202110230-TRIUMPH-STUDENT-WORKBOOK-ENGLISH-G08-PART2

SESSION 3 BONSAI LIFE - PART II – READING 3.1 Reading and Comprehension - Word Meaning Noun drudgery canopy hard, boring work a cover fixed over something for shelter squall backyard a strong wind a small area behind a house respite nought rest, usually for a short nothing; zero period of time Verb Adjective rage adept come with force very skilled or proficient at something UNIT 7 WOMEN EMPOWERMENT 50

Verb LESSON 2-BONSAI LIFE - PART II stunted perplex prevented from growing confuse collapsed (of a person) dragged fell suddenly pulled something along the ground 3.2 Reading and Comprehension - Summary This chapter is a continuation of the previous chapter which makes us understand the value of education in a woman’s life even better. Ammalu’s sister (Akkayya) and her husband come to visit her in the city. While sharing her thoughts about not being independent, Akkayya becomes very unhappy. So, to cheer her up Ammalu takes Akkayya to the balcony. Here, Akkayya notices the turayi and pomegranate trees among all the other plants growing in flower pots. This surprises Akkayya and she asks Ammalu how the two trees meant for outdoors would grow freely in such a small flower pot. Ammalu then tells Akkayya that this was the Japanese art of growing miniature trees in pots and that these trees were called ‘Bonsai trees’. This wasn’t appreciated by Akkayya because she felt that these plants also had a right to grow freely. Suddenly, there was a huge dust storm and it started raining heavily. Ammalu brought Akkayya indoors and closed all the windows of the house. But Akkayya then noticed that due to the heavy rains, there were many people who took shelter under the shade of a tall turayi tree. On seeing this, Akkayya immediately called Ammalu and showed her this view, explaining to her that the tall turayi tree was protecting the people from the rain because it was independent to do so. But the bonsai trees wouldn’t be able to protect anyone because even though they looked sweet and nice, they were very delicate like a housewife. She, being uneducated, was dependent on others for her survival. She wasn’t independent, just like the bonsai trees which were captive in the small flower pots and weren’t allowed to grow freely. On listening to Akkayya’s words, Ammalu was very touched and wanted to free the bonsai trees from their flower pots. In this way, Abburi Chayadevi brought out the problems faced by housewives and the importance of educating a girl child. 3.3 Reading and Comprehension - About the Author Abburi Chayadevi is a well–known feminist writer, born in 1933. She has written many short stories and essays. She was awarded the Central Sahitya Academy award in 2005. In her works, she elucidates the lives and feelings of women. UNIT 7 WOMEN EMPOWERMENT 51

SESSION 4 BONSAI LIFE - PART II – LITERATURE 4.1 Literature - QA Q1. Complete the statements giving more than one reason. Girls should be educated like boys because (a) (b) (c) A. (a) They should be able to get an equal position in the society along with boys. (b) They should be able to have economic independence. (c) They must not need to depend on others for anything. (d) They must learn to solve their problems skillfully. Q2. Fully grown trees are more useful because (a) (b) (c) A. (a) They give us shade. (b) They give us fruits. (c) They give us wood. (d) They stand on their own and protect themselves and others. UNIT 7 WOMEN EMPOWERMENT 52

LESSON 2-BONSAI LIFE - PART II Q3. Why was Akkayya perplexed? A. When Akkayya saw the turayi and pomegranate trees in the flower pots, she was surprised and asked Ammalu how those trees would grow freely in such small pots. She didn’t know that they were bonsai trees. When asked about this, Ammalu burst into laughter. Akkayya didn’t undertand why she was laughing. So, she was perplexed. Q4. How is a bonsai reared? A. Bonsai is a Japanese art form for growing miniature trees in low sided pots. The rearing of bonsai starts with a specimen of the source material. Bonsai’s development incorporates the following techniques. (i) Leaf trimming (ii) Pruning the trunk, branches, and roots of the candidate tree (iii) Clamping (iv) Grafting (v) Defoliation, etc. Bonsai requires specialised care. The following are some of the care techniques. (i) Watering must be regular. (ii) Re–potting must occur at regular intervals. (iii) Specialised soil composition and fertilisation are needed. Q5. What similarities do you notice between the bonsai tree and the housewife? A. Bonsai trees look nice and sweet like housewives. Both the bonsai tree and the housewife are delicate. The housewife has to depend on someone for the things she needs. She has to depend on others. In the same way, the bonsai tree can’t withstand a small dust storm or squall. It is dependent on someone and can’t provide shelter to anyone. Q6. What made the narrator feel the urge to free the bonsai? A. Akkaya’s words about the bonsai trees touched the narrator’s heart. She now felt that the bonsai were being grown like birds in a cage. So, she felt the urge to release them. UNIT 7 WOMEN EMPOWERMENT 53

LESSON 2-BONSAI LIFE - PART II Q7. What is the central theme of “Bonsai Life”? A. Women should be well educated and allowed to work. They should be empowered. They must have financial independence and shouldn’t depend on upon others for everything. The author takes the example of a bonsai tree to depict the life of a housewife. Both the bonsai tree and a housewife are dependent on others. Q8. Make a list of activities done by a homemaker and a working woman. A. Subjective response. (Sample response is shown below.) Homemaker Working woman i. Being the primary i. Going to work. caregiver for children. ii. Doing household duties. iii. Serving the husband and ii. Serving the husband. iii. Cleaning the house. children etc. iv. Cooking. iv. Cooking. v. Washing clothes etc. v. Settling financial matters etc. Q9. Put a tick ( ) mark against the most appropriate meaning for the phrases given below. 1) ‘. . . . . . to keep the washerman’s account’ means (a) to take care of household work. () (b) to count clothes. () (c) to maintain the washerman’s account. () A. (c) to maintain the washerman’s account. Q10. 2) ‘. . . . . . .uphill task’ means. (a) high–quality work. () (b) a difficult job. () (c) working on a hill. () A. (b) a difficult job. UNIT 7 WOMEN EMPOWERMENT 54

LESSON 2-BONSAI LIFE - PART II Q11. 3) ‘. . . . . . .grass is greener on the other side’ means () (a) the grass on this side is green. () (b) others are good as we are. () (c) others are in a better position than us. () A. (c) others are in a better position than us. () Q12. 4) ‘. . . . . . . . . ..like a scorpion under a slipper’ means () (a) killing a scorpion with a slipper (b) being guided and controlled (c) feeling totally suppressed A. (c) feeling totally suppressed UNIT 7 WOMEN EMPOWERMENT 55

SESSION 5 BONSAI LIFE - PART II – VOCABULARY 5.1 Vocabulary I. Phrasal Words Look at the phrasal verb underlined in the following sentence. ”I feel like giving it up .” (give up) What does it mean? ‘Give’ is a verb and ‘up’ is a preposition. Such combinations are called phrasal verbs. A phrasal verb normally gives a meaning different from the meaning of its parts. ‘Give up’ means ‘to stop doing something’. Q1. Refer to a dictionary and find out the meaning of some more phrasal verbs beginning with ‘give’ and ‘look’. • Give in • Give out • Give away • Look after • Look up • Look into A. • Give in: to accept that you are defeated • Give out: to stop working • Give away: to give something as a gift or in charity • Look after: to take care of someone • Look up: to look for information • Look into: to examine something Q2. Use the above phrasal verbs in your own sentences. A. 1. They carried on fighting to the end. They would never give in . 2. The car engine gave out in the middle of the forest. 3. He gave away most of his money to the church. 4. Please look after my child when I am away. 5. I looked it up in the dictionary. 6. The headmaster is looking into the matter of the missing girl. UNIT 7 WOMEN EMPOWERMENT 56

LESSON 2-BONSAI LIFE - PART II II. Similes Look at the simile in the following sentence. Without it, she will have to live under her husband’s thumb ‘ like a scorpion under a slipper ’. The life of a homemaker is compared to a scorpion under a slipper. When we compare two things, we often use the word ‘like’. Here are a few more examples of similes. • He roared like a lion. • They eat like wolves. Q1. Look at the following similes. • bright like a full moon • sleep like a log • eat like a bird • beautiful like a rose • sweet like honey Write five sentences using the above similes. A. • Her face is shining bright like a full moon. • After he got back from his journey, he slept like a log. • The little child looked thin and weak because she used to eat like a bird. • The cake looks delicious and as beautiful as a rose. • It tastes as sweet as as honey. III. Idioms Make some idioms from the words in circles and use them in your own sentences. Q1. UNIT 7 WOMEN EMPOWERMENT 57

LESSON 2-BONSAI LIFE - PART II A. Thorn in flesh • The minister has been a thorn in the flesh for all his other party members. Sore on the back foot • He has irritated our family like a sore on the backfoot. Top of the world • I’ve been feeling on top of the world ever since I got the first rank. Cat on the wall • In an argument, Vaibhav never takes sides. He is like a cat on the wall. UNIT 7 WOMEN EMPOWERMENT 58

SESSION 6 BONSAI LIFE - PART II – GRAMMAR 6.1 Grammar I. Subjects and Predicates Read the sentences. i. Akkayya grew accustomed to village life . ii. I went into the kitchen . The words in italics are subjects. The words underlined are predicates. II. Subjects and Predicates Circle the subjects and underline the predicates. Q1. i. The girls danced. ii. The dark clouds filled the sky. iii. Shiva drove a silver Toyota. A. i. The girls danced . ii. The dark clouds filled the sky . iii. Shiva drove a silver Toyota. III. Identifying Subjects and Predicates Read the following passage. The narrator felt very happy to receive her sister and brother–in–law, who came to stay with them. They brought many things with them. Akkaya made special dishes for her sister’s husband, which he liked very much. She praised her sister for being employed and making her living. She was very sorry about her position at home. One day, the narrator showed her Bonsai plants and explained how they are grown but she did not like it. On a rainy day, many people gathered under a tree to take shelter. Showing this, Akkaya made the narrator understand the importance of freedom in one’s life. Q1. Identify subjects and predicates in each sentence of the paragraph. A. (i) The narrator –[subject] felt very happy to receive her sister and brother–in–law, who came to stay with them – [predicate] UNIT 7 WOMEN EMPOWERMENT 59

LESSON 2-BONSAI LIFE - PART II (ii) They –[subject] brought many things with them –[predicate] (iii) Akkayya [subject] made special dishes for her sister’s husband which he liked very much –[predicate] (iv) She –[subject] praised her sister for being employed and making her living –[predicate] (v) She –[subject] was very sorry about her position at home –[predicate] (vi) the narrator –[subject] showed her Bonsai plants and explained how they are grown but she did not like it – [predicate] (vii) many people –[subject] gathered under a tree to take shelter on a rainy day –[predicate] (viii) Akkayya –[subject] showing this made the narrator understand the importance of freedom in one’s life – [predicate] UNIT 7 WOMEN EMPOWERMENT 60

SESSION 7 BONSAI LIFE - PART II – WRITING 7.1 Writing Q. Observe the following poster. List the features of this poster. E.g.: Who has issued the poster? What is it about? Make a note of the date, time, venue, layout and the nature of the sentences. A. i. Issuing authority: APDWACRA, Arunodaya building, Nampally, Hyderabad. ii. Event: Inauguration of Handicrafts exhibition–cum–sale iii. Time: 4 p.m. iv. Date: 15th October v. Place: People’s Plaza, Necklace Road, Hyderabad vi. Duration: From 15th to 25th October vii. Layout: Suitable layout UNIT 7 WOMEN EMPOWERMENT 61

LESSON 2-BONSAI LIFE - PART II Q. Make a poster based on the information given below. i. Issuing authority: Andhra Pradesh Arts and Crafts Society, Nizamabad ii. Event: Dance performance by Aarthi iii. Date: 4th November iv. Chief Guest: Honorable Chief Minister of Andhra Pradesh v. Venue: Rajiv Gandhi Auditorium, Khaleelwadi, Nizamabad A. UNIT 7 WOMEN EMPOWERMENT 62

SESSION 8 BONSAI LIFE - PART II – STUDY AND LISTENING 8.1 Study and Listening Listening I. Listen to a debate on the topic ‘Education of a Girl Child is a Burden’ and answer the questions that follow. Speaker 1: Respected chairperson, honourable judges, and all my dear friends, I stand here to express my views for the motion ‘Education of a girl child is a burden’. In a poor family, the main concern of the head of the family is to provide food, clothing, and health to all the members. Most of their resources are used for these priorities. Later, when they think of education, the preference goes to the male child as he would grow up to become a bread-winner for the family whereas the girl child would leave the family one day. So, I feel that educating a girl child is a burden. Speaker 2: Respected chairperson, honourable judges, and all my dear friends, my knowledgeable opponent is of the opinion that the education of a girl child is a burden. May I ask how the education of the girl child could be a burden when she is an equal partner in sharing the responsibilities and duties of a family? If given a chance, she will be sharing the burden of the family at least till she gets married. So, I strongly oppose the motion. Speaker 1: Since my opponent agrees that the girl child would leave the family one day after her marriage, can we not agree that it is a waste of money to educate a girl child? Instead, the families can save the money to bear the expenses of her wedding. Moreover, the girl child can reduce the burden of the family, but not by earning after her education but by managing household work. As her duty in the latter part of her life is to look after her family and children, it is better for her to learn to practise it beforehand. If she had to stay away from home for longer periods, it would be an additional burden to the family. Speaker 2: My friend says that the future of the girl child is to look after her family and children. But haven’t such traditional gender roles led to inequalities in the society? I strongly feel that an educated girl can render financial assistance first to the father and later to the husband. My drear friend, it is education that will bring about a change in the attitude of people towards the role of women. Indeed, it is rightly said: ‘if you educate a man, you educate an individual, but if you educate a woman, you educate a family’. UNIT 7 WOMEN EMPOWERMENT 63

LESSON 2-BONSAI LIFE - PART II Q1. Now complete the table based on the information you’ve just listened to. A. Arguments Against For Speaker 1 Education of the girl child is a burden Speaker 2 When she grows up, she is an equal partner in sharing the responsibilities and duties. Speaker 1 The male child will be the breadwinner of the family and the girl would leave the family one day. Speaker 2 An educated girl can render financial assistance to the father and later to the husband. Speaker 1 As the girl’s duty in the latter part of her life is to look after her family and children, it is better that she learn to practise the same. Speaker 2 If a man is educated, an individual is educated. However, if woman is educated, a nation will be educated. UNIT 7 WOMEN EMPOWERMENT 64

SESSION 9 I CAN TAKE CARE OF MYSELF – READING 9.1 Reading and Comprehension - Summary This story is about a mother rat who wants her daughter to get married to the most powerful being in the world. So, she first goes to the sun god and asks him if he is the most powerful being in the world. He replies that he isn’t the most powerful being. He asks her to go to the rain, who is more powerful because without the rain god there would be no crops or greenery on earth. The mother rat goes to the rain god and asks him if he is the most powerful being on earth. The rain god replies that it isn’t him who is the most powerful being in the world, but it is the mountain because he blocks the clouds and lets the water flow freely. The mother rat then goes to the mountain god and asks him if he is the most powerful being in the world. The mountain god denies this and tells the mother rat that it is the earthworm which is the most powerful because it is the greatest friend of living beings. The mother rat then tells her daughter that she wants her to marry the most powerful being in the world so that she can be safe and protected. On hearing this, the daughter rat tells her mother that she wants to learn things on her own and doesn’t want to depend on others for her safety. She says that she wants to learn how to be powerful on her own and wants to stand on her own feet. She wants her mother to support her. She wants to take care of herself and also of those whom she loves. UNIT 7 WOMEN EMPOWERMENT 65

SESSION 10 I CAN TAKE CARE OF MYSELF – LITERATURE 10.1 Literature - QA Q1. What do you think is the most important thing to learn to live well? A. The most important thing to learn to live well is to learn to be strong and work hard. We should learn to stand on our own feet. The best protection is to be able to protect oneself. Q2. What are the skills or qualities that would help you be independent in your life? A. The skills or qualities that would help one be independent in life are: i. Hard work ii. Determination iii. Dedication iv. Being independent and self–dependent v. The ability to protect oneself and one’s loved ones, etc. Q3. Do you agree/ disagree with the daughter of the mother rat? Give reasons for your response. A. Yes, I agree with the daughter of the mother rat. One has to learn to depend on the power within oneself to achieve one’s target. One doesn’t have to depend on anyone for anything if one stands on one’s own feet. Depending on another person’s power, position or prosperity does not promise peace and security in the long run. UNIT 7 WOMEN EMPOWERMENT 66

SESSION 11 I CAN TAKE CARE OF MYSELF – STUDY AND LISTENING 11.1 Study and Listening Study I.Observe the data given in the bar diagrams related to male and female infant mortality rates (IMR) in India over the years 1990 to 2008 and answer the questions given below: Q1. In which year is the difference in infant mortality rates between males and females the highest? A. The difference in infant mortality rates between males and females is the highest in the year 2003. Q2. In which case and in which year do we find a sudden decrease in the IMR? A. We find a sudden decrease in the IMR in the case of males in 2003. Q3. What will happen if there is a wide gap in IMR between males and females? A. If there is a wide gap in IMR between males and females, there will be a change in the ratio of males and females. When the number of female children is decreased, the male children won’t find partners when they grow up. It will affect the society at large. UNIT 7 WOMEN EMPOWERMENT 67

LESSON 3-I CAN TAKE CARE OF MYSELF Q4. What, according to you, may the reasons be for the female IMR being higher than the male IMR? A. I think that the mindset of the parents that it will be a burden for them to get their daughters married when they grow up may be the reason for the female IMR being higher than the male IMR. Q5. What may the reason be for the decrease in IMR over the years? A. The availability of sophisticated medical facilities and a change in the parents’ mindsets may be the reasons for the decrease in IMR over the years. Q6. Do you think there could be a further decrease in the IMR after 5 years? A. Yes, I think there could be a further decrease in the IMR after 5 years. Q7. What, according to you, may the reasons be for the death of more than half of the male and female infants? A. A lack of proper medical facilities and superstitious thinking in villages may be the reasons for the death of more than half of both male and female infants. Q8. Group work: Discuss the above questions in your group and write an analytical report on the IMR in India. A. There have been gradual decreases in both the male and female IMR since 1990. In the year 2003, a sudden fall in male IMR was observed. However, if there is a wide gap between male and female IMR, there will be an imbalance between the number of males and females. We believe that the main reason for the higher female IMR is the attitude of the parents towards girl children. The IMR has been slowly decreasing because of highly developed medical technology, an increase in better living conditions of the people, awareness, literacy, and so on. We believe there will be further decrease in the IMR in the future. UNIT 7 WOMEN EMPOWERMENT 68

SESSION 12 I CAN TAKE CARE OF MYSELF – ORAL ACTIVITY 12.1 Oral Activity Q. Work in pairs and debate on the proposition and include the points given below in your debate. ’Reservation in education, employment, and legislature will empower a woman.’ Argument for reservation: • Objective of reservation • Role of reservation in education • Suffering of women • Women taken for granted Argument against reservation: • Talk against education of women and its ill–effects on reservation • Talk for education of women but against reservation A. Subjective response. UNIT 7 WOMEN EMPOWERMENT 69

SESSION 14 THEME - WOMEN EMPOWERMENT – SELF - ASSESSMENT 14.1 Self-Assessment How well have I understood this unit? Read and tick (√) in the appropriate box. Indicators Yes Somewhat No I read and understood the text: A. Bonsai Life –Part–I B. Bonsai Life –Part–II C. I Can Take Care of Myself I was able to understand and use the phrasal verb given under ‘Vocabulary’. I was able to frame idioms given under ‘Vocabulary’. I was able to understand and identify subject and predicate given under ‘Grammar’. I was able to write a poster given under ‘Writing’. I listened to and understood “Education of the Girl Child is a Burden” and answered the questions given under “Listening”. I was able to participate in a debate given under ‘Oral Activity’. I was able to interview the neighbourhood women given under ‘Project Work’. UNIT 7 WOMEN EMPOWERMENT 70

LESSON 4-THEME - WOMEN EMPOWERMENT UNIT 7 WOMEN EMPOWERMENT 71

THE BONSAI LIFE- PART 1 ---------- CCE BASED PRACTICE QUESTIONS------------ CHAPTER -1: THE BONSAI LIFE (Part- I)  
  !\"# $!  $ $$ $$!  Read the following passage to answer the questions given below. I was born in Fiji and I know what it is like having an extremely humble background, coming from a rural area and a minority community. My only “luck” was having an opportunity to go to school, and I absolutely loved it. I still love it today! Even when I was dreadfully sick, I never missed a day. I loved school so much that I often competed with my friends who lived near the school to see who could be the first to arrive. Education was free, but we needed to pay $5 as administration charges for every term. I will never forget how I waited by the school gate for my mother to bring me those $5 school administration fees. I used to sit in fear with tears in my eyes, watching the road for the bus, and with each bus that went by without my mother getting off, my heart would sink. I was paralysed with fear because I did not want to be sent home. Since then, I have never stopped believing in how far $5 can go in a poor girl’s life. That $5 represented my dreams, my happiness… and my future. Having that $5 each term to stay in school changed my life. I. Choose the right answer. [] 1. The narrator fearfully waited for her mother to bring the fees because A. she thought something would have happened to her mother B. she did not want her schooling to be stopped and be sent home C. she thought her mother would have abandoned her D. she did not like to stay with her family 2. How much was the school fees for the education of the narrator? [] A. $5 every term B. No fees C. A dollar D. $5 3. The $5 was ____________ charges for every term [ ] A. admission B. accommodation C. administration D. accreditation 4. I was paralysed with fear because I did not want to be sent home. The word paralysed here in the text means_________ [] A. loose ability to walk B. unable to move C. blind D. dumb UNIT 7 WOMEN EMPOWERMENT 72

THE BONSAI LIFE- PART 1 II. Answer the following questions. 1. What was the only ‘luck’ that the narrator had in her childhood? 2. State instances to show that the narrator loved going to school. 3. What was the value of $5 in the “poor girl’s life”? &+#(, ))!&%  I. Correct the errors in the numbered sentences and write them down. (1) “What a retched job! Sometimes, I feel like giving it up. (2) You know, people say, solve your problems of home before you solve those outside. (3) To neglect working at home and look after office work is an uphill task for a woman,” I said, speaking from experience. (4): Not think like that, Ammalu. (5) How fortunate you are? Touchwood! UNIT 7 WOMEN EMPOWERMENT 73

THE BONSAI LIFE- PART 1 II. Answer the questions below based on your reading of the passage following the directions. The moment I see letters waiting for me on the doorstep when I return from work, I can’t contain my excitement. It’s almost as if I’m face to face with my near and dear ones and they are speaking affectionately to me. Instantly the exhaustion of office work vanishes and my heart grows light. Instead of entering the kitchen muttering, ‘Oh no, Oh God’ – which is what I usually do when I come back tired – I feel like singing a song, humming a tune, making a nice cup of coffee and savouring each sip. 1. What is the meaning of: a. contain: b. savouring: 2. What part of speech is the word: each? 3. Make a sentence using the word ‘instantly’. 4. Instantly the exhaustion of office work vanishes and my heart grows light. (Change into past tense.) ($$( ))!&%  I. Fill in the blanks using the given choices. Write only letters (A), (B), (C), (D), or (E) as your answers. Akkayya and Baavagaru were coming to this city and our home for the first time _______ (1) my marriage. I had looked forward _________ (2) their visit all these years. They had ______ (3) left their little village to go anywhere. Using children, cattle, cooking etc., as excuses, they had always avoided moving out. Under such _________ (4), imagine their coming to our house and to this big city! Akkayya is not _______ (5) educated as me. 1. A. since B. from C. for D. to [] 2. A. since B. from C. for D. to [] UNIT 7 WOMEN EMPOWERMENT 74

THE BONSAI LIFE- PART 1 3. A. always B. never C. forever D. once [] 4. A. circumstances B. ways C. times D. days [] 5. A. as B. more C. less D. much [] Conventions of Writing ))!&%  I. Read the following passage and rewrite it using proper punctuation marks my dear it seems akkayya and baavagaru are coming over i said to husband excitedly is that true when where is it give me the letter he said and pulled the letter from my hand Creative Writing ))!&% I. Observe the picture and write in about 120 words the thoughts that come to your mind. UNIT 7 WOMEN EMPOWERMENT 75

THE BONSAI LIFE- PART 1 Hints: A festival – folk performance – many spectators – rangoli – ritual – little boy – holds flute. UNIT 7 WOMEN EMPOWERMENT 76

THE BONSAI LIFE- PART 2 CHAPTER -2: THE BONSAI LIFE (Part- II) !%
% &$'( %)!&% %)% )) ))!&% Read the following passage to answer the questions given below. Education provides an essential qualification to fulfil certain economic, political and cultural functions and improves women’s socio-economic status. At every age and level, education enhances the intellectual, social and emotional development of women and enables them to meet their basic needs of daily life. Education reduces the inequalities in the society. Girls’ education is one of the most effective ways for ending poverty in developing nations, the society and their families. Only educated woman can understand the needs of the family. They never send their children to work and instead arrange for their education in good schools. They take proper care of the health and diet of their children. An educated mother knows what is good for her kids and how they should be brought up. She promotes the education of all her children without discrimination. But if a mother is not educated, she might do something wrong without reasoning and harm herself and her children. She may think that education is only for males and not for females and thus, she may discriminate between her children. If girls are not educated they remain dependent on their family before marriage, on their husband after marriage and on children after the death of their spouse. Education may liberate them from this unpleasant situation. I. Choose the best option to answer the questions below: 1. What is the passage about? [] [] A. Education of girls C. Equality of the genders B. Qualities of a mother D. Ways of improving the society 2. Which of the following is not true? A. Education reduces the inequalities in society. B. Mothers who are educated will send their young children to work. C. Lack of education leads to dependency. D. The poverty in developing nations can be reduced by educating girls. II. Answer the following questions. 1. What is the main reason for the unpleasant condition of women? UNIT 7 WOMEN EMPOWERMENT 77

THE BONSAI LIFE- PART 2 2. How does education help a woman to take care of her family better? &+#(, ))!&%  I. Find out the meanings of the phrasal verbs given below and use them in sentences of your own. 1. Come across - 2. Put off - 3. See off - 4. Get over - 5. Take over - II. Match the idioms given in column A with their meanings in Column B. AB 1. at a loss [] a. noisy excitement 2. back to square one [ ] b. change one’s behaviour for the better 3. carrot and stick [] c. not knowing what to say or do 4. hue and cry [] d. back to the situation at which one started 5. pros and cons [] e. reward and punishment 6. turn over a new leaf [ ] f. points for and against UNIT 7 WOMEN EMPOWERMENT 78

THE BONSAI LIFE- PART 2 III. Correct the errors in the numbered sentences and write them down. (1) If, like flower plants, you putting these trees in pots instead of letting them grow freely in the backyard, how will they grow?” she asked, surprised, feeling sorry for the trees. (2) I bursted into laughter. (3) Akkayya was perplexed. “I did it on purpose. It’s special method. (4) It’s called bonsai of Japan. (5) You can grow even a hugest banyan tree in a flowerpot. IV. Answer the questions below based on your reading of the passage following the directions. Feeling disheartened at being unable to impress Akkayya with my bonsai, I collapsed weakly into a chair. I was most distressed – as if the entire art I had learnt had come to naught. It was like throwing perfume into ash. Suddenly a dust storm began to rage. The sand hit our faces harshly. I caught hold of Akkayya’s shoulder and dragged her into the room. Then I closed the doors and windows in a hurry. 1. What is the meaning of: a. naught: b. disheartened: 2. What part of speech is the word: most? 3. Make a sentence using the word ‘collapsed’. 4. It was like throwing perfume into ash. (Change into future tense.) UNIT 7 WOMEN EMPOWERMENT 79

($$( THE BONSAI LIFE- PART 2 ))!&% I. Fill in the blanks using the given choices. Write only letters (A), (B), (C), (D), or (E) as your answers. “Look at that tree. Look at how many people are standing _______ (1) it without getting wet,” she said, as if it was something out of the ordinary. I saw _______ (2) unusual in it. Realising that I had not understood ______ (3) she was getting at, she said again, “Look how tall that turayi has grown. Out in the open, see how freely it has grown, However _______ (4) the sand storm, it hasn’t bowed a little bit. Moreover, it has provided shelter to so many people, and is ________ (5) them.” 1. A. at B. in C. under D. below [ ] 2. A. something D. one thing [ ] 3. A. what B. nothing C. everything D. why [ ] 4. A. strongly D. sandful [ ] 5. A. protection B. that C. which D. protected [ ] B. powerful C. big B. protected C. protecting Conventions of Writing ))!&% I. Read the following passage and rewrite it using proper punctuation marks whats so surprising about that i asked not that it is surprising, ammalu look at the bonsai you have tended so lovingly she said Creative Writing ))!&%  I. Make a poster announcing a speech competition to be held in your school on the International Women’s Day (March 8). The topic for the competition is – “Empowering The Girl Child.” The poster should contain information on the time, venue and sponsors of the event. UNIT 7 WOMEN EMPOWERMENT 80

THE BONSAI LIFE- PART 2 Use this space to write your answer: UNIT 7 WOMEN EMPOWERMENT 81

I CAN TAKE CARE OF MYSELF CHAPTER -3: I CAN TAKE CARE OF MYSELF !%
% &$'( %)!&% %)% )) ))!&%  Read the following passage and answer the questions that follow. Fatima Ahmed, the famous artist turned writer, was born in a conservative but well-to-do Muslim family, in Hyderabad. She never really fit in because she was a free spirit who believed in equality. Although it was hard for Fatima Ahmed to break the shackles, she made sure to follow her dreams and do all that she ever wanted. From travelling the world to creating her very own niche in the world of art, Fatima has lived her life on her terms. According to her, the one good thing her father did was to enrol her in the Government Mahaboobia Girls School, the foremost learning institution at that time. Education gave her the freedom to think. It was there that she developed a deep love for drawing, painting and the classical Indian dance form Kathak, all of which she learnt without the approval of the family elders. Much against her father’s will, she joined the College Of Fine Arts in Hyderabad and earned a diploma in painting. The demise of her parents made her leave home as she didn’t want to stay back and be bossed around by her brothers and other family members. Thus, she left Hyderabad and went to Bombay in the early 1960s. She established herself as an artist: she has held many exhibitions in India and abroad, and her work is part of many important art collections. I. Choose the right answer. 1. Fatima Ahmed is famous for her_________________. [] A. nutritious recipes B. chain of beauty salons C. social work D. paintings 2. Where did Fatima develop the love of art? [] A. at school B. at college C. at her home D. at the Nizam’s palace 3. What made Fatima leave home? [ ] A. desire for higher studies C. desire to explore the world B. the demise of her parents D. her wish to live alone UNIT 7 WOMEN EMPOWERMENT 82

I CAN TAKE CARE OF MYSELF II. Answer the following questions. 1. Why couldn’t Fatima Ahmed cope with her family? 2. How did Fatima’s schooling influence her life? 3. Why was Fatima able to achieve her dreams? UNIT 7 WOMEN EMPOWERMENT 83

(3\"5*56%& SESSION 1 DR. DWARAKANATH KOTNIS – READING Oral Discourse Talk on ’Mention different ways to express our gratitude towards the people who serve the society’ Hints: • Do something little but thoughtful for them—like helping them in regular chores. • Give them something of yours that you think they would enjoy, and let them know specifically why you want them to have it. • If you have their contact information, send an email of appreciation—and let them know you just wanted to express your gratitude. • Let their superior know they do an outstanding job. • Write a hand–written thank you note, acknowledging things you value about them and their work. 1.1 Reading and Comprehension - Word Meaning Noun adulation epilepsy admiration; praise a disease of the nervous system that causes a person to fall unconscious septuagenarian memorabilia a person who is objects that are between 70 - 79 years collected in memory of of age persons and events UNIT 8 GRATITUDE 84

Adjective LESSON 1-DR. DWARAKANATH KOTNIS virulent vivacious dangerous cheerful renowned commemorate famous keep a great person, event etc. in people’s Verb memories shy away revered avoid something that respected or admired you dislike deeply 85 venerated respected rendered provided service UNIT 8 GRATITUDE

LESSON 1-DR. DWARAKANATH KOTNIS 1.2 Reading and Comprehension - Summary This extract is about the famous Dr Dwarakanath Kotnis who was born on October 10, 1910, in Sholapur, Maharashtra. He completed his medicine from G. S. Medical College, Mumbai and joined the Medical Aid mission to China. He went on an expedition to many places such as Vietnam, Brunei, etc. September 1938, when Subhash Chandra Bose accepted Zhu De’s request and sent a team of five doctors to China, Kotnis was a part of the team. Though all the other doctors returned to India after the war, Kotnis decided to stay back and serve the military base. Here he started his work in Yanan and then went to the anti–Japanese base area in North China and worked in the surgical department of the 8th route Army General Hospital as the Physician–In–Charge. Here he fell in love with Guo, a Chinese nurse and married her in November 1941 and had a son on August 23rd, 1942. He named him Yin Hua. He worked as a lecturer at the Dr Bethune Hygiene School and became the first President of the Bethune International Peace Hospital. During the battle, Kotnis played a major role in controlling a dangerous strain of plague that hit Chinese soldiers. He died of epilepsy on December 9th, 1942 when he was 32 and was buried in the Heroes Courtyard, Nanquan village. The Chinese government built a memorial hall in the memory Dr Kotnis in Shijiazhuang city, Hebel Province in 1976. Both China and India have honoured Kotnis with postal stamps in 1982 and 1993 respectively. The family members of Kotnis have also shared their memories of the doctor during their visit to China after his death. Mrs Kotnis has also been an honoured guest at many functions in China and India. Dr Kotnis, being famous in China for his contribution towards humanity, is equally respected in India as well and has also been given the name of ‘One who never returned’. UNIT 8 GRATITUDE 86

SESSION 2 DR. DWARAKANATH KOTNIS – LITERATURE 2.1 Literature - QA Q1. Why was Dr Kotnis sent to China? A. In 1937, the communist General of China, Zhu De requested Jawaharlal Nehru to send Indian physicians to China during the second Sino–Japanese war to help the soldiers. The President of the INC, Netaji Subhash Chandra Bose accepted the request and sent a medical team of five doctors named M. Atal, M. Cholkar, D. Kotnis, B. K. Basu and D. Mukerji. Thus, Dr Kotnis was one of the five doctors who was sent to China to serve injured Chinese soldiers in September 1938. Q2. What was Dr Kotnis’ contribution to Dr Bethune International Peace Hospital in China? A. Dr Kotnis served as a doctor at the Bethune International Peace Hospital. He worked as a lecturer for some time in the military area at the Dr Bethune Hygiene School. He took over the post of the first President of the Bethune International Peace Hospital after Dr Norman Bethune passed away. Q3. Why did Dr Kotnis opt to stay back in China? A. After the war, all other doctors except Dr Kotnis returned to India. Dr Kotnis decided to serve at the military base. So, he opted to stay back in China. Q4. How did Chinese show their gratitude towards Dr Kotnis? A. In order to cherish the memory of Dr Kotnis, the Chinese government built a memorial hall for him in Shijiazhuang city, Hebei province in 1976. Along with the Canadian Dr Norman Bethune, Dr Kotnis continues to be revered by the Chinese people. In April 2005, both their graves were covered completely in flowers donated by the Chinese people during the Qingming Festival, a day used by the Chinese to commemorate their ancestors. A small museum there has a handbook which contains words that Kotnis wrote in his “Passage from India to China”, some of the instructions that the surgeons used at their time and many photographs of doctors. China has honoured him with a stamp in 1982. This way the Chinese continue to show their gratitude towards Dr Kotnis. UNIT 8 GRATITUDE 87

LESSON 1-DR. DWARAKANATH KOTNIS Q5. Why was Mrs Kotnis a regular invitee at the Indian embassy functions in China? A. The selfless service rendered by Dr Kotnis to the Chinese soldiers moved the heart of the Chinese. He is deeply respected by them. As the wife of Dr Kotnis, she has also been honoured all along. Since Dr Kotnis was from India, she was a regular invitee at the Indian embassy func-tions in China. Q6. What sort of a person, do you think, was Dr Kotnis? What are your impressions about him? A. Subjective response. (Sample response: Dr Kotnis was a doctor who rendered selfless service and saved the lives of hundreds of wounded Chinese soldiers. From that, I gather that Dr Kotnis was a kind–hearted, generous humanitarian, who wanted to selflessly serve his society.) Q7. Read the passage about Dr Kotnis again and fill in the form given below. A. i. Name: Dr Dwarakanath Kotnis ii. Year of birth: 1910 iii. Place of birth: Sholapur, Maharashtra iv. Occupation: Doctor v. Nationality: Indian vi. Wife’s name: Guo Qinglan vii. Places of work and the positions held: i. Yan’an –Doctor ii. Anti–Japanese base area in North China –Physician–In–Charge at the Eight Route Army General Hospital iii. The Military area at the Dr. Bhethune Hygiene School –Lecturer iv. Dr. Bhethune International Peace Hospital –First President viii. Honours given by China and India: i. A memorial hall was built by the Chinese government in the memory of Dr Kotnis in Shijiazhuang, Hebei province in 1976 ii. In April 2005, the graves of both Dr Norman Bethune and Dr Kotnis were covered completely in flowers donated by the Chinese people during the Qingming Festival, a day used by the Chinese to commemorate their ancestors iii. Both China and India have honoured Dr Kotnis with stamps in 1982 and 1993, re- spectively ix. Date of death: December 9, 1942 UNIT 8 GRATITUDE 88

SESSION 3 DR. DWARAKANATH KOTNIS – VOCABULARY 3.1 Vocabulary I. Associating Words Here are some words that are related to the word ‘doctor’. Q1. In how many ways can you classify the following words? A. profession: physician specialisation: neurologist qualification: MBBS and/ or MD dress code: white coat medicines: crocin, ointment place of work: clinic, hospital service: treatment tools: syringe related vehicle: ambulance Mapping these meanings through words is called semantic mapping. A set of words related in meaning is said to belong to the same semantic field. E.g.: bus, driver, conductor, ticket, etc. Q2. Write four words that belong to and that you can associate with the following words. i. space (a) (b) (c) (d) (b) (c) (d) ii. business (a) (b) (c) (d) (b) (c) (d) iii. occupation (a) iv. travel (a) UNIT 8 GRATITUDE 89

LESSON 1-DR. DWARAKANATH KOTNIS A. i. space (a) spacecraft (b) space walk (c) spaceship (d) space station ii. business (a) trade (b) sales (c) company (d) customer iii. occupation (a) teacher (b) driver (c) doctor (d) engineer iv. travel (a) ticket (b) luggage (c) passport (d) suitcase II. Sentences Read the sentences given below: Dr Kotnis lost his heart to a Chinese woman. What does expression ‘to lose one’s heart’ mean? ’Lost his heart’ means fell in love. Here are a few more expressions using the word heart. E.g.: ‘Eat your heart out’ I am going to New York next week. Eat your heart out! When he hears about your promotion he will eat his heart out. Q1. Guess the meaning of the phrase ‘eat your heart out’ from the example sentences given above. A. Subjective response. (’Eat your heart out’ means to suffer from excessive longing for someone or something unattainable) III. Match the Following Match the following: Q1. A B a. Sadness 1. Have a heart b. No feelings c. A very deep thank you 2. Broken heart d. Be merciful e. To lose love 3. Heavy heart f. Take seriously 4. Take to heart 5. A heart of stone 6. Thanks from the bottom of my heart A. 1–c, 2–e, 3–a , 4–f, 5–b, 6–d UNIT 8 GRATITUDE 90

SESSION 4 DR. DWARAKANATH KOTNIS – GRAMMAR 4.1 Grammar I. Conjunctions Coordination is a grammatical process by which two or more words or phrases of the same rank are conjoined. A conjunction that joins parts of a sentence (words, phrases or clauses) that are grammati- cally equal or similar in importance and structure is called a coordinating conjunction. A conjunction that introduces the subordinating clause is called the subordinate conjunc- tion . Coordinate Conjunctions: and, but, or, yet, so, neither . . . nor, either . . . or, not only . . . but also, both, etc. Subordinate Conjunctions: when, before, after, since, while, as, till, until, whenever, as long as, as soon as, no sooner . . . than, then, scarcely, hardly, wherever, because, in order that, so that, if, though, even though, whereas, as if, whether . . . or etc. II. Clauses Compound and Complex Sentences. Observe the following sentences. i. Dr Kotnis was a doctor and Guo, a nurse. ii. I could not stop laughing when he told jokes. What are the main clauses in each sentence? How many subordinate clauses are there in sentences 1 and 2? Dr Kotnis was a doctor and Guo, a nurse. (two main clauses) I could not stop laughing when he told jokes. (one main clause and one subordinate clause) ‘He told jokes’ is the main clause and the subordinate clause is ‘I could not stop laughing’. • A sentence which consists of two or more main clauses combined with coordinate con- junctions is called a compound sentence. • A sentence which consists of one main clause and one or more subordinate clauses combined with subordinate conjunctions is called a complex sentence. Q1. Read the following sentences. Identify the clauses and state whether they are main clauses or subordinate clauses. UNIT 8 GRATITUDE 91

LESSON 1-DR. DWARAKANATH KOTNIS i. John suffers from asthma but attends school regularly. ii. We like songs and they like games. iii. Japan attacked China in 1937 and wounded many soldiers. iv. If the rain stops, we will go out. v. She was unhappy or she was upset. vi. The shops were closed because there was a strike. A. i. John suffers from Asthma –main clause; attends school regularly –main clause ii. We like songs –main clause; they like games –main clause iii. Japan attacked China in 1937 –main clause; wounded many soldiers –main clause iv. If the rain stops –subordinate clause; we will go out –main clause v. She was unhappy –main clause; she was upset –main clause vi. The shops were closed –main clause; because there was a strike –subordinate clause Q2. Editing: Read the following passage. Every numbered sentence has an error. Identify and edit it. (1) Tenali Rama Krishna was not see in the royal court. (2) The king sent guards to search for him and bring him to the court, but they could not find them. (3) They went to the court and reporting this to the king. (4) The king grew worried and asked the guards to search more careful. (5) After some day, the guards found Tenali Rama Krishna. A. (1) Tenali Rama Krishna was not seen in the royal court. (2) The king sent guards to search for him and bring him to the court, but they could not find him. (3) They went to the court and reported this to the king. (4) The king grew worried and asked the guards to search more carefully. (5) After some days, the guards found Tenali Rama Krishna. UNIT 8 GRATITUDE 92

SESSION 5 DR. DWARAKANATH KOTNIS – WRITING 5.1 Writing Q. Developing Headlines When writing a news report for a newspaper, or your school News Board, the headline is the first and foremost impression you make on your reader. Therefore, writing a headline is a criti- cal and a creative art. Most of the people read only the headlines while reading a newspaper, to get the gist of the news. • Headlines often contain a noun phrase with no verb • Headlines may have noun strings (several nouns put together) • Various changes are made in the headlines • The simple tense form is used instead of the continuous or perfect form • The infinite form refers to the future • The auxiliary verb is dropped in the passive form • Articles are dropped • Full stops are not placed after headlines • Headlines may contain initials and abbreviations E.g.: Prime Minister’s advice E.g.: Man snatches woman’s chain E.g.: Andhra Pradesh State Board Examination Results Declared E.g.: Hyderabad celebrates kite festival E.g.: CM to inaugurate Crafts Bazaar E.g.: Serious injuries in Nellore train accident E.g.: India to host SAARC meet in U.P. Now write a headline for each of the following news reports. Remember to pick out only the main idea or words from the sentence. UNIT 8 GRATITUDE 93

LESSON 1-DR. DWARAKANATH KOTNIS i. Hyderabad: With an alarming rise in cases of missing people, especially women and chil- dren, since 2009, the Andhra Pradesh Police have stepped up measures to trace them in coordination with various agencies and police forces. ii. The full moon that rises on this Friday night, August 31, 2012, will be a Blue Moon. That’s what it has been dubbed as per the modern folklore of the west. But will it actually be blue? iii. ”If you look at the last three months, I am really practising well. I am looking forward to playing my first game after a year.” says top–seeded tennis champion, Rafael Nadal. iv. Next time your cell phone runs out of battery, you can charge it by just holding it in your hands as scientists claim to have developed a new technology that turns body heat into electricity. A. i. AP Police to Step Up Measures ii. Blue Moon to Rise on August 31 iii. Nadal Raring For A Comeback iv. Scientists Invent Tech to Use Body Heat to Charge Batteries Q. Look at the picture where students are serving in an old age home. Discussion Points. i. Do old people go to old age homes on their own or are they forced to go there? i. I think there are old people who are forced to go to old age homes and also those who like to go and live there. UNIT 8 GRATITUDE 94

LESSON 1-DR. DWARAKANATH KOTNIS ii. What are the conditions which make people leave their own homes and go to an old age home? i. The conditions that make people leave their own homes and go to an old age home are (i) incidences of abuse (ii) forceful abandonment (iii) lack of sufficient medical care and attention at home and its easy availability at old age homes (iv) neglect and lack of social support at home versus its easy availability at old age homes (v) the need for a calm and peaceful life that can be found at old age homes, etc. iii. In what way are the conditions at an old age home different from those at home? i. The conditions at an old age home may or may not be different from those at home. At home, they have loved ones, such as daughters, sons, sons–in–law, daugh- ters–in–law, grandchildren, etc. They may or may not have time to spend with their elders. But in old age homes, there is more peace and quiet and better infrastruc- ture and medical support. Over time, they also form emotional bonds with the people there. iv. Are there any ways to prevent old people from going to old age homes? i. It is necessary for all people to understand that older people have their own wishes, dreams and ambitions. Often, they may want to live with their children and their grandchildren. In such cases too, they should be made to feel welcome. They de- serve our love, care, and respect, and often, special medical attention. If they live with their children, it is essential that their children take care of these basic require- ments. Above all, it is important that they are not forced or coerced to do something they don’t want to do or live somewhere they don’t want to. Now write an article based on the points discussed above. Use these hints: i. What are old age homes? ii. Why do old people go there? iii. Facilities at old age homes iv. Compare facilities at home and old age homes. A. Subjective response. UNIT 8 GRATITUDE 95

SESSION 6 DR. DWARAKANATH KOTNIS – STUDY AND LISTENING 6.1 Study and Listening Listening I. Listen to your teacher. She/ he will read out an announcement made by the Head- master of a Government High School. Dear students I am to inform you that we are going to start an ‘Enrolment Drive Programme’ next week. We will go to the nearby slums in our locality for 3 days and see if there are any children who are not studying in any school. There will be 10 teams, each consisting of 6 students. I want all the students and teachers of classes VIII and IX to join this mission. Mr Rajkumar and Ms Christina will be joining us in our mission. They will help us in all the aspects related to the programme. Childen, now those who volunteer to take the lead in teams should meet their class teachers after the lunch hour. Q1. Now answer the following questions. i. What is the announcement about? ii. Who are the special guests joining their mission? iii. What have the students been asked to do in the programme? iv. Why does the Headmaster call it a mission? A. i. The announcement is about starting an ‘Enrolment Drive Programme’. ii. Mr Rajkumar and Ms Christina are the special guests joining their mission. iii. The students of Class VIII and IX are being asked to join the mission. They are being asked to go to the slums in their locality for 3 days, and to enrol the names of children who are not going to school. iv. A mission is an important job that a group of people do. The Headmaster wants all the students and teachers to understand its importance. Hence, he calls it a mission. UNIT 8 GRATITUDE 96

SESSION 7 DR. DWARAKANATH KOTNIS – ORAL ACTIVITY 7.1 Oral Activity Q. If you get an opportunity to propose a ‘Vote of Thanks’ after completing the Enrolment Drive Programme, how would you do it? Prepare a ’Vote of Thanks’ to thank Mr Rajkumar, Mrs Christina, and all the other participants. Clues: • An introduction to the programme • About the participants and the service they offered during the programme • Their role in making the programme a great success • Thanking each and everyone referring to their role in the programme • Requesting the extension of their service in the future A. Subjective response. UNIT 8 GRATITUDE 97

SESSION 8 BE THANKFUL – READING 8.1 Reading and Comprehension - Summary This poem teaches us about being thankful for things which we don’t have. The poet tells us that if we have all the things we want then there would be nothing to look forward to. We need to be thankful when we don’t know something as it makes us learn. We need to be thankful for the difficult times as we grow during those times. We need to be thankful for the limitations we have as they give us opportunities for improvement. We need to be thankful for each new challenge we face as it helps us build our strength and our character. We need to be thankful for our mistakes as they will teach us valuable lessons and we also should be thankful when we are tired as it means that we have made a difference by working hard. Each one of us is thankful only for the good things in life but we never thank our troubles which teach us a lot of things that help us turn the negative into positive. The poet finally tells the readers that if we are thankful for our miseries then one day they will surely become our blessings. Thankfulness can transform our challenges into our strengths. UNIT 8 GRATITUDE 98

SESSION 9 BE THANKFUL – LITERATURE 9.1 Literature - QA Q1. The poet depicts different situations/ aspects of life where we need to be thankful. What are they? A. We need to be thankful i. when we don’t know something, ii. for the difficult times, iii. for our limitations, iv. for each new challenge, v. for our mistakes, vi. when we are tired and weary, vii. for the setbacks, and viii. for our troubles Q2. Do you agree with the poet’s ideas? Yes/ No? Give reasons. A. Subjective response. Q3. How do the difficulties help us grow? When will the troubles become blessings? A. Difficulties help us grow if we are thankful for them. When we face difficulties, we try hard to get out of those difficulties and will finally get rid of them. The troubles become blessings if we are thankful for our troubles. Out of troubles, we will find a path which will lead us towards a life without troubles. Thus, we need to be thankful for our troubles to make them blessings. UNIT 8 GRATITUDE 99