202110229-TRIUMPH-STUDENT-WORKBOOK-ENGLISH-G08-PART1

SESSION 6 THE CRY OF CHILDREN – READING 6.1 Reading and Comprehension - Word Meaning Noun meadows fields that are covered in g rass Adjective weary drooping hanging downward tired and lacking all strength pale not bright/ light in colour Adverb merely - sorely only in a painful manner UNIT 2 SOCIAL ISSUES 50

LESSON 2-THE CRY OF CHILDREN 6.2 Reading and Comprehension - Summary The poem, \"The Cry of the Children\" is an extract from the poem written by Elizabeth Barrett Browning. It is about the suffering of children in the coal mines and factories of England during the Industrial Revolution. This piece shows how tired and weary the children are, from working long hours in the mines. They long to see the green meadows not to enjoy its beauty, but to drop down and sleep because they are too tired to run or leap. They work so much that their knees are painful. They can't walk. Their eyes are so dull that even the reddest flower looks pale to them. They drag their burden - the wheelbarrows all day through the mines or turn the iron wheels in the coal dark underground cells of the factories. The poem depicts the misery of the children. 6.3 Reading and Comprehension - About the Author Elizabeth Barrett Browning (1806–1861) was a great poet of English language. She published a collection of poems, Sonnets from the Portuguese, Aurora Leigh, The Seraphim and Other poems. She married Robert Browning, a famous English poet and moved to Italy. Most of her poems deal with human emotions. UNIT 2 SOCIAL ISSUES 51

SESSION 7 THE CRY OF CHILDREN – LITERATURE 7.1 Literature - QA Q1. What kind of places are the children working in? A. The children are working in coal mines and iron factories under difficult conditions . Q2. ‘The reddest flower would look as pale as snow’. What does the phrase ‘reddest flower’ refer to? Why does it become pale? A. The reddest flower refers to the fresh and beautiful faces of children. The y are forced to work in dangerous coal mines and factories . Tired from the hard work, their faces are pale. They do have the rosy cheeks that little children usually possess. Q3. How does the work affect the children? A. Working long hours in difficult situations and dangerous workplaces, the children are tired and exhausted. They are weak and their bodies long for rest. Q4. Do children enjo y themselves when engaged in work? A. No, the children do not enjo y themselves when engaged in work because it is a painful experience for them. The use of phrases such as ‘knees trembling sorely’, ‘heavy eyelids drooping’, ‘dragging our burden tiring’, etc., tell us about the miserable plight of the children. Q5. If the poem were written from the point of view of a factory owner, what kind of things would he say about the children? A. If this poem was written from the point of view of the factory owner, he would probably say that the chidren do not work properly and that they always come up with excuses to skip work. He might say that they chat with their friends and waste time without working. He might even say that he is taking good care of the children. Q6. What is the poet’ s attitude towards child labour? Pick out the words/ expressions that reveal her attitude . A. The poet, Elizabeth Barrett Browning expresses her deep concern about child labour through this poem. She feels sorr y for the children who are made to work in mines and factories under gruelling circumstances. The child labourers are deprived of all the things that normal children enjoy. The expressions that reveal her feelings are: ‘we are weary’, ‘we cannot run or leap’, ‘our knees tremble sorely’, ‘heavy eyelids’, ‘we drag our burden tiring’, etc. She sympathises with the children. UNIT 2 SOCIAL ISSUES 52

SESSION 8 REACHING THE UNREACHED – READING 8.1 Reading and Comprehension - Word Meaning Verb toiled worked extremely hard Noun elimination beneficiary the complete removal a person or thing that of something receives help from something or someone charity abject kindness extremely bad or severe Adjective 53 marginalised to treat someone or something as if they are not important UNIT 2 SOCIAL ISSUES

LESSON 3-REACHING THE UNREACHED 8.2 Reading and Comprehension - Summary Due to poverty, unemployment, illiteracy, and the burden of big families, many children are forced to become domestic workers, rag pickers and child labourers. They are denied the right to education and right to live. Luckily, there are some Governmental and Non–Govermental Organisations that work towards rescuing the children from the clutches of child labour. Some of the agencies are The Child Line, The Child Labour Enforcement Team, CRY (Child Rights and You), SOS (Save Our Soul) and Andhra Pradesh State– Based Project for the Elimination of Child Labour. The Child Line rescues the children who are engaged in child labour. The Child Labour Enforcement Team also rescues the children who are the victims of domestic violence and abject poverty. CRY is an organisation that believes that children are citizens and they have their own rights. CRY acts as a bridge between child development organisations and people working for marginalised children. SOS children’s village is an independent, non–governmental, social development organisation that has been providing family–based care for children in India since 1964. It promotes the concerns, rights and needs of children. Its work focuses on strengthening families, helping them to stay together during difficult times and providing the best possible care for their children. This organisation provides direct care to children who can no longer stay with their families . UNIT 2 SOCIAL ISSUES 54

SESSION 9 REACHING THE UNREACHED – LITERATURE 9.1 Literature - QA Q1. Complete the following tab le based on the above ar ticle. S. No. Name of the Age Nature of work for 1. child which engaged 2. A. S. No. Name of the Age Nature of work for child which engaged 1. Romesh 14 Rag picker 2. Shanti 9 Domestic work Q2. Who rescued the two children? Where did they take them to? A. The Child Line rescued Romesh and took him to the Andhra Pradesh–based Project for the Elimination of Child Labour. The Child Labour Enforcement Team rescued Shanti and helped her join a girls’ transit home. Q3. Many households in your neighbourhood employ children to do menial jobs. What will you do to save those children? A. I will try to bring about awareness in the owners who emplo y children to do jobs . If they fail to understand, then I will try to mak e them realise that those poor children are also like their own children. If they still fail to understand, then I will inform the “Child Labour Enforcement Team” about the pathetic condition of those children. UNIT 2 SOCIAL ISSUES 55

LESSON 3-REACHING THE UNREACHED Q4. What is the role of CY? A. CRY is an organisation that believes that children are citizens and they have their own rights. CRY does not believe in charity. The y do not run schools or orphanages. Instead, they partner with some basic level organisations working for children, their parents, and communities . CRY’s role is that of a bridge between child developmental organisations and people working for marginalised children. Q5. Two organisations are working to save the destitute. What are they? A. The two organisations that are working to save the destitute are: (1) Child Rights and You (CRY), (2) Save Our Soul (SOS). Q6. How does SOS work? A. SOS children’s village is an independent, non–governmental, social de velopment organisation. SOS provides family–based care for children. It advocates the concerns , rights and needs of children. SOS focuses on strengthening families , helps them to stay together during difficult times and providing the best care possible for their children. SOS experts work with families to help them develop a wide range of skills, such as planning the household budget, getting a job, earning a living, learning to create a stable family life at home, etc. UNIT 2 SOCIAL ISSUES 56

SESSION 10 REACHING THE UNREACHED – STUDY AND LISTENING 10.1 Study and Listening Study Skills I.Read the following passage extracted from the stor y ‘Oliver Asks for More’ and the notes made on it. The members of this board were very wise and philosophical men. As they turned their attention to the workhouse, they discovered that it was a regular place of public entertainment for the poorer classes. It was a place where they had breakfast, dinner, tea, and supper all year round for free; where it was all play and no work. This was really a shocking state of affairs. The y were of the opinion that the poor should be given only two alternatives: either to starve quickly outside the workhouse, or gradually inside the house. With this view, they decided that the inmates of the workhouse would be issued three meals of thin gruel a day with an onion twice a week. For the first six months after Oliver Twist was moved in, the system was in full operation. As a result, during this period, the number of workhouse inmates got smaller, and the inmates themselves shrank in size and became thinner. Observe the notes made from the above passage. 1. The board a. very wise and philosophical men b. their attention to the workhouse c. was a regular place of public enter tainment i. had breakfast, dinner, tea and supper ii. all play and no work 2. The decision a. to starve quickly outside the workhouse b. or gradually inside the house i. issued three meals of thin gruel ii. an onion twice a week 3. The result of the decision a. the number of inmates of the workhouse got smaller b. shrank in size c. and became thinner UNIT 2 SOCIAL ISSUES 57

LESSON 3-REACHING THE UNREACHED Q1. Now, read the passage Child Rights and You (CRY) once again and make notes with another suitable title. Child Rights and You (CRY) is an organisation that believes that children are citizens and they have their own rights. At CRY, they do not believe in charity. Nor do they run schools or orphanages. Instead, they partner with some basic level organisations working for children, their parents , and communities . CRY’s role is that of a bridge between child developmental organisations and people working for marginalised children. They gather the support, money and time of the Indians around the world and thousands of field workers across India who struggle to enrich the lives of children. CRY has freed more than 1 lakh children from hunger, exploitation and illiteracy in more than 13000 villages and slums. The organisation has successfully prevented child labour in 648 villages across the nation and liberated 1152 villages from child marriages. It also has 21,676 out–of–school children in its account who have now joined schools. These children are going into their childhood with all due opportunities of life . A. Note: New Title: Helping Children Enjoy Their Rights 1. CRY (a) advocates and protects children’s rights (b) believes children are citizens and ha ve their own rights (c) does not believe in charity but partners with organistions that help children have better lives 2. Style of work (a) don’t run schools or orphanages (b) partner with some basic level organisations working for children, their parents, and communities (c) gathers the support, money and time across India to enrich the lives of children 3. Role: (a) bridge between child developmental organisations and people working for marginalised children 4. Achievements: (a) freed more than 1 lakh children from hunger, exploitation and illiteracy in 13000 villages and slums UNIT 2 SOCIAL ISSUES 58

LESSON 3-REACHING THE UNREACHED (b) prevented child labour in 648 villages across the nation (c) liberated 1152 villages from child marriages (d) helped 21,676 out–of–school children join schools Listening I. Listen to the song your teacher sings and answer the following questions: No father no mother neither shoes nor bed. He lives in a street on pavements of a road. He is just ten looks pale and thin. He has so small a dinner sometimes, he dines on the smell. And even if he is starving to death nobody comes to feed him. As the sun rises and the rays shoot him, he is exposed to child labour. Tears start rolling down his cheeks there is nobody to comfort him. And even if he is dead There is nobody to worry about him. Q1. What is the song about? A. The song is about a poor little child. Q2. Where does the child live? A. The child lives in a street, on the pavements of a road. Q3. How old is the child in the poem? A. The child is ten years old. UNIT 2 SOCIAL ISSUES 59

SESSION 12 THEME - SOCIAL ISSUES – SELF - ASSESSMENT 12.1 Self-Assessment How well ha ve I understood this unit? Read and tick in the appropr iate box. Indicators Yes Somewhat No I read and understand the text A. Oliver Asks for More B. The Cry of Children C. Reaching the Unreached I was able to do the exercise given under ‘Vocabulary’ I was able to understand framing Yes/No type questions and frame the QuestionTags. I was able to understand and write a diary entry given under ‘Writing’ I was able to prepare notes given under ‘Study Skills’. I listened to and understood “Homeless Children” and answered the questions given under “Listening”. I was able to prepare the profile of child given under ‘Project Work’. UNIT 2 SOCIAL ISSUES 60

OLIVER ASKS FOR MORE —— CCE Based Practice Questions —— CHAPTER – 1 OLIVER ASKS FOR MORE Reading and Comprehension (Unseen Passage) Session 1 I. Read the following passage to answer the questions given below. One of the world’s greatest educators, who looked up to a child as an individual and a very special human being, was Maria Montessori. She gave the very young children a stimulating kindergarten, where they grew in an atmosphere of freedom and confidence. Maria Montessori was born in Chiaravalle near Ancona, Italy, in 1870. As a little girl, she was a dull student, unable to grasp and retain what her teacher taught her. At the age of 10, she suddenly changed. Besides her heightened interest in religion, she felt she had a long way to go. Maria began topping her class, and her parents felt that she should become a teacher. But she was determined to become an engineer. At the age of 14, she attended a technical school for boys. After a year, she took up biology and decided to study medicine. In spite of a strong opposition from her father, she went ahead with medicine. Maria became the first Italian woman to receive a medical degree after she graduated from the University of Rome in 1896. After getting her degree, she joined the University’s Psychiatric clinic. As a part of her duty, she had to visit the city’s mental asylum, where disabled children were housed with the insane. She watched the children shriek, stretching their hands out, with an urge to reach out or to touch something. Maria felt they needed a normal and friendlier environment and contact with the world. She worked out ways by which she could help the disabled children. Dr Bacilli opened an experimental state school for disabled children with Dr Maria Montessori as its head. Maria spent long hours, almost 12 hours of the day with the children, observing them and finding out what could really help them. After two years of hard work, her students took the normal state school examination. And her children proved that they were not hopeless cases. In fact, many did almost as well as other normal children. Later, Maria was appointed Professor of Anthropology at the University. After seven years, she took up another important mission of her life. She started a kindergarten for the poor, normal children. She first taught them to become tidy, learn self-discipline and then taught them to read and write. In her colourful, stimulating kindergarten, she provided them with innovative learning objects, like cut-out letters of sandpaper, coloured blocks and musical bells with different notes. Many more such innovations made her system of education stimulating and even inspired other educationists. I. Choose the right answer. 1. As a child, Maria was a / an ________ student. (intelligent, average, dull) 2. The disabled children were housed in a _________. (mental asylum, kindergarten, destitute) UNIT 2 SOCIAL ISSUES 61

OLIVER ASKS FOR MORE 3. The children needed a /an __________ environment. (serene, friendlier, isolated) 4. Maria was appointed a professor of __________ at the university. (Anthropology, Ornithology, Palaeontology) 5. Maria provided the normal children with ___________ learning objects. (ancient, active, innovative) II. Answer the following questions. 1. Where and when was Maria Montessori born? A. 2. Who opened an experimental state school for disabled children? Who was appointed its head? A. 3. For whom did Maria start a Kindergarten? What did she teach them? A. 4. What did Maria observe when she visited the city’s mental asylum? What did she feel then? A. 5. What was the effect of innovations on her education system and who were inspired by it? A. II. Find words in the passage, which meaning the same as the following words/ phrases. Meaning Word that which makes somebody more alert and active desire comprehend UNIT 2 SOCIAL ISSUES 62

OLIVER ASKS FOR MORE relating to mental disorder, etc. a kind of paper II. Read the following passage to answer the questions given below. The papaya is the healthiest fruit with a list of properties that is long and exhaustive. It first originated in southern Mexico and neighbouring Central America, but is now available in every tropical and subtropical country. Papaya favours digestion as well as cures skin irritation and sun burns. You can munch on it as a salad, have it cooked or boiled or just drink it up as a milkshake or juices. Modern science confirms the age-old belief that papaya has much to contribute to the health cause. The most important of these virtues is the protein-digesting enzyme in the milky juice or latex. The enzyme is similar to pepsin in its digestive action and is said to be so powerful that it can digest 200 times its own weight in protein. It assists the body in assimilating the maximum nutritional value from food to provide energy and body building materials. I. Choose the correct answer from the options given and write in the brackets. 1. Papaya can be eaten as a ________. [] A. salad B. soup C. protein D. a cure for skin allergy 2. The most important part of papaya is its ________. [] A. pepsin B. protein C. protein-digesting enzyme D. energy II. Answer the following questions. 3. Why is papaya the healthiest fruit? A. 4. What does modern science confirm about papaya? A. 5. What is the enzyme similar to and in what way? 63 A. UNIT 2 SOCIAL ISSUES

OLIVER ASKS FOR MORE 6. How does the enzyme assist the human body? A. Vocabulary Session 2 I. Pick out the compound adjectives from the sentences. 1. My grandfather always tells never-ending stories. A. 2. The patient was asked to have fat-free food by the doctor. A. 3. My sister gave me a brand-new pen. A. 4. All like well-behaved children. A. II. Pick out the compound nouns from the sentences. 1. We presented an armchair to my mother on her birthday. A. 2. The accident was due to the engine–driver’s disregard for the signals. A. 3. Mrs. Shetty bought a new frying–pan. A. 4. He is a troublesome boy. A. 5. An elderly man sat on a park–bench with his drooping shoulders. A. UNIT 2 SOCIAL ISSUES 64

OLIVER ASKS FOR MORE III. Fill in the blanks with appropriate compound adjectives from the box given below. wholehearted, snub-nosed, wayside, downhearted, terror-striking 1. Gopal was __________on hearing the news of his son’s failure in the examination. 2. The most __________event in the circus was the man’s draping a tiger over his shoulders. 3. The nuns in the church render __________service. 4. Pekinese is a Chinese __________breed of dog. 5. The branches of the __________trees were arching downwards with blossoms. IV. Read the following and answer the questions. Sarojini Naidu is a famous Indian poetess. She was born on 13th February 1879 in Hyderabad as Sarojini Chattopadhyay. She passed her Matriculation at the age of 12 in 1892. She was sent to King’s College and then at Girton college in 1892 in England for higher studies. She wrote many poems in English. People enjoy reading her poems. Her poems were appreciated by Rabindranath Tagore and Jawaharlal Nehru. It is very interesting to know about her, isn’t it? 1. Write the synonym of the word ‘appreciated’. A. 2. Change the gender of the word ‘poetess’. A. 3. Rewrite the sentence by using a synonymous compound adjective in the place of the underlined word. Sarojini Naidu is a poetess who is famous in India. A. Sarojini Naidu is a poetess who is ________in India. 4. Underline the noun phrase in the given sentence. A. People enjoy reading her poems. 5. Underline the question tag in the given sentence. A. It is very interesting to know about her, isn’t it? UNIT 2 SOCIAL ISSUES 65

OLIVER ASKS FOR MORE Grammar Session 3 I. Complete the passage choosing the right words from those given below it. ,WBBBBBBWKHDIWHUQRRQRIBBBBBBFROGJUH\\'HFHPEHUGD\\7KHVWUHHWVRXWVLGHJOLVWHQHGBBB BBBVQRZBBBBBBPHOWHGRQWKHZLQGRZSDQHV:LWKRXWWKLQNLQJRUNQRZLQJBBBBBB,ZDV GRLQJ,ZHQWRXWWRSOD\\DQGZDVLQWURXEOH 1. A. is B. was C. were D. will be [] 2. A. a B. the C. any D. some [] 3. A. due to B. with C. by D. because of [] 4. A. and B. so C. at D. none [] 5. A. which B. when C where D. what [] II. Change the following sentences into ‘yes/no’ questions by putting each auxiliary verb before the subject. One has been done for you: Eg. They did watch the movie last night. A. Did they watch the movie last night? 1. Kalidas was the greatest poet of India. A. 2. I am more intelligent than him. A. 3. She is not more beautiful than Sheela. A. 4. We can’t climb the high mountain. A. 5. He is so weak that he cannot run fast. A. III. . ill in the blanks with the correct question tags from the box. isn’t it? , has he?, had they?, were you?, are you?, doesn’t she?, do you?, is she?, didn’t you?, won’t he?, did she?, hasn’t he?, does he?, won’t they? 1. She didn’t watch the film last night, ________ UNIT 2 SOCIAL ISSUES 66

2. It’s great to see each other again, OLIVER ASKS FOR MORE _______ 3. You don’t like any nonsense, _______ 4. He hasn’t lived here long, ________ 5. You weren’t invited to the party, ________ IV. Choose the correct question tag to complete the sentences: 1. He’ll go to university. [] A. will he? B. won’t he? C. has he? D. hasn’t he? 2. You aren’t a North Indian. [] A. were you? B. are you not? C. are you? D. is he? 3. Mehak has written the article. [] A. hasn’t she? B. will she? C. has she? D. isn’t she? 4. They’ll go to the wedding..A. [] will they? B. will we? C. won’t we? D. won’t they? 5. She sings melodiously. [] A. does she? B. will she? C. won’t she? D. doesn’t she? Convention of Writing Session 4 I. Read the following passage and rewrite it using proper punctuation marks. Do you give this animal food every day asked one of the ministers yes I do said the rich man in fear the minister could identify that the rich man was lying and he was punished A. II. Read the following passage and make notes on it. Give your notes a suitable title. The unspoilt coastal village of Ariyoorpuram in south Tamil Nadu has been converted into a tourist resort. Devoid of its traditional look and natural beauty, the village no longer has its huts, mud roads and provision shops. These have been replaced by a harbour, a five-star UNIT 2 SOCIAL ISSUES 67

OLIVER ASKS FOR MORE hotel, various supermarkets and fast-food shops. What was once an idle sleepy fishing village has now become a tourists’ paradise with big cars zipping through the narrow streets. Fishing boats, rows of dried fish and the fisher folk repairing their fishing nets are a scene of the past. Now glittering lights on large hoardings declare the latest adventure thrills and sports. Signboards of multinational food chains reach up to the sky, trying to catch the motorist’s eye. The villagers find themselves outside the glitzy bubble of wealth and prosperity that has crashed onto their village. Notes of the passage: Creative Writing Session 5 I. Anne Frank was a little girl of 13. When the German army invaded her country, she had to hide in a small building with her family. She suffered a lot and recorded her feelings in her diary. Imagine you have faced such a situation in your life which has changed you. Write a diary entry about it. UNIT 2 SOCIAL ISSUES 68

OLIVER ASKS FOR MORE Write a diary entry about it. Hints:
what you expected
what disappointed you
how you would deal with it in the future A. UNIT 2 SOCIAL ISSUES 69

THE CRY OF CHILDREN POEM – 1 THE CRY OF CHILDREN Reading and Comprehension (Unseen Poem) Session 6 I. Read the poem to answer the questions. City Trees The trees along this city street, Save for the traffic and the trains, Would make a sound as thin and sweet As trees in country lanes. And people standing in their shade Out of a shower, undoubtedly Would hear such music as is made Upon a country tree. Oh, little leaves that are so dumb Against the shrieking city air, I watch you when the wind has come, I know what sound is there. I. Choosing the right answer. 1. The poet thinks that _____________. [] A. except for the trains and traffic, cities are good B. the trees in the city are the same as those in the country C. the charm of trees lost in the noise of cities D. trees in country lanes are better than those in the city streets 2. People stand in the shade of a tree ____________. [] A. to listen to good music B. for shelter and peace UNIT 2 SOCIAL ISSUES 70

THE CRY OF CHILDREN C. to block the sun D. to save themselves from rain 3. The leaves are called dumb because________________. [] A. they can’t speak against trees B. their rustle is lost in the city noise C. they are too small to speak D. they are so stupid 4. The figure of speech used in “shrieking city air” is ___________. [ ] A. alliteration B. onomatopoeia C. personification D. metaphor 5. “I” refers to __________. [] A. the tree B. the poet C. the city D. the sound II. Give the rhyming words of the following words from the poem. Word Rhyming trains shade dumb air street II. Read the poem to answer the questions. I lay in sorrow, deep distressed: My grief a proud man heard; His looks were cold, he gave me gold But not a kindly word, My sorrow passed – I paid him back The gold he gave to me; Then stood erect and spoke my thanks And blessed his Charity. I lay in want, in grief and pain: A poor man passed my way; UNIT 2 SOCIAL ISSUES 71

He bound my head, he gave me bread THE CRY OF CHILDREN [] He watched me night and day. How shall I pay him back again, For all he did to me? Oh, gold is great, but greater far Is heavenly Sympathy! I. Answer the following choosing the right option. 1. The proud man heard the poet __________. A. crying in happiness B. crying in sorrow C. lying in misery D. singing in joy II. Answer the following questions. 2. How did the poor man help the poet? A. 3. Find the word in the passage that means the same as ‘donations and gifts’. A. 4. What were the proud man’s actions? Did they help the poet? A. UNIT 2 SOCIAL ISSUES 72

REACHING THE UNREACHED CHAPTER – 3 REACHING THE UNREACHED Reading and Comprehension (Unseen Poem) Session 7 I. Read the following passage to answer the questions given below. Nine o’ clock at last and the toil of the day was ended. Lena climbed to her room in the third storey of the Quarrymen’s Hotel. Since daylight she had slaved, doing the work of a full-grown woman, scrubbing the floors, washing the plates and cups, making the beds, and supplying wood and water to the roommates in the depressing hotel. The din of the day’s quarrying was over – blasting and drilling, the creaking of the cranes, and shifting of the cars taking the heavy blocks of limestone. Lena lit the stump of a candle and sat limply upon her wooden chair. She was eleven years old, thin and ill-nourished. Her back and limbs were sore and aching. But the ache in her heart was the biggest trouble. The last straw had been added to the burden upon her small shoulders. They had taken away Grimm. Always at night, however tired she might be, she had turned to Grimm for comfort and hope. Each time Grimm whispered to her that the prince or the fairy would come and deliver her out of the wicked enchantment. Every night she had taken fresh courage and strength from Grimm. To whatever tale she read she found an analogy in her own condition. The woodcutter’s lost child, the unhappy goose girl, the persecuted stepdaughter, the little maiden imprisoned in the witch’s hut - all these were but transparent disguises for Lena, the overworked kitchen maid in the Quarrymen’s Hotel. So, here in the ogre’s castle, enslaved by a wicked spell, Lena had leaned upon Grimm and waited, longing for the powers of goodness to prevail. But on the day before Mrs Maloney had found the book in her room and had carried it away, declaring sharply that it would not do for servants to read at night; they lost sleep and did not work briskly the next day. Can one only eleven years old, living away from one’s mamma, and never having any time to play, live entirely deprived of Grimm? Just try it once and you will see what a difficult thing it is. I. Choose the best word that suits the blanks. 1. Lena was ________ years old. (nine, ten, eleven) 2. Her room was in the ___________ storey of the quarrymen’s Hotel.(third, fourth, first) 3. The ache in her ___________ was the biggest trouble. (back, limbs, heart) UNIT 2 SOCIAL ISSUES 73

REACHING THE UNREACHED 4. When Lena’s troubles got unbearable, there came the good ________ to her rescue. (prince or fairy, old woman) 5. __________had found the book in her room. (Lena, Mrs Maloney, Grimm) II. Answer the following questions. 1. Mention the kind of work that was done by Lena. A. 2. What was the source of comfort and courage for her? A. 3. What did she dream about most often? A. 4. What did Lena do on entering her room? A. 5. What added to Lena’s suffering? A. III. Find words from the passage which mean the same as the following. Meaning Word extracting stone from ground for building able to be seen through to work hard for a long time brave or heroic a large building with thick walls, towers, moats for defence II. Read the following passage to answer the questions given below. Our forests are important sources of natural wealth covering one-fifth of the country’s land area. They supply the timber for the railways, house building and furniture making. They also supply fuel for cooking and the bamboo for paper-making. Medicinal herbs also come from the forests. UNIT 2 SOCIAL ISSUES 74

REACHING THE UNREACHED In the olden days, our wise men and philosophers had their ‘Ashrams’ in the forests. These Ashrams were centres of knowledge and learning. Unfortunately, forests were ruthlessly cut down in the past few years. While the forests are disappearing, the demand for timber is growing. We must, therefore, protect and develop our forests. ‘Vana Mahotsava’ is an important step in this direction. It is observed for a week in July every year. I. Choose the correct answer from the options given and write in the brackets. 1. What is this passage about? [] A. animals B. philosophers C. national wealth D. forests 2. How much of the country’s land area is covered by forests? [] A. one-fourth B. one-fifth C. two-fourth D. two-fifth II. Answer the following questions. 3. What is the purpose of timber? A. 4. What do forests supply for cooking and for paper making? A. 5. What was the use of Ashrams? A. 6. What is ‘Vana Mahotsava’? When is it observed? A. Vocabulary Session 8 I. Read the passage given below. Five sentences in the passage are numbered (1–5). Each of these sentences has an error. Correct and rewrite them below: (1) One day, Pinki take a basket of delicacies and reached Kumkum’s house. (2) On reaching there, she said, “Today is mine birthday. (3) So I am making a basketful of delicacies and brought them for you.” (4) Kumkum never liked Pinki. So, she refuse to accept the basket from her. (5) If Pinki left the basket there and ran away. A. UNIT 2 SOCIAL ISSUES 75

REACHING THE UNREACHED II. Read the following and answer the questions. Mr Deepak Gupta is a man of all good human virtues. He is 40 years old. He has a pleasing personality. His family comprises of two college-going daughters and his wife, a teacher. His family is take care very well. His hobbies are singing and listening to old film songs. Most people are interested in such hobbies, aren’t they? Mr Gupta likes reading good books and discharges his duties sincerely. He hates mean- natured persons. 1. Write a synonym of the word ‘virtue’. A. 2. Write an antonym of the word ‘interested’. A. 3. Pick out the phrase with the compound adjective in the given sentence. He hates mean-natured persons. A. 4. Write the correct phrase of ‘take care’. A. 5. Underline the question tag in the given sentence. Most people are interested in such hobbies, aren’t they? Grammar Session 9 I. Complete the following dialogues by filling in suitable question tags. Shalini: Hi Mohan! My brother is getting married to a doctor next month! He is a lucky man, ________ Mohan: Wow! I’m glad to hear that! Shalini: You know how much dowry he’ll get, ________ Mohan: Well, he isn’t going to take dowry, ________ Shalini: Oh yes, he is! He’ll get three lakh rupees! Mohan: But that’s wrong, ________ UNIT 2 SOCIAL ISSUES 76

REACHING THE UNREACHED Shalini: What’s wrong with taking dowry? Mohan: They are both are well educated,________? Then why demand dowry? It’s a sad state of affairs, ________? Shalini: Though it is so, she has to bring some kind of dowry at the time of marriage. Mohan: Why? It is an evil practice, and it should be put to an end, ___________? Shalini: But my brother wants to set up his own business. Mohan: But for that purpose, you mustn’t trouble the girl’s parents, __________? Shalini: I don’t think so. It’s their responsibility. My brother needs a lot of money and the girl’s parents should help him, __________? Mohan: You read newspaper reports on the suicide by girls because of dowry, ________? Shalini: Yes, I do, but so what? Mohan: Dowry is an evil practice, Shalini. By demanding dowry, you’re taking away somebody’s hard-earned money. You’re crushing somebody’s dreams. The government also passed an act declaring that taking of dowry is an offence, didn’t you know? Shalini: Is it? I didn’t know or think about it like that. I’ll discourage my parents as well as my brother from taking dowry. Thank you for making me realise this. II. Complete the passage choosing the right words from those given below it. Since the beginning of human existence, people ___ 1 ___over the world have expressed their emotions and ideas ___ 2 ___ the medium of dance. The word ‘folk’ means people. Folk dances express the moods and feelings of ___ 3 ___ common people. Different regions ___ 4 ___ India have their own dances. ___ 5 ___ dance is accompanied by music and songs of the region to which it belongs. 1. A. all B. whole C. much D. more [] 2. A .in B. into C. through D. of [] 3. A. the B. a C. an D. some [] 4. A. at B. of C. for D. from [] 5. A. All B. Whole C. Many D. Each [] UNIT 2 SOCIAL ISSUES 77

Convention of Writing REACHING THE UNREACHED Session 10 I. Read the following passage and rewrite it using proper punctuation marks. one day while at work in the coal mine i happened to overhear two miners talking about a great school for coloured people in virginia and had a great desire to join in that school A. Creative Writing Session 11 I. You have interviewed twelve year old Mina, a child labourer in your native village. Write a profile of Mina. Hints:
How old is she?
What is her family structure?
Since when has she been working?
How much does she earn? How many hours does she work each day?
What is the kind of work that she does?
Does it affect her health?
Does she go to school?
What are her future plans? Use the answers given by her to your interview questions A. UNIT 2 SOCIAL ISSUES 78

REACHING THE UNREACHED UNIT 2 SOCIAL ISSUES 79

HUMANITY SESSION 1 THE SELFISH GIANT (PART I) – READING Oral Discourse Narrate an incident you have witnessed where people helped others . Hints: • I was trvelling to Bangalore with my family, in our car. • We stopped at an eatery. It was a small restaurant where we could see few people . • There I saw a small boy cleaning the tab le. He must have been 10 years old. He looked very weak and tired. • I felt sad looking at his condition. The owner yelled at him every five minutes. • Then I saw an elderly man calling the boy and making him sit. He then ordered a meal for the little boy and smiled at him. • The boy was delighted and with tears in his eyes, he ate the meal. He finished the meal in 5 minutes showing that he was very hungry. • The man also spoke to the owner and requested him to treat the young boy with love and affection. UNIT 3 HUMANITY 80

LESSON 1-THE SELFISH GIANT (PART I) 1.1 Reading and Comprehension - Word Meaning Noun chimney-pot cloak a short, wide pipe placed a type of coat on top of a chimney that has no sleeve trespassers castle people who go into large, strong building others’ land without with strong and thick permission walls spring time peach trees the season between trees bearing round fruit winter and summer with soft red and yellow when plants begin to skin grow autumn delicate blossoms the season between tender flowers summer and winter when leaves change colour and fall hail frozen rain drops which fall as hard balls of ice UNIT 3 HUMANITY 81

Verb LESSON 1-THE SELFISH GIANT (PART I) whispering scatter speaking quietly disperse, spread over wrapped rejoiced covered or dressed expressed great happiness rattled shook and made a quick series of short, loud sounds Adjective delightful very pleasant, charming 1.2 Reading and Comprehension - Summary This play written by Oscar Wilde is about a selfish giant who loved his garden. While he had been away for a period of 7 years, children came and played in the garden. Birds sat on the branches of the trees that blossomed and sang. When he returned, he built a wall around his garden preventing the children from entering it. He was very selfish and told all of the children that they wouldn’t be allowed to play in his garden. From then on, winter occupied the garden. Frost and snow, north winds and hail danced around therein. Nothing bloomed and it seemed as if spr ing had forgotten the garden. Even the birds did not come to sing and the trees forgot to blossom. The spr ing season brought colour and joy all over the countr y but it was still winter in the giant’s garden. UNIT 3 HUMANITY 82

SESSION 2 THE SELFISH GIANT (PART I) – LITERATURE 2.1 Literature - QA Q1. What are the major char acters in the play? A. The major characters in the play are the Old Giant, The Giant, Tall boy, Short boy, Square girl, Graceful girl, Round boy, Snow and Frost, North Wind and Autumn. Q2. Why do you think children have been named ‘a tall girl’, ‘round boy’, ‘square girl’ etc.? A. The children in the play ha ve been named ‘tall girl’, ‘round boy’, ‘square girl’, etc., to create funny char acters so as to mak e the stor y interesting for children. These char acters also depict that different type of people mak e up this world. Moreover, the giant does not know the names of the children talking outside the wall around his garden. So , he probably named them in such a funny way. Q3. How can you say that the Giant is selfish? A. The Giant built a wall around his garden to prevent children from entering it. He did not want the children to play in his garden. He told them that the garden is strictly for himself and only he is allowed to play there. He even put a signboard saying that ‘Trespassers will be prosecuted’. We can, thus, say that the Giant was very selfish. UNIT 3 HUMANITY 83

SESSION 3 THE SELFISH GIANT (PART II) – READING 3.1 Reading and Comprehension - Word Meaning Noun linnet bird hail a small brown and grey small balls of ice that fall bird like rain Pronouns thou you (as the singular thee subject of a verb) you, in objective case (old usage) twittering making a series of short Verb high sounds cease stop happening slay sneeze kill suddenly e xpel air through the nose due to irritation in one’ s nos- tril UNIT 3 HUMANITY 84

hath - LESSON 2-THE SELFISH GIANT (PART II) has (old usage) admire to respect and like someone because they have done something that you think is good wound to injure or harm Adjective feeble lacking strength 3.2 Reading and Comprehension - Summary In the second part of the play, the selfish giant is transformed and becomes kind. One morning, the giant heard some lovely music. He thought it must be the King’s musicians passing by. But to his surprise, he found that spring had finally come. The hail stopped dancing and the north winds stopped roaring. He saw children sitting on the branches, trees blossoming and the birds singing. He observed, however, that winter still prevailed on the tree at the farthest corner of the garden. The giant helped a boy reach the branches.The boy hugged and thanked the giant. The giant was very happy to see his garden blossoming, birds singing and children playing in his garden. He told the children that they could now play in his garden and also broke the wall that he had built around his garden. The children were happy. The giant looked for the small boy whom he had seen in the farthest corner of the garden. But none of the children knew him. The giant loved to watch the children play in his garden, but he longed to see the little boy. One winter morning, the tree in the farthest corner of the garden was completely covered with beautiful flowers. Its branches were full of golden and silver fruit and underneath it stood the little boy. The giant ran to the boy in great joy. But when he came closer, his face grew red with anger seeing wounds on the boy's hands and feet. He asked the boy who had dared to wound him, to which the boy had replied that they were the wounds of love. The little boy made the giant realise that he was not an ordinary boy He told the giant that since he Ā had let him play in his garden once, he would take the giant to his aradise. The giant accompanied the little Ā boy into a wondrous ever expanding garden. UNIT 3 HUMANITY 85

LESSON 2-THE SELFISH GIANT (PART II) 3.3 Reading and Comprehension - About the Author Oscar ilde Ā (16 October 1854 –30 ovember Ā 1900) was an Irish writer and poet. fter Āwriting in different forms throughout the 1880s, he became one of ondon’s Āmost popular playwrights in the early 1890s. Today, he is remembered for his epigrams and plays. Oscar ilde Ā is best known for the novel .The Picture of Dorian Gray’ and the play ‘The Importance of Being Earnest’. The Happy Prince and Other Tales, is a collection of children’s stories written by him. UNIT 3 HUMANITY 86

SESSION 4 THE SELFISH GIANT (PART II) – LITERATURE 4.1 Literature - QA Q1. How is the child different from other children? A. Unlike other children who like to play in a group, this child was always by himself. He was very tiny and was unab le to climb the tree . But the child was lovable and godly. With a single touch, he could make nature beautiful. He transformed the angry giant into a gentle and noble person. In the end, he takes the giant to Paradise. All these show that the child is different from other children. Q2. How does the narrator explain the idea of spring time? Pick out some expressions. A. The narrator describes the spring time beautifully. During springtime, the trees are full of variour coloured flowers. The birds sing and twitter with delight. The flowers rise above the green grass and smile. With the brightly coloured flowers and the sweet songs of the birds, spring appears to be a lovely scene . Q3. What are the figurative expressions used in the play? List them and mention their significance. A. Some figurative expressions used in the play are: i. Here and there over the grass stood beautiful flowers like stars – simile ii. Then the spring came – personification iii. 'the children are the most beautiful flowers of all.’ – metaphor iv. It is merely the spring asleep – personification v. The flowers are resting – personification The significance of figurative expressions : Figurative expressions are words or phrases which have a different meaning from the actual meanings of the words. Writers and poets use these expressions to bring beauty and freshness to their writing and to make common words sound interesting. There are many kinds of figurative expressions. Some are simple like simile and personification. Others are metaphor, imagery, alliteration, etc. Such expressions are used in both prose and poetry. Q4. What is the central theme of the play? A. The central theme of the play is to enlighten the greatness of the love and that love is divine. We must love all living beings, so that we can live in peace and be loved by God. UNIT 3 HUMANITY 87

LESSON 2-THE SELFISH GIANT (PART II) Q5. Complete the following sentences by choosing the correct answers from the choices given be.... 1. Both ‘over the grass stood beautiful flowers like stars’ and ‘the peach trees broke into blossoms' refer to . a) autumn b) spr ing c) winter A. b) spring Q6. The Giant observed the children . a) hiding in the garden b) playing in the garden c) dancing in the garden A. b) playing in the garden . Q7. The Giant kne w the spring had arrived from a) the song of a linnet bird b) sounds made by the children c) blossoms in the garden A. a) the song of a linnet bird Q8. The little boy . a) called the Giant by gesturing b) flung his hands around the nec k c) ran towards the Giant A. b) flung his hands around the neck Q9. ‘What a mar velous sight is this?’ was said by . a) the children b) the little boy c) the Giant A. c) the Giant UNIT 3 HUMANITY 88

SESSION 5 THE SELFISH GIANT (PART II) – VOCABULARY 5.1 Vocabulary I. Phrasal Verbs: Look at the following underlined phrase taken from the text and know the meanings. \"Peach trees in the spring time broke out into delicate blossom.” In the above sentence, the phrase ‘ broke out ’ means ‘to come out with delicate blossoms’. Q1. Refer to a dictionary and find out phrasal verbs beginning with ‘break’. Use them in your own sentences. i. ii. iii. iv. A. i) Break down = stop working because of a fault Usage: Our car broke down due to some def ect in the engine . ii) Break in = to enter a building by force. Usage: The thieves broke into our house last night. iii) Break off = to become separated from something as a result of force . Usage: The back section of the plane had broken off, owing to the crash. iv) Break off: To suddenly stop talking. Usage: The y broke off their conversation when they saw their teacher . v) Break out = To start suddenly. Usage: Fire broke out during the night. Q2. Pic k out some more phrasal verbs from the play ‘The Selfish Giant’. i. v. Look up ii. vi. Cover up iii. vii. Walk into iv. viii. Blow over A. i. Put up ii. Creep in iii. Run away iv. Knoc k down UNIT 3 HUMANITY 89

LESSON 2-THE SELFISH GIANT (PART II) Q3. Read the underlined part of the sentence taken from the text. This is a delightful spot. In the above sentence ‘delightful’ means ‘pleasant’. The opposite (antonym) of it is ‘ gloomy ’. Pick out antonyms of the underlined words from the play and use them in your own sentences . 1. Nobody likes to be in hell. A. 1.Everybody likes to be in paradise . 2. You should beware of your foe. A. A friend in need is a friend indeed. 3. It started raining cats and dogs. A. He ceased doing all his evil acts. 4. She uncovered her head after she came out of the temple. A. The walls were covered with pictures. 5. This is the nearest shop to my house. A. He threw the javelin the far thest of all and won the medal. II. Word Meanings Look at the following sentence taken from the text. I heard the children whispering outside the wall on their way to school. In the above sentence, the underlined word indicates the children ‘speaking quietly so that nobody else could hear’. Q1. Now match the words in column A with those in column B with similar meaning. COLUMN –A COLUMN –B 1. Scream A. continuous loud noise 2. Whisper B. many people speaking at the time 3. Yell C. give a loud cry 4. Roar D. a long deep sound 5. Groan E. a long loud high cry 6. Weep F. a loud high shout 7. Shr iek G. shout loudly 8. Bab ble H. continuous short sounds 9. Wail I. soft quiet voice difficult to hear 10. Twitter J . cry A. 1) C, (2) I, (3) G, (4) A, (5) D, (6) J , (7) F, (8) B, (9) E, (10) H 90 UNIT 3 HUMANITY

LESSON 2-THE SELFISH GIANT (PART II) III. Meanings Choose the correct meaning of the underlined word. Q1. The Giant put a notice board, trespassers will be prosecuted. [ ] a) persons who enter the premises without permission b) persons who forcibly enter the premises c) persons who officially enter the premises A. a) persons who enter the premises without permission Q2. The Giant was wrapped in furs and roared all da y about the garden. [ ] a) made a loud noise with anger b) felt frustrated c) looked pleased A. a) made a loud noise with anger Q3. There are twelve peach trees that in springtime broke out into delicate blossoms. [ ] a) leaves b) flowers c) fruits A. b) flowers Q4. He rattled on the roof the whole da y. [ ] a) made a series of sounds b) shouted c) tapped A. a) made a series of sounds UNIT 3 HUMANITY 91

SESSION 6 THE SELFISH GIANT (PART II) – GRAMMAR 6.1 Grammar I. Gerunds Read the following sentences. 1. He is swimming in a pool. 2. Swimming is good for health. In two sentences you notice that verbs are used with ‘–ing’. Do you notice an y difference in them? In the first sentence, the verb+ing is preceded by is. The verb is in progressive form. In the second sentence, you don’t find is, are , was or were before verb+ing. Such verbs with ‘–ing’ without helping verbs are known as ‘ gerunds ’. They are normally in the subject position or object position. Q1. Identify gerunds in the following sentences. i. The North Wind ceased roaring. ii. The Child did not see the Giant coming. iii. I heard the children whispering outside the wall on their way to school. iv. Why is the spring so late in coming? v. Walking makes us healthy and wealthy. A. i. roaring ii. coming iii. whispering iv. coming v. walking UNIT 3 HUMANITY 92

SESSION 7 THE SELFISH GIANT (PART II) – WRITING 7.1 Writing Q. Read the following notice taken from the play. TRESPASSERS WILL BE PR OSECUTED Write a similar one–line notices that you may find in the following places. i. Hospitals ii. Banks iii. Public places iv. Schools v. At homes A. i. Hospitals: Please be silent. ii. Banks: Check the notes bef ore leaving the counter (or) Switch off your cell phones. iii. Public places: Smoking is prohibited. (or) Do not litter iv. Schools: Admissions are open (or) Keep the school premises clean. v. At homes: Beware of the dog. UNIT 3 HUMANITY 93

SESSION 8 THE SELFISH GIANT (PART II) – STUDY AND LISTENING 8.1 Study and Listening Study Q1. Read the play ‘The Selfish Giant’ once again and summarise it. Remember to follow the points given belo w: i. Identify the main and subordinate ideas , section wise/ par t wise . ii. Separ ate the main idea from the subordinate ideas . iii. Identify the words/ phrases which carr y ideas . iv. Link your ideas proper ly with appropr iate linkers . v. Use the words/ phrases that e xpress the essence of the text. vi. Present the ideas briefly. A. Central theme of the story: This play, written by Oscar Wilde, is about a selfish giant who loved his garden. While he had been away for a period of seven years, children used to come and play in the garden and birds used to sit on the branches and sing, while the trees blossomed with numerous flowers. However, when he returned, he built a wall around his garden to prevent the children from entering the garden. Soon after, his garden was occupied by winter, and there was only frost and snow, north winds and hails dancing in his garden. It seemed as if spring had forgotten the garden. So it was always winter in the giant’s garden and the hail and north winds ruled there, day and night. In the second part of the play, the Selfish Giant transforms and becomes kind. One morning, while he was lying in his bed, he heard some lovely music. He thought it was the King’s musicians who were passing by. But on looking through his window, he was astonished to see that spring had finally come. He saw children sitting on the branches, trees blossomed and the birds singing. However, there was only one tree at the farthest corner of the garden where winter still prevailed. The Giant saw a tiny little boy trying unsuccessfully to reach the branches. The Giant helped the boy reach the highest branch of this tree. The boy thanked the Giant and hugged him. The Giant told the children that they could play in the garden and broke the wall that he had built. The children were very happy. UNIT 3 HUMANITY 94

LESSON 2-THE SELFISH GIANT (PART II) The Giant wanted to thank the little boy but could not find him. Even the children did not know him. After that day, the children were free to play around in the garden. Time passed. The Giant grew old. He watched the children play. One winter morning, when he looked out of his window, he was pleasantly surprised to see the tree at the farthest corner of his garden completely covered with beautiful flowers. Its branches were full of golden and silver fruit and underneath it stood the little boy whom he had loved the best. The Giant ran up to the boy in great joy but the wounds on the hands and feet of the boy made the Giant angry. The boy told the Giant that the wounds were not ordinary wounds, but were the wounds of love. The Giant then realized that the little boy was not ordinary. As the Giant had allowed the boy to play in his garden once, the boy invited the Giant to go with him to Paradise and the Giant accompanied him to the ever–expanding garden. Listening I.Listen to a description and answer the following questions. LAL BAGH Dear students, we are now at the Lal Bagh Garden, Bangalore. It means ‘The Red Garden’ in English. It is one of the most famous gardens in India. It is located to the South of the City Centre and is Bangalore’s main attraction. Hyder Ali, the ruler of Mysore, commissioned the building of the garden in 1760. His son Tipu Sultan, completed it by importing trees and plants from several countries. The garden has over 1,000 species of flora. The garden is spread over 240 acres. The Glass House is the main attraction in this garden, modeled on London’s Crystal Palace. Look there, you can see a 300–year–old Christmas tree. There are many such old trees we can find in the garden. Children, look there, you can find the scientific name tags for each tree. Now let us move towards the Rose Garden, which is another highlight of Lal Bagh. It has almost all the species of roses available worldwide. Now, we are at the giant Electronic Quartz Flower clock built by HMT. In this garden, flower shows are conducted every year to educate people about different flora and to help cultivate a habit of growing plants among the public. Now answer the following questions . Q1. Where is the garden located? A. Lal Bagh garden is located to the South of the City Center of Bangalore. Q2. What is so special about it? A. It has about 1000 species of flora and is spread over 240 acres of land. A glass house modelled on London’s Crystal Palace, a 300–year–old Christmas tree, the Rose Garden, which has almost all species of roses and a giant Electronic Quar tz Flower clock built by HMT, are the main attractions of this garden. UNIT 3 HUMANITY 95

SESSION 9 THE SELFISH GIANT (PART II) – ORAL ACTIVITY 9.1 Oral Activity Q. Talk about any garden you have visited. Clues: Write about a garden you visited and describe the following: • Place where it is situated • What all things are there in the garden? • Who built the garden? • What flower and fruits did you see in the garden? • Which season did you visit the garden in? A. Subjective response UNIT 3 HUMANITY 96

SESSION 10 THE GARDEN WITHIN – READING 10.1 Reading and Comprehension - Word Meaning Noun bowers petal a pleasant place in the the delicate coloured shade of tree pa rt of a flowe r gratitude goal thankfulness something that you hope to achie ve; aim spirit - inner feelings or moods Verb bestowed ga e , showed respect reaps 97 gives; cut, gather or harvest (a crop) UNIT 3 HUMANITY

LESSON 3-THE GARDEN WITHIN Adjective nutritious good, healthy 10.2 Reading and Comprehension - Summary Celia Berrel tries to present a comparison between a man’s heart and a garden. According to her, the more we give to others, the more we get in return. The beauty of a garden lies in the way it provides shade, fruits, and nutrition to others. Similarly, if we possess gratitude in our heart, and can make a difference in anyone’s life by sharing happiness and smiles, we can achieve beauty and happiness in our own life. She genuinely accepts that the smiling flowers in her garden symbolising the happiness of her heart and life are bestowed by people in her life, who like the bowers provide shade symbolising pleasantness in her life. She says that her spirit derives nutrition through hope like seeds derive nourishment and ripen. Here, she has compared hope with nutrition. She compares her soul to an island, and the only way that one can touch her soul is by being grateful. Our love and care shown to others represent the beautiful flowers of the garden. The smiles that make us happy are compared to the beautiful petals of the flowers. As flowers make us happy, a smile can make others happy. UNIT 3 HUMANITY 98

SESSION 11 THE GARDEN WITHIN – LITERATURE 11.1 Literature - QA Q1. What is the central idea of the poem? A. The central idea of the poem is that we should spread happiness and hope among others. We should stay positive. Only then, can we bestow happiness in the hearts of other people and make them smile. The people who have received happiness in life must be thankful. To share this joy with others in society should be our goal in life. Q2. What features of the garden in the poet’s heart are mentioned in the first stanza? A. The poet has expressed the beauty of the garden in her heart grows in fits and starts. It means that the beauty of our heart evolves gradually over time and and sometimes suddenly. The experiences of our life affect our behaviour and teach us to become a better person. Q3. What is the mood of the poet? Put a tick ( ) mark. (a) sad (b) hopeful (c) thankful A. (b) hopeful Q4. Explain the word ‘gratitude’ as used in the poem. A. Gratitude is a state of appreciation and thankfulness. In the poem, the writer shows gratitude to the people who bestowed her with happiness. She believes that to achieve peace of soul, we must be thankful. And, according to the poet achieving peace is the ultimate goal of life. Q5. Simile, Metaphor, and Personification Let us understand these literary tools with examples. UNIT 3 HUMANITY 99