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+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,English,"Unit 1My Family and Me
+Chapter 1
+Two Little Hands
+Let us sing
+Two little ears to hear any sound.
+One little nose to smell and breathe.
+One little mouth that likes to eat.
+New words
+• Now circle ‘One, two, to’ in the song.hand | leg | head | eye | ear | nose | mouth
+Hands to clap, legs to walk Nose to smell, mouth to talk Head to move, eyes to see I have a little body that belongs to me.
+Sight words
+| one | to Two little eyes to look around.
+Note to the teacher
+Use different combinations and variations for the activity. 
+For instance, while reciting the poem, you may say ‘two little hands go’ and remain silent while continuing to clap.
+Write sight words and new words on the board.
+2Chapter 1.indd
+Parts of the Body
+Head, shoulders, knees and toes Head, shoulders, knees and toes And eyes and ears And mouth and nose Head, shoulders, knees and toes
+Note to the teacher
+As children sing, they touch the part of the body referred to.
+This song may be repeated till the child learns the part of the body.
+New ways of reciting could be thought of by the teacher.
+3Chapter 1.indd
+Let us speak
+A. Repeat after the teacher
+Teacher: I clap with my hands.
+Children: I
+I tap with my feet.
+I look with my eyes.
+I walk with my legs.
+4Chapter 1.indd
+B. Talk in pairs
+Ask your partner questions such as the ones below.
+Nitin: What is this?
+Neha: This is my nose.
+Neha: What are these?
+Nitin: These are my shoulders.
+Nitin: What is this?
+Neha: This is my mouth.
+Neha: What are these?
+Nitin: These are my ears.
+Nitin: What is this?
+Neha: This is my mouth.
+Neha: What are these?
+Nitin: These are my hands.
+Nitin: What are these?
+Neha: These are my legs.
+Note to the teacher
+Teacher demonstrates the actions and says the sentence, and children repeat after her. 
+Then each child says one sentence in sequence, till every child in the class gets a chance to speak.
+5Chapter 1.indd
+Match the parts of the body with their pictures.
+Leg
+Note to the teacher
+Using the picture, say aloud the parts of the body pointing to each one.
+As children repeat after you, let them also point to the corresponding body part.
+Head
+Nose
+Eye
+Ear
+Cheek
+Hand
+Tongue
+Arm
+Mouth
+Foot
+6Chapter 1.indd
+Let us read
+Look at the pictures. Read the word, then read the sentence.
+I see with my eyes.
+Eyes
+I hear with my ears.
+Ears
+I smell with my nose.
+Nose
+I eat with my mouth.
+Mouth
+I feel with my skin.
+Skin
+7Chapter 1.indd
+Let us do Washing HandsChapter 1
+Two Little Hands
+Let us sing
+Two little ears to hear any sound.
+One little nose to smell and breathe.
+One little mouth that likes to eat.
+New words
+• Now circle ‘One, two, to’ in the song.hand | leg | head | eye | ear | nose | mouth
+Hands to clap, legs to walk Nose to smell, mouth to talk Head to move, eyes to see I have a little body that belongs to me.
+Sight words
+| one | to Two little eyes to look around.
+Note to the teacher
+Use different combinations and variations for the activity. 
+For instance, while reciting the poem, you may say ‘two little hands go’ and remain silent while continuing to clap.
+Write sight words and new words on the board.
+2Chapter 1.inddNew words
+• Now circle ‘One, two, to’ in the song.hand | leg | head | eye | ear | nose | mouth
+Hands to clap, legs to walk Nose to smell, mouth to talk Head to move, eyes to see I have a little body that belongs to me.
+Sight words
+| one | to Two little eyes to look around.
+Note to the teacher
+Use different combinations and variations for the activity. 
+For instance, while reciting the poem, you may say ‘two little hands go’ and remain silent while continuing to clap.
+Write sight words and new words on the board.
+2Chapter 1.inddSight words
+| one | to Two little eyes to look around.
+Note to the teacher
+Use different combinations and variations for the activity. 
+For instance, while reciting the poem, you may say ‘two little hands go’ and remain silent while continuing to clap.
+Write sight words and new words on the board.
+2Chapter 1.inddNote to the teacher
+Use different combinations and variations for the activity. 
+For instance, while reciting the poem, you may say ‘two little hands go’ and remain silent while continuing to clap.
+Write sight words and new words on the board.
+2Chapter 1.inddParts of the Body
+Head, shoulders, knees and toes Head, shoulders, knees and toes And eyes and ears And mouth and nose Head, shoulders, knees and toes
+Note to the teacher
+As children sing, they touch the part of the body referred to.
+This song may be repeated till the child learns the part of the body.
+New ways of reciting could be thought of by the teacher.
+3Chapter 1.inddNote to the teacher
+As children sing, they touch the part of the body referred to.
+This song may be repeated till the child learns the part of the body.
+New ways of reciting could be thought of by the teacher.
+3Chapter 1.indd",aemr101.pdf
+1,CBSE,Class1,English,"A. Repeat after the teacher
+Teacher: I clap with my hands.
+Children: I
+I tap with my feet.
+I look with my eyes.
+I walk with my legs.
+4Chapter 1.inddB. Talk in pairs
+Ask your partner questions such as the ones below.
+Nitin: What is this?
+Neha: This is my nose.
+Neha: What are these?
+Nitin: These are my shoulders.
+Nitin: What is this?
+Neha: This is my mouth.
+Neha: What are these?
+Nitin: These are my ears.
+Nitin: What is this?
+Neha: This is my mouth.
+Neha: What are these?
+Nitin: These are my hands.
+Nitin: What are these?
+Neha: These are my legs.
+Note to the teacher
+Teacher demonstrates the actions and says the sentence, and children repeat after her. 
+Then each child says one sentence in sequence, till every child in the class gets a chance to speak.
+5Chapter 1.inddNote to the teacher
+Teacher demonstrates the actions and says the sentence, and children repeat after her. 
+Then each child says one sentence in sequence, till every child in the class gets a chance to speak.
+5Chapter 1.inddMatch the parts of the body with their pictures.
+Leg
+Note to the teacher
+Using the picture, say aloud the parts of the body pointing to each one.
+As children repeat after you, let them also point to the corresponding body part.
+Head
+Nose
+Eye
+Ear
+Cheek
+Hand
+Tongue
+Arm
+Mouth
+Foot
+6Chapter 1.inddLeg
+Note to the teacher
+Using the picture, say aloud the parts of the body pointing to each one.
+As children repeat after you, let them also point to the corresponding body part.Note to the teacher
+Using the picture, say aloud the parts of the body pointing to each one.
+As children repeat after you, let them also point to the corresponding body part.HeadNoseEyeEarCheekHandTongueArmMouthFoot
+6Chapter 1.inddLet us read
+Look at the pictures. Read the word, then read the sentence.
+I see with my eyes.
+Eyes
+I hear with my ears.
+Ears
+I smell with my nose.
+Nose
+I eat with my mouth.
+Mouth
+I feel with my skin.
+Skin
+7Chapter 1.inddLook at the pictures. Read the word, then read the sentence.
+I see with my eyes.
+Eyes
+I hear with my ears.
+Ears
+I smell with my nose.
+Nose
+I eat with my mouth.
+Mouth
+I feel with my skin.
+Skin
+7Chapter 1.inddLet us do Washing HandsMy Hand
+Place one palm in the centre of the box given below.
+With your other hand, draw an outline.
+Decorate the hand with colours, coloured paper bits, bindis or anything else.
+Now compare your drawing with your friend’s drawing.
+4. Rinse your hands again.
+Note to the teacher
+Let the students listen to the instructions one by one and do accordingly.Note to the teacher
+Let the students listen to the instructions one by one and do accordingly.Let us do
+1. Open the tap or pour water on your hands.
+2.
+Rub soap on your hands.
+3. Wash between the fingers.Let us singLet us writeAlphabet song
+A. Write the letters
+ | A B C D E F G | H I J K | L M N O P
+ | --- | --- | ---
+ | L M N O P | Q R S T | U V W X Y Z
+
+X Y Z, Sugar on bread Next day morning, come to me We will learn the A B C
+Happy, happy we shall be When we know the A B CHappy, happy we shall be When we know the A B C A
+a
+B
+C
+ | c | D
+ | E
+ | e | F
+
+Note to the teacher
+Before the above exercise, make letter flash cards to indicate directions when tracing the letters.
+Provide extra practice if necessary.
+10Chapter 1.indd
+A. Sing the alphabet (phonics) song for these letters before you start reading the words.
+Let us sing
+You may sing it in this way: a is for ant a a ant b is for bag b b bag c is for cat c c cat d is for dog d d dog e is for egg e e egg f is for fish f f fish g is for goat g g goat h is for hut h h hut i is for ice-cube i i ice-cube j is for jug j j jug k is for kite k k kite l is for lion l l lion m is for mango m m mango 11Chapter 1.indd n is for nose n n nose o is for orange o o orange p is for parrot p p parrot q is for quilt q q quilt r is for rat r r rat s is for sun s s sun t is for table t t table u is for umbrella u u umbrella w is for well w w well v is for van v v van x is for x-ray x x x-ray
+y is for yarn y y yarn z is for zebra z z zebra
+Note to the teacher
+Draw attention of the children to the initial sound of each word. 
+Help each child say the word aloud focusing on the initial sound.
+12Chapter 1.indd
+Let us speak
+d Letter sounds a axe b c e
+bag cart egg den
+door ant
+arm bee boy cap cat ear dog elephant
+Note to the teacher
+Draw attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+13Chapter 1.indd
+Notice the initial sounds of the words in each row. Find the odd one out.
+1
+ |  | bag | ballooncap
+ | --- | --- | ---
+ |  2 | apple | clockant
+ | 3
+ |  | egg | drumdog
+
+Note to the teacher
+Provide regular and frequent practice of the above exercise.
+14Chapter 1.indda",aemr101.pdf

data/Class1-English-aemr102.pdf-1.csv

@@ -0,0 +1,683 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,English,"Chapter 2
+Let us read
+Greetings
+When I meet someone, I say ‘Namaste’. Namaste!
+ | When I meet someone in the morning, I say ‘Good morning’. | When I meet someone in the afternoon, I say ‘Good afternoon’.
+ | When I meet someone in the evening, I say ‘Good evening’. | When I go to bed, I say ‘Good night’.
+
+Note to the teacher
+Ask the children how they greet others in their mother tongue.
+E.g.
+‘Namaskar’, ‘Vanakkam’.
+Familiarise children with the phrases used for greetings in English.
+10:18:24 AM
+A. Match the pictures with the sentences.
+Note to the teacher
+Read the sentences aloud for the children.
+Ensure that the children learn the action words such as— combing, eating, seeing, saying, hearing.
+Let us write
+I comb my hair.
+I see my teacher.
+I eat my food.
+I hear the bell ring.
+I walk to school.
+I play football.
+16Chapter 1.indd
+Let us write
+A. Write these letters
+Sing the ABC song again.Let us readGreetings
+When I meet someone, I say ‘Namaste’. Namaste!
+ | When I meet someone in the morning, I say ‘Good morning’. | When I meet someone in the afternoon, I say ‘Good afternoon’.
+ | When I meet someone in the evening, I say ‘Good evening’. | When I go to bed, I say ‘Good night’.
+
+Note to the teacher
+Ask the children how they greet others in their mother tongue.
+E.g.
+‘Namaskar’, ‘Vanakkam’.
+Familiarise children with the phrases used for greetings in English.
+10:18:24 AM
+A. Match the pictures with the sentences.
+Note to the teacher
+Read the sentences aloud for the children.
+Ensure that the children learn the action words such as— combing, eating, seeing, saying, hearing.
+Let us write
+I comb my hair.
+I see my teacher.
+I eat my food.
+I hear the bell ring.
+I walk to school.
+I play football.
+16Chapter 1.indd
+Let us write
+A. Write these letters
+Sing the ABC song again.When I meet someone, I say ‘Namaste’. Namaste!
+ | When I meet someone in the morning, I say ‘Good morning’. | When I meet someone in the afternoon, I say ‘Good afternoon’.
+ | When I meet someone in the evening, I say ‘Good evening’. | When I go to bed, I say ‘Good night’.
+Note to the teacher
+Ask the children how they greet others in their mother tongue.
+E.g.
+‘Namaskar’, ‘Vanakkam’.
+Familiarise children with the phrases used for greetings in English.
+10:18:24 AM
+A. Match the pictures with the sentences.
+Note to the teacher
+Read the sentences aloud for the children.
+Ensure that the children learn the action words such as— combing, eating, seeing, saying, hearing.A. Match the pictures with the sentences.
+Note to the teacher
+Read the sentences aloud for the children.
+Ensure that the children learn the action words such as— combing, eating, seeing, saying, hearing.Note to the teacher
+Read the sentences aloud for the children.
+Ensure that the children learn the action words such as— combing, eating, seeing, saying, hearing.Let us write
+I comb my hair.
+I see my teacher.
+I eat my food.
+I hear the bell ring.
+I walk to school.
+I play football.
+16Chapter 1.inddLet us write
+A. Write these letters
+Sing the ABC song again.A. Write these lettersSing the ABC song again. G I",aemr102.pdf
+1,CBSE,Class1,English,"JK L l
+nMm
+o
+N
+PO
+Note to the teacher
+Before doing the above exercise, make letter flash cards to indicate directions when tracing the letters.
+17Chapter 1.indd
+Let us speak
+i
+Letter sounds
+ | f | g goat
+ | h
+
+house
+j
+jacket fox
+foot
+iron
+ice gate
+girl
+hand hut
+jackfruit
+jug fish inkpot
+Note to the teacher
+Draw attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+18Chapter 1.indd 20Chapter 1.indd 19Chapter 1.indd
+Let us sing
+Hop a Little
+Hop a little, jump a little, one two three.
+Stamp a little, skip a little, tap one knee.
+Dance a little, twist a little,
+shake your hand.
+Yawn a little, sleep a little, in your bed.
+hop | jump | stamp | skip | tap dance | twist | shake | yawn | sleep
+New words
+Note to the teacher
+Sing the rhyme aloud in tune with actions. 
+Encourage the children to repeat after you.
+Help the children associate actions with the words like hop, skip, jump, etc.
+Introduce other action words like run, walk, sit, stand and stretch.
+21Chapter 1.indd
+Picture Talk
+Note to the teacher
+Give children enough time to observe the picture. 
+Encourage the child to speak and answer the questions, even if they speak in their home language.
+Help them find English words.
+22Chapter 1.indd
+1. How many children are there in the picture?
+2. What games are they playing?
+3. Which is your favourite game?
+4. Some children in the picture are not playing games.
+What are they doing?
+23Chapter 1.indd
+Match the actions with the pictures
+They are dancing.
+She is jumping.
+He is yawning.
+She is hopping.
+They are walking.
+24Chapter 1.indd
+Seema is running.
+Kumar is stretching.
+The dog is sleeping.
+Vittal is bending.
+The boy is skipping.
+25Chapter 1.indd
+Let us play
+Hopscotch
+Your teacher will help you draw the picture on the floor.
+You have to take turns to jump and hop.
+Jump with one foot in each box.
+Start with 1. Go till you reach number 7.
+Then turn around and come back.
+If you put your foot outside the box, then you are out!
+When you were playing one round • Did you jump?
+• Did you hop?
+• Did you have fun?
+• Did you count the numbers while playing?
+Note to the teacher
+You may make children play this game with variations— changing the shape, using letters instead of numbers, and so on.
+Let us write
+A. Look at the picture and fill in the words from the boxes
+dance hop skip sleep bend jump eat
+ | s | p h
+ | b e p | n e d
+
+27Chapter 1.indd
+B. Write the missing letter to complete each word
+ | p | n | c | t | d | g
+ | --- | --- | --- | --- | --- | ---
+ | t | n | st | r | b | s
+ | sh | p | j | g | f | x
+
+28Chapter 1.indd
+Let us speak
+n
+Letter sounds
+ | k | l leaf
+ | m
+
+mouth
+o
+owl kettle
+kite
+nine
+nest lion
+lemon
+mango mouse
+ox
+orange key nose
+Note to the teacher
+Draw the attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+29Chapter 1.indd
+A. Notice the initial sounds of the words in each row.
+Find the odd one out.
+nest ninesix
+Play time
+1. Can you do this?
+1
+2
+ | cap | mangomouse
+ | lion | handlamp
+
+3
+• Without using your hands turn the pages of your book one by one.
+• Sit with your partner.
+Look into each other’s eyes and see who blinks first.
+Let us write
+A. Write these letters.
+Sing the ABC song again.
+Q R TSs
+U
+u
+V
+v
+Ww X
+ |  |  | x
+ | --- | --- | ---
+ | Y | Z | 
+
+z
+Note to the teacher
+Before the above exercise, make letter flash cards to indicate directions when tracing the letters.
+31Chapter 1.indd
+Let us speak
+s
+Letter sounds
+ | p | q question mark
+ | r
+
+rainbow ten pencil pot spoon swan quilt quill rose ring tomato table parrot seven
+t
+Note to the teacher
+Draw the attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+Provide regular and frequent practice of the above exercise.
+32Chapter 1.indd
+A. Say the words aloud.
+Circle the picture with different starting sound.
+The first one is done for you.
+Play time
+B. Hold this page in front of a mirror.
+Do they look the same in the mirror?
+2
+3
+4
+ |  | H A | B C
+ | --- | --- | ---
+ | 33Chapter 1.indd |  | 
+nMmoN",aemr102.pdf
+2,CBSE,Class1,English,"Note to the teacher
+Before doing the above exercise, make letter flash cards to indicate directions when tracing the letters.
+17Chapter 1.inddLet us speakiLetter sounds
+ | f | g goat
+ | h
+
+house
+j
+jacket fox
+foot
+iron
+ice gate
+girl
+hand hut
+jackfruit
+jug fish inkpot
+Note to the teacher
+Draw attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+18Chapter 1.indd 20Chapter 1.indd 19Chapter 1.indd
+Let us singj
+jacket fox
+foot
+iron
+ice gate
+girl
+hand hut
+jackfruit
+jug fish inkpot
+Note to the teacher
+Draw attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+18Chapter 1.indd 20Chapter 1.indd 19Chapter 1.inddjacket foxfoot
+iron
+ice gate
+girl
+hand hut
+jackfruit
+jug fish inkpot
+Note to the teacher
+Draw attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+18Chapter 1.indd 20Chapter 1.indd 19Chapter 1.inddironice gategirl
+hand hut
+jackfruit
+jug fish inkpot
+Note to the teacher
+Draw attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+18Chapter 1.indd 20Chapter 1.indd 19Chapter 1.inddhand hutjackfruitjug fish inkpot
+Note to the teacher
+Draw attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+18Chapter 1.indd 20Chapter 1.indd 19Chapter 1.inddNote to the teacher
+Draw attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+18Chapter 1.indd 20Chapter 1.indd 19Chapter 1.inddLet us singHop a Little
+Hop a little, jump a little, one two three.
+Stamp a little, skip a little, tap one knee.
+Dance a little, twist a little,
+shake your hand.
+Yawn a little, sleep a little, in your bed.
+hop | jump | stamp | skip | tap dance | twist | shake | yawn | sleep
+New words
+Note to the teacher
+Sing the rhyme aloud in tune with actions. 
+Encourage the children to repeat after you.
+Help the children associate actions with the words like hop, skip, jump, etc.
+Introduce other action words like run, walk, sit, stand and stretch.
+21Chapter 1.inddDance a little, twist a little,
+shake your hand.
+Yawn a little, sleep a little, in your bed.
+hop | jump | stamp | skip | tap dance | twist | shake | yawn | sleep
+New words
+Note to the teacher
+Sing the rhyme aloud in tune with actions. 
+Encourage the children to repeat after you.
+Help the children associate actions with the words like hop, skip, jump, etc.
+Introduce other action words like run, walk, sit, stand and stretch.
+21Chapter 1.inddNew words
+Note to the teacher
+Sing the rhyme aloud in tune with actions. 
+Encourage the children to repeat after you.
+Help the children associate actions with the words like hop, skip, jump, etc.
+Introduce other action words like run, walk, sit, stand and stretch.
+21Chapter 1.inddNote to the teacher
+Sing the rhyme aloud in tune with actions. 
+Encourage the children to repeat after you.
+Help the children associate actions with the words like hop, skip, jump, etc.
+Introduce other action words like run, walk, sit, stand and stretch.
+21Chapter 1.inddPicture Talk
+Note to the teacher
+Give children enough time to observe the picture. 
+Encourage the child to speak and answer the questions, even if they speak in their home language.
+Help them find English words.
+22Chapter 1.indd
+1. How many children are there in the picture?
+2. What games are they playing?
+3. Which is your favourite game?
+4. Some children in the picture are not playing games.
+What are they doing?
+23Chapter 1.inddNote to the teacher
+Give children enough time to observe the picture. 
+Encourage the child to speak and answer the questions, even if they speak in their home language.
+Help them find English words.
+22Chapter 1.indd
+1. How many children are there in the picture?
+2. What games are they playing?
+3. Which is your favourite game?
+4. Some children in the picture are not playing games.
+What are they doing?
+23Chapter 1.inddMatch the actions with the pictures
+They are dancing.
+She is jumping.
+He is yawning.
+She is hopping.
+They are walking.
+24Chapter 1.indd
+Seema is running.
+Kumar is stretching.
+The dog is sleeping.
+Vittal is bending.
+The boy is skipping.
+25Chapter 1.indd",aemr102.pdf
+3,CBSE,Class1,English,"Hopscotch
+Your teacher will help you draw the picture on the floor.
+You have to take turns to jump and hop.
+Jump with one foot in each box.
+Start with 1. Go till you reach number 7.
+Then turn around and come back.
+If you put your foot outside the box, then you are out!
+When you were playing one round • Did you jump?
+• Did you hop?
+• Did you have fun?
+• Did you count the numbers while playing?
+Note to the teacher
+You may make children play this game with variations— changing the shape, using letters instead of numbers, and so on.Note to the teacher
+You may make children play this game with variations— changing the shape, using letters instead of numbers, and so on.Let us write
+A. Look at the picture and fill in the words from the boxes
+dance hop skip sleep bend jump eat
+ | s | p h
+ | b e p | n e d
+
+27Chapter 1.inddA. Look at the picture and fill in the words from the boxes
+dance hop skip sleep bend jump eat
+ | s | p h
+ | b e p | n e d
+
+27Chapter 1.inddB. Write the missing letter to complete each word
+ | p | n | c | t | d | g
+ | --- | --- | --- | --- | --- | ---
+ | t | n | st | r | b | s
+ | sh | p | j | g | f | x
+
+28Chapter 1.inddLet us speaknLetter sounds
+ | k | l leaf
+ | m
+
+mouth
+o
+owl kettle
+kite
+nine
+nest lion
+lemon
+mango mouse
+ox
+orange key nose
+Note to the teacher
+Draw the attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+29Chapter 1.indd
+A. Notice the initial sounds of the words in each row.
+Find the odd one out.
+nest ninesixo
+owl kettle
+kite
+nine
+nest lion
+lemon
+mango mouse
+ox
+orange key nose
+Note to the teacher
+Draw the attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+29Chapter 1.indd
+A. Notice the initial sounds of the words in each row.
+Find the odd one out.
+nest ninesixowl kettlekite
+nine
+nest lion
+lemon
+mango mouse
+ox
+orange key nose
+Note to the teacher
+Draw the attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+29Chapter 1.indd
+A. Notice the initial sounds of the words in each row.
+Find the odd one out.
+nest ninesixninenest lionlemon
+mango mouse
+ox
+orange key nose
+Note to the teacher
+Draw the attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+29Chapter 1.indd
+A. Notice the initial sounds of the words in each row.
+Find the odd one out.
+nest ninesixmango mouseoxorange key nose
+Note to the teacher
+Draw the attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+29Chapter 1.indd
+A. Notice the initial sounds of the words in each row.
+Find the odd one out.
+nest ninesixNote to the teacher
+Draw the attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+29Chapter 1.indd
+A. Notice the initial sounds of the words in each row.
+Find the odd one out.
+nest ninesixPlay time
+1. Can you do this?
+1
+2
+ | cap | mangomouse
+ | lion | handlamp
+
+3
+• Without using your hands turn the pages of your book one by one.
+• Sit with your partner.
+Look into each other’s eyes and see who blinks first.
+Let us write
+A. Write these letters.
+Sing the ABC song again.Let us write
+A. Write these letters.
+Sing the ABC song again.A. Write these letters.
+Sing the ABC song again.Q R TSsU
+u
+V
+v
+Ww X
+ |  |  | x
+ | --- | --- | ---
+ | Y | Z | 
+uV
+v
+Ww X
+ |  |  | x
+ | --- | --- | ---
+ | Y | Z | 
+vWw X
+ |  |  | x
+ | --- | --- | ---
+ | Y | Z | 
+z
+Note to the teacher
+Before the above exercise, make letter flash cards to indicate directions when tracing the letters.
+31Chapter 1.indd
+Let us speak
+s
+Letter sounds
+ | p | q question mark
+ | r
+
+rainbow ten pencil pot spoon swan quilt quill rose ring tomato table parrot seven
+t
+Note to the teacher
+Draw the attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+Provide regular and frequent practice of the above exercise.
+32Chapter 1.indd
+A. Say the words aloud.
+Circle the picture with different starting sound.
+The first one is done for you.
+Play time
+B. Hold this page in front of a mirror.
+Do they look the same in the mirror?
+2
+3
+4
+ |  | H A | B C
+ | --- | --- | ---
+ | 33Chapter 1.indd |  | 
+Let us speaksLetter sounds
+ | p | q question mark
+ | r
+
+rainbow ten pencil pot spoon swan quilt quill rose ring tomato table parrot seven
+t
+Note to the teacher
+Draw the attention of the children to the initial sound of each word given above.
+Help them say the words aloud focusing on the initial sound.
+Provide regular and frequent practice of the above exercise.
+32Chapter 1.indd
+A. Say the words aloud.
+Circle the picture with different starting sound.
+The first one is done for you.",aemr102.pdf
+4,CBSE,Class1,English,"Play time
+B. Hold this page in front of a mirror.
+Do they look the same in the mirror?
+2
+3
+4
+ |  | H A | B C
+ | --- | --- | ---
+ | 33Chapter 1.indd |  | 
+Picture Talk
+1. Can you identify the family members in this picture?
+2. What are they doing?
+3. How do you help your family?
+4. What did you like the most in this picture?
+Note to the teacher
+Encourage the children to observe the picture carefully. 
+Ask them to speak about their family.
+Support them to find English words.
+35Chapter 1.indd
+Mother, mother
+Will you play with me?
+Yes, I shall, yes, I shall
+We are a family! Father, father
+Will you eat with me?
+Yes, I shall, yes, I shall
+We are a family! Brother, sister
+Will you dance with me?
+Yes, I shall, yes, I shall
+We are a family!
+Let us singMother, mother
+Will you play with me?
+Yes, I shall, yes, I shallWe are a family! Father, father
+Will you eat with me?
+Yes, I shall, yes, I shallWe are a family! Brother, sister
+Will you dance with me?
+Yes, I shall, yes, I shallWe are a family!Let us singMy Family
+Grandmother, grandmother, Will you sing with me?
+Yes, I shall, yes, I shall
+We are a family!
+Grandfather, grandfather, Will you read with me?
+Yes, I shall, yes, I shall
+We are a family!
+Let us readWe are a family!
+Grandfather, grandfather, Will you read with me?
+Yes, I shall, yes, I shallWe are a family!Let us readThe Sparrow Family
+Mama and Papa sparrow were making a nest.
+They found a safe place.
+The little nest was soon ready.
+It was soft and warm.
+Sight words and | they | them New words nest | sparrow | egg | grandmother |grandfather| aunt | uncle | cousin | mother | father Mama sparrow laid three small eggs.
+One day the eggs broke open.
+Three little heads popped out.
+Papa sparrow brought food for them.
+Grandmother and Grandfather sparrow, Aunt and Uncle sparrow, cousins and friends all came to meet the baby sparrows.
+The baby sparrows grew bigger and bigger.
+One day, the baby sparrows hopped out of the nest.
+They flew up into the big blue sky.
+Note to the teacher
+Reinforce the names of family members in English.
+Explain that there can be various kinds of families.
+38Chapter 1.indd
+Let us speak
+1. Who are there in your family?
+2. How do you help each other?
+3. What are the names of your grandparents (both paternal and maternal)?
+4. Which bird do you see around your house?
+5. If you were the baby sparrow, where would you go flying?
+6. What do you think the baby sparrows saw from the sky?
+What do you call the following members in your mother tongue?
+Family members
+ | Mother | Grandmother
+ | Father | Grandfather
+ | Elder Brother | Aunt
+ | Elder Sister | Uncle
+
+Note to the teacher
+As the child names the bird, write it down on the board.
+Let the children be familiar with these birds.
+Later, a picture bird chart may be prepared as a group activity and displayed in the class.
+Let us draw
+A. Draw a picture of your family in the box given.
+You may include any interesting thing about your family like pets, your plants, trees in your garden, or any other thing.
+Now tell your class about what you have drawn.
+Note to the teacher
+Encourage children to speak freely. 
+Help them find words in English if they feel stuck.
+Guide them to speak good things about their family, the unique members of their family like dogs, cats, cows, goats, and so on.
+Instill the fact that we love our family.
+40Chapter 1.indd
+Let us do
+food fox foot feather
+The word ‘father’ begins with ‘f’ sound.
+Read the following words that begin with ‘f’ sound.
+The word ‘mother’ begins with ‘m’ sound.
+Read the following words that begin with ‘m’ sound.
+five flag mouse man
+moon mask
+ |  | monkey | mouth
+ | --- | --- | ---
+ | 41Chapter 1.indd |  | 
+
+A. Read the words in the box
+• Tick the words that begin with f.
+• Circle the words that begin with m.
+fish sister fan mug face eye milk map mat finger
+B. Write the words
+Father
+Mother
+Sister
+Brother
+42Chapter 1.inddLet us speak
+1. Who are there in your family?
+2. How do you help each other?
+3. What are the names of your grandparents (both paternal and maternal)?
+4. Which bird do you see around your house?
+5. If you were the baby sparrow, where would you go flying?
+6. What do you think the baby sparrows saw from the sky?
+What do you call the following members in your mother tongue?
+Family members
+ | Mother | Grandmother
+ | Father | Grandfather
+ | Elder Brother | Aunt
+ | Elder Sister | Uncle
+
+Note to the teacher
+As the child names the bird, write it down on the board.
+Let the children be familiar with these birds.
+Later, a picture bird chart may be prepared as a group activity and displayed in the class.",aemr102.pdf

data/Class1-English-aemr103.pdf-2.csv

@@ -0,0 +1,178 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,English,"Unit 2Life Around Us
+Chapter 1
+Let us speak
+Picture Time
+1. What do you see in this picture?
+2. Can you name these animals?
+3. Do you know the names of each animal in English?
+4. Where have you seen them?
+5. Are there any birds in the picture?
+6. Can you name them?
+7. Can you see the snakes?
+How many are there?
+8. What is the monkey doing?
+Once I caught a fish alive.
+Fun with Numbers
+Six, seven, eight, nine, ten, One, two, three, four, five, Then I let it go again.
+48Chapter 2.indd
+Let us speak
+• Have you seen a fish?
+• Where did you see it?
+• What was its colour?
+Let us draw
+Join the letters in the correct alphabetical order to complete the picture and then colour it.
+Note to the teacher
+Help children follow the correct alphabetical order.
+Five little monkeys jumping on a tree, One fell down and bumped his knee.
+Ah!
+Ah!
+Ah!
+Four little monkeys jumping on a tree, One fell down and bumped his knee.
+Ah!
+Ah!
+Ah!
+Five Little Monkeys
+Three little monkeys jumping on a tree, One fell down and bumped his knee.
+Ah!
+Ah!
+Ah!
+Two little monkeys jumping on a tree, One fell down and bumped his knee.
+Ah!
+Ah!
+Ah!
+One little monkey jumping on a tree, One fell down and bumped his knee.
+Ah!
+Ah!
+Ah!
+Now, no more monkeys jumping on a tree, Each of them is holding his knee!
+each | is | and one | two | three | four | five| little | fell | bumped | holding |
+Sight words
+New words
+51Chapter 2.indd
+1. Circle the word “little” in the poem wherever you find it.
+2. Notice the rhyming words— five-alive, tree-knee in the two songs you have read.
+Make rhyming words for Ten by using letters from the help box.
+3. Do you know any other number rhyme?
+Ask your parents or elders at home.
+It could be in any language.
+Share it in class.
+Let us do
+h
+p
+m d
+ | en | en
+ | en | en
+
+52Chapter 2.indd
+4. Match the animals with their names
+Lion
+Monkey
+Fish
+Elephant
+Frog
+Rabbit
+53Chapter 2.inddChapter 1
+Let us speak
+Picture Time
+1. What do you see in this picture?
+2. Can you name these animals?
+3. Do you know the names of each animal in English?
+4. Where have you seen them?
+5. Are there any birds in the picture?
+6. Can you name them?
+7. Can you see the snakes?
+How many are there?
+8. What is the monkey doing?
+Once I caught a fish alive.
+Fun with Numbers
+Six, seven, eight, nine, ten, One, two, three, four, five, Then I let it go again.
+48Chapter 2.indd
+Let us speak
+• Have you seen a fish?
+• Where did you see it?
+• What was its colour?
+Let us draw
+Join the letters in the correct alphabetical order to complete the picture and then colour it.
+Note to the teacher
+Help children follow the correct alphabetical order.
+Five little monkeys jumping on a tree, One fell down and bumped his knee.
+Ah!
+Ah!
+Ah!
+Four little monkeys jumping on a tree, One fell down and bumped his knee.
+Ah!
+Ah!
+Ah!
+Five Little Monkeys
+Three little monkeys jumping on a tree, One fell down and bumped his knee.
+Ah!
+Ah!
+Ah!
+Two little monkeys jumping on a tree, One fell down and bumped his knee.
+Ah!
+Ah!
+Ah!
+One little monkey jumping on a tree, One fell down and bumped his knee.
+Ah!
+Ah!
+Ah!
+Now, no more monkeys jumping on a tree, Each of them is holding his knee!
+each | is | and one | two | three | four | five| little | fell | bumped | holding |
+Sight words
+New words
+51Chapter 2.indd
+1. Circle the word “little” in the poem wherever you find it.
+2. Notice the rhyming words— five-alive, tree-knee in the two songs you have read.
+Make rhyming words for Ten by using letters from the help box.
+3. Do you know any other number rhyme?
+Ask your parents or elders at home.
+It could be in any language.
+Share it in class.
+Let us do
+h
+p
+m d
+ | en | en
+ | en | en
+
+52Chapter 2.indd
+4. Match the animals with their names
+Lion
+Monkey
+Fish
+Elephant
+Frog
+Rabbit
+53Chapter 2.inddLet us speakPicture Time
+1. What do you see in this picture?
+2. Can you name these animals?
+3. Do you know the names of each animal in English?
+4. Where have you seen them?
+5. Are there any birds in the picture?
+6. Can you name them?
+7. Can you see the snakes?
+How many are there?
+8. What is the monkey doing?
+Once I caught a fish alive.Fun with Numbers
+Six, seven, eight, nine, ten, One, two, three, four, five, Then I let it go again.
+48Chapter 2.indd
+Let us speak
+• Have you seen a fish?
+• Where did you see it?
+• What was its colour?
+Let us draw
+Join the letters in the correct alphabetical order to complete the picture and then colour it.
+Note to the teacher
+Help children follow the correct alphabetical order.
+Five little monkeys jumping on a tree, One fell down and bumped his knee.
+Ah!
+Ah!
+Ah!
+Four little monkeys jumping on a tree, One fell down and bumped his knee.
+Ah!
+Ah!
+Ah!Let us speak
+• Have you seen a fish?
+• Where did you see it?
+• What was its colour?",aemr103.pdf

data/Class1-English-aemr104.pdf-3.csv

@@ -0,0 +1,192 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,English,"Let us readChapter 2The Cap-seller and the Monkeys
+10:19:59 AM
+The cap-seller woke up.
+He saw the basket was empty!
+He looked around and above.
+The monkeys were wearing his caps.
+ | What do you think the cap-seller would do now? | The cap-seller shook his fists at the monkeys.
+They also did the same.
+The cap-seller scratched his head.
+The monkeys did the same.
+The cap-seller had an idea!
+He took off his cap and threw it into the empty basket.
+
+Note to the teacher
+The question in the middle of the story is to give children time to reflect and guess.
+55Chapter 2.indd
+The monkeys also did the same.
+The cap-seller got all his caps back and went away happily.
+Note to the teacher
+With the help of the pictures, narrate the story in simple English using voice modulation and actions.
+Draw the attention of the children to the details in the illustrations.
+Ask questions to elicit answers in English. 
+Even if a child answers in one word like ‘cap’ instead of “This is a cap.
+”, accept the answer.
+Ensure that the children have understood the story. 
+After a few days, repeat the story to reinforce the usage of English words.
+56Chapter 2.inddNote to the teacher
+The question in the middle of the story is to give children time to reflect and guess.
+55Chapter 2.indd
+The monkeys also did the same.
+The cap-seller got all his caps back and went away happily.Note to the teacher
+With the help of the pictures, narrate the story in simple English using voice modulation and actions.
+Draw the attention of the children to the details in the illustrations.
+Ask questions to elicit answers in English. 
+Even if a child answers in one word like ‘cap’ instead of “This is a cap.
+”, accept the answer.
+Ensure that the children have understood the story. 
+After a few days, repeat the story to reinforce the usage of English words.
+56Chapter 2.inddLet us speakLet us write
+A. Answer the following questions
+B. What is the first sound of the words in each row?
+1. Do you have a cap? What is its colour?
+2. Why do you think the monkeys threw the caps in the basket?
+ | 1 | cap | cat | coat
+ | --- | --- | --- | ---
+ | 2 | monkey | mango | mouse
+ | --- | --- | --- | ---
+ | 3 | basket | bat | ball
+ | --- | --- | --- | ---
+ | car | tap | can | rat | cat | hat | cow
+ | --- | --- | --- | --- | --- | --- | ---
+
+A. Circle the words that start with the same sound in each row
+mat man pan mango banana mug rug 57Chapter 2.indd
+B. Write the numbers (1–4) next to the pictures according to the story.
+Note to the teacher
+Help children number the pictures according to the sequence of the story.
+Ask children to try and narrate the story in their own words in English.
+Even if children use non-English words, accept their answers. 
+But ensure a smooth transition to the target language.
+58Chapter 2.indd
+C. Let’s colour and write
+ |  | a tree | a monkey
+ | --- | --- | ---
+ |  | a cap | a basket
+ | --- | --- | ---
+ | Aa | Ant | Bb | Bee | Cc | Cat
+ | --- | --- | --- | --- | --- | ---
+ | D. Cats, rats, ants and more! Write their names.
+
+59Chapter 2.indd
+ | Dd | Dog | Ee | Elephant | Ff | Fish
+ | --- | --- | --- | --- | --- | ---
+ | Gg | Goat | Hh | Hen | Ii | Inkpot
+ | Jj | Jug | Kk | Kite | Ll | Lion
+
+60Chapter 2.indd
+ | Mm | Monkey | Nn | Nest | Oo | Owl
+ | --- | --- | --- | --- | --- | ---
+ | Pp | Parrot | Qq | Quill | Rr | Rat
+ | Ss | Snake | Tt | Tiger | Uu | Uniform
+
+61Chapter 2.indd
+Vv Van Ww Whale Xx X-ray
+Yy Yak Zz Zebra Now write your name here 62Chapter 2.inddA. Answer the following questions",aemr104.pdf
+1,CBSE,Class1,English,"1. Do you have a cap? What is its colour?
+2. Why do you think the monkeys threw the caps in the basket?
+ | 1 | cap | cat | coat
+ | --- | --- | --- | ---
+ | 2 | monkey | mango | mouse
+ | --- | --- | --- | ---
+ | 3 | basket | bat | ball
+ | --- | --- | --- | ---
+ | car | tap | can | rat | cat | hat | cow
+ | --- | --- | --- | --- | --- | --- | ---
+A. Circle the words that start with the same sound in each row
+mat man pan mango banana mug rug 57Chapter 2.inddB. Write the numbers (1–4) next to the pictures according to the story.
+Note to the teacher
+Help children number the pictures according to the sequence of the story.
+Ask children to try and narrate the story in their own words in English.
+Even if children use non-English words, accept their answers. 
+But ensure a smooth transition to the target language.
+58Chapter 2.inddNote to the teacher
+Help children number the pictures according to the sequence of the story.
+Ask children to try and narrate the story in their own words in English.
+Even if children use non-English words, accept their answers. 
+But ensure a smooth transition to the target language.
+58Chapter 2.inddC. Let’s colour and write
+ |  | a tree | a monkey
+ | --- | --- | ---
+ |  | a cap | a basket
+ | --- | --- | ---
+ | Aa | Ant | Bb | Bee | Cc | Cat
+ | --- | --- | --- | --- | --- | ---
+ | D. Cats, rats, ants and more! Write their names.
+
+59Chapter 2.indd
+ | Dd | Dog | Ee | Elephant | Ff | Fish
+ | --- | --- | --- | --- | --- | ---
+ | Gg | Goat | Hh | Hen | Ii | Inkpot
+ | Jj | Jug | Kk | Kite | Ll | Lion
+
+60Chapter 2.indd
+ | Mm | Monkey | Nn | Nest | Oo | Owl
+ | --- | --- | --- | --- | --- | ---
+ | Pp | Parrot | Qq | Quill | Rr | Rat
+ | Ss | Snake | Tt | Tiger | Uu | Uniform
+
+61Chapter 2.indd
+Vv Van Ww Whale Xx X-ray
+Yy Yak Zz Zebra Now write your name here 62Chapter 2.inddVv Van Ww Whale Xx X-ray
+Yy Yak Zz Zebra Now write your name here 62Chapter 2.inddLet us singButterflies
+Butterflies, butterflies, Up, up, up.
+Butterflies, butterflies, Down, down, down.
+Butterflies, butterflies, In, in, in.
+Butterflies, butterflies, Out, out, out.
+Would you like to replace butterflies with anything else?
+Try.
+Note to the teacher
+Sing the song along with actions.
+Let the children repeat after you and then let them sing it on their own with actions.
+63Chapter 2.inddNote to the teacher
+Sing the song along with actions.
+Let the children repeat after you and then let them sing it on their own with actions.
+63Chapter 2.inddA. Answer the questions
+Teacher: Look up!
+What do you see on the tree?
+Child: I see on the tree.
+Teacher: Look down!
+What do you see on the ground?
+Child: I seeon the ground.
+Teacher: Look up!
+What do you see in the sky?
+Child: I see in the sky.Let us speak
+64Chapter 2.indd
+B. Say and clap
+Say aloud each line of both the poems, clapping for every word.
+For example
+Butterflies, (clap) butterflies, (clap) Up, (clap) up, (clap) up.
+(clap) Butterflies, (clap) butterflies, (clap) Down, (clap) down, (clap)
+Roly (clap) poly (clap) Up, (clap) up, (clap) up.
+(clap) Roly (clap) poly (clap) Down, (clap) down, (clap)
+Note to the teacher
+For Activity A, encourage the children to speak using the given phrases.
+Provide regular and frequent practice of the phrases such as on the ground, on the tree, etc.
+Encourage the children to clap for every word in a line, for example, 5 claps for ‘butterflies, butterflies, up, up, up’.
+65Chapter 2.inddB. Say and clap
+Say aloud each line of both the poems, clapping for every word.
+For example
+Butterflies, (clap) butterflies, (clap) Up, (clap) up, (clap) up.
+(clap) Butterflies, (clap) butterflies, (clap) Down, (clap) down, (clap)
+Roly (clap) poly (clap) Up, (clap) up, (clap) up.
+(clap) Roly (clap) poly (clap) Down, (clap) down, (clap)
+Note to the teacher
+For Activity A, encourage the children to speak using the given phrases.
+Provide regular and frequent practice of the phrases such as on the ground, on the tree, etc.
+Encourage the children to clap for every word in a line, for example, 5 claps for ‘butterflies, butterflies, up, up, up’.
+65Chapter 2.inddFor example
+Butterflies, (clap) butterflies, (clap) Up, (clap) up, (clap) up.
+(clap) Butterflies, (clap) butterflies, (clap) Down, (clap) down, (clap)
+Roly (clap) poly (clap) Up, (clap) up, (clap) up.
+(clap) Roly (clap) poly (clap) Down, (clap) down, (clap)
+Note to the teacher
+For Activity A, encourage the children to speak using the given phrases.
+Provide regular and frequent practice of the phrases such as on the ground, on the tree, etc.
+Encourage the children to clap for every word in a line, for example, 5 claps for ‘butterflies, butterflies, up, up, up’.
+65Chapter 2.inddNote to the teacher
+For Activity A, encourage the children to speak using the given phrases.
+Provide regular and frequent practice of the phrases such as on the ground, on the tree, etc.
+Encourage the children to clap for every word in a line, for example, 5 claps for ‘butterflies, butterflies, up, up, up’.
+65Chapter 2.indd",aemr104.pdf

data/Class1-English-aemr105.pdf-4.csv

@@ -0,0 +1,138 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,English,"Let us singChapter 3A Farm
+My dear grandpa had a farm E-I-E-I-O And on that farm, He had a hen E-I-E-I-O With a cluck-cluck here And a cluck-cluck there Here a cluck, there a cluck Everywhere a cluck-cluck My dear grandpa had a farm E-I-E-I-O
+10:21:27 AM
+Colour the farm and name the animals in the farm.
+Use this help box.
+Cat | Cow | Goat | Pig | Hen | Cock | Sparrow
+Help box
+Let us do
+76Chapter 2.indd
+Let us readCat | Cow | Goat | Pig | Hen | Cock | Sparrow
+Help boxLet us do
+76Chapter 2.inddLet us readAnimals and Birds
+My name is Jaggu.
+I live in Nagpur.
+Come with me.
+I will tell you about the animals that live near my house.
+This is a dog.
+It lives near the gate.
+77Chapter 2.indd
+These are cats.
+They jump up and down in the verandah of my house.
+This is a cow.
+It eats grass.
+78Chapter 2.indd
+This is a rat. The rat is very small.
+The cat chases the rat.
+There is a field beside my house.
+There are a few snakes in it.
+You have to walk carefully in the field.
+These are monkeys.
+They swing and jump in the trees.
+79Chapter 2.indd
+Now, I will also tell you about the birds I see near my house.
+This is a crow.
+It is black in colour.
+This is a pigeon.
+It is grey in colour.
+This is a sparrow.
+It is a small bird.
+This is a parrot.
+It is green and has a red beak.
+This is a peacock.
+It has many colours.
+I love animals and birds.
+New words
+verandah | cow | rat | sparrow | crow pigeon | snake | fields | peacock | beak
+Note to the teacher
+Talk about animals, birds, and insects that live in your surroundings.
+Through frequent and regular repetition, reinforce the English names of the animals, birds and insects.
+80Chapter 2.indd
+Let us speak
+A. Do you know that some animals live in the jungle?
+Look at the pictures and say the names.
+ElephantLionTiger
+B. Say the word ‘rat’.
+Say it again.
+Notice that the last sound of the word ‘rat’ is ‘t’.
+Now say the words given below
+cap
+jam
+pen
+bell
+What is the last sound that you hear in each word given above?
+Note to the teacher
+Help children understand the concept of domestic and wild animals.
+Help children notice the final sounds of the words given above.
+81Chapter 2.indd
+C. Talking in pairs
+Child 1: What is the colour of a parrot?
+Child 2: A parrot is
+Child 1: What is the colour of a crow?
+Child 2: A crow is
+Child 1: What is the colour of a rat?
+Child 2: A rat is
+Child 1: What is the colour of a peacock?
+Child 2: Oh!
+It has many colours.
+Note to the teacher
+The objective of the above activities is to encourage conversation and develop the child’s confidence in speaking English. 
+Help children frame sentences using the above sentence structure.
+82Chapter 2.inddNew words
+verandah | cow | rat | sparrow | crow pigeon | snake | fields | peacock | beak
+Note to the teacher
+Talk about animals, birds, and insects that live in your surroundings.
+Through frequent and regular repetition, reinforce the English names of the animals, birds and insects.
+80Chapter 2.inddNote to the teacher
+Talk about animals, birds, and insects that live in your surroundings.
+Through frequent and regular repetition, reinforce the English names of the animals, birds and insects.
+80Chapter 2.inddLet us speak
+A. Do you know that some animals live in the jungle?
+Look at the pictures and say the names.
+ElephantLionTiger
+B. Say the word ‘rat’.
+Say it again.
+Notice that the last sound of the word ‘rat’ is ‘t’.
+Now say the words given below
+cap
+jam
+pen
+bell
+What is the last sound that you hear in each word given above?
+Note to the teacher
+Help children understand the concept of domestic and wild animals.
+Help children notice the final sounds of the words given above.
+81Chapter 2.indd
+C. Talking in pairs
+Child 1: What is the colour of a parrot?
+Child 2: A parrot is
+Child 1: What is the colour of a crow?
+Child 2: A crow is
+Child 1: What is the colour of a rat?
+Child 2: A rat is
+Child 1: What is the colour of a peacock?
+Child 2: Oh!
+It has many colours.
+Note to the teacher
+The objective of the above activities is to encourage conversation and develop the child’s confidence in speaking English. 
+Help children frame sentences using the above sentence structure.
+82Chapter 2.inddA. Do you know that some animals live in the jungle?
+Look at the pictures and say the names.
+ElephantLionTiger
+B. Say the word ‘rat’.
+Say it again.
+Notice that the last sound of the word ‘rat’ is ‘t’.
+Now say the words given below
+cap
+jam
+pen
+bell
+What is the last sound that you hear in each word given above?
+Note to the teacher
+Help children understand the concept of domestic and wild animals.
+Help children notice the final sounds of the words given above.
+81Chapter 2.inddNote to the teacher
+Help children understand the concept of domestic and wild animals.
+Help children notice the final sounds of the words given above.
+81Chapter 2.indd",aemr105.pdf

data/Class1-English-aemr106.pdf-5.csv

@@ -0,0 +1,248 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,English,"Let us speak
+Unit 3Food
+Chapter 1
+Fun with Pictures
+10:23:46 AM
+Let us speak
+(a) What do you see in this picture?
+(b) Say the names of the fruits and vegetables that you see.
+(c) How many fruits are there in the picture?
+(d) Can you name the fruits that are red in colour?
+(e) How many vegetables are there in the picture?
+(f) Can you name the green vegetables?
+(g) Which fruits and vegetables do you like the most?
+(h) Why do we eat fruits and vegetables?
+Note to the teacher
+Encourage children to answer all the questions, even if they say in their home language. 
+Help them find English names for fruits and vegetables.
+Names identified by children can be written on the board.
+85Chapter 3.indd
+Fruits for all
+Five yellow mangoes hanging on the tree,
+One for the traveller who rests under the tree.
+One for the bird who nests on the tree.
+One for the squirrel who runs up the tree.
+One for the rabbit who lives under the tree.
+One for you to share with me.
+Note to the teacher
+Sing this song with different types of local fruits. 
+Help every child answer the questions.
+Numbers up to give can be used for adding.
+Let us sing
+Five red apples hanging on the tree,
+One for the traveller who rests under the tree.
+One for the bird who nests on the tree.
+One for the squirrel who runs up the tree.
+One less for the rabbit who lives under the tree.
+One for you to share with me.
+86Chapter 3.indd
+Let us speak
+(a) With whom does the tree share its fruits?
+(b) What do you share with your brother, sister or friends?
+(c) Circle the words: ‘for’ and ‘on’ in the poem.
+Let us do
+Bring one fruit to the class.
+Wash it well.
+Your teacher will cut the fruits.
+Your teacher will help you prepare a fruit chaat.
+Sit in a circle and enjoy eating it together.
+87Chapter 3.indd
+Let us read
+A Visit to the Market
+Mini’s father is a farmer.
+He grows vegetables in his farm.
+He sells them in the market.
+Every Saturday, Mini goes with him to the market.
+Her father sells his vegetables.
+He takes her around the market.
+88Chapter 3.indd
+There are many people in the market.
+They are buying vegetables and fruits.
+They are buying flowers and toys too!
+Mini: Look, Father!
+There are many colourful flowers.
+Father: Yes, there are.
+Let me tell you the names of the flowers.
+These are roses.
+These are marigolds.
+Those are jasmine.
+Mini: Yes.
+sometimes mother makes a string of jasmine flowers.
+Father: Look at the fruits here.
+Mini: I can see apples but what are those large fruits behind the apples?
+Father: Those are pineapples.
+Mini: What are these fruits kept on the right of the apples?
+Father: They are oranges.
+Mini: What is the name of the big green fruit kept on the left of the apples?
+Father: Oh!
+That is watermelon.
+Mini returns home with her father.
+She holds a small basket of flowers in her hand.
+Her father has a bag of fruits.
+Sight words his | he | them | her | around | there those | behind | with| these Note to the teacher
+You may facilitate children to take up the roles of Mini or the father and conduct role play.
+Help children identify various flowers available around them in the local language and English.
+90Chapter 3.indd
+Let us speak
+(a) Is there a market near your house?
+(b) Do you go to the market?
+(c) With whom do you go?
+(d) What do you like best about the market?
+Let us read
+A. Read these aloud
+tomatoes potatoes onions brinjals jackfruit mangoes pineapples guava cauliflowers radish cabbages carrots peas andWe bought.
+oranges Note to the teacher
+Encourage all children to speak, help them in naming the fruits and vegetables in English.
+91Chapter 3.indd 92Chapter 3.indd
+B. Think of words for the pictures and read aloud
+We had a good dinner.
+Note to the teacher
+Support children’s attempts to read the above sentences.
+Discuss with children that we should not waste food.
+ | Today, my | took me to the | .
+ | --- | --- | ---
+ | I saw many |  | there.and
+
+I liked the.
+My bought me an.
+93Chapter 3.indd green guava orange carrot white radish
+Let us draw
+Let us write
+A. Draw and colour the fruits and vegetables you like.
+Discuss with your friends— Why do you like these fruits and vegetables?
+ | 94Chapter 3.indd |  Write the words in the space below
+ | --- | ---
+ | yellow mango | red apple purple brinjal
+ | yellow banana
+
+brown potato
+96Chapter 3.indd 95Chapter 3.indd
+B. Fill in the blanks.
+Two have been done for you.
+Are these onions?
+Yes, they are.
+These are onions.
+Are these potatoes?, they are not.
+These are Are these tomatoes?
+No, they are not.
+These are brinjals.
+Are these carrots?, they are.
+These are
+Are these roses?, they are not.
+These are Are these pumpkins?, they are not.
+These are Are these cauliflower?, they are.
+They are Are these mangoes?, they are not.
+These are
+Is this a cabbage?, it is. This is a
+Vegetables are good for health.
+We should eat them everyday.
+Note to the teacher
+Help the children read the questions first. 
+Later, they may write the words.
+97Chapter 3.indd",aemr106.pdf
+1,CBSE,Class1,English,"Fun with Pictures
+10:23:46 AM
+Let us speak
+(a) What do you see in this picture?
+(b) Say the names of the fruits and vegetables that you see.
+(c) How many fruits are there in the picture?
+(d) Can you name the fruits that are red in colour?
+(e) How many vegetables are there in the picture?
+(f) Can you name the green vegetables?
+(g) Which fruits and vegetables do you like the most?
+(h) Why do we eat fruits and vegetables?
+Note to the teacher
+Encourage children to answer all the questions, even if they say in their home language. 
+Help them find English names for fruits and vegetables.
+Names identified by children can be written on the board.
+85Chapter 3.inddLet us speak
+(a) What do you see in this picture?
+(b) Say the names of the fruits and vegetables that you see.
+(c) How many fruits are there in the picture?
+(d) Can you name the fruits that are red in colour?
+(e) How many vegetables are there in the picture?
+(f) Can you name the green vegetables?
+(g) Which fruits and vegetables do you like the most?
+(h) Why do we eat fruits and vegetables?
+Note to the teacher
+Encourage children to answer all the questions, even if they say in their home language. 
+Help them find English names for fruits and vegetables.
+Names identified by children can be written on the board.
+85Chapter 3.indd(a) What do you see in this picture?(b) Say the names of the fruits and vegetables that you see.(c) How many fruits are there in the picture?(d) Can you name the fruits that are red in colour?(e) How many vegetables are there in the picture?(f) Can you name the green vegetables?(g) Which fruits and vegetables do you like the most?(h) Why do we eat fruits and vegetables?Note to the teacher
+Encourage children to answer all the questions, even if they say in their home language. 
+Help them find English names for fruits and vegetables.
+Names identified by children can be written on the board.
+85Chapter 3.inddFruits for all
+Five yellow mangoes hanging on the tree,
+One for the traveller who rests under the tree.
+One for the bird who nests on the tree.
+One for the squirrel who runs up the tree.
+One for the rabbit who lives under the tree.
+One for you to share with me.
+Note to the teacher
+Sing this song with different types of local fruits. 
+Help every child answer the questions.
+Numbers up to give can be used for adding.
+Let us sing
+Five red apples hanging on the tree,
+One for the traveller who rests under the tree.
+One for the bird who nests on the tree.
+One for the squirrel who runs up the tree.
+One less for the rabbit who lives under the tree.
+One for you to share with me.
+86Chapter 3.indd
+Let us speak
+(a) With whom does the tree share its fruits?
+(b) What do you share with your brother, sister or friends?
+(c) Circle the words: ‘for’ and ‘on’ in the poem.
+Let us do
+Bring one fruit to the class.
+Wash it well.
+Your teacher will cut the fruits.
+Your teacher will help you prepare a fruit chaat.
+Sit in a circle and enjoy eating it together.
+87Chapter 3.indd
+Let us readFive yellow mangoes hanging on the tree,
+One for the traveller who rests under the tree.
+One for the bird who nests on the tree.
+One for the squirrel who runs up the tree.
+One for the rabbit who lives under the tree.
+One for you to share with me.
+Note to the teacher
+Sing this song with different types of local fruits. 
+Help every child answer the questions.
+Numbers up to give can be used for adding.Note to the teacher
+Sing this song with different types of local fruits. 
+Help every child answer the questions.
+Numbers up to give can be used for adding.Let us sing
+Five red apples hanging on the tree,
+One for the traveller who rests under the tree.
+One for the bird who nests on the tree.
+One for the squirrel who runs up the tree.
+One less for the rabbit who lives under the tree.
+One for you to share with me.
+86Chapter 3.inddFive red apples hanging on the tree,
+One for the traveller who rests under the tree.
+One for the bird who nests on the tree.
+One for the squirrel who runs up the tree.
+One less for the rabbit who lives under the tree.
+One for you to share with me.
+86Chapter 3.inddLet us speak
+(a) With whom does the tree share its fruits?
+(b) What do you share with your brother, sister or friends?
+(c) Circle the words: ‘for’ and ‘on’ in the poem.
+Let us do
+Bring one fruit to the class.
+Wash it well.
+Your teacher will cut the fruits.
+Your teacher will help you prepare a fruit chaat.
+Sit in a circle and enjoy eating it together.
+87Chapter 3.indd
+Let us read(a) With whom does the tree share its fruits?(b) What do you share with your brother, sister or friends?(c) Circle the words: ‘for’ and ‘on’ in the poem.Let us do
+Bring one fruit to the class.
+Wash it well.
+Your teacher will cut the fruits.
+Your teacher will help you prepare a fruit chaat.
+Sit in a circle and enjoy eating it together.
+87Chapter 3.inddLet us read",aemr106.pdf

data/Class1-English-aemr107.pdf-6.csv

@@ -0,0 +1,150 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,English,"Chapter 2Let us readThe Food we Eat
+I have brought gobhi paratha.
+I have roti with sabzi.
+I have poori with aloo sabzi.
+I got idli with chutney.
+I got Godok.I have fruits.
+I have chilla in my box.
+Note to the teacher
+Encourage the children to share their food with each other whenever possible.
+Discuss the concept of ‘sharing’ in the context of mid–day meal.
+Encourage the children to express gratitude and respect for food and for the people who provide it.
+Discuss with children the type of food they eat. 
+Let them say what other things they eat at home.
+Talk to the children about the diversity of culture and food in our country.
+10:25:08 AM
+My mother is sick. No lunch for me. Have my Paratha
+Thank you!
+Take my chillaNote to the teacher
+Encourage the children to share their food with each other whenever possible.
+Discuss the concept of ‘sharing’ in the context of mid–day meal.
+Encourage the children to express gratitude and respect for food and for the people who provide it.
+Discuss with children the type of food they eat. 
+Let them say what other things they eat at home.
+Talk to the children about the diversity of culture and food in our country.
+10:25:08 AM
+My mother is sick. No lunch for me. Have my Paratha
+Thank you!
+Take my chillaMy mother is sick. No lunch for me. Have my Paratha
+Thank you!
+Take my chillaThank you!Take my chillaSight words
+from|for|them|their|they|has she|have have|thank you|share|lunch| sick| fruits|today|smilingNew wordsAnswer the questions
+1. Where do you sit when you have lunch at school?
+2. How do you share your food with your friends?
+3. When you were hungry, did anyone share food with you?Let us read
+.We should say ‘thank you’ to
+A. Think of words for the pictures and read aloud
+We eat and which farmers grow.
+Some farmers keep.
+We get honey from.
+.Some keep
+We get milk from cows.
+We make curds and butter from the milk.
+Note to the teacher
+Help children realise that farmers work hard to give us many kinds of things to eat.
+Reinforce that we should not waste food.
+100Chapter 3.indd
+(a) Name the food items you see in the picture.
+(b) Which is your favourite sweet?
+(c) Who cooks food at home?
+(d) Do you pick up your plate after a meal?
+101Chapter 3.indd
+B. Match the food item to its shape
+1. Say the names of the special dishes you eat at home.
+Draw and colour them.
+See what others have drawn.A. Think of words for the pictures and read aloud
+We eat and which farmers grow.
+Some farmers keep.
+We get honey from.
+.Some keep
+We get milk from cows.
+We make curds and butter from the milk.
+Note to the teacher
+Help children realise that farmers work hard to give us many kinds of things to eat.
+Reinforce that we should not waste food.
+100Chapter 3.indd
+(a) Name the food items you see in the picture.
+(b) Which is your favourite sweet?
+(c) Who cooks food at home?
+(d) Do you pick up your plate after a meal?
+101Chapter 3.inddNote to the teacher
+Help children realise that farmers work hard to give us many kinds of things to eat.
+Reinforce that we should not waste food.
+100Chapter 3.indd
+(a) Name the food items you see in the picture.
+(b) Which is your favourite sweet?
+(c) Who cooks food at home?
+(d) Do you pick up your plate after a meal?
+101Chapter 3.inddB. Match the food item to its shape
+1. Say the names of the special dishes you eat at home.
+Draw and colour them.
+See what others have drawn.Let us doLet us draw
+102Chapter 3.inddFun with Words
+A. Listen to the following words that your teacher will read out.
+Notice that they have only one syllable.
+Say the word and clap once.
+come
+These words have two syllables.
+Say each word aloud and clap for every syllable of the word.
+man
+hut food eat cat
+ |  | mat
+ | --- | ---
+ | go |  | sit
+ | --- | --- | ---
+ | farmer | far | mer
+
+B. Now say these words.
+103Chapter 3.indd
+ | carrot | car | rot
+ | --- | --- | ---
+ | market | mar | ket
+ | brinjal | brin | jal
+ | mango | man | go
+ | breakfast | break | fast
+ | dinner | din | ner
+
+2. Match the following images to the sentences.
+This cow is brown.
+These are four oranges.
+This is a purple cap.
+This is my lunch.
+This is a green jeep.
+104Chapter 3.indd
+Let us doLet us doRiddles
+1. I am a fruit
+My name is my colour.
+Who am I?
+Answer:
+2. I am hard and brown on the outside.
+Soft and white inside.
+Who am I?
+Answer:
+3. I am a vegetable
+I am pink in colour.
+I may also be white in colour.
+If you cut me, I make you cry.
+Who am I?
+Answer:
+4. I am a fruit
+I come in green or purple.
+I come in a bunch.
+Who am I?
+Answer:
+Answers on page 118 105Chapter 3.indd1. I am a fruit
+My name is my colour.
+Who am I?
+Answer:
+2. I am hard and brown on the outside.
+Soft and white inside.
+Who am I?
+Answer:Who am I?Answer:
+2. I am hard and brown on the outside.
+Soft and white inside.Who am I?
+Answer:3. I am a vegetable
+I am pink in colour.
+I may also be white in colour.
+If you cut me, I make you cry.
+Who am I?
+Answer:Who am I?Answer:",aemr107.pdf

data/Class1-English-aemr108.pdf-7.csv

@@ -0,0 +1,193 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,English,"Unit 4Seasons
+Chapter 1
+The Four Seasons
+Let us sing
+10:27:13 AM
+Monsoon clouds Are filled with rain, Make you feel Cool again.
+Let us speak
+1. (a) What do you wear in summer?
+(b) What do you wear in winter?
+(c) Which season do you like the most?
+Why?
+Winter is cold.
+On sunny days, People enjoy the sun’s rays.
+Note to the teacher
+Help children answer in full sentences.
+Explain the cycle of seasons.
+2. Look at the pictures and tell the story in your own words.
+108Chapter 4.indd
+1
+3
+Let us read
+Summer
+Brinda and her family are visiting Hyderabad.
+Brinda’s grandparents live there.
+It is hot in Hyderabad.
+She is wearing a cotton frock.
+What are Brinda’s mother, father, grandfather, grandmother and brother wearing?
+Note to the teacher
+Help children answer in complete sentences.
+109Chapter 4.indd
+Winter
+Prithvi has gone to Shimla.
+It is cold there.
+What is Prithvi wearing?
+What things do you see in the picture?
+Monsoon
+Circle the words you see in the picture.
+pot
+sun puddle mud
+ | boat | mat
+ | house | roses
+ | raindrops
+ | cat | umbrella
+
+110Chapter 4.indd
+A. Look at the pictures. Say the names of the clothes we wear.
+ | sari | dhoti-kurta | shirt
+ | --- | --- | ---
+ | cap | frock | pants
+
+Let us speak
+salwar suit t-shirt lungi- angavastram 111Chapter 4.indd
+Let us do
+A Paper Hat
+Look at the pictures and make a paper hat.
+a
+d
+b
+e
+c f
+Put on your hat and have fun!
+Note to the teacher
+Take an A4 size paper.
+Fold the paper lengthwise.
+Fold it again.
+Open it, and bring the corners to the centre.
+Fold one of the lower flaps upward.
+Do the same with the other flap on the opposite side.
+The hat is ready.
+112Chapter 4.indd
+Let us sing
+Pitter Patter
+I hear thunder, I hear thunder, Oh don’t you?
+Pitter patter raindrops, I am wet through.
+Rain
+Rain on the green grass, Rain on the trees, Rain on the rooftops, And rain on me.
+113Chapter 4.indd
+Let us write
+Write down the words that come to your mind when you say summer, winter or monsoon.
+A few words have been written for you.
+Summer
+hot
+Winter
+cold
+holidays
+Spring
+woolen cap
+Monsoon
+new leaves
+colourful umbrella clouds 114Chapter 4.inddChapter 1
+The Four Seasons
+Let us sing
+10:27:13 AM
+Monsoon clouds Are filled with rain, Make you feel Cool again.Let us speak
+1. (a) What do you wear in summer?
+(b) What do you wear in winter?
+(c) Which season do you like the most?
+Why?
+Winter is cold.
+On sunny days, People enjoy the sun’s rays.
+Note to the teacher
+Help children answer in full sentences.
+Explain the cycle of seasons.
+2. Look at the pictures and tell the story in your own words.
+108Chapter 4.indd
+1
+3Note to the teacher
+Help children answer in full sentences.
+Explain the cycle of seasons.
+2. Look at the pictures and tell the story in your own words.
+108Chapter 4.indd
+1
+3Let us readSummer
+Brinda and her family are visiting Hyderabad.
+Brinda’s grandparents live there.
+It is hot in Hyderabad.
+She is wearing a cotton frock.
+What are Brinda’s mother, father, grandfather, grandmother and brother wearing?
+Note to the teacher
+Help children answer in complete sentences.
+109Chapter 4.inddNote to the teacher
+Help children answer in complete sentences.
+109Chapter 4.inddWinter
+Prithvi has gone to Shimla.
+It is cold there.
+What is Prithvi wearing?
+What things do you see in the picture?Monsoon
+Circle the words you see in the picture.
+pot
+sun puddle mud
+ | boat | mat
+ | house | roses
+ | raindrops
+ | cat | umbrella
+
+110Chapter 4.indd
+A. Look at the pictures. Say the names of the clothes we wear.
+ | sari | dhoti-kurta | shirt
+ | --- | --- | ---
+ | cap | frock | pants
+
+Let us speak
+salwar suit t-shirt lungi- angavastram 111Chapter 4.indd
+Let us doA. Look at the pictures. Say the names of the clothes we wear.
+ | sari | dhoti-kurta | shirt
+ | --- | --- | ---
+ | cap | frock | pants
+Let us speak
+salwar suit t-shirt lungi- angavastram 111Chapter 4.inddLet us doA Paper Hat
+Look at the pictures and make a paper hat.
+a
+d
+b
+e
+c f
+Put on your hat and have fun!
+Note to the teacher
+Take an A4 size paper.
+Fold the paper lengthwise.
+Fold it again.
+Open it, and bring the corners to the centre.
+Fold one of the lower flaps upward.
+Do the same with the other flap on the opposite side.
+The hat is ready.
+112Chapter 4.inddNote to the teacher
+Take an A4 size paper.
+Fold the paper lengthwise.
+Fold it again.
+Open it, and bring the corners to the centre.
+Fold one of the lower flaps upward.
+Do the same with the other flap on the opposite side.
+The hat is ready.
+112Chapter 4.inddLet us sing
+Pitter Patter
+I hear thunder, I hear thunder, Oh don’t you?
+Pitter patter raindrops, I am wet through.
+Rain
+Rain on the green grass, Rain on the trees, Rain on the rooftops, And rain on me.
+113Chapter 4.indd
+Let us write
+Write down the words that come to your mind when you say summer, winter or monsoon.
+A few words have been written for you.
+Summer
+hot
+Winter
+cold
+holidays
+Spring
+woolen cap
+Monsoon
+new leaves
+colourful umbrella clouds 114Chapter 4.indd",aemr108.pdf

data/Class1-English-aemr1ps.pdf-9.csv

@@ -0,0 +1,113 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,English,"Foreword
+India has a rich tradition of nurturing the holistic development of children during their most formative years.
+These traditions provide for complementary roles for the immediate family, the extended family, the community, and formal institutions of care and learning.
+In addressing the first eight years of a child’s life, this holistic approach — which includes the cultivation of sanskar which are passed on from generation to generation — has a critical and positive lifelong influence on every aspect of a child’s growth, health, behaviour, and cognitive capabilities in the later years.
+Considering the importance of the early years in a child’s lifelong development, the National Education Policy 2020 (NEP 2020) envisioned a 5+3+3+4 curricular and pedagogical structure as providing a much needed focus on formal education and childcare in the country during the first five years corresponding to ages 3-8, naming it the Foundational Stage.
+Classes 1 and 2 form an integral part of this Foundational Stage, continuing from the ages of 3-6 years, in which a child’s holistic growth is taken care of in Balvatika.
+An individual’s lifelong learning, social and emotional behaviour, and overall health depend deeply upon the experiences gained during this critical Foundational Stage.
+The Policy thus recommended developing a National Curriculum Framework specifically for this Stage, which would comprehensively guide the whole education system toward providing high-quality education in children’s early years, thereby carrying this momentum forward to the other later stages of school education.
+Based on the principles and objectives enunciated under NEP 2020 — as well as on research from a range of disciplines (including neuroscience and early childhood education), on experiences and accumulated knowledge from the ground, and on the aspirations and goals of our Nation — the National Curriculum Framework for Foundational Stage (NCF-FS) was developed and released on 22 October 2022.
+Subsequently, textbooks have been developed to bring to life the curricular approach of the NCF-FS.
+The textbooks attempt to connect to the children’s real life by recognising their learning in the classroom and the significant learning resources in the family and the community.
+The approach in the NCF-FS is also resonant with the Panchkoshiya Vikas (the development of the five sheaths of human personality) as elucidated in the Taittiriya Upanishad.
+The NCF-FS enunciates the five domains of learning, i.e., physical and motor; socio-emotional; cognitive; language and literacy; and cultural and aesthetic, which map to the Indian tradition of Panchkosh consisting of five kosh viz.
+Annamaya, Pranmaya, Manomaya, Vijnanmaya and Anandmaya.
+Besides, it also focuses on integrating a child’s experiences at home with the knowledge, skills, and attitudes that would be developed within the school’s precinct.
+The NCF-FS, which covers Classes 1 and 2, also articulates a play-based approach to learning.
+According to this approach, books form an essential part of the learning process; however, it is also important to understand that books are only one among many pedagogical tools and methods, including activities, toys, games, conversation, discussion, and more.
+This marks a departure from the prevailing system of merely learning from books to a more congenial play-way and competency-based learning system, where children’s engagement with what they do and learn becomes critical.
+Thus, the book in hand must be seen as an instrument to promote a play-based pedagogical approach in its entirety for this age group of children.
+The present textbook attempts to provide competency-based content in a simple, interesting, and engaging manner.
+The endeavour has been to make it inclusive and progressive by breaking several stereotypes through the presentation of text and illustrations.
+The child’s local context, which includes traditions, culture, language usage, and rootedness in India and is central to students’ holistic development, has been reflected in the books.
+An effort has been made to make it engaging and joyful for the child.
+The book integrates art and craft to help children appreciate the aesthetic sense inherent in such activities.
+The textbook provides children with situational awareness to understand the underlying concepts relating to them in their own contexts.
+Though light in terms of content, this textbook is rich in substance, providing varied experiences and integrating play-way methods of learning through toys, games, and a variety of other activities.
+It includes questions that will help children develop critical thinking and problemsolving abilities.
+Besides, the textbook has rich subject matter and activities to help children develop the necessary sensitivity towards our environment.
+It also provides ample scope for our States/UTs to add/adapt content with local perspectives in the versions that they may develop as per the recommendations of NEP 2020.
+NCERT appreciates the hard work done by the committee set up to develop the syllabus and learning-teaching material for the foundational stage.
+I thank the Chairperson of this committee, Professor Shashikala Wanjari, and all other members for completing this task in time and in such an admirable way.
+I am also thankful to all the institutions and organisations which have generously extended their help and assistance in making this possible.
+I am especially thankful to Dr. K. Kasturirangan, Chairperson of the National Steering Committee, and its other members, including those of the Mandate Group, its Chairperson Professor Manjul Bhargava, and members of the Review Committee, for their timely and valuable suggestions.
+As an organisation committed to reforming school education in Bharat and continuously improving the quality of all learning and teaching material that it develops, NCERT looks forward to critical comments and suggestions from all its stakeholders to further improve upon this textbook.
+Professor Dinesh PrasaD saklani
+Director
+ | 27 January 2023 | National Council of Educational
+ | New Delhi | Research and Training
+",aemr1ps.pdf
+1,CBSE,Class1,English,"About the Book
+Language is not only a medium of communication but also a vehicle for the continuous development of human beings.
+As per the National Education Policy (NEP) 2020, language plays an important role in promoting national development and contributes to the development of a just society.
+This policy has given much importance to the development of language and literacy in the education of children as these create a foundation for the learning of other subjects.
+NEP 2020 focusses on developing the skills of learning to learn, problem-solving, logical reasoning, critical thinking and creative thinking along with language development at the Foundational Stage.
+In consonance with the approach advocated by the National Curriculum Framework 2022 and for Language Education and Literacy at the Foundational Stage, children learn concepts faster in their home language.
+Therefore, the primary medium of instruction would optimally be the child’s home language, mother tongue or familiar language.
+Hence, here English is considered as second language (L2).
+Accordingly a communication-focused approach has been adopted in the English textbooks.
+The aim of this book is to enable the child to develop strong oral language skills (adequate vocabulary and oral expression skills) by the end of Foundational Stage.
+In addition to oral language development, written language is also being introduced to the learner in a gradual and sequential way.
+The textbook takes into consideration the curricular goals, competencies and learning outcomes mentioned in the NCF-FS 2022 and the syllabus developed for the Foundational Stage.
+Children learn through observation, imitation and collaboration.
+They also learn through concrete experiences, using their senses and acting upon the environment; this has been kept in mind while developing the textbook.
+The content included in this book is drawn from the experiences of children and is suitable for their developmental needs as it provides ample opportunities for imagination, storytelling, art, music and play.
+The content is also supported with art-integrated and cross-curricular based activities which makes learning fun for the child as well as reflects the life of and around the learner.
+Both prose and poetry are centered around the themes of self and society, toys and games, health and hygiene, cleanliness, environment, travel, culture, national identity and patriotism and the values pertaining to Global Citizenship Education (GCED).
+Further, the textbooks also encourage the teachers to go beyond the content and use a variety of relevant learning–teaching material depending on the context and the cognitive appropriateness of their learners.
+Illustrations are of primary importance and more so in a second language textbook, they are not mere add-ons to the textbooks, but are integral to it.
+Through this book, the learners are given ample exposure to the alphabet (both small and capital letters).
+Gradual progression in writing from drawing and labelling, simple words to simple phrases and then to simple sentences has been followed.
+Plenty of picture-stories as well as colourful and relevant illustrations support all the texts throughout the book to augment their comprehension.
+In addition to that, illustrations also provoke the learner’s critical thinking.
+An effort is made to present language-learning as a holistic process of thinking, listening, observing, speaking, reading, imagining and writing.
+So, a reading activity may be followed by a drawing task or an oral discussion or could be preceded by a discussion on a picture and so on.
+A variety of activities, tasks, songs, poems and stories help the learner comprehend and practice the concepts.
+These are done through various sections, like ‘Let us sing’, ‘Let us speak’, ‘Let us read’, ‘Let us draw’, and ‘Let us write’.
+This not only helps the learner in the process of language acquisition but also builds up their confidence level.
+The curricular goals (CG as mentioned in NCF-FS) have been addressed in the textbook.
+CG 9.1 ‘listens to and appreciates simple songs, rhymes and poems’ finds ample reflection in the action songs and engaging short poems in every unit.
+Young learners are encouraged to think of rhyming words, which addresses CG 9.2.
+Words related to familiar objects and events from day-to-day life are found in all the lessons in this textbook.
+This is related to CG 9.7— ‘knows and uses enough words to carry out day-to-day interactions effectively and can guess the meaning of new words by using existing vocabulary’.
+Further, there are exercises provided for young learners to engage in meaningful conversation, which is very important in L2.
+CG 9.3 rightly addresses ‘converses fluently and can hold a meaningful conversation’.
+One of the highlights of the book is the focus on communication in each unit, in the subsection titled ‘Let us speak’.
+The objective of the activities is to encourage conversation and develop the child’s confidence in speaking in English, so that the child will move progressively towards independent engagement with English language.
+Activities such as ‘Join the dots in alphabetical order’ is an example of an instruction that the child needs to understand to complete a given task, as indicated in CG 9.4.
+Interesting stories in simple language are provided in the textbook in accordance with CG 9.5 and CG 9.6 which covers comprehension and narration of stories and identification of characters.
+A lot of exercises related to phonological awareness have been introduced at regular intervals throughout the book, to address CG 11.1.
+Phonological awareness is the ability to discriminate between similar sounding words.
+Since a child who is phonologically aware is more likely to become a successful reader, it was important to find ways of developing this awareness through tasks given in the textbook.
+Most importantly, children are encouraged to have fun and play with words.
+One of the major recommendations of NCF-FS 2022 is the inclusion of knowledge of India.
+Indian values and traditions have been presented to the learner in an easily comprehensible and acceptable way.
+This has been achieved through aptly placed illustrations, Indian ways of greetings like ‘Namaste’ in ‘Greetings’, exposure to a variety of Indian foods from across the country in the lesson ‘Eating Together’, exposure to a variety of fruits and vegetables found in India in the lesson ‘A Visit to the Market’, and so on.
+Chapter 1 of Unit 1 titled ‘My Family and Me’, talks of parts of the body with an emphasis on hygiene; it also helps children to associate actions with words.
+Chapter 2 inculcates politeness by introducing the various ways of greeting others, including ‘Namaste’.
+Chapter 3 introduces young learners to the concept of family, through a story of a sparrow family, enabling them to learn words related to family members.
+Unit 2 titled ‘Life Around Us’, introduces children to the animals and birds in the surroundings.
+In Chapter 2, children learn the prepositions ‘up’ and ‘down’ through the familiar Indian folktale ‘The Cap-seller and the Monkeys’.
+Chapter 3 emphasises rhyming words, throught the comic strip ‘Catch me if you can’.
+Chapter 4 introduces young learners in the farm and around the home.
+Unit 3 titled ‘Food’ in Chapter 1, provides a glimpse of the variety of fruits, vegetables and flowers found in our country.
+Chapter 2 titled ‘The Food we Eat’ emphasises having respect for food, importance of saying a short prayer before eating meals, and addresses the diversity of food in our country.
+Unit 4 titled ‘Seasons’ in Chapter 1 discusses the various seasons, and the changes in temperature, items of clothing, etc.
+Chapter 2 has a beautiful story on the colours of the rainbow.
+The chapter ends with the colouring of the national flag.
+Multilingualism has been interwoven into the tasks and activities with specific guidelines to the teacher, wherever required.
+This facilitates the learner to move progressively from the home language to English.
+It also helps to shift from teacher-driven classroom to learner-centric classroom.
+This book aids in the holistic development of the learner.
+The chapters aim at stimulating development of socio-emotional domain of children, through poems and narratives related to their family, neighbourhood and community.
+Language and literacy, physical, socio-emotional, aesthetic and cognitive domains have been integrated along with the development of positive habits to create a learning impression in totality for children.
+Development of Annamaya, Pranamaya, Manomaya, and Vignyanmaya kosha is an ongoing process which leads to the manifestation of Anandmaya kosha.
+The present textbook is a step in this direction.
+In addition to the material provided in the textbook, teachers may also use the matter embedded in the QR code.
+Further, as suggested in ‘Note to the teacher’ sections given throughout the book, teachers are encouraged to use local stories, proverbs and objects in the classroom, as well as audio and video support from DIKSHA platform.
+The textbook is only one tool, learning needs many resources.
+This textbook is not the only source of learning.
+Children learn much more while observing the environment around them, talking to peers and elders including grandparents, making things of their interest, watching TV, playing with mobile, toys and games, listening stories, poems, doing projects, visiting places of cultural importance and travelling.
+Therefore, we, as teachers or parents, need to value this learning which goes beyond the textbook and try to map it with the competencies and curricular goals identified for this stage.
+Education of our children is seen as our collective responsibility.",aemr1ps.pdf

data/Class1-Mathematics-aejm101.pdf-10.csv

@@ -0,0 +1,80 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,Mathematics,"Finding the Furry Cat!1Let us SingLet us Sing
+Looking, looking, looking Looking for my furry cat!
+on the window Are you sleeping under my bed?
+Are you sitting
+shed?
+Where are you my furry cat?
+Looking, looking, looking Looking for my furry cat!
+Are you inside the backpack?
+Are you outside the red rack?
+Where are you my furry cat?
+1Chapter 1.indd
+Come, come, come Come to me my furry cat!
+Saw you hopping above the hat.
+Saw you hiding below the mat Here comes my furry cat!
+Come, come, come Come to me, my furry cat!
+Saw you scratching the bottom of my jar.
+Saw you playing at the top of my car.
+Come to me, my furry cat!
+Read aloud the poem.
+Ask children to recite and enact it.
+Children can look at the pictures and tell what all they see and discuss the things which are above, below, on, under, and so on with the class.
+Encourage them to talk about the animals that they see around them, like cats, dogs, cows, etc.
+2Chapter 1.indd
+Look at the pictures of the poem and encircle the correct word.
+A. The red ball is above/ under /on the bed.
+B. The cat is inside/outside/on the car.
+C. The man is lying under/inside/on the tree.
+D. The cow is inside/top of/outside the house.Are you sitting
+shed?
+Where are you my furry cat?
+Looking, looking, looking Looking for my furry cat!
+Are you inside the backpack?
+Are you outside the red rack?
+Where are you my furry cat?
+1Chapter 1.indd
+Come, come, come Come to me my furry cat!
+Saw you hopping above the hat.
+Saw you hiding below the mat Here comes my furry cat!
+Come, come, come Come to me, my furry cat!
+Saw you scratching the bottom of my jar.
+Saw you playing at the top of my car.
+Come to me, my furry cat!
+Read aloud the poem.
+Ask children to recite and enact it.
+Children can look at the pictures and tell what all they see and discuss the things which are above, below, on, under, and so on with the class.
+Encourage them to talk about the animals that they see around them, like cats, dogs, cows, etc.
+2Chapter 1.indd
+Look at the pictures of the poem and encircle the correct word.
+A. The red ball is above/ under /on the bed.
+B. The cat is inside/outside/on the car.
+C. The man is lying under/inside/on the tree.
+D. The cow is inside/top of/outside the house.Think and AnswerThink and Answer
+A. Where do you put your shoes?
+Inside/Outside the room.
+B. Where do you throw the garbage?
+Inside/Outside the dustbin.
+Let us Play — Find the ThingsLet us Play — Find the Things
+Children can divide themselves into 2 teams.
+One team will hide a few things like white chalk, red ball and other items and ask the other team to find them.
+Children can give verbal instructions to find the things using positional words like inside/outside, far/near, above/below, etc.
+For example:
+● Look for a white thing which is hidden near the board and under the table.
+● Look for a red thing which is outside the classroom and under the tree.
+3Chapter 1.indd
+Let us Play — Throw the Ball!Let us Play — Throw the Ball!
+Each child aims and throws the ball inside the basket.
+When the ball goes inside, other children will say IN and when it goes outside the basket, they say OUT.Let us Play — Find the ThingsLet us Play — Find the Things
+Children can divide themselves into 2 teams.
+One team will hide a few things like white chalk, red ball and other items and ask the other team to find them.
+Children can give verbal instructions to find the things using positional words like inside/outside, far/near, above/below, etc.
+For example:
+● Look for a white thing which is hidden near the board and under the table.
+● Look for a red thing which is outside the classroom and under the tree.
+3Chapter 1.inddFor example:
+● Look for a white thing which is hidden near the board and under the table.
+● Look for a red thing which is outside the classroom and under the tree.
+3Chapter 1.inddLet us Play — Throw the Ball!Let us Play — Throw the Ball!
+Each child aims and throws the ball inside the basket.
+When the ball goes inside, other children will say IN and when it goes outside the basket, they say OUT.",aejm101.pdf

data/Class1-Mathematics-aejm103.pdf-12.csv

@@ -0,0 +1,208 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,Mathematics,"Mango TreatLet us ReadLet us Read
+The birds are watching a squirrel eating a mango.
+One bird joins.
+Now 2 of them are eating the mango.
+One more bird joins.
+Now 3 of them are eating the mango.
+One more bird joins.
+One more bird joins.
+Now 4 of them are eating the mango.
+Now 5 of them are eating the mango.
+18Chapter 3.indd
+One more bird joins.
+One more bird joins.
+Now 7 of them are eating the mango.
+Now 6 of them are eating the mango.
+One more bird joins.
+Now 8 of them are eating the mango.
+One more bird joins.
+Now 9 birds and animals ate the mango.Let us TalkLet us Talk
+A. Identify the birds in the picture.
+B. How many animals or birds were eating the mango in the beginning?
+C. How many more animals or birds joined every time?
+D. What is 1 more than 1, 1 more than 2… up to 9?
+E. How many animals and birds ate the mango at the end?
+Talk about counting numbers as the animals join.
+Enact the story where all children play the role of different animals or birds and make their respective sounds.
+Talk about different birds or animals, their sounds and their habitats.
+19Chapter 3.indd
+Match the number of birds with the number of fingers.
+20Chapter 3.indd
+Match the fingers with correct number of dots (one has already been done for you).
+Let us Play — Mime with FingersLet us Play — Mime with Fingers
+Show 3 fingers to your friend.
+Your friend has to show 3 fingers but in a different way.
+Similarly, you can play for other numbers.
+What are the different ways of showing 4 fingers using one hand?
+21Chapter 3.indd
+Let us Play OutsideLet us Play Outside
+Children can move in a circle by holding hands and singing songs.
+A child claps and says four.
+All children can make groups of four by holding hands.
+The left out children can count the number of children in each group.
+Similarly, children continue this game by saying different numbers up to 9.
+22Chapter 3.indd
+My Drawing Day
+A drawing event held for children on ‘Ekta Diwas’ (31st October).
+Assign different objects to each child by drawing a line as shown in the picture.
+Discuss with children how did they find out which items are more or less or equal.
+Also discuss the habit of sharing objects among the group when children are more than the items or objects.
+Also discuss the importance of Ekta Diwas.
+Help them to know if they have enough material.
+Tick ü more or less or equal.
+Objects More than the number of children Less than the number of children Same as the number of children 23Chapter 3.inddMatch the number of birds with the number of fingers.
+20Chapter 3.inddMatch the fingers with correct number of dots (one has already been done for you).Let us Play — Mime with FingersLet us Play — Mime with Fingers
+Show 3 fingers to your friend.
+Your friend has to show 3 fingers but in a different way.
+Similarly, you can play for other numbers.
+What are the different ways of showing 4 fingers using one hand?
+21Chapter 3.inddLet us Play OutsideLet us Play Outside
+Children can move in a circle by holding hands and singing songs.
+A child claps and says four.
+All children can make groups of four by holding hands.
+The left out children can count the number of children in each group.
+Similarly, children continue this game by saying different numbers up to 9.
+22Chapter 3.indd
+My Drawing Day
+A drawing event held for children on ‘Ekta Diwas’ (31st October).
+Assign different objects to each child by drawing a line as shown in the picture.
+Discuss with children how did they find out which items are more or less or equal.
+Also discuss the habit of sharing objects among the group when children are more than the items or objects.
+Also discuss the importance of Ekta Diwas.
+Help them to know if they have enough material.
+Tick ü more or less or equal.
+Objects More than the number of children Less than the number of children Same as the number of children 23Chapter 3.inddMy Drawing Day
+A drawing event held for children on ‘Ekta Diwas’ (31st October).
+Assign different objects to each child by drawing a line as shown in the picture.
+Discuss with children how did they find out which items are more or less or equal.
+Also discuss the habit of sharing objects among the group when children are more than the items or objects.
+Also discuss the importance of Ekta Diwas.
+Help them to know if they have enough material.
+Tick ü more or less or equal.
+Objects More than the number of children Less than the number of children Same as the number of children 23Chapter 3.indd",aejm103.pdf
+1,CBSE,Class1,Mathematics,"Let us Play — Finger GameLet us Play — Finger Game
+A. Play this finger game with your friend.
+Show some fingers for example, four fingers.
+Your friend has to show less fingers than four.
+B. Ask your friend to show more than that number, more number in some other way, and less number in some other way.
+24Chapter 3.indd
+Numbers 1, 2, 3 Go!
+Look at the pictures and follow the instructions.
+A. Draw a around the objects which are one in number in the above picture and write down 1 below.
+One
+Two
+B. Draw a around the objects which are two in number in the above picture and write down 2 below.
+C. Draw a around the objects which are three in number in the above picture and write down 3 below.
+Three
+25Chapter 3.indd
+F. Draw a around the objects which are six in number in the above picture and write down 6 below.
+Four
+Five
+Six
+E. Draw a around the objects which are five in number in the above picture and write down 5 below.
+D. Draw a around the objects which are four in number in the above picture and write down 4 below.
+26Chapter 3.indd
+G. Draw a around the objects which are seven in number in the above picture and write down 7 below.
+I. Draw a around the objects which are nine in number in the above picture and write down 9 below.Numbers 1, 2, 3 Go!Look at the pictures and follow the instructions.
+A. Draw a around the objects which are one in number in the above picture and write down 1 below.
+One
+Two
+B. Draw a around the objects which are two in number in the above picture and write down 2 below.
+C. Draw a around the objects which are three in number in the above picture and write down 3 below.
+Three
+25Chapter 3.indd
+F. Draw a around the objects which are six in number in the above picture and write down 6 below.OneTwo
+B. Draw a around the objects which are two in number in the above picture and write down 2 below.
+C. Draw a around the objects which are three in number in the above picture and write down 3 below.Three
+25Chapter 3.indd
+F. Draw a around the objects which are six in number in the above picture and write down 6 below.FourFiveSix
+E. Draw a around the objects which are five in number in the above picture and write down 5 below.
+D. Draw a around the objects which are four in number in the above picture and write down 4 below.
+26Chapter 3.indd
+G. Draw a around the objects which are seven in number in the above picture and write down 7 below.
+I. Draw a around the objects which are nine in number in the above picture and write down 9 below.Seven
+H. Draw a around the objects which are eight in number in the above picture and write down 8 below.EightNine
+Encourage counting objects and writing numerals on sand.
+Ask a child to scribble numeral on the back of another child.
+Let the child guess which number is written.
+Tell the children that the group of seven stars in the above picture which can be seen in the sky every night is known as Saptarshi or Big Dipper.Count and MatchCount and MatchCount and ColourCount and Colour
+3
+7
+5
+A. Colour 8 stars.
+B. Colour 5 flowers.
+C. Colour 6 balls.
+28Chapter 3.indd
+Join the Numbers in a Order
+A. Draw a path from numbers 1 to 9 in the correct order.
+The lines should not cross each other.
+i.
+ii.
+iii.
+3
+4
+9
+2 5 8
+7
+6 5 6
+7
+4 3 8
+1
+2 9
+A naughty monkey shuffled the number cards.
+ Write them in a correct order from the smallest to the largest
+29Chapter 3.indd
+C. The cat has walked all over the worksheet.
+Write down the missing numbers.
+, 6,, 8
+2,, 4, 5
+5,,,, 9
+3,,, 6,
+Colour the Biggest NumberColour the Biggest Number
+30Chapter 3.indd
+A. How many yellow boxes are there?
+Count and write the number.
+B. How many jamuns are there in the given picture?
+C. Write the number of sheep seen in the picture.
+31Chapter 3.indd
+D. Draw any 4 fruits.
+E. Which two groups together have 8 fruits?
+Encircle them.
+F. Which two groups together have 7 umbrellas?
+Encircle them.
+G. Which are less in number?
+Cups or Spoons?
+Encircle them.
+Project WorkProject Work
+Ask children to make their own number cards 1 to 9.
+They can use different colour papers.
+They can stick or draw equal number of objects on the number card.
+32Chapter 3.inddA. Colour 8 stars.
+B. Colour 5 flowers.
+C. Colour 6 balls.
+28Chapter 3.inddJoin the Numbers in a Order
+A. Draw a path from numbers 1 to 9 in the correct order.
+The lines should not cross each other.
+i.
+ii.
+iii.
+3
+4
+9
+2 5 8
+7
+6 5 6
+7
+4 3 8
+1
+2 9
+A naughty monkey shuffled the number cards.
+ Write them in a correct order from the smallest to the largest
+29Chapter 3.indd
+C. The cat has walked all over the worksheet.
+Write down the missing numbers.
+, 6,, 8
+2,, 4, 5
+5,,,, 9
+3,,, 6,",aejm103.pdf

data/Class1-Mathematics-aejm104.pdf-13.csv

@@ -0,0 +1,277 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,Mathematics,"Making 10
+A. Write the number of dots on each bug.
+B. Make some dot designs with objects like tamarind seeds, pebbles, buttons, bindis, etc., and identify the number of dots in each arrangement.
+33Chapter 4.indd
+D. Play with your friend.
+Roll the dice and colour a box with the same number of dots as on the dice.
+Take turns with your friend and roll again.
+The child with more number of coloured boxes will win.
+Choose the colour and fill it in the below boxes.
+My colour
+Friend’s colour Use the dot and colour flash cards to help children gain instant recognition of numbers without counting.
+This is called subitization.
+Make more cards with dot patterns of numbers 1 to 9 in different designs and sizes as required.
+C. Identify and write the numbers formed by the arrangement of the red bindis
+Let us PlayLet us Play
+34Chapter 4.indd
+Vanishing Buttons
+Gola monkey wears his favourite shirt with four buttons.
+He went to the garden and ate too many bananas as he was fond of them.
+What do you think happened then?
+One of the buttons popped out and rolled away.
+But he cannot dream of giving up bananas and he keeps on losing all the buttons one by one.
+ | Four | Three | Two
+ | --- | --- | ---
+ |  | ButtonsButtons | Buttons
+
+ | One | Zero
+ | --- | ---
+ | Button | Buttons
+
+0
+Discuss the number of buttons left on the shirt at the end.
+Ask children to name objects, things around them whose number is zero.
+Let children understand that zero is also a number like one, two and other numbers.
+Discuss with children about the benefits of balanced diet and ill-effects of overeating.
+35Chapter 4.indd
+Write the number of birds sitting on the branch of the tree.
+A. How many suns do you see in the night?
+B. How many moons do you see at noon?
+Use concrete objects to demonstrate the idea of zero by reducing one object each time.
+Discuss the situations where something is absent and its number is called as ‘zero’ like there are 0 buses in the classroom.
+Also encourage children to count backwards from 5 to 0 initially and later from 9 to 0.
+Write ‘0’Write ‘0’
+Think and TellThink and Tell
+36Chapter 4.indd
+She has lighted diyas on her birthday.
+Count and write the number of objects.
+Tenth Birthday
+It is Aastha’s tenth birthday.
+Her father prepared halwa for her.
+She is celebrating the birthday with her friends.
+Beads Laddoos Crayons Bananas Leaves
+I am 9 years old and after 1 more year, I will be 10 years old.
+So, 9 and 1 more makes 10.
+37Chapter 4.indd
+Let us DoLet us Do
+A. Count and draw beads to make a string of 10 beads.
+i. ii.
+iii.
+iv.
+B. Draw buttons to make a ten frame of buttons.
+i. ii.
+iii.
+iv.
+38Chapter 4.indd
+The Handy Five and Ten
+Follow the pattern and write the number pairs separated by the stick.
+1 and 4
+and and and and
+Let us PlayLet us Play
+Show 3 fingers.
+Your friend has to show some fingers to make it 5.
+39Chapter 4.indd
+Number Pairs of 10
+Let us play the finger game with our both hands.
+A child will show some fingers.
+The other child has to show the other fingers that are folded.
+Follow the pattern and write the number pairs in the given table.
+=
+1
+9
+= 10
+=
+=
+=
+=
+=
+=
+=
+= 40Chapter 4.indd
+Let us Play a Card GameLet us Play a Card Game
+Counting up to 20Counting up to 20
+ |  | 10 Ten
+ | 10 and 1 is | 11 Eleven
+ | 10 and 2 is | 12 Twelve
+
+Have a discussion to help children to understand and remember the number partitions of 5 and 10.
+For example, if the teacher says 2, the child should respond 3, when doing partitions of 5.
+Similarly, if the teacher says 4, the child should respond 6, when doing partitions of 10.
+This is the time when children start counting beyond 10.
+Draw attention towards the fact that there is always a number one more than the previous number.
+Number Cards (Sets of 0 to 10)
+Keep all cards face down.
+One child picks up a card and keeps it face up.
+The other child picks up another card and keeps it face up.
+If the pair of cards make 10 then the second student takes both the cards.
+And the turn goes back to the first student who will pick up another card.
+Simran lives in Nagpur.
+She is helping her father in packing oranges.
+A box can hold 10 oranges.
+Let us count the number of oranges.
+41Chapter 4.indd
+10 and 3 is 13 Thirteen 10 and 4 is 14 Fourteen 10 and 5 is 15 Fifteen 10 and 6 is 16 Sixteen 10 and 7 is 17Seventeen
+10 and 8 is 18 Eighteen
+10 and 9 is 19 Nineteen
+10 and 10 is 20 Twenty
+42Chapter 4.indd
+Write the numbers 11–20.
+12 13 14 15 16 17 18 19 20
+14 19
+ |  |  | 17 |  | 
+ | --- | --- | --- | --- | ---
+ | 11 |  |  |  | 20
+ |  | 13 |  | 18 | 
+
+15
+12 19
+Help the children to count concrete objects up to 20 using groups of ten and units.
+Give them a handful of seeds or buttons not more than 20.
+Ask them to guess the number first, then group and count.
+How close was the guess?
+Let children reason out the basis for their guesses.
+43Chapter 4.indd
+B. Colour the tens frames to show the number.
+14 19 16
+C. Write down the numbers in sequence.
+ | 1 | 3 | 
+ | --- | --- | ---
+ | 8 | 6 | 
+ | 9 |  | 12
+ | 15
+ | 20
+
+Count and WriteCount and Write
+A. Count and write the answers.
+44Chapter 4.indd
+D. Encircle a group of ten in the pictures and match with the number.
+16
+20
+10
+E. A group of friends while playing built some towers.
+i. Tick ü the tallest tower.
+ii.
+Which tower used the most number of blocks?
+Write the number of blocks used in it.
+iii.
+Which tower used the least number of blocks?
+Write the number of blocks used in it.
+45Chapter 4.indd 46Chapter 4.indd
+E. Let us count and write.
+i. Number of blocks ii.
+Number of white dots
+F. Join the numbers from 1 to 20.
+3
+4
+5
+6 7 8 9
+Project WorkProject Work
+A. Find out the things from your surroundings that are in the group of 10.
+For example, bindi cards having bindis in the groups of 10.
+2
+1
+20 19
+18 17 16 10 11 12 13 1415
+Is it an animal or a bird?
+B. Ask children to make their own number cards 10 to 20.
+They can use old cardboards, waste materials, etc.
+Encourage children to recognise the group of 10, while counting the objects beyond 10.
+47Chapter 4.indd",aejm104.pdf
+1,CBSE,Class1,Mathematics,"A. Write the number of dots on each bug.
+B. Make some dot designs with objects like tamarind seeds, pebbles, buttons, bindis, etc., and identify the number of dots in each arrangement.
+33Chapter 4.indd
+D. Play with your friend.
+Roll the dice and colour a box with the same number of dots as on the dice.
+Take turns with your friend and roll again.
+The child with more number of coloured boxes will win.
+Choose the colour and fill it in the below boxes.My colour
+Friend’s colour Use the dot and colour flash cards to help children gain instant recognition of numbers without counting.
+This is called subitization.
+Make more cards with dot patterns of numbers 1 to 9 in different designs and sizes as required.
+C. Identify and write the numbers formed by the arrangement of the red bindisLet us PlayLet us Play
+34Chapter 4.indd
+Vanishing Buttons
+Gola monkey wears his favourite shirt with four buttons.
+He went to the garden and ate too many bananas as he was fond of them.
+What do you think happened then?
+One of the buttons popped out and rolled away.
+But he cannot dream of giving up bananas and he keeps on losing all the buttons one by one.
+ | Four | Three | Two
+ | --- | --- | ---
+ |  | ButtonsButtons | Buttons
+
+ | One | Zero
+ | --- | ---
+ | Button | Buttons
+
+0
+Discuss the number of buttons left on the shirt at the end.
+Ask children to name objects, things around them whose number is zero.
+Let children understand that zero is also a number like one, two and other numbers.
+Discuss with children about the benefits of balanced diet and ill-effects of overeating.
+35Chapter 4.indd
+Write the number of birds sitting on the branch of the tree.
+A. How many suns do you see in the night?
+B. How many moons do you see at noon?
+Use concrete objects to demonstrate the idea of zero by reducing one object each time.
+Discuss the situations where something is absent and its number is called as ‘zero’ like there are 0 buses in the classroom.
+Also encourage children to count backwards from 5 to 0 initially and later from 9 to 0.Vanishing Buttons
+Gola monkey wears his favourite shirt with four buttons.
+He went to the garden and ate too many bananas as he was fond of them.
+What do you think happened then?
+One of the buttons popped out and rolled away.
+But he cannot dream of giving up bananas and he keeps on losing all the buttons one by one.
+ | Four | Three | Two
+ | --- | --- | ---
+ |  | ButtonsButtons | Buttons
+
+ | One | Zero
+ | --- | ---
+ | Button | Buttons
+
+0
+Discuss the number of buttons left on the shirt at the end.
+Ask children to name objects, things around them whose number is zero.
+Let children understand that zero is also a number like one, two and other numbers.
+Discuss with children about the benefits of balanced diet and ill-effects of overeating.
+35Chapter 4.indd
+Write the number of birds sitting on the branch of the tree.
+A. How many suns do you see in the night?
+B. How many moons do you see at noon?
+Use concrete objects to demonstrate the idea of zero by reducing one object each time.
+Discuss the situations where something is absent and its number is called as ‘zero’ like there are 0 buses in the classroom.
+Also encourage children to count backwards from 5 to 0 initially and later from 9 to 0.Write ‘0’Write ‘0’Think and TellThink and Tell
+36Chapter 4.indd
+She has lighted diyas on her birthday.
+Count and write the number of objects.
+Tenth Birthday
+It is Aastha’s tenth birthday.
+Her father prepared halwa for her.
+She is celebrating the birthday with her friends.
+Beads Laddoos Crayons Bananas Leaves
+I am 9 years old and after 1 more year, I will be 10 years old.
+So, 9 and 1 more makes 10.
+37Chapter 4.inddTenth Birthday
+It is Aastha’s tenth birthday.
+Her father prepared halwa for her.
+She is celebrating the birthday with her friends.
+Beads Laddoos Crayons Bananas Leaves
+I am 9 years old and after 1 more year, I will be 10 years old.
+So, 9 and 1 more makes 10.
+37Chapter 4.inddBeads Laddoos Crayons Bananas Leaves
+I am 9 years old and after 1 more year, I will be 10 years old.
+So, 9 and 1 more makes 10.
+37Chapter 4.inddLet us DoLet us Do
+A. Count and draw beads to make a string of 10 beads.
+i. ii.
+iii.
+iv.
+B. Draw buttons to make a ten frame of buttons.
+i. ii.
+iii.
+iv.
+38Chapter 4.indd
+The Handy Five and Ten
+Follow the pattern and write the number pairs separated by the stick.The Handy Five and Ten
+Follow the pattern and write the number pairs separated by the stick.1 and 4",aejm104.pdf

data/Class1-Mathematics-aejm105.pdf-14.csv

@@ -0,0 +1,326 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,Mathematics,"How Many?Going out with Grandfather!
+Let children look at the picture and share what activities they do in the park.
+They may also discuss the number of people joining in the park, for example, how many children are playing in the first picture and how many joined them.
+Let children discuss or share the importance of spending time with grandparents and discuss ways of showing respect to them.
+48Chapter 5.inddTell How many Altogether? Fill in the Blanks.
+children and 2 children altogether make children.
+4
++
+2 =
+3 tops and 1 top altogether make tops.
+3
++
+1 =
+3 ants and 2 ants altogether make ants.
+3
++
+2 =
+4 pencils and 3 pencils altogether make pencils.
+4
++
+3
+= Provide children enough opportunity to do addition with lots of concrete objects.
+Encourage children to find the total number of objects by combining two groups (aggregation) and also by adding more objects to an existing group of objects (augmentation).
+Practice work should be done with the children on both types of addition problems.
+49Chapter 5.inddAdd and Draw
+A. How many brothers and sisters do your parents have altogether?
+B. How many family members do you and your friend have altogether?
+C. How many fingers do you have in both your hands and feet?
+D. How many numbers can you count on your fingers?
+Encourage children to understand and say the addition sentences aloud.
+For example, 4 children and 2 children altogether make 6 children and connect the word ‘make’ with the symbol of addition (+) and ‘altogether’ with the symbol of equal to (=).
+Children should be provided opportunities to work with concrete material in developing the vocabulary like ‘total’, ‘sum’, ‘altogether’, etc., before progressing towards symbolic representation or addition of numbers.
+6 balls and 2 balls altogether make balls.
+6
++
+2 =
+7
++
+1 =Let us CountLet us Count
+50Chapter 5.indd
+Count and write the total number of fingers.
+4
++
+3 =
+3
++
+2 =
+5
++
+3 =
+4
++
+0 =
+4
++
+4 =
+Let us Play— Addition with Dice!Let us Play— Addition with Dice!
+Take turns and roll two dice together and find the total number of dots on both the dice.
+Now ask your friend to roll the dice and find the total number of dots.
+Find out who scores more.
+51Chapter 5.inddCount and write the total number of fingers.
+4
++
+3 =
+3
++
+2 =
+5
++
+3 =
+4
++
+0 =
+4
++
+4 =Let us Play— Addition with Dice!Let us Play— Addition with Dice!
+Take turns and roll two dice together and find the total number of dots on both the dice.
+Now ask your friend to roll the dice and find the total number of dots.
+Find out who scores more.
+51Chapter 5.inddLet us DoLet us Do
+Kishore and Nitya also played the same game and here are their dots on the dice.
+Find out how many times Kishore won and how many times Nitya won by putting the () on their score board.
+A.
+Kishore Nitya
+B.
+C.
+D.
+E. 
+ | Kishore | Nitya
+ | --- | ---
+ | and | = | 6 | and | = 5
+ | --- | --- | --- | --- | ---
+
+B.
+C.
+ |  | and | = | and | =
+ | --- | --- | --- | --- | ---
+ |  D. | and | = | and | =
+ | E.
+ |  | and | = | and | =
+ |  | and | = | and | =
+
+52Chapter 5.indd
+Beads and String
+Colour the beads in the string as per the numbers given below and find the total number of coloured beads.
+Encourage children to play with beads’ strings.
+Focus on the process of addition and discuss the strategies they are using.
+3
++
+4 =
+4
++
+2 =
+5
++
+4 =
+2
++
+7 =
+7
++
+3 =
+A.
+B.
+C.
+D.
+E.
+53Chapter 5.indd
+Hop and Find the Sum
+4
++
+2 =
+3
++
+2 =
+5
++
+3 =
+6
++
+3
+= 54Chapter 5.indd
+Add in Your Own Way
+Abdul and Rihana are adding numbers in two different ways.
+Help them to find the sum.
+2 + 3
+5
++
+1
+2 + 3
+=
+5 + 1 =
+3 + 3
+9
++
+1
+3 + 3
+=
+9 + 1 = 55Chapter 5.inddBeads and String
+Colour the beads in the string as per the numbers given below and find the total number of coloured beads.
+Encourage children to play with beads’ strings.
+Focus on the process of addition and discuss the strategies they are using.
+3
++
+4 =
+4
++
+2 =
+5
++
+4 =
+2
++
+7 =
+7
++
+3 =
+A.
+B.
+C.
+D.
+E.
+53Chapter 5.inddHop and Find the Sum
+4
++
+2 =
+3
++
+2 =
+5
++
+3 =
+6
++
+3
+= 54Chapter 5.inddAdd in Your Own Way
+Abdul and Rihana are adding numbers in two different ways.
+Help them to find the sum.
+2 + 3
+5
++
+1
+2 + 3
+=
+5 + 1 =
+3 + 3
+9
++
+1
+3 + 3
+=
+9 + 1 = 55Chapter 5.indd",aejm105.pdf
+1,CBSE,Class1,Mathematics,"Project WorkProject Work
+Take ten cards 0 to 9.
+Arrange the cards in such a manner that their sum must be 9.
+There are many ways to do it.
+In how many ways can you do it?
+56Chapter 5.indd
+Addition Story
+A. Raghav has 4 shells and Sarita has 5 shells
+How many shells they have altogether?
+ B. Ranjeet has 3 marbles and Meenakshi has 6 marble
+How many marbles they have in total?
+ C. There are 3 coconuts in one bag
+. There are
+coconuts in another bag.
+How many coconuts are there in all?
+Let us see what we have in our bags.
+Do it with your friend and write down the answers below.
+A. I have books in my bag and my friend has
+books.
+We both have books in all.
+B. I have pencils and my friend has pencils.
+We
+have pencils altogether.
+C. I have notebooks and my friend has notebooks.
+We have notebooks in total.Addition Story
+A. Raghav has 4 shells and Sarita has 5 shells
+How many shells they have altogether?
+ B. Ranjeet has 3 marbles and Meenakshi has 6 marble
+How many marbles they have in total?
+ C. There are 3 coconuts in one bag
+. There are
+coconuts in another bag.
+How many coconuts are there in all?Let us see what we have in our bags.
+Do it with your friend and write down the answers below.
+A. I have books in my bag and my friend has
+books.
+We both have books in all.
+B. I have pencils and my friend has pencils.
+We
+have pencils altogether.
+C. I have notebooks and my friend has notebooks.
+We have notebooks in total.Think and DoThink and Do
+3 2 1
+Write the numbers 1, 2 and 3 in the given table in a way as shown by the dotted lines so that each way adds up to 6.
+This activity can be conducted in pairs.
+Encourage children to create their own problems and questions.
+Also discuss in class about the world’s oldest Sun Temple, Konark, Odisha refer to the image (Page 56) of wheel in Konark Sun Chariot.
+57Chapter 5.indd
+Five Little Children
+Five little children Raise your hand Here comes your stand One steps out, with a roar Now, we are four!
+Four little children Raise your hand Here comes your stand One steps out, near a tree Now, we are three!
+Three little children Raise your hand Here comes your stand One steps out, with shining shoe Now, we are two!
+58Chapter 5.indd
+Two little children Raise your hand Here comes your stand One steps out, looking at the sun Now, remains one!Five Little Children
+Five little children Raise your hand Here comes your stand One steps out, with a roar Now, we are four!
+Four little children Raise your hand Here comes your stand One steps out, near a tree Now, we are three!
+Three little children Raise your hand Here comes your stand One steps out, with shining shoe Now, we are two!
+58Chapter 5.indd
+Two little children Raise your hand Here comes your stand One steps out, looking at the sun Now, remains one!Let us TalkLet us Talk
+A. How many children are there in the bus at the beginning?
+B. How many children get down from the bus on the first stand?
+C. How many children are left in the bus after the first stop?
+D. How many children are left after the second stand?
+Answer the same for third, fourth and fifth stand.
+E. How many children are left in the bus at the end?
+One little child Raise your hand Here comes your stand Last steps out, having much fun Now, there are none!Project WorkProject Work
+Find out the number of people at your home.
+How many are going to school, for work and how many stay at home.
+59Chapter 5.inddLet us DoLet us Do
+i.
+How Many Left?
+A. Fill in the blanks.
+6 frogs 2 jumped away left ii.
+6
+−
+2 =
+7
+−
+2 =
+ | 7 balloons | flew away | 5 left
+ | --- | --- | ---
+ | iii.
+ | 9 bananas | 6 took away | left
+
+9
+−
+6
+= 60Chapter 5.indd B. Draw the objects that are being left and fill in the blanks.
+7
+−
+4 =
+7
+−
+= Make your own ten dots card and hide a few dots from your friends.
+Ask them how many dots are hidden.
+C. Answer the following questions.
+i.
+ii.
+ | 7 ladoos | 4 eaten | left
+ | --- | --- | ---
+ | iii.
+ | 7 balls | took away | left
+ | i. Manisha has 9 bananas. She ate 3
+ | bananas. How many bananas are left?
+ | ii. There are 8 butterflies on the flowers. 5 butterflies
+ |  | flew away. How many butterflies are left? pots pot broke 3 − = | left
+
+61Chapter 5.indd
+How many dots are hidden and how many dots are visible?
+ | Total Dots 10 | Hidden Dots | Visible Dots
+ | --- | --- | ---
+ |  | 0 | 10
+",aejm105.pdf

data/Class1-Mathematics-aejm106.pdf-15.csv

@@ -0,0 +1,202 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,Mathematics,"Vegetable Farm
+Rumi and Shami helped each other taking out vegetables from the field.
+Each of them took a basket and plucked the vegetables.
+Let’s see how many vegetables they both took out.
+64Chapter 6.indd
+Rumi’s Basket Shami’s Basket Both have
+A. 7 tomatoes and 5 tomatoes altogether make 12 tomatoes.
+7
++
+5
+= B.
+9 carrots in one basket and 4 carrots in another basket.
+9
++
+4
+= C. 8 radishes in one basket and 8 radishes in another basket.
+8
++
+8 =Project WorkProject Work
+Plant any vegetable sapling at your home, school or nearby place.
+Share your experiences with your family and take care of the sapling.
+You may draw or take pictures of the growing sapling.
+65Chapter 6.indd
+Beads and Mala
+Let us PlayLet us Play
+How can you add 12 and 4 on ginladi?
+I count 12 beads first and now I am counting 4 more.
+13, 14, 15, 16
+66Chapter 6.indd
+Show how you can add these numbers on ginladi.
+13 +
+4
+= 13 17
++
+=
+8
++ = 13 + = 10 + = 18 14 +
+5
+= 6 +
+8
+= 5 + 7 =
+Hop and find the sum.
+8
++
+5
+= 13 +
+3
+= 2 + 16 =
+4
++ 12 = 13 5 3
+Add in your own way.
+A. Sapna has 12 coloured pencils and Gauri has 6
+coloured pencils.
+How many pencils do they have in all?
+Sapna counted 12 and 6 more and got 18.
+12, 1318 12 +
+6
+= 18 Discuss the process of addition.
+How do children count 12 and then further add 4?
+Discuss the strategies they are using.
+67Chapter 6.indd
+Gauri did it as
+10 +
+8
+= 18 12 + 6 10 +
+2
++ 6 10 +
+8
+= 18 Can you do it differently?
+Try and discuss with your teacher.
+B. Aman has 8 laddoos and
+Charanjeet brought 6 laddoos.
+How many ladoos are there in all?
+C. Sheena has 12 bangles, she got
+6 more from her sister.
+How many bangles does she have now?Beads and MalaLet us PlayLet us Play
+How can you add 12 and 4 on ginladi?
+I count 12 beads first and now I am counting 4 more.
+13, 14, 15, 16
+66Chapter 6.indd
+Show how you can add these numbers on ginladi.
+13 +
+4
+= 13 17
++
+=
+8
++ = 13 + = 10 + = 18 14 +
+5
+= 6 +
+8
+= 5 + 7 =
+Hop and find the sum.
+8
++
+5
+= 13 +
+3
+= 2 + 16 =
+4
++ 12 = 13 5 3
+Add in your own way.
+A. Sapna has 12 coloured pencils and Gauri has 6
+coloured pencils.
+How many pencils do they have in all?
+Sapna counted 12 and 6 more and got 18.
+12, 1318 12 +
+6
+= 18 Discuss the process of addition.
+How do children count 12 and then further add 4?
+Discuss the strategies they are using.
+67Chapter 6.indd
+Gauri did it as
+10 +
+8
+= 18 12 + 6 10 +
+2
++ 6 10 +
+8
+= 18 Can you do it differently?
+Try and discuss with your teacher.
+B. Aman has 8 laddoos and
+Charanjeet brought 6 laddoos.
+How many ladoos are there in all?
+C. Sheena has 12 bangles, she got
+6 more from her sister.
+How many bangles does she have now?Show how you can add these numbers on ginladi.
+13 +
+4
+= 13 17
++
+=
+8
++ = 13 + = 10 + = 18 14 +
+5
+= 6 +
+8
+= 5 + 7 =Hop and find the sum.
+8
++
+5
+= 13 +
+3
+= 2 + 16 =
+4
++ 12 = 13 5 3Add in your own way.
+A. Sapna has 12 coloured pencils and Gauri has 6
+coloured pencils.
+How many pencils do they have in all?
+Sapna counted 12 and 6 more and got 18.
+12, 1318 12 +
+6
+= 18 Discuss the process of addition.
+How do children count 12 and then further add 4?
+Discuss the strategies they are using.
+67Chapter 6.indd
+Gauri did it as
+10 +
+8
+= 18 12 + 6 10 +
+2
++ 6 10 +
+8
+= 18 Can you do it differently?
+Try and discuss with your teacher.
+B. Aman has 8 laddoos and
+Charanjeet brought 6 laddoos.
+How many ladoos are there in all?
+C. Sheena has 12 bangles, she got
+6 more from her sister.
+How many bangles does she have now?Let us DoLet us Do
+What would you like to bring for the picnic?
+Discuss with your friend.
+Draw the things you would like to take to the picnic and write the total number of eatables in the space provided.
+68Chapter 6.indd
+A. B.
+ |  | 16 − 4 = |  | 12 − 5 =
+ | --- | --- | --- | ---
+ | C. D.
+ |  | 14 − 7 = |  | 16 − 6 =
+
+E. F. 15 −
+5
+= 15 − 0 =
+G. 17 −
+9
+= H. 13 − 3 =
+Subtraction
+Subtract with some more numbers.
+15 −
+9
+= 6 69Chapter 6.indd
+Hop and Jump
+Anjali and Renu are playing by hopping and jumping.
+Anjali, I am jumping 2 steps ahead from 6.Subtraction
+Subtract with some more numbers.
+15 −
+9
+= 6 69Chapter 6.inddHop and Jump
+Anjali and Renu are playing by hopping and jumping.
+Anjali, I am jumping 2 steps ahead from 6.",aejm106.pdf

data/Class1-Mathematics-aejm107.pdf-16.csv

@@ -0,0 +1,108 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,Mathematics,"Lina’s Family7Lina’s Family Get Together
+Lina stays with her family in a village.
+She stays with her grandparents, parents and a brother Shanbor.
+Her uncles, aunts and cousins live near to their house.
+Lina is standing on the stool.
+She likes to be tall.
+Find out and circle the tallest member in the family.
+72Chapter 7.inddLina’s family invited all the family members for a get together.Let us TalkLet us Talk
+A. How many members are there in Lina’s family?
+B. Tick the tallest member in the family.
+C. Draw a cap on the shortest family member.
+D. Who is taller than Lina’s mother but shorter than Lina’s father?
+E. Who is the tallest and shortest member of your family?
+F. Who is the tallest child in your class?
+G. How many children in your classroom are taller than you?
+73Chapter 7.indd
+Lina lives in a hut-shaped house in a hilly area.
+Can you locate her house in the picture?
+Circle the correct options:
+A. Her house is nearest to/farthest from the shop and
+nearest to/farthest from the school.
+B. The school is nearest to/farthest from the shop and
+nearest to/farthest from red roof houses.
+C. The child is nearest to/farthest from the school bus
+and nearest to/farthest from the school.nearest to/farthest from red roof houses.
+C. The child is nearest to/farthest from the school bus
+and nearest to/farthest from the school.Amazing Facts
+This is a statue of Sardar
+Vallabhbhai Patel also called the Statue of Unity.
+It is the tallest statue in the world and is located in Gujarat, India.
+74Chapter 7.inddThis is a statue of Sardar
+Vallabhbhai Patel also called the Statue of Unity.
+It is the tallest statue in the world and is located in Gujarat, India.
+74Chapter 7.inddLet us Do Let us Do
+A. Tick ü the one which is longest.
+i. ii.
+B. Tick ü the one which is shortest.
+i. ii.
+C. Tick ü the one which is thickest.
+i. ii.
+D. Tick ü the one which is thinnest.
+i. ii.
+75Chapter 7.indd
+We can also use fingers for smaller objects.It is ready.
+Chitra also wants to find out the length of the stick, table, pencil and notebook using her handspan.
+Dadi is checking the length of Chitra’s sweater by a handspan.Think and DoThink and Do
+Draw a stick or bamboo longer than this — Draw a rope shorter than this— 76Chapter 7.inddThink and AnswerThink and Answer
+A. My table is handspans long.
+B. My bag is handspans long.
+C. My classroom blackboard is handspans long.
+D. My Maths book is handspans long.
+E. My arm is handspans long.
+F. My friend’s arm is handspans long.
+Can Chitra use a handspan to find the length of all these things?
+Find out and circle which things around you are shorter than a handspan?
+Can we use fingers also to find the length of these things?
+77Chapter 7.inddLet us Do Let us Do
+What would you choose, handspan or fingers to find the length of these objects and why?
+Circle your options in the table.
+Try to guess before finding the length of these objects.
+Name of the things Circle, what will you use? My guess My findings
+Bottle
+handspan or fingers Spoon
+handspan or fingers Pencil
+handspan or fingers My friend’s nose
+handspan or fingers Leg
+handspan or fingers Key
+handspan or fingers 78Chapter 7.indd
+Measure by footspan My guess of footspan My findings of footspan
+Distance between my seat and the door of the classroom One side of classroom
+Distance between the bed and washroom
+Distance between two walls of your roomName of the things Circle, what will you use? My guess My findings
+Bottle
+handspan or fingers Spoon
+handspan or fingers Pencil
+handspan or fingers My friend’s nose
+handspan or fingers Leg
+handspan or fingers Key
+handspan or fingers 78Chapter 7.inddBottle
+handspan or fingers Spoon
+handspan or fingers Pencil
+handspan or fingers My friend’s nose
+handspan or fingers Leg
+handspan or fingers Key
+handspan or fingers 78Chapter 7.inddMeasure by footspan My guess of footspan My findings of footspan
+Distance between my seat and the door of the classroom One side of classroom
+Distance between the bed and washroom
+Distance between two walls of your roomLet us Do Let us Do
+A. Tick ü the heavier object.
+i. ii.
+B. Tick ü the lighter object.
+i. ii.
+79Chapter 7.inddLet us TalkLet us Talk
+A. Who is heavier between you and your friend?
+How will you find out?
+Discuss in the class.
+B. Find out your weight.
+Can you tell how and where your weight is usually checked?
+C. Colour the heavier object.
+i. ii.
+iii.
+iv.
+D. Colour the lighter object.
+i. ii.
+iii.
+iv.
+80Chapter 7.indd",aejm107.pdf

data/Class1-Mathematics-aejm108.pdf-17.csv

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+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,Mathematics,"Fun with Numbers
+She packed them in boxes.
+Do you know how many oranges are there?
+21 Twenty One
+22 Twenty Two
+84Chapter 8.indd
+Twenty Three
+24 Twenty Four
+Twenty Five
+Twenty Six
+27 Twenty Seven
+85Chapter 8.indd
+28 Twenty Eight
+Twenty Nine
+30 Thirty
+Write 21 to 30
+21 25
+23
+86Chapter 8.indd
+Let us count the number of flowers and the number of neem daatun.
+Number 31 to 50
+31 Thirty One
+36 Thirty Six
+32 Thirty Two
+Thirty Seven
+Thirty Three
+Thirty Eight
+Thirty Four
+39 Thirty Nine
+35 Thirty Five
+40 Forty
+87Chapter 8.indd
+41 Forty One
+Forty Six
+Forty Two
+Forty Seven
+43 Forty Three
+Forty Eight 49 Forty Nine
+Forty Four 45 Forty Five
+50 Fifty
+Let us DoLet us Do
+A. Pick up any number card from 1 to 50.
+Can you place the number card with help of the clip on ginladi at the right place?
+B. Write the number on the number cards placed on the
+ginladi.
+88Chapter 8.indd
+Count and write the numbers.
+Fill up the tens frames to show the number.
+One has already been done for you.
+29 Twenty one
+41 Forty one
+30 Thirty
+Use ginladi to talk about tens and numbers 21 to 50. Also encourage children to count backwards from any given number using ginladi or number line initially.
+Once they gain confidence, they can do without the ginladi.
+89Chapter 8.indd
+Fill up the missing numbers.
+34
+39
+42
+46
+Project WorkProject Work
+Farha said that she has packed more than fifty amazing things in her matchbox.
+Her friends wondered what these things could be.
+They had a big surprise when she opened her box.
+Can you collect some items and see how many a matchbox can hold?
+90Chapter 8.indd
+Numbers from 51 – 99
+Ankita is pasting mirrors on her house.
+Help her to find out how many mirrors she has used in the design.
+Count and write the numbers from 51 to 60 Count and write the numbers from 61 to 80
+51 Fifty One
+Fifty Six
+52 Fifty Two
+Fifty Seven
+Fifty Three
+Fifty Eight
+Fifty Four
+59 Fifty Nine
+Fifty Five
+60 Sixty
+91Chapter 8.indd
+61 Sixty One
+62 Sixty Two
+Sixty Three
+Sixty Four
+Sixty Five
+Sixty Six
+Sixty Seven
+Sixty Eight
+Sixty Nine
+70 Seventy 71
+Seventy One
+72 Seventy Two
+Seventy Three
+74 Seventy Four
+75 Seventy Five
+Seventy Six
+Seventy Seven
+78 Seventy Eight
+Seventy Nine
+80 Eighty
+92Chapter 8.indd
+Count and write the numbers from 81 to 100
+81 Eighty One
+Eighty Two
+83 Eighty Three
+Eighty Four
+Eighty Five
+86 Eighty Six
+Eighty Seven
+Eighty Eight
+89 Eighty Nine
+90 Ninety 91
+Ninety One
+Ninety Two
+Ninety Three
+Ninety Four
+95 Ninety Five
+Ninety Six
+97 Ninety Seven
+Ninety Eight
+Ninety Nine
+100 Hundred
+93Chapter 8.inddDo you know how many oranges are there?
+21 Twenty One
+22 Twenty Two
+84Chapter 8.indd
+Twenty Three
+24 Twenty Four
+Twenty Five
+Twenty Six
+27 Twenty Seven
+85Chapter 8.indd
+28 Twenty Eight
+Twenty Nine
+30 Thirty21 Twenty One22 Twenty Two
+84Chapter 8.inddTwenty Three24 Twenty FourTwenty FiveTwenty Six27 Twenty Seven
+85Chapter 8.indd28 Twenty EightTwenty Nine30 ThirtyWrite 21 to 30
+21 25
+23
+86Chapter 8.indd
+Let us count the number of flowers and the number of neem daatun.
+Number 31 to 50
+31 Thirty One
+36 Thirty Six
+32 Thirty Two
+Thirty Seven
+Thirty Three
+Thirty Eight
+Thirty Four
+39 Thirty Nine
+35 Thirty Five
+40 Forty
+87Chapter 8.indd
+41 Forty One
+Forty Six
+Forty Two
+Forty Seven
+43 Forty Three
+Forty Eight 49 Forty Nine
+Forty Four 45 Forty Five
+50 FiftyLet us DoLet us Do
+A. Pick up any number card from 1 to 50.
+Can you place the number card with help of the clip on ginladi at the right place?
+B. Write the number on the number cards placed on the
+ginladi.
+88Chapter 8.indd
+Count and write the numbers.
+Fill up the tens frames to show the number.
+One has already been done for you.
+29 Twenty one
+41 Forty one
+30 Thirty
+Use ginladi to talk about tens and numbers 21 to 50. Also encourage children to count backwards from any given number using ginladi or number line initially.
+Once they gain confidence, they can do without the ginladi.
+89Chapter 8.indd
+Fill up the missing numbers.
+34
+39
+42
+46Project WorkProject Work
+Farha said that she has packed more than fifty amazing things in her matchbox.
+Her friends wondered what these things could be.
+They had a big surprise when she opened her box.
+Can you collect some items and see how many a matchbox can hold?
+90Chapter 8.indd
+Numbers from 51 – 99
+Ankita is pasting mirrors on her house.
+Help her to find out how many mirrors she has used in the design.
+Count and write the numbers from 51 to 60 Count and write the numbers from 61 to 80
+51 Fifty One
+Fifty Six
+52 Fifty Two
+Fifty Seven
+Fifty Three
+Fifty Eight
+Fifty Four
+59 Fifty Nine
+Fifty Five
+60 Sixty
+91Chapter 8.indd
+61 Sixty One
+62 Sixty Two
+Sixty Three
+Sixty Four
+Sixty Five
+Sixty Six
+Sixty Seven
+Sixty Eight
+Sixty Nine
+70 Seventy 71
+Seventy One
+72 Seventy Two
+Seventy Three
+74 Seventy Four
+75 Seventy Five
+Seventy Six
+Seventy Seven
+78 Seventy Eight
+Seventy Nine
+80 Eighty
+92Chapter 8.indd
+Count and write the numbers from 81 to 10061 Sixty One62 Sixty TwoSixty ThreeSixty FourSixty FiveSixty SixSixty SevenSixty EightSixty Nine70 Seventy 71Seventy One72 Seventy TwoSeventy Three",aejm108.pdf

data/Class1-Mathematics-aejm113.pdf-22.csv

@@ -0,0 +1,131 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,Mathematics,"So Many Toys
+Look at the picture and find the number of different toys.
+ | Elephant s | Teddy Bears
+ | Cars | Dolls
+
+Complete the following sentences by using more than/ less than/equal to.
+A. The number of dolls is the number of cars.
+B. The number of elephants is the number of
+dolls.
+C. The number of teddy bears is the number of elephants.
+D. The number of cars is the number of teddy bears.
+Chapter 13.indd 120Chapter 13.indd
+Colourful Flowers
+Name the colour of the flowers which you see mostly in a garden.
+Look at the picture of colourful flowers and write the number of flowers.
+ | Blue flowers | Orange flowers
+ | Red flowers | Purple flowers
+
+A. Name the colour of flowers which are least in number.
+B. Name the colour of the flowers which are most in number.
+True or False
+A. Number of red flowers is more
+than the blue flowers.
+B. Number of orange flowers is less
+than the purple flowers.
+Project WorkProject Work
+A. Make a card with a border of colourful flowers.
+B. Find out in your class how many children have 3 letters in their names, how many children have 4 letters in their names and how many children have more than 4 letters in their names.
+Chapter 13.indd 121Chapter 13.inddLook at the picture and find the number of different toys.
+ | Elephant s | Teddy Bears
+ | Cars | Dolls
+Complete the following sentences by using more than/ less than/equal to.
+A. The number of dolls is the number of cars.
+B. The number of elephants is the number of
+dolls.
+C. The number of teddy bears is the number of elephants.
+D. The number of cars is the number of teddy bears.
+Chapter 13.indd 120Chapter 13.inddColourful FlowersName the colour of the flowers which you see mostly in a garden.
+Look at the picture of colourful flowers and write the number of flowers.
+ | Blue flowers | Orange flowers
+ | Red flowers | Purple flowers
+A. Name the colour of flowers which are least in number.B. Name the colour of the flowers which are most in number.
+True or False
+A. Number of red flowers is more
+than the blue flowers.
+B. Number of orange flowers is less
+than the purple flowers.True or FalseA. Number of red flowers is more
+than the blue flowers.B. Number of orange flowers is less
+than the purple flowers.Project WorkProject Work
+A. Make a card with a border of colourful flowers.
+B. Find out in your class how many children have 3 letters in their names, how many children have 4 letters in their names and how many children have more than 4 letters in their names.
+Chapter 13.indd 121Chapter 13.inddPuzzles
+A. Kopal arranged number cards in the below image and Anaya hide them with bowls as shown.
+Can you recognise the numbers?
+You can also hide the numbers on a number card by using your hands and play this game with your friends.
+B. Count the number of logs.
+Is it 3 logs or 4 logs?
+C. This is how Zarina set the glasses.
+Help her in extending the arrangement.
+122Puzzle Class 1.indd
+D. Find the numbers from 1 to 10.
+e
+i
+g
+h t t
+s
+f i v
+e
+h t e
+o
+t w o
+r
+x v u
+n
+i n e
+o
+e r n
+t
+t e n
+n
+s i x
+o
+w e n
+E. Fill the numbers from 1 to 5 in the given balls so that the sum on both sides is equal.
+F. Gillu’s favourite number is 8.
+If the answer of the asked question is 8, he becomes happy and if not, he becomes sad.
+Ask some questions to Gillu that has an answer 8 only.
+123Puzzle Class 1.indd
+G. Fill, and in the boxes in such a way that any shape occurs only once in a row (horizontal) and column (standing).
+row row
+H. Take 4 different objects (each object should be 4), such as 4 buttons, 4 pebbles, 4 seeds, 4 clay balls, etc.
+Now place them in the given boxes in such a way that every object occurs only once in a row (horizontal) and a column (vertical standing).
+Can you fill them through some other ways?
+I. Who am I?
+(A mirror can help you.)
+ | 2 5 2 5 | 7 3 7 3
+ | 5 2 5 2 | 3 9 3 9
+124Puzzle Class 1.indd
+J. Who am I?
+i. I am between 5 and 10.
+I become three more when read upside down.
+ii.
+I am 3 more than 8 and 3 less than 14.
+iii.
+I am after 50 and before 54.
+Sum of my digits is 7.
+iv. I am just before 40.
+v. Add 5 to me and you will get 24.
+vi. I am just after 35.
+vii.
+Reduce 8 from me and 14 will be left.
+K. Six matchsticks are used to make a zero.
+Can you make any other number by shifting a single matchstick?
+L. Find out the missing piece and complete the pot.J. Who am I?
+i. I am between 5 and 10.
+I become three more when read upside down.
+ii.
+I am 3 more than 8 and 3 less than 14.
+iii.
+I am after 50 and before 54.
+Sum of my digits is 7.
+iv. I am just before 40.
+v. Add 5 to me and you will get 24.
+vi. I am just after 35.
+vii.
+Reduce 8 from me and 14 will be left.
+K. Six matchsticks are used to make a zero.
+Can you make any other number by shifting a single matchstick?
+L. Find out the missing piece and complete the pot.iv. I am just before 40.
+v. Add 5 to me and you will get 24.",aejm113.pdf

data/Class1-Mathematics-aejm1ps.pdf-23.csv

@@ -0,0 +1,388 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class1,Mathematics,"ISBN 978-93-5292-505-60124 – Joyful MatheMatics
+Textbook for Class 1
+65.00
+Printed on 80 GSM paper with NCERT watermark Published at the Publication Division by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and printed at Palak Printer, 6 Mohkampur, Phase II, Delhi Road, Meerut
+02:52:11 PM
+foreword
+India has a rich tradition of nurturing the holistic development of children during their most formative years.
+These traditions provide for complementary roles for the immediate family, the extended family, the community, and formal institutions of care and learning.
+In addressing the first eight years of a child’s life, this holistic approach — which includes the cultivation of sanskar which are passed on from generation to generation — has a critical and positive lifelong influence on every aspect of a child’s growth, health, behaviour, and cognitive capabilities in the later years.
+Considering the importance of the early years in a child’s lifelong development, the National Education Policy 2020 (NEP 2020) envisioned a 5+3+3+4 curricular and pedagogical structure as providing a much needed focus on formal education and childcare in the country during the first five years corresponding to ages 3-8, naming it the Foundational Stage.
+Classes 1 and 2 form an integral part of this Foundational Stage, continuing from the ages of 3-6 years, in which a child’s holistic growth is taken care of in Balvatika.
+An individual’s lifelong learning, social and emotional behaviour, and overall health depend deeply upon the experiences gained during this critical Foundational Stage.
+The Policy thus recommended developing a National Curriculum Framework specifically for this Stage, which would comprehensively guide the whole education system toward providing high-quality education in children’s early years, thereby carrying this momentum forward to the other later stages of school education.
+Based on the principles and objectives enunciated under NEP 2020 — as well as on research from a range of disciplines (including neuroscience and early childhood education), on experiences and accumulated knowledge from the ground, and on the aspirations and goals of our Nation — the National Curriculum Framework for Foundational Stage (NCF-FS) was developed and released on 22 October 2022.
+Subsequently, textbooks have been developed to bring to life the curricular approach of the NCF-FS.
+The textbooks attempt to connect to the children’s real life by recognising their learning in the classroom and the significant learning resources in the family and the community.
+The approach in the NCF-FS is also resonant with the Panchkoshiya Vikas (the development of the five sheaths of human personality) as elucidated in the Taittiriya Upanishad.
+The NCF-FS enunciates the five domains of learning, i.e., physical and motor; socio-emotional; cognitive; language and literacy; and cultural and aesthetic, which map to the Indian tradition of Panchkosh consisting of five kosh viz.
+Annamaya, Pranmaya, Manomaya, Vijnanmaya and Anandmaya.
+Besides, it also focuses on integrating a child’s experiences at home with the knowledge, skills, and attitudes that would be developed within the school’s precinct.
+The NCF-FS, which covers Classes 1 and 2, also articulates a playbased approach to learning.
+According to this approach, books form an essential part of the learning process; however, it is also important to understand that books are only one among many pedagogical tools and methods, including activities, toys, games, conversation, discussion, and more.
+This marks a departure from the prevailing system of merely learning from books to a more congenial play-way and competencybased learning system, where children’s engagement with what they do and learn becomes critical.
+Thus, the book in hand must be seen as an instrument to promote a play-based pedagogical approach in its entirety for this age group of children.
+The present textbook attempts to provide competency-based content in a simple, interesting, and engaging manner.
+The endeavour has been to make it inclusive and progressive by breaking several stereotypes through the presentation of text and illustrations.
+The child’s local context, which includes traditions, culture, language usage, and rootedness in India and is central to students’ holistic development, has been reflected in the books.
+An effort has been made to make it engaging and joyful for the child.
+The book integrates art and craft to help children appreciate the aesthetic sense inherent in such activities.
+The textbook provides children with situational awareness to understand the underlying concepts relating to them in their own contexts.
+Though light in terms of content, this textbook is rich in substance, providing varied experiences and integrating play-way methods of learning through toys, games, and a variety of other activities.
+It includes questions that will help children develop critical thinking and problem-solving abilities.
+Besides, the textbook has rich subject matter and activities to help children develop the necessary sensitivity towards our environment.
+It also provides ample scope for our States/UTs to add/adapt content with local perspectives in the versions that they may develop as per the recommendations of NEP 2020.
+NCERT appreciates the hard work done by the committee set up to develop the syllabus and learning-teaching material for the foundational stage.
+I thank the Chairperson of this committee, Professor Shashikala Wanjari, and all other members for completing this task in time and in such an admirable way.
+I am also thankful to all the institutions and organisations which have generously extended their help and assistance in making this possible.
+I am especially thankful to Dr. K. Kasturirangan, Chairperson of the National Steering Committee, and its other members, including those of the Mandate Group, its Chairperson Professor Manjul Bhargava, and members of the Review Committee, for their timely and valuable suggestions.
+As an organisation committed to reforming school education in Bharat and continuously improving the quality of all learning and teaching material that it develops, NCERT looks forward to critical comments and suggestions from all its stakeholders to further improve upon this textbook.
+Professor Dinesh PrasaD saklani
+Director
+ | 27 January 2023 | National Council of Educational
+ | New Delhi | Research and Training
+
+about the book
+The National Policy on Education 2020 has recognised the importance of developing a strong foundation of learning during the early developmental age (3–8 years) of children emphasising on foundational literacy and numeracy.
+In view of policy’s perspective of holistic development of children, the National Curriculum Framework for Foundational Stage (NCF-FS) has recommended curricular goals, competencies and learning outcomes aligned to the developmental domains such as physical, socio-emotional-ethical, cognitive, language and literacy, aesthetic and cultural and positive learning habits.
+As a follow-up of this, syllabus for foundational stage developed by the NCERT includes mathematics and numeracy under the cognitive domain, also emphasising upon integration of all other domains while developing learning-teaching materials for Mathematics including textbooks.
+The present textbook of Mathematics for Class 1, i.e., ‘Joyful Mathematics’ has been designed keeping in view the recommendations of NEP 2020, NCF-FS and Syllabus for the Foundational Stage.
+Though it may be assumed that a child entering Class 1 has three years intervention in the form of Balvatika 1 to 3 (age 3–6 years), yet in view of diversity in our country, there may be children who are for the first-time getting exposure of numeracy in the institutional setup at the age of 6 years.
+This textbook takes care of such situations.
+Children at this stage enjoy free play, toys and games.
+Therefore, plenty of opportunities are included for play and games within activities while developing various mathematical ideas like spatial understanding, handling numbers, mathematical and computational thinking, etc.
+This helps the child in smooth transition from concrete to pictorial and to abstract reasoning for every new concept or competence being introduced.
+The Joyful Mathematics for Class 1 has a lot of activities which are expected to be conducted within and outside the classroom, keeping in view the objective of experiential learning for holistic development.
+In all the chapters, mathematical understanding is built through playbased activities.
+The textbook tries to provide children a feeling that they are playing, and mathematics is being learnt, rather than forcing them to learn mathematics without any joy.
+The learning of languages and age-appropriate physical and mental development have been integrated with the book as learning of mathematics does not take place in isolation.
+The book provides suggestions to parents, teachers or other concerned like elder siblings, on having a healthy discussion with children through thought provoking questions, stories, poems, etc.
+Various mathematical ideas have been presented through selfexplanatory and contextual illustrations keeping in view the differential abilities among children to read words at this stage.
+Moreover, such pictures/illustrations also help the children in enhancing their visual and reading comprehension.
+The book is designed as text-cum-workbook including opportunities for children to draw pictures, colour them and write appropriately.
+The oral discussions with children have been included in all the chapters to help them verbalise or express their thinking process.
+This will also help teachers to continuously assess the learning in a non-threatening atmosphere.
+The thought provoking practice tasks in the form of questions and activities have been given.
+It is also expected that the teachers or parents will develop similar questions for the children to have more targeted skill practice.
+The innovative use of the textbook lies with the parents and teachers that will ensure the joyful learning of mathematics among children of Class 1.
+A beginning has been made to inculcate logical thinking, analytical skills, mathematical communication and 21st century skills through activities, open ended questions, exploration and discussion in the book.
+The chapters are framed as a beginning towards mathematical proficiency by adding conceptual understanding, procedural fluency, adaptive reasoning, and a positive attitude towards mathematics.
+The Joyful Mathematics for Class 1 is based on the four blocks mentioned in the NCF-FS 2022.
+These are — Oral Math Talk, Skills Teaching, Skill Practice and Math Games, they have been included in all the chapters.
+Most of them have been presented in an integrated manner.
+However, one can find the following chapters not only aligned to the curricular goal (CG-8) of developing mathematical understanding and abilities to recognise the world through quantities, shapes and measures but also to all other curricular goals as given in the NCF-FS 2022 and syllabus leading to holistic development:
+• Oral Math Talk: Maths poems like ‘Finding the Furry Cat!’
+and ‘Chhuk Chhuk goes our Train’ in Chapter 1 and ‘Five Little Children in Chapter 5 and picture stories for introduction of concepts, practice and assessment have been included like, ‘Wise Grandmother’ in Chapter 2, ‘Eating Mango’ in Chapter 3, ‘Vanishing Buttons’ in Chapter 4, ‘Going out with Grandfather’ in Chapter 5, ‘Utsav’ in Chapter 9, ‘How Do I Spend My Day’ in Chapter 10, etc.
+• Skills Teaching: All chapters have activities that can be done by the child all alone, in groups, or with the help of some elders (parents, teachers, and siblings).
+This helps the child in the development of various skills with the guided support of others.
+• Skill Practice: Opportunities for skill practice have been included in all the chapters in the form of Let us Do, Projects, and Practice Questions.
+• Math Games: Math games and activities have been interwoven in all the chapters throughout the book.
+The above chapters have been developed keeping in view the need for developing sensitivity towards environment, values, positive habits, cultural rootedness, and inclusive perspectives in children.
+Multilingual perspective is also reflected in the textbook.
+Engaging activities also focusing on language development are included in the entire textbook which will trigger interest in children to learn joyfully.
+Teachers need to understand the objective of each of the chapters and activities given, their alignment with curricular goals and competencies as included in the syllabus for the foundational stage, and accordingly make a learning plan for children including variety of activities addressing the diverse needs of children.
+In this learning plan, teachers need to be the active observants of learning outcomes achieved by the children and their flow towards development of identified competencies under all the curricular goals.
+Mapping with learning outcomes and activities given in different chapters is required on the part of teachers if we want to make our education competency-based in true letter and spirit.
+Activities given in this textbook are suggestive.
+Teachers can develop their own activities and supplement the same with local toys, games or toys created by them and other materials available in the child’s immediate environment for hands on learning with concrete material.
+Teachers are free to adapt, adopt and modify the activities as per their contexts and circumstances without losing the sight and aim of development of identified competencies in children at this stage.
+Mental challenge and engagement in thought provoking task lead to the better mathematical learning and criticality.
+Solving brain teasers, puzzles and riddle provide opportunities to children in addition to their routine learning.
+Many age appropriate puzzles have been given in the book.
+The child must be engaged for at least a week in finding solutions of a puzzle.
+There may be more than one right answer for some of the problems.
+Also these puzzles are given to provide joyful experiences to a child.
+Thus, child should not be assessed on solving these puzzles.
+The chapters of the book need to be supplemented by audio-video aids, e-content, material available in QR codes embedded in the book and other learning-teaching material like kits developed by the NCERT.
+This textbook is not the only source of learning.
+Children learn much more while observing environment, talking to peers and elders including grandparents, making things of their interest, watching TV, playing with mobile, toys and games, listening stories, poems, doing projects, visiting places of cultural importance and traveling.
+Therefore, we as teachers or parents need to value this learning by going beyond the textbook and try to map it with the competencies and curricular goals identified for this stage.
+The education of our children is seen as our collective responsibility.
+developMent teaM
+advisor
+Dinesh Prasad Saklani, Director, NCERT, New Delhi
+Guidance
+Shashikala Wanjari, Professor (Retd.) and former VC, SNDT Women’s University, Mumbai (Chairperson, Syllabus and Learning-Teaching Material Development Committee) Suniti Sanwal, Professor and Head, Department of Elementary Education, NCERT, New Delhi (Member Convenor, Syllabus and Learning-Teaching Material Development Committee)
+contributors
+Aastha Bhayana, Primary Teacher, MRG School, New Delhi Anup Kumar Rajput, Professor, DEE and Head, Publication Division, NCERT, New Delhi Ashutosh Kedarnath Wazalwar, Professor, DESM, NCERT, New Delhi Garima Pandey, Primary Teacher, MCD School, New Delhi Gunjan Khurana, Research Scholar, Jamia Millia Islamia, New Delhi Mukund Kumar Jha, Consultant, DEE, NCERT, New Delhi Nisha Negi Singh, Sr. Consultant, DEE, NCERT, New Delhi N Parvathi Bhat, Technical Assistant, DSERT, Bengaluru Padmapriya Shirali, Principal, Sahyadri School, Pune Ritu Giri, Assistant Teacher, Directorate of Education, Delhi Sapna Arora, TGT, Directorate of Education, Delhi
+reviewers
+Divyanshu Dave, VC (In charge), Children’s University, Gandhinagar Gajanan Londhe, Director, Samvit Research Foundation, Bengaluru Manjul Bhargava, Member, National Steering Committee and Chairperson, Mandate Group Sandeep Diwakar, Subject Expert, Azim Premji Foundation Sridhar Srivastava, Professor and Joint Director, NCERT, New Delhi
+acadeMic coordinator
+Anup Kumar Rajput, Professor, DEE and Head, Publication Division, NCERT, New Delhi
+acknowledGeMents
+The National Council of Educational Research and Training (NCERT) acknowledges the valuable contributions of Anita Sharma, Principal, SD Public School; Himani Dem, Assistant Professor, Rajdhani College, University of Delhi; Manish Jain, Professor, IIT Gandhi Nagar; Pankaj Tiwari, Jan Shikashak, MLB School Seoni, Madhya Pradesh; Preeti Hegde, Assistant Teacher, KPS, Hegganhalli, Bengaluru; Pushpa Olhyan, SRA, DEE, NCERT; Rabin Chhetri, Director, SCERT, Sikkim; Rakesh Bhatia, Subject Expert, HBSE, Haryana; Raymon Hooda, JPF, DEE, NCERT; Sarah Rafat Khan, JPF, DEE, NCERT; Tejal Ahuja, JPF, DEE, NCERT; and Veena H R, Teacher Educator, Samvit Research Foundation, Bengaluru, for participating in discussions during the book development workshops.
+The Council appreciates the efforts of Santosh Mishra, Artist, Aimarts, Delhi for the illustrations, design and layout of this textbook.
+The NCERT gratefully acknowledges the contributions of DTP Operators — Arun Verma, DESM, Kanika Walecha, DEE, Rohit Kumar, DEE, and Rakesh Agrawal, Assistant, DEE, NCERT.
+The efforts of Ilma Nasir, Editor (contractual), Publication Division, NCERT for editing this textbook are appreciated.
+The Council is also grateful to Pawan Kumar Barriar, In charge, DTP Cell, and Sanjeev Kumar, Copy Holder, Publication Division, NCERT.
+contents
+ | Foreword | iii
+ | About the Book | vii
+ | 1. Finding the Furry Cat! (Pre-number Concepts) | 1
+ | 2. What is Long? What is Round? (Shapes) | 10
+ | 3. Mango Treat (Numbers 1 to 9) | 18
+ | 4. Making 10 (Numbers 10 to 20) | 33
+ | 5. How Many? (Addition and Subtraction of Single Digit Numbers) | 48
+ | 6. Vegetable Farm (Addition and Subtraction up to 20) | 64
+ | 7. Lina’s Family (Measurement) | 72
+ | 8. Fun with Numbers (Numbers 21 to 99) | 84
+ | 9. Utsav (Patterns) | 98
+ | 10. How do I Spend my Day? (Time) | 105
+ | 11. How Many Times? (Multiplication) | 111
+ | 12. How Much Can We Spend? (Money) | 115
+ | 13. So Many Toys (Data Handling) | 120
+ | Puzzles | 122
+
+13Prelims.indd",aejm1ps.pdf
+1,CBSE,Class1,Mathematics,"Textbook for Class 1
+65.00
+Printed on 80 GSM paper with NCERT watermark Published at the Publication Division by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and printed at Palak Printer, 6 Mohkampur, Phase II, Delhi Road, Meerut
+02:52:11 PM
+foreword
+India has a rich tradition of nurturing the holistic development of children during their most formative years.
+These traditions provide for complementary roles for the immediate family, the extended family, the community, and formal institutions of care and learning.
+In addressing the first eight years of a child’s life, this holistic approach — which includes the cultivation of sanskar which are passed on from generation to generation — has a critical and positive lifelong influence on every aspect of a child’s growth, health, behaviour, and cognitive capabilities in the later years.
+Considering the importance of the early years in a child’s lifelong development, the National Education Policy 2020 (NEP 2020) envisioned a 5+3+3+4 curricular and pedagogical structure as providing a much needed focus on formal education and childcare in the country during the first five years corresponding to ages 3-8, naming it the Foundational Stage.
+Classes 1 and 2 form an integral part of this Foundational Stage, continuing from the ages of 3-6 years, in which a child’s holistic growth is taken care of in Balvatika.
+An individual’s lifelong learning, social and emotional behaviour, and overall health depend deeply upon the experiences gained during this critical Foundational Stage.
+The Policy thus recommended developing a National Curriculum Framework specifically for this Stage, which would comprehensively guide the whole education system toward providing high-quality education in children’s early years, thereby carrying this momentum forward to the other later stages of school education.
+Based on the principles and objectives enunciated under NEP 2020 — as well as on research from a range of disciplines (including neuroscience and early childhood education), on experiences and accumulated knowledge from the ground, and on the aspirations and goals of our Nation — the National Curriculum Framework for Foundational Stage (NCF-FS) was developed and released on 22 October 2022.
+Subsequently, textbooks have been developed to bring to life the curricular approach of the NCF-FS.
+The textbooks attempt to connect to the children’s real life by recognising their learning in the classroom and the significant learning resources in the family and the community.
+The approach in the NCF-FS is also resonant with the Panchkoshiya Vikas (the development of the five sheaths of human personality) as elucidated in the Taittiriya Upanishad.
+The NCF-FS enunciates the five domains of learning, i.e., physical and motor; socio-emotional; cognitive; language and literacy; and cultural and aesthetic, which map to the Indian tradition of Panchkosh consisting of five kosh viz.
+Annamaya, Pranmaya, Manomaya, Vijnanmaya and Anandmaya.
+Besides, it also focuses on integrating a child’s experiences at home with the knowledge, skills, and attitudes that would be developed within the school’s precinct.
+The NCF-FS, which covers Classes 1 and 2, also articulates a playbased approach to learning.
+According to this approach, books form an essential part of the learning process; however, it is also important to understand that books are only one among many pedagogical tools and methods, including activities, toys, games, conversation, discussion, and more.
+This marks a departure from the prevailing system of merely learning from books to a more congenial play-way and competencybased learning system, where children’s engagement with what they do and learn becomes critical.
+Thus, the book in hand must be seen as an instrument to promote a play-based pedagogical approach in its entirety for this age group of children.
+The present textbook attempts to provide competency-based content in a simple, interesting, and engaging manner.
+The endeavour has been to make it inclusive and progressive by breaking several stereotypes through the presentation of text and illustrations.
+The child’s local context, which includes traditions, culture, language usage, and rootedness in India and is central to students’ holistic development, has been reflected in the books.
+An effort has been made to make it engaging and joyful for the child.
+The book integrates art and craft to help children appreciate the aesthetic sense inherent in such activities.
+The textbook provides children with situational awareness to understand the underlying concepts relating to them in their own contexts.
+Though light in terms of content, this textbook is rich in substance, providing varied experiences and integrating play-way methods of learning through toys, games, and a variety of other activities.
+It includes questions that will help children develop critical thinking and problem-solving abilities.
+Besides, the textbook has rich subject matter and activities to help children develop the necessary sensitivity towards our environment.
+It also provides ample scope for our States/UTs to add/adapt content with local perspectives in the versions that they may develop as per the recommendations of NEP 2020.
+NCERT appreciates the hard work done by the committee set up to develop the syllabus and learning-teaching material for the foundational stage.
+I thank the Chairperson of this committee, Professor Shashikala Wanjari, and all other members for completing this task in time and in such an admirable way.
+I am also thankful to all the institutions and organisations which have generously extended their help and assistance in making this possible.
+I am especially thankful to Dr. K. Kasturirangan, Chairperson of the National Steering Committee, and its other members, including those of the Mandate Group, its Chairperson Professor Manjul Bhargava, and members of the Review Committee, for their timely and valuable suggestions.
+As an organisation committed to reforming school education in Bharat and continuously improving the quality of all learning and teaching material that it develops, NCERT looks forward to critical comments and suggestions from all its stakeholders to further improve upon this textbook.
+Professor Dinesh PrasaD saklani
+Director
+ | 27 January 2023 | National Council of Educational
+ | New Delhi | Research and Training
+
+about the book
+The National Policy on Education 2020 has recognised the importance of developing a strong foundation of learning during the early developmental age (3–8 years) of children emphasising on foundational literacy and numeracy.
+In view of policy’s perspective of holistic development of children, the National Curriculum Framework for Foundational Stage (NCF-FS) has recommended curricular goals, competencies and learning outcomes aligned to the developmental domains such as physical, socio-emotional-ethical, cognitive, language and literacy, aesthetic and cultural and positive learning habits.
+As a follow-up of this, syllabus for foundational stage developed by the NCERT includes mathematics and numeracy under the cognitive domain, also emphasising upon integration of all other domains while developing learning-teaching materials for Mathematics including textbooks.
+The present textbook of Mathematics for Class 1, i.e., ‘Joyful Mathematics’ has been designed keeping in view the recommendations of NEP 2020, NCF-FS and Syllabus for the Foundational Stage.
+Though it may be assumed that a child entering Class 1 has three years intervention in the form of Balvatika 1 to 3 (age 3–6 years), yet in view of diversity in our country, there may be children who are for the first-time getting exposure of numeracy in the institutional setup at the age of 6 years.
+This textbook takes care of such situations.
+Children at this stage enjoy free play, toys and games.
+Therefore, plenty of opportunities are included for play and games within activities while developing various mathematical ideas like spatial understanding, handling numbers, mathematical and computational thinking, etc.
+This helps the child in smooth transition from concrete to pictorial and to abstract reasoning for every new concept or competence being introduced.
+The Joyful Mathematics for Class 1 has a lot of activities which are expected to be conducted within and outside the classroom, keeping in view the objective of experiential learning for holistic development.
+In all the chapters, mathematical understanding is built through playbased activities.
+The textbook tries to provide children a feeling that they are playing, and mathematics is being learnt, rather than forcing them to learn mathematics without any joy.
+The learning of languages and age-appropriate physical and mental development have been integrated with the book as learning of mathematics does not take place in isolation.
+The book provides suggestions to parents, teachers or other concerned like elder siblings, on having a healthy discussion with children through thought provoking questions, stories, poems, etc.
+Various mathematical ideas have been presented through selfexplanatory and contextual illustrations keeping in view the differential abilities among children to read words at this stage.
+Moreover, such pictures/illustrations also help the children in enhancing their visual and reading comprehension.
+The book is designed as text-cum-workbook including opportunities for children to draw pictures, colour them and write appropriately.
+The oral discussions with children have been included in all the chapters to help them verbalise or express their thinking process.
+This will also help teachers to continuously assess the learning in a non-threatening atmosphere.
+The thought provoking practice tasks in the form of questions and activities have been given.
+It is also expected that the teachers or parents will develop similar questions for the children to have more targeted skill practice.
+The innovative use of the textbook lies with the parents and teachers that will ensure the joyful learning of mathematics among children of Class 1.
+A beginning has been made to inculcate logical thinking, analytical skills, mathematical communication and 21st century skills through activities, open ended questions, exploration and discussion in the book.
+The chapters are framed as a beginning towards mathematical proficiency by adding conceptual understanding, procedural fluency, adaptive reasoning, and a positive attitude towards mathematics.
+The Joyful Mathematics for Class 1 is based on the four blocks mentioned in the NCF-FS 2022.
+These are — Oral Math Talk, Skills Teaching, Skill Practice and Math Games, they have been included in all the chapters.
+Most of them have been presented in an integrated manner.
+However, one can find the following chapters not only aligned to the curricular goal (CG-8) of developing mathematical understanding and abilities to recognise the world through quantities, shapes and measures but also to all other curricular goals as given in the NCF-FS 2022 and syllabus leading to holistic development:
+• Oral Math Talk: Maths poems like ‘Finding the Furry Cat!’
+and ‘Chhuk Chhuk goes our Train’ in Chapter 1 and ‘Five Little Children in Chapter 5 and picture stories for introduction of concepts, practice and assessment have been included like, ‘Wise Grandmother’ in Chapter 2, ‘Eating Mango’ in Chapter 3, ‘Vanishing Buttons’ in Chapter 4, ‘Going out with Grandfather’ in Chapter 5, ‘Utsav’ in Chapter 9, ‘How Do I Spend My Day’ in Chapter 10, etc.
+• Skills Teaching: All chapters have activities that can be done by the child all alone, in groups, or with the help of some elders (parents, teachers, and siblings).
+This helps the child in the development of various skills with the guided support of others.
+• Skill Practice: Opportunities for skill practice have been included in all the chapters in the form of Let us Do, Projects, and Practice Questions.
+• Math Games: Math games and activities have been interwoven in all the chapters throughout the book.
+The above chapters have been developed keeping in view the need for developing sensitivity towards environment, values, positive habits, cultural rootedness, and inclusive perspectives in children.
+Multilingual perspective is also reflected in the textbook.
+Engaging activities also focusing on language development are included in the entire textbook which will trigger interest in children to learn joyfully.
+Teachers need to understand the objective of each of the chapters and activities given, their alignment with curricular goals and competencies as included in the syllabus for the foundational stage, and accordingly make a learning plan for children including variety of activities addressing the diverse needs of children.
+In this learning plan, teachers need to be the active observants of learning outcomes achieved by the children and their flow towards development of identified competencies under all the curricular goals.
+Mapping with learning outcomes and activities given in different chapters is required on the part of teachers if we want to make our education competency-based in true letter and spirit.
+Activities given in this textbook are suggestive.
+Teachers can develop their own activities and supplement the same with local toys, games or toys created by them and other materials available in the child’s immediate environment for hands on learning with concrete material.
+Teachers are free to adapt, adopt and modify the activities as per their contexts and circumstances without losing the sight and aim of development of identified competencies in children at this stage.
+Mental challenge and engagement in thought provoking task lead to the better mathematical learning and criticality.
+Solving brain teasers, puzzles and riddle provide opportunities to children in addition to their routine learning.
+Many age appropriate puzzles have been given in the book.
+The child must be engaged for at least a week in finding solutions of a puzzle.
+There may be more than one right answer for some of the problems.
+Also these puzzles are given to provide joyful experiences to a child.
+Thus, child should not be assessed on solving these puzzles.
+The chapters of the book need to be supplemented by audio-video aids, e-content, material available in QR codes embedded in the book and other learning-teaching material like kits developed by the NCERT.
+This textbook is not the only source of learning.
+Children learn much more while observing environment, talking to peers and elders including grandparents, making things of their interest, watching TV, playing with mobile, toys and games, listening stories, poems, doing projects, visiting places of cultural importance and traveling.
+Therefore, we as teachers or parents need to value this learning by going beyond the textbook and try to map it with the competencies and curricular goals identified for this stage.
+The education of our children is seen as our collective responsibility.
+developMent teaM
+advisor
+Dinesh Prasad Saklani, Director, NCERT, New Delhi
+Guidance
+Shashikala Wanjari, Professor (Retd.) and former VC, SNDT Women’s University, Mumbai (Chairperson, Syllabus and Learning-Teaching Material Development Committee) Suniti Sanwal, Professor and Head, Department of Elementary Education, NCERT, New Delhi (Member Convenor, Syllabus and Learning-Teaching Material Development Committee)
+contributors
+Aastha Bhayana, Primary Teacher, MRG School, New Delhi Anup Kumar Rajput, Professor, DEE and Head, Publication Division, NCERT, New Delhi Ashutosh Kedarnath Wazalwar, Professor, DESM, NCERT, New Delhi Garima Pandey, Primary Teacher, MCD School, New Delhi Gunjan Khurana, Research Scholar, Jamia Millia Islamia, New Delhi Mukund Kumar Jha, Consultant, DEE, NCERT, New Delhi Nisha Negi Singh, Sr. Consultant, DEE, NCERT, New Delhi N Parvathi Bhat, Technical Assistant, DSERT, Bengaluru Padmapriya Shirali, Principal, Sahyadri School, Pune Ritu Giri, Assistant Teacher, Directorate of Education, Delhi Sapna Arora, TGT, Directorate of Education, Delhi
+reviewers
+Divyanshu Dave, VC (In charge), Children’s University, Gandhinagar Gajanan Londhe, Director, Samvit Research Foundation, Bengaluru Manjul Bhargava, Member, National Steering Committee and Chairperson, Mandate Group Sandeep Diwakar, Subject Expert, Azim Premji Foundation Sridhar Srivastava, Professor and Joint Director, NCERT, New Delhi
+acadeMic coordinator
+Anup Kumar Rajput, Professor, DEE and Head, Publication Division, NCERT, New Delhi
+acknowledGeMents
+The National Council of Educational Research and Training (NCERT) acknowledges the valuable contributions of Anita Sharma, Principal, SD Public School; Himani Dem, Assistant Professor, Rajdhani College, University of Delhi; Manish Jain, Professor, IIT Gandhi Nagar; Pankaj Tiwari, Jan Shikashak, MLB School Seoni, Madhya Pradesh; Preeti Hegde, Assistant Teacher, KPS, Hegganhalli, Bengaluru; Pushpa Olhyan, SRA, DEE, NCERT; Rabin Chhetri, Director, SCERT, Sikkim; Rakesh Bhatia, Subject Expert, HBSE, Haryana; Raymon Hooda, JPF, DEE, NCERT; Sarah Rafat Khan, JPF, DEE, NCERT; Tejal Ahuja, JPF, DEE, NCERT; and Veena H R, Teacher Educator, Samvit Research Foundation, Bengaluru, for participating in discussions during the book development workshops.
+The Council appreciates the efforts of Santosh Mishra, Artist, Aimarts, Delhi for the illustrations, design and layout of this textbook.
+The NCERT gratefully acknowledges the contributions of DTP Operators — Arun Verma, DESM, Kanika Walecha, DEE, Rohit Kumar, DEE, and Rakesh Agrawal, Assistant, DEE, NCERT.
+The efforts of Ilma Nasir, Editor (contractual), Publication Division, NCERT for editing this textbook are appreciated.
+The Council is also grateful to Pawan Kumar Barriar, In charge, DTP Cell, and Sanjeev Kumar, Copy Holder, Publication Division, NCERT.
+contents
+ | Foreword | iii
+ | About the Book | vii
+ | 1. Finding the Furry Cat! (Pre-number Concepts) | 1
+ | 2. What is Long? What is Round? (Shapes) | 10
+ | 3. Mango Treat (Numbers 1 to 9) | 18
+ | 4. Making 10 (Numbers 10 to 20) | 33
+ | 5. How Many? (Addition and Subtraction of Single Digit Numbers) | 48
+ | 6. Vegetable Farm (Addition and Subtraction up to 20) | 64
+ | 7. Lina’s Family (Measurement) | 72
+ | 8. Fun with Numbers (Numbers 21 to 99) | 84
+ | 9. Utsav (Patterns) | 98
+ | 10. How do I Spend my Day? (Time) | 105
+ | 11. How Many Times? (Multiplication) | 111
+ | 12. How Much Can We Spend? (Money) | 115
+ | 13. So Many Toys (Data Handling) | 120
+ | Puzzles | 122
+
+13Prelims.indd",aejm1ps.pdf
+2,CBSE,Class1,Mathematics,"foreword
+India has a rich tradition of nurturing the holistic development of children during their most formative years.
+These traditions provide for complementary roles for the immediate family, the extended family, the community, and formal institutions of care and learning.
+In addressing the first eight years of a child’s life, this holistic approach — which includes the cultivation of sanskar which are passed on from generation to generation — has a critical and positive lifelong influence on every aspect of a child’s growth, health, behaviour, and cognitive capabilities in the later years.
+Considering the importance of the early years in a child’s lifelong development, the National Education Policy 2020 (NEP 2020) envisioned a 5+3+3+4 curricular and pedagogical structure as providing a much needed focus on formal education and childcare in the country during the first five years corresponding to ages 3-8, naming it the Foundational Stage.
+Classes 1 and 2 form an integral part of this Foundational Stage, continuing from the ages of 3-6 years, in which a child’s holistic growth is taken care of in Balvatika.
+An individual’s lifelong learning, social and emotional behaviour, and overall health depend deeply upon the experiences gained during this critical Foundational Stage.
+The Policy thus recommended developing a National Curriculum Framework specifically for this Stage, which would comprehensively guide the whole education system toward providing high-quality education in children’s early years, thereby carrying this momentum forward to the other later stages of school education.
+Based on the principles and objectives enunciated under NEP 2020 — as well as on research from a range of disciplines (including neuroscience and early childhood education), on experiences and accumulated knowledge from the ground, and on the aspirations and goals of our Nation — the National Curriculum Framework for Foundational Stage (NCF-FS) was developed and released on 22 October 2022.
+Subsequently, textbooks have been developed to bring to life the curricular approach of the NCF-FS.
+The textbooks attempt to connect to the children’s real life by recognising their learning in the classroom and the significant learning resources in the family and the community.
+The approach in the NCF-FS is also resonant with the Panchkoshiya Vikas (the development of the five sheaths of human personality) as elucidated in the Taittiriya Upanishad.
+The NCF-FS enunciates the five domains of learning, i.e., physical and motor; socio-emotional; cognitive; language and literacy; and cultural and aesthetic, which map to the Indian tradition of Panchkosh consisting of five kosh viz.
+Annamaya, Pranmaya, Manomaya, Vijnanmaya and Anandmaya.
+Besides, it also focuses on integrating a child’s experiences at home with the knowledge, skills, and attitudes that would be developed within the school’s precinct.
+The NCF-FS, which covers Classes 1 and 2, also articulates a playbased approach to learning.
+According to this approach, books form an essential part of the learning process; however, it is also important to understand that books are only one among many pedagogical tools and methods, including activities, toys, games, conversation, discussion, and more.
+This marks a departure from the prevailing system of merely learning from books to a more congenial play-way and competencybased learning system, where children’s engagement with what they do and learn becomes critical.
+Thus, the book in hand must be seen as an instrument to promote a play-based pedagogical approach in its entirety for this age group of children.
+The present textbook attempts to provide competency-based content in a simple, interesting, and engaging manner.
+The endeavour has been to make it inclusive and progressive by breaking several stereotypes through the presentation of text and illustrations.
+The child’s local context, which includes traditions, culture, language usage, and rootedness in India and is central to students’ holistic development, has been reflected in the books.
+An effort has been made to make it engaging and joyful for the child.
+The book integrates art and craft to help children appreciate the aesthetic sense inherent in such activities.
+The textbook provides children with situational awareness to understand the underlying concepts relating to them in their own contexts.
+Though light in terms of content, this textbook is rich in substance, providing varied experiences and integrating play-way methods of learning through toys, games, and a variety of other activities.
+It includes questions that will help children develop critical thinking and problem-solving abilities.
+Besides, the textbook has rich subject matter and activities to help children develop the necessary sensitivity towards our environment.
+It also provides ample scope for our States/UTs to add/adapt content with local perspectives in the versions that they may develop as per the recommendations of NEP 2020.
+NCERT appreciates the hard work done by the committee set up to develop the syllabus and learning-teaching material for the foundational stage.
+I thank the Chairperson of this committee, Professor Shashikala Wanjari, and all other members for completing this task in time and in such an admirable way.
+I am also thankful to all the institutions and organisations which have generously extended their help and assistance in making this possible.
+I am especially thankful to Dr. K. Kasturirangan, Chairperson of the National Steering Committee, and its other members, including those of the Mandate Group, its Chairperson Professor Manjul Bhargava, and members of the Review Committee, for their timely and valuable suggestions.
+As an organisation committed to reforming school education in Bharat and continuously improving the quality of all learning and teaching material that it develops, NCERT looks forward to critical comments and suggestions from all its stakeholders to further improve upon this textbook.
+Professor Dinesh PrasaD saklani
+Director
+ | 27 January 2023 | National Council of Educational
+ | New Delhi | Research and Training
+",aejm1ps.pdf
+3,CBSE,Class1,Mathematics,"about the book
+The National Policy on Education 2020 has recognised the importance of developing a strong foundation of learning during the early developmental age (3–8 years) of children emphasising on foundational literacy and numeracy.
+In view of policy’s perspective of holistic development of children, the National Curriculum Framework for Foundational Stage (NCF-FS) has recommended curricular goals, competencies and learning outcomes aligned to the developmental domains such as physical, socio-emotional-ethical, cognitive, language and literacy, aesthetic and cultural and positive learning habits.
+As a follow-up of this, syllabus for foundational stage developed by the NCERT includes mathematics and numeracy under the cognitive domain, also emphasising upon integration of all other domains while developing learning-teaching materials for Mathematics including textbooks.
+The present textbook of Mathematics for Class 1, i.e., ‘Joyful Mathematics’ has been designed keeping in view the recommendations of NEP 2020, NCF-FS and Syllabus for the Foundational Stage.
+Though it may be assumed that a child entering Class 1 has three years intervention in the form of Balvatika 1 to 3 (age 3–6 years), yet in view of diversity in our country, there may be children who are for the first-time getting exposure of numeracy in the institutional setup at the age of 6 years.
+This textbook takes care of such situations.
+Children at this stage enjoy free play, toys and games.
+Therefore, plenty of opportunities are included for play and games within activities while developing various mathematical ideas like spatial understanding, handling numbers, mathematical and computational thinking, etc.
+This helps the child in smooth transition from concrete to pictorial and to abstract reasoning for every new concept or competence being introduced.
+The Joyful Mathematics for Class 1 has a lot of activities which are expected to be conducted within and outside the classroom, keeping in view the objective of experiential learning for holistic development.
+In all the chapters, mathematical understanding is built through playbased activities.
+The textbook tries to provide children a feeling that they are playing, and mathematics is being learnt, rather than forcing them to learn mathematics without any joy.
+The learning of languages and age-appropriate physical and mental development have been integrated with the book as learning of mathematics does not take place in isolation.
+The book provides suggestions to parents, teachers or other concerned like elder siblings, on having a healthy discussion with children through thought provoking questions, stories, poems, etc.
+Various mathematical ideas have been presented through selfexplanatory and contextual illustrations keeping in view the differential abilities among children to read words at this stage.
+Moreover, such pictures/illustrations also help the children in enhancing their visual and reading comprehension.
+The book is designed as text-cum-workbook including opportunities for children to draw pictures, colour them and write appropriately.
+The oral discussions with children have been included in all the chapters to help them verbalise or express their thinking process.
+This will also help teachers to continuously assess the learning in a non-threatening atmosphere.
+The thought provoking practice tasks in the form of questions and activities have been given.
+It is also expected that the teachers or parents will develop similar questions for the children to have more targeted skill practice.
+The innovative use of the textbook lies with the parents and teachers that will ensure the joyful learning of mathematics among children of Class 1.
+A beginning has been made to inculcate logical thinking, analytical skills, mathematical communication and 21st century skills through activities, open ended questions, exploration and discussion in the book.
+The chapters are framed as a beginning towards mathematical proficiency by adding conceptual understanding, procedural fluency, adaptive reasoning, and a positive attitude towards mathematics.
+The Joyful Mathematics for Class 1 is based on the four blocks mentioned in the NCF-FS 2022.
+These are — Oral Math Talk, Skills Teaching, Skill Practice and Math Games, they have been included in all the chapters.
+Most of them have been presented in an integrated manner.
+However, one can find the following chapters not only aligned to the curricular goal (CG-8) of developing mathematical understanding and abilities to recognise the world through quantities, shapes and measures but also to all other curricular goals as given in the NCF-FS 2022 and syllabus leading to holistic development:
+• Oral Math Talk: Maths poems like ‘Finding the Furry Cat!’
+and ‘Chhuk Chhuk goes our Train’ in Chapter 1 and ‘Five Little Children in Chapter 5 and picture stories for introduction of concepts, practice and assessment have been included like, ‘Wise Grandmother’ in Chapter 2, ‘Eating Mango’ in Chapter 3, ‘Vanishing Buttons’ in Chapter 4, ‘Going out with Grandfather’ in Chapter 5, ‘Utsav’ in Chapter 9, ‘How Do I Spend My Day’ in Chapter 10, etc.
+• Skills Teaching: All chapters have activities that can be done by the child all alone, in groups, or with the help of some elders (parents, teachers, and siblings).
+This helps the child in the development of various skills with the guided support of others.
+• Skill Practice: Opportunities for skill practice have been included in all the chapters in the form of Let us Do, Projects, and Practice Questions.
+• Math Games: Math games and activities have been interwoven in all the chapters throughout the book.
+The above chapters have been developed keeping in view the need for developing sensitivity towards environment, values, positive habits, cultural rootedness, and inclusive perspectives in children.
+Multilingual perspective is also reflected in the textbook.
+Engaging activities also focusing on language development are included in the entire textbook which will trigger interest in children to learn joyfully.
+Teachers need to understand the objective of each of the chapters and activities given, their alignment with curricular goals and competencies as included in the syllabus for the foundational stage, and accordingly make a learning plan for children including variety of activities addressing the diverse needs of children.
+In this learning plan, teachers need to be the active observants of learning outcomes achieved by the children and their flow towards development of identified competencies under all the curricular goals.
+Mapping with learning outcomes and activities given in different chapters is required on the part of teachers if we want to make our education competency-based in true letter and spirit.
+Activities given in this textbook are suggestive.
+Teachers can develop their own activities and supplement the same with local toys, games or toys created by them and other materials available in the child’s immediate environment for hands on learning with concrete material.
+Teachers are free to adapt, adopt and modify the activities as per their contexts and circumstances without losing the sight and aim of development of identified competencies in children at this stage.
+Mental challenge and engagement in thought provoking task lead to the better mathematical learning and criticality.
+Solving brain teasers, puzzles and riddle provide opportunities to children in addition to their routine learning.
+Many age appropriate puzzles have been given in the book.
+The child must be engaged for at least a week in finding solutions of a puzzle.
+There may be more than one right answer for some of the problems.
+Also these puzzles are given to provide joyful experiences to a child.
+Thus, child should not be assessed on solving these puzzles.
+The chapters of the book need to be supplemented by audio-video aids, e-content, material available in QR codes embedded in the book and other learning-teaching material like kits developed by the NCERT.
+This textbook is not the only source of learning.
+Children learn much more while observing environment, talking to peers and elders including grandparents, making things of their interest, watching TV, playing with mobile, toys and games, listening stories, poems, doing projects, visiting places of cultural importance and traveling.
+Therefore, we as teachers or parents need to value this learning by going beyond the textbook and try to map it with the competencies and curricular goals identified for this stage.
+The education of our children is seen as our collective responsibility.",aejm1ps.pdf
+4,CBSE,Class1,Mathematics,"developMent teaM
+advisor
+Dinesh Prasad Saklani, Director, NCERT, New Delhi
+Guidance
+Shashikala Wanjari, Professor (Retd.) and former VC, SNDT Women’s University, Mumbai (Chairperson, Syllabus and Learning-Teaching Material Development Committee) Suniti Sanwal, Professor and Head, Department of Elementary Education, NCERT, New Delhi (Member Convenor, Syllabus and Learning-Teaching Material Development Committee)
+contributors
+Aastha Bhayana, Primary Teacher, MRG School, New Delhi Anup Kumar Rajput, Professor, DEE and Head, Publication Division, NCERT, New Delhi Ashutosh Kedarnath Wazalwar, Professor, DESM, NCERT, New Delhi Garima Pandey, Primary Teacher, MCD School, New Delhi Gunjan Khurana, Research Scholar, Jamia Millia Islamia, New Delhi Mukund Kumar Jha, Consultant, DEE, NCERT, New Delhi Nisha Negi Singh, Sr. Consultant, DEE, NCERT, New Delhi N Parvathi Bhat, Technical Assistant, DSERT, Bengaluru Padmapriya Shirali, Principal, Sahyadri School, Pune Ritu Giri, Assistant Teacher, Directorate of Education, Delhi Sapna Arora, TGT, Directorate of Education, Delhi
+reviewers
+Divyanshu Dave, VC (In charge), Children’s University, Gandhinagar Gajanan Londhe, Director, Samvit Research Foundation, Bengaluru Manjul Bhargava, Member, National Steering Committee and Chairperson, Mandate Group Sandeep Diwakar, Subject Expert, Azim Premji Foundation Sridhar Srivastava, Professor and Joint Director, NCERT, New Delhi
+acadeMic coordinator
+Anup Kumar Rajput, Professor, DEE and Head, Publication Division, NCERT, New Delhiadvisor
+Dinesh Prasad Saklani, Director, NCERT, New DelhiGuidance
+Shashikala Wanjari, Professor (Retd.) and former VC, SNDT Women’s University, Mumbai (Chairperson, Syllabus and Learning-Teaching Material Development Committee) Suniti Sanwal, Professor and Head, Department of Elementary Education, NCERT, New Delhi (Member Convenor, Syllabus and Learning-Teaching Material Development Committee)contributors
+Aastha Bhayana, Primary Teacher, MRG School, New Delhi Anup Kumar Rajput, Professor, DEE and Head, Publication Division, NCERT, New Delhi Ashutosh Kedarnath Wazalwar, Professor, DESM, NCERT, New Delhi Garima Pandey, Primary Teacher, MCD School, New Delhi Gunjan Khurana, Research Scholar, Jamia Millia Islamia, New Delhi Mukund Kumar Jha, Consultant, DEE, NCERT, New Delhi Nisha Negi Singh, Sr. Consultant, DEE, NCERT, New Delhi N Parvathi Bhat, Technical Assistant, DSERT, Bengaluru Padmapriya Shirali, Principal, Sahyadri School, Pune Ritu Giri, Assistant Teacher, Directorate of Education, Delhi Sapna Arora, TGT, Directorate of Education, Delhireviewers
+Divyanshu Dave, VC (In charge), Children’s University, Gandhinagar Gajanan Londhe, Director, Samvit Research Foundation, Bengaluru Manjul Bhargava, Member, National Steering Committee and Chairperson, Mandate Group Sandeep Diwakar, Subject Expert, Azim Premji Foundation Sridhar Srivastava, Professor and Joint Director, NCERT, New DelhiacadeMic coordinator
+Anup Kumar Rajput, Professor, DEE and Head, Publication Division, NCERT, New DelhiacknowledGeMents
+The National Council of Educational Research and Training (NCERT) acknowledges the valuable contributions of Anita Sharma, Principal, SD Public School; Himani Dem, Assistant Professor, Rajdhani College, University of Delhi; Manish Jain, Professor, IIT Gandhi Nagar; Pankaj Tiwari, Jan Shikashak, MLB School Seoni, Madhya Pradesh; Preeti Hegde, Assistant Teacher, KPS, Hegganhalli, Bengaluru; Pushpa Olhyan, SRA, DEE, NCERT; Rabin Chhetri, Director, SCERT, Sikkim; Rakesh Bhatia, Subject Expert, HBSE, Haryana; Raymon Hooda, JPF, DEE, NCERT; Sarah Rafat Khan, JPF, DEE, NCERT; Tejal Ahuja, JPF, DEE, NCERT; and Veena H R, Teacher Educator, Samvit Research Foundation, Bengaluru, for participating in discussions during the book development workshops.
+The Council appreciates the efforts of Santosh Mishra, Artist, Aimarts, Delhi for the illustrations, design and layout of this textbook.
+The NCERT gratefully acknowledges the contributions of DTP Operators — Arun Verma, DESM, Kanika Walecha, DEE, Rohit Kumar, DEE, and Rakesh Agrawal, Assistant, DEE, NCERT.
+The efforts of Ilma Nasir, Editor (contractual), Publication Division, NCERT for editing this textbook are appreciated.
+The Council is also grateful to Pawan Kumar Barriar, In charge, DTP Cell, and Sanjeev Kumar, Copy Holder, Publication Division, NCERT.",aejm1ps.pdf

data/Class10-English-jeff101.pdf-24.csv

@@ -0,0 +1,811 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"BEFORE YOU READ
+They say faith can move mountains.
+But what should we put our faith in?
+This is the question this story delicately poses.
+Lencho is a farmer who writes a letter to God when his crops are ruined, asking for a hundred pesos.
+Does Lencho’s letter reach God? Does God send him the money?
+Think what your answers to these questions would be, and guess how the story continues, before you begin to read it.
+Activity
+1. One of the cheapest ways to send money to someone is through the post office.
+Have you ever sent or received money in this way?
+Here’s what you have to do.
+(As you read the instructions, discuss with your teacher in class the meanings of these words: counter, counter clerk, appropriate, acknowledgement, counterfoil, record. Consult a dictionary if necessary. Are there words corresponding to these English words in your languages?)
+2. Fill out the Money Order form given below using the clues that follow the form.
+THE house — the only one in the entire valley — sat on the crest of a low hill.
+From this height one could see the river and the field of ripe corn dotted with the flowers that always promised a good harvest.
+The only thing the earth needed was a downpour or at least a shower.
+Throughout the morning Lencho — who knew his fields intimately — had done nothing else but see the sky towards the north-east.
+top of a hill “Now we’re really going to get some water, woman.”
+The woman who was preparing supper, replied, “Yes, God willing”.
+The older boys were working in the field, while the smaller ones were playing near the house until the woman called to them all, “Come for dinner”.
+It was during the meal that, just as crest Lencho had predicted, big drops of rain began to fall.
+In the north-east huge mountains of clouds could be seen approaching.
+The air was fresh and sweet.
+The man went out for no other reason than to have the pleasure of feeling the rain on his body, and when he returned he exclaimed, ‘‘These aren’t raindrops falling from the sky, they are new coins.
+The big drops are ten cent pieces and the little ones are fives.’’
+• Think about who you will send the money to, and how much.
+You might want to send money for a magazine subscription, or to a relative or a friend.
+• Or you may fill out the form with yourself as sender and your partner as receiver.
+Use a part of your pocket money, and submit the form at the nearest post office to see how it’s done.
+See how your partner enjoys getting money by post!
+• Notice that the form has three parts — the Money Order form, the part for official use and the Acknowledgement.
+What would you write in the ‘Space for Communication’?
+Now complete the following statements.
+(i) In addition to the sender, the form has to be signed by the
+(ii) The ‘Acknowledgement’ section of the form is sent back by
+the post office to the after the signs it.
+(iii) The ‘Space for Communication’ section is used for
+(iv) The form has six sections.
+The sender needs to fill
+out sections and the receiver
+With a satisfied expression he regarded the field of ripe corn with its flowers, draped in a curtain of rain.
+But suddenly a strong wind began to blow and along with the rain very large hailstones began to fall.
+These truly did resemble new silver coins.
+The boys, exposing themselves to the rain, ran out to collect the frozen pearls.
+‘‘It’s really getting bad now,’’ exclaimed the man.
+“I hope it passes quickly.”
+It did not pass quickly.
+For an hour the hail rained on the house, the garden, the hillside, the cornfield, on the whole valley.
+The field was white, as if covered with salt.
+Not a leaf remained on the trees.
+The corn was totally destroyed.
+The flowers were gone from the plants.
+Lencho’s soul was filled with sadness.
+When the storm had passed, he stood in the middle of the field and said to his sons, “A plague of locusts would draped have left more than this.
+The hail has left nothing.
+This year we will have no corn.’’
+covered (with cloth) locusts insects which fly in big swarms (groups) and destroy crops currency of several Latin American countries friendly and pleasant
+That night was a sorrowful one.
+“All our work, for nothing.”
+‘‘There’s no one who can help us.”
+“We’ll all go hungry this year.”
+Oral Comprehension Check
+1. What did Lencho hope for?
+2. Why did Lencho say the raindrops were like ‘new coins’?
+3. How did the rain change?
+What happened to Lencho’s fields?
+4. What were Lencho’s feelings when the hail stopped?
+But in the hearts of all who lived in that solitary house in the middle of the valley, there was a single hope: help from God.
+“Don’t be so upset, even though this seems like a total loss.
+Remember, no one dies of hunger.”
+“That’s what they say: no one dies of hunger.”
+All through the night, Lencho thought only of his one hope: the help of God, whose eyes, as he had been instructed, see everything, even what is deep in one’s conscience.
+Lencho was an ox of a man, working like an animal in the fields, but still he knew how to write.
+The following Sunday, at daybreak, he began to write a letter which he himself would carry to town and place in the mail.
+It was nothing less than a letter to God.
+conscience an inner sense of right and wrong “God,” he wrote, “if you don’t help me, my family and I will go hungry this year.
+I need a hundred pesos in order to sow my field again and to live until the crop comes, because the hailstorm.”
+He wrote ‘To God’ on the envelope, put the letter inside and, still troubled, went to town.
+At the post office, he placed a stamp on the letter and dropped it into the mailbox.
+One of the employees, who was a postman and also helped at the post office, went to his boss laughing heartily and showed him the letter to God. Never in his career as a postman had he known that address.
+The postmaster — a fat, amiable peso amiable fellow — also broke out laughing, but almost immediately he turned serious and, tapping the letter on his desk, commented, “What faith!
+I wish I had the faith of the man who wrote this letter.
+Starting up a correspondence with God!”
+So, in order not to shake the writer’s faith in God, the postmaster came up with an idea: answer the letter.
+But when he opened it, it was evident that to answer it he needed something more than goodwill, ink and paper.
+But he stuck to his resolution: he asked for money from his employees, he himself gave part of his salary, and several friends of his were obliged to give something ‘for an act of charity’.
+It was impossible for him to gather together the hundred pesos, so he was able to send the farmer only a little more than half.
+He put the money in an envelope addressed to Lencho and with it a letter containing only a single word as a signature: God.
+Oral Comprehension Check
+1. Who or what did Lencho have faith in?
+What did he do?
+2. Who read the letter?
+3. What did the postmaster do then?
+The following Sunday Lencho came a bit earlier than usual to ask if there was a letter for him. It was the postman himself who handed the letter to him while the postmaster, experiencing the contentment of a man who has performed a good deed, looked on from his office.
+contentment satisfaction Lencho showed not the slightest surprise on seeing the money; such was his confidence — but he became angry when he counted the money.
+God could not have made a mistake, nor could he have denied Lencho what he had requested.
+Immediately, Lencho went up to the window to ask for paper and ink.
+On the public writing-table, he started to write, with much wrinkling of his brow, caused by the effort he had to make to express his ideas.
+When he finished, he went to the window to buy a stamp which he licked and then affixed to the envelope with a blow of his fist.
+The moment the letter fell into the mailbox the postmaster went to open it.
+It said: “God: Of the money that I asked for, only seventy pesos reached me.
+Send me the rest, since I need it very much.
+But don’t send it to me through the mail because the post office employees are a bunch of crooks.
+Lencho.”
+2. What made him angry?
+1. Who does Lencho have complete faith in?
+Which sentences in the story tell you this?
+2. Why does the postmaster send money to Lencho?
+Why does he sign the letter ‘God’?
+3. Did Lencho try to find out who had sent the money to him? Why/Why not?
+4. Who does Lencho think has taken the rest of the money?
+What is the irony in the situation?
+(Remember that the irony of a situation is an unexpected aspect of it. An ironic situation is strange or amusing because it is the opposite of what is expected.)
+Oral Comprehension Check
+1. Was Lencho surprised to find a letter for him with money in it?
+5. Are there people like Lencho in the real world?
+What kind of a person would you say he is?
+You may select appropriate words from the box to answer the question.
+greedy naive stupid ungrateful selfish comical unquestioning 6.
+There are two kinds of conflict in the story: between humans and nature, and between humans themselves.
+How are these conflicts illustrated?
+I. Look at the following sentence from the story.
+Suddenly a strong wind began to blow and along with the rain very large hailstones began to fall.
+‘Hailstones’ are small balls of ice that fall like rain.
+A storm in which hailstones fall is a ‘hailstorm’.
+You know that a storm is bad weather with strong winds, rain, thunder and lightning.
+There are different names in different parts of the world for storms, depending on their nature.
+Can you match the names in the box with their descriptions below, and fill in the blanks?
+You may use a dictionary to help you.
+gale, whirlwind, cyclone, hurricane, tornado, typhoon
+1. A violent tropical storm in which strong winds move in a circle:
+c
+2. An extremely strong wind : a
+3. A violent tropical storm with very strong winds : p
+4. A violent storm whose centre is a cloud in the shape of a funnel:
+n
+5. A violent storm with very strong winds, especially in the western Atlantic
+Ocean: r 6.
+A very strong wind that moves very fast in a spinning movement and
+causes a lot of damage: l II.
+Notice how the word ‘hope’ is used in these sentences from the story:
+(a) I hope it (the hailstorm) passes quickly.
+(b) There was a single hope: help from God.
+In the first example, ‘hope’ is a verb which means you wish for something to happen.
+In the second example it is a noun meaning a chance for something to happen.
+Match the sentences in Column A with the meanings of ‘hope’ in Column B.
+III. Relative Clauses
+Look at these sentences
+(a) All morning Lencho — who knew his fields intimately — looked at the sky.
+(b) The woman, who was preparing supper, replied, “Yes, God willing.’’
+The italicised parts of the sentences give us more information about Lencho and the woman.
+We call them relative clauses.
+Notice that they begin with a relative pronoun who.
+Other common relative pronouns are whom, whose, and which.
+The relative clauses in (a) and (b) above are called non-defining, because we already know the identity of the person they describe.
+Lencho is a particular person, and there is a particular woman he speaks to.
+We don’t need the information in the relative clause to pick these people out from a larger set.
+A non-defining relative clause usually has a comma in front of it and a comma after it (some writers use a dash (—) instead, as in the story).
+If the relative clause comes at the end, we just put a full stop.
+Join the sentences given below using who, whom, whose, which, as suggested.
+1. I often go to Mumbai.
+Mumbai is the commercial capital of India.
+(which)
+2. My mother is going to host a TV show on cooking.
+She cooks very well.
+(who)
+B
+– a feeling that something good will probably happen
+– thinking that this would happen (It may or may not have happened.)
+– stopped believing that this good thing would happen
+– wanting something to happen (and thinking it quite possible)
+– showing concern that what you say should not offend or disturb the other person: a way of being polite
+– wishing for something to happen, although this is very unlikely
+A
+1. Will you get the subjects you want to study in college?
+I hope so.
+2. I hope you don’t mind my saying this, but I don’t like the way you are arguing.
+3. This discovery will give new hope to HIV/AIDS sufferers.
+4. We were hoping against hope that the judges would not notice our mistakes.
+5. I called early in the hope of speaking to her before she went to school.
+6. Just when everybody had given up hope, the fishermen came back, seven days after the cyclone.
+3. These sportspersons are going to meet the President.
+Their performance has been excellent.
+(whose)
+4. Lencho prayed to God. His eyes see into our minds.
+(whose)
+5. This man cheated me.
+I trusted him. (whom)
+Sometimes the relative pronoun in a relative clause remains ‘hidden’.
+For example, look at the first sentence of the story:
+(a) The house — the only one in the entire valley — sat on the crest of a low hill.
+We can rewrite this sentence as:
+(b) The house — which was the only one in the entire valley — sat on the crest of a low hill.
+In (a), the relative pronoun which and the verb was are not present.
+IV. Using Negatives for Emphasis
+We know that sentences with words such as no, not or nothing show the absence of something, or contradict something.
+For example:
+(a) This year we will have no corn.
+(Corn will be absent)
+(b) The hail has left nothing.
+(Absence of a crop)
+(c) These aren’t raindrops falling from the sky, they are new coins.
+(Contradicts the common idea of what the drops of water falling from the sky are)
+But sometims negative words are used just to emphasise an idea.
+Look at these sentences from the story:
+(d) Lencho…had done nothing else but see the sky towards the northeast.
+(He had done only this)
+(e) The man went out for no other reason than to have the pleasure of feeling the rain on his body.
+(He had only this reason)
+(f) Lencho showed not the slightest surprise on seeing the money.
+(He showed no surprise at all)
+Now look back at example (c).
+Notice that the contradiction in fact serves to emphasise the value or usefulness of the rain to the farmer.
+Find sentences in the story with negative words, which express the following ideas emphatically.
+1. The trees lost all their leaves.
+2. The letter was addressed to God himself.
+3. The postman saw this address for the first time in his career.
+Have you ever been in great difficulty, and felt that only a miracle could help you?
+How was your problem solved?
+Speak about this in class with your teacher.
+ | Object | Metaphor | Quality or Feature Compared
+ | --- | --- | ---
+ | Cloud | Huge mountains | The mass or ‘hugeness’
+ |  | of clouds | of mountains
+
+Raindrops
+Hailstones
+Locusts
+An epidemic (a disease) that spreads very rapidly and leaves many people dead
+An ox of a man
+V. Metaphors
+The word metaphor comes from a Greek word meaning ‘transfer’.
+Metaphors compare two things or ideas: a quality or feature of one thing is transferred to another thing.
+Some common metaphors are • the leg of the table: The leg supports our body.
+So the object that supports a table is described as a leg.
+• the heart of the city: The heart is an important organ in the centre of our body.
+So this word is used to describe the central area of a city.
+In pairs, find metaphors from the story to complete the table below.
+Try to say what qualities are being compared.
+One has been done for you.
+WHAT WE HAVE DONE
+• Introduced students to the story that they are going to read.
+• Related a thought-provoking story about the nature of belief.
+• Helped students, through an interesting activity, to understand something that happens in the story — how to send money using a money order.
+• Guided them through the reading activity by providing periodic comprehension checks as they read, and checked for holistic understanding at the end of the reading activity.
+• Provided interesting exercises to strengthen students’ grasp of the specific vocabulary found in the story, and also introduced them to related vocabulary.
+The writer apologises (says sorry) because
+The writer has sent this to the reader
+The writer sent it in the month of
+The reason for not writing earlier
+Sarah goes to
+Who is writing to whom?
+Where and when were they last together?
+Listen to the letter (given under ‘In This Lesson’) read out by your teacher/on the audio tape.
+As you listen fill in the table given below.
+Lencho suffered first due to drought and then by floods.
+Our country is also facing such situations in the recent years.
+There is flood and there is drought.
+There is a need to save water through water harvesting.
+Design a poster for your area on how to save water during summer and when it is available in excess.
+• Explained specific areas of grammar — non-defining relative clauses and the use of negatives for emphasis — providing illustrations from the text, and exercises for practice.
+• Explained what metaphors are, and helped students identify metaphors in the text by providing clues.
+• Provided a context for authentic speaking.
+• Provided an interesting listening activity.
+Given below is the passage for listening activity
+Bhatt House 256, Circuit Road Kanpur, Uttar Pradesh, India 25 January 2006
+Dear Arti,
+How are you?
+I’m sorry I haven’t written for a very long time.
+I think I last sent you a birthday card in the month of September 2005.
+We have just moved house (see our new address above).
+This is our new home.
+Sarah has just about started going to school.
+We have admitted her to ‘Little Feet’ as this is very close to our new home.
+I’m sitting here by the window sill, writing to you.
+There is a slight drizzle outside and I’m reminded of the good times we had together at Bangalore last year.
+Do write back.
+Love, Jaya
+WHAT YOU CAN DO
+Before You Read : Encourage students to share their ideas about what will happen in the story.
+Activity : Before filling out the form, get the students to read through the form and decide which parts they should fill out, and which parts will be filled in by the postal department.
+Ask a few students to volunteer to actually send a money order (the amount need not be large) and share the experience with the rest of the class.
+Reading: Break the text up into manageable chunks for reading (three paragraphs, for example), and encourage students to read silently, on their own.
+Give them enough time to read, and then discuss what they have read before going on to the next portion.
+Use the ‘Oral Comprehension Checks’ in the appropriate places, and use the ‘Thinking about the Text’ questions at the end of the passage to help them go beyond the text.
+Grammar: After they have done the exercise, ask students to make their own sentences with non-defining relative clauses — for example, ‘Meena, who’s a very clever girl, is always first in class.’
+Or, ‘Our gardener, who knows a lot about plants, loves to talk about them.’
+Speaking: Take the first turn — talk to the students about an instance from your own life, or from that of someone you know.",jeff101.pdf
+1,CBSE,Class10,English,"Activity
+1. One of the cheapest ways to send money to someone is through the post office.
+Have you ever sent or received money in this way?
+Here’s what you have to do.
+(As you read the instructions, discuss with your teacher in class the meanings of these words: counter, counter clerk, appropriate, acknowledgement, counterfoil, record. Consult a dictionary if necessary. Are there words corresponding to these English words in your languages?)
+2. Fill out the Money Order form given below using the clues that follow the form.
+THE house — the only one in the entire valley — sat on the crest of a low hill.
+From this height one could see the river and the field of ripe corn dotted with the flowers that always promised a good harvest.
+The only thing the earth needed was a downpour or at least a shower.
+Throughout the morning Lencho — who knew his fields intimately — had done nothing else but see the sky towards the north-east.
+top of a hill “Now we’re really going to get some water, woman.”
+The woman who was preparing supper, replied, “Yes, God willing”.
+The older boys were working in the field, while the smaller ones were playing near the house until the woman called to them all, “Come for dinner”.
+It was during the meal that, just as crest Lencho had predicted, big drops of rain began to fall.
+In the north-east huge mountains of clouds could be seen approaching.
+The air was fresh and sweet.
+The man went out for no other reason than to have the pleasure of feeling the rain on his body, and when he returned he exclaimed, ‘‘These aren’t raindrops falling from the sky, they are new coins.
+The big drops are ten cent pieces and the little ones are fives.’’
+• Think about who you will send the money to, and how much.
+You might want to send money for a magazine subscription, or to a relative or a friend.
+• Or you may fill out the form with yourself as sender and your partner as receiver.
+Use a part of your pocket money, and submit the form at the nearest post office to see how it’s done.
+See how your partner enjoys getting money by post!
+• Notice that the form has three parts — the Money Order form, the part for official use and the Acknowledgement.
+What would you write in the ‘Space for Communication’?
+Now complete the following statements.
+(i) In addition to the sender, the form has to be signed by the
+(ii) The ‘Acknowledgement’ section of the form is sent back by
+the post office to the after the signs it.
+(iii) The ‘Space for Communication’ section is used for
+(iv) The form has six sections.
+The sender needs to fill
+out sections and the receiver
+With a satisfied expression he regarded the field of ripe corn with its flowers, draped in a curtain of rain.
+But suddenly a strong wind began to blow and along with the rain very large hailstones began to fall.
+These truly did resemble new silver coins.
+The boys, exposing themselves to the rain, ran out to collect the frozen pearls.
+‘‘It’s really getting bad now,’’ exclaimed the man.
+“I hope it passes quickly.”
+It did not pass quickly.
+For an hour the hail rained on the house, the garden, the hillside, the cornfield, on the whole valley.
+The field was white, as if covered with salt.
+Not a leaf remained on the trees.
+The corn was totally destroyed.
+The flowers were gone from the plants.
+Lencho’s soul was filled with sadness.
+When the storm had passed, he stood in the middle of the field and said to his sons, “A plague of locusts would draped have left more than this.
+The hail has left nothing.
+This year we will have no corn.’’
+covered (with cloth) locusts insects which fly in big swarms (groups) and destroy crops currency of several Latin American countries friendly and pleasant
+That night was a sorrowful one.
+“All our work, for nothing.”
+‘‘There’s no one who can help us.”
+“We’ll all go hungry this year.”
+Oral Comprehension Check
+1. What did Lencho hope for?
+2. Why did Lencho say the raindrops were like ‘new coins’?
+3. How did the rain change?
+What happened to Lencho’s fields?
+4. What were Lencho’s feelings when the hail stopped?
+But in the hearts of all who lived in that solitary house in the middle of the valley, there was a single hope: help from God.
+“Don’t be so upset, even though this seems like a total loss.
+Remember, no one dies of hunger.”
+“That’s what they say: no one dies of hunger.”
+All through the night, Lencho thought only of his one hope: the help of God, whose eyes, as he had been instructed, see everything, even what is deep in one’s conscience.
+Lencho was an ox of a man, working like an animal in the fields, but still he knew how to write.
+The following Sunday, at daybreak, he began to write a letter which he himself would carry to town and place in the mail.
+It was nothing less than a letter to God.
+conscience an inner sense of right and wrong “God,” he wrote, “if you don’t help me, my family and I will go hungry this year.
+I need a hundred pesos in order to sow my field again and to live until the crop comes, because the hailstorm.”
+He wrote ‘To God’ on the envelope, put the letter inside and, still troubled, went to town.
+At the post office, he placed a stamp on the letter and dropped it into the mailbox.
+One of the employees, who was a postman and also helped at the post office, went to his boss laughing heartily and showed him the letter to God. Never in his career as a postman had he known that address.
+The postmaster — a fat, amiable peso amiable fellow — also broke out laughing, but almost immediately he turned serious and, tapping the letter on his desk, commented, “What faith!
+I wish I had the faith of the man who wrote this letter.
+Starting up a correspondence with God!”
+So, in order not to shake the writer’s faith in God, the postmaster came up with an idea: answer the letter.
+But when he opened it, it was evident that to answer it he needed something more than goodwill, ink and paper.
+But he stuck to his resolution: he asked for money from his employees, he himself gave part of his salary, and several friends of his were obliged to give something ‘for an act of charity’.
+It was impossible for him to gather together the hundred pesos, so he was able to send the farmer only a little more than half.
+He put the money in an envelope addressed to Lencho and with it a letter containing only a single word as a signature: God.
+Oral Comprehension Check
+1. Who or what did Lencho have faith in?
+What did he do?
+2. Who read the letter?
+3. What did the postmaster do then?
+The following Sunday Lencho came a bit earlier than usual to ask if there was a letter for him. It was the postman himself who handed the letter to him while the postmaster, experiencing the contentment of a man who has performed a good deed, looked on from his office.
+contentment satisfaction Lencho showed not the slightest surprise on seeing the money; such was his confidence — but he became angry when he counted the money.
+God could not have made a mistake, nor could he have denied Lencho what he had requested.
+Immediately, Lencho went up to the window to ask for paper and ink.
+On the public writing-table, he started to write, with much wrinkling of his brow, caused by the effort he had to make to express his ideas.
+When he finished, he went to the window to buy a stamp which he licked and then affixed to the envelope with a blow of his fist.
+The moment the letter fell into the mailbox the postmaster went to open it.
+It said: “God: Of the money that I asked for, only seventy pesos reached me.
+Send me the rest, since I need it very much.
+But don’t send it to me through the mail because the post office employees are a bunch of crooks.
+Lencho.”
+2. What made him angry?
+1. Who does Lencho have complete faith in?
+Which sentences in the story tell you this?
+2. Why does the postmaster send money to Lencho?
+Why does he sign the letter ‘God’?
+3. Did Lencho try to find out who had sent the money to him? Why/Why not?
+4. Who does Lencho think has taken the rest of the money?
+What is the irony in the situation?
+(Remember that the irony of a situation is an unexpected aspect of it. An ironic situation is strange or amusing because it is the opposite of what is expected.)
+Oral Comprehension Check
+1. Was Lencho surprised to find a letter for him with money in it?
+5. Are there people like Lencho in the real world?
+What kind of a person would you say he is?
+You may select appropriate words from the box to answer the question.
+greedy naive stupid ungrateful selfish comical unquestioning 6.
+There are two kinds of conflict in the story: between humans and nature, and between humans themselves.
+How are these conflicts illustrated?
+I. Look at the following sentence from the story.
+Suddenly a strong wind began to blow and along with the rain very large hailstones began to fall.
+‘Hailstones’ are small balls of ice that fall like rain.
+A storm in which hailstones fall is a ‘hailstorm’.
+You know that a storm is bad weather with strong winds, rain, thunder and lightning.
+There are different names in different parts of the world for storms, depending on their nature.
+Can you match the names in the box with their descriptions below, and fill in the blanks?
+You may use a dictionary to help you.
+gale, whirlwind, cyclone, hurricane, tornado, typhoon
+1. A violent tropical storm in which strong winds move in a circle:
+c
+2. An extremely strong wind : a
+3. A violent tropical storm with very strong winds : p
+4. A violent storm whose centre is a cloud in the shape of a funnel:
+n
+5. A violent storm with very strong winds, especially in the western Atlantic
+Ocean: r 6.
+A very strong wind that moves very fast in a spinning movement and
+causes a lot of damage: l II.
+Notice how the word ‘hope’ is used in these sentences from the story:
+(a) I hope it (the hailstorm) passes quickly.
+(b) There was a single hope: help from God.
+In the first example, ‘hope’ is a verb which means you wish for something to happen.
+In the second example it is a noun meaning a chance for something to happen.
+Match the sentences in Column A with the meanings of ‘hope’ in Column B.
+III. Relative Clauses
+Look at these sentences
+(a) All morning Lencho — who knew his fields intimately — looked at the sky.
+(b) The woman, who was preparing supper, replied, “Yes, God willing.’’
+The italicised parts of the sentences give us more information about Lencho and the woman.
+We call them relative clauses.
+Notice that they begin with a relative pronoun who.
+Other common relative pronouns are whom, whose, and which.
+The relative clauses in (a) and (b) above are called non-defining, because we already know the identity of the person they describe.
+Lencho is a particular person, and there is a particular woman he speaks to.
+We don’t need the information in the relative clause to pick these people out from a larger set.
+A non-defining relative clause usually has a comma in front of it and a comma after it (some writers use a dash (—) instead, as in the story).
+If the relative clause comes at the end, we just put a full stop.
+Join the sentences given below using who, whom, whose, which, as suggested.
+1. I often go to Mumbai.
+Mumbai is the commercial capital of India.
+(which)
+2. My mother is going to host a TV show on cooking.
+She cooks very well.
+(who)
+B
+– a feeling that something good will probably happen
+– thinking that this would happen (It may or may not have happened.)
+– stopped believing that this good thing would happen
+– wanting something to happen (and thinking it quite possible)
+– showing concern that what you say should not offend or disturb the other person: a way of being polite
+– wishing for something to happen, although this is very unlikely
+A
+1. Will you get the subjects you want to study in college?
+I hope so.
+2. I hope you don’t mind my saying this, but I don’t like the way you are arguing.
+3. This discovery will give new hope to HIV/AIDS sufferers.
+4. We were hoping against hope that the judges would not notice our mistakes.
+5. I called early in the hope of speaking to her before she went to school.
+6. Just when everybody had given up hope, the fishermen came back, seven days after the cyclone.
+3. These sportspersons are going to meet the President.
+Their performance has been excellent.
+(whose)
+4. Lencho prayed to God. His eyes see into our minds.
+(whose)
+5. This man cheated me.
+I trusted him. (whom)
+Sometimes the relative pronoun in a relative clause remains ‘hidden’.
+For example, look at the first sentence of the story:
+(a) The house — the only one in the entire valley — sat on the crest of a low hill.
+We can rewrite this sentence as:
+(b) The house — which was the only one in the entire valley — sat on the crest of a low hill.
+In (a), the relative pronoun which and the verb was are not present.
+IV. Using Negatives for Emphasis
+We know that sentences with words such as no, not or nothing show the absence of something, or contradict something.
+For example:
+(a) This year we will have no corn.
+(Corn will be absent)
+(b) The hail has left nothing.
+(Absence of a crop)
+(c) These aren’t raindrops falling from the sky, they are new coins.
+(Contradicts the common idea of what the drops of water falling from the sky are)
+But sometims negative words are used just to emphasise an idea.
+Look at these sentences from the story:
+(d) Lencho…had done nothing else but see the sky towards the northeast.
+(He had done only this)
+(e) The man went out for no other reason than to have the pleasure of feeling the rain on his body.
+(He had only this reason)
+(f) Lencho showed not the slightest surprise on seeing the money.
+(He showed no surprise at all)
+Now look back at example (c).
+Notice that the contradiction in fact serves to emphasise the value or usefulness of the rain to the farmer.
+Find sentences in the story with negative words, which express the following ideas emphatically.
+1. The trees lost all their leaves.
+2. The letter was addressed to God himself.
+3. The postman saw this address for the first time in his career.
+Have you ever been in great difficulty, and felt that only a miracle could help you?
+How was your problem solved?
+Speak about this in class with your teacher.
+ | Object | Metaphor | Quality or Feature Compared
+ | --- | --- | ---
+ | Cloud | Huge mountains | The mass or ‘hugeness’
+ |  | of clouds | of mountains
+
+Raindrops
+Hailstones
+Locusts
+An epidemic (a disease) that spreads very rapidly and leaves many people dead
+An ox of a man
+V. Metaphors
+The word metaphor comes from a Greek word meaning ‘transfer’.
+Metaphors compare two things or ideas: a quality or feature of one thing is transferred to another thing.
+Some common metaphors are • the leg of the table: The leg supports our body.
+So the object that supports a table is described as a leg.
+• the heart of the city: The heart is an important organ in the centre of our body.
+So this word is used to describe the central area of a city.
+In pairs, find metaphors from the story to complete the table below.
+Try to say what qualities are being compared.
+One has been done for you.
+WHAT WE HAVE DONE
+• Introduced students to the story that they are going to read.
+• Related a thought-provoking story about the nature of belief.
+• Helped students, through an interesting activity, to understand something that happens in the story — how to send money using a money order.
+• Guided them through the reading activity by providing periodic comprehension checks as they read, and checked for holistic understanding at the end of the reading activity.
+• Provided interesting exercises to strengthen students’ grasp of the specific vocabulary found in the story, and also introduced them to related vocabulary.
+The writer apologises (says sorry) because
+The writer has sent this to the reader
+The writer sent it in the month of
+The reason for not writing earlier
+Sarah goes to
+Who is writing to whom?
+Where and when were they last together?
+Listen to the letter (given under ‘In This Lesson’) read out by your teacher/on the audio tape.
+As you listen fill in the table given below.
+Lencho suffered first due to drought and then by floods.
+Our country is also facing such situations in the recent years.
+There is flood and there is drought.
+There is a need to save water through water harvesting.
+Design a poster for your area on how to save water during summer and when it is available in excess.
+• Explained specific areas of grammar — non-defining relative clauses and the use of negatives for emphasis — providing illustrations from the text, and exercises for practice.
+• Explained what metaphors are, and helped students identify metaphors in the text by providing clues.
+• Provided a context for authentic speaking.
+• Provided an interesting listening activity.
+Given below is the passage for listening activity
+Bhatt House 256, Circuit Road Kanpur, Uttar Pradesh, India 25 January 2006
+Dear Arti,
+How are you?
+I’m sorry I haven’t written for a very long time.
+I think I last sent you a birthday card in the month of September 2005.
+We have just moved house (see our new address above).
+This is our new home.
+Sarah has just about started going to school.
+We have admitted her to ‘Little Feet’ as this is very close to our new home.
+I’m sitting here by the window sill, writing to you.
+There is a slight drizzle outside and I’m reminded of the good times we had together at Bangalore last year.
+Do write back.
+Love, Jaya",jeff101.pdf
+2,CBSE,Class10,English,"Oral Comprehension Check
+1. What did Lencho hope for?
+2. Why did Lencho say the raindrops were like ‘new coins’?
+3. How did the rain change?
+What happened to Lencho’s fields?
+4. What were Lencho’s feelings when the hail stopped?
+But in the hearts of all who lived in that solitary house in the middle of the valley, there was a single hope: help from God.
+“Don’t be so upset, even though this seems like a total loss.
+Remember, no one dies of hunger.”
+“That’s what they say: no one dies of hunger.”
+All through the night, Lencho thought only of his one hope: the help of God, whose eyes, as he had been instructed, see everything, even what is deep in one’s conscience.
+Lencho was an ox of a man, working like an animal in the fields, but still he knew how to write.
+The following Sunday, at daybreak, he began to write a letter which he himself would carry to town and place in the mail.
+It was nothing less than a letter to God.
+conscience an inner sense of right and wrong “God,” he wrote, “if you don’t help me, my family and I will go hungry this year.
+I need a hundred pesos in order to sow my field again and to live until the crop comes, because the hailstorm.”
+He wrote ‘To God’ on the envelope, put the letter inside and, still troubled, went to town.
+At the post office, he placed a stamp on the letter and dropped it into the mailbox.
+One of the employees, who was a postman and also helped at the post office, went to his boss laughing heartily and showed him the letter to God. Never in his career as a postman had he known that address.
+The postmaster — a fat, amiable peso amiable fellow — also broke out laughing, but almost immediately he turned serious and, tapping the letter on his desk, commented, “What faith!
+I wish I had the faith of the man who wrote this letter.
+Starting up a correspondence with God!”
+So, in order not to shake the writer’s faith in God, the postmaster came up with an idea: answer the letter.
+But when he opened it, it was evident that to answer it he needed something more than goodwill, ink and paper.
+But he stuck to his resolution: he asked for money from his employees, he himself gave part of his salary, and several friends of his were obliged to give something ‘for an act of charity’.
+It was impossible for him to gather together the hundred pesos, so he was able to send the farmer only a little more than half.
+He put the money in an envelope addressed to Lencho and with it a letter containing only a single word as a signature: God.",jeff101.pdf
+3,CBSE,Class10,English,"Oral Comprehension Check
+1. Was Lencho surprised to find a letter for him with money in it?
+5. Are there people like Lencho in the real world?
+What kind of a person would you say he is?
+You may select appropriate words from the box to answer the question.
+greedy naive stupid ungrateful selfish comical unquestioning 6.
+There are two kinds of conflict in the story: between humans and nature, and between humans themselves.
+How are these conflicts illustrated?
+I. Look at the following sentence from the story.
+Suddenly a strong wind began to blow and along with the rain very large hailstones began to fall.
+‘Hailstones’ are small balls of ice that fall like rain.
+A storm in which hailstones fall is a ‘hailstorm’.
+You know that a storm is bad weather with strong winds, rain, thunder and lightning.
+There are different names in different parts of the world for storms, depending on their nature.
+Can you match the names in the box with their descriptions below, and fill in the blanks?
+You may use a dictionary to help you.
+gale, whirlwind, cyclone, hurricane, tornado, typhoon
+1. A violent tropical storm in which strong winds move in a circle:
+c
+2. An extremely strong wind : a
+3. A violent tropical storm with very strong winds : p
+4. A violent storm whose centre is a cloud in the shape of a funnel:
+n
+5. A violent storm with very strong winds, especially in the western Atlantic
+Ocean: r 6.
+A very strong wind that moves very fast in a spinning movement and
+causes a lot of damage: l II.
+Notice how the word ‘hope’ is used in these sentences from the story:
+(a) I hope it (the hailstorm) passes quickly.
+(b) There was a single hope: help from God.
+In the first example, ‘hope’ is a verb which means you wish for something to happen.
+In the second example it is a noun meaning a chance for something to happen.
+Match the sentences in Column A with the meanings of ‘hope’ in Column B.III. Relative Clauses
+Look at these sentences
+(a) All morning Lencho — who knew his fields intimately — looked at the sky.
+(b) The woman, who was preparing supper, replied, “Yes, God willing.’’
+The italicised parts of the sentences give us more information about Lencho and the woman.
+We call them relative clauses.
+Notice that they begin with a relative pronoun who.
+Other common relative pronouns are whom, whose, and which.
+The relative clauses in (a) and (b) above are called non-defining, because we already know the identity of the person they describe.
+Lencho is a particular person, and there is a particular woman he speaks to.
+We don’t need the information in the relative clause to pick these people out from a larger set.
+A non-defining relative clause usually has a comma in front of it and a comma after it (some writers use a dash (—) instead, as in the story).
+If the relative clause comes at the end, we just put a full stop.
+Join the sentences given below using who, whom, whose, which, as suggested.
+1. I often go to Mumbai.
+Mumbai is the commercial capital of India.
+(which)
+2. My mother is going to host a TV show on cooking.
+She cooks very well.
+(who)
+B
+– a feeling that something good will probably happen
+– thinking that this would happen (It may or may not have happened.)
+– stopped believing that this good thing would happen
+– wanting something to happen (and thinking it quite possible)
+– showing concern that what you say should not offend or disturb the other person: a way of being polite
+– wishing for something to happen, although this is very unlikely
+A
+1. Will you get the subjects you want to study in college?
+I hope so.
+2. I hope you don’t mind my saying this, but I don’t like the way you are arguing.
+3. This discovery will give new hope to HIV/AIDS sufferers.
+4. We were hoping against hope that the judges would not notice our mistakes.
+5. I called early in the hope of speaking to her before she went to school.
+6. Just when everybody had given up hope, the fishermen came back, seven days after the cyclone.
+3. These sportspersons are going to meet the President.
+Their performance has been excellent.
+(whose)
+4. Lencho prayed to God. His eyes see into our minds.
+(whose)
+5. This man cheated me.
+I trusted him. (whom)
+Sometimes the relative pronoun in a relative clause remains ‘hidden’.
+For example, look at the first sentence of the story:
+(a) The house — the only one in the entire valley — sat on the crest of a low hill.
+We can rewrite this sentence as:
+(b) The house — which was the only one in the entire valley — sat on the crest of a low hill.
+In (a), the relative pronoun which and the verb was are not present.B
+– a feeling that something good will probably happen
+– thinking that this would happen (It may or may not have happened.)
+– stopped believing that this good thing would happen
+– wanting something to happen (and thinking it quite possible)
+– showing concern that what you say should not offend or disturb the other person: a way of being polite
+– wishing for something to happen, although this is very unlikely",jeff101.pdf
+4,CBSE,Class10,English,"IV. Using Negatives for Emphasis
+We know that sentences with words such as no, not or nothing show the absence of something, or contradict something.
+For example:
+(a) This year we will have no corn.
+(Corn will be absent)
+(b) The hail has left nothing.
+(Absence of a crop)
+(c) These aren’t raindrops falling from the sky, they are new coins.
+(Contradicts the common idea of what the drops of water falling from the sky are)
+But sometims negative words are used just to emphasise an idea.
+Look at these sentences from the story:
+(d) Lencho…had done nothing else but see the sky towards the northeast.
+(He had done only this)
+(e) The man went out for no other reason than to have the pleasure of feeling the rain on his body.
+(He had only this reason)
+(f) Lencho showed not the slightest surprise on seeing the money.
+(He showed no surprise at all)
+Now look back at example (c).
+Notice that the contradiction in fact serves to emphasise the value or usefulness of the rain to the farmer.
+Find sentences in the story with negative words, which express the following ideas emphatically.
+1. The trees lost all their leaves.
+2. The letter was addressed to God himself.
+3. The postman saw this address for the first time in his career.
+Have you ever been in great difficulty, and felt that only a miracle could help you?
+How was your problem solved?
+Speak about this in class with your teacher.
+ | Object | Metaphor | Quality or Feature Compared
+ | --- | --- | ---
+ | Cloud | Huge mountains | The mass or ‘hugeness’
+ |  | of clouds | of mountains
+
+Raindrops
+Hailstones
+Locusts
+An epidemic (a disease) that spreads very rapidly and leaves many people dead
+An ox of a manRaindropsHailstonesLocusts
+An epidemic (a disease) that spreads very rapidly and leaves many people dead
+An ox of a manV. Metaphors
+The word metaphor comes from a Greek word meaning ‘transfer’.
+Metaphors compare two things or ideas: a quality or feature of one thing is transferred to another thing.
+Some common metaphors are • the leg of the table: The leg supports our body.
+So the object that supports a table is described as a leg.
+• the heart of the city: The heart is an important organ in the centre of our body.
+So this word is used to describe the central area of a city.
+In pairs, find metaphors from the story to complete the table below.
+Try to say what qualities are being compared.
+One has been done for you.
+WHAT WE HAVE DONE
+• Introduced students to the story that they are going to read.
+• Related a thought-provoking story about the nature of belief.
+• Helped students, through an interesting activity, to understand something that happens in the story — how to send money using a money order.
+• Guided them through the reading activity by providing periodic comprehension checks as they read, and checked for holistic understanding at the end of the reading activity.
+• Provided interesting exercises to strengthen students’ grasp of the specific vocabulary found in the story, and also introduced them to related vocabulary.
+The writer apologises (says sorry) because
+The writer has sent this to the reader
+The writer sent it in the month of
+The reason for not writing earlier
+Sarah goes to
+Who is writing to whom?
+Where and when were they last together?
+Listen to the letter (given under ‘In This Lesson’) read out by your teacher/on the audio tape.
+As you listen fill in the table given below.
+Lencho suffered first due to drought and then by floods.
+Our country is also facing such situations in the recent years.
+There is flood and there is drought.
+There is a need to save water through water harvesting.
+Design a poster for your area on how to save water during summer and when it is available in excess.
+• Explained specific areas of grammar — non-defining relative clauses and the use of negatives for emphasis — providing illustrations from the text, and exercises for practice.
+• Explained what metaphors are, and helped students identify metaphors in the text by providing clues.
+• Provided a context for authentic speaking.
+• Provided an interesting listening activity.
+Given below is the passage for listening activity
+Bhatt House 256, Circuit Road Kanpur, Uttar Pradesh, India 25 January 2006",jeff101.pdf
+5,CBSE,Class10,English,"Dear Arti,
+How are you?
+I’m sorry I haven’t written for a very long time.
+I think I last sent you a birthday card in the month of September 2005.
+We have just moved house (see our new address above).
+This is our new home.
+Sarah has just about started going to school.
+We have admitted her to ‘Little Feet’ as this is very close to our new home.
+I’m sitting here by the window sill, writing to you.
+There is a slight drizzle outside and I’m reminded of the good times we had together at Bangalore last year.
+Do write back.
+Love, JayaWHAT YOU CAN DO
+Before You Read : Encourage students to share their ideas about what will happen in the story.
+Activity : Before filling out the form, get the students to read through the form and decide which parts they should fill out, and which parts will be filled in by the postal department.
+Ask a few students to volunteer to actually send a money order (the amount need not be large) and share the experience with the rest of the class.
+Reading: Break the text up into manageable chunks for reading (three paragraphs, for example), and encourage students to read silently, on their own.
+Give them enough time to read, and then discuss what they have read before going on to the next portion.
+Use the ‘Oral Comprehension Checks’ in the appropriate places, and use the ‘Thinking about the Text’ questions at the end of the passage to help them go beyond the text.
+Grammar: After they have done the exercise, ask students to make their own sentences with non-defining relative clauses — for example, ‘Meena, who’s a very clever girl, is always first in class.’
+Or, ‘Our gardener, who knows a lot about plants, loves to talk about them.’
+Speaking: Take the first turn — talk to the students about an instance from your own life, or from that of someone you know.Dust of SnoDust of SnoDust of SnoDust of SnoDust of Snowwwww
+The way a crow Shook down on me The dust of snow From a hemlock tree
+Has given my heart A change of mood And saved some part Of a day I had rued.
+ROBERT FROST
+hemlock: A poisonous plant (tree) with small white flowers rued: held in regret
+This poem presents a moment that seems simple, but has a larger significance.
+[Compare this other quotation from Robert Frost: “Always, always a larger significance A little thing touches a larger thing.”)
+1. What is a “dust of snow”?
+What does the poet say has changed his mood?
+How has the poet’s mood changed?
+2. How does Frost present nature in this poem?
+The following questions may help you to think of an answer.
+(i) What are the birds that are usually named in poems?
+Do you think a crow is often mentioned in poems?
+What images come to your mind when you think of a crow?
+(ii) Again, what is “a hemlock tree”?
+Why doesn’t the poet write about a more ‘beautiful’ tree such as a maple, or an oak, or a pine?
+(iii) What do the ‘crow’ and ‘hemlock’ represent — joy or sorrow?
+What does the dust of snow that the crow shakes off a hemlock tree stand for?
+3. Have there been times when you felt depressed or hopeless?
+Have you experienced a similar moment that changed your mood that day?
+Some say the world will end in fire Some say in ice.
+From what I’ve tasted of desire I hold with those who favour fire.
+But if it had to perish twice, I think I know enough of hate To say that for destruction ice Is also great And would suffice.
+ROBERT FROSTROBERT FROST
+hemlock: A poisonous plant (tree) with small white flowers rued: held in regret
+This poem presents a moment that seems simple, but has a larger significance.
+[Compare this other quotation from Robert Frost: “Always, always a larger significance A little thing touches a larger thing.”)
+1. What is a “dust of snow”?
+What does the poet say has changed his mood?
+How has the poet’s mood changed?
+2. How does Frost present nature in this poem?
+The following questions may help you to think of an answer.
+(i) What are the birds that are usually named in poems?
+Do you think a crow is often mentioned in poems?
+What images come to your mind when you think of a crow?
+(ii) Again, what is “a hemlock tree”?
+Why doesn’t the poet write about a more ‘beautiful’ tree such as a maple, or an oak, or a pine?
+(iii) What do the ‘crow’ and ‘hemlock’ represent — joy or sorrow?
+What does the dust of snow that the crow shakes off a hemlock tree stand for?
+3. Have there been times when you felt depressed or hopeless?
+Have you experienced a similar moment that changed your mood that day?
+Some say the world will end in fire Some say in ice.
+From what I’ve tasted of desire I hold with those who favour fire.
+But if it had to perish twice, I think I know enough of hate To say that for destruction ice Is also great And would suffice.ROBERT FROST",jeff101.pdf

data/Class10-English-jeff102.pdf-25.csv

@@ -0,0 +1,637 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"BEFORE YOU READ
+• ‘Apartheid’ is a political system that separates people according to their race.
+Can you say which of the three countries named below had such a political system until very recently?
+(i) United States of America (ii) South Africa (iii) Australia
+• Have you heard of Nelson Mandela?
+Mandela, and his African National Congress, spent a lifetime fighting against apartheid.
+Mandela had to spend thirty years in prison.
+Finally, democratic elections were held in South Africa in 1994, and Mandela became the first black President of a new nation.
+In this extract from his autobiography, Long Walk to Freedom, Mandela speaks about a historic occasion, ‘the inauguration’.
+Can you guess what the occasion might be?
+Check your guess with this news item (from the BBC) of 10 May 1994.
+Mandela Becomes South Africa’s First Black President
+Nelson Mandela has become South Africa’s first Black President after more than three centuries of White rule.
+Mr Mandela’s African National Congress (ANC) party won 252 of the 400 seats in the first democratic elections of South Africa’s history.
+The inauguration ceremony took place in the Union Buildings amphitheatre in Pretoria today, attended by politicians and dignitaries from more than 140 countries around the world.
+“Never, never again will this beautiful land experience the oppression of one by another, ” said Nelson Mandela in his address.
+… Jubilant scenes on the streets of Pretoria followed the ceremony with blacks, whites and coloureds celebrating together More than 100,000 South African men, women and children of all races sang and danced with joy.
+Activity
+In Column A are some expressions you will find in the text.
+Make a guess and match each expression with an appropriate meaning from Column B.
+ |  | A |  | B
+ | --- | --- | --- | ---
+ | (i) A rainbow gathering of different colours and nations
+ | (ii) The seat of white supremacy
+ | (iii) Be overwhelmed with a sense of history
+ | (iv) Resilience that defies the imagination
+ | (v) A glimmer of humanity
+ | (vi) A twilight existence
+ | – A great ability (almost unimaginable) to remain unchanged by suffering (not losing hope, goodness or courage)
+ | – A half-secret life, like a life lived in the fading light between sunset and darkness
+ | – A sign of human feeling (goodness, kindness, pity, justice, etc.)
+ | – A beautiful coming together of various peoples, like the colours in a rainbow
+ | – The centre of racial superiority
+ | – Feel deeply emotional, remembering and understanding all the past events that have led up to the moment
+
+TENTH May dawned bright and clear.
+For the past few days I had been pleasantly besieged by dignitaries and world leaders who were coming to pay their respects before the inauguration.
+The inauguration would be the largest gathering ever of international leaders on South African soil.
+The ceremonies took place in the lovely sandstone amphitheatre formed by the Union Buildings in Pretoria.
+For decades this had been the seat of white supremacy, and now it was the site of a rainbow gathering of different colours and nations for the installation of South Africa’s first democratic, non-racial government.
+On that lovely autumn day I was accompanied by my daughter Zenani.
+On the podium, Mr de Klerk was first sworn in as second deputy president.
+Then (to be) besieged by Thabo Mbeki was sworn in as first deputy president.
+When it was my turn, I pledged to obey and uphold the Constitution and to devote myself to the wellbeing of the Republic and its people.
+To the assembled guests and the watching world, I said:
+to be surrounded closely by amphitheatre a building without a roof, with many rows of seats rising in steps (typical of ancient Greece and Rome) confer (a formal word) here, give because of its policy of apartheid, many countries had earlier broken off diplomatic relations with South Africa
+Today, all of us do, by our presence here confer glory and hope to newborn liberty.
+Out of the experience of an extraordinary human disaster that lasted too long, must be born a society of which all humanity will be proud.
+We, who were outlaws not so long ago, have today been given the rare privilege to be host to the nations of the world on our own soil.
+We thank all of our distinguished international guests for having come to take possession with the people of our country of what is, after all, a common victory for justice, for peace, for human dignity.
+We have, at last, achieved our political emancipation.
+We pledge ourselves to liberate all our people from the continuing bondage of poverty, deprivation, suffering, gender and other discrimination.
+Never, never, and never again shall it be that this beautiful land will again experience the oppression of one by another.
+being treated differently or unfavourably The sun shall never set on so glorious a human achievement.
+Let freedom reign.
+God bless Africa!
+Oral Comprehension Check
+1. Where did the ceremonies take place?
+Can you name any public buildings in India that are made of sandstone?
+2. Can you say how 10 May is an ‘autumn day’ in South Africa?
+We, who were outlaws
+emancipation freedom from restriction deprivation state of not having one's rightful benefits discrimination conscious of; aware of a pattern in the shape of a V had a very low opinion of wrought (old fashioned, formal word) done, achieved deep and strong
+3. At the beginning of his speech, Mandela mentions “an extraordinary human disaster”.
+What does he mean by this?
+What is the “glorious … human achievement” he speaks of at the end?
+4. What does Mandela thank the international leaders for?
+5. What ideals does he set out for the future of South Africa?
+A few moments later we all lifted our eyes in awe as a spectacular array of South African jets, helicopters and troop carriers roared in perfect formation over the Union Buildings.
+It was not only a display of pinpoint precision and military force, but a demonstration of the military’s loyalty to democracy, to a new government that had been freely and fairly elected.
+Only moments before, the highest generals of the South African defence force and police, their chests bedecked with ribbons and medals from days gone by, saluted me and pledged their loyalty.
+I was not unmindful of the fact that not so many years before they would not have saluted but arrested me.
+Finally a chevron of Impala jets left a smoke trail of the black, red, green, blue and gold of the new South African flag.
+spectacular array an impressive display (colourful and attractive) The day was symbolised for me by the playing of our two national anthems, and the vision of whites singing ‘Nkosi Sikelel –iAfrika’ and blacks singing ‘Die Stem’, the old anthem of the Republic.
+Although that day neither group knew the lyrics of the anthem they once despised, they would soon know the words by heart.
+On the day of the inauguration, I was overwhelmed with a sense of history.
+In the first decade of the twentieth century, a few years after the bitter Anglo-Boer war and before my own birth, the white-skinned peoples of South Africa patched up their differences and erected a system of racial domination against the dark-skinned peoples of their own land.
+The structure they created formed the basis of one of the harshest, most inhumane, societies the world has ever known.
+Now, in the last decade of the twentieth century, and my own eighth decade as a man, that system had been not unmindful of chevron despised overturned forever and replaced by one that recognised the rights and freedoms of all peoples, regardless of the colour of their skin.
+profound
+Chief LuthuliOliver Tambo Walter Sisulu
+Robert Sobukwe
+* These are some prominent names in the struggle against apartheid.
+(For the use of the definite article with proper nouns, see exercise II on page 25) Yusuf Dadoo Bram Fischer
+That day had come about through the unimaginable sacrifices of thousands of my people, people whose suffering and courage can never be counted or repaid.
+I felt that day, as I have on so many other days, that I was simply the sum of all those African patriots who had gone before me.
+That long and noble line ended and now began again with me.
+I was pained that I was not able to thank them and that they were not able to see what their sacrifices had wrought.
+resilience pushed to our limits
+The policy of apartheid created a deep and lasting wound in my country and my people.
+All of us will spend many years, if not generations, recovering from that profound hurt.
+But the decades of oppression and brutality had another, unintended, effect, and that was that it produced the Oliver Tambos, the Walter Sisulus, the Chief Luthulis, the Yusuf Dadoos, the Bram Fischers, the Robert Sobukwes of our time* — men of such extraordinary courage, wisdom and generosity that their like may never be known again.
+Perhaps it requires such depths of oppression to create such heights of character.
+My country is rich in the minerals and gems that lie beneath its soil, but I have always known that its greatest wealth is its people, finer and truer than the purest diamonds.
+It is from these comrades in the struggle that I learned the meaning of courage.
+Time and again, I have seen men and women risk and give their lives for an idea.
+I have seen men stand up to attacks and torture without breaking, showing a strength and resilience that defies the imagination.
+I learned that courage was not the absence of fear, but the triumph over it.
+The brave man is not he who does not feel afraid, but he who conquers that fear.
+No one is born hating another person because of the colour of his skin, or his background, or his religion.
+People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.
+Even in the grimmest times in prison, when my comrades and I were pushed to our limits, I would see a glimmer of humanity in one of the guards, perhaps just for a second, but it was enough to reassure me and keep me going.
+Man’s goodness is a flame that can be hidden but never extinguished.
+the ability to deal with any kind of hardship and recover from its effects
+pushed to the last point in our ability to bear pain
+Oral Comprehension Check
+1. What do the military generals do?
+How has their attitude changed, and why?
+2. Why were two national anthems sung?
+3. How does Mandela describe the systems of government in his country
+(i) in the first decade, and (ii) in the final decade, of the twentieth century?
+4. What does courage mean to Mandela?
+5. Which does he think is natural, to love or to hate?
+In life, every man has twin obligations — obligations to his family, to his parents, to his wife and children; and he has an obligation to his people, his community, his country.
+In a civil and humane society, each man is able to fulfil those obligations according to his own inclinations and abilities.
+But in a country like South Africa, it was almost impossible for a man of my birth and colour to fulfil both of those obligations.
+In South Africa, a man of colour who attempted to live as a human being was punished and isolated.
+In South Africa, a man who tried to fulfil his duty to his people was inevitably ripped from his family and his home and was forced to live a life apart, a twilight existence of secrecy and rebellion.
+I did not in the beginning choose to place my people above my family, but in attempting to serve my people, I found that I was prevented from fulfilling my obligations as a son, a brother, a father and a husband.
+inclinations illusion curtailed prejudice
+natural tendencies of behaviour inevitably unavoidably I was not born with a hunger to be free.
+I was born free — free in every way that I could know.
+Free to run in the fields near my mother’s hut, free to swim in the clear stream that ran through my village, free to roast mealies under the stars and ride the broad backs of slow-moving bulls.
+As long as I obeyed my father and abided by the customs of my tribe, I was not troubled by the laws of man or God.
+It was only when I began to learn that my boyhood freedom was an illusion, when I discovered as a young man that my freedom had already been taken from me, that I began to hunger for it.
+At first, as a student, I wanted freedom only for myself, the transitory freedoms of being able to stay out at night, read what I pleased and go where I chose.
+Later, as a young man in Johannesburg, I yearned for the basic and honourable freedoms of achieving my potential, of earning my keep, of marrying and having a family — the freedom not to be obstructed in a lawful life.
+something that appears to be real but is not transitory not permanent But then I slowly saw that not only was I not free, but my brothers and sisters were not free.
+I saw that it was not just my freedom that was curtailed, but the freedom of everyone who looked like I did.
+That is when I joined the African National Congress, and that is when the hunger for my own freedom became the greater hunger for the freedom of my people.
+It was this desire for the freedom of my people to live their lives with dignity and selfrespect that animated my life, that transformed a frightened young man into a bold one, that drove a law-abiding attorney to become a criminal, that turned a family-loving husband into a man without a home, that forced a life-loving man to live like a monk.
+I am no more virtuous or self-sacrificing than the next man, but I found that I could not even enjoy the poor and limited freedoms I was allowed when I knew my people were not free.
+Freedom is indivisible; the chains on anyone of my people were the chains on all of them, the chains on all of my people were the chains on me.
+I knew that the oppressor must be liberated just as surely as the oppressed.
+A man who takes away another man’s freedom is a prisoner of hatred; he is locked behind the bars of prejudice and narrowmindedness.
+I am not truly free if I am taking away someone else’s freedom, just as surely as I am not free when my freedom is taken from me.
+The oppressed and the oppressor alike are robbed of their humanity.
+reduced a strong dislike without any good reason",jeff102.pdf
+1,CBSE,Class10,English,"(i) United States of America (ii) South Africa (iii) Australia
+• Have you heard of Nelson Mandela?
+Mandela, and his African National Congress, spent a lifetime fighting against apartheid.
+Mandela had to spend thirty years in prison.
+Finally, democratic elections were held in South Africa in 1994, and Mandela became the first black President of a new nation.
+In this extract from his autobiography, Long Walk to Freedom, Mandela speaks about a historic occasion, ‘the inauguration’.
+Can you guess what the occasion might be?
+Check your guess with this news item (from the BBC) of 10 May 1994.
+Mandela Becomes South Africa’s First Black President
+Nelson Mandela has become South Africa’s first Black President after more than three centuries of White rule.
+Mr Mandela’s African National Congress (ANC) party won 252 of the 400 seats in the first democratic elections of South Africa’s history.
+The inauguration ceremony took place in the Union Buildings amphitheatre in Pretoria today, attended by politicians and dignitaries from more than 140 countries around the world.
+“Never, never again will this beautiful land experience the oppression of one by another, ” said Nelson Mandela in his address.
+… Jubilant scenes on the streets of Pretoria followed the ceremony with blacks, whites and coloureds celebrating together More than 100,000 South African men, women and children of all races sang and danced with joy.
+Activity
+In Column A are some expressions you will find in the text.
+Make a guess and match each expression with an appropriate meaning from Column B.
+ |  | A |  | B
+ | --- | --- | --- | ---
+ | (i) A rainbow gathering of different colours and nations
+ | (ii) The seat of white supremacy
+ | (iii) Be overwhelmed with a sense of history
+ | (iv) Resilience that defies the imagination
+ | (v) A glimmer of humanity
+ | (vi) A twilight existence
+ | – A great ability (almost unimaginable) to remain unchanged by suffering (not losing hope, goodness or courage)
+ | – A half-secret life, like a life lived in the fading light between sunset and darkness
+ | – A sign of human feeling (goodness, kindness, pity, justice, etc.)
+ | – A beautiful coming together of various peoples, like the colours in a rainbow
+ | – The centre of racial superiority
+ | – Feel deeply emotional, remembering and understanding all the past events that have led up to the moment
+
+TENTH May dawned bright and clear.
+For the past few days I had been pleasantly besieged by dignitaries and world leaders who were coming to pay their respects before the inauguration.
+The inauguration would be the largest gathering ever of international leaders on South African soil.
+The ceremonies took place in the lovely sandstone amphitheatre formed by the Union Buildings in Pretoria.
+For decades this had been the seat of white supremacy, and now it was the site of a rainbow gathering of different colours and nations for the installation of South Africa’s first democratic, non-racial government.
+On that lovely autumn day I was accompanied by my daughter Zenani.
+On the podium, Mr de Klerk was first sworn in as second deputy president.
+Then (to be) besieged by Thabo Mbeki was sworn in as first deputy president.
+When it was my turn, I pledged to obey and uphold the Constitution and to devote myself to the wellbeing of the Republic and its people.
+To the assembled guests and the watching world, I said:
+to be surrounded closely by amphitheatre a building without a roof, with many rows of seats rising in steps (typical of ancient Greece and Rome) confer (a formal word) here, give because of its policy of apartheid, many countries had earlier broken off diplomatic relations with South Africa
+Today, all of us do, by our presence here confer glory and hope to newborn liberty.
+Out of the experience of an extraordinary human disaster that lasted too long, must be born a society of which all humanity will be proud.
+We, who were outlaws not so long ago, have today been given the rare privilege to be host to the nations of the world on our own soil.
+We thank all of our distinguished international guests for having come to take possession with the people of our country of what is, after all, a common victory for justice, for peace, for human dignity.
+We have, at last, achieved our political emancipation.
+We pledge ourselves to liberate all our people from the continuing bondage of poverty, deprivation, suffering, gender and other discrimination.
+Never, never, and never again shall it be that this beautiful land will again experience the oppression of one by another.
+being treated differently or unfavourably The sun shall never set on so glorious a human achievement.
+Let freedom reign.
+God bless Africa!
+Oral Comprehension Check
+1. Where did the ceremonies take place?
+Can you name any public buildings in India that are made of sandstone?
+2. Can you say how 10 May is an ‘autumn day’ in South Africa?
+We, who were outlaws
+emancipation freedom from restriction deprivation state of not having one's rightful benefits discrimination conscious of; aware of a pattern in the shape of a V had a very low opinion of wrought (old fashioned, formal word) done, achieved deep and strong
+3. At the beginning of his speech, Mandela mentions “an extraordinary human disaster”.
+What does he mean by this?
+What is the “glorious … human achievement” he speaks of at the end?
+4. What does Mandela thank the international leaders for?
+5. What ideals does he set out for the future of South Africa?
+A few moments later we all lifted our eyes in awe as a spectacular array of South African jets, helicopters and troop carriers roared in perfect formation over the Union Buildings.
+It was not only a display of pinpoint precision and military force, but a demonstration of the military’s loyalty to democracy, to a new government that had been freely and fairly elected.
+Only moments before, the highest generals of the South African defence force and police, their chests bedecked with ribbons and medals from days gone by, saluted me and pledged their loyalty.
+I was not unmindful of the fact that not so many years before they would not have saluted but arrested me.
+Finally a chevron of Impala jets left a smoke trail of the black, red, green, blue and gold of the new South African flag.
+spectacular array an impressive display (colourful and attractive) The day was symbolised for me by the playing of our two national anthems, and the vision of whites singing ‘Nkosi Sikelel –iAfrika’ and blacks singing ‘Die Stem’, the old anthem of the Republic.
+Although that day neither group knew the lyrics of the anthem they once despised, they would soon know the words by heart.
+On the day of the inauguration, I was overwhelmed with a sense of history.
+In the first decade of the twentieth century, a few years after the bitter Anglo-Boer war and before my own birth, the white-skinned peoples of South Africa patched up their differences and erected a system of racial domination against the dark-skinned peoples of their own land.
+The structure they created formed the basis of one of the harshest, most inhumane, societies the world has ever known.
+Now, in the last decade of the twentieth century, and my own eighth decade as a man, that system had been not unmindful of chevron despised overturned forever and replaced by one that recognised the rights and freedoms of all peoples, regardless of the colour of their skin.
+profound
+Chief LuthuliOliver Tambo Walter Sisulu",jeff102.pdf
+2,CBSE,Class10,English,"Mandela Becomes South Africa’s First Black President
+Nelson Mandela has become South Africa’s first Black President after more than three centuries of White rule.
+Mr Mandela’s African National Congress (ANC) party won 252 of the 400 seats in the first democratic elections of South Africa’s history.
+The inauguration ceremony took place in the Union Buildings amphitheatre in Pretoria today, attended by politicians and dignitaries from more than 140 countries around the world.
+“Never, never again will this beautiful land experience the oppression of one by another, ” said Nelson Mandela in his address.
+… Jubilant scenes on the streets of Pretoria followed the ceremony with blacks, whites and coloureds celebrating together More than 100,000 South African men, women and children of all races sang and danced with joy.Activity
+In Column A are some expressions you will find in the text.
+Make a guess and match each expression with an appropriate meaning from Column B.
+ |  | A |  | B
+ | --- | --- | --- | ---
+ | (i) A rainbow gathering of different colours and nations
+ | (ii) The seat of white supremacy
+ | (iii) Be overwhelmed with a sense of history
+ | (iv) Resilience that defies the imagination
+ | (v) A glimmer of humanity
+ | (vi) A twilight existence
+ | – A great ability (almost unimaginable) to remain unchanged by suffering (not losing hope, goodness or courage)
+ | – A half-secret life, like a life lived in the fading light between sunset and darkness
+ | – A sign of human feeling (goodness, kindness, pity, justice, etc.)
+ | – A beautiful coming together of various peoples, like the colours in a rainbow
+ | – The centre of racial superiority
+ | – Feel deeply emotional, remembering and understanding all the past events that have led up to the moment
+
+TENTH May dawned bright and clear.
+For the past few days I had been pleasantly besieged by dignitaries and world leaders who were coming to pay their respects before the inauguration.
+The inauguration would be the largest gathering ever of international leaders on South African soil.
+The ceremonies took place in the lovely sandstone amphitheatre formed by the Union Buildings in Pretoria.
+For decades this had been the seat of white supremacy, and now it was the site of a rainbow gathering of different colours and nations for the installation of South Africa’s first democratic, non-racial government.
+On that lovely autumn day I was accompanied by my daughter Zenani.
+On the podium, Mr de Klerk was first sworn in as second deputy president.
+Then (to be) besieged by Thabo Mbeki was sworn in as first deputy president.
+When it was my turn, I pledged to obey and uphold the Constitution and to devote myself to the wellbeing of the Republic and its people.
+To the assembled guests and the watching world, I said:
+to be surrounded closely by amphitheatre a building without a roof, with many rows of seats rising in steps (typical of ancient Greece and Rome) confer (a formal word) here, give because of its policy of apartheid, many countries had earlier broken off diplomatic relations with South Africa
+Today, all of us do, by our presence here confer glory and hope to newborn liberty.
+Out of the experience of an extraordinary human disaster that lasted too long, must be born a society of which all humanity will be proud.
+We, who were outlaws not so long ago, have today been given the rare privilege to be host to the nations of the world on our own soil.
+We thank all of our distinguished international guests for having come to take possession with the people of our country of what is, after all, a common victory for justice, for peace, for human dignity.
+We have, at last, achieved our political emancipation.
+We pledge ourselves to liberate all our people from the continuing bondage of poverty, deprivation, suffering, gender and other discrimination.
+Never, never, and never again shall it be that this beautiful land will again experience the oppression of one by another.
+being treated differently or unfavourably The sun shall never set on so glorious a human achievement.
+Let freedom reign.
+God bless Africa!",jeff102.pdf
+3,CBSE,Class10,English,"2. Can you say how 10 May is an ‘autumn day’ in South Africa?We, who were outlaws
+emancipation freedom from restriction deprivation state of not having one's rightful benefits discrimination conscious of; aware of a pattern in the shape of a V had a very low opinion of wrought (old fashioned, formal word) done, achieved deep and strong
+3. At the beginning of his speech, Mandela mentions “an extraordinary human disaster”.
+What does he mean by this?
+What is the “glorious … human achievement” he speaks of at the end?
+4. What does Mandela thank the international leaders for?
+5. What ideals does he set out for the future of South Africa?
+A few moments later we all lifted our eyes in awe as a spectacular array of South African jets, helicopters and troop carriers roared in perfect formation over the Union Buildings.
+It was not only a display of pinpoint precision and military force, but a demonstration of the military’s loyalty to democracy, to a new government that had been freely and fairly elected.
+Only moments before, the highest generals of the South African defence force and police, their chests bedecked with ribbons and medals from days gone by, saluted me and pledged their loyalty.
+I was not unmindful of the fact that not so many years before they would not have saluted but arrested me.
+Finally a chevron of Impala jets left a smoke trail of the black, red, green, blue and gold of the new South African flag.
+spectacular array an impressive display (colourful and attractive) The day was symbolised for me by the playing of our two national anthems, and the vision of whites singing ‘Nkosi Sikelel –iAfrika’ and blacks singing ‘Die Stem’, the old anthem of the Republic.
+Although that day neither group knew the lyrics of the anthem they once despised, they would soon know the words by heart.
+On the day of the inauguration, I was overwhelmed with a sense of history.
+In the first decade of the twentieth century, a few years after the bitter Anglo-Boer war and before my own birth, the white-skinned peoples of South Africa patched up their differences and erected a system of racial domination against the dark-skinned peoples of their own land.
+The structure they created formed the basis of one of the harshest, most inhumane, societies the world has ever known.
+Now, in the last decade of the twentieth century, and my own eighth decade as a man, that system had been not unmindful of chevron despised overturned forever and replaced by one that recognised the rights and freedoms of all peoples, regardless of the colour of their skin.
+profound
+Chief LuthuliOliver Tambo Walter Sisulu",jeff102.pdf
+4,CBSE,Class10,English,"Oral Comprehension Check
+1. What “twin obligations” does Mandela mention?
+2. What did being free mean to Mandela as a boy, and as a student?
+How does he contrast these “transitory freedoms” with “the basic and honourable freedoms”?
+3. Does Mandela think the oppressor is free?
+Why/Why not?
+1. Why did such a large number of international leaders attend the inauguration?
+What did it signify the triumph of?
+2. What does Mandela mean when he says he is “simply the sum of all those African patriots” who had gone before him?
+3. Would you agree that the “depths of oppression” create “heights of character”?
+How does Mandela illustrate this?
+Can you add your own examples to this argument?
+4. How did Mandela’s understanding of freedom change with age and experience?
+5. How did Mandela’s ‘hunger for freedom’ change his life?
+I. There are nouns in the text (formation, government) which are formed from the corresponding verbs (form, govern) by suffixing -(at)ion or ment.
+There may be a change in the spelling of some verb – noun pairs: such as rebel, rebellion; constitute, constitution.
+1. Make a list of such pairs of nouns and verbs in the text.
+Noun Verb
+ | rebellion | rebel
+ | constitution | constitute
+
+2. Read the paragraph below.
+Fill in the blanks with the noun forms of the verbs in brackets.
+ | Martin Luther King’s (contribute) to our history as an |  | 
+ | --- | --- | ---
+ | outstanding leader began when he came to the |  | (assist) of
+ | Rosa Parks, a seamstress who refused to give up her seat on a bus to a
+ | white passenger. In those days American Blacks were confined to
+ | positions of second class citizenship by restrictive laws and customs. To
+ | break these laws would mean (subjugate) and |  | 
+
+(humiliate) by the police and the legal system.
+Beatings, (imprison) and sometimes death awaited those who defied the System.
+Martin Luther King’s tactics of protest involved non-violent (resist) to racial injustice.
+II. Using the Definite Article with Names
+You know that the definite article ‘the’ is not normally used before proper nouns.
+Nor do proper nouns usually occur in the plural.
+(We do not say:
+*The Nelson Mandela, or *Nelson Mandelas.)
+But now look at this sentence from the text:
+… the decades of oppression and brutality … produced the Oliver Tambos, the Walter Sisulus, … of our time.
+Used in this way with the and/or in the plural, a proper noun carries a special meaning.
+For example, what do you think the names above mean?
+Choose the right answer.
+(a) for example Oliver Tambo, Walter Sisulu, …
+(b) many other men like Oliver Tambo, Walter Sisulu …/many men of their type or kind, whose names may not be as well known.
+Did you choose option (b)?
+Then you have the right answer!
+Here are some more examples of ‘the’ used with proper names.
+Try to say what these sentences mean.
+(You may consult a dictionary if you wish. Look at the entry for ‘the’.)
+1. Mr Singh regularly invites the Amitabh Bachchans and the Shah Rukh Khans to his parties.
+2. Many people think that Madhuri Dixit is the Madhubala of our times.
+3. History is not only the story of the Alexanders, the Napoleons and the Hitlers, but of ordinary people as well.
+Match the italicised phrases in Column A with the phrase nearest in meaning in Column B.
+(Hint: First look for the sentence in the text in which the phrase in Column A occurs.)
+B
+(i) had not forgotten; was aware of the fact
+(ii) was not careful about the fact
+(iii) forgot or was not aware of the fact
+(i) pushed by the guards to the wall
+(ii) took more than our share of beatings
+(iii) felt that we could not endure the suffering any longer
+(i) make me go on walking
+(ii) help me continue to live in hope in this very difficult situation
+(iii) make me remain without complaining
+(i) earning enough money to live on
+(ii) keeping what I earned
+(iii) getting a good salary
+III. Idiomatic Expressions
+A
+1. I was not unmindful of the fact
+2. when my comrades and I were pushed to our limits
+3. to reassure me and
+keep me going
+4. the basic and honourable freedoms of…earning my keep,…
+In groups, discuss the issues suggested in the box below.
+Then prepare a speech of about two minutes on the following topic.
+(First make notes for your speech in writing.) True liberty is freedom from poverty, deprivation and all forms of discrimination.
+• causes of poverty and means of overcoming it
+• discrimination based on gender, religion, class, etc.
+• constitutionally guaranteed human rights
+I. Looking at Contrasts
+Nelson Mandela’s writing is marked by balance: many sentences have two parts in balance.
+Use the following phrases to complete the sentences given below.
+(i) they can be taught to love.
+(iv) but he who conquers that fear.
+(ii) I was born free.
+(v) to create such heights of character.
+(iii) but the triumph over it.
+1. It requires such depths of oppression
+2. Courage was not the absence of fear
+3. The brave man is not he who does not feel afraid
+4. If people can learn to hate
+5. I was not born with a hunger to be free.
+II.
+This text repeatedly contrasts the past with the present or the future.
+We can use coordinated clauses to contrast two views, for emphasis or effect.
+Given below are sentences carrying one part of the contrast.
+Find in the text the second part of the contrast, and complete each item.
+Identify the words which signal the contrast.
+This has been done for you in the first item.
+1. For decades the Union Buildings had been the seat of white supremacy,
+and now
+2. Only moments before, the highest generals of the South African defence
+force and police saluted me and pledged their loyalty.
+not so many years before they would not have saluted 3.
+Although that day neither group knew the lyrics of the anthem, they
+would soon 4. My country is rich in the minerals and gems that lie beneath its soil, 5.
+The Air Show was not only a display of pinpoint precision and military force, but 6.
+It was this desire for the freedom of my people that transformed
+ | into a bold one, that drove | to become a
+ | criminal, that turned | into a man without a home.
+
+III. Expressing Your Opinion
+Do you think there is colour prejudice in our own country?
+Discuss this with your friend and write a paragraph of about 100 to 150 words about this.
+You have the option of making your paragraph a humorous one.
+(Read the short verse given below.) When you were born you were pink When you grew up you became white When you are in the sun you are red When you are sick you are yellow When you are angry you are purple When you are shocked you are grey And you have the cheek to call me ‘coloured’.
+WHAT WE HAVE DONE
+Shared Nelson Mandela’s moving description of his inauguration as South Africa’s first black President, and his thoughts on freedom.
+WHAT YOU CAN DO
+Divide your class into three groups and give each group one of the following topics to research: (i) black Americans, and their fight against discrimination, (ii) women, and their fight for equality, (iii) the Vietnamese, and their fight for independence.
+Choose a student from each group to present a short summary of each topic to the class.
+28
+Homophones
+Can you find the words below that are spelt similarly, and sometimes even pronounced similarly, but have very different meanings?
+Check their pronunciation and meaning in a dictionary.
+• The bandage was wound around the wound.
+• The soldier decided to desert his dessert in the desert.
+A TA TA TA TA Tiger in the Zooiger in the Zooiger in the Zooiger in the Zooiger in the Zoo
+This poem contrasts a tiger in the zoo with the tiger in its natural habitat.
+The poem moves from the zoo to the jungle, and back again to the zoo.
+Read the poem silently once, and say which stanzas speak about the tiger in the zoo, and which ones speak about the tiger in the jungle.
+He stalks in his vivid stripes The few steps of his cage, On pads of velvet quiet, In his quiet rage.
+He should be lurking in shadow, Sliding through long grass Near the water hole Where plump deer pass.
+He should be snarling around houses",jeff102.pdf
+5,CBSE,Class10,English,"1. What “twin obligations” does Mandela mention?
+2. What did being free mean to Mandela as a boy, and as a student?
+How does he contrast these “transitory freedoms” with “the basic and honourable freedoms”?
+3. Does Mandela think the oppressor is free?
+Why/Why not?
+1. Why did such a large number of international leaders attend the inauguration?
+What did it signify the triumph of?
+2. What does Mandela mean when he says he is “simply the sum of all those African patriots” who had gone before him?
+3. Would you agree that the “depths of oppression” create “heights of character”?
+How does Mandela illustrate this?
+Can you add your own examples to this argument?
+4. How did Mandela’s understanding of freedom change with age and experience?
+5. How did Mandela’s ‘hunger for freedom’ change his life?
+I. There are nouns in the text (formation, government) which are formed from the corresponding verbs (form, govern) by suffixing -(at)ion or ment.
+There may be a change in the spelling of some verb – noun pairs: such as rebel, rebellion; constitute, constitution.
+1. Make a list of such pairs of nouns and verbs in the text.
+Noun Verb
+ | rebellion | rebel
+ | constitution | constitute
+
+2. Read the paragraph below.
+Fill in the blanks with the noun forms of the verbs in brackets.
+ | Martin Luther King’s (contribute) to our history as an |  | 
+ | --- | --- | ---
+ | outstanding leader began when he came to the |  | (assist) of
+ | Rosa Parks, a seamstress who refused to give up her seat on a bus to a
+ | white passenger. In those days American Blacks were confined to
+ | positions of second class citizenship by restrictive laws and customs. To
+ | break these laws would mean (subjugate) and |  | 
+
+(humiliate) by the police and the legal system.
+Beatings, (imprison) and sometimes death awaited those who defied the System.
+Martin Luther King’s tactics of protest involved non-violent (resist) to racial injustice.Noun Verb
+ | rebellion | rebel
+ | constitution | constitute
+
+2. Read the paragraph below.
+Fill in the blanks with the noun forms of the verbs in brackets.
+ | Martin Luther King’s (contribute) to our history as an |  | 
+ | --- | --- | ---
+ | outstanding leader began when he came to the |  | (assist) of
+ | Rosa Parks, a seamstress who refused to give up her seat on a bus to a
+ | white passenger. In those days American Blacks were confined to
+ | positions of second class citizenship by restrictive laws and customs. To
+ | break these laws would mean (subjugate) and |  | 
+
+(humiliate) by the police and the legal system.
+Beatings, (imprison) and sometimes death awaited those who defied the System.
+Martin Luther King’s tactics of protest involved non-violent (resist) to racial injustice.II. Using the Definite Article with Names
+You know that the definite article ‘the’ is not normally used before proper nouns.
+Nor do proper nouns usually occur in the plural.
+(We do not say:
+*The Nelson Mandela, or *Nelson Mandelas.)
+But now look at this sentence from the text:
+… the decades of oppression and brutality … produced the Oliver Tambos, the Walter Sisulus, … of our time.
+Used in this way with the and/or in the plural, a proper noun carries a special meaning.
+For example, what do you think the names above mean?
+Choose the right answer.
+(a) for example Oliver Tambo, Walter Sisulu, …
+(b) many other men like Oliver Tambo, Walter Sisulu …/many men of their type or kind, whose names may not be as well known.
+Did you choose option (b)?
+Then you have the right answer!
+Here are some more examples of ‘the’ used with proper names.
+Try to say what these sentences mean.
+(You may consult a dictionary if you wish. Look at the entry for ‘the’.)
+1. Mr Singh regularly invites the Amitabh Bachchans and the Shah Rukh Khans to his parties.
+2. Many people think that Madhuri Dixit is the Madhubala of our times.
+3. History is not only the story of the Alexanders, the Napoleons and the Hitlers, but of ordinary people as well.
+Match the italicised phrases in Column A with the phrase nearest in meaning in Column B.
+(Hint: First look for the sentence in the text in which the phrase in Column A occurs.)
+B
+(i) had not forgotten; was aware of the fact
+(ii) was not careful about the fact
+(iii) forgot or was not aware of the fact
+(i) pushed by the guards to the wall
+(ii) took more than our share of beatings
+(iii) felt that we could not endure the suffering any longer
+(i) make me go on walking
+(ii) help me continue to live in hope in this very difficult situation
+(iii) make me remain without complaining
+(i) earning enough money to live on
+(ii) keeping what I earned
+(iii) getting a good salary",jeff102.pdf
+6,CBSE,Class10,English,"III. Idiomatic Expressions
+A
+1. I was not unmindful of the fact
+2. when my comrades and I were pushed to our limits
+3. to reassure me and
+keep me going
+4. the basic and honourable freedoms of…earning my keep,…
+In groups, discuss the issues suggested in the box below.
+Then prepare a speech of about two minutes on the following topic.
+(First make notes for your speech in writing.) True liberty is freedom from poverty, deprivation and all forms of discrimination.
+• causes of poverty and means of overcoming it
+• discrimination based on gender, religion, class, etc.
+• constitutionally guaranteed human rights
+I. Looking at Contrasts
+Nelson Mandela’s writing is marked by balance: many sentences have two parts in balance.
+Use the following phrases to complete the sentences given below.
+(i) they can be taught to love.
+(iv) but he who conquers that fear.
+(ii) I was born free.
+(v) to create such heights of character.
+(iii) but the triumph over it.
+1. It requires such depths of oppression
+2. Courage was not the absence of fear
+3. The brave man is not he who does not feel afraid
+4. If people can learn to hate
+5. I was not born with a hunger to be free.
+II.
+This text repeatedly contrasts the past with the present or the future.
+We can use coordinated clauses to contrast two views, for emphasis or effect.
+Given below are sentences carrying one part of the contrast.
+Find in the text the second part of the contrast, and complete each item.
+Identify the words which signal the contrast.
+This has been done for you in the first item.
+1. For decades the Union Buildings had been the seat of white supremacy,
+and now
+2. Only moments before, the highest generals of the South African defence
+force and police saluted me and pledged their loyalty.
+not so many years before they would not have saluted 3.
+Although that day neither group knew the lyrics of the anthem, they
+would soon 4. My country is rich in the minerals and gems that lie beneath its soil, 5.
+The Air Show was not only a display of pinpoint precision and military force, but 6.
+It was this desire for the freedom of my people that transformed
+ | into a bold one, that drove | to become a
+ | criminal, that turned | into a man without a home.
+
+III. Expressing Your Opinion
+Do you think there is colour prejudice in our own country?
+Discuss this with your friend and write a paragraph of about 100 to 150 words about this.
+You have the option of making your paragraph a humorous one.
+(Read the short verse given below.) When you were born you were pink When you grew up you became white When you are in the sun you are red When you are sick you are yellow When you are angry you are purple When you are shocked you are grey And you have the cheek to call me ‘coloured’.
+WHAT WE HAVE DONE
+Shared Nelson Mandela’s moving description of his inauguration as South Africa’s first black President, and his thoughts on freedom.
+WHAT YOU CAN DO
+Divide your class into three groups and give each group one of the following topics to research: (i) black Americans, and their fight against discrimination, (ii) women, and their fight for equality, (iii) the Vietnamese, and their fight for independence.
+Choose a student from each group to present a short summary of each topic to the class.
+28
+Homophones
+Can you find the words below that are spelt similarly, and sometimes even pronounced similarly, but have very different meanings?
+Check their pronunciation and meaning in a dictionary.
+• The bandage was wound around the wound.
+• The soldier decided to desert his dessert in the desert.
+A TA TA TA TA Tiger in the Zooiger in the Zooiger in the Zooiger in the Zooiger in the Zoo
+This poem contrasts a tiger in the zoo with the tiger in its natural habitat.
+The poem moves from the zoo to the jungle, and back again to the zoo.
+Read the poem silently once, and say which stanzas speak about the tiger in the zoo, and which ones speak about the tiger in the jungle.
+He stalks in his vivid stripes The few steps of his cage, On pads of velvet quiet, In his quiet rage.
+He should be lurking in shadow, Sliding through long grass Near the water hole Where plump deer pass.
+He should be snarling around houses",jeff102.pdf
+7,CBSE,Class10,English,"I. Looking at Contrasts
+Nelson Mandela’s writing is marked by balance: many sentences have two parts in balance.
+Use the following phrases to complete the sentences given below.
+(i) they can be taught to love.
+(iv) but he who conquers that fear.
+(ii) I was born free.
+(v) to create such heights of character.
+(iii) but the triumph over it.
+1. It requires such depths of oppression
+2. Courage was not the absence of fear
+3. The brave man is not he who does not feel afraid
+4. If people can learn to hate
+5. I was not born with a hunger to be free.
+II.
+This text repeatedly contrasts the past with the present or the future.
+We can use coordinated clauses to contrast two views, for emphasis or effect.
+Given below are sentences carrying one part of the contrast.
+Find in the text the second part of the contrast, and complete each item.
+Identify the words which signal the contrast.
+This has been done for you in the first item.
+1. For decades the Union Buildings had been the seat of white supremacy,
+and now
+2. Only moments before, the highest generals of the South African defence
+force and police saluted me and pledged their loyalty.
+not so many years before they would not have saluted 3.
+Although that day neither group knew the lyrics of the anthem, they
+would soon 4. My country is rich in the minerals and gems that lie beneath its soil, 5.
+The Air Show was not only a display of pinpoint precision and military force, but 6.
+It was this desire for the freedom of my people that transformed
+ | into a bold one, that drove | to become a
+ | criminal, that turned | into a man without a home.
+III. Expressing Your Opinion
+Do you think there is colour prejudice in our own country?
+Discuss this with your friend and write a paragraph of about 100 to 150 words about this.
+You have the option of making your paragraph a humorous one.
+(Read the short verse given below.) When you were born you were pink When you grew up you became white When you are in the sun you are red When you are sick you are yellow When you are angry you are purple When you are shocked you are grey And you have the cheek to call me ‘coloured’.
+WHAT WE HAVE DONE
+Shared Nelson Mandela’s moving description of his inauguration as South Africa’s first black President, and his thoughts on freedom.
+WHAT YOU CAN DO
+Divide your class into three groups and give each group one of the following topics to research: (i) black Americans, and their fight against discrimination, (ii) women, and their fight for equality, (iii) the Vietnamese, and their fight for independence.
+Choose a student from each group to present a short summary of each topic to the class.
+28
+Homophones
+Can you find the words below that are spelt similarly, and sometimes even pronounced similarly, but have very different meanings?
+Check their pronunciation and meaning in a dictionary.
+• The bandage was wound around the wound.
+• The soldier decided to desert his dessert in the desert.
+A TA TA TA TA Tiger in the Zooiger in the Zooiger in the Zooiger in the Zooiger in the Zoo
+This poem contrasts a tiger in the zoo with the tiger in its natural habitat.
+The poem moves from the zoo to the jungle, and back again to the zoo.
+Read the poem silently once, and say which stanzas speak about the tiger in the zoo, and which ones speak about the tiger in the jungle.
+He stalks in his vivid stripes The few steps of his cage, On pads of velvet quiet, In his quiet rage.
+He should be lurking in shadow, Sliding through long grass Near the water hole Where plump deer pass.
+He should be snarling around housesWHAT WE HAVE DONE
+Shared Nelson Mandela’s moving description of his inauguration as South Africa’s first black President, and his thoughts on freedom.WHAT YOU CAN DO
+Divide your class into three groups and give each group one of the following topics to research: (i) black Americans, and their fight against discrimination, (ii) women, and their fight for equality, (iii) the Vietnamese, and their fight for independence.
+Choose a student from each group to present a short summary of each topic to the class.
+28
+Homophones
+Can you find the words below that are spelt similarly, and sometimes even pronounced similarly, but have very different meanings?
+Check their pronunciation and meaning in a dictionary.
+• The bandage was wound around the wound.
+• The soldier decided to desert his dessert in the desert.
+A TA TA TA TA Tiger in the Zooiger in the Zooiger in the Zooiger in the Zooiger in the Zoo
+This poem contrasts a tiger in the zoo with the tiger in its natural habitat.
+The poem moves from the zoo to the jungle, and back again to the zoo.
+Read the poem silently once, and say which stanzas speak about the tiger in the zoo, and which ones speak about the tiger in the jungle.
+He stalks in his vivid stripes The few steps of his cage, On pads of velvet quiet, In his quiet rage.
+He should be lurking in shadow, Sliding through long grass Near the water hole Where plump deer pass.
+He should be snarling around houses",jeff102.pdf

data/Class10-English-jeff103.pdf-26.csv

@@ -0,0 +1,520 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"I His First Flight
+THE young seagull was alone on his ledge.
+His two brothers and his sister had already flown away the day before.
+He had been afraid to fly with them.
+Somehow when he had taken a little run forward to the brink of the ledge and attempted to flap his wings he became afraid.
+The great expanse of sea stretched down beneath, and it was such a long way down — miles down.
+He felt certain that his wings would never support him; so he bent his head and ran away back to the little hole under the ledge where he slept at night.
+Even when each of his brothers and his little sister, whose wings were far shorter than his own, ran to the brink, flapped their wings, and flew away, he failed to muster up courage to take that plunge which appeared to him so desperate.
+His father and mother had come around ledge calling to him shrilly, upbraiding him, threatening to let him starve on his ledge unless he flew away.
+But for the life of him he could not move.
+a narrow horizontal shelf projecting from a wall or (here) a cliff
+upbraiding
+scolding That was twenty-four hours ago.
+Since then nobody had come near him. The day before, all day long, he had watched his parents flying about with his brothers and sister, perfecting them in the art of flight, teaching them how to skim the waves and how to dive for fish.
+He had, in fact, seen his older brother catch his first herring and devour it, standing on a rock, while his parents circled around raising a proud cackle.
+And all the morning the whole family had walked about on the big plateau midway down the opposite cliff taunting him with his cowardice.
+(to) skim to move lightly just above a surface (here, the sea) herring a soft-finned sea fish The sun was now ascending the sky, blazing on his ledge that faced the south.
+He felt the heat because he had not eaten since the previous nightfall.
+He stepped slowly out to the brink of the ledge, and standing on one leg with the other leg hidden under his wing, he closed one eye, then the other, and pretended to be falling asleep.
+Still they took no notice of him. He saw his two brothers and his sister lying on the plateau dozing with their heads sunk into their necks.
+His father was preening the feathers on his white back.
+Only his mother was looking at him. She was standing on a little high hump on the plateau, her white breast thrust forward.
+Now and again, she tore at a piece of fish that lay at her feet and then scrapped each side of her beak on the rock.
+The sight of the food maddened him. How he loved to tear food that way, scrapping his beak now and again to whet it.
+preening
+making an effort to maintain feathers “Ga, ga, ga,” he cried begging her to bring him some food.
+“Gaw-col-ah,” she screamed back derisively.
+But he kept calling plaintively, and after a minute or so he uttered a joyful scream.
+His mother had picked up a piece of the fish and was flying across to him with it.
+He leaned out (to) whet eagerly, tapping the rock with his feet, trying to get nearer to her as she flew across.
+But when she was just opposite to him, she halted, her wings motionless, the piece of fish in her beak almost within reach of his beak.
+He waited a moment in surprise, wondering why she did not come nearer, and then, maddened by hunger, he dived at the fish.
+With a loud scream he fell outwards and downwards into space.
+Then a monstrous terror seized him and his heart stood still.
+He could hear nothing.
+But it only lasted a minute.
+The next moment he felt his wings spread outwards.
+The wind rushed against his breast feathers, then under his stomach, and against his wings.
+He could feel the tips of his wings cutting through the air.
+He was not falling headlong now. He was soaring gradually downwards and outwards.
+He was no longer afraid.
+He just felt a bit dizzy.
+Then he flapped his wings once and he soared upwards.
+“Ga, ga, ga, Ga, ga, ga, Gaw-col-ah,” his mother swooped past him, her wings making a loud noise.
+He answered her with another scream.
+Then his father flew over him screaming.
+He saw his two brothers and his sister flying around him curveting and banking and soaring and diving.
+to sharpen derisively in a manner showing someone that she/he is stupid flying with one wing higher than the other an uncomfortable feeling of spinning around and losing one’s balance leaping like a horse
+Then he completely forgot that he had not always been able to fly, and commended himself to dive and soar and curve, shrieking shrilly.
+He was near the sea now, flying straight over it, facing straight out over the ocean.
+He saw a vast green sea beneath him, with little ridges moving over it and he turned his beak sideways and cawed amusedly.
+His parents and his brothers and sister had landed on this green flooring ahead of him. They were beckoning to him, calling shrilly.
+He dropped his legs to stand on the green sea. His legs sank into it.
+He screamed with fright and attempted to rise again flapping his wings.
+But he was tired and weak with hunger and he could not rise, exhausted dizzy curveting banking by the strange exercise.
+His feet sank into the green sea, and then his belly touched it and he sank no farther.
+He was floating on it, and around him his family was screaming, praising him and their beaks were offering him scraps of dog-fish.
+He had made his first flight.
+1. Why was the young seagull afraid to fly?
+Do you think all young birds are afraid to make their first flight, or are some birds more timid than others?
+Do you think a human baby also finds it a challenge to take its first steps?
+2. “The sight of the food maddened him.”
+What does this suggest?
+What compelled the young seagull to finally fly?
+3. “They were beckoning to him, calling shrilly.”
+Why did the seagull’s father and mother threaten him and cajole him to fly?
+4. Have you ever had a similar experience, where your parents encouraged you to do something that you were too scared to try?
+Discuss this in pairs or groups.
+5. In the case of a bird flying, it seems a natural act, and a foregone conclusion that it should succeed.
+In the examples you have given in answer to the previous question, was your success guaranteed, or was it important for you to try, regardless of a possibility of failure?
+We have just read about the first flight of a young seagull.
+Your teacher will now divide the class into groups.
+Each group will work on one of the following topics.
+Prepare a presentation with your group members and then present it to the entire class.
+• Progression of Models of Airplanes
+• Progression of Models of Motorcars
+• Birds and Their Wing Span
+• Migratory Birds — Tracing Their Flights
+Write a short composition on your initial attempts at learning a skill.
+You could describe the challenges of learning to ride a bicycle or learning to swim.
+Make it as humorous as possible.
+II The Black Aeroplane
+THE moon was coming up in the east, behind me, and stars were shining in the clear sky above me.
+There wasn’t a cloud in the sky.
+I was happy to be alone high up above the sleeping countryside.
+I was flying my old Dakota aeroplane over France back to England.
+I was dreaming of my holiday and looking forward to being with my family.
+I looked at my watch: one thirty in the morning.
+‘I should call Paris Control soon,’ I thought.
+As I looked down past the nose of the aeroplane, I saw the lights of a big city in front of me.
+I switched on the radio and said, “Paris Control, Dakota DS 088 here.
+Can you hear me?
+I’m on my way to England.
+Over.”
+The voice from the radio answered me immediately: “DS 088, I can hear you.
+You ought to turn twelve degrees west now, DS 088.
+Over.”
+I checked the map and the compass, switched over to my second and last fuel tank, and turned the Dakota twelve degrees west towards England.
+‘I’ll be in time for breakfast,’ I thought.
+A good big English breakfast!
+Everything was going well — it was an easy flight.
+Paris was about 150 kilometres behind me when I saw the clouds.
+Storm clouds.
+They were huge.
+They looked like black mountains standing in front of me across the sky.
+I knew I could not fly up and over them, and I did not have enough fuel to fly around them to the north or south.
+“I ought to go back to Paris,” I thought, but I wanted to get home.
+I wanted that breakfast.
+‘I’ll take the risk,’ I thought, and flew that old Dakota straight into the storm.
+Inside the clouds, everything was suddenly black.
+It was impossible to see anything outside the aeroplane.
+The old aeroplane jumped and twisted in the air.
+I looked at the compass.
+I couldn’t believe my eyes: the compass was turning round and round and round.
+It was dead.
+It would not work!
+The other instruments were suddenly dead, too.
+I tried the radio.
+“Paris Control?
+Paris Control?
+Can you hear me?”
+There was no answer.
+The radio was dead too.
+I had no radio, no compass, and I could not see where I was.
+I was lost in the storm.
+Then, in the black clouds quite near me, I saw another aeroplane.
+It had no lights on its wings, but I could see it flying next to me through the storm.
+I could see the pilot’s face — turned towards me.
+I was very glad to see another person.
+He lifted one hand and waved.
+“Follow me,” he was saying.
+“Follow me.”
+‘He knows that I am lost,’ I thought.
+‘He’s trying to help me.’
+He turned his aeroplane slowly to the north, in front of my Dakota, so that it would be easier for me to follow him. I was very happy to go behind the strange aeroplane like an obedient child.
+6. Villagers had beaten the criminal black and blue.
+After half an hour the strange black aeroplane was still there in front of me in the clouds.
+Now there was only enough fuel in the old Dakota’s last tank to fly for five or ten minutes more.
+I was starting to feel frightened again.
+But then he started to go down and I followed through the storm.
+Suddenly I came out of the clouds and saw two long straight lines of lights in front of me.
+It was a runway!
+An airport!
+I was safe!
+I turned to look for my friend in the black aeroplane, but the sky was empty.
+There was nothing there.
+The black aeroplane was gone.
+I could not see it anywhere.
+I landed and was not sorry to walk away from the old Dakota near the control tower.
+I went and asked a woman in the control centre where I was and who the other pilot was.
+I wanted to say ‘Thank you’.
+She looked at me very strangely, and then laughed.
+“Another aeroplane?
+Up there in this storm?
+No other aeroplanes were flying tonight.
+Yours was the only one I could see on the radar.”
+So who helped me to arrive there safely without a compass or a radio, and without any more fuel in my tanks?
+Who was the pilot on the strange black aeroplane, flying in the storm, without lights?
+1. “I’ll take the risk.”
+What is the risk?
+Why does the narrator take it?
+2. Describe the narrator’s experience as he flew the aeroplane into the storm.
+3. Why does the narrator say, “I landed and was not sorry to walk away from the old Dakota…”?
+4. What made the woman in the control centre look at the narrator strangely?
+5. Who do you think helped the narrator to reach safely?
+Discuss this among yourselves and give reasons for your answer.
+I. Study the sentences given below.
+(a) They looked like black mountains.
+(b) Inside the clouds, everything was suddenly black.
+(c) In the black clouds near me, I saw another aeroplane.
+(d) The strange black aeroplane was there.
+The word ‘black’ in sentences (a) and (c) refers to the very darkest colour.
+But in (b) and (d) (here) it means without light/with no light.
+‘Black’ has a variety of meanings in different contexts.
+For example:
+(a) ‘I prefer black tea’ means ‘I prefer tea without milk’.
+(b) ‘With increasing pollution the future of the world is black’ means ‘With increasing pollution the future of the world is very depressing/ without hope’.
+Now, try to guess the meanings of the word ‘black’ in the sentences given below.
+Check the meanings in the dictionary and find out whether you have guessed right.
+1. Go and have a bath; your hands and face are absolutely black.
+2. The taxi-driver gave Ratan a black look as he crossed the road when the traffic light was green.
+3. The bombardment of Hiroshima is one of the blackest crimes against humanity.
+4. Very few people enjoy Harold Pinter’s black comedy.
+5. Sometimes shopkeepers store essential goods to create false scarcity and then sell these in black.
+II.
+Look at these sentences taken from the lesson you have just read:
+(a) I was flying my old Dakota aeroplane.
+(b) The young seagull had been afraid to fly with them.
+In the first sentence the author was controlling an aircraft in the air.
+Another example is: Children are flying kites.
+In the second sentence the seagull was afraid to move through the air, using its wings.
+Match the phrases given under Column A with their meanings given under Column B:
+A B
+1. Fly a flag – Move quickly/suddenly
+2. Fly into rage – Be successful
+3. Fly along – Display a flag on a long pole
+4. Fly high – Escape from a place
+5. Fly the coop – Become suddenly very angry
+III.
+We know that the word ‘fly’ (of birds/insects) means to move through air using wings.
+Tick the words which have the same or nearly the same meaning.
+ | swoop | flit | paddle | flutter
+ | --- | --- | --- | ---
+ | ascend | float | ride | skim
+ | sink | dart | hover | glide
+ | descend | soar | shoot | spring
+ | stay | fall | sail | flap
+
+Have you ever been alone or away from home during a thunderstorm?
+Narrate your experience in a paragraph.
+WHAT WE HAVE DONE
+Provided two stories about flying — one about a bird, another about a human being in a plane.
+WHAT YOU CAN DO
+• As they read the story of the seagull, students can be asked to imagine how a baby learns to walk, and compare and contrast the two situations.
+• After they read the second story students should be asked for their ideas about the phantom plane: Was it really there or did the pilot imagine it?
+If the students feel it was really there, who could have been piloting it?
+• Ask students to narrate their own stories about flying.
+It could be about flying in an airplane, or flying a kite, or about watching a bird flying — in short, anything to do with flight.
+Give students ten minutes to think quietly about the topic — during this time, they can make notes about what they want to say.
+Then ask for volunteer speakers.
+Compound Words Whose Parts Mean Just the Opposite or Something Else
+• Quicksand works slowly
+42
+• There in no egg in eggplant nor ham in hamburger; neither apple nor pine in pineapple.
+• Boxing rings are square
+HoHoHoHoHow to Tw to Tw to Tw to Tw to Tell Well Well Well Well Wild Animalsild Animalsild Animalsild Animalsild Animals
+This humorous poem suggests some dangerous ways to identify (or ‘tell’) wild animals!
+Read it aloud, keeping to a strong and regular rhythm.
+If ever you should go by chance To jungles in the east;
+And if there should to you advance
+A large and tawny beast, If he roars at you as you’re dyin’ You’ll know it is the Asian Lion
+Or if some time when roaming round, A noble wild beast greets you, With black stripes on a yellow ground, Just notice if he eats you.
+This simple rule may help you learn The Bengal Tiger to discern.
+If strolling forth, a beast you view, Whose hide with spots is peppered, As soon as he has lept on you, You’ll know it is the Leopard.
+’Twill do no good to roar with pain, He’ll only lep and lep again.
+If when you’re walking round your yard You meet a creature there, Who hugs you very, very hard, Be sure it is a Bear.
+If you have any doubts, I guess
+He’ll give you just one more caress.
+Though to distinguish beasts of prey A novice might nonplus, The Crocodile you always may Tell from the Hyena thus:
+Hyenas come with merry smiles;
+But if they weep they’re Crocodiles.
+The true Chameleon is small, A lizard sort of thing;
+He hasn’t any ears at all, 44 And not a single wing.
+If there is nothing on the tree, ’Tis the chameleon you see.
+CAROLYN WELLS
+ground: background discern: make out; identify hide: animal skin peppered: here, covered with spots caress: a gentle, loving touch novice: someone new to a job (be) nonplus (sed) (usually only in the passive): (be) puzzle(d), confuse(d), surprise(d)
+1. Does ‘dyin’ really rhyme with ‘lion’?
+Can you say it in such a way that it does?
+2. How does the poet suggest that you identify the lion and the tiger?
+When can you do so, according to him?
+3. Do you think the words ‘lept‘ and ‘lep’ in the third stanza are spelt correctly?
+Why does the poet spell them like this?
+4. Do you know what a ‘bearhug’ is?
+It’s a friendly and strong hug — such as bears are thought to give, as they attack you!
+Again, hyenas are thought to laugh, and crocodiles to weep (‘crocodile tears’) as they swallow their victims.
+Are there similar expressions and popular ideas about wild animals in your own language(s)?
+5. Look at the line “A novice might nonplus”.
+How would you write this ‘correctly’?
+Why is the poet’s ‘incorrect’ line better in the poem?
+6. Can you find other examples of poets taking liberties with language, either in English or in your own language(s)?
+Can you find examples of humorous poems in your own language(s)?
+7. Much of the humour in the poem arises from the way language is used, although the ideas are funny as well.
+If there are particular lines in the poem that you especially like, share these with the class, speaking briefly about what it is about the ideas or the language that you like or find funny.
+45
+English is funny, because
+We have noses that run and feet that smell
+The Ball PoemThe Ball PoemThe Ball PoemThe Ball PoemThe Ball Poem
+A boy loses a ball.
+He is very upset.
+A ball doesn’t cost much, nor is it difficult to buy another ball.
+Why then is the boy so upset?
+Read the poem to see what the poet thinks has been lost, and what the boy has to learn from the experience of losing something.
+What is the boy now, who has lost his ball, What, what is he to do?
+I saw it go Merrily bouncing, down the street, and then Merrily over — there it is in the water!
+No use to say ‘O there are other balls’:
+An ultimate shaking grief fixes the boy As he stands rigid, trembling, staring down All his young days into the harbour where His ball went.
+I would not intrude on him;
+A dime, another ball, is worthless.
+Now He senses first responsibility In a world of possessions.
+People will take Balls, balls will be lost always, little boy.
+And no one buys a ball back.
+Money is external.
+He is learning, well behind his desperate eyes, The epistemology of loss, how to stand up Knowing what every man must one day know And most know many days, how to stand up.
+JOHN BERRYMAN
+O there are other balls: The words suggest that the loss is not important enough to worry about shaking grief: sadness which greatly affects the boy rigid: stiff (to) intrude on: here, to enter a situation where one is not welcome a dime: ten cents (U.S.) desperate: hopeless epistemology of loss: understanding the nature of loss — what it means to lose something epistemology: The Greek word episteme means ‘knowledge’ (it comes from a word meaning ‘to understand, to know’). Epistemology is the study of the nature of knowledge itself.
+In pairs, attempt the following questions.
+1. Why does the poet say, “I would not intrude on him”?
+Why doesn’t he offer him money to buy another ball?
+2. “… staring down/All his young days into the harbour where/His ball went …” Do you think the boy has had the ball for a long time?
+Is it linked to the memories of days when he played with it?
+3. What does “in the world of possessions” mean?
+4. Do you think the boy has lost anything earlier?
+Pick out the words that suggest the answer.
+5. What does the poet say the boy is learning from the loss of the ball?
+Try to explain this in your own words.
+6. Have you ever lost something you liked very much? Write a paragraph describing how you felt then, and saying whether — and how — you got over your loss. 47",jeff103.pdf
+1,CBSE,Class10,English,"II The Black Aeroplane
+THE moon was coming up in the east, behind me, and stars were shining in the clear sky above me.
+There wasn’t a cloud in the sky.
+I was happy to be alone high up above the sleeping countryside.
+I was flying my old Dakota aeroplane over France back to England.
+I was dreaming of my holiday and looking forward to being with my family.
+I looked at my watch: one thirty in the morning.
+‘I should call Paris Control soon,’ I thought.
+As I looked down past the nose of the aeroplane, I saw the lights of a big city in front of me.
+I switched on the radio and said, “Paris Control, Dakota DS 088 here.
+Can you hear me?
+I’m on my way to England.
+Over.”
+The voice from the radio answered me immediately: “DS 088, I can hear you.
+You ought to turn twelve degrees west now, DS 088.
+Over.”
+I checked the map and the compass, switched over to my second and last fuel tank, and turned the Dakota twelve degrees west towards England.
+‘I’ll be in time for breakfast,’ I thought.
+A good big English breakfast!
+Everything was going well — it was an easy flight.
+Paris was about 150 kilometres behind me when I saw the clouds.
+Storm clouds.
+They were huge.
+They looked like black mountains standing in front of me across the sky.
+I knew I could not fly up and over them, and I did not have enough fuel to fly around them to the north or south.
+“I ought to go back to Paris,” I thought, but I wanted to get home.
+I wanted that breakfast.
+‘I’ll take the risk,’ I thought, and flew that old Dakota straight into the storm.
+Inside the clouds, everything was suddenly black.
+It was impossible to see anything outside the aeroplane.
+The old aeroplane jumped and twisted in the air.
+I looked at the compass.
+I couldn’t believe my eyes: the compass was turning round and round and round.
+It was dead.
+It would not work!
+The other instruments were suddenly dead, too.
+I tried the radio.
+“Paris Control?
+Paris Control?
+Can you hear me?”
+There was no answer.
+The radio was dead too.
+I had no radio, no compass, and I could not see where I was.
+I was lost in the storm.
+Then, in the black clouds quite near me, I saw another aeroplane.
+It had no lights on its wings, but I could see it flying next to me through the storm.
+I could see the pilot’s face — turned towards me.
+I was very glad to see another person.
+He lifted one hand and waved.
+“Follow me,” he was saying.
+“Follow me.”
+‘He knows that I am lost,’ I thought.
+‘He’s trying to help me.’
+He turned his aeroplane slowly to the north, in front of my Dakota, so that it would be easier for me to follow him. I was very happy to go behind the strange aeroplane like an obedient child.
+6. Villagers had beaten the criminal black and blue.
+After half an hour the strange black aeroplane was still there in front of me in the clouds.
+Now there was only enough fuel in the old Dakota’s last tank to fly for five or ten minutes more.
+I was starting to feel frightened again.
+But then he started to go down and I followed through the storm.
+Suddenly I came out of the clouds and saw two long straight lines of lights in front of me.
+It was a runway!
+An airport!
+I was safe!
+I turned to look for my friend in the black aeroplane, but the sky was empty.
+There was nothing there.
+The black aeroplane was gone.
+I could not see it anywhere.
+I landed and was not sorry to walk away from the old Dakota near the control tower.
+I went and asked a woman in the control centre where I was and who the other pilot was.
+I wanted to say ‘Thank you’.
+She looked at me very strangely, and then laughed.
+“Another aeroplane?
+Up there in this storm?
+No other aeroplanes were flying tonight.
+Yours was the only one I could see on the radar.”
+So who helped me to arrive there safely without a compass or a radio, and without any more fuel in my tanks?
+Who was the pilot on the strange black aeroplane, flying in the storm, without lights?
+1. “I’ll take the risk.”
+What is the risk?
+Why does the narrator take it?
+2. Describe the narrator’s experience as he flew the aeroplane into the storm.
+3. Why does the narrator say, “I landed and was not sorry to walk away from the old Dakota…”?
+4. What made the woman in the control centre look at the narrator strangely?
+5. Who do you think helped the narrator to reach safely?
+Discuss this among yourselves and give reasons for your answer.
+I. Study the sentences given below.
+(a) They looked like black mountains.
+(b) Inside the clouds, everything was suddenly black.
+(c) In the black clouds near me, I saw another aeroplane.
+(d) The strange black aeroplane was there.
+The word ‘black’ in sentences (a) and (c) refers to the very darkest colour.
+But in (b) and (d) (here) it means without light/with no light.
+‘Black’ has a variety of meanings in different contexts.
+For example:
+(a) ‘I prefer black tea’ means ‘I prefer tea without milk’.
+(b) ‘With increasing pollution the future of the world is black’ means ‘With increasing pollution the future of the world is very depressing/ without hope’.
+Now, try to guess the meanings of the word ‘black’ in the sentences given below.
+Check the meanings in the dictionary and find out whether you have guessed right.
+1. Go and have a bath; your hands and face are absolutely black.
+2. The taxi-driver gave Ratan a black look as he crossed the road when the traffic light was green.
+3. The bombardment of Hiroshima is one of the blackest crimes against humanity.
+4. Very few people enjoy Harold Pinter’s black comedy.
+5. Sometimes shopkeepers store essential goods to create false scarcity and then sell these in black.
+II.
+Look at these sentences taken from the lesson you have just read:
+(a) I was flying my old Dakota aeroplane.
+(b) The young seagull had been afraid to fly with them.
+In the first sentence the author was controlling an aircraft in the air.
+Another example is: Children are flying kites.
+In the second sentence the seagull was afraid to move through the air, using its wings.
+Match the phrases given under Column A with their meanings given under Column B:
+A B
+1. Fly a flag – Move quickly/suddenly
+2. Fly into rage – Be successful
+3. Fly along – Display a flag on a long pole
+4. Fly high – Escape from a place
+5. Fly the coop – Become suddenly very angry
+III.
+We know that the word ‘fly’ (of birds/insects) means to move through air using wings.
+Tick the words which have the same or nearly the same meaning.
+ | swoop | flit | paddle | flutter
+ | --- | --- | --- | ---
+ | ascend | float | ride | skim
+ | sink | dart | hover | glide
+ | descend | soar | shoot | spring
+ | stay | fall | sail | flap
+
+Have you ever been alone or away from home during a thunderstorm?
+Narrate your experience in a paragraph.
+WHAT WE HAVE DONE
+Provided two stories about flying — one about a bird, another about a human being in a plane.
+WHAT YOU CAN DO
+• As they read the story of the seagull, students can be asked to imagine how a baby learns to walk, and compare and contrast the two situations.
+• After they read the second story students should be asked for their ideas about the phantom plane: Was it really there or did the pilot imagine it?
+If the students feel it was really there, who could have been piloting it?
+• Ask students to narrate their own stories about flying.
+It could be about flying in an airplane, or flying a kite, or about watching a bird flying — in short, anything to do with flight.
+Give students ten minutes to think quietly about the topic — during this time, they can make notes about what they want to say.
+Then ask for volunteer speakers.
+Compound Words Whose Parts Mean Just the Opposite or Something Else
+• Quicksand works slowly
+42
+• There in no egg in eggplant nor ham in hamburger; neither apple nor pine in pineapple.
+• Boxing rings are square
+HoHoHoHoHow to Tw to Tw to Tw to Tw to Tell Well Well Well Well Wild Animalsild Animalsild Animalsild Animalsild Animals
+This humorous poem suggests some dangerous ways to identify (or ‘tell’) wild animals!
+Read it aloud, keeping to a strong and regular rhythm.
+If ever you should go by chance To jungles in the east;",jeff103.pdf
+2,CBSE,Class10,English,"A B
+1. Fly a flag – Move quickly/suddenly
+2. Fly into rage – Be successful
+3. Fly along – Display a flag on a long pole
+4. Fly high – Escape from a place
+5. Fly the coop – Become suddenly very angry
+III.
+We know that the word ‘fly’ (of birds/insects) means to move through air using wings.
+Tick the words which have the same or nearly the same meaning.
+ | swoop | flit | paddle | flutter
+ | --- | --- | --- | ---
+ | ascend | float | ride | skim
+ | sink | dart | hover | glide
+ | descend | soar | shoot | spring
+ | stay | fall | sail | flap
+
+Have you ever been alone or away from home during a thunderstorm?
+Narrate your experience in a paragraph.
+WHAT WE HAVE DONE
+Provided two stories about flying — one about a bird, another about a human being in a plane.
+WHAT YOU CAN DO
+• As they read the story of the seagull, students can be asked to imagine how a baby learns to walk, and compare and contrast the two situations.
+• After they read the second story students should be asked for their ideas about the phantom plane: Was it really there or did the pilot imagine it?
+If the students feel it was really there, who could have been piloting it?
+• Ask students to narrate their own stories about flying.
+It could be about flying in an airplane, or flying a kite, or about watching a bird flying — in short, anything to do with flight.
+Give students ten minutes to think quietly about the topic — during this time, they can make notes about what they want to say.
+Then ask for volunteer speakers.
+Compound Words Whose Parts Mean Just the Opposite or Something Else
+• Quicksand works slowly
+42
+• There in no egg in eggplant nor ham in hamburger; neither apple nor pine in pineapple.
+• Boxing rings are square
+HoHoHoHoHow to Tw to Tw to Tw to Tw to Tell Well Well Well Well Wild Animalsild Animalsild Animalsild Animalsild Animals
+This humorous poem suggests some dangerous ways to identify (or ‘tell’) wild animals!
+Read it aloud, keeping to a strong and regular rhythm.
+If ever you should go by chance To jungles in the east;WHAT WE HAVE DONE
+Provided two stories about flying — one about a bird, another about a human being in a plane.WHAT YOU CAN DO
+• As they read the story of the seagull, students can be asked to imagine how a baby learns to walk, and compare and contrast the two situations.
+• After they read the second story students should be asked for their ideas about the phantom plane: Was it really there or did the pilot imagine it?
+If the students feel it was really there, who could have been piloting it?
+• Ask students to narrate their own stories about flying.
+It could be about flying in an airplane, or flying a kite, or about watching a bird flying — in short, anything to do with flight.
+Give students ten minutes to think quietly about the topic — during this time, they can make notes about what they want to say.
+Then ask for volunteer speakers.
+Compound Words Whose Parts Mean Just the Opposite or Something Else
+• Quicksand works slowly
+42
+• There in no egg in eggplant nor ham in hamburger; neither apple nor pine in pineapple.
+• Boxing rings are square
+HoHoHoHoHow to Tw to Tw to Tw to Tw to Tell Well Well Well Well Wild Animalsild Animalsild Animalsild Animalsild Animals
+This humorous poem suggests some dangerous ways to identify (or ‘tell’) wild animals!
+Read it aloud, keeping to a strong and regular rhythm.
+If ever you should go by chance To jungles in the east;Compound Words Whose Parts Mean Just the Opposite or Something Else
+• Quicksand works slowly
+42
+• There in no egg in eggplant nor ham in hamburger; neither apple nor pine in pineapple.
+• Boxing rings are square
+HoHoHoHoHow to Tw to Tw to Tw to Tw to Tell Well Well Well Well Wild Animalsild Animalsild Animalsild Animalsild Animals
+This humorous poem suggests some dangerous ways to identify (or ‘tell’) wild animals!
+Read it aloud, keeping to a strong and regular rhythm.
+If ever you should go by chance To jungles in the east;And if there should to you advance
+A large and tawny beast, If he roars at you as you’re dyin’ You’ll know it is the Asian Lion
+Or if some time when roaming round, A noble wild beast greets you, With black stripes on a yellow ground, Just notice if he eats you.
+This simple rule may help you learn The Bengal Tiger to discern.
+If strolling forth, a beast you view, Whose hide with spots is peppered, As soon as he has lept on you, You’ll know it is the Leopard.
+’Twill do no good to roar with pain, He’ll only lep and lep again.
+If when you’re walking round your yard You meet a creature there, Who hugs you very, very hard, Be sure it is a Bear.If you have any doubts, I guess
+He’ll give you just one more caress.
+Though to distinguish beasts of prey A novice might nonplus, The Crocodile you always may Tell from the Hyena thus:
+Hyenas come with merry smiles;
+But if they weep they’re Crocodiles.
+The true Chameleon is small, A lizard sort of thing;
+He hasn’t any ears at all, 44 And not a single wing.
+If there is nothing on the tree, ’Tis the chameleon you see.",jeff103.pdf

data/Class10-English-jeff104.pdf-27.csv

@@ -0,0 +1,907 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"BEFORE YOU READ
+“This is a photo as I would wish myself to look all the time.
+Then I would, maybe, have a chance to come to Hollywood.”
+Anneliese Marie ‘Anne’ Frank (12 June 1929 – February/March 1945) was a German – born Jewish girl who wrote while in hiding with her family and four friends in Amsterdam during the German occupation of the Netherlands in World War II.
+Her family had moved to Amsterdam after the Nazis gained power in Germany but were trapped when the Nazi occupation extended into the Netherlands.
+As persecutions against the Jewish population increased, the family went into hiding in July 1942 in hidden rooms in her father Otto Frank’s office building.
+After two years in hiding, the group was betrayed and transported to the concentration camp system where Anne died of typhus in Bergen-Belsen within days of her sister, Margot Frank.
+Her father, Otto, the only survivor of the group, returned to Amsterdam after the war ended, to find that her diary had been saved.
+Convinced that it was a unique record, he took action to have it published in English under the name The Diary of a Young Girl.
+– Anne Frank, 10 October 1942
+The diary was given to Anne Frank for her thirteenth birthday and chronicles the events of her life from 12 June 1942 until its final entry of 1 August 1944.
+It was eventually translated from its original Dutch into many languages and became one of the world’s most widely read books.
+There have also been several films, television and theatrical productions, and even an opera, based on the diary.
+Described as the work of a mature and insightful mind, the diary provides an intimate examination of daily life under Nazi occupation.
+Anne Frank has become one of the most renowned and discussed of the Holocaust victims.
+Activity
+1. Do you keep a diary?
+Given below under ‘A’ are some terms we use to describe a written record of personal experience.
+Can you match them with their descriptions under ‘B’?
+(You may look up the terms in a dictionary if you wish.)
+A
+(i) Journal
+(ii) Diary
+(iii) Log
+B
+– A book with a separate space or page for each day, in which you write down your thoughts and feelings or what has happened on that day
+– A full record of a journey, a period of time, or an event, written every day
+(iv) Memoir(s)
+– A record of a person’s own life and experiences (usually, a famous person)
+– A written record of events with times and dates, usually official
+2. Here are some entries from personal records.
+Use the definitions above to decide which of the entries might be from a diary, a journal, a log or a memoir.
+(i) I woke up very late today and promptly got a scolding from Mum!
+I can’t help it — how can I miss the FIFA World Cup matches?
+49
+Ans:
+(ii) 10:30 a.m. Went to the office of the Director 01:00 p.m. Had lunch with Chairman
+05:45 p.m. Received Rahul at the airport
+09:30 p.m. Dinner at home
+Ans:
+(iii) The ride to Ooty was uneventful.
+We rested for a while every 50 km or so, and used the time to capture the magnificent landscape with my HandyCam.
+From Ooty we went on to Bangalore.
+What a contrast!
+The noise and pollution of this once-beautiful city really broke my heart.
+Ans:
+(iv) This is how Raj Kapoor found me — all wet and ragged outside R.K.Studios.
+He was then looking for just someone like this for a small role in Mera Naam Joker, and he cast me on the spot.
+The rest, as they say, is history!
+Ans:
+WRITING in a diary is a really strange experience for someone like me.
+Not only because I’ve never written anything before, but also because it seems to me that later on neither I nor anyone else will be interested in the musings of a thirteen-year-old schoolgirl.
+Oh well, it doesn’t matter.
+I feel like writing, and I have an even greater need to get all kinds of things off my chest.
+‘Paper has more patience than people.’
+I thought of this saying on one of those days when I was feeling a little depressed and was sitting at home with my chin in my hands, bored and listless, wondering whether to stay in or go out.
+I finally stayed where I was, brooding: Yes, paper does have more patience, and since I’m not planning to let anyone else read this stiff-backed notebook grandly referred to as a ‘diary’, unless I should ever find a real friend, it probably won’t make a bit of difference.
+Now I’m back to the point that prompted me to keep a diary in the first place: I don’t have a friend.
+Let me put it more clearly, since no one will believe that a thirteen-year-old girl is completely alone in the world.
+And I’m not.
+I have loving parents and a sixteen-year-old sister, and there are about thirty people I can call friends.
+I have a family, loving aunts and a good home.
+No, on the surface I seem to have everything, except my one true friend.
+All I think about when I’m with friends is having a good time.
+I can’t bring myself to talk about anything but ordinary everyday things.
+We don’t seem to be able to get any closer, and that’s the problem.
+Maybe it’s my fault that we don’t confide in each other.
+In any case, that’s just how things are, and unfortunately they’re not liable to change.
+This is why I’ve started the diary.
+To enhance the image of this long-awaited friend in my imagination, I don’t want to jot down the facts in this diary the way most people would do, but I want the diary to be my friend, and I’m going to call this friend ‘Kitty’.
+listless with no energy or interest confide to tell personal things privately to a person that one trusts
+Oral Comprehension Check
+1. What makes writing in a diary a strange experience for Anne Frank?
+2. Why does Anne want to keep a diary?
+3. Why did Anne think she could confide more in her diary than in people?
+Since no one would understand a word of my stories to Kitty if I were to plunge right in, I’d better provide a brief sketch of my life, much as I dislike doing so.
+My father, the most adorable father I’ve ever seen, didn’t marry my mother until he was thirty-six and she was twenty-five.
+My sister, Margot, was born in Frankfurt in Germany in 1926.
+I was born on 12 June 1929.
+I lived in Frankfurt until I was four.
+My father emigrated to Holland in 1933. My mother, Edith Hollander Frank, went with him to Holland in September, while Margot and I were sent to Aachen to stay with our grandmother.
+Margot went to Holland in December, and I followed in February, when I was plunked down on the table as a birthday present for Margot.
+plunked down (an informal word) put down in a casual way
+I started right away at the Montessori nursery school.
+I stayed there until I was six, at which time I started in the first form.
+In the sixth form my teacher was Mrs Kuperus, the headmistress.
+At the end of the year we were both in tears as we said a heartbreaking farewell.
+In the summer of 1941 Grandma fell ill and had to have an operation, so my birthday passed with little celebration.
+Grandma died in January 1942. No one knows how often I think of her and still love her.
+This birthday celebration in 1942 was intended to make up for the other, and Grandma’s candle was lit along with the rest.
+The four of us are still doing well, and that brings me to the present date of 20 June 1942, and the solemn dedication of my diary.
+Oral Comprehension Check
+1. Why does Anne provide a brief sketch of her life?
+2. What tells you that Anne loved her grandmother?
+Saturday, 20 June 1942",jeff104.pdf
+1,CBSE,Class10,English,"Activity
+1. Do you keep a diary?
+Given below under ‘A’ are some terms we use to describe a written record of personal experience.
+Can you match them with their descriptions under ‘B’?
+(You may look up the terms in a dictionary if you wish.)
+A
+(i) Journal
+(ii) Diary
+(iii) Log
+B
+– A book with a separate space or page for each day, in which you write down your thoughts and feelings or what has happened on that day
+– A full record of a journey, a period of time, or an event, written every day
+(iv) Memoir(s)
+– A record of a person’s own life and experiences (usually, a famous person)
+– A written record of events with times and dates, usually official
+2. Here are some entries from personal records.
+Use the definitions above to decide which of the entries might be from a diary, a journal, a log or a memoir.
+(i) I woke up very late today and promptly got a scolding from Mum!
+I can’t help it — how can I miss the FIFA World Cup matches?
+49(i) Journal(ii) Diary(iii) LogB
+– A book with a separate space or page for each day, in which you write down your thoughts and feelings or what has happened on that day
+– A full record of a journey, a period of time, or an event, written every day(iv) Memoir(s)
+– A record of a person’s own life and experiences (usually, a famous person)
+– A written record of events with times and dates, usually official
+2. Here are some entries from personal records.
+Use the definitions above to decide which of the entries might be from a diary, a journal, a log or a memoir.
+(i) I woke up very late today and promptly got a scolding from Mum!
+I can’t help it — how can I miss the FIFA World Cup matches?
+49Ans:
+(ii) 10:30 a.m. Went to the office of the Director 01:00 p.m. Had lunch with Chairman
+05:45 p.m. Received Rahul at the airport
+09:30 p.m. Dinner at home05:45 p.m. Received Rahul at the airport
+09:30 p.m. Dinner at homeAns:
+(iii) The ride to Ooty was uneventful.
+We rested for a while every 50 km or so, and used the time to capture the magnificent landscape with my HandyCam.
+From Ooty we went on to Bangalore.
+What a contrast!
+The noise and pollution of this once-beautiful city really broke my heart.Ans:
+(iv) This is how Raj Kapoor found me — all wet and ragged outside R.K.Studios.
+He was then looking for just someone like this for a small role in Mera Naam Joker, and he cast me on the spot.
+The rest, as they say, is history!",jeff104.pdf
+2,CBSE,Class10,English,"Dearest Kitty,
+Our entire class is quaking in its boots.
+The reason, of course, is the forthcoming meeting in which the teachers decide who’ll move up to the next form and who’ll be kept back.
+Half the class is making bets.
+G.N.
+and I laugh ourselves silly at the two boys behind us, C.N.
+and Jacques, who have staked their entire holiday savings on their bet.
+From morning to night, it’s “You’re going to pass”, “No, I’m not”, “Yes, you are”, “No, I’m not”.
+Even G.
+’s pleading glances and my angry outbursts can’t calm them down.
+If you ask me, there are so many dummies that about a quarter of the class should be kept back, but teachers are the most unpredictable creatures on earth.
+quaking in its boots shaking with fear and nervousness I’m not so worried about my girlfriends and myself.
+We’ll make it.
+The only subject I’m not sure about is maths.
+Anyway, all we can do is wait.
+Until then, we keep telling each other not to lose heart.
+I get along pretty well with all my teachers.
+There are nine of them, seven men and two women.
+Mr Keesing, the old fogey who teaches maths, was annoyed with me for ages because I talked so much.
+After several warnings, he assigned me extra homework.
+An essay on the subject, ‘A Chatterbox’.
+A chatterbox — what can you write about that?
+I’d worry about that later, I decided.
+I jotted down the title in my notebook, tucked it in my bag and tried to keep quiet.
+That evening, after I’d finished the rest of my homework, the note about the essay caught my eye.
+I began thinking about the subject while chewing the tip of my fountain pen.
+Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking.
+I thought and thought, and suddenly I had an idea.
+I wrote the three pages Mr Keesing had assigned me and was satisfied.
+I argued that talking is a student’s trait and that I would do my best to keep it under control, old fogey but that I would never be able to cure myself of the habit since my mother talked as much as I did if not more, and that there’s not much you can do about inherited traits.
+Mr Keesing had a good laugh at my arguments, but when I proceeded to talk my way through the next lesson, he assigned me a second essay.
+This time it was supposed to be on ‘An Incorrigible Chatterbox’.
+I handed it in, and Mr Keesing had nothing to complain about for two whole lessons.
+However, during the third lesson he’d finally had enough.
+“Anne Frank, as punishment for talking in class, write an essay entitled — ‘Quack, Quack, Quack, Said Mistress Chatterbox’.”
+incorrigible something that cannot be corrected (usually a bad quality) inherited traits qualities (physical or mental) that one gets from one’s parents The class roared.
+I had to laugh too, though I’d nearly exhausted my ingenuity on the topic of chatterboxes.
+It was time to come up with something else, something original.
+My friend, Sanne, who’s good at poetry, offered to help me write the essay from beginning to end in verse and I jumped for joy.
+Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him. I finished my poem, and it was beautiful!
+It was about a mother duck and a father swan with three baby ducklings who were bitten to death by the father because they quacked too much.
+Luckily, Mr Keesing took the joke the right way.
+He read the ingenuity poem to the class, adding his own comments, and to several other classes as well.
+Since then I’ve been allowed to talk and haven’t been assigned any extra homework.
+On the contrary, Mr Keesing’s always making jokes these days.
+an old-fashioned person ramble on talk or write aimlessly for long convincing argument a statement made in such a manner that people believe it originality and inventiveness
+Yours,
+Anne
+[Extracted from The Diary of a Young Girl, with slight adaptation]
+Oral Comprehension Check
+1. Why was Mr Keesing annoyed with Anne?
+What did he ask her to do?
+2. How did Anne justify her being a chatterbox in her essay?
+3. Do you think Mr Keesing was a strict teacher?
+4. What made Mr Keesing allow Anne to talk in class?
+1. Was Anne right when she said that the world would not be interested in the musings of a thirteen-year-old girl?
+2. There are some examples of diary or journal entries in the ‘Before You Read’ section.
+Compare these with what Anne writes in her diary.
+What language was the diary originally written in?
+In what way is Anne’s diary different?
+3. Why does Anne need to give a brief sketch about her family?
+Does she treat ‘Kitty’ as an insider or an outsider?
+4. How does Anne feel about her father, her grandmother, Mrs Kuperus and Mr Keesing?
+What do these tell you about her?
+5. What does Anne write in her first essay?
+6. Anne says teachers are most unpredictable.
+Is Mr Keesing unpredictable?
+How?
+7. What do these statements tell you about Anne Frank as a person?
+(i) We don’t seem to be able to get any closer, and that’s the problem.
+Maybe it’s my fault that we don’t confide in each other.
+(ii) I don’t want to jot down the facts in this diary the way most people would, but I want the diary to be my friend.
+(iii) Margot went to Holland in December, and I followed in February, when I was plunked down on the table as a birthday present for Margot.
+(iv) If you ask me, there are so many dummies that about a quarter of the class should be kept back, but teachers are the most unpredictable creatures on earth.
+(v) Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking.
+I. Look at the following words.
+headmistress long-awaited homework notebook stiff-backed outbursts
+These words are compound words.
+They are made up of two or more words.
+Compound words can be:
+• nouns: headmistress, homework, notebook, outbursts
+• adjectives: long-awaited, stiff-backed
+• verbs: sleep-walk, baby-sit
+Match the compound words under ‘A’ with their meanings under ‘B’.
+Use each in a sentence.
+A B
+1. Heartbreaking – obeying and respecting the law
+2. Homesick – think about pleasant things, forgetting about the present
+3. Blockhead – something produced by a person, machine or organisation
+4. Law-abiding – producing great sadness
+5. Overdo – an occasion when vehicles/machines stop working
+6. Daydream – an informal word which means a very stupid person
+7. Breakdown – missing home and family very much
+8. Output – do something to an excessive degree
+II. Phrasal Verbs
+A phrasal verb is a verb followed by a preposition or an adverb.
+Its meaning is often different from the meanings of its parts.
+Compare the meanings of the verbs get on and run away in (a) and (b) below.
+You can easily guess their meanings in (a) but in (b) they have special meanings.
+(a) • She got on at Agra when the bus stopped for breakfast.
+• Dev Anand ran away from home when he was a teenager.
+(b) • She’s eager to get on in life.
+(succeed)
+• The visitors ran away with the match.
+(won easily) Some phrasal verbs have three parts: a verb followed by an adverb and a preposition.
+(c) Our car ran out of petrol just outside the city limits.
+(d) The government wants to reach out to the people with this new campaign.
+1. The text you’ve just read has a number of phrasal verbs commonly used in English.
+Look up the following in a dictionary for their meanings (under the entry for the italicised word).
+(i) plunge (right) in (iii) ramble on
+(ii) kept back (iv) get along with
+2. Now find the sentences in the lesson that have the phrasal verbs given below.
+Match them with their meanings.
+(You have already found out the meanings of some of them.) Are their meanings the same as that of their parts?
+(Note that two parts of a phrasal verb may occur separated in the text.)
+(i) plunge in – speak or write without focus
+(ii) kept back – stay indoors
+(iii) move up – make (them) remain quiet
+(iv) ramble on – have a good relationship with
+(v) get along with – give an assignment (homework) to a person in authority (the teacher)
+(vi) calm down – compensate
+(vii) stay in – go straight to the topic
+(viii) make up for – go to the next grade
+(ix) hand in – not promoted
+III.
+Idioms Idioms are groups of words with a fixed order, and a particular meaning, different from the meanings of each of their words put together.
+(Phrasal verbs can also be idioms; they are said to be ‘idiomatic’ when their meaning is unpredictable.) For example, do you know what it means to ‘meet one’s match’ in English?
+It means to meet someone who is as good as oneself, or even better, in some skill or quality.
+Do you know what it means to ‘let the cat out of the bag’?
+Can you guess?
+1. Here are a few sentences from the text which have idiomatic expressions.
+Can you say what each means?
+(You might want to consult a dictionary first.)
+(i) Our entire class is quaking in its boots.
+(ii) Until then, we keep telling each other not to lose heart.
+(iii) Mr Keesing was annoyed with me for ages because I talked so much.
+(iv) Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him.
+2. Here are a few more idiomatic expressions that occur in the text.
+Try to use them in sentences of your own.
+(i) caught my eye (iii) laugh ourselves silly
+(ii) he’d had enough (iv) can’t bring myself to
+IV.
+Do you know how to use a dictionary to find out the meanings of idiomatic expressions?
+Take, for example, the expression caught my eye in the story.
+Where — under which word — would you look for it in the dictionary?
+Look for it under the first word.
+But if the first word is a ‘grammatical’ word like a, the, for, etc., then take the next word.
+That is, look for the first ‘meaningful’ word in the expression.
+In our example, it is the word caught.
+But you won’t find caught in the dictionary, because it is the past tense of catch.
+You’ll find caught listed under catch.
+So you must look under catch for the expression caught my eye.
+Which other expressions with catch are listed in your dictionary?
+Note that a dictionary entry usually first gives the meanings of the word itself, and then gives a list of idiomatic expressions using that word.
+For example, study this partial entry for the noun ‘eye’ from the Oxford Advanced Learner’s Dictionary, 2005.
+Eye
+• Noun
+• Part of Body 1 [C] either of the two organs on the face that you see with: The suspect has dark hair and green eyes.
+• Ability to See 3 [sing.]
+the ability to see: A surgeon needs a good eye and a steady hand.
+• Way of Seeing 4 [C, usually sing.]
+a particular way of seeing sth: He looked at the design with the eye of an engineer.
+• Of Needle 5 [C] the hole in the end of a needle that you put the thread through.
+IDM be all eyes to be watching sb/sth carefully and with a lot of interest before/in front of sb’s (very) eyes in sb’s presence; in front of sb: He had seen his life’s work destroyed before his very eyes.
+Be up to your eyes in sth to have a lot of sth to deal with: We’re up to our eyes in work.
+You have read the expression ‘not to lose heart’ in this text.
+Now find out the meanings of the following expressions using the word ‘heart’.Use each of them in a sentence of your own.
+1. break somebody’s heart
+2. close/dear to heart
+3. from the (bottom of your) heart
+4. have a heart
+5. have a heart of stone
+6. your heart goes out to somebody
+V. Contracted Forms
+When we speak, we use ‘contracted forms’ or short forms such as these: can’t (for can not or cannot) I’d (for I would or I had) she’s (for she is) Notice that contracted forms are also written with an apostrophe to show a shortening of the spelling of not, would, or is as in the above example.
+Writing a diary is like speaking to oneself.
+Plays (and often, novels) also have speech in written form.
+So we usually come across contracted forms in diaries, plays and novels.
+1. Make a list of the contracted forms in the text.
+Rewrite them as full forms of two words.
+For example: I’ve = I have
+2. We have seen that some contracted forms can stand for two different full forms:
+I’d = I had or I would
+Find in the text the contracted forms that stand for two different full forms, and say what these are.
+Here is an extract adapted from a one-act play.
+In this extract, angry neighbours who think Joe the Inventor’s new spinning machine will make them lose their jobs come to destroy Joe’s model of the machine.
+You’ve just seen how contracted forms can make a written text sound like actual speech.
+Try to make this extract sound more like a real conversation by changing some of the verbs back into contracted forms.
+Then speak out the lines.
+[The door is flung open, and several men tramp in.
+They carry sticks, and one of them, HOB, has a hammer.]
+MOB : Now where is your husband, mistress?
+MARY : In his bed.
+He is sick, and weary.
+You would not harm him!
+HOB : We are going to smash his evil work to pieces.
+Where is the machine?
+SECOND : On the table yonder.
+MAN
+HOB : Then here is the end of it!
+[HOB smashes the model.
+MARY screams.]
+HOB : And now for your husband!
+MARY : Neighbours, he is a sick man and almost a cripple.
+You would not hurt him! HOB : He is planning to take away our daily bread… We will show him what we think of him and his ways!
+MARY : You have broken his machine… You have done enough…
+Now you know what a diary is and how to keep one.
+Can you keep a diary for a week recording the events that occur?
+You may share your diary with your class, if you wish to.
+Use the following hints to write your diary.
+• Though your diary is very private, write as if you are writing for someone else.
+• Present your thoughts in a convincing manner.
+• Use words that convey your feelings, and words that ‘paint pictures’ for the reader.
+Be brief.
+‘Diary language’ has some typical features such as subjectless sentences (Got up late in the morning), sentence fragments without subjects or verbs (…too bad, boring, not good), contracted forms (they’re, I’ve, can’t, didn’t, etc.), and everyday expressions which people use in speech.
+Remember not to use such language in more formal kinds of writing.
+Your teacher will read out an extract from The Diary of Samuel Pepys (given on the next page) about the great fire of London.
+As you listen complete this summary of the happenings.
+Summary
+ | This entry in the diary has been made on | by | . The person
+ | --- | --- | ---
+ | who told Pepys about the fire was called | . She called at | in
+ | the morning. Pepys went back to sleep because in the morning. By then about | . Pepys rose again at houses had been burned | 
+ | down. The fire had spread to by London Bridge. Pepys then walked |  | 
+ | to the | along with Sir J. Robinson’s | .
+
+WHAT WE HAVE DONE
+1. Diary writing is one of the best ways to practise writing.
+Students do not have to think up or imagine what to write about; they only have to find words to write about what has happened.
+Initiate your students into the habit of keeping a diary.
+2. Anne Frank’s diary became a public document after World War II.
+Discuss with your students diaries which became historical documents, such as Samuel Pepys’s diary.
+You may draw students’ attention to different types of diaries, e.g.
+private diary, general diary.
+Army officers, businessmen, doctors, executives, lawyers, motorists, police officers keep a general diary to record events that happen during the day and events that are scheduled for the day, such as appointments, meetings, things to be done, etc.
+3. Passage for listening exercise:
+The Great Fire of London [1666]
+September 2nd (Lord’s Day).
+Jane called us up about three in the morning, to tell us of a great fire they saw in the city.
+So I rose and slipped on my nightgown, and went to her window, and thought it to be on the backside of Marke-Lane at the farthest; but being unused to such fire as followed, I thought it far enough off, and so went to bed again and to sleep.
+About seven rose again to dress myself, and then looked out of the window, and saw the fire not so much as it was and further off.
+By and by Jane comes and tells me that she hears that above 300 houses have been burned down tonight by the fire we saw, and that it is now burning down all Fish Street, by London Bridge.
+60
+So I made myself ready presently, and walked to the Tower, and there got up upon one of the high places, Sir J. Robinson’s little son going up with me; and there I did see the houses at that end of the bridge all on fire, and an infinite great fire on this and the other side of the bridge.
+[From The Diary of Samuel Pepys]
+WHAT YOU CAN DO
+After they have completed the lesson, including the writing exercise, students can be asked to make a diary jotting for the previous day.
+Perhaps you could also write a diary entry describing what happened in school/class on the previous day, to share with the class — try and make it amusing and interesting!
+Collect students’ pages (they may be allowed to sign their names or make it anonymous, as they wish) and put them up on the class notice board, together with your page, for everyone to read.",jeff104.pdf
+3,CBSE,Class10,English,"Anne
+[Extracted from The Diary of a Young Girl, with slight adaptation]
+Oral Comprehension Check
+1. Why was Mr Keesing annoyed with Anne?
+What did he ask her to do?
+2. How did Anne justify her being a chatterbox in her essay?
+3. Do you think Mr Keesing was a strict teacher?
+4. What made Mr Keesing allow Anne to talk in class?
+1. Was Anne right when she said that the world would not be interested in the musings of a thirteen-year-old girl?
+2. There are some examples of diary or journal entries in the ‘Before You Read’ section.
+Compare these with what Anne writes in her diary.
+What language was the diary originally written in?
+In what way is Anne’s diary different?
+3. Why does Anne need to give a brief sketch about her family?
+Does she treat ‘Kitty’ as an insider or an outsider?
+4. How does Anne feel about her father, her grandmother, Mrs Kuperus and Mr Keesing?
+What do these tell you about her?
+5. What does Anne write in her first essay?
+6. Anne says teachers are most unpredictable.
+Is Mr Keesing unpredictable?
+How?
+7. What do these statements tell you about Anne Frank as a person?
+(i) We don’t seem to be able to get any closer, and that’s the problem.
+Maybe it’s my fault that we don’t confide in each other.
+(ii) I don’t want to jot down the facts in this diary the way most people would, but I want the diary to be my friend.
+(iii) Margot went to Holland in December, and I followed in February, when I was plunked down on the table as a birthday present for Margot.
+(iv) If you ask me, there are so many dummies that about a quarter of the class should be kept back, but teachers are the most unpredictable creatures on earth.
+(v) Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking.
+I. Look at the following words.
+headmistress long-awaited homework notebook stiff-backed outbursts
+These words are compound words.
+They are made up of two or more words.
+Compound words can be:
+• nouns: headmistress, homework, notebook, outbursts
+• adjectives: long-awaited, stiff-backed
+• verbs: sleep-walk, baby-sit
+Match the compound words under ‘A’ with their meanings under ‘B’.
+Use each in a sentence.
+A B
+1. Heartbreaking – obeying and respecting the law
+2. Homesick – think about pleasant things, forgetting about the present
+3. Blockhead – something produced by a person, machine or organisation
+4. Law-abiding – producing great sadness
+5. Overdo – an occasion when vehicles/machines stop working
+6. Daydream – an informal word which means a very stupid person
+7. Breakdown – missing home and family very much
+8. Output – do something to an excessive degree
+II. Phrasal Verbs
+A phrasal verb is a verb followed by a preposition or an adverb.
+Its meaning is often different from the meanings of its parts.
+Compare the meanings of the verbs get on and run away in (a) and (b) below.
+You can easily guess their meanings in (a) but in (b) they have special meanings.
+(a) • She got on at Agra when the bus stopped for breakfast.
+• Dev Anand ran away from home when he was a teenager.
+(b) • She’s eager to get on in life.
+(succeed)
+• The visitors ran away with the match.
+(won easily) Some phrasal verbs have three parts: a verb followed by an adverb and a preposition.
+(c) Our car ran out of petrol just outside the city limits.
+(d) The government wants to reach out to the people with this new campaign.
+1. The text you’ve just read has a number of phrasal verbs commonly used in English.
+Look up the following in a dictionary for their meanings (under the entry for the italicised word).
+(i) plunge (right) in (iii) ramble on
+(ii) kept back (iv) get along with
+2. Now find the sentences in the lesson that have the phrasal verbs given below.
+Match them with their meanings.
+(You have already found out the meanings of some of them.) Are their meanings the same as that of their parts?
+(Note that two parts of a phrasal verb may occur separated in the text.)
+(i) plunge in – speak or write without focus
+(ii) kept back – stay indoors
+(iii) move up – make (them) remain quiet
+(iv) ramble on – have a good relationship with
+(v) get along with – give an assignment (homework) to a person in authority (the teacher)
+(vi) calm down – compensate
+(vii) stay in – go straight to the topic
+(viii) make up for – go to the next grade
+(ix) hand in – not promoted
+III.
+Idioms Idioms are groups of words with a fixed order, and a particular meaning, different from the meanings of each of their words put together.
+(Phrasal verbs can also be idioms; they are said to be ‘idiomatic’ when their meaning is unpredictable.) For example, do you know what it means to ‘meet one’s match’ in English?
+It means to meet someone who is as good as oneself, or even better, in some skill or quality.
+Do you know what it means to ‘let the cat out of the bag’?
+Can you guess?
+1. Here are a few sentences from the text which have idiomatic expressions.
+Can you say what each means?
+(You might want to consult a dictionary first.)
+(i) Our entire class is quaking in its boots.
+(ii) Until then, we keep telling each other not to lose heart.
+(iii) Mr Keesing was annoyed with me for ages because I talked so much.
+(iv) Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him.
+2. Here are a few more idiomatic expressions that occur in the text.
+Try to use them in sentences of your own.
+(i) caught my eye (iii) laugh ourselves silly
+(ii) he’d had enough (iv) can’t bring myself to
+IV.
+Do you know how to use a dictionary to find out the meanings of idiomatic expressions?
+Take, for example, the expression caught my eye in the story.
+Where — under which word — would you look for it in the dictionary?
+Look for it under the first word.
+But if the first word is a ‘grammatical’ word like a, the, for, etc., then take the next word.
+That is, look for the first ‘meaningful’ word in the expression.
+In our example, it is the word caught.
+But you won’t find caught in the dictionary, because it is the past tense of catch.
+You’ll find caught listed under catch.
+So you must look under catch for the expression caught my eye.
+Which other expressions with catch are listed in your dictionary?
+Note that a dictionary entry usually first gives the meanings of the word itself, and then gives a list of idiomatic expressions using that word.
+For example, study this partial entry for the noun ‘eye’ from the Oxford Advanced Learner’s Dictionary, 2005.
+Eye
+• Noun
+• Part of Body 1 [C] either of the two organs on the face that you see with: The suspect has dark hair and green eyes.
+• Ability to See 3 [sing.]
+the ability to see: A surgeon needs a good eye and a steady hand.
+• Way of Seeing 4 [C, usually sing.]
+a particular way of seeing sth: He looked at the design with the eye of an engineer.
+• Of Needle 5 [C] the hole in the end of a needle that you put the thread through.
+IDM be all eyes to be watching sb/sth carefully and with a lot of interest before/in front of sb’s (very) eyes in sb’s presence; in front of sb: He had seen his life’s work destroyed before his very eyes.
+Be up to your eyes in sth to have a lot of sth to deal with: We’re up to our eyes in work.
+You have read the expression ‘not to lose heart’ in this text.
+Now find out the meanings of the following expressions using the word ‘heart’.Use each of them in a sentence of your own.
+1. break somebody’s heart
+2. close/dear to heart
+3. from the (bottom of your) heart
+4. have a heart
+5. have a heart of stone
+6. your heart goes out to somebody
+V. Contracted Forms
+When we speak, we use ‘contracted forms’ or short forms such as these: can’t (for can not or cannot) I’d (for I would or I had) she’s (for she is) Notice that contracted forms are also written with an apostrophe to show a shortening of the spelling of not, would, or is as in the above example.
+Writing a diary is like speaking to oneself.
+Plays (and often, novels) also have speech in written form.
+So we usually come across contracted forms in diaries, plays and novels.
+1. Make a list of the contracted forms in the text.
+Rewrite them as full forms of two words.
+For example: I’ve = I have
+2. We have seen that some contracted forms can stand for two different full forms:
+I’d = I had or I would
+Find in the text the contracted forms that stand for two different full forms, and say what these are.
+Here is an extract adapted from a one-act play.
+In this extract, angry neighbours who think Joe the Inventor’s new spinning machine will make them lose their jobs come to destroy Joe’s model of the machine.
+You’ve just seen how contracted forms can make a written text sound like actual speech.
+Try to make this extract sound more like a real conversation by changing some of the verbs back into contracted forms.
+Then speak out the lines.
+[The door is flung open, and several men tramp in.
+They carry sticks, and one of them, HOB, has a hammer.]
+MOB : Now where is your husband, mistress?
+MARY : In his bed.
+He is sick, and weary.
+You would not harm him!
+HOB : We are going to smash his evil work to pieces.
+Where is the machine?
+SECOND : On the table yonder.
+MAN
+HOB : Then here is the end of it!
+[HOB smashes the model.
+MARY screams.]
+HOB : And now for your husband!
+MARY : Neighbours, he is a sick man and almost a cripple.
+You would not hurt him! HOB : He is planning to take away our daily bread… We will show him what we think of him and his ways!
+MARY : You have broken his machine… You have done enough…
+Now you know what a diary is and how to keep one.
+Can you keep a diary for a week recording the events that occur?
+You may share your diary with your class, if you wish to.
+Use the following hints to write your diary.
+• Though your diary is very private, write as if you are writing for someone else.
+• Present your thoughts in a convincing manner.
+• Use words that convey your feelings, and words that ‘paint pictures’ for the reader.
+Be brief.
+‘Diary language’ has some typical features such as subjectless sentences (Got up late in the morning), sentence fragments without subjects or verbs (…too bad, boring, not good), contracted forms (they’re, I’ve, can’t, didn’t, etc.), and everyday expressions which people use in speech.
+Remember not to use such language in more formal kinds of writing.
+Your teacher will read out an extract from The Diary of Samuel Pepys (given on the next page) about the great fire of London.
+As you listen complete this summary of the happenings.
+Summary
+ | This entry in the diary has been made on | by | . The person
+ | --- | --- | ---
+ | who told Pepys about the fire was called | . She called at | in
+ | the morning. Pepys went back to sleep because in the morning. By then about | . Pepys rose again at houses had been burned | 
+ | down. The fire had spread to by London Bridge. Pepys then walked |  | 
+ | to the | along with Sir J. Robinson’s | .
+",jeff104.pdf
+4,CBSE,Class10,English,"Oral Comprehension Check
+1. Why was Mr Keesing annoyed with Anne?
+What did he ask her to do?
+2. How did Anne justify her being a chatterbox in her essay?
+3. Do you think Mr Keesing was a strict teacher?
+4. What made Mr Keesing allow Anne to talk in class?
+1. Was Anne right when she said that the world would not be interested in the musings of a thirteen-year-old girl?
+2. There are some examples of diary or journal entries in the ‘Before You Read’ section.
+Compare these with what Anne writes in her diary.
+What language was the diary originally written in?
+In what way is Anne’s diary different?
+3. Why does Anne need to give a brief sketch about her family?
+Does she treat ‘Kitty’ as an insider or an outsider?
+4. How does Anne feel about her father, her grandmother, Mrs Kuperus and Mr Keesing?
+What do these tell you about her?
+5. What does Anne write in her first essay?
+6. Anne says teachers are most unpredictable.
+Is Mr Keesing unpredictable?
+How?
+7. What do these statements tell you about Anne Frank as a person?
+(i) We don’t seem to be able to get any closer, and that’s the problem.
+Maybe it’s my fault that we don’t confide in each other.
+(ii) I don’t want to jot down the facts in this diary the way most people would, but I want the diary to be my friend.
+(iii) Margot went to Holland in December, and I followed in February, when I was plunked down on the table as a birthday present for Margot.
+(iv) If you ask me, there are so many dummies that about a quarter of the class should be kept back, but teachers are the most unpredictable creatures on earth.
+(v) Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking.
+I. Look at the following words.
+headmistress long-awaited homework notebook stiff-backed outbursts
+These words are compound words.
+They are made up of two or more words.
+Compound words can be:
+• nouns: headmistress, homework, notebook, outbursts
+• adjectives: long-awaited, stiff-backed
+• verbs: sleep-walk, baby-sit
+Match the compound words under ‘A’ with their meanings under ‘B’.
+Use each in a sentence.
+A B
+1. Heartbreaking – obeying and respecting the law
+2. Homesick – think about pleasant things, forgetting about the present
+3. Blockhead – something produced by a person, machine or organisation
+4. Law-abiding – producing great sadness
+5. Overdo – an occasion when vehicles/machines stop working
+6. Daydream – an informal word which means a very stupid person
+7. Breakdown – missing home and family very much
+8. Output – do something to an excessive degree
+II. Phrasal Verbs
+A phrasal verb is a verb followed by a preposition or an adverb.
+Its meaning is often different from the meanings of its parts.
+Compare the meanings of the verbs get on and run away in (a) and (b) below.
+You can easily guess their meanings in (a) but in (b) they have special meanings.
+(a) • She got on at Agra when the bus stopped for breakfast.
+• Dev Anand ran away from home when he was a teenager.
+(b) • She’s eager to get on in life.
+(succeed)
+• The visitors ran away with the match.
+(won easily) Some phrasal verbs have three parts: a verb followed by an adverb and a preposition.
+(c) Our car ran out of petrol just outside the city limits.
+(d) The government wants to reach out to the people with this new campaign.
+1. The text you’ve just read has a number of phrasal verbs commonly used in English.
+Look up the following in a dictionary for their meanings (under the entry for the italicised word).
+(i) plunge (right) in (iii) ramble on
+(ii) kept back (iv) get along with
+2. Now find the sentences in the lesson that have the phrasal verbs given below.
+Match them with their meanings.
+(You have already found out the meanings of some of them.) Are their meanings the same as that of their parts?
+(Note that two parts of a phrasal verb may occur separated in the text.)
+(i) plunge in – speak or write without focus
+(ii) kept back – stay indoors
+(iii) move up – make (them) remain quiet
+(iv) ramble on – have a good relationship with
+(v) get along with – give an assignment (homework) to a person in authority (the teacher)
+(vi) calm down – compensate
+(vii) stay in – go straight to the topic
+(viii) make up for – go to the next grade
+(ix) hand in – not promoted
+III.
+Idioms Idioms are groups of words with a fixed order, and a particular meaning, different from the meanings of each of their words put together.
+(Phrasal verbs can also be idioms; they are said to be ‘idiomatic’ when their meaning is unpredictable.) For example, do you know what it means to ‘meet one’s match’ in English?
+It means to meet someone who is as good as oneself, or even better, in some skill or quality.
+Do you know what it means to ‘let the cat out of the bag’?
+Can you guess?
+1. Here are a few sentences from the text which have idiomatic expressions.
+Can you say what each means?
+(You might want to consult a dictionary first.)
+(i) Our entire class is quaking in its boots.
+(ii) Until then, we keep telling each other not to lose heart.
+(iii) Mr Keesing was annoyed with me for ages because I talked so much.
+(iv) Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him.
+2. Here are a few more idiomatic expressions that occur in the text.
+Try to use them in sentences of your own.
+(i) caught my eye (iii) laugh ourselves silly
+(ii) he’d had enough (iv) can’t bring myself to
+IV.
+Do you know how to use a dictionary to find out the meanings of idiomatic expressions?
+Take, for example, the expression caught my eye in the story.
+Where — under which word — would you look for it in the dictionary?
+Look for it under the first word.
+But if the first word is a ‘grammatical’ word like a, the, for, etc., then take the next word.
+That is, look for the first ‘meaningful’ word in the expression.
+In our example, it is the word caught.
+But you won’t find caught in the dictionary, because it is the past tense of catch.
+You’ll find caught listed under catch.
+So you must look under catch for the expression caught my eye.
+Which other expressions with catch are listed in your dictionary?
+Note that a dictionary entry usually first gives the meanings of the word itself, and then gives a list of idiomatic expressions using that word.
+For example, study this partial entry for the noun ‘eye’ from the Oxford Advanced Learner’s Dictionary, 2005.
+Eye
+• Noun
+• Part of Body 1 [C] either of the two organs on the face that you see with: The suspect has dark hair and green eyes.
+• Ability to See 3 [sing.]
+the ability to see: A surgeon needs a good eye and a steady hand.
+• Way of Seeing 4 [C, usually sing.]
+a particular way of seeing sth: He looked at the design with the eye of an engineer.
+• Of Needle 5 [C] the hole in the end of a needle that you put the thread through.
+IDM be all eyes to be watching sb/sth carefully and with a lot of interest before/in front of sb’s (very) eyes in sb’s presence; in front of sb: He had seen his life’s work destroyed before his very eyes.
+Be up to your eyes in sth to have a lot of sth to deal with: We’re up to our eyes in work.
+You have read the expression ‘not to lose heart’ in this text.
+Now find out the meanings of the following expressions using the word ‘heart’.Use each of them in a sentence of your own.
+1. break somebody’s heart
+2. close/dear to heart
+3. from the (bottom of your) heart
+4. have a heart
+5. have a heart of stone
+6. your heart goes out to somebody
+V. Contracted Forms
+When we speak, we use ‘contracted forms’ or short forms such as these: can’t (for can not or cannot) I’d (for I would or I had) she’s (for she is) Notice that contracted forms are also written with an apostrophe to show a shortening of the spelling of not, would, or is as in the above example.
+Writing a diary is like speaking to oneself.
+Plays (and often, novels) also have speech in written form.
+So we usually come across contracted forms in diaries, plays and novels.
+1. Make a list of the contracted forms in the text.
+Rewrite them as full forms of two words.
+For example: I’ve = I have
+2. We have seen that some contracted forms can stand for two different full forms:
+I’d = I had or I would
+Find in the text the contracted forms that stand for two different full forms, and say what these are.
+Here is an extract adapted from a one-act play.
+In this extract, angry neighbours who think Joe the Inventor’s new spinning machine will make them lose their jobs come to destroy Joe’s model of the machine.
+You’ve just seen how contracted forms can make a written text sound like actual speech.
+Try to make this extract sound more like a real conversation by changing some of the verbs back into contracted forms.
+Then speak out the lines.
+[The door is flung open, and several men tramp in.
+They carry sticks, and one of them, HOB, has a hammer.]
+MOB : Now where is your husband, mistress?
+MARY : In his bed.
+He is sick, and weary.
+You would not harm him!
+HOB : We are going to smash his evil work to pieces.
+Where is the machine?
+SECOND : On the table yonder.",jeff104.pdf
+5,CBSE,Class10,English,"A B
+1. Heartbreaking – obeying and respecting the law
+2. Homesick – think about pleasant things, forgetting about the present
+3. Blockhead – something produced by a person, machine or organisation
+4. Law-abiding – producing great sadness
+5. Overdo – an occasion when vehicles/machines stop working
+6. Daydream – an informal word which means a very stupid person
+7. Breakdown – missing home and family very much
+8. Output – do something to an excessive degree
+II. Phrasal Verbs
+A phrasal verb is a verb followed by a preposition or an adverb.
+Its meaning is often different from the meanings of its parts.
+Compare the meanings of the verbs get on and run away in (a) and (b) below.
+You can easily guess their meanings in (a) but in (b) they have special meanings.
+(a) • She got on at Agra when the bus stopped for breakfast.
+• Dev Anand ran away from home when he was a teenager.
+(b) • She’s eager to get on in life.
+(succeed)
+• The visitors ran away with the match.
+(won easily) Some phrasal verbs have three parts: a verb followed by an adverb and a preposition.
+(c) Our car ran out of petrol just outside the city limits.
+(d) The government wants to reach out to the people with this new campaign.
+1. The text you’ve just read has a number of phrasal verbs commonly used in English.
+Look up the following in a dictionary for their meanings (under the entry for the italicised word).
+(i) plunge (right) in (iii) ramble on
+(ii) kept back (iv) get along with
+2. Now find the sentences in the lesson that have the phrasal verbs given below.
+Match them with their meanings.
+(You have already found out the meanings of some of them.) Are their meanings the same as that of their parts?
+(Note that two parts of a phrasal verb may occur separated in the text.)
+(i) plunge in – speak or write without focus
+(ii) kept back – stay indoors
+(iii) move up – make (them) remain quiet
+(iv) ramble on – have a good relationship with
+(v) get along with – give an assignment (homework) to a person in authority (the teacher)
+(vi) calm down – compensate
+(vii) stay in – go straight to the topic
+(viii) make up for – go to the next grade
+(ix) hand in – not promoted
+III.
+Idioms Idioms are groups of words with a fixed order, and a particular meaning, different from the meanings of each of their words put together.
+(Phrasal verbs can also be idioms; they are said to be ‘idiomatic’ when their meaning is unpredictable.) For example, do you know what it means to ‘meet one’s match’ in English?
+It means to meet someone who is as good as oneself, or even better, in some skill or quality.
+Do you know what it means to ‘let the cat out of the bag’?
+Can you guess?
+1. Here are a few sentences from the text which have idiomatic expressions.
+Can you say what each means?
+(You might want to consult a dictionary first.)
+(i) Our entire class is quaking in its boots.
+(ii) Until then, we keep telling each other not to lose heart.
+(iii) Mr Keesing was annoyed with me for ages because I talked so much.
+(iv) Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him.
+2. Here are a few more idiomatic expressions that occur in the text.
+Try to use them in sentences of your own.
+(i) caught my eye (iii) laugh ourselves silly
+(ii) he’d had enough (iv) can’t bring myself to
+IV.
+Do you know how to use a dictionary to find out the meanings of idiomatic expressions?
+Take, for example, the expression caught my eye in the story.
+Where — under which word — would you look for it in the dictionary?
+Look for it under the first word.
+But if the first word is a ‘grammatical’ word like a, the, for, etc., then take the next word.
+That is, look for the first ‘meaningful’ word in the expression.
+In our example, it is the word caught.
+But you won’t find caught in the dictionary, because it is the past tense of catch.
+You’ll find caught listed under catch.
+So you must look under catch for the expression caught my eye.
+Which other expressions with catch are listed in your dictionary?
+Note that a dictionary entry usually first gives the meanings of the word itself, and then gives a list of idiomatic expressions using that word.
+For example, study this partial entry for the noun ‘eye’ from the Oxford Advanced Learner’s Dictionary, 2005.",jeff104.pdf
+6,CBSE,Class10,English,"Eye
+• Noun
+• Part of Body 1 [C] either of the two organs on the face that you see with: The suspect has dark hair and green eyes.
+• Ability to See 3 [sing.]
+the ability to see: A surgeon needs a good eye and a steady hand.
+• Way of Seeing 4 [C, usually sing.]
+a particular way of seeing sth: He looked at the design with the eye of an engineer.
+• Of Needle 5 [C] the hole in the end of a needle that you put the thread through.
+IDM be all eyes to be watching sb/sth carefully and with a lot of interest before/in front of sb’s (very) eyes in sb’s presence; in front of sb: He had seen his life’s work destroyed before his very eyes.
+Be up to your eyes in sth to have a lot of sth to deal with: We’re up to our eyes in work.
+You have read the expression ‘not to lose heart’ in this text.
+Now find out the meanings of the following expressions using the word ‘heart’.Use each of them in a sentence of your own.
+1. break somebody’s heart
+2. close/dear to heart
+3. from the (bottom of your) heart
+4. have a heart
+5. have a heart of stone
+6. your heart goes out to somebody
+V. Contracted Forms
+When we speak, we use ‘contracted forms’ or short forms such as these: can’t (for can not or cannot) I’d (for I would or I had) she’s (for she is) Notice that contracted forms are also written with an apostrophe to show a shortening of the spelling of not, would, or is as in the above example.
+Writing a diary is like speaking to oneself.
+Plays (and often, novels) also have speech in written form.
+So we usually come across contracted forms in diaries, plays and novels.
+1. Make a list of the contracted forms in the text.
+Rewrite them as full forms of two words.
+For example: I’ve = I have
+2. We have seen that some contracted forms can stand for two different full forms:
+I’d = I had or I would
+Find in the text the contracted forms that stand for two different full forms, and say what these are.
+Here is an extract adapted from a one-act play.
+In this extract, angry neighbours who think Joe the Inventor’s new spinning machine will make them lose their jobs come to destroy Joe’s model of the machine.
+You’ve just seen how contracted forms can make a written text sound like actual speech.
+Try to make this extract sound more like a real conversation by changing some of the verbs back into contracted forms.
+Then speak out the lines.
+[The door is flung open, and several men tramp in.
+They carry sticks, and one of them, HOB, has a hammer.]
+MOB : Now where is your husband, mistress?
+MARY : In his bed.
+He is sick, and weary.
+You would not harm him!
+HOB : We are going to smash his evil work to pieces.
+Where is the machine?
+SECOND : On the table yonder.V. Contracted Forms
+When we speak, we use ‘contracted forms’ or short forms such as these: can’t (for can not or cannot) I’d (for I would or I had) she’s (for she is) Notice that contracted forms are also written with an apostrophe to show a shortening of the spelling of not, would, or is as in the above example.
+Writing a diary is like speaking to oneself.
+Plays (and often, novels) also have speech in written form.
+So we usually come across contracted forms in diaries, plays and novels.
+1. Make a list of the contracted forms in the text.
+Rewrite them as full forms of two words.
+For example: I’ve = I have
+2. We have seen that some contracted forms can stand for two different full forms:
+I’d = I had or I would
+Find in the text the contracted forms that stand for two different full forms, and say what these are.
+Here is an extract adapted from a one-act play.
+In this extract, angry neighbours who think Joe the Inventor’s new spinning machine will make them lose their jobs come to destroy Joe’s model of the machine.
+You’ve just seen how contracted forms can make a written text sound like actual speech.
+Try to make this extract sound more like a real conversation by changing some of the verbs back into contracted forms.
+Then speak out the lines.
+[The door is flung open, and several men tramp in.
+They carry sticks, and one of them, HOB, has a hammer.]
+MOB : Now where is your husband, mistress?
+MARY : In his bed.
+He is sick, and weary.
+You would not harm him!
+HOB : We are going to smash his evil work to pieces.
+Where is the machine?
+SECOND : On the table yonder.",jeff104.pdf
+7,CBSE,Class10,English,"MAN
+HOB : Then here is the end of it!
+[HOB smashes the model.
+MARY screams.]
+HOB : And now for your husband!
+MARY : Neighbours, he is a sick man and almost a cripple.
+You would not hurt him! HOB : He is planning to take away our daily bread… We will show him what we think of him and his ways!
+MARY : You have broken his machine… You have done enough…
+Now you know what a diary is and how to keep one.
+Can you keep a diary for a week recording the events that occur?
+You may share your diary with your class, if you wish to.
+Use the following hints to write your diary.
+• Though your diary is very private, write as if you are writing for someone else.
+• Present your thoughts in a convincing manner.
+• Use words that convey your feelings, and words that ‘paint pictures’ for the reader.
+Be brief.
+‘Diary language’ has some typical features such as subjectless sentences (Got up late in the morning), sentence fragments without subjects or verbs (…too bad, boring, not good), contracted forms (they’re, I’ve, can’t, didn’t, etc.), and everyday expressions which people use in speech.
+Remember not to use such language in more formal kinds of writing.
+Your teacher will read out an extract from The Diary of Samuel Pepys (given on the next page) about the great fire of London.
+As you listen complete this summary of the happenings.
+Summary
+ | This entry in the diary has been made on | by | . The person
+ | --- | --- | ---
+ | who told Pepys about the fire was called | . She called at | in
+ | the morning. Pepys went back to sleep because in the morning. By then about | . Pepys rose again at houses had been burned | 
+ | down. The fire had spread to by London Bridge. Pepys then walked |  | 
+ | to the | along with Sir J. Robinson’s | .
+Summary
+ | This entry in the diary has been made on | by | . The person
+ | --- | --- | ---
+ | who told Pepys about the fire was called | . She called at | in
+ | the morning. Pepys went back to sleep because in the morning. By then about | . Pepys rose again at houses had been burned | 
+ | down. The fire had spread to by London Bridge. Pepys then walked |  | 
+ | to the | along with Sir J. Robinson’s | .
+WHAT WE HAVE DONE
+1. Diary writing is one of the best ways to practise writing.
+Students do not have to think up or imagine what to write about; they only have to find words to write about what has happened.
+Initiate your students into the habit of keeping a diary.
+2. Anne Frank’s diary became a public document after World War II.
+Discuss with your students diaries which became historical documents, such as Samuel Pepys’s diary.
+You may draw students’ attention to different types of diaries, e.g.
+private diary, general diary.
+Army officers, businessmen, doctors, executives, lawyers, motorists, police officers keep a general diary to record events that happen during the day and events that are scheduled for the day, such as appointments, meetings, things to be done, etc.
+3. Passage for listening exercise:
+The Great Fire of London [1666]
+September 2nd (Lord’s Day).
+Jane called us up about three in the morning, to tell us of a great fire they saw in the city.
+So I rose and slipped on my nightgown, and went to her window, and thought it to be on the backside of Marke-Lane at the farthest; but being unused to such fire as followed, I thought it far enough off, and so went to bed again and to sleep.
+About seven rose again to dress myself, and then looked out of the window, and saw the fire not so much as it was and further off.
+By and by Jane comes and tells me that she hears that above 300 houses have been burned down tonight by the fire we saw, and that it is now burning down all Fish Street, by London Bridge.
+60
+So I made myself ready presently, and walked to the Tower, and there got up upon one of the high places, Sir J. Robinson’s little son going up with me; and there I did see the houses at that end of the bridge all on fire, and an infinite great fire on this and the other side of the bridge.
+[From The Diary of Samuel Pepys]WHAT YOU CAN DO
+After they have completed the lesson, including the writing exercise, students can be asked to make a diary jotting for the previous day.
+Perhaps you could also write a diary entry describing what happened in school/class on the previous day, to share with the class — try and make it amusing and interesting!
+Collect students’ pages (they may be allowed to sign their names or make it anonymous, as they wish) and put them up on the class notice board, together with your page, for everyone to read.",jeff104.pdf

data/Class10-English-jeff105.pdf-28.csv

@@ -0,0 +1,444 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"I A Baker from Goa
+This is a pen-portrait of a traditional Goan village baker who still has an important place in his society.
+OUR elders are often heard reminiscing nostalgically about those good old Portuguese days, the Portuguese and their famous loaves of bread.
+Those eaters of loaves might have vanished but the makers are still there.
+We still have amongst us the mixers, the moulders and those who bake the loaves.
+Those age-old, timetested furnaces still exist.
+The fire in the furnaces has not yet been extinguished.
+The thud and jingle of reminiscing nostalgically thinking fondly of the past the traditional baker’s bamboo, heralding his arrival in the morning, can still be heard in some places.
+Maybe the father is not alive but the son still carries on the family profession.
+These bakers are, even today, known as pader in Goa.
+During our childhood in Goa, the baker used to be our friend, companion and guide.
+He used to come at least twice a day.
+Once, when he set out in the morning on his selling round, and then again, when he returned after emptying his huge basket.
+The jingling thud of his bamboo woke us up from sleep and we ran to meet and greet him. Why was it so?
+Was it for the love of the loaf?
+Not at all.
+The loaves were bought by some Paskine or Bastine, the maid-servant of the house!
+What we longed for were those bread-bangles which we chose carefully.
+Sometimes it was sweet bread of special make.
+The baker made his musical entry on the scene with the ‘jhang, jhang’ sound of his specially made bamboo staff.
+One hand supported the basket on his head and the other banged the bamboo on the ground.
+He would greet the lady of the house with “Good morning” and then place his basket on the vertical bamboo.
+We kids would be pushed aside with a mild rebuke and the loaves would be delivered to the servant.
+But we would not give up.
+We would climb a bench or the parapet and peep into the basket, somehow.
+I can still recall the typical fragrance of those loaves.
+Loaves for the elders and the bangles for the children.
+Then we did not even care to brush our teeth or wash our mouths properly.
+And why should we?
+Who would take the trouble of plucking the mango-leaf for the toothbrush?
+And why was it necessary at all?
+The tiger never brushed his teeth.
+Hot tea could wash and clean up everything so nicely, after all!
+rebuke an expression of disapproval; a scolding fragrance scent heralding announcing
+Oral Comprehension Check
+1. What are the elders in Goa nostalgic about?
+2. Is bread-making still popular in Goa?
+How do you know?
+3. What is the baker called?
+4. When would the baker come everyday?
+Why did the children run to meet him?
+Marriage gifts are meaningless without the sweet bread known as the bol, just as a party or a feast loses its charm without bread.
+Not enough can be said to show how important a baker can be for a village.
+The lady of the house must prepare sandwiches on the occasion of her daughter’s engagement.
+Cakes and bolinhas are a must for Christmas as well as other festivals.
+Thus, the presence of the baker’s furnace in the village is absolutely essential.
+The baker or bread-seller of those days had a peculiar dress known as the kabai.
+It was a singlepiece long frock reaching down to the knees.
+In our childhood we saw bakers wearing a shirt and trousers which were shorter than full-length ones and longer than half pants.
+Even today, anyone who wears a half pant which reaches just below the knees invites the comment that he is dressed like a pader!
+The baker usually collected his bills at the end of the month.
+Monthly accounts used to be recorded on some wall in pencil.
+Baking was indeed a profitable profession in the old days.
+The baker and his family never starved.
+He, his family and his servants always looked happy and prosperous.
+Their plump physique was an open testimony to this.
+Even today any person with a jackfruit-like physical appearance is easily compared to a baker.
+plump physique pleasantly fat body open testimony public statement about a character or quality
+Oral Comprehension Check
+1. Match the following.
+What is a must
+ | (i) as marriage gifts? | – cakes and bolinhas
+ | (ii) for a party or a feast? | – sweet bread called bol
+ | (iii) (iv) for Christmas? | – sandwiches
+
+2. What did the bakers wear: (i) in the Portuguese days?
+(ii) when the author was young?
+3. Who invites the comment — “he is dressed like a pader”?
+Why?
+4. Where were the monthly accounts of the baker recorded?
+5. What does a ‘jackfruit -like appearance’ mean?
+1. Which of these statements are correct?
+(i) The pader was an important person in the village in old times.
+(ii) Paders still exist in Goan villages.
+(iii) The paders went away with the Portuguese.
+(iv) The paders continue to wear a single-piece long frock.
+(v) Bread and cakes were an integral part of Goan life in the old days.
+(vi) Traditional bread-baking is still a very profitable business.
+(vii) Paders and their families starve in the present times.
+2. Is bread an important part of Goan life?
+How do you know this?
+3. Tick the right answer.
+What is the tone of the author when he says the following?
+(i) The thud and the jingle of the traditional baker’s bamboo can still be heard in some places.
+(nostalgic, hopeful, sad)
+(ii) Maybe the father is not alive but the son still carries on the family profession.
+(nostalgic, hopeful, sad)
+(iii) I still recall the typical fragrance of those loaves.
+(nostalgic, hopeful, naughty)
+(iv) The tiger never brushed his teeth.
+Hot tea could wash and clean up everything so nicely, after all.
+(naughty, angry, funny)
+(v) Cakes and bolinhas are a must for Christmas as well as other festivals.
+(sad, hopeful, matter-of-fact)
+(vi) The baker and his family never starved.
+They always looked happy and prosperous.
+(matter-of-fact, hopeful, sad)
+I. In this extract, the author talks about traditional bread-baking during his childhood days.
+Complete the following table with the help of the clues on the left.
+Then write a paragraph about the author's childhood days.
+Clues Author’s childhood days the way bread was baked
+the way the pader sold bread
+what the pader wore
+when the pader was paid
+how the pader looked Our elders are often heard reminiscing nostalgically about those good old Portuguese days, the Portuguese and their famous loaves of bread.
+Those eaters of loaves might have vanished but the makers are still there.
+We still have amongst us the mixers, the moulders and those who bake the loaves.
+Those age-old, time-tested furnaces still exist.
+The fire in the furnaces had not yet been extinguished.
+The thud and the jingle of the traditional baker’s bamboo, heralding his arrival in the morning, can still be heard in some places.
+II.
+1.
+Compare the piece from the text (on the left below) with the other piece on Goan bakers (on the right).
+What makes the two texts so different?
+Are the facts the same?
+Do both writers give you a picture of the baker?
+May be the father is not alive but the son still carries on the family profession.
+2. Now find a travel brochure about a place you have visited.
+Look at the description in the brochure.
+Then write your own account, adding details from your own experience, to give the reader a picture of the place, rather than an impersonal, factual description.
+1. In groups, collect information on how bakeries bake bread now and how the process has changed over time.
+2. There are a number of craft-based professions which are dying out.
+Pick one of the crafts below.
+Make a group presentation to the class about the skills required, and the possible reasons for the decline of the craft.
+Can you think of ways to revive these crafts?
+(i) Pottery (v) Carpentry
+(ii) Batik work (vi) Bamboo weaving
+(iii) Dhurri (rug) weaving (vii) Making jute products
+(iv) Embroidery (viii) Handloom After Goa’s liberation, people used to say nostalgically that the
+Portuguese bread vanished with the paders.
+But the paders have managed to survive because they have perfected the art of door-todoor delivery service.
+The paders pick up the knowledge of breadmaking from traditions in the family.
+The leavened, oven-baked bread is a gift of the Portuguese to India.
+[Adapted from Nandakumar Kamat’s ‘The Unsung Lives of Goan Paders’]",jeff105.pdf
+1,CBSE,Class10,English,"Oral Comprehension Check
+1. What are the elders in Goa nostalgic about?
+2. Is bread-making still popular in Goa?
+How do you know?
+3. What is the baker called?
+4. When would the baker come everyday?
+Why did the children run to meet him?
+Marriage gifts are meaningless without the sweet bread known as the bol, just as a party or a feast loses its charm without bread.
+Not enough can be said to show how important a baker can be for a village.
+The lady of the house must prepare sandwiches on the occasion of her daughter’s engagement.
+Cakes and bolinhas are a must for Christmas as well as other festivals.
+Thus, the presence of the baker’s furnace in the village is absolutely essential.
+The baker or bread-seller of those days had a peculiar dress known as the kabai.
+It was a singlepiece long frock reaching down to the knees.
+In our childhood we saw bakers wearing a shirt and trousers which were shorter than full-length ones and longer than half pants.
+Even today, anyone who wears a half pant which reaches just below the knees invites the comment that he is dressed like a pader!
+The baker usually collected his bills at the end of the month.
+Monthly accounts used to be recorded on some wall in pencil.
+Baking was indeed a profitable profession in the old days.
+The baker and his family never starved.
+He, his family and his servants always looked happy and prosperous.
+Their plump physique was an open testimony to this.
+Even today any person with a jackfruit-like physical appearance is easily compared to a baker.
+plump physique pleasantly fat body open testimony public statement about a character or quality",jeff105.pdf
+2,CBSE,Class10,English,"II Coorg
+Coorg is coffee country, famous for its rainforests and spices.
+MIDWAY between Mysore and the coastal town of Mangalore sits a piece of heaven that must have drifted from the kingdom of god. This land of rolling hills is inhabited by a proud race of martial men, beautiful women and wild creatures.
+Coorg, or Kodagu, the smallest district of Karnataka, is home to evergreen rainforests, spices and coffee plantations.
+Evergreen rainforests cover thirty per cent of this district.
+During the monsoons, it pours enough to keep many visitors away.
+The season of joy commences from September and continues till March.
+The weather is perfect, with some showers thrown in for good measure.
+The air breathes of invigorating coffee.
+Coffee estates and colonial bungalows stand tucked under tree canopies in prime corners.
+The fiercely independent people of Coorg are possibly of Greek or Arabic descent.
+As one story goes, a part of Alexander’s army moved south along the coast and settled here when return became impractical.
+These people married amongst the locals and their culture is apparent in the martial traditions, marriage and religious rites, which are distinct from the Hindu mainstream.
+The theory of Arab origin draws support from the long, black coat drifted from with an embroidered waist-belt worn by the Kodavus.
+Known as kuppia, it resembles the kuffia worn by the Arabs and the Kurds.
+been carried along gently by air martial having to do with war
+canopies roof-like coverings that form shelters prime here, best
+mainstream a tradition which most people followTraditional Coorgi dress stories of courage and bravery, usually in war laidback relaxed; not in a hurry rafting travelling in a river in a raft ( a floating platform made by tying planks together) canoeing travelling in a river in a canoe (a large, narrow boat) rappelling going down a cliff by sliding down a rope
+Coorgi homes have a tradition of hospitality, and they are more than willing to recount numerous tales of valour related to their sons and fathers.
+The Coorg Regiment is one of the most decorated in the Indian Army, and the first Chief of the Indian Army, General Cariappa, was a Coorgi.
+Even now, Kodavus are the only people in India permitted to carry firearms without a licence.
+The river, Kaveri, obtains its water from the hills and forests of Coorg.
+Mahaseer — a large freshwater fish — abound in these waters.
+Kingfishers dive for their catch, while squirrels and langurs drop partially eaten fruit for the mischief of enjoying the splash and the ripple effect in the clear water.
+Elephants enjoy being bathed and scrubbed in the river by their mahouts.
+The most laidback individuals become converts to the life of high-energy adventure with river rafting, canoeing, rappelling, rock climbing and mountain tales of valour most decorated having received the maximum number of awards for bravery in war
+Basket-seller from Coorg
+biking.
+Numerous walking trails in this region are a favourite with trekkers.
+trails paths created by walking panoramic view a view of a wide area of land
+Birds, bees and butterflies are there to give you company.
+Macaques, Malabar squirrels, langurs and slender loris keep a watchful eye from the tree canopy.
+I do, however, prefer to step aside for wild elephants.
+The climb to the Brahmagiri hills brings you into a panoramic view of the entire misty landscape of Coorg.
+A walk across the rope bridge leads to the sixty-four-acre island of Nisargadhama.
+Running into Buddhist monks from India’s largest Tibetan settlement, at nearby Bylakuppe, is a bonus.
+The monks, in red, ochre and yellow robes, are amongst the many surprises that wait to be discovered by visitors searching for the heart and soul of India, right here in Coorg.
+1. Where is Coorg?
+2. What is the story about the Kodavu people’s descent?
+3. What are some of the things you now know about
+(i) the people of Coorg?
+(ii) the main crop of Coorg?
+(iii) the sports it offers to tourists?
+FACT FILE
+How to Reach
+Madikeri, the district headquarters, is the only gateway to Coorg.
+The misty hills, lush forests and coffee plantations will cast a spell on you.
+Find a resort, coffee estate or stay in a home for a truly Coorgi experience.
+By Air: The nearest airports are Mangalore (135 km) and Bangalore (260 km).
+There are flights to Mangalore from Mumbai, and to Bangalore from Ahmedabad, Chennai, Delhi, Goa, Hyderabad, Kochi, Kolkata, Mumbai and Pune.
+By Rail: The nearest railheads are at Mysore, Mangalore and Hassan.
+By Road: There are two routes to Coorg from Bangalore.
+Both are almost the same distance (around 250-260 km).
+The route via Mysore is the most frequented one.
+The other route is via Neelamangal, Kunigal, Chanrayanapatna.
+(iv) the animals you are likely to see in Coorg?
+(v) its distance from Bangalore, and how to get there?
+4. Here are six sentences with some words in italics.
+Find phrases from the text that have the same meaning.
+(Look in the paragraphs indicated)
+(i) During monsoons it rains so heavily that tourists do not visit Coorg.
+(para 2)
+(ii) Some people say that Alexander’s army moved south along the coast and settled there.
+(para 3)
+(iii) The Coorg people are always ready to tell stories of their sons’ and fathers’ valour.
+(para 4)
+(iv) Even people who normally lead an easy and slow life get smitten by the high-energy adventure sports of Coorg.
+(para 6)
+(v) The theory of the Arab origin is supported by the long coat with embroidered waist-belt they wear.
+(para 3)
+(vi) Macaques, Malabar squirrels observe you carefully from the tree canopy.
+(para 7)
+Collocations
+Certain words ‘go together’.
+Such ‘word friends’ are called collocations.
+The collocation of a word is ‘the company it keeps’.
+For example, look at the paired sentences and phrases below.
+Which is a common collocation, and which one is odd?
+Strike out the odd sentence or phrase.
+(a) • ‘How old are you?’
+(b) • a pleasant person
+• ‘How young are you?’
+• a pleasant pillow
+1. Here are some nouns from the text.
+culture monks surprise experience weather tradition Work with a partner and discuss which of the nouns can collocate with which of the adjectives given below.
+The first one has been done for you.
+unique terrible unforgettable serious ancient wide sudden
+(i) culture: unique culture, ancient culture
+(ii) monks:
+(iii) surprise:
+(iv) experience:
+(v) weather:
+(vi) tradition:
+2. Complete the following phrases from the text.
+For each phrase, can you find at least one other word that would fit into the blank?
+(i) tales of (ii) coastal
+(iii) a piece of (iv) evergreen
+(v) plantations (vi) bridge
+(vii) wild
+You may add your own examples to this list.",jeff105.pdf
+3,CBSE,Class10,English,"III Tea from Assam
+Pranjol, a youngster from Assam, is Rajvir’s classmate at school in Delhi.
+Pranjol’s father is the manager of a tea-garden in Upper Assam and Pranjol has invited Rajvir to visit his home during the summer vacation.
+“CHAI-GARAM garam-chai,” a vendor called out in a high-pitched voice.
+He came up to their window and asked,”Chai, sa’ab?”
+“Give us two cups,” Pranjol said.
+They sipped the steaming hot liquid.
+Almost everyone in their compartment was drinking tea too.
+“Do you know that over eighty crore cups of tea are drunk every day throughout the world?”
+Rajvir said.
+“Whew!”
+exclaimed Pranjol.
+“Tea really is very popular.”
+The train pulled out of the station.
+Pranjol buried his nose in his detective book again.
+Rajvir too was an ardent fan of detective stories, but at the moment he was keener on looking at the beautiful scenery.
+It was green, green everywhere.
+Rajvir had never seen so much greenery before.
+Then the soft green paddy fields gave way to tea bushes.
+It was a magnificent view.
+Against the backdrop of densely wooded hills a sea of tea bushes stretched as far as the eye could see.
+Dwarfing the tiny tea plants were tall sturdy shade-trees and amidst the orderly rows of bushes busily moved doll-like figures.
+In the distance was an ugly building with smoke billowing out of tall chimneys.
+“Hey, a tea garden!”
+Rajvir cried excitedly.
+Pranjol, who had been born and brought up on a plantation, didn’t share Rajvir’s excitement.
+“Oh, this is tea country now,” he said.
+“Assam has the largest concentration of plantations in the world.
+You will see enough gardens to last you a lifetime!”
+“I have been reading as much as I could about tea,” Rajvir said.
+“No one really knows who discovered tea but there are many legends.”
+“What legends?”
+“Well, there’s the one about the Chinese emperor who always boiled water before drinking it.
+One day a few leaves of the twigs burning under the pot fell into the water giving it a delicious flavour.
+It is said they were tea leaves.”
+“Tell me another!”
+scoffed Pranjol.
+“We have an Indian legend too.
+Bodhidharma, an ancient Buddhist ascetic, cut off his eyelids because he felt sleepy during meditations.
+Ten tea plants grew out of the eyelids.
+The leaves of these plants when put in hot water and drunk banished sleep.
+“Tea was first drunk in China,” Rajvir added, “as far back as 2700 B.C.!
+In fact words such as tea, ‘chai’ and ‘chini’ are from Chinese.
+Tea came to Europe only in the sixteenth century and was drunk more as medicine than as beverage.”
+The train clattered into Mariani junction.
+The boys collected their luggage and pushed their way to the crowded platform.
+Pranjol’s parents were waiting for them.
+Soon they were driving towards Dhekiabari, the tea-garden managed by Pranjol’s father.
+An hour later the car veered sharply off the main road.
+They crossed a cattle-bridge and entered Dhekiabari Tea Estate.
+On both sides of the gravel-road were acre upon acre of tea bushes, all neatly pruned to the same height.
+Groups of tea-pluckers, with bamboo baskets on their backs, wearing plastic aprons, were plucking the newly sprouted leaves.
+“You seem to have done your homework before coming,” Pranjol’s father said in surprise.
+“Yes, Mr Barua,” Rajvir admitted.
+“But I hope to learn much more while I’m here.”
+I. 1.
+Look at these words: upkeep, downpour, undergo, dropout, walk-in.
+They are built up from a verb (keep, pour, go, drop, walk) and an adverb or a particle (up, down, under, out, in).
+Use these words appropriately in the sentences below.
+You may consult a dictionary.
+(i) A heavy has been forecast due to low pressure in the Bay of Bengal.
+(ii) Rakesh will major surgery tomorrow morning.
+(iii) My brother is responsible for the of our family property.
+(iv) The rate for this accountancy course is very high.
+(v) She went to the Enterprise Company to attend a interview.
+2. Now fill in the blanks in the sentences given below by combining the verb given in brackets with one of the words from the box as appropriate.
+over by through out up down
+(i) The Army attempted unsuccessfully to the Government.
+(throw)
+(ii) Scientists are on the brink of a major in cancer research.
+(break)
+(iii) The State Government plans to build a for Bhubaneswar to speed up traffic on the main highway.
+(pass)
+(iv) Gautama’s on life changed when he realised that the world is full of sorrow.
+(look)
+(v) Rakesh seemed unusually after the game.
+(cast)
+Pranjol’s father slowed down to allow a tractor, pulling a trailer-load of tea leaves, to pass.
+“This is the second-flush or sprouting period, isn’t it, Mr Barua?”
+Rajvir asked.
+“It lasts from May to July and yields the best tea.”
+II.
+Notice how these -ing and -ed adjectives are used.
+(a) Chess is an interesting game.
+I am very interested in chess.
+(b) Going trekking in the Himalayas We are very excited about the this summer is an exciting idea.
+trek.
+(c) Are all your school books this He was bored as he had no boring?
+friends there.
+The -ing adjectives show the qualities that chess, trekking, or these books have: they cause interest, excitement, or boredom in you.
+The —ed/—en adjectives show your mental state, or your physical state: how you feel in response to ideas, events or things.
+1. Think of suitable -ing or -ed adjectives to answer the following questions.
+You may also use words from those given above.
+How would you describe
+(i) a good detective serial on television?
+(ii) a debate on your favourite topic ‘Homework Should Be Banned’?
+(iii) how you feel when you stay indoors due to incessant rain?
+(iv) how you feel when you open a present?
+(v) how you feel when you watch your favourite programme on
+television?
+(vi) the look on your mother’s face as you waited in a queue?
+(vii) how you feel when tracking a tiger in a tiger reserve forest?
+(viii) the story you have recently read, or a film you have seen?
+2. Now use the adjectives in the exercise above, as appropriate, to write a paragraph about Coorg.
+1. Read the following passage about tea.
+India and tea are so intertwined together that life without the brew is unimaginable.
+Tea entered our life only in the mid-nineteenth century when the British started plantations in Assam and Darjeeling!
+In the beginning though, Indians shunned the drink as they thought it was a poison that led to umpteen diseases.
+Ironically, tea colonised Britain where it became a part of their social diary and also led to the establishment of numerous tea houses.
+Today, scientific research across the world has attempted to establish the beneficial qualities of tea — a fact the Japanese and the Chinese knew anyway from ancient times, attributing to it numerous medicinal properties.
+[Source: ‘History: Tea Anytime’ by Ranjit Biswas from Literary Review, The Hindu, 1 October 2006]
+Collect information about tea, e.g.
+its evolution as a drink, its beneficial qualities.
+You can consult an encyclopedia or visit Internet websites.
+Then form groups of five and play the following roles: Imagine a meeting of a tea planter, a sales agent, a tea lover (consumer), a physician and a tea-shop owner.
+Each person in the group has to put forward his/her views about tea.
+You may use the following words and phrases.
+• I feel • It is important to know
+• I disagree with you • I think that tea
+• I would like you to know • I agree with
+• It is my feeling • I suggest
+• May I know why you • I am afraid
+2. You are the sales executive of a famous tea company and you have been asked to draft an advertisement for the product.
+Draft the advertisement using the information you collected for the role play.
+You can draw pictures or add photographs and make your advertisement colourful.
+WHAT WE HAVE DONE
+Given a picture of three different regions of India, giving an idea of how varied and charming and beautiful our country is.
+WHAT YOU CAN DO
+Get your students to arrange an exhibition of photographs of different places in India — good sources are travel articles in Sunday newspapers, or in travel magazines, or in brochures available at travel agents.
+Ask students to bring in two or three pictures each, accompanied by a short, neatly hand-written write-up on the place shown in the pictures.
+Arrange them on your classroom walls.
+Let the students study them.
+They can then discuss, and later vote on the place they would most like to see.",jeff105.pdf
+4,CBSE,Class10,English,"WHAT WE HAVE DONE
+Given a picture of three different regions of India, giving an idea of how varied and charming and beautiful our country is.WHAT YOU CAN DO
+Get your students to arrange an exhibition of photographs of different places in India — good sources are travel articles in Sunday newspapers, or in travel magazines, or in brochures available at travel agents.
+Ask students to bring in two or three pictures each, accompanied by a short, neatly hand-written write-up on the place shown in the pictures.
+Arrange them on your classroom walls.
+Let the students study them.
+They can then discuss, and later vote on the place they would most like to see.The Trees
+Can there be a forest without trees?
+Where are the trees in this poem, and where do they go?
+The trees inside are moving out into the forest, the forest that was empty all these days where no bird could sit no insect hide no sun bury its feet in shadow the forest that was empty all these nights will be full of trees by morning.
+All night the roots work to disengage themselves from the cracks in the veranda floor.
+The leaves strain toward the glass small twigs stiff with exertion long-cramped boughs shuffling under the roof like newly discharged patients half-dazed, moving to the clinic doors.
+I sit inside, doors open to the veranda writing long letters in which I scarcely mention the departure of the forest from the house.
+The night is fresh, the whole moon shines in a sky still open the smell of leaves and lichen still reaches like a voice into the rooms.
+My head is full of whispers which tomorrow will be silent.
+Listen.
+The glass is breaking.
+The trees are stumbling forward into the night.
+Winds rush to meet them.
+The moon is broken like a mirror, its pieces flash now in the crown of the tallest oak.
+ADRIENNE RICH
+Adrienne Rich was born in Baltimore, Maryland, U.S.A. in 1929.
+She is the author of nearly twenty volumes of poetry, and has been called a feminist and a radical poet.
+to disengage themselves: to separate themselves strain: make efforts to move bough: branch shuffling: moving repeatedly from one position to another lichen: crusty patches or bushy growth on tree trunks/bare ground formed by association of fungus and alga.
+1. (i) Find, in the first stanza, three things that cannot happen in a treeless forest.
+(ii) What picture do these words create in your mind: “… sun bury its feet in shadow…”?
+What could the poet mean by the sun’s ‘feet’?
+2. (i) Where are the trees in the poem?
+What do their roots, their leaves, and their twigs do?
+(ii) What does the poet compare their branches to?
+3. (i) How does the poet describe the moon: (a) at the beginning of the third stanza, and (b) at its end?
+What causes this change?
+(ii) What happens to the house when the trees move out of it?
+(iii) Why do you think the poet does not mention “the departure of the forest from the house” in her letters?
+(Could it be that we are often silent about important happenings that are so unexpected that they embarrass us?
+Think about this again when you answer the next set of questions.)
+4. Now that you have read the poem in detail, we can begin to ask what the poem might mean.
+Here are two suggestions.
+Can you think of others?
+(i) Does the poem present a conflict between man and nature?
+Compare it with A Tiger in the Zoo.
+Is the poet suggesting that plants and trees, used for ‘interior decoration’ in cities while forests are cut down, are ‘imprisoned’, and need to ‘break out’?
+(ii) On the other hand, Adrienne Rich has been known to use trees as a metaphor for human beings; this is a recurrent image in her poetry.
+What new meanings emerge from the poem if you take its trees to be symbolic of this particular meaning?
+5. You may read the poem ‘On Killing a Tree’ by Gieve Patel (Beehive – Textbook in English for Class IX, NCERT).
+Compare and contrast it with the poem you have just read.
+Homophones
+Can you find the words below that are spelt similarly, and sometimes even pronounced similarly, but have very different meanings?
+Check their pronunciation and meaning in a dictionary.
+• The dump was so full that it had to refuse more refuse.
+• When shot at, the dove dove into the bushes.
+• The insurance was invalid for the invalid.",jeff105.pdf

data/Class10-English-jeff106.pdf-29.csv

@@ -0,0 +1,434 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"BEFORE YOU READ
+Gavin Maxwell lives in a cottage in Camusfearna, in the West Highlands in Scotland.
+When his dog Jonnie died, Maxwell was too sad to think of keeping a dog again.
+But life without a pet was lonely Read what happened then, in Maxwell’s own words.
+Activity
+1. Do you have a pet?
+If you do, you perhaps know that a pet is a serious responsibility.
+Read in the box below what the SPCA — the Society for the Prevention of Cruelty to Animals — has to say about how to care for a pet.
+Owning a pet is a lifetime of commitment (up to ten years or more if you own a dog or a cat) involving considerable responsibility.
+The decision to acquire one, therefore, should be made by the whole family.
+Without full agreement by everyone, the pet could end up unwanted.
+Puppies and kittens are so adorable, it is easy to understand why adults and children alike would be attracted to them.
+Unfortunately their cute looks are often a disadvantage, because people purchase them without consideration and the knowledge on how to take proper care of them.
+The basic points you should keep in mind before adopting a puppy are:
+• an annual dog licence in accordance with government regulations
+• its annual vaccination against major diseases
+• toilet training
+• regular grooming and bathing
+• obedience training
+• don’t forget you should feed your pet a balanced diet
+• socialisation (many dogs are kept confined in cages or tied up to stop them from dirtying the garden or from chewing on shoes — this is wrong) is very important
+• a daily dose of exercise, affection and play.
+Reading up on the subject beforehand is another important requirement and will guide you towards being a responsible pet owner.
+Selected pet shops and major book stores provide books on the care of various breeds/pets.
+2. Imagine someone has gifted you a pet.
+With your partner’s help, make a list of the things you need to know about the pet in order to take good care of it.
+One has been done for you.
+(i) The food it eats.
+(ii)
+(iii)
+(iv)
+(v)
+3. Otters are found in large numbers in the marshes (i.e. wet areas near lakes, rivers or seas) near Basra, a town in Iraq.
+Imagine you wanted to bring an otter from Iraq to London, as a pet.
+What special arrangements would you need to make for your pet otter?
+You would need to find a place with lots of water, for example.
+What other points should you think about?
+The information about Iraq and London given below may help you.
+81
+ | Iraq | London
+ | --- | ---
+ | Iraq has mostly broad plains | and marshes along the
+ | Iranian border in the south, large part of Iraq’s land area is desert, so it has cool winters and dry, hot and cloudless summers. The mountain areas near Iran and Turkey have cold winters. There is heavy snowfall there, and when the snow melts in spring, it causes floods in central and southern Iraq. | London has a large population and is a very busy city. In addition to multi- storeyed buildings, however, it has many open spaces or parks. It has a temperate climate (i.e. it is neither very hot, nor very cold), with regular but generally light rainfall or snow throughout the year. The warmest month is July, and the coolest month is January. February is the driest month. Snow is not very common in London.
+
+EARLY in the New Year of 1956 I travelled to Southern Iraq.
+By then it had crossed my mind that I should like to keep an otter instead of a dog, and that Camusfearna, ringed by water a stone’s throw from its door, would be an eminently suitable spot for this experiment.
+When I casually mentioned this to a friend, he as casually replied that I had better get one in the Tigris marshes, for there they were as common as mosquitoes, and were often tamed by the Arabs.
+We were going to Basra to the Consulate-General to collect and answer our mail from Europe.
+At the Consulate-General we found that my friend’s mail had arrived but that mine had not.
+I cabled to England, and when, three days later, nothing had happened, I tried to telephone.
+The call had to be booked twenty-four hours in advance.
+On the first day the line was out of order; on the second the exchange was closed for a religious holiday.
+On the third day there was another breakdown.
+My friend left, and I arranged to meet him in a week’s time.
+Five days later, my mail arrived.
+I carried it to my bedroom to read, and there, squatting on the floor, were two Arabs; beside them lay a sack that squirmed from time to time.
+They handed me a note from my friend: “Here is your otter”",jeff106.pdf
+1,CBSE,Class10,English,"II
+With the opening of that sack began a phase of my life that has not yet ended, and may, for all I know, not end before I do.
+It is, in effect, a thraldom to otters, an otter fixation, that I have since found to be shared by most other people, who have ever owned one.
+medievallyconceived an imagination of the Middle Ages The creature that emerged from this sack on to the spacious tiled floor of the Consulate bedroom resembled most of all a very small, medievallyconceived, dragon.
+From the head to the tip of the tail he was coated with symmetrical pointed scales of mud armour, between whose tips was visible a soft velvet fur like that of a chocolate-brown mole.
+He shook himself, and I half expected a cloud of dust, but in fact it was not for another month that I managed to remove the last of the mud and see the otter, as it were, in his true colours.
+Mijbil, as I called the otter, was, in fact, of a race previously unknown to science, and was at length christened by zoologists Lutrogale perspicillata maxwelli, or Maxwell’s otter.
+For the first twentyfour hours Mijbil was neither hostile nor friendly; he was simply aloof and indifferent, choosing to sleep on the floor as far from my bed as possible.
+The second night Mijbil came on to my bed in the small hours and remained asleep in the crook of my knees until the servant brought tea in the morning, and during the day he began to lose his apathy and take a keen, much too keen, interest in his surroundings.
+I made a body-belt for him and took him on a lead to the bathroom, where for half an hour he went wild with joy in the water, plunging and rolling in it, shooting up and down the length of the bathtub underwater, and making enough slosh and splash for a hippo.
+This, I was to learn, is a characteristic of otters; every drop of water must be, so to speak, extended and spread about the place; a bowl must at once be overturned, or, if it will not be overturned, be sat in and sploshed in until it overflows.
+Water must be kept on the move and made to do things; when static it is wasted and provoking.
+christened named hostile unfriendly aloof and indifferent keeping a distance apathy absence of interest so to speak as it were (one could say this) provoking causing anger or some other reaction Two days later, Mijbil escaped from my bedroom as I entered it, and I turned to see his tail disappearing round the bend of the corridor that led to the bathroom.
+By the time I got there he was up on the end of the bathtub and fumbling at the chromium taps with his paws.
+I watched, amazed; in less than a minute he had turned the tap far enough to produce a trickle of water, and after a moment or two achieved the full flow.
+(He had been lucky to turn the tap the right way; on later occasions he would sometimes screw it up still tighter, chittering with irritation and disappointment at the tap’s failure to cooperate.) Very soon Mij would follow me without a lead and come to me when I called his name.
+He spent most of his time in play.
+He spent hours shuffling a rubber ball round the room like a four-footed soccer player using all four feet to dribble the ball, and he could also throw it, with a powerful flick of the neck, to a surprising height and distance.
+But the real play of an otter is when he lies on his back and juggles with small objects between his paws.
+Marbles were Mij’s favourite toys for this pastime: he would lie on his back rolling two or more of them up and down his wide, flat belly without ever dropping one to the floor.
+crossed my mind (a thought) came into my mind a stone's throw a very short distance
+cabled sent a message by telegraph
+squirmed twisted about
+thraldom (old fashioned) being under the control of fixation a very strong attachment or feeling fumbling trying to do something in a clumsy manner flick a quick, light movement
+Oral Comprehension Check
+1. What ‘experiment’ did Maxwell think Camusfearna would be suitable for?
+2. Why does he go to Basra?
+How long does he wait there, and why?
+3. How does he get the otter?
+Does he like it?
+Pick out the words that tell you this.
+4. Why was the otter named ‘Maxwell’s otter’?
+5. Tick the right answer.
+In the beginning, the otter was
+• aloof and indifferent
+• friendly
+• hostile
+6. What happened when Maxwell took Mijbil to the bathroom?
+What did it do two days after that?Oral Comprehension Check
+1. What ‘experiment’ did Maxwell think Camusfearna would be suitable for?
+2. Why does he go to Basra?
+How long does he wait there, and why?
+3. How does he get the otter?
+Does he like it?
+Pick out the words that tell you this.
+4. Why was the otter named ‘Maxwell’s otter’?
+5. Tick the right answer.
+In the beginning, the otter was
+• aloof and indifferent
+• friendly
+• hostile
+6. What happened when Maxwell took Mijbil to the bathroom?
+What did it do two days after that?",jeff106.pdf
+2,CBSE,Class10,English,"IV
+After an eventful journey, Maxwell and his otter reach London, where he has a flat.
+Mij and I remained in London for nearly a month.
+He would play for hours with a selection of toys, ping-pong balls, marbles, rubber fruit, and a terrapin shell that I had brought back from his native marshes.
+With the ping-pong ball he invented a game of his own which could keep him engrossed for up to half an hour at a time.
+A suitcase that I had taken to Iraq had become damaged on the journey home, so that the lid, when closed, remained at a slope from one end to the other.
+Mij discovered that if he placed the ball on the high end it would run down the length of the suitcase.
+He would dash around to the other end to ambush its arrival, hide from it, crouching, to spring up and take it by surprise, grab it and trot off with it to the high end once more.
+Outside the house I exercised him on a lead, precisely as if he had been a dog.
+Mij quickly developed certain compulsive habits on these walks in the London streets, like the rituals of children who on their way to and from school must place their feet squarely on the centre of each paving block; must touch every seventh upright of the iron railings, or pass to the outside of every second lamp post.
+Opposite to my flat was a single-storied primary school, along whose frontage ran a low wall some two feet high.
+On his way home, but never on his way out, Mij would tug me to this wall, jump on to it, and gallop the full length of its thirty yards, to the hopeless distraction both of pupils and of staff within.
+distraction something that takes away one’s attention from what one is doing upright (here) post or rod placed straight up terrapin shell the shell of small turtle found in North America engrossed completely interested in ambush to attack suddenly from a hidden position compulsive habits habits impossible to control It is not, I suppose, in any way strange that the average Londoner should not recognise an otter, but the variety of guesses as to what kind of animal this might be came as a surprise to me.
+Otters belong to a comparatively small group of animals called Mustellines, shared by the badger, mongoose, weasel, stoat, mink and others.
+I faced a continuous barrage of conjectural questions that sprayed all the Mustellines but the otter; more random guesses hit on ‘a baby seal’ and ‘a squirrel.’
+‘Is that a walrus, mister?’
+reduced me to giggles, and outside a dog show I heard ‘a hippo’.
+A beaver, a bear cub, a leopard — one, apparently, that had changed its spots — and a ‘brontosaur’; Mij was anything but an otter.
+barrage of conjectural questions a stream of questions filled with guesses
+But the question for which I awarded the highest score came from a labourer digging a hole in the street.
+I was still far from him when he laid down his tool, put his hands on his hips, and began to stare.
+As I drew nearer I saw his expression of surprise and affront, as though he would have me know that he was not one upon whom to play jokes.
+I came abreast of him; he spat, glared, and then growled out, “Here, Mister — what is that supposed to be?”
+Oral Comprehension Check
+1. What game had Mij invented?
+2. What are ‘compulsive habits’?
+What does Maxwell say are the compulsive habits of
+(i) school children
+(ii) Mij?
+3. What group of animals do otters belong to?
+4. What guesses did the Londoners make about what Mij was?
+1. What things does Mij do which tell you that he is an intelligent, friendly and fun-loving animal who needs love?
+2. What are some of the things we come to know about otters from this text?
+3. Why is Mij’s species now known to the world as Maxwell’s otter?
+4. Maxwell in the story speaks for the otter, Mij. He tells us what the otter feels and thinks on different occasions.
+Given below are some things the otter does.
+Complete the column on the right to say what Maxwell says about what Mij feels and thinks.
+What Mij does How Mij feels or thinks
+plunges, rolls in the water and makes the water splosh and splash
+Screws the tap in the wrong way
+Nuzzles Maxwell’s face and neck in the aeroplane 5. Read the story and find the sentences where Maxwell describes his pet otter.
+Then choose and arrange your sentences to illustrate those statements below that you think are true.
+Maxwell’s description
+(i) makes Mij seem almost human, like a small boy.
+(ii) shows that he is often irritated with what Mij does.
+(iii) shows that he is often surprised by what Mij does.
+(iv) of Mij’s antics is comical.
+(v) shows that he observes the antics of Mij very carefully.
+(vi) shows that he thinks Mij is a very ordinary otter.
+(vii) shows that he thinks the otter is very unusual.
+I. Describing a Repeated Action in the Past
+To talk about something that happened regularly in the past, but does not happen any longer, we use would or used to.
+Both would and used to can describe repeated actions in the past.
+(a) Mij would follow me without a lead and come to me when I called his name.
+(b) He would play for hours with a selection of toys.
+(c) On his way home… Mij would tug me to this wall.
+(d) When I was five years old, I used to follow my brother all over the place.
+(e) He used to tease me when Mother was not around.
+To describe repeated states or situations in the past, however, we use only used to.
+(We cannot use would for states or situations in the past.) So we do not use would with verbs like be, have, believe, etc.
+Look at the following sentences.
+(a) When we were young, we used to believe there were ghosts in school.
+(Note: believe shows a state of mind.)
+(b) Thirty years ago, more women used to be housewives than now. (Note: be here describes a situation.)
+From the table below, make as many correct sentences as you can using would and/or used to, as appropriate.
+(Hint: First decide whether the words in italics show an action, or a state or situation, in the past.) Then add two or three sentences of your own to it.
+ | Emperor Akbar |  | be fond of musical evenings.
+ | --- | --- | ---
+ | Every evening we | would | take long walks on the beach.
+ | Fifty years ago, very few people |  | own cars.
+ | Till the 1980s, Shanghai | used to | have very dirty streets.
+ | My uncle |  | spend his holidays by the sea.
+
+II. Noun Modifiers
+To describe or give more information about a noun (or to modify a noun), we use adjectives or adjectival phrases.
+Look at these examples from the text:
+(a) An eminently suitable spot (c) Symmetrical pointed scales
+(b) His wide, flat belly (d) A ricocheting bullet
+Nouns can also be used as modifiers:
+(a) The dinner party
+(b) A designer dress
+(c) The car keys
+We can use more than one noun as modifier.
+Proper nouns can also be used:
+(a) The Christmas dinner party
+(b) A silk designer dress
+(c) The Maruti car keys
+In the examples below, there is an adjectival phrase in front of a noun modifier:
+(a) The lovely Christmas party
+(b) A trendy silk designer dress
+(c) The frightfully expensive golden Maruti car keys
+1. Look at these examples from the text, and say whether the modifiers (in italics) are nouns, proper nouns, or adjective plus noun.
+(i) An otter fixation (iv) The London streets
+(ii) The iron railings (v) soft velvet fur
+(iii) The Tigris marshes (vi) A four-footed soccer player
+2. Given below are some nouns, and a set of modifiers (in the box).
+Combine the nouns and modifiers to make as many appropriate phrases as you can.
+(Hint: The nouns and modifiers are all from the texts in this book.)
+ | temple | girls | triangle |  | dresses
+ | --- | --- | --- | --- | ---
+ | person | thoughts | boys |  | roar
+ | gifts | scream | farewell |  | expression
+ | time | subject | landscape |  | handkerchief
+ | crossing | flight | chatterbox |  | profession
+ | physique | coffee | view |  | celebration
+ | college | rough | hundred | stone | ordinary
+ | love | uncomfortable | white | slang | slack
+ | bare | railroad | termendous | family | marriage
+ | plump | invigorating | panoramic | heartbreaking birthday | 
+ | incorrigible | ridiculous | loud | first | three
+
+III.
+Read this sentence: He shook himself, and I half expected a cloud of dust.
+The author uses a cloud of dust to give a picture of a large quantity of dust.
+Phrases like this indicate a particular quantity of something that is not usually countable.
+For example: a bit of land, a drop of blood, a pinch of salt, a piece of paper.
+1. Match the words on the left with a word on the right.
+Some words on the left can go with more than one word on the right.
+(i) a portion of – blood
+(ii) a pool of – cotton
+(iii) flakes of – stones
+(iv) a huge heap of – gold
+(v) a gust of – fried fish
+(vi) little drops of – snow
+(vii) a piece of – water
+(viii) a pot of – wind
+2. Use a bit of/a piece of/a bunch of/a cloud of/a lump of with the italicised nouns in the following sentences.
+The first has been done for you as an example.
+(i) My teacher gave me some My teacher gave me a bit of advice.
+advice.
+(ii) Can you give me some clay, please.
+(iii) The information you gave was very useful.
+(iv) Because of these factories,
+smoke hangs over the city.
+(v) Two stones rubbed together can produce sparks of fire.
+(vi) He gave me some flowers on my birthday.
+You have seen how Maxwell describes Mij the otter’s feelings and thoughts by watching him. Play the game of dumb charades.
+Take turns to express a feeling or thought silently, through gestures.
+Let the class speak out their guesses about the feelings or thoughts you are trying to express.
+Write a description of a person or an animal (such as a pet) that you know very well and love very much.
+Questions (4) and (5) in ‘Thinking about the Text’ will have given you some idea about how to do this.
+Mention some things the person or animal does, what you think the person or animal feels, etc.
+92
+WHAT WE HAVE DONE
+Narrated a story about an interesting and unusual pet.
+WHAT YOU CAN DO
+1. The events narrated in this text took place over half-a-century ago.
+Discuss with your class what changes have taken place over these years in
+(i) what animals we can keep as pets (some species are protected under the laws for wildlife preservation)
+(ii) the laws for exporting and importing or trading in animals
+(iii) rules for transporting goods, pets, etc.
+on aircraft.
+The class might wish to do their own research on these questions and report their findings in class.
+2. Ask students if they know of other examples of unusual pets or of wild animals which are trained to work for or amuse humans (eg dancing bears, lions and tigers in a circus, elephants trained to work or take part in ceremonies).
+Then lead students into a discussion about the ethics of keeping wild animals as pets: What are the difficulties these may entail?
+According to the students, what will the animal miss most when it is taken away from its natural habitat?
+Do they think that it is ‘cute’ to see Mij the otter on a leash?
+Get them to look at the situation from all points of view.
+3. Visit the website wwf.org.uk/core/wildlife to know more about otters and otter conservation projects.",jeff106.pdf
+3,CBSE,Class10,English,"Oral Comprehension Check
+1. What game had Mij invented?
+2. What are ‘compulsive habits’?
+What does Maxwell say are the compulsive habits of
+(i) school children
+(ii) Mij?
+3. What group of animals do otters belong to?
+4. What guesses did the Londoners make about what Mij was?
+1. What things does Mij do which tell you that he is an intelligent, friendly and fun-loving animal who needs love?
+2. What are some of the things we come to know about otters from this text?
+3. Why is Mij’s species now known to the world as Maxwell’s otter?
+4. Maxwell in the story speaks for the otter, Mij. He tells us what the otter feels and thinks on different occasions.
+Given below are some things the otter does.
+Complete the column on the right to say what Maxwell says about what Mij feels and thinks.
+What Mij does How Mij feels or thinks
+plunges, rolls in the water and makes the water splosh and splash
+Screws the tap in the wrong way
+Nuzzles Maxwell’s face and neck in the aeroplane 5. Read the story and find the sentences where Maxwell describes his pet otter.
+Then choose and arrange your sentences to illustrate those statements below that you think are true.
+Maxwell’s description
+(i) makes Mij seem almost human, like a small boy.
+(ii) shows that he is often irritated with what Mij does.
+(iii) shows that he is often surprised by what Mij does.
+(iv) of Mij’s antics is comical.
+(v) shows that he observes the antics of Mij very carefully.
+(vi) shows that he thinks Mij is a very ordinary otter.
+(vii) shows that he thinks the otter is very unusual.
+I. Describing a Repeated Action in the Past
+To talk about something that happened regularly in the past, but does not happen any longer, we use would or used to.
+Both would and used to can describe repeated actions in the past.
+(a) Mij would follow me without a lead and come to me when I called his name.
+(b) He would play for hours with a selection of toys.
+(c) On his way home… Mij would tug me to this wall.
+(d) When I was five years old, I used to follow my brother all over the place.
+(e) He used to tease me when Mother was not around.
+To describe repeated states or situations in the past, however, we use only used to.
+(We cannot use would for states or situations in the past.) So we do not use would with verbs like be, have, believe, etc.
+Look at the following sentences.
+(a) When we were young, we used to believe there were ghosts in school.
+(Note: believe shows a state of mind.)
+(b) Thirty years ago, more women used to be housewives than now. (Note: be here describes a situation.)
+From the table below, make as many correct sentences as you can using would and/or used to, as appropriate.
+(Hint: First decide whether the words in italics show an action, or a state or situation, in the past.) Then add two or three sentences of your own to it.
+ | Emperor Akbar |  | be fond of musical evenings.
+ | --- | --- | ---
+ | Every evening we | would | take long walks on the beach.
+ | Fifty years ago, very few people |  | own cars.
+ | Till the 1980s, Shanghai | used to | have very dirty streets.
+ | My uncle |  | spend his holidays by the sea.
+
+II. Noun Modifiers
+To describe or give more information about a noun (or to modify a noun), we use adjectives or adjectival phrases.
+Look at these examples from the text:
+(a) An eminently suitable spot (c) Symmetrical pointed scales
+(b) His wide, flat belly (d) A ricocheting bullet
+Nouns can also be used as modifiers:
+(a) The dinner party
+(b) A designer dress
+(c) The car keys
+We can use more than one noun as modifier.
+Proper nouns can also be used:
+(a) The Christmas dinner party
+(b) A silk designer dress
+(c) The Maruti car keys
+In the examples below, there is an adjectival phrase in front of a noun modifier:
+(a) The lovely Christmas party
+(b) A trendy silk designer dress
+(c) The frightfully expensive golden Maruti car keys
+1. Look at these examples from the text, and say whether the modifiers (in italics) are nouns, proper nouns, or adjective plus noun.
+(i) An otter fixation (iv) The London streets
+(ii) The iron railings (v) soft velvet fur
+(iii) The Tigris marshes (vi) A four-footed soccer player
+2. Given below are some nouns, and a set of modifiers (in the box).
+Combine the nouns and modifiers to make as many appropriate phrases as you can.
+(Hint: The nouns and modifiers are all from the texts in this book.)
+ | temple | girls | triangle |  | dresses
+ | --- | --- | --- | --- | ---
+ | person | thoughts | boys |  | roar
+ | gifts | scream | farewell |  | expression
+ | time | subject | landscape |  | handkerchief
+ | crossing | flight | chatterbox |  | profession
+ | physique | coffee | view |  | celebration
+ | college | rough | hundred | stone | ordinary
+ | love | uncomfortable | white | slang | slack
+ | bare | railroad | termendous | family | marriage
+ | plump | invigorating | panoramic | heartbreaking birthday | 
+ | incorrigible | ridiculous | loud | first | three
+
+III.
+Read this sentence: He shook himself, and I half expected a cloud of dust.
+The author uses a cloud of dust to give a picture of a large quantity of dust.
+Phrases like this indicate a particular quantity of something that is not usually countable.
+For example: a bit of land, a drop of blood, a pinch of salt, a piece of paper.
+1. Match the words on the left with a word on the right.
+Some words on the left can go with more than one word on the right.
+(i) a portion of – blood
+(ii) a pool of – cotton
+(iii) flakes of – stones
+(iv) a huge heap of – gold
+(v) a gust of – fried fish
+(vi) little drops of – snow
+(vii) a piece of – water
+(viii) a pot of – wind
+2. Use a bit of/a piece of/a bunch of/a cloud of/a lump of with the italicised nouns in the following sentences.
+The first has been done for you as an example.
+(i) My teacher gave me some My teacher gave me a bit of advice.
+advice.
+(ii) Can you give me some clay, please.
+(iii) The information you gave was very useful.
+(iv) Because of these factories,
+smoke hangs over the city.
+(v) Two stones rubbed together can produce sparks of fire.
+(vi) He gave me some flowers on my birthday.
+You have seen how Maxwell describes Mij the otter’s feelings and thoughts by watching him. Play the game of dumb charades.
+Take turns to express a feeling or thought silently, through gestures.
+Let the class speak out their guesses about the feelings or thoughts you are trying to express.
+Write a description of a person or an animal (such as a pet) that you know very well and love very much.
+Questions (4) and (5) in ‘Thinking about the Text’ will have given you some idea about how to do this.
+Mention some things the person or animal does, what you think the person or animal feels, etc.
+92",jeff106.pdf
+4,CBSE,Class10,English,"(ii) Mij?
+3. What group of animals do otters belong to?
+4. What guesses did the Londoners make about what Mij was?
+1. What things does Mij do which tell you that he is an intelligent, friendly and fun-loving animal who needs love?
+2. What are some of the things we come to know about otters from this text?
+3. Why is Mij’s species now known to the world as Maxwell’s otter?
+4. Maxwell in the story speaks for the otter, Mij. He tells us what the otter feels and thinks on different occasions.
+Given below are some things the otter does.
+Complete the column on the right to say what Maxwell says about what Mij feels and thinks.
+What Mij does How Mij feels or thinks
+plunges, rolls in the water and makes the water splosh and splash
+Screws the tap in the wrong way
+Nuzzles Maxwell’s face and neck in the aeroplane 5. Read the story and find the sentences where Maxwell describes his pet otter.
+Then choose and arrange your sentences to illustrate those statements below that you think are true.
+Maxwell’s description
+(i) makes Mij seem almost human, like a small boy.
+(ii) shows that he is often irritated with what Mij does.
+(iii) shows that he is often surprised by what Mij does.
+(iv) of Mij’s antics is comical.
+(v) shows that he observes the antics of Mij very carefully.
+(vi) shows that he thinks Mij is a very ordinary otter.
+(vii) shows that he thinks the otter is very unusual.I. Describing a Repeated Action in the Past
+To talk about something that happened regularly in the past, but does not happen any longer, we use would or used to.
+Both would and used to can describe repeated actions in the past.
+(a) Mij would follow me without a lead and come to me when I called his name.
+(b) He would play for hours with a selection of toys.
+(c) On his way home… Mij would tug me to this wall.
+(d) When I was five years old, I used to follow my brother all over the place.
+(e) He used to tease me when Mother was not around.
+To describe repeated states or situations in the past, however, we use only used to.
+(We cannot use would for states or situations in the past.) So we do not use would with verbs like be, have, believe, etc.
+Look at the following sentences.
+(a) When we were young, we used to believe there were ghosts in school.
+(Note: believe shows a state of mind.)
+(b) Thirty years ago, more women used to be housewives than now. (Note: be here describes a situation.)
+From the table below, make as many correct sentences as you can using would and/or used to, as appropriate.
+(Hint: First decide whether the words in italics show an action, or a state or situation, in the past.) Then add two or three sentences of your own to it.
+ | Emperor Akbar |  | be fond of musical evenings.
+ | --- | --- | ---
+ | Every evening we | would | take long walks on the beach.
+ | Fifty years ago, very few people |  | own cars.
+ | Till the 1980s, Shanghai | used to | have very dirty streets.
+ | My uncle |  | spend his holidays by the sea.
+",jeff106.pdf

data/Class10-English-jeff107.pdf-30.csv

@@ -0,0 +1,254 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"I
+THERE was a girl named Valliammai who was called Valli for short.
+She was eight years old and very curious about things.
+Her favourite pastime was standing in the front doorway of her house, watching what was happening in the street outside.
+There were no playmates of her own age on her street, and this was about all she had to do.
+But for Valli, standing at the front door was every bit as enjoyable as any of the elaborate games other children played.
+Watching the street gave her many new unusual experiences.
+ | The most fascinating thing of all was the bus that travelled between her village and the nearest town. It passed through her street each hour, once going to the town and once coming back. The sight of the bus, filled each time with a new set of passengers, was a source of unending joy for Valli. Day after day she watched the bus, and gradually a tiny wish crept into her head and grew there: she wanted to ride on that bus, even if just once. This wish became stronger and stronger, until it was an overwhelming desire. Valli would stare wistfully at the people who got on or off the bus when it stopped at the street corner. Their faces would kindle in her longings, dreams, and hopes. If one of her friends happened to ride the bus and tried to describe the sights of the town to her, Valli would be too jealous to listen and would shout, in English: “Proud! proud!” Neither she nor her friends really understood the meaning of the word, but they used it often as a slang expression of disapproval. Over many days and months Valli listened carefully to conversations between her neighbours and people who regularly used the bus, and she also asked a few discreet questions here and there. This way she picked up various small details about the bus journey. The town was six miles from her village. The fare was thirty paise one way — “which is almost nothing at all,” she heard one well-dressed man say, but to Valli, who scarcely saw that much money from one month to the next, it seemed a fortune. The trip to the town took forty-five minutes. On reaching town, if she stayed in her seat and paid another thirty paise, she could return home on the same bus. This meant that she could take the one-o’clock afternoon bus, reach the town at one forty-five, and be back home by about two forty-five On and on went her thoughts as she calculated and recalculated, planned and replanned. Oral Comprehension Check 1. What was Valli’s favourite pastime? 2. What was a source of unending joy for Valli? What was her strongest desire? 3. What did Valli find out about the bus journey? How did she find out these details? 4. What do you think Valli was planning to do? II | II
+ | Well, one fine spring day the afternoon bus was just on the point of leaving the village and turning into the main highway when a small voice was heard shouting: “Stop the bus! Stop the bus!” And a tiny hand was raised commandingly. The bus slowed down to a crawl, and the conductor, sticking his head out the door, said, “Hurry then! Tell whoever it is to come quickly.” “It’s me,” shouted Valli. “I’m the one who has to get on.” By now the bus had come to a stop, and the conductor said, “Oh, really! You don’t say so!” “Yes, I simply have to go to town,” said Valli, still standing outside the bus, “and here’s my money.” She showed him some coins. “Okay, okay, but first you must get on the bus,” said the conductor, and he stretched out a hand to help her up. “Never mind,” she said, “I can get on by myself. You don’t have to help me.” The conductor was a jolly sort, fond of joking. “Oh, please don’t be angry with me, my fine madam,” he said. “Here, have a seat right up there in front. Everybody move aside please — make way for madam.” It was the slack time of day, and there were only six or seven passengers on the bus. They were all looking at Valli and laughing with the conductor. Valli was overcome with shyness. Avoiding everyone’s eyes, she walked quickly to an empty seat and sat down. | slack time a time when there is not much work
+
+“May we start now, madam?”
+the conductor asked, smiling.
+Then he blew his whistle twice, and the bus moved forward with a roar.
+It was a new bus, its outside painted a gleaming white with some green stripes along the sides.
+Inside, the overhead bars shone like silver.
+Directly in front of Valli, above the windshield, there was a beautiful clock.
+The seats were soft and luxurious.
+Valli devoured everything with her eyes.
+But when she started to look outside, she found her view cut off by a canvas blind that covered the lower part of her window.
+So she stood up on the seat and peered over the blind.
+The bus was now going along the bank of a canal.
+The road was very narrow.
+On one side there was the canal and, beyond it, palm trees, grassland, distant mountains, and the blue, blue sky.
+On the other side was a deep ditch and then acres and acres of green fields — green, green, green, as far as the eye could see.
+Oh, it was all so wonderful!
+Suddenly she was startled by a voice.
+“Listen, child,” said the voice, “you shouldn’t stand like that.
+Sit down.”
+Sitting down, she looked to see who had spoken.
+It was an elderly man who had honestly been concerned for her, but she was annoyed by his attention.
+“There’s nobody here who’s a child,” she said haughtily.
+“I’ve paid my thirty paise like everyone else.”
+The conductor chimed in.
+“Oh, sir, but this is a very grown-up madam.
+Do you think a mere girl could pay her own fare and travel to the city all alone?”
+Valli shot an angry glance at the conductor and said, “I am not a madam.
+Please remember that.
+And you’ve not yet given me my ticket.”
+“I’ll remember,” the conductor said, mimicking her tone.
+Everyone laughed, and gradually Valli too joined in the laughter.
+The conductor punched a ticket and handed it to her.
+“Just sit back and make yourself comfortable.
+Why should you stand when you’ve paid for a seat?”
+“Because I want to,” she answered, standing up again.
+“But if you stand on the seat, you may fall and hurt yourself when the bus makes a sharp turn or hits a bump.
+That’s why we want you to sit down, child.”
+“I’m not a child, I tell you,” she said irritably.
+“I’m eight years old.”
+“Of course, of course.
+How stupid of me!
+Eight years — my!”
+The bus stopped, some new passengers got on, and the conductor got busy for a time.
+Afraid of losing her seat, Valli finally sat down.
+An elderly woman came and sat beside her.
+“Are you all alone, dear?”
+she asked Valli as the bus started again.
+Valli found the woman absolutely repulsive — such big holes she had in her ear lobes, and such ugly earrings in them!
+And she could smell the betel nut the woman was chewing and see the betel juice that was threatening to spill over her lips at any moment.
+repulsive causing strong dislike mimicking copying haughtily proudly resolutely stifled suppressed/ controlled with determination curtly showing displeasure drivel silly nonsense ventured out went cautiously, courageously
+Ugh!
+— who could be sociable with such a person?
+“Yes, I’m travelling alone,” she answered curtly.
+“And I’ve got a ticket too.”
+“Yes, she’s on her way to town,” said the conductor.
+“With a thirty-paise ticket.”
+“Oh, why don’t you mind your own business,” said Valli.
+But she laughed all the same, and the conductor laughed too.
+But the old woman went on with her drivel.
+“Is it proper for such a young person to travel alone?
+Do you know exactly where you’re going in town?
+What’s the street?
+What’s the house number?”
+“You needn’t bother about me.
+I can take care of myself,” Valli said, turning her face towards the window and staring out.
+Oral Comprehension Check
+1. Why does the conductor call Valli ‘madam’?
+2. Why does Valli stand up on the seat?
+What does she see now?
+3. What does Valli tell the elderly man when he calls her a child?
+4. Why didn’t Valli want to make friends with the elderly woman?",jeff107.pdf
+1,CBSE,Class10,English,"IV
+thoroughfare a busy public road merchandise things for sale
+“Won’t your mother be looking for you?”
+the conductor asked when he gave the girl her ticket.
+“No, no one will be looking for me,” she said.
+The bus started, and again there were the same wonderful sights.
+Valli wasn’t bored in the slightest and greeted everything with the same excitement she’d felt the first time.
+But suddenly she saw a young cow lying dead by the roadside, just where it had been struck by some fast-moving vehicle.
+pokes her nose takes an interest in something that doesn't concern her haunted returned repeatedly to her mind; was impossible to forget
+“Isn’t that the same cow that ran in front of the bus on our trip to town?”
+she asked the conductor.
+The conductor nodded, and she was overcome with sadness.
+What had been a lovable, beautiful creature just a little while ago had now suddenly lost its charm and its life and looked so horrible, so frightening as it lay there, legs spreadeagled, a fixed stare in its lifeless eyes, blood all over The bus moved on.
+The memory of the dead cow haunted her, dampening her enthusiasm.
+She no longer wanted to look out the window.
+She sat thus, glued to her seat, until the bus reached her village at three forty.
+She stood up and spreadeagled spread out stretched herself.
+Then she turned to the conductor and said, “Well, sir, 1 hope to see you again.”
+“Okay, madam,” he answered her, smiling.
+“Whenever you feel like a bus ride, come and join us.
+And don’t forget to bring your fare.”
+She laughed and jumped down from the bus.
+Then away she went, running straight for home.
+When she entered her house she found her mother awake and talking to one of Valli’s aunts, the one from South Street.
+This aunt was a real chatterbox, never closing her mouth once she started talking.
+“And where have you been?”
+said her aunt when Valli came in.
+She spoke very casually, not expecting a reply.
+So Valli just smiled, and her mother and aunt went on with their conversation.
+“Yes, you’re right,” her mother said.
+“So many things in our midst and in the world outside.
+How can we possibly know about everything?
+And even when we do know about something, we often can’t understand it completely, can we?”
+“Oh, yes!”
+breathed Valli.
+“What?”
+asked her mother.
+“What’s that you say?”
+“Oh,” said Valli, “I was just agreeing with what you said about things happening without our knowledge.”
+“Just a chit of a girl, she is,” said her aunt, “and yet look how she pokes her nose into our conversation, just as though she were a grown lady.”
+Valli smiled to herself.
+She didn’t want them to understand her smile.
+But, then, there wasn’t much chance of that, was there?
+[Translated from the Tamil by K. S. Sundaram Illustrated by R. K. Laxman]
+1. What was Valli’s deepest desire?
+Find the words and phrases in the story that tell you this.
+2. How did Valli plan her bus ride?
+What did she find out about the bus, and how did she save up the fare?
+3. What kind of a person is Valli?
+To answer this question, pick out the following sentences from the text and fill in the blanks.
+The words you fill in are the clues to your answer.
+(i) “Stop the bus!
+Stop the bus!”
+And a tiny hand was raised.
+(ii) “Yes, I go to town,” said Valli, still standing outside the
+bus.
+(iii) “There’s nobody here,” she said haughtily.
+“I’ve paid my
+thirty paise like everyone else.”
+(iv) “Never mind,” she said, “I can.
+You don’t have to help me.
+”I’m not a child, I tell you,” she said,.
+(v) “You needn’t bother about me.
+I,” Valli said, turning her face toward the window and staring out.
+(vi) Then she turned to the conductor and said, “Well, sir, I hope
+.”
+4. Why does the conductor refer to Valli as ‘madam’?
+5. Find the lines in the text which tell you that Valli was enjoying her ride on the bus.
+6. Why does Valli refuse to look out of the window on her way back?
+7. What does Valli mean when she says, “I was just agreeing with what you said about things happening without our knowledge.”
+8. The author describes the things that Valli sees from an eight-year-old’s point of view.
+Can you find evidence from the text for this statement?
+This story has a lot of people talking in it.
+The conductor jokes and laughs with Valli, some passengers try to show their concern for her, and her mother and her aunt spend time chatting.
+Read the conversations carefully.
+Then think of similar people, or similar situations that you have experienced.
+Mimic a person or persons who spoke to you, saying what they said, along with your replies.
+Write a page — about three paragraphs — on one of the following topics.
+1. Have you ever planned something entirely on your own, without taking grownups into your confidence?
+What did you plan, and how?
+Did you carry out your plan?
+2. Have you made a journey that was unforgettable in some way?
+What made it memorable?
+3. Are you concerned about traffic and road safety?
+What are your concerns?
+How would you make road travel safer and more enjoyable?
+WHAT WE HAVE DONE
+Related the story of Valli’s first bus ride.
+WHAT YOU CAN DO
+106
+1. The students should be given two or three days to collect old (used) tickets from their friends, relatives and acquaintances: they could be bus tickets, train tickets, plane tickets, cinema tickets, tickets to cultural events, etc.
+By the time they finish the lesson they should be able to get a good collection in place.
+Get them to make a collage using as many as possible of the tickets collected, on a sheet of poster paper.
+This can then form the basis for many interesting activities: classification according to type of tickets (for what?) or price (how much?), etc; the most desirable tickets, the tickets no one wants, etc.
+— let students think of more ways to classify them.
+Get students to write a paragraph with the collage as base, and their imagination as guide.
+2. You can also ask the students do the following.
+(i) In the story Valli has to save money and make plans to be able to ride the bus.
+In pairs, discuss how you spent your pocket money last month.
+Did you spend it on yourself, or on someone dear to you?
+(ii) Valli's enthusiasm is dampened and the memory of the dead cow haunts her.
+In groups, discuss an incident which may have troubled or discouraged you.",jeff107.pdf
+2,CBSE,Class10,English,"The Tale of Custardthe Dragon
+This poem is written in the style of a ballad — a song or poem that tells a story.
+You must be familiar with ballads that narrate tales of courage or heroism.
+This poem is a humorous ballad close to a parody.
+Read it aloud, paying attention to the rhythm.
+Belinda lived in a little white house, With a little black kitten and a little grey mouse, And a little yellow dog and a little red wagon, And a realio, trulio, little pet dragon.
+Now the name of the little black kitten was Ink, And the little grey mouse, she called him Blink, And the little yellow dog was sharp as Mustard, But the dragon was a coward, and she called him Custard.
+Custard the dragon had big sharp teeth, And spikes on top of him and scales underneath, Mouth like a fireplace, chimney for a nose, And realio, trulio daggers on his toes.
+Belinda was as brave as a barrel full of bears, And Ink and Blink chased lions down the stairs, Mustard was as brave as a tiger in a rage, But Custard cried for a nice safe cage.
+Belinda tickled him, she tickled him unmerciful, Ink, Blink and Mustard, they rudely called him Percival, They all sat laughing in the little red wagon At the realio, trulio, cowardly dragon.
+Belinda giggled till she shook the house, And Blink said Weeck!
+which is giggling for a mouse, Ink and Mustard rudely asked his age, When Custard cried for a nice safe cage.
+Suddenly, suddenly they heard a nasty sound, And Mustard growled, and they all looked around.
+Meowch!
+cried Ink, and ooh!
+cried Belinda, For there was a pirate, climbing in the winda.
+Pistol in his left hand, pistol in his right, And he held in his teeth a cutlass bright, His beard was black, one leg was wood;
+It was clear that the pirate meant no good.
+108
+Belinda paled, and she cried Help!
+Help!
+But Mustard fled with a terrified yelp, Ink trickled down to the bottom of the household, And little mouse Blink strategically mouseholed.
+But up jumped Custard, snorting like an engine, Clashed his tail like irons in a dungeon, With a clatter and a clank and a jangling squirm, He went at the pirate like a robin at a worm.
+The pirate gaped at Belinda’s dragon, And gulped some grog from his pocket flagon, He fired two bullets, but they didn’t hit, And Custard gobbled him, every bit.
+Belinda embraced him, Mustard licked him, No one mourned for his pirate victim.
+Ink and Blink in glee did gyrate Around the dragon that ate the pirate.
+But presently up spoke little dog Mustard, I’d have been twice as brave if I hadn’t been flustered.
+And up spoke Ink and up spoke Blink, We’d have been three times as brave, we think, And Custard said, I quite agree That everybody is braver than me.
+Belinda still lives in her little white house, With her little black kitten and her little grey mouse, And her little yellow dog and her little red wagon, And her realio, trulio little pet dragon.
+Belinda is as brave as a barrel full of bears, And Ink and Blink chase lions down the stairs, Mustard is as brave as a tiger in a rage, But Custard keeps crying for a nice safe cage.
+OGDEN NASH
+Ogden Nash wrote over four hundred pieces of comic verse.
+The best of his work was published in 14 volumes between 1931 and 1972.
+His work is perhaps best described in this poetic tribute by Anthony Burgess:
+he brought a new kind of sound to our literary diversions.
+And didn’t care much about breaking the poetic laws of the Medes and the Persians.
+He uses lines, sometimes of considerable length that are colloquial and prosy.
+And at the end presents you with a rhyme This bringing together of the informal and the formal is what his genius chiefly loves.
+I am trying to imitate him here, but he is probably quite inimitable.
+grog: a drink typically drunk by sailors gyrate: to move around in circles
+1. Who are the characters in this poem?
+List them with their pet names.
+2. Why did Custard cry for a nice safe cage?
+Why is the dragon called “cowardly dragon”?
+3. “Belinda tickled him, she tickled him unmerciful” Why?
+4. The poet has employed many poetic devices in the poem.
+For example: “Clashed his tail like iron in a dungeon” — the poetic device here is a simile.
+Can you, with your partner, list some more such poetic devices used in the poem?
+5. Read stanza three again to know how the poet describes the appearance of the dragon.
+6. Can you find out the rhyme scheme of two or three stanzas of the poem?
+7. Writers use words to give us a picture or image without actually saying what they mean.
+Can you trace some images used in the poem?
+8. Do you find The Tale of Custard the Dragon to be a serious or a light-hearted poem?
+Give reasons to support your answer.
+9. This poem, in ballad form, tells a story.
+Have you come across any such modern song or lyric that tells a story?
+If you know one, tell it to the class.
+Collect such songs as a project.
+Have fun writing your ballad.
+Gather information (choose/decide an idea/theme), organise your materials under characters and story and then write.
+Revise and edit your ballad to make it entertaining.
+Use the following guidelines to write your ballad.
+• Purpose of writing the ballad: to entertain and interest
+• To whom I am writing: decide for whom you are writing
+• How should I structure features?
+:
+– Tell a simple narrative
+– A few major characters
+– A strong rhythm and rhyme
+– May have a refrain (single or two line(s) repeated often)
+– Divide into verses",jeff107.pdf

data/Class10-English-jeff108.pdf-31.csv

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+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"BEFORE YOU READ
+Activity
+Use a dictionary or ask for your teacher’s help as you discuss the following questions in groups.
+1. What is a sermon?
+Is it different from a lecture or a talk?
+Can this word also be used in a negative way or as a joke (as in “my mother’s sermon about getting my work done on time…”)?
+2. Find out the meanings of the words and phrases given in the box.
+ | afflicted with | be composed | desolation
+ | --- | --- | ---
+ | lamentation | procure | be subject to
+
+3. Have you heard of the Sermon on the Mount?
+Who delivered it?
+Who do you think delivered a sermon at Benares?
+GAUTAMA Buddha (563 B.C. – 483 B.C.) began life as a
+prince named Siddhartha Gautama, in northern India.
+At twelve, he was sent away for schooling in the Hindu sacred scriptures and four years later he returned home to marry a princess.
+They had a son and lived for ten years as befitted royalty.
+At about the age of twenty-five, the Prince, heretofore shielded from the sufferings of the world, while out hunting chanced upon a sick man, then an aged man, then a funeral procession, and finally a monk begging for alms.
+These sights so moved him that he at once went out into the world to seek enlightenment concerning the sorrows he had witnessed.
+He wandered for seven years and finally sat down under a peepal tree, where he vowed to stay chanced upon until enlightenment came.
+Enlightened after seven days, he renamed the tree the Bodhi Tree (Tree of Wisdom) and began to teach and to share his new understandings.
+At that point he became known as the Buddha (the Awakened or the Enlightened).
+The Buddha preached his first sermon at the city of Benares, most holy of the dipping places on the River Ganges; that sermon has been preserved and is given here.
+It reflects the Buddha’s wisdom about one inscrutable kind of suffering.
+came across by chance
+enlightenment a state of high spiritual knowledge sermon religious or moral talk inscrutable something which cannot be understood repaired (a stylistic use) went to valley of desolation an area which is filled with deep sorrow mortals those bound to die
+dipping places bathing
+Kisa Gotami had an only son, and he died.
+In her grief she carried the dead child to all her neighbours, asking them for medicine, and the people said, “She has lost her senses.
+The boy is dead.”
+At length, Kisa Gotami met a man who replied to her request, “I cannot give thee medicine for thy child, but I know a physician who can.”
+And the girl said, “Pray tell me, sir; who is it?”
+And the man replied, ""Go to Sakyamuni, the Buddha.”
+Kisa Gotami repaired to the Buddha and cried, “Lord and Master, give me the medicine that will cure my boy.”
+The Buddha answered, “I want a handful of mustard- seed.”
+And when the girl in her joy promised to procure it, the Buddha added, “The mustard-seed must be taken from a house where no one has lost a child, husband, parent or friend.”
+Poor Kisa Gotami now went from house to house, and the people pitied her and said, “Here is mustardseed; take it!”
+But when she asked, “Did a son or daughter, a father or mother, die in your family?”
+they answered her, “Alas!
+the living are few, but the dead are many.
+Do not remind us of our deepest grief.”
+And there was no house but some beloved one had died in it.
+Kisa Gotami became weary and hopeless, and sat down at the wayside watching the lights of the city, as they flickered up and were extinguished again.
+At last the darkness of the night reigned everywhere.
+And she considered the fate of men, that their lives flicker up and are extinguished again.
+And she thought to herself, “How selfish am I in my grief!
+Death is common to all; yet in this valley of desolation there is a path that leads him to immortality who has surrendered all selfishness.”
+The Buddha said, ‘‘The life of mortals in this world is troubled and brief and combined with pain.
+For there is not any means by which those that have been born can avoid dying; after reaching old age there is death; of such a nature are living beings.
+As ripe fruits are early in danger of falling, so mortals when born are always in danger of death.
+As all earthen vessels made by the potter end in being broken, so is the life of mortals.
+Both young and adult, both those who are fools and those who are wise, all fall into the power of death; all are subject to death.
+“Of those who, overcome by death, depart from life, a father cannot save his son, nor kinsmen their relations.
+Mark!
+while relatives are looking on and lamenting deeply, one by one mortals are carried off, like an ox that is led to the slaughter.
+So the world is afflicted with death and decay, therefore the wise do not grieve, knowing the terms of the world.
+“Not from weeping nor from grieving will anyone obtain peace of mind; on the contrary, his pain will be the greater and his body will suffer.
+He will make himself sick and pale, yet the dead are not saved by his lamentation.
+He who seeks peace should draw out the arrow of lamentation, and complaint, and grief.
+He who has drawn out the arrow and has become composed will obtain peace of mind; he who has overcome all sorrow will become free from sorrow, and be blessed.”
+[Source: Betty Renshaw Values and Voices: A College Reader (1975)]
+afflicted with affected by suffering, disease or pain
+lamentation expression of sorrow
+1. When her son dies, Kisa Gotami goes from house to house.
+What does she ask for?
+Does she get it?
+Why not?
+2. Kisa Gotami again goes from house to house after she speaks with the Buddha.
+What does she ask for, the second time around?
+Does she get it?
+Why not?
+3. What does Kisa Gotami understand the second time that she failed to understand the first time?
+Was this what the Buddha wanted her to understand?
+4. Why do you think Kisa Gotami understood this only the second time?
+In what way did the Buddha change her understanding?
+5. How do you usually understand the idea of ‘selfishness’?
+Do you agree with Kisa Gotami that she was being ‘selfish in her grief ’?
+I. This text is written in an old-fashioned style, for it reports an incident more than two millennia old.
+Look for the following words and phrases in the text, and try to rephrase them in more current language, based on how you understand them.
+• give thee medicine for thy child
+• Pray tell me
+• Kisa repaired to the Buddha
+• there was no house but someone had died in it
+• kinsmen
+• Mark!
+II.
+You know that we can combine sentences using words like and, or, but, yet and then.
+But sometimes no such word seems appropriate.
+In such a case we can use a semicolon (;) or a dash (—) to combine two clauses.
+She has no interest in music; I doubt she will become a singer like her mother.
+The second clause here gives the speaker’s opinion on the first clause.
+Here is a sentence from the text that uses semicolons to combine clauses.
+Break up the sentence into three simple sentences.
+Can you then say which has a better rhythm when you read it, the single sentence using semicolons, or the three simple sentences?
+For there is not any means by which those who have been born can avoid dying; after reaching old age there is death; of such a nature are living beings.
+The Buddha’s sermon is over 2500 years old.
+Given below are two recent texts on the topic of grief.
+Read the texts, comparing them with each other and with the Buddha’s sermon.
+Do you think the Buddha’s ideas and way of teaching continue to hold meaning for us?
+Or have we found better ways to deal with grief?
+Discuss this in groups or in class.
+I. A Guide to Coping with the Death of a Loved One
+Martha is having difficulty sleeping lately and no longer enjoys doing things with her friends.
+Martha lost her husband of 26 years to cancer a month ago.
+Anya, age 17, doesn’t feel like eating and spends the days in her room crying.
+Her grandmother recently died.
+Both of these individuals are experiencing grief.
+Grief is an emotion natural to all types of loss or significant change.
+Feelings of Grief
+Although grief is unique and personal, a broad range of feelings and behaviours are commonly experienced after the death of a loved one.
+• Sadness.
+This is the most common, and it is not necessarily manifested by crying.
+• Anger.
+This is one of the most confusing feelings for a survivor.
+There may be frustration at not being able to prevent the death, and a sense of not being able to exist without the loved one.
+• Guilt and Self-reproach.
+People may believe that they were not kind enough or caring enough to the person who died, or that the person should have seen the doctor sooner.
+• Anxiety.
+An individual may fear that she/he won’t be able to care for herself/himself.
+• Loneliness.
+There are reminders throughout the day that a partner, family member or friend is gone.
+For example, meals are no longer prepared the same way, phone calls to share a special moment don’t happen.
+• Fatigue.
+There is an overall sense of feeling tired.
+• Disbelief: This occurs particularly if it was a sudden death.
+Helping Others Who Are Experiencing Grief
+When a friend, loved one, or co-worker is experiencing grief—how can we help?
+It helps to understand that grief is expressed through a variety of behaviours.
+Reach out to others in their grief, but understand that some may not want to accept help and will not share their grief.
+Others will want to talk about their thoughts and feelings or reminisce.
+Be patient and let the grieving person know that you care and are there to support him or her.
+II. Good Grief
+AMITAI ETZIONI
+Soon after my wife died — her car slid off an icy road in 1985 — a school psychologist warned me that my children and I were not mourning in the right way.
+We felt angry; the proper first stage, he said, is denial.
+In late August this year, my 38-year-old son, Michael, died suddenly in his sleep, leaving behind a 2-year-old son and a wife expecting their next child.
+There is no set form for grief, and no ‘right’ way to express it.
+There seems to be an expectation that, after a great loss, we will progress systematically through the well-known stages of grief.
+It is wrong, we are told, to jump to anger — or to wallow too long in this stage before moving towards acceptance.
+But I was, and am, angry.
+To make parents bury their children is wrong; to have both my wife and son taken from me, for forever and a day, is cruel beyond words.
+A relative from Jerusalem, who is a psychiatrist, brought some solace by citing the maxim: ‘We are not to ask why, but what.’
+The ‘what’ is that which survivors in grief are bound to do for one another.
+Following that advice, my family, close friends and I keep busy, calling each other and giving long answers to simple questions like, “How did your day go today?”
+We try to avoid thinking about either the immediate past or the bereft future.
+We take turns playing with Max, Michael’s two-year-old son.
+Friends spend nights with the young widow, and will be among those holding her hand when the baby is born.
+Focusing on what we do for one another is the only consolation we can find.
+Write a page (about three paragraphs) on one of the following topics.
+You can think about the ideas in the text that are relevant to these topics, and add your own ideas and experiences to them.
+1. Teaching someone to understand a new or difficult idea
+2. Helping each other to get over difficult times
+3. Thinking about oneself as unique, or as one among billions of others
+WHAT WE HAVE DONE
+Narrated the story of the Buddha, and the advice he gave to the grief-stricken woman.
+WHAT YOU CAN DO
+1. Read and discuss the following extract from Kahlil Gibran’s The Prophet with the students.
+Joy and Sorrow
+Then a woman said, “Speak to us of Joy and Sorrow.” And he answered:
+Your joy is your sorrow unmasked.
+And the selfsame well from which your laughter rises was oftentimes filled with your tears.
+And how else can it be?
+The deeper that sorrow carves into your being, the more joy you can contain.
+Is not the cup that holds your wine the very cup that was burned in the potter’s oven?
+And is not the lute that soothes your spirit, the very wood that was hollowed out with knives?
+When you are joyous, look deep into your heart and you shall find it is only that which has given you sorrow that is giving you joy.
+When you are sorrowful look again in your heart, and you shall see that in truth you are weeping for that which has been your delight.
+Some of you say, “Joy is greater than sorrow,” and others say, “Nay, sorrow is the greater.”
+But I say unto you, they are inseparable.
+Together they come, and when one sits alone with you at your board, remember that the other is asleep upon your bed.
+2. Help students to read and memorise the following extract from Tagore.
+Say not in grief that she is no more but say in thankfulness that she was.
+A death is not the extinguishing of a light, but the putting out of the lamp because the dawn has come.",jeff108.pdf
+1,CBSE,Class10,English,"GAUTAMA Buddha (563 B.C. – 483 B.C.) began life as a
+prince named Siddhartha Gautama, in northern India.
+At twelve, he was sent away for schooling in the Hindu sacred scriptures and four years later he returned home to marry a princess.
+They had a son and lived for ten years as befitted royalty.
+At about the age of twenty-five, the Prince, heretofore shielded from the sufferings of the world, while out hunting chanced upon a sick man, then an aged man, then a funeral procession, and finally a monk begging for alms.
+These sights so moved him that he at once went out into the world to seek enlightenment concerning the sorrows he had witnessed.
+He wandered for seven years and finally sat down under a peepal tree, where he vowed to stay chanced upon until enlightenment came.
+Enlightened after seven days, he renamed the tree the Bodhi Tree (Tree of Wisdom) and began to teach and to share his new understandings.
+At that point he became known as the Buddha (the Awakened or the Enlightened).
+The Buddha preached his first sermon at the city of Benares, most holy of the dipping places on the River Ganges; that sermon has been preserved and is given here.
+It reflects the Buddha’s wisdom about one inscrutable kind of suffering.
+came across by chance
+enlightenment a state of high spiritual knowledge sermon religious or moral talk inscrutable something which cannot be understood repaired (a stylistic use) went to valley of desolation an area which is filled with deep sorrow mortals those bound to die
+dipping places bathing
+Kisa Gotami had an only son, and he died.
+In her grief she carried the dead child to all her neighbours, asking them for medicine, and the people said, “She has lost her senses.
+The boy is dead.”
+At length, Kisa Gotami met a man who replied to her request, “I cannot give thee medicine for thy child, but I know a physician who can.”
+And the girl said, “Pray tell me, sir; who is it?”
+And the man replied, ""Go to Sakyamuni, the Buddha.”
+Kisa Gotami repaired to the Buddha and cried, “Lord and Master, give me the medicine that will cure my boy.”
+The Buddha answered, “I want a handful of mustard- seed.”
+And when the girl in her joy promised to procure it, the Buddha added, “The mustard-seed must be taken from a house where no one has lost a child, husband, parent or friend.”
+Poor Kisa Gotami now went from house to house, and the people pitied her and said, “Here is mustardseed; take it!”
+But when she asked, “Did a son or daughter, a father or mother, die in your family?”
+they answered her, “Alas!
+the living are few, but the dead are many.
+Do not remind us of our deepest grief.”
+And there was no house but some beloved one had died in it.
+Kisa Gotami became weary and hopeless, and sat down at the wayside watching the lights of the city, as they flickered up and were extinguished again.
+At last the darkness of the night reigned everywhere.
+And she considered the fate of men, that their lives flicker up and are extinguished again.
+And she thought to herself, “How selfish am I in my grief!
+Death is common to all; yet in this valley of desolation there is a path that leads him to immortality who has surrendered all selfishness.”
+The Buddha said, ‘‘The life of mortals in this world is troubled and brief and combined with pain.
+For there is not any means by which those that have been born can avoid dying; after reaching old age there is death; of such a nature are living beings.
+As ripe fruits are early in danger of falling, so mortals when born are always in danger of death.
+As all earthen vessels made by the potter end in being broken, so is the life of mortals.
+Both young and adult, both those who are fools and those who are wise, all fall into the power of death; all are subject to death.
+“Of those who, overcome by death, depart from life, a father cannot save his son, nor kinsmen their relations.
+Mark!
+while relatives are looking on and lamenting deeply, one by one mortals are carried off, like an ox that is led to the slaughter.
+So the world is afflicted with death and decay, therefore the wise do not grieve, knowing the terms of the world.
+“Not from weeping nor from grieving will anyone obtain peace of mind; on the contrary, his pain will be the greater and his body will suffer.
+He will make himself sick and pale, yet the dead are not saved by his lamentation.
+He who seeks peace should draw out the arrow of lamentation, and complaint, and grief.
+He who has drawn out the arrow and has become composed will obtain peace of mind; he who has overcome all sorrow will become free from sorrow, and be blessed.”
+[Source: Betty Renshaw Values and Voices: A College Reader (1975)]
+afflicted with affected by suffering, disease or pain
+lamentation expression of sorrow
+1. When her son dies, Kisa Gotami goes from house to house.
+What does she ask for?
+Does she get it?
+Why not?
+2. Kisa Gotami again goes from house to house after she speaks with the Buddha.
+What does she ask for, the second time around?
+Does she get it?
+Why not?
+3. What does Kisa Gotami understand the second time that she failed to understand the first time?
+Was this what the Buddha wanted her to understand?
+4. Why do you think Kisa Gotami understood this only the second time?
+In what way did the Buddha change her understanding?
+5. How do you usually understand the idea of ‘selfishness’?
+Do you agree with Kisa Gotami that she was being ‘selfish in her grief ’?
+I. This text is written in an old-fashioned style, for it reports an incident more than two millennia old.
+Look for the following words and phrases in the text, and try to rephrase them in more current language, based on how you understand them.
+• give thee medicine for thy child
+• Pray tell me
+• Kisa repaired to the Buddha
+• there was no house but someone had died in it
+• kinsmen
+• Mark!
+II.
+You know that we can combine sentences using words like and, or, but, yet and then.
+But sometimes no such word seems appropriate.
+In such a case we can use a semicolon (;) or a dash (—) to combine two clauses.
+She has no interest in music; I doubt she will become a singer like her mother.
+The second clause here gives the speaker’s opinion on the first clause.
+Here is a sentence from the text that uses semicolons to combine clauses.
+Break up the sentence into three simple sentences.
+Can you then say which has a better rhythm when you read it, the single sentence using semicolons, or the three simple sentences?
+For there is not any means by which those who have been born can avoid dying; after reaching old age there is death; of such a nature are living beings.
+The Buddha’s sermon is over 2500 years old.
+Given below are two recent texts on the topic of grief.
+Read the texts, comparing them with each other and with the Buddha’s sermon.
+Do you think the Buddha’s ideas and way of teaching continue to hold meaning for us?
+Or have we found better ways to deal with grief?
+Discuss this in groups or in class.",jeff108.pdf
+2,CBSE,Class10,English,"I. A Guide to Coping with the Death of a Loved One
+Martha is having difficulty sleeping lately and no longer enjoys doing things with her friends.
+Martha lost her husband of 26 years to cancer a month ago.
+Anya, age 17, doesn’t feel like eating and spends the days in her room crying.
+Her grandmother recently died.
+Both of these individuals are experiencing grief.
+Grief is an emotion natural to all types of loss or significant change.
+Feelings of Grief
+Although grief is unique and personal, a broad range of feelings and behaviours are commonly experienced after the death of a loved one.
+• Sadness.
+This is the most common, and it is not necessarily manifested by crying.
+• Anger.
+This is one of the most confusing feelings for a survivor.
+There may be frustration at not being able to prevent the death, and a sense of not being able to exist without the loved one.
+• Guilt and Self-reproach.
+People may believe that they were not kind enough or caring enough to the person who died, or that the person should have seen the doctor sooner.
+• Anxiety.
+An individual may fear that she/he won’t be able to care for herself/himself.
+• Loneliness.
+There are reminders throughout the day that a partner, family member or friend is gone.
+For example, meals are no longer prepared the same way, phone calls to share a special moment don’t happen.
+• Fatigue.
+There is an overall sense of feeling tired.
+• Disbelief: This occurs particularly if it was a sudden death.
+Helping Others Who Are Experiencing Grief
+When a friend, loved one, or co-worker is experiencing grief—how can we help?
+It helps to understand that grief is expressed through a variety of behaviours.
+Reach out to others in their grief, but understand that some may not want to accept help and will not share their grief.
+Others will want to talk about their thoughts and feelings or reminisce.
+Be patient and let the grieving person know that you care and are there to support him or her.Feelings of Grief
+Although grief is unique and personal, a broad range of feelings and behaviours are commonly experienced after the death of a loved one.
+• Sadness.
+This is the most common, and it is not necessarily manifested by crying.
+• Anger.
+This is one of the most confusing feelings for a survivor.
+There may be frustration at not being able to prevent the death, and a sense of not being able to exist without the loved one.
+• Guilt and Self-reproach.
+People may believe that they were not kind enough or caring enough to the person who died, or that the person should have seen the doctor sooner.
+• Anxiety.
+An individual may fear that she/he won’t be able to care for herself/himself.
+• Loneliness.
+There are reminders throughout the day that a partner, family member or friend is gone.
+For example, meals are no longer prepared the same way, phone calls to share a special moment don’t happen.
+• Fatigue.
+There is an overall sense of feeling tired.
+• Disbelief: This occurs particularly if it was a sudden death.Helping Others Who Are Experiencing Grief
+When a friend, loved one, or co-worker is experiencing grief—how can we help?
+It helps to understand that grief is expressed through a variety of behaviours.
+Reach out to others in their grief, but understand that some may not want to accept help and will not share their grief.
+Others will want to talk about their thoughts and feelings or reminisce.
+Be patient and let the grieving person know that you care and are there to support him or her.",jeff108.pdf
+3,CBSE,Class10,English,"AMITAI ETZIONI
+Soon after my wife died — her car slid off an icy road in 1985 — a school psychologist warned me that my children and I were not mourning in the right way.
+We felt angry; the proper first stage, he said, is denial.
+In late August this year, my 38-year-old son, Michael, died suddenly in his sleep, leaving behind a 2-year-old son and a wife expecting their next child.
+There is no set form for grief, and no ‘right’ way to express it.
+There seems to be an expectation that, after a great loss, we will progress systematically through the well-known stages of grief.
+It is wrong, we are told, to jump to anger — or to wallow too long in this stage before moving towards acceptance.
+But I was, and am, angry.
+To make parents bury their children is wrong; to have both my wife and son taken from me, for forever and a day, is cruel beyond words.
+A relative from Jerusalem, who is a psychiatrist, brought some solace by citing the maxim: ‘We are not to ask why, but what.’
+The ‘what’ is that which survivors in grief are bound to do for one another.
+Following that advice, my family, close friends and I keep busy, calling each other and giving long answers to simple questions like, “How did your day go today?”
+We try to avoid thinking about either the immediate past or the bereft future.
+We take turns playing with Max, Michael’s two-year-old son.
+Friends spend nights with the young widow, and will be among those holding her hand when the baby is born.
+Focusing on what we do for one another is the only consolation we can find.
+Write a page (about three paragraphs) on one of the following topics.
+You can think about the ideas in the text that are relevant to these topics, and add your own ideas and experiences to them.
+1. Teaching someone to understand a new or difficult idea
+2. Helping each other to get over difficult times
+3. Thinking about oneself as unique, or as one among billions of others
+WHAT WE HAVE DONE
+Narrated the story of the Buddha, and the advice he gave to the grief-stricken woman.
+WHAT YOU CAN DO
+1. Read and discuss the following extract from Kahlil Gibran’s The Prophet with the students.
+Joy and Sorrow
+Then a woman said, “Speak to us of Joy and Sorrow.” And he answered:
+Your joy is your sorrow unmasked.
+And the selfsame well from which your laughter rises was oftentimes filled with your tears.
+And how else can it be?
+The deeper that sorrow carves into your being, the more joy you can contain.
+Is not the cup that holds your wine the very cup that was burned in the potter’s oven?
+And is not the lute that soothes your spirit, the very wood that was hollowed out with knives?
+When you are joyous, look deep into your heart and you shall find it is only that which has given you sorrow that is giving you joy.
+When you are sorrowful look again in your heart, and you shall see that in truth you are weeping for that which has been your delight.
+Some of you say, “Joy is greater than sorrow,” and others say, “Nay, sorrow is the greater.”
+But I say unto you, they are inseparable.
+Together they come, and when one sits alone with you at your board, remember that the other is asleep upon your bed.
+2. Help students to read and memorise the following extract from Tagore.
+Say not in grief that she is no more but say in thankfulness that she was.
+A death is not the extinguishing of a light, but the putting out of the lamp because the dawn has come.WHAT WE HAVE DONE
+Narrated the story of the Buddha, and the advice he gave to the grief-stricken woman.WHAT YOU CAN DO
+1. Read and discuss the following extract from Kahlil Gibran’s The Prophet with the students.
+Joy and Sorrow
+Then a woman said, “Speak to us of Joy and Sorrow.” And he answered:
+Your joy is your sorrow unmasked.
+And the selfsame well from which your laughter rises was oftentimes filled with your tears.
+And how else can it be?
+The deeper that sorrow carves into your being, the more joy you can contain.
+Is not the cup that holds your wine the very cup that was burned in the potter’s oven?
+And is not the lute that soothes your spirit, the very wood that was hollowed out with knives?
+When you are joyous, look deep into your heart and you shall find it is only that which has given you sorrow that is giving you joy.
+When you are sorrowful look again in your heart, and you shall see that in truth you are weeping for that which has been your delight.
+Some of you say, “Joy is greater than sorrow,” and others say, “Nay, sorrow is the greater.”
+But I say unto you, they are inseparable.
+Together they come, and when one sits alone with you at your board, remember that the other is asleep upon your bed.
+2. Help students to read and memorise the following extract from Tagore.
+Say not in grief that she is no more but say in thankfulness that she was.
+A death is not the extinguishing of a light, but the putting out of the lamp because the dawn has come.",jeff108.pdf

data/Class10-English-jeff109.pdf-32.csv

@@ -0,0 +1,1172 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"BEFORE YOU READ
+Activity
+1. The word ‘proposal’ has several meanings.
+Can you guess what sort of proposal the play is about?
+(i) a suggestion, plan or scheme for doing something
+(ii) an offer for a possible plan or action
+(iii) the act of asking someone’s hand in marriage
+A Russian Wedding
+Do you know anything about a Russian marriage ceremony?
+Read this article about a Russian wedding.
+Preparations for a Russian Wedding: A Russian wedding is very simple.
+The planning only includes arranging for rings, brides’ dress, cars, and a reception.
+Earlier, the bride’s family paid for the reception, but now-a-days brides’ and grooms’ families usually share expenses.
+A Russian wedding lasts for two days; some weddings last as long as a week, and the occasion becomes something to remember for years.
+The necessary part of the wedding ceremony is a wedding procession of several cars.
+The best friends of the groom/ bride meet before the wedding a few times, make posters, write speeches and organise contests.
+When the groom arrives to fetch the bride for the registration, he has to fight to get her!
+Russians usually live in apartments in tall buildings, and the groom has to climb several stairs to reach his bride.
+But at each landing he must answer a question to be allowed to go up.
+The bride’s friends ask difficult questions (sometimes about the bride, sometimes just difficult riddles), and the groom must answer with the help of his friends.
+For example, he may be shown a few photos of baby girls and he must say which one his bride is.
+If he guesses wrong, he must pay cash to move ahead.
+After the marriage registration, the newly-married couple leaves the guests for a tour of the city sights.
+After two or three hours of the city tour the couple arrives at the reception.
+The couple sits at a specially arranged table with their family, friends and invited guests.
+The reception starts with toasts to the couple.
+A wedding toast is a custom where a close friend or relative of the groom or the bride says a few words to wish the couple, then everyone raises their glass of wine, and drink it up at the same moment.
+The groom is then asked to kiss the bride.
+After a few toasts, people start eating and drinking, and generally have fun.
+After some time, the bride gets ‘stolen’!
+She disappears, and when the groom starts looking for her, he is asked to pay a fee.
+Usually it is his friends who ‘steal’ the bride.
+Then there are the bride’s friends — they steal the bride’s shoe.
+The groom must pay money for the shoe too.
+The guests enjoy watching these tussles, and continue partying.
+2. Do you think Indian and Russian weddings have any customs in common?
+With the help of a partner, fill in the table below.
+Wedding Ceremonies in Russia and India
+121
+ | Customs similar to | Customs different from
+ | Indian ones | Indian ones
+
+‘‘The Proposal’’ (originally titled ‘‘A Marriage Proposal’’) is a one- act play, a farce, by the Russian short story writer and dramatist Anton Chekhov.
+It was written in 1888–89.
+The play is about the tendency of wealthy families to seek ties with other wealthy families, to increase their estates by encouraging marriages that make good economic sense.
+Ivan Lomov, a long time wealthy neighbour of Stepan Chubukov, also wealthy, comes to seek the hand of Chubukov’s twenty-five-year-old daughter, Natalya.
+All three are quarrelsome people, and they quarrel over petty issues.
+The proposal is in danger of being forgotten amidst all this quarrelling.
+But economic good sense ensures that the proposal is made, after all — although the quarrelling perhaps continues!
+Characters
+STEPAN STEPANOVITCH CHUBUKOV : a landowner NATALYA STEPANOVNA : his daughter, twenty-five years old IVAN VASSILEVITCH LOMOV : a neighbour of Chubukov, a large and hearty, but very suspicious, landowner A drawing-room in Chubukov‘s house.
+Lomov enters, wearing a dress-jacket and white gloves.
+Chubukov rises to meet him.
+ | CHUBUKOV : My dear fellow, whom do I see! Ivan Vassilevitch! I am extremely glad! [Squeezes | his hand] Now this is a surprise, my darling How are you?
+ | LOMOV : Thank you. And how may you be getting on? CHUBUKOV : We just get along somehow, my angel, thanks to your prayers, and so on. Sit down, please do Now, you know, you shouldn’t forget all about your neighbours, my darling. My dear fellow, why are you so formal in your get-up! Evening dress, gloves, and so on. Can you be going anywhere, my treasure? LOMOV CHUBUKOV : Then why are you in evening dress, my precious? As if you’re paying a New Year’s Eve visit! LOMOV | : No. I’ve come only to see you, honoured Stepan Stepanovitch. : Well, you see, it’s like this. [Takes his arm] I’ve come to you, honoured Stepan Stepanovitch, to trouble you with a request. Not once or twice have I already had the privilege of applying to you for help, and you have always, so to speak
+ | ask your pardon, I am getting excited. I shall drink some water, honoured Stepan Stepanovitch. [Drinks.]
+ | CHUBUKOV : [aside] He’s come to borrow money. Shan’t give him any! [aloud] What is it, my beauty? LOMOV | : You see, Honoured Stepanitch I beg pardon Stepan
+ | Honouritch | I mean, I’m awfully excited, as you will
+ | please notice In short, you alone can help me, though I don’t deserve it, of course and haven’t any right to count on your assistance CHUBUKOV : Oh, don’t go round and round it, darling! Spit it out! Well? LOMOV : One moment this very minute. The fact is I’ve come to ask the hand of your daughter, Natalya Stepanovna, in marriage.
+ | CHUBUKOV : [joyfully] By Jove! Ivan Vassilevitch! Say it again — I didn’t hear it all! LOMOV : I have the honour to ask CHUBUKOV : [interrupting] My dear fellow I’m so glad, and so on | 
+
+Yes, indeed, and all that sort of thing.
+[Embraces and kisses Lomov] I’ve been hoping for it for a long time.
+It’s been my continual desire.
+[Sheds a tear] And I’ve always loved you, my angel, as if you were my own son.
+May God give you both — His help and His love and so on, and so much hope What am I behaving in this idiotic way for?
+I’m off my balance with joy, absolutely off my balance!
+Oh, with all my soul I’ll go and call Natasha, and all that.
+LOMOV : [greatly moved] Honoured Stepan Stepanovitch, do you think I may count on her consent?
+CHUBUKOV : Why, of course, my darling, and as if she won’t consent!
+She’s in love; egad, she’s like a lovesick cat, and so on.
+Shan’t be long!
+[Exit.]
+LOMOV : It’s cold I’m trembling all over, just as if I’d got an examination before me.
+The great thing is, I must have my mind made up.
+If I give myself time to think, to hesitate, to talk a lot, to look for an ideal, or for real love, then I’ll never get married.
+Brr It’s cold!
+Natalya
+Stepanovna is an excellent housekeeper, not bad-looking, well-educated.
+What more do I want?
+But I’m getting a noise in my ears from excitement.
+[Drinks] And it’s impossible for me not to marry.
+In the first place, I’m already 35 — a critical age, so to speak.
+In the second place, I ought to lead a quiet and regular life.
+I suffer from palpitations, I’m excitable and always getting awfully upset; at this very moment my lips are trembling, and there’s a twitch in my right eyebrow.
+But the very worst of all is the way I sleep.
+I no sooner get into bed and begin to go off, when suddenly something in my left side gives a pull, and I can feel it in my shoulder and head I jump up like a lunatic, walk about a bit and lie down again, but as soon as I begin to get off to sleep there’s another pull!
+And this may happen twenty times [Natalya Stepanovna comes in.]
+NATLYA : Well, there!
+It’s you, and papa said, “Go; there’s a merchant come for his goods.”
+How do you do, Ivan Vassilevitch?
+LOMOV : How do you do, honoured Natalya Stepanovna?
+NATALYA : You must excuse my apron and neglige.
+We’re shelling peas for drying.
+Why haven’t you been here for such a long time?
+Sit down [They seat themselves.]
+Won’t you have some lunch?
+LOMOV : No, thank you, I’ve had some already.
+NATALYA : Then smoke.
+Here are the matches.
+The weather is splendid now, but yesterday it was so wet that the workmen didn’t do anything all day.
+How much hay have you stacked?
+Just think, I felt greedy and had a whole field cut, and now I’m not at all pleased about it because I’m afraid my hay may rot. I ought to have waited a bit.
+But what’s this?
+Why, you’re in evening dress!
+Well, I never!
+Are you going to a ball or what?
+Though I must say you look better Tell me, why are you got up like that?
+LOMOV : [excited] You see, honoured Natalya Stepanovna the fact is, I’ve made up my mind to ask you to hear me out Of course you’ll be surprised and perhaps even angry, but a [aside] It’s awfully cold!
+NATALYA : What’s the matter?
+[pause] Well?
+LOMOV : I shall try to be brief.
+You must know, honoured Natalya Stepanovna, that I have long, since my childhood, in fact, had the privilege of knowing your family.
+My late aunt and her husband, from whom, as you know, I inherited my land, always had the greatest respect for your father and your late mother.
+The Lomovs and the Chubukovs have always had the most friendly, and I might almost say the most affectionate, regard for each other.
+And, as you know, my land is a near neighbour of yours.
+You will remember that my Oxen Meadows touch your birchwoods.
+NATALYA : Excuse my interrupting you.
+You say, “my Oxen Meadows”.
+But are they yours?
+LOMOV : Yes, mine.
+NATALYA : What are you talking about?
+Oxen Meadows are ours, not yours!
+LOMOV : No, mine, honoured Natalya Stepanovna.
+NATALYA : Well, I never knew that before.
+How do you make that out?
+LOMOV : How?
+I’m speaking of those Oxen Meadows which are wedged in between your birchwoods and the Burnt Marsh.
+NATALYA : Yes, yes they’re ours.
+LOMOV : No, you’re mistaken, honoured Natalya Stepanovna, they’re mine.
+NATALYA : Just think, Ivan Vassilevitch!
+How long have they been yours?
+LOMOV : How long?
+As long as I can remember.
+NATALYA : Really, you won’t get me to believe that!
+LOMOV : But you can see from the documents, honoured Natalya Stepanovna.
+Oxen Meadows, it’s true, were once the subject of dispute, but now everybody knows that they are mine.
+There’s nothing to argue about.
+You see my aunt’s grandmother gave the free use of these Meadows in perpetuity to the peasants of your father’s grandfather, in return for which they were to make bricks for her.
+The peasants belonging to your father’s grandfather had the free use of the Meadows for forty years, and had got into the habit of regarding them as their own, when it happened that NATALYA : No, it isn’t at all like that!
+Both grandfather and greatgrandfather reckoned that their land extended to Burnt Marsh — which means that Oxen Meadows were ours.
+I don’t see what there is to argue about.
+It’s simply silly!
+LOMOV I’ll show you the documents, Natalya Stepanovna!
+NATALYA : No, you’re simply joking, or making fun of me.
+What a surprise!
+We’ve had the land for nearly three hundred years, and then we’re suddenly told that it isn’t ours!
+Ivan Vassilevitch, I can hardly believe my own ears.
+These Meadows aren’t worth much to me.
+They only come to five dessiatins, and are worth perhaps 300 roubles, but I can’t stand unfairness.
+Say what you will, I can’t stand unfairness.
+LOMOV : Hear me out, I implore you!
+The peasants of your father’s grandfather, as I have already had the honour of explaining to you, used to bake bricks for my aunt’s grandmother.
+Now my aunt’s grandmother, wishing to make them a pleasant NATALYA : I can’t make head or tail of all this about aunts and grandfathers and grandmothers.
+The Meadows are ours, that’s all.
+LOMOV : Mine.
+NATALYA : Ours!
+You can go on proving it for two days on end, you can go and put on fifteen dress jackets, but I tell you they’re ours, ours, ours!
+I don’t want anything of yours and I don’t want to give anything of mine.
+So there!
+LOMOV : Natalya Stepanovna, I don’t want the Meadows, but I am acting on principle.
+If you like, I’ll make you a present of them.
+NATALYA : I can make you a present of them myself, because they’re mine!
+Your behaviour, Ivan Vassilevitch, is strange, to say the least!
+Up to this we have always thought of you as a good neighbour, a friend; last year we lent you our threshing-machine, although on that account we had to put off our own threshing till November, but you behave to us as if we were gypsies.
+Giving me my own land, indeed!
+No, really, that’s not at all neighbourly!
+In my opinion, it’s even impudent, if you want to know.
+LOMOV : Then you make out that I’m a landgrabber?
+Madam, never in my life have I grabbed anybody else’s land and I shan’t allow anybody to accuse me of having done so.
+[Quickly steps to the carafe and drinks more water] Oxen Meadows are mine!
+NATALYA : It’s not true, they’re ours!
+LOMOV : Mine!
+NATALYA : It’s not true!
+I’ll prove it!
+I’ll send my mowers out to the Meadows this very day!
+LOMOV : What?
+NATALYA : My mowers will be there this very day!
+LOMOV : I’ll give it to them in the neck!
+NATALYA : You dare!
+LOMOV : [Clutches at his heart] Oxen Meadows are mine!
+You understand?
+Mine!
+NATALYA : Please don’t shout!
+You can shout yourself hoarse in your own house but here I must ask you to restrain yourself!
+LOMOV : If it wasn’t, madam, for this awful, excruciating palpitation, if my whole inside wasn’t upset, I’d talk to you in a different way!
+[Yells] Oxen Meadows are mine!
+NATALYA : Ours!
+LOMOV : Mine!
+NATALYA : Ours!
+LOMOV : Mine!
+[Enter Chubukov] CHUBUKOV : What’s the matter?
+What are you shouting for?
+NATALYA : Papa, please tell this gentleman who owns Oxen Meadows, we or he?
+CHUBUKOV : [to Lomov] Darling, the Meadows are ours!
+LOMOV But, please, Stepan Stepanovitch, how can they be yours?
+Do be a reasonable man!
+My aunt’s grandmother gave the Meadows for the temporary and free use of your grandfather’s peasants.
+The peasants used the land for forty years and got accustomed to it as if it was their own, when it happened that CHUBUKOV : Excuse me, my precious.
+You forget just this, that the peasants didn’t pay your grandmother and all that, because the Meadows were in dispute, and so on.
+And now everybody knows that they’re ours.
+It means that you haven’t seen the plan.
+LOMOV : I’ll prove to you that they’re mine!
+CHUBUKOV : You won’t prove it, my darling — LOMOV : I shall CHUBUKOV : Dear one, why yell like that?
+You won’t prove anything just by yelling.
+I don’t want anything of yours, and don’t intend to give up what I have.
+Why should I?
+And you know, my beloved, that if you propose to go on arguing about it, I’d much sooner give up the Meadows to the peasants than to you.
+There!
+LOMOV : I don’t understand!
+How have you the right to give away somebody else’s property?
+CHUBUKOV : You may take it that I know whether I have the right or not.
+Because, young man, I’m not used to being spoken to in that tone of voice, and so on.
+I, young man, am twice your age, and ask you to speak to me without agitating yourself, and all that.
+LOMOV : No, you just think I’m a fool and want to have me on!
+You call my land yours, and then you want me to talk to you calmly and politely!
+Good neighbours don’t behave like that, Stepan Stepanovitch!
+You’re not a neighbour, you’re a grabber!
+CHUBUKOV : What’s that?
+What did you say?
+NATALYA : Papa, send the mowers out to the Meadows at once!
+CHUBUKOV : What did you say, sir?
+NATALYA : Oxen Meadows are ours, and I shan’t give them up, shan’t give them up, shan’t give them up!
+LOMOV : We’ll see!
+I’ll have the matter taken to court, and then I’ll show you!
+CHUBUKOV : To court?
+You can take it to court, and all that!
+You can!
+I know you; you’re just on the look-out for a chance to go
+ | LOMOV CHUBUKOV : You Lomovs have had lunacy in your family, all of you! NATALYA CHUBUKOV : Your grandfather was a drunkard, and your younger aunt, Nastasya Mihailovna, ran away with an architect, and so on LOMOV | to court, and all that. You pettifogger! All your people were like that! All of them! : Never mind about my people! The Lomovs have all been honourable people, and not one has ever been tried for embezzlement, like your grandfather! : All, all, all! : And your mother was hump-backed. [Clutches at his heart] Something pulling in my side My head | Help! Water!
+ | --- | --- | ---
+ | CHUBUKOV : Your father was a guzzling gambler! NATALYA | : And there haven’t been many backbiters to equal your aunt! | CHUBUKOV : My left foot has gone to sleep You’re an intriguerOh,
+ | my heart! And it’s an open secret that before the last elections you bri | I can see stars | Where’s my hat?
+
+NATALYA : It’s low!
+It’s dishonest!
+It’s mean!
+CHUBUKOV : And you’re just a malicious, doublefaced intriguer!
+Yes!
+LOMOV : Here’s my hat.
+My heart!
+Which way?
+Where’s the door?
+Oh I think I’m dying!
+My foot’s quite numb [Goes to the door.]
+CHUBUKOV : [following him] And don’t set foot in my house again!
+NATALYA : Take it to court!
+We’ll see!
+[Lomov staggers out.]
+CHUBUKOV : Devil take him! [Walks about in excitement.]
+NATALYA : What a rascal!
+What trust can one have in one’s neighbours after that!
+CHUBUKOV : The villain!
+The scarecrow!
+NATALYA : The monster!
+First he takes our land and then he has the impudence to abuse us.
+CHUBUKOV : And that blind hen, yes, that turnip-ghost has the confounded cheek to make a proposal, and so on!
+What?
+A proposal!
+NATALYA : What proposal?
+CHUBUKOV : Why, he came here to propose to you.
+NATALYA : To propose?
+To me?
+Why didn’t you tell me so before?
+CHUBUKOV : So he dresses up in evening clothes.
+The stuffed sausage!
+The wizen-faced frump!
+NATALYA : To propose to me?
+Ah!
+[Falls into an easy-chair and wails] Bring him back!
+Back!
+Ah!
+Bring him here.
+CHUBUKOV : Bring whom here?
+NATALYA : Quick, quick!
+I’m ill! Fetch him! [Hysterics.]
+CHUBUKOV : What’s that?
+What’s the matter with you?
+[Clutches at his head] Oh, unhappy man that I am!
+I’ll shoot myself!
+I’ll hang myself!
+We’ve done for her!
+NATALYA : I’m dying!
+Fetch him! CHUBUKOV : Tfoo!
+At once.
+Don’t yell!
+[Runs out.
+A pause.]
+NATALYA : [Natalya Stepanovna wails.]
+What have they done to me?
+Fetch him back!
+Fetch him! [A pause.
+Chubukov runs in.]
+CHUBUKOV : He’s coming, and so on, devil take him! Ouf!
+Talk to him yourself; I don’t want to NATALYA : [wails] Fetch him! CHUBUKOV : [yells] He’s coming, I tell you.
+Oh, what a burden, Lord, to be the father of a grown-up daughter!
+I’ll cut my throat I will, indeed!
+We cursed him, abused him, drove him out;
+and it’s all you you!
+NATALYA : No, it was you!
+CHUBUKOV : I tell you it’s not my fault.
+[Lomov appears at the door] Now you talk to him yourself.
+[Exit.]
+LOMOV : [Lomov enters, exhausted.]
+My heart’s palpitating awfully.
+ | My foot’s gone to sleep. There’s something that keeps pulling in my side
+ | ---
+ | NATALYA : Forgive us, Ivan Vassilevitch, we were all a little heated. I remember now: Oxen Meadows | really are yours.
+ | LOMOV : My heart’s beating awfully. My Meadows | My eyebrows
+
+are both twitching NATALYA : The Meadows are yours, yes, yours.
+Do sit down.
+[They sit] We were wrong.
+LOMOV : I did it on principle.
+My land is worth little to me, but the principle NATALYA : Yes, the principle, just so.
+Now let’s talk of something else.
+LOMOV : The more so as I have evidence.
+My aunt’s grandmother gave the land to your father’s grandfather’s peasants NATALYA : Yes, yes, let that pass.
+[aside] I wish I knew how to get him started.
+[aloud] Are you going to start shooting soon?
+LOMOV : I’m thinking of having a go at the blackcock, honoured Natalya Stepanovna, after the harvest.
+Oh, have you heard?
+Just think, what a misfortune I’ve had!
+My dog Guess, who you know, has gone lame.
+NATALYA : What a pity!
+Why?
+LOMOV : I don’t know.
+Must have got his leg twisted or bitten by some other dog.
+[sighs] My very best dog, to say nothing of the expense.
+I gave Mironov 125 roubles for him. NATALYA : It was too much, Ivan Vassilevitch.
+LOMOV : I think it was very cheap.
+He’s a first-rate dog.
+NATALYA : Papa gave 85 roubles for his Squeezer, and Squeezer is heaps better than Guess!
+LOMOV : Squeezer better than Guess?
+What an idea!
+[laughs] Squeezer better than Guess!
+NATALYA : Of course he’s better!
+Of course, Squeezer is young, he may develop a bit, but on points and pedigree he’s better than anything that even Volchanetsky has got.
+LOMOV : Excuse me, Natalya Stepanovna, but you forget that he is overshot, and an overshot always means the dog is a bad hunter!
+NATALYA : Overshot, is he?
+The first time I hear it!
+LOMOV : I assure you that his lower jaw is shorter than the upper.
+NATALYA : Have you measured?
+LOMOV : Yes.
+He’s all right at following, of course, but if you want to get hold of anything NATALYA : In the first place, our Squeezer is a thoroughbred animal, the son of Harness and Chisels while there’s no getting at the pedigree of your dog at all.
+He’s old and as ugly as a worn-out cab-horse.
+LOMOV : He is old, but I wouldn’t take five Squeezers for him.
+Why, how can you?
+Guess is a dog; as for Squeezer, well, it’s too funny to argue.
+Anybody you like has a dog as good as Squeezer you may find them under every bush almost.
+Twenty-five roubles would be a handsome price to pay for him. NATALYA : There’s some demon of contradition in you today, Ivan Vassilevitch.
+First you pretend that the Meadows are yours; now, that Guess is better than Squeezer.
+I don’t like people who don’t say what they mean, because you know perfectly well that Squeezer is a hundred times better than your silly Guess.
+Why do you want to say he isn’t?
+ |  | LOMOV NATALYA LOMOV NATALYA : It’s not true! LOMOV NATALYA LOMOV NATALYA LOMOV NATALYA LOMOV | I see, Natalya Stepanovna, that you consider me either blind or a fool. You must realise that Squeezer is overshot! : It’s not true. : He is! : Why shout madam? : Why talk rot? It’s awful! It’s time your Guess was shot, and you compare him with Squeezer! : Excuse me, I cannot continue this discussion, my heart is palpitating. : I’ve noticed that those hunters argue most who know least. : Madam, please be silent. My heart is going to pieces. [shouts] Shut up! : I shan’t shut up until you acknowledge that Squeezer is a hundred times better than your Guess! : A hundred times worse! Be hanged to your Squeezer! His head eyes shoulder
+ | --- | --- | ---
+ |  | NATALYA : There’s no need to hang your silly Guess; he’s half-dead already! LOMOV NATALYA CHUBUKOV : What’s the matter now? NATALYA LOMOV CHUBUKOV : And suppose he is? What does it matter? He’s the best dog in the district for all that, and so on. LOMOV CHUBUKOV : Don’t excite yourself, my precious one. Allow me. Your Guess certainly has his good points. He’s purebred, firm on his feet, has well-sprung ribs, and all that. But, my dear man, if you want to know the truth, that dog has two defects: he’s old and he’s short in the muzzle. LOMOV | : [weeps] Shut up! My heart’s bursting! : I shan’t shut up. [Enter Chubukov.] : Papa, tell us truly, which is the better dog, our Squeezer or his Guess. : Stepan Stepanovitch, I implore you to tell me just one thing: is your Squeezer overshot or not? Yes or no? : But isn’t my Guess better? Really, now? : Excuse me, my heart Let’s take the facts. You will
+ | remember that on the Marusinsky hunt my Guess ran neck-and-neck with the Count’s dog, while your Squeezer was left a whole verst behind. CHUBUKOV : He got left behind because the Count’s whipper-in hit him with his whip.
+ | LOMOV : And with good reason. The dogs are running after a fox, when Squeezer goes and starts worrying a sheep! CHUBUKOV : It’s not true! My dear fellow, I’m very liable to lose my temper, and so, just because of that, let’s stop arguing. You started because everybody is always jealous of everybody else’s dogs. Yes, we’re all like that! You too, sir, aren’t blameless! You no sooner begin with this, that and the other, and all that |  | I remember everything!
+ | LOMOV : I remember too! CHUBUKOV : [teasing him] I remember, too! What do you remember? LOMOV | : My heart my foot’s gone to sleep. I can’t | 
+ | NATALYA : [teasing] My heart! What sort of a hunter are you? You ought to go and lie on the kitchen oven and catch black beetles, not go after foxes! My heart! CHUBUKOV : Yes really, what sort of a hunter are you, anyway? You ought to sit at home with your palpitations, and not go tracking animals. You could go hunting, but you only go to argue with people and interfere with their dogs and so on. Let’s change the subject in case I lose my temper. You’re not a hunter at all, anyway! LOMOV CHUBUKOV : What? I am an intriguer? [shouts] Shut up! LOMOV CHUBUKOV : Boy! Pup! LOMOV CHUBUKOV : Shut up or I’ll shoot you like a partridge! You fool! LOMOV | : And are you a hunter? You only go hunting to get in with the Count and to intrigue. Oh, my heart! You’re an intriguer! : Intriguer! : Old rat! Jesuit! : Everybody knows that — oh, my heart! — your late wife used to beat you My feet temples sparks I fall, | 
+ | I fall! CHUBUKOV : And you’re under the slipper of your house-keeper! LOMOV : There, there, there my heart’s burst! My shoulders come off! Where is my shoulder? I die. [Falls into an armchair] A doctor! CHUBUKOV : Boy! Milksop! Fool! I’m sick! [Drinks water] Sick! NATALYA : What sort of a hunter are you? You can’t even sit on a horse! [To her father] Papa, what’s the matter with him? Papa! Look, Papa! [screams] Ivan Vassilevitch! He’s dead! CHUBUKOV : I’m sick! I can’t breathe! Air!
+ | NATALYA He’s dead. [Pulls Lomov’s sleeve] Ivan Vassilevitch! Ivan Vassilevitch! What have you done to me? He’s dead. [Falls into an armchair] A doctor, a doctor!
+ | [Hysterics.]
+ |  | CHUBUKOV : Oh! What is it? What’s the matter? NATALYA | : [wails] He’s dead dead!
+ |  | CHUBUKOV : Who’s dead? [Looks LOMOV | at Lomov] So he is! My word! Water! A doctor! [Lifts a tumbler to Lomov’s mouth] Drink this! No, he doesn’t drink. It means he’s dead, and all that. I’m the most unhappy of men! Why don’t I put a bullet into my brain? Why haven’t I cut my throat yet? What am I waiting for? Give me a knife! Give me a pistol! [Lomov moves] He seems to be coming round. Drink some water! That’s right. : I see stars mist where am I?
+ | CHUBUKOV : Hurry up and get married and — well, to the devil with you! She’s willing! [He puts Lomov’s hand into his daughter’s] She’s willing and all that. I give you my blessing and so on. Only leave me in peace! LOMOV : [getting up] Eh? What? To whom?
+ |  | CHUBUKOV : She’s willing! Well? Kiss and be damned to you! NATALYA | : [wails] He’s alive Yes, yes, I’m willing.
+
+CHUBUKOV : Kiss each other!
+LOMOV : Eh?
+Kiss whom?
+[They kiss] Very nice, too.
+Excuse me, what’s it all about?
+Oh, now I understand my heart stars I’m happy.
+Natalya Stepanovna [Kisses her hand] My foot’s gone to sleep.
+NATALYA : I I’m happy too CHUBUKOV : What a weight off my shoulders, ouf!
+NATALYA : But, still you will admit now that Guess is worse than Squeezer.
+LOMOV : Better!
+NATALYA : Worse!
+CHUBUKOV : Well, that’s a way to start your family bliss!
+Have some champagne!
+LOMOV : He’s better!
+NATALYA : Worse!
+Worse!
+Worse!
+CHUBUKOV : [trying to shout her down] Champagne!
+Champagne!
+CURTAIN
+1. What does Chubukov at first suspect that Lomov has come for?
+Is he sincere when he later says “And I’ve always loved you, my angel, as if you were my own son”?
+Find reasons for your answer from the play.
+2. Chubukov says of Natalya: “as if she won’t consent!
+She’s in love; egad, she’s like a lovesick cat…” Would you agree?
+Find reasons for your answer.
+3. (i) Find all the words and expressions in the play that the characters use to speak about each other, and the accusations and insults they hurl at each other.
+(For example, Lomov in the end calls Chubukov an intriguer; but earlier, Chubukov has himself called Lomov a “malicious, doublefaced intriguer.” Again, Lomov begins by describing Natalya as “an excellent housekeeper, not bad-looking, well-educated.”)
+(ii) Then think of five adjectives or adjectival expressions of your own to describe each character in the play.
+(iii) Can you now imagine what these characters will quarrel about next?
+I. 1.
+This play has been translated into English from the Russian original.
+Are there any expressions or ways of speaking that strike you as more Russian than English?
+For example, would an adult man be addressed by an older man as my darling or my treasure in an English play?
+Read through the play carefully, and find expressions that you think are not used in contemporary English, and contrast these with idiomatic modern English expressions that also occur in the play.
+2. Look up the following words in a dictionary and find out how to pronounce them.
+Pay attention to how many syllables there are in each word, and find out which syllable is stressed, or said more forcefully.
+ | palpitations | interfere | implore | thoroughbred
+ | --- | --- | --- | ---
+ | pedigree | principle | evidence | misfortune
+ | malicious | embezzlement | architect | neighbours
+ | accustomed | temporary | behaviour | documents
+
+3. Look up the following phrases in a dictionary to find out their meaning, and then use each in a sentence of your own.
+(i) You may take it that
+(ii) He seems to be coming round
+(iii) My foot’s gone to sleep
+II. Reported Speech
+A sentence in reported speech consists of two parts: a reporting clause, which contains the reporting verb, and the reported clause.
+Look at the following sentences.
+(a) “I went to visit my grandma last week,” said Mamta.
+(b) Mamta said that she had gone to visit her grandma the previous week.
+In sentence (a), we have Mamta’s exact words.
+This is an example of direct speech.
+In sentence (b), someone is reporting what Mamta said.
+This is called indirect speech or reported speech.
+A sentence in reported speech is made up of two parts — a reporting clause and a reported clause.
+In sentence (b), Mamta said is the reporting clause containing the reporting verb said.
+The other clause — that she had gone to visit her grandma last week — is the reported clause.
+Notice that in sentence (b) we put the reporting clause first.
+This is done to show that we are not speaking directly, but reporting someone else’s words.
+The tense of the verb also changes; past tense (went) becomes past perfect (had gone).
+Here are some pairs of sentences in direct and reported speech.
+Read them carefully, and do the task that follows:
+1. (i) LOMOV : Honoured Stepan Stepanovitch, do you think I may count on her consent?
+(Direct Speech)
+(ii) Lomov asked Stepan Stepanovitch respectfully if he thought he might count on her consent.
+(Reported Speech)
+2. (i) LOMOV : I’m getting a noise in my ears from excitement.
+(Direct Speech)
+(ii) Lomov said that he was getting a noise in his ears from excitement.
+(Reported Speech)
+3. (i) NATALYA : Why haven’t you been here for such a long time?
+(Direct Speech)
+(ii) Natalya Stepanovna asked why he hadn’t been there for such a long time.
+(Reported Speech)
+4. (i) CHUBUKOV : What’s the matter?
+(Direct Speech)
+(ii) Chubukov asked him what the matter was.
+(Reported Speech)
+5. (i) NATALYA : My mowers will be there this very day!
+(Direct Speech)
+(ii) Natalya Stepanovna declared that her mowers would be there that very day.
+(Reported Speech)
+You must have noticed that when we report someone’s exact words, we have to make some changes in the sentence structure.
+In the following sentences fill in the blanks to list the changes that have occurred in the above pairs of sentences.
+One has been done for you.
+1. To report a question, we use the reporting verb (as in Sentence Set 1).
+2. To report a statement, we use the reporting verb.
+3. The adverb of place here changes to.
+4. When the verb in direct speech is in the present tense, the verb in reported speech is in the tense (as in Sentence Set 3).
+5. If the verb in direct speech is in the present continuous tense, the verb in reported speech changes to tense.
+For example, changes to was getting.
+6. When the sentence in direct speech contains a word denoting respect, we add the adverb in the reporting clause (as in Sentence Set 1).
+7. The pronouns I, me, our and mine, which are used in the first person in direct speech, change according to the subject or object of the reporting verb such as,, or in reported speech.
+III.
+Here is an excerpt from an article from the Times of India dated 27 August 2006.
+Rewrite it, changing the sentences in direct speech into reported speech.
+Leave the other sentences unchanged.
+“Why do you want to know my age?
+If people know I am so old, I won’t get work!”
+laughs 90-year-old A. K. Hangal, one of Hindi cinema’s most famous character actors.
+For his age, he is rather energetic.
+“What’s the secret?”
+we ask.
+“My intake of everything is in small quantities.
+And I walk a lot,” he replies.
+“I joined the industry when people retire.
+I was in my 40s.
+So I don’t miss being called a star.
+I am still respected and given work, when actors of my age are living in poverty and without work.
+I don’t have any complaints,” he says, adding, “but yes, I have always been underpaid.”
+Recipient of the Padma Bhushan, Hangal never hankered after money or materialistic gains.
+“No doubt I am content today, but money is important.
+I was a fool not to understand the value of money earlier,” he regrets.
+1. Anger Management: As adults, one important thing to learn is how to manage our temper.
+Some of us tend to get angry quickly, while others remain calm.
+Can you think of three ill effects that result from anger?
+Note them down.
+Suggest ways to avoid losing your temper in such situations.
+Are there any benefits from anger?
+2.
+In pairs, prepare a script based on the given excerpt from The Home and the World by Rabindranath Tagore.
+You may write five exchanges between the characters with other directions such as movements on stage and way of speaking, etc.
+asked One afternoon, when I happened to be specially busy, word came to my office room that Bimala had sent for me.
+I was startled.
+“Who did you say had sent for me?”
+I asked the messenger.
+“The Rani Mother”.
+“The Bara Rani?”
+“No, sir, the Chota Rani Mother.”
+The Chota Rani!
+It seemed a century since I had been sent for by her.
+I kept them all waiting there, and went off into the inner apartments.
+When I stepped into our room I had another shock of surprise to find Bimala there with a distinct suggestion of being dressed up.
+The room, which from persistent neglect, had latterly acquired an air of having grown absent-minded, had regained something of its old order this afternoon.
+I stood there silently, looking enquiringly at Bimala.
+She flushed a little and the fingers of her right hand toyed for a time with the bangles on her left arm. Then she abruptly broke the silence.
+“Look here!
+Is it right that ours should be the only market in all Bengal which allows foreign goods?”
+“What, then, would be the right thing to do?”
+I asked.
+“Order them to be cleared out!”
+“But the goods are not mine.”
+“Is not the market yours?”
+“It is much more theirs who use it for trade.”
+“Let them trade in Indian goods, then.”
+“Nothing would please me better.
+But suppose they do not?”
+“Nonsense!
+How dare they be so insolent?
+Are you not…” “I am very busy this afternoon and cannot stop to argue it out.
+But I must refuse to tyrannise.”
+“It would not be tyranny for selfish gain, but for the sake of the country.”
+“To tyrannise for the country is to tyrannise over the country.
+But that I am afraid you will never understand.”
+With this I came away.
+3. In groups, discuss the qualities one should look for in a marriage partner.
+You might consider the following points.
+• Personal qualities
+– Appearance or looks
+– Attitudes and beliefs
+– Sense of humour
+• Value system
+– Compassion and kindness
+– Tolerance, ambition
+– Attitude to money and wealth
+• Education and professional background
+4. Are there parts of the play that remind you of film scenes from romantic comedies?
+Discuss this in groups, and recount to the rest of the class episodes similar to those in the play.
+WHAT WE HAVE DONE
+Given you a play by the famous Russian writer, Anton Chekhov.
+WHAT YOU CAN DO
+Dictate the biogrophical information given below.
+Students should then guess the name of the playwright.
+(1564 –1616).
+He was born at Stratford-on-Avon in April 1564.
+His father was an important public figure in Stratford.
+People believe that he received a decent grammar-school education in literature, logic, and Latin (mathematics and natural science did not form part of the curriculum).
+When he was eighteen, he married Anne Hathaway, who was eight years his senior.
+He seems to have prospered in the London theatre world.
+He probably began his career as an actor in London, and he earned enough as author to acquire landed property.
+When he was forty-seven, he retired to a large house in Stratford.
+He died in 1616, leaving behind a body of work that still stands as a pinnacle in world literature.
+Homophones
+Can you find the words below that are spelt similarly, and sometimes even pronounced similarly, but have very different meanings?
+Check their pronunciation and meaning in a dictionary.
+• They were too close to the door to close it.
+• Since there is no time like the present, she thought it was time to present the present.",jeff109.pdf
+1,CBSE,Class10,English,"Characters
+STEPAN STEPANOVITCH CHUBUKOV : a landowner NATALYA STEPANOVNA : his daughter, twenty-five years old IVAN VASSILEVITCH LOMOV : a neighbour of Chubukov, a large and hearty, but very suspicious, landowner A drawing-room in Chubukov‘s house.
+Lomov enters, wearing a dress-jacket and white gloves.
+Chubukov rises to meet him.
+ | CHUBUKOV : My dear fellow, whom do I see! Ivan Vassilevitch! I am extremely glad! [Squeezes | his hand] Now this is a surprise, my darling How are you?
+ | LOMOV : Thank you. And how may you be getting on? CHUBUKOV : We just get along somehow, my angel, thanks to your prayers, and so on. Sit down, please do Now, you know, you shouldn’t forget all about your neighbours, my darling. My dear fellow, why are you so formal in your get-up! Evening dress, gloves, and so on. Can you be going anywhere, my treasure? LOMOV CHUBUKOV : Then why are you in evening dress, my precious? As if you’re paying a New Year’s Eve visit! LOMOV | : No. I’ve come only to see you, honoured Stepan Stepanovitch. : Well, you see, it’s like this. [Takes his arm] I’ve come to you, honoured Stepan Stepanovitch, to trouble you with a request. Not once or twice have I already had the privilege of applying to you for help, and you have always, so to speak
+ | ask your pardon, I am getting excited. I shall drink some water, honoured Stepan Stepanovitch. [Drinks.]
+ | CHUBUKOV : [aside] He’s come to borrow money. Shan’t give him any! [aloud] What is it, my beauty? LOMOV | : You see, Honoured Stepanitch I beg pardon Stepan
+ | Honouritch | I mean, I’m awfully excited, as you will
+ | please notice In short, you alone can help me, though I don’t deserve it, of course and haven’t any right to count on your assistance CHUBUKOV : Oh, don���t go round and round it, darling! Spit it out! Well? LOMOV : One moment this very minute. The fact is I’ve come to ask the hand of your daughter, Natalya Stepanovna, in marriage.
+ | CHUBUKOV : [joyfully] By Jove! Ivan Vassilevitch! Say it again — I didn’t hear it all! LOMOV : I have the honour to ask CHUBUKOV : [interrupting] My dear fellow I’m so glad, and so on | 
+
+Yes, indeed, and all that sort of thing.
+[Embraces and kisses Lomov] I’ve been hoping for it for a long time.
+It’s been my continual desire.
+[Sheds a tear] And I’ve always loved you, my angel, as if you were my own son.
+May God give you both — His help and His love and so on, and so much hope What am I behaving in this idiotic way for?
+I’m off my balance with joy, absolutely off my balance!
+Oh, with all my soul I’ll go and call Natasha, and all that.
+LOMOV : [greatly moved] Honoured Stepan Stepanovitch, do you think I may count on her consent?
+CHUBUKOV : Why, of course, my darling, and as if she won’t consent!
+She’s in love; egad, she’s like a lovesick cat, and so on.
+Shan’t be long!
+[Exit.]
+LOMOV : It’s cold I’m trembling all over, just as if I’d got an examination before me.
+The great thing is, I must have my mind made up.
+If I give myself time to think, to hesitate, to talk a lot, to look for an ideal, or for real love, then I’ll never get married.
+Brr It’s cold!
+Natalya
+Stepanovna is an excellent housekeeper, not bad-looking, well-educated.
+What more do I want?
+But I’m getting a noise in my ears from excitement.
+[Drinks] And it’s impossible for me not to marry.
+In the first place, I’m already 35 — a critical age, so to speak.
+In the second place, I ought to lead a quiet and regular life.
+I suffer from palpitations, I’m excitable and always getting awfully upset; at this very moment my lips are trembling, and there’s a twitch in my right eyebrow.
+But the very worst of all is the way I sleep.
+I no sooner get into bed and begin to go off, when suddenly something in my left side gives a pull, and I can feel it in my shoulder and head I jump up like a lunatic, walk about a bit and lie down again, but as soon as I begin to get off to sleep there’s another pull!
+And this may happen twenty times [Natalya Stepanovna comes in.]
+NATLYA : Well, there!
+It’s you, and papa said, “Go; there’s a merchant come for his goods.”
+How do you do, Ivan Vassilevitch?
+LOMOV : How do you do, honoured Natalya Stepanovna?
+NATALYA : You must excuse my apron and neglige.
+We’re shelling peas for drying.
+Why haven’t you been here for such a long time?
+Sit down [They seat themselves.]
+Won’t you have some lunch?
+LOMOV : No, thank you, I’ve had some already.
+NATALYA : Then smoke.
+Here are the matches.
+The weather is splendid now, but yesterday it was so wet that the workmen didn’t do anything all day.
+How much hay have you stacked?
+Just think, I felt greedy and had a whole field cut, and now I’m not at all pleased about it because I’m afraid my hay may rot. I ought to have waited a bit.
+But what’s this?
+Why, you’re in evening dress!
+Well, I never!
+Are you going to a ball or what?
+Though I must say you look better Tell me, why are you got up like that?
+LOMOV : [excited] You see, honoured Natalya Stepanovna the fact is, I’ve made up my mind to ask you to hear me out Of course you’ll be surprised and perhaps even angry, but a [aside] It’s awfully cold!
+NATALYA : What’s the matter?
+[pause] Well?
+LOMOV : I shall try to be brief.
+You must know, honoured Natalya Stepanovna, that I have long, since my childhood, in fact, had the privilege of knowing your family.
+My late aunt and her husband, from whom, as you know, I inherited my land, always had the greatest respect for your father and your late mother.
+The Lomovs and the Chubukovs have always had the most friendly, and I might almost say the most affectionate, regard for each other.
+And, as you know, my land is a near neighbour of yours.
+You will remember that my Oxen Meadows touch your birchwoods.
+NATALYA : Excuse my interrupting you.
+You say, “my Oxen Meadows”.
+But are they yours?
+LOMOV : Yes, mine.
+NATALYA : What are you talking about?
+Oxen Meadows are ours, not yours!
+LOMOV : No, mine, honoured Natalya Stepanovna.
+NATALYA : Well, I never knew that before.
+How do you make that out?
+LOMOV : How?
+I’m speaking of those Oxen Meadows which are wedged in between your birchwoods and the Burnt Marsh.
+NATALYA : Yes, yes they’re ours.
+LOMOV : No, you’re mistaken, honoured Natalya Stepanovna, they’re mine.
+NATALYA : Just think, Ivan Vassilevitch!
+How long have they been yours?
+LOMOV : How long?
+As long as I can remember.
+NATALYA : Really, you won’t get me to believe that!
+LOMOV : But you can see from the documents, honoured Natalya Stepanovna.
+Oxen Meadows, it’s true, were once the subject of dispute, but now everybody knows that they are mine.
+There’s nothing to argue about.
+You see my aunt’s grandmother gave the free use of these Meadows in perpetuity to the peasants of your father’s grandfather, in return for which they were to make bricks for her.
+The peasants belonging to your father’s grandfather had the free use of the Meadows for forty years, and had got into the habit of regarding them as their own, when it happened that NATALYA : No, it isn’t at all like that!
+Both grandfather and greatgrandfather reckoned that their land extended to Burnt Marsh — which means that Oxen Meadows were ours.
+I don’t see what there is to argue about.
+It’s simply silly!
+LOMOV I’ll show you the documents, Natalya Stepanovna!
+NATALYA : No, you’re simply joking, or making fun of me.
+What a surprise!
+We’ve had the land for nearly three hundred years, and then we’re suddenly told that it isn’t ours!
+Ivan Vassilevitch, I can hardly believe my own ears.
+These Meadows aren’t worth much to me.
+They only come to five dessiatins, and are worth perhaps 300 roubles, but I can’t stand unfairness.
+Say what you will, I can’t stand unfairness.
+LOMOV : Hear me out, I implore you!
+The peasants of your father’s grandfather, as I have already had the honour of explaining to you, used to bake bricks for my aunt’s grandmother.
+Now my aunt’s grandmother, wishing to make them a pleasant NATALYA : I can’t make head or tail of all this about aunts and grandfathers and grandmothers.
+The Meadows are ours, that’s all.
+LOMOV : Mine.
+NATALYA : Ours!
+You can go on proving it for two days on end, you can go and put on fifteen dress jackets, but I tell you they’re ours, ours, ours!
+I don’t want anything of yours and I don’t want to give anything of mine.
+So there!
+LOMOV : Natalya Stepanovna, I don’t want the Meadows, but I am acting on principle.
+If you like, I’ll make you a present of them.
+NATALYA : I can make you a present of them myself, because they’re mine!
+Your behaviour, Ivan Vassilevitch, is strange, to say the least!
+Up to this we have always thought of you as a good neighbour, a friend; last year we lent you our threshing-machine, although on that account we had to put off our own threshing till November, but you behave to us as if we were gypsies.
+Giving me my own land, indeed!
+No, really, that’s not at all neighbourly!
+In my opinion, it’s even impudent, if you want to know.
+LOMOV : Then you make out that I’m a landgrabber?
+Madam, never in my life have I grabbed anybody else’s land and I shan’t allow anybody to accuse me of having done so.
+[Quickly steps to the carafe and drinks more water] Oxen Meadows are mine!
+NATALYA : It’s not true, they’re ours!
+LOMOV : Mine!
+NATALYA : It’s not true!
+I’ll prove it!
+I’ll send my mowers out to the Meadows this very day!
+LOMOV : What?
+NATALYA : My mowers will be there this very day!
+LOMOV : I’ll give it to them in the neck!
+NATALYA : You dare!
+LOMOV : [Clutches at his heart] Oxen Meadows are mine!
+You understand?
+Mine!
+NATALYA : Please don’t shout!
+You can shout yourself hoarse in your own house but here I must ask you to restrain yourself!
+LOMOV : If it wasn’t, madam, for this awful, excruciating palpitation, if my whole inside wasn’t upset, I’d talk to you in a different way!
+[Yells] Oxen Meadows are mine!
+NATALYA : Ours!
+LOMOV : Mine!
+NATALYA : Ours!
+LOMOV : Mine!
+[Enter Chubukov] CHUBUKOV : What’s the matter?
+What are you shouting for?
+NATALYA : Papa, please tell this gentleman who owns Oxen Meadows, we or he?
+CHUBUKOV : [to Lomov] Darling, the Meadows are ours!
+LOMOV But, please, Stepan Stepanovitch, how can they be yours?
+Do be a reasonable man!
+My aunt’s grandmother gave the Meadows for the temporary and free use of your grandfather’s peasants.
+The peasants used the land for forty years and got accustomed to it as if it was their own, when it happened that CHUBUKOV : Excuse me, my precious.
+You forget just this, that the peasants didn’t pay your grandmother and all that, because the Meadows were in dispute, and so on.
+And now everybody knows that they’re ours.
+It means that you haven’t seen the plan.
+LOMOV : I’ll prove to you that they’re mine!
+CHUBUKOV : You won’t prove it, my darling — LOMOV : I shall CHUBUKOV : Dear one, why yell like that?
+You won’t prove anything just by yelling.
+I don’t want anything of yours, and don’t intend to give up what I have.
+Why should I?
+And you know, my beloved, that if you propose to go on arguing about it, I’d much sooner give up the Meadows to the peasants than to you.
+There!
+LOMOV : I don’t understand!
+How have you the right to give away somebody else’s property?
+CHUBUKOV : You may take it that I know whether I have the right or not.
+Because, young man, I’m not used to being spoken to in that tone of voice, and so on.
+I, young man, am twice your age, and ask you to speak to me without agitating yourself, and all that.
+LOMOV : No, you just think I’m a fool and want to have me on!
+You call my land yours, and then you want me to talk to you calmly and politely!
+Good neighbours don’t behave like that, Stepan Stepanovitch!
+You’re not a neighbour, you’re a grabber!
+CHUBUKOV : What’s that?
+What did you say?
+NATALYA : Papa, send the mowers out to the Meadows at once!
+CHUBUKOV : What did you say, sir?
+NATALYA : Oxen Meadows are ours, and I shan’t give them up, shan’t give them up, shan’t give them up!
+LOMOV : We’ll see!
+I’ll have the matter taken to court, and then I’ll show you!
+CHUBUKOV : To court?
+You can take it to court, and all that!
+You can!
+I know you; you’re just on the look-out for a chance to go
+ | LOMOV CHUBUKOV : You Lomovs have had lunacy in your family, all of you! NATALYA CHUBUKOV : Your grandfather was a drunkard, and your younger aunt, Nastasya Mihailovna, ran away with an architect, and so on LOMOV | to court, and all that. You pettifogger! All your people were like that! All of them! : Never mind about my people! The Lomovs have all been honourable people, and not one has ever been tried for embezzlement, like your grandfather! : All, all, all! : And your mother was hump-backed. [Clutches at his heart] Something pulling in my side My head | Help! Water!
+ | --- | --- | ---
+ | CHUBUKOV : Your father was a guzzling gambler! NATALYA | : And there haven’t been many backbiters to equal your aunt! | CHUBUKOV : My left foot has gone to sleep You’re an intriguerOh,
+ | my heart! And it’s an open secret that before the last elections you bri | I can see stars | Where’s my hat?
+
+NATALYA : It’s low!
+It’s dishonest!
+It’s mean!
+CHUBUKOV : And you’re just a malicious, doublefaced intriguer!
+Yes!
+LOMOV : Here’s my hat.
+My heart!
+Which way?
+Where’s the door?
+Oh I think I’m dying!
+My foot’s quite numb [Goes to the door.]
+CHUBUKOV : [following him] And don’t set foot in my house again!
+NATALYA : Take it to court!
+We’ll see!
+[Lomov staggers out.]
+CHUBUKOV : Devil take him! [Walks about in excitement.]
+NATALYA : What a rascal!
+What trust can one have in one’s neighbours after that!
+CHUBUKOV : The villain!
+The scarecrow!
+NATALYA : The monster!
+First he takes our land and then he has the impudence to abuse us.
+CHUBUKOV : And that blind hen, yes, that turnip-ghost has the confounded cheek to make a proposal, and so on!
+What?
+A proposal!
+NATALYA : What proposal?
+CHUBUKOV : Why, he came here to propose to you.
+NATALYA : To propose?
+To me?
+Why didn’t you tell me so before?
+CHUBUKOV : So he dresses up in evening clothes.
+The stuffed sausage!
+The wizen-faced frump!
+NATALYA : To propose to me?
+Ah!
+[Falls into an easy-chair and wails] Bring him back!
+Back!
+Ah!
+Bring him here.
+CHUBUKOV : Bring whom here?
+NATALYA : Quick, quick!
+I’m ill! Fetch him! [Hysterics.]
+CHUBUKOV : What’s that?
+What’s the matter with you?
+[Clutches at his head] Oh, unhappy man that I am!
+I’ll shoot myself!
+I’ll hang myself!
+We’ve done for her!
+NATALYA : I’m dying!
+Fetch him! CHUBUKOV : Tfoo!
+At once.
+Don’t yell!
+[Runs out.
+A pause.]
+NATALYA : [Natalya Stepanovna wails.]
+What have they done to me?
+Fetch him back!
+Fetch him! [A pause.
+Chubukov runs in.]
+CHUBUKOV : He’s coming, and so on, devil take him! Ouf!
+Talk to him yourself; I don’t want to NATALYA : [wails] Fetch him! CHUBUKOV : [yells] He’s coming, I tell you.
+Oh, what a burden, Lord, to be the father of a grown-up daughter!
+I’ll cut my throat I will, indeed!
+We cursed him, abused him, drove him out;
+and it’s all you you!
+NATALYA : No, it was you!
+CHUBUKOV : I tell you it’s not my fault.
+[Lomov appears at the door] Now you talk to him yourself.
+[Exit.]
+LOMOV : [Lomov enters, exhausted.]
+My heart’s palpitating awfully.
+ | My foot’s gone to sleep. There’s something that keeps pulling in my side
+ | ---
+ | NATALYA : Forgive us, Ivan Vassilevitch, we were all a little heated. I remember now: Oxen Meadows | really are yours.
+ | LOMOV : My heart’s beating awfully. My Meadows | My eyebrows
+
+are both twitching NATALYA : The Meadows are yours, yes, yours.
+Do sit down.
+[They sit] We were wrong.
+LOMOV : I did it on principle.
+My land is worth little to me, but the principle NATALYA : Yes, the principle, just so.
+Now let’s talk of something else.
+LOMOV : The more so as I have evidence.
+My aunt’s grandmother gave the land to your father’s grandfather’s peasants NATALYA : Yes, yes, let that pass.
+[aside] I wish I knew how to get him started.
+[aloud] Are you going to start shooting soon?
+LOMOV : I’m thinking of having a go at the blackcock, honoured Natalya Stepanovna, after the harvest.
+Oh, have you heard?
+Just think, what a misfortune I’ve had!
+My dog Guess, who you know, has gone lame.
+NATALYA : What a pity!
+Why?
+LOMOV : I don’t know.
+Must have got his leg twisted or bitten by some other dog.
+[sighs] My very best dog, to say nothing of the expense.
+I gave Mironov 125 roubles for him. NATALYA : It was too much, Ivan Vassilevitch.
+LOMOV : I think it was very cheap.
+He’s a first-rate dog.
+NATALYA : Papa gave 85 roubles for his Squeezer, and Squeezer is heaps better than Guess!
+LOMOV : Squeezer better than Guess?
+What an idea!
+[laughs] Squeezer better than Guess!
+NATALYA : Of course he’s better!
+Of course, Squeezer is young, he may develop a bit, but on points and pedigree he’s better than anything that even Volchanetsky has got.
+LOMOV : Excuse me, Natalya Stepanovna, but you forget that he is overshot, and an overshot always means the dog is a bad hunter!
+NATALYA : Overshot, is he?
+The first time I hear it!
+LOMOV : I assure you that his lower jaw is shorter than the upper.
+NATALYA : Have you measured?
+LOMOV : Yes.
+He’s all right at following, of course, but if you want to get hold of anything NATALYA : In the first place, our Squeezer is a thoroughbred animal, the son of Harness and Chisels while there’s no getting at the pedigree of your dog at all.
+He’s old and as ugly as a worn-out cab-horse.
+LOMOV : He is old, but I wouldn’t take five Squeezers for him.
+Why, how can you?
+Guess is a dog; as for Squeezer, well, it’s too funny to argue.
+Anybody you like has a dog as good as Squeezer you may find them under every bush almost.
+Twenty-five roubles would be a handsome price to pay for him. NATALYA : There’s some demon of contradition in you today, Ivan Vassilevitch.
+First you pretend that the Meadows are yours; now, that Guess is better than Squeezer.
+I don’t like people who don’t say what they mean, because you know perfectly well that Squeezer is a hundred times better than your silly Guess.
+Why do you want to say he isn’t?
+ |  | LOMOV NATALYA LOMOV NATALYA : It’s not true! LOMOV NATALYA LOMOV NATALYA LOMOV NATALYA LOMOV | I see, Natalya Stepanovna, that you consider me either blind or a fool. You must realise that Squeezer is overshot! : It’s not true. : He is! : Why shout madam? : Why talk rot? It’s awful! It’s time your Guess was shot, and you compare him with Squeezer! : Excuse me, I cannot continue this discussion, my heart is palpitating. : I’ve noticed that those hunters argue most who know least. : Madam, please be silent. My heart is going to pieces. [shouts] Shut up! : I shan’t shut up until you acknowledge that Squeezer is a hundred times better than your Guess! : A hundred times worse! Be hanged to your Squeezer! His head eyes shoulder
+ | --- | --- | ---
+ |  | NATALYA : There’s no need to hang your silly Guess; he’s half-dead already! LOMOV NATALYA CHUBUKOV : What’s the matter now? NATALYA LOMOV CHUBUKOV : And suppose he is? What does it matter? He’s the best dog in the district for all that, and so on. LOMOV CHUBUKOV : Don’t excite yourself, my precious one. Allow me. Your Guess certainly has his good points. He’s purebred, firm on his feet, has well-sprung ribs, and all that. But, my dear man, if you want to know the truth, that dog has two defects: he’s old and he’s short in the muzzle. LOMOV | : [weeps] Shut up! My heart’s bursting! : I shan’t shut up. [Enter Chubukov.] : Papa, tell us truly, which is the better dog, our Squeezer or his Guess. : Stepan Stepanovitch, I implore you to tell me just one thing: is your Squeezer overshot or not? Yes or no? : But isn’t my Guess better? Really, now? : Excuse me, my heart Let’s take the facts. You will
+ | remember that on the Marusinsky hunt my Guess ran neck-and-neck with the Count’s dog, while your Squeezer was left a whole verst behind. CHUBUKOV : He got left behind because the Count’s whipper-in hit him with his whip.
+ | LOMOV : And with good reason. The dogs are running after a fox, when Squeezer goes and starts worrying a sheep! CHUBUKOV : It’s not true! My dear fellow, I’m very liable to lose my temper, and so, just because of that, let’s stop arguing. You started because everybody is always jealous of everybody else’s dogs. Yes, we’re all like that! You too, sir, aren’t blameless! You no sooner begin with this, that and the other, and all that |  | I remember everything!
+ | LOMOV : I remember too! CHUBUKOV : [teasing him] I remember, too! What do you remember? LOMOV | : My heart my foot’s gone to sleep. I can’t | 
+ | NATALYA : [teasing] My heart! What sort of a hunter are you? You ought to go and lie on the kitchen oven and catch black beetles, not go after foxes! My heart! CHUBUKOV : Yes really, what sort of a hunter are you, anyway? You ought to sit at home with your palpitations, and not go tracking animals. You could go hunting, but you only go to argue with people and interfere with their dogs and so on. Let’s change the subject in case I lose my temper. You’re not a hunter at all, anyway! LOMOV CHUBUKOV : What? I am an intriguer? [shouts] Shut up! LOMOV CHUBUKOV : Boy! Pup! LOMOV CHUBUKOV : Shut up or I’ll shoot you like a partridge! You fool! LOMOV | : And are you a hunter? You only go hunting to get in with the Count and to intrigue. Oh, my heart! You’re an intriguer! : Intriguer! : Old rat! Jesuit! : Everybody knows that — oh, my heart! — your late wife used to beat you My feet temples sparks I fall, | 
+ | I fall! CHUBUKOV : And you’re under the slipper of your house-keeper! LOMOV : There, there, there my heart’s burst! My shoulders come off! Where is my shoulder? I die. [Falls into an armchair] A doctor! CHUBUKOV : Boy! Milksop! Fool! I’m sick! [Drinks water] Sick! NATALYA : What sort of a hunter are you? You can’t even sit on a horse! [To her father] Papa, what’s the matter with him? Papa! Look, Papa! [screams] Ivan Vassilevitch! He’s dead! CHUBUKOV : I’m sick! I can’t breathe! Air!
+ | NATALYA He’s dead. [Pulls Lomov’s sleeve] Ivan Vassilevitch! Ivan Vassilevitch! What have you done to me? He’s dead. [Falls into an armchair] A doctor, a doctor!
+ | [Hysterics.]
+ |  | CHUBUKOV : Oh! What is it? What’s the matter? NATALYA | : [wails] He’s dead dead!
+ |  | CHUBUKOV : Who’s dead? [Looks LOMOV | at Lomov] So he is! My word! Water! A doctor! [Lifts a tumbler to Lomov’s mouth] Drink this! No, he doesn’t drink. It means he’s dead, and all that. I’m the most unhappy of men! Why don’t I put a bullet into my brain? Why haven’t I cut my throat yet? What am I waiting for? Give me a knife! Give me a pistol! [Lomov moves] He seems to be coming round. Drink some water! That’s right. : I see stars mist where am I?
+ | CHUBUKOV : Hurry up and get married and — well, to the devil with you! She’s willing! [He puts Lomov’s hand into his daughter’s] She’s willing and all that. I give you my blessing and so on. Only leave me in peace! LOMOV : [getting up] Eh? What? To whom?
+ |  | CHUBUKOV : She’s willing! Well? Kiss and be damned to you! NATALYA | : [wails] He’s alive Yes, yes, I’m willing.
+
+CHUBUKOV : Kiss each other!
+LOMOV : Eh?
+Kiss whom?
+[They kiss] Very nice, too.
+Excuse me, what’s it all about?
+Oh, now I understand my heart stars I’m happy.
+Natalya Stepanovna [Kisses her hand] My foot’s gone to sleep.
+NATALYA : I I’m happy too CHUBUKOV : What a weight off my shoulders, ouf!
+NATALYA : But, still you will admit now that Guess is worse than Squeezer.
+LOMOV : Better!
+NATALYA : Worse!
+CHUBUKOV : Well, that’s a way to start your family bliss!
+Have some champagne!
+LOMOV : He’s better!
+NATALYA : Worse!
+Worse!
+Worse!
+CHUBUKOV : [trying to shout her down] Champagne!
+Champagne!",jeff109.pdf
+2,CBSE,Class10,English,"CURTAIN
+1. What does Chubukov at first suspect that Lomov has come for?
+Is he sincere when he later says “And I’ve always loved you, my angel, as if you were my own son”?
+Find reasons for your answer from the play.
+2. Chubukov says of Natalya: “as if she won’t consent!
+She’s in love; egad, she’s like a lovesick cat…” Would you agree?
+Find reasons for your answer.
+3. (i) Find all the words and expressions in the play that the characters use to speak about each other, and the accusations and insults they hurl at each other.
+(For example, Lomov in the end calls Chubukov an intriguer; but earlier, Chubukov has himself called Lomov a “malicious, doublefaced intriguer.” Again, Lomov begins by describing Natalya as “an excellent housekeeper, not bad-looking, well-educated.”)
+(ii) Then think of five adjectives or adjectival expressions of your own to describe each character in the play.
+(iii) Can you now imagine what these characters will quarrel about next?
+I. 1.
+This play has been translated into English from the Russian original.
+Are there any expressions or ways of speaking that strike you as more Russian than English?
+For example, would an adult man be addressed by an older man as my darling or my treasure in an English play?
+Read through the play carefully, and find expressions that you think are not used in contemporary English, and contrast these with idiomatic modern English expressions that also occur in the play.
+2. Look up the following words in a dictionary and find out how to pronounce them.
+Pay attention to how many syllables there are in each word, and find out which syllable is stressed, or said more forcefully.
+ | palpitations | interfere | implore | thoroughbred
+ | --- | --- | --- | ---
+ | pedigree | principle | evidence | misfortune
+ | malicious | embezzlement | architect | neighbours
+ | accustomed | temporary | behaviour | documents
+
+3. Look up the following phrases in a dictionary to find out their meaning, and then use each in a sentence of your own.
+(i) You may take it that
+(ii) He seems to be coming round
+(iii) My foot’s gone to sleep
+II. Reported Speech
+A sentence in reported speech consists of two parts: a reporting clause, which contains the reporting verb, and the reported clause.
+Look at the following sentences.
+(a) “I went to visit my grandma last week,” said Mamta.
+(b) Mamta said that she had gone to visit her grandma the previous week.
+In sentence (a), we have Mamta’s exact words.
+This is an example of direct speech.
+In sentence (b), someone is reporting what Mamta said.
+This is called indirect speech or reported speech.
+A sentence in reported speech is made up of two parts — a reporting clause and a reported clause.
+In sentence (b), Mamta said is the reporting clause containing the reporting verb said.
+The other clause — that she had gone to visit her grandma last week — is the reported clause.
+Notice that in sentence (b) we put the reporting clause first.
+This is done to show that we are not speaking directly, but reporting someone else’s words.
+The tense of the verb also changes; past tense (went) becomes past perfect (had gone).
+Here are some pairs of sentences in direct and reported speech.
+Read them carefully, and do the task that follows:
+1. (i) LOMOV : Honoured Stepan Stepanovitch, do you think I may count on her consent?
+(Direct Speech)
+(ii) Lomov asked Stepan Stepanovitch respectfully if he thought he might count on her consent.
+(Reported Speech)
+2. (i) LOMOV : I’m getting a noise in my ears from excitement.
+(Direct Speech)
+(ii) Lomov said that he was getting a noise in his ears from excitement.
+(Reported Speech)
+3. (i) NATALYA : Why haven’t you been here for such a long time?
+(Direct Speech)
+(ii) Natalya Stepanovna asked why he hadn’t been there for such a long time.
+(Reported Speech)
+4. (i) CHUBUKOV : What’s the matter?
+(Direct Speech)
+(ii) Chubukov asked him what the matter was.
+(Reported Speech)
+5. (i) NATALYA : My mowers will be there this very day!
+(Direct Speech)
+(ii) Natalya Stepanovna declared that her mowers would be there that very day.
+(Reported Speech)
+You must have noticed that when we report someone’s exact words, we have to make some changes in the sentence structure.
+In the following sentences fill in the blanks to list the changes that have occurred in the above pairs of sentences.
+One has been done for you.
+1. To report a question, we use the reporting verb (as in Sentence Set 1).
+2. To report a statement, we use the reporting verb.
+3. The adverb of place here changes to.
+4. When the verb in direct speech is in the present tense, the verb in reported speech is in the tense (as in Sentence Set 3).
+5. If the verb in direct speech is in the present continuous tense, the verb in reported speech changes to tense.
+For example, changes to was getting.
+6. When the sentence in direct speech contains a word denoting respect, we add the adverb in the reporting clause (as in Sentence Set 1).
+7. The pronouns I, me, our and mine, which are used in the first person in direct speech, change according to the subject or object of the reporting verb such as,, or in reported speech.
+III.
+Here is an excerpt from an article from the Times of India dated 27 August 2006.
+Rewrite it, changing the sentences in direct speech into reported speech.
+Leave the other sentences unchanged.
+“Why do you want to know my age?
+If people know I am so old, I won’t get work!”
+laughs 90-year-old A. K. Hangal, one of Hindi cinema’s most famous character actors.
+For his age, he is rather energetic.
+“What’s the secret?”
+we ask.
+“My intake of everything is in small quantities.
+And I walk a lot,” he replies.
+“I joined the industry when people retire.
+I was in my 40s.
+So I don’t miss being called a star.
+I am still respected and given work, when actors of my age are living in poverty and without work.
+I don’t have any complaints,” he says, adding, “but yes, I have always been underpaid.”
+Recipient of the Padma Bhushan, Hangal never hankered after money or materialistic gains.
+“No doubt I am content today, but money is important.
+I was a fool not to understand the value of money earlier,” he regrets.
+1. Anger Management: As adults, one important thing to learn is how to manage our temper.
+Some of us tend to get angry quickly, while others remain calm.
+Can you think of three ill effects that result from anger?
+Note them down.
+Suggest ways to avoid losing your temper in such situations.
+Are there any benefits from anger?
+2.
+In pairs, prepare a script based on the given excerpt from The Home and the World by Rabindranath Tagore.
+You may write five exchanges between the characters with other directions such as movements on stage and way of speaking, etc.
+asked One afternoon, when I happened to be specially busy, word came to my office room that Bimala had sent for me.
+I was startled.
+“Who did you say had sent for me?”
+I asked the messenger.
+“The Rani Mother”.
+“The Bara Rani?”
+“No, sir, the Chota Rani Mother.”
+The Chota Rani!
+It seemed a century since I had been sent for by her.
+I kept them all waiting there, and went off into the inner apartments.
+When I stepped into our room I had another shock of surprise to find Bimala there with a distinct suggestion of being dressed up.
+The room, which from persistent neglect, had latterly acquired an air of having grown absent-minded, had regained something of its old order this afternoon.
+I stood there silently, looking enquiringly at Bimala.
+She flushed a little and the fingers of her right hand toyed for a time with the bangles on her left arm. Then she abruptly broke the silence.
+“Look here!
+Is it right that ours should be the only market in all Bengal which allows foreign goods?”
+“What, then, would be the right thing to do?”
+I asked.
+“Order them to be cleared out!”
+“But the goods are not mine.”
+“Is not the market yours?”
+“It is much more theirs who use it for trade.”
+“Let them trade in Indian goods, then.”
+“Nothing would please me better.
+But suppose they do not?”
+“Nonsense!
+How dare they be so insolent?
+Are you not…” “I am very busy this afternoon and cannot stop to argue it out.
+But I must refuse to tyrannise.”
+“It would not be tyranny for selfish gain, but for the sake of the country.”
+“To tyrannise for the country is to tyrannise over the country.
+But that I am afraid you will never understand.”
+With this I came away.
+3. In groups, discuss the qualities one should look for in a marriage partner.
+You might consider the following points.
+• Personal qualities
+– Appearance or looks
+– Attitudes and beliefs
+– Sense of humour
+• Value system
+– Compassion and kindness
+– Tolerance, ambition
+– Attitude to money and wealth
+• Education and professional background
+4. Are there parts of the play that remind you of film scenes from romantic comedies?
+Discuss this in groups, and recount to the rest of the class episodes similar to those in the play.",jeff109.pdf
+3,CBSE,Class10,English,"II. Reported Speech
+A sentence in reported speech consists of two parts: a reporting clause, which contains the reporting verb, and the reported clause.
+Look at the following sentences.
+(a) “I went to visit my grandma last week,” said Mamta.
+(b) Mamta said that she had gone to visit her grandma the previous week.
+In sentence (a), we have Mamta’s exact words.
+This is an example of direct speech.
+In sentence (b), someone is reporting what Mamta said.
+This is called indirect speech or reported speech.
+A sentence in reported speech is made up of two parts — a reporting clause and a reported clause.
+In sentence (b), Mamta said is the reporting clause containing the reporting verb said.
+The other clause — that she had gone to visit her grandma last week — is the reported clause.
+Notice that in sentence (b) we put the reporting clause first.
+This is done to show that we are not speaking directly, but reporting someone else’s words.
+The tense of the verb also changes; past tense (went) becomes past perfect (had gone).
+Here are some pairs of sentences in direct and reported speech.
+Read them carefully, and do the task that follows:
+1. (i) LOMOV : Honoured Stepan Stepanovitch, do you think I may count on her consent?
+(Direct Speech)
+(ii) Lomov asked Stepan Stepanovitch respectfully if he thought he might count on her consent.
+(Reported Speech)
+2. (i) LOMOV : I’m getting a noise in my ears from excitement.
+(Direct Speech)
+(ii) Lomov said that he was getting a noise in his ears from excitement.
+(Reported Speech)
+3. (i) NATALYA : Why haven’t you been here for such a long time?
+(Direct Speech)
+(ii) Natalya Stepanovna asked why he hadn’t been there for such a long time.
+(Reported Speech)
+4. (i) CHUBUKOV : What’s the matter?
+(Direct Speech)
+(ii) Chubukov asked him what the matter was.
+(Reported Speech)
+5. (i) NATALYA : My mowers will be there this very day!
+(Direct Speech)
+(ii) Natalya Stepanovna declared that her mowers would be there that very day.
+(Reported Speech)
+You must have noticed that when we report someone’s exact words, we have to make some changes in the sentence structure.
+In the following sentences fill in the blanks to list the changes that have occurred in the above pairs of sentences.
+One has been done for you.
+1. To report a question, we use the reporting verb (as in Sentence Set 1).
+2. To report a statement, we use the reporting verb.
+3. The adverb of place here changes to.
+4. When the verb in direct speech is in the present tense, the verb in reported speech is in the tense (as in Sentence Set 3).
+5. If the verb in direct speech is in the present continuous tense, the verb in reported speech changes to tense.
+For example, changes to was getting.
+6. When the sentence in direct speech contains a word denoting respect, we add the adverb in the reporting clause (as in Sentence Set 1).
+7. The pronouns I, me, our and mine, which are used in the first person in direct speech, change according to the subject or object of the reporting verb such as,, or in reported speech.
+III.
+Here is an excerpt from an article from the Times of India dated 27 August 2006.
+Rewrite it, changing the sentences in direct speech into reported speech.
+Leave the other sentences unchanged.
+“Why do you want to know my age?
+If people know I am so old, I won’t get work!”
+laughs 90-year-old A. K. Hangal, one of Hindi cinema’s most famous character actors.
+For his age, he is rather energetic.
+“What’s the secret?”
+we ask.
+“My intake of everything is in small quantities.
+And I walk a lot,” he replies.
+“I joined the industry when people retire.
+I was in my 40s.
+So I don’t miss being called a star.
+I am still respected and given work, when actors of my age are living in poverty and without work.
+I don’t have any complaints,” he says, adding, “but yes, I have always been underpaid.”
+Recipient of the Padma Bhushan, Hangal never hankered after money or materialistic gains.
+“No doubt I am content today, but money is important.
+I was a fool not to understand the value of money earlier,” he regrets.
+1. Anger Management: As adults, one important thing to learn is how to manage our temper.
+Some of us tend to get angry quickly, while others remain calm.
+Can you think of three ill effects that result from anger?
+Note them down.
+Suggest ways to avoid losing your temper in such situations.
+Are there any benefits from anger?
+2.
+In pairs, prepare a script based on the given excerpt from The Home and the World by Rabindranath Tagore.
+You may write five exchanges between the characters with other directions such as movements on stage and way of speaking, etc.
+asked One afternoon, when I happened to be specially busy, word came to my office room that Bimala had sent for me.
+I was startled.
+“Who did you say had sent for me?”
+I asked the messenger.
+“The Rani Mother”.
+“The Bara Rani?”
+“No, sir, the Chota Rani Mother.”
+The Chota Rani!
+It seemed a century since I had been sent for by her.
+I kept them all waiting there, and went off into the inner apartments.
+When I stepped into our room I had another shock of surprise to find Bimala there with a distinct suggestion of being dressed up.
+The room, which from persistent neglect, had latterly acquired an air of having grown absent-minded, had regained something of its old order this afternoon.
+I stood there silently, looking enquiringly at Bimala.
+She flushed a little and the fingers of her right hand toyed for a time with the bangles on her left arm. Then she abruptly broke the silence.
+“Look here!
+Is it right that ours should be the only market in all Bengal which allows foreign goods?”
+“What, then, would be the right thing to do?”
+I asked.
+“Order them to be cleared out!”
+“But the goods are not mine.”
+“Is not the market yours?”
+“It is much more theirs who use it for trade.”
+“Let them trade in Indian goods, then.”
+“Nothing would please me better.
+But suppose they do not?”
+“Nonsense!
+How dare they be so insolent?
+Are you not…” “I am very busy this afternoon and cannot stop to argue it out.
+But I must refuse to tyrannise.”
+“It would not be tyranny for selfish gain, but for the sake of the country.”
+“To tyrannise for the country is to tyrannise over the country.
+But that I am afraid you will never understand.”
+With this I came away.
+3. In groups, discuss the qualities one should look for in a marriage partner.
+You might consider the following points.
+• Personal qualities
+– Appearance or looks
+– Attitudes and beliefs
+– Sense of humour
+• Value system
+– Compassion and kindness
+– Tolerance, ambition
+– Attitude to money and wealth
+• Education and professional background
+4. Are there parts of the play that remind you of film scenes from romantic comedies?
+Discuss this in groups, and recount to the rest of the class episodes similar to those in the play.",jeff109.pdf

data/Class10-English-jeff1ps.pdf-33.csv

@@ -0,0 +1,210 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"1059 – FIRST FLIGHT
+Textbook for Class X ISBN 81-7450-658-6
+First Edition
+February 2007 Magha 1928
+Reprinted
+November 2007, January 2009, December 2009, November 2010, January 2012, December 2012, November 2013, November 2014, December 2015, February 2017, November 2017, December 2018, August 2019, January 2021 and November 2021
+ALL RIGHTS RESERVED
+Nidhi Wadhwa
+q No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher.
+q This book is sold subject to the condition that it shall not, by way of trade, be lent, re-sold, hired out or otherwise disposed of without the publisher’s consent, in any form of binding or cover other than that in which it is published.
+q The correct price of this publication is the price printed on this page, Any revised price indicated by a rubber stamp or by a sticker or by any other means is incorrect and should be unacceptable.
+Revised Edition
+October 2022 Kartika 1944
+Reprinted
+March 2024 Chaitra 1946
+PD 500T SU © National Council of Educational Research and Training, 2007, 2022
+OFFICES OF THE PUBLICATION DIVISION, NCERT
+NCERT Campus Sri Aurobindo Marg
+ | New Delhi 110 016 | Phone : 011-26562708
+ | --- | ---
+ | 108, 100 Feet Road Bengaluru 560 085 | Phone : 080-26725740
+ | Navjivan Trust Building Ahmedabad 380 014 | Phone : 079-27541446
+ | CWC Campus Kolkata 700 114 | Phone : 033-25530454
+ | CWC Complex Guwahati 781 021 | Phone : 0361-2674869
+
+Publication Team
+Head, Publication : Anup Kumar Rajput Division
+Chief Editor : Shveta Uppal
+Chief Production : Arun Chitkara Officer
+Chief Business : Amitabh Kumar Manager (In Charge)
+Editor : Vijayam Sankaranarayanan
+Assistant Production : Rajesh Pippal Officer
+Cover, Layout and Illustrations
+` 100.00 Printed on 80 GSM paper with NCERT watermark Published at the Publication Division by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and printed at Ankur Offset Pvt.
+Ltd., A-54, Sector-63, Noida - 201 301 (U.P.)Textbook for Class X ISBN 81-7450-658-6First Edition
+February 2007 Magha 1928Reprinted
+November 2007, January 2009, December 2009, November 2010, January 2012, December 2012, November 2013, November 2014, December 2015, February 2017, November 2017, December 2018, August 2019, January 2021 and November 2021
+ALL RIGHTS RESERVED
+Nidhi Wadhwa
+q No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher.
+q This book is sold subject to the condition that it shall not, by way of trade, be lent, re-sold, hired out or otherwise disposed of without the publisher’s consent, in any form of binding or cover other than that in which it is published.
+q The correct price of this publication is the price printed on this page, Any revised price indicated by a rubber stamp or by a sticker or by any other means is incorrect and should be unacceptable.Nidhi Wadhwa
+q No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher.
+q This book is sold subject to the condition that it shall not, by way of trade, be lent, re-sold, hired out or otherwise disposed of without the publisher’s consent, in any form of binding or cover other than that in which it is published.
+q The correct price of this publication is the price printed on this page, Any revised price indicated by a rubber stamp or by a sticker or by any other means is incorrect and should be unacceptable.Revised Edition
+October 2022 Kartika 1944Reprinted
+March 2024 Chaitra 1946PD 500T SU © National Council of Educational Research and Training, 2007, 2022
+OFFICES OF THE PUBLICATION DIVISION, NCERT
+NCERT Campus Sri Aurobindo Marg
+ | New Delhi 110 016 | Phone : 011-26562708
+ | --- | ---
+ | 108, 100 Feet Road Bengaluru 560 085 | Phone : 080-26725740
+ | Navjivan Trust Building Ahmedabad 380 014 | Phone : 079-27541446
+ | CWC Campus Kolkata 700 114 | Phone : 033-25530454
+ | CWC Complex Guwahati 781 021 | Phone : 0361-2674869
+
+Publication Team
+Head, Publication : Anup Kumar Rajput Division
+Chief Editor : Shveta Uppal
+Chief Production : Arun Chitkara Officer
+Chief Business : Amitabh Kumar Manager (In Charge)
+Editor : Vijayam Sankaranarayanan
+Assistant Production : Rajesh Pippal Officer
+Cover, Layout and Illustrations
+` 100.00 Printed on 80 GSM paper with NCERT watermark Published at the Publication Division by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and printed at Ankur Offset Pvt.
+Ltd., A-54, Sector-63, Noida - 201 301 (U.P.)",jeff1ps.pdf
+1,CBSE,Class10,English,"NCERT Campus Sri Aurobindo Marg
+ | New Delhi 110 016 | Phone : 011-26562708
+ | --- | ---
+ | 108, 100 Feet Road Bengaluru 560 085 | Phone : 080-26725740
+ | Navjivan Trust Building Ahmedabad 380 014 | Phone : 079-27541446
+ | CWC Campus Kolkata 700 114 | Phone : 033-25530454
+ | CWC Complex Guwahati 781 021 | Phone : 0361-2674869
+Publication Team
+Head, Publication : Anup Kumar Rajput Division
+Chief Editor : Shveta Uppal
+Chief Production : Arun Chitkara Officer
+Chief Business : Amitabh Kumar Manager (In Charge)
+Editor : Vijayam Sankaranarayanan
+Assistant Production : Rajesh Pippal OfficerHead, Publication : Anup Kumar Rajput DivisionChief Editor : Shveta UppalChief Production : Arun Chitkara OfficerChief Business : Amitabh Kumar Manager (In Charge)Editor : Vijayam SankaranarayananAssistant Production : Rajesh Pippal OfficerCover, Layout and Illustrations
+` 100.00 Printed on 80 GSM paper with NCERT watermark Published at the Publication Division by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and printed at Ankur Offset Pvt.
+Ltd., A-54, Sector-63, Noida - 201 301 (U.P.)",jeff1ps.pdf
+2,CBSE,Class10,English,"RATIONALISATION OF CONTENTIN THE TEXTBOOKS
+In view of the COVID-19 pandemic, it is imperative to reduce content load on students.
+The National Education Policy 2020, also emphasises reducing the content load and providing opportunities for experiential learning with creative mindset.
+In this background, the NCERT has undertaken the exercise to rationalise the textbooks across all classes.
+Learning Outcomes already developed by the NCERT across classes have been taken into consideration in this exercise.
+Contents of the textbooks have been rationalised in view of the following:
+• Content based on genres of literature in the textbooks and supplementary readers at different stages of school education
+• Content that is meant for achieving Learning Outcomes for developing language proficiency and is accessible at different stages
+• For reducing the curriculum load and examination stress in view of the previling condition of the Pandemic
+• Content, which is easily accessible to students without much interventions from teachers and can be learned by children through self-learning or peer-learning
+• Content, which is irrelevant in the present context
+This present edition, is a reformatted version after carrying out the changes given above.Contents of the textbooks have been rationalised in view of the following:
+• Content based on genres of literature in the textbooks and supplementary readers at different stages of school education
+• Content that is meant for achieving Learning Outcomes for developing language proficiency and is accessible at different stages
+• For reducing the curriculum load and examination stress in view of the previling condition of the Pandemic
+• Content, which is easily accessible to students without much interventions from teachers and can be learned by children through self-learning or peer-learning
+• Content, which is irrelevant in the present contextThis present edition, is a reformatted version after carrying out the changes given above.",jeff1ps.pdf
+3,CBSE,Class10,English,"Textbook Development Committee
+CHAIRPERSON, ADVISORY GROUP IN LANGUAGES
+Professor Namwar Singh, formerly Chairman, School of Languages, Jawaharlal Nehru University, New Delhi
+CHIEF ADVISOR
+R. Amritavalli, Professor, Central Institute of English and Foreign Languages (CIEFL), Hyderabad
+CHIEF COORDINATOR
+Ram Janma Sharma, Professor and Head, Department of Languages, NCERT, New Delhi
+MEMBERS
+Kalyani Samantray, Reader, SBW College, Cuttack Kirti Kapur, Lecturer, Department of Languages, NCERT, New Delhi Lakshmi Rawat, TGT, BRD Sarvodaya Kanya Vidyalaya, Prasad Nagar, Karol Bagh, New Delhi Nasiruddin Khan, Reader, Department of Languages NCERT, New Delhi Padmini Baruah, Reader, Department of ELT, Guwahati University, Guwahati Sadhana Agarwal, TGT, SKV Dayanand School, Daryaganj, Delhi Sadhana Parashar, Education Officer (ELT), CBSE, Community Centre, Preet Vihar, Delhi Sandhya Sahoo, Reader, Regional Institute of Education (NCERT), Bhubaneswar Shruti Sircar, Lecturer, Centre for ESL Studies, CIEFL, Hyberabad
+MEMBER–COORDINATOR
+R. Meganathan, Lecturer, Department of Languages, NCERT, New Delhi
+Acknowledgements Contents
+THE National Council of Educational Research and Training is grateful to Professor M.L.
+Tickoo, formerly of the CIEFL, Hyderabad and the Regional Language Centre, Singapore; Professor Jayasheelan formerly of the CIEFL, Hyderabad; and Professor Rajiv Krishnan of the CIEFL, Hyderabad, for their valuable suggestions and advice in the development of this book.
+We thank Dr Shyamla Kumaradoss for developing the teacher’s guidelines for each unit so as to maximise learning.
+For permission to reproduce copyright material in this book, NCERT would like to thank the following: Sahitya Akademi for ‘A Baker from Goa’ by Lucio Rodrigues from Modern Indian Literature: An Anthology, (Volume Three — Plays and Prose); Media Transasia India Limited, New Delhi, for ‘Coorg’ and the accompanying photographs by Lokesh Abrol; Little Brown and Company, London, for the extract ‘Nelson Mandela: Long Walk to Freedom’ from Long Walk to Freedom: The Autobiography of Nelson Mandela; National Book Trust, India, New Delhi, for ‘Madam Rides the Bus’ by Vallikannan and for ‘Tea from Assam’ from Story of Tea by Arup Kumar Dutta; R. K. Laxman for the illustrations in ‘Madam Rides the Bus’; Macmillan Publishing Company, New York, for ‘The Ball Poem’ by John Berryman and for ‘Fire and Ice’ and ‘Dust of Snow’ by Robert Frost from the Anthology of American Literature II : Realism to the Present (Third Edition); Puffin Books, London, for ‘From the Diary of Anne Frank’, an extract from The Diary of a Young Girl’; Longmans for the extract, ‘Mijbil the Otter’ from Ring of Bright Water; Random House, New York, for the poem ‘The Panther’ by Rainer Maria Rilke, edited and translated by Stephen Mitchell; Amitai Etzioni, George Washington University, for the text ‘Good Grief’; Holt, Rinehard and Winston Inc., New York, for the text ‘The Sermon at Benares’ by Betty Renshaw.
+Special thanks are also due to the Publication Department, NCERT, for their support.
+NCERT gratefully acknowledges the contributions made by Neena Chandra, Copy Editor; Mohammed Harun and Arvind Sharma, DTP Operators; Parash Ram, Incharge, Computer Resource Centre, NCERT; and Mathew John, Proof Reader.
+ | Foreword | iii
+ | Rationalisation of Content in the Textbooks | v
+ | To the Teacher | vii
+ | 1. A Letter to God | 1
+ | G.L.FUENTES Dust of Snow | Dust of Snow 14
+ | ROBERT FROST Fire and Ice ROBERT FROST | Fire and Ice ROBERT FROST 15
+ | 2. Nelson Mandela: Long Walk to Freedom | 16
+ | NELSON ROLIHLAHLA MANDELA A Tiger in the Zoo LESLIE NORRIS | A Tiger in the Zoo LESLIE NORRIS 29
+ | 3. Two Stories about Flying | 32
+
+I. His First Flight LIAM O’ FLAHERTY
+ | II. | Black Aeroplane FREDERICK FORSYTH How to Tell Wild Animals | 43
+ | --- | --- | ---
+ | The Ball Poem |  | 46
+ | JOHN BERRYMAN
+ | 4. From the Diary of Anne Frank |  | 48
+ | ANNE FRANK | Amanda! | 61
+
+ROBIN KLEIN
+ | 5. Glimpses of India I. A Baker from Goa LUCIO RODRIGUES | 63 I. A Baker from Goa LUCIO RODRIGUES
+ | II. Coorg LOKESH ABROL
+ | III. | Tea from Assam
+ | ARUP KUMAR DATTA The Trees ADRIENNE RICH | The Trees ADRIENNE RICH 77
+ | 6. Mijbil the Otter | 80
+ | GAVIN MAXWELL Fog CARL SANDBURG | Fog CARL SANDBURG 93
+ | 7. Madam Rides the Bus | 94
+ | VALLIKKANNAN The Tale of Custard the Dragon | The Tale of Custard the Dragon 107
+
+OGDEN NASH
+x
+ | 8. The | Sermon at Benares | 111
+ | --- | --- | ---
+ | For Anne Gregory |  | 118
+ | WILLIAM BUTLER YEATS
+ | 9. The Proposal |  | 120
+
+ANTON CHEKOV",jeff1ps.pdf
+4,CBSE,Class10,English,"CHIEF ADVISOR
+R. Amritavalli, Professor, Central Institute of English and Foreign Languages (CIEFL), HyderabadCHIEF COORDINATOR
+Ram Janma Sharma, Professor and Head, Department of Languages, NCERT, New DelhiMEMBERS
+Kalyani Samantray, Reader, SBW College, Cuttack Kirti Kapur, Lecturer, Department of Languages, NCERT, New Delhi Lakshmi Rawat, TGT, BRD Sarvodaya Kanya Vidyalaya, Prasad Nagar, Karol Bagh, New Delhi Nasiruddin Khan, Reader, Department of Languages NCERT, New Delhi Padmini Baruah, Reader, Department of ELT, Guwahati University, Guwahati Sadhana Agarwal, TGT, SKV Dayanand School, Daryaganj, Delhi Sadhana Parashar, Education Officer (ELT), CBSE, Community Centre, Preet Vihar, Delhi Sandhya Sahoo, Reader, Regional Institute of Education (NCERT), Bhubaneswar Shruti Sircar, Lecturer, Centre for ESL Studies, CIEFL, HyberabadMEMBER–COORDINATOR
+R. Meganathan, Lecturer, Department of Languages, NCERT, New DelhiAcknowledgements Contents
+THE National Council of Educational Research and Training is grateful to Professor M.L.
+Tickoo, formerly of the CIEFL, Hyderabad and the Regional Language Centre, Singapore; Professor Jayasheelan formerly of the CIEFL, Hyderabad; and Professor Rajiv Krishnan of the CIEFL, Hyderabad, for their valuable suggestions and advice in the development of this book.
+We thank Dr Shyamla Kumaradoss for developing the teacher’s guidelines for each unit so as to maximise learning.
+For permission to reproduce copyright material in this book, NCERT would like to thank the following: Sahitya Akademi for ‘A Baker from Goa’ by Lucio Rodrigues from Modern Indian Literature: An Anthology, (Volume Three — Plays and Prose); Media Transasia India Limited, New Delhi, for ‘Coorg’ and the accompanying photographs by Lokesh Abrol; Little Brown and Company, London, for the extract ‘Nelson Mandela: Long Walk to Freedom’ from Long Walk to Freedom: The Autobiography of Nelson Mandela; National Book Trust, India, New Delhi, for ‘Madam Rides the Bus’ by Vallikannan and for ‘Tea from Assam’ from Story of Tea by Arup Kumar Dutta; R. K. Laxman for the illustrations in ‘Madam Rides the Bus’; Macmillan Publishing Company, New York, for ‘The Ball Poem’ by John Berryman and for ‘Fire and Ice’ and ‘Dust of Snow’ by Robert Frost from the Anthology of American Literature II : Realism to the Present (Third Edition); Puffin Books, London, for ‘From the Diary of Anne Frank’, an extract from The Diary of a Young Girl’; Longmans for the extract, ‘Mijbil the Otter’ from Ring of Bright Water; Random House, New York, for the poem ‘The Panther’ by Rainer Maria Rilke, edited and translated by Stephen Mitchell; Amitai Etzioni, George Washington University, for the text ‘Good Grief’; Holt, Rinehard and Winston Inc., New York, for the text ‘The Sermon at Benares’ by Betty Renshaw.
+Special thanks are also due to the Publication Department, NCERT, for their support.
+NCERT gratefully acknowledges the contributions made by Neena Chandra, Copy Editor; Mohammed Harun and Arvind Sharma, DTP Operators; Parash Ram, Incharge, Computer Resource Centre, NCERT; and Mathew John, Proof Reader.
+ | Foreword | iii
+ | Rationalisation of Content in the Textbooks | v
+ | To the Teacher | vii
+ | 1. A Letter to God | 1
+ | G.L.FUENTES Dust of Snow | Dust of Snow 14
+ | ROBERT FROST Fire and Ice ROBERT FROST | Fire and Ice ROBERT FROST 15
+ | 2. Nelson Mandela: Long Walk to Freedom | 16
+ | NELSON ROLIHLAHLA MANDELA A Tiger in the Zoo LESLIE NORRIS | A Tiger in the Zoo LESLIE NORRIS 29
+ | 3. Two Stories about Flying | 32
+
+I. His First Flight LIAM O’ FLAHERTY
+ | II. | Black Aeroplane FREDERICK FORSYTH How to Tell Wild Animals | 43
+ | --- | --- | ---
+ | The Ball Poem |  | 46
+ | JOHN BERRYMAN
+ | 4. From the Diary of Anne Frank |  | 48
+ | ANNE FRANK | Amanda! | 61
+
+ROBIN KLEIN
+ | 5. Glimpses of India I. A Baker from Goa LUCIO RODRIGUES | 63 I. A Baker from Goa LUCIO RODRIGUES
+ | II. Coorg LOKESH ABROL
+ | III. | Tea from Assam
+ | ARUP KUMAR DATTA The Trees ADRIENNE RICH | The Trees ADRIENNE RICH 77
+ | 6. Mijbil the Otter | 80
+ | GAVIN MAXWELL Fog CARL SANDBURG | Fog CARL SANDBURG 93
+ | 7. Madam Rides the Bus | 94
+ | VALLIKKANNAN The Tale of Custard the Dragon | The Tale of Custard the Dragon 107
+
+OGDEN NASH
+x
+ | 8. The | Sermon at Benares | 111
+ | --- | --- | ---
+ | For Anne Gregory |  | 118
+ | WILLIAM BUTLER YEATS
+ | 9. The Proposal |  | 120
+
+ANTON CHEKOVI. His First Flight LIAM O’ FLAHERTY
+ | II. | Black Aeroplane FREDERICK FORSYTH How to Tell Wild Animals | 43
+ | --- | --- | ---
+ | The Ball Poem |  | 46
+ | JOHN BERRYMAN
+ | 4. From the Diary of Anne Frank |  | 48
+ | ANNE FRANK | Amanda! | 61
+",jeff1ps.pdf

data/Class10-English-jefp101.pdf-34.csv

@@ -0,0 +1,77 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"A Triumph of Surgery
+Tricki, a small dog, is pampered and overfed by his rich mistress.
+He falls seriously ill and his mistress consults a veterinary surgeon.
+Does he perform an operation?
+Does the dog recover?READ AND FIND OUT
+• Why is Mrs Pumphrey worried about Tricki?
+• What does she do to help him? Is she wise in this?
+• Who does ‘I’ refer to in this story?
+I WAS really worried about Tricki this time.
+I had pulled up my car when I saw him in the street with his mistress and I was shocked at his appearance.
+He had become hugely fat, like a bloated sausage with a leg at each corner.
+His eyes, bloodshot and rheumy, stared straight ahead and his tongue lolled from his jaws.
+Mrs Pumphrey hastened to explain, “He was so listless, Mr Herriot.
+He seemed to have no energy.
+I thought he must be suffering from malnutrition, so I have been giving him some little extras between meals to build him up, some malt and cod-liver oil and a bowl of Horlicks at night to make him sleep — nothing much really.”
+“And did you cut down on the sweet things as I told you?”
+“Oh, I did for a bit, but he seemed to be so weak I had to relent.
+He does love cream cakes and chocolates so.
+I can’t bear to refuse him.”
+I looked down again at the little dog.
+That was the trouble.
+Tricki’s only fault was greed.
+He had never been known to refuse food; he would tackle a meal at any hour of the day or night.
+And I wondered about all the things Mrs Pumphrey hadn’t mentioned.
+“Are you giving him plenty of exercise?”
+“Well, he has his little walks with me as you can see, but Hodgkin, the gardener, has been down with lumbago, so there has been no ring-throwing lately.”",jefp101.pdf
+1,CBSE,Class10,English,"READ AND FIND OUT
+• Is the narrator as rich as Tricki’s mistress?
+• How does he treat the dog?
+• Why is he tempted to keep Tricki on as a permanent guest?
+• Why does Mrs Pumphrey think the dog’s recovery is “a triumph of surgery”?
+At the surgery, the household dogs surged round me.
+Tricki looked down at the noisy pack with dull eyes and, when put down, lay motionless on the carpet.
+The other dogs, after sniffing round him for a few seconds, decided he was an uninteresting object and ignored him. I made up a bed for him in a warm loose box next to the one where the other dogs slept.
+For two days I kept an eye on him, giving him no food but plenty of water.
+At the end of the second day he started to show some interest in his surroundings and on the third he began to whimper when he heard the dogs in the yard.
+I watched their progress with growing concern.
+Tricki was tottering along in his little tweed coat; he had a whole wardrobe of these coats — for the cold weather and a raincoat for the wet days.
+He struggled on, drooping in his harness.
+I thought it wouldn’t be long before I heard from Mrs Pumphrey.
+When I opened the door, Tricki trotted out and was immediately engulfed by Joe, the greyhound, and his friends.
+After rolling him over and thoroughly inspecting him, the dogs moved off down the garden.
+Tricki followed them, rolling slightly with his surplus fat.
+Later that day, I was present at feeding time.
+I watched while Tristan slopped the food into the bowls.
+There was the usual headlong rush followed by the sounds of high-speed eating; every dog knew that if he fell behind the others he was liable to have some competition for the last part of his meal.
+The expected call came within a few days.
+Mrs Pumphrey was distraught.
+Tricki would eat nothing.
+Refused even his favourite dishes; and besides, he had bouts of vomiting.
+He spent all his time lying on a rug, panting.
+Didn’t want to go for walks, didn’t want to do anything.
+I had made my plans in advance.
+The only way was to get Tricki out of the house for a period.
+I suggested that he be hospitalised for about a fortnight to be kept under observation.
+The poor lady almost swooned.
+She was sure he would pine and die if he did not see her every day.
+But I took a firm line.
+Tricki was very ill and this was the only way to save him; in fact, I thought it best to take him without delay and,A Triumph of Surgery 3
+When they had finished, Tricki took a walk round the shining bowls, licking casually inside one or two of them.
+Next day, an extra bowl was put out for him and I was pleased to see him jostling his way towards it.
+From then on, his progress was rapid.
+He had no medicinal treatment of any kind but all day he ran about with the dogs, joining in their friendly scrimmages.
+He discovered the joys of being bowled over, tramped on and squashed every few minutes.
+He became an accepted member of the gang, an unlikely, silky little object among the shaggy crew, fighting like a tiger for his share at mealtimes and hunting rats in the old henhouse at night.
+He had never had such a time in his life.
+All the while, Mrs Pumphrey hovered anxiously in the background, ringing a dozen times a day for the latest bulletins.
+I dodged the questions about whether his cushions were being turned regularly or his correct coat worn according to the weather; but I was able to tell her that the little fellow was out of danger and convalescing rapidly.
+The word ‘convalescing’ seemed to do something to Mrs Pumphrey.
+She started to bring round fresh eggs, two dozen at a time, to build up Tricki’s strength.
+For a happy period my partners and I had two eggs each for breakfast, but when the bottles of wine began to arrive, the real possibilities of the situation began to dawn on the household.
+It was to enrich Tricki’s blood.
+Lunch became a ceremonial occasion with two glasses of wine before and several during the meal.Footprints without Feet4
+We could hardly believe it when the brandy came to put a final edge on Tricki’s constitution.
+For a few nights the fine spirit was rolled around, inhaled and reverently drunk.
+They were days of deep content, starting well with the extra egg in the morning, improved and sustained by the midday wine and finishing luxuriously round the fire with the brandy.",jefp101.pdf

data/Class10-English-jefp102.pdf-35.csv

@@ -0,0 +1,268 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"The Thief's Story
+2
+A young boy makes friends with Anil.
+Anil trusts him completely and employs him. Does the boy betray his trust?
+READ AND FIND OUT
+• Who does ‘I’ refer to in this story?
+• What is he “a fairly successful hand” at?
+• What does he get from Anil in return for his work?
+I WAS still a thief when I met Anil.
+And though only 15, I was an experienced and fairly successful hand.
+Anil was watching a wrestling match when I approached him. He was about 25 — a tall, lean fellow — and he looked easy-going, kind and simple enough for my purpose.
+I hadn’t had much luck of late and thought I might be able to get into the young man’s confidence.
+“You look a bit of a wrestler yourself,” I said.
+A little flattery helps in making friends.
+“So do you,” he replied, which put me off for a moment because at that time I was rather thin.
+“Well,” I said modestly, “I do wrestle a bit.”
+“What’s your name?”
+“Hari Singh,” I lied.
+I took a new name every month.
+That kept me ahead of the police and my former employers.
+After this introduction, Anil talked about the well-oiled wrestlers who were grunting, lifting and throwing each other about.
+I didn’t have much to say.
+Anil walked away.
+I followed casually.
+“Hello again,” he said.
+I gave him my most appealing smile.
+“I want to work for you,” I said.
+“But I can’t pay you.”
+I thought that over for a minute.
+Perhaps I had misjudged my man.
+I asked, “Can you feed me?”
+“Can you cook?”
+“I can cook,” I lied again.
+“If you can cook, then may be I can feed you.”
+He took me to his room over the Jumna Sweet Shop and told me I could sleep on the balcony.
+But the meal I cooked that night must have been terrible because Anil gave it to a stray dog and told me to be off.
+But I just hung around, smiling in my most appealing way, and he couldn’t help laughing.
+Later, he patted me on the head and said never mind, he’d teach me to cook.
+He also taught me to write my name and said he would soon teach me to write whole sentences and to add numbers.
+I was grateful.
+I knew that once I could write like an educated man there would be no limit to what I could achieve.
+It was quite pleasant working for Anil.
+I made the tea in the morning and then would take my time buying the day’s supplies, usually making a profit of about a rupee a day.
+I think he knew I made a little money this way but he did not seem to mind.
+The Thief’s Story 9 Footprints without Feet10
+Anil made money by fits and starts.
+He would borrow one week, lend the next.
+He kept worrying about his next cheque, but as soon as it arrived he would go out and celebrate.
+It seems he wrote for magazines — a queer way to make a living!
+One evening he came home with a small bundle of notes, saying he had just sold a book to a publisher.
+At night, I saw him tuck the money under the mattress.
+I had been working for Anil for almost a month and, apart from cheating on the shopping, had not done anything in my line of work.
+I had every opportunity for doing so.
+Anil had given me a key to the door, and I could come and go as I pleased.
+He was the most trusting person I had ever met.
+And that is why it was so difficult to rob him. It’s easy to rob a greedy man, because he can afford to be robbed; but it’s difficult to rob a careless man — sometimes he doesn’t even notice he’s been robbed and that takes all the pleasure out of the work.
+Well, it’s time I did some real work, I told myself; I’m out of practice.
+And if I don’t take the money, he’ll only waste it on his friends.
+After all, he doesn’t even pay me.
+READ AND FIND OUT
+• How does the thief think Anil will react to the theft?
+• What does he say about the different reactions of people when they are robbed?
+• Does Anil realise that he has been robbed?
+Anil was asleep.
+A beam of moonlight stepped over the balcony and fell on the bed.
+I sat up on the floor, considering the situation.
+If I took the money, I could catch the 10.30 Express to Lucknow.
+Slipping out of the blanket, I crept up to the bed.
+Anil was sleeping peacefully.
+His face was clear and unlined; even I had more marks on my face, though mine were mostly scars.
+My hand slid under the mattress, searching for the notes.
+When I found them, I drew them out without a sound.
+Anil sighed in his sleep and turned on his side, towards me.
+I was startled and quickly crawled out of the room.
+When I was on the road, I began to run.
+I had the notes at my waist, held there by the string of my pyjamas.
+I slowed down to a walk and counted the notes: 600 rupees in fifties!
+I could live like an oil-rich Arab for a week or two.
+When I reached the station I did not stop at the ticket office (I had never bought a ticket in my life) but dashed straight to the platform.
+The Lucknow Express was just moving out.
+The train had still to pick up speed and I should have been able to jump into one of the carriages, but I hesitated — for some reason I can’t explain — and I lost the chance to get away.
+When the train had gone, I found myself standing alone on the deserted platform.
+I had no idea where to spend the night.
+I had no friends, believing that friends were more trouble than help.
+And I did not want to make anyone curious by staying at one of the small hotels near the station.
+The only person I knew really well was the man I had robbed.
+Leaving the station, I walked slowly through the bazaar.
+In my short career as a thief, I had made a study of men’s faces when they had lost their goods.
+The greedy man showed fear; the rich man showed anger; the poor man showed acceptance.
+But I knew that Anil’s face, when he discovered the theft, would show only a touch of sadness.
+Not for the loss of money, but for the loss of trust.
+I found myself in the maidan and sat down on a bench.
+The night was chilly — it was early November — and a light drizzle added to my discomfort.
+Soon it was raining quite heavily.
+My shirt and pyjamas stuck to my skin, and a cold wind blew the rain across my face.
+The Thief’s Story 11
+I went back to the bazaar and sat down in the shelter of the clock tower.
+The clock showed midnight.
+I felt for the notes.
+They were damp from the rain.
+Anil’s money.
+In the morning he would probably have given me two or three rupees to go to the cinema, but now I had it all.
+I couldn’t cook his meals, run to the bazaar or learn to write whole sentences any more.
+I had forgotten about them in the excitement of the theft.
+Whole sentences, I knew, could one day bring me more than a few hundred rupees.
+It was a simple matter to steal — and sometimes just as simple to be caught.
+But to be a really big man, a clever and respected man, was something else.
+I should go back to Anil, I told myself, if only to learn to read and write.
+I hurried back to the room feeling very nervous, for it is much easier to steal something than to return it undetected.
+I opened the door quietly, then stood in the doorway, in clouded moonlight.
+Anil was still asleep.
+I crept to the head of the bed, and my hand came up with the notes.
+I felt his breath on my hand.
+I remained still for a minute.
+Then my hand found the edge of the mattress, and slipped under it with the notes.
+I awoke late next morning to find that Anil had already made the tea.
+He stretched out his hand towards me.
+There was a fifty-rupee note between his fingers.
+My heart sank.
+I thought I had been discovered.
+“I made some money yesterday,” he explained.
+“Now you’ll be paid regularly.”
+My spirits rose.
+But when I took the note, I saw it was still wet from the night’s rain.
+“Today we’ll start writing sentences,” he said.
+He knew.
+But neither his lips nor his eyes showed anything.
+I smiled at Anil in my most appealing way.
+And the smile came by itself, without any effort.
+RUSKIN BOND
+GLOSSARY
+flattery: insincere praise modestly: without boasting; in a humble way grunting: making low guttural sounds appealing: attractive unlined: (here) showing no sign of worry or anxiety
+Footprints without Feet12
+Think about it
+1. What are Hari Singh’s reactions to the prospect of receiving an education?
+Do they change over time?
+(Hint: Compare, for example, the thought: “I knew that once I could write like an educated man there would be no limit to what I could achieve” with these later thoughts: “Whole sentences, I knew, could one day bring me more than a few hundred rupees. It was a simple matter to steal — and sometimes just as simple to be caught. But to be a really big man, a clever and respected man, was something else.”) What makes him return to Anil?
+2. Why does not Anil hand the thief over to the police?
+Do you think most people would have done so?
+In what ways is Anil different from such employers?
+Talk about it
+1. Do you think people like Anil and Hari Singh are found only in fiction, or are there such people in real life?
+2. Do you think it a significant detail in the story that Anil is a struggling writer?
+Does this explain his behaviour in any way?
+3. Have you met anyone like Hari Singh?
+Can you think and imagine the circumstances that can turn a fifteen-year-old boy into a thief?
+4. Where is the story set?
+(You can get clues from the names of the persons and places mentioned in it.) Which language or languages are spoken in these places?
+Do you think the characters in the story spoke to each other in English?
+• ‘He Said It with Arsenic’ by Ruskin Bond
+• ‘Vanka’ by Anton Chekhov
+• ‘A Scandal in Bohemia’ by Arthur Conan Doyle
+The Thief’s Story 13
+Suggested reading",jefp102.pdf
+1,CBSE,Class10,English,"READ AND FIND OUT
+• Who does ‘I’ refer to in this story?
+• What is he “a fairly successful hand” at?
+• What does he get from Anil in return for his work?
+I WAS still a thief when I met Anil.
+And though only 15, I was an experienced and fairly successful hand.
+Anil was watching a wrestling match when I approached him. He was about 25 — a tall, lean fellow — and he looked easy-going, kind and simple enough for my purpose.
+I hadn’t had much luck of late and thought I might be able to get into the young man’s confidence.
+“You look a bit of a wrestler yourself,” I said.
+A little flattery helps in making friends.
+“So do you,” he replied, which put me off for a moment because at that time I was rather thin.
+“Well,” I said modestly, “I do wrestle a bit.”
+“What’s your name?”
+“Hari Singh,” I lied.
+I took a new name every month.
+That kept me ahead of the police and my former employers.
+After this introduction, Anil talked about the well-oiled wrestlers who were grunting, lifting and throwing each other about.
+I didn’t have much to say.
+Anil walked away.
+I followed casually.
+“Hello again,” he said.
+I gave him my most appealing smile.
+“I want to work for you,” I said.
+“But I can’t pay you.”
+I thought that over for a minute.
+Perhaps I had misjudged my man.
+I asked, “Can you feed me?”
+“Can you cook?”
+“I can cook,” I lied again.
+“If you can cook, then may be I can feed you.”
+He took me to his room over the Jumna Sweet Shop and told me I could sleep on the balcony.
+But the meal I cooked that night must have been terrible because Anil gave it to a stray dog and told me to be off.
+But I just hung around, smiling in my most appealing way, and he couldn’t help laughing.
+Later, he patted me on the head and said never mind, he’d teach me to cook.
+He also taught me to write my name and said he would soon teach me to write whole sentences and to add numbers.
+I was grateful.
+I knew that once I could write like an educated man there would be no limit to what I could achieve.
+It was quite pleasant working for Anil.
+I made the tea in the morning and then would take my time buying the day’s supplies, usually making a profit of about a rupee a day.
+I think he knew I made a little money this way but he did not seem to mind.",jefp102.pdf
+2,CBSE,Class10,English,"READ AND FIND OUT
+• How does the thief think Anil will react to the theft?
+• What does he say about the different reactions of people when they are robbed?
+• Does Anil realise that he has been robbed?
+Anil was asleep.
+A beam of moonlight stepped over the balcony and fell on the bed.
+I sat up on the floor, considering the situation.
+If I took the money, I could catch the 10.30 Express to Lucknow.
+Slipping out of the blanket, I crept up to the bed.
+Anil was sleeping peacefully.
+His face was clear and unlined; even I had more marks on my face, though mine were mostly scars.
+My hand slid under the mattress, searching for the notes.
+When I found them, I drew them out without a sound.
+Anil sighed in his sleep and turned on his side, towards me.
+I was startled and quickly crawled out of the room.
+When I was on the road, I began to run.
+I had the notes at my waist, held there by the string of my pyjamas.
+I slowed down to a walk and counted the notes: 600 rupees in fifties!
+I could live like an oil-rich Arab for a week or two.
+When I reached the station I did not stop at the ticket office (I had never bought a ticket in my life) but dashed straight to the platform.
+The Lucknow Express was just moving out.
+The train had still to pick up speed and I should have been able to jump into one of the carriages, but I hesitated — for some reason I can’t explain — and I lost the chance to get away.
+When the train had gone, I found myself standing alone on the deserted platform.
+I had no idea where to spend the night.
+I had no friends, believing that friends were more trouble than help.
+And I did not want to make anyone curious by staying at one of the small hotels near the station.
+The only person I knew really well was the man I had robbed.
+Leaving the station, I walked slowly through the bazaar.
+In my short career as a thief, I had made a study of men’s faces when they had lost their goods.
+The greedy man showed fear; the rich man showed anger; the poor man showed acceptance.
+But I knew that Anil’s face, when he discovered the theft, would show only a touch of sadness.
+Not for the loss of money, but for the loss of trust.
+I found myself in the maidan and sat down on a bench.
+The night was chilly — it was early November — and a light drizzle added to my discomfort.
+Soon it was raining quite heavily.
+My shirt and pyjamas stuck to my skin, and a cold wind blew the rain across my face.The Thief’s Story 11
+I went back to the bazaar and sat down in the shelter of the clock tower.
+The clock showed midnight.
+I felt for the notes.
+They were damp from the rain.
+Anil’s money.
+In the morning he would probably have given me two or three rupees to go to the cinema, but now I had it all.
+I couldn’t cook his meals, run to the bazaar or learn to write whole sentences any more.
+I had forgotten about them in the excitement of the theft.
+Whole sentences, I knew, could one day bring me more than a few hundred rupees.
+It was a simple matter to steal — and sometimes just as simple to be caught.
+But to be a really big man, a clever and respected man, was something else.
+I should go back to Anil, I told myself, if only to learn to read and write.
+I hurried back to the room feeling very nervous, for it is much easier to steal something than to return it undetected.
+I opened the door quietly, then stood in the doorway, in clouded moonlight.
+Anil was still asleep.
+I crept to the head of the bed, and my hand came up with the notes.
+I felt his breath on my hand.
+I remained still for a minute.
+Then my hand found the edge of the mattress, and slipped under it with the notes.
+I awoke late next morning to find that Anil had already made the tea.
+He stretched out his hand towards me.
+There was a fifty-rupee note between his fingers.
+My heart sank.
+I thought I had been discovered.
+“I made some money yesterday,” he explained.
+“Now you’ll be paid regularly.”
+My spirits rose.
+But when I took the note, I saw it was still wet from the night’s rain.
+“Today we’ll start writing sentences,” he said.
+He knew.
+But neither his lips nor his eyes showed anything.
+I smiled at Anil in my most appealing way.
+And the smile came by itself, without any effort.
+RUSKIN BOND
+GLOSSARY
+flattery: insincere praise modestly: without boasting; in a humble way grunting: making low guttural sounds appealing: attractive unlined: (here) showing no sign of worry or anxietyRUSKIN BONDGLOSSARY
+flattery: insincere praise modestly: without boasting; in a humble way grunting: making low guttural sounds appealing: attractive unlined: (here) showing no sign of worry or anxietyFootprints without Feet12",jefp102.pdf

data/Class10-English-jefp103.pdf-36.csv

@@ -0,0 +1,40 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"The Midnight Visitor 3
+Ausable, a secret agent, is expecting to get a very important report.
+Another secret agent, Max, threatens him with a pistol, demanding the report.
+Does Ausable outwit him?READ AND FIND OUT
+• How is Ausable different from other secret agents?
+• Who is Fowler and what is his first authentic thrill of the day?
+AUSABLE did not fit any description of a secret agent Fowler had ever read.
+Following him down the musty corridor of the gloomy French hotel where Ausable had a room, Fowler felt let down.
+It was a small room, on the sixth and top floor, and scarcely a setting for a romantic adventure.
+Ausable was, for one thing, fat.
+Very fat.
+And then there was his accent.
+Though he spoke French and German passably, he had never altogether lost the American accent he had brought to Paris from Boston twenty years ago.
+“You are disappointed,” Ausable said wheezily over his shoulder.
+“You were told that I was a secret agent, a spy, dealing in espionage and danger.
+You wished to meet me because you are a writer, young and romantic.
+You envisioned mysterious figures in the night, the crack of pistols, drugs in the wine.”
+“Instead, you have spent a dull evening in a French music hall with a sloppy fat man who, instead of having messages slipped into his hand by dark-eyed beauties, gets only a prosaic telephone call making an appointment in his room.
+You have been bored!”
+The fat man chuckled to himself as he unlocked the door of his room and stood aside to let his frustrated guest enter.
+“You are disillusioned,” Ausable told him. “But take cheer, my young friend.
+Presently you will see a paper, a quite important paper for which several men and women have risked their lives, come to me.
+Some day soon that paper may well affect the course of history.
+In that thought is drama, is there not?”
+As he spoke, Ausable closed the door behind him. Then he switched on the light.
+And as the light came on, Fowler had his first authentic thrill of the day.
+For halfway across the room, a small automatic pistol in his hand, stood a man.
+Ausable blinked a few times.
+“Max,” he wheezed, “you gave me quite a start.
+I thought you were in Berlin.
+What are you doing here in my room?”READ AND FIND OUT
+• How has Max got in?
+• How does Ausable say he got in?
+Max was slender, a little less than tall, with features that suggested slightly the crafty, pointed countenance of a fox.
+There was about him — aside from the gun — nothing especially menacing.
+“The report,” he murmured.
+“The report that is being brought to you tonight concerning some new missiles.
+I thought I would take it from you.
+It will be safer in my hands than in yours.”",jefp103.pdf

data/Class10-English-jefp104.pdf-37.csv

@@ -0,0 +1,222 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"A Question of Trust
+4
+It is said that you must set a thief to catch a thief.
+But it is also said that there is honour among thieves.
+Which saying does this story illustrate?
+READ AND FIND OUT
+• What does Horace Danby like to collect?
+• Why does he steal every year?
+EVERYONE thought that Horace Danby was a good, honest citizen.
+He was about fifty years old and unmarried, and he lived with a housekeeper who worried over his health.
+In fact, he was usually very well and happy except for attacks of hay fever in summer.
+He made locks and was successful enough at his business to have two helpers.
+Yes, Horace Danby was good and respectable — but not completely honest.
+Fifteen years ago, Horace had served his first and only sentence in a prison library.
+He loved rare, expensive books.
+So he robbed a safe every year.
+Each year he planned carefully just what he would do, stole enough to last for twelve months, and secretly bought the books he loved through an agent.
+Now, walking in the bright July sunshine, he felt sure that this year’s robbery was going to be as successful as all the others.
+For two weeks he had been studying the house at Shotover Grange, looking at its rooms, its electric wiring, its paths and its garden.
+This afternoon the two servants, who remained in the Grange while the family was in London, had gone to the movies.
+Horace saw them go, and he felt happy in spite of a little tickle of hay fever in his nose.
+He came out from behind the garden wall, his tools carefully packed in a bag on his back.
+There were about fifteen thousand pounds’ worth of jewels in the Grange safe.
+If he sold them one by one, he expected to get at least five thousand, enough to make him happy for another year.
+There were three very interesting books coming up for sale in the autumn.
+Now he would get the money he wanted to buy them.
+He had seen the housekeeper hang the key to the kitchen door on a hook outside.
+He put on a pair of gloves, took the key, and opened the door.
+He was always careful not to leave any fingerprints.
+A small dog was lying in the kitchen.
+It stirred, made a noise, and moved its tail in a friendly way.
+“All right, Sherry,” Horace said as he passed.
+All you had to do to keep dogs quiet was to call them by their right names, and show them love.
+The safe was in the drawing room, behind a rather poor painting.
+Horace wondered for a moment whether he should collect pictures instead of books.
+But they took up too much room.
+In a small house, books were better.
+There was a great bowl of flowers on the table, and Horace felt his nose tickle.
+He gave a little sneeze and then put down his bag.
+He carefully arranged his tools.
+He had four hours before the servants returned.
+The safe was not going to be hard to open.
+After all, he had lived with locks and safes all his life.
+The burglar alarm was poorly built.
+He went into the hall to cut its wire.
+He came back and sneezed loudly as the smell of the flowers came to him again.
+How foolish people are when they own valuable things, Horace thought.
+A magazine article had described this house, giving a plan of all the rooms and a picture of this room.
+The writer had even mentioned that the painting hid a safe!
+But Horace found that the flowers were hindering him in his work.
+He buried his face in his handkerchief.
+Then he heard a voice say from the doorway, “What is it?
+A cold or hay fever?”
+Before he could think, Horace said, “Hay fever,” and found himself sneezing again.
+The voice went on, “You can cure it with a special treatment, you know, if you find out just what plant gives you the disease.
+I think you’d better see a doctor, if you’re serious about your work.
+I heard you from the top of the house just now.”
+A Question of Trust 21 Footprints without Feet22
+READ AND FIND OUT
+• Who is speaking to Horace Danby?
+• Who is the real culprit in the story?
+It was a quiet, kindly voice, but one with firmness in it.
+A woman was standing in the doorway, and Sherry was rubbing against her.
+She was young, quite pretty, and was dressed in red.
+She walked to the fireplace and straightened the ornaments there.
+“Down, Sherry,” she said.
+“Anyone would think I’d been away for a month!”
+She smiled at Horace, and went on, “However, I came back just in time, though I didn’t expect to meet a burglar.”
+Horace had some hope because she seemed to be amused at meeting him. He might avoid trouble if he treated her the right way.
+He replied, “I didn’t expect to meet one of the family.”
+She nodded.
+“I see what an inconvenience it is for you to meet me.
+What are you going to do?”
+Horace said, “My first thought was to run.”
+“Of course, you could do that.
+But I would telephone the police and tell them all about you.
+They’d get you at once.”
+A Question of Trust 23
+Horace said, “I would, of course, cut the telephone wires first and then,” he hesitated, a smile on his face, “I would make sure that you could do nothing for some time.
+A few hours would be enough.”
+She looked at him seriously.
+“You’d hurt me?”
+Horace paused, and then said, “I think I was trying to frighten you when I said that.”
+“You didn’t frighten me.”
+Horace suggested, “It would be nice if you would forget you ever saw me.
+Let me go.”
+The voice was suddenly sharp.
+“Why should I?
+You were going to rob me.
+If I let you go, you’ll only rob someone else.
+Society must be protected from men like you.”
+Horace smiled.
+“I’m not a man who threatens society.
+I steal only from those who have a lot of money.
+I steal for a very good reason.
+And I hate the thought of prison.”
+She laughed, and he begged, thinking that he had persuaded her, “Look, I have no right to ask you for anything, but I’m desperate.
+Let me go and I promise never to do this kind of thing again.
+I really mean it.”
+She was silent, watching him closely.
+Then she said, “You are really afraid of going to prison, aren’t you?”
+She came over to him shaking her head.
+“I have always liked the wrong kind of people.”
+She picked up a silver box from the table and took a cigarette from it.
+Horace, eager to please her and seeing that she might help him, took off his gloves and gave her his cigarette lighter.
+“You’ll let me go?”
+He held the lighter towards her.
+“Yes, but only if you’ll do something for me.”
+“Anything you say.”
+“Before we left for London, I promised my husband to take my jewels to our bank; but I left them here in the safe.
+I want to wear them to a party tonight, so I came down to get them, but…” Horace smiled.
+“You’ve forgotten the numbers to open the safe, haven’t you?”
+“Yes,” replied the young lady.
+hay fever: a disorder affecting the nose and throat, caused by allergy to pollen or dust
+“Just leave it to me and you’ll have them within an hour.
+But I’ll have to break your safe.”
+“Don’t worry about that.
+My husband won’t be here for a month, and I’ll have the safe mended by that time.”
+Footprints without Feet24
+And within an hour Horace had opened the safe, given her the jewels, and gone happily away.
+For two days he kept his promise to the kind young lady.
+On the morning of the third day, however, he thought of the books he wanted and he knew he would have to look for another safe.
+But he never got the chance to begin his plan.
+By noon a policeman had arrested him for the jewel robbery at Shotover Grange.
+His fingerprints, for he had opened the safe without gloves, were all over the room, and no one believed him when he said that the wife of the owner of the house had asked him to open the safe for her.
+The wife herself, a gray-haired, sharp-tongued woman of sixty, said that the story was nonsense.
+Horace is now the assistant librarian in the prison.
+He often thinks of the charming, clever young lady who was in the same profession as he was, and who tricked him. He gets very angry when anyone talks about ‘honour among thieves’.
+VICTOR CANNING
+GLOSSARY
+Think about it
+1. Did you begin to suspect, before the end of the story, that the lady was not the person Horace Danby took her to be?
+If so, at what point did you realise this, and how?
+2. What are the subtle ways in which the lady manages to deceive Horace Danby into thinking she is the lady of the house?
+Why doesn’t Horace suspect that something is wrong?
+3. “Horace Danby was good and respectable — but not completely honest”.
+Why do you think this description is apt for Horace?
+Why can’t he be categorised as a typical thief?
+4. Horace Danby was a meticulous planner but still he faltered.
+Where did he go wrong and why?
+Talk about it
+1. Do you think Horace Danby was unfairly punished, or that he deserved what he got?
+2. Do intentions justify actions?
+Would you, like Horace Danby, do something wrong if you thought your ends justified the means?
+Do you think that there are situations in which it is excusable to act less than honestly?
+• ‘The Unexpected’ by Ella Edkin
+• ‘The Confession’ by Anton Chekhov
+• ‘A Case for the Defence’ by Graham Greene
+A Question of Trust 25
+Suggested reading",jefp104.pdf
+1,CBSE,Class10,English,"READ AND FIND OUT
+• What does Horace Danby like to collect?
+• Why does he steal every year?
+EVERYONE thought that Horace Danby was a good, honest citizen.
+He was about fifty years old and unmarried, and he lived with a housekeeper who worried over his health.
+In fact, he was usually very well and happy except for attacks of hay fever in summer.
+He made locks and was successful enough at his business to have two helpers.
+Yes, Horace Danby was good and respectable — but not completely honest.
+Fifteen years ago, Horace had served his first and only sentence in a prison library.
+He loved rare, expensive books.
+So he robbed a safe every year.
+Each year he planned carefully just what he would do, stole enough to last for twelve months, and secretly bought the books he loved through an agent.
+Now, walking in the bright July sunshine, he felt sure that this year’s robbery was going to be as successful as all the others.
+For two weeks he had been studying the house at Shotover Grange, looking at its rooms, its electric wiring, its paths and its garden.
+This afternoon the two servants, who remained in the Grange while the family was in London, had gone to the movies.
+Horace saw them go, and he felt happy in spite of a little tickle of hay fever in his nose.
+He came out from behind the garden wall, his tools carefully packed in a bag on his back.
+There were about fifteen thousand pounds’ worth of jewels in the Grange safe.
+If he sold them one by one, he expected to get at least five thousand, enough to make him happy for another year.
+There were three very interesting books coming up for sale in the autumn.
+Now he would get the money he wanted to buy them.
+He had seen the housekeeper hang the key to the kitchen door on a hook outside.
+He put on a pair of gloves, took the key, and opened the door.
+He was always careful not to leave any fingerprints.
+A small dog was lying in the kitchen.
+It stirred, made a noise, and moved its tail in a friendly way.
+“All right, Sherry,” Horace said as he passed.
+All you had to do to keep dogs quiet was to call them by their right names, and show them love.
+The safe was in the drawing room, behind a rather poor painting.
+Horace wondered for a moment whether he should collect pictures instead of books.
+But they took up too much room.
+In a small house, books were better.
+There was a great bowl of flowers on the table, and Horace felt his nose tickle.
+He gave a little sneeze and then put down his bag.
+He carefully arranged his tools.
+He had four hours before the servants returned.
+The safe was not going to be hard to open.
+After all, he had lived with locks and safes all his life.
+The burglar alarm was poorly built.
+He went into the hall to cut its wire.
+He came back and sneezed loudly as the smell of the flowers came to him again.
+How foolish people are when they own valuable things, Horace thought.
+A magazine article had described this house, giving a plan of all the rooms and a picture of this room.
+The writer had even mentioned that the painting hid a safe!
+But Horace found that the flowers were hindering him in his work.
+He buried his face in his handkerchief.
+Then he heard a voice say from the doorway, “What is it?
+A cold or hay fever?”
+Before he could think, Horace said, “Hay fever,” and found himself sneezing again.
+The voice went on, “You can cure it with a special treatment, you know, if you find out just what plant gives you the disease.
+I think you’d better see a doctor, if you’re serious about your work.
+I heard you from the top of the house just now.”A Question of Trust 21 Footprints without Feet22
+READ AND FIND OUT
+• Who is speaking to Horace Danby?
+• Who is the real culprit in the story?
+It was a quiet, kindly voice, but one with firmness in it.
+A woman was standing in the doorway, and Sherry was rubbing against her.
+She was young, quite pretty, and was dressed in red.
+She walked to the fireplace and straightened the ornaments there.
+“Down, Sherry,” she said.
+“Anyone would think I’d been away for a month!”
+She smiled at Horace, and went on, “However, I came back just in time, though I didn’t expect to meet a burglar.”
+Horace had some hope because she seemed to be amused at meeting him. He might avoid trouble if he treated her the right way.
+He replied, “I didn’t expect to meet one of the family.”
+She nodded.
+“I see what an inconvenience it is for you to meet me.
+What are you going to do?”
+Horace said, “My first thought was to run.”
+“Of course, you could do that.
+But I would telephone the police and tell them all about you.
+They’d get you at once.”",jefp104.pdf

data/Class10-English-jefp105.pdf-38.csv

@@ -0,0 +1,52 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"Footprints without Feet
+Can a man become invisible?
+This is the story of a scientist who discovers how to make himself invisible.
+Does he use, or misuse, his discovery?READ AND FIND OUT
+• How did the invisible man first become visible?
+• Why was he wandering the streets?
+THE two boys started in surprise at the fresh muddy imprints of a pair of bare feet.
+What was a barefooted man doing on the steps of a house, in the middle of London?
+And where was the man?
+As they gazed, a remarkable sight met their eyes.
+A fresh footmark appeared from nowhere!
+Further footprints followed, one after another, descending the steps and progressing down the street.
+The boys followed, fascinated, until the muddy impressions became fainter and fainter, and at last disappeared altogether.
+The explanation of the mystery was really simple enough.
+The bewildered boys had been following a scientist who had just discovered how to make the human body transparent.
+Griffin, the scientist, had carried out experiment after experiment to prove that the human body could become invisible.
+Finally he swallowed certain rare drugs and his body became as transparent as a sheet of glass — though it also remained as solid as glass.
+Brilliant scientist though he was, Griffin was rather a lawless person.
+His landlord disliked him and tried to eject him. In revenge Griffin set fire to the house.
+To get away without being seen he had to remove his clothes.
+Thus it was that he became a homeless wanderer, without clothes, without money, and quite invisible — until he happened to step in some mud, and left footprints as he walked!
+He escaped easily enough from the boys who followed his footprints in London.
+But his adventures were by no means over.
+He had chosen a bad time of the year to wander about London without clothes.
+It was mid-winter.
+The air was bitterly cold and he could not do without clothes.
+Instead of walking about the streets he decided to slip into a big London store for warmth.
+Closing time arrived, and as soon as the doors were shut Griffin was able to give himself the pleasure of clothing and feeding himself without regard to expense.
+He broke open boxes and wrappers and fitted himself out with warm clothes.
+Soon, with shoes, an overcoat and a wide-brimmed hat, he became a fully dressed and visible person.
+In the kitchen of the restaurant he found cold meat and coffee, and he followed up the meal with sweets and wine taken from the grocery store.
+Finally he settled down to sleep on a pile of quilts.
+If only Griffin had managed to wake up in good time all might have been well.
+As it was, he did not wake up until the assistants were already arriving next morning.
+When he saw a couple of themFootprints without Feet 27
+approaching, he panicked and began to run.
+They naturally gave chase.
+In the end he was able to escape only by quickly taking off his newlyfound clothes.
+So once more he found himself invisible but naked in the chill January air.
+This time he decided to try the stock of a theatrical company in the hope of finding not only clothes but also something that would hide the empty space above his shoulders.
+Shivering with cold he hurried to Drury Lane, the centre of the theatre world.
+He soon found a suitable shop.
+He made his way, invisible, upstairs and came out a little later wearing bandages round his forehead, dark glasses, false nose, big bushy side-whiskers, and a large hat.
+To escape without being seen, he callously attacked the shopkeeper from behind, after which he robbed him of all the money he could find.
+READ AND FIND OUT
+• Why does Mrs Hall find the scientist eccentric?
+• What curious episode occurs in the study?
+• What other extraordinary things happen at the inn?READ AND FIND OUT
+• Why does Mrs Hall find the scientist eccentric?
+• What curious episode occurs in the study?
+• What other extraordinary things happen at the inn?",jefp105.pdf

data/Class10-English-jefp106.pdf-39.csv

@@ -0,0 +1,274 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"The Making of a Scientist
+Richard Ebright has recieved the Searle Scholar Award and the Schering Plough Award for Biochemistry and Molecular Biology.
+It was his fascination for butterflies that opened the world of science to him.READ AND FIND OUT
+• How did a book become a turning point in Richard Ebright’s life?
+• How did his mother help him?
+AT the age of twenty-two, a former ‘scout of the year’ excited the scientific world with a new theory on how cells work.
+Richard H. Ebright and his college room-mate explained the theory in an article in the Proceedings of the National Academy of Science.
+It was the first time this important scientific journal had ever published the work of college students.
+In sports, that would be like making the big leagues at the age of fifteen and hitting a home run your first time at bat*.
+For Richard Ebright, it was the first in a long string of achievements in science and other fields.
+And it all started with butterflies.
+An only child, Ebright grew up north of Reading, Pennsylvania.
+“There wasn’t much I could do there,” he said.
+“I certainly couldn’t play football or baseball with a team of one.
+But there was one thing I could do — collect things.”
+So he did, and did he ever!
+Beginning in kindergarten, Ebright collected butterflies with the same determination that has marked all his activities.
+He also collected rocks, fossils, and coins.
+He became an eager astronomer, too, sometimes star-gazing all night.
+* A home run in the game of baseball is when the batter scores a run after running safely around all bases and back to the home plate without stopping.
+A ball hit out of the playing field is also called a home run.
+Getting a paper published at the age of fifteen in a scientific journal is here compared to scoring a home run while batting for the first time.
+From the first he had a driving curiosity along with a bright mind.
+He also had a mother who encouraged his interest in learning.
+She took him on trips, bought him telescopes, microscopes, cameras, mounting materials, and other equipment and helped him in many other ways.
+“I was his only companion until he started school,” his mother said.
+“After that I would bring home friends for him. But at night we just did things together.
+Richie was my whole life after his father died when Richie was in third grade.”
+She and her son spent almost every evening at the dining room table.
+“If he didn’t have things to do, I found work for him — not physical work, but learning things,” his mother said.
+“He liked it.
+He wanted to learn.”
+And learn he did.
+He earned top grades in school.
+“On everyday things he was just like every other kid,” his mother said.
+By the time he was in the second grade, Ebright had collected all twentyfive species of butterflies found around his hometown.
+(See following box.)
+Species and Sub-species of Butterflies Collected in Six Weeks in Reading, Pennsylvania
+Gossamer-Winged Butterflies
+• white M hairstreak
+• acadian hairstreak
+• bronze copper
+• bog copper
+• purplish copper
+• eastern-tailed blue
+• melissa blue
+• silvery blue
+Snout Butterfly
+Wood Nymphs and Satyrs
+• eyed brown
+• wood nymph (grayling)
+Monarchs
+• monarch or milkweed
+Whites and Sulphurs
+• olympia
+• cloudless sulphur
+• European cabbage
+Brush-footed Butterflies
+• variegated fritillary
+• Harris’s checkerspot
+• pearl crescent
+• mourning cloak
+• painted lady
+• buckeye
+• viceroy
+• white admiral
+• red-spotted purple
+• hackberry
+“That probably would have been the end of my butterfly collecting,” he said.
+“But then my mother got me a children’s book called The Travels of Monarch X.”
+That book, which told how monarch butterflies migrate to Central America, opened the world of science to the eager young collector.Species and Sub-species of Butterflies Collected in Six Weeks in Reading, Pennsylvania
+Gossamer-Winged Butterflies
+• white M hairstreak
+• acadian hairstreak
+• bronze copper
+• bog copper
+• purplish copper
+• eastern-tailed blue
+• melissa blue
+• silvery blue
+Snout Butterfly
+Wood Nymphs and Satyrs
+• eyed brown
+• wood nymph (grayling)
+Monarchs
+• monarch or milkweed
+Whites and Sulphurs
+• olympia
+• cloudless sulphur
+• European cabbage
+Brush-footed Butterflies
+• variegated fritillary
+• Harris’s checkerspot
+• pearl crescent
+• mourning cloak
+• painted lady
+• buckeye
+• viceroy
+• white admiral
+• red-spotted purple
+• hackberry
+“That probably would have been the end of my butterfly collecting,” he said.
+“But then my mother got me a children’s book called The Travels of Monarch X.”
+That book, which told how monarch butterflies migrate to Central America, opened the world of science to the eager young collector.Gossamer-Winged Butterflies
+• white M hairstreak
+• acadian hairstreak
+• bronze copper
+• bog copper
+• purplish copper
+• eastern-tailed blue
+• melissa blue
+• silvery blue",jefp106.pdf
+1,CBSE,Class10,English,"Wood Nymphs and Satyrs
+• eyed brown
+• wood nymph (grayling)Monarchs
+• monarch or milkweedWhites and Sulphurs
+• olympia
+• cloudless sulphur
+• European cabbage
+Brush-footed Butterflies
+• variegated fritillary
+• Harris’s checkerspot
+• pearl crescent
+• mourning cloak
+• painted lady
+• buckeye
+• viceroy
+• white admiral
+• red-spotted purple
+• hackberry
+“That probably would have been the end of my butterfly collecting,” he said.
+“But then my mother got me a children’s book called The Travels of Monarch X.”
+That book, which told how monarch butterflies migrate to Central America, opened the world of science to the eager young collector.Brush-footed Butterflies
+• variegated fritillary
+• Harris’s checkerspot
+• pearl crescent
+• mourning cloak
+• painted lady
+• buckeye
+• viceroy
+• white admiral
+• red-spotted purple
+• hackberry
+“That probably would have been the end of my butterfly collecting,” he said.
+“But then my mother got me a children’s book called The Travels of Monarch X.”
+That book, which told how monarch butterflies migrate to Central America, opened the world of science to the eager young collector.The Making of a Scientist 33 Footprints without Feet34
+At the end of the book, readers were invited to help study butterfly migrations.
+They were asked to tag butterflies for research by Dr Frederick A. Urquhart of the University of Toronto, Canada.
+Ebright’s mother wrote to Dr Urquhart, and soon Ebright was attaching light adhesive tags to the wings of monarchs.
+Anyone who found a tagged butterfly was asked to send the tag to Dr Urquhart.
+The butterfly collecting season around Reading lasts six weeks in late summer.
+(See graph below.) If you’re going to chase them one by one, you won’t catch very many.
+So the next step for Ebright was to raise a flock of butterflies.
+He would catch a female monarch, take her eggs, and raise them in his basement through their life cycle, from egg to caterpillar to pupa to adult butterfly.
+Then he would tag the butterflies’ wings and let them go.
+For several years his basement was home to thousands of monarchs in different stages of development.
+Number and Kinds of Butterflies Collected in Six Weeks
+Gossamer-Winged
+Wood Nymphs and Satyrs
+Brush-Footed
+Whites and Sulphurs
+Monarch
+Snout
+0
+1
+2
+3 4 5
+6
+7 8 9 10
+Number Collected
+“Eventually I began to lose interest in tagging butterflies.
+It’s tedious and there’s not much feedback,” Ebright said.
+“In all the time I did it,” he laughed, “only two butterflies I had tagged were recaptured — and they were not more than seventy-five miles from where I lived.”Number and Kinds of Butterflies Collected in Six Weeks
+Gossamer-Winged
+Wood Nymphs and Satyrs
+Brush-Footed
+Whites and Sulphurs
+Monarch
+Snout
+0
+1
+2
+3 4 5
+6
+7 8 9 10
+Number Collected
+“Eventually I began to lose interest in tagging butterflies.
+It’s tedious and there’s not much feedback,” Ebright said.
+“In all the time I did it,” he laughed, “only two butterflies I had tagged were recaptured — and they were not more than seventy-five miles from where I lived.”Gossamer-WingedWood Nymphs and Satyrs
+Brush-FootedWhites and Sulphurs
+Monarch
+Snout
+0
+1
+2
+3 4 5
+6
+7 8 9 10
+Number Collected
+“Eventually I began to lose interest in tagging butterflies.
+It’s tedious and there’s not much feedback,” Ebright said.
+“In all the time I did it,” he laughed, “only two butterflies I had tagged were recaptured — and they were not more than seventy-five miles from where I lived.”MonarchSnout
+0
+1
+2
+3 4 5
+6
+7 8 9 10
+Number Collected
+“Eventually I began to lose interest in tagging butterflies.
+It’s tedious and there’s not much feedback,” Ebright said.
+“In all the time I did it,” he laughed, “only two butterflies I had tagged were recaptured — and they were not more than seventy-five miles from where I lived.”Number Collected
+“Eventually I began to lose interest in tagging butterflies.
+It’s tedious and there’s not much feedback,” Ebright said.
+“In all the time I did it,” he laughed, “only two butterflies I had tagged were recaptured — and they were not more than seventy-five miles from where I lived.”READ AND FIND OUT
+• What lesson does Ebright learn when he does not win anything at a science fair?
+• What experiments and projects does he then undertake?
+• What are the qualities that go into the making of a scientist?",jefp106.pdf
+2,CBSE,Class10,English,"Footprints without Feet36
+Ebright and his college room-mate, James R. Wong, worked all that night drawing pictures and constructing plastic models of molecules to show how it could happen.
+Together they later wrote the paper that explained the theory.
+Surprising no one who knew him, Richard Ebright graduated from Harvard with highest honours, second in his class of 1,510.
+Ebright went on to become a graduate student researcher at Harvard Medical School.
+There he began doing experiments to test his theory.
+If the theory proves correct, it will be a big step towards understanding the processes of life.
+It might also lead to new ideas for preventing some types of cancer and other diseases.
+All of this is possible because of Ebright’s scientific curiosity.
+His high school research into the purpose of the spots on a monarch pupa eventually led him to his theory about cell life.
+Richard Ebright has been interested in science since he first began collecting butterflies — but not so deeply that he hasn’t time for other interests.
+Ebright also became a champion debater and public speaker and a good canoeist and all-around outdoors-person.
+He is also an expert photographer, particularly of nature and scientific exhibits.
+In high school Richard Ebright was a straight-A student.
+Because learning was easy, he turned a lot of his energy towards the Debating and Model United Nations clubs.
+He also found someone to admire — Richard A. Weiherer, his social studies teacher and adviser to both clubs.
+“Mr Weiherer was the perfect person for me then.
+He opened my mind to new ideas,” Ebright said.
+“Richard would always give that extra effort,” Mr Weiherer said.
+“What pleased me was, here was this person who put in three or four hours at night doing debate research besides doing all his research with butterflies and his other interests.
+“Richard was competitive,” Mr Weiherer continued, “but not in a bad sense.”
+He explained, “Richard wasn’t interested in winning for winning’s sake or winning to get a prize.
+Rather, he was winning because he wanted to do the best job he could.
+For the right reasons, he wants to be the best.”
+And that is one of the ingredients in the making of a scientist.
+Start with a first-rate mind, add curiosity, and mix in the will to win for the right reasons.
+Ebright has these qualities.
+From the time the book, The Travels of Monarch X, opened the world of science to him, Richard Ebright has never lost his scientific curiosity.
+ROBERT W. PETERSONROBERT W. PETERSONThe Making of a Scientist 37
+GLOSSARY
+leagues: groups of sports clubs or teams playing matches among themselves county: region starling: common European bird (with black, brown-spotted plumage) which nests near buildings and is a good mimic entomology: the study of insects eureka: a cry of triumph at a discovery (originally attributed to Archimedes) canoeist: a person who paddles a canoe, a light boatGLOSSARY
+leagues: groups of sports clubs or teams playing matches among themselves county: region starling: common European bird (with black, brown-spotted plumage) which nests near buildings and is a good mimic entomology: the study of insects eureka: a cry of triumph at a discovery (originally attributed to Archimedes) canoeist: a person who paddles a canoe, a light boatThink about it
+1. How can one become a scientist, an economist, a historian ?
+Does it simply involve reading many books on the subject?
+Does it involve observing, thinking and doing experiments?
+2. You must have read about cells and DNA in your science books.
+Discuss Richard Ebright’s work in the light of what you have studied.
+If you get an opportunity to work like Richard Ebright on projects and experiments, which field would you like to work on and why?
+Talk about it
+1. Children everywhere wonder about the world around them.
+The questions they ask are the beginning of scientific inquiry.
+Given below are some questions that children in India have asked Professor Yash Pal and Dr Rahul Pal as reported in their book,
+Discovered Questions (NCERT, 2006).
+(i) What is DNA fingerprinting? What are its uses?
+(ii) How do honeybees identify their own honeycombs?
+(iii) Why does rain fall in drops?
+Can you answer these questions?
+You will find Professor Yash Pal’s and Dr Rahul Pal’s answers (as given in Discovered Questions) on page 75.
+2. You also must have wondered about certain things around you.
+Share these questions with your class, and try and answer them.
+• ‘Journey by Night’ by Norah Burke
+• Children Who Made It Big by Thangamani
+• School Days by Tom Brown
+Footprints without Feet38
+Suggested reading",jefp106.pdf

data/Class10-English-jefp107.pdf-40.csv

@@ -0,0 +1,358 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"The Necklace
+Matilda is invited to a grand party.
+She has a beautiful dress but no jewellery.
+She borrows a necklace from a friend and loses it.
+What happens then?READ AND FIND OUT
+• What kind of a person is Mme Loisel — why is she always unhappy?
+• What kind of a person is her husband?
+SHE was one of those pretty, young ladies, born as if through an error of destiny, into a family of clerks.
+She had no dowry, no hopes, no means of becoming known, loved, and married by a man either rich or distinguished; and she allowed herself to marry a petty clerk in the office of the Board of Education.
+She was simple, but she was unhappy.
+She suffered incessantly, feeling herself born for all delicacies and luxuries.
+She suffered from the poverty of her apartment, the shabby walls and the worn chairs.
+All these things tortured and angered her.
+When she seated herself for dinner opposite her husband who uncovered the tureen with a delighted air, saying, “Oh!
+the good potpie!
+I know nothing better than that…,” she would think of elegant dinners, of shining silver; she thought of the exquisite food served in marvellous dishes.
+She had neither frocks nor jewels, nothing.
+And she loved only those things.
+She had a rich friend, a schoolmate at the convent, who she did not like to visit — she suffered so much when she returned.
+She wept for whole days from despair and disappointment.
+One evening her husband returned elated bearing in his hand a large envelope.
+“Here,” he said, “here is something for you.”
+quickly drew out a printed card on which were inscribed these words: T
+h
+e M i
+n
+i s t
+e
+r o f
+P
+u b l
+i
+c I n
+s
+t r u
+c
+t i o nT h
+e
+M i n
+i
+s t e
+r
+o f P
+u
+b l i
+c
+I n s
+t
+r u c
+t
+i o nT h
+e
+M i n
+i
+s t e
+r
+o f P
+u
+b l i
+c
+I n s
+t
+r u c
+t
+i o nT h
+e
+M i n
+i
+s t e
+r
+o f P
+u
+b l i
+c
+I n s
+t
+r u c
+t
+i o nT h
+e
+M i n
+i
+s t e
+r
+o f P
+u
+b l i
+c
+I n s
+t
+r u c
+t
+i o n
+a
+n da n da n da n da n
+d
+M a d
+a
+m e G
+e
+o r g
+e
+R a m
+p
+o n n
+e
+a uM a
+d
+a m e
+G
+e o r
+g
+e R a
+m
+p o n
+n
+e a uM a
+d
+a m e
+G
+e o r
+g
+e R a
+m
+p o n
+n
+e a uM a
+d
+a m e
+G
+e o r
+g
+e R a
+m
+p o n
+n
+e a uM a
+d
+a m e
+G
+e o r
+g
+e R a
+m
+p o n
+n
+e a u
+a
+s k t
+h
+e h o
+n
+o u r
+o
+f M. a
+n
+d M m
+e
+L o i
+s
+e l ’
+s
+c o m
+p
+a n y. M
+o
+n d a ya s
+k
+t h e
+h
+o n o
+u
+r o f M. a
+n
+d M m
+e
+L o i
+s
+e l ’
+s
+c o m
+p
+a n y. M
+o
+n d a ya s
+k
+t h e
+h
+o n o
+u
+r o f M. a
+n
+d M m
+e
+L o i
+s
+e l ’
+s
+c o m
+p
+a n y. M
+o
+n d a ya s
+k
+t h e
+h
+o n o
+u
+r o f M. a
+n
+d M m
+e
+L o i
+s
+e l ’
+s
+c o m
+p
+a n y. M
+o
+n d a ya s
+k
+t h e
+h
+o n o
+u
+r o f M. a
+n
+d M m
+e
+L o i
+s
+e l ’
+s
+c o m
+p
+a n y. M
+o
+n d a y evening, January 18, at the Minister ’ s res idence.evening, January 18, at the Minister ’ s res idence.evening, January 18, at the Minister ’ s res idence.evening, January 18, at the Minister ’ s res idence.evening, January 18, at the Minister ’ s res idence.
+Instead of being delighted, as her husband had hoped, she threw the invitation spitefully upon the table murmuring, “What do you suppose I want with that?”
+“But, my dearie, I thought it would make you happy.
+You never go out, and this is an occasion, and a fine one!
+Everybody wishes one, and it is very select; not many are given to employees.
+You will see the whole official world there.”
+She looked at him with an irritated eye and declared impatiently, “What do you suppose I have to wear to such a thing as that?”
+He had not thought of that; he stammered, “Why, the dress you wear when we go to the theatre.
+It seems very pretty to me…” He was silent, stupefied, in dismay, at the sight of his wife weeping.
+He stammered, “What is the matter?
+What is the matter?”
+By a violent effort, she had controlled her vexation and responded in a calm voice, wiping her moist cheeks, “Nothing.
+Only I have no dress and consequently I cannot go to this affair.
+Give your card to some colleague whose wife is better fitted out than I.”
+He was grieved, but answered, “Let us see, Matilda.
+How much would a suitable costume cost, something that would serve for other occasions, something very simple?”
+She reflected for some seconds thinking of a sum that she could ask for without bringing with it an immediate refusal and a frightened exclamation from the economical clerk.
+Finally she said, in a hesitatingFootprints without Feet40
+voice, “I cannot tell exactly, but it seems to me that four hundred francs ought to cover it.”
+He turned a little pale, for he had saved just this sum to buy a gun that he might be able to join some hunting parties the next summer, with some friends who went to shoot larks on Sunday.
+Nevertheless, he answered, “Very well.
+I will give you four hundred francs.
+But try to have a pretty dress.”
+READ AND FIND OUT
+• What fresh problem now disturbs Mme Loisel?
+• How is the problem solved?READ AND FIND OUT
+• What fresh problem now disturbs Mme Loisel?
+• How is the problem solved?",jefp107.pdf
+1,CBSE,Class10,English,"Footprints without Feet42
+fell upon the neck of her friend, embraced her with passion, then went away with her treasure.
+The day of the ball arrived.
+Mme Loisel was a great success.
+She was the prettiest of all — elegant, gracious, smiling and full of joy.
+All the men noticed her, asked her name, and wanted to be presented.
+She danced with enthusiasm, intoxicated with pleasure, thinking of nothing but all this admiration, this victory so complete and sweet to her heart.
+She went home towards four o’clock in the morning.
+Her husband had been half asleep in one of the little salons since midnight, with three other gentlemen whose wives were enjoying themselves very much.
+He threw around her shoulders the modest wraps they had carried whose poverty clashed with the elegance of the ball costume.
+She wished to hurry away in order not to be noticed by the other women who were wrapping themselves in rich furs.
+Loisel detained her, “Wait,” said he.
+“I am going to call a cab.”
+But she would not listen and descended the steps rapidly.
+When they were in the street, they found no carriage; and they began to seek for one, hailing the coachmen whom they saw at a distance.
+They walked along toward the river, hopeless and shivering.
+Finally they found one of those old carriages that one sees in Paris after nightfall.
+It took them as far as their door and they went wearily up to their apartment.
+It was all over for her.
+And on his part, he remembered that he would have to be at the office by ten o’clock.
+She removed the wraps from her shoulders before the glass, for a final view of herself in her glory.
+Suddenly she uttered a cry.
+Her necklace was not around her neck.
+READ AND FIND OUT
+• What do M. and Mme Loisel do next?
+• How do they replace the necklace?
+Loisel already half undressed, asked, “What is the matter?”
+She turned towards him excitedly.
+“I have — I have — I no longer have Mme Forestier’s necklace.”
+He arose in dismay, “What!
+How is that?
+It is not possible.”
+And they looked in the folds of the dress, in the folds of the cloak, in the pockets, everywhere.
+They could not find it.
+He asked, “You are sure you still had it when we left the Minister’s house?”
+“Yes, I felt it as we came out.”
+“But if you had lost it in the street, we should have heard it fall.
+It must be in the cab.”
+“Yes, it is possible.
+Did you take the number?”
+“No.
+And you, did you notice what it was?”
+“No.”
+They looked at each other utterly cast down.
+Finally Loisel dressed himself again.
+“I am going,” he said, “over the track where we went on foot, to see if I can find it.”
+And he went.
+She remained in her evening gown, not having the force to go to bed.
+Toward seven o’clock her husband returned.
+He had found nothing.READ AND FIND OUT
+• What do M. and Mme Loisel do next?
+• How do they replace the necklace?
+Loisel already half undressed, asked, “What is the matter?”
+She turned towards him excitedly.
+“I have — I have — I no longer have Mme Forestier’s necklace.”
+He arose in dismay, “What!
+How is that?
+It is not possible.”
+And they looked in the folds of the dress, in the folds of the cloak, in the pockets, everywhere.
+They could not find it.
+He asked, “You are sure you still had it when we left the Minister’s house?”
+“Yes, I felt it as we came out.”
+“But if you had lost it in the street, we should have heard it fall.
+It must be in the cab.”
+“Yes, it is possible.
+Did you take the number?”
+“No.
+And you, did you notice what it was?”
+“No.”
+They looked at each other utterly cast down.
+Finally Loisel dressed himself again.
+“I am going,” he said, “over the track where we went on foot, to see if I can find it.”
+And he went.
+She remained in her evening gown, not having the force to go to bed.
+Toward seven o’clock her husband returned.
+He had found nothing.The Necklace 43
+He went to the police and to the cab offices, and put an advertisement in the newspapers, offering a reward.
+She waited all day in a state of bewilderment before this frightful disaster.
+Loisel returned in the evening, his face pale; he had discovered nothing.
+He said, “Write to your friend that you have broken the clasp of the necklace and that you will have it repaired.
+That will give us time.”
+She wrote as he dictated.
+At the end of a week, they had lost all hope.
+And Loisel, older by five years, declared, “We must replace this jewel.”
+In a shop of the Palais-Royal, they found a chaplet of diamonds, which seemed to them exactly like the one they had lost.
+It was valued at forty thousand francs.
+They could get it for thirty-six thousand.
+Loisel possessed eighteen thousand francs, which his father had left him. He borrowed the rest.
+He made ruinous promises, took money from usurers and the whole race of lenders.
+Then he went to get the new necklace, depositing on the merchant’s counter thirty-six thousand francs.
+When Mme Loisel took back the jewels to Mme Forestier, the latter said to her in a frigid tone, “You should have returned them to me sooner, for I might have needed them.”",jefp107.pdf

data/Class10-English-jefp108.pdf-41.csv

@@ -0,0 +1,259 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"Bholi
+F
+r
+o
+m h er v
+e
+r y c
+h
+i ldh o
+o
+d B h
+o
+l i w
+a
+s n e
+g
+l e ct e
+d
+a t h
+o
+m e. W
+h
+y d i
+d
+h er t
+e
+a c h
+e
+r t a
+k
+e sp e c ia l in t er e st in h
+e
+r ?
+D
+i
+d B h
+o
+l i m ea su r
+e
+u p t
+o
+h e r te a
+c
+h er ’
+s
+e x p ec ta ti o n s?READ AND FIND OUT
+• Why is Bholi’s father worried about her?
+• For what unusual reasons is Bholi sent to school?
+HER name was Sulekha, but since her childhood everyone had been calling her Bholi, the simpleton.
+She was the fourth daughter of Numberdar Ramlal.
+When she was ten months old, she had fallen off the cot on her head and perhaps it had damaged some part of her brain.
+That was why she remained a backward child and came to be known as Bholi, the simpleton.
+At birth, the child was very fair and pretty.
+But when she was two years old, she had an attack of small-pox.
+Only the eyes were saved, but the entire body was permanently disfigured by deep black pockmarks.
+Little Sulekha could not speak till she was five, and when at last she learnt to speak, she stammered.
+The other children often made fun of her and mimicked her.
+As a result, she talked very little.
+Ramlal had seven children — three sons and four daughters, and the youngest of them was Bholi.
+It was a prosperous farmer’s household and there was plenty to eat and drink.
+All the children except Bholi were healthy and strong.
+The sons had been sent to the city to study in schools and later in colleges.
+Of the daughters, Radha, the eldest, had already been married.
+The second daughter Mangla’s marriage had also been settled, and when that was done, Ramlal would think of the third, Champa.
+They were good-looking, healthy girls, and it was not difficult to find bridegrooms for them.
+But Ramlal was worried about Bholi.
+She had neither good looks nor intelligence.
+Bholi was seven years old when Mangla was married.
+The same year a primary school for girls was opened in their village.
+The Tehsildar sahib came to perform its opening ceremony.
+He said to Ramlal, “As a revenue official you are the representative of the government in the village and so you must set an example to the villagers.
+You must send your daughters to school.”
+That night when Ramlal consulted his wife, she cried, “Are you crazy?
+If girls go to school, who will marry them?”
+But Ramlal had not the courage to disobey the Tehsildar.
+At last his wife said, “I will tell you what to do.
+Send Bholi to school.
+As it is, there is little chance of her getting married, with her ugly face and lack of sense.
+Let the teachers at school worry about her.”
+READ AND FIND OUT
+• Does Bholi enjoy her first day at school?
+• Does she find her teacher different from the people at home?
+The next day Ramlal caught Bholi by the hand and said, “Come with me.
+I will take you to school.”
+Bholi was frightened.
+She did notREAD AND FIND OUT
+• Does Bholi enjoy her first day at school?
+• Does she find her teacher different from the people at home?
+The next day Ramlal caught Bholi by the hand and said, “Come with me.
+I will take you to school.”
+Bholi was frightened.
+She did notFootprints without Feet48
+know what a school was like.
+She remembered how a few days ago their old cow, Lakshmi, had been turned out of the house and sold.
+“N-n-n-n NO, no-no-no,” she shouted in terror and pulled her hand away from her father’s grip.
+“What’s the matter with you, you fool?”
+shouted Ramlal.
+“I am only taking you to school.”
+Then he told his wife, “Let her wear some decent clothes today, or else what will the teachers and the other schoolgirls think of us when they see her?”
+New clothes had never been made for Bholi.
+The old dresses of her sisters were passed on to her.
+No one cared to mend or wash her clothes.
+But today she was lucky to receive a clean dress which had shrunk after many washings and no longer fitted Champa.
+She was even bathed and oil was rubbed into her dry and matted hair.
+Only then did she begin to believe that she was being taken to a place better than her home!
+When they reached the school, the children were already in their classrooms.
+Ramlal handed over his daughter to the headmistress.
+Left alone, the poor girl looked about her with fear-laden eyes.
+There were several rooms, and in each room girls like her squatted on mats, reading from books or writing on slates.
+The headmistress asked Bholi to sit down in a corner in one of the classrooms.",jefp108.pdf
+1,CBSE,Class10,English,"Footprints without Feet50
+“Bh-Bho-Bho-.”
+She could stammer no further than that.
+Then she began to cry and tears flowed from her eyes in a helpless flood.
+She kept her head down as she sat in her corner, not daring to look up at the girls who, she knew, were still laughing at her.
+When the school bell rang, all the girls scurried out of the classroom, but Bholi dared not leave her corner.
+Her head still lowered, she kept on sobbing.
+“Bholi.”
+“Yes, yes, it will be very easy.
+You just come to school everyday.
+Will you come?”
+Bholi nodded.
+“No, say it aloud.”
+“Ye-Ye-Yes.”
+And Bholi herself was astonished that she had been able to say it.
+“Didn’t I tell you?
+Now take this book.”
+The book was full of nice pictures and the pictures were in colour — dog, cat, goat, horse, parrot, tiger and a cow just like Lakshmi.
+And with every picture was a word in big black letters.
+“In one month you will be able to read this book.
+Then I will give you a bigger book, then a still bigger one.
+In time you will be more learned than anyone else in the village.
+Then no one will ever be able to laugh at you.
+People will listen to you with respect and you will be able to speak without the slightest stammer.
+Understand?
+Now go home, and come back early tomorrow morning.”
+Bholi felt as if suddenly all the bells in the village temple were ringing and the trees in front of the school-house had blossomed into big red flowers.
+Her heart was throbbing with a new hope and a new life.
+READ AND FIND OUT
+• Why do Bholi’s parents accept Bishamber’s marriage proposal?
+• Why does the marriage not take place?
+The teacher’s voice was so soft and soothing!
+In all her life she had never been called like that.
+It touched her heart.
+“Get up,” said the teacher.
+It was not a command, but just a friendly suggestion.
+Bholi got up.
+“Now tell me your name.”
+Sweat broke out over her whole body.
+Would her stammering tongue again disgrace her?
+For the sake of this kind woman, however, she decided to make an effort.
+She had such a soothing voice; she would not laugh at her.
+“Bh-Bh-Bho-Bho-,” she began to stammer.
+“Well done, well done,” the teacher encouraged her.
+“Come on, now — the full name?”
+“Bh-Bh-Bho-Bholi.”
+At last she was able to say it and felt relieved as if it was a great achievement.
+“Well done.”
+The teacher patted her affectionately and said, “Put the fear out of your heart and you will be able to speak like everyone else.”
+Bholi looked up as if to ask, ‘Really?’READ AND FIND OUT
+• Why do Bholi’s parents accept Bishamber’s marriage proposal?
+• Why does the marriage not take place?
+The teacher’s voice was so soft and soothing!
+In all her life she had never been called like that.
+It touched her heart.
+“Get up,” said the teacher.
+It was not a command, but just a friendly suggestion.
+Bholi got up.
+“Now tell me your name.”
+Sweat broke out over her whole body.
+Would her stammering tongue again disgrace her?
+For the sake of this kind woman, however, she decided to make an effort.
+She had such a soothing voice; she would not laugh at her.
+“Bh-Bh-Bho-Bho-,” she began to stammer.
+“Well done, well done,” the teacher encouraged her.
+“Come on, now — the full name?”
+“Bh-Bh-Bho-Bholi.”
+At last she was able to say it and felt relieved as if it was a great achievement.
+“Well done.”
+The teacher patted her affectionately and said, “Put the fear out of your heart and you will be able to speak like everyone else.”
+Bholi looked up as if to ask, ‘Really?’",jefp108.pdf
+2,CBSE,Class10,English,"Footprints without Feet52
+On Bishamber’s greedy face appeared a triumphant smile.
+He had gambled and won.
+“Give me the garland,” he announced.
+Once again the veil was slipped back from the bride’s face, but this time her eyes were not downcast.
+She was looking up, looking straight at her prospective husband, and in her eyes there was neither anger nor hate, only cold contempt.
+Bishamber raised the garland to place it round the bride’s neck; but before he could do so, Bholi’s hand struck out like a streak of lightning and the garland was flung into the fire.
+She got up and threw away the veil.
+“Pitaji!”
+said Bholi in a clear loud voice; and her father, mother, sisters, brothers, relations and neighbours were startled to hear her speak without even the slightest stammer.
+“Pitaji!
+Take back your money.
+I am not going to marry this man.”Bholi 53
+Ramlal was thunderstruck.
+The guests began to whisper, “So shameless!
+So ugly and so shameless!”
+“Bholi, are you crazy?”
+shouted Ramlal.
+“You want to disgrace your family?
+Have some regard for our izzat!”
+“For the sake of your izzat,” said Bholi, “I was willing to marry this lame old man.
+But I will not have such a mean, greedy and contemptible coward as my husband.
+I won’t, I won’t, I won’t.”
+“What a shameless girl!
+We all thought she was a harmless dumb cow.”
+Bholi turned violently on the old woman, “Yes, Aunty, you are right.
+You all thought I was a dumb–driven cow.
+That’s why you wanted to hand me over to this heartless creature.
+But now the dumb cow, the stammering fool, is speaking.
+Do you want to hear more?”
+Bishamber Nath, the grocer, started to go back with his party.
+The confused bandsmen thought this was the end of the ceremony and struck up a closing song.
+Ramlal stood rooted to the ground, his head bowed low with the weight of grief and shame.
+The flames of the sacred fire slowly died down.
+Everyone was gone.
+Ramlal turned to Bholi and said, “But what about you, no one will ever marry you now. What shall we do with you?”
+And Sulekha said in a voice that was calm and steady, “Don’t you worry, Pitaji!
+In your old age I will serve you and Mother and I will teach in the same school where I learnt so much.
+Isn’t that right, Ma’am?”
+The teacher had all along stood in a corner, watching the drama.
+“Yes, Bholi, of course,” she replied.
+And in her smiling eyes was the light of a deep satisfaction that an artist feels when contemplating the completion of her masterpiece.
+K.A. ABBAS
+GLOSSARY
+simpleton: a foolish person easily tricked by others numberdar: an official who collects revenue matted: entangled squatted: sat on their heels scurried: ran or moved hurriedly ginning: separating raw cotton from its seeds downcast: looking downwardsK.A. ABBASGLOSSARY
+simpleton: a foolish person easily tricked by others numberdar: an official who collects revenue matted: entangled squatted: sat on their heels scurried: ran or moved hurriedly ginning: separating raw cotton from its seeds downcast: looking downwardsFootprints without Feet54Think about it
+1. Bholi had many apprehensions about going to school.
+What made her feel that she was going to a better place than her home?
+2. How did Bholi’s teacher play an important role in changing the course of her life?
+3. Why did Bholi at first agree to an unequal match?
+Why did she later reject the marriage?
+What does this tell us about her?
+4. Bholi’s real name is Sulekha.
+We are told this right at the beginning.
+But only in the last but one paragraph of the story is Bholi called Sulekha again.
+Why do you think she is called Sulekha at that point in the story?
+5. Bholi’s story must have moved you.
+Do you think girl children are not treated at par with boys?
+You are aware that the government has introduced a scheme to save the girl child as the sex ratio is declining.
+The scheme is called
+Beti Bachao Beti Padhao, Save the Girl Child.
+Read about the scheme and design a poster in groups of four and display on the school notice board.Talk about it
+1. Bholi’s teacher helped her overcome social barriers by encouraging and motivating her.
+How do you think you can contribute towards changing the social attitudes illustrated in this story?
+2. Should girls be aware of their rights, and assert them?
+Should girls and boys have the same rights, duties and privileges?
+What are some of the ways in which society treats them differently?
+When we speak of ‘human rights’, do we differentiate between girls’ rights and boys’ rights?
+3. Do you think the characters in the story were speaking to each other in English?
+If not, in which language were they speaking?
+(You can get clues from the names of the persons and the nonEnglish words used in the story.)Suggested reading
+• ‘The Brass Gong’ by Qazi Abdul Sattar
+• ‘Old Man at the Bridge’ by Earnest Hemingway
+• ‘Gandhiji the Teacher’ by Rajkumari Amrit Kaur
+Bholi 55
+Ministry of Women & Child Development Goverment of IndiaBholi 55
+Ministry of Women & Child Development Goverment of India",jefp108.pdf

data/Class10-English-jefp109.pdf-42.csv

@@ -0,0 +1,364 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"The Book That Saved the Earth 9
+Mother Goose is a well-known book of nursery rhymes in English.
+Do you think such a book can save Planet Earth from a Martian invasion?
+Read this play, set four centuries in the future, and find out.
+Characters
+ | HISTORIAN | LIEUTENANT IOTA
+ | GREAT AND MIGHTY THINK-TANK | SERGEANT OOP
+ | APPRENTICE NOODLE | OFFSTAGE VOICE
+ | CAPTAIN OMEGA
+
+SCENE 1Characters
+ | HISTORIAN | LIEUTENANT IOTA
+ | GREAT AND MIGHTY THINK-TANK | SERGEANT OOP
+ | APPRENTICE NOODLE | OFFSTAGE VOICE
+ | CAPTAIN OMEGA
+
+SCENE 1SCENE 1READ AND FIND OUT
+• Why was the twentieth century called the ‘Era of the Book’?
+• Who tried to invade the earth in the twenty-first century?
+TIME : The twenty-fifth century PLACE : The Museum of Ancient History: Department of the Twentieth Century on the Planet Earth BEFORE RISE : Spotlight shines on Historian, who is sitting at a table down right, on which is a movie projector.
+A sign on an easel beside her reads: Museum of Ancient History: Department of the Twentieth Century.
+She stands and bows to audience.
+HISTORIAN : Good afternoon.
+Welcome to our Museum of Ancient History, and to my department — curiosities of the good old, far-off twentieth century.
+The twentieth century was often called the Era of the Book.
+In those days, there were books about everything, from ant eaters to Zulus.
+Books taught people how to, and when to, and where to, and why to.
+They illustrated, educated, punctuated, and even decorated.
+But theFootprints without Feet56
+strangest thing a book ever did was to save the Earth.
+You haven’t heard about the Martian invasion of 2040?
+Tsk, tsk.
+What do they teach children nowadays?
+Well, you know, the invasion never really happened, because a single book stopped it.
+What was the book, you ask?
+A noble encyclopedia?
+A tome about rockets and missiles?
+A secret file from outer space?
+No, it was none of those.
+It was — but here, let me turn on the historiscope and show you what happened many centuries ago, in 2040.
+(She turns on projector, and points it left.
+Spotlight on Historian goes out, and comes up down left on Think-Tank, who is seated on a raised box, arms folded.
+He has a huge, egg-shaped head, and he wears a long robe decorated with stars and circles.
+Apprentice Noodle stands beside him at an elaborate switchboard.
+A sign on an easel reads:
+MARS SPACE CONTROL
+GREAT AND MIGHTY THINK-TANK, COMMANDER-IN-CHIEF
+(Bow low before entering)
+NOODLE : (bowing) O Great and Mighty Think-Tank, most powerful and intelligent creature in the whole universe, what are your orders?
+THINK-TANK : (peevishly) You left out part of my salutation, Apprentice Noodle.
+Go over the whole thing again.
+NOODLE : It shall be done, sir.
+(in a singsong) O Great and Mighty Think-Tank, Ruler of Mars and her two moons, most powerful and intelligent creature in the whole universe — (out of breath) what-are-your-orders?
+THINK-TANK : That’s better, Noodle.
+I wish to be placed in communication with our manned space probe to that ridiculous little planet we are going to put under our generous rulership.
+What do they call it, again?
+NOODLE : Earth, your Intelligence.
+THINK-TANK : Earth — of course.
+You see how insignificant the place is?
+But first, something important.
+My mirror.
+I wish to consult my mirror.GREAT AND MIGHTY THINK-TANK, COMMANDER-IN-CHIEF
+(Bow low before entering)
+NOODLE : (bowing) O Great and Mighty Think-Tank, most powerful and intelligent creature in the whole universe, what are your orders?
+THINK-TANK : (peevishly) You left out part of my salutation, Apprentice Noodle.
+Go over the whole thing again.
+NOODLE : It shall be done, sir.
+(in a singsong) O Great and Mighty Think-Tank, Ruler of Mars and her two moons, most powerful and intelligent creature in the whole universe — (out of breath) what-are-your-orders?
+THINK-TANK : That’s better, Noodle.
+I wish to be placed in communication with our manned space probe to that ridiculous little planet we are going to put under our generous rulership.
+What do they call it, again?
+NOODLE : Earth, your Intelligence.
+THINK-TANK : Earth — of course.
+You see how insignificant the place is?
+But first, something important.
+My mirror.
+I wish to consult my mirror.",jefp109.pdf
+1,CBSE,Class10,English,"The Book That Saved the Earth 57
+NOODLE : It shall be done, sir.
+(He hands Think-Tank a mirror.) THINK-TANK : Mirror, mirror, in my hand.
+Who is the most fantastically intellectually gifted being in the land?
+OFFSTAGE VOICE : (after a pause) You, sir.
+THINK-TANK : (smacking mirror) Quicker.
+Answer quicker next time.
+I hate a slow mirror.
+(He admires himself in the mirror.) Ah, there I am.
+Are we Martians not a handsome race?
+So much more attractive than those ugly Earthlings with their tiny heads.
+Noodle, you keep on exercising your mind, and someday you’ll have a balloon brain just like mine.
+NOODLE : Oh, I hope so, Mighty Think-Tank.
+I hope so.
+THINK-TANK : Now, contact the space probe.
+I want to invade that primitive ball of mud called Earth before lunch.
+NOODLE : It shall be done, sir.
+(He adjusts levers on switchboard. Electronic buzzes and beeps are heard as the curtains open.)
+SCENE 2
+READ AND FIND OUT
+• What guesses are made by Think–Tank about the books found on earth?
+TIME : A few seconds later PLACE : Mars Space Control and the Centerville Public Library AT RISE : Captain Omega stands at centre, opening and closing card catalogue drawers in a confused fashion.
+Lieutenant Iota is up left, counting books in a bookcase.
+Sergeant Oop is at right, opening and closing a book, turning it upside down, shaking it and then riffling the pages and shaking his head.
+NOODLE : (adjusting knobs) I have a close sighting of the space crew, sir.
+(Think-Tank puts on a pair of enormous goggles and turns towards the stage to watch.) They seem to have entered some sort of Earth structure.
+THINK-TANK : Excellent.
+Make voice contact.READ AND FIND OUT
+• What guesses are made by Think–Tank about the books found on earth?
+TIME : A few seconds later PLACE : Mars Space Control and the Centerville Public Library AT RISE : Captain Omega stands at centre, opening and closing card catalogue drawers in a confused fashion.
+Lieutenant Iota is up left, counting books in a bookcase.
+Sergeant Oop is at right, opening and closing a book, turning it upside down, shaking it and then riffling the pages and shaking his head.
+NOODLE : (adjusting knobs) I have a close sighting of the space crew, sir.
+(Think-Tank puts on a pair of enormous goggles and turns towards the stage to watch.) They seem to have entered some sort of Earth structure.
+THINK-TANK : Excellent.
+Make voice contact.Footprints without Feet58
+NOODLE : (speaking into a microphone) Mars Space Control calling the crew of Probe One.
+Mars Space Control calling the crew of Probe One.
+Come in, Captain Omega, and give us your location.
+OMEGA : (speaking into a disk which is on a chain around her neck) Captain Omega to Mars Space Control.
+Lieutenant Iota, Sergeant Oop, and I have arrived on Earth without incident.
+We have taken shelter in this (indicates room) — this square place.
+Have you any idea where we are, Lieutenant Iota?
+IOTA : I can’t figure it out, Captain.
+(holding up a book) I’ve counted two thousand of these peculiar items.
+This place must be some sort of storage barn.
+What do you think, Sergeant Oop?
+OOP : I haven’t a clue.
+I’ve been to seven galaxies, but I’ve never seen anything like this.
+Maybe they’re hats.
+(He opens a book and puts it on his head.) Say, maybe this is a haberdashery!
+OMEGA : (bowing low) Perhaps the Great and Mighty ThinkTank will give us the benefit of his thought on the matter.The Book That Saved the Earth 59
+THINK-TANK : Elementary, my dear Omega.
+Hold one of the items up so that I may view it closely.
+(Omega holds a book on the palm of her hand.) Yes, yes, I understand now.
+Since Earth creatures are always eating, the place in which you find yourselves is undoubtedly a crude refreshment stand.
+OMEGA : (to Iota and Oop) He says we’re in a refreshment stand.
+OOP : Well, the Earthlings certainly have a strange diet.
+THINK-TANK : That item in your hand is called a sandwich.
+OMEGA : (nodding) A sandwich.
+IOTA : (nodding) A sandwich.
+OOP : (taking book from his head) A sandwich?
+THINK-TANK : Sandwiches are the main staple of Earth diet.
+Look at it closely.(Omega squints at book.) There are two slices of what is called bread, and between them is some sort of filling.
+OMEGA : That is correct, sir.
+THINK-TANK : To confirm my opinion, I order you to eat it.
+OMEGA : (gulping) Eat it?
+THINK-TANK : Do you doubt the Mighty Think-Tank?",jefp109.pdf
+2,CBSE,Class10,English,"OMEGA : Well, Oop?
+IOTA : Well, Oop?
+(Oop coughs. Omega and Iota pound him on the back.) THINK-TANK : Was it not delicious, Sergeant Oop?
+OOP : (saluting) That is correct, sir.
+It was not delicious.
+I don’t know how the Earthlings can get those sandwiches down without water.
+They’re dry as Martian dust.
+NOODLE : Sir, sir.
+Great and Mighty Think-Tank.
+I beg your pardon, but an insignificant bit of data floated into my mind about those sandwiches.
+THINK-TANK : It can’t be worth much, but go ahead.
+Give us your trifling bit of data.
+NOODLE : Well, sir, I have seen surveyor films of those sandwiches.
+I noticed that the Earthlings did not eat them.
+They used them as some sort of communication device.
+THINK-TANK : (haughtily) Naturally.
+That was my next point.
+These are actually communication sandwiches.
+Think-Tank is never wrong.
+Who is never wrong?
+ALL : (saluting) Great and Mighty Think-Tank is never wrong.
+THINK-TANK : Therefore, I order you to listen to them.The Book That Saved the Earth 61
+OMEGA : Listen to them?
+IOTA AND OOP : (to each other, puzzled) Listen to them?
+THINK-TANK : Do you have marbles in your ears?
+I said, listen to them.
+(Martians bow very low.)
+OMEGA : It shall be done, sir.
+(They each take two books from the case, and hold them to their ears, listening intently.) IOTA : (whispering to Omega) Do you hear anything?
+OMEGA : (whispering back) Nothing.
+Do you hear anything, Oop?
+OOP : (loudly) Not a thing!
+(Omega and Iota jump in fright.)
+OMEGA AND IOTA : Sh-h-h! (They listen intently again.)
+THINK-TANK : Well?
+Well?
+Report to me.
+What do you hear?
+OMEGA : Nothing, sir.
+Perhaps we are not on the correct frequency.
+IOTA : Nothing, sir.
+Perhaps the Earthlings have sharper ears than we do.
+OOP : I don’t hear a thing.
+Maybe these sandwiches don’t make sounds.
+THINK-TANK : What?
+Does somebody suggest the Mighty Think-Tank has made a mistake?
+OMEGA : Oh, no, sir; no, sir.
+We’ll keep listening.
+NOODLE : Please excuse me, your Brilliance, but a cloudy piece of information is twirling around in my head.
+THINK-TANK : Well, twirl it out, Noodle, and I will clarify it for you.
+NOODLE : I seem to recall that the Earthlings did not listen to the sandwiches; they opened them and watched them.
+THINK-TANK : Yes, that is quite correct, I will clarify that for you, Captain Omega.
+Those sandwiches are not for ear communication, they are for eye communication.
+Now, Captain Omega, take that large, colourful sandwich over there.
+It appears to be important.
+Tell me what you observe.
+(Omega picks up a very large volume of Mother Goose, holding it so that the audience can see the title. Iota looks over her left shoulder, and Oop peers over her right shoulder.)OMEGA AND IOTA : Sh-h-h! (They listen intently again.)
+THINK-TANK : Well?
+Well?
+Report to me.
+What do you hear?
+OMEGA : Nothing, sir.
+Perhaps we are not on the correct frequency.
+IOTA : Nothing, sir.
+Perhaps the Earthlings have sharper ears than we do.
+OOP : I don’t hear a thing.
+Maybe these sandwiches don’t make sounds.
+THINK-TANK : What?
+Does somebody suggest the Mighty Think-Tank has made a mistake?
+OMEGA : Oh, no, sir; no, sir.
+We’ll keep listening.
+NOODLE : Please excuse me, your Brilliance, but a cloudy piece of information is twirling around in my head.
+THINK-TANK : Well, twirl it out, Noodle, and I will clarify it for you.
+NOODLE : I seem to recall that the Earthlings did not listen to the sandwiches; they opened them and watched them.
+THINK-TANK : Yes, that is quite correct, I will clarify that for you, Captain Omega.
+Those sandwiches are not for ear communication, they are for eye communication.
+Now, Captain Omega, take that large, colourful sandwich over there.
+It appears to be important.
+Tell me what you observe.
+(Omega picks up a very large volume of Mother Goose, holding it so that the audience can see the title. Iota looks over her left shoulder, and Oop peers over her right shoulder.)Footprints without Feet62
+OMEGA : It appears to contain pictures of Earthlings.
+IOTA : There seems to be some sort of code.
+THINK-TANK : (sharply interested) Code?
+I told you this was important.
+Describe the code.
+OOP : It’s little lines and squiggles and dots — thousands of them alongside the pictures.
+THINK-TANK : Perhaps the Earthlings are not as primitive as we have thought.
+We must break the code.
+NOODLE : Forgive me, your Cleverness, but did not the chemical department give our space people vitamins to increase their intelligence?
+THINK-TANK : Stop!
+A thought of magnificent brilliance has come to me.
+Space people, our chemical department has given you vitamins to increase your intelligence.
+Take them immediately and then watch the sandwich.
+The meaning of the code will slowly unfold before you.
+OMEGA : It shall be done, sir.
+Remove vitamins.
+(Crew takes vitamins from boxes on their belts.) Present vitamins.
+(They hold vitamins out in front of them, stiffly.) Swallow",jefp109.pdf
+3,CBSE,Class10,English,"OMEGA : (brightly) Aha! IOTA : (brightly) Oho!
+OOP : (bursting into laughter) Ha, ha, ha.
+THINK-TANK : What does it say?
+Tell me this instant.
+Transcribe, Omega.
+OMEGA : Yes, sir.
+(She reads with great seriousness.) Mistress Mary, quite contrary, How does your garden grow?
+With cockle shells and silver bells And pretty maids all in a row.
+OOP : Ha, ha, ha.
+Imagine that.
+Pretty maids growing in a garden.
+THINK-TANK : (alarmed) Stop!
+This is no time for levity.
+Don’t you realise the seriousness of this discovery?
+The Earthlings have discovered how to combine agriculture and mining.
+They can actually grow crops of rare metals such as silver.
+And cockle shells.
+They can grow high explosives, too.
+Noodle, contact our invasion fleet.
+NOODLE : They are ready to go down and take over Earth, sir.
+THINK-TANK : Tell them to hold.
+Tell them new information has come to us about Earth.
+Iota, transcribe.
+IOTA : Yes, sir.
+(She reads very gravely.) Hey diddle diddle!
+The cat and the fiddle, The cow jumped over the moon, The little dog laughed to see such sport, And the dish ran away with the spoon.
+OOP : (laughing) The dish ran away with the spoon!Footprints without Feet64
+THINK-TANK : Cease laughter.
+Desist.
+This is more and more alarming.
+The Earthlings have reached a high level of civilisation.
+Didn’t you hear?
+They have taught their domesticated animals musical culture and space techniques.
+Even their dogs have a sense of humour.
+Why, at this very moment, they may be launching an interplanetary attack of millions of cows!
+Notify the invasion fleet.
+No invasion today Oop, transcribe the next code.
+OOP : Yes, sir.
+(reading) Humpty Dumpty sat on the wall, Humpty Dumpty had a great fall; All the King’s horses and all the King’s men, Cannot put Humpty Dumpty together again.
+Oh, look, sir.
+Here’s a picture of Humpty Dumpty.
+Why, sir, he looks like — he looks like — (turns large picture of Humpty Dumpty towards Think-Tank and the audience) THINK-TANK : (screaming and holding his head) It’s me!
+It’s my Great and Mighty Balloon Brain.
+The Earthlings have seen me, and they’re after me.
+“Had a great fall!”
+— That means they plan to capture Mars Central Control and me!
+It’s an invasion of Mars!
+Noodle, prepare a space capsule for me.
+I must escape without delay.
+Space people, you must leave Earth at once, but be sure to remove all traces of your visit.
+The Earthlings must not know that I know.
+(Omega, Iota, and Oop rush about, putting books back on shelves.) NOODLE : Where shall we go, sir?The Book That Saved the Earth 65
+THINK-TANK : A hundred million miles away from Mars.
+Order the invasion fleet to evacuate the entire planet of Mars.
+We are heading for Alpha Centauri, a hundred million miles away.
+(Omega, Iota, and Oop run off right as Noodle helps Think-Tank off left and the curtain closes.
+Spotlight shines on Historian down right.)
+Mother Goose !
+(She bows and exits right.)
+HISTORIAN : (chuckling) And that’s how one dusty old book of nursery rhymes saved the world from a Martian invasion.
+As you all know, in the twenty-fifth century, five hundred years after all this happened, we Earthlings resumed contact with Mars, and we even became very friendly with the Martians.
+By that time, Great and Mighty Think-Tank had been replaced by a very clever Martian — the wise and wonderful Noodle!
+Oh, yes, we taught the Martians the difference between sandwiches and books.
+We taught them how to read, too, and we established a model library in their capital city of Marsopolis.
+But as you might expect, there is still one book that the Martians can never bring themselves to read.
+You’ve guessed it —
+CURTAIN
+CLAIRE BOIKO
+GLOSSARY
+easel: wooden frame to support a blackboard or a picture Zulus: an African ethnic group belonging to South Africa apprentice: learner of a trade who has agreed to work for a certain period of time in return for being taught peevishly: irritably riffling: quickly turning over the pages of a book barn: covered building for storing hay haberdashery: shop which sells clothing, small articles of dress, pins, cotton, etc.
+squiggles: scrawls; illegible writing or markings decipher: find the meaning of something which is puzzling or difficult to understand transcribe: write in full form from short-hand levity: tendency to treat serious matters without respect; lack of seriousness",jefp109.pdf
+4,CBSE,Class10,English,"CLAIRE BOIKOGLOSSARY
+easel: wooden frame to support a blackboard or a picture Zulus: an African ethnic group belonging to South Africa apprentice: learner of a trade who has agreed to work for a certain period of time in return for being taught peevishly: irritably riffling: quickly turning over the pages of a book barn: covered building for storing hay haberdashery: shop which sells clothing, small articles of dress, pins, cotton, etc.
+squiggles: scrawls; illegible writing or markings decipher: find the meaning of something which is puzzling or difficult to understand transcribe: write in full form from short-hand levity: tendency to treat serious matters without respect; lack of seriousnessFootprints without Feet66Think about it
+1. Noodle avoids offending Think-Tank but at the same time he corrects his mistakes.
+How does he manage to do that?
+2. If you were in Noodle’s place, how would you handle Think-Tank’s mistakes?
+3. Do you think books are being replaced by the electronic media?
+Can we do away with books altogether?
+4. Why are books referred to as a man’s best companion?
+Which is your favourite book and why?
+Write a paragraph about that book.Talk about it
+1. In what ways does Think-Tank misinterpret innocent nursery rhymes as threats to the Martians?
+Can you think of any incidents where you misinterpreted a word or an action?
+How did you resolve the misunderstanding?
+2. The aliens in this play speak English.
+Do you think this is their language?
+What could be the language of the aliens?Suggested reading
+• ‘Diamond Cuts Diamond‘ by J.H.
+Parker
+• ‘The Cindrella Story’ by Kenneth Lillington
+• ‘The Fun They Had’ by Isaac Asimov
+The Book That Saved the Earth 67
+Answers given by Professor Yash Pal and Dr Rahul Pal
+(see questions on page 38)
+(i) DNA exists as strands of bases that carry genetic information specific to each living thing.
+The sequence of bases of DNA in each of our cells is the same, but differs from that of any other living thing except possibly an identical twin.
+This difference makes the DNA break at different places when certain proteins called enzymes are added to it, resulting in smaller DNA fragments of different sizes.
+These fragments migrate at different rates in an electric field, resulting in a unique pattern; this pattern is referred to as a DNA fingerprint.
+Our DNA is inherited from our parents.
+Some parts come from the father and some from the mother.
+DNA fingerprinting can help identify parentage, since a son or a daughter would always exhibit a pattern identifiable as coming from both parents.
+DNA fingerprinting analysis is very useful in forensic science; from a single hair or a tiny spot of blood, it is possible to prove the innocence or guilt of a murder suspect.
+Similarly, it is also possible to identify human remains after violent accidents have caused disfigurement.
+It has been suggested that in the not so distant future, a DNA fingerprinting profile of the individual will have to accompany applications for an ID card, a bank account and a driving license.
+Human right groups say this type of “genetic profiling” constitutes an invasion of privacy.
+As with a lot of new technology, DNA fingerprinting also has a potential for abuse.
+(ii) Honeybees are very sophisticated at position location and navigation.
+It is known that they use the sun as a guide.
+They also appear to have a good memory.
+They convey the information of a new find of food to the hive through an amazingly clever dance language.
+The dance indicates the direction and distance of the food source with respect to the direction of the sun in the sky!
+If it is dark inside the hive and a light bulb is switched on, the dance is modified to include the light bulb as a new reference direction!
+Since bees have pictorial memory of some sort, a direction-finding mechanism and a way of reckoning distance, they are probably better equipped for getting back home than any of us!
+Footprints without Feet68
+(iii) Rain is the result of condensation of vapour when the air is cooled below the dew point.
+All the vapour in a cloud cannot condense at the same time and turn into a large pool of water.
+Pockets of air move up independently and slowly cool till condensation begins and water droplets form.
+It is believed that most raindrops start out as tiny ice crystals — so tiny that they float down, slowly accreting more moisture on the way; at lower altitudes, the crystals melt into water droplets.
+In colder climates, the crystals reach the ground as snowflakes.",jefp109.pdf

data/Class10-English-jefp1ps.pdf-43.csv

@@ -0,0 +1,244 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"Textbook for Class XISBN 81-7450-709-4 1060 – FOOTPRINTS WITHOUT FEET
+First EditionFirst EditionFirst EditionFirst EditionFirst Edition
+April 2007 Chaitra 1929
+ReprintedReprintedReprintedReprintedReprinted October 2007, January 2009, January 2010, November 2010, January 2012, March 2013, February 2014, December 2014, December 2015, December 2016, December 2017, December 2018, August 2019, January 2021 and November 2021 Revised EditionRevised EditionRevised EditionRevised EditionRevised Edition
+December 2022 Agrahayana 1944
+ReprintedReprintedReprintedReprintedReprinted
+March 2024 Chaitra 1946
+PD 375T SU
+© National Council of Educational© National Council of Educational© National Council of Educational© National Council of Educational© National Council of Educational Research and Training, 2007, 2022Research and Training, 2007, 2022Research and Training, 2007, 2022Research and Training, 2007, 2022Research and Training, 2007, 2022 ` 55.00
+ALL RIGHTS RESERVED
+q No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher.
+q This book is sold subject to the condition that it shall not, by way of trade, be lent, re-sold, hired out or otherwise disposed of without the publisher’s consent, in any form of binding or cover other than that in which it is published.
+q The correct price of this publication is the price printed on this page, Any revised price indicated by a rubber stamp or by a sticker or by any other means is incorrect and should be unacceptable.
+Publication Team
+Head, Publication : Anup Kumar Rajput Division
+Chief Editor : Shveta Uppal
+Chief Production : Arun Chitkara Officer
+Chief Business : Amitabh Kumar Manager (In charge)
+Editor : Vijayam Sankaranarayanan
+Assistant Production : Rajesh Pippal
+Officer
+Cover and Layout
+Blue Fish
+Illustrations
+Nidhi Wadhwa and Anuranjan Pegu
+OFFICES OF THE PUBLICATION DIVISION, NCERT
+NCERT Campus Sri Aurobindo Marg
+ | New Delhi 110 016 | Phone : 011-26562708
+ | --- | ---
+ | 108, 100 Feet Road Bengaluru 560 085 | Phone : 080-26725740
+ | Navjivan Trust Building Ahmedabad 380 014 | Phone : 079-27541446
+ | CWC Campus Kolkata 700 114 | Phone : 033-25530454
+ | CWC Complex Guwahati 781 021 | Phone : 0361-2674869
+
+Printed on 80 GSM paper with NCERT watermark
+Published at the Publication Division by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110 016 and printed at Shagun Offset Press, Plot No. 82, Ecotech 12, Greater Noida 201 009 (Uttar Pradesh)April 2007 Chaitra 1929
+ReprintedReprintedReprintedReprintedReprinted October 2007, January 2009, January 2010, November 2010, January 2012, March 2013, February 2014, December 2014, December 2015, December 2016, December 2017, December 2018, August 2019, January 2021 and November 2021 Revised EditionRevised EditionRevised EditionRevised EditionRevised EditionDecember 2022 Agrahayana 1944
+ReprintedReprintedReprintedReprintedReprintedMarch 2024 Chaitra 1946
+PD 375T SU
+© National Council of Educational© National Council of Educational© National Council of Educational© National Council of Educational© National Council of Educational Research and Training, 2007, 2022Research and Training, 2007, 2022Research and Training, 2007, 2022Research and Training, 2007, 2022Research and Training, 2007, 2022 ` 55.00
+ALL RIGHTS RESERVED
+q No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher.
+q This book is sold subject to the condition that it shall not, by way of trade, be lent, re-sold, hired out or otherwise disposed of without the publisher’s consent, in any form of binding or cover other than that in which it is published.
+q The correct price of this publication is the price printed on this page, Any revised price indicated by a rubber stamp or by a sticker or by any other means is incorrect and should be unacceptable.
+Publication Team
+Head, Publication : Anup Kumar Rajput Division
+Chief Editor : Shveta Uppal
+Chief Production : Arun Chitkara Officer
+Chief Business : Amitabh Kumar Manager (In charge)
+Editor : Vijayam Sankaranarayanan
+Assistant Production : Rajesh Pippal
+Officer
+Cover and Layout",jefp1ps.pdf
+1,CBSE,Class10,English,"FFFFForewordorewordorewordorewordoreword
+The National Curriculum Framework (NCF), 2005, recommends that children's life at school must be linked to their life outside the school.
+This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community.
+The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea.
+They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas.
+We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy of Education (1986).
+The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions.
+We must recognise that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults.
+Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored.
+Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge.
+These aims imply considerable change in school routines and mode of functioning.
+Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching.
+The methods used for teaching and evaluation will also determine how effective this book proves for making children’s life at school a happy experience, rather than a source of stress or boredom.
+Syllabus designers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages with greater consideration for child psychology and the time available for teaching.
+The supplementary reader attempts to enhance this endeavour by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups, and activities requiring hands-on experience.
+iv
+iv
+The National Council of Educational Research and Training (NCERT) appreciates the hard work done by the textbook development committee responsible for this book.
+We wish to thank the Chairperson of the advisory committee for textbooks in languages for the secondary stage, Professor Namwar Singh, and the Chief Advisor for this book, Professor R. Amritavalli for guiding the work of this committee.
+Several teachers contributed to the development of this supplementary reader; we are grateful to their principals for making this possible.
+We are indebted to the institutions and organisations which have generously permitted us to draw upon their resources, materials and personnel.
+We are especially grateful to the members of the National Monitoring Committee, appointed by the Department of Secondary and Higher Education, Ministry of Human Resource Development under the Chairpersonship of Professor Mrinal Miri and Professor G.P.
+Deshpande for their valuable time and contribution.
+As an organisation committed to systemic reform and continuous improvement in the quality of its products, NCERT welcomes comments and suggestions which will enable us to undertake further revision and refinements.
+Director
+ | New Delhi | National Council of Educational
+ | --- | ---
+ | 20 November 2006 | Research and Training
+
+Rationalisation of Content in the TRationalisation of Content in the TRationalisation of Content in the TRationalisation of Content in the TRationalisation of Content in the Textbooksextbooksextbooksextbooksextbooks
+In view of the COVID-19 pandemic, it is imperative to reduce content load on students.
+The National Education Policy 2020, also emphasises reducing the content load and providing opportunities for experiential learning with creative mindset.
+In this background, the NCERT has undertaken the exercise to rationalise the textbooks across all classes.
+Learning Outcomes already developed by the NCERT across classes have been taken into consideration in this exercise.
+Contents of the textbooks have been rationalised in view of the following:
+• Content based on genres of literature in the textbooks and supplementary readers at different stages of school education.
+• Content that is meant for achieving Learning Outcomes for developing language proficiency and is accessible at different stages.
+• For reducing the curriculum load and examination stress in view of the previling condition of the Pandemic.
+• Content, which is easily accessible to students without much interventions from teachers and can be learned by children through self-learning or peer-learning.
+• Content, which is irrelevant in the present context.
+This present edition, is a reformatted version after carrying out the changes given above.
+v",jefp1ps.pdf
+2,CBSE,Class10,English,"A Note to the TA Note to the TA Note to the TA Note to the TA Note to the Teachereachereachereachereacher
+Footprints without Feet, a supplementary reader in English for Class X, is based on the new syllabus prepared as a follow-up to the National Curriculum Framework, 2005.
+The curriculum envisages language learning opportunities that are rich in comprehensible input, and adopts a language-across-thecurriculum, multilingual perspective on English in the school.
+Input-rich communicational environments are a prerequisite for language learning.
+Therefore, learners must be exposed to a variety of texts.
+The supplementary reader is meant for students to read on their own; it aims at developing their reading skills.
+Learners need to develop the habit of reading for information and pleasure, drawing inferences from what they read, and relating texts to their previous knowledge.
+They need to learn to read critically and to develop the confidence to ask and answer questions.
+The selections in the supplementary reader take into account the interests of young learners while making them aware of issues that they need to reflect on: personal relationships, the neighbourhood, and the community.
+Thematic variety has been taken care of and there is a good representation of a variety of genres as well as of writers from across the world— Indian, British, French, American and Japanese.
+This supplementary reader has ten pieces including a play and a factual prose piece, as well as science fiction.
+Each piece begins with questions under the head ‘Read and Find Out’ to guide learners in their reading and comprehension of the text, which is divided into two to three sections, each section prefaced with relevant questions.
+Thus the texts do not need to be read out or explained by the teacher in class.
+Word glosses have similarly been kept to the minimum so as to encourage inferences about meaning from sentential and discourse contexts.
+The teacher, after a quick oral comprehension check, if necessary, can progress to the questions under the head ‘Think About It’ at the end of each unit.
+These are meant to take the learner beyond factual comprehension to contemplate on the issues that the texts raise; the questions are open ended and thought provoking.
+The questions given under ‘Talk About It’ are intended to encourage the learners to express their own ideas in a creative and coherent way.
+It is hoped that the topics suggested for discussion will encourage learners to develop a constructive analysis of the relevant issues, involving critical thinking, reasoning, and previous knowledge as well as new knowledge.
+The list of suggested readings given at the end of each story is meant to encourage learners to read further on their own.
+The idea is to promote the habit of self-learning and reduce dependence on the teacher.
+Language learning is essentially a matter of acquiring in an integrated way the skills of listening, speaking, reading and writing; and of honing these skills for effective communication in the classroom, and later in real life.
+This book offers an opportunity for taking learners in that direction.
+viii
+TTTTTextbook Development Committeeextbook Development Committeeextbook Development Committeeextbook Development Committeeextbook Development Committee
+CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS IN LANGUAGES FOR THE SECONDARY STAGE
+Professor Namwar Singh, formerly Chairman, School of Languages, Jawaharlal Nehru University, New Delhi
+CHIEF ADVISOR
+R. Amritavalli, Professor, English and Foreign Languages University (EFLU), Hyderabad
+CHIEF COORDINATOR
+Ram Janma Sharma, Former Professor and Head, Department of Education in Languages, NCERT, New Delhi
+MEMBERS
+Kalyani Samantray, Reader in English, S
+B
+W College, Cuttak, Odisha Lakshmi Rawat, TGT (English), BRD Sarvodaya Kanya Vidyalaya, Prasad Nagar, Karol Bagh, New Delhi Nasiruddin Khan, Former Reader in English, Department of Education in Languages, NCERT, New Delhi Padmini Baruah, Associate Professor in English, Department of ELT, Guwahati University, Guwahati, Assam R. Meganathan, Assistant Professor in English, Department of Education in Languages, NCERT, New Delhi Sadhana Agarwal, TGT (English), Rajkiya Pratibha Vidyalaya, Link Road, Karol Bagh, New Delhi Sadhana Parashar, Education Officer (ELT), CBSE, Community Centre, Preet Vihar, Delhi Sandhya Sahoo, Professor in English, Regional Institute of Education, Bhubaneswar Shruti Sircar, Associate Professor in English, Centre for ESL Studies, EFLU, Hyberabad
+MEMBER–COORDINATOR
+Kirti Kapur, Professor of English, Department of Education in Languages, NCERT, New Delhi
+AcknowledgementsAcknowledgementsAcknowledgementsAcknowledgementsAcknowledgements
+The National Council of Educational Research and Training is grateful to Professor M.L.Tickoo, formerly of the CIEFL, Hyderabad, and the Regional Language Centre, Singapore for his valuable suggestions and advice in the development of this book.
+For permission to use copyright material, NCERT would like to thank Scott, Foreman and Company, Glenview, Illinois for the pieces ‘The Making of a Scientist’ by Robert W. Peterson and ‘The Book that Saved the Earth’ by Claire Boiko.
+Special thanks are due to Professor Yash Pal and Dr Rahul Pal from whose Discovered Questions (NCERT, 2006) we have taken three questions along with their answers.
+We also thank the Publication Department, NCERT, for their support.
+We gratefully acknowledge the services of Parash Ram Kaushik, Incharge, Computer Resource Centre, NCERT; Razi Ahmad and Arvind Sharma, DTP Operators; G.C.
+Chandrakar, Copy Editor; and Mathew John, Proof Reader.
+The Council is grateful to the review committee constituted by the Curriculum Group for the rationalisation of this edition in which the representatives of CBSE and the member of faculty of English from the Department of Education in Language participated.
+ContentsContentsContentsContentsContents
+ | Foreword | iii
+ | Rationalisation of Content in the Textbooks | v
+ | A Note to the Teacher | vii
+ | 1. A Triumph of Surgery | 1
+ | JAMES HERRIOT 2. The Thief’s Story | 8
+ | RUSKIN BOND 3. The Midnight Visitor | 14
+ | ROBERT ARTHUR 4. A Question of Trust | 20
+ | VICTOR CANNING 5. Footprints without Feet | 26
+ | H.G. WELLS 6. The Making of a Scientist | 32
+ | ROBERT W. PETERSON 7. The Necklace | 39
+ | GUY DE MAUPASSANT 8. Bholi | 47
+ | K.A. ABBAS 9. The Book That Saved the Earth | 56
+
+CLAIRE BOIKO
+Constitution of India
+Part IV A (Article 51 A)
+Fundamental Duties
+It shall be the duty of every citizen of India —
+(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem;
+(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
+(c) to uphold and protect the sovereignty, unity and integrity of India;
+(d) to defend the country and render national service when called upon to do so;
+(e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women;
+(f) to value and preserve the rich heritage of our composite culture;
+(g) to protect and improve the natural environment including forests, lakes, rivers, wildlife and to have compassion for living creatures;
+(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
+(i) to safeguard public property and to abjure violence;
+(j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement;
+*(k) who is a parent or guardian, to provide opportunities for education to his child or, as the case may be, ward between the age of six and fourteen years.
+Note: The Article 51A containing Fundamental Duties was inserted by the Constitution (42nd Amendment) Act, 1976 (with effect from 3 January 1977).
+*(k) was inserted by the Constitution (86th Amendment) Act, 2002 (with effect from 1 April 2010).
+xiv",jefp1ps.pdf
+3,CBSE,Class10,English,"viii
+TTTTTextbook Development Committeeextbook Development Committeeextbook Development Committeeextbook Development Committeeextbook Development Committee
+CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS IN LANGUAGES FOR THE SECONDARY STAGE
+Professor Namwar Singh, formerly Chairman, School of Languages, Jawaharlal Nehru University, New Delhi
+CHIEF ADVISOR
+R. Amritavalli, Professor, English and Foreign Languages University (EFLU), Hyderabad
+CHIEF COORDINATOR
+Ram Janma Sharma, Former Professor and Head, Department of Education in Languages, NCERT, New Delhi
+MEMBERS
+Kalyani Samantray, Reader in English, S
+B
+W College, Cuttak, Odisha Lakshmi Rawat, TGT (English), BRD Sarvodaya Kanya Vidyalaya, Prasad Nagar, Karol Bagh, New Delhi Nasiruddin Khan, Former Reader in English, Department of Education in Languages, NCERT, New Delhi Padmini Baruah, Associate Professor in English, Department of ELT, Guwahati University, Guwahati, Assam R. Meganathan, Assistant Professor in English, Department of Education in Languages, NCERT, New Delhi Sadhana Agarwal, TGT (English), Rajkiya Pratibha Vidyalaya, Link Road, Karol Bagh, New Delhi Sadhana Parashar, Education Officer (ELT), CBSE, Community Centre, Preet Vihar, Delhi Sandhya Sahoo, Professor in English, Regional Institute of Education, Bhubaneswar Shruti Sircar, Associate Professor in English, Centre for ESL Studies, EFLU, Hyberabad
+MEMBER–COORDINATOR
+Kirti Kapur, Professor of English, Department of Education in Languages, NCERT, New DelhiCHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS IN LANGUAGES FOR THE SECONDARY STAGE
+Professor Namwar Singh, formerly Chairman, School of Languages, Jawaharlal Nehru University, New DelhiCHIEF ADVISOR
+R. Amritavalli, Professor, English and Foreign Languages University (EFLU), HyderabadCHIEF COORDINATOR
+Ram Janma Sharma, Former Professor and Head, Department of Education in Languages, NCERT, New DelhiMEMBERS
+Kalyani Samantray, Reader in English, S
+B
+W College, Cuttak, Odisha Lakshmi Rawat, TGT (English), BRD Sarvodaya Kanya Vidyalaya, Prasad Nagar, Karol Bagh, New Delhi Nasiruddin Khan, Former Reader in English, Department of Education in Languages, NCERT, New Delhi Padmini Baruah, Associate Professor in English, Department of ELT, Guwahati University, Guwahati, Assam R. Meganathan, Assistant Professor in English, Department of Education in Languages, NCERT, New Delhi Sadhana Agarwal, TGT (English), Rajkiya Pratibha Vidyalaya, Link Road, Karol Bagh, New Delhi Sadhana Parashar, Education Officer (ELT), CBSE, Community Centre, Preet Vihar, Delhi Sandhya Sahoo, Professor in English, Regional Institute of Education, Bhubaneswar Shruti Sircar, Associate Professor in English, Centre for ESL Studies, EFLU, HyberabadMEMBER–COORDINATOR
+Kirti Kapur, Professor of English, Department of Education in Languages, NCERT, New Delhi",jefp1ps.pdf
+4,CBSE,Class10,English,"ContentsContentsContentsContentsContents
+ | Foreword | iii
+ | Rationalisation of Content in the Textbooks | v
+ | A Note to the Teacher | vii
+ | 1. A Triumph of Surgery | 1
+ | JAMES HERRIOT 2. The Thief’s Story | 8
+ | RUSKIN BOND 3. The Midnight Visitor | 14
+ | ROBERT ARTHUR 4. A Question of Trust | 20
+ | VICTOR CANNING 5. Footprints without Feet | 26
+ | H.G. WELLS 6. The Making of a Scientist | 32
+ | ROBERT W. PETERSON 7. The Necklace | 39
+ | GUY DE MAUPASSANT 8. Bholi | 47
+ | K.A. ABBAS 9. The Book That Saved the Earth | 56
+
+CLAIRE BOIKO
+Constitution of India
+Part IV A (Article 51 A)
+Fundamental Duties
+It shall be the duty of every citizen of India —
+(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem;
+(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
+(c) to uphold and protect the sovereignty, unity and integrity of India;
+(d) to defend the country and render national service when called upon to do so;
+(e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women;
+(f) to value and preserve the rich heritage of our composite culture;
+(g) to protect and improve the natural environment including forests, lakes, rivers, wildlife and to have compassion for living creatures;
+(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
+(i) to safeguard public property and to abjure violence;
+(j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement;
+*(k) who is a parent or guardian, to provide opportunities for education to his child or, as the case may be, ward between the age of six and fourteen years.
+Note: The Article 51A containing Fundamental Duties was inserted by the Constitution (42nd Amendment) Act, 1976 (with effect from 3 January 1977).
+*(k) was inserted by the Constitution (86th Amendment) Act, 2002 (with effect from 1 April 2010).
+xivCLAIRE BOIKOConstitution of India
+Part IV A (Article 51 A)
+Fundamental Duties
+It shall be the duty of every citizen of India —
+(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem;
+(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
+(c) to uphold and protect the sovereignty, unity and integrity of India;
+(d) to defend the country and render national service when called upon to do so;
+(e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women;
+(f) to value and preserve the rich heritage of our composite culture;
+(g) to protect and improve the natural environment including forests, lakes, rivers, wildlife and to have compassion for living creatures;
+(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
+(i) to safeguard public property and to abjure violence;
+(j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement;
+*(k) who is a parent or guardian, to provide opportunities for education to his child or, as the case may be, ward between the age of six and fourteen years.
+Note: The Article 51A containing Fundamental Duties was inserted by the Constitution (42nd Amendment) Act, 1976 (with effect from 3 January 1977).
+*(k) was inserted by the Constitution (86th Amendment) Act, 2002 (with effect from 1 April 2010).
+xivPart IV A (Article 51 A)",jefp1ps.pdf

data/Class10-English-jewe201.pdf-44.csv

@@ -0,0 +1,452 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"1 A Letter to God
+Write the correct order in numbers in the column below Jumbled sentences
+But it rained heavily and hailstorm thrashed his corn field and all the corn was destroyed.
+He wrote ‘To God’ on the envelope and posted it.
+Lencho predicted it will rain and it did.
+He and his wife were happy.
+Lencho felt desperate but believed that God would help him.
+Their corn field was longing for water.
+The postman and the postmaster laughed at Lencho's letter but were surprised by the faith of the man.
+04:21:14 PM
+He wrote a letter to God asking for a hundred pesos to sow his field again and to survive until the next crop came up.
+After some days, Lencho went to the post office to receive the money as the postmaster watched him.
+He immediately went to the counter and asked for a pen and paper, wrote a few lines and posted the letter.
+Lencho, his wife, and their children lived in a lonely house in a valley.
+When the postmaster opened the letter, it said “Oh!
+Thanks for sending the money.
+But I have received only seventy pesos.
+Next time you please send the money directly to me.
+The people at the post office are a bunch of crooks.
+They have taken the thirty pesos.”
+He opened the letter and was happy to find the money.
+He counted and found it was only seventy pesos.
+The postmaster collected about 70 pesos from his colleagues and sent it to Lencho.
+Create a graphic description based on the given summary of ‘A Letter to God’.
+A. Lencho in his corn field.
+Words and ExprEssions 2 – Class x2 04:21:15 PM
+B.
+C.
+D.
+04:21:15 PM
+Reading CompRehension text i
+Given below is a story of the tailor who has been known for his skills in cheating and stealing.
+Read in groups of four or in pairs.
+You may discuss the events and incidences of the story with your friends and write them in a sequential manner.
+The Trader and the Tailor
+Look Up
+and
+Understand
+There was a tailor who was known for beating others in the art of being light-fingered and thievery.
+A trader swore that even with a hundred attempts, the tailor would not be able to take a coil of thread from him without his knowledge.
+beguiling cordiality hamper snipping The trader was told that many others, more intelligent than him, had been beaten by the tailor.
+They said he should not imagine himself so great, for his ego would only give him worse troubles in competition with the tailor.
+Still, the trader became more competitive and made a wager that the tailor would not be able to rob him of anything.
+wagered He wagered an Arab horse with those who taunted him. If the tailor failed to steal, then they would have to give him a horse instead.
+That night, the trader lay awake troubled by the situation and could not sleep a wink.
+In the morning, he put a piece of satin cloth under his arm and went to the bazaar and entered the shop and saluted the cunning rogue warmly.
+The tailor sprang up from his seat and welcomed the trader, inquiring about his health with cordiality exceeding even that of the trader, planting in his heart great feelings of affection for him. When the trader heard these songs of sweetness from the tailor, he flung down the piece of silk saying, “Cut this into a coat for me and make it wide below my navel so as not to hamper my legs and tight about it to show off my figure.”
+The tailor answered, “O!
+kindly man, I will do you a hundred services,” and accepted the order.
+He measured the satin and inspected the working surface and all the time chatted away to the trader in idle gossip, about other amirs and of bounties and gifts he had received from them, and about misers and their mean ways, and made the trader laugh with hysterics.
+During this beguiling talk, he was snipping away with his scissors rapidly, cutting as fast as his lips moved.
+Words and ExprEssions 2 – Class x4 04:21:15 PM
+The trader was laughing, the tailor was cutting, the trader closed his eyes in joy, the tailor cut extra pieces, tucking them under his thighs, hidden away from all but God. From his delight at the tailor’s tales, the trader’s former boast went out of his mind.
+What satin?
+What boast?
+What wager?
+The trader was drunk on the jokes told by the tailor.
+filching
+ |  | incredible
+ | Then the tailor told such an incredible story that the trader fell over on his back with laughter. The tailor swiftly stitched a swatch of the satin to the hem of his underpants while the trader was paying no attention at all, greedily sucking with every guffaw at the jests the tailor told. The tailor continued to tell funnier and funnier tales and jokes until the trader was completely within his power. | swatch unhinged
+
+With his eyes shut and his reason vanished, the bewildered and boastful trader was drunk with joy.
+And the tailor continued to cut, filching yet more of the beautiful cloth, with nothing to stop him now. And yet the trader begged for more.
+You who becomes the slave of the jest, no story is more laughable than you yourself, think on this at the edge of your grave.
+How long will you listen to the lies of this world that leave your mind and spirit unhinged?
+The Universal Tailor will cut and stitch the hems of a hundred travellers, silly as children.
+Eventually the tailor became bored with the whole story and told the trader that he better leave before another tale was told, “For if I tell another one, the coat will be too tight for you, and you will stop laughing and weep tears of blood.”
+Rumi (Abridged)
+Look Up
+and
+Understand
+Did you enjoy the story of ‘The Trader and the Tailor’?
+The story is summarised below.
+Read the story again with your friend and complete the paragraph using short sentences with the given hints.
+Once there was a tailor who was known for (cheat and thievery).
+He could anyone with his cunning way of deceiving people.
+A trader challenged that the tailor would not be able to cheat him. He (go) to the tailor with 01-Jul-2019 12:53:56 PM (satin).
+The tailor (welcome).
+The trader (please) by the tailor’s praise.
+He told the tailor to make a coat for him. The tailor (praise) the trader (maximum).
+The trader (joy).
+The tailor (recount) funny tales and the trader forgot (bet).
+The tailor started snipping
+hide).
+Eyes of the trader (tears and joy) and yet the trader kept on asking for (stories).
+At last, the tailor told the trader
+(weep-blood).",jewe201.pdf
+1,CBSE,Class10,English,"Write the correct order in numbers in the column below Jumbled sentences
+But it rained heavily and hailstorm thrashed his corn field and all the corn was destroyed.
+He wrote ‘To God’ on the envelope and posted it.
+Lencho predicted it will rain and it did.
+He and his wife were happy.
+Lencho felt desperate but believed that God would help him.
+Their corn field was longing for water.
+The postman and the postmaster laughed at Lencho's letter but were surprised by the faith of the man.
+04:21:14 PM
+He wrote a letter to God asking for a hundred pesos to sow his field again and to survive until the next crop came up.
+After some days, Lencho went to the post office to receive the money as the postmaster watched him.
+He immediately went to the counter and asked for a pen and paper, wrote a few lines and posted the letter.
+Lencho, his wife, and their children lived in a lonely house in a valley.
+When the postmaster opened the letter, it said “Oh!
+Thanks for sending the money.
+But I have received only seventy pesos.
+Next time you please send the money directly to me.
+The people at the post office are a bunch of crooks.
+They have taken the thirty pesos.”
+He opened the letter and was happy to find the money.
+He counted and found it was only seventy pesos.
+The postmaster collected about 70 pesos from his colleagues and sent it to Lencho.
+Create a graphic description based on the given summary of ‘A Letter to God’.
+A. Lencho in his corn field.
+Words and ExprEssions 2 – Class x2 04:21:15 PM
+B.
+C.
+D.
+04:21:15 PM
+Reading CompRehension text i
+Given below is a story of the tailor who has been known for his skills in cheating and stealing.
+Read in groups of four or in pairs.
+You may discuss the events and incidences of the story with your friends and write them in a sequential manner.
+The Trader and the Tailor
+Look Up
+and
+Understand
+There was a tailor who was known for beating others in the art of being light-fingered and thievery.
+A trader swore that even with a hundred attempts, the tailor would not be able to take a coil of thread from him without his knowledge.
+beguiling cordiality hamper snipping The trader was told that many others, more intelligent than him, had been beaten by the tailor.
+They said he should not imagine himself so great, for his ego would only give him worse troubles in competition with the tailor.
+Still, the trader became more competitive and made a wager that the tailor would not be able to rob him of anything.
+wagered He wagered an Arab horse with those who taunted him. If the tailor failed to steal, then they would have to give him a horse instead.
+That night, the trader lay awake troubled by the situation and could not sleep a wink.
+In the morning, he put a piece of satin cloth under his arm and went to the bazaar and entered the shop and saluted the cunning rogue warmly.
+The tailor sprang up from his seat and welcomed the trader, inquiring about his health with cordiality exceeding even that of the trader, planting in his heart great feelings of affection for him. When the trader heard these songs of sweetness from the tailor, he flung down the piece of silk saying, “Cut this into a coat for me and make it wide below my navel so as not to hamper my legs and tight about it to show off my figure.”
+The tailor answered, “O!
+kindly man, I will do you a hundred services,” and accepted the order.
+He measured the satin and inspected the working surface and all the time chatted away to the trader in idle gossip, about other amirs and of bounties and gifts he had received from them, and about misers and their mean ways, and made the trader laugh with hysterics.
+During this beguiling talk, he was snipping away with his scissors rapidly, cutting as fast as his lips moved.
+Words and ExprEssions 2 – Class x4 04:21:15 PM
+The trader was laughing, the tailor was cutting, the trader closed his eyes in joy, the tailor cut extra pieces, tucking them under his thighs, hidden away from all but God. From his delight at the tailor’s tales, the trader’s former boast went out of his mind.
+What satin?
+What boast?
+What wager?
+The trader was drunk on the jokes told by the tailor.
+filching
+ |  | incredible
+ | Then the tailor told such an incredible story that the trader fell over on his back with laughter. The tailor swiftly stitched a swatch of the satin to the hem of his underpants while the trader was paying no attention at all, greedily sucking with every guffaw at the jests the tailor told. The tailor continued to tell funnier and funnier tales and jokes until the trader was completely within his power. | swatch unhinged
+
+With his eyes shut and his reason vanished, the bewildered and boastful trader was drunk with joy.
+And the tailor continued to cut, filching yet more of the beautiful cloth, with nothing to stop him now. And yet the trader begged for more.
+You who becomes the slave of the jest, no story is more laughable than you yourself, think on this at the edge of your grave.
+How long will you listen to the lies of this world that leave your mind and spirit unhinged?
+The Universal Tailor will cut and stitch the hems of a hundred travellers, silly as children.
+Eventually the tailor became bored with the whole story and told the trader that he better leave before another tale was told, “For if I tell another one, the coat will be too tight for you, and you will stop laughing and weep tears of blood.”",jewe201.pdf
+2,CBSE,Class10,English,"Reading CompRehension text i
+Given below is a story of the tailor who has been known for his skills in cheating and stealing.
+Read in groups of four or in pairs.
+You may discuss the events and incidences of the story with your friends and write them in a sequential manner.
+The Trader and the Tailor
+Look Up
+and
+Understand
+There was a tailor who was known for beating others in the art of being light-fingered and thievery.
+A trader swore that even with a hundred attempts, the tailor would not be able to take a coil of thread from him without his knowledge.
+beguiling cordiality hamper snipping The trader was told that many others, more intelligent than him, had been beaten by the tailor.
+They said he should not imagine himself so great, for his ego would only give him worse troubles in competition with the tailor.
+Still, the trader became more competitive and made a wager that the tailor would not be able to rob him of anything.
+wagered He wagered an Arab horse with those who taunted him. If the tailor failed to steal, then they would have to give him a horse instead.
+That night, the trader lay awake troubled by the situation and could not sleep a wink.
+In the morning, he put a piece of satin cloth under his arm and went to the bazaar and entered the shop and saluted the cunning rogue warmly.
+The tailor sprang up from his seat and welcomed the trader, inquiring about his health with cordiality exceeding even that of the trader, planting in his heart great feelings of affection for him. When the trader heard these songs of sweetness from the tailor, he flung down the piece of silk saying, “Cut this into a coat for me and make it wide below my navel so as not to hamper my legs and tight about it to show off my figure.”
+The tailor answered, “O!
+kindly man, I will do you a hundred services,” and accepted the order.
+He measured the satin and inspected the working surface and all the time chatted away to the trader in idle gossip, about other amirs and of bounties and gifts he had received from them, and about misers and their mean ways, and made the trader laugh with hysterics.
+During this beguiling talk, he was snipping away with his scissors rapidly, cutting as fast as his lips moved.
+Words and ExprEssions 2 – Class x4 04:21:15 PM
+The trader was laughing, the tailor was cutting, the trader closed his eyes in joy, the tailor cut extra pieces, tucking them under his thighs, hidden away from all but God. From his delight at the tailor’s tales, the trader’s former boast went out of his mind.
+What satin?
+What boast?
+What wager?
+The trader was drunk on the jokes told by the tailor.
+filching
+ |  | incredible
+ | Then the tailor told such an incredible story that the trader fell over on his back with laughter. The tailor swiftly stitched a swatch of the satin to the hem of his underpants while the trader was paying no attention at all, greedily sucking with every guffaw at the jests the tailor told. The tailor continued to tell funnier and funnier tales and jokes until the trader was completely within his power. | swatch unhinged
+
+With his eyes shut and his reason vanished, the bewildered and boastful trader was drunk with joy.
+And the tailor continued to cut, filching yet more of the beautiful cloth, with nothing to stop him now. And yet the trader begged for more.
+You who becomes the slave of the jest, no story is more laughable than you yourself, think on this at the edge of your grave.
+How long will you listen to the lies of this world that leave your mind and spirit unhinged?
+The Universal Tailor will cut and stitch the hems of a hundred travellers, silly as children.
+Eventually the tailor became bored with the whole story and told the trader that he better leave before another tale was told, “For if I tell another one, the coat will be too tight for you, and you will stop laughing and weep tears of blood.”Look Up
+and",jewe201.pdf
+3,CBSE,Class10,English,"Rumi (Abridged)
+Look Up
+and
+Understand
+Did you enjoy the story of ‘The Trader and the Tailor’?
+The story is summarised below.
+Read the story again with your friend and complete the paragraph using short sentences with the given hints.
+Once there was a tailor who was known for (cheat and thievery).
+He could anyone with his cunning way of deceiving people.
+A trader challenged that the tailor would not be able to cheat him. He (go) to the tailor with 01-Jul-2019 12:53:56 PM (satin).
+The tailor (welcome).
+The trader (please) by the tailor’s praise.
+He told the tailor to make a coat for him. The tailor (praise) the trader (maximum).
+The trader (joy).
+The tailor (recount) funny tales and the trader forgot (bet).
+The tailor started snipping
+hide).
+Eyes of the trader (tears and joy) and yet the trader kept on asking for (stories).
+At last, the tailor told the trader
+(weep-blood).Look Up
+andUnderstand
+Did you enjoy the story of ‘The Trader and the Tailor’?
+The story is summarised below.
+Read the story again with your friend and complete the paragraph using short sentences with the given hints.
+Once there was a tailor who was known for (cheat and thievery).
+He could anyone with his cunning way of deceiving people.
+A trader challenged that the tailor would not be able to cheat him. He (go) to the tailor with 01-Jul-2019 12:53:56 PM (satin).
+The tailor (welcome).
+The trader (please) by the tailor’s praise.
+He told the tailor to make a coat for him. The tailor (praise) the trader (maximum).
+The trader (joy).
+The tailor (recount) funny tales and the trader forgot (bet).
+The tailor started snipping
+hide).
+Eyes of the trader (tears and joy) and yet the trader kept on asking for (stories).
+At last, the tailor told the trader
+(weep-blood).FUn Facts
+Using ‘notice’
+Thank you for noticing this notice.
+Your noticing has been noted.
+VocabULary
+1. In this story you have come across a word “light-fingered” which means inclined to steal things.
+Some such words are given below.
+Use appropriate words and fill in the blanks.
+light-headed, light year, light-hearted, light sleeper, light-duty
+(a) The is a unit of distance used to
+measure distance in space.
+(b) The farmer bought a truck to
+transport their produce, as it uses less diesel.
+(c) We had a fairly discussion with
+our colleagues.
+(d) Rita felt dizzy and after skydiving.
+(e) He is a, a slightest noise wakes him.
+Words and ExprEssions 2 – Class x6Using ‘notice’
+Thank you for noticing this notice.
+Your noticing has been noted.VocabULary
+1. In this story you have come across a word “light-fingered” which means inclined to steal things.
+Some such words are given below.
+Use appropriate words and fill in the blanks.
+light-headed, light year, light-hearted, light sleeper, light-duty
+(a) The is a unit of distance used to
+measure distance in space.
+(b) The farmer bought a truck to
+transport their produce, as it uses less diesel.
+(c) We had a fairly discussion with
+our colleagues.
+(d) Rita felt dizzy and after skydiving.
+(e) He is a, a slightest noise wakes him.
+Words and ExprEssions 2 – Class x6Grammar
+1. You have come across Relative Clauses in the lesson ‘A Letter to God’
+A Letter to God’.
+Read about the relative clauses again.
+Complete the sentences given below in the table by adding the most suitable clause from the box and make it a relative clause.
+The first one has been done for you.
+Fun Facts
+Fun Facts
+Wound as Verb and noun
+The bandage was wound around the wound.
+contains meaning of words stitches clothes tell lies won the best actor award this year need to fill in the application is a crook help themselves won the nobel prize believe in hard work hit a century is faithful
+(a) A tailor is a person who stitches clothes.
+(b) A dictionary is a book
+(c) The book is about a scientist
+(d) What is the name of the player
+(e) I don’t like people
+(f) What is the name of the actor
+Proofreading
+marks
+Editors have special symbols called proofreading marks to correct language.
+(g) Students
+should meet the principal in her office.
+(h) Friends of the trader thought the tailor
+and can cheat anyone.
+(i) Lencho thought God would help
+him.
+(j) Those will succeed.
+(k) God helps those
+Some are given below.
+# give space.
+put a full stop,̂ insert comma insert new word See page nos 167-168 for more such symbols.
+02-Jul-2019 03:56:01 PM1. You have come across Relative Clauses in the lesson ‘A Letter to God’
+A Letter to God’.
+Read about the relative clauses again.
+Complete the sentences given below in the table by adding the most suitable clause from the box and make it a relative clause.
+The first one has been done for you.Fun Facts",jewe201.pdf
+4,CBSE,Class10,English,"Wound as Verb and noun
+The bandage was wound around the wound.
+contains meaning of words stitches clothes tell lies won the best actor award this year need to fill in the application is a crook help themselves won the nobel prize believe in hard work hit a century is faithful
+(a) A tailor is a person who stitches clothes.
+(b) A dictionary is a book
+(c) The book is about a scientist
+(d) What is the name of the player
+(e) I don’t like people
+(f) What is the name of the actorProofreading
+marks
+Editors have special symbols called proofreading marks to correct language.
+(g) Students
+should meet the principal in her office.
+(h) Friends of the trader thought the tailor
+and can cheat anyone.
+(i) Lencho thought God would help
+him.
+(j) Those will succeed.
+(k) God helps those
+Some are given below.
+# give space.
+put a full stop,̂ insert comma insert new word See page nos 167-168 for more such symbols.
+02-Jul-2019 03:56:01 PMmarks
+Editors have special symbols called proofreading marks to correct language.
+(g) Students
+should meet the principal in her office.
+(h) Friends of the trader thought the tailor
+and can cheat anyone.
+(i) Lencho thought God would help
+him.
+(j) Those will succeed.
+(k) God helps those
+Some are given below.
+# give space.
+put a full stop,̂ insert comma insert new word See page nos 167-168 for more such symbols.
+02-Jul-2019 03:56:01 PM(g) Students
+should meet the principal in her office.
+(h) Friends of the trader thought the tailor
+and can cheat anyone.
+(i) Lencho thought God would help
+him.(j) Those will succeed.
+(k) God helps those
+Some are given below.
+# give space.
+put a full stop,̂ insert comma insert new word See page nos 167-168 for more such symbols.
+02-Jul-2019 03:56:01 PMeditinG
+1. Suppose Lencho gets a hundred pesos in his envelope.
+He writes a letter to God expressing his gratitude.
+However, he has missed a word in each line.
+Help him with those words so that his letter is complete.
+Dear God! Thank for Thank you for
+(a) sending a hundred pesos help.
+(b) I am very for this kind gesture.
+(c) You were my only and your
+(d) help has my faith in you.
+(e) This money will help me until the crop
+(f) and I promise to hard in the future.
+Sincerely yours, LenchoListeninG
+1. Here is an interesting story.
+The story has been told in two ways.
+Story A has all the odd sentences (1,3,5,) and story B has the even sentences (2,4,6,).
+Working in pairs, one of you take up Story A and the other take up Story B. The person with Story A will read out the first sentence and the partner (person with story B) will write in the space provided.
+Then the person with Story B will read sentence two and the partner will write in the space for sentence two.
+Likewise complete the whole story.
+Once the story is completed, both of you will read out to each other to check whether you have listened carefully to your partner and written the complete story.
+Story A
+The Race
+Story B
+The Race
+1.
+1. Every evening the animals of the
+Machlipatti used to sit under the banyan tree.
+Words and ExprEssions 2 – Class x8
+ | 2. | 2. One day Kho-Kho, the rabbit, was feeling bored.
+
+3. He said, “Let’s run a race!”
+“Who 3.
+ | will run a race with you? | 
+ | 4. | 4. No one can run faster than you,” said Bhalu, the bear, eating a mango.
+ | 5. Choo-Choo, the rat, shouted, “No, he’s not the fastest runner.  | “No, he’s not the fastest runner.
+5.
+ | 6. | 6. I can run faster than him.”
+ | 7. Everyone laughed at him. | 7.
+ | 8. | 8. Then it was decided to have a race between Kho-Kho and Choo-Choo.
+ | 9. The starting point was the peepul tree and the finishing point was the neem tree. 10. | 10.
+Coocku, the cock, crowed to start the race.
+11.
+ | 11. Kho-Kho and Choo-Choo started
+ | running. 12. | 12.
+After running half the distance, Kho-Kho looked back but Choo- Choo was nowhere to be seen.
+ | 13. “He must be far behind.” | 13.
+ | 14. | 14.
+When he was near the finishing point, Choo-Choo jumped over Kho-Kho’s shoulder and touched the neem tree first.
+ | 15. He shouted, “I’ve won the race! I’ve won the race!”
+ | 15.
+ | 16. | 16.
+Everyone cheered for Choo-Choo.
+",jewe201.pdf
+5,CBSE,Class10,English,"Norman LittlefordWriting
+1. The tailor here is a cheat, but Lencho in the story, ‘A Letter to God’, is naive and simple.
+He has immense faith in God. How do you distinguish between Lencho and the tailor?
+What makes them different?
+Working in pairs, list the actions and qualities of Lencho and the tailor and draw their character sketches.
+02-Jul-2019 11:58:27 AM
+Action: What does the person do?
+What quality it reveals?
+Lencho lost all his crops.
+He is helpless.
+Prays to God.
+How does he manage the situation?
+Does he harm anyone by his action?
+How do others think of him?
+What is your judgement of him?
+He received 70 pesos and he thought 30 pesos had been stolen.
+Now, write the character sketch of Lencho and the tailor.
+Lencho The tailor
+Words and ExprEssions 2 – Class x12 01-Jul-2019 12:54:23 PM
+2. Writing a portrait or description of a person
+Read the following description about two persons, Raavi and Mohini.
+Raavi
+Mohini
+A portrait or a picture of a handsome young man in full sleeves shirt.
+Raavi is an engineer in a manufacturing firm.
+He likes to make, fix, and repair things.
+He loves to watch television and goes to the movies thrice a month.
+He is congenial and supportive.
+He does not like to play, but goes for a morning walk everyday.
+A portrait or a picture of a middle aged lady who is a singer.
+She studied music and became a playback singer.
+She likes to be with people and participates in social functions.
+She loves music and reading books.
+She is firm and a lady with a purpose.
+She does not get time to exercise.
+Now, write a description of any one of the above based on the details given.
+You may follow the process approach to writing.
+First, you read the given information in the box and make a list of describable (adjectives) points used for each person, in your own words.
+Secondly, take the help of these points to develop an outline in sentence form.
+Thirdly, use the outline and prepare the first draft of the description of the person and then edit the draft.
+Prepare the final copy after making all changes.
+The table below gives you ideas on how the Process Approach is helpful for improving your writing.
+Writing: The Process Approach
+The processes What do you do?
+Brainstorming Note down as many ideas as you can about a given topic.
+Then arrange the ideas in a sequence.
+ | Outlining | Create | an | outline | of | your | writing —
+ | --- | --- | --- | --- | --- | --- | ---
+ | which ideas will go first, how will they be supported by evidence, will there be a picture, etc.
+ | Drafting | Write the first draft; here the focus is on |  |  |  |  | 
+ | the content and not the form.
+ | Revising | Revise the first draft, improve it. Add or |  |  |  |  | 
+ | delete ideas and improve the language.
+ | Proofreading Proofread the draft with the help of the teacher; here the focus is on the form and not the content.
+ | Final draft | Write the final draft now. |  |  |  |  | 
+
+Raavi / Mohini
+Words and ExprEssions 2 – Class x14",jewe201.pdf

data/Class10-English-jewe202.pdf-45.csv

@@ -0,0 +1,814 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"2 NelsoN MaNdela: loNg Walk to FreedoM
+Let’s Begin
+1. You have read the story about Nelson Mandela in your textbook, First Flight, and the struggle of the people of South Africa.
+Mandela draws our attention to the meaning and importance of freedom and leading a life with freedom.
+He states that freedom comes with responsibilities.
+Discuss with your peers, how freedom and responsibilities go hand in hand.
+Reading CompRehension text i
+Given below is a speech by Sardar Patel, one of the prominent figures of India’s freedom struggle.
+This is one of the convocation speeches delivered by him. Read the speech and answer the questions that follow.
+Sardar Patel’s Call to Youth to build Character and be Disciplined
+I must thank you for the affectionate and warm welcome which you have extended to me and for the love and regard which you 04:20:40 PM have shown me by conferring this honour to me.
+Gifts are of many kinds those achieved by one’s own endeavour are good and deserved, but no gift should be conferred on one whose worthiness has not been tested.
+By selecting me without assuring yourself of my fitness for the gift, you have laid me under a heavy debt and, by your injunctions that I should continue to prove worthy of it throughout my life, you have imposed on me a very difficult obligation.
+At present, I cannot say anything because I am bound by your love and affection; and, therefore, with your blessing and God’s grace, I pray that I may prove worthy of it.
+Should I fail, the blame for my failure will be shared by you as well.
+On this occasion, I wish to place before you a few thoughts which occur to my mind as incidental to our hard-won freedom.
+We have now won our freedom.
+But just as I am doubtful, if I deserved the honour that you have done me, you have also to think whether you have done everything to deserve freedom that you have attained after such a bitter and sustained struggle.
+There are people who think that having won freedom, there is nothing more to do about it.
+Freedom has come to us through sacrifices.
+Those who made sacrifices tasted the fruit of their efforts and self-denials, but it is for those who are now enjoying freedom to taste its fruit.
+After the last World War, there is an all-round deterioration in human standards.
+People have become self-centered.
+They have forgotten or ignored the wider interests of the country.
+The essential and noteworthy features of our struggle were:
+sacrifice, truth, and non-violence.
+The weapons of the World War were: violence, brute force, political and military moves, and counter moves.
+As a result of the churning of the ocean, the world has emitted poison.
+That poison is spreading all over and there is none to swallow it.
+The countries which were free have managed to digest it somewhat, but we, who have just attained our freedom, it is hard to do the same.
+Therefore, those who think that having attained freedom they have attained everything have really attained nothing!
+The freedom that we have won is yet to be consolidated.
+The foundations of freedom have to be well and truly laid!
+This one-year old child has to be nursed and nourished, instructed and strengthened.
+It is for us to do it and we must do it.
+Words and ExprEssions 2 – Class x18 04:20:40 PM In India today, there is no time for useless controversies and unnecessary debates and disputes.
+One can indulge in these pastimes when one has time and leisure.
+At present, we have to occupy ourselves with the all absorbing task of making the foundation of our freedom strong and unassailable.
+We have to reflect on our place in this broken and destructed world and what our duty and obligations are!
+If we fail to make the best use of our freedom to make it worthwhile and turn it to our advantage and advancements, future generations will heap curses on us.
+They will say that a spiritualist, a great soul gave us this precious boon, but we did not know how to retain it and lost it.
+Look Up
+and
+Understand
+conferring
+ |  | endeavour
+ | I should like to urge upon those who train citizens of tomorrow and to those citizens of tomorrow that we have yet to stand on our feet. We must concentrate on one thing alone, viz., how to make our country strong and united. We can make it strong when hearts are pure and when we fully appreciate our duty. Now that foreign rulers have gone, are we in a position to sustain the whole burden that has devolved on us? When we took over from them, the administrative fabric was in tatters. We have to mend and place it. This, in itself, is a heavy responsibility. It is for our universities to train young men to shoulder these responsibilities. The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard. The most essential requisite is character. If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime. You have to realise that India has to attain its rightful place in the comity of nations. The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence. Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us. India abounds in the resources of nature and manpower. They are awaiting full use. That task must devolve on young men and women. We ourselves were trained in the school of experience. We fought for freedom and we have attained that prize for you. It is now up to you to prove yourself worthy of the same. This you can do only if you work with single-minded devotion to the cause of the country. It is only then that you can deserve this freedom and be proud of it. | obligation precincts unassailable The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard.
+The most essential requisite is character.
+If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime.
+You have to realise that India has to attain its rightful place in the comity of nations.
+The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence.
+Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us.
+India abounds in the resources of nature and manpower.
+They are awaiting full use.
+That task must devolve on young men and women.
+We ourselves were trained in the school of experience.
+We fought for freedom and we have attained that prize for you.
+It is now up to you to prove yourself worthy of the same.
+This you can do only if you work with single-minded devotion to the cause of the country.
+It is only then that you can deserve this freedom and be proud of it.
+ | Unit 2 – Nelson Mandela: long Walk to FreedoM | 19
+
+04:20:41 PM
+Look Up
+and
+Understand
+communalism inheritance The real danger of India lies in our disunity.
+That poison of communalism was spread in the past.
+You should draw a curtain over it.
+Only then could we equip ourselves for the freedom that has come to us.
+There are still people in the country whose loyalty to India has not settled down.
+They should and will leave India.
+This is the occasion for mutual help and mutual cooperation.
+We must know what our duty is as true citizens.
+Your teacher has to impart that duty.
+Unless we learn to shoulder our responsibility in the true spirit of discipline and citizenship we cannot go ahead.
+We must strengthen our shoulders and our legs so that we can stand erect and bear the burden that has devolved on us.
+Then alone would we secure the real objective of freedom.
+resurgence
+(Source: The Collected Works of Sardar Vallabhbhai Patel Volume XIII [1 January 1948 – 31 December 1948], Editor: P.N. Chopra, Konark Publishers Pvt. Ltd., New Delhi)
+Complete the sentences given below by choosing the most appropriate word or phrase.
+Q.1. The occasion of the speech of Sardar Patel here is
+(a) an address to a public gathering
+(b) a convocation address at a university
+(c) a speech in Indian Parliament
+(d) a speech delivered to civil servants
+Q.2. Patel feels that future generations will heap curses on us if
+(a) we fail to protect our freedom
+(b) we fail to protect the corrupt people in public life
+(c) we wage war against other nations
+(d) we understand the need for peace
+Q.3. The first and foremost thing Patel stressed to be done is
+(a) to make the country strong and united
+(b) to give employment to everyone
+(c) to fight a war against those who oppressed us
+(d) to make every citizen feel happy comity of nations
+Words and ExprEssions 2 – Class x20 04:20:41 PM
+Q.4. One major characteristic of university education, as Sardar Patel believes, is
+(a) character
+(b) duty
+(c) knowledge
+(d) power
+Q.5.
+What did Patel not mean when he said, “You have to realise that India has to attain its rightful place in the comity of nations”?
+Tick the right answer.
+(a) Friendly and cordial relationship with other nations
+(b) Group of nations which wage war against other
+(c) Community of people
+(d) Nations from a continent
+Q.6.
+‘India abounds in the resources of nature and manpower’ means
+(a) India has a vibrant economy
+(b) India’s natural resources and population are a great resource
+(c) India’s lack of manpower
+(d) Indians are great resource for development
+Q.7.
+What is the greatest danger for India as Patel believes in his speech?
+(a) India has a vibrant economy.
+(b) India’s natural resources and population are a great resource.
+(c) India’s lack of manpower.
+(d) Indians are great resource for development.
+Q.8.
+Complete the following statement based on your understanding of Patel’s speech.
+The first and foremost duty of the young nation is Unit 2 – Nelson Mandela: long Walk to FreedoM 21
+FUn Facts
+IdIom
+Break the ice: to end a conflict or commence a friendship
+2. Sardar Patel called upon young students to understand the meaning of freedom and ways to sustain it.
+Here are two key words which he stressed upon—‘Freedom’ and ‘Responsibility’.
+Working in pairs, find words and phrases which convey the feeling of these words and write below.
+Freedom Responsibility
+VocabULary
+1. Use the following words and phrases in your own sentences.
+(a) Precincts
+(b) Comity of nations
+(c) Unassailable
+(d) Mutual cooperation
+Words and ExprEssions 2 – Class x22
+You may have written above at least seven to eight words for each key word.
+Using the words write at least five sentences describing ‘Freedom’ and ‘Responsibility’.
+One has been done for you.
+Example: Freedom is not free.
+Grammar
+Use of Articles
+1. You have come across the use of articles ‘a’, ‘an’, and ‘the’ in the lesson.
+The tasks in the textbook give you the idea that the use of ‘the’ with proper noun carries a special meaning.
+Read the following paragraph from the speech you have read above.
+The articles are missing in the paragraph.
+With the help of your partner, fill in the blanks.
+weapons of world war were: violence, brute force, political and military moves, and counter moves.
+As result of churning of the ocean, Unit 2 – Nelson Mandela: long Walk to FreedoM 23
+FUn Facts
+Pronouns
+When I was a kid, my English teacher looked my way and said, “Name two pronouns.”
+and there is none to swallow it.
+countries which
+have just attained our freedom, it is hard to do same.
+Therefore, those who think that having attained freedom they have attained everything, have really attained nothing!
+freedom that we have won is yet to be consolidated.
+I said, “Who, me?”
+2. Which article most frequently occurs in the passage?
+Why is it so?
+Can you replace it with some other article?
+Why / Why not?
+Discuss with your peers and make notes.
+FUn Facts
+Comma
+Comma can be used between words in a series.
+I like to drink coffee, tea, orange juice, and milk.
+Words and ExprEssions 2 – Class x24
+3. Fill in the blanks with suitable articles.
+(a) boy and girl were shopping in a market.
+boy was from Kerala and girl was from magazine.
+newspaper is on my table and I forgot (b) Can you turn off light?
+(c) He has taken taxi to station.
+(d) Is there police station nearby?
+(e) My sister works in bank.
+(f) He has been looking for job for the last seven years.
+(g) Would you like to eat apple?
+(h) He goes to the theatre once month.
+(i) This morning I bought newspaper and
+(j) We would like to have dinner at good restaurant.
+editinG
+1. The following passage has an error in each line.
+Find the error and write the correct word or words against the line.
+I don’t mean that some peoples are born clear headed
+and is therefore natural writers, whereas others are naturally fuzzy and will never wrote well.
+Thinking clearly was a conscious act that writers must forced on themselves, as if they were working on any other project that requires logic: makes shopping list or doing an algebra problems.
+Good writing do not come naturally, though most people seems to think it does.
+Professional writer are constantly bearded by people who say they’d like to “trying a little writing sometime” — meaned when they retire from their real profession.
+ListeninG
+1. Your teacher or any one student will read out the text given below to the whole class.
+Listen carefully.
+Working in groups of four, note down in short the important points as you listen.
+Discuss in your group.
+Recreate and write the text you have listened to.
+You need not write the exact text, but the meaning should be nearest to the actual text read out to you.
+Your teacher will read out the text again for all the
+Unit 2 – Nelson Mandela: long Walk to FreedoM 25
+groups so that you can check whether you have understood the text well.
+FUn Facts
+Text for listening
+Comma
+Comma can be used before the conjunction in a compound sentence.
+A few minutes ago, walking back from lunch, I started to cross the street when I heard the sound of a coin dropping.
+It wasn’t much but, as I turned my eyes caught the heads of several other people turning too.
+A woman had dropped what appeared to be a one rupee coin.
+The tinkling sound of a coin dropping on the pavement grabs attention.
+Whatever be the value of the coin no one can ignore the sound of it.
+It got me thinking about sounds again.
+She likes to read poems, and she likes to read fiction.
+speakinG
+1. You have read the speeches of Nelson Mandela and Sardar Patel.
+You know their beliefs and ideas on freedom and responsibilities for a new born nation.
+Discuss with your partner and put down your ideas on what freedom means to you.
+Prepare an outline.
+2. Prepare a speech for the morning assembly reflecting on the following questions.
+(a) How do you feel today about the country’s freedom?
+(b) Are we free and independent?
+(c) Are we serious about our responsibilities as citizens?
+Words and ExprEssions 2 – Class x26
+WritinG
+1. Make pairs.
+One of you takes the role of Nelson Mandela and the other becomes the interviewer.
+(a) The interviewer prepares a questionnaire on Nelson Mandela—Mandela as a person and his contributions to the removal of Apartheid.
+(b) The interviewee responds to them.
+The interviewer’s task is to note down the answers also.
+(c) The interviewer, through the questions, tries to get an overview of Mandela’s life.
+Unit 2 – Nelson Mandela: long Walk to FreedoM 27
+For interviewer
+S. No. Questions to be framed
+1
+2
+3
+4
+5
+For interviewee
+S. No. Answers by the Interviewee
+1
+2
+3
+4
+5
+Words and ExprEssions 2 – Class x28
+2. Make groups of four and find out the background information on Nelson Mandela, Mahatma Gandhi, and Martin Luther King.
+All three of them fought against all odds and used non-violence to achieve their aim. Choose any two of the above stated leaders and do a comparative study of their principles and lives.
+S. No. Leader 1: Leader 2:
+1
+2
+3
+4
+5
+6
+7
+8
+9
+10
+Unit 2 – Nelson Mandela: long Walk to FreedoM 29
+project
+1. You have learnt about the freedom struggles of many nations after the Second World War and how many leaders spearheaded freedom movements in their countries.
+Based on the learning from history and political science, write about any two leaders from different nations.
+The following are prompts that can help you:
+(a) Their thoughts
+(b) Their uniqueness
+(c) Honesty and integrity
+(d) Confidence and leadership qualities
+(e) Inspirational speeches
+(f) Contributions to free their countries
+Words and ExprEssions 2 – Class x30
+(Hints: You may develop their profiles in chronological order. You may visit the library. Consult social science teachers in your school and elders in your neighbourhood.)",jewe202.pdf
+1,CBSE,Class10,English,"Reading CompRehension text i
+Given below is a speech by Sardar Patel, one of the prominent figures of India’s freedom struggle.
+This is one of the convocation speeches delivered by him. Read the speech and answer the questions that follow.
+Sardar Patel’s Call to Youth to build Character and be Disciplined
+I must thank you for the affectionate and warm welcome which you have extended to me and for the love and regard which you 04:20:40 PM have shown me by conferring this honour to me.
+Gifts are of many kinds those achieved by one’s own endeavour are good and deserved, but no gift should be conferred on one whose worthiness has not been tested.
+By selecting me without assuring yourself of my fitness for the gift, you have laid me under a heavy debt and, by your injunctions that I should continue to prove worthy of it throughout my life, you have imposed on me a very difficult obligation.
+At present, I cannot say anything because I am bound by your love and affection; and, therefore, with your blessing and God’s grace, I pray that I may prove worthy of it.
+Should I fail, the blame for my failure will be shared by you as well.
+On this occasion, I wish to place before you a few thoughts which occur to my mind as incidental to our hard-won freedom.
+We have now won our freedom.
+But just as I am doubtful, if I deserved the honour that you have done me, you have also to think whether you have done everything to deserve freedom that you have attained after such a bitter and sustained struggle.
+There are people who think that having won freedom, there is nothing more to do about it.
+Freedom has come to us through sacrifices.
+Those who made sacrifices tasted the fruit of their efforts and self-denials, but it is for those who are now enjoying freedom to taste its fruit.
+After the last World War, there is an all-round deterioration in human standards.
+People have become self-centered.
+They have forgotten or ignored the wider interests of the country.
+The essential and noteworthy features of our struggle were:
+sacrifice, truth, and non-violence.
+The weapons of the World War were: violence, brute force, political and military moves, and counter moves.
+As a result of the churning of the ocean, the world has emitted poison.
+That poison is spreading all over and there is none to swallow it.
+The countries which were free have managed to digest it somewhat, but we, who have just attained our freedom, it is hard to do the same.
+Therefore, those who think that having attained freedom they have attained everything have really attained nothing!
+The freedom that we have won is yet to be consolidated.
+The foundations of freedom have to be well and truly laid!
+This one-year old child has to be nursed and nourished, instructed and strengthened.
+It is for us to do it and we must do it.
+Words and ExprEssions 2 – Class x18 04:20:40 PM In India today, there is no time for useless controversies and unnecessary debates and disputes.
+One can indulge in these pastimes when one has time and leisure.
+At present, we have to occupy ourselves with the all absorbing task of making the foundation of our freedom strong and unassailable.
+We have to reflect on our place in this broken and destructed world and what our duty and obligations are!
+If we fail to make the best use of our freedom to make it worthwhile and turn it to our advantage and advancements, future generations will heap curses on us.
+They will say that a spiritualist, a great soul gave us this precious boon, but we did not know how to retain it and lost it.
+Look Up
+and
+Understand
+conferring
+ |  | endeavour
+ | I should like to urge upon those who train citizens of tomorrow and to those citizens of tomorrow that we have yet to stand on our feet. We must concentrate on one thing alone, viz., how to make our country strong and united. We can make it strong when hearts are pure and when we fully appreciate our duty. Now that foreign rulers have gone, are we in a position to sustain the whole burden that has devolved on us? When we took over from them, the administrative fabric was in tatters. We have to mend and place it. This, in itself, is a heavy responsibility. It is for our universities to train young men to shoulder these responsibilities. The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard. The most essential requisite is character. If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime. You have to realise that India has to attain its rightful place in the comity of nations. The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence. Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us. India abounds in the resources of nature and manpower. They are awaiting full use. That task must devolve on young men and women. We ourselves were trained in the school of experience. We fought for freedom and we have attained that prize for you. It is now up to you to prove yourself worthy of the same. This you can do only if you work with single-minded devotion to the cause of the country. It is only then that you can deserve this freedom and be proud of it. | obligation precincts unassailable The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard.
+The most essential requisite is character.
+If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime.
+You have to realise that India has to attain its rightful place in the comity of nations.
+The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence.
+Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us.
+India abounds in the resources of nature and manpower.
+They are awaiting full use.
+That task must devolve on young men and women.
+We ourselves were trained in the school of experience.
+We fought for freedom and we have attained that prize for you.
+It is now up to you to prove yourself worthy of the same.
+This you can do only if you work with single-minded devotion to the cause of the country.
+It is only then that you can deserve this freedom and be proud of it.
+ | Unit 2 – Nelson Mandela: long Walk to FreedoM | 19
+
+04:20:41 PM
+Look Up
+and
+Understand
+communalism inheritance The real danger of India lies in our disunity.
+That poison of communalism was spread in the past.
+You should draw a curtain over it.
+Only then could we equip ourselves for the freedom that has come to us.
+There are still people in the country whose loyalty to India has not settled down.
+They should and will leave India.
+This is the occasion for mutual help and mutual cooperation.
+We must know what our duty is as true citizens.
+Your teacher has to impart that duty.
+Unless we learn to shoulder our responsibility in the true spirit of discipline and citizenship we cannot go ahead.
+We must strengthen our shoulders and our legs so that we can stand erect and bear the burden that has devolved on us.
+Then alone would we secure the real objective of freedom.
+resurgence
+(Source: The Collected Works of Sardar Vallabhbhai Patel Volume XIII [1 January 1948 – 31 December 1948], Editor: P.N. Chopra, Konark Publishers Pvt. Ltd., New Delhi)
+Complete the sentences given below by choosing the most appropriate word or phrase.
+Q.1. The occasion of the speech of Sardar Patel here is
+(a) an address to a public gathering
+(b) a convocation address at a university
+(c) a speech in Indian Parliament
+(d) a speech delivered to civil servants
+Q.2. Patel feels that future generations will heap curses on us if
+(a) we fail to protect our freedom
+(b) we fail to protect the corrupt people in public life
+(c) we wage war against other nations
+(d) we understand the need for peace
+Q.3. The first and foremost thing Patel stressed to be done is
+(a) to make the country strong and united
+(b) to give employment to everyone
+(c) to fight a war against those who oppressed us
+(d) to make every citizen feel happy comity of nations
+Words and ExprEssions 2 – Class x20 04:20:41 PM
+Q.4. One major characteristic of university education, as Sardar Patel believes, is
+(a) character
+(b) duty
+(c) knowledge
+(d) power
+Q.5.
+What did Patel not mean when he said, “You have to realise that India has to attain its rightful place in the comity of nations”?
+Tick the right answer.
+(a) Friendly and cordial relationship with other nations
+(b) Group of nations which wage war against other
+(c) Community of people
+(d) Nations from a continent
+Q.6.
+‘India abounds in the resources of nature and manpower’ means
+(a) India has a vibrant economy
+(b) India’s natural resources and population are a great resource
+(c) India’s lack of manpower
+(d) Indians are great resource for development
+Q.7.
+What is the greatest danger for India as Patel believes in his speech?
+(a) India has a vibrant economy.
+(b) India’s natural resources and population are a great resource.
+(c) India’s lack of manpower.
+(d) Indians are great resource for development.
+Q.8.
+Complete the following statement based on your understanding of Patel’s speech.
+The first and foremost duty of the young nation is Unit 2 – Nelson Mandela: long Walk to FreedoM 21",jewe202.pdf
+2,CBSE,Class10,English,"Sardar Patel’s Call to Youth to build Character and be Disciplined
+I must thank you for the affectionate and warm welcome which you have extended to me and for the love and regard which you 04:20:40 PM have shown me by conferring this honour to me.
+Gifts are of many kinds those achieved by one’s own endeavour are good and deserved, but no gift should be conferred on one whose worthiness has not been tested.
+By selecting me without assuring yourself of my fitness for the gift, you have laid me under a heavy debt and, by your injunctions that I should continue to prove worthy of it throughout my life, you have imposed on me a very difficult obligation.
+At present, I cannot say anything because I am bound by your love and affection; and, therefore, with your blessing and God’s grace, I pray that I may prove worthy of it.
+Should I fail, the blame for my failure will be shared by you as well.
+On this occasion, I wish to place before you a few thoughts which occur to my mind as incidental to our hard-won freedom.
+We have now won our freedom.
+But just as I am doubtful, if I deserved the honour that you have done me, you have also to think whether you have done everything to deserve freedom that you have attained after such a bitter and sustained struggle.
+There are people who think that having won freedom, there is nothing more to do about it.
+Freedom has come to us through sacrifices.
+Those who made sacrifices tasted the fruit of their efforts and self-denials, but it is for those who are now enjoying freedom to taste its fruit.
+After the last World War, there is an all-round deterioration in human standards.
+People have become self-centered.
+They have forgotten or ignored the wider interests of the country.
+The essential and noteworthy features of our struggle were:
+sacrifice, truth, and non-violence.
+The weapons of the World War were: violence, brute force, political and military moves, and counter moves.
+As a result of the churning of the ocean, the world has emitted poison.
+That poison is spreading all over and there is none to swallow it.
+The countries which were free have managed to digest it somewhat, but we, who have just attained our freedom, it is hard to do the same.
+Therefore, those who think that having attained freedom they have attained everything have really attained nothing!
+The freedom that we have won is yet to be consolidated.
+The foundations of freedom have to be well and truly laid!
+This one-year old child has to be nursed and nourished, instructed and strengthened.
+It is for us to do it and we must do it.
+Words and ExprEssions 2 – Class x18 04:20:40 PM In India today, there is no time for useless controversies and unnecessary debates and disputes.
+One can indulge in these pastimes when one has time and leisure.
+At present, we have to occupy ourselves with the all absorbing task of making the foundation of our freedom strong and unassailable.
+We have to reflect on our place in this broken and destructed world and what our duty and obligations are!
+If we fail to make the best use of our freedom to make it worthwhile and turn it to our advantage and advancements, future generations will heap curses on us.
+They will say that a spiritualist, a great soul gave us this precious boon, but we did not know how to retain it and lost it.
+Look Up
+and
+Understand
+conferring
+ |  | endeavour
+ | I should like to urge upon those who train citizens of tomorrow and to those citizens of tomorrow that we have yet to stand on our feet. We must concentrate on one thing alone, viz., how to make our country strong and united. We can make it strong when hearts are pure and when we fully appreciate our duty. Now that foreign rulers have gone, are we in a position to sustain the whole burden that has devolved on us? When we took over from them, the administrative fabric was in tatters. We have to mend and place it. This, in itself, is a heavy responsibility. It is for our universities to train young men to shoulder these responsibilities. The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard. The most essential requisite is character. If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime. You have to realise that India has to attain its rightful place in the comity of nations. The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence. Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us. India abounds in the resources of nature and manpower. They are awaiting full use. That task must devolve on young men and women. We ourselves were trained in the school of experience. We fought for freedom and we have attained that prize for you. It is now up to you to prove yourself worthy of the same. This you can do only if you work with single-minded devotion to the cause of the country. It is only then that you can deserve this freedom and be proud of it. | obligation precincts unassailable The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard.
+The most essential requisite is character.
+If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime.
+You have to realise that India has to attain its rightful place in the comity of nations.
+The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence.
+Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us.
+India abounds in the resources of nature and manpower.
+They are awaiting full use.
+That task must devolve on young men and women.
+We ourselves were trained in the school of experience.
+We fought for freedom and we have attained that prize for you.
+It is now up to you to prove yourself worthy of the same.
+This you can do only if you work with single-minded devotion to the cause of the country.
+It is only then that you can deserve this freedom and be proud of it.
+ | Unit 2 – Nelson Mandela: long Walk to FreedoM | 19
+
+04:20:41 PM
+Look Up
+and
+Understand
+communalism inheritance The real danger of India lies in our disunity.
+That poison of communalism was spread in the past.
+You should draw a curtain over it.
+Only then could we equip ourselves for the freedom that has come to us.
+There are still people in the country whose loyalty to India has not settled down.
+They should and will leave India.
+This is the occasion for mutual help and mutual cooperation.
+We must know what our duty is as true citizens.
+Your teacher has to impart that duty.
+Unless we learn to shoulder our responsibility in the true spirit of discipline and citizenship we cannot go ahead.
+We must strengthen our shoulders and our legs so that we can stand erect and bear the burden that has devolved on us.
+Then alone would we secure the real objective of freedom.
+resurgence
+(Source: The Collected Works of Sardar Vallabhbhai Patel Volume XIII [1 January 1948 – 31 December 1948], Editor: P.N. Chopra, Konark Publishers Pvt. Ltd., New Delhi)
+Complete the sentences given below by choosing the most appropriate word or phrase.
+Q.1. The occasion of the speech of Sardar Patel here is
+(a) an address to a public gathering
+(b) a convocation address at a university
+(c) a speech in Indian Parliament
+(d) a speech delivered to civil servants
+Q.2. Patel feels that future generations will heap curses on us if
+(a) we fail to protect our freedom
+(b) we fail to protect the corrupt people in public life
+(c) we wage war against other nations
+(d) we understand the need for peace
+Q.3. The first and foremost thing Patel stressed to be done is
+(a) to make the country strong and united
+(b) to give employment to everyone
+(c) to fight a war against those who oppressed us
+(d) to make every citizen feel happy comity of nations
+Words and ExprEssions 2 – Class x20 04:20:41 PM
+Q.4. One major characteristic of university education, as Sardar Patel believes, is
+(a) character
+(b) duty
+(c) knowledge
+(d) power
+Q.5.
+What did Patel not mean when he said, “You have to realise that India has to attain its rightful place in the comity of nations”?
+Tick the right answer.
+(a) Friendly and cordial relationship with other nations
+(b) Group of nations which wage war against other
+(c) Community of people
+(d) Nations from a continent
+Q.6.
+‘India abounds in the resources of nature and manpower’ means
+(a) India has a vibrant economy
+(b) India’s natural resources and population are a great resource
+(c) India’s lack of manpower
+(d) Indians are great resource for development
+Q.7.
+What is the greatest danger for India as Patel believes in his speech?
+(a) India has a vibrant economy.
+(b) India’s natural resources and population are a great resource.
+(c) India’s lack of manpower.
+(d) Indians are great resource for development.
+Q.8.
+Complete the following statement based on your understanding of Patel’s speech.
+The first and foremost duty of the young nation is Unit 2 – Nelson Mandela: long Walk to FreedoM 21",jewe202.pdf
+3,CBSE,Class10,English,"Understand
+conferring
+ |  | endeavour
+ | I should like to urge upon those who train citizens of tomorrow and to those citizens of tomorrow that we have yet to stand on our feet. We must concentrate on one thing alone, viz., how to make our country strong and united. We can make it strong when hearts are pure and when we fully appreciate our duty. Now that foreign rulers have gone, are we in a position to sustain the whole burden that has devolved on us? When we took over from them, the administrative fabric was in tatters. We have to mend and place it. This, in itself, is a heavy responsibility. It is for our universities to train young men to shoulder these responsibilities. The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard. The most essential requisite is character. If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime. You have to realise that India has to attain its rightful place in the comity of nations. The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence. Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us. India abounds in the resources of nature and manpower. They are awaiting full use. That task must devolve on young men and women. We ourselves were trained in the school of experience. We fought for freedom and we have attained that prize for you. It is now up to you to prove yourself worthy of the same. This you can do only if you work with single-minded devotion to the cause of the country. It is only then that you can deserve this freedom and be proud of it. | obligation precincts unassailable The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard.
+The most essential requisite is character.
+If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime.
+You have to realise that India has to attain its rightful place in the comity of nations.
+The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence.
+Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us.
+India abounds in the resources of nature and manpower.
+They are awaiting full use.
+That task must devolve on young men and women.
+We ourselves were trained in the school of experience.
+We fought for freedom and we have attained that prize for you.
+It is now up to you to prove yourself worthy of the same.
+This you can do only if you work with single-minded devotion to the cause of the country.
+It is only then that you can deserve this freedom and be proud of it.
+ | Unit 2 – Nelson Mandela: long Walk to FreedoM | 19
+
+04:20:41 PM
+Look Up
+and
+Understand
+communalism inheritance The real danger of India lies in our disunity.
+That poison of communalism was spread in the past.
+You should draw a curtain over it.
+Only then could we equip ourselves for the freedom that has come to us.
+There are still people in the country whose loyalty to India has not settled down.
+They should and will leave India.
+This is the occasion for mutual help and mutual cooperation.
+We must know what our duty is as true citizens.
+Your teacher has to impart that duty.
+Unless we learn to shoulder our responsibility in the true spirit of discipline and citizenship we cannot go ahead.
+We must strengthen our shoulders and our legs so that we can stand erect and bear the burden that has devolved on us.
+Then alone would we secure the real objective of freedom.
+resurgence
+(Source: The Collected Works of Sardar Vallabhbhai Patel Volume XIII [1 January 1948 – 31 December 1948], Editor: P.N. Chopra, Konark Publishers Pvt. Ltd., New Delhi)
+Complete the sentences given below by choosing the most appropriate word or phrase.
+Q.1. The occasion of the speech of Sardar Patel here is
+(a) an address to a public gathering
+(b) a convocation address at a university
+(c) a speech in Indian Parliament
+(d) a speech delivered to civil servants
+Q.2. Patel feels that future generations will heap curses on us if
+(a) we fail to protect our freedom
+(b) we fail to protect the corrupt people in public life
+(c) we wage war against other nations
+(d) we understand the need for peace
+Q.3. The first and foremost thing Patel stressed to be done is
+(a) to make the country strong and united
+(b) to give employment to everyone
+(c) to fight a war against those who oppressed us
+(d) to make every citizen feel happy comity of nations
+Words and ExprEssions 2 – Class x20 04:20:41 PM
+Q.4. One major characteristic of university education, as Sardar Patel believes, is
+(a) character
+(b) duty
+(c) knowledge
+(d) power
+Q.5.
+What did Patel not mean when he said, “You have to realise that India has to attain its rightful place in the comity of nations”?
+Tick the right answer.
+(a) Friendly and cordial relationship with other nations
+(b) Group of nations which wage war against other
+(c) Community of people
+(d) Nations from a continent
+Q.6.
+‘India abounds in the resources of nature and manpower’ means
+(a) India has a vibrant economy
+(b) India’s natural resources and population are a great resource
+(c) India’s lack of manpower
+(d) Indians are great resource for development
+Q.7.
+What is the greatest danger for India as Patel believes in his speech?
+(a) India has a vibrant economy.
+(b) India’s natural resources and population are a great resource.
+(c) India’s lack of manpower.
+(d) Indians are great resource for development.
+Q.8.
+Complete the following statement based on your understanding of Patel’s speech.
+The first and foremost duty of the young nation is Unit 2 – Nelson Mandela: long Walk to FreedoM 21",jewe202.pdf
+4,CBSE,Class10,English,"Look Up
+andUnderstand
+communalism inheritance The real danger of India lies in our disunity.
+That poison of communalism was spread in the past.
+You should draw a curtain over it.
+Only then could we equip ourselves for the freedom that has come to us.
+There are still people in the country whose loyalty to India has not settled down.
+They should and will leave India.
+This is the occasion for mutual help and mutual cooperation.
+We must know what our duty is as true citizens.
+Your teacher has to impart that duty.
+Unless we learn to shoulder our responsibility in the true spirit of discipline and citizenship we cannot go ahead.
+We must strengthen our shoulders and our legs so that we can stand erect and bear the burden that has devolved on us.
+Then alone would we secure the real objective of freedom.
+resurgence
+(Source: The Collected Works of Sardar Vallabhbhai Patel Volume XIII [1 January 1948 – 31 December 1948], Editor: P.N. Chopra, Konark Publishers Pvt. Ltd., New Delhi)
+Complete the sentences given below by choosing the most appropriate word or phrase.
+Q.1. The occasion of the speech of Sardar Patel here is
+(a) an address to a public gathering
+(b) a convocation address at a university
+(c) a speech in Indian Parliament
+(d) a speech delivered to civil servants
+Q.2. Patel feels that future generations will heap curses on us if
+(a) we fail to protect our freedom
+(b) we fail to protect the corrupt people in public life
+(c) we wage war against other nations
+(d) we understand the need for peace
+Q.3. The first and foremost thing Patel stressed to be done is
+(a) to make the country strong and united
+(b) to give employment to everyone
+(c) to fight a war against those who oppressed us
+(d) to make every citizen feel happy comity of nations
+Words and ExprEssions 2 – Class x20 04:20:41 PM
+Q.4. One major characteristic of university education, as Sardar Patel believes, is
+(a) character
+(b) duty
+(c) knowledge
+(d) power
+Q.5.
+What did Patel not mean when he said, “You have to realise that India has to attain its rightful place in the comity of nations”?
+Tick the right answer.
+(a) Friendly and cordial relationship with other nations
+(b) Group of nations which wage war against other
+(c) Community of people
+(d) Nations from a continent
+Q.6.
+‘India abounds in the resources of nature and manpower’ means
+(a) India has a vibrant economy
+(b) India’s natural resources and population are a great resource
+(c) India’s lack of manpower
+(d) Indians are great resource for development
+Q.7.
+What is the greatest danger for India as Patel believes in his speech?
+(a) India has a vibrant economy.
+(b) India’s natural resources and population are a great resource.
+(c) India’s lack of manpower.
+(d) Indians are great resource for development.
+Q.8.
+Complete the following statement based on your understanding of Patel’s speech.
+The first and foremost duty of the young nation is Unit 2 – Nelson Mandela: long Walk to FreedoM 21Q.1. The occasion of the speech of Sardar Patel here is
+(a) an address to a public gathering
+(b) a convocation address at a university
+(c) a speech in Indian Parliament
+(d) a speech delivered to civil servantsQ.2. Patel feels that future generations will heap curses on us if
+(a) we fail to protect our freedom
+(b) we fail to protect the corrupt people in public life
+(c) we wage war against other nations
+(d) we understand the need for peace
+Q.3. The first and foremost thing Patel stressed to be done is
+(a) to make the country strong and united
+(b) to give employment to everyone
+(c) to fight a war against those who oppressed us
+(d) to make every citizen feel happy comity of nations
+Words and ExprEssions 2 – Class x20 04:20:41 PMQ.3. The first and foremost thing Patel stressed to be done is
+(a) to make the country strong and united
+(b) to give employment to everyone
+(c) to fight a war against those who oppressed us
+(d) to make every citizen feel happy comity of nations
+Words and ExprEssions 2 – Class x20 04:20:41 PM",jewe202.pdf
+5,CBSE,Class10,English,"FUn Facts
+IdIom
+Break the ice: to end a conflict or commence a friendship
+2. Sardar Patel called upon young students to understand the meaning of freedom and ways to sustain it.
+Here are two key words which he stressed upon—‘Freedom’ and ‘Responsibility’.
+Working in pairs, find words and phrases which convey the feeling of these words and write below.
+Freedom Responsibility
+VocabULary
+1. Use the following words and phrases in your own sentences.
+(a) Precincts
+(b) Comity of nations
+(c) Unassailable
+(d) Mutual cooperation
+Words and ExprEssions 2 – Class x22
+You may have written above at least seven to eight words for each key word.
+Using the words write at least five sentences describing ‘Freedom’ and ‘Responsibility’.
+One has been done for you.
+Example: Freedom is not free.IdIom
+Break the ice: to end a conflict or commence a friendship
+2. Sardar Patel called upon young students to understand the meaning of freedom and ways to sustain it.
+Here are two key words which he stressed upon—‘Freedom’ and ‘Responsibility’.
+Working in pairs, find words and phrases which convey the feeling of these words and write below.
+Freedom ResponsibilityVocabULary
+1. Use the following words and phrases in your own sentences.
+(a) Precincts
+(b) Comity of nations
+(c) Unassailable
+(d) Mutual cooperation
+Words and ExprEssions 2 – Class x22
+You may have written above at least seven to eight words for each key word.
+Using the words write at least five sentences describing ‘Freedom’ and ‘Responsibility’.
+One has been done for you.
+Example: Freedom is not free.(a) Precincts
+(b) Comity of nations(c) Unassailable
+(d) Mutual cooperation
+Words and ExprEssions 2 – Class x22
+You may have written above at least seven to eight words for each key word.
+Using the words write at least five sentences describing ‘Freedom’ and ‘Responsibility’.
+One has been done for you.
+Example: Freedom is not free.Grammar
+Use of Articles
+1. You have come across the use of articles ‘a’, ‘an’, and ‘the’ in the lesson.
+The tasks in the textbook give you the idea that the use of ‘the’ with proper noun carries a special meaning.
+Read the following paragraph from the speech you have read above.
+The articles are missing in the paragraph.
+With the help of your partner, fill in the blanks.
+weapons of world war were: violence, brute force, political and military moves, and counter moves.
+As result of churning of the ocean, Unit 2 – Nelson Mandela: long Walk to FreedoM 23Use of Articles
+1. You have come across the use of articles ‘a’, ‘an’, and ‘the’ in the lesson.
+The tasks in the textbook give you the idea that the use of ‘the’ with proper noun carries a special meaning.
+Read the following paragraph from the speech you have read above.
+The articles are missing in the paragraph.
+With the help of your partner, fill in the blanks.
+weapons of world war were: violence, brute force, political and military moves, and counter moves.
+As result of churning of the ocean, Unit 2 – Nelson Mandela: long Walk to FreedoM 23FUn Facts
+Pronouns
+When I was a kid, my English teacher looked my way and said, “Name two pronouns.”
+and there is none to swallow it.
+countries which
+have just attained our freedom, it is hard to do same.
+Therefore, those who think that having attained freedom they have attained everything, have really attained nothing!
+freedom that we have won is yet to be consolidated.
+I said, “Who, me?”
+2. Which article most frequently occurs in the passage?
+Why is it so?
+Can you replace it with some other article?
+Why / Why not?
+Discuss with your peers and make notes.Pronouns
+When I was a kid, my English teacher looked my way and said, “Name two pronouns.”
+and there is none to swallow it.
+countries which
+have just attained our freedom, it is hard to do same.
+Therefore, those who think that having attained freedom they have attained everything, have really attained nothing!
+freedom that we have won is yet to be consolidated.
+I said, “Who, me?”
+2. Which article most frequently occurs in the passage?
+Why is it so?
+Can you replace it with some other article?
+Why / Why not?
+Discuss with your peers and make notes.FUn Facts
+Comma
+Comma can be used between words in a series.
+I like to drink coffee, tea, orange juice, and milk.
+Words and ExprEssions 2 – Class x24
+3. Fill in the blanks with suitable articles.
+(a) boy and girl were shopping in a market.
+boy was from Kerala and girl was from magazine.
+newspaper is on my table and I forgot (b) Can you turn off light?
+(c) He has taken taxi to station.
+(d) Is there police station nearby?
+(e) My sister works in bank.
+(f) He has been looking for job for the last seven years.
+(g) Would you like to eat apple?
+(h) He goes to the theatre once month.
+(i) This morning I bought newspaper and
+(j) We would like to have dinner at good restaurant.",jewe202.pdf
+6,CBSE,Class10,English,"editinG
+1. The following passage has an error in each line.
+Find the error and write the correct word or words against the line.
+I don’t mean that some peoples are born clear headed
+and is therefore natural writers, whereas others are naturally fuzzy and will never wrote well.
+Thinking clearly was a conscious act that writers must forced on themselves, as if they were working on any other project that requires logic: makes shopping list or doing an algebra problems.
+Good writing do not come naturally, though most people seems to think it does.
+Professional writer are constantly bearded by people who say they’d like to “trying a little writing sometime” — meaned when they retire from their real profession.ListeninG
+1. Your teacher or any one student will read out the text given below to the whole class.
+Listen carefully.
+Working in groups of four, note down in short the important points as you listen.
+Discuss in your group.
+Recreate and write the text you have listened to.
+You need not write the exact text, but the meaning should be nearest to the actual text read out to you.
+Your teacher will read out the text again for all the
+Unit 2 – Nelson Mandela: long Walk to FreedoM 25
+groups so that you can check whether you have understood the text well.FUn Facts
+Text for listening
+Comma
+Comma can be used before the conjunction in a compound sentence.
+A few minutes ago, walking back from lunch, I started to cross the street when I heard the sound of a coin dropping.
+It wasn’t much but, as I turned my eyes caught the heads of several other people turning too.
+A woman had dropped what appeared to be a one rupee coin.
+The tinkling sound of a coin dropping on the pavement grabs attention.
+Whatever be the value of the coin no one can ignore the sound of it.
+It got me thinking about sounds again.
+She likes to read poems, and she likes to read fiction.
+speakinG
+1. You have read the speeches of Nelson Mandela and Sardar Patel.
+You know their beliefs and ideas on freedom and responsibilities for a new born nation.
+Discuss with your partner and put down your ideas on what freedom means to you.
+Prepare an outline.
+2. Prepare a speech for the morning assembly reflecting on the following questions.
+(a) How do you feel today about the country’s freedom?
+(b) Are we free and independent?
+(c) Are we serious about our responsibilities as citizens?
+Words and ExprEssions 2 – Class x26Comma
+Comma can be used before the conjunction in a compound sentence.
+A few minutes ago, walking back from lunch, I started to cross the street when I heard the sound of a coin dropping.
+It wasn’t much but, as I turned my eyes caught the heads of several other people turning too.
+A woman had dropped what appeared to be a one rupee coin.
+The tinkling sound of a coin dropping on the pavement grabs attention.
+Whatever be the value of the coin no one can ignore the sound of it.
+It got me thinking about sounds again.
+She likes to read poems, and she likes to read fiction.speakinG
+1. You have read the speeches of Nelson Mandela and Sardar Patel.
+You know their beliefs and ideas on freedom and responsibilities for a new born nation.
+Discuss with your partner and put down your ideas on what freedom means to you.
+Prepare an outline.
+2. Prepare a speech for the morning assembly reflecting on the following questions.
+(a) How do you feel today about the country’s freedom?
+(b) Are we free and independent?
+(c) Are we serious about our responsibilities as citizens?
+Words and ExprEssions 2 – Class x26",jewe202.pdf

data/Class10-English-jewe203.pdf-46.csv

@@ -0,0 +1,412 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"Reading CompRehension text i
+Look Up
+and
+Understand
+Let’s now read the story of a bus conductor and his passengers with a dog.
+The story is written by A.G Gardiner.
+bitterly
+All about a Dog
+embittered It was a bitterly cold night, and even at the far end of the bus the east wind that raved along the street cut like a knife.
+The bus stopped and two women and a man got in together and filled the vacant places.
+The young woman was dressed in sealskin, and carried one of those little Pekinese dogs that women in sealskin like to carry in their laps.
+The conductor came in and took the fares.
+Then his eyes rested with old malice on the beady eyed toy dog.
+I saw trouble brewing.
+This was the opportunity for which he had been waiting and he intended to make the most of it.
+I had marked him as the type of what Mr. Wells has called the Resentful Employee, the man with a great vague grievance against everything and a particular grievance against passengers who came and sat in his seat while he shivered at the door.
+evidently malice “You must take that dog out,” he said with sour venom.
+“I shall certainly do nothing of the kind.
+You can take my name and address,” said the woman, who had evidently expected the challenge and knew the reply.
+“You must take the dog out— that’s my orders.”
+“I won’t go on the top in such weather.
+It would kill me,” said the woman.
+“Certainly not,” said her lady companion, “You’ve got a cough as it is.”
+“It’s nonsense,” said her male companion.
+The conductor pulled the bell and the bus stopped.
+“This bus doesn’t go until that dog is brought out.”
+And he stepped on to the pavement and waited.
+It was his moment of triumph.
+He had the law on his side and the whole bus full of angry people under the harrow.
+His embittered soul was having a real holiday.
+The storm inside rose high “Shameful!”
+“He’s no better than a German.”
+“Why isn’t he in the army?”
+“Call the police.
+Let’s all report him.”
+“Let’s make him give us our fares back.”
+Everybody was on the side of the lady and the dog.
+Look Up
+and
+Understand
+avalanche That little animal sat blinking at the dim lights in happy unconsciousness of the rumpus of which he was the cause.
+The conductor came to the door, “What’s your number?”
+said one, taking out a pocket-book with a gesture of terrible things.
+“There’s my number,” said the conductor imperturbably.
+“Give us our fares back.”
+“You can’t leave us here all night.”
+“No fares back,” said the conductor.
+imperiously imperturbably indignant quarterdeck Two or three passengers got out and disappeared into the night.
+The conductor took another turn on the pavement, then went and had a talk with the driver.
+Another bus, the last on the road, sailed by indifferent to the shouts of the passengers to stop, “They stick by each other the villains,” was the comment.
+Someone pulled the bell violently.
+That brought the driver round to the door, “Who’s conductor of this bus?”
+he said and paused for reply.
+“None coming,” he returned to his seat, and resumed beating his arms across his chest.
+There was no hope in that quarter.
+A policeman strolled up and looked in at the door.
+An avalanche of indignant protests and appeals burst on him. “Well, he’s got his rules, you know,” he said.
+“Give your name and address.”
+“That’s what he’s been offered, and he won’t take it.”
+“Oh,” said the policeman, and he went away and took his stand a few yards down the street, where he was joined by two more constables.
+And still the little dog blinked at the lights, and the conductor walked to and fro on the pavement, like a captain on the quarterdeck in the hour of victory.
+A young woman, whose voice had risen high above the gale inside, descended on him with an air of threatening and slaughter.
+He was immovable as cold as the night, and as hard as the pavement.
+She passed on in a fury of impotence to the three policemen, who stood like a group of statuary on the street watching the drama.
+Then she came back, Words and ExprEssions 2 – Class x34 imperiously beckoned to her ‘young man’ who had sat a silent witness of her rage, and vanished.
+Others followed.
+The bus was emptying.
+Even the dashing young fellow who had demanded the number and who had declared he would see this thing through if he sat there all night, had taken an opportunity to slip away.
+Meanwhile the Pekinese party was passing through every stage as of resistance to abject surrender.
+“I’ll go on the top.”
+said the sealskin lady at last.
+“You mustn’t.”
+“I will.”
+“You’ll have pneumonia.”
+“Let me take it.”
+(This from the man) “Certainly not.”
+She would die with her dog.
+When she had disappeared up the stairs, the conductor came back, pulled the bell, and the bus went on.
+He stood sourly triumphant while his conduct was savagely discussed in his face by the remnant of the party.
+Then the engine struck work, and the conductor went to help the driver.
+It was a long job and presently the lady with the dog stole down the stairs and re-entered the bus.
+When the engine was put right, the conductor came back and pulled the bell.
+Then his eyes fell on the dog, and his hand went to the bell-rope again.
+The driver looked around, the conductor pointed to the dog, the bus stopped, and the struggle recommenced with all the original features — the conductor walking the pavement, the driver smacking his arms on the box, the little dog blinking at the lights, the sealskin lady declaring that she would not go on the top and finally going.
+“I’ve got my rules,” said the conductor to me when I was the last passenger left behind.
+He had won his victory, but felt that he would like to justify himself to somebody.
+“Rules,” I said,“are necessary things, but there are rules and rules.
+Some are hard and fast rules, like the rules of the road, which cannot be broken without danger to life and limb.
+But some are only rules for guidance, which you can apply or wink at, as common sense dictates, like that rule about the dogs.
+They are not a whip, put in your hand to scourge your passengers with, but an authority for an emergency.
+They are meant to be observed in the spirit, not in the letter, for the comfort and not the discomfort of the passengers.
+You have kept the rule and broken its spirit.
+You may mix your rules with a little goodwill and good temper.”
+He took it very well and when I got off the bus he said “Good night” quite amiably.
+abject remnant scourge smacking Look Up and
+Understand
+04:20:01 PM
+Now, complete the box narrating the story in the correct sequence.",jewe203.pdf
+1,CBSE,Class10,English,"Look Up
+andUnderstand
+Let’s now read the story of a bus conductor and his passengers with a dog.
+The story is written by A.G Gardiner.
+bitterlyAll about a Dog
+embittered It was a bitterly cold night, and even at the far end of the bus the east wind that raved along the street cut like a knife.
+The bus stopped and two women and a man got in together and filled the vacant places.
+The young woman was dressed in sealskin, and carried one of those little Pekinese dogs that women in sealskin like to carry in their laps.
+The conductor came in and took the fares.
+Then his eyes rested with old malice on the beady eyed toy dog.
+I saw trouble brewing.
+This was the opportunity for which he had been waiting and he intended to make the most of it.
+I had marked him as the type of what Mr. Wells has called the Resentful Employee, the man with a great vague grievance against everything and a particular grievance against passengers who came and sat in his seat while he shivered at the door.
+evidently malice “You must take that dog out,” he said with sour venom.
+“I shall certainly do nothing of the kind.
+You can take my name and address,” said the woman, who had evidently expected the challenge and knew the reply.
+“You must take the dog out— that’s my orders.”
+“I won’t go on the top in such weather.
+It would kill me,” said the woman.
+“Certainly not,” said her lady companion, “You’ve got a cough as it is.”
+“It’s nonsense,” said her male companion.
+The conductor pulled the bell and the bus stopped.
+“This bus doesn’t go until that dog is brought out.”
+And he stepped on to the pavement and waited.
+It was his moment of triumph.
+He had the law on his side and the whole bus full of angry people under the harrow.
+His embittered soul was having a real holiday.
+The storm inside rose high “Shameful!”
+“He’s no better than a German.”
+“Why isn’t he in the army?”
+“Call the police.
+Let’s all report him.”
+“Let’s make him give us our fares back.”
+Everybody was on the side of the lady and the dog.Look Up
+and",jewe203.pdf
+2,CBSE,Class10,English,"Understand
+04:20:01 PM
+Now, complete the box narrating the story in the correct sequence.VocabULary
+1. Making adverbs: bitterly, imperturbably, violently, and evidently are some words you have come across in the story.
+These are adverbs.
+A few words are given below.
+Make adverbs of these words and use them in sentences of your own.
+(Take care of the spelling when you convert these into adverbs.)
+(a) Angry Once two women and a
+man got into a bus and found places to sit.
+Two or three passengers got the money back and walked away.
+The conductor did not give up.
+He sent the lady with the dog away to the top.
+Words and ExprEssions 2 – Class x36 04:20:01 PM
+(b) Vague
+(c) Indignant
+(d) Threatening
+(e) Hurry
+2. Now, look at the word given below in italic.
+He was immovable.
+ |  | ‘im’ is the prefix added to the word ‘movable’. The prefix ‘im’ made ‘immovable’ an antonym of ‘movable’. Now, make more words with the prefix im- which are antonyms.
+ | 1. mobile — immobile | 2.
+ | 3. | 4.
+ | 5. | 6.
+ | 7. | 8.
+ | 3. In groups of five, create a word-web or collocation chart of words with prefixes ‘il’ and ‘in’ .
+ | Example: logical — illogical 1. | 1.
+ | 2. | 2.
+ | 3. | 3.
+ | 4. | 4.
+ | 5. | 5.
+(b) Vague(c) Indignant(d) Threatening(e) Hurry
+2. Now, look at the word given below in italic.
+He was immovable.
+ |  | ‘im’ is the prefix added to the word ‘movable’. The prefix ‘im’ made ‘immovable’ an antonym of ‘movable’. Now, make more words with the prefix im- which are antonyms.
+ | 1. mobile — immobile | 2.
+ | 3. | 4.
+ | 5. | 6.
+ | 7. | 8.
+ | 3. In groups of five, create a word-web or collocation chart of words with prefixes ‘il’ and ‘in’ .
+ | Example: logical — illogical 1. | 1.
+ | 2. | 2.
+ | 3. | 3.
+ | 4. | 4.
+ | 5. | 5.
+FUn Facts
+For, Since, During
+She is going to Mumbai for three years.
+I am working on the book since Thursday.
+Can you meet me during tea time.For, Since, During
+She is going to Mumbai for three years.
+I am working on the book since Thursday.
+Can you meet me during tea time.Grammar
+A. Phrasal verbs
+The sentence below is taken from the text you have read.
+The phrase in italic is a phrasal verb.
+A phrasal verb is a combination of words (a verb + a preposition, for example check in or a verb + an adverb, for example break down).
+When they are used together, they usually take on a different meaning to that of the original verb.
+…Walk away from the old Dakota.
+walk away is a phrasal verb which means to move away from.
+Find out the meaning of the following phrasal verbs and use them appropriately in sentences.
+(a) walk in
+(b) walk out
+(c) take away
+(d) take up
+(e) take in
+(f) take out
+(g) give away
+(h) give in
+(i) give up
+(j) put in
+Words and ExprEssions 2 – Class x38
+(k) put away
+(l) put out
+B. The Passive
+Compare the two sentences given below: Ramesh painted the walls.
+The walls were painted by Ramesh.
+The first sentence is in active form and the second sentence is in passive form.
+When the person doing the action (Ramesh) is the subject, we use the verb in the active voice.
+When the subject is what the action is directed at (the walls), we use the verb in the passive voice.
+In the first sentence, we talked about Ramesh but in the second sentence we talked about what happened to the walls.
+In the passive sentence we use by+agent to add important information, that is by Ramesh.
+We can leave out by+agent if it does not provide any specific information.
+Example: All the students were given sweets yesterday.
+My room is cleaned everyday in the morning.
+A large number of films on wildlife conservation have been made.
+Use the words given below and frame sentences using the passive forms of the verbs.
+Examples:
+• Rice / cultivate / Gangetic valley and coastal region.
+(Simple Present) Rice is cultivated in Gangetic valley and coastal region.
+• The documents / sign / principal.
+(Present Perfect) The documents have been signed by the principal.
+(a) Taj Mahal / build / Shah Jahan.
+(Simple Past)
+(b) Malaria virus / transmit / female Anopheles mosquito.
+(Simple Present)
+(c) The case / solve / police and two persons arrest.
+(Present Perfect)
+(d) Many houses / and lives / destroy / the volcanic eruption in Mt.
+Etna.
+(Simple Past)
+(e) The ultraviolet rays / prevent / the ozone layer / entering the earth’s surface.
+(Simple Present)
+(f) The field / convert / playground.
+(Present Perfect)
+C. Unscramble the following sentences to make meaningful ones:
+(a) records / flying / many / who / American aviator / was an / Amelia Earhart / set
+(b) the first / across / woman / solo / to fly / the Atlantic Ocean / she / became
+(c) a flight / July 1937 / the globe / Earhart / disappeared / to circumnavigate / somewhere / over the / Pacific / in / during
+(d) was never / found / and / she was / officially declared / plane wreckage / lost / at sea / her
+(e) century / her / disappearance / remains / of the / one of the / greatest / unsolved mysteries / twentieth
+-of-world-war-ii-5886698) Words and ExprEssions 2 – Class x40",jewe203.pdf
+3,CBSE,Class10,English,"B. The Passive
+Compare the two sentences given below: Ramesh painted the walls.
+The walls were painted by Ramesh.
+The first sentence is in active form and the second sentence is in passive form.
+When the person doing the action (Ramesh) is the subject, we use the verb in the active voice.
+When the subject is what the action is directed at (the walls), we use the verb in the passive voice.
+In the first sentence, we talked about Ramesh but in the second sentence we talked about what happened to the walls.
+In the passive sentence we use by+agent to add important information, that is by Ramesh.
+We can leave out by+agent if it does not provide any specific information.
+Example: All the students were given sweets yesterday.
+My room is cleaned everyday in the morning.
+A large number of films on wildlife conservation have been made.Use the words given below and frame sentences using the passive forms of the verbs.
+Examples:
+• Rice / cultivate / Gangetic valley and coastal region.
+(Simple Present) Rice is cultivated in Gangetic valley and coastal region.
+• The documents / sign / principal.
+(Present Perfect) The documents have been signed by the principal.
+(a) Taj Mahal / build / Shah Jahan.
+(Simple Past)
+(b) Malaria virus / transmit / female Anopheles mosquito.
+(Simple Present)
+(c) The case / solve / police and two persons arrest.
+(Present Perfect)
+(d) Many houses / and lives / destroy / the volcanic eruption in Mt.
+Etna.
+(Simple Past)
+(e) The ultraviolet rays / prevent / the ozone layer / entering the earth’s surface.
+(Simple Present)
+(f) The field / convert / playground.
+(Present Perfect)Examples:
+• Rice / cultivate / Gangetic valley and coastal region.
+(Simple Present) Rice is cultivated in Gangetic valley and coastal region.
+• The documents / sign / principal.
+(Present Perfect) The documents have been signed by the principal.
+(a) Taj Mahal / build / Shah Jahan.
+(Simple Past)
+(b) Malaria virus / transmit / female Anopheles mosquito.
+(Simple Present)
+(c) The case / solve / police and two persons arrest.
+(Present Perfect)
+(d) Many houses / and lives / destroy / the volcanic eruption in Mt.
+Etna.
+(Simple Past)
+(e) The ultraviolet rays / prevent / the ozone layer / entering the earth’s surface.
+(Simple Present)
+(f) The field / convert / playground.
+(Present Perfect)C. Unscramble the following sentences to make meaningful ones:
+(a) records / flying / many / who / American aviator / was an / Amelia Earhart / set
+(b) the first / across / woman / solo / to fly / the Atlantic Ocean / she / became
+(c) a flight / July 1937 / the globe / Earhart / disappeared / to circumnavigate / somewhere / over the / Pacific / in / during
+(d) was never / found / and / she was / officially declared / plane wreckage / lost / at sea / her
+(e) century / her / disappearance / remains / of the / one of the / greatest / unsolved mysteries / twentieth
+-of-world-war-ii-5886698) Words and ExprEssions 2 – Class x40FUn Facts
+comma
+Comma can be used to set off a dependent clause at the beginning of a sentence.
+After working for an hour, he decided to rest for a while.
+1.
+2.
+3.
+4.
+5.
+(Source: https://io9.gizmodo.com/the-weirdest-unsolved-mysteriescomma
+Comma can be used to set off a dependent clause at the beginning of a sentence.
+After working for an hour, he decided to rest for a while.
+1.
+2.
+3.
+4.
+5.
+(Source: https://io9.gizmodo.com/the-weirdest-unsolved-mysteriesAfter working for an hour, he decided to rest for a while.
+1.
+2.
+3.
+4.
+5.
+(Source: https://io9.gizmodo.com/the-weirdest-unsolved-mysterieseditinG
+1. Use capital letters, commas, and full stops to edit this paragraph.
+In some parts of our country, there are frequent reports
+about Unidentified Flying Objects (UFOs) which people
+claimed to have seen flying in the sky and which are believed
+to be space ships carrying aliens from other planets some
+people have given evidences to support their observations
+they said that they have found mysterious objects in paddy
+fields.
+Some others, after seeing a film on space said that
+they had seen unusual objects flying in the sky.
+Public
+panicked there were arguments and discussions all over the
+country.
+Police were on red alert Many community centres
+were established people become more vigilant gradually the
+number of sightings reduced.",jewe203.pdf
+4,CBSE,Class10,English,"Riddle 1
+A farmer returns from the market, where he bought a goat, a cabbage and a wolf (what a crazy market).
+On the way home he must cross a river.
+His boat is small and won’t fit more than one of his purchases.
+He cannot leave the goat alone with the cabbage (because the goat would eat it), nor he can leave the goat alone with the wolf (because the goat would be eaten).FUn Facts
+How can the farmer get everything on the other side in this river crossing puzzle?
+Riddle 2
+comma
+Comma can be used before and after quotation marks.
+Three humans, one big monkey, and two small monkeys are to cross a river:
+(a) Only humans and the big monkey can row the boat.
+“He is happy,” the Principal said.
+(b) At all times, the number of humans on either side of the river must be greater or equal to the number of monkeys on that side (or else the humans will be killed by the monkeys!).
+The principal said, “He is happy.”
+(c) The boat only has room for two (monkeys or humans).
+(d) Monkeys can jump out of the boat when it’s on the river bank.
+How will they cross the river?
+Help them out.
+WritinG
+Article Writing
+1. ‘Rules are meant to be observed in spirit not only in letter’.
+Explain what you understand by this statement.
+Write an article in about 120 – 150 words on how the rules can be effectively implemented in the society and citizens can follow it in the true spirit.
+You may use any of the ideas given in the box.
+Follow the stages involved in the process approach to writing.
+(a) Use it in the context of gender (protection of women’s rights / dowry / female infanticide, etc.).
+(b) In the context of environment (cutting of trees / poaching / pollution).
+(c) Smoking in public / following traffic rules, etc.
+(add cartoons with fun facts, for example parking in front of no parking sign).
+(d) In the context of value and self discipline.
+Words and ExprEssions 2 – Class x42
+2. You have read and experienced how the little seagull learnt to fly and then the story of the mysterious black aeroplane.
+You have also read the story, ‘All about a dog’.
+How were these experiences?
+You may have also experienced some such situations in your life: learning to ride on a bicycle, watching a cat or any other animal trying to jump over the wall, your own bitter experience in a difficult situation, etc.
+Think of such an experience and write down the points and develop the ideas into an outline.
+Write your experiences like a short story.
+Story Writing
+Project
+Go around your neighbourhood and talk to people, particularly elders, and collect riddles and puzzles in their languages.
+• Ask them how and why such riddles could have emerged.
+• Collect at least 10 – 15 riddles and write them in an order with information.
+• Find out more about the riddle.
+• Present it to the class as a chart and oral presentation.
+Words and ExprEssions 2 – Class x44 01-Jul-2019 01:09:58 PMRiddle 2comma
+Comma can be used before and after quotation marks.
+Three humans, one big monkey, and two small monkeys are to cross a river:
+(a) Only humans and the big monkey can row the boat.
+“He is happy,” the Principal said.
+(b) At all times, the number of humans on either side of the river must be greater or equal to the number of monkeys on that side (or else the humans will be killed by the monkeys!).
+The principal said, “He is happy.”
+(c) The boat only has room for two (monkeys or humans).
+(d) Monkeys can jump out of the boat when it’s on the river bank.
+How will they cross the river?
+Help them out.WritinG
+Article Writing
+1. ‘Rules are meant to be observed in spirit not only in letter’.
+Explain what you understand by this statement.
+Write an article in about 120 – 150 words on how the rules can be effectively implemented in the society and citizens can follow it in the true spirit.
+You may use any of the ideas given in the box.
+Follow the stages involved in the process approach to writing.
+(a) Use it in the context of gender (protection of women’s rights / dowry / female infanticide, etc.).
+(b) In the context of environment (cutting of trees / poaching / pollution).
+(c) Smoking in public / following traffic rules, etc.
+(add cartoons with fun facts, for example parking in front of no parking sign).
+(d) In the context of value and self discipline.
+Words and ExprEssions 2 – Class x42
+2. You have read and experienced how the little seagull learnt to fly and then the story of the mysterious black aeroplane.
+You have also read the story, ‘All about a dog’.
+How were these experiences?
+You may have also experienced some such situations in your life: learning to ride on a bicycle, watching a cat or any other animal trying to jump over the wall, your own bitter experience in a difficult situation, etc.
+Think of such an experience and write down the points and develop the ideas into an outline.
+Write your experiences like a short story.
+Story Writing",jewe203.pdf

data/Class10-English-jewe204.pdf-47.csv

@@ -0,0 +1,306 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"From the Diary oF anne Frank
+Let’s Begin
+The World Wars fought in the past stand testimony to the fact that fighting wars brings severe human suffering.
+The sufferers, including women and children are left behind with trauma and indelible impressions on their minds.
+You have read in the Class X English textbook the account of one such war in the diary of Anne Frank who captured the miseries of war in her diary.
+Discuss how you may relate to Anne Frank’s feelings of alienation and isolation.
+Reading CompRehension text i
+The following excerpt is from the diary of Lena Mukhina, a teenage girl who had undergone the atrocities of Germans when they fortified the city of Leningrad.
+The siege of Leningrad is an important landmark in the history of Russia.
+The siege of Leningrad lasted from September 1941 to 1944.
+The city was cut off from the rest of Russia.
+The Germans continuously bombarded the city which resulted in death, destruction, and starvation of the people.
+However, the resolute Russians were warned in the beginning that the enemy was at the gate and it was a question of life and death.
+They fought bravely and failed the Germans in their evil designs.
+Look Up
+and Understand
+aftermath apathy Read the excerpt and answer the questions that follow.
+appalling inclement
+Foreword from The Diary of Lena Mukhina
+No one could possibly have known that the city would remain in the grip of siege for 872 days and nights.
+But Leningrad’s citizens had begun to feel the breath of war as early as September.
+Daily severely siege 04:19:28 PM air raids and artillery bombardment of residential neighbourhoods drove the city’s inhabitants into bomb shelters, several times a day, and for hours at a time.
+People’s initial curiosity in the aftermath of the first bomb attacks soon gave way to fear and then, in conditions of appalling hunger and cold, to apathy.
+Leningraders welcomed inclement weather for the reduced visibility it brought.
+They came to dread sunny days and moonlit nights, when the Germans would be sure to bomb their city.
+Cloud cover, however, offered no protection from artillery fire: in just over six months from the start of the siege there were only thirty-two days when shells did not explode on the city’s streets.
+Hunger soon set in.
+Between September and November 1941 the bread rations that had been announced in July were reduced five times, reaching their lowest point on 20 November — 125 ‘blockade grams’ for children, dependents and white-collar workers and 250g for manual workers, technicians and engineers.
+Rations of meat, butter, sugar and other food items were severely reduced.
+The summer months and the beginning of autumn, when it was still possible to buy food without ration cards in ordinary shops and canteens were no more than a distant memory.
+Lena Mukhina
+Q.1.
+Infer the meanings of the following expressions.
+The first has been done for you as an example.
+(a) to feel the breath of war: there were indications
+that war was going to start soon (b) appalling hunger and cold:
+(c) start of the siege:
+(d) blockade grams:
+Words and ExprEssions 2 – Class x46 04:19:29 PM
+Q.2.
+List the words from the passage which are related to the war, for example ‘bombardment’.
+Q.3.
+Answer the following questions:
+(a) Who were the captives as stated in the above passage?
+(b) Why did the people under siege welcome the bad weather conditions?
+(c) What were the fears in the mind of the people?
+(d) Have the people lost hope or reconciled to the existing situation?
+Q.4.
+Tick the correct answer ‘…when it was still possible to buy food without ration cards in ordinary shops and canteens were no more than a distant memory.’
+It means:
+(a) There was hope of getting ration soon.
+(b) Citizens under siege had to show their ration cards for buying food.
+(c) There were shops and canteen for buying food for the people under siege.
+(d) The possibility of buying the food without a ration card as in the past, was no more than a memory now.
+Reading CompRehension text ii
+There are many ways of recording the events, news, and personal experiences.
+Diary writing, logbook, daybook, journal, etc.
+are a few to name.
+The journal writing is about writing the everyday record of an event or writing about an event, activity or experience, etc.
+The following is an excerpt from the beginning of A Journal of the Plague Year by Daniel Defoe.
+A Journal of the Plague Year
+Look Up
+and
+Understand
+discourse inspection
+ | plague tokens | It was about the beginning of September, 1664, that I, among the rest of my neighbours, heard in ordinary discourse that the plague was returned again in Holland; for it had been very violent there, and particularly at Amsterdam and Rotterdam, in the year 1663, whither, they say, it was brought, some said from Italy, others from the Levant, among some goods which were brought home by their Turkey fleet; others said it was brought from Candia; others from Cyprus. It mattered not from whence it came; but all agreed it was come into Holland again.
+ | vent | We had no such thing as printed newspapers in those days to spread rumours and reports of things, and to improve them by the invention of men, as I have lived to see practiced since. But such things as these were gathered from the letters of merchants and others who corresponded abroad, and from them were handed about by word of mouth only; so that things did not spread instantly over the whole nation, as they do now.
+
+But it seems that the Government had a true account of it, and several councils were held about ways to prevent its coming over; but all was kept very private.
+Hence, it was that this rumour died off again, and people began to forget it as a thing we were very little concerned in, and that we hoped was not true; till the latter end of November or the beginning of December 1664 when two men, said to be Frenchmen, died of the plague in Long Acre, or rather at the upper end of Drury Lane.
+The family they were in endeavoured to conceal it as much as possible, but as it had gotten some vent in the discourse of the neighbourhood, the Secretaries of State got knowledge of it; and concerning themselves to inquire about it, in order to be certain of the truth, two physicians and a surgeon were ordered to go to the house Words and ExprEssions 2 – Class x48 and make inspection.
+This they did; and finding evident tokens of the sickness upon both the bodies that were dead, they gave their opinions publicly that they died of the plague.
+Whereupon, it was given in to the parish clerk, and he also returned them to the Hall; and it was printed in the weekly bill of mortality in the usual manner, thus — Plague 2.
+Parishes infected 1.
+Q.1.
+The above passage is written in the English that was prevalent in the eighteenth century.
+Find some words and phrases from the text which seem different as compared to the English language usage at present.
+List them and find an appropriate substitute for each.
+Look at the example given below: Example: whence — when
+Q.2.
+Answer the following questions:
+(a) What is being talked about in the first paragraph of Daniel Defoe’s journal?
+(b) How was news about important events circulated during those days?
+(c) Why did the rumour about the plague die off?
+(d) How was the news about the plague confirmed?
+Q.3.
+Tick the correct answer.
+‘… the weekly bill of mortality’ means:
+(a) The weekly payment of dues
+(b) The weekly news about the deaths
+(c) The statement about the hospital expenditure issued every week
+(d) The list which was issued weekly, of persons who died due to plague",jewe204.pdf
+1,CBSE,Class10,English,"Let’s Begin
+The World Wars fought in the past stand testimony to the fact that fighting wars brings severe human suffering.
+The sufferers, including women and children are left behind with trauma and indelible impressions on their minds.
+You have read in the Class X English textbook the account of one such war in the diary of Anne Frank who captured the miseries of war in her diary.
+Discuss how you may relate to Anne Frank’s feelings of alienation and isolation.Reading CompRehension text i
+The following excerpt is from the diary of Lena Mukhina, a teenage girl who had undergone the atrocities of Germans when they fortified the city of Leningrad.
+The siege of Leningrad is an important landmark in the history of Russia.
+The siege of Leningrad lasted from September 1941 to 1944.
+The city was cut off from the rest of Russia.
+The Germans continuously bombarded the city which resulted in death, destruction, and starvation of the people.
+However, the resolute Russians were warned in the beginning that the enemy was at the gate and it was a question of life and death.
+They fought bravely and failed the Germans in their evil designs.
+Look Up
+and Understand
+aftermath apathy Read the excerpt and answer the questions that follow.
+appalling inclement
+Foreword from The Diary of Lena Mukhina
+No one could possibly have known that the city would remain in the grip of siege for 872 days and nights.
+But Leningrad’s citizens had begun to feel the breath of war as early as September.
+Daily severely siege 04:19:28 PM air raids and artillery bombardment of residential neighbourhoods drove the city’s inhabitants into bomb shelters, several times a day, and for hours at a time.
+People’s initial curiosity in the aftermath of the first bomb attacks soon gave way to fear and then, in conditions of appalling hunger and cold, to apathy.
+Leningraders welcomed inclement weather for the reduced visibility it brought.
+They came to dread sunny days and moonlit nights, when the Germans would be sure to bomb their city.
+Cloud cover, however, offered no protection from artillery fire: in just over six months from the start of the siege there were only thirty-two days when shells did not explode on the city’s streets.
+Hunger soon set in.
+Between September and November 1941 the bread rations that had been announced in July were reduced five times, reaching their lowest point on 20 November — 125 ‘blockade grams’ for children, dependents and white-collar workers and 250g for manual workers, technicians and engineers.
+Rations of meat, butter, sugar and other food items were severely reduced.
+The summer months and the beginning of autumn, when it was still possible to buy food without ration cards in ordinary shops and canteens were no more than a distant memory.
+Lena Mukhina
+Q.1.
+Infer the meanings of the following expressions.
+The first has been done for you as an example.
+(a) to feel the breath of war: there were indications
+that war was going to start soon (b) appalling hunger and cold:
+(c) start of the siege:
+(d) blockade grams:
+Words and ExprEssions 2 – Class x46 04:19:29 PM
+Q.2.
+List the words from the passage which are related to the war, for example ‘bombardment’.
+Q.3.
+Answer the following questions:
+(a) Who were the captives as stated in the above passage?
+(b) Why did the people under siege welcome the bad weather conditions?
+(c) What were the fears in the mind of the people?
+(d) Have the people lost hope or reconciled to the existing situation?
+Q.4.
+Tick the correct answer ‘…when it was still possible to buy food without ration cards in ordinary shops and canteens were no more than a distant memory.’
+It means:
+(a) There was hope of getting ration soon.
+(b) Citizens under siege had to show their ration cards for buying food.
+(c) There were shops and canteen for buying food for the people under siege.
+(d) The possibility of buying the food without a ration card as in the past, was no more than a memory now.",jewe204.pdf
+2,CBSE,Class10,English,"Foreword from The Diary of Lena Mukhina
+No one could possibly have known that the city would remain in the grip of siege for 872 days and nights.
+But Leningrad’s citizens had begun to feel the breath of war as early as September.
+Daily severely siege 04:19:28 PM air raids and artillery bombardment of residential neighbourhoods drove the city’s inhabitants into bomb shelters, several times a day, and for hours at a time.
+People’s initial curiosity in the aftermath of the first bomb attacks soon gave way to fear and then, in conditions of appalling hunger and cold, to apathy.
+Leningraders welcomed inclement weather for the reduced visibility it brought.
+They came to dread sunny days and moonlit nights, when the Germans would be sure to bomb their city.
+Cloud cover, however, offered no protection from artillery fire: in just over six months from the start of the siege there were only thirty-two days when shells did not explode on the city’s streets.
+Hunger soon set in.
+Between September and November 1941 the bread rations that had been announced in July were reduced five times, reaching their lowest point on 20 November — 125 ‘blockade grams’ for children, dependents and white-collar workers and 250g for manual workers, technicians and engineers.
+Rations of meat, butter, sugar and other food items were severely reduced.
+The summer months and the beginning of autumn, when it was still possible to buy food without ration cards in ordinary shops and canteens were no more than a distant memory.
+Lena Mukhina
+Q.1.
+Infer the meanings of the following expressions.
+The first has been done for you as an example.
+(a) to feel the breath of war: there were indications
+that war was going to start soon (b) appalling hunger and cold:
+(c) start of the siege:
+(d) blockade grams:
+Words and ExprEssions 2 – Class x46 04:19:29 PM
+Q.2.
+List the words from the passage which are related to the war, for example ‘bombardment’.
+Q.3.
+Answer the following questions:
+(a) Who were the captives as stated in the above passage?
+(b) Why did the people under siege welcome the bad weather conditions?
+(c) What were the fears in the mind of the people?
+(d) Have the people lost hope or reconciled to the existing situation?
+Q.4.
+Tick the correct answer ‘…when it was still possible to buy food without ration cards in ordinary shops and canteens were no more than a distant memory.’
+It means:
+(a) There was hope of getting ration soon.
+(b) Citizens under siege had to show their ration cards for buying food.
+(c) There were shops and canteen for buying food for the people under siege.
+(d) The possibility of buying the food without a ration card as in the past, was no more than a memory now.",jewe204.pdf
+3,CBSE,Class10,English,"Look Up
+andUnderstand
+discourse inspection
+ | plague tokens | It was about the beginning of September, 1664, that I, among the rest of my neighbours, heard in ordinary discourse that the plague was returned again in Holland; for it had been very violent there, and particularly at Amsterdam and Rotterdam, in the year 1663, whither, they say, it was brought, some said from Italy, others from the Levant, among some goods which were brought home by their Turkey fleet; others said it was brought from Candia; others from Cyprus. It mattered not from whence it came; but all agreed it was come into Holland again.
+ | vent | We had no such thing as printed newspapers in those days to spread rumours and reports of things, and to improve them by the invention of men, as I have lived to see practiced since. But such things as these were gathered from the letters of merchants and others who corresponded abroad, and from them were handed about by word of mouth only; so that things did not spread instantly over the whole nation, as they do now.
+
+But it seems that the Government had a true account of it, and several councils were held about ways to prevent its coming over; but all was kept very private.
+Hence, it was that this rumour died off again, and people began to forget it as a thing we were very little concerned in, and that we hoped was not true; till the latter end of November or the beginning of December 1664 when two men, said to be Frenchmen, died of the plague in Long Acre, or rather at the upper end of Drury Lane.
+The family they were in endeavoured to conceal it as much as possible, but as it had gotten some vent in the discourse of the neighbourhood, the Secretaries of State got knowledge of it; and concerning themselves to inquire about it, in order to be certain of the truth, two physicians and a surgeon were ordered to go to the house Words and ExprEssions 2 – Class x48 and make inspection.
+This they did; and finding evident tokens of the sickness upon both the bodies that were dead, they gave their opinions publicly that they died of the plague.
+Whereupon, it was given in to the parish clerk, and he also returned them to the Hall; and it was printed in the weekly bill of mortality in the usual manner, thus — Plague 2.
+Parishes infected 1.
+Q.1.
+The above passage is written in the English that was prevalent in the eighteenth century.
+Find some words and phrases from the text which seem different as compared to the English language usage at present.
+List them and find an appropriate substitute for each.
+Look at the example given below: Example: whence — when
+Q.2.
+Answer the following questions:
+(a) What is being talked about in the first paragraph of Daniel Defoe’s journal?
+(b) How was news about important events circulated during those days?
+(c) Why did the rumour about the plague die off?
+(d) How was the news about the plague confirmed?
+Q.3.
+Tick the correct answer.
+‘… the weekly bill of mortality’ means:
+(a) The weekly payment of dues
+(b) The weekly news about the deaths
+(c) The statement about the hospital expenditure issued every week
+(d) The list which was issued weekly, of persons who died due to plagueFUn Facts
+IdIom
+A baker’s dozen:
+thirteen Egg on one’s face: be embarrassed, feel foolish
+VocabULary
+1. Choose a word or expression that completes each of the
+following sentences.
+One has been done for you.
+(a) I can’t tell you the plan because I don’t know about it.
+(him her it them)
+(b) One should learn to defend against bullies.
+(herself itself himself oneself)
+(c) The girls were helping you were probably Rahul’s friends.
+(which who that they) (d) These dresses belong to you.
+I am sure they are (yours your yours’ theirs) (e) The fire caused serious to the group of houses.
+(damage damages injuries injury)
+Words and ExprEssions 2 – Class x50 04:19:31 PM
+(f) The board was plans for the tournament.
+(concerned to concern about concerned at concerned with)IdIom
+A baker’s dozen:
+thirteen Egg on one’s face: be embarrassed, feel foolishA baker’s dozen:
+thirteen Egg on one’s face: be embarrassed, feel foolishVocabULary
+1. Choose a word or expression that completes each of the
+following sentences.
+One has been done for you.
+(a) I can’t tell you the plan because I don’t know about it.
+(him her it them)
+(b) One should learn to defend against bullies.
+(herself itself himself oneself)
+(c) The girls were helping you were probably Rahul’s friends.
+(which who that they) (d) These dresses belong to you.
+I am sure they are (yours your yours’ theirs) (e) The fire caused serious to the group of houses.
+(damage damages injuries injury)
+Words and ExprEssions 2 – Class x50 04:19:31 PM
+(f) The board was plans for the tournament.
+(concerned to concern about concerned at concerned with)",jewe204.pdf
+4,CBSE,Class10,English,"(f) Here is your bag
+your bag.
+04:19:31 PM
+(g) I would guide him. guide him.(h) They are not rich
+They rich.
+3. Fill in the blanks with the phrasal verbs given below.
+Change the tense of the verbs wherever required.
+(breakdown, find out, look for, go out, check out) Suhasini wanted to with her mother to the book shop.
+Her mother came back home very late.
+She said that her car on the way back.
+She had to a mechanic.
+She several apps for roadside assistance but then that her internet was not working.Editing
+1. Read this quote from Max Müller.
+There are errors in the text.
+Find out the errors and write the correct word in the space provided “If I was asked under what sky the human mind has most fully developed some for its choicest gifts,
+has most deeply pondered on the greatest problems of life, and has find solutions of some of them which well deserve the attention even of them who have studied Plato and Kant, I should pointed to India.Fun Facts
+And if I were to ask me from what literature we who has been nurtured almost exclusively on the thoughts of Greeks and Romans, and of the Semitic race, the Jewish, may draw the corrective which is most want
+Tongue TwisTers
+I saw Susie sitting in a shoeshine shop in order to make our inner life more perfect, more comprehensive, more universal, in fact most truly human a life again I should point to India.”
+Max Müller
+(Source: https://www.goodreads.com/quotes/1039434-if-iwere-asked-under-what-sky-the-human-mind) Words and ExprEssions 2 – Class x52 01-Jul-2019 01:47:52 PMTongue TwisTers
+I saw Susie sitting in a shoeshine shop in order to make our inner life more perfect, more comprehensive, more universal, in fact most truly human a life again I should point to India.”
+Max Müller
+(Source: https://www.goodreads.com/quotes/1039434-if-iwere-asked-under-what-sky-the-human-mind) Words and ExprEssions 2 – Class x52 01-Jul-2019 01:47:52 PMMax Müller
+(Source: https://www.goodreads.com/quotes/1039434-if-iwere-asked-under-what-sky-the-human-mind) Words and ExprEssions 2 – Class x52 01-Jul-2019 01:47:52 PMListeninG
+1. Listen to the following YouTube link on ‘The Siege of Leningrad’ and make notes in the first box.
+Then write a narrative account of it in the second box.
+(Source: 8th September 1941: Start of ‘The Siege of Leningrad’ https://www.youtube.com/watch?v=5n2ym0LHyRU)
+speaking
+1. The following poem is taken from The Diary of Lena Mukhina.
+(a) Ask your teacher to recite the poem.
+Listen to the poem attentively and identify the qualities mentioned.
+(b) Discuss these qualities with your partner.
+(c) Think of a person who has some of these qualities and talk about them to your partner.
+You can highlight the incidents and actions of the person that reflect these qualities.
+Fun Facts
+Lena Mukhina’s Diary 22 May 1941–25 May 1942
+Comma
+‘Remember My Sad Story: Lena Mukhina’s Siege Diary’
+Comma can be used in the opening and closing of a letter.
+Consider any day on which you do not discover anything new or learn anything useful a lost day!
+Dear Rashmi, I would like to thank you.
+Love, Rekha
+Anyone can become strong, smart and steadfast.
+There is only one essential requirement – will power!
+Will power can conquer anything.
+A strong-willed person is persistent and determined.
+People are not born brave, strong and smart.
+These qualities must be acquired through perseverance and with determination, like the ability to read and write.
+Writing
+1. You have read in the passage ‘A Journal of the Plague Year’ by Daniel Defoe about how the news of plague was reported in those times.
+What are the means of reporting today?
+Words and ExprEssions 2 – Class x54 28-Jun-2019 09:43:30 AM
+2. Write a report on any one of the following — conservation of environment, plantation of trees, waste disposal, water harvesting, and the cleanliness drive under Swachh Bharat Abhiyan carried out in your locality.speaking
+1. The following poem is taken from The Diary of Lena Mukhina.
+(a) Ask your teacher to recite the poem.
+Listen to the poem attentively and identify the qualities mentioned.
+(b) Discuss these qualities with your partner.
+(c) Think of a person who has some of these qualities and talk about them to your partner.
+You can highlight the incidents and actions of the person that reflect these qualities.",jewe204.pdf

data/Class10-English-jewe205.pdf-48.csv

@@ -0,0 +1,667 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"5 Glimpses of india
+Let’s Begin
+In the ‘Glimpses of India’ (First Flight, Class X textbook, NCERT) you have read about interesting people and places.
+India is a place of diversity in terms of culture, language, food, traditions, etc.
+There are many stories unknown to us about the way of life of people.
+Work in groups of four and find out about the following in any five Indian states.
+• Their regional cuisine
+• Dance form and music
+• Art form
+• Any other information
+Mark these five places on a map and represent the information highlighting the interesting facts.
+Reading CompRehension text i
+The following is an excerpt about the Parsi community in India and their food.
+Read the passage and answer the questions.
+“Aavoji, aavo, aavo!
+Welcome to Delhi!
+Let me show you my beautiful city.”
+The booming voice of Nowrosji Kapadia could be heard across the length and breadth of the platform.
+It was Nowrosji’s favourite pastime: a walk to the Old Delhi railway station to greet the Frontier Mail as it chugged into Delhi from Mumbai to Peshawar.
+With this refrain, an eager Nowrosji would cajole Parsi visitors off the train and take them home for a meal and often persuade some to stay overnight or for a few days.
+He cajole dainty extensive overruled vouch would use this opportunity to tell them about the advantages of shifting to Delhi.
+Though his wife Jer Bai would occasionally object to unknown visitors, she was always overruled.
+This was the beginning of the community of Parsis in Delhi Writing about Parsis in the Delhi of old is not easy.
+There are memories of my grandparents and parents — a collective memory of generations past and people long gone, yet here in spirit During festive gatherings, the women went to town with the food; outside catering was unheard of.
+The poorer members of the community never knew who had paid for what.
+This tradition continued in the northern cities of Lucknow, Kanpur, and Allahabad well into the ‘70s.
+Sadly, that kind of life has almost gone forever.
+Look Up
+and
+Understand
+Food preparations began two days in advance.
+Dar ni pori (rich pastry stuffed with sweetened lentils) and malido (halwa) were carried in big vatus (pots) and served with puris.
+Anyone who has made malido can vouch for the fact that you need strong biceps;
+it is an exhausting exercise.
+The first time I made it under my grandmother’s supervision was also the last.
+I could hardly move my arms for the next two days!
+Since then, I gained a healthy respect for my dainty grandmother.
+The menu was extensive.
+Breakfast would start with either sev—brown vermicelli cooked in milk and served with fresh cream—or ravo, semolina pudding, Mithu dahi or sweetened curd made with full cream milk was an absolute must.
+This was followed by bafellaeeda, hard-boiled eggs, and kheemo kaleji, mutton mince with liver.
+For lunch, there was almost always smori dal chawal and macchi no patio — white boiled rice with yellow dal offset by a tart and tangy fish curry.
+Teatime was special at our home.
+My grandmother made it a point to dress for tea; I was made to do the same.
+Once we were ready, out came the treats: Parsi biscuits — batasa, nankhatai and flaky khari; patrel, rolled, steamed arbi leaves stuffed with besan masala; kumas, rich Parsi cake; and my favourite, bhakra, sweet deep fried doughnuts.
+That tradition has stayed with me.
+I certainly don’t dress up, but I still need a snack with at least three cups of tea!
+(Source: ‘Down Memory Lane with the Parsis of New Delhi’ by Shernaz Italia, The Wire) Words and ExprEssions 2 – Class x58
+Q.1. Infer the meaning of the following expressions (a) Nowrosji would cajole Parsi visitors off the train. (b) Jer Bai would occasionally object to unknown visitors, she was always overruled. (c) outside catering was unheard of. (d) I gained a healthy respect for my dainty grandmother. Q.2. Answer the following questions. (a) “Aavoji, aavo, aavo! Welcome to Delhi! Let me show you my beautiful city.” Who said this and why?
+(b) Why were Jer Bai’s arguments always overruled?
+(c) Why do you think outside catering was unheard of?
+(d) According to the writer what “kind of life has almost gone forever”?
+(e) What has made the writer more respectful to her grandmother?
+(f) What was special about the tea time in the writer’s home?
+Q.3.
+Tick the correct answer.
+What is “an exhausting exercise”?
+Preparing for the festival.
+()
+(b) Travelling from Mumbai to Peshawar
+()
+(c) Writing about Parsis in old Delhi.
+()
+(d) Cooking malido, the Parsi style halwa.
+()
+Patara ni Machhi Dhansak Lagan Nu Custard
+Dar ni poriParsi Malido
+Ravo
+Words and ExprEssions 2 – Class x60
+Q.4. Make a list of Parsi delicacies as mentioned in the passage. A few are given above. You can add more to the list. Find the words for Mithu dahi in your language. text ii You have read about Coorg, its rainforests, and coffee and tea from Assam in ‘Glimpses of India’ (First Flight, Class X textbook, NCERT). The following extract is about the cultivation of coffee in Araku valley in Andhra Pradesh. The story of Araku Valley traverses an unusual trajectory through Adivasi empowerment, hot-air balloons and some of the best coffee in the world. Look Up Read the passage given below and answer the questions. and Understand Located at about 1,200m above sea level, the valley, tucked away in the north-eastern corner of Andhra Pradesh, shares a border with Odisha. For guests and participants at the Araku Balloon Festival (ABF), held between 18-20 January every year, this is sightseeing like nothing else. bio-dynamic
+entrepreneurs (Source: ‘What’s Brewing in Araku Valley?’
+by Diya Kohli, livemint, 23 February, 2019)
+ |  | intrinsically
+ | The drive to far-flung coffee estates takes us through the five northern mandals of Anantha giri, Dumbriguda, Hukumpeta, Munchingi Puttu and Araku valley. The name Araku for the coffee was chosen simply because it sounded poetic. The view from the ground level is as impressive as the one from above — the landscape changes from densely forested hills to sweeping valleys and terrace farms surrounding occasional village clusters. The journey of Araku Coffee from a livelihood initiative by the Naandi Foundation to a globally appreciated product has been in the making for over a decade. It is also intrinsically tied to the history of how coffee arrived in this valley. It was a British civil servant, N.S. Brodie, who introduced coffee to these hill tracts in 1898. | mandals terroirs (ter’wa:) trajectory traverses tucked
+
+Infer the meaning of the following:
+(a) traverses an unusual trajectory
+(b) The drive to far-flung coffee estates
+(c) densely forested hills
+(d) village clusters
+Q.2.
+Find words from the text which mean the following: (a) in a place that is hidden (paragraph one)
+(b) distant or remote (paragraph two)
+(c) to improve the quality or flavour of something (paragraph four)
+(d) a smell specially a pleasant one (paragraph four) Today, Araku coffee is a brand that works with 517 villages and
+10,986 farmers, all of whom are estate owners and entrepreneurs with a stake in the business.
+The reason the coffee is of such high quality is that it follows the best practices of bio-dynamic farming by creating an interconnected and symbiotic ecosystem.
+The soil is enriched through composting and a variety of shade trees are planted, including cash-yielding fruit trees like mango and jackfruit.
+Terroirs are assessed and careful standard operating procedures are put in place from “sapling to savouring”, which ensures healthier plants and sweeter cherries and eventually a far superior coffee aroma and flavour.
+Words and ExprEssions 2 – Class x62
+Q.3. Answer the following questions. (a) What is unique about the Araku valley as stated in paragraph one? (b) Where is Araku valley? (c) Underline and write below the sentences, words, and expressions which indicate that Araku coffee has moved ahead of being the only means of livelihood. (d) State a historical fact about the coffee in the valley? (e) There are specific terms being used in the passage for the cultivation of coffee for example, terrace farms, biodynamic farming, etc. Find more such terms and their meanings. Q.4. The expression “sapling to savouring” in paragraph four means: (Tick the right answer)
+(a) Coffee plants are taken care of from the stage of plantation till its beans are ready for an enjoyable cup of coffee.
+()
+(b) Coffee saplings are very delicate hence a lot of care is being taken of them.
+()
+(c) The growth of coffee plants is dependent on shady trees.
+()
+(d) Coffee plant can give a cup of enjoyable coffee.
+()
+VocabULary
+FUn Facts
+1. Match the sounds in Column A with the appropriate words from Column B.
+IdIom
+Butter someone up — to impress someone with flattery
+Example: rustling of leaves The meanings of some words are given below which will help you to find out the words.
+A B
+(a) shuffling of chains
+(b) striking of leaves
+(c) puffing of feet
+(d) clanking of a match
+(e) sighing of the door
+(f) rustling of the wind
+(g) banging of an engine
+(h) gurgling of hyenas
+(i) howling of water
+Grammar
+1. You have read about -ing and -ed adjectives in the textbook, the First Flight, page number 97. Read it agan to understand how these adjectives are used.
+These are also the present participles (-ing forms) and past participles (-ed forms) of verbs and are used as adjectives.
+Read the following sentences to know this.
+• Rita gave me a welcoming cup of coffee
+• Her performance in the test was pleasing.
+• She appeared delighted with the gift.
+• The bored students became restless.
+Words and ExprEssions 2 – Class x64
+Now fill in the blanks of the sentences with past participle from one of the following words.
+(infect, take, quote, use, watch, frighten, propose)
+(a) People demonstrated against the changes
+(b) The loud cheer went up from the students
+(c) After the editor read the article, she checked all the examples
+(d) Rub the antiseptic cream in the area.
+(e) My wallet was among the things
+(f) Cyclone Fani was a experience.
+2. Rewrite in the past tense the following excerpt from the ‘Glimpses of India’ (First Flight, Class X textbook) and check your answers with a partner.
+Birds, bees, and butterflies are there to give you company.
+Macaques, Malabar squirrels, langurs, and slender loris keep a watchful eye from the tree canopy.
+I do, however, prefer to step aside for wild elephants.
+The climb to the Brahmagiri hills brings you into a panoramic view of the entire misty landscape of Coorg.
+A walk across the rope bridge leads to the sixty-four acre island of Nisargadhama.
+Running into Buddhist monks from India’s largest Tibetan settlement, at nearby Bylakuppe, is a bonus.
+The monks, in red, ochre, and yellow robes are amongst the many surprises that wait to be discovered by visitors searching for the heart and soul of India, right here in Coorg.
+editinG
+1. Some words have been wrongly spelt in the paragraph given below.
+Correct the words and read the paragraph aloud.
+The Valley of Flowers
+The journey to the Valley of Flowers begins about 16 km away
+from Joshimath, at Govindghat (1,770 m) on the Rishikesh-
+Badrinath heightway.
+The Valley of Flowers is covered with a
+rich varity of magnifiscent plants.
+Over the past few years, thousand of visitors have ‘discovered’
+this idyll amidst the mountain.
+However, they live like marks
+only by way of empty cans, waste-paper and cigarete butts.
+Trakking in the area has resulted in the trampling of these
+delikate plants by humans and ponies.
+As a result, the
+government of India was compeled to ban all mountainering, trekking, expeditions and livestock grasing in the area, with
+effect from February 20, 1983.
+This is to privent further
+damage to one of our nation’s unique repositories of natural
+beauty.
+Words and ExprEssions 2 – Class x66
+ListeninG
+Ask your classmate or teacher to read aloud the following passage from the text ‘Glimpses of India’ (First Flight, Class X textbook).
+Listen carefully, and note down the keywords, main ideas and interesting expressions in your notebook while listening.
+During our childhood in Goa, the baker used to be our friend, companion and guide.
+He used to come at least twice a day.
+Once, when he set out in the morning on his selling round, and then again, when he returned after emptying his huge basket.
+The jingling thud of his bamboo woke us up from sleep and we ran to meet and greet him. Why was it so?
+Was it for the love of the loaf?
+Not at all.
+The loaves were bought by some Paskine or Bastine, the maid-servant of the house!
+What we longed for were those bread-bangles which we chose carefully.
+Sometimes it was sweet bread of a special kind.
+Averse — strong feelings against The baker made his musical entry on the scene with the ‘jhang, jhang — sound of his specially made bamboo staff.
+One hand supported the basket on his head and the other banged the bamboo on the ground.
+He would greet the lady of the house with a “Good morning” and then place his basket on the vertical bamboo.
+We kids would be pushed aside with a mild rebuke and the loaves would be delivered to the servant.
+But we would not give up.
+We would climb a bench or the parapet and peep into the basket, somehow.
+I can still recall the typical fragrance of those loaves; loaves for the elders and the bangles for the children.
+Then we did not even care to brush our teeth or wash our mouths properly.
+And why should we?
+Who would take the trouble of plucking the mango leaf for the toothbrush?
+And why was it necessary at all?
+The tiger never brushed his teeth.
+Hot tea could wash and clean up everything so nicely, after all!
+Now summarise the paragraph using your notes.
+FUn
+Facts
+Adverse — difficult
+speakinG
+FUn Facts
+1. Excursions give opportunities to explore nature, places of historical interest, etc.
+Tourists are interested in meeting people, understanding their culture, and enjoying the variety in food.
+The Indian Railways have recently introduced glass Vistadome coach in train to provide a delightful travelling experience to the picturesque valley of Araku in Vishakhapatnam.
+Advice — noun Advise — verb
+In groups of four, discuss and plan a budget trip to Araku valley.
+You may keep the following in mind while planning.
+Add more points to the following as per your requirement.
+• Find out the location (look up the map) and accessibility to the places to be visited.
+• Calculate the cost of the stay.
+• Search for an economic and safe accommodation, perhaps a home stay.
+• Find out the modes of transport and booking.
+Now, prepare an itinerary of your excursion to Araku valley and share with the class.
+2. Try repeating some of these tongue twisters:
+(a) Pre shrunk shirts
+(b) Six slim slick slender saplings
+(c) The sixth sheikh’s sixth sheep’s sick
+(d) Tie twine to three twigs
+(e) Double bubble gum bubbles double
+Words and ExprEssions 2 – Class x68
+WritinG
+1. Infer the meaning of the following expressions in the passage on Parsi community.
+“Aavoji, aavo, aavo!
+Welcome to Delhi.”
+• length and breadth
+• chugged into
+• vouch for
+• long gone
+• out came the treats
+Now, write an account of a travel by train using these expressions.
+Describe the journey by giving details of distance, booking of tickets, facilities available, and suggestions for improvement.
+You can add pictures of places, people, etc.
+2. Write an advertisement for your favourite tea or coffee.
+3. You have read about breads and bakers in Goa.
+(First Flight, Class X).
+Traditional breads are famous in Kashmir as well.
+It is said that a Kashmiri’s day starts with a cup of piping hot nun chai (salty pink tea) and a crisp, freshly baked bread from the Kandur (the traditional baker).
+In Kashmir, the Kandur shop isn’t just a place where one goes to buy the morning and evening breads, it is a social hub.
+It is a place where you get to hear and participate in discussions that range from gossip to political discourses.
+The Kandur shop or Kandur waan as it is called in Kashmiri has variety of breads for different occasions that are baked in the Kandur’s oven.
+FUn Facts
+Read about some of the Kashmiri breads: Tsot-Girda : is a medium sized round everyday bread that is a must on every breakfast table in Kashmir.
+Refuse as veRb and noun
+Lavasa : is a puffy level bread made from maida.
+Tsochwor or Tilvor : is a bagel shaped, slightly hard bread with a sprinkling of sesame seeds on top.
+The baker prepares ‘tsochwor’ at noon time to be enjoyed with the afternoon tea.
+The dump was so full that the workers had to refuse more refuse.
+Kulcha : These are crispy palm-sized breads sprinkled with poppy seeds.
+These are — mith (sweet) and namkeen (savoury).
+The bread is taken with some traditional Dodh Kehva (milk Kehva).
+Sheermal : is another type of bread from Kashmir.
+It is mildly sweet.
+Roath : The sweet bread with a cake like texture is baked in traditional tandoor and is topped with dry fruits.
+However, this one bread is made for grand occasions like weddings, child birth or engagements and served with Kehva.
+Words and ExprEssions 2 – Class x70
+• Now, collect information about breads, parathas, rotis in different parts of the country.
+• You can talk to peers, teachers, parents, grandparents, community members and make use of internet.
+• Make an interesting collage using pictures and write a few sentences about each bread based on the information you have gathered.
+project
+1. The Frontier mail, the train mentioned in the passage on the Parsi community was the prestigious and luxurious train which was flagged off in 1928 from Bombay to Peshawar.
+It was the fastest train known for its punctuality.
+It covered the distance of 2,335 kms in record time of seventy two hours.
+(Source: From the collection of pictures by Shri Mukul Jain, Western Railways,
+The train used to depart from Ballard Pier Mall Station at Bombay harbour for passengers arriving from England by ship and for the collection of mail brought in from steamers from Europe.
+It was fashionable to travel by Frontier Mail in those days!
+• Our railways have undergone magical transformation since independence from electrification to high speed etc.
+Find more about Indian Railways and prepare a write up.
+You can add experiences of rail travel of the people.
+• Collect the pictures and information about vintage, royal and luxury trains in India.
+Words and ExprEssions 2 – Class x72 Indian Railway’s website)",jewe205.pdf
+1,CBSE,Class10,English,"Reading CompRehension text i
+The following is an excerpt about the Parsi community in India and their food.
+Read the passage and answer the questions.
+“Aavoji, aavo, aavo!
+Welcome to Delhi!
+Let me show you my beautiful city.”
+The booming voice of Nowrosji Kapadia could be heard across the length and breadth of the platform.
+It was Nowrosji’s favourite pastime: a walk to the Old Delhi railway station to greet the Frontier Mail as it chugged into Delhi from Mumbai to Peshawar.
+With this refrain, an eager Nowrosji would cajole Parsi visitors off the train and take them home for a meal and often persuade some to stay overnight or for a few days.
+He cajole dainty extensive overruled vouch would use this opportunity to tell them about the advantages of shifting to Delhi.
+Though his wife Jer Bai would occasionally object to unknown visitors, she was always overruled.
+This was the beginning of the community of Parsis in Delhi Writing about Parsis in the Delhi of old is not easy.
+There are memories of my grandparents and parents — a collective memory of generations past and people long gone, yet here in spirit During festive gatherings, the women went to town with the food; outside catering was unheard of.
+The poorer members of the community never knew who had paid for what.
+This tradition continued in the northern cities of Lucknow, Kanpur, and Allahabad well into the ‘70s.
+Sadly, that kind of life has almost gone forever.
+Look Up
+and
+Understand
+Food preparations began two days in advance.
+Dar ni pori (rich pastry stuffed with sweetened lentils) and malido (halwa) were carried in big vatus (pots) and served with puris.
+Anyone who has made malido can vouch for the fact that you need strong biceps;
+it is an exhausting exercise.
+The first time I made it under my grandmother’s supervision was also the last.
+I could hardly move my arms for the next two days!
+Since then, I gained a healthy respect for my dainty grandmother.
+The menu was extensive.
+Breakfast would start with either sev—brown vermicelli cooked in milk and served with fresh cream—or ravo, semolina pudding, Mithu dahi or sweetened curd made with full cream milk was an absolute must.
+This was followed by bafellaeeda, hard-boiled eggs, and kheemo kaleji, mutton mince with liver.
+For lunch, there was almost always smori dal chawal and macchi no patio — white boiled rice with yellow dal offset by a tart and tangy fish curry.
+Teatime was special at our home.
+My grandmother made it a point to dress for tea; I was made to do the same.
+Once we were ready, out came the treats: Parsi biscuits — batasa, nankhatai and flaky khari; patrel, rolled, steamed arbi leaves stuffed with besan masala; kumas, rich Parsi cake; and my favourite, bhakra, sweet deep fried doughnuts.
+That tradition has stayed with me.
+I certainly don’t dress up, but I still need a snack with at least three cups of tea!
+(Source: ‘Down Memory Lane with the Parsis of New Delhi’ by Shernaz Italia, The Wire) Words and ExprEssions 2 – Class x58
+Q.1. Infer the meaning of the following expressions (a) Nowrosji would cajole Parsi visitors off the train. (b) Jer Bai would occasionally object to unknown visitors, she was always overruled. (c) outside catering was unheard of. (d) I gained a healthy respect for my dainty grandmother. Q.2. Answer the following questions. (a) “Aavoji, aavo, aavo! Welcome to Delhi! Let me show you my beautiful city.” Who said this and why?
+(b) Why were Jer Bai’s arguments always overruled?
+(c) Why do you think outside catering was unheard of?
+(d) According to the writer what “kind of life has almost gone forever”?
+(e) What has made the writer more respectful to her grandmother?
+(f) What was special about the tea time in the writer’s home?
+Q.3.
+Tick the correct answer.
+What is “an exhausting exercise”?
+Preparing for the festival.
+()
+(b) Travelling from Mumbai to Peshawar
+()
+(c) Writing about Parsis in old Delhi.
+()
+(d) Cooking malido, the Parsi style halwa.
+()
+Patara ni Machhi Dhansak Lagan Nu Custard
+Dar ni poriParsi Malido
+Ravo
+Words and ExprEssions 2 – Class x60
+Q.4. Make a list of Parsi delicacies as mentioned in the passage. A few are given above. You can add more to the list. Find the words for Mithu dahi in your language. text ii You have read about Coorg, its rainforests, and coffee and tea from Assam in ‘Glimpses of India’ (First Flight, Class X textbook, NCERT). The following extract is about the cultivation of coffee in Araku valley in Andhra Pradesh. The story of Araku Valley traverses an unusual trajectory through Adivasi empowerment, hot-air balloons and some of the best coffee in the world. Look Up Read the passage given below and answer the questions. and Understand Located at about 1,200m above sea level, the valley, tucked away in the north-eastern corner of Andhra Pradesh, shares a border with Odisha. For guests and participants at the Araku Balloon Festival (ABF), held between 18-20 January every year, this is sightseeing like nothing else. bio-dynamic
+entrepreneurs (Source: ‘What’s Brewing in Araku Valley?’
+by Diya Kohli, livemint, 23 February, 2019)
+ |  | intrinsically
+ | The drive to far-flung coffee estates takes us through the five northern mandals of Anantha giri, Dumbriguda, Hukumpeta, Munchingi Puttu and Araku valley. The name Araku for the coffee was chosen simply because it sounded poetic. The view from the ground level is as impressive as the one from above — the landscape changes from densely forested hills to sweeping valleys and terrace farms surrounding occasional village clusters. The journey of Araku Coffee from a livelihood initiative by the Naandi Foundation to a globally appreciated product has been in the making for over a decade. It is also intrinsically tied to the history of how coffee arrived in this valley. It was a British civil servant, N.S. Brodie, who introduced coffee to these hill tracts in 1898. | mandals terroirs (ter’wa:) trajectory traverses tucked
+
+Infer the meaning of the following:
+(a) traverses an unusual trajectory
+(b) The drive to far-flung coffee estates
+(c) densely forested hills
+(d) village clusters
+Q.2.
+Find words from the text which mean the following: (a) in a place that is hidden (paragraph one)
+(b) distant or remote (paragraph two)
+(c) to improve the quality or flavour of something (paragraph four)
+(d) a smell specially a pleasant one (paragraph four) Today, Araku coffee is a brand that works with 517 villages and
+10,986 farmers, all of whom are estate owners and entrepreneurs with a stake in the business.
+The reason the coffee is of such high quality is that it follows the best practices of bio-dynamic farming by creating an interconnected and symbiotic ecosystem.
+The soil is enriched through composting and a variety of shade trees are planted, including cash-yielding fruit trees like mango and jackfruit.
+Terroirs are assessed and careful standard operating procedures are put in place from “sapling to savouring”, which ensures healthier plants and sweeter cherries and eventually a far superior coffee aroma and flavour.
+Words and ExprEssions 2 – Class x62
+Q.3. Answer the following questions. (a) What is unique about the Araku valley as stated in paragraph one? (b) Where is Araku valley? (c) Underline and write below the sentences, words, and expressions which indicate that Araku coffee has moved ahead of being the only means of livelihood. (d) State a historical fact about the coffee in the valley? (e) There are specific terms being used in the passage for the cultivation of coffee for example, terrace farms, biodynamic farming, etc. Find more such terms and their meanings. Q.4. The expression “sapling to savouring” in paragraph four means: (Tick the right answer)
+(a) Coffee plants are taken care of from the stage of plantation till its beans are ready for an enjoyable cup of coffee.
+()
+(b) Coffee saplings are very delicate hence a lot of care is being taken of them.
+()
+(c) The growth of coffee plants is dependent on shady trees.
+()
+(d) Coffee plant can give a cup of enjoyable coffee.
+()",jewe205.pdf
+2,CBSE,Class10,English,"Understand
+Food preparations began two days in advance.
+Dar ni pori (rich pastry stuffed with sweetened lentils) and malido (halwa) were carried in big vatus (pots) and served with puris.
+Anyone who has made malido can vouch for the fact that you need strong biceps;
+it is an exhausting exercise.
+The first time I made it under my grandmother’s supervision was also the last.
+I could hardly move my arms for the next two days!
+Since then, I gained a healthy respect for my dainty grandmother.
+The menu was extensive.
+Breakfast would start with either sev—brown vermicelli cooked in milk and served with fresh cream—or ravo, semolina pudding, Mithu dahi or sweetened curd made with full cream milk was an absolute must.
+This was followed by bafellaeeda, hard-boiled eggs, and kheemo kaleji, mutton mince with liver.
+For lunch, there was almost always smori dal chawal and macchi no patio — white boiled rice with yellow dal offset by a tart and tangy fish curry.
+Teatime was special at our home.
+My grandmother made it a point to dress for tea; I was made to do the same.
+Once we were ready, out came the treats: Parsi biscuits — batasa, nankhatai and flaky khari; patrel, rolled, steamed arbi leaves stuffed with besan masala; kumas, rich Parsi cake; and my favourite, bhakra, sweet deep fried doughnuts.
+That tradition has stayed with me.
+I certainly don’t dress up, but I still need a snack with at least three cups of tea!
+(Source: ‘Down Memory Lane with the Parsis of New Delhi’ by Shernaz Italia, The Wire) Words and ExprEssions 2 – Class x58
+Q.1. Infer the meaning of the following expressions (a) Nowrosji would cajole Parsi visitors off the train. (b) Jer Bai would occasionally object to unknown visitors, she was always overruled. (c) outside catering was unheard of. (d) I gained a healthy respect for my dainty grandmother. Q.2. Answer the following questions. (a) “Aavoji, aavo, aavo! Welcome to Delhi! Let me show you my beautiful city.” Who said this and why?
+(b) Why were Jer Bai’s arguments always overruled?
+(c) Why do you think outside catering was unheard of?
+(d) According to the writer what “kind of life has almost gone forever”?
+(e) What has made the writer more respectful to her grandmother?
+(f) What was special about the tea time in the writer’s home?
+Q.3.
+Tick the correct answer.
+What is “an exhausting exercise”?
+Preparing for the festival.
+()
+(b) Travelling from Mumbai to Peshawar
+()
+(c) Writing about Parsis in old Delhi.
+()
+(d) Cooking malido, the Parsi style halwa.
+()
+Patara ni Machhi Dhansak Lagan Nu Custard
+Dar ni poriParsi Malido
+Ravo
+Words and ExprEssions 2 – Class x60
+Q.4. Make a list of Parsi delicacies as mentioned in the passage. A few are given above. You can add more to the list. Find the words for Mithu dahi in your language. text ii You have read about Coorg, its rainforests, and coffee and tea from Assam in ‘Glimpses of India’ (First Flight, Class X textbook, NCERT). The following extract is about the cultivation of coffee in Araku valley in Andhra Pradesh. The story of Araku Valley traverses an unusual trajectory through Adivasi empowerment, hot-air balloons and some of the best coffee in the world. Look Up Read the passage given below and answer the questions. and Understand Located at about 1,200m above sea level, the valley, tucked away in the north-eastern corner of Andhra Pradesh, shares a border with Odisha. For guests and participants at the Araku Balloon Festival (ABF), held between 18-20 January every year, this is sightseeing like nothing else. bio-dynamic
+entrepreneurs (Source: ‘What’s Brewing in Araku Valley?’
+by Diya Kohli, livemint, 23 February, 2019)
+ |  | intrinsically
+ | The drive to far-flung coffee estates takes us through the five northern mandals of Anantha giri, Dumbriguda, Hukumpeta, Munchingi Puttu and Araku valley. The name Araku for the coffee was chosen simply because it sounded poetic. The view from the ground level is as impressive as the one from above — the landscape changes from densely forested hills to sweeping valleys and terrace farms surrounding occasional village clusters. The journey of Araku Coffee from a livelihood initiative by the Naandi Foundation to a globally appreciated product has been in the making for over a decade. It is also intrinsically tied to the history of how coffee arrived in this valley. It was a British civil servant, N.S. Brodie, who introduced coffee to these hill tracts in 1898. | mandals terroirs (ter’wa:) trajectory traverses tucked
+
+Infer the meaning of the following:
+(a) traverses an unusual trajectory
+(b) The drive to far-flung coffee estates
+(c) densely forested hills
+(d) village clusters
+Q.2.
+Find words from the text which mean the following: (a) in a place that is hidden (paragraph one)
+(b) distant or remote (paragraph two)
+(c) to improve the quality or flavour of something (paragraph four)
+(d) a smell specially a pleasant one (paragraph four) Today, Araku coffee is a brand that works with 517 villages and
+10,986 farmers, all of whom are estate owners and entrepreneurs with a stake in the business.
+The reason the coffee is of such high quality is that it follows the best practices of bio-dynamic farming by creating an interconnected and symbiotic ecosystem.
+The soil is enriched through composting and a variety of shade trees are planted, including cash-yielding fruit trees like mango and jackfruit.
+Terroirs are assessed and careful standard operating procedures are put in place from “sapling to savouring”, which ensures healthier plants and sweeter cherries and eventually a far superior coffee aroma and flavour.
+Words and ExprEssions 2 – Class x62
+Q.3. Answer the following questions. (a) What is unique about the Araku valley as stated in paragraph one? (b) Where is Araku valley? (c) Underline and write below the sentences, words, and expressions which indicate that Araku coffee has moved ahead of being the only means of livelihood. (d) State a historical fact about the coffee in the valley? (e) There are specific terms being used in the passage for the cultivation of coffee for example, terrace farms, biodynamic farming, etc. Find more such terms and their meanings. Q.4. The expression “sapling to savouring” in paragraph four means: (Tick the right answer)
+(a) Coffee plants are taken care of from the stage of plantation till its beans are ready for an enjoyable cup of coffee.
+()
+(b) Coffee saplings are very delicate hence a lot of care is being taken of them.
+()
+(c) The growth of coffee plants is dependent on shady trees.
+()
+(d) Coffee plant can give a cup of enjoyable coffee.
+()",jewe205.pdf
+3,CBSE,Class10,English,"FUn Facts
+1. Match the sounds in Column A with the appropriate words from Column B.
+IdIom
+Butter someone up — to impress someone with flattery
+Example: rustling of leaves The meanings of some words are given below which will help you to find out the words.
+A B
+(a) shuffling of chains
+(b) striking of leaves
+(c) puffing of feet
+(d) clanking of a match
+(e) sighing of the door
+(f) rustling of the wind
+(g) banging of an engine
+(h) gurgling of hyenas
+(i) howling of water
+Grammar
+1. You have read about -ing and -ed adjectives in the textbook, the First Flight, page number 97. Read it agan to understand how these adjectives are used.
+These are also the present participles (-ing forms) and past participles (-ed forms) of verbs and are used as adjectives.
+Read the following sentences to know this.
+• Rita gave me a welcoming cup of coffee
+• Her performance in the test was pleasing.
+• She appeared delighted with the gift.
+• The bored students became restless.
+Words and ExprEssions 2 – Class x64
+Now fill in the blanks of the sentences with past participle from one of the following words.
+(infect, take, quote, use, watch, frighten, propose)
+(a) People demonstrated against the changes
+(b) The loud cheer went up from the students
+(c) After the editor read the article, she checked all the examples
+(d) Rub the antiseptic cream in the area.
+(e) My wallet was among the things
+(f) Cyclone Fani was a experience.
+2. Rewrite in the past tense the following excerpt from the ‘Glimpses of India’ (First Flight, Class X textbook) and check your answers with a partner.
+Birds, bees, and butterflies are there to give you company.
+Macaques, Malabar squirrels, langurs, and slender loris keep a watchful eye from the tree canopy.
+I do, however, prefer to step aside for wild elephants.
+The climb to the Brahmagiri hills brings you into a panoramic view of the entire misty landscape of Coorg.
+A walk across the rope bridge leads to the sixty-four acre island of Nisargadhama.
+Running into Buddhist monks from India’s largest Tibetan settlement, at nearby Bylakuppe, is a bonus.
+The monks, in red, ochre, and yellow robes are amongst the many surprises that wait to be discovered by visitors searching for the heart and soul of India, right here in Coorg.
+editinG
+1. Some words have been wrongly spelt in the paragraph given below.
+Correct the words and read the paragraph aloud.
+The Valley of Flowers
+The journey to the Valley of Flowers begins about 16 km away
+from Joshimath, at Govindghat (1,770 m) on the Rishikesh-
+Badrinath heightway.
+The Valley of Flowers is covered with a
+rich varity of magnifiscent plants.
+Over the past few years, thousand of visitors have ‘discovered’
+this idyll amidst the mountain.
+However, they live like marks
+only by way of empty cans, waste-paper and cigarete butts.
+Trakking in the area has resulted in the trampling of these
+delikate plants by humans and ponies.
+As a result, the
+government of India was compeled to ban all mountainering, trekking, expeditions and livestock grasing in the area, with
+effect from February 20, 1983.
+This is to privent further
+damage to one of our nation’s unique repositories of natural
+beauty.
+Words and ExprEssions 2 – Class x66
+ListeninG
+Ask your classmate or teacher to read aloud the following passage from the text ‘Glimpses of India’ (First Flight, Class X textbook).
+Listen carefully, and note down the keywords, main ideas and interesting expressions in your notebook while listening.
+During our childhood in Goa, the baker used to be our friend, companion and guide.
+He used to come at least twice a day.
+Once, when he set out in the morning on his selling round, and then again, when he returned after emptying his huge basket.
+The jingling thud of his bamboo woke us up from sleep and we ran to meet and greet him. Why was it so?
+Was it for the love of the loaf?
+Not at all.
+The loaves were bought by some Paskine or Bastine, the maid-servant of the house!
+What we longed for were those bread-bangles which we chose carefully.
+Sometimes it was sweet bread of a special kind.
+Averse — strong feelings against The baker made his musical entry on the scene with the ‘jhang, jhang — sound of his specially made bamboo staff.
+One hand supported the basket on his head and the other banged the bamboo on the ground.
+He would greet the lady of the house with a “Good morning” and then place his basket on the vertical bamboo.
+We kids would be pushed aside with a mild rebuke and the loaves would be delivered to the servant.
+But we would not give up.
+We would climb a bench or the parapet and peep into the basket, somehow.
+I can still recall the typical fragrance of those loaves; loaves for the elders and the bangles for the children.
+Then we did not even care to brush our teeth or wash our mouths properly.
+And why should we?
+Who would take the trouble of plucking the mango leaf for the toothbrush?
+And why was it necessary at all?
+The tiger never brushed his teeth.
+Hot tea could wash and clean up everything so nicely, after all!
+Now summarise the paragraph using your notes.
+FUn
+Facts
+Adverse — difficult
+speakinG",jewe205.pdf
+4,CBSE,Class10,English,"IdIom
+Butter someone up — to impress someone with flattery
+Example: rustling of leaves The meanings of some words are given below which will help you to find out the words.
+A B
+(a) shuffling of chains
+(b) striking of leaves
+(c) puffing of feet
+(d) clanking of a match
+(e) sighing of the door
+(f) rustling of the wind
+(g) banging of an engine
+(h) gurgling of hyenas
+(i) howling of waterA B
+(a) shuffling of chains
+(b) striking of leaves
+(c) puffing of feet
+(d) clanking of a match
+(e) sighing of the door
+(f) rustling of the wind
+(g) banging of an engine
+(h) gurgling of hyenas
+(i) howling of waterGrammar
+1. You have read about -ing and -ed adjectives in the textbook, the First Flight, page number 97. Read it agan to understand how these adjectives are used.
+These are also the present participles (-ing forms) and past participles (-ed forms) of verbs and are used as adjectives.
+Read the following sentences to know this.
+• Rita gave me a welcoming cup of coffee
+• Her performance in the test was pleasing.
+• She appeared delighted with the gift.
+• The bored students became restless.
+Words and ExprEssions 2 – Class x64
+Now fill in the blanks of the sentences with past participle from one of the following words.
+(infect, take, quote, use, watch, frighten, propose)
+(a) People demonstrated against the changes
+(b) The loud cheer went up from the students
+(c) After the editor read the article, she checked all the examples
+(d) Rub the antiseptic cream in the area.
+(e) My wallet was among the things
+(f) Cyclone Fani was a experience.
+2. Rewrite in the past tense the following excerpt from the ‘Glimpses of India’ (First Flight, Class X textbook) and check your answers with a partner.
+Birds, bees, and butterflies are there to give you company.
+Macaques, Malabar squirrels, langurs, and slender loris keep a watchful eye from the tree canopy.
+I do, however, prefer to step aside for wild elephants.
+The climb to the Brahmagiri hills brings you into a panoramic view of the entire misty landscape of Coorg.
+A walk across the rope bridge leads to the sixty-four acre island of Nisargadhama.
+Running into Buddhist monks from India’s largest Tibetan settlement, at nearby Bylakuppe, is a bonus.
+The monks, in red, ochre, and yellow robes are amongst the many surprises that wait to be discovered by visitors searching for the heart and soul of India, right here in Coorg.editinG
+1. Some words have been wrongly spelt in the paragraph given below.
+Correct the words and read the paragraph aloud.
+The Valley of Flowers
+The journey to the Valley of Flowers begins about 16 km away
+from Joshimath, at Govindghat (1,770 m) on the Rishikesh-
+Badrinath heightway.
+The Valley of Flowers is covered with a
+rich varity of magnifiscent plants.
+Over the past few years, thousand of visitors have ‘discovered’
+this idyll amidst the mountain.
+However, they live like marks
+only by way of empty cans, waste-paper and cigarete butts.
+Trakking in the area has resulted in the trampling of these
+delikate plants by humans and ponies.
+As a result, the
+government of India was compeled to ban all mountainering, trekking, expeditions and livestock grasing in the area, with
+effect from February 20, 1983.
+This is to privent further
+damage to one of our nation’s unique repositories of natural
+beauty.
+Words and ExprEssions 2 – Class x66The Valley of Flowers
+The journey to the Valley of Flowers begins about 16 km away
+from Joshimath, at Govindghat (1,770 m) on the Rishikesh-
+Badrinath heightway.
+The Valley of Flowers is covered with a
+rich varity of magnifiscent plants.
+Over the past few years, thousand of visitors have ‘discovered’
+this idyll amidst the mountain.
+However, they live like marks
+only by way of empty cans, waste-paper and cigarete butts.
+Trakking in the area has resulted in the trampling of these
+delikate plants by humans and ponies.
+As a result, the
+government of India was compeled to ban all mountainering, trekking, expeditions and livestock grasing in the area, with
+effect from February 20, 1983.
+This is to privent further
+damage to one of our nation’s unique repositories of natural
+beauty.
+Words and ExprEssions 2 – Class x66",jewe205.pdf
+5,CBSE,Class10,English,"FUnFacts
+Adverse — difficultspeakinGFUn Facts
+1. Excursions give opportunities to explore nature, places of historical interest, etc.
+Tourists are interested in meeting people, understanding their culture, and enjoying the variety in food.
+The Indian Railways have recently introduced glass Vistadome coach in train to provide a delightful travelling experience to the picturesque valley of Araku in Vishakhapatnam.
+Advice — noun Advise — verb
+In groups of four, discuss and plan a budget trip to Araku valley.
+You may keep the following in mind while planning.
+Add more points to the following as per your requirement.
+• Find out the location (look up the map) and accessibility to the places to be visited.
+• Calculate the cost of the stay.
+• Search for an economic and safe accommodation, perhaps a home stay.
+• Find out the modes of transport and booking.
+Now, prepare an itinerary of your excursion to Araku valley and share with the class.
+2. Try repeating some of these tongue twisters:
+(a) Pre shrunk shirts
+(b) Six slim slick slender saplings
+(c) The sixth sheikh’s sixth sheep’s sick
+(d) Tie twine to three twigs
+(e) Double bubble gum bubbles double
+Words and ExprEssions 2 – Class x68WritinG
+1. Infer the meaning of the following expressions in the passage on Parsi community.
+“Aavoji, aavo, aavo!
+Welcome to Delhi.”
+• length and breadth
+• chugged into
+• vouch for
+• long gone
+• out came the treats
+Now, write an account of a travel by train using these expressions.
+Describe the journey by giving details of distance, booking of tickets, facilities available, and suggestions for improvement.
+You can add pictures of places, people, etc.
+2. Write an advertisement for your favourite tea or coffee.
+3. You have read about breads and bakers in Goa.
+(First Flight, Class X).
+Traditional breads are famous in Kashmir as well.
+It is said that a Kashmiri’s day starts with a cup of piping hot nun chai (salty pink tea) and a crisp, freshly baked bread from the Kandur (the traditional baker).
+In Kashmir, the Kandur shop isn’t just a place where one goes to buy the morning and evening breads, it is a social hub.
+It is a place where you get to hear and participate in discussions that range from gossip to political discourses.
+The Kandur shop or Kandur waan as it is called in Kashmiri has variety of breads for different occasions that are baked in the Kandur’s oven.FUn Facts
+Read about some of the Kashmiri breads: Tsot-Girda : is a medium sized round everyday bread that is a must on every breakfast table in Kashmir.
+Refuse as veRb and noun
+Lavasa : is a puffy level bread made from maida.
+Tsochwor or Tilvor : is a bagel shaped, slightly hard bread with a sprinkling of sesame seeds on top.
+The baker prepares ‘tsochwor’ at noon time to be enjoyed with the afternoon tea.
+The dump was so full that the workers had to refuse more refuse.
+Kulcha : These are crispy palm-sized breads sprinkled with poppy seeds.
+These are — mith (sweet) and namkeen (savoury).
+The bread is taken with some traditional Dodh Kehva (milk Kehva).
+Sheermal : is another type of bread from Kashmir.
+It is mildly sweet.
+Roath : The sweet bread with a cake like texture is baked in traditional tandoor and is topped with dry fruits.
+However, this one bread is made for grand occasions like weddings, child birth or engagements and served with Kehva.
+Words and ExprEssions 2 – Class x70
+• Now, collect information about breads, parathas, rotis in different parts of the country.
+• You can talk to peers, teachers, parents, grandparents, community members and make use of internet.
+• Make an interesting collage using pictures and write a few sentences about each bread based on the information you have gathered.Refuse as veRb and noun
+Lavasa : is a puffy level bread made from maida.
+Tsochwor or Tilvor : is a bagel shaped, slightly hard bread with a sprinkling of sesame seeds on top.
+The baker prepares ‘tsochwor’ at noon time to be enjoyed with the afternoon tea.
+The dump was so full that the workers had to refuse more refuse.
+Kulcha : These are crispy palm-sized breads sprinkled with poppy seeds.
+These are — mith (sweet) and namkeen (savoury).
+The bread is taken with some traditional Dodh Kehva (milk Kehva).
+Sheermal : is another type of bread from Kashmir.
+It is mildly sweet.
+Roath : The sweet bread with a cake like texture is baked in traditional tandoor and is topped with dry fruits.
+However, this one bread is made for grand occasions like weddings, child birth or engagements and served with Kehva.
+Words and ExprEssions 2 – Class x70
+• Now, collect information about breads, parathas, rotis in different parts of the country.
+• You can talk to peers, teachers, parents, grandparents, community members and make use of internet.
+• Make an interesting collage using pictures and write a few sentences about each bread based on the information you have gathered.",jewe205.pdf

data/Class10-English-jewe206.pdf-49.csv

@@ -0,0 +1,686 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"6 Mijbil the Otter
+Let’s Begin
+1. You have read the chapter ‘Mijbil the Otter’
+the Otter’.
+Discuss with your partner the commitment the author had towards Mijbil, what arrangements he made for his pet.
+What good care did he take like getting fish, taking it for a walk or exercise, providing things, and space to play etc.
+Make a list and then share with other friends in the class.
+2. Find out which illustrations will go with your list.
+3. Mijbil is an active animal who shows many emotions.
+Refer to the chapter and complete the following Table.
+ | What Mijbil Does | How Mijbil feels
+ | --- | ---
+ | 1. Plunges, rolls in water | 1. Goes wild with joy.
+ | 2. | 2.
+ | 3. | 3.
+ | 4. | 4.
+ | 5. | 5.
+ | 6. | 6.
+
+Look Up
+and
+Reading CompRehension text i
+Understand
+arboreal inculcate The following is a story of a baby Civet cat that fell from a tree and was raised by humans.
+It is a true story from Assam written by Rommel Shunmugam who is a conservation photographer.
+Through his photo stories, he seeks to inculcate in children a love for nature and wildlife.
+nocturnal omnivorous rehabilitates Civet cats are found in most parts of India.
+They are also called toddy cats.
+They live on palm trees and love to drink the sweet sap, which is collected by toddy tappers to make wine!
+Dharini and his family rescues and rehabilitates wild animals.
+These are mostly babies or animals that cannot look after themselves.
+Words and ExprEssions 2 – Class x74
+Baby Bhakat
+Hi!
+My name is Bhakat.
+I am a baby Civet cat.
+I am three month old.
+Shhh!
+I am taking a nap with my brothers.
+Yes, I live in a family of humans.
+They treat me like their own Baby!
+My home is a little thatched hut by a river in a small village in Assam.
+The hut has an earthen floor and mud-splattered walls.
+Its doors are always open.
+I come and go as I please!
+Mama takes care of all three of us!
+Her name is Anjali.
+She cooks, cleans and plays with me.
+I secretly think she loves me the most.
+She lets me be real naughty!
+Mama is about to make brunch!
+She is making roti and vegetables.
+I don’t like vegetables, but I like fruits.
+I love meat.
+I am omnivorous.
+Mama always feeds me before anyone else!
+I love things dipped in milk.
+They are yummy!
+The man of the house is Dharini.
+If not for him, I would not be alive today!
+My civet mother built a nest for me in a very tall coconut tree.
+One night I slipped and fell to the ground!
+When villagers found me they took me to Dharini.
+Dharini loves animals.
+I began to live in his home.
+I was very small.
+I could not walk.
+I ate and slept a lot!
+Do you know why my eyes are so large?
+That’s because I am a nocturnal animal.
+I sleep in the day and am active in the night.
+My large eyes help me see better in the dark!
+I also have a very long tail!
+It helps me balance on tree-tops and branches.
+I mostly live on trees, though I do come down to the ground.
+Animals like me are called arboreal!
+Inside Dharini’s house, I always snooze in the rafters.
+I like being high up; it reminds me of trees!
+One day I woke up to find a strange sight, Dharini’s house was filling with water!
+In the night, the river behind the house started overflowing its banks!
+Inside everything was helter-skelter.
+Things were piled on top of one another!
+The monsoon had arrived!
+Dharini and Anjali carried us babies outside the house!
+There was water everywhere and it was very muddy!
+But the sun was out and it was not raining!
+I stayed high on the fence and made sure even my long tail did not get wet!
+Dharini went to pick snails.
+Snails had climbed branches and walls to escape drowning in the flood!
+Every gardener knows that snails eat plants.
+By eating snails, I ensure that they do not overrun your garden.
+I maintain the balance of life in nature!
+When it floods, you find fish everywhere!
+Dharini cast his net in the garden and began catching fishes.
+They are kept in a pan of water to keep them alive and fresh to eat!
+Montu, my brother, tried to be naughty!
+He caught me and threatened to dip me in water!
+He got a scolding from Dharini.
+I hate to be in water!
+Back inside the house, it is time for me to play with Mama!
+I shall rest awhile and then be up again at night.
+Mama always leaves a midnight snack by the lantern!
+Rommel Shunmugam
+Now read the following questions and tick the right answer.
+Q.1. Dharini —
+(a) is the land owner (b) loves animals
+(c) is a gardener (d) is father of Bhakat
+Q.2. Civet cats are also called
+(a) Baby cats (b) Night cats
+(c) Toddy cats (d) Snail cats
+Q.3. Baby Bhakat loves to eat
+(a) roti (b) vegetables
+(c) fruits (d) meat
+Q.4. Baby Bhakat hates to
+(a) eat snails (b) be in water
+(c) play with Mama (d) sleep in the rafter
+Q.5. The home for the Bhakat is
+(a) a garden near a river
+(b) the roof of the little hut
+(c) a little hut by a river
+(d) the nest in a coconut tree
+Q.6.
+Tick the statement which is not true.
+(a) Dharani and Anjali treat Bhakat as their own baby.
+(b) They keep the door closed to keep Bhakat safe.
+(c) Anjali plays with Bhakat and lets it be naughty.
+(d) Anjali feeds Bhakat before anyone else.
+Words and ExprEssions 2 – Class x76
+text ii
+Read the passage given below and answer the questions that follow.
+It’s not easy having Elephants in your backyard.
+Around the world, as communities expand, and natural wild places are reduced, people and wildlife are increasingly coming into conflict over living space and food.
+It might be baboons in Namibia attacking young goats or elephants in Nepal eating crops or European bears and wolves killing livestock.
+The problem is universal, affects rich and poor, and is bad news for all concerned.
+Look Up
+and
+Understand
+ | The impacts are often huge. People lose their crops and livestock (and therefore a source of income and food security), property, and sometimes their lives — even a severe injury caused by wildlife can result in a loss of livelihood. The animals, some of which are already threatened or even endangered, are sometimes killed in retaliation or to prevent future conflicts. Human-wildlife conflict is happening more and more, affecting a lot of different species. The effects of climate change will probably make the problem worse. | coexistence conflict endangered livestock retaliation
+
+How we are tackling human-wildlife conflict
+The solutions are often specific to the wildlife or area concerned, and are often creative and simple — for instance planting a barrier of crops that repel the animals (elephants and some other wildlife don’t like chilli, for example).
+An important aspect of the work is that it benefits both the animals and local people and actively involves the communities concerned (in the case of chilli, it can be sold to increase income).
+It’s about finding solutions that lead to mutually beneficial coexistence.
+The work has also often led to people being more enthusiastic and supportive of conservation, and has demonstrated that people can live alongside wildlife while developing sustainable livelihoods.
+(Source: https://www.wwf.org.uk/what-we-do/area-of-work/ preventing-human-wildlife-conflict)
+Q.1. What happens when communities expand?
+Q.2.
+What is the meaning of “impact” in the passage?
+How it is affecting people and their life?
+Q.3.
+What will make the human-wildlife conflict more intense?
+Q.4.
+The passage talks about one solution to tackle human-wildlife conflict.
+What is it?
+Q.5.
+These types of creative and simple solutions lead to — (Tick the statement(s) which is/are not true.)
+Words and ExprEssions 2 – Class x78
+(a) active community involvement.
+(b) generate income naturally.
+(c) mutually beneficial coexistence.
+(d) people live with wildlife happily.
+(e) be more enthusiastic and supportive of conservation
+(f) developing sustainable livelihood.
+text ii
+Read the passage given below and answer the questions that follow.
+Animal rights People who support animal rights recognise that all animals have an inherent worth, a value completely separate from their usefulness to humans.
+Every being with a will to live has the right to live free from exploitation and suffering.
+Look Up
+and
+Understand
+ | All animals have the ability to suffer in the same way and to the same degree that humans do. They feel pain, pleasure, fear, frustration, loneliness, and familial love. Whenever we consider doing something that would interfere with their needs, we are morally obligated to take them into account. | consideration exploitation familial
+ | People often ask if animal rights mean that animals should have the right to vote or drive a car. Of course, that would be silly because those aren’t rights that would benefit animals. But animals have the right not to suffer at the hands of humans and to live their lives free from suffering and exploitation because they have an interest in doing so. That is the difference between equal consideration and equal treatment. | inherent
+
+Almost everyone cares about animals in some context, whether it’s a beloved family companion, an irresistibly cute kitten or a majestic wild animal seen in a documentary.
+After all, we each have some built-in capacity for empathy and compassion, as can
+ | be seen from the lengths that children often go to in order to help | animals.
+ | arbitrary compassion | Logically and morally, there is no reason to differentiate in the way we treat the animals we share our homes with and those who are farmed for food. They are all individuals, with the same capacity to feel pain and fear. Animal rights help us to look past the arbitrary distinctions between different species, to rediscover our innate compassion, and to respect all animals equally.
+ | documentary empathy | Anyone who cares about animals can start putting these principles into practice every single day with the food they eat, the clothes they wear, and the products they buy. These choices are a form of non-violent protest that makes a real difference both by reducing the profits of corporations that harm or kill animals and by creating a growing market for cruelty-free food, fashion, services, and entertainment.
+
+(Source: https://www.peta.org.uk/action) Q.4.
+Why should we rediscover our empathy, compassion, and respect for animals?
+Words and ExprEssions 2 – Class x80
+Look Up
+and
+Understand
+Q.1.
+What do the people who support animal rights recognise?
+Q.2.
+As human beings, what are our moral obligations towards animals?
+Q.3.
+What is the right of animals as mentioned in paragraph three?
+Q.5.
+Anyone who cares about animals can start putting “these principles” into practice.
+What are “these principles”?",jewe206.pdf
+1,CBSE,Class10,English,"Let’s Begin
+1. You have read the chapter ‘Mijbil the Otter’
+the Otter’.
+Discuss with your partner the commitment the author had towards Mijbil, what arrangements he made for his pet.
+What good care did he take like getting fish, taking it for a walk or exercise, providing things, and space to play etc.
+Make a list and then share with other friends in the class.
+2. Find out which illustrations will go with your list.
+3. Mijbil is an active animal who shows many emotions.
+Refer to the chapter and complete the following Table.
+ | What Mijbil Does | How Mijbil feels
+ | --- | ---
+ | 1. Plunges, rolls in water | 1. Goes wild with joy.
+ | 2. | 2.
+ | 3. | 3.
+ | 4. | 4.
+ | 5. | 5.
+ | 6. | 6.
+
+Look Up
+and
+Reading CompRehension text i
+Understand
+arboreal inculcate The following is a story of a baby Civet cat that fell from a tree and was raised by humans.
+It is a true story from Assam written by Rommel Shunmugam who is a conservation photographer.
+Through his photo stories, he seeks to inculcate in children a love for nature and wildlife.
+nocturnal omnivorous rehabilitates Civet cats are found in most parts of India.
+They are also called toddy cats.
+They live on palm trees and love to drink the sweet sap, which is collected by toddy tappers to make wine!
+Dharini and his family rescues and rehabilitates wild animals.
+These are mostly babies or animals that cannot look after themselves.
+Words and ExprEssions 2 – Class x74
+Baby Bhakat
+Hi!
+My name is Bhakat.
+I am a baby Civet cat.
+I am three month old.
+Shhh!
+I am taking a nap with my brothers.
+Yes, I live in a family of humans.
+They treat me like their own Baby!
+My home is a little thatched hut by a river in a small village in Assam.
+The hut has an earthen floor and mud-splattered walls.
+Its doors are always open.
+I come and go as I please!
+Mama takes care of all three of us!
+Her name is Anjali.
+She cooks, cleans and plays with me.
+I secretly think she loves me the most.
+She lets me be real naughty!
+Mama is about to make brunch!
+She is making roti and vegetables.
+I don’t like vegetables, but I like fruits.
+I love meat.
+I am omnivorous.
+Mama always feeds me before anyone else!
+I love things dipped in milk.
+They are yummy!
+The man of the house is Dharini.
+If not for him, I would not be alive today!
+My civet mother built a nest for me in a very tall coconut tree.
+One night I slipped and fell to the ground!
+When villagers found me they took me to Dharini.
+Dharini loves animals.
+I began to live in his home.
+I was very small.
+I could not walk.
+I ate and slept a lot!
+Do you know why my eyes are so large?
+That’s because I am a nocturnal animal.
+I sleep in the day and am active in the night.
+My large eyes help me see better in the dark!
+I also have a very long tail!
+It helps me balance on tree-tops and branches.
+I mostly live on trees, though I do come down to the ground.
+Animals like me are called arboreal!
+Inside Dharini’s house, I always snooze in the rafters.
+I like being high up; it reminds me of trees!
+One day I woke up to find a strange sight, Dharini’s house was filling with water!
+In the night, the river behind the house started overflowing its banks!
+Inside everything was helter-skelter.
+Things were piled on top of one another!
+The monsoon had arrived!
+Dharini and Anjali carried us babies outside the house!
+There was water everywhere and it was very muddy!
+But the sun was out and it was not raining!
+I stayed high on the fence and made sure even my long tail did not get wet!
+Dharini went to pick snails.
+Snails had climbed branches and walls to escape drowning in the flood!
+Every gardener knows that snails eat plants.
+By eating snails, I ensure that they do not overrun your garden.
+I maintain the balance of life in nature!
+When it floods, you find fish everywhere!
+Dharini cast his net in the garden and began catching fishes.
+They are kept in a pan of water to keep them alive and fresh to eat!
+Montu, my brother, tried to be naughty!
+He caught me and threatened to dip me in water!
+He got a scolding from Dharini.
+I hate to be in water!
+Back inside the house, it is time for me to play with Mama!
+I shall rest awhile and then be up again at night.
+Mama always leaves a midnight snack by the lantern!
+Rommel Shunmugam
+Now read the following questions and tick the right answer.
+Q.1. Dharini —
+(a) is the land owner (b) loves animals
+(c) is a gardener (d) is father of Bhakat
+Q.2. Civet cats are also called
+(a) Baby cats (b) Night cats
+(c) Toddy cats (d) Snail cats
+Q.3. Baby Bhakat loves to eat
+(a) roti (b) vegetables
+(c) fruits (d) meat
+Q.4. Baby Bhakat hates to
+(a) eat snails (b) be in water
+(c) play with Mama (d) sleep in the rafter
+Q.5. The home for the Bhakat is
+(a) a garden near a river
+(b) the roof of the little hut
+(c) a little hut by a river
+(d) the nest in a coconut tree
+Q.6.
+Tick the statement which is not true.
+(a) Dharani and Anjali treat Bhakat as their own baby.
+(b) They keep the door closed to keep Bhakat safe.
+(c) Anjali plays with Bhakat and lets it be naughty.
+(d) Anjali feeds Bhakat before anyone else.
+Words and ExprEssions 2 – Class x76",jewe206.pdf
+2,CBSE,Class10,English,"1. You have read the chapter ‘Mijbil the Otter’
+the Otter’.
+Discuss with your partner the commitment the author had towards Mijbil, what arrangements he made for his pet.
+What good care did he take like getting fish, taking it for a walk or exercise, providing things, and space to play etc.
+Make a list and then share with other friends in the class.
+2. Find out which illustrations will go with your list.
+3. Mijbil is an active animal who shows many emotions.
+Refer to the chapter and complete the following Table.
+ | What Mijbil Does | How Mijbil feels
+ | --- | ---
+ | 1. Plunges, rolls in water | 1. Goes wild with joy.
+ | 2. | 2.
+ | 3. | 3.
+ | 4. | 4.
+ | 5. | 5.
+ | 6. | 6.
+Look Up
+and",jewe206.pdf
+3,CBSE,Class10,English,"Understand
+arboreal inculcate The following is a story of a baby Civet cat that fell from a tree and was raised by humans.
+It is a true story from Assam written by Rommel Shunmugam who is a conservation photographer.
+Through his photo stories, he seeks to inculcate in children a love for nature and wildlife.
+nocturnal omnivorous rehabilitates Civet cats are found in most parts of India.
+They are also called toddy cats.
+They live on palm trees and love to drink the sweet sap, which is collected by toddy tappers to make wine!
+Dharini and his family rescues and rehabilitates wild animals.
+These are mostly babies or animals that cannot look after themselves.
+Words and ExprEssions 2 – Class x74Baby Bhakat
+Hi!
+My name is Bhakat.
+I am a baby Civet cat.
+I am three month old.
+Shhh!
+I am taking a nap with my brothers.
+Yes, I live in a family of humans.
+They treat me like their own Baby!
+My home is a little thatched hut by a river in a small village in Assam.
+The hut has an earthen floor and mud-splattered walls.
+Its doors are always open.
+I come and go as I please!
+Mama takes care of all three of us!
+Her name is Anjali.
+She cooks, cleans and plays with me.
+I secretly think she loves me the most.
+She lets me be real naughty!
+Mama is about to make brunch!
+She is making roti and vegetables.
+I don’t like vegetables, but I like fruits.
+I love meat.
+I am omnivorous.
+Mama always feeds me before anyone else!
+I love things dipped in milk.
+They are yummy!
+The man of the house is Dharini.
+If not for him, I would not be alive today!
+My civet mother built a nest for me in a very tall coconut tree.
+One night I slipped and fell to the ground!
+When villagers found me they took me to Dharini.
+Dharini loves animals.
+I began to live in his home.
+I was very small.
+I could not walk.
+I ate and slept a lot!
+Do you know why my eyes are so large?
+That’s because I am a nocturnal animal.
+I sleep in the day and am active in the night.
+My large eyes help me see better in the dark!
+I also have a very long tail!
+It helps me balance on tree-tops and branches.
+I mostly live on trees, though I do come down to the ground.
+Animals like me are called arboreal!
+Inside Dharini’s house, I always snooze in the rafters.
+I like being high up; it reminds me of trees!
+One day I woke up to find a strange sight, Dharini’s house was filling with water!
+In the night, the river behind the house started overflowing its banks!
+Inside everything was helter-skelter.
+Things were piled on top of one another!
+The monsoon had arrived!
+Dharini and Anjali carried us babies outside the house!
+There was water everywhere and it was very muddy!
+But the sun was out and it was not raining!
+I stayed high on the fence and made sure even my long tail did not get wet!
+Dharini went to pick snails.
+Snails had climbed branches and walls to escape drowning in the flood!
+Every gardener knows that snails eat plants.
+By eating snails, I ensure that they do not overrun your garden.
+I maintain the balance of life in nature!
+When it floods, you find fish everywhere!
+Dharini cast his net in the garden and began catching fishes.
+They are kept in a pan of water to keep them alive and fresh to eat!
+Montu, my brother, tried to be naughty!
+He caught me and threatened to dip me in water!
+He got a scolding from Dharini.
+I hate to be in water!
+Back inside the house, it is time for me to play with Mama!
+I shall rest awhile and then be up again at night.
+Mama always leaves a midnight snack by the lantern!
+Rommel Shunmugam
+Now read the following questions and tick the right answer.Rommel Shunmugam
+Now read the following questions and tick the right answer.Q.1. Dharini —
+(a) is the land owner (b) loves animals
+(c) is a gardener (d) is father of BhakatQ.2. Civet cats are also called
+(a) Baby cats (b) Night cats
+(c) Toddy cats (d) Snail catsQ.3. Baby Bhakat loves to eat
+(a) roti (b) vegetables
+(c) fruits (d) meatQ.4. Baby Bhakat hates to
+(a) eat snails (b) be in water
+(c) play with Mama (d) sleep in the rafterQ.5. The home for the Bhakat is
+(a) a garden near a river
+(b) the roof of the little hut
+(c) a little hut by a river
+(d) the nest in a coconut tree
+Q.6.
+Tick the statement which is not true.
+(a) Dharani and Anjali treat Bhakat as their own baby.
+(b) They keep the door closed to keep Bhakat safe.
+(c) Anjali plays with Bhakat and lets it be naughty.
+(d) Anjali feeds Bhakat before anyone else.
+Words and ExprEssions 2 – Class x76",jewe206.pdf
+4,CBSE,Class10,English,"Look Up
+andUnderstand
+ | The impacts are often huge. People lose their crops and livestock (and therefore a source of income and food security), property, and sometimes their lives — even a severe injury caused by wildlife can result in a loss of livelihood. The animals, some of which are already threatened or even endangered, are sometimes killed in retaliation or to prevent future conflicts. Human-wildlife conflict is happening more and more, affecting a lot of different species. The effects of climate change will probably make the problem worse. | coexistence conflict endangered livestock retaliation
+
+How we are tackling human-wildlife conflict
+The solutions are often specific to the wildlife or area concerned, and are often creative and simple — for instance planting a barrier of crops that repel the animals (elephants and some other wildlife don’t like chilli, for example).
+An important aspect of the work is that it benefits both the animals and local people and actively involves the communities concerned (in the case of chilli, it can be sold to increase income).
+It’s about finding solutions that lead to mutually beneficial coexistence.
+The work has also often led to people being more enthusiastic and supportive of conservation, and has demonstrated that people can live alongside wildlife while developing sustainable livelihoods.
+(Source: https://www.wwf.org.uk/what-we-do/area-of-work/ preventing-human-wildlife-conflict)
+Q.1. What happens when communities expand?
+Q.2.
+What is the meaning of “impact” in the passage?
+How it is affecting people and their life?
+Q.3.
+What will make the human-wildlife conflict more intense?
+Q.4.
+The passage talks about one solution to tackle human-wildlife conflict.
+What is it?
+Q.5.
+These types of creative and simple solutions lead to — (Tick the statement(s) which is/are not true.)
+Words and ExprEssions 2 – Class x78
+(a) active community involvement.
+(b) generate income naturally.
+(c) mutually beneficial coexistence.
+(d) people live with wildlife happily.
+(e) be more enthusiastic and supportive of conservation
+(f) developing sustainable livelihood.How we are tackling human-wildlife conflict
+The solutions are often specific to the wildlife or area concerned, and are often creative and simple — for instance planting a barrier of crops that repel the animals (elephants and some other wildlife don’t like chilli, for example).
+An important aspect of the work is that it benefits both the animals and local people and actively involves the communities concerned (in the case of chilli, it can be sold to increase income).
+It’s about finding solutions that lead to mutually beneficial coexistence.
+The work has also often led to people being more enthusiastic and supportive of conservation, and has demonstrated that people can live alongside wildlife while developing sustainable livelihoods.
+(Source: https://www.wwf.org.uk/what-we-do/area-of-work/ preventing-human-wildlife-conflict)Q.1. What happens when communities expand?
+Q.2.
+What is the meaning of “impact” in the passage?
+How it is affecting people and their life?
+Q.3.
+What will make the human-wildlife conflict more intense?
+Q.4.
+The passage talks about one solution to tackle human-wildlife conflict.
+What is it?
+Q.5.
+These types of creative and simple solutions lead to — (Tick the statement(s) which is/are not true.)
+Words and ExprEssions 2 – Class x78
+(a) active community involvement.
+(b) generate income naturally.
+(c) mutually beneficial coexistence.
+(d) people live with wildlife happily.
+(e) be more enthusiastic and supportive of conservation
+(f) developing sustainable livelihood.",jewe206.pdf
+5,CBSE,Class10,English,"Look Up
+andUnderstand
+ | All animals have the ability to suffer in the same way and to the same degree that humans do. They feel pain, pleasure, fear, frustration, loneliness, and familial love. Whenever we consider doing something that would interfere with their needs, we are morally obligated to take them into account. | consideration exploitation familial
+ | People often ask if animal rights mean that animals should have the right to vote or drive a car. Of course, that would be silly because those aren’t rights that would benefit animals. But animals have the right not to suffer at the hands of humans and to live their lives free from suffering and exploitation because they have an interest in doing so. That is the difference between equal consideration and equal treatment. | inherent
+
+Almost everyone cares about animals in some context, whether it’s a beloved family companion, an irresistibly cute kitten or a majestic wild animal seen in a documentary.
+After all, we each have some built-in capacity for empathy and compassion, as can
+ | be seen from the lengths that children often go to in order to help | animals.
+ | arbitrary compassion | Logically and morally, there is no reason to differentiate in the way we treat the animals we share our homes with and those who are farmed for food. They are all individuals, with the same capacity to feel pain and fear. Animal rights help us to look past the arbitrary distinctions between different species, to rediscover our innate compassion, and to respect all animals equally.
+ | documentary empathy | Anyone who cares about animals can start putting these principles into practice every single day with the food they eat, the clothes they wear, and the products they buy. These choices are a form of non-violent protest that makes a real difference both by reducing the profits of corporations that harm or kill animals and by creating a growing market for cruelty-free food, fashion, services, and entertainment.
+
+(Source: https://www.peta.org.uk/action) Q.4.
+Why should we rediscover our empathy, compassion, and respect for animals?
+Words and ExprEssions 2 – Class x80Look Up
+andUnderstand
+Q.1.
+What do the people who support animal rights recognise?
+Q.2.
+As human beings, what are our moral obligations towards animals?
+Q.3.
+What is the right of animals as mentioned in paragraph three?
+Q.5.
+Anyone who cares about animals can start putting “these principles” into practice.
+What are “these principles”?FUn Facts
+IdIom
+Cat got your tongue — asked to a person who is at a loss of words.IdIom
+Cat got your tongue — asked to a person who is at a loss of words.VocabULary
+1. The following words are from the text you have read.
+The synonyms for each word are given.
+Find the odd one out.
+(a) serious, grave, ridiculous, stern, solemn
+(b) suitable, unfitting, appropriate, right, proper
+(c) hostile, unfriendly, averse, agreeable, unreceptive
+(d) peaceful, harmonious, quiet, serene, violent
+(e) appalling, atrocious, wonderful, awful, dreadful
+2. Look at the two sentences given below.
+These are from the text.
+Look at the words in italics.
+These are used as verbs.
+They can be used as nouns as well.
+(a) By then it had crossed my mind…
+(b) Camusfearna, ringed by water…
+The noun forms of these two verbs are ‘cross’ and ‘ring’.
+(a) I’ve put a cross on the map to show where the river Mahanadi is.
+(b) She put the ring back in the jewellery box.
+A list of words is given below.
+Make sentences using these words as verb and noun.
+(c) Book
+(d) Mail
+(e) Cable
+(f) Sack
+(g) End
+(h) Head
+(i) Colour
+Words and ExprEssions 2 – Class x82
+(j) Lead(a) By then it had crossed my mind…(b) Camusfearna, ringed by water…
+The noun forms of these two verbs are ‘cross’ and ‘ring’.
+(a) I’ve put a cross on the map to show where the river Mahanadi is.
+(b) She put the ring back in the jewellery box.
+A list of words is given below.
+Make sentences using these words as verb and noun.
+(c) Book
+(d) Mail
+(e) Cable
+(f) Sack
+(g) End
+(h) Head
+(i) Colour
+Words and ExprEssions 2 – Class x82
+(j) Lead(c) Book(d) Mail(e) Cable(f) Sack(g) End(h) Head(i) Colour
+Words and ExprEssions 2 – Class x82(j) Lead",jewe206.pdf
+6,CBSE,Class10,English,"(e) It is very humid in the Summers
+I don’t like this weather.
+This weather is I am as I sweat a lot.
+Children are as they can’t play outside.
+(disgust) 3.
+You have read about how to describe a repeated action in the past by using ‘would’ or ‘used to’.
+Go through the rules again and fill in the blanks with ‘would’ or ‘used to’ as appropriate.
+(a) Every day she come home from work with a rose to give to her mother.
+(b) I lend him my books when he was preparing for his examination.
+(c) He visit his friend in the hospital every evening.
+(d) Each time I called him he come immediately.
+(e) During his hostel life, heeat all kinds of food without grumbling.
+(f) When I was a child, Ibelieve that fire flies were small fire balls.
+Words and ExprEssions 2 – Class x84editinG FUn Facts
+1. Use capital letters, full-stops, commas, and inverted commas wherever necessary in the following paragraph.
+Affluence — having a great deal of money Effluence- a substance that flows out of something.
+the land of the Bisnois in rajasthan is known for conservation
+of wildlife.
+it is a living religion to the Bishnois.
+It is said This
+is probably only one religion in the world that is founded on
+the principles of conserving nature.
+It has followers over ten
+lakhs.
+For these many people protection of living beings is a
+way of life for the ishnois tree is sacred and their empathy
+and love extend to all living beings on earth.
+They protect the
+ecosystem that surrounds the village which is a safe haven
+for blackbucks chinkaras vultures great Indian bustards
+peacocks etc they protect them from poachers and provide
+them plenty vegetation they keep water in the stone vessels
+for the animals to drink from, and hang water filled pots
+from the branches for the birds.
+2. Parts of sentences are given below.
+Rearrange the parts and write meaningful sentences in the space provided.
+Use appropriate punctuation marks.
+(a) a town in iraq/ in large numbers/ otters are found/ in the marshes near Basra.
+(b) to the market/ we were fatigued/ having walked so far/ on account of
+(c) 40 paramilitary personnel/ the suicide car/ pulwana district killed/ bombing in
+(d) india’s first semi-high speed train,/ was flagged off with excitement/ the inaugural trip of/ Vande Bharat Express,
+(e) the eastern hemisphere/ the longer than all/ the nile is said to be/ other rivers in
+The incident took place in Bawamohatra, a village in Bemetra district of Chhattisgarh.
+The residents of Bawamohatra gathered near the community pond and started weeping after they saw that the crocodile had died.
+The villagers were emotionally attached to the reptile and were heartbroken after his death.
+About 500 people of the small village attended the last rites of their beloved crocodile, Gangaram.
+The over three-metre long crocodile was buried in Chhattisgarh’s Bawamohatra village after his last rites were performed by the villagers.
+A forest department official estimated that the crocodile was 130 years old.
+The crocodile was carried to its funeral on a tractor decorated with flowers and garlands.
+The villagers say Gangaram was friendly.
+Even the kids of the village could swim around him. He had never harmed or attacked anyone.
+He was not a crocodile but a friend and a divine creature for them, who was worshipped in this village.
+Some say that he would even eat rice and dal which was served by the villagers and kids.
+He was very understanding and if he saw anyone swimming near him, he used to go to the other side of the pond.
+Villagers used to identify themselves with the crocodile as people used to call this village — Magarmachha vala gaaon, the Crocodile’s village.
+In fact, the villagers now wish to build a statue of Gangaram near the pond to remember their friend, who got the village a new name.
+It may be weird, but it could be an example of how humans and animals can coexist without harming each other.",jewe206.pdf
+7,CBSE,Class10,English,"ListeninG
+1. Following is a story of Gangaram, a 130 years old crocodile, who died in a Chhattisgarh village.
+Listen to the story carefully and answer the questions that follow.
+You can listen to the recorded story or ask your teacher, sibling or friend to read the story aloud.
+Tongue TwIsTer
+Nine nice night nurses nursing nicely Words and ExprEssions 2 – Class x86
+1. Why did the residents gather near the village pond?
+2. Why were the villagers crying?
+3. Who was Gangaram?
+4. How big was he?
+5. How old was he?
+6. Give three reasons to justify Gangaram was friendly:
+(a) Children could
+(b) Gangaram never
+(c) Gangaram was very
+7. What was the new name given to the village and why?
+8. What will the villagers do to remember their friend?Tongue TwIsTer
+Nine nice night nurses nursing nicely Words and ExprEssions 2 – Class x86
+1. Why did the residents gather near the village pond?
+2. Why were the villagers crying?
+3. Who was Gangaram?
+4. How big was he?
+5. How old was he?
+6. Give three reasons to justify Gangaram was friendly:
+(a) Children could
+(b) Gangaram never
+(c) Gangaram was very
+7. What was the new name given to the village and why?
+8. What will the villagers do to remember their friend?3. Who was Gangaram?
+4. How big was he?
+5. How old was he?
+6. Give three reasons to justify Gangaram was friendly:
+(a) Children could
+(b) Gangaram never
+(c) Gangaram was very
+7. What was the new name given to the village and why?
+8. What will the villagers do to remember their friend?speakinG
+1. We all have seen hand puppets on YouTube or during story telling sessions.
+Try to make one hand puppet of an Otter.
+The situation is: Mijbil playing with water and spilling water every where.
+Write a few dialogues between Mijbil and Maxwell.
+Be the characters and exchange dialogues.
+Maxwell : Oh!
+Mijbil, what have you done?
+Mijbil : He, he
+Maxwell :
+Mijbil :
+Maxwel :
+Mijbil :
+2. You have read a story ‘The Bond of Love’ in the class IX textbook, Beehive.
+In this story, the author talks about a sloth bear that his wife kept as a pet.
+The sloth bear was sent to the Zoo when it became too big to be kept at home.
+Now, discuss in a group of four, the following points, list views, and then share in the class.
+(a) Keeping any big wild animal, like the sloth bears, at home.
+(b) Keeping unusual pets for pleasure
+(c) Using tigers, lions, dancing bears in circus
+(d) Making the monkeys dance, cock fighting, bull fighting for amusement
+Words and ExprEssions 2 – Class x88Maxwell :Mijbil :Maxwel :Mijbil :
+2. You have read a story ‘The Bond of Love’ in the class IX textbook, Beehive.
+In this story, the author talks about a sloth bear that his wife kept as a pet.
+The sloth bear was sent to the Zoo when it became too big to be kept at home.
+Now, discuss in a group of four, the following points, list views, and then share in the class.
+(a) Keeping any big wild animal, like the sloth bears, at home.
+(b) Keeping unusual pets for pleasure
+(c) Using tigers, lions, dancing bears in circus
+(d) Making the monkeys dance, cock fighting, bull fighting for amusement
+Words and ExprEssions 2 – Class x88Your views",jewe206.pdf

data/Class10-English-jewe207.pdf-50.csv

@@ -0,0 +1,1189 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"7 MadaM rides
+the Bus
+Let’s Begin
+1. In the story ‘Madam Rides the Bus’, Valli took a bus ride on the bus that she wanted to for last several months.
+She knew that she had to buy tickets for this.
+So she saved money suppressing all temptation to buy things like peppermints, toys, balloons, etc., and paid for the ticket.
+• What all exciting things did she see from the bus?
+• Was the excitement the same on her return journey?
+Discuss with your classmate and write a paragraph based on your discussion on the above mentioned questions.
+2. Have you undertaken any journey by bicycle, boat, bus, train, or on an elephant back?
+Share your experience with your friends in the class.
+Reading CompRehension text i
+Read the passage given below and answer the questions that follow.
+Vishav Driman (65 year old) and her husband Kamal Jeet (69 year old) set out to discover the hidden treasure of Uttarakhand by bicycle.
+Vishav shares their post-retirement adventure.
+Pedalling through the Golden Years
+At a time when our peers were slowing down, relaxing and watching sunsets from their front porch, we found a new passion — cycling.
+We started out with short daily rides, but found ourselves looking forward to them more and more, so much that we decided to venture further and cover more ground.
+There were obvious health concerns — the risk of performing a physically strenuous activity at a high altitude, the most obvious of them.
+But it helped that we had lived in Uttarakhand’s capital, Dehradun, our entire lives, and were therefore acclimatised to the cold winds and narrow winding roads that characterise this beautiful state.
+We were also familiar with almost all the scenic mountain trails it had to offer.
+Look Up
+and
+Short rides extended to longer ones as we started falling deeper in love with not just the sport, but the very idea of discovering a world we had always been a part of, but never had the time to explore.
+Soon, a simple hobby turned into a project of sorts, and we started participating in cyclotrons and other cycling events being held in the city.
+Admiration and encouragement poured in from family members, friends and neighbours along the way, sparking a new thought — was it possible to travel across the state on our bicycles?
+It seemed daunting at first, but we knew we had to try.
+Our gear in place, our bikes serviced, and our minds set, we set off on an adventure we would remember for the rest of our lives.
+Understand
+acclimatised cyclotrons extended strenuous venture Words and ExprEssions 2 – Class x94
+In my opinion, there are very few ways to enjoy and appreciate the beauty of Uttarakhand and cycling is the most thrilling of them all.
+Sunlight filtering through the trees and a cool breeze gently caressing your faces as you ride, coupled with breathtaking views of sal forests spread like a green cover on the mountains and surrounding valleys, the experience of pedalling across the state is truly inexplicable.
+Of the many trails we navigated, there is one that occupies a special place in our hearts.
+It began from Ghanta Ghar, a popular tourist attraction in Dehradun, it took us through some of the most picturesque locations of the state such as Kimadi, Hathi Paon, Mussoorie and Chaar Dukaan, right up to George Everest point.
+This 100km ride (approximately) is also one of the few routes in Uttarakhand that encapsulates all the element that one expects while cycling here — steep slopes, sharp curves, endless hills, lush forests, and off-road experiences.
+(Source: by Vishav Driman, India Travel360)
+Look Up
+and
+Understand
+caressing daunting encapsulates inexplicable picturesque
+Q.1.
+What is the meaning of the expression “when our peers were slowing down, relaxing and watching sunsets from their front porch” and in what context has the author used this?
+Q.2.
+What made Vishav and her husband confident to venture into Uttarakhand on their bicycles?
+Q.3.
+What was the strong passion that prompted the retired couple to take up this adventurous journey?
+What, according to the author, is the most thrilling way to enjoy and appreciate Uttarakhand?
+Why does she say so?
+Going Down Hill on a Bicycle, A Boy’s Song
+Q.5.
+Which trail occupies a special place in the couple’s heart?
+Q.6.
+What are the expectations of a cyclist from such an adventurous trip through the mountains?
+Did Vishav and Kamal Jeet get these experiences from the 100 km ride?
+Look Up
+and
+Understand
+heedful poised slackens treadles vale
+text ii
+Read the poem given below and answer the questions that follow.
+With lifted feet, hands still, I am poised, and down the hill Dart, with heedful mind;
+The air goes by in a wind.
+Swifter and yet more swift, Till the heart with a mighty lift Makes the lungs laugh, the throat cry:— “O bird, see; see, bird, I fly.
+Words and ExprEssions 2 – Class x96
+“Is this, is this your joy?
+O bird, then I, though a boy, For a golden moment share Your feathery life in air!”
+Say, heart, is there aught like this In a world that is full of bliss?
+‘Tis more than skating, bound Steel-shod to the level ground.
+Speed slackens now, I float Awhile in my airy boat;
+Till, when the wheels scarce crawl, My feet to the treadles fall.
+Alas, that the longest hill Must end in a vale; but still, Who climbs with toil, wheresoe’er, Shall find wings waiting there.
+Henry Charles Beeching
+Q.1.
+The poem describes the of going downhill on a bicycle.
+(a) enjoyment
+(b) happiness
+(c) excitement
+(d) satisfaction
+Q.2.
+Which line(s) depict the freedom like that of a bird that the poet enjoys?
+Which is the experience the boy is sharing with the bird?
+What is the golden moment he is referring to?
+Q.4.
+What is the meaning of ‘full of bliss’ here?
+Can the boy find this kind of bliss in the world where he lives?
+Q.5.
+There is a comparison in the third stanza.
+What is it?
+Q.6.
+What is the meaning of the last two lines of the poem?
+Does “toil” mean dedication, determination, and will power to climb the hill?
+What is the reward here?
+VocabULary
+1. Find out the words from the text ‘Madam rides the Bus’ that match with the given meanings.
+(a) inquisitive
+(b) intricate
+(c) mesmerizing
+(d) immense
+(e) hardly
+Words and ExprEssions 2 – Class x98
+Grammar
+1. Read the two sentences given below.
+The groups of words in italics are phrasal verbs.
+This way she picked up various small details.
+Valli said, “I am the one to get on.”
+FUn Facts
+The verbs picked and get are combined with up and on respectively.
+Together they make phrasal verbs.
+Now, complete each sentence using a verb from box A and a word from box B (by making a phrasal verb).
+Use the correct form of the verb wherever necessary.
+Allusion — a reference Illusion — a mirage, hallucination, or magic trick
+A
+break, drive, get, fill, wake, turn B out, down, off, on, in, up
+(a) It was evening
+She the light.
+(b) Do not Ramesh
+He was studying late at night yesterday.
+(c) The school bus and had to be towed to the garage for repair.
+(d) They got in the car and
+(e) She hurt herself as she was of the car.
+(f) You have to the form yourself.
+editinG
+1. Use capital letters and full stops wherever necessary and correct the spelling errors as well, in the following paragraph.
+An exciting boat journey gliding crosswise the river from
+Godkhali jetty will take to a place of incredible mystic beauty
+of Nature.
+The sundarbans a unesco World Heritage Site is located at the
+South eastern tip of the 24 Paraganas district about 110 km from Kolkata it got its name from one of the mangrov plants known as Sundari (Heritiera Minor) Sundrbans are a part of the world’s largest delta, formed by the mighty rivers ganga, brahmaputra and meghna it is one of the most attractive and alluring places remaining on earth, a truly undiscovered paradise the Sundarbans is the largest singl block of tidal, halophytic mangrove forests in the world.
+It is the largest tiger reserv and National Park apart from being a unique largest mangrove eco-system of the world, the sundarbns has the world’s largest deltaic mangroove forests and is also home to one of India’s most iconic wildlife species - the royal bengal Ttger.
+The Sundarbans also serves as a crusial protective barrier for the inhabitents cyclones which are a regular occurrence.
+The Sundarbans
+in and around Kolkata against the floods that result from the
+have also been enlisted amongst the finalists in the New 7
+Wonders of Nature.
+ListeninG
+1. Following is a passage on Mizoram and its people.
+When one visits this place, one is enchanted by its natural beauty and the vibrant culture of the state.
+Listen to the passage carefully and answer the questions that follow.
+You can listen to the recorded story or ask your teacher, sibling or friend to read the story aloud.
+Mizoram
+Once a tourist remarked, “I visited the Eastern States this time — where the people talk in songs and they always dance.”
+Words and ExprEssions 2 – Class x100 The eastern region of India is no doubt charmingly novel in many of its features.
+Mizoram, literally the land of Mizos is an expanse of blue-green hills.
+Mizoram is broken up lenghwise into five major mountain ranges gradually descending from the south to the north.
+The hills are rugged and their heights uneven.
+The name of the state Mizoram is made of two words.
+‘Mi’ means human beings, ‘Zo’ means a hill.
+So, a ‘Mizo’ is a human dweller of a hill; Mizoram means the land of the hilldwellers.
+Aizawl is the capital town of the State built in tiers along the hill.
+The Mizos have three main festivals — Mim Kut, Chapchar Kut and Pawl Kut.
+These festivals are associated with their agricultural activities during which they enjoy life by singing and dancing.
+The Mizos, blessed as they are with a beautiful environment and rich culture, are a vibrant and social people.
+They love to dance as much as they love to sing.
+They boast a number of folk and community dances handed down from one generation to the other through the ages.
+The dances are expressions of the gay, carefree spirit of the Mizos.
+It should be noted here that these dances are not intended for stage performance, rather they have been evolved for community involvement and participation.
+English with a Purpose
+A Textbook for Class XII (Core Course)
+NCERT, 2003
+1. The land of Mizo is a large open area of
+The hills are and 2.
+The state referred here is made of two names —
+(a) ‘Mi’ means
+(b) ‘Zo’ means
+(c) and Mizoram means
+3. Which activities are associated with Mizo festivals?
+How do Mizos enjoy these festivals?
+4. What are the special features of a Mizo dance?
+FUn Facts
+5. The following statements characterise Mizo people.
+Tick the one which is not true.
+(a) Mizos have a beautiful culture.
+()
+Tongue TwisTer
+We surely shall see the sun shine soon
+(b) They live in a beautiful natural environment.
+()
+(c) They are a protective people.
+()
+(d) They are a vibrant people.
+()
+(e) They love to dance and not so much to sing.
+()
+(f) They have a number of community and folk dances.
+()
+(g) The community involvement and participation is always there.
+()
+speakinG
+1. Read Part II of the story ‘Madam Rides the Bus’
+the Bus’.
+There are many conversations between Valli, the conductor, and some elderly people in the bus.
+Convert the conversations into dialogues between the characters.
+Many words like commandingly, haughtily, loudly (shouted), smilingly, irritably, curtly etc.
+have been used in this part.
+These are the different ways in which the characters have spoken.
+These show the mood, emotion, and intention of the characters.
+Now, write the dialogues and then in groups of three, enact it as a skit in the class.
+It was a fine spring afternoon.
+The bus was just on the verge of leaving the village.
+Valli, a small eight year old girl, wanted to go on a bus ride.
+Valli (loudly): Stop the bus!
+Stop the bus!
+Conductor (without looking up): Who is it?
+Hurry then!
+Valli (loudly): It’s me, I am the one who has to get on the bus.
+Conductor (smilingly): Oh.
+really!
+Words and ExprEssions 2 – Class x102
+Valli (commandingly): I have to Here is (Conductor stretched out his hand to help her up.) Valli (smartly): I can Conductor (jokingly): Oh, please (The bus started to move forward with a roar. Valli stood up on the seat to see the outside world clearly.) A voice (anxiously): Listen, child Valli (haughtily): There is nobody Conductor (smilingly): Oh, sir Valli (angrily): I am
+Conductor (mimicking her):
+Valli (steadfastly): Because I
+A voice (with concern): If you Valli (irritably): I’m not 2.
+Two communicative tasks are given below.
+Practice with your partner.
+Communicative Task I
+(Offering, accepting and refusing help)
+Role Play
+Chaman : Hello Prem.
+You look tired.
+Is there anything I can do to help you?
+Prem : Thank you very much.
+I think I can manage.
+I am preparing a chart on Children’s Rights.
+Chaman : It’s a lot of work.
+Let me help you.
+Prem : Thank you.
+But I’ve already collected all the necessary information.
+Chaman : I can help you in illustrating some of the rights.
+Prem : Oh, can you?
+That sounds wonderful.
+Chaman : Could you tell me the themes to be illustrated?
+Prem : Here you are.
+I’m really thankful to you.
+Chaman : What about children’s duties?
+Prem : Oh, yes.
+It’s a good suggestion.
+I’ll list their duties also.
+Chaman : Thank you.
+Pair or Group Work
+Write conversations like the one above imagining you are in the classroom.
+Use the clues given below.
+• Excuse me
+• Yes?
+• I wonder if you could lend me our dictionary.
+I’m doing my class work.
+• I’m sorry.
+I’m using it right now. May be later.
+• That’s okay.
+Thanks anyway.
+Write similar conversations imagining you are in the following situations: in the kitchen; at the railway station; asking somebody to open the door; in a hospital; in the playground.
+Communicative Task II
+(Asking for information, indirect questions and question tags)
+Role Play
+Vineet : Could you get me some warm clothes from the cupboard, please?
+Ashima : Are you feeling cold?
+Vineet : It’s cold today, isn’t it?
+Ashima : Yes, it is.
+I shall have to light the fire soon.
+Vineet : Oh, you have coal-fires, do you?
+Ashima : Yes.
+We don’t have a room heater.
+You have room heaters, don’t you?
+Veneet : Yes.
+We do.
+But coal-fires are nice.
+They are more comforting than a radiator, aren’t they?
+Ashima : Yes, but there is a lot more work than just switching on a heater.
+We keep talking about getting room heaters.
+Vineet : I suppose coal-fires aren’t very convenient, are they?
+Ashima : They certainly aren’t.
+Words and ExprEssions 2 – Class x104
+Pair or Group work
+Using the above piece as a model, ask for information, make requests and give your opinion regarding — the floods in Chennai, ‘Cyberabad’ (Hyderabad), a celebration in your school, a landslide during the Amarnath yatra, etc.
+FUn Facts
+WritinG
+idiom
+Turn a blind eye — to ignore situations, facts, reality
+1. In the text, seeing Valli travelling alone in the bus, some of the characters showed concerns.
+An elderly woman asked, “Are you alone, dear?”
+The Conductor questioned, “Won’t your mother be looking for you?”
+The old woman continued asking, “Is it proper for such a young person to travel alone?
+Do you exactly know where you’re going in town?
+What’s the street?
+What’s the house number?”
+Do you think that the concerns of the elderly lady and the conductor are apt and genuine?
+Will you say that it is applicable to young boys as well?
+Discuss in groups, make note and then arrange a debate competition.
+You can consider the following points for discussion or debate.
+Then write a paragraph considering these issues and give your opinion as well.
+• Girls and boys of Valli’s age can travel alone in a bus or auto rickshaw, etc.
+• Freedom should be given to them to move around.
+• Safety of the young children is of utmost concern.
+• What type of education should be given to them?
+• This is a vulnerable age and children are innocent.
+2. You have read that on her return journey, Valli saw the young cow lying dead by the roadside.
+This young cow was running very fast in front of the bus and had given Valli unbound happiness when she was travelling to the town.
+Now, write a paragraph on ‘Should the domestic animals be let loose to walk on the roads freely’ where the vehicles are plying?
+Who is responsible for the death of the young cow?
+Words and ExprEssions 2 – Class x106
+project
+1. Read the quick tips for travelling by a bike given below.
+When you travel by a bike, Vishav says that the frame and tyres of the bike should be according to the rider’s height.
+One should carry a hand pump, extra tubes, and a puncture kit for emergency situations.
+Right accessories such as sweat-resistant gloves, helmets, knee and elbow pads, and a pair of shoes is of utmost importance.
+It is also necessary to carry essentials like dry food, water, and Oral Rehydration Salts (ORS).
+A first-aid kit with pain killers, muscle relaxing balms, and band-aids are also advisable.
+Now, prepare a list of things that you would like to suggest to people who want to travel by:
+(a) a train
+(b) a bus
+(c) a boat
+(d) a motorbike
+(e) on foot (for example a trek)
+2. A
+A. Copies of some tickets are given here.
+Collect some more train tickets, bus tickets, flight tickets, platform tickets, entry tickets for the zoo, cinema hall, metro rail etc.
+• Make a collage.
+• Study the information given in these tickets.
+• Draw a table to enter the information like PNR number, time of departure, time of arrival, confirmed ticket, waitlisted ticket, RAC status in train, seat number, food preferences, price of the ticket, number of passengers, etc.
+• How are these tickets different from each other?
+Words and ExprEssions 2 – Class x108
+B. Write a paragraph on ‘Why it is essential to travel with a ticket?",jewe207.pdf
+1,CBSE,Class10,English,"the Bus
+Let’s Begin
+1. In the story ‘Madam Rides the Bus’, Valli took a bus ride on the bus that she wanted to for last several months.
+She knew that she had to buy tickets for this.
+So she saved money suppressing all temptation to buy things like peppermints, toys, balloons, etc., and paid for the ticket.
+• What all exciting things did she see from the bus?
+• Was the excitement the same on her return journey?
+Discuss with your classmate and write a paragraph based on your discussion on the above mentioned questions.
+2. Have you undertaken any journey by bicycle, boat, bus, train, or on an elephant back?
+Share your experience with your friends in the class.
+Reading CompRehension text i
+Read the passage given below and answer the questions that follow.
+Vishav Driman (65 year old) and her husband Kamal Jeet (69 year old) set out to discover the hidden treasure of Uttarakhand by bicycle.
+Vishav shares their post-retirement adventure.
+Pedalling through the Golden Years
+At a time when our peers were slowing down, relaxing and watching sunsets from their front porch, we found a new passion — cycling.
+We started out with short daily rides, but found ourselves looking forward to them more and more, so much that we decided to venture further and cover more ground.
+There were obvious health concerns — the risk of performing a physically strenuous activity at a high altitude, the most obvious of them.
+But it helped that we had lived in Uttarakhand’s capital, Dehradun, our entire lives, and were therefore acclimatised to the cold winds and narrow winding roads that characterise this beautiful state.
+We were also familiar with almost all the scenic mountain trails it had to offer.
+Look Up
+and
+Short rides extended to longer ones as we started falling deeper in love with not just the sport, but the very idea of discovering a world we had always been a part of, but never had the time to explore.
+Soon, a simple hobby turned into a project of sorts, and we started participating in cyclotrons and other cycling events being held in the city.
+Admiration and encouragement poured in from family members, friends and neighbours along the way, sparking a new thought — was it possible to travel across the state on our bicycles?
+It seemed daunting at first, but we knew we had to try.
+Our gear in place, our bikes serviced, and our minds set, we set off on an adventure we would remember for the rest of our lives.
+Understand
+acclimatised cyclotrons extended strenuous venture Words and ExprEssions 2 – Class x94
+In my opinion, there are very few ways to enjoy and appreciate the beauty of Uttarakhand and cycling is the most thrilling of them all.
+Sunlight filtering through the trees and a cool breeze gently caressing your faces as you ride, coupled with breathtaking views of sal forests spread like a green cover on the mountains and surrounding valleys, the experience of pedalling across the state is truly inexplicable.
+Of the many trails we navigated, there is one that occupies a special place in our hearts.
+It began from Ghanta Ghar, a popular tourist attraction in Dehradun, it took us through some of the most picturesque locations of the state such as Kimadi, Hathi Paon, Mussoorie and Chaar Dukaan, right up to George Everest point.
+This 100km ride (approximately) is also one of the few routes in Uttarakhand that encapsulates all the element that one expects while cycling here — steep slopes, sharp curves, endless hills, lush forests, and off-road experiences.
+(Source: by Vishav Driman, India Travel360)
+Look Up
+and
+Understand
+caressing daunting encapsulates inexplicable picturesque
+Q.1.
+What is the meaning of the expression “when our peers were slowing down, relaxing and watching sunsets from their front porch” and in what context has the author used this?
+Q.2.
+What made Vishav and her husband confident to venture into Uttarakhand on their bicycles?
+Q.3.
+What was the strong passion that prompted the retired couple to take up this adventurous journey?
+What, according to the author, is the most thrilling way to enjoy and appreciate Uttarakhand?
+Why does she say so?
+Going Down Hill on a Bicycle, A Boy’s Song
+Q.5.
+Which trail occupies a special place in the couple’s heart?
+Q.6.
+What are the expectations of a cyclist from such an adventurous trip through the mountains?
+Did Vishav and Kamal Jeet get these experiences from the 100 km ride?
+Look Up
+and
+Understand
+heedful poised slackens treadles vale
+text ii
+Read the poem given below and answer the questions that follow.
+With lifted feet, hands still, I am poised, and down the hill Dart, with heedful mind;
+The air goes by in a wind.
+Swifter and yet more swift, Till the heart with a mighty lift Makes the lungs laugh, the throat cry:— “O bird, see; see, bird, I fly.
+Words and ExprEssions 2 – Class x96
+“Is this, is this your joy?
+O bird, then I, though a boy, For a golden moment share Your feathery life in air!”
+Say, heart, is there aught like this In a world that is full of bliss?
+‘Tis more than skating, bound Steel-shod to the level ground.
+Speed slackens now, I float Awhile in my airy boat;
+Till, when the wheels scarce crawl, My feet to the treadles fall.
+Alas, that the longest hill Must end in a vale; but still, Who climbs with toil, wheresoe’er, Shall find wings waiting there.
+Henry Charles Beeching
+Q.1.
+The poem describes the of going downhill on a bicycle.
+(a) enjoyment
+(b) happiness
+(c) excitement
+(d) satisfaction
+Q.2.
+Which line(s) depict the freedom like that of a bird that the poet enjoys?
+Which is the experience the boy is sharing with the bird?
+What is the golden moment he is referring to?
+Q.4.
+What is the meaning of ‘full of bliss’ here?
+Can the boy find this kind of bliss in the world where he lives?
+Q.5.
+There is a comparison in the third stanza.
+What is it?
+Q.6.
+What is the meaning of the last two lines of the poem?
+Does “toil” mean dedication, determination, and will power to climb the hill?
+What is the reward here?
+VocabULary
+1. Find out the words from the text ‘Madam rides the Bus’ that match with the given meanings.
+(a) inquisitive
+(b) intricate
+(c) mesmerizing
+(d) immense
+(e) hardly
+Words and ExprEssions 2 – Class x98
+Grammar
+1. Read the two sentences given below.
+The groups of words in italics are phrasal verbs.
+This way she picked up various small details.
+Valli said, “I am the one to get on.”
+FUn Facts
+The verbs picked and get are combined with up and on respectively.
+Together they make phrasal verbs.
+Now, complete each sentence using a verb from box A and a word from box B (by making a phrasal verb).
+Use the correct form of the verb wherever necessary.
+Allusion — a reference Illusion — a mirage, hallucination, or magic trick
+A
+break, drive, get, fill, wake, turn B out, down, off, on, in, up
+(a) It was evening
+She the light.
+(b) Do not Ramesh
+He was studying late at night yesterday.
+(c) The school bus and had to be towed to the garage for repair.
+(d) They got in the car and
+(e) She hurt herself as she was of the car.
+(f) You have to the form yourself.
+editinG
+1. Use capital letters and full stops wherever necessary and correct the spelling errors as well, in the following paragraph.
+An exciting boat journey gliding crosswise the river from
+Godkhali jetty will take to a place of incredible mystic beauty
+of Nature.
+The sundarbans a unesco World Heritage Site is located at the
+South eastern tip of the 24 Paraganas district about 110 km from Kolkata it got its name from one of the mangrov plants known as Sundari (Heritiera Minor) Sundrbans are a part of the world’s largest delta, formed by the mighty rivers ganga, brahmaputra and meghna it is one of the most attractive and alluring places remaining on earth, a truly undiscovered paradise the Sundarbans is the largest singl block of tidal, halophytic mangrove forests in the world.
+It is the largest tiger reserv and National Park apart from being a unique largest mangrove eco-system of the world, the sundarbns has the world’s largest deltaic mangroove forests and is also home to one of India’s most iconic wildlife species - the royal bengal Ttger.
+The Sundarbans also serves as a crusial protective barrier for the inhabitents cyclones which are a regular occurrence.
+The Sundarbans
+in and around Kolkata against the floods that result from the
+have also been enlisted amongst the finalists in the New 7
+Wonders of Nature.
+ListeninG
+1. Following is a passage on Mizoram and its people.
+When one visits this place, one is enchanted by its natural beauty and the vibrant culture of the state.
+Listen to the passage carefully and answer the questions that follow.
+You can listen to the recorded story or ask your teacher, sibling or friend to read the story aloud.
+Mizoram
+Once a tourist remarked, “I visited the Eastern States this time — where the people talk in songs and they always dance.”
+Words and ExprEssions 2 – Class x100 The eastern region of India is no doubt charmingly novel in many of its features.
+Mizoram, literally the land of Mizos is an expanse of blue-green hills.
+Mizoram is broken up lenghwise into five major mountain ranges gradually descending from the south to the north.
+The hills are rugged and their heights uneven.
+The name of the state Mizoram is made of two words.
+‘Mi’ means human beings, ‘Zo’ means a hill.
+So, a ‘Mizo’ is a human dweller of a hill; Mizoram means the land of the hilldwellers.
+Aizawl is the capital town of the State built in tiers along the hill.
+The Mizos have three main festivals — Mim Kut, Chapchar Kut and Pawl Kut.
+These festivals are associated with their agricultural activities during which they enjoy life by singing and dancing.
+The Mizos, blessed as they are with a beautiful environment and rich culture, are a vibrant and social people.
+They love to dance as much as they love to sing.
+They boast a number of folk and community dances handed down from one generation to the other through the ages.
+The dances are expressions of the gay, carefree spirit of the Mizos.
+It should be noted here that these dances are not intended for stage performance, rather they have been evolved for community involvement and participation.
+English with a Purpose
+A Textbook for Class XII (Core Course)
+NCERT, 2003
+1. The land of Mizo is a large open area of
+The hills are and 2.
+The state referred here is made of two names —
+(a) ‘Mi’ means
+(b) ‘Zo’ means
+(c) and Mizoram means
+3. Which activities are associated with Mizo festivals?
+How do Mizos enjoy these festivals?
+4. What are the special features of a Mizo dance?
+FUn Facts
+5. The following statements characterise Mizo people.
+Tick the one which is not true.
+(a) Mizos have a beautiful culture.
+()
+Tongue TwisTer
+We surely shall see the sun shine soon
+(b) They live in a beautiful natural environment.
+()
+(c) They are a protective people.
+()
+(d) They are a vibrant people.
+()
+(e) They love to dance and not so much to sing.
+()
+(f) They have a number of community and folk dances.
+()
+(g) The community involvement and participation is always there.
+()
+speakinG
+1. Read Part II of the story ‘Madam Rides the Bus’
+the Bus’.
+There are many conversations between Valli, the conductor, and some elderly people in the bus.
+Convert the conversations into dialogues between the characters.
+Many words like commandingly, haughtily, loudly (shouted), smilingly, irritably, curtly etc.
+have been used in this part.
+These are the different ways in which the characters have spoken.
+These show the mood, emotion, and intention of the characters.
+Now, write the dialogues and then in groups of three, enact it as a skit in the class.
+It was a fine spring afternoon.
+The bus was just on the verge of leaving the village.
+Valli, a small eight year old girl, wanted to go on a bus ride.
+Valli (loudly): Stop the bus!
+Stop the bus!
+Conductor (without looking up): Who is it?
+Hurry then!
+Valli (loudly): It’s me, I am the one who has to get on the bus.
+Conductor (smilingly): Oh.
+really!
+Words and ExprEssions 2 – Class x102
+Valli (commandingly): I have to Here is (Conductor stretched out his hand to help her up.) Valli (smartly): I can Conductor (jokingly): Oh, please (The bus started to move forward with a roar. Valli stood up on the seat to see the outside world clearly.) A voice (anxiously): Listen, child Valli (haughtily): There is nobody Conductor (smilingly): Oh, sir Valli (angrily): I am
+Conductor (mimicking her):
+Valli (steadfastly): Because I
+A voice (with concern): If you Valli (irritably): I’m not 2.
+Two communicative tasks are given below.
+Practice with your partner.
+Communicative Task I
+(Offering, accepting and refusing help)
+Role Play
+Chaman : Hello Prem.
+You look tired.
+Is there anything I can do to help you?
+Prem : Thank you very much.
+I think I can manage.
+I am preparing a chart on Children’s Rights.
+Chaman : It’s a lot of work.
+Let me help you.
+Prem : Thank you.
+But I’ve already collected all the necessary information.
+Chaman : I can help you in illustrating some of the rights.
+Prem : Oh, can you?
+That sounds wonderful.
+Chaman : Could you tell me the themes to be illustrated?
+Prem : Here you are.
+I’m really thankful to you.
+Chaman : What about children’s duties?
+Prem : Oh, yes.
+It’s a good suggestion.
+I’ll list their duties also.
+Chaman : Thank you.
+Pair or Group Work
+Write conversations like the one above imagining you are in the classroom.
+Use the clues given below.
+• Excuse me
+• Yes?
+• I wonder if you could lend me our dictionary.
+I’m doing my class work.
+• I’m sorry.
+I’m using it right now. May be later.
+• That’s okay.
+Thanks anyway.
+Write similar conversations imagining you are in the following situations: in the kitchen; at the railway station; asking somebody to open the door; in a hospital; in the playground.
+Communicative Task II
+(Asking for information, indirect questions and question tags)
+Role Play
+Vineet : Could you get me some warm clothes from the cupboard, please?
+Ashima : Are you feeling cold?
+Vineet : It’s cold today, isn’t it?
+Ashima : Yes, it is.
+I shall have to light the fire soon.
+Vineet : Oh, you have coal-fires, do you?
+Ashima : Yes.
+We don’t have a room heater.
+You have room heaters, don’t you?
+Veneet : Yes.
+We do.
+But coal-fires are nice.
+They are more comforting than a radiator, aren’t they?
+Ashima : Yes, but there is a lot more work than just switching on a heater.
+We keep talking about getting room heaters.
+Vineet : I suppose coal-fires aren’t very convenient, are they?
+Ashima : They certainly aren’t.
+Words and ExprEssions 2 – Class x104
+Pair or Group work
+Using the above piece as a model, ask for information, make requests and give your opinion regarding — the floods in Chennai, ‘Cyberabad’ (Hyderabad), a celebration in your school, a landslide during the Amarnath yatra, etc.
+FUn Facts
+WritinG
+idiom
+Turn a blind eye — to ignore situations, facts, reality
+1. In the text, seeing Valli travelling alone in the bus, some of the characters showed concerns.
+An elderly woman asked, “Are you alone, dear?”
+The Conductor questioned, “Won’t your mother be looking for you?”
+The old woman continued asking, “Is it proper for such a young person to travel alone?
+Do you exactly know where you’re going in town?
+What’s the street?
+What’s the house number?”
+Do you think that the concerns of the elderly lady and the conductor are apt and genuine?
+Will you say that it is applicable to young boys as well?
+Discuss in groups, make note and then arrange a debate competition.
+You can consider the following points for discussion or debate.
+Then write a paragraph considering these issues and give your opinion as well.
+• Girls and boys of Valli’s age can travel alone in a bus or auto rickshaw, etc.
+• Freedom should be given to them to move around.
+• Safety of the young children is of utmost concern.
+• What type of education should be given to them?
+• This is a vulnerable age and children are innocent.
+2. You have read that on her return journey, Valli saw the young cow lying dead by the roadside.
+This young cow was running very fast in front of the bus and had given Valli unbound happiness when she was travelling to the town.
+Now, write a paragraph on ‘Should the domestic animals be let loose to walk on the roads freely’ where the vehicles are plying?
+Who is responsible for the death of the young cow?
+Words and ExprEssions 2 – Class x106
+project
+1. Read the quick tips for travelling by a bike given below.
+When you travel by a bike, Vishav says that the frame and tyres of the bike should be according to the rider’s height.
+One should carry a hand pump, extra tubes, and a puncture kit for emergency situations.
+Right accessories such as sweat-resistant gloves, helmets, knee and elbow pads, and a pair of shoes is of utmost importance.
+It is also necessary to carry essentials like dry food, water, and Oral Rehydration Salts (ORS).
+A first-aid kit with pain killers, muscle relaxing balms, and band-aids are also advisable.
+Now, prepare a list of things that you would like to suggest to people who want to travel by:
+(a) a train
+(b) a bus
+(c) a boat
+(d) a motorbike
+(e) on foot (for example a trek)
+2. A
+A. Copies of some tickets are given here.
+Collect some more train tickets, bus tickets, flight tickets, platform tickets, entry tickets for the zoo, cinema hall, metro rail etc.
+• Make a collage.
+• Study the information given in these tickets.
+• Draw a table to enter the information like PNR number, time of departure, time of arrival, confirmed ticket, waitlisted ticket, RAC status in train, seat number, food preferences, price of the ticket, number of passengers, etc.
+• How are these tickets different from each other?
+Words and ExprEssions 2 – Class x108
+B. Write a paragraph on ‘Why it is essential to travel with a ticket?",jewe207.pdf
+2,CBSE,Class10,English,"Let’s Begin
+1. In the story ‘Madam Rides the Bus’, Valli took a bus ride on the bus that she wanted to for last several months.
+She knew that she had to buy tickets for this.
+So she saved money suppressing all temptation to buy things like peppermints, toys, balloons, etc., and paid for the ticket.
+• What all exciting things did she see from the bus?
+• Was the excitement the same on her return journey?
+Discuss with your classmate and write a paragraph based on your discussion on the above mentioned questions.
+2. Have you undertaken any journey by bicycle, boat, bus, train, or on an elephant back?
+Share your experience with your friends in the class.
+Reading CompRehension text i
+Read the passage given below and answer the questions that follow.
+Vishav Driman (65 year old) and her husband Kamal Jeet (69 year old) set out to discover the hidden treasure of Uttarakhand by bicycle.
+Vishav shares their post-retirement adventure.
+Pedalling through the Golden Years
+At a time when our peers were slowing down, relaxing and watching sunsets from their front porch, we found a new passion — cycling.
+We started out with short daily rides, but found ourselves looking forward to them more and more, so much that we decided to venture further and cover more ground.
+There were obvious health concerns — the risk of performing a physically strenuous activity at a high altitude, the most obvious of them.
+But it helped that we had lived in Uttarakhand’s capital, Dehradun, our entire lives, and were therefore acclimatised to the cold winds and narrow winding roads that characterise this beautiful state.
+We were also familiar with almost all the scenic mountain trails it had to offer.
+Look Up
+and
+Short rides extended to longer ones as we started falling deeper in love with not just the sport, but the very idea of discovering a world we had always been a part of, but never had the time to explore.
+Soon, a simple hobby turned into a project of sorts, and we started participating in cyclotrons and other cycling events being held in the city.
+Admiration and encouragement poured in from family members, friends and neighbours along the way, sparking a new thought — was it possible to travel across the state on our bicycles?
+It seemed daunting at first, but we knew we had to try.
+Our gear in place, our bikes serviced, and our minds set, we set off on an adventure we would remember for the rest of our lives.
+Understand
+acclimatised cyclotrons extended strenuous venture Words and ExprEssions 2 – Class x94
+In my opinion, there are very few ways to enjoy and appreciate the beauty of Uttarakhand and cycling is the most thrilling of them all.
+Sunlight filtering through the trees and a cool breeze gently caressing your faces as you ride, coupled with breathtaking views of sal forests spread like a green cover on the mountains and surrounding valleys, the experience of pedalling across the state is truly inexplicable.
+Of the many trails we navigated, there is one that occupies a special place in our hearts.
+It began from Ghanta Ghar, a popular tourist attraction in Dehradun, it took us through some of the most picturesque locations of the state such as Kimadi, Hathi Paon, Mussoorie and Chaar Dukaan, right up to George Everest point.
+This 100km ride (approximately) is also one of the few routes in Uttarakhand that encapsulates all the element that one expects while cycling here — steep slopes, sharp curves, endless hills, lush forests, and off-road experiences.
+(Source: by Vishav Driman, India Travel360)
+Look Up
+and
+Understand
+caressing daunting encapsulates inexplicable picturesque
+Q.1.
+What is the meaning of the expression “when our peers were slowing down, relaxing and watching sunsets from their front porch” and in what context has the author used this?
+Q.2.
+What made Vishav and her husband confident to venture into Uttarakhand on their bicycles?
+Q.3.
+What was the strong passion that prompted the retired couple to take up this adventurous journey?
+What, according to the author, is the most thrilling way to enjoy and appreciate Uttarakhand?
+Why does she say so?
+Going Down Hill on a Bicycle, A Boy’s Song
+Q.5.
+Which trail occupies a special place in the couple’s heart?
+Q.6.
+What are the expectations of a cyclist from such an adventurous trip through the mountains?
+Did Vishav and Kamal Jeet get these experiences from the 100 km ride?
+Look Up
+and
+Understand
+heedful poised slackens treadles vale
+text ii
+Read the poem given below and answer the questions that follow.
+With lifted feet, hands still, I am poised, and down the hill Dart, with heedful mind;
+The air goes by in a wind.
+Swifter and yet more swift, Till the heart with a mighty lift Makes the lungs laugh, the throat cry:— “O bird, see; see, bird, I fly.
+Words and ExprEssions 2 – Class x96
+“Is this, is this your joy?
+O bird, then I, though a boy, For a golden moment share Your feathery life in air!”
+Say, heart, is there aught like this In a world that is full of bliss?
+‘Tis more than skating, bound Steel-shod to the level ground.
+Speed slackens now, I float Awhile in my airy boat;
+Till, when the wheels scarce crawl, My feet to the treadles fall.
+Alas, that the longest hill Must end in a vale; but still, Who climbs with toil, wheresoe’er, Shall find wings waiting there.
+Henry Charles Beeching
+Q.1.
+The poem describes the of going downhill on a bicycle.
+(a) enjoyment
+(b) happiness
+(c) excitement
+(d) satisfaction
+Q.2.
+Which line(s) depict the freedom like that of a bird that the poet enjoys?
+Which is the experience the boy is sharing with the bird?
+What is the golden moment he is referring to?
+Q.4.
+What is the meaning of ‘full of bliss’ here?
+Can the boy find this kind of bliss in the world where he lives?
+Q.5.
+There is a comparison in the third stanza.
+What is it?
+Q.6.
+What is the meaning of the last two lines of the poem?
+Does “toil” mean dedication, determination, and will power to climb the hill?
+What is the reward here?",jewe207.pdf
+3,CBSE,Class10,English,"Reading CompRehension text i
+Read the passage given below and answer the questions that follow.
+Vishav Driman (65 year old) and her husband Kamal Jeet (69 year old) set out to discover the hidden treasure of Uttarakhand by bicycle.
+Vishav shares their post-retirement adventure.
+Pedalling through the Golden Years
+At a time when our peers were slowing down, relaxing and watching sunsets from their front porch, we found a new passion — cycling.
+We started out with short daily rides, but found ourselves looking forward to them more and more, so much that we decided to venture further and cover more ground.
+There were obvious health concerns — the risk of performing a physically strenuous activity at a high altitude, the most obvious of them.
+But it helped that we had lived in Uttarakhand’s capital, Dehradun, our entire lives, and were therefore acclimatised to the cold winds and narrow winding roads that characterise this beautiful state.
+We were also familiar with almost all the scenic mountain trails it had to offer.
+Look Up
+and
+Short rides extended to longer ones as we started falling deeper in love with not just the sport, but the very idea of discovering a world we had always been a part of, but never had the time to explore.
+Soon, a simple hobby turned into a project of sorts, and we started participating in cyclotrons and other cycling events being held in the city.
+Admiration and encouragement poured in from family members, friends and neighbours along the way, sparking a new thought — was it possible to travel across the state on our bicycles?
+It seemed daunting at first, but we knew we had to try.
+Our gear in place, our bikes serviced, and our minds set, we set off on an adventure we would remember for the rest of our lives.
+Understand
+acclimatised cyclotrons extended strenuous venture Words and ExprEssions 2 – Class x94
+In my opinion, there are very few ways to enjoy and appreciate the beauty of Uttarakhand and cycling is the most thrilling of them all.
+Sunlight filtering through the trees and a cool breeze gently caressing your faces as you ride, coupled with breathtaking views of sal forests spread like a green cover on the mountains and surrounding valleys, the experience of pedalling across the state is truly inexplicable.
+Of the many trails we navigated, there is one that occupies a special place in our hearts.
+It began from Ghanta Ghar, a popular tourist attraction in Dehradun, it took us through some of the most picturesque locations of the state such as Kimadi, Hathi Paon, Mussoorie and Chaar Dukaan, right up to George Everest point.
+This 100km ride (approximately) is also one of the few routes in Uttarakhand that encapsulates all the element that one expects while cycling here — steep slopes, sharp curves, endless hills, lush forests, and off-road experiences.
+(Source: by Vishav Driman, India Travel360)
+Look Up
+and
+Understand
+caressing daunting encapsulates inexplicable picturesque
+Q.1.
+What is the meaning of the expression “when our peers were slowing down, relaxing and watching sunsets from their front porch” and in what context has the author used this?
+Q.2.
+What made Vishav and her husband confident to venture into Uttarakhand on their bicycles?
+Q.3.
+What was the strong passion that prompted the retired couple to take up this adventurous journey?
+What, according to the author, is the most thrilling way to enjoy and appreciate Uttarakhand?
+Why does she say so?
+Going Down Hill on a Bicycle, A Boy’s Song
+Q.5.
+Which trail occupies a special place in the couple’s heart?
+Q.6.
+What are the expectations of a cyclist from such an adventurous trip through the mountains?
+Did Vishav and Kamal Jeet get these experiences from the 100 km ride?
+Look Up
+and
+Understand
+heedful poised slackens treadles valePedalling through the Golden Years
+At a time when our peers were slowing down, relaxing and watching sunsets from their front porch, we found a new passion — cycling.
+We started out with short daily rides, but found ourselves looking forward to them more and more, so much that we decided to venture further and cover more ground.
+There were obvious health concerns — the risk of performing a physically strenuous activity at a high altitude, the most obvious of them.
+But it helped that we had lived in Uttarakhand’s capital, Dehradun, our entire lives, and were therefore acclimatised to the cold winds and narrow winding roads that characterise this beautiful state.
+We were also familiar with almost all the scenic mountain trails it had to offer.",jewe207.pdf
+4,CBSE,Class10,English,"and
+Short rides extended to longer ones as we started falling deeper in love with not just the sport, but the very idea of discovering a world we had always been a part of, but never had the time to explore.
+Soon, a simple hobby turned into a project of sorts, and we started participating in cyclotrons and other cycling events being held in the city.
+Admiration and encouragement poured in from family members, friends and neighbours along the way, sparking a new thought — was it possible to travel across the state on our bicycles?
+It seemed daunting at first, but we knew we had to try.
+Our gear in place, our bikes serviced, and our minds set, we set off on an adventure we would remember for the rest of our lives.Understand
+acclimatised cyclotrons extended strenuous venture Words and ExprEssions 2 – Class x94
+In my opinion, there are very few ways to enjoy and appreciate the beauty of Uttarakhand and cycling is the most thrilling of them all.
+Sunlight filtering through the trees and a cool breeze gently caressing your faces as you ride, coupled with breathtaking views of sal forests spread like a green cover on the mountains and surrounding valleys, the experience of pedalling across the state is truly inexplicable.
+Of the many trails we navigated, there is one that occupies a special place in our hearts.
+It began from Ghanta Ghar, a popular tourist attraction in Dehradun, it took us through some of the most picturesque locations of the state such as Kimadi, Hathi Paon, Mussoorie and Chaar Dukaan, right up to George Everest point.
+This 100km ride (approximately) is also one of the few routes in Uttarakhand that encapsulates all the element that one expects while cycling here — steep slopes, sharp curves, endless hills, lush forests, and off-road experiences.
+(Source: by Vishav Driman, India Travel360)
+Look Up
+and
+Understand
+caressing daunting encapsulates inexplicable picturesque
+Q.1.
+What is the meaning of the expression “when our peers were slowing down, relaxing and watching sunsets from their front porch” and in what context has the author used this?
+Q.2.
+What made Vishav and her husband confident to venture into Uttarakhand on their bicycles?
+Q.3.
+What was the strong passion that prompted the retired couple to take up this adventurous journey?
+What, according to the author, is the most thrilling way to enjoy and appreciate Uttarakhand?
+Why does she say so?
+Going Down Hill on a Bicycle, A Boy’s Song
+Q.5.
+Which trail occupies a special place in the couple’s heart?
+Q.6.
+What are the expectations of a cyclist from such an adventurous trip through the mountains?
+Did Vishav and Kamal Jeet get these experiences from the 100 km ride?Look Up
+andUnderstand
+caressing daunting encapsulates inexplicable picturesque
+Q.1.
+What is the meaning of the expression “when our peers were slowing down, relaxing and watching sunsets from their front porch” and in what context has the author used this?
+Q.2.
+What made Vishav and her husband confident to venture into Uttarakhand on their bicycles?
+Q.3.
+What was the strong passion that prompted the retired couple to take up this adventurous journey?
+What, according to the author, is the most thrilling way to enjoy and appreciate Uttarakhand?
+Why does she say so?
+Going Down Hill on a Bicycle, A Boy’s Song
+Q.5.
+Which trail occupies a special place in the couple’s heart?
+Q.6.
+What are the expectations of a cyclist from such an adventurous trip through the mountains?
+Did Vishav and Kamal Jeet get these experiences from the 100 km ride?Going Down Hill on a Bicycle, A Boy’s Song
+Q.5.
+Which trail occupies a special place in the couple’s heart?
+Q.6.
+What are the expectations of a cyclist from such an adventurous trip through the mountains?
+Did Vishav and Kamal Jeet get these experiences from the 100 km ride?Look Up
+andUnderstand
+heedful poised slackens treadles vale",jewe207.pdf
+5,CBSE,Class10,English,"Henry Charles Beeching
+Q.1.
+The poem describes the of going downhill on a bicycle.
+(a) enjoyment
+(b) happiness
+(c) excitement
+(d) satisfaction
+Q.2.
+Which line(s) depict the freedom like that of a bird that the poet enjoys?
+Which is the experience the boy is sharing with the bird?
+What is the golden moment he is referring to?
+Q.4.
+What is the meaning of ‘full of bliss’ here?
+Can the boy find this kind of bliss in the world where he lives?
+Q.5.
+There is a comparison in the third stanza.
+What is it?
+Q.6.
+What is the meaning of the last two lines of the poem?
+Does “toil” mean dedication, determination, and will power to climb the hill?
+What is the reward here?VocabULary
+1. Find out the words from the text ‘Madam rides the Bus’ that match with the given meanings.
+(a) inquisitive
+(b) intricate
+(c) mesmerizing
+(d) immense
+(e) hardly
+Words and ExprEssions 2 – Class x98Grammar
+1. Read the two sentences given below.
+The groups of words in italics are phrasal verbs.
+This way she picked up various small details.
+Valli said, “I am the one to get on.”
+FUn Facts
+The verbs picked and get are combined with up and on respectively.
+Together they make phrasal verbs.
+Now, complete each sentence using a verb from box A and a word from box B (by making a phrasal verb).
+Use the correct form of the verb wherever necessary.
+Allusion — a reference Illusion — a mirage, hallucination, or magic trick
+A
+break, drive, get, fill, wake, turn B out, down, off, on, in, up
+(a) It was evening
+She the light.
+(b) Do not Ramesh
+He was studying late at night yesterday.
+(c) The school bus and had to be towed to the garage for repair.
+(d) They got in the car and
+(e) She hurt herself as she was of the car.
+(f) You have to the form yourself.FUn Facts
+The verbs picked and get are combined with up and on respectively.
+Together they make phrasal verbs.
+Now, complete each sentence using a verb from box A and a word from box B (by making a phrasal verb).
+Use the correct form of the verb wherever necessary.
+Allusion — a reference Illusion — a mirage, hallucination, or magic trick
+A
+break, drive, get, fill, wake, turn B out, down, off, on, in, up
+(a) It was evening
+She the light.
+(b) Do not Ramesh
+He was studying late at night yesterday.
+(c) The school bus and had to be towed to the garage for repair.
+(d) They got in the car and
+(e) She hurt herself as she was of the car.
+(f) You have to the form yourself.A
+break, drive, get, fill, wake, turn B out, down, off, on, in, up
+(a) It was evening
+She the light.
+(b) Do not Ramesh
+He was studying late at night yesterday.
+(c) The school bus and had to be towed to the garage for repair.
+(d) They got in the car and
+(e) She hurt herself as she was of the car.
+(f) You have to the form yourself.(a) It was evening
+She the light.(b) Do not Ramesh
+He was studying late at night yesterday.
+(c) The school bus and had to be towed to the garage for repair.
+(d) They got in the car and
+(e) She hurt herself as she was of the car.
+(f) You have to the form yourself.",jewe207.pdf
+6,CBSE,Class10,English,"ListeninG
+1. Following is a passage on Mizoram and its people.
+When one visits this place, one is enchanted by its natural beauty and the vibrant culture of the state.
+Listen to the passage carefully and answer the questions that follow.
+You can listen to the recorded story or ask your teacher, sibling or friend to read the story aloud.
+Mizoram
+Once a tourist remarked, “I visited the Eastern States this time — where the people talk in songs and they always dance.”
+Words and ExprEssions 2 – Class x100 The eastern region of India is no doubt charmingly novel in many of its features.
+Mizoram, literally the land of Mizos is an expanse of blue-green hills.
+Mizoram is broken up lenghwise into five major mountain ranges gradually descending from the south to the north.
+The hills are rugged and their heights uneven.
+The name of the state Mizoram is made of two words.
+‘Mi’ means human beings, ‘Zo’ means a hill.
+So, a ‘Mizo’ is a human dweller of a hill; Mizoram means the land of the hilldwellers.
+Aizawl is the capital town of the State built in tiers along the hill.
+The Mizos have three main festivals — Mim Kut, Chapchar Kut and Pawl Kut.
+These festivals are associated with their agricultural activities during which they enjoy life by singing and dancing.
+The Mizos, blessed as they are with a beautiful environment and rich culture, are a vibrant and social people.
+They love to dance as much as they love to sing.
+They boast a number of folk and community dances handed down from one generation to the other through the ages.
+The dances are expressions of the gay, carefree spirit of the Mizos.
+It should be noted here that these dances are not intended for stage performance, rather they have been evolved for community involvement and participation.
+English with a Purpose
+A Textbook for Class XII (Core Course)
+NCERT, 2003
+1. The land of Mizo is a large open area of
+The hills are and 2.
+The state referred here is made of two names —
+(a) ‘Mi’ means
+(b) ‘Zo’ means
+(c) and Mizoram means
+3. Which activities are associated with Mizo festivals?
+How do Mizos enjoy these festivals?
+4. What are the special features of a Mizo dance?Mizoram
+Once a tourist remarked, “I visited the Eastern States this time — where the people talk in songs and they always dance.”
+Words and ExprEssions 2 – Class x100 The eastern region of India is no doubt charmingly novel in many of its features.
+Mizoram, literally the land of Mizos is an expanse of blue-green hills.
+Mizoram is broken up lenghwise into five major mountain ranges gradually descending from the south to the north.
+The hills are rugged and their heights uneven.
+The name of the state Mizoram is made of two words.
+‘Mi’ means human beings, ‘Zo’ means a hill.
+So, a ‘Mizo’ is a human dweller of a hill; Mizoram means the land of the hilldwellers.
+Aizawl is the capital town of the State built in tiers along the hill.
+The Mizos have three main festivals — Mim Kut, Chapchar Kut and Pawl Kut.
+These festivals are associated with their agricultural activities during which they enjoy life by singing and dancing.
+The Mizos, blessed as they are with a beautiful environment and rich culture, are a vibrant and social people.
+They love to dance as much as they love to sing.
+They boast a number of folk and community dances handed down from one generation to the other through the ages.
+The dances are expressions of the gay, carefree spirit of the Mizos.
+It should be noted here that these dances are not intended for stage performance, rather they have been evolved for community involvement and participation.
+English with a Purpose
+A Textbook for Class XII (Core Course)
+NCERT, 2003
+1. The land of Mizo is a large open area of
+The hills are and 2.
+The state referred here is made of two names —
+(a) ‘Mi’ means
+(b) ‘Zo’ means
+(c) and Mizoram means
+3. Which activities are associated with Mizo festivals?
+How do Mizos enjoy these festivals?
+4. What are the special features of a Mizo dance?English with a PurposeA Textbook for Class XII (Core Course)
+NCERT, 2003
+1. The land of Mizo is a large open area of
+The hills are and 2.
+The state referred here is made of two names —
+(a) ‘Mi’ means
+(b) ‘Zo’ means
+(c) and Mizoram means
+3. Which activities are associated with Mizo festivals?
+How do Mizos enjoy these festivals?
+4. What are the special features of a Mizo dance?NCERT, 2003
+1. The land of Mizo is a large open area of
+The hills are and 2.
+The state referred here is made of two names —
+(a) ‘Mi’ means
+(b) ‘Zo’ means
+(c) and Mizoram means
+3. Which activities are associated with Mizo festivals?
+How do Mizos enjoy these festivals?
+4. What are the special features of a Mizo dance?",jewe207.pdf
+7,CBSE,Class10,English,"Tongue TwisTer
+We surely shall see the sun shine soon
+(b) They live in a beautiful natural environment.
+()
+(c) They are a protective people.
+()
+(d) They are a vibrant people.
+()
+(e) They love to dance and not so much to sing.
+()
+(f) They have a number of community and folk dances.
+()
+(g) The community involvement and participation is always there.
+()speakinG
+1. Read Part II of the story ‘Madam Rides the Bus’
+the Bus’.
+There are many conversations between Valli, the conductor, and some elderly people in the bus.
+Convert the conversations into dialogues between the characters.
+Many words like commandingly, haughtily, loudly (shouted), smilingly, irritably, curtly etc.
+have been used in this part.
+These are the different ways in which the characters have spoken.
+These show the mood, emotion, and intention of the characters.
+Now, write the dialogues and then in groups of three, enact it as a skit in the class.
+It was a fine spring afternoon.
+The bus was just on the verge of leaving the village.
+Valli, a small eight year old girl, wanted to go on a bus ride.
+Valli (loudly): Stop the bus!
+Stop the bus!
+Conductor (without looking up): Who is it?
+Hurry then!
+Valli (loudly): It’s me, I am the one who has to get on the bus.
+Conductor (smilingly): Oh.
+really!
+Words and ExprEssions 2 – Class x102
+Valli (commandingly): I have to Here is (Conductor stretched out his hand to help her up.) Valli (smartly): I can Conductor (jokingly): Oh, please (The bus started to move forward with a roar. Valli stood up on the seat to see the outside world clearly.) A voice (anxiously): Listen, child Valli (haughtily): There is nobody Conductor (smilingly): Oh, sir Valli (angrily): I am
+Conductor (mimicking her):
+Valli (steadfastly): Because I
+A voice (with concern): If you Valli (irritably): I’m not 2.
+Two communicative tasks are given below.
+Practice with your partner.
+Communicative Task I
+(Offering, accepting and refusing help)
+Role Play
+Chaman : Hello Prem.
+You look tired.
+Is there anything I can do to help you?
+Prem : Thank you very much.
+I think I can manage.
+I am preparing a chart on Children’s Rights.
+Chaman : It’s a lot of work.
+Let me help you.
+Prem : Thank you.
+But I’ve already collected all the necessary information.
+Chaman : I can help you in illustrating some of the rights.
+Prem : Oh, can you?
+That sounds wonderful.
+Chaman : Could you tell me the themes to be illustrated?
+Prem : Here you are.
+I’m really thankful to you.
+Chaman : What about children’s duties?
+Prem : Oh, yes.
+It’s a good suggestion.
+I’ll list their duties also.
+Chaman : Thank you.
+Pair or Group Work
+Write conversations like the one above imagining you are in the classroom.
+Use the clues given below.
+• Excuse me
+• Yes?
+• I wonder if you could lend me our dictionary.
+I’m doing my class work.
+• I’m sorry.
+I’m using it right now. May be later.
+• That’s okay.
+Thanks anyway.
+Write similar conversations imagining you are in the following situations: in the kitchen; at the railway station; asking somebody to open the door; in a hospital; in the playground.
+Communicative Task II
+(Asking for information, indirect questions and question tags)
+Role Play
+Vineet : Could you get me some warm clothes from the cupboard, please?
+Ashima : Are you feeling cold?
+Vineet : It’s cold today, isn’t it?
+Ashima : Yes, it is.
+I shall have to light the fire soon.
+Vineet : Oh, you have coal-fires, do you?
+Ashima : Yes.
+We don’t have a room heater.
+You have room heaters, don’t you?
+Veneet : Yes.
+We do.
+But coal-fires are nice.
+They are more comforting than a radiator, aren’t they?
+Ashima : Yes, but there is a lot more work than just switching on a heater.
+We keep talking about getting room heaters.
+Vineet : I suppose coal-fires aren’t very convenient, are they?
+Ashima : They certainly aren’t.
+Words and ExprEssions 2 – Class x104
+Pair or Group work
+Using the above piece as a model, ask for information, make requests and give your opinion regarding — the floods in Chennai, ‘Cyberabad’ (Hyderabad), a celebration in your school, a landslide during the Amarnath yatra, etc.",jewe207.pdf
+8,CBSE,Class10,English,"Conductor (mimicking her):Valli (steadfastly): Because I
+A voice (with concern): If you Valli (irritably): I’m not 2.
+Two communicative tasks are given below.
+Practice with your partner.Communicative Task I
+(Offering, accepting and refusing help)Role Play
+Chaman : Hello Prem.
+You look tired.
+Is there anything I can do to help you?
+Prem : Thank you very much.
+I think I can manage.
+I am preparing a chart on Children’s Rights.
+Chaman : It’s a lot of work.
+Let me help you.
+Prem : Thank you.
+But I’ve already collected all the necessary information.
+Chaman : I can help you in illustrating some of the rights.
+Prem : Oh, can you?
+That sounds wonderful.
+Chaman : Could you tell me the themes to be illustrated?
+Prem : Here you are.
+I’m really thankful to you.
+Chaman : What about children’s duties?
+Prem : Oh, yes.
+It’s a good suggestion.
+I’ll list their duties also.
+Chaman : Thank you.
+Pair or Group Work
+Write conversations like the one above imagining you are in the classroom.
+Use the clues given below.
+• Excuse me
+• Yes?
+• I wonder if you could lend me our dictionary.
+I’m doing my class work.
+• I’m sorry.
+I’m using it right now. May be later.
+• That’s okay.
+Thanks anyway.
+Write similar conversations imagining you are in the following situations: in the kitchen; at the railway station; asking somebody to open the door; in a hospital; in the playground.
+Communicative Task II
+(Asking for information, indirect questions and question tags)
+Role Play
+Vineet : Could you get me some warm clothes from the cupboard, please?
+Ashima : Are you feeling cold?
+Vineet : It’s cold today, isn’t it?
+Ashima : Yes, it is.
+I shall have to light the fire soon.
+Vineet : Oh, you have coal-fires, do you?
+Ashima : Yes.
+We don’t have a room heater.
+You have room heaters, don’t you?
+Veneet : Yes.
+We do.
+But coal-fires are nice.
+They are more comforting than a radiator, aren’t they?
+Ashima : Yes, but there is a lot more work than just switching on a heater.
+We keep talking about getting room heaters.
+Vineet : I suppose coal-fires aren’t very convenient, are they?
+Ashima : They certainly aren’t.
+Words and ExprEssions 2 – Class x104
+Pair or Group work
+Using the above piece as a model, ask for information, make requests and give your opinion regarding — the floods in Chennai, ‘Cyberabad’ (Hyderabad), a celebration in your school, a landslide during the Amarnath yatra, etc.Pair or Group Work
+Write conversations like the one above imagining you are in the classroom.
+Use the clues given below.
+• Excuse me
+• Yes?
+• I wonder if you could lend me our dictionary.
+I’m doing my class work.
+• I’m sorry.
+I’m using it right now. May be later.
+• That’s okay.
+Thanks anyway.
+Write similar conversations imagining you are in the following situations: in the kitchen; at the railway station; asking somebody to open the door; in a hospital; in the playground.Communicative Task II
+(Asking for information, indirect questions and question tags)Role Play
+Vineet : Could you get me some warm clothes from the cupboard, please?
+Ashima : Are you feeling cold?
+Vineet : It’s cold today, isn’t it?
+Ashima : Yes, it is.
+I shall have to light the fire soon.
+Vineet : Oh, you have coal-fires, do you?
+Ashima : Yes.
+We don’t have a room heater.
+You have room heaters, don’t you?
+Veneet : Yes.
+We do.
+But coal-fires are nice.
+They are more comforting than a radiator, aren’t they?
+Ashima : Yes, but there is a lot more work than just switching on a heater.
+We keep talking about getting room heaters.
+Vineet : I suppose coal-fires aren’t very convenient, are they?
+Ashima : They certainly aren’t.
+Words and ExprEssions 2 – Class x104
+Pair or Group work
+Using the above piece as a model, ask for information, make requests and give your opinion regarding — the floods in Chennai, ‘Cyberabad’ (Hyderabad), a celebration in your school, a landslide during the Amarnath yatra, etc.FUn Facts",jewe207.pdf

data/Class10-English-jewe208.pdf-51.csv

@@ -0,0 +1,526 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"The Sermon aT BenaraS
+Let’s Begin
+1. In the lesson ‘The Sermon at Benaras’ you were asked to find out the meaning of ‘sermon’.
+The meanings are given below but these are in different contexts:
+• a talk on a religious or moral subject
+• a long or monotonous piece of admonition or caution or a warning, a lecture.
+(a) Discuss with your classmates the context to which the present text belongs.
+(b) What could be the examples for the different context according to you?
+(c) When your parents or elders say something, you say, “Oh, not again!”
+When do you say so and why?
+2. Read the poem given below in the context of ‘The Sermon at Benaras’.
+It was actually delivered as a part of a sermon in 1910 by the author, Canon Henry Scott Holland (1847 — 1918), a priest at St. Paul’s Cathedral, London.
+After reading the poem, discuss in groups of four and list the similarities and differences between ‘The Sermon at Benaras’ and ‘Death Is Nothing At All’.
+For example the theme, the situation, the philosophy of the two speakers etc.
+Death Is Nothing At All
+Death is nothing at all.
+It does not count.
+I have only slipped away into the next room.
+Nothing has happened.
+Look Up
+Everything remains exactly as it was.
+I am I, and you are you, and the old life that we lived so fondly together is untouched, unchanged.
+and
+Understand
+ |  | Whatever we were to each other, that we are still.
+ | fondly | Call me by the old familiar name. Speak of me in the easy way which you always used. Put no difference into your tone. Wear no forced air of solemnity or sorrow.
+ | negligible parting | Laugh as we always laughed at the little jokes that we enjoyed together.
+
+solemnity Play, smile, think of me, pray for me.
+Let my name be ever the household word that it always was.
+Let it be spoken without an effort, without the ghost of a shadow upon it.
+Life means all that it ever meant.
+It is the same as it ever was.
+There is absolute and unbroken continuity.
+What is this death but a negligible accident?
+Why should I be out of mind because I am out of sight?
+I am but waiting for you, for an interval, somewhere very near, just round the corner.
+All is well.
+Nothing is hurt; nothing is lost.
+One brief moment and all will be as it was before.
+How we shall laugh at the trouble of parting when we meet again!
+Canon Henry Scott Holland
+Reading CompRehension text i
+Read the passage given below and answer the questions that follow.
+In the future, if we want a happier humanity, a happy world, we must tackle the root of the problem.
+Of course the economy and political power are also causes.
+But the ultimate cause lies within the human mind.
+Every human action, verbal or physical, familiar Words and ExprEssions 2 – Class x110 even minor actions, have some motivation.
+Proper motivation or proper development is an important factor.
+Thus, if intelligence is accompanied with human affection and compassion, what I call human feeling, then it is very useful.
+Look Up
+and
+Understand
+If society’s moral values and standards of behaviour become negative, each of us will suffer.
+Therefore, the intentions of an individual are very much related to the interests of society.
+There is a definite correlation.
+humanity
+ |  | motivation
+ | The educational system and family life are two very important areas. In the educational field, one has to take care not only of the brain, but also of one’s spiritual development. I say “spiritual development” not in a religious sense but simply in the sense of having a good and compassionate heart. If one has a compassionate heart, it automatically brings inner strength and allows for less fear and less doubt. Subsequently, one becomes happier and more open-minded, thus making more friends in society. | correlation spiritual compassionate
+
+(Source: The Transformed Mind by His Holiness the Dalai Lama) Q.1.
+According to His Holiness the Dalai Lama, what should we do if we want a happier humanity?
+Q.2.
+Where does the ultimate cause of the problem lie?
+Q.3.
+“What I call human feeling, then ‘it’ is very useful.”
+What is ‘it’ referred to here?
+Q.4.
+Why does the Dalai Lama say that proper motivation is important?
+Why is there a requirement of correlation between the intention of an individual and the interest of society?
+Q.6. What does His Holiness the Dalai Lama mean by “spiritual development”?
+Q.7.
+A compassionate heart brings —
+(a)
+(b)
+(c)
+text ii
+Read the poem given below and answer the questions that follow.
+Father Gilligan was overworked and extremely tired as he kept attending to the sick and dying among his parishioners.
+He was offering them spiritual comfort day and night.
+One night he fell asleep on a chair.
+God sent his angel down to help his most beloved servant of the people.
+Look Up
+and
+Understand
+The Ballad of Father Gilligan
+flock grieve The old priest Peter Gilligan Was weary night and day, For half his flock were in their beds, Or under green sods lay.
+parishioners spake Once while he nodded on a chair, At the moth - hour of eve, Another poor man sent for him, And he began to grieve.
+Words and ExprEssions 2 – Class x112
+“I have no rest, nor joy, nor peace, For people die and die;” And after cried he, “God forgive!
+My body spake, not I!”
+And then, half-lying on the chair, He knelt, prayed, fell asleep; And the moth-hour went from the fields, And stars began to peep.
+Look Up
+Understand
+They slowly into millions grew, And leaves shook in the wind; And God covered the world with shade, And whispered to mankind.
+and
+peep pity Upon the time of sparrow chirp When the moths came once more, The old priest Peter Gilligan Stood upright on the floor.
+roused swayed
+“Mavrone, Mavrone!
+The man has died, While I slept on the chair,” He roused his horse out of its sleep And rode with little care.
+He rode now as he never rode, By rocky lane and fen; The sick man’s wife opened the door: “Father!
+You come again!”
+“And is the poor man dead?”
+he cried.
+“He died an hour ago.”
+The old priest Peter Gilligan In grief swayed to and fro.
+“When you were gone he turned and died, As merry as a bird.”
+The old priest Peter Gilligan He knelt him at that word.
+“He who hath made the night of stars For souls who tire and bleed, Sent one of His great angles down To help me in my need.
+He who wrapped in purple robes, With planets in His care, Had pity on the least of things Asleep upon a chair.”
+W.B.Yeats
+Why did Father Gilligan cry “my body spake, not I”?
+Q.2.
+“The moth-hour of eve”, “the moth hour went” and “the moths came once more” establish a link.
+They suggest —
+(a) the movement of moths.
+(b) the passage of time.
+(c) the actions of Father Gilligan.
+Q.3.
+Why did the poet say that the priest “rode with little care”?
+Does it mean that the old priest, Peter Gilligan, had no care for the safety of the horse and people on the way?
+What did he not care about?
+Q.4.
+How did the priest feel when he heard that the sick man was dead?
+(Choose the correct option.)
+(a) He was frustrated and amazed.
+(b) He was ashamed and annoyed.
+(c) He was full of grief and self-condemnation.
+Q.5.
+Why did Father Gilligan kneel down when he heard the sick man’s wife say “When you were gone”?
+Q.6.
+How did God help when “the least of things” was in need?
+Words and ExprEssions 2 – Class x114",jewe208.pdf
+1,CBSE,Class10,English,"Let’s Begin
+1. In the lesson ‘The Sermon at Benaras’ you were asked to find out the meaning of ‘sermon’.
+The meanings are given below but these are in different contexts:
+• a talk on a religious or moral subject
+• a long or monotonous piece of admonition or caution or a warning, a lecture.
+(a) Discuss with your classmates the context to which the present text belongs.
+(b) What could be the examples for the different context according to you?
+(c) When your parents or elders say something, you say, “Oh, not again!”
+When do you say so and why?
+2. Read the poem given below in the context of ‘The Sermon at Benaras’.
+It was actually delivered as a part of a sermon in 1910 by the author, Canon Henry Scott Holland (1847 — 1918), a priest at St. Paul’s Cathedral, London.
+After reading the poem, discuss in groups of four and list the similarities and differences between ‘The Sermon at Benaras’ and ‘Death Is Nothing At All’.
+For example the theme, the situation, the philosophy of the two speakers etc.
+Death Is Nothing At All
+Death is nothing at all.
+It does not count.
+I have only slipped away into the next room.
+Nothing has happened.
+Look Up
+Everything remains exactly as it was.
+I am I, and you are you, and the old life that we lived so fondly together is untouched, unchanged.
+and
+Understand
+ |  | Whatever we were to each other, that we are still.
+ | fondly | Call me by the old familiar name. Speak of me in the easy way which you always used. Put no difference into your tone. Wear no forced air of solemnity or sorrow.
+ | negligible parting | Laugh as we always laughed at the little jokes that we enjoyed together.
+
+solemnity Play, smile, think of me, pray for me.
+Let my name be ever the household word that it always was.
+Let it be spoken without an effort, without the ghost of a shadow upon it.
+Life means all that it ever meant.
+It is the same as it ever was.
+There is absolute and unbroken continuity.
+What is this death but a negligible accident?
+Why should I be out of mind because I am out of sight?
+I am but waiting for you, for an interval, somewhere very near, just round the corner.
+All is well.
+Nothing is hurt; nothing is lost.
+One brief moment and all will be as it was before.
+How we shall laugh at the trouble of parting when we meet again!
+Canon Henry Scott HollandDeath Is Nothing At All
+Death is nothing at all.
+It does not count.
+I have only slipped away into the next room.
+Nothing has happened.
+Look Up
+Everything remains exactly as it was.
+I am I, and you are you, and the old life that we lived so fondly together is untouched, unchanged.
+and
+Understand
+ |  | Whatever we were to each other, that we are still.
+ | fondly | Call me by the old familiar name. Speak of me in the easy way which you always used. Put no difference into your tone. Wear no forced air of solemnity or sorrow.
+ | negligible parting | Laugh as we always laughed at the little jokes that we enjoyed together.
+
+solemnity Play, smile, think of me, pray for me.
+Let my name be ever the household word that it always was.
+Let it be spoken without an effort, without the ghost of a shadow upon it.
+Life means all that it ever meant.
+It is the same as it ever was.
+There is absolute and unbroken continuity.
+What is this death but a negligible accident?
+Why should I be out of mind because I am out of sight?
+I am but waiting for you, for an interval, somewhere very near, just round the corner.
+All is well.
+Nothing is hurt; nothing is lost.
+One brief moment and all will be as it was before.
+How we shall laugh at the trouble of parting when we meet again!
+Canon Henry Scott HollandLook Up
+Everything remains exactly as it was.
+I am I, and you are you, and the old life that we lived so fondly together is untouched, unchanged.
+andUnderstand
+ |  | Whatever we were to each other, that we are still.
+ | fondly | Call me by the old familiar name. Speak of me in the easy way which you always used. Put no difference into your tone. Wear no forced air of solemnity or sorrow.
+ | negligible parting | Laugh as we always laughed at the little jokes that we enjoyed together.
+
+solemnity Play, smile, think of me, pray for me.
+Let my name be ever the household word that it always was.
+Let it be spoken without an effort, without the ghost of a shadow upon it.
+Life means all that it ever meant.
+It is the same as it ever was.
+There is absolute and unbroken continuity.
+What is this death but a negligible accident?
+Why should I be out of mind because I am out of sight?
+I am but waiting for you, for an interval, somewhere very near, just round the corner.
+All is well.
+Nothing is hurt; nothing is lost.
+One brief moment and all will be as it was before.
+How we shall laugh at the trouble of parting when we meet again!
+Canon Henry Scott HollandCanon Henry Scott Holland",jewe208.pdf
+2,CBSE,Class10,English,"Look Up
+andUnderstand
+If society’s moral values and standards of behaviour become negative, each of us will suffer.
+Therefore, the intentions of an individual are very much related to the interests of society.
+There is a definite correlation.
+humanity
+ |  | motivation
+ | The educational system and family life are two very important areas. In the educational field, one has to take care not only of the brain, but also of one’s spiritual development. I say “spiritual development” not in a religious sense but simply in the sense of having a good and compassionate heart. If one has a compassionate heart, it automatically brings inner strength and allows for less fear and less doubt. Subsequently, one becomes happier and more open-minded, thus making more friends in society. | correlation spiritual compassionate
+
+(Source: The Transformed Mind by His Holiness the Dalai Lama) Q.1.
+According to His Holiness the Dalai Lama, what should we do if we want a happier humanity?
+Q.2.
+Where does the ultimate cause of the problem lie?
+Q.3.
+“What I call human feeling, then ‘it’ is very useful.”
+What is ‘it’ referred to here?
+Q.4.
+Why does the Dalai Lama say that proper motivation is important?
+Why is there a requirement of correlation between the intention of an individual and the interest of society?
+Q.6. What does His Holiness the Dalai Lama mean by “spiritual development”?
+Q.7.
+A compassionate heart brings —
+(a)
+(b)
+(c)Q.6. What does His Holiness the Dalai Lama mean by “spiritual development”?
+Q.7.
+A compassionate heart brings —
+(a)
+(b)
+(c)text ii
+Read the poem given below and answer the questions that follow.
+Father Gilligan was overworked and extremely tired as he kept attending to the sick and dying among his parishioners.
+He was offering them spiritual comfort day and night.
+One night he fell asleep on a chair.
+God sent his angel down to help his most beloved servant of the people.
+Look Up
+and
+Understand
+The Ballad of Father Gilligan
+flock grieve The old priest Peter Gilligan Was weary night and day, For half his flock were in their beds, Or under green sods lay.
+parishioners spake Once while he nodded on a chair, At the moth - hour of eve, Another poor man sent for him, And he began to grieve.
+Words and ExprEssions 2 – Class x112
+“I have no rest, nor joy, nor peace, For people die and die;” And after cried he, “God forgive!
+My body spake, not I!”
+And then, half-lying on the chair, He knelt, prayed, fell asleep; And the moth-hour went from the fields, And stars began to peep.
+Look Up
+Understand
+They slowly into millions grew, And leaves shook in the wind; And God covered the world with shade, And whispered to mankind.
+and
+peep pity Upon the time of sparrow chirp When the moths came once more, The old priest Peter Gilligan Stood upright on the floor.
+roused swayed
+“Mavrone, Mavrone!
+The man has died, While I slept on the chair,” He roused his horse out of its sleep And rode with little care.
+He rode now as he never rode, By rocky lane and fen; The sick man’s wife opened the door: “Father!
+You come again!”
+“And is the poor man dead?”
+he cried.
+“He died an hour ago.”
+The old priest Peter Gilligan In grief swayed to and fro.
+“When you were gone he turned and died, As merry as a bird.”
+The old priest Peter Gilligan He knelt him at that word.
+“He who hath made the night of stars For souls who tire and bleed, Sent one of His great angles down To help me in my need.
+He who wrapped in purple robes, With planets in His care, Had pity on the least of things Asleep upon a chair.”
+W.B.Yeats
+Why did Father Gilligan cry “my body spake, not I”?
+Q.2.
+“The moth-hour of eve”, “the moth hour went” and “the moths came once more” establish a link.
+They suggest —
+(a) the movement of moths.
+(b) the passage of time.
+(c) the actions of Father Gilligan.
+Q.3.
+Why did the poet say that the priest “rode with little care”?
+Does it mean that the old priest, Peter Gilligan, had no care for the safety of the horse and people on the way?
+What did he not care about?
+Q.4.
+How did the priest feel when he heard that the sick man was dead?
+(Choose the correct option.)
+(a) He was frustrated and amazed.
+(b) He was ashamed and annoyed.
+(c) He was full of grief and self-condemnation.
+Q.5.
+Why did Father Gilligan kneel down when he heard the sick man’s wife say “When you were gone”?
+Q.6.
+How did God help when “the least of things” was in need?
+Words and ExprEssions 2 – Class x114Look Up
+andUnderstand",jewe208.pdf
+3,CBSE,Class10,English,"Look UpUnderstand
+They slowly into millions grew, And leaves shook in the wind; And God covered the world with shade, And whispered to mankind.
+and
+peep pity Upon the time of sparrow chirp When the moths came once more, The old priest Peter Gilligan Stood upright on the floor.
+roused swayed
+“Mavrone, Mavrone!
+The man has died, While I slept on the chair,” He roused his horse out of its sleep And rode with little care.
+He rode now as he never rode, By rocky lane and fen; The sick man’s wife opened the door: “Father!
+You come again!”
+“And is the poor man dead?”
+he cried.
+“He died an hour ago.”
+The old priest Peter Gilligan In grief swayed to and fro.
+“When you were gone he turned and died, As merry as a bird.”
+The old priest Peter Gilligan He knelt him at that word.
+“He who hath made the night of stars For souls who tire and bleed, Sent one of His great angles down To help me in my need.
+He who wrapped in purple robes, With planets in His care, Had pity on the least of things Asleep upon a chair.”and
+peep pity Upon the time of sparrow chirp When the moths came once more, The old priest Peter Gilligan Stood upright on the floor.
+roused swayed
+“Mavrone, Mavrone!
+The man has died, While I slept on the chair,” He roused his horse out of its sleep And rode with little care.
+He rode now as he never rode, By rocky lane and fen; The sick man’s wife opened the door: “Father!
+You come again!”
+“And is the poor man dead?”
+he cried.
+“He died an hour ago.”
+The old priest Peter Gilligan In grief swayed to and fro.
+“When you were gone he turned and died, As merry as a bird.”
+The old priest Peter Gilligan He knelt him at that word.
+“He who hath made the night of stars For souls who tire and bleed, Sent one of His great angles down To help me in my need.
+He who wrapped in purple robes, With planets in His care, Had pity on the least of things Asleep upon a chair.”W.B.Yeats
+Why did Father Gilligan cry “my body spake, not I”?
+Q.2.
+“The moth-hour of eve”, “the moth hour went” and “the moths came once more” establish a link.
+They suggest —
+(a) the movement of moths.
+(b) the passage of time.
+(c) the actions of Father Gilligan.
+Q.3.
+Why did the poet say that the priest “rode with little care”?
+Does it mean that the old priest, Peter Gilligan, had no care for the safety of the horse and people on the way?
+What did he not care about?
+Q.4.
+How did the priest feel when he heard that the sick man was dead?
+(Choose the correct option.)
+(a) He was frustrated and amazed.
+(b) He was ashamed and annoyed.
+(c) He was full of grief and self-condemnation.
+Q.5.
+Why did Father Gilligan kneel down when he heard the sick man’s wife say “When you were gone”?
+Q.6.
+How did God help when “the least of things” was in need?
+Words and ExprEssions 2 – Class x114VocabULary
+1. Antonyms for the words in the text ‘The Sermon at Benaras’ are given below.
+Find the words and fill in the blanks.
+(a) unfit
+FUn Facts
+(b) joy
+(c) contentment
+(d) found
+Silent letter: W
+Wrap
+(e) cheered
+Wrist
+Wreck
+(f) lively
+(g) calm
+2. Use a dictionary to find out four words each having the meaning nearest to the ones given below.
+Example: wander — stroll dawdle drift roam
+(a) vow —
+(b) preach —
+(c) preserve —
+(d) awaken —
+(e) enlighten —
+(f) reign —FUn Facts
+(b) joy
+(c) contentment
+(d) found
+Silent letter: W
+Wrap
+(e) cheered
+Wrist
+Wreck
+(f) lively
+(g) calm
+2. Use a dictionary to find out four words each having the meaning nearest to the ones given below.
+Example: wander — stroll dawdle drift roam
+(a) vow —
+(b) preach —
+(c) preserve —
+(d) awaken —
+(e) enlighten —
+(f) reign —Silent letter: W
+Wrap
+(e) cheered
+Wrist
+Wreck
+(f) lively
+(g) calm
+2. Use a dictionary to find out four words each having the meaning nearest to the ones given below.
+Example: wander — stroll dawdle drift roam
+(a) vow —
+(b) preach —
+(c) preserve —
+(d) awaken —
+(e) enlighten —
+(f) reign —WristWreck
+(f) lively
+(g) calm
+2. Use a dictionary to find out four words each having the meaning nearest to the ones given below.
+Example: wander — stroll dawdle drift roam
+(a) vow —
+(b) preach —
+(c) preserve —
+(d) awaken —
+(e) enlighten —
+(f) reign —Grammar
+Reported Speech
+We use direct speech when we repeat someone’s words and indirect speech when we use our own words to report what someone else has said.
+We use an appropriate reporting verb, make pronominal (relating to pronouns) changes and change certain words denoting ‘nearness’ in the direct form to words suggesting ‘remoteness’ (in time and place) in the indirect form.
+For example
+(a) Riki said, “I’m hungry.”
+(b) Riki said that he was hungry.
+(c) Alexa said to Meena, “Have you visited your home town Puducherry?”",jewe208.pdf
+4,CBSE,Class10,English,"For example
+(a) Riki said, “I’m hungry.”
+(b) Riki said that he was hungry.
+(c) Alexa said to Meena, “Have you visited your home town Puducherry?”FUn Facts
+Allude — refer
+(d) Alexa asked Meena if she had visited her home town Puducherry.
+In the sentences ‘b’ and ‘d’ there are changes of person (I–he, Meena-you-she, your-her).
+The reporting verb ‘said’ has been changed to ‘asked’.
+Elude — escape Some of the reporting verbs are: tell, ask, reply, warn, say, report, answer, explain, exclaim, mention, promise, suggest, order, etc.
+Example
+(a) The doctor said to me, “Drink eight glasses of water to avoid acidity.”
+(b) The doctor told me to drink eight glasses of water to avoid acidity.
+(c) “Please don’t tell anybody about my illness”, Amita said to me.
+(d) Amita asked me not to tell anyone about her illness.
+1. Read the passage (“Kisa Gotami had an only son, a child, husband, parent or friend.”) from the text, ‘The Sermon at Benaras’ (page 134).
+Rewrite the paragraphs changing the direct speech into reported speech in the space given below.
+Words and ExprEssions 2 – Class x116 Words and ExprEssions 2 – Class x118
+2. Read the story given below.
+Change the direct speech into reported speech and rewrite the story in the space provided.
+Use the reporting verbs given above whereever necessary.
+You can use any other reporting verb you find suitable.
+It is said, “It is not how much we have, but how much we enjoy that makes happiness.”
+Being happy does not require everything to be good but an eye to see good in everything.
+One day a crow saw a swan.
+“This swan is so white,” he thought, “and I am so black.
+This swan must be the happiest bird in the world.”
+The swan replied, “I was feeling that I was the happiest bird around.
+But I think the parrot is the happiest bird as it has two colours.”
+The crow then approached the parrot.
+The parrot said, “I have only two colours, but the peacock has multiple colours.”
+The crow then visited a peacock in the zoo.
+“Dear peacock,” the crow said, “you are so beautiful.
+Every day, thousands of people come to see you.
+You are the happiest bird on the planet.”
+The peacock said, “I always thought that I was the most beautiful and happy bird on the planet.
+But I am entrapped in this zoo.
+I have realised that the crow is the only bird not kept in a cage, and could happily roam everywhere.”
+Devadatta sent a messenger claim the bird.
+But Siddhartha refused to give it.
+He said that belonged to him because he
+editinG
+1. There are some omissions in the paragraph given below.
+Edit the paragraph, use suitable prepositions and words.
+The Wild Geese
+One day, Prince Siddhartha was going the royal gardens
+on his way the river.
+A flock wild geese passed overhead.
+Devadatta, the Prince’s cousin, shot arrow into their midst
+one of the geese fell.
+It was wounded and fell just front of
+Siddhartha.
+His heart was filled compassion when he saw
+poor bird bleeding profusely.
+He lifted it and he drew the
+arrow very carefully from its body.
+He took the bird with him.
+had saved its life.
+It did not belong to Devadutta who had
+tried to kill.editinG
+1. There are some omissions in the paragraph given below.
+Edit the paragraph, use suitable prepositions and words.
+The Wild Geese
+One day, Prince Siddhartha was going the royal gardens
+on his way the river.
+A flock wild geese passed overhead.
+Devadatta, the Prince’s cousin, shot arrow into their midst
+one of the geese fell.
+It was wounded and fell just front of
+Siddhartha.
+His heart was filled compassion when he saw
+poor bird bleeding profusely.
+He lifted it and he drew the
+arrow very carefully from its body.
+He took the bird with him.
+had saved its life.
+It did not belong to Devadutta who had
+tried to kill.The Wild Geese
+One day, Prince Siddhartha was going the royal gardens
+on his way the river.
+A flock wild geese passed overhead.
+Devadatta, the Prince’s cousin, shot arrow into their midst
+one of the geese fell.
+It was wounded and fell just front of
+Siddhartha.
+His heart was filled compassion when he saw
+poor bird bleeding profusely.
+He lifted it and he drew the
+arrow very carefully from its body.
+He took the bird with him.
+had saved its life.
+It did not belong to Devadutta who had
+tried to kill.",jewe208.pdf

data/Class10-English-jewe209.pdf-52.csv

@@ -0,0 +1,759 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"The ProPosal
+Let’s Begin
+1. Facial expressions are non-verbal communications.
+These expressions play an important role in a play.
+They are powerful communication tools.
+The human face is extremely expressive.
+It is able to convey countless emotions without saying a word.
+Expressions tell us the mood of the characters in the play.
+Some facial expressions are given below.
+The facial expressions are for happiness, sadness, anger, surprise, fear, and disgust.
+Look at the facial expressions and write which emotion do they express.
+11:24:10 AM
+2. You have read ‘The Proposal’, a one act play.
+It is a farce.
+The play is set in only one location, the drawing room of Chubukov’s house.
+All three characters in the play are quarrelsome people and they quarrel over petty issues.
+Lomov and Natalya start with the issue like a piece of land that is situated at the border between the two neighbors’ properties.
+The discussion turns into a quarrel and the marriage proposal is forgotten.
+They shout at each other.
+They are again dragged into an argument over the superiority of each other’s dogs.
+So, they drag their ancestors in their foolish quarrel.
+They again abuse each other and call names.
+Now, make groups of four and discuss the following points.
+While conducting the discussion, try to use the facial expressions given above.
+• The marriage proposal is a mockery of romance and marriage in the upper class.
+• The pride in property, even the superiority of dogs, take priority over love and marriage.
+• The characters lack patience, stop listening to each other, and then contradict each other.
+• Do you think these quarrels will promise a happy life?
+• What qualities would you consider for a well-matched couple?
+• Do you think all of us should know how to manage our anger?
+Reading CompRehension text i
+How Can We Control Anger?
+Do you get angry when your mother switches off the television?
+Do you get upset when you lose a game?
+Do you crib when your teacher does not pay attention to you?
+Most of us can have “yes” as an answer to one or more of these situations.
+Anger sometimes gets the better of us and leaves us to regret the consequences later.
+The question is ‘How can we control anger?’
+Anger is a normal and healthy emotion only if we know how to respond to it.
+Uncontrolled anger can often harm us directly or aggressive assertive consequences distress grudge uncontrolled indirectly whether we realise or not.
+Before we learn to address the issue, let us revisit the concept of anger.
+Anger is nothing but absence of peace with oneself, people or situations around us.
+We express it either by being assertive or aggressive.
+Look Up
+and
+Understand
+Let us all become the managers of our own anger.
+When angry, take a few moments to calm down (take five deep breaths, count up to ten, drink water, change your place) before responding.
+More often than not we do not have control over the situations that distress us.
+Getting physically active reduces stress.
+Funny dances, clapping, thumping your feet, a walk, making funny faces at the mirror, etc., go a long way in helping us let go of the anger or the frustration inside us.
+Once we have our feelings under control, go through all the aspects of the situation and try to see the same situation from different perspectives.
+If it is a problem try to equip yourself with a few solutions before entering the same situation.
+Avoid holding a grudge with people and learn when to seek help from others.
+Realising your own shortcomings can become one of the greatest strengths of character over the years to come.
+We can never control circumstances, people or situations as they are constantly changing.
+The only thing we can control is our response.
+So we have to increase our capacity to tolerate, ability to understand, and learn to nurture love for others.
+Q.1. What do you understand by the word ‘anger’?
+Q.2.
+List any four strategies to manage anger.
+Q.3.
+How can you develop strengths of character as given in the passage above?
+Q.4.
+Anger management helps you in (Tick the correct answer.) — Words and ExprEssions 2 – Class x126
+(a) remaining always happy
+(b) developing strength of character
+(c) remaining stress free
+(d) learning how to respond to the situation
+Q.5.
+What is under our control?
+How can we make it a positive one?
+text ii
+On Violence
+There is a great deal of violence in the world.
+There is physical violence and also inward violence.
+Physical violence is to kill another, to hurt other people consciously, deliberately or without thought, to say cruel things, full of antagonism and hate and inwardly, inside the skin, to dislike people, to hate people, to criticise people.
+Inwardly, we are always quarrelling, battling, not only with others, but with ourselves.
+We want people to change, we want to force them to our way of thinking.
+Look Up
+and
+Understand
+In the world, as we grow up, we see a great deal of violence, at all levels of human existence.
+The ultimate violence is war — the killing for ideas, for so-called religious principles, for nationalities, the killing to preserve a little piece of land.
+To do that, man will kill, destroy, maim, and also be killed himself.
+There is enormous violence in the world, the rich wanting to keep people poor, and the poor wanting to get rich and in the process hating the rich.
+And you, being caught in society, are also going to contribute to this.
+antagonism consciously deliberately inherent maim There is violence between husband, wife, and children.
+There is violence, antagonism, hate, cruelty, ugly criticism, anger — all this is inherent in man, inherent in each human being.
+It is inherent in you.
+And education is supposed to help you to go beyond all that, not merely to pass an examination and get a job. You have to be educated so that you become a really beautiful, healthy, sane, rational human being, not a brutal man with a very clever brain who can argue and defend his brutality.
+You are going to face all this violence as you grow up.
+You will forget all that you have heard here, and will be caught in the stream of society.
+You will become like the rest of the cruel, hard, bitter, angry, violent world, and you will not help to bring about a new society, a new world.
+Look Up
+and
+Understand
+aggressiveness brutality exploded vaporised But a new world is necessary.
+A new culture is necessary.
+The old culture is dead, buried, burnt, exploded, and vaporised.
+You have to create a new culture.
+A new culture cannot be based on violence.
+The new culture depends on you because the older generation has built a society based on violence, based on aggressiveness and it is this that has caused all the confusion, all the misery.
+The older generations have produced this world and you have to change it.
+You cannot just sit back and say, “I will follow the rest of the people and seek success and position.”
+If you do, your children are going to suffer.
+You may have a good time, but your children are going to pay for it.
+So, you have to take all that into account, the outward cruelty of man to man in the name of god, in the name of religion, in the name of self-importance, in the name of the security of the family.
+You will have to consider the outward cruelty and violence, and the inward violence which you do not yet know.
+(Source: ‘On Violence’, On Education by J. Krishnamurti) Q.1.
+What is the physical violence that J. Krishnamurti is talking about?
+Q.2.
+What is the violence that cannot be expressed?
+Words and ExprEssions 2 – Class x128 Q.3.
+War, the ultimate violence, could be due to (Tick the correct options) —
+(a) difference of ideas
+(b) religious principles
+(c) nationalities
+(d) the feeling to protect a little piece of land
+(e) all of the above
+(f) none of the above
+Q.4.
+How has J. Krishnamurti given the feelings of the rich and the poor in the given paragraph?
+Q.5.
+What is the role of education in a human being’s life?
+Q.6.
+How, as a student, will you create a new world?
+VocabULary
+FUn Facts
+1. Some verbs are given below.
+Write their nouns and adverb
+forms in the space provided.
+verb noun adverb
+Silent letter: H
+encourage excite trouble beautify tremble
+Honest
+Hour
+Honour
+Grammar
+Reported speech
+1. Some children are taken to a health clinic for a regular checkup.
+Rewrite the sentences they speak in reported speech.
+(Use complain, say, tell, ask, inquire, mention, etc., wherever necessary.)
+Ashish : I feel sleepy all the time.
+Neha : I get pain in my legs when I run.
+Sonal : I’m fine.
+Ritu : I had fever last week.
+Akash : Why do I always cough?
+Rehman : Should I walk everyday to keep myself fit?
+Sumi : Oh, thank you, Doctor.
+Now I know the reason for my constant stomach-ache.
+Words and ExprEssions 2 – Class x130
+• Though ‘tell’ and ‘say’ almost mean the same, there are differences in the usage of the two words.
+‘Tell’ is always followed by an indirect object but ‘say’ is not.
+Example I told my sister that she was right.
+Ashish said he worked hard to achieve success.
+• We can use ‘ask’ with or without an indirect object.
+Example My mother asked (me) if I was ready for the party.
+Madhu asked (the tailor) whether her dresses were ready.
+2. Use ‘said’, ‘told’ or ‘asked’ to fill in the blanks in the following sentences.
+One has been done for you.
+Shilpi : Father, I want to go on a trip to Uttarkashi.
+Shilpi told her father that she wanted to go on a trip to Uttarkashi.
+Archana : It is very hot in Jaisalmer.
+Archana said that it was very hot in Jaisalmer.
+(a) The Scientist that dinosaurs lived 230 million years ago.
+FUn Facts
+(b) The teacher the students that she was going to conduct a new experiment.
+Tick-tock, not tock-tick
+(c) Could you please me where the new bookshop is located?
+Chit-chat, not chat-chit
+(d) The student (the teacher) if it was possible is located?
+Sing-song, not song-sing
+(e) It is requested that he should the truth.
+(f) Father (his son) whether he had paid his fees or not.
+editinG
+Jumbled Sentences
+1. Join the parts of the sentences given below and write meaningful sentences.
+(a) by giving ultimate/individual can transform everything/ expression to /the inner determination of an/the infinite potential of human being
+(b) down many a time/but keep rising/that you may go/the Sun teaches us
+(c) but how much love/much we give/we put into giving/it’s not how
+(d) fit for human habitation/would mould the world/the citizens of tomorrow/into a globe
+(e) you must hear/to be a great leader /and pains of people/ the unspoken joys
+ListeninG
+1. You have read a play by Anton Chekov.
+Given below is a story by the same author.
+Listen and enjoy the recorded story or someone may read it aloud to you.
+Then answer the questions that follow.
+Words and ExprEssions 2 – Class x132
+Vanka
+FUn Facts
+(Vanka Zhukov, a nine-year old boy, was made an assistant to Alyakhin, the Shoemaker. He didn’t go to bed on Christmas Eve. When everyone in the shop had gone to Church, he began to write on a crumpled sheet of paper. “Dear Grandfather Konstantin, he wrote”, I’m writing a letter to you. I wish you a Merry Christmas and all good things from the Lord God. I’ve no father and mother, and you are all I have left.”) Vanka raised his eyes to the dark windowpane.
+In his imagination he saw his grandfather Konstantin standing there.
+His grandfather was a night watchman on the estate of a rich man.
+Konstantin was a small, thin and lively old man of sixty-five whose face was always crinkling with laughter.
+Silent letter: B
+Lamb
+Climb
+Bomb
+In the daytime the old man slept in the servant’s kitchen or cracked jokes with the cooks.
+At night, wrapped in a big sheepskin coat he made rounds of the estate, blowing his whistle at regular intervals.
+He was always followed by his dogs, Brownie and Eel. Eel was a particularly remarkable dog.
+He was extremely respectful and endearing and looked lovingly on friends and strangers alike; yet no one trusted him. He would creep behind someone and bite his leg or run off with a peasant’s chicken.
+Many a time Eel was beaten mercilessly, yet he always managed to survive.
+At this very moment, Vanka thought, grandfather was probably standing by the gates, looking up at the bright red windows of the village church and cracking jokes with the servants.
+“What about a pinch of snuff?”
+he would say, holding out his snuffbox to the women.
+The women would take a pinch and sneeze and the old man would feel happy about it.
+“Fine for frozen noses, eh!”
+he’d say.
+The dogs, too, were given snuff.
+Brownie would sneeze, shake her head and walk away looking hurt.
+Eel, too polite to sneeze, only wagged his tail.
+Vanka looked through the window.
+The weather was glorious.
+The air was fresh.
+The night was very dark, but the roofs of the houses and trees were all covered with snow.
+Stars twinkled in the sky and it appeared that they had been washed and placed there only for the holidays.
+FUn Facts
+tongue twiSter
+Vanka sighed, and went on writing: “Yesterday I was given a beating.
+That was because when I was rocking the baby in the cradle, I unfortunately fell asleep.
+Another day the mistress of the house asked me to clean the fish.
+I didn’t know how, so she rubbed the fish all over my face.
+My friends laughed at me.
+Then there’s nothing to eat.
+In the morning they give me bread, there is porridge for dinner and in the evening only bread again.
+The master and the mistress eat all the good things themselves.
+I sleep in the corridor and when the baby cries, I don’t get any sleep at all because I’ve to rock the cradle.
+Dear Grandfather, please take me away from here, take me to the village, it’s more than I can bear.”
+How much wood would a woodchuck chuck if a woodchuck could chuck wood?
+Vanka rubbed his eyes with his fists and sobbed.
+“I’ll grind your snuff for you, he went on”, I’ll pray to God to keep you healthy and if I ever do anything wrong, you can beat me as you like.
+If you think there’s no place for me then I can clean boots or even work as a shepherd boy.
+Grandfather, it’s more than I can bear.
+I thought of running away to the village, but I don’t have any boots.
+If you’ll help me now, I’ll feed you when I grow up and when you die I’ll pray for your soul just like I do for my mother.
+“Dear Grandfather, when they put up the Christmas tree at the big house, please take down a golden walnut for me and hide it in the green box.
+Ask the young mistress Olga, and say it is for Vanka.”
+Vanka sighed and gazed in the direction of the window.
+He remembered it was grandfather who always went to the forest to cut down a Christmas tree for the rich people, taking Vanka with him. They had a wonderful time together, the snow falling, the trees crackling and hares springing across the trees, When the tree had been chopped down, grandfather would drag it to the big house and they would start decorating it.
+The young mistress Olga, Vanka’s favourite, was the busiest of all.
+Vanka’s mother, when alive, had worked as Olga’s maid.
+Then Olga had given him all the sweets and played a lot with Vanka.
+But after his mother’s death, Vanka was sent to the kitchen to be with his grandfather and from there to Alyakhin, the shoemaker.
+Words and ExprEssions 2 – Class x134
+“Come to me, dear grandfather,” Vanka wrote on, “Please, take me away from here, have pity on me, a poor orphan.
+They are always beating me.
+I’m terribly hungry and so miserable that I’m always crying.
+Remember me to all my friends.
+I remain your grandson, Ivan Zhukov.
+Dear grandfather, please come soon.”
+Vanka folded the sheet of paper and then put it in an envelope he had bought the previous day.
+He thought for a while, then wrote the address: To Grandfather in the Village.
+He added the words: Konstantin Makarich.
+He was happy that no one had disturbed him while he was writing his letter.
+He ran out to the street to post it.
+Vanka had been told by the clerks that letter were dropped in boxes from where they were carried all over the world on mail coaches drawn by horse and driven by drunken drivers, while the bells jingled.
+Vanka ran to the nearest mailbox and put his letter in it.
+An hour later, lulled by sweetest hopes, he was fast asleep.
+He dreamed of a stove.
+His grandfather was sitting beside it, reading out his letter to the cooks.
+Eel, the dog, was walking round the stove, wagging his tail.
+Anton Chekov
+(a) Vanka went to bed early on Christmas Eve as
+(b) Why, of all people, did he write a letter to his grandfather?
+(c) How was his grandfather a very lovable person?
+(d) Vanka was beaten times.
+(e) Vanka was beaten because
+(f) What was Vanka prepared to do for grandfather if he was taken away from the shoemaker?
+(g) He was sent to Alyakhin, the shoe-maker, to
+(h) Who does Vanka remember most at Christmas, next to his grandfather?
+(i) How did he address the letter?
+(j) Did he sleep well after posting the letter?
+What did he dream?
+speakinG",jewe209.pdf
+1,CBSE,Class10,English,"Let’s Begin
+1. Facial expressions are non-verbal communications.
+These expressions play an important role in a play.
+They are powerful communication tools.
+The human face is extremely expressive.
+It is able to convey countless emotions without saying a word.
+Expressions tell us the mood of the characters in the play.
+Some facial expressions are given below.
+The facial expressions are for happiness, sadness, anger, surprise, fear, and disgust.
+Look at the facial expressions and write which emotion do they express.
+11:24:10 AM
+2. You have read ‘The Proposal’, a one act play.
+It is a farce.
+The play is set in only one location, the drawing room of Chubukov’s house.
+All three characters in the play are quarrelsome people and they quarrel over petty issues.
+Lomov and Natalya start with the issue like a piece of land that is situated at the border between the two neighbors’ properties.
+The discussion turns into a quarrel and the marriage proposal is forgotten.
+They shout at each other.
+They are again dragged into an argument over the superiority of each other’s dogs.
+So, they drag their ancestors in their foolish quarrel.
+They again abuse each other and call names.
+Now, make groups of four and discuss the following points.
+While conducting the discussion, try to use the facial expressions given above.
+• The marriage proposal is a mockery of romance and marriage in the upper class.
+• The pride in property, even the superiority of dogs, take priority over love and marriage.
+• The characters lack patience, stop listening to each other, and then contradict each other.
+• Do you think these quarrels will promise a happy life?
+• What qualities would you consider for a well-matched couple?
+• Do you think all of us should know how to manage our anger?Reading CompRehension text i
+How Can We Control Anger?
+Do you get angry when your mother switches off the television?
+Do you get upset when you lose a game?
+Do you crib when your teacher does not pay attention to you?
+Most of us can have “yes” as an answer to one or more of these situations.
+Anger sometimes gets the better of us and leaves us to regret the consequences later.
+The question is ‘How can we control anger?’
+Anger is a normal and healthy emotion only if we know how to respond to it.
+Uncontrolled anger can often harm us directly or aggressive assertive consequences distress grudge uncontrolled indirectly whether we realise or not.
+Before we learn to address the issue, let us revisit the concept of anger.
+Anger is nothing but absence of peace with oneself, people or situations around us.
+We express it either by being assertive or aggressive.
+Look Up
+and
+Understand
+Let us all become the managers of our own anger.
+When angry, take a few moments to calm down (take five deep breaths, count up to ten, drink water, change your place) before responding.
+More often than not we do not have control over the situations that distress us.
+Getting physically active reduces stress.
+Funny dances, clapping, thumping your feet, a walk, making funny faces at the mirror, etc., go a long way in helping us let go of the anger or the frustration inside us.
+Once we have our feelings under control, go through all the aspects of the situation and try to see the same situation from different perspectives.
+If it is a problem try to equip yourself with a few solutions before entering the same situation.
+Avoid holding a grudge with people and learn when to seek help from others.
+Realising your own shortcomings can become one of the greatest strengths of character over the years to come.
+We can never control circumstances, people or situations as they are constantly changing.
+The only thing we can control is our response.
+So we have to increase our capacity to tolerate, ability to understand, and learn to nurture love for others.
+Q.1. What do you understand by the word ‘anger’?
+Q.2.
+List any four strategies to manage anger.
+Q.3.
+How can you develop strengths of character as given in the passage above?
+Q.4.
+Anger management helps you in (Tick the correct answer.) — Words and ExprEssions 2 – Class x126
+(a) remaining always happy
+(b) developing strength of character
+(c) remaining stress free
+(d) learning how to respond to the situation
+Q.5.
+What is under our control?
+How can we make it a positive one?",jewe209.pdf
+2,CBSE,Class10,English,"Look Up
+andUnderstand
+Let us all become the managers of our own anger.
+When angry, take a few moments to calm down (take five deep breaths, count up to ten, drink water, change your place) before responding.
+More often than not we do not have control over the situations that distress us.
+Getting physically active reduces stress.
+Funny dances, clapping, thumping your feet, a walk, making funny faces at the mirror, etc., go a long way in helping us let go of the anger or the frustration inside us.
+Once we have our feelings under control, go through all the aspects of the situation and try to see the same situation from different perspectives.
+If it is a problem try to equip yourself with a few solutions before entering the same situation.
+Avoid holding a grudge with people and learn when to seek help from others.
+Realising your own shortcomings can become one of the greatest strengths of character over the years to come.
+We can never control circumstances, people or situations as they are constantly changing.
+The only thing we can control is our response.
+So we have to increase our capacity to tolerate, ability to understand, and learn to nurture love for others.
+Q.1. What do you understand by the word ‘anger’?
+Q.2.
+List any four strategies to manage anger.
+Q.3.
+How can you develop strengths of character as given in the passage above?
+Q.4.
+Anger management helps you in (Tick the correct answer.) — Words and ExprEssions 2 – Class x126
+(a) remaining always happy
+(b) developing strength of character
+(c) remaining stress free
+(d) learning how to respond to the situation
+Q.5.
+What is under our control?
+How can we make it a positive one?Q.1. What do you understand by the word ‘anger’?
+Q.2.
+List any four strategies to manage anger.
+Q.3.
+How can you develop strengths of character as given in the passage above?
+Q.4.
+Anger management helps you in (Tick the correct answer.) — Words and ExprEssions 2 – Class x126
+(a) remaining always happy
+(b) developing strength of character
+(c) remaining stress free
+(d) learning how to respond to the situation
+Q.5.
+What is under our control?
+How can we make it a positive one?",jewe209.pdf
+3,CBSE,Class10,English,"On Violence
+There is a great deal of violence in the world.
+There is physical violence and also inward violence.
+Physical violence is to kill another, to hurt other people consciously, deliberately or without thought, to say cruel things, full of antagonism and hate and inwardly, inside the skin, to dislike people, to hate people, to criticise people.
+Inwardly, we are always quarrelling, battling, not only with others, but with ourselves.
+We want people to change, we want to force them to our way of thinking.
+Look Up
+and
+Understand
+In the world, as we grow up, we see a great deal of violence, at all levels of human existence.
+The ultimate violence is war — the killing for ideas, for so-called religious principles, for nationalities, the killing to preserve a little piece of land.
+To do that, man will kill, destroy, maim, and also be killed himself.
+There is enormous violence in the world, the rich wanting to keep people poor, and the poor wanting to get rich and in the process hating the rich.
+And you, being caught in society, are also going to contribute to this.
+antagonism consciously deliberately inherent maim There is violence between husband, wife, and children.
+There is violence, antagonism, hate, cruelty, ugly criticism, anger — all this is inherent in man, inherent in each human being.
+It is inherent in you.
+And education is supposed to help you to go beyond all that, not merely to pass an examination and get a job. You have to be educated so that you become a really beautiful, healthy, sane, rational human being, not a brutal man with a very clever brain who can argue and defend his brutality.
+You are going to face all this violence as you grow up.
+You will forget all that you have heard here, and will be caught in the stream of society.
+You will become like the rest of the cruel, hard, bitter, angry, violent world, and you will not help to bring about a new society, a new world.
+Look Up
+and
+Understand
+aggressiveness brutality exploded vaporised But a new world is necessary.
+A new culture is necessary.
+The old culture is dead, buried, burnt, exploded, and vaporised.
+You have to create a new culture.
+A new culture cannot be based on violence.
+The new culture depends on you because the older generation has built a society based on violence, based on aggressiveness and it is this that has caused all the confusion, all the misery.
+The older generations have produced this world and you have to change it.
+You cannot just sit back and say, “I will follow the rest of the people and seek success and position.”
+If you do, your children are going to suffer.
+You may have a good time, but your children are going to pay for it.
+So, you have to take all that into account, the outward cruelty of man to man in the name of god, in the name of religion, in the name of self-importance, in the name of the security of the family.
+You will have to consider the outward cruelty and violence, and the inward violence which you do not yet know.
+(Source: ‘On Violence’, On Education by J. Krishnamurti) Q.1.
+What is the physical violence that J. Krishnamurti is talking about?
+Q.2.
+What is the violence that cannot be expressed?
+Words and ExprEssions 2 – Class x128 Q.3.
+War, the ultimate violence, could be due to (Tick the correct options) —
+(a) difference of ideas
+(b) religious principles
+(c) nationalities
+(d) the feeling to protect a little piece of land
+(e) all of the above
+(f) none of the above
+Q.4.
+How has J. Krishnamurti given the feelings of the rich and the poor in the given paragraph?
+Q.5.
+What is the role of education in a human being’s life?
+Q.6.
+How, as a student, will you create a new world?Look Up
+and",jewe209.pdf
+4,CBSE,Class10,English,"Look Up
+andUnderstand
+aggressiveness brutality exploded vaporised But a new world is necessary.
+A new culture is necessary.
+The old culture is dead, buried, burnt, exploded, and vaporised.
+You have to create a new culture.
+A new culture cannot be based on violence.
+The new culture depends on you because the older generation has built a society based on violence, based on aggressiveness and it is this that has caused all the confusion, all the misery.
+The older generations have produced this world and you have to change it.
+You cannot just sit back and say, “I will follow the rest of the people and seek success and position.”
+If you do, your children are going to suffer.
+You may have a good time, but your children are going to pay for it.
+So, you have to take all that into account, the outward cruelty of man to man in the name of god, in the name of religion, in the name of self-importance, in the name of the security of the family.
+You will have to consider the outward cruelty and violence, and the inward violence which you do not yet know.
+(Source: ‘On Violence’, On Education by J. Krishnamurti) Q.1.
+What is the physical violence that J. Krishnamurti is talking about?
+Q.2.
+What is the violence that cannot be expressed?
+Words and ExprEssions 2 – Class x128 Q.3.
+War, the ultimate violence, could be due to (Tick the correct options) —
+(a) difference of ideas
+(b) religious principles
+(c) nationalities
+(d) the feeling to protect a little piece of land
+(e) all of the above
+(f) none of the above
+Q.4.
+How has J. Krishnamurti given the feelings of the rich and the poor in the given paragraph?
+Q.5.
+What is the role of education in a human being’s life?
+Q.6.
+How, as a student, will you create a new world?VocabULary",jewe209.pdf
+5,CBSE,Class10,English,"Silent letter: H
+encourage excite trouble beautify tremble
+Honest
+Hour
+HonourHonestHourHonourGrammar
+Reported speech
+1. Some children are taken to a health clinic for a regular checkup.
+Rewrite the sentences they speak in reported speech.
+(Use complain, say, tell, ask, inquire, mention, etc., wherever necessary.)
+Ashish : I feel sleepy all the time.
+Neha : I get pain in my legs when I run.
+Sonal : I’m fine.
+Ritu : I had fever last week.
+Akash : Why do I always cough?
+Rehman : Should I walk everyday to keep myself fit?
+Sumi : Oh, thank you, Doctor.
+Now I know the reason for my constant stomach-ache.
+Words and ExprEssions 2 – Class x130
+• Though ‘tell’ and ‘say’ almost mean the same, there are differences in the usage of the two words.
+‘Tell’ is always followed by an indirect object but ‘say’ is not.
+Example I told my sister that she was right.
+Ashish said he worked hard to achieve success.
+• We can use ‘ask’ with or without an indirect object.
+Example My mother asked (me) if I was ready for the party.
+Madhu asked (the tailor) whether her dresses were ready.
+2. Use ‘said’, ‘told’ or ‘asked’ to fill in the blanks in the following sentences.
+One has been done for you.
+Shilpi : Father, I want to go on a trip to Uttarkashi.
+Shilpi told her father that she wanted to go on a trip to Uttarkashi.
+Archana : It is very hot in Jaisalmer.
+Archana said that it was very hot in Jaisalmer.
+(a) The Scientist that dinosaurs lived 230 million years ago.
+FUn Facts
+(b) The teacher the students that she was going to conduct a new experiment.
+Tick-tock, not tock-tick
+(c) Could you please me where the new bookshop is located?
+Chit-chat, not chat-chit
+(d) The student (the teacher) if it was possible is located?
+Sing-song, not song-sing
+(e) It is requested that he should the truth.
+(f) Father (his son) whether he had paid his fees or not.FUn Facts
+(b) The teacher the students that she was going to conduct a new experiment.
+Tick-tock, not tock-tick
+(c) Could you please me where the new bookshop is located?
+Chit-chat, not chat-chit
+(d) The student (the teacher) if it was possible is located?
+Sing-song, not song-sing
+(e) It is requested that he should the truth.
+(f) Father (his son) whether he had paid his fees or not.Tick-tock, not tock-tick
+(c) Could you please me where the new bookshop is located?Chit-chat, not chat-chit
+(d) The student (the teacher) if it was possible is located?Sing-song, not song-sing
+(e) It is requested that he should the truth.
+(f) Father (his son) whether he had paid his fees or not.editinG
+Jumbled Sentences
+1. Join the parts of the sentences given below and write meaningful sentences.
+(a) by giving ultimate/individual can transform everything/ expression to /the inner determination of an/the infinite potential of human being
+(b) down many a time/but keep rising/that you may go/the Sun teaches us
+(c) but how much love/much we give/we put into giving/it’s not how
+(d) fit for human habitation/would mould the world/the citizens of tomorrow/into a globe
+(e) you must hear/to be a great leader /and pains of people/ the unspoken joysJumbled Sentences
+1. Join the parts of the sentences given below and write meaningful sentences.
+(a) by giving ultimate/individual can transform everything/ expression to /the inner determination of an/the infinite potential of human being
+(b) down many a time/but keep rising/that you may go/the Sun teaches us
+(c) but how much love/much we give/we put into giving/it’s not how
+(d) fit for human habitation/would mould the world/the citizens of tomorrow/into a globe
+(e) you must hear/to be a great leader /and pains of people/ the unspoken joys",jewe209.pdf
+6,CBSE,Class10,English,"VankaFUn Facts
+(Vanka Zhukov, a nine-year old boy, was made an assistant to Alyakhin, the Shoemaker. He didn’t go to bed on Christmas Eve. When everyone in the shop had gone to Church, he began to write on a crumpled sheet of paper. “Dear Grandfather Konstantin, he wrote”, I’m writing a letter to you. I wish you a Merry Christmas and all good things from the Lord God. I’ve no father and mother, and you are all I have left.”) Vanka raised his eyes to the dark windowpane.
+In his imagination he saw his grandfather Konstantin standing there.
+His grandfather was a night watchman on the estate of a rich man.
+Konstantin was a small, thin and lively old man of sixty-five whose face was always crinkling with laughter.
+Silent letter: B
+Lamb
+Climb
+Bomb
+In the daytime the old man slept in the servant’s kitchen or cracked jokes with the cooks.
+At night, wrapped in a big sheepskin coat he made rounds of the estate, blowing his whistle at regular intervals.
+He was always followed by his dogs, Brownie and Eel. Eel was a particularly remarkable dog.
+He was extremely respectful and endearing and looked lovingly on friends and strangers alike; yet no one trusted him. He would creep behind someone and bite his leg or run off with a peasant’s chicken.
+Many a time Eel was beaten mercilessly, yet he always managed to survive.
+At this very moment, Vanka thought, grandfather was probably standing by the gates, looking up at the bright red windows of the village church and cracking jokes with the servants.
+“What about a pinch of snuff?”
+he would say, holding out his snuffbox to the women.
+The women would take a pinch and sneeze and the old man would feel happy about it.
+“Fine for frozen noses, eh!”
+he’d say.
+The dogs, too, were given snuff.
+Brownie would sneeze, shake her head and walk away looking hurt.
+Eel, too polite to sneeze, only wagged his tail.
+Vanka looked through the window.
+The weather was glorious.
+The air was fresh.
+The night was very dark, but the roofs of the houses and trees were all covered with snow.
+Stars twinkled in the sky and it appeared that they had been washed and placed there only for the holidays.Silent letter: B
+Lamb
+Climb
+Bomb
+In the daytime the old man slept in the servant’s kitchen or cracked jokes with the cooks.
+At night, wrapped in a big sheepskin coat he made rounds of the estate, blowing his whistle at regular intervals.
+He was always followed by his dogs, Brownie and Eel. Eel was a particularly remarkable dog.
+He was extremely respectful and endearing and looked lovingly on friends and strangers alike; yet no one trusted him. He would creep behind someone and bite his leg or run off with a peasant’s chicken.
+Many a time Eel was beaten mercilessly, yet he always managed to survive.
+At this very moment, Vanka thought, grandfather was probably standing by the gates, looking up at the bright red windows of the village church and cracking jokes with the servants.
+“What about a pinch of snuff?”
+he would say, holding out his snuffbox to the women.
+The women would take a pinch and sneeze and the old man would feel happy about it.
+“Fine for frozen noses, eh!”
+he’d say.
+The dogs, too, were given snuff.
+Brownie would sneeze, shake her head and walk away looking hurt.
+Eel, too polite to sneeze, only wagged his tail.
+Vanka looked through the window.
+The weather was glorious.
+The air was fresh.
+The night was very dark, but the roofs of the houses and trees were all covered with snow.
+Stars twinkled in the sky and it appeared that they had been washed and placed there only for the holidays.LambClimbBomb
+In the daytime the old man slept in the servant’s kitchen or cracked jokes with the cooks.
+At night, wrapped in a big sheepskin coat he made rounds of the estate, blowing his whistle at regular intervals.
+He was always followed by his dogs, Brownie and Eel. Eel was a particularly remarkable dog.
+He was extremely respectful and endearing and looked lovingly on friends and strangers alike; yet no one trusted him. He would creep behind someone and bite his leg or run off with a peasant’s chicken.
+Many a time Eel was beaten mercilessly, yet he always managed to survive.
+At this very moment, Vanka thought, grandfather was probably standing by the gates, looking up at the bright red windows of the village church and cracking jokes with the servants.
+“What about a pinch of snuff?”
+he would say, holding out his snuffbox to the women.
+The women would take a pinch and sneeze and the old man would feel happy about it.
+“Fine for frozen noses, eh!”
+he’d say.
+The dogs, too, were given snuff.
+Brownie would sneeze, shake her head and walk away looking hurt.
+Eel, too polite to sneeze, only wagged his tail.
+Vanka looked through the window.
+The weather was glorious.
+The air was fresh.
+The night was very dark, but the roofs of the houses and trees were all covered with snow.
+Stars twinkled in the sky and it appeared that they had been washed and placed there only for the holidays.",jewe209.pdf
+7,CBSE,Class10,English,"tongue twiSter
+Vanka sighed, and went on writing: “Yesterday I was given a beating.
+That was because when I was rocking the baby in the cradle, I unfortunately fell asleep.
+Another day the mistress of the house asked me to clean the fish.
+I didn’t know how, so she rubbed the fish all over my face.
+My friends laughed at me.
+Then there’s nothing to eat.
+In the morning they give me bread, there is porridge for dinner and in the evening only bread again.
+The master and the mistress eat all the good things themselves.
+I sleep in the corridor and when the baby cries, I don’t get any sleep at all because I’ve to rock the cradle.
+Dear Grandfather, please take me away from here, take me to the village, it’s more than I can bear.”
+How much wood would a woodchuck chuck if a woodchuck could chuck wood?
+Vanka rubbed his eyes with his fists and sobbed.
+“I’ll grind your snuff for you, he went on”, I’ll pray to God to keep you healthy and if I ever do anything wrong, you can beat me as you like.
+If you think there’s no place for me then I can clean boots or even work as a shepherd boy.
+Grandfather, it’s more than I can bear.
+I thought of running away to the village, but I don’t have any boots.
+If you’ll help me now, I’ll feed you when I grow up and when you die I’ll pray for your soul just like I do for my mother.
+“Dear Grandfather, when they put up the Christmas tree at the big house, please take down a golden walnut for me and hide it in the green box.
+Ask the young mistress Olga, and say it is for Vanka.”
+Vanka sighed and gazed in the direction of the window.
+He remembered it was grandfather who always went to the forest to cut down a Christmas tree for the rich people, taking Vanka with him. They had a wonderful time together, the snow falling, the trees crackling and hares springing across the trees, When the tree had been chopped down, grandfather would drag it to the big house and they would start decorating it.
+The young mistress Olga, Vanka’s favourite, was the busiest of all.
+Vanka’s mother, when alive, had worked as Olga’s maid.
+Then Olga had given him all the sweets and played a lot with Vanka.
+But after his mother’s death, Vanka was sent to the kitchen to be with his grandfather and from there to Alyakhin, the shoemaker.
+Words and ExprEssions 2 – Class x134
+“Come to me, dear grandfather,” Vanka wrote on, “Please, take me away from here, have pity on me, a poor orphan.
+They are always beating me.
+I’m terribly hungry and so miserable that I’m always crying.
+Remember me to all my friends.
+I remain your grandson, Ivan Zhukov.
+Dear grandfather, please come soon.”
+Vanka folded the sheet of paper and then put it in an envelope he had bought the previous day.
+He thought for a while, then wrote the address: To Grandfather in the Village.
+He added the words: Konstantin Makarich.
+He was happy that no one had disturbed him while he was writing his letter.
+He ran out to the street to post it.
+Vanka had been told by the clerks that letter were dropped in boxes from where they were carried all over the world on mail coaches drawn by horse and driven by drunken drivers, while the bells jingled.
+Vanka ran to the nearest mailbox and put his letter in it.
+An hour later, lulled by sweetest hopes, he was fast asleep.
+He dreamed of a stove.
+His grandfather was sitting beside it, reading out his letter to the cooks.
+Eel, the dog, was walking round the stove, wagging his tail.",jewe209.pdf
+8,CBSE,Class10,English,"Anton Chekov
+(a) Vanka went to bed early on Christmas Eve as
+(b) Why, of all people, did he write a letter to his grandfather?
+(c) How was his grandfather a very lovable person?
+(d) Vanka was beaten times.
+(e) Vanka was beaten because
+(f) What was Vanka prepared to do for grandfather if he was taken away from the shoemaker?
+(g) He was sent to Alyakhin, the shoe-maker, to
+(h) Who does Vanka remember most at Christmas, next to his grandfather?
+(i) How did he address the letter?
+(j) Did he sleep well after posting the letter?
+What did he dream?speakinGFUn Facts
+1. Enact the play in the class.
+Keep in mind— dialogue delivery— tone, voice modulation; non-verbal communications— facial expressions, gestures, movements, etc.
+Many things are communicated through these non-verbal tools.
+tongue twiSter
+2. A communicative task is given below.
+Practice in pairs or groups.
+Swan swam over the pond,
+Task I
+Swim swan swim!
+(Discussing, giving opinions, agreeing, and disagreeing)
+Swan swam back again Well swum swan!
+Role Play
+Smita : Well!
+What do you think about violence on television?
+Words and ExprEssions 2 – Class x136 Romila : If you ask me, there is too much violence on television.
+Children should not be exposed to it.
+Smita : I don’t agree with you.
+Why do you say so?
+Romila : It’s not wise to expose children to a lot of fighting,
+shooting, stabbing, and killing.
+Smita : But children find it thrilling.
+Romila : No, they don’t. On the contrary it brutalises them and makes them insensitive.
+They look upon violence and killing as common place incidents.
+Smita : But the young people now-a-days are quite violent.
+Romila : Precisely.
+It is the influence of television.
+Wouldn’t it be better if through television we give them the message of peace and togetherness.
+Bury the hatchet — to stop conflict and make peace
+Pair or Group Work
+Discuss with your friends the following topics — people going abroad for studies, building a dispensary in place of a playground, sports cannot be a profession, or any topic that is of interest to you and your friends.tongue twiSter
+2. A communicative task is given below.
+Practice in pairs or groups.
+Swan swam over the pond,
+Task I
+Swim swan swim!
+(Discussing, giving opinions, agreeing, and disagreeing)
+Swan swam back again Well swum swan!
+Role Play
+Smita : Well!
+What do you think about violence on television?
+Words and ExprEssions 2 – Class x136 Romila : If you ask me, there is too much violence on television.
+Children should not be exposed to it.
+Smita : I don’t agree with you.
+Why do you say so?
+Romila : It’s not wise to expose children to a lot of fighting,
+shooting, stabbing, and killing.
+Smita : But children find it thrilling.
+Romila : No, they don’t. On the contrary it brutalises them and makes them insensitive.
+They look upon violence and killing as common place incidents.
+Smita : But the young people now-a-days are quite violent.
+Romila : Precisely.
+It is the influence of television.
+Wouldn’t it be better if through television we give them the message of peace and togetherness.
+Bury the hatchet — to stop conflict and make peaceSwan swam over the pond,
+Task I
+Swim swan swim!
+(Discussing, giving opinions, agreeing, and disagreeing)
+Swan swam back again Well swum swan!
+Role Play
+Smita : Well!
+What do you think about violence on television?
+Words and ExprEssions 2 – Class x136 Romila : If you ask me, there is too much violence on television.
+Children should not be exposed to it.
+Smita : I don’t agree with you.
+Why do you say so?
+Romila : It’s not wise to expose children to a lot of fighting,
+shooting, stabbing, and killing.
+Smita : But children find it thrilling.
+Romila : No, they don’t. On the contrary it brutalises them and makes them insensitive.
+They look upon violence and killing as common place incidents.
+Smita : But the young people now-a-days are quite violent.
+Romila : Precisely.
+It is the influence of television.
+Wouldn’t it be better if through television we give them the message of peace and togetherness.Task I
+Swim swan swim!
+(Discussing, giving opinions, agreeing, and disagreeing)
+Swan swam back again Well swum swan!Swim swan swim!
+(Discussing, giving opinions, agreeing, and disagreeing)Swan swam back again Well swum swan!Role Play
+Smita : Well!
+What do you think about violence on television?
+Words and ExprEssions 2 – Class x136 Romila : If you ask me, there is too much violence on television.
+Children should not be exposed to it.
+Smita : I don’t agree with you.
+Why do you say so?
+Romila : It’s not wise to expose children to a lot of fighting,
+shooting, stabbing, and killing.
+Smita : But children find it thrilling.
+Romila : No, they don’t. On the contrary it brutalises them and makes them insensitive.
+They look upon violence and killing as common place incidents.
+Smita : But the young people now-a-days are quite violent.
+Romila : Precisely.
+It is the influence of television.
+Wouldn’t it be better if through television we give them the message of peace and togetherness.",jewe209.pdf

data/Class10-English-jewe2ps.pdf-53.csv

@@ -0,0 +1,430 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,English,"Foreword
+Teaching and learning of language in school education should be based on the insight that language learning is a natural process which should be enhanced in school for academic and overall achievement of the learners.
+It is extremely important that learner-centric methodologies of language learning should be promoted for eliciting critical responses, and developing sensitivity to social issues.
+The focus of language learning is on developing skills of language and communicative competence.
+Language learning progresses naturally with exposure to and use of language in meaningful situations.
+In this context, importance has been attributed in the National Curriculum Framework-2005, to methods of teaching which are process based.
+These give opportunities to learners for engaging with texts through various activities and exercises and equip them for self-assessment.
+In multilingual India, English has been one of the languages which is being learnt in schools.
+It is therefore recommended that English be learnt along with the language of the learners since it leads to transference of skills from the child’s own language to the second language (English).
+We, at the NCERT, make an endeavour to provide engaging, relevant, and authentic resources.
+This supplements and complements language acquisition and provides opportunities for learners to associate experiences with everyday life.
+The Council had developed two books, First Flight (textbook) and Footprint without Feet (Supplementary Reader) for Class X based on the National Curriculum Framework-2005.
+The workbook, Words and Expressions 2 is a sequential continuation of these.
+It has been developed taking into account the feedback on these books and needs of learners and teachers.
+The workbook has also taken into account the skills that are critical for overall development of the learners, such as the skills of collaboration, creativity and imagination, critical thinking and problem solving, communication and compassion.
+We hope this workbook will serve as an effective instrument for learners and teachers for adding quality to the teaching and learning processes.
+We are indebted to the institutions and organisations which have generously permitted us to draw upon their resources and materials.
+All the publications of the Council are regularly revised on the basis of the feedback from students, parents, teachers, and teacher educators.
+Hrushikesh senapaty
+Director
+ | New Delhi | National Council of Educational
+ | --- | ---
+ | June 2019 | Research and Training
+
+rationalisation oF Content in the textbooks
+In view of the COVID-19 pandemic, it is imperative to reduce content load on students.
+The National Education Policy 2020, also emphasises reducing the content load and providing opportunities for experiential learning with creative mindset.
+In this background, the NCERT has undertaken the exercise to rationalise the textbooks across all classes.
+Learning Outcomes already developed by the NCERT across classes have been taken into consideration in this exercise.
+Contents of the textbooks have been rationalised in view of the following:
+• Content based on genres of literature in the textbooks and supplementary readers at different stages of school education
+• Content that is meant for achieving Learning Outcomes for developing language proficiency and is accessible at different stages
+• For reducing the curriculum load and examination stress in view of the prevailing condition of the Pandemic
+• Content, which is easily accessible to students without much interventions from teachers and can be learned by children through self-learning or peer-learning
+• Content, which is irrelevant in the present context
+This present edition, is a reformatted version after carrying out the changes given above.
+about the workbook
+Words and Expressions 2 is a sequence to the textbook in English for Class X, First Flight.
+Like Words and Expressions 1, it is a self-study material.
+It lays emphasis on providing a variety of rich and comprehensible inputs.
+This gives learners exposure to the target language and enables them to further their skills in the English language.
+The passages and activities given here create opportunities for them to handle the English language for performing important language functions and help them develop critical thinking on contemporary concerns.
+The book is expected to help learners to read for meaning in context and also serve as a base for communication in the English language.
+There are 11 units in this workbook.
+The chapters of the textbook and the units are to be taught in a coordinated manner.
+The units correspond to each lesson in the textbook.
+There are various tasks in each unit.
+‘Let’s begin’ is followed by Comprehension passages, Vocabulary tasks, Grammar exercises, Editing, Listening, Speaking, and Writing activities.
+All units end with Project work reiterating the learning through elaborate activities.
+The sections have followed an integrated approach and focus on a particular skill of the English language.
+The introductory section, ‘Let’s begin’ asks questions making the students think and discuss on the chapter they have read.
+They are asked to collect information, read various written texts and e-texts, watch, and listen to online resources from Internet services like YouTube.
+They can also refer to the materials given in the QR code of the textbook along with the reading aloud of the texts and recitation of the poems.
+They are required to work in groups of two or four, note down points, develop speech, debate, etc., and then to speak before the whole class.
+This follows an integrated process of reading with comprehension, reflection, writing, and expressing thoughts.
+The themes of the unseen comprehension passages, span across the literary, cultural, and sociological realms — which appeal to and inspire the adolescents — are chosen based on the corresponding chapters in the textbook.
+Reading Comprehension has prose passages as well as poems.
+The familiarity of the context has been taken care of while selecting the passages.
+An attempt has been made to expose the learners to a variety of texts, comprehend the meaning of words in context, understand the theme, and answer factual and thoughtprovoking questions.
+Learners are also given opportunities to interpret poems, be acquainted with beautiful expressions, phrases, and understand the expressions of the images.
+Some questions have been given to infer meaning and other to inspire learners to think critically and bring out their deeper understanding of the text.
+Multiple choice questions are also given in the book for students to assess themselves.
+The workbook is a self-study material for the students.
+They are encouraged to work in pairs or groups so that they support each other and learn from each other.
+However, if required, teachers may guide.
+A variety of tasks, exercises, and ‘Look up and understand’ are placed strategically to build vocabulary in the given context.
+The learners are encouraged to use the dictionary as often as required.
+The intention is to help them learn new words and their usages in different contexts.
+Further, ‘Proofreading marks’ have been given for students to learn the basics of proofreading and editing.
+The written and spoken compositions are preceded by discussions in peer groups.
+The themes of the composition include contemporary issues like gender, environment, diversity, human values, animal rights, adolescent issues which are relevant to the age group, and appropriate in the contemporary time.
+This is to enable the learners to see the world, develop necessary skills, and face the challenges of the present as well as future.
+Enough opportunities are given to the students to develop listening comprehension and to use the English language in real-life situations.
+It is reiterated that basic language skills are developed simultaneously, not in isolation, but in an integrated manner.
+So integrated listening and speaking activities are given in the book.
+Grammar activities are presented in everyday contexts and are given with keeping usage in mind, not the formal explication of grammatical concepts.
+The fine distinction of the workbook is that it is directly addressed to the students.
+The language used is simple, so that there is less dependence on the teachers.
+The activities are simple and stress free, enabling the learners to complete these confidently.
+Self-learning is encouraged.
+The pair or group work will give students an opportunity to look at the work of their peers and make each of them feel both responsible as well as independent.
+Every learner has a unique learning style.
+The group work may help them understand their challenges, evaluate themselves vis-a-vis their peers, and find the best way to overcome them.
+The project activities given at the end of each unit are expected to be engaging, across the entire curriculum and interdisciplinary.
+These help generate interest to explore, analyse, think critically, reflect, and then present thoughts orally or in writing.
+‘Fun facts’ are given in the margins throughout the workbook, with the hope that the learner would have a lasting impression of the correct usage of the English language.
+Teachers must remember that ‘Fun facts’ are for joyful learning and non-evaluative.
+It is hoped that this book will help students use the English language effectively and meaningfully for the purpose of communication which will make them proficient and perceptive users of the English language.
+They will find this workbook enjoyable and rewarding as it is learner-centered and activity based.
+Comments and suggestions on any aspect of the workbook are welcome.
+This would enable us to improve the next edition.
+viii
+workbook development Committee
+members
+Dolly Dhawan, PGT (English), G.D. Salwan Public School, Rajendra Nagar, New Delhi Keerthi Sahni, TGT (English), Sanskriti School, Chanakyapuri, New Delhi Kirti Kapur, Professor, Department of Curriculum Studies, NCERT, New Delhi Malathi Srinivasan, PGT (English), Army Public School, Delhi Cantt., New Delhi Mamta Saluja, Lecturer in English, Rajkiya Pratibha Vikas Vidyalaya, BT Block, Shalimar Bagh, Delhi Meenakshi Khar, Associate Professor, Department of Education in Languages, NCERT, New Delhi Meenu Gupta, Lecturer in English, Sarvodaya Kanya Vidyalaya, B L Block, Shalimarbag, Delhi Monal Dewle, Assistant Professor, Centre for English Language Education, Ambedkar University, Delhi Monishita Hajra Pande, Assistant Professor, Centre for English Language Education, Ambedkar University, Delhi R. Meganathan, Professor, Department of Education in Languages, NCERT, New Delhi
+Shobha Sharma, Principal, Kendriya Vidyalaya – 1, AFS Hindan, Ghaziabad Shveta Uppal, Chief Editor, National Council of Educational Research and Training, New Delhi Sonia Makheeja, Lecturer in English, Sarvodaya Kanya Vidyalaya, Rajouri Garden Extn, New Delhi
+member Coordinator
+Sandhya Rani Sahoo, Professor, Department of Education in Languages, NCERT, New Delhi
+aCknowledgements
+The National Council of Education Research and Training is thankful to Saroj Yadav, Professor and Chairperson, Dean, Academics, NCERT; A K Srivastava, Professor and Dean, Research, NCERT; Ranjana Arora, Professor and Head, Department of Curriculum Studies (DCS); Sandhya Singh, Professor and Head, Department of Education in Languages (DEL); Anjum Sibia, Professor and Head, Department of Educational Psychology & Foundations of Education (DEPFE); Dinesh Kumar, Professor, Department of Education in Science and Mathematics (DESM); Gouri Srivastava, Professor and Head, Department of Education in Social Sciences (DESS); Anita Julka, Professor, Department of Education of Groups with Special Needs (DEGSN); and Anup Rajput, Professor, Department of Elementary Education (DEE) for making valuable suggestions, providing feedback towards the improvement and finalisation of this workbook.
+Special thanks are due to the West Bengal Tourism Department and Madhya Pradesh Tourism Department for the information on The Sundarbans and Sanchi Stupa respectively.
+Special thanks are also due to Devanshi Tyagi, Assistant Editor (Contractual), and Chanchal Chauhan, Proofreader (Contractual) for carefully editing the manuscript and making it interesting.
+Gratitude is expressed to the Publication Division, NCERT, for their support.
+NCERT gratefully acknowledges the contributions made by Rekha and Nitin Kumar Gupta, DTP Operators (Contractual), for patiently incorporating the corrections and doing a flawless layout.
+The Council is grateful to the writers, photographers, and publishers who have accorded permission to reproduce the following materials in this workbook.
+1. ‘Sardar Patel’s Call to Youth to build up Character and be Disciplined’, The Collected Works of Sardar Vallabhbhai Patel (1 January 1948-31 December 1948), Konark Publishers, Delhi.
+2. Excerpt from ‘The Diary of Lena Mukhina: A Girl’s Life in the Siege of Leningrad’, trans.
+Amanda Love Darragh, Macmillan Publishers Limited, London.
+3. ‘8th September 1941: Start of the Siege of Leningrad’, https:// www.youtube.com/watch?v=5n2ym0LHyRU
+4. Excerpt from Harriet Tubman: The Moses of Her People, Langston Hughes, Ginn and Company, Massachusetts.
+5. ‘Stephen Hawking, the TV Star’, Raja Sen, livemint, 14 March 2018.
+6. Excerpt from The Moffats, Eleanor Estes, Harcourt Young Classics, New York.
+7. ‘The Galaxy Song’, Monty Python, (Song writers: John Du Prez and Eric Idle), Universal Music Publishing, London.
+8. Excerpt from ‘Speak Truth to Power’, Wangari Maathai, https:// www.greenbeltmovement.org/wangari-maathai/key-speechesand-articles/speak-truth-to-power
+9. Excerpt from ‘There will always be a seed for everyone’, Aditi Pinto, The Hindu, https://www.thehindu.com/society/therewill-always-be-a-seed-for-everyone/article18194781.ece
+10.
+Excerpt from ‘Down memory Lane with Parsis of New Delhi’, Shernaz Italia, The Wire, https://thewire.in/uncategorised/theparsis-of-new-delhi
+11. Excerpt from ‘What’s Brewing in Araku Valley?’ Diya Kohli,
+livemint, https://www.livemint.com/mint-lounge/features/ what-s-brewing-in-araku-valley-1550829797335.html 12.
+Excerpt from ‘Can wetlands find a safe haven in our cities?
+’, Sutirtha Lahiri, livemint, https://www.livemint.com/ Leisure/6Juh1zr8tPpSS6Gql44GGL/Can-wetlands-find-a-safehaven-in-our-cities.html 13.
+Excerpt from ‘Have you had your daily dose of Vitamin P?
+’, Sandip Roy, livemint, https://www.livemint.com/mint-lounge/features/ have-you-had-your-daily-dose-of-vitamin-p-1552630970050.
+html 14.
+Excerpt from ‘A Jewel of the Andaman Sea’, Neeta Lal, livemint, https://www.livemint.com/mint-lounge/features /a-jewel-ofthe-andaman-sea-1552641881763.html 15.
+‘The Civet Cat– Baby Bhakat, a true story from Assam’, Rommel Shunmugam, Conservation photographer and author, Haryana.
+16.
+‘Dharani playing with civet cat’, ‘Civet cat sleeping near two babies’, Rommel Shunmugam, Conservation photographer and author, Haryana.
+17.
+‘It’s not easy having Elephants in your Backyard’, https:// www.wwf.org.uk/what-we-do/area-of-work/preventing-humanwildlife-conflict
+18.
+‘Animal rights’, https://www.peta.org.uk/action/what-isanimal-rights/
+xi
+19.
+Excerpt from ‘Pedaling through the Golden Years’, Vishav Driman, India Travel360 (AirAsia Inflight Magazine), Issue 21, New Delhi.
+20.
+Excerpt from The Transformed Mind, His Holiness the Dalai Lama, Hodder and Stoughton, London.
+21.
+Excerpt from ‘On Violence’, On Education, J Krishnamurti, Krishnamurti Foundation India, Chennai.
+22.
+‘WP steaming out with a Special Train from Ballard Pier Mole Station’, Mukul Jain, Western Railway website, http://www.
+trainweb.org/railworld/Western%20Railway%20Historical%20 Pictures/WP%20at%20Ballard%20Pier.jpg
+23.
+‘Appendix 5: Proofreading marks’, The Concise Oxford English
+Dictionary, Tenth Edition, ed.
+Judy Pearsall, Oxford University Press, 1999, New York.
+For ‘Man vs Nature’ by Norman Littleford, we have been unable to find the address to write to for copyright.
+We will be happy to write for permission upon procuring the address.
+Sincere efforts have been made to procure permission from all those individuals, agencies, and institutes from where any text, visual or reference has been used in this workbook.
+However, in case any credits have been missed out inadvertently, the Council regrets the same and will rectify it immediately on being informed.
+xii
+Contents
+ | Foreword | iii
+ | --- | ---
+ | Rationalisation of Content in the Textbooks | v
+ | About the Workbook | vii
+ | Unit 1 A Letter to God | 1
+ | Unit 2 neLson MAndeLA: LonG WALk to FreedoM | 17
+ | Unit 3 tWo stories AboUt FLyinG | 31
+ | Unit 4 FroM the diAry oF Anne FrAnk | 45
+ | Unit 5 GLiMpses oF indiA | 57
+ | Unit 6 MijbiL the otter | 73
+ | Unit 7 MAdAM rides the bUs | 93
+ | Unit 8 the serMon At benArAs | 109
+ | Unit 9 the proposAL | 124
+ | Appendix Proofreading marks | 140
+
+11:47:34 AM
+Perfection is achieved, not when there is nothing more to add, but when there is nothing left to take away.
+— Antoine de Saint-Exupéry
+To write is human, to edit is divine.
+— Stephen King",jewe2ps.pdf
+1,CBSE,Class10,English,"rationalisation oF Content in the textbooks
+In view of the COVID-19 pandemic, it is imperative to reduce content load on students.
+The National Education Policy 2020, also emphasises reducing the content load and providing opportunities for experiential learning with creative mindset.
+In this background, the NCERT has undertaken the exercise to rationalise the textbooks across all classes.
+Learning Outcomes already developed by the NCERT across classes have been taken into consideration in this exercise.
+Contents of the textbooks have been rationalised in view of the following:
+• Content based on genres of literature in the textbooks and supplementary readers at different stages of school education
+• Content that is meant for achieving Learning Outcomes for developing language proficiency and is accessible at different stages
+• For reducing the curriculum load and examination stress in view of the prevailing condition of the Pandemic
+• Content, which is easily accessible to students without much interventions from teachers and can be learned by children through self-learning or peer-learning
+• Content, which is irrelevant in the present context
+This present edition, is a reformatted version after carrying out the changes given above.
+about the workbook
+Words and Expressions 2 is a sequence to the textbook in English for Class X, First Flight.
+Like Words and Expressions 1, it is a self-study material.
+It lays emphasis on providing a variety of rich and comprehensible inputs.
+This gives learners exposure to the target language and enables them to further their skills in the English language.
+The passages and activities given here create opportunities for them to handle the English language for performing important language functions and help them develop critical thinking on contemporary concerns.
+The book is expected to help learners to read for meaning in context and also serve as a base for communication in the English language.
+There are 11 units in this workbook.
+The chapters of the textbook and the units are to be taught in a coordinated manner.
+The units correspond to each lesson in the textbook.
+There are various tasks in each unit.
+‘Let’s begin’ is followed by Comprehension passages, Vocabulary tasks, Grammar exercises, Editing, Listening, Speaking, and Writing activities.
+All units end with Project work reiterating the learning through elaborate activities.
+The sections have followed an integrated approach and focus on a particular skill of the English language.
+The introductory section, ‘Let’s begin’ asks questions making the students think and discuss on the chapter they have read.
+They are asked to collect information, read various written texts and e-texts, watch, and listen to online resources from Internet services like YouTube.
+They can also refer to the materials given in the QR code of the textbook along with the reading aloud of the texts and recitation of the poems.
+They are required to work in groups of two or four, note down points, develop speech, debate, etc., and then to speak before the whole class.
+This follows an integrated process of reading with comprehension, reflection, writing, and expressing thoughts.
+The themes of the unseen comprehension passages, span across the literary, cultural, and sociological realms — which appeal to and inspire the adolescents — are chosen based on the corresponding chapters in the textbook.
+Reading Comprehension has prose passages as well as poems.
+The familiarity of the context has been taken care of while selecting the passages.
+An attempt has been made to expose the learners to a variety of texts, comprehend the meaning of words in context, understand the theme, and answer factual and thoughtprovoking questions.
+Learners are also given opportunities to interpret poems, be acquainted with beautiful expressions, phrases, and understand the expressions of the images.
+Some questions have been given to infer meaning and other to inspire learners to think critically and bring out their deeper understanding of the text.
+Multiple choice questions are also given in the book for students to assess themselves.
+The workbook is a self-study material for the students.
+They are encouraged to work in pairs or groups so that they support each other and learn from each other.
+However, if required, teachers may guide.
+A variety of tasks, exercises, and ‘Look up and understand’ are placed strategically to build vocabulary in the given context.
+The learners are encouraged to use the dictionary as often as required.
+The intention is to help them learn new words and their usages in different contexts.
+Further, ‘Proofreading marks’ have been given for students to learn the basics of proofreading and editing.
+The written and spoken compositions are preceded by discussions in peer groups.
+The themes of the composition include contemporary issues like gender, environment, diversity, human values, animal rights, adolescent issues which are relevant to the age group, and appropriate in the contemporary time.
+This is to enable the learners to see the world, develop necessary skills, and face the challenges of the present as well as future.
+Enough opportunities are given to the students to develop listening comprehension and to use the English language in real-life situations.
+It is reiterated that basic language skills are developed simultaneously, not in isolation, but in an integrated manner.
+So integrated listening and speaking activities are given in the book.
+Grammar activities are presented in everyday contexts and are given with keeping usage in mind, not the formal explication of grammatical concepts.
+The fine distinction of the workbook is that it is directly addressed to the students.
+The language used is simple, so that there is less dependence on the teachers.
+The activities are simple and stress free, enabling the learners to complete these confidently.
+Self-learning is encouraged.
+The pair or group work will give students an opportunity to look at the work of their peers and make each of them feel both responsible as well as independent.
+Every learner has a unique learning style.
+The group work may help them understand their challenges, evaluate themselves vis-a-vis their peers, and find the best way to overcome them.
+The project activities given at the end of each unit are expected to be engaging, across the entire curriculum and interdisciplinary.
+These help generate interest to explore, analyse, think critically, reflect, and then present thoughts orally or in writing.
+‘Fun facts’ are given in the margins throughout the workbook, with the hope that the learner would have a lasting impression of the correct usage of the English language.
+Teachers must remember that ‘Fun facts’ are for joyful learning and non-evaluative.
+It is hoped that this book will help students use the English language effectively and meaningfully for the purpose of communication which will make them proficient and perceptive users of the English language.
+They will find this workbook enjoyable and rewarding as it is learner-centered and activity based.
+Comments and suggestions on any aspect of the workbook are welcome.
+This would enable us to improve the next edition.
+viii
+workbook development Committee
+members
+Dolly Dhawan, PGT (English), G.D. Salwan Public School, Rajendra Nagar, New Delhi Keerthi Sahni, TGT (English), Sanskriti School, Chanakyapuri, New Delhi Kirti Kapur, Professor, Department of Curriculum Studies, NCERT, New Delhi Malathi Srinivasan, PGT (English), Army Public School, Delhi Cantt., New Delhi Mamta Saluja, Lecturer in English, Rajkiya Pratibha Vikas Vidyalaya, BT Block, Shalimar Bagh, Delhi Meenakshi Khar, Associate Professor, Department of Education in Languages, NCERT, New Delhi Meenu Gupta, Lecturer in English, Sarvodaya Kanya Vidyalaya, B L Block, Shalimarbag, Delhi Monal Dewle, Assistant Professor, Centre for English Language Education, Ambedkar University, Delhi Monishita Hajra Pande, Assistant Professor, Centre for English Language Education, Ambedkar University, Delhi R. Meganathan, Professor, Department of Education in Languages, NCERT, New Delhi
+Shobha Sharma, Principal, Kendriya Vidyalaya – 1, AFS Hindan, Ghaziabad Shveta Uppal, Chief Editor, National Council of Educational Research and Training, New Delhi Sonia Makheeja, Lecturer in English, Sarvodaya Kanya Vidyalaya, Rajouri Garden Extn, New Delhi
+member Coordinator
+Sandhya Rani Sahoo, Professor, Department of Education in Languages, NCERT, New Delhi
+aCknowledgements
+The National Council of Education Research and Training is thankful to Saroj Yadav, Professor and Chairperson, Dean, Academics, NCERT; A K Srivastava, Professor and Dean, Research, NCERT; Ranjana Arora, Professor and Head, Department of Curriculum Studies (DCS); Sandhya Singh, Professor and Head, Department of Education in Languages (DEL); Anjum Sibia, Professor and Head, Department of Educational Psychology & Foundations of Education (DEPFE); Dinesh Kumar, Professor, Department of Education in Science and Mathematics (DESM); Gouri Srivastava, Professor and Head, Department of Education in Social Sciences (DESS); Anita Julka, Professor, Department of Education of Groups with Special Needs (DEGSN); and Anup Rajput, Professor, Department of Elementary Education (DEE) for making valuable suggestions, providing feedback towards the improvement and finalisation of this workbook.
+Special thanks are due to the West Bengal Tourism Department and Madhya Pradesh Tourism Department for the information on The Sundarbans and Sanchi Stupa respectively.
+Special thanks are also due to Devanshi Tyagi, Assistant Editor (Contractual), and Chanchal Chauhan, Proofreader (Contractual) for carefully editing the manuscript and making it interesting.
+Gratitude is expressed to the Publication Division, NCERT, for their support.
+NCERT gratefully acknowledges the contributions made by Rekha and Nitin Kumar Gupta, DTP Operators (Contractual), for patiently incorporating the corrections and doing a flawless layout.
+The Council is grateful to the writers, photographers, and publishers who have accorded permission to reproduce the following materials in this workbook.
+1. ‘Sardar Patel’s Call to Youth to build up Character and be Disciplined’, The Collected Works of Sardar Vallabhbhai Patel (1 January 1948-31 December 1948), Konark Publishers, Delhi.
+2. Excerpt from ‘The Diary of Lena Mukhina: A Girl’s Life in the Siege of Leningrad’, trans.
+Amanda Love Darragh, Macmillan Publishers Limited, London.
+3. ‘8th September 1941: Start of the Siege of Leningrad’, https:// www.youtube.com/watch?v=5n2ym0LHyRU
+4. Excerpt from Harriet Tubman: The Moses of Her People, Langston Hughes, Ginn and Company, Massachusetts.
+5. ‘Stephen Hawking, the TV Star’, Raja Sen, livemint, 14 March 2018.
+6. Excerpt from The Moffats, Eleanor Estes, Harcourt Young Classics, New York.
+7. ‘The Galaxy Song’, Monty Python, (Song writers: John Du Prez and Eric Idle), Universal Music Publishing, London.
+8. Excerpt from ‘Speak Truth to Power’, Wangari Maathai, https:// www.greenbeltmovement.org/wangari-maathai/key-speechesand-articles/speak-truth-to-power
+9. Excerpt from ‘There will always be a seed for everyone’, Aditi Pinto, The Hindu, https://www.thehindu.com/society/therewill-always-be-a-seed-for-everyone/article18194781.ece
+10.
+Excerpt from ‘Down memory Lane with Parsis of New Delhi’, Shernaz Italia, The Wire, https://thewire.in/uncategorised/theparsis-of-new-delhi
+11. Excerpt from ‘What’s Brewing in Araku Valley?’ Diya Kohli,
+livemint, https://www.livemint.com/mint-lounge/features/ what-s-brewing-in-araku-valley-1550829797335.html 12.
+Excerpt from ‘Can wetlands find a safe haven in our cities?
+’, Sutirtha Lahiri, livemint, https://www.livemint.com/ Leisure/6Juh1zr8tPpSS6Gql44GGL/Can-wetlands-find-a-safehaven-in-our-cities.html 13.
+Excerpt from ‘Have you had your daily dose of Vitamin P?
+’, Sandip Roy, livemint, https://www.livemint.com/mint-lounge/features/ have-you-had-your-daily-dose-of-vitamin-p-1552630970050.
+html 14.
+Excerpt from ‘A Jewel of the Andaman Sea’, Neeta Lal, livemint, https://www.livemint.com/mint-lounge/features /a-jewel-ofthe-andaman-sea-1552641881763.html 15.
+‘The Civet Cat– Baby Bhakat, a true story from Assam’, Rommel Shunmugam, Conservation photographer and author, Haryana.
+16.
+‘Dharani playing with civet cat’, ‘Civet cat sleeping near two babies’, Rommel Shunmugam, Conservation photographer and author, Haryana.
+17.
+‘It’s not easy having Elephants in your Backyard’, https:// www.wwf.org.uk/what-we-do/area-of-work/preventing-humanwildlife-conflict
+18.
+‘Animal rights’, https://www.peta.org.uk/action/what-isanimal-rights/
+xi
+19.
+Excerpt from ‘Pedaling through the Golden Years’, Vishav Driman, India Travel360 (AirAsia Inflight Magazine), Issue 21, New Delhi.
+20.
+Excerpt from The Transformed Mind, His Holiness the Dalai Lama, Hodder and Stoughton, London.
+21.
+Excerpt from ‘On Violence’, On Education, J Krishnamurti, Krishnamurti Foundation India, Chennai.
+22.
+‘WP steaming out with a Special Train from Ballard Pier Mole Station’, Mukul Jain, Western Railway website, http://www.
+trainweb.org/railworld/Western%20Railway%20Historical%20 Pictures/WP%20at%20Ballard%20Pier.jpg
+23.
+‘Appendix 5: Proofreading marks’, The Concise Oxford English
+Dictionary, Tenth Edition, ed.
+Judy Pearsall, Oxford University Press, 1999, New York.
+For ‘Man vs Nature’ by Norman Littleford, we have been unable to find the address to write to for copyright.
+We will be happy to write for permission upon procuring the address.
+Sincere efforts have been made to procure permission from all those individuals, agencies, and institutes from where any text, visual or reference has been used in this workbook.
+However, in case any credits have been missed out inadvertently, the Council regrets the same and will rectify it immediately on being informed.
+xii
+Contents
+ | Foreword | iii
+ | --- | ---
+ | Rationalisation of Content in the Textbooks | v
+ | About the Workbook | vii
+ | Unit 1 A Letter to God | 1
+ | Unit 2 neLson MAndeLA: LonG WALk to FreedoM | 17
+ | Unit 3 tWo stories AboUt FLyinG | 31
+ | Unit 4 FroM the diAry oF Anne FrAnk | 45
+ | Unit 5 GLiMpses oF indiA | 57
+ | Unit 6 MijbiL the otter | 73
+ | Unit 7 MAdAM rides the bUs | 93
+ | Unit 8 the serMon At benArAs | 109
+ | Unit 9 the proposAL | 124
+ | Appendix Proofreading marks | 140
+
+11:47:34 AM
+Perfection is achieved, not when there is nothing more to add, but when there is nothing left to take away.
+— Antoine de Saint-Exupéry
+To write is human, to edit is divine.
+— Stephen King",jewe2ps.pdf
+2,CBSE,Class10,English,"about the workbook
+Words and Expressions 2 is a sequence to the textbook in English for Class X, First Flight.
+Like Words and Expressions 1, it is a self-study material.
+It lays emphasis on providing a variety of rich and comprehensible inputs.
+This gives learners exposure to the target language and enables them to further their skills in the English language.
+The passages and activities given here create opportunities for them to handle the English language for performing important language functions and help them develop critical thinking on contemporary concerns.
+The book is expected to help learners to read for meaning in context and also serve as a base for communication in the English language.
+There are 11 units in this workbook.
+The chapters of the textbook and the units are to be taught in a coordinated manner.
+The units correspond to each lesson in the textbook.
+There are various tasks in each unit.
+‘Let’s begin’ is followed by Comprehension passages, Vocabulary tasks, Grammar exercises, Editing, Listening, Speaking, and Writing activities.
+All units end with Project work reiterating the learning through elaborate activities.
+The sections have followed an integrated approach and focus on a particular skill of the English language.
+The introductory section, ‘Let’s begin’ asks questions making the students think and discuss on the chapter they have read.
+They are asked to collect information, read various written texts and e-texts, watch, and listen to online resources from Internet services like YouTube.
+They can also refer to the materials given in the QR code of the textbook along with the reading aloud of the texts and recitation of the poems.
+They are required to work in groups of two or four, note down points, develop speech, debate, etc., and then to speak before the whole class.
+This follows an integrated process of reading with comprehension, reflection, writing, and expressing thoughts.
+The themes of the unseen comprehension passages, span across the literary, cultural, and sociological realms — which appeal to and inspire the adolescents — are chosen based on the corresponding chapters in the textbook.
+Reading Comprehension has prose passages as well as poems.
+The familiarity of the context has been taken care of while selecting the passages.
+An attempt has been made to expose the learners to a variety of texts, comprehend the meaning of words in context, understand the theme, and answer factual and thoughtprovoking questions.
+Learners are also given opportunities to interpret poems, be acquainted with beautiful expressions, phrases, and understand the expressions of the images.
+Some questions have been given to infer meaning and other to inspire learners to think critically and bring out their deeper understanding of the text.
+Multiple choice questions are also given in the book for students to assess themselves.
+The workbook is a self-study material for the students.
+They are encouraged to work in pairs or groups so that they support each other and learn from each other.
+However, if required, teachers may guide.
+A variety of tasks, exercises, and ‘Look up and understand’ are placed strategically to build vocabulary in the given context.
+The learners are encouraged to use the dictionary as often as required.
+The intention is to help them learn new words and their usages in different contexts.
+Further, ‘Proofreading marks’ have been given for students to learn the basics of proofreading and editing.
+The written and spoken compositions are preceded by discussions in peer groups.
+The themes of the composition include contemporary issues like gender, environment, diversity, human values, animal rights, adolescent issues which are relevant to the age group, and appropriate in the contemporary time.
+This is to enable the learners to see the world, develop necessary skills, and face the challenges of the present as well as future.
+Enough opportunities are given to the students to develop listening comprehension and to use the English language in real-life situations.
+It is reiterated that basic language skills are developed simultaneously, not in isolation, but in an integrated manner.
+So integrated listening and speaking activities are given in the book.
+Grammar activities are presented in everyday contexts and are given with keeping usage in mind, not the formal explication of grammatical concepts.
+The fine distinction of the workbook is that it is directly addressed to the students.
+The language used is simple, so that there is less dependence on the teachers.
+The activities are simple and stress free, enabling the learners to complete these confidently.
+Self-learning is encouraged.
+The pair or group work will give students an opportunity to look at the work of their peers and make each of them feel both responsible as well as independent.
+Every learner has a unique learning style.
+The group work may help them understand their challenges, evaluate themselves vis-a-vis their peers, and find the best way to overcome them.
+The project activities given at the end of each unit are expected to be engaging, across the entire curriculum and interdisciplinary.
+These help generate interest to explore, analyse, think critically, reflect, and then present thoughts orally or in writing.
+‘Fun facts’ are given in the margins throughout the workbook, with the hope that the learner would have a lasting impression of the correct usage of the English language.
+Teachers must remember that ‘Fun facts’ are for joyful learning and non-evaluative.
+It is hoped that this book will help students use the English language effectively and meaningfully for the purpose of communication which will make them proficient and perceptive users of the English language.
+They will find this workbook enjoyable and rewarding as it is learner-centered and activity based.
+Comments and suggestions on any aspect of the workbook are welcome.
+This would enable us to improve the next edition.
+viii",jewe2ps.pdf
+3,CBSE,Class10,English,"aCknowledgements
+The National Council of Education Research and Training is thankful to Saroj Yadav, Professor and Chairperson, Dean, Academics, NCERT; A K Srivastava, Professor and Dean, Research, NCERT; Ranjana Arora, Professor and Head, Department of Curriculum Studies (DCS); Sandhya Singh, Professor and Head, Department of Education in Languages (DEL); Anjum Sibia, Professor and Head, Department of Educational Psychology & Foundations of Education (DEPFE); Dinesh Kumar, Professor, Department of Education in Science and Mathematics (DESM); Gouri Srivastava, Professor and Head, Department of Education in Social Sciences (DESS); Anita Julka, Professor, Department of Education of Groups with Special Needs (DEGSN); and Anup Rajput, Professor, Department of Elementary Education (DEE) for making valuable suggestions, providing feedback towards the improvement and finalisation of this workbook.
+Special thanks are due to the West Bengal Tourism Department and Madhya Pradesh Tourism Department for the information on The Sundarbans and Sanchi Stupa respectively.
+Special thanks are also due to Devanshi Tyagi, Assistant Editor (Contractual), and Chanchal Chauhan, Proofreader (Contractual) for carefully editing the manuscript and making it interesting.
+Gratitude is expressed to the Publication Division, NCERT, for their support.
+NCERT gratefully acknowledges the contributions made by Rekha and Nitin Kumar Gupta, DTP Operators (Contractual), for patiently incorporating the corrections and doing a flawless layout.
+The Council is grateful to the writers, photographers, and publishers who have accorded permission to reproduce the following materials in this workbook.
+1. ‘Sardar Patel’s Call to Youth to build up Character and be Disciplined’, The Collected Works of Sardar Vallabhbhai Patel (1 January 1948-31 December 1948), Konark Publishers, Delhi.
+2. Excerpt from ‘The Diary of Lena Mukhina: A Girl’s Life in the Siege of Leningrad’, trans.
+Amanda Love Darragh, Macmillan Publishers Limited, London.
+3. ‘8th September 1941: Start of the Siege of Leningrad’, https:// www.youtube.com/watch?v=5n2ym0LHyRU
+4. Excerpt from Harriet Tubman: The Moses of Her People, Langston Hughes, Ginn and Company, Massachusetts.
+5. ‘Stephen Hawking, the TV Star’, Raja Sen, livemint, 14 March 2018.
+6. Excerpt from The Moffats, Eleanor Estes, Harcourt Young Classics, New York.
+7. ‘The Galaxy Song’, Monty Python, (Song writers: John Du Prez and Eric Idle), Universal Music Publishing, London.
+8. Excerpt from ‘Speak Truth to Power’, Wangari Maathai, https:// www.greenbeltmovement.org/wangari-maathai/key-speechesand-articles/speak-truth-to-power
+9. Excerpt from ‘There will always be a seed for everyone’, Aditi Pinto, The Hindu, https://www.thehindu.com/society/therewill-always-be-a-seed-for-everyone/article18194781.ece
+10.
+Excerpt from ‘Down memory Lane with Parsis of New Delhi’, Shernaz Italia, The Wire, https://thewire.in/uncategorised/theparsis-of-new-delhi
+11. Excerpt from ‘What’s Brewing in Araku Valley?’ Diya Kohli,
+livemint, https://www.livemint.com/mint-lounge/features/ what-s-brewing-in-araku-valley-1550829797335.html 12.
+Excerpt from ‘Can wetlands find a safe haven in our cities?
+’, Sutirtha Lahiri, livemint, https://www.livemint.com/ Leisure/6Juh1zr8tPpSS6Gql44GGL/Can-wetlands-find-a-safehaven-in-our-cities.html 13.
+Excerpt from ‘Have you had your daily dose of Vitamin P?
+’, Sandip Roy, livemint, https://www.livemint.com/mint-lounge/features/ have-you-had-your-daily-dose-of-vitamin-p-1552630970050.
+html 14.
+Excerpt from ‘A Jewel of the Andaman Sea’, Neeta Lal, livemint, https://www.livemint.com/mint-lounge/features /a-jewel-ofthe-andaman-sea-1552641881763.html 15.
+‘The Civet Cat– Baby Bhakat, a true story from Assam’, Rommel Shunmugam, Conservation photographer and author, Haryana.
+16.
+‘Dharani playing with civet cat’, ‘Civet cat sleeping near two babies’, Rommel Shunmugam, Conservation photographer and author, Haryana.
+17.
+‘It’s not easy having Elephants in your Backyard’, https:// www.wwf.org.uk/what-we-do/area-of-work/preventing-humanwildlife-conflict
+18.
+‘Animal rights’, https://www.peta.org.uk/action/what-isanimal-rights/
+xi
+19.
+Excerpt from ‘Pedaling through the Golden Years’, Vishav Driman, India Travel360 (AirAsia Inflight Magazine), Issue 21, New Delhi.
+20.
+Excerpt from The Transformed Mind, His Holiness the Dalai Lama, Hodder and Stoughton, London.
+21.
+Excerpt from ‘On Violence’, On Education, J Krishnamurti, Krishnamurti Foundation India, Chennai.
+22.
+‘WP steaming out with a Special Train from Ballard Pier Mole Station’, Mukul Jain, Western Railway website, http://www.
+trainweb.org/railworld/Western%20Railway%20Historical%20 Pictures/WP%20at%20Ballard%20Pier.jpg
+23.
+‘Appendix 5: Proofreading marks’, The Concise Oxford English
+Dictionary, Tenth Edition, ed.
+Judy Pearsall, Oxford University Press, 1999, New York.
+For ‘Man vs Nature’ by Norman Littleford, we have been unable to find the address to write to for copyright.
+We will be happy to write for permission upon procuring the address.
+Sincere efforts have been made to procure permission from all those individuals, agencies, and institutes from where any text, visual or reference has been used in this workbook.
+However, in case any credits have been missed out inadvertently, the Council regrets the same and will rectify it immediately on being informed.
+xii",jewe2ps.pdf

data/Class10-Health_and_Physical_Education-jehp101.pdf-54.csv

@@ -0,0 +1,321 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,Health_and_Physical_Education,"Physical Education:RElationshiP with othER subjEcts 1
+Physical education (PE) aims at the optimum development of an individual through continuous process of learning and participation in guided physical activities.
+In other words, it aims at optimum physical, mental and social development of an individual.What is Physical Education?
+According to Webster’s Dictionary, “Physical education is a part of education which gives instructions in the development and care of the body rending from simple callisthenic exercises to a course of study providing training in hygiene, gymnastics, and the performance and management of athletics and games.”
+Central Advisory Board of Physical Education and Recreation defines PE as “an education through physical activities for the development of total personality of the child to its fullness and perfection in body, mind and spirit.
+Physical education is an area through which sports, outdoor activities like trekking, hiking, camping, gymnastics, dance, aquatics are used to train individuals in motor skills and fitness skills.
+Physical education also assists the schools in carrying out responsibility of developing personal and social skills in students.”
+In fact, PE is an integral part of total education.
+It makes significant contribution towards the achievement of desirable educational and health outcomes.
+It also enables children to acquire necessary knowledge and skills to stimulate them to actively participate in physical activities throughout their lifespan.nEEd and imPortancE of Physical Education
+Participation in games, sports and yoga provide thrill and enjoyment to everyone.
+In addition, it helps to entertain and maintain a healthy lifestyle.
+4:45:56 PM
+Healthy lifestyle
+By engaging in various physical and yogic activities, one can ensure a healthy lifestyle.
+Academic achievement
+By participating in various physical and yogic activities, students get stimulated to face challenges and are encouraged to think productively.
+This tends to improve their concentration of academic achievement.
+Develops skills and experiences
+Various activities learned during school days such as gymnastics, running, jumping, throwing, swimming, playing team games, learning the rules and regulations of the games and being disciplined help students to develop sportspersonship.
+Positive self-image
+Participation in regular physical activities also helps students to understand the need for appreciation of own positive aspects and develop ability to compete and cooperate with others.
+Self belief is also reinforced.
+Activity 1.1
+• Measure your pulse and respiration rates before and after playing different games or participation in a sport event.
+Improves interpersonal relationships
+When you play with other students and teams, you learn to develop interpersonal relationships with members of your own team as well as with members of other teams.
+It builds interactive and positive social environment.
+• Collect information from 10 persons and prepare a project on physical activities and eating habits and their impact on the human body.
+Develops internal organ systems
+By participating in physical and yogic activities, students respond to the increased demands of daily life in a healthy way.
+The system of the body responds to stimuli and becomes more efficient at coping with the load exerted on it.Healthy lifestyle
+By engaging in various physical and yogic activities, one can ensure a healthy lifestyle.Academic achievement
+By participating in various physical and yogic activities, students get stimulated to face challenges and are encouraged to think productively.
+This tends to improve their concentration of academic achievement.Develops skills and experiences
+Various activities learned during school days such as gymnastics, running, jumping, throwing, swimming, playing team games, learning the rules and regulations of the games and being disciplined help students to develop sportspersonship.Positive self-image
+Participation in regular physical activities also helps students to understand the need for appreciation of own positive aspects and develop ability to compete and cooperate with others.
+Self belief is also reinforced.
+Activity 1.1
+• Measure your pulse and respiration rates before and after playing different games or participation in a sport event.Activity 1.1
+• Measure your pulse and respiration rates before and after playing different games or participation in a sport event.Improves interpersonal relationships
+When you play with other students and teams, you learn to develop interpersonal relationships with members of your own team as well as with members of other teams.
+It builds interactive and positive social environment.
+• Collect information from 10 persons and prepare a project on physical activities and eating habits and their impact on the human body.",jehp101.pdf
+1,CBSE,Class10,Health_and_Physical_Education,"scoPE of Physical Education
+Physical education has evolved as a multi-disciplinary subject and its scope is not just confined to physical fitness and the rules of games and sports.
+The meaning and definition of Physical Education, its aims and objectives and scope, and factors affecting physical fitness and wellness, rules and other necessary knowledge about health, games and sports and yoga are major areas of study in physical education.
+Games and sports, as well as, cultural heritage, development of leadership qualities and group dynamics through sports and games are also an integral part of this discipline.
+In fact, physical education now includes several areas which belong to other subjects like Biology, Genetics, Psychology, Physics, Bio Chemistry, Sociology, Anthropology, History, Culture, Medicine, Media studies, etc.
+Contents from other disciplines like laws of motion, types of lever, force, equilibrium and centre of gravity, common postural deviations, therapeutic modalities in rehabilitation, sports massage, prevention and first aid for common sport- injuries, are also the content of physical education.
+Biological foundations such as heredity and environment, growth and development are also included in it.
+Content drawn from psychology, such as, importance of psychology in education with special reference to physical education, such as, individual differences and personality, learning and motivation are related to Physical Education.
+Activity 1.2 • List responsibilities as an individual and in teams while playing the game of your choice.
+• Discuss leadership skills in class developed through health and physical education sessions.
+4:45:56 PM
+Personality means, nature and factors affecting performance and transfer of training constitute one of its major components.
+Similarly, contents related to basic physiology, anatomy, growth and development during adolescence also form part of the content of physical education.
+Some other contents are organ system, functions of bones, definitions and classification of joints, movement around a joint, general characteristics (properties) of muscles, effects of exercise on muscular system, circulatory system, respiratory system and digestive system, health dimensions, environment, importance of health, health problems, hygiene, community health, aspects of school health services, food, nutrition and balanced diet, communicable and non-communicable diseases, coronavirus, HIV, AIDS and drug abuse.
+1. What is Coronavirus?
+Covid 19 is the infectious disease caused by the recently discovered coronavirus.
+This new virus and disease were unknown before the outbreak began in Wuhan, China, in December 2019.
+That is why it is called the Novel (new) Coronavirus (NCoV).
+2. What are the symptoms?
+The most common symptoms of Coronavirus are fever, cough and difficulty in breathing.
+Some patients may have aches and pains, nasal congestion, runny nose, sore throat or diarrhea.
+These symptoms are usually mild and begin gradually.
+Some people become infected but don’t develop any symptoms and dont’t feel unwell.
+Most people (about 80%) recover from the disease without needing special treatment.
+People with fever cough and difficulty in breathing should seek medical attention immediately.
+3. How does Coronavirus spread?
+People can catch Coronavirus from others who have the virus.
+The disease can spread from person to person through small droplets from the nose or mouth which are spread when a person with Coronavirus coughs or exhales.
+These droplets land on objects and surfaces around the person.
+Other people then catch Coronavirus by first touching these objects or surfaces, then touching their eyes, nose or mouth.
+People can also catch Coronavirus if they breathe in from a person with Coronavirus who coughs out or exhales droplets.
+This is why it is important to stay more than 1 meter away from a person who is sick.
+4. How to prevent Coronavirus?
+ | Wash your hands with soap water regularly. | Throw used tissues into closed bins immediately after use.
+ | If with at least 60 per cent alcohol. | Cover your nose and mouth with handkerchief/tissue while sneezing and coughing.
+
+Wash hands before touching eyes, nose and mouth.
+Avoid mass gathering and crowded places.
+https://www.mohfw.gov.in/pdf/FacilitatorGuideCOVID19_27%20March.pdf
+Contents related to Yoga also form a part of this area.
+Common Yogic Practices are Yama and Niyama, Asana, Pranayama, Pratyahara, Bandha Mudra, Shatkarma/Kriya, Meditation.
+It includes Ahara (Food), Vihara (Relaxation), Achara (Conduct), Vichara (Thinking), Vyavahara (Behaviour).
+Theories of training are also included in this subject area.
+These are principles and characteristics of sports training, methods of sports training, training load, warming up, cooling down, aerobic and anaerobic activities, calisthenics and rhythmic exercises, specific training program for development of various motor qualities, techniques, tactics and talent identification.
+It is also important to understand the difference between play, games and sports.",jehp101.pdf
+2,CBSE,Class10,Health_and_Physical_Education,"Play, GamEs and sPort
+Though these terms are used interchangeably, these are actually different.
+Play
+Play is spontaneous.
+It is usually a creative activity but has its own limitation and space.
+One plays voluntarily for fun and pleasure.
+Play, however, is a broad area which includes both games and sports.
+The distinctive features of play are that they are free, separate, uncertain, governed by self rules and creative.
+Games
+Generally the word games and sports are used together.
+A game is an activity involving more players, defined by a goal that the players tries to reach, and some set rules to play.
+By masses, games are played primarily for entertainment or enjoyment.
+The difference of purpose differentiates sport from game, combined with the notion of individual or team skill.
+Games are also played on the basis of a set of rules.
+A game is defined as a goal that the players try to achieve.
+A person who participates in a game is known as a player.
+Sport
+A sport is a physical activity carried out under an agreed set of rules, for competition or self-enjoyment or a combination of these.
+Sport are the kind of activities in which similar kind of body movement is repeated over a long time.
+For example, swimming and running and almost all the track and field events come under sport.
+Sport involves an activity or activities where the mental capabilities of the sportsperson are judged.
+In a sport, it is the sportsperson or the individual who determines the outcome.
+A person participating in a sport is called an athlete or a sportsperson.
+Activity 1.3
+The teacher divides students into small groups of 10 and plans an aerobic dance or drama.
+Keeping in view the skill, creativity, and music, these may even be in the form of a competition.
+rElationshiP of hEalth and Physical Education With othEr disciPlinEs of KnoWlEdGE
+Health and Physical Education (HPE) classes provide space for exploring new ideas related to personal and community health.
+These ideas might then be used by students in various other fields of learning, such as, arts, science, civics and citizenship, communication, design, creativity and technology and languages (english, hindi and other regional languages), humanities (e.g. history, geography, economics, etc.), information and communication technology and psychology.
+Art
+Health and physical education teachers can incorporate activities related to performing arts, drawing, painting, dance, drama, media, music and visual communication into their programs.
+These involve both fine motor skills and whole body movement including rhythmic movement.
+As body movements are part of both arts practice and health and physical education, these promote health knowledge, understanding of the body and lead to physical fitness and enhancing of creative skills at the same time.
+Science
+The human body is a common concern of both science and health and physical education.
+In science, students study the human body from the cellular level to the systems level, with a focus on anatomy and physiology.
+In health and physical education learning is focused on the requirements for good health and the promotion of a healthy body.
+Students gain an understanding of the role of physical and yogic activities in ensuring good health and can link the functioning of the musculo-skeletal, digestive, endocrine and nervous systems studied in science, for the promotion of the physical, social, mental and emotional health of individuals within a society.
+Students consider it their personal responsibilities to discuss and adopt health issues, both in relation to their own safety and well-being, as well as to the safety and well-being of others.
+It also contributes in the designing of training for movements of organs to achieve optimal performance in the area of play, sports and games.
+Social science
+Social sciences promote the idea that citizens require knowledge and understanding of civic institutions and the skills and willingness to actively participate in functioning of the society.
+Similarly, in health and physical education, students are encouraged to become active and responsible members of their community.
+Key concepts within health and physical education classes include understanding of the importance of personal identity within a community, what makes a community and how to engage with different members and agencies within a community.
+Participation in physical activity and sports also reflect values, rules, rights and responsibilities indicative of a democratic society.
+Communication
+Communication involves developing knowledge, skills and behaviors that empower students to respond to, make meaning of, and deconstruct a range of communication forms.
+Effective communication is a key skill in health and physical education.
+It is essential that students develop the ability to listen, view and respond with respect to the content and context in which communication happens.
+Learning in the health and physical education domain involves developing familiarity with forms, language and conventions used in different forms of public, personal and interpersonal communication.
+Activity 1.4
+• Identify and analyse health needs and services available in the community.
+• Investigate the cost of specific behaviours, illness or disease in the community, such as, the economic impact of obesity and inactivity on society.
+Design, Creativity and Technology
+Design, Creativity and Technology (DCT) help in developing sport goods, sportwear, sport software programme, etc.
+These are associated with knowledge and promotion.
+In this area students learn about the characteristic and properties of how all these aspects differ from each other.
+These investigations assist students to make decisions about appropriate solution.
+Students analyse and evaluate factors, such as, social, cultural and economic factors that influence design, creativity and technology.
+• Explore the influence of government spending on health outcomes for individuals and the community.
+• Identify various locations from the map and interpret maps for outdoor adventure activities.
+Language(s)
+• Investigate the impact of development and globalisation on poverty, the links between food, hunger and technology, identifying and locating facilities and services that contribute to the health and safety of communities on a local and national level.
+Languages help students to develop critical approaches to the ideas and thoughts collated to read, view, write, compare, research and talk about texts.
+Health and Physical Education teachers can use examples related to health and wellbeing to encourage students to reflect on their lifestyles and analyse ways by which the media influences their attitude towards health.
+For example, Health and Physical Education emphasises on the importance of physical fitness, self-esteem and body image in the maintenance of good health.
+Economics
+Economics is the study of how society allocates scarce resources to satisfy the wants and needs of its members.
+Within the health and physical education (HPE) context, consumer health assists students to become more informed consumers of health products and services.
+The cost of disease emerging from unhealthy lifestyle is also studied to determine the burden of disease on families and community.
+Geography
+Activity 1.5
+• Create a report and may be a presentation about a game of your choice.
+Students develop skills in reading and interpreting maps of different kinds and at different scales.
+The same knowledge and skills are reinforced in physical education during orientation on outdoor education activities (Trekking, Mountaineering, etc).
+The investigation of local and global health issues involves collecting information from maps, satellite images, statistical data and information and communication technology based resources.
+These help students to understand themselves and their world, to apply their understanding in their present lives as well as make evidence based decisions that lead to the kind of future they desire.
+• Capture still and moving images of sporting activities organised in your school and edit or annotate them to explain skill development or tactics.
+History
+• Identify, collect and evaluate data from online sources such as, blogs, websites and forums to inform about myths related to Physical Education.
+The study of History reflects multiple influences and connections to an array of other countries, cultures and times.
+The concepts of time, chronology and changes are common to both History and Health and Physical Education.
+While History focuses on identity from a cultural or national perspective, Health and Physical Education focuses on the range of factors that shape personal identity.
+Like skill correction analysis programme, use of cameras and videos in game, use of wind gauge, Iso kinetic machines, construction and marking of play field.
+Information and Communications Technology (ICT)
+ICT can be used to access, process, manage and present information and events.
+It constructs new understanding and communicate with others.
+It is an integral part of different training measurement and evaluation and offcourse coaching and officiating very helpful in conducting tournament.
+Mathematics
+In Health and Physical Education, Mathematics provides tools and procedures which can be used to model situations and solve problems in areas, such as, scoring different sporting events involving time, distance, weight and number as variables, calculating percentage improvement in results from data collected through fitness testing or performance in physical activities.
+Language other than English (LOTE)
+There are a number of martial arts developed by different societies.
+The text of these martial arts is discussed in the local languages.
+For folk dances the accompanying songs are in regional languages and music has its own characteristic tone and rhythm.
+The concepts of movement, dance, physical activity and sport, vary culturally.
+These are associated with their own specific languages, vocabularies and discourses.
+Different societies have different attitudes, values and beliefs about physical activities which are expressed in their regional languages.",jehp101.pdf
+3,CBSE,Class10,Health_and_Physical_Education,"rElationshiP of hEalth and Physical Education With othEr disciPlinEs of KnoWlEdGE
+Health and Physical Education (HPE) classes provide space for exploring new ideas related to personal and community health.
+These ideas might then be used by students in various other fields of learning, such as, arts, science, civics and citizenship, communication, design, creativity and technology and languages (english, hindi and other regional languages), humanities (e.g. history, geography, economics, etc.), information and communication technology and psychology.
+Art
+Health and physical education teachers can incorporate activities related to performing arts, drawing, painting, dance, drama, media, music and visual communication into their programs.
+These involve both fine motor skills and whole body movement including rhythmic movement.
+As body movements are part of both arts practice and health and physical education, these promote health knowledge, understanding of the body and lead to physical fitness and enhancing of creative skills at the same time.
+Science
+The human body is a common concern of both science and health and physical education.
+In science, students study the human body from the cellular level to the systems level, with a focus on anatomy and physiology.
+In health and physical education learning is focused on the requirements for good health and the promotion of a healthy body.
+Students gain an understanding of the role of physical and yogic activities in ensuring good health and can link the functioning of the musculo-skeletal, digestive, endocrine and nervous systems studied in science, for the promotion of the physical, social, mental and emotional health of individuals within a society.
+Students consider it their personal responsibilities to discuss and adopt health issues, both in relation to their own safety and well-being, as well as to the safety and well-being of others.
+It also contributes in the designing of training for movements of organs to achieve optimal performance in the area of play, sports and games.
+Social science
+Social sciences promote the idea that citizens require knowledge and understanding of civic institutions and the skills and willingness to actively participate in functioning of the society.
+Similarly, in health and physical education, students are encouraged to become active and responsible members of their community.
+Key concepts within health and physical education classes include understanding of the importance of personal identity within a community, what makes a community and how to engage with different members and agencies within a community.
+Participation in physical activity and sports also reflect values, rules, rights and responsibilities indicative of a democratic society.
+Communication
+Communication involves developing knowledge, skills and behaviors that empower students to respond to, make meaning of, and deconstruct a range of communication forms.
+Effective communication is a key skill in health and physical education.
+It is essential that students develop the ability to listen, view and respond with respect to the content and context in which communication happens.
+Learning in the health and physical education domain involves developing familiarity with forms, language and conventions used in different forms of public, personal and interpersonal communication.
+Activity 1.4
+• Identify and analyse health needs and services available in the community.
+• Investigate the cost of specific behaviours, illness or disease in the community, such as, the economic impact of obesity and inactivity on society.
+Design, Creativity and Technology
+Design, Creativity and Technology (DCT) help in developing sport goods, sportwear, sport software programme, etc.
+These are associated with knowledge and promotion.
+In this area students learn about the characteristic and properties of how all these aspects differ from each other.
+These investigations assist students to make decisions about appropriate solution.
+Students analyse and evaluate factors, such as, social, cultural and economic factors that influence design, creativity and technology.
+• Explore the influence of government spending on health outcomes for individuals and the community.
+• Identify various locations from the map and interpret maps for outdoor adventure activities.
+Language(s)
+• Investigate the impact of development and globalisation on poverty, the links between food, hunger and technology, identifying and locating facilities and services that contribute to the health and safety of communities on a local and national level.
+Languages help students to develop critical approaches to the ideas and thoughts collated to read, view, write, compare, research and talk about texts.
+Health and Physical Education teachers can use examples related to health and wellbeing to encourage students to reflect on their lifestyles and analyse ways by which the media influences their attitude towards health.
+For example, Health and Physical Education emphasises on the importance of physical fitness, self-esteem and body image in the maintenance of good health.
+Economics
+Economics is the study of how society allocates scarce resources to satisfy the wants and needs of its members.
+Within the health and physical education (HPE) context, consumer health assists students to become more informed consumers of health products and services.
+The cost of disease emerging from unhealthy lifestyle is also studied to determine the burden of disease on families and community.
+Geography
+Activity 1.5
+• Create a report and may be a presentation about a game of your choice.
+Students develop skills in reading and interpreting maps of different kinds and at different scales.
+The same knowledge and skills are reinforced in physical education during orientation on outdoor education activities (Trekking, Mountaineering, etc).
+The investigation of local and global health issues involves collecting information from maps, satellite images, statistical data and information and communication technology based resources.
+These help students to understand themselves and their world, to apply their understanding in their present lives as well as make evidence based decisions that lead to the kind of future they desire.
+• Capture still and moving images of sporting activities organised in your school and edit or annotate them to explain skill development or tactics.
+History
+• Identify, collect and evaluate data from online sources such as, blogs, websites and forums to inform about myths related to Physical Education.
+The study of History reflects multiple influences and connections to an array of other countries, cultures and times.
+The concepts of time, chronology and changes are common to both History and Health and Physical Education.
+While History focuses on identity from a cultural or national perspective, Health and Physical Education focuses on the range of factors that shape personal identity.
+Like skill correction analysis programme, use of cameras and videos in game, use of wind gauge, Iso kinetic machines, construction and marking of play field.
+Information and Communications Technology (ICT)
+ICT can be used to access, process, manage and present information and events.
+It constructs new understanding and communicate with others.
+It is an integral part of different training measurement and evaluation and offcourse coaching and officiating very helpful in conducting tournament.
+Mathematics
+In Health and Physical Education, Mathematics provides tools and procedures which can be used to model situations and solve problems in areas, such as, scoring different sporting events involving time, distance, weight and number as variables, calculating percentage improvement in results from data collected through fitness testing or performance in physical activities.
+Language other than English (LOTE)
+There are a number of martial arts developed by different societies.
+The text of these martial arts is discussed in the local languages.
+For folk dances the accompanying songs are in regional languages and music has its own characteristic tone and rhythm.
+The concepts of movement, dance, physical activity and sport, vary culturally.
+These are associated with their own specific languages, vocabularies and discourses.
+Different societies have different attitudes, values and beliefs about physical activities which are expressed in their regional languages.",jehp101.pdf
+4,CBSE,Class10,Health_and_Physical_Education,"Art
+Health and physical education teachers can incorporate activities related to performing arts, drawing, painting, dance, drama, media, music and visual communication into their programs.
+These involve both fine motor skills and whole body movement including rhythmic movement.
+As body movements are part of both arts practice and health and physical education, these promote health knowledge, understanding of the body and lead to physical fitness and enhancing of creative skills at the same time.Science
+The human body is a common concern of both science and health and physical education.
+In science, students study the human body from the cellular level to the systems level, with a focus on anatomy and physiology.
+In health and physical education learning is focused on the requirements for good health and the promotion of a healthy body.
+Students gain an understanding of the role of physical and yogic activities in ensuring good health and can link the functioning of the musculo-skeletal, digestive, endocrine and nervous systems studied in science, for the promotion of the physical, social, mental and emotional health of individuals within a society.
+Students consider it their personal responsibilities to discuss and adopt health issues, both in relation to their own safety and well-being, as well as to the safety and well-being of others.
+It also contributes in the designing of training for movements of organs to achieve optimal performance in the area of play, sports and games.Social science
+Social sciences promote the idea that citizens require knowledge and understanding of civic institutions and the skills and willingness to actively participate in functioning of the society.
+Similarly, in health and physical education, students are encouraged to become active and responsible members of their community.
+Key concepts within health and physical education classes include understanding of the importance of personal identity within a community, what makes a community and how to engage with different members and agencies within a community.
+Participation in physical activity and sports also reflect values, rules, rights and responsibilities indicative of a democratic society.Communication
+Communication involves developing knowledge, skills and behaviors that empower students to respond to, make meaning of, and deconstruct a range of communication forms.
+Effective communication is a key skill in health and physical education.
+It is essential that students develop the ability to listen, view and respond with respect to the content and context in which communication happens.
+Learning in the health and physical education domain involves developing familiarity with forms, language and conventions used in different forms of public, personal and interpersonal communication.
+Activity 1.4
+• Identify and analyse health needs and services available in the community.
+• Investigate the cost of specific behaviours, illness or disease in the community, such as, the economic impact of obesity and inactivity on society.Activity 1.4
+• Identify and analyse health needs and services available in the community.
+• Investigate the cost of specific behaviours, illness or disease in the community, such as, the economic impact of obesity and inactivity on society.Design, Creativity and Technology
+Design, Creativity and Technology (DCT) help in developing sport goods, sportwear, sport software programme, etc.
+These are associated with knowledge and promotion.
+In this area students learn about the characteristic and properties of how all these aspects differ from each other.
+These investigations assist students to make decisions about appropriate solution.
+Students analyse and evaluate factors, such as, social, cultural and economic factors that influence design, creativity and technology.
+• Explore the influence of government spending on health outcomes for individuals and the community.
+• Identify various locations from the map and interpret maps for outdoor adventure activities.Language(s)
+• Investigate the impact of development and globalisation on poverty, the links between food, hunger and technology, identifying and locating facilities and services that contribute to the health and safety of communities on a local and national level.
+Languages help students to develop critical approaches to the ideas and thoughts collated to read, view, write, compare, research and talk about texts.
+Health and Physical Education teachers can use examples related to health and wellbeing to encourage students to reflect on their lifestyles and analyse ways by which the media influences their attitude towards health.
+For example, Health and Physical Education emphasises on the importance of physical fitness, self-esteem and body image in the maintenance of good health.",jehp101.pdf
+5,CBSE,Class10,Health_and_Physical_Education,"Geography
+Activity 1.5
+• Create a report and may be a presentation about a game of your choice.
+Students develop skills in reading and interpreting maps of different kinds and at different scales.
+The same knowledge and skills are reinforced in physical education during orientation on outdoor education activities (Trekking, Mountaineering, etc).
+The investigation of local and global health issues involves collecting information from maps, satellite images, statistical data and information and communication technology based resources.
+These help students to understand themselves and their world, to apply their understanding in their present lives as well as make evidence based decisions that lead to the kind of future they desire.
+• Capture still and moving images of sporting activities organised in your school and edit or annotate them to explain skill development or tactics.Activity 1.5
+• Create a report and may be a presentation about a game of your choice.
+Students develop skills in reading and interpreting maps of different kinds and at different scales.
+The same knowledge and skills are reinforced in physical education during orientation on outdoor education activities (Trekking, Mountaineering, etc).
+The investigation of local and global health issues involves collecting information from maps, satellite images, statistical data and information and communication technology based resources.
+These help students to understand themselves and their world, to apply their understanding in their present lives as well as make evidence based decisions that lead to the kind of future they desire.
+• Capture still and moving images of sporting activities organised in your school and edit or annotate them to explain skill development or tactics.History
+• Identify, collect and evaluate data from online sources such as, blogs, websites and forums to inform about myths related to Physical Education.
+The study of History reflects multiple influences and connections to an array of other countries, cultures and times.
+The concepts of time, chronology and changes are common to both History and Health and Physical Education.
+While History focuses on identity from a cultural or national perspective, Health and Physical Education focuses on the range of factors that shape personal identity.
+Like skill correction analysis programme, use of cameras and videos in game, use of wind gauge, Iso kinetic machines, construction and marking of play field.Information and Communications Technology (ICT)
+ICT can be used to access, process, manage and present information and events.
+It constructs new understanding and communicate with others.
+It is an integral part of different training measurement and evaluation and offcourse coaching and officiating very helpful in conducting tournament.Mathematics
+In Health and Physical Education, Mathematics provides tools and procedures which can be used to model situations and solve problems in areas, such as, scoring different sporting events involving time, distance, weight and number as variables, calculating percentage improvement in results from data collected through fitness testing or performance in physical activities.Language other than English (LOTE)
+There are a number of martial arts developed by different societies.
+The text of these martial arts is discussed in the local languages.
+For folk dances the accompanying songs are in regional languages and music has its own characteristic tone and rhythm.
+The concepts of movement, dance, physical activity and sport, vary culturally.
+These are associated with their own specific languages, vocabularies and discourses.
+Different societies have different attitudes, values and beliefs about physical activities which are expressed in their regional languages.",jehp101.pdf

data/Class10-Health_and_Physical_Education-jehp102.pdf-55.csv

@@ -0,0 +1,761 @@
+,Board,Class,Subject,ChunkData,Book
+0,CBSE,Class10,Health_and_Physical_Education,"Organ SyStemS Of Human BOdy
+Aggregates of cells constitute a tissue.
+Tissues of various kinds together make an organ and many organs together comprise an organ system.
+Various organ systems perform different functions of the body necessary for wellbeing and healthy living.
+The organs which have a major role to play in the functioning of their respective system, such as, heart, lungs, liver and kidney 1:09:23 PM are called vital organs.
+Before we learn about the impact of physical activities on organ systems, let us review functioning of these systems.
+Organ systems for movement of body and limbs: skeletal and muscular systems
+When you walk, play, exercise, practice or participate in a sport, or even when you ‘warm up’ prior to a sport activity or competition, what is most obvious are the movements of hands and legs, with the brain being equally active.
+All the movements are due to contraction of muscles.
+Muscles are attached to bones.
+Bones form the skeleton.
+Bones are attached to each other by ligaments and muscles are attached to bones by tendons (Fig. 2.1, 2.2, 2.3).
+ | Fig. 2.1: Muscle movement | Fig. 2.2: Muscle of the arm | Fig. 2.3: Human skeleton
+ | --- | --- | ---
+ | Skeletal muscle | Smooth muscle | Cardiac muscle
+
+Fig. 2.4: Types of muscles 1:09:25 PM
+Muscles are made up of muscle cells which are also termed as muscle fibres because of their elongated shape.
+You have learnt in earlier classes that there are mainly three kinds of muscles.
+There are muscles that contract to cause movements according to one’s will.
+These are called voluntary muscles, such as, those of the limbs and the neck.
+The involuntary muscles, such as, those lining the food canal, move automatically without our efforts for making them move.
+Another kind of muscles, which are also involuntary, are the muscles of the heart or cardiac muscles which never stop contracting and relaxing.
+As learnt in earlier classes, muscle cells (muscle fibres) may be striated (voluntary) muscle fibres, unstriated (involuntary) muscle fibres and cardiac muscle fibres (Fig.2.4).
+Muscles are grouped into bundles enclosed in a membrane.
+Movement of muscles takes place by the movement of molecules of muscle proteins, called actin and myosin present in the muscle fibres.
+Upon receiving instructions from the brain and nerves, these proteins slide over each other and the muscle contracts.
+Muscle contraction uses up energy, which comes from food.
+It is measured in calories.
+Activity 2.1
+Underline the labelled vital organs in Fig. 2.5 Observe the location of the vital organs such as the spinal cord.
+Energy producing organ systems
+Cervical vertebra Through digestive system, food gets digested and converted to a form, which can be broken down in the cell to release energy.
+Respiratory system ensures a continuous supply of Oxygen to each and every cell of the body for oxidation of food.
+It is also responsible for continuous elimination of carbon
+Thoracic vertebra dioxide produced as a result of this oxidation.
+Digested food (Glucose) + Oxygen → Carbon dioxide + Water + ATP Lumbar vertebra Intervertebral disc
+Adenosine Tri Phosphate (ATP) is the chemical
+that releases energy.
+ATP is biological energy.
+Respiratory system functions to ensure the continuous supply of oxygen to the body and removal of carbon dioxide from the body.
+Fig. 2.5 shows the different parts of the respiratory system.
+Sacrum
+Coccyx
+The intake of oxygen laden air from the atmosphere into lungs is inspiration (inhalation) and the process of removal of CO2 laden air from lungs is expiration
+Fig. 2.5: Respiratory system
+(exhalation).
+Inspiration and expiration constitute breathing.
+(Fig. 2.7)
+1:09:25 PM
+Pharynx Trachea
+Fig. 2.6: Human respiratory system
+Nasal passage
+Oral cavity
+Air is drawn in Ribs move in Ribs move out
+Diaphrams moves down Air forced out Diaphrams moves back
+(a) Inhalation
+Fig. 2.7: Machanism of breathing in human beings
+(b) Exhalation
+Lungs
+Ribs
+Diaphragm
+Pulmonary artery
+Aorta
+Pulmonary vein Left atrium
+Left ventricle Right atrium Partition completely separating the two halves
+Right ventricle
+Fig. 2.8: Human heart
+You have already learnt in earlier classes that when muscles of rib cage and diaphragm (the muscular partition between thorax and abdomen) contract and flatten, the thoracic cavity increases in volume and air from outside rushes in.
+It passes through nostrils, pharynx, trachea and bronchi and reaches the lungs (inhalation).
+The reverse happens during exhalation when muscles of the rib cage and diaphragm relax and CO2 laden air from lungs goes out through bronchi, trachea and nostrils.
+Breathing is followed by internal respiration when oxygen laden air from alveoli or air sacks of lungs is picked up by capillaries and reaches the heart through pulmonary vein.
+Once oxygen reaches cells, it oxidises glucose (which reaches cells after digestion through blood) to release energy as ATP or adenosine tri phosphate.
+Circulatory system circulates nutrients and oxygen to all parts of the body.
+It also carries carbon dioxide and other waste substances produced in the body to organs (lungs and kidneys) for their removal.
+It also transports hormones and minerals required for the body.
+The flow chart below shows organs of circulatory system for you to recall.
+Organs of the circulatory system
+ | Heart | Blood Vessels | 
+ | --- | --- | ---
+ | Arteries | Veins | Capillaries
+ | Heart (Fig. 2.8) is the most vital organ of the body. It is situated between the two lungs in the thoracic cavity and is a cone shaped muscular, four chambered organ covered by a membrane. The four chambers are left and right atria (singular atrium) and left and right ventricles. They are separated by muscular partitions called septa singular septum. The chambers communicate by openings which are protected by valves.
+ | The cardiac muscle cells continuously contract and relax (heart beat) for pumping blood into the organs and receiving blood from them. As the heart beats, oxygenated blood flows into the arteries and goes to various parts of the body, and then it flows back to the heart through veins for oxygenation in the lungs. This circulation of blood is depicted below. Blood flow between heart and lungs is called pulmonary circulation, while between heart and body parts is called systemic circulation.
+ | The process of circulation is shown in Fig 2.10 and further elaborated below.
+ | Deoxygenated blood from all parts of the body | Right Atrium | Left Atrium
+ |  | Right Ventricle Left Ventricle | 
+
+To lungs for oxygenation
+Oxygenated blood to all parts of body
+Fig. 2.9: Diagrammatic representation of the heart and the flow of blood through it As shown in the above figure Deoxygenated blood from all parts of the body is collected by the veins.
+Veins pour deoxygenated blood laden with carbon dioxide into right atrium of the heart.
+From right atrium, deoxygenated blood goes to right ventricle and then through pulmonary artery to lungs.
+•
+Pulmonary vein carries (oxygenated blood) from the lungs to the left atrium of the heart from where it goes to the left ventricle.
+•
+Aorta, a large artery arises from left ventricle and the oxygenated blood enters the arteries and reaches all the organs through them.
+Activity 2.2
+In the diagram below, fill in the blanks with the words provided within brackets.
+In the upper boxes name the parts of the body from where blood is entering or going to and in the lower box state the kind of blood, oxygenated or deoxygenated.
+After filling discuss with one of your classmates.
+[Words: Lungs, upper part of body, lower part of body, all parts of body; +O2 (oxygenated) and –O2 (deoxygenated).]
+RA LA LVRV
+Now you have understood that blood flows from various parts of the body to heart, heart to lungs, lungs to heart and heart to various parts of the body.
+Since, in one circuit of circulation, blood passes through the heart twice, blood circulation is termed double circulation.
+Regular physical exercise has a positive effect on circulation.
+Hence, regular physical exercise is important for all.
+effectS Of PHySical activitieS, gameS, SPOrtS and yOga On muScular, circulatOry and reSPiratOry SyStemS
+Physical exercise and Yoga, when regularly done, have a positive effect on the body, as explained below.
+Effects of physical activities on vital organs and body functions
+Bones
+Weight bearing exercise helps preserve bone mass and thus protects against osteoporosis (bone degeneration).
+Muscles
+Physical activity build and strengthen muscles, which can protect the bones from injury, support and protect joints from being affected by arthritis.
+Strong muscles also give stability and improve balance and coordination during movements.
+Physical activities also improve blood supply to the muscles and increase their capacity to use oxygen.
+Muscles and muscle performance Physical activities if undertaken regularly have beneficial effects on the muscular system.
+Whenever physical activities, games or sport are undertaken there is contraction of muscles and increase in energy level due to breakdown of ATP.
+The beneficial effects of regular physical activities are listed below —
+•
+Change in shape and size of the muscle fibres: Muscle fibres enlarge with physical activities which cause an overall enlargement of muscles with the change in its size and shape.
+The size of muscles increases by 60 per cent.
+It is because of this reason that, the muscles of arms of a tennis player are well developed.
+•
+Maintenance of muscle tone: Muscles are stimulated to contract by signals from nerves.
+Due to continuous signals, when physical exercises are undertaken, muscles remain in partial state of contraction called muscle tone.
+Hence, regular physical activities maintain good muscle tone and enhance physical fitness.
+•
+Increase in muscle proteins: The units of muscle contraction are proteins.
+Physical activities lead to increase in total proteins.
+•
+Increase in blood capillaries: Regular physical exercises lead to increase in number of blood capillaries supplying blood to muscles.
+•
+Increase in efficiency of ligaments and tendons: Ligaments and tendons become more efficient as a result of regular physical activity.
+This improves muscle movements resulting in greater tolerance of stress during strenuous activity.
+•
+Long term increase in muscle strength: Regular physical exercises increase and maintain strength of muscles.
+This increases speed of contraction as in the case of marathon runner and also work well against load as in the case of weight lifter.
+•
+Delay in muscle fatigue: Muscles need oxygen to contract.
+But when muscles are used for a long time during sport, available oxygen gets used up and lactic acid accumulates.
+This causes muscle fatigue.
+It is, therefore, important to do physical activities like stretching to delay muscle fatigue.
+Maintaining correct posture and beautiful body: Regular physical activities and yogic activity like asanas prevent postural deformities.
+Healthy muscles give the body a beautiful shape.
+Oxygen Debt
+During physical activities, respiratory rate increases.
+At the same time, oxygen gets speedily used up, this creates an oxygen debt, as the rate of oxygen intake may not match the oxygen requirement due to the exercise.
+Thus, maximum exercises are followed by a recovery period when oxygen debt is removed by obtaining more oxygen.
+For example, when an athlete is running and requires 3 litres of oxygen, if oxygen obtained is only 2 litres, oxygen debt of 1 litre is created, which gets recovered during recovery period.
+•
+Overall improvement in efficiency of muscle movements and reaction time: Muscles contract on receiving stimulus from nerves.
+The time taken to react to the stimuli (reaction time) improves with regular physical exercise.
+•
+Increase in capacity for storage of food: Regular physical activities help cells to store more food, which can be readily available for oxidation to provide energy when needed.
+Respiratory system
+•
+Increase in size of lungs and volume of chest: Physical activities require more oxygen.
+Therefore, more oxygen has to be inhaled.
+This provides exercise to the lungs and chest and as a result the size increases.
+Simultaneously, the diaphragm and rib muscles strengthen.
+•
+Increase in lung power: Respiratory exercises, which include Pranayam and Anulom-vilom, improve lung power.
+The efficiency of alveoli or air sacs of lungs also improves.
+•
+Activation of unused (inactive) alveoli: Active inhalation increases residual volume of air, tidal air and vital capacity which is important for healthy body.
+Residual volume of air: Even after forced expiration some air remains in the lung, it cannot be expelled and is called residual air.
+Vital capacity: Vital capacity is the amount of air inhaled and exhaled with maximum effort.
+In normal adult, it is 3500 cc to 4500 cc.
+Vital Capacity = TV + IRV + ERV
+(TV= Tidal Volume, IRV =Inspiratory Reserve Volume, ERV=Expiratory Reserve Volume)
+TV: The volume of air breathed in and out during quiet breathing is called tidal volume.
+IRV: Air over and above tidal volume that can be breathed in upon continuous inhalation.
+ERV: Air breathed out over and above TV upon continuous exhalation.
+Exercising regularly makes vital capacity go upto 5500cc.
+Circulatory system
+Blood pumped into circulation transports oxygen and food to tissues, removes waste and also transports hormones to target organs.
+During physical activities, nutrients and Oxygen is needed by muscles to get energy for contraction.
+So heart pumps at a faster rate and circulation is speeded up.
+But this change is temporary.
+Certain permanent changes also occur when physical activities are undertaken regularly.
+These are given below.
+•
+Increase in the size of heart occurs as cardiac muscles develop with regular physical activities.
+Regular exercise increases the capacity and thickness of the walls of the heart.
+•
+Increase in number of capillaries and blood cells: The unused capillaries become active with physical activities making circulation efficient.
+An increase in the number of blood cells and amount of hemoglobin has also been observed.
+•
+Decrease in heart rate: Under normal conditions the heart beats 72 times per minute at rest.
+But an athlete’s heart rate may be found to be much lower at rest.
+The athlete’s heart becomes so efficient that at rest same requirement is fulfilled with fewer heartbeats.
+•
+Increase in stroke volume: Stroke volume is the quantity of blood pumped out by aorta in one stroke.
+Heart, having gained efficiency with regular physical activities, is able to pump out more blood in one stroke.
+Activity 2.3
+Complete the table given below to depict the positive effects of regular physical activities on organ systems.
+ | Organ System | Positive effective of regular physical activities | 
+ | --- | --- | ---
+ | Muscular System | Improved muscle performance | 
+ | Respiratory System |  | Increase in stroke volume
+
+Pumping blood with more efficiency
+Circulatory System
+Decrease in LDL and increase in HDL: LDL and HDL are low density lipoproteins and high density lipoproteins respectively.
+Lipoproteins are secreted by liver.
+LDL, also known as bad cholesterol, adversely affects the blood vessels of the heart.
+On the other hand, HDL which is good cholesterol helps to remove cholesterol from the body.
+Regular physical activities help in production of more HDL and less LDL Thus physical activities help in reducing blood cholesterol.
+•
+Activity 2.4
+Prevention of heart related illness/ailments: It is well known that cardiac diseases and high blood pressure can be prevented by regular physical exercises.
+You have already studied asanas in your previous class.
+Write the names of asanas which can improve the —
+effect Of yOga On tHe BOdy
+• Respiration system
+• Circulatory System
+Yogic practice ensures good health and enhances physical fitness.
+Some of the asanas have been explained in Chapter 9.
+It has been found that these asanas develop muscles of the chest, abdomen and lungs and make them active.
+Some of you have already learnt this in Class IX.
+• Muscular system
+Muscles of the rib cage are involved in respiration so the asanas indirectly improve respiration.
+Regular Yoga practice also improves blood circulation.
+Apart from asanas, suryanamaskar is an integral part of yogic practice.
+Suryanamaskar improves blood circulation and makes the lungs strong.
+3 4
+2
+5 1 12
+6",jehp102.pdf
+1,CBSE,Class10,Health_and_Physical_Education,"Energy producing organ systems
+Cervical vertebra Through digestive system, food gets digested and converted to a form, which can be broken down in the cell to release energy.
+Respiratory system ensures a continuous supply of Oxygen to each and every cell of the body for oxidation of food.
+It is also responsible for continuous elimination of carbon
+Thoracic vertebra dioxide produced as a result of this oxidation.
+Digested food (Glucose) + Oxygen → Carbon dioxide + Water + ATP Lumbar vertebra Intervertebral disc
+Adenosine Tri Phosphate (ATP) is the chemical
+that releases energy.
+ATP is biological energy.
+Respiratory system functions to ensure the continuous supply of oxygen to the body and removal of carbon dioxide from the body.
+Fig. 2.5 shows the different parts of the respiratory system.
+Sacrum
+Coccyx
+The intake of oxygen laden air from the atmosphere into lungs is inspiration (inhalation) and the process of removal of CO2 laden air from lungs is expiration
+Fig. 2.5: Respiratory system
+(exhalation).
+Inspiration and expiration constitute breathing.
+(Fig. 2.7)
+1:09:25 PM
+Pharynx Trachea
+Fig. 2.6: Human respiratory system
+Nasal passage
+Oral cavity
+Air is drawn in Ribs move in Ribs move out
+Diaphrams moves down Air forced out Diaphrams moves back
+(a) Inhalation
+Fig. 2.7: Machanism of breathing in human beings
+(b) Exhalation
+Lungs
+Ribs
+Diaphragm
+Pulmonary artery
+Aorta
+Pulmonary vein Left atrium
+Left ventricle Right atrium Partition completely separating the two halves
+Right ventricle
+Fig. 2.8: Human heart
+You have already learnt in earlier classes that when muscles of rib cage and diaphragm (the muscular partition between thorax and abdomen) contract and flatten, the thoracic cavity increases in volume and air from outside rushes in.
+It passes through nostrils, pharynx, trachea and bronchi and reaches the lungs (inhalation).
+The reverse happens during exhalation when muscles of the rib cage and diaphragm relax and CO2 laden air from lungs goes out through bronchi, trachea and nostrils.
+Breathing is followed by internal respiration when oxygen laden air from alveoli or air sacks of lungs is picked up by capillaries and reaches the heart through pulmonary vein.
+Once oxygen reaches cells, it oxidises glucose (which reaches cells after digestion through blood) to release energy as ATP or adenosine tri phosphate.
+Circulatory system circulates nutrients and oxygen to all parts of the body.
+It also carries carbon dioxide and other waste substances produced in the body to organs (lungs and kidneys) for their removal.
+It also transports hormones and minerals required for the body.
+The flow chart below shows organs of circulatory system for you to recall.
+Organs of the circulatory system
+ | Heart | Blood Vessels | 
+ | --- | --- | ---
+ | Arteries | Veins | Capillaries
+ | Heart (Fig. 2.8) is the most vital organ of the body. It is situated between the two lungs in the thoracic cavity and is a cone shaped muscular, four chambered organ covered by a membrane. The four chambers are left and right atria (singular atrium) and left and right ventricles. They are separated by muscular partitions called septa singular septum. The chambers communicate by openings which are protected by valves.
+ | The cardiac muscle cells continuously contract and relax (heart beat) for pumping blood into the organs and receiving blood from them. As the heart beats, oxygenated blood flows into the arteries and goes to various parts of the body, and then it flows back to the heart through veins for oxygenation in the lungs. This circulation of blood is depicted below. Blood flow between heart and lungs is called pulmonary circulation, while between heart and body parts is called systemic circulation.
+ | The process of circulation is shown in Fig 2.10 and further elaborated below.
+ | Deoxygenated blood from all parts of the body | Right Atrium | Left Atrium
+ |  | Right Ventricle Left Ventricle | 
+
+To lungs for oxygenation
+Oxygenated blood to all parts of body
+Fig. 2.9: Diagrammatic representation of the heart and the flow of blood through it As shown in the above figure Deoxygenated blood from all parts of the body is collected by the veins.
+Veins pour deoxygenated blood laden with carbon dioxide into right atrium of the heart.
+From right atrium, deoxygenated blood goes to right ventricle and then through pulmonary artery to lungs.
+•
+Pulmonary vein carries (oxygenated blood) from the lungs to the left atrium of the heart from where it goes to the left ventricle.
+•
+Aorta, a large artery arises from left ventricle and the oxygenated blood enters the arteries and reaches all the organs through them.
+Activity 2.2
+In the diagram below, fill in the blanks with the words provided within brackets.
+In the upper boxes name the parts of the body from where blood is entering or going to and in the lower box state the kind of blood, oxygenated or deoxygenated.
+After filling discuss with one of your classmates.
+[Words: Lungs, upper part of body, lower part of body, all parts of body; +O2 (oxygenated) and –O2 (deoxygenated).]
+RA LA LVRV
+Now you have understood that blood flows from various parts of the body to heart, heart to lungs, lungs to heart and heart to various parts of the body.
+Since, in one circuit of circulation, blood passes through the heart twice, blood circulation is termed double circulation.
+Regular physical exercise has a positive effect on circulation.
+Hence, regular physical exercise is important for all.",jehp102.pdf
+2,CBSE,Class10,Health_and_Physical_Education,"Adenosine Tri Phosphate (ATP) is the chemical
+that releases energy.
+ATP is biological energy.
+Respiratory system functions to ensure the continuous supply of oxygen to the body and removal of carbon dioxide from the body.
+Fig. 2.5 shows the different parts of the respiratory system.
+Sacrum
+Coccyx
+The intake of oxygen laden air from the atmosphere into lungs is inspiration (inhalation) and the process of removal of CO2 laden air from lungs is expiration
+Fig. 2.5: Respiratory system
+(exhalation).
+Inspiration and expiration constitute breathing.
+(Fig. 2.7)
+1:09:25 PM
+Pharynx Trachea
+Fig. 2.6: Human respiratory system
+Nasal passage
+Oral cavity
+Air is drawn in Ribs move in Ribs move out
+Diaphrams moves down Air forced out Diaphrams moves back
+(a) Inhalation
+Fig. 2.7: Machanism of breathing in human beings
+(b) Exhalation
+Lungs
+Ribs
+Diaphragm
+Pulmonary artery
+Aorta
+Pulmonary vein Left atrium
+Left ventricle Right atrium Partition completely separating the two halves
+Right ventricle
+Fig. 2.8: Human heart
+You have already learnt in earlier classes that when muscles of rib cage and diaphragm (the muscular partition between thorax and abdomen) contract and flatten, the thoracic cavity increases in volume and air from outside rushes in.
+It passes through nostrils, pharynx, trachea and bronchi and reaches the lungs (inhalation).
+The reverse happens during exhalation when muscles of the rib cage and diaphragm relax and CO2 laden air from lungs goes out through bronchi, trachea and nostrils.
+Breathing is followed by internal respiration when oxygen laden air from alveoli or air sacks of lungs is picked up by capillaries and reaches the heart through pulmonary vein.
+Once oxygen reaches cells, it oxidises glucose (which reaches cells after digestion through blood) to release energy as ATP or adenosine tri phosphate.
+Circulatory system circulates nutrients and oxygen to all parts of the body.
+It also carries carbon dioxide and other waste substances produced in the body to organs (lungs and kidneys) for their removal.
+It also transports hormones and minerals required for the body.
+The flow chart below shows organs of circulatory system for you to recall.
+Organs of the circulatory system
+ | Heart | Blood Vessels | 
+ | --- | --- | ---
+ | Arteries | Veins | Capillaries
+ | Heart (Fig. 2.8) is the most vital organ of the body. It is situated between the two lungs in the thoracic cavity and is a cone shaped muscular, four chambered organ covered by a membrane. The four chambers are left and right atria (singular atrium) and left and right ventricles. They are separated by muscular partitions called septa singular septum. The chambers communicate by openings which are protected by valves.
+ | The cardiac muscle cells continuously contract and relax (heart beat) for pumping blood into the organs and receiving blood from them. As the heart beats, oxygenated blood flows into the arteries and goes to various parts of the body, and then it flows back to the heart through veins for oxygenation in the lungs. This circulation of blood is depicted below. Blood flow between heart and lungs is called pulmonary circulation, while between heart and body parts is called systemic circulation.
+ | The process of circulation is shown in Fig 2.10 and further elaborated below.
+ | Deoxygenated blood from all parts of the body | Right Atrium | Left Atrium
+ |  | Right Ventricle Left Ventricle | 
+
+To lungs for oxygenation
+Oxygenated blood to all parts of body
+Fig. 2.9: Diagrammatic representation of the heart and the flow of blood through it As shown in the above figure Deoxygenated blood from all parts of the body is collected by the veins.
+Veins pour deoxygenated blood laden with carbon dioxide into right atrium of the heart.
+From right atrium, deoxygenated blood goes to right ventricle and then through pulmonary artery to lungs.
+•
+Pulmonary vein carries (oxygenated blood) from the lungs to the left atrium of the heart from where it goes to the left ventricle.
+•
+Aorta, a large artery arises from left ventricle and the oxygenated blood enters the arteries and reaches all the organs through them.SacrumCoccyx
+The intake of oxygen laden air from the atmosphere into lungs is inspiration (inhalation) and the process of removal of CO2 laden air from lungs is expiration
+Fig. 2.5: Respiratory system
+(exhalation).
+Inspiration and expiration constitute breathing.
+(Fig. 2.7)
+1:09:25 PM
+Pharynx Trachea
+Fig. 2.6: Human respiratory system
+Nasal passage
+Oral cavity
+Air is drawn in Ribs move in Ribs move out
+Diaphrams moves down Air forced out Diaphrams moves backPharynx Trachea
+Fig. 2.6: Human respiratory system
+Nasal passage
+Oral cavity
+Air is drawn in Ribs move in Ribs move out
+Diaphrams moves down Air forced out Diaphrams moves backNasal passageOral cavity
+Air is drawn in Ribs move in Ribs move out
+Diaphrams moves down Air forced out Diaphrams moves back(a) Inhalation
+Fig. 2.7: Machanism of breathing in human beings",jehp102.pdf
+3,CBSE,Class10,Health_and_Physical_Education,"effectS Of PHySical activitieS, gameS, SPOrtS and yOga On muScular, circulatOry and reSPiratOry SyStemS
+Physical exercise and Yoga, when regularly done, have a positive effect on the body, as explained below.
+Effects of physical activities on vital organs and body functions
+Bones
+Weight bearing exercise helps preserve bone mass and thus protects against osteoporosis (bone degeneration).
+Muscles
+Physical activity build and strengthen muscles, which can protect the bones from injury, support and protect joints from being affected by arthritis.
+Strong muscles also give stability and improve balance and coordination during movements.
+Physical activities also improve blood supply to the muscles and increase their capacity to use oxygen.
+Muscles and muscle performance Physical activities if undertaken regularly have beneficial effects on the muscular system.
+Whenever physical activities, games or sport are undertaken there is contraction of muscles and increase in energy level due to breakdown of ATP.
+The beneficial effects of regular physical activities are listed below —
+•
+Change in shape and size of the muscle fibres: Muscle fibres enlarge with physical activities which cause an overall enlargement of muscles with the change in its size and shape.
+The size of muscles increases by 60 per cent.
+It is because of this reason that, the muscles of arms of a tennis player are well developed.
+•
+Maintenance of muscle tone: Muscles are stimulated to contract by signals from nerves.
+Due to continuous signals, when physical exercises are undertaken, muscles remain in partial state of contraction called muscle tone.
+Hence, regular physical activities maintain good muscle tone and enhance physical fitness.
+•
+Increase in muscle proteins: The units of muscle contraction are proteins.
+Physical activities lead to increase in total proteins.
+•
+Increase in blood capillaries: Regular physical exercises lead to increase in number of blood capillaries supplying blood to muscles.
+•
+Increase in efficiency of ligaments and tendons: Ligaments and tendons become more efficient as a result of regular physical activity.
+This improves muscle movements resulting in greater tolerance of stress during strenuous activity.
+•
+Long term increase in muscle strength: Regular physical exercises increase and maintain strength of muscles.
+This increases speed of contraction as in the case of marathon runner and also work well against load as in the case of weight lifter.
+•
+Delay in muscle fatigue: Muscles need oxygen to contract.
+But when muscles are used for a long time during sport, available oxygen gets used up and lactic acid accumulates.
+This causes muscle fatigue.
+It is, therefore, important to do physical activities like stretching to delay muscle fatigue.
+Maintaining correct posture and beautiful body: Regular physical activities and yogic activity like asanas prevent postural deformities.
+Healthy muscles give the body a beautiful shape.
+Oxygen Debt
+During physical activities, respiratory rate increases.
+At the same time, oxygen gets speedily used up, this creates an oxygen debt, as the rate of oxygen intake may not match the oxygen requirement due to the exercise.
+Thus, maximum exercises are followed by a recovery period when oxygen debt is removed by obtaining more oxygen.
+For example, when an athlete is running and requires 3 litres of oxygen, if oxygen obtained is only 2 litres, oxygen debt of 1 litre is created, which gets recovered during recovery period.
+•
+Overall improvement in efficiency of muscle movements and reaction time: Muscles contract on receiving stimulus from nerves.
+The time taken to react to the stimuli (reaction time) improves with regular physical exercise.
+•
+Increase in capacity for storage of food: Regular physical activities help cells to store more food, which can be readily available for oxidation to provide energy when needed.
+Respiratory system
+•
+Increase in size of lungs and volume of chest: Physical activities require more oxygen.
+Therefore, more oxygen has to be inhaled.
+This provides exercise to the lungs and chest and as a result the size increases.
+Simultaneously, the diaphragm and rib muscles strengthen.
+•
+Increase in lung power: Respiratory exercises, which include Pranayam and Anulom-vilom, improve lung power.
+The efficiency of alveoli or air sacs of lungs also improves.
+•
+Activation of unused (inactive) alveoli: Active inhalation increases residual volume of air, tidal air and vital capacity which is important for healthy body.
+Residual volume of air: Even after forced expiration some air remains in the lung, it cannot be expelled and is called residual air.
+Vital capacity: Vital capacity is the amount of air inhaled and exhaled with maximum effort.
+In normal adult, it is 3500 cc to 4500 cc.
+Vital Capacity = TV + IRV + ERV
+(TV= Tidal Volume, IRV =Inspiratory Reserve Volume, ERV=Expiratory Reserve Volume)
+TV: The volume of air breathed in and out during quiet breathing is called tidal volume.
+IRV: Air over and above tidal volume that can be breathed in upon continuous inhalation.
+ERV: Air breathed out over and above TV upon continuous exhalation.
+Exercising regularly makes vital capacity go upto 5500cc.
+Circulatory system
+Blood pumped into circulation transports oxygen and food to tissues, removes waste and also transports hormones to target organs.
+During physical activities, nutrients and Oxygen is needed by muscles to get energy for contraction.
+So heart pumps at a faster rate and circulation is speeded up.
+But this change is temporary.
+Certain permanent changes also occur when physical activities are undertaken regularly.
+These are given below.
+•
+Increase in the size of heart occurs as cardiac muscles develop with regular physical activities.
+Regular exercise increases the capacity and thickness of the walls of the heart.
+•
+Increase in number of capillaries and blood cells: The unused capillaries become active with physical activities making circulation efficient.
+An increase in the number of blood cells and amount of hemoglobin has also been observed.
+•
+Decrease in heart rate: Under normal conditions the heart beats 72 times per minute at rest.
+But an athlete’s heart rate may be found to be much lower at rest.
+The athlete’s heart becomes so efficient that at rest same requirement is fulfilled with fewer heartbeats.
+•
+Increase in stroke volume: Stroke volume is the quantity of blood pumped out by aorta in one stroke.
+Heart, having gained efficiency with regular physical activities, is able to pump out more blood in one stroke.
+Activity 2.3
+Complete the table given below to depict the positive effects of regular physical activities on organ systems.
+ | Organ System | Positive effective of regular physical activities | 
+ | --- | --- | ---
+ | Muscular System | Improved muscle performance | 
+ | Respiratory System |  | Increase in stroke volume
+
+Pumping blood with more efficiency
+Circulatory System
+Decrease in LDL and increase in HDL: LDL and HDL are low density lipoproteins and high density lipoproteins respectively.
+Lipoproteins are secreted by liver.
+LDL, also known as bad cholesterol, adversely affects the blood vessels of the heart.
+On the other hand, HDL which is good cholesterol helps to remove cholesterol from the body.
+Regular physical activities help in production of more HDL and less LDL Thus physical activities help in reducing blood cholesterol.
+•
+Activity 2.4
+Prevention of heart related illness/ailments: It is well known that cardiac diseases and high blood pressure can be prevented by regular physical exercises.
+You have already studied asanas in your previous class.
+Write the names of asanas which can improve the —",jehp102.pdf
+4,CBSE,Class10,Health_and_Physical_Education,"Effects of physical activities on vital organs and body functions
+Bones
+Weight bearing exercise helps preserve bone mass and thus protects against osteoporosis (bone degeneration).
+Muscles
+Physical activity build and strengthen muscles, which can protect the bones from injury, support and protect joints from being affected by arthritis.
+Strong muscles also give stability and improve balance and coordination during movements.
+Physical activities also improve blood supply to the muscles and increase their capacity to use oxygen.
+Muscles and muscle performance Physical activities if undertaken regularly have beneficial effects on the muscular system.
+Whenever physical activities, games or sport are undertaken there is contraction of muscles and increase in energy level due to breakdown of ATP.
+The beneficial effects of regular physical activities are listed below —
+•
+Change in shape and size of the muscle fibres: Muscle fibres enlarge with physical activities which cause an overall enlargement of muscles with the change in its size and shape.
+The size of muscles increases by 60 per cent.
+It is because of this reason that, the muscles of arms of a tennis player are well developed.
+•
+Maintenance of muscle tone: Muscles are stimulated to contract by signals from nerves.
+Due to continuous signals, when physical exercises are undertaken, muscles remain in partial state of contraction called muscle tone.
+Hence, regular physical activities maintain good muscle tone and enhance physical fitness.
+•
+Increase in muscle proteins: The units of muscle contraction are proteins.
+Physical activities lead to increase in total proteins.
+•
+Increase in blood capillaries: Regular physical exercises lead to increase in number of blood capillaries supplying blood to muscles.
+•
+Increase in efficiency of ligaments and tendons: Ligaments and tendons become more efficient as a result of regular physical activity.
+This improves muscle movements resulting in greater tolerance of stress during strenuous activity.
+•
+Long term increase in muscle strength: Regular physical exercises increase and maintain strength of muscles.
+This increases speed of contraction as in the case of marathon runner and also work well against load as in the case of weight lifter.
+•
+Delay in muscle fatigue: Muscles need oxygen to contract.
+But when muscles are used for a long time during sport, available oxygen gets used up and lactic acid accumulates.
+This causes muscle fatigue.
+It is, therefore, important to do physical activities like stretching to delay muscle fatigue.
+Maintaining correct posture and beautiful body: Regular physical activities and yogic activity like asanas prevent postural deformities.
+Healthy muscles give the body a beautiful shape.
+Oxygen Debt
+During physical activities, respiratory rate increases.
+At the same time, oxygen gets speedily used up, this creates an oxygen debt, as the rate of oxygen intake may not match the oxygen requirement due to the exercise.
+Thus, maximum exercises are followed by a recovery period when oxygen debt is removed by obtaining more oxygen.
+For example, when an athlete is running and requires 3 litres of oxygen, if oxygen obtained is only 2 litres, oxygen debt of 1 litre is created, which gets recovered during recovery period.
+•
+Overall improvement in efficiency of muscle movements and reaction time: Muscles contract on receiving stimulus from nerves.
+The time taken to react to the stimuli (reaction time) improves with regular physical exercise.
+•
+Increase in capacity for storage of food: Regular physical activities help cells to store more food, which can be readily available for oxidation to provide energy when needed.
+Respiratory system
+•
+Increase in size of lungs and volume of chest: Physical activities require more oxygen.
+Therefore, more oxygen has to be inhaled.
+This provides exercise to the lungs and chest and as a result the size increases.
+Simultaneously, the diaphragm and rib muscles strengthen.
+•
+Increase in lung power: Respiratory exercises, which include Pranayam and Anulom-vilom, improve lung power.
+The efficiency of alveoli or air sacs of lungs also improves.
+•
+Activation of unused (inactive) alveoli: Active inhalation increases residual volume of air, tidal air and vital capacity which is important for healthy body.
+Residual volume of air: Even after forced expiration some air remains in the lung, it cannot be expelled and is called residual air.
+Vital capacity: Vital capacity is the amount of air inhaled and exhaled with maximum effort.
+In normal adult, it is 3500 cc to 4500 cc.
+Vital Capacity = TV + IRV + ERV
+(TV= Tidal Volume, IRV =Inspiratory Reserve Volume, ERV=Expiratory Reserve Volume)
+TV: The volume of air breathed in and out during quiet breathing is called tidal volume.
+IRV: Air over and above tidal volume that can be breathed in upon continuous inhalation.
+ERV: Air breathed out over and above TV upon continuous exhalation.
+Exercising regularly makes vital capacity go upto 5500cc.
+Circulatory system
+Blood pumped into circulation transports oxygen and food to tissues, removes waste and also transports hormones to target organs.
+During physical activities, nutrients and Oxygen is needed by muscles to get energy for contraction.
+So heart pumps at a faster rate and circulation is speeded up.
+But this change is temporary.
+Certain permanent changes also occur when physical activities are undertaken regularly.
+These are given below.
+•
+Increase in the size of heart occurs as cardiac muscles develop with regular physical activities.
+Regular exercise increases the capacity and thickness of the walls of the heart.
+•
+Increase in number of capillaries and blood cells: The unused capillaries become active with physical activities making circulation efficient.
+An increase in the number of blood cells and amount of hemoglobin has also been observed.
+•
+Decrease in heart rate: Under normal conditions the heart beats 72 times per minute at rest.
+But an athlete’s heart rate may be found to be much lower at rest.
+The athlete’s heart becomes so efficient that at rest same requirement is fulfilled with fewer heartbeats.
+•
+Increase in stroke volume: Stroke volume is the quantity of blood pumped out by aorta in one stroke.
+Heart, having gained efficiency with regular physical activities, is able to pump out more blood in one stroke.
+Activity 2.3
+Complete the table given below to depict the positive effects of regular physical activities on organ systems.
+ | Organ System | Positive effective of regular physical activities | 
+ | --- | --- | ---
+ | Muscular System | Improved muscle performance | 
+ | Respiratory System |  | Increase in stroke volume
+
+Pumping blood with more efficiency
+Circulatory System
+Decrease in LDL and increase in HDL: LDL and HDL are low density lipoproteins and high density lipoproteins respectively.
+Lipoproteins are secreted by liver.
+LDL, also known as bad cholesterol, adversely affects the blood vessels of the heart.
+On the other hand, HDL which is good cholesterol helps to remove cholesterol from the body.
+Regular physical activities help in production of more HDL and less LDL Thus physical activities help in reducing blood cholesterol.
+•
+Activity 2.4
+Prevention of heart related illness/ailments: It is well known that cardiac diseases and high blood pressure can be prevented by regular physical exercises.
+You have already studied asanas in your previous class.
+Write the names of asanas which can improve the —",jehp102.pdf
+5,CBSE,Class10,Health_and_Physical_Education,"Bones
+Weight bearing exercise helps preserve bone mass and thus protects against osteoporosis (bone degeneration).Muscles
+Physical activity build and strengthen muscles, which can protect the bones from injury, support and protect joints from being affected by arthritis.
+Strong muscles also give stability and improve balance and coordination during movements.
+Physical activities also improve blood supply to the muscles and increase their capacity to use oxygen.
+Muscles and muscle performance Physical activities if undertaken regularly have beneficial effects on the muscular system.
+Whenever physical activities, games or sport are undertaken there is contraction of muscles and increase in energy level due to breakdown of ATP.
+The beneficial effects of regular physical activities are listed below —
+•
+Change in shape and size of the muscle fibres: Muscle fibres enlarge with physical activities which cause an overall enlargement of muscles with the change in its size and shape.
+The size of muscles increases by 60 per cent.
+It is because of this reason that, the muscles of arms of a tennis player are well developed.
+•
+Maintenance of muscle tone: Muscles are stimulated to contract by signals from nerves.
+Due to continuous signals, when physical exercises are undertaken, muscles remain in partial state of contraction called muscle tone.
+Hence, regular physical activities maintain good muscle tone and enhance physical fitness.
+•
+Increase in muscle proteins: The units of muscle contraction are proteins.
+Physical activities lead to increase in total proteins.
+•
+Increase in blood capillaries: Regular physical exercises lead to increase in number of blood capillaries supplying blood to muscles.
+•
+Increase in efficiency of ligaments and tendons: Ligaments and tendons become more efficient as a result of regular physical activity.
+This improves muscle movements resulting in greater tolerance of stress during strenuous activity.
+•
+Long term increase in muscle strength: Regular physical exercises increase and maintain strength of muscles.
+This increases speed of contraction as in the case of marathon runner and also work well against load as in the case of weight lifter.
+•
+Delay in muscle fatigue: Muscles need oxygen to contract.
+But when muscles are used for a long time during sport, available oxygen gets used up and lactic acid accumulates.
+This causes muscle fatigue.
+It is, therefore, important to do physical activities like stretching to delay muscle fatigue.
+Maintaining correct posture and beautiful body: Regular physical activities and yogic activity like asanas prevent postural deformities.
+Healthy muscles give the body a beautiful shape.
+Oxygen Debt
+During physical activities, respiratory rate increases.
+At the same time, oxygen gets speedily used up, this creates an oxygen debt, as the rate of oxygen intake may not match the oxygen requirement due to the exercise.
+Thus, maximum exercises are followed by a recovery period when oxygen debt is removed by obtaining more oxygen.
+For example, when an athlete is running and requires 3 litres of oxygen, if oxygen obtained is only 2 litres, oxygen debt of 1 litre is created, which gets recovered during recovery period.
+•
+Overall improvement in efficiency of muscle movements and reaction time: Muscles contract on receiving stimulus from nerves.
+The time taken to react to the stimuli (reaction time) improves with regular physical exercise.
+•
+Increase in capacity for storage of food: Regular physical activities help cells to store more food, which can be readily available for oxidation to provide energy when needed.
+Respiratory system
+•
+Increase in size of lungs and volume of chest: Physical activities require more oxygen.
+Therefore, more oxygen has to be inhaled.
+This provides exercise to the lungs and chest and as a result the size increases.
+Simultaneously, the diaphragm and rib muscles strengthen.
+•
+Increase in lung power: Respiratory exercises, which include Pranayam and Anulom-vilom, improve lung power.
+The efficiency of alveoli or air sacs of lungs also improves.
+•
+Activation of unused (inactive) alveoli: Active inhalation increases residual volume of air, tidal air and vital capacity which is important for healthy body.
+Residual volume of air: Even after forced expiration some air remains in the lung, it cannot be expelled and is called residual air.
+Vital capacity: Vital capacity is the amount of air inhaled and exhaled with maximum effort.
+In normal adult, it is 3500 cc to 4500 cc.
+Vital Capacity = TV + IRV + ERV
+(TV= Tidal Volume, IRV =Inspiratory Reserve Volume, ERV=Expiratory Reserve Volume)
+TV: The volume of air breathed in and out during quiet breathing is called tidal volume.
+IRV: Air over and above tidal volume that can be breathed in upon continuous inhalation.
+ERV: Air breathed out over and above TV upon continuous exhalation.
+Exercising regularly makes vital capacity go upto 5500cc.",jehp102.pdf
+6,CBSE,Class10,Health_and_Physical_Education,"Vital Capacity = TV + IRV + ERV
+(TV= Tidal Volume, IRV =Inspiratory Reserve Volume, ERV=Expiratory Reserve Volume)
+TV: The volume of air breathed in and out during quiet breathing is called tidal volume.
+IRV: Air over and above tidal volume that can be breathed in upon continuous inhalation.
+ERV: Air breathed out over and above TV upon continuous exhalation.
+Exercising regularly makes vital capacity go upto 5500cc.Circulatory system
+Blood pumped into circulation transports oxygen and food to tissues, removes waste and also transports hormones to target organs.
+During physical activities, nutrients and Oxygen is needed by muscles to get energy for contraction.
+So heart pumps at a faster rate and circulation is speeded up.
+But this change is temporary.
+Certain permanent changes also occur when physical activities are undertaken regularly.
+These are given below.
+•
+Increase in the size of heart occurs as cardiac muscles develop with regular physical activities.
+Regular exercise increases the capacity and thickness of the walls of the heart.
+•
+Increase in number of capillaries and blood cells: The unused capillaries become active with physical activities making circulation efficient.
+An increase in the number of blood cells and amount of hemoglobin has also been observed.
+•
+Decrease in heart rate: Under normal conditions the heart beats 72 times per minute at rest.
+But an athlete’s heart rate may be found to be much lower at rest.
+The athlete’s heart becomes so efficient that at rest same requirement is fulfilled with fewer heartbeats.
+•
+Increase in stroke volume: Stroke volume is the quantity of blood pumped out by aorta in one stroke.
+Heart, having gained efficiency with regular physical activities, is able to pump out more blood in one stroke.Activity 2.3
+Complete the table given below to depict the positive effects of regular physical activities on organ systems.
+ | Organ System | Positive effective of regular physical activities | 
+ | --- | --- | ---
+ | Muscular System | Improved muscle performance | 
+ | Respiratory System |  | Increase in stroke volume
+
+Pumping blood with more efficiency
+Circulatory System
+Decrease in LDL and increase in HDL: LDL and HDL are low density lipoproteins and high density lipoproteins respectively.
+Lipoproteins are secreted by liver.
+LDL, also known as bad cholesterol, adversely affects the blood vessels of the heart.
+On the other hand, HDL which is good cholesterol helps to remove cholesterol from the body.
+Regular physical activities help in production of more HDL and less LDL Thus physical activities help in reducing blood cholesterol.
+•Circulatory System
+Decrease in LDL and increase in HDL: LDL and HDL are low density lipoproteins and high density lipoproteins respectively.
+Lipoproteins are secreted by liver.
+LDL, also known as bad cholesterol, adversely affects the blood vessels of the heart.
+On the other hand, HDL which is good cholesterol helps to remove cholesterol from the body.
+Regular physical activities help in production of more HDL and less LDL Thus physical activities help in reducing blood cholesterol.
+•Activity 2.4
+Prevention of heart related illness/ailments: It is well known that cardiac diseases and high blood pressure can be prevented by regular physical exercises.
+You have already studied asanas in your previous class.
+Write the names of asanas which can improve the —effect Of yOga On tHe BOdy
+• Respiration system
+• Circulatory System
+Yogic practice ensures good health and enhances physical fitness.
+Some of the asanas have been explained in Chapter 9.
+It has been found that these asanas develop muscles of the chest, abdomen and lungs and make them active.
+Some of you have already learnt this in Class IX.
+• Muscular system
+Muscles of the rib cage are involved in respiration so the asanas indirectly improve respiration.
+Regular Yoga practice also improves blood circulation.
+Apart from asanas, suryanamaskar is an integral part of yogic practice.
+Suryanamaskar improves blood circulation and makes the lungs strong.
+3 4
+2
+5 1 12
+6Surya- namaskar
+11 7
+10 8
+9
+Fig. 2.10: Suryanamaskar
+Activity 2.5
+Words related to human body are hidden in the matrix given below.
+Search for them by going up or down, or even diagonally.
+Circle each of the discovered word.
+X M Y L M V N Q O T W Z
+Y N T U I R P C X M C D
+P I X A C T I N Y L J N
+F
+B
+N
+L J X
+W
+I Z R O Z
+M Y O S I N F T X I N R
+R Q M T P G S C T Y Z N
+X
+C
+Y
+U N I
+U
+A V O Y T
+P A L N U X R Y Z Q C M
+W R U R Q I E A W A S Q
+S D T H P N L I T X Z Y
+A P Z X M O C U Z I N M
+U A E G R D S H E R O S
+W
+C
+P
+F Q N
+U
+Y X M Z N
+U Z S T N E M A G I L Z
+L B R E A T H I W N G XFig. 2.10: Suryanamaskar",jehp102.pdf