202110232-TRIUMPH-STUDENT-WORKBOOK-ENGLISH-G09-PART2

English Workbook_9_P_2.pdf 1 10/18/19 1:00 PM 9 Part - 2 Name: ___________________________________ Section: ________________ Roll No.: _________ School: __________________________________

Table of Contents Unit Theme Content Page No. 6. Freedom 16. Where the Mind is Without Fear 2-19 7. Theatre 17. An Icon of Civil Rights 20-58 8. Travel and Tourism CCE Based Practice Questions 18. The Trial 19. Antony's Speech 20. Mahatma Gandhi - Pushed out of Train CCE Based Practice Questions 21. The Accidental Tourist 59-94 22. Father Returning Home 95-114 23. Kathmandu CCE Based Practice Questions Extra CCE Examination - based Material 1

FREEDOM SESSION 8 WHERE THE MIND IS WITHOUT FEAR – READING 8.1 Reading and Comprehension - Word Meaning Adjective domestic dreary related to home depressing and dull or family Noun fragments striving pieces try hard, motivated stream river 8.2 Reading and Comprehension - Summary In this poem, the poet, Rabindranath Tagore who won the Nobel Prize in Literature, expresses a prayer for his country, pre–independent India. However, the prayer has a universal message which makes it immortal. He prays for his country to rise above petty concerns and narrow prejudices and soar high above into the world of freedom of thought and action based on truth and fearlessness. 8.3 Reading and Comprehension - About the Author Rabindranath Tagore (1861–1941) is one of the best known Indian workers, who wrote both in his mother tongue Bangla and in English. He was a poet, playwriter, novelist, painter, educator and musician. He translated a collection of his poems,” Gitanjali’, which was published in 1912. In 1913, he was awarded the Nobel Prize for literature. He is the author of the Indian National Anthem as well as the National Anthem of Bangladesh. UNIT 6 FREEDOM 2

SESSION 9 WHERE THE MIND IS WITHOUT FEAR – LITERATURE 9.1 Literature - QA Q1. What does the poet mean by ‘the head is held high’? A. The poet is referring to a life of dignity and honour, self-respect and pride, which we Indians, were deprived of, during the British rule. Q2. Explain what does the poet mean by ‘where knowledge is free’. A. \"Knowledge is free” means that a world where knowledge is not restricted on the basis of class, gender, caste and race, where everyone is educated irrespective of class barriers. Q3. What are 'narrow, domestic walls'? A. Narrow domestic walls are the walls of discrimination on the basis of caste, creed, religion, etc. within our country that divide the people. These narrow beliefs should be a thing of the past. Q4. Name any two traits of character the poet wants to inculcate in his country men. A. The poet wants his country men to always strive for perfection without being lazy and to always speak the truth. Q5. What do you understand by ‘clear stream of reason’? A. By ‘clear stream of reason’, the poet means a world where one’s reason, logic and decisions are clear and not clouded by discrimations and prejudices. Q6. What does the poet mean by 'let my country awake'? A. By the words ‘let my country awake’, the poet means to say that he wants his country to awaken to such independence where one has a life of digniy and honour and where all are united; where everyone is laborious and puts in endless effort to achieve the best in their work. Q7. What is ‘Heaven of freedom’ according to the poet ? A. The words 'Heaven of freedom' indicate an ideal world of freedom from ignorance, fear, prejudice, narrow-mindedness, foreign rule, etc. Such freedom would feel like heaven when finally achieved. Q8. How can we get rid of narrow domestic walls? Express your views. A. We can get rid of narrow domestic walls by being kind, loving, tolerant and respectful of of others. UNIT 6 FREEDOM 3

SESSION 10 AN ICON OF CIVIL RIGHTS – READING 10.1 Reading and Comprehension - Word Meaning Noun scorn hoses contempt; a feeling a flexible tube for con- that someone or veying a liquid / pipe something is not for sending out gas worthy of any respect segregation heirloom a social system that gift from ancestors / provides separate a family possession facilities for minority handed down from groups generation to generation flotsam and jetsam elegy things thrown away song of sadness as useless redemptive good sanctuary a place of refuge / (n.phr) asylum / shelter and goodness protection that frees UNIT 6 FREEDOM 4

Adjective LESSON 3-AN ICON OF CIVIL RIGHTS debilitating antithetical weakening opposite audacious extremely bold 10.2 Reading and Comprehension - Summary Mr. Martin Luther King was the leader of the Blacks in America who fought for their basic human rights. He was awarded the Nobel Peace Prize in Oslo, on December 10, 1964. This is the speech he made thereupon accepting the Nobel Prize. Mr. Martin Luther thanks the world community for realising their cause, supporting his efforts and finally recognising him as the representative of the Blacks, though, still there are some cases, where the Whites are rude with the Blacks. He accepts the Nobel Prize as a representative for all those who were still in the movement. Since the movement is still on, he wonders how could he be awarded. He concludes that the award is a recognition that non-violence is the answer to overcome violence and oppression. He states that India has proved it and the Blacks of America will follow it with same dignity. The result is the new Civil Rights Bill. While expressing the anguish and concern for his people, Martin was bewildered to be awarded the Nobel Prize. He strongly believes in Gandhian principles, mainly the need to overcome violence through non-violence. King also propagates the ideology of universal brotherhood. He is against the use of military strengths and warfare which could do nothing for progress but cause only destruction. They could not make the days brighter. But in the dust and blood created thus, lies the truth of love and brotherhood unnoticed. He believes that it could still survive and save the world. He has faith in a world where a lion and a lamb shall lie down together. This faith could give the courage to face the uncertainties of future. Then it could make us know that we are living in a genuine civilisation struggling to be born –without the discriminative boarders. He thanks all –All those who were in the movement, joined and supported it, and the chief Justice of South Africa for his efforts to achieve a noble cause. He thanks the people of the world and the committee for the recognition that something through this movements. Martin wants to preserve the award for real owners who are still struggling to make a successful journey and who still bear the cruelty of people who hold power. UNIT 6 FREEDOM 5

LESSON 3-AN ICON OF CIVIL RIGHTS 10.3 Reading and Comprehension - About the Author Martin Luther King Jr. was born on January 15, 1929, in Atlanta, Georgia. King, both a Baptist minister and civil rights activist, had a seismic impact on race relations in the United States, beginnning in the mid 1950s. Among many efforts, King headed the SCLC (Southern Christian Leadership Conference). He was an activist and played a pivotal role in ending the racial segregation of African-American citizens in the South and other areas of the nation, as well as the creation of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. King received the Nobel Peace Prize in 1964, among several other honours. King was assassinated in April 1968, and continues to be remembered as one of the most lauded African-American leaders in history, often referenced by his 1963 speech, 'I Have a Dream’. UNIT 6 FREEDOM 6

SESSION 11 AN ICON OF CIVIL RIGHTS – LITERATURE 11.1 Literature - QA Q1. The speaker talks about “creative battle” in the beginning of his speech. What does he mean by this phrase? A. By the phrase ‘ creative battle’, Martin Luther King means a battle which is for a creative purpose of changing the lives of the oppressed but not for any destruction and also to end up racial injustice. Q2. What is Martin Luther King’s speech about? List the issues he is talking about. A. Martin Luther King’s speech is about racial injustice and civil rights. He also speaks about the necessity of nonviolence as a strong moral force. He expresses his wish for equality, dignity and freedom of life. He is mindful of children to be grown on a fine land with righteousness. Q3. Do you think this is an emotive speech? If yes, pick out the expressions that show that it is an emotive speech. A. This was an emotional speech. The relevant expressions are :–Martin gave examples which occurred in his presence such as “in Philadelphia, Mississippi, young people seeking to secure the right to vote were brutalised and murdered” and “more than 40 houses of worship in the state of Mississippi alone were bombed or burned because they offered a sanctuary to those who would not accept Segregation”. These phrases show that it was an emotive speech. Q4. What sort of future does the speaker visualise for the Americans and the mankind in general? A. Accepting the award on behalf of all men who love peace and brotherhood, Martin expects a struggle free, fine land with better people and a noble civilisation after a successful journey. Q4. What sort of future does the speaker visualise for the Americans and the mankind in general? A. Accepting the award on behalf of all men who love peace and brotherhood, Martin expects a struggle free, fine land with better people and a noble civilisation after a successful journey. UNIT 6 FREEDOM 7

SESSION 12 AN ICON OF CIVIL RIGHTS – VOCABULARY 12.1 Vocabulary I. Choosing Appropriate Meanings Given below are the words taken from the reading passage. They are listed under key words. Q1. Choose the meaning as used in the text. A. Keyword Choice words afflict affect, touch, cause pain beleaguered experienced criticism, shattered, humiliated retaliation violation, reformation, revenge tortuous complicated, unclear, straight prostrate lie flat, roll on, unmoved turmoil certainty, great confusion, trouble curator representative, person in charge, physician II. Different Types of Expressions Read the following expressions taken from the reading passage. 1. blazing light of truth 2. wounded justice 3. majestic scorn • Do they have any specific meaning? • Why does the speaker use such expressions? The above phrases are figurative expressions. They mean a word or a phrase used in a different way from its usual meaning in order to create a particular mental image or effect to add interest to a speech or a writing. Here the two words that convey opposite meaning are combined together to get a positive meaning. UNIT 6 FREEDOM 8

LESSON 3-AN ICON OF CIVIL RIGHTS Now read the passage once again and pick out the figurative expressions. Find out the meanings of all the expressions including the ones given above. Q1. Blazing light of truth A. The truth which was heightening. Q2. Wounded justice A. Justice not equally given. Q3. Majestic scorn A. Rejected and mocked at. Q4. Refuse to accept. A. Not accepting the thing done. Q5. Flotsam and jetsam. A. Things thrown away as useless. Find out the meanings of all the expressions including the ones given: Q6. 1. Unrelenting struggle = continuous fight for something 2. Sterile passivity = a condition when everything is accepted 3. Psalm of brotherhood = praising the unity 4. Cynical nation = critical thought 5. Creative turmoil = a difficult situation that is created UNIT 6 FREEDOM 9

SESSION 13 AN ICON OF CIVIL RIGHTS – WRITING 13.1 Writing Q. You have listened to the speech delivered by Subhash Chandra Bose and read the speech by Martin Luther King Jr. Let’s analyse their speeches. Discuss the following questions in groups. A. 1. How do they begin their speeches? Ans. They began their speeches honourably. 2. Do you find any logical sequence of ideas in their speeches? Ans. Yes, we found some interesting logical sequence of ideas in their speech. 3. What sort of language do they use? (Persuasive, argumentative, emotive) Ans. They used very sophisticated emotive language. 4. Do you notice any quotations, examples? (to support one’s argument) Ans. Yes, there are many examples. Every sentence is rousing and emotive. For example, 'you will give fight t0 the enemy till your lat breath', we will not beg freedom from any foreign country, 'inquilab zindabad'.. 5. Do they use any linkers for cohesion? Ans. Many linkers have been used for cohesion. For example, 'today' 'through out', 'but', 'with this'. 6. Do they maintain unity of ideas and thoughts for coherence? Ans. Yes, they have maintained the unity of ideas and thought for coherence. 7. What expressions do they use to conclude their speeches? Ans. They concluded with better hope for the future. Subhash Chandra Bose and Martin Luther King gave thought provoking speeches. They began their speeches with an acceptance of situations prevailing. Later, they have emphasised on the necessity to act according to achieve freedom. They slowly proceeded towards faith and hope for a bright future of their people. Bose and King brought out examples of people in the struggle but they did not highlight any quotations except in Martin’s speech. The ideas and thoughts to keep the audience alert are good. Finally, both of them aspire for a bright future after the struggle for freedom. UNIT 6 FREEDOM 10

LESSON 3-AN ICON OF CIVIL RIGHTS Q. Prepare a speech on the following occasion in your school. Independence Day You can use some of the quotations given in the box. • Lock up your libraries if you like, but there is no gate, no lock, no bolt that you can set upon the freedom of my mind. - Virginia Woolf, A Room of One’s Own • I disapprove of what you say, but I will defend to the death your right to say it. - S. G. Tallentyre • He who has overcome his fears will truly be free. - Aristotle • Freedom makes a huge requirement of every human being. With freedom comes responsibility. For the person who is unwilling to grow up, the person who does not want to carry his own weight, this is a frightening prospect. - Eleanor Roosevelt, You Learn by Living • Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. - Martin Luther King J A. Respected Headmaster, distinguished guests and my dear friends, We all have gathered here on the memory of our national leaders who sacrificed their lives in the freedom struggle. To gain the knowledge about the things as – Virginia Woolf said, “You lock up your libraries if you like, but there is no gate, no lock, no bolt that you can set upon the freedom of my mind”. A person who has great knowledge should spread it to others. As Aristotle said, \"He who has overcome his fears will truly be free”. Freedom makes a huge requirement of every human being. With freedom comes responsibility. For the person who is unwilling to grow up, the person who does not want to carry his own weight, this is a frightening prospect. Freedom is not free to gain, the patriotism is to be carried out. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. As Socrates swallowed the cup of poison like water, his pupils took a turn against the government and succeeded in getting the dreams of their guru. Every human being wishes to live free and has a right to live free. At the same time, we have certain responsibilities and duties to perform in this society. Let us follow the path of truth and righteousness in order to enjoy the real freedom. Thank you for giving me this opportunity. UNIT 6 FREEDOM 11

SESSION 15 THEME - FREEDOM – SELF - ASSESSMENT 15.1 Self-Assessment How well have I understood this unit? Read and tick (√) in the appropriate box. Indicators Yes Somewhat No I read and understood the text: A. A Long Walk to Freedom B. Freedom C. An Icon of Civil Rights I was able to identify the most appropriate meaning given under 'Vocabulary'. I was able to do 'defining relative clauses and noun phrases' activity given under 'Grammar’. I was able to write an essay on discrimination in life given under ‘Writing’. I was able to participate in the debate on the topic, ‘Women should work in the kitchen and Men in Office’ given under ‘Oral Activity’. I was able to complete the chronological table given under ‘Study Skills’. I listened to and understood the speech of Subhash Chandra Bose, answered the questions. I was able to understand the figurative expressions and did the exercises given under ‘Vocabulary’. I was able to understand the features of an ideal speech and prepare a speech on the occasion of Independence Day under ‘Writing’. I was able to complete the ‘Project Work’. UNIT 6 FREEDOM 12

WHERE THE MIND IS WITHOUT FEAR ---------- CCE BASED PRACTICE QUESTIONS------------ Chapter 2: WHERE THE MIND IS WITHOUT FEAR Reading and Comprehension (Unseen Poem) Session 5 Read the following poem and answer the questions that follow. Caged Bird A free bird leaps on the back of the wind and floats downstream till the current ends and dips his wing in the orange sun rays and dares to claim the sky. But a bird that stalks down his narrow cage can seldom see through his bars of rage his wings are clipped and his feet are tied so he opens his throat to sing. The caged bird sings with a fearful trill of things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom. -by Maya Angelou UNIT 6 FREEDOM 13

WHERE THE MIND IS WITHOUT FEAR I. Choose the right answer. 1. What is the poem about? [] A.The free bird B.The caged bird C.The song of the bird D.Freedom 2. Why does the caged bird ‘open his throat to sing’? [] A. It was happy. B. Its movements were restricted. C. It was calling the free bird. D. It was replying to its friends in the distant hills. 3. ‘Bars of rage’ means ___________________. [] A. the bars are strong B. the bars are too close for the bird to see the world C. the bird is angry to see the free bird D. the bird is angry being in the cage II. Write rhyming words for the following words from the poem. Words Opposites cage trill heard UNIT 6 FREEDOM 14

AN ICON OF CIVIL RIGHTS Chapter 3: AN ICON OF CIVIL RIGHTS Reading and Comprehension (Unseen Passage) Session 6 Read the following passage to answer the questions given below. In our country, corruption is something we all learn to live with. Corruption is the symptom of a disease that has its origins in non-transparency in government-functioning and lack of accountability. Many NGOs and socialites have been campaigning to bring more transparency and accountability by improvising legal system and administration. However, the basic fact remains that the common man cannot shirk responsibility. The common man —being the building block of a society— is equally accountable for boosting this monster. Since independence, many leaders have raised their voices to check the menacing corrupt practices. New laws were introduced to counter this devil. No doubt, the common man stood behind these mass movements; still corruption spread its tentacles. We can wear ‘The Gandhian caps’, hoist flags, or perform candle marches, but all these efforts are just for show unless our conscience is clear. How many of us do not jump red-light traffic signal when there is no policeman watching us? This small traffic signal test is sufficient to judge our conscience and the respect we have towards our constitution. Laws and legislation are for those who respect them. Otherwise, they fill the showcases of advocates in the form of big volumes. One can be punished for his unlawful actions but can’t be tried in any court for sins committed through hearts and minds. Until and unless we change our attitude, no law or legislation can prevent corruption. Moral judgment and conscience is the mother of a corruption–free and progressive society. I. Choose the right answer. [] 1. ______________________ is the building block of a society. A. leader B. government C. common man D. socialite 2. The ______________________ is the test mentioned in the passage, by which we can judge our conscience. [] A. PSC Test B. Civil Services Exam C. Traffic signal Test D. Mind mapping 3. Corruption can be prevented only if ___________________________. [] A. we change the laws B. another government comes to power C. severe punishment is given D. we change our attitude UNIT 6 FREEDOM 15

AN ICON OF CIVIL RIGHTS II. Answer the following questions. 1. What are the two main reasons for corruption? A. 2. What is the basis of a corruption-free society? A. III. Write the meaning of the following words from the passage. Words Meanings corruption accountability transparency shirk conscience Vocabulary Session 7 I. Match the words in column A to their meaning in column B. AB 1. sanctuary [ ] A. bold 2. contemplation [ ] B. victorious 3. audacious [ ] C. refuge 4. profound [ ] D. thought 5. triumphant [ ] E. intense UNIT 6 FREEDOM 16

AN ICON OF CIVIL RIGHTS Writing Session 8 Prepare a speech for Republic Day Celebrations in your school. Talk about the importance of Republic Day and the responsibility of the citizens towards the development of the nation. UNIT 6 FREEDOM 17

AN ICON OF CIVIL RIGHTS II. Given below is an incomplete plot of a story. Read it carefully and complete the rest of the story in about 150 to 200 words. Give a title for the story. A space mission from Earth landed on a faraway planet named DingoMZ130. An astronaut got down from the spacecraft and began to explore the rocky planet. Suddenly, he heard a noise behind him. UNIT 6 FREEDOM 18

AN ICON OF CIVIL RIGHTS III. Observe the poster given below. Write a small article of 80-100 words on the topic shown in the poster.  
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SESSION 1 5)&\"53& THE TRIAL – READING Oral Discourse Perform a skit/play on any theme. Hints: • Select one of the themes like festivals, different states and culture, a regular school day etc. • If you choose festivals, you can perform a skit on various festivals we celebrate acrossthe nations that you know of. • Assign characters of a family or a neighbouring family and perform the skit. • Similarly can be done with states and different traditions. Learn about the traditions followed in the neighbouring states and perform the skit. UNIT 7 THEATRE 20

LESSON 1-THE TRIAL 1.1 Reading and Comprehension - Word Meaning Adjective forbidden customary _ not allowed, prohibited commonly practiced, used, or observed mild solemn gentle in nature very serious or behavior obdurate weary adament; stubborn tired bewildered desperate confused having little or no hope disgusted wanton very annoyed or undisciplined / angry about reckless / something immoral UNIT 7 THEATRE 21

Noun LESSON 1-THE TRIAL peasant saint a poor farmer a person declared to be holy by the church trifles because of his or her things of little value quality or importance scribe carp a person who a fresh water fish copies out documents moat a deep wide ditch witch that is dug around a a woman thought castle and filled with to have evil magical powers water to protect it heresy from being attacked (here) a belief which is against heretic _ the principles a person believing in of Christianity or practicing religious heresy clergyman a priest in charge of UNIT 7 THEATRE the church 22

inquisitor LESSON 1-THE TRIAL a person siege making an a military operation inquiry in which an army surround a city, prosecutor building, etc., in order a legal official who to try to take control of it accuses someone of committing a crime, priest especially in a law a person appointed to court perform religious duties and ceremonies monk a member of religious confessor community of men who a priest who listens to live apart from the a person's confession society and remain unmarried Bishop a clergy man who theologian supervises local an expert in churches theology - the study of religious accused faith, practice, and a person who is experience charged with a crime page noodle a youth being trained head or brain; for the medieval rank a person with poor of knight and in the judgment personal service of a (used as slang) knight / a youth attendant 23 Gospels the first four books of the Bible / the New Testament UNIT 7 THEATRE

surcoat LESSON 1-THE TRIAL the outer coat or garment worn over Church Militant armour, in particular a the whole body of short sleeveless living Christian garment worn as part believers of insignia of an order of kinghood. assigned gave someone a Verb particular job or duty bleed deserting to lose or abandoning; release blood leaving because of a cut, injury, etc. shewn British variant of claimed 'shown' to say that (something) is true implore when some people plead may say it is not true 24 avenge to punish or hurt somebody in return for something bad or wrong that they have done to you, your family or friends exhort insist; put pressure on UNIT 7 THEATRE

LESSON 1-THE TRIAL imputed attributed bad quality to somebody Adverb Idiom wantonly _ at stake _ in danger of being acting cruelly or lost violently / deliberately or provokingly / unjustifiably Reading and Comprehension - Summary During 1337–1453 there was a war, a series of battles between France and England known as “The Hundred Years War”. Joan of Arc, born in 1412 to a French peasant, claimed that the 'voices' of saints had told her she was called on by God to aid her country. She played a key role during the war. She revived the confidence in the French and defeated British to take back the city of Reims. But she was captured by the English. They alleged Joan of Arc as the lady who followed the satan’s words and had become a witch. Joan was brought for the trial where she complained about Cauchon and the Chaplain for making her bleed and was chained. She agreed that she tried to escape from the prison many times. She was blamed for being a heretic and an unreasonable person. When she was insisted on speaking the whole truth, Joan replied that she would speak the truth as much as required for the trial but would not disclose the whole truth as it was against God's will and that they wouldn't understand it, even if she did. As Joan was stubborn to speak and swear by the truth, the inquisitor and Courcelles decided to torture her. Courcelles defended his argument to tear Joan’s body part by part as a customary act, while Ladvenu, the young monk pleaded for mercy, Courcelles reiterated that a heretic like Joan should be executed. Joan agreed to be faithful and obedient to the church and accepted the death sentence. She was burned at the stake as a witch. However, in 1909, she was beatified, and in 1920 canonised as a saint. 1.3 Reading and Comprehension - About the Author George Bernard Shaw was born on July 26, 1856 in Dublin, Ireland. In the early 1900’s, he wrote several plays including political themes and issues concerning poverty and women rights. He wrote ‘Man and Superman” (1902), “John Bull’s Other Island” (1904) and “Major Barbara” (1905). He wrote “Saint John”, in 1914,which was considered to be one of his masterpieces. He won a Nobel Prize for literature in 1925. Right up until the time of his death on November 2, 1950, Shaw remained committed to the socialist cause. UNIT 7 THEATRE 25

SESSION 2 THE TRIAL – LITERATURE 2.1 Literature - QA Q1. Joan said, “If you leave the door of the cage open, the bird will fly out.” Why did D’ Estivet say that it was a confession? A. Joan was captured by the British army and presented before the court. When she had a chance, she tried to escape. She accepts that she tried to escape and says that it is but natural that a caged bird will always tries to escape from the cage. Hence, D’ Estivet says that it was a confession. Q2. Why did Joan say, “I will swear no more”? A. Whenever Joan was questioned, she was repeatedly asked to swear to tell the whole truth. She replies that she had been over it nine times and that she had sworn as much as she could. She adds that she will swear no more. Q3. Who are the people who tried to save Joan in the trial? How do you know it? A. Brother Martin Ladvenu tried to save Joan. His words “we should proceed mercifully” indicate that he requested Courcelles and Cauchon to show mercy . He was against torturing Joan. He expresses twice, his views/opinions regarding torturing Joan. He questions the authority if they want to torture Joan for mere pleasure of it. Q4. Joan expressed her helplessness to tell the whole truth. Why? What was the old saying she mentioned in this context? A. Joan expressed her helplessness in telling the truth because it was God’s message to her not to let out the entire truth. The old saying mentioned by Joan in this context was, \"He who tells too much truth is sure to be hanged”. Q5. Why was the doctor forbidden to bleed Joan? A. The English believed that Joan was a witch and her witchery would disappear if she bled. So, though they sent a doctor to cure her, he was forbidden to let Joan bleed . Q6. Courcelles said that Joan should be tortured. What reasons did he give to support his argument? A. Courcelles said that Joan should be tortured because it was a customary and lawful thing to do. t is always done’. He supported his argument by stating that Joan refused to take an oath and that she was a heretic. UNIT 7 THEATRE 26

LESSON 1-THE TRIAL Q7. Why did Joan regret having worn the surcoat? A. Joan regretted that if she had not worn her cloth of gold surcoat in a battle, she would have never been pulled backwards off her horse by the Burgundian soldier and the British would not have imprisoned her. Q8. Joan and Courcelles called each other names. What were they? A. Joan called Courcelles 'a noodle' which means a brainless person or a person with poor judgment. Courcelles called Joan 'a wanton' meaning an immoral woman. Q9. Tick (√) the statements that are true and mark (X) for statements that are false. A. 1. Joan tried to escape from prison only once. (X) 2. Joan said that she would not hesitate to lie if she was tortured. (√) 3. Joan liked to be in the hands of the English rather than the Church. (X) 4. Cauchon tried to have Joan executed. (√) 5. Joan became ill because she ate carp. (√) Q10. Some characters in the play are in favour of Joan and some are against. Identify the characters that are in favour of or against Joan and then complete the following table. A. Sl. Name of the Favour / The words No. Character Against that support your opinion 1. Inquisitor Against She should be punished 2. D’Estivet Against That is a confession of 3. Cauchon Against heresy. 4. Chaplain Against You are not doing yourself any favours with pert answers. 5. Ladvenu Favour If you are so clever at 6 Executioner Against woman's work why do you not stay at home and do it? We should proceed mercifully. The instruments are ready. UNIT 7 THEATRE 27

SESSION 3 THE TRIAL – VOCABULARY 3.1 Vocabulary I. Word Meaning There is a word, ‘confession’ in the story which means ‘declaration of guilt’. It generally takes place in churches. Q1. Find any three words related to church from the story and write their meanings. A. 1. Gospel — good news / the preachings of Christ in New Testament. 2. Bishop — a clergyman who supervises a number of local churches. 3. Heresy — a belief which is against the principles of Christianity. 4. Canonise — declared to be a saint II. Idioms The Inquisitor in the story says, ‘Let’s not be moved by the rough side of a shepherd lass’s tongue.’ Here ‘a shepherd lass’s tongue’ means that Joan speaks whatever comes to her mind without any etiquette. There are some idioms with 'tongue' in Column – A. Match them with their meanings given in Column– B Q1. Use these idioms in your sentences: Sl. No. A B 1. sharp tongue (a) if you give someone a tongue-lashing, you speak to them angrily because they have done something wrong 2. a slip of the tongue (b) an outspoken or harsh manner; a 3. a tongue-lashing critical manner of speaking 4. bite one’s tongue (c) to struggle not to say something that you really want to say 5. be on the tip of your tongue (d) you think you know it and that you will be able to remember it very soon (e) a mistake you make when speaking, such as using the wrong word A. 1. (b) 2. (e) 3. (a) 4. (c) 5. (d) UNIT 7 THEATRE 28

LESSON 1-THE TRIAL A. i. A sharp tongue — The mean old lady who lives on the corner has a reputation of a sharp tongue. ii. A slip of tongue — I accidentally called Neeraj by his brother's name. It was just a slip of the tongue.. iii. A tongue–lashing — Mary's mother gave her a tongue-lashing for coming home late. iv. Bite one’s tongue — It is better to bite one's tongue than to say something nasty about someone else. v. Be on the tip of your tongue — I can't exactly remember the title of the book, but it is on the tip of my tongue. UNIT 7 THEATRE 29

SESSION 4 THE TRIAL – GRAMMAR 4.1 Grammar I. ’If-Clauses’ Read the following sentences from the story. 1. If you leave the door of the cage open, the bird will fly out. 2. If Joan were alive today, how would people receive her? 3. If I had not worn my cloth of gold surcoat in battle like a fool, that Burgundian soldier would never have pulled me backwards off my horse. • What is the meaning of each sentence? • What are the two parts in each sentence? • What is the role of ‘If’ ? Types of ‘If Clauses’ 1. Sentence (1) means there is a possibility of the bird flying out when we leave the door of the cage open. 2. In sentence (2) the speaker is not thinking about a real situation. He is only imagining the future happening (because Joan is not alive today.). There is no possibility of future happening. (People receiving her.) 3. In sentence (3), the speaker talks about something that might have happened in the past, but it didn’t. Identify the ‘verb and tense’ elements in each of these sentences both in ‘If–clause’ and in the Main clause. If — clause Main clause Sentence (1) leave will fly Sentence (2) were would receive Sentence (3) had worn would have pulled Q1. Now, pick out a few sentences from the play containing ‘If — clauses’ and say which type they belong to. A. 1. If you leave the door of the cage open, the bird will fly out. First type. UNIT 7 THEATRE 30

LESSON 1-THE TRIAL 2. I am reasonable if you will be reasonable. First type 3. If you tear my limb from limb until you separate my soul from my body, you will get nothing out of me beyond what I have told you. First type 4. If you hurt me, I will say anything you take, to stop the pain. First type 5. If the accused will confess voluntarily then its uses cannot be justified. First Type 6. It will not be done today if it is not necessary. First Type 7. If I had not worn my cloth of gold surcoat in the battle like a fool, that Burgundian Soldier would never have pulled me backwards off my horse. Third Type II. Sentence Completion In the story, the Chaplain says, ‘If you are so clever at woman’s work, why do you not stay at home and do it?’ If you were in the place of Joan, what would you reply? Q1. Complete the following sentences suitably as the one given above. A. 1. If I were asked to stay at home and do only household chores, I would do the same. 2. If I had attended the function, I would have danced. 3. If Raju comes to school every day, he will certainly get good marks. 4. If Lalit had helped him do his homework, Lalit would also have learnt. 5. If I were the class teacher of class–IX, I would encourage my students to learn better English. III. Editing Read the following passage. Every numbered sentence has an error. Identify and edit it. Q1. (1) It was eleven o’clock on the night. (2) The servants went to the bedroom and look in. Ramalinga and his wife were not asleep. Ramalinga knew that the servants were near. (3) He said loud to his wife, “There are many thieves in the town. You have a lot of jewels. (4) We must kept them safe. I have a plan. (5) We shall put all the jewels in an box. Then we’ll drop the box in the well. Nobody will look there for the jewels.” UNIT 7 THEATRE 31

SESSION 5 THE TRIAL – WRITING 5.1 Writing Q. Read the following statements. 1. Joan challenged the place of women. 2. Her actions attacked the power structure of medieval society. 3. By making the king in charge of everything she took power away from the feudal lords. 4. By saying she got information directly from God, she challenged the power of church. The above actions of Joan tell us about the character of Joan. Write the character sketch of Joan of Arc. Clues: concern for women; her nature; her behaviour; relations with people; commitment to work; love for nation; sentiments. Tips to write a character sketch: • Physical description: looks, clothing etc. • Quote an interesting conversation with somebody to show her attitude. Describe his / her attitudes, likes and dislikes. • Notice what other people say about the character and what they do to her. • Tell about any interesting relationships with family or friends, whether people like the character and how they would describe her. What other characters think about him / her? • The setting • The strengths and weaknesses. A. Joan of Arc was a French peasant who proved that women are in no way less in showing patriotism. Joan of Arc was born on 6th January 1412. She is one of the most remarkable people to ever live and is easily recognised by virtually everyone in the world today. Most people are not aware of what this simple young woman from a small town in eastern France accomplished in her life. Joan saved her people and united all of the France by winning several important battles at Orleans and Patay which is now known as the Hundred Years War. UNIT 7 THEATRE 32

LESSON 1-THE TRIAL Joan completely reversed the course of this war and kept France from becoming a colony of the English. Greatly celebrated by her own people, she was hated by the English who ultimately captured her and rigged a trial under the auspices of the Church to justify burning her at stake. Twenty five years later, the illegality of her trial was revealed in another trial held by the Church that completely exonerated her and declared her a martyr. In 1920, Joan became an official Saint of the same Church that had once called her a heretic and executed her by burning her at stake. She was ready to obey the God’s sentence as she was faithful to the Lord. She was not moved being burnt alive. Q. Your school is going to organise a cultural expo on the eve of children’s day. Now, prepare an invitation for the programme. (Observe all the features of an invitation) A. PROGRAMME The Principal, Staff and Students of 1. Arrival of Chief Guest 2. Lighting of the Lamp Navodaya Public School, Tirumalagiri 3. Welcome Address 4. Cultural Programme Secunderabad - 500015 5. Address by Principal 6. Address by Chief Guest Cordially invite you to their 7. Prize Distribution 8. Vote of Thanks CULTURAL EXPO 9. National Anthem On the eve of Children's Day On Wednesday, 11th December, 2019 at 1700 Hrs in the School Premises Shri. S.M Saleem Deputy Commissioner, Hyderabad Region Will grace the occasion as the Chief Guest UNIT 7 THEATRE 33

SESSION 6 THE TRIAL – STUDY AND LISTENING 6.1 Study and Listening Study Skills Speak for Safety Joan fought for her rights. Here is how children can secure their right to safety and dignity. Here is a conversation that Fatima had with her friend’s mother. Fatima : Khala, I want to tell you something. Friend’s mother : What is it beti? Fatima : It is about this uncle. He is my mamu’s friend. He was at my mamu’s Friend’s mother wedding last week. He took me into his room saying that he had got a gift Fatima for me. He tried to hug me. When I told him that I will tell my mother Friend’s mother about him he said my mother will end up scolding me for going to his Fatima room. Friend’s mother : Oh! Thank you for trusting me and telling me about this Fatima. Can I talk Fatima to your mother about this if you are scared to do so yourself? Friend’s mother : I don’t know. I think she will say it is my fault. Fatima : But it’s not your fault! You did not break any rules. Everyone has to know about him. Otherwise he will go on troubling you and other children. : Everyone at home respects this friend a lot. No one will believe me. They will blame me and try to make me feel ashamed. : There is no shame in any part of our body. Shame or respect comes from the way we behave. That man needs to feel ashamed, not you. You did not break any rule. He needs to stop such behaviour and start following safety rules. Otherwise, one day he will land up with a police case against him. : Khala, does that mean I’ll have to go to the police station? : According to the POCSO Act, 2012 no child has to go to the Police Station to report abuse. The parents/caregivers go to the police station and file and FIR. By the way, the police have to register the FIR, otherwise they can be punished. The police meet the child wherever he/she feels comfortable and talk to the child in the presence of the caregivers. : Thank you Khala for offering your help. I feel much better after talking to you about this. You can talk to my mother. UNIT 7 THEATRE 34

LESSON 1-THE TRIAL Listening Skills I. Answer the following questions. Q1. What is the compering about? A. The compering is about the history of Hyderabad’s birth the occasion of Hollywood film festival mela. Q2. What did Sultan give Bagmathi as a token of love? A. Sultan built a new city and named it Bhagyanagar as a token of his love. Q3. How did Hyderabad get its name? A. After the marriage of Bagmathi with the Sultan, she changed her name as Hyder Mahal and the new city got its name Hyderabad after her. UNIT 7 THEATRE 35

SESSION 7 ANTONY’S SPEECH – READING 7.1 Reading and Comprehension - Word Meaning Verb interred hath buried has withhold mourn suppress or restrain feel deep sorrow (an emotion or following someone's reaction) death art fled answer’d have run away paid for something (to be punished for pause doing something bad) make a brief stop UNIT 7 THEATRE 36

Noun LESSON 2-ANTONY’S SPEECH ransom the Lupercal a sum of money the Lupercal feast day demanded or paid for (a festival observed in the release of a in ancient Rome to prisoner avert evil spirits, purify the city, and release captives health and prosperity) persons who have coffin been taken prisoners a long, narrow box in or confined which a dead body is buried or cremated Adjective brutish sterner cruel or like an animal strict, unkind (here notice the pun upon Brutus’s name) grievous very severe or serious 37 Phrase under leave of with the permission of UNIT 7 THEATRE

Pronoun LESSON 2-ANTONY’S SPEECH thou Noun Phrase you general coffers Adverb national treasury oft _ often 7.2 Reading and Comprehension - Summary ANTONY’S SPEECH This is a scene from the play “Julius Caesar” written by Wiliam Shakespeare. ”Julius Caesar’ was a great emperor, who ruled Rome. Caesar was assassinated in a political conspiracy, led by Brutus, a most trusted friend of Caesar. After stabbing Caesar to death, Brutus and other conspirators came to the public and explain why they have killed Caesar. They convince the Roman public that Caesar was ambitious. Mark Antony was a great friend of Julius Caesar. He comes to the Senate Hall, where Caesar was stabbed to death, pays homage to his slain friend. He take Brutus' permission to speak to the public. He stands near the body of Caesar and starts his speech. He requests the people to listen to him. He says that he is there not to praise Caesar, but to bury him. He states that most often, the good deeds done by men are forgotten, but their mistakes are always highlighted. The same has happened with Caesar too. The most strategic speech, made by Antony, was aimed at convincing the people that killing Caesar was terribly wrong. While praising Brutus and others who conspired and assassinated Caesar, as honourable men, Antony turns the audience against the conspirators. According to Antony, Julius Caesar was a faithful friend to him. Caesar had defeated many kingdoms and brought wealth from those nations and filled the treasury of Rome, but not his personal one. He reminds them that Caesar was full of compassion - he wept for the poor. And wonders if ambitious men should be sterner and not weak enough to weep. But since honorable Brutus said that Caesar was ambitious, it may be so. UNIT 7 THEATRE 38

LESSON 2-ANTONY’S SPEECH He reminds the people that after the festival of Lupercal, Antony had offered the crown of Rome to Caeser, three times. And all the three times, Caesar had refused it. But since noble Brutus said Caesar was ambitious, it should be accepted because Brutus is an honourable man. He continues that he is there not to tell that Brutus was wrong about Caesar, but only to speak what he knew about Caesar. Antony reminds the people that they all had loved him once. They had a reason for that as well. he questions them why did they not express their grief over the death of Caesar? As the speech continues Antony sparks doubt in people's minds. Antony repeatedly refers to Brutus and the conspirators with the words 'honorable' and 'noble'. Of course, he does not mean this, and initially he sounds sincere. As the oration progresses, Antony becomes more sarcastic as he uses the words. Antony expresses his sadness saying that his heart is in the coffin with Caesar. He stops his speech to cry. And as expected it perfectly touches his audience. (The given verse is just a part of the Speech of Antony. In his speech, he never said anything against Brutus but told what he knew about Caesar. And made the people think. The end result was that the people, driven by the Speech of Antony, attacked Brutus and other conspirators. This later led to a war in which Brutus was killed. Antony, along with Augustus Caesar – the nephew of Julius Caesar – became the ruler of Rome.) 7.3 Reading and Comprehension - About the Author William Shakespeare (1564–1616) was an English poet and playwright, widely regarded as the greatest writer and the dramatist in the English language. He is often called England’s national poet and the “Bard of Avon”. His surviving works, including some collaborations, consist of about 38 plays,154 sonnets, two long narrative poems, and several other poems. His plays have been translated into every major living language and are performed more often than those of any other playwright. UNIT 7 THEATRE 39

SESSION 8 ANTONY’S SPEECH – LITERATURE 8.1 Literature - QA Q1. What elements in his speech do you think make him succeed? A. Antony begins his speech with: ‘Friends, Roman, Countrymen, I come to bury Caesar not to praise him.’ Even the first words of his speech serve a purpose. Antony is placing himself on the same level as the commoners. Antony then begins to refer to Brutus and the conspirators with the words honorable and noble. he is not sincere in using these words but sarcastic. “For Brutus is an honourable man” : the phrase that is repeated several times throughout the text, it is the most outstanding figure of speech. He asks rhetorical questions to make people think. Then, he reminds the crowd that they appreciated Caesar and implies that they would naturally mourn for him, and tugs at their heartstrings. Finally, Antony uses a metaphor to highlight his sadness. He says, 'his heart in the coffin with Caesar'. Q2. What is Mark Antony’s message? A. Brutus, the conspirator, had clarified to the people that Julius Caesar was ambitious and greedy for power. Mark Antony in his speech, convinces that Julius Caesar was neither ambitious nor greedy for power. This most strategic speech, made by Antony, was aimed at convincing the people that killing Caesar was terribly wrong. While praising Brutus and others who conspired and assassinated Caesar, as honourable men, Antony turns the audience against the conspirators. UNIT 7 THEATRE 40

SESSION 9 MAHATMA GANDHI - PUSHED OUT OF TRAIN – READING 9.1 Reading and Comprehension - Word Meaning Noun bluster corridor protest passage giving access into rooms kaffir belligerence an insulting and aggressiveness / violent contemptuous term behaviour for a black African baas panic South Africa term for sudden alarm boss car attorney carriage on a train a lawyer rebuff carcass rejection dead body of animal or bird or person UNIT 7 THEATRE 41

waistcoat LESSON 3-MAHATMA GANDHI - PUSHED OUT OF TRAIN usually sleeveless and collarless waist length sophomore garment a second-year college or high school student Adjective nonplussed earnest puzzled; serious-minded surprised and and sincere confused so much that they are unsure puzzled how to react unable to understand incredulous sensuous unbelieving; pleasing; pleasant not able or willing to believe something Adverb nervously blankly in an anxious or without expression apprehensive or understanding manner UNIT 7 THEATRE 42

Verb LESSON 3-MAHATMA GANDHI - PUSHED OUT OF TRAIN intrigue grin arouse the curiosity or smile broadly interest of; fascinate deduce stride in to use logic or walk with long firm reason to form (a steps, conclusion or opinion about something) 9.2 Reading and Comprehension - Summary This is a bitter experience faced by Mahatma Gandhi. In 1893, young Mohandas Karamchand Gandhi was in South Africa, to deal with a case of a rich merchant, Dada Abdulla. Gandhi had to travel to Pretoria by train. He buys a first class ticket through post and sits in the compartment. A porter sees him and questions him how he got a first class ticket. A European comes with a conductor. They ridicule Gandhi and ask him to leave the first class compartment. Gandhi tells them that he is an attorney and that he has a first class ticket. They don't agree. They say that there are no coloured attorneys in South Africa. Gandhi produces his identity card to prove it. But they are annoyed with him. Gandhi tells them that he had always travelled in first class in England. But they do not listen to him. When the train reaches Maritzburg Station, both the European and the conductor, forcefully take Gandhi’s luggage and throw them out on the platform. They also force Gandhi out of the first class compartment. Gandhi feels disgusted and humiliated. 9.3 Reading and Comprehension - About the Author Richard Briley (b. 25 August 1925) was educated at the University of Michigan. As an American writer, he is best known for screenplays of biopics.He won the Academy Award for the Best Original Screenplay at the 1982 Oscars for Gandhi. Briley also won the Academy Award for the Best Original Screenplay and the Golden Globe Award for the Best Screenplay—Motion Picture. UNIT 7 THEATRE 43

SESSION 10 MAHATMA GANDHI - PUSHED OUT OF TRAIN – LITERATURE 10.1 Literature - QA Q1. Why was Gandhiji puzzled when he heard that there were no coloured attorneys in South Africa? A. Gandhiji was puzzled because he was an attorney himself and he was coloured and found it strange that in a country like South Africa which consisted of people of all coloured there were no coloured attorneys. Q2. How did the conductor address Gandhiji? A. The conductor addressed Gandhiji as coolie. Q3. The Porter who was talking to Gandhi suddenly stopped talking without completing his sentence. What was he frightened of? If he had not seen the conductor, what would he have said? A. The porter stopped his conversation with Gandhiji when he saw a European and the conductor entering the compartment. If he had not seen the conductor, he probably would have explained Gandhiji that coloured people are not allowed to travel in the first class compartment. Q4. Why was Gandhi thrown out of the train? A. Gandhi was thrown out of the train as the coloured people were not allowed to sit in the first class compartment and Gandhiji was coloured. The European could not bear Gandhi as an equal to him. So, Gandhi was thrown out of the train. Q5. If you were in Gandhi’s place, how would you react? A. I may have reacted the same way as Gandhi had reacted. I too believe that as long as I have paid for the right ticket, I have the right to sit at the place I have reserved for myself. I would go by justice. Q6. Find out from ‘The Autobiography of Mahatma Gandhi’ or from the Internet, what did Gandhi do when he was thrown off the train? A. He simply waited for the next train and travelled in a luggage van where he sat beside the driver and reached Pretoria. He decided to call for an association of Indians in South Africa to make them aware of the beastly behaviour of white people towards them and the need to fight for their rights. At the same time, he pleaded Indians to be dignified and united. UNIT 7 THEATRE 44

SESSION 12 THEME - THEATRE – SELF - ASSESSMENT 12.1 Self-Assessment How well have I understood this unit? Read and tick (√) in the appropriate box. Indicators Yes Somewhat No I read and understood the text: A. The Trial B. Antony’s Speech C. Mahatma Gandhi — Pushed out of Train I was able to answer the tasks given under ‘Vocabulary’. I was able to understand and identify the elements of verb and tense in ‘If clause’ and completed the exercises given under ‘Grammar’. I was able to write a character sketch given under ‘Writing’. I listened to and understood the comparing and answered the questions given under ‘Listening’. I was able to list out the accusations made against Joan given under ‘Study Skills’. I was able to perform a play given under ‘Project Work’. UNIT 7 THEATRE 45

THE TRIAL ---------- CCE BASED PRACTICE QUESTIONS------------ Chapter-1: THE TRIAL Reading and Comprehension (Unseen Poem) Session 1 Read the following passage to answer the questions given below. Malala Yousafzai - a Pakistani activist for female education - was born on July 12, 1997 in Mingora located in the Swat Valley of Pakistan. The Taliban took control of Mingora and had set an edict that no girls could attend school. They attacked and blew up more than a hundred girls’ schools. Malala gave a speech in Peshawar, Pakistan in September 2008 titled, “How dare the Taliban take away my basic right to education?” In early 2009, under the pen name Gul Makai, Malala began blogging for the BBC about life in her hometown under the rule of the conservative Taliban militants and their threats to deny her access to education. On October 9, 2012, Malala was shot in the head by a gunman as she was returning from school. She miraculously survived and received a massive outpouring of support. She wrote an autobiography –‘I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban’ - which was released in October 2013. In October 2014, she received the Nobel Peace Prize along with an Indian, Kailash Satyarthi, an activist for children’s rights. Malala continues to campaign for education, undeterred by the continued threats to her life and the life of her family. I. Choose the right answer 1. Who shared the Nobel Peace Prize of 2014 with Malala Yousafzai? [ ] A. Chelsea Manning B. Kailash Satyarthi C. Vladimir Putin D. Edward Snowden 2. What did the Taliban militant group put a curb on in the Swat Valley. [ ] A. education B. use of internet C. westernisation D. education of girls 3. The pen name under which Malala wrote for the BBC. [] A. J. K. Rowling B. Ellis Bell C. Gul Makai D. Kamala Surraiyya UNIT 7 THEATRE 46

THE TRIAL II. Answer the following questions. 1. Who is Malala Yousafzai? A. 2. Why did the Taliban target Malala? A. 3. What is the title of Malala Yousafzai’s autobiography? A. III. Write the meanings of the following words from the passage. Words Meanings activist edict miraculously outpouring undeterred IV. Write the opposites of the following words from the passage. Words Opposites deny conservative UNIT 7 THEATRE 47

THE TRIAL Vocabulary Session 2 I. Correct the errors in the numbered sentences and write them down. (1) They are determined that I shall be burning as a witch; and they sent their doctor to cure me.(2) But he was forbidden to bleed me because the silly people believe that a witch’s witchery leaves her if she is bleeded. (3) So he only called me filth names. (4) Why are you leave me in the hands of the English? (5) And why must I be chained with the feet to a log of wood?Are you afraid I will fly away? II. Rewrite the words of the passage following the directions: Joan :You say this to me every time. I have said again and again that I will tell you all that concerns this trial. But I cannot tell you the whole truth: God does not allow the whole truth to be told. You do not understand it when I tell it. It is an old saying that he who tells too much truth is sure to be hanged. I am weary of this argument; we have been over it nine times already. I have sworn as much as I will swear; and I will swear no more. 1. What is the meaning of: a. weary b. concerns? A. 2. What part of speech is the word: ‘again’? A. 3. Make a sentence using the word ‘swear’. A. 4. You do not understand it when I tell it. (Change into past tense.) A. UNIT 7 THEATRE 48

THE TRIAL III. Some idioms related to parts of the face are given in column-A below. Match them with their meanings given in column-B. AB 1. be all ears [ ] A. get involved in someone else’s business 2. have your eye on something [ ] B. start-up problems with a new project 3. stick your nose in [ ] C. listen attentively 4. tongue-tied [ ] D. want something 5. teething problems [ ] E. can’t say anything because you feel shy Grammar Session 3 I. Fill in the blanks using the given choices. Write only letters (A), (B), (C), (D) or (E) as your answers: An old man who lived in a small side street in the city of Mumbai had to ________ (1) with the nuisance of having boys play cricket outside his house at night. One evening when the boys were ________ (2) noisy, he went out to talk to them. He explained that he was ________ (3) pensioner, who was happiest when he could see or hear boys playing his favourite game, cricket. He said he ________ (4) give them Rs.25 each week to play in the street at night. The boys were thrilled. They were being paid to do something they ________ (5)! 1. A. put in B. put off C. put up D. put out [ ] 2. A. partly B. particularly C. party D. particular [ ] 3. A. an B. (no article) C. the D. a [ ] 4. A. would B. will be C. would be D. can [] 5. A. enjoyed B. enjoying C. playful D. playing [ ] Conventions of Writing Session 4 I. Read the following passage and rewrite it using proper punctuation marks. come we are wasting time on trifles joani am going to put a most solemn question to you take care how you answer; for your life and salvation are at stake on it will you for all you have said and done be it good or bad accept the judgment of gods church on earth UNIT 7 THEATRE 49