10th SSC English Textbooks PDF

ENGLISH KUMARBHARATI STANDARD TEN...

ENGLISH KUMARBHARATI STANDARD TEN B§J«Or Hw$‘ma^maVr B¶ËVm Xhmdr (B§J«Or ‘mܶ‘) MAHARASHTRA STATE BUREAU OF TEXTBOOK PRODUCTION AND CURRICULUM RESEARCH, PUNE. B§J«Or Hw$‘ma^maVr B¶ËVm Xhmdr (B§J«Or ‘mܶ‘) 73.00 A  First Edition : 2018 © Maharashtra State Bureau of Textbook Production and Second Reprint : 2020 Curriculum Research, Pune - 411 004. The Maharashtra State Bureau of Textbook Production and Curriculum Research reserves all rights relating to the book. No part of this book should be reproduced Chief co-ordinator : without the written permission of the Director, Maharashtra Smt. Prachi Ravindra Sathe State Bureau of Textbook Production and Curriculum Research, ‘Balbharati’, Senapati Bapat Marg, Pune 411004. English Language Committee : English Language Study Group : Dr Prabha Sampath, Chairman Dr Manjushree Sardeshpande, Member Shri. Akhil Bhosale Dr Rohit Kawale, Member Dr Jyotimani Rocque Dr Gajendra Mugale Dr Muktaja Mathkari, Member Smt. Manjusha Sagrolikar Dr Juee Kulkarni Dr Lalita Vartak, Member Shri. Nilkantheshwar Patil Shri. Mahesh Dudhankar Dr Shruti Chaudhary, Member Shri. Pundalik Kaviraj Shri. Nadeem Khan Shri. Shridhar Nagargoje, Member Smt. Renu Dhotre Shri. Rajiv Sangpal Shri. Nilesh Kedare, Member Shri. Santosh Pawar, Smt. Saraswathi Suram Shri. Raju Korde Member-Secretary Shri. Sharad Pandhare Shri. Rakesh Jadhav Smt. Smita Pore Cover  : Shri. Vivekanand Patil Shri. Santosh Gaikwad Illustrations : Ashana Advani Shri. Amol Kamble Anupriya Joshi Shri. Anil Petkar Invitee Experts : Shri. Ashok Gaikwad Smt. Samannaz Irani Shri. Mohan Bapat Shri. S. B. Mahajan Co-ordination : Santosh J. Pawar Shri. Balkrishna Shinde Shri. Pravin Mulay Assistant Special Officer, English Shri. Bhuvnesh Kumbhar Dr. Dipak Damodare Production : Sachchitanand Aphale Publisher : Vivek Uttam Gosavi Chief Production Officer Typesetting : Controller Rajendra Chindarkar DTP Section (Languages) Maharashtra State Production Officer Textbook Bureau, Pune. Textbook Bureau, Rajendra Pandloskar Printer : Prabhadevi, Assistant Production Mumbai - 400 025. Officer Print Order No. : Paper : 70 GSM Creamwove C D  Preface Dear Students, A most warm welcome to Std X. We are delighted to place this textbook ‘English Kumarbharati’ in your hands. English has been a part of your studies since Std I. So far, you have learnt to use English for communication in most situations. You have enjoyed some interesting stories and passages in the previous textbooks. You have completed many projects. You have read the works of many well-known writers. Now that you are in Std X, you will do all this and also learn to use English with a better understanding of the language and the way it is used. What is more, you will enjoy the flavour of English literature, as well. English is not just a subject in your curriculum. It is the medium through which you learn all other subjects. A good command over the language will make it easier for you to study other subjects, too. Our main aim is to help you use English with confidence. We would like you to be able to confidently ask questions, gain knowledge and use new skills, perfect your oral and written communication skill, be creative and spend your free time joyfully. That is why, we urge you to take part in all the activities and exercises in the ‘Warming up’ and ‘English Workshop’ sections, with zest and enthusiasm. Talk to your teacher freely about the problems and difficulties you face while studying this textbook. Many of the activities are designed to show you ways of thinking and learning on your own. The more you use them, the better you will learn. We have focussed upon linguistic items in the Language Study (Grammar and Vocubulary) activities. The textbook also aims to help students to attain a proficiency level in English, whereby you can directly 'think' in English rather than think in your mother tounge and translate your thoughts into English. This proficiency is indispensible, especially when you are reading between lines, understanding ideas, contemplating, figuring out your responses to activities and planning your write-ups. English language has been accepted as the lingua franca of the world. In times of increasing globalisation, knowledge, understanding and use of English in oral and written communication has become the need of the hour. As such, this textbook offers you an opportunity to reach out to the world. E  Useful audio - video teaching - learning material given in each relevant lesson will be available through the Q. R. Code and through the medium of App for additional information. It will be definitely useful for your study. We will be happy if you share your feelings about the contents of this book with us. We hope you enjoy studying it throughout the year. Wish you all the best in your studies ! (Dr Sunil Magar) Director Maharashtra State Bureau of Textbook Production and Curriculum Research, Pune. F  Statement of Competencies : First Language The student should be able to - Listening Enjoy listening to English Discuss personal, social issues in programmes. appropriate language. Predict the next part of a narration, Describe something in a certain way to conversation, description. achieve a certain effect. Think critically about the information Interpret lines from a literary piece. being presented. Use quotations, idioms, proverbs Note the difficult/unfamiliar bits while appropriately. listening so as to ask questions later. Appreciate different aspects of a literary Summarize a story, conversation, play, text. informative speech, debate etc. Make efforts to use stylistic devices and Appreciate an effective presentation, figures of speech in his/her own presentation. understand the features that make it effective. Reading Analyse and evaluate the content/argument Read literature for pleasure. being presented. Read silently and fluently. Understand different interpretations of a literary piece. Read patiently till the end of the piece. Respond independently to literary and non- Understand the writer’s intention. literary presentations. Understand the overall structure of a literary piece : stanzas and refrain in a song, stanzas Speaking and rhyme scheme in a verse, the various threads in a story/play, etc. Speak clearly and confidently. Understand the literal as well as the Use acceptable pronunciation. suggested/implied meaning. Contribute meaningfully to conversations. Understand the nature of the piece of writing Talk politely about one’s opinion or point – informative, emotional (appealing), of view. imaginative, persuasive, argumentative, etc. Describe things, people, situations, emotions, etc. in minute detail. Appreciate precision, clarity, transparency in writing. Narrate an event, a show, a short story, an anecdote or an experience, etc. Understand and appreciate use of literary devices, figures of speech, etc. Sum up/paraphrase a given text. Understand/empathise with other’s points Articulate one’s ideas cogently. of view. Communicate pleasure/displeasure, Understand and appreciate wit and humour agreement/disagreement, difference of in writing. opinion support politely but firmly.  Relate and evaluate the information against Attempt using different styles of writing one’s previous knowledge and develop and different literary devices. further insight. Attempt creative writing in different forms Judge/find the authenticity/source of a piece – stories, poems, skits, dialogues, cartoons, of writing. jokes, playlets, etc. Learn new words, phrases, collocations, idiomatic expressions and enrich his/her Study Skills vocabulary through reading. Paraphrase a word/phrase. Develop a habit of reading news-papers, magazines and other authentic sources to Compile lists of useful words, expressions, obtain required information. idioms, definitions, formulas, etc. Learn about other cultures and develop a Remember and recall necessary information liberal mindset. (and the way it is organized) with the help of personal notes. Develop respect for one’s identity as an Indian. Make notes for personal references while listening/reading. Writing Revise increasingly larger chunks of Write correctly. (Avoiding mistakes in information mentally. spelling, grammar, etc.) Identify and correct if necessary, the Review and if necessary correct his/her influence of mother tongue on his/her own work as a matter of habit. English. Transform the text/information as directed. Use resources from other languages while speaking/writing in English. Write responses/answers in the given form, following the given word-limit. Compile data in a convenient form. Report an event/happening using an Frame probing questions to find additional appropriate format – a news item, a information, to find precise answers to personal observation (diary), etc. one’s query. Write formal letters / applications / e-mails. Present information in a concise, lucid manner, choose appropriate graphics to do Explain a concept / an idea in short. so. Expand on a theme. Use facilities like online applications, know Paraphrase a text. how to make online payments, etc. Express one’s own thoughts and ideas Be aware of proper and responsible use of coherently and effectively. social media. Review a book/a film/a TV programme/a Use the computer/internet for the purpose play, etc. of obtaining information, translation / transcription. Write independently and creatively, using themes, formats of his/her own choice. Appreciate and/or critically examine programmes, films, etc. available through Attempt using different techniques to make mass media/internet, etc. his/her writing more effective. H  Identify which learning strategies work numerals * degrees of comparison – best for oneself and use them. positive, comparative, superlative Use of internet for learning purposes. Sentence structure : * types of sentences – statements (affirmative/ Language Study negative), commands, questions, exclamations * subject and predicate * subject, object Language Study (English Medium) (direct/indirect), complement, adverbial In the years from Std VI to X, * phrases and clauses * co-ordination the following grammar and vocabulary and subordination (simple, compound items will be covered in a graded, step- and complex sentences) * subject and by-step and age-appropriate manner. verb agreement (person, number) They will be introduced and discussed * transformation of sentences (forming in the context of appropriate passages questions, negatives, voice, reported in the textbook. Also, enough scope will speech, joining sentences) be provided for revision and practice. A list of the items covered in each standard Vocabulary and word-building : will be given separately in the textbook. * synonyms, antonyms, homonyms, It is expected that by the end of register * root word, prefix, suffix Std X, students should be familiar with * compound words * minor processes of these terms which are commonly used in word-building : reduplicatives, clipping, dictionaries, reference materials and also blends, acronyms in classroom instruction. This knowledge Punctuation : full stop, comma, should help the children to correct and question mark, exclamation mark, improve their own work and also to hyphen, dash, quotation marks, handle different resources to get their apostrophe, brackets, colon, semicolon, doubts/queries clarified. use of capitals *** Speech : pronunciation, syllables, The alphabet : letter, sound, consonant, stress, intonation, rhyme, rhythm, some vowel, alphabetical order, phonetic prosodic features symbols Figures of Speech and stylistic Parts of speech : * nouns (types devices: simile, metaphor, personification, of nouns – countable/uncountable, apostrophe, hyperbole, euphemism, singular/plural/irregular, common/proper, antithesis, irony, pun, onomatopoeia, concrete/abstract) * verbs (main/ alliteration, consonance, etc. auxiliary/modal, transitive/intransitive), finite verbs and infinitives, gerund, Idioms and proverbs, usage. participles; time, tense and aspect, singular and plural forms, phrasal verbs * pronouns and their types * adjectives * adverbs * prepositions * conjunctions Note : For explanation of concepts in * interjections * determiners – articles, Language Study, please refer to English demonstratives, possessives, quantifiers, Kumarbharati Standard Nine. (Pages 109 to 120)  Contents Unit One 1.1 Where the Mind is Without Fear... 2 1.2 The Thief’s Story 7 1.3 On Wings of Courage 14 1.4 All the World’s a Stage 23 1.5 Joan of Arc 28 1.6 The Alchemy of Nature 37 Unit Two 2.1 Animals 44 2.2 Three Questions 50 2.3 Connecting the Dots 61 2.4 The Pulley 69 2.5 Let’s March 76 2.6 Science and Spirituality 89 Unit Three 3.1 Night of the Scorpion 100 3.2 The Night I Met Einstein 107 3.3 Stephen Hawking 114 3.4 The Will to Win 122 3.5 Unbeatable Super Mom-Mary Kom 128 3.6 The Concert 137 Unit Four 4.1 A Thing of Beauty is a Joy For Ever 145 4.2 The Luncheon 150 4.3 World Hertiage 157 4.4 The Height of the Ridiculous 169 4.5 The Old Man and The Sea : Book Review 174 4.6 The Gift of the Magi 179 1. Guess the proverb. 3. Let’s Head the lines. Divide the class into groups. Give each group an old, but full newspaper with all pages, equal in number. Ask each group to study the headlines only. Using words from separate headlines the students must frame two headlines of their own in 15 minutes. Underline the words used in the old newspaper. Each group leader should write down their two newly created headlines on a slip of paper, with the group number mentioned above. Submit the same to the teacher with the respective newspaper. The teacher can judge the new headlines on the 2. Read and enjoy the poem and underline basis of appeal and accuracy, after making sure the words having inconsistency in that every word has occured in the old newspaper. spellings and pronunciation : Enjoy this Conflict !! Let me teach you in my verse Sounds like, corps, corpse and worse. Suzy, I shall keep you busy Make your head, with heat, go dizzy. Just compare heart, beard, heard, Dies and diet, lord and word. Now, surely, I will not plague you New headline- Winter Best For Tourism: Shows Study With words such as vague and argue. 4. Some Figures of Speech are hidden in the Blood and flood are not like food below word grid horizontally, vertically, Nor is mould like should or would. diagonally and in reverse order. Trace them out with your pencil. River, rival, tomb, bomb, comb Doll and roll and some and home. Monkey, donkey , clerk and jerk, Asp, grasp, wasp and fork and work. Finally, what rhymes with ‘enough’? Though or through, plough or cough ‘Hiccough’ ends with sound of ‘cup’. My advice is - Just give it up ! (Adapted from ‘The Chaos’ by G. Nolste Trenite) 1  1.1 Where the Mind is Without Fear... Unit One Warming Up ! 1. Pair up with your partner and match the terms with their given meanings. Column ‘A’ Column ‘B’ (1) Humanism (a) Concern about and action aimed at protecting the environment. (2) Patriotism (b) Holding liberal views. (3) Internationalism (c) Quality of being patriotic : vigorous support for one’s country. (4) Liberalism (d) State or process of being international. (5) Environmentalism (e) A rationalistic outlook towards humans rather than a divine or supernatural one. 2. Poems in English are of different types. l Sonnet l Epic l Limerick l Lyric l Ballad l Humorous l Elegy l Idyll l Free verse Taking the help of a dictionary/internet guess and write the type of poem against its description. (i) A long story-poem, often mythical (ii) A short story poem with a message (iii) A poem of 14 lines (iv) A song-like poem (v) A poem with no uniformity of rhyme, rhythm etc. (vi) A poem set in picturesque, rustic background (vii) A sad poem, lamenting death of a loved one (viii) A 5-line short funny poem with rhyme-scheme aabba. (ix) A poem written, just to create humour 2  Where the Mind is Without Fear... Rabindranath Tagore (1861-1941) was the author of Gitanjali and its ‘profoundly sensitive, fresh and beautiful verse’. He became the first non-European to win the Nobel Prize in Literature in 1913. This poem is one of his vastly read and discussed poems. It was originally composed in Bengali and later he himself translated it into English. This poem is from his Nobel Prize winning anthology ‘Gitanjali’. Tagore lived during the time when India was ruled by the British. In this poem, besides political freedom from British, Tagore also appeals to God for social, educational and economic freedom for the people of India. Where the mind is without fear and the head is held high Where knowledge is free Where the world has not been broken up into fragments u What does the poet pray to the Almighty By narrow domestic walls for ? Where words come out from the depth of truth Where tireless striving stretches its arms towards perfection u What are ‘reason’ and Where the clear stream of reason has not lost its way ‘dead habit’ compared Into the dreary desert sand of dead habit to? Where the mind is led forward by Thee u What does the poet wish for ? Into ever-widening thought and action Into that heaven of freedom, my Father, let my country awake. - Rabindranath Tagore l narrow domestic walls : division on l dead habit : old traditional rituals the basis of religion, caste, class and and customs that are harmful colour in societies and between l ever-widening : forever broadening countries of the world one’s outlook l tireless striving : continuous efforts l heaven of freedom : condition of and struggle total freedom of good thoughts, l stretches its arm : aims at achieving good words and good deeds, while a goal respecting those of others 3  ENGLISH WORKSHOP 1. In your notebook write down lines from the poem as a proof for the following. (a) Tagore wishes for a nation where people are truthful. (b) The poet would like everyone to work hard to reach their goal and in the long run to reach perfection. (c) The poet wishes that everyone in his country holds his head high in dignity. (d) The poet dreams of a nation where knowledge should be free to all. (e) The poem is a ‘prayer’. 2. Read the columns carefully and match the expressions with their meanings. No Column A Column B (1) The head is held high (a) A fearless person (2) Narrow domestic walls (b) Sincerity of heart (3) Knowledge is free (c) A person with self respect and proud of possessing it (4) Depth of truth (d) Narrow mindedness (5) Mind is without fear (e) Education is given to all (6) Stretches its arms (f) Dried up, infertile land of sands (7) Clear stream of reason (g) Clear thinking (8) Dead habits (h) Aim at perfection (9) Ever widening thought and (i) Broadening the outlook and attitude action (1) (2) (3) (4) (5) (6) (7) (8) (9) 3. (A) Answer the following questions in your own words. (a) How is the world broken into fragments? (b) Explain what the ‘tireless striving’ should, be for. (c) ‘Where words come out from the depth of truth.’ Explain in your own words. (d) Who is ‘Thee’ in the poem ? What does the poet appeal to ‘Thee’ to do ? (e) What qualities does the poet wish to inculcate in his countrymen ? (B) Write in your notebook your own response and justify, where needed. (a) Is the poem a prayer for India alone? (b) What should the words we speak reflect? (c) What should people keep on widening? How can it be done? (d) From what darkness of night should our nation awake? (e) What attributes of Rabindranath Tagore does the poem (prayer) reflect? (f) What effect does the repetition of the word ‘where’ at the begining of each line? 4 4. Read the poem carefully and complete the table after the discussion in pairs. One is done for you. Concepts in the poem Present situation Expected/ideal situation (1) mind mind is full of fear fearless mind (2) head (3) knowledge (4) words (5) habit (6) thought and action 5. (A) Complete the following sentences using your own interpretation. (a) When the mind is without fear and head unbowed, we enjoy freedom. (b) When knowledge is free, every citizen enjoys the right to and. (c) We can prevent injustice when we pull down discriminatory walls of caste, class, religion etc. (d) Constant effort and strife leads to. (e) Logical thinking and reasoning can put a stop to. (f) Tagore appeals to God to make his country a. (B) Fill in the blanks. (a) Students should keep themselves aloof from. (b) When everyone will be literate. (c) It is a social duty of every student of modern world to uproot from societies. (d) Students must develop outlook and attitudes. (e) In the world of sycophancy, students must. 6. Find out the examples of ‘Metaphor’ from the poem. 7. Almost every line of the poem begins with the word ‘Where’ and it expects an idealistic country and countrymen. Now work in a group of six students and compose your poem regarding ‘Ideal School’. Begin your lines with the word ‘Where’..... 8. Read the poem. Write an Appreciation of the poem in about 12 to 15 sentences with the help of the following points. Use a paragraph format. Points l Title l Poet l Rhyme scheme 5  l Favourite line l Theme/Central idea l Figures of speech l Special features - Type of the poem, language, tone, implied meaning, etc. l Why I like/ dislike the poem 9. Imagine that you have to deliver a speech on the occasion of ‘Independence Day’ or the ‘Republic Day’ in the school assembly. Prepare a speech to deliver on ‘India of my dreams’ Use the following steps : l Greeting and salutation l Self Introduction l Introduction of the topic l Elaboration of the topic with examples l Conclusion l Thanking audience 10. Read the short story written by Rabindranath Tagore ‘The Kabuliwala’ or ‘The Home Coming.’ Visit the website and collect more information about Rabindranath Tagore’s life and work. ²²²² 6  1.2 The Thief’s Story Warming Up ! 1. Read the following incident. Lokesh had always been a class-topper in tests and examinations. However, invariably, he used foul means during exams to gain those high marks. Once, on the day of History examination, Lokesh realized that his classmate and friend Farhan came all prepared for Maths instead of History. Farhan had become desperate. So Lokesh offered to let him copy from his answer-sheet, since Farhan sat just behind him. Farhan refused. He said, ‘‘It’s all right even if I get a zero, but I can call it my own zero. I do not want to score a single mark, unearned. Cheating in exams is for cowards. Not me!’’ These words were a turning point in Lokesh’s life. He gave up cheating for ever. He worked hard for what he desired and never, ever used false measures to acquire anything. (a) In the given story, which words/phrases can be replaced by the following ones? (i) became aware (ii) always (iii) very upset and helpless (iv) cheating (v) without working for it (vi) a sudden change (vii) gain/achieve (b) Summarize the incident in 6 to 8 lines making Lokesh, the narrator : Begin with : ‘I was always a class topper. 7  The Thief’s Story Ruskin Bond (1934) is an Indian author of British descent. He lives with his adopted family in Landour in Mussoorie, India, The Indian Council for Child Education has recognised his role in the growth of children’s literature in India. He got the Sahitya Academy Award in 1992 for ‘Our Trees Still Grow in Dehra’, for his published work in English. He was awarded the ‘Padmashri’ in 1999 and ‘Padmabhushan’ in 2014. u What is the narrator I was still a thief when I met Anil. And though quite successful at? only 15, I was an experienced and fairly successful u Who does ‘I’ refer to hand. in this story ? 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 l flattery : insincere little flattery helps in making friends. praise “So do you,” he replied, which put me off for a moment because at that time I was rather thin. l modestly : without “Well,” I said modestly, “I do wrestle a bit.” boasting, in a humble “What’s your name?” way “Hari Singh,” I lied. I took a new name every u Why did the narrator month. That kept me ahead of the police and my change his name former employers. every month ? After this introduction, Anil talked about the well- l grunting : making oiled wrestlers who were grunting, lifting and throwing low guttural sounds each other about. I didn’t have much to say. Anil walked away. I followed casually. “Hello again,” he said. l appealing : I gave him my most appealing smile. “I want to attention-getting work for you,” I said. attractive “But I can’t pay you.” I thought that over for a minute. Perhaps I had misjudged my man. 8  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 u What favours did Anil grateful. I knew that once I could write like an educated do for the narrator? 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. Anil made money by fits and starts. He would l by fits and borrow one week, lend the next. He kept worrying about starts : in short his next cheque, but as soon as it arrived he would go irregular intervals out and celebrate. It seems he wrote for magazines — u What proves that the a queer way to make a living! narrator still practised One evening he came home with a small bundle of deceit? 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, 9  he’ll only waste it on his friends. After all, he doesn’t even pay me. 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 l unlined : showing sleeping peacefully. His face was clear and unlined; no sign of worry or even I had more marks on my face, though mine were anxiety mostly scars. My hand slid under the mattress, searching for the u What could have notes. When I found them, I drew them out without a caused the scars on sound. Anil sighed in his sleep and turned on his side, Hari’s face? 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 u Why did Hari hesitate Arab for a week or two. to board the train? 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 u Why does Hari believe can’t explain — and I lost the chance to get away. that friends were When the train had gone, I found myself standing more trouble than alone on the deserted platform. I had no idea where to help? 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, u What is face reading ? 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. 10  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. 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. u What were Hari’s Anil’s money. In the morning he would probably regrets as he have given me two or three rupees to go to the cinema, pondered over his but now I had it all. I couldn’t cook his meals, run to theft? 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 u Why did Hari feel me more than a few hundred rupees. It was a simple nervous ? 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 u Does Anil realise that Anil, I told myself, if only to learn to read and write. he has been robbed ? 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. l heart sank : felt “I made some money yesterday,” he explained. depressed “Now you’ll be paid regularly.” My spirits rose. But when I took the note, I saw l spirits rose : it was still wet from the night’s rain. became very “Today we’ll start writing sentences,” he said. hopeful He knew. But neither his lips nor his eyes showed u Why did Hari give anything. I smiled at Anil in my most appealing way. a genuine appealing And the smile came by itself, without any effort. smile? - Ruskin Bond 11  ENGLISH WORKSHOP 1. Complete the web diagram. Anil’s virtues Hari’s vices 2. Insert the appropriate word/phrase given below, in the sentences that follow. (flattery, appealing, by fits and starts, dashed to, undetected, spirits rose ) (a) I the school gate when I heard the school-bell ring. (b) After the death of my pet dog, my when dad got me a new pup. (c) Do not stoop to just to gain something from someone. (d) The artist completes his paintings. (e) The crime went for 11 years. (f) When the baby saw its mother it gave an smile. 3. (a) Find from the text the collocation for the following. (i) dog that (ii) man n t s a ware ords are tude nd w in (iii) ticket k e o f the s d compou to use them Ma an m (iv) slowly o l l o c ations ourage the c n c ent. E (v) drizzle differ riting. w their (vi) sentences (vii) spirits. (b) Complete the compound words from the story. (i) oil (ii) fifty (iii) easy (iv) tower (v) moon (c) Pick out from the story 3 or 4 examples of Code-mixing (Indian words used in English). 4. Read the story carefully and complete the table. Total no. of Names Age Physical Earned Qualities characters appearance money by 12 5. Complete the given sentences. (a) Anil kept Hari as a cook because (b) Hari was grateful (c) Hari continued making money (d) Anil didn’t hand Hari over to the police (e) The moral of the story is 6. Think and write in your own words, in your notebook. (a) Why did Anil employ Hari as a cook, although he could not afford to pay him? (b) What did Hari learn from Anil in the beginning? (c) Why didn’t Anil hand over Hari to the police? What effect would it have had on Hari? (d) Do you feel Anil’s way of handling a thief like Hari was effective? Justify your answer. (e) What tact had Anil used to change Hari’s dishonest ways? (f) ‘And the smile came by itself without any effort.’ Say why. When do people give fake smiles? 7. Write a character sketch of ‘Hari Singh’ with the help of the following points, using the paragraph format. Hari Singh’s background His dishonesty His aspirations His courage to change himself. 8. Frame ‘Wh’ questions to get the answers underlined below. (Change the first person pronouns to the second person where necessary.) (a) I hurried back to the room. (b) I had made a study of men’s faces. (c) I drew them out, without a sound. (d) The poor man showed acceptance. (e) I made tea in the morning. 9. Imagine that Anil catches Hari red-handed when Hari is stealing the money from under the mattress. Compose a short dialogue between the two, which reflects Anil’s shock and Hari’s repeated apologies. ²²²² 13  1.3 On Wings of Courage Warming Up ! 1. The ranks of officers in Indian Army, Navy and Air Force are jumbled up. Discuss with your group and put them in the appropriate boxes. Commander, Brigadier, Wing-Commander, Vice-Admiral, Squadron-Leader, Major, Colonel, Field Marshal, Air Marshal, Admiral of Fleet, Lieutenant-General, Flying Officer, Commodore, Rear Admiral, Air-Commodore ARMY NAVY AIR FORCE 2. Homophones/ Homographs (A) Make sentences to bring out the difference between- (1) (a) wear (b) ware (2) (a) here (b) hear (3) (a) there (b) their (4) (a) cell (b) sell (B) Write what the underlined Homographs in the following sentences mean. (1) (a) A bear is an omnivorous animal. (b) She could not bear the injustice. (2) (a) A bat is the only bird which is a mammal. (b) His bat broke as it struck the ball. (3) (a) He had to pay a fine for breaking the traffic signal. (b) Use a fine cloth for the baby’s clothes. (4) (a) We enjoyed a lot at the temple fair. (b) She has a fair complexion. 14  On Wings of Courage Air Force Marshal Arjan Singh, an icon of India’s military history, will always be remembered as a war u Why is Air Force hero who had successfully led a young IAF during the Marshal Arjan 1965 Indo-Pak war. Singh considered an The only officer to attain the highest post of outstanding military Marshal, the Air Force equivalent to the Army’s five personality? star field marshal, Singh was a fearless and exceptional pilot who had flown more than 60 different types of aircraft. He played a major role in transforming the IAF into one of the most potent air forces globally and l potent : powerful the fourth biggest in the world. “His contribution to and effective the Indian Air Force is monumental to the least. The l monumental : of IAF grew with him. He was the epitome of military great importance, leadership in classical sense and it is, therefore, not enormous. surprising that he was honoured with the rank of Air l epitome : a perfect Force Marshal,” former Vice Chief of IAF Kapil Kak example said. Singh was honoured with the rank of Marshal on the Republic Day in 2002. Sam Hormusji Framji u What personality traits Jamshedji Manekshaw and K M Cariappa were the of Arjan Singh are only two army generals honoured with the rank of mentioned here ? Field Marshal. Known as a man of few words, Singh was not only a fearless pilot but also had profound knowledge about air power and applied it in a wide spectrum of areas. Singh had assiduously led the IAF during the l assiduously : 1965 war and denied success to Pakistani Air Force working hard and though it was better equipped with American support. showing careful “His most outstanding contribution was during that attention to details war,” said Kak. Commending his role in the war, Y B Chavan, the l commending : then Defence Minister had written: “Air Marshal Arjan officially praising Singh is a jewel of a person, quite efficient and firm; unexcitable but a very able leader.” In 1944, the Marshal had led a squadron against the Japanese during the Arakan Campaign, flying close air support missions during the crucial Imphal Campaign and later assisted the advance of the Allied Forces to Yangoon (formerly Rangoon). 15  In recognition of his feat, he was awarded the Distinguished Flying Cross (DFC) on the spot by the Supreme Allied Commander of South East Asia, the u What enabled Arjan first Indian pilot to have received it. Singh was selected Singh to win the for the Empire Pilot training course at Royal Air Force (RAF) Cranwell in 1938 when he was 19 years old. DFC award ? He retired from service in 1969. u At what age did Singh was born on April 15, 1919, in Lyalpur Arjan Singh become a (now Faislabad, Pakistan), and completed his education Squadron Leader? at Montgomery (now Sahiwal, Pakistan). His first assignment on being commissioned was to fly Westland Wapiti biplanes in the North-Western Frontier Province l biplane : old type of as a member of the No.1 RIAF Squadron. aircraft having two After a brief stint with the newly formed No. 2 pairs of wings one RIAF Squadron where the Marshal flew against the above the other tribal forces, he later moved back to No.1 Sqn as a l a brief stint : a Flying Officer to fly the Hawker Hurricane. He was short period of work promoted to the rank of Squadron Leader in 1944. For his role in successfully leading the squadron in combat, he was awarded the Distinguished Flying Cross (DFC) in 1944. On August 15, 1947, he achieved the l a fly-past : a unique honour of leading a fly-past of over a hundred ceremonial flight of IAF aircraft over the Red Fort in Delhi. an aircraft passing After his promotion to the rank of Wing Commander, over a place he attended the Royal Staff College at the UK. Immediately after Indian independence, he commanded Ambala in the rank of Group Captain. In 1949, he was promoted to the rank of Air Commodore and took over u For how long did as Air Officer Commanding (AOC) of an operational Arjun Singh hold the command, which later came to be known as Western post of AOC ? Air Command. Singh had the distinction of having the longest tenure as AOC of an operational base, initially from 1949-1952 and then again from 1957-1961. After his promotion to the rank of Air Vice Marshal, he was l AOC-in-C : Air appointed as the AOC-in-C of an operational command. Officer Commanding- Towards the end of the 1962 war, he was appointed in- Chief as the Deputy Chief of the Air Staff and he became the Vice Chief of the Air Staff in 1963. He was the overall commander of the joint air training exercise “Shiksha” held between IAF, RAF (Royal Air Force) and RAAF (Royal Australian Air Force). 16  On August 1, 1964, in the rank of Air Marshal, the Marshal of the Air Force Arjan Singh took over l took over reins : reins of IAF, at a time when it was still rebuilding took over control itself and was gearing up to meet new challenges. l gearing up : getting Singh was the first Air Chief to keep his flying ready currency till his CAS rank. Having flown over 60 l flying currency : up different types of aircraft from pre-World War II - to - date skills and era biplanes to the more contemporary Gnats and experience of flying Vampires, he has also flown in transport aircraft like aircraft the Super Constellation. l contemporary : of In 1965, when Pakistan launched its Operation present times Grand Slam, with an armoured thrust targeted at the vital town of Akhnoor, Singh led IAF through the war with courage, determination and professional skill. He inspired IAF to victory, despite the constraints imposed l constraints : on the full-scale use of Air Force combat power. restrictions Singh was awarded Padma Vibhushan for his astute l astute : sharp and leadership of the Air Force during the war. Subsequently, intelligent in recognition of the Air Force’s contribution during the What u    uphill task did war, the rank of the CAS was upgraded and Arjan Singh face when he Singh became the first Air Chief Marshal of the Indian took over as Air Air Force. Marshal? He remained a flyer to the end of his tenure in l CAS : Chief of the IAF, visiting forward bases and units and flying with Air Staff the squadrons. He retired in August 1969, thereupon l forward bases : accepting Ambassadorship to Switzerland. He was a secured, forward Lieutenant Governor of Delhi from December 1989 to operating military December 1990. position Having been a source of inspiration to all the What u    other important personnel of Armed Forces through the years, the positions did Arjan government conferred the rank of the Marshal of the Singh hold after his Air Force upon Arjan Singh in January 2002, making retirement ? him the first and the only ‘Five Star’ rank officer with Indian Air Force. 17  ENGLISH WORKSHOP 1. Read the text and fill in the flow chart of the promotions received by Arjan Singh. Member of No. I RIAF Marshal of the Air Force 2. With the help of facts given in the text prepare a Fact file of Air Marshal Arjan Singh. (a) Date of Birth (b) Place of Birth (c) Education (d) First Assignments (e) Important posts held (a) In Air Force (b) After retirement (f) Awards (g) Most outstanding contribution in IAF (h) Retirement 3. Fill in the web. Brave Qualities of Arjan Singh 18 4. Say what actions preceded the following promotions of Arjan Singh in his career in the IAF. (a) Selected for Empire Pilot training course at RAF (b) Promoted to Squadron Leader (c) Leader of a flypast of over 100 aircrafts at Red Fort, Delhi (d) Awarded Padma Vibhushan (e) First Air Chief Marshal of Indian Air Force 5. Replace the underlined words/phrases with the appropriate ones, to retain the proper meaning. (be the epitome of, gear up, a brief stint, play a major role, in recognition of, take over reins) (a) He contributed notably in bringing up the school. (b) Our school cricket team got ready for the final match against P. Q. R. High School. (c) After a short period of working as a lecturer, Ravi took up an important post in a multi-national company. (d) Our class monitor is a perfect symbol of duty and discipline. (e) Accepting the great value of his research; they awarded him with a Ph.D. (degree) (f) After the murder of King Duncan, Macbeth took over the control of Scotland. 6. Build the word wall with the words related to ‘Military’. Military 19 7. (A) State the different meanings of the following pairs of Homophones and make sentences of your own with each of them. Word Meaning Sentence (a) led lead (b) role roll (c) air heir oom l d a classr ut the (d) feat Ho abo ssion ones discu t Homoph. e n s feet differ ir meaning h e and t (e) reign rein rain (B) The following Homographs have the same spelling and pronunciation; but can have different meanings. Make sentences of your own to show the difference. (a) firm (b) train (c) type (d) post (e) current 8. Glance through the text and prepare notes from the information that you get. Take only relevant points. Don’t use sentences. Arrange the points in the same order. You may use symbols or short forms. Present the points sequentially. Use highlighting techniques. 20 9. Develop a story suitable to the conclusion/end given below. Suggest a suitable title. (Title) and so, with tears of joy and pride, the 10 year old Sanyogita More received the National Bravery Award from the Prime Minister. 10. You wish to join any one of the Indian Armed Forces. Fill in the following application form. To The Advertiser N/AF Recruitment Service Affix recent Purangaon - 456 789 passport size photograph APPLICATION FOR RECRUITMENT Rect notice No 1234 1. Post applied for 2. Name and surname of Candidate (in Block letters) 3. Father’s Name l Mother’s Name 4. Date of Birth DD MM YY 21 5. Contact details : Tel. No. (Res) Mobile No. Email ID 6. Permanent Address : House No./Street/Village Post Office District State Pincode 7. Educational Qualifications : Serial Qualification Name of Name of Board/ Percentage Number School/College University obtained 8. Whether registered at any employment exchange Yes/ No (If yes, mention registration number and the name of the Employment Exchange.) 9. Outstanding achievements in extra-curricular activities/ sports/ games, etc. 10. Why you wish to join Armed Forces. ²²²² 22  1.4 All the World’s a Stage Warming Up ! 1. Pair work l Talk to your friend about all the things related to ‘Seven.’ For example : Seven wonders of the world. l Pair up with your partner and name those given below all of the under : (a) The seven wonders of the world (b) The seven continents (c) The seven colours of the rainbow (d) The seven notes of the music (e) The seven seas of the world 2. Life is often compared to many things. Write down 7 things that life can be compared to and justify the comparison. For example, (a) Life is a keyboard, because if you press the right keys you have typed a good destiny. (b) (c) (d) (e) (f) (g) 3. Match the approximate ages with the stages. No. Age-group Stages 1 Birth to 2 years a teenage/adolescence 2 3 years to 12 years b old age/second childhood 3 13 years to 17 years c middle-age 4 18 years to about 44 years d babyhood/infancy 5 About 45 years to 60 years e senior citizen/elderly person 6 65 years up to 75 to 80 f adulthood years 7 Above 80 years g childhood 23  All the World’s a Stage William Shakespeare (1564-1616) was an English poet, playwright and actor, widely regarded as the greatest writer in the English language and the world’s prominent dramatist. He is often called England’s national poet and the “Bard of Avon”. This poem is taken from his play ‘As You Like It’. Here, he compares the world to a stage where the drama of human life is enacted. All the world’s a stage, l players : actors And all the men and women merely players; u What do ‘exits’ and They have their exits and their entrances, ‘entrances’ refer to? And one man in his time plays many parts, l puking : throwing His acts being seven ages. At first, the infant, up, vomitting Mewling and puking in the nurse’s arms. l satchel : school bag Then the whining schoolboy, with his satchel l woeful ballad : sad And shining morning face, creeping like snail poem/song Unwillingly to school. And then the lover, l pard : poetical short Sighing like furnace, with a woeful ballad form of ‘leopard’ Made to his mistress’ eyebrow. Then a soldier, u Why is reputation like a bubble? Full of strange oaths and bearded like the pard, Jealous in honour, sudden and quick in quarrel, l cannon’s mouth : Seeking the bubble reputation facing great danger to life Even in the cannon’s mouth. And then the justice, l with good capon In fair round belly with good capon lined, lined : with excess With eyes severe and beard of formal cut, fat from careless Full of wise saws and modern instances; eating habits And so he plays his part. The sixth age shifts l saws : sayings Into the lean and slippered pantaloon, With spectacles on nose and pouch on side; l youthful hose : His youthful hose, well saved, a world too wide closefitting covering For his shrunk shank, and his big manly voice, for legs. l shank : legs (knee to ankle) 24 Turning again toward childish treble, pipes And whistles in his sound. Last scene of all, u What is the That ends this strange eventful history, major differernce noticed in the 5th Is second childishness and mere oblivion, and 6th stage of Sans teeth, sans eyes, sans taste, sans everything. life ? - William Shakespeare l treble : (here) three times weaker l oblivion : the state of being unaware than or unconscious of surroundings and l second childishness : a return to the happenings helpless, ignorant state of a child l sans : without ENGLISH WORKSHOP 1. Read the words in given clouds. Match them with what they signify. Stage Birth Characters Situations/Incidents Script Story of Life Dialogues Death Entry Conversation Exit Roles played by human beings Life 2. Read the poem carefully and complete the following table. Ages of Man Role Qualities/Actions 1. 1 2. 1. 2 2. 1. 3 2. 1. 4 2. 1. 5 2. 1. 6 2. 1. 7 2. 25 3. Write down in your own words the differences between the following stages of a man’s life. 2nd stage and 4th stage 3rd stage and 5th stage 1st stage and 7th (last) stage 4. Pick out lines that contain Imagery (a picture created in the mind by using words) of the following people. (a) School boy (2nd stage) (b) Soldier (4th stage) (c) Judge (5th stage) (d) Senior citizen (6th stage) 5. You will notice that there is no Rhyme-scheme in the poem. It appears similar to the poem 1.1 ‘Where the Mind is Without Fear’ by Tagore. However Tagore’s poem has no steady rhythm/meter either it is called Free Verse. Shakespeare uses lines with a steady rhythm of 5 beats in each. It is termed as Blank Verse. (No rhyme-scheme but uniformity in rhythm) Copy the lines from “Ánd all the men and women merely players” to “sudden and quick in quarrel”. Put a stress mark on each of the syllables stressed in the lines as - for example, And all the men and women merely players; 6. Think and write on your own. (a) What is the theme/central idea of this poem ? (b) Which two stages of man, described by Shakespeare sound humorous ? Say why. (c) The last (7th) stage of life sounds very sad and miserable. How can you make old age also cheerful and happy ? 7. (A) The poem is entirely metaphorical. Pick out the comparisons from the poem. (a) world (b) actors (c) birth and death 26  (d) school boy (e) the lover’s sigh (f) spotted leopard (g) last stage (old age) (B) Pick out from the poem two examples of each. (a) Simile (1) (2) (b) Onomatopoeia (1) (2) (c) Alliteration (1) (2) (d) Metaphor (1) (2) (e) Inversion (1) (2) (f) Transferred Epithet (1) (2) 8. Read the summary of the play ‘As You Like It’ by William Shakespeare using the Internet. Find out which character has narrated the above poem and on what occasion. Also, make a list of all the characters of the play. 9. Read the poem again and write an appreciation of the poem in a paragraph format. (Refer to page no. 5) ²²²² 27  1.5 Joan of Arc Warming Up ! 1. Discuss in groups/pairs and make a list of the weapons used in the old times and in the present times. Weapons used in the past Weapons used nowadays 2. Imagine that you are the captain of your school Kabaddi team. Your final match is against a very strong team. Your team members are sure that you will lose. How will you boost their morale? Work in groups and prepare a short list of what can encourage the team. 3. Adding different prepositions to the same action verb changes the meaning of the phrases, thus formed. For example, call out - announce call at - visit call for - summon call up - make a telephonic call call off - cancel Guess the difference in meanings of the underlined phrases. (1) (a) He promised to look into the matter. (b) He asked me to look for his lost book. (c) I shall look forward to your arrival. (2) (a) An epidemic of cholera broke out in the village. (b) The thieves broke into the locked house. (c) They broke up their friendship. (3) (a) You must carry out your duty faithfully. (b) Please carry on with your work. (c) They carried off the trophy in the football matches. (d) Carry forward the remaining balance to the next page. lain h o u l d exp er s h Phrasal verbs : A phrasal verb is a verb that is made up of Teach verbs wit a l a main verb together with an adverb or preposition phras es. pl or both. exam 28  Joan of Arc George Bernard Shaw (1856-1950) was an Irish playwright and critic. He wrote more than sixty plays during his lifetime including major works such as Man and Superman (1902), Pygmalion (1912) and Saint Joan (1923). He was the leading dramatist of his time. He was awarded the Nobel Prize in Literature in 1925. (The war fought between England and France from 1337 to 1453 has come to be known as the Hundred Years War. Joan was a peasant girl born in eastern France, who led the French army to several victories during this war. This play begins at the time when all of northern France and some parts of the south-west were under foreign control. The English controlled some parts and the Burgundians controlled the others. The city of New Orleans, one of the few remaining French cities was held by the English. The year is 1429. Captain Robert de Baudricourt, a military officer is seated at the table. His steward stands facing him). Robert : I told you to throw the girl out. You have fifty armed soldiers and dozens of strong servants to carry out my orders. Are they afraid of her ? Steward : No sir, we are afraid of you, but she puts courage in us. She really doesn’t seem to be afraid of anything. Perhaps you could frighten her, sir. Robert : (grimly) Perhaps, where is she now ? l grimly : seriously Steward : Down in the courtyard, sir. (Robert goes to the window and asks the soldiers to send the girl up.) l squire : a person of (The girl enters. She is a well-built, high rank strong country girl of 17 to 18 years. l armour : protective The squire’s glare neither frightens her clothing of metal nor stops her. She speaks confidently.) or leather worn in Joan : Good morning, Captain Squire. You battles by soldiers in are to give me a horse and armour former times and some soldiers, and send me to the Dauphin. 29  Robert : This girl is mad. Why didn’t you tell me so, you blockhead ? Steward : Sir, do not anger her. Give her what l blockhead : a stupid she wants. person Robert : I shall send you back to your father ö Why had Joan wanted with orders to put you under lock and to meet Captain key. squire ? Joan : You think you will, squire. But it won’t happen that way. You said you would not see me. But here I am. l assuming : taking for Robert : So, you are assuming that I’ll give you granted what you want. Joan : Yes, squire. (Continues busily) A horse will cost sixteen francs. It is a big amount of money. But I can save it on the armour. I don’t need beautiful armour made to my measure. I can find a soldier’s armour that will fit me well enough. I shall not want many soldiers. l Dauphin : the oldest The Dauphin will give me, all I need, son of the King of to free Orleans. France, the one who Robert : (Shocked) To free Orleans ! would become the Joan : (Simply) Yes, squire. Three men will be king after his father enough for you to send with me. Polly and Jack have promised to come with me. l Monsieur : French Robert : You mean Monsieur de Poulengey ? word for Mr. Joan : Yes, Squire Jack will come willingly. He is a very kind gentleman, and gives me money to give to the poor. I think John Godsave will come, and Dick ö Name the persons the Archer, and their servants, John of who Joan needed to Honecourt and Julian. There will be no free Orleans. trouble for you, squire. I have arranged it all. You have only to give the order. Robert : (To the steward) Is this true about Monsieur de Poulengey ? Steward : (Eagerly) Yes, sir, and about Monsieur de Metz too. They both want to go with her. Robert : (Goes to the window, and shouts into the court-yard.) Send Monseiur de Poulengey to me, will you ? (He turns 30  to Joan) Get out and wait in the yard. Joan : (Smiling brightly at him) Right, squire. (She goes out). Robert : (To the steward) Go with her. Stay within call and keep your eye on her. I shall have her up here again. (The steward retreats hastily. Bertrand l retreats hastily : de Poulengey, a French guard, enters, moves away in a salutes and stands waiting.) hurry Robert : She says you, Jack and Dick have offered to go with her. What for ? Do you take her crazy idea of going to the Dauphin seriously ? Poulengey : (Slowly) There is something about her. It may be worth trying. ö Was the Dauphin fit Robert : Oh, come on Polly ! You must be out to be a Prince and of your mind ! heir ? Poulengey : (Unmoved) What is wrong with it ? The Dauphin is in Chinon, like a rat in a l Chinon : one of the corner, except that he won’t fight. The cities in France where English will take Orleans. He’ll not be Royal family resided. able to stop them. During the Hundred Robert : He beat the English the year before last Years War, the at Montargis. I was with him. Dauphin took refuge Poulengey : But his men are cowed and now he in Chinon. can’t work miracles. And I tell you that l cowed : frightened nothing can save our side now but a miracle. Robert : Miracles are alright, Polly. The only difficulty about them is that they don’t happen nowadays. ö What was the Poulengey : I used to think so. I’m not so sure now. squire’s opinion about There is something about her. I think miracles ? the girl herself is a bit of a miracle. Anyhow, this is our last chance. Let’s see what she can do. Robert : (Wavering) You really think that ? l wavering : hesitating Poulengey : (Turning) Is there anything else left for us to think ? Let’s take a chance. Her l have put fire into words have put fire into me. me : have inspired or Robert : (Giving up) Whew ! You’re as mad as motivated she is. 31  Poulengey : (Obstinately) We want a few mad people now. See where the same ones have landed us ! Robert : I feel like a fool. Still, if you feel l obstinately : in a sure... ? stubborn and firm Poulengey : I feel sure enough to take her to Chinon manner unless you stop me. ö What did Robert Robert : Do you think I ought to have another accuse Poulengey of ? talk with her ? Poulengey : (Going to the window) Yes ! Joan, come up. (Joan enters) l gravely : seriously Poulengey : (Gravely) Be seated, Joan. Robert : What is your name ? Joan : They always called me Jenny in Lorraine. Here in France, I am Joan. The soldiers call me the Maid. ö What shows Joan is a person of immense Robert : How old are you ? faith ? Joan : Seventeen, so they tell me. It might be nineteen. I don’t remember. l raising a siege : Robert : I suppose you think raising a siege surround from all is as easy as chasing a cow out of sides and attack a meadow. You think soldiering is removing the forces anybody’s job ? surrounding a place Joan : I don’t think it can be very difficult if God is on your side. Robert : (Grimly) Have you ever seen English soldiers fighting ? Have you ever seen l plundering : looting them plundering, burning, turning the countryside into a desert ? Have you ö Why were the French heard no tales of their prince who is soldiers always the devil himself, or of the English beaten ? king’s father ? Joan : You do not understand, squire. Our soldiers are always beaten because they l to save their are fighting only to save their skins skins : to save their and the shortest way to save your skin lives is to run away. But I will teach them all to fight for France. Then, they will drive the soldiers before them like sheep. You and Polly will live to see the day when there will not be a single 32  English soldier on the soil of France. Robert : (To Poulengey) This may all be nonsense, Polly. But the troops might just be inspired by it though nothing that we say seems to put any fire into them. Even the Dauphin might believe it. And if she can put some fight into him, she can put it into anybody. Robert : (Turning to Joan) Now you, listen to me and don’t cut in before I have time to think. Your orders are that you are to go to Chinon under the escort of this gentleman and three of his friends. Joan : (Radiant, clasping her hands) Oh, thank you, squire ! Poulengey : How is she to get into the royal presence ? Robert : I don’t know. How did she get into my presence ? I will send her to Chinon and she can say I sent her. Then, let come l let come what what may. I can do no more. may : let anything Joan : And the dress ? I may have a soldier’s happen dress, squire ? ö What dress did Joan Robert : Take what you please. I wash my want ? hands off it. l wash one’s hands Joan : (Wildly excited by her success) Come, off it : not take any Polly. (She dashes out.) responsibility for it. Robert : (Shaking Poulengey’s hand) Goodbye, old man, I am taking a big chance. Few other men would have done it. But as you say, there is something about ö What made Robert her. finally agree to the Poulengey : Yes, there is something about her. plan ? Goodbye. - George Bernard Shaw 33  ENGLISH WORKSHOP 1. Read the extract from G. B. Shaw’s play on Joan of Arc and fill in the Tree diagram. Joan of Arc Setting Scene of Characters Main Plot the given Period Location play 2. (A) Pick out from the extract of the play two lines that provide evidence for each of the following. Joan of Arc (a) Her confidence (1) (2) (b) Her courage (1) (2) (c) Her optimism (1) (2) (d) Her determination (1) (2) (e) Her patriotism (1) (2) (B) Using the above points, frame a character-sketch of Joan of Arc, in your own words and write it in your notebook. Suggest an attractive title for the same. 3. From the extract, find what the following are compared to and why: (a) as easy as (b) as mad as (c) The Dauphin in Chinon is like (d) The (enemy) soldiers will be driven away like 34  (e) Joan of Arc is a bit of 4. Say WHY? Write it in your notebook. (a) Joan wanted to meet Captain Squire. (b) Joan did not ask for many soldiers from the Captain Squire. (c) Poulengey, Jack and Dick had offered to accompany Joan. (d) French soldiers were always beaten in war. (e) Captain Squire Robert said, “I wash my hands off it.” 5. Using a dictionary, find the difference between the following pairs of phrases. Make sentences of your own with each of them. Phrases Meaning Own Sentences 1. cut in   cut out 2. be held by   be held up 3. run away   run for 4. be known as   be known for 5. go with   go after 6. put fire into   put fire out 6. From an Indian History Book or Internet find out information about Indian Women (queens) who led battles. (For example, Rani of Jhansi and Rani Karnawati of Mewad). Write 3 points of similarity and 3 points of contrast between any one of the above Indian Queens and Joan of Arc. Write in your own words. Similarities Contrast (a) (i) (b) (ii) (c) (iii) 7. Read the script from : Joan (Girl) : Good morning, Captain Squire up to Joan : (simply) Polly and Jack have promised to come with me. Write a summary of that part of the script (in the indirect speech) in 15 to 20 lines. Do it in your notebook. 35 8. (A) Make the following sentences Affirmative without change of meaning. (a) Negative : I am not so sure, now. Affirmative : (b) Negative : He will not be able to stop them. Affirmative : (c) Negative : I don’t remember. Affirmative : (d) Negative : I can do no more. Affirmative : (e) Negative : Sir, do not anger her. Affirmative : (f) Negative : I shall not want many soldiers. Affirmative : (B) Fill in the gaps in the table. WORD-FORMS Noun Verb Adjective Adverb 1. success succeed successful successfully 2. inspire 3. safe 4. harm 5. thought 6. brightly 7. courage 8. hastily age u l d e ncour e er sho th ange e Teach ners to ch m ar om i t the le f words fr m in o e forms and use th ritten i m e an w d to t oken i r s p the ties. activi ²²²² 36  1.6 The Alchemy of Nature Warming Up ! 1. Rearrange the good qualities in each set, so that the first letter of each of the words should make a meaningful word. Join the sets and get message. Set 1 Understanding/Adaptable/Tolerant/Neat/Encouraging Resourceful. - The word is Set 2 Selfless/Inspiring - The word is Set 3 Youthful/Modest - The word is Set 4 Affectionate/Compassionate/Empathetic/Earnest/Honest/Reliable/Trustworthy - The word is - The message is 2. Various aspects of Nature have special features that make them differ from one another. For example, Birds :- appearance, shape, colour, size, food habits, habitat, sound etc. l Write such special features of each of the following. Land Water Trees Animals Insects 3. Make a list of living creatures in the alphabetical order. You can write more than one beginning with the same letter. A K U B L V C M W D N Y E O Z F P G Q H R I S J T 37  Alchemy of Nature To see a world in a grain of sand And a heaven in a wild flower, Hold infinity in the palm of your hand And eternity in an hour - William Blake Something, as tiny as a grain of sand, can spark off an idea or imagination of a huge significance to the world. One can witness and experience the beauty of Heaven in something as small as wild flower and derive joy forever. Only one should have the eyes and time to see it. Infinity is endless space; but your small palm can hold the destiny of earth through your efforts. Eternity is endless time; but just an hour in your life can make a difference to the world forever. ö How does the (Great deeds can surpass the limits of time Hibiscus flower make and space. They never die.) the most of its short life span ? l instinctivel