Class 7th. Unit - 14. Prepositions

 Unit - 14. Prepositions

Exercise- 1.

Underline all the Prepositions in the passage -

I came across my friend near a tunnel. "Where are you going?" I asked him. "I am going to my house. Why don't you come with me?"

"Is it very far away?"

"No", he replied. "First you walk through this tunnel, then you go over a bridge and come to the foot of a hill. You can see my house from there. We only have to go along the hill and my house is the fifth one behind a big pine tree.


Exercise- 2.

1. at 

2. in

3. in                         at

4. at                         in

5. on



Exercise- 3.

1. Besides  

2. between   

3. under  

4. among

5. about



Exercise- 4.

1. before

2. from                    to 

3. on  

4. on                        at

5. at

6. at                        in

7. by

8. during

9. for

10. until



Exercise- 5.

1. across

2. against

3. on

4. beside

5. near

6. beside

7. on

8. on

9. beside

10. onto



Exercise- 6.

1. towards

2. into

3. through

4. into

5. around

6. towards

7. upon

8. from

9. against 

10. towards



Exercise- 7.

1. from       

2. whom

3. for

4. beside

5. among

6. with

7. at

8. on

9. on

10. at   for



Exercise- 8.

1. to                         for

2. to

3. over

4. on

5. to

6. of

7.for

8. on

9. for

10. at

11. from

12. to

13. to

14. with

15. against                   to   

........................................................................

Nine Gold Medals Poem

 

Nine Gold Medals Summary Treasure Trove and Questions

The Poem:
Only winning medals is not the sole purpose of sports. Sportsman spirit, compassion, sharing, competition and complementing are also very important. A real sportsman is the combination of all these qualities. In this poem Nine Gold Medals, David Roth has presented the idea of empathy and how human values are as important as the spirit of competition. In the poem, the contestants of a race leave aside their desire to win the medal to help a smaller and weaker contestant. They all go together to the finishing line. They have empathy – the ability to put oneself in another’s shoes. Gold medals were awarded to all the nine contestants and thus the authorities also honoured their display of empathy, sportsman spirit, helpful nature and human values.

The Poet:
David Roth, born on October 10, 1954 is an American rock vocalist, song writer, actor, author and former radio personality. He moved to California while he was a teenager. His passion for music was visible since childhood. He is best known as the lead singer of California based hard rock band: Van Halen.

In addition to performing at music festivals, clubs and venues across the US and Canada David leads singing, song writing and performance workshops. He has been the artist in residence for several years at New York’s Omega Institute leading adult education centres and recorded six albums of his works.

The Poem in Detail:
Stanza – 1, Stanza – 2 and Stanza – 3
Several athletes came from all over the country to win gold, silver and bronze medals. They were coming here to participate after weeks and months of training. The spectators in large numbers were present to cheer the contestants. Excitement grew high as the final event of the day was approaching. The blocks were all lined up on the racing ground. Nine determined athletes took position at the starting blocks and were ready for the signal for the race.

Stanza 4 and 5
The contestants began to run as soon as the pistol was fired. One of them – the smallest stumbled, lost his balance and fell on the track.
The athlete who fell cried out in sheer disappointment. He felt as if all his dreams and efforts of winning the race were broken and ruined.

Stanza 6 and 7
The running eight runners on seeing him fall, instead of continuing the race, stopped and turned back to help him. All of them had trained hard to contest and win the race but each of them stopped to help bring the young boy to his feet.

All the nine athletes joined hands and walked to finishing line together. The banner above read ‘Special Olympics’ was quite appropriate as the players’ behaviour was unique, making the event unique.

Stanza 8
The race ended with nine winners. Each of them was given a gold medal, as they had walked together to the finishing line. The audience was so touched by such behaviour that they gave them the standing ovation. The ‘Special Olympics’ turned out to be really special.

Literary Devices
The poem has eight stanzas, four lines each and there is no rhyming scheme but its rhythm heightens its effect.

Alliteration:
e.g. i) But the smallest among them, he stumbled and staggered.

Narration technique:
It is much more like a story. The poet is the narrator who gives us an account of a race organised in ‘Special Olympics’. The poem brings out the ideas of compassion, sportsman spirit and teamwork because of these ideas the Olympics in the poem become the Special Olympics.

Word meanings:
Athlete – persons who are trained in sports, games or exercises that require physical skill and strength.
Resolved – determined
Block – the two starting blocks because runners push their feet against at the beginning of the race.
Poised – ready
Stumbled – hit his foot against something while walking or running
Staggered – lost balance
Asphalt – black tarred road
Anguished – grief or pain
Dashed – ruined
Beaming – reflecting happiness

Assignments
Q1) Read the extract given below answer the questions that follow –
       The athletes had come from all over the country.
       To run for the gold, for the silver and bronze.
       Many the weeks and the months of their training.
       And all come down to these games.
       The spectators gathered around the old field.
      For cheering on all the young women and men.
      The final event of the day was approaching.
      Excitement grew high to begin.

1. Where did the athletes “come from all over the country? Why?
A1. The athletes from all over the country were coming to participate in the hundred yards race an event organised in the Special Olympics. They come to run in the race and wish to win the gold, silver or bronze medal.

2. What do the words gold, silver and bronze stand for in the extract? Do you think the contestants were prepared for the event? Give a reason for your answer.
A2. The words gold, silver and bronze stand for gold, silver and bronze medals. Yes, they were prepared well for the event. This line ‘Many the weeks and the months of their training’ shows they prepared well for the event.

3. Give the meaning of – ‘excitement grew high to begin’
A3. The spectators were highly excited as the event approached and the race started.

4. What event is being referred to?
A4. The event referred to is the Special Olympics, in which the contestants have some problems in a part of the body.

5. Why did the spectators gather around the field? Who is referred to as young women and men?
A5. The spectators gathered around the field to see the race and cheer up the participants. The young women and men are referred to the spectators who have come to see the race.

Q2) Read the extract given below and answer the questions that follow:
       The blocks were all lined up for those who would use them
       The hundred-yard dash was the race to be run
       There were nine resolved athletes in back of the starting line
       Poised for the sound of the gun
       The signal was given, the pistol exploded
       And so did the runners all charging ahead
       But the smallest among them, he stumbled and staggered
       And fell to the asphalt instead

1. Why were the blocks lined up? Who all are referred to as ‘those’ in the above extract?
A1. The blocks were lined up for those who would like to use them. The runners are referred to as ‘those’ in the above extract.

2. Show how the suspense was built up before the competition began.
A2. As it was the final event, the excitement was building up. The spectators were shouting to cheer up the competitors. The contestants were excitedly waiting for the pistol to be exploded and for the race to start. The atmosphere was such that naturally the suspense was building up.

3. What did the pistol signify?
A3. The pistol signified that as soon as it exploded, the race would begin. The firing of the pistol was the signal for the race to start.

4. During the race who had the bad luck? What happened to him? What were his feelings then?
A4. During the race, the smallest among them had the bad luck. He stumbled and fell. He felt that not only did he fall on the dirt but all his dreams also fell on the dirt and vanished forever. Now, he felt, he had no chance to win the race.

5. What happened after he fell? Did the rest of the runners go on running?
A5. When he fell, the runners looked back. No, they did not continue their race. They stopped to help the runner who had fallen and pulling him up again continued the race taking him with them.

Q3) Read the extract given below and answer the questions that follow:
       He gave out a cry in frustration and anguish
       His dreams and efforts all dashed in the dirt
       But as sure as I am standing here telling this story
       The same goes for what next occurred
       The eight other runners pulled up on their heels
       The ones who had trained for so long to compete
       One by one they all turned round and went back to help him
       And brought the young boy to his feet

3. State in your words what the other eight runners did. What did their action reflect on their attitude?
A3. The other eight runners, when they saw the ninth runner fall, stopped and one by one they turned to the fallen runner. They helped him to stand up and walked towards the finishing point along with the ninth runner who had fallen. This action of those eight players shows their empathy, attitude of co-operation, unselfishness and above all, the real sportsman spirit and humanity.

4. How do these lines bring out the main theme of the poem?
One by one they all turned around and went back to help him
And brought the young boy to his feet
A4. The poem’s main theme is that caring and sharing are more important than winning and losing. Sports is not only about winning medals but also about learning the values of sympathy and co-operation. By bringing the young boy, the eight contestants showed that they cared about winning medals but they cared and believed more in humanity, co-operation and compassion. These lines bring out the main theme of the poem and show that these athletes were sportsmen in the real sense of the word.

5. Give the meaning of frustration and anguish.
A5. Frustration means the feeling of extreme helplessness and anguish means extreme suffering and pain.

Q4) Read the extract given below and answer the questions that follow:
       Then all the nine athletes joined hands and continued
       The hundred-yard dash now reduced to a walk
       And banner above them said “Special Olympics”
       Could not have been more on the mark
       That’s how the race ended, with nine gold medals
       For they came to the finish line holding hands still
       And the standing ovation and nine beaming faces
       Said more than these words ever will

1. Why did the nine athletes join hands?
A1. The nine athletes joined hands and this joining of hands shows their friendliness, kindness, teamwork, co-operation and unselfish attitude. The race was reduced to a walk because the ninth athlete who fell, could not run and they did not want to leave him. Therefore, the race was reduced to a walk.

2. Give the meaning and significance of:
“And the banner above that said,” Special Olympics”
Could not have been more on the mark”
A2. The poet says that the banner above said ‘Special Olympics’ and it was not possible to have a more appropriate banner for that occasion.

3. The significance of the above lines is that the Olympics was named Special Olympics and it became more special because of the incident of a runner’s fall and the other runners’ sacrifice of their own desires to win the contest and helping their fellow runner. That’s why the poet has said the banner saying ‘Special Olympics’ could not have been more on the mark.
How did the race end: in what way was the ending appropriate?
A3. The race ended with nine gold medals awarded to nine participants. The ending was appropriate as the authorities also honoured their display of empathy and human values by awarding each participant a gold medal.

4. How did the contestants feel when they crossed the finish line together? Which words in the extract indicate their mood? How did the spectators react?
A4. The contestants felt happy and contented when they crossed the finishing line. The following line in the extract shows their mood “For they came to the finish line holding hands still”.

5. This phrase in the next line “nine beaming faces” also reflects their mood.
The spectators were also very happy and excited. They gave standing ovation showing their feelings.
Why is this race conducted every two years? Who conducts it?
A5. The hundred-yard race is an event organised by Special Olympics. Special Olympics is the world’s largest sports organisation for people with disabilities. This organisation helps people to build self-confidence and social skills. These games are conducted every two years and children and adults with intellectual disabilities are provided year-round training. As a global movement, it aims at making this world a better, healthier and happier place.

Abou Ben Adhem Poem

 

Abou Ben Adhem Summary Treasure Trove and Questions

The Poem: 
The poem Abou Ben Adhem by Leigh Hunt is the story of Ibrahim Ibn Adham, the king of Balkhi in his early age and later one of the most celebrated of Sufi Saints. He renounced his throne and embraced Sufism. Sufi tradition ascribes to him countless acts of righteousness and his humble life style.

Abou Ben Adhem reminds us of Christ’s answer to the lawyer who wanted to know the greatest of God’s commandments. Christ had replied, firstly, “Love the Lord thy God with thy whole heart, with thy whole mind and with thy whole soul’ and secondly, ‘Love thy neighbor’. It is on this second commandment that the poem is based. The Central idea of the poem is that God loves those who love their fellowmen. The poet through the example of Abou Ben Adhem inspires us to love our fellowmen. How can we love God whom we cannot see, if we are unable to love those human beings whom we can see? According to the poet, he, who is patient and thankful, is loving and forgets his self for others will receive a great reward – the love of his Lord.

Moreover, he took the message of this poem from a story found in D’Herbelots’ Oriental stories. Concord newspaper in a review called this poem the best lay sermon that can ever be written.

The Poet:
Leigh Hunt was born on October 19, 1784 in Southgate Middlesex England. He was the son of a Clergyman, educated at Christ Hospital. He made the love of poetry and literature popular in England.

According to him, although scientific knowledge was growing day by day, still it will leave untouched the invisible sphere above and about us.
He was the central figure of the Romantic movement in England. He produced narrative poems, satires, odes, epistles, sonnets, short lyrics and translations from Greek, Roman, Italian and French poems. His poetry is imbued with the spirit of cheerfulness, which makes it pleasant but not great. As a poet, he played a major role in freeing the couplet from the rigidly of neoclassical practice.

It is not known why a person like Hunt who published his first literary work at the age of seventeen in 1801 could not carry on the promise shown in his first published work Juvenilia. In 1816, the publication OF The Story of Remini, based on the tragic episodeof Francesca Remini in Dante’s Inferno gave him name and fame. In 1818, Foliage, his first volume of poetry since Juvenilia was published. From 1816-20, the continued editing The Examiner and wrote two journals. Other published works include A Tale of the Woods (1820), Stories from the Italian Poets (1846), Hero and Leander (1819) and Bacchus in Tuscany (1825).

The Poem in Detail:
Lines 1 – 6:
Abou Ben Adhem woke up one night from deep sleep. The poet wishes his tribe to increase that is, he wishes there may be more people like Abou Ben Adhem. When he woke up, he saw an angel writing something in a golden book. The angel had a light like a lily which was going to blossom. It was peaceful in the room and it gave Abou Ben Adhem courage.

Lines 7 – 12:
He asked the vision like appearance of the angel what he was writing. The angel raised his head and looked at Abou with kindness. He answered that he was writing the names of those who love the Lord. Abou curiously asked if his name was there. The angel replied in the negative which made Abou a little sad.

Lines 13- 18:
Next moment Abou requested the angel cheerfully to write his name in the list of those who love their fellow human beings. The angel wrote something and disappeared. The next night he came again with great light and showed Abou the names of those who had been blessed by God and with surprise Abou Ben Adhem saw that his name was on the top.

Literary Devices:
i. Form and structure:
The poem is a parable verse. A parable is a short story used to illustrate moral or spiritual lessons as told by Jesus in the Gospels.
The poem gives us a message that God loves those who love their fellowmen.
Hunt wrote the poem in rhyming pairs of lines (Couplets) Line-1 rhymes with line-2 (increase and peace) line 3 with line 4(room, bloom) and soon.

For Example:
Abou Ben Adhem (may his tribe increase!)
A work one night from a dream of peace.
As a poet, Leigh Hunt played a major role in freeing the couplet from the rigidity of the earlier practice in English Literature.

ii. Alliteration:
It is a close repetition of consonant sounds, e.g.
(vii) Awoke one night from a deep dream of peace
(viii) Answered, “The names of those who love the Lord”.

iii. Smile:
The comparison between two objects is called simile.
For Example:
‘Making it rich like a lily in bloom’.

iv. Climax:
The last four lines be a climax. The angel disappears after writing Abou Ben Adhem’s name. Then again, he appears the next night and to everyone’s surprise Abou’s name is on the top of the list, in which the names of those, whom God loves, are written and that is the climax.

v. Supernatural Element:
Leigh Hunt believed that the supernatural element will always be present in literature like angels, spirits and other supernatural beings. The term supernatural refers to something above reason unexplained by science or laws of nature.

Abou waking up in the middle of the night sees an angel writing something and the room was filled with brilliant light. It seems magical and unbelievable. It has an eerie quality and not comprehensible by man. It is also not clear whether Abou really saw an angel or it was a dream. Overall, the episode seems to relate to the realm of the supernatural.
Word-meaning:
may his tribe increase – may there be more people like Abou Ben Adhem in this world.
bold – courageous.
deep dream of peace – a real peaceful dream or a deep meditative condition.
presence – it is about the angel’s presence.
book of gold – a book having golden leaves
vision – angel
Lo – an exclamation of wonder or surprise
wakening light – bright light which wakened
Abou Ben Adhem from his sleep
vanished – disappeared.

Assignments
(1) Read the extract given below and answer the questions that follow:
Abou Ben Adhem (may his tribe increase!)
Awoke one night from a deep dream of peace,
And saw, within the moonlight in his room,
Making it rich, and like a lily in bloom,
An angel writing in a book of gold,
Exceeding peace had made Ben Adhem bold.

1. Who was Abou Ben Adhem? What is meant by may his tribe increase?
A1. Abou Ben Adhem was not a fictitious figure. He was the king of Balkhi, who renounced his Kingdom to become a Sufi and adopt a humble living. Leigh Hunt’s Abou Ben Adhem is the story of Ibrahim Ibn Adham.

2. Explain the meaning of ‘deep dream of peace’. How could Abou have peace?
A2. Abou Ben Adhem was a religious and pious man. His thoughts were also the thoughts of peace. He wanted peace in this world. Those, who think of others, have the love of Lord in their hearts, have certainly the peace within.

‘Deep dream of peace’ means Abou Ben Adhem was dreaming of peace all over the world and being a man of pure heart, his sleep was deep and undisturbed. Therefore, he was having an undisturbed dream of peace.

3. Why is moonlight compared to a lily in bloom?
A3. Moonlight is the mixture of yellow and white and these colors are the symbols of purity. The lily is also of the same color and a symbol of virginity and purity. That’s why the moonlight is compared to a lily in bloom.

4. What does Abou Ben Adhem encounter upon wakening? Give the significance of the book of gold.
A4. When Abou Ben Adhem wakes us, he sees an angel in his room. He was writing in a book of gold. The ‘book of gold’ symbolizes the richness an encounter, when he loves the Lord, a richness of spirit that transcends this life.

5. What had made Ben Adhem bold?
A5. A person who leads a simple, pure and blameless life is not frightened by anybody. Abou Ben Adhem was a pious man and he felt no fear when he saw an angel in his room.

6. What kind of person was Abou Ben Adhem?
A6. Abou Ben Adhem was a pious man who believed in loving the Lord by serving and loving his fellowmen.

(2) Read the extract given below and answer the questions that follow:
And to the presence in the room he said
“What writest thou?” – The vision raised his head
And with a look made of all sweet accord
Answered “Names of those who love the Lord”.
“And is mine one? said Abou spoke more low,
But cheerly still; and said, “I pray thee, then,
Write me as one that loves his fellowmen”.

1. What is referred to as the presence in the above extract? What does Abou say to the presence?
A1. An angel is referred to as the presence in the above extract.
Abou says to the angel what he was writing.

2. What is the vision referred to here? Why does it raise his head?
A2. The angel, who was in Abou’s room writing in a book of gold, is referred here as the vision.
It raises its head hearing Abou’s question regarding his writing.

3. What does the angel tell Abou Ben Adhem in the above extract?
A3. The angel tells Abou Ben Adhem that he is writing the names of those who love the Lord.

4. What does Abou curiously ask the angel? What makes him low?
A4. Abou Ben Adhem asks the angel if his name is there among those who love the Lord. As the angel answers that his name is not there, so he becomes a little dejected.

5. Does Abou feel disheartened at the angel’s reply, which words tell you so? What does Abou request the angel to do?
A5. Yes, Abou feels disheartened at the angel’s reply but not much as his answer shows ‘Abou spoke lower.
But cheerly still’, and said, “I pray thee, then write me as one that loves his fellowmen”.
Thus, he requests the angel to write his name among those, who love their fellow human beings.

(3) Read the extract given below and answer the questions that follow:
The angel wrote and vanished. The next night,
It came again with a great wakening light,
And showed the names whom love of God had blessed,
And Lo! Ben Adhem’s name led all the rest.

1. What did the angel write? Describe what happened the night after the angel vanished.
A1. The angel wrote Abou Ben Adhem’s name among those who loved their fellow human beings. It so happened that the angel came again after the night it vanished.

2. Briefly give a character sketch of Abou Ben Adhem.
A2. Ibrahim Ibn Adham, also called King of Balkhi (718-782) is one of the most prominent of the ascetic Sufi Saints. He was a prince and renouncing his throne and a life of luxury and pomp and show, he became a Sufi following a humble life style and doing countless acts of righteousness. His life after becoming a Sufi, contrasted sharply with his early life as the King of Balkhi. He emphasized the importance of silence and meditation for asceticism. This poem is the story of Ibrahim Ibn Adham.

3. Explain the following lines:
(a) It came again with a great wakening light.
(b) And Lo! Ben Adhem’s name led all the rest.
A3. (a) The poet says that the angel came again the next night and again there was a dazzling light. Wakening light also means the light which roused Abou Ben Adhem from his sleep.
(b) When Ben Adhem saw the list again the next night, with great surprise, he found that his name was written on the top of the list.

4. What did the angel show Abou? How can you look at the extract as the climax of the poem?
A4. The angel showed Ben Adhem the list in which the names of those were written whom God loved. The text leading up to an event, mood or feeling of importance, in prose or poetry is called climax. Here the last four lines of the poem be a climax. After writing Adhem’s name among those who love their fellow beings the angel vanishes. To everybody’s surprise he returns the next night with a new set of names of people, who have been blessed by God. The word Lo! also adds to the climax as it is the height of surprise for Ben Adhem who sees what the angel has written,
“And Lo! Ben Adhem’s name led all the rest”
and the poem ends with its climax.

5. Based on the above extract bring out the main theme of the poem.
A5. The theme of the poem is that God loves those who love their fellowmen. Love of fellow human beings is the best type of worship. Abou Ben Adhem’s name was on the top of the list of those who loved their fellowmen. The poet through the example of Abou Ben Adham teaches us to love our fellowmen if we want to be blessed by God’s love. He, who is gentle, patient and loving to God’s creatures will receive a great reward – love of his Lord.

Class 7th. Unit - 13. Adverbs

 Unit - 13. Adverbs

Exercise- 1.

1. swiftly       

2. quietly

3. rarely

4. properly

5. How


Exercise- 2.

1. simply

2. angrily

3. happily

4. fiercely

5. mercilessly

6. shyly    

7. really

8. noisily

9. nicely

10. sadly



Exercise- 3.

1. She rarely makes a mistake.

2. He generally avoids bad companions.

3. We sometimes deceive ourselves.

4. We are rather late, let us hurry.

5. We nearly lost the match.

6. She was brave enough to defy her cruel husband.

7. He has never hurt any person.

8. She has just come in now.

9. He did fairly well in the examination.

10.  He hasn't finished writing yet.

11. I am often late for my lectures.

12. He usually comes home late at night.

13. There is hardly any chance of her recovery.

14. I have seldom seen such large apples.

15. There were scarcely a hundred people present.



Exercise- 4.

1. She eats vegetables only.

2. I met her only once. 

3. We can succeed only by hard work.

4. I worked only two sums.

5. The table cost only ten rupees.

6. I want only a cup of tea.

7. He died only a week ago.

8. We wanted to see you only for a minute.



Exercise- 5.

1. very

2. very

3. much

4. much

5. very        much

6. much

7. very

8. too

9. too

10. much



Exercise- 6.

1. very

2. too

3. enough

4. too

5. much  

6. quite

7. enough

8. too

9. much  

10. too

11. very

12. too

13. quite

14. very

15. much  

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Class 7th. The Play 'A Midsummer Night's Dream

 

The Play 'A Midsummer Night's Dream: Act 3, Scene 1. by William Shakespeare

Summary

A group of artisans-Bottom, Quince, Flute, Snout and Starveling-are planning to enact the play 'Pyramus and Thisby' at the wedding of Theseus, the duke of Athens. They gather inside a wood to rehearse the play.

Inside the wood, there is another world of creatures-magical creatures, whose king is Oberon and queen is Titania. Oberon has asked his handyman Puck to play a trick on Titania. Puck is to put the juice of a magical flower on Titania's eyelids, which will make her fall in love with whomever she sees first. Titania is sleeping near the spot where the artisans are rehearsing, but they have not seen her.

The actors start rehearsing. They are anxious to not scare the ladies in the audience, and that makes them wonder how to show Pyramus killing himself with a sword or how to bring a lion on to the stage. Bottom, who is playing Pyramus, suggests reading out a prologue to explain that the sword is not to be feared; Pyramus will not be killed; he is not really Pyramus. As for the lion, the actor playing the lion could peep through the costume and explain that he is a man and not really a lion.

They also decide that they shall incorporate moonlight by keeping a window open or with the help of someone representing moonlight with a lantern and a bush. A wall can be represented by putting plaster on someone's clothes and asking him to hold up and separate his fingers to indicate a chink in the wall. These matters settled, they begin speaking their lines. Sometimes, they confuse some of the words and sometimes they speak all their lines at once. Meanwhile, Puck enters the scene, unobserved, and is amused to see their humble and unusual efforts.

When Bottom moves away as per his stage directions, Puck changes his head into the head of a donkey. When Bottom reappears among his companions, they are scared and run away. Bottom is alarmed at their reaction, but he is determined not to act scared, so he stays there and begins singing.

His song wakes up Titania, who has had the magical juice put on her eyelids. Therefore, as she sees Bottom, she falls in love with him. As she declares her love, Bottom says that she has little reason to fall for him, yet admits that love seldom follows reason. Under the effect of the magic, Titania finds everything Bottom says or does wonderful, so when he expresses a wish to leave the wood, she tells him that he must stay there, with her, and tells him how her fairy attendants can pamper him. She summons four of them-Peaseblossom, Cobweb, Moth and Mustardseed-and asks them to attend to Bottom. As they greet Bottom, he shows off his wit by making puns with their names-Peaseblossom sounds like the blossom or flower of a pea plant; cobweb is used as a bandage; and mustard is a popular and pungent seasoning. Titania thinks it is about to rain, and orders them to move to her bower.

The comedy of this scene stems not only from the actors' unusual decisions and simple-minded mistakes, but also from Puck's mischievous tricks and the absurdity of the events that follow-Bottom walking about with a donkey's head and Titania falling promptly and madly in love with the transformed Bottom. Bottom's wordplay also adds to the humour. Titania's speech, on the other hand, has a musical quality, especially in para 47, where her lines rhyme with each other. She is a fairy, she is a queen and she is in love; that may be why her lines have been made particularly beautiful.

This text features three kinds of characters and events, that add to the complexity of the narrative: there are the real people and events-the actors rehearsing the play; there are the actions and the eponymous characters in the play of 'Pyramus and
Thisby'; last but not the least there are the fairy creatures-Oberon, Puck, Titania and her fairy attendants, whose encounter with the real, mortal characters create so much comic confusion.
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Class 6th. The Fountain Poem

 

The Fountain

Summary

The poem is as celebration of the spirit of the fountain which is constantly and tirelessly rising. The speaker finds the fountain inspiring, aspiring and happy. He wishes that his heart could imitate by habit the fresh, happy and aspiring nature of the fountain. The poet's use of rhyming words give the poem a rhythm that reminds us of the constant movement of the fountain. These words also help bring out the contrasting qualities of the fountain. He showcases to the reader the change and permanency depicted by the fountain, at the same time. He uses the fountain to direct our attention to these two elements and makes us realise that these qualities can also be seen in our lives.


THE FOUNTAIN

Understanding the Poem

1. The fountain is full of light during day and waving like a flower in the moonlight at night. It leaps and flashes from morning till night.

2. The fountain is happy throughout the day.

3. The fountain is always active, happy by nature and always climbing upward. The fountain never tires.

4. Ceaseless aspiring means that the fountain never seems to stop. It pursues its wish ceaselessly, irrespective of the time of the day.

5. The natural qualities of the fountain that the writer talks about are its ability to always be happy, to be grateful for all situations whether good or bad (weathers) and still doing its best, to be so full of life that it cannot be stopped, to always aspire without tiring and yet always be content.

6. The speaker wishes that he be like the fountain-always fresh, full of energy, forever climbing and changing, yet remaining constant.

7. The contrasting qualities of the fountain are-it braves all weathers uncomplainingly and yet, it seems to appear at its best all the time; it is always moving up and down and yet it rests; it is changed every moment and ever the same; it is aspiring and content/ its basic nature contains qualities of darkness and sunshine.

8. Free response. - Write the Answer in your own words.

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Class 6th. The Canterville Ghost

 

The Canterville Ghost

Summary

When a wealthy American man, Mr Otis, offers to buy Lord Canterville's mansion, the latter warns him that the mansion is haunted. Mr Otis laughs off the warning and moves in with his family. One day, as the Otis family is sitting down to tea, they notice a blood stain on the carpet. The housekeeper Mrs Umney reveals that it is the blood of Lady Eleanore de Canterville who was murdered at that spot by her husband. The Otis family scoffs at her fear and the eldest son, Washington, erases the stain. The stain keeps reappearing and so the youngest members of the family, the twins decide to keep watch in the study for the ghost. One night, Mr Otis is awoken by the sound of clanking chains. Annoyed, he wakes up to find the ghost. Instead of getting scared, he offers the ghost a bottle of lubricating oil for his rusty chains. To make matters worse, as the ghost is walking up the stairs, the twins who have been waiting for him, throw a pillow in his direction. Furious at not being taken seriously, the ghost vows to take revenge.

Unlike most ghost stories, it is humour and not horror that forms the underlying theme. Although the writer creates a spooky atmosphere, characters' reactions to the ghost are both, unexpected and hilarious. Here, we also see that the writer is drawing a contrast between the old and new ways through the Canterville family and the Otis family. This contrast also makes the story very amusing.


Understanding the Text

1. The speaker is talking about Canterville Chase. It gives a strange, scary feeling because the residents have heard strange sounds from the corridor and the library and have reported seeing and hearing a ghost.


2. By this statement, Lord Canterville means to say that the presence of the ghost scares people so much that it often results in their death. However, Mr Otis appears to think that the deaths have nothing to do with the ghost and are a mere coincidence. This tells us that he is not afraid of ghosts and perhaps does not believe in them.


3. In Scene 2, the traditional elements are represented by Mrs Umney while the modern elements are represented by the Otis family. The clash between these two elements is thus brought out in their interactions with each other after the bloodstain is discovered.
Mrs Umney is terrified while the Otis family mocks the very possibility of a ghost. Mrs Umney comes from England, a traditional country and represents traditional beliefs such as fear of the supernatural and the unknown.
We see this in her attitude towards the ghost-she appears to be afraid of it and does not want to anger it. The Otis family comes from America, (a more modern country) and thus they stand for modern beliefs such as the refusal to believe in ghosts and spirits. They refuse to even acknowledge the ghost's presence and ignore all the ways in which he tries to scare them.


4. In scene 1 we see what the ghost did to the Dowager Duchess of Bolton, the great-aunt of Lord Canterville


5. Here, we see that the ghost is trying to take on a monstrous appearance and thus we know that he is trying to scare his tormentors. However, their lack of fear has left him confused and so he feels the need to remind himself that he is scary.


6. a.  & b. - Write the Answers in your own words.


7. a & d - Write the Answers in your own words.  

Class 6th. Winter Oak

 Winter Oak

Summary

Anna Vasilyevna is teaching her students in Form 5 about nouns. She is a gifted teacher and is proud of her skill. When the students are asked to give examples, the class rings out with voices that name various objects that are familiar to them. Anna Vasilyevna is very pleased but her delight turns to irritation when she hears one lone voice cry out, "winter oak". This voice belongs to Savushkin, a little boy who is always late. Anna Vasilyevna scolds him for coming late and asks him for a reason for his lack of punctuality. He replies that he walks through the woods. Anna Vasilyevna is convinced that he is lying and insists on meeting his mother.

That afternoon, as Savushkin takes her through the woods, she is overcome by nature's beauty. Then, Savushkin takes her to the tree that inspired his answer. As she gazes upon the grand oak she realises that there is so much about the world that remains a mystery to her. She also understands the importance of the joy of discovering new things. She thus learns to see Savushkin in a new light.

This story reverses the role of teacher and student to make us reconsider what it means to learn new things. The rich, descriptive language enables us to soak in the beauty of the forest and the oak, thus filling us with the same sense of wonder as the characters and allowing us to come away with a renewed view of the world around us.

Understanding the Text

1. Anna Vasilyevna swapped lessons with the geography teacher because the latter found it difficult to cope with the noise, the inattentive pupils and Savushkin's lack of punctuality, so early in the morning.


2. Anna Vasilyevna felt that Savushkin was a difficult boy because no matter how hard she tried, she could not get him to tell her what she believed to be the truth.


3. While the others in the classroom named ordinary things such as wheel, tractor, cat and well, Savushkin's choice of noun was 'Winter Oak. His example was different because not only was it unique but it specifically described the oak tree in winter. Thus, from his choice of example, we
understand Savushkin considers the winter oak to be important enough to recollect in a lesson. This shows us that he has a deep connection with nature.


4. Anna Vasilyevna was sure that Savushkin was lying about coming late because she knew that his house was closer to school than that of some other students who were on time. To her mind, the only reason Savushkin could have been delayed was because he stopped to play and thus lost track of time.
She refused to even consider the idea that the child may be walking through the woods; she didn't understand why he would want to do so and thus, concluded that he must be  lying. In order to show him that she was right, she decided that she must meet his mother and told Savushkin to take her along the path that he took.


5. The oak tree helps Savushkin establish a connection with nature. Through the tree, Savushkin is able to observe and understand birds, animals and other creatures that come together in the delicate web of life. Savushkin's love for the tree tells us that he has a deep appreciation for nature
and enjoys spending time in its midst.Thus, the tree helps him by instilling sensitivity towards all living creatures in him and is therefore, important to him.


6. a. The walk in the woods helped Anna Vasilyevna change the way she thought about herself in ways. She realised that  there was so much that she didn't know and was humbled many by this. She understood how her rigid ideas of learning and education stopped her from enjoying the feeling of learning new things. Most importantly, she learned that she would be a good teacher only when she was able to find joy in learning.

6. b. . The walk in the woods changed Anna Vasilyevna's perception about Savushkin. She realised that the child was wise beyond his years. She now was able to appreciate the child's compassion for living things and his sensitivity to the world around him-this helped her understand his transformation from a young schoolboy to a 'little man'. It was these qualities that made her view him as a 'citizen of the future' who could be counted on to make a difference to the world.



B.

1. Anna Vasilyevna's idea of a well-begun day appears to be one where she teaches the lesson to her students who grasp it quickly. She also expects to be able to take charge of her class, command her students' respect and have them obey her. However, this particular day seemed spoilt because Savushkin had come in late, thus disrupting her plan for the class.


2. Write this Answer in your own words.


3. The path that Anna Vasilyevna has just discovered is the idea of enjoying the process of discovering something and learning more about it. This path is special because it delights the learner while also teaching them, thus making sure that they will cherish the lesson all their lives. This path also teaches the learner that the process of learning is not at all difficult and can in fact, bring people the teacher and the learner-immense joy and satisfaction. This path could lead the learner to a treasure trove of wisdom and knowledge that will guide them all their lives.

Class 7th. Unit - 12. Verbs - Active and Passive Voice

Unit - 12. Verbs - Active and Passive Voice

Exercise- 1.

1. A song is being sung by Sheila on the stage.

2. Ram has been made the class monitor by them.

3. This picture has been painted by my sister.

4. A telegram has been sent by us to them.

5. Is your friend always helped by you?


Exercise- 2.

1. A letter was being written by Anuradha to her friend.

2. My pen was stolen by Rana.

3. The match had been won by us last Sunday.

4. By whom was this letter written?

5. A story was told by the teacher to us.



Exercise- 3.

1. Money will be borrowed by her to complete her project.

2. How many people will be invited by you for your daughter's wedding?

3. By whom will tomorrow's match be umpired ?

4. The restaurant will be closed by then ?

5. The result will be announced by them by 10 o'clock tomorrow.

6. The telegram will be sent by me tomorrow.

7. When will the Olympic games be held by London ?

8. This work will have been finished by you by next week.

9. Our country will be served by us.

10.  We shall be blessed by everyone for the good deed  has been done by us today. 


Exercise- 4.

1. Sita's mother bought a present for her.

2. Why was the teacher punished you ?

3. A famous builder of Mumbai is building this house.

4. Everyone will blame us.

5. Someone has stolen my watch.

6. Enter by the left door.

7. He told me that all the roads would be swept.

8. Someone has set the question paper.

9. The children should participate in the event.

10.  They did not like being praised.


Exercise- 5.

1. He was appointed governor by the president.

2. This library cannot be used for a week.

3. Fresh elections will be held in March next year.

4. This letter must be posted by you by this evening.

5. You will be prosecuted by them if you walk on the grass.

6. By whom French is taught to you ?

7. All the thieves were caught by the police before they could escape.

8. Blankets are being distributed now by them to the poor.

9. The work will be finished by him by next week.

10.  The mirror was broken and hidden.


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FOUR LITTLE FOXES Poem

 

FOUR LITTLE FOXES  Poem

Summary

This poem describes a very sad scene in the woods, when on a cold March morning, the speaker finds a dead vixen in a fox trap, with four cubs lying helpless beside her. The cubs are so small that they have not even opened their eyes. When the speaker tries to shelter them using boughs of a tree, the foxes try and suckle his arm, thinking that the warmth is from their mother. As the speaker leaves with a very heavy heart, the cubs huddle together in the freezing wind and rain. Through this entire narrative, the speaker pleads with different elements of nature to be kind to the poor, helpless foxes.

The poet wants to shed light on how the thoughtless actions of man can have disastrous consequences for other creatures. He personifies different aspects of nature asking to show mercy on the cubs. In doing so, he makes us that he is looking for qualities of kindness and mercy in inanimate things because these qualities are absent in human beings. He repeats his request to the different elements in different tones. This repetition makes us understand the extent of the cruelty that the cubs have borne and the importance of ensuring that we are mindful of the way we interact with nature.



Understanding the Poem

1. The speaker has found four new-born fox cubs in a valley.


2. The little foxes have seen their mother get caught in a trap. In saying that the cubs 'watched their mother go' the speaker means that the cubs watched their mother die a slow and painful death.


3. b


4. In asking March to 'walk softly and 'step softly, the speaker is appealing to March to be gentle and show mercy on the fox cubs by holding back its cold, frosty winds and dangerous hurricanes.

The speaker asks March to do these things because the fox cubs are lying alone in the freezing cold without any food or shelter. If the weather continues to be stormy and frosty, the cubs will possibly die.


5. The speaker describes how weak and vulnerable the fox cubs are by using these words and phrases-'new-born, thin, blue foxes', 'whimpering with pain' and 'shivering in the rain'.


6. The line, "the thin blue foxes suckled at my arm" tells us that the foxes mistook the speaker for their mother. They do so because previously, their mother was their one source of warmth and comfort and so when the speaker tried to shelter them and keep them warm, they mistook him for their mother.


7. The cruel killing of their mother has left the cubs in such a sorry, weakened state that even something as gentle and pleasant as Spring can be too hard for them to take. The poor little things cannot do anything for themselves because they are so small and thus have to depend on the mercy of others to survive. Therefore, the speaker feels that he must appeal even to Spring to be gentler than it already is to the cubs.


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Heartwood poem

 Heartwood poem composed by Robert Macfarlane

Summary

This lovely poem is written in the voice of a tree and addressed to a woodcutter. The tree is asking the cutter to pause and consider: does he really want to fell her?

She asks him to put an ear to her bark, listen to the soft sound of the sap flowing inside the living tree. She asks him to listen to the gentle flutter of the leaves in the wind. Does he really want to stop the flow, the flutter, the sounds, and reduce the big, strong tree into a pile of timber and brash?

The tree compares herself to a number of roles and places. She calls herself a city of butterflies, a country of creatures a world in herself. She identifies herself as a maker of life, drinker of rain, breaker of rocks, caster of shade, eater of sun, time keeper, breath-giver and deep-thinker.

This way, the tree tries to impress upon the cutter the many roles she plays, and how great the loss can be when a tree is felled. A tree is mighty-it acquires strength and beauty over years-but it is also vulnerable-even a large tree can be felled in a very short time.

The cutter can, if he wants, destroy the world of the tree. But is he sure that he wants to? Can he 'hear' the tree? Can he feel for the tree? Does he have heartwood-or a heart? Do those people who sent him to fell the tree have it?

The word 'heartwood' means the hard and dense inner part of a tree trunk. In this poem, poet Robert Macfarlane uses the word to also mean the living heart-of the tree and/or human beings. If someone has heartwood, then they would not want to kill something as beautiful and important as a tree. The metaphors that the tree uses the things compares herself to-emphasise its contributions: the tree provides us with shade and oxygen; it is home to several creatures; an old tree is a witness of time and history. The tree's question-whether the cutter can hear her is important because on that depends the fate of the tree and indirectly, the fate of human beings. To 'hear' her, a person needs to use his imagination, compassion and sensitivity. The last line reminds us that it is not always or only the cutter who is responsible; anyone who decides to fell a tree needs to think and remember everything the tree has to say. 

Act 4 Scene 2 Merchant of Venice

Merchant of Venice Act 4 Scene 2 Summary

In fact, this scene is an extension of the previous scene. Portia is seen in a street of Venice. She asks Nerissa to find Shylock’s home and get his signature on the deed as decided in the court. After this, they plan to reach Belmont before their husbands. In the meantime, Nerissa also takes her ring from Gratiano who has hurried to find them to give Portia the ring, she had asked from Bassanio. In this scene, comic elements are there in the ring episode and disguise theme.

Although. Shylock is not present; his shadow seems to be hovering.


QUESTIONS AND ANSWERS

1. Read the extract given below and answer the questions that follow:

    Portia:
    Inquire the Jew’s house out, give him this deed,
    And let him sign it. We will away tonight,
    And be a day before our husbands’ home,
    This deed will be well welcome to Lorenzo Enter Gratiano

    Gratiano:
    Fair sir, you are well overtaken.
    My lord Bassanio, upon more advice,
    Hath sent you here this ring, and doth entreat
    You company at dinner.

(i) Which deed is referred to in the extract? What are the contents of the deed? Why will Lorenzo be happy to have the deed?
Shylock had to sign a deed as ordered by the court.
According to the contents of the deed, after Shylock’s death, his state will go to Lorenzo and Jessica.
Because of the contents of the deed, Portia says Lorenzo will be happy to see the deed.

(ii) Where is Portia going that night? Why should she reach home before her husband?
Portia is returning to Belmont.
She should reach home before her husband because she does not want her husband to know that she has been absent from her home while he was in Venice.

(iii) Under what pretext she was away from home?
She had told Lorenzo and others that she along with Nerissa is going to a monastery for prayer and meditation.

(iv) Why does Gratiano overtake her?
Gratiano overtakes her to give her the ring from Bassanio, who had at first hesitated in parting with the ring given to him by Portia.

(v) What role does the ring episode play?
The ring episode plays a comic interlude and becomes the part of the love episode.

2. Read the extract given below and answer the questions that follow:

    Portia:
    That cannot be:
    His ring I do accept most thankfully;
    And So, I pray you, tell him: furthermore,
    I pray you, show my youth old Shylock’s house.

    Gratiano:
    That will I do.

    Nerissa:
    Sir, I would speak with you.
    (Aside to Portia) I’ll see if I can get my husband’s ring which I did make him swear to keep forever.

(i) To what does Portia refer, when she say, ‘That cannot be’? Why do you think she says so?
Portia refers to Bassanio’s invitation to dinner at Antonio’s house and says that it is not possible.
She says so because she has to reach Belmont before her husband’s arrival in Belmont.

(ii) Who is the youth referred to in the extract? Why should the youth be shown Shylock’s house?
The youth, referred to, is Nerissa.
She Should be shown Shylock’s house because Shylock has to sign the deed prepared according to the instructions of the Duke.

(iii) What does Nerissa plan to do?
Nerissa tells Portia that she plans to take her ring from Gratiano which he had sworn to keep forever.

(iv) How would Portia and Nerissa challenge their husbands about their rings? How will this incident later on have a comic effect in the play?
Portia and Nerissa will pretend to see their husbands’ hands and challenge them about their rings.
Their husbands will be embarrassed, worried and unhappy at their wives’ accusations that they have given the rings to other women. This brings in the comic element in the play.

(v) How does Portia’s love of drama and fun come to the forefront in this scene?
She readily agrees with Nerissa to try to take Gratiano’s ring. Later it will be dramatic to show anger at the absence of rings on their fingers and as the audience knows the reality of the rings, it will create fun, humour and entertainment in the play.