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

punch LESSON 2-GRABBING EVERYTHING ON THE LAND a hard hit made with the fist tearing apart destroying Noun something completely shriek a loud shout white horses waves in the sea or beasts ocean with white tops big animals on them army heat (here) a group of (here) pressure hounds compared to the waves of Tsunami potion water with great force Adjective or strength galloping increasing or speeding rapidly UNIT 5 DISASTERS 200

Noun -Phrases LESSON 2-GRABBING EVERYTHING ON THE LAND dreadful might fed by plates terrible power pushed by the movements of rock galloping ashore in the earth moving very fast onto the land / spreading rapidly 8.2 Reading and Comprehension - Summary The poem by Lily Usher is about how a giant wave originating in the ocean came and destroyed everything on land. Like giant white horses, the waves took away everything that they could reach. People were surprised and had nowhere to go. Everything in its way was destroyed and thousands of people were killed and their houses destroyed. Few of those who survived understood the meaning of a Tsunami. UNIT 5 DISASTERS 201

SESSION 9 GRABBING EVERYTHING ON THE LAND – LITERATURE 9.1 Literature - QA Q1. What is the central theme of the poem? A. The destruction caused by tsunami is the central theme of the poem. Q2. What does the ‘hand’ refer to ? Where was the hand born? A. The huge powerful wave of tsunami is referred as the “hand’. The hand was born in the stomach of the ocean. Because tsunami waves are caused by earthquakes in the ocean. Q3. Identify the most striking line in the poem A. 'Lives were lost and bodies were found, Brutally killed by a hungry hound' is the most striking line in the poem. Q4. Describe the damage caused to mankind due to ‘Tsunami’. Locate the words or expressions which tell the the fury of Tsunami’. A. Tsunami caused massive destruction. Trees were uprooted and buildings collapsed. All that came on the tsunami’s way were demolished. No one could escape or hide from it. The words and usages like ‘grabbing everything’. ‘uprooting trees’, ‘smashing, homes’, ‘unleashed’, ‘dissolving under it’, ‘crashing’, ‘crunching’, ‘tearing apart’ etc tell about the fury of Tsunami. Q5. Why do you think only a few could understand the meaning of ‘Tsunami’? A. The Tsunami was so severe that very few could escape from it. So many of them lost their lives. Only the few who had escaped could understand tsunami. UNIT 5 DISASTERS 202

SESSION 10 THE HAM RADIO – READING 10.1 Reading and Comprehension - Word Meaning Noun disaster establishments an event resulting great a structure with loss and misfortune buildings and (calamity) equipment for business appliances innovation instruments or devices a creation resulting for a specific purpose from study and experimentation interoperability blackout the ability to exchange loss of lighting or use information (power off) expedition terrestrial a journey organised for relating to the land a particular purpose Adjective adept skilful UNIT 5 DISASTERS 203

disparate LESSON 3-THE HAM RADIO different in quality or kind remote isolated / Verb out-of-the-way / distant choke to block wiped out destroyed largely 10.2 Reading and Comprehension - Summary The world where we live in is not a safe place. We are always under the threat of a disaster or a terrorist attack. Any such incidents either natural or man–made can happen at any time and disturb the common life. In such situations the Disaster Management system comes to restore communication. Its major concern is to restore communication, as the usual modes of communications like telephones, mobiles etc., will be severely affected. In such situations, Ham Radios are the equipment, which serve as a solution. Ham Radio (Amateur Radio) uses High–frequency radio waves for communication. They do not depend on underground cables or cell towers. So, the network of Ham Radios cannot be damaged. These Radio sets are powered by an automobile battery. The Amateur Radio Operators are given enough and good training in establishing a network and maintaining it, to get the best result. Another advantage is that they can use hundreds of frequencies. Wherever there is a natural disaster emergency situation, the Amateur Radio operations extended its service within hours of its occurrence. There are very many situations, when these radios have proved their efficiency. The earthquake in Gujarat on 26 January 2001, is the best example. The 26 December 2004 Tsunami was another situation. The 11 September 2001 World Trade Centre attack, North America blackout in 2003, Hurricane Katrina in 2005 etc., or the various hurricanes at different parts of the world are some examples for the worldwide use of a Ham Radio. Ham Radios have a special section to handle medical and other emergency traffic. The Ministry of Communication, Government of India conducts the examination and provides with the license. Anyone above the age of 12 is permitted to appear for Amateur Station Operation License Examination. They basically need to qualify in three subjects. (i) Morse code (Transmission & Reception). (ii) Communication Procedure. (iii) Basic Electronics. UNIT 5 DISASTERS 204

SESSION 11 THE HAM RADIO – LITERATURE 11.1 Literature - QA Q1. What are the places in which disaster management becomes imperative? A. Public places, business establishments and important commercial centers, where people move around in large numbers are the places where disaster management becomes imperative. Q2. How can we empower our disaster management crew? A. Disaster management crew can be empowered by providing Amateur Radio (Ham Radio). This might help them to communicate the condition they are in and the status of the calamity in the region they work for. Q3. In what way does Amateur Radio (Ham Radio) become inevitable in times of natural calamities? A. Natural calamities can cause severe damage to usual communication systems, like T.V., radio, mobile etc. In such situations, Ham Radios can be used with great effect. Q4. Cite the disaster in which Amateur Radio Operators commenced disaster relief when other system failed? A. (i) The Gujarat earthquake on 26th January 2001. (ii) The attack on World Trade Centre 11th September 2001. (iii) North America blackout in 2003. (iv) Hurricane Katrina in September 2005. (v) Hurricane Frances on 2nd September 2004, in Bahamas. (vi) Tsunami in Indian Ocean on 26th December 2004. Q5. Explore the other incidents in which Ham Radio can take up rescue operations A. (i) On, September 2, 2004, Ham Radio was used to inform weather forecastes with information on Hurricane Frances live from the Bahamas. (ii) On December 26, 2004 when the earthquake resulting in Tsunami across India, Ham Radio provided a means to coordinate relief efforts. UNIT 5 DISASTERS 205

LESSON 3-THE HAM RADIO Q6. What is the central theme of the essay? A. The essay deals with the importance of Ham Radio (Amateur Radio) as a prime communication device, which plays a vital role in different rescue operations. The main theme of this essay is to create an awareness of the importance service in emergency conditions. Q7. List the criteria to qualify for becoming a Radio Amateur? A. (i) Should be above 12 years of age. (ii) Need to attend a two months training class to write the test. (iii) Should have good command in (a) Morse Code (Transmission & Reception) (b) Communication Procedure. (c) Basic electronics. (iv) Must write a test and pass. This test is conducted by the Ministry of Communication, Government of India. (v) A license shall be issued, for operating \\ possessing a Radio station. UNIT 5 DISASTERS 206

SESSION 13 THEME - DISASTERS – 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. A Havoc of Flood B. Grabbing Everything on the Land C. The Ham Radio I was able to identify the meaning of the word ‘bright’ with different shades of meaning given under ‘Vocabulary’. I was able to complete the concept map on flood rescue given under ‘Vocabulary’. I was able to combine the sentences using ‘no sooner than’, ’scarcely' . . . when’ and ‘hardly when’ given under’ Grammar’. I was able to develop an interview by the press with Rajeswari given under ‘Writing’. I was able to prepare a speech for raising funds for the rescue of the flood victims given under ‘Writing’. I was able to write a letter to a donor expressing gratitude given under ‘Writing’. I was able to write a paragraph based on the information given in the diagram given under ‘Writing’. I listened to and understood the news bulletin and answered the questions given under ‘Listening’. I was able to prepare an interview of T.V.\\ Newspaper report for a local newspaper given under ‘Oral Activity’. I was able to understand the features and the process of making notes under ‘Study Skills’. I was able to complete the ‘Project work’ by working in groups. UNIT 5 DISASTERS 207

$+$92&2))/22' &&(%DVHG3UDFWLFH4XHVWLRQV Chapter 1: A HAVOC OF FLOOD Reading and Comprehension (Unseen Passage) Session 1  5HDGWKHIROORZLQJSDVVDJHWRDQVZHUWKHTXHVWLRQVJLYHQEHORZ Operation Surya Hope is the name that Indian Army’s Central Command gave to its response in Uttarakhand following the June 2013 North India floods. The Uttarakhand flood was caused by unseasonal monsoon rains, cloud bursts, floods, flash floods, and, possibly, climate change induced glacier lake outburst floods (GLOFs). The humanitarian disaster affected millions, stranded over 100,000 pilgrims and tourists in Himalayan religious sites, and killed several thousand people. Operation Surya Hope was conducted by Indian Army's Lucknow-based Central Command. Surya or Sun, is the emblem of the Central Command, and features prominently on the Command's formation sign, and flag, which is probably why Central Command chose to name the Indian Army's largest ever humanitarian mission as Operation Surya Hope. Operation Surya Hope was commanded by Lieutenant General Anil Chait—General Officer Commanding in Chief, Central Command. Over 10,000 troops participated in Operation Surya Hope. It was conducted in tandem with the response by Indian Air Force (IAF) (Operation Rahat), the Border Road Organisation, National Disaster Response Force (NDRF), Indo-Tibetan Border Police (ITBP) and other paramilitary forces under the Ministry of Home. The apex body for Disaster Management in India is the National Disaster Management Authority (NDMA). The Chairman of the NDMA is the Prime Minister. National Disaster Response Force (NDRF) is a force of 12 battalions, under the NDMA. It is organised on paramilitary lines, and is manned by persons on deputation from the paramilitary forces of India. The floods and landslides in Uttarakhand, which was the worst natural disaster in the area in a hundred years, have been called a ‘Himalayan Tsunami’ by the Government of India.  ,&KRRVHWKHULJKWDQVZHU 2SHUDWLRQ6XU\\D+RSHZDVFRQGXFWHGE\\,QGLDQ$UP\\ V&HQWUDO&RPPDQGEDVHGLQBBBBBB            >@ A. Patna B. Srinagar C. Lucknow D. Chandigarh BBBBBBBBBBBBBBBBBBBBBBBBBLVWKHHPEOHPRIWKH&HQWUDO&RPPDQG  >@ A. Moon B. Sun C. Star D. Lion UNIT 5 DISASTERS 208

$+$92&2))/22' :KLFKRIWKHIROORZLQJZDVQRWDSDUWRIWKH5HVSRQVH7HDP\"   >@ A. CRPF B. IAF C. NDRF D. ITBP 2SHUDWLRQ6XU\\D+RSHZDVWKH,QGLDQ$UP\\ VODUJHVWHYHUBBBBBBBBPLVVLRQ >@ A. offensive B. attack C. humanitarian D. defensive 7KH&HQWUDO&RPPDQGFHQWUHRI2SHUDWLRQ6XU\\D+RSHZDVLQBBBBBBBBBBB >@ A. New Delhi B. Bhopal C. Tibet D. Lucknow ,,$QVZHUWKHIROORZLQJTXHVWLRQV :KDWFDXVHGWKH8WWDUDNKDQGIORRGV\"   :KDWGR\\RXNQRZDERXW1DWLRQDO'LVDVWHU5HVSRQVH)RUFH\"   :KDWGLGWKH*RYHUQPHQWRI,QGLDQDPHWKHIORRGVDQGODQGVOLGHVLQ8WWDUDNKDQG\":K\\\"   :KRFRPPDQGVWKH1'0$\"   +RZZHUHWKHSHRSOHDIIHFWHGE\\WKHIORRGV\"  ,,,:ULWHWKHPHDQLQJRIWKHIROORZLQJZRUGVIURPWKHSDVVDJH 0HDQLQJ :RUGLQWKH3DVVDJH stranded induced apex prominently response UNIT 5 DISASTERS 209

$+$92&2))/22' 5HDGWKHIROORZLQJSDVVDJHWRDQVZHUWKHTXHVWLRQVJLYHQEHORZ I had been about ten days at the front when it happened. The whole experience of being hit by a bullet is very interesting and I think it is worth describing in detail. It was at the corner of the parapet, at five o’clock in the morning. This was always dangerous time, because we had the dawn at our backs, and if you stuck your head above the parapet it was clearly outlined against the sky. I was talking to the sentries preparatory to changing the guard. Suddenly, in the very middle of saying something, I felt – it was very hard to describe what I felt, though I remember it with the utmost vividness. Roughly speaking it was the sensation of being at the centre of an explosion. There seemed to be a loud bang and a blinding flash of light all round me, and I felt a tremendous shock – no pain, only a violent shock, such as you get from an electric terminal; with it a sense of utter weakness, a feeling of being stricken and shrivelled up to nothing. The sandbags in front of me receded into immense distance. I fancy you would feel much the same if you were struck by lightning. I knew immediately that I was hit, but because of the seeming bang and flash I thought it was a rifle nearby that had gone off accidentally and shot me. All this happened in a space of time much less than a second. ,&KRRVHWKHFRUUHFWDOWHUQDWLYH >@ The word that means the same as ‘clearly’ or ‘clarity’ is _____________   A. vividness B. receded C. outlined D. utmost $WWKHWLPHKHZDVVKRWWKHZULWHUZDVBBBBBBBBBBBBBBBBBBBBB  >@ A. running B. talking C. shooting D. walking ,,$QVZHUWKHIROORZLQJ :KHQGLGWKHVKRRWLQJWDNHSODFH\"   :KDWGLGWKHZULWHUIHHOILUVWDIWHUEHLQJVKRW\"    :KHUHZDVKHVWDQGLQJZKHQKHZDVVKRW\"   'R\\RXWKLQNWKHVDQGEDJVUHDOO\\UHFHGHGLQWRWKHGLVWDQFH\" UNIT 5 DISASTERS 210

Vocabulary $+$92&2))/22' Session 2 ,Identify the meaning of ‘beat’ in each of the following sentences.  I can EHDW you in running race. _________________  My father will EHDW me if I tell lies. _________________  It EHDWV me to think how you got full marks in Maths. _________________  The bird EHDW its wings and flew up. _________________   We danced to the EHDW of tribal music.   _________________  %HDW the eggs well and then add the other ingredients into it._________________ ,,&RUUHFWHUURUVLQWKHQXPEHUHGVHQWHQFHVDQGZULWHWKHPGRZQ  At 10.00 a.m. the Central Water Commission forecast that the inflows to the Srisailam Dam would go up to an enarmous level of 20 lakh cusecs of water.  It was the highest in its history, posing a treat to the villages on the banks of the Krishna river.  By the noon of the day people bore the burnt of the flood fury as the flood water reached the first storey of several buildings.  The Srisailam right bank power house submarged. There were heart- wrending scenes of people frantically seeking assistance to rescue themselves.  The people had never experienced before, such a trama and loss of property. UNIT 5 DISASTERS 211

$+$92&2))/22' Grammar Session 3 , &RPELQH WKH IROORZLQJ VHQWHQFHV XVLQJ WKH H[SUHVVLRQV – ‘No sooner......than’, ‘scarcely.......when,’ ‘hardly......when’. ,UHDFKHGWKHVFKRRO7KHEHOOUDQJ $ % & 7KHZLQGEOHZVWURQJO\\7KHOLJKWVZHQWRXW $ % & ,JDYHDZKLVWOH0\\GRJFDPHUXQQLQJWRPH $ % & ,NQRFNHGDWWKHGRRU,WRSHQHG $ % & ,ZHQWWREHG,GR]HGRII $ % & ,,&RPSOHWHWKHSDVVDJHE\\FKRRVLQJULJKWZRUGVIURPWKHRSWLRQVJLYHQEHORZ The government sent relief teams as_____ as possible to distribute emergency relief supplies like food, drinking water and clothing among the flood survivors. The relief teams reached some of the worst-hit areas and found that the people had lost ______their lives, their memories, homes, and loved ones. Thousands of people were displaced from their homes. All of them were in need _______ food and drinking water. They were looking on with wide-open eyes for some help to UNIT 5 DISASTERS 212

$+$92&2))/22' meet their needs. No sooner had the relief teams arrived there _______  the people’s joy knew no bounds. A sigh of relief rejuvenated their faces. The people were given food, bed sheets, lungis (wraparound skirts worn by men or women) and towels. Some of them were half-naked. As soon as they received the clothes, they expressed their gratitude with the pulled-down faces of two _________  nights.  A. early B. earlier C. earliest D. sooner >@  A. half B. some C. many D. not only >@ A. to B. of C. for D. off >@  A. than B. then C. when D. That >@ A. slept B. sleepy C. sleepless D. sleeping >@ Annual ‘Field Days’_____  held in many countries to practise emergency improvisational skills. Amateur Radio Operators volunteer to help, as and when needed; _______  there is no national database on active operators who can be called _______ during _______disaster, and also if they have the right setup (which means – ready to go on air gear) at short notice. Amateur Radio Operators can use hundreds of frequencies and can quickly establish networks tying disparate agencies ____________ to enhance inter-operability.  A. were B. are C. which D. is >@  A. still B. however C. whereas D. as >@  A. for B. when C. upon D. in >@  A. any B. many C. only D. some >@ A. wishing B. over C. now D. together >@ Conventions of Writing Session 4 , 5HZULWHWKHIROORZLQJSDVVDJHFKHFNLQJWKHVSHOOLQJSXQFWXDWLRQ(, . ! ? “ ”) DQGFDSLWDOLVDWLRQZKHWKHUQHFHVVDU\\  with Amateur Radio Operators, you have a ready workforce that is efficient with regards to communicating with each other ‘efficiently’ and ‘effectively’ they are known as innovation they are adept at adepting to situations unlike commercial systems amateur radio is not dependent on terrestrial facilities that can fail it is disbursed throughout a community without “choke points” UNIT 5 DISASTERS 213

$+$92&2))/22' such as cellular telephone sites that can be overloaded amateur radio operators are experienced in improvising entennas and power sources and most equipment available today can be powered by an automobile battery Creative Writing Session 5 , ,PDJLQH\\RXDUHDYROXQWHHUIURPDQ1*2ZKRKHOSHGLQWKHUHVFXHDQG UHOLHI RSHUDWLRQV GXULQJ WKH &KHQQDL IORRGV $ QHZV UHSRUWHU KDV FRPH WR LQWHUYLHZ \\RX 7DON DERXW WKH SUREOHPV IDFHG E\\ SHRSOH DQG \\RX GXULQJ IORRGVDQGUHOLHIRSHUDWLRQVDQGKRZSHRSOHKHOSHGHDFKRWKHUGXULQJWKH WLPHRIQHHG +LQWVTalk about bewildered people (most of them had lost their belongings, some even lost family members) - people helped each other with food and water; they took care old people and children - gave each other physical and emotional support - youngsters and teenagers carried relief items (food and clothes) to the needy. UNIT 5 DISASTERS 214

$+$92&2))/22' ,,/RRNDWWKHSLFWXUHDQGZULWHDSDUDJUDSKRIDERXWZRUGVKLJKOLJKWLQJ KRZIORRGDIIHFWVOLIHLQDFLW\\ UNIT 5 DISASTERS 215

$+$92&2))/22' ,,,,PDJLQH\\RXDUHWKHOHDGHURIDYROXQWDU\\RUJDQLVDWLRQWKDWKDVRIIHUHGWR EXLOGKRPHVIRUWKHIORRGYLFWLPV3UHSDUHDVSHHFKWKDW\\RXZRXOGJLYHWR FRQVROHDQGFRPIRUWWKHIORRGYLFWLPVZKLOHDQQRXQFLQJ\\RXURIIHUWREXLOG KRXVHVIRUWKHP UNIT 5 DISASTERS 216

$+$92&2))/22'          ,9,PDJLQHWKDW\\RXZHUHRQHRIWKHIORRGYLFWLPVZKRZDVUHVFXHGE\\DQ$UP\\ VROGLHU:ULWHDOHWWHUWRWKHVROGLHUH[SUHVVLQJ\\RXUJUDWLWXGH +LQWV: In your letter express how timely help from the soldier helped in saving your life. Share how helpless you and your family felt before the soldier rescued you. UNIT 5 DISASTERS 217

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$+$92&2))/22' Study Skills Session 5 5HDGWKHIROORZLQJSDVVDJHDQGPDNHQRWHV Dr. Dwarakanath Kotnis was born in a lower middle class family on October 10, 1910 in Sholapur, Mumbai. A vivacious kid by nature, Dr.Kotnis forever aspired to become a doctor. After completing his graduation in medicine from G.S. Medical College, Bombay, he went on to pursue his post-graduation internship. However, he put aside his post-graduation plans when he got the chance to join the medical aid mission to China. Dr. Kotnis always wanted to practice medicine in different parts of the world. He started his medical expedition in Vietnam and then moved on to Singapore and Brunei. In 1937, the communist General Zhu De requested Jawaharlal Nehru to send Indian physicians to China during the second Sino-Japanese War to help the soldiers. A medical team of five doctors was sent as a part of the Indian Medical Mission Team in September, 1938. Dr.Kotnis was one of them. UNIT 5 DISASTERS 219

*5$%%,1*(9(5<7+,1*217+(/$1' Chapter 2: GRABBING EVERYTHING ON THE LAND Reading and Comprehension (Unseen Poem) Session 6  5HDGWKHIROORZLQJSRHPDQGDQVZHUWKHTXHVWLRQVWKDWIROORZ 7KH6SULQJ6WRUP The sky has given over its bitterness. Out of the dark change all day long rain falls and falls as if it would never end. Still the snow keeps its hold on the ground. But water, water from a thousand runnels! It collects swiftly, dappled with black cuts a way for itself through green ice in the gutters. Drop after drop it falls from the withered grass-stems of the overhanging embankment. ­By William Carlos Williams (0HDQLQJV embankment: a bank, mound, dike raised to hold back water; runnels: a small stream) ,&KRRVHWKHULJKWDQVZHU :KDWNHHSVRQKDSSHQLQJDOOGD\\ORQJDVSHUWKHSRHP\"   >@ >@ A. It keeps on snowing B. It keeps on getting dark C. It keeps on raining. D. The snow keeps on melting :KDWWLPHRIWKH\\HDULVPHQWLRQHGLQWKHSRHP\"    A. Summer B. Autumn C. Winter D. Spring UNIT 5 DISASTERS 220

*5$%%,1*(9(5<7+,1*217+(/$1' What is meant by “the sky has given over its bitterness”?   >@ A. The sky is not sad. B. The sky appears to be crying. C. The sky is getting dark. D. The sky is not dark now, and ready for spring. What is referred to as the ‘dark change’?     > @ A. The coming of spring B. The coming of winter C. The blowing wind. D. The falling rain Which word in the poem means ‘dry and faded’? >@ A. Withered B. Dappled C. Runnel D. Overhanging $QVZHUWKHIROORZLQJTXHVWLRQV )URPZKLFKOLQHVGRZHFRPHWRNQRZWKDWWKHVQRZLVQRWPHOWLQJDZD\\\"   :KDWKDSSHQVWRWKHUDLQZDWHU\"   :KDWDFWLRQVKRZVWKDWWKHUXQQLQJZDWHULVPRUHSRZHUIXOWKDQWKHLFH\"   :KLFKWZRLPDJHVWKDWZLQWHUUHIXVHVWROHDYH\" :KDWDUHVRPHRIWKHZRUGVDQGSKUDVHVXVHGE\\WKHSRHWWRGHVFULEHPRYHPHQW\" UNIT 5 DISASTERS 221

*5$%%,1*(9(5<7+,1*217+(/$1' 5HDGWKHIROORZLQJSRHPDQGDQVZHUWKHTXHVWLRQVWKDWIROORZ The sun descending in the west, The evening star doth shine; The birds are silent in their nest And I must seek for mine. The moon, like a flower In heaven’s high bower With silent delight Sits and smiles on the night. Farewell, green fields and happy grove, Where flocks have too, delight: Where lambs have nibbled, silent move The feet of angels bright. ,&KRRVHWKHFRUUHFWDOWHUQDWLYH 7KHHYHQLQJVWDUULVHVZKHQBBBBBBBBBBBBB>@ A. The birds leave their nest B. it is midnight C. it is dawn D. the sun descends in the west ,,$QVZHUWKHIROORZLQJ :KDWGRHVWKHSRHWFRPSDUHWKHPRRQWR\"  :K\\GRWKHDQJHOVFRPHGRZQRQHDUWK\"  :KDWKDSSHQVLQWKHILHOGVDQGWKHJURYHE\\GD\\\"  UNIT 5 DISASTERS 222

7+(+$05$',2 Chapter 3: THE HAM RADIO Reading and Comprehension (Unseen Passage) Session 7 5HDGWKHIROORZLQJSDVVDJHWRDQVZHUWKHTXHVWLRQVJLYHQEHORZ The Global Positioning System (GPS) is a satellite-based navigation system - a network of two dozen orbital spacecraft - that was put in place between the late 1970s and the mid-1990s by the U.S. Dept. of Defence. But the U.S. government soon allowed civilians to take advantage of the system's ability to pinpoint precise locations. Today, GPS-equipped gadgets -from those cheery talking maps mounted on our dashboards to chips in our smart phones that help us find nearby restaurants - have become a part of our everyday lives. When GPS was invented for military use, the designers could scarcely have imagined some of the applications civilians would eventually come up with for the technology. Grocery retailers use GPS-equipped shopping carts to track consumers' movements inside supermarkets, to scrutinise their shopping habits. Farmers use GPS tracking to determine which areas of land need to be fertilised. When a shark tagged with a GPS device gets too close to shore, an alarm is sent to lifeguards on duty, who then tell people to get out of the water. There are growing numbers of elderly people with Alzheimer's disease and other forms of dementia characterised by memory loss. Their caregivers have an easier time getting along, thanks to an ingenious application of GPS technology that conceals tracking devices in the patients' shoes. The device allows caregivers to call any time and get the wearer's location, or even to set up geo fences that will send an alarm if the wearer leaves a designated area. ,&KRRVHWKHULJKWDQVZHU  The term ‘navigation system’ means ________________________. >  @ >  @ A. a system for finding route B. a system that helps travel on sea >  @ C. a system helping air travel D. a system for finding bad weather. *36ZDVLQLWLDOO\\LQYHQWHGIRUBBBBBBBBBBBBBBBBBBBBBBBXVH A. commercial B. military C. air travel D. spacecraft *36HTXLSSHGPDSVDUHFRPPRQLQWKHGDVKERDUGVRIBBBBBBBBBBBWRGD\\ A. shopping malls B. vehicles C. offices D. schools UNIT 5 DISASTERS 223

7+(+$05$',2 $GHVLJQDWHGDUHDPRQLWRUHGE\\*36DQGDQDODUPV\\VWHPLVDBBBBBBBBBBB >  @ >  @ A. geo land B. prison C. geo zone D. geo fence 7KH*36ZDVDQHWZRUNRIBBBBBBBBBBBRUELWDOVSDFHFUDIW A. dozen B. two C. twenty four D. thousand ,,$QVZHUWKHIROORZLQJTXHVWLRQV +RZKDVWKHDSSOLFDWLRQRI*36HQKDQFHGRYHUWKH\\HDUVIURPWKHWLPHRILWVLQYHQWLRQ\"    +RZGRHV*36KHOSSHRSOHRQWKHEHDFK\"    +RZFDQWKH*36WHFKQRORJ\\KHOSSHRSOHVXIIHULQJIURPGLVHDVHVUHODWHGWRPHPRU\\ORVV\"     :KDWDUHWKHRWKHUZD\\VLQZKLFK*36WHFKQRORJ\\KDVEHHQDSSOLHGIRUWKHFRQYHQLHQFHRI SHRSOH\"     :KDWFKDUDFWHULVHVSDWLHQWVZLWK$O]KHLPHURUGHPHQWLD\"  UNIT 5 DISASTERS 224

7+(+$05$',2 ,,,:ULWHWKHPHDQLQJRIWKHIROORZLQJZRUGVIURPWKHSDVVDJH :RUG  0HDQLQJ  precise scrutinise ingenious conceal designated ,&KRRVHWKHFRUUHFWDOWHUQDWLYH Sri Lanka wants to reintroduce English as a medium of study for senior students to make them more presentable for employment, but a shortage of qualified lecturers has forced them to first teach teachers the language. \"We can't find lecturers to teach in English, so it will take us some time to introduce it as a medium of study.\" said Prof. Lakshman Jayatilake of the National Education Commission, which advises the government on Education policy. In the late 1950s, Prime Minister Solomon Bandaranaike changed the medium of study to the mother tongue as part of his 'Sinhala only' policy. Ironically, nearly half a century later his daughter President Chandrika Kumaratunga has realised the folly in the system and brought about a change in education policy. A poor English standard amongst Sri Lankan graduates is a major reason for their unemployment and the country's private sector has, for long, demanded the reintroduction of English. The word that means the same as ‘foolishness’ is _____________.   >@ A. qualified B. shortage C. folly D. ironically Prime Minister Solomon Bandaranaike’s policy was ________________ .   >@ A. ‘Ceylon only’ B. ‘Sinhala only’ C. ‘Sinhala tongue’ D. ‘Lanka only’ ,,$QVZHUWKHIROORZLQJ :KDWGRHV6UL/DQNDZDQWIRUVHQLRUVWXGHQWV\"   :KDWGLGWKH3ULPH0LQLVWHU6RORPRQ%DQGDUDQDLNHGRLQWKHODWH’V\"   UNIT 5 DISASTERS 225

7+(+$05$',2 :KDWGLG&KDQGULND.XPDUDWXQJDUHDOLVH\"   :KDWLVWKHPDMRUUHDVRQIRUXQHPSOR\\PHQWDPRQJVW6UL/DQNDQJUDGXDWHV\"   Vocabulary Session 8 ,,GHQWLI\\WKHVXLWDEOHKRPRQ\\PLQHDFKRIWKHIROORZLQJVHQWHQFHV 1. To break an agreement is a ____________ of contract. (breach / breech) 2. When a company is bought against its will, it is a ___________ takeover. (hostel / hostile) 3. A group of directors can also be called a____________. (bored / board) 4. To convert something into money is to_________it in. (cash / cache) 5. To act in a foolish way is to take leave of one’s _____________. (census / senses) ,,&RUUHFWHUURUVLQWKHQXPEHUHGVHQWHQFHVDQGZULWHWKHPGRZQ  Parliament House was also the sight of Bhagat Singh's 'propagandist' bomb attack at what was then the Central Assembly Hall.  No, it wasn't the present Central Hall, which were then a library, but one of the two Houses.  On April 8, 1929 Singh and Batukeshwar Dutt tossed two bombs up the corridors of the assembly  just when the Viceroy's proclamation enacting two bills- Public Safety and Trade Disputes - was to be made despite a majority of the members being proposed to them.  Many were hurt as the bombs were deliberately thrown away from people. UNIT 5 DISASTERS 226

7+(+$05$',2 Grammar Session 9 ,5HDGWKHSDVVDJHDQGDQVZHUWKHTXHVWLRQVEHORZ Marriage is no more a distant dream for girls from the poor and underprivileged sections of society, with the Department of Social Welfare coming to their rescue with a slew of projects that provide financial assistance. These projects have helped millions of poor families to get their daughters married without fallen into debt to usurious money-lenders. A pioneering project in the country, this scheme occupies pride of place among all schemes implemented by the Social Welfare Department more so as it stipulates a minimum educational qualification for the beneficiaries. Write the synonym of the word ‘pioneering’ in this context.  Write the antonym of the word ‘provide’. The word ‘XVXULRXV’ can be replaced by __________ (unscrupulous / uplifting) :ULWHRQHLGLRPIURPWKHSDVVDJH :ULWHWKHFRUUHFWIRUPRIthe word ‘fallen’. Session 10  Conventions of Writing , Rewrite the following passage checking the spelling, punctuation (, . ! ? “ ”) DQGFDSLWDOLVDWLRQZKHWKHUQHFHVVDU\\ as you walk through the meandering ballimaran street in old delhi chances are you would go past sharif manzil without noticing it today its just another decrepit structure standing cheek-by- jowl with other houses all adding up to a congested mass of concrete but sharif manzil is an address that dates back 267 years said to have been constructed in 1740 a year after nadir shah sacked delhi its one of the oldest and most illustrious havelis of delhi    UNIT 5 DISASTERS 227

7+(+$05$',2      Study Skills Session 11 Make notes from the following passage and then summarise it. Marriage is no more a distant dream for girls from the poor and underprivileged sections of society, with the Department of Social Welfare coming to their rescue with a slew of projects that provide financial assistance. The department, at present, implements five schemes to provide assistance for the marriage or remarriage of girls of poor families in the 18 to 30 age group. Subsequent improvements have been made on some of the schemes that have been in existence for several years now, keeping in tune with the times. As pointed out by Chief Minister M. Karunanidhi in his 2007-08 budget speech, \"The government has revived the Moovalur Ammaiyar Memorial Marriage Assistance Scheme by providing financial assistance for marriage without distinguishing between the beneficiaries on the basis of caste or creed. The quantum of assistance has also been increased from Rs.10,000 to Rs.15,000. This year 46,000 women have benefited from the scheme. In the coming financial year 50,000 women will benefit. A sum of Rs.75 crore has been provided for the purpose.\" The Moovalur Ramamirtham Ammaiyar Ninaivu Marriage Assistance Scheme, for example, provides an assistance of Rs.15,000 if the annual income of the girl's family is less than Rs.12,000. Only one girl from each family can benefit from the scheme, and she should have studied up to Standard X (Standard V for members of Scheduled Tribes). Under the E.V.R. Maniammaiyar Ninaivu Marriage Assistance Scheme for daughters of poor widows assistance of Rs.10,000 is given if the girl's family income is less than Rs.12,000 a year. UNIT 5 DISASTERS 228

7+(+$05$',2 UNIT 5 DISASTERS 229

FREEDOM SESSION 1 A LONG WALK TO FREEDOM – READING 1.1 Reading and Comprehension - Word Meaning Adjective inevitably twilight certain to happen and used to describe a unable to be avoided way of life which is or prevented; characterised by unavoidably uncertainty transitory obligation not permanent a duty or commitment; the condition of being Noun morally or legally bound to do something illusion a false idea or existence belief the fact or state of existing or living potential having or showing the capacity to become something in the future UNIT 6 FREEDOM 230

rebellion LESSON 1-A LONG WALK TO FREEDOM revolt attorney lawyer inclination a feeling that makes a mealie person to do something maize Verb isolate separate and animate place alone make someone more active abide accept or act in ripped accordance with (a (here) to remove rule or a decision (something) quickly or violently curtail impose a yearned restriction on have an intense feeling of longing 231 or desire for something obstruct block up UNIT 6 FREEDOM

LESSON 1-A LONG WALK TO FREEDOM Idiom earning my keep doing useful things to live; also, to perform sufficient work or help in exchange for money 1.2 Reading and Comprehension - Summary The narrator Nelson Mandela, was born on July 18, 1918, in Transkei, South Africa. He had grown up enjoying the freedom to run in the fields near his mother’s hut, freedom to swim in the clear stream that ran through his village, freedom to roast maize under the stars and ride the broad backs of slow–moving bulls. He obeyed his father and abide by the customs of his tribe. He opined that his boyhood freedom was an illusion when he discovered as a young man that his freedom had already been taken from him, and then he began to long for it. He had two obligations— that he should abide by his family and the society. But in a country like South Africa, it was impossible to do so. In South Africa, a man of colour who attempted to live as a human being was punished and isolated. A man who tried to fulfil his duty to his people was inevitably ripped from his family and his home and was forced to live a life of secrecy and rebellion. When Mandela felt his people were not free, they were bound with chains, he felt imprisoned. Mandela joined the African National Congress when the hunger for his own freedom became greater hunger for the freedom of his people. It was his desire to see the freedom of his people, to live their lives with dignity and self–respect. The sufferer and suffering would be freed because the sufferer is deprived of freedom and suffering was imprisoned in prejudice and narrow–mindedness. The inhumanity shown on the oppressed by the oppressor keeps away freedom. He was transformed from a frightened young man into a bold one, which drove a law–abiding attorney to become a criminal, a family–loving husband into a man without a home, and forced a life–loving man to live like a monk. He claimed that the chains on any one of his people were the chains on all of them; the chains on all of his people were the chains on him. He thought that the oppressor must be liberated just as surely as the oppressed. A man who took away another man’s freedom was a prisoner of hatred, locked behind the bars of prejudice and narrow–mindedness. 1.3 Reading and Comprehension - About the Author Nelson Mandela, July 18,1918, was the first South African President to be elected in a fully representative democratic election. Trained as an attorney, he helped form the Youth League of the African National Congress (ANC) in 1944. In 1961, he abandoned peaceful protest and became head of the ANC’s new military wing. Sentenced to life imprisonment in 1964, Mandela came to symbolise black political aspirations and was named the head of the ANC after his release on February 11,1990. He and F.W. de Klerk shared the Nobel Peace Prize for negotiating South Africa’s peaceful transition to multiracial democracy. After the ANC victory in the April 1994 elections, Mandela worked to ease racial tensions, court foreign investment and provide services to the victims of apartheid. UNIT 6 FREEDOM 232

SESSION 2 A LONG WALK TO FREEDOM – LITERATURE 2.1 Literature - QA Q1. Why is it difficult to fulfil the twin obligations in a country like South Africa? A. It is difficult to fulfill the “twin obligations” in a country like South Africa because in South Africa, a man of colour who attempted to live as a human being was punished and isolated. A man who tried to fulfill his duty to his people was ripped from his family and home and had to live a life apart. So for a black man, it is difficult to fulfill his twin obligations. Q2. What sort of freedom did the Mandela enjoy as a boy? Was it real? Give your opinion. A. As a boy, Mandela enjoyed absolute freedom. The freedom he enjoyed was not real. It was merely temporary. He did not have any responsibilities and so, did not know what actual freedom was. When he grew up, he along with the other Black people had to face the restrictions enforced by the White people. He realised that the freedom was not real. Q3. How did Mandela’s understanding of freedom change with age and experience? A. As the boy, Mandela felt free during his childhood, but as a grown–up man, the boyhood freedom became an illusion. It changed his opinion too. It was this desire for the freedom of his people to live their lives with dignity and self–respect that animated his life, that transformed a frightened young man into a bold one, that drove a law–abiding attorney to become a criminal, that turned a family–loving husband into a man without a home, that forced a life–loving man to live like a monk. Q4. What does the line “the oppressed and the oppressor alike are robbed of their humanity” suggest? A. The oppressor must be liberated just as surely as the oppressed. A man who takes away another man’s freedom is a prisoner of hatred; he is locked behind the bars of prejudice and narrow–mindedness. Both the oppressor and oppressed lose their humanity as they cannot enjoy freedom as they are in the chains of despotism and slavery respectively. Q5. What relevance does Nelson Mandela’s life have to the present society? A. Nelson Mandela’s struggle against racialism still continues in the present social conditions. The suffering and prejudice are still prevalent in society. The people are striving to achieve dignity and self–respect. An obvious transformation of the uncultured society to a cultured and sophisticated society is necessary. Q6. “It was this desire.. . that animated my life”, which desire is the narrator referring to? A. The narrator is referring to his desire for the freedom of the black people in South Africa, to live their life with dignity and self–respect. UNIT 6 FREEDOM 233

SESSION 3 A LONG WALK TO FREEDOM – VOCABULARY 3.1 Vocabulary I. Appropriate Meaning Q1. I was born free. () () A. a) able to act at will (√) b) having personal rights c) not subjected to constraints () d) costing nothing Q2. I was prevented from fulfilling my obligations. A. a) not able to perform () (√) b) stopped from doing () c) conditioned to do d) forced to do () Q3. My freedom was curtailed. () () A. a) enhanced (√) b) cut short () c) reduced d) blocked Q4. I was not a virtuous leader. (√) () A. a) dignified () b) law–abiding () c) well behaved d) honest II. Do as Directed Read the following paragraph carefully. Q1. Fill in the blanks with the most appropriate forms of the words in brackets. Nelson Mandela was an outstanding black leader (lead) of South Africa, who spent his lifetime fighting (fight) against racial segregation (segregate). He had to spend 30 years of imprisonment to achieve freedom (free) of the coloured. Finally, he created (creation) history when he became the first black man as the President of the independent (independence) Republic of South Africa. This great leader who has been a source of inspiration (inspire) for millions of freedom lovers in the world was influenced by Mahatma Gandhi, the father of our nation! UNIT 6 FREEDOM 234

SESSION 4 A LONG WALK TO FREEDOM – GRAMMAR 4.1 Grammar I. Defining Relative Clauses. Read the following sentences notice the underlined parts. Pick out the defining Relative Clauses and the noun phrases they define from the text. Q2. Fill in the table given below. One is done for you. A. Relative Clauses Relative Noun phrase S.no Pronoun that the relative pronoun defines who attempted to used 1. live as a human a man of colour who being 2. who tried to fulfil his who a man in South Africa duty to his people 3. who looked like a bird who freedom of everyone poor and limited freedom 4. when I knew my when the oppressor people were not free who takes another 5. man’s preedom is a who prisoner of hatred UNIT 6 FREEDOM 235

SESSION 5 A LONG WALK TO FREEDOM – WRITING 5.1 Writing Q. Read the story once again and analyse the text in the light of the following questions. • What incidents do you find in the first paragraph? • How does the writer reflect (feel about) on these incidents? • What is the writer’s point of view on the incidents? You may have witnessed several instances of discrimination in the world around you. Write an essay about one such incident. A. (Proviso West, which is a high school in Chicago, is a high school with little diversity in relation to students from different ethnic backgrounds. The majority group is African–American students; the minorities group are Hispanic, some Italian and Greeks. You cannot imagine the huge amount of discrimination against the minorities groups. It is unbelievable and disturbing how some of the teachers, the school police, and even the principal show indifference resolving a fight between African–American and Mexican students.) One day, while I was in lunch time, a black student began to bother some Mexican girls that were passing by his table. The boyfriend of one of the girls stood up and challenged the black student. Both gangs, African–American and Mexican, started to fight. Food and chairs from the cafeteria were flying in the air. At the end of the day, the security officers began to look for those students who supposedly began the struggle. Then, while I was in my classroom, an officer standing on the door asked my English teacher to excuse some students from his class. I could not believe when I heard my name while he was calling the students on his list. I did not know what to say, this was the first time I was being blamed for something I did not do. I went to the office and got a whole week of suspension. I tried to explain but the Principal seemed to be indifferent to my explaining. When I told him that I wanted to see the video of the fight (because there are cameras in the entire school), he just gave me excuses; he told me that I was not supposed to see that and it was not negotiable. Also, I heard that a few black students were called to office, and that the one who began all this trouble was not suspended. In this incident, we can see how human beings, whether its a man or a woman, if they are in the minority group, they are more likely to be discriminated. These kinds of incidents are some of the factors that contribute to shape the feeling of belonging to a minority group, against the racism from others. Therefore, the ones in the majority group begin to wonder why racism is such a big deal, and that is because they are not discriminated as those who are in the minority group. So, try to be fair and do not look the appearance, look at the actions without any prejudice, because we are all humans. I felt miserable to this situation. UNIT 6 FREEDOM (courtesy of THE HINDU daily) 236

LESSON 1-A LONG WALK TO FREEDOM 1 A) In the first paragraph, the narrator Nelson Mandela expresses his anguish in the inability to fulfill the two obligations in his life. He regrets the racial discrimination that exists in society in his time. 2 A) The writer feels sorry for his inability to stand on his wish to satisfy his family as well as society. Mandela had to choose between his family and society. 3 A) The writer’s desire is to make people of his nation, his colour to be free forever. His point of view is that the oppressed and the oppressor are in the chains of oppression, one due to slavery and the other due to prejudice. 4 A) I feel that all people are equal irrespective of caste, region, religion and gender. But it is regretful that still there are people who discriminate people on these issues. Whenever, I hear such comments, I feel annoyed at the insult and domination over female groups. In the present world of racial equality irrespective of gender, why do we find such people who discriminate against women.There are many women like Kalpana Chawla, Hampi Koneru, Saina Nehwal and Sania Mirza who proved successful and exemplary in their own fields. I feel that we too have a responsibility to prove ourselves. UNIT 6 FREEDOM 237

SESSION 6 A LONG WALK TO FREEDOM – STUDY AND LISTENING 6.1 Study and Listening Study Skills I. Read the following passage that describes events in the life of a great patriot of India. After you have read the text, complete the chronology table. Subhash Chandra Bose was born on 23rd January in Cuttack in 1897. He was born in a rich family. When he was five, he was admitted into a big European school. At the age of twelve, he was shifted to another school, where his headmaster, Beni Madhav Das, kindled the spirit of patriotism in him. When he was fifteen, he came under the profound influence of an outstanding spiritual leader, Swami Vivekananda. After his graduation Subhash left for Cambridge in 1919 to appear for the Indian Civil Service Examination (ICS). But he had made up his mind to dedicate his life to the service of his country; he resigned from the Indian Civil Service and returned to India in 1921. He took part in freedom struggle, Independence movement and fought against the British rule in India. Bose was arrested and sent to a prison in Burma. With the cooperation of some prisoners and freedom lovers Bose formed the Indian National Army (INA) in 1941 in Singapore. He inspired the troops to fight against the British to liberate their motherland. On 21st October 1943 the Azad Hind Government was set up on foreign soil. Subhash is called ‘Nethaji’ (Neta - a leader) because he was a true and passionate leader of the Indian struggle for freedom. Q1. Complete the following table based on your reading of the passage. A. Year Incident that took place and its significance 1897 Subhash Chandra Bose was born on 23rd January in Cuttack. 1902 He was admitted into a big European school. 1909 He shifted to another school. He came under the profound influence of an outstanding spiritual leader, 1912 Swami Vivekananda. He left for Cambridge to appear for the Indian Civil Service Examination. 1919 1921 He resigned from the Indian Civil Service and returned to India. 1941 1943 He formed the Indian National Army (INA) in Singapore. Azad Hind Government was set up on foreign soil. UNIT 6 FREEDOM 238

LESSON 1-A LONG WALK TO FREEDOM Listening Skills I. Answer the following questions. Q1. What is the thrust of Subhash Chandra Bose’s speech? A. The thrust of Indian patriotism is clearly visible in his speech. According to Subhash Chandra Bose, being soldiers, they have a burden on their shoulders to protect the country. A soldier's duty is to protect and uphold the sovereignty of the country. There is emotion, inspiration and invitation to brave soldiers in the speech of Subhash Chandra Bose. Q2. Subhash asked the soldiers to sacrifice everything for their motherland. A. True Q3. Subhash dreamt that every soldier of INA would have a monument in Free India A. True Q4. Have you ever heard of any national leader’s speech? Talk about him / her. A. I have heard Gopala Krishna Gokhale’s speech. He was born on 9th May 1856. He was a senior leader of Indian National Congress and he was also the leader of a social and political reformist. His guru was Mahadev Govind Ranade. His guru helped him to establish 'Servants of Indian Society' in 1905. The aim of the society was to train Indians to raise voices and serve the country. Gokhale worked in Ranade’s journal–Sarvajanik. He gave his sincere contribution in Minto- Morley Reforms of 1909. He met Gandhiji in 1912. Gandhiji called him as a '“mentor and guide'. He served the congress party. He suffered an attack of cardiac asthma with diabetes and died in 1915. Q5. Have you ever heard of any other national leader’s speech? Talk about him / her A. ( Write Yes, I have heard or No, I have never heard) national leader’s speech. (if you have heard any speech, write about the speech; clue: who gave the speech, what was the content of the speech) UNIT 6 FREEDOM 239

SESSION 7 A LONG WALK TO FREEDOM – ORAL ACTIVITY 7.1 Oral Activity Debating Q. Work in pairs. Organize a debate in class on the following proposition. Women should work in kitchens and men in offices. One member of the pair speaks in favour of the proposition, while the other speaks against it. Remember Organise your ideas as main points and sub points. Put your ideas in a proper order / sequence. Give suitable examples, quotes, etc. Use polite expressions. You may use some of the following words / phrases to express your views In my opinion…………… I personally feel ……………… It’s my feeling . . ……………………. I think . . ………………………………….. To agree with your opponents I agree with my worthy opponents……………… I am in favour of the . . ……………… I think they / you are right ………………….. I support the idea . . …………………. To disagree with your opponents I’m sorry to differ with you……… I disagree with you . . …………………. It may be your opinion but I’m not happy with this . . ……………… That’s purely your idea but the reality is different . ………………….. UNIT 6 FREEDOM 240

LESSON 1-A LONG WALK TO FREEDOM To establish your point of view / stand Since I have evidence I strongly believe this . . …………….. I’m fully confident with my point as . . …………….. I’ve no doubt about this since it is a . . ………………. Therefore I conclude that . . …………………. A. Sample Respected teachers and dear friends, Today I take the privilege to speak against the topic that woman’s place in the kitchen. As a future woman of my nation, I feel that I have many responsibilities to hold and duties to fulfill towards my family and my nation. At this juncture, I would like to quote the names of some women who have proved themselves as most capable personalities like Rani Laxmi Bai, Sarojini Naidu, Indira Gandhi, Kalpana Chawla, P.T.Usha, Hampi Koneru etc., who proved successful in different fields to indicate their capability to stand equal to men. Therefore, I conclude that women have distinguished qualities to do any kind of work and can stand equal to men. Thank you. GROUP –1 : Favourable As per our opinion, the women should work in kitchens and take care of household works. Where as men should work in offices and earn money for the family. The women should take care of the children’s health, education and other things. The work division will not be possible. GROUP –2 : Unfavourable As per our opinion in present situations in the society, the women also must work. They should not depend on others for even petty things to buy. The men also must work for the family. Both the husband and wife should take care of their children’s needs. Both husband and wife working together can build a better life for the family. UNIT 6 FREEDOM 241

A LONG WALK TO FREEDOM ---------- CCE BASED PRACTICE QUESTIONS------------ Šƒ’–‡”ͳǣ     ‡ƒ†‹‰ƒ†‘’”‡Š‡•‹‘ȋ•‡‡ ƒ••ƒ‰‡Ȍ ‡••‹‘ ͳ Read the following passage to answer the questions given below. Abraham Lincoln served as the 16thPresident of the United States, yet he never went to college. In fact, Lincoln had nearly no formal education whatsoever, attending schools for less than a year throughout his childhood. Yet, this should not be construed to mean that Lincoln was ignorant or unlearned; on the contrary, he was one of the most well-read leaders of his time. The fact is that Abraham Lincoln educated himself by studying books on religion, philosophy, and literature, and he continued to read voraciously throughout his life. A lack of public school education did not prevent Lincoln from becoming a great leader. He led the United States through four years of civil war, which threatened to divide the nation into two separate countries. He was a powerful opponent of slavery, and it was largely through his leadership that slavery was abolished in his country. Lincoln’s determination to educate himself through diligent reading also led to his reputation as a great orator; even today, his speeches are quoted and studied worldwide. He serves as an example of a great leader, and a great reader. His love of books and good literature enabled Abraham Lincoln to rise to world renown. I. Choose the right answer. 1. What is the main idea of this passage? [] A. Abraham Lincoln was the 16th President of the United States. B. Abraham Lincoln demonstrated the value of reading. C. Abraham Lincoln was a Republican. D. Abraham Lincoln freed the slaves. 2. A voracious reader is ____________________________. [] A. likely to become President B. a person who makes reading a regular habit C. someone who never went to school D. probably poor UNIT 6 FREEDOM 242

A LONG WALK TO FREEDOM 3. According to the passage, what lesson can be learnt from the life of Abraham Lincoln? [] A. Education is not important. B. All books are worth reading. C. Good reading habits can help a person do great things. D. Politicians are always good role models. II. Answer the following questions. 1. How did Abraham Lincoln educate himself? A. 2. Write about Abraham Lincoln’s greatness as a leader. A. 3. In what ways did Lincoln’s habit of diligent reading help him? A. III. Write the meaning of the following words from the passage. Words Meanings construed voracious diligent orator abolish UNIT 6 FREEDOM 243

A LONG WALK TO FREEDOM IV. Write the opposites of the following words from the passage. Words Opposites formal ignorant opponent contrary divide ‘…ƒ„—Žƒ”› ‡••‹‘ ʹ I. Tick the most appropriate meaning for each of the underlined words: 1. In life every man has twin obligations. [] A. Needs B. Security C. Responsibilities D. Burdens 2. In a civil and humane society each man is able to fulfil those obligations. [ ] A. Sympathetic B. Cooperative C. Cold D.Temporary 3. I began to learn that my boyhood freedom was an illusion. [] A. Reality B. Certainty C. False belief D. Truth 4. I wanted freedom only for myself, the transitory freedoms of being able to stay out at night [ ] A. Lasting B. Momentary C. Permanent D. Long-lived 5. People in South Africa were facing oppression. [] A. Injustice B. Weakness C. Drought D. Privilege UNIT 6 FREEDOM 244

A LONG WALK TO FREEDOM II. Read the given paragraph carefully and fill in the blanks with the most appropriate forms of the words in brackets. Former South African President, Nelson Mandela, who died at the age of 95, is referred to as the ‘Gandhi of South Africa’. There are striking ____________________(similar) between Mahatma Gandhi and Mandela. Mandela is most famous for his role in ending the apartheid. At first, he fought for the right of the blacks, but after learning Gandhi’s______________________(teach), he - ___________________(broad) his spectrum to include all those who were unjustly treated in South Africa. Mandela often called Gandhi his role model. Often referred to as one of Gandhi’s heirs, Mandela channelled his __________________________(angry) in a very ________________________(construct) way. He walked the path of non-violence. Both are two of the greatest leaders and inspirations of all time. Both the names are seen together due to their similar _______________________(leader) qualities. They both achieved _______________________________ (independent) for their countries through ________________________(non-violence) means. Both Gandhi and Mandela spent time in the same prison in Johannesburg, Fort Prison. III. Correct errors in the numbered sentences and write them down. A. But then I slowly saw that not only was I not free, but my brothers and sisters were not free. (1) I saw that it was not just my freedom that was curtaled, but the freedom of everyone who looked like I did. That is when I joined the African National Congress, and that is when the hunger for my own freedom became the greater hunger for the freedom of my people. (2) It was this desire for the freedom of my people to live their life with dignity and self-respect that animated my life. (3) It transformed a frightening young man into a bold one, and drove a law- abiding atterney to become a criminal. (4) It turned a family-loving husband into a man without a home and forced a life-loving man to live like a monkey. I am no more virtuous or self- sacrificing than the next man, but I found that I could not even enjoy the poor and limited freedom I was allowed when I knew my people were not free. (5) Freedom is individible; the chains on anyone of my people were the chains on all of them, the chains on all of my people were the chains on me. UNIT 6 FREEDOM 245

A LONG WALK TO FREEDOM B. (1) I refuse to accept the synical notion that nation after nation must spiral down a militaristic stairway into the hell of thermo-nuclear destruction. I believe that unarmed truth and unconditional love will have the final word in reality. (2) This is why ‘right’ temporarily defeated is stronger with evil triumphant. (3) I believe that even amid today’s mortar bursts and whining bullets, there are still hope for a brighter tomorrow. (4) I believe that wounded justice, lying prostrate on the blood-flowing streets of our nations, can be lifted from this dust of shame to rain supreme among the children of men. (5) I have the audacity to believe that people everywhere can have three meals a day for their bodies, education and culture for their minds, and dignity, equality and freedom for their spirits. I believe that what self-centred men have teared down, men other-centred can build up. UNIT 6 FREEDOM 246

A LONG WALK TO FREEDOM ”ƒƒ” ‡••‹‘ ͵ I. Identify the relative clauses, relative pronouns, and noun phrases in the sentences given below and write them appropriately in the table. 1. That man, who is smoking in a corner, is the murderer. 2. The restaurant, where I have dinner, is nice. 3. Michael Jackson, who was a famous singer, died of an overdose. 4. The school students, who cheated in the exam, were punished. 5. The old actor, whose clothes are torn, is playing the beggar. Sl. NO. Relative Clauses Noun phrase that the Relative pronoun used relative pronoun 1. 2. defines 3. 4. 5. II. Complete the passage by choosing right words from those given below. A. I did not in the beginning choose to place my people________ (1) my family, but in attempting to serve my people, I found that I was prevented________(2) fulfilling my obligations as a son, abrother, a father and a husband. I was not born with a ________ (3) to be free. I was born free — free in every way that I could know. Free to run in the fields near my mother’s hut, free to swim in the clear stream thatran (4) through my village, free to roast mealies under the stars and ride the broad backs of slow-moving bulls. As long as I obeyed my father and abided by the customs of my tribe, I was not troubled by the laws of man ________ (5) God. 1. A. under B. over C. with D. above [ ] 2. A. from B. with ] 3. A. hunger B. hungry C. to D. for [ ] 4. A. has run B. ran ] 5. A. who’s B. nor C. hungriness D. desire [ ] C. walked D. ran [ C. with D. or [ UNIT 6 FREEDOM 247

A LONG WALK TO FREEDOM B. This faith ________ (1) give us courage to face the uncertainties of the future. It ________ (2) give our tired feet new strength as we continue our forward stride toward the city of freedom. When our days ________ (3) dreary with low-hovering clouds and our nights become ________ (4) than a thousand midnights, we will know that we ________ (5) living in the creative turmoil of a genuine civilisation struggling to be born. 1. A. can B. must C. may D. could [ ] 2. A. shall B. will C. would D. has to [ ] 3. A. become B. became C. have become D. becomes [ ] 4. A. dark B. darker C. darkest D. darkened [ ] 5. A. are B. will be C. would be D. were [ ] ”‹–‹‰ ‡••‹‘ Ͷ I. Have you noticed instances of discrimination toward servants or domestic helpers around you? Write a paragraph describing one such incident. UNIT 6 FREEDOM 248

([WUD&&(([DPLQDWLRQEDVHG0DWHULDO , 6HHQ&RPSUHKHQVLRQ3DVVDJHV 7HPSODWHIRUFRPSUHKHQVLRQSDVVDJHVVHHQ These passages or stanzas (poem) have been picked up from the lessons to strengthen the comprehending skills of the students. The CCE examination pattern advocates the in-depth learning of the central theme of every lesson. Therefore we have introduced this new Session of Comprehension Passages (textual) as a support system to the teachers. 81,7–, +80285 &RPSUHKHQVLRQ3DVVDJH, \"It was a hot summer night about ten o'clock. I had my meal at the restaurant and returned to my room. I heard a noise from above as I opened the door. The sound was a familiar one. One could say that rats and I shared the room. I took out my box of matches and lighted the kerosene lamp on the table\". Answer the questions given below: 1. Who is 'I' in the passage? 2. What was the familiar noise? 3. Why do you think he lighted the kerosene lamp? 4. Do you think the doctor was rich or poor? 5. What happened after he lighted the kerosene lamp? &RPSUHKHQVLRQ3DVVDJH,, Suddenly there came a dull thud as if a rubber tube had fallen on the ground ...... surely nothing to worry about. Even so I thought I would turn around and take a look. No sooner had I turned than a fat snake wriggled over the back of the chair and landed on my shoulder. Answer the questions given below: 1. What was the 'dull thud'? 249