ENGLISH WORKBOOK Volume 1 Grade 8 Name: Roll No.: Division:
Table of Contents 1 - 12 13 - 28 Chapters 29 - 41 1. Unit I - An Intruder 42 - 46 2. Unit II - Back from War 47 - 55 3. Unit III - A Guest at Lunch 4. Unseen Passages 5. Integrated Grammar
Unit I An Intruder Summary The play begins in Raina’s bedroom. As she stands out on her balcony enjoying the night, her mother enters with the news of a great Bulgarian military victory. Leading the daring charge was Raina’s fiancé, Major Sergius Saranoff. Their maidservant, Louka, enters and informs the rejoicing mother and daughter of the orders that the windows must be kept shuttered and bolted, lest escaping Serbian soldiers sneak in. Raina’s window does not bolt, so she closes the shutter. On hearing gunshots, she blows out the candles and gets under the bedcovers. A fugitive officer climbs through the window into her room. Raina is far from being afraid, and the two talk for a while. A Bulgarian officer requests later to search the room, as some people reported seeing a man climb in. Raina hides the fugitive officer and convinces the other soldiers that nobody is there in the room. After the search party leaves, the fugitive admits that as a professional soldier, he believes it is more useful to carry chocolates and food on the battlefield rather than bullets. Raina contemptuously gives him the last of her chocolate crèmes. He gratefully eats them while narrating how the Bulgarian cavalry charge was actually suicidal, and they won only because the Serbians’ guns were defective. Raina reveals that the officer who had led the victorious cavalry charge was her fiancé. Even then, she is unwilling to allow the fugitive to leave and risk capture. Instead, she decides to enlist her mother’s assistance to help him escape. When Raina and Catherine return to the room, the officer has fallen asleep from stress and exhaustion. In Act II, it is implied, they wake him, dress him up in an old coat, and sneak him out to safety.. 1
Class Assignments A. Analyse Text I. Darken the bubble next to each correct answer. 1. What were Raina’s doubts about Sergius before he set out for the war? a He would forget how to fight. b He would quarrel with his Russian commanders. c He would be afraid of all the violence. d He would fall in love with another woman. 2. Act I reveals Louka to be . . . . . . . . . . . . . . . . . . . . . . . . . . . . a foolish b clever c greedy d a liar 3. Which of the following reasons is NOT why Raina decides to hide the fugitive soldier? a She is curious about him. b She, unconsciously, likes his practical attitude. c She enjoys talking to him. d She is being blackmailed by him. 4. Sergius is compared to Don Quixote because both characters . . . . . . . . . . . . . . . . . . . . . . a are driven by illusions of nobility and courage b are implied to be of Spanish origin c are members of the aristocracy in their native countries d wish to prove themselves as heroes to their beloved 2
5. Why does Raina narrate the story of Ernani to the fugitive soldier? a to teach him about the Venetian opera b to imply he will be given refuge in her house c to keep him awake since he is almost about to fall asleep d to show that the Petkoffs are a wealthy family II. Read the information about the elements of drama and fiction in the Venn diagram, and answer the questions that follow. Drama Fiction acts paragraphs scenes chapters actor readers audience 1. Fill in the blanks with the elements common to both a drama and a novel. 2. Which elements unique to drama do you note in the text of this play? ................................................................................................................................. 3. Which elements unique to drama are not noted in this play and why? ................................................................................................................................. ................................................................................................................................. 3
B. Understand Context I. Read the extracts, and answer the questions that follow. 1. Oh, to think that it was all true—that Sergius is just as splendid and noble as he looks—that the world is really a glorious world for women who can see its glory, and men who can act its romance! What happiness! a. What was ‘all true’? .................................................................................................................................. .................................................................................................................................. b. What has convinced the speaker that “Sergius is just as splendid and noble as he looks…”? .................................................................................................................................. .................................................................................................................................. c. What are the two possible meanings of ‘men who can act its romance’? What effect do you think is achieved by a duality of meaning here? .................................................................................................................................. ................................................................................................................................. ................................................................................................................................. 2. Your neighbours have their heads so full of runaway Servians that they see them everywhere. (Politely) Gracious lady, a thousand pardons. Goodnight. a. Who says these words and where? .................................................................................................................................. .................................................................................................................................. b. Are the neighbours mistaken about ‘runaway Servians’? Why? .................................................................................................................................. 4
.................................................................................................................................. c. In the extract, ‘a thousand pardons’ is an example of the poetic device of hyperbole because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (i) of the repetition of a consonant sound (ii) it uses formal language (iii) it involves exaggeration (iv) of long vowel sounds 3. Bless you, dear lady. You can always tell an old soldier by the inside of his holsters and cartridge boxes. The young ones carry pistols and cartridges; the old ones, grub. Thank you. a. Who is the ‘dear lady’ and why does the speaker thank her? .................................................................................................................................. .................................................................................................................................. b. Why do old soldiers carry grub instead of pistols and cartridges? .................................................................................................................................. .................................................................................................................................. c. The word ‘tell’ in the extract can be replaced by . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (i) quantify (ii) glorify (iii) justify (iv) identify 4. We go to Bucharest every year for the opera season; and I have spent a whole month in Vienna. a. Why is Raina mentioning these details to the fugitive soldier? ................................................................................................................................. .................................................................................................................................. 5
b. What is implicitly being compared to Bucharest and Vienna? ................................................................................................................................. .................................................................................................................................. c. What is the tone of Raina’s words in this sentence? (i) ashamed (ii) proud (iii) nostalgic (iv) angry I. Read the cues, and answer the following questions in around 100 words. 1. Compare the complex attitude of Raina to Austria and its people. Why does Shaw create such a character? • hates Austrians • proud of having spent a month in Vienna ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. 2. Which social class do you think would the audience of this play comprise mainly? Analyse Shaw’s attitude to the values of such people. • knowledge about operas • well-travelled to fashionable cities ................................................................................................................................. 6
................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. C. Explore Intertext I. Read the last two stanzas from the poem, The Charge of the Light Brigade by Lord Tennyson, and then answer the questions that follow. Cannon to right of them, Cannon to left of them, Cannon behind them Volleyed and thundered; Stormed at with shot and shell, While horse and hero fell. They that had fought so well Came through the jaws of Death, Back from the mouth of hell, All that was left of them, Left of six hundred. When can their glory fade? O the wild charge they made! All the world wondered. Honour the charge they made! Honour the Light Brigade, Noble six hundred! 7
1. Is the description of the charge in the poem similar to the cavalry charge described by the fugitive soldier? Support your answer with evidence from the play. ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... 2. How does the style of each text contribute to the range of meanings that the military charge stands for? ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... D. Create Text I. Imagine you are a neighbour of the Petkoffs who saw the fugitive soldier climbing up to Raina’s room. Use descriptive writing skills to write a passage about what you saw and how you felt. ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... II. Use your school library or internet resources to read up on the history of the Serbo-Bulgarian War. Make a PowerPoint presentation of 5-7 slides, focusing on the events relevant to the setting of the play. 8
Home Assignments I. Darken the bubble next to each correct answer. 1. The Petkoff house is set . . . . . . . . . . . . . . . . . . . . . . . . . . . . a in a small Bulgarian town b near Moscow b in Vienna d by the mountains of Sardinia 2. Raina’s father is a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in the Bulgarian army. a General b Colonel c Major d Captain 3. What does Louka secretly show Raina how to do? a how to look for chocolate creams b open the balcony shutter c light a candle in the dark d fire a revolver 4. The phrase ‘to laugh at the other side of our mouths’ means to: a laugh uncontrollably at a rival b smile secretly at a joke c be sad after being criticised d realise that things have gone from good to bad 5. Which among the following does NOT imply that the Petkoffs are a civilised people? a They visit Bucharest every year. b Theirs is the only house to have a library c They have more servants than any other family. d Petkoff holds the rank of a Major in the army. 9
II. Answer the following questions in 50-60 words. 1. What news does Catherine bring to Raina at the beginning of the play? ................................................................................................................................. .................................................................................................................................. ................................................................................................................................. .................................................................................................................................. .................................................................................................................................. 2. Who breaks into Raina’s room at night and why? ................................................................................................................................. .................................................................................................................................. ................................................................................................................................. .................................................................................................................................. .................................................................................................................................. 3. How does Raina hide the fugitive from the Russian officer? ................................................................................................................................. .................................................................................................................................. ................................................................................................................................. .................................................................................................................................. .................................................................................................................................. 4. Who suspects the presence of the fugitive in Raina’s room and why? ................................................................................................................................. .................................................................................................................................. ................................................................................................................................. .................................................................................................................................. 10
5. Why is the fugitive eager to let his presence be known to Catherine? ................................................................................................................................. .................................................................................................................................. ................................................................................................................................. .................................................................................................................................. III. Think carefully about the symbolic role of chocolates in ACT I. Does it represent the same thing for the fugitive soldier and Raina? Support your answer with evidence from the play. .................................................................................. ...................................................................................................................... ...................................................................................................................... IV. Just as in real life, sometimes different characters view things differently. We call this the character’s 'point of view.' Use the boxes to describe the cavalry charge at Slivnitza from the point of view of the fugitive soldier and Raina. What's the event? Character’s name: Character’s name: 11
Takeaway Tickets 1. Three new words that I learnt from this Act: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................................................................................................................... .......................................................................................................................... 2. Two details in the play that I found funny: .......................................................................................................................... .......................................................................................................................... 3. One new element of drama that I read about: .......................................................................................................................... 12
Unit II Back from War Summary Act II opens in the garden of the Petkoff house, where Nicola is chastising Louka for her rude manners. Louka scorns him for his servility, but Nicola points out the practicalities of the real world. Major Petkoff enters, clearly glad to be home after the hardships of the battlefield. He and Catherine talk about the state of the two nations and of their own social status. Catherine presses Petkoff to arrange a promotion for their daughter’s fiancé. But Petkoff points out that nobody will give Sergius a higher rank as it would mean even more men to risk. Sergius Saranoff enters and admits that his cavalry charge was the beginning and the end of his military career as he has decided to retire. Raina enters and the two greet each other lovingly. While talking to Petkoff, Sergius mentions a Swiss soldier they met during a prisoner exchange. He had a strange story which involved him evading capture by climbing into a young lady’s bedroom, and then escaping dressed in an old coat belonging to the master of the house. Raina and Catherine are shocked to hear that their secret of helping the Swiss soldier is out, but both hide it well. Petkoff heads to the library to finish some military plans, while Sergius and Raina are left alone. They exchange idealistic sentiments of love, and soon plan to go out for a walk. 13
Class Assignments A. Analyse Text I. Darken the bubble next to each correct answer. 1. At the beginning of the Act, Nicola lectures Louka because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a she has been absent from work b she is new to the Petkoff household c she wants to change her employer d she has been disobeying her mistress 2. Catherine gets angry at the idea of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a releasing Serbian prisoners b making peace with the Serbians c Serbians annexing Bulgarian territories d her husband not getting promoted 3. During her husband’s absence, Catherine got an electric bell installed to ................................. . a scare away Serbian soldiers b call Nicola without having to shout c announce the arrival of visitors d order a pot of coffee 4. Which of the following reasons is NOT why Catherine thinks Sergius will be promoted? a The country should have at least one native general. b He is going to marry her daughter. c As a senior officer, he can sacrifice more of his own soldiers. d As a dashing officer, he is a great favourite of the country’s women. 14
5. When Sergius narrates the story about a Swiss officer’s escape, Raina . . . . . . . . . . .................................... . a is scandalised b pretends to be offended c starts crying in fear d faints to divert attention II. In theatre, melodrama refers to a style or elements of exaggerated emotions or actions that are sometimes used by writers to satirise unrealistic behaviour or situations. 1. In Unit 2, identify one instance of melodramatic dialogue and action each. a. Example of melodramatic action: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. b. Example of melodramatic dialogue: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. 2. Based on what you know of satire, why do you think Shaw has included these melodramatic elements in the play? ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. 15
III. Read the cues, and answer the following questions in around 100 words. 1. The Petkoffs are conscious of being the richest family in the region. But are they always secure about their social status? Give reasons for your answer. • Raina’s description of their status in Act I • fuss with the library and electric bell • comparison with Russian and Viennese refined society • argument about what ‘civilised’ people do and don’t do ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. 2. In this unit, war and soldiers are often compared to trade and tradesmen–I suppose soldiering has to be a trade like any other trade–and yet, tradesmen are viewed as inferior to soldiers. Elaborate with appropriate evidence from the play. • exchange as an important aspect of both war and trade • exchange of gunfire, lives, goods/services and money • inequality in the terms of exchange in both war and trade • monetary motivation viewed as inferior to motivations like honour and courage ................................................................................................................................. ................................................................................................................................. 16
................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. B. Understand Context I. Read the extract, and answer the questions that follow. 1. I shall always be dependent on the good will of the family. When I leave their service and start a shop in Sofia, their custom will be half my capital: their bad word would ruin me. a. Who is the speaker and what does the extract imply about his/her character? .................................................................................................................................. .................................................................................................................................. b. Based on the context, why does the speaker emphasise the benefit of being loyal to the family? ................................................................................................................................. .................................................................................................................................. c. In the extract, the word ‘custom’ means . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (i) regular purchases (ii) elaborate rituals (iii) business contracts (iv) random buyers 17
2. I don’t doubt it in the least, my dear. But I should have had to subdue the whole Austrian Empire first; and that would have kept me too long away from you. I missed you greatly. a. Where has the speaker been and why? ................................................................................................................................. ................................................................................................................................. b. Who is the speaker talking to and what does he/she not doubt? ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. c. The tone of the speaker in the extract is: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (i) demanding (ii) alarming (iii) complaining (iv) appeasing 3. I won the battle the wrong way when our worthy Russian generals were losing it the right way. Two of their colonels got their regiments driven back on the correct principles of scientific warfare. Two major-generals got killed strictly according to military etiquette. Those two colonels are now major- generals; and I am still a simple major. a. Why does Sergius say he won the battle the wrong way? ................................................................................................................................. ................................................................................................................................. b. What is the reason for the comparison between him and the Russian generals? ................................................................................................................................. ................................................................................................................................. 18
c. The tone of the dialogue in the extract implies the literary device of sarcasm, which . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................................................................................. (i) uses specific phrases and words in a particular trade or profession (ii) creates a heightened effect through deliberate exaggeration (iii) is a form of verbal irony that means the opposite of what is stated (iv) mimics the thing described, making the description more expressive 4. You have been out in the world, on the field of battle, able to prove yourself there worthy of any woman in the world; whilst I have had to sit at home inactive—dreaming—useless—doing nothing that could give me the right to call myself worthy of any man. a. How has Sergius proved himself worthy of any woman in the world? ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. b. List some antonyms in the extract–why does the writer use them? ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. c. What would have Raina wanted to do to prove herself worthy of any man? ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. 19
II. Then - now - later: military uniforms 1. Observe the uniforms in figures 1 and 2 and write down the unique characteristics of each. Fig. 1: 19th century Europe Fig. 2: late 20th century Fig. 3: in future ...................................... ...................................... ...................................... ...................................... ...................................... ...................................... 2. List two causes that have led to the changes in uniforms from Figure 1 to Figure 2. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. 3. In Figure 3, draw the military uniform of soldiers in the future and list two ways it will be different from the present uniforms. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. 20
C. Explore Intertext 1. This is an American poster from the Second World War. How does this poster represent women and work? What is the purpose of designing such a poster? ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... 21
2. Think of a few adjectives that Raina uses to describe herself being at home while Sergius is away on the battlefield. Which do you think–Raina’s words or the image in the poster given in the previous page–is a more accurate description of women who remain at home when men in their families go to the battlefield? Give reasons for your answer. ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... D. Create Text 1. Make a two-part collage that represents life on the battlefield and life at home for a soldier. Include pictures (drawings, magazine clippings, internet pictures, etc.) and a detailed explanation for each side of the collage. Images of the battlefield Images of home 22
Description of the battlefield Description of home 2. Do you know anyone from your family, friends or neighbours who is an officer in the Indian Armed Forces that includes the Army, Navy or Air Force? Set up an interview with such a person and ask questions about: • the different ranks in ascending order • some interesting facts about their insignia (military badges, symbols, medals, etc.) • memorable incidents from their military training or service Finally, use the information gathered to write an article for your school magazine. Home Assignments I. Darken the bubble next to each correct answer. 1. Louka criticises Nicola of being . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a disloyal b servile c greedy d ambitious 2. Catherine calls Major Petkoff a ‘barbarian’ as he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a has killed lots of soldiers in the war b does not know how to make military plans c is unwilling to wash more than once a week d is opposed to installing an electric bell 23
3. What does Major Petkoff think of Sergius’ demands for a promotion? a He thinks it is well deserved because of the victory. b He worries that it will force Sergius to fight more battles. c He is angry because he wants the promotion for himself. d He is opposed because Sergius endangered his soldiers. 4. How did the Swiss officer cheat Petkoff? a by exchanging fifty prisoners for two hundred horses b by annexing all of Bulgaria’s territories c by forcing the Bulgarians to sign a peace treaty d by threatening Raina at gun-point to give him shelter 5. What makes Raina say that she and Sergius have found ‘higher love’? a They have decided to get married. b Her parents approve of their love. c He proposed to her on top of the Balkan mountains. d She feels that their love makes them act nobly. II. Answer the following questions in 50-60 words. 1. Why does Louka think Nicola has the ‘soul of a servant’? ................................................................................................................................. .................................................................................................................................. ................................................................................................................................. 2. Petkoff shouts for Nicola instead of using the electric bell. What does this tell you about his character? ................................................................................................................................. .................................................................................................................................. 3. Why has Sergius resigned from the army? 24
................................................................................................................................. .................................................................................................................................. 4. Why does Raina accuse Sergius of being ‘coarse’? ................................................................................................................................. .................................................................................................................................. ................................................................................................................................. .................................................................................................................................. III. Irony is a literary device that highlights the wide gap between appearance and reality. Writers use irony for varied purposes from lightening the mood with humour to criticising some aspect of an individual or society. Read the chart carefully, and give evidence of different types of irony used in the play till now. Type of irony Meaning Evidence from the text and implications Situational an event takes place which is contrary to what is expected 25
Type of irony Meaning Evidence from the text and implications Verbal something is said which is the opposite of what is meant Dramatic something that the audience knows but the characters on stage do not 26
IV. I have gone through the war like a knight in a tournament with his lady looking on at him! Use the internet or your school library to read tales about medieval knights and tournaments and then, fill in the following graphic organiser. Title Story Map Author Main Characters ONCE UPON A TIME Supporting Characters The Setting Beginning Middle End 27
Takeaway Tickets Uh-oh, I am predicting a problem! 1. What I think the problem will be: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............................................................................................................................. 2. I think so because: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............................................................................................................................. 28
Unit III A Guest at Lunch Summary As soon as Raina goes inside the house to change her dress for a walk, Sergius starts flirting with Louka. He is torn between his high ideals and his attraction to Louka. She hints that Raina isn't as innocent as he thinks. Infuriated, he seizes Louka's arm and bruises her. Though Raina is ready for the walk, Petkoff calls Sergius to help him plan the troop movement. To Catherine, Raina expresses her exasperation with Sergius' excessive idealism and leaves. In the meantime, Bluntschli arrives to return the coat, but before he can leave at Catherine's urging, Petkoff and Sergius enter. As they press him to stay, Raina enters and, without thinking, calls him the ‘chocolate cream soldier‘. She tries to cover up the slip by saying that she was thinking of a decoration she had made for an ice pudding that morning which had been spoiled by Nicola. Despite Catherine's hints, when Raina insists that he stay, Bluntschli agrees. Class Assignments A. Analyse Text I. Darken the bubble next to each correct answer. 1. Sergius finds himself alone with Louka because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a everyone else is in the library b the Petkoff family has gone to Vienna c Raina has gone indoors to get dressed for a walk d Catherine has forbidden Raina to be outdoors 29
2. Why is Catherine worried about Petkoff asking for his coat? a because it has been stolen b because it is dirty c because she has damaged it d because it has been given to Bluntschli 3. Raina calls Bluntschli the ‘little beast’ because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a he has killed many Bulgarian soldiers b he has escaped from the battlefield c he has told others about taking refuge in her room d he has challenged Sergius to a duel 4. Which of the following is NOT likely to be one of the ‘consequences’ that Catherine warns Bluntschli about? a Sergius and Raina breaking off their engagement b Bulgaria being attacked by Serbia c Sergius challenging Bluntschli to a duel d Major Petkoff scolding both Catherine and Raina 5. Identifying the forage as the cause of the difficulty with the military plans implies that Bluntschli …………………………………………………………. . . a is a better soldier than Petkoff and Sergius b intends to ask for money in return for his help c has been spying on Bulgarian army movements d wants to sell more horses to the Bulgarian army officers II. A play unfolds different types of conflict between characters, between a character and nature or between a character and society. A character may even be at conflict with one's own self, which is called internal conflict. Study the internal conflict graphic organiser and fill the details. 30
Character 1: Character 2: 1. He says . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . but acts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................ 2. She says . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . but acts . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......................................................................................................................................... 3. Possible consequences for himself/herself: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......................................................................................................................................... 4. Possible consequences in other relationships: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......................................................................................................................................... B. Understand Context I. Read the extract, and answer the questions that follow. 1. If our conversation is to continue, Louka, you will please remember that a gentleman does not discuss the conduct of the lady he is engaged to with her maid. a. Who is the lady to whom the speaker is engaged? ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. b. What has Louka just said about ‘the conduct of the lady’? ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. 31
c. The tone of the sentence is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (i) jovial (ii) formal (iii) sad (iv) ironic 2. And I tell you that if that gentleman ever comes here again, Miss Raina will marry him. I know the difference between the sort of manner you and she put on before one another and the real manner. a. Who is ‘that gentleman’ that Louka refers to in the extract? ................................................................................................................................. ................................................................................................................................. b. Can you guess how Louka knows about the ‘real manner’ between Miss Raina and ‘that gentleman’? ................................................................................................................................. ................................................................................................................................. c. The phrase, ‘the sort of manner you and she put on’ is an example of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . phrase. 3. To go and tell! Oh, if I had him here, I'd stuff him with chocolate creams till he couldn't ever speak again! a. Who is the speaker and the ‘he’ in the extract? ................................................................................................................................. b. What has ‘he’ gone and told and to whom? ................................................................................................................................. ................................................................................................................................. c. 'Chocolate creams' in this extract are a symbol of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (i) youthful love (ii) extreme hunger (iii) bitter revenge (iv) broken hearts 32
4. Bring the gentleman out here at once and shut the library door as you pass through. And tell Nicola to bring his bag here after him. Don't forget. a. Why does Catherine tell Louka to shut the library door? ................................................................................................................................. ................................................................................................................................. b. Is Nicola appreciated by Catherine for following her instructions? Why? ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. c. The effect of the sentences in the imperative mood is to show that Catherine is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (i) afraid of the foreign visitor (ii) feeling guilty about the coat (iii) angry at her maid’s rudeness (iv) trying to control the situation 5. You’d better go and slam that bag, too, down on Miss Raina’s ice pudding! He’s got out of hand while I was away. a. What has Nicola done with the bag and why? ................................................................................................................................. ................................................................................................................................. b. What had Raina said earlier about the ice pudding? ................................................................................................................................. ................................................................................................................................. c. In this extract, 'to get out of hand' means to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (i) steal objects belonging to guests (ii) speak rudely to one's master (iii) becoming inefficient as a servant (iv) be too lazy to follow orders 33
II. The play is set in the late 19th century Europe when manners were very important in social interactions. Give two examples from this unit where a character is expected to act according to the prescribed manners but wants to do something else. Character Expected action Actual action according to social manners C. Explore Intertext I. Scan the QR code, and answer the following questions. 1. Who are the characters and what is happening? ......................................................................................................................................... ......................................................................................................................................... 2. How is the setting of the play in the clip different from that in the written text? ......................................................................................................................................... ......................................................................................................................................... 3. Which do you prefer—reading or watching the play—and why? ......................................................................................................................................... ......................................................................................................................................... 4. Think of one film that you liked better and another that you liked lesser than their book versions. Give reasons for both. 34
..................................................................................................................... ...................................................................................................................... D. Create Text I. Military supply routes are a crucial part of military planning and can win or lose a war. Imagine you are a military general and have to send an army with tanks across a desert to the border. What problems might the army face and how will you plan to prevent these problems? Draw maps and directions to illustrate your answer. 35
Home Assignments I. Darken the bubble next to each correct answer. 1. What does Sergius do to Louka when Raina is away? a give her money b hurt her arm c tell her to clear the table d fire her from her job 2. While talking to Sergius, Louka accuses Raina of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a being rude to the servants b spying on Sergius c not paying her enough d stealing chocolate creams 3. Why does Raina ‘half hope’ that Sergius finds out about her offering shelter to Bluntschli? a to see Sergius scandalised b to get Bluntschli arrested c to make her parents angry d to seek revenge on Louka 4. Who notices Bluntschli from the library? a Sergius b Nicola Raina c Major Petkoff d 5. Sergius wants Bluntschli to stay to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a help with the military plans b fight a duel over Raina c ask for some money d arrest him for escaping 36
II. Answer the following questions in 50-60 words. 1. What is the ‘higher love’ Sergius mentions to Louka at the beginning of this unit? ................................................................................................................................. .................................................................................................................................. ................................................................................................................................. 2. What is the difference between ‘the sort of manner’ Raina and Sergius put up for one another and the ‘real manner’? ................................................................................................................................. .................................................................................................................................. ................................................................................................................................. 3. Why is Sergius called by Catherine into the library? ................................................................................................................................. .................................................................................................................................. ................................................................................................................................. 4. Raina says she feels the urge to shock Sergius—what does this tell you about their relationship? ................................................................................................................................. .................................................................................................................................. ................................................................................................................................. 5. Why does Raina call Bluntschli the ”chocolate cream soldier“ as soon as she sees him? ................................................................................................................................. .................................................................................................................................. ................................................................................................................................. 37
................................................................................................................................. ................................................................................................................................. III. If you are a citizen living close to the border with an unfriendly country, what problems might you or others in your village face? You can look up news articles to understand such problems better. Write a formal letter to the editor of a national newspaper highlighting such issues that the rest of the country may not be aware of. ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... ......................................................................................................................................... IV. Several characters in this unit make claims that are false, true or even both in the same breath. Read the following quotes, and identify which parts are true or false in the table below. 1. Louka: Oh, I mean no harm; And I tell you that if that gentleman ever comes here again, Miss Raina will marry him. 2. SERGIUS: (hastily) No, no. How can you think such a thing? 38
3. Raina: Nicola has just put down a pile of plates on it and spoiled it. (to Bluntschli) I hope you didn’t think that you were the chocolate cream soldier, Captain Bluntschli. 4. BLUNTSCHLI: (laughing). I assure you, I did. Your explanation was a relief. 5. CATHERINE: Of course! I shall be only too delighted if (appealingly) Captain Bluntschli really wishes to stay. He knows my wishes. Quotes The part that is true The part that is false 1. 2. 3. 4. 5. 39
V. Use your school library or the internet to find out about the history of Philippopolis, and then fill up the graphic organiser. Ancient name .................................................. Philippopolis Modern name .................................................. Famous natural landmark .................................................. Famous historic landmark .................................................. 40
Takeaway Tickets Making Connections With the Text Text to me Text to text Text to world How does this unit How does this unit How does this unit connect to something connect to something relate to something that has happened to that I have read in that is happening in me? another book? the world? 41
Unseen Passages I. Read the passage given below. The first constellations were identified in around 2000 BCE by Sumerians and Babylonians. The precedence of the Northern Hemisphere in the study of constellations was broken in 1754, when the French astronomer, Nicolaus de Lacaille, introduced 14 constellations in the southern sky. After 88 constellations were formally recognised in 1922, the constellations’ straight-edged boundaries were officially agreed upon in 1930. Most constellation names are Latin in origin, dating back to the Roman empire, but their meanings often originated in the distant past of human civilisation. It is remarkable how many of these constellations are named after mythological characters—twelve from Greek and one from Native American ancient stories. There are even more constellations—fifteen in all—named after land animals, including a bull and a wolf. The eight birds to have given their names to constellations include exotic ones like the peacock and toucan. A dolphin and a crab are among the nine sea creatures whose names you can find among constellations. Majority of them, however, are named after objects—28 in all— ranging from ordinary ones like a clock and compass, to unusual ones like a microscope and a harp too! The biggest constellation is the Hydra, which covers as much as 3.16% of the night sky. The smallest constellation, on the other hand, is the Crux; what it lacks in size, it makes up for with its intensity since it is also the brightest. Animal names also predominate a special group of constellation that forms the backdrop to the sun’s path across the stars. This group of 12 constellations is known as the Zodiac, which in classical Greek means ‘animal’. The only exception here is Libra, named after an object—the scales. Another star pattern is called an asterism, an example of which is the Plough. This arrangement of the seven stars is also a part of Ursa Major or the Great Bear. The tip of the Great Bear’s tail is made up of the Polaris or the North Star that has been crucial in navigation since ancient times. 42
I. On the basis of your reading of the passage given above, answer the following questions. 1. The first constellations were identified in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a. 1922 CE b. 1930 CE c. 2000 BCE d. 2000 CE 2. What is the correct order of the information given below? i. A French astronomer discovered 14 constellations in the southern sky. ii. The boundaries of 88 constellations were agreed upon. iii. Finally, 88 constellations were formally recognised. iv. The first constellations were identified by the Sumerians and Babylonians. a. iv, ii, iii and i b. iv, i, iii and ii c. iv, i, iii and ii d. ii, iii, iv and i 3. All of the constellations are named after mythological characters. (true/false) 4. The constellation Crux is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a. the smallest and the darkest b. the biggest and the darkest c. the biggest and the brightest d. the smallest and the brightest 5. The year 1754 is significant in the study of constellations because . . . . . . . . . . . . . . ........................................... . 6. The Zodiac is a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a. group of 12 constellations b. group of 88 constellations c. group of 14 constellations d. group of 28 constellations 43
7. A constellation is a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a. pattern of moons forming the shape of an object or a living being b. pattern of the sun forming the shape of an object or a living being c. pattern of stars forming the shape of an object or a living being d. pattern of planets forming the shape of an object or a living being 8. Ursa Major is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a. an arrangement of twelve stars resembling a bear b. an arrangement of fourteen stars resembling a wolf c. an arrangement of seven stars resembling a bear d. an arrangement of seven stars resembling a bull II. Read the passage given below. With the ringing of the tiffin bell, begins a mad scramble for a particular destination—the school canteen. This is the place where mid-day snacks are made available to the students so that they can quieten their rumbling tummies. Along with freshly cooked snacks, there are usually stocked packaged biscuits, juices and hot beverages like tea and coffee. Apart from a place to refuel, the school canteen comes alive as a place of interaction, chit-chat and a much-needed respite from the regimentation of the classroom—no wonder then that this precious interval is popularly termed as a ‘break’. In recent times, school canteens have come under focus for the kind of food they stock. A 2010 survey of canteens in twenty private schools across the National Capital Region in India found that junk food like burgers, samosas, patties as well as packaged chips and biscuits were most popular among students, while freshly cooked food was the least in demand. This trend poses grave health risks like obesity and diabetes among children and young adults, since such foods have been classified as HFSS by government agencies, meaning High in Fats, Salt and Sugar. Hence, they should be discouraged. Does this mean that school canteen menus need to be policed by the state? Most kids would be appalled—a canteen is among the few spaces where they can exercise their own snacking choices. Also, the same menu on board, day in and day out, is 44
likely to get monotonous and turn kids off healthy eating practices—thus proving counter-productive to the initiative. Also, even if such a policy was adopted, the implementation could turn out to have its own challenges. For one, the availability of certain palatable healthy snacks like dry fruits and flavoured yoghurt would directly depend on the socio-economic profile of the students. What can be done? Like most practical solutions, the answer lies midway. While certain items like soft-drinks and chips can be totally banned in school canteens, on the whole it would be a better idea to adopt guidelines regarding the foods’ nutritional component. For example, the government guidelines against HFSS foods, specifically prohibit foods with more than 30% sugar content. At the same time, unhealthy food should be carefully defined to include not just fast food like burgers but deep-friend ones like samosas and puris, too. These should be replaced by hot cooked meals using local whole grains and fresh vegetables. Seasonal fruits and low-fat curd or buttermilk are good options for students who are hungry in the midst of a busy school day. A. On the basis of your reading of the passage, answer the following questions in 30-40 words each. 1. Why is the school canteen a busy place? ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. 2. Explain how HFSS foods are bad for health. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. 45
3. Describe two problems that stop schools from enforcing a strict menu in the school canteen. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. 4. List two healthy options for the students suggested by the author. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. B. On the basis of your reading of the passage, answer the following. 1. The synonym of the word ‘regimentation’ as used in the first paragraph is .............................................. a. troop b. order c. division d. regiment 2. The synonym of the word ’risks’ as used in the second paragraph is . . . . . . . . . . . . . . ................................ 3. The antonym of ’prohibit’ as used in the fourth paragraph is . . . . . . . . . . . . . . . . . . . . . . . . . . a. permit b. predict c. precinct d. perfect 4. The antonym of the word ‘monotonous’ as used in the third paragraph is .......................................... 46
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