

BE @K

Caring cats
Caring cats cascade off
Laughing lamas lounging
TO

underneath yelling yaks

Yelling at roaming rats.
T
O

- Rachael
N

Rain
Rain races
Ripping like wind.
Its restless rage
Rattles like
Rocks ripping through the air.
- Jake

107
 Laughing Lions
Laughing lions laugh
like jumping jaguars
on top of talking trees.
When the
talking trees start
talking,
the joking jaguars
fall off

ED
- Rachael

H
Funny Feel:
IS
BL
I feel a feel, a funny feel, a funny feel I feel.
EP S
R TB

If you feel the funny feel I feel,

U
BE @K

Then I feel the funny feel you feel.

Personification :
You have already learnt about Personification as a figure of speech
in “Modern Machinery.” Now list out the lines from this poem which
TO

have been personified.

Eg: I used to love.
T
O
N

****

108
 POEM-14
IMAGINATION (Memorization)
George Bernard Shaw -

Pre-reading tasks :
1. Name the book you have recently read.
2. Who is the author of the book?
3. Who are the main characters and what is the book about?
4. What did you feel about the book?

ED
5. Have you ever recognized yourself as a character in the book?

H
6. Have you ever lived in the world of fantasy and imagination?
IS
Exchange your ideas and have a classroom discussion.
BL
EP S
R TB

Read and enjoy the poem :

U
BE @K

I used to play at Pirates, 1

And sailed the seven seas.
Then I was a cowboy,
These simple things did me please.
TO

I had a vivid imagination, 5

T
O

Adventure was always on my mind.

N

I discovered the joys of reading,

And escaped the daily grind.

Once I lived with the Eskimos, 10

In the land of ice and snow,
Went hunting and a fishing,
My fantasy was all aglow.

109
 I read a book of Jules Verne, 15
And went off to the moon.
It was just to take a look,
Then it was time to return.

I spent time in the forests of Africa, 20

With Dr. Livingstone as my guide,
Then off again to America,

ED
With Huckleberry Finn I did hide.

H
IS
In my world of fantasy and imagination, 25
BL
EP S
R TB

I performed such wonderful deeds.

U
BE @K

A Hero of all the Nations,

I was the one that did succeed.

Then I grew up my childish world at an end. 28

TO

I had become serious it nearly drove me around the bend.

T

I still do like the mysterious,

O
N

This is the message I am trying to send.

Glossary :
Pirate : One who plunders at sea
Eskimos : inhabitants of arctic
fantasy was all aglow : that which comes from one’s
imagination
mysterious : having unknown qualities.

110
 About the poet :
George Bernard Shaw (1856 - 1950) was an Irish playwright.
Although his first profitable writing was music and literary criticism,
in which capacity he wrote many highly articulate pieces of journalism.
But his main talent was for drama, and he wrote more than 60 plays.
Nearly all his writings deal sternly with prevailing social problems.
Shaw is the only person to have been awarded both a Nobel Prize
for Literature (1925) and an Oscar (1938) for his contributions to
literature. The movie My Fair Lady is an adaptation of his interesting
play, Pygmalion.

ED
I. Answer the following in two or three sentences each:
1. What do you think were the “simple things” done by the cowboy?

H
IS
2. Do you enjoy reading? What do you feel are the joys of reading?
BL
EP S

3. Where do the Eskimos live?

R TB
U

4. Why does the poet say “my fantasy was all aglow”?
BE @K

5. When did the poet go to the moon? Did he stay there?

6. Who was his guide in the forests of Africa?
7. What were the deeds performed by the poet in his world of
imagination?
TO

8. What happened when the poet grew up? What are his feelings
T

towards life?
O

9. What is the message given by the poet in the poem?

N

II. Match the following:

A B
1. Pirates moon
2. America Dr. Livingstone
3. Eskimos seven seas
4. Jules Verne Huckleberry Finn
5. Africa snow

111
III. Read the poem carefully and complete the web chart:
Living with
Eskimos

Imagination of
the poet

Form groups of four. Choose any one of the topics above. Discuss
in the group and the leader should present it in the class.

ED
IV. Activity:
Collect information on the recent research conducted by scientists

H
and paste it in your note book.
IS
BL
V. IMAGINATION:
EP S
R TB

a. Use your imagination and fill in the chart given below:

U
BE @K

If I were,

a pirate
an Eskimo
TO

a cowboy

in the forests of Africa

T
O

with Huckleberry Finn

N

112
b. Speaking :
Suppose you are given an opportunity to spend a few days at one
of the following with your friends :
1. Antarctica 2. Igloo 3. Moon

ED
H
IS
BL
EP S
R TB
U
BE @K

4. Sahara Desert 5. African jungles 6. Arctic ocean

Then, describe your experience to your classmates in the classroom.

VI. Reading :
TO

Read The Adventures of Huckleberry Finn. Form groups and present

T

the adventure in the form of a skit or role-play.

O

VII. Writing:
N

Imagine that you had an encounter with a creature from another

planet and that you communicated with that alien creature through
gestures. Write your experience in about 80-100 words.

***

113
 POEM-15

THE BEES

ED
H
IS
BL
EP S
R TB

Pre-reading task :
U

a. Have you tasted honey?

BE @K

b. How do bees collect honey?

You must have seen the bees sitting on the flowers, going from flower
to flower. They suck the nectar and store it in the hive. Now read this
poem and make a list of the unique qualities of the busy bee which the
poet describes.
TO

Read and enjoy the poem :

So work the honey-bees,
Creatures that by a rule in Nature, teach
T
O

The art of order to a peopled kingdom

N

They have a king, and officers of sorts; 4

Where some, like magistrates, correct at home;
Others like merchants, venture trade abroad;
Others, like soldiers armed in their stings,
Make a boot upon the summer’s velvet buds; 8
Which pillage they with merry mirth bring home
To the tent-royal of their emperor;
Who, busied in his majesty, surveys
The singing masons building roofs of gold; 12
The civil citizens kneading-up the honey;

114
 The poor mechanic porters crowding-in:
Their heavy burdens at his is narrow gate;
The sad-eyed justice, with his surly hum,
Delivering o’er to executors pale 16
The lazy yawning drone.
- William Shakespeare
Glossary :
velvet : thick and soft
merry : full of joy
drone : a male bee
pillage : the action of stealing honey

ED
kneading : making honey smooth

H
surly : bad tempered
IS
Exercises
BL
EP S

I. Let’s read and respond:

R TB
U

Following are jumbled statements drawn from the poem. Rearrange

BE @K

them in the right order:

a. The poor bees are like porters crowding in with the heavy
burdens at their narrow gate.
b. The bees knead up the honey.
c. They build their hives with roofs of gold.
TO

d. By nature, they are very sincere and they serve their master and
thus set an example to human beings.
T

e. They share their work and they are very professional in their
O

work like soldiers and merchants.

N

f. All the bees deliver their goods and serve the lazy drone.
g. The honey is brought to the royal tent of the emperor.
h. The soldier bees armed with their stings suck honey from the
velvet buds.
II. Appreciation:
A. Answer the following questions in one or two sentences each:
1. What is the unique quality of bees?
2. How do the bees serve as example to people?
3. How is the work distributed among the bees?

115
 B. Answer the following in four or five sentences each:
1. How does the poet describe the duty - consciousness of the bees?
2. Mention the different types of bees according to the nature of
their work.
3 How does the poet describe the drone?
C. Fill in the blanks in the following sentences:
1. The poet describes the bees as kings and officers because_____________
2. The poet is sympathetic towards some of the bees because__________
III. Find out the meanings of the following words from a dictionary:
magistrates, venture, masons

ED
mechanic, porters, burdens
surly, executors

H
IV. Browse the encyclopedia or internet to find out about the life
IS
of the ants. Some clues are given below:
BL
EP S

• Different types of ants

R TB
U

• Team work
BE @K

• Division of labour
V. Let’s work on our own:
A. Collect a picture / model of a beehive:
Collect information on the characteristic features of the Queen
bee, Drone, Soldier Bee and Worker Bee.
TO

B. Do you know what an apiary is? An APIARY is a place where

bees and their hives are kept. Visit an apiary and collect
T

information on how honey is extracted.

O
N

C. Write a short paragraph of fifty words on each of the following:

1. Nutritious value of honey
2. Medicinal value of honey
3. Beehive and wax.
D. Imagine you are advertising a honey product. Prepare a poster,
create a slogan and give a name for your brand of honey. Present
it before your class and display the poster on the notice board.

****

116
 POEM - 16
THE CLOUD (Memorization)
Pre-reading task:
Clouds are the gift of nature. They wander at their will in the sky.
There are different types of clouds viz, The Nimbus, the Stratus and the
Cumulus. Generally, they form over the seas and transform themselves
into raindrops or hailstones depending upon the wind pattern. Can you
imagine our life without clouds and rain?
Try to write a few lines about clouds on your own in your note book.
Show it to your English teacher to improve your creative thinking and

ED
writing.

H
Read and enjoy the poem:

IS
I bring fresh showers for the thirsting flowers,
BL
EP S

From the seas and the streams ;

R TB
U

I bear light shade for the leaves when laid

BE @K

In their noonday dreams. 4

From my wings are shaken the dews that waken

The sweet buds every one,
TO

When rocked to rest on their mother’s breast,

As she dances about the sun. 8
T
O

I wield the flail of the lashing hail,

N

And whiten the green plains under,

And then again I dissolve it in rain,
And laugh as I pass in thunder. 12

I am the daughter of Earth and Water,

And the nursling of the Sky;
I pass through the pores of the ocean and shores;
I change, but I cannot die. 16

117
 For after the rain when with never a stain
The pavilion of Heaven is bare,
And the winds and sunbeams with their convex gleams

Build up the blue dome of air, 20

I silently laugh at my own cenotaph,
And out of the caverns of rain,
Like a child from the womb, like a ghost from the tomb,
I arise and unbuild it again. 24

ED
- Percy Bysshe Shelley
Glossary:

H
thirsting : thirsty
bear : IS
carry
BL
EP S
R TB

stream : a small narrow river

U

dew : tiny drops of moisture that form on

BE @K

cool surfaces at night.

rocked : move regularly backwards and forwards
or from side to side
flail : a wooden tool consisting a stick
swinging from the end of a long handle.
TO

wield : to use
lashing : hitting with force
T
O

hail : frozen raindrops which fall as little hard

N

balls of ice.
plains : a large stretch of flat land
nursling : a baby who is taken care of by a nurse.
pores : small openings
stain : a mark
pavilion : a large structure lightly built and
intended to be used only for a short time.
Cenotaph : A monument built to honour soldiers
killed in a war
cavern : A large cave
118
I. Comprehension :
A. Answer the following in a sentence or two each:
1. Who is the “I” in the poem?
2. What does the cloud do when leaves are laid in their dreams?
3. How is the cloud related to Earth, Water and Sky?
4. What happens after the rain?
B. Answer the following in about one hundred words each:
1. The Cloud is personified throughout the poem. Explain.
2. The poem “The Cloud” is rich in imagery. Explain.

ED
II. Appreciation Questions:
1. The first stanza tells us about the cloud’s activity. What does

H
the cloud bring with it?
IS
2. The cloud is said to have wings and it shakes its wings. What
BL
EP S

happens when the wings of the clouds are shaken?

R TB
U

3. In the third stanza, Shelley talks about the earth as a planet.

BE @K

The “flail” is an instrument which is used to separate grain from

the husk. How does the poet compare hail striking the earth
and flail hitting the wheat?
4. The cloud says “I change but I cannot die’, though the sky
appears clear after rain.” Explain.
TO

5. In the last stanza, after the rain, the convex gleams of sun
makes the sky look like a blue dome of air. The poet calls the
T

blue clouds “Cenotaph.” Give reasons.

O

III. Annotate:
N

1. “I wield the flail of the lashing hail,

And whiten the green plains under.”
2. “I am the daughter of Earth and Water,
And nursling of the Sky.”
3. “I pass through the pores of the ocean and shores.
I change, but I cannot die.”

****
119
 SUPPLEMENTARY READING - SECTION
17 - KING SINDBAD AND HIS FALCON
Pre-reading task : Extract from Arabian Nights.
Read the following questions and answer:
1. Do you like pets?
2. Name the pets that you have in your home.
3. What are the facilities provided to these pets?
4. How do you take care of the pets?
5. How do masters often punish pets that disobey them?

ED
Now let’s read an interesting story of King Sindbad and his pet falcon
and how the king punished his pet when she did not listen to him.

H
1. Once there was a king named Sindbad. The king was pleasure-
IS
loving and in particular, very fond of racing and hunting. The king had
brought up a falcon as his pet. Wherever the king went, the bird went
BL
EP S

with him. Even at night, the falcon stayed with him on his fist. The
R TB
U

king had a golden cup tied around her neck to provide her drink during
hunting.
BE @K

2. One day when the king was sitting in his palace in a leisurely mood
the falcon said to the king, “O great king ! Now the time is suitable for
hunting.” The king liked her suggestion. He ordered his subordinates
to make the necessary arrangements for the hunt. The king set out
hunting with the falcon on his fist. The king and his men continued to
TO

travel till they reached a valley. His men formed a circular shroud of a
net intended for the victim. Soon, a gazelle was trapped within the net.
The excited king cried, “Beware ! Whoever allows the gazelle to escape
T
O

from here, will be punished to death”. The net was lifted by the king’s
hunting troop from all the sides. Gradually, they began narrowing the
N

net circle to trap the gazelle. She too moved towards the king and stood
on her hind legs. She then lifted her forelegs upto her breast, suddenly
jumped above the head of the king, and escaped out of the maze, thus
thwarting the whole effort. The king turned towards his men. He noticed
them murmuring and pointing towards him. The king asked his Wazir,
“O Wazir, do my men want to say something?”
3. The Wazir replied, “Your Majesty, they are saying that you have
warned that you will kill the person who lets the gazelle escape.”
4. The king replied, “I vow to bring her back and will not return till
I accomplish it.” Saying this, the king galloped on his horse, on the
route that the gazelle had fled. The falcon, the king’s hunting mate,
120
flew high up and traced the fleeing gazelle. She at once swooped down
and blinded the gazelle with her talons. The king immediately struck
his mace at the blinded gazelle and ended the matter forever. He then
cut the gazelle’s throat, removed its skin from the body, and hung the
spoils on the saddle.
5. It was mid-day and the place where they were wandering was
devoid of any water source. The king
and his horse were thirsty. The king
went further in search of water. Finally
they reached a place, where water was
seen dripping through the leaves of a
tree. The king was wearing a skin

ED
gauntlet to protect him from any
poison. As his falcon was very thirsty,

H
the king took out the cup from her
neck and filled it with the dripping
IS
BL
liquid. He then placed the cup in front
EP S

of the falcon. But surprisingly enough,

R TB
U

the falcon overturned the cup instead

BE @K

of drinking it.
6. The king picked up the cup,
filled it again and placed in front of the
The King is collecting the dripping liquid
falcon. But the falcon upset it again (poison) falling from the tree in a cup.
with her talons. The king was annoyed
TO

at the falcon’s strange behavior. Next time, he filled the cup with the
dripping liquid and placed it in front of his horse. However, annoyingly
T

enough, the falcon hastily upset it again. The king became furious. He
O

shouted at the falcon in anger, “You unlucky and foolish thing! You are
N

not willing to slake your thirst, nor are you allowing the horse to drink it.”
7. In his fury, the king took out his sword and chopped off the wings
of the falcon. The falcon cried in pain. She then indicated the king to
look up by raising her head. The king’s eye’s followed the falcon. He
saw a poisonous viper lying up above the tree. The liquid, which he
mistook as water, was drops of the snake’s poison. The king was very
remorseful for cutting off the wings of his loyal and beloved falcon. He
rode on his horse and returned to his camp along with the dead gazelle.
The falcon was still sitting on his fist. As soon as the king reached the
camp and sat comfortably, the falcon, which was bearing the pain till
then, suddenly gasped and succumbed to death.

121
 8. The repentant king cried aloud to lose his faithful companion who
had saved his life.
Glossary :
subordinate : lower in rank or position
valley : a low area between hills
prey : an animal hunted and killed by another for food
maze : a complicated network of paths
thwart : prevent from succeeding
murmur : something that is said quietly
accomplish : achieve or complete successfully

ED
talons : the claws of a bird of prey
wander : walk or move in a casual way

H
gauntlet :
IS
a strong glove with long loose wrists
BL
annoy : make slightly angry
EP S
R TB

slake : satisfy
U

viper : a poisonous snake

BE @K

repent : feel regret or sorry

gasp : a sudden catching of breath
saddle : a seat with a raised ridge at the front and back,
fastened on to the back of a horse for riding
TO

I. Comprehension :
A. Answer in two - three sentences each:
T

1. Who was Sindbad? What was he fond of?

O

2. What had the king brought up? What did he tie around its neck?
N

Why?
3. What did the falcon suggest to the king one day?
4. How did the king threaten the hunting troop?
5. Why does the falcon upset the cup with the “dripping liquid”?
6. When did the falcon succumb to death?
7. What was the king’s reaction?
B. Answer in three - four sentences each:
1. How did the king look after the falcon?
2. How did the gazelle escape?

122
 3. How did the falcon help the king to kill the gazelle?
4. Why did the king take out the cup?
5. What activity of the falcon made the king become furious?
6. Why did the king cut off the wings of the falcon?
7. What did the falcon indicate to the king?
8. How did the king’s men trap the gazelle?
9. Why did the falcon upset the cup again and again?
10. Why did the king repent?
11. Why did the king call his pet unlucky and foolish thing?
12. How did the falcon save the king’s life?

ED
C. Answer the following questions in six - eight sentences each:
1. How did the king look after the pet falcon?

H
2. How did the king hunt the gazelle?
IS
3. What made the king cry aloud?
BL
EP S

4. How did the falcon prove himself a faithful companion of the

R TB
U

king?
BE @K

II. Activities:
1. Imagine you are King Sindbad who is in the forest and your pet
falcon has upset the cup filled with dripping liquid................
Conclude the story with a different ending.
TO

III. Your teacher will read an interesting story for you. Listen to it
carefully and answer the following questions:
T
O

One day a young mother left her sleeping toddler on the floor and
went out to fetch water in a pot, leaving her pet mongoose in charge
N

of the baby.
When she returned a little later, she found the mongoose with
its mouth full of blood lying near the doorstep. Presuming that the
mongoose had killed the sleeping baby, in her anguish, she took
the iron rod lying nearby, and killed the animal with it. Later, when
she entered the room where she had left her babe asleep, she saw
a venomous viper lying dead, next to the baby’s bed, its body in
pieces strewn around. She gasped in horror as she took in the scene,
realizing that her baby had been unharmed as the mongoose had
fought with the snake and had killed it.

123
 All her remorse and lament could not bring her pet mongoose
back to life.
Questions:
A. Who took care of the baby when the woman went to fetch water?
B. Why was the mongoose’s mouth covered with blood?
C. What made the woman kill the mongoose?
D. Why did the woman shed tears?
E. What do you learn from this story?
IV. Read the following stories and make a note of the moral:

ED
a. The Two Adamant Goats (Moral: Better bend than break)
b. The Ant and the Dove (Moral: One good turn deserves another).

H
IS
V. Given below are five proverbs. Match them with their meanings:
BL
EP S

1. Haste makes waste. a. One should excel in one’s trade

R TB

rather than dabbling in too many.

U
BE @K

2. A Jack of all trades and b. One is judged according to the

master of none. friends he has.
3. A poor workman blames c. O n e m u s t u n d e r s t a n d t h e
his tools. importance of saving money.
TO

4. A penny saved is a penny d. A person is trying to do

earned. everything.
T
O

5. A person is known e. An incapable person blames

N

by the company he keeps. others for his failures.

f. If you rush when you are doing
something, you will make a
mistake.
VI. Narrate to your friends one incident that happened in the past.
What lesson did you learn from that incident?

****

124
 18 - THE BROKEN GATE
- (Enid Blyton- “Funtime Tales”)

Pre-reading tasks:
Read the following sentences and write down what you would
do in these situations:
a. The teacher asks those students who have not completed the
notes.
b. A friend asks if he can copy your answers while writing a test.
c. You have borrowed your friend’s notebook and lost it.

ED
d. You find a one thousand rupee note in the corridor of the school.

H
e. You promised your parents that you would clean your room,
IS
but you watched your favourite program on TV instead.
BL
EP S

f. The shopkeeper charges you for three cricket bats when you
R TB

have bought only two cricket bats.

U
BE @K

Compare your answers with your friends. Which answers are honest
/ dishonest / smart?
1. Old man Twinkle wanted a boy to help him in his shop. He needed
a boy who could drive Jenny, the pony, for all Twinkle’s goods were
taken round in the cart. So the old man Twinkle put a notice in his
TO

window: “WANTED- BOY TO HELP (After school hours).”

2. All the boys saw the notice and many of them thought they would
T

try for the job. They could do it after school and on Saturdays, and
O

it would be a good job, for old man Twinkle was generous and kind.
N

3. That evening all the boys-George, Henry, Peter and Harry went to see
old man Twinkle. Jack, who was called the smallest by his friends,
who hesitated to try for the job because of his ragged clothes, also
went to see who would get the job. Old man Twinkle wasn’t ready to
see anyone for the moment. So he told the boys to play in the yard
till he called them.
4. Seeing an enormous yard-gate swinging to and fro in the wind, all
five boys climbed up on the gate. They shouted and pretended to
whip the gate to make it gallop. It swung to and fro, and the boys
shouted with delight. And then suddenly something happened.

125
 The gate was old and was not meant to carry five heavy boys. It
broke away at the hinges, and the boys found themselves sliding
off! The gate gave a groan and hung all crooked, swinging in a very
peculiar manner.
5. All the boys thought that the old man Twinkle was at the front of
the shop and he could not see what had happened.

ED
H
IS
BL
EP S
R TB
U
BE @K

The five boys who had come for the interview are
sitting on the gate to make it gallop
TO

6. “But we ought to tell him,” said Jack. “It’s rather cowardly not to.
T

My mother says we always ought to own up at once when anything’s

O

broken. Can’t we all five go and tell him?”

N

7. “No,” said others. “He might say he won’t give any of us the job if
we’ve done a thing like that. We won’t say a word.”
8. At this moment they saw Mr. Twinkle shouting at them, so they all
went to him.
9. Twinkle interviewed them one by one. He asked them some
questions, and also asked whether they knew anything about the
broken gate. Surprisingly all the boys pretended not to be knowing
anything about the broken gate.
10. Mr. Twinkle told he would make his choice that evening. So they

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 all went off-except Jack. He was worried about the broken gate.
It was dreadful to break a thing and not to tell about it and not even
try and mend it. He wondered if he could mend it. He swung the
gate a little to see how much it was broken.
11. Old man Twinkle saw Jack from the window. He called him in. “Are
you another boy after this job?” he asked.
12. “No, sir,” said Jack. “I’ m too small and not very clever and I’m a bit
ragged too, because my mother hasn’t much money.”
13. “Hm!” said Old man Twinkle. “I see. Well, what are you doing out
there in my yard? Do you know anything about that broken gate?”
14. “Oh dear!” thought Jack. “Now what am I to say? I don’t want to get
the other boys into trouble.”

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15. He went red-and then he said, “Yes, Mr. Twinkle, I do know about

H
that gate.”
IS
16. “What do you know about it?” asked the old man.
BL
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17. “I was swinging on it when it broke,” said Jack bravely, though he

R TB

didn’t feel at all brave, for Twinkle was frowning.

U
BE @K

18. “Oh! So your weight broke my gate, did it?” said old man Twinkle,
and he looked fierce.
19. “Well-not exactly,’’ said Jack.
20. “What do you mean not exactly?” asked Twinkle.
21. “Oh, please, sir, don’t be angry, but you see, some other boys and I
TO

were all swinging together on it, and it broke,” said Jack. “I wanted
to come and tell you, really I did. But the others said no, and I
T

couldn’t give them away, could I? I stayed to see if I could mend the
O

gate. That’s what I was doing out in your yard.”

N

22. “I see,” said old man Twinkle, and he didn’t look quite so fierce
now. “Well, who were the other boys?” “Don’t be angry with me, Mr.
Twinkle, but I really can’t tell tales,” said poor Jack. “They are my
friends, you see, and I don’t want them to get into trouble.”
23. “Quite so,” said old man Twinkle, “And now I am going to tell you
something. The boy’s names were Harry, Peter, George and Henry!
You see,-I know them all”.
24. Jack started in surprise. “How did you know?” he asked. “Did the
boys tell you after all?”
25. “Not one of them,” said the old man Twinkle. “They pretended to

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 be surprised. They pretended not to know. They told me untruths.
But I happened to see you all swinging on the gate when it broke.
So I knew all about it, you see.”
26. “Oh”, said Jack, and he stared at Mr. Twinkle again. “Well, please
choose one of the boys,” he said. “They are nice boys, really, although
they didn’t own up about the gate.”
27. “I’ve chosen my boy,” said Mr. Twinkle.
28. “Who is he?” asked Jack.
29. “He is you!” said Mr. Twinkle. “Yes, I know you are small but you’ll
grow, especially if Mrs. Twinkle makes you pudding every night.
And I know you’re at the bottom of the class for lots of things-but
good food will make your brains grow too! And I know you’re a bit

ED
ragged-but a little pocket-money will buy you better clothes!”
30. “Oh, Mr. Twinkle!” carried Jack, “But-but-why do you choose a boy

H
like me? The others are bigger and cleverer.”
IS
31. “They may be,” said Mr. Twinkle. “But what I want is a boy who is
BL
EP S

brave enough to own up when things go wrong. I want a boy who

R TB

can speak the truth. I want a boy who is loyal and if you are loyal
U

to your friends, as you have been just now, you’ll be loyal to me

BE @K

too! I’ve chosen the right boy, Jack. ah, I’ve chosen the right boy!”
32. So he had, for Jack is with him still-but not as errand-boy. Oh no-he
is the head of the shop now and doing very well indeed. All because
of a broken gate-wasn’t it strange?
Glossary :
TO

pretend : make it seem that something is the case when in fact

it is not
T

gallop : the fastest pace of the horse

O
N

delight : please greatly

coward : a person who lacks the courage to do dangerous
things
dreadful : extremely bad or serious
wonder : a feeling of surprise
rag : a piece of old or tattered cloth
fierce : violent or aggressive
loyal : firm and constant in one’s support of a person

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I. Comprehension :
A. Answer in two/three sentences each:
1. Why did the old man Twinkle need a boy?
2. When did all the boys go to Mr. Twinkle and what did Mr. Twinkle
say?
3. What did all the boys do in front of the house?
4. What did all the boys decide to tell the old man if he asked about
the broken gate?
5. Why didn’t Jack go back home with the other boys?

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6. How did the gate break down according to Jack?
7. Jack stared in surprise. What made Jack stare at Mr. Twinkle

H
in surprise?
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8. Who was finally chosen to help the old man Twinkle ? Why?
EP S
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9. What is Jack doing now?

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BE @K

B. Answer in five/six sentences each:

1. How did the boys break the gate?
2. Why did Jack think they ought to tell about the broken gate to
the old man Twinkle?
TO

3. What qualities of Jack do you like the most ?

4. How would Jack overcome his weakness according to Mr.
T

Twinkle?
O

5. What made Mr. Twinkle choose Jack for the job?

N

C. Answer in ten/fifteen sentences each:

1. How did Jack win the heart of Mr. Twinkle?
2. How did a helper boy become an owner of the shop?
II. Activities :
1. “Honesty is the best policy.” Write a paragraph on this topic.
2. Your teacher will read aloud a story “The Angel and the Wood
cutter.” Listen carefully and re-write it in the form of dialogues.

129
Begin the story like this:
Once upon a time there was an honest wood cutter. One day while
he was cutting a branch of a tree, his axe fell into the river. When he
cried out, an angel appeared:
Angel : “Why are you crying?”
Wood cutter: “............................................................”
The Angel went down into the stream and reappeared with a
golden axe.
Angel : “Is this your axe?”
Wood cutter: “.............................................................”
Complete the story.

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III. Imagine that one fine day while you were on your way to school,

H
you found a wallet. It was lying outside the lift. Opening the wallet, you

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found five thousand rupees and some coins inside. There were some
pieces of paper but no identity card. You remember what your teacher
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EP S

had taught you. “It is wrong to take things which do not belong to us.”
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U

Instead of going to school, you went to report what you had found to
the police. When you were reporting, your neighbour Mr. Suresh walked
BE @K

into the police station. After much explanation you discover that the
wallet belongs to him. Your neighbour thanks you over and over again.
The police praise you for your honesty.

a. Stage a role play of the above situation:

TO

b. Read to know:
If you plant honesty, you will reap trust
T
O

If you plant goodness, you will reap friends

N

If you plant humility, you will reap greatness

If you plant perseverance, you will reap contentment
If you plant consideration, you will reap respect
If you plant hard work , you will reap success
If you plant forgiveness, you will reap reconciliation
Be careful about what you plant now. It will determine what you
will reap tomorrow. Among the above said sayings, which one would
you like to plant first?
So, children, as the proverb says. “As we sow, so we reap”
****
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 19 - THE MISER
Pre–reading task : - Shantini Govindan
i) Think of the olden days, where there was no “money” as a
medium of exchange.
ii) What role do “Money and Wealth” play in our lives?
iii) Along with money, what are the other things required to lead a
“happy life”? Discuss with your classmates.
1. Once upon a time, there lived a wealthy man called Surender.
Surender was so wealthy that he had three huge barns heaped high
with gold and silver, rare diamonds and precious stones. But he was

ED
a terrible miser, too. He was so stingy that he was loathe to spend
any of his carefully hoarded treasure. He bought the cheapest and

H
the dowdiest and the most ordinary clothes for his children. For
IS
food, he stopped just short of starving his family. They supped on
BL
gruel most of the time, so that more money could be saved!
EP S
R TB

2. Now, one day it so happened that when Surender was walking

U

through the market-place, he saw a man eating a ladoo. It was

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a large, soft, yellow ladoo rich with raisins and cashew nuts. As
the man bit into it, Surender’s mouth began to water. It looked
so delicious! Surender could almost feel its sweetness tickling his
tongue. It had been a very long time since Surender had eaten a
ladoo and he desperately yearned for one. His wife, Vandana, was an
TO

excellent cook and Surender knew that if he asked her, she would
make him a ladoo. But she would naturally make one for herself,
T

too, and one for each of their four children, and perhaps some for
O

their servants and their friends, too. The thought of wasting all that
N

money on the ingredients made him quite ill. He decided he would

say nothing about his longing for a ladoo.
3. When he got home, Surender found that his craving for a ladoo would
just not go away. He wanted to eat one so badly that he began to
drool. His legs grew weak and his stomach began to rumble loudly.
4. “What is wrong with you, dear husband?” Vandana asked in concern.
He rubbed his stomach and groaned in anguish.
5. “Tell me, what I can do to help you,” Vandana said, anxiously. “Get
me a ladoo to eat,” Surender muttered, “One sweet ladoo is all I need
to put me out of my misery.”

131
 “One ladoo? Why, I can make dozens for you, Vandana replied,
happily, “Then we can share them with our children and neighbours
and servants, too.”
“Dozens?” he squeaked in complete horror, appalled at the thought
of his precious money being wasted to make so many ladoos. “No! I
do not think the neighbours or the servants need to have any share
of the ladoos.”
“All right,” said generous Vandana, disappointed. “I shall make just
enough for the two of us and our children.”
“Do you think the children really need to have a ladoo each?”
Surender asked, weakly.

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IS
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TO

Surender is dreaming of eating ladoos and

his wife is questioning his silence.
T
O

6. Vandana hung her head in shame at her husband’s miserliness.

N

But she was a dutiful wife and without protesting, she quietly said,
“Very well then! I shall make just two ladoos- one for you and one
for me!”
7. “But you do not even like ladoos very much,” tight fisted Surender
continued. “There is no reason for you to have one just to keep me
company. So make one single ladoo, just for me!” Vandana did not
say a word in reply to this. She went straight to the kitchen to make
the ladoo for her husband. A little while later, she served Surender
the ladoo.It was large and sugary and crumbled deliciously in
Surender’s eager mouth! How greedily he devoured it, without even
the slightest bit of remorse that he was not sharing even a crumb
with his family !
132
8. Now, it so happened that when all this was going on, Sakka, the King
of the Gods and Ruler of the Heavens, peeped out of his magnificent
palace high in the heavens. “In all the aeons I have lived through,
I have never seen such a terrible miser!” he cried. “It is time that I
teach him a lesson!”
9. The next day, when Surender went for his morning walk, Sakka
assumed Surender’s own form and walked in through his front door.
10. “Today I am going to share my wealth,” he said to an astonished
Vandana. “So throw open the door of my treasure houses, and
invite all the townsfolk to take what they wish!” “Bless your change
of heart!” Vandana exclaimed, delightedly to the make – believe
Surender. She dispatched a servant immediately to summon all the

ED
people and threw open the doors of the huge barns.

H
IS
BL
EP S
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BE @K
TO

Arrival of the villagers at Surender’s house

11. Soon the common people arrived, running as fast as they could. The
T

make – believe Surender stood at the door of the barn and invited
O

them in. “Take as much as you can!” he cried, heartily.

N

12. “Do not be afraid! If an impostor who looks like me comes to threaten
and stop you, drive him away fearlessly!”
13. “The amazed and overjoyed townsfolk leapt into the barn and began
to grab the hoarded treasure. They filled their bulging pockets and
bags till they could hold no more and were ready to go back when
the real Surender arrived. He almost fainted with shock to see the
doors of his treasure houses thrown open and his precious hoard
being merrily plundered.

133
14. “Thieves! Robbers!” he cried, wildly running forward in rage.
“Aaaah!” said the people, “this must be the impostor we were warned
about! After him!” They began to chase the real Surender.
15. A bewildered Surender ran to the king’s palace where he threw
himself before the king.
“Your Majesty!” he cried in anguish, “I am being robbed and looted
of all my treasure by the people of the town! When I protested, they
began to chase me!”
“But I heard your own servant invited them to do so!” the king
exclaimed. “Did you not give him the order yourself?”

ED
“Never!” said Surender, uttering a strangled cry. “Let the one who
gave the order be brought here at once!”

H
16. The king sent a messenger to Surender’s house and soon the
IS
make – believe Surender arrived with Vandana and the children.
BL
EP S

The real Surender shrieked when he saw the impostor.

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“You are a fraud!” he cried.

BE @K

The make – believe Surender glared back at him. “Now it is you who
is the deceiver!”
17. The puzzled king looked from one to the other. “I cannot tell the
difference between the two”, he told a speechless Vandana.
TO

“So now you have to decide which one is your husband!”

18. “I shall ask them each a question, Your Majesty,” Vandana replied
T

quietly. She turned to the God Sakka and asked, “Is it better to be
O

generous to yourself, your family, your neighbours and friends, or

N

your servants?”
19. ‘To all!’ Sakka replied promptly. “When you are generous, others also
become generous and so everyone is happy and prosperous!” Then
she turned to Surender. “Is it better to be generous to yourself, your
family, your neighbours and friends, or your servants?”
20. “To none!” Surender howled in wrath. “Being generous only wastes
precious wealth that can never be recovered!”
Vandana gathered her children close and squaring her shoulders,
she drew close to God Sakka. “Your Majesty,” she said, solemnly,
“This is my true husband, Surender.”
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 Surender let out an agonized cry of grief and disbelief, “No! my dear
wife and children!”
At this God Sakka stepped forward and with a blinding flash of light,
reverted to his original form.
21. “I am not Surender, but Sakka himself,” he said to the king. “I came
down from the heavens just to teach this petty and mean miser a
lesson!” He turned to a trembling and woebegone Surender and
said, “Do you see what your miserliness has done? Even your own
wife and children do not want you!”
Tears sprang into Surender’ eyes and he sobbed inconsolably.
“Your only hope for salvation is for you to stop being a miser,”

ED
Sakka said, “Can you bring yourself to be more generous?”

H
Surender paused. “Yes,” he said, reluctantly, “I will try to be a little
more generous”. IS
BL
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22. “You will have to be a lot more generous.” warned Sakka, “or I will
R TB

be back for you!” God Sakka vanished in a cloud of smoke. Surender

U

embraced his wife and children happily.

BE @K

“I am so relieved that this ordeal is over”, he told Vandana.

“Shall we celebrate?” Vandana asked, shyly. “I can make dozens of
ladoos.”
23. “Dozens of ladoos?” the words rose sharply to Surender’s lips. Once
TO

more, he felt faint at the thought of all the expense. But he clenched
his fists and swallowed the words that came spontaneously to his
T

tongue. Instead, he nodded his head and said very softly, “Very well!”
O

Glossary :
N

miser : a person who loves wealth for his own sake and
spends as little as possible, stingy.
barns : building for storing grains, hay, …..
dowdy : dull, unfashionable
gruel : simple dish made of oatmeal
raisins : dried sweet grape
ingredients : the list of items combined to make a particular dish

135
crave : to have a strong desire for something
drool : let saliva flow from the mouth with a wish to eat
something.
rumble : make a deep heavy continuous sound
groan : deep sad sound, complain irritably
misery : great suffering or discomfort
appall : horror or deep shock
remorse : sense of regret for having done something wrong
crumb : a very small piece.

ED
delight : great pleasure, joy
impostor : person pretending to be somebody else

H
solemn : done in a serious and committed way
IS
BL
hoard : carefully collected and guarded store of money or
EP S

other objects
R TB
U

plunder : steal, rob

BE @K

rage, wrath : violent or extreme anger

deceiver : person who misleads or misguides purposefully
reluctant : unwilling
ordeal : difficult or painful experience
TO

Comprehension
T

I. Answer in a sentence or two each :

O

1. What was there in Surender’s hoard to call himself wealthy?

N

2. What did he see in the market place one day?

3. How did he savour the thought of having a ladoo?
4. How did Surender’s longing for a ladoo make him suffer.?
5. Why was Vandana happy when Surender asked for a ladoo?
6. Why didn’t Vandana’s happiness last long?
7. How many ladoos did Vandana finally make? Why?
8. Who was witnessing the whole course of Surender’s miserliness?
9. When did Sakka assume Surender’s own form and walk into
his house?
136
 10. Why was Vandana astonished?
11. What was the warning given by the make- believe Surender to
the crowd at his barns?
12. What was the real Surender’s complaint to his Majesty?
13. Whom did the puzzled king request to decide on the two look
alike Surenders?
14. What was Vandana’s trial?
15. How did Sakka convince Surender to mend his miserly ways?
16. How did Vandana want to celebrate when the ordeal was over?

ED
II Answer the following questions in about fifty words each :

H
1. Explain Surender’s miserliness.

IS
2. Why didn’t Surender ask his wife to make a ladoo?
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EP S

3. How did Sakka, the King of the Gods teach a lesson to Surender?
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U

4. Describe Surender’s ordeal in the King’s palace.

BE @K

III Vocabulary :
Fill the missing letters to get the synonyms of the following :
1. stone : p_b _l_
TO

2. inactive : p_s_ _ ve
3. forgive : p_ _ d_ n
T

4. suffering : p _ _ n _ ul
O
N

5. location : p_ _c_
6. choose : p _ _f_ _
7. artist : p _ _ nt _r
8. couple : p _ _r
9. picture : p_o_o_r__h
10. strong : p _w _ _ f _l

*****

137
 Study Skills
Note - Taking: It is a skill that aids listening comprehension. It is a
method of condensing information without distorting original thinking
during the time of lectures, seminars, discussions and meetings.

Note - Making: It is a skill which aids reading comprehension. It

helps to make notes during the text reading and the points made would
help us recall the information in the later stages.

Common Features of Note taking/making :

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- brief and accurate.

H
- information is given more importance than language.
IS
- brings a flow of thoughts to the information.
BL
EP S

- No generalized methods and left to individuals to follow their own

R TB
U

styles/methods.
BE @K

_ Style or methods like linear notes, tree diagrams, flow charts,

spider grams, mind maps. .. etc follow depending on the nature
of the material.

NOTE TAKING
TO

Deforestation
Trees play a vital role in the equilibrium of the ecosystem.
T
O

Deforestation is a process of cutting trees to make space for industries,

N

and habitation for the ever-increasing human population. Excessive

cutting of trees for urban development has protestors raising their voice.
Deforestration disrupts the water cycle, creates soil erosion, green house
effect, global warming and leads to extinction of wild life.
Trees absorb water from the soil and release moisture into the
atmosphere. Deforestation causes a disturbance in the water cycle and
makes the environment drier. causes famine and drought because the
earth gets heated up, breeding many problems.

138
 Deforestation has resulted in the increase of carbon and other green
house gases in the environment. Green house gases like the oxides of
nitrogen, methane and carbon are known to trap atmospheric heat,
thus increasing the temperature of the Earth’s surface.
The hot temperature of the earth gives way to global warming.
Global warming is already happening and causing the glaciers to melt
as well the ice at the poles. This in a way, results in the rise of the sea
level, which is a threatening call to the whole of our planet which will
be flooded. The earth will get completely covered by water.

ED
Deforestation endangers plant and animal life. Animal life thrives
on vegetation. By cutting down trees, we deprive animals of their source

H
of food and cause the extinction of animal species. Hence immediate
IS
measures are needed to be taken to stop this havoc.
BL
EP S
R TB

Answer the following with the help of the passage given above:
U
BE @K

1) Deforestation is _____________
2) Adverse effects on the environment:
a ___________ b soil erosion c __________ d ___________
3) Trees absorb _____________ and release_______ in the atmosphere.
TO

4) Disturbance in water cycle causes ___________

T

5) Green house gases are :

O

a ____________ b methane c ___________

N

6) Green house gases trap__________

7) Global warming melts a ____________ b Ice at the poles
8) Global warming raises ____________
9) The end result of global warming is _________
10) Deforestation deprives _____________ to plant and animal life.

139
 NOTE -MAKING
The harmful effects of plastic bags:
Plastic bags are very popular with both retailers and consumers
because they are a cheap, strong, lightweight, functional things, as well
as hygienic means of carrying food and other goods. They have become a
major cause of pollution as they are not biodegradable. This aggravates
the problem and has bred more problems to the environment and living
being. The harmful effects of plastic bags are: littering the landscape,
killing animals, and if burnt, infusing the air with toxic fumes.
To reduce the use of plastic bags, we need to look out for various
means to substitute. The best way is to use paper bags. For carrying
heavy and huge things, our jute bags can be good substitutes. Re-using

ED
plastic bags than going for new ones every time would also reduce the
use of plastic bags.

H
IS
Now based on the short passage, make notes by filling the blanks:
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U
BE @K
TO
T
O
N

140
 COMPUTERS IN SOCIETY
The world is bound to call itself “Modern” and all the credit goes to
our advanced technology and science. Advanced technology basically
could be the “Invention of computer.” Computer is a wonderful machine.
It is also called the artificial “human brain.” The computer has become
an integral part of our lives. It plays a major role in our education, work
and entertainment.

Computers in schools and colleges have made learning more

enhanced. School children are able to access more and more information

ED
from the innumerable web - sites. They are making use of computers

H
and internet for their project work, seminars, and presentations, thus
IS
making their work well - researched.
BL
EP S
R TB
U

Computers at work have also made great advancement. At the

BE @K

work place, computers are more relied upon for their accuracy and
speed. Work and time have become flexible. The computers use wireless
technology. So, we can work online and work from home; online meetings
and discussions are held at the international level, thus keeping the
TO

office staff in touch even during their holidays.

T
O

Computers, as entertainment media are widely accepted by the

N

younger generation. They provide many choices of entertainment. Video

games, movies, music, chatting, creating or re-editing the movies, sound
tracks and cartoon etc. It is obvious that young folk have become gadget
maniacs with the wide possibilities available in the realm of computers.

141
 Now, fill in the box with the help of the passage:

ED
H
IS
BL
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R TB

UNFORGETTABLE SALIM ALI

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BE @K

Salim Maizudin Abdul Ali is known to the world as an ornithologist,

explorer, ecologist, teacher and writer. Salim Ali was born in 1896 into
a prosperous, close-knit Bombay family. He was the youngest of ten
children and was orphaned early. His childhood hero was his uncle,
Amiruddin Tyabji, a sportsman. When Salim was ten, uncle Amiruddin
TO

presented him with a Daisy air gun. One day, young Salim shot a
strange looking sparrow. His uncle suggested that Salim take the bird
to the Bombay Natural History Society (BNHS). There the secretary, an
T
O

Englishman, identified it as a yellow - throated sparrow and showed

N

the boy, the Society’s vast stuffed-bird collection. Awestruck, Salim Ali
remained hooked onto birds and BNHS for life.
Frame five comprehension questions with the help of your classmate:
1. ________________
2. ________________
3._________________
4. ________________
5. ________________

142
Day to day usage
CROSSWORD :

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H
IS
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U
BE @K

ACROSS DOWN
1. Teacher assigns this to 2. Drink this to be healthy ______
do at home.
TO

4. Other word for Break -Time 3. After your night sleep you ______
T

5. You need to wear these 6. You love to play_____

O
N

clothes if you are at school 7. You take a ______ in the bathroom.

6. What do you do once you 8. You love to listen to a ________
see your teacher in the when you go to sleep.
morning ?
7. To clean your teeth.

143
 contents
Sl.No. Prose Title Theme Values
1. The Heavenly Parasol A compassionate king fighting Compassion
against superstition
2. The Boy who sold Application of wisdom Excellence
Wisdom N
3. Before the Match
O Determination and
T Joy of playing cricket enterprise
4. Anandi Gopal
T
First
O Indian@ woman doctor who did Perseverance and
her studies
B in the US in 1880’s Dedication.
5. A Lesson for Nakul Nakul’sEpositiveKattitude Friendship and

144
R T Encouragement
6. The Model Millionaire The benevolence
E B
of the
S millionaire Compassion, Charity
7. The Great Sacrifice Loyalty and sacrifice Loyalty
8. The Woman on Platform A child’s yearning for mother’s love Motherly affection
PU
no.8 BL
Poetry IS
9. Benjamin Jones Goes Adversity converted into fortune
H Cheerfulness and
Swimming E acceptance
10. Leisure Value of time D Emotional Happiness
11. After Apple-Picking Connection with Nature Hardwork and rest
12. Palanquin Bearers Ritual in an Indian wedding Team Appreciation of cultural
heritage
 13. Modern Machinery Origin and nature of machines Appreciation of man’s
creation
14. Imagination A world of fantasy and imagination Fantasy

15. The Bees N Team work Dedication

16. The Cloud

O Love of Nature
T Appreciation of Nature
TO
B @
Supplementary

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E KT Reading
R B
EP S
Title Theme
U Values

17. King Sindbad and his Haste makes waste Repentance

BL
Falcon
IS
H
18. The Broken Gate Honesty of an adolescent ED Truth
19. The Miser The plight of a miser Self-realization.
 Table showing the themes, coverage of skills
and language activities

Sl. Title of Type Theme Language Listening Speaking Reading Writing Grammar
No. the Les- of item/Vocabu-
son the lary/Apprecia-
text N tion
1. The Heav- Prose Compas- Activity on Listening Narrating a Reading the _
enly Para- sionate king preposition to minimal short story. passage and Preposition.
O
sol. fighting Dictionary
T pairs. answering Adjectives.
against su- activity. questions.
perstition.
2. The Boy Prose Application Usage of ‘since’ Listening to Narration of a *Reading pas- Writing a Adverbs.
TO
who sold of wisdom. and ‘for’ Dic- conversation. story : sage. *Re-ar- letter.
Wisdom. tionary use. A potful of range jumbled
wisdom. sentences.
*Reading
BE @K

146
extract
3. Before the Prose - - - Role play. *Story reading Short ________
R TB
Match and answering paragraph
the questions. writing.
EP S
4. Anandi Prose First Indian *Matching _
U _ Rearranging Paragraph *Articles
Gopal. woman doc- words with the sentences writing. *Pronouns
tor who did meaning. sequentially. * Tense forms of
her studies * Phrasal verbs Letter writ- Verbs
BL
in US. *Articles. ing. Phrasal Verbs.
*Pronouns.
IS
5. A Lesson Prose Positive *Activity on Listening toH Speaking on Reading the Paragraph
for Nakul. attitude of idioms. words (mo- good qualities, extract and writing. Verb forms.
Nakul. *Verbs/Tenses tivating and pronunciation. answering the
Dictionary demotivating). questions.
ED
Activity.
6. The Model Prose The *Compound Listening to Dialogue _ _ ___________
Millionaire benevolence words Affixes- dialogues. delivery.
of the prefix, suffix
millionaire. *Homonym/
pun.
 7. The Great Prose Loyalty and *Present and Listening to Practising the *Play-read- Expanding Tense forms.
Sacrifice sacrifice. past time ex- riddles. dialogues in ing. a para-
pressions. pairs. Role- *Reading graph.
*Antonyms. play. stories
*Verb forms

8. The Woman Prose Yearning Syllables, direct, *Listening to *Group- Reading the Diary entry *Reporting verbs
on Platform for mother’s
N indirect speech. the descrip- discussion. Conversa- *Direct and Indirect
No. 8 love. tion and *Pronuncia- tions speech - pair work.
O writing down tion.
T the descriptive
Appreciation. words.
TO
9. Benjamin Poem Adversity Rhyming words, _ _ _ _ _
Jones Goes converted develop con-
Swimming into fortune. structivism.
BE @K

147
10. Leisure Poem Value of Rhyming words. Listening to
R TB Discussion Reading na- Poem- _
time. a poem and about our ture poems. writing,
answer the busy life. construc-
questions. tivism.
EP S
11 After Apple- Poem Man’s rela- Poetic devices
U _ Group - paragraph _
Picking tionship with discussion writing
Nature
BL
IS
12. Palanquin Poem Ritual in an Rhyme scheme _ _ Reading Writ-
searers. Indian wed- alliteration small poems/ ing short
H
ding. simile. underline the paragraph,
alliterative construc-
ED
sounds. tivism
13. Modern Ma- Poem Origin and Personification Listening to Speaking on Reading the Writing a _
chinery. nature of as poetic device. /ʃ/ & /s/ a topic story and an- short para-
machines. sounds at the swering the graph.
beginning of questions.
words.
 14. Imagination. Poem A world of Match the fol- Group dis- Reading the Writing a short
fantasy and lowing complet- cussion and adventures essay Activi-
imagination. ing web-chart. give a speech of ties and read-
on a topic. Huckleberry ing writing
Finn. Picture com-
position.
15. The Bees Poem Team work. Re-arranging Listening to Presentation Reading Prepare _
the sentences advertise- of advertise- short para- an advertise-
Dictionary use. ment. ment. graph. ment.
N
The Cloud. Poem Appre-
16.
O
ciation of T
nature.
TO
Supplementary Reading
BE @K

148
17. King Sind- Prose Haste Listening to _ Reading Writing a story *Matching the prov-
bad and his Sup- makes a story. moral sto- with differ- erbs
R TB
Falcon. reading. waste. ries. ent ending, *Narrating an inci-
collaborative dent.
EP S
reading.
The Broken Supple- Honesty of Listening to Role-play ____________ Writing a short Activities on reading
18.
U
Gate. men- an a story. essay. writing and speaking.
tary adolescent.
BL
reading. IS
19. The Miser. Supple- Plight of a Synonyms _ H _ _ *Note-taking
men- miser. Note-making
tary *Cross-word
reading. puzzle.
ED
 Vowels
1 /i:/ eat deep free
2 /ɪ/ inn sip pity
3 /e/ egg bet
4 /æ/ apple patch -
5 /ɑ:/ art mask car
6 /ɜ:/ or/ə:/ earth shirt fur
7 /ə/ again success rubber
8 /ʌ/ up shut

ED
9 /u:/ ooze move shoe

H
10 /U/ Put
11 /ɔ:/ orb IS force more
BL
EP S

12 /o/ or/ ɔ/ Australia got

R TB
U
BE @K

Diphthongs
13 /eɪ/ age fate day
14 /aɪ/ ice mind sigh
15 /ɔɪ/ oil moist boy
TO

16 /ɪə/ ear fierce sheer

T

17 /eə/ air fairy rear

O

18 /ʊə/ movers poor

N

19 /əʊ/ or /oʊ/ over showdown go

20 /aʊ/ out loud now
Consonants
21 /P/ post report tap
22 /b/ bad rubber club
23 /t/ tit stand meet
24 /d/ dry Sunday red

149
25 /k/ creep sky take
26 /g/ good bags wig
27 /f/ phase refer tough
28 /v/ venue level love
29 /Ɵ/ thought nothing path
30 /ð/ then bother bath
31 /s/ say mistake books
32 /z/ zoom possess watches
33 /ʃ/ shape mushroom wish

ED
34 /ɜ/ genre measure rogu

H
35 /h/ house cohesion -
36 /tʃ/ chair IS batches rich
BL
EP S

37 /dɜ/ join ledger bridge

R TB
U

38 /m/ my prompt some

BE @K

39 /n/ nice venom ten

40 /ŋ/ English singer king
41 /l/ light slight bottle
42 /r/ river brown -
TO

43 /j/ yes beauty -

T

44 /w/ what coward -

O

Triphthongs
N

45 /aɪə/ Ireland siren fire

46 /aʊə/ our showerbath sour

d d d d d d d

150