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2 | CBSE | Class10 | English | Footprints without Feet52
On Bishamber’s greedy face appeared a triumphant smile.
He had gambled and won.
“Give me the garland,” he announced.
Once again the veil was slipped back from the bride’s face, but this time her eyes were not downcast.
She was looking up, looking straight at her prospective husband, and in her eyes there was neither anger nor hate, only cold contempt.
Bishamber raised the garland to place it round the bride’s neck; but before he could do so, Bholi’s hand struck out like a streak of lightning and the garland was flung into the fire.
She got up and threw away the veil.
“Pitaji!”
said Bholi in a clear loud voice; and her father, mother, sisters, brothers, relations and neighbours were startled to hear her speak without even the slightest stammer.
“Pitaji!
Take back your money.
I am not going to marry this man.”Bholi 53
Ramlal was thunderstruck.
The guests began to whisper, “So shameless!
So ugly and so shameless!”
“Bholi, are you crazy?”
shouted Ramlal.
“You want to disgrace your family?
Have some regard for our izzat!”
“For the sake of your izzat,” said Bholi, “I was willing to marry this lame old man.
But I will not have such a mean, greedy and contemptible coward as my husband.
I won’t, I won’t, I won’t.”
“What a shameless girl!
We all thought she was a harmless dumb cow.”
Bholi turned violently on the old woman, “Yes, Aunty, you are right.
You all thought I was a dumb–driven cow.
That’s why you wanted to hand me over to this heartless creature.
But now the dumb cow, the stammering fool, is speaking.
Do you want to hear more?”
Bishamber Nath, the grocer, started to go back with his party.
The confused bandsmen thought this was the end of the ceremony and struck up a closing song.
Ramlal stood rooted to the ground, his head bowed low with the weight of grief and shame.
The flames of the sacred fire slowly died down.
Everyone was gone.
Ramlal turned to Bholi and said, “But what about you, no one will ever marry you now. What shall we do with you?”
And Sulekha said in a voice that was calm and steady, “Don’t you worry, Pitaji!
In your old age I will serve you and Mother and I will teach in the same school where I learnt so much.
Isn’t that right, Ma’am?”
The teacher had all along stood in a corner, watching the drama.
“Yes, Bholi, of course,” she replied.
And in her smiling eyes was the light of a deep satisfaction that an artist feels when contemplating the completion of her masterpiece.
K.A. ABBAS
GLOSSARY
simpleton: a foolish person easily tricked by others numberdar: an official who collects revenue matted: entangled squatted: sat on their heels scurried: ran or moved hurriedly ginning: separating raw cotton from its seeds downcast: looking downwardsK.A. ABBASGLOSSARY
simpleton: a foolish person easily tricked by others numberdar: an official who collects revenue matted: entangled squatted: sat on their heels scurried: ran or moved hurriedly ginning: separating raw cotton from its seeds downcast: looking downwardsFootprints without Feet54Think about it
1. Bholi had many apprehensions about going to school.
What made her feel that she was going to a better place than her home?
2. How did Bholi’s teacher play an important role in changing the course of her life?
3. Why did Bholi at first agree to an unequal match?
Why did she later reject the marriage?
What does this tell us about her?
4. Bholi’s real name is Sulekha.
We are told this right at the beginning.
But only in the last but one paragraph of the story is Bholi called Sulekha again.
Why do you think she is called Sulekha at that point in the story?
5. Bholi’s story must have moved you.
Do you think girl children are not treated at par with boys?
You are aware that the government has introduced a scheme to save the girl child as the sex ratio is declining.
The scheme is called
Beti Bachao Beti Padhao, Save the Girl Child.
Read about the scheme and design a poster in groups of four and display on the school notice board.Talk about it
1. Bholi’s teacher helped her overcome social barriers by encouraging and motivating her.
How do you think you can contribute towards changing the social attitudes illustrated in this story?
2. Should girls be aware of their rights, and assert them?
Should girls and boys have the same rights, duties and privileges?
What are some of the ways in which society treats them differently?
When we speak of ‘human rights’, do we differentiate between girls’ rights and boys’ rights?
3. Do you think the characters in the story were speaking to each other in English?
If not, in which language were they speaking?
(You can get clues from the names of the persons and the nonEnglish words used in the story.)Suggested reading
• ‘The Brass Gong’ by Qazi Abdul Sattar
• ‘Old Man at the Bridge’ by Earnest Hemingway
• ‘Gandhiji the Teacher’ by Rajkumari Amrit Kaur
Bholi 55
Ministry of Women & Child Development Goverment of IndiaBholi 55
Ministry of Women & Child Development Goverment of India | jefp108.pdf |
0 | CBSE | Class10 | English | The Book That Saved the Earth 9
Mother Goose is a well-known book of nursery rhymes in English.
Do you think such a book can save Planet Earth from a Martian invasion?
Read this play, set four centuries in the future, and find out.
Characters
| HISTORIAN | LIEUTENANT IOTA
| GREAT AND MIGHTY THINK-TANK | SERGEANT OOP
| APPRENTICE NOODLE | OFFSTAGE VOICE
| CAPTAIN OMEGA
SCENE 1Characters
| HISTORIAN | LIEUTENANT IOTA
| GREAT AND MIGHTY THINK-TANK | SERGEANT OOP
| APPRENTICE NOODLE | OFFSTAGE VOICE
| CAPTAIN OMEGA
SCENE 1SCENE 1READ AND FIND OUT
• Why was the twentieth century called the ‘Era of the Book’?
• Who tried to invade the earth in the twenty-first century?
TIME : The twenty-fifth century PLACE : The Museum of Ancient History: Department of the Twentieth Century on the Planet Earth BEFORE RISE : Spotlight shines on Historian, who is sitting at a table down right, on which is a movie projector.
A sign on an easel beside her reads: Museum of Ancient History: Department of the Twentieth Century.
She stands and bows to audience.
HISTORIAN : Good afternoon.
Welcome to our Museum of Ancient History, and to my department — curiosities of the good old, far-off twentieth century.
The twentieth century was often called the Era of the Book.
In those days, there were books about everything, from ant eaters to Zulus.
Books taught people how to, and when to, and where to, and why to.
They illustrated, educated, punctuated, and even decorated.
But theFootprints without Feet56
strangest thing a book ever did was to save the Earth.
You haven’t heard about the Martian invasion of 2040?
Tsk, tsk.
What do they teach children nowadays?
Well, you know, the invasion never really happened, because a single book stopped it.
What was the book, you ask?
A noble encyclopedia?
A tome about rockets and missiles?
A secret file from outer space?
No, it was none of those.
It was — but here, let me turn on the historiscope and show you what happened many centuries ago, in 2040.
(She turns on projector, and points it left.
Spotlight on Historian goes out, and comes up down left on Think-Tank, who is seated on a raised box, arms folded.
He has a huge, egg-shaped head, and he wears a long robe decorated with stars and circles.
Apprentice Noodle stands beside him at an elaborate switchboard.
A sign on an easel reads:
MARS SPACE CONTROL
GREAT AND MIGHTY THINK-TANK, COMMANDER-IN-CHIEF
(Bow low before entering)
NOODLE : (bowing) O Great and Mighty Think-Tank, most powerful and intelligent creature in the whole universe, what are your orders?
THINK-TANK : (peevishly) You left out part of my salutation, Apprentice Noodle.
Go over the whole thing again.
NOODLE : It shall be done, sir.
(in a singsong) O Great and Mighty Think-Tank, Ruler of Mars and her two moons, most powerful and intelligent creature in the whole universe — (out of breath) what-are-your-orders?
THINK-TANK : That’s better, Noodle.
I wish to be placed in communication with our manned space probe to that ridiculous little planet we are going to put under our generous rulership.
What do they call it, again?
NOODLE : Earth, your Intelligence.
THINK-TANK : Earth — of course.
You see how insignificant the place is?
But first, something important.
My mirror.
I wish to consult my mirror.GREAT AND MIGHTY THINK-TANK, COMMANDER-IN-CHIEF
(Bow low before entering)
NOODLE : (bowing) O Great and Mighty Think-Tank, most powerful and intelligent creature in the whole universe, what are your orders?
THINK-TANK : (peevishly) You left out part of my salutation, Apprentice Noodle.
Go over the whole thing again.
NOODLE : It shall be done, sir.
(in a singsong) O Great and Mighty Think-Tank, Ruler of Mars and her two moons, most powerful and intelligent creature in the whole universe — (out of breath) what-are-your-orders?
THINK-TANK : That’s better, Noodle.
I wish to be placed in communication with our manned space probe to that ridiculous little planet we are going to put under our generous rulership.
What do they call it, again?
NOODLE : Earth, your Intelligence.
THINK-TANK : Earth — of course.
You see how insignificant the place is?
But first, something important.
My mirror.
I wish to consult my mirror. | jefp109.pdf |
1 | CBSE | Class10 | English | The Book That Saved the Earth 57
NOODLE : It shall be done, sir.
(He hands Think-Tank a mirror.) THINK-TANK : Mirror, mirror, in my hand.
Who is the most fantastically intellectually gifted being in the land?
OFFSTAGE VOICE : (after a pause) You, sir.
THINK-TANK : (smacking mirror) Quicker.
Answer quicker next time.
I hate a slow mirror.
(He admires himself in the mirror.) Ah, there I am.
Are we Martians not a handsome race?
So much more attractive than those ugly Earthlings with their tiny heads.
Noodle, you keep on exercising your mind, and someday you’ll have a balloon brain just like mine.
NOODLE : Oh, I hope so, Mighty Think-Tank.
I hope so.
THINK-TANK : Now, contact the space probe.
I want to invade that primitive ball of mud called Earth before lunch.
NOODLE : It shall be done, sir.
(He adjusts levers on switchboard. Electronic buzzes and beeps are heard as the curtains open.)
SCENE 2
READ AND FIND OUT
• What guesses are made by Think–Tank about the books found on earth?
TIME : A few seconds later PLACE : Mars Space Control and the Centerville Public Library AT RISE : Captain Omega stands at centre, opening and closing card catalogue drawers in a confused fashion.
Lieutenant Iota is up left, counting books in a bookcase.
Sergeant Oop is at right, opening and closing a book, turning it upside down, shaking it and then riffling the pages and shaking his head.
NOODLE : (adjusting knobs) I have a close sighting of the space crew, sir.
(Think-Tank puts on a pair of enormous goggles and turns towards the stage to watch.) They seem to have entered some sort of Earth structure.
THINK-TANK : Excellent.
Make voice contact.READ AND FIND OUT
• What guesses are made by Think–Tank about the books found on earth?
TIME : A few seconds later PLACE : Mars Space Control and the Centerville Public Library AT RISE : Captain Omega stands at centre, opening and closing card catalogue drawers in a confused fashion.
Lieutenant Iota is up left, counting books in a bookcase.
Sergeant Oop is at right, opening and closing a book, turning it upside down, shaking it and then riffling the pages and shaking his head.
NOODLE : (adjusting knobs) I have a close sighting of the space crew, sir.
(Think-Tank puts on a pair of enormous goggles and turns towards the stage to watch.) They seem to have entered some sort of Earth structure.
THINK-TANK : Excellent.
Make voice contact.Footprints without Feet58
NOODLE : (speaking into a microphone) Mars Space Control calling the crew of Probe One.
Mars Space Control calling the crew of Probe One.
Come in, Captain Omega, and give us your location.
OMEGA : (speaking into a disk which is on a chain around her neck) Captain Omega to Mars Space Control.
Lieutenant Iota, Sergeant Oop, and I have arrived on Earth without incident.
We have taken shelter in this (indicates room) — this square place.
Have you any idea where we are, Lieutenant Iota?
IOTA : I can’t figure it out, Captain.
(holding up a book) I’ve counted two thousand of these peculiar items.
This place must be some sort of storage barn.
What do you think, Sergeant Oop?
OOP : I haven’t a clue.
I’ve been to seven galaxies, but I’ve never seen anything like this.
Maybe they’re hats.
(He opens a book and puts it on his head.) Say, maybe this is a haberdashery!
OMEGA : (bowing low) Perhaps the Great and Mighty ThinkTank will give us the benefit of his thought on the matter.The Book That Saved the Earth 59
THINK-TANK : Elementary, my dear Omega.
Hold one of the items up so that I may view it closely.
(Omega holds a book on the palm of her hand.) Yes, yes, I understand now.
Since Earth creatures are always eating, the place in which you find yourselves is undoubtedly a crude refreshment stand.
OMEGA : (to Iota and Oop) He says we’re in a refreshment stand.
OOP : Well, the Earthlings certainly have a strange diet.
THINK-TANK : That item in your hand is called a sandwich.
OMEGA : (nodding) A sandwich.
IOTA : (nodding) A sandwich.
OOP : (taking book from his head) A sandwich?
THINK-TANK : Sandwiches are the main staple of Earth diet.
Look at it closely.(Omega squints at book.) There are two slices of what is called bread, and between them is some sort of filling.
OMEGA : That is correct, sir.
THINK-TANK : To confirm my opinion, I order you to eat it.
OMEGA : (gulping) Eat it?
THINK-TANK : Do you doubt the Mighty Think-Tank? | jefp109.pdf |
2 | CBSE | Class10 | English | OMEGA : Well, Oop?
IOTA : Well, Oop?
(Oop coughs. Omega and Iota pound him on the back.) THINK-TANK : Was it not delicious, Sergeant Oop?
OOP : (saluting) That is correct, sir.
It was not delicious.
I don’t know how the Earthlings can get those sandwiches down without water.
They’re dry as Martian dust.
NOODLE : Sir, sir.
Great and Mighty Think-Tank.
I beg your pardon, but an insignificant bit of data floated into my mind about those sandwiches.
THINK-TANK : It can’t be worth much, but go ahead.
Give us your trifling bit of data.
NOODLE : Well, sir, I have seen surveyor films of those sandwiches.
I noticed that the Earthlings did not eat them.
They used them as some sort of communication device.
THINK-TANK : (haughtily) Naturally.
That was my next point.
These are actually communication sandwiches.
Think-Tank is never wrong.
Who is never wrong?
ALL : (saluting) Great and Mighty Think-Tank is never wrong.
THINK-TANK : Therefore, I order you to listen to them.The Book That Saved the Earth 61
OMEGA : Listen to them?
IOTA AND OOP : (to each other, puzzled) Listen to them?
THINK-TANK : Do you have marbles in your ears?
I said, listen to them.
(Martians bow very low.)
OMEGA : It shall be done, sir.
(They each take two books from the case, and hold them to their ears, listening intently.) IOTA : (whispering to Omega) Do you hear anything?
OMEGA : (whispering back) Nothing.
Do you hear anything, Oop?
OOP : (loudly) Not a thing!
(Omega and Iota jump in fright.)
OMEGA AND IOTA : Sh-h-h! (They listen intently again.)
THINK-TANK : Well?
Well?
Report to me.
What do you hear?
OMEGA : Nothing, sir.
Perhaps we are not on the correct frequency.
IOTA : Nothing, sir.
Perhaps the Earthlings have sharper ears than we do.
OOP : I don’t hear a thing.
Maybe these sandwiches don’t make sounds.
THINK-TANK : What?
Does somebody suggest the Mighty Think-Tank has made a mistake?
OMEGA : Oh, no, sir; no, sir.
We’ll keep listening.
NOODLE : Please excuse me, your Brilliance, but a cloudy piece of information is twirling around in my head.
THINK-TANK : Well, twirl it out, Noodle, and I will clarify it for you.
NOODLE : I seem to recall that the Earthlings did not listen to the sandwiches; they opened them and watched them.
THINK-TANK : Yes, that is quite correct, I will clarify that for you, Captain Omega.
Those sandwiches are not for ear communication, they are for eye communication.
Now, Captain Omega, take that large, colourful sandwich over there.
It appears to be important.
Tell me what you observe.
(Omega picks up a very large volume of Mother Goose, holding it so that the audience can see the title. Iota looks over her left shoulder, and Oop peers over her right shoulder.)OMEGA AND IOTA : Sh-h-h! (They listen intently again.)
THINK-TANK : Well?
Well?
Report to me.
What do you hear?
OMEGA : Nothing, sir.
Perhaps we are not on the correct frequency.
IOTA : Nothing, sir.
Perhaps the Earthlings have sharper ears than we do.
OOP : I don’t hear a thing.
Maybe these sandwiches don’t make sounds.
THINK-TANK : What?
Does somebody suggest the Mighty Think-Tank has made a mistake?
OMEGA : Oh, no, sir; no, sir.
We’ll keep listening.
NOODLE : Please excuse me, your Brilliance, but a cloudy piece of information is twirling around in my head.
THINK-TANK : Well, twirl it out, Noodle, and I will clarify it for you.
NOODLE : I seem to recall that the Earthlings did not listen to the sandwiches; they opened them and watched them.
THINK-TANK : Yes, that is quite correct, I will clarify that for you, Captain Omega.
Those sandwiches are not for ear communication, they are for eye communication.
Now, Captain Omega, take that large, colourful sandwich over there.
It appears to be important.
Tell me what you observe.
(Omega picks up a very large volume of Mother Goose, holding it so that the audience can see the title. Iota looks over her left shoulder, and Oop peers over her right shoulder.)Footprints without Feet62
OMEGA : It appears to contain pictures of Earthlings.
IOTA : There seems to be some sort of code.
THINK-TANK : (sharply interested) Code?
I told you this was important.
Describe the code.
OOP : It’s little lines and squiggles and dots — thousands of them alongside the pictures.
THINK-TANK : Perhaps the Earthlings are not as primitive as we have thought.
We must break the code.
NOODLE : Forgive me, your Cleverness, but did not the chemical department give our space people vitamins to increase their intelligence?
THINK-TANK : Stop!
A thought of magnificent brilliance has come to me.
Space people, our chemical department has given you vitamins to increase your intelligence.
Take them immediately and then watch the sandwich.
The meaning of the code will slowly unfold before you.
OMEGA : It shall be done, sir.
Remove vitamins.
(Crew takes vitamins from boxes on their belts.) Present vitamins.
(They hold vitamins out in front of them, stiffly.) Swallow | jefp109.pdf |
3 | CBSE | Class10 | English | OMEGA : (brightly) Aha! IOTA : (brightly) Oho!
OOP : (bursting into laughter) Ha, ha, ha.
THINK-TANK : What does it say?
Tell me this instant.
Transcribe, Omega.
OMEGA : Yes, sir.
(She reads with great seriousness.) Mistress Mary, quite contrary, How does your garden grow?
With cockle shells and silver bells And pretty maids all in a row.
OOP : Ha, ha, ha.
Imagine that.
Pretty maids growing in a garden.
THINK-TANK : (alarmed) Stop!
This is no time for levity.
Don’t you realise the seriousness of this discovery?
The Earthlings have discovered how to combine agriculture and mining.
They can actually grow crops of rare metals such as silver.
And cockle shells.
They can grow high explosives, too.
Noodle, contact our invasion fleet.
NOODLE : They are ready to go down and take over Earth, sir.
THINK-TANK : Tell them to hold.
Tell them new information has come to us about Earth.
Iota, transcribe.
IOTA : Yes, sir.
(She reads very gravely.) Hey diddle diddle!
The cat and the fiddle, The cow jumped over the moon, The little dog laughed to see such sport, And the dish ran away with the spoon.
OOP : (laughing) The dish ran away with the spoon!Footprints without Feet64
THINK-TANK : Cease laughter.
Desist.
This is more and more alarming.
The Earthlings have reached a high level of civilisation.
Didn’t you hear?
They have taught their domesticated animals musical culture and space techniques.
Even their dogs have a sense of humour.
Why, at this very moment, they may be launching an interplanetary attack of millions of cows!
Notify the invasion fleet.
No invasion today Oop, transcribe the next code.
OOP : Yes, sir.
(reading) Humpty Dumpty sat on the wall, Humpty Dumpty had a great fall; All the King’s horses and all the King’s men, Cannot put Humpty Dumpty together again.
Oh, look, sir.
Here’s a picture of Humpty Dumpty.
Why, sir, he looks like — he looks like — (turns large picture of Humpty Dumpty towards Think-Tank and the audience) THINK-TANK : (screaming and holding his head) It’s me!
It’s my Great and Mighty Balloon Brain.
The Earthlings have seen me, and they’re after me.
“Had a great fall!”
— That means they plan to capture Mars Central Control and me!
It’s an invasion of Mars!
Noodle, prepare a space capsule for me.
I must escape without delay.
Space people, you must leave Earth at once, but be sure to remove all traces of your visit.
The Earthlings must not know that I know.
(Omega, Iota, and Oop rush about, putting books back on shelves.) NOODLE : Where shall we go, sir?The Book That Saved the Earth 65
THINK-TANK : A hundred million miles away from Mars.
Order the invasion fleet to evacuate the entire planet of Mars.
We are heading for Alpha Centauri, a hundred million miles away.
(Omega, Iota, and Oop run off right as Noodle helps Think-Tank off left and the curtain closes.
Spotlight shines on Historian down right.)
Mother Goose !
(She bows and exits right.)
HISTORIAN : (chuckling) And that’s how one dusty old book of nursery rhymes saved the world from a Martian invasion.
As you all know, in the twenty-fifth century, five hundred years after all this happened, we Earthlings resumed contact with Mars, and we even became very friendly with the Martians.
By that time, Great and Mighty Think-Tank had been replaced by a very clever Martian — the wise and wonderful Noodle!
Oh, yes, we taught the Martians the difference between sandwiches and books.
We taught them how to read, too, and we established a model library in their capital city of Marsopolis.
But as you might expect, there is still one book that the Martians can never bring themselves to read.
You’ve guessed it —
CURTAIN
CLAIRE BOIKO
GLOSSARY
easel: wooden frame to support a blackboard or a picture Zulus: an African ethnic group belonging to South Africa apprentice: learner of a trade who has agreed to work for a certain period of time in return for being taught peevishly: irritably riffling: quickly turning over the pages of a book barn: covered building for storing hay haberdashery: shop which sells clothing, small articles of dress, pins, cotton, etc.
squiggles: scrawls; illegible writing or markings decipher: find the meaning of something which is puzzling or difficult to understand transcribe: write in full form from short-hand levity: tendency to treat serious matters without respect; lack of seriousness | jefp109.pdf |
4 | CBSE | Class10 | English | CLAIRE BOIKOGLOSSARY
easel: wooden frame to support a blackboard or a picture Zulus: an African ethnic group belonging to South Africa apprentice: learner of a trade who has agreed to work for a certain period of time in return for being taught peevishly: irritably riffling: quickly turning over the pages of a book barn: covered building for storing hay haberdashery: shop which sells clothing, small articles of dress, pins, cotton, etc.
squiggles: scrawls; illegible writing or markings decipher: find the meaning of something which is puzzling or difficult to understand transcribe: write in full form from short-hand levity: tendency to treat serious matters without respect; lack of seriousnessFootprints without Feet66Think about it
1. Noodle avoids offending Think-Tank but at the same time he corrects his mistakes.
How does he manage to do that?
2. If you were in Noodle’s place, how would you handle Think-Tank’s mistakes?
3. Do you think books are being replaced by the electronic media?
Can we do away with books altogether?
4. Why are books referred to as a man’s best companion?
Which is your favourite book and why?
Write a paragraph about that book.Talk about it
1. In what ways does Think-Tank misinterpret innocent nursery rhymes as threats to the Martians?
Can you think of any incidents where you misinterpreted a word or an action?
How did you resolve the misunderstanding?
2. The aliens in this play speak English.
Do you think this is their language?
What could be the language of the aliens?Suggested reading
• ‘Diamond Cuts Diamond‘ by J.H.
Parker
• ‘The Cindrella Story’ by Kenneth Lillington
• ‘The Fun They Had’ by Isaac Asimov
The Book That Saved the Earth 67
Answers given by Professor Yash Pal and Dr Rahul Pal
(see questions on page 38)
(i) DNA exists as strands of bases that carry genetic information specific to each living thing.
The sequence of bases of DNA in each of our cells is the same, but differs from that of any other living thing except possibly an identical twin.
This difference makes the DNA break at different places when certain proteins called enzymes are added to it, resulting in smaller DNA fragments of different sizes.
These fragments migrate at different rates in an electric field, resulting in a unique pattern; this pattern is referred to as a DNA fingerprint.
Our DNA is inherited from our parents.
Some parts come from the father and some from the mother.
DNA fingerprinting can help identify parentage, since a son or a daughter would always exhibit a pattern identifiable as coming from both parents.
DNA fingerprinting analysis is very useful in forensic science; from a single hair or a tiny spot of blood, it is possible to prove the innocence or guilt of a murder suspect.
Similarly, it is also possible to identify human remains after violent accidents have caused disfigurement.
It has been suggested that in the not so distant future, a DNA fingerprinting profile of the individual will have to accompany applications for an ID card, a bank account and a driving license.
Human right groups say this type of “genetic profiling” constitutes an invasion of privacy.
As with a lot of new technology, DNA fingerprinting also has a potential for abuse.
(ii) Honeybees are very sophisticated at position location and navigation.
It is known that they use the sun as a guide.
They also appear to have a good memory.
They convey the information of a new find of food to the hive through an amazingly clever dance language.
The dance indicates the direction and distance of the food source with respect to the direction of the sun in the sky!
If it is dark inside the hive and a light bulb is switched on, the dance is modified to include the light bulb as a new reference direction!
Since bees have pictorial memory of some sort, a direction-finding mechanism and a way of reckoning distance, they are probably better equipped for getting back home than any of us!
Footprints without Feet68
(iii) Rain is the result of condensation of vapour when the air is cooled below the dew point.
All the vapour in a cloud cannot condense at the same time and turn into a large pool of water.
Pockets of air move up independently and slowly cool till condensation begins and water droplets form.
It is believed that most raindrops start out as tiny ice crystals — so tiny that they float down, slowly accreting more moisture on the way; at lower altitudes, the crystals melt into water droplets.
In colder climates, the crystals reach the ground as snowflakes. | jefp109.pdf |
0 | CBSE | Class10 | English | Textbook for Class XISBN 81-7450-709-4 1060 – FOOTPRINTS WITHOUT FEET
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q This book is sold subject to the condition that it shall not, by way of trade, be lent, re-sold, hired out or otherwise disposed of without the publisher’s consent, in any form of binding or cover other than that in which it is published.
q The correct price of this publication is the price printed on this page, Any revised price indicated by a rubber stamp or by a sticker or by any other means is incorrect and should be unacceptable.
Publication Team
Head, Publication : Anup Kumar Rajput Division
Chief Editor : Shveta Uppal
Chief Production : Arun Chitkara Officer
Chief Business : Amitabh Kumar Manager (In charge)
Editor : Vijayam Sankaranarayanan
Assistant Production : Rajesh Pippal
Officer
Cover and Layout
Blue Fish
Illustrations
Nidhi Wadhwa and Anuranjan Pegu
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ALL RIGHTS RESERVED
q No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher.
q This book is sold subject to the condition that it shall not, by way of trade, be lent, re-sold, hired out or otherwise disposed of without the publisher’s consent, in any form of binding or cover other than that in which it is published.
q The correct price of this publication is the price printed on this page, Any revised price indicated by a rubber stamp or by a sticker or by any other means is incorrect and should be unacceptable.
Publication Team
Head, Publication : Anup Kumar Rajput Division
Chief Editor : Shveta Uppal
Chief Production : Arun Chitkara Officer
Chief Business : Amitabh Kumar Manager (In charge)
Editor : Vijayam Sankaranarayanan
Assistant Production : Rajesh Pippal
Officer
Cover and Layout | jefp1ps.pdf |
1 | CBSE | Class10 | English | FFFFForewordorewordorewordorewordoreword
The National Curriculum Framework (NCF), 2005, recommends that children's life at school must be linked to their life outside the school.
This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community.
The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea.
They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas.
We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy of Education (1986).
The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions.
We must recognise that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults.
Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored.
Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge.
These aims imply considerable change in school routines and mode of functioning.
Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching.
The methods used for teaching and evaluation will also determine how effective this book proves for making children’s life at school a happy experience, rather than a source of stress or boredom.
Syllabus designers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages with greater consideration for child psychology and the time available for teaching.
The supplementary reader attempts to enhance this endeavour by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups, and activities requiring hands-on experience.
iv
iv
The National Council of Educational Research and Training (NCERT) appreciates the hard work done by the textbook development committee responsible for this book.
We wish to thank the Chairperson of the advisory committee for textbooks in languages for the secondary stage, Professor Namwar Singh, and the Chief Advisor for this book, Professor R. Amritavalli for guiding the work of this committee.
Several teachers contributed to the development of this supplementary reader; we are grateful to their principals for making this possible.
We are indebted to the institutions and organisations which have generously permitted us to draw upon their resources, materials and personnel.
We are especially grateful to the members of the National Monitoring Committee, appointed by the Department of Secondary and Higher Education, Ministry of Human Resource Development under the Chairpersonship of Professor Mrinal Miri and Professor G.P.
Deshpande for their valuable time and contribution.
As an organisation committed to systemic reform and continuous improvement in the quality of its products, NCERT welcomes comments and suggestions which will enable us to undertake further revision and refinements.
Director
| New Delhi | National Council of Educational
| --- | ---
| 20 November 2006 | Research and Training
Rationalisation of Content in the TRationalisation of Content in the TRationalisation of Content in the TRationalisation of Content in the TRationalisation of Content in the Textbooksextbooksextbooksextbooksextbooks
In view of the COVID-19 pandemic, it is imperative to reduce content load on students.
The National Education Policy 2020, also emphasises reducing the content load and providing opportunities for experiential learning with creative mindset.
In this background, the NCERT has undertaken the exercise to rationalise the textbooks across all classes.
Learning Outcomes already developed by the NCERT across classes have been taken into consideration in this exercise.
Contents of the textbooks have been rationalised in view of the following:
• Content based on genres of literature in the textbooks and supplementary readers at different stages of school education.
• Content that is meant for achieving Learning Outcomes for developing language proficiency and is accessible at different stages.
• For reducing the curriculum load and examination stress in view of the previling condition of the Pandemic.
• Content, which is easily accessible to students without much interventions from teachers and can be learned by children through self-learning or peer-learning.
• Content, which is irrelevant in the present context.
This present edition, is a reformatted version after carrying out the changes given above.
v | jefp1ps.pdf |
2 | CBSE | Class10 | English | A Note to the TA Note to the TA Note to the TA Note to the TA Note to the Teachereachereachereachereacher
Footprints without Feet, a supplementary reader in English for Class X, is based on the new syllabus prepared as a follow-up to the National Curriculum Framework, 2005.
The curriculum envisages language learning opportunities that are rich in comprehensible input, and adopts a language-across-thecurriculum, multilingual perspective on English in the school.
Input-rich communicational environments are a prerequisite for language learning.
Therefore, learners must be exposed to a variety of texts.
The supplementary reader is meant for students to read on their own; it aims at developing their reading skills.
Learners need to develop the habit of reading for information and pleasure, drawing inferences from what they read, and relating texts to their previous knowledge.
They need to learn to read critically and to develop the confidence to ask and answer questions.
The selections in the supplementary reader take into account the interests of young learners while making them aware of issues that they need to reflect on: personal relationships, the neighbourhood, and the community.
Thematic variety has been taken care of and there is a good representation of a variety of genres as well as of writers from across the world— Indian, British, French, American and Japanese.
This supplementary reader has ten pieces including a play and a factual prose piece, as well as science fiction.
Each piece begins with questions under the head ‘Read and Find Out’ to guide learners in their reading and comprehension of the text, which is divided into two to three sections, each section prefaced with relevant questions.
Thus the texts do not need to be read out or explained by the teacher in class.
Word glosses have similarly been kept to the minimum so as to encourage inferences about meaning from sentential and discourse contexts.
The teacher, after a quick oral comprehension check, if necessary, can progress to the questions under the head ‘Think About It’ at the end of each unit.
These are meant to take the learner beyond factual comprehension to contemplate on the issues that the texts raise; the questions are open ended and thought provoking.
The questions given under ‘Talk About It’ are intended to encourage the learners to express their own ideas in a creative and coherent way.
It is hoped that the topics suggested for discussion will encourage learners to develop a constructive analysis of the relevant issues, involving critical thinking, reasoning, and previous knowledge as well as new knowledge.
The list of suggested readings given at the end of each story is meant to encourage learners to read further on their own.
The idea is to promote the habit of self-learning and reduce dependence on the teacher.
Language learning is essentially a matter of acquiring in an integrated way the skills of listening, speaking, reading and writing; and of honing these skills for effective communication in the classroom, and later in real life.
This book offers an opportunity for taking learners in that direction.
viii
TTTTTextbook Development Committeeextbook Development Committeeextbook Development Committeeextbook Development Committeeextbook Development Committee
CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS IN LANGUAGES FOR THE SECONDARY STAGE
Professor Namwar Singh, formerly Chairman, School of Languages, Jawaharlal Nehru University, New Delhi
CHIEF ADVISOR
R. Amritavalli, Professor, English and Foreign Languages University (EFLU), Hyderabad
CHIEF COORDINATOR
Ram Janma Sharma, Former Professor and Head, Department of Education in Languages, NCERT, New Delhi
MEMBERS
Kalyani Samantray, Reader in English, S
B
W College, Cuttak, Odisha Lakshmi Rawat, TGT (English), BRD Sarvodaya Kanya Vidyalaya, Prasad Nagar, Karol Bagh, New Delhi Nasiruddin Khan, Former Reader in English, Department of Education in Languages, NCERT, New Delhi Padmini Baruah, Associate Professor in English, Department of ELT, Guwahati University, Guwahati, Assam R. Meganathan, Assistant Professor in English, Department of Education in Languages, NCERT, New Delhi Sadhana Agarwal, TGT (English), Rajkiya Pratibha Vidyalaya, Link Road, Karol Bagh, New Delhi Sadhana Parashar, Education Officer (ELT), CBSE, Community Centre, Preet Vihar, Delhi Sandhya Sahoo, Professor in English, Regional Institute of Education, Bhubaneswar Shruti Sircar, Associate Professor in English, Centre for ESL Studies, EFLU, Hyberabad
MEMBER–COORDINATOR
Kirti Kapur, Professor of English, Department of Education in Languages, NCERT, New Delhi
AcknowledgementsAcknowledgementsAcknowledgementsAcknowledgementsAcknowledgements
The National Council of Educational Research and Training is grateful to Professor M.L.Tickoo, formerly of the CIEFL, Hyderabad, and the Regional Language Centre, Singapore for his valuable suggestions and advice in the development of this book.
For permission to use copyright material, NCERT would like to thank Scott, Foreman and Company, Glenview, Illinois for the pieces ‘The Making of a Scientist’ by Robert W. Peterson and ‘The Book that Saved the Earth’ by Claire Boiko.
Special thanks are due to Professor Yash Pal and Dr Rahul Pal from whose Discovered Questions (NCERT, 2006) we have taken three questions along with their answers.
We also thank the Publication Department, NCERT, for their support.
We gratefully acknowledge the services of Parash Ram Kaushik, Incharge, Computer Resource Centre, NCERT; Razi Ahmad and Arvind Sharma, DTP Operators; G.C.
Chandrakar, Copy Editor; and Mathew John, Proof Reader.
The Council is grateful to the review committee constituted by the Curriculum Group for the rationalisation of this edition in which the representatives of CBSE and the member of faculty of English from the Department of Education in Language participated.
ContentsContentsContentsContentsContents
| Foreword | iii
| Rationalisation of Content in the Textbooks | v
| A Note to the Teacher | vii
| 1. A Triumph of Surgery | 1
| JAMES HERRIOT 2. The Thief’s Story | 8
| RUSKIN BOND 3. The Midnight Visitor | 14
| ROBERT ARTHUR 4. A Question of Trust | 20
| VICTOR CANNING 5. Footprints without Feet | 26
| H.G. WELLS 6. The Making of a Scientist | 32
| ROBERT W. PETERSON 7. The Necklace | 39
| GUY DE MAUPASSANT 8. Bholi | 47
| K.A. ABBAS 9. The Book That Saved the Earth | 56
CLAIRE BOIKO
Constitution of India
Part IV A (Article 51 A)
Fundamental Duties
It shall be the duty of every citizen of India —
(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers, wildlife and to have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement;
*(k) who is a parent or guardian, to provide opportunities for education to his child or, as the case may be, ward between the age of six and fourteen years.
Note: The Article 51A containing Fundamental Duties was inserted by the Constitution (42nd Amendment) Act, 1976 (with effect from 3 January 1977).
*(k) was inserted by the Constitution (86th Amendment) Act, 2002 (with effect from 1 April 2010).
xiv | jefp1ps.pdf |
3 | CBSE | Class10 | English | viii
TTTTTextbook Development Committeeextbook Development Committeeextbook Development Committeeextbook Development Committeeextbook Development Committee
CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS IN LANGUAGES FOR THE SECONDARY STAGE
Professor Namwar Singh, formerly Chairman, School of Languages, Jawaharlal Nehru University, New Delhi
CHIEF ADVISOR
R. Amritavalli, Professor, English and Foreign Languages University (EFLU), Hyderabad
CHIEF COORDINATOR
Ram Janma Sharma, Former Professor and Head, Department of Education in Languages, NCERT, New Delhi
MEMBERS
Kalyani Samantray, Reader in English, S
B
W College, Cuttak, Odisha Lakshmi Rawat, TGT (English), BRD Sarvodaya Kanya Vidyalaya, Prasad Nagar, Karol Bagh, New Delhi Nasiruddin Khan, Former Reader in English, Department of Education in Languages, NCERT, New Delhi Padmini Baruah, Associate Professor in English, Department of ELT, Guwahati University, Guwahati, Assam R. Meganathan, Assistant Professor in English, Department of Education in Languages, NCERT, New Delhi Sadhana Agarwal, TGT (English), Rajkiya Pratibha Vidyalaya, Link Road, Karol Bagh, New Delhi Sadhana Parashar, Education Officer (ELT), CBSE, Community Centre, Preet Vihar, Delhi Sandhya Sahoo, Professor in English, Regional Institute of Education, Bhubaneswar Shruti Sircar, Associate Professor in English, Centre for ESL Studies, EFLU, Hyberabad
MEMBER–COORDINATOR
Kirti Kapur, Professor of English, Department of Education in Languages, NCERT, New DelhiCHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS IN LANGUAGES FOR THE SECONDARY STAGE
Professor Namwar Singh, formerly Chairman, School of Languages, Jawaharlal Nehru University, New DelhiCHIEF ADVISOR
R. Amritavalli, Professor, English and Foreign Languages University (EFLU), HyderabadCHIEF COORDINATOR
Ram Janma Sharma, Former Professor and Head, Department of Education in Languages, NCERT, New DelhiMEMBERS
Kalyani Samantray, Reader in English, S
B
W College, Cuttak, Odisha Lakshmi Rawat, TGT (English), BRD Sarvodaya Kanya Vidyalaya, Prasad Nagar, Karol Bagh, New Delhi Nasiruddin Khan, Former Reader in English, Department of Education in Languages, NCERT, New Delhi Padmini Baruah, Associate Professor in English, Department of ELT, Guwahati University, Guwahati, Assam R. Meganathan, Assistant Professor in English, Department of Education in Languages, NCERT, New Delhi Sadhana Agarwal, TGT (English), Rajkiya Pratibha Vidyalaya, Link Road, Karol Bagh, New Delhi Sadhana Parashar, Education Officer (ELT), CBSE, Community Centre, Preet Vihar, Delhi Sandhya Sahoo, Professor in English, Regional Institute of Education, Bhubaneswar Shruti Sircar, Associate Professor in English, Centre for ESL Studies, EFLU, HyberabadMEMBER–COORDINATOR
Kirti Kapur, Professor of English, Department of Education in Languages, NCERT, New Delhi | jefp1ps.pdf |
4 | CBSE | Class10 | English | ContentsContentsContentsContentsContents
| Foreword | iii
| Rationalisation of Content in the Textbooks | v
| A Note to the Teacher | vii
| 1. A Triumph of Surgery | 1
| JAMES HERRIOT 2. The Thief’s Story | 8
| RUSKIN BOND 3. The Midnight Visitor | 14
| ROBERT ARTHUR 4. A Question of Trust | 20
| VICTOR CANNING 5. Footprints without Feet | 26
| H.G. WELLS 6. The Making of a Scientist | 32
| ROBERT W. PETERSON 7. The Necklace | 39
| GUY DE MAUPASSANT 8. Bholi | 47
| K.A. ABBAS 9. The Book That Saved the Earth | 56
CLAIRE BOIKO
Constitution of India
Part IV A (Article 51 A)
Fundamental Duties
It shall be the duty of every citizen of India —
(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers, wildlife and to have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement;
*(k) who is a parent or guardian, to provide opportunities for education to his child or, as the case may be, ward between the age of six and fourteen years.
Note: The Article 51A containing Fundamental Duties was inserted by the Constitution (42nd Amendment) Act, 1976 (with effect from 3 January 1977).
*(k) was inserted by the Constitution (86th Amendment) Act, 2002 (with effect from 1 April 2010).
xivCLAIRE BOIKOConstitution of India
Part IV A (Article 51 A)
Fundamental Duties
It shall be the duty of every citizen of India —
(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers, wildlife and to have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement;
*(k) who is a parent or guardian, to provide opportunities for education to his child or, as the case may be, ward between the age of six and fourteen years.
Note: The Article 51A containing Fundamental Duties was inserted by the Constitution (42nd Amendment) Act, 1976 (with effect from 3 January 1977).
*(k) was inserted by the Constitution (86th Amendment) Act, 2002 (with effect from 1 April 2010).
xivPart IV A (Article 51 A) | jefp1ps.pdf |
0 | CBSE | Class10 | English | 1 A Letter to God
Write the correct order in numbers in the column below Jumbled sentences
But it rained heavily and hailstorm thrashed his corn field and all the corn was destroyed.
He wrote ‘To God’ on the envelope and posted it.
Lencho predicted it will rain and it did.
He and his wife were happy.
Lencho felt desperate but believed that God would help him.
Their corn field was longing for water.
The postman and the postmaster laughed at Lencho's letter but were surprised by the faith of the man.
04:21:14 PM
He wrote a letter to God asking for a hundred pesos to sow his field again and to survive until the next crop came up.
After some days, Lencho went to the post office to receive the money as the postmaster watched him.
He immediately went to the counter and asked for a pen and paper, wrote a few lines and posted the letter.
Lencho, his wife, and their children lived in a lonely house in a valley.
When the postmaster opened the letter, it said “Oh!
Thanks for sending the money.
But I have received only seventy pesos.
Next time you please send the money directly to me.
The people at the post office are a bunch of crooks.
They have taken the thirty pesos.”
He opened the letter and was happy to find the money.
He counted and found it was only seventy pesos.
The postmaster collected about 70 pesos from his colleagues and sent it to Lencho.
Create a graphic description based on the given summary of ‘A Letter to God’.
A. Lencho in his corn field.
Words and ExprEssions 2 – Class x2 04:21:15 PM
B.
C.
D.
04:21:15 PM
Reading CompRehension text i
Given below is a story of the tailor who has been known for his skills in cheating and stealing.
Read in groups of four or in pairs.
You may discuss the events and incidences of the story with your friends and write them in a sequential manner.
The Trader and the Tailor
Look Up
and
Understand
There was a tailor who was known for beating others in the art of being light-fingered and thievery.
A trader swore that even with a hundred attempts, the tailor would not be able to take a coil of thread from him without his knowledge.
beguiling cordiality hamper snipping The trader was told that many others, more intelligent than him, had been beaten by the tailor.
They said he should not imagine himself so great, for his ego would only give him worse troubles in competition with the tailor.
Still, the trader became more competitive and made a wager that the tailor would not be able to rob him of anything.
wagered He wagered an Arab horse with those who taunted him. If the tailor failed to steal, then they would have to give him a horse instead.
That night, the trader lay awake troubled by the situation and could not sleep a wink.
In the morning, he put a piece of satin cloth under his arm and went to the bazaar and entered the shop and saluted the cunning rogue warmly.
The tailor sprang up from his seat and welcomed the trader, inquiring about his health with cordiality exceeding even that of the trader, planting in his heart great feelings of affection for him. When the trader heard these songs of sweetness from the tailor, he flung down the piece of silk saying, “Cut this into a coat for me and make it wide below my navel so as not to hamper my legs and tight about it to show off my figure.”
The tailor answered, “O!
kindly man, I will do you a hundred services,” and accepted the order.
He measured the satin and inspected the working surface and all the time chatted away to the trader in idle gossip, about other amirs and of bounties and gifts he had received from them, and about misers and their mean ways, and made the trader laugh with hysterics.
During this beguiling talk, he was snipping away with his scissors rapidly, cutting as fast as his lips moved.
Words and ExprEssions 2 – Class x4 04:21:15 PM
The trader was laughing, the tailor was cutting, the trader closed his eyes in joy, the tailor cut extra pieces, tucking them under his thighs, hidden away from all but God. From his delight at the tailor’s tales, the trader’s former boast went out of his mind.
What satin?
What boast?
What wager?
The trader was drunk on the jokes told by the tailor.
filching
| | incredible
| Then the tailor told such an incredible story that the trader fell over on his back with laughter. The tailor swiftly stitched a swatch of the satin to the hem of his underpants while the trader was paying no attention at all, greedily sucking with every guffaw at the jests the tailor told. The tailor continued to tell funnier and funnier tales and jokes until the trader was completely within his power. | swatch unhinged
With his eyes shut and his reason vanished, the bewildered and boastful trader was drunk with joy.
And the tailor continued to cut, filching yet more of the beautiful cloth, with nothing to stop him now. And yet the trader begged for more.
You who becomes the slave of the jest, no story is more laughable than you yourself, think on this at the edge of your grave.
How long will you listen to the lies of this world that leave your mind and spirit unhinged?
The Universal Tailor will cut and stitch the hems of a hundred travellers, silly as children.
Eventually the tailor became bored with the whole story and told the trader that he better leave before another tale was told, “For if I tell another one, the coat will be too tight for you, and you will stop laughing and weep tears of blood.”
Rumi (Abridged)
Look Up
and
Understand
Did you enjoy the story of ‘The Trader and the Tailor’?
The story is summarised below.
Read the story again with your friend and complete the paragraph using short sentences with the given hints.
Once there was a tailor who was known for (cheat and thievery).
He could anyone with his cunning way of deceiving people.
A trader challenged that the tailor would not be able to cheat him. He (go) to the tailor with 01-Jul-2019 12:53:56 PM (satin).
The tailor (welcome).
The trader (please) by the tailor’s praise.
He told the tailor to make a coat for him. The tailor (praise) the trader (maximum).
The trader (joy).
The tailor (recount) funny tales and the trader forgot (bet).
The tailor started snipping
hide).
Eyes of the trader (tears and joy) and yet the trader kept on asking for (stories).
At last, the tailor told the trader
(weep-blood). | jewe201.pdf |
1 | CBSE | Class10 | English | Write the correct order in numbers in the column below Jumbled sentences
But it rained heavily and hailstorm thrashed his corn field and all the corn was destroyed.
He wrote ‘To God’ on the envelope and posted it.
Lencho predicted it will rain and it did.
He and his wife were happy.
Lencho felt desperate but believed that God would help him.
Their corn field was longing for water.
The postman and the postmaster laughed at Lencho's letter but were surprised by the faith of the man.
04:21:14 PM
He wrote a letter to God asking for a hundred pesos to sow his field again and to survive until the next crop came up.
After some days, Lencho went to the post office to receive the money as the postmaster watched him.
He immediately went to the counter and asked for a pen and paper, wrote a few lines and posted the letter.
Lencho, his wife, and their children lived in a lonely house in a valley.
When the postmaster opened the letter, it said “Oh!
Thanks for sending the money.
But I have received only seventy pesos.
Next time you please send the money directly to me.
The people at the post office are a bunch of crooks.
They have taken the thirty pesos.”
He opened the letter and was happy to find the money.
He counted and found it was only seventy pesos.
The postmaster collected about 70 pesos from his colleagues and sent it to Lencho.
Create a graphic description based on the given summary of ‘A Letter to God’.
A. Lencho in his corn field.
Words and ExprEssions 2 – Class x2 04:21:15 PM
B.
C.
D.
04:21:15 PM
Reading CompRehension text i
Given below is a story of the tailor who has been known for his skills in cheating and stealing.
Read in groups of four or in pairs.
You may discuss the events and incidences of the story with your friends and write them in a sequential manner.
The Trader and the Tailor
Look Up
and
Understand
There was a tailor who was known for beating others in the art of being light-fingered and thievery.
A trader swore that even with a hundred attempts, the tailor would not be able to take a coil of thread from him without his knowledge.
beguiling cordiality hamper snipping The trader was told that many others, more intelligent than him, had been beaten by the tailor.
They said he should not imagine himself so great, for his ego would only give him worse troubles in competition with the tailor.
Still, the trader became more competitive and made a wager that the tailor would not be able to rob him of anything.
wagered He wagered an Arab horse with those who taunted him. If the tailor failed to steal, then they would have to give him a horse instead.
That night, the trader lay awake troubled by the situation and could not sleep a wink.
In the morning, he put a piece of satin cloth under his arm and went to the bazaar and entered the shop and saluted the cunning rogue warmly.
The tailor sprang up from his seat and welcomed the trader, inquiring about his health with cordiality exceeding even that of the trader, planting in his heart great feelings of affection for him. When the trader heard these songs of sweetness from the tailor, he flung down the piece of silk saying, “Cut this into a coat for me and make it wide below my navel so as not to hamper my legs and tight about it to show off my figure.”
The tailor answered, “O!
kindly man, I will do you a hundred services,” and accepted the order.
He measured the satin and inspected the working surface and all the time chatted away to the trader in idle gossip, about other amirs and of bounties and gifts he had received from them, and about misers and their mean ways, and made the trader laugh with hysterics.
During this beguiling talk, he was snipping away with his scissors rapidly, cutting as fast as his lips moved.
Words and ExprEssions 2 – Class x4 04:21:15 PM
The trader was laughing, the tailor was cutting, the trader closed his eyes in joy, the tailor cut extra pieces, tucking them under his thighs, hidden away from all but God. From his delight at the tailor’s tales, the trader’s former boast went out of his mind.
What satin?
What boast?
What wager?
The trader was drunk on the jokes told by the tailor.
filching
| | incredible
| Then the tailor told such an incredible story that the trader fell over on his back with laughter. The tailor swiftly stitched a swatch of the satin to the hem of his underpants while the trader was paying no attention at all, greedily sucking with every guffaw at the jests the tailor told. The tailor continued to tell funnier and funnier tales and jokes until the trader was completely within his power. | swatch unhinged
With his eyes shut and his reason vanished, the bewildered and boastful trader was drunk with joy.
And the tailor continued to cut, filching yet more of the beautiful cloth, with nothing to stop him now. And yet the trader begged for more.
You who becomes the slave of the jest, no story is more laughable than you yourself, think on this at the edge of your grave.
How long will you listen to the lies of this world that leave your mind and spirit unhinged?
The Universal Tailor will cut and stitch the hems of a hundred travellers, silly as children.
Eventually the tailor became bored with the whole story and told the trader that he better leave before another tale was told, “For if I tell another one, the coat will be too tight for you, and you will stop laughing and weep tears of blood.” | jewe201.pdf |
2 | CBSE | Class10 | English | Reading CompRehension text i
Given below is a story of the tailor who has been known for his skills in cheating and stealing.
Read in groups of four or in pairs.
You may discuss the events and incidences of the story with your friends and write them in a sequential manner.
The Trader and the Tailor
Look Up
and
Understand
There was a tailor who was known for beating others in the art of being light-fingered and thievery.
A trader swore that even with a hundred attempts, the tailor would not be able to take a coil of thread from him without his knowledge.
beguiling cordiality hamper snipping The trader was told that many others, more intelligent than him, had been beaten by the tailor.
They said he should not imagine himself so great, for his ego would only give him worse troubles in competition with the tailor.
Still, the trader became more competitive and made a wager that the tailor would not be able to rob him of anything.
wagered He wagered an Arab horse with those who taunted him. If the tailor failed to steal, then they would have to give him a horse instead.
That night, the trader lay awake troubled by the situation and could not sleep a wink.
In the morning, he put a piece of satin cloth under his arm and went to the bazaar and entered the shop and saluted the cunning rogue warmly.
The tailor sprang up from his seat and welcomed the trader, inquiring about his health with cordiality exceeding even that of the trader, planting in his heart great feelings of affection for him. When the trader heard these songs of sweetness from the tailor, he flung down the piece of silk saying, “Cut this into a coat for me and make it wide below my navel so as not to hamper my legs and tight about it to show off my figure.”
The tailor answered, “O!
kindly man, I will do you a hundred services,” and accepted the order.
He measured the satin and inspected the working surface and all the time chatted away to the trader in idle gossip, about other amirs and of bounties and gifts he had received from them, and about misers and their mean ways, and made the trader laugh with hysterics.
During this beguiling talk, he was snipping away with his scissors rapidly, cutting as fast as his lips moved.
Words and ExprEssions 2 – Class x4 04:21:15 PM
The trader was laughing, the tailor was cutting, the trader closed his eyes in joy, the tailor cut extra pieces, tucking them under his thighs, hidden away from all but God. From his delight at the tailor’s tales, the trader’s former boast went out of his mind.
What satin?
What boast?
What wager?
The trader was drunk on the jokes told by the tailor.
filching
| | incredible
| Then the tailor told such an incredible story that the trader fell over on his back with laughter. The tailor swiftly stitched a swatch of the satin to the hem of his underpants while the trader was paying no attention at all, greedily sucking with every guffaw at the jests the tailor told. The tailor continued to tell funnier and funnier tales and jokes until the trader was completely within his power. | swatch unhinged
With his eyes shut and his reason vanished, the bewildered and boastful trader was drunk with joy.
And the tailor continued to cut, filching yet more of the beautiful cloth, with nothing to stop him now. And yet the trader begged for more.
You who becomes the slave of the jest, no story is more laughable than you yourself, think on this at the edge of your grave.
How long will you listen to the lies of this world that leave your mind and spirit unhinged?
The Universal Tailor will cut and stitch the hems of a hundred travellers, silly as children.
Eventually the tailor became bored with the whole story and told the trader that he better leave before another tale was told, “For if I tell another one, the coat will be too tight for you, and you will stop laughing and weep tears of blood.”Look Up
and | jewe201.pdf |
3 | CBSE | Class10 | English | Rumi (Abridged)
Look Up
and
Understand
Did you enjoy the story of ‘The Trader and the Tailor’?
The story is summarised below.
Read the story again with your friend and complete the paragraph using short sentences with the given hints.
Once there was a tailor who was known for (cheat and thievery).
He could anyone with his cunning way of deceiving people.
A trader challenged that the tailor would not be able to cheat him. He (go) to the tailor with 01-Jul-2019 12:53:56 PM (satin).
The tailor (welcome).
The trader (please) by the tailor’s praise.
He told the tailor to make a coat for him. The tailor (praise) the trader (maximum).
The trader (joy).
The tailor (recount) funny tales and the trader forgot (bet).
The tailor started snipping
hide).
Eyes of the trader (tears and joy) and yet the trader kept on asking for (stories).
At last, the tailor told the trader
(weep-blood).Look Up
andUnderstand
Did you enjoy the story of ‘The Trader and the Tailor’?
The story is summarised below.
Read the story again with your friend and complete the paragraph using short sentences with the given hints.
Once there was a tailor who was known for (cheat and thievery).
He could anyone with his cunning way of deceiving people.
A trader challenged that the tailor would not be able to cheat him. He (go) to the tailor with 01-Jul-2019 12:53:56 PM (satin).
The tailor (welcome).
The trader (please) by the tailor’s praise.
He told the tailor to make a coat for him. The tailor (praise) the trader (maximum).
The trader (joy).
The tailor (recount) funny tales and the trader forgot (bet).
The tailor started snipping
hide).
Eyes of the trader (tears and joy) and yet the trader kept on asking for (stories).
At last, the tailor told the trader
(weep-blood).FUn Facts
Using ‘notice’
Thank you for noticing this notice.
Your noticing has been noted.
VocabULary
1. In this story you have come across a word “light-fingered” which means inclined to steal things.
Some such words are given below.
Use appropriate words and fill in the blanks.
light-headed, light year, light-hearted, light sleeper, light-duty
(a) The is a unit of distance used to
measure distance in space.
(b) The farmer bought a truck to
transport their produce, as it uses less diesel.
(c) We had a fairly discussion with
our colleagues.
(d) Rita felt dizzy and after skydiving.
(e) He is a, a slightest noise wakes him.
Words and ExprEssions 2 – Class x6Using ‘notice’
Thank you for noticing this notice.
Your noticing has been noted.VocabULary
1. In this story you have come across a word “light-fingered” which means inclined to steal things.
Some such words are given below.
Use appropriate words and fill in the blanks.
light-headed, light year, light-hearted, light sleeper, light-duty
(a) The is a unit of distance used to
measure distance in space.
(b) The farmer bought a truck to
transport their produce, as it uses less diesel.
(c) We had a fairly discussion with
our colleagues.
(d) Rita felt dizzy and after skydiving.
(e) He is a, a slightest noise wakes him.
Words and ExprEssions 2 – Class x6Grammar
1. You have come across Relative Clauses in the lesson ‘A Letter to God’
A Letter to God’.
Read about the relative clauses again.
Complete the sentences given below in the table by adding the most suitable clause from the box and make it a relative clause.
The first one has been done for you.
Fun Facts
Fun Facts
Wound as Verb and noun
The bandage was wound around the wound.
contains meaning of words stitches clothes tell lies won the best actor award this year need to fill in the application is a crook help themselves won the nobel prize believe in hard work hit a century is faithful
(a) A tailor is a person who stitches clothes.
(b) A dictionary is a book
(c) The book is about a scientist
(d) What is the name of the player
(e) I don’t like people
(f) What is the name of the actor
Proofreading
marks
Editors have special symbols called proofreading marks to correct language.
(g) Students
should meet the principal in her office.
(h) Friends of the trader thought the tailor
and can cheat anyone.
(i) Lencho thought God would help
him.
(j) Those will succeed.
(k) God helps those
Some are given below.
# give space.
put a full stop,̂ insert comma insert new word See page nos 167-168 for more such symbols.
02-Jul-2019 03:56:01 PM1. You have come across Relative Clauses in the lesson ‘A Letter to God’
A Letter to God’.
Read about the relative clauses again.
Complete the sentences given below in the table by adding the most suitable clause from the box and make it a relative clause.
The first one has been done for you.Fun Facts | jewe201.pdf |
4 | CBSE | Class10 | English | Wound as Verb and noun
The bandage was wound around the wound.
contains meaning of words stitches clothes tell lies won the best actor award this year need to fill in the application is a crook help themselves won the nobel prize believe in hard work hit a century is faithful
(a) A tailor is a person who stitches clothes.
(b) A dictionary is a book
(c) The book is about a scientist
(d) What is the name of the player
(e) I don’t like people
(f) What is the name of the actorProofreading
marks
Editors have special symbols called proofreading marks to correct language.
(g) Students
should meet the principal in her office.
(h) Friends of the trader thought the tailor
and can cheat anyone.
(i) Lencho thought God would help
him.
(j) Those will succeed.
(k) God helps those
Some are given below.
# give space.
put a full stop,̂ insert comma insert new word See page nos 167-168 for more such symbols.
02-Jul-2019 03:56:01 PMmarks
Editors have special symbols called proofreading marks to correct language.
(g) Students
should meet the principal in her office.
(h) Friends of the trader thought the tailor
and can cheat anyone.
(i) Lencho thought God would help
him.
(j) Those will succeed.
(k) God helps those
Some are given below.
# give space.
put a full stop,̂ insert comma insert new word See page nos 167-168 for more such symbols.
02-Jul-2019 03:56:01 PM(g) Students
should meet the principal in her office.
(h) Friends of the trader thought the tailor
and can cheat anyone.
(i) Lencho thought God would help
him.(j) Those will succeed.
(k) God helps those
Some are given below.
# give space.
put a full stop,̂ insert comma insert new word See page nos 167-168 for more such symbols.
02-Jul-2019 03:56:01 PMeditinG
1. Suppose Lencho gets a hundred pesos in his envelope.
He writes a letter to God expressing his gratitude.
However, he has missed a word in each line.
Help him with those words so that his letter is complete.
Dear God! Thank for Thank you for
(a) sending a hundred pesos help.
(b) I am very for this kind gesture.
(c) You were my only and your
(d) help has my faith in you.
(e) This money will help me until the crop
(f) and I promise to hard in the future.
Sincerely yours, LenchoListeninG
1. Here is an interesting story.
The story has been told in two ways.
Story A has all the odd sentences (1,3,5,) and story B has the even sentences (2,4,6,).
Working in pairs, one of you take up Story A and the other take up Story B. The person with Story A will read out the first sentence and the partner (person with story B) will write in the space provided.
Then the person with Story B will read sentence two and the partner will write in the space for sentence two.
Likewise complete the whole story.
Once the story is completed, both of you will read out to each other to check whether you have listened carefully to your partner and written the complete story.
Story A
The Race
Story B
The Race
1.
1. Every evening the animals of the
Machlipatti used to sit under the banyan tree.
Words and ExprEssions 2 – Class x8
| 2. | 2. One day Kho-Kho, the rabbit, was feeling bored.
3. He said, “Let’s run a race!”
“Who 3.
| will run a race with you? |
| 4. | 4. No one can run faster than you,” said Bhalu, the bear, eating a mango.
| 5. Choo-Choo, the rat, shouted, “No, he’s not the fastest runner. | “No, he’s not the fastest runner.
5.
| 6. | 6. I can run faster than him.”
| 7. Everyone laughed at him. | 7.
| 8. | 8. Then it was decided to have a race between Kho-Kho and Choo-Choo.
| 9. The starting point was the peepul tree and the finishing point was the neem tree. 10. | 10.
Coocku, the cock, crowed to start the race.
11.
| 11. Kho-Kho and Choo-Choo started
| running. 12. | 12.
After running half the distance, Kho-Kho looked back but Choo- Choo was nowhere to be seen.
| 13. “He must be far behind.” | 13.
| 14. | 14.
When he was near the finishing point, Choo-Choo jumped over Kho-Kho’s shoulder and touched the neem tree first.
| 15. He shouted, “I’ve won the race! I’ve won the race!”
| 15.
| 16. | 16.
Everyone cheered for Choo-Choo.
| jewe201.pdf |
5 | CBSE | Class10 | English | Norman LittlefordWriting
1. The tailor here is a cheat, but Lencho in the story, ‘A Letter to God’, is naive and simple.
He has immense faith in God. How do you distinguish between Lencho and the tailor?
What makes them different?
Working in pairs, list the actions and qualities of Lencho and the tailor and draw their character sketches.
02-Jul-2019 11:58:27 AM
Action: What does the person do?
What quality it reveals?
Lencho lost all his crops.
He is helpless.
Prays to God.
How does he manage the situation?
Does he harm anyone by his action?
How do others think of him?
What is your judgement of him?
He received 70 pesos and he thought 30 pesos had been stolen.
Now, write the character sketch of Lencho and the tailor.
Lencho The tailor
Words and ExprEssions 2 – Class x12 01-Jul-2019 12:54:23 PM
2. Writing a portrait or description of a person
Read the following description about two persons, Raavi and Mohini.
Raavi
Mohini
A portrait or a picture of a handsome young man in full sleeves shirt.
Raavi is an engineer in a manufacturing firm.
He likes to make, fix, and repair things.
He loves to watch television and goes to the movies thrice a month.
He is congenial and supportive.
He does not like to play, but goes for a morning walk everyday.
A portrait or a picture of a middle aged lady who is a singer.
She studied music and became a playback singer.
She likes to be with people and participates in social functions.
She loves music and reading books.
She is firm and a lady with a purpose.
She does not get time to exercise.
Now, write a description of any one of the above based on the details given.
You may follow the process approach to writing.
First, you read the given information in the box and make a list of describable (adjectives) points used for each person, in your own words.
Secondly, take the help of these points to develop an outline in sentence form.
Thirdly, use the outline and prepare the first draft of the description of the person and then edit the draft.
Prepare the final copy after making all changes.
The table below gives you ideas on how the Process Approach is helpful for improving your writing.
Writing: The Process Approach
The processes What do you do?
Brainstorming Note down as many ideas as you can about a given topic.
Then arrange the ideas in a sequence.
| Outlining | Create | an | outline | of | your | writing —
| --- | --- | --- | --- | --- | --- | ---
| which ideas will go first, how will they be supported by evidence, will there be a picture, etc.
| Drafting | Write the first draft; here the focus is on | | | | |
| the content and not the form.
| Revising | Revise the first draft, improve it. Add or | | | | |
| delete ideas and improve the language.
| Proofreading Proofread the draft with the help of the teacher; here the focus is on the form and not the content.
| Final draft | Write the final draft now. | | | | |
Raavi / Mohini
Words and ExprEssions 2 – Class x14 | jewe201.pdf |
0 | CBSE | Class10 | English | 2 NelsoN MaNdela: loNg Walk to FreedoM
Let’s Begin
1. You have read the story about Nelson Mandela in your textbook, First Flight, and the struggle of the people of South Africa.
Mandela draws our attention to the meaning and importance of freedom and leading a life with freedom.
He states that freedom comes with responsibilities.
Discuss with your peers, how freedom and responsibilities go hand in hand.
Reading CompRehension text i
Given below is a speech by Sardar Patel, one of the prominent figures of India’s freedom struggle.
This is one of the convocation speeches delivered by him. Read the speech and answer the questions that follow.
Sardar Patel’s Call to Youth to build Character and be Disciplined
I must thank you for the affectionate and warm welcome which you have extended to me and for the love and regard which you 04:20:40 PM have shown me by conferring this honour to me.
Gifts are of many kinds those achieved by one’s own endeavour are good and deserved, but no gift should be conferred on one whose worthiness has not been tested.
By selecting me without assuring yourself of my fitness for the gift, you have laid me under a heavy debt and, by your injunctions that I should continue to prove worthy of it throughout my life, you have imposed on me a very difficult obligation.
At present, I cannot say anything because I am bound by your love and affection; and, therefore, with your blessing and God’s grace, I pray that I may prove worthy of it.
Should I fail, the blame for my failure will be shared by you as well.
On this occasion, I wish to place before you a few thoughts which occur to my mind as incidental to our hard-won freedom.
We have now won our freedom.
But just as I am doubtful, if I deserved the honour that you have done me, you have also to think whether you have done everything to deserve freedom that you have attained after such a bitter and sustained struggle.
There are people who think that having won freedom, there is nothing more to do about it.
Freedom has come to us through sacrifices.
Those who made sacrifices tasted the fruit of their efforts and self-denials, but it is for those who are now enjoying freedom to taste its fruit.
After the last World War, there is an all-round deterioration in human standards.
People have become self-centered.
They have forgotten or ignored the wider interests of the country.
The essential and noteworthy features of our struggle were:
sacrifice, truth, and non-violence.
The weapons of the World War were: violence, brute force, political and military moves, and counter moves.
As a result of the churning of the ocean, the world has emitted poison.
That poison is spreading all over and there is none to swallow it.
The countries which were free have managed to digest it somewhat, but we, who have just attained our freedom, it is hard to do the same.
Therefore, those who think that having attained freedom they have attained everything have really attained nothing!
The freedom that we have won is yet to be consolidated.
The foundations of freedom have to be well and truly laid!
This one-year old child has to be nursed and nourished, instructed and strengthened.
It is for us to do it and we must do it.
Words and ExprEssions 2 – Class x18 04:20:40 PM In India today, there is no time for useless controversies and unnecessary debates and disputes.
One can indulge in these pastimes when one has time and leisure.
At present, we have to occupy ourselves with the all absorbing task of making the foundation of our freedom strong and unassailable.
We have to reflect on our place in this broken and destructed world and what our duty and obligations are!
If we fail to make the best use of our freedom to make it worthwhile and turn it to our advantage and advancements, future generations will heap curses on us.
They will say that a spiritualist, a great soul gave us this precious boon, but we did not know how to retain it and lost it.
Look Up
and
Understand
conferring
| | endeavour
| I should like to urge upon those who train citizens of tomorrow and to those citizens of tomorrow that we have yet to stand on our feet. We must concentrate on one thing alone, viz., how to make our country strong and united. We can make it strong when hearts are pure and when we fully appreciate our duty. Now that foreign rulers have gone, are we in a position to sustain the whole burden that has devolved on us? When we took over from them, the administrative fabric was in tatters. We have to mend and place it. This, in itself, is a heavy responsibility. It is for our universities to train young men to shoulder these responsibilities. The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard. The most essential requisite is character. If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime. You have to realise that India has to attain its rightful place in the comity of nations. The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence. Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us. India abounds in the resources of nature and manpower. They are awaiting full use. That task must devolve on young men and women. We ourselves were trained in the school of experience. We fought for freedom and we have attained that prize for you. It is now up to you to prove yourself worthy of the same. This you can do only if you work with single-minded devotion to the cause of the country. It is only then that you can deserve this freedom and be proud of it. | obligation precincts unassailable The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard.
The most essential requisite is character.
If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime.
You have to realise that India has to attain its rightful place in the comity of nations.
The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence.
Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us.
India abounds in the resources of nature and manpower.
They are awaiting full use.
That task must devolve on young men and women.
We ourselves were trained in the school of experience.
We fought for freedom and we have attained that prize for you.
It is now up to you to prove yourself worthy of the same.
This you can do only if you work with single-minded devotion to the cause of the country.
It is only then that you can deserve this freedom and be proud of it.
| Unit 2 – Nelson Mandela: long Walk to FreedoM | 19
04:20:41 PM
Look Up
and
Understand
communalism inheritance The real danger of India lies in our disunity.
That poison of communalism was spread in the past.
You should draw a curtain over it.
Only then could we equip ourselves for the freedom that has come to us.
There are still people in the country whose loyalty to India has not settled down.
They should and will leave India.
This is the occasion for mutual help and mutual cooperation.
We must know what our duty is as true citizens.
Your teacher has to impart that duty.
Unless we learn to shoulder our responsibility in the true spirit of discipline and citizenship we cannot go ahead.
We must strengthen our shoulders and our legs so that we can stand erect and bear the burden that has devolved on us.
Then alone would we secure the real objective of freedom.
resurgence
(Source: The Collected Works of Sardar Vallabhbhai Patel Volume XIII [1 January 1948 – 31 December 1948], Editor: P.N. Chopra, Konark Publishers Pvt. Ltd., New Delhi)
Complete the sentences given below by choosing the most appropriate word or phrase.
Q.1. The occasion of the speech of Sardar Patel here is
(a) an address to a public gathering
(b) a convocation address at a university
(c) a speech in Indian Parliament
(d) a speech delivered to civil servants
Q.2. Patel feels that future generations will heap curses on us if
(a) we fail to protect our freedom
(b) we fail to protect the corrupt people in public life
(c) we wage war against other nations
(d) we understand the need for peace
Q.3. The first and foremost thing Patel stressed to be done is
(a) to make the country strong and united
(b) to give employment to everyone
(c) to fight a war against those who oppressed us
(d) to make every citizen feel happy comity of nations
Words and ExprEssions 2 – Class x20 04:20:41 PM
Q.4. One major characteristic of university education, as Sardar Patel believes, is
(a) character
(b) duty
(c) knowledge
(d) power
Q.5.
What did Patel not mean when he said, “You have to realise that India has to attain its rightful place in the comity of nations”?
Tick the right answer.
(a) Friendly and cordial relationship with other nations
(b) Group of nations which wage war against other
(c) Community of people
(d) Nations from a continent
Q.6.
‘India abounds in the resources of nature and manpower’ means
(a) India has a vibrant economy
(b) India’s natural resources and population are a great resource
(c) India’s lack of manpower
(d) Indians are great resource for development
Q.7.
What is the greatest danger for India as Patel believes in his speech?
(a) India has a vibrant economy.
(b) India’s natural resources and population are a great resource.
(c) India’s lack of manpower.
(d) Indians are great resource for development.
Q.8.
Complete the following statement based on your understanding of Patel’s speech.
The first and foremost duty of the young nation is Unit 2 – Nelson Mandela: long Walk to FreedoM 21
FUn Facts
IdIom
Break the ice: to end a conflict or commence a friendship
2. Sardar Patel called upon young students to understand the meaning of freedom and ways to sustain it.
Here are two key words which he stressed upon—‘Freedom’ and ‘Responsibility’.
Working in pairs, find words and phrases which convey the feeling of these words and write below.
Freedom Responsibility
VocabULary
1. Use the following words and phrases in your own sentences.
(a) Precincts
(b) Comity of nations
(c) Unassailable
(d) Mutual cooperation
Words and ExprEssions 2 – Class x22
You may have written above at least seven to eight words for each key word.
Using the words write at least five sentences describing ‘Freedom’ and ‘Responsibility’.
One has been done for you.
Example: Freedom is not free.
Grammar
Use of Articles
1. You have come across the use of articles ‘a’, ‘an’, and ‘the’ in the lesson.
The tasks in the textbook give you the idea that the use of ‘the’ with proper noun carries a special meaning.
Read the following paragraph from the speech you have read above.
The articles are missing in the paragraph.
With the help of your partner, fill in the blanks.
weapons of world war were: violence, brute force, political and military moves, and counter moves.
As result of churning of the ocean, Unit 2 – Nelson Mandela: long Walk to FreedoM 23
FUn Facts
Pronouns
When I was a kid, my English teacher looked my way and said, “Name two pronouns.”
and there is none to swallow it.
countries which
have just attained our freedom, it is hard to do same.
Therefore, those who think that having attained freedom they have attained everything, have really attained nothing!
freedom that we have won is yet to be consolidated.
I said, “Who, me?”
2. Which article most frequently occurs in the passage?
Why is it so?
Can you replace it with some other article?
Why / Why not?
Discuss with your peers and make notes.
FUn Facts
Comma
Comma can be used between words in a series.
I like to drink coffee, tea, orange juice, and milk.
Words and ExprEssions 2 – Class x24
3. Fill in the blanks with suitable articles.
(a) boy and girl were shopping in a market.
boy was from Kerala and girl was from magazine.
newspaper is on my table and I forgot (b) Can you turn off light?
(c) He has taken taxi to station.
(d) Is there police station nearby?
(e) My sister works in bank.
(f) He has been looking for job for the last seven years.
(g) Would you like to eat apple?
(h) He goes to the theatre once month.
(i) This morning I bought newspaper and
(j) We would like to have dinner at good restaurant.
editinG
1. The following passage has an error in each line.
Find the error and write the correct word or words against the line.
I don’t mean that some peoples are born clear headed
and is therefore natural writers, whereas others are naturally fuzzy and will never wrote well.
Thinking clearly was a conscious act that writers must forced on themselves, as if they were working on any other project that requires logic: makes shopping list or doing an algebra problems.
Good writing do not come naturally, though most people seems to think it does.
Professional writer are constantly bearded by people who say they’d like to “trying a little writing sometime” — meaned when they retire from their real profession.
ListeninG
1. Your teacher or any one student will read out the text given below to the whole class.
Listen carefully.
Working in groups of four, note down in short the important points as you listen.
Discuss in your group.
Recreate and write the text you have listened to.
You need not write the exact text, but the meaning should be nearest to the actual text read out to you.
Your teacher will read out the text again for all the
Unit 2 – Nelson Mandela: long Walk to FreedoM 25
groups so that you can check whether you have understood the text well.
FUn Facts
Text for listening
Comma
Comma can be used before the conjunction in a compound sentence.
A few minutes ago, walking back from lunch, I started to cross the street when I heard the sound of a coin dropping.
It wasn’t much but, as I turned my eyes caught the heads of several other people turning too.
A woman had dropped what appeared to be a one rupee coin.
The tinkling sound of a coin dropping on the pavement grabs attention.
Whatever be the value of the coin no one can ignore the sound of it.
It got me thinking about sounds again.
She likes to read poems, and she likes to read fiction.
speakinG
1. You have read the speeches of Nelson Mandela and Sardar Patel.
You know their beliefs and ideas on freedom and responsibilities for a new born nation.
Discuss with your partner and put down your ideas on what freedom means to you.
Prepare an outline.
2. Prepare a speech for the morning assembly reflecting on the following questions.
(a) How do you feel today about the country’s freedom?
(b) Are we free and independent?
(c) Are we serious about our responsibilities as citizens?
Words and ExprEssions 2 – Class x26
WritinG
1. Make pairs.
One of you takes the role of Nelson Mandela and the other becomes the interviewer.
(a) The interviewer prepares a questionnaire on Nelson Mandela—Mandela as a person and his contributions to the removal of Apartheid.
(b) The interviewee responds to them.
The interviewer’s task is to note down the answers also.
(c) The interviewer, through the questions, tries to get an overview of Mandela’s life.
Unit 2 – Nelson Mandela: long Walk to FreedoM 27
For interviewer
S. No. Questions to be framed
1
2
3
4
5
For interviewee
S. No. Answers by the Interviewee
1
2
3
4
5
Words and ExprEssions 2 – Class x28
2. Make groups of four and find out the background information on Nelson Mandela, Mahatma Gandhi, and Martin Luther King.
All three of them fought against all odds and used non-violence to achieve their aim. Choose any two of the above stated leaders and do a comparative study of their principles and lives.
S. No. Leader 1: Leader 2:
1
2
3
4
5
6
7
8
9
10
Unit 2 – Nelson Mandela: long Walk to FreedoM 29
project
1. You have learnt about the freedom struggles of many nations after the Second World War and how many leaders spearheaded freedom movements in their countries.
Based on the learning from history and political science, write about any two leaders from different nations.
The following are prompts that can help you:
(a) Their thoughts
(b) Their uniqueness
(c) Honesty and integrity
(d) Confidence and leadership qualities
(e) Inspirational speeches
(f) Contributions to free their countries
Words and ExprEssions 2 – Class x30
(Hints: You may develop their profiles in chronological order. You may visit the library. Consult social science teachers in your school and elders in your neighbourhood.) | jewe202.pdf |
1 | CBSE | Class10 | English | Reading CompRehension text i
Given below is a speech by Sardar Patel, one of the prominent figures of India’s freedom struggle.
This is one of the convocation speeches delivered by him. Read the speech and answer the questions that follow.
Sardar Patel’s Call to Youth to build Character and be Disciplined
I must thank you for the affectionate and warm welcome which you have extended to me and for the love and regard which you 04:20:40 PM have shown me by conferring this honour to me.
Gifts are of many kinds those achieved by one’s own endeavour are good and deserved, but no gift should be conferred on one whose worthiness has not been tested.
By selecting me without assuring yourself of my fitness for the gift, you have laid me under a heavy debt and, by your injunctions that I should continue to prove worthy of it throughout my life, you have imposed on me a very difficult obligation.
At present, I cannot say anything because I am bound by your love and affection; and, therefore, with your blessing and God’s grace, I pray that I may prove worthy of it.
Should I fail, the blame for my failure will be shared by you as well.
On this occasion, I wish to place before you a few thoughts which occur to my mind as incidental to our hard-won freedom.
We have now won our freedom.
But just as I am doubtful, if I deserved the honour that you have done me, you have also to think whether you have done everything to deserve freedom that you have attained after such a bitter and sustained struggle.
There are people who think that having won freedom, there is nothing more to do about it.
Freedom has come to us through sacrifices.
Those who made sacrifices tasted the fruit of their efforts and self-denials, but it is for those who are now enjoying freedom to taste its fruit.
After the last World War, there is an all-round deterioration in human standards.
People have become self-centered.
They have forgotten or ignored the wider interests of the country.
The essential and noteworthy features of our struggle were:
sacrifice, truth, and non-violence.
The weapons of the World War were: violence, brute force, political and military moves, and counter moves.
As a result of the churning of the ocean, the world has emitted poison.
That poison is spreading all over and there is none to swallow it.
The countries which were free have managed to digest it somewhat, but we, who have just attained our freedom, it is hard to do the same.
Therefore, those who think that having attained freedom they have attained everything have really attained nothing!
The freedom that we have won is yet to be consolidated.
The foundations of freedom have to be well and truly laid!
This one-year old child has to be nursed and nourished, instructed and strengthened.
It is for us to do it and we must do it.
Words and ExprEssions 2 – Class x18 04:20:40 PM In India today, there is no time for useless controversies and unnecessary debates and disputes.
One can indulge in these pastimes when one has time and leisure.
At present, we have to occupy ourselves with the all absorbing task of making the foundation of our freedom strong and unassailable.
We have to reflect on our place in this broken and destructed world and what our duty and obligations are!
If we fail to make the best use of our freedom to make it worthwhile and turn it to our advantage and advancements, future generations will heap curses on us.
They will say that a spiritualist, a great soul gave us this precious boon, but we did not know how to retain it and lost it.
Look Up
and
Understand
conferring
| | endeavour
| I should like to urge upon those who train citizens of tomorrow and to those citizens of tomorrow that we have yet to stand on our feet. We must concentrate on one thing alone, viz., how to make our country strong and united. We can make it strong when hearts are pure and when we fully appreciate our duty. Now that foreign rulers have gone, are we in a position to sustain the whole burden that has devolved on us? When we took over from them, the administrative fabric was in tatters. We have to mend and place it. This, in itself, is a heavy responsibility. It is for our universities to train young men to shoulder these responsibilities. The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard. The most essential requisite is character. If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime. You have to realise that India has to attain its rightful place in the comity of nations. The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence. Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us. India abounds in the resources of nature and manpower. They are awaiting full use. That task must devolve on young men and women. We ourselves were trained in the school of experience. We fought for freedom and we have attained that prize for you. It is now up to you to prove yourself worthy of the same. This you can do only if you work with single-minded devotion to the cause of the country. It is only then that you can deserve this freedom and be proud of it. | obligation precincts unassailable The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard.
The most essential requisite is character.
If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime.
You have to realise that India has to attain its rightful place in the comity of nations.
The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence.
Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us.
India abounds in the resources of nature and manpower.
They are awaiting full use.
That task must devolve on young men and women.
We ourselves were trained in the school of experience.
We fought for freedom and we have attained that prize for you.
It is now up to you to prove yourself worthy of the same.
This you can do only if you work with single-minded devotion to the cause of the country.
It is only then that you can deserve this freedom and be proud of it.
| Unit 2 – Nelson Mandela: long Walk to FreedoM | 19
04:20:41 PM
Look Up
and
Understand
communalism inheritance The real danger of India lies in our disunity.
That poison of communalism was spread in the past.
You should draw a curtain over it.
Only then could we equip ourselves for the freedom that has come to us.
There are still people in the country whose loyalty to India has not settled down.
They should and will leave India.
This is the occasion for mutual help and mutual cooperation.
We must know what our duty is as true citizens.
Your teacher has to impart that duty.
Unless we learn to shoulder our responsibility in the true spirit of discipline and citizenship we cannot go ahead.
We must strengthen our shoulders and our legs so that we can stand erect and bear the burden that has devolved on us.
Then alone would we secure the real objective of freedom.
resurgence
(Source: The Collected Works of Sardar Vallabhbhai Patel Volume XIII [1 January 1948 – 31 December 1948], Editor: P.N. Chopra, Konark Publishers Pvt. Ltd., New Delhi)
Complete the sentences given below by choosing the most appropriate word or phrase.
Q.1. The occasion of the speech of Sardar Patel here is
(a) an address to a public gathering
(b) a convocation address at a university
(c) a speech in Indian Parliament
(d) a speech delivered to civil servants
Q.2. Patel feels that future generations will heap curses on us if
(a) we fail to protect our freedom
(b) we fail to protect the corrupt people in public life
(c) we wage war against other nations
(d) we understand the need for peace
Q.3. The first and foremost thing Patel stressed to be done is
(a) to make the country strong and united
(b) to give employment to everyone
(c) to fight a war against those who oppressed us
(d) to make every citizen feel happy comity of nations
Words and ExprEssions 2 – Class x20 04:20:41 PM
Q.4. One major characteristic of university education, as Sardar Patel believes, is
(a) character
(b) duty
(c) knowledge
(d) power
Q.5.
What did Patel not mean when he said, “You have to realise that India has to attain its rightful place in the comity of nations”?
Tick the right answer.
(a) Friendly and cordial relationship with other nations
(b) Group of nations which wage war against other
(c) Community of people
(d) Nations from a continent
Q.6.
‘India abounds in the resources of nature and manpower’ means
(a) India has a vibrant economy
(b) India’s natural resources and population are a great resource
(c) India’s lack of manpower
(d) Indians are great resource for development
Q.7.
What is the greatest danger for India as Patel believes in his speech?
(a) India has a vibrant economy.
(b) India’s natural resources and population are a great resource.
(c) India’s lack of manpower.
(d) Indians are great resource for development.
Q.8.
Complete the following statement based on your understanding of Patel’s speech.
The first and foremost duty of the young nation is Unit 2 – Nelson Mandela: long Walk to FreedoM 21 | jewe202.pdf |
2 | CBSE | Class10 | English | Sardar Patel’s Call to Youth to build Character and be Disciplined
I must thank you for the affectionate and warm welcome which you have extended to me and for the love and regard which you 04:20:40 PM have shown me by conferring this honour to me.
Gifts are of many kinds those achieved by one’s own endeavour are good and deserved, but no gift should be conferred on one whose worthiness has not been tested.
By selecting me without assuring yourself of my fitness for the gift, you have laid me under a heavy debt and, by your injunctions that I should continue to prove worthy of it throughout my life, you have imposed on me a very difficult obligation.
At present, I cannot say anything because I am bound by your love and affection; and, therefore, with your blessing and God’s grace, I pray that I may prove worthy of it.
Should I fail, the blame for my failure will be shared by you as well.
On this occasion, I wish to place before you a few thoughts which occur to my mind as incidental to our hard-won freedom.
We have now won our freedom.
But just as I am doubtful, if I deserved the honour that you have done me, you have also to think whether you have done everything to deserve freedom that you have attained after such a bitter and sustained struggle.
There are people who think that having won freedom, there is nothing more to do about it.
Freedom has come to us through sacrifices.
Those who made sacrifices tasted the fruit of their efforts and self-denials, but it is for those who are now enjoying freedom to taste its fruit.
After the last World War, there is an all-round deterioration in human standards.
People have become self-centered.
They have forgotten or ignored the wider interests of the country.
The essential and noteworthy features of our struggle were:
sacrifice, truth, and non-violence.
The weapons of the World War were: violence, brute force, political and military moves, and counter moves.
As a result of the churning of the ocean, the world has emitted poison.
That poison is spreading all over and there is none to swallow it.
The countries which were free have managed to digest it somewhat, but we, who have just attained our freedom, it is hard to do the same.
Therefore, those who think that having attained freedom they have attained everything have really attained nothing!
The freedom that we have won is yet to be consolidated.
The foundations of freedom have to be well and truly laid!
This one-year old child has to be nursed and nourished, instructed and strengthened.
It is for us to do it and we must do it.
Words and ExprEssions 2 – Class x18 04:20:40 PM In India today, there is no time for useless controversies and unnecessary debates and disputes.
One can indulge in these pastimes when one has time and leisure.
At present, we have to occupy ourselves with the all absorbing task of making the foundation of our freedom strong and unassailable.
We have to reflect on our place in this broken and destructed world and what our duty and obligations are!
If we fail to make the best use of our freedom to make it worthwhile and turn it to our advantage and advancements, future generations will heap curses on us.
They will say that a spiritualist, a great soul gave us this precious boon, but we did not know how to retain it and lost it.
Look Up
and
Understand
conferring
| | endeavour
| I should like to urge upon those who train citizens of tomorrow and to those citizens of tomorrow that we have yet to stand on our feet. We must concentrate on one thing alone, viz., how to make our country strong and united. We can make it strong when hearts are pure and when we fully appreciate our duty. Now that foreign rulers have gone, are we in a position to sustain the whole burden that has devolved on us? When we took over from them, the administrative fabric was in tatters. We have to mend and place it. This, in itself, is a heavy responsibility. It is for our universities to train young men to shoulder these responsibilities. The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard. The most essential requisite is character. If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime. You have to realise that India has to attain its rightful place in the comity of nations. The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence. Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us. India abounds in the resources of nature and manpower. They are awaiting full use. That task must devolve on young men and women. We ourselves were trained in the school of experience. We fought for freedom and we have attained that prize for you. It is now up to you to prove yourself worthy of the same. This you can do only if you work with single-minded devotion to the cause of the country. It is only then that you can deserve this freedom and be proud of it. | obligation precincts unassailable The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard.
The most essential requisite is character.
If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime.
You have to realise that India has to attain its rightful place in the comity of nations.
The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence.
Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us.
India abounds in the resources of nature and manpower.
They are awaiting full use.
That task must devolve on young men and women.
We ourselves were trained in the school of experience.
We fought for freedom and we have attained that prize for you.
It is now up to you to prove yourself worthy of the same.
This you can do only if you work with single-minded devotion to the cause of the country.
It is only then that you can deserve this freedom and be proud of it.
| Unit 2 – Nelson Mandela: long Walk to FreedoM | 19
04:20:41 PM
Look Up
and
Understand
communalism inheritance The real danger of India lies in our disunity.
That poison of communalism was spread in the past.
You should draw a curtain over it.
Only then could we equip ourselves for the freedom that has come to us.
There are still people in the country whose loyalty to India has not settled down.
They should and will leave India.
This is the occasion for mutual help and mutual cooperation.
We must know what our duty is as true citizens.
Your teacher has to impart that duty.
Unless we learn to shoulder our responsibility in the true spirit of discipline and citizenship we cannot go ahead.
We must strengthen our shoulders and our legs so that we can stand erect and bear the burden that has devolved on us.
Then alone would we secure the real objective of freedom.
resurgence
(Source: The Collected Works of Sardar Vallabhbhai Patel Volume XIII [1 January 1948 – 31 December 1948], Editor: P.N. Chopra, Konark Publishers Pvt. Ltd., New Delhi)
Complete the sentences given below by choosing the most appropriate word or phrase.
Q.1. The occasion of the speech of Sardar Patel here is
(a) an address to a public gathering
(b) a convocation address at a university
(c) a speech in Indian Parliament
(d) a speech delivered to civil servants
Q.2. Patel feels that future generations will heap curses on us if
(a) we fail to protect our freedom
(b) we fail to protect the corrupt people in public life
(c) we wage war against other nations
(d) we understand the need for peace
Q.3. The first and foremost thing Patel stressed to be done is
(a) to make the country strong and united
(b) to give employment to everyone
(c) to fight a war against those who oppressed us
(d) to make every citizen feel happy comity of nations
Words and ExprEssions 2 – Class x20 04:20:41 PM
Q.4. One major characteristic of university education, as Sardar Patel believes, is
(a) character
(b) duty
(c) knowledge
(d) power
Q.5.
What did Patel not mean when he said, “You have to realise that India has to attain its rightful place in the comity of nations”?
Tick the right answer.
(a) Friendly and cordial relationship with other nations
(b) Group of nations which wage war against other
(c) Community of people
(d) Nations from a continent
Q.6.
‘India abounds in the resources of nature and manpower’ means
(a) India has a vibrant economy
(b) India’s natural resources and population are a great resource
(c) India’s lack of manpower
(d) Indians are great resource for development
Q.7.
What is the greatest danger for India as Patel believes in his speech?
(a) India has a vibrant economy.
(b) India’s natural resources and population are a great resource.
(c) India’s lack of manpower.
(d) Indians are great resource for development.
Q.8.
Complete the following statement based on your understanding of Patel’s speech.
The first and foremost duty of the young nation is Unit 2 – Nelson Mandela: long Walk to FreedoM 21 | jewe202.pdf |
3 | CBSE | Class10 | English | Understand
conferring
| | endeavour
| I should like to urge upon those who train citizens of tomorrow and to those citizens of tomorrow that we have yet to stand on our feet. We must concentrate on one thing alone, viz., how to make our country strong and united. We can make it strong when hearts are pure and when we fully appreciate our duty. Now that foreign rulers have gone, are we in a position to sustain the whole burden that has devolved on us? When we took over from them, the administrative fabric was in tatters. We have to mend and place it. This, in itself, is a heavy responsibility. It is for our universities to train young men to shoulder these responsibilities. The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard. The most essential requisite is character. If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime. You have to realise that India has to attain its rightful place in the comity of nations. The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence. Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us. India abounds in the resources of nature and manpower. They are awaiting full use. That task must devolve on young men and women. We ourselves were trained in the school of experience. We fought for freedom and we have attained that prize for you. It is now up to you to prove yourself worthy of the same. This you can do only if you work with single-minded devotion to the cause of the country. It is only then that you can deserve this freedom and be proud of it. | obligation precincts unassailable The great university of life is full of experiences, but to make full use of those experiences, all of us students, teachers and professors — have to be cautious and on guard.
The most essential requisite is character.
If your character is lacking and you leave the precincts of the alma mater without your character fully developed, you will be wasting an opportunity of a lifetime.
You have to realise that India has to attain its rightful place in the comity of nations.
The leadership of Asia would be hers if she conducts herself well and if her citizens make their fitting contribution to nation’s resurgence.
Whatever trials and troubles we might have passed through, there is no denying the fact that we have a precious inheritance and the teachings we have received from the departed leaders are great assets for us.
India abounds in the resources of nature and manpower.
They are awaiting full use.
That task must devolve on young men and women.
We ourselves were trained in the school of experience.
We fought for freedom and we have attained that prize for you.
It is now up to you to prove yourself worthy of the same.
This you can do only if you work with single-minded devotion to the cause of the country.
It is only then that you can deserve this freedom and be proud of it.
| Unit 2 – Nelson Mandela: long Walk to FreedoM | 19
04:20:41 PM
Look Up
and
Understand
communalism inheritance The real danger of India lies in our disunity.
That poison of communalism was spread in the past.
You should draw a curtain over it.
Only then could we equip ourselves for the freedom that has come to us.
There are still people in the country whose loyalty to India has not settled down.
They should and will leave India.
This is the occasion for mutual help and mutual cooperation.
We must know what our duty is as true citizens.
Your teacher has to impart that duty.
Unless we learn to shoulder our responsibility in the true spirit of discipline and citizenship we cannot go ahead.
We must strengthen our shoulders and our legs so that we can stand erect and bear the burden that has devolved on us.
Then alone would we secure the real objective of freedom.
resurgence
(Source: The Collected Works of Sardar Vallabhbhai Patel Volume XIII [1 January 1948 – 31 December 1948], Editor: P.N. Chopra, Konark Publishers Pvt. Ltd., New Delhi)
Complete the sentences given below by choosing the most appropriate word or phrase.
Q.1. The occasion of the speech of Sardar Patel here is
(a) an address to a public gathering
(b) a convocation address at a university
(c) a speech in Indian Parliament
(d) a speech delivered to civil servants
Q.2. Patel feels that future generations will heap curses on us if
(a) we fail to protect our freedom
(b) we fail to protect the corrupt people in public life
(c) we wage war against other nations
(d) we understand the need for peace
Q.3. The first and foremost thing Patel stressed to be done is
(a) to make the country strong and united
(b) to give employment to everyone
(c) to fight a war against those who oppressed us
(d) to make every citizen feel happy comity of nations
Words and ExprEssions 2 – Class x20 04:20:41 PM
Q.4. One major characteristic of university education, as Sardar Patel believes, is
(a) character
(b) duty
(c) knowledge
(d) power
Q.5.
What did Patel not mean when he said, “You have to realise that India has to attain its rightful place in the comity of nations”?
Tick the right answer.
(a) Friendly and cordial relationship with other nations
(b) Group of nations which wage war against other
(c) Community of people
(d) Nations from a continent
Q.6.
‘India abounds in the resources of nature and manpower’ means
(a) India has a vibrant economy
(b) India’s natural resources and population are a great resource
(c) India’s lack of manpower
(d) Indians are great resource for development
Q.7.
What is the greatest danger for India as Patel believes in his speech?
(a) India has a vibrant economy.
(b) India’s natural resources and population are a great resource.
(c) India’s lack of manpower.
(d) Indians are great resource for development.
Q.8.
Complete the following statement based on your understanding of Patel’s speech.
The first and foremost duty of the young nation is Unit 2 – Nelson Mandela: long Walk to FreedoM 21 | jewe202.pdf |
4 | CBSE | Class10 | English | Look Up
andUnderstand
communalism inheritance The real danger of India lies in our disunity.
That poison of communalism was spread in the past.
You should draw a curtain over it.
Only then could we equip ourselves for the freedom that has come to us.
There are still people in the country whose loyalty to India has not settled down.
They should and will leave India.
This is the occasion for mutual help and mutual cooperation.
We must know what our duty is as true citizens.
Your teacher has to impart that duty.
Unless we learn to shoulder our responsibility in the true spirit of discipline and citizenship we cannot go ahead.
We must strengthen our shoulders and our legs so that we can stand erect and bear the burden that has devolved on us.
Then alone would we secure the real objective of freedom.
resurgence
(Source: The Collected Works of Sardar Vallabhbhai Patel Volume XIII [1 January 1948 – 31 December 1948], Editor: P.N. Chopra, Konark Publishers Pvt. Ltd., New Delhi)
Complete the sentences given below by choosing the most appropriate word or phrase.
Q.1. The occasion of the speech of Sardar Patel here is
(a) an address to a public gathering
(b) a convocation address at a university
(c) a speech in Indian Parliament
(d) a speech delivered to civil servants
Q.2. Patel feels that future generations will heap curses on us if
(a) we fail to protect our freedom
(b) we fail to protect the corrupt people in public life
(c) we wage war against other nations
(d) we understand the need for peace
Q.3. The first and foremost thing Patel stressed to be done is
(a) to make the country strong and united
(b) to give employment to everyone
(c) to fight a war against those who oppressed us
(d) to make every citizen feel happy comity of nations
Words and ExprEssions 2 – Class x20 04:20:41 PM
Q.4. One major characteristic of university education, as Sardar Patel believes, is
(a) character
(b) duty
(c) knowledge
(d) power
Q.5.
What did Patel not mean when he said, “You have to realise that India has to attain its rightful place in the comity of nations”?
Tick the right answer.
(a) Friendly and cordial relationship with other nations
(b) Group of nations which wage war against other
(c) Community of people
(d) Nations from a continent
Q.6.
‘India abounds in the resources of nature and manpower’ means
(a) India has a vibrant economy
(b) India’s natural resources and population are a great resource
(c) India’s lack of manpower
(d) Indians are great resource for development
Q.7.
What is the greatest danger for India as Patel believes in his speech?
(a) India has a vibrant economy.
(b) India’s natural resources and population are a great resource.
(c) India’s lack of manpower.
(d) Indians are great resource for development.
Q.8.
Complete the following statement based on your understanding of Patel’s speech.
The first and foremost duty of the young nation is Unit 2 – Nelson Mandela: long Walk to FreedoM 21Q.1. The occasion of the speech of Sardar Patel here is
(a) an address to a public gathering
(b) a convocation address at a university
(c) a speech in Indian Parliament
(d) a speech delivered to civil servantsQ.2. Patel feels that future generations will heap curses on us if
(a) we fail to protect our freedom
(b) we fail to protect the corrupt people in public life
(c) we wage war against other nations
(d) we understand the need for peace
Q.3. The first and foremost thing Patel stressed to be done is
(a) to make the country strong and united
(b) to give employment to everyone
(c) to fight a war against those who oppressed us
(d) to make every citizen feel happy comity of nations
Words and ExprEssions 2 – Class x20 04:20:41 PMQ.3. The first and foremost thing Patel stressed to be done is
(a) to make the country strong and united
(b) to give employment to everyone
(c) to fight a war against those who oppressed us
(d) to make every citizen feel happy comity of nations
Words and ExprEssions 2 – Class x20 04:20:41 PM | jewe202.pdf |
5 | CBSE | Class10 | English | FUn Facts
IdIom
Break the ice: to end a conflict or commence a friendship
2. Sardar Patel called upon young students to understand the meaning of freedom and ways to sustain it.
Here are two key words which he stressed upon—‘Freedom’ and ‘Responsibility’.
Working in pairs, find words and phrases which convey the feeling of these words and write below.
Freedom Responsibility
VocabULary
1. Use the following words and phrases in your own sentences.
(a) Precincts
(b) Comity of nations
(c) Unassailable
(d) Mutual cooperation
Words and ExprEssions 2 – Class x22
You may have written above at least seven to eight words for each key word.
Using the words write at least five sentences describing ‘Freedom’ and ‘Responsibility’.
One has been done for you.
Example: Freedom is not free.IdIom
Break the ice: to end a conflict or commence a friendship
2. Sardar Patel called upon young students to understand the meaning of freedom and ways to sustain it.
Here are two key words which he stressed upon—‘Freedom’ and ‘Responsibility’.
Working in pairs, find words and phrases which convey the feeling of these words and write below.
Freedom ResponsibilityVocabULary
1. Use the following words and phrases in your own sentences.
(a) Precincts
(b) Comity of nations
(c) Unassailable
(d) Mutual cooperation
Words and ExprEssions 2 – Class x22
You may have written above at least seven to eight words for each key word.
Using the words write at least five sentences describing ‘Freedom’ and ‘Responsibility’.
One has been done for you.
Example: Freedom is not free.(a) Precincts
(b) Comity of nations(c) Unassailable
(d) Mutual cooperation
Words and ExprEssions 2 – Class x22
You may have written above at least seven to eight words for each key word.
Using the words write at least five sentences describing ‘Freedom’ and ‘Responsibility’.
One has been done for you.
Example: Freedom is not free.Grammar
Use of Articles
1. You have come across the use of articles ‘a’, ‘an’, and ‘the’ in the lesson.
The tasks in the textbook give you the idea that the use of ‘the’ with proper noun carries a special meaning.
Read the following paragraph from the speech you have read above.
The articles are missing in the paragraph.
With the help of your partner, fill in the blanks.
weapons of world war were: violence, brute force, political and military moves, and counter moves.
As result of churning of the ocean, Unit 2 – Nelson Mandela: long Walk to FreedoM 23Use of Articles
1. You have come across the use of articles ‘a’, ‘an’, and ‘the’ in the lesson.
The tasks in the textbook give you the idea that the use of ‘the’ with proper noun carries a special meaning.
Read the following paragraph from the speech you have read above.
The articles are missing in the paragraph.
With the help of your partner, fill in the blanks.
weapons of world war were: violence, brute force, political and military moves, and counter moves.
As result of churning of the ocean, Unit 2 – Nelson Mandela: long Walk to FreedoM 23FUn Facts
Pronouns
When I was a kid, my English teacher looked my way and said, “Name two pronouns.”
and there is none to swallow it.
countries which
have just attained our freedom, it is hard to do same.
Therefore, those who think that having attained freedom they have attained everything, have really attained nothing!
freedom that we have won is yet to be consolidated.
I said, “Who, me?”
2. Which article most frequently occurs in the passage?
Why is it so?
Can you replace it with some other article?
Why / Why not?
Discuss with your peers and make notes.Pronouns
When I was a kid, my English teacher looked my way and said, “Name two pronouns.”
and there is none to swallow it.
countries which
have just attained our freedom, it is hard to do same.
Therefore, those who think that having attained freedom they have attained everything, have really attained nothing!
freedom that we have won is yet to be consolidated.
I said, “Who, me?”
2. Which article most frequently occurs in the passage?
Why is it so?
Can you replace it with some other article?
Why / Why not?
Discuss with your peers and make notes.FUn Facts
Comma
Comma can be used between words in a series.
I like to drink coffee, tea, orange juice, and milk.
Words and ExprEssions 2 – Class x24
3. Fill in the blanks with suitable articles.
(a) boy and girl were shopping in a market.
boy was from Kerala and girl was from magazine.
newspaper is on my table and I forgot (b) Can you turn off light?
(c) He has taken taxi to station.
(d) Is there police station nearby?
(e) My sister works in bank.
(f) He has been looking for job for the last seven years.
(g) Would you like to eat apple?
(h) He goes to the theatre once month.
(i) This morning I bought newspaper and
(j) We would like to have dinner at good restaurant. | jewe202.pdf |
6 | CBSE | Class10 | English | editinG
1. The following passage has an error in each line.
Find the error and write the correct word or words against the line.
I don’t mean that some peoples are born clear headed
and is therefore natural writers, whereas others are naturally fuzzy and will never wrote well.
Thinking clearly was a conscious act that writers must forced on themselves, as if they were working on any other project that requires logic: makes shopping list or doing an algebra problems.
Good writing do not come naturally, though most people seems to think it does.
Professional writer are constantly bearded by people who say they’d like to “trying a little writing sometime” — meaned when they retire from their real profession.ListeninG
1. Your teacher or any one student will read out the text given below to the whole class.
Listen carefully.
Working in groups of four, note down in short the important points as you listen.
Discuss in your group.
Recreate and write the text you have listened to.
You need not write the exact text, but the meaning should be nearest to the actual text read out to you.
Your teacher will read out the text again for all the
Unit 2 – Nelson Mandela: long Walk to FreedoM 25
groups so that you can check whether you have understood the text well.FUn Facts
Text for listening
Comma
Comma can be used before the conjunction in a compound sentence.
A few minutes ago, walking back from lunch, I started to cross the street when I heard the sound of a coin dropping.
It wasn’t much but, as I turned my eyes caught the heads of several other people turning too.
A woman had dropped what appeared to be a one rupee coin.
The tinkling sound of a coin dropping on the pavement grabs attention.
Whatever be the value of the coin no one can ignore the sound of it.
It got me thinking about sounds again.
She likes to read poems, and she likes to read fiction.
speakinG
1. You have read the speeches of Nelson Mandela and Sardar Patel.
You know their beliefs and ideas on freedom and responsibilities for a new born nation.
Discuss with your partner and put down your ideas on what freedom means to you.
Prepare an outline.
2. Prepare a speech for the morning assembly reflecting on the following questions.
(a) How do you feel today about the country’s freedom?
(b) Are we free and independent?
(c) Are we serious about our responsibilities as citizens?
Words and ExprEssions 2 – Class x26Comma
Comma can be used before the conjunction in a compound sentence.
A few minutes ago, walking back from lunch, I started to cross the street when I heard the sound of a coin dropping.
It wasn’t much but, as I turned my eyes caught the heads of several other people turning too.
A woman had dropped what appeared to be a one rupee coin.
The tinkling sound of a coin dropping on the pavement grabs attention.
Whatever be the value of the coin no one can ignore the sound of it.
It got me thinking about sounds again.
She likes to read poems, and she likes to read fiction.speakinG
1. You have read the speeches of Nelson Mandela and Sardar Patel.
You know their beliefs and ideas on freedom and responsibilities for a new born nation.
Discuss with your partner and put down your ideas on what freedom means to you.
Prepare an outline.
2. Prepare a speech for the morning assembly reflecting on the following questions.
(a) How do you feel today about the country’s freedom?
(b) Are we free and independent?
(c) Are we serious about our responsibilities as citizens?
Words and ExprEssions 2 – Class x26 | jewe202.pdf |
0 | CBSE | Class10 | English | Reading CompRehension text i
Look Up
and
Understand
Let’s now read the story of a bus conductor and his passengers with a dog.
The story is written by A.G Gardiner.
bitterly
All about a Dog
embittered It was a bitterly cold night, and even at the far end of the bus the east wind that raved along the street cut like a knife.
The bus stopped and two women and a man got in together and filled the vacant places.
The young woman was dressed in sealskin, and carried one of those little Pekinese dogs that women in sealskin like to carry in their laps.
The conductor came in and took the fares.
Then his eyes rested with old malice on the beady eyed toy dog.
I saw trouble brewing.
This was the opportunity for which he had been waiting and he intended to make the most of it.
I had marked him as the type of what Mr. Wells has called the Resentful Employee, the man with a great vague grievance against everything and a particular grievance against passengers who came and sat in his seat while he shivered at the door.
evidently malice “You must take that dog out,” he said with sour venom.
“I shall certainly do nothing of the kind.
You can take my name and address,” said the woman, who had evidently expected the challenge and knew the reply.
“You must take the dog out— that’s my orders.”
“I won’t go on the top in such weather.
It would kill me,” said the woman.
“Certainly not,” said her lady companion, “You’ve got a cough as it is.”
“It’s nonsense,” said her male companion.
The conductor pulled the bell and the bus stopped.
“This bus doesn’t go until that dog is brought out.”
And he stepped on to the pavement and waited.
It was his moment of triumph.
He had the law on his side and the whole bus full of angry people under the harrow.
His embittered soul was having a real holiday.
The storm inside rose high “Shameful!”
“He’s no better than a German.”
“Why isn’t he in the army?”
“Call the police.
Let’s all report him.”
“Let’s make him give us our fares back.”
Everybody was on the side of the lady and the dog.
Look Up
and
Understand
avalanche That little animal sat blinking at the dim lights in happy unconsciousness of the rumpus of which he was the cause.
The conductor came to the door, “What’s your number?”
said one, taking out a pocket-book with a gesture of terrible things.
“There’s my number,” said the conductor imperturbably.
“Give us our fares back.”
“You can’t leave us here all night.”
“No fares back,” said the conductor.
imperiously imperturbably indignant quarterdeck Two or three passengers got out and disappeared into the night.
The conductor took another turn on the pavement, then went and had a talk with the driver.
Another bus, the last on the road, sailed by indifferent to the shouts of the passengers to stop, “They stick by each other the villains,” was the comment.
Someone pulled the bell violently.
That brought the driver round to the door, “Who’s conductor of this bus?”
he said and paused for reply.
“None coming,” he returned to his seat, and resumed beating his arms across his chest.
There was no hope in that quarter.
A policeman strolled up and looked in at the door.
An avalanche of indignant protests and appeals burst on him. “Well, he’s got his rules, you know,” he said.
“Give your name and address.”
“That’s what he’s been offered, and he won’t take it.”
“Oh,” said the policeman, and he went away and took his stand a few yards down the street, where he was joined by two more constables.
And still the little dog blinked at the lights, and the conductor walked to and fro on the pavement, like a captain on the quarterdeck in the hour of victory.
A young woman, whose voice had risen high above the gale inside, descended on him with an air of threatening and slaughter.
He was immovable as cold as the night, and as hard as the pavement.
She passed on in a fury of impotence to the three policemen, who stood like a group of statuary on the street watching the drama.
Then she came back, Words and ExprEssions 2 – Class x34 imperiously beckoned to her ‘young man’ who had sat a silent witness of her rage, and vanished.
Others followed.
The bus was emptying.
Even the dashing young fellow who had demanded the number and who had declared he would see this thing through if he sat there all night, had taken an opportunity to slip away.
Meanwhile the Pekinese party was passing through every stage as of resistance to abject surrender.
“I’ll go on the top.”
said the sealskin lady at last.
“You mustn’t.”
“I will.”
“You’ll have pneumonia.”
“Let me take it.”
(This from the man) “Certainly not.”
She would die with her dog.
When she had disappeared up the stairs, the conductor came back, pulled the bell, and the bus went on.
He stood sourly triumphant while his conduct was savagely discussed in his face by the remnant of the party.
Then the engine struck work, and the conductor went to help the driver.
It was a long job and presently the lady with the dog stole down the stairs and re-entered the bus.
When the engine was put right, the conductor came back and pulled the bell.
Then his eyes fell on the dog, and his hand went to the bell-rope again.
The driver looked around, the conductor pointed to the dog, the bus stopped, and the struggle recommenced with all the original features — the conductor walking the pavement, the driver smacking his arms on the box, the little dog blinking at the lights, the sealskin lady declaring that she would not go on the top and finally going.
“I’ve got my rules,” said the conductor to me when I was the last passenger left behind.
He had won his victory, but felt that he would like to justify himself to somebody.
“Rules,” I said,“are necessary things, but there are rules and rules.
Some are hard and fast rules, like the rules of the road, which cannot be broken without danger to life and limb.
But some are only rules for guidance, which you can apply or wink at, as common sense dictates, like that rule about the dogs.
They are not a whip, put in your hand to scourge your passengers with, but an authority for an emergency.
They are meant to be observed in the spirit, not in the letter, for the comfort and not the discomfort of the passengers.
You have kept the rule and broken its spirit.
You may mix your rules with a little goodwill and good temper.”
He took it very well and when I got off the bus he said “Good night” quite amiably.
abject remnant scourge smacking Look Up and
Understand
04:20:01 PM
Now, complete the box narrating the story in the correct sequence. | jewe203.pdf |
1 | CBSE | Class10 | English | Look Up
andUnderstand
Let’s now read the story of a bus conductor and his passengers with a dog.
The story is written by A.G Gardiner.
bitterlyAll about a Dog
embittered It was a bitterly cold night, and even at the far end of the bus the east wind that raved along the street cut like a knife.
The bus stopped and two women and a man got in together and filled the vacant places.
The young woman was dressed in sealskin, and carried one of those little Pekinese dogs that women in sealskin like to carry in their laps.
The conductor came in and took the fares.
Then his eyes rested with old malice on the beady eyed toy dog.
I saw trouble brewing.
This was the opportunity for which he had been waiting and he intended to make the most of it.
I had marked him as the type of what Mr. Wells has called the Resentful Employee, the man with a great vague grievance against everything and a particular grievance against passengers who came and sat in his seat while he shivered at the door.
evidently malice “You must take that dog out,” he said with sour venom.
“I shall certainly do nothing of the kind.
You can take my name and address,” said the woman, who had evidently expected the challenge and knew the reply.
“You must take the dog out— that’s my orders.”
“I won’t go on the top in such weather.
It would kill me,” said the woman.
“Certainly not,” said her lady companion, “You’ve got a cough as it is.”
“It’s nonsense,” said her male companion.
The conductor pulled the bell and the bus stopped.
“This bus doesn’t go until that dog is brought out.”
And he stepped on to the pavement and waited.
It was his moment of triumph.
He had the law on his side and the whole bus full of angry people under the harrow.
His embittered soul was having a real holiday.
The storm inside rose high “Shameful!”
“He’s no better than a German.”
“Why isn’t he in the army?”
“Call the police.
Let’s all report him.”
“Let’s make him give us our fares back.”
Everybody was on the side of the lady and the dog.Look Up
and | jewe203.pdf |
2 | CBSE | Class10 | English | Understand
04:20:01 PM
Now, complete the box narrating the story in the correct sequence.VocabULary
1. Making adverbs: bitterly, imperturbably, violently, and evidently are some words you have come across in the story.
These are adverbs.
A few words are given below.
Make adverbs of these words and use them in sentences of your own.
(Take care of the spelling when you convert these into adverbs.)
(a) Angry Once two women and a
man got into a bus and found places to sit.
Two or three passengers got the money back and walked away.
The conductor did not give up.
He sent the lady with the dog away to the top.
Words and ExprEssions 2 – Class x36 04:20:01 PM
(b) Vague
(c) Indignant
(d) Threatening
(e) Hurry
2. Now, look at the word given below in italic.
He was immovable.
| | ‘im’ is the prefix added to the word ‘movable’. The prefix ‘im’ made ‘immovable’ an antonym of ‘movable’. Now, make more words with the prefix im- which are antonyms.
| 1. mobile — immobile | 2.
| 3. | 4.
| 5. | 6.
| 7. | 8.
| 3. In groups of five, create a word-web or collocation chart of words with prefixes ‘il’ and ‘in’ .
| Example: logical — illogical 1. | 1.
| 2. | 2.
| 3. | 3.
| 4. | 4.
| 5. | 5.
(b) Vague(c) Indignant(d) Threatening(e) Hurry
2. Now, look at the word given below in italic.
He was immovable.
| | ‘im’ is the prefix added to the word ‘movable’. The prefix ‘im’ made ‘immovable’ an antonym of ‘movable’. Now, make more words with the prefix im- which are antonyms.
| 1. mobile — immobile | 2.
| 3. | 4.
| 5. | 6.
| 7. | 8.
| 3. In groups of five, create a word-web or collocation chart of words with prefixes ‘il’ and ‘in’ .
| Example: logical — illogical 1. | 1.
| 2. | 2.
| 3. | 3.
| 4. | 4.
| 5. | 5.
FUn Facts
For, Since, During
She is going to Mumbai for three years.
I am working on the book since Thursday.
Can you meet me during tea time.For, Since, During
She is going to Mumbai for three years.
I am working on the book since Thursday.
Can you meet me during tea time.Grammar
A. Phrasal verbs
The sentence below is taken from the text you have read.
The phrase in italic is a phrasal verb.
A phrasal verb is a combination of words (a verb + a preposition, for example check in or a verb + an adverb, for example break down).
When they are used together, they usually take on a different meaning to that of the original verb.
…Walk away from the old Dakota.
walk away is a phrasal verb which means to move away from.
Find out the meaning of the following phrasal verbs and use them appropriately in sentences.
(a) walk in
(b) walk out
(c) take away
(d) take up
(e) take in
(f) take out
(g) give away
(h) give in
(i) give up
(j) put in
Words and ExprEssions 2 – Class x38
(k) put away
(l) put out
B. The Passive
Compare the two sentences given below: Ramesh painted the walls.
The walls were painted by Ramesh.
The first sentence is in active form and the second sentence is in passive form.
When the person doing the action (Ramesh) is the subject, we use the verb in the active voice.
When the subject is what the action is directed at (the walls), we use the verb in the passive voice.
In the first sentence, we talked about Ramesh but in the second sentence we talked about what happened to the walls.
In the passive sentence we use by+agent to add important information, that is by Ramesh.
We can leave out by+agent if it does not provide any specific information.
Example: All the students were given sweets yesterday.
My room is cleaned everyday in the morning.
A large number of films on wildlife conservation have been made.
Use the words given below and frame sentences using the passive forms of the verbs.
Examples:
• Rice / cultivate / Gangetic valley and coastal region.
(Simple Present) Rice is cultivated in Gangetic valley and coastal region.
• The documents / sign / principal.
(Present Perfect) The documents have been signed by the principal.
(a) Taj Mahal / build / Shah Jahan.
(Simple Past)
(b) Malaria virus / transmit / female Anopheles mosquito.
(Simple Present)
(c) The case / solve / police and two persons arrest.
(Present Perfect)
(d) Many houses / and lives / destroy / the volcanic eruption in Mt.
Etna.
(Simple Past)
(e) The ultraviolet rays / prevent / the ozone layer / entering the earth’s surface.
(Simple Present)
(f) The field / convert / playground.
(Present Perfect)
C. Unscramble the following sentences to make meaningful ones:
(a) records / flying / many / who / American aviator / was an / Amelia Earhart / set
(b) the first / across / woman / solo / to fly / the Atlantic Ocean / she / became
(c) a flight / July 1937 / the globe / Earhart / disappeared / to circumnavigate / somewhere / over the / Pacific / in / during
(d) was never / found / and / she was / officially declared / plane wreckage / lost / at sea / her
(e) century / her / disappearance / remains / of the / one of the / greatest / unsolved mysteries / twentieth
-of-world-war-ii-5886698) Words and ExprEssions 2 – Class x40 | jewe203.pdf |
3 | CBSE | Class10 | English | B. The Passive
Compare the two sentences given below: Ramesh painted the walls.
The walls were painted by Ramesh.
The first sentence is in active form and the second sentence is in passive form.
When the person doing the action (Ramesh) is the subject, we use the verb in the active voice.
When the subject is what the action is directed at (the walls), we use the verb in the passive voice.
In the first sentence, we talked about Ramesh but in the second sentence we talked about what happened to the walls.
In the passive sentence we use by+agent to add important information, that is by Ramesh.
We can leave out by+agent if it does not provide any specific information.
Example: All the students were given sweets yesterday.
My room is cleaned everyday in the morning.
A large number of films on wildlife conservation have been made.Use the words given below and frame sentences using the passive forms of the verbs.
Examples:
• Rice / cultivate / Gangetic valley and coastal region.
(Simple Present) Rice is cultivated in Gangetic valley and coastal region.
• The documents / sign / principal.
(Present Perfect) The documents have been signed by the principal.
(a) Taj Mahal / build / Shah Jahan.
(Simple Past)
(b) Malaria virus / transmit / female Anopheles mosquito.
(Simple Present)
(c) The case / solve / police and two persons arrest.
(Present Perfect)
(d) Many houses / and lives / destroy / the volcanic eruption in Mt.
Etna.
(Simple Past)
(e) The ultraviolet rays / prevent / the ozone layer / entering the earth’s surface.
(Simple Present)
(f) The field / convert / playground.
(Present Perfect)Examples:
• Rice / cultivate / Gangetic valley and coastal region.
(Simple Present) Rice is cultivated in Gangetic valley and coastal region.
• The documents / sign / principal.
(Present Perfect) The documents have been signed by the principal.
(a) Taj Mahal / build / Shah Jahan.
(Simple Past)
(b) Malaria virus / transmit / female Anopheles mosquito.
(Simple Present)
(c) The case / solve / police and two persons arrest.
(Present Perfect)
(d) Many houses / and lives / destroy / the volcanic eruption in Mt.
Etna.
(Simple Past)
(e) The ultraviolet rays / prevent / the ozone layer / entering the earth’s surface.
(Simple Present)
(f) The field / convert / playground.
(Present Perfect)C. Unscramble the following sentences to make meaningful ones:
(a) records / flying / many / who / American aviator / was an / Amelia Earhart / set
(b) the first / across / woman / solo / to fly / the Atlantic Ocean / she / became
(c) a flight / July 1937 / the globe / Earhart / disappeared / to circumnavigate / somewhere / over the / Pacific / in / during
(d) was never / found / and / she was / officially declared / plane wreckage / lost / at sea / her
(e) century / her / disappearance / remains / of the / one of the / greatest / unsolved mysteries / twentieth
-of-world-war-ii-5886698) Words and ExprEssions 2 – Class x40FUn Facts
comma
Comma can be used to set off a dependent clause at the beginning of a sentence.
After working for an hour, he decided to rest for a while.
1.
2.
3.
4.
5.
(Source: https://io9.gizmodo.com/the-weirdest-unsolved-mysteriescomma
Comma can be used to set off a dependent clause at the beginning of a sentence.
After working for an hour, he decided to rest for a while.
1.
2.
3.
4.
5.
(Source: https://io9.gizmodo.com/the-weirdest-unsolved-mysteriesAfter working for an hour, he decided to rest for a while.
1.
2.
3.
4.
5.
(Source: https://io9.gizmodo.com/the-weirdest-unsolved-mysterieseditinG
1. Use capital letters, commas, and full stops to edit this paragraph.
In some parts of our country, there are frequent reports
about Unidentified Flying Objects (UFOs) which people
claimed to have seen flying in the sky and which are believed
to be space ships carrying aliens from other planets some
people have given evidences to support their observations
they said that they have found mysterious objects in paddy
fields.
Some others, after seeing a film on space said that
they had seen unusual objects flying in the sky.
Public
panicked there were arguments and discussions all over the
country.
Police were on red alert Many community centres
were established people become more vigilant gradually the
number of sightings reduced. | jewe203.pdf |
4 | CBSE | Class10 | English | Riddle 1
A farmer returns from the market, where he bought a goat, a cabbage and a wolf (what a crazy market).
On the way home he must cross a river.
His boat is small and won’t fit more than one of his purchases.
He cannot leave the goat alone with the cabbage (because the goat would eat it), nor he can leave the goat alone with the wolf (because the goat would be eaten).FUn Facts
How can the farmer get everything on the other side in this river crossing puzzle?
Riddle 2
comma
Comma can be used before and after quotation marks.
Three humans, one big monkey, and two small monkeys are to cross a river:
(a) Only humans and the big monkey can row the boat.
“He is happy,” the Principal said.
(b) At all times, the number of humans on either side of the river must be greater or equal to the number of monkeys on that side (or else the humans will be killed by the monkeys!).
The principal said, “He is happy.”
(c) The boat only has room for two (monkeys or humans).
(d) Monkeys can jump out of the boat when it’s on the river bank.
How will they cross the river?
Help them out.
WritinG
Article Writing
1. ‘Rules are meant to be observed in spirit not only in letter’.
Explain what you understand by this statement.
Write an article in about 120 – 150 words on how the rules can be effectively implemented in the society and citizens can follow it in the true spirit.
You may use any of the ideas given in the box.
Follow the stages involved in the process approach to writing.
(a) Use it in the context of gender (protection of women’s rights / dowry / female infanticide, etc.).
(b) In the context of environment (cutting of trees / poaching / pollution).
(c) Smoking in public / following traffic rules, etc.
(add cartoons with fun facts, for example parking in front of no parking sign).
(d) In the context of value and self discipline.
Words and ExprEssions 2 – Class x42
2. You have read and experienced how the little seagull learnt to fly and then the story of the mysterious black aeroplane.
You have also read the story, ‘All about a dog’.
How were these experiences?
You may have also experienced some such situations in your life: learning to ride on a bicycle, watching a cat or any other animal trying to jump over the wall, your own bitter experience in a difficult situation, etc.
Think of such an experience and write down the points and develop the ideas into an outline.
Write your experiences like a short story.
Story Writing
Project
Go around your neighbourhood and talk to people, particularly elders, and collect riddles and puzzles in their languages.
• Ask them how and why such riddles could have emerged.
• Collect at least 10 – 15 riddles and write them in an order with information.
• Find out more about the riddle.
• Present it to the class as a chart and oral presentation.
Words and ExprEssions 2 – Class x44 01-Jul-2019 01:09:58 PMRiddle 2comma
Comma can be used before and after quotation marks.
Three humans, one big monkey, and two small monkeys are to cross a river:
(a) Only humans and the big monkey can row the boat.
“He is happy,” the Principal said.
(b) At all times, the number of humans on either side of the river must be greater or equal to the number of monkeys on that side (or else the humans will be killed by the monkeys!).
The principal said, “He is happy.”
(c) The boat only has room for two (monkeys or humans).
(d) Monkeys can jump out of the boat when it’s on the river bank.
How will they cross the river?
Help them out.WritinG
Article Writing
1. ‘Rules are meant to be observed in spirit not only in letter’.
Explain what you understand by this statement.
Write an article in about 120 – 150 words on how the rules can be effectively implemented in the society and citizens can follow it in the true spirit.
You may use any of the ideas given in the box.
Follow the stages involved in the process approach to writing.
(a) Use it in the context of gender (protection of women’s rights / dowry / female infanticide, etc.).
(b) In the context of environment (cutting of trees / poaching / pollution).
(c) Smoking in public / following traffic rules, etc.
(add cartoons with fun facts, for example parking in front of no parking sign).
(d) In the context of value and self discipline.
Words and ExprEssions 2 – Class x42
2. You have read and experienced how the little seagull learnt to fly and then the story of the mysterious black aeroplane.
You have also read the story, ‘All about a dog’.
How were these experiences?
You may have also experienced some such situations in your life: learning to ride on a bicycle, watching a cat or any other animal trying to jump over the wall, your own bitter experience in a difficult situation, etc.
Think of such an experience and write down the points and develop the ideas into an outline.
Write your experiences like a short story.
Story Writing | jewe203.pdf |
0 | CBSE | Class10 | English | From the Diary oF anne Frank
Let’s Begin
The World Wars fought in the past stand testimony to the fact that fighting wars brings severe human suffering.
The sufferers, including women and children are left behind with trauma and indelible impressions on their minds.
You have read in the Class X English textbook the account of one such war in the diary of Anne Frank who captured the miseries of war in her diary.
Discuss how you may relate to Anne Frank’s feelings of alienation and isolation.
Reading CompRehension text i
The following excerpt is from the diary of Lena Mukhina, a teenage girl who had undergone the atrocities of Germans when they fortified the city of Leningrad.
The siege of Leningrad is an important landmark in the history of Russia.
The siege of Leningrad lasted from September 1941 to 1944.
The city was cut off from the rest of Russia.
The Germans continuously bombarded the city which resulted in death, destruction, and starvation of the people.
However, the resolute Russians were warned in the beginning that the enemy was at the gate and it was a question of life and death.
They fought bravely and failed the Germans in their evil designs.
Look Up
and Understand
aftermath apathy Read the excerpt and answer the questions that follow.
appalling inclement
Foreword from The Diary of Lena Mukhina
No one could possibly have known that the city would remain in the grip of siege for 872 days and nights.
But Leningrad’s citizens had begun to feel the breath of war as early as September.
Daily severely siege 04:19:28 PM air raids and artillery bombardment of residential neighbourhoods drove the city’s inhabitants into bomb shelters, several times a day, and for hours at a time.
People’s initial curiosity in the aftermath of the first bomb attacks soon gave way to fear and then, in conditions of appalling hunger and cold, to apathy.
Leningraders welcomed inclement weather for the reduced visibility it brought.
They came to dread sunny days and moonlit nights, when the Germans would be sure to bomb their city.
Cloud cover, however, offered no protection from artillery fire: in just over six months from the start of the siege there were only thirty-two days when shells did not explode on the city’s streets.
Hunger soon set in.
Between September and November 1941 the bread rations that had been announced in July were reduced five times, reaching their lowest point on 20 November — 125 ‘blockade grams’ for children, dependents and white-collar workers and 250g for manual workers, technicians and engineers.
Rations of meat, butter, sugar and other food items were severely reduced.
The summer months and the beginning of autumn, when it was still possible to buy food without ration cards in ordinary shops and canteens were no more than a distant memory.
Lena Mukhina
Q.1.
Infer the meanings of the following expressions.
The first has been done for you as an example.
(a) to feel the breath of war: there were indications
that war was going to start soon (b) appalling hunger and cold:
(c) start of the siege:
(d) blockade grams:
Words and ExprEssions 2 – Class x46 04:19:29 PM
Q.2.
List the words from the passage which are related to the war, for example ‘bombardment’.
Q.3.
Answer the following questions:
(a) Who were the captives as stated in the above passage?
(b) Why did the people under siege welcome the bad weather conditions?
(c) What were the fears in the mind of the people?
(d) Have the people lost hope or reconciled to the existing situation?
Q.4.
Tick the correct answer ‘…when it was still possible to buy food without ration cards in ordinary shops and canteens were no more than a distant memory.’
It means:
(a) There was hope of getting ration soon.
(b) Citizens under siege had to show their ration cards for buying food.
(c) There were shops and canteen for buying food for the people under siege.
(d) The possibility of buying the food without a ration card as in the past, was no more than a memory now.
Reading CompRehension text ii
There are many ways of recording the events, news, and personal experiences.
Diary writing, logbook, daybook, journal, etc.
are a few to name.
The journal writing is about writing the everyday record of an event or writing about an event, activity or experience, etc.
The following is an excerpt from the beginning of A Journal of the Plague Year by Daniel Defoe.
A Journal of the Plague Year
Look Up
and
Understand
discourse inspection
| plague tokens | It was about the beginning of September, 1664, that I, among the rest of my neighbours, heard in ordinary discourse that the plague was returned again in Holland; for it had been very violent there, and particularly at Amsterdam and Rotterdam, in the year 1663, whither, they say, it was brought, some said from Italy, others from the Levant, among some goods which were brought home by their Turkey fleet; others said it was brought from Candia; others from Cyprus. It mattered not from whence it came; but all agreed it was come into Holland again.
| vent | We had no such thing as printed newspapers in those days to spread rumours and reports of things, and to improve them by the invention of men, as I have lived to see practiced since. But such things as these were gathered from the letters of merchants and others who corresponded abroad, and from them were handed about by word of mouth only; so that things did not spread instantly over the whole nation, as they do now.
But it seems that the Government had a true account of it, and several councils were held about ways to prevent its coming over; but all was kept very private.
Hence, it was that this rumour died off again, and people began to forget it as a thing we were very little concerned in, and that we hoped was not true; till the latter end of November or the beginning of December 1664 when two men, said to be Frenchmen, died of the plague in Long Acre, or rather at the upper end of Drury Lane.
The family they were in endeavoured to conceal it as much as possible, but as it had gotten some vent in the discourse of the neighbourhood, the Secretaries of State got knowledge of it; and concerning themselves to inquire about it, in order to be certain of the truth, two physicians and a surgeon were ordered to go to the house Words and ExprEssions 2 – Class x48 and make inspection.
This they did; and finding evident tokens of the sickness upon both the bodies that were dead, they gave their opinions publicly that they died of the plague.
Whereupon, it was given in to the parish clerk, and he also returned them to the Hall; and it was printed in the weekly bill of mortality in the usual manner, thus — Plague 2.
Parishes infected 1.
Q.1.
The above passage is written in the English that was prevalent in the eighteenth century.
Find some words and phrases from the text which seem different as compared to the English language usage at present.
List them and find an appropriate substitute for each.
Look at the example given below: Example: whence — when
Q.2.
Answer the following questions:
(a) What is being talked about in the first paragraph of Daniel Defoe’s journal?
(b) How was news about important events circulated during those days?
(c) Why did the rumour about the plague die off?
(d) How was the news about the plague confirmed?
Q.3.
Tick the correct answer.
‘… the weekly bill of mortality’ means:
(a) The weekly payment of dues
(b) The weekly news about the deaths
(c) The statement about the hospital expenditure issued every week
(d) The list which was issued weekly, of persons who died due to plague | jewe204.pdf |
1 | CBSE | Class10 | English | Let’s Begin
The World Wars fought in the past stand testimony to the fact that fighting wars brings severe human suffering.
The sufferers, including women and children are left behind with trauma and indelible impressions on their minds.
You have read in the Class X English textbook the account of one such war in the diary of Anne Frank who captured the miseries of war in her diary.
Discuss how you may relate to Anne Frank’s feelings of alienation and isolation.Reading CompRehension text i
The following excerpt is from the diary of Lena Mukhina, a teenage girl who had undergone the atrocities of Germans when they fortified the city of Leningrad.
The siege of Leningrad is an important landmark in the history of Russia.
The siege of Leningrad lasted from September 1941 to 1944.
The city was cut off from the rest of Russia.
The Germans continuously bombarded the city which resulted in death, destruction, and starvation of the people.
However, the resolute Russians were warned in the beginning that the enemy was at the gate and it was a question of life and death.
They fought bravely and failed the Germans in their evil designs.
Look Up
and Understand
aftermath apathy Read the excerpt and answer the questions that follow.
appalling inclement
Foreword from The Diary of Lena Mukhina
No one could possibly have known that the city would remain in the grip of siege for 872 days and nights.
But Leningrad’s citizens had begun to feel the breath of war as early as September.
Daily severely siege 04:19:28 PM air raids and artillery bombardment of residential neighbourhoods drove the city’s inhabitants into bomb shelters, several times a day, and for hours at a time.
People’s initial curiosity in the aftermath of the first bomb attacks soon gave way to fear and then, in conditions of appalling hunger and cold, to apathy.
Leningraders welcomed inclement weather for the reduced visibility it brought.
They came to dread sunny days and moonlit nights, when the Germans would be sure to bomb their city.
Cloud cover, however, offered no protection from artillery fire: in just over six months from the start of the siege there were only thirty-two days when shells did not explode on the city’s streets.
Hunger soon set in.
Between September and November 1941 the bread rations that had been announced in July were reduced five times, reaching their lowest point on 20 November — 125 ‘blockade grams’ for children, dependents and white-collar workers and 250g for manual workers, technicians and engineers.
Rations of meat, butter, sugar and other food items were severely reduced.
The summer months and the beginning of autumn, when it was still possible to buy food without ration cards in ordinary shops and canteens were no more than a distant memory.
Lena Mukhina
Q.1.
Infer the meanings of the following expressions.
The first has been done for you as an example.
(a) to feel the breath of war: there were indications
that war was going to start soon (b) appalling hunger and cold:
(c) start of the siege:
(d) blockade grams:
Words and ExprEssions 2 – Class x46 04:19:29 PM
Q.2.
List the words from the passage which are related to the war, for example ‘bombardment’.
Q.3.
Answer the following questions:
(a) Who were the captives as stated in the above passage?
(b) Why did the people under siege welcome the bad weather conditions?
(c) What were the fears in the mind of the people?
(d) Have the people lost hope or reconciled to the existing situation?
Q.4.
Tick the correct answer ‘…when it was still possible to buy food without ration cards in ordinary shops and canteens were no more than a distant memory.’
It means:
(a) There was hope of getting ration soon.
(b) Citizens under siege had to show their ration cards for buying food.
(c) There were shops and canteen for buying food for the people under siege.
(d) The possibility of buying the food without a ration card as in the past, was no more than a memory now. | jewe204.pdf |
2 | CBSE | Class10 | English | Foreword from The Diary of Lena Mukhina
No one could possibly have known that the city would remain in the grip of siege for 872 days and nights.
But Leningrad’s citizens had begun to feel the breath of war as early as September.
Daily severely siege 04:19:28 PM air raids and artillery bombardment of residential neighbourhoods drove the city’s inhabitants into bomb shelters, several times a day, and for hours at a time.
People’s initial curiosity in the aftermath of the first bomb attacks soon gave way to fear and then, in conditions of appalling hunger and cold, to apathy.
Leningraders welcomed inclement weather for the reduced visibility it brought.
They came to dread sunny days and moonlit nights, when the Germans would be sure to bomb their city.
Cloud cover, however, offered no protection from artillery fire: in just over six months from the start of the siege there were only thirty-two days when shells did not explode on the city’s streets.
Hunger soon set in.
Between September and November 1941 the bread rations that had been announced in July were reduced five times, reaching their lowest point on 20 November — 125 ‘blockade grams’ for children, dependents and white-collar workers and 250g for manual workers, technicians and engineers.
Rations of meat, butter, sugar and other food items were severely reduced.
The summer months and the beginning of autumn, when it was still possible to buy food without ration cards in ordinary shops and canteens were no more than a distant memory.
Lena Mukhina
Q.1.
Infer the meanings of the following expressions.
The first has been done for you as an example.
(a) to feel the breath of war: there were indications
that war was going to start soon (b) appalling hunger and cold:
(c) start of the siege:
(d) blockade grams:
Words and ExprEssions 2 – Class x46 04:19:29 PM
Q.2.
List the words from the passage which are related to the war, for example ‘bombardment’.
Q.3.
Answer the following questions:
(a) Who were the captives as stated in the above passage?
(b) Why did the people under siege welcome the bad weather conditions?
(c) What were the fears in the mind of the people?
(d) Have the people lost hope or reconciled to the existing situation?
Q.4.
Tick the correct answer ‘…when it was still possible to buy food without ration cards in ordinary shops and canteens were no more than a distant memory.’
It means:
(a) There was hope of getting ration soon.
(b) Citizens under siege had to show their ration cards for buying food.
(c) There were shops and canteen for buying food for the people under siege.
(d) The possibility of buying the food without a ration card as in the past, was no more than a memory now. | jewe204.pdf |
3 | CBSE | Class10 | English | Look Up
andUnderstand
discourse inspection
| plague tokens | It was about the beginning of September, 1664, that I, among the rest of my neighbours, heard in ordinary discourse that the plague was returned again in Holland; for it had been very violent there, and particularly at Amsterdam and Rotterdam, in the year 1663, whither, they say, it was brought, some said from Italy, others from the Levant, among some goods which were brought home by their Turkey fleet; others said it was brought from Candia; others from Cyprus. It mattered not from whence it came; but all agreed it was come into Holland again.
| vent | We had no such thing as printed newspapers in those days to spread rumours and reports of things, and to improve them by the invention of men, as I have lived to see practiced since. But such things as these were gathered from the letters of merchants and others who corresponded abroad, and from them were handed about by word of mouth only; so that things did not spread instantly over the whole nation, as they do now.
But it seems that the Government had a true account of it, and several councils were held about ways to prevent its coming over; but all was kept very private.
Hence, it was that this rumour died off again, and people began to forget it as a thing we were very little concerned in, and that we hoped was not true; till the latter end of November or the beginning of December 1664 when two men, said to be Frenchmen, died of the plague in Long Acre, or rather at the upper end of Drury Lane.
The family they were in endeavoured to conceal it as much as possible, but as it had gotten some vent in the discourse of the neighbourhood, the Secretaries of State got knowledge of it; and concerning themselves to inquire about it, in order to be certain of the truth, two physicians and a surgeon were ordered to go to the house Words and ExprEssions 2 – Class x48 and make inspection.
This they did; and finding evident tokens of the sickness upon both the bodies that were dead, they gave their opinions publicly that they died of the plague.
Whereupon, it was given in to the parish clerk, and he also returned them to the Hall; and it was printed in the weekly bill of mortality in the usual manner, thus — Plague 2.
Parishes infected 1.
Q.1.
The above passage is written in the English that was prevalent in the eighteenth century.
Find some words and phrases from the text which seem different as compared to the English language usage at present.
List them and find an appropriate substitute for each.
Look at the example given below: Example: whence — when
Q.2.
Answer the following questions:
(a) What is being talked about in the first paragraph of Daniel Defoe’s journal?
(b) How was news about important events circulated during those days?
(c) Why did the rumour about the plague die off?
(d) How was the news about the plague confirmed?
Q.3.
Tick the correct answer.
‘… the weekly bill of mortality’ means:
(a) The weekly payment of dues
(b) The weekly news about the deaths
(c) The statement about the hospital expenditure issued every week
(d) The list which was issued weekly, of persons who died due to plagueFUn Facts
IdIom
A baker’s dozen:
thirteen Egg on one’s face: be embarrassed, feel foolish
VocabULary
1. Choose a word or expression that completes each of the
following sentences.
One has been done for you.
(a) I can’t tell you the plan because I don’t know about it.
(him her it them)
(b) One should learn to defend against bullies.
(herself itself himself oneself)
(c) The girls were helping you were probably Rahul’s friends.
(which who that they) (d) These dresses belong to you.
I am sure they are (yours your yours’ theirs) (e) The fire caused serious to the group of houses.
(damage damages injuries injury)
Words and ExprEssions 2 – Class x50 04:19:31 PM
(f) The board was plans for the tournament.
(concerned to concern about concerned at concerned with)IdIom
A baker’s dozen:
thirteen Egg on one’s face: be embarrassed, feel foolishA baker’s dozen:
thirteen Egg on one’s face: be embarrassed, feel foolishVocabULary
1. Choose a word or expression that completes each of the
following sentences.
One has been done for you.
(a) I can’t tell you the plan because I don’t know about it.
(him her it them)
(b) One should learn to defend against bullies.
(herself itself himself oneself)
(c) The girls were helping you were probably Rahul’s friends.
(which who that they) (d) These dresses belong to you.
I am sure they are (yours your yours’ theirs) (e) The fire caused serious to the group of houses.
(damage damages injuries injury)
Words and ExprEssions 2 – Class x50 04:19:31 PM
(f) The board was plans for the tournament.
(concerned to concern about concerned at concerned with) | jewe204.pdf |
4 | CBSE | Class10 | English | (f) Here is your bag
your bag.
04:19:31 PM
(g) I would guide him. guide him.(h) They are not rich
They rich.
3. Fill in the blanks with the phrasal verbs given below.
Change the tense of the verbs wherever required.
(breakdown, find out, look for, go out, check out) Suhasini wanted to with her mother to the book shop.
Her mother came back home very late.
She said that her car on the way back.
She had to a mechanic.
She several apps for roadside assistance but then that her internet was not working.Editing
1. Read this quote from Max Müller.
There are errors in the text.
Find out the errors and write the correct word in the space provided “If I was asked under what sky the human mind has most fully developed some for its choicest gifts,
has most deeply pondered on the greatest problems of life, and has find solutions of some of them which well deserve the attention even of them who have studied Plato and Kant, I should pointed to India.Fun Facts
And if I were to ask me from what literature we who has been nurtured almost exclusively on the thoughts of Greeks and Romans, and of the Semitic race, the Jewish, may draw the corrective which is most want
Tongue TwisTers
I saw Susie sitting in a shoeshine shop in order to make our inner life more perfect, more comprehensive, more universal, in fact most truly human a life again I should point to India.”
Max Müller
(Source: https://www.goodreads.com/quotes/1039434-if-iwere-asked-under-what-sky-the-human-mind) Words and ExprEssions 2 – Class x52 01-Jul-2019 01:47:52 PMTongue TwisTers
I saw Susie sitting in a shoeshine shop in order to make our inner life more perfect, more comprehensive, more universal, in fact most truly human a life again I should point to India.”
Max Müller
(Source: https://www.goodreads.com/quotes/1039434-if-iwere-asked-under-what-sky-the-human-mind) Words and ExprEssions 2 – Class x52 01-Jul-2019 01:47:52 PMMax Müller
(Source: https://www.goodreads.com/quotes/1039434-if-iwere-asked-under-what-sky-the-human-mind) Words and ExprEssions 2 – Class x52 01-Jul-2019 01:47:52 PMListeninG
1. Listen to the following YouTube link on ‘The Siege of Leningrad’ and make notes in the first box.
Then write a narrative account of it in the second box.
(Source: 8th September 1941: Start of ‘The Siege of Leningrad’ https://www.youtube.com/watch?v=5n2ym0LHyRU)
speaking
1. The following poem is taken from The Diary of Lena Mukhina.
(a) Ask your teacher to recite the poem.
Listen to the poem attentively and identify the qualities mentioned.
(b) Discuss these qualities with your partner.
(c) Think of a person who has some of these qualities and talk about them to your partner.
You can highlight the incidents and actions of the person that reflect these qualities.
Fun Facts
Lena Mukhina’s Diary 22 May 1941–25 May 1942
Comma
‘Remember My Sad Story: Lena Mukhina’s Siege Diary’
Comma can be used in the opening and closing of a letter.
Consider any day on which you do not discover anything new or learn anything useful a lost day!
Dear Rashmi, I would like to thank you.
Love, Rekha
Anyone can become strong, smart and steadfast.
There is only one essential requirement – will power!
Will power can conquer anything.
A strong-willed person is persistent and determined.
People are not born brave, strong and smart.
These qualities must be acquired through perseverance and with determination, like the ability to read and write.
Writing
1. You have read in the passage ‘A Journal of the Plague Year’ by Daniel Defoe about how the news of plague was reported in those times.
What are the means of reporting today?
Words and ExprEssions 2 – Class x54 28-Jun-2019 09:43:30 AM
2. Write a report on any one of the following — conservation of environment, plantation of trees, waste disposal, water harvesting, and the cleanliness drive under Swachh Bharat Abhiyan carried out in your locality.speaking
1. The following poem is taken from The Diary of Lena Mukhina.
(a) Ask your teacher to recite the poem.
Listen to the poem attentively and identify the qualities mentioned.
(b) Discuss these qualities with your partner.
(c) Think of a person who has some of these qualities and talk about them to your partner.
You can highlight the incidents and actions of the person that reflect these qualities. | jewe204.pdf |
0 | CBSE | Class10 | English | 5 Glimpses of india
Let’s Begin
In the ‘Glimpses of India’ (First Flight, Class X textbook, NCERT) you have read about interesting people and places.
India is a place of diversity in terms of culture, language, food, traditions, etc.
There are many stories unknown to us about the way of life of people.
Work in groups of four and find out about the following in any five Indian states.
• Their regional cuisine
• Dance form and music
• Art form
• Any other information
Mark these five places on a map and represent the information highlighting the interesting facts.
Reading CompRehension text i
The following is an excerpt about the Parsi community in India and their food.
Read the passage and answer the questions.
“Aavoji, aavo, aavo!
Welcome to Delhi!
Let me show you my beautiful city.”
The booming voice of Nowrosji Kapadia could be heard across the length and breadth of the platform.
It was Nowrosji’s favourite pastime: a walk to the Old Delhi railway station to greet the Frontier Mail as it chugged into Delhi from Mumbai to Peshawar.
With this refrain, an eager Nowrosji would cajole Parsi visitors off the train and take them home for a meal and often persuade some to stay overnight or for a few days.
He cajole dainty extensive overruled vouch would use this opportunity to tell them about the advantages of shifting to Delhi.
Though his wife Jer Bai would occasionally object to unknown visitors, she was always overruled.
This was the beginning of the community of Parsis in Delhi Writing about Parsis in the Delhi of old is not easy.
There are memories of my grandparents and parents — a collective memory of generations past and people long gone, yet here in spirit During festive gatherings, the women went to town with the food; outside catering was unheard of.
The poorer members of the community never knew who had paid for what.
This tradition continued in the northern cities of Lucknow, Kanpur, and Allahabad well into the ‘70s.
Sadly, that kind of life has almost gone forever.
Look Up
and
Understand
Food preparations began two days in advance.
Dar ni pori (rich pastry stuffed with sweetened lentils) and malido (halwa) were carried in big vatus (pots) and served with puris.
Anyone who has made malido can vouch for the fact that you need strong biceps;
it is an exhausting exercise.
The first time I made it under my grandmother’s supervision was also the last.
I could hardly move my arms for the next two days!
Since then, I gained a healthy respect for my dainty grandmother.
The menu was extensive.
Breakfast would start with either sev—brown vermicelli cooked in milk and served with fresh cream—or ravo, semolina pudding, Mithu dahi or sweetened curd made with full cream milk was an absolute must.
This was followed by bafellaeeda, hard-boiled eggs, and kheemo kaleji, mutton mince with liver.
For lunch, there was almost always smori dal chawal and macchi no patio — white boiled rice with yellow dal offset by a tart and tangy fish curry.
Teatime was special at our home.
My grandmother made it a point to dress for tea; I was made to do the same.
Once we were ready, out came the treats: Parsi biscuits — batasa, nankhatai and flaky khari; patrel, rolled, steamed arbi leaves stuffed with besan masala; kumas, rich Parsi cake; and my favourite, bhakra, sweet deep fried doughnuts.
That tradition has stayed with me.
I certainly don’t dress up, but I still need a snack with at least three cups of tea!
(Source: ‘Down Memory Lane with the Parsis of New Delhi’ by Shernaz Italia, The Wire) Words and ExprEssions 2 – Class x58
Q.1. Infer the meaning of the following expressions (a) Nowrosji would cajole Parsi visitors off the train. (b) Jer Bai would occasionally object to unknown visitors, she was always overruled. (c) outside catering was unheard of. (d) I gained a healthy respect for my dainty grandmother. Q.2. Answer the following questions. (a) “Aavoji, aavo, aavo! Welcome to Delhi! Let me show you my beautiful city.” Who said this and why?
(b) Why were Jer Bai’s arguments always overruled?
(c) Why do you think outside catering was unheard of?
(d) According to the writer what “kind of life has almost gone forever”?
(e) What has made the writer more respectful to her grandmother?
(f) What was special about the tea time in the writer’s home?
Q.3.
Tick the correct answer.
What is “an exhausting exercise”?
Preparing for the festival.
()
(b) Travelling from Mumbai to Peshawar
()
(c) Writing about Parsis in old Delhi.
()
(d) Cooking malido, the Parsi style halwa.
()
Patara ni Machhi Dhansak Lagan Nu Custard
Dar ni poriParsi Malido
Ravo
Words and ExprEssions 2 – Class x60
Q.4. Make a list of Parsi delicacies as mentioned in the passage. A few are given above. You can add more to the list. Find the words for Mithu dahi in your language. text ii You have read about Coorg, its rainforests, and coffee and tea from Assam in ‘Glimpses of India’ (First Flight, Class X textbook, NCERT). The following extract is about the cultivation of coffee in Araku valley in Andhra Pradesh. The story of Araku Valley traverses an unusual trajectory through Adivasi empowerment, hot-air balloons and some of the best coffee in the world. Look Up Read the passage given below and answer the questions. and Understand Located at about 1,200m above sea level, the valley, tucked away in the north-eastern corner of Andhra Pradesh, shares a border with Odisha. For guests and participants at the Araku Balloon Festival (ABF), held between 18-20 January every year, this is sightseeing like nothing else. bio-dynamic
entrepreneurs (Source: ‘What’s Brewing in Araku Valley?’
by Diya Kohli, livemint, 23 February, 2019)
| | intrinsically
| The drive to far-flung coffee estates takes us through the five northern mandals of Anantha giri, Dumbriguda, Hukumpeta, Munchingi Puttu and Araku valley. The name Araku for the coffee was chosen simply because it sounded poetic. The view from the ground level is as impressive as the one from above — the landscape changes from densely forested hills to sweeping valleys and terrace farms surrounding occasional village clusters. The journey of Araku Coffee from a livelihood initiative by the Naandi Foundation to a globally appreciated product has been in the making for over a decade. It is also intrinsically tied to the history of how coffee arrived in this valley. It was a British civil servant, N.S. Brodie, who introduced coffee to these hill tracts in 1898. | mandals terroirs (ter’wa:) trajectory traverses tucked
Infer the meaning of the following:
(a) traverses an unusual trajectory
(b) The drive to far-flung coffee estates
(c) densely forested hills
(d) village clusters
Q.2.
Find words from the text which mean the following: (a) in a place that is hidden (paragraph one)
(b) distant or remote (paragraph two)
(c) to improve the quality or flavour of something (paragraph four)
(d) a smell specially a pleasant one (paragraph four) Today, Araku coffee is a brand that works with 517 villages and
10,986 farmers, all of whom are estate owners and entrepreneurs with a stake in the business.
The reason the coffee is of such high quality is that it follows the best practices of bio-dynamic farming by creating an interconnected and symbiotic ecosystem.
The soil is enriched through composting and a variety of shade trees are planted, including cash-yielding fruit trees like mango and jackfruit.
Terroirs are assessed and careful standard operating procedures are put in place from “sapling to savouring”, which ensures healthier plants and sweeter cherries and eventually a far superior coffee aroma and flavour.
Words and ExprEssions 2 – Class x62
Q.3. Answer the following questions. (a) What is unique about the Araku valley as stated in paragraph one? (b) Where is Araku valley? (c) Underline and write below the sentences, words, and expressions which indicate that Araku coffee has moved ahead of being the only means of livelihood. (d) State a historical fact about the coffee in the valley? (e) There are specific terms being used in the passage for the cultivation of coffee for example, terrace farms, biodynamic farming, etc. Find more such terms and their meanings. Q.4. The expression “sapling to savouring” in paragraph four means: (Tick the right answer)
(a) Coffee plants are taken care of from the stage of plantation till its beans are ready for an enjoyable cup of coffee.
()
(b) Coffee saplings are very delicate hence a lot of care is being taken of them.
()
(c) The growth of coffee plants is dependent on shady trees.
()
(d) Coffee plant can give a cup of enjoyable coffee.
()
VocabULary
FUn Facts
1. Match the sounds in Column A with the appropriate words from Column B.
IdIom
Butter someone up — to impress someone with flattery
Example: rustling of leaves The meanings of some words are given below which will help you to find out the words.
A B
(a) shuffling of chains
(b) striking of leaves
(c) puffing of feet
(d) clanking of a match
(e) sighing of the door
(f) rustling of the wind
(g) banging of an engine
(h) gurgling of hyenas
(i) howling of water
Grammar
1. You have read about -ing and -ed adjectives in the textbook, the First Flight, page number 97. Read it agan to understand how these adjectives are used.
These are also the present participles (-ing forms) and past participles (-ed forms) of verbs and are used as adjectives.
Read the following sentences to know this.
• Rita gave me a welcoming cup of coffee
• Her performance in the test was pleasing.
• She appeared delighted with the gift.
• The bored students became restless.
Words and ExprEssions 2 – Class x64
Now fill in the blanks of the sentences with past participle from one of the following words.
(infect, take, quote, use, watch, frighten, propose)
(a) People demonstrated against the changes
(b) The loud cheer went up from the students
(c) After the editor read the article, she checked all the examples
(d) Rub the antiseptic cream in the area.
(e) My wallet was among the things
(f) Cyclone Fani was a experience.
2. Rewrite in the past tense the following excerpt from the ‘Glimpses of India’ (First Flight, Class X textbook) and check your answers with a partner.
Birds, bees, and butterflies are there to give you company.
Macaques, Malabar squirrels, langurs, and slender loris keep a watchful eye from the tree canopy.
I do, however, prefer to step aside for wild elephants.
The climb to the Brahmagiri hills brings you into a panoramic view of the entire misty landscape of Coorg.
A walk across the rope bridge leads to the sixty-four acre island of Nisargadhama.
Running into Buddhist monks from India’s largest Tibetan settlement, at nearby Bylakuppe, is a bonus.
The monks, in red, ochre, and yellow robes are amongst the many surprises that wait to be discovered by visitors searching for the heart and soul of India, right here in Coorg.
editinG
1. Some words have been wrongly spelt in the paragraph given below.
Correct the words and read the paragraph aloud.
The Valley of Flowers
The journey to the Valley of Flowers begins about 16 km away
from Joshimath, at Govindghat (1,770 m) on the Rishikesh-
Badrinath heightway.
The Valley of Flowers is covered with a
rich varity of magnifiscent plants.
Over the past few years, thousand of visitors have ‘discovered’
this idyll amidst the mountain.
However, they live like marks
only by way of empty cans, waste-paper and cigarete butts.
Trakking in the area has resulted in the trampling of these
delikate plants by humans and ponies.
As a result, the
government of India was compeled to ban all mountainering, trekking, expeditions and livestock grasing in the area, with
effect from February 20, 1983.
This is to privent further
damage to one of our nation’s unique repositories of natural
beauty.
Words and ExprEssions 2 – Class x66
ListeninG
Ask your classmate or teacher to read aloud the following passage from the text ‘Glimpses of India’ (First Flight, Class X textbook).
Listen carefully, and note down the keywords, main ideas and interesting expressions in your notebook while listening.
During our childhood in Goa, the baker used to be our friend, companion and guide.
He used to come at least twice a day.
Once, when he set out in the morning on his selling round, and then again, when he returned after emptying his huge basket.
The jingling thud of his bamboo woke us up from sleep and we ran to meet and greet him. Why was it so?
Was it for the love of the loaf?
Not at all.
The loaves were bought by some Paskine or Bastine, the maid-servant of the house!
What we longed for were those bread-bangles which we chose carefully.
Sometimes it was sweet bread of a special kind.
Averse — strong feelings against The baker made his musical entry on the scene with the ‘jhang, jhang — sound of his specially made bamboo staff.
One hand supported the basket on his head and the other banged the bamboo on the ground.
He would greet the lady of the house with a “Good morning” and then place his basket on the vertical bamboo.
We kids would be pushed aside with a mild rebuke and the loaves would be delivered to the servant.
But we would not give up.
We would climb a bench or the parapet and peep into the basket, somehow.
I can still recall the typical fragrance of those loaves; loaves for the elders and the bangles for the children.
Then we did not even care to brush our teeth or wash our mouths properly.
And why should we?
Who would take the trouble of plucking the mango leaf for the toothbrush?
And why was it necessary at all?
The tiger never brushed his teeth.
Hot tea could wash and clean up everything so nicely, after all!
Now summarise the paragraph using your notes.
FUn
Facts
Adverse — difficult
speakinG
FUn Facts
1. Excursions give opportunities to explore nature, places of historical interest, etc.
Tourists are interested in meeting people, understanding their culture, and enjoying the variety in food.
The Indian Railways have recently introduced glass Vistadome coach in train to provide a delightful travelling experience to the picturesque valley of Araku in Vishakhapatnam.
Advice — noun Advise — verb
In groups of four, discuss and plan a budget trip to Araku valley.
You may keep the following in mind while planning.
Add more points to the following as per your requirement.
• Find out the location (look up the map) and accessibility to the places to be visited.
• Calculate the cost of the stay.
• Search for an economic and safe accommodation, perhaps a home stay.
• Find out the modes of transport and booking.
Now, prepare an itinerary of your excursion to Araku valley and share with the class.
2. Try repeating some of these tongue twisters:
(a) Pre shrunk shirts
(b) Six slim slick slender saplings
(c) The sixth sheikh’s sixth sheep’s sick
(d) Tie twine to three twigs
(e) Double bubble gum bubbles double
Words and ExprEssions 2 – Class x68
WritinG
1. Infer the meaning of the following expressions in the passage on Parsi community.
“Aavoji, aavo, aavo!
Welcome to Delhi.”
• length and breadth
• chugged into
• vouch for
• long gone
• out came the treats
Now, write an account of a travel by train using these expressions.
Describe the journey by giving details of distance, booking of tickets, facilities available, and suggestions for improvement.
You can add pictures of places, people, etc.
2. Write an advertisement for your favourite tea or coffee.
3. You have read about breads and bakers in Goa.
(First Flight, Class X).
Traditional breads are famous in Kashmir as well.
It is said that a Kashmiri’s day starts with a cup of piping hot nun chai (salty pink tea) and a crisp, freshly baked bread from the Kandur (the traditional baker).
In Kashmir, the Kandur shop isn’t just a place where one goes to buy the morning and evening breads, it is a social hub.
It is a place where you get to hear and participate in discussions that range from gossip to political discourses.
The Kandur shop or Kandur waan as it is called in Kashmiri has variety of breads for different occasions that are baked in the Kandur’s oven.
FUn Facts
Read about some of the Kashmiri breads: Tsot-Girda : is a medium sized round everyday bread that is a must on every breakfast table in Kashmir.
Refuse as veRb and noun
Lavasa : is a puffy level bread made from maida.
Tsochwor or Tilvor : is a bagel shaped, slightly hard bread with a sprinkling of sesame seeds on top.
The baker prepares ‘tsochwor’ at noon time to be enjoyed with the afternoon tea.
The dump was so full that the workers had to refuse more refuse.
Kulcha : These are crispy palm-sized breads sprinkled with poppy seeds.
These are — mith (sweet) and namkeen (savoury).
The bread is taken with some traditional Dodh Kehva (milk Kehva).
Sheermal : is another type of bread from Kashmir.
It is mildly sweet.
Roath : The sweet bread with a cake like texture is baked in traditional tandoor and is topped with dry fruits.
However, this one bread is made for grand occasions like weddings, child birth or engagements and served with Kehva.
Words and ExprEssions 2 – Class x70
• Now, collect information about breads, parathas, rotis in different parts of the country.
• You can talk to peers, teachers, parents, grandparents, community members and make use of internet.
• Make an interesting collage using pictures and write a few sentences about each bread based on the information you have gathered.
project
1. The Frontier mail, the train mentioned in the passage on the Parsi community was the prestigious and luxurious train which was flagged off in 1928 from Bombay to Peshawar.
It was the fastest train known for its punctuality.
It covered the distance of 2,335 kms in record time of seventy two hours.
(Source: From the collection of pictures by Shri Mukul Jain, Western Railways,
The train used to depart from Ballard Pier Mall Station at Bombay harbour for passengers arriving from England by ship and for the collection of mail brought in from steamers from Europe.
It was fashionable to travel by Frontier Mail in those days!
• Our railways have undergone magical transformation since independence from electrification to high speed etc.
Find more about Indian Railways and prepare a write up.
You can add experiences of rail travel of the people.
• Collect the pictures and information about vintage, royal and luxury trains in India.
Words and ExprEssions 2 – Class x72 Indian Railway’s website) | jewe205.pdf |
1 | CBSE | Class10 | English | Reading CompRehension text i
The following is an excerpt about the Parsi community in India and their food.
Read the passage and answer the questions.
“Aavoji, aavo, aavo!
Welcome to Delhi!
Let me show you my beautiful city.”
The booming voice of Nowrosji Kapadia could be heard across the length and breadth of the platform.
It was Nowrosji’s favourite pastime: a walk to the Old Delhi railway station to greet the Frontier Mail as it chugged into Delhi from Mumbai to Peshawar.
With this refrain, an eager Nowrosji would cajole Parsi visitors off the train and take them home for a meal and often persuade some to stay overnight or for a few days.
He cajole dainty extensive overruled vouch would use this opportunity to tell them about the advantages of shifting to Delhi.
Though his wife Jer Bai would occasionally object to unknown visitors, she was always overruled.
This was the beginning of the community of Parsis in Delhi Writing about Parsis in the Delhi of old is not easy.
There are memories of my grandparents and parents — a collective memory of generations past and people long gone, yet here in spirit During festive gatherings, the women went to town with the food; outside catering was unheard of.
The poorer members of the community never knew who had paid for what.
This tradition continued in the northern cities of Lucknow, Kanpur, and Allahabad well into the ‘70s.
Sadly, that kind of life has almost gone forever.
Look Up
and
Understand
Food preparations began two days in advance.
Dar ni pori (rich pastry stuffed with sweetened lentils) and malido (halwa) were carried in big vatus (pots) and served with puris.
Anyone who has made malido can vouch for the fact that you need strong biceps;
it is an exhausting exercise.
The first time I made it under my grandmother’s supervision was also the last.
I could hardly move my arms for the next two days!
Since then, I gained a healthy respect for my dainty grandmother.
The menu was extensive.
Breakfast would start with either sev—brown vermicelli cooked in milk and served with fresh cream—or ravo, semolina pudding, Mithu dahi or sweetened curd made with full cream milk was an absolute must.
This was followed by bafellaeeda, hard-boiled eggs, and kheemo kaleji, mutton mince with liver.
For lunch, there was almost always smori dal chawal and macchi no patio — white boiled rice with yellow dal offset by a tart and tangy fish curry.
Teatime was special at our home.
My grandmother made it a point to dress for tea; I was made to do the same.
Once we were ready, out came the treats: Parsi biscuits — batasa, nankhatai and flaky khari; patrel, rolled, steamed arbi leaves stuffed with besan masala; kumas, rich Parsi cake; and my favourite, bhakra, sweet deep fried doughnuts.
That tradition has stayed with me.
I certainly don’t dress up, but I still need a snack with at least three cups of tea!
(Source: ‘Down Memory Lane with the Parsis of New Delhi’ by Shernaz Italia, The Wire) Words and ExprEssions 2 – Class x58
Q.1. Infer the meaning of the following expressions (a) Nowrosji would cajole Parsi visitors off the train. (b) Jer Bai would occasionally object to unknown visitors, she was always overruled. (c) outside catering was unheard of. (d) I gained a healthy respect for my dainty grandmother. Q.2. Answer the following questions. (a) “Aavoji, aavo, aavo! Welcome to Delhi! Let me show you my beautiful city.” Who said this and why?
(b) Why were Jer Bai’s arguments always overruled?
(c) Why do you think outside catering was unheard of?
(d) According to the writer what “kind of life has almost gone forever”?
(e) What has made the writer more respectful to her grandmother?
(f) What was special about the tea time in the writer’s home?
Q.3.
Tick the correct answer.
What is “an exhausting exercise”?
Preparing for the festival.
()
(b) Travelling from Mumbai to Peshawar
()
(c) Writing about Parsis in old Delhi.
()
(d) Cooking malido, the Parsi style halwa.
()
Patara ni Machhi Dhansak Lagan Nu Custard
Dar ni poriParsi Malido
Ravo
Words and ExprEssions 2 – Class x60
Q.4. Make a list of Parsi delicacies as mentioned in the passage. A few are given above. You can add more to the list. Find the words for Mithu dahi in your language. text ii You have read about Coorg, its rainforests, and coffee and tea from Assam in ‘Glimpses of India’ (First Flight, Class X textbook, NCERT). The following extract is about the cultivation of coffee in Araku valley in Andhra Pradesh. The story of Araku Valley traverses an unusual trajectory through Adivasi empowerment, hot-air balloons and some of the best coffee in the world. Look Up Read the passage given below and answer the questions. and Understand Located at about 1,200m above sea level, the valley, tucked away in the north-eastern corner of Andhra Pradesh, shares a border with Odisha. For guests and participants at the Araku Balloon Festival (ABF), held between 18-20 January every year, this is sightseeing like nothing else. bio-dynamic
entrepreneurs (Source: ‘What’s Brewing in Araku Valley?’
by Diya Kohli, livemint, 23 February, 2019)
| | intrinsically
| The drive to far-flung coffee estates takes us through the five northern mandals of Anantha giri, Dumbriguda, Hukumpeta, Munchingi Puttu and Araku valley. The name Araku for the coffee was chosen simply because it sounded poetic. The view from the ground level is as impressive as the one from above — the landscape changes from densely forested hills to sweeping valleys and terrace farms surrounding occasional village clusters. The journey of Araku Coffee from a livelihood initiative by the Naandi Foundation to a globally appreciated product has been in the making for over a decade. It is also intrinsically tied to the history of how coffee arrived in this valley. It was a British civil servant, N.S. Brodie, who introduced coffee to these hill tracts in 1898. | mandals terroirs (ter’wa:) trajectory traverses tucked
Infer the meaning of the following:
(a) traverses an unusual trajectory
(b) The drive to far-flung coffee estates
(c) densely forested hills
(d) village clusters
Q.2.
Find words from the text which mean the following: (a) in a place that is hidden (paragraph one)
(b) distant or remote (paragraph two)
(c) to improve the quality or flavour of something (paragraph four)
(d) a smell specially a pleasant one (paragraph four) Today, Araku coffee is a brand that works with 517 villages and
10,986 farmers, all of whom are estate owners and entrepreneurs with a stake in the business.
The reason the coffee is of such high quality is that it follows the best practices of bio-dynamic farming by creating an interconnected and symbiotic ecosystem.
The soil is enriched through composting and a variety of shade trees are planted, including cash-yielding fruit trees like mango and jackfruit.
Terroirs are assessed and careful standard operating procedures are put in place from “sapling to savouring”, which ensures healthier plants and sweeter cherries and eventually a far superior coffee aroma and flavour.
Words and ExprEssions 2 – Class x62
Q.3. Answer the following questions. (a) What is unique about the Araku valley as stated in paragraph one? (b) Where is Araku valley? (c) Underline and write below the sentences, words, and expressions which indicate that Araku coffee has moved ahead of being the only means of livelihood. (d) State a historical fact about the coffee in the valley? (e) There are specific terms being used in the passage for the cultivation of coffee for example, terrace farms, biodynamic farming, etc. Find more such terms and their meanings. Q.4. The expression “sapling to savouring” in paragraph four means: (Tick the right answer)
(a) Coffee plants are taken care of from the stage of plantation till its beans are ready for an enjoyable cup of coffee.
()
(b) Coffee saplings are very delicate hence a lot of care is being taken of them.
()
(c) The growth of coffee plants is dependent on shady trees.
()
(d) Coffee plant can give a cup of enjoyable coffee.
() | jewe205.pdf |
2 | CBSE | Class10 | English | Understand
Food preparations began two days in advance.
Dar ni pori (rich pastry stuffed with sweetened lentils) and malido (halwa) were carried in big vatus (pots) and served with puris.
Anyone who has made malido can vouch for the fact that you need strong biceps;
it is an exhausting exercise.
The first time I made it under my grandmother’s supervision was also the last.
I could hardly move my arms for the next two days!
Since then, I gained a healthy respect for my dainty grandmother.
The menu was extensive.
Breakfast would start with either sev—brown vermicelli cooked in milk and served with fresh cream—or ravo, semolina pudding, Mithu dahi or sweetened curd made with full cream milk was an absolute must.
This was followed by bafellaeeda, hard-boiled eggs, and kheemo kaleji, mutton mince with liver.
For lunch, there was almost always smori dal chawal and macchi no patio — white boiled rice with yellow dal offset by a tart and tangy fish curry.
Teatime was special at our home.
My grandmother made it a point to dress for tea; I was made to do the same.
Once we were ready, out came the treats: Parsi biscuits — batasa, nankhatai and flaky khari; patrel, rolled, steamed arbi leaves stuffed with besan masala; kumas, rich Parsi cake; and my favourite, bhakra, sweet deep fried doughnuts.
That tradition has stayed with me.
I certainly don’t dress up, but I still need a snack with at least three cups of tea!
(Source: ‘Down Memory Lane with the Parsis of New Delhi’ by Shernaz Italia, The Wire) Words and ExprEssions 2 – Class x58
Q.1. Infer the meaning of the following expressions (a) Nowrosji would cajole Parsi visitors off the train. (b) Jer Bai would occasionally object to unknown visitors, she was always overruled. (c) outside catering was unheard of. (d) I gained a healthy respect for my dainty grandmother. Q.2. Answer the following questions. (a) “Aavoji, aavo, aavo! Welcome to Delhi! Let me show you my beautiful city.” Who said this and why?
(b) Why were Jer Bai’s arguments always overruled?
(c) Why do you think outside catering was unheard of?
(d) According to the writer what “kind of life has almost gone forever”?
(e) What has made the writer more respectful to her grandmother?
(f) What was special about the tea time in the writer’s home?
Q.3.
Tick the correct answer.
What is “an exhausting exercise”?
Preparing for the festival.
()
(b) Travelling from Mumbai to Peshawar
()
(c) Writing about Parsis in old Delhi.
()
(d) Cooking malido, the Parsi style halwa.
()
Patara ni Machhi Dhansak Lagan Nu Custard
Dar ni poriParsi Malido
Ravo
Words and ExprEssions 2 – Class x60
Q.4. Make a list of Parsi delicacies as mentioned in the passage. A few are given above. You can add more to the list. Find the words for Mithu dahi in your language. text ii You have read about Coorg, its rainforests, and coffee and tea from Assam in ‘Glimpses of India’ (First Flight, Class X textbook, NCERT). The following extract is about the cultivation of coffee in Araku valley in Andhra Pradesh. The story of Araku Valley traverses an unusual trajectory through Adivasi empowerment, hot-air balloons and some of the best coffee in the world. Look Up Read the passage given below and answer the questions. and Understand Located at about 1,200m above sea level, the valley, tucked away in the north-eastern corner of Andhra Pradesh, shares a border with Odisha. For guests and participants at the Araku Balloon Festival (ABF), held between 18-20 January every year, this is sightseeing like nothing else. bio-dynamic
entrepreneurs (Source: ‘What’s Brewing in Araku Valley?’
by Diya Kohli, livemint, 23 February, 2019)
| | intrinsically
| The drive to far-flung coffee estates takes us through the five northern mandals of Anantha giri, Dumbriguda, Hukumpeta, Munchingi Puttu and Araku valley. The name Araku for the coffee was chosen simply because it sounded poetic. The view from the ground level is as impressive as the one from above — the landscape changes from densely forested hills to sweeping valleys and terrace farms surrounding occasional village clusters. The journey of Araku Coffee from a livelihood initiative by the Naandi Foundation to a globally appreciated product has been in the making for over a decade. It is also intrinsically tied to the history of how coffee arrived in this valley. It was a British civil servant, N.S. Brodie, who introduced coffee to these hill tracts in 1898. | mandals terroirs (ter’wa:) trajectory traverses tucked
Infer the meaning of the following:
(a) traverses an unusual trajectory
(b) The drive to far-flung coffee estates
(c) densely forested hills
(d) village clusters
Q.2.
Find words from the text which mean the following: (a) in a place that is hidden (paragraph one)
(b) distant or remote (paragraph two)
(c) to improve the quality or flavour of something (paragraph four)
(d) a smell specially a pleasant one (paragraph four) Today, Araku coffee is a brand that works with 517 villages and
10,986 farmers, all of whom are estate owners and entrepreneurs with a stake in the business.
The reason the coffee is of such high quality is that it follows the best practices of bio-dynamic farming by creating an interconnected and symbiotic ecosystem.
The soil is enriched through composting and a variety of shade trees are planted, including cash-yielding fruit trees like mango and jackfruit.
Terroirs are assessed and careful standard operating procedures are put in place from “sapling to savouring”, which ensures healthier plants and sweeter cherries and eventually a far superior coffee aroma and flavour.
Words and ExprEssions 2 – Class x62
Q.3. Answer the following questions. (a) What is unique about the Araku valley as stated in paragraph one? (b) Where is Araku valley? (c) Underline and write below the sentences, words, and expressions which indicate that Araku coffee has moved ahead of being the only means of livelihood. (d) State a historical fact about the coffee in the valley? (e) There are specific terms being used in the passage for the cultivation of coffee for example, terrace farms, biodynamic farming, etc. Find more such terms and their meanings. Q.4. The expression “sapling to savouring” in paragraph four means: (Tick the right answer)
(a) Coffee plants are taken care of from the stage of plantation till its beans are ready for an enjoyable cup of coffee.
()
(b) Coffee saplings are very delicate hence a lot of care is being taken of them.
()
(c) The growth of coffee plants is dependent on shady trees.
()
(d) Coffee plant can give a cup of enjoyable coffee.
() | jewe205.pdf |
3 | CBSE | Class10 | English | FUn Facts
1. Match the sounds in Column A with the appropriate words from Column B.
IdIom
Butter someone up — to impress someone with flattery
Example: rustling of leaves The meanings of some words are given below which will help you to find out the words.
A B
(a) shuffling of chains
(b) striking of leaves
(c) puffing of feet
(d) clanking of a match
(e) sighing of the door
(f) rustling of the wind
(g) banging of an engine
(h) gurgling of hyenas
(i) howling of water
Grammar
1. You have read about -ing and -ed adjectives in the textbook, the First Flight, page number 97. Read it agan to understand how these adjectives are used.
These are also the present participles (-ing forms) and past participles (-ed forms) of verbs and are used as adjectives.
Read the following sentences to know this.
• Rita gave me a welcoming cup of coffee
• Her performance in the test was pleasing.
• She appeared delighted with the gift.
• The bored students became restless.
Words and ExprEssions 2 – Class x64
Now fill in the blanks of the sentences with past participle from one of the following words.
(infect, take, quote, use, watch, frighten, propose)
(a) People demonstrated against the changes
(b) The loud cheer went up from the students
(c) After the editor read the article, she checked all the examples
(d) Rub the antiseptic cream in the area.
(e) My wallet was among the things
(f) Cyclone Fani was a experience.
2. Rewrite in the past tense the following excerpt from the ‘Glimpses of India’ (First Flight, Class X textbook) and check your answers with a partner.
Birds, bees, and butterflies are there to give you company.
Macaques, Malabar squirrels, langurs, and slender loris keep a watchful eye from the tree canopy.
I do, however, prefer to step aside for wild elephants.
The climb to the Brahmagiri hills brings you into a panoramic view of the entire misty landscape of Coorg.
A walk across the rope bridge leads to the sixty-four acre island of Nisargadhama.
Running into Buddhist monks from India’s largest Tibetan settlement, at nearby Bylakuppe, is a bonus.
The monks, in red, ochre, and yellow robes are amongst the many surprises that wait to be discovered by visitors searching for the heart and soul of India, right here in Coorg.
editinG
1. Some words have been wrongly spelt in the paragraph given below.
Correct the words and read the paragraph aloud.
The Valley of Flowers
The journey to the Valley of Flowers begins about 16 km away
from Joshimath, at Govindghat (1,770 m) on the Rishikesh-
Badrinath heightway.
The Valley of Flowers is covered with a
rich varity of magnifiscent plants.
Over the past few years, thousand of visitors have ‘discovered’
this idyll amidst the mountain.
However, they live like marks
only by way of empty cans, waste-paper and cigarete butts.
Trakking in the area has resulted in the trampling of these
delikate plants by humans and ponies.
As a result, the
government of India was compeled to ban all mountainering, trekking, expeditions and livestock grasing in the area, with
effect from February 20, 1983.
This is to privent further
damage to one of our nation’s unique repositories of natural
beauty.
Words and ExprEssions 2 – Class x66
ListeninG
Ask your classmate or teacher to read aloud the following passage from the text ‘Glimpses of India’ (First Flight, Class X textbook).
Listen carefully, and note down the keywords, main ideas and interesting expressions in your notebook while listening.
During our childhood in Goa, the baker used to be our friend, companion and guide.
He used to come at least twice a day.
Once, when he set out in the morning on his selling round, and then again, when he returned after emptying his huge basket.
The jingling thud of his bamboo woke us up from sleep and we ran to meet and greet him. Why was it so?
Was it for the love of the loaf?
Not at all.
The loaves were bought by some Paskine or Bastine, the maid-servant of the house!
What we longed for were those bread-bangles which we chose carefully.
Sometimes it was sweet bread of a special kind.
Averse — strong feelings against The baker made his musical entry on the scene with the ‘jhang, jhang — sound of his specially made bamboo staff.
One hand supported the basket on his head and the other banged the bamboo on the ground.
He would greet the lady of the house with a “Good morning” and then place his basket on the vertical bamboo.
We kids would be pushed aside with a mild rebuke and the loaves would be delivered to the servant.
But we would not give up.
We would climb a bench or the parapet and peep into the basket, somehow.
I can still recall the typical fragrance of those loaves; loaves for the elders and the bangles for the children.
Then we did not even care to brush our teeth or wash our mouths properly.
And why should we?
Who would take the trouble of plucking the mango leaf for the toothbrush?
And why was it necessary at all?
The tiger never brushed his teeth.
Hot tea could wash and clean up everything so nicely, after all!
Now summarise the paragraph using your notes.
FUn
Facts
Adverse — difficult
speakinG | jewe205.pdf |
4 | CBSE | Class10 | English | IdIom
Butter someone up — to impress someone with flattery
Example: rustling of leaves The meanings of some words are given below which will help you to find out the words.
A B
(a) shuffling of chains
(b) striking of leaves
(c) puffing of feet
(d) clanking of a match
(e) sighing of the door
(f) rustling of the wind
(g) banging of an engine
(h) gurgling of hyenas
(i) howling of waterA B
(a) shuffling of chains
(b) striking of leaves
(c) puffing of feet
(d) clanking of a match
(e) sighing of the door
(f) rustling of the wind
(g) banging of an engine
(h) gurgling of hyenas
(i) howling of waterGrammar
1. You have read about -ing and -ed adjectives in the textbook, the First Flight, page number 97. Read it agan to understand how these adjectives are used.
These are also the present participles (-ing forms) and past participles (-ed forms) of verbs and are used as adjectives.
Read the following sentences to know this.
• Rita gave me a welcoming cup of coffee
• Her performance in the test was pleasing.
• She appeared delighted with the gift.
• The bored students became restless.
Words and ExprEssions 2 – Class x64
Now fill in the blanks of the sentences with past participle from one of the following words.
(infect, take, quote, use, watch, frighten, propose)
(a) People demonstrated against the changes
(b) The loud cheer went up from the students
(c) After the editor read the article, she checked all the examples
(d) Rub the antiseptic cream in the area.
(e) My wallet was among the things
(f) Cyclone Fani was a experience.
2. Rewrite in the past tense the following excerpt from the ‘Glimpses of India’ (First Flight, Class X textbook) and check your answers with a partner.
Birds, bees, and butterflies are there to give you company.
Macaques, Malabar squirrels, langurs, and slender loris keep a watchful eye from the tree canopy.
I do, however, prefer to step aside for wild elephants.
The climb to the Brahmagiri hills brings you into a panoramic view of the entire misty landscape of Coorg.
A walk across the rope bridge leads to the sixty-four acre island of Nisargadhama.
Running into Buddhist monks from India’s largest Tibetan settlement, at nearby Bylakuppe, is a bonus.
The monks, in red, ochre, and yellow robes are amongst the many surprises that wait to be discovered by visitors searching for the heart and soul of India, right here in Coorg.editinG
1. Some words have been wrongly spelt in the paragraph given below.
Correct the words and read the paragraph aloud.
The Valley of Flowers
The journey to the Valley of Flowers begins about 16 km away
from Joshimath, at Govindghat (1,770 m) on the Rishikesh-
Badrinath heightway.
The Valley of Flowers is covered with a
rich varity of magnifiscent plants.
Over the past few years, thousand of visitors have ‘discovered’
this idyll amidst the mountain.
However, they live like marks
only by way of empty cans, waste-paper and cigarete butts.
Trakking in the area has resulted in the trampling of these
delikate plants by humans and ponies.
As a result, the
government of India was compeled to ban all mountainering, trekking, expeditions and livestock grasing in the area, with
effect from February 20, 1983.
This is to privent further
damage to one of our nation’s unique repositories of natural
beauty.
Words and ExprEssions 2 – Class x66The Valley of Flowers
The journey to the Valley of Flowers begins about 16 km away
from Joshimath, at Govindghat (1,770 m) on the Rishikesh-
Badrinath heightway.
The Valley of Flowers is covered with a
rich varity of magnifiscent plants.
Over the past few years, thousand of visitors have ‘discovered’
this idyll amidst the mountain.
However, they live like marks
only by way of empty cans, waste-paper and cigarete butts.
Trakking in the area has resulted in the trampling of these
delikate plants by humans and ponies.
As a result, the
government of India was compeled to ban all mountainering, trekking, expeditions and livestock grasing in the area, with
effect from February 20, 1983.
This is to privent further
damage to one of our nation’s unique repositories of natural
beauty.
Words and ExprEssions 2 – Class x66 | jewe205.pdf |
5 | CBSE | Class10 | English | FUnFacts
Adverse — difficultspeakinGFUn Facts
1. Excursions give opportunities to explore nature, places of historical interest, etc.
Tourists are interested in meeting people, understanding their culture, and enjoying the variety in food.
The Indian Railways have recently introduced glass Vistadome coach in train to provide a delightful travelling experience to the picturesque valley of Araku in Vishakhapatnam.
Advice — noun Advise — verb
In groups of four, discuss and plan a budget trip to Araku valley.
You may keep the following in mind while planning.
Add more points to the following as per your requirement.
• Find out the location (look up the map) and accessibility to the places to be visited.
• Calculate the cost of the stay.
• Search for an economic and safe accommodation, perhaps a home stay.
• Find out the modes of transport and booking.
Now, prepare an itinerary of your excursion to Araku valley and share with the class.
2. Try repeating some of these tongue twisters:
(a) Pre shrunk shirts
(b) Six slim slick slender saplings
(c) The sixth sheikh’s sixth sheep’s sick
(d) Tie twine to three twigs
(e) Double bubble gum bubbles double
Words and ExprEssions 2 – Class x68WritinG
1. Infer the meaning of the following expressions in the passage on Parsi community.
“Aavoji, aavo, aavo!
Welcome to Delhi.”
• length and breadth
• chugged into
• vouch for
• long gone
• out came the treats
Now, write an account of a travel by train using these expressions.
Describe the journey by giving details of distance, booking of tickets, facilities available, and suggestions for improvement.
You can add pictures of places, people, etc.
2. Write an advertisement for your favourite tea or coffee.
3. You have read about breads and bakers in Goa.
(First Flight, Class X).
Traditional breads are famous in Kashmir as well.
It is said that a Kashmiri’s day starts with a cup of piping hot nun chai (salty pink tea) and a crisp, freshly baked bread from the Kandur (the traditional baker).
In Kashmir, the Kandur shop isn’t just a place where one goes to buy the morning and evening breads, it is a social hub.
It is a place where you get to hear and participate in discussions that range from gossip to political discourses.
The Kandur shop or Kandur waan as it is called in Kashmiri has variety of breads for different occasions that are baked in the Kandur’s oven.FUn Facts
Read about some of the Kashmiri breads: Tsot-Girda : is a medium sized round everyday bread that is a must on every breakfast table in Kashmir.
Refuse as veRb and noun
Lavasa : is a puffy level bread made from maida.
Tsochwor or Tilvor : is a bagel shaped, slightly hard bread with a sprinkling of sesame seeds on top.
The baker prepares ‘tsochwor’ at noon time to be enjoyed with the afternoon tea.
The dump was so full that the workers had to refuse more refuse.
Kulcha : These are crispy palm-sized breads sprinkled with poppy seeds.
These are — mith (sweet) and namkeen (savoury).
The bread is taken with some traditional Dodh Kehva (milk Kehva).
Sheermal : is another type of bread from Kashmir.
It is mildly sweet.
Roath : The sweet bread with a cake like texture is baked in traditional tandoor and is topped with dry fruits.
However, this one bread is made for grand occasions like weddings, child birth or engagements and served with Kehva.
Words and ExprEssions 2 – Class x70
• Now, collect information about breads, parathas, rotis in different parts of the country.
• You can talk to peers, teachers, parents, grandparents, community members and make use of internet.
• Make an interesting collage using pictures and write a few sentences about each bread based on the information you have gathered.Refuse as veRb and noun
Lavasa : is a puffy level bread made from maida.
Tsochwor or Tilvor : is a bagel shaped, slightly hard bread with a sprinkling of sesame seeds on top.
The baker prepares ‘tsochwor’ at noon time to be enjoyed with the afternoon tea.
The dump was so full that the workers had to refuse more refuse.
Kulcha : These are crispy palm-sized breads sprinkled with poppy seeds.
These are — mith (sweet) and namkeen (savoury).
The bread is taken with some traditional Dodh Kehva (milk Kehva).
Sheermal : is another type of bread from Kashmir.
It is mildly sweet.
Roath : The sweet bread with a cake like texture is baked in traditional tandoor and is topped with dry fruits.
However, this one bread is made for grand occasions like weddings, child birth or engagements and served with Kehva.
Words and ExprEssions 2 – Class x70
• Now, collect information about breads, parathas, rotis in different parts of the country.
• You can talk to peers, teachers, parents, grandparents, community members and make use of internet.
• Make an interesting collage using pictures and write a few sentences about each bread based on the information you have gathered. | jewe205.pdf |
0 | CBSE | Class10 | English | 6 Mijbil the Otter
Let’s Begin
1. You have read the chapter ‘Mijbil the Otter’
the Otter’.
Discuss with your partner the commitment the author had towards Mijbil, what arrangements he made for his pet.
What good care did he take like getting fish, taking it for a walk or exercise, providing things, and space to play etc.
Make a list and then share with other friends in the class.
2. Find out which illustrations will go with your list.
3. Mijbil is an active animal who shows many emotions.
Refer to the chapter and complete the following Table.
| What Mijbil Does | How Mijbil feels
| --- | ---
| 1. Plunges, rolls in water | 1. Goes wild with joy.
| 2. | 2.
| 3. | 3.
| 4. | 4.
| 5. | 5.
| 6. | 6.
Look Up
and
Reading CompRehension text i
Understand
arboreal inculcate The following is a story of a baby Civet cat that fell from a tree and was raised by humans.
It is a true story from Assam written by Rommel Shunmugam who is a conservation photographer.
Through his photo stories, he seeks to inculcate in children a love for nature and wildlife.
nocturnal omnivorous rehabilitates Civet cats are found in most parts of India.
They are also called toddy cats.
They live on palm trees and love to drink the sweet sap, which is collected by toddy tappers to make wine!
Dharini and his family rescues and rehabilitates wild animals.
These are mostly babies or animals that cannot look after themselves.
Words and ExprEssions 2 – Class x74
Baby Bhakat
Hi!
My name is Bhakat.
I am a baby Civet cat.
I am three month old.
Shhh!
I am taking a nap with my brothers.
Yes, I live in a family of humans.
They treat me like their own Baby!
My home is a little thatched hut by a river in a small village in Assam.
The hut has an earthen floor and mud-splattered walls.
Its doors are always open.
I come and go as I please!
Mama takes care of all three of us!
Her name is Anjali.
She cooks, cleans and plays with me.
I secretly think she loves me the most.
She lets me be real naughty!
Mama is about to make brunch!
She is making roti and vegetables.
I don’t like vegetables, but I like fruits.
I love meat.
I am omnivorous.
Mama always feeds me before anyone else!
I love things dipped in milk.
They are yummy!
The man of the house is Dharini.
If not for him, I would not be alive today!
My civet mother built a nest for me in a very tall coconut tree.
One night I slipped and fell to the ground!
When villagers found me they took me to Dharini.
Dharini loves animals.
I began to live in his home.
I was very small.
I could not walk.
I ate and slept a lot!
Do you know why my eyes are so large?
That’s because I am a nocturnal animal.
I sleep in the day and am active in the night.
My large eyes help me see better in the dark!
I also have a very long tail!
It helps me balance on tree-tops and branches.
I mostly live on trees, though I do come down to the ground.
Animals like me are called arboreal!
Inside Dharini’s house, I always snooze in the rafters.
I like being high up; it reminds me of trees!
One day I woke up to find a strange sight, Dharini’s house was filling with water!
In the night, the river behind the house started overflowing its banks!
Inside everything was helter-skelter.
Things were piled on top of one another!
The monsoon had arrived!
Dharini and Anjali carried us babies outside the house!
There was water everywhere and it was very muddy!
But the sun was out and it was not raining!
I stayed high on the fence and made sure even my long tail did not get wet!
Dharini went to pick snails.
Snails had climbed branches and walls to escape drowning in the flood!
Every gardener knows that snails eat plants.
By eating snails, I ensure that they do not overrun your garden.
I maintain the balance of life in nature!
When it floods, you find fish everywhere!
Dharini cast his net in the garden and began catching fishes.
They are kept in a pan of water to keep them alive and fresh to eat!
Montu, my brother, tried to be naughty!
He caught me and threatened to dip me in water!
He got a scolding from Dharini.
I hate to be in water!
Back inside the house, it is time for me to play with Mama!
I shall rest awhile and then be up again at night.
Mama always leaves a midnight snack by the lantern!
Rommel Shunmugam
Now read the following questions and tick the right answer.
Q.1. Dharini —
(a) is the land owner (b) loves animals
(c) is a gardener (d) is father of Bhakat
Q.2. Civet cats are also called
(a) Baby cats (b) Night cats
(c) Toddy cats (d) Snail cats
Q.3. Baby Bhakat loves to eat
(a) roti (b) vegetables
(c) fruits (d) meat
Q.4. Baby Bhakat hates to
(a) eat snails (b) be in water
(c) play with Mama (d) sleep in the rafter
Q.5. The home for the Bhakat is
(a) a garden near a river
(b) the roof of the little hut
(c) a little hut by a river
(d) the nest in a coconut tree
Q.6.
Tick the statement which is not true.
(a) Dharani and Anjali treat Bhakat as their own baby.
(b) They keep the door closed to keep Bhakat safe.
(c) Anjali plays with Bhakat and lets it be naughty.
(d) Anjali feeds Bhakat before anyone else.
Words and ExprEssions 2 – Class x76
text ii
Read the passage given below and answer the questions that follow.
It’s not easy having Elephants in your backyard.
Around the world, as communities expand, and natural wild places are reduced, people and wildlife are increasingly coming into conflict over living space and food.
It might be baboons in Namibia attacking young goats or elephants in Nepal eating crops or European bears and wolves killing livestock.
The problem is universal, affects rich and poor, and is bad news for all concerned.
Look Up
and
Understand
| The impacts are often huge. People lose their crops and livestock (and therefore a source of income and food security), property, and sometimes their lives — even a severe injury caused by wildlife can result in a loss of livelihood. The animals, some of which are already threatened or even endangered, are sometimes killed in retaliation or to prevent future conflicts. Human-wildlife conflict is happening more and more, affecting a lot of different species. The effects of climate change will probably make the problem worse. | coexistence conflict endangered livestock retaliation
How we are tackling human-wildlife conflict
The solutions are often specific to the wildlife or area concerned, and are often creative and simple — for instance planting a barrier of crops that repel the animals (elephants and some other wildlife don’t like chilli, for example).
An important aspect of the work is that it benefits both the animals and local people and actively involves the communities concerned (in the case of chilli, it can be sold to increase income).
It’s about finding solutions that lead to mutually beneficial coexistence.
The work has also often led to people being more enthusiastic and supportive of conservation, and has demonstrated that people can live alongside wildlife while developing sustainable livelihoods.
(Source: https://www.wwf.org.uk/what-we-do/area-of-work/ preventing-human-wildlife-conflict)
Q.1. What happens when communities expand?
Q.2.
What is the meaning of “impact” in the passage?
How it is affecting people and their life?
Q.3.
What will make the human-wildlife conflict more intense?
Q.4.
The passage talks about one solution to tackle human-wildlife conflict.
What is it?
Q.5.
These types of creative and simple solutions lead to — (Tick the statement(s) which is/are not true.)
Words and ExprEssions 2 – Class x78
(a) active community involvement.
(b) generate income naturally.
(c) mutually beneficial coexistence.
(d) people live with wildlife happily.
(e) be more enthusiastic and supportive of conservation
(f) developing sustainable livelihood.
text ii
Read the passage given below and answer the questions that follow.
Animal rights People who support animal rights recognise that all animals have an inherent worth, a value completely separate from their usefulness to humans.
Every being with a will to live has the right to live free from exploitation and suffering.
Look Up
and
Understand
| All animals have the ability to suffer in the same way and to the same degree that humans do. They feel pain, pleasure, fear, frustration, loneliness, and familial love. Whenever we consider doing something that would interfere with their needs, we are morally obligated to take them into account. | consideration exploitation familial
| People often ask if animal rights mean that animals should have the right to vote or drive a car. Of course, that would be silly because those aren’t rights that would benefit animals. But animals have the right not to suffer at the hands of humans and to live their lives free from suffering and exploitation because they have an interest in doing so. That is the difference between equal consideration and equal treatment. | inherent
Almost everyone cares about animals in some context, whether it’s a beloved family companion, an irresistibly cute kitten or a majestic wild animal seen in a documentary.
After all, we each have some built-in capacity for empathy and compassion, as can
| be seen from the lengths that children often go to in order to help | animals.
| arbitrary compassion | Logically and morally, there is no reason to differentiate in the way we treat the animals we share our homes with and those who are farmed for food. They are all individuals, with the same capacity to feel pain and fear. Animal rights help us to look past the arbitrary distinctions between different species, to rediscover our innate compassion, and to respect all animals equally.
| documentary empathy | Anyone who cares about animals can start putting these principles into practice every single day with the food they eat, the clothes they wear, and the products they buy. These choices are a form of non-violent protest that makes a real difference both by reducing the profits of corporations that harm or kill animals and by creating a growing market for cruelty-free food, fashion, services, and entertainment.
(Source: https://www.peta.org.uk/action) Q.4.
Why should we rediscover our empathy, compassion, and respect for animals?
Words and ExprEssions 2 – Class x80
Look Up
and
Understand
Q.1.
What do the people who support animal rights recognise?
Q.2.
As human beings, what are our moral obligations towards animals?
Q.3.
What is the right of animals as mentioned in paragraph three?
Q.5.
Anyone who cares about animals can start putting “these principles” into practice.
What are “these principles”? | jewe206.pdf |
1 | CBSE | Class10 | English | Let’s Begin
1. You have read the chapter ‘Mijbil the Otter’
the Otter’.
Discuss with your partner the commitment the author had towards Mijbil, what arrangements he made for his pet.
What good care did he take like getting fish, taking it for a walk or exercise, providing things, and space to play etc.
Make a list and then share with other friends in the class.
2. Find out which illustrations will go with your list.
3. Mijbil is an active animal who shows many emotions.
Refer to the chapter and complete the following Table.
| What Mijbil Does | How Mijbil feels
| --- | ---
| 1. Plunges, rolls in water | 1. Goes wild with joy.
| 2. | 2.
| 3. | 3.
| 4. | 4.
| 5. | 5.
| 6. | 6.
Look Up
and
Reading CompRehension text i
Understand
arboreal inculcate The following is a story of a baby Civet cat that fell from a tree and was raised by humans.
It is a true story from Assam written by Rommel Shunmugam who is a conservation photographer.
Through his photo stories, he seeks to inculcate in children a love for nature and wildlife.
nocturnal omnivorous rehabilitates Civet cats are found in most parts of India.
They are also called toddy cats.
They live on palm trees and love to drink the sweet sap, which is collected by toddy tappers to make wine!
Dharini and his family rescues and rehabilitates wild animals.
These are mostly babies or animals that cannot look after themselves.
Words and ExprEssions 2 – Class x74
Baby Bhakat
Hi!
My name is Bhakat.
I am a baby Civet cat.
I am three month old.
Shhh!
I am taking a nap with my brothers.
Yes, I live in a family of humans.
They treat me like their own Baby!
My home is a little thatched hut by a river in a small village in Assam.
The hut has an earthen floor and mud-splattered walls.
Its doors are always open.
I come and go as I please!
Mama takes care of all three of us!
Her name is Anjali.
She cooks, cleans and plays with me.
I secretly think she loves me the most.
She lets me be real naughty!
Mama is about to make brunch!
She is making roti and vegetables.
I don’t like vegetables, but I like fruits.
I love meat.
I am omnivorous.
Mama always feeds me before anyone else!
I love things dipped in milk.
They are yummy!
The man of the house is Dharini.
If not for him, I would not be alive today!
My civet mother built a nest for me in a very tall coconut tree.
One night I slipped and fell to the ground!
When villagers found me they took me to Dharini.
Dharini loves animals.
I began to live in his home.
I was very small.
I could not walk.
I ate and slept a lot!
Do you know why my eyes are so large?
That’s because I am a nocturnal animal.
I sleep in the day and am active in the night.
My large eyes help me see better in the dark!
I also have a very long tail!
It helps me balance on tree-tops and branches.
I mostly live on trees, though I do come down to the ground.
Animals like me are called arboreal!
Inside Dharini’s house, I always snooze in the rafters.
I like being high up; it reminds me of trees!
One day I woke up to find a strange sight, Dharini’s house was filling with water!
In the night, the river behind the house started overflowing its banks!
Inside everything was helter-skelter.
Things were piled on top of one another!
The monsoon had arrived!
Dharini and Anjali carried us babies outside the house!
There was water everywhere and it was very muddy!
But the sun was out and it was not raining!
I stayed high on the fence and made sure even my long tail did not get wet!
Dharini went to pick snails.
Snails had climbed branches and walls to escape drowning in the flood!
Every gardener knows that snails eat plants.
By eating snails, I ensure that they do not overrun your garden.
I maintain the balance of life in nature!
When it floods, you find fish everywhere!
Dharini cast his net in the garden and began catching fishes.
They are kept in a pan of water to keep them alive and fresh to eat!
Montu, my brother, tried to be naughty!
He caught me and threatened to dip me in water!
He got a scolding from Dharini.
I hate to be in water!
Back inside the house, it is time for me to play with Mama!
I shall rest awhile and then be up again at night.
Mama always leaves a midnight snack by the lantern!
Rommel Shunmugam
Now read the following questions and tick the right answer.
Q.1. Dharini —
(a) is the land owner (b) loves animals
(c) is a gardener (d) is father of Bhakat
Q.2. Civet cats are also called
(a) Baby cats (b) Night cats
(c) Toddy cats (d) Snail cats
Q.3. Baby Bhakat loves to eat
(a) roti (b) vegetables
(c) fruits (d) meat
Q.4. Baby Bhakat hates to
(a) eat snails (b) be in water
(c) play with Mama (d) sleep in the rafter
Q.5. The home for the Bhakat is
(a) a garden near a river
(b) the roof of the little hut
(c) a little hut by a river
(d) the nest in a coconut tree
Q.6.
Tick the statement which is not true.
(a) Dharani and Anjali treat Bhakat as their own baby.
(b) They keep the door closed to keep Bhakat safe.
(c) Anjali plays with Bhakat and lets it be naughty.
(d) Anjali feeds Bhakat before anyone else.
Words and ExprEssions 2 – Class x76 | jewe206.pdf |
2 | CBSE | Class10 | English | 1. You have read the chapter ‘Mijbil the Otter’
the Otter’.
Discuss with your partner the commitment the author had towards Mijbil, what arrangements he made for his pet.
What good care did he take like getting fish, taking it for a walk or exercise, providing things, and space to play etc.
Make a list and then share with other friends in the class.
2. Find out which illustrations will go with your list.
3. Mijbil is an active animal who shows many emotions.
Refer to the chapter and complete the following Table.
| What Mijbil Does | How Mijbil feels
| --- | ---
| 1. Plunges, rolls in water | 1. Goes wild with joy.
| 2. | 2.
| 3. | 3.
| 4. | 4.
| 5. | 5.
| 6. | 6.
Look Up
and | jewe206.pdf |
3 | CBSE | Class10 | English | Understand
arboreal inculcate The following is a story of a baby Civet cat that fell from a tree and was raised by humans.
It is a true story from Assam written by Rommel Shunmugam who is a conservation photographer.
Through his photo stories, he seeks to inculcate in children a love for nature and wildlife.
nocturnal omnivorous rehabilitates Civet cats are found in most parts of India.
They are also called toddy cats.
They live on palm trees and love to drink the sweet sap, which is collected by toddy tappers to make wine!
Dharini and his family rescues and rehabilitates wild animals.
These are mostly babies or animals that cannot look after themselves.
Words and ExprEssions 2 – Class x74Baby Bhakat
Hi!
My name is Bhakat.
I am a baby Civet cat.
I am three month old.
Shhh!
I am taking a nap with my brothers.
Yes, I live in a family of humans.
They treat me like their own Baby!
My home is a little thatched hut by a river in a small village in Assam.
The hut has an earthen floor and mud-splattered walls.
Its doors are always open.
I come and go as I please!
Mama takes care of all three of us!
Her name is Anjali.
She cooks, cleans and plays with me.
I secretly think she loves me the most.
She lets me be real naughty!
Mama is about to make brunch!
She is making roti and vegetables.
I don’t like vegetables, but I like fruits.
I love meat.
I am omnivorous.
Mama always feeds me before anyone else!
I love things dipped in milk.
They are yummy!
The man of the house is Dharini.
If not for him, I would not be alive today!
My civet mother built a nest for me in a very tall coconut tree.
One night I slipped and fell to the ground!
When villagers found me they took me to Dharini.
Dharini loves animals.
I began to live in his home.
I was very small.
I could not walk.
I ate and slept a lot!
Do you know why my eyes are so large?
That’s because I am a nocturnal animal.
I sleep in the day and am active in the night.
My large eyes help me see better in the dark!
I also have a very long tail!
It helps me balance on tree-tops and branches.
I mostly live on trees, though I do come down to the ground.
Animals like me are called arboreal!
Inside Dharini’s house, I always snooze in the rafters.
I like being high up; it reminds me of trees!
One day I woke up to find a strange sight, Dharini’s house was filling with water!
In the night, the river behind the house started overflowing its banks!
Inside everything was helter-skelter.
Things were piled on top of one another!
The monsoon had arrived!
Dharini and Anjali carried us babies outside the house!
There was water everywhere and it was very muddy!
But the sun was out and it was not raining!
I stayed high on the fence and made sure even my long tail did not get wet!
Dharini went to pick snails.
Snails had climbed branches and walls to escape drowning in the flood!
Every gardener knows that snails eat plants.
By eating snails, I ensure that they do not overrun your garden.
I maintain the balance of life in nature!
When it floods, you find fish everywhere!
Dharini cast his net in the garden and began catching fishes.
They are kept in a pan of water to keep them alive and fresh to eat!
Montu, my brother, tried to be naughty!
He caught me and threatened to dip me in water!
He got a scolding from Dharini.
I hate to be in water!
Back inside the house, it is time for me to play with Mama!
I shall rest awhile and then be up again at night.
Mama always leaves a midnight snack by the lantern!
Rommel Shunmugam
Now read the following questions and tick the right answer.Rommel Shunmugam
Now read the following questions and tick the right answer.Q.1. Dharini —
(a) is the land owner (b) loves animals
(c) is a gardener (d) is father of BhakatQ.2. Civet cats are also called
(a) Baby cats (b) Night cats
(c) Toddy cats (d) Snail catsQ.3. Baby Bhakat loves to eat
(a) roti (b) vegetables
(c) fruits (d) meatQ.4. Baby Bhakat hates to
(a) eat snails (b) be in water
(c) play with Mama (d) sleep in the rafterQ.5. The home for the Bhakat is
(a) a garden near a river
(b) the roof of the little hut
(c) a little hut by a river
(d) the nest in a coconut tree
Q.6.
Tick the statement which is not true.
(a) Dharani and Anjali treat Bhakat as their own baby.
(b) They keep the door closed to keep Bhakat safe.
(c) Anjali plays with Bhakat and lets it be naughty.
(d) Anjali feeds Bhakat before anyone else.
Words and ExprEssions 2 – Class x76 | jewe206.pdf |
4 | CBSE | Class10 | English | Look Up
andUnderstand
| The impacts are often huge. People lose their crops and livestock (and therefore a source of income and food security), property, and sometimes their lives — even a severe injury caused by wildlife can result in a loss of livelihood. The animals, some of which are already threatened or even endangered, are sometimes killed in retaliation or to prevent future conflicts. Human-wildlife conflict is happening more and more, affecting a lot of different species. The effects of climate change will probably make the problem worse. | coexistence conflict endangered livestock retaliation
How we are tackling human-wildlife conflict
The solutions are often specific to the wildlife or area concerned, and are often creative and simple — for instance planting a barrier of crops that repel the animals (elephants and some other wildlife don’t like chilli, for example).
An important aspect of the work is that it benefits both the animals and local people and actively involves the communities concerned (in the case of chilli, it can be sold to increase income).
It’s about finding solutions that lead to mutually beneficial coexistence.
The work has also often led to people being more enthusiastic and supportive of conservation, and has demonstrated that people can live alongside wildlife while developing sustainable livelihoods.
(Source: https://www.wwf.org.uk/what-we-do/area-of-work/ preventing-human-wildlife-conflict)
Q.1. What happens when communities expand?
Q.2.
What is the meaning of “impact” in the passage?
How it is affecting people and their life?
Q.3.
What will make the human-wildlife conflict more intense?
Q.4.
The passage talks about one solution to tackle human-wildlife conflict.
What is it?
Q.5.
These types of creative and simple solutions lead to — (Tick the statement(s) which is/are not true.)
Words and ExprEssions 2 – Class x78
(a) active community involvement.
(b) generate income naturally.
(c) mutually beneficial coexistence.
(d) people live with wildlife happily.
(e) be more enthusiastic and supportive of conservation
(f) developing sustainable livelihood.How we are tackling human-wildlife conflict
The solutions are often specific to the wildlife or area concerned, and are often creative and simple — for instance planting a barrier of crops that repel the animals (elephants and some other wildlife don’t like chilli, for example).
An important aspect of the work is that it benefits both the animals and local people and actively involves the communities concerned (in the case of chilli, it can be sold to increase income).
It’s about finding solutions that lead to mutually beneficial coexistence.
The work has also often led to people being more enthusiastic and supportive of conservation, and has demonstrated that people can live alongside wildlife while developing sustainable livelihoods.
(Source: https://www.wwf.org.uk/what-we-do/area-of-work/ preventing-human-wildlife-conflict)Q.1. What happens when communities expand?
Q.2.
What is the meaning of “impact” in the passage?
How it is affecting people and their life?
Q.3.
What will make the human-wildlife conflict more intense?
Q.4.
The passage talks about one solution to tackle human-wildlife conflict.
What is it?
Q.5.
These types of creative and simple solutions lead to — (Tick the statement(s) which is/are not true.)
Words and ExprEssions 2 – Class x78
(a) active community involvement.
(b) generate income naturally.
(c) mutually beneficial coexistence.
(d) people live with wildlife happily.
(e) be more enthusiastic and supportive of conservation
(f) developing sustainable livelihood. | jewe206.pdf |
5 | CBSE | Class10 | English | Look Up
andUnderstand
| All animals have the ability to suffer in the same way and to the same degree that humans do. They feel pain, pleasure, fear, frustration, loneliness, and familial love. Whenever we consider doing something that would interfere with their needs, we are morally obligated to take them into account. | consideration exploitation familial
| People often ask if animal rights mean that animals should have the right to vote or drive a car. Of course, that would be silly because those aren’t rights that would benefit animals. But animals have the right not to suffer at the hands of humans and to live their lives free from suffering and exploitation because they have an interest in doing so. That is the difference between equal consideration and equal treatment. | inherent
Almost everyone cares about animals in some context, whether it’s a beloved family companion, an irresistibly cute kitten or a majestic wild animal seen in a documentary.
After all, we each have some built-in capacity for empathy and compassion, as can
| be seen from the lengths that children often go to in order to help | animals.
| arbitrary compassion | Logically and morally, there is no reason to differentiate in the way we treat the animals we share our homes with and those who are farmed for food. They are all individuals, with the same capacity to feel pain and fear. Animal rights help us to look past the arbitrary distinctions between different species, to rediscover our innate compassion, and to respect all animals equally.
| documentary empathy | Anyone who cares about animals can start putting these principles into practice every single day with the food they eat, the clothes they wear, and the products they buy. These choices are a form of non-violent protest that makes a real difference both by reducing the profits of corporations that harm or kill animals and by creating a growing market for cruelty-free food, fashion, services, and entertainment.
(Source: https://www.peta.org.uk/action) Q.4.
Why should we rediscover our empathy, compassion, and respect for animals?
Words and ExprEssions 2 – Class x80Look Up
andUnderstand
Q.1.
What do the people who support animal rights recognise?
Q.2.
As human beings, what are our moral obligations towards animals?
Q.3.
What is the right of animals as mentioned in paragraph three?
Q.5.
Anyone who cares about animals can start putting “these principles” into practice.
What are “these principles”?FUn Facts
IdIom
Cat got your tongue — asked to a person who is at a loss of words.IdIom
Cat got your tongue — asked to a person who is at a loss of words.VocabULary
1. The following words are from the text you have read.
The synonyms for each word are given.
Find the odd one out.
(a) serious, grave, ridiculous, stern, solemn
(b) suitable, unfitting, appropriate, right, proper
(c) hostile, unfriendly, averse, agreeable, unreceptive
(d) peaceful, harmonious, quiet, serene, violent
(e) appalling, atrocious, wonderful, awful, dreadful
2. Look at the two sentences given below.
These are from the text.
Look at the words in italics.
These are used as verbs.
They can be used as nouns as well.
(a) By then it had crossed my mind…
(b) Camusfearna, ringed by water…
The noun forms of these two verbs are ‘cross’ and ‘ring’.
(a) I’ve put a cross on the map to show where the river Mahanadi is.
(b) She put the ring back in the jewellery box.
A list of words is given below.
Make sentences using these words as verb and noun.
(c) Book
(d) Mail
(e) Cable
(f) Sack
(g) End
(h) Head
(i) Colour
Words and ExprEssions 2 – Class x82
(j) Lead(a) By then it had crossed my mind…(b) Camusfearna, ringed by water…
The noun forms of these two verbs are ‘cross’ and ‘ring’.
(a) I’ve put a cross on the map to show where the river Mahanadi is.
(b) She put the ring back in the jewellery box.
A list of words is given below.
Make sentences using these words as verb and noun.
(c) Book
(d) Mail
(e) Cable
(f) Sack
(g) End
(h) Head
(i) Colour
Words and ExprEssions 2 – Class x82
(j) Lead(c) Book(d) Mail(e) Cable(f) Sack(g) End(h) Head(i) Colour
Words and ExprEssions 2 – Class x82(j) Lead | jewe206.pdf |
6 | CBSE | Class10 | English | (e) It is very humid in the Summers
I don’t like this weather.
This weather is I am as I sweat a lot.
Children are as they can’t play outside.
(disgust) 3.
You have read about how to describe a repeated action in the past by using ‘would’ or ‘used to’.
Go through the rules again and fill in the blanks with ‘would’ or ‘used to’ as appropriate.
(a) Every day she come home from work with a rose to give to her mother.
(b) I lend him my books when he was preparing for his examination.
(c) He visit his friend in the hospital every evening.
(d) Each time I called him he come immediately.
(e) During his hostel life, heeat all kinds of food without grumbling.
(f) When I was a child, Ibelieve that fire flies were small fire balls.
Words and ExprEssions 2 – Class x84editinG FUn Facts
1. Use capital letters, full-stops, commas, and inverted commas wherever necessary in the following paragraph.
Affluence — having a great deal of money Effluence- a substance that flows out of something.
the land of the Bisnois in rajasthan is known for conservation
of wildlife.
it is a living religion to the Bishnois.
It is said This
is probably only one religion in the world that is founded on
the principles of conserving nature.
It has followers over ten
lakhs.
For these many people protection of living beings is a
way of life for the ishnois tree is sacred and their empathy
and love extend to all living beings on earth.
They protect the
ecosystem that surrounds the village which is a safe haven
for blackbucks chinkaras vultures great Indian bustards
peacocks etc they protect them from poachers and provide
them plenty vegetation they keep water in the stone vessels
for the animals to drink from, and hang water filled pots
from the branches for the birds.
2. Parts of sentences are given below.
Rearrange the parts and write meaningful sentences in the space provided.
Use appropriate punctuation marks.
(a) a town in iraq/ in large numbers/ otters are found/ in the marshes near Basra.
(b) to the market/ we were fatigued/ having walked so far/ on account of
(c) 40 paramilitary personnel/ the suicide car/ pulwana district killed/ bombing in
(d) india’s first semi-high speed train,/ was flagged off with excitement/ the inaugural trip of/ Vande Bharat Express,
(e) the eastern hemisphere/ the longer than all/ the nile is said to be/ other rivers in
The incident took place in Bawamohatra, a village in Bemetra district of Chhattisgarh.
The residents of Bawamohatra gathered near the community pond and started weeping after they saw that the crocodile had died.
The villagers were emotionally attached to the reptile and were heartbroken after his death.
About 500 people of the small village attended the last rites of their beloved crocodile, Gangaram.
The over three-metre long crocodile was buried in Chhattisgarh’s Bawamohatra village after his last rites were performed by the villagers.
A forest department official estimated that the crocodile was 130 years old.
The crocodile was carried to its funeral on a tractor decorated with flowers and garlands.
The villagers say Gangaram was friendly.
Even the kids of the village could swim around him. He had never harmed or attacked anyone.
He was not a crocodile but a friend and a divine creature for them, who was worshipped in this village.
Some say that he would even eat rice and dal which was served by the villagers and kids.
He was very understanding and if he saw anyone swimming near him, he used to go to the other side of the pond.
Villagers used to identify themselves with the crocodile as people used to call this village — Magarmachha vala gaaon, the Crocodile’s village.
In fact, the villagers now wish to build a statue of Gangaram near the pond to remember their friend, who got the village a new name.
It may be weird, but it could be an example of how humans and animals can coexist without harming each other. | jewe206.pdf |
7 | CBSE | Class10 | English | ListeninG
1. Following is a story of Gangaram, a 130 years old crocodile, who died in a Chhattisgarh village.
Listen to the story carefully and answer the questions that follow.
You can listen to the recorded story or ask your teacher, sibling or friend to read the story aloud.
Tongue TwIsTer
Nine nice night nurses nursing nicely Words and ExprEssions 2 – Class x86
1. Why did the residents gather near the village pond?
2. Why were the villagers crying?
3. Who was Gangaram?
4. How big was he?
5. How old was he?
6. Give three reasons to justify Gangaram was friendly:
(a) Children could
(b) Gangaram never
(c) Gangaram was very
7. What was the new name given to the village and why?
8. What will the villagers do to remember their friend?Tongue TwIsTer
Nine nice night nurses nursing nicely Words and ExprEssions 2 – Class x86
1. Why did the residents gather near the village pond?
2. Why were the villagers crying?
3. Who was Gangaram?
4. How big was he?
5. How old was he?
6. Give three reasons to justify Gangaram was friendly:
(a) Children could
(b) Gangaram never
(c) Gangaram was very
7. What was the new name given to the village and why?
8. What will the villagers do to remember their friend?3. Who was Gangaram?
4. How big was he?
5. How old was he?
6. Give three reasons to justify Gangaram was friendly:
(a) Children could
(b) Gangaram never
(c) Gangaram was very
7. What was the new name given to the village and why?
8. What will the villagers do to remember their friend?speakinG
1. We all have seen hand puppets on YouTube or during story telling sessions.
Try to make one hand puppet of an Otter.
The situation is: Mijbil playing with water and spilling water every where.
Write a few dialogues between Mijbil and Maxwell.
Be the characters and exchange dialogues.
Maxwell : Oh!
Mijbil, what have you done?
Mijbil : He, he
Maxwell :
Mijbil :
Maxwel :
Mijbil :
2. You have read a story ‘The Bond of Love’ in the class IX textbook, Beehive.
In this story, the author talks about a sloth bear that his wife kept as a pet.
The sloth bear was sent to the Zoo when it became too big to be kept at home.
Now, discuss in a group of four, the following points, list views, and then share in the class.
(a) Keeping any big wild animal, like the sloth bears, at home.
(b) Keeping unusual pets for pleasure
(c) Using tigers, lions, dancing bears in circus
(d) Making the monkeys dance, cock fighting, bull fighting for amusement
Words and ExprEssions 2 – Class x88Maxwell :Mijbil :Maxwel :Mijbil :
2. You have read a story ‘The Bond of Love’ in the class IX textbook, Beehive.
In this story, the author talks about a sloth bear that his wife kept as a pet.
The sloth bear was sent to the Zoo when it became too big to be kept at home.
Now, discuss in a group of four, the following points, list views, and then share in the class.
(a) Keeping any big wild animal, like the sloth bears, at home.
(b) Keeping unusual pets for pleasure
(c) Using tigers, lions, dancing bears in circus
(d) Making the monkeys dance, cock fighting, bull fighting for amusement
Words and ExprEssions 2 – Class x88Your views | jewe206.pdf |
0 | CBSE | Class10 | English | 7 MadaM rides
the Bus
Let’s Begin
1. In the story ‘Madam Rides the Bus’, Valli took a bus ride on the bus that she wanted to for last several months.
She knew that she had to buy tickets for this.
So she saved money suppressing all temptation to buy things like peppermints, toys, balloons, etc., and paid for the ticket.
• What all exciting things did she see from the bus?
• Was the excitement the same on her return journey?
Discuss with your classmate and write a paragraph based on your discussion on the above mentioned questions.
2. Have you undertaken any journey by bicycle, boat, bus, train, or on an elephant back?
Share your experience with your friends in the class.
Reading CompRehension text i
Read the passage given below and answer the questions that follow.
Vishav Driman (65 year old) and her husband Kamal Jeet (69 year old) set out to discover the hidden treasure of Uttarakhand by bicycle.
Vishav shares their post-retirement adventure.
Pedalling through the Golden Years
At a time when our peers were slowing down, relaxing and watching sunsets from their front porch, we found a new passion — cycling.
We started out with short daily rides, but found ourselves looking forward to them more and more, so much that we decided to venture further and cover more ground.
There were obvious health concerns — the risk of performing a physically strenuous activity at a high altitude, the most obvious of them.
But it helped that we had lived in Uttarakhand’s capital, Dehradun, our entire lives, and were therefore acclimatised to the cold winds and narrow winding roads that characterise this beautiful state.
We were also familiar with almost all the scenic mountain trails it had to offer.
Look Up
and
Short rides extended to longer ones as we started falling deeper in love with not just the sport, but the very idea of discovering a world we had always been a part of, but never had the time to explore.
Soon, a simple hobby turned into a project of sorts, and we started participating in cyclotrons and other cycling events being held in the city.
Admiration and encouragement poured in from family members, friends and neighbours along the way, sparking a new thought — was it possible to travel across the state on our bicycles?
It seemed daunting at first, but we knew we had to try.
Our gear in place, our bikes serviced, and our minds set, we set off on an adventure we would remember for the rest of our lives.
Understand
acclimatised cyclotrons extended strenuous venture Words and ExprEssions 2 – Class x94
In my opinion, there are very few ways to enjoy and appreciate the beauty of Uttarakhand and cycling is the most thrilling of them all.
Sunlight filtering through the trees and a cool breeze gently caressing your faces as you ride, coupled with breathtaking views of sal forests spread like a green cover on the mountains and surrounding valleys, the experience of pedalling across the state is truly inexplicable.
Of the many trails we navigated, there is one that occupies a special place in our hearts.
It began from Ghanta Ghar, a popular tourist attraction in Dehradun, it took us through some of the most picturesque locations of the state such as Kimadi, Hathi Paon, Mussoorie and Chaar Dukaan, right up to George Everest point.
This 100km ride (approximately) is also one of the few routes in Uttarakhand that encapsulates all the element that one expects while cycling here — steep slopes, sharp curves, endless hills, lush forests, and off-road experiences.
(Source: by Vishav Driman, India Travel360)
Look Up
and
Understand
caressing daunting encapsulates inexplicable picturesque
Q.1.
What is the meaning of the expression “when our peers were slowing down, relaxing and watching sunsets from their front porch” and in what context has the author used this?
Q.2.
What made Vishav and her husband confident to venture into Uttarakhand on their bicycles?
Q.3.
What was the strong passion that prompted the retired couple to take up this adventurous journey?
What, according to the author, is the most thrilling way to enjoy and appreciate Uttarakhand?
Why does she say so?
Going Down Hill on a Bicycle, A Boy’s Song
Q.5.
Which trail occupies a special place in the couple’s heart?
Q.6.
What are the expectations of a cyclist from such an adventurous trip through the mountains?
Did Vishav and Kamal Jeet get these experiences from the 100 km ride?
Look Up
and
Understand
heedful poised slackens treadles vale
text ii
Read the poem given below and answer the questions that follow.
With lifted feet, hands still, I am poised, and down the hill Dart, with heedful mind;
The air goes by in a wind.
Swifter and yet more swift, Till the heart with a mighty lift Makes the lungs laugh, the throat cry:— “O bird, see; see, bird, I fly.
Words and ExprEssions 2 – Class x96
“Is this, is this your joy?
O bird, then I, though a boy, For a golden moment share Your feathery life in air!”
Say, heart, is there aught like this In a world that is full of bliss?
‘Tis more than skating, bound Steel-shod to the level ground.
Speed slackens now, I float Awhile in my airy boat;
Till, when the wheels scarce crawl, My feet to the treadles fall.
Alas, that the longest hill Must end in a vale; but still, Who climbs with toil, wheresoe’er, Shall find wings waiting there.
Henry Charles Beeching
Q.1.
The poem describes the of going downhill on a bicycle.
(a) enjoyment
(b) happiness
(c) excitement
(d) satisfaction
Q.2.
Which line(s) depict the freedom like that of a bird that the poet enjoys?
Which is the experience the boy is sharing with the bird?
What is the golden moment he is referring to?
Q.4.
What is the meaning of ‘full of bliss’ here?
Can the boy find this kind of bliss in the world where he lives?
Q.5.
There is a comparison in the third stanza.
What is it?
Q.6.
What is the meaning of the last two lines of the poem?
Does “toil” mean dedication, determination, and will power to climb the hill?
What is the reward here?
VocabULary
1. Find out the words from the text ‘Madam rides the Bus’ that match with the given meanings.
(a) inquisitive
(b) intricate
(c) mesmerizing
(d) immense
(e) hardly
Words and ExprEssions 2 – Class x98
Grammar
1. Read the two sentences given below.
The groups of words in italics are phrasal verbs.
This way she picked up various small details.
Valli said, “I am the one to get on.”
FUn Facts
The verbs picked and get are combined with up and on respectively.
Together they make phrasal verbs.
Now, complete each sentence using a verb from box A and a word from box B (by making a phrasal verb).
Use the correct form of the verb wherever necessary.
Allusion — a reference Illusion — a mirage, hallucination, or magic trick
A
break, drive, get, fill, wake, turn B out, down, off, on, in, up
(a) It was evening
She the light.
(b) Do not Ramesh
He was studying late at night yesterday.
(c) The school bus and had to be towed to the garage for repair.
(d) They got in the car and
(e) She hurt herself as she was of the car.
(f) You have to the form yourself.
editinG
1. Use capital letters and full stops wherever necessary and correct the spelling errors as well, in the following paragraph.
An exciting boat journey gliding crosswise the river from
Godkhali jetty will take to a place of incredible mystic beauty
of Nature.
The sundarbans a unesco World Heritage Site is located at the
South eastern tip of the 24 Paraganas district about 110 km from Kolkata it got its name from one of the mangrov plants known as Sundari (Heritiera Minor) Sundrbans are a part of the world’s largest delta, formed by the mighty rivers ganga, brahmaputra and meghna it is one of the most attractive and alluring places remaining on earth, a truly undiscovered paradise the Sundarbans is the largest singl block of tidal, halophytic mangrove forests in the world.
It is the largest tiger reserv and National Park apart from being a unique largest mangrove eco-system of the world, the sundarbns has the world’s largest deltaic mangroove forests and is also home to one of India’s most iconic wildlife species - the royal bengal Ttger.
The Sundarbans also serves as a crusial protective barrier for the inhabitents cyclones which are a regular occurrence.
The Sundarbans
in and around Kolkata against the floods that result from the
have also been enlisted amongst the finalists in the New 7
Wonders of Nature.
ListeninG
1. Following is a passage on Mizoram and its people.
When one visits this place, one is enchanted by its natural beauty and the vibrant culture of the state.
Listen to the passage carefully and answer the questions that follow.
You can listen to the recorded story or ask your teacher, sibling or friend to read the story aloud.
Mizoram
Once a tourist remarked, “I visited the Eastern States this time — where the people talk in songs and they always dance.”
Words and ExprEssions 2 – Class x100 The eastern region of India is no doubt charmingly novel in many of its features.
Mizoram, literally the land of Mizos is an expanse of blue-green hills.
Mizoram is broken up lenghwise into five major mountain ranges gradually descending from the south to the north.
The hills are rugged and their heights uneven.
The name of the state Mizoram is made of two words.
‘Mi’ means human beings, ‘Zo’ means a hill.
So, a ‘Mizo’ is a human dweller of a hill; Mizoram means the land of the hilldwellers.
Aizawl is the capital town of the State built in tiers along the hill.
The Mizos have three main festivals — Mim Kut, Chapchar Kut and Pawl Kut.
These festivals are associated with their agricultural activities during which they enjoy life by singing and dancing.
The Mizos, blessed as they are with a beautiful environment and rich culture, are a vibrant and social people.
They love to dance as much as they love to sing.
They boast a number of folk and community dances handed down from one generation to the other through the ages.
The dances are expressions of the gay, carefree spirit of the Mizos.
It should be noted here that these dances are not intended for stage performance, rather they have been evolved for community involvement and participation.
English with a Purpose
A Textbook for Class XII (Core Course)
NCERT, 2003
1. The land of Mizo is a large open area of
The hills are and 2.
The state referred here is made of two names —
(a) ‘Mi’ means
(b) ‘Zo’ means
(c) and Mizoram means
3. Which activities are associated with Mizo festivals?
How do Mizos enjoy these festivals?
4. What are the special features of a Mizo dance?
FUn Facts
5. The following statements characterise Mizo people.
Tick the one which is not true.
(a) Mizos have a beautiful culture.
()
Tongue TwisTer
We surely shall see the sun shine soon
(b) They live in a beautiful natural environment.
()
(c) They are a protective people.
()
(d) They are a vibrant people.
()
(e) They love to dance and not so much to sing.
()
(f) They have a number of community and folk dances.
()
(g) The community involvement and participation is always there.
()
speakinG
1. Read Part II of the story ‘Madam Rides the Bus’
the Bus’.
There are many conversations between Valli, the conductor, and some elderly people in the bus.
Convert the conversations into dialogues between the characters.
Many words like commandingly, haughtily, loudly (shouted), smilingly, irritably, curtly etc.
have been used in this part.
These are the different ways in which the characters have spoken.
These show the mood, emotion, and intention of the characters.
Now, write the dialogues and then in groups of three, enact it as a skit in the class.
It was a fine spring afternoon.
The bus was just on the verge of leaving the village.
Valli, a small eight year old girl, wanted to go on a bus ride.
Valli (loudly): Stop the bus!
Stop the bus!
Conductor (without looking up): Who is it?
Hurry then!
Valli (loudly): It’s me, I am the one who has to get on the bus.
Conductor (smilingly): Oh.
really!
Words and ExprEssions 2 – Class x102
Valli (commandingly): I have to Here is (Conductor stretched out his hand to help her up.) Valli (smartly): I can Conductor (jokingly): Oh, please (The bus started to move forward with a roar. Valli stood up on the seat to see the outside world clearly.) A voice (anxiously): Listen, child Valli (haughtily): There is nobody Conductor (smilingly): Oh, sir Valli (angrily): I am
Conductor (mimicking her):
Valli (steadfastly): Because I
A voice (with concern): If you Valli (irritably): I’m not 2.
Two communicative tasks are given below.
Practice with your partner.
Communicative Task I
(Offering, accepting and refusing help)
Role Play
Chaman : Hello Prem.
You look tired.
Is there anything I can do to help you?
Prem : Thank you very much.
I think I can manage.
I am preparing a chart on Children’s Rights.
Chaman : It’s a lot of work.
Let me help you.
Prem : Thank you.
But I’ve already collected all the necessary information.
Chaman : I can help you in illustrating some of the rights.
Prem : Oh, can you?
That sounds wonderful.
Chaman : Could you tell me the themes to be illustrated?
Prem : Here you are.
I’m really thankful to you.
Chaman : What about children’s duties?
Prem : Oh, yes.
It’s a good suggestion.
I’ll list their duties also.
Chaman : Thank you.
Pair or Group Work
Write conversations like the one above imagining you are in the classroom.
Use the clues given below.
• Excuse me
• Yes?
• I wonder if you could lend me our dictionary.
I’m doing my class work.
• I’m sorry.
I’m using it right now. May be later.
• That’s okay.
Thanks anyway.
Write similar conversations imagining you are in the following situations: in the kitchen; at the railway station; asking somebody to open the door; in a hospital; in the playground.
Communicative Task II
(Asking for information, indirect questions and question tags)
Role Play
Vineet : Could you get me some warm clothes from the cupboard, please?
Ashima : Are you feeling cold?
Vineet : It’s cold today, isn’t it?
Ashima : Yes, it is.
I shall have to light the fire soon.
Vineet : Oh, you have coal-fires, do you?
Ashima : Yes.
We don’t have a room heater.
You have room heaters, don’t you?
Veneet : Yes.
We do.
But coal-fires are nice.
They are more comforting than a radiator, aren’t they?
Ashima : Yes, but there is a lot more work than just switching on a heater.
We keep talking about getting room heaters.
Vineet : I suppose coal-fires aren’t very convenient, are they?
Ashima : They certainly aren’t.
Words and ExprEssions 2 – Class x104
Pair or Group work
Using the above piece as a model, ask for information, make requests and give your opinion regarding — the floods in Chennai, ‘Cyberabad’ (Hyderabad), a celebration in your school, a landslide during the Amarnath yatra, etc.
FUn Facts
WritinG
idiom
Turn a blind eye — to ignore situations, facts, reality
1. In the text, seeing Valli travelling alone in the bus, some of the characters showed concerns.
An elderly woman asked, “Are you alone, dear?”
The Conductor questioned, “Won’t your mother be looking for you?”
The old woman continued asking, “Is it proper for such a young person to travel alone?
Do you exactly know where you’re going in town?
What’s the street?
What’s the house number?”
Do you think that the concerns of the elderly lady and the conductor are apt and genuine?
Will you say that it is applicable to young boys as well?
Discuss in groups, make note and then arrange a debate competition.
You can consider the following points for discussion or debate.
Then write a paragraph considering these issues and give your opinion as well.
• Girls and boys of Valli’s age can travel alone in a bus or auto rickshaw, etc.
• Freedom should be given to them to move around.
• Safety of the young children is of utmost concern.
• What type of education should be given to them?
• This is a vulnerable age and children are innocent.
2. You have read that on her return journey, Valli saw the young cow lying dead by the roadside.
This young cow was running very fast in front of the bus and had given Valli unbound happiness when she was travelling to the town.
Now, write a paragraph on ‘Should the domestic animals be let loose to walk on the roads freely’ where the vehicles are plying?
Who is responsible for the death of the young cow?
Words and ExprEssions 2 – Class x106
project
1. Read the quick tips for travelling by a bike given below.
When you travel by a bike, Vishav says that the frame and tyres of the bike should be according to the rider’s height.
One should carry a hand pump, extra tubes, and a puncture kit for emergency situations.
Right accessories such as sweat-resistant gloves, helmets, knee and elbow pads, and a pair of shoes is of utmost importance.
It is also necessary to carry essentials like dry food, water, and Oral Rehydration Salts (ORS).
A first-aid kit with pain killers, muscle relaxing balms, and band-aids are also advisable.
Now, prepare a list of things that you would like to suggest to people who want to travel by:
(a) a train
(b) a bus
(c) a boat
(d) a motorbike
(e) on foot (for example a trek)
2. A
A. Copies of some tickets are given here.
Collect some more train tickets, bus tickets, flight tickets, platform tickets, entry tickets for the zoo, cinema hall, metro rail etc.
• Make a collage.
• Study the information given in these tickets.
• Draw a table to enter the information like PNR number, time of departure, time of arrival, confirmed ticket, waitlisted ticket, RAC status in train, seat number, food preferences, price of the ticket, number of passengers, etc.
• How are these tickets different from each other?
Words and ExprEssions 2 – Class x108
B. Write a paragraph on ‘Why it is essential to travel with a ticket? | jewe207.pdf |
1 | CBSE | Class10 | English | the Bus
Let’s Begin
1. In the story ‘Madam Rides the Bus’, Valli took a bus ride on the bus that she wanted to for last several months.
She knew that she had to buy tickets for this.
So she saved money suppressing all temptation to buy things like peppermints, toys, balloons, etc., and paid for the ticket.
• What all exciting things did she see from the bus?
• Was the excitement the same on her return journey?
Discuss with your classmate and write a paragraph based on your discussion on the above mentioned questions.
2. Have you undertaken any journey by bicycle, boat, bus, train, or on an elephant back?
Share your experience with your friends in the class.
Reading CompRehension text i
Read the passage given below and answer the questions that follow.
Vishav Driman (65 year old) and her husband Kamal Jeet (69 year old) set out to discover the hidden treasure of Uttarakhand by bicycle.
Vishav shares their post-retirement adventure.
Pedalling through the Golden Years
At a time when our peers were slowing down, relaxing and watching sunsets from their front porch, we found a new passion — cycling.
We started out with short daily rides, but found ourselves looking forward to them more and more, so much that we decided to venture further and cover more ground.
There were obvious health concerns — the risk of performing a physically strenuous activity at a high altitude, the most obvious of them.
But it helped that we had lived in Uttarakhand’s capital, Dehradun, our entire lives, and were therefore acclimatised to the cold winds and narrow winding roads that characterise this beautiful state.
We were also familiar with almost all the scenic mountain trails it had to offer.
Look Up
and
Short rides extended to longer ones as we started falling deeper in love with not just the sport, but the very idea of discovering a world we had always been a part of, but never had the time to explore.
Soon, a simple hobby turned into a project of sorts, and we started participating in cyclotrons and other cycling events being held in the city.
Admiration and encouragement poured in from family members, friends and neighbours along the way, sparking a new thought — was it possible to travel across the state on our bicycles?
It seemed daunting at first, but we knew we had to try.
Our gear in place, our bikes serviced, and our minds set, we set off on an adventure we would remember for the rest of our lives.
Understand
acclimatised cyclotrons extended strenuous venture Words and ExprEssions 2 – Class x94
In my opinion, there are very few ways to enjoy and appreciate the beauty of Uttarakhand and cycling is the most thrilling of them all.
Sunlight filtering through the trees and a cool breeze gently caressing your faces as you ride, coupled with breathtaking views of sal forests spread like a green cover on the mountains and surrounding valleys, the experience of pedalling across the state is truly inexplicable.
Of the many trails we navigated, there is one that occupies a special place in our hearts.
It began from Ghanta Ghar, a popular tourist attraction in Dehradun, it took us through some of the most picturesque locations of the state such as Kimadi, Hathi Paon, Mussoorie and Chaar Dukaan, right up to George Everest point.
This 100km ride (approximately) is also one of the few routes in Uttarakhand that encapsulates all the element that one expects while cycling here — steep slopes, sharp curves, endless hills, lush forests, and off-road experiences.
(Source: by Vishav Driman, India Travel360)
Look Up
and
Understand
caressing daunting encapsulates inexplicable picturesque
Q.1.
What is the meaning of the expression “when our peers were slowing down, relaxing and watching sunsets from their front porch” and in what context has the author used this?
Q.2.
What made Vishav and her husband confident to venture into Uttarakhand on their bicycles?
Q.3.
What was the strong passion that prompted the retired couple to take up this adventurous journey?
What, according to the author, is the most thrilling way to enjoy and appreciate Uttarakhand?
Why does she say so?
Going Down Hill on a Bicycle, A Boy’s Song
Q.5.
Which trail occupies a special place in the couple’s heart?
Q.6.
What are the expectations of a cyclist from such an adventurous trip through the mountains?
Did Vishav and Kamal Jeet get these experiences from the 100 km ride?
Look Up
and
Understand
heedful poised slackens treadles vale
text ii
Read the poem given below and answer the questions that follow.
With lifted feet, hands still, I am poised, and down the hill Dart, with heedful mind;
The air goes by in a wind.
Swifter and yet more swift, Till the heart with a mighty lift Makes the lungs laugh, the throat cry:— “O bird, see; see, bird, I fly.
Words and ExprEssions 2 – Class x96
“Is this, is this your joy?
O bird, then I, though a boy, For a golden moment share Your feathery life in air!”
Say, heart, is there aught like this In a world that is full of bliss?
‘Tis more than skating, bound Steel-shod to the level ground.
Speed slackens now, I float Awhile in my airy boat;
Till, when the wheels scarce crawl, My feet to the treadles fall.
Alas, that the longest hill Must end in a vale; but still, Who climbs with toil, wheresoe’er, Shall find wings waiting there.
Henry Charles Beeching
Q.1.
The poem describes the of going downhill on a bicycle.
(a) enjoyment
(b) happiness
(c) excitement
(d) satisfaction
Q.2.
Which line(s) depict the freedom like that of a bird that the poet enjoys?
Which is the experience the boy is sharing with the bird?
What is the golden moment he is referring to?
Q.4.
What is the meaning of ‘full of bliss’ here?
Can the boy find this kind of bliss in the world where he lives?
Q.5.
There is a comparison in the third stanza.
What is it?
Q.6.
What is the meaning of the last two lines of the poem?
Does “toil” mean dedication, determination, and will power to climb the hill?
What is the reward here?
VocabULary
1. Find out the words from the text ‘Madam rides the Bus’ that match with the given meanings.
(a) inquisitive
(b) intricate
(c) mesmerizing
(d) immense
(e) hardly
Words and ExprEssions 2 – Class x98
Grammar
1. Read the two sentences given below.
The groups of words in italics are phrasal verbs.
This way she picked up various small details.
Valli said, “I am the one to get on.”
FUn Facts
The verbs picked and get are combined with up and on respectively.
Together they make phrasal verbs.
Now, complete each sentence using a verb from box A and a word from box B (by making a phrasal verb).
Use the correct form of the verb wherever necessary.
Allusion — a reference Illusion — a mirage, hallucination, or magic trick
A
break, drive, get, fill, wake, turn B out, down, off, on, in, up
(a) It was evening
She the light.
(b) Do not Ramesh
He was studying late at night yesterday.
(c) The school bus and had to be towed to the garage for repair.
(d) They got in the car and
(e) She hurt herself as she was of the car.
(f) You have to the form yourself.
editinG
1. Use capital letters and full stops wherever necessary and correct the spelling errors as well, in the following paragraph.
An exciting boat journey gliding crosswise the river from
Godkhali jetty will take to a place of incredible mystic beauty
of Nature.
The sundarbans a unesco World Heritage Site is located at the
South eastern tip of the 24 Paraganas district about 110 km from Kolkata it got its name from one of the mangrov plants known as Sundari (Heritiera Minor) Sundrbans are a part of the world’s largest delta, formed by the mighty rivers ganga, brahmaputra and meghna it is one of the most attractive and alluring places remaining on earth, a truly undiscovered paradise the Sundarbans is the largest singl block of tidal, halophytic mangrove forests in the world.
It is the largest tiger reserv and National Park apart from being a unique largest mangrove eco-system of the world, the sundarbns has the world’s largest deltaic mangroove forests and is also home to one of India’s most iconic wildlife species - the royal bengal Ttger.
The Sundarbans also serves as a crusial protective barrier for the inhabitents cyclones which are a regular occurrence.
The Sundarbans
in and around Kolkata against the floods that result from the
have also been enlisted amongst the finalists in the New 7
Wonders of Nature.
ListeninG
1. Following is a passage on Mizoram and its people.
When one visits this place, one is enchanted by its natural beauty and the vibrant culture of the state.
Listen to the passage carefully and answer the questions that follow.
You can listen to the recorded story or ask your teacher, sibling or friend to read the story aloud.
Mizoram
Once a tourist remarked, “I visited the Eastern States this time — where the people talk in songs and they always dance.”
Words and ExprEssions 2 – Class x100 The eastern region of India is no doubt charmingly novel in many of its features.
Mizoram, literally the land of Mizos is an expanse of blue-green hills.
Mizoram is broken up lenghwise into five major mountain ranges gradually descending from the south to the north.
The hills are rugged and their heights uneven.
The name of the state Mizoram is made of two words.
‘Mi’ means human beings, ‘Zo’ means a hill.
So, a ‘Mizo’ is a human dweller of a hill; Mizoram means the land of the hilldwellers.
Aizawl is the capital town of the State built in tiers along the hill.
The Mizos have three main festivals — Mim Kut, Chapchar Kut and Pawl Kut.
These festivals are associated with their agricultural activities during which they enjoy life by singing and dancing.
The Mizos, blessed as they are with a beautiful environment and rich culture, are a vibrant and social people.
They love to dance as much as they love to sing.
They boast a number of folk and community dances handed down from one generation to the other through the ages.
The dances are expressions of the gay, carefree spirit of the Mizos.
It should be noted here that these dances are not intended for stage performance, rather they have been evolved for community involvement and participation.
English with a Purpose
A Textbook for Class XII (Core Course)
NCERT, 2003
1. The land of Mizo is a large open area of
The hills are and 2.
The state referred here is made of two names —
(a) ‘Mi’ means
(b) ‘Zo’ means
(c) and Mizoram means
3. Which activities are associated with Mizo festivals?
How do Mizos enjoy these festivals?
4. What are the special features of a Mizo dance?
FUn Facts
5. The following statements characterise Mizo people.
Tick the one which is not true.
(a) Mizos have a beautiful culture.
()
Tongue TwisTer
We surely shall see the sun shine soon
(b) They live in a beautiful natural environment.
()
(c) They are a protective people.
()
(d) They are a vibrant people.
()
(e) They love to dance and not so much to sing.
()
(f) They have a number of community and folk dances.
()
(g) The community involvement and participation is always there.
()
speakinG
1. Read Part II of the story ‘Madam Rides the Bus’
the Bus’.
There are many conversations between Valli, the conductor, and some elderly people in the bus.
Convert the conversations into dialogues between the characters.
Many words like commandingly, haughtily, loudly (shouted), smilingly, irritably, curtly etc.
have been used in this part.
These are the different ways in which the characters have spoken.
These show the mood, emotion, and intention of the characters.
Now, write the dialogues and then in groups of three, enact it as a skit in the class.
It was a fine spring afternoon.
The bus was just on the verge of leaving the village.
Valli, a small eight year old girl, wanted to go on a bus ride.
Valli (loudly): Stop the bus!
Stop the bus!
Conductor (without looking up): Who is it?
Hurry then!
Valli (loudly): It’s me, I am the one who has to get on the bus.
Conductor (smilingly): Oh.
really!
Words and ExprEssions 2 – Class x102
Valli (commandingly): I have to Here is (Conductor stretched out his hand to help her up.) Valli (smartly): I can Conductor (jokingly): Oh, please (The bus started to move forward with a roar. Valli stood up on the seat to see the outside world clearly.) A voice (anxiously): Listen, child Valli (haughtily): There is nobody Conductor (smilingly): Oh, sir Valli (angrily): I am
Conductor (mimicking her):
Valli (steadfastly): Because I
A voice (with concern): If you Valli (irritably): I’m not 2.
Two communicative tasks are given below.
Practice with your partner.
Communicative Task I
(Offering, accepting and refusing help)
Role Play
Chaman : Hello Prem.
You look tired.
Is there anything I can do to help you?
Prem : Thank you very much.
I think I can manage.
I am preparing a chart on Children’s Rights.
Chaman : It’s a lot of work.
Let me help you.
Prem : Thank you.
But I’ve already collected all the necessary information.
Chaman : I can help you in illustrating some of the rights.
Prem : Oh, can you?
That sounds wonderful.
Chaman : Could you tell me the themes to be illustrated?
Prem : Here you are.
I’m really thankful to you.
Chaman : What about children’s duties?
Prem : Oh, yes.
It’s a good suggestion.
I’ll list their duties also.
Chaman : Thank you.
Pair or Group Work
Write conversations like the one above imagining you are in the classroom.
Use the clues given below.
• Excuse me
• Yes?
• I wonder if you could lend me our dictionary.
I’m doing my class work.
• I’m sorry.
I’m using it right now. May be later.
• That’s okay.
Thanks anyway.
Write similar conversations imagining you are in the following situations: in the kitchen; at the railway station; asking somebody to open the door; in a hospital; in the playground.
Communicative Task II
(Asking for information, indirect questions and question tags)
Role Play
Vineet : Could you get me some warm clothes from the cupboard, please?
Ashima : Are you feeling cold?
Vineet : It’s cold today, isn’t it?
Ashima : Yes, it is.
I shall have to light the fire soon.
Vineet : Oh, you have coal-fires, do you?
Ashima : Yes.
We don’t have a room heater.
You have room heaters, don’t you?
Veneet : Yes.
We do.
But coal-fires are nice.
They are more comforting than a radiator, aren’t they?
Ashima : Yes, but there is a lot more work than just switching on a heater.
We keep talking about getting room heaters.
Vineet : I suppose coal-fires aren’t very convenient, are they?
Ashima : They certainly aren’t.
Words and ExprEssions 2 – Class x104
Pair or Group work
Using the above piece as a model, ask for information, make requests and give your opinion regarding — the floods in Chennai, ‘Cyberabad’ (Hyderabad), a celebration in your school, a landslide during the Amarnath yatra, etc.
FUn Facts
WritinG
idiom
Turn a blind eye — to ignore situations, facts, reality
1. In the text, seeing Valli travelling alone in the bus, some of the characters showed concerns.
An elderly woman asked, “Are you alone, dear?”
The Conductor questioned, “Won’t your mother be looking for you?”
The old woman continued asking, “Is it proper for such a young person to travel alone?
Do you exactly know where you’re going in town?
What’s the street?
What’s the house number?”
Do you think that the concerns of the elderly lady and the conductor are apt and genuine?
Will you say that it is applicable to young boys as well?
Discuss in groups, make note and then arrange a debate competition.
You can consider the following points for discussion or debate.
Then write a paragraph considering these issues and give your opinion as well.
• Girls and boys of Valli’s age can travel alone in a bus or auto rickshaw, etc.
• Freedom should be given to them to move around.
• Safety of the young children is of utmost concern.
• What type of education should be given to them?
• This is a vulnerable age and children are innocent.
2. You have read that on her return journey, Valli saw the young cow lying dead by the roadside.
This young cow was running very fast in front of the bus and had given Valli unbound happiness when she was travelling to the town.
Now, write a paragraph on ‘Should the domestic animals be let loose to walk on the roads freely’ where the vehicles are plying?
Who is responsible for the death of the young cow?
Words and ExprEssions 2 – Class x106
project
1. Read the quick tips for travelling by a bike given below.
When you travel by a bike, Vishav says that the frame and tyres of the bike should be according to the rider’s height.
One should carry a hand pump, extra tubes, and a puncture kit for emergency situations.
Right accessories such as sweat-resistant gloves, helmets, knee and elbow pads, and a pair of shoes is of utmost importance.
It is also necessary to carry essentials like dry food, water, and Oral Rehydration Salts (ORS).
A first-aid kit with pain killers, muscle relaxing balms, and band-aids are also advisable.
Now, prepare a list of things that you would like to suggest to people who want to travel by:
(a) a train
(b) a bus
(c) a boat
(d) a motorbike
(e) on foot (for example a trek)
2. A
A. Copies of some tickets are given here.
Collect some more train tickets, bus tickets, flight tickets, platform tickets, entry tickets for the zoo, cinema hall, metro rail etc.
• Make a collage.
• Study the information given in these tickets.
• Draw a table to enter the information like PNR number, time of departure, time of arrival, confirmed ticket, waitlisted ticket, RAC status in train, seat number, food preferences, price of the ticket, number of passengers, etc.
• How are these tickets different from each other?
Words and ExprEssions 2 – Class x108
B. Write a paragraph on ‘Why it is essential to travel with a ticket? | jewe207.pdf |
2 | CBSE | Class10 | English | Let’s Begin
1. In the story ‘Madam Rides the Bus’, Valli took a bus ride on the bus that she wanted to for last several months.
She knew that she had to buy tickets for this.
So she saved money suppressing all temptation to buy things like peppermints, toys, balloons, etc., and paid for the ticket.
• What all exciting things did she see from the bus?
• Was the excitement the same on her return journey?
Discuss with your classmate and write a paragraph based on your discussion on the above mentioned questions.
2. Have you undertaken any journey by bicycle, boat, bus, train, or on an elephant back?
Share your experience with your friends in the class.
Reading CompRehension text i
Read the passage given below and answer the questions that follow.
Vishav Driman (65 year old) and her husband Kamal Jeet (69 year old) set out to discover the hidden treasure of Uttarakhand by bicycle.
Vishav shares their post-retirement adventure.
Pedalling through the Golden Years
At a time when our peers were slowing down, relaxing and watching sunsets from their front porch, we found a new passion — cycling.
We started out with short daily rides, but found ourselves looking forward to them more and more, so much that we decided to venture further and cover more ground.
There were obvious health concerns — the risk of performing a physically strenuous activity at a high altitude, the most obvious of them.
But it helped that we had lived in Uttarakhand’s capital, Dehradun, our entire lives, and were therefore acclimatised to the cold winds and narrow winding roads that characterise this beautiful state.
We were also familiar with almost all the scenic mountain trails it had to offer.
Look Up
and
Short rides extended to longer ones as we started falling deeper in love with not just the sport, but the very idea of discovering a world we had always been a part of, but never had the time to explore.
Soon, a simple hobby turned into a project of sorts, and we started participating in cyclotrons and other cycling events being held in the city.
Admiration and encouragement poured in from family members, friends and neighbours along the way, sparking a new thought — was it possible to travel across the state on our bicycles?
It seemed daunting at first, but we knew we had to try.
Our gear in place, our bikes serviced, and our minds set, we set off on an adventure we would remember for the rest of our lives.
Understand
acclimatised cyclotrons extended strenuous venture Words and ExprEssions 2 – Class x94
In my opinion, there are very few ways to enjoy and appreciate the beauty of Uttarakhand and cycling is the most thrilling of them all.
Sunlight filtering through the trees and a cool breeze gently caressing your faces as you ride, coupled with breathtaking views of sal forests spread like a green cover on the mountains and surrounding valleys, the experience of pedalling across the state is truly inexplicable.
Of the many trails we navigated, there is one that occupies a special place in our hearts.
It began from Ghanta Ghar, a popular tourist attraction in Dehradun, it took us through some of the most picturesque locations of the state such as Kimadi, Hathi Paon, Mussoorie and Chaar Dukaan, right up to George Everest point.
This 100km ride (approximately) is also one of the few routes in Uttarakhand that encapsulates all the element that one expects while cycling here — steep slopes, sharp curves, endless hills, lush forests, and off-road experiences.
(Source: by Vishav Driman, India Travel360)
Look Up
and
Understand
caressing daunting encapsulates inexplicable picturesque
Q.1.
What is the meaning of the expression “when our peers were slowing down, relaxing and watching sunsets from their front porch” and in what context has the author used this?
Q.2.
What made Vishav and her husband confident to venture into Uttarakhand on their bicycles?
Q.3.
What was the strong passion that prompted the retired couple to take up this adventurous journey?
What, according to the author, is the most thrilling way to enjoy and appreciate Uttarakhand?
Why does she say so?
Going Down Hill on a Bicycle, A Boy’s Song
Q.5.
Which trail occupies a special place in the couple’s heart?
Q.6.
What are the expectations of a cyclist from such an adventurous trip through the mountains?
Did Vishav and Kamal Jeet get these experiences from the 100 km ride?
Look Up
and
Understand
heedful poised slackens treadles vale
text ii
Read the poem given below and answer the questions that follow.
With lifted feet, hands still, I am poised, and down the hill Dart, with heedful mind;
The air goes by in a wind.
Swifter and yet more swift, Till the heart with a mighty lift Makes the lungs laugh, the throat cry:— “O bird, see; see, bird, I fly.
Words and ExprEssions 2 – Class x96
“Is this, is this your joy?
O bird, then I, though a boy, For a golden moment share Your feathery life in air!”
Say, heart, is there aught like this In a world that is full of bliss?
‘Tis more than skating, bound Steel-shod to the level ground.
Speed slackens now, I float Awhile in my airy boat;
Till, when the wheels scarce crawl, My feet to the treadles fall.
Alas, that the longest hill Must end in a vale; but still, Who climbs with toil, wheresoe’er, Shall find wings waiting there.
Henry Charles Beeching
Q.1.
The poem describes the of going downhill on a bicycle.
(a) enjoyment
(b) happiness
(c) excitement
(d) satisfaction
Q.2.
Which line(s) depict the freedom like that of a bird that the poet enjoys?
Which is the experience the boy is sharing with the bird?
What is the golden moment he is referring to?
Q.4.
What is the meaning of ‘full of bliss’ here?
Can the boy find this kind of bliss in the world where he lives?
Q.5.
There is a comparison in the third stanza.
What is it?
Q.6.
What is the meaning of the last two lines of the poem?
Does “toil” mean dedication, determination, and will power to climb the hill?
What is the reward here? | jewe207.pdf |
3 | CBSE | Class10 | English | Reading CompRehension text i
Read the passage given below and answer the questions that follow.
Vishav Driman (65 year old) and her husband Kamal Jeet (69 year old) set out to discover the hidden treasure of Uttarakhand by bicycle.
Vishav shares their post-retirement adventure.
Pedalling through the Golden Years
At a time when our peers were slowing down, relaxing and watching sunsets from their front porch, we found a new passion — cycling.
We started out with short daily rides, but found ourselves looking forward to them more and more, so much that we decided to venture further and cover more ground.
There were obvious health concerns — the risk of performing a physically strenuous activity at a high altitude, the most obvious of them.
But it helped that we had lived in Uttarakhand’s capital, Dehradun, our entire lives, and were therefore acclimatised to the cold winds and narrow winding roads that characterise this beautiful state.
We were also familiar with almost all the scenic mountain trails it had to offer.
Look Up
and
Short rides extended to longer ones as we started falling deeper in love with not just the sport, but the very idea of discovering a world we had always been a part of, but never had the time to explore.
Soon, a simple hobby turned into a project of sorts, and we started participating in cyclotrons and other cycling events being held in the city.
Admiration and encouragement poured in from family members, friends and neighbours along the way, sparking a new thought — was it possible to travel across the state on our bicycles?
It seemed daunting at first, but we knew we had to try.
Our gear in place, our bikes serviced, and our minds set, we set off on an adventure we would remember for the rest of our lives.
Understand
acclimatised cyclotrons extended strenuous venture Words and ExprEssions 2 – Class x94
In my opinion, there are very few ways to enjoy and appreciate the beauty of Uttarakhand and cycling is the most thrilling of them all.
Sunlight filtering through the trees and a cool breeze gently caressing your faces as you ride, coupled with breathtaking views of sal forests spread like a green cover on the mountains and surrounding valleys, the experience of pedalling across the state is truly inexplicable.
Of the many trails we navigated, there is one that occupies a special place in our hearts.
It began from Ghanta Ghar, a popular tourist attraction in Dehradun, it took us through some of the most picturesque locations of the state such as Kimadi, Hathi Paon, Mussoorie and Chaar Dukaan, right up to George Everest point.
This 100km ride (approximately) is also one of the few routes in Uttarakhand that encapsulates all the element that one expects while cycling here — steep slopes, sharp curves, endless hills, lush forests, and off-road experiences.
(Source: by Vishav Driman, India Travel360)
Look Up
and
Understand
caressing daunting encapsulates inexplicable picturesque
Q.1.
What is the meaning of the expression “when our peers were slowing down, relaxing and watching sunsets from their front porch” and in what context has the author used this?
Q.2.
What made Vishav and her husband confident to venture into Uttarakhand on their bicycles?
Q.3.
What was the strong passion that prompted the retired couple to take up this adventurous journey?
What, according to the author, is the most thrilling way to enjoy and appreciate Uttarakhand?
Why does she say so?
Going Down Hill on a Bicycle, A Boy’s Song
Q.5.
Which trail occupies a special place in the couple’s heart?
Q.6.
What are the expectations of a cyclist from such an adventurous trip through the mountains?
Did Vishav and Kamal Jeet get these experiences from the 100 km ride?
Look Up
and
Understand
heedful poised slackens treadles valePedalling through the Golden Years
At a time when our peers were slowing down, relaxing and watching sunsets from their front porch, we found a new passion — cycling.
We started out with short daily rides, but found ourselves looking forward to them more and more, so much that we decided to venture further and cover more ground.
There were obvious health concerns — the risk of performing a physically strenuous activity at a high altitude, the most obvious of them.
But it helped that we had lived in Uttarakhand’s capital, Dehradun, our entire lives, and were therefore acclimatised to the cold winds and narrow winding roads that characterise this beautiful state.
We were also familiar with almost all the scenic mountain trails it had to offer. | jewe207.pdf |
4 | CBSE | Class10 | English | and
Short rides extended to longer ones as we started falling deeper in love with not just the sport, but the very idea of discovering a world we had always been a part of, but never had the time to explore.
Soon, a simple hobby turned into a project of sorts, and we started participating in cyclotrons and other cycling events being held in the city.
Admiration and encouragement poured in from family members, friends and neighbours along the way, sparking a new thought — was it possible to travel across the state on our bicycles?
It seemed daunting at first, but we knew we had to try.
Our gear in place, our bikes serviced, and our minds set, we set off on an adventure we would remember for the rest of our lives.Understand
acclimatised cyclotrons extended strenuous venture Words and ExprEssions 2 – Class x94
In my opinion, there are very few ways to enjoy and appreciate the beauty of Uttarakhand and cycling is the most thrilling of them all.
Sunlight filtering through the trees and a cool breeze gently caressing your faces as you ride, coupled with breathtaking views of sal forests spread like a green cover on the mountains and surrounding valleys, the experience of pedalling across the state is truly inexplicable.
Of the many trails we navigated, there is one that occupies a special place in our hearts.
It began from Ghanta Ghar, a popular tourist attraction in Dehradun, it took us through some of the most picturesque locations of the state such as Kimadi, Hathi Paon, Mussoorie and Chaar Dukaan, right up to George Everest point.
This 100km ride (approximately) is also one of the few routes in Uttarakhand that encapsulates all the element that one expects while cycling here — steep slopes, sharp curves, endless hills, lush forests, and off-road experiences.
(Source: by Vishav Driman, India Travel360)
Look Up
and
Understand
caressing daunting encapsulates inexplicable picturesque
Q.1.
What is the meaning of the expression “when our peers were slowing down, relaxing and watching sunsets from their front porch” and in what context has the author used this?
Q.2.
What made Vishav and her husband confident to venture into Uttarakhand on their bicycles?
Q.3.
What was the strong passion that prompted the retired couple to take up this adventurous journey?
What, according to the author, is the most thrilling way to enjoy and appreciate Uttarakhand?
Why does she say so?
Going Down Hill on a Bicycle, A Boy’s Song
Q.5.
Which trail occupies a special place in the couple’s heart?
Q.6.
What are the expectations of a cyclist from such an adventurous trip through the mountains?
Did Vishav and Kamal Jeet get these experiences from the 100 km ride?Look Up
andUnderstand
caressing daunting encapsulates inexplicable picturesque
Q.1.
What is the meaning of the expression “when our peers were slowing down, relaxing and watching sunsets from their front porch” and in what context has the author used this?
Q.2.
What made Vishav and her husband confident to venture into Uttarakhand on their bicycles?
Q.3.
What was the strong passion that prompted the retired couple to take up this adventurous journey?
What, according to the author, is the most thrilling way to enjoy and appreciate Uttarakhand?
Why does she say so?
Going Down Hill on a Bicycle, A Boy’s Song
Q.5.
Which trail occupies a special place in the couple’s heart?
Q.6.
What are the expectations of a cyclist from such an adventurous trip through the mountains?
Did Vishav and Kamal Jeet get these experiences from the 100 km ride?Going Down Hill on a Bicycle, A Boy’s Song
Q.5.
Which trail occupies a special place in the couple’s heart?
Q.6.
What are the expectations of a cyclist from such an adventurous trip through the mountains?
Did Vishav and Kamal Jeet get these experiences from the 100 km ride?Look Up
andUnderstand
heedful poised slackens treadles vale | jewe207.pdf |
5 | CBSE | Class10 | English | Henry Charles Beeching
Q.1.
The poem describes the of going downhill on a bicycle.
(a) enjoyment
(b) happiness
(c) excitement
(d) satisfaction
Q.2.
Which line(s) depict the freedom like that of a bird that the poet enjoys?
Which is the experience the boy is sharing with the bird?
What is the golden moment he is referring to?
Q.4.
What is the meaning of ‘full of bliss’ here?
Can the boy find this kind of bliss in the world where he lives?
Q.5.
There is a comparison in the third stanza.
What is it?
Q.6.
What is the meaning of the last two lines of the poem?
Does “toil” mean dedication, determination, and will power to climb the hill?
What is the reward here?VocabULary
1. Find out the words from the text ‘Madam rides the Bus’ that match with the given meanings.
(a) inquisitive
(b) intricate
(c) mesmerizing
(d) immense
(e) hardly
Words and ExprEssions 2 – Class x98Grammar
1. Read the two sentences given below.
The groups of words in italics are phrasal verbs.
This way she picked up various small details.
Valli said, “I am the one to get on.”
FUn Facts
The verbs picked and get are combined with up and on respectively.
Together they make phrasal verbs.
Now, complete each sentence using a verb from box A and a word from box B (by making a phrasal verb).
Use the correct form of the verb wherever necessary.
Allusion — a reference Illusion — a mirage, hallucination, or magic trick
A
break, drive, get, fill, wake, turn B out, down, off, on, in, up
(a) It was evening
She the light.
(b) Do not Ramesh
He was studying late at night yesterday.
(c) The school bus and had to be towed to the garage for repair.
(d) They got in the car and
(e) She hurt herself as she was of the car.
(f) You have to the form yourself.FUn Facts
The verbs picked and get are combined with up and on respectively.
Together they make phrasal verbs.
Now, complete each sentence using a verb from box A and a word from box B (by making a phrasal verb).
Use the correct form of the verb wherever necessary.
Allusion — a reference Illusion — a mirage, hallucination, or magic trick
A
break, drive, get, fill, wake, turn B out, down, off, on, in, up
(a) It was evening
She the light.
(b) Do not Ramesh
He was studying late at night yesterday.
(c) The school bus and had to be towed to the garage for repair.
(d) They got in the car and
(e) She hurt herself as she was of the car.
(f) You have to the form yourself.A
break, drive, get, fill, wake, turn B out, down, off, on, in, up
(a) It was evening
She the light.
(b) Do not Ramesh
He was studying late at night yesterday.
(c) The school bus and had to be towed to the garage for repair.
(d) They got in the car and
(e) She hurt herself as she was of the car.
(f) You have to the form yourself.(a) It was evening
She the light.(b) Do not Ramesh
He was studying late at night yesterday.
(c) The school bus and had to be towed to the garage for repair.
(d) They got in the car and
(e) She hurt herself as she was of the car.
(f) You have to the form yourself. | jewe207.pdf |
6 | CBSE | Class10 | English | ListeninG
1. Following is a passage on Mizoram and its people.
When one visits this place, one is enchanted by its natural beauty and the vibrant culture of the state.
Listen to the passage carefully and answer the questions that follow.
You can listen to the recorded story or ask your teacher, sibling or friend to read the story aloud.
Mizoram
Once a tourist remarked, “I visited the Eastern States this time — where the people talk in songs and they always dance.”
Words and ExprEssions 2 – Class x100 The eastern region of India is no doubt charmingly novel in many of its features.
Mizoram, literally the land of Mizos is an expanse of blue-green hills.
Mizoram is broken up lenghwise into five major mountain ranges gradually descending from the south to the north.
The hills are rugged and their heights uneven.
The name of the state Mizoram is made of two words.
‘Mi’ means human beings, ‘Zo’ means a hill.
So, a ‘Mizo’ is a human dweller of a hill; Mizoram means the land of the hilldwellers.
Aizawl is the capital town of the State built in tiers along the hill.
The Mizos have three main festivals — Mim Kut, Chapchar Kut and Pawl Kut.
These festivals are associated with their agricultural activities during which they enjoy life by singing and dancing.
The Mizos, blessed as they are with a beautiful environment and rich culture, are a vibrant and social people.
They love to dance as much as they love to sing.
They boast a number of folk and community dances handed down from one generation to the other through the ages.
The dances are expressions of the gay, carefree spirit of the Mizos.
It should be noted here that these dances are not intended for stage performance, rather they have been evolved for community involvement and participation.
English with a Purpose
A Textbook for Class XII (Core Course)
NCERT, 2003
1. The land of Mizo is a large open area of
The hills are and 2.
The state referred here is made of two names —
(a) ‘Mi’ means
(b) ‘Zo’ means
(c) and Mizoram means
3. Which activities are associated with Mizo festivals?
How do Mizos enjoy these festivals?
4. What are the special features of a Mizo dance?Mizoram
Once a tourist remarked, “I visited the Eastern States this time — where the people talk in songs and they always dance.”
Words and ExprEssions 2 – Class x100 The eastern region of India is no doubt charmingly novel in many of its features.
Mizoram, literally the land of Mizos is an expanse of blue-green hills.
Mizoram is broken up lenghwise into five major mountain ranges gradually descending from the south to the north.
The hills are rugged and their heights uneven.
The name of the state Mizoram is made of two words.
‘Mi’ means human beings, ‘Zo’ means a hill.
So, a ‘Mizo’ is a human dweller of a hill; Mizoram means the land of the hilldwellers.
Aizawl is the capital town of the State built in tiers along the hill.
The Mizos have three main festivals — Mim Kut, Chapchar Kut and Pawl Kut.
These festivals are associated with their agricultural activities during which they enjoy life by singing and dancing.
The Mizos, blessed as they are with a beautiful environment and rich culture, are a vibrant and social people.
They love to dance as much as they love to sing.
They boast a number of folk and community dances handed down from one generation to the other through the ages.
The dances are expressions of the gay, carefree spirit of the Mizos.
It should be noted here that these dances are not intended for stage performance, rather they have been evolved for community involvement and participation.
English with a Purpose
A Textbook for Class XII (Core Course)
NCERT, 2003
1. The land of Mizo is a large open area of
The hills are and 2.
The state referred here is made of two names —
(a) ‘Mi’ means
(b) ‘Zo’ means
(c) and Mizoram means
3. Which activities are associated with Mizo festivals?
How do Mizos enjoy these festivals?
4. What are the special features of a Mizo dance?English with a PurposeA Textbook for Class XII (Core Course)
NCERT, 2003
1. The land of Mizo is a large open area of
The hills are and 2.
The state referred here is made of two names —
(a) ‘Mi’ means
(b) ‘Zo’ means
(c) and Mizoram means
3. Which activities are associated with Mizo festivals?
How do Mizos enjoy these festivals?
4. What are the special features of a Mizo dance?NCERT, 2003
1. The land of Mizo is a large open area of
The hills are and 2.
The state referred here is made of two names —
(a) ‘Mi’ means
(b) ‘Zo’ means
(c) and Mizoram means
3. Which activities are associated with Mizo festivals?
How do Mizos enjoy these festivals?
4. What are the special features of a Mizo dance? | jewe207.pdf |
7 | CBSE | Class10 | English | Tongue TwisTer
We surely shall see the sun shine soon
(b) They live in a beautiful natural environment.
()
(c) They are a protective people.
()
(d) They are a vibrant people.
()
(e) They love to dance and not so much to sing.
()
(f) They have a number of community and folk dances.
()
(g) The community involvement and participation is always there.
()speakinG
1. Read Part II of the story ‘Madam Rides the Bus’
the Bus’.
There are many conversations between Valli, the conductor, and some elderly people in the bus.
Convert the conversations into dialogues between the characters.
Many words like commandingly, haughtily, loudly (shouted), smilingly, irritably, curtly etc.
have been used in this part.
These are the different ways in which the characters have spoken.
These show the mood, emotion, and intention of the characters.
Now, write the dialogues and then in groups of three, enact it as a skit in the class.
It was a fine spring afternoon.
The bus was just on the verge of leaving the village.
Valli, a small eight year old girl, wanted to go on a bus ride.
Valli (loudly): Stop the bus!
Stop the bus!
Conductor (without looking up): Who is it?
Hurry then!
Valli (loudly): It’s me, I am the one who has to get on the bus.
Conductor (smilingly): Oh.
really!
Words and ExprEssions 2 – Class x102
Valli (commandingly): I have to Here is (Conductor stretched out his hand to help her up.) Valli (smartly): I can Conductor (jokingly): Oh, please (The bus started to move forward with a roar. Valli stood up on the seat to see the outside world clearly.) A voice (anxiously): Listen, child Valli (haughtily): There is nobody Conductor (smilingly): Oh, sir Valli (angrily): I am
Conductor (mimicking her):
Valli (steadfastly): Because I
A voice (with concern): If you Valli (irritably): I’m not 2.
Two communicative tasks are given below.
Practice with your partner.
Communicative Task I
(Offering, accepting and refusing help)
Role Play
Chaman : Hello Prem.
You look tired.
Is there anything I can do to help you?
Prem : Thank you very much.
I think I can manage.
I am preparing a chart on Children’s Rights.
Chaman : It’s a lot of work.
Let me help you.
Prem : Thank you.
But I’ve already collected all the necessary information.
Chaman : I can help you in illustrating some of the rights.
Prem : Oh, can you?
That sounds wonderful.
Chaman : Could you tell me the themes to be illustrated?
Prem : Here you are.
I’m really thankful to you.
Chaman : What about children’s duties?
Prem : Oh, yes.
It’s a good suggestion.
I’ll list their duties also.
Chaman : Thank you.
Pair or Group Work
Write conversations like the one above imagining you are in the classroom.
Use the clues given below.
• Excuse me
• Yes?
• I wonder if you could lend me our dictionary.
I’m doing my class work.
• I’m sorry.
I’m using it right now. May be later.
• That’s okay.
Thanks anyway.
Write similar conversations imagining you are in the following situations: in the kitchen; at the railway station; asking somebody to open the door; in a hospital; in the playground.
Communicative Task II
(Asking for information, indirect questions and question tags)
Role Play
Vineet : Could you get me some warm clothes from the cupboard, please?
Ashima : Are you feeling cold?
Vineet : It’s cold today, isn’t it?
Ashima : Yes, it is.
I shall have to light the fire soon.
Vineet : Oh, you have coal-fires, do you?
Ashima : Yes.
We don’t have a room heater.
You have room heaters, don’t you?
Veneet : Yes.
We do.
But coal-fires are nice.
They are more comforting than a radiator, aren’t they?
Ashima : Yes, but there is a lot more work than just switching on a heater.
We keep talking about getting room heaters.
Vineet : I suppose coal-fires aren’t very convenient, are they?
Ashima : They certainly aren’t.
Words and ExprEssions 2 – Class x104
Pair or Group work
Using the above piece as a model, ask for information, make requests and give your opinion regarding — the floods in Chennai, ‘Cyberabad’ (Hyderabad), a celebration in your school, a landslide during the Amarnath yatra, etc. | jewe207.pdf |
8 | CBSE | Class10 | English | Conductor (mimicking her):Valli (steadfastly): Because I
A voice (with concern): If you Valli (irritably): I’m not 2.
Two communicative tasks are given below.
Practice with your partner.Communicative Task I
(Offering, accepting and refusing help)Role Play
Chaman : Hello Prem.
You look tired.
Is there anything I can do to help you?
Prem : Thank you very much.
I think I can manage.
I am preparing a chart on Children’s Rights.
Chaman : It’s a lot of work.
Let me help you.
Prem : Thank you.
But I’ve already collected all the necessary information.
Chaman : I can help you in illustrating some of the rights.
Prem : Oh, can you?
That sounds wonderful.
Chaman : Could you tell me the themes to be illustrated?
Prem : Here you are.
I’m really thankful to you.
Chaman : What about children’s duties?
Prem : Oh, yes.
It’s a good suggestion.
I’ll list their duties also.
Chaman : Thank you.
Pair or Group Work
Write conversations like the one above imagining you are in the classroom.
Use the clues given below.
• Excuse me
• Yes?
• I wonder if you could lend me our dictionary.
I’m doing my class work.
• I’m sorry.
I’m using it right now. May be later.
• That’s okay.
Thanks anyway.
Write similar conversations imagining you are in the following situations: in the kitchen; at the railway station; asking somebody to open the door; in a hospital; in the playground.
Communicative Task II
(Asking for information, indirect questions and question tags)
Role Play
Vineet : Could you get me some warm clothes from the cupboard, please?
Ashima : Are you feeling cold?
Vineet : It’s cold today, isn’t it?
Ashima : Yes, it is.
I shall have to light the fire soon.
Vineet : Oh, you have coal-fires, do you?
Ashima : Yes.
We don’t have a room heater.
You have room heaters, don’t you?
Veneet : Yes.
We do.
But coal-fires are nice.
They are more comforting than a radiator, aren’t they?
Ashima : Yes, but there is a lot more work than just switching on a heater.
We keep talking about getting room heaters.
Vineet : I suppose coal-fires aren’t very convenient, are they?
Ashima : They certainly aren’t.
Words and ExprEssions 2 – Class x104
Pair or Group work
Using the above piece as a model, ask for information, make requests and give your opinion regarding — the floods in Chennai, ‘Cyberabad’ (Hyderabad), a celebration in your school, a landslide during the Amarnath yatra, etc.Pair or Group Work
Write conversations like the one above imagining you are in the classroom.
Use the clues given below.
• Excuse me
• Yes?
• I wonder if you could lend me our dictionary.
I’m doing my class work.
• I’m sorry.
I’m using it right now. May be later.
• That’s okay.
Thanks anyway.
Write similar conversations imagining you are in the following situations: in the kitchen; at the railway station; asking somebody to open the door; in a hospital; in the playground.Communicative Task II
(Asking for information, indirect questions and question tags)Role Play
Vineet : Could you get me some warm clothes from the cupboard, please?
Ashima : Are you feeling cold?
Vineet : It’s cold today, isn’t it?
Ashima : Yes, it is.
I shall have to light the fire soon.
Vineet : Oh, you have coal-fires, do you?
Ashima : Yes.
We don’t have a room heater.
You have room heaters, don’t you?
Veneet : Yes.
We do.
But coal-fires are nice.
They are more comforting than a radiator, aren’t they?
Ashima : Yes, but there is a lot more work than just switching on a heater.
We keep talking about getting room heaters.
Vineet : I suppose coal-fires aren’t very convenient, are they?
Ashima : They certainly aren’t.
Words and ExprEssions 2 – Class x104
Pair or Group work
Using the above piece as a model, ask for information, make requests and give your opinion regarding — the floods in Chennai, ‘Cyberabad’ (Hyderabad), a celebration in your school, a landslide during the Amarnath yatra, etc.FUn Facts | jewe207.pdf |
0 | CBSE | Class10 | English | The Sermon aT BenaraS
Let’s Begin
1. In the lesson ‘The Sermon at Benaras’ you were asked to find out the meaning of ‘sermon’.
The meanings are given below but these are in different contexts:
• a talk on a religious or moral subject
• a long or monotonous piece of admonition or caution or a warning, a lecture.
(a) Discuss with your classmates the context to which the present text belongs.
(b) What could be the examples for the different context according to you?
(c) When your parents or elders say something, you say, “Oh, not again!”
When do you say so and why?
2. Read the poem given below in the context of ‘The Sermon at Benaras’.
It was actually delivered as a part of a sermon in 1910 by the author, Canon Henry Scott Holland (1847 — 1918), a priest at St. Paul’s Cathedral, London.
After reading the poem, discuss in groups of four and list the similarities and differences between ‘The Sermon at Benaras’ and ‘Death Is Nothing At All’.
For example the theme, the situation, the philosophy of the two speakers etc.
Death Is Nothing At All
Death is nothing at all.
It does not count.
I have only slipped away into the next room.
Nothing has happened.
Look Up
Everything remains exactly as it was.
I am I, and you are you, and the old life that we lived so fondly together is untouched, unchanged.
and
Understand
| | Whatever we were to each other, that we are still.
| fondly | Call me by the old familiar name. Speak of me in the easy way which you always used. Put no difference into your tone. Wear no forced air of solemnity or sorrow.
| negligible parting | Laugh as we always laughed at the little jokes that we enjoyed together.
solemnity Play, smile, think of me, pray for me.
Let my name be ever the household word that it always was.
Let it be spoken without an effort, without the ghost of a shadow upon it.
Life means all that it ever meant.
It is the same as it ever was.
There is absolute and unbroken continuity.
What is this death but a negligible accident?
Why should I be out of mind because I am out of sight?
I am but waiting for you, for an interval, somewhere very near, just round the corner.
All is well.
Nothing is hurt; nothing is lost.
One brief moment and all will be as it was before.
How we shall laugh at the trouble of parting when we meet again!
Canon Henry Scott Holland
Reading CompRehension text i
Read the passage given below and answer the questions that follow.
In the future, if we want a happier humanity, a happy world, we must tackle the root of the problem.
Of course the economy and political power are also causes.
But the ultimate cause lies within the human mind.
Every human action, verbal or physical, familiar Words and ExprEssions 2 – Class x110 even minor actions, have some motivation.
Proper motivation or proper development is an important factor.
Thus, if intelligence is accompanied with human affection and compassion, what I call human feeling, then it is very useful.
Look Up
and
Understand
If society’s moral values and standards of behaviour become negative, each of us will suffer.
Therefore, the intentions of an individual are very much related to the interests of society.
There is a definite correlation.
humanity
| | motivation
| The educational system and family life are two very important areas. In the educational field, one has to take care not only of the brain, but also of one’s spiritual development. I say “spiritual development” not in a religious sense but simply in the sense of having a good and compassionate heart. If one has a compassionate heart, it automatically brings inner strength and allows for less fear and less doubt. Subsequently, one becomes happier and more open-minded, thus making more friends in society. | correlation spiritual compassionate
(Source: The Transformed Mind by His Holiness the Dalai Lama) Q.1.
According to His Holiness the Dalai Lama, what should we do if we want a happier humanity?
Q.2.
Where does the ultimate cause of the problem lie?
Q.3.
“What I call human feeling, then ‘it’ is very useful.”
What is ‘it’ referred to here?
Q.4.
Why does the Dalai Lama say that proper motivation is important?
Why is there a requirement of correlation between the intention of an individual and the interest of society?
Q.6. What does His Holiness the Dalai Lama mean by “spiritual development”?
Q.7.
A compassionate heart brings —
(a)
(b)
(c)
text ii
Read the poem given below and answer the questions that follow.
Father Gilligan was overworked and extremely tired as he kept attending to the sick and dying among his parishioners.
He was offering them spiritual comfort day and night.
One night he fell asleep on a chair.
God sent his angel down to help his most beloved servant of the people.
Look Up
and
Understand
The Ballad of Father Gilligan
flock grieve The old priest Peter Gilligan Was weary night and day, For half his flock were in their beds, Or under green sods lay.
parishioners spake Once while he nodded on a chair, At the moth - hour of eve, Another poor man sent for him, And he began to grieve.
Words and ExprEssions 2 – Class x112
“I have no rest, nor joy, nor peace, For people die and die;” And after cried he, “God forgive!
My body spake, not I!”
And then, half-lying on the chair, He knelt, prayed, fell asleep; And the moth-hour went from the fields, And stars began to peep.
Look Up
Understand
They slowly into millions grew, And leaves shook in the wind; And God covered the world with shade, And whispered to mankind.
and
peep pity Upon the time of sparrow chirp When the moths came once more, The old priest Peter Gilligan Stood upright on the floor.
roused swayed
“Mavrone, Mavrone!
The man has died, While I slept on the chair,” He roused his horse out of its sleep And rode with little care.
He rode now as he never rode, By rocky lane and fen; The sick man’s wife opened the door: “Father!
You come again!”
“And is the poor man dead?”
he cried.
“He died an hour ago.”
The old priest Peter Gilligan In grief swayed to and fro.
“When you were gone he turned and died, As merry as a bird.”
The old priest Peter Gilligan He knelt him at that word.
“He who hath made the night of stars For souls who tire and bleed, Sent one of His great angles down To help me in my need.
He who wrapped in purple robes, With planets in His care, Had pity on the least of things Asleep upon a chair.”
W.B.Yeats
Why did Father Gilligan cry “my body spake, not I”?
Q.2.
“The moth-hour of eve”, “the moth hour went” and “the moths came once more” establish a link.
They suggest —
(a) the movement of moths.
(b) the passage of time.
(c) the actions of Father Gilligan.
Q.3.
Why did the poet say that the priest “rode with little care”?
Does it mean that the old priest, Peter Gilligan, had no care for the safety of the horse and people on the way?
What did he not care about?
Q.4.
How did the priest feel when he heard that the sick man was dead?
(Choose the correct option.)
(a) He was frustrated and amazed.
(b) He was ashamed and annoyed.
(c) He was full of grief and self-condemnation.
Q.5.
Why did Father Gilligan kneel down when he heard the sick man’s wife say “When you were gone”?
Q.6.
How did God help when “the least of things” was in need?
Words and ExprEssions 2 – Class x114 | jewe208.pdf |
1 | CBSE | Class10 | English | Let’s Begin
1. In the lesson ‘The Sermon at Benaras’ you were asked to find out the meaning of ‘sermon’.
The meanings are given below but these are in different contexts:
• a talk on a religious or moral subject
• a long or monotonous piece of admonition or caution or a warning, a lecture.
(a) Discuss with your classmates the context to which the present text belongs.
(b) What could be the examples for the different context according to you?
(c) When your parents or elders say something, you say, “Oh, not again!”
When do you say so and why?
2. Read the poem given below in the context of ‘The Sermon at Benaras’.
It was actually delivered as a part of a sermon in 1910 by the author, Canon Henry Scott Holland (1847 — 1918), a priest at St. Paul’s Cathedral, London.
After reading the poem, discuss in groups of four and list the similarities and differences between ‘The Sermon at Benaras’ and ‘Death Is Nothing At All’.
For example the theme, the situation, the philosophy of the two speakers etc.
Death Is Nothing At All
Death is nothing at all.
It does not count.
I have only slipped away into the next room.
Nothing has happened.
Look Up
Everything remains exactly as it was.
I am I, and you are you, and the old life that we lived so fondly together is untouched, unchanged.
and
Understand
| | Whatever we were to each other, that we are still.
| fondly | Call me by the old familiar name. Speak of me in the easy way which you always used. Put no difference into your tone. Wear no forced air of solemnity or sorrow.
| negligible parting | Laugh as we always laughed at the little jokes that we enjoyed together.
solemnity Play, smile, think of me, pray for me.
Let my name be ever the household word that it always was.
Let it be spoken without an effort, without the ghost of a shadow upon it.
Life means all that it ever meant.
It is the same as it ever was.
There is absolute and unbroken continuity.
What is this death but a negligible accident?
Why should I be out of mind because I am out of sight?
I am but waiting for you, for an interval, somewhere very near, just round the corner.
All is well.
Nothing is hurt; nothing is lost.
One brief moment and all will be as it was before.
How we shall laugh at the trouble of parting when we meet again!
Canon Henry Scott HollandDeath Is Nothing At All
Death is nothing at all.
It does not count.
I have only slipped away into the next room.
Nothing has happened.
Look Up
Everything remains exactly as it was.
I am I, and you are you, and the old life that we lived so fondly together is untouched, unchanged.
and
Understand
| | Whatever we were to each other, that we are still.
| fondly | Call me by the old familiar name. Speak of me in the easy way which you always used. Put no difference into your tone. Wear no forced air of solemnity or sorrow.
| negligible parting | Laugh as we always laughed at the little jokes that we enjoyed together.
solemnity Play, smile, think of me, pray for me.
Let my name be ever the household word that it always was.
Let it be spoken without an effort, without the ghost of a shadow upon it.
Life means all that it ever meant.
It is the same as it ever was.
There is absolute and unbroken continuity.
What is this death but a negligible accident?
Why should I be out of mind because I am out of sight?
I am but waiting for you, for an interval, somewhere very near, just round the corner.
All is well.
Nothing is hurt; nothing is lost.
One brief moment and all will be as it was before.
How we shall laugh at the trouble of parting when we meet again!
Canon Henry Scott HollandLook Up
Everything remains exactly as it was.
I am I, and you are you, and the old life that we lived so fondly together is untouched, unchanged.
andUnderstand
| | Whatever we were to each other, that we are still.
| fondly | Call me by the old familiar name. Speak of me in the easy way which you always used. Put no difference into your tone. Wear no forced air of solemnity or sorrow.
| negligible parting | Laugh as we always laughed at the little jokes that we enjoyed together.
solemnity Play, smile, think of me, pray for me.
Let my name be ever the household word that it always was.
Let it be spoken without an effort, without the ghost of a shadow upon it.
Life means all that it ever meant.
It is the same as it ever was.
There is absolute and unbroken continuity.
What is this death but a negligible accident?
Why should I be out of mind because I am out of sight?
I am but waiting for you, for an interval, somewhere very near, just round the corner.
All is well.
Nothing is hurt; nothing is lost.
One brief moment and all will be as it was before.
How we shall laugh at the trouble of parting when we meet again!
Canon Henry Scott HollandCanon Henry Scott Holland | jewe208.pdf |
2 | CBSE | Class10 | English | Look Up
andUnderstand
If society’s moral values and standards of behaviour become negative, each of us will suffer.
Therefore, the intentions of an individual are very much related to the interests of society.
There is a definite correlation.
humanity
| | motivation
| The educational system and family life are two very important areas. In the educational field, one has to take care not only of the brain, but also of one’s spiritual development. I say “spiritual development” not in a religious sense but simply in the sense of having a good and compassionate heart. If one has a compassionate heart, it automatically brings inner strength and allows for less fear and less doubt. Subsequently, one becomes happier and more open-minded, thus making more friends in society. | correlation spiritual compassionate
(Source: The Transformed Mind by His Holiness the Dalai Lama) Q.1.
According to His Holiness the Dalai Lama, what should we do if we want a happier humanity?
Q.2.
Where does the ultimate cause of the problem lie?
Q.3.
“What I call human feeling, then ‘it’ is very useful.”
What is ‘it’ referred to here?
Q.4.
Why does the Dalai Lama say that proper motivation is important?
Why is there a requirement of correlation between the intention of an individual and the interest of society?
Q.6. What does His Holiness the Dalai Lama mean by “spiritual development”?
Q.7.
A compassionate heart brings —
(a)
(b)
(c)Q.6. What does His Holiness the Dalai Lama mean by “spiritual development”?
Q.7.
A compassionate heart brings —
(a)
(b)
(c)text ii
Read the poem given below and answer the questions that follow.
Father Gilligan was overworked and extremely tired as he kept attending to the sick and dying among his parishioners.
He was offering them spiritual comfort day and night.
One night he fell asleep on a chair.
God sent his angel down to help his most beloved servant of the people.
Look Up
and
Understand
The Ballad of Father Gilligan
flock grieve The old priest Peter Gilligan Was weary night and day, For half his flock were in their beds, Or under green sods lay.
parishioners spake Once while he nodded on a chair, At the moth - hour of eve, Another poor man sent for him, And he began to grieve.
Words and ExprEssions 2 – Class x112
“I have no rest, nor joy, nor peace, For people die and die;” And after cried he, “God forgive!
My body spake, not I!”
And then, half-lying on the chair, He knelt, prayed, fell asleep; And the moth-hour went from the fields, And stars began to peep.
Look Up
Understand
They slowly into millions grew, And leaves shook in the wind; And God covered the world with shade, And whispered to mankind.
and
peep pity Upon the time of sparrow chirp When the moths came once more, The old priest Peter Gilligan Stood upright on the floor.
roused swayed
“Mavrone, Mavrone!
The man has died, While I slept on the chair,” He roused his horse out of its sleep And rode with little care.
He rode now as he never rode, By rocky lane and fen; The sick man’s wife opened the door: “Father!
You come again!”
“And is the poor man dead?”
he cried.
“He died an hour ago.”
The old priest Peter Gilligan In grief swayed to and fro.
“When you were gone he turned and died, As merry as a bird.”
The old priest Peter Gilligan He knelt him at that word.
“He who hath made the night of stars For souls who tire and bleed, Sent one of His great angles down To help me in my need.
He who wrapped in purple robes, With planets in His care, Had pity on the least of things Asleep upon a chair.”
W.B.Yeats
Why did Father Gilligan cry “my body spake, not I”?
Q.2.
“The moth-hour of eve”, “the moth hour went” and “the moths came once more” establish a link.
They suggest —
(a) the movement of moths.
(b) the passage of time.
(c) the actions of Father Gilligan.
Q.3.
Why did the poet say that the priest “rode with little care”?
Does it mean that the old priest, Peter Gilligan, had no care for the safety of the horse and people on the way?
What did he not care about?
Q.4.
How did the priest feel when he heard that the sick man was dead?
(Choose the correct option.)
(a) He was frustrated and amazed.
(b) He was ashamed and annoyed.
(c) He was full of grief and self-condemnation.
Q.5.
Why did Father Gilligan kneel down when he heard the sick man’s wife say “When you were gone”?
Q.6.
How did God help when “the least of things” was in need?
Words and ExprEssions 2 – Class x114Look Up
andUnderstand | jewe208.pdf |
3 | CBSE | Class10 | English | Look UpUnderstand
They slowly into millions grew, And leaves shook in the wind; And God covered the world with shade, And whispered to mankind.
and
peep pity Upon the time of sparrow chirp When the moths came once more, The old priest Peter Gilligan Stood upright on the floor.
roused swayed
“Mavrone, Mavrone!
The man has died, While I slept on the chair,” He roused his horse out of its sleep And rode with little care.
He rode now as he never rode, By rocky lane and fen; The sick man’s wife opened the door: “Father!
You come again!”
“And is the poor man dead?”
he cried.
“He died an hour ago.”
The old priest Peter Gilligan In grief swayed to and fro.
“When you were gone he turned and died, As merry as a bird.”
The old priest Peter Gilligan He knelt him at that word.
“He who hath made the night of stars For souls who tire and bleed, Sent one of His great angles down To help me in my need.
He who wrapped in purple robes, With planets in His care, Had pity on the least of things Asleep upon a chair.”and
peep pity Upon the time of sparrow chirp When the moths came once more, The old priest Peter Gilligan Stood upright on the floor.
roused swayed
“Mavrone, Mavrone!
The man has died, While I slept on the chair,” He roused his horse out of its sleep And rode with little care.
He rode now as he never rode, By rocky lane and fen; The sick man’s wife opened the door: “Father!
You come again!”
“And is the poor man dead?”
he cried.
“He died an hour ago.”
The old priest Peter Gilligan In grief swayed to and fro.
“When you were gone he turned and died, As merry as a bird.”
The old priest Peter Gilligan He knelt him at that word.
“He who hath made the night of stars For souls who tire and bleed, Sent one of His great angles down To help me in my need.
He who wrapped in purple robes, With planets in His care, Had pity on the least of things Asleep upon a chair.”W.B.Yeats
Why did Father Gilligan cry “my body spake, not I”?
Q.2.
“The moth-hour of eve”, “the moth hour went” and “the moths came once more” establish a link.
They suggest —
(a) the movement of moths.
(b) the passage of time.
(c) the actions of Father Gilligan.
Q.3.
Why did the poet say that the priest “rode with little care”?
Does it mean that the old priest, Peter Gilligan, had no care for the safety of the horse and people on the way?
What did he not care about?
Q.4.
How did the priest feel when he heard that the sick man was dead?
(Choose the correct option.)
(a) He was frustrated and amazed.
(b) He was ashamed and annoyed.
(c) He was full of grief and self-condemnation.
Q.5.
Why did Father Gilligan kneel down when he heard the sick man’s wife say “When you were gone”?
Q.6.
How did God help when “the least of things” was in need?
Words and ExprEssions 2 – Class x114VocabULary
1. Antonyms for the words in the text ‘The Sermon at Benaras’ are given below.
Find the words and fill in the blanks.
(a) unfit
FUn Facts
(b) joy
(c) contentment
(d) found
Silent letter: W
Wrap
(e) cheered
Wrist
Wreck
(f) lively
(g) calm
2. Use a dictionary to find out four words each having the meaning nearest to the ones given below.
Example: wander — stroll dawdle drift roam
(a) vow —
(b) preach —
(c) preserve —
(d) awaken —
(e) enlighten —
(f) reign —FUn Facts
(b) joy
(c) contentment
(d) found
Silent letter: W
Wrap
(e) cheered
Wrist
Wreck
(f) lively
(g) calm
2. Use a dictionary to find out four words each having the meaning nearest to the ones given below.
Example: wander — stroll dawdle drift roam
(a) vow —
(b) preach —
(c) preserve —
(d) awaken —
(e) enlighten —
(f) reign —Silent letter: W
Wrap
(e) cheered
Wrist
Wreck
(f) lively
(g) calm
2. Use a dictionary to find out four words each having the meaning nearest to the ones given below.
Example: wander — stroll dawdle drift roam
(a) vow —
(b) preach —
(c) preserve —
(d) awaken —
(e) enlighten —
(f) reign —WristWreck
(f) lively
(g) calm
2. Use a dictionary to find out four words each having the meaning nearest to the ones given below.
Example: wander — stroll dawdle drift roam
(a) vow —
(b) preach —
(c) preserve —
(d) awaken —
(e) enlighten —
(f) reign —Grammar
Reported Speech
We use direct speech when we repeat someone’s words and indirect speech when we use our own words to report what someone else has said.
We use an appropriate reporting verb, make pronominal (relating to pronouns) changes and change certain words denoting ‘nearness’ in the direct form to words suggesting ‘remoteness’ (in time and place) in the indirect form.
For example
(a) Riki said, “I’m hungry.”
(b) Riki said that he was hungry.
(c) Alexa said to Meena, “Have you visited your home town Puducherry?” | jewe208.pdf |
4 | CBSE | Class10 | English | For example
(a) Riki said, “I’m hungry.”
(b) Riki said that he was hungry.
(c) Alexa said to Meena, “Have you visited your home town Puducherry?”FUn Facts
Allude — refer
(d) Alexa asked Meena if she had visited her home town Puducherry.
In the sentences ‘b’ and ‘d’ there are changes of person (I–he, Meena-you-she, your-her).
The reporting verb ‘said’ has been changed to ‘asked’.
Elude — escape Some of the reporting verbs are: tell, ask, reply, warn, say, report, answer, explain, exclaim, mention, promise, suggest, order, etc.
Example
(a) The doctor said to me, “Drink eight glasses of water to avoid acidity.”
(b) The doctor told me to drink eight glasses of water to avoid acidity.
(c) “Please don’t tell anybody about my illness”, Amita said to me.
(d) Amita asked me not to tell anyone about her illness.
1. Read the passage (“Kisa Gotami had an only son, a child, husband, parent or friend.”) from the text, ‘The Sermon at Benaras’ (page 134).
Rewrite the paragraphs changing the direct speech into reported speech in the space given below.
Words and ExprEssions 2 – Class x116 Words and ExprEssions 2 – Class x118
2. Read the story given below.
Change the direct speech into reported speech and rewrite the story in the space provided.
Use the reporting verbs given above whereever necessary.
You can use any other reporting verb you find suitable.
It is said, “It is not how much we have, but how much we enjoy that makes happiness.”
Being happy does not require everything to be good but an eye to see good in everything.
One day a crow saw a swan.
“This swan is so white,” he thought, “and I am so black.
This swan must be the happiest bird in the world.”
The swan replied, “I was feeling that I was the happiest bird around.
But I think the parrot is the happiest bird as it has two colours.”
The crow then approached the parrot.
The parrot said, “I have only two colours, but the peacock has multiple colours.”
The crow then visited a peacock in the zoo.
“Dear peacock,” the crow said, “you are so beautiful.
Every day, thousands of people come to see you.
You are the happiest bird on the planet.”
The peacock said, “I always thought that I was the most beautiful and happy bird on the planet.
But I am entrapped in this zoo.
I have realised that the crow is the only bird not kept in a cage, and could happily roam everywhere.”
Devadatta sent a messenger claim the bird.
But Siddhartha refused to give it.
He said that belonged to him because he
editinG
1. There are some omissions in the paragraph given below.
Edit the paragraph, use suitable prepositions and words.
The Wild Geese
One day, Prince Siddhartha was going the royal gardens
on his way the river.
A flock wild geese passed overhead.
Devadatta, the Prince’s cousin, shot arrow into their midst
one of the geese fell.
It was wounded and fell just front of
Siddhartha.
His heart was filled compassion when he saw
poor bird bleeding profusely.
He lifted it and he drew the
arrow very carefully from its body.
He took the bird with him.
had saved its life.
It did not belong to Devadutta who had
tried to kill.editinG
1. There are some omissions in the paragraph given below.
Edit the paragraph, use suitable prepositions and words.
The Wild Geese
One day, Prince Siddhartha was going the royal gardens
on his way the river.
A flock wild geese passed overhead.
Devadatta, the Prince’s cousin, shot arrow into their midst
one of the geese fell.
It was wounded and fell just front of
Siddhartha.
His heart was filled compassion when he saw
poor bird bleeding profusely.
He lifted it and he drew the
arrow very carefully from its body.
He took the bird with him.
had saved its life.
It did not belong to Devadutta who had
tried to kill.The Wild Geese
One day, Prince Siddhartha was going the royal gardens
on his way the river.
A flock wild geese passed overhead.
Devadatta, the Prince’s cousin, shot arrow into their midst
one of the geese fell.
It was wounded and fell just front of
Siddhartha.
His heart was filled compassion when he saw
poor bird bleeding profusely.
He lifted it and he drew the
arrow very carefully from its body.
He took the bird with him.
had saved its life.
It did not belong to Devadutta who had
tried to kill. | jewe208.pdf |
0 | CBSE | Class10 | English | The ProPosal
Let’s Begin
1. Facial expressions are non-verbal communications.
These expressions play an important role in a play.
They are powerful communication tools.
The human face is extremely expressive.
It is able to convey countless emotions without saying a word.
Expressions tell us the mood of the characters in the play.
Some facial expressions are given below.
The facial expressions are for happiness, sadness, anger, surprise, fear, and disgust.
Look at the facial expressions and write which emotion do they express.
11:24:10 AM
2. You have read ‘The Proposal’, a one act play.
It is a farce.
The play is set in only one location, the drawing room of Chubukov’s house.
All three characters in the play are quarrelsome people and they quarrel over petty issues.
Lomov and Natalya start with the issue like a piece of land that is situated at the border between the two neighbors’ properties.
The discussion turns into a quarrel and the marriage proposal is forgotten.
They shout at each other.
They are again dragged into an argument over the superiority of each other’s dogs.
So, they drag their ancestors in their foolish quarrel.
They again abuse each other and call names.
Now, make groups of four and discuss the following points.
While conducting the discussion, try to use the facial expressions given above.
• The marriage proposal is a mockery of romance and marriage in the upper class.
• The pride in property, even the superiority of dogs, take priority over love and marriage.
• The characters lack patience, stop listening to each other, and then contradict each other.
• Do you think these quarrels will promise a happy life?
• What qualities would you consider for a well-matched couple?
• Do you think all of us should know how to manage our anger?
Reading CompRehension text i
How Can We Control Anger?
Do you get angry when your mother switches off the television?
Do you get upset when you lose a game?
Do you crib when your teacher does not pay attention to you?
Most of us can have “yes” as an answer to one or more of these situations.
Anger sometimes gets the better of us and leaves us to regret the consequences later.
The question is ‘How can we control anger?’
Anger is a normal and healthy emotion only if we know how to respond to it.
Uncontrolled anger can often harm us directly or aggressive assertive consequences distress grudge uncontrolled indirectly whether we realise or not.
Before we learn to address the issue, let us revisit the concept of anger.
Anger is nothing but absence of peace with oneself, people or situations around us.
We express it either by being assertive or aggressive.
Look Up
and
Understand
Let us all become the managers of our own anger.
When angry, take a few moments to calm down (take five deep breaths, count up to ten, drink water, change your place) before responding.
More often than not we do not have control over the situations that distress us.
Getting physically active reduces stress.
Funny dances, clapping, thumping your feet, a walk, making funny faces at the mirror, etc., go a long way in helping us let go of the anger or the frustration inside us.
Once we have our feelings under control, go through all the aspects of the situation and try to see the same situation from different perspectives.
If it is a problem try to equip yourself with a few solutions before entering the same situation.
Avoid holding a grudge with people and learn when to seek help from others.
Realising your own shortcomings can become one of the greatest strengths of character over the years to come.
We can never control circumstances, people or situations as they are constantly changing.
The only thing we can control is our response.
So we have to increase our capacity to tolerate, ability to understand, and learn to nurture love for others.
Q.1. What do you understand by the word ‘anger’?
Q.2.
List any four strategies to manage anger.
Q.3.
How can you develop strengths of character as given in the passage above?
Q.4.
Anger management helps you in (Tick the correct answer.) — Words and ExprEssions 2 – Class x126
(a) remaining always happy
(b) developing strength of character
(c) remaining stress free
(d) learning how to respond to the situation
Q.5.
What is under our control?
How can we make it a positive one?
text ii
On Violence
There is a great deal of violence in the world.
There is physical violence and also inward violence.
Physical violence is to kill another, to hurt other people consciously, deliberately or without thought, to say cruel things, full of antagonism and hate and inwardly, inside the skin, to dislike people, to hate people, to criticise people.
Inwardly, we are always quarrelling, battling, not only with others, but with ourselves.
We want people to change, we want to force them to our way of thinking.
Look Up
and
Understand
In the world, as we grow up, we see a great deal of violence, at all levels of human existence.
The ultimate violence is war — the killing for ideas, for so-called religious principles, for nationalities, the killing to preserve a little piece of land.
To do that, man will kill, destroy, maim, and also be killed himself.
There is enormous violence in the world, the rich wanting to keep people poor, and the poor wanting to get rich and in the process hating the rich.
And you, being caught in society, are also going to contribute to this.
antagonism consciously deliberately inherent maim There is violence between husband, wife, and children.
There is violence, antagonism, hate, cruelty, ugly criticism, anger — all this is inherent in man, inherent in each human being.
It is inherent in you.
And education is supposed to help you to go beyond all that, not merely to pass an examination and get a job. You have to be educated so that you become a really beautiful, healthy, sane, rational human being, not a brutal man with a very clever brain who can argue and defend his brutality.
You are going to face all this violence as you grow up.
You will forget all that you have heard here, and will be caught in the stream of society.
You will become like the rest of the cruel, hard, bitter, angry, violent world, and you will not help to bring about a new society, a new world.
Look Up
and
Understand
aggressiveness brutality exploded vaporised But a new world is necessary.
A new culture is necessary.
The old culture is dead, buried, burnt, exploded, and vaporised.
You have to create a new culture.
A new culture cannot be based on violence.
The new culture depends on you because the older generation has built a society based on violence, based on aggressiveness and it is this that has caused all the confusion, all the misery.
The older generations have produced this world and you have to change it.
You cannot just sit back and say, “I will follow the rest of the people and seek success and position.”
If you do, your children are going to suffer.
You may have a good time, but your children are going to pay for it.
So, you have to take all that into account, the outward cruelty of man to man in the name of god, in the name of religion, in the name of self-importance, in the name of the security of the family.
You will have to consider the outward cruelty and violence, and the inward violence which you do not yet know.
(Source: ‘On Violence’, On Education by J. Krishnamurti) Q.1.
What is the physical violence that J. Krishnamurti is talking about?
Q.2.
What is the violence that cannot be expressed?
Words and ExprEssions 2 – Class x128 Q.3.
War, the ultimate violence, could be due to (Tick the correct options) —
(a) difference of ideas
(b) religious principles
(c) nationalities
(d) the feeling to protect a little piece of land
(e) all of the above
(f) none of the above
Q.4.
How has J. Krishnamurti given the feelings of the rich and the poor in the given paragraph?
Q.5.
What is the role of education in a human being’s life?
Q.6.
How, as a student, will you create a new world?
VocabULary
FUn Facts
1. Some verbs are given below.
Write their nouns and adverb
forms in the space provided.
verb noun adverb
Silent letter: H
encourage excite trouble beautify tremble
Honest
Hour
Honour
Grammar
Reported speech
1. Some children are taken to a health clinic for a regular checkup.
Rewrite the sentences they speak in reported speech.
(Use complain, say, tell, ask, inquire, mention, etc., wherever necessary.)
Ashish : I feel sleepy all the time.
Neha : I get pain in my legs when I run.
Sonal : I’m fine.
Ritu : I had fever last week.
Akash : Why do I always cough?
Rehman : Should I walk everyday to keep myself fit?
Sumi : Oh, thank you, Doctor.
Now I know the reason for my constant stomach-ache.
Words and ExprEssions 2 – Class x130
• Though ‘tell’ and ‘say’ almost mean the same, there are differences in the usage of the two words.
‘Tell’ is always followed by an indirect object but ‘say’ is not.
Example I told my sister that she was right.
Ashish said he worked hard to achieve success.
• We can use ‘ask’ with or without an indirect object.
Example My mother asked (me) if I was ready for the party.
Madhu asked (the tailor) whether her dresses were ready.
2. Use ‘said’, ‘told’ or ‘asked’ to fill in the blanks in the following sentences.
One has been done for you.
Shilpi : Father, I want to go on a trip to Uttarkashi.
Shilpi told her father that she wanted to go on a trip to Uttarkashi.
Archana : It is very hot in Jaisalmer.
Archana said that it was very hot in Jaisalmer.
(a) The Scientist that dinosaurs lived 230 million years ago.
FUn Facts
(b) The teacher the students that she was going to conduct a new experiment.
Tick-tock, not tock-tick
(c) Could you please me where the new bookshop is located?
Chit-chat, not chat-chit
(d) The student (the teacher) if it was possible is located?
Sing-song, not song-sing
(e) It is requested that he should the truth.
(f) Father (his son) whether he had paid his fees or not.
editinG
Jumbled Sentences
1. Join the parts of the sentences given below and write meaningful sentences.
(a) by giving ultimate/individual can transform everything/ expression to /the inner determination of an/the infinite potential of human being
(b) down many a time/but keep rising/that you may go/the Sun teaches us
(c) but how much love/much we give/we put into giving/it’s not how
(d) fit for human habitation/would mould the world/the citizens of tomorrow/into a globe
(e) you must hear/to be a great leader /and pains of people/ the unspoken joys
ListeninG
1. You have read a play by Anton Chekov.
Given below is a story by the same author.
Listen and enjoy the recorded story or someone may read it aloud to you.
Then answer the questions that follow.
Words and ExprEssions 2 – Class x132
Vanka
FUn Facts
(Vanka Zhukov, a nine-year old boy, was made an assistant to Alyakhin, the Shoemaker. He didn’t go to bed on Christmas Eve. When everyone in the shop had gone to Church, he began to write on a crumpled sheet of paper. “Dear Grandfather Konstantin, he wrote”, I’m writing a letter to you. I wish you a Merry Christmas and all good things from the Lord God. I’ve no father and mother, and you are all I have left.”) Vanka raised his eyes to the dark windowpane.
In his imagination he saw his grandfather Konstantin standing there.
His grandfather was a night watchman on the estate of a rich man.
Konstantin was a small, thin and lively old man of sixty-five whose face was always crinkling with laughter.
Silent letter: B
Lamb
Climb
Bomb
In the daytime the old man slept in the servant’s kitchen or cracked jokes with the cooks.
At night, wrapped in a big sheepskin coat he made rounds of the estate, blowing his whistle at regular intervals.
He was always followed by his dogs, Brownie and Eel. Eel was a particularly remarkable dog.
He was extremely respectful and endearing and looked lovingly on friends and strangers alike; yet no one trusted him. He would creep behind someone and bite his leg or run off with a peasant’s chicken.
Many a time Eel was beaten mercilessly, yet he always managed to survive.
At this very moment, Vanka thought, grandfather was probably standing by the gates, looking up at the bright red windows of the village church and cracking jokes with the servants.
“What about a pinch of snuff?”
he would say, holding out his snuffbox to the women.
The women would take a pinch and sneeze and the old man would feel happy about it.
“Fine for frozen noses, eh!”
he’d say.
The dogs, too, were given snuff.
Brownie would sneeze, shake her head and walk away looking hurt.
Eel, too polite to sneeze, only wagged his tail.
Vanka looked through the window.
The weather was glorious.
The air was fresh.
The night was very dark, but the roofs of the houses and trees were all covered with snow.
Stars twinkled in the sky and it appeared that they had been washed and placed there only for the holidays.
FUn Facts
tongue twiSter
Vanka sighed, and went on writing: “Yesterday I was given a beating.
That was because when I was rocking the baby in the cradle, I unfortunately fell asleep.
Another day the mistress of the house asked me to clean the fish.
I didn’t know how, so she rubbed the fish all over my face.
My friends laughed at me.
Then there’s nothing to eat.
In the morning they give me bread, there is porridge for dinner and in the evening only bread again.
The master and the mistress eat all the good things themselves.
I sleep in the corridor and when the baby cries, I don’t get any sleep at all because I’ve to rock the cradle.
Dear Grandfather, please take me away from here, take me to the village, it’s more than I can bear.”
How much wood would a woodchuck chuck if a woodchuck could chuck wood?
Vanka rubbed his eyes with his fists and sobbed.
“I’ll grind your snuff for you, he went on”, I’ll pray to God to keep you healthy and if I ever do anything wrong, you can beat me as you like.
If you think there’s no place for me then I can clean boots or even work as a shepherd boy.
Grandfather, it’s more than I can bear.
I thought of running away to the village, but I don’t have any boots.
If you’ll help me now, I’ll feed you when I grow up and when you die I’ll pray for your soul just like I do for my mother.
“Dear Grandfather, when they put up the Christmas tree at the big house, please take down a golden walnut for me and hide it in the green box.
Ask the young mistress Olga, and say it is for Vanka.”
Vanka sighed and gazed in the direction of the window.
He remembered it was grandfather who always went to the forest to cut down a Christmas tree for the rich people, taking Vanka with him. They had a wonderful time together, the snow falling, the trees crackling and hares springing across the trees, When the tree had been chopped down, grandfather would drag it to the big house and they would start decorating it.
The young mistress Olga, Vanka’s favourite, was the busiest of all.
Vanka’s mother, when alive, had worked as Olga’s maid.
Then Olga had given him all the sweets and played a lot with Vanka.
But after his mother’s death, Vanka was sent to the kitchen to be with his grandfather and from there to Alyakhin, the shoemaker.
Words and ExprEssions 2 – Class x134
“Come to me, dear grandfather,” Vanka wrote on, “Please, take me away from here, have pity on me, a poor orphan.
They are always beating me.
I’m terribly hungry and so miserable that I’m always crying.
Remember me to all my friends.
I remain your grandson, Ivan Zhukov.
Dear grandfather, please come soon.”
Vanka folded the sheet of paper and then put it in an envelope he had bought the previous day.
He thought for a while, then wrote the address: To Grandfather in the Village.
He added the words: Konstantin Makarich.
He was happy that no one had disturbed him while he was writing his letter.
He ran out to the street to post it.
Vanka had been told by the clerks that letter were dropped in boxes from where they were carried all over the world on mail coaches drawn by horse and driven by drunken drivers, while the bells jingled.
Vanka ran to the nearest mailbox and put his letter in it.
An hour later, lulled by sweetest hopes, he was fast asleep.
He dreamed of a stove.
His grandfather was sitting beside it, reading out his letter to the cooks.
Eel, the dog, was walking round the stove, wagging his tail.
Anton Chekov
(a) Vanka went to bed early on Christmas Eve as
(b) Why, of all people, did he write a letter to his grandfather?
(c) How was his grandfather a very lovable person?
(d) Vanka was beaten times.
(e) Vanka was beaten because
(f) What was Vanka prepared to do for grandfather if he was taken away from the shoemaker?
(g) He was sent to Alyakhin, the shoe-maker, to
(h) Who does Vanka remember most at Christmas, next to his grandfather?
(i) How did he address the letter?
(j) Did he sleep well after posting the letter?
What did he dream?
speakinG | jewe209.pdf |
1 | CBSE | Class10 | English | Let’s Begin
1. Facial expressions are non-verbal communications.
These expressions play an important role in a play.
They are powerful communication tools.
The human face is extremely expressive.
It is able to convey countless emotions without saying a word.
Expressions tell us the mood of the characters in the play.
Some facial expressions are given below.
The facial expressions are for happiness, sadness, anger, surprise, fear, and disgust.
Look at the facial expressions and write which emotion do they express.
11:24:10 AM
2. You have read ‘The Proposal’, a one act play.
It is a farce.
The play is set in only one location, the drawing room of Chubukov’s house.
All three characters in the play are quarrelsome people and they quarrel over petty issues.
Lomov and Natalya start with the issue like a piece of land that is situated at the border between the two neighbors’ properties.
The discussion turns into a quarrel and the marriage proposal is forgotten.
They shout at each other.
They are again dragged into an argument over the superiority of each other’s dogs.
So, they drag their ancestors in their foolish quarrel.
They again abuse each other and call names.
Now, make groups of four and discuss the following points.
While conducting the discussion, try to use the facial expressions given above.
• The marriage proposal is a mockery of romance and marriage in the upper class.
• The pride in property, even the superiority of dogs, take priority over love and marriage.
• The characters lack patience, stop listening to each other, and then contradict each other.
• Do you think these quarrels will promise a happy life?
• What qualities would you consider for a well-matched couple?
• Do you think all of us should know how to manage our anger?Reading CompRehension text i
How Can We Control Anger?
Do you get angry when your mother switches off the television?
Do you get upset when you lose a game?
Do you crib when your teacher does not pay attention to you?
Most of us can have “yes” as an answer to one or more of these situations.
Anger sometimes gets the better of us and leaves us to regret the consequences later.
The question is ‘How can we control anger?’
Anger is a normal and healthy emotion only if we know how to respond to it.
Uncontrolled anger can often harm us directly or aggressive assertive consequences distress grudge uncontrolled indirectly whether we realise or not.
Before we learn to address the issue, let us revisit the concept of anger.
Anger is nothing but absence of peace with oneself, people or situations around us.
We express it either by being assertive or aggressive.
Look Up
and
Understand
Let us all become the managers of our own anger.
When angry, take a few moments to calm down (take five deep breaths, count up to ten, drink water, change your place) before responding.
More often than not we do not have control over the situations that distress us.
Getting physically active reduces stress.
Funny dances, clapping, thumping your feet, a walk, making funny faces at the mirror, etc., go a long way in helping us let go of the anger or the frustration inside us.
Once we have our feelings under control, go through all the aspects of the situation and try to see the same situation from different perspectives.
If it is a problem try to equip yourself with a few solutions before entering the same situation.
Avoid holding a grudge with people and learn when to seek help from others.
Realising your own shortcomings can become one of the greatest strengths of character over the years to come.
We can never control circumstances, people or situations as they are constantly changing.
The only thing we can control is our response.
So we have to increase our capacity to tolerate, ability to understand, and learn to nurture love for others.
Q.1. What do you understand by the word ‘anger’?
Q.2.
List any four strategies to manage anger.
Q.3.
How can you develop strengths of character as given in the passage above?
Q.4.
Anger management helps you in (Tick the correct answer.) — Words and ExprEssions 2 – Class x126
(a) remaining always happy
(b) developing strength of character
(c) remaining stress free
(d) learning how to respond to the situation
Q.5.
What is under our control?
How can we make it a positive one? | jewe209.pdf |
2 | CBSE | Class10 | English | Look Up
andUnderstand
Let us all become the managers of our own anger.
When angry, take a few moments to calm down (take five deep breaths, count up to ten, drink water, change your place) before responding.
More often than not we do not have control over the situations that distress us.
Getting physically active reduces stress.
Funny dances, clapping, thumping your feet, a walk, making funny faces at the mirror, etc., go a long way in helping us let go of the anger or the frustration inside us.
Once we have our feelings under control, go through all the aspects of the situation and try to see the same situation from different perspectives.
If it is a problem try to equip yourself with a few solutions before entering the same situation.
Avoid holding a grudge with people and learn when to seek help from others.
Realising your own shortcomings can become one of the greatest strengths of character over the years to come.
We can never control circumstances, people or situations as they are constantly changing.
The only thing we can control is our response.
So we have to increase our capacity to tolerate, ability to understand, and learn to nurture love for others.
Q.1. What do you understand by the word ‘anger’?
Q.2.
List any four strategies to manage anger.
Q.3.
How can you develop strengths of character as given in the passage above?
Q.4.
Anger management helps you in (Tick the correct answer.) — Words and ExprEssions 2 – Class x126
(a) remaining always happy
(b) developing strength of character
(c) remaining stress free
(d) learning how to respond to the situation
Q.5.
What is under our control?
How can we make it a positive one?Q.1. What do you understand by the word ‘anger’?
Q.2.
List any four strategies to manage anger.
Q.3.
How can you develop strengths of character as given in the passage above?
Q.4.
Anger management helps you in (Tick the correct answer.) — Words and ExprEssions 2 – Class x126
(a) remaining always happy
(b) developing strength of character
(c) remaining stress free
(d) learning how to respond to the situation
Q.5.
What is under our control?
How can we make it a positive one? | jewe209.pdf |
3 | CBSE | Class10 | English | On Violence
There is a great deal of violence in the world.
There is physical violence and also inward violence.
Physical violence is to kill another, to hurt other people consciously, deliberately or without thought, to say cruel things, full of antagonism and hate and inwardly, inside the skin, to dislike people, to hate people, to criticise people.
Inwardly, we are always quarrelling, battling, not only with others, but with ourselves.
We want people to change, we want to force them to our way of thinking.
Look Up
and
Understand
In the world, as we grow up, we see a great deal of violence, at all levels of human existence.
The ultimate violence is war — the killing for ideas, for so-called religious principles, for nationalities, the killing to preserve a little piece of land.
To do that, man will kill, destroy, maim, and also be killed himself.
There is enormous violence in the world, the rich wanting to keep people poor, and the poor wanting to get rich and in the process hating the rich.
And you, being caught in society, are also going to contribute to this.
antagonism consciously deliberately inherent maim There is violence between husband, wife, and children.
There is violence, antagonism, hate, cruelty, ugly criticism, anger — all this is inherent in man, inherent in each human being.
It is inherent in you.
And education is supposed to help you to go beyond all that, not merely to pass an examination and get a job. You have to be educated so that you become a really beautiful, healthy, sane, rational human being, not a brutal man with a very clever brain who can argue and defend his brutality.
You are going to face all this violence as you grow up.
You will forget all that you have heard here, and will be caught in the stream of society.
You will become like the rest of the cruel, hard, bitter, angry, violent world, and you will not help to bring about a new society, a new world.
Look Up
and
Understand
aggressiveness brutality exploded vaporised But a new world is necessary.
A new culture is necessary.
The old culture is dead, buried, burnt, exploded, and vaporised.
You have to create a new culture.
A new culture cannot be based on violence.
The new culture depends on you because the older generation has built a society based on violence, based on aggressiveness and it is this that has caused all the confusion, all the misery.
The older generations have produced this world and you have to change it.
You cannot just sit back and say, “I will follow the rest of the people and seek success and position.”
If you do, your children are going to suffer.
You may have a good time, but your children are going to pay for it.
So, you have to take all that into account, the outward cruelty of man to man in the name of god, in the name of religion, in the name of self-importance, in the name of the security of the family.
You will have to consider the outward cruelty and violence, and the inward violence which you do not yet know.
(Source: ‘On Violence’, On Education by J. Krishnamurti) Q.1.
What is the physical violence that J. Krishnamurti is talking about?
Q.2.
What is the violence that cannot be expressed?
Words and ExprEssions 2 – Class x128 Q.3.
War, the ultimate violence, could be due to (Tick the correct options) —
(a) difference of ideas
(b) religious principles
(c) nationalities
(d) the feeling to protect a little piece of land
(e) all of the above
(f) none of the above
Q.4.
How has J. Krishnamurti given the feelings of the rich and the poor in the given paragraph?
Q.5.
What is the role of education in a human being’s life?
Q.6.
How, as a student, will you create a new world?Look Up
and | jewe209.pdf |
4 | CBSE | Class10 | English | Look Up
andUnderstand
aggressiveness brutality exploded vaporised But a new world is necessary.
A new culture is necessary.
The old culture is dead, buried, burnt, exploded, and vaporised.
You have to create a new culture.
A new culture cannot be based on violence.
The new culture depends on you because the older generation has built a society based on violence, based on aggressiveness and it is this that has caused all the confusion, all the misery.
The older generations have produced this world and you have to change it.
You cannot just sit back and say, “I will follow the rest of the people and seek success and position.”
If you do, your children are going to suffer.
You may have a good time, but your children are going to pay for it.
So, you have to take all that into account, the outward cruelty of man to man in the name of god, in the name of religion, in the name of self-importance, in the name of the security of the family.
You will have to consider the outward cruelty and violence, and the inward violence which you do not yet know.
(Source: ‘On Violence’, On Education by J. Krishnamurti) Q.1.
What is the physical violence that J. Krishnamurti is talking about?
Q.2.
What is the violence that cannot be expressed?
Words and ExprEssions 2 – Class x128 Q.3.
War, the ultimate violence, could be due to (Tick the correct options) —
(a) difference of ideas
(b) religious principles
(c) nationalities
(d) the feeling to protect a little piece of land
(e) all of the above
(f) none of the above
Q.4.
How has J. Krishnamurti given the feelings of the rich and the poor in the given paragraph?
Q.5.
What is the role of education in a human being’s life?
Q.6.
How, as a student, will you create a new world?VocabULary | jewe209.pdf |
5 | CBSE | Class10 | English | Silent letter: H
encourage excite trouble beautify tremble
Honest
Hour
HonourHonestHourHonourGrammar
Reported speech
1. Some children are taken to a health clinic for a regular checkup.
Rewrite the sentences they speak in reported speech.
(Use complain, say, tell, ask, inquire, mention, etc., wherever necessary.)
Ashish : I feel sleepy all the time.
Neha : I get pain in my legs when I run.
Sonal : I’m fine.
Ritu : I had fever last week.
Akash : Why do I always cough?
Rehman : Should I walk everyday to keep myself fit?
Sumi : Oh, thank you, Doctor.
Now I know the reason for my constant stomach-ache.
Words and ExprEssions 2 – Class x130
• Though ‘tell’ and ‘say’ almost mean the same, there are differences in the usage of the two words.
‘Tell’ is always followed by an indirect object but ‘say’ is not.
Example I told my sister that she was right.
Ashish said he worked hard to achieve success.
• We can use ‘ask’ with or without an indirect object.
Example My mother asked (me) if I was ready for the party.
Madhu asked (the tailor) whether her dresses were ready.
2. Use ‘said’, ‘told’ or ‘asked’ to fill in the blanks in the following sentences.
One has been done for you.
Shilpi : Father, I want to go on a trip to Uttarkashi.
Shilpi told her father that she wanted to go on a trip to Uttarkashi.
Archana : It is very hot in Jaisalmer.
Archana said that it was very hot in Jaisalmer.
(a) The Scientist that dinosaurs lived 230 million years ago.
FUn Facts
(b) The teacher the students that she was going to conduct a new experiment.
Tick-tock, not tock-tick
(c) Could you please me where the new bookshop is located?
Chit-chat, not chat-chit
(d) The student (the teacher) if it was possible is located?
Sing-song, not song-sing
(e) It is requested that he should the truth.
(f) Father (his son) whether he had paid his fees or not.FUn Facts
(b) The teacher the students that she was going to conduct a new experiment.
Tick-tock, not tock-tick
(c) Could you please me where the new bookshop is located?
Chit-chat, not chat-chit
(d) The student (the teacher) if it was possible is located?
Sing-song, not song-sing
(e) It is requested that he should the truth.
(f) Father (his son) whether he had paid his fees or not.Tick-tock, not tock-tick
(c) Could you please me where the new bookshop is located?Chit-chat, not chat-chit
(d) The student (the teacher) if it was possible is located?Sing-song, not song-sing
(e) It is requested that he should the truth.
(f) Father (his son) whether he had paid his fees or not.editinG
Jumbled Sentences
1. Join the parts of the sentences given below and write meaningful sentences.
(a) by giving ultimate/individual can transform everything/ expression to /the inner determination of an/the infinite potential of human being
(b) down many a time/but keep rising/that you may go/the Sun teaches us
(c) but how much love/much we give/we put into giving/it’s not how
(d) fit for human habitation/would mould the world/the citizens of tomorrow/into a globe
(e) you must hear/to be a great leader /and pains of people/ the unspoken joysJumbled Sentences
1. Join the parts of the sentences given below and write meaningful sentences.
(a) by giving ultimate/individual can transform everything/ expression to /the inner determination of an/the infinite potential of human being
(b) down many a time/but keep rising/that you may go/the Sun teaches us
(c) but how much love/much we give/we put into giving/it’s not how
(d) fit for human habitation/would mould the world/the citizens of tomorrow/into a globe
(e) you must hear/to be a great leader /and pains of people/ the unspoken joys | jewe209.pdf |
6 | CBSE | Class10 | English | VankaFUn Facts
(Vanka Zhukov, a nine-year old boy, was made an assistant to Alyakhin, the Shoemaker. He didn’t go to bed on Christmas Eve. When everyone in the shop had gone to Church, he began to write on a crumpled sheet of paper. “Dear Grandfather Konstantin, he wrote”, I’m writing a letter to you. I wish you a Merry Christmas and all good things from the Lord God. I’ve no father and mother, and you are all I have left.”) Vanka raised his eyes to the dark windowpane.
In his imagination he saw his grandfather Konstantin standing there.
His grandfather was a night watchman on the estate of a rich man.
Konstantin was a small, thin and lively old man of sixty-five whose face was always crinkling with laughter.
Silent letter: B
Lamb
Climb
Bomb
In the daytime the old man slept in the servant’s kitchen or cracked jokes with the cooks.
At night, wrapped in a big sheepskin coat he made rounds of the estate, blowing his whistle at regular intervals.
He was always followed by his dogs, Brownie and Eel. Eel was a particularly remarkable dog.
He was extremely respectful and endearing and looked lovingly on friends and strangers alike; yet no one trusted him. He would creep behind someone and bite his leg or run off with a peasant’s chicken.
Many a time Eel was beaten mercilessly, yet he always managed to survive.
At this very moment, Vanka thought, grandfather was probably standing by the gates, looking up at the bright red windows of the village church and cracking jokes with the servants.
“What about a pinch of snuff?”
he would say, holding out his snuffbox to the women.
The women would take a pinch and sneeze and the old man would feel happy about it.
“Fine for frozen noses, eh!”
he’d say.
The dogs, too, were given snuff.
Brownie would sneeze, shake her head and walk away looking hurt.
Eel, too polite to sneeze, only wagged his tail.
Vanka looked through the window.
The weather was glorious.
The air was fresh.
The night was very dark, but the roofs of the houses and trees were all covered with snow.
Stars twinkled in the sky and it appeared that they had been washed and placed there only for the holidays.Silent letter: B
Lamb
Climb
Bomb
In the daytime the old man slept in the servant’s kitchen or cracked jokes with the cooks.
At night, wrapped in a big sheepskin coat he made rounds of the estate, blowing his whistle at regular intervals.
He was always followed by his dogs, Brownie and Eel. Eel was a particularly remarkable dog.
He was extremely respectful and endearing and looked lovingly on friends and strangers alike; yet no one trusted him. He would creep behind someone and bite his leg or run off with a peasant’s chicken.
Many a time Eel was beaten mercilessly, yet he always managed to survive.
At this very moment, Vanka thought, grandfather was probably standing by the gates, looking up at the bright red windows of the village church and cracking jokes with the servants.
“What about a pinch of snuff?”
he would say, holding out his snuffbox to the women.
The women would take a pinch and sneeze and the old man would feel happy about it.
“Fine for frozen noses, eh!”
he’d say.
The dogs, too, were given snuff.
Brownie would sneeze, shake her head and walk away looking hurt.
Eel, too polite to sneeze, only wagged his tail.
Vanka looked through the window.
The weather was glorious.
The air was fresh.
The night was very dark, but the roofs of the houses and trees were all covered with snow.
Stars twinkled in the sky and it appeared that they had been washed and placed there only for the holidays.LambClimbBomb
In the daytime the old man slept in the servant’s kitchen or cracked jokes with the cooks.
At night, wrapped in a big sheepskin coat he made rounds of the estate, blowing his whistle at regular intervals.
He was always followed by his dogs, Brownie and Eel. Eel was a particularly remarkable dog.
He was extremely respectful and endearing and looked lovingly on friends and strangers alike; yet no one trusted him. He would creep behind someone and bite his leg or run off with a peasant’s chicken.
Many a time Eel was beaten mercilessly, yet he always managed to survive.
At this very moment, Vanka thought, grandfather was probably standing by the gates, looking up at the bright red windows of the village church and cracking jokes with the servants.
“What about a pinch of snuff?”
he would say, holding out his snuffbox to the women.
The women would take a pinch and sneeze and the old man would feel happy about it.
“Fine for frozen noses, eh!”
he’d say.
The dogs, too, were given snuff.
Brownie would sneeze, shake her head and walk away looking hurt.
Eel, too polite to sneeze, only wagged his tail.
Vanka looked through the window.
The weather was glorious.
The air was fresh.
The night was very dark, but the roofs of the houses and trees were all covered with snow.
Stars twinkled in the sky and it appeared that they had been washed and placed there only for the holidays. | jewe209.pdf |
7 | CBSE | Class10 | English | tongue twiSter
Vanka sighed, and went on writing: “Yesterday I was given a beating.
That was because when I was rocking the baby in the cradle, I unfortunately fell asleep.
Another day the mistress of the house asked me to clean the fish.
I didn’t know how, so she rubbed the fish all over my face.
My friends laughed at me.
Then there’s nothing to eat.
In the morning they give me bread, there is porridge for dinner and in the evening only bread again.
The master and the mistress eat all the good things themselves.
I sleep in the corridor and when the baby cries, I don’t get any sleep at all because I’ve to rock the cradle.
Dear Grandfather, please take me away from here, take me to the village, it’s more than I can bear.”
How much wood would a woodchuck chuck if a woodchuck could chuck wood?
Vanka rubbed his eyes with his fists and sobbed.
“I’ll grind your snuff for you, he went on”, I’ll pray to God to keep you healthy and if I ever do anything wrong, you can beat me as you like.
If you think there’s no place for me then I can clean boots or even work as a shepherd boy.
Grandfather, it’s more than I can bear.
I thought of running away to the village, but I don’t have any boots.
If you’ll help me now, I’ll feed you when I grow up and when you die I’ll pray for your soul just like I do for my mother.
“Dear Grandfather, when they put up the Christmas tree at the big house, please take down a golden walnut for me and hide it in the green box.
Ask the young mistress Olga, and say it is for Vanka.”
Vanka sighed and gazed in the direction of the window.
He remembered it was grandfather who always went to the forest to cut down a Christmas tree for the rich people, taking Vanka with him. They had a wonderful time together, the snow falling, the trees crackling and hares springing across the trees, When the tree had been chopped down, grandfather would drag it to the big house and they would start decorating it.
The young mistress Olga, Vanka’s favourite, was the busiest of all.
Vanka’s mother, when alive, had worked as Olga’s maid.
Then Olga had given him all the sweets and played a lot with Vanka.
But after his mother’s death, Vanka was sent to the kitchen to be with his grandfather and from there to Alyakhin, the shoemaker.
Words and ExprEssions 2 – Class x134
“Come to me, dear grandfather,” Vanka wrote on, “Please, take me away from here, have pity on me, a poor orphan.
They are always beating me.
I’m terribly hungry and so miserable that I’m always crying.
Remember me to all my friends.
I remain your grandson, Ivan Zhukov.
Dear grandfather, please come soon.”
Vanka folded the sheet of paper and then put it in an envelope he had bought the previous day.
He thought for a while, then wrote the address: To Grandfather in the Village.
He added the words: Konstantin Makarich.
He was happy that no one had disturbed him while he was writing his letter.
He ran out to the street to post it.
Vanka had been told by the clerks that letter were dropped in boxes from where they were carried all over the world on mail coaches drawn by horse and driven by drunken drivers, while the bells jingled.
Vanka ran to the nearest mailbox and put his letter in it.
An hour later, lulled by sweetest hopes, he was fast asleep.
He dreamed of a stove.
His grandfather was sitting beside it, reading out his letter to the cooks.
Eel, the dog, was walking round the stove, wagging his tail. | jewe209.pdf |
8 | CBSE | Class10 | English | Anton Chekov
(a) Vanka went to bed early on Christmas Eve as
(b) Why, of all people, did he write a letter to his grandfather?
(c) How was his grandfather a very lovable person?
(d) Vanka was beaten times.
(e) Vanka was beaten because
(f) What was Vanka prepared to do for grandfather if he was taken away from the shoemaker?
(g) He was sent to Alyakhin, the shoe-maker, to
(h) Who does Vanka remember most at Christmas, next to his grandfather?
(i) How did he address the letter?
(j) Did he sleep well after posting the letter?
What did he dream?speakinGFUn Facts
1. Enact the play in the class.
Keep in mind— dialogue delivery— tone, voice modulation; non-verbal communications— facial expressions, gestures, movements, etc.
Many things are communicated through these non-verbal tools.
tongue twiSter
2. A communicative task is given below.
Practice in pairs or groups.
Swan swam over the pond,
Task I
Swim swan swim!
(Discussing, giving opinions, agreeing, and disagreeing)
Swan swam back again Well swum swan!
Role Play
Smita : Well!
What do you think about violence on television?
Words and ExprEssions 2 – Class x136 Romila : If you ask me, there is too much violence on television.
Children should not be exposed to it.
Smita : I don’t agree with you.
Why do you say so?
Romila : It’s not wise to expose children to a lot of fighting,
shooting, stabbing, and killing.
Smita : But children find it thrilling.
Romila : No, they don’t. On the contrary it brutalises them and makes them insensitive.
They look upon violence and killing as common place incidents.
Smita : But the young people now-a-days are quite violent.
Romila : Precisely.
It is the influence of television.
Wouldn’t it be better if through television we give them the message of peace and togetherness.
Bury the hatchet — to stop conflict and make peace
Pair or Group Work
Discuss with your friends the following topics — people going abroad for studies, building a dispensary in place of a playground, sports cannot be a profession, or any topic that is of interest to you and your friends.tongue twiSter
2. A communicative task is given below.
Practice in pairs or groups.
Swan swam over the pond,
Task I
Swim swan swim!
(Discussing, giving opinions, agreeing, and disagreeing)
Swan swam back again Well swum swan!
Role Play
Smita : Well!
What do you think about violence on television?
Words and ExprEssions 2 – Class x136 Romila : If you ask me, there is too much violence on television.
Children should not be exposed to it.
Smita : I don’t agree with you.
Why do you say so?
Romila : It’s not wise to expose children to a lot of fighting,
shooting, stabbing, and killing.
Smita : But children find it thrilling.
Romila : No, they don’t. On the contrary it brutalises them and makes them insensitive.
They look upon violence and killing as common place incidents.
Smita : But the young people now-a-days are quite violent.
Romila : Precisely.
It is the influence of television.
Wouldn’t it be better if through television we give them the message of peace and togetherness.
Bury the hatchet — to stop conflict and make peaceSwan swam over the pond,
Task I
Swim swan swim!
(Discussing, giving opinions, agreeing, and disagreeing)
Swan swam back again Well swum swan!
Role Play
Smita : Well!
What do you think about violence on television?
Words and ExprEssions 2 – Class x136 Romila : If you ask me, there is too much violence on television.
Children should not be exposed to it.
Smita : I don’t agree with you.
Why do you say so?
Romila : It’s not wise to expose children to a lot of fighting,
shooting, stabbing, and killing.
Smita : But children find it thrilling.
Romila : No, they don’t. On the contrary it brutalises them and makes them insensitive.
They look upon violence and killing as common place incidents.
Smita : But the young people now-a-days are quite violent.
Romila : Precisely.
It is the influence of television.
Wouldn’t it be better if through television we give them the message of peace and togetherness.Task I
Swim swan swim!
(Discussing, giving opinions, agreeing, and disagreeing)
Swan swam back again Well swum swan!Swim swan swim!
(Discussing, giving opinions, agreeing, and disagreeing)Swan swam back again Well swum swan!Role Play
Smita : Well!
What do you think about violence on television?
Words and ExprEssions 2 – Class x136 Romila : If you ask me, there is too much violence on television.
Children should not be exposed to it.
Smita : I don’t agree with you.
Why do you say so?
Romila : It’s not wise to expose children to a lot of fighting,
shooting, stabbing, and killing.
Smita : But children find it thrilling.
Romila : No, they don’t. On the contrary it brutalises them and makes them insensitive.
They look upon violence and killing as common place incidents.
Smita : But the young people now-a-days are quite violent.
Romila : Precisely.
It is the influence of television.
Wouldn’t it be better if through television we give them the message of peace and togetherness. | jewe209.pdf |
0 | CBSE | Class10 | English | Foreword
Teaching and learning of language in school education should be based on the insight that language learning is a natural process which should be enhanced in school for academic and overall achievement of the learners.
It is extremely important that learner-centric methodologies of language learning should be promoted for eliciting critical responses, and developing sensitivity to social issues.
The focus of language learning is on developing skills of language and communicative competence.
Language learning progresses naturally with exposure to and use of language in meaningful situations.
In this context, importance has been attributed in the National Curriculum Framework-2005, to methods of teaching which are process based.
These give opportunities to learners for engaging with texts through various activities and exercises and equip them for self-assessment.
In multilingual India, English has been one of the languages which is being learnt in schools.
It is therefore recommended that English be learnt along with the language of the learners since it leads to transference of skills from the child’s own language to the second language (English).
We, at the NCERT, make an endeavour to provide engaging, relevant, and authentic resources.
This supplements and complements language acquisition and provides opportunities for learners to associate experiences with everyday life.
The Council had developed two books, First Flight (textbook) and Footprint without Feet (Supplementary Reader) for Class X based on the National Curriculum Framework-2005.
The workbook, Words and Expressions 2 is a sequential continuation of these.
It has been developed taking into account the feedback on these books and needs of learners and teachers.
The workbook has also taken into account the skills that are critical for overall development of the learners, such as the skills of collaboration, creativity and imagination, critical thinking and problem solving, communication and compassion.
We hope this workbook will serve as an effective instrument for learners and teachers for adding quality to the teaching and learning processes.
We are indebted to the institutions and organisations which have generously permitted us to draw upon their resources and materials.
All the publications of the Council are regularly revised on the basis of the feedback from students, parents, teachers, and teacher educators.
Hrushikesh senapaty
Director
| New Delhi | National Council of Educational
| --- | ---
| June 2019 | Research and Training
rationalisation oF Content in the textbooks
In view of the COVID-19 pandemic, it is imperative to reduce content load on students.
The National Education Policy 2020, also emphasises reducing the content load and providing opportunities for experiential learning with creative mindset.
In this background, the NCERT has undertaken the exercise to rationalise the textbooks across all classes.
Learning Outcomes already developed by the NCERT across classes have been taken into consideration in this exercise.
Contents of the textbooks have been rationalised in view of the following:
• Content based on genres of literature in the textbooks and supplementary readers at different stages of school education
• Content that is meant for achieving Learning Outcomes for developing language proficiency and is accessible at different stages
• For reducing the curriculum load and examination stress in view of the prevailing condition of the Pandemic
• Content, which is easily accessible to students without much interventions from teachers and can be learned by children through self-learning or peer-learning
• Content, which is irrelevant in the present context
This present edition, is a reformatted version after carrying out the changes given above.
about the workbook
Words and Expressions 2 is a sequence to the textbook in English for Class X, First Flight.
Like Words and Expressions 1, it is a self-study material.
It lays emphasis on providing a variety of rich and comprehensible inputs.
This gives learners exposure to the target language and enables them to further their skills in the English language.
The passages and activities given here create opportunities for them to handle the English language for performing important language functions and help them develop critical thinking on contemporary concerns.
The book is expected to help learners to read for meaning in context and also serve as a base for communication in the English language.
There are 11 units in this workbook.
The chapters of the textbook and the units are to be taught in a coordinated manner.
The units correspond to each lesson in the textbook.
There are various tasks in each unit.
‘Let’s begin’ is followed by Comprehension passages, Vocabulary tasks, Grammar exercises, Editing, Listening, Speaking, and Writing activities.
All units end with Project work reiterating the learning through elaborate activities.
The sections have followed an integrated approach and focus on a particular skill of the English language.
The introductory section, ‘Let’s begin’ asks questions making the students think and discuss on the chapter they have read.
They are asked to collect information, read various written texts and e-texts, watch, and listen to online resources from Internet services like YouTube.
They can also refer to the materials given in the QR code of the textbook along with the reading aloud of the texts and recitation of the poems.
They are required to work in groups of two or four, note down points, develop speech, debate, etc., and then to speak before the whole class.
This follows an integrated process of reading with comprehension, reflection, writing, and expressing thoughts.
The themes of the unseen comprehension passages, span across the literary, cultural, and sociological realms — which appeal to and inspire the adolescents — are chosen based on the corresponding chapters in the textbook.
Reading Comprehension has prose passages as well as poems.
The familiarity of the context has been taken care of while selecting the passages.
An attempt has been made to expose the learners to a variety of texts, comprehend the meaning of words in context, understand the theme, and answer factual and thoughtprovoking questions.
Learners are also given opportunities to interpret poems, be acquainted with beautiful expressions, phrases, and understand the expressions of the images.
Some questions have been given to infer meaning and other to inspire learners to think critically and bring out their deeper understanding of the text.
Multiple choice questions are also given in the book for students to assess themselves.
The workbook is a self-study material for the students.
They are encouraged to work in pairs or groups so that they support each other and learn from each other.
However, if required, teachers may guide.
A variety of tasks, exercises, and ‘Look up and understand’ are placed strategically to build vocabulary in the given context.
The learners are encouraged to use the dictionary as often as required.
The intention is to help them learn new words and their usages in different contexts.
Further, ‘Proofreading marks’ have been given for students to learn the basics of proofreading and editing.
The written and spoken compositions are preceded by discussions in peer groups.
The themes of the composition include contemporary issues like gender, environment, diversity, human values, animal rights, adolescent issues which are relevant to the age group, and appropriate in the contemporary time.
This is to enable the learners to see the world, develop necessary skills, and face the challenges of the present as well as future.
Enough opportunities are given to the students to develop listening comprehension and to use the English language in real-life situations.
It is reiterated that basic language skills are developed simultaneously, not in isolation, but in an integrated manner.
So integrated listening and speaking activities are given in the book.
Grammar activities are presented in everyday contexts and are given with keeping usage in mind, not the formal explication of grammatical concepts.
The fine distinction of the workbook is that it is directly addressed to the students.
The language used is simple, so that there is less dependence on the teachers.
The activities are simple and stress free, enabling the learners to complete these confidently.
Self-learning is encouraged.
The pair or group work will give students an opportunity to look at the work of their peers and make each of them feel both responsible as well as independent.
Every learner has a unique learning style.
The group work may help them understand their challenges, evaluate themselves vis-a-vis their peers, and find the best way to overcome them.
The project activities given at the end of each unit are expected to be engaging, across the entire curriculum and interdisciplinary.
These help generate interest to explore, analyse, think critically, reflect, and then present thoughts orally or in writing.
‘Fun facts’ are given in the margins throughout the workbook, with the hope that the learner would have a lasting impression of the correct usage of the English language.
Teachers must remember that ‘Fun facts’ are for joyful learning and non-evaluative.
It is hoped that this book will help students use the English language effectively and meaningfully for the purpose of communication which will make them proficient and perceptive users of the English language.
They will find this workbook enjoyable and rewarding as it is learner-centered and activity based.
Comments and suggestions on any aspect of the workbook are welcome.
This would enable us to improve the next edition.
viii
workbook development Committee
members
Dolly Dhawan, PGT (English), G.D. Salwan Public School, Rajendra Nagar, New Delhi Keerthi Sahni, TGT (English), Sanskriti School, Chanakyapuri, New Delhi Kirti Kapur, Professor, Department of Curriculum Studies, NCERT, New Delhi Malathi Srinivasan, PGT (English), Army Public School, Delhi Cantt., New Delhi Mamta Saluja, Lecturer in English, Rajkiya Pratibha Vikas Vidyalaya, BT Block, Shalimar Bagh, Delhi Meenakshi Khar, Associate Professor, Department of Education in Languages, NCERT, New Delhi Meenu Gupta, Lecturer in English, Sarvodaya Kanya Vidyalaya, B L Block, Shalimarbag, Delhi Monal Dewle, Assistant Professor, Centre for English Language Education, Ambedkar University, Delhi Monishita Hajra Pande, Assistant Professor, Centre for English Language Education, Ambedkar University, Delhi R. Meganathan, Professor, Department of Education in Languages, NCERT, New Delhi
Shobha Sharma, Principal, Kendriya Vidyalaya – 1, AFS Hindan, Ghaziabad Shveta Uppal, Chief Editor, National Council of Educational Research and Training, New Delhi Sonia Makheeja, Lecturer in English, Sarvodaya Kanya Vidyalaya, Rajouri Garden Extn, New Delhi
member Coordinator
Sandhya Rani Sahoo, Professor, Department of Education in Languages, NCERT, New Delhi
aCknowledgements
The National Council of Education Research and Training is thankful to Saroj Yadav, Professor and Chairperson, Dean, Academics, NCERT; A K Srivastava, Professor and Dean, Research, NCERT; Ranjana Arora, Professor and Head, Department of Curriculum Studies (DCS); Sandhya Singh, Professor and Head, Department of Education in Languages (DEL); Anjum Sibia, Professor and Head, Department of Educational Psychology & Foundations of Education (DEPFE); Dinesh Kumar, Professor, Department of Education in Science and Mathematics (DESM); Gouri Srivastava, Professor and Head, Department of Education in Social Sciences (DESS); Anita Julka, Professor, Department of Education of Groups with Special Needs (DEGSN); and Anup Rajput, Professor, Department of Elementary Education (DEE) for making valuable suggestions, providing feedback towards the improvement and finalisation of this workbook.
Special thanks are due to the West Bengal Tourism Department and Madhya Pradesh Tourism Department for the information on The Sundarbans and Sanchi Stupa respectively.
Special thanks are also due to Devanshi Tyagi, Assistant Editor (Contractual), and Chanchal Chauhan, Proofreader (Contractual) for carefully editing the manuscript and making it interesting.
Gratitude is expressed to the Publication Division, NCERT, for their support.
NCERT gratefully acknowledges the contributions made by Rekha and Nitin Kumar Gupta, DTP Operators (Contractual), for patiently incorporating the corrections and doing a flawless layout.
The Council is grateful to the writers, photographers, and publishers who have accorded permission to reproduce the following materials in this workbook.
1. ‘Sardar Patel’s Call to Youth to build up Character and be Disciplined’, The Collected Works of Sardar Vallabhbhai Patel (1 January 1948-31 December 1948), Konark Publishers, Delhi.
2. Excerpt from ‘The Diary of Lena Mukhina: A Girl’s Life in the Siege of Leningrad’, trans.
Amanda Love Darragh, Macmillan Publishers Limited, London.
3. ‘8th September 1941: Start of the Siege of Leningrad’, https:// www.youtube.com/watch?v=5n2ym0LHyRU
4. Excerpt from Harriet Tubman: The Moses of Her People, Langston Hughes, Ginn and Company, Massachusetts.
5. ‘Stephen Hawking, the TV Star’, Raja Sen, livemint, 14 March 2018.
6. Excerpt from The Moffats, Eleanor Estes, Harcourt Young Classics, New York.
7. ‘The Galaxy Song’, Monty Python, (Song writers: John Du Prez and Eric Idle), Universal Music Publishing, London.
8. Excerpt from ‘Speak Truth to Power’, Wangari Maathai, https:// www.greenbeltmovement.org/wangari-maathai/key-speechesand-articles/speak-truth-to-power
9. Excerpt from ‘There will always be a seed for everyone’, Aditi Pinto, The Hindu, https://www.thehindu.com/society/therewill-always-be-a-seed-for-everyone/article18194781.ece
10.
Excerpt from ‘Down memory Lane with Parsis of New Delhi’, Shernaz Italia, The Wire, https://thewire.in/uncategorised/theparsis-of-new-delhi
11. Excerpt from ‘What’s Brewing in Araku Valley?’ Diya Kohli,
livemint, https://www.livemint.com/mint-lounge/features/ what-s-brewing-in-araku-valley-1550829797335.html 12.
Excerpt from ‘Can wetlands find a safe haven in our cities?
’, Sutirtha Lahiri, livemint, https://www.livemint.com/ Leisure/6Juh1zr8tPpSS6Gql44GGL/Can-wetlands-find-a-safehaven-in-our-cities.html 13.
Excerpt from ‘Have you had your daily dose of Vitamin P?
’, Sandip Roy, livemint, https://www.livemint.com/mint-lounge/features/ have-you-had-your-daily-dose-of-vitamin-p-1552630970050.
html 14.
Excerpt from ‘A Jewel of the Andaman Sea’, Neeta Lal, livemint, https://www.livemint.com/mint-lounge/features /a-jewel-ofthe-andaman-sea-1552641881763.html 15.
‘The Civet Cat– Baby Bhakat, a true story from Assam’, Rommel Shunmugam, Conservation photographer and author, Haryana.
16.
‘Dharani playing with civet cat’, ‘Civet cat sleeping near two babies’, Rommel Shunmugam, Conservation photographer and author, Haryana.
17.
‘It’s not easy having Elephants in your Backyard’, https:// www.wwf.org.uk/what-we-do/area-of-work/preventing-humanwildlife-conflict
18.
‘Animal rights’, https://www.peta.org.uk/action/what-isanimal-rights/
xi
19.
Excerpt from ‘Pedaling through the Golden Years’, Vishav Driman, India Travel360 (AirAsia Inflight Magazine), Issue 21, New Delhi.
20.
Excerpt from The Transformed Mind, His Holiness the Dalai Lama, Hodder and Stoughton, London.
21.
Excerpt from ‘On Violence’, On Education, J Krishnamurti, Krishnamurti Foundation India, Chennai.
22.
‘WP steaming out with a Special Train from Ballard Pier Mole Station’, Mukul Jain, Western Railway website, http://www.
trainweb.org/railworld/Western%20Railway%20Historical%20 Pictures/WP%20at%20Ballard%20Pier.jpg
23.
‘Appendix 5: Proofreading marks’, The Concise Oxford English
Dictionary, Tenth Edition, ed.
Judy Pearsall, Oxford University Press, 1999, New York.
For ‘Man vs Nature’ by Norman Littleford, we have been unable to find the address to write to for copyright.
We will be happy to write for permission upon procuring the address.
Sincere efforts have been made to procure permission from all those individuals, agencies, and institutes from where any text, visual or reference has been used in this workbook.
However, in case any credits have been missed out inadvertently, the Council regrets the same and will rectify it immediately on being informed.
xii
Contents
| Foreword | iii
| --- | ---
| Rationalisation of Content in the Textbooks | v
| About the Workbook | vii
| Unit 1 A Letter to God | 1
| Unit 2 neLson MAndeLA: LonG WALk to FreedoM | 17
| Unit 3 tWo stories AboUt FLyinG | 31
| Unit 4 FroM the diAry oF Anne FrAnk | 45
| Unit 5 GLiMpses oF indiA | 57
| Unit 6 MijbiL the otter | 73
| Unit 7 MAdAM rides the bUs | 93
| Unit 8 the serMon At benArAs | 109
| Unit 9 the proposAL | 124
| Appendix Proofreading marks | 140
11:47:34 AM
Perfection is achieved, not when there is nothing more to add, but when there is nothing left to take away.
— Antoine de Saint-Exupéry
To write is human, to edit is divine.
— Stephen King | jewe2ps.pdf |
1 | CBSE | Class10 | English | rationalisation oF Content in the textbooks
In view of the COVID-19 pandemic, it is imperative to reduce content load on students.
The National Education Policy 2020, also emphasises reducing the content load and providing opportunities for experiential learning with creative mindset.
In this background, the NCERT has undertaken the exercise to rationalise the textbooks across all classes.
Learning Outcomes already developed by the NCERT across classes have been taken into consideration in this exercise.
Contents of the textbooks have been rationalised in view of the following:
• Content based on genres of literature in the textbooks and supplementary readers at different stages of school education
• Content that is meant for achieving Learning Outcomes for developing language proficiency and is accessible at different stages
• For reducing the curriculum load and examination stress in view of the prevailing condition of the Pandemic
• Content, which is easily accessible to students without much interventions from teachers and can be learned by children through self-learning or peer-learning
• Content, which is irrelevant in the present context
This present edition, is a reformatted version after carrying out the changes given above.
about the workbook
Words and Expressions 2 is a sequence to the textbook in English for Class X, First Flight.
Like Words and Expressions 1, it is a self-study material.
It lays emphasis on providing a variety of rich and comprehensible inputs.
This gives learners exposure to the target language and enables them to further their skills in the English language.
The passages and activities given here create opportunities for them to handle the English language for performing important language functions and help them develop critical thinking on contemporary concerns.
The book is expected to help learners to read for meaning in context and also serve as a base for communication in the English language.
There are 11 units in this workbook.
The chapters of the textbook and the units are to be taught in a coordinated manner.
The units correspond to each lesson in the textbook.
There are various tasks in each unit.
‘Let’s begin’ is followed by Comprehension passages, Vocabulary tasks, Grammar exercises, Editing, Listening, Speaking, and Writing activities.
All units end with Project work reiterating the learning through elaborate activities.
The sections have followed an integrated approach and focus on a particular skill of the English language.
The introductory section, ‘Let’s begin’ asks questions making the students think and discuss on the chapter they have read.
They are asked to collect information, read various written texts and e-texts, watch, and listen to online resources from Internet services like YouTube.
They can also refer to the materials given in the QR code of the textbook along with the reading aloud of the texts and recitation of the poems.
They are required to work in groups of two or four, note down points, develop speech, debate, etc., and then to speak before the whole class.
This follows an integrated process of reading with comprehension, reflection, writing, and expressing thoughts.
The themes of the unseen comprehension passages, span across the literary, cultural, and sociological realms — which appeal to and inspire the adolescents — are chosen based on the corresponding chapters in the textbook.
Reading Comprehension has prose passages as well as poems.
The familiarity of the context has been taken care of while selecting the passages.
An attempt has been made to expose the learners to a variety of texts, comprehend the meaning of words in context, understand the theme, and answer factual and thoughtprovoking questions.
Learners are also given opportunities to interpret poems, be acquainted with beautiful expressions, phrases, and understand the expressions of the images.
Some questions have been given to infer meaning and other to inspire learners to think critically and bring out their deeper understanding of the text.
Multiple choice questions are also given in the book for students to assess themselves.
The workbook is a self-study material for the students.
They are encouraged to work in pairs or groups so that they support each other and learn from each other.
However, if required, teachers may guide.
A variety of tasks, exercises, and ‘Look up and understand’ are placed strategically to build vocabulary in the given context.
The learners are encouraged to use the dictionary as often as required.
The intention is to help them learn new words and their usages in different contexts.
Further, ‘Proofreading marks’ have been given for students to learn the basics of proofreading and editing.
The written and spoken compositions are preceded by discussions in peer groups.
The themes of the composition include contemporary issues like gender, environment, diversity, human values, animal rights, adolescent issues which are relevant to the age group, and appropriate in the contemporary time.
This is to enable the learners to see the world, develop necessary skills, and face the challenges of the present as well as future.
Enough opportunities are given to the students to develop listening comprehension and to use the English language in real-life situations.
It is reiterated that basic language skills are developed simultaneously, not in isolation, but in an integrated manner.
So integrated listening and speaking activities are given in the book.
Grammar activities are presented in everyday contexts and are given with keeping usage in mind, not the formal explication of grammatical concepts.
The fine distinction of the workbook is that it is directly addressed to the students.
The language used is simple, so that there is less dependence on the teachers.
The activities are simple and stress free, enabling the learners to complete these confidently.
Self-learning is encouraged.
The pair or group work will give students an opportunity to look at the work of their peers and make each of them feel both responsible as well as independent.
Every learner has a unique learning style.
The group work may help them understand their challenges, evaluate themselves vis-a-vis their peers, and find the best way to overcome them.
The project activities given at the end of each unit are expected to be engaging, across the entire curriculum and interdisciplinary.
These help generate interest to explore, analyse, think critically, reflect, and then present thoughts orally or in writing.
‘Fun facts’ are given in the margins throughout the workbook, with the hope that the learner would have a lasting impression of the correct usage of the English language.
Teachers must remember that ‘Fun facts’ are for joyful learning and non-evaluative.
It is hoped that this book will help students use the English language effectively and meaningfully for the purpose of communication which will make them proficient and perceptive users of the English language.
They will find this workbook enjoyable and rewarding as it is learner-centered and activity based.
Comments and suggestions on any aspect of the workbook are welcome.
This would enable us to improve the next edition.
viii
workbook development Committee
members
Dolly Dhawan, PGT (English), G.D. Salwan Public School, Rajendra Nagar, New Delhi Keerthi Sahni, TGT (English), Sanskriti School, Chanakyapuri, New Delhi Kirti Kapur, Professor, Department of Curriculum Studies, NCERT, New Delhi Malathi Srinivasan, PGT (English), Army Public School, Delhi Cantt., New Delhi Mamta Saluja, Lecturer in English, Rajkiya Pratibha Vikas Vidyalaya, BT Block, Shalimar Bagh, Delhi Meenakshi Khar, Associate Professor, Department of Education in Languages, NCERT, New Delhi Meenu Gupta, Lecturer in English, Sarvodaya Kanya Vidyalaya, B L Block, Shalimarbag, Delhi Monal Dewle, Assistant Professor, Centre for English Language Education, Ambedkar University, Delhi Monishita Hajra Pande, Assistant Professor, Centre for English Language Education, Ambedkar University, Delhi R. Meganathan, Professor, Department of Education in Languages, NCERT, New Delhi
Shobha Sharma, Principal, Kendriya Vidyalaya – 1, AFS Hindan, Ghaziabad Shveta Uppal, Chief Editor, National Council of Educational Research and Training, New Delhi Sonia Makheeja, Lecturer in English, Sarvodaya Kanya Vidyalaya, Rajouri Garden Extn, New Delhi
member Coordinator
Sandhya Rani Sahoo, Professor, Department of Education in Languages, NCERT, New Delhi
aCknowledgements
The National Council of Education Research and Training is thankful to Saroj Yadav, Professor and Chairperson, Dean, Academics, NCERT; A K Srivastava, Professor and Dean, Research, NCERT; Ranjana Arora, Professor and Head, Department of Curriculum Studies (DCS); Sandhya Singh, Professor and Head, Department of Education in Languages (DEL); Anjum Sibia, Professor and Head, Department of Educational Psychology & Foundations of Education (DEPFE); Dinesh Kumar, Professor, Department of Education in Science and Mathematics (DESM); Gouri Srivastava, Professor and Head, Department of Education in Social Sciences (DESS); Anita Julka, Professor, Department of Education of Groups with Special Needs (DEGSN); and Anup Rajput, Professor, Department of Elementary Education (DEE) for making valuable suggestions, providing feedback towards the improvement and finalisation of this workbook.
Special thanks are due to the West Bengal Tourism Department and Madhya Pradesh Tourism Department for the information on The Sundarbans and Sanchi Stupa respectively.
Special thanks are also due to Devanshi Tyagi, Assistant Editor (Contractual), and Chanchal Chauhan, Proofreader (Contractual) for carefully editing the manuscript and making it interesting.
Gratitude is expressed to the Publication Division, NCERT, for their support.
NCERT gratefully acknowledges the contributions made by Rekha and Nitin Kumar Gupta, DTP Operators (Contractual), for patiently incorporating the corrections and doing a flawless layout.
The Council is grateful to the writers, photographers, and publishers who have accorded permission to reproduce the following materials in this workbook.
1. ‘Sardar Patel’s Call to Youth to build up Character and be Disciplined’, The Collected Works of Sardar Vallabhbhai Patel (1 January 1948-31 December 1948), Konark Publishers, Delhi.
2. Excerpt from ‘The Diary of Lena Mukhina: A Girl’s Life in the Siege of Leningrad’, trans.
Amanda Love Darragh, Macmillan Publishers Limited, London.
3. ‘8th September 1941: Start of the Siege of Leningrad’, https:// www.youtube.com/watch?v=5n2ym0LHyRU
4. Excerpt from Harriet Tubman: The Moses of Her People, Langston Hughes, Ginn and Company, Massachusetts.
5. ‘Stephen Hawking, the TV Star’, Raja Sen, livemint, 14 March 2018.
6. Excerpt from The Moffats, Eleanor Estes, Harcourt Young Classics, New York.
7. ‘The Galaxy Song’, Monty Python, (Song writers: John Du Prez and Eric Idle), Universal Music Publishing, London.
8. Excerpt from ‘Speak Truth to Power’, Wangari Maathai, https:// www.greenbeltmovement.org/wangari-maathai/key-speechesand-articles/speak-truth-to-power
9. Excerpt from ‘There will always be a seed for everyone’, Aditi Pinto, The Hindu, https://www.thehindu.com/society/therewill-always-be-a-seed-for-everyone/article18194781.ece
10.
Excerpt from ‘Down memory Lane with Parsis of New Delhi’, Shernaz Italia, The Wire, https://thewire.in/uncategorised/theparsis-of-new-delhi
11. Excerpt from ‘What’s Brewing in Araku Valley?’ Diya Kohli,
livemint, https://www.livemint.com/mint-lounge/features/ what-s-brewing-in-araku-valley-1550829797335.html 12.
Excerpt from ‘Can wetlands find a safe haven in our cities?
’, Sutirtha Lahiri, livemint, https://www.livemint.com/ Leisure/6Juh1zr8tPpSS6Gql44GGL/Can-wetlands-find-a-safehaven-in-our-cities.html 13.
Excerpt from ‘Have you had your daily dose of Vitamin P?
’, Sandip Roy, livemint, https://www.livemint.com/mint-lounge/features/ have-you-had-your-daily-dose-of-vitamin-p-1552630970050.
html 14.
Excerpt from ‘A Jewel of the Andaman Sea’, Neeta Lal, livemint, https://www.livemint.com/mint-lounge/features /a-jewel-ofthe-andaman-sea-1552641881763.html 15.
‘The Civet Cat– Baby Bhakat, a true story from Assam’, Rommel Shunmugam, Conservation photographer and author, Haryana.
16.
‘Dharani playing with civet cat’, ‘Civet cat sleeping near two babies’, Rommel Shunmugam, Conservation photographer and author, Haryana.
17.
‘It’s not easy having Elephants in your Backyard’, https:// www.wwf.org.uk/what-we-do/area-of-work/preventing-humanwildlife-conflict
18.
‘Animal rights’, https://www.peta.org.uk/action/what-isanimal-rights/
xi
19.
Excerpt from ‘Pedaling through the Golden Years’, Vishav Driman, India Travel360 (AirAsia Inflight Magazine), Issue 21, New Delhi.
20.
Excerpt from The Transformed Mind, His Holiness the Dalai Lama, Hodder and Stoughton, London.
21.
Excerpt from ‘On Violence’, On Education, J Krishnamurti, Krishnamurti Foundation India, Chennai.
22.
‘WP steaming out with a Special Train from Ballard Pier Mole Station’, Mukul Jain, Western Railway website, http://www.
trainweb.org/railworld/Western%20Railway%20Historical%20 Pictures/WP%20at%20Ballard%20Pier.jpg
23.
‘Appendix 5: Proofreading marks’, The Concise Oxford English
Dictionary, Tenth Edition, ed.
Judy Pearsall, Oxford University Press, 1999, New York.
For ‘Man vs Nature’ by Norman Littleford, we have been unable to find the address to write to for copyright.
We will be happy to write for permission upon procuring the address.
Sincere efforts have been made to procure permission from all those individuals, agencies, and institutes from where any text, visual or reference has been used in this workbook.
However, in case any credits have been missed out inadvertently, the Council regrets the same and will rectify it immediately on being informed.
xii
Contents
| Foreword | iii
| --- | ---
| Rationalisation of Content in the Textbooks | v
| About the Workbook | vii
| Unit 1 A Letter to God | 1
| Unit 2 neLson MAndeLA: LonG WALk to FreedoM | 17
| Unit 3 tWo stories AboUt FLyinG | 31
| Unit 4 FroM the diAry oF Anne FrAnk | 45
| Unit 5 GLiMpses oF indiA | 57
| Unit 6 MijbiL the otter | 73
| Unit 7 MAdAM rides the bUs | 93
| Unit 8 the serMon At benArAs | 109
| Unit 9 the proposAL | 124
| Appendix Proofreading marks | 140
11:47:34 AM
Perfection is achieved, not when there is nothing more to add, but when there is nothing left to take away.
— Antoine de Saint-Exupéry
To write is human, to edit is divine.
— Stephen King | jewe2ps.pdf |
2 | CBSE | Class10 | English | about the workbook
Words and Expressions 2 is a sequence to the textbook in English for Class X, First Flight.
Like Words and Expressions 1, it is a self-study material.
It lays emphasis on providing a variety of rich and comprehensible inputs.
This gives learners exposure to the target language and enables them to further their skills in the English language.
The passages and activities given here create opportunities for them to handle the English language for performing important language functions and help them develop critical thinking on contemporary concerns.
The book is expected to help learners to read for meaning in context and also serve as a base for communication in the English language.
There are 11 units in this workbook.
The chapters of the textbook and the units are to be taught in a coordinated manner.
The units correspond to each lesson in the textbook.
There are various tasks in each unit.
‘Let’s begin’ is followed by Comprehension passages, Vocabulary tasks, Grammar exercises, Editing, Listening, Speaking, and Writing activities.
All units end with Project work reiterating the learning through elaborate activities.
The sections have followed an integrated approach and focus on a particular skill of the English language.
The introductory section, ‘Let’s begin’ asks questions making the students think and discuss on the chapter they have read.
They are asked to collect information, read various written texts and e-texts, watch, and listen to online resources from Internet services like YouTube.
They can also refer to the materials given in the QR code of the textbook along with the reading aloud of the texts and recitation of the poems.
They are required to work in groups of two or four, note down points, develop speech, debate, etc., and then to speak before the whole class.
This follows an integrated process of reading with comprehension, reflection, writing, and expressing thoughts.
The themes of the unseen comprehension passages, span across the literary, cultural, and sociological realms — which appeal to and inspire the adolescents — are chosen based on the corresponding chapters in the textbook.
Reading Comprehension has prose passages as well as poems.
The familiarity of the context has been taken care of while selecting the passages.
An attempt has been made to expose the learners to a variety of texts, comprehend the meaning of words in context, understand the theme, and answer factual and thoughtprovoking questions.
Learners are also given opportunities to interpret poems, be acquainted with beautiful expressions, phrases, and understand the expressions of the images.
Some questions have been given to infer meaning and other to inspire learners to think critically and bring out their deeper understanding of the text.
Multiple choice questions are also given in the book for students to assess themselves.
The workbook is a self-study material for the students.
They are encouraged to work in pairs or groups so that they support each other and learn from each other.
However, if required, teachers may guide.
A variety of tasks, exercises, and ‘Look up and understand’ are placed strategically to build vocabulary in the given context.
The learners are encouraged to use the dictionary as often as required.
The intention is to help them learn new words and their usages in different contexts.
Further, ‘Proofreading marks’ have been given for students to learn the basics of proofreading and editing.
The written and spoken compositions are preceded by discussions in peer groups.
The themes of the composition include contemporary issues like gender, environment, diversity, human values, animal rights, adolescent issues which are relevant to the age group, and appropriate in the contemporary time.
This is to enable the learners to see the world, develop necessary skills, and face the challenges of the present as well as future.
Enough opportunities are given to the students to develop listening comprehension and to use the English language in real-life situations.
It is reiterated that basic language skills are developed simultaneously, not in isolation, but in an integrated manner.
So integrated listening and speaking activities are given in the book.
Grammar activities are presented in everyday contexts and are given with keeping usage in mind, not the formal explication of grammatical concepts.
The fine distinction of the workbook is that it is directly addressed to the students.
The language used is simple, so that there is less dependence on the teachers.
The activities are simple and stress free, enabling the learners to complete these confidently.
Self-learning is encouraged.
The pair or group work will give students an opportunity to look at the work of their peers and make each of them feel both responsible as well as independent.
Every learner has a unique learning style.
The group work may help them understand their challenges, evaluate themselves vis-a-vis their peers, and find the best way to overcome them.
The project activities given at the end of each unit are expected to be engaging, across the entire curriculum and interdisciplinary.
These help generate interest to explore, analyse, think critically, reflect, and then present thoughts orally or in writing.
‘Fun facts’ are given in the margins throughout the workbook, with the hope that the learner would have a lasting impression of the correct usage of the English language.
Teachers must remember that ‘Fun facts’ are for joyful learning and non-evaluative.
It is hoped that this book will help students use the English language effectively and meaningfully for the purpose of communication which will make them proficient and perceptive users of the English language.
They will find this workbook enjoyable and rewarding as it is learner-centered and activity based.
Comments and suggestions on any aspect of the workbook are welcome.
This would enable us to improve the next edition.
viii | jewe2ps.pdf |
3 | CBSE | Class10 | English | aCknowledgements
The National Council of Education Research and Training is thankful to Saroj Yadav, Professor and Chairperson, Dean, Academics, NCERT; A K Srivastava, Professor and Dean, Research, NCERT; Ranjana Arora, Professor and Head, Department of Curriculum Studies (DCS); Sandhya Singh, Professor and Head, Department of Education in Languages (DEL); Anjum Sibia, Professor and Head, Department of Educational Psychology & Foundations of Education (DEPFE); Dinesh Kumar, Professor, Department of Education in Science and Mathematics (DESM); Gouri Srivastava, Professor and Head, Department of Education in Social Sciences (DESS); Anita Julka, Professor, Department of Education of Groups with Special Needs (DEGSN); and Anup Rajput, Professor, Department of Elementary Education (DEE) for making valuable suggestions, providing feedback towards the improvement and finalisation of this workbook.
Special thanks are due to the West Bengal Tourism Department and Madhya Pradesh Tourism Department for the information on The Sundarbans and Sanchi Stupa respectively.
Special thanks are also due to Devanshi Tyagi, Assistant Editor (Contractual), and Chanchal Chauhan, Proofreader (Contractual) for carefully editing the manuscript and making it interesting.
Gratitude is expressed to the Publication Division, NCERT, for their support.
NCERT gratefully acknowledges the contributions made by Rekha and Nitin Kumar Gupta, DTP Operators (Contractual), for patiently incorporating the corrections and doing a flawless layout.
The Council is grateful to the writers, photographers, and publishers who have accorded permission to reproduce the following materials in this workbook.
1. ‘Sardar Patel’s Call to Youth to build up Character and be Disciplined’, The Collected Works of Sardar Vallabhbhai Patel (1 January 1948-31 December 1948), Konark Publishers, Delhi.
2. Excerpt from ‘The Diary of Lena Mukhina: A Girl’s Life in the Siege of Leningrad’, trans.
Amanda Love Darragh, Macmillan Publishers Limited, London.
3. ‘8th September 1941: Start of the Siege of Leningrad’, https:// www.youtube.com/watch?v=5n2ym0LHyRU
4. Excerpt from Harriet Tubman: The Moses of Her People, Langston Hughes, Ginn and Company, Massachusetts.
5. ‘Stephen Hawking, the TV Star’, Raja Sen, livemint, 14 March 2018.
6. Excerpt from The Moffats, Eleanor Estes, Harcourt Young Classics, New York.
7. ‘The Galaxy Song’, Monty Python, (Song writers: John Du Prez and Eric Idle), Universal Music Publishing, London.
8. Excerpt from ‘Speak Truth to Power’, Wangari Maathai, https:// www.greenbeltmovement.org/wangari-maathai/key-speechesand-articles/speak-truth-to-power
9. Excerpt from ‘There will always be a seed for everyone’, Aditi Pinto, The Hindu, https://www.thehindu.com/society/therewill-always-be-a-seed-for-everyone/article18194781.ece
10.
Excerpt from ‘Down memory Lane with Parsis of New Delhi’, Shernaz Italia, The Wire, https://thewire.in/uncategorised/theparsis-of-new-delhi
11. Excerpt from ‘What’s Brewing in Araku Valley?’ Diya Kohli,
livemint, https://www.livemint.com/mint-lounge/features/ what-s-brewing-in-araku-valley-1550829797335.html 12.
Excerpt from ‘Can wetlands find a safe haven in our cities?
’, Sutirtha Lahiri, livemint, https://www.livemint.com/ Leisure/6Juh1zr8tPpSS6Gql44GGL/Can-wetlands-find-a-safehaven-in-our-cities.html 13.
Excerpt from ‘Have you had your daily dose of Vitamin P?
’, Sandip Roy, livemint, https://www.livemint.com/mint-lounge/features/ have-you-had-your-daily-dose-of-vitamin-p-1552630970050.
html 14.
Excerpt from ‘A Jewel of the Andaman Sea’, Neeta Lal, livemint, https://www.livemint.com/mint-lounge/features /a-jewel-ofthe-andaman-sea-1552641881763.html 15.
‘The Civet Cat– Baby Bhakat, a true story from Assam’, Rommel Shunmugam, Conservation photographer and author, Haryana.
16.
‘Dharani playing with civet cat’, ‘Civet cat sleeping near two babies’, Rommel Shunmugam, Conservation photographer and author, Haryana.
17.
‘It’s not easy having Elephants in your Backyard’, https:// www.wwf.org.uk/what-we-do/area-of-work/preventing-humanwildlife-conflict
18.
‘Animal rights’, https://www.peta.org.uk/action/what-isanimal-rights/
xi
19.
Excerpt from ‘Pedaling through the Golden Years’, Vishav Driman, India Travel360 (AirAsia Inflight Magazine), Issue 21, New Delhi.
20.
Excerpt from The Transformed Mind, His Holiness the Dalai Lama, Hodder and Stoughton, London.
21.
Excerpt from ‘On Violence’, On Education, J Krishnamurti, Krishnamurti Foundation India, Chennai.
22.
‘WP steaming out with a Special Train from Ballard Pier Mole Station’, Mukul Jain, Western Railway website, http://www.
trainweb.org/railworld/Western%20Railway%20Historical%20 Pictures/WP%20at%20Ballard%20Pier.jpg
23.
‘Appendix 5: Proofreading marks’, The Concise Oxford English
Dictionary, Tenth Edition, ed.
Judy Pearsall, Oxford University Press, 1999, New York.
For ‘Man vs Nature’ by Norman Littleford, we have been unable to find the address to write to for copyright.
We will be happy to write for permission upon procuring the address.
Sincere efforts have been made to procure permission from all those individuals, agencies, and institutes from where any text, visual or reference has been used in this workbook.
However, in case any credits have been missed out inadvertently, the Council regrets the same and will rectify it immediately on being informed.
xii | jewe2ps.pdf |
0 | CBSE | Class10 | Health_and_Physical_Education | Physical Education:RElationshiP with othER subjEcts 1
Physical education (PE) aims at the optimum development of an individual through continuous process of learning and participation in guided physical activities.
In other words, it aims at optimum physical, mental and social development of an individual.What is Physical Education?
According to Webster’s Dictionary, “Physical education is a part of education which gives instructions in the development and care of the body rending from simple callisthenic exercises to a course of study providing training in hygiene, gymnastics, and the performance and management of athletics and games.”
Central Advisory Board of Physical Education and Recreation defines PE as “an education through physical activities for the development of total personality of the child to its fullness and perfection in body, mind and spirit.
Physical education is an area through which sports, outdoor activities like trekking, hiking, camping, gymnastics, dance, aquatics are used to train individuals in motor skills and fitness skills.
Physical education also assists the schools in carrying out responsibility of developing personal and social skills in students.”
In fact, PE is an integral part of total education.
It makes significant contribution towards the achievement of desirable educational and health outcomes.
It also enables children to acquire necessary knowledge and skills to stimulate them to actively participate in physical activities throughout their lifespan.nEEd and imPortancE of Physical Education
Participation in games, sports and yoga provide thrill and enjoyment to everyone.
In addition, it helps to entertain and maintain a healthy lifestyle.
4:45:56 PM
Healthy lifestyle
By engaging in various physical and yogic activities, one can ensure a healthy lifestyle.
Academic achievement
By participating in various physical and yogic activities, students get stimulated to face challenges and are encouraged to think productively.
This tends to improve their concentration of academic achievement.
Develops skills and experiences
Various activities learned during school days such as gymnastics, running, jumping, throwing, swimming, playing team games, learning the rules and regulations of the games and being disciplined help students to develop sportspersonship.
Positive self-image
Participation in regular physical activities also helps students to understand the need for appreciation of own positive aspects and develop ability to compete and cooperate with others.
Self belief is also reinforced.
Activity 1.1
• Measure your pulse and respiration rates before and after playing different games or participation in a sport event.
Improves interpersonal relationships
When you play with other students and teams, you learn to develop interpersonal relationships with members of your own team as well as with members of other teams.
It builds interactive and positive social environment.
• Collect information from 10 persons and prepare a project on physical activities and eating habits and their impact on the human body.
Develops internal organ systems
By participating in physical and yogic activities, students respond to the increased demands of daily life in a healthy way.
The system of the body responds to stimuli and becomes more efficient at coping with the load exerted on it.Healthy lifestyle
By engaging in various physical and yogic activities, one can ensure a healthy lifestyle.Academic achievement
By participating in various physical and yogic activities, students get stimulated to face challenges and are encouraged to think productively.
This tends to improve their concentration of academic achievement.Develops skills and experiences
Various activities learned during school days such as gymnastics, running, jumping, throwing, swimming, playing team games, learning the rules and regulations of the games and being disciplined help students to develop sportspersonship.Positive self-image
Participation in regular physical activities also helps students to understand the need for appreciation of own positive aspects and develop ability to compete and cooperate with others.
Self belief is also reinforced.
Activity 1.1
• Measure your pulse and respiration rates before and after playing different games or participation in a sport event.Activity 1.1
• Measure your pulse and respiration rates before and after playing different games or participation in a sport event.Improves interpersonal relationships
When you play with other students and teams, you learn to develop interpersonal relationships with members of your own team as well as with members of other teams.
It builds interactive and positive social environment.
• Collect information from 10 persons and prepare a project on physical activities and eating habits and their impact on the human body. | jehp101.pdf |
1 | CBSE | Class10 | Health_and_Physical_Education | scoPE of Physical Education
Physical education has evolved as a multi-disciplinary subject and its scope is not just confined to physical fitness and the rules of games and sports.
The meaning and definition of Physical Education, its aims and objectives and scope, and factors affecting physical fitness and wellness, rules and other necessary knowledge about health, games and sports and yoga are major areas of study in physical education.
Games and sports, as well as, cultural heritage, development of leadership qualities and group dynamics through sports and games are also an integral part of this discipline.
In fact, physical education now includes several areas which belong to other subjects like Biology, Genetics, Psychology, Physics, Bio Chemistry, Sociology, Anthropology, History, Culture, Medicine, Media studies, etc.
Contents from other disciplines like laws of motion, types of lever, force, equilibrium and centre of gravity, common postural deviations, therapeutic modalities in rehabilitation, sports massage, prevention and first aid for common sport- injuries, are also the content of physical education.
Biological foundations such as heredity and environment, growth and development are also included in it.
Content drawn from psychology, such as, importance of psychology in education with special reference to physical education, such as, individual differences and personality, learning and motivation are related to Physical Education.
Activity 1.2 • List responsibilities as an individual and in teams while playing the game of your choice.
• Discuss leadership skills in class developed through health and physical education sessions.
4:45:56 PM
Personality means, nature and factors affecting performance and transfer of training constitute one of its major components.
Similarly, contents related to basic physiology, anatomy, growth and development during adolescence also form part of the content of physical education.
Some other contents are organ system, functions of bones, definitions and classification of joints, movement around a joint, general characteristics (properties) of muscles, effects of exercise on muscular system, circulatory system, respiratory system and digestive system, health dimensions, environment, importance of health, health problems, hygiene, community health, aspects of school health services, food, nutrition and balanced diet, communicable and non-communicable diseases, coronavirus, HIV, AIDS and drug abuse.
1. What is Coronavirus?
Covid 19 is the infectious disease caused by the recently discovered coronavirus.
This new virus and disease were unknown before the outbreak began in Wuhan, China, in December 2019.
That is why it is called the Novel (new) Coronavirus (NCoV).
2. What are the symptoms?
The most common symptoms of Coronavirus are fever, cough and difficulty in breathing.
Some patients may have aches and pains, nasal congestion, runny nose, sore throat or diarrhea.
These symptoms are usually mild and begin gradually.
Some people become infected but don’t develop any symptoms and dont’t feel unwell.
Most people (about 80%) recover from the disease without needing special treatment.
People with fever cough and difficulty in breathing should seek medical attention immediately.
3. How does Coronavirus spread?
People can catch Coronavirus from others who have the virus.
The disease can spread from person to person through small droplets from the nose or mouth which are spread when a person with Coronavirus coughs or exhales.
These droplets land on objects and surfaces around the person.
Other people then catch Coronavirus by first touching these objects or surfaces, then touching their eyes, nose or mouth.
People can also catch Coronavirus if they breathe in from a person with Coronavirus who coughs out or exhales droplets.
This is why it is important to stay more than 1 meter away from a person who is sick.
4. How to prevent Coronavirus?
| Wash your hands with soap water regularly. | Throw used tissues into closed bins immediately after use.
| If with at least 60 per cent alcohol. | Cover your nose and mouth with handkerchief/tissue while sneezing and coughing.
Wash hands before touching eyes, nose and mouth.
Avoid mass gathering and crowded places.
https://www.mohfw.gov.in/pdf/FacilitatorGuideCOVID19_27%20March.pdf
Contents related to Yoga also form a part of this area.
Common Yogic Practices are Yama and Niyama, Asana, Pranayama, Pratyahara, Bandha Mudra, Shatkarma/Kriya, Meditation.
It includes Ahara (Food), Vihara (Relaxation), Achara (Conduct), Vichara (Thinking), Vyavahara (Behaviour).
Theories of training are also included in this subject area.
These are principles and characteristics of sports training, methods of sports training, training load, warming up, cooling down, aerobic and anaerobic activities, calisthenics and rhythmic exercises, specific training program for development of various motor qualities, techniques, tactics and talent identification.
It is also important to understand the difference between play, games and sports. | jehp101.pdf |
2 | CBSE | Class10 | Health_and_Physical_Education | Play, GamEs and sPort
Though these terms are used interchangeably, these are actually different.
Play
Play is spontaneous.
It is usually a creative activity but has its own limitation and space.
One plays voluntarily for fun and pleasure.
Play, however, is a broad area which includes both games and sports.
The distinctive features of play are that they are free, separate, uncertain, governed by self rules and creative.
Games
Generally the word games and sports are used together.
A game is an activity involving more players, defined by a goal that the players tries to reach, and some set rules to play.
By masses, games are played primarily for entertainment or enjoyment.
The difference of purpose differentiates sport from game, combined with the notion of individual or team skill.
Games are also played on the basis of a set of rules.
A game is defined as a goal that the players try to achieve.
A person who participates in a game is known as a player.
Sport
A sport is a physical activity carried out under an agreed set of rules, for competition or self-enjoyment or a combination of these.
Sport are the kind of activities in which similar kind of body movement is repeated over a long time.
For example, swimming and running and almost all the track and field events come under sport.
Sport involves an activity or activities where the mental capabilities of the sportsperson are judged.
In a sport, it is the sportsperson or the individual who determines the outcome.
A person participating in a sport is called an athlete or a sportsperson.
Activity 1.3
The teacher divides students into small groups of 10 and plans an aerobic dance or drama.
Keeping in view the skill, creativity, and music, these may even be in the form of a competition.
rElationshiP of hEalth and Physical Education With othEr disciPlinEs of KnoWlEdGE
Health and Physical Education (HPE) classes provide space for exploring new ideas related to personal and community health.
These ideas might then be used by students in various other fields of learning, such as, arts, science, civics and citizenship, communication, design, creativity and technology and languages (english, hindi and other regional languages), humanities (e.g. history, geography, economics, etc.), information and communication technology and psychology.
Art
Health and physical education teachers can incorporate activities related to performing arts, drawing, painting, dance, drama, media, music and visual communication into their programs.
These involve both fine motor skills and whole body movement including rhythmic movement.
As body movements are part of both arts practice and health and physical education, these promote health knowledge, understanding of the body and lead to physical fitness and enhancing of creative skills at the same time.
Science
The human body is a common concern of both science and health and physical education.
In science, students study the human body from the cellular level to the systems level, with a focus on anatomy and physiology.
In health and physical education learning is focused on the requirements for good health and the promotion of a healthy body.
Students gain an understanding of the role of physical and yogic activities in ensuring good health and can link the functioning of the musculo-skeletal, digestive, endocrine and nervous systems studied in science, for the promotion of the physical, social, mental and emotional health of individuals within a society.
Students consider it their personal responsibilities to discuss and adopt health issues, both in relation to their own safety and well-being, as well as to the safety and well-being of others.
It also contributes in the designing of training for movements of organs to achieve optimal performance in the area of play, sports and games.
Social science
Social sciences promote the idea that citizens require knowledge and understanding of civic institutions and the skills and willingness to actively participate in functioning of the society.
Similarly, in health and physical education, students are encouraged to become active and responsible members of their community.
Key concepts within health and physical education classes include understanding of the importance of personal identity within a community, what makes a community and how to engage with different members and agencies within a community.
Participation in physical activity and sports also reflect values, rules, rights and responsibilities indicative of a democratic society.
Communication
Communication involves developing knowledge, skills and behaviors that empower students to respond to, make meaning of, and deconstruct a range of communication forms.
Effective communication is a key skill in health and physical education.
It is essential that students develop the ability to listen, view and respond with respect to the content and context in which communication happens.
Learning in the health and physical education domain involves developing familiarity with forms, language and conventions used in different forms of public, personal and interpersonal communication.
Activity 1.4
• Identify and analyse health needs and services available in the community.
• Investigate the cost of specific behaviours, illness or disease in the community, such as, the economic impact of obesity and inactivity on society.
Design, Creativity and Technology
Design, Creativity and Technology (DCT) help in developing sport goods, sportwear, sport software programme, etc.
These are associated with knowledge and promotion.
In this area students learn about the characteristic and properties of how all these aspects differ from each other.
These investigations assist students to make decisions about appropriate solution.
Students analyse and evaluate factors, such as, social, cultural and economic factors that influence design, creativity and technology.
• Explore the influence of government spending on health outcomes for individuals and the community.
• Identify various locations from the map and interpret maps for outdoor adventure activities.
Language(s)
• Investigate the impact of development and globalisation on poverty, the links between food, hunger and technology, identifying and locating facilities and services that contribute to the health and safety of communities on a local and national level.
Languages help students to develop critical approaches to the ideas and thoughts collated to read, view, write, compare, research and talk about texts.
Health and Physical Education teachers can use examples related to health and wellbeing to encourage students to reflect on their lifestyles and analyse ways by which the media influences their attitude towards health.
For example, Health and Physical Education emphasises on the importance of physical fitness, self-esteem and body image in the maintenance of good health.
Economics
Economics is the study of how society allocates scarce resources to satisfy the wants and needs of its members.
Within the health and physical education (HPE) context, consumer health assists students to become more informed consumers of health products and services.
The cost of disease emerging from unhealthy lifestyle is also studied to determine the burden of disease on families and community.
Geography
Activity 1.5
• Create a report and may be a presentation about a game of your choice.
Students develop skills in reading and interpreting maps of different kinds and at different scales.
The same knowledge and skills are reinforced in physical education during orientation on outdoor education activities (Trekking, Mountaineering, etc).
The investigation of local and global health issues involves collecting information from maps, satellite images, statistical data and information and communication technology based resources.
These help students to understand themselves and their world, to apply their understanding in their present lives as well as make evidence based decisions that lead to the kind of future they desire.
• Capture still and moving images of sporting activities organised in your school and edit or annotate them to explain skill development or tactics.
History
• Identify, collect and evaluate data from online sources such as, blogs, websites and forums to inform about myths related to Physical Education.
The study of History reflects multiple influences and connections to an array of other countries, cultures and times.
The concepts of time, chronology and changes are common to both History and Health and Physical Education.
While History focuses on identity from a cultural or national perspective, Health and Physical Education focuses on the range of factors that shape personal identity.
Like skill correction analysis programme, use of cameras and videos in game, use of wind gauge, Iso kinetic machines, construction and marking of play field.
Information and Communications Technology (ICT)
ICT can be used to access, process, manage and present information and events.
It constructs new understanding and communicate with others.
It is an integral part of different training measurement and evaluation and offcourse coaching and officiating very helpful in conducting tournament.
Mathematics
In Health and Physical Education, Mathematics provides tools and procedures which can be used to model situations and solve problems in areas, such as, scoring different sporting events involving time, distance, weight and number as variables, calculating percentage improvement in results from data collected through fitness testing or performance in physical activities.
Language other than English (LOTE)
There are a number of martial arts developed by different societies.
The text of these martial arts is discussed in the local languages.
For folk dances the accompanying songs are in regional languages and music has its own characteristic tone and rhythm.
The concepts of movement, dance, physical activity and sport, vary culturally.
These are associated with their own specific languages, vocabularies and discourses.
Different societies have different attitudes, values and beliefs about physical activities which are expressed in their regional languages. | jehp101.pdf |
3 | CBSE | Class10 | Health_and_Physical_Education | rElationshiP of hEalth and Physical Education With othEr disciPlinEs of KnoWlEdGE
Health and Physical Education (HPE) classes provide space for exploring new ideas related to personal and community health.
These ideas might then be used by students in various other fields of learning, such as, arts, science, civics and citizenship, communication, design, creativity and technology and languages (english, hindi and other regional languages), humanities (e.g. history, geography, economics, etc.), information and communication technology and psychology.
Art
Health and physical education teachers can incorporate activities related to performing arts, drawing, painting, dance, drama, media, music and visual communication into their programs.
These involve both fine motor skills and whole body movement including rhythmic movement.
As body movements are part of both arts practice and health and physical education, these promote health knowledge, understanding of the body and lead to physical fitness and enhancing of creative skills at the same time.
Science
The human body is a common concern of both science and health and physical education.
In science, students study the human body from the cellular level to the systems level, with a focus on anatomy and physiology.
In health and physical education learning is focused on the requirements for good health and the promotion of a healthy body.
Students gain an understanding of the role of physical and yogic activities in ensuring good health and can link the functioning of the musculo-skeletal, digestive, endocrine and nervous systems studied in science, for the promotion of the physical, social, mental and emotional health of individuals within a society.
Students consider it their personal responsibilities to discuss and adopt health issues, both in relation to their own safety and well-being, as well as to the safety and well-being of others.
It also contributes in the designing of training for movements of organs to achieve optimal performance in the area of play, sports and games.
Social science
Social sciences promote the idea that citizens require knowledge and understanding of civic institutions and the skills and willingness to actively participate in functioning of the society.
Similarly, in health and physical education, students are encouraged to become active and responsible members of their community.
Key concepts within health and physical education classes include understanding of the importance of personal identity within a community, what makes a community and how to engage with different members and agencies within a community.
Participation in physical activity and sports also reflect values, rules, rights and responsibilities indicative of a democratic society.
Communication
Communication involves developing knowledge, skills and behaviors that empower students to respond to, make meaning of, and deconstruct a range of communication forms.
Effective communication is a key skill in health and physical education.
It is essential that students develop the ability to listen, view and respond with respect to the content and context in which communication happens.
Learning in the health and physical education domain involves developing familiarity with forms, language and conventions used in different forms of public, personal and interpersonal communication.
Activity 1.4
• Identify and analyse health needs and services available in the community.
• Investigate the cost of specific behaviours, illness or disease in the community, such as, the economic impact of obesity and inactivity on society.
Design, Creativity and Technology
Design, Creativity and Technology (DCT) help in developing sport goods, sportwear, sport software programme, etc.
These are associated with knowledge and promotion.
In this area students learn about the characteristic and properties of how all these aspects differ from each other.
These investigations assist students to make decisions about appropriate solution.
Students analyse and evaluate factors, such as, social, cultural and economic factors that influence design, creativity and technology.
• Explore the influence of government spending on health outcomes for individuals and the community.
• Identify various locations from the map and interpret maps for outdoor adventure activities.
Language(s)
• Investigate the impact of development and globalisation on poverty, the links between food, hunger and technology, identifying and locating facilities and services that contribute to the health and safety of communities on a local and national level.
Languages help students to develop critical approaches to the ideas and thoughts collated to read, view, write, compare, research and talk about texts.
Health and Physical Education teachers can use examples related to health and wellbeing to encourage students to reflect on their lifestyles and analyse ways by which the media influences their attitude towards health.
For example, Health and Physical Education emphasises on the importance of physical fitness, self-esteem and body image in the maintenance of good health.
Economics
Economics is the study of how society allocates scarce resources to satisfy the wants and needs of its members.
Within the health and physical education (HPE) context, consumer health assists students to become more informed consumers of health products and services.
The cost of disease emerging from unhealthy lifestyle is also studied to determine the burden of disease on families and community.
Geography
Activity 1.5
• Create a report and may be a presentation about a game of your choice.
Students develop skills in reading and interpreting maps of different kinds and at different scales.
The same knowledge and skills are reinforced in physical education during orientation on outdoor education activities (Trekking, Mountaineering, etc).
The investigation of local and global health issues involves collecting information from maps, satellite images, statistical data and information and communication technology based resources.
These help students to understand themselves and their world, to apply their understanding in their present lives as well as make evidence based decisions that lead to the kind of future they desire.
• Capture still and moving images of sporting activities organised in your school and edit or annotate them to explain skill development or tactics.
History
• Identify, collect and evaluate data from online sources such as, blogs, websites and forums to inform about myths related to Physical Education.
The study of History reflects multiple influences and connections to an array of other countries, cultures and times.
The concepts of time, chronology and changes are common to both History and Health and Physical Education.
While History focuses on identity from a cultural or national perspective, Health and Physical Education focuses on the range of factors that shape personal identity.
Like skill correction analysis programme, use of cameras and videos in game, use of wind gauge, Iso kinetic machines, construction and marking of play field.
Information and Communications Technology (ICT)
ICT can be used to access, process, manage and present information and events.
It constructs new understanding and communicate with others.
It is an integral part of different training measurement and evaluation and offcourse coaching and officiating very helpful in conducting tournament.
Mathematics
In Health and Physical Education, Mathematics provides tools and procedures which can be used to model situations and solve problems in areas, such as, scoring different sporting events involving time, distance, weight and number as variables, calculating percentage improvement in results from data collected through fitness testing or performance in physical activities.
Language other than English (LOTE)
There are a number of martial arts developed by different societies.
The text of these martial arts is discussed in the local languages.
For folk dances the accompanying songs are in regional languages and music has its own characteristic tone and rhythm.
The concepts of movement, dance, physical activity and sport, vary culturally.
These are associated with their own specific languages, vocabularies and discourses.
Different societies have different attitudes, values and beliefs about physical activities which are expressed in their regional languages. | jehp101.pdf |
4 | CBSE | Class10 | Health_and_Physical_Education | Art
Health and physical education teachers can incorporate activities related to performing arts, drawing, painting, dance, drama, media, music and visual communication into their programs.
These involve both fine motor skills and whole body movement including rhythmic movement.
As body movements are part of both arts practice and health and physical education, these promote health knowledge, understanding of the body and lead to physical fitness and enhancing of creative skills at the same time.Science
The human body is a common concern of both science and health and physical education.
In science, students study the human body from the cellular level to the systems level, with a focus on anatomy and physiology.
In health and physical education learning is focused on the requirements for good health and the promotion of a healthy body.
Students gain an understanding of the role of physical and yogic activities in ensuring good health and can link the functioning of the musculo-skeletal, digestive, endocrine and nervous systems studied in science, for the promotion of the physical, social, mental and emotional health of individuals within a society.
Students consider it their personal responsibilities to discuss and adopt health issues, both in relation to their own safety and well-being, as well as to the safety and well-being of others.
It also contributes in the designing of training for movements of organs to achieve optimal performance in the area of play, sports and games.Social science
Social sciences promote the idea that citizens require knowledge and understanding of civic institutions and the skills and willingness to actively participate in functioning of the society.
Similarly, in health and physical education, students are encouraged to become active and responsible members of their community.
Key concepts within health and physical education classes include understanding of the importance of personal identity within a community, what makes a community and how to engage with different members and agencies within a community.
Participation in physical activity and sports also reflect values, rules, rights and responsibilities indicative of a democratic society.Communication
Communication involves developing knowledge, skills and behaviors that empower students to respond to, make meaning of, and deconstruct a range of communication forms.
Effective communication is a key skill in health and physical education.
It is essential that students develop the ability to listen, view and respond with respect to the content and context in which communication happens.
Learning in the health and physical education domain involves developing familiarity with forms, language and conventions used in different forms of public, personal and interpersonal communication.
Activity 1.4
• Identify and analyse health needs and services available in the community.
• Investigate the cost of specific behaviours, illness or disease in the community, such as, the economic impact of obesity and inactivity on society.Activity 1.4
• Identify and analyse health needs and services available in the community.
• Investigate the cost of specific behaviours, illness or disease in the community, such as, the economic impact of obesity and inactivity on society.Design, Creativity and Technology
Design, Creativity and Technology (DCT) help in developing sport goods, sportwear, sport software programme, etc.
These are associated with knowledge and promotion.
In this area students learn about the characteristic and properties of how all these aspects differ from each other.
These investigations assist students to make decisions about appropriate solution.
Students analyse and evaluate factors, such as, social, cultural and economic factors that influence design, creativity and technology.
• Explore the influence of government spending on health outcomes for individuals and the community.
• Identify various locations from the map and interpret maps for outdoor adventure activities.Language(s)
• Investigate the impact of development and globalisation on poverty, the links between food, hunger and technology, identifying and locating facilities and services that contribute to the health and safety of communities on a local and national level.
Languages help students to develop critical approaches to the ideas and thoughts collated to read, view, write, compare, research and talk about texts.
Health and Physical Education teachers can use examples related to health and wellbeing to encourage students to reflect on their lifestyles and analyse ways by which the media influences their attitude towards health.
For example, Health and Physical Education emphasises on the importance of physical fitness, self-esteem and body image in the maintenance of good health. | jehp101.pdf |
5 | CBSE | Class10 | Health_and_Physical_Education | Geography
Activity 1.5
• Create a report and may be a presentation about a game of your choice.
Students develop skills in reading and interpreting maps of different kinds and at different scales.
The same knowledge and skills are reinforced in physical education during orientation on outdoor education activities (Trekking, Mountaineering, etc).
The investigation of local and global health issues involves collecting information from maps, satellite images, statistical data and information and communication technology based resources.
These help students to understand themselves and their world, to apply their understanding in their present lives as well as make evidence based decisions that lead to the kind of future they desire.
• Capture still and moving images of sporting activities organised in your school and edit or annotate them to explain skill development or tactics.Activity 1.5
• Create a report and may be a presentation about a game of your choice.
Students develop skills in reading and interpreting maps of different kinds and at different scales.
The same knowledge and skills are reinforced in physical education during orientation on outdoor education activities (Trekking, Mountaineering, etc).
The investigation of local and global health issues involves collecting information from maps, satellite images, statistical data and information and communication technology based resources.
These help students to understand themselves and their world, to apply their understanding in their present lives as well as make evidence based decisions that lead to the kind of future they desire.
• Capture still and moving images of sporting activities organised in your school and edit or annotate them to explain skill development or tactics.History
• Identify, collect and evaluate data from online sources such as, blogs, websites and forums to inform about myths related to Physical Education.
The study of History reflects multiple influences and connections to an array of other countries, cultures and times.
The concepts of time, chronology and changes are common to both History and Health and Physical Education.
While History focuses on identity from a cultural or national perspective, Health and Physical Education focuses on the range of factors that shape personal identity.
Like skill correction analysis programme, use of cameras and videos in game, use of wind gauge, Iso kinetic machines, construction and marking of play field.Information and Communications Technology (ICT)
ICT can be used to access, process, manage and present information and events.
It constructs new understanding and communicate with others.
It is an integral part of different training measurement and evaluation and offcourse coaching and officiating very helpful in conducting tournament.Mathematics
In Health and Physical Education, Mathematics provides tools and procedures which can be used to model situations and solve problems in areas, such as, scoring different sporting events involving time, distance, weight and number as variables, calculating percentage improvement in results from data collected through fitness testing or performance in physical activities.Language other than English (LOTE)
There are a number of martial arts developed by different societies.
The text of these martial arts is discussed in the local languages.
For folk dances the accompanying songs are in regional languages and music has its own characteristic tone and rhythm.
The concepts of movement, dance, physical activity and sport, vary culturally.
These are associated with their own specific languages, vocabularies and discourses.
Different societies have different attitudes, values and beliefs about physical activities which are expressed in their regional languages. | jehp101.pdf |
0 | CBSE | Class10 | Health_and_Physical_Education | Organ SyStemS Of Human BOdy
Aggregates of cells constitute a tissue.
Tissues of various kinds together make an organ and many organs together comprise an organ system.
Various organ systems perform different functions of the body necessary for wellbeing and healthy living.
The organs which have a major role to play in the functioning of their respective system, such as, heart, lungs, liver and kidney 1:09:23 PM are called vital organs.
Before we learn about the impact of physical activities on organ systems, let us review functioning of these systems.
Organ systems for movement of body and limbs: skeletal and muscular systems
When you walk, play, exercise, practice or participate in a sport, or even when you ‘warm up’ prior to a sport activity or competition, what is most obvious are the movements of hands and legs, with the brain being equally active.
All the movements are due to contraction of muscles.
Muscles are attached to bones.
Bones form the skeleton.
Bones are attached to each other by ligaments and muscles are attached to bones by tendons (Fig. 2.1, 2.2, 2.3).
| Fig. 2.1: Muscle movement | Fig. 2.2: Muscle of the arm | Fig. 2.3: Human skeleton
| --- | --- | ---
| Skeletal muscle | Smooth muscle | Cardiac muscle
Fig. 2.4: Types of muscles 1:09:25 PM
Muscles are made up of muscle cells which are also termed as muscle fibres because of their elongated shape.
You have learnt in earlier classes that there are mainly three kinds of muscles.
There are muscles that contract to cause movements according to one’s will.
These are called voluntary muscles, such as, those of the limbs and the neck.
The involuntary muscles, such as, those lining the food canal, move automatically without our efforts for making them move.
Another kind of muscles, which are also involuntary, are the muscles of the heart or cardiac muscles which never stop contracting and relaxing.
As learnt in earlier classes, muscle cells (muscle fibres) may be striated (voluntary) muscle fibres, unstriated (involuntary) muscle fibres and cardiac muscle fibres (Fig.2.4).
Muscles are grouped into bundles enclosed in a membrane.
Movement of muscles takes place by the movement of molecules of muscle proteins, called actin and myosin present in the muscle fibres.
Upon receiving instructions from the brain and nerves, these proteins slide over each other and the muscle contracts.
Muscle contraction uses up energy, which comes from food.
It is measured in calories.
Activity 2.1
Underline the labelled vital organs in Fig. 2.5 Observe the location of the vital organs such as the spinal cord.
Energy producing organ systems
Cervical vertebra Through digestive system, food gets digested and converted to a form, which can be broken down in the cell to release energy.
Respiratory system ensures a continuous supply of Oxygen to each and every cell of the body for oxidation of food.
It is also responsible for continuous elimination of carbon
Thoracic vertebra dioxide produced as a result of this oxidation.
Digested food (Glucose) + Oxygen → Carbon dioxide + Water + ATP Lumbar vertebra Intervertebral disc
Adenosine Tri Phosphate (ATP) is the chemical
that releases energy.
ATP is biological energy.
Respiratory system functions to ensure the continuous supply of oxygen to the body and removal of carbon dioxide from the body.
Fig. 2.5 shows the different parts of the respiratory system.
Sacrum
Coccyx
The intake of oxygen laden air from the atmosphere into lungs is inspiration (inhalation) and the process of removal of CO2 laden air from lungs is expiration
Fig. 2.5: Respiratory system
(exhalation).
Inspiration and expiration constitute breathing.
(Fig. 2.7)
1:09:25 PM
Pharynx Trachea
Fig. 2.6: Human respiratory system
Nasal passage
Oral cavity
Air is drawn in Ribs move in Ribs move out
Diaphrams moves down Air forced out Diaphrams moves back
(a) Inhalation
Fig. 2.7: Machanism of breathing in human beings
(b) Exhalation
Lungs
Ribs
Diaphragm
Pulmonary artery
Aorta
Pulmonary vein Left atrium
Left ventricle Right atrium Partition completely separating the two halves
Right ventricle
Fig. 2.8: Human heart
You have already learnt in earlier classes that when muscles of rib cage and diaphragm (the muscular partition between thorax and abdomen) contract and flatten, the thoracic cavity increases in volume and air from outside rushes in.
It passes through nostrils, pharynx, trachea and bronchi and reaches the lungs (inhalation).
The reverse happens during exhalation when muscles of the rib cage and diaphragm relax and CO2 laden air from lungs goes out through bronchi, trachea and nostrils.
Breathing is followed by internal respiration when oxygen laden air from alveoli or air sacks of lungs is picked up by capillaries and reaches the heart through pulmonary vein.
Once oxygen reaches cells, it oxidises glucose (which reaches cells after digestion through blood) to release energy as ATP or adenosine tri phosphate.
Circulatory system circulates nutrients and oxygen to all parts of the body.
It also carries carbon dioxide and other waste substances produced in the body to organs (lungs and kidneys) for their removal.
It also transports hormones and minerals required for the body.
The flow chart below shows organs of circulatory system for you to recall.
Organs of the circulatory system
| Heart | Blood Vessels |
| --- | --- | ---
| Arteries | Veins | Capillaries
| Heart (Fig. 2.8) is the most vital organ of the body. It is situated between the two lungs in the thoracic cavity and is a cone shaped muscular, four chambered organ covered by a membrane. The four chambers are left and right atria (singular atrium) and left and right ventricles. They are separated by muscular partitions called septa singular septum. The chambers communicate by openings which are protected by valves.
| The cardiac muscle cells continuously contract and relax (heart beat) for pumping blood into the organs and receiving blood from them. As the heart beats, oxygenated blood flows into the arteries and goes to various parts of the body, and then it flows back to the heart through veins for oxygenation in the lungs. This circulation of blood is depicted below. Blood flow between heart and lungs is called pulmonary circulation, while between heart and body parts is called systemic circulation.
| The process of circulation is shown in Fig 2.10 and further elaborated below.
| Deoxygenated blood from all parts of the body | Right Atrium | Left Atrium
| | Right Ventricle Left Ventricle |
To lungs for oxygenation
Oxygenated blood to all parts of body
Fig. 2.9: Diagrammatic representation of the heart and the flow of blood through it As shown in the above figure Deoxygenated blood from all parts of the body is collected by the veins.
Veins pour deoxygenated blood laden with carbon dioxide into right atrium of the heart.
From right atrium, deoxygenated blood goes to right ventricle and then through pulmonary artery to lungs.
•
Pulmonary vein carries (oxygenated blood) from the lungs to the left atrium of the heart from where it goes to the left ventricle.
•
Aorta, a large artery arises from left ventricle and the oxygenated blood enters the arteries and reaches all the organs through them.
Activity 2.2
In the diagram below, fill in the blanks with the words provided within brackets.
In the upper boxes name the parts of the body from where blood is entering or going to and in the lower box state the kind of blood, oxygenated or deoxygenated.
After filling discuss with one of your classmates.
[Words: Lungs, upper part of body, lower part of body, all parts of body; +O2 (oxygenated) and –O2 (deoxygenated).]
RA LA LVRV
Now you have understood that blood flows from various parts of the body to heart, heart to lungs, lungs to heart and heart to various parts of the body.
Since, in one circuit of circulation, blood passes through the heart twice, blood circulation is termed double circulation.
Regular physical exercise has a positive effect on circulation.
Hence, regular physical exercise is important for all.
effectS Of PHySical activitieS, gameS, SPOrtS and yOga On muScular, circulatOry and reSPiratOry SyStemS
Physical exercise and Yoga, when regularly done, have a positive effect on the body, as explained below.
Effects of physical activities on vital organs and body functions
Bones
Weight bearing exercise helps preserve bone mass and thus protects against osteoporosis (bone degeneration).
Muscles
Physical activity build and strengthen muscles, which can protect the bones from injury, support and protect joints from being affected by arthritis.
Strong muscles also give stability and improve balance and coordination during movements.
Physical activities also improve blood supply to the muscles and increase their capacity to use oxygen.
Muscles and muscle performance Physical activities if undertaken regularly have beneficial effects on the muscular system.
Whenever physical activities, games or sport are undertaken there is contraction of muscles and increase in energy level due to breakdown of ATP.
The beneficial effects of regular physical activities are listed below —
•
Change in shape and size of the muscle fibres: Muscle fibres enlarge with physical activities which cause an overall enlargement of muscles with the change in its size and shape.
The size of muscles increases by 60 per cent.
It is because of this reason that, the muscles of arms of a tennis player are well developed.
•
Maintenance of muscle tone: Muscles are stimulated to contract by signals from nerves.
Due to continuous signals, when physical exercises are undertaken, muscles remain in partial state of contraction called muscle tone.
Hence, regular physical activities maintain good muscle tone and enhance physical fitness.
•
Increase in muscle proteins: The units of muscle contraction are proteins.
Physical activities lead to increase in total proteins.
•
Increase in blood capillaries: Regular physical exercises lead to increase in number of blood capillaries supplying blood to muscles.
•
Increase in efficiency of ligaments and tendons: Ligaments and tendons become more efficient as a result of regular physical activity.
This improves muscle movements resulting in greater tolerance of stress during strenuous activity.
•
Long term increase in muscle strength: Regular physical exercises increase and maintain strength of muscles.
This increases speed of contraction as in the case of marathon runner and also work well against load as in the case of weight lifter.
•
Delay in muscle fatigue: Muscles need oxygen to contract.
But when muscles are used for a long time during sport, available oxygen gets used up and lactic acid accumulates.
This causes muscle fatigue.
It is, therefore, important to do physical activities like stretching to delay muscle fatigue.
Maintaining correct posture and beautiful body: Regular physical activities and yogic activity like asanas prevent postural deformities.
Healthy muscles give the body a beautiful shape.
Oxygen Debt
During physical activities, respiratory rate increases.
At the same time, oxygen gets speedily used up, this creates an oxygen debt, as the rate of oxygen intake may not match the oxygen requirement due to the exercise.
Thus, maximum exercises are followed by a recovery period when oxygen debt is removed by obtaining more oxygen.
For example, when an athlete is running and requires 3 litres of oxygen, if oxygen obtained is only 2 litres, oxygen debt of 1 litre is created, which gets recovered during recovery period.
•
Overall improvement in efficiency of muscle movements and reaction time: Muscles contract on receiving stimulus from nerves.
The time taken to react to the stimuli (reaction time) improves with regular physical exercise.
•
Increase in capacity for storage of food: Regular physical activities help cells to store more food, which can be readily available for oxidation to provide energy when needed.
Respiratory system
•
Increase in size of lungs and volume of chest: Physical activities require more oxygen.
Therefore, more oxygen has to be inhaled.
This provides exercise to the lungs and chest and as a result the size increases.
Simultaneously, the diaphragm and rib muscles strengthen.
•
Increase in lung power: Respiratory exercises, which include Pranayam and Anulom-vilom, improve lung power.
The efficiency of alveoli or air sacs of lungs also improves.
•
Activation of unused (inactive) alveoli: Active inhalation increases residual volume of air, tidal air and vital capacity which is important for healthy body.
Residual volume of air: Even after forced expiration some air remains in the lung, it cannot be expelled and is called residual air.
Vital capacity: Vital capacity is the amount of air inhaled and exhaled with maximum effort.
In normal adult, it is 3500 cc to 4500 cc.
Vital Capacity = TV + IRV + ERV
(TV= Tidal Volume, IRV =Inspiratory Reserve Volume, ERV=Expiratory Reserve Volume)
TV: The volume of air breathed in and out during quiet breathing is called tidal volume.
IRV: Air over and above tidal volume that can be breathed in upon continuous inhalation.
ERV: Air breathed out over and above TV upon continuous exhalation.
Exercising regularly makes vital capacity go upto 5500cc.
Circulatory system
Blood pumped into circulation transports oxygen and food to tissues, removes waste and also transports hormones to target organs.
During physical activities, nutrients and Oxygen is needed by muscles to get energy for contraction.
So heart pumps at a faster rate and circulation is speeded up.
But this change is temporary.
Certain permanent changes also occur when physical activities are undertaken regularly.
These are given below.
•
Increase in the size of heart occurs as cardiac muscles develop with regular physical activities.
Regular exercise increases the capacity and thickness of the walls of the heart.
•
Increase in number of capillaries and blood cells: The unused capillaries become active with physical activities making circulation efficient.
An increase in the number of blood cells and amount of hemoglobin has also been observed.
•
Decrease in heart rate: Under normal conditions the heart beats 72 times per minute at rest.
But an athlete’s heart rate may be found to be much lower at rest.
The athlete’s heart becomes so efficient that at rest same requirement is fulfilled with fewer heartbeats.
•
Increase in stroke volume: Stroke volume is the quantity of blood pumped out by aorta in one stroke.
Heart, having gained efficiency with regular physical activities, is able to pump out more blood in one stroke.
Activity 2.3
Complete the table given below to depict the positive effects of regular physical activities on organ systems.
| Organ System | Positive effective of regular physical activities |
| --- | --- | ---
| Muscular System | Improved muscle performance |
| Respiratory System | | Increase in stroke volume
Pumping blood with more efficiency
Circulatory System
Decrease in LDL and increase in HDL: LDL and HDL are low density lipoproteins and high density lipoproteins respectively.
Lipoproteins are secreted by liver.
LDL, also known as bad cholesterol, adversely affects the blood vessels of the heart.
On the other hand, HDL which is good cholesterol helps to remove cholesterol from the body.
Regular physical activities help in production of more HDL and less LDL Thus physical activities help in reducing blood cholesterol.
•
Activity 2.4
Prevention of heart related illness/ailments: It is well known that cardiac diseases and high blood pressure can be prevented by regular physical exercises.
You have already studied asanas in your previous class.
Write the names of asanas which can improve the —
effect Of yOga On tHe BOdy
• Respiration system
• Circulatory System
Yogic practice ensures good health and enhances physical fitness.
Some of the asanas have been explained in Chapter 9.
It has been found that these asanas develop muscles of the chest, abdomen and lungs and make them active.
Some of you have already learnt this in Class IX.
• Muscular system
Muscles of the rib cage are involved in respiration so the asanas indirectly improve respiration.
Regular Yoga practice also improves blood circulation.
Apart from asanas, suryanamaskar is an integral part of yogic practice.
Suryanamaskar improves blood circulation and makes the lungs strong.
3 4
2
5 1 12
6 | jehp102.pdf |
1 | CBSE | Class10 | Health_and_Physical_Education | Energy producing organ systems
Cervical vertebra Through digestive system, food gets digested and converted to a form, which can be broken down in the cell to release energy.
Respiratory system ensures a continuous supply of Oxygen to each and every cell of the body for oxidation of food.
It is also responsible for continuous elimination of carbon
Thoracic vertebra dioxide produced as a result of this oxidation.
Digested food (Glucose) + Oxygen → Carbon dioxide + Water + ATP Lumbar vertebra Intervertebral disc
Adenosine Tri Phosphate (ATP) is the chemical
that releases energy.
ATP is biological energy.
Respiratory system functions to ensure the continuous supply of oxygen to the body and removal of carbon dioxide from the body.
Fig. 2.5 shows the different parts of the respiratory system.
Sacrum
Coccyx
The intake of oxygen laden air from the atmosphere into lungs is inspiration (inhalation) and the process of removal of CO2 laden air from lungs is expiration
Fig. 2.5: Respiratory system
(exhalation).
Inspiration and expiration constitute breathing.
(Fig. 2.7)
1:09:25 PM
Pharynx Trachea
Fig. 2.6: Human respiratory system
Nasal passage
Oral cavity
Air is drawn in Ribs move in Ribs move out
Diaphrams moves down Air forced out Diaphrams moves back
(a) Inhalation
Fig. 2.7: Machanism of breathing in human beings
(b) Exhalation
Lungs
Ribs
Diaphragm
Pulmonary artery
Aorta
Pulmonary vein Left atrium
Left ventricle Right atrium Partition completely separating the two halves
Right ventricle
Fig. 2.8: Human heart
You have already learnt in earlier classes that when muscles of rib cage and diaphragm (the muscular partition between thorax and abdomen) contract and flatten, the thoracic cavity increases in volume and air from outside rushes in.
It passes through nostrils, pharynx, trachea and bronchi and reaches the lungs (inhalation).
The reverse happens during exhalation when muscles of the rib cage and diaphragm relax and CO2 laden air from lungs goes out through bronchi, trachea and nostrils.
Breathing is followed by internal respiration when oxygen laden air from alveoli or air sacks of lungs is picked up by capillaries and reaches the heart through pulmonary vein.
Once oxygen reaches cells, it oxidises glucose (which reaches cells after digestion through blood) to release energy as ATP or adenosine tri phosphate.
Circulatory system circulates nutrients and oxygen to all parts of the body.
It also carries carbon dioxide and other waste substances produced in the body to organs (lungs and kidneys) for their removal.
It also transports hormones and minerals required for the body.
The flow chart below shows organs of circulatory system for you to recall.
Organs of the circulatory system
| Heart | Blood Vessels |
| --- | --- | ---
| Arteries | Veins | Capillaries
| Heart (Fig. 2.8) is the most vital organ of the body. It is situated between the two lungs in the thoracic cavity and is a cone shaped muscular, four chambered organ covered by a membrane. The four chambers are left and right atria (singular atrium) and left and right ventricles. They are separated by muscular partitions called septa singular septum. The chambers communicate by openings which are protected by valves.
| The cardiac muscle cells continuously contract and relax (heart beat) for pumping blood into the organs and receiving blood from them. As the heart beats, oxygenated blood flows into the arteries and goes to various parts of the body, and then it flows back to the heart through veins for oxygenation in the lungs. This circulation of blood is depicted below. Blood flow between heart and lungs is called pulmonary circulation, while between heart and body parts is called systemic circulation.
| The process of circulation is shown in Fig 2.10 and further elaborated below.
| Deoxygenated blood from all parts of the body | Right Atrium | Left Atrium
| | Right Ventricle Left Ventricle |
To lungs for oxygenation
Oxygenated blood to all parts of body
Fig. 2.9: Diagrammatic representation of the heart and the flow of blood through it As shown in the above figure Deoxygenated blood from all parts of the body is collected by the veins.
Veins pour deoxygenated blood laden with carbon dioxide into right atrium of the heart.
From right atrium, deoxygenated blood goes to right ventricle and then through pulmonary artery to lungs.
•
Pulmonary vein carries (oxygenated blood) from the lungs to the left atrium of the heart from where it goes to the left ventricle.
•
Aorta, a large artery arises from left ventricle and the oxygenated blood enters the arteries and reaches all the organs through them.
Activity 2.2
In the diagram below, fill in the blanks with the words provided within brackets.
In the upper boxes name the parts of the body from where blood is entering or going to and in the lower box state the kind of blood, oxygenated or deoxygenated.
After filling discuss with one of your classmates.
[Words: Lungs, upper part of body, lower part of body, all parts of body; +O2 (oxygenated) and –O2 (deoxygenated).]
RA LA LVRV
Now you have understood that blood flows from various parts of the body to heart, heart to lungs, lungs to heart and heart to various parts of the body.
Since, in one circuit of circulation, blood passes through the heart twice, blood circulation is termed double circulation.
Regular physical exercise has a positive effect on circulation.
Hence, regular physical exercise is important for all. | jehp102.pdf |
2 | CBSE | Class10 | Health_and_Physical_Education | Adenosine Tri Phosphate (ATP) is the chemical
that releases energy.
ATP is biological energy.
Respiratory system functions to ensure the continuous supply of oxygen to the body and removal of carbon dioxide from the body.
Fig. 2.5 shows the different parts of the respiratory system.
Sacrum
Coccyx
The intake of oxygen laden air from the atmosphere into lungs is inspiration (inhalation) and the process of removal of CO2 laden air from lungs is expiration
Fig. 2.5: Respiratory system
(exhalation).
Inspiration and expiration constitute breathing.
(Fig. 2.7)
1:09:25 PM
Pharynx Trachea
Fig. 2.6: Human respiratory system
Nasal passage
Oral cavity
Air is drawn in Ribs move in Ribs move out
Diaphrams moves down Air forced out Diaphrams moves back
(a) Inhalation
Fig. 2.7: Machanism of breathing in human beings
(b) Exhalation
Lungs
Ribs
Diaphragm
Pulmonary artery
Aorta
Pulmonary vein Left atrium
Left ventricle Right atrium Partition completely separating the two halves
Right ventricle
Fig. 2.8: Human heart
You have already learnt in earlier classes that when muscles of rib cage and diaphragm (the muscular partition between thorax and abdomen) contract and flatten, the thoracic cavity increases in volume and air from outside rushes in.
It passes through nostrils, pharynx, trachea and bronchi and reaches the lungs (inhalation).
The reverse happens during exhalation when muscles of the rib cage and diaphragm relax and CO2 laden air from lungs goes out through bronchi, trachea and nostrils.
Breathing is followed by internal respiration when oxygen laden air from alveoli or air sacks of lungs is picked up by capillaries and reaches the heart through pulmonary vein.
Once oxygen reaches cells, it oxidises glucose (which reaches cells after digestion through blood) to release energy as ATP or adenosine tri phosphate.
Circulatory system circulates nutrients and oxygen to all parts of the body.
It also carries carbon dioxide and other waste substances produced in the body to organs (lungs and kidneys) for their removal.
It also transports hormones and minerals required for the body.
The flow chart below shows organs of circulatory system for you to recall.
Organs of the circulatory system
| Heart | Blood Vessels |
| --- | --- | ---
| Arteries | Veins | Capillaries
| Heart (Fig. 2.8) is the most vital organ of the body. It is situated between the two lungs in the thoracic cavity and is a cone shaped muscular, four chambered organ covered by a membrane. The four chambers are left and right atria (singular atrium) and left and right ventricles. They are separated by muscular partitions called septa singular septum. The chambers communicate by openings which are protected by valves.
| The cardiac muscle cells continuously contract and relax (heart beat) for pumping blood into the organs and receiving blood from them. As the heart beats, oxygenated blood flows into the arteries and goes to various parts of the body, and then it flows back to the heart through veins for oxygenation in the lungs. This circulation of blood is depicted below. Blood flow between heart and lungs is called pulmonary circulation, while between heart and body parts is called systemic circulation.
| The process of circulation is shown in Fig 2.10 and further elaborated below.
| Deoxygenated blood from all parts of the body | Right Atrium | Left Atrium
| | Right Ventricle Left Ventricle |
To lungs for oxygenation
Oxygenated blood to all parts of body
Fig. 2.9: Diagrammatic representation of the heart and the flow of blood through it As shown in the above figure Deoxygenated blood from all parts of the body is collected by the veins.
Veins pour deoxygenated blood laden with carbon dioxide into right atrium of the heart.
From right atrium, deoxygenated blood goes to right ventricle and then through pulmonary artery to lungs.
•
Pulmonary vein carries (oxygenated blood) from the lungs to the left atrium of the heart from where it goes to the left ventricle.
•
Aorta, a large artery arises from left ventricle and the oxygenated blood enters the arteries and reaches all the organs through them.SacrumCoccyx
The intake of oxygen laden air from the atmosphere into lungs is inspiration (inhalation) and the process of removal of CO2 laden air from lungs is expiration
Fig. 2.5: Respiratory system
(exhalation).
Inspiration and expiration constitute breathing.
(Fig. 2.7)
1:09:25 PM
Pharynx Trachea
Fig. 2.6: Human respiratory system
Nasal passage
Oral cavity
Air is drawn in Ribs move in Ribs move out
Diaphrams moves down Air forced out Diaphrams moves backPharynx Trachea
Fig. 2.6: Human respiratory system
Nasal passage
Oral cavity
Air is drawn in Ribs move in Ribs move out
Diaphrams moves down Air forced out Diaphrams moves backNasal passageOral cavity
Air is drawn in Ribs move in Ribs move out
Diaphrams moves down Air forced out Diaphrams moves back(a) Inhalation
Fig. 2.7: Machanism of breathing in human beings | jehp102.pdf |
3 | CBSE | Class10 | Health_and_Physical_Education | effectS Of PHySical activitieS, gameS, SPOrtS and yOga On muScular, circulatOry and reSPiratOry SyStemS
Physical exercise and Yoga, when regularly done, have a positive effect on the body, as explained below.
Effects of physical activities on vital organs and body functions
Bones
Weight bearing exercise helps preserve bone mass and thus protects against osteoporosis (bone degeneration).
Muscles
Physical activity build and strengthen muscles, which can protect the bones from injury, support and protect joints from being affected by arthritis.
Strong muscles also give stability and improve balance and coordination during movements.
Physical activities also improve blood supply to the muscles and increase their capacity to use oxygen.
Muscles and muscle performance Physical activities if undertaken regularly have beneficial effects on the muscular system.
Whenever physical activities, games or sport are undertaken there is contraction of muscles and increase in energy level due to breakdown of ATP.
The beneficial effects of regular physical activities are listed below —
•
Change in shape and size of the muscle fibres: Muscle fibres enlarge with physical activities which cause an overall enlargement of muscles with the change in its size and shape.
The size of muscles increases by 60 per cent.
It is because of this reason that, the muscles of arms of a tennis player are well developed.
•
Maintenance of muscle tone: Muscles are stimulated to contract by signals from nerves.
Due to continuous signals, when physical exercises are undertaken, muscles remain in partial state of contraction called muscle tone.
Hence, regular physical activities maintain good muscle tone and enhance physical fitness.
•
Increase in muscle proteins: The units of muscle contraction are proteins.
Physical activities lead to increase in total proteins.
•
Increase in blood capillaries: Regular physical exercises lead to increase in number of blood capillaries supplying blood to muscles.
•
Increase in efficiency of ligaments and tendons: Ligaments and tendons become more efficient as a result of regular physical activity.
This improves muscle movements resulting in greater tolerance of stress during strenuous activity.
•
Long term increase in muscle strength: Regular physical exercises increase and maintain strength of muscles.
This increases speed of contraction as in the case of marathon runner and also work well against load as in the case of weight lifter.
•
Delay in muscle fatigue: Muscles need oxygen to contract.
But when muscles are used for a long time during sport, available oxygen gets used up and lactic acid accumulates.
This causes muscle fatigue.
It is, therefore, important to do physical activities like stretching to delay muscle fatigue.
Maintaining correct posture and beautiful body: Regular physical activities and yogic activity like asanas prevent postural deformities.
Healthy muscles give the body a beautiful shape.
Oxygen Debt
During physical activities, respiratory rate increases.
At the same time, oxygen gets speedily used up, this creates an oxygen debt, as the rate of oxygen intake may not match the oxygen requirement due to the exercise.
Thus, maximum exercises are followed by a recovery period when oxygen debt is removed by obtaining more oxygen.
For example, when an athlete is running and requires 3 litres of oxygen, if oxygen obtained is only 2 litres, oxygen debt of 1 litre is created, which gets recovered during recovery period.
•
Overall improvement in efficiency of muscle movements and reaction time: Muscles contract on receiving stimulus from nerves.
The time taken to react to the stimuli (reaction time) improves with regular physical exercise.
•
Increase in capacity for storage of food: Regular physical activities help cells to store more food, which can be readily available for oxidation to provide energy when needed.
Respiratory system
•
Increase in size of lungs and volume of chest: Physical activities require more oxygen.
Therefore, more oxygen has to be inhaled.
This provides exercise to the lungs and chest and as a result the size increases.
Simultaneously, the diaphragm and rib muscles strengthen.
•
Increase in lung power: Respiratory exercises, which include Pranayam and Anulom-vilom, improve lung power.
The efficiency of alveoli or air sacs of lungs also improves.
•
Activation of unused (inactive) alveoli: Active inhalation increases residual volume of air, tidal air and vital capacity which is important for healthy body.
Residual volume of air: Even after forced expiration some air remains in the lung, it cannot be expelled and is called residual air.
Vital capacity: Vital capacity is the amount of air inhaled and exhaled with maximum effort.
In normal adult, it is 3500 cc to 4500 cc.
Vital Capacity = TV + IRV + ERV
(TV= Tidal Volume, IRV =Inspiratory Reserve Volume, ERV=Expiratory Reserve Volume)
TV: The volume of air breathed in and out during quiet breathing is called tidal volume.
IRV: Air over and above tidal volume that can be breathed in upon continuous inhalation.
ERV: Air breathed out over and above TV upon continuous exhalation.
Exercising regularly makes vital capacity go upto 5500cc.
Circulatory system
Blood pumped into circulation transports oxygen and food to tissues, removes waste and also transports hormones to target organs.
During physical activities, nutrients and Oxygen is needed by muscles to get energy for contraction.
So heart pumps at a faster rate and circulation is speeded up.
But this change is temporary.
Certain permanent changes also occur when physical activities are undertaken regularly.
These are given below.
•
Increase in the size of heart occurs as cardiac muscles develop with regular physical activities.
Regular exercise increases the capacity and thickness of the walls of the heart.
•
Increase in number of capillaries and blood cells: The unused capillaries become active with physical activities making circulation efficient.
An increase in the number of blood cells and amount of hemoglobin has also been observed.
•
Decrease in heart rate: Under normal conditions the heart beats 72 times per minute at rest.
But an athlete’s heart rate may be found to be much lower at rest.
The athlete’s heart becomes so efficient that at rest same requirement is fulfilled with fewer heartbeats.
•
Increase in stroke volume: Stroke volume is the quantity of blood pumped out by aorta in one stroke.
Heart, having gained efficiency with regular physical activities, is able to pump out more blood in one stroke.
Activity 2.3
Complete the table given below to depict the positive effects of regular physical activities on organ systems.
| Organ System | Positive effective of regular physical activities |
| --- | --- | ---
| Muscular System | Improved muscle performance |
| Respiratory System | | Increase in stroke volume
Pumping blood with more efficiency
Circulatory System
Decrease in LDL and increase in HDL: LDL and HDL are low density lipoproteins and high density lipoproteins respectively.
Lipoproteins are secreted by liver.
LDL, also known as bad cholesterol, adversely affects the blood vessels of the heart.
On the other hand, HDL which is good cholesterol helps to remove cholesterol from the body.
Regular physical activities help in production of more HDL and less LDL Thus physical activities help in reducing blood cholesterol.
•
Activity 2.4
Prevention of heart related illness/ailments: It is well known that cardiac diseases and high blood pressure can be prevented by regular physical exercises.
You have already studied asanas in your previous class.
Write the names of asanas which can improve the — | jehp102.pdf |
4 | CBSE | Class10 | Health_and_Physical_Education | Effects of physical activities on vital organs and body functions
Bones
Weight bearing exercise helps preserve bone mass and thus protects against osteoporosis (bone degeneration).
Muscles
Physical activity build and strengthen muscles, which can protect the bones from injury, support and protect joints from being affected by arthritis.
Strong muscles also give stability and improve balance and coordination during movements.
Physical activities also improve blood supply to the muscles and increase their capacity to use oxygen.
Muscles and muscle performance Physical activities if undertaken regularly have beneficial effects on the muscular system.
Whenever physical activities, games or sport are undertaken there is contraction of muscles and increase in energy level due to breakdown of ATP.
The beneficial effects of regular physical activities are listed below —
•
Change in shape and size of the muscle fibres: Muscle fibres enlarge with physical activities which cause an overall enlargement of muscles with the change in its size and shape.
The size of muscles increases by 60 per cent.
It is because of this reason that, the muscles of arms of a tennis player are well developed.
•
Maintenance of muscle tone: Muscles are stimulated to contract by signals from nerves.
Due to continuous signals, when physical exercises are undertaken, muscles remain in partial state of contraction called muscle tone.
Hence, regular physical activities maintain good muscle tone and enhance physical fitness.
•
Increase in muscle proteins: The units of muscle contraction are proteins.
Physical activities lead to increase in total proteins.
•
Increase in blood capillaries: Regular physical exercises lead to increase in number of blood capillaries supplying blood to muscles.
•
Increase in efficiency of ligaments and tendons: Ligaments and tendons become more efficient as a result of regular physical activity.
This improves muscle movements resulting in greater tolerance of stress during strenuous activity.
•
Long term increase in muscle strength: Regular physical exercises increase and maintain strength of muscles.
This increases speed of contraction as in the case of marathon runner and also work well against load as in the case of weight lifter.
•
Delay in muscle fatigue: Muscles need oxygen to contract.
But when muscles are used for a long time during sport, available oxygen gets used up and lactic acid accumulates.
This causes muscle fatigue.
It is, therefore, important to do physical activities like stretching to delay muscle fatigue.
Maintaining correct posture and beautiful body: Regular physical activities and yogic activity like asanas prevent postural deformities.
Healthy muscles give the body a beautiful shape.
Oxygen Debt
During physical activities, respiratory rate increases.
At the same time, oxygen gets speedily used up, this creates an oxygen debt, as the rate of oxygen intake may not match the oxygen requirement due to the exercise.
Thus, maximum exercises are followed by a recovery period when oxygen debt is removed by obtaining more oxygen.
For example, when an athlete is running and requires 3 litres of oxygen, if oxygen obtained is only 2 litres, oxygen debt of 1 litre is created, which gets recovered during recovery period.
•
Overall improvement in efficiency of muscle movements and reaction time: Muscles contract on receiving stimulus from nerves.
The time taken to react to the stimuli (reaction time) improves with regular physical exercise.
•
Increase in capacity for storage of food: Regular physical activities help cells to store more food, which can be readily available for oxidation to provide energy when needed.
Respiratory system
•
Increase in size of lungs and volume of chest: Physical activities require more oxygen.
Therefore, more oxygen has to be inhaled.
This provides exercise to the lungs and chest and as a result the size increases.
Simultaneously, the diaphragm and rib muscles strengthen.
•
Increase in lung power: Respiratory exercises, which include Pranayam and Anulom-vilom, improve lung power.
The efficiency of alveoli or air sacs of lungs also improves.
•
Activation of unused (inactive) alveoli: Active inhalation increases residual volume of air, tidal air and vital capacity which is important for healthy body.
Residual volume of air: Even after forced expiration some air remains in the lung, it cannot be expelled and is called residual air.
Vital capacity: Vital capacity is the amount of air inhaled and exhaled with maximum effort.
In normal adult, it is 3500 cc to 4500 cc.
Vital Capacity = TV + IRV + ERV
(TV= Tidal Volume, IRV =Inspiratory Reserve Volume, ERV=Expiratory Reserve Volume)
TV: The volume of air breathed in and out during quiet breathing is called tidal volume.
IRV: Air over and above tidal volume that can be breathed in upon continuous inhalation.
ERV: Air breathed out over and above TV upon continuous exhalation.
Exercising regularly makes vital capacity go upto 5500cc.
Circulatory system
Blood pumped into circulation transports oxygen and food to tissues, removes waste and also transports hormones to target organs.
During physical activities, nutrients and Oxygen is needed by muscles to get energy for contraction.
So heart pumps at a faster rate and circulation is speeded up.
But this change is temporary.
Certain permanent changes also occur when physical activities are undertaken regularly.
These are given below.
•
Increase in the size of heart occurs as cardiac muscles develop with regular physical activities.
Regular exercise increases the capacity and thickness of the walls of the heart.
•
Increase in number of capillaries and blood cells: The unused capillaries become active with physical activities making circulation efficient.
An increase in the number of blood cells and amount of hemoglobin has also been observed.
•
Decrease in heart rate: Under normal conditions the heart beats 72 times per minute at rest.
But an athlete’s heart rate may be found to be much lower at rest.
The athlete’s heart becomes so efficient that at rest same requirement is fulfilled with fewer heartbeats.
•
Increase in stroke volume: Stroke volume is the quantity of blood pumped out by aorta in one stroke.
Heart, having gained efficiency with regular physical activities, is able to pump out more blood in one stroke.
Activity 2.3
Complete the table given below to depict the positive effects of regular physical activities on organ systems.
| Organ System | Positive effective of regular physical activities |
| --- | --- | ---
| Muscular System | Improved muscle performance |
| Respiratory System | | Increase in stroke volume
Pumping blood with more efficiency
Circulatory System
Decrease in LDL and increase in HDL: LDL and HDL are low density lipoproteins and high density lipoproteins respectively.
Lipoproteins are secreted by liver.
LDL, also known as bad cholesterol, adversely affects the blood vessels of the heart.
On the other hand, HDL which is good cholesterol helps to remove cholesterol from the body.
Regular physical activities help in production of more HDL and less LDL Thus physical activities help in reducing blood cholesterol.
•
Activity 2.4
Prevention of heart related illness/ailments: It is well known that cardiac diseases and high blood pressure can be prevented by regular physical exercises.
You have already studied asanas in your previous class.
Write the names of asanas which can improve the — | jehp102.pdf |
5 | CBSE | Class10 | Health_and_Physical_Education | Bones
Weight bearing exercise helps preserve bone mass and thus protects against osteoporosis (bone degeneration).Muscles
Physical activity build and strengthen muscles, which can protect the bones from injury, support and protect joints from being affected by arthritis.
Strong muscles also give stability and improve balance and coordination during movements.
Physical activities also improve blood supply to the muscles and increase their capacity to use oxygen.
Muscles and muscle performance Physical activities if undertaken regularly have beneficial effects on the muscular system.
Whenever physical activities, games or sport are undertaken there is contraction of muscles and increase in energy level due to breakdown of ATP.
The beneficial effects of regular physical activities are listed below —
•
Change in shape and size of the muscle fibres: Muscle fibres enlarge with physical activities which cause an overall enlargement of muscles with the change in its size and shape.
The size of muscles increases by 60 per cent.
It is because of this reason that, the muscles of arms of a tennis player are well developed.
•
Maintenance of muscle tone: Muscles are stimulated to contract by signals from nerves.
Due to continuous signals, when physical exercises are undertaken, muscles remain in partial state of contraction called muscle tone.
Hence, regular physical activities maintain good muscle tone and enhance physical fitness.
•
Increase in muscle proteins: The units of muscle contraction are proteins.
Physical activities lead to increase in total proteins.
•
Increase in blood capillaries: Regular physical exercises lead to increase in number of blood capillaries supplying blood to muscles.
•
Increase in efficiency of ligaments and tendons: Ligaments and tendons become more efficient as a result of regular physical activity.
This improves muscle movements resulting in greater tolerance of stress during strenuous activity.
•
Long term increase in muscle strength: Regular physical exercises increase and maintain strength of muscles.
This increases speed of contraction as in the case of marathon runner and also work well against load as in the case of weight lifter.
•
Delay in muscle fatigue: Muscles need oxygen to contract.
But when muscles are used for a long time during sport, available oxygen gets used up and lactic acid accumulates.
This causes muscle fatigue.
It is, therefore, important to do physical activities like stretching to delay muscle fatigue.
Maintaining correct posture and beautiful body: Regular physical activities and yogic activity like asanas prevent postural deformities.
Healthy muscles give the body a beautiful shape.
Oxygen Debt
During physical activities, respiratory rate increases.
At the same time, oxygen gets speedily used up, this creates an oxygen debt, as the rate of oxygen intake may not match the oxygen requirement due to the exercise.
Thus, maximum exercises are followed by a recovery period when oxygen debt is removed by obtaining more oxygen.
For example, when an athlete is running and requires 3 litres of oxygen, if oxygen obtained is only 2 litres, oxygen debt of 1 litre is created, which gets recovered during recovery period.
•
Overall improvement in efficiency of muscle movements and reaction time: Muscles contract on receiving stimulus from nerves.
The time taken to react to the stimuli (reaction time) improves with regular physical exercise.
•
Increase in capacity for storage of food: Regular physical activities help cells to store more food, which can be readily available for oxidation to provide energy when needed.
Respiratory system
•
Increase in size of lungs and volume of chest: Physical activities require more oxygen.
Therefore, more oxygen has to be inhaled.
This provides exercise to the lungs and chest and as a result the size increases.
Simultaneously, the diaphragm and rib muscles strengthen.
•
Increase in lung power: Respiratory exercises, which include Pranayam and Anulom-vilom, improve lung power.
The efficiency of alveoli or air sacs of lungs also improves.
•
Activation of unused (inactive) alveoli: Active inhalation increases residual volume of air, tidal air and vital capacity which is important for healthy body.
Residual volume of air: Even after forced expiration some air remains in the lung, it cannot be expelled and is called residual air.
Vital capacity: Vital capacity is the amount of air inhaled and exhaled with maximum effort.
In normal adult, it is 3500 cc to 4500 cc.
Vital Capacity = TV + IRV + ERV
(TV= Tidal Volume, IRV =Inspiratory Reserve Volume, ERV=Expiratory Reserve Volume)
TV: The volume of air breathed in and out during quiet breathing is called tidal volume.
IRV: Air over and above tidal volume that can be breathed in upon continuous inhalation.
ERV: Air breathed out over and above TV upon continuous exhalation.
Exercising regularly makes vital capacity go upto 5500cc. | jehp102.pdf |
6 | CBSE | Class10 | Health_and_Physical_Education | Vital Capacity = TV + IRV + ERV
(TV= Tidal Volume, IRV =Inspiratory Reserve Volume, ERV=Expiratory Reserve Volume)
TV: The volume of air breathed in and out during quiet breathing is called tidal volume.
IRV: Air over and above tidal volume that can be breathed in upon continuous inhalation.
ERV: Air breathed out over and above TV upon continuous exhalation.
Exercising regularly makes vital capacity go upto 5500cc.Circulatory system
Blood pumped into circulation transports oxygen and food to tissues, removes waste and also transports hormones to target organs.
During physical activities, nutrients and Oxygen is needed by muscles to get energy for contraction.
So heart pumps at a faster rate and circulation is speeded up.
But this change is temporary.
Certain permanent changes also occur when physical activities are undertaken regularly.
These are given below.
•
Increase in the size of heart occurs as cardiac muscles develop with regular physical activities.
Regular exercise increases the capacity and thickness of the walls of the heart.
•
Increase in number of capillaries and blood cells: The unused capillaries become active with physical activities making circulation efficient.
An increase in the number of blood cells and amount of hemoglobin has also been observed.
•
Decrease in heart rate: Under normal conditions the heart beats 72 times per minute at rest.
But an athlete’s heart rate may be found to be much lower at rest.
The athlete’s heart becomes so efficient that at rest same requirement is fulfilled with fewer heartbeats.
•
Increase in stroke volume: Stroke volume is the quantity of blood pumped out by aorta in one stroke.
Heart, having gained efficiency with regular physical activities, is able to pump out more blood in one stroke.Activity 2.3
Complete the table given below to depict the positive effects of regular physical activities on organ systems.
| Organ System | Positive effective of regular physical activities |
| --- | --- | ---
| Muscular System | Improved muscle performance |
| Respiratory System | | Increase in stroke volume
Pumping blood with more efficiency
Circulatory System
Decrease in LDL and increase in HDL: LDL and HDL are low density lipoproteins and high density lipoproteins respectively.
Lipoproteins are secreted by liver.
LDL, also known as bad cholesterol, adversely affects the blood vessels of the heart.
On the other hand, HDL which is good cholesterol helps to remove cholesterol from the body.
Regular physical activities help in production of more HDL and less LDL Thus physical activities help in reducing blood cholesterol.
•Circulatory System
Decrease in LDL and increase in HDL: LDL and HDL are low density lipoproteins and high density lipoproteins respectively.
Lipoproteins are secreted by liver.
LDL, also known as bad cholesterol, adversely affects the blood vessels of the heart.
On the other hand, HDL which is good cholesterol helps to remove cholesterol from the body.
Regular physical activities help in production of more HDL and less LDL Thus physical activities help in reducing blood cholesterol.
•Activity 2.4
Prevention of heart related illness/ailments: It is well known that cardiac diseases and high blood pressure can be prevented by regular physical exercises.
You have already studied asanas in your previous class.
Write the names of asanas which can improve the —effect Of yOga On tHe BOdy
• Respiration system
• Circulatory System
Yogic practice ensures good health and enhances physical fitness.
Some of the asanas have been explained in Chapter 9.
It has been found that these asanas develop muscles of the chest, abdomen and lungs and make them active.
Some of you have already learnt this in Class IX.
• Muscular system
Muscles of the rib cage are involved in respiration so the asanas indirectly improve respiration.
Regular Yoga practice also improves blood circulation.
Apart from asanas, suryanamaskar is an integral part of yogic practice.
Suryanamaskar improves blood circulation and makes the lungs strong.
3 4
2
5 1 12
6Surya- namaskar
11 7
10 8
9
Fig. 2.10: Suryanamaskar
Activity 2.5
Words related to human body are hidden in the matrix given below.
Search for them by going up or down, or even diagonally.
Circle each of the discovered word.
X M Y L M V N Q O T W Z
Y N T U I R P C X M C D
P I X A C T I N Y L J N
F
B
N
L J X
W
I Z R O Z
M Y O S I N F T X I N R
R Q M T P G S C T Y Z N
X
C
Y
U N I
U
A V O Y T
P A L N U X R Y Z Q C M
W R U R Q I E A W A S Q
S D T H P N L I T X Z Y
A P Z X M O C U Z I N M
U A E G R D S H E R O S
W
C
P
F Q N
U
Y X M Z N
U Z S T N E M A G I L Z
L B R E A T H I W N G XFig. 2.10: Suryanamaskar | jehp102.pdf |
0 | CBSE | Class10 | Health_and_Physical_Education | GrowinG up durinG Adolescence
Life cycle begins at birth.
It is generally divided into seven functional stages of development of life as shown in Table 1.
Table 1: Biological changes in human life cycle—names, duration and characteristics
| Biological stages of human life | Duration | Characteristics of growth and development
| --- | --- | ---
| Prenatal | 280 days of pregnancy | Development of foetus in mother’s womb till delivery of fully formed fetus.
| Neonatal | Birth to 28 days | Rapid growth and development such as smiling, recognising mother, etc.
| Infancy | 28 days to 1 year | Speedy growth in size and height, beginning of milk tooth, trying to stand and take steps.
Childhood 1 to 10 years Rapid to moderate growth depending on nutrition.
Permanent molar teeth eruption.
4:15:38 PM
| Adolescence 10 to 19 years | Rapid | physical, mental, emotional and social changes.
| --- | --- | ---
| Adulthood | 20 years onwards | Maturation, reproductive period of life.
| Old age | 60 years and above | Slow weakening of body functions, organs and organ systems.
Note: Adolescence is a crucial period in the life cycle of human beings.
understAndinG Adolescence
The period of adolescence begins with the onset of puberty, during which certain hormones gets activated.
It is an increase in secretion of sex hormones (testosterone in males, estrogen and progesterone in females).
Puberty merges into adolescence at around 10 years of age, and adolescence generally lasts till 19 years of age.
You may recall the discussion on adolescence in the chapters of your Class VIII textbook of science and the Class IX textbook of Health and Physical Education.
During this phase, significant physical and psychological changes take place.
However, as you have already learnt in your previous classes, the timing of these changes varies with every individual.
Unique features of adolescence
The two unique features of adolescence are —
(i) The spurt in physical growth, when a physical appearance of an individual gradually becomes different.
This is due to the rapid acceleration in growth of skeletal tissue (bones and cartilage) and muscular and glandular tissue.
For examples, breasts begin to develop in girls due to the release of estrogen hormone.
Changes in voice are quite noticeable among boys.
(ii) It is a time period between the onset of puberty and adulthood.
Growth spurt in adolescents
As you would have experienced yourself, the changes during adolescence occur speedily and alter the body size and shape of adolescents.
Suddenly the child seems to have grown up into a young adult.
This is called growth spurt and is shown through the following flow chart.
4:15:38 PM
Organs of the Circulatory system
Differences in structure of males and females in body size and structure
Development of secondary sexual character Development towards maturity of genitals Development of attraction towards opposite sex and maturation of social behavior
chAnGes in Body size And structure
Under the influence of growth hormone, the body size increases.
Sex hormones stimulate growth and maturity of gonads (reproductive organs).
In males, testes grow in size and start producing sperms.
In females, the eggs or ova present in the ovary since birth begins to mature.
Sex organs also increase in size.
Thus, there is an overall growth in body size.
As sexual maturity progresses during adolescence, hormones act on growth centers of bones which are responsible for increase in length of bones.
The long bones, the vertebrae and limbs grow and the adolescent gains height.
The limbs become stronger.
The heart, lungs and other internal organs also grow to match the increase in body size.
The muscle mass undergoes a spurt at adolescence.
Eventually, growth rate slows down and then stops.
Generally, at the age of 14 to 18 years of age, adult height is already reached.
The peak of growth of muscle mass is also typically around the age of 14 to 16 years.
In the females, the pelvis region undergoes a growth spurt and becomes wider.
secondAry sexuAl chArActeristics
In earlier classes, you have learnt about secondary sexual characteristics.
As a result of physical changes, secondary sexual characteristics begin to develop in both girls and boys.
Some characteristics are related to girls; some to boys and some are common for both.
You may understand this development better by conducting Activity 3.1.
Activity 3.1
Identify the secondary sexual characteristics of adolescence during 10 to 19 years in the given table.
Fill the following table by putting a tick mark () at appropriate place in each column.
| Changes | Girls (1) Boys
| (2)
| Both
(3) Don’t know (4)
1. Increase in height and weight
2. Menstruation
3. Change in voice
4. Growth of hair on private parts
5. Widening of shoulders
6. Broadening of hips
7. Development of breasts
8. Sweat and oil glands become active
wet dreAms
Wet dreams are a normal and natural physiological process which starts during adolescence among boys.
It usually occurs during sleep.
Wet dreams is a discharge of semen (seminal fluid) containing sperms.
Many adolescent boys are usually not aware of this phenomenon and get worried when they face this situation first time.
Semen is the fluid formed by glands associated with male reproductive system.
Semen carries mature sperms formed in the testes.
Read the following case studies which confirm the uniqueness of every individual with regard to time of occurrence of changes during adolescence.
CASE 1: My father calls me ‘Sher’ Rakesh and Dibang, students of Class IX, are walking home together from school.
Rakesh begins to tease Dibang, saying that he speaks in a girl’s voice.
He also laughs at the fact that Dibang has got no hair on his upper lip. “Look at me,” Rakesh says, “I am a real man.
My voice is strong and my face is manly - I have so much facial hair.
My father calls me sher.”
Dibang wonders what is wrong with him. He recalls that his mother still calls him ‘my sweet boy’.
He decides to go home and ask his mother why he is so different from Rakesh and whether something is wrong with him.
Points for Discussion
a) What do you think Dibang felt with Rakesh’s remarks?
b) Do you think that there is something wrong with Dibang?
Why?
c) What should Dibang’s mother tell him?
d) Do you think it is important to prepare children regarding the changes likely to occur in them?
Why?
CASE 2: Each one is unique Pooja, Sujatha, Abida and Radha are good friends.
All of them are 13 years old and love to spend time with one another.
They have so much to talk about, a new film, a new dress, home work, the boys in the class and just about everything.
Yesterday, Radha seemed uncomfortable.
She was having her periods and was concerned about staining her uniform.
Last month, Sujatha’s family had organised a big celebration in her honour as she had started her periods.
Pooja recalled that three months ago, Abida had started her periods in school and had to borrow a sanitary napkin from her older cousin.
Except Pooja, all her friends have started their periods.
Is there something wrong with her?
Points for Discussion
a) What do you think Pooja felt when she realised that she is the only one who had not started her periods?
b) Do you think there is something wrong with Pooja?
c) If Pooja came to you for advice, what would you tell her as a peer?
d) Do you think it is important to prepare children regarding the changes likely to occur in them?
Why?
CASE 3: Puberty in boys Suresh heard from someone that wet dream (nocturnal emission) causes weakness.
When Naresh who is Suresh’s best friend first experienced wet dream, he confided in Suresh.
Suresh encouraged Naresh to visit the nearest Health Centre to have a discussion about wet dream with the doctor.
Points for Discussion
a) Do you think something is wrong with Naresh?
b) According to you, the advice given by Suresh is correct or not?
c) What are the myths associated with wet dream?
d) What advice was given by the doctor to Naresh?
•
Adolescence is a period of physical and emotional changes which are triggered by a set of hormones.
These changes are part of growing up.
•
These changes occur at different times for different individuals.
•
You should not compare your physical changes with others – the pace at which changes take place differ from person to person.
•
It is natural to feel awkward or conscious of the changes that occur but try to support each other by accepting these as part of a natural process and don’t let these decrease your self-confidence.
•
If you have any doubts or concerns about changes that are occurring to you reach out to a trusted adult or you can talk to a counsellor in the adolescent friendly Health Clinic near where you live.
•
Many young boys due to feeling of shame visit quacks and waste lot of time and money.
It is best to visit the doctor or the health centre.
One can discuss the myths related to growing up with a trusted person (teacher, parents, friends).
•
There is a myth that wet dream causes weakness among the males because semen is lost from the body.
However it is not so, semen and sperms are continuously made in the testes and semen lost during wet dream gets replaced very soon.
menstruAtion
The first menstruation is termed as menarche.
In India, age of menarche is 12-13 years but may vary from individual to individual.
Menstruation generally stops between the age of 45 and 55 years and is termed as menopause.
Menopausal age varies in different individuals.
Age of menarche has decreased due to various lifestyle changes.
Menstruation hygiene and cleanliness is very important.
Points to remember —
•
Regular bath and washing self properly are important for avoiding infections, especially during menstruation.
•
Change undergarment regularly (at least once a day) and avoid synthetic cloth.
•
During menstruation, cloth, cloth pads or napkins should be changed after every four to six hours to avoid infection.
•
One can also use sanitary napkins to manage menstrual hygiene.
Many girls and women also make sanitary napkins at home with old cloth and cotton.
If one makes a sanitary napkin at home, use only clean, soft cotton cloth.
Do not use old cloth that may have any metal or plastic parts in it like glitter, gota or hooks and buttons.
This may hurt or cause infection.
•
If a cloth is used again as pad, it should be washed thoroughly with soap and dried in sun before next use as sunlight is an excellent disinfectant.
Do not use dirty or damp cloth as it causes infections.
•
Child With Special Need (CWSN) should be shown the process of maintaining hygiene or explained in detail if necessary.
•
Sanitary pads should be wrapped in paper and disposed in trash bins or buried deep in a pit.
Some schools have Incinerators which offer another safe way to dispose sanitary pads.
There should be no shame attached in the process of disposing sanitary pads.
Government is supporting schemes for promoting menstrual hygiene among adolescent girls (10-19 years).
Sanitary napkins are made available in schools or by ASHAs at a subsidised rate.
Activity 3.2
| Some | psychological
| --- | ---
| psychosociAl chAnGes durinG Adolescence | changes that occur in an adolescent are mentioned here. Write one or two sentences regarding them from your own experience. You may quote incidents involving others of your age.
Psychosocial changes mean changes in thoughts, mood, attractions and friendships.
The word ‘social’ is associated with the word ‘society’.
As adolescence sets in, a boy or girl becomes psychologically aware of self and society.
As a result, the adolescents build their own image and personality.
This gives confidence to the adolescent to move in the society.
Adolescence is a transitional phase between childhood and adulthood.
During this transitional period the adolescents get confused regarding their emerging role in the family and society at large.
The physical changes in adolescents are accompanied by psychosocial changes.
Adolescents get attracted towards opposite sex or become part of a peer group.
Such changes tend to make them more dependent on the peer group in neighborhood, among classmates, etc.
This often creates stressful relationships with parents, teachers and elders.
Sometimes these developments may make them insecure about future.
Adolescents who become aware of these changes, overcome this phase comfortably.
• Developing a sense of identity.
• Distancing from parents.
• Closeness with peers.
• Curiosity for gaining knowledge.
• Experimentation
The social changes are reflected in the behavior of adolescents with peers and parents.
They differ from parents on many issues and develop the confidence to express their own opinion emphatically if parents are friendly and understanding.
Adolescents are more friendly with their peer group.
However belonging to a vulnerable age group, adolescents may feel pressurised under the influence of peers.
Everyone feels the need to have friends but during adolescence the need for friendship is more pronounced.
The friendship may be with a peer or relative of one’s own age and someone of own sex or the other sex.
It is, therefore, important for them to identify with whom they can share their ideas and identify ‘safety net’ in friends, parents and teachers.
Adolescent or teenAGe preGnAncy
An adolescent is capable of reproduction.
However, the reproductive maturity is reached only when a teenager is fully developed physically and physiologically.
In India, because of early marriage, there are large number of adolescents or teenage pregnancies.
If pregnancy occurs before reaching complete reproductive maturity, girls may risk their own health and that of the fetus (developing embryo).
Risks involved in adolescent pregnancy are mentioned below —
•
An adolescent mother is not mentally prepared for motherhood.
•
An adolescent mother is likely to be anemic.
•
An adolescent mother is more prone towards maternal death while giving birth.
•
Infant death are more among teenage mothers.
•
There is likelihood of developing complications during giving birth.
•
The baby born from teenage mother requires greater care which the teenage mother may not be able to give.
•
The reproductive tract may be damaged during childbirth.
•
Early pregnancy and motherhood delays development of education and career of adolescent mother.
•
There may be economic problems and also problems due to psychological immaturity of the adolescent mother.
This may hamper proper care of the infant.
Activity 3.3
Read the case study given below.
Think and answer the questions that follow.
Rahul’s grandmother and Sangeeta’s grandmother were great friends.
When Rahul grew up, his grandmother would often ask him to drop Sangeeta at her home.
As a result Rahul and Sangeeta developed a liking for each other.
When Sangeeta turned sixteen, the grandmothers insisted that Rahul and Sangeeta be married off as they were developing a relationship and that people would talk about it.
Rahul was in college and Sangeeta had yet to finish school when they got married.
After six months Sangeeta discovered that she was pregnant.
Sangeeta was sad as she had dreams of pursuing higher studies and a career.
1. Were Rahul and Sangeeta right in agreeing to get married?
Give reasons for your answer.
o you think the adverse consequence of teenage marriage was greater on Sangeeta than on Rahul?
Give reasons for your answer.
3. What would you have done, if you were in Rahul or Sangeeta’s situation?
VitAl stAtistics And Functions oF the Body
As you grow in years, you grow in size with increased length and circumference of body parts till you are a full-fledged adult of age 19.
While you must maintain hygiene of all external parts, the internal organs also have to function normally.
You know that certain vital functions of the body for enjoying good health are maintenance of blood pressure, pulse rate, respiratory rate, etc.
Some ways of assessing the vital functions and statistics of human beings are given below.
Blood pressure (BP) and its measurement
Activity 3.4
| Pressure exerted by blood on the wall of the arteries is called blood pressure. When the heart | |
| --- | --- | ---
| Measuring mid-arm Circumference
| Biceps is the muscle of mid arm.
| contracts, blood surges through aorta, BP is highest (Systolic Pressure) pressure of blood on the arterial wall recorded when ventricles relax is lowest (Diastolic Pressure). | Place the beginning of the tapes in the middle of the biceps (midway between shoulder and elbow joint) take the reading and |
| record it. Fig. 3.1: Checking blood pressure | When you | do
| this in a group, record the circumference | of all | the
students of the group and observe the variation.
Fig. 3.2: Measuring mid-arm circumference
Fig. 3.3: Sphygmomanometer
The pressure wave along the arteries with each heartbeat can be felt at the pulse.
Blood pressure is measured by the instrument called “Sphygmomanometer”.
Diastolic and Systolic pressure is measured and in a normal healthy young adult it is 110/75, which means 110 mm Hg systolic and 75 mm Hg diastolic.
Sphygmomanometer consists of cuff with an inflatable bladder which is wrapped around a person’s upper arm and a rubber bulb inflates the bladder.
An attached device indicates the blood pressure.
There is now a digital device which is also used for measuring the BP.
BP increases with age to about 130/90mm Hg.
Abnormally high BP is called hypertension.
Activity 3.5
Measuring height
• Take your own height at intervals as you grow.
You have learnt that your height at age 19 is almost the maximum height that you shall attain.
Do this with your friends and try to figure out the reasons for variations.
You need only an inch tape for this.
Calculate your Body Mass Index (BMI)
BMI can be calculated by adopting the following formula.
Divide your weight by square of your height.
BMI = weight (kg) height (m) 2
If you measured your weight in kg then measure height in meters.
•
Normal BMI Range = 18 to 25.
•
Overweight = more than 25 and less then 29.
•
Obese = more than 30.
•
• Go to a clinic or any medical practitioner and see the working of the Sphygmomanometer.
Collect data from persons where BP is checked.
Analyse the variations and the reasons.
Examination of conjunction
The conjunction is a transparent membrane over the eye.
A smooth shiny moist conjunction is normal.
If red or thick or covered by a secretion or foreign body, it requires immediate medical attention or consultation of a eye doctor.
Tongue examination
Nutritional deficiencies, infections, dysfunction of nerves or even cancer can be detected by examining the tongue.
Some key characteristic features of a tongue in normal condition can be noted by physical examination.
These are —
(i) Colour: Pink red on both upper and lower surface.
On lower surface blood vessels may be seen.
(ii) Texture: Rough on upper surface due to presence of papillae or taste buds.
Hair, farrows or ulceration indicates dysfunction.
Activity 3.6
| At the exit gate of Nehru Place | Metro Station | in
| --- | --- | ---
| New Delhi, | there is | a
| provision for measuring height | and weight | and
also to calculate BMI for 10 rupees.
Find out where else measurement of BMI is available.
Do you have this in your school?
• My Height = • My Weight = • My BMI=
Normal, Overweight, obese.
Tick whichever is relevant
(iii) Size: If not swollen, tongue will fit comfortably inside the mouth.
The tongue can be examined by the following steps —
• Make tip of tongue touch roof of mouth to inspect ventral surface.
• When protruded out, colour and texture can be noted for any deviation.
• Use gauze to hold protruded tongue (wearing gloves) between tongue and index figure and fill the fender areas.
Examining nail bed
Nail bed also needs direct physical examination.
Nail plate surface discolouration, abnormal cuticle, nail fold or nail shape require inspection.
Loss of nails and lesions around nails, need medical attention.
Pharmacology and its impact on the body
Pharmacology deals with biological effects of drugs.
Drugs are chemical substances used for healing, curing diseases, slowing them or preventing diseases.
Effects
Therapeutic desired actions for cure are —
•
Stimulating or inhibited cell function
•
Blocking biochemical of tissues
•
Anti histamicric (anti allergic)
•
Laxative (reasoning constipation)
Unwanted effects
Side effects are —
•
Dry mouth or dangerous effects on tissues
•
Damage or toxicity or excessive bleeding are some effects of drugs used as medicine
Prevention
Never buy medicines over the counter (OTC) without Doctor’s prescription with dosage and instruction written.
•
Unusual responses are reasons for harmful effects of drugs Medication error or overdose
• | jehp103.pdf |
1 | CBSE | Class10 | Health_and_Physical_Education | understAndinG Adolescence
The period of adolescence begins with the onset of puberty, during which certain hormones gets activated.
It is an increase in secretion of sex hormones (testosterone in males, estrogen and progesterone in females).
Puberty merges into adolescence at around 10 years of age, and adolescence generally lasts till 19 years of age.
You may recall the discussion on adolescence in the chapters of your Class VIII textbook of science and the Class IX textbook of Health and Physical Education.
During this phase, significant physical and psychological changes take place.
However, as you have already learnt in your previous classes, the timing of these changes varies with every individual.
Unique features of adolescence
The two unique features of adolescence are —
(i) The spurt in physical growth, when a physical appearance of an individual gradually becomes different.
This is due to the rapid acceleration in growth of skeletal tissue (bones and cartilage) and muscular and glandular tissue.
For examples, breasts begin to develop in girls due to the release of estrogen hormone.
Changes in voice are quite noticeable among boys.
(ii) It is a time period between the onset of puberty and adulthood.
Growth spurt in adolescents
As you would have experienced yourself, the changes during adolescence occur speedily and alter the body size and shape of adolescents.
Suddenly the child seems to have grown up into a young adult.
This is called growth spurt and is shown through the following flow chart.
4:15:38 PM
Organs of the Circulatory system
Differences in structure of males and females in body size and structure
Development of secondary sexual character Development towards maturity of genitals Development of attraction towards opposite sex and maturation of social behaviorUnique features of adolescence
The two unique features of adolescence are —
(i) The spurt in physical growth, when a physical appearance of an individual gradually becomes different.
This is due to the rapid acceleration in growth of skeletal tissue (bones and cartilage) and muscular and glandular tissue.
For examples, breasts begin to develop in girls due to the release of estrogen hormone.
Changes in voice are quite noticeable among boys.
(ii) It is a time period between the onset of puberty and adulthood.Growth spurt in adolescents
As you would have experienced yourself, the changes during adolescence occur speedily and alter the body size and shape of adolescents.
Suddenly the child seems to have grown up into a young adult.
This is called growth spurt and is shown through the following flow chart.
4:15:38 PM
Organs of the Circulatory system
Differences in structure of males and females in body size and structure
Development of secondary sexual character Development towards maturity of genitals Development of attraction towards opposite sex and maturation of social behaviorOrgans of the Circulatory system
Differences in structure of males and females in body size and structure
Development of secondary sexual character Development towards maturity of genitals Development of attraction towards opposite sex and maturation of social behaviorchAnGes in Body size And structure
Under the influence of growth hormone, the body size increases.
Sex hormones stimulate growth and maturity of gonads (reproductive organs).
In males, testes grow in size and start producing sperms.
In females, the eggs or ova present in the ovary since birth begins to mature.
Sex organs also increase in size.
Thus, there is an overall growth in body size.
As sexual maturity progresses during adolescence, hormones act on growth centers of bones which are responsible for increase in length of bones.
The long bones, the vertebrae and limbs grow and the adolescent gains height.
The limbs become stronger.
The heart, lungs and other internal organs also grow to match the increase in body size.
The muscle mass undergoes a spurt at adolescence.
Eventually, growth rate slows down and then stops.
Generally, at the age of 14 to 18 years of age, adult height is already reached.
The peak of growth of muscle mass is also typically around the age of 14 to 16 years.
In the females, the pelvis region undergoes a growth spurt and becomes wider. | jehp103.pdf |
2 | CBSE | Class10 | Health_and_Physical_Education | Activity 3.1
Identify the secondary sexual characteristics of adolescence during 10 to 19 years in the given table.
Fill the following table by putting a tick mark () at appropriate place in each column.
| Changes | Girls (1) Boys
| (2)
| Both
(3) Don’t know (4)
1. Increase in height and weight
2. Menstruation
3. Change in voice
4. Growth of hair on private parts
5. Widening of shoulders
6. Broadening of hips
7. Development of breasts
8. Sweat and oil glands become active(3) Don’t know (4)
1. Increase in height and weight
2. Menstruation
3. Change in voice
4. Growth of hair on private parts
5. Widening of shoulders
6. Broadening of hips
7. Development of breasts
8. Sweat and oil glands become active2. Menstruation
3. Change in voice
4. Growth of hair on private parts
5. Widening of shoulders
6. Broadening of hips
7. Development of breasts
8. Sweat and oil glands become active | jehp103.pdf |
3 | CBSE | Class10 | Health_and_Physical_Education | Points for Discussion
a) What do you think Dibang felt with Rakesh’s remarks?
b) Do you think that there is something wrong with Dibang?
Why?
c) What should Dibang’s mother tell him?
d) Do you think it is important to prepare children regarding the changes likely to occur in them?
Why?
CASE 2: Each one is unique Pooja, Sujatha, Abida and Radha are good friends.
All of them are 13 years old and love to spend time with one another.
They have so much to talk about, a new film, a new dress, home work, the boys in the class and just about everything.
Yesterday, Radha seemed uncomfortable.
She was having her periods and was concerned about staining her uniform.
Last month, Sujatha’s family had organised a big celebration in her honour as she had started her periods.
Pooja recalled that three months ago, Abida had started her periods in school and had to borrow a sanitary napkin from her older cousin.
Except Pooja, all her friends have started their periods.
Is there something wrong with her?Points for Discussion
a) What do you think Pooja felt when she realised that she is the only one who had not started her periods?
b) Do you think there is something wrong with Pooja?
c) If Pooja came to you for advice, what would you tell her as a peer?
d) Do you think it is important to prepare children regarding the changes likely to occur in them?
Why?
CASE 3: Puberty in boys Suresh heard from someone that wet dream (nocturnal emission) causes weakness.
When Naresh who is Suresh’s best friend first experienced wet dream, he confided in Suresh.
Suresh encouraged Naresh to visit the nearest Health Centre to have a discussion about wet dream with the doctor.Points for Discussion
a) Do you think something is wrong with Naresh?
b) According to you, the advice given by Suresh is correct or not?
c) What are the myths associated with wet dream?
d) What advice was given by the doctor to Naresh?
•
Adolescence is a period of physical and emotional changes which are triggered by a set of hormones.
These changes are part of growing up.
•
These changes occur at different times for different individuals.
•
You should not compare your physical changes with others – the pace at which changes take place differ from person to person.
•
It is natural to feel awkward or conscious of the changes that occur but try to support each other by accepting these as part of a natural process and don’t let these decrease your self-confidence.
•
If you have any doubts or concerns about changes that are occurring to you reach out to a trusted adult or you can talk to a counsellor in the adolescent friendly Health Clinic near where you live.
•
Many young boys due to feeling of shame visit quacks and waste lot of time and money.
It is best to visit the doctor or the health centre.
One can discuss the myths related to growing up with a trusted person (teacher, parents, friends).
•
There is a myth that wet dream causes weakness among the males because semen is lost from the body.
However it is not so, semen and sperms are continuously made in the testes and semen lost during wet dream gets replaced very soon. | jehp103.pdf |
4 | CBSE | Class10 | Health_and_Physical_Education | Activity 3.2
| Some | psychological
| --- | ---
| psychosociAl chAnGes durinG Adolescence | changes that occur in an adolescent are mentioned here. Write one or two sentences regarding them from your own experience. You may quote incidents involving others of your age.
Psychosocial changes mean changes in thoughts, mood, attractions and friendships.
The word ‘social’ is associated with the word ‘society’.
As adolescence sets in, a boy or girl becomes psychologically aware of self and society.
As a result, the adolescents build their own image and personality.
This gives confidence to the adolescent to move in the society.
Adolescence is a transitional phase between childhood and adulthood.
During this transitional period the adolescents get confused regarding their emerging role in the family and society at large.
The physical changes in adolescents are accompanied by psychosocial changes.
Adolescents get attracted towards opposite sex or become part of a peer group.
Such changes tend to make them more dependent on the peer group in neighborhood, among classmates, etc.
This often creates stressful relationships with parents, teachers and elders.
Sometimes these developments may make them insecure about future.
Adolescents who become aware of these changes, overcome this phase comfortably.
• Developing a sense of identity.
• Distancing from parents.
• Closeness with peers.
• Curiosity for gaining knowledge.
• Experimentation
The social changes are reflected in the behavior of adolescents with peers and parents.
They differ from parents on many issues and develop the confidence to express their own opinion emphatically if parents are friendly and understanding.
Adolescents are more friendly with their peer group.
However belonging to a vulnerable age group, adolescents may feel pressurised under the influence of peers.
Everyone feels the need to have friends but during adolescence the need for friendship is more pronounced.
The friendship may be with a peer or relative of one’s own age and someone of own sex or the other sex.
It is, therefore, important for them to identify with whom they can share their ideas and identify ‘safety net’ in friends, parents and teachers.Adolescent or teenAGe preGnAncy
An adolescent is capable of reproduction.
However, the reproductive maturity is reached only when a teenager is fully developed physically and physiologically.
In India, because of early marriage, there are large number of adolescents or teenage pregnancies.
If pregnancy occurs before reaching complete reproductive maturity, girls may risk their own health and that of the fetus (developing embryo).
Risks involved in adolescent pregnancy are mentioned below —
•
An adolescent mother is not mentally prepared for motherhood.
•
An adolescent mother is likely to be anemic.
•
An adolescent mother is more prone towards maternal death while giving birth.
•
Infant death are more among teenage mothers.
•
There is likelihood of developing complications during giving birth.
•
The baby born from teenage mother requires greater care which the teenage mother may not be able to give.
•
The reproductive tract may be damaged during childbirth.
•
Early pregnancy and motherhood delays development of education and career of adolescent mother.
•
There may be economic problems and also problems due to psychological immaturity of the adolescent mother.
This may hamper proper care of the infant.
Activity 3.3
Read the case study given below.
Think and answer the questions that follow.
Rahul’s grandmother and Sangeeta’s grandmother were great friends.
When Rahul grew up, his grandmother would often ask him to drop Sangeeta at her home.
As a result Rahul and Sangeeta developed a liking for each other.
When Sangeeta turned sixteen, the grandmothers insisted that Rahul and Sangeeta be married off as they were developing a relationship and that people would talk about it.
Rahul was in college and Sangeeta had yet to finish school when they got married.
After six months Sangeeta discovered that she was pregnant.
Sangeeta was sad as she had dreams of pursuing higher studies and a career.
1. Were Rahul and Sangeeta right in agreeing to get married?
Give reasons for your answer.
o you think the adverse consequence of teenage marriage was greater on Sangeeta than on Rahul?
Give reasons for your answer.
3. What would you have done, if you were in Rahul or Sangeeta’s situation? | jehp103.pdf |
5 | CBSE | Class10 | Health_and_Physical_Education | VitAl stAtistics And Functions oF the Body
As you grow in years, you grow in size with increased length and circumference of body parts till you are a full-fledged adult of age 19.
While you must maintain hygiene of all external parts, the internal organs also have to function normally.
You know that certain vital functions of the body for enjoying good health are maintenance of blood pressure, pulse rate, respiratory rate, etc.
Some ways of assessing the vital functions and statistics of human beings are given below.
Blood pressure (BP) and its measurement
Activity 3.4
| Pressure exerted by blood on the wall of the arteries is called blood pressure. When the heart | |
| --- | --- | ---
| Measuring mid-arm Circumference
| Biceps is the muscle of mid arm.
| contracts, blood surges through aorta, BP is highest (Systolic Pressure) pressure of blood on the arterial wall recorded when ventricles relax is lowest (Diastolic Pressure). | Place the beginning of the tapes in the middle of the biceps (midway between shoulder and elbow joint) take the reading and |
| record it. Fig. 3.1: Checking blood pressure | When you | do
| this in a group, record the circumference | of all | the
students of the group and observe the variation.
Fig. 3.2: Measuring mid-arm circumference
Fig. 3.3: Sphygmomanometer
The pressure wave along the arteries with each heartbeat can be felt at the pulse.
Blood pressure is measured by the instrument called “Sphygmomanometer”.
Diastolic and Systolic pressure is measured and in a normal healthy young adult it is 110/75, which means 110 mm Hg systolic and 75 mm Hg diastolic.
Sphygmomanometer consists of cuff with an inflatable bladder which is wrapped around a person’s upper arm and a rubber bulb inflates the bladder.
An attached device indicates the blood pressure.
There is now a digital device which is also used for measuring the BP.
BP increases with age to about 130/90mm Hg.
Abnormally high BP is called hypertension.
Activity 3.5
Measuring height
• Take your own height at intervals as you grow.
You have learnt that your height at age 19 is almost the maximum height that you shall attain.
Do this with your friends and try to figure out the reasons for variations.
You need only an inch tape for this.
Calculate your Body Mass Index (BMI)
BMI can be calculated by adopting the following formula.
Divide your weight by square of your height.
BMI = weight (kg) height (m) 2
If you measured your weight in kg then measure height in meters.
•
Normal BMI Range = 18 to 25.
•
Overweight = more than 25 and less then 29.
•
Obese = more than 30.
•
• Go to a clinic or any medical practitioner and see the working of the Sphygmomanometer.
Collect data from persons where BP is checked.
Analyse the variations and the reasons.
Examination of conjunction
The conjunction is a transparent membrane over the eye.
A smooth shiny moist conjunction is normal.
If red or thick or covered by a secretion or foreign body, it requires immediate medical attention or consultation of a eye doctor.
Tongue examination
Nutritional deficiencies, infections, dysfunction of nerves or even cancer can be detected by examining the tongue.
Some key characteristic features of a tongue in normal condition can be noted by physical examination.
These are —
(i) Colour: Pink red on both upper and lower surface.
On lower surface blood vessels may be seen.
(ii) Texture: Rough on upper surface due to presence of papillae or taste buds.
Hair, farrows or ulceration indicates dysfunction.
Activity 3.6
| At the exit gate of Nehru Place | Metro Station | in
| --- | --- | ---
| New Delhi, | there is | a
| provision for measuring height | and weight | and
also to calculate BMI for 10 rupees.
Find out where else measurement of BMI is available.
Do you have this in your school?
• My Height = • My Weight = • My BMI=
Normal, Overweight, obese.
Tick whichever is relevant
(iii) Size: If not swollen, tongue will fit comfortably inside the mouth.
The tongue can be examined by the following steps —
• Make tip of tongue touch roof of mouth to inspect ventral surface.
• When protruded out, colour and texture can be noted for any deviation.
• Use gauze to hold protruded tongue (wearing gloves) between tongue and index figure and fill the fender areas.
Examining nail bed
Nail bed also needs direct physical examination.
Nail plate surface discolouration, abnormal cuticle, nail fold or nail shape require inspection.
Loss of nails and lesions around nails, need medical attention.
Pharmacology and its impact on the body
Pharmacology deals with biological effects of drugs.
Drugs are chemical substances used for healing, curing diseases, slowing them or preventing diseases.
Effects
Therapeutic desired actions for cure are —
•
Stimulating or inhibited cell function
•
Blocking biochemical of tissues
•
Anti histamicric (anti allergic)
•
Laxative (reasoning constipation)
Unwanted effects
Side effects are —
•
Dry mouth or dangerous effects on tissues
•
Damage or toxicity or excessive bleeding are some effects of drugs used as medicine
Prevention
Never buy medicines over the counter (OTC) without Doctor’s prescription with dosage and instruction written.
•
Unusual responses are reasons for harmful effects of drugs Medication error or overdose
• | jehp103.pdf |
6 | CBSE | Class10 | Health_and_Physical_Education | Blood pressure (BP) and its measurement
Activity 3.4
| Pressure exerted by blood on the wall of the arteries is called blood pressure. When the heart | |
| --- | --- | ---
| Measuring mid-arm Circumference
| Biceps is the muscle of mid arm.
| contracts, blood surges through aorta, BP is highest (Systolic Pressure) pressure of blood on the arterial wall recorded when ventricles relax is lowest (Diastolic Pressure). | Place the beginning of the tapes in the middle of the biceps (midway between shoulder and elbow joint) take the reading and |
| record it. Fig. 3.1: Checking blood pressure | When you | do
| this in a group, record the circumference | of all | the
students of the group and observe the variation.
Fig. 3.2: Measuring mid-arm circumference
Fig. 3.3: Sphygmomanometer
The pressure wave along the arteries with each heartbeat can be felt at the pulse.
Blood pressure is measured by the instrument called “Sphygmomanometer”.
Diastolic and Systolic pressure is measured and in a normal healthy young adult it is 110/75, which means 110 mm Hg systolic and 75 mm Hg diastolic.
Sphygmomanometer consists of cuff with an inflatable bladder which is wrapped around a person’s upper arm and a rubber bulb inflates the bladder.
An attached device indicates the blood pressure.
There is now a digital device which is also used for measuring the BP.
BP increases with age to about 130/90mm Hg.
Abnormally high BP is called hypertension.
Activity 3.5
Measuring height
• Take your own height at intervals as you grow.
You have learnt that your height at age 19 is almost the maximum height that you shall attain.
Do this with your friends and try to figure out the reasons for variations.
You need only an inch tape for this.
Calculate your Body Mass Index (BMI)
BMI can be calculated by adopting the following formula.
Divide your weight by square of your height.
BMI = weight (kg) height (m) 2
If you measured your weight in kg then measure height in meters.
•
Normal BMI Range = 18 to 25.
•
Overweight = more than 25 and less then 29.
•
Obese = more than 30.
•
• Go to a clinic or any medical practitioner and see the working of the Sphygmomanometer.
Collect data from persons where BP is checked.
Analyse the variations and the reasons.
Examination of conjunction
The conjunction is a transparent membrane over the eye.
A smooth shiny moist conjunction is normal.
If red or thick or covered by a secretion or foreign body, it requires immediate medical attention or consultation of a eye doctor.
Tongue examination
Nutritional deficiencies, infections, dysfunction of nerves or even cancer can be detected by examining the tongue.
Some key characteristic features of a tongue in normal condition can be noted by physical examination.
These are —
(i) Colour: Pink red on both upper and lower surface.
On lower surface blood vessels may be seen.
(ii) Texture: Rough on upper surface due to presence of papillae or taste buds.
Hair, farrows or ulceration indicates dysfunction.
Activity 3.6
| At the exit gate of Nehru Place | Metro Station | in
| --- | --- | ---
| New Delhi, | there is | a
| provision for measuring height | and weight | and
also to calculate BMI for 10 rupees.
Find out where else measurement of BMI is available.
Do you have this in your school?
• My Height = • My Weight = • My BMI=
Normal, Overweight, obese.
Tick whichever is relevant
(iii) Size: If not swollen, tongue will fit comfortably inside the mouth.
The tongue can be examined by the following steps —
• Make tip of tongue touch roof of mouth to inspect ventral surface.
• When protruded out, colour and texture can be noted for any deviation.
• Use gauze to hold protruded tongue (wearing gloves) between tongue and index figure and fill the fender areas.
Examining nail bed
Nail bed also needs direct physical examination.
Nail plate surface discolouration, abnormal cuticle, nail fold or nail shape require inspection.
Loss of nails and lesions around nails, need medical attention. | jehp103.pdf |
7 | CBSE | Class10 | Health_and_Physical_Education | Fig. 3.2: Measuring mid-arm circumferenceFig. 3.3: Sphygmomanometer
The pressure wave along the arteries with each heartbeat can be felt at the pulse.
Blood pressure is measured by the instrument called “Sphygmomanometer”.
Diastolic and Systolic pressure is measured and in a normal healthy young adult it is 110/75, which means 110 mm Hg systolic and 75 mm Hg diastolic.
Sphygmomanometer consists of cuff with an inflatable bladder which is wrapped around a person’s upper arm and a rubber bulb inflates the bladder.
An attached device indicates the blood pressure.
There is now a digital device which is also used for measuring the BP.
BP increases with age to about 130/90mm Hg.
Abnormally high BP is called hypertension.Activity 3.5
Measuring height
• Take your own height at intervals as you grow.
You have learnt that your height at age 19 is almost the maximum height that you shall attain.
Do this with your friends and try to figure out the reasons for variations.
You need only an inch tape for this.Calculate your Body Mass Index (BMI)
BMI can be calculated by adopting the following formula.
Divide your weight by square of your height.
BMI = weight (kg) height (m) 2
If you measured your weight in kg then measure height in meters.
•
Normal BMI Range = 18 to 25.
•
Overweight = more than 25 and less then 29.
•
Obese = more than 30.
•
• Go to a clinic or any medical practitioner and see the working of the Sphygmomanometer.
Collect data from persons where BP is checked.
Analyse the variations and the reasons.Obese = more than 30.
•
• Go to a clinic or any medical practitioner and see the working of the Sphygmomanometer.
Collect data from persons where BP is checked.
Analyse the variations and the reasons.Examination of conjunction
The conjunction is a transparent membrane over the eye.
A smooth shiny moist conjunction is normal.
If red or thick or covered by a secretion or foreign body, it requires immediate medical attention or consultation of a eye doctor.Tongue examination
Nutritional deficiencies, infections, dysfunction of nerves or even cancer can be detected by examining the tongue.
Some key characteristic features of a tongue in normal condition can be noted by physical examination.
These are —
(i) Colour: Pink red on both upper and lower surface.
On lower surface blood vessels may be seen.
(ii) Texture: Rough on upper surface due to presence of papillae or taste buds.
Hair, farrows or ulceration indicates dysfunction.
Activity 3.6
| At the exit gate of Nehru Place | Metro Station | in
| --- | --- | ---
| New Delhi, | there is | a
| provision for measuring height | and weight | and
also to calculate BMI for 10 rupees.
Find out where else measurement of BMI is available.
Do you have this in your school?
• My Height = • My Weight = • My BMI=
Normal, Overweight, obese.
Tick whichever is relevant
(iii) Size: If not swollen, tongue will fit comfortably inside the mouth.
The tongue can be examined by the following steps —
• Make tip of tongue touch roof of mouth to inspect ventral surface.
• When protruded out, colour and texture can be noted for any deviation.
• Use gauze to hold protruded tongue (wearing gloves) between tongue and index figure and fill the fender areas.Activity 3.6
| At the exit gate of Nehru Place | Metro Station | in
| --- | --- | ---
| New Delhi, | there is | a
| provision for measuring height | and weight | and
also to calculate BMI for 10 rupees.
Find out where else measurement of BMI is available.
Do you have this in your school?
• My Height = • My Weight = • My BMI=
Normal, Overweight, obese.
Tick whichever is relevant
(iii) Size: If not swollen, tongue will fit comfortably inside the mouth.
The tongue can be examined by the following steps —
• Make tip of tongue touch roof of mouth to inspect ventral surface.
• When protruded out, colour and texture can be noted for any deviation.
• Use gauze to hold protruded tongue (wearing gloves) between tongue and index figure and fill the fender areas.Examining nail bed
Nail bed also needs direct physical examination.
Nail plate surface discolouration, abnormal cuticle, nail fold or nail shape require inspection.
Loss of nails and lesions around nails, need medical attention.Pharmacology and its impact on the body
Pharmacology deals with biological effects of drugs.
Drugs are chemical substances used for healing, curing diseases, slowing them or preventing diseases.
Effects
Therapeutic desired actions for cure are —
•
Stimulating or inhibited cell function
•
Blocking biochemical of tissues
•
Anti histamicric (anti allergic)
•
Laxative (reasoning constipation)
Unwanted effects
Side effects are —
•
Dry mouth or dangerous effects on tissues
•
Damage or toxicity or excessive bleeding are some effects of drugs used as medicine
Prevention
Never buy medicines over the counter (OTC) without Doctor’s prescription with dosage and instruction written.
•
Unusual responses are reasons for harmful effects of drugs Medication error or overdose
• | jehp103.pdf |
0 | CBSE | Class10 | Health_and_Physical_Education | IndIvIdual Games and sports I 4
You might have participated in different games and sports.
There are two broad categories of competitions which are played as individual games and team games.
Team games are represented by more than two players.
The example of team games are Football, Cricket, Hockey, Basketball, Volleyball, etc.
Individual games are played with different events like, singles events, doubles or mixed events.
There are many individual sports, for example, Badminton, Table Tennis, Tennis, Swimming, Judo, Wrestling, etc.
Track and field is also an individual sport which we will discuss in this chapter.
We shall discuss various aspects of track and field, such as, history, rules and regulations, classification of track and field events.
Activity 4.1
• Enlist the events of Decathlon for men.
• List out the events of Heptathlon for women.Activity 4.1
• Enlist the events of Decathlon for men.
• List out the events of Heptathlon for women.Track and Field
Track and field events are comprised with running events and field events.
All running events are held in the track and categorised as short distance, middle distance and long distance running, race walk, hurdles and steeplechase events.
Field events are categorised as, throwing and jumping events.
There are “combined events” which includes decathlon for men and heptathlon for women.
Decathlon which is organised for men includes 10 events and Heptathlon for women includes 7 events.
The events are described below with the help of Table 4.1.
11:37:16 AM
Table 4.1: Track and Field Events
Track (Running Events)
Field Events
Throwing
Jumping
(a) Short Distance Running Events 100 meter, 200 meter, 400 meter, 110 meter, Hurdles (men) 100 meter Hurdles for women 400 meter Hurdles (men and women) • Javelin Throw
•
Discus Throw
•
Shot Put
•
Hammer Throw
•
High Jump
•
Long Jump
•
Triple Jump (Hop-step-jump)
•
Pole Vault
(b) Middle Distance Running Events 800 meter, 1500 meter
(c) Long Distance Running Events 5000 meter, 10,000 meter 3000 meter Steeple Chase (m), 20 km walking, 50 km walking and Marathon (42.195 km).
Relay Events
(a) 4 × 100 mtr (men & women)
(b) 4 × 400 mtr (men & women)
(c) 4 × 400 mtr (mix relay)
Combined Events
(a) Decathlon (Men) (consist 10 events) 100 m, Shot put, High Jump, Long Jump, 400 m. 110 m. Hurdle, Discuss Throw, Pole Vault, Javelin Throw, and 1500 m.
(b) Heptathlon (Women) (consist 10 events) 100 m. Hurdle, High Jump, Shot Put, 200 m. Long Jump, Javelin Throw, and 800 m.Discus Throw
•Shot Put
•Hammer Throw
•High Jump
•Long Jump
•Triple Jump (Hop-step-jump)
•Pole Vault
(b) Middle Distance Running Events 800 meter, 1500 meter
(c) Long Distance Running Events 5000 meter, 10,000 meter 3000 meter Steeple Chase (m), 20 km walking, 50 km walking and Marathon (42.195 km).
Relay Events
(a) 4 × 100 mtr (men & women)
(b) 4 × 400 mtr (men & women)
(c) 4 × 400 mtr (mix relay)
Combined Events
(a) Decathlon (Men) (consist 10 events) 100 m, Shot put, High Jump, Long Jump, 400 m. 110 m. Hurdle, Discuss Throw, Pole Vault, Javelin Throw, and 1500 m.
(b) Heptathlon (Women) (consist 10 events) 100 m. Hurdle, High Jump, Shot Put, 200 m. Long Jump, Javelin Throw, and 800 m.Relay Events
(a) 4 × 100 mtr (men & women)
(b) 4 × 400 mtr (men & women)
(c) 4 × 400 mtr (mix relay)Combined Events
(a) Decathlon (Men) (consist 10 events) 100 m, Shot put, High Jump, Long Jump, 400 m. 110 m. Hurdle, Discuss Throw, Pole Vault, Javelin Throw, and 1500 m.
(b) Heptathlon (Women) (consist 10 events) 100 m. Hurdle, High Jump, Shot Put, 200 m. Long Jump, Javelin Throw, and 800 m.History
Track and field events are among the oldest of all sporting competitions.
Running, jumping and throwing have been universal forms of human physical activities since the human beings exist.
The first recorded example of organised track and field events is found in the Ancient Olympic Games held in 776 BC.
The starting of the modern Olympic Games at Greece in 1896 was marked as new era for track and field events which was initiated by Pierre-de-Coubertin.
Until the early 1920s, only males were participating in the track and field events.
Introduction of five track and field events for women in the athletics was started during 1928 Summer Olympics.
Gradually more women’s events were introduced as time progressed.
However, it was only towards the second half of the twentieth century that the men’s and women’s track and field events were given equal status.
Furthermore, major track and field events for disabled athletes were first introduced at the 1960 Summer Para Olympics.
From 1990’s onwards, track and field events became increasingly more professional.
Activity 4.2
• Find out why Marathon is 42.195 km?
• Collect information about different Marathon and their distance.
11:37:17 AM
The World Athletics Federations (WAF) was formed and 200 nations became its member.
Olympic Games are organised after every four years. | jehp104.pdf |
1 | CBSE | Class10 | Health_and_Physical_Education | Track evenTs
Track events are running events on a track for specified distances.
These include (i) Sprints (100m, 200m, 400m), (ii) Middle Distance (800m, 1500m), (iii) Long Distance (3000m, 3000m, Steeplechase, 5000m, 10,000m), (iv) Relays (4×100m, 4×400m), and (v) Hurdles (110/100m, 400m).
Activity 4.3
• Name the person who started Modern Olympic Games in 1896?
Fig. 4.1: 1896 Olympic Panathnaic Stadium track
3000, 5000
200
• Find out the colours of Olympic rings.
• What does it symbolise?
• Discuss for whom Para Olympic meant for and how many events?
Do You Know?
The IAAF World Championships in Athletics became a fully professional competition from 1997.
1500
400, 800, 10000 4×100, 4 400× 200 400m Track Various events start Indication 110 Hurdles 100, 100 Hurdles
Finish line for all events
Fig. 4.2: Starting position of various events in 400 meter track
11:37:17 AM
Sprints
Activity 4.4
Sprinting is the name given to short distance running in which the runner tries to maintain maximum speed for the whole race.
These include track events covering distances of 100 meters, 200 meters, 400 meters, 4×100 meters relay, 4×400 meters relay, and hurdle races of 100 meters for women, 110 meters for men and 400 meters for both men and women.
At the professional level, sprinters begin the race by assuming a crouching position on the starting blocks.
Then they lean their body forward and gradually move into an upright position as the race progresses and momentum is gained.
Athlete remain in the same lane on the running track throughout the sprinting distance.
The man or woman who runs fastest and takes minimum time over 100m, wins the race.
The winner is often named ‘the fastest man/woman in the competition’.
Some sprint events start in lanes, to cover the same distance for each runner.
Fig. 4.3: Sprint running
Tell the name of different starts in sprint events.
Middle distance
Fig. 4.4: Middle distance running
The middle distance races are of 800 meters and 1500 meters.
Runners start the race from a standing start position in the lanes along a curved starting line or in staggered lanes.
However the distance is same for each runner.
After hearing the starter’s pistol, they head forward in the designated lane or move towards the innermost track to follow the shortest route to the finish.
Athletes rely more on speed endurance and 11:37:19 AM pacing than just pure speed.
Middle-distance races require different skills and tactics to win the sprints competition.
These races require that the athletes maintain a plateau pace, (i.e. the maintenance of speed at which the runner is running) that allows for a final spurt of speed, whereas sprint races need to be run at top speed for the entire length of the race.Activity 4.3
• Name the person who started Modern Olympic Games in 1896?
Fig. 4.1: 1896 Olympic Panathnaic Stadium track
3000, 5000
200
• Find out the colours of Olympic rings.
• What does it symbolise?
• Discuss for whom Para Olympic meant for and how many events?Do You Know?
The IAAF World Championships in Athletics became a fully professional competition from 1997.
1500
400, 800, 10000 4×100, 4 400× 200 400m Track Various events start Indication 110 Hurdles 100, 100 Hurdles
Finish line for all events | jehp104.pdf |
2 | CBSE | Class10 | Health_and_Physical_Education | Sprints
Activity 4.4
Sprinting is the name given to short distance running in which the runner tries to maintain maximum speed for the whole race.
These include track events covering distances of 100 meters, 200 meters, 400 meters, 4×100 meters relay, 4×400 meters relay, and hurdle races of 100 meters for women, 110 meters for men and 400 meters for both men and women.
At the professional level, sprinters begin the race by assuming a crouching position on the starting blocks.
Then they lean their body forward and gradually move into an upright position as the race progresses and momentum is gained.
Athlete remain in the same lane on the running track throughout the sprinting distance.
The man or woman who runs fastest and takes minimum time over 100m, wins the race.
The winner is often named ‘the fastest man/woman in the competition’.
Some sprint events start in lanes, to cover the same distance for each runner.
Fig. 4.3: Sprint running
Tell the name of different starts in sprint events.Activity 4.4
Sprinting is the name given to short distance running in which the runner tries to maintain maximum speed for the whole race.
These include track events covering distances of 100 meters, 200 meters, 400 meters, 4×100 meters relay, 4×400 meters relay, and hurdle races of 100 meters for women, 110 meters for men and 400 meters for both men and women.
At the professional level, sprinters begin the race by assuming a crouching position on the starting blocks.
Then they lean their body forward and gradually move into an upright position as the race progresses and momentum is gained.
Athlete remain in the same lane on the running track throughout the sprinting distance.
The man or woman who runs fastest and takes minimum time over 100m, wins the race.
The winner is often named ‘the fastest man/woman in the competition’.
Some sprint events start in lanes, to cover the same distance for each runner.
Fig. 4.3: Sprint running
Tell the name of different starts in sprint events.Fig. 4.3: Sprint running
Tell the name of different starts in sprint events.Middle distance
Fig. 4.4: Middle distance running
The middle distance races are of 800 meters and 1500 meters.
Runners start the race from a standing start position in the lanes along a curved starting line or in staggered lanes.
However the distance is same for each runner.
After hearing the starter’s pistol, they head forward in the designated lane or move towards the innermost track to follow the shortest route to the finish.
Athletes rely more on speed endurance and 11:37:19 AM pacing than just pure speed.
Middle-distance races require different skills and tactics to win the sprints competition.
These races require that the athletes maintain a plateau pace, (i.e. the maintenance of speed at which the runner is running) that allows for a final spurt of speed, whereas sprint races need to be run at top speed for the entire length of the race.Fig. 4.4: Middle distance running
The middle distance races are of 800 meters and 1500 meters.
Runners start the race from a standing start position in the lanes along a curved starting line or in staggered lanes.
However the distance is same for each runner.
After hearing the starter’s pistol, they head forward in the designated lane or move towards the innermost track to follow the shortest route to the finish.
Athletes rely more on speed endurance and 11:37:19 AM pacing than just pure speed.
Middle-distance races require different skills and tactics to win the sprints competition.
These races require that the athletes maintain a plateau pace, (i.e. the maintenance of speed at which the runner is running) that allows for a final spurt of speed, whereas sprint races need to be run at top speed for the entire length of the race.Long distance
There are four common long distance running events in track and field.
These are 3000 meters, 5000 meters and 10,000 meters and 3000 meters steeplechase.
Long distance track races have much in common with middle distance races.
However, in these races, pacing, endurance, and race tactics play an important role in performance.
In these events, runners need to balance their energy to win the race.
Activity 4.5
What are important points in relays?
Practice relay baton exchange technique amongst your friends.
Fig. 4.5: Long distance runningActivity 4.5
What are important points in relays?
Practice relay baton exchange technique amongst your friends.
Fig. 4.5: Long distance running | jehp104.pdf |
3 | CBSE | Class10 | Health_and_Physical_Education | Fig. 4.6: Relay race
11:37:21 AM
Activity 4.6
There are 28 hurdle jumps and 7 water jumps in 3000 meters steeplechase event.
their own lane until the runner of the second leg passes the first bend, at which point runners can leave their lanes and head towards the inner-most part of the circuit.
For the second and third baton change-overs, team mates must align themselves in respect of their team position.
The leading team takes the inner lanes while team mates of the slower teams must await the baton on outer lanes.Activity 4.6
There are 28 hurdle jumps and 7 water jumps in 3000 meters steeplechase event.
their own lane until the runner of the second leg passes the first bend, at which point runners can leave their lanes and head towards the inner-most part of the circuit.
For the second and third baton change-overs, team mates must align themselves in respect of their team position.
The leading team takes the inner lanes while team mates of the slower teams must await the baton on outer lanes.Hurdles
Fig. 4.7: Hurdles race
Top Edge Rounded
0.070 m ± 0.005 m 1.19 m ± 0.01 m
0.225 m min
0.01 m – 0.025 m
0.70 m max
Fig. 4.8: Dimensions of hurdle
In this race, hurdles are placed at fixed intervals along the track.
The runners have to run over them on their way to finish the line.
Typical hurdle races are the 100m and 400m for women and 110m and 400m for men.
Timing, footwork, and techniques are key in winning the hurdle events.
Athlete needs 11:37:22 AM to run fast.
The key factor to win in the hurdles race is to cross the hurdles without slowing down.
Dimensions: Standard heights of the hurdles 100 m 13.00 m 8.50 m 10.50 m 400 m 45.00 m 35.00 m 40.00 m
| Distance | Men | Under 20 Men | Under 18 Boys | Under 20 Women | Under 18 Girls
| --- | --- | --- | --- | --- | ---
| 110 m/100 m | 1.067 m | 0.991 m | 0.914 m | 0.838 m | 0.762 m
| 400 m | 0.914 m | 0.914 m | 0.838 m | 0.762 m | 0.762 m
| Men under 20 and boys under 18
| Distance of Race | Distance from start line to first hurdle | | Distance between hurdles | Distance from last hurdle to finish line |
| 110 m | 13.72 m | | 9.14 m | 14.02 m |
| 400 m | 45.00 m | | 35.00 m | 40.00 m |
| Women under 20 and girls under 18
| Distance of Race Distance from start line to first hurdle | | Distance between hurdles | Distance from last hurdle to finish line | Activity 4.7 |
The details stated above aim at making us understand about the different types of running.
Identify the different distances in each of the following —Fig. 4.7: Hurdles race
Top Edge Rounded
0.070 m ± 0.005 m 1.19 m ± 0.01 m
0.225 m min
0.01 m – 0.025 m
0.70 m max
Fig. 4.8: Dimensions of hurdle
In this race, hurdles are placed at fixed intervals along the track.
The runners have to run over them on their way to finish the line.
Typical hurdle races are the 100m and 400m for women and 110m and 400m for men.
Timing, footwork, and techniques are key in winning the hurdle events.
Athlete needs 11:37:22 AM to run fast.
The key factor to win in the hurdles race is to cross the hurdles without slowing down.
Dimensions: Standard heights of the hurdles 100 m 13.00 m 8.50 m 10.50 m 400 m 45.00 m 35.00 m 40.00 m
| Distance | Men | Under 20 Men | Under 18 Boys | Under 20 Women | Under 18 Girls
| --- | --- | --- | --- | --- | ---
| 110 m/100 m | 1.067 m | 0.991 m | 0.914 m | 0.838 m | 0.762 m
| 400 m | 0.914 m | 0.914 m | 0.838 m | 0.762 m | 0.762 m
| Men under 20 and boys under 18
| Distance of Race | Distance from start line to first hurdle | | Distance between hurdles | Distance from last hurdle to finish line |
| 110 m | 13.72 m | | 9.14 m | 14.02 m |
| 400 m | 45.00 m | | 35.00 m | 40.00 m |
| Women under 20 and girls under 18
| Distance of Race Distance from start line to first hurdle | | Distance between hurdles | Distance from last hurdle to finish line | Activity 4.7 |
The details stated above aim at making us understand about the different types of running.
Identify the different distances in each of the following — | jehp104.pdf |