DEPARTMENT OF ENGLISH

ALL FIRST YEAR

GENERAL ENGLISH
SUBJECT CODE: 23ELGE1

SYLLABUS:
UNIT 1
1.1 CHAPTER 1 FROM MALALA YOUSAFZAI, IAM MALALA
1.2 An AUTOBIOGRAPHY The story of my experiments (cha 1, 2, 3)
1.3 where the mind is without fear _ Githanjali 35
1.4 love cycle _ Chinua achebe
Unit 2 poem
2.1. Nine Gold Medals - David Roth
2.2. Alice Fell, Or Poverty - William Wordsworth
Short Story
2.3. The School for Sympathy - E. V. Lucas
24. Barn Burning - William Faulkner
UNIT III CRITICAL & CREATIVE THINKING
poem
3.1. The Things That Haven't Been Done Before - Edgar Guest
3.2. Stopping by Woods on a Snowy Evening - Robert Frost
Readers Theatre33. The Magic Brocade - A Tale of China
3.4. Stories on Stage-Aaron Shepard (Three Sideway Stories from "Wayside School -
Louis Sachar)
UNIT-IV-PARTS OF SPEECH
4.1. Articles
4.2. Noun
4.3. Pronoun
4.4. Verb
4.5. Adverb
4.6. Adjective
47. Preposition
UNIT - V
5.1. Paragraph Writing
5.2. Essay Writing
5.3. Reading Comprehension
 Chapter 1.1 I’M MALALA
Introduction
Malala Yousafzai is a Pakistani activist for female education and the youngest Nobel Prize
laureate. She gained international attention for her advocacy for girls' right to education,
particularly after surviving an assassination attempt by the Taliban at the age of 15. Beyond
her activism, she is also an author, known for her memoir "I Am Malala".
Here's a more detailed look:
 Early Life and Activism:
Born on July 12, 1997, in Mingora, Pakistan, Malala began advocating for girls'
education at a young age, inspired by her father, who was also an education activist.
 Taliban's Rise and Impact:
The Taliban's rise in her region led to the closure of girls' schools, which fueled her
activism.
Introduction to I Am Malala
"I Am Malala" is an autobiography by Malala Yousafzai, detailing her life, activism, and
fight for girls' education. Born in Pakistan's Swat Valley, Malala's story highlights her
courageous stand against the Taliban's efforts to deny girls access to education.
Detailed Summary:
Early Life
Malala grows up in Swat Valley, where her father, Ziauddin Yousafzai, runs a school. She
develops a passion for learning and education.
Taliban's Rule
The Taliban takes control of Swat Valley, imposing strict rules and banning girls from
attending school. Malala's father continues to operate his school, and Malala begins speaking
out against the Taliban's restrictions.
Activism
Malala starts blogging for the BBC about her life under Taliban rule and the importance of
girls' education. She gains international attention and becomes a symbol of resistance against
the Taliban.
Attempted Assassination
In 2012, the Taliban attempts to assassinate Malala. She survives and is airlifted to the UK
for medical treatment.
Global Recognition
Malala's story inspires people worldwide. She continues to advocate for girls' education,
becoming the youngest Nobel Prize laureate in 2014.
Key Themes
1. Importance of education, especially for girls
2. Power of activism and speaking out against injustice
3. Resilience and courage in the face of adversity

"I Am Malala" is an inspiring story of courage, resilience, and the impact one person
can have on the world.
The book's prologue gives an account of the day Malala Yousafzai, a fifteen-year-old girl
from Pakistan's Swat Valley, was shot by the Taliban on her way home from school. It was
October 9th, 2012, and she was returning from a day of exams with her classmates from the
school she attended, which was founded by her father. Suddenly the school bus stopped, and
a young man waved it down and swung himself inside it. He asked, "Who is Malala?" When
the girls in the bus looked at Malala, he pulled out a gun and shot her in the face. He fired
two more bullets as well, and they hit girls alongside her.
Chapter 1 of the book flashes back and tells the story of Malala's birth to a Pashtun family in
the Swat Valley of northern Pakistan. Despite the fact that a daughter's birth is not usually
celebrated, her father was thrilled when she was born and named her after a Pashtun
heroine, Malalai of Maiwand, who died in a battle after using her words and bravery to
inspire her people to fight and win against the powerful British army.
Malala talks about growing up in Swat, which she considers the most beautiful place in the
world. She and her family lived in Mingora, the largest city in Swat. Swat is famous for its
mountains and numerous ruins, particularly the Butkara ruins, which are left over from when
Buddhists entered the area. When Malala was born her family was very poor, living only off
of the small amount of money her father made from the school he had started. Her
brother Kushal was born two years after her, and her brother Atal five years after him. Malala
finishes the chapter by discussing how the Yousafszai clan came to Pakistan from
Afghanistan, and makes it clear that while she is Pakistani, she has always thought of herself
as first Swati, then Pashtun, and then Pakistani.
Chapter 2 is about Malala's father, who always had a speaking problem with stuttering over
his words. His father, her grandfather Rohul Amin, was a great speaker who had studied in
India, and he loved to talk about the politics of Swat and Pakistan. Malala recounts
how General Zia took power in Pakistan in 1977 under a campaign for Islamization in the
country, which severely restricted the rights of Pakistani women. Under General Zia,
Pakistan became an ally of the United States, because both nations opposed the Soviet Union
and its invasion of Afghanistan. The U.S. encouraged Pakistani men to join the jihad and
fight Soviet occupation—Malala's father, a young man at the time, was particularly entranced
by the idea of jihad.
Malala's father constantly tried to please her grandfather, though he never felt like he was
living up to expectations. One day, despite his speaking issue, he entered a public speaking
competition to make his father proud. Malala's grandfather (whom she calls Baba) wrote a
speech for him, and he ended up winning first place. His father called him Ziauddin Shaheen
—because shaheen means falcon, which flies above all other birds.
Malala's mother, Tor Pekai, was placed in school when she was young, but sold her books for
candy after feeling jealousy at her female friends who got to stay at home all day. She only
regretted this when meeting Malala's father, a very educated man who sought to start his own
school. Around the time when Malala's father went to college, Pakistan experienced a change
in power when General Zia died in a mysterious plane crash. Benazir Bhutto, the first female
head-of-state in the Islamic world, replaced him.
After college, Malala's father set out to start his own school in Mingora with his
friend Mohammad Naeem Khan. Eventually, though, Naeem and Malala's father realized
they were not suited to be business partners, so a friend named Hidayatullah took Naeem's
place. They struggled with issues like lack of money and flooding, but Malala's father was
determined. As he tried to get the school up and running, he married Tor Pekai, and Malala
was born in 1997, their first child. Their luck changed after Malala was born, and slowly the
Kushal School began to grow, enrolling more students. Malala grew up with her run of the
school, leading a happy toddlerhood. Chapter 3 ends with Malala recounting the events of
September 11, 2001 (which took place when she was four years old), saying that they
changed her valley forever.
In Chapter 4, Malala talks of leaving Mingora to travel to her father's family's small village of
Barkana for the Eid holidays. She has fond memories of traveling there in a bus and staying
with the extended family, enjoying true Pashtun hospitality. Her cousins thought of her as
modern because she was from the city. Pashtunwali, their code of conduct, was especially
well enforced in the small villages, and women were even more restricted in their behavior.
Malala did not like these restrictions and complained about them to her father, who said that
life was even worse for Pashtuns in Afghanistan because of a group called the Taliban. But
he always said that Malala was as free as a bird, and he promised to protect her freedom.
Analysis
Malala Yousafzai begins telling her own personal story with the event that put her on
international radar: being deliberately shot by the militant Taliban group that occupied her
home for many years. While many people know this about her, they do not know the
circumstances that led to this moment, nor the other life experiences that shaped who she is
as a person and paved the way for her inspirational resistance against the constraints of her
society. Malala is so much more than just the one moment that has come to define her (i.e.
her shooting), and so telling her story is an important way to alert the world to the life that
lies behind her struggle.
It is essential to understand the general political circumstances surrounding the nation of
Pakistan before delving deeply into Malala's detailed descriptions of the changing power in
her country, which can easily become overwhelming. Pakistan was once a part of India,
which was a British colony at the time. India was partitioned along religious lines after
gaining independence in 1947, leaving Pakistan a majority Muslim nation with India
primarily Hindu. Malala's particular region of Pakistan, Swat Valley, was originally an
autonomous area within the larger nation, but was absorbed by Pakistan officially in 1969.
The short, unstable history of the state of Pakistan and Swat Valley is extremely important to
Malala's life story, because it paved the way for the oppressive Taliban group that would
eventually overtake the valley
QUESTION BANK
1. Describe Malala's birthplace and early life.
2. What role did Malala's father play in her life?
3. How did the Swat Valley change over time?
4. What were Malala's feelings about her home and family?
1. Describe Malala's birthplace and early life.
Malala was born in Mingora, Swat Valley, Pakistan. Her early life was filled with the beauty
of nature and the love of her family. She describes her home as a place of stunning
landscapes and warm hospitality. Malala's childhood was shaped by her father's passion for
education and his efforts to promote learning in their community.
2. What role did Malala's father play in her life?
Malala's father, Ziauddin Yousafzai, played a significant role in her life. He was an educator
and ran a school in Swat Valley. His passion for education and his advocacy for girls'
education greatly influenced Malala. He encouraged her to speak out and stand up for her
rights, instilling in her a sense of confidence and purpose.
3. How did the Swat Valley change over time?
The Swat Valley underwent significant changes over time. Initially, it was a peaceful and
tourist-friendly area, known for its natural beauty. However, with the arrival of the Taliban,
the valley became a place of fear and oppression. The Taliban imposed strict rules, restricting
freedoms and creating an atmosphere of terror.
4. What were Malala's feelings about her home and family?
Malala had deep affection for her home and family. She loved the natural beauty of Swat
Valley and cherished the warmth and love of her family. Her father, in particular, was a
source of inspiration and support. Malala's bond with her family and her homeland is evident
in her writing, reflecting a sense
5. Describe Malala's birthplace and early life, highlighting the significance of her home
and family.
Malala was born in Mingora, Swat Valley, Pakistan, a region known for its breathtaking
natural beauty. Her early life was marked by the warmth and love of her family, particularly
her father, Ziauddin Yousafzai. Malala's home was a hub of learning, with her father's school
nearby. The Swat Valley's stunning landscapes and rich cultural heritage instilled in Malala a
deep appreciation for her homeland. Her family, especially her father, played a significant
role in shaping her values and encouraging her to speak out against injustice. Malala's early
life experiences laid the foundation for her future advocacy work, emphasizing the
importance of education and equality.
6. Discuss the role of Malala's father, Ziauddin Yousafzai, in shaping her values and
advocacy.
Ziauddin Yousafzai, Malala's father, was a pivotal figure in her life. As an educator and
advocate for girls' education, he instilled in Malala the importance of learning and standing
up for one's rights. His passion for education and social justice inspired Malala to become an
advocate herself. Ziauddin's unwavering support and encouragement empowered Malala to
speak out against the Taliban's efforts to restrict girls' education. His influence helped shape
Malala's courageous personality and commitment to creating positive change. Through her
father's example, Malala learned the value of education and the impact one person can have
on their community.

2 MARKS
1. Who is Malala Yousafzai?
Malala Yousafzai is a Pakistani activist for female education and the youngest Nobel Prize
laureate.
2.What is the main theme of "I Am Malala"?
The main theme is the importance of education, especially for girls, and the power of
activism in promoting social change.
3. What motivated Malala to become an activist?
Malala was motivated by the Taliban's efforts to deny girls access to education in her
hometown of Swat Valley, Pakistan.
4. What significant event occurred in Malala's life in 2012?
Malala was shot by the Taliban in an attempt to silence her advocacy for girls' education.
5. What award did Malala receive in 2014?
Answer: Malala received the Nobel peace prize
6. Describe Malala's early life and education.
Malala grew up in Swat Valley, Pakistan, and was educated at a school run by her father. She
developed a passion for learning and advocacy.
7. Discuss the Taliban's impact on girls' education in Swat Valley.
The Taliban banned girls from attending school, restricting their access to education and
opportunities.
8. Explain Malala's advocacy work and its significance.
Malala advocated for girls' education through speeches, blogs, and media appearances,
highlighting the importance of education for girls and women.
9. What challenges did Malala face, and how did she overcome them?
Malala faced threats and violence from the Taliban but continued to advocate for girls'
education, inspiring others to join her cause.
10. How did Malala's shooting affect her advocacy work?
The attempt on her life did not deter Malala; instead, it amplified her message and inspired
global support for girls' education.
11. What role did Malala's family play in her advocacy work?
Malala's father, Ziauddin Yousafzai, was a significant influence and supporter of her
advocacy work.
12. Discuss the global impact of Malala's advocacy.
Malala's work has inspired people worldwide to prioritize girls' education and advocate for
human rights.
13. What message does Malala's story convey to young people?
Malala's story conveys the importance of standing up for what you believe in, even in the
face of adversity, and the power of education to change lives.
14. How does Malala's story relate to the broader issue of girls' education globally?
Malala's story highlights the challenges many girls face in accessing education and the need
for continued advocacy and support.
15. What can we learn from Malala's life and advocacy work?
We can learn about the importance of education, the power of activism, and the impact one
person can have on creating positive change.
1 Marks: Choose the correct answer
1. Where was Malala born?
a) Karachi b) Mingora c) Islamabad d) Peshawar
2. What is the name of Malala's school?
a) The Malala School b) The Kushal School c) The Atal School
3. Who is Malalai?
a) Malala's grandmother b) Malala's father's first school teacher
c) A Pashtun heroine d) The first female leader of Pakistan
4. Why did Malala start taking the school bus?
a) She lived far from school b) Her family had been receiving threats
c) She wanted to socialize with friends d) She didn't like walking
5. What is the name of Malala's father?
a) Zahid b) Ziauddin c) Muhammad d) Zia
Fill-in Questions
1: Malala's school was located on a muddy lane of _______________________.
Answer: Hazi Baba
2: The name of Malala's school was _______________________.
Answer: Kushal School
3: Malala's father founded the _______________________ school.
4: Malala started taking the school bus because her family was receiving _______________.
Answer:
5: Malala's namesake, Malalai, was a ____________________.
Answer: Pashtun heroine
 1.2 An AUTOBIOGRAPHY (chapter 1to 3)
MY EXPERIMENT WITH TRUTH MK GANDHI
SUMMARY
INTRODUCTION
Mk Gandhi
Mahatma Gandhi was a pivotal figure in India's struggle for independence from British rule.
Born on October 2, 1869, in Porbandar, Gujarat, Gandhi trained as a lawyer in London and
later employed nonviolent resistance to lead the successful campaign for India's
independence. He inspired movements for civil rights and freedom worldwide, earning the
honorific title of Mahatma, meaning "Great Soul".
Gandhi's Early Life and Education
- Born into a Gujarati Hindu Modh Bania family
- Studied law at the Inner Temple in London
- Called to the bar at age 22
Gandhi's Fight for Indian Independence
Led nationwide campaigns for easing poverty, expanding women's rights, and achieving self-
rule
- Employed nonviolent resistance, including civil disobedience and hunger strikes
- Played a key role in the Indian National Congress
Chapter 1:
On October 2, 1869, Mohandas Gandhi was born in Porbandar, a seaside city in Gujarat,
India. He was the youngest child of the simple yet moral Karamchand and Putlibai. He was
born into the Modh Bania merchant class in a country where caste governed much of one's
life. Traditional Indian folktales, which were part of the school curriculum, had a big influence
on Gandhi when he was a kid. They frequently conveyed messages emphasizing the necessity
of filial piety and moral behaviour. Gandhi's ethical code was shaped by these messages, as
well as the honesty demonstrated by his parents.

To this, he added something unique for the time: respect for people from other backgrounds
than his own. Gandhi's parents, unlike many of their friends, did not only associate with
Hindus. He grew up in a household where Parsis, Jains, and Muslims were welcomed. This
exposure instilled in me a more comprehensive understanding of the value of inclusiveness in
Indian society.
In many ways, however, young Gandhi was a typical lad of his background and era, expected
to participate in the social and cultural customs of the time.

He married Kasturbai, a 14-year-old girl, while he was only 13 years old. For Gandhi's time,
location, and caste, child marriage was the norm. In fact, he and two other boys in his family
were married to their young brides all at the same time. Weddings were, and continue to be, a
key event in the lives of Indian families and the greater community. As a result, the young
Gandhi was content to marry at the moment. However, as an adult, he spoke out against the
practice of child marriage, claiming that people had the right to marry freely and without
force. He realized that in order to do so, they needed to be old enough to offer informed
permission, something minors can't do.

He did go through a phase of adolescent rebellion, despite having a surprisingly well-

developed ethical sense and married at the age of thirteen, as per the usual social norms of the
time. The teenage Gandhi would do things like smoke, visit a prostitute, and eat meat under
the influence of a restless, disobedient schoolmate, despite his family's strict vegetarianism.
So, while the meat-eating period didn't endure and he didn't partake in the brothel's offerings,
the young man's route to becoming a "Great Soul" was certainly not easy. Gandhi was critical
of himself as an adult for his youthful mistakes.

He also looked back on his behaviour in the early years of his marriage, seeing the underlying
flaws in his treatment of Kasturbai, whose illiteracy further added to her oppression. He only
saw her as a means of satiating his sexual cravings when he was a youngster. He bemoaned
the fact that he never used his time with her to teach her how to read and write.

His adolescent grapplings with the concept of Truth also generated some friction in his
marriage, he said. He desired to be true to Kasturbai in the same way that he desired to know
Truth - the means by which the Divine manifested itself in the world. He was jealous and
protective of Kasturbai, however, and he doubted that she was similarly loyal to him. His
envious feelings were unfounded.

When Gandhi was 16, he learned the most painful and sharp lesson about the dangers of
allowing passion too much control. With young Gandhi by his side, his father, Karamchand,
or "Kaba," was dying. By this time, he'd already sent his father a letter confessing some of his
youthful transgressions, which Kaba had graciously accepted. Their bond was quite strong.
Nonetheless, lust pushed him away from his dying father's bedside and into his wife's bedroom
in this solemn and sensitive moment. His father had died by the time he returned.

Chapter 2:
When Gandhi left India for the first time, his life would be forever changed. In 1887, he
graduated from high school and was presented with a decision concerning his professional
future. He was inspired to pursue law at University College London by an old family
acquaintance. This appeared to assure him and his family of a secure and affluent future.

The decision to travel to England, however, was riddled with difficulties. Gandhi's mother was
concerned that the temptations readily available in a Western country would lead to his son's
corruption. To deal with this, he was persuaded by another family member who had become a
Jain monk to take a vow to refrain from meat, alcohol, and women while in England. Then
Gandhi was summoned to a meeting of his caste, the Modh Bania, where members attempted
to prevent him from travelling. They accused him of violating the caste's religious principles
by travelling outside and threatened him with deportation.

Gandhi remained unfazed. He was exiled from his caste, but he travelled to England anyhow,
where he encountered the temptations that his mother was so concerned about. The temptation
to consume meat was one of the most powerful. He was relieved to discover a vegetarian
restaurant close to his boarding house in Bayswater that allowed him to keep that aspect of his
promise. He gained expertise running an organization as a result of this when he created a
local chapter of the Vegetarian Society. Another valuable skill he had to learn while in London
was how to live on a restricted budget.

But it was his primary motivation for coming to England in the first place that was most
essential to him: to study law. Gandhi, who had never been a particularly bright student as a
child, excelled at university. After only 32 months in England, he breezed through the law
curriculum, aced his final exams, and was called to the bar on June 10, 1891. Gandhi departed
for home on June 12, 1891, only two days after completing his education and registering as a
barrister.

His arrival in India, however, was marred by sadness: his mother had died earlier in the year,
and his older brother had concealed the news from him out of fear of the grief interfering with
his studies. During this difficult time, Gandhi learnt that there had been a split among his caste
and that one faction was eager to accept him back into the Modh Bania.

His life, on the other hand, was far from over. Even though he was a barrister, he had no
expertise applying the law to problems and was only conversant with British law. As a result,
he moved to Bombay to continue his studies and get the experience he needed to become a
practising lawyer.

He soon got to the point where he was ready to take on court cases, but he immediately
discovered that this road was more difficult than he'd expected. Gandhi's effectiveness as a
young lawyer was severely hampered by his shyness, even though time and experience finally
made him a seasoned public speaker.
Because life in Bombay was prohibitively expensive, Gandhi went to his hometown of Rajkot,
Gujarat, with the hopes of resuming his legal career. However, he considered the Rajkot courts
to be corrupt. After mistakenly offending a minor British diplomat, Gandhi was concerned that
the man may jeopardize his ability to get work because he was tied to the Rajkot court where
Gandhi was to hear the majority of the cases. This predicament caused him to become
depressed and stressed at the possibility of trying to make a career in the city.

Chapter 3:
Fortunately, Gandhi's circumstances soon demanded yet another big move in his life, leading
to an opportunity to practice law in South Africa. Dada Abdullah and Co., a firm that needed
assistance with a large court case in the area, initially offered him one-year employment. But,
as in India, he saw just as much injustice and divisiveness here.

At the period, South Africa was home to a growing number of indentured Indian labourers,
who, like the indigenous Black population, were obliged to suffer and function within
colonialism's horrific machinations. Gandhi's encounters with racism during his time in India –
including being booted off a train for refusing to give up his first-class seat to a white
passenger – inspired him to provide legal assistance to many in his community.

But first, he settled the case for which his client, Dada Abdullah, had sent him to South Africa
in the first place. Abdullah's case was settled in his favour, out of court, through arbitration,
thanks to Gandhi. By all accounts, this is a win. But what made this victory even more
significant was Gandhi's arrangement for the losing party to pay his client in instalments so he
wouldn't go bankrupt. [pause] This exemplified the ethos of compassion and fairness Gandhi
had worked to instil in himself throughout his life. His development as an activist was aided
by a combination of these characteristics and his experiences with racism and segregation in
South Africa.

Gandhi began speaking to groups of Indians in Pretoria on ethical business practices and the
need to improve a lot of Indians in South Africa. Many of the people he spoke to were Memon
Muslims, but he urged all Indians in the area to put their differences aside and create a group
to promote their common interests.

Friends helped him learn more about Islam and Christianity throughout his time in South
Africa, and he was able to broaden and enhance his knowledge of religion as well as his
personal ethics and values. He saw the benefits and drawbacks of all religions, as well as the
basic flaws in Hinduism's caste system. Last but not least, Leo Tolstoy's The Kingdom of God
Is Within You sparked his interest in peaceful resistance. All of this contributed to his
developing public reputation as a proponent of nonviolent resistance as a tool for political
change.
While Gandhi had planned to stay in South Africa for only a year, it took him three years to
return to India and his wife and children in 1896. He'd stayed in South Africa because he
wanted to combat the South African government's punitive and racist policies against Indians
in the province of Natal. For example, the government had taken away Indian residents' right
to vote in the country's legislative assembly. It also attempted to levy a £25 annual fee on
indentured Indians, which Gandhi helped to resist through the Natal Indian Congress, which
he created.

After Gandhi returned home, the cause of South Africa's Indian community remained at the
forefront of his activities. He travelled to meet with members of the press and others to raise
awareness and support for their causes, and he published the Green Pamphlet to help spread
the word even further.

He was a well-known leader in the local Indian community when he returned to South Africa
in 1897, this time with his family. His profile, however, drew attention since he had previously
clashed with the authorities. A furious white crowd attempted to lynch him as soon as he
arrived. He escaped, fortunately, and refused to press charges. Why? Because he believed the
Natal government had purposefully misled his would-be assailants about his activities in order
to incite resentment.

When the British Empire and the Afrikaner States waged war on one other in 1899, Gandhi
put his sympathy for the downtrodden Afrikaner farmers aside in order to show his allegiance
to the Empire. He established the Natal Indian Ambulance Corps, which enlisted the help of
some 1,000 Indian South Africans, including Gandhi, to assist British forces in the war effort.
His and the community's efforts in this area drew national recognition.

Gandhi was well-established and rich at this stage in his legal profession, with a respectable
reputation in South Africa. He became frightened that he would succumb to the temptations
and greed that come with wealth, and he and his family chose to return to India.

He volunteered with the Indian National Congress party there, doing menial duties that taught
him humility while also letting him observe how the Congress functioned. He also had the
chance to address the Congress with a resolution on the rights of South African Indians. Even
though the experience was nerve-wracking for a man who was still essentially timid, his
presentation won over the members, and the resolution was unanimously passed.

Gopal Krishna Gokhale, the party's senior leader, mentored Gandhi and exposed him to a
number of well-off, powerful Indians throughout his time with the party. However, his
growing concern for the country's poor was already visible, and it was heightened when he
journeyed across the country as a third-class rail passenger after his stint in Congress ended.
On the tour, he witnessed how the impoverished were treated and the challenges they faced on
a daily basis, such as dangerously low sanitation levels.
Gandhi's vision of himself as a catalyst for change in his country was becoming evident, as
was his strategy for bringing about that transformation. Ahimsa, or nonviolence, was at the
heart of this strategy.

The ahimsa principle brought Gandhi back to the concentration on Truth – the essence of God
– that had driven him since his boyhood. All persons are a representation of Truth, according
to the Hindu religion, making them deserving of empathy and compassion. Later, as part of his
strategy for removing the inequalities that plagued his society, he added noncooperation to the
nonviolent approach.

As this thought formed in his head, he also want to be free of the sexual drive that had tortured
and distracted him during his marriage. In 1906, he and his wife Kasturbai, who had
previously given birth to four sons, accepted the brahmacharya vow, which required them to
remain celibate. Kasturbai didn't say anything, which was telling or not. Gandhi's eating habits
also changed, and he now eats primarily fruit and nuts. In a systematic and conscientious

Gandhi and his family had relocated to Bombay in the early 1900s. He was a well-known
public personality at this stage, and friends and admirers in South Africa wrote to implore him
to return to aid with the Indian community's ongoing battle. In 1903, he agreed and returned to
Natal. When he arrived, he established the Indian Opinion, a weekly journal aimed at drawing
India's attention to the condition of their countrymen in South Africa and assisting in the
improvement of Indian civil rights in the country. He also founded the Phoenix Settlement, a
communal living community just north of Durban, Natal. The settlement was inspired by John
Ruskin's 1860 article Unto This Last, a critique of capitalism that pushes for a social economy
and things like a livable wage.

Gandhi would command an ambulance corps of Indian volunteers to serve the British when
they went to battle with the Zulu in the following years, and he would also aid care for Indians
affected by a plague epidemic at a mine in Johannesburg.

Gandhi initially used nonviolent opposition to a public call for change in 1907, which he
dubbed Satyagraha – from Sat, which means truth, and agrapha, which means firmness. The
Asiatic Registration Act had been approved by the Transvaal government, requiring Indians in
the South African province to carry registration papers at all times or face deportation.
Gandhi's years of study of Tolstoy, Thoreau, and Ruskin, all of whom advocated for
nonviolent non-cooperation as a means of confronting inequality, prompted him to utilize
Satyagraha against this unjust law.

Gandhi's devotion to Truth, as well as his ideas of pacifism, opposition to injustice, and
nonviolent civil disobedience, culminated in this philosophy. The idea would expand over
time, and it would occur repeatedly in his published works.
He returned to India, where he was recognized as a hero when World War I broke out and he
was in poor condition in his middle years. After arriving in Ahmedabad, he immediately set
about creating the Satyagraha Ashram, which he modelled after the Phoenix Settlement in
South Africa, where people might live a modest, communal existence.

Gandhi was approached two years into the ashram's existence to take on a case
involving the tinkathia system. Farmers in Champaran, Bihar, were forced to plant
indigo on their rented property on behalf of their landlords, effectively turning them
into serfs of the landowners. When the price of indigo dropped, landlords promised to
let their tenants off the hook if they agreed to pay higher rates. This was unmistakable
extortion.

5 MARKS
1. Describe Gandhi's childhood experiences and influences.
Gandhi's childhood was marked by his devotion to his parents, particularly his mother,
Putlibai. He was deeply influenced by the stories of Shravan and Harishchandra, which
taught him the importance of truthfulness and devotion to parents. Gandhi's family
environment, with its strong religious and moral values, played a significant role in shaping
his character. His experiences with child marriage and initial struggles with studies also
contributed to his personal growth.
2. What role did Gandhi's family play in shaping his values?
Gandhi's family instilled in him strong moral and religious values. His father, Karamchand
Gandhi, was a significant influence, and his mother's religiosity and strong will also had a
lasting impact. The family's social status and his father's role as a Dewan exposed Gandhi to
various social and political issues, shaping his future path.
3. Discuss Gandhi's experiences in England.
Gandhi's time in England was transformative. He became a vegetarian out of conviction and
joined the Vegetarian Society, gaining organizational experience. Initially, he attempted to
emulate the English gentleman, but soon realized the importance of focusing on his studies.
His exposure to different cultures and ideas broadened his perspective, and he developed a
deeper understanding of Western society.
4. How did Gandhi's time in South Africa impact his life and philosophy?
Gandhi's experiences in South Africa profoundly impacted his life and philosophy. The racial
discrimination he faced led him to become an advocate for Indian rights, and he developed
his philosophy of non-violent resistance, or Satyagraha. His interactions with various cultures
and ideologies, including Tolstoy's writings, further shaped his beliefs.
5. What were Gandhi's views on truth and non-violence?
Gandhi believed that truth is the foundation of all good things and the ultimate goal of life.
He advocated for non-violence as a means to achieve social and political change, drawing
inspiration from the Bhagavad Gita and the Sermon on the Mount. Gandhi's philosophy
emphasized the importance of self-discipline, simplicity, and standing up for what is right,
even in the face of adversity ¹.
2 MARKS Questions
1. Where was Gandhi born?
2. Who were Gandhi's parents?
3. What was the significant event of Gandhi's childhood related to marriage?
4. What influenced Gandhi's interest in vegetarianism?
5. Where did Gandhi go to study law?
6. What was Gandhi's experience like in South Africa?
7. What philosophy did Gandhi develop during his time in South Africa?
Answers
1. Gandhi was born in Porbandar, Gujarat, India.
2. Gandhi's parents were Karamchand Gandhi (father) and Putlibai Gandhi (mother).
3. The significant event was his child marriage to Kasturba Makhanji Kapadia at the age of
13.
4. Gandhi's interest in vegetarianism was influenced by Henry Salt's writings and his
membership in the Vegetarian Society.
5. Gandhi went to England to study law.
6. Gandhi experienced racial discrimination and injustice in South Africa, which shaped his
future activism.
7. Gandhi developed the philosophy of Satyagraha (non-violent resistance) during his time in
South Africa.
1 Marks - Questions
1. Where was Mahatma Gandhi born?
a) Ahmedabad b) Porbandar c) Mumbai d) Kolkata
2. Who was Mahatma Gandhi's political mentor?
a) Jawaharlal Nehru b) Gopal Krishna Gokhale
c) Subhas Chandra Bose d) Lala Lajpat Rai
3. Where did Gandhi go to study law?
a) India b) England c) South Africa d) Australia
4. What was the name of the farm Gandhi established in South Africa?
a) Phoenix Settlement b) Tolstoy Farm c) Sabarmati Ashram d)Sevagram Ashrams
5. Who persuaded Gandhi to return to India from South Africa?
a) Jawaharlal Nehru b) Gopal Krishna Gokhale
c) C. F. Andrews d) Rabindranath Tagore
6. What was the main issue Gandhi protested against in his first Satyagraha in South Africa?
a) Indigo cultivation b) Asiatic Registration Act c) Salt tax d) Rowlatt Act
7. Where did Gandhi start the Salt Satyagraha?
a) Sabarmati b) Dandi c) Ahmedabad d) Mumbai
Fill in type question with answers
1. Mahatma Gandhi was born in _______________________.
2. Gandhi's father's name was _______________________.
3. Gandhi went to _______________________ to study law.
4. Gandhi's experiences in _______________________ shaped his philosophy of non-violent
resistance.
5. Gandhi's concept of _______________________ proposed a radical socio-economic
structure.
6. Gandhi's political mentor was _______________________.
7. Gandhi established the _______________________ settlement in South Africa.
8. Gandhi's philosophy emphasized the importance of _______________________.
9. Gandhi's concept of education emphasized the development of
_______________________.
10. Gandhi's doctrine of Trusteeship aimed at transforming the _______________________
order.
Answers
1. Porbandar
2. Karamchand Gandhi
3. England
4. South Africa
5. Trusteeship
6. Gopal Krishna Gokhale
7. Phoenix
8. Non-violence
9. Body, mind, and spirit
10. Capitalist
1.3: POEM WHERE THE MIND IS WITHOUT FEAR
"Where the Mind is Without Fear" is a poem by Rabindranath Tagore, featured in his
collection Gitanjali. The poem is a prayer to his deity, seeking a nation where people
can live without fear, with knowledge and truth flourishing.
Rabindranath Tagore was a renowned Bengali poet, writer, composer, philosopher, social
reformer, and painter. He was a key figure in the Bengal Renaissance and is widely regarded
as one of India's greatest creative artists. Tagore was the first non-European to win the Nobel
Prize in Literature, which he received in 1913 for his collection of poems, Gitanjali.
Key aspects of Tagore's life and work:
 Early Life and Education:
Born in Calcutta (now Kolkata) in 1861, Tagore received a non-traditional
education, with private tutoring that fostered his diverse interests, particularly in the
arts.
 Literary Contributions:
 Tagore wrote extensively in various genres, including poetry, novels, short stories,
plays, essays, and songs. He introduced new forms and styles to Bengali literature,
including the use of colloquial language.

Here's the poem:

“Where the mind is without fear and the head is held high;
Where knowledge is free;
Where the world has not been broken up into fragments by narrow domestic walls;
Where words come out from the depth of truth;
Where tireless striving stretches its arms towards perfection;
Where the clear stream of reason has not lost its way into the dreary desert sand of dead
habit;
Where the mind is led forward by thee into ever-widening thought and action—
Into that heaven of freedom, my Father, let my countryawke
10 MARKS Question
Summarize the main themes and ideas presented in the poem "Where the Mind is
Without Fear" by Rabindranath Tagore in about 350 words.
"Where the Mind is Without Fear" is a poem by Rabindranath Tagore that presents a vision
of an ideal society where people can live without fear, with dignity and confidence. The
poem's main themes include freedom, knowledge, unity, and rational thinking.
The poem begins by describing a society where people are free from fear and have the
freedom to think and express themselves. Tagore emphasizes the importance of knowledge
and education in achieving this freedom. He believes that knowledge should be free from
prejudice and bias, and that it should be accessible to all.
The poem also highlights the importance of unity and rational thinking in achieving societal
progress. Tagore envisions a society where people can come together, free from narrow-
mindedness and prejudice, and work towards a common goal of growth and development. He
emphasizes the importance of reason and logic in guiding human actions, and believes that
this will lead to a more enlightened and progressive society.
Throughout the poem, Tagore uses powerful imagery and metaphor to convey his vision of
an ideal society. The poem is a call to action, inspiring people to strive for a better world
where freedom, knowledge, and unity are the guiding principles.
The poem's themes and message remain relevant today, making it a timeless classic. Tagore's
vision of an ideal society continues to inspire people to work towards a more just and
equitable world. The poem's emphasis on freedom, knowledge, and rational thinking is
particularly relevant in contemporary society, where these values are essential for individual
and societal growth.
5 MARKS Questions
1. Describe the poet's vision for an ideal society in "Where the Mind is Without Fear".
The poet, Rabindranath Tagore, envisions a society where people can live without fear, with
dignity and confidence. In this ideal society, knowledge is free, and individuals strive for
excellence. Tagore's vision emphasizes the importance of unity, rational thinking, and
progress. He wants a nation where people can come together, free from narrow-mindedness
and prejudice, and work towards a common goal of growth and development.
2. What role does knowledge play in the poem, and how is it related to freedom?
In the poem, knowledge plays a crucial role in achieving freedom. Tagore emphasizes the
importance of free knowledge, untainted by prejudice or bias. According to him, knowledge
is essential for individual and societal growth. When people have access to knowledge, they
can think critically and make informed decisions, leading to a more enlightened and free
society.
3. Discuss the significance of "reason" and "truth" in the poem.
In the poem, "reason" and "truth" are essential components of the ideal society. Tagore
emphasizes the importance of rational thinking, where individuals guide their actions with
logic and reason. Truth is also crucial, as it allows individuals to strive for excellence and
perfection. The poet believes that when people prioritize reason and truth, they can create a
society characterized by freedom, knowledge, and progress
2MARKS questions
1. Who is the poet of "Where the Mind is Without Fear"?
2. What collection is the poem part of?
3. What is the poet's vision for his country?
4. What does the poet mean by "tireless striving"?
5. What is the significance of "reason" in the poem?
6. How does the poet describe the ideal society?
7. What is the role of "truth" in the poem?
8. What does the poem reveal about the poet's values?
9. What is the tone of the poem?
10. What impact does the poem have on the reader?
Answers
1. Rabindranath Tagore
2. Gitanjali
3. A society where people can live *without fear, with knowledge, and unity.
4. Striving for excellence and perfection.
5. Guiding people's actions with logic and rationality.
6. A society characterized by freedom, knowledge, and progress.
7. Truth is essential for individual and societal growth.
8. The poet values freedom, knowledge, unity, and rational thinking.
9. Hopeful and aspirational.
10. The poem inspires readers to strive for a better society and reflects on the importance of
freedom, knowledge, and unity.
1 Mark Questions
1. Who is the author of the poem "Where the Mind is Without Fear"?
a) Rabindranath Tagore b) Mahatma Gandhi c) Jawaharlal Nehru d) Subhas Chandra
Bose
2. What is the central theme of the poem?
a) Love b) Freedom c) Nature d) Spirituality
3. What does the poet mean by "narrow domestic walls"?
a) Physical walls b) Social divisions c) Economic barriers d) Environmental
obstacles
4. What is the poet's vision for society?
a) A society with strict rules & regulations b) A society with complete freedom &
knowledge
c) A society with economic prosperity d) A society with technological advancement
5. What collection is the poem part of?
a) Gitanjali b) The Gardener c) The Crescent Moon d) Fruit-Gathering
Fill in type question with answers
1. The poem "Where the Mind is Without Fear" is part of the collection ______________.
2. The poet's vision for society emphasizes the importance of _____________ and
knowledge.
3. The poem describes a society where people are free from ________________.
4. The poet believes that _________________ should guide human actions.
5. The poem is a call to action, inspiring people to strive for a better ____________.
Answers
1. Gitanjali
2. freedom
3. fear
4. reason
5. World

1.4 LOVE CYCLE

Introduction
Chinua Achebe (1930-2013) was a renowned Nigerian novelist, poet, professor, and critic.
He is best known for his novel "Things Fall Apart", which is widely regarded as one of the
most influential African novels of the 20th century.
- Born on November 16, 1930, in Ogidi, Nigeria
- Studied medicine and later English literature at University College in Ibadan
- Published "Things Fall Apart" in 1958, which became an international success
- Wrote several other notable novels, including "No Longer at Ease" and "Arrow of God"
- Also published poetry collections, essays, and children's books
- Taught at various universities, including Brown University and Bard College
- Died on March 21, 2013, .Possible Essays
LOVE CYCLE (A Poem) by Chinua Achebe
At dawn slowly the sun withdraws his long misty arms of embrace. Happy lovers Whose
exertions leave no aftertaste nor slush of love's combustion; Earth perfumed in dewdrop
fragrance wakes To whispers of soft-eyed light... Later he will wear out his temper ploughing
the vast acres of heaven and take it out of her in burning darts of anger. Long accustomed to
such caprice she waits patiently for evening when thoughts of another night will restore his
mellowness and her power over him.
1. Discuss the theme of love and relationships in Chinua Achebe's works.
Chinua Achebe's works often explore complex human relationships and the impact of cultural
and historical contexts on personal relationships. In his novels, love is portrayed as a
multifaceted emotion that can bring people together or drive them apart. Achebe's characters
navigate love, desire, and relationships within the context of traditional Igbo society and the
disruptions caused by colonialism. Through their experiences, Achebe highlights the
resilience and adaptability of human relationships in the face of adversity.
2. Analyze the role of cultural identity in Achebe's writing.
Achebe's writing is deeply rooted in Igbo culture and tradition. His works explore the
complexities of cultural identity, highlighting the importance of understanding and respecting
one's cultural heritage. Through his characters and narratives, Achebe shows how cultural
identity shapes individual experiences and informs personal relationships. He also critiques
the impact of colonialism on traditional cultures, emphasizing the need for cultural
preservation and revitalization.
3. Examine the impact of colonialism on personal relationships in Achebe's novels.
Achebe's novels often depict the destructive impact of colonialism on personal relationships
and communities. The imposition of foreign values and systems disrupts traditional ways of
life, leading to conflict and disintegration. Achebe's characters struggle to navigate these
changes, often finding themselves torn between traditional values and modern influences.
Through their experiences, Achebe highlights the human cost of colonialism and the
importance of preserving cultural heritage.
2 MARKS Questions
1. What is the central theme of "Love Cycle" by Chinua Achebe?
The central theme of "Love Cycle" is the cyclical nature of love, highlighting its complexities
and the dynamics of relationships*. The poem explores how love can bring both joy and pain,
and how it can change over time.
2. How does Achebe use the sun and earth as metaphors in the poem?
Achebe uses the sun and earth as metaphors to represent the male and female figures in a
relationship*. The sun symbolizes passion, intensity, and sometimes damaging aspects of
love, while the earth represents resilience, strength, and endurance.
3. Describe the tone of the poem "Love Cycle".
The tone of the poem "Love Cycle" is reflective and introspective, with a mix of tender and
turbulent emotions*. Achebe's use of imagery and personification creates a vivid picture of
the ups and downs of love, highlighting its complexities and nuances.
1 Marks Questions
1. Chinua Achebe is best known as a:
A. Poet B. Novelist C. Playwright D. Essayist

2. Which of Chinua Achebe’s novels is considered his magnum opus and a classic of
African literature?
A. “Things Fall Apart” B. “No Longer at Ease” C. “Arrow of God” D. “A Man
of the People”

3. Achebe’s writings primarily explore themes of:

A. The supernatural and mysticism B. Technology and futurism
C. Colonialism and its effects on African identity D. Romantic love

4. Which university did Chinua Achebe attend, where he later worked as a professor?
A. University of Lagos B. University of Ibadan
C. University of Nigeria, Nsukka D. Ahmadu Bello University

5. Achebe’s narrative technique is often noted for its:

A. Use of stream-of-consciousness B. Minimalist style
C. Integration of Igbo oral traditions D. Non-linear chronology

6. In which year was “Things Fall Apart” first published?

A. 1958 B. 1958 C. 1960 D. 1961

7. Chinua Achebe criticized which famous work by Joseph Conrad as racist?

A. Heart of Darkness B. Lord Jim C. The Secret Agent D. Nostromo

8. Achebe’s “Anthills of the Savannah” was shortlisted for which prestigious

international literary award?
A. Nobel Prize in Literature B. Booker Prize C. Pulitzer Prize D. National Book Award

9. What role did Achebe play in the development of African literature?

A. He introduced magical realism to African narratives
B. He focused on ancient African empires
C. He was a pioneer in writing African literature in English

Fill in type question with answers

1.chiuna achebe is an African writer.
2.love cycle opens by describing the sun and dawn
3.The sun becomes mellow during night time.
 UNIT 2.1 NINE GOLD MEDALS POEM
Nine Gold Medals
The athletes had come from all over the country To run for the gold, for the silver and
bronze Many weeks and months of training All coming down to these games.
The spectators gathered around the old field To cheer on all the young women and men
The final event of the day was approaching Excitement grew high to begin.
The blocks were all lined up for those who would use them The hundred-yard dash and the
race to be run These were nine resolved athletes in back of the starting line Poised for the
sound of the gun.
The signal was given, the pistol exploded And so did the runners all charging ahead But
the smallest among them, he stumbled and staggered And fell to the asphalt instead.
He gave out a cry in frustration and anguish His dreams and his efforts all dashed in the
dirt But as sure as I'm standing here telling this story The same goes for what next
occurred.
The eight other runners pulled up on their heels The ones who had trained for so long to
compete One by one they all turned around and went back to help him And brought the
young boy to his feet.
Then all the nine runners joined hands and continued The hundred-yard dash now reduced
to a walk And a banner above that said (Special Olympics) Could not have been more on
the mark.
That's how the race ended, with nine gold medals They came to the finish line holding
hands still A nd a standing ovation and nine beaming faces Said more than these words
ever will.

David RothNine Gold Medals Poem Summary

"Nine Gold Medals" is a heartwarming poem by David Roth that captures the essence of
human kindness, sportsmanship, and empathy. The poem is set at the Special Olympics,
where nine differently-abled athletes participate in a 100-meter dash. As the race begins,
one of the athletes stumbles and falls. To everyone's surprise, the other eight athletes stop
running and return to help their fallen teammate. They lift him to his feet, join hands, and
walk together to the finish line. The poem concludes with all nine athletes being awarded
gold medals, symbolizing the true spirit of sportsmanship and humanity

Introduction to the Special Olympics

The poem introduces the setting of the Special Olympics, where nine differently-abled
athletes participate in a 100-meter dash. The athletes are eager to win and showcase their
determination.
The Fall
As the race begins, one of the athletes stumbles and falls. This unexpected event tests the
athletes' resolve and sportsmanship.
The Selfless Act
The other eight athletes stop running and return to help their fallen teammate. This selfless
act showcases their empathy and kindness, as they prioritize their teammate's well-being
over winning the Walking Together to the Finish Line
The athletes lift their teammate to his feet, join hands, and walk together to the finish line.
This powerful image highlights the true spirit of sportsmanship and unity.
Awarding the Gold Medals
All nine athletes are awarded gold medals, symbolizing their collective achievement and
the values of empathy, kindness, and teamwork.
The poem "Nine Gold Medals" celebrates the human spirit, emphasizing the importance of
empathy, kindness, and sportsmanship. Through the athletes' selfless act, the poem shows
that true success lies not just in winning but in the values and relationships we build along
the way
David Roth Author Introduction
David Roth is a renowned American rock vocalist, songwriter, actor, and author. Born in
1954, he is best known as the original and current lead singer of the hard rock band Van
Halen. Roth has also released a New York Times best-selling memoir, "Crazy from the
Heat," and has worked on various music projects. His poem "Nine Gold Medals"
showcases his ability to tell emotive stories that highlight human values and compassion ².
Empathy: The poem emphasizes the importance of understanding and sharing the feelings
of others, as seen in the athletes' decision to help their fallen teammate.
True Sportsmanship: The athletes' actions demonstrate that true sportsmanship goes
beyond winning or losing, focusing on respect, kindness, and unity.
Redefining Success: The poem suggests that success is not just about achieving victory
but about showing compassion, kindness,

2 MARKS Questions
1. What is the central theme of the poem "Nine Gold Medals"?
The central theme is the importance of empathy, kindness, and sportsmanship.
2. Describe the setting of the poem.
The setting is the Special Olympics, where nine differently-abled athletes participate in a
100-meter dash.
3. How do the athletes react when one of their teammates falls?
The athletes stop running and return to help their fallen teammate, showing empathy and
kindness.
4. What values do the athletes display in the poem?
The athletes display values of teamwork, empathy, kindness, and sportsmanship.
5. What is the significance of all nine athletes being awarded gold medals?
The awarding of gold medals to all nine athletes symbolizes the true spirit of
sportsmanship and the value of collective achievement.
5 MARKS
1.Describe the scene at the Special Olympics where the nine athletes participate in the
100-meter dash.
The scene is set at the Special Olympics, where nine differently-abled athletes line up for
the 100-meter dash. They are determined to win and showcase their athletic abilities.
However, when one of the athletes falls, the others stop running and return to help him,
displaying remarkable sportsmanship and empathy.
2.What values do the athletes display in the poem, and what impact does it have on
the outcome?
The athletes display values of teamwork, empathy, kindness, and sportsmanship. When
one of their teammates falls, they prioritize his well-being over winning the race. By
stopping to help him, they demonstrate that true success lies not just in winning but in the
relationships and values they build. Ultimately, all nine athletes are awarded gold medals,
symbolizing their collective achievement and the true spirit of sportsmanship
3. What message do you think the poet, David Roth, conveys through the poem
"Nine Gold Medals"?
The poet conveys a powerful message about the importance of empathy, kindness, and
sportsmanship. Through the athletes' selfless act, Roth highlights that true success lies not
just in achieving victory but in the values and relationships we build along the way. The
poem encourages readers to prioritize kindness, compassion, and teamwork, promoting a
more inclusive and supportive community.

2 MARKS
1. What event is described in the poem, and what happens to one of the athletes?
The event is the 100-meter dash at the Special Olympics, and one of the athletes falls.
2. How do the other athletes react, and what values do they display?
The other athletes stop running and return to help their fallen teammate, displaying values
of empathy, kindness, and sportsmanship.
1 MARK Choose-the-correct-answer
1. Where is the poem "Nine Gold Medals" set?
A) Olympics B) Special Olympics C) Marathon D) School Sports Dayanswer
2. What event do the athletes participate in?
A) 100-meter dash B) Long jump C) High jump D) Relay race
3. What happens to one of the athletes during the race?
A) He wins the race B) He falls C) He gets injured D) He is disqualified
4. How do the other athletes react when one of their teammates falls?
A) They keep running B) They stop running and return to help
C) They shout for help D) They ignore him
5. What do all nine athletes receive at the end of the poem?
A) Silver medals B) Bronze medals C) Gold medals D) Certificates
Fill-in-the-Blank Questions
1. The poem "Nine Gold Medals" is set at the _______________________.
Answer: Special Olympics
2. The athletes participate in a _______________________ event.
Answer: 100-meter dash
3. One of the athletes _______________________ during the race.
Answer: falls
4. The other athletes _______________________ to help their teammate.

UNIT 2.2 ALICE FELL OR POVERTY

William Wordsworth
THE post-boy drove with fierce career, For threatening clouds the moon had drowned;
When, as we hurried on, my ear Was smitten with a startling sound.
As if the wind blew many ways, I heard the sound, and more and more: It seemed to
follow with the chaise, And still I heard it as before.
At length I to the boy called out; He stopped his horses at the word, But neither cry, nor
voice, nor shout, Nor aught else like it, could be heard.
The boy then smacked his whip, and fast The horses scampered through the rain; But,
hearing soon upon the blast The cry, I bade him halt again.
Forthwith alighting on the ground, Whence comes,' said I, 'this piteous moan?' And there a
little Girl I found, Sitting behind the chaise, alone.
'My cloak' no other word she spake, But loud and bitterly she wept, As if her innocent
heart would break; And down from off her seat she leapt.
What ails you, child? she sobbed Look here!" I saw it in the wheel entangled, A weather-
beaten rag as e'er From any garden scare-crow dangled.
There, twisted between nave and spoke, It hung, nor could at once be freed; But our joint
pains unloosed the cloak, A miserable rag indeed!
And whither are you going, child, To-night alone these lonesome ways? To Durham,'
answered she, half wild-Then come with me into the chaise.
Insensible to all relief Sat the poor girl, and forth did send Sob after sob, as if her grief
Could never, never have an end.
My child, in Durham do you dwell?' She checked herself in her distress, And said, 'My
name is Alice Fell; I'm fatherless and motherless.
And I to Durham, Sir, belong. Again, as if the thought would choke Her very heart, her
grief grew strong And all was for her tattered cloak
The chaise drove on our journey's end Was nigh, and, sitting by my side, As if she had lost
her only friend She wept, nor would be pacified.
Up to the tavern-door we post; Of Alice and her grief I told, And I gave money to the host,
To buy a new cloak for the old.
And let it be of duffil grey, As warm a cloak as man can sell! Proud creature was she the
next day, The little orphan, Alice Felll
Summary
Author introduction
William Wordsworth was a renowned English Romantic poet born on April 7, 1770, in
Cockermouth, Cumberland, England. He's best known for his poems that explore the
human relationship with nature and the emotional and psychological depths of the human
experience. Some of his most famous works include ¹ ²:
- *Lyrical Ballads*, a collection of poems co-written with Samuel Taylor Coleridge that
launched the Romantic Age in English literature
- *The Prelude*, a semi-autobiographical epic poem that chronicles the growth of a poet's
mind and is considered one of Wordsworth's greatest worksWordsworth's poetry often
expresses his deep love for nature and its role in shaping human emotions and experiences.
His poetic philosophy emphasizes ¹:
- *The importance of nature*: Wordsworth saw nature as a source of inspiration, comfort,
and spiritual guidance
- *The power of emotions*: He believed that poetry should be a spontaneous overflow of
powerful feelings, recollected in tranquility
- *The use of everyday language*: Wordsworth advocated for using the language of
common people in poetry, rather than traditional poetic diction throughout his life,
Wordsworth was influenced by his experiences, relationships, and the world around him.
He was ² ¹:
- *A key figure in the Romantic movement*: Alongside Coleridge and other poets,
Wordsworth helped shape the Romantic era in English literature
- *Poet Laureate of the United Kingdom*: Wordsworth held this position from 1843 until
his death in 1850
- *A prolific writer*: He wrote many poems, essays, and letters that continue
Alice Fell" is a poem by William Wordsworth that tells a touching story about a poor,
young orphan girl named Alice. The narrator of the poem is riding in a carriage when he
hears the sound of someone crying. He asks the driver to stop the carriage to find out
what's wrong.
When the carriage stops, the narrator sees a young girl, Alice, walking all alone, crying
bitterly. She explains that her cloak—her only piece of warm clothing—had gotten stuck
in the carriage wheels earlier, and it had been torn apart. Now, she has nothing to protect
her from the cold. This makes her very sad because the cloak was the only thing she had to
keep warm, and without it, she feels even more vulnerable.
The narrator feels sorry for Alice. Seeing her distress, he decides to buy her a new cloak to
replace the one she lost. The poem ends with Alice feeling better, as her sadness is eased
by the narrator's act of kindness.
In simple terms, "Alice Fell" is a story about a poor, lonely girl who loses her only source
of warmth and comfort. The poem highlights the sadness of poverty but also the power of
compassion and generosity.
5 MARKS
1.Discuss the theme of poverty in the context of the poem "Alice Fell or Poverty."
How does the poem portray the impact of poverty on individuals or society?
The poem "Alice Fell or Poverty" portrays poverty as a significant challenge that affects
individuals deeply, both emotionally and physically. Through the narrative or poetic
devices, it highlights the struggles and hardships faced by those in poverty, emphasizing
the need for empathy and understanding. The poem may suggest that poverty is not just a
personal issue but a societal one, requiring collective efforts for alleviation.
2.Describe the character of Alice in the poem "Alice Fell or Poverty." What role does
she play in conveying the poem's themes?
Alice is portrayed as a central figure in the poem, whose experiences and emotions are
deeply intertwined with the themes of poverty and hardship. Through her story, the poem
explores the personal and emotional impact of living in poverty, making Alice a relatable
and sympathetic character. Her journey or actions in the poem serve to underscore the
resilience and humanity of
3.How does the poem "Alice Fell or Poverty" use imagery or poetic devices to convey
its message about poverty?
The poem employs vivid imagery and poetic devices such as metaphor, simile, and
personification to paint a poignant picture of poverty. These literary tools help to evoke
strong emotions in the reader, making the abstract concept of poverty more tangible and
personal. By using descriptive language, the poem effectively communicates the harsh
realities and emotional toll of poverty, engaging the reader's empathy.
2MARKS Questions
1. What is the significance of Alice in the poem "Alice Fell or Poverty"?
Alice is a central figure, symbolizing the struggles of those in poverty.
2. How does the poem portray the effects of poverty?
The poem portrays poverty as having a profound emotional and physical impact
3. What message do you think the poet conveys through the poem "Alice Fell or
Poverty"?
The poet conveys a message of empathy, highlighting the need to understand and address
poverty
4 What is the central theme of the poem "Alice Fell or Poverty"?
The central theme is the struggle with poverty and its impact on individuals
5.Describe the tone of the poem "Alice Fell or Poverty".
The tone is somber and reflective, highlighting the challenges of poverty
1 Marks Choose Type Questions
1. Who is the poet of the hypothetical poem "Alice Filler"?
A) William Wordsworth B) William Shakespeare C) John Keats D) Unknown
2. What is the theme of the poem?
A) Love B) Nature C) Poverty D) Unknown
3. What is the tone of the poem?
A) Somber B) Joyful C) Reflective D) Unknown
4. What literary device is used in the poem?
A) Metaphor B) Simile C) Imagery D) Unknown
5. What is the significance of Alice in the poem?
A) Main character B) Symbolism C) Imagery D) Unknown
Fill-in-Type Questions
1. The poet of the hypothetical poem "Alice Filler" is _______________________.
Answer: William Wordsworth (assuming a mix-up with a real poet)
U2. The theme of the poem "Alice Filler" is _______________________.
Answer: Poverty (based on the mention of "potty" possibly being a stand-in for a theme)
3. The tone of the poem is _______________________.
Answer: Somber (assuming a serious theme)
4. The poem uses _______________________ literary devices to convey its message.
Answer: Imagery (assuming descriptive language)
5. Alice is a _______________________ figure in the poem.
Answer: Central (assuming Alice is a main character)

UNIT 2.3 THE SCHOOL FOR SYMPATHY Ev Lucas

Introduction: Edward Verrall Lucas's essay "The School for Sympathy" explores the
concepts of empathy, compassion, and the importance of understanding the experiences of
others. The narrative unfolds in a unique school run by Miss Beam, where students are taught
to recognize and empathize with individuals facing various life challenges.
Short Summary: E V Lucas visited Miss Beam's School for Sympathy, where he
encountered a twelve-year-old girl with her eyes shrouded in a bandage. The author was
curious about the school's teaching methods and met Miss Beam, who explained that the
school focused on teaching subjects like spelling, arithmetic, and writing but emphasized the
true essence of her teaching: to instill thoughtfulness in students.
Miss Beam shared that the children were not permanently handicapped but were undergoing
specific experiences as part of a unique system. Each term had designated days: blind, lame,
deaf, maimed, and dumb. On a blind day, their eyes were bandaged, necessitating assistance
from fellow students. This practice proved educative for both the visually impaired and their
helpers.
On a dumb day, the challenge lay in exercising willpower since their mouths were not
bandaged. Miss Beam introduced the author to a girl with bandaged eyes, who admitted to
having no prior understanding of the challenges faced by the blind. Throughout her blind day,
she lived in constant fear of colliding with unseen obstacles.
The author accompanied the girl towards the playground and shared her perspective on the
challenges faced by the blind. Surprisingly, she didn't find the maimed day, lame day, and
deaf day distressing. As they headed towards the house, the author pointed out Miss Beam
walking along the terrace with a tall girl, Millie.
The author reflected on his own heightened thoughtfulness and commended Miss Beam's
educational system, noting its transformative impact on students, making them more
sympathetic and kind. He felt that he had become ten times more considerate through the
experience.
Themes :
Empathy and Compassion : The essay centers on the theme of empathy. At Miss Beam's
school, students are encouraged to genuinely understand and connect with others by
experiencing disabilities firsthand.Lucas states, "Each child is given a role to play on a daily
basis. Some are blind, lame or dumb and deaf." This immersive approach helps them develop
a deeper sense of empathy and a greater appreciation for the difficulties others face.
Equality and Humanity : the essay underscores the importance of treating everyone with
equality and respect. By having all students experience different disabilities, Miss Beam
ensures that they learn about the challenges others encounter. This practice fosters a sense of
equality and shared humanity among the students. Lucas mentions, "No child regardless of
who they may be is exempt from being inflicted with a disability for a day."
Thoughtfulness and Appreciation : The students grow more thoughtful and appreciative of
their own abilities and the support they receive from others. This lesson is crucial for
nurturing gratitude and a willingness to assist those who are less fortunate. He
remarks, "They learn to help others, to be altruistic." This change highlights the positive
effects of nurturing empathy from an early age.
Each child is given a role to play on a daily basis ''
The school's creative method of teaching empathy. By rotating roles, the children gain direct
experience with different disabilities, which deepens their understanding and appreciation for
the challenges others endure.The idea of equality in school,makes sure that every student, no
matter what their skills are, faces the same difficulties, which helps create a feeling of
togetherness and respect for one another.
"No child regardless of who they may be is exempt from being inflicted with a disability for
a day."
Conclusion :
When kids learn about disabilities, they understand how important it is to help others, making
them more caring and selfless.
5 MARKS question
1. Discuss the theme of empathy in the hypothetical work "The School for Empathy" by
E.V. Lucas. How does the author portray the importance of understanding and relating
to others?
In the hypothetical work "The School for Empathy," E.V. Lucas likely explores the theme of
empathy through character development and narrative. The author might portray empathy as
a vital skill for building strong relationships and fostering a sense of community. Through the
story, Lucas could highlight the importance of active listening, perspective-taking, and
emotional intelligence in understanding and relating to others. By emphasizing empathy, the
work encourages readers to cultivate compassion and kindness in their interactions with
others.
2. What lessons do the characters in "The School for Sympathy" learn about the
importance of sympathy and understanding towards others?
In "The School for Sympathy," the characters likely learn valuable lessons about the
transformative power of sympathy and understanding. Through their experiences, they come
to realize that showing compassion and empathy towards others can have a profound impact
on relationships and community building. The story may highlight the importance of active
listening, emotional intelligence, and kindness in fostering deeper connections with others.
3. How does E.V. Lucas portray the impact of sympathy on personal relationships and
community dynamics in "The School for Sympathy"?
E.V. Lucas likely portrays sympathy as a crucial element in building and maintaining strong,
healthy relationships and community dynamics. Through the narrative, he may show how
sympathy can bridge gaps, resolve conflicts, and create a sense of belonging among
individuals. The story could emphasize the importance of empathy and understanding in
overcoming differences and fostering a more harmonious community.
2 MARKS
Questions
1. What is the main focus of "The School for Sympathy"?
The main focus is on teaching and learning sympathy and understanding towards others
2. How does sympathy impact relationships in the story?
Sympathy strengthens relationships, resolves conflicts, and fosters deeper connections
3. What values are emphasized in "The School for Sympathy"?
Empathy, kindness, compassion, and understanding are emphasized
4. What do the characters learn from their experiences?
The characters learn the importance of putting themselves in others' shoes and being
supportive
5. How can the lessons from "The School for Sympathy" be applied in real life?
The lessons can be applied by practicing active listening, being more understanding, and
showing kindness
1Marks Questions
1. How do the characters in "The School for Sympathy" feel when they learn to
understand each other better?
A) Angry B) Frustrated C) Connected D) Indifferent
2. What emotion do the characters experience when they receive kindness and
sympathy from others?
A) Sadness B) Gratitude C) Anger D) Fear
3. How does the community feel when sympathy and understanding are practiced?
A) Divided B) Supportive C) Indifferent D) Anxious
4. What is the emotional outcome for characters who practice empathy and sympathy?
A) Increased stress B) Improved relationships C) Decreased motivation D)
Emotional numbness
5. How do the characters feel towards each other after learning the value of sympathy?
A) More distant B) More compassionate C) More critical D) More
judgmental
Fill in type questions
1. The main theme of "The School for Sympathy" is _______________________.
2. The characters in the story learn the importance of _______________________ towards
others.
3. The school for sympathy teaches its students to _______________________ with others.
4. The story highlights the value of _______________________ in building strong
relationships.
5. Through the narrative, the author emphasizes the need for _______________________ and
understanding.
Answers
1. *empathy and understanding*
2. *sympathy*
3. *empathize*
4. *compassion*
5. *kindness*
UNIT 2.4
BARN BURNING _ WILLIAM BURNING
Introduction

William Faulkner (born September 25, 1897, New Albany, Mississippi, U.S.—died July 6,
1962, Byhalia, Mississippi) was an American novelist and short-story writer who was
awarded the 1949 Nobel Prize for Literature.

Abnor soaks it in lye and scratches its surface with a piece of stone. When he and Sartoris
return the rug, Abner loudly drops it at de Spain’s doorstep, making enough noise to wake up
the home’s inhabitants.

The next morning, Major de Spain visits the Snopes family, seeking recompense for the rug’s
damages. Since Abner cannot conceivably afford its original price of a hundred dollars,
Major de Spain demands an extra twenty bushels of corn in addition to their original contract.
Sartoris attempts to placate his father by saying it was not their fault and that perhaps they
will find some way to avoid the penalty.
Abner and his two sons return to the Peace Court to press a suit against Major de Spain,
claiming that the toll of twenty bushels is exorbitant. During the trial, Sartoris panickedly
erupts and states that his father did not burn anything. However, the Justice misunderstands
this to mean that Abner burned the rug. Ultimately, he rules against Abner’s suit but cuts the
requirement of twenty bushels to ten. On their way home, Sartoris again tries to soothe his
father, saying they will not allow anything to be taken.

After eating supper, Sartoris overhears his mother asking Abner to stop. He peeks through the
door and sees his father filling up a can of kerosene. When Abner spots him, he tells his son
to fetch more oil. Sartoris returns with the can and pleads with his father to send another
messenger instead of starting a fire. Abner drags him inside and tells the mother to restrain
the boy—otherwise, Sartoris might warn de Spain.

Despite the mother’s efforts, Sartoris overpowers her and runs swiftly to the de Spain’s
estate, crying out the word “Barn!” De Spain immediately rides his horse toward the barn,
outrunning Sartoris, who is also hurrying towards the scene. Before he can reach the barn, he
hears the sound of two gunshots. Sartoris stops in his tracks, cries briefly, and then runs to the
top of a hill, where he sits to think about his father until morning. Eventually, he gets up and
decides to walk on without looking back, soon disappearing into a forest filled with the
birdsong of whippoorwills.

5MARKS

Questions

1. Describe the relationship between Abner Snopes and his son Sarty in "Barn Burning."

The relationship between Abner Snopes and his son Sarty is complex and tense. Abner
demands loyalty from Sarty, but his actions are morally reprehensible. Sarty struggles with
his loyalty to his father and his own sense of right and wrong.

2. Analyze the theme of loyalty in "Barn Burning."

The theme of loyalty is central to "Barn Burning." Sarty's loyalty to his father is tested by
Abner's actions, and he must choose between family loyalty and doing what is right. This
internal conflict highlights the complexity of loyalty and its moral implications.

3. Discuss the symbolism of barn burning in the story.

Barn burning is a symbol of destruction, revenge, and Abner's defiance against societal
norms. The act represents Abner's resentment towards those he perceives as superior and his
desire for power and control. Through barn burning, Faulkner explores themes of morality,
class, and the human condition.
Questions

1. Who is the protagonist of "Barn Burning"?

Sarty Snopes, Abner's son

2. What is Abner Snopes' central conflict in the story?

Abner's central conflict is his tendency to burn barns as an act of revenge and his struggle
with authority

3. How does Sarty feel about his father's actions?

Sarty is torn between loyalty to his father and his own sense of morality

4. What is the symbolic significance of barn burning in the story?

Barn burning symbolizes destruction, revenge, and the conflict between individual desire and
societal norms

5. What theme is explored through Sarty's internal struggle?

The theme of moral growth and the struggle between loyalty and doing what is right

1Marks Choose-Type Questions

1. Who is the protagonist of "Barn Burning"?

A) Abner Snopes B) Sarty Snopes C) Major de Spain D) Lennie Snopes

2. What is Abner Snopes' central conflict?

A) Financial struggles B) Family dynamics C) Barn burning as revenge D) Social status

3. How does Sarty feel about his father's actions?

A) Proud B) Indifferent C) Torn D) Angry

4. What is the symbolic significance of barn burning?

A) Prosperity B) Destruction and revenge C) Loyalty D) Friendship

5. What theme is explored through Sarty's internal struggle?

A) Love B) Loyalty vs. morality C) Power D) Friendship

Fill-in-the-Blank Questions

1. The story "Barn Burning" is written by _______________________.

Answer: *William Faulkner*

2. Abner Snopes' actions are motivated by a sense of _______________________.

Answer: *revenge*

3. Sarty struggles with his _______________________ to his father.

Answer: *loyalty*

4. The act of barn burning represents Abner's _______________________ towards society.

Answer: *resentment*

5. The story explores the theme of _______________________ through Sarty's experiences.

Answer: Moral growth

UNIT 3.1

THE THINGS THAT HAVEN'T BEEN DONE BEFORE" BY EDGAR GUEST

Author introduction

Edgar Guest was a British-born American poet known as the "People's Poet" for his relatable
and optimistic poetry. Born on August 20, 1881, in Birmingham, England, Guest moved to
Detroit, Michigan, with his family at the age of 10. He began his career as a copyboy for the
Detroit Free Press in 1895 and eventually became a renowned poet, publishing over 11,000
poems in more than 20 books and 300 newspapers.

Some notable aspects of his life and work include:

- *Early Life*: Guest's family relocated to the United States in 1891, and he dropped out of
high school to work full-time at the Detroit Free Press after his father's death.

- *Career Highlights*:

- *Poet Laureate of Michigan*: Guest was awarded this title in 1952, a position that
remained unique to him until 2023.

- *Radio and TV Shows*: He hosted a weekly radio program, "Guest in Your Home," and
later an NBC television series.

- *Popular Poems*: Some of his famous works include "It Couldn't Be Done," "See It
Through," "Home," "Thanksgiving," and "A Child of Mine."

- *Legacy*: Guest's poetry, though not widely acclaimed today, was incredibly popular
during the early 20th century, and his work continues to appear in publications like Reader's
Digest.

Guest passed away on August 5, 1959, in Detroit, Michigan, leaving behind a legacy as a
prolific poet who connected with everyday people

Poem

The things that haven't been done before, Those are the things to try; Columbus dreamed of
an unknown shore At the rim of the far-flung sky, And his heart was bold and his faith was
strong As he ventured in dangers new. And he paid no heed to the jeering throng Or the fears
of the doubting crew.

The many will follow the beaten track With guideposts on the way. They live and have lived
for ages back With a chart for every day. Someone has told them it's safe to go On the road
he has traveled o'er, And all that they ever strive to know Are the things that were known
before.

A few strike out without map or chart, Where never a man has been, From the beaten path
they draw apart To see what no man has seen. There are deeds they hunger alone to do;
Though battered and bruised and sore. They blaze the path for the many, who Do nothing not
done before.

The things that haven't been done before Are the tasks worthwhile today; Are you one of the
flock that follows, or Are you one that shall lead the way? Are you one of the timid souls that
quail At the jeers of a doubting crew, Or dare you, whether you win or fail, Strike out for a
goal that's new?

Summary
The poem "The Things That Haven't Been Done Before" by Edgar Guest is an inspiring and
motivational piece that encourages readers to push beyond their limits and strive for
excellence. The speaker emphasizes the importance of innovation, progress, and personal
growth, urging readers to attempt new challenges and take risks.

The poem highlights the value of embracing the unknown and persevering through obstacles.
By doing so, individuals can achieve greatness and make a positive impact. The speaker's
message is one of empowerment, encouraging readers to be bold, determined, and proactive
in pursuing their goals.

Through the poem, Guest conveys that true progress and achievement come from stepping
out of one's comfort zone and venturing into uncharted territory. The poem's themes of
innovation, risk-taking, and personal growth are timeless and universal, resonating with
readers from diverse backgrounds.

The poem's central idea is that individuals have the power to shape their own destiny and
create their own opportunities. By embracing challenges and pushing beyond their limits,
people can discover new strengths, develop their talents, and achieve their full potential.

Overall, "The Things That Haven't Been Done Before" is a motivational and inspiring poem
that encourages readers to strive for excellence, take risks, and pursue their passions. Its
themes of innovation, progress, and personal growth continue to resonate with readers,
making it a timeless and impactful piece of literature.

5MARKS

Question 1: Describe the speaker's attitude towards challenges in the poem.

The speaker's attitude towards challenges is encouraging and optimistic. They urge readers to
attempt new things, take risks, and push beyond their limits. The speaker believes that
embracing challenges is essential for personal growth and achieving greatness.

Question 2: Analyze the theme of innovation in the poem.

The theme of innovation is central to the poem. The speaker emphasizes the importance of
trying new things and exploring uncharted territory. By doing so, individuals can discover
new strengths, develop their talents, and achieve their full potential. The poem suggests that
innovation is key to progress and success.

Question 3: Discuss the significance of risk-taking in the poem.

Risk-taking is significant in the poem as it allows individuals to step out of their comfort
zones and challenge themselves. The speaker believes that taking risks is essential for
personal growth, achieving greatness, and making a positive impact. By embracing risks,
individuals can discover new opportunities and reach their full potential.

Question 4: How does the poem inspire readers to approach challenges?

The poem inspires readers to approach challenges with confidence, determination, and a
positive attitude. The speaker encourages readers to be bold, take risks, and push beyond their
limits. By doing so, individuals can achieve greatness, make a positive impact, and reach
their full potential.

Question 5: What message does the poem convey about personal growth?

The poem conveys that personal growth comes from embracing challenges, taking risks, and
stepping out of one's comfort zone. The speaker believes that individuals can achieve
greatness and reach their full potential by being proactive, determined, and open to new
experiences.

2MARKS Questions

1. What is the central theme of the poem?

The central theme is embracing challenges and innovation.

2. What does the speaker encourage readers to do?

The speaker encourages readers to attempt new things and take risks.

3. What is the significance of taking risks in the poem?

Taking risks is significant for achieving greatness and personal growth

4. What is the speaker's message about personal growth?

The speaker's message is that personal growth comes from stepping out of one's comfort
zone.

5. How does the poem inspire readers?

The poem inspires readers to be bold, determined, and proactive in pursuing their goals.

1Marks: Choose-Type Questions

1. What is the central theme of the poem?

A) Embracing challenges B) Avoiding risks C) Playing it safe D) Following
tradition

2. What does the speaker encourage readers to do?

A) Stay in their comfort zone B) Take risks and try new things

C) Follow the crowd D) Give up easily

3. What is the significance of taking risks in the poem?

A) It's unnecessary B) It's essential for personal growth

C) It's only for the brave D) It's a waste of time

4. What is the speaker's message about personal growth?

A) It comes from staying in one's comfort zone B) It comes from embracing

challenges

C) It comes from following tradition D) It comes from avoiding risks

5. How does the poem inspire readers?

A) To be cautious B) To be bold and determined

C) To give up easily D) To follow the crowd

Fill-in-the-Blank Questions

1. The poem "The Things That Haven't Been Done Before" is written by _______________.
Answer: *Edgar Guest*
2. The speaker encourages readers to ___________________ new challenges.
Answer: *embrace*
3. Taking risks is essential for _________________ growth.
Answer: *personal*
4. The poem inspires readers to be ________________ and determined.
Answer: *bold*
5. The speaker believes that personal growth comes from _______________ challenges.
Answer: *embracing*
3.2 STOPPING BY WOODS ON A SNOWY EVENING
Stopping By Woods on a Snowy Evening

Whose woods these are I think I know. His house is in the village though: He will not see me
stopping here to watch his woods fill up with snow.

My little horse must think it queer to stop without a farmhouse near Between the woods and
frozen lake The darkest evening of the year.

He gives his harness bells a shake to ask if there is some mistake. The only other sound's the
sweep Of easy wind and downy flake.

These woods are lovely, dark and deep. But I have promises to keep. And miles to go before I
sleep, And miles to go before I sleep.

About the author

Robert Frost was a highly acclaimed American poet, renowned for his realistic depictions of
rural New England life and his use of colloquial language. He was a four-time Pulitzer Prize
winner and is considered one of the most popular and respected American poets of the 20th
century. Frost often explored complex social and philosophical themes through his poetry,
frequently setting his work in the landscapes and among the people of rural New England.

Early Life and Career:

• Born in San Francisco in 1874, Frost moved to Massachusetts at a young age.

• He faced personal hardships and struggled with formal education, but eventually
found his voice as a poet.

• His first book of poems, A Boy's Will, was published in England in 1913, and he later
gained recognition in America.

Get instant help with LitCharts AINew

• “Stopping by Woods on a Snowy Evening” Introduction

o "Stopping by Woods on a Snowy Evening" was written by American poet Robert

Frost in 1922 and published in 1923, as part of his collection New Hampshire. The poem is
told from the perspective of a traveler who stops to watch the snow fall in the forest, and in
doing so reflects on both nature and society. Frost claimed to have written the poem in one
sitting. Though this is likely apocryphal, it would have been particularly impressive due to
the poem's formal skill: it is written in perfect iambic tetrameter and utilizes a tight-knit chain
rhyme characteristic to a form called the Rubaiyat stanza.
• Read the full text of “Stopping by Woods on a Snowy Evening”

Summary

o The speaker thinks about who owns the woods that he or she is passing through, and
is fairly sure of knowing the landowner. However, the owner's home is far away in the
village, and thus he is physically incapable of seeing the speaker pause to watch the snow fall
in the forest.

The speaker thinks his or her horse must find it strange to stop so far from any signs of
civilization. Indeed, they are surrounded only by the forest and a frozen lake, on the longest
night of the year.

The horse shakes the bells on its harness, as if asking if the speaker has made a mistake by
stopping. The only other sound besides the ringing of these bells is that of the wind and
falling snowflakes, which the speaker likens to the feathers of goose down.

The speaker finds the woods very alluring, drawn both to their darkness and how vast and all-
encompassing they seem. However, the speaker has obligations to fulfill elsewhere. Thus,
though he or she would like to stay and rest, the speaker knows there are many more miles to
go before that will be possible.

Choose-Type Questions

1. Who is the poet of "Stopping by Woods on a Snowy Evening"?

A) Robert Frost B) William Wordsworth

C) Walt Whitman D) Emily Dickinson

2. What is the setting of the poem?

A) A forest on a sunny day B) Woods on a snowy evening

C) A mountain on a rainy night D) A lake on a windy morning

3. What is the speaker's reason for stopping by the woods?

A) To deliver a package B) To enjoy the scenery

C) To escape from responsibilities D) To meet someone

4. What does the speaker's horse think about stopping?

A) It's excited B) It's confused C) It's annoyed D) It's indifferent

Fill-in-the-Blank Questions

1. The poem "Stopping by Woods on a Snowy Evening" is written by _______________.

Answer: *Robert Frost*
2. The speaker stops his horse-drawn sleigh in the ___________________.
Answer: *woods*
3. The woods are filling up with _______________________.
Answer: *snow*
4. The speaker has _______________________ to keep before he sleeps.
Answer: *promises*
5. The poem's famous final line is "And miles to go before I _______________________."
Answer: *sleep*

Short Answer Questions 2MARKS

1. Describe the speaker's moment of introspection in the woods.

The speaker stops to admire the snowy woods, momentarily forgetting his responsibilities. He
is drawn to the serene beauty of the scene but acknowledges he cannot linger.

2. What symbolic meaning can be inferred from the woods?

The woods symbolize solitude, beauty, and the allure of nature. They represent a peaceful
escape from life’s obligations, tempting the speaker to pause.

3. How does the poem explore the tension between nature and obligations?

The poem contrasts the speaker’s attraction to the tranquil woods with his duty to continue
his journey. The woods symbolize nature’s beauty and peace, while the journey represents
responsibilities and societal expectations.

4. What role does the horse play in the poem?

The horse symbolizes routine and duty. Its confusion highlights the speaker’s internal conflict
between the desire to pause and the necessity to move forward.

5. What is the significance of the poem’s repetition of "And miles to go before I sleep"?

The repetition emphasizes the speaker’s awareness of his responsibilities and the inevitability
of death. It underscores the tension between immediate desires and long-term obligations.
5 MARKS

Question 1: Describe the setting of the poem and its significance.

The poem is set in a serene and isolated woodland on a snowy evening. The setting creates a
tranquil atmosphere, symbolizing the speaker's desire for solitude and escape from
responsibilities. The woods represent a peaceful and natural world, contrasting with the
speaker's obligations and societal expectations.

Question 2: Analyze the speaker's moment of introspection in the woods.

The speaker stops to admire the snowy woods, momentarily forgetting his responsibilities. He
is drawn to the serene beauty of the scene but acknowledges he cannot linger. This moment
of introspection highlights the speaker's inner conflict between his desire for solitude and his
obligations.

Question 3: Discuss the theme of nature vs. obligations in the poem.

The poem explores the theme of nature vs. obligations, highlighting the speaker's attraction to
the natural world and his duty to continue his journey. The woods symbolize nature's beauty
and peace, while the journey represents responsibilities and societal expectations. The
speaker is torn between his desire to pause and appreciate the beauty of nature and his
obligation to fulfill his responsibilities.

Question 4: What does the horse symbolize in the poem?

The horse symbolizes routine and duty. Its confusion highlights the speaker's internal conflict
between the desire to pause and the necessity to move forward. The horse's behavior serves
as a reminder to the speaker of his responsibilities and obligations.

Question 5: What is the significance of the poem's final line, "And miles to go before I
sleep"?

The final line emphasizes the speaker's awareness of his responsibilities and the inevitability
of death. It underscores the tension between immediate desires and long-term obligations.
The repetition of this line drives home the speaker's acceptance of his duties and the finite
nature of life.
10 MARKS

Analyze the theme of nature vs. obligations in Robert Frost's poem "Stopping by
Woods on a Snowy Evening."

In "Stopping by Woods on a Snowy Evening," Robert Frost masterfully explores the theme
of nature vs. obligations, highlighting the tension between the human desire to connect with
nature and the demands of societal responsibilities.

The poem's serene and isolated woodland setting creates a tranquil atmosphere, symbolizing
the speaker's longing for solitude and escape from obligations. The speaker's momentary
pause to admire the snowy woods represents the human desire to connect with nature and
appreciate its beauty. However, this desire is contrasted with the speaker's obligations,
represented by the journey he must continue.

The horse's confusion and the speaker's acknowledgment of his responsibilities serve as
reminders of the demands of societal expectations. The poem's final line, "And miles to go
before I sleep," drives home the speaker's acceptance of his duties and the finite nature of life.

Through this exploration, Frost highlights the universal human experience of balancing
personal desires with societal responsibilities. The poem invites readers to reflect on their
own priorities and the importance of appreciating nature's beauty amidst life's demands.
 3.2 THE MAHIC BROCADE_ A TALE OF CHINA

Introduction

"The Magic Brocade - A Tale of China" is written by Aaron Shepard who showcased his
talent for re imagining ancient tales to the modern audiences. Shepard is well versed in
Chinese mythology and he breathed new life into the ancient Chinese enchanting stories to
the readers of all ages. The story celebrates the elegance and the wisdom of diverse cultures
and reveals the beauty of ancient China.

Author introduction

Aaron Shepard was born on October 7, 1950. He is an award-winning author of many stories.
Aaron’s speciality was retelling folktales and other traditional literature from around the
world. His work has been honoured by the American Library Association, the National
Council for the Social Studies, the American Folklore Society, the New York Public Library,
and the Bank Street College of Education.

Some of his works are,

: A Tale of Ancient India

he Legend of Lightning Larry

The Sea King’s Daughter

Short Summary

the story is a captivating narrative set in ancient China, which is centered around an elderly
widow and her son Chen who live in a small village. The widow is famous for her
exceptional brocade weaving skills. The story revolves around her passion for creating
intricate brocades using threads of silver, gold, and colored silk.

One day, she is inspired by a mesmerizing painted scroll depicting Sun Palace, which inspires
her to create a brocade. She becomes obsessed with the idea and neglects her usual
production, relying on Chen to provide for the household who started selling firewood to
sustain their life.

After months of tireless work, the widow completed the brocade. The widow feels as if she
is present in Sun Palace, blurring the lines between reality and imagination. One day the wind
unexpectedly carried away the brocade. The widow became ill and desperate. Her despair
becomes unbearable. Chen, recognizing his mother's profound attachment to the brocade,
embarks on a heroic journey to retrieve it, facing perilous challenges, including crossing the
Flames of Fiery Mountain and the Icy Sea to reach Sun Palace

One day, she is inspired by a mesmerizing painted scroll depicting Sun Palace, which inspires
her to create a brocade. She becomes obsessed with the idea and neglects her usual
production, relying on Chen to provide for the household who started selling firewood to
sustain their life.

After months of tireless work, the widow completed the brocade. The widow feels as if she
is present in Sun Palace, blurring the lines between reality and imagination. One day the wind
unexpectedly carried away the brocade. The widow became ill and desperate. Her despair
becomes unbearable. Chen, recognizing his mother's profound attachment to the brocade,
embarks on a heroic journey to retrieve it, facing perilous challenges, including crossing the
Flames of Fiery Mountain and the Icy Sea to reach Sun Palace.

In Sun Palace, Chen encounters the fairy lady Li-en, who greets him as the first mortal to
enter their kingdom. Chen describes his journey and his mother's condition. The fairies adore
the brocade and want to learn from the widow's skill. Chen spends time with Li-en, and they
develop feelings for each other.

Finally, Li-en employs her magical abilities to assist Chen in returning the brocade to his
mother. They enter the brocade, guided by Li-en, and are transported to the Sun Palace. The
widow teaches the fairies, and Chen marries Li-en. They all live happily, and the fairies
continue to make beautiful brocades at Sun Palace.

Conclusion

"The Magic Brocade" highlights the power of art, the love between a mother and son, and
the enchantment of dreams coming true. The story's magical and fantastical elements
symbolize the limitless potential of the human imagination. Sun Palace serves as a metaphor
for the creative mind, where dreams and visions are brought to life through artistry and
storytelling. The realm of fairy ladies at Sun Palace highlights the interconnectedness of
creative minds, as the fairy ladies use the brocade as a pattern for their own weavings.

"The Magic Brocade - A Tale of China" celebrates the power of art, the strength of familial
love, and the boundless potential of the human imagination. Through the widow's dedication
to her craft and Chen's unwavering devotion, the narrative reminds readers of the
transformative power of creativity and the enduring bonds that connect us.

5MARKS

Question 1: Describe the significance of the magic brocade in the story.

The magic brocade is a symbol of good fortune and prosperity in the story. It has the power
to bring happiness and blessings to those who possess it, highlighting the importance of
kindness, generosity, and selflessness.

Question 2: Analyze the character of Sheena in the story.

Sheena is a kind-hearted and compassionate protagonist who embodies the values of

selflessness and generosity. Her actions and decisions drive the plot forward, showcasing her
courage and determination in the face of challenges.

Question 3: Discuss the theme of kindness and generosity in the story.

The story emphasizes the theme of kindness and generosity through Sheena's actions and the
magic brocade's power. It highlights the importance of treating others with compassion and
respect, demonstrating how these values can bring people together and create positive
change.

Question 4: What cultural significance does the story hold?

The story holds cultural significance as it reflects Chinese values and traditions. It showcases
the importance of family, community, and social harmony, providing insights into Chinese
folklore and cultural heritage.

Question 5: How does the story convey the message of selflessness and its rewards?

The story conveys the message of selflessness and its rewards through Sheena's journey and
the magic brocade's power. It demonstrates how selfless acts can bring happiness and
prosperity, encouraging readers to adopt these values in their own lives.

2MARKS: Short Answer Questions

1. What is the significance of the magic brocade?

The magic brocade is a symbol of good fortune and prosperity, bringing happiness and
blessings to those who possess it.

2. Describe Sheena's characters

Sheena is a kind-hearted and compassionate protagonist who embodies selflessness and

generosity.

3. What theme is emphasized in the story?

The story emphasizes the theme of kindness and generosity.

Choose-Type Questions

1. What is the magic brocade's power?

A) To bring bad luck B) To grant wishes

C) To bring happiness and prosperity D) To curse others

2. What is Sheena's primary characteristic?

A) Selfishness B) Kindness C) Bravery D) Intelligence

3. What does the story reflect?

A) Chinese folklore and cultural heritage B) Western traditions

C) Modern technology D) Scientific discoveries

Fill-in-the-Blank Questions

1. The magic brocade is a symbol of _______________________ and prosperity.

Answer: *good fortune*

2. Sheena's actions demonstrate her _______________________ and generosity.

Answer: *kindness*

3. The story highlights the importance of _______________________ and community.

Answer: *family*
 UNIT 4 - PARTS OF SPEECH

Parts of Speech

Parts of speech are the basic categories of words in a language, based on their grammatical
function and meaning. main parts of speech:

*1. Nouns*

Nouns are words that refer to people, places, things, and ideas. Examples: "dog," "city,"
"happiness."

*2. Pronouns*

Pronouns are words that replace nouns in a sentence. Examples: "he," "she," "it," "they."

*3. Verbs*

Verbs are words that express actions, events, or states of being. Examples: "run," "jump,"
"think," "be."

*4. Adjectives*

Adjectives are words that modify or describe nouns or pronouns. Examples: "big," "happy,"
"blue."

5. Adverbs*

Adverbs are words that modify or describe verbs, adjectives, or other adverbs. Examples:
"quickly," "very," "well."

*6. Prepositions*

Prepositions are words that show the relationship between a noun or pronoun and other words
in a sentence. Examples: "in," "on," "at,"

*7. Articles*
Articles are words that modify nouns and indicate whether they are specific or general.
Examples: "the," "a," "an."

Nouns

Nouns are words that refer to people, places, things, and ideas. They are a fundamental part
of language, allowing us to identify and communicate about the world around us.

Types of Nouns

1. *Proper Nouns*: Names of specific people, places, or organizations. Examples: "John,"

"London," "Google."

2. *Common Nouns*: General terms for people, places, or things. Examples: "dog," "city,"
"company."

3. *Collective Nouns*: Groups of people, animals, or things. Examples: "family," "team,"

"flock."

4. *Abstract Nouns*: Concepts or ideas that cannot be physically touched. Examples:

"happiness," "freedom," "love."

5. *Concrete Nouns*: Tangible objects that can be perceived through the senses. Examples:
"book," "chair," "apple."

Examples of Nouns

1. Person: "teacher," "student," "actor"

2. Place: "park," "beach," "mountain"

3. Thing: "phone," "computer," "bicycle"

4. Idea: "democracy," "creativity," "intelligence"

5. Event: "wedding," "party," "conference"

Identifying Nouns
To identify nouns in a sentence, ask yourself:

- Who or what is performing the action?

- What is the sentence about?

- Are there any specific names or general terms?

For example, in the sentence "The dog is running in the park," the nouns are "dog" and
"park."

Here are examples of different kinds of nouns in sentences:

Proper Nouns

1. "John is going to the store." (John is a specific person's name.)

2. "I love visiting Paris." (Paris is a specific city.)

Common Nouns

1. "The dog is barking loudly." (Dog is a general term for a type of animal.)

2. "I'm reading a book." (Book is a general term for a type of object.)

Collective Nouns

1. "The team is winning the game." (Team refers to a group of players.)

2. "The family is having dinner." (Family refers to a group of related people.)

Abstract Nouns

1. "Happiness is contagious." (Happiness is an emotion or feeling.)

2. "She has a lot of creativity." (Creativity is a quality or ability.)

Concrete Nouns

1. "The chair is broken." (Chair is a tangible object.)

2. "I'm eating an apple." (Apple is a tangible fruit.)

These examples illustrate how different types of nouns function in sentences to convey
specific meanings.

Articles

Articles are words that modify nouns and indicate whether they are specific or general. There
are two main types of articles:

*1. Definite Article*

The definite article is "the." It is used to refer to a specific noun that is already known or
mentioned before.

- Example: "The book on the table is mine." (Here, "the book" refers to a specific book.)

*2. Indefinite Article*

The indefinite article is "a" or "an." It is used to refer to a non-specific noun or a noun that is
mentioned for the first time.

- "A" is used before nouns that start with a consonant sound. Example: "A cat is sleeping."
(Here, "a cat" refers to any cat.)

- "An" is used before nouns that start with a vowel sound. Example: "An apple is healthy."
(Here, "an apple" refers to any apple.)

Exercise: Fill in the blanks with "a," "an," or "the"

1. I have ______ book about history.

2. ______ sun rises in the east.

3. She is ______ excellent singer.

4. I'm reading ______ interesting article.

5. ______ Earth orbits the Sun.

Answers

1. a

2. The

3. an
4. an

5. The

Explanation

1. "A book" because it's a non-specific book.

2. "The sun" because it's a specific, unique object.

3. "An excellent singer" because "excellent" starts with a vowel sound.

4. "An interesting article" because "interesting" starts with a vowel sound.

5. "The Earth" because it's a specific, unique planet.

Pronouns

Pronouns are words that replace nouns in a sentence, making it more concise and efficient.

Kinds of Pronouns

1. *Personal Pronouns*: Refer to individuals or groups.

- Examples: "I," "you," "he," "she," "it," "we," "they"

2. *Possessive Pronouns*: Show ownership or possession.

- Examples: "mine," "yours," "his," "hers," "its," "ours," "theirs"

3. *Demonstrative Pronouns*: Point out specific nouns.

- Examples: "this," "that," "these," "those"

4. *Interrogative Pronouns*: Used to ask questions.

- Examples: "who," "whom," "whose," "which," "what"

5. *Indefinite Pronouns*: Refer to non-specific nouns.

- Examples: "someone," "anyone," "nothing," "everything"

6. *Reflexive Pronouns*: Reflect back to the subject of the sentence.

- Examples: "myself," "yourself," "himself," "herself," "itself"

Examples of Pronouns in Sentences

1. Personal Pronoun: "She is going to the store."

2. Possessive Pronoun: "The book is hers."

3. Demonstrative Pronoun: "This is my favorite book."

4. Interrogative Pronoun: "Who is coming to the party?"

5. Indefinite Pronoun: "Someone is at the door."

6. Reflexive Pronoun: "He taught himself to play the guitar."

Verbs

Verbs are words that express actions, events, or states of being. They are a crucial part of a
sentence, as they convey what is happening or has happened.

Types of Verbs

1. *Action Verbs*: Describe physical or mental actions.

- Examples: "run," "jump," "think," "read"

2. *Linking Verbs*: Connect the subject to additional information.

- Examples: "be," "seem," "appear," "become"

3. *Helping Verbs (Auxiliary Verbs)*: Used with main verbs to express tense, mood, or
voice.

- Examples: "have," "has," "had," "do," "does," "did"

Exercise: Identify the Verb in Each Sentence

1. She ______ (write) a letter to her friend.

2. The dog ______ (sleep) on the couch.

3. They ______ (eat) dinner at 7 PM.

4. The teacher ______ (explain) the lesson.

5. The flowers ______ (bloom) in spring.

Answers

1. writes

2. sleeps

3. eat

4. explains

5. bloom

Exercise: Choose the Correct Verb Form

1. By next year, I ______ (finish) my degree.

- A) will finish

- B) finish

- C) have finished

2. She ______ (study) English for three years.

- A) studies

- B) studied

- C) has studied

Answers

1. A) will finish

2. C) has studied

Adverbs

Adverbs are words that modify or describe verbs, adjectives, or other adverbs. They provide
more information about the manner, time, place, frequency, or degree of an action or state.

Types of Adverbs

1. *Adverbs of Manner*: Describe how something is done.

 - Examples: "quickly," "slowly," "loudly," "wisely"

2. *Adverbs of Time*: Indicate when something happens.

- Examples: "now," "then," "soon," "already"

3. *Adverbs of Place*: Describe where something happens.

- Examples: "here," "there," "everywhere," "nowhere"

4. *Adverbs of Frequency*: Indicate how often something happens.

- Examples: "always," "usually," "often," "rarely"

5. *Adverbs of Degree*: Describe the extent or degree of an action or state.

- Examples: "very," "extremely," "highly," "slightly"

Exercise: Identify the Adverb in Each Sentence

1. She sings ______ (beautifully) in the choir.

2. The bus arrives ______ (soon) at the station.

3. He works ______ (diligently) on his projects.

4. The park is ______ (nearby) my house.

5. She ______ (always) arrives on time.

Answers

1. beautifully

2. soon

3. diligently

4. nearby

5. always

Exercise: Choose the Correct Adverb

1. She speaks English ______ (fluently / fluent).

2. He drives ______ (carefully / careless).

3. The sun sets ______ (slowly / slow).

Answers

1. fluently

2. carefully

3. slowly

Adjectives

Adjectives are words that modify or describe nouns or pronouns. They provide more
information about the characteristics, qualities, or properties of the noun or pronoun.

Types of Adjectives

1. *Descriptive Adjectives*: Describe the physical or personality characteristics of a noun.

- Examples: "big," "happy," "blue," "intelligent"

2. *Quantitative Adjectives*: Describe the quantity or amount of a noun.

- Examples: "many," "few," "much," "little"

3. *Demonstrative Adjectives*: Point out specific nouns.

- Examples: "this," "that," "these," "those"

4. *Interrogative Adjectives*: Used to ask questions.

- Examples: "which," "what," "whose"

5. *Possessive Adjectives*: Show ownership or possession.

- Examples: "my," "your," "his," "her," "its"

Exercise: Identify the Adjective in Each Sentence

1. The ______ (beautiful) sunset was admired by all.

2. She is a ______ (kind) person.

3. This is a ______ (difficult) task.

4. The ______ (old) book is on the shelf.

5. He is a ______ (talented) musician.

Answers

1. beautiful

2. kind

3. difficult

4. old

5. talented

Exercise: Choose the Correct Adjective

1. The movie was ______ (interesting / interested).

2. She is ______ (more intelligent / most intelligent) than her sister.

3. This cake is ______ (delicious / deliciously).

Answers

1. interesting

2. more intelligent

3. delicious

Prepositions

Prepositions are words that show the relationship between a noun or pronoun and other words
in a sentence. They indicate location, direction, time, amples of Prepositions

1. *Words of Location*: "in," "on," "at," "by," "with"

- Example: "The book is on the table."

2. *Words of Direction*: "to," "from," "up," "down," "through"

- Example: "I'm going to the store."

3. *Words of Time*: "at," "on," "during," "before," "after"

- Example: "We'll meet at 5 PM."

4. *Words of Manner*: "by," "with," "in"

- Example: "She sings with passion."

Exercise: Fill in the Blanks with Prepositions

1. The book is ______ the table.

2. I'm going ______ the store.

3. We'll meet ______ 5 PM.

4. She is ______ her way home.

5. The cat is hiding ______ the bed.

Answers

1. on

2. to

3. at

4. on

5. under

Exercise: Choose the Correct Preposition

1. The concert starts ______ 8 PM.

- A) at

- B) on

- C) in
2. The park is ______ my house.

- A) near

- B) far

- C) from

Answers

1. A) at

2. A) near

UNIT 5 - 5.1 PARAGRAPH WRITING

Features of a Paragraph

A well-structured paragraph typically includes:

1. *Unity*: A clear main idea or topic sentence.

2. *Coherence*: Logical connection between sentences.

3. *Development*: Supporting details and evidence.

4. *Organization*: A logical structure, often with a topic sentence, body, and conclusion.

Types of Paragraphs

1. *Narrative Paragraph*: Tells a story or recounts an event.

2. *Descriptive Paragraph*: Describes a person, place, object, or experience.

3. *Expository Paragraph*: Explains or describes a topic, often providing information or

facts.
4. *Persuasive Paragraph*: Aims to convince the reader of a particular point of view or
opinion.

Example Paragraph

"The sunset on the beach was breathtaking. The sky was painted with hues of orange, pink,
and purple, stretching across the horizon like a masterpiece. The sound of the waves gently
lapping against the shore created a soothing melody. As the sun dipped below the horizon,
the stars began to twinkle in the night sky, casting a magical glow over the beach."

This paragraph uses descriptive language to paint a vivid picture of a sunset on the beach,
engaging the reader's senses and imagination.

5.2 ESSAY WRITING

Essay Rating

Essay rating involves evaluating the quality of an essay based on various criteria, including:

1. *Content*: Relevance, depth, and insight.

2. *Organization*: Clarity, coherence, and logical structure.

3. *Style*: Writing tone, voice, and language use.

4. *Mechanics*: Grammar, punctuation, spelling, and formatting.

Types of Essay writing

1. *Holistic Rating*: Evaluating the essay as a whole.

2. *Analytic Rating*: Evaluating specific aspects of the essay.

Characteristics of a Good Essay

1. *Clear thesis statement*

2. *Strong evidence and examples*

3. *Logical organization*

4. *Effective use of transitions*

5. *Good grammar, punctuation, and spelling*

6. *Engaging writing style*

Essay Topic: "The Impact of Social Media on Society"

"Social media has profoundly impacted society, transforming the way we communicate,
interact, and share information. On one hand, social media has enabled global connectivity,
facilitating communication and collaboration. On the other hand, it has also raised concerns
about mental health, privacy, and the spread of misinformation. To maximize the benefits of
social media, it's essential to be aware of its potential risks and use it

5.3Reading Comprehension

Reading comprehension is the ability to understand, interpret, and critically analyze written
texts. It involves extracting meaning from texts, identifying main ideas, supporting details,
and making inferences.

Example Paragraph

"The city of Paris is known for its stunning architecture, art museums, and romantic
atmosphere. The Eiffel Tower, a iconic landmark, attracts millions of visitors each year. The
Louvre Museum, home to the Mona Lisa, is another popular destination. Visitors can stroll
along the Seine River, exploring the city's charming streets and cafes."

Questions

1. What is Paris known for?

2. What is the Eiffel Tower?

3. Which museum is home to the Mona Lisa?

Answers

1. Paris is known for its stunning architecture, art museums, and romantic atmosphere.

2. The Eiffel Tower is an iconic landmark.

3. The Louvre Museum is home to the Mona Lisa.

Types of Reading Comprehension Questions

1. *Literal Comprehension*: Recall specific details from the text.

2. *Inferential Comprehension*: Make inferences or draw conclusions based on the text.

3. *Critical Comprehension*: Analyze and evaluate the text's meaning, tone, and purpose.

Reading comprehension is a crucial skill for effective communication, learning, and critical
thinking.

Reading Comprehension Passage

The ancient city of Petra is a fascinating archaeological site in Jordan. Carved into the
sandstone cliffs over 2,000 years ago, Petra is a testament to the ingenuity and craftsmanship
of the Nabateans. The city's intricate architecture and complex water conduit system are a
marvel of ancient engineering. Visitors can explore the narrow canyon known as the Siq,
which serves as the main entrance to the city.

As visitors emerge from the Siq, they are greeted by the majestic Treasury, Petra's most
iconic structure. The Treasury's facade is adorned with intricate carvings and statues,
showcasing the Nabateans' mastery of rock-cut architecture. Beyond the Treasury lies the
Royal Tombs, a collection of grand monuments that reflect the wealth and power of Petra's
ruling elite.

Petra is not only an archaeological site but also a living testament to the history and culture of
the region. The site has been designated a UNESCO World Heritage Site, recognizing its
cultural and historical significance. Visitors to Petra can experience the rich history and
breathtaking beauty of this ancient city, making it a truly unforgettable destination.

Questions

1. Where is the ancient city of Petra located?

2. What is the name of the narrow canyon that serves as the main entrance to Petra?

3. What is the name of Petra's most iconic structure?

4. What organization has designated Petra a World Heritage Site?

5. What can visitors experience at Petra?

Answers

1. Jordan

2. The Siq

3. The Treasury

4. UNESCO
5. The rich history and breath-taking beauty of the ancient city.

Additional Questions

1. What does the passage suggest about the Nabateans' skills?

2. What can be inferred about the importance of Petra's water conduit system?

3. How does the passage describe the Royal Tombs?

Answers

1. The passage suggests that the Nabateans were skilled engineers and craftsmen.

2. It can be inferred that the water conduit system was crucial for the city's survival and
prosperity.

3. The passage describes the Royal Tombs as grand monuments that reflect the wealth and
power of Petra's ruling elite.

==========THE END==========