202110231-TRIUMPH-STUDENT-WORKBOOK-ENGLISH-G09-PART1

SESSION 7 WHAT IS MAN WITHOUT THE BEASTS? – ORAL ACTIVITY 7.1 Oral Activity Q. Discuss the following in groups. 1. Why do writers often write about these things (things like earth)? 2. In what ways does nature influence man? 3. Can it shape ones personality? A. 1.The writers often write about the Earth because there is an inseparable relation between Earth and man. Additionally, earth and other related topics like the environment, climate, safeguarding our earth, etc are of utmost importance. This is the only habitable place in the universe and if we, humans destroy it with our carelessness, then we won't have a place to live. 2. Nature influences man by teaching him service, sacrifice and sanctity in thought. It gives a man a feeling of possession, protection and preservation of beautiful and wonderful things around him. 3.Yes, man’s identity, behaviour and character can be shaped and refined by nature. Initially, man realised the role of the environment surrounding him. He lived with the provisions of Earth’s natural surrounding with satisfaction. However, with the growth of technology, he became curious of his surroundings and started exploring. Due to man’s greed, he unwittingly started to disturb the environment equilibrium of the Earth. The disturbance in an environmental equation is now getting highlighted through changes in weather and sea levels. This weather change and rise in the sea–level is now endangering this very man. The change in the environment is causing the man to change his personality and also his attitude. Now man is realising the importance of protecting the environment, hence, he is changing his attitude towards his using of the Earth’s resources. UNIT 4 ENVIRONMENT 150

SESSION 8 THE RIVER – READING 8.1 Reading and Comprehension - Word Meaning Verb sparkle glancing reflect / shine taking a brief look hath swelling has increasing or expanding in size brawling struggling; brimming flow noisily fulll; full of; be full to the tending point of going in a overflowing particular way 151 Adjective impetuous rash / acting quickly without thinking UNIT 4 ENVIRONMENT

Noun LESSON 2-THE RIVER foliage rose-banks lea ves river banks where roses (flowers) appear along mortal prime eternity The best part of one’s life that cannot life continuing last for ever. without end after death Adverb headlong with the head first and the rest of the body following 8.2 Reading and Comprehension - Summary This poem is written by Caroline Ann Bowles. She has a gentle expression over the transient things in nature. The poetess expresses her gaiety when she observes the active playful, mischievous and bold river that goes at last to join the sea. The poem has philosophical undertones. The flow of river shows the journey of life to eternity. The different stages of life are brought in through the imagery used in the poem. The flow of water, the dance of pebbles, and the glance of flowers and leaves mirrors the play of the child. The overflowing river can be steady, moving broad and deep. The river grows bigger and bigger and leaps and moves fast over the mountains and rose banks like an impetuous youth. The river grows broader and deeper and seems still in its motion, towards eternity. It continues its journey till it reaches the ocean which is like an everlasting being. As the human life passes through childhood, youth, old age and eternity, likewise the river also undergoes changes in its course of action. The gentle, sparkling dancing river, faster, brawling, leaping river its stillness and the merging with the sea in the end all denote the different stages of river like the stages of human life. 8.3 Reading and Comprehension - About the Author Caroline Ann Bowles (1786–1854) was married to Robert Southey who was the poet laureate of Britain. She wrote various other works including ‘Chapter on Churchyard’ and ‘Tales of the Factories’. UNIT 4 ENVIRONMENT 152

SESSION 9 THE RIVER – LITERATURE 9.1 Literature - QA Q1. Is the river like a child ? Why? A. Yes, the river is like a child. It dances and plays hide and seek behind flowers and leaves of trees just like a child at play. Q2. Why does the poet call it ‘swelling river? A. Initially, the river is like a child. It means that at its source, the river is small. But as it flows, it grows bigger. The river is said to be swelling because it grows up in its course. Q3. ‘Seeming still yet still in motion’. What does the word ‘still’ mean in either case? A. The word still' in the 3rd stanza has two meanings. It refers to both the apparent stillness - its 'motionless state' of the river and its continuing motion. Q4. How does the sea remind you of eternity? A. Eternity means endless, never-ending. The sea is endless. It is a vast and wide. It cannot be measured. When we look at it, we do not know where it begins from, and where it would end. Hence, the vastness of the sea reminds of eternity. Q5. What do the river and the sea remind the poet of? A. The river is compared to the transient human life. To the poet, the river is like the three stages of man. In the first child, it is like a playful child. Then it is like a reckless youth and then like a man in his prime who seems still and calm. The sea reminds the poet of man's final journey to the end and beyond. Q6. Read the poem once again and list the words in the poem which show the movement of the river at various stages. A. The words dancing, rushing, brawling, leaping, swimming, sweeping, tending onward and dashing show the movement of the river. UNIT 4 ENVIRONMENT 153

LESSON 2-THE RIVER Q7. What are the word pictures used in the poem ? How do they add to the beauty of the poem? A. Pebbles dancing and leaves glancing, leaping over the rocks, moving into the sea, brimming river, little river, swelling river, headlong river are word pictures in the poem. They add beauty to the poem as they help one visualise the poem. Q8. Read the following comparisons. ‘She skims like a bird’ ‘Her face shines as the moon in the sky.’ Pick out similar expressions from the poem ‘The river’. Say why the poet has made these comparisons. What would you compare them to? A. Students’ activity Q9. Now, read the last line of each stanza. What do these lines say about the river? A. The last line of every stanza indicates the different stages of life. First stage — playful like a child; second stage — reckless like a youth; third stage — a man in his prime and the last stage — eternity of the soul. Q10. Do the river and its movement suggest something else to you? A. They are closely related to different attitudes of a man at different age levels. Q11. Attempt an appreciation of the poem comparing and contrasting your experience of a river with that of the poet. A. The poet compares the river as three stages of man’s life, a playful child, the reckless youth and the thinking and content old man. According to the poet, the river begins slowly and then it grows bigger and flows faster and before it meets the sea it is still. My experience of the river is that it shows vitality which can be compared to the living force of humans. The depth of the river is compared to thoughtfulness of the man. The union of the river with the sea is compared to the harmony of the man with the nature. (Write about the river you have seen, do you find the river you have seen similar to what the poet has described in the poem? Describe the river.) UNIT 4 ENVIRONMENT 154

SESSION 10 CAN’T CLIMB TREES ANY MORE – READING 10.1 Reading and Comprehension - Word Meaning Noun budgerigar a small Australian para- turnstile keet which is green with a mechanical gate a yellow beak but has consisting of revolving been bred in a variety of horizontal arms fixed to colours as a pet a vertical post, allowing only one person at a bougainvillea time to pass through an ornamental shrubby climbing trapeze plant widely a swing used by cultivated in the circus acrobats tropics, with bright coloured flowers hollyhock eddy (pl.eddies) a tall garden plant with a circular movement large showy flowers of dust (here) Verb Adjective course sprightliness (of liquid) flow liveliness and energy in action UNIT 4 ENVIRONMENT 155

Adjective LESSON 3-CAN’T CLIMB TREES ANY MORE dizzy disembodied having a sensation of (of a sound) lacking spinning around and any obvious losing one’s balance physical source lissome slim and graceful 10.2 Reading and Comprehension - Summary This short story was written by the famous short story writer Ruskin Bond. He was famous for his novels and short stories,essays and many books for children. He received 'The Sahitya Akademi', Award in 1992 and 'The Padma Sri' in 1999. In this short story, the writer talks about the sweet recollections of a middle–aged man. The narrator comes back to the old house in which he spent his childhood. He recollects his childhood. He meets the little girl who presently lives in that house with her parents. He sits on a bench with her and talks about a medal which he had kept in the hollow of a tree when he was a child. The girl climbs the tree and finds it. She asks him to take it, but he gives it to the girl and goes back. He feels that he had already crossed the age of climbing the trees and he was very happy to see the medal after twenty years but refused to own it because he had only come to recollect his youth. 10.3 Reading and Comprehension - About the Author Ruskin Bond was born in Kasauli, Himachal Pradesh, in 1934. He wrote a number of short stories, essays, novels, and many books for children. The Room on the Roof was his first novel, written when he was seventeen. It received the John Llewellyn Rhys Memorial Prize in 1957. In 1992, he received the Sahitya Akademi Award for his short story collection, Our Trees Still Grow in Dehra, given by the Sahitya Akademi, India’s National Academy of Literature. He was awarded the Padma Shri in 1999 for contributions to children’s literature. UNIT 4 ENVIRONMENT 156

SESSION 11 CAN’T CLIMB TREES ANY MORE – LITERATURE 11.1 Literature - QA Q1. What in your opinion is the theme of the story? A. Ruskin Bonds stories are inseparably related to the lives of his character. Isolated from the characters, they have no significance. He establishes a correlation between nature and humans. In the story, he remembers his childhood memories and visits his old house as his golden moments in his life. Q2. The middle–aged man remembers his joyous days of youth. What are the different words / phrases used in the story (for example, dark dancing eyes; swift and sweet of limbs) to show the characteristics of the youth? A. Crawling along the projecting branch, slim and dark with lovely eyes and lissome limbs on flying trapeze, blood course in the vein, swing on turnstile, climbing jack fruit tree are few phrases used in the story. Q3. A blessing rests on the house where the shadow of a tree falls.’ And so the present owners must also be receiving the tree’s blessing. What does the narrator’s grandmother mean by this statement? A. Trees provide various things - food, shelter, cool and healthy air and so on. So, they are a blessing, just as the narrator's grandmother said. While the narrator and his family were living in that house, they received a fruitful life. Similarly, the present owners too must be receiving a fruitful life, as the tree was still there. Q4. Are the grandmother and Chief Seattle expressing similar feelings about trees and nature? Why? A. Yes, both the grandmother and Chief Seattle have expressed similar feelings for the trees and nature because there is a strong relation between nature and humans, but while the grandmother's attitude is specific, Chief Seattle's anguish is toward the general destruction of nature. UNIT 4 ENVIRONMENT 157

SESSION 13 THEME - ENVIRONMENT – SELF - ASSESSMENT 13.1 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. What Is Man Without the Beasts? B. The River C. Can’t Climb Trees AnyMore I was able to work out the combinations with the words given under ‘Vocabulary’. I was able to pick out the words that denote ‘movement’ from the speech ‘What is Man Without the Beasts?’ I was able to identify the ‘verb phrase’, in the given passage under ‘Grammar’. I was able to identify the auxiliaries and the main verb in the given verb phrase. I was able to rewrite the sentences according to the directions given under ‘Writing’. I was able to understand the features of a good speech. I listened to and understood ‘Earth Song’ and answered the questions. UNIT 4 ENVIRONMENT 158

:+$7,60$1:,7+2877+(%($676 &&(%DVHG3UDFWLFH4XHVWLRQV Chapter 1: WHAT IS MAN WITHOUT THE BEASTS? Reading and Comprehension (Unseen Passage) Session 1 5HDGWKHIROORZLQJSDVVDJH WRDQVZHUWKHTXHVWLRQVJLYHQEHORZ The worst days of any summer are the rainy ones. We spend all year looking forward to nice weather and long, hot days. All of winter, with its dreary grey days and bitter cold, we dream of those endless days at the beach, laying on the sand and soaking in the bright and burning sun. And then, summer comes, and it rains. As a child, I would wake up to rainy summer days and come close to crying. It wasn’t fair. We suffered through months of school and miserable weather for those scant ten weeks of freedom and balmy weather. Any day that I could not spend at the beach or playing ball with my friends seemed like a punishment for something I didn’t even do. On those rainy summer days, I had nothing fun to do and could only sit inside, staring out at the rain like a Dickensian orphan. I was an only child, so there was no one else to play with. My father worked from home, so I was not truly alone, but he could not actively play with me since he was technically at work. It was those days that I would resign myself to whatever was on television or any books that I could find lying around. I’d crawl through the day and pray each night that the rain would not be there the next day. As an adult, though, my opinion of summer rain has changed. When you have to work every day, summer is not as eagerly anticipated. Mostly, the days run together, bleeding into each other so that they no longer seem like separate entities and instead feel like continuations of the same long day. Everything seems monotonous and dull, and an ennui or listlessness kicks in. Such a mindset makes you cheer for anything new or different. I spend the winter dreaming of summer and the summer dreaming of winter. When summer comes, I complain about how hot it is. And then I look forward to the rain, because the rain brings with it a cold front, which offers a reprieve—admittedly one that is all too short—from the torture of 100° and humid days. Rainy days are still the worst days of the summer, but summer rain today means positively beautiful—and considerably—cooler weather tomorrow. ,&KRRVHWKHFRUUHFWDQVZHU 7KHSDVVDJHPDNHVXVHRIODQJXDJHWKDWLV>@ A. metaphorical B. rhetorical C. formal D. ambiguous UNIT 4 ENVIRONMENT 159

:+$7,60$1:,7+2877+(%($676 $FFRUGLQJWRWKHSDVVDJHVXPPHULVGLIIHUHQWIRUDGXOWVEHFDXVH>@ A. rain brings with it cold temperatures for the C. they do not get a long time off from work for following days the season B. the weather is much warmer than it is for D. they better know how to occupy their children downtime $FFRUGLQJWRWKHSDVVDJHZKLFKRIWKHIROORZLQJLVDWUXHVWDWHPHQWDERXWWKHQDUUDWRUDVD FKLOG\">@ A. He or she was often bored on summer days. C. He or she liked staying indoors. B. He or she preferred cooler weather. D. He or she had no siblings. &RPSDUHGWRKRZKHRUVKHZDVDVDFKLOGWKHQDUUDWRUDVDQDGXOWLV >@ A. more realistic B. less excitable C. more idealistic D. less calm $VXVHGLQWKHILQDOSDUDJUDSKWKHZRUG'UHSULHYH;PRVWQHDUO\\PHDQV>@ A. a permanent conclusion C. a higher level of pain B. a short continuation D. a temporary break ,,$QVZHUWKHIROORZLQJTXHVWLRQV  7KH QDUUDWRU RI WKLV SDVVDJH GHVFULEHV KLV RU KHU IHHOLQJV DERXW UDLQ\\ VXPPHU GD\\V ,Q JHQHUDOKRZGR\\RXIHHODERXWVXFKGD\\V\" &RPSDUHGWRKRZKHRUVKHZDVDVDFKLOGKRZLVWKHQDUUDWRUDVDQDGXOW\" In paragraph 3, the narrator says, \"... I was not truly alone...\" Was the narrator alone at home? Why? Why not? Explain. How did the narrator’s perspective change about rainy summer days, from her childhood to DGXOWKRRG\"&RPSDUHDQGDQVZHU UNIT 4 ENVIRONMENT 160

:+$7,60$1:,7+2877+(%($676 The author writes in paragraph 4 that he or she “spend[s] the winter dreaming of VXPPHU and the summer dreaming of winter.” On the other hand, many people would say that they KDYH VSHFLILF IDYRXULWH VHDVRQV RU WLPHV RI \\HDU +RZ GR \\RX IHHO\" 'R \\RX KDYH D IDYRXULWH VHDVRQRUGR\\RXDOZD\\VORRNIRUZDUGWRZKDWHYHULVWRFRPH\":K\\\"      ,,,'RDVGLUHFWHG 1. Write two rhyming words for ‘crawl’   2. The word ‘punish’ is a verb. Adding suffix ‘ment’ to it makes it ‘punishment’ makes it a QRXQ:ULWHDQ\\WZRVXFKZRUGV   3. Find a synonym for ‘mild’ from the passage.  )LQGDQantonym for the word ‘miserable’.  5. Find a word from the passage that means the same as ‘deliverance’ or ‘respite’.  5HDGWKHIROORZLQJSDVVDJH WRDQVZHUWKHTXHVWLRQVJLYHQEHORZ Humans crave for a connection with nature. From gardening and horticulture to taking a stroll through the park or hiking through the mountains, man has found solace in nature for centuries. But with a rapidly deteriorating environment, shortage of open spaces, fear of “stranger-danger” during outdoor playtime, and an emerging culture of technology-obsessed youth, modern life is punctuated by nature deprivation and a disconnect with the world around us. There is a strong body of research confirming that direct contact with nature reduces stress and increases mental health. UNIT 4 ENVIRONMENT 161

:+$7,60$1:,7+2877+(%($676 Being with nature also bestows a sense of connectedness, meaning, and purpose. For many, respect and enjoyment of nature also leads to a sense of spirituality and an appreciation for powers larger than oneself. Outdoor settings provide activity as well as an opportunity to explore one’s surroundings and be a part of nature. Physical activity like hiking reduces depression and anxiety, reduces the risk of disease, and improves psychological well-being. Natural spaces stimulate children’s imagination and creativity, and playing outdoor enhances cognitive flexibility, problem-solving ability, and self-discipline. In recent years, health care providers have begun to recognise the therapeutic attributes of nature for treating conditions like attention disorders and depression. Children and teenagers benefit from experiences in nature more than any other population, particularly in the area of academic performance. Many parents are choosing wilderness camps and programs to help their troubled teens. Studies also show that nature, even if it is as simple as a potted plant at the work place, or trees in front of an apartment complex, help reduce stress, improve coping skills, and develop self-discipline. ,&KRRVHWKHULJKWDQVZHU :KDWLVWKHVLPSOHVWIRUPRIQDWXUHPHQWLRQHGLQWKHSDVVDJH\" >  @ A. a garden B. a large open space with trees C. a potted plant D. a lawn :KLFKRIWKHIROORZLQJLVQRWVWLPXODWHGE\\QDWXUH\" >  @ A. problem-solving ability B. creativity C. cognitive flexibility D. high stress ,,$QVZHUWKHIROORZLQJTXHVWLRQV *LYHUHDVRQVZK\\PRGHUQOLIHLVIDFHGZLWKQDWXUH-GHSULYDWLRQ    :KDWDUHWKHEHQHILWVRIPDLQWDLQLQJGLUHFWFRQWDFWZLWKQDWXUH\"   UNIT 4 ENVIRONMENT 162

:+$7,60$1:,7+2877+(%($676 3. What are the advantages of outdoor physical activities? :K\\LVLWQHFHVVDU\\IRUFKLOGUHQWRSOD\\RXWGRRUV\" Vocabulary Session 2 ,:ULWHV\\QRQ\\PVIRUWKHIROORZLQJZRUGV 1. kin - 2. sacred - 3. reserve - 4. exempt - 5. contempt - ,,:ULWHWKHDQWRQ\\PVRIWKHJLYHQZRUGV 1. savage - 2. unite - 3. ancestor - 4. protect - 5. survival - ,,,&RUUHFWHUURUVLQWKHQXPEHUHGVHQWHQFHVDQGZULWHWKHPGRZQ $  But in your perishing you will shine brightly, fired in the strength of the God who brought you to this land for some special purpose. God gave you dominian over this land and over the red man. The destiny is a mystree to us. For we do not understand when the buffalo are slaughtered, the wild horses tamed, the secret corners of the forest heavy with scent of many men, and the view of the ripe hills blotted by talking wires.  Where is the ticket? Gone. Where is the eagle? Gone. The end in living and the beginning of survival.” UNIT 4 ENVIRONMENT 163

:+$7,60$1:,7+2877+(%($676 Grammar Session 3 ,8QGHUOLQHWKHYHUESKUDVHVLQWKHIROORZLQJVHQWHQFHV 1. We have been waiting for you. 2. Seema loves watching cartoons on T.V. 3. My father has bought me a new dress. 4. Stars are shining brightly in the sky. 5. People must choose different ways to protect the environment. ,,3LFNRXWWKHPDLQYHUEVDQGWKHDX[LOLDU\\YHUEVLQWKHJLYHQVHQWHQFHV  'R\\RXNQRZP\\IULHQG5DKXO\"  ,FDQVHHDSODQHLQWKHGLVWDQFH  7KHODNHZDVRULJLQDOO\\FRQVWUXFWHGWRVXSSO\\GULQNLQJZDWHU  +DYH\\RXKHDUGDERXWWKH'DO/DNHLQ.DVKPLU\"  ,ZDVGHHSO\\PRYHGE\\WKHVRUURZRIWKHIORRGYLFWLPV UNIT 4 ENVIRONMENT 164

:+$7,60$1:,7+2877+(%($676 ,,,&RPSOHWHWKHSDVVDJHE\\FKRRVLQJWKHULJKWZRUGVIURPWKRVHJLYHQEHORZ $This shining water that moves in streams and rivers is not ________ water but the blood of our ancestors. If we sell you our land, you must remember that it is sacred, and you must teach your children that it is sacred and that each ghostly reflection in the clear water of the lakes tells of ________  in the life of my people. The water’s ________ is the voice of my father's father. The rivers of our brothers ________  our thirst. The rivers carry our canoes and feed our children. If we sell you our land, you must remember to teach your children that the rivers are our brothers, and ________, and you must henceforth give the rivers the kindness that you would give my brother. 1. (A) only (B) all (C) just (D) pure 2. (A) period (B) an hour (C) events (D) years 3. (A) babble (B) screech (C) sound (D) murmur 4. (A) fill (B) satisfy (C) cool (D) quench 5. (A) theirs (B) yours (C) ours (D) your’s Conventions of Writing Session 4 3XQFWXDWH WKH IROORZLQJ SDUDJUDSK XVLQJ FRPPDV IXOOVWRSV TXRWDWLRQ PDUNV H[FODPDWLRQPDUNVFDSLWDOVHWFZKHUHYHUUHTXLUHG my dear it seems akkayya and baavagaru are coming over i said to my husband excitedly is that true when where is it give me the letter he said and pulled the letter from my hand i went into the kitchen to get the coffee and other things ready akkayya and baavagaru were coming to this city and our home for the first time since my marriage i had looked forward to their visit all these years they had never left their little village to go anywhere using children cattle cooking etc as excuses they had always avoided moving out under such circumstances imagine their coming to our house and to this big city UNIT 4 ENVIRONMENT 165

:+$7,60$1:,7+2877+(%($676 Writing Session 5 ,5HZULWHWKHVHQWHQFHVDFFRUGLQJWRWKHGLUHFWLRQVJLYHQLQWKHEUDFNHWV 7KH+RZUDKEULGJHLVEXLOWRQWKHULYHU+RRJKO\\ &KDQJHLQWRDTXHVWLRQ   +HWROGPHWRGURSHYHU\\WKLQJ+HWROGPHWRMRLQDUFKLWHFWXUH (Combine the two sentences using ‘and’)   ,KDGVWXGLHG)UHQFKIRUVHYHQ\\HDUV,GLGQRWNQRZVHYHQZRUGVRI)UHQFK (Connect using ‘though’) <RXDUH3DYDQBBBBBBBBBBBBBBBBBBBBBBBBB\"$GGDSSURSULDWHTXHVWLRQWDJ   Oh, it was a fantastic match! (Rewrite the sentence beginning with ‘What’) UNIT 4 ENVIRONMENT 166

:+$7,60$1:,7+2877+(%($676 ,,3UHSDUHDVSHHFKRQWKHWRSLF–“The responsibilities of man towards Mother Earth.” UNIT 4 ENVIRONMENT 167

Chapter-2. THE RIVER  Reading and Comprehension (Unseen Poem) Session 6 5HDGWKHSRHPJLYHQEHORZDQGDQVZHUWKHIROORZLQJ 168 “The Brook” E\\$OIUHG,/RUG7HQQ\\VRQ I come from haunts of coot and hern, I make a sudden sally, And sparkle out among the fern, To bicker down a valley. By thirty hills I hurry down, Or slip between the ridges, By twenty thorpes, a little town, And half a hundred bridges. Till last by Philip's farm I flow To join the brimming river, For men may come and men may go, But I go on forever. I chatter over stony ways, In little sharps and trebles, I bubble into eddying bays, I babble on the pebbles. With many a curve my banks I fret By many a field and fallow, And many a fairy foreland set With willow-weed and mallow. I chatter, chatter, as I flow To join the brimming river, For men may come and men may go, But I go on forever. UNIT 4 ENVIRONMENT

7+(5,9(5 (0HDQLQJV: Coot and hern: name of birds; Sally: emerge suddenly; Ridges: narrow hill ranges, Thorpes: Small villages; Sharps: A musical note raised a semitone above natural pitch; Trebles: High Pitched tune; Foreland: Piece of land that extends into sea) ,&KRRVHWKHFRUUHFWDQVZHU 7KHEURRNEHJLQVLWVMRXUQH\\IURPDSODFHZKLFKLVDKRPHWRZKLFKRIWKHIROORZLQJ\" A. villagers B. fishes C. birds D. insects >@ :KLFKLVWKHODVWSODFHWKDWWKHERRNIORZVE\\EHIRUHMRLQLQJWKHULYHU\">@ A. village farm B. Philip’s farm C. narrow brook D. down the valley :KHUHGRHVWKHULYHUFKDWWHURYHU\"   >@ A. pathways B. broadways C. stony ways D. sideways :KDWGRHVWKHULYHUFURVValongLWVEDQNV\">@ A. fields and fallow B. forest C. city D. mills :KDWGRHVWKHULYHUGRDVLWIORZV\">@ A. it patters B. it chatters C. it sings D. it dances ,,$QVZHUWKHIROORZLQJ :KLFKSODFHVGRHVWKHEURRNSDVVE\\RQLWVMRXUQH\\\"   2. Describe the beginning of the brook’s journey.   +RZLVWKHSDWKGRZQWKHKLOOVWKHEURRNWUDYHOVSDVW\"   Where does the brook’s journey end? UNIT 4 ENVIRONMENT 169

7+(5,9(5 +RZLVWKHOLIH  MRXUQH\\RIWKHEURRNGLIIHUHQWIURPWKDWRIKXPDQEHLQJV\"   ,,,'RDVGLUHFWHG /LVWDOOWKHVRXQGZRUGVXVHGIRUWKHEURRN)LQGRXWWKHPHDQLQJVRIWKHVHZRUGV. Bicker (bicker down a valley) Chatter (chatter over stony ways) Babble (babble over pebbles) Sharps and Trebles (in little sharps and Trebles) /LVWWKHZRUGVXVHGWRGHVFULEHWKHPRYHPHQWRIWKHEURRN\"  5HDGWKHSRHPDQGDQVZHUWKHIROORZLQJTXHVWLRQV 7KH(DJOH - by Alfred, Lord Tennyson He clasps the crag with crooked hands; Close to the sun in lonely lands, Ring'd with the azure world, he stands. The wrinkled sea beneath him crawls; He watches from his mountain walls, And like a thunderbolt he falls. ,&KRRVHWKHFRUUHFWDQVZHU . The word ‘azure’ is a shade of ______ >@ A. green B. yellow C. red D. blue UNIT 4 ENVIRONMENT 170

7+(5,9(5 ,,$QVZHUWKHIROORZLQJ 7KHZULQNOHGVHDEHQHDWKKLPFUDZOV:KDWLPDJHGRHVWKLVOLQHFRQYH\\WR\\RX\"  :KDWDUHWKHTXDOLWLHVRIWKHHDJOHGHILQHGLQ$OIUHG/RUG7HQQ\\VRQ V7KH(DJOH\"   :KDWLVWKHWKHPHRI7KH(DJOHE\\$OIUHG7HQQ\\VRQ\" UNIT 4 ENVIRONMENT 171

CAN’T CLIMB TREES ANYMORE Chapter-3. CAN’T CLIMB TREES ANY MORE Reading and Comprehension (Unseen Passage) Session 7  5HDGWKHIROORZLQJSDVVDJHWRDQVZHUWKHTXHVWLRQVJLYHQEHORZ The walnut tree produces wood that is used for countless purposes. It is considered the finest wood in the world. The wood is easy to work with, yet it is very hard and durable—and when it is polished, it produces a rich, dark lustre. It also shrinks and swells lesser than any other wood, which makes it especially desirable for fine furniture, flooring, and even gun stocks. In fact, just about every part of the walnut is unusually hard and strong. The nut of the tree is encased inside a very hard shell, which itself is enclosed in a leathery outer covering called a husk. It requires real effort to break through those layers to get to the tasty meat inside. Yet, every part of the walnut is useful to people. The outer husk produces a dark reddish stain that is hard to remove from the hands of the person, who opens the nut, and this pigment is widely used in dyes and wood stains. The inner shell is used as an abrasive to clean jet engines. The meat of the nut is extensively used in cooking, icecreams, flavourings or is just eaten raw. Walnut trees exude a chemical into the soil near their roots which can be poisonous to some trees and shrubs. Fruit trees, for example, will not survive if planted too close to a walnut tree. Many others, such as maple trees or ivy, are not affected by the walnut tree’s presence, and are well-suited to grow in its vicinity. ,&KRRVHWKHULJKWDQVZHU  7KHOHDWKHU\\RXWHUFRYHULQJRIWKHZDOQXWLVFDOOHGBBBBBBBBBBBB >@ A. shell B. case C. husk 7KHSLJPHQWSURGXFHGE\\WKHQXWLVBBBBBBBBLQFRORXU >@ A. dark red B. dark brown C. dark green 7KHLQQHUVKHOORIWKHZDOQXWLVXVHGDVBBBBBBBB     >@ A. pigment B. abrasive C. chemical BBBBBBBBBtrees are not affected by the walnut tree’s presence.  >@ A. maple B. pine C. cedar :DOQXWWUHHVH[XGHBBBBBBBBLQWRWKHVRLO>@ A. vitamin B. mineral C. chemical UNIT 4 ENVIRONMENT 172

CAN’T CLIMB TREES ANYMORE ,,$QVZHUWKHIROORZLQJTXHVWLRQV :KDWNLQGRIZRRGGRHVWKHZDOQXWWUHHSURGXFH\"   :K\\LVZDOQXWZRRGGHVLUDEOHIRUIXUQLWXUH\"   +RZLVWKHPHDWRIWKHZDOQXWXVHG\"   Why won’t fruit trees survive if planted close to a walnut tree?   'HVFULEHWKHQXWRIWKHZDOQXWWUHH   ,,,&KRRVHWKHZRUGVIURPWKHSDVVDJHZKLFKJLYHWKHIROORZLQJPHDQLQJV 1. long-lasting = 2. shine = 3. rough scrub = 4. give out = 5. surrounding area = 5HDGWKHIROORZLQJSDVVDJHDQGDQVZHUWKHTXHVWLRQV “Seeing Clearly” The announcement that Donna had reached middle age came stealthily and without warning. Donna, at 42 years old, was in perfect health. She was fit, trim, and ate only the healthiest of foods, eschewing soda and candy. She was still asked for her identification when buying wine at the grocery store. She ran several miles everyday; in local road races, she was known for beating people half her age. “Forty is the new twenty!” her friends would say of Donna’s seeming agelessness. UNIT 4 ENVIRONMENT 173

CAN’T CLIMB TREES ANYMORE Donna heard the quip so often that a part of her believed that this aging thing was surely only for other people. That all changed during what should have been a fairly innocuous event: a trip to the Department of Motor Vehicles to renew her driver’s license. “Name?” the clerk asked, without looking up. Donna replied. “Address?” Donna gave it to her. “Look through there, please,” The clerk gestured toward an eye-testing machine perched at the edge of the desk. “Read the first four lines,” she sighed. Donna pushed her head against the contraption. “Go ahead.” Donna was perplexed. Everything was fuzzy. “I think the glass is dirty,” Donna said, searching the desk for a tissue to wipe off the lens. “It’s not dirty,” the clerk said, her voice dripping with condescension. “There must be some problem,” Donna said, pressing her head against the machine once more. “Ma’am, do you wear glasses?” “No, no, I don’t,” Donna responded, a little embarrassed now, as other people in the room began turning to see what was going on. The clerk glanced down at Donna’s old license and back up at her. “Welcome to middle age, sweetheart. Come back when you’ve had an eye exam and gotten glasses.” ,&KRRVHWKHFRUUHFWDQVZHU :KDWSURYHUEEHVWILWVWKLVVWRU\\\" >@ A. Time marches on. B. Time heals all wounds. C. A stitch in time saves nine. D. There is no time like the present. $VVWDWHGQHDUWKHEHJLQQLQJRIWKHVWRU\\LI'RQQDLVHVFKHZLQJFDQG\\DQGVRGD VKHLVBBBBBBB>@ A. overindulging in them B. avoiding them C. eating them in moderation D. eating them responsibly ,,$QVZHUWKHIROORZLQJ  8VLQJ WKH SDVVDJH DV D JXLGH ZKLFK EHVW GHVFULEHV WKH PHDQLQJ RI )RUW\\ LV WKH QHZ WZHQW\\\" UNIT 4 ENVIRONMENT 174

CAN’T CLIMB TREES ANYMORE $VXVHGLQWKHPLGGOHRIWKHSDVVDJHZKLFKLVWKHEHVWDQWRQ\\PIRULQQRFXRXV\"  :KDWLVWKHGLIIHUHQFHEHWZHHQWKHILUVWIRXUSDUDJUDSKVDQGWKHUHVWRIWKHSDVVDJH\"   :KLFKEHVWGHVFULEHVWKHFOHUN VDWWLWXGH\"  +RZFDQ\\RXEHVWGHVFULEHWKHWRQHRIWKHSDVVDJH\"  Vocabulary Session 8 ,)UDPHPHDQLQJIXOVHQWHQFHVXVLQJWKHZRUGVJLYHQEHORZ VWHDOWKLO\\ – HQFDVHG–  H[WHQVLYHO\\– vLFLQLW\\ – LQQRFXRXV – ,,0DWFKWKHZRUGVLQFROXPQ$ZLWKWKHLUPHDQLQJLQFROXPQ% $% 1. flushed examined 2. ominous unlettered 3. surveyed thrilled 4. eminence threatening 5. illiterate greatness UNIT 4 ENVIRONMENT 175

CAN’T CLIMB TREES ANYMORE ,,, 5HDGWKHSDVVDJHJLYHQEHORZ)LYHVHQWHQFHVLQWKHSDVVDJHDUHQXPEHUHG DW WKH EHJLQQLQJ  (DFK RI WKHVH VHQWHQFHV KDV DQ HUURU  &RUUHFW DQG UHZULWHWKHP (1) It seeming as if God appreciated that. The snake turned its head. (2) It looked into the mirror and see its reflection. I do not claim that it was the first snake that looked into a mirror. (3) But it was certained that the snake was looking into the mirror. (4) Were it admiring its own beauty? (5) Was it trying to make an important decision about growing a moustache or wearing a vermilion spot into its forehead? Grammar Session 9 Completethesentencebychoosingtherightnounclause.  :HDUHQRWUHVSRQVLEOHIRU________________ A) what our children say B) what do our children say  ,VBBBBBBBBBBBBBBBBBBBDERXW\\RXWUXH\" A) what did he say B) what he said  , PQRWJRLQJWRWHOO\\RX________________ A) what should you do B) what you should do  ,ZRQGHULI________________IURP*HUPDQ\\ A) is he B) he is UNIT 4 ENVIRONMENT 176

CAN’T CLIMB TREES ANYMORE  7KHWHDFKHUWROGXV________________DIWHUILQLVKLQJRXUH[DP A) when we should leave B) when should we leave Conventions of Writing Session 10 Read the excerpt from “TheBook Thief” by Markus Zusak and pXQFWXDWHWKHVDPH mistakes mistakes its all I seem capable of at times for two days i went about my business i travelled the globe as always handing souls to the conveyor belt of eternity i watched them trundle passively on several times i warned myself that i should keep a good distance from the burial of liesel memingers brother i did not heed my advice from miles away as i approached i could already see the small group of humans standing frigidly among the wasteland of snow the cemetery welcomed me like a friend, and soon I was with them I bowed my head standing to Liesels left the grave diggers were rubbing their hands together and whining about the snow and the current digging conditions so hard getting through all the ice and so forth one of them couldn’t have been more than fourteen an apprentice when he walked away after a few dozen paces a black book fell innocuously from his coat pocket without his knowledge a few minutes later liesel’s mother started leaving with the priest she was thanking him for his performance of the ceremony UNIT 4 ENVIRONMENT 177

CAN’T CLIMB TREES ANYMORE Writing Session 11 , 7KH IROORZLQJ SLHFKDUW VKRZV WKH SHUFHQWDJH GLVWULEXWLRQ RI WKH H[SHQGLWXUH LQFXUUHGLQSXEOLVKLQJDERRN6WXG\\WKHSLHFKDUWDQGWKHDQVZHUWKHTXHVWLRQV EDVHGRQLW 7KHSULFHRIWKHERRNLVPDUNHGDERYHWKH&3,IWKHPDUNHGSULFHRIWKHERRNLV5V WKHQZKDWLVWKHFRVWRIWKHSDSHUXVHGLQDVLQJOHFRS\\RIWKHERRN\">@ A. Rs. 36 B. Rs. 37.50 C. Rs. 42 D. Rs. 44.25 ,IWKHGLIIHUHQFHEHWZHHQWKHWZRH[SHQGLWXUHVDUHUHSUHVHQWHGE\\žLQWKHSLHFKDUWWKHQ WKHVHH[SHQGLWXUHVSRVVLEO\\DUH>@ A. Binding Cost and Promotion Cost C. Binding Cost and Printing Cost B. Paper Cost and Royalty D. Paper Cost and Printing Cost )RUDQHGLWLRQRIFRSLHVWKHDPRXQWRI5R\\DOW\\SDLGE\\WKHSXEOLVKHULV5V :KDWVKRXOGEHWKHVHOOLQJSULFHRIWKHERRNLIWKHSXEOLVKHUGHVLUHVDSURILWRI\">@ A. Rs. 152.50 B. Rs. 157.50 C. Rs. 162.50 D. Rs. 167.50 ,IIRUDQHGLWLRQRIWKHERRNWKHFRVWRISDSHULV5VWKHQILQGWKHSURPRWLRQFRVWIRU WKLVHGLWLRQ>@ A. Rs. 20,000 B. Rs. 22,500 C. Rs. 25,500 D. Rs. 28,125 :KLFKWZRH[SHQGLWXUHVWRJHWKHUKDYHFHQWUDODQJOHRIž\">@ A. Biding Cost and Transportation Cost C. Royalty and Promotion Cost B. Printing Cost and Paper Cost D. Binding Cost and Paper Cost UNIT 4 ENVIRONMENT 178

SESSION 1 %*4\"45&34 A HAVOC OF FLOOD – READING Oral Discourse Talk on –Natural calamities and their effect on human life.” Hints: • Why do natural calamities occur? Do you think that sometimes, human beings are at fault for causing some natural calamities as well? How do calamities like floods or earthquakes adversely affect us? How do these events make our life difficult? UNIT 5 DISASTERS 179

LESSON 1-A HAVOC OF FLOOD 1.1 Reading and Comprehension - Word Meaning Adjective dwelling gloomy living / sad residing enormous heart-rending e xtremely large / causing grief very big in size or amount beaming cheerful aghast and bright / filled with pleased horror and surprise pathetic plight a pitiful, difficult flimsy and sad situation weak / feeble Idioms Adverb bear the brunt frantically to receive the in an uncontrolled worst effect of manner / emotion a bad situation due to fear or worry 180 UNIT 5 DISASTERS

Verb LESSON 1-A HAVOC OF FLOOD inundate rescue cover with water / save from submerge danger breach engulf to make a hole flow over / cover or an opening com pletely / immerse rejuvenate look more lively submerge again cause to be under water groping searching catastrophe a sudden Noun disaster that causes many tributaries people to suffer rivers or stream s that flows into a larger 181 river UNIT 5 DISASTERS

shack LESSON 1-A HAVOC OF FLOOD hut donor basin a person or an an area of land organisation who along a river with gives something, streams running especially money or down into it things in charity 1.2 Reading and Comprehension - Summary This is a real incident that took place in Kurnool district, Andhra Pradesh . On the evening of 27th September 2009, it rained heavily. The people of this district did not except this to turn into a disaster the next day. On 28th September, the people of Kurnool welcomed gloomy coloured water into their streets instead of buses full of tourists. They woke up from their sleep to roaring floods and water in their houses. At 10.00 am the Central Water Commission forecast that the inflow to the Srisailam Dam would go up by an enormous level of 20 lakh cusecs of water, a first in its history. Due to this, the villages on the bank of river Krishna nearing 60, were submerged. By noon, flood water reached the first floor of several buildings. Nearly 40,000 people took shelter on rooftops. There were heart-rending scenes of people seeking assistance to rescue them. They were shocked to see the loss of their fields, houses, cattle and property. Much of the misery was caused by the Tungabhadra and the Hindra Niva rivers–tributaries of Krishna. Several places were under a sheet of ten feet water for four days. The rescue teams of IAF rescued 15 farmers trapped in a swollen stream. Thirty relief camps were opened in Kurnool to provide food and shelter. In these camps nearly 25,000 people took shelter. Disaster Management Response Force from Tamil Nadu sent a transport aircraft, 30 inflatable boats and an equal number of fiberglass boats. The government sent relief teams to distribute the emergency relief supplies like food, drinking water and clothing. One of the victims of the floods, Rajeswari recounted her experiences and how she was grateful for the help that she received from the rescue teams. UNIT 5 DISASTERS 182

SESSION 2 A HAVOC OF FLOOD – LITERATURE 2.1 Literature - QA Q1. What mood is highlighted throughout the description? Pic k out the words that suggest the mood. A. Throughout the description there was a gloom, melancholic, distressing mood. The river water in gloomy colours, shattering the hopes of bright mornings, heart–rending scene of people, trauma and loss of property, misery, people rendered homeless, the pathetic plight of the people and grief-struck are some words that suggest the mood. Q2. Which of the scenes in the text has moved you the most? Why? A. Few scenes in the text that moved me: heart-rending scenes of people frantically seeking assistance to rescue them, the pathetic plight of people hurrying to the safer places leaving behind everything they had; thousands of people in need of food and drinking water, some of them half-naked and in need of clothes. These scenes moved me because they explain the plight of the people when faced with natural calamity. We take so many things like, clothes, food and shelter for granted. It is unfortunate that a natural calamity should make us appreciate the things we have. Q3. Who played the keyrole in the rescue operation of the floods? What steps were taken by the government? A. The Indian Air Force and Disaster Management Response Force, Army and Navy played a key role in the rescue operation of the floods. The government sent relief teams to distribute food, drinking water and clothing among the flood survivors. The Disaster Management R esponse force also arranged necessary boats and transport aircraft for the flood affected people. Q4. “The flood victims were looking on with wide open e yes for some help to meet their needs”. Can you guess what their needs were? A. Food, water for drinking, clothing and rehabilitation centers for staying and necessary things to survive. Q5. “Help alw ays pays gratitude”. In what way is this statement true in the light of the context? A. As per the text, Rajeswai received help from the government and from the social organisations for which she whole heartedly thanked her helpers. Similarly, if a person is in need, it is our duty to help them. UNIT 5 DISASTERS 183

LESSON 1-A HAVOC OF FLOOD Q6. How did the roar ing floods disturb the lives of the people of Kurnool? A. The roaring floods swept away 60 villages in Kurnool district. Property worth lakhs of rupees was lost. Cattle , cows and calves, buffaloes and bullocks and other domestic animal, which were fastened in their sheds died. The paddy fields which were about to be reaped were engulfed by the massive floods. Thousands of people were displaced from their homes. Q7. What relief measures would you suggest for the flod victims? A. Provide the flood victims with food, drinking water and clothing. Tak e enough measure to prevent epidemics. Help them to rebuild their lives. Support them to come out of the trauma causedby the catastrophe. Q8. What inspiration can you draw from the last two par ag raphs of the reading passage? A. It is so pathetic and sorrowful to learn about the flood victim Rajeshwari and her children. We should collect donations from our neighbourhood and friends and help them. We need to realise it is our responsibility to help people in need. We need to understand the meaning of brotherhood and also value things like food, water and shelter. UNIT 5 DISASTERS 184

SESSION 3 A HAVOC OF FLOOD – VOCABULARY 3.1 Vocabulary I. Bright Read the following sentence and notice the meaning of the underlined word. They reached their dwelling places hoping a bright morning the next day. In this sentence ‘bright’ means ‘full of light’ or ‘shining strongly’ or ‘happy’. Q1. Identify the meaning of ‘bright’ in each of the following sentences and use them in your own sentences. Sentences – Meaning of bright 1. I like bright colours. – vivid and bold, dark or thick 2. Tejaswini gave me a bright smile. – cheerful, happy , wide 3. Sindu is a bright student. – clever, sharp, brilliant 4. Yamuna has bright ideas. – intelligent, excellent 5. This young player has a bright future. – great, prosperous, extremely good 6. We took rest in a bright room. – full of light, well lighted A. Sentences of our own 1. I like this picture very much as it is vivid and artistic. 2. Raju is very cheerful as he has got a state rank. 3. Radha is clever at learning and understanding. 4. Praveena seems to be an intelligent girl. 5. I wish you a prosperous new year . 6. This room is full of light. So we can see everything clearly. UNIT 5 DISASTERS 185

LESSON 1-A HAVOC OF FLOOD II. Concept Map II. Several people and things are involved in rescue operations. There is a description of a flood rescue operation. Complete the concept map given below with the suitable information from the text: Q1. UNIT 5 DISASTERS 186

SESSION 4 A HAVOC OF FLOOD – GRAMMAR 4.1 Grammar I. No Sooner.... Than Read the following sentences from the text and notice the underlined words / expressions. 1. No sooner had the relief team arrived there then their joy knew no bounds . 2. They had scarcely arrived at their destinations when the rain poured down. In the above sentence the expression “No sooner... than” and “scarcely... when” are used to suggest that one thing happened very soon after another. The expression ‘hardly when’ is also used to express the same. Q1. Combine the following sentences using the e xpressions “No sooner.. . than, scarcely... when, hardly... when. ” One has been done for you. A. 1. I put the phone down. It rang again. A: No sooner had I put the phone down than it rang again. (or) B: I had scarcely put the phone down when it rang again. (or) C: I had hardly put the phone down when it rang again. 2. I arrived at the station. Then the bus came in. A: No sooner had I arrived at the station, than the bus came in. B: Hardly had I arrived at the station, when the bus came in. C: Scarcely had I arrived at the station, when the bus came in. (or) I had scarcely arrived at the station when the bus came in. UNIT 5 DISASTERS 187

LESSON 1-A HAVOC OF FLOOD 3. I closed the door. Somebody knocked again. A:. No sooner had I closed the door, than someone knocked again. B: I had scarcely closed the door when somebody knocked again C: I had hardly closed the door when somebody knocked again. 4. She finished the meal. She started feeling hungry again. A: No sooner had she finished her meal,then she started feeling hungry again. B: She had scarcely finished the meal when she started feeling hungry again. C:She had hardly finished the meal when she started feeling hungry again 5. Madhavi opened the door. The dog entered the room. A: No sooner had Madhavi opened the door than the dog entered the room. B: Madhavi had scarcely opened the door when the dog entered the room. C: Madhavi had hardly opened the door when the dog entered the room. II. Editing Read the following passage. Every numbered sentence has an error. Identify and edit it. Q1. (1) “Prevention is better than cure” is the principle we followed today . (2) But on ancient times, people bothered about their health only when they fell ill. (3) But now the physicians has discovered the factors responsible for patients’ diseases. (4) A physician should have a thorough professional knowledge, patience, but sympathy towards patients to cure diseases. (5) Nearly twenty centuries ago, a great man named Charaka make certain remarks related to human health and diseases, in his famous Ayurvedic treatise Charakasamhita. A. (1) “Prevention is better than cure” is the principle we follow today . (2) But in ancient times people bothered about their health only when they fell ill. (3) But now the physicians have discovered the factors responsible for patients’ diseases. (4) A physician should have a thorough professional knowledge, patience and sympathy towards patients to cure diseases. Nearly twenty centuries ago a great man named Charaka made certain remarks related to human health and diseases, in his famous Ayurvedic treatise Charakasamhita. UNIT 5 DISASTERS 188

SESSION 5 A HAVOC OF FLOOD – WRITING 5.1 Writing Q. In the reading passage, one of the victims of the flood, Rajeswari shared her suffer ings with the flood relief team. On the basis of this, develop an intervie w by a news reporter. A. News Reporter : Rajeswari, could you tell me what had happened? Rajeswari: It was early in the morning and water had entered my hut. I knew it was News Reporter: rising. Rajeswari: What did you do then ? News Reporter: I called my children, and I also packed some clothes and things. Rajeswari: Why did you pack them? I knew that the water was rising and it was not safe. So, I gathered a News Reporter: few things that I thought would be useful. Rajeswari: Where did you go then? News Reporter: We went to a roadside shelter. It was a high place. Rajeswari: Did water reach there too ? No. But we saw our small hut collapsing in the flood. All we had was News Reporter: gone. Rajeswari: How long did you stay at the shelter? News Reporter: We stayed there for two days, without food. Rajeswari: Who came then to rescue you? A rescue team came there on a boat and saved us. It was God’s News Reporter: grace. Because we could not save anything other than our lives. They Rajeswari: brought us here. How do you feel now ? News Reporter: Here, we ate food after three days. We were given clothes. My children Rajeshwari: were given some medicines. I am thankful to all. News Reporter: What did the private organisation do for you? They built a shed for me and my children. Thank you Mrs. Rajeswari. We shall see what best the government can do for you. UNIT 5 DISASTERS 189

LESSON 1-A HAVOC OF FLOOD Q. Assume that you happened to read some of the articles / news reports on the flood rescues. You were deeply moved by the sorrows of the victims of the floods. You decided to raise funds for the cause. You wanted to share this idea with your classmates and seek their assistance in this matter. Prepare a speech (or a talk) that you would like to make to convince the donors about the need for raising funds for the cause. You may use the ideas given below. • Floods in Kurnool • Damage occurred • Human suffering and deaths • Loss of property • Death of animals • Loss of crops • Shortage of basic needs like food, clothing and shelter. • Importance of relief operations • Moral responsibility Respected elders and dear friends, I take the honour and responsibility to share my opinion with you about the flood disaster in Kurnool. I think you too might have gone through the newspapers. The district of Kurnool is severely affected by floods. A lot of damage has occurred. The people there have lost everything. Some of them have also lost their lives. The damage caused to the property, crops and animals is humungous. Many of the people have shifted to the relief camps. They need to be provided with food, clothes, medicine etc. As of now, there is a severe shortage of these things as there are more than 40,000 people in these camps. The situation may still go worse. Thank God that we are safe. But that alone is not just enough. It is time to realise what we can do. We need to help them. It is our responsibility. We may not be able to help them all. But there are many organisations, who assist the relief operations. I think that we too can be a part of it. My idea is to collect some amount, it could be from our parents or our pocket–money, so that we too may be able to contribute to a noble cause. The small amount that we may sacrifice could bring great joy for one who is in a worst situation. I sincerely hope that you co–operate and open your hearts and your purses in this hour of great need. Thank you. UNIT 5 DISASTERS 190

LESSON 1-A HAVOC OF FLOOD Q. Assume that you were one of the victims of the flood and received some help from a donor. Write a letter thanking him and expressing your gratefulness. A. Kurnool, 15 October, 2009. From V.Subba Rao, 3–19–13/C, Temple Road, Kurnool –3. To, Mr. K S. Murthy, H.No. 153/C, 4/14, Brodipet Guntur Respected Sir, I do not know, whether you remember me or even know me. I am V. Subbarao, a flood victim from Kurnool. I am happy to inform you that I was the one who received the packet that you had sent to the flood victims. It had some clothes and blankets, some packed food and some medicines in it. It all had been of great use for us. Relief operations by the government with the help of army, navy, air force and interstate organisations were set to compensate for the damage and loss occurred. Some private organisation felt the moral responsibility and voluntarily contributed their aid to the flood victims. Some of us even shared them with our neighbours. It had been very kind of you to have such a great and kind heart and we all thank you for it. The financial aid by the government assured a new birth to all of us. We shall always be grateful to you. May God bless your family with peace and prosperity. Thanking you, Honourably yours V. Subba Rao UNIT 5 DISASTERS 191

LESSON 1-A HAVOC OF FLOOD Q. Based on the diagram given below write a paragraph stating the sequential series of actions / methods (preparation before, during and after) that can be taken for disaster management. A. The recent flood havoc in Kurnool, Andhra Pradesh made all of us awestruck. Even before the disaster, the areas should be assessed and maps should be made. Based on the assessment, the possible events and incidents can be predicted. The major risk factors, for both property and lives, will be calculated. Along with that, the disaster monitoring system also shall be established. Precautions, so as to reduce the loss or to control the effect of the disaster, also shall be established. Protective structures also are to be provided. This could help in reducing the damage caused by the disaster. Warning systems, which could give early information about the disaster, also need to be established. Effective evacuation system also needs to be established. Land should be planned to reinstate shelter and mitigate health hazards and other preparations are to be implemented. Provide emergency training to the people of the locality. School teachers, officials, children and others should be given training to how to face such situations. The Government and Non–Government Organisations also should be instructed and trained on how to respond in such situations, even in relief camps. Thus, the catastrophe caused by disasters can be controlled. In case of a catastrophe, people are to be made aware of protective measures and risk factors. UNIT 5 DISASTERS 192

SESSION 6 A HAVOC OF FLOOD – STUDY AND LISTENING 6.1 Study and Listening Study Skills Note - Making We take notes when we read a book in order to record information for future reference. Such notes help us to revise lessons easily before examinations. Let’s know the process of note-making. • Read the passage once quickly • Underline the key terms during the second reading • Note only the most important information • Condense the information • Omit examples and illustrations • Organize the condensed information in a suitable format • Keep a suitable title Here is a model answer for paragraphs 2 – 5 from your Reading Passage- A Heading: Floods in Kurnool I.28-9-2009 a) No tourists b) No buses II.I. 27-9-2009 a) heavy rainfall b) damp, cold and cloudy climate c) pouring rain III.II. 28-9-2009 a) river waters entered the streets b) flood inundating houses c) 20 lakh cusecs inflow to the Srisailam Dam d) threat of flood on the banks of the Krishna e) heart-rending scenes f) people seeking help to rescue them UNIT 5 DISASTERS 193

LESSON 1-A HAVOC OF FLOOD Now make notes from the following passage and then summarise it. I. Read the following passage. The word ‘disaster’ is derived from Middle French “desastre” and from old Latin “disastro”. A disaster can be defined as any tragic event that can cause damage to life, property and destroy the economic, social and cultural life. The natural disaster is a consequence when a natural hazard affects humans or built environment. Human vulnerability and lack of appropriate emergency management lead to financial, environmental and human loss. The resulting loss depends on the capacity of the population to support or resist the disaster. Disasters occur when hazards meet vulnerability. A natural hazard will never result in a natural disaster in areas without vulnerability. Various phenomena like earthquakes, landslides, volcanic eruptions, floods and cyclones are all natural hazards that kill thousands of people and destroy a lot of money and property each year. Natural hazards can strike in unpopulated areas and never develop into disasters. The rapid growth of the world’s population and its increased concentration often in hazardous environments has escalated both the frequency and severity of natural disasters. Tropical climate, unstable land forms, deforestation and non– engineered constructions make the disaster–prone areas more vulnerable. Developing countries suffer more or less chronically by natural disasters. A. Heading: Natural Disasters Origin of the word 'disaster' French “desastre”, old Latin ‘disastro’. Meanings A tragic event which cause damage to life, property and all aspect of life. Natural disaster –Natural hazards Earthquakes, landslides, volcanic eruptions, floods, cyclones. Disaster consequences Affects humans or built environment Human vulnerability and lack of appropriate emergency management leads to financial, environmental and human loss. When it occurs when hazards meet vulnerability Reasons Deforestation Tropical climate Unstable landforms Non–engineered constructions. Rapid growth of population UNIT 5 DISASTERS 194

LESSON 1-A HAVOC OF FLOOD Summary The word ‘disaster’ is derived from Middle French “desastre” and from old Latin “disastro”. A disaster can be defined as any tragic event that can cause damage to life, property and destroy the economic, social and cultural life. Human vulnerability and lack of appropriate emergency management lead to financial, environmental and human loss. Disasters occur when hazards meet vulnerability. A natural hazard will never result in a natural disaster in areas without vulnerability. Natural disasters like earthquakes, landslides, volcanic eruptions, floods and cyclones are all natural hazards that kill thousands of people and destroy a lot of money and property each year. Deforestation, tropical climate, unstable landforms, non–engineered constructions., rapid growth of population are some reasons for the occurrence of natural disasters. Listening Skill I. Answer the following questions. Q1. What was the havoc caused by the flood? A. Krishna, Guntur, Kurnool and Mahabubnagar districts are affected. About 400 villages have been inundated with flood waters. About 4 lakhs of people have become homeless. 532 people have lost their lives too. Q2. What relief measures were taken by the Government of A.P? A. The Government of A.P has announced immediate monetary aid. The collectors of the flood hit areas were directed to setup rehabilitation camps immediately and aid of two lakhs of rupees has been announced to the member of the deceased. A relief of ten thousand rupees has been announced to homeless. Q3. What are the other highlights of the news bulletin? A. (i) C.M to visit the flood affected areas the next day. (ii) India had defeated Pakistan in the triangular cricket series at Brisbane, Australia. UNIT 5 DISASTERS 195

SESSION 7 A HAVOC OF FLOOD – ORAL ACTIVITY 7.1 Oral Activity Q. Read the lesson 'A Havoc of Flood!' once again. On the basis of the ideas in it, prepare a mock interview for a TV / newspaper. Work in groups and collect the information about the havoc caused, relief operations etc from the following. 1. Victims 2. Officials 3. Doctors 4. N.G.Os. (Non –Governmental Organisations /Voluntary Organisations) In each group one member will be the reporter and the others will play the other roles. Afterwards each group will make the presentation. A. 1) Victims Could you tell me what had happened? It all started with the heavy rains. It lasted for 2–3 days. News Reporter: Have you ever had any such experience earlier? Victim : No, this is the first time. News Reporter : What was your first feeling? Victim : We thought it was as normal rain. Later, we heard the reports that river News Reporter : Krishna was rising. We felt something wrong, because water was Victim : rising in our locality too. Did you get enough time to escape? News Reporter: Yes, some what. We were asked to move to higher areas. Victim: When did you reach the relief camp ? News Reporter: We were moved first itself. Victim : How do you assess the loss? New Reporter: As we got some time, we were able to save ourselves and bring some Victim: things with us. But that is not the case with others. Many of them lost a lot of things. The crops and houses are severely damaged. News Reporter : How is the relief work going on ? Victim : The rescue teams are still bringing people here. Everyone has got much to say and all are thinking of the damage. Most of them are still News Reporter : in shock. But we do get good support here in all means. Thank you for sharing your experience with us. UNIT 5 DISASTERS 196

2) Official: LESSON 1-A HAVOC OF FLOOD News Reporter: Officer: Hello Sir, May I know from which department you are from? News Reporter: I am from the Revenue Department. Officer: Could you please summarise the situation here? News Reporter: It is very pathetic. The loss and damage is yet to be assessed. But they Officer: are to be very huge, of course. How have you happened to be here, now? News Reporter: The Government and the Collector had given us strict instructions to be Officer: with the people. We need to make it sure that the relief camp is doing well. News Reporter : What helps do you receive here? In the rescue work, in addition to the local system there are Indian Navy and Air force. National Disaster Management Rescue Personnel also are helping us. In getting the relief work done, the Government and its agencies are doing their best. There are a lot of NGO’s and other people who help us in this. Hope everything is normal again. Thank you sir, for giving me your valuable time. 3) DOCTOR Good morning doctor. News Reporter : Good morning. Doctor : Could you please summarise the situation here? News Reporter : It is not so good. As you can see, it is still raining. And people are still Doctor: being rescued and brought here. News Reporter: What are the major threats that you expect here? Doctor: The chance for epidemics are high. The shock and trauma that these people have suffered also matters. Malnutrition and lack of drinking News Reporter: water is another aspect. Doctor: What kind of a help do you people offer here ? First of all food and drinking water. Then there are some people with News Reporter: minor injuries, some had to be airlifted to some hospitals. All others are Doctor: provided treatment here itself. Who else had joined hands with you in this Mission ? News Reporter: There are many other institutions, the Government department, various NGOs are there. Some companies have provided us with medicines free of cost. The Indian Air Force is helping us with airlifting some patients. Thus, a number of people are helping us. That’s good to hear. Thank you sir, for your valuable time. UNIT 5 DISASTERS 197

LESSON 1-A HAVOC OF FLOOD 4) NGO’s Volunteer News Reporter: Hello Sir, May I know from where you are? NGO’s Volunteer: I am from an NGO in Guntur. News Reporter: What help do you offer here? NGO’s Volunteer: We have established a wing for the children. We take care of the children there. News Reporter: May we know, how? NGO’s Volunteer: Of course. They are provided with timely food and other supplies. Clothes and blankets are also provided for them. Regular medical News Reporter: checkups are also being done for them. NGO’s Volunteer: Why children ? You see, their parents have lost all they had. Now, they are not even in a News Reporter: position to do or think something. So, we thought children need more NGO’s Volunteer: attention. There are some pregnant women also in our camp. Any future plans? News Reporter: For sure. We are raising some funds, with which we want to provide them with books, so that they could continue their education. That’s a wonderful idea. Thank you sir, for your time. UNIT 5 DISASTERS 198

SESSION 8 GRABBING EVERYTHING ON THE LAND – READING 8.1 Reading and Comprehension - Word Meaning Verb grabbing uprooting taking with a hand pulling out of the suddenly or roughly ground survive unleashed to continue to live let loose despite a dangerous event crashing hitting hard dissolved making a noise mixed in water and disappeared crunching seeping crushing noisily flowing slowly UNIT 5 DISASTERS 199