ENGLISH

[Reader and Supplementary Reader]

Standard X

A Publication under
Government of Tamilnadu
Distribution of Free Textbook Programme
(NOT FOR SALE)

Untouchability is a sin
Untouchability is a crime
Untouchability is inhuman

TAMILNADU
TEXTBOOK CORPORATION
College Road, Chennai - 600 006

i
© Government of Tamilnadu
First Edition-2004
Reprint - 2006 Chairperson
Thiru R. S ANKARA SUBRAMANIAN
SG Lecturer in English,
Govt. Arts College, Nandanam, Chennai - 600 035
Overall Reviewer
Thiru S.GOMATHINATHAN,
Special Officer, ELT/Reader, D.T.E.R.T. (Retired),
W - 5 (Old 302), 19th Street, Annanagar Western Extension,
Chennai-600 101
Reviewers
Thiru R. Venkata Krishnan Thiru R. Sundaravadivelu
Principal PG Assistant
T.I. School Govt. Higher Secondary School
Ambattur, Chennai - 600 053 MGRNagar, Chennai - 600 078
Authors
Tmt.K. LeenaAnil Thiru V. Unni Krishnan
Research Scholar Junior Lecturer
Dept. of English Govt. Teacher Training Institute
University of Madras, Coimbatore.
Chennai-600 005
Thiru Samuel Moses Chelliah Tmt. Meera Ravishankar
Head Master 16, Karpagam Flats,
W.P.A. Soundara Pandia Nadar Thiruvengadam Street,
H.S. School, Chennai - 600 023. R.A. Puram, Chennai - 600 028
Ms. Priscilla Josephine Sarah S.
Consultant (ELT)
c/o. S. Gomathinathan
Chennai.

This book has been prepared by the Directorate of School Education

on behalf of the Govt. of Tamilnadu.
This book has been printed on 60 G.S.M. paper.
Printed by web offset at:
Manivasagar offset Printers, Chennai - 600 081.

ii
 THE NATIONAL ANTHEM
FULL VERSION
Jana-gana-mana-adhinayaka jaya he
Bharata-bhagya-vidhata.
Punjaba-Sindhu-Gujarata-Maratha-
Dravida-Utkala-Banga
Vindhya-Himachala-Yamuna-Ganga
Uchchhala-jaladhi-taranga
Tava Subha name jage,
Tava Subha asisa mage,
Gahe tava jaya-gatha.
Jana-gana-mangala-dayaka jaya he
Bharata-bhagya-vidhata.
Jaya he, jaya he, jaya he
Jaya jaya, jaya, jaya he.
SHORT VERSION
Jana-gana-mana-adhinayaka jaya he
Bharata-bhagya-vidhata.
Jaya he, jaya he, jaya he
Jaya jaya, jaya, jaya he.
AUTHENTIC ENGLISH TRANSLATION OF
THE NATIONAL ANTHEM
Thou art the ruler of the minds of all people,
Thou dispenser of India’s destiny.
Thy name rouses the hearts of the Punjab, Sind,
Gujarat and Maratha, of Dravid, Orissa and Bengal.
It echoes in the hills of the Vindhyas and Himalayas,
mingles in the music of the Yamuna and Ganges
and is chanted by the waves of the Indian Sea.
They pray for Thy blessings and sing Thy praise
The saving of all people waits in Thy hand,
Thou dispenser of India’s destiny.
Victory, Victory, Victory to Thee.

iii
 THE NATIONAL INTEGRATION PLEDGE

“I solemnly pledge to work with dedication to preserve and

strengthen the freedom and integrity of the nation.”

“I further affirm that I shall never resort to violence and

that all differences and disputes relating to religion, language, region

or other political or economic grievances should be settled by

peaceful and constitutional means. “

INVOCATION TO GODDESS TAMIL

Bharat is like the face beauteous of Earth clad in wavy seas;

Deccan is her brow crescent-like on which the fragrant ‘Tilak’

is the blessed Dravidian land.

Like the fragrance of that ‘Tilak’ plunging the world in joy

supreme reigns Goddess Tamil with renown spread far and wide.

Praise unto ‘You, Goddess Tamil, whose majestic

youthfulness, inspires awe and ecstasy.

iv
 FOREWORD

Language is a dynamic social interactive phenomenon. The

importance of communication in the modem world cannot be under-

estimated.

The ability to read and interpret the language correctly and express

effectively, and articulating both in person and on paper is becoming

more important. So the overriding purpose of this book is to make the

children feel comfortable in all the four major skills and the subskills of

the language.

We have given a great deal of original thought to ensure that we

have the best selection of pieces and the most interesting communicative

tasks. The book offers special treatment to those who are suffering

from language handicap, for want of exposure and throws a challenge

or two for those with some exposure.

This will be an agreeable companion both to the children and the

teachers.

v
 NOTE TO THE TEACHER

This book has been prepared in accordance with the revised

syllabus which has specified the various competencies to be acquired
in the tenth standard, through the seven pieces. The list of competencies
handled in each unit has been elaborately enunciated at the beginning of
the unit.

The prose piece in each unit helps learners to acquire the

competencies in diverse ways. The poem, with questions on
understanding the figures of speech will help learners enhance their
appreciation skills.

The supplementary reader contains six pieces and each piece

takes care of a few skills so that the skills acquired already with the help of the
prose pieces could be refined and strengthened.

For the ‘listening’ section of each unit, and the ‘study

skills’ section in Unit-V, the teacher is to refer to the passages to
be read aloud to the students that are appended to Part-I of the
leader.

Through the book we have conveyed that grammar is not a

collection of hard and fast rules. It helps to choose the use of the forms
of language best suited to each particular occasion.

Hope you will find the book interesting and useful in many ways
as a reliable, trusted linguistic guide for your teaching.

A book is only as good as its users. After all, good teaching

results from a passionate engagement with the language and results in
caring for the children.

vi
 NOTE TO THE PARENT

This book is offered with warmth and confidence to your children.

It will supply in full measure, that information on the language which is

required at their level for comprehensive use of the language in their

day to day life, both inside and outside the class room.

It is qualitatively new in the sense that after going through the

book your children will say,

‘When people tell me

English is difficult,

I show my dimple ,??

English is simple!’
bg‰nwh®fˋ ftd¤â‰F

M§»y bkhÊƋ mo¥gil¤âw‹fisí« mij x£oa

ãwâw‹fisí« KGikahf »u»¤J tF¥giwÆY«
rKjha¤âY« ï‰j bkhÊia K>ikahf¥ ga‹gL¤â
gydilí« tifƚ ï¥ò¤jf¤ij c§fŸ FHªiffS¡F
fÅîlD« e«ã¡ifílD« mË¡»nwh«. M§»y« f‰gJ
fodkšy, vd c§fŸ FHªijfŸ cz®th®fŸ.

vii
 CONTENTS

PART I-READER

Unit Title Page

I PROSE - THE MASTER BLASTER 5

POEM - SIX AND OUT 25

II PROSE - THE BENEVOLENT BISHOP 31

POEM - NOBLENESS ENKINDLETHN
OBLENESS 50

III PROSE - SAMBU IN LONDON 56

POEM - THE PROFESSOR 77

IV PROSE - TRAVELLING FAR 81

POEM - THE ROAD NOT TAKEN* 99

V PROSE - HIS FIRST TEST 105

POEM - HONEST THOUGHT AND
SIMPLE TRUTH * 122

VI PROSE - TOMMY FINDS A BOOK 127

POEM - THE TABLES TURNED* 148

VII PROSE - MY DEAR PC 154

POEM - THIS EXCELLENT MACHINE 171

APPENDIX 174

* Memoriter Poems

viii
 PART II – SUPLEMENTARY READER

Unit Title Page

1 Mrs. INDIRA GANDHI 181

2 HELEN KELLER 188

3 SAROJINI NAIDU 194

4 AUNG SAN SUU KYI 200

5 DR. MUTHULAKSHMI REDDY 206

6 JOAN OF ARC 215

PHONETIC SYMBOLS 221

ix
PART - I
READER

x
 UNIT I
COMPETENCIES

A LISTENING: Using correct tones in speech (Intonation)

B SPEAKING: Participating in debates

C READING: Identifying main and Supporting ideas

Understanding discourse markers

D VOCABULARY: Forming words using prefixes and suffixes

Giving the expansion for abbreviations and acronyms

Using compound words

E STUDY SKILLS: Collecting information from the Internet

F GRAMMAR: Using conditional clauses

Using phrase prepositons and prepositional verbs

G WRITING: Expanding and explaining proverbs

H OCCUPATIONAL COMPETENCY: Interpreting

advertisements

I STRATEGIC COMPETENCY: Paraphrasing a given

concept

J CREATIVE COMPETENCY: Appreciating brave/unique

deeds

1
A. Listening

The teacher will read an except from a cricket

commentary. As you listen, watch the fall and rise in the pitch of
his/her voice.
(The teacher reads)
Look at the following sentence taken from the excerpt:
1. It’s a short ball. (ordinary statement)
2. What a shot!(exclamation)
3. Where’s the ball? (‘wh’ questions said in a neutral way)
These sentence are said in the falling tone. In the falling
tone there is a fall in the pitch of the voice from a high level to a
low level. It is marked as [ ].

The falling tone is used commonly in:

¡ ordinary statements
¡ exclamations
¡ ‘wh’ questions said in a neutral way and in
¡ commands: Go and open the window.

Look at the following sentence taken from the excerpt:

1. Will he score a century? (questions with yes/no answers)
2. The batsman take one, two, three......(enumeration)
3. When Ganguly took his guard earlier today....(incomplete
statements)
These sentence are said in the rising tone. In the rising tone
there is a rise in the pitch of the voice from a low level to a high
level. It is marked as [ ].
The rising tone is used commonly in:
2
 ¡ questions with yes/no answers
¡ enumeration
¡ incomplete statements
¡ and in
¡ polite requests: Take it away.
Task 1: The teacher will read the except again. Listen
carefully and identify the fall and rise in the pitch of
the voice.

Task 2 : The teacher will read the following sentences. Listen

carefully, mark the intonation and practise it.

1. What a magnificent sight!

2. India is a cricket crazy country.
3. Go and open the innings.
4. Can you get me another pair of gloves?
5. Are you alright?
6. We have one day matches in Delhi, Mumbai, Chennai,
Calcutta .............

B. Speaking
The following in a conversation among friends:
Raj : Hey Seema, did you watch the match yesterday?
Suchin was in terrific form.
Seema : Oh yes, I did. But don’t you think we should stop
spending so much money on cricket and cricketers?
Raj : N o w a y. I d o n ’t t h i n k s o . I d o n ’ t a g re e w i t h y o u ,
Seema, Cricket is, the only sport we excel at as a
nation. So there’s nothing wrong in encouragomg the
game.
What do you feel Arun?
Arun :I t e n d t o d i s a g r e e w i t h y o u R a j . H o w e v e r i f y o u
want my frank opinion, I feel India can do without
cricket until poverty und illiteracy are eradiaited.
3
 Riglit, Seema ?
Seema : Absolutely! O U R focus should be on economic
development right now.
Raj : I think-both of you are very foolish. Cricket creates
so much national pride that it binds the nation.
Task 1: Practise the conversation.
Now look at these phrases:
don’t you think.... No way. I don’t think so. I don’t agree with
you..,, I tend to disagree.., However if you want my frank
opinion.., I feel.... Right ...? Absolutely...

All these phrases arc used to agree or disagree with or to

offer an opinion on a topic.

Task 2: Using the above phrases as hints do the following task:

India should stop spending money on cricket and focus

more on economic development. Agree / disagree

l Divide into four groups. The main groups can be divided

into two smaller groups. Finally there will be an equal
number of groups arguing for and against the topic.

l Now prepare your argument.

l Earth group will be given 3 minutes to talk. Any number

of students can talk within that time frame. No one should
interrupt the proceedings.

l A few students can act as moderators and time-keepers.

l After all groups have finished debating their stand, the

teacher along with the moderators will judge the best
groups and explain how their arguments were persuasive.
4
C. Reading

Pre-reading questions
1. Eat cricket, sleep cricket, breathe cricket. What does this
Mmean?
2. Who is your favourite cricketer?

THE MASTER BLASTER

‘All work and no play makes Jack a dull boy’.

Karachi, Pakistan: History in the- making

Sachin Tendulkar ’s date with destiny began on a cold

November morning in Karachi when as a 16 years and 205 days
old teenager, he was given his first Test cap against Pakistan. Thrust
onto the centrestage his metile would be tested against the fire and
ferocity of the Pakistani fast bowlers empowered by Lht pace trio
Imran Khan, Wasim Akraim and Waqar Younis and the leg spin
wizard, Abdul Qadir. India’s score card read 4 for 41 when Sachin
walked out into the middle on the second day of the first Test.
Unless the youngster performed, defeat was unavoidable, If he did,
he would be a hero. Was he desperate or frightened?
5
 “I was too young at 16 to be frightened by anything. I went
out to play as hard as I could. I dreamed of being the beat player in
the world, but you don’t disclose that. I just wanted to score more
runs than anybody else. I know now that it is mental discipline that
sets people apart, the ability to think differently and to generate energy in
t h e r i g h t d i re c t i o n . E v e r y b o d y i s t r y i n g h a rd ; t h e p l a y e r s
who succeed are the ones who push themselves a bit harder.”
S hivaji Park, Mumbai: The stepping stone

Sachin showed a remarkable passion for cricket ar an early

age and by 10, was batting with a cricket bat far bigger than him. Like
most other Indian children from a middle class background, his initial
cricket sessions were spent on the road - playing in the bylanes of
Bandra, near his home, Where weekend cricket is a community passion.
In the huge Shivaji Park, coaching classes for
yungsters were held every summer. Tendulkar took part in these
camps under the tutelage of his coach Ramakant Achrekar, whom
he calls on even today before every match. Achrekar believed in putting
his wards into match-situations and sometimes the young Tendulkar would
play in as many as 13 matches in a day. Achrekar would place a one
rupee coin on lop o f the stumps and call up the other boys und say
“Anyone who gets him (Sachin) out will take
this coin. It’no one gets him out. Sachin is going to take it.”

“It was a big thing to get that coin for myself. I lost a couple
af times but I didn’t giye up. I have 13 coins with me. I didn’t
Spend that money. At the age of 12 and 13 I was practising 12
hours a day. Seven till nine in the morning, then playing the game
from 9.30 to 4.30 and then practising again from 5,30 to 7,00 in
the evening. Once I played 54 matches in a row! My friends had
music and films and I had cricket.

“ Bandra, Mumbai: Early days

The third son of four siblings, three brothers and a sister,
Sachin Tendulkar was born on April 24.1973 to Ramesh and Rajni

6
Tendulkar in a quiet, unpretentious locality of suburban M u m b a i .
H i s f a t h e r, w a s a M a r a t h i p o e t a n d w r i t e r a n d h i s m o t h e r w o r k e d
for the Life Insurance Corporation (LIC). Ajit, the second brother,
i s c r e d i t e d w i t h t h e p r o m o t i o n o f t h e y o u n g e r Te n d u l k a r i n t o t h e
cricket field and Sachin still turns to him for advice on his batting
or any other cricketing strategy since he feels nobody knows his
game better than Ajit. Sachin grew up in Sahitya Sahawas Colony,
a t y p i c a l c o l o n y o f w r i t e r s i n B a n d r a . A l i t t l e p r a n k s t e r, f u l l o f
mischief, he used to climb trees, play hide-and-seek and of course, cricket.
He loved to challenge new friends to beat him and they
would often withdraw in fear of losing to him. He was also a great
fan of tennis, especially the American John McEnroe. Had he
p u r s u e d t e n n i s , S a c h i n w o u l d n e v e r h a v e b e c o m e a c r i c k e t e r.
Sachin recently moved out of his old flat but continues to live near Sahitya
Sahawas with his wife Anjali and two children, daughter
Sara and son Arjun.

“I think it is my background, the typical middle class vir tues

of an Indian home, which has shaped me as a person. Whatever
you do in life, be sincere and honest, was my parents’ credo. “

Old Trafford, England: The making of the ‘Master Blaster’

Sachin hit his first test 100 (119) in the summer of 1990
against the English team at Old Trafford leading India to victory at
a crucial moment when it was chasing a total of 408. He was more
or less a pioneer of the ‘Master Blaster’ tradition which continues
to date and is feared for his capacity to dispose off even the most
aggressive bowler. At 17 years Sachin became the third youngest
player to score a test hundred and went on to brave the fierce
desert storm at Sharjah and the fiercer Australian bowling to lead
India to the finals of the Sharjah Cup. Then on his 25 lh birthday,
India met Australia in the final of the Coca Cola Cup to chase 273 runs.
Sachin was unstoppable. He notched up 134 runs and India was home
with the boundaries and sixers which flew from his bat.

7
 No wonder this little man is compared to the great Don Bradman,
the world’s greatest cricketer. He went on to become the highest
run getter in One Day International history in a match against New
Zealand at Nairobi on October 15, 2000 by surpassing the previous
record of 9378 runs.

On September 5, 2002, Sachin appeared in his 100 th test

match at The Oval, England, making him the fourth Indian to reach
that prestigious milestone. Today he enjoys a superstar status in
India, a position he need not give up for several decades more.

“My dream is to score as many runs as possible. I don’t

elieve in playing a game only to set records. I just want to give
my very best to the game.”

All said and done, ‘All play and no work makes Jill a mere toy ‘,

Glossary

destiny /’destInI/ - fate

mettle / ’metl/ - courage
pace /peIs/ - speed
passion /’pæSn/ - zeal, enthusiasm
initial /I ‘nISl/ - first
tutelage /’tju:tIlIdZ/ - guidance
unpretentious /VnprI ‘tenS@s/ - humble, simple
suburban /s@ ‘b@:bn/ - relating to the area
on the outskirts of a city
credited / ‘kredItId/ - recognised as having
done so]nething good
strategy / ‘strætIdZI/ - plan
virtues / v@:tSu:z/ - good qualities
credo / ‘kri:d@U/ - belief, philosophy
saga / ‘sA:g@/ - legend
surpassing /s@ ‘pAsIn/ - exceeding
aggregate / ‘ægngeIt/ - total
prestigious /pre’stIdZ@s/ - remarkable

8
Synonyms and Antonyms:
With the help of your teacher, find the synonyms for the
highlighted words and antonyms for the underlined words in
the passage below:
One of the world’s oldest known sports, hockey predates the
Ancient Games of Olympia by perhaps 1200 years or more. Indeed,
historians believe it existed in many of the world’s early
civilisations. The modern game we know as hockey - or field
hockey, for those distinguishing it from ice hockey - evolved in
the British Isles in the 19th century. It was a popular English school
game, possibly adapted from the Irish game of hurling. The British
army helped spread hockey internationally through the British
Empire, its popularity especially booming in the Indian
Subcontinent. Men’s hockey first appeared at the 1908 Olympic
games in London. India won six straight Olymbicgold medals
while winning 24 consecutive matches between 1924 and 1956, a
record likely to stand through the ages. The Indians have won two
more gold since then.
Comprehension
I. Say whether the following statements are True or False.
Give reasons for your answers.
1. Sachin was 17 years old when he first played in an
international cricket match.
2. He faced the ferocity of the Pakistani bowlers bravely.
3. At the age of 10 tennis was his passion.
4. Sachin first played cricket in the bylanes of Mumbai.
5. Sincerity and honesty were Tendulkar’s family values.
6. Sachin hit his first century against Australia.
7. In 2000 he became the highest run getter in test matches.
8. Sachin dreams to break all records.

9
II. Answer the following questions in a few words.
1. How old was Sachin Tendulkar when he played in his
first test match?
2. Who were- the Pakistani bowlers Sachin faced?
3. What was Achrekar’s coaching strategy?
4. How many hours a day did Sachin practise?
5. Who was Sachin a great fan of?
6. What is Sachin popularly known as?

III. Answer the following.

1. When, where and against which team did Sachin hit his
first lest hundred?
2. In which series and how did Sachin lead India into the
finals?
3. Who is Sachin compared to? Why?
4. What happened on October 15,2000?
5. Which milestone did Sachin cross on September 5, 2002?

IV. Write a paragraph on the following.

1. Sachin’s early life and the beginnings of his cricketing
career,
2. Between 1990 and 2002 Sachin achieved a lot. Briefly
describe each event.

Identifying main and supporting ideas.

Task 1: In groups of four, read the following passage and
identify the ain and supporting ideas in it. Then make
a list of all the ideas and compare with the rest
of the class.

The origins of cricket are obscure, and there are several

theories on how it started. The shepherds used to play it, with one
Standing in front of the wicket gate to the sheep fold, and another
bowling a stone or something at him, and he would have to hit it

10
 with his ‘crook’ Another theory is that it derives from a game
called club-ball. As well as shepherds’ crooks, early bats were
clubs and sticks. These gave way to long, ‘thin ‘battes’, which looked
a bit like straightened-out hockey sticks. By the 18th century, the
‘batte’ had developed into a longer, heavier, curved version of the
one we know now, carved out of a single piece of wood. Today’s
bat was invented around 1853, with the blade made of willow, and
a cane handle, which is layered with strips of rubber, tied with
twine, and covered with rubber to make a grip. The early balls
were stones and other missiles. They’re now made of cork, and
coverd with hand-stitched leather quarters dyed red. The wicket-
the stumps are the three posts. Originally there were two, and at
one point, four. The size has varied too - in the 17th century, were
up to two metre wide! The bails are the two bits of wood on the
top, and if they fall off, it’s all over!

Main ideas Supporting ideas

e.g. The origins of cricket- e.g. Shepherds used to
theories on how it play it
started

Linkers and discourse markers are words that are used in

sentences to link or join ideas. These include-’and’, ’but’, ’when’,
’if ’, ’since’, ’or’, ‘because’, ‘although’, ‘in addition’, ‘moreover’,
‘meanwhile’, ‘nevertheless’, ‘firstly’, ‘finally’, ‘so’, ‘therefore’,
‘however’, etc.

Task 2: Underlined all the discourse markers and linkers and linkers in the
passage given below:

Tellichery in North Kerala found a place in the world

(cricket) map when the 200th anniversary of the first ever match
played India was celebrated there recently. According to history
Sir Arthur Wellesley-who defeated Napoleon at Waterloo-came
to Tellicherry in the late 1790s as the military head of the East

11
 India Company in Malabar, Canara, and Mysore. It can be assumed
that the Englishmen carried their cricket kits along with their gun-
cases and played their first match in Tellicherry in 1802. The game
caught the imagination of the local people even after the
Englishmen left the area. However, the Tellicherry Cricket Club
was formed only in’1860.

One of the anecdotes that have been doing the rounds of the
club is of Sir Wellesley playing cricket with his office staff. Many
of his sixers apparently landed near the well on one side of the
municipal stadium where people used to wash clothes and dry them.
They would pick up the ball and throw it back to Wellesley or one
of the Englishmen. It is said that they threw the ball with such
accuracy and speed that Wellesley often invited them to join t h e
game. e found them good at fielding but they had to be taught
how to bat and bowl. Yet another cricketing first that goes to
Tellicherry is that the Tellicherry stadium was the first one in India
to have a turf pitch laid. The year was 1898.

D. Vocabulary

I. Task 1; Match the words in Task 2; Match the prefixes

Column A with the suffixes in in Column A with those in
Column B as shown in the Column B as shown in the
example. example.
A B A B

1. passion al 1. inter eminent

2. whole er 2. anti national
3, fashion ate 3. out wave
4. other logy 4. pre aircraft
5. logic gram 5. micro ordinary
6. cardio able 6. sub violence
7. cricket wise 7. non break’
8. techno some 8. extra marine

12
Task 3: Choose words from the list given in the table below
and place them around the five prefixes to make new
words.

broil legal claim

in fuse power
man stand literate
conductivity long natural
liberal noun bark
hold star legitimate
ploy bitter out
legible active computer
human logical draw
market file body

II. Task : Supply the full forms for the following abbreviations
and acronyms.
1.LBW- Leg Before Wicket 6. UNICEF-
2.ICC- 7. PIN-
3.MCC - 8. WWW-
4.YMCA- 9. TNCA-
5.BBC- 10 RADAR-

13
III. Complete the sentences using the correct compound words
given below.
1. The boy used to................ about being the world’s best
batsman.
2. The children went for a.............. in a crocodile
infested lake.
3. The course on social sciences included a .................
4. The prince led the princess to the .....................
5. The children were bitten by the mosquitoes in
the.................. theatre.
6. The movie ended with a real .................
(cliffhanger, bMoat ride, dance hall, open air, field trip, day dream)

E. Study skills:
To collect information from the World Wide Web (www) or
the internet:
1. Type the address of the search engine in the browser’s
(Internet Explorer) address bar as shown below:
http://www.google.com
http://www.kartoo.com
http://www.askieeves.com
2. Type the ‘search word’ in the space provided in the site. For
e.g. ‘Sachin Tendulkar’.
3. The search engine will give you several ‘links’ to other sites
that have information on Sachin.
4. Here is a list of websites with information on Sachin
Tendulkar. In groups, visit your school computer lab or
browsing centre and collect information from the sites.

www.cricket.org/link_to_database/PLAYERS/ IND/T/
TENDULKAR

14
 www.geocities.com/Colosscum/Stadium/6820/ sachin.html
www.sachin-tendulkar.com
www.tendulkaronline.com
F. Grammar
I. Conditional Clauses

Look at the follomwing sentence taken from the lesson:

If he did he would be a hero.

It is Conditional clause Type II.

Read the sentences below:

1. If Sachin hits a century, India will win the match.(Conditional

Clause 1)
2. If Sachin hit a century, India would win the match.
(Conditional Clause 2)
3. If Sachin hadn’t hit a century, India would have played a
follow-on. (Conditional Clause 3)
Clauses beginning with ‘if-or, ‘unless’ are called conditional
clauses. When these clauses are used in a sentence, they talk about
things that might easily happen, things that are not likely to happen
and things that are impossible.
There are three types of conditional clauses as mentioned
above. These conditionals are differentiated by the use of different
tenses in the if-clause and main clause.
(i) Conditional Clause 1
This refers to a grammatical structure used to talk about
the ‘likely’ result of something happening or not happening. This
is known as open condition /possible condition.
The structure is:
If- clause: if + present tense (hits)
Main clause: will, won ‘t, can, can ‘t, shall, shan ‘t, may, might

15
If Sachin hits a century, India will win the match.
We normally use future simple tense in the main clause and
present tense in the if’ - clause. As a rule, we do not use future
tense after ‘if’.

Examples:
If it rains, we shall not play cricket.
If you go to New Delhi, you will see the Parliament House.
If he takes these antibiotics, he ‘ll get better quickly.

Task 1: Complete the incomplete statements below by choosing

an appropriate ending from the box:

e.g. If it rains we will stay at home.

1. If you sleep too much ...........................................

2. If she gets the first rank ...................................................
3. If school reopens early ..........................................
4. We will stay at home .............................................
5. Gopi will buy a new shirt ...................................
6. Sita will go to the movies .................................... ...
she will go abroad for higher studies/ if the music
programme is cancelled/ if he has money/ she will cut
short her vacation/ if she completes her homework /
you will feel lazy
Task 2: Write questions for the answers below.
e.g. If you are hungry what will you eat?
I will eat some biscuits.
1. .....................................................?
I will wear warm clothes.
2 .....................................................?
I will call the police.
3 .....................................................?
I will sit up late and study.
4 .....................................................?
I will watch television.
5 .....................................................?
I will go out with my friends.
(ii) Conditional Clause 2
This refers to a grammatical structure used to talk about an
unreal’ or ‘unlikely’ situation.
The structure is:
If- clause: ‘if’ + past tense (hit)
Main clause: ‘would’ or ‘wouldn’t’
If Sachin hit a century, India would win the match.
In the ‘if’ (2) conditional, we think of conditions that are
improbable and imaginary. This second conditional sentence type
is sometimes called hypothetical or imaginary condition. It is called
so because the condition is unreal.
Examples:
If I were a bird, I would fly to the top of Mount Everest.
If I went to Chepauk, I would meet Sachin.
In these examples the past tense is used in the ‘if’ clause.
This shows that that the event being referred to is unlikely to
happen or impossible. A close examination of sentences in ‘if’ (2)
conditionals reveals that:
The Simple past tense is used in the ‘if’ clause. ‘Were’ is often
used instead of ‘was’.
‘Unless’ cannot be used in this kind of conditional clause.

17
 ‘Were to’ + infinitive can often be used instead of the simple
past tense. With ‘I’ or ‘we,’ ‘should’ may be used instead of
‘would.’

Task: Match the phrases in column A with those in

column B:

A B
1. If he played well he would pass the exam.
2. If he studied more if she found the time.
3. If I were the headmaster if it got out of the cage.
4. If I won a lottery he would win the prize.
5. You would buy a Santro car I would give more
holidays.
6. I would meet Sachin if you had more money.
7. She would meet us I would feed a 1000
people.
8. The lion would bite us if I were lucky.

(iii) Conditional Clause 3

This refers to a grammatical structure used to imagine the

impossible. It s impossible because something happened in the
past and can’t be changed.
The structure is:
If- clause: ‘if’ + past perfect (had rained)
Main clause: would have + past participle (hit)

If it hadn’t rained. Sachin would have hit a century.

In this type of conditional sentence, we discuss a past action

that could not be redone or re- nacted. We console ourselves using
this condition which is called rejected condition. It is often referred
to as the unfulfilled condition.

18
Examples:

If I had gone to the stadium, I would have seen the Indian cricket
team.
If Hari had got the news, he would have left early.
If you had studied harder, you would have passed the exam.

The time in all these sentences is past. What was supposed to

happen did not happen.

Task 1 : Choose the correct option.

1. If Raj had won the election

(he would have3 become an M.P/he will be an m.p)

2. Jane would have found a new job

(if she stayed in Bangalore/if she had stayed in Bangalore)

3. If I had won the competion

(life would have been different/life will be different)

4. John would have seen him

(if he stayed back/if he had stayed back)

5. If I hadn’t gone home early

(I wouldn’t have met my friend/I would’t meet my friend)

Task 2: Complete these statements.

1. If I had not joined the College of Education ..............

2. If I had studied medicine ................................
3. If I had worked hard .........................
4. If Sachin had not scored a century
5. If Gandhi had not attended the prayer meeting on that
fateful day............
19
II. Prepositional verbs
Look at the sentences taken from the lesson:
1. Whom he calls on even today ..................
2. Achrekar would place a one rupee coin on top of the stumps
and call up the other boys ........................
The underlined groups of words, ‘call on’ and ‘call up’ are
prepositional verb and phrasal verb respectively. In prepositional
verbs, the preposition must precede its’ compliment. The pronoun
comes immediately after the preposition. The preposition is linked
with the noun.

Now, look at the following sentences:

He called on the doctor.
He called on him.

Prepositional verbs are a group of words. Prepositional

verbs are made of: verb + preposition. Because apreposition always
has an object, all prepositional verbs have objects. Here are some
examples of prepositional verbs :

Prepositional Meaning Examples

verbs Prepositional Object
verb

Believe in Have faith in I believe in God.

the existence
of
Look after Take care of He is looking the dog.
after
Talk about Discuss Did you talk me?
about
Wait for Await John is waiting Mary.
for

20
Prepositional verbs cannot be separated. That means, we cannot
out the direct object between the two parts. For example, we must
say “look after the baby”. We cannot say “look the baby after”:

Prepositional verbs are Who is looking This is

inseparable after the baby? possible.
Who is looking This is not
the baby after? possible.

Task: Complete the sentences below by adding a suitable

preposition from the list given.
1. The officer looked ..................... the matter.
2. The collector called ................... the meeting.
3. Some people are working ......... the country.
4. Gandhiji stood ............................. truth and non-violence.
5. The police went ......................... the criminals.
(with, for, into, after, off, against)
III. Phrase prepositions
In spite of being short, Sachin could reach the ball and strike
it with immense force.
The underlined group of words is known as phrase
preposition in English. The English language has many phrases
which are made up of preposition + noun + preposition. They are
also known as three word prepositions.
Here are a few more examples:
Sachin has a number of virtues. On top of everything, is his
modesty.

Whenever Sachin is in Mumbai, one could see a number of

fans in front of his house.

21
 We have two-word prepositions also which function with the
force of a single preposition.
e.g. According to Bradman, Sachin is the greatest batsman.
Here are a few more examples:
Contrary to expectations, India won the world cup in 1983.
Because of his father’s death, Sachin had to return home.
Task: Complete the sentences choosing the right phrase
preposition from the list given below.
1. Sachin gave up his captaincy Ganguly.
2. Today Sachin is........................all other batsmen.
3. Even............................crisis Sachin remained unfazed.
4. Whatever the press may write Sachin is only.............
Bradman.
5. Sachin rose to the top his commitment and
hard work.
6. Sachin had to miss one or two matches.............injury.
7 ....................with Ganguly, he has set up many records.
8. Sachin always prefers to be ........................publicity.
(ahead of, away from, next to, in the face of, in
combination with, by dint of, in favour of, owing to)
G. Writing
Look at the way in which your lesson begins. It begins with a
proverb:
‘All work and no play makes Jack a dull boy’.
Proverbs are short sentences that express a well known truth.
The words used are very simple but the meaning they carry is
more than what is obvious.

22
 Have you heard of the story of the hare and the tortoise? It
tells a moral that ‘Slow and steady wins the race’.
Task 1: Find more such old tales and find out the proverbs
that are highlighted in them.
e.g. The story of the lion and the mouse. (‘A friend in need is
a friend indeed’.)
Task 2: Select an interesting proverb and write a humourous
dialogue or paragraph so as to bring out its meaning.
You can also illustrate the meaning of the proverbs
on posters.
H. Occupational Competency
Here is a catchy advertisement:
‘Glamorooms, no more bathrooms.’
Task 1: C o l l e c t a f e w a d v e r t i s e m e n t s w i t h p i c t u r e s f r o m
newspapers and magazines. For example, Sachin
endorsing MRF Tyres or ADIDAS shoes. Read the
words used in the advertisement and interpret their
meaning.
Task 2: Try writing a new ‘caption’ for any other product or
rewrite the caption used in the advertisement chosen
for interpretation.
e.g. MRF: THE TYRES WE RACE ARE THE TYRES YOU BUY
can be written as “Tyre”less - meaning MRF tyres, like Sachin,
don’t tire easily.
I. Strategic Competency
‘Karpu’ is a Tamil word which means ‘chastity’ in English.
It is a quality usually associated with women and means a decent
or pure person. Should it not apply to men as well?! The poet
Subramanya Bharathi questioned the male chauvinistic concept

23
on ‘Karpu’. An unchaste person is considered immoral and is
shunned by society. There are several Indian women who are
venerated for their chastity. They include Sita, Kannagi and Rani
Padmini.
Task: Using a bilingual dictionary find out the meaning of
the word ‘Ganniyam’ and write a short explanation.
J. Creative competency
Task: Read the hints below and write a short paragraph on the
personality described. But first guess who the person is.

l She is known as India’s ‘golden girl’.

l She was the queen of Indian track and field events for
two decades.

l At the 1986 Seoul Asian Games she won gold medals in

the 200 m, 400 m, 400 m hurdles and 4x400m relay.
l In the Beijing Asian Games she won a silver medal.
l She was named sportsperson of the century by the Indian
Olympic Association, and still continues to hold the record
for the most number of international track and field
medals.
l She was awarded the Arjuna Award in 1983, and the
Padma Shree in 1985.

l You can walk on a road named after her in Cochin.

l Her autobiography, ‘Golden Girl’, was published by

Penguin in 1987.

24
 POEM
SIX AND OUT
(A Street Impression)

The pitch was only smooth in parts;

It sank at either crease,
And motor vans and bakers’ carts
At times disturbed the peace.
The bowlers found it hard to hit
The lamp-post’s slender stem
The broader wicket opposite,
Was cleared at 6.00 P.M.

It was a keen, determined school,

Unorthodox and free;
Harsh circumstance oft made the rule,
And not the M.C.C.
The scorer, seated by the well,
Kept up a fire of talk;
He was both umpires, crowd, and all,
And plied a busy chalk.
So, standing musing on the scene,
I let the moments pass;
How well he drove it to the screen.
And then - the crash of glass.
I watched the players as they ran,
And heard, while yet they fled,
The loud voice of an angry man,
The law’s majestic tread.

- G.D. Martineau
(G. D. Martineau is a cricket historian and poet.)

25
Glossary
pitch /pItfS/ - playing field, area for
playing
crease /kri:s/ - one of the lines in cricket
marking off the positions
of the bowler and batsman
or the space between two
of these lines
unorthodox /Vn‘O:T@dQks/ - unconventional,
untraditional
circumstance / ‘s@ik@mst@ns/ - situation
plied /plaId/ - worked at
musing / mju:zIN/ - thinking
tread /tred/ - walk, stride

I. Comprehension questions.
1. How did the motor vans and bakers’ carts disturb the game?
2. What served as wicket?
3. What are the four words that describe the ‘school’?
4. What is the full form of M.C.C.?
5. Describe the scorer’s roles.
6. Who is the ‘I’ in the poem and what impression do you
get of the person?
II. Appreciation questions.
1. Why is the title of the poem ‘Six and Out’?
2. Where is the game being played?
3. ‘The crash of glass.’ ‘The law’s majestic tread.’ What is
the connection between the two phrases?

26
 UNIT II
COMPETENCIES :

A LISTENING : Using correct sentence stress

B SPEAKING : Practising mock interviews

C READING : Predicting

Understanding coherence

D VOCABULARY: Giving the correct spelling/meaning of

words in confusing pairs, homophones

Differentiating British and American spelling

Differentiating spelling and pronunciation

E STUDY SKILLS: Transferring non-verbal to verbal

expressions

F GRAMMAR: Using modal auxiliaries

Giving the correct transformation of sentences

G WRITING: Preparing a newspaper report

H OCCUPATIONAL COMPETENCY: Writing a story

based on a picture

I STRATEGIC COMPETENCY: Using visual stimuli to

clarify meaning

J CREATIVE COMPETENCY: Reporting an incident

27
A. Listening competency
Listen to the teacher carefully.

Meet me at ten Bring me a pen Sing a song

Do you hear some words spoken more loudly than the other
words or syllables? Let’s see which words are spoken this way.
Look at the wave-like drawing above the sentences. The waves
going up indicate the words, which are spoken loudly.
e.g. meet, ten, bring, pen, sing, song
These words are important for meaning. They are content
words. In connected speech they are stressed. These include nouns, adjectives,
main verbs and adverbs. Apart from content words, demonstratives, ‘wh’
question words, etc., also take stress.
What about the following words?
me, at, a
These words are structural/ grammatical words. They are
not normally stressed. In a sentence, stressed and unstressed
syllables occur at periodic intervals. Thereby, sentences in English
get their characteristic rhythm.
Now, listen to the following passage when the teacher reads
aloud.
It was a dark night. It looked as if it might rain heavily any
moment. I heard a knock at the door. I didn’t open. The knock
continued. Then I opened the window and looked through it. As
the lights had gone off, I couldn’t see the person clearly. Luckily, I
had a candle. I lit the candle. In the light, I recognised the person.
He was none other than my friend, Rahul. Then I opened the door.
28
I asked him to get in. He was in rags. He told me that he was
coming straight from jail. With tears in his eyes, he added that he
was punished for an offence which he never committed. I gave
him good clothes to put on. Then we had our dinner together. After
a long chat we went to bed.
Which words are spoken loudly? Dark, night, looked, rain,
heavily, moment, etc., are spoken aloud, They are content words.
What about the following words?
it, was, a, as, if, at, any, etc.
They are not spoken loudly. They remain weak. They are
structural / grammatical words.
Task: One of you will read the passage. The others will listen. As you
listen, list out and classify the remaining words which are
stressed.
Nouns: ....................................................................................
Verbs: .....................................................................................
Adjectives: .............................................................................
Adverbs: .................................................................................
Others: ...................................................................................
B. Speaking competency
A lady was travelling by a car. The car was stopped and
waylaid by two robbers. Her gold chain was snatched away by
them. She reported the matter to the police. The inspector made an
enquiry.
Inspector : Who stopped the car?
Car driver : Two people
Inspector : What did you do when they asked you to stop?
Car driver : I didn’t know what to do. I was shocked to see some
boulders at a distance. 1 slowed down the car.
29
Inspector : And then ..........?
Car driver : Suddenly one of them pulled out a knife and
threatened to kill me if I didn’t stop driving. Then I
stopped the car.
Inspector : Then what happened?
Car driver : One of them caught hold of the lady and the other snatched
the chain. They escaped on a bike.
Inspector : Can you identify them if you sec them again?
Car driver : Of course, I can. One was wearing a black shirt and black
pants and the other was wearing a striped shirt and a dhoti.
He had a thick moustache /ms ‘sta://
too.
Inspector : OK, you can go now and you may have to come
here whenever you are summoned.
Car driver : Yes, Sir.
Task 1: Sit in pairs. One of you can take the role of the
Inspector and the other the driver. Practise the
dialogue.
Task 2: Imagine, you park your bicycle in front of a shop. You go in, do
your shopping and come out after fifteen minutes. Your bicycle
is missing. You report the matter to the traffic constable. Choose
a partner. Prepare a dialogue. Take roles and practise.
C. Reading
Pre-reading questions.
• You find a costly watch in the play ground. What will you
do with that?
• Do you help the poor and the needy?
• Have you ever felt sorry for a person wrongly punished?
What have you done about that?

30
 THE BENEVOLENT BISHOP
‘To err is human, to forgive divine.’

(This is an excerpt, adapted from ‘Les Miserables’ by Victor Hugo.)

Scene 1
(The table is laid for dinner. Silver plates are set on the table.
The bishop is seated. His sister, Baptistine, is ready to serve. A
convict enters.)
Convict : (hoarsely) See here! My name is Jean Valjean. I am
a convict. I have been nineteen years in the galleys. Four
days ago I was set free. I have walked for miles. I haven’t
eaten anything for three days. I have asked
at every inn. All I was told was, “Get out!” I want
food. I’m starving. Give me food quickly.
Bishop : (calmly) Sister, put another plate on the table and
put some sheets on the bed in the alcove.
(Trembling, and stifling a scream, Baptistine goes to carry out
the orders.)
Bishop : Friend, sit down and warm yourself. You may be
tired. While we have supper, your bed will be made
ready.
31
Convict : Do you understand? I am a convict. You call me
‘friend’ and don’t say, “Get out, dog!” as everybody
else does. You must be a great soul. Thank you!
Bishop : You are suffering. You are hungry and thirsty. Be
welcome. You mustn’t thank me. Sister! The lamp gives a
very poor light. Bring the silver candlesticks
and light them.
(Baptistine goes to the mantel, brings the silver candlesticks and
lights them. She serves them supper - soup, cheese, mutton and
a large loaf of bread. The convict devours.)
Bishop : (to convict) You must have suffered a lot.
Convict : My God, yes. That’s a long time ago. That was when
I was a man, now I’m not a man. I’m a number.
Number 24601. And I’ve lived in hell for nineteen
years.
Bishop : Tell me about it - about hell.
Convict : It’s so long ago, I forget, (dreamily) I lived with my
sister and her seven children. Then, ...........(suddenly a n d
very rapidly) yes, I remember! She was ill, we
had no food, I could get no work. The children were starving,
so I stole some bread. I was sentenced to nineteen years in
the galleys, (pauses) nineteen years
in hell. (Sobs) Then began my stay in hell. They
chained me up like a wild animal, they lashed me
like a hound. I fed on filth, for nineteen years,
nineteen years! They took away my name. They took
away my soul, and they gave me a devil in its’ place.
I was a man once. I’m a beast now, and they made
me what I am. Now, I’m free, free to starve.
Bishop : My son, you have suffered much, but there is hope
for all. You can have rest now.
Convict : Hope! Hope! Ha! Ha! Ha! (Laughs wildly)
32
Bishop : You have walked far You arc tired. Lie down and
sleep on the couch there. Good night, young man.
(Jean Valjean was so exhausted that he fell asleep
immediately. Towards the middle of the night, he woke up. What
awoke him was the bed. It was long, long ago since hee had slept on
a bed. He started reflecting about those nineteen years. He had
been sentenced to four years for stealing bread, He tried to escape
many times. Each time he was caught, the court increased his
sentence. And nineteen years had gone by. He had entered the
galleys sobbing and shuddering. He came out hardened. Once he
was free, he asked for work. But no one was willing to take him.
The cathedral clock struck two, Jean Valjean thought about the
silverware that was laid on the table for dinner. He rose to his feet,
hesitated for a moment, listened and walked cautiously to the
adjacent room. The rays of moonlight shone on the bishop’s face.
He slept tranquilly, Jean Valjean stood terrified at this radiant figure.
The moral world has no greater spectacle than this - a
troubled and restless conscience on the verge of committing an
evil deed, contemplating the sleep of a good man. Suddenly Jean
Valjean went past the bed, straight to the cupboard. He saw the
silverware, took it, crossed the room, jumped out of the window,
ran across the garden, leaped over the wall like a tiger, and fled).
Scene 2
Baptistine : Good heavens! The silver is stolen, That man who
came last night has stolen it. (Runs to the alcove
and comes back.) The man has gone!
Bishop : (with sadness) I have for a long time wrongfully
withheld this silver. It belonged to the poor. Who
was this man? A poor man evidently. It belonged to
him.
(There is a knock at the door.)
Bishop : Come in.

33
(A sergeant and four policemen enter, with the convict bound)
Sergeant : Bishop, we have caught....
Bishop : (to Jean Valjean) Ah, there you are! I’m glad to see
you my friend.
Sergeant : (puzzled) Friend?
Bishop : (to Jean Valjean) But, I gave you the candlesticks
also, which are silver like the rest. Why didn’t you
take them along with the plates?
(Jean Valjean looks at the Bishop, with an expression that no words could
describe.)
Sergent : Then, what this man said must be true? He said...
Bishop : He must have told you that the silverware was given
to him by me, and that he had spent the night here.
And you brought him here? It is all a mistake.
Sergeant : If that is so, we can let him go.
(They release the convict and leave)
Bishop : My friend, before you go away, you can take these
candlesticks. They are yours. Take them,
(Gives him the silver candlesticks.)
Bishop : Now, you may go in peace. By the way, when you
come again, you need not come through the garden.
You can always come in and go out by the front
door. The doors of my hours are never locked, day
or night. Jean Valjean, my brother, forget not, never
forget that you have promised me to use this silver
to become an honest man. Will you fulfil this
promise?
Convict : Yes, I will. (sobs) I feel I am a man again and not a
wild beast. (He leaves.)
(Years rolled by, and Jean Valjean led the life of an honest man, remembering the
Bishop’s words. He had sold all the silverware, except the candlesticks. He kept
them with him all his life, in memory of the good Bishop. He strove for the cause
of the oppressed, downtrodden and destitute.)
34
Glossary’
convict /’kQnvIkt/ - a person imprisoned for
a crime
galley /’g{lI/ - a ship usually rowed by
prisoners
alcove /’{lk@Uv/ - a partly enclosed space in
a room
stifling /’staIflIN/ - suffocating
mantel /’m{ntl/ - ashelfaboveafireplace
devour /dI’VaU@/ - eat up something
greedily
sentence /’sentans/ - punishment given by a
court of law
sob /sQb/ - draw in breath noisily
while crying
lash /l{S/ - strike with a whip
hound /haUnd/ - a type of dog used in
hunting
reflecting /rI ‘flektIN/ - thinking deeply
shudder /’SVda/ - shiver with cold, fear,
etc.
conscience /’kQnS@ns/ - a person’s awareness of
right and wrong
contemplating /’kQntempleItIN/ - considering something
thoughtfully
sergeant /’sQ:dZ@nt/ - a police officer
strove /str@Uv/ - tried very hard
oppressed /@ ’prest/ - people treated in an
unfair way
downtrodden /’daUntrQdn/ - people ruled or
controlled tyrannically
destitute /’destItju:t/ - a person without money,
food and other things

35
Comprehension questions.
I. Answer the following questions in a sentence or two.
1. Who was the convict?
2. Who brought the silver candlesticks from the mantel?
3. Did the Bishop call Jean Valjean, ‘friend’?
4. What did he steal from the Bishop’s place?
5. Was the Bishop angry with Jean Valjean?
6. Was Jean Valjean surprised at the Bishop’s behaviour the
next morning?
7. Was Jean Valjean finally set free?
8. Did Jean Valjean promise the Bishop that he would
become an honest man?
II. Answer the following questions in a few sentences.
1. What do you think were Jean Valjean’s feelings when he
was called ‘friend’?
2. Why did he say that he was a beast?
3. What kind of a person was the Bishop?
4. Why did Jean Valjean hesitate to steal the silverware at
first?
5. Was there any change in Jean Valjean’s attitude when he
left the Bishop?
III. Answer the following questions in a paragraph.
1. Describe the sufferings of Jean Valjean.
2. Explain how the Bishop reacted when Jean Valjean was
brought before him by the police.
III. Say whether the following statements are True or False.
1. Jean Valjean was in the galleys only for a few years.
2. All the people were kind to Jean Valjean.
3. The Bishop woke up in the middle of the night.
4. Baptistine said that the silver was stolen.
5. The silverware belonged to Jean Valjean.

36
I V. Infer th e meaning of the underlined words from the context.
You can choose the right word from those given in brackets.
1. Jean Valjean pleaded with the police and said that he was
not guilty.
(requested, fought, argued)
2. He fed on filth for nineteen years.
(bread, dirty food, fish)
3. The Bishop slept tranquilly.
(fast, quickly, peacefully)
4. He stood terrified at this radiant figure
(frightening, shining, dim)
5. The moral world has no greater spectacle than this.
(scenery, glasses, sight)
V. a. From the list given below, choose synonyms for the words
underlined in the following sentences. The first one is
done for you:
leaped recollect spoiled
purchased altered carefully
1. Jean Valjean walked cautiously. carefully
2. This is something I bought at the
wholesale market. ................
3. We were all watching the thief when he
suddenly jumped over the wall. ................
4. I could not remember where I left my bag . ...............
5. The bad weather completely ruined the match ................
6. This story is quite good but some parts are
to be changed. ................
37
b. From the list given below, choose antonyms for the words
given.
(quiet imprison, war, slowly, blunt)
e.g friend × foe
quickly × ………………………
sharp × ………………………
restless × ………………………
release × ………………………
VI. a. Predicting
Read the following passage.
Murthy lived in Pulicat, a sea-shore village. His father was a
poor fisherman. One evening Murthy was returning home from
school, On his way he saw an old man lying by the side of the
road. He was seriously ill. The boy was very kind and he took the
old man to the nearby hospital. The old man thanked the boy and
asked him to write his name and address on a sheet of papcr. The
boy was ashamed to own that his father was a poor fisherman. So
he wrote “My name is Varun and my father is a doctor.” After a
few days, the old man died and left all his money to
…………………
Task: Complete the story,
b, Understanding coherence.
Read the following passage.
A doctor who worked in a village was very unhappy because
many people would stop him in the street and ask his advice. And
he was never paid for his services. So, he could not earn enough
money. Later he made up his mind to put an end to this. One day
he was stopped by a young man. He said, “Doctor, I’m so glad 10
see you. I’ve got a severe stomach pain. The doctor got angry. But
38
he pretended to be interested and said, “Close your eyes and stretch
your tongue”. Then he went away leaving the man. He was standing
in the street with his tongue hanging out. People who passed by
had a hearty laugh at this funny sight.
Look at these words - so’, later’, ‘but’, ‘then’.
Why are these words used in this passage?
They are used to link the sentences.
Task: Rearrange the following sentences to make a meaningful
paragraph.
1. Every child is born with tremendous potential and innate
goodness.
2. They become antisocial elements too.
3. Some children fall into bad company.
4. Finally they turn out to be a menace to the society.
5. Then they become juvenile delinquents.
6. As they grow-up they get into bad habits.
7. We have centres for correcting these children in the form
of juvenile homes.
8. After all there is still hope left for these children.
D. Vocabulary
I. In the lesson, we have a sentence “Will you fulfil the
promise?”
Look at the spelling of the word underlined. It is in British
English. But in American English the same word is spelt ‘ fulfill’.
Now, look at the table and note the difference:
British English American English
Centre center
Colour color
programme program
endeavour endeavor
Fibre fiber
39
Task: Refer to a dictionary and find the spelling in American
English for the following words. Consult your teacher
if necessary.
British English American English
Enroll
Licence
marvellous
jewellery
kilometre
II. Each time he was caught, the court increased his sentence.
Look at the word ‘caught 1 in the above sentence taken from
the lesson. Now look at the word ‘court’. Both the words are
pronounced in the same way /k??:t/. We have pairs of words in
English, which have different spelling and meaning but the same
pronunciation. Such pairs are called homophones.
Read the following sentence.
She was quite pale after carrying a heavy pail of water.
In this sentence the words ‘pale’ and ‘pail’ are homophones.
Task 1: Match the following words with their homophones.
bread - knight
through - seen
right - bred
night - write
scene - threw
Task 2: Find the homophones for the following words.
wait - ...................................
cell - ...................................
waist - ...................................
40
 fare - ...................................
pray - ...................................
III. In the sentence, “He leaped over the wall like a tiger and fled,”
look at the words ‘over’ and ‘tiger’. How are they pronounced?
The sound /r/ is not pronounced.
Look at the way the letter ‘r’ is pronounced in different contexts.
The sound /r/ occurs in the beginning of a word - run, ring -
and in the middle of a word followed by a vowel sound - dry,
marry. It doesn’t occur finally in a word. Final ‘r’ in spelling is
always silent. The words ‘butter’, ‘father’, ‘far’ and ‘near’ are
pronounced /bAta/, /fa:6e/, /fa:/ and /nIa/ respectively when they
are pronounced in isolation.
Task: Prepare a list of five words under each head with the
letter V in the beginning, in the middle and at the
end.
‘r’ in the beginning ‘r’ in the middle ‘r’ at the end

IV. Jean Valjean led the life of an honest man. In this sentence ‘h’
is silent when the word ‘honest’ is pronounced.
‘h’ is silent in the following words:
honour, hour, rhyme, vehicle, exhibit
Task: Write a few more words in which the letter ‘h’ is silent.
V. Look at the word taken from the lesson - ‘mantel’. It is often confused with
‘mantle’.
Both are spelt differently and have different meanings.
41
mantel - mantle
mantel - a shelf above a fire place
e.g. She took the candlesticks from the mantel.
mantle - 1. the responsibilities of an important position
e.g. He inherited the mantle of President of the
company from his father.
2. a cloak without sleeves worn over a dress
e.g. She wore a mantle of blue silk over a black dress.
Look at the following pairs of words:
official –officious
official – relating to a position of responsibility
officious – having too high an opinion of oneself
luxuriant – luxurious
luxuriant – growing abundantly
luxurious – lavish
Task: Refer to a dictionary and find the meanings of the
following pairs of words and make sentences of your
own.
adjacent - adjoining, conscience - conscious, peace - piece
E. Study skills
The following graph shows the circulation of a daily
newspaper from 1983 to 2003.
Task: Looking at the graph, write a paragraph using the
following tips.
- in 1983 circulation of the daily
- touched 45,000
- increase in circulation till 1998
- crossed 50,000 mark
- likely to cross one million
42
 933000
1000000
697000
CIRCULATION

800000 400000 450000

400000
600000
400000
200000

1983 1988 1993 1998 Sep 2003

YEAR

F. Grammatical competency
I. Read the following sentences taken from the lesson.
1. You may be tired.
2. You mustn’t thank me.
3. We can let him go.
4. You can take these candlesticks.
5. You may go in peace.

Look at the words in bold. They are modal auxiliaries used

to express different ideas.
In sentence 1 : ‘may’ expresses possibility.
In sentence 2 : ‘mustn’t’ expresses negative obligation.
In sentence 3 : ‘can’ expresses granting permission.
In sentence 4 : ‘can’ expresses offering.
In sentence 5 : ‘may’ expresses granting permission.

Other modal auxiliaries are ‘will’, ‘would’, ‘shall’, ‘should’,

‘could’, ‘might’, ‘must’, ‘dare’, ‘ought to’ and ‘used to’.

Let us know the uses of some modal auxiliaries through a

dialogue.
43
Task 1: Read the following dialogue and underline the modals
used.
Patient : May I come in, Sir?
Doctor : Yes, you may.
Patient : I’ve been suffering from fever for the past two days.
Doctor : Did you take any medicine?
Patient : No, I didn’t. I’ve got a cold too.
(Doctor examines the patient.)
Doctor : Your body temperature is 102° F. You must take
medicines for at least three days.
Patient : Can I attend office?
Doctor : You shouldn’t. You must take rest.
Patient : What about the diet?
Doctor : You should be on liquid diet.
Patient : Should I see you again?
Doctor : You needn’t. But if the fever persists for more than
three days, come and see me.
Patient : Sure.
Doctor : Here is the prescription.
Patient : Thank you, Sir.
Doctor : You’re welcome.
Task 2: Fill in the blanks using appropriate modal auxiliaries
and complete the dialogue.
(This is a dialogue between a Superintendent of Police and
an Inspector.)
Inspector : Good morning, Sir.
Superintendent : Good morning, Inspector. I’m sorry to
spoil your Sunday, but something urgent
has turned up.
Inspector : It’s alright, Sir.
Superintendent : We’ve just had some information about
Dawood, the terrorist. He’s in his uncle’s

44
 house in Pudur, near the only hotel in the
place. You............ proceed to Pudur
immediately.
Inspector : Very good sir............ I take a constable
with me?
Superintendent : Of course, you............because he is
dangerous. When you catch him, you
............bring him in a taxi. You
............wait for the train.
Inspector : No, sir. I’ll take a taxi.
Superintendent : That’s all Inspector .............you like to
have some more constables with you?
Inspector : Not necessary, Sir. My train leaves in ten
minutes and I ..................reach the
station on time.
Superintendent : That’s fine.
Inspector : Sir,................I handcuff the prisoner?
Superintendent : Yes, you..................if the situation
warrants. Don’t relax until he is put behind
bars.
Inspector : I’ll be very alert Sir, ..........................I use
your telephone? I inform my wife.
Superintendent : Certainly.
II. Here are a few sentences taken from the lesson.
1. I am a convict.
2. While we have supper your bed will be made ready.
3. I’m a beast now, and they made me what I am.
You ‘ve studied clauses earlier.
A clause is a group of words with a subject and a predicate.
Clauses are of two types - main clause and subordinate clause.
A main clause can give its meaning independently whereas
45
a subordinate clause cannot, without the help of a main clause.
Sentence 1 has only one main clause. It is a simple sentence.
Sentence 2 has two parts.
They are - ‘while we have supper’ and ‘your bed will be
made ready’.
‘While we have supper’ depends on ‘your bed will be made
ready’ to have its full meaning.
‘While we have supper’ is the subordinate clause and ‘your
bed will be made ready’ is the main clause. It is a complex
sentence clauses.
A complex sentence has one main clause and one or more subordinate
clauses.
Sentence 3 has two parts too.
They are:
‘I’m a beast now’ and ‘they made me what I am’.
Both these parts are main clauses. They are joined by a
coordinating conjunction ‘and’.
It is a compound sentence. A compound sentence has two
or more main clauses.
Task 1: Say whether the following sentences are simple,
compound or complex sentences.
1. The rain stopped, so we decided to continue our journey.
2. When I reached home, I was surprised to see Gopi waiting
for me.
3. Ravi raised his voice and shouted at his friend.
4. The teacher advised Uma to study well.
5. As Sumathi is blind, the dog is leading her.
46
Task 2: Change the following sentences as directed.
1. He opened his box and took out his new shirt. (into a
simple sentence)
2. As Mohan was sick he stayed home. (into a compound
sentence)
3. Leela worked hard and she scored good marks. (into a complex
sentence)
4. When Sachin scored a century, the spectators applauded him. (into
a compound sentence)
5. As the examinations were over, the students left the hostel. (into a
simple sentence)
Task 3: Here is an interesting passage on ‘Sweet Smile’. Pick out a
simple, compound and complex sentence from
the passage.
A child smiles not only because it is happy but also because
it wants to communicate with loving elders. A cheerful smile brings
instant attention. Any grown-up, is instantly motivated to respond
to a smiling child. When a child is hungry, it cries. It hears a few
soothing words and stops crying. There is nothing as infectious as
a warm smile, even among adults. Sometimes even serious faces
break into a smile and even the smile of a stranger carries the
universal message “I care”.
Do you like to smile?
G. Writing competency
Here is a news item reported in a daily.
Road named after Mother Teresa
New Delhi, Oct 19: On a day when the Pope beatified Mother
Teresa, the Wellington Crescent Road has been named after her.
An announcement by the New Delhi Municipal Council said that
the road henceforth would be called Mother Teresa Road.
47
Task: Snippets of another item of news are given below.
Prepare a newspaper report.
Coimbatore, July 27
• Special team - Coimbatore city police.
• Arrested two - recovered stolen property worth Rs. 7
lakhs. Gold jewels, electronic goods, computers, cell
phones and two wheelers.
• City police commissioner - requested people to inform
the nearest police station when they leave the city.
H. Occupational competency
Task: Look at the pictures and the cues and write a story, after discussion
in your groups.

Bahadur- the hunting dog of rich Zamindar - go – hunting

lunch - siesta - Bahadur - guarding - belongings - pack of wild
dogs-see Bahadur - wonder - Bahadur’s gold chain - neck –
shining coat - make friend - dream of - rich life - like Bahadur.
“How - spend - leisure hours?” - ask - wild dogs - “always
chained - tether to a post - not move about - freely” - says Bahadur
48
– “No freedom? – miserable life - no use of riches - a slave - let’s
go – otherwise – we become – slaves.”
I. Strategic competency

Task: Let’s see what the pictures say. To help you, a few
questions are given. Try to answer them.
1. What do you see in the first picture?
2. Where does the cactus grow?
3. What does a vulture like to eat?
4. Do you like lizards?
5. Which picture do you like most - the picture of a desert or the picture
of a garden?
6. Do you think that a desert represents sorrow?
7. What does a garden with beautiful flowers represent?
J. Creative competency
Terrorists strike again, many die in bomb blast
This is a newspaper headline.
What are the causes of such violent activities?
Suggest some measures to stop them.
Write your answer in a paragraph.
Begin your answer with the name of a person who lived and
sacrificed his life for the cause of non - violence.

49
 POEM
NOBLENESS ENKINDLETH NOBLENESS

A stranger came one night to Yussouf’s tent,

Saying, ‘Behold one outcast and in dread,
Against whose life the bow of power is bent.
Who flies, and hath not where to lay his head;
I come to thee for shelter and for food,
To Yussouf, called through all our tribes,
“The Good”.
‘The tent is mine,’ said Yussouf, ‘but no more
Than it is God’s; come in, and be at peace;
Freely shalt thou partake of all my store
As I of His who buildeth over these
Our tents His glorious roof of night and day,
And at whose door none ever yet heard “Nay!”
So Yussouf entertained his guest that night.
And, waking him ere day, said: ‘Here is gold,
My swiftest horse is saddled for thy flight,
Depart before the prying day grow bold,
As one lamp lights another, nor grows less,
So nobleness enkindleth nobleness:

50
That inward light the stranger’s face made grand,
Which shines from all self-conquest; kneeling low,
He bowed his forehead upon Yussouf’s hand,
Sobbing : ‘O Sheik, I cannot leave thee so;
I will repay thee: all this thou hast done
Unto that Ibrahim who slew thy son!’
‘Take thrice the gold,’ said Yussouf, ‘for with thee
into the desert, never to return,
My one black thought shall ride away from me :
First-born, for whom by day and night I yearn,
Balanced and just are all of God’s decrees;
Thou art avenged, my first-born, sleep in peace!’
- James Russell Lowell
James Russell Lowell (1819 - 1891) is one of the group of
authors sometimes called the Fireside Poets or the Schoolroom
Poets, a group which also includes H W Longfellow. They were
called thus because of their conservative approach to verse and
the often blatant morality in their poetry.
Glossary
behold /bI ‘h@Uld/ - to see something
outcast /’aUtka:st/ - a person expelled from the
community
dread /dred/ - fear of something bad that
might happen
hath /h{T/ - has
shalt /S{lt/ - shall
thou /ðaU/ - you
partake /pa: ‘teIk/ - share
nay /neI/ - no or not
ere /e@/ - before
prying /’praIIN/ - searching
enkindleth /In ‘kIndl@T/ - kindles
hast /h{st/ - has
51
slew /slu:/ - killed someone violently
thee /ði:/ - you
yearn /j@:n/ - long for
thou art /ðaUa:t/ - you are
avenge /@ ‘vendZ/ - take revenge
decree /dI ‘kri:/ - judgement
I. Comprehension questions.
1. Who came to Yussouf’s tent one night?
2. What did he say?
3. Did he go to the tent for food and shelter?
4. Was Yussouf called ‘The Good’?
5. Was Yussouf kind to the stranger?
6. Did Yussouf believe in God?
7. What did Yussouf say, waking up the stranger?
8. What made the stranger’s face grand?
9. Who killed Yussouf’s son?
10. Did Yussouf get angry?
11. What did Yussouf say to Ibrahim?
12. Who did Yussouf yearn for day and night?
II. Appreciation questions.
1. Pick out the lines which show Yussouf’s respect for God.
2. Explain: “As one lamp lights another, nor grows less,
So nobleness enkindleth nobleness.”
3. Which line gives the idea that God is impartial?
4. What message does the poet give us through this poem?

52
 UNIT III
COMPETENCIES:

A LISTENING: Using weak forms in connected speech

B SPEAKING: Matching form with function

C READING: Scanning factual texts

Understanding cohesion

D VOCABULARY: Using syllabification for reading, spelling

and speaking

E STUDY SKILLS: Abstract

F GRAMMAR: Using appropriate voice and tense

G WRITING: Writing an article for a magazine

Transferring non-verbal information

H OCCUPATIONAL COMPETENCY: Filling in a Bank

‘Challan’

I STRATEGIC COMPETENCY: Clarifying meaning

J CREATIVE COMPETENCY: Writing a poem

53
A. Listening
Listen carefully while the teacher reads a conversation.
(The teacher reads)
In the dialogue that you listened to now, some words were not fully
pronounced. For example:
‘and’, ‘he’, ‘is’, ‘but’
These words when uttered in isolation have their strong forms. But in
connected speech they lose their original
pronunciation and take their weak forms. For example, ‘and’ has
the strong form / aend / as an individual word.
But its’ weak forms are as under:
/@nd/ as in, ‘He and I’,
/@n/ as in, ‘You and me’,
/n/ as in, ‘Black and white’.
All structural words have weak forms and they are classified
as:
Pronouns: he, she, him, etc.
Auxiliary verbs: am, are, was, etc.
Prepositions: of, from, to, etc.
Articles: a, an, the
Conjunctions: and, but, so, or
Task : Listen to th e dialogue again an d list out th e weak forms
of some more words.
B. Speaking
Practise the following dialogue in pairs.
Shyam : Sorry, I couldn’t go to the movies with you yesterday
because I met with a minor accident.

54
Ram : My God!
Shyam : I really feel bad that the ticket got wasted.
Ram : I felt so angry then. I couldn’t believe that you had not
come for the movie, but now I understand.
Shyam : I wonder if I could ask you a favour. ‘I’m away next
weekened and I’m worried about my cat. You couldn’t
possibly feed her on Saturday and Sunday, could you?
Ram : Of course it would be a pleasure. Is it O.K. to feed her
milk?
Shyam : Most certainly. Thank You.
Here are some expressions, which you n use to request or ask
for permission.
Could you ...., Would you mind ...., May I ..., I wonder
if ...., Could you possibly ...
Task: Use these situations to practise request and
permission:
Asking for
Request permission
Ask your to allow you to use his
friend bicycle.
Ask your to keep an eye on to mend the fence
neighbour youir house while that has blown
you are away. down.
Ask your to explain a new if you can leave the
teacher word. class ten minutes
early.
C.Reading
Pre - reading questions
1. Do you know what “serendipity” means?
2. Scotland Yard is in England. Do you know what it is known
for?
3. Would you like to solve mysteries?
E3 55
 SAMBU IN LONDON
‘I awoke one morning and found myself famous.’

[This is an extract from Devon’s (R.Mahadevan) stories of

“Thuppariyum Sambu”. The author is a noted humourist and
journalist in Tamil. (1913-1957). Sambu, the character in the story,
is known for his blundering ways and silly ideas. In the end he
manages to resolve every case, with practically no effort from his
side. It is all a stroke of luck.
Sir John Smith, the Chief Commissioner of Scotland Yard,
was dining at the palatial house of a rich businessman named
Goldstein in London. In the course of their conversation they
happened to discuss the happenings at the All India Police
Commissioner’s Conference. The highlight was the daring
adventures of Detective Sambu (‘Thuppariyum Sambu’).
Sir John flashed a photograph of Detective Sambu. It was
the face of a very ordinary looking man with a sheepish smile. He
was bald and had a bovine smile. His only characteristic feature
was a sharp hooked nose.

56
 “Why don’t we invite him over to Scotland Yard and discuss
some of the difficult cases with him?” commented Sir John.
Goldstein took a keen look at the detective’s photograph. A
satisfied gleam appeared in his eyes. Goldstein urged Sir John to
invite Detective Sambu to London so that they could all meet him.
Goldstein even offered to sponsor Sambu’s trip to London.
After a couple of days, Inspector Gopalan took Detective
Sambu to the local Commissioner’s office in Madras, because he
had been summoned by the Commissioner.
“Good Morning! Mr. Sambu! You’re favoured by Dame
Luck. You’ve been invited to visit Scotland Yard by none other
than Sir John Smith”, said the Commissioner.
Sambu felt, “Why am I always getting into trouble?’1 Left
with no choice, Detective Sambu landed at the Heathrow airport
in London. His trip was sponsored by Goldstein, the rich merchant.
Detective Sambu was treated like royalty in London.
Goldstein hosted a dinner in his honour. During the dinner, Sir
John told Sambu that some anti-social elements in London were
circulating counterfeit currencies. He asked Sambu to work along
with the Detectives Palmer and Hunt and nab the culprits. Detective
Sambu stroked his nose in a characteristic gesture of bewilderment
and chided himself: “Sambu, old man! Your suspicions are right!
You are in big trouble again”. Sir John also told that there was
black-marketeering in wheat and other essentials. He said, “We
have zeroed in on the gang, but we would like to catch them red-
handed with your help”. Goldstein heard their conversation and
eagerly asked about the case. But Sir John gave an evasive reply.
The next morning Sambu was taken on a tour around the
Yard. He was introduced to Detective Palmer and Detective Hunt.
Detective Sambu was shown the details of the case and could not
make head or tail of it. He promised to look into it, though he was
57
actually disinterested. He left the place quickly and walked aimlessly.
The detectives were unsure about Sambu’s lukewarm reaction.
Sambu was slopped by a tough looking man wielding a gun:
“So, you are the chosen hero of Scotland Yard. They think they
could threaten us by roping you in. So it’d be the best ploy for us
to use you to circulate the counterfeit notes. We shall give you six
lakh pounds of fake notes tomorrow. You’ll distribute them in a
week’s time, failing which you’ll be shot dead.”
On his way back to Goldstein’s house Sambu bumped into a
stranger who looked exactly like Sambu. The stranger started
talking, “Well Tiger! With your permission I’d like to impersonate
you! You shall walk down to my house right away. You’ll be my
hostage till I finish an urgent job assigned to me. Try anything
smart ............. your body will float on the Thames!”
Sambu was roughly shoved into a room and a man-servant
was left on guard. Sambu’s limited memory told him that the servant
looked familiar. He had seen him somewhere. Suddenly he realised
that it was at Goldstein’s house.
Now, Sambu began to realise that the express purpose of his
invitation to London was to facilitate some large crime gang.
Someone in the gang resembled him and was making use of his
visit to commit a major crime. But, What? Where? Why? Not even
stroking his nose could dawn any inspiration.
After leaving Sambu safely in his house, the impostor went
to Scotland Yard. Detectives Palmer and Hunt confided to him
about a secret mission of unearthing a black-market trade too. They
also took him around the Yard and shared their suspicions about a
wealthy man’s hand in all the crimes of the city. They let the
impostor know that they were close to resolving the case but did
not know how to decode a certain map which would locate the

58
stock and lead on to the criminal! The impostor was glad to know
the details given by the detectives and he left the Yard.
While the impostor was returning home, the counterfeit gang
mistook him to be the real Sambu and gave him a suitcase full of
money and reminded him to distribute them. The impostor decided
to keep the money for himself. So he left the money at home and
rushed away for he had other work to do.
Detective Sambu was meanwhile fretting over what to do,
in the room. He searched the coat pocket of the impostor. A huge
white silk handkerchief was found by him. It had gold and silver
spots. Before he could leave it back he heard the click of the lock,
so he absent-mindedly stuffed it into his pocket.
The counterfeit-notes gang came to him again. “O.K. Sambu,
where is the suitcase?”
“Which suitcase? I know nothing.”
“You traitor! How dare you fool us! There has been a foolish
mix up. We gave you the wrong suitcase. The real money has come
to you instead of the counterfeits. What did you do with it anyway?”
While the gang was busy searching for the loot they were
rudely interrupted by Detectives Hunt and Palmer.
“Hands up everybody! The game is over.”
Mr. Hunt turned around in amazement: “Look who’s here
Palmer! Sambu, how do you do this? Just now we were at
Goldstein’s house enquiring him about the black market. We found
you there and knew you had unearthed something. Now, even before
we reached here you have caught the gang single handed.”
Detective Sambu was puzzled. How could he be there at
Goldstein’s house while he was virtually a prisoner in the building?!
The impostor must’ve been at Goldstein’s house. Good Heavens! The
impostor worked hand in glove with Goldstein. In his
59
excitement Sambu took out the white silk kerchief and was about
to wipe his face when Palmer pulled it out of his hand.
“This is it. We’ve clinched it. Mr. Sambu you are a super
detective! Hunt! Take out that map of London and let’s see for
ourselves. Mr. Sambu! You’ve outdone yourself. We have now
found the means to decode the map. Let me spread the kerchief on
the map. The silver spots tell us where the cotton has been hidden
and the gold spots tell us where the wheat has been stocked. We
have finally located the stock piles of the black market.”
Later Sir John filled the missing links for Sambu. Goldstein
happened to be the culprit. He had stocked and piled and
monopolised the market for wheat and cotton. He wanted to get
into the good books of the Yard and so had volunteered to sponsor
Sambu’s trip. But he had dug his own grave not knowing the
‘prowess1 of Sambu.
“Well done Detective Sambu! Thank you for helping us
resolve both the cases. You were invited to solve one but you’ve
given us a bonus case too!”
Once again the da was saved for Sambu thanks to
Serendipity, which stood him in good stead!
Glossary
palatial /p@ ‘leISl/ - (of a house) large and
splendid
bovine / ‘b@UvaIn/ - like a cow; (here) dull
gleam /gli:m/ - shine
summoned /’sVm@nd/ - called to appear
royalty / ‘rOI@ltI/ - royal persons
counterfeit / ‘kaUnt@fIt/ - made in imitation
bewilderment /bI ‘wIld@m@nt/ - confusion
chided / ‘tSaIdId/ - scolded
zeroed in on / ‘zI@r@Ud In Qn/ - focussed
60
 @BDINOSQUTV:Z{

lukewarm /lu:k ‘wO:m/ - (here) not enthusiastic

ploy /plOi/ - a cunning act that is
performed to gain an
advantage
fake /feIk/ - false
impostor /Im ‘pQst@/ - a pretender; deceiver
hostage / ‘hQstIdZ/ - person kept prisoner for a
demand
impersonate /Im ‘p@:s@neIt/ - pretend to be another
person
shoved /SVvd/ - pushed
fret /fret/ - be worried
unearth /Vn ‘@:T/ - discover
serendipity /ser@n ‘dIp@tI/ - the occurrence of events by
chance
Synonyms and Antonyms
Task : The following words are taken from the lesson. Find
their synonyms and antonyms.
Word Synonym Antonym
Silly
Sheepish
Urged
Rescue
Eager
Comprehension
I.Say whether the following statements are True or false
and give reasons for your answers.
1. Detective Sambu was the famous detective of Scotland
Yard.
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 2. A wealthy merchant named Sir John offered to sponsor
the trip.
3. The express purpose of Sambu’s invitation to London was
to facilitate some large crime gang.
4. Goldstein, impersonated Sambu.
II. Complete the following.
1. With all his worries and doubtDetectiveSambu landed
at the airport in London.
2. Suddenly he realised that he had seen the servant in
........house.
3. Once again the day was saved for Sambu thanks to
................, which stood him in good stead!
III. Choose the best answer.
1. Mr. Hunt turned around in ............
(amazement, bewilderment, amusement)
2. Detective Palmer and Hunt .................to him about a
secret mission.
(decided, confided, divided)
3. We gave you the ................suitcase.
(wrong, big, right)
IV. Who said this to whom and when ? Fill these details in the
table below after reading the following lines from
our lesson carefully.
1. “Thank you for helping us resolve both the cases.”
2. “This is it! We’ve clinched it.”
3. “Try anything smart your body will float in the
Thames!”
4. “Which suitcase? I know nothing.’

62
 Who said this? To whom? When?
1.
2.
3.
4.
V. Answer the following in a few sentences.
1. What was the highlight of the conversation at Goldstein’s
house?
2. Describe Sambu.
3. What was Goldstein’s reaction when he saw Sambu’s
photograph?
4. What was Sambu’s reaction when he heard that he was
invited to London?
5. What was the secret mission of Detectives Hunt and
Palmer?
6. What did the gun-wielding man want Sambu to do?
7. What did the impostor learn from his visit to Scotland
Yard?
8. Why did the gang want the suitcase back from Sambu?
9. How did the white silk handkerchief solve the case?
10. Why was there no necessity to discuss the impostor?
VI. Answer in a paragraph.
1. Explain how the black market case was resolved?
2. Do you really think Detective Sambu was responsible in
resolving the case? Give reasons for your answer.
Skill of scanning in reading
Task 1:The following questions relate to the passage given
below. Answer the questions without reading the
63
You should use the technique called ‘scanning’. You scan
the text for specific information, noting only what is relevant.
1. What is the title of the text?
2. How many characters are involved?
3. What was the main language learnt by the author?
4. Which part of the world is the author from?
5. Which dialect is mentioned here?
Learning Languages
The main language I learnt was English because I come from
Glasgow. When I went to drama school people laughed at me,
because they couldn’t understand a single word of my accent. There
is this dialectic word called ‘mines’. But ‘mines’ is not the place
where miners go and mine things but is something belonging to
you as in ‘that book is mines’.
I met an Irish man who used ten words for one. The man
would say ‘Hang on a second; I’ll be back in a minute’. I believe
as soon as he reaches Ireland they comment: “Oh, marvellous,
beautiful, it’s grand. Great to see you, when are you going back?”
It doesn’t mean “get lost” or “go away”, but their way of asking
how long a person would be staying.
D. Vocabulary
Here is a sentence from the story of Sambu:
“The highlight was the daring adventures of Detective
Sambu.”
In the given sentence, the underlined words have two or more
syllables. They can be syllabified as:
highlight high. light two syllables
daring da. ring two syllables
adventures ad. ven. tures three syllables
detective de. tec. tive three syllables
64
 By Syllabifying words, we can very easily remember the
spelling of words. Also the pronunciation of words can be correlated
to each syllable and at the same time, the stress of the right syllable
can be correctly used.
Task : Pick out, atleast five words for each group, form your
lesson. Write them in the table given below:
Two syllables Three syllables Four syllables

“E. Study skills

Don Quixote-Adventure of the windmills
As they traveled, they discovered some thirty or forty
windmills, and as soon as Don Quixote espied them, he said to his
squire, ’Fortune addresses our affairs better than we ourselves could
desire ; for behold there, friend Sancho panza, how there appears
thirty or forty monstrous giants, with whom I mean to fight, and
deprive them all of their lives, with whose spoils we will begin to
be rich; for this is a good war, and a great service unto God, to take
away so bad a seed form the of the earth.’
‘What giants?’ asked Sancho Panza. Those that you see
there, with the long arms.’ ‘I pray you understand,’ said Sancho
Panza, ‘those which appear there are no giants, but windmills; and
that which seems to be arms, are their sails, that, swings the wind,
and also make the mill go, ’Don Quixote said, ‘you are not yet
acquainted with matters of adventures. They are giants; and, if
you are afraid, go aside and pray, while I enter into cruel and unequal
battle with them. ‘ And , saying so, he spurred his horse Rozinante.
65
without taking heed to his squire Sancho’s cries, advising him how
they were doubtless windmills that he did assault, and no giants;
but he went so fully persuaded that they were giants as he neither
heard his squire’s outcries, nor did discern what they were, although
he drew very near to them, but rather said, so loud as he could,
‘Fly not, you cowards and vile creatures! For it is only one knight
that assaults you.’
The following are the main points/hints of the passage.
Don Quixote - a knight - Sancho Panza - his squire -
Rozinante - his horse - fond of adventures mistook - 30 – 40
windmills - as giants - thinks - money to be gained -wages – war –
heedless - of Sancho’s advise.
Summary
DonQuixote the knight found 30 - 40 windmills. He mistook
them for giants. He was so fond of adventure that he decided to
fight them. He wanted to make a lot of money by defeating them.
Sancho Panza his loyal squire tried to warn him that they were
only windmills but he didn’t pay any attention. He proceeded on
his horse Rozinante to fight the windmills.
This is a sample of abstracting information from a long
text.
1. Take down the main points as hints.
2. Use linkers and cohesive devices such as pronounsand
connectors to write a summary.
Task: Read paragraphs 5-10 of your lesson and prepare a
summary based on the model given above.
F. Grammar
I. Remember! The verb is said to be the trickiest of parts of speech,
because it is constantly changing form.

66
Now, look at the conjugation of the verb ‘love’ in the following
table:
Tense Voice Simple Continuous Perfect Perfect
continuous
Present Active I love I am loving I have I have been
loved loving
Passive I am I am being I have
loved loved been
loved
Past Active I loved I was loving I had I had been
loved loving
Passive I was I was being I had
loved loved been
loved
Future Active I shall I shall be I shall I shall have
love loving have been loving
loved
Passive I shall I shall
be have
loved been
loved
Now, let us see how some of the important tenses are used:
Simple Present:
For habitual actions :
e.g. I listen to the English news every night.
For instantaneous present (commentaries, demosnstrations):
e.g. Pour hydrochloric acid in the beaker. Heat it.
For historical present :
e.g. Here comes Othello full of jealousy in his eyes.

67
 Future expressed with certainty:
e.g. School reopens on 5th June.
The CM leaves for Delhi next week.
I am sixteen next month.
To indicate possessions:
e.g. She has a sleek computer.
Simple Past:
To refer to past actions/events:
e.g. I wrote my exam last week.
To refer to present time (to be more polite):
e.g. I wanted to meet you with a request for admission.
(In conditional clause 2:
e.g. If I were a dog, I would teach loyalty to men.
In reported speech:
e.g. I asked him what his name was.
Simple Future :
Referring to future time or events with certainty :
e.g. I will be nineteen next month.
Referring to ordinary future actions :
e.g. The meeting will begin at 5.00 p.m.
Task 1: Fill in the blanks with the correct form of the tense,
choosing from the given list.
1. I .......... my breakfast at 8.00 every morning.
2. I am .......... a meeting this evening.
3. Now, Kumble and Lara it for a huge six.
4. The next train to Madurai at 8.00 in the night.
5. My father for Malaysia last night.
6. I ........... to eleventh standard next year.
7. I ........... you could help me with some money.
8. If I ........... the minister I would abolish examinations.
(hit, leave, go, have, bowl, be, think, attend, arrive)
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Present Continusous:
Refers to an action in progress at teh moment of
speaking
e.g. Don’t disturb me, I’m busy cooking.
With ‘always’ to express anger or irritation:
e.g. He is always coming late to the class.
To refer to future time :
e.g. We are leaving for Ooty on a picnic next month.
Past Continuous:
To refer to an action in progress in the past:
e.g. He was playing cricket.
To refer to an action which started before the action in
the simple past :
e.g. My mother was praying when the telephone rang.
Future Continuous :
To refer to an action as going on some time in the future :
e.g. We will be visiting Kodaikanal next summer.
Task 2: Fill in the blanks with the correct progressinve form of
the tense:
1. He .......... always ............. (fight) with others.
2. He .......... (come) by the Pandian Express tomorrow. I
.......... (meet) him at the station.
3. Go and see. Someone .......... (knock) at the door.
4. John and Jim .......... (play) chess when we entered the room.
5. The dog .......... (bark) when the thief broke in.

69
Present Perfect:
Refers to an action just completed:
e.g. 1 have finished my homework.
Denotes a past action recollected at the present time:
e.g. I have read all the poems of Bharathi,
Present Perfect Continuous:
Used to refer to an action started in the past and extended
to the present:
e.g. We have been using computers in our school since 1998.
We have been living in this house for ten years.
Past Perfect:
Used to refer to the earlier of the two past actions.
e.g. When they went to the theatre, the tickets had all been
sold.
Future Perfect:
Refers to an activity or state extending up to a definite
point in the future:
e.g. We shall have completed our practicals by January.
Task 3: Fill in the blanks with the correct perfect form of the
tense.
1. By next month, she ......................... (learn) Hindi.
2. They ................................................ (buy) a new car.
3. When I .........................................reached) the hall, the meeting
(begin).
4. Sachi ................(score) a century before rain stopped the
play.
5. We ................ (live) in this village for several years.
6. Kannan ............(work) on his PC since last night.
7. Kala .......................... (watch) TV for three hours.
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Task 4: Read the following dialogue and fill in the blanks with
the correct form of the verbs given in brackets:
At the railway station
Traveller 1 : Excuse me. What’s the time now?
Traveller 2 : Nine.
Tl : When does the Brindavan Express................(arrive) at
Katpadi?
T2 : .........mmm...... It ............ (arrive) at nine-thirty.
Tl : Where are you................... (go)?
T2 : To Bangalore. I............ (meet) my uncle. He...........
(be) the commissioner of police.
Tl : How long......he...............(work) there?
T2 : He .................... (work) for five years.
Tl : How .......... you ........... (go) to his office from the
railway station?
T2 : By taxi.
Tl : I .......... (see) a friend of mine who also ..........
(live) in Bangalore.
T2 : What is he?
Tl : A Professor of English. I .................. (stay) with him for
a week.
T2 : Oh, here..................(come) the train. Let us................
(move).

II. Look at the following sentences from the lesson:

‘Sir John flashed a photograph of Detective Sambu.’(Active)
Sambu was roughly shoved into the room.’(Passive)
The passive is particularly useful in two situations:
1. When it is more important to draw our attention to the
person or thing acted upon:
71
 as in, ‘A huge white silk handkerchief was found by him.’
e.g. The electric bulb was invented by Edison.
2. When the actor in the situation is not important:
as in, ‘Detective Sambu was shown the details of the case.’
e.g. Stamps are sold here.

Passive Verb Formation

Note: Only transitive verbs (those that take objects) can
be transformed into passive constructions.

Tense Subject Auxiliary Past

Singular Plural Participle

Present is are
Present has been have
perfect been
Past The car/ Was were designed.
cars
Past
perfect had been had
been
Future will be will be
Present
progressive is being are being

Passive voice will not always include an agent of the action.

For instance.
‘Sambu went to the local Commissioner’s office because he
had been summoned.’

72
Task 1: The following is the process of making coffee. Fill in
the blanks using the passive without by:
1. The stove .......... (lit).
2. Milk .......... (boil).
3. Coffee powder .......... (mix) in water.
4. Water .............. (boil).
5. Decoction .......... (filter) and (collect).
6. Milk ......... (mix) with the decoction.
7. Sugar .......... (add) and .......... (stir) with a spoon.
8. Coffee ........... (pour) into cups.
9. Cups ........... (put) on a tray.
10. Coffee ............. (serve) with a smile.
Task 2: Rewrite the following in passive voice.
1. Goldstein sponsored Sambu’s trip.
2. We’ve clinched it.
3. We have now found the means to decode the map.
4. He spread the kerchief on the map.
5. We have finally located the stockpiles of the black market.

G. Writing

I. The following are the points to remember when you send

an article to a magazine/newspaper.
1. Decide on the topic you want to write on.
2. Note the different sections that a magazine/paper caters
to.
3. Mention the section on the envelope of your letter.
4. Pictures and drawings should be sent on a separate sheet.
5. Mention the name and address of your school and
residence, phone number and mail ID.
73
 6. Stick to the standard word limit specified for the article.
7. Note down deadlines for the issues and send the articles
well in advance.
Task: Write an article to a children ‘s magazine, which is an
Independence Day special. The topic is: ‘Today’s
children are tomorrow’s citizens’. The word limit is —
250 words.
II. Task: You are a detective of the Scotland Yard. Given below
is a table. It gives details about Pussyfat, the mystery cat.
He moves in various disguises. Prepare a detailed case
report.
Goes by Description Characteristics Crimes Places
various done searched
names
Pussyfat Tall and Defies the Broken Scene of
thin law every law crime
Mystery Yellow Appears Loots Basement
cat eyes gentle store
rooms
Master Jet black Disappears Fights On the
criminal in thin air with other wall
cats
Monster Long Moves like a Steals Street
whiskers snake milk corners

H. Occupational competency

Task: You are in the hostel. You need money to pay the fees.
You go to the bank to withdraw money. Fill in the
challan given below with the help of your teacher.

74
I. Strategic competency
Read this conversation.

Dennis the Menace : Hey, Joey! 1 taught my dog Ruff to speak.

Joey : Is that so? Can he speak?

Dennis the Menace : I said I taught him. Did I tell he understood?

Many a time we need to clarify some information or the other.

The following is a dialogue between a teacher(T) and a

student(S):

T: Today we are going to learn about the aborigines of Australia.

S: Sorry! I didn ‘t get that word. Could you please repeat thatword
again?
75
T: Certainly! It is aborigines.
S: Ma’m could you spell it for us?
T: A-b-o-r-i-g-i-n-e-s

S: Would you mind saying that again? It is too difficult to

pronounce.

T: Of course! New words need to be practised hard before they

are perfected.

The words/phrases in italics are used to clarify doubts,

meanings, etc. Use these phrases to seek clarification / meaning
both inside and outside the classroom.
Task: Practise the above dialogue.

J. Creative competency
Here are some lines from a poem. Read it.
Where are you going to, my little cat?
I’m going to town to get me a hat.
What? A hat for a cat. A cat get a hat?
Whoever could think of a cat with a hat!

Task: Now, attempt writing a similar poem, substituting ‘cat’

with ‘boy’, ‘hen’, etc.

76
 POEM
THE PROFESSOR
ENGLISH
Remember me? UNIT - IV
I am Professor Seth.
Once I taught you geography. Now
I am retired, though my health is good.
My wife died some years back.
By God’s grace, all my children
Are well settled in life.

One is Sales Manager,

One is Bank Manager,
Both have cars.
Other also doing well, though not so well.
Every family must have black sheep.
Sarla and Tarla are married,
Their husbands are very nice boys.
You won’t believe but I have eleven grandchildren.

I am going out rarely, now and then

Only, this is price of old age
But my health is O.K. Usual aches and pains.
No diabetes, no blood sugar, no heart attack.
This is because of sound habits in youth.
How is your health keeping?
Nicely? I am happy for that.
This year I am sixty nine
And hope to score a century.
- Nissim Ezekiel

This poem is written by Nissim Ezekiel. He is a well known

Indian poet. He uses colloquial Indianised English in this poem.
Do you remember his other poem, “Goodbye Party for Miss. Pushpa
77
T.S.” which features in your class IX English course book? This
poem captures the sentiments and personality of a typical Indian
professor. Though the language is structured differently, the poet
has used this style deliberately to portray a sample of Indian English.
Comprehension
I. Answer the following questions.
1. Who is the speaker? How old is he?
2. Whom does he meet?
3. Find the meaning for the following phrases:
a. “By God’s grace”-
b. “black sheep” -

II. Write a few lines on.

The character sketch of the Professor.

78
 UNIT IV

COMPETENCIES
A LISTENING : Listening and filling in the table

B SPEAKING : Participating in formal/informal dialogues

C READING : Deducing meaning of unfamiliar words

D VOCABULARY : Using/identifying words denoting

countries and their nationalities

E STUDY SKILLS : Note making

F GRAMMAR : Using phrasal verbs

Using direct and indirect speech

G WRITING : Writing a cohesive text

H OCCUPATIONAL COMPETENCY : Filling in a

reservation form

I STRATEGIC COMPETENCY : Translating proverbs

J CREATIVE COMPETENCY : Writing about an imaginary

situation

79
A. Listening
The teacher will read a dialogue. Listen carefully. As you
listen, fill in the table.
(The teacher reads)
Nationality of the tourist
Place he is visiting
Name of the river
Time of boat ride
Length of the curve
Direction to take
Hindi word for emperor
Place where emperors live
Abode of sages
Hindu place of worship
Muslim place of worship
River jetty or steps
B. Speaking
The teacher will read the following dialogue between Anita
and an Airline Clerk. Listen carefully.
Anita : Good morning. I want to book a ticket to Singapore.
Clerk : Good morning, madam. When do you want to travel?
And by which class, executive or business?
Anita : Next Monday. Business class.
Clerk : OK. Please wait. Let me check the availability.
Anita : Sure.
Clerk : Yes. Tickets are available. Shall I block your ticket?
Anita : Please. How much is the fare?
Clerk : Just a minute ....... That will be Rs.24,000, madam.
80
Anita : OK. Thank you. I’ll drop by in an hour and pick up the
ticket.
Clerk : You are welcome.
Task 1: Practise the conversation in pairs.
Task 2: Imagine your class is planning a trip together. In pair
role play where to go and what to do on the trip. One
person can be the teacher.
C. Reading
Pre -reading questions
1. Which is your favourite destination in the world?
2. Which mode of transport do you prefer?

TRAVELLING.FAR...
- Ranjit Lal
A wise traveller never despises his own country

Always, getting there is half the fun. It doesn’t matter how you
travel, whether by car, train, plane or ship, the journey can be
81
wonderfully exciting. I think travelling by car is one of the best
ways of seeing the country. Normally, you should leave your
crowded town or city early in the morning. As you move out of
town you’ll see your horizons widen - literally - as buildings and
houses give way to open fields. Taking narrow, less-frequented
roads is usually a nicer option than taking the national highways,
where you zoom by so fast you see only blurs. And then of course,
when you start winding up into the hills, you can feel the air get
cooler and fresher and your ears popping with every hairpin bend
you go around! In the ‘old’ days when we travelled by Ambassador
cars, we had to stop ever so often when the car got a bit too hot
under the collar! These halts gave us time to stretch our legs and
admire the magnificent mountain views. Nowadays, all these swank
and swish air-conditioned cars cut out what I call the ‘involvement’
factor in a journey, which is a bit of a pity.
Train journeys have a different charm. First, there is the
bedlam of the station, with coolies (carrying baggage four stories
high!) cleaving through the crowds with shrill
cries...announcements you can’t make head or tail of...the
squealing, clanging and banging as the bogies bump into one
another...the exciting platform bookstalls and the scrumptious
smell of frying snacks! And finally, that sense of relief as you find
your bunk and settle in Back in the ‘old’ days, there was also
the rich smell of soot, which grimily covered you from head to
toe.. .and the mesmerising hiss and hush of great clouds of steam,
as the great locomotives huffed and puffed and pulled you out of the
station. And then there was the classic ‘clickety-clack’ of the
wheels on the rails. You could listen to this and hypnotise yourself,
until a train on the other track thundered past, giving you the shock
of your life. And as the train rushed past villages and towns, and
fields and forests, you kept wondering about the people you saw
from the window. Who were they, where were they going, what
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kind of lives did they live... were those kids bunking school to
frolic in that river... what were they going to eat for lunch?
Journerys by plane are convenient but the most boring. Unless
the captain lets you into the cockpit, which they used to in the
good old days. But there’s no chance of that today! Apart from the
take-off and landing, nothing much happens, and the incessant roar
of the engines can get on your nerves. Plus, you are cramped and
usually there is nothing interesting to see out of the window. Of
course, when you see the land far below, you start wondering again
what place is that, who lives there, what are they doing, have
they seen your plane, so high above them? But the worse thing
travelled. You haven’t really passed though all the places in
between, if you know what I mean. And that, I think is quite unfair!
These days they have all sorts of entertainment on the aircraft, you
can twiddle the buttons on your handset till you are blue in the
face, but then you can also play video games at home, so where’s
the big deal?
I’ve never really travelled by ship or boat, so I can’t really
say anything on that score. Frankly I believe much of my opinion
of travelling by sea will depend on whether I get seasick or not....!
And now to destinations. There are people who love to boast
that they ‘did’ 8 continents, 11 countries and 15 capitals and 23
wonders of the world in three days flat, but what the hell is the
point of all that? Eight continents? Exactly! (You’ll end up saying
things like, Belgium is the captial of London!) And I have a theory
about new places: you should never go to a new place, but wait for
the place to come to you! And that means, staying put in one place
for at least a few days, to enable it to get used to the stranger in its
midst. You!
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Glossary:
horizon /h@ ‘raIzn/ – the line where the land
or the sea seems to meet
the sky
Literally / ‘litr@lI/ – exactly
Zoom /zu:m/ – go fast
Blurs /bl@:z/ – smudges
Swank /sw{Nk/ – posh
Bedlam / ‘bedl@m/ – confusion
cleaving / kli:vIN/ – cutting
scrumptious / ‘skrVmS@s/ – delicious, tasty
mesmerising / ‘mezm@razIN./ – captivating
locomotives /l@Uk@m@UtIvz/ – steam
hypnotise / ‘hIpn@taIz/ – spelbind
convenient /k@n ‘vi:j@nt/ – handy, suitable
Cockpit / ‘kQkpIt/ – part of a plane where the
pilot sits
incessant /In ‘sesnt/ – non-stop

With the help of your teacher, find the synonyms of the

underlined words and antonyms of the highlighted words in the
passages below:
Did you know that the word ‘trav`el’ comes from the name
of an ancient instrument of torture called ‘trepalium’? This was
because once upon a a time travelling was considered very
dangerous and uncomfortable. But this did not deter men from
exploring the world. All these adventurers had a few qualities in
common – they were focussed, curious about everything and not
afraid of danger. To quote Charles Lindberg, ‘The best way to
cope wih danger is to keep in contact with it.’

One such great traveller, Marco Polo, set off on a voyage

from Europe to China. When he returned to Venice after 24 years
(with bags of jewels and bales of silk) even his own relatives didn’t
recognise him!
84
 Another fact is that the Vikings had already sailed to America
in about AD 1000 - 500, years before Christopher Columbus
crossed the Atlantic and discovered it. During the voyage, after
34 days at sea, Columbus’ sailors became worried and wanted to
turn back. They believed the world was flat and that they would
fall off any moment!
The daredevil Charles Lindberg was the first person to fly
cross the Atlantic ocean. He landed near Paris 34 hours after taking
off from New York with no fancy equipment to help him!
Comprehension
I. The Complete following statements.
1. It doesn’t matter how you travel....................................
2. I think travelling by car.................................................
3. Taking narrow, less-frequented roads is.........................
4. These halts gave us time to..........................................
5. First, there is the bedlam of the station..........................
6. As the train rushed past villages and towns, and fields
and forest...................................................................
7. Apart from the take-off and landing..............................
8. You should never go to a new place.............................

II. Answer the following questions in a few words.

1. Which is the best time to start travel by car?
2. What happens to your ears when you climb a mountain?
3. Halting during the drive gave time to stretch legs and what
else?
4. What was the feeling when you got to your bunk in the
train?
5. Which phrase describes the sound made by the wheels on
the rails?
6. What is the annoying part about travelling by plane?
85
III. Write a few sentences on.
1. The difference between travelling by the old Ambassador
cars and today’s air-conditioned ones.
2. The scene in the railway station.
3. The experience of travelling by the old locomotives.
4. The thoughts in your mind as you look out of the plane’s
window.
5. The way people boast about their travel experiences.

IV. Write a paragraph on the following.

1. Compare the three modes of travel and highlight the

advantages of each type.

2. How was travelling different in the ‘old’ days? Pick out the
points in all three types of travel to illustrate.

3. ‘The place has to come to you. ‘ What is the meaning of

this statement?

Deducing the meaning of unfamiliar words

Task: Read the passage and guess the meanings of the

highlighted words. Then refer to a dictionary to verify
the meanings.
An old South American legend told of a strange, pristine,
coronation ceremony. It took place high in the Andes. Every new
king had his body anointed with oil and then swathed in gold
dust. This king came to be called El Dorado and several explorers
undertook expeditions in search of this legendary king and his
golden city. One such buccaneer was a Spaniard Hernando de
Soto. He ended up discovering the Mississippi river and was
wounded in a skirmish with the Indians on the banks of the river.
86
D. Vocabulary
Task 1: Complete the following.
Nationality
People of Greece; Greek
People of Oman: .......................
People of Denmark: .......................
People of Scotland: .......................
People of Ireland: .......................
People of China: .......................
People of Bangladesh: .......................
People of Pakistan: .......................
People of Korea: .......................
People of Sri Lanka: .......................

Task 2: Which country

do germs go to? Germany
does a lap top go to? ........................
do warm persons go to chill off? .......................
do fish go to? .......................
do angry people go to? .......................
do hungry people go to? ........................
E. Study Skills
Read the following passage:
‘The book of Marco Polo’ tells how the little party consisting
of Marco Polo, his father and uncle, set out from Acre in 1271 and
travelled by land to the Persian Gulf.
From there they might have gone by sea, but the smallness
of the ships alarmed them. Hence, they found their weary way
across a salt and sandy desert; then, they reached the Hindukush
mountains, where they found “great abundance of grass and trees,
87
and copious springs of water”. Soon the travellers left this wooded
and watered country and entered the treeless wastes of the Gobi
Desert. They crossed the desert without mishap, and at Last came
safely to China and the court of Kubla Khan.
For many years they successfully served at the court of
Kublai. A young Chinese princess was to be married to a Persian
king. Marco Polo, his father and uncle joined the train and set out
for home by sea. They visited Sumatra, the Andaman islands and
Ceylon. Finally, the fleet reached the Persian Gulf. From there the
three travellers hastened home to Venice. They reached Venice in
1295, 24 long years, since they had left it.
Now, look at the flow chart given below, It is a diagrammatic
representation of the details given in the above passage:
Marco Polo’s travels

Look at the notes given below, which are based on the above
passage;
Marco Polo and his party left Acre, Venice, in 1271 – traveled
by land and reached the Persian Gulf- from here did not go by sea
because of smallness of ships - crossed a sandy desert – reached
the Hindukush mountains - found abundance of grass, trees and
88
water - crossed the Gobi desert - reached China (stayed at Kubla
Khan’s court for many years) - left China by sea (visited Sumatra,
Andaman, Ceylon, South India) - reached Persian Gulf- travelled
by land - reached Venice in 1295.
Why do we make notes?
· to record points when we read, for future reference
· to revise lessons easily before examinations

How do we make notes?

1. Read carefully
2. Look out for the main points
3. Omit illustrations
4. Condense (shorten) the information
5. Note down the points in the form of hints, diagrammatic
representation, mind mapping, etc.
6. Give a suitable title

Note making involves assessing, re-thinking, and re-

structuring what’s being presented. It is an active process. It
involves making connections. To make notes one can use images,
colours, whatever is at hand. So once you find the information you
want -
· note only words and phrases relevant to the given topic
· highlight important or keywords only
· try to make a mind map of the information - a mind-map could
either be in the form of a flow-chart like the one
given or it could start with a single concept at the central
position with branches around the main concept so that it
represents the different aspects you will be dealing with.
Your mind map will look something like this:

89
Task: Read the lesson ‘Travellingfar...................‘ and make notes/
diagrammatic representation.
F. Grammar
I. Phrasal verbs: There are three types of multi-word verbs:
phrasal verbs, prepositional verbs and phrasal prepositional verbs.
Phrasal verbs are made of: verb + adverb. This adverb is
called a particle.
e.g. He looks up (refers) the word in the dictionary.
Prepositional verbs are made of verb + preposition.
e.g. He looks after the child.
Phrasal prepositional verbs are made of verb + adverb +
preposition.
e.g. I want you to get on (continue) with your work.
Nowadays all the three come under the broad label phrasal
verbs (unless one wants to be very specific).
Look at the sentences below taken from the lesson:
1. Nowadays, all these swank and swish air-conditioned cars
cut out what I call the ‘involvement’ factor in a journey,
which is a bit of a pity.
2. And finally, that sense of relief as you find your bunk and
settle in
3. And the incessant roar of the engines can get on your
nerves.
90
 All the highlighted phrases are phrasal verbs in the sentences
given above.

Look at some more examples from the lesson:

1. As you move out of town you’ll see your horizons widen
2. And then of course, when you start winding up into the
hills, you can feel the air get cooler and fresher.

You know the meaning of the words move and winding,

and as also out, and up. However when used together, the meaning
of the phrasal verb is not connected to the original meaning of the
individual word.

Phrasal verbs can be:

Ointransitive (no direct object)
Otransitive (direct object)
Here are some examples of phrasal verbs:

Type Example Meaning Usage irect

object
Intransitive get up rise from bed I don’t like to
get up.
Phrasal
Verbs break cease to He was late
down function because
his car
broke down.

Transitive put off Postpone We will have the

Phrasal to put off meeting
Verbs turn refuse They turned my
down down offer.

91
Task 1: Identify the phrassal verbs in the newspaper headlines below.
Then write down the meaning.
e.g. Cabinet sworn in (assumed office).
1. Woman relieved of jewels
2. Rough sea washes away 100 houses in Dhaka
3. Security beefed up for C.M.’s visit
4. Myanmar sets out roadmap to democracy
5. Parliament not ready to bring in poll reforms
Task 2: Choose the phrases from the box to fill in the blanks in the
statements below:
DON’T
Ø chop a tree down your nose
Ø break.............................off a request
Ø turn................................over a friendship
Ø blow...............................out a tree
Ø poke................................in the pages
Ø turn..................................down the candle
Task 3: Match the following:
Phrasal Non phrasal
1. Young cricketers always look up to Sachin.tolerate
2. He went for the ball. recited
3. He hit on a brilliant idea. postponed
4. He reeled off lines after lines. recovered
5. The officer looked into the matter. attacked
6. They put off the match. thought of
7. She got over her grief. declined
8. He takes after his mother. investigated
9. He is willing to take on the captaincy. resembles
10. He got away with a mild warning. accept
11. He turned down the offer of captaincy. escaped
12. I can’t put up with such a noisy class. admire
92
II. Direct and indirect speech

Words actually spoken by a person are referred to as direct

speech. If we want to repeat the exact words said by a speaker, we
use quotation marks to enclose those very words. Thus direct speech
should begin and end with quotation marks or inverted commas
(“....”).
There are certain changes that happen when converting direct
to indirect speech:
1. use a connecting word (e.g.) ‘that’ for declaratives, ‘if’
for verb questions, etc.
2. change the subject (pronouns) and the related personal/
possessive pronouns.
3. change the tense form of the spoken sentence.
4. change a few words like ‘this’ to ‘that’, ‘here’ to ‘there’,
’now’ to ‘then’, etc.
Statements:
The introductory word in indirect speech is generally in the
past tense (e.g. said). Therefore the tense of the verbs in the direct
speech has to be changed accordingly.
Examples:
1. He said, “I will be in New York on Sunday.” (Direct)
He said that he would be in New York on Sunday.
(Indirect)
2. “I wrote to her yesterday,” she said. (Direct)
She said that she had written to her the previous day
(Indirect)
Interrogatives:
A question in direct speech becomes an affirmative statement
in indirect speech. Hence, the question mark (?) disappears,
along with the quotation marks (“ “).
93
Examples:
1. Neha said to him, “Are you going to China by ship?”
(Direct)
Neha asked him if he was going to China by ship. (Indirect)
2. He said to me, “When will you go to Kashmir?” (Direct)
He enquired when I would go to Kashmir. (Indirect)
Requests, commands, orders, advice.
While changing the direct to indirect speech the
followin
words can be used instead of “asked” or “said”:
‘requested’, ‘prayed’, ‘entreated’, ‘implored’, ‘invited’
’recommended’, ‘urged’, ‘begged’, ‘commanded’, ‘ordered’, ‘told’
’advised’, ‘reminded’, according to the needs of the context.
e.g. “Please pass the sugar,” he said. (Direct)
He requested me to pass the sugar. (indirect)
“Go and shut the door,” my father said. (Direct)
My father ordered me to shut the door. (Indirect)
“You should consult your teacher,” her mother said. (Direct)
Her mother advised her to consult her teacher. (Indirect)
Exclamations:
For exclamations in the direct, the introductory verbs in the
indirect would be the following:
‘exclaimed’, ‘cried’, ‘shouted’, ‘thanked’, etc.
e.g. “How exciting the journey is!” he said. (Direct)
He exclaimed that the journey was very exciting.
(Indirect)
Task 1: Convert the following into indirect speech:
1. Raja said, “I am going to Ooty for the holidays.”
2. The doctor said to the child, “Open your mouth.”
3. The teacher said to the boy, “You should come to school
on time.”
94
 4. Sheela said, “I am taller than you, Rani.”
5. The ticket collector said, “ May I see your tickets please?”
Task 2: Change these sentences into reported speech.
1. ‘’Line up the patients for registration,” the doctor said to
the nurse.
2. ‘’Will you take their blood pressure?” he requested.
3. “Please separate the aged and children,” said the doctor.
4. “Call the X-ray attendant, please!” the doctor said.
5. “Please go through their files,” the doctor advised the
nurse.
Task 3: Change the following questions to reported speech,
beginning with the words in brackets making any
necessary changes in punctuation.
e.g. “Does she want any coffee?” (Ask her). Ask her if she wants
any coffee.
1. “Where does he live?” (Tell me)
2. “How far did you go?” (I would like to know)
3. “What are they going to do next?” (I wonder)
4. “Is she coming to the party?” (Ask her)
5. “Why did you say that?” (Tell me)
6. “How much did they pay for that new bus?” (I wonder)
7. “When do you expect him to return?” (Ask her)
8. “How long are we likely to sit here waiting for the idle
fellows?” (he wondered)
Task 4: Sit in pairs. Ask your partner the following questions.
After you have finished the questions, find a new
partner and report what you have learnt about your
first partner.
1. What is your favourite sport and how long have you been
playing/doing it?
2. What are your plans for your next vacation?
95
 3. How long have you known your best friend?
4. What kind of music do you like?
5. Can you tell me what you do on a typical Sunday afternoon?
6. What were you doing this time yesterday?
Task 5: Change the following from Indirect to Direct:
1. The cat told the mouse that he would like to eat him.
2. The child said that she did not want to go to the doctor.
3. He complained that he had been waiting there for hours.
4. She asked the children where they were going for their
vacation.
5. He asked me what had happened.
6. He enquired if anyone was there in that room.
7. He asked me whether I would like to go to Bangalore
with him.
8. She said she would never speak to him again.
9. The man told the chef that the soup was cold.
10. She wondered whether she should wait for another bus.
Task 6: Change the following from Direct to Indirect:
1. The lion said to the mouse, “Thank you for getting me out of
that net.”
2. The bully said to the boy, “Clean my shoes.”
3. The man asked the shopkeeper, “How much do these shoes
cost?”
4. “You have saved my life,” said the prince to the
mermaid.
5. The mother said to the girl, “It is time for you to go to bed.”
6. I said to her, “Please do not cry. I will be back soon.”
7. The man asked his friend, “Can I borrow your
parachute?”
8. She said, “Roses and tulips are my favourite flowers.”
96
G. Writing
Task: Imagine that you are travelling to Singapore as part of
a research team that is monitoring the outbreak of SARS.
Write a short essay on the outline provided:
Introduction: Why you are travelling/ how/ number of people
travelling with you/refer to SARS briefly
Body: Definition of the SARS virus
Brief classification of the other viruses of the same
family
Short description of SARS symptoms
Brief description of the type of research you will be
conducting
Conclusion: The summation of your findings and your proposals after
conducting the study
The return journey back to India
H. Occupational Competency

97
Task: You are going with your family members on a trip to the
Ellora Caves. You are going by train from Chennai
Central to Aurangabad. Fill in the details in the
following reservation form.
I. Strategic Competency
Task : Translate these proverbs into your mother tongue:
• A journey of a thousand miles begins with a single step.
• Travel broadens the mind.
• It’s better to travel hopefully than to arrive.
• Nothing ventured, nothing gained.
• He that travels far knows much.
• All roads lead to Rome.
• A stitch in time saves nine.
• Look before you leap.
• Make hay while the sun shines.
• Don’t count your chickens before they hatch.
J. Creative Competency
Task 1: Complete the description below.
If I lived during the time the dinosaurs walked on earth....
I found this time machine in the backyard of my house and all I
know is Suddenly I landed in the middle of the Jurassic period.
THUD! That is, I went back nearly 248 to 208 million years! Was I
excited! And before I could gather myself I was looking straight
into the eyes of a HUGE Tyrannosaurus Rex! 15 metres in length - the
biggest and fiercest of the dinosaurs . . . . . . . .
Task 2: Imagine you landed on the moon. Describe your
experience.
98
 POEM
THE ROAD NOT TAKEN

Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black,
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
99
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
- Robert Frost
Robert Frost (1874 - 1963) is an American poet, born in San
Francisco. Perhaps the most popular and beloved of 20th century
American poets, Frost wrote of the character of people, and landscape
of New England. In 1912 he went to England, where he received his
first acclaim as a poet.
Glossary
diverged /daI’v@:d3d/ - deviated
undergrowth /’Vnd@gr@UT/ - bushes
claim /kleIm/ - assert
wear /we@/ - erosion
trodden /trQdn/ - walked on
sigh /saI/ - breath of relief
I. Comprehension questions.
1. Why couldn’t the poet travel down both roads?
2. Which road made a better claim and why?
3. Is the poet sure of taking the other road some other time?
4. Why will he be sighing in the future when he talks about
his choice of roads?
5. Why do you think the poet took the less travelled road?
II. Appreciation questions
1. Pick out all the words in the poem which refer to travel and
movement. Do they enhance the mood of the poem?
2. Which season is the poet describing indirectly? Pick out the
lines that bring this out and explain their meaning.
3. Why is the poem called ‘The Road Not Taken’ when the
poet is talking about the road he took?
100
 UNIT V
COMPETENCIES:

A LISTENING: Listening to the stress of words ending in

-ic, -ical

B SPEAKING: Participating in telephonic conversation -

conveying messages, enquiring about welfare, making
specific enquiries

C READING: Inferencing

Understanding tables / charts

D VOCABULARY: Identifying idioms

E STUDY SKILLS: Note takingb

F GRAMMAR: Revising degrees of comparison

G WRITING: Using punctuation marks

H OCCUPATIONAL COMPETENCY: Participating in

media presentation

I STRATEGIC COMPETENCY: Translating

J CREATIVE COMPETENCY: Preparing a write up based

on a TV programme

101
A. Listening
a. The teacher will read a passage. Listen carefully.
(The teacher reads)
b. Now the teacher will read two words from thepassage.
Listen and repeat.
(The teacher reads)
Note that
words which end in - ic are stressed on the syllable preceding
it. eg. pa tri o tic.
words which end in - ical are accented on the third syllable
from the end. eg. po li ti cal
Here are a few more examples :
The teacher will read. Listen and repeat.
-ic ending -ical ending
ar’tistic ar’tistical
eco’nomic eco’nomical
me’chanic me’chanical
sta’tistic sta’tistical
e’lectric e’lectrical
Task : The teacher will read some words. Listen carefully
and mark the stress.

-ic ending -ical ending

grammatic grammatical
organic organical
cynic cynical
dramatic dramatical
critic critical

102
B. Speaking
I. The following is a conversation conveying a message.
Ramesh : Hello! Can I speak to Arthi, please?
Sridhar : Arthi is not at home. May I know who’s calling, please?
Ramesh : I’m her friend Ramesh. Mmm.... I’ll talk to her later.
Sridhar : Is there any thing to be conveyed to her?
Ramesh : Could you tell her that I’m coming tomorrow to
Ahmedabad? I plan to visit schools attended by
Gandhiji in Gujarat.
Sridhar : I’ll give her your message.
Ramesh : Thank you.
Task : Practise this conversation.
II. The following is a con versation enquiring after one’s health.
Vikram : Hello! I’m Vikram calling from Bangalore. Is it
24422537?
Ravi : Hello, Vikram! How are you?
Vikram : I’m fine. How are you?
Ravi : Fine.
Vikram : In fact, I called you to enquire after your father’s health.
I heard he was hospitalised.
Ravi : He is still in hospital. He is improving and should be
back home tomorrow.
Vikram : He was alright when I saw him some time back. What
happened now?
Ravi : He complained of giddiness. We took him to the
hospital. He was admitted because the doctors wanted
to keep him under observation.
Vikram : I hope there is nothing serious.
Ravi : His blood pressure was a little high, but now it is under
control.
Vikram : Wish him a speedy recovery.
103
Ravi : Yes, I will. Thanks for calling.
Vikram : I am sending a ‘get well’ card too.
Ravi : Thank you.
Task: Practise this conversation.
III. The following is a telephonic conversation asking for
information. Complete it by choosing the words from the
list given.
(can you tell me, do you give any, what will be, does it, get
back to you, can I do)
Peer Mohideen : Hello! I’m Peer Mohideen from Gandhi
Memorial Higher Secondary School, Chennai.
Is it the ITDC?
Tourism Officer : Yes. What ................... for you?
Peer Mohideen : ...................... if there is any package tour
to Gujarat? We would like to visit the places
where Gandhi lived.
Tourism Officer : Yes, we have a package tour to Gujarat for 10
days.
Peer Mohideen : ................... the cost per person, Sir?
Tourism Officer : We usually charge Rs. 1,500/- per person.
Peer Mohideen : Sir, ........................... concession for
students?
Tourism Officer : Yes.
Peer Mohideen : ................ include a visit to Gandhiji’s
school at Rajkot?
Tourism Officer : Normally, no. But in your case, we’ll arrange
for it.
Peer Mohideen : Thank you Sir. I’ll ...........in a day or two.
C. Reading
Pre-reading question
What does the word ‘test’ mean to you?
104
 HIS FIRST TEST
“I have nothing new to teach the world,
Truth and non-violence are as old as the hills”

(This is an extract taken from Mohandas Karamchand

Gandhi’s ‘My Early Life’, where he talks about his school days
and of the influences that shaped him during these years.)
I must have been about seven when my father left Porbandar
for Rajkot to become a member of the Rajasthanik Court. There I
was put to a primary school. From this school I went to the suburban
school and thence to the high school. I do not remember having
ever told a lie during this short period, either to my teachers or to
my school-mates. I used to be very shy and avoided all company.
My books and my lessons were my sole companions. To be at
school at the stroke of the hour and to run back home as soon as
the school closed - that was my daily habit.
There is an incident that occurred at an examination during
my first year at the High School, which is worth recording. Mr.
Giles, the Educational Inspector, had come on a visit of inspection.
105
 He had set up five words to write as a spelling exercise. One of the
words was ‘kettle’. I had misspelt it. The teacher tried to prompt
me, but I would not be prompted. It was beyond me to see that he
wanted me to copy the spelling from my neighbour, for, I thought
the teacher was there to supervise us against copying. The result
was that all the boys except myself, were found to have spelt each
word correctly. Only I had been stupid.
Yet the incident did not in the least diminish my respect for
my teacher. I was by nature blind to the faults of elders. Later I
came to know of many other failings of this teacher, but my regard
for him remained the same. For I had learnt to carry out the orders
of elders, not to scan their actions.
Two other incidents belonging to the same period have always
clung to my memory. As a rule I had a distaste for any reading,
beyond my school books. But somehow my eyes fell on a book
purchased by my father. It was ‘Shravana Pithrubhakthi Nataka’ -
a play about Shravana’s devotion to his parents. I read it with intense
interest. The book left an indelible impression on my mind.
I was not regarded as a dunce at the High School. I always
enjoyed the affection of my teachers. Certificates of progress and
character used to be sent to the parents every year. My own
recollection is that I had not any high regard for my ability. I used
to be astonished whenever I won prizes and scholarships. But I
very jealously guarded my character. The least little blemish drew
tears from my eyes. I remember having once received corporal
punishment. I wept piteously. That was when I was in the first or
second standard.
There was another such incident during the time when I was
in the seventh standard. Dorabji Edulji Gimi was the headmaster
then. He was popular among the boys though he was a
disciplinarian. He was a man of method and a good teacher. He
had made gymnastics and cricket compulsory for the boys of the
106
upper standards. I disliked both. I never took part in any exercise.
I then had the false notion that gymnastics had nothing to do with
educatio. Today I know that physical traianing should have as much
place in the curriculum as mental training.
But I was none the worse for abstaining from exercise. That
was becausing I had read in books about the benefits of long walks
in the open air, and having liked the advice, I had formed a habit of
taking walks, which has still remained with me.These walks gave
me a hardy constitution.
But though I was none the worse for having neglected
exercise, I am still paying the penalty of another neglect. I do not
know whence I got the notion that good handwriting was not a
necessary part of education, but I retained it till I went to England.
I then saw that bad handwriting should be regarded as a sign of an
imperfect education.
Two more reminiscences of my schooldays are worth
recording. English became the medium of instruction in most
subjects from the fouth standard. I found myself completely at
sea. Geometry was a new subject and the English medium made it
still more difficult for me. The teacher was efficient enough, but I
could not follow him. When I reached the thirteenth proposition
of Euclid, the utter simplicuty of the subject was suddenly revealed
to me. A subject which only required a pure and simple use of
one’s reasoning powers could not be difficult. Ever since that time
Geometry has been both easy and interesting for me.
The battle of Waterloo was won at the play fields of Eton,
Can we say that the freedom of India was won at the Fifth standard
classroom in Rajkot, Gujarat, where Gandhi studied? It was here
that he gave expression to the principle that means alone should
justify the ends.
107
Glossary
sole /s@Ul/ - only
recording /rI ’k:dIN/ - (here) writing
prompt /’prQmt/ - words to remind
somebody what to do
beyond me /bI’jQnd mI/ - impossible
regard /rI’gA:d/ - respect
indelible /In ‘del@bl/ - unforgettable
impression /Im ‘preSn/ - mark
recollection /rek@’lekSn/ - remembrance
blemish /’blemIS/ - something that spoils
perfection
corporal / ‘kO:p@r@l/ - physical
disciplinarian /dIsIplI ‘ne@rI@n/ - a strict person
gymnastics /dZIm ‘næstIks/ - physical exercises
abstaining /@b ‘steInI?/ not doing something
hardy /’ha:dI/ strong
constitution /kQnstI ‘tju:Sn/ physique
notion / ‘n@USn/ idea
reminiscences /remi ‘nIsnsIz/ - memories of the past
proposition /prQp@ ‘zISn/ statement
Euclid /’ju:klId/ Greek
Mathematician
Eton /’i:tn/ a public school in
England
Waterloo /wO:t@ ‘lu:/ the place where
Wellesley defeated
Napoleon
Synonyms
Here are a few words taken from your lesson. The synonyms
are given against each.
companions - friends
diminish - reduce
108
 intense - great
dunce - fool
efficient - capable
Task : From the lesson, find the synonyms of the following words.
surprised - .......................
custom - .......................
penalty - .......................
clarity - .......................
timid - .......................
Antonyms
Here are a few words taken from the lesson. The antonyms
are given against each word.
remember x forget
lie x truth
shy x bold
stupid x clever
short x long

Task : From the lesson, find the antonyms of the following words.
hatred x .......................
inability x .......................
optional x .......................
hidden x .......................
most x .......................
Comprehension
I. Give Short answers to the following questions.
1. How old was Gandhi when his father left Porbandar?
2. Where did Gandhi’s father go from Porbandar?
3. Why did Gandhi run back home as soon as school was
over?

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 4. Why did the teacher try to prompt him?
5. Name the book that Gandhi read with interest? Why did
he like it?
6. Why was Gandhi surprised to get prizes and scholarships.’
7. What made Gandhi think geometry was easy?
8. What sort of physical exercise did he indulge in?
II. State whether the following statements are True or False.
1. Gandhi went to a Primary School in Rajkot.
2. He told lies to his friends and teachers
3. He did not like books.
4. Gandhi was the only student who got all his spelling
correct.
5. He respected his eiders.
6. He took long walks.
7. Gandhi did not have a great impression of his academic
ability.
8. He hated to be punished.
9. He had a good handwriting.
10. He was interested in cricket.
III. Write answers in about a paragraph,
1. Describe any two qualities of Gandhi.
2. What were his early ideas about physical education and
writing? Did he change them later on?
IV. a. Inferencing
Read the following quotation and infer answers for the
questions.
“I have nothing new to teach the world,
Truth and non-violence are as old as the hills “.
1. Whose quote is this? Why do you say so?
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 2. Why does he say that he has nothing to teach the world?
3. What does he mean by “truth and non-violence are as old
as the hills?”
b. Look at the following table carefully.
Gandhian Era
2nd October 1869 Birth of Mohandas Karamchand Gandhi
1905 Partition of Bengal
1922 Civil Disobedience Movement
1928 Simon Commission
1930 Dandi March
1931 Gandhi Irwin Pact
1934 Civil Disobedience Movement called off
1942 Cripps Mission
1945 Quit India Movement
15th August 1947 India gains independence
30th January 1948 Gandhiji shot dead

Task: Write a short biographical sketch of Gandhi based on

the table.
D. Vocabulary
Gandhiji is hailed as the greatest human being in the 20th
century, if not in twenty centuries. He adhered to the principles of
non-violence and with a pinch of salt he brought down the mighty
British Empire as it were. One of his greatest virtues was that he
owned up his mistakes which were few and far between. The
discipline he cultivated stood him in good stead. He put his heart
and soul in everything he did. He never wanted Indians to give up
their cultural heritage. The life of the apostle of non-violence was
taken away on a fateful evening. In remembrance of his sacrifice,
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January 30 is observed as Martyrs’ day. If only the younger
generation were to leaf through his autobiography!
The underlined words in the above passage are idioms. It is
very clear from the passage that idioms are not a separate part of
language, but they form an integral part of language. An idiom is
a group of words, which, in most cases, taken together mean
something different from the individual words when they stand
alone.
e.g. hat-trick, meaning, three similar successes one after the
other.
Now, think of the individual meanings of the words ‘hat’
and ‘trick’ and see how they differ from the meaning of the idiom.
It is evident from the above passage that idioms can have
many forms and structures.
e.g. Gandhiji put his heart and soul (completely) in whatever
he did. Pair of nouns used idiomatically.
Here is another example front the lesson:
I found myself completely at sea, (confused)
Preposition and noun.
Gandhiji’s philosophy still holds good. (valid)
Adjective used idiomatically.
Nehru stood by Gandhi through thick and thin. (throughout)
Pair of adjectives
Gandhiji had a pet aversion (strong dislike) for all material
things. Adjective and noun
Gandhiji called a halt (stopped) to the non-cooperation
Verb and noun movement when it turned violent.
He never believed in getting things by hook or crook. (by
foul means) Preposition and noun

112
 In response to (by way of answer) his call, a number of
Phrase preposition people courted arrest.
By and large (generally) the non-cooperation movement was
Adverbial phrase peaceful.
He was fond of (to have a liking for) his wife Kasturba.
Adjective and preposition
In the meantime, the second world war broke out. (started)
Verb and adverbial
Even during crisis, Gandhiji was as cool as a cucumber. (calm
/ composed) Comparison
Task 1: Fill in the blanks choosing appropriate idioms from
the brackets.
1. Gandhiji was ................ his simplicity.
2. He was ................ affairs.
3. August 15'”, 1947 is a ................
4. The Britishers left India with their ................
5. Gandhiji, though thin, was as ................
6. The news of Gandhiji’s death spread
like ................
7. It is said of Nehru that he was born with a
................
8. Gandhiji was always ................ fear and hatred.
9. He ................ eating mutton.
10. Peanuts and goat’s milk were a ................ of his diet.
(free from, gave up . part and parcel, red letter day, bag and
baggage, at the helm of, fit as a fiddle, famous for, wild fire,
silver spoon)
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Task 2: Match the words/phrases from column A with column
B to form idioms.
A B
turn a escape
square peg problem
hit the nail horse
a narrow on the head
a knotty glove
hand in in a round hole
bolt from the lion in its’ den
a dark of time
to beard the blue
in the nick deaf ear

Task 3: Match the idioms given in column A with meanings

given in column B.
A B
Good Samaritan reveal a secret
kith and kin tease
pull one’s leg ran away
feather in the cap scold
give a piece of mind achievement
to let the cat out one who helps others
of the bag
took to the heels relatives
hard and fast rule cheerful
in high spirits disregard
turn a deaf ear to strict regulation

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E. Study skills
The teacher will read a passage. As he/she reads, follow
the notes given below:
(The Teacher reads)
1. Life in small societies
1.1 People shared things
1.2 No need for money
2. Life in bigger societies
2.1 Each worker a specialist
2.2 Difficult to exchange goods
2.3 Birth of money
2.3.1 Initially stone, then gold and silver
2.3.2 Now paper and nickel
3. Suitable title (e.g. The Origin of Money)
Note taking is used:
• to record points of a lecture/discussion/speech
• to convey telephonic messages without omitting details
• to record information for future reference
• to revise lessons easily before examinations
How do we take notes?
1. Listen carefully
2. Look out for the main points
3. Omit illustrations
4. Condense (shorten) the information
5. Note down the points
(The notes taken can be used to develop a report.)
Task: The teacher will read a news item. Listen carefully,
take notes, prepare a summary and give a suitable title.
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F. Grammar
Gandhiji is the greatest Indian leader.
Gandhiji is greater than all other Indian leaders.
No Indian leader is as great as Gandhiji.
In the sentences given above “great, greater and greatest”
are adjectives used in their different degrees of comparison.
The comparative form of an adjective compares two things
or people. The superlative form of an adjective compares more
than two things or people. For most adiectives of one syllable and
some adjectives of two syllables, -er and -est are added to form
the comparative and superlative degrees. For words ending in ‘y’,
it is replaced with ‘i’ before adding -er and -est.
e.g. One syllable words: tall, taller, tallest
dry, drier, driest
Words of two syllables: funny, funnier, funniest
clever, cleverer, cleverest
All longer adjectives including a few disyllabic adjectives,
form the comparative and superlative by adding ‘more’ and ‘most’
before the adjective.
e.g. beautiful, more beautiful, most beautiful
Some adjectives have irregular forms that do not follow these
rules.
e.g. good, better, best bad, worse, worst
far, farther, farthest
Task 1: Complete each sentence using the comparative or
superlative degree.
1. Iron is ................... (useful) than any other metal.
2. Many people consider the Taj Mahal to be the
.................. (wonderful) building in the world.
3. Both Rajan and Dravid read well. But Dravid is a
............... (good) reader.
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 4. Your cold is ...................... (bad) than mine.
5. Malathi is the ......................(good) singer in the school choir.
6. She is the ......................(old) of the two sisters. She is the
(tall) in the family.
7. Uranium is one of the ......................(heavy) of elements.
8. She is the ...................... (intelligent) girl in the whole class.
Task 2: Read the following passage. Fill in the blanks with
correct degrees of comparison.
Emu is the ................. (big) Australian bird. Only the Ostrich
is ..................... (large) than Emu. An Emu is ...................... (tall) as a
man, but not so .................... (heavy). Emu’s feathers are ................
(thick) and............(dark). Its wings are ...................... (small). And
an Emu cannot fly, but it can run ...................... (fast) as a horse, on its
long, strong legs.
Task 3: The following table shows the maximum temperature
in a few Indian cities on 12.09.2003. Look at the table
and fill in the blanks with the correct forms of ‘high/
low’.
September 12, 2003

Cities Temperature (in Celsius)

Coimbatore 35
Kodaikanal 19
Kolkatta 34
Mumbai 31
New Delhi 32

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 1. Coimbatore has the ...................... temperature.
2. Kodaikanal has the....................... temperature.
3. The temperature in Mumbai is ............. than Kodaikanal,
but ............................................... than New Delhi.
4. The temperature in Kolkatta is ..... than in Coimbatore.
but ............................................... than all the other places.
Task 4: The following table shows the distance of a few planets
from the sun. Look at the table and fill in the blanks
with the correct degrees of comparison.
Planet Distance from the sun (million km.)
Mercury 69.4
Venus 109.0
Earth 152.6
Of all the planets, Mercury is the .................. (close/far) to
the sun. Venus is ......................(close/far) to the sun than the earth, but
.................... (far/close) than Mercury. Earth is the ............. (far/
close) of all.
Tusk 5: Fill in the blanks of the following proverbs with the
correct degree of comparison of the adjectives given
in brackets.

1. The pen is .................................... (mighty) than the sword.

2. Prevention is ................................ (good) than cure.
3. Empty vessels make .................... (much) noise.
4. A miss is as ................................. (good) as a mile.
5. Actions speak .............................. (loud) than words.
6. Peace has won ............................ (fine) victories than war.
7. Honesty is the .............................. (good) policy.
8. The......................(noble) vengeance is to forgive.

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 In the following examples, sentence 1 has been changed
into the other degrees of comparison, without changing the
meaning.
1. Gandhi is the greatest of all leaders. (superlative)
2. Gandhi is greater than all other leaders. (comparative)
3. No other leader is as great as Gandhi. (positive)
1. Chennai is one of the biggest Indian cities. (superlative)
2. Chennai is bigger than most other Indian cities.
(comparative)
3. Very few Indian cities are as big as Chennai. (positive)
Task: Change the following sentences into the other degrees
of comparison, without changing the meaning.
1. No other planet is so big as Jupiter.
2. Shakespeare is the greatest of all English poets.
3. Australia is the largest island.
4. The blue whale is heavier than any other mammal.
5. The ants are more industrious than any other insects.
G. Writing
Read the following excerpt from Louis Fischer’s biography
on Gandhi. Take note of the punctuation marks.
One afternoon, during an hour’s interview with Gandhiji, I
alluded to the only decoration in his mud-walled hut: a black-and-
white print of Jesus Christ with the inscription, “He is Our Peace.”
“How is this?” I asked. “You are not a Christian.”
“1 am a Christian and a Hindu and a Muslim and a Jew”, he
replied. He went beyond tolerance and attained the identification
with others which is the synonym of love.

119
Task1: Punctuate the following dialogue using capitals,
commas, full stops, question marks, etc.
mr gandhi im sorry youre under arrest said the police officer
is not sorry at all replied gandhi
Task 2: Rewrite the passage with correct punctuation marks.
(Delete the wrong ones.)
Your mouth is a battleground! the enemy is called plaque?
how can you fight it. The best weapon is your tooth brush. You can
also win the battle by The food you eat? The more often you eat
sweet things. the worse it is for your teeth apples and raw carrots
are best for Teeth?
H. Occupational competency
Read the following headlines taken from an English daily,
published during the life time of Mahatma Gandhi.
April 5, 1930 August 8, 1942
The Salt Satyagraha Quit India
Mahatma’s march ends Mahatma Gandhi
arrested
The call to his countrymen Lathi charge on
volunteers

August 15, 1947 January 31, 1948

Independence Assassination
Free India is born Gandhiji shot dead
last evening
New Indian Cabinet Assassinated on way
to prayer meeting

Task 1: Your school has been asked to present a television

programme to be telecast on 2nd October. Prepare a
presentation based on the headlines given above.
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Task 2: You are to interview a freedom fighter who participated
in the Salt Satyagraha, for a TV show. Sit in groups
and prepare the questions that you would like to ask.
I. Strategic competency
Read this passage and translate it into your mother tongue.
And so the long, dark night of centuries had come to an end,
and freedom’s dawn was slowly silvering the Indian horizon.
The banner of Motherland, the brave Tricolour - saffron and
white and green, with the Ashoka wheel embossed in blue in the
middle was unfurled in a solemn hour on the floor of the Constituent
Assembly.
Under this flag, there is no difference between prince and
peasant; between rich and poor; between man and woman.
J. Creative competency
Watch a TV programme on any famous personality. Then
write a report on the programme. Use the following hints.
Name of the programme:
Channel:
Date and Time of telecast:
Person featured in the programme
Special Features:
Your Impressions:

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 POEM
HONEST THOUGHT AND SIMPLE TRUTH
How happy is he born and taught
That serveth not another’s will;
Whose armour is his honest thought,
And simple truth his highest skill!
Whose passions not his masters are,
Whose soul is still prepared for death;
Untied unto the world with care
Of princely love or vulgar breath;
Who hath his life from rumours freed,
Whose conscience is his strong retreat
Whose state can neither flatterers feed,
Nor ruin make accusers great;
Who God doth late and early pray
More of His grace than gifts to lend;
Who entertains the harmless day
With a well-chosen book or friend;
This man is free from servile bands
Of hope to rise or fear to fall;
Lord of himself, though not lands;
And having nothing, he hath all.
- Sir Henry Wotton
Note: Sir Henry Wotton (1568-1639) was i born in England.
While studying at Oxford, he met John Donne, the first and the
greatest of the Metaphysical Poets, who later became a close friend.
Although his works are small in number they are known for having
great poise and polish.

122
Glossary
armour /’A :m@/ - metal clothing for soldiers
passions /’p{Snz/ - powerful emotions
soul /s@Ul/ - mind or spirit of a person
princely /’prInslI/ - beautiful or impressive
vulgar /’vVlg@/ - rude or offensive
rumours /’ru:m@z/ - unofficial information that
may be true or untrue
conscience /’kQnS@ns/ - the voice of the mind
retreat /rI ‘tri:t/ - go back
flatterer / ‘fl{t@r@/ - one who praises others
accuser /@ ‘kju:z@/ - one who charges another
of a fault
entertain /ent@ ‘teIn/ - make people enjoy
servile / ‘s@:vaIl/ - willing to obey

I. Comprehension questions.
1. What is the armour of the happiest man?
2. What is his skill?
3. What kind of life does he lead?
4. When does he pray God?
5.. What does he pray?
6. Is he a rich man?
II. Appreciation Questions.
1. Who is the happiest man on the earth?
2. Is he ready to die? Why?
3. What are the qualities of the happiest man?
4. Pick out the rhyming pairs of words.

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 UNIT VI
COMPETENCIES:

A LISTENING: Listening to the stress of words ending in

-ity

B SPEAKING: Practising a dialogue

C READING: Evaluating and appreciating literary pieces

D VOCABULARY: Identifying and using foreign words/

phrases in English

Using words/phrases appropriately in relevant spoken/written

contexts

E STUDY SKILLS: Editing and drafting an essay

F GRAMMAR: Using the ‘articles’

G WRITING: Condensing a piece for precis writing

H OCCUPATIONAL COMPETENCY: Filling in an

application form for admission into an educational institution

I STRATEGIC COMPETENCY: Translating

J CREATIVE COMPETENCY: Expanding on a proverb

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 UNIT VI
COMPETENCIES:

A LISTENING: Listening to the stress of words ending in

-ity

B SPEAKING: Practising a dialogue

C READING: Evaluating and appreciating literary pieces

D VOCABULARY: Identifying and using foreign words/

phrases in English

Using words/phrases appropriately in relevant spoken/written

contexts

E STUDY SKILLS: Editing and drafting an essay

F GRAMMAR: Using the ‘articles’

G WRITING: Condensing a piece for precis writing

H OCCUPATIONAL COMPETENCY: Filling in an

application form for admission into an educational institution

I STRATEGIC COMPETENCY: Translating

J CREATIVE COMPETENCY: Expanding on a proverb

124
A . Listening
a. The teacher will read a pasage. Listen carefully.
(The teacher reads)
Now, answer the following questions.
1. What kind of an owner are you?
2. What do you own?
3. What ensures good viewing?
4. The passage is ..............
a) an advertisement b) an announcement
c) a report d) a product pamphlet
b. Now, the teacher will read two words from the passage.
Listen and repeat.
(The teacher reads)
Worlds which end in - ity are stressed on the third syllable
from the end.
e.g ‘qua li ty, fa’ci li ty
Here are some more examples.
ac’tivity, hu’mility, elec’tricity, e’quality, mo’rality,
possi’bility, origi’nality.
Task : The teacher will read the following proverbs. Listen
and mark the stress on the words ending in -ity.
1. Curiosity killed the cat.
2. Necessity is the mother of invention.
3. Adversity makes men, prosperity monsters.
4. Familiarity breeds contempt.
5. Ability is a good thing, but stability is even better.
6. Civility costs nothing.
7. Generosity is the flower of justice.
8. He that plants a tree, plants for posterity.

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B. Speaking
The following is a conversation between a young student
wanting to become a writer and a bookseller.
(Rohit visits a book fair. He has heard that many eminent
writers are visiting the fair to read excerpts from their books. He
wants to meet them. He approaches a bookseller. )
Rohit : Excuse me, Sir. Good evening.
Bookseller : Good evening. What can I do for you?
Rohit : Will any eminent writer visit your stall today?
Bookseller : Yes. Sushmita, who writes science fiction for
children is visiting us at 6.00 this evening.
Rohit : Can I meet her? I want to become a writer one day.
1 would like to talk to her and get some tips.
Bookseller : Sure. It’s 5 p.m. now. You can go around the book
fair and come back at 6 p.m. or stay here till she
comes.
Rohit : I am excited. I’d prefer to stay here and browse
through some books.
(After some time)
Bookseller : Why don’t you buy this book, “Tips for Writers”?
Rohit : I already have one.
Bookseller : What about this book? “How to become a Good
writer?”
Rohit : All right. I’ll take it. How much does it cost?
Bookseller : 60 Rupees. As you’re a student you’ll get 20%
discount.
Rohit : Thank you!
Bookseller : You’re welcome.
Task 1: Practise this conversation in pairs.
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Task 2: Complete the conversation between Rohit and the
writer and practise it.
Rohit : I’m Rohit. I’m happy to meet you Madam.
Sushmita : ..............................................................
Rohit : I have read most of your books. I’m very much
........................................
Sushmita : Thank you, Rohit.
Rohit : By the way, I want to become a writer one day.
Sushmita : What do you want to write?
Rohit : ........................ Can you give me a few tips?
Sushmita : ........................................
Rohit : Ca I have your autograph on this book ..... Thank
you.
C. Reading
Pre-reading question
Would you like to be taught without books?

TOMMY FINDS A BOOK

‘A good book is the best of friends, the same today ami forever’

127
 (Issac Asimov, a great science fiction writer, bids adieu to
the present world and speculates on the future, a not too distant
future. It is a world sans books and writing; no books as we read
and write them today. Our century is spoken of as outdated.)
It was May 17, 2155. Margie’s friend Tommy had found a
real book! It was a very old book. They turned the pages, which
were yellow and crinkly, and it was awfully funny to read words
that stood still instead of moving the way they were supposed to -
on a screen, you know.
‘Gee,’ said Tommy, ‘what a waste. When you’re through
with the book, you just throw it away, I guess. Our television screen
must have had a million books on it and it’s good for plenty more.
I wouldn’t throw it away.’
‘Same with mine,’ said Margie. She was eleven and hadn’t
seen as many telebooks as Tommy had. He was thirteen.
She said, ‘Where did you find it?’
‘In my house’. He pointed without looking, because he was
busy reading. ‘In the attic.’
‘What’s it about?’
’School’.
Margie was scornful. ‘School? What’s there to write about
school? I hate school.’ Margie always hated school. Now, she hated it
more than ever. The mechanical teacher had been giving her test
after test in geography and she had been doing worse and worse
until her mother had sent for the Inspector.
He was a round little man with a red face and a whole box of
tools with dials and wires. He smiled at her and gave her an apple,
then took the teacher apart. Margie had hoped he wouldn’t know
how to put it together again, but he knew how all right and, after
an hour or so, there it was again, large and black and ugly with a
big screen on which all the lessons were shown and the questions
128
were asked. That wasn’t so bad. The part she hated most was the
slot where she had to put homework and test papers. She always
had to write them out in a punch code - they had made her learn it
when she was six years old - and the mechanical teacher calculated
the marks in no time.
The inspector had smiled after he was finished and patted
her head. He said to her mother, ‘It’s not the little girl’s fault, Mrs.
Jones. I think the geography sector was geared a little too quick.
These things happen sometimes. I’ve slowed it up to an average
ten-year level.
Margie was disappointed. She had been hoping they would
take the teacher away altogether. They had once taken Tommy’s
teacher away for nearly a month because the history sector had
blanked out completely.
So she said to Tommy, ‘Why would anyone write about
:hool?’
‘Because it’s not our kind of school, stupid. This is the old
kind of school that they had hundreds and hundreds of years ago.’
Margie was hurt. ‘Well, I don’t know what kind of school
they had all that time ago. Anyway, they had a teacher.’
‘Sure they had a teacher, but it wasn’t a regular teacher. It
was a man.’
‘A man? How could a man be a teacher?’
‘Well, he just told the boys and girls things and gave them
homework and asked them questions.’
‘A man isn’t smart enough’.
‘Sure he is. My father knows as much as my teacher.’
’He can’t. A man can’t know as much as a teacher.’
’He knows almost as much, I bet.’
Margie said, ‘I wouldn’t want a strange man in my house to
129
teach me.’
Tommy screamed with laughter, ‘You don’t know much,
Margie. The teachers didn’t live in the house. They had a special
building and all the kids went there.’
‘And all the kids learned the same things?’
’Sure, if they were the same age.’
‘But my mother says a teacher has to be adjusted to fit the
mind of each boy and girl it teaches.’
‘Just the same, they didn’t do it that way then.’
They weren’t even half-finished when Margie’s mother
called, ‘Margie! School!’
Margie looked up. ‘Not yet, mamma.’ She wanted to read
about those funny schools.
‘Now,’ said Mrs. Jones. ‘And it’s probably time for Tommy,
too.’
Margie said to Tommy, ‘Can I read the book some more with
you after school?’
‘May be,’ he said, nonchalantly. He walked away whistling,
the dusty old book tucked beneath his arm.
Margie went into the schoolroom. It was right next to her
bedroom, and the mechanical teacher was on and waiting for her.
It was always on the same time every day except Saturday and
Sunday, because her mother said little girls learned better if they
learned at regular hours.
The screen was lit up, and it said: ‘Today’s arithmetic lesson
is on the addition of proper fractions. Please insert yesterday’s
homework in the proper slot.’
Margie did so with a sigh. She was thinking about the old
schools they had when her grandfather’s grandfather was a little
boy. All the kids from the whole neighbourhood came, laughing
130
and shouting in the schoolyard, sitting together in the schoolroom,
going home together at the end of the day. They learned the same
things so they could help one another on the homework and talk
about it.
And the teachers were people ..............
The mechanical teacher was flashing on the screen: ‘When
we add the fractions ½ and ¼ .......................... ’
Margie was thinking about how the kids must have loved it
in the old days. She was thinking about the fun they had.

Glossary
crinkly /’krI?çklI/ - showing wrinkles
awfully /’O:fUlI/ - terribly
gee /dZi:/ - (American English) an
expression of surprise
telebook /’telIbUk/ - a book read on the
television screen
attic /’{tIk/ - room in the roof of a house
@BDINOSQUTV:Z{
scornful /’skO:nfUl/ - sarcastic
A
slot /slQt/ - narrow opening
punch code /pVntS keUd/ - a system of words, letters
and signs .........
sector /’sekt@/ - area or region
geared /gI@d/ - adjusted
blanked out /bl{Nkt aUt/ - disappeared
nonchalantly /’nQnS@l@ntlI/ - showing no interest
tucked /tVkt/ - put into a position
arithmetic /@’nITm@tIk/ - mathematical calculations
such as addition,
multiplication, etc.
sigh /saI/ - a deep breath of sadness
longing, relief, etc.
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Synonyms
The following words are taken from your lesson. Their
Synonyms are given in Box A and Antonyms in Box B. Match
them correctly.
A B
queer real loved
amusing hated manual
authentic strange serious
automatic funny common
detested mechanical false
Comprehension
1. Answer the following questions in a sentence or two.
1. How old were Tom and Margie?
2. What did Tom find? Where did he find it?
3. Describe the book they found.
4. Describe the Inspector.
5. Where is Margie’s school and who is her teacher?
6. Why does Margie feel that a man can’t be as smart as a
teacher?
7. What was wrong with the mechanical teacher?
8. What is Tom’s attitude towards Margie?
II. Answer the following in a paragraph.
1. What is Margie’s attitude towards school? Why?
2. Did Margie long for the old schools? Why?
III. Fill in the blanks appropriately.
1. Tommy’s television screen must have had a
.................... books on it.
(number of, million, thousand)
2. The pages of the book were yellow and ................
(crinkly, wrinkled, dirty)

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 3. The book was about a ................
(computer, school, teacher)
4. Margie wrote her homework in a ..................
(notebook, computer, punch code)
5. The history sector in Tommy’s teacher had
..................... completely.
(blanked out, shut down, geared)
IV. Say whether the following are True or False.
1. Margie had seen as many telebooks as Tommy had.
2. Margie felt that a man couldn’t know as much as a
teacher.
3. The Inspector set right the mechanical teacher.
4. In the old school, the kids helped one another on the
homework.
5. Margie’s grandfather had attended the old school.
Apprecitating Poetry
Read the following poem.
The School Master
A man, severe he was, and stern to view;
I knew him well, and every truant knew;
Yet he was kind, or, if severe in aught,
The love he bore to learning was in fault.
The village all declared how much he knew;
’Twas certain he could write and cypher too;
While words of learned length and thundering sound,
Amazed the gazing rustics ranged around;
And still they gazed and still the wonder grew,
That one small head could carry all he knew.
Find the meanings of these words:
truant, gazed, rustics, wonder
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Answer these questions after reading the poem again.
1. What kind of person is the schoolmaster?
2. What does he love?
3. What was the wonder?
4. Who do you think is the narrator in the poem?
Read the poem again.
Task : Compare the schoolmaster with Margie’s mechanical
teacher and write a short paragraph.
D. Vocabulary
I. The following sentences have been taken from your lesson:
Isaac Asimov bids adieu to the present world.
It is a world sans books and writing.
The words in bold are foreign words that the English language
has borrowed.
Both are from French -
adieu - good-bye
sans - without
English can rightly be called a universal language - universal
not only because it is used widely but also because it has borrowed
from most of the languages. It has accepted words from French,
Latin, Greek, etc., and made them a part of its vocabulary stock. It
has even taken words from Indian languages and enriched itself.
Look at some more words that English has borrowed from other
languages:
When you go to a restaurant you are asked whether you
want a buffet or ..........
You ask for the menu.
You ask, “What is the chef’s special?”

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The words in bold are borrowed from French.
buffet - a meal made up of several dishes from which
guests serve themselves
menu — a detailed list, especially of dishes in a restaurant
chef- a professional cook in a restaurant
Other words borrowed from French are -
bon voyage - have a good journey
elite - a group of people regarded as the best in a society
or organisation
The following words have been borrowed from Latin:
alias - also known as
extempore - without previous preparation
incognito—in disguise
status quo - the same state as before
sine die—without assigning a date
The following words have been borrowed from Indian languages:
catamaran - a boat
curry - hot, spicy dish
bungalow-a big house
juggernaut - a large vehicle
Task: From the following list identify the words that have
been borrowed from other languages and find their
meaning, with the help of your teacher.
chauffeur dive postmortem cuisine
crack bon vivant thought cold
bonafide teach via tree
ship ad hoc pig etcetera
exempli gratia pen viz coolie

135
II. We should be always correct in our usage while speaking
or writing.
‘The book that Tommy found deals about school’, is wrong.
‘The book that Tommy found deals with school’, is the correct
usage. A book, film, lecture, etc., deals with a particular subject, not
about.
‘He knows much about computers,’ is wrong.
’He knows a lot about computers,’ is right.
‘I took pity for him,’ is wrong.
’I took pity on him,’ is right.
adopted : adoptive
Rathi is the adopted child of Mrs. & Mr. Punithakumar
Mrs. & Mr. Punithakumar are Rathi’s adoptive parents.
Task: Use the above words/phrases in sentences of your own.
E. Study skills
Margie and Tommy read telebooks thanks to Baird and
Babbage. Shouldn’t we thank .............................................. , for
shrinking time and distance by the welcome ring in our homes?
“Number, please”, says the telephone operator, and our minds
fly back to Alexander Graham Bell, the Scotsman who gave us
taught
this wonderful instrument. His father was a teacher of-the deaf,
^
his he
and so from^early years^the boy learned about the laws of
studied
speech and the vibrations of sound. He began to study^electricity,
ed
and to wonder if it would not be possible to convey the human
^
voice along the wire, just like the telegraphic code.
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 His and
Slowly his^experiments took shape, until at^ last he was able
By
to speak along a wire to a friend in another room. Now, by the
^
wonderful gift received from Graham Bell we can call for help
when it is needed, ask for information or have a quiet chat with a
friend.
Alexander Graham Bell gave us this wonderful instrument.
His father taught the deaf, so from his early years he learned about
the laws of speech and the vibrations of sound. He studied
electricity, and wondered if it would not be possible to convey the
human voice along the wire. His experiments took shape and at
last he was able to speak along a wire to a friend in another room.
By the wonderful gift received from Graham Bell we can call for
help, ask for information or chat with a friend.
The above is a model of editing and drafting.
When we refer to books in the library or listen to lectures,
we do not and cannot take down everything. We jot down points/
bits and pieces of information. Then we try to make a paragraph
out of it. This attempt is called Drafting.
Editing is the process of revising the draft - correcting errors
of any kind - spelling, grammar, etc., and arranging the sentences
to form a coherent passage.
Even when we write an essay, we first jot down the points.
We then elaborate the points into a rough draft. Next we edit it,
checking it for spelling/grammatical errors, irrelevant details, etc.
Finally we make the fair draft.
Task: Use the library and refer to some books on ‘Reading
as a hobby’. Using the above technique of editing and
drafting prepare an essay.
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F. Grammar
Look at the following sentences taken from your lesson:
1. A man can’t know as much as a teacher.
2. Tommy finds a book.
3. Can I read the book with you after school?
In sentence 1, ‘A’ man / ‘a’ teacher refers to the tribe (whole
class).
This is a generic reference.
In sentence 2, ‘a’ book refers to a particular, but not (yet)
specified thing.
This is a specific reference (known but not specified)
In sentence 3, ‘the’ refers to a particular book.
This is a specific reference (known and specified)
Uses of the indefinite articles:
1. ‘A’ and ‘an’ are used with singular countable nouns.
e.g. The Inspector had a box of tools.
The Inspector gave Margie an apple.
2. ‘A’ and ‘an ‘ are used when talking about a person or
thing for the first time.
e.g. ‘I found a book.’.......... ‘Where did you find the
book?’
(When you refer to the same person or thing the second time, you
use’the’.)
3. ‘A’ and ‘an’ are used with an adjective and a noun to give
more information about someone or something.
e.g. Tommy had found a real book!
The Inspector had a red face.
4. ‘A’ and ‘an’ are used to refer to ‘one’.
e.g. It was the old school of a hundred years ago.
5. A’ and ‘an’ are used in the sense of’any’.
e.g. A man can’t know as much as a teacher.
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Common uses of the definite article:
‘The’ is used -
- in front of a noun
e.g The fun they had.
All the kids learnt the same things.
- when the person spoken to knows which person or thing
one means
e.g. Can I read the book with you after school?
- when one is referring to someone or something already
specified.
e.g. Margie had a mechanical teacher....... The teacher
gave her test after test.
- when one is referring to something unique
e.g. the sun, the moon, the earth
- before musical instruments
e.g. the guitar, the violin
- before mountain ranges, seas, rivers, gulfs, etc.
e.g. the Alps, the Red Sea, the Yamuna, the Gulf of
Mexico
- before superlatives
e.g. the best, the tallest
- before adjectives to talk about a general group of people
e.g. the rich and the poor
- before certain books
e.g. the Bible, the Vedas
- before ordinals
e.g. the 21st century
- as an adverb before comparatives
e.g. the more the merrier

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Task 1: Fill in the blanks with definite/ indefinite articles.
Mark ‘X’ where there isn’t any article.
1. ..........dog makes.......... good pet.
2. I had dinner at.......... friend’s house.
3. .........monkeys climb trees.
4. Would you like to have..........cup of tea or..........milk?
5. I read..........Bible everyday.
6. When we go on holiday, we stay at ....... hotel,
or...........inn, whichever is cheaper.
7. There are...........few seats left here.
8. After I returned from vacation, I was asked about ..........
places I had visited.
9. .......bus for Kanyakumari leaves ..........depot at 7.00 p.m.
10. I like coffee and biscuits.
11. .............Amazon is..........longest river.
12. My grandfather lived to be...........hundred.
13. .......sunshines.
14. He studies in........sixth standard.
15. .......apple...........day keeps the doctor away.
16. She bought............dictionary, .............pen and.........ink
bottle.
17. She never goes out without..........umbrella.
18. It is........better of........two.
19. Is this.........pen I gave you?
20. He always offers alms to...........poor.
Task 2: Rewrite the passage using articles wherever necessary.
Once upon time, there was prince in Plasidigora. He wanted
to marry beautiful princess. King came to know about his son’s
wish and he sent his advisor in search of princess for his son.
Advisor was fool. He heard about pretty princess in neighbouring
country. He rushed back to king without making more enquiries. It
was discovered that princess was only 10 years old.
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G. Writing
Read the following passage.
Yellow and crinkly books are a bibliophile’s pride
What about a philatelist?
A stamp is to many people, just a slip of paper that takes a
letter from one town or country to another. They are unable to
understand why we stamp collectors find so much pleasure in
collecting them and how we find time to indulge in our hobby. To
them it seems a waste of time, a waste of effort and a waste of
money. But they do not realise that there are many who buy stamps,
many who find the effort worthwhile and many who, if they did
not spend their time collecting stamps, would spend it less
profitably. We all seek something to do in our leisure time and
what better occupation is there to keep us out of mischief than that
of collecting stamps? An album, a packet of hinges, a new supply
of stamps - and the time passes swiftly and pleasantly.
Stamp collecting has no limits and a collection never has an
and; countries are always printing and issuing new stamps to
celebrate coronations, great events, anniversaries and deaths. And
the fascination of collecting is trying to obtain these stamps before
one’s rivals get them. Every sphere of stamp collecting has its
fascination - receiving letters from distant countries and discovering
old stamps in the leaves of dusty old books. A stamp itself has a
fascination all its own. Gazing at its little picture we are transported
to the wilds of the Congo, the homes of the Arabs, and the endless
racks of the Sahara desert. There is a history behind every stamp.
The ancient Roman Empire, the Constitution of America, India’s
independence and the Allied victory, are all conveyed to our mind’s
eye by means of stamps. We see famous men - printers, writers,
scientists, soldiers, politicians - and famous events. Stamps so small
and minute contain knowledge that is vast and important.
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Main points:
• Stamp collectors find pleasure in collecting stamps
• Others consider it a waste of time, effort and money
• Can’t realise that many enjoy buying stamps
• Stamp collecting occupies their leisure
• Time spent profitably
• Helps pass time swiftly and pleasantly
• Stamp collecting has no limits, no end
• Countries always printing and issuing new stamps to
celebrate national events, anniversaries, etc.
• A stamp has a fascination of its own
• Transports one to the wilds, homes of the Arabs, Sahara
desert, etc.
• There is a history behind every stamp
• Tells about the ancient Roman empire, Constitution of
America, India’s independence, the Allied victory
• We see famous people and incidents on stamps
• Though small, contain vast and important knowledge
Rough Draft :
While stamp collectors find pleasure in collecting stamps,
many people regard stamps as something necessary only to send
letters. They consider stamp collecting as a waste of time, effort
and money. But they do not realise that there are many who enjoy
buying stamps. We all do something in our leisure. And stamp
collecting as a hobby occupies one’s leisure time. The time thus
spent is spent profitably. Time also passes swiftly and pleasantly.
Stamp collecting has no limits and a collection never has an
end. Countries are always printing and issuing new stamps to
celebrate national events, anniversaries, etc. A stamp has a
fascination of its own. Looking at the pictures, it transports us to
the wilds, deserts, etc. There is a history behind every stamp. It
tells about the Roman Empire, India’s independence, etc. We see
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famous men and famous events on stamps. Though stamps are small,
they contain vast and important knowledge
Fair Draft:
Stamp collecting
Many people regard stamps as something necessary to send
letters. They consider stamp collecting a waste of time, effort and
money. They do not realise that many people enjoy buying stamps.
This hobby occupies their leisure, keeps them busy and helps them
to pass their time quickly, pleasantly and profitably.
Stamp collecting is unlimited and unending: countries are
always issuing new stamps to celebrate national events. It is
fascinating to receive letters from distant countries and also to
discover stamps in old books.
A stamp itself is fascinating, showing geographical and
historical pictures, famous people and events. Stamps, although
small, contain vast knowledge.
Number of words in the precis: 103
Number of words in the passage: 304
A precis is a summary of a passage. It is approximately one-
third the length of the original.
Points to remember:
Reduce wherever possible:
1. Clause to phrase e.g. when the sun was setting to ‘sunset’
2. Phrase to single word e.g. in the not too distant future-
‘soon’
3. Conversation to gist
Method:
1. Read the passage carefully.
2. Read again to understand.
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 3. Write down important points / facts.
4. Write your rough draft from the points.
5. Edit the rough draft and make a fair draft.
6. Supply a suitable title.
Important : Don’t pick sentences here and there and string
them together.
Don’t give your own comments.
Task: Write a precis of the following passage.
Margie didn ‘t like school. Her mechanical teacher was on
the same time everyday except Saturday and Sunday, because her
mother said little girls learned better if they learned at regular hours.
Is such discipline necessary?
One of our most difficult problems is what we call discipline,
and it is really very complex. You see, society feels that it must
control or discipline the citizen, shape his mind according to certain
religious, social, moral and economic patterns.
Now, is discipline necessary at all? Please listen carefully,
don’t immediately say, “Yes” or “No’. Most of us feel, especially
while we are young that there should be no discipline, that we
should be allowed to do whatever we like, and we think that is
freedom. But merely to say that we should be free and so on, has
very little meaning without understanding the whole problem of discipline.
The keen athlete is disciplining himself the whole time, isn’t
he? His joy in playing games and the very necessity to keep fit
makes him go to bed early, refrain from smoking, eat the right
food and generally observe the rules of good health. His discipline
and punctuality is not an imposition but a natural outcome of his
enjoyment of athletics.
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 Now does discipline increase or decrease human energy?
Human beings throughout the world, in every religion, impose
discipline on the mind, which implies control, resistance and
adjustment. Is this necessary? If discipline brings about a greater
output of energy then it has meaning. But if it suppresses human
energy, then it is harmful, destructive. All of us have energy and
the question is whether that energy can be made vital, rich or
whether discipline destroys whatever energy we have.
H. Occupational Competency
Task: You have completed Std. X. You are seeking admission
into Std. XI. You have to fill in the following form.
................... Government Higher Secondary School, ............
Application No. 999
Application for Admission
(Higher Secondary Course)
1. Name of the applicant in full as:
given in the School Leaving
Certificate / Transfer Certificate
2. Date of birth & Age :
3. Sex :
4. Father’s Name :
Occupation :
Mother’s Name :
Address :

5. Total Marks obtained in Std. X :

(attach copy of mark sheet)
6. Month and year of appearance :
7. School last studied :
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8. Mother Tongue :
9. Medium of Instruction :
10. Course of study selected :
Part I : Tamil / Hindi/French
Part II : English
11. Choice of Group under Part III (Tick the relevant group)
A: Maths, Physics, Chemistry, Biology
B: Maths, Physics, Chemistry, Computer Science
C: Business Maths, Commerce, Accountancy, Economics
12. Reason for choosing the group :

13. Reason for choosing the school :

Station : Signature of applicant

Date : Signature of parent

I. Strategic Competency
Read the following passage and attempt a translation.
The Gurukula system of education is the oldest on our planet
tracing its roots back 10,000 years. ‘Guru’ means teacher and ‘Kula’
means family. This traditional method of teaching/learning in India
involved living with the teacher as if the student were a part of the
family. Education was a dynamic process, imbibed through living,
travelling with and completely associating oneself with the Guru.
Teachers were held in high esteem. At the Gurukula all the aspects
of one’s personality- physical, mental and spiritual, were developed
utilising an integrated curriculum.

146
J. Creative Competency
The Inspector who came to set right Margie’s mechanicall
teacher was a round little man with a red face.
‘Face is the index of the mind.’
When we meet someone his face is all we see. And the face
gives us an indication of the character of the man to some extent,
his present frame of mind and sometimes also his emotions and
economic conditions. For example, at an interview we find
candidates nervous and they fumble. In the hospital we find anxious
relatives; after a victory we find joy on the faces of individuals.
We understand their condition without a word being spoken.
Faces don’t always tell us the whole truth. Appearances might
be deceptive and we may err at times. But generally the face tells
the truth about man.
Expanding a proverb is similar to writing a paragraph
on a given idea.
In a paragraph there must be a topic sentence or key
sentence. The other sentences only explain it. When a proverb
is given, the proverb becomes the ‘topic’ sentence.
In the above paragraph:
The topic sentence is - ‘Face is the index of the mind’.
The other points are:
i. a man’s character, emotions and economic conditions
ii. interview - nervous, hospital - anxious, victory -joy
iii. appearances may be deceptive, at times
iv. generally, face tells the truth about man
Task: Expand the following proverbs.
1. A teacher is better than two books.
2. Experience is the best teacher.
147
 POEM
THE TABLES TURNED

Up! up! my Friend, and quit your books;

Or surely you’ll grow double:
Up! up! my Friend and clear your looks;
Why all this toil and trouble?
Books! ’tis a dull and endless strife:
Come, hear the woodland linnet,
How sweet his music! on my life,
There’s more of wisdom in it.
And hark! how blithe the throstle sings!
He, too, is no mean preacher:
Come forth into the light of things,
Let Nature be your Teacher.
She has a world of ready wealth,
Our minds and hearts to bless -
Spontaneous wisdom breathed by health,
Truth breathed by cheerfulness.
148
One impulse from a vernal wood
May teach you more of man,
Of moral evil and of good,
Than all the sages can.
Enough of Science and of Art;
Close up those barren leaves;
Come forth and bring with you a heart
That watches and receives. s
- William Wordsworth
William Wordsworth (1770 - 1850), is the greatest of the
Romantic poets. He wrote poems about simple things and about
ordinary men. His poetry is full of his philosophy of Nature and
Man. In Nature he saw the manifestation of God.
Glossary
quit /kwIt/ - leave
toil /tOcl/ - hard work
strife /straIf/ - fighting
linnet /’lInIt/ - sweet singing bird
hark /hA:k/ - listen
blithe /blaIð/ - happy
throstle /’TrQsl/ - a bird
spontaneous /spQn ‘teInj@s/ - happening in a natural way
impulse /’ImpVls/ - strong feeling
vernal /’v@:nl/ - appearing in spring
sages /seIZIz/ - hermits
barren leaves /’bær@n li:vz/ - here, the book
I. Comprehension questions.
1. Why does Wordsworth want us to throw the books away?
2. What is his opinion about books?
3. What are the substitutes to books, according to
Wordsworth?
149
 UNIT VII
COMPETENCIES :
A LISTENING: Listening to stress of words ending in -ion

B SPEAKING: Giving short talks, narrating short stones,

anecdotes, jokes, etc.

C READING: Skimming
Reducing the text to a gist
D VOCABULARY: Using the dictionary to find the meaning
Identifying words belonging to different semantic network
Using words related to agriculture, economy, media, computers,
etc.
Using the same words according to grammatical function

E STUDY SKILLS: Using the dictionary effectively

Abstracting an essay

F GRAMMAR: Identifying sentence patterns

Using relative clauses

G WRITING: Writing letters - formal/informal

H OCCUPATIONAL COMPETENCY: Writing a project

report

I STRATEGIC COMPETENCY: Retaining long term

memory

J CREATIVE COMPETENCY: Writing an essay

Preparing articles for school magazine

151
A. Listening
The teacher will read a passage. Listen carefully.
(The teacher reads)
Task 1: The teacher will read the passage again. As you listen,
write the words ending in ‘-ion ‘.
e.g. communication.
Stress is the special emphasis or extra force used in speaking
a particular syllable in a word.
In words ending in -ion, the stress appears on the penultimate
syllable.
e.g. communication
Task 2: Listen to your teacher read the passage again. As you
listen mark the stress for the words ending in -ion.
Task 3: At home, listen to a news item from radio /TV in
English. Write down as many words as you can, ending
in ‘- ion’. Mark the stress on the relevant syllable.
Bring it to the class and check with your teacher.
B. Speaking
I. You are asked to give a short talk or presentation on, “How
do computers help us?” How would you go about presenting
it?
Use the C.R.E.A.M. strategy:
C - Creative: Think and approach from different points of view -
ways of expression, quotes, jokes, etc.
R - Reflective: Analyse and evaluate your own experiences.
Use them as anecdotes.
152
 E - Effective: Organise /plan your speech/presentation. Edit and
redraft many times, before the actual day of presentation.
A - Active: Collect as much information as you can.
M - Motivation: It should act in both ways - you as a speaker
and the audience as the listener must be motivated sufficiently by the
presentation.
Task : Use the C. R. E.A. M. strategy to prepare a short talk
on any one of these topics.
a. What I enjoy most on TV.
b. An interesting experience in my life.
II. Given below is an interview, for the post of a computer
operator. Enjoy the humour in the conversation.
Manager : Which is your preference in programs?
Candidate : I prefer T. V. programmes.
M : How many windows can you operate?
C : I have just one window in my room.
M : Are you comfortable with spread sheets?
C : No, I prefer bed sheets.
M : Can you work on the hard drive?
C : Sorry, I can work only with a screw driver.
M : Can you access the World Wide Web?
C : Sorry, I don’t like Spiderman.
Task 1: Now, take roles and practise the conversation.
Task 2: Relate an anecdote or joke to the class.
C. Reading
Pre-reading questions:
1. Have you ever thought about the difference between mass media
and multimedia?
2. Can a machine be a friend?
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 MY DEAR PC

A man is known by the company he keeps!

One would always make friends with living and breathing
human beings. Sometimes, we also take to animals such as dogs,
as friends. Some people have ‘friends’ in the form of books,
television sets, music and video cassettes, compact discs and so
on. But, there is a clear shift now in people’s attitude about who a
true friend is
Computers! - the personal computers - affectionately called
PCs.
Thousands of years ago, the Chinese invented the ‘Abacus’
- a slate with rows of coloured beads for children to make their
arithmetic calculations easy. The Indians gave the world the greatest
mathematical contribution ‘Zero’ (0). Without zero, today’s
mathematics - denary or binary - would not have developed at all.
This abacus, thousands of years later, has developed into a
computing machine. Once this machine was perfected, none could
check the speed with which the computers developed from generation to
generation. From a simple electronic calculator to
the fifth generation computers, we have come a long way!
154
 In the ’60s, transistor radio sets ruled the country. They found
their way into every home - srich or poor. The ’70s saw the advent
of television sets. The TV, which is colourful and spellbinding,
has a telling effect on millions of people in India. It was, and
continues to be the most powerful, educative and entertaining
medium. In the ’80s, computers invaded the offices, schools and
colleges, and homes. Since then, they have revolutionised our life
style.
Now, there are millions of people in India who interact with
PCs. Initially, computers were very huge and unwieldy. The makers
thought that only a few hundred big establishments could afford to
buy them. But today, the number of mainframes, desktops, and
laptops runs into billions.
Before the advent of computers, people spent most of their
time watching television. Even today, most of us are enamoured
by video jockeys (VJs) or comperes, who feature in a number of
channels. Television surfing seems to be a favourite pre-occupation
amidst viewers. In spite of it, television is losing its pre-eminent
status among media. Media has moved beyond the realms of
mass communication such as the newspapers, radio, television, etc., into
the world of computers.
While mass media involves passive broadcast, the computer
is an interactive medium. And multimedia has enabled us to be
proactive users, instead of passive viewers. Multimedia is a
combination of text, graphics, sound, animation and video. It is a
very important tool of information technology. The term multimedia
has a wide application amidst advertisers, journalists, reporters,
businessmen, and computer professionals.
Earlier computers were used only as an input – output
device. The information was keyed in, processed by the CPU
(Central Processing Unit) and the output received as a hard copy
through the dot-matrix printer. It was much later that the inkjet
and laser printers were used.
155
 Earlier computers could only process words or numbers. They
generated reports on the cost of products, inflation, negotiations
of price etc. Today, multimedia presentations are colourful and
are enhanced with graphics, photos and charts. One can even create
three-dimentional (3D) pictures. Multimedia software is both
entertaining and useful. One can play music on the computer, hear
aloud the recordings of famous speeches, view a video clip of the
progression of a complete harvest scene starting from the weeding,
sowing, and reaping of the yiedls; what more, one can even watch a
movie in one’s personal computer!
Earlier, sotrage space was a problem. With the advent of
floppies and Compact Disk (CD Rom), the space problem has been
resolved.
To use multimedia software the computer must meet
minimum requirements. It must have CD Rom drive, hard disk
drive with ample storage capacity, video adapter and a sound card
with speakers or headphones.
Multimedia processes and presents information in two or
more media. It can be used for academic presentations, computer
games or for business applications.
The multimedia software is a combined effort of
professionals, free-lancers, technical writers, graphic artists,
programmers and musicians.
Multimedia is fast replacing the convetional methodologies
of teaching and learning process, and turning it inot a pleasurable
experience.
Today we are gearing up to a still advanced mode called the
Artificial Intelligence (AI). It is the intelligence exhibited by a
machine or software. Computers that play chess employ artificial
intelligence.

156
 The learning capacity, unique to mankind, can now be infused
into the computers. With this, the computers will behave with the
ame flexibility, common sense, insight, creativity, self-awareness
and humour as a human being would.
So a computer would replace the need and company of others,
especially for lonely people. Shortly one can probably fight, laugh,
play and cry with one’s dear PC!
Glossary
enamoured / I ‘næm@d/ - fascinated
video jockey / vIdI@ U dZQkI/ - a person who
comperes a TV
programme
program / ‘pr@Ugræm/ - sequence of encoded
instructions to a
computer
compere /kQmpea/ - person who provides
the link between
entertainment
surfing / s@:fIN/ - switching channels
often
devices /dI ‘vaIsIz/ - physical parts of a
system
inflation /In ‘fleISn/ - increase in prices
negotiation /nIg@USI‘eISn/ - bargain
enhanced /In ‘hænst/ - increased
software / ‘sQft we@/ - computer programs
binary / ‘baIn@rI/ - using only 0, 1 as a
number system
denary / ‘di:n@rI/ - relating to the number 10

advent / ‘ædv@nt/ - arrival

domain /d@ U‘meIn/ - scope/range

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Look at the following words. Their synonyms and antonyms
are given against each.
Word Synonym Antonym
personal individual public
intelligence cleverness stupidity
artificial man-made natural
flexibility suppleness stiffness
passive inactive active

Task: Give the synonyms and antonyms of the following

words.
Synonym Antonym
powerful ................... ...................
conventional ................... ...................
inflation ................... ...................
minimum ................... ...................
famous ................... ...................
Comprehension
I. Say whether the following statements are True or False
and correct the false statements.
1. The word ‘Media’ does not include computers.
2. Multimedia cannot be operated without computers.
3. The learning capacity is unique only to man.
4. Television surfing is a favourite preoccupation among
people.
II. Complete the following.
1. Most of us are ..............by video jockeys, comperes who
feature in a number of channels.
2. Multimedia is a very important tool of ................
3. One can create .................. using multimedia.
4. ....................... resolves the storage problem in the
computer.
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III. Infer the meaning of the underlined words from the context.
1. There is a shift in the people’s attitude about who a true
friend is.
(change, modify, alter)
2. Today we are gearing up to a still advanced mode called
Artificial Intelligence.
(tool, prepared, harness)
3. Media today has moved bevond the realms of mass
communication.
(domain, territory, compartment)
4. Computers generate reports on the cost of products,
inflation and negotiations of prices.
(dilate, swollen, increase of price)
5. The learning capacity unique to man is also infused into
the computers.
(instilled, soaked, mixed)
IV. Answer the following in a few sentences.
1. What according to the passage is the favourite hobby of
viewers today?
2. Give a few examples for mass communication.
3. What is multimedia?
4. Name a few fields where multimedia is chiefly used.
5. What is a hard copy?
6. How do we get to see three-dimensional pictures?
7. How has the storage problem been resolved?
8. How has multimedia helped learning process?
V. Answer in a paragraph.
1. Write a short note on Artificial Intelligence.
2. What are the minimum requirements that a computer
needs to apply multimedia software?
3. Discuss how the computer can be a good friend today.
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Skimming
One can gather information from a text without actually going
through it completely by skimming a piece of writing. Glancing
rapidly through a text to find out its general content, central ideas,
or gist is also called skimming.
For example, we skim through a newspaper to see if there is
anything worth reading in detail.
Task: The following passage is divided into five parts. From
the list of headings given below, choose the most
suitable heading for each part.
People have been finding different ways of sending messages
for thousands of years. However, not all the methods they used
were quick or efficient as e-mail.
Long ago, people used bonfires and smoke signals to send
important messages.
In 490 B.C. a runner named Phidippides ran about 26 miles
to spread the news of Greek victory at the Battle of Marathon.
In ancient Greece, messages were sent on small notes tied to
the legs of trained homing pigeons.
The first postal services started in China, Persia and the
Roman Empire.
1. A Marathon effort
2. Pigeon power
3. First postal service
4. Hot news
5. Life before e-mail

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D. Vocabulary
I. Refer to the dictionary to find the meanings of the words
given below.
e.g. affectionate adj. showing that you love someone or
something Syn. loving Ant. indifferent
unique -
invent -
great -
conversion -
II. Find the odd one out
i. (canoe, boat, ship, space ship)
ii. (automobile, sedan, convertible, truck)
iii. (artificial, synthetic, fake, original)
iv. (yield, comply, consent, stubborn)
v. (surf, waves, tide, breeze)
III. The word ‘realm’ is taken from your lesson. The related
words are:
nation, country, kingdom, state, province, empire

Task: From the following sets of words find the odd one out.
i. (hut, house, road, flat, abode)
ii. (table, bench, chair, bell, desk)
iii. (cup, oven, saucer, plate, bowl)
iv. (shelf, cupboard, drawer, bureau, fan)
IV. The following words are related to journalism. Match the
words with their meanings.
1. fourth estate traitor
2. printer’s devil press
3. fifth column self employed
4. black letter mistakes in print
5. freelance typeface

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V. The following worth taken from your lesson are related to
various fields. Add more words to the list.
Agriculture: harvest, sow, reap, weed, yield
Economics: inflation, cost, product, price, negotiation
VI. The following words taken from your lesson are related to
various fields. Find more words from the lesson and
complete the list.
Mass media: video jockey, broadcast,
Computers: floppy, laptop,
VII. Here is a disyllabic word taken from your lesson. It could
be used both as a verb and as a noun. Note the stress.
‘contract (noun) I entered into a contract with a software
company.
con’tract (verb) Steel contracts in winter.
Task: With the help of your teacher, find out more such words
from the lesson.
e.g.report
E. Study Skills
I. Dictionary use
Task: Using a dictionary arrange the words in the list below
in the correct alphabetical order. They are all computer
related terms. Look them up in your dictionary and
find the other meanings of these words.
monitor, mouse, save, system, series, sites
II. Read the passage given below.
To print web pages, pictures or texts, you’ll need a printer.
Alternatively you could take a floppy disk containing documents
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to a printing and copying centre, which could print them for you.
To record sounds and save them in your computer you’ll need a
microphone. You can connect this to your computer.
The following are the main points/ hints of the passage.
printer - prints - floppy - used to copy and print - mike -
recording sound
Task: Read the first three paragraphs of your lesson and
abstract main points from it as shown above.
F. Grammar
I. Look at the structure and pattern in the two sentences taken
from your lesson.
l. They have revolutionised the lifestyle.
S V O
2.Storag was a problem
S V C
Here are a few more examples :
1.This computer is sleek.
S V C
2.The company manufactures computer parts
S V O
3.I bought the laptop in Bangalore.
S V O A
4.The philanthropist donated a computer to the school
S V O A
5.Computer keeps children busy
S V O C
6.Newspapers keep him engaged all the time.
S V O OC A
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Task 1: Label the underlined element in each of the following
sentences. The first one has been done for you.
1. She looks pretty.
C
2. Raju resembles his father.
3. He looks smart in his new dress.
4. The teacher asked her a question.
5. My father has promised to get me a computer soon.
Task 2: Identify the pattern in the following sentences.
1. It’s a new desktop.
2. My friend will be sixteen next month.
3. The evil remains even after a man’s death.
4. I want silence.
5. A wise man will think twice.
6. He assembled his computer in no lime.
7. This food made the baby healthy.
8. She gave me a CD.
9. Last Sunday we bought a car.
10. There has been no rain.
11. a. Read the following sentences.
1. The man who invented computer is Charles Babbage,
2. The medium which is very popular today is television.
3. The name of the book that created a big sensation is ‘Harry
Potter and the order of the Phoenix’.
The underlined part in each of the above sentences is known
as a defining relative clause’
We use defining relative clause to say which person or thing
we are talking about. Defining relative clauses are usually
introduced by a relative pronoun, such as ‘who’, ‘which’, ‘that’,
whose, etc. A defining relative clause comes immediately after a
noun and needs a main clause to make complete sense.

164
Task: Complete the following sentences using the
appropriate relative pronoun:
1. The girl ..................... found the purse is my cousin.
2. The house................. we lived in was huge.
3. The trees .................. do not yield good fruit will be cut down.
4. That is the man ......... snatched my chain.
5. The boy .................... sister won the first prize is my classmate.
6. The book .................. I bought is very costly.
7. The man ................... I saw is a terrorist.
8. The doctor ................ lives in our village is very kind.
9. The master ............... teaches mathematics is retiring this
year.
10. My son ..................... is in America is coming next month.
II. b. Read the following sentences.
1. I met my friend’s father, who works at the General Hospital.
2. Mr. Shanmugam, who is a scientist, lives in Bangalore.
3. My sister, who is in Mumbai, is arriving tomorrow.
The above sentences are ‘non defining relative clauses’.
We use non defining relative clause to give additional information
about a person or a thing we are talking about. One of the differences
between defining and non defining relative clauses is that, in non
defining relative clauses commas are used both before and after a
non defining clause, if it occurs in the middle of a sentence.
Task: Pairs of sentences are given below. Combine them by
using non defining relative clauses. The first one is
done for you.
1. Charles Babbage died in 1871. He was a visionary.
Charles Babbage, who died in 1871, was a visionary.
2. John got the first rank. His father is a farmer.
3. The thief stole the watch. He was punished.
4. The elephant was sick. It died.
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5. The dog was hungry. It went in search of food.
6. The flower is beautiful. It belongs to the Orchid variety.
7. The sailors were tired. They returned to the shore.
8. The children sing well. They can join the choir.
9. 1 stayed with my grandmother. Her cooking was the best in
the world.
10. The children are untidy. They do not take care of their things.
G. Writing
Letters enable us to communicate With people who are away
from us. Though e-mail has become common, the art of letter writing
still survives!
Read this letter to a friend on a picture post card.
Dear Vicki,
I am enjoying myself at Mumbai. To
How I wish you were here. Picking up Vikram,
Hindi too. Rest in person. 23, First St.,
With love, T.Nagar,
Shankar Chennai-
P.S. Meet you after Christmas. 600017
Task 1: Shyam has to write a letter to the Principal of a poly-
technic college requesting an application form for ad-
mission. Canyon help him format and complete it?
.......... Date:.................
Shyam
...................
...................
Chennai-600028

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....................
The Principal
.............................
Govt. Polytechnic College
.............................
Chennai-. .............................

Dear Sir/Madam,
Ref: Your advertisement in the dailies dt ...................................
I have completed my ............................ .... in .........................
I wish to join the diploma course in ............................ in your
esteemed institution.
................... send me an application form. I have .................
a D.D for Rs.25/-
Thanking you,
Yours ................

(.........................)
Encl: D.D No............... on ................... (Bank) for Rs. 25/- dt ..........
Task 2: Write a letter to your friend describing your visit to a
holiday resort.
Task 3: Your compound walls have been jllled with paintings
and posters. Write a letter of complaint to the
commissioner, Corporation of Chennai. Request him
to take suitable action to prevent such occurrences.

167
H. Occupational Competency
The main purpose of writing a project report is to provide
information on an area so that others can make a decision or take
action. To write a project report on the topic, you have to keep in
mind -
• The subject matter: Use Introduction, Body and
Conclusion format; the nature of the scheme; the cost
involved; the approximate number of children to be
covered
• The audience: Who will benefit by reading your project
report?
• The goal: The advantages and disadvantages of the
scheme; viability; long term goals.
Task: Write a project report on setting up a computer lab in
your school, to be submitted to the PTA, based on the
guidelines given above.
I. Strategic Competency
Tips for memory:
1. Use your environment: a different room to study different
subjects, e.g. house- English, backyard - mathematics
2. Use your clothes: each button of your shirt - part of speech
3. Use visual memory: turn your-notes into a visual sequence
- flowcharts, mind maps, etc.
4. Use colour: to highlight important points
5. Use verbal memory: reduce information to keywords,
classification, codes or symbols
6. Rely on rote memory only for essential information, such
as names, places or numbers.
168
The following chart might help trigger your memory :

Look at it
Say it aloud
Repeat with rhythm
Sing it
Write it
Number it
Draw it
Colour it
Give it a shape
Act in out and you’ll remember it

Task: Using the above tips, memorise as many words as you

can from the vocabulary section on computers, media,
economics anil agriculture. After you memorise, write
them down under each head.
J. Creative Competency
Generally an essay consists of five paragraphs - introduction,
supporting paragraphs (the body), and the concluding paragraph.
Introduction: attracts the readers and motivates them to read
on. It can begin with a definition, quotation, question, proverb or
anecdote.
Body: is divided into well-organised paragraphs with logical
links, each, dealing with a specific idea.
Conclusion: summarises the essay and offers a point of view.
169
The table below gives you guidelines for various kinds of essays:

ESSAY CHARACTERISTICS EXAMPLES

Narrative Story, character sketches,
plot, setting Tales, stories
Descriptive Vivid, colourful, visual Picture
-about places/things compositions,
events
Topical Historical, scientific, Importance of
social, sports, etc. Rainwater
harvesting
Biographical About the life history Biographies of
of great people inventors,
leaders,
explorers, etc.
Autobiographical About oneself/ “My
personal experiences experiments
with Truth” -
Gandhi
Task 1: Write an essay on ‘The autobiography of a computer’,
and structure it into paragraphs as mentioned above.

Task 2 : Imagine that you are the editor of the school newsletter
“School Times”. Report the school Annual Day
celebrations. Use the following hints to write the
article. Mention your name, class and division.

16th Aug 2003 - 5.30 p.m. - colourful pageant of school

students - guard of honour - Chief guest Justice Venkiah arrived
at 5.15 p.m. - address of welcome - “Expressopms” - splendid display
of dance, drama, music - commendations - chief guest’s address -
prize distribution - vote of thanks.
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 POEM
THIS EXCELLENT MACHINE

This excellent machine is neatly planned,

A child, a half-wit would not feel perplexed:
No chance to err, you simply press the button -
At once each cog in motion moves the next,
The whole revolves, and anything that lives
Is quickly sucked towards the running band,
Where, shot between the automatic knives,
It’s guaranteed to finish dead as mutton.

This excellent machine will illustrate

The modern world divided into nations:
So neatly planned, that if you merely tap it
The armaments will start their devastations,
And though we’re for it, though we’re all convinced
Some fool will press the button soon or late,
We stand and stare, expecting to be minced -
And very few are asking Why not scrap it?
- John Lehmann

171
 John Lehmann (1907 - 1989), English poet, published this poem in
1932, when it was clear that the First World War was not going to be ‘the
war to end all war’ after all. This is a modern poem, both in its ‘language
and its’ subject. It speaks about modern nations and a great evil of
modern times.

Glossary
half-wit / ‘hA:fwIt/ - a stupid person
perplexed / p@ ‘plekst/ - confused
err /@:/ - commit a mistake
cog /kQg/ - one of the teeth round the
edge of a wheel
the running band /ð@VnrINb{nd/ - a wide belt on which things
move from one place to
another
dead as mutton /ded @z ‘mVtn/ - completely dead
armaments /‘A:m@m@nts/ - weapons
devastations /dev@ ‘steISnz/ - destructions
minced /mInst/ - cut into small pieces
scrap /skr{p/ - get rid of

I. Comprehension questions
1. Why would either a child or a stupid person not be confused?
2. Why is there no chance to commit a mistake?
3. Describe the functioning of the machine?
4. What does the machine illustrate?
5. What will happen if you merely tap it?
6. What are we all convinced about?
II. Appreciation questions
1. What machine is the poet referring to?
2. Do you think it is really an excellent machine? Why?

172
3. ‘The armaments will start their devastations’ - What
message does this line convey?
4. ‘ though we’re all convinced
We stand and stare, expecting to be minced -
And very few are asking Why not scrap it?’
Which of the following attitudes do these lines refer to? -
(i) indifference
(ii) complacence
(iii) helplessness
(iv) bravery
5. Pick out the rhyming words in the poem.
Remember the rhyme scheme here is unusual, e.g. line 1
rhymes with line 6 - planned, band.

173
APPENDIX

174
 UNIT I
A. Listening
“It’s a short ball. Ganguly moves back and pulls scarcely
past square leg. What a shot!

Where’s the ball? Shoaib up and running from deep fine

leg has no chance as the ball goes under the ropes for a four. That’s
four more to Ganguly taking his score to 94, a typical Ganguly
shot giving the fieldsman no chance of saving a boundary. And
we’ll be talking to you all during the day. The news is it’s sunny at
Eden Gardens, India being put into bat by Pakistan. Sachin is not
out on 95.
Will he score a century? Here is yet another ball from Akram
and Sachin strikes the ball with force, the ball races towards the
boundary.
The batsmen take one, two, three .............. and it’s a four.
When he took his guard earlier today,...”
Task 2:
1. What a magnificent sight!
2. India is a cricket crazy country.
3. Go and open the innings.
4. Can you get me another pair of gloves?
5. Are you alright?

6. We have one day matches in Delhi, Mumbai, Chennai,

Calcutta ...........

175
 UNIT III
A. Listening
(Two soldiers are talking about their General who has
recently won a war.)
Soldier 1 : Isn’t he wonderful?
Soldier 2 : He’s an absolute fool. He is sweet and lovable, but he
is an idiot. It’s his luck which saves him all the time.
Soldier 1 : That’s interesting!
Soldier 2 : As captain of the war he blundered about. Others
misunderstood his blunders to be an inspiration of
genius.
Soldier 1 : What was his blunder this time?
Soldier 2 : Merely the mistaking of his right hand for his left -
that was all. An order had come to him to fall back and
support our right; but he fell forward and went over
the hill to the left. The entire enemy army in reserve
was hiding there. They thought that no single regiment
would boldly go there at such a time. The enemies
themselves broke their ranks and in no time it turned
into a sweeping and splendid victory for him.
Soldier 1 : So he is hailed as a marvellous military genius.

UNIT IV
A. Listening
Tourist : I am an American. Which is the best way a visitor can
seeVaranasi?
Guide : I think the best way is to take a boat ride at dawn,
along the great three-mile curve of the Ganges. This
curve of the Ganges faces east.
Tourist : What will the view be like?
Guide : At 5.30 in the morning a grey mist covers the river. As
176
 it clears high above the bank you will see the splendid
outlines of the Maharajah’s palaces, ashrams, temples,
and mosques.
Tourist : Is that all?
Guide : No. Leading down to the water are wide steps and
platforms. These are the famous ghats.

UNIT V
A. Listening
a. Nehru is one of the most patri’otic of Indian leaders. He played
an important role in the po’litical affairs of the country before
Independence. He united all politically like-minded people to form
a strong force to fight for an Independent India. He believed that
from political freedom a country could forge ahead into the field
of economic freedom.
b. patri’otic, po’litical
Task:
- ic ending - ical ending
gram’matic gram’matical
or’ganic or’ganical
‘cynic ‘cynical
dra’matic dra’matical
‘critic ‘critical
E. Study skills
In olden days, in primitive society nobody needed money
because everybody worked together and shared things. Thus there
was no need for money. In bigger societies however, individuals
pursued different professions like fishing and pottery. It was
therefore difficult to effect exact change of goods in terms of need
or value. Money was invented to solve this problem. At first money

177
took the form of shells, stones and metals. Gradually the choice
shifted to gold and silver. As these were scarce and expensive,
today money has taken the form of paper and nickel.
Task:
Madras, 5th April, 1930
The first batch of volunteers who have been selected to offer
Satyagraha in the salt campaign will assemble at Trichinopoly on
the 12th evening. The march begins the following day at 5 a.m. led
by C. Rajagopalachariar. As far as possible 5 miles in the morning
(5 to 7 a.m.) and 5 miles in the evening (5 to 7 p.m.) will be covered
every day. The morning march will begin punctually at 5 a.m.
Nocoffee or tea, but some plantains, milk or curd, wherever available
may be provided for the volunteers before marching out at 5 a.m.
The first and principal meal will be taken at 9 a.m. and the second
and last meal will be at 4.30 p.m. The meetings will be held at 7
a.m. at places reached in the morning and at 7 p.m. at places reached
in the evening. The afternoon will be devoted to village work
such as sanitation, prohibition and visits to untouchable quarters
and the like. Sympathisers are expected to render all assistance in
making the propaganda successful during the brief period of stay
at each camp and in raising funds for the campaign.

UNIT VI
A. Listening
a. You are the proud owner of a world-class colour television
set. Congratulations!
Your set has been produced through advanced technical
know-how, along with high quality manufacturing and test facilities
to ensure good viewing.
b. ‘quality fa’cility
178
 UNIT VII
A. Listening
A modem is a device, which enables computers in their
communi’cation with each other via telephone lines. A computer’s
data pro’duction is in the form of pulses of electricity known as
digital signals. Con’version of digital signals into waves is done
by the modem; after the transfor’mation into digital signals they
travel along telephone lines. These waves are known as analog
signals.

179
 PART - II
SUPPLEMENTARY
READER
(WOMEN EMPOWERMENT)

180
 1. MRS. INDIRA GANDHI
The sky is not the limit and
we will fight with courage
and reach for the stars!
On the 31st of October 1984 at 0916 hours a pistol shot was
heard. Then a roar of a sten machine carbine reverberated between
# 1 Safdarjung Road and # 1 Akbar koad, New Delhi. And Indira
Gandhi-the epoch making Prime Minister of India, was hit by 4
pistol rounds and 22 bullets of the SMC. Her frail body could not
withstand the onslaught of so many bullets and she fell (and what
a fall was there my countrymen!)
A day earlier she had declared from a public platform in
Orissa, “Attempts are being made to eliminate me, but I shall
preserve the unity and integrity of the country till the last drop of
my blood”.
She shed much blood on the land that she loved so much and
hugged Mother Earth which she always loved and protected.
Indira Priyadarshini Nehru was born on November 19, 1917 at
Anand Bhavan in Allahabad to Jawaharlal Nehru and Kamala Nehru.
She was called the ‘Child of the Revolution’ because the Russian
‘October Revolution’ was going on at the time of her birth. When
someone remarked that the child could have been a boy, her grandfather
Motilal Nehru said proudly, “This daughter of Jawahar may prove to
be better than a thousand sons.” How prophetic he was!
Indira grew up like a princess. She received all the love and
affection in the world from her parents, grand parents and aunts. But
under the British Rule, prison was a home away from home for the
Nehru clan. During the long drawn out freedom struggle the Nehru
family was in and out of jail quite often and Indira, the single-child of
the family could not continue her studies in any formal school. But
whenever her mother was with her she told Indira stories from the

181
Hindu Mythology and Epics. As Indira was a voracious reader she
was inspired by the characters in the world classics. Through the
characters she got the firm belief that while doing a right thing, she
should not be afraid of anything or anybody, just because she was a
woman.
She grew up to be a bold and independent child. As she was the
daughter of the family which was in the forefront of India’s freedom
struggle she had many opportunities to meet and interact with Gandhiji and
Tagore and others who influenced her greatly. As an adolescent
she founded the ‘Vanar Sena’ (Monkey Brigade) which acted as a
secret courier service among the freedom fighters.
Her mother Kamala Nehru was not keeping good health. Doctors
advised that she be taken to Switzerland for treatment and recuperation.
At that time Indira Gandhi was studying in ‘Shanti Niketan’ and
Jawaharlal Nehru was in prison. He offered to ask for parole to
accompany his wife to Europe. But Kamala Nehru firmly said that he
should not ask for any concession from the British. So Indira Gandhi
was withdrawn from Tagore’s ‘Shanti Niketan’ and she went to
Switzerland along with her mother. Kamala Nehru was getting treatment
from quite a few hospitals and Indira went wherever her mother went.
But in spite of the best treatment, Kamala Nehru passed away on the
28th of February 1936.
Indira Gandhi joined the Oxford University and she felt lonely.
She decided to discontinue her studies and return to India to join the
freedom struggle. Feroze Gandhi, a family friend from their Allahabad
days was also with her at Oxford at that time. He was the one that gave
solace and comfort to Indira especially after her mother’s death. They
decided to marry. When they reached India and told Nehru about the
decision, he opposed it initially, but then changed his mind and celebrated
their marriage on 26th March 1942.
Whenever Nehru was in jail he used to write a number of letters
to Indira. They were all fine pieces of literature. She said later about the

182
letters, “They were not merely letters, but they brought a fresh outlook
and aroused a feeling of concern for people and interest in the world”.
On the 15th of August 1947 India got freedom from the British
rule and Nehru became the first Prime Minister. As the lady of the
PM’s house she had to play host to all dignitaries. Whenever he
went abroad he took her along with him. During these tours and
the national tours with him she had acquired a lot of experience -
meeting, debating and discussing with national leaders and
international leaders such as Nasser, Tito, Kruschev and Kennedy.
This gave her a rare opportunity to have a first hand knowledge of
politics and diplomacy. This helped her in tackling problems and
people later.
The death of her husband Feroze Gandhi on 8th September
1960 and the death of Nehru on 27th May 1964 shattered her no
end. It was more shocking that her mother’s death years earlier.
She found comfort from her sons Rajiv and Sanjay.
Lal Bahadur Sastri succeeded Nehru as Prime Minister. He
inducted Indira into his cabinet as minister for Information and
Broadcasting. All of a sudden Lal Bahadur Sastri died at Tashkent.
Thanks to Shri. K. Kamaraj, known as the kingmaker, Indira became
the Prime Minister of India.
Mrs. Indira Gandhi’s tenure as the Prime Minister was
momentous in the history of modern India.
In 1969 she nationalised the banks which were in private hands.
People welcomed the measure. It was followed by the abolition of
privy purse which the former rulers of small kingdoms of British Raj in
India were enjoying.
In 1970-71, Indira Gandhi had to tackle the refugee problem.
Over ten million people crossed the India-Pakistan Border in Bengal
and came to India, and they had to be fed and given shelter by the
Indian government. The reason for the influx of refuges was the reign
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of terror let loose by Pakistan on the people of East Pakistan. Over
50,000 people including most of the intellectuals of the present ‘’Bangla
Desh’ were killed. The world once again witnessed a ‘genocide’
committed by yet another maniac.
And Pakistan declared war on India. Indira moved with surgical
precision and the war lasted just 14 days. When around a lakh of
Pakistani soldiers in East Pakistan surrendered she ordered an
immediate unilateral cease-fire! This has never happened before
anywhere in the world. The refugees went back to their new country
“Bangla Desh”. Hailing her as a great avtar, one of the leading members
from the opposition benches said, “Prime Minister Indira Gandhi has
not only made History but also made Geography”. The International
press hailed her as ‘The most powerful woman in the world”. But she
did not rest on her laurels. While tackling the problems of the present
she did not lose sight of the future military threats India might have to
face. She decided to make India a nuclear power. India tested its first
Atom Bomb in Pokhran, Rajasthan state in 1974. A few years later
she sent a team of scientists and military personnel to the frozen continent
of Antartica. India has set up a permanent weather monitoring station
in Antartica. India is one of the very few nations to set foot on that
continent.
But unfortunately for her, her election to Parliament was set aside
by the Allahabad high court. Her continuance in office was questioned
both by the opposition and the press. She declared internal Emergency
on the 27th of June 1975, to restore law and order and to improve
discipline among people. During the emergency, some people misused
the power and brought discredit to Indira and her government. Two
years later she revoked the emergency and held elections. But she lost.
She was out of power for only 3 years. The year 1980 saw
strange things happening. There was infighting amongst the coalition
partners of the government. She took full advantage of this and in the
elections held in 1980, like a Phoenix she staged a successful come
back.
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Right from the mid 70’s there was unrest in Punjab. A few
clamoured for a separate Khalistan. A few misguided youth in Punjab
took to violence and they posed a threat to law and order, and peace.
They holed up inside the Golden Temple, Amritsar and were shaking
the very roots of the United India. She had to take firm steps to flush
them out. She appealed to the terrorists,”.... don’t shed blood, shed
hatred”. But when things went out of control she had to use military
power and through “Operation Bluestar” put an end to terrorism in
Punjab.
The threat to her life never deterred her from functioning
effectively. At 09.16 a.m. on the 31st of October’ 84 while she was
briskly walking down from her residence to her office next door, two
ofher own security guards shot her with pistol and sten machine carbine.
She had said once, “I was like Joan of Arc, perpetually being
burnt at the stake.” As Joan of Arc was burnt at the stake by the very
same people whom she chose and crowned, Indira was shot dead by
the people she trusted. Shakthi Sthala the place where she was cremated
has become a pilgrimage centre for the people of India.
Glossary
reverberate - reecho
eliminate - remove
prophetic - correctly saying what will happen
voracious - eager to read a lot of books
recuperation - getting better
parole - permission to leave prison
solace - comfort
inducted - included, taken in
momentous - very significant
rest on laurels - to be satisfied with one’s success/
achievement
set aside - quash
at the stake - tied to a pole to be burnt alive
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I. Fill in the blanks with suitable words.
1. Indira founded the ............................
2. Indira married ..................................
3. Prison was a .................................... for the Nehru
clan.
4. In 1970-71, Indira Gandhi had to tackle the
5 chose her as the first woman Prime Minister of India.
II. Choose the best answer.
1. The Vanar Sena served as a ............. link.
(communication, helping, feeding, entertaining)
2. Jawaharlal Nehru taught Indira through his ............
(love, writings from the prison, giving sound education,
natural education).
3. Indira Gandhi put an end to terrorism in Punjab through
(military action, negotiation, mediation, submission).
4. Indira Gandhi ensured a clear victory for India over
(China, Srilanka, Pakistan, Burma)
III. State whether the following statements are True or False.
1. Indira Gandhi was influenced by Mahatma Gandhi’s teachings.
2. Jawaharlal Nehru spent many years in prison and had to
neglect Indira’s education.
3. Mrs. Indira Gandhi brought discipline during emergency.
4. Mrs. Indira Gandhi’s death is one of the greatest tragedies in
the history of India.
5. Indira Gandhi was the President of India.
IV. Answer the following questions.
1. What was Motilal ‘s prophecy about his grand daughter?
2. How did Indira’s mother motivate her?
3. How did Jawaharlal Nehru inspire her through his
writings?
186
4. What did Mrs. Indira Gandhi gain by accompanying her father
to various places?
5. How was Bangla Desh created?
6. Did she die a natural death?

187
 2. HELEN KELLER
“Life is a stream of love and it flows gently.
But when boulders block the stream and slow the flow
With grit it will break the rock and flow on. “
A little girl feels the delicate symmetry of a leaf. She places
her hand gently on a small tree and feels the happy quiver of a bird
singing in full - throated ease. She moves on in search of buds in
the branches of plants. As a vision and hearing impaired girl she
had to rely on her sense of touch, but came out of the darkness
and silence and became a monument of will power, disproving the
proverb ‘’we are born crying, live complaining and die
disappointed.” She obtained a University degree, wrote many
books, made speeches, campaigned for the cause of the blind and
became an inspiration to millions all over the world. What an
example to the world!
Helen Keller, when she was an 18 month old child was stricken
with a disease that robbed her of the ability to see and hear, but against
overwhelming odds, she waged a slow and steady but successful battle
to reenter the world of the nonnal people. The child grew into a highly
intelligent and sensitive woman who wrote, spoke and laboured
incessantly for the cause of the world in general and the physically-
challenged in particular.
Helen was born in Tuscumbia, Alabama, the USA on June
27,1880. When she was about six years old her parents appealed
to Alexander Graham Bell - an authority on teaching speech to the
deaf and dumb - for counsel regarding her education. As a result,
Anne Mansfield Sullivan, trained in teaching such children, came
to stay with Helen as her teacher. Sullivan, then 20 years old, who
was blind once but who had partially regained her vision was a
graduate of the Perkins School for the Blind at Boston. Both of
them took to each other instantaneously and remained inseparable till
Anne’s death.
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 At first,Anne found it very difficult to teach Helen to observe
table manners. Through trial and error method Helen learnt to use the
fork and spoon properly. She was very happy that she could eat properly
like other children.
Slowly, Anne taught her combing of her hair, washing her hands
and buckling her boots. Helen learnt to obey her instructions. These
may seem very silly to normal children. But only a person with disabilities
could understand them well.
Anne gave a doll in Helen’s hand and began to spell into Helen’s
hand D_O_L_L. Although Helen quickly imitated the hand signs, she
made no connection between them and the objects symbolised. They
had been wrestling with the words M_U_G and W_A_T_E_R. She
continued in getting confused between the two. Later they went for a
walk. Someone was pumping water. Anne placed Helen’s hand under
the spout and as the cool stream gushed over her hand, she spelled the
word ‘water’ first slowly and then rapidly. Suddenly Helen felt a thrill
of returning thought; and the mystery of the language was revealed to
her. She came to know that W_A_T_E_R meant that wonderful cool
something that was flowing down her hand. It was a miracle when she
understood everything had a name, and each name gave birth to a new
thought. She was amazed to learn that every object seemed to quiver
with life.
The next morning she got up like a radiant fairy and flitted from
object to object, asking for their names. She pressed forward eagerly
and excitedly, learning the names. Her face grew more and more
expressive as the days went by as she acquired new words. She
acquired the normal child’s capacity of assimilation and imitation. She
was delighted with the words, expressing actions. Helen learnt 575
words in a short span and mastered multiplication tables and the Braille
system. Experience was translated into words and words were
communicated by writing and by manual language.

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 She became so nervous and so excitable that they called in a
doctor. “She is restless at night and has no appetite.” They told the
doctor. The doctor said that her mind was hyperactive. She began to
spell the moment she woke up in the morning and continued all day
long. If others refused to talk to her, she wrote her spelling on into her
own hand and apparently carried on the liveliest conversation with herself
In 1894, when Helen Keller was 14, she undertook formal
schooling, first at the Wright Humason School for the Deaf in New
York and then at the Cambridge School for young ladies. With Miss.
Sullivan at her side spelling words into her hand, Miss Keller prepared
herself for admission to Radcliffe, which she entered in 1900. Her
performance was excellent in all the examinations. She got honours in
German and English, through sheer determination.
When Keller was 36 years old, she fell in love with a 29 year-
old socialist Peter Fagan, her secretary and a newspaper correspondent.
But the marriage did not take place. Crestfallen, she described that
”the love, which had come, unseen and unexpected, departed with the
tempest on her wings”. “If I could see.” she said bitterly, “ I would
many first of all.”
Helen Keller was developing a largeness of spirit on social issues,
partly as a result of walks through industrial slums and partly because
of high incidence of blindness among the poor. In 1909 she joined the
socialist party. For many years, she was an active member, writing
articles in defence of socialism, canvassing for the party and supporting
trade unions. Then she decided that her life’s chief work was to raise
funds for the American Foundation for the Blind. She made extensive
fund- raising tours for this purpose. She sought to alleviate the misery
and agony of the blind.
When die war clouds surrounded the world and descended upon
a few nations, questions were raised about the war in her tours. “Are
you a -eutral?” She replied in the positive, and said “I like die people of
all nations, but not their armies and navies. A heckler once asked,

190
“Which part of the brain do you use?”. “The whole of it,” she promptly
answered.
During World War II, she raised the banner against Hitler and
Mussolini. “ What terrible deeds that man has committed”. She had her
own personal quarrels with the Nazis. One of her bools had been
thrown into a bonfire in Berlin.
Helen visited the injured soldiers during the First and Second
World Wars. She rode horses and tandem bicycles. She met many
famous people - George Bernard Shaw, Charlie Chaplin, several
US Presidents, Winston Churchill, Pandit Nehru and Others.
Helen Keller became an eminent writer. When she was still
in Radcliffe, she wrote, on her typewriter, her autobiography. It
was published as a serial in the Ladies Home Journal and a few
other books. In 1902 it was published in the form of a book, titled,
“The Story of my Life”. She published, “The World I Live in”, in
1908.
She always emphasised on self-reliance and confidence to
the visually challenged and hearing impaired. “I have always looked
upon the blind as a part of the whole society... Let everyman get off
his fellowman’s back.” When she was sixty–eight years old, a high
school student asked her, “How do you approach old age?” Helen
replied, “I cannot help smiling - I have declared these many years
that there is no age to the spirit. Age seems to be just another physical
handicap and it excites no dread in my mind - I have already lived so
triumphantly with my limitations”.
In recognition of her work for the blind and the deaf, Helen
Keller was honoured by a number of Universities and Institutions
from all over the world. The US President John F. Kennedy, received
her in the White House.
In spite of becoming a celebrity, Helen Keller remained humble
and modest. She was optimistic throughout her life. She believed that
191
through the dark and silent years, God had been using her life with a
purpose.
Helen Keller died on the 1st of June 1968. She was cremated
and the urn containing her ashes is kept by the side of the urn containing
Anne Sullivan’s ashes. Even death could not separate them.
Glossary
incessantly - continuously
inseparable - that cannot be separated
imitated - copied
assimilation - fully understanding the idea
crestfallen - sad and disappointed
alleviate - lessen
celebrity - famous person
Comprehension
I. Answer the following questions :
1. When and how did Helen lose her sight and hearing?
2. Who was Helen’s teacher? Who recommended her?
3. When did Helen first understand that everything had a name?
How?
4. Describe how Helen learnt the names of various objects,
5. Describe her formal education.
6. What was her attitude towards Hitler and the Nazis?
7. When asked, “How do you approach old age?” What was
Helen’s reply?
8. “Even death could not separate them. “ Who were they? How
didn’t death separate them?
II. Choose the best answer.
1. Helen Keller became because of her illness.
(deaf, blind, blind and deaf, dumb)
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 2. Helen Keller lived a full life and brought hope and courage
for ...................
(others, destitutes,children, disabled people)
3. Alexander Graham Bell was an authority on teaching
.................
(music, speech to the deaf, grammar)
4. It was very difficult for Anne to teach her ................
(table manners, good habits, neatness, games)
5. Anne wrote the spelling of every word on
Helen’s ......................
(hand, legs, throat, slate)
6. ...................... had been using her life with a purpose in
a different way.
(God, Peter Fagan, Anne Sullivan, Alexander GrahamBell)
III. State whether the statements are True or False.
1. As a vision and hearing impaired girl she became dormant.
2. She fought a lone battle to reenter the world of the normal
people.
3. Anne Sullivan was a successful teacher.
4. Anne taught her discipline and manners.
5. Helen Keller did not perform well in the College.
6. Helen Keller was not interested in politics.
7. She was an inspiration to all disabled persons in the
world.
8. She was disliked by the leaders of the world.
9. She was happily married.
10. She was against Hitler and Mussolini.

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 3. SAROJINI NAIDU
“There is a waft of freshness in the air
It is the soul stirring poetry and melody
That enthralls and elevates us “
Sarojini Naidu was born at Hyderabad, in the Deccan, in
February, 1879. Perhaps in nothing was she more fortunate than in her
parentage. Her father was himself a great scholar and a learned person
both in Eastern philosophy and Western science. He was the founder
of the Nizam’s College, at Hyderabad, and spent all his life in
encouraging education and scientific research, particularly the science
of alchemy. His wife was a lady of fine poetic feeling, and had written
in her younger days some lovely Bengali lyrics.
Sarojini, like the rest of her family, was educated in her early
years under her father’s own care. Very early indeed she began to
show signs of poetic ability, and where sums and other dull matters
should have appeared in her exercise books, little poems began to
appear instead. When she was only twelve years old she passed the
Matriculation examination at Madras University, and before she was
fifteen she went to England as the holder of a State scholarship. But
her studies at London and Cambridge were too strenuous for her youthful
onstitution, and she had a serious breakdown in health. From that
time forward she suffered almost continually from pain and ill-health.
However, instead of giving way before this heavy handicap, she never
allowed it to interfere with her duties. But worked on with unfailing
courage and cheerfulness.
Sarojini was described in those days by many famous people, all
of whom spoke of her with affection and admiration. She was very
well read, they said, and seemed older than her years, with a kind of
settled wisdom that came from knowledge of the world

194
and its ways. Like all poets she was extremely sensitive, quick to
preciate beauty, quick to respond to suffering and to see below the
surface of things. One of her greatest gifts was her sense of humour,
without which no character is ever quite complete.
From England Sarojini visited Italy, a country specially rich in
colourful scenery and links with ancient civilisation. Then she returned
to India, and in 1908 was married. It might have been thought that the
cares of her life as wife and mother would have absorbed all her
energies. But she continued to write poetry, to take her place in the
social and cultural life of Hyderabad, and to interest herself in the great
movement that was stirring among the women of India. Soon she
became a leader in that movement, and her activities carried her to all
parts of India. In 1925 she was elected as the first woman President of
the National Congress.

Two ideals see to have inspired all Mrs. Naidu’s work, and
they are inextricably linked together. The first was her intense
love of beauty, and the second her desire to serve her country and
mankind. There need be no conflict between these two ideals. To
see, and to make visible to others, the beauty in nature, in human
life and relationships, even in sorrow, is one of the greatest services
that any man or woman can offer. It is this that lifted Mrs. Naidu
above many other politicians and patriots, and gave to her words a
value that lasted beyond the mere occasion when they were spoken.

Into her political work Mrs. Naidu carried the qualities of

the poet. First there must always be, in the work of either poet or
patriot, a very wide sympathy. There must be an understanding of
the point of view of different classes, creeds and races. There
must be, too, the ability to pick out the things that are of importance.
When a poet sets out to describe a beautiful scene, he cannot tell
very tiny detail that, is before his eyes. He has to pick out those
significant things that will make the scene vivid and real to the
person who reads his poem. In the same way the man or woman
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who would serve a country must be able to see which things are important
in the national life, and to hold those up before the mass of the people
whose vision is not so clear.
“The solave of faith to the lips that falter,
The succour of hope to the hands that fail,
The tidings of joy when Peace shall triumph,
When Truth shall conquer, and Love prevail.”
Another great contribution that a mind and spirit like Mrs. Naidu’s
could make to the cause she championed, was the poet’s power to
transform the common place into a thing of wonder and romance. Every
cause, however grand and noble, has duties attached to it which become
dull and monotonous. There must always be a certain amount of routine
work, even in the most romantic venture. And the danger is that we
may become so sunk in the routine that we forget the high ideal that first
inspired us. But as in her poems, so in her speeches, Mrs. Naidu was
able to visualise for us the purpose behind all service, the betterment of
conditions of life and the happy working together of all classes and
nations.
There is a saying “ The spirit is willing but the flesh is weak.”
When people use this phrase they generally mean that they would like
to act, but their physical weakness will not let them. Mrs. Naidu’s life
was a shining example of the power of the spirit to triumph over the
weakness of flesh. Bodily ailments were not allowed to interfere with
the work to which her spirit called her. In 1947 when India became
independent, Mrs. Naidu, poet and patriot, became Governor of the
United Provinces. Although she lived in the Government House,
Lucknow, she led a very busy life. Governing a large province like the
United Provinces of Agra and Oudh is no easy matter. It is trur that the
Premier and the ministers do most of the work of keeping the life of the
province running smoothly, but the personality and foresight of the
Governor is essential for inspiring the people with true patriotic devotion
to duty. This Mrs. Sarojini Naidy very ably did. When we feel the call

196
to some high enterprise and doubt our power to answer it, her example
will inspire us to greater efforts. Let us remember her words:
”Behold! I rise to meet the destined Spring
And scale the stars upon my broken wing.”
Spring was always to her a time of delight, of hope and promise
and inspiration. It was fitting that when her time was coming to an end,
she wished she should die in the Spring.
Before that time came, however, she had filled her life full to the
brim. In youth she had known the joy of learning, the pleasure of
travel, exploring new countries and the kingdoms of the mind. She had
known the deep and quiet happiness of home and husband and children.
She had added to these the ever widening circles of public life. Her
record as first woman President of Congress was matched by her
appointment as first woman Governor of a province. When she became
the Governor, she said they were “putting a singing bird in a cage,” and
indeed there must have been little time for the poet among the many
duties of the administrator.
Surely she fulfilled her early wish in her poem to Death:
“Tarry a while, till I am satisfied
Of love and grief, of earth and altering sky;
Till all my human hungers are fulfilled,
O Death, I cannot die.”
But even to that vivid, eager spirit death came at last, in the Spring
on March 2nd, 1949. Many Indian poets have written their epitaphs
earlier. But, perhaps these lines of Mrs. Naidu’s might stand as the final
word of encouragement to us all :
“Welcome, O tranquil Death!
Thou hast no ills to grieve me,
Who com’st with Freedom’s breath
From sorrow to retrieve me.”

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Glossary
alchemy : a form of chemistry studied turning
a base metal to a superior metal
(i.e) gold
inextricable : inseparable
succour : aid given in time of need
tidings : piece of news
exploring : going through, travelling around
Comprehension
I. Answer following questions:
1. Write a few sentences about Saroj ini Naidu’ s parents.
2. How was she described by some famous people?
3. What inspired her and how was she inspired?
4. How did she merge the poet into the patriot?
5. “ Her spirit was willing but her flesh was weak” Describe.
6. What did she say when she became a Governor?
II. State wheher the following statements are True or False.
Why?
1. Sarojini Naidu’ s father was a political leader.
2. She gave up her studies due to ill health.
3. She was more a poet than a politician.
4. She always welcomed ‘spring’.
5. She was the first Indian President of the Congress.
II. Fill in the blanks choosing the best answers:
1. She was only ..............when she passed the Matriculation
Examination.
(fifteen, twenty, twelve, nineteen)

198
2. Mrs.Sarojini Naidu was a .......................
(poet, freedom fighter and Governor, poet and musician,
teacher and poet, poet and social reformer)
3. Spring was always to her a time of .......................
(delight, sorrow, peace, poetry)
4. Every cause, however ............ has duties attached to
it. (dull and uninteresting, great, important, grand and noble)
5. In youth, she had known the joy of .......................
(playing, travelling, learning, poetry)

199
 4. AUNG SAN SUU KYI
‘Stone walls do not a prison make.’
This land belongs to us, we will make it the best one
we will make the people, people-friendly, for
we have to save our men and women from
- our own MEN !

“Short, therefore, is man s life and narrow is the corner of

the earth wherein he dwells. “ In one such corner, silently flows
the Irrawady, Burma’s famous river. As it meanders along, even
more silently do its pebbles bear witness to the saga of a frail
crusader - the 1991 Nobel Peace Prize laureate and the recipient
of the 1990 Sakharov Peace Prize for Freedom and the Nehru
Award - who courageously carries on a non-violent struggle
against human vanities and frailties.
It was the year 1947 and Aung San Suu Kyi was only two
years old when her father, General Aung San, one of Myanmar’s
greatest leaders, was assassinated. One of the architects of
Myanmar’s independence, even today he is held in high esteem by
the people of the country. He had led the Anti-Fascist People’s Freedom
League in the struggle to free Myanmar from British colonialism.
At this juncture, Suu Kyi’s mother was made the country’s
ambassador to India and young Suu Kyi studied in a school in New
Delhi. This is where she developed almost an obsession for non-violence
which was of course inspired by her leanings towards Mahatma
Gandhi’s ideals. She joined the Lady Sri Ram College in Delhi and
later pursued her studies at Oxford, after which she married Michael
Aris, a British Tibetologist, and settled down in Britain, with her husband
and two sons.
It was in the Eighties that she started working on her father’s
life-story and also began to study the contemporary history of Myanmar.

200
 In 1985, she registered for her doctorate at the University of London.
In 1988, she returned as an alien to the Burma that she had left
and which was called Myanmar by the military regime, to look after her
ailing mother.
What endeared her to her people most, was that she had adopted
her maiden name, that is, her father’s name. The fact that she landed in
Burma in the thick of the pro-democracy struggle pulled her inextricably
into the vortex of the national movement and she plunged headlong into
it
It was then that she, along with her close associates who were
mostly students, founded the National League for Democracy. She began
addressing mammoth gatherings in public, with a view to making
Myanmar a democratic country. What began as a gentle waft of breeze,
heralding hope for the country, gathered momentum and become a
mighty storm. The State Law and Order Restoration Council (SLORC),
a major wing of the Military Government, did not want to give way to
this new movement. It had been in power for quite a long time and
therefore did not want to loosen itsw grip on power and to let go of it
from its clutches, for in Suu Kyi’s own words, “It is not power that
corrupts, but fear. Fear of losing power corrupts those who wield it
and fear of the courage of power corrupts those who are subject to it.”
Many were killed in the bloody violence that ensued, thus crushing
the pro-democracy upheaval, leaving behind a battered and shattered
Burma. But throughtout this, Suu Kyi kept stressing the need to adhere
to the principle of non-viloence.
The student revolt was eventually crushed by the military junta
and a year later, on July 20, 1989, Suu Kyi was plased under house
arrest in Yangon (earlier known as Rangoon), for ‘transgression of law’.
The junta offered to release her on a conditionj that she should leave the
country and never return. But she put her foot down and said,” I shall
never leave this land. This is mine. I shall fight for democracy and get it

201
for my people.” Her only source of contact with the outer world was a
radio.
Ironically, it was this period of cruel imprisonment that changed
her stature from that of a little-known political prisoner to that of a
symbol of immense courage. And in spite of her inaccessibility, she
continued to be a source of powerful inspiration to her people.
The military generals decided to hold a democratic election. In
1990, elections were held. Though she was under house arrest, Suu
Kyi and her National League for Democracy made a clean sweep at
the polls. They won 392 out of 485 seats in the Central Assembly or
Parliament. But the junta brushed aside the verdict, and tightened its
military hold on the country. Suu Kyi continued to be confined to her
house.
In course of time, Suu Kyi shot to international fame as she refused
to compromise with the harsh regime. She was again offered release if
she agreed to leave the country and promised never to return; but Suu
Kyi did not give a thought to living in exile. She wanted to stay in her
homeland and fight for the noble cause of freeing the country from its
fetters.
The Western countries were highly critical of the SLORC. As
the pressure mounted, realisation dawned on the junta that as long as
Sim Kyi remained under arrest, there would not be a free and unhindered
flow of investments and aid from Japan and the West.
Finally on July 11,1995, after six years of her detention, Suu Kyi
was set free unconditionally; but she did not feel that she had achieved
her end. She said, “I hope this means something positive. I am just one
person. It is not only a change in the situation of one person. We want
it to be in the situation of the forty-five million people in this country.”
Her transparent honesty and calm dignity, combined with her
indomitable spirit of true Gandhian grit of conscience, have made hers

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the only credible voice of Myanmar. Most of her compatriots pin their
hopes on her.
Since 1995, Suu Kyi has been imprisoned and released several
times.
At the time of writing this piece Aung San Suu Kyi is under
detention. Though all the western and eastern powers have
demanded her release, she is still kept in jail. But she loves her
homeland and from within the four walls of her prison cell holds
aloft a beacon for people to
“mobilise, fight for democracy and
stop not till the goal is reached. “
The Irrawady continues to flow silently, a spectator to the
strong will of this fragile woman and the pebbles vowing to preserve
this tale of the lone crusader for posterity.
Glossary
Anti-Fascist - against Fascism (the brutal
dictatorial rule initiated by
Mussolini)
obsession - something that absorbs the
mind completely
inextricable - incapable of being extricated or
freed
vortex - violent activity (like a
whirlpool or whirlwind)
mammoth - huge (like the large hairy, long-
tailed extinct elephant called
the mammoth)
ensued - followed
adhere - stick firmly to
junta - political group controlling a
government after a revolution
stature - rank; status

203
 fetters - shackles; something that
restrains
indomitable - unyielding, invincible
posterity - all future generations
Comprehension
I. Answer each of the following questions.
1. What role had General Aung San played in the history of
Myanmar?
2. How did Suu Kyi develop kinship with India?
3. What motivated Suu Kyi to plunge into the national
movement?
4. a) Describe Suu Kyi’s life in solitary confinement.
b) How was it a blessing in disguise?
5. Why did Suu Kyi refuse political asylum outside
Myanmar?
6. What are the sterling traits of Suu Kyi’s character?
II. State whether the following statements are True or False.
1. General Aung San was a great leader.
2. Suu Kyi developed an obsession to non-violence when
she became a leader.
3. Suu Kyi was kept in solitary confinement in a palatial
house.
4. Suu Kyi and her national party won a resounding victory
in the polls, even though she was under house arrest.
5. Suu Kyi shot into international fame because of her
determined opposition to the powerful military regime.
6. Suu Kyi was free all her life.
III. Choose the correct option:
1. General Aung San was ................
(murdered, killed, assassinated, kidnapped)
2. Suu Kyi’s mother was appointed as Myanmar’s ................
(representative, member of goodwill mission, ambassador

204
 to India, visiting professor of India).
3. Suu Kyi was inspired by................ principles.
(Gandhian, Fascist, democratic, communist)
4. The military Government tried to..............the democratic
movement.
(encourage, crush, placate, yield to)
5. When she was under house arrest her only source of contact
with the other world was through a .........................
(radio, friend, book, mobile phone)
6. The Western countries ............the military junta by threatening
to stop the investments when Suu Kyi was under home arrest.
(supported, aided, tightened, warned)
IV. Fill in the blanks.
1 .............. was one of the architects of Myanmar’s independence.
2. Suu Kyi founded the ........................
3. It is not ................... that corrupts, but ..............
4. Suu Kyi, though in prison, was an ..........to thepeople.
5. The Western countries were highly critical of the house
arrest of Suu Kyi made by ..................

205
 5. DR. MUTHULAKSHMI REDDY
‘There we see the power of fire
to destroy and to recreate.
It absorbs and absolves -
it consumes and heals. ‘
For thousands of years, mankind has accepted certain
customs and traditions without questioning. Some of these customs
and traditions may be harmful to the society. Some may eat up the
very roots of human dignity. But we go on without being aware of
such indignities being heaped on us in the name of tradition and
custom. All of a sudden, someone appears on the scene and changes
everything to create a new society. Such changes may be shocking,
unpalatable and unacceptable to the old guards. But they have
revolutionised the society and have brought about a total
transformation in the life and thinking of the men and women. All
the wrong notions are buried and a new society emerges, a better
place to live in.
Here is Dr. Muthulakshmi Reddy -
Born on 30th July 1886, to S. Narayanasamy and
Chandrammal, in the former princely state of Pudukottai, she
received her early education in the local boys’ school, Shri
Bragadambal High School, Pudukottai. Her teacher took special
interest in teaching her English, as she was keen on learning English
and being proficient in it. Girls did not learn English in those days.
It was a surprise for the people of Pudukottai to see Muthulakshmi
learning English. Though she passed the VI standard, she was taken
away from the school, as girls were not sent to school after they
reached the age of twelve. But as a result of the enthusiasm shown
by the girl and her teacher and encouraged by her father, she
appeared for the Matriculation examination and passed it with
distinction.

206
 When Muthulakshmi was just ten years old, her parents arranged
her marriage. It was to be a child marriage. But the marriagedid not
come off, as her aunt fell ill. Muthulaksmi was very happy when the
marriage was called off. Actually she was too young to know the meaning
of marriage. (Maybe, this was the reason for her crusade against child
marriage and for her raising the age limit of girls for marriage, when she
was in the Madras Legislative Council.) She became very much
interested in her studies and declined the marriage proposals thereafter,
till she became a doctor. She wanted to become a graduate and was
firm in continuing her studies.
The rules of the college were relaxed to admit her into the H.H.
The Raja’s College, Pudukottai for men. The famous politician and
orator Mr. Satyamurthy, was her class mate. After passing her
Intermediate examination with distinction, she wanted to continue her
studies. But her health broke down. She had to stay at home for some
time. When she recovered, her mother was very anxious to get her
married off. As Muthulakshmi was against marriage, her mother was
worried, she wept bitterly and blamed her husband for not arranging
the marriage. Her mother being a very religious woman, visited various
temples praying for the early marriage of her daughter. As the situation
at home was unbearable, and to avoid marriage, Muthulakshmi set out
to Chennai for higher studies. Suddenly Muthulakshmi’s mother became
very ill and the family was worried. When her condition became worse.
Van Allen an American doctor came and attended on her. She made a
remarkable recovery thanks to allopathic drugs. Her mother’s recovery
strengthened Muthulakshmi’s desire to pursue the study of medicine.
She applied for a seat in Madras Medical College and was admitted at
once because of her high marks. Thus she became the first Indian
woman to be admitted to a Medical college.
Muthulakshmi joined the college in 1907. Initially she was very
timid and never mingled with the other students. Gradually she got over
her timidity and became a confident, self-reliant young woman. Her

207
hard work and perseverance earned her the following remark from her
Irish professor, “When she entered the examination hall for her oral
examination, she looked very timid and nervous, but when the questions
were put to her by the examiners, out came the answers like bullet-
shots”. No wonder she stood first in the university examination held in
1912. She received a number of medals and merit certificates. When
the results were announced, the examiner jumped up from his seat in
excitement and shouted with joy, “A lady student, Miss. Muthulakshmi
has got cent per cent marks”. After finishing her medical course, she
returned to her native place, Pudukottai, and stayed there for a short
time.
Dr. Muthulakshmi married Dr. Sundara Reddy in 1913. In 1914,
they settled down in Chennai and made Chennai their home. Dr. Reddy
became Assistant Professor and Muthulakshmi started her practice in
medicine. Dr. Muthulakshmi went to England along with her husband
on a Government of India scholarship and she specialised in the treatment
of cancer. She participated in the international conference of women,
held in Paris, in 1926 as a delegate from India. In her speech, she dealt
in detail women’s problems, the hardship they lace, their suppression,
injustice, inequality and the oilier indignities perpetrated against women
all over the world, more especially in India. She was able to prove that,
in India the suppression of women started during the middle ages only.
Earlier, women in India had been venerated as ‘Shakti’, the goddess of
power, and were respected and given equal rights and status with men
in society. The conference motivated her to create an awakening among
the tradition-bound Indian women.
She came under the influence of Mahatma Gandhi, Sarojini Naidu
and Annie Besant, which changed her outlook on life and made her
devote her time and energy for the betterment of women and children.
Muthulakshmi was closely associated with the Women’s Indian
Association (WIA), and took a keen interest in its activities. She was
the first woman to be elected to the Madras Legislative Council and then
became the first woman deputy President of the council.
208
 Once Dr. Muthulakshmi Reddy happened to see a twelve year
old girl adorned like a princess being led in a procession to the temple
to be dedicated to the gods under the Devadasi system. Muthulakshmi
felt sick and determined to eradicate and abolish this system from the
society. During Gandhiji’s visit to Chennai, she met him and discussed
with him this particular issue, and said how determined she was to
abolish this system. Gandhiji approved of her noble efforts, blessed her
and assured her his whole-hearted support. Through his articles in his
paper’ Young India,’ he supported this cause which made Muthulakshmi
Reddy fight with more vigour and spirit.
Through her relentless efforts and untiring work she created an
awakening among women about this evil practice. She faced stiff
opposition from the vested interests. This did not deter her from reaching
her goal. She looked up to like-minded people for support. She used
the media effectively to bring about a change in the attitude of men who
were still clinging to traditionalism. The press backed her up fully. She
conducted a number of meetings exclusively for women to enlighten
them and enlist their support in her campaign against the Devadasi
system.
She piloted a bill in the legislative council for the abolition of this
system. She had to encounter severe opposition from a few members,
but by her powerful, persuasive and convincing argument she silenced
everyone. She got the bill passed into an Act in 1929, which abolished
the Devadasi system once and for all. This is considered to be one of
the greatest achievements and the women remained eternally grateful
to her. She also piloted another bill against the immoral trafficking in
women and got it passed in 1930. This enhanced her reputation as an
authentic social reformer. Through her efforts, the home for the rescued
girls and destitute women was opened which provided shelter to the
abandoned children and women. Another noteworthy achievement of
Dr. Muthulakslimi was the abolition of child marriage. Dr. Ida Scudder,
the founder of Christian Medical College, Vellore, wrote to her, “I would

209
probably have never studied medicine and would not have come back
to India, had it not been for the three child wives, none of them were
over fourteen who died that night in the station.” All the three were
married very early in life and they all died during childbirth. Ida Scudder
most heartily welcomed the raising of the minimum age of girls for
marriage. Mahatma Gandhi also emphasised that if a girl could not
understand what marriage meant, she could not be a wife. He extended
his full support to Dr. Muthulakshmi Reddy in her campaign against
child marriage. The legislative council adopted the resolution in 1928
without a dissenting voice and the minimum age of girls for marriage
was fixed at sixteen.
The setting up of the Cancer hospital at Adayar in Chennai is
another milestone in her career. Years earlier when Dr. Muthulakshmi
was sitting by the side of her sister seeing her dying of cancer for want
of proper facilities and treatment, thought that she should become an
oncologist one day. She visited the Royal Cancer Hospital in England
and realised that with early detection and prompt, organised and
specialised treatment, cancer could be cured.
During the centenary celebrations of Madras Medical College
in 1935, Dr. Muthulakshmi moved a resolution for the establishment of a
separate, self-contained cancer hospital. The WIA, started a cancer
relief fund and collected money and raised the necessary funds for the
construction of a block for cancer treatment. With financial assistance
from both the Central and State Governments and a few non-
governmental organisations, the hospital has grown from a twelve-bed
cottage clinic to one of the three cancer curing centres in India.
Dr. Muthulakshmi became the first alderwoman of the Madras
Corporation in 1937. She moved a resolution for the opening of a
home for diseased beggars and more especially for the lepers. Her
expertise was always sought by the government. She made valuable
suggestions for the improvement of the infectious diseases hospital.

210
 Right from her adolescence, Muthulakshmi was fond of babies
and children. Even in her teens, she enjoyed caring for the babies and
looking after the children in her neighbourhood. The international
women’s conference in Paris inspired her to work for the welfare of the
uncared for children. For improving the physical and mental health, and
the moral growth among the destitute children, Muthulakshmi started
the Avvai Home in Mylapore in 1930. It was then shifted to Adayar.
The Avvai home at present has a Basic Education centre, a mid-day
meal centre and a small-scale industry unit. In addition to primary and
pre-primary schools, it has a high school and a higher secondary school
with vocational1 stream.
In 1936, she established a home for the orphan children and the
destitute girls and women. She opened a free dispensary for the poor.
Thus was born, the Avvai Rural Medical Service. They taught the slum
people to be hygienic, clean and healthy by keeping their surroundings
clean. Reading rooms and libraries were set up. She arranged lantern
lectures on the prevention of diseases, hygiene and sanitation. After the
death of her husband, she disposed of her jewellery and from the money
she got, she bought a few acres of land and built a small dispensary.
The Avvai Medical Service extended medical aid to the villages in and
around Adayar. In those days many women used to die while giving
birth to children for want of proper maternity care. Dr. Muthulakshmi
wanting to do something to save the mothers and their babies during
childbirth, started maternity homes for their welfare.
Dr. Muthulakshmi Reddy was a pioneering social reformer. Her
task was not an easy one, as she had to fight her way all through her life
against heavy odds for the emancipation of women. She was awarded
the Padma Bhushan in 1956 for her meritorious service. Dr.
Muthulakshmi Reddy dedicated her life for the upliftment of women.
She lived for 82 years with a purpose and meaning. She passed away
peacefully in the cancer institute that she built on 22.07.1968.
211
Glossary
alderwoman - a senior member of the town
below the rank of a mayor chosen
by other members of the council
indignity - unworthy treatment
unpalatable - difficult to accept
crusade - campaigning for a noble cause
perseverance - constant hard work
suppression - denying one’s right
eradicate - remove
abolish - put an end to
oncologist - specialist in treating tumours
(cancer)

I. Fill in the blanks.

1. Dr. Muthulakshmi’s valiant efforts ended the ..............

2. Muthulakshmi became the first woman ..............of the

Legislative Council.

3. Muthulakshmi specialised in the cure for ..............

4. Muthulakshmi became the first .............. in the Madras

Corporation.

5. The Government of India honoured her with

............................

212
II. Choose the correct option from the following words.
1. Muthulakshmi learnt.............................only because of her father
and teacher.
(music, medicine, oncology, English)
2. The desire of Muthulakshmi to pursue her education made
the relaxing of rules in a......................college.
(men’s, co-educational, professional, woman’s)
3. The conference at motivated her to fight
for the emancipation of women.
(Paris, Geneva, England, Colombo)
4. Child marriage was a ..................... to the society.
(bane, blessing, vice, boon)
5. As an Alderwoman of the Madras Corporation, she opened the
home for.
(beggars and lepers, old-aged, orphaned children, widows).

III. State whether the following statements are True or False.

1. Dr.Muthulakshmi was a pioneering social reformer.
2. Dr.Muthulakshmi attended the International women’s
Conference in Paris.
3. As alderwoman she abolished water tax.
4. Dr.Muthulakshmi specialised in the diseases of women and
children alone.
5. Muthulakshmi’s performance in Medical College was
exemplary.
6. Dr.Muthulakshmi’s single-minded dedication, devotion and
commitment was to abolish Devadasi system.

213
IV. Answer the following questions.
1. What was her specialisation in the field of medicine?
2. How did Gandhiji support Dr. Muthulakshmi’s cause?
3. How did Dr.Muthulakshmi help the socially disadvantaged and
deprived people?
4. What is the legacy left behind by Dr. Muthulakshmi in the
educational field?
5. How did the Goverment of India honour her?

214
 6. JOAN OF ARC
More than five hundred years ago, there lived in a little village
in France a girl, Joan by name. Her father was a farmer. Joan did
not go to any school. She did not learn to read or write. She spent
her time in sewing and spinning. She was a quiet little girl of
sweet and simple manners. As Joan grew older she became more
thoughtful. Often she would go alone to the village church. She
would sit in a corner there and say her prayers.
At this time France was in great trouble. The King of France
had died. But his son, Prince Charles, had not yet been crowned
Enemies came across the sea from England. They captured many
towns and cities in France.
One morning Joan heard her parents talking. They said the
country was in great danger. The French had been defeated in a
battle. Very soon the English soldiers might become the masters
of France. The poor French people might be driven out of their
farms and cottages. Joan was now very unhappy. She went alone
to the woods. For a long time she sat there under a tree, saying her
prayers. All of a sudden she heard a voice which seemed to say,
”Joan, you love France, don’t you? Now go and save her. God
will help you!”
It was a sweet and gentle voice. Joan was puzzled. But she
was not afraid. The sun was setting. She walked home through
the woods. The church bells were ringing. Joan heard the same
sweet voice calling her once again. Still, it said, “Joan, trust in
God. Be good.”
Time passed. Joan spent most of her time in the little church.
She liked to be alone. She went away quietly to the woods
whenever she could. She began to hear the strange voice more
often. It spoke to her when the church bells rang and when she
was alone. It called her while she was looking after her father’s
215
sheep and when she gathered flowers. She felt happy whenever
she heard the voice. She said to herself, “It comes from God.”
Three years passed. Joan wondered when God would show
her how to help Prince Charles and his people. The English soldiers
were winning battle after battle. The French army had no good
leaders. The city of Orleans was attacked by the English. Joan did
not know what to do.
One evening she heard the old sweet voice again. It ordered
her to go to a place ten miles away from her village. It also told
her to request the French captain there to take her to Prince Charles.
“God will help you to save Orleans,” the voice continued.
”God will help you to crown Charles, king. Be brave. Ask the prince
to give you soldiers.”
Joan thought for a while. She said to herself, “I am a mere girl. I
know nothing about war. People will only laugh at me.”
But the voice said, “Go! You are to save the country.”
Joan’s eyes shone with a rare brightness. Her mind was full of
plans. She told her father what she had heard. He laughed at her.
Joan’s brothers and sisters made fun of her. But Joan had ful1 faith in
God. So the next day she left her home. She walked all the way to the
village where the French captain lived. He agreed to take her to the
young prince.
For eleven days she rode with two soldiers to guard her. It was
a long and hard journey. They reached the palace at last. Joan came
into a big hall. Charles wanted to put her to the test. He was in the
midst of his nobles. He was like any gentleman of the court. Nobody
helped the poor little village girl to find him. One of the nobles sat on
the throne dressed like the prince. Charles stood behind him in ordinary
dress. Joan took no notice of the man who was sitting on the throne.
She walked straight up to Charles. She knelt before him and said,
“God save you, my good king!”
216
 “I am not the king,” he replied.
“You are, sir. I know it. I am Joan of Arc. I have come by
God’s order to tell you that very soon you will be crowned king. I
am to help you to take the city of Orleans and to save France
for you.”
Charles believed her. He gave her a fine white horse and a sword.
Seven thousand soldiers followed this fearless village girl. They were
full of hope. Above Joan flew the beautiful flag of France. When she
passed through the villages, people ran out and tried to kiss her feet.
“Long live the Maid of God!” they cried.
At last she reached Orleans. The English soldiers laughed
at her. Some of them called her names. But Joan did not mind all
that. Right through the English army she marched. She was
wounded many times. But she did not stop fighting. The French
soldiers took heart whenever they saw her sweet brave face and
her white banner. Joan pushed the enemy back from one place to
another. The English were driven away. Orleans was saved.
Joan led her men from the city of Orleans to Rheims. This
place was also in the hands of the English. The English soldiers
heard that Joan was coming to attack the town. They ran away in
fear. None remained in the town. Joan and her army made a
victorious entry into the town. Here in the famous ancient church,
Charles was crowned.
Joan was now called the Maid of Orleans. She was happy.
She had at last done the work God had given her to do.
All these successes might have turned the head of anyone
less humble than Joan. But when she had done the work the voice
told her to do, she asked to be allowed to go back to her quiet life
in Domremy again. This was refused, and Joan lingered on beside
the King, who by his slackness and cowardice was throwing away
all that she had won for him with such difficulty. Whatever
217
happened, however, the Maid (as she was called) was determined to
serve her country. So she continued her campaign, though she was
given neither men nor money enough for the task. At last she went to
the relief of a city besieged by the King’s enemies. From the city she
led an attack on the camp of the besiegers, but enemy reinforcements
arrived unexpectedly, cutting off Joan and her troops from the town.
There was no way of retreat, and the brave Maid was captured and
taken as prisoner to the enemy camp.
For a whole year Joan’s trial dragged on, the French and their
English allies tryed to prove that she was a witch. She was questioned
and bullied, threatened with torture and burning, and allowed no help in
her defence. Worn out at last, she signed a paper saying that the voice
had not been from God, and admitting all that she had been accused of.
A few days later, however, her courage and strength came back to her,
she withdrew this confession, and went back to her old confidence in
the righteousness of her cause. Her enemies then passed sentence on
her, and she was burnt at the stake to death in Rouen market-place.
Her whole bearing at the hour of her death was so saintly that even the
rough soldiers were impressed and said, “We are lost - we have burnt
a saint.”
Through all these months of misery, of bodily discomfort and
mental suffering, Joan never uttered a word of complaint against the
King, or those who, after following her to victory, had deserted her in
defeat. Her chief sorrow was for France, still torn by war and hatred.
She was so gentle and forgiving of spirit, that when a priest held up a
crucifix before her eyes as she stood at the stake, she told him to go
back, lest the flames that were rising around her should do him harm.
Joan of Arc gave up home and friends, a peaceful, happy home,
and in the end life itself, not for the unworthy King who stirred no finger
to help her, but for her “fair land of France.” She was only nineteen
when she suffered such a cruel death, but young as she was, she had
seen a vision of her country freed from war and destruction, united in
218
loyalty to one King, with a chance at last of achieving peace and
prosperity. By her deep religious faith she was enabled to do her share
in bringing this vision to reality.
Glossary
woods - a small forest
nobles - persons of high rank in a king’s court
crowned - made king
slackness - being lazy
besiege - to surround with armed forces
reinforcements - additional force of soldiers
righteousne ss - being morally good
bearing - appearance
Comprehension
I. Answer the following questions.
1. Why was Joan unhappy?
2. What did the voice say to Joan when she was sitting alone
in the woods?
3. What did her brothers and sisters do when she told them
about the voice?
4. How did Prince Charles test Joan?
5. How did the people show their love for Joan?
6. What did the English soldiers do when Joan came to
Rheims?
7. Where was Charles crowned?
8. Who was called the Maid of Orleans? Why?
9. How did the king undo her work?
10. How was Joan captured? What was she accused of?
11. Describe Joan’s trial.
12. How did Joan serve her country?
219
II. Filling the blanks choosing the best answer
1. Joan spent ................ of her time inthe little church.
(most, often, little, much)
2. She began to hear the same ............... very often.
(sound, noise, voice, shout)
3. Some of them called her
(an angel, fairy, names, a queen)
4. Joan wanted to do something to save her ................
(father, village, country, king)
5. The English could do .............. against Joan.
(nothing, everything, all, something)
6. The French and the English allies tried to prove
that .............. was a witch.
(Joan, Charles, a French soldier, an English soldier)
7. Joan was burned to death in ..................
(Rouen market - place, Paris, Rheims, England)
8. We are lost - we have burnt a .................
(patriot, saint, soldier, king)
III. Say whether the following are True or False
1. Joan of Arc was a great scholar.
2. Joan of Arc belonged to England.
3. She always led from the front.
4. All her successes made her proud.
5. Joan of Arc was killed in a battle.

220
 PHONETIC SYMBOLS

Here are the symbols for the 44 English sounds with examples
for each, initially, medially and finally:
symbol initial medial final
/p/ pat appear stamp
/b/ bat trouble rub
/t/ tie fatal most
/d/ dye ready old
/k/ keen package leak
/g/ grace baggage dog
/f/ flash before graph
/v/ van revive live
/q/ thick athlete bath
/ð/ them together bathe
/s/ song parcel bus
/z/ zip visit choose/buzz
z
/ / ship precious fresh
/Z/ - television -
/t z / charm teacher/picture trench
/dZ/ jam magic judge
/m/ map admire come
/n/ no tender rain
/N/ - bunker ring
/h/ hit behaviour -
/l/ last balloon tell
/w/ was between -
/j/ yellow beyond -
/r/ run borrow -

221
 VOWELS

Symbol initial medial final

/i:/ eat deed knee
/I/ it pin pity
/e/ egg pen -
/æ/ axe pat -
/L / under luck -
/A:/ arm park car
/Q/ orange hot -
/O:/ august caught saw
/U/ - good -
/u:/ ooze/Ooty food blue
/@:/ early curd occur
/@/ amount ignorance father

DIPHTHONGS

symbol initial medial final

/eI/ eight gain play
/AI/ ice like fly
/OI/ oil boil boy
/@U/ old boat go
/aU/ out clown now
/I@/ ear fierce deer
/e@/ air careful fare
/@U/ - tourist poor

222