9th Standard English First Language Karnataka Textbook PDF

Government of Karnataka English First Language ED H IS (Revised) BL EP S R TB U BE @K 9 TO T O Ninth Standard N Karnataka Textbook Societ...

Government of Karnataka English First Language ED H IS (Revised) BL EP S R TB U BE @K 9 TO T O Ninth Standard N Karnataka Textbook Society (R.) 6th Cross, Malleshwaram, Bengaluru - 560 003. i  PREFACE The Textbook Society, Karnataka has been engaged in producing new textbooks according to the new syllabi which in turn are designed on NCF - 2005 since June 2010. Textbooks are prepared in 12 languages; seven of them serve as the media of instruction. From standard 1 to 4 there is the EVS, mathematics and from 5th to 10th there are three core subjects namely mathematics, science and social science. NCF - 2005 has a number of special features and they are :  connecting knowledge to life activities.  learning to shift from rote methods. ED  enriching the curriculum beyond textbooks. H learning experiences for the construction of knowledge. IS  BL EP S  making examinations flexible and integrating them with R TB classroom experiences. U BE @K  caring concerns within the democratic policy of the country.  making education relevant to the present and future needs.  softening the subject boundaries-integrated knowledge and the joy of learning. TO  Making the child the constructor of knowledge. T The new books are produced based on three fundamental approaches O namely, Constructive approach, Spiral Approach and Integrated N approach. The learner is encouraged to think, engage in activities, master skills and competencies. The materials presented in these books are integrated with values. The new books are not examination oriented in their nature. On the other hand they help the learner in the all round development of his/her personality, thus help him/her become a healthy member of a healthy society and a productive citizen of this great country, India. ii  The most important objectives of teaching language are listening, speaking, reading, writing and reference work. These skills have been given a lot of importance in all the language textbooks. along with the inculcation of these skills, fundamental grammar, opportunities for learners to appreciate beauty and imbibe universal life values have been integrated in language textbooks. When learners master these competencies, they would stop studying textbooks for the sake of passing examinations. In order to help learners master these competencies, a number of paired and group activities, assignments and project work have been included in the textbooks. It is expected that these activities would help learner master communicative skills. Ultimately, it is expected that students master the art of learning to learn and make use of these competencies in real life. ED The Textbook Society expresses grateful thanks to the H chairpersons, writers, scrutinisers, artists, staff of DIETs and CTEs IS and the members of the Editorial Board and printers in helping the BL EP S Text Book Society in producing these textbooks. A few works of some R TB writers and poets have been included in these textbooks. The textbook U society is extremely grateful to them for giving their consent for the BE @K inclusion of these pieces in the textbooks. Nagendra Kumar Prof. G. S. Mudambadithaya TO Managing Director Co-ordinator T Karnataka Textbook Society® Curriculum Revision and O Bengaluru, Karnataka Textbook Preparation N Karnataka Textbook Society® Bengaluru, Karnataka iii  CHAIRMAN’S NOTE The textbook has been designed in accordance with the language syllabus requirements of class 9 curriculum in Kar- nataka. This book is meant for those students who have opted for English as First Language in class 9. The focus of the curriculum in general and the language syllabus in particular at this level has been on facilitating the ability to become communicatively competent, fluent, accurate and appropriate in the use of language, besides developing the ability to think differently and look at issues in the right per- spective. Further, the focus has been on developing the language ED skills namely listening, speaking, reading and writing in an integrated manner. The reccomendations of NCF 2005 and the H Karnataka Curriculum Revision Committee include the imparting IS of core values and ethics through language. BL EP S In this background, this textbook has been designed in R TB U such a way as to realise the objectives for which the English BE @K language is taught. This book includes texts of different types for comprehension and the understanding of core values with the emphasis more on developing language proficiency, and aquiring skills for effective and meaningful communication using the target language, English. TO The book has in all ten units and each unit consists of a prose piece and a poem for the teaching of various skills and T aspects of the language. There are activities for developing and O practising different skills through participation. The book also N includes three supplementary lessons for developing reading comprehension and promoting extensive reading. The activities suggested are communicative in nature and are designed on the priniciples of participatory and collaborative learning. Pictorial illustrations have been given to aid comprehen- sion and to lead the learners to understand better. Interractive suggestions (if any) for the improvement will be always welcome. iv  Textbook Committee Chairperson : Dr. S. Venkateswaran, Professor, RIE, Jnanabharati Campus, Bengaluru-56. Members : Smt. K. Parveen Taj, Asst. Teacher, R.V. Girls’ High School, 2nd Block, Jayanagar, Bengaluru-11. Smt. Rajani Ramanath, No. 709, 1st ‘B’ Main Road, 2nd Phase, 7th Block, Bangashankari 3rd Stage, Bengaluru-85 Sri Shivakumar K.R., Asst. Teacher, Govt. High School Palace Guttahalli, North Dist, Bengaluru. Sri Sreenivasa Murthy.R, Shri Ganapati Composite P.U. College, Hebbur. ED Smt. Rebeeca A Salvi, Lecturer, Govt. P U College, Ullagaddi, Khanapur, Hukkeri Taluk, Belagavi. H IS Sri Jayaram, Drawing Teacher, VVS High School, Rajajinagar, Bengaluru. BL EP S Scrutinizer : R TB Sri Narendranath G, Retired Principal, No.10/503, Out House, Ashwatha Katte U Road, VV Puram, Bengaluru-560004 BE @K Editorial Board Members Dr. G. Rajgopal, Professor, Dean School of English and Foreign Languages University, Hyderabad. Prof. N.S.Raghunath, Department of English, Karnataka University, TO Dharwad-560003, Dr. Rajendra Chenni, Professor and Head, Department of English, Kuvempu T University, Shankaraghatta, Shivamogga. O Dr. Geetha Nagaraj, 29th Cross, Yadiyur, Jayanagar, Bengaluru. N Chief Co-ordinator : Prof. G.S. Mudambadithaya, Curriculum Revision and Textbook preparation, Textbook Society, Bengaluru. Chief Advisors : Sri Nagendra kumar, Managing Director, Karnataka Textbook Society, Bengaluru. Smt. Nagamani C, Deputy Director Karnataka Textbook Society, Bengaluru. Programme Co-ordinator : Smt. Sowmya N. S, ADPI, Karnataka Textbook Society, Bengaluru. v  About the Revision of Textbooks Honourable Chief Minister Sri Siddaramaiah who is also the Finance Minister of Karnataka, in his response to the public opinion about the new textbooks from standard I to X, announced, in his 2014-15 budget speech of constituting an expert-committee, to look into the matter. He also spoke of the basic expectations there in, which the textbook experts should follow: “The textbooks should aim at inculcating social equality, moral values, development of ED personality, scientific temper, critical acumen, secularism and the H IS sense of national commitment”, he said. BL EP S R TB Later, for the revision of the textbooks from class I to X, the U BE @K Department of Education constituted twenty seven committees and passed an order on 24-11-2014. The committees so constituted were subject and class-wise and were in accordance with the standards TO prescribed. Teachers who are experts in matters of subjects and syllabi were in the committees. T O There were already many complaints and analyses about the N textbooks. So, a freehand was given in the order dated 24-11-2014 to the responsible committees to examine and review text and even to prepare new text and revise if necessary. Eventually, a new order was passed on 19-9-2015 which also gave freedom even to re-write the textbooks if necessary. In the same order, it was said that the completely revised textbooks could be put to force from 2017-18 instead of 2016-17. vi  Many self inspired individuals and institutions, listing out the wrong information and mistakes there in the text, had sent them to the Education Minister and to the Textbook Society. They were rectified. Before rectification we had exchanged ideas by arranging debates. Discussions had taken place with Primary and Secondary Education Teachers’ Associations. Questionnaires were administered among teachers to pool up opinions. Separate meetings were held with teachers, subject inspectors and DIET Principals. Analytical opinions had been collected. To the subject experts of science, social science, mathematics and languages, textbooks were sent in advance and ED later meetings were held for discussions. Women associations and H IS science related organisations were also invited for discussions. Thus, BL EP S on the basis of inputs received from various sources, the textbooks R TB U have been revised where ever necessary. BE @K Another important aspect has to be shared here. We constituted three expert committees. They were constituted to make suggestions after making a comparative study of the texts of science, mathematics TO and social science subjects of central schools (NCERT), along with T state textbooks. Thus, the state text books have been enriched based O N on the comparative analysis and suggestions made by the experts. The state textbooks have been guarded not to go lower in standards than the textbooks of central schools. Besides, these textbooks have been examined along side with the textbooks of Andhra Pradesh, Kerala, Tamil Nadu and Maharashtra states. Another clarification has to be given here. Whatever we have done in the committees is only revision, it is not the total preparation vii of the textbooks. Therefore, the structure of the already prepared textbooks have in no way been affected or distorted. They have only been revised in the background of gender equality, regional representation, national integrity, equality and social harmony. While doing so, the curriculum frames of both central and state have not been transgressed. Besides, the aspirations of the constitution are incorporated carefully. Further, the reviews of the committees were once given to higher expert committees for examination and their opinions have been inculcated into the textbooks. ED Finally, we express our grateful thanks to those who strived in H all those 27 committees with complete dedication and also to those IS who served in higher committees. At the same time, we thank all the BL EP S R TB supervising officers of the Textbook Society, who sincerely worked U BE @K hard in forming the committees and managed to see the task reach its logical completion. We thank all the members of the staff who co- operated in this venture. Our thanks are also to the subject experts and to the associations who gave valuable suggestions. TO T O N Veeranna S. Jatti Prof. Baraguru Ramachandrappa Managing Director Chairman-in-Chief Karnataka Textbook Society (R) State Textbook Revision Committees Bengaluru. Karnataka Textbook Society (R) Bengaluru. viii  Revision Committee Chairman-in-Chief : Prof. Baraguru Ramachandrappa, State Textbook Revision Committees, Karnataka Textbook Society, Bengaluru. Chairperson : Dr. Krishna K Manavalli, Professor, Department of English, Karnataka University, Dharwad. Members: Smt. Shobha.S.M, Lecturer, DIET, Chikkaballapur. Smt. Sr.Daisy.A, Head Mistress, Sacred Heart High School, Bengaluru. Sri Anith Kumar, Asst. Teacher, GHS, Hejmadikodi, Udupi Dist. ED Sri Manoj Jose, Asst. Teacher, GHS, Shettikere, Shivamogga Tq & Dist. H Smt. Snehalatha. N.H, Asst. Teacher, GHS, Yelahanka, Bengaluru. IS Smt. Kavitha B Savadi, Asst. Teacher, GHPS Bairanahatti, Naragund Tq, BL EP S Smt. Suchitha. C, Asst. Teacher, GHPS Kasambi, Byadagi Tq, Haveri Dist. R TB U Artist : BE @K Sri Hazarat Ali.U, Lecturer, Department of Fine Arts, Tumakuru University, Tumakuru. High Power Review Committee Members: Dr. Geetha. R, Prof. Department of English, Bangalore University, Bengaluru. TO Sri Veerabhadra Kodi, Rtd. Prof. Department of English, P.G centre, Ranichennamma University, Vijayapura. T Smt. Elenuru Geethamala, Prof. Department of English, Rural First Grade O College,Faridabad, Kalaburagi. N Sri Robert Jose, Prof. Department of English, Vijayanagara Sri Krishnadevaraya University, Ballari. Chief Advisors : Sri Veeranna S. Jatti, Managing Director, Karnataka Textbook Society(R.), Bengaluru. Sri Kodandaramaiah. N, Deputy Director, Karnataka Textbook Society(R.), Bengaluru. Programme Co-ordinator : Smt. Hemalatha B.V, Assistant Director, Karnataka Textbook Society(R.), Bengaluru. ix  CONTENTS Unit Prose Poem Page No. No. 1. The Best Advice The Grass is 1-21 I Ever Had Really Like Me 2. Mauritius Africa 22-42 ED 3. The Collectors The Village School 43-68 H Master IS 4. The Portrait of Tiger 69-86 BL EP S R TB a Lady U 5. A Question of The Pencil’s 87-110 BE @K Space Story 6. All Stories are The Bold Pedlar and 111-126 Anansi’s Robin Hood TO 7. On Saying Please Geography Lesson 127-143 8. The Story-Teller Ethics 144-162 T O 9. An Astrologer’s Goodbye Party for 163-178 N Day Miss Puspha T.S 10. A Dream of Flight Photograph 179-193 Supplementary Reading 1. The Goat and 194-197 the Stars 2. Earthquake 198-202 3. Balai 203-207 Letter Writting & Determiners 208-214 x  UNIT 1 PROSE THE BEST ADVICE I EVER HAD - Mrs. Vijayalakshmi Pandit Warm-up activity : A. Identify the following great personalities. ED H 1) 2) 3) 4) 5) 6) IS BL EP S B. Now using the clues given in column ‘A’ write the names of R TB the personalities in column ‘B’ : U BE @K A B 1) The first woman President of the UN General Assembly 2) The first woman judge of the TO Supreme Court of India 3) The first woman IPS officer of T India O N 4) The first woman President of India 5) The first woman Prime Minister of India 6) The first woman Governor in India [The lesson given below is an article written by Mrs. Vijaya Lakshmi Pandit, one of Pandit Jawaharlal Nehru’s sisters. She wrote it for The Reader’s Digest (a monthly magazine) when she was the High Commissioner for India in the United Kingdom] 1 1. The best advice I ever had came from one of the greatest souls the world has ever known – Mahatma Gandhi, on a sunny afternoon a decade ago. 2. Most people pass through a period of anguish when their belief in humanity is at a low ebb. I was in such a period. My husband had recently died. My deep sorrow over his loss was followed by the humiliating realization that in the eyes of Indian law I had no individual existence. Along with other Indian women I had participated for years with men in the national struggle for freedom, working and suffering side by side with them until it had finally been achieved – yet in law we women were still recognized only through our relationship to men. ED 3. Now as a widow without a son, I was not entitled to any share of the family property, nor were my two daughters. I resented this H galling position. I was bitter towards those members of my family IS who supported this antiquated law. BL EP S R TB 4. At this time I went to pay my respects to Gandhiji and U say good-bye before leaving for America to take part in a BE @K conference. After our talk he asked, “Have you made your peace with your relatives?” I was amazed that he would take sides against me. “I have not quarrelled with anyone,” I replied, “but I refuse to have TO anything to do with those who take advantage of an outworn law to create a difficult and humiliating situation for me.” T O 5. Gandhiji looked out of the window for a moment. Then he turned N to me and smiled and said, “You will go and say good-bye because courtesy and decency demand this. In India, we still attach importance to these things.” 6. “No”, I declared, “not even to please you will I go to those who wish to harm me.” 7. “No one can harm you except yourself,” he said, still smiling. “I see enough bitterness in your heart to cause you injury unless you check it.” 8. I remained silent, and he continued: “You are going to a new 2  country because you are unhappy and want to escape. Can you escape from yourself? Will you find happiness outside when there is bitterness in your heart? Think it over. Be a little humble. You have lost a loved one – that is sorrow enough. Must you inflict further injury on yourself because you lack courage to cleanse your own heart?” 9. His words would not leave me. They gave me no peace. After some days of severe struggle with myself, I finally telephoned my brother-in-law. “I would like to see you and the family.” I said, ‘‘before leaving.’’ 10. I hadn’t been with them five minutes before I sensed that my visit had brought a feeling of relief to everyone. I told them of my plans ED and asked for their good wishes before starting on this new stage of my life. The effect on me was miraculous. I felt as if a great H burden had been lifted and I was free to be myself. IS 11. This small gesture was the beginning of a significant change in BL EP S R TB me. A year and a half later I was in New York, as a leader of U the Indian delegation to the United Nations. Important to us was BE @K India’s complaint regarding the treatment of people of Indian origin in South Africa. Harsh things were said by both sides. I resented the manner in which my opponents made personal attacks harmful to India’s prestige and to mine. I struck back TO with the same sharp weapon. 12. Then, after a distressing duel of words, I suddenly thought of T Gandhiji. Would he approve? To him, means were as important O as the end – in the long run, perhaps more important. What if N we succeeded in getting our resolution passed by questionable tactics that injured our self-respect? 13. Before going to bed that night , I resolved that come what might, no word of mine would be lightly used in the UN. From then on, I lifted the debate back to where it belonged, refusing to retaliate to personal attacks or to score a cheap point. Our opponents met us on the new level and from then we argued the case on its merits. 14. Before leaving the committee room on the last day, I went up and spoke to the leader of the opposing delegation. “I have come to 3  ask you to forgive me if I have hurt you by any word or action in this debate.” 15. He shook my hand warmly and said, “I have no complaint.” 16. It was good to feel right with him, but even better to feel right with myself. Once more, Gandhiji’s advice had saved me from myself. 17. His words have helped me retain perspective even in small matters. Many women, I imagine, share with me a recurring nightmare: someone important to you is coming to dine; the guests have arrived, it is time to eat – but there is no dinner. You wake, perspiring, relieved to find it is only a dream. 18. But recently it really happened to me. My guests of honour, the ED Prime Minister of Great Britain and Lady Eden, could hardly H have been more important to me, High Commissioner for India in IS the United Kingdom. I had planned everything meticulously from BL EP S the menu to the colour scheme of the flowers and the candles. R TB When the guests had arrived and drinks had been passed twice, U I signalled the butler to announce dinner. But still we waited. BE @K When for the third time drinks came round I excused myself and ran downstairs to the kitchen. 19. It presented a shocking sight. In one corner stood a frightened little kitchen maid, in another the housekeeper. At the table sat TO my cook, waving a ladle and singing, beating time with his foot. His eyes were glazed and he was far away in some other sphere. T O The table was littered with pieces of chicken. N My knees felt too weak to support me, but I asked in as normal a voice as I could command: “Why isn’t the dinner ready?” 20. “But it is ready, Madam,” my cook chanted. “All ready. Everybody sit down, sit down…” 21. I was furious. It was on the tip of my tongue to say, “Get out. You’re dismissed!” when I thought of the counsel that had calmed me so many times. If I lost control, I would only hurt myself. 22. I pulled myself together. “Let’s get something on the table,” I said. 4 23. Everyone pitched in. The food served wasn’t quite what the menu described, but when I told my guests what had happened there was a chorus of surprise. “If this is what your cook gives you when he’s drunk,” someone exclaimed, “what must he provide sober!” 24. The relief in my laughter must have sounded a little hysterical. My perspective restored, I realized that a dinner party, however important, is not the pivot of existence. 25. To retain a sense of proportion is as important as being able to keep one’s heart free from hatred. For all of us, no matter what our work, the advice Gandhiji gave me is meaningful: “No one can harm you but yourself.” ED Glossary H anguish (n) : severe mental or physical pain or suffering. IS at a low ebb : being low in spirit/ at low level. BL EP S R TB humiliating : embarrassing. U BE @K resent (v) : feel bitter about. galling (adj) : annoying. antiquated (adj) : outdated. courtesy (n) : good manners, polite speech or action. TO inflict (v) : impose, cause. T gesture (n) : action, activity. O duel (n) : fight, clash. N retaliate (v) : hit back, strike back, react. perspective (n) : point of view, outlook. meticulously (adv) : carefully. ladle (n) : usually, a large-sized spoon. glazed (adj) : blank, dull. hysterical (adj) : crazy. the pivot of existence : the main cause for existence, the centre of existence. 5 Comprehension : C1. Based on your reading of the lesson, answer the following questions by choosing the most appropriate option. 1. Mrs. Vijayalakshmi resented her galling position. The “galling position” referred to here is a) the death of her husband b) her position as a widow without a son c) she and her daughters not being entitled to any share of the family property d) The hatred of her family members. ED H 2. According to Gandhiji, Mrs. Vijayalakshmi could cleanse the IS bitterness of her heart by BL EP S a) making peace with her relatives R TB U b) going out of the country for some time BE @K c) asking excuse from her relatives d) fighting for her rights TO 3. Mrs. Vijayalakshmi said, ‘‘I thought of the counsel that had calmed me so many times.’’ The counselling referred to here is T a) never hate anyone O N b) no one can harm you but yourself c) treating others in the same way d) not to be revengeful C2. Discuss the answers for the following questions with your partner and then write them in your notebook. 1. Why was Mrs. Vijaylakshmi Pandit in anguish? 2. In paragraph 3, Mrs. Pandit speaks about “antiquated law.” What is referred to as antiquated law ? 6 3. Why was Mrs. Pandit going to America, according to Gandhiji? 4. What did Gandhiji want Mrs. Pandit to do before going abroad? What was Mrs. Pandit’s response to that? 5. How did Gandhiji make Mrs. Pandit meet her relatives? 6. “Must you inflict further injury on yourself” a) What is the injury referred to here? b) Why did Gandhiji ask Mrs. Pandit not to hurt herself? ED 7. Why did Mrs. Pandit not meet her relatives in the beginning before she left for America? H IS 8. “I lifted the debate back to where it belonged.” What was the BL EP S debate about? R TB U BE @K 9. Mrs. Pandit recollected the advice of Gandhiji often. What was the advice? 10. After visiting her relatives, Mrs. Pandit commented, ‘‘I felt as if a great burden had been lifted and I was free to be myself.”’ TO Have you experienced such a situation or a feeling in your life? Discuss. T O N 11. What do you infer about the relationship between Mrs. Pandit and Gandhiji from reading this lesson? 12. Describe the state of mind of the cook referred to in the lesson. 7 C3. Following are some extracts from the lesson. Read them carefully and answer the questions that are given below each of them. 1. ‘‘Yet in law we women were still recognized only through our relationship to men.’’ a) Why does the speaker say so? b) What is the mood of the speaker while speaking the above words? 2. ‘‘No one can harm you except yourself.’’ a) Identify the speaker. b) Whom is the speaker addressing? ED c) What does the speaker mean by the above words? H IS 3. “I struck back with the same sharp weapon.” BL EP S a) Who is the “I” here, and at whom did the speaker strike R TB back? U BE @K b) What was the weapon used by the speaker? c) What was the need to strike back ? C4. Discuss the answers for the following questions in a group TO of 3 or 4 and then present your answers before the other groups : T O 1. Mrs. Pandit had to face a lot of humiliating situations in her life. N Give a brief account of the situations and comment on them. 2. Comment on the title of the lesson with respect to Mrs. Pandit’s experiences in different situations in her life. 3. From a reading of the lesson, write a note on Mrs. Pandit’s accomplishments and her contributions to India. 4. “Means are as important as the end,” said Gandhiji. Do you agree with this view? Justify your answer. 5. Assume yourself to be a social activist. Write an article suggesting 8  ways and means of removing gender discrimination that still exists in our society. You can discuss in groups and write down the article. LANGUAGE ACTIVITIES: Vocabulary V1. Dictionary work Complete the words beginning with “re...” which mean the phrases given against each of them. 1. make a decision : re_ _ _ _ _ 2. state that one is unwilling to ED do something : re _ _ _ _ H IS 3. take revenge or hit back : re _ _ _ _ _ _ _ BL EP S 4. feel bitter about : re _ _ _ _ R TB U 5. connected with, concerning : re _ _ _ _ _ _ _ BE @K 6. a feeling of reassurance and relaxation after stress is over : re _ _ _ _ TO 7. latest, fresh : re _ _ _ _ 8. keep, preserve : re _ _ _ _ T O N V2. Classify the following qualities into desirable and undesirable. Discuss with your teacher as to why you classify them so. sincere galling advantageous decent quarrelsome courteous difficult bitter happy humble significant harmful prestigious hysterical diplomatic 9 Desirable quality Undesirable quality Example: sincere Example: quarrelsome 2. Grammar and Usage G1. Formation of Nouns ED The following table shows some common suffixes which are used H to form nouns from verbs and adjectives : IS BL EP S R TB U Root Word Suffix Derived Word (Nouns) BE @K assist, exist -ance, -ence assistance, existence act, divide -tion, sion action, division wise, bond -dom, age wisdom, bondage TO patriot, just -ism, -ice patriotism, justice T child -hood childhood O N possible, cruel -ity, -ty possibility, cruelty move -ment movement kind -ness kindness leader, please -ship, -ure leadership, pleasure arrive -al arrival A. Work in pairs and change the following verbs into nouns. Then check your answers in a dictionary. perform, continue, react, realize, treat, observe, express, involve, 10 agitate, interact, confront, explain, enter, allow, achieve, enroll, admit, free, judge. B. The pair “greatest soul” is made up of an “adjective + noun” (the adjective “greatest” qualifies the noun “soul”) Pick out such pairs from the lesson and classify them into adjectives and nouns. C. Read the following examples. Notice how the adjective in the first sentence is changed to its noun-form in the second sentence. Example: 1. He was honest. The Principal commended him at the assembly. ED The Principal commended him at the assembly for his honesty. H (Or) His honesty made the Principal to commend him at the IS assembly. BL EP S 2. They were asked to guess how high the building was. R TB U They were asked to guess the height of the building. BE @K Combine the following pairs of sentences by changing the adjective(s) in italics to noun(s). TO 1. Rajesh is a very amiable person. It has endeared him to his colleagues. T O 2. The actor was famous. It got him many endorsements. N 3. The young businessman was extravagant. It led to his downfall. 4. James was silent during the enquiry. It did not help the police in bringing the culprit to book. G2. Formation of Verbs New verbs can be formed by adding a prefix or a suffix to different words. Look at some of the examples given in the table. 11 Affix - Prefix Root Word Derived Word ac-, en-, company, act accompany, enact re-, be-, em- fine, friend, body refine, befriend, embody Suffix -ate, -en, -e active, black, activate, blacken, breath breathe -ise, -ize, -ify agony, equal, class agonise, equalize, classify Make new verbs with the following words. Then use them in sentences of your own. ED bath courage force food H joy memory prison slave IS speech sympathy clear civil BL EP S G3. Observe the following formation : R TB U 1) complete + “ly” = completely 2) slight + “ly” = slightly BE @K verb + ly = adverb adjective + ly = adverb 3) king + ly noun + ly = adverb TO Note : Most of the adverbs can be formed by adding the suffix “ly” to verbs and adjectives and some nouns. T O A) Pick out the adverbs used in the lesson and frame sentences N using them. B) Choose the right word and rewrite the following sentences: 1. Bill is a careful/carefully driver. 2. Can you please repeat that slow/slowly? 3. The party was very good/well. I enjoyed it very much. 4. Tom didn’t do very good/well in his examination. 5. Come on, George! Why are you always so slow/slowly? 12  6. Our team played bad/badly. 7. John! I need your help quick/quickly. G4. In a group of four, share each part of speech and complete the following table by filling the empty columns. Noun Verb Adjective Adverb Ex: continuation continue continuous continuously 1) realization 2) powerfully 3) beautify 4) pleasant 5) agreement ED 6) enjoy H 7) care IS 8) danger BL EP S 9) expressive R TB U 10) courageously BE @K G5. Words used as Nouns and Verbs There are some words that can be used as nouns, and verbs as TO well. Example : Pause T O Pause (n) : The chief guest continued his speech after giving a pause N to attend a phone call. Pause (v) : The chief guest paused for sometime before continuing his speech as he had to attend a phone call. Make sentences using the words given in the box below as nouns and as verbs. view, drop, design, walk, distance, need, treat, delight 13 Listening and Speaking Activities-Let’s do it S1. Role Play. Work in pairs. Given below is a discussion in the note form between a parent and a child. Read through the notes and decide who will take which role. Then act the role. Background to role play Role A – Daughter/ Son Your exams start next week – behind with revision – want to go to theatre to see new play – with friend – his birthday – reduced tickets – good play – need rest from work – find it difficult to concentrate on ED work. H Role B – Father/ Mother IS Disagree with daughter /son – worried – won’t do well in exam – BL EP S don’t want them to waste time – for own good – why not work hard R TB U earlier – if had worked, could go out after exam. BE @K S2. LET’S PRONOUNCE Consonant sounds /S/ and /Z/ 1) Repeat the following words with the target /S/ after your teacher: TO city science sad scream bus T glasses concert lost class O N place face taste 2) Read the following aloud - “It’s six or seven years since Sydney’s sister sang that song.” 3) Repeat the following words with the target /Z/ after your teacher: zoo zero lazy easy scissors exact size times wise breeze bays rise 14 4) Read this sentence aloud - “Zebras in zoos are like dolphins in pools.” A) Find a way from “Start to Finish” by drawing a line. You may not pass a square if the word contains the sound /z/. You can move horizontally (  ) or vertically (  ) only. Start ↓ spots squares prize since six sports streets wise sells sits exact escapes rice rise sense science lose lost oasis desert smokes songs crisps box ED place face snacks seas voice boxes H plays phase nose smiles focus concert IS ↓ BL EP S Finish R TB U Writing skill : BE @K Dialogue writing : Can money buy happiness? Develop your ideas with the help of the points given below. Use your ideas and write a paragraph TO on the topic. Yes, because money No, because money doesn’t T O buys house / clothes / car... get you health, happiness... N B) Know Your Idioms : 1. a penny for your thoughts - What are you thinking about? 2. a chance in a million - either no chance at all or a very slim chance 3. two sides of the same coin - two contrasting characters in the same category 15 4. a million dollar question - a very crucial question 5. as good as gold - very well-behaved 6. to cash in on - to take advantage 7. thirty pieces of silver - the money paid to Judas Iscariot for an act of betrayal About the Author: Mrs. Vijayalakshmi Pandit (1900-1990) was an Indian diplomat, politician, and a sister of India’s first Prime Minister, Jawaharlal Nehru. She was active in the Indian freedom movement and held high national and international positions. She was greatly influenced by Gandhiji and became identified with the struggle for independence. ED She was imprisoned by the British on three different occasions, in 1932-1933, 1940, and 1942-1943. H IS After her husband’s death in 1944, she travelled in the United BL EP S States from late 1944 to early 1946, mainly on a lecture tour. R TB U After India’s independence, she entered the diplomatic service and BE @K became India’s Ambassador to the Soviet Union, the United States, Mexico, Ireland (during which time she was also the Indian High Commissioner to the United Kingdom), and Spain. In 1953, she became the first woman President of the United Nations General TO Assembly. Mrs. Vijayalakshmi Pandit died on December 1, 1990. President Ramaswami Venkataraman described Mrs. Pandit as T a “luminous strand in the tapestry of India’s freedom struggle. O Distinctive in her elegance, courage, and dedication, Mrs. Pandit N was an asset to the national movement.” Suggested Reading 1. Autobiography of Mohandas Karamchand Gandhi - My Experiments with Truth. 2. Biography of Mrs.Vijayalakshmi Pandit. ***** 16  POEM THE GRASS IS REALLY LIKE ME - Kishwar Naheed Warm-up activity : 1. Think of a few things which can be compared to a blade of grass. 2. Discuss your answer with your friends and find justification. [About the Poem: The poem addresses the challenges faced by women in the present context. The poet finds similarity between her life and the life of a blade of grass. Read the poem to understand in ED what specifics the poet and the grass are similar] H IS BL EP S R TB U BE @K TO T O The grass is also like me N it has to unfurl underfoot to fulfil itself but what does its wetness manifest: a scorching sense of shame or the heat of emotion? 5 The grass is also like me As soon as it can raise its head the lawnmower obsessed with flattening it into velvet, mows it down again. 10 17 How you strive and endeavour to level woman down too! But neither the earth’s nor woman’s desire to manifest life dies. Take my advice: the idea of making a footpath was a good one. 15 Those who cannot bear the scorching defeat of their courage are grafted on to the earth. That’s how they make way for the mighty but they are merely straw not grass The grass is really like me. 20 [Translated from Urdu to English by Rukhsana Ahmad] ED Glossary H unfurl : open out, spread out IS wetness : dampness, moisture manifest : reveal BL EP S R TB lawnmower : a machine used for cutting the grass on a lawn. U endeavour : make an effort BE @K grafted (past tense of graft) : joined together, united, merely : just, only, simply. straw : dried stalks of grain used as fodder or for thatching, packing etc. TO Comprehension : T C1. Read the poem silently and answer the following questions O after discussing your response in pairs or in groups. N 1. What does the poet mean by the phrase, “raise its head?” 2. Explain the phrase, “unfurl underfoot to fulfil itself.” 3. Refer to lines four and five. Are they contrasting? Which one do you think is the poet referring to? 4. The poet is associating herself with the grass. Why? When she says “me” is she referring to just herself or the entire womenfolk? 5. Do you think the “lawnmowers” are the same in the case of the grass and the poet? 18  6. Pick out the line from which the poet shifts the attention from “grass” to “woman.” Who is the “you” in line 11? 7. What does the phrase “scorching defeat” refer to? What does the poet mean by the words “grafted on to the earth?” 8. What is the poet trying to tell us in lines 18 and 19? 9. “But neither the earth’s nor woman’s desire to manifest life dies” Explain the meaning of the above lines. C2. Put the following lines in the table given below according to the figure of speech used in them. The first one has been done for you. ED 1. The Grass is also like me H IS 2. As soon as it can raise its head BL EP S R TB The lawnmower U BE @K Obsessed with flattening it into velvet, Mows it down again. 3. But they are merely straw not grass. TO 4. Fear is the tax that conscience pays to guilt. 5. Work is food for noble minds. T O 6. Man needs God as he needs water and oxygen. N Simile Metaphor Personification e.g. The grass is also like me 19 II. APPRECIATION: A1. Read the poem silently and choose words from the box that describe the mood of the poet. Give reasons for your answer. tranquil resentful reflective pensive contended wistful dejected repulsive A2. Look at the following phrases that are associated with certain ideas. Match them with the corresponding ideas given in the box below. The first one has been done for you. 1. unfurl underfoot - try to free itself ED 2. fulfil itself H 3. scorching sense of shame IS 4. heat of emotions BL EP S R TB 5. scorching defeat U BE @K 6. raise its head 7. make way for the mighty embarrassed prosper insult outgrow TO try to progress disturbed be proud shameful defeat outshine try to free itself T O A3. Discuss the answers for the following questions with your N partner and then write them in your notebook. 1. The poet says “the grass is also like me.” How does she bring out this relationship in the second stanza? 2. Explain the ironical ideas used by the poet in the last stanza. How do you analyze them? 3. The poet has used some unusual words and phrases to evoke images in the reader’s mind as for instance, “scorching sense of shame.” Such a poetic device is called imagery. Pick out such phrases from the poem. 20 About the Poet : Kishwar Naheed was born in Bulandshahr, Uttar Pradesh, in 1940. She is one of the best-known women poets of Pakistan. She has written a collection of traditional ghazals. She has also written for children and for the daily newspaper Jang. Her poetry has been translated into English and Spanish. Her well-known poem “We, sinful women” was translated and edited by Rukhsana Ahmad and published in London by The Women’s Press in 1991. She held the position of Director General of the Pakistan National Council of Arts before her retirement. She has founded an organization named Hawwa (Eve) whose goal is to help women without independent income to become financially independent through cottage industries and selling handicrafts. Suggested Reading : ED 1. “The Yellow Wall Paper” – Charlotte Perkins Gilman. H IS 2. “I Am Not that Woman” – Kishwar Naheed BL EP S 3. “The Sprouting Grass” – Translated from Oriya by Jayanta R TB U Mahapatra. BE @K ***** TO T O N 21  UNIT 2 PROSE MAURITIUS - R.K. Laxman Warm-up activity : Your school has arranged for a three-day picnic or an excursion. Suggest place and give them information on the following : (a) How to reach there (transport to be used). (b) Accommodation/Food arrangement. (c) Weather forecast for the days of stay. ED (d) Historical importance of the place (if any). H Now exchange this information with your friends and collect a route IS map and photos of that place. BL EP S R TB 1. The World Atlas I have with me has many little dots and specks U which have really nothing to do with the world or geography. It is an BE @K old one, and time, the weather and generations of cockroaches have put them there. So it was with some difficulty that I was able to locate Mauritius in the vastness of the Indian Ocean. It is a tiny speck of an island situated below the Equator on the Twentieth TO parallel, some 4,500 km. south-west of Bombay. T 2. Our aircraft is bearing us O towards it. Through the occasional N gloss in the clouds I glimpse the ocean spread like a bluish-grey steel sheet. There are acres and acres of cloud below me having all sorts of funny shapes in an odd abstract way. Curiously they resemble figures in the ancient legends of China, Rome, Greece, India and what-have-you. 22 3. I cannot help drawing a comparison, albeit ridiculous and rather far-fetched, between my vague observations at 10,000 metres watching the clouds and what I learn of Mauritius later. This tiny island has an astonishingly similar variety, strange juxtapositions, incongruities, odd mixtures of race and language. 4. Here Africans and Chinese, Biharis and Dutch, Persians and Tamils, Arabs, French and English all rub shoulders merrily with one another and emerge with a peculiar sense of oneness. A Tamil, for instance, bears a deceptively South Indian face and a name to go with it to boot; Radha Krishna Govindan is indeed from Madras. I speak to him in Tamil. He surprises me by responding in a frightfully mangled English with a heavy French accent. Mr. Govindan has no knowledge of Tamil and his tongue has ceased curling to produce Tamil sounds centuries ago! ED 5. Like others of his fellowmen, his ancestors were brought to H the islands as slaves or, later, as indentured labourers to work in IS sugarcane fields and factories or to cut timber in the jungle and haul BL EP S it to the boats. Their roots in their original homelands withered and R TB disappeared with the passage of time. All of them together happily U came to share in the triumphs and defeats of whoever happened to BE @K be their masters among the buccaneering trinity of those days - the Dutch, the French and the English - who constantly waged battle for the possession of the island for its spices and sugar or just for the strategic position on the maritime route to the East, conveniently TO placed as it was for piratical purposes. 6. However, the battle of 1810 ended all that in favour of the T English. The French surrendered and handed over the island after O extracting a favour from the conquerors that the French influence N on the island be left intact. The English kept their word to the last day of their rule, which ended in 1968. And so we still have very musical but unpronounceable names like Trouaux Biches, Beau Bassin, Quarter Bornes, Curepipe, Ross Belle and so on. 7. The people are extremely relaxed and warm towards strangers. In the streets, in the bazaar, in restaurants, it is common to be greeted and smiled at as if you were a long-lost friend. Coming from Bombay , with my pre-cast grim expression of a city-dweller, I react awkwardly at first to such spontaneity and feel ashamed that I am not even able to produce a matching smile. 23 8. The same atmosphere of friendliness prevails even in Port Louis, the seat of Government. The Cabinet Ministers and others in high positions do not act as if they were born to the grace. They are just like ordinary people one bumps into in an airport lounge or in a hotel lobby. They are unassuming, accessible, communicative and above all, go about without a protective shield of hangers on and security men to repel casual approaches. I am shown a modest looking flat in a busy street lined with shops and crawling traffic. It is the residence of the Prime Minister of Mauritius. Port Louis brings to my mind Joseph Conrad and Maugham. This little port-town seems as if it were built at the suggestion of these writers to suit their novels and short stories. Merchant ships, trawlers, dinghies stand anchored in the harbour with cobwebs of ropes and festoons of flags hanging from their masts. Grimy sailors and dock-hands ED in seamen’s caps lounge on oil drums and packing cases or lean against bleak warehouse walls, smoking pipes. Sugarcane fields like H a carpet of green, cover the island on all sides as far as the eye IS can see up to the foot of the distant blue mountains that ring the BL EP S island - a volcanic happening of geological ages. These mountains R TB U do not have the traditional monotonous pyramidal shapes. Their BE @K outlines are freakish and whimsical with unexpected sweeps and perpendicular drops and pin-pointed peaks precariously doing a balancing act with boulders as big as a skyscraper. 9. There is no railway in Mauritius. Well-maintained trunk and arterial roads connect various villages and towns, cutting through TO the ubiquitous sugarcane fields. Although the whole country is only 64 km by 50 km in size, driving round the island for sight-seeing T makes me feel curiously that I am in a place as sprawling as India. O But the excellent weather and breathtaking landscapes all round N make up for many hours spent just sitting inside a car. It is very common for people to drive up and down an average 70 km to a cocktail party or dinner with friends. 10. I note the trees here are so unlike the gigantic specimens I have seen in Andaman Islands. Disappointingly enough, they are short and gnarled even in the interior of jungles, looking just like abnormally overgrown bonsai. These jungles have no tigers or lions or elephants or any kind of wildlife. There are not even poisonous snakes or insects. The bat was the only mammal before man 24 arrived on the island with the monkey and the deer centuries ago. Unfortunately the birds are dwindling in number and variety. The dodo, a bird which could not fly and which certainly had no claims to beauty and elegance, was a native of this island and mercifully is extinct now. And so are the giant tortoises of the Aldabra variety, of which a few specimens have been brought and kept in an enclosure in the botanical gardens at Pomplemousses. 11. The people of Mauritius shudder to think of the night the King cyclone struck them. On February 6, 1975, a 320 km broad howling wind moved in at some 255 km per hour. The eye of the cyclone alone, I am told, was 48 km. wide and it churned the country for two days, relentlessly flattening everything that stood, smashing windows and doors, tearing up rooftops, uprooting trees and bringing them down on buildings. ED 12. Now, of course, the island has recovered from the devastation. H But the valley of the dead trees gives me a fair idea of the enormous IS violence with which the cyclone had struck these people, who are BL EP S actually quite used to facing these storms as they are an annual R TB event in Mauritius. But the big ones come only once in 15 years. The U sad part of it is by the time the next one is due, the memory of the BE @K previous disaster fades or nearly comes to be believed as a myth. So, again, trees are planted in congested areas, tall buildings come up, plateglass picture windows are fixed and rooftops are put up with an eye on elegance. But, sure enough, at the end of the 15-year period, TO the King cyclone appears promptly on the horizon to surprise the people of Mauritius. T 13. A coral reef runs all round the island parallel to the shore O line keeping the hysterical waves away at a safe distance from the N beaches. The calm turquoise-blue lagoons of Mauritius thus have become world-famous. They are still and calm like lotus ponds and are a delight to those who like water sports such as scuba-diving, swimming, surf-riding, speedboat racing and yachting. In some places the sea is so shallow there is even horse-riding. 14. My wife and I, not being aquatic, we watch with amusement the avidity of the tourists from all parts of the world extracting every bit of fun that the magnificent beach could yield. 15. We step into a glass-bottomed boat carefully without getting our feet wet and go on a cruise to observe submerged coral reefs 25 and marine life. I see sea-shells on yellow sands. To start with , little undefinable creatures, stray bits of seaweed float by. Alarmed crabs scurry for shelter. Then comes the skeleton - like formation of coral. The sea deepens; pale green bushes, slimy white blobs big as pumpkins, lobsters, slithering snaky forms. 16. As the boat moves further into the sea the scene below turns eerie. Among the jagged rocks the coral jungle becomes dense and huge and is draped with a brownish moss. I see shapeless ugly creatures crawling in the dark depths of the sea covers. I feel unblinking eyes are watching us from below the giant mushroom like growth all over; headless animals pretending to be plants, stuck in one place sway from side to side in a ghostly manner. A cold shiver runs down my spine. ED 17. All of a sudden, standing out against the darkness, a school H of fish - coloured bright lemon yellow with black bars all along IS their sides - pass majestically by, cheering up the whole world of BL overwhelming gloom. Further on I see the coral branches tipped with EP S R TB a peculiar blue light like hundreds of candles dying out; plenty of U colours coming now, violet, yellow, pink, green, post-box red. Fishes BE @K with hideous spikes all over their body, fishes with long tails, fishes with battered faces, all of them with the damned look of condemned souls, criss-cross our path in a weird twilight against a nightmarish landscape. TO 18. Fastening my seat belt preparing for my return flight I vaguely think of the future of Mauritius. Will it be able to preserve its pristine T charm? It has no population problem now,with its 8,50,000 people O evenly spread over. There is hardly any unemployment question yet. N People seem to live fairly well at all levels. The government is aware of all these advantages but seems to feel a certain nervousness about an economy so dependent basically on a single commodity - sugar. So it is eager to have foreign entrepreneurs start their industries here. 19. With industrial growth, the living space will shrink. Cars and trucks will increase. Their roads will have to be widened to take the load. The price of land will go up and flats will appear. Cost of living, pollution, unemployment, slums, taxation, controls.... Oh, all these thoughts come to me from force of habit! An enlightened people can, 26 of course guide themselves away from all such evils and still preserve this paradise on earth. 20. I turn hopefully to the window for clouds to entertain me. But the sun has set. It is dark outside and I shall be in India in a few hours. Glossary bearing (v) : carrying albeit : although juxta position : put side by side incongruities : out of place, absurd ED indentured : bound by H strategic : important IS spontaneity (n) : BL resulting from natural impulse not forced EP S R TB or suggested or caused from outside. U BE @K whimsical : capricious, fantastic precariously (adv) : dependent on chance, uncertain, risky ubiquitous : omnipresent, seeming to be everywhere TO sprawling : be of loose, irregular form. gnarled : ragged T O dwindling : diminishing gradually N buccaneering (buka-neering) : piratical relentlessly (v) : unrelenting trinity : A whole consisting of three parts (here the three countries) avidity (n) : eagerness. 27 Comprehension : C1. Read the lesson silently and answer the following questions. 1. Where is Mauritius? 2. Name the people of different origins found in Mauritius. 3. Who are referred to as the “buccaneering trinity” of those days? Why are they called so? 4. List out some “very musical but unpronounceable names” as found by the author. 5. What are the “flora and fauna” found in Mauritius? ED 6. How is Nature cruel to the people of Mauritius? H 7. Name some aquatic creatures sighted by the author. IS BL EP S C2. In groups of 3 or 4, discuss the answers for the following R TB U questions and then present your answers before the other BE @K groups. 1. Why was it difficult for the author to locate Mauritius in his Atlas? TO 2. What is the reason for the people of different countries to settle in Mauritius? T O 3. How does the author explain the absence of protocol among N the government officials and ministers in Mauritius? 4. Give the description of mountains as given by the author. 5. How are the people of Mauritius described fighting against the cruel jaws of Nature? 6. What would be the future of Mauritius as opined by the author? 28 C3. Compare and contrast the arriving and departing experiences of the author during his flight. Does it suggest anything to you? LANGUAGE ACTIVITIES: Grammar and Usage G1. The order of adjectives : Read the following sentence : This is a beautiful wooden picture frame. In the above sentence the noun “frame” is described by several adjectives like beautiful, wooden and picture. ED When there are several adjectives to a noun, a certain word order is followed. Here is the order : H IS 1. Opinion 2. Size 3.Most other qualities BL EP S 4. Age 5. Colour 6. Origin R TB U 7. Material 8. Type 9. purpose BE @K eg :- (a) A small green insect (size, colour) (b) A beautiful wooden picture frame (quality, material, type) Ex. 1 : Now arrange these adjectives for the nouns provided in the TO correct word order. One is done for you. T 1. Vase – glass, old, lovely. O This is a lovely, old glass vase. N (quality, age, material) 2. Basin - sugar, antique, silver 3. Game - family, new, exciting 4. Computer - business, Japanese, powerful 5. Fire - electric, excellent, small 6. Chocolate bar - new, big 7. Comedy - American, television, terrific 8. Doors - aluminium, garage, stylish 29  9. Shoes - modern, sports, wonderful 10. Phone - mobile, German, good. Ex. 2 : Now, from the lesson, pick out the multiple adjectives used to describe the following : 1. Clouds like 2. Trees 3. Cabinet ministers 4. Mountains do not have ED 5. Lagoons H G2. MODALS IS BL EP S Modals are auxiliary verbs which are 13 in number. They are R TB U used frequently in our speech. They play a vital role in conversation. BE @K They are used to indicate moods like request, permission, command, promise, threat, refusal, hope, wishes, obligation, intention, probability, possibility, ability, suggestion, preferences etc. TO will – would, shall – should, can – could, may – might, must, used to, ought to, need, dare T O A. Given below are some dialogues. Circle the modals. N a) A : Raju has fractured his arm. B : But still he can write. b) A : I have still some shopping to do. May I leave my bag in your store? B : Yes, but please collect it before 8-00 pm. c) A : The coffee is rather bitter. Would you please pass some sugar? B : No, you must not take any sugar. 30  d) A : My feet get swollen in the evening. B : Then you must consult a doctor. e) A : I’ll not be able to finish my assignment on time. B : Shall I do the drawings for you? The table provides the modals with their uses [Note: A negative modal is formed by adding “not” immediately after the modal, e.g. Cannot or can’t, may not, should not or shouldn’t etc.] Modal Functions Examples Can/Could seeking permission / Can/ could I borrow your ED request / offer / ability book? She can read and write. etc. H IS May request/offer/ May I have some water? May BL permission/possibility/ I help you? May I shut the EP S R TB wish/desire etc. door? May God bless you. U Might Future possibility / They might sell their house as BE @K probability they are in need of money. Will intention/prediction/ I am tired so I will not play offer/promise etc. today. It will rain today. Would preference/request/ Would you prefer tea or coffee? TO (more polite making arrangements form) T Shall offer/making arrange- Shall I help you? Shall we O ment meet at 3-00 pm. N Should advice/recommended You should listen to the advice action of elders. Ought to advice/probability You ought to do your duty. (obligation) The bus ought to be here any minute. Must obligation/necessity We must make a move now. (strong obli- You mustn’t tell lies. gation) Need necessity /compulsion/ He need not go to the market. insistence 31 B. Match the modals in bold in column A with their corresponding functions and attitude given in column B. A B 1. ……. he can write. offering (help) 2. …… would you please pass …. necessity 3. ….. you must not …….. requesting 4. Shall I do ….. asking for permission 5. She may come ….. advising 6. …… it’ll be the maid. logical deduction ED 7. ….. you must consult ….. ability H 8. May I leave ……. possibility. IS BL EP S Do you know? R TB U can, could, may, might, shall, should, will and would are BE @K called “pure modals” because they a) are followed by a main verb in its bare infinitive form (e.g. I must go) b) don’t change in the third person (e.g. “He will help” TO and not “He wills help”.) “need” and “dare” are used both as modal verbs and main T O verbs. N e.g. 1) They need a lot of practice to win the match. (main verb) 2) They need not practise so much to win the match. (modal verb) 32 C. Read the following letter and choose the most suitable alternative from the modals given in brackets. Underline your choice. Sometimes more than one alternative is suitable. Dear Mohit, It was pleasing to get your letter and to hear the good news that you are going trekking with your friends. You (ought to/ would/ should) have a break after your exams! You asked me what you (can/ should/ will) take. Well, you (might/ can’t/ mustn’t) fit everything in a backpack so you must be selective. You (will/ can/ must) take at least one sweater because it (ought to/ should/ can) get very cold in the mountains. You (needn’t/ could/ should) pack a gas stove because there (could/ may/ will) be plenty of firewood from dead trees. ED I’m sure you (will/ should/ could) have a wonderful time but I (may/ would/ should) give you a word of warning. Don’t get stuck H in the Laki Pass at night. Once you’re there you (won’t be able to / IS can’t be able to/ not be able to) get down and it’s very dangerous at BL EP S night. By the way, you (should/ should have to/ should have) told R TB U me earlier that you were going and I (should have/ would have/ will BE @K have) given you walking boots! Anyway, look after yourself and enjoy your holiday. With love Daddy TO D. Sara does not understand a concept her teacher has just T taught. Complete the dialogue given below using appropriate O modals. N Sara : Excuse me Madam, _______ you repeat the explanation again, please? Teacher : Why do you want me to repeat it? You _______be very attentive when I am teaching. Sara : Sorry madam, I __________ hear you properly. Teacher : You ________ have a hearing problem Sara, check your ears. You _____ sit in the front row from tomorrow. I _______ now explain it again. Pay attention. Sara : Thank, you madam. 33 Language Skills : L1. Read the situations given in column A and complete the likely responses to them in column B. SITUATION LIKELY RESPONSE 1) Your neigbour is Can you please........ playing loud music, which is disturbing you. 2) You could not visit your I am sorry....... friend who was ill at the hospital. ED 3) You have lost the book I am extremely sorry..... you had borrowed from H your friend. IS 4) You are late to Excuse me, Madam, I am.... BL EP S R TB school by an hour. U BE @K 5) You are unable to help I am afraid I cannot...... your friend financially in his need. L2. Listening and Speaking TO The sounds : /i:/ and /e/ T O Ex :1 N Listen to your teacher reading the following words aloud. Classify them into two groups according to the /i:/ and /e/ sounds. wheel bend check breed read men mend sweat seal bleak feed red present lead these east beat them 34 Ex : 2 Change the vowel sound from /e/ to /i :/ in these words. Write the new words. Example : met – meat 1. check …… 6. sweat …… 2. red ……. 7. bed …… 3. bet ……. 8. set ……. 4. men ……. 9. fed ……. 5. sell …… 10. led …… ED Ex. 3. Find a way from “Start to Finish” by drawing a line. You may pass a square only if the word in it has the sound /i:/ you H can move horizontally (↔) or vertically (↕) only. IS BL EP S Start R TB U ↓ BE @K leave earth health reach teach meat dream dead cream jeans steak cheat east bread tea death heat peak TO beach break peace search leaf meant seat please team early beat bean T O head bear wear dreamt sweat clean N ↓ Finish L3. Role-play : With one of your friends, role-play the author and a man of Mauritius who has his roots in a foreign country. Begin thus... Author : Hello, I am from India. Pleased to meet you. Maurituis is a great place. I just love it. 35 Radha Krishna Govindan : Hello! Actually I am from Madras, but... L4. Writing Skill : The year is 2020. A distant planet has just entered into radio conmunication with Earth. The people of this planet are eager to discover what kind of animals exist there. Choose a type of animal that you have often observed and list its important qualities. Then use your list to write a description of it that will satisfy the curiosity of these extra-terrestrial creatures. In your writing, make sure that your description gives them a clear picture of the animal you have chosen. About the author : ED R.K. Laxman was born on 24th of October 1921 in H Mysuru. His father was a headmaster and Lakshman IS was the youngest of six sons. One of his older BL EP S brothers, R.K. Narayan, is a very well-known novelist. R TB U While still at college, Lakshman started drawing BE @K cartoons for The Hindu, The Koravanji (Kannada humour magazine) and later for The Times of India. He is known for his distinctive illustrations, most notably for Malgudi Days written by R.K. Narayan. TO He has won many awards that include the Padma Bhushan, T Padma Vibhushan and Ramon Magsaysay award. O N “Mauritius” is a travelogue adapted from Idle Hours by R.K Laxman (IBH Publishing Co. 1982). Suggested Reading : R.K. Laxman’s Impressions of Kathmandu. ******* 36  POEM AFRICA - DAVID DIOP Warm-up activity : Look at the following personalities. What do you think they are known for? Discuss their contribution to the world and humanity with your friends in groups. ED H IS BL EP S R TB U BE @K [About the Poem: The poem is a reminiscence of Africa, a land about which the poet heard from his grandmother’s song. He paints TO a vivid picture of the history of European colonialism in Africa and the strength of African people]. T O N Africa my Africa Africa of proud warriors in ancestral savannahs Africa of whom my grandmother sings On the banks of the distant river I have never known you 5 But your blood flows in my veins Your beautiful black blood that irrigates the fields The blood of your sweat 37 The work of your slavery 10 The slavery of your children Africa tell me Africa Is this you this back that is bent This back that breaks under the weight of humiliation This back trembling with red scars 15 And saying yes to the whip under the midday sun But a grave voice answers me Impetuous son that tree young and strong That tree there ED In splendid loneliness amidst white and faded flowers 20 H IS That is Africa, your Africa BL EP S That grows again patiently obstinately R TB U And its fruit gradually acquires BE @K The bitter taste of liberty. 24 Glossary impetuous (adj) : acting quickly and without thinking TO splendid (adj) : grand, majestic obstinately (adv) : stubbornly T O Comprehension : N C1. Read the poem silently and answer the following after discussing your response with your partner. 1. How does the poet come to know about the history of Africa? 2. The poet did not spend much of his life in Africa. Pick out the line/lines that express this feeling. 3. Despite staying away from Africa, how is he able to describe Africa? 4. “Red scars” - what does this term in the poem refer to? 38  5. Pick out the lines that talk about the humiliation suffered by the Africans. 6. “That tree there in splendid loneliness” - Explain this phrase with reference to the feelings of the poet about his country. 7. “That grows again patiently obstinately / And its fruit gradually acquires The bitter taste of liberty.” a) What does “That” refer to? b) How does it grow? ED c) What does “bitter taste of liberty” refer to? H C2. Complete the table listing the poetic devices (figures of IS speech) used by David Diop in the poem. Two examples are BL EP S R TB given for you. U BE @K Poetic Device Lines from the poem Personifica- Your beautiful black blood that irrigates the tion field TO Alliteration Your beautiful black blood T O Metaphor N Simile Oxymoron 39 C3. Work in pairs and complete the summary of the poem given below. Use the expressions given in the box. distance, part of him, descent, never known, beautiful black blood, angry and accusatory, for the benefit, exploited, loves his country, blood and sweat, as slaves, colonialists The poet continues to say that he has _________ Africa, but despite the ______ he cannot deny how much it is a _______. The phrase ___________ which flows in his veins describes his African ________ and shows how much Africa is a part of him and how much he __________and its people. The next verses are _______as he stresses ED that it is the _________ of his people which is irrigating the fields _______of other people. Here he is pointing a finger at the ________ H IS who ______ the black people and used them ________ to profit from their hard labour. BL EP S R TB APPRECIATION U BE @K A1. Find the words or phrases in the poem that are used - a) to describe the beauty and strength of Africa b) to depict the humiliations suffered by the Africans. TO Africa - Description Words and Phrases T O a) beauty and strength e.g.-beautiful black blood. N b) humiliations and e.g.- back that is bent. sufferings 40 A2. Read the lines of the poem given in Column A and fill in Column B that depict the mood of the poet. One example is given for you. Lines of the poem Mood/feeling Africa my Africa Pride for the country, Africa of proud patriotism warriors in ancestral savannahs I have never known you But your blood flows in me Is this you this back that is bent This back that breaks under the weight of humiliation ED But a grave voice answers me H Impetuous son that tree young IS and strong BL EP S In splendid loneliness amidst R TB white and faded flowers U That is Africa, your Africa BE @K And its fruit gradually acquires- The bitter taste of liberty [About the poet : TO David Mandessi Diop (1927-960) was a revolutionary African poet born in France to parents of T West-African descent. He lived in France through O his childhood and visited Africa only in the 1950s. N His poems highlighted the problems of Africa brought about by colonialism and gave a message to Africans to bring about change and freedom. He was known for his involvement in the negritude movement in France, a movement started by Black writers and artists protesting against French colonialism and its effects on African culture and values. His views and feelings were published in Presence Africaine and in his book of poems Coups de pillon which was published in 1956. Diop died at the age of 33 in a plane crash] 41 Suggested Reading: Read the following poem by Rabindranath Tagore and find out the similarities and differences between this poem and the poem ‘‘Africa.’’ Say how the two poets have expressed their patriotic feelings and thoughts. Freedom from fear is the freedom I claim for you my motherland! Freedom from the burden of the ages, bending your head, breaking your back, blinding your eyes to the beckoning call of the future; Freedom from the shackles of slumber wherewith ED you fasten yourself in night’s stillness, H mistrusting the star that speaks of truth’s adventurous paths; IS freedom from the anarchy of destiny BL EP S whole sails are weakly yielded to the blind uncertain winds, R TB U and the helm to a hand ever rigid and cold as death. BE @K Freedom from the insult of dwelling in a puppet’s world, where movements are started through brainless wires, repeated through mindless habits, where figures wait with patience and obedience for the master of show, TO to be stirred into a mimicry of life. T O N - Rabindranath Tagore ****** 42  UNIT 3 PROSE THE COLLECTORS ED H IS BL EP S R TB U BE @K Warm-up activity : Activity 1. TO Look at the picture above. Can you identify the objects in it? T What are they called? O Have you come across them anywhere? N Who uses them? Activity 2. Look at this picture. Is this a picture of a human? If no, what makes you think so? How does this alien differ from humans? 43  Now read the play to find out how aliens tried to abduct some humans and what happened to them. CAST Pete Carol Tracy Glenn Wayne Dawn Mr. Hunt Miss Swann Mrs. Jones Mrs. Brown Mr. Brown ED SCENE : Lonely countryside. H The children are out for an adventure walk with teachers. IS It is raining hard. BL EP S Miss Swann : Isn’t there somewhere we can shelter? R TB U Mr. Hunt : Not until we get to the village. BE @K Mrs. Jones : How far is that? Mr. Hunt : Nearly three miles. Dawn : Three miles! Tracy : I’m soaked. TO Miss Swann : The children are getting very wet. T Mr. Hunt : I can’t help that. We’ll just have to press on. O N Pete : Can’t we shelter over there, Sir? Mr. Hunt : Where? Pete : There. In that house. Mr. Hunt : That’s not a house, surely? Hard to see in all the rain. Miss Swann : Of course it is. Try wiping your glasses. Mr. Hunt : You’re right. Lonely place to choose for a house. It certainly wasn’t there when I was here walking last summer. 44 Mrs. Jones : Funny - looking place. Miss Swann : Are we just going to stand here in the downpour gaping at it? Dawn : Yes. Can’t we go up there and ask for shelter, sir? Mr. Hunt : We can’t take all you crowd into a private house. You’re dripping w