202110194-APEX-STUDENT-WORKBOOK-ENGLISH-G08-PART2

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ART AND CULTURE SESSION 5 THE EARTHEN GOBLET – READING 5.1 Reading and Comprehension - Word Meaning Noun captive impulse prisoner a sudden strong desire to something without thinking Adjective fatal vast - causing death of very great extent or quantity; immense fragrant having a pleasant smell UNIT 3 ART AND CULTURE 2

Verb LESSON% - THEEARTHENGOBLET twirl cast turn something round to shape by moulding and round 5.2 Reading and Comprehension - Summary The poem “The Earthen Goblet” was written by Harindranath Chattopadhyaya. This poem is a conversation between the poet and a goblet. The poet asks the goblet about how it felt when it was being twirled on the potter’s wheel. The goblet tells the poet that it strongly wished to break away from the potter’s hot hands. It has been captured and heated to be shaped into its present form. Before it became a prisoner on the potter's wheel and moulded into a goblet, it had a fragrant friendship of a little flower. The root of the flower was buried deep in its bosom. The association between clay and creeper was strong. The goblet fondly remembers its friendship with the flower. It dislikes its present form because it feels that its present form is like death. It grieves that the potter has drawn the living breath out of it and turned it into a lifeless goblet. It feels that its previous shapeless natural form was the best form as it had a bright flower as its companion growing through its bosom. UNIT 3 ART AND CULTURE 3

SESSION 6 THE EARTHEN GOBLET – LITERATURE 6.1 Literature - QA Q1. Who is ‘I’ in the poem? Who is the speaker in the first stanza? A. In the poem, “I” refers to the earthen goblet. The speaker in the first stanza is the poet. Q2. What does the phrase “fragrant friendship” convey about the goblet’s relationship with the flower? A. When the gooblet was in the form of clay, the root of a flower was buried deep in its bosom. It gave life to the flower. It used to feel the sweet fragrance of the beautiful flower. The sweet- smelling flower was its constant companion. Also, their friendship was as sweet as the fragrance of the flower. Hence, the poet says ‘fragrant friendship’. Q3. The poem has the expression “burned so warm”. Does the poet have tender feelings towards the goblet or the earth? What is your opinion? A. The poet nurtures a strong feeling of sorrow and sympathy for the goblet. He has tender feelings towards the earth and likes the clay’s friendship with the flower. In my opinion, the expression “burned so warm” is an expression of pain and sorrow as the clay did not like being moulded into a goblet. Q4. The goblet has certain feelings towards its present life and past life. Which life does it like? Why? A. The goblet has sweet memories of its past life as clay. As clay, it had life within and helped a flower grow. It liked its unshapely natural form of clay the best. It feels sorrowful on being cast into its present form as a goblet. It feels that its present form is like death. It feels so because the potter captures, shapes, burns and casts it into a crimson goblet. The potter has drawn out its living breath. Q5. What common things do you notice between the expressions ‘living breath of me’ and ‘natural stage’? A. In its natural stage, the clay had life and helped a ower grow. The potter drew out its life, shaped it into a goblet and burned it in a kiln. Thus, while the clay helped life exist in nature, the potter drew out it living breath. UNIT 3 ART AND CULTURE 4

LESSON% - THEEARTHENGOBLET Q6. What are literary devices ? Explain different types of literary devices that are used in a poem. A. The devices which can be used to recognise or identify the literary text are called literary devices. Literary devices are useful to interpret or analyse the literary texts. 1. Tone : The implied attitude towards the subject of the poem. Is it hopeful, pessimistic, dreary, worried? A poet conveys tone by combining all of the elements listed above to create a precise impression on the reader. Each piece of literature has at least one theme or central question about a topic, and how the theme is approached within the work is known as the tone. E.g.: The tone of the poem “The Earthen Goblet” is “sombre” (melancholy). 2. Genre : A catego.ry used to classify literary works usually by form, technique or content (e.g. prose, poetry). A genre is a term for any category of literature or other forms of art or entertainment. 3. Satire : A literary tone that is used to ridicule or make fun of human vice or weakness. A common feature of satire is strong irony or sarcasm. Although satire is usually meant to be funny, its greater purpose is often constructive criticism using wit as a weapon. 4. A Point of View : pertains to who tells the story and how it is told. The point of view of a story can sometimes indirectly establish the author’s intentions. 5. Metaphor vs Simile : A metaphor is a direct relationship where one thing is another (e.g. Juliet the sun). A simile, on the other hand, is indirect and usually only likened to be similar to something else. Similes usually use ‘like’ or ‘as’ (e.g. your eyes are like the ocean). Observe: (1) He fights like a lion. (Simile) (2) He is a lion in a fight. (Metaphor) UNIT 3 ART AND CULTURE 5

SESSION 7 MAESTRO WITH A MISSION – READING 7.1 Reading and Comprehension - Word Meaning Noun connoisseur plantains judge of an art a fruit like a large banana oblivion - laurels state of being unnoticed honours and awards for one’s achievements passion - nuance - strong feeling subtle difference maestro mission - someone who can do an important job something very well UNIT 3 ART AND CULTURE 6

aspiration LESSON& - MAESTROWITHAMISSION a strong desire to have or achieve something layperson ordinary person tinsel something that seems attractive but is not valuable Adjective ardent - stupendous - serious; amazingly large or very enthusiastic and impressive showing strong feelings reverent coveted showing great respect and admiration liked by everyone to have; Idioms greatly desired carve a niche - on par with build reputation to be at the same level UNIT 3 ART AND CULTURE 7

Verb LESSON& - MAESTROWITHAMISSION elevate transform to lift to a higher position to completely change ridicule to laugh at a person or an idea, etc. and say that they are stupid 7.2 Reading and Comprehension - Summary This extract is about the famous Kuchipudi dancer Sri Vempati Chinna Satyam who was born on 15th October 1929. He had a great desire to learn Kuchipudi. He faced many hardships in his childhood. At first, he was declared unfit to learn the dance form by a teacher. However, he later learnt it from the masters, Tadepalli Peraiah Sastry and Vedantam Lakshminarayana Sastry, who taught him many difficult aspects of the dance style. Satyam, thus, developed a genuine interest towards Kuchipudi. With the encouragement of his cousin, he tried his luck in Telugu films and choreographed various types of dance sequences. In this way, he developed a reputation in Telugu films as a dance director. This made his desire to popularise Kuchipudi even stronger. Towards this end, he established the Kuchipudi Art Academy in 1963 in Madras, where he composed as well as choreographed dances. His dance shows became famous all over the world. This got him various distinguished disciples like Yamini Krishnamurthy and Hema Malini, among others. Satyam, a professional dancer, was rightly honoured with many awards for his efforts to develop the Kuchipudi dance form which earned him doctorates from various universities. He was also given the Sangeet Nataka Academy fellowship, the Rajya Lakshmi Foundation award and in 1976, he was made Asthana Natyacharya by the T.T.D. The Indian government honoured him with the Padma Bhushan. For his dedication and contribution towards Kuchipudi he can be rightly called as the “Maestro with a Mission”. UNIT 3 ART AND CULTURE 8

SESSION 8 MAESTRO WITH A MISSION – LITERATURE 8.1 Literature - QA Q1. Vempati Chinna Satyam left his house on a purpose. Do you think he was successful at the end? A. Yes, Vempati Chinna Satyam was successful at the end. He was able to spread the dance form of Kuchipudi to all nooks and corners of the world. He popularised Kuchipudi through cinemas. He established the Kuchipudi Art Academy to teach, spread, and popularise Kuchipudi. He composed and choreographed 150 solo items and 15 dance dramas. He composed the famous dance dramas “Krishna Parijatham” and “Ksheera Sagara Madhanam”. He composed the “Padmavathi Srinivasa Kalyanam”, which is considered as a masterpiece. He also taught Kuchipudi to distinguished dancers. All these achievements are the hallmark of a successful career. Q2. When the station master asked Satyam “Where are you going, dear?”, he kept silent. Now choose one of the options that may not be the reason for his silence. (a) He was determined to achieve something. (b) He was determined and confident of his destiny. (c) He was not determined or confident of his destiny. A. (c) Q3. If the eighteen–year–old lad hadn’t left his village, Kuchipudi would not have gained this popularity. Do you agree/ disagree? Why? A. Subjective response. (Sample response: Yes. If Vempati Chinna Satyam had not left his village, Kuchipudi would not have gained such popularity. UNIT 3 ART AND CULTURE 9

LESSON& - MAESTROWITHAMISSION (1) He would not have become a dance director and would not have choreographed popular dance sequences in Telugu films. (2) He would not have established the Kuchipudi Dance Academy in Madras. (3) He would not have composed solo items and classical dance dramas. (4) He would not have had so many great disciples. OR No. Even if Vempati Chinna Satyam had not left his village, it is still possible that Kuchipudi might have achieved popularity. On the other hand, it is possible that there might have been someone else who would have made Kuchipudi popular.) Q4. Is it appropriate to call him Dr Vempati? Do you agree? Why (not)? A. For many years, Vempati remained a source of inspiration to the people who worked for Kuchipudi. He remained at the centre stage of Kuchipudi’s surge as a classical dance form. Hence, Vempati was honoured with a doctorate by Andhra University in 1980. In 1983, S. V. University honoured him with a D. Litt. So, it is appropriate to call him Dr Vempati. UNIT 3 ART AND CULTURE 10

SESSION 9 MAESTRO WITH A MISSION – WRITING 9.1 Writing Q. Based on the details of the famous singer, S. P. Balasubrahmanyam, given below write a bio- graphical sketch of him. Full name: Sripathi Panditaradhyula Balasubrahmanyam Date of birth: 4th June 1946 Place of birth: Konetammapeta, Nellore District State: Andhra Pradesh Educational qualifications: Engineer Entry into film industry: 1966 First film: Sri Sri Sri Maryada Ramanna Entry into Bollywood: In 1980 Total number of songs sung: About 40,000 Other credits: Noted dubbing artist Actor: Acted in a number of Telugu films TV Programmes: Leading many TV Programmes Awards: • National Film Award for Best Male Playback Singer –6 times • Nandi Awards from Government of Andhra Pradesh –25 times • State Award from Tamil Nadu • State Award from Karnataka • Padma Shri • Padma Bhushan UNIT 3 ART AND CULTURE 11

LESSON& - MAESTROWITHAMISSION A. Sripathi Panditaradhyula Balasubrahmanyam, fondly known as S. P. or Balu, was born on 4th June 1946 at Konetammapeta, in Nellore district of Andhra Pradesh. He studied engineering. In 1966, he entered the film industry as a playback singer. His first film was Sri Sri Sri Maryada Ramanna. He entered Bollywood in 1980. He sang about 40,000 songs in many languages. He was not only a famous singer but also a noted dubbing artist. He also acted in a number of Telugu films. He hosts many leading TV programmes. He was presented many awards for his outstanding performances as a singer. He got the National Film Award for Best Male Playback Singer six times. He got Nandi Award 25 times from the Government of Andhra Pradesh. He is a recipient of the fourth and third highest civilian honours, the Padma Shri and the Padma Bhushan, from the Government of India. UNIT 3 ART AND CULTURE 12

SESSION 10 MAESTRO WITH A MISSION – STUDY AND LISTENING 10.1 Study and Listening Listening I. Listen to a news bulletin read by your teacher and answer the following questions. NEWS This is the All India Radio, giving you the news. The Headlines. • The Government of AP all set to declare a new art and culture policy. • A new cultural programme to be launched to show the Government’s commitment to the cultural development of the state. • Exhibitions and other activities to mark the new programme. The news in detail. • The Government of AP is all set to declare a new art and culture policy. The policy is expected to stress on the development of arts and crafts of the state. The Chief Minister is expected to announce the policy today at Ravindra Bharati, Hyderabad. • As per the Government sources, a drive under this programme will benefit the artists of Kuchipudi, Burrakatha, Oggukatha and Harikatha. Puppet shows would be made compulsory in all the Government organised programmes. • According to the Handicrafts Minister, 51 new cultural centres would be started to boost the sales of Nirmal, Etikoppaka and Kondapalli toys. • He also stated that handloom weaving would be given due importance. Dharmavaram, Pochampalli, Venkatagiri, Mangalagiri, and Ponduru weavers would get interest–free loans. The headlines once again. • The Government of AP all set to declare a new policy on arts and culture. That’s the end of this news bulletin. Have a good day! Q1. What are the highlights of the bulletin? A. The highlight of the bulletin is that the Government of AP is all set to declare a new art and culture policy. Q2. Where is the art and culture policy going to be announced? Who is going to be benefitted by this policy? A. The art and culture policy is going to be announced at Ravindra Bharathi, Hyderabad. The people who will benefit from this policy are: The artists of Kuchipudi, Burrakatha, Oggukatha and Harikatha, puppeteers and weavers. UNIT 3 ART AND CULTURE 13

LESSON& - MAESTROWITHAMISSION Q3. How will the weavers be benefitted by this policy? A. Weavers from Dharmavaram, Pochampalli, Venkatagiri, Mangalagiri and Ponduru would be able to avail interest–free loans under this policy. Study India is a land of culture and tradition. One aspect of our culture is dance. India has six major types of dance forms: Bharatanatyam, Kathakali, Kuchipudi, Kathak, Odissi and Manipuri. This information can be transformed into a tree diagram. Q1. Here is some information about musical instruments in India: In India, we have many musical instruments. The shehnai is an Indian wind instrument. It is played during auspicious functions. The harmonium is a wind instrument having its roots in Europe. The sitar is one of the prime musical instruments of Indian music. It is a stringed instrument. The tanpura is another stringed instrument. Among the stringed instruments, the veena is the most ancient stringed instrument. The tabla is a percussion instrument. The flute (bansuri) is a wind instrument. The violin is a stringed instrument played with a bow. Now, convert the above information into a tree diagram. A. UNIT 3 ART AND CULTURE 14

SESSION 12 THEME - ART AND CULTURE – 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 have read and understood the text A. The story of Ikat B. The Earthen Goblet C. Maestro with a Mission I was able to identify and use the homonyms and homophones given under ‘Vocabulary’. I was able to use reported speech given under ‘Grammar’. I was able to edit the passage using homophones given under ‘Vocabulary’. I was able to understand and draw a tree diagram given under ‘Study Skills’. I listened to and understood “The News Bulletin” and answered the questions given under “Listening”. I was able to prepare a profile of an artist given under 'Project Work'. UNIT 3 ART AND CULTURE 15

LESSON' - THEME-ARTANDCULTURE UNIT 3 ART AND CULTURE 16

THE EARTHEN GOBLET ---------- CCE BASED PRACTICE QUESTIONS------------ CHAPTER -2: THE EARTHEN GOBLET  
  !\"# $!  $ $$ $$! Read the following poem and answer the questions that follow. GROWTH OF A TREE -by Meish Goldish I’m a little maple, oh so small, In years ahead, I’ll grow so tall! With a lot of water, sun, and air, I will soon be way up there! Deep inside the soil my roots are found, Drinking the water underground. Water from the roots my trunk receives, Then my trunk starts making leaves. As I start to climb in altitude, Leaves on my branches will make food. Soon my trunk and branches will grow wide, And I’ll grow more bark outside! I will be a maple very tall, Losing my leaves when it is fall. But when it is spring, new leaves will show. How do trees grow? Now you know! I. Choose the right answer. 1. Which part of the plant drinks water? [ ] ] A. trunk B. branches C. leaves D. roots [ ] 2. The word “bark‟ here means ___________. ] ] A. sound of a dog B. small ship C. rough outer covering of trees D. to say something loudly 3. The word ‘fall’ in the last stanza means ___________. [ A. drop B. autumn C. lower D. become sad 4. New leaves will come on the plant during ___________. [ A. summer B. winter C. spring D. autumn 5. The expression “As I start to climb in altitude” means ___________ [ A. tree starts climbing B. hibernate C. stop growing D. grow in height UNIT 3 ART AND CULTURE 17

THE EARTHEN GOBLET Reading and Comprehension (Seen Passage) Session 7 I. Read the stanza and answer the questions that follow. 'Before that fatal hour That saw me captive on the potter's wheel And cast into his crimson goblet - sleep, I used to feel The fragrant friendship of a little flower Whose root was in my bosom buried deep.' a. Whose friendship did the goblet enjoy? b. What is the colour of the goblet now? c. Why does the goblet feel that its present form is like sleep? d. Which word in the stanza means 'deadly'? e. Who makes the goblet? II. Read the stanza and answer the questions that follow. O silent goblet! Red from head to heel, How did you feel When you were being twirled Upon the potter's wheel Before the potter gave you to the world? a. Who is the speaker in this stanza? b. Why is the goblet silent? c. What does the poet ask the goblet? d. Why is the goblet placed on the potter's wheel? e. Which word in the stanza means 'to turn round and round'? III. Read the stanza and answer the questions that follow. The Potter has drawn out the living breath of me And given me a form that is the death of me, My past unshapely natural state was best With just one flower flaming through my breast UNIT 3 ART AND CULTURE 18

THE EARTHEN GOBLET a. Who is the speaker in this stanza? b. What does the goblet say about its past? c. What is its opinion about its present shape? d. Who has given the goblet its present shape? e. What is the word in the stanza which means the same as 'burning like a flame'? IV. Read the stanza and answer the questions that follow. 'I felt a conscious impulse in my clay To break away From the great potter's hand that burned so warm, I felt a vast Feeling of sorrow to be cast Into my present form.' a. Who is the speaker in this stanza? b. What does the goblet feel when it removed from the earth? c. How does the potter's hand feel to the goblet? d. What was the past shape and form of the goblet? e. What is the word in the stanza which means the same as 'very big'? UNIT 3 ART AND CULTURE 19

MAESTRO WITH A MISSION CHAPTER -3: MAESTRO WITH A MISSION  
  !\"# $! S $$ $$! 8 I. Read the following passage to answer the questions given below. He was born to Venkatachalamaiah and Varalakshmi on 15th October,1929. He led an illustrious life of 83 years and he breathed his last on 29th July 2012. He was survived by his wife, Swarajya Lakshmi, two sons and three daughters. a. Who does 'he' refer to? b. When was 'he' born? c. Who were his parents? d. When did 'he' die? e. Which word in the passage means 'very famous and much admired'? II. Read the following passage to answer the questions given below. Tadepalli Peraiah Sastry and Vedantam Lakshminarayana Sastry taught him the difficult aspects of Kuchipudi style and inspired him. Satyam developed a genuine and ardent interest towards the art form. He sometimes sold his meal tickets to watch dance programmes in Chennai. He only wanted to liberate Kuchipudi from the clutches of insignificance and oblivion. With encouragement from his cousin Vempati Pedda Satyam, Vempati Chinna Satyam tried his luck in the Telugu film world. a. Who taught Satyam the difficult aspects of Kuchipudi style? b. What did Satyam develop within himself? c. What did Satyam do to watch the dance programmes in Chennai ? d. What was Kuchipudi trapped in? e. Who encouraged Satyam to enter the Telugu film world? III. Read the following passage to answer the questions given below. The dance form originated in the village of Kuchipudi. for a long time, the art was performed at temples at the time of annual festivals and in streets on the demand of the people. Initially, it was a male oriented dance form. Even female roles were played by men. What a surprise! Great gurus like Vendantam Lakshminarayana, Chinta Krishna Murthy enriched and transformed it and welcomed women in to play different roles. They produced many dance dramas and choreographed several solo items. Thus the transformation of dance was complete! It was different from the days when men played the female roles. Now, women play even male roles. Yet, it was not much popular. And, it was not recognised on a par with other classical dances till 1958. UNIT 3 ART AND CULTURE 20

MAESTRO WITH A MISSION a. Which dance form originated in the village of Kuchipudi? b. Where was the dance form originally performed? c. What was surprising about the dance form? d. How did the great gurus mentioned here transform the dance form? e. When did Kuchipudi gain popularity and recognition as a classical dance form? IV. Read the following passage to answer the questions given below. All Telugu speakers identify themselves with 'Kuchipudi'. The rest of the world looks at Kuchipudi and Dr. Vempati's stupendous work with reverent eyes. Kuchipudi has established itself on a par with other dance forms of India like Bharathanatyam, Kathak and Kathakali. Countless people worked for Kuchipudi, but Dr. Vempati remains the source for inspiration to such people and he remains at the centrestage of Kuchipudi's surge as a classical dance form in Modern India. Hence, he can rightly be called \"Maestro with a Mission\". a. What are the classical dance forms referred to in this passage? b. Why do the Telugu speakers identify themselves with Kuchipudi? c. What is the title that the author attributes to Vempati? d. How did the world get to know of Kuchipudi? e. Which word in the passage is the opposite of 'classical'? Data Interpretation Session 9 I. Study the tree diagram carefully and answer the questions given below. a. What does the table depict? b. Which are the four main stringed instruments? c. Which type of instrument is played by striking and banging on a surface? d. Which are the wind instruments that are not played on wood? e. What is the total number of instruments mentioned here? UNIT 3 ART AND CULTURE 21

WOMEN EMPOWERMENT SESSION 1 BONSAI LIFE - PART I – READING 1.1 Reading and Comprehension - Word Meaning Noun exhaustion decade extreme tiredness a period of 10 years Verb mutter say something in a low vanish voice,in dissatisfaction disappear or irritation; complain about something hesitate privately to pause before saying or doing something consoled made someone feel savour better when they are enjoy something (as in feeling sad or enjoying the taste of a disappointed dish) UNIT 4 WOMEN EMPOWERMENT 22

determined LESSON$ - BONSAILIFE-PARTI decided to do something dignified deserving respect Adjective uphill sumptuous sloping upwards grand apprehensive wretched worried or nervous very unhappy; miserable elated very happy or excited UNIT 4 WOMEN EMPOWERMENT 23

LESSON$ - BONSAILIFE-PARTI 1.2 Reading and Comprehension - Summary The story ‘Bonsai Life’ written by Abburi Chayadevi talks about the role of education in a woman’s life. This is the story of Ammalu who is an educated lady working in an office in Delhi. She stays with her husband who is also an employee. The story starts with Ammalu telling the readers that she was lazy to write any letters but loved receiving them. One day, when she returned from work she noticed that she had got a letter from her Akkayya who stays in the village with her husband, who is a farmer. Her Akkayya had written the letter to inform Ammalu that she was coming to her place along with her husband because they wanted to visit Kasi and Haridwar. Akkayya was not educated like Ammalu. Their father had made Akkayya discontinue her studies after class five and later got her married. Her husband, though being educated, settled in the village and took up agriculture as his profession. But Ammalu, on the other hand, was lucky because her father changed his views and let her continue her studies. She finally got married to a job–holder in a city. The story then continues with Ammalu sharing her views with Akkayya about her job. Ammalu is unhappy with her job because she is unable to manage work and home at the same time. But Akkayya had a different opinion altogether. She explained to Ammalu that it was better to do a job than to be dependent on others for your survival because that is what Akkayya was presently experiencing. She has realised that education for a girl child is very important as it makes her independent. This was the reason Akkayya wanted to send her daughter to college as soon as she completed her schooling. She feels that education makes a woman independent and if a woman does not possess a degree, then she would always have to depend on her husband for all her needs. 1.3 Reading and Comprehension - About the Author Abburi Chayadevi is a well–known feminist writer, born in 1933. She has written many short stories and essays. She was awarded the Central Sahitya Academy award in 2005. In her works, she elucidates the lives and feelings of women. UNIT 4 WOMEN EMPOWERMENT 24

SESSION 2 BONSAI LIFE - PART I – LITERATURE 2.1 Literature - QA Q1. Tick ( ) the statements that are true: i. The narrator receives letters very frequently. ( ) ii. The letter brought the news of the narrator’s sister and brother–in–law’s arrival. ( ) iii. The narrator’s husband was very happy to hear the news of the visitors. ( ) iv. Akkayya was not interested in continuing her studies. ( ) v. The narrator’s husband likes the traditional food of Andhra Pradesh. ( ) A. i. The narrator receives letters very frequently. ( ) ii. The letter brought the news of the narrator’s sister and brother–in–law’s arrival. ( ) iii. The narrator’s husband was very happy to hear the news of the visitors. ( ) iv. Akkayya was not interested in continuing her studies. (×) v. The narrator’s husband likes the traditional food of Andhra Pradesh. ( ) Q2. ”The moment I see letters. . . can’t contain my excitement.” Why does the narrator get excited? A. The narrator usually doesn’t find time to write letters, but she gets excited when she receives one from others. She thinks that she comes face to face with her near and dear ones and that she hears their affectionate voices speaking to her. The exhaustion of her office work disappears and her heart grows light. Thus, she loves to receive letters. Q3. What change did the narrator observe in her father’s attitude towards education over a decade? A. The narrator’s father didn’t let Akkayya study after class five. He thought that there was no use of education for a girl. Those were the days when people thought it was enough if a girl was able to keep the washerman’s accounts. A decade later, her father changed his views and believed that a girl should also be educated. So, he didn’t hesitate to send the narrator to college. UNIT 4 WOMEN EMPOWERMENT 25

LESSON$ - BONSAILIFE-PARTI Q4. Why was Akkayya determined to send her daughter to college? A. Akkayya didn’t like to keep her daughter at home without educating her. She knew her position too well. She believed that a woman would amount to nothing if she didn’t have a degree. She believed that without education, a woman would have to live under her husband’s thumb like a scorpion lives under a slipper. She was convinced that a woman should have economic independence. Hence, she was determined to send her daughter to college. Q5. In what way is the narrator more fortunate than her sister? A. The narrator’s father thought that there was no use of education for a girl so he didn’t educate Akkayya after class five. But with the passage of time, his views changed. He understood that a girl should be educated. So, the narrator was able to complete her education, which made her more fortunate than her Akkayya. Q6. Can one be independent without a job or an earning? Justify your answer. A. Subjective response. Sample response: No, I do not think that any person can be independent without a job or an earning. But that does not take away the dignity of a person. He/ she may incapable of doing a job, or not be allowed to take up a job. That should not mean that the person is not independent. If his/ her family is very loving and understanding, they will give them the dignity and respect deserved to make him/ her feel independent. However, having a job or an earning, i.e., having financial independence makes it a lot easier to have independent in life, in general. UNIT 4 WOMEN EMPOWERMENT 26

SESSION 3 BONSAI LIFE - PART II – READING 3.1 Reading and Comprehension - Word Meaning Noun drudgery canopy hard, boring work a cover fixed over something for shelter squall backyard a strong wind a small area behind a house respite rest, usually for a short nought period of time nothing; zero Adjective Verb adept rage very skilled or proficient come with force at something UNIT 4 WOMEN EMPOWERMENT 27

Verb LESSON% - BONSAILIFE-PARTII stunted perplex prevented from growing confuse collapsed (of a person) dragged fell suddenly pulled something along the ground 3.2 Reading and Comprehension - Summary This chapter is a continuation of the previous chapter which makes us understand the value of education in a woman’s life even better. Ammalu’s sister (Akkayya) and her husband come to visit her in the city. While sharing her thoughts about not being independent, Akkayya becomes very unhappy. So, to cheer her up Ammalu takes Akkayya to the balcony. Here, Akkayya notices the turayi and pomegranate trees among all the other plants growing in flower pots. This surprises Akkayya and she asks Ammalu how the two trees meant for outdoors would grow freely in such a small flower pot. Ammalu then tells Akkayya that this was the Japanese art of growing miniature trees in pots and that these trees were called ‘Bonsai trees’. This wasn’t appreciated by Akkayya because she felt that these plants also had a right to grow freely. Suddenly, there was a huge dust storm and it started raining heavily. Ammalu brought Akkayya indoors and closed all the windows of the house. But Akkayya then noticed that due to the heavy rains, there were many people who took shelter under the shade of a tall turayi tree. On seeing this, Akkayya immediately called Ammalu and showed her this view, explaining to her that the tall turayi tree was protecting the people from the rain because it was independent to do so. But the bonsai trees wouldn’t be able to protect anyone because even though they looked sweet and nice, they were very delicate like a housewife. She, being uneducated, was dependent on others for her survival. She wasn’t independent, just like the bonsai trees which were captive in the small flower pots and weren’t allowed to grow freely. On listening to Akkayya’s words, Ammalu was very touched and wanted to free the bonsai trees from their flower pots. In this way, Abburi Chayadevi brought out the problems faced by housewives and the importance of educating a girl child. 3.3 Reading and Comprehension - About the Author Abburi Chayadevi is a well–known feminist writer, born in 1933. She has written many short stories and essays. She was awarded the Central Sahitya Academy award in 2005. In her works, she elucidates the lives and feelings of women. UNIT 4 WOMEN EMPOWERMENT 28

SESSION 4 BONSAI LIFE - PART II – LITERATURE 4.1 Literature - QA Q1. Complete the statements giving more than one reason. Girls should be educated like boys because (a) (b) (c) A. (a) They should be able to get an equal position in the society along with boys. (b) They should be able to have economic independence. (c) They must not need to depend on others for anything. (d) They must learn to solve their problems skillfully. Q2. Fully grown trees are more useful because (a) (b) (c) A. (a) They give us shade. (b) They give us fruits. (c) They give us wood. (d) They stand on their own and protect themselves and others. UNIT 4 WOMEN EMPOWERMENT 29

LESSON% - BONSAILIFE-PARTII Q3. Why was Akkayya perplexed? A. When Akkayya saw the turayi and pomegranate trees in the flower pots, she was surprised and asked Ammalu how those trees would grow freely in such small pots. She didn’t know that they were bonsai trees. When asked about this, Ammalu burst into laughter. Akkayya didn’t undertand why she was laughing. So, she was perplexed. Q4. How is a bonsai reared? A. Bonsai is a Japanese art form for growing miniature trees in low sided pots. The rearing of bonsai starts with a specimen of the source material. Bonsai’s development incorporates the following techniques. (i) Leaf trimming (ii) Pruning the trunk, branches, and roots of the candidate tree (iii) Clamping (iv) Grafting (v) Defoliation, etc. Bonsai requires specialised care. The following are some of the care techniques. (i) Watering must be regular. (ii) Re–potting must occur at regular intervals. (iii) Specialised soil composition and fertilisation are needed. Q5. What similarities do you notice between the bonsai tree and the housewife? A. Bonsai trees look nice and sweet like housewives. Both the bonsai tree and the housewife are delicate. The housewife has to depend on someone for the things she needs. She has to depend on others. In the same way, the bonsai tree can’t withstand a small dust storm or squall. It is dependent on someone and can’t provide shelter to anyone. Q6. What made the narrator feel the urge to free the bonsai? A. Akkaya’s words about the bonsai trees touched the narrator’s heart. She now felt that the bonsai were being grown like birds in a cage. So, she felt the urge to release them. UNIT 4 WOMEN EMPOWERMENT 30

LESSON% - BONSAILIFE-PARTII Q7. What is the central theme of “Bonsai Life”? A. Women should be well educated and allowed to work. They should be empowered. They must have financial independence and shouldn’t depend on upon others for everything. The author takes the example of a bonsai tree to depict the life of a housewife. Both the bonsai tree and a housewife are dependent on others. Q8. Make a list of activities done by a homemaker and a working woman. A. Subjective response. (Sample response is shown below.) Homemaker Working woman i. Being the primary i. Going to work. caregiver for children. ii. Doing household duties. iii. Serving the husband and ii. Serving the husband. iii. Cleaning the house. children etc. iv. Cooking. iv. Cooking. v. Washing clothes etc. v. Settling financial matters etc. Q9. Put a tick ( ) mark against the most appropriate meaning for the phrases given below. 1) ‘. . . . . . to keep the washerman’s account’ means (a) to take care of household work. () (b) to count clothes. () (c) to maintain the washerman’s account. () A. (c) to maintain the washerman’s account. Q10. 2) ‘. . . . . . .uphill task’ means. (a) high–quality work. () (b) a difficult job. () (c) working on a hill. () A. (b) a difficult job. UNIT 4 WOMEN EMPOWERMENT 31

LESSON% - BONSAILIFE-PARTII Q11. 3) ‘. . . . . . .grass is greener on the other side’ means () (a) the grass on this side is green. () (b) others are good as we are. () (c) others are in a better position than us. () A. (c) others are in a better position than us. () Q12. 4) ‘. . . . . . . . . ..like a scorpion under a slipper’ means () (a) killing a scorpion with a slipper (b) being guided and controlled (c) feeling totally suppressed A. (c) feeling totally suppressed UNIT 4 WOMEN EMPOWERMENT 32

SESSION 5 BONSAI LIFE - PART II – VOCABULARY 5.1 Vocabulary I. Phrasal Words Look at the phrasal verb underlined in the following sentence. ”I feel like giving it up .” (give up) What does it mean? ‘Give’ is a verb and ‘up’ is a preposition. Such combinations are called phrasal verbs. A phrasal verb normally gives a meaning different from the meaning of its parts. ‘Give up’ means ‘to stop doing something’. Q1. Refer to a dictionary and find out the meaning of some more phrasal verbs beginning with ‘give’ and ‘look’. • Give in • Give out • Give away • Look after • Look up • Look into A. • Give in: to accept that you are defeated • Give out: to stop working • Give away: to give something as a gift or in charity • Look after: to take care of someone • Look up: to look for information • Look into: to examine something Q2. Use the above phrasal verbs in your own sentences. A. 1. They carried on fighting to the end. They would never give in . 2. The car engine gave out in the middle of the forest. 3. He gave away most of his money to the church. 4. Please look after my child when I am away. 5. I looked it up in the dictionary. 6. The headmaster is looking into the matter of the missing girl. UNIT 4 WOMEN EMPOWERMENT 33

LESSON% - BONSAILIFE-PARTII II. Similes Look at the simile in the following sentence. Without it, she will have to live under her husband’s thumb ‘ like a scorpion under a slipper ’. The life of a homemaker is compared to a scorpion under a slipper. When we compare two things, we often use the word ‘like’. Here are a few more examples of similes. • He roared like a lion. • They eat like wolves. Q1. Look at the following similes. • bright like a full moon • sleep like a log • eat like a bird • beautiful like a rose • sweet like honey Write five sentences using the above similes. A. • Her face is shining bright like a full moon. • After he got back from his journey, he slept like a log. • The little child looked thin and weak because she used to eat like a bird. • The cake looks delicious and as beautiful as a rose. • It tastes as sweet as as honey. III. Idioms Make some idioms from the words in circles and use them in your own sentences. Q1. UNIT 4 WOMEN EMPOWERMENT 34

LESSON% - BONSAILIFE-PARTII A. Thorn in flesh • The minister has been a thorn in the flesh for all his other party members. Sore on the back foot • He has irritated our family like a sore on the backfoot. Top of the world • I’ve been feeling on top of the world ever since I got the first rank. Cat on the wall • In an argument, Vaibhav never takes sides. He is like a cat on the wall. UNIT 4 WOMEN EMPOWERMENT 35

SESSION 6 BONSAI LIFE - PART II – GRAMMAR 6.1 Grammar I. Subjects and Predicates Read the sentences. i. Akkayya grew accustomed to village life . ii. I went into the kitchen . The words in italics are subjects. The words underlined are predicates. II. Subjects and Predicates Circle the subjects and underline the predicates. Q1. i. The girls danced. ii. The dark clouds filled the sky. iii. Shiva drove a silver Toyota. A. i. The girls danced . ii. The dark clouds filled the sky . iii. Shiva drove a silver Toyota. III. Identifying Subjects and Predicates Read the following passage. The narrator felt very happy to receive her sister and brother–in–law, who came to stay with them. They brought many things with them. Akkaya made special dishes for her sister’s husband, which he liked very much. She praised her sister for being employed and making her living. She was very sorry about her position at home. One day, the narrator showed her Bonsai plants and explained how they are grown but she did not like it. On a rainy day, many people gathered under a tree to take shelter. Showing this, Akkaya made the narrator understand the importance of freedom in one’s life. Q1. Identify subjects and predicates in each sentence of the paragraph. A. (i) The narrator –[subject] felt very happy to receive her sister and brother–in–law, who came to stay with them – [predicate] UNIT 4 WOMEN EMPOWERMENT 36

LESSON% - BONSAILIFE-PARTII (ii) They –[subject] brought many things with them –[predicate] (iii) Akkayya [subject] made special dishes for her sister’s husband which he liked very much –[predicate] (iv) She –[subject] praised her sister for being employed and making her living –[predicate] (v) She –[subject] was very sorry about her position at home –[predicate] (vi) the narrator –[subject] showed her Bonsai plants and explained how they are grown but she did not like it – [predicate] (vii) many people –[subject] gathered under a tree to take shelter on a rainy day –[predicate] (viii) Akkayya –[subject] showing this made the narrator understand the importance of freedom in one’s life – [predicate] UNIT 4 WOMEN EMPOWERMENT 37

SESSION 7 BONSAI LIFE - PART II – WRITING 7.1 Writing Q. Observe the following poster. List the features of this poster. E.g.: Who has issued the poster? What is it about? Make a note of the date, time, venue, layout and the nature of the sentences. A. i. Issuing authority: AP DWACRA, Arunodaya building, Brodiepet, Guntur. ii. Event: Inauguration of Handicrafts exhibition–cum–sale iii. Time: 4 p.m. iv. Date: 15 October v. Place: Gunta Ground, Kothapet, Guntur. vi. Duration: From 15th to 25th October vii. Layout: Suitable layout UNIT 4 WOMEN EMPOWERMENT 38

LESSON% - BONSAILIFE-PARTII Q. Make a poster based on the information given below. i. Issuing authority: Andhra Pradesh Arts and Crafts Society,Vijayawada. ii. Event: Dance performance by Aarthi iii. Date: 14th November iv. Chief Guest: Honourable Chief Minister of Andhra Pradesh v. Venue: PWD Grounds, Vijayawada. A. UNIT 4 WOMEN EMPOWERMENT 39

SESSION 8 BONSAI LIFE - PART II – STUDY AND LISTENING 8.1 Study and Listening Listening I. Listen to a debate on the topic ‘Education of a Girl Child is a Burden’ and answer the questions that follow. Speaker 1: Respected chairperson, honourable judges, and all my dear friends, I stand here to express my views for the motion ‘Education of a girl child is a burden’. In a poor family, the main concern of the head of the family is to provide food, clothing, and health to all the members. Most of their resources are used for these priorities. Later, when they think of education, the preference goes to the male child as he would grow up to become a bread-winner for the family whereas the girl child would leave the family one day. So, I feel that educating a girl child is a burden. Speaker 2: Respected chairperson, honourable judges, and all my dear friends, my knowledgeable opponent is of the opinion that the education of a girl child is a burden. May I ask how the education of the girl child could be a burden when she is an equal partner in sharing the responsibilities and duties of a family? If given a chance, she will be sharing the burden of the family at least till she gets married. So, I strongly oppose the motion. Speaker 1: Since my opponent agrees that the girl child would leave the family one day after her marriage, can we not agree that it is a waste of money to educate a girl child? Instead, the families can save the money to bear the expenses of her wedding. Moreover, the girl child can reduce the burden of the family, but not by earning after her education but by managing household work. As her duty in the latter part of her life is to look after her family and children, it is better for her to learn to practise it beforehand. If she had to stay away from home for longer periods, it would be an additional burden to the family. Speaker 2: My friend says that the future of the girl child is to look after her family and children. But haven’t such traditional gender roles led to inequalities in the society? I strongly feel that an educated girl can render financial assistance first to the father and later to the husband. Moreover, it is education that will bring about a change in the attitude of people towards the role of women. Indeed, it is rightly said that ‘if you educate a man, you educate an individual, but if you educate a woman, you educate a nation’. UNIT 4 WOMEN EMPOWERMENT 40

LESSON% - BONSAILIFE-PARTII Q1. Now complete the table based on the information you’ve just heard: A. Arguments Against For Education of the girl child is Speaker 1 a burden Speaker 2 When she grows up, she is an equal partner in sharing the responsibilities and duties. Speaker 1 The male child will be the breadwinner of the family and the girl would leave the family one day. Speaker 2 An educated girl can render financial assistance to the father and later to the husband. Speaker 1 As the girl’s duty in the latter part of her life is to look after her family and children, it is better that she learn to practise the same. Speaker 2 If a man is educated, an individual is educated. However, if woman is educated, a nation will be educated. UNIT 4 WOMEN EMPOWERMENT 41

SESSION 9 I CAN TAKE CARE OF MYSELF – READING 9.1 Reading and Comprehension - Summary This story is about a mother rat who wants her daughter to get married to the most powerful being in the world. So, she first goes to the sun god and asks him if he is the most powerful being in the world. He replies that he isn’t the most powerful being. He asks her to go to the rain, who is more powerful because without the rain god there would be no crops or greenery on earth. The mother rat goes to the rain god and asks him if he is the most powerful being on earth. The rain god replies that it isn’t him who is the most powerful being in the world, but it is the mountain because he blocks the clouds and lets the water flow freely. The mother rat then goes to the mountain god and asks him if he is the most powerful being in the world. The mountain god denies this and tells the mother rat that it is the earthworm which is the most powerful because it is the greatest friend of living beings. The mother rat then tells her daughter that she wants her to marry the most powerful being in the world so that she can be safe and protected. On hearing this, the daughter rat tells her mother that she wants to learn things on her own and doesn’t want to depend on others for her safety. She says that she wants to learn how to be powerful on her own and wants to stand on her own feet. She wants her mother to support her. She wants to take care of herself and also of those whom she loves. UNIT 4 WOMEN EMPOWERMENT 42

SESSION 10 I CAN TAKE CARE OF MYSELF – LITERATURE 10.1 Literature - QA Q1. What do you think is the most important thing to learn to live well? A. The most important thing to learn to live well is to learn to be strong and work hard. We should learn to stand on our own feet. The best protection is to be able to protect oneself. Q2. What are the skills or qualities that would help you be independent in your life? A. The skills or qualities that would help one be independent in life are: i. Hard work ii. Determination iii. Dedication iv. Being independent and self–dependent v. The ability to protect oneself and one’s loved ones, etc. Q3. Do you agree/ disagree with the daughter of the mother rat? Give reasons for your response. A. Yes, I agree with the daughter of the mother rat. One has to learn to depend on the power within oneself to achieve one’s target. One doesn’t have to depend on anyone for anything if one stands on one’s own feet. Depending on another person’s power, position or prosperity does not promise peace and security in the long run. UNIT 4 WOMEN EMPOWERMENT 43

SESSION 11 I CAN TAKE CARE OF MYSELF – STUDY AND LISTENING 11.1 Study and Listening Study I.Observe the data given in the bar diagrams related to male and female infant mortality rates (IMR) in India over the years 1990 to 2008 and answer the questions given below: Q1. In which year is the difference in infant mortality rates between males and females the highest? A. The difference in infant mortality rates between males and females is the highest in the year 2003. Q2. In which case and in which year do we find a sudden decrease in the IMR? A. We find a sudden decrease in the IMR in the case of males in 2003. Q3. What will happen if there is a wide gap in IMR between males and females? A. If there is a wide gap in IMR between males and females, there will be a change in the ratio of males and females. When the number of female children is decreased, the male children won’t find partners when they grow up. It will affect the society at large. UNIT 4 WOMEN EMPOWERMENT 44

LESSON& - ICANTAKECAREOFMYSELF Q4. What, according to you, may the reasons be for the female IMR being higher than the male IMR? A. I think that the mindset of the parents that it will be a burden for them to get their daughters married when they grow up may be the reason for the female IMR being higher than the male IMR. Q5. What may the reason be for the decrease in IMR over the years? A. The availability of sophisticated medical facilities and a change in the parents’ mindsets may be the reasons for the decrease in IMR over the years. Q6. Do you think there could be a further decrease in the IMR after 5 years? A. Yes, I think there could be a further decrease in the IMR after 5 years. Q7. What, according to you, may the reasons be for the death of more than half of the male and female infants? A. A lack of proper medical facilities and superstitious thinking in villages may be the reasons for the death of more than half of both male and female infants. Q8. Group work: Discuss the above questions in your group and write an analytical report on the IMR in India. A. There have been gradual decreases in both the male and female IMR since 1990. In the year 2003, a sudden fall in male IMR was observed. However, if there is a wide gap between male and female IMR, there will be an imbalance between the number of males and females. We believe that the main reason for the higher female IMR is the attitude of the parents towards girl children. The IMR has been slowly decreasing because of highly developed medical technology, an increase in better living conditions of the people, awareness, literacy, and so on. We believe there will be further decrease in the IMR in the future. UNIT 4 WOMEN EMPOWERMENT 45

SESSION 12 I CAN TAKE CARE OF MYSELF – ORAL ACTIVITY 12.1 Oral Activity Q. Work in pairs and debate on the proposition and include the points given below in your debate. ’Reservation in education, employment, and legislature will empower a woman.’ Argument for reservation: • Objective of reservation • Role of reservation in education • Suffering of women • Women taken for granted Argument against reservation: • Talk against education of women and its ill–effects on reservation • Talk for education of women but against reservation A. Subjective response. UNIT 4 WOMEN EMPOWERMENT 46

SESSION 14 THEME - WOMEN EMPOWERMENT – SELF - ASSESSMENT 14.1 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. Bonsai Life –Part–I B. Bonsai Life –Part–II C. I Can Take Care of Myself I was able to understand and use the phrasal verbs given under ‘Vocabulary’. I was able to frame idioms given under ‘Vocabulary’. I was able to understand and identify subject and predicate given under ‘Grammar’. I was able to write a poster given under ‘Writing’. I was able to understand the debate given under 'Listening'. I listened to and understood “Education of the Girl Child is a Burden” and answered the questions given under “Listening”. I was able to participate in a debate given under ‘Oral Activity’. I was able to interview the neighbourhood women given under ‘Project Work’. UNIT 4 WOMEN EMPOWERMENT 47

LESSON' - THEME-WOMENEMPOWERMENT UNIT 4 WOMEN EMPOWERMENT 48

THE BONSAI LIFE- PART 1 ---------- CCE BASED PRACTICE QUESTIONS------------ CHAPTER -1: THE BONSAI LIFE (Part- I)  
  !\"# $!  $ $$ $$!  Read the following passage to answer the questions given below. I was born in Fiji and I know what it is like having an extremely humble background, coming from a rural area and a minority community. My only “luck” was having an opportunity to go to school, and I absolutely loved it. I still love it today! Even when I was dreadfully sick, I never missed a day. I loved school so much that I often competed with my friends who lived near the school to see who could be the first to arrive. Education was free, but we needed to pay $5 as administration charges for every term. I will never forget how I waited by the school gate for my mother to bring me those $5 school administration fees. I used to sit in fear with tears in my eyes, watching the road for the bus, and with each bus that went by without my mother getting off, my heart would sink. I was paralysed with fear because I did not want to be sent home. Since then, I have never stopped believing in how far $5 can go in a poor girl’s life. That $5 represented my dreams, my happiness… and my future. Having that $5 each term to stay in school changed my life. I. Choose the right answer. [] 1. The narrator fearfully waited for her mother to bring the fees because A. she thought something would have happened to her mother B. she did not want her schooling to be stopped and be sent home C. she thought her mother would have abandoned her D. she did not like to stay with her family 2. How much was the school fees for the education of the narrator? [] A. $5 every term B. No fees C. A dollar D. $5 3. The $5 was ____________ charges for every term [ ] A. admission B. accommodation C. administration D. accreditation 4. I was paralysed with fear because I did not want to be sent home. The word paralysed here in the text means_________ [] A. loose ability to walk B. unable to move C. blind D. dumb UNIT 4 WOMEN EMPOWERMENT 49