Comprehensive Chapter Solutions

Part 1: Carrier of Words

Reflect and Respond (Page 203-204)

I. Look at the pictures of persons engaged in the same profession:

1. Which profession do they belong to?
   They belong to the postal service. They are postmen (specifically, rural mail carriers or Gramin Dak Sewaks).
2. Do they face any difficulties while doing their duty?
   Yes, they face numerous hardships such as scorching heat, harsh weather conditions, long journeys on foot through remote and inaccessible terrains, and carrying heavy mailbags.
3. How does their profession affect the people they meet?
   They bring people together. They are highly respected and eagerly awaited because they bring news (both joyful and sorrowful) from faraway loved ones, and often assist illiterate villagers by reading and writing letters for them.

II. Discuss in groups:

1. How can ‘words’ be ‘carried’?
   Words can be carried physically through letters, postcards, and telegrams, or digitally through emails, text messages, and phone calls.
2. Who could be a carrier of words?
   A postman, a messenger, a diplomat, a journalist, or even a friend conveying a message.
3. What are the means for people to stay connected?
   Telephones, mobile phones, the internet (emails, social media), and traditional postal services.

III. Fill in the blanks from the box:

Check Your Understanding (Page 207)

I. Information Sheet for Khetaram:

II. Discuss with your teacher:

1. Why do you think Khetaram has taken up this challenging job?
   Khetaram lives in a famine-prone, arid region where farming (yielding only one crop of bajra in a good year) is insufficient to feed his family of five. He took up this job to secure an assured income to save his family from starvation.
2. How do you think Khetaram would feel about taking up this challenging task every day?
   Despite the immense physical exhaustion, Khetaram likely feels a deep sense of pride, responsibility, and gratitude. He mentions his “spine is strong” and expresses gratitude for being able to serve the people, knowing he is a crucial lifeline for the village.

Check Your Understanding (Page 210)

I. Complete the table (Situations & Reasons):

II. Why was a piece of jaggery offered?
In rural Indian traditions, sweetening the mouth with a piece of jaggery is a customary way to celebrate and show gratitude when someone brings auspicious and joyous news, such as a birth or a wedding.

III. How would phone lines help Khetaram in his job?
With the arrival of phone lines, he might become a “Gramin Sanchar Sewak”. His duty would then entail carrying a mobile phone from home to home to let villagers make calls, making communication faster and slightly easing his physical burden of carrying heavy physical mail.

Critical Reflection – I (Extract-based Questions, Page 210-212)

1. Extract 1 Questions:
   • (i) Completion: One crop of bajra makes a little difference for people like Khetaram because it is not sufficient to feed a family of five for the entire year.
   • (ii) ‘A way of life’: He terms famine as a ‘way of life’ because the region is a harsh, arid desert where rainfall is scarce, making droughts and famines frequent, normal occurrences rather than rare disasters.
   • (iii) Reason for taking the job: To secure a stable income to prevent his family from starving.
   • (iv) Analogy: Other families : Money orders :: Khetaram : salary / Gramin Dak Sewak job.
   • (v) ‘A good year’: A good year signifies a year with adequate rainfall, allowing the arid land to yield at least one proper crop of bajra.
2. Extract 2 Questions:
   • (i) Correct Option: B. Sender of the letter (It is a traditional practice to tear the corner of the envelope to visually indicate bad news before it is opened).
   • (ii) Completion: The most likely reason for Khetaram reading the letter twice is because he wants to be absolutely certain of the tragic contents before he tears and destroys the physical letter completely.
   • (iii) Philosophy: His philosophy is that “bad news must be destroyed.” He acts upon it by standing outside the house, reading the tragic news to the family, and then physically tearing the letter into bits so the “Ashubh Samachar” (inauspicious news) does not cross the threshold of the home.
   • (iv) True/False: False. (His action perfectly aligns with his belief).
   • (v) Temperament: It reveals his deep empathy, sensitivity, and respect for the cultural sentiments of the villagers he serves.

Critical Reflection – II (Short Answer Questions, Page 212)

1. Justify ‘invaluable’ role: The Gramin Dak Sewaks are invaluable because they serve as the sole link connecting remote, inhospitable areas (like the frozen deserts of Ladakh or the scorching sands of the Thar) to the rest of the world. They deliver mail to places entirely inaccessible by modern transport, relying solely on their physical endurance.
2. Difference in purpose (India Post vs British system): The British postal system was established primarily to relay company *dak* (official mail) between administrative centres for governance. In contrast, after independence, the mandate of India Post was highly inclusive: to bring the entire population, including the most remote rural communities, within the mailing ambit.
3. Instances of Trust:
   1) Financial Trust: Rural depositors confidently entrust their monthly savings to the post office, relying on GDS for their operational accounts.
   2) Personal Trust: Villagers comfortably invite Khetaram to their thresholds, sharing their private lives by asking him to read their intimate letters and draft personal replies.
4. Grateful to continue after 60: Khetaram is grateful because the arid, famine-struck region offers no other reliable means of survival. Continuing as a GDS ensures a steady income, allowing him to sustain his family and maintain his dignified, respected position in the community.
5. Tribute to people like Khetaram: The author pays tribute because individuals like Khetaram exhibit extraordinary resilience, defying extreme 50-degree heat and harsh terrain daily. They are not merely employees but a vital part of the social fabric, acting as empathetic human lifelines for isolated communities.

Vocabulary and Structures in Context (Page 212-215)

I. Match the Phrases:

• 1. crumbles into sand → (iii) disappears in the desert
• 2. give a new lease of life → (i) get a chance to continue living
• 3. turn into a trickle before drying out → (iv) lessen gradually and then finally stop
• 4. bearing words across this desolate geography → (ii) carrying letters to less populated areas

II. Identify Alliteration and Metaphor:

• Alliteration: “scorching summer”, “swirling sandstorms”.
• Metaphor: “walking sandman” (Khetaram is compared to a sandman because he gets completely covered in the blowing desert sand).

III. Match the Words:

• 1. arid → (iii) farmland without much yield
• 2. concessional → (i) interest rate for the farmers
• 3. gaunt → (v) farmer waiting for the rains
• 4. remote → (ii) corner of the world
• 5. desolate → (iv) desert stretching far and wide

IV. Present Perfect Tense Paragraph:

V. Passive Voice Completion (Page 214-215):

Listen and Respond (Page 215-216)

I. The speaker concluded her talk with a suggestion (to participate and write letters).

II. MCQs:

1. What was the occasion that the speaker was talking about? → (i) Letter writing carnival
2. India Post is famous for having the most extensive network → (ii) in the world
3. Letter writing is being revived as this art form has been → (iii) forgotten
4. Which of the following will be a part of the letter writing carnival? → (i) calligraphy and graphology
5. What will the postal department add to the event? → (i) interactive demonstrations

Writing Task: Condolence Message (Page 217-218)

Part 2: Words

Reflect and Respond (Page 220)

I. Importance of words:

Words are essential because they allow us to articulate precise thoughts, complex emotions, and detailed information. While we *can* communicate without words—using body language, facial expressions, sign language, and art—words provide the clarity and depth necessary for advanced human connection and understanding.

II. Word Grid (Page 220-221):

Check Your Understanding (Page 222)

I. Fill in the blanks:

II. Let us appreciate the poem:

1. Rhyme scheme & rhyming words:
   • The rhyme scheme of the poem is ABAB.
   • Four sets of rhyming words: heart/depart, care/air, earth/worth, needs/weeds.
2. Poetic Devices:
   • (i) But words, like summer birds, depart… → Simile. (Words are fleeting and temporary, like migratory birds).
   • (ii) heart, a pilgrim upon earth… → Metaphor. (The heart is on a spiritual journey seeking genuine connection and truth).
   • (iii) words are of as little worth / As just so many weeds → Simile. (Words can be plentiful but entirely useless and lacking substance).
   • (iv) If words could satisfy the chest… Oft satisfy the least! → Hyperbole / Irony. (Highlights the contradiction that an abundance of words rarely brings true comfort).
   • (v) The world might hold a feast… → Hyperbole. (Exaggerates the theoretical joy that would occur if words were truly fulfilling).
   • (vi) Like plants that make a gaudy show / All blossom to the root → Simile. (Superficial words look beautiful and impressive but hold no real value).
   • (vii) But whose poor nature cannot grow / One particle of fruit! → Metaphor / Personification. (Words without sincerity yield no meaningful outcome or emotional nourishment).
3. Repetition: The poet frequently repeats the words “words”, “satisfy”, and “heart”. This repetition emphasises the central conflict of the poem: the stark contrast between the superficial abundance of spoken language and the deep, often unfulfilled emotional needs of the human soul.
4. Exclamation marks in stanzas 4, 5, & 6:
   • Correct Option: (iii) 4. admiration (“how dear!”), 5. frustration (“satisfy the least!”), and 6. disillusionment (“One particle of fruit!”).

III. Hyperbole Exercise (Page 223-224):

1. I have tonnes of things to do on this weekend.
2. The player missed the basket by a mile.
3. My mother is so tired that she can sleep for a decade.
4. I will be back in two seconds.

Critical Reflection – I (Extract-based Questions, Page 224-225)

1. Extract 1 Questions:
   • (i) ‘A pilgrim’: The poet refers to the heart as a pilgrim because, like a traveller on a sacred journey, the human heart wanders through life seeking spiritual meaning, truth, and genuine connection.
   • (ii) Need words: The heart ‘needs’ words during times of sorrow, grief, or loneliness, when it desperately seeks comfort, reassurance, and empathy from others.
   • (iii) Completion: The words are like weeds because they can be abundant and easily found, but they are utterly useless and provide no real emotional nourishment.
   • (iv) Emotions: Disappointment and loneliness.
   • (v) Nature of communication: These lines suggest that communication is often superficial; a high volume of words does not guarantee emotional depth or genuine support.
2. Extract 2 Questions:
   • (i) Satisfy the chest: By providing deep inner peace, alleviating sorrow, and filling a person with genuine joy and comfort.
   • (ii) Summoned to the test: They are ‘summoned to the test’ when a person goes through a real crisis or tragedy and genuinely requires solid emotional support and solace, not just empty chatter.
   • (iii) World holding a feast: It implies an exaggerated scenario of universal celebration and overwhelming joy, suggesting that if words truly possessed the power to heal, the entire world would be constantly rejoicing.
   • (iv) Completion: The poet mentions that words satisfy the least because they often lack sincere feeling and fail to provide tangible comfort when it is truly needed the most.
   • (v) Correct Option: A. always (The word ‘oft’ means often, usually, or frequently. It does not mean ‘always’).

Critical Reflection – II (Short Answer Questions, Page 225)

1. Words vs. ’empty air’: The poet draws a comparison to show that just as empty air cannot be grasped, seen, or relied upon for physical support, mere spoken words are fleeting. They disappear quickly and leave no solid emotional impact or lasting comfort behind.
2. Meaningful words: The poet asserts that “a little said, and truly said” is far more precious. A few sincere, heartfelt words can impart deep joy and actually “touch the heart,” whereas a large volume (“hosts”) of empty words only reaches the mind without providing real emotional solace.
3. Contrasting ideas: Yes, I agree. The poet brilliantly contrasts the sheer volume of superficial communication (“summer birds”, “weeds”, “gaudy show”) with the rare, profound impact of genuine emotional connection (“truly said”, “few, how dear”).
4. Theme of loneliness: The theme of loneliness is highly prevalent. Phrases like “the heart, a pilgrim upon earth” suggest the heart wanders alone seeking connection. Furthermore, the mention of “a lonely home to cheer” highlights the deep isolation humans feel when surrounded by meaningless words.
5. Superficial nature of words: The poet conveys this through metaphors like “plants… without fruit,” showing that words can sound beautiful but yield no real result. To address this, people ought to speak less but with complete sincerity, ensuring their words originate from the heart rather than just the head.

Vocabulary in Context (Page 226)

I. Match the Phrases:

• 1. satisfy the heart → (iv) makes one happy
• 2. depart and leave but empty air → (vi) makes no impact
• 3. hosts of words → (i) many words
• 4. never touch the heart → (v) does not appeal to our emotions
• 5. wins its sunny way → (ii) cheers up a person
• 6. plants that cannot grow fruit → (iii) there is no outcome

II. Word Map Examples:

Listen and Respond (Page 227)

True Statements:

• 1. The girl was excited to participate in the declamation contest.
• 2. The boy was doubtful about the suitability of the topic chosen for the contest.
• 4. The boy was unaware of the role played by body language in reflecting the speaker’s confidence.
• 6. The girl had issued the book on body language earlier from the library.

Writing Task: Essay (Page 228-229)

Comprehensive Chapter Solutions

Part 1: Twin Melodies

Reflect and Respond (Page 169)

I. Identification of Stringed Instruments:

• Santoor
• Sarangi
• Sitar
• Sarod
• Mandolin
• Violin
• Guitar
• Banjo

II & III. Subjective Responses (Sample Answers):

• II. Do you play a musical instrument? Yes, I play the keyboard. If given a choice, I would choose the Guitar because of its versatility in playing both classical and contemporary melodies.
• III. Difference in choice of music between children and elders? Yes, there is usually a difference. Elders often prefer classical, traditional, or slow-paced music that holds cultural or nostalgic value. Children and youngsters typically prefer fast-paced, contemporary, pop, or fusion music, which aligns with modern trends.

IV. Paragraph Completion (Choosing the correct phrases):

Check Your Understanding – Act I (Page 174)

I. Complete the table based on Act I:

II. Will Shruti gather the courage to speak to her father?
Yes, she will gather the courage. The constant encouragement and logical reasoning provided by her supportive friends, Iqbal, Avinash, and Peter, give her the final push she needs to “bite the bullet”.

III. What might be Shruti’s father’s reaction? Why?
He will most likely be furious and highly disapproving. He is described as a strict traditionalist who believes that Classical Hindustani music is the only music an artist of any worth should play. He would view playing fusion music as a desecration of the violin.

Check Your Understanding – Act II (Page 177-178)

I. Summary of Act II:

Shruti seemed 1. absent-minded during dinner. She finally gathered the 2. courage to inform her father, Nabin, about her wish to participate in an upcoming Indo-Western fusion concert. Nabin reacted negatively, expressing 3. disapproval of fusion music and dismissed the idea. Despite Shruti’s 4. plea to him to attend a practice before deciding, Nabin was 5. firm in his decision. Shruti’s mother, Leela, 6. scolded her for not seeking permission earlier. The tension highlights the 7. clash between traditional and contemporary musical preferences within the family. Despite the 8. setback, Shruti promises not to hide again and is urged to go to bed by her mother.

II. Will Shruti’s father go for the rehearsal?
Yes, he will likely go. Despite his outward firmness, Leela (the mother) will probably convince him to attend, as mothers often mediate such family disputes. Also, his deep underlying care for his daughter’s talent will make him curious.

III. Do you think Shruti and her parents would understand one another?
Yes, eventually. True understanding will bridge the gap once her parents witness her genuine talent and respect for the raga notes, proving that modernity (fusion) does not necessarily mean disrespecting tradition.

Check Your Understanding – Act III (Page 181-182)

I. True/False Statements:

1. During the rehearsal, Shruti’s parents enter the room and are overjoyed at her performance. → True
2. Shruti initially considers telling her friends that she can’t join them for the performance, after practising one last time. → True
3. Shruti’s father expressed that she sung a few notes incorrectly during her performance. → False (He praised her for not losing sight of the raga notes even once.)
4. Shruti’s father had followed the family’s tradition of being a vocalist and worked very hard to achieve all that he did. → False (His family were vocalists, but he broke tradition to play the Western violin.)
5. Shruti’s mother helped her husband realise why he should support their daughter. → True
6. Shruti’s father accepts that he underrated the potential of classical music. → False (He says he “underestimated the power of our own music” to hold its ground within a fusion setting, not that he underrated classical music itself.)

Critical Reflection – I (Extract-based Questions, Page 182-183)

1. Extract 1 Questions:
   • (i) Correct Option: D. in a dilemma
   • (ii) Meaning of ‘the right way’: It refers to finding a respectful, gentle manner of communicating her desires that won’t hurt her father’s traditional sentiments or make him feel disrespected.
   • (iii) Completion: …because Shruti wants to explore modern Western fusion to broaden her horizons, while her father strictly adheres to the rigid purity of traditional Hindustani classical music.
   • (iv) Iqbal’s assurance: Iqbal reminds Shruti that despite his strictness, Nabin is her father. His underlying parental love will eventually help him understand and support her choices.
   • (v) Phrase from extract: “…of any worth.”
2. Extract 2 Questions:
   • (i) Correct Option: B. traditional values and modern expressions
   • (ii) Fill in the blank: The extract uses the word ‘lost’ both in the sense of losing one’s roots/tradition and physical separation.
   • (iii) Odd word out: duty (A hug shows reconciliation, acceptance, harmony, and understanding, not formal duty.)
   • (iv) Shruti’s future: She will confidently and successfully pursue fusion music alongside classical, knowing she has the full trust, blessing, and emotional support of her family.
   • (v) Phrase: “each bay, its own wind.”

Critical Reflection – II (Short Answer Questions, Page 184)

1. Title ‘Twin Melodies’ & Theme: The title beautifully represents the harmonious blending of two different entities: Indian classical and Western music (fusion), as well as the bridging of the generational gap between a traditional father and his modern daughter. The play explores how tradition and modernity can coexist and enrich one another rather than being in conflict.
2. Perspectives of peers: Iqbal, Avinash, and Peter view authority figures as approachable and believe open communication resolves conflicts. Their supportive and practical attitude highlights their progressive values, showing they value transparency and peer encouragement over silent fear.
3. Character of Nabin Sharma: Nabin starts as a rigid, traditional purist who views fusion music as a “desecration” and mere “hubbub.” However, his character evolves wonderfully. Upon actually listening to the music and being reminded of his own youthful rebellion by his wife, he becomes an understanding, proud, and supportive father.
4. Theme of duty vs. passion: Shruti’s internal conflict is the crux of the play. She deeply respects her father’s opinions and classical heritage (duty), but she also desperately wants to experiment with fusion music (passion). The play resolves this by showing that pursuing passion does not equal abandoning duty or heritage.
5. Effectiveness of conclusion: The conclusion is highly effective and realistic. It is very common for strict parents to soften when they witness their child’s genuine talent and dedication firsthand. Leela’s reminder of Nabin’s own past rebellion adds a logical and emotional depth to his change of heart.
6. Cultural diversity: Cultural diversity drives the plot. The attempt to blend Eastern classical ragas with Western instruments (keyboard, western flute) creates the central conflict. Ultimately, the successful Indo-Western fusion symbolises that diverse cultures can come together to create something universally beautiful.

Vocabulary and Structures in Context (Page 184-188)

I. Usage of ‘Aside’:

• Correct Option: (iv) (i), (ii), and (iii). An aside allows a character to speak their inner thoughts directly to the audience, bypassing the other characters on stage.

II. Non-lexical Fillers:

• Why are they used? To fill pauses while a speaker gathers their thoughts or transitions between ideas.
• Matching emoticons to fillers:
  1. (Relief/Wiping sweat): whew
  2. (Thinking): hmmm
  3. (Confused/Hesitant): err
  4. (Clearing throat to speak): ahem-ahem

III. Match the Music Words (Page 186):

IV. Meanings of Underlined Phrases (Page 186):

V. Exclamatory to Declarative (Page 187):

• Sentences 1 and 2 are exclamatory sentences.
• Declarative Conversions:
  1. I enjoy performing this piece very much.
  2. You all have done a wonderfully soulful job.

VI. Reported Speech (Page 187):

1. (Done in text)
2. Iqbal exclaimed with delight that it was an incredible achievement and that he couldn’t believe they had pulled it off.
3. Shruti’s mother applauded that each note had been executed perfectly, and the performance had been flawless.
4. Iqbal stated humorously that he basically had a little bit of scolding for breakfast every day.
5. Shruti apologised to her mummy and promised that she wouldn’t hide things from her again.
6. Avinash exclaimed that she was a sensation then, and added that the least she could do was throw a party.

VII. Report the Dialogue (Page 187-188):

Listen and Respond (Page 188)

I & II. Identify the Yazh:

The Yazh is an ancient Indian harp. Based on the visual descriptions, Image 3 (the fish/boat shaped harp, known as the Makara Yazh) is the correct choice.

III. The Yazh Notes:

1. Type of instrument – The Indian Harp
   • (i) Was used in: Ancient Tamil music / Sangam period
   • (ii) Earlier version of: The Veena
2. Design
   • (i) stem tip shaped like the head of mythological animal
   • (ii) resonator: A. shape of a boat/fish B. material wood and skin
3. Design variety
   • (i) peacock, boat-shaped and bow string

Writing Task: Play Script (Page 190)

Part 2: A Friend Found in Music

Check Your Understanding (Page 195)

I. Complete the poet’s diary:

II. Let us appreciate the poem:

1. The phrase ‘moves me’ in the line ‘That moves me to the core,’ is an example of an idiom (or figurative language).
2. Metaphors into Similes:
   • Metaphor: Music is the ocean → Simile: Music is as vast and deep as the ocean.
   • Metaphor: Music is the rhythm → Simile: Music is like a rhythm that guides my heart.
   • Metaphor: Music is the therapy → Simile: Music acts like therapy when I am sad.
3. Rhyme scheme: The rhyme scheme is ABCB (e.g., ocean/shore/rhythm/core – wait, shore and core rhyme. blue/through rhyme. there/care rhyme).
   Impact: It creates a musical, soothing, and rhythmic flow that mimics the comforting nature of music itself.
4. Repetition of ‘music’: The poet repeats the word ‘music’ at the beginning of lines (anaphora) to emphasise its constant, overarching presence and absolute importance in every aspect of her life.
5. Message: The poem conveys that music is a powerful, healing force. It is a constant, dependable friend that provides emotional support and therapy during both our highest highs and lowest lows.
6. Mood: (ii) thoughtful.
7. Evidence: The repeated use of first-person pronouns such as “me”, “my”, and “I” (e.g., “pulls me”, “my spirits”, “I feel blue”) indicates that the speaker is sharing her own personal reflections.

Critical Reflection – I (Extract-based Questions, Page 196)

1. (i) Completion: The phrase ‘feel blue’ indicates feeling sad, depressed, or downhearted.
2. (ii) Line showing happiness: “The times when I’m most cheerful,” (Alternatively, from the extract itself: “Music lifts my spirits”).
3. (iii) Last line significance: “To make sure I pull through” signifies that music provides the poet with the emotional resilience and strength required to survive and overcome difficult times.
4. (iv) True/False: True.
5. (v) Central idea: A. Music brings comfort during sadness.

Critical Reflection – II (Short Answer Questions, Page 196)

1. How is music able to move the poet ‘to the core’?
   Music connects with her on a profound, spiritual level. The melodies and rhythms resonate deeply with her innermost feelings, providing a sense of understanding and emotional release that touches her soul.
2. Why does the poet compare music to a ‘needed friend’?
   Just like a true, loyal friend, music is always available when she needs it most. It listens without judgment, provides comfort during loneliness, and offers emotional therapy when no human companion seems to care or understand.
3. Explain the poet’s attitude towards music.
   The poet’s attitude is highly appreciative, reverent, and emotionally attached. She treats music not just as entertainment, but as a vital lifeline, a healer, and an ever-present companion.
4. Support the opinion that this poem has a universal appeal.
   The poem holds universal appeal because the emotions it describes—sadness, joy, the need for comfort, and the feeling of loneliness—are experienced by all humans. Almost everyone uses some form of music to cope, celebrate, or reflect, making the poet’s sentiments highly relatable across different cultures and ages.
5. Compare your experience: (Sample Answer) Like the poet, I also find solace in music. Whenever I feel stressed about examinations or personal issues, putting on my favourite soothing instrumental tracks acts as an instant therapy, lifting my spirits and helping me focus.

Vocabulary in Context (Page 197-198)

I. Positive and Negative Emotions:

• Positive emotions (happiness): lifts my spirits, most cheerful
• Negative emotions (sadness): feel blue

Fill in the blanks:

1. The familiar tune stimulated a rush of nostalgia, transporting listeners back to cherished moments from their past.
2. The soulful ballad expressed the singer’s anguish, leaving the audience moved by the intensity of their emotions.
3. The pianist played a soulful melody on the stage, creating an ambience of melancholy.
4. The festive symphony filled the air with jubilant tones, lifting the spirits of everyone present on the joyous occasion.

III. Meanings of Phrasal Verbs (Page 198):

1. He’s planning to move out… → (v) to leave a place where one has been living
2. Our new neighbours moved in yesterday. → (ii) to begin living in a new home or place
3. …it’s time I moved on. → (i) to start doing or discussing something new
4. Can you move over a bit… → (vi) to shift position to make space for someone or something
5. The police officer told the crowd to move along. → (iv) to go to a new position, especially in order to make room for other people (or generally, to keep moving)
6. The bus moved off as soon as… → (iii) to start moving; to leave

IV. Create Phrasal Verbs:

• Put: Put off (meaning: to delay or postpone). Sentence: The school decided to put off the sports day due to heavy rainfall.
• Get: Get over (meaning: to recover from an illness or emotional shock). Sentence: It took her a long time to get over the loss of her pet.
• Look: Look after (meaning: to take care of someone or something). Sentence: My grandmother will look after my younger sister while my parents are at work.
• Break: Break down (meaning: a mechanical failure or to lose control of one’s emotions). Sentence: The school bus broke down in the middle of the highway.

Listen and Respond (Page 199)

I & II. MCQs based on the conversation:

1. How are the two speakers connected? → (ii) teacher-student
2. Where is the conversation taking place? → (i) music centre
3. Which musical instrument is the reason for the problem? → (i) sitar (Based on the large illustration on page 200).
4. What is the problem being discussed? → (i) inability to play the musical instrument
5. What has been the unsuccessful solution? → (i) practising for longer hours
6. What is the final decision taken? → (ii) pick a simpler instrument

Writing Task: Invitation Letter (Page 200-201)

Comprehensive Chapter Solutions

Part 1: The World of Limitless Possibilities

Reflect and Respond (Page 138)

I. Picture of Sheetal Devi:

1. Observations: The picture shows Sheetal Devi, a para-archer, aiming her bow using her legs and feet. It highlights her extraordinary skill and immense focus despite not having arms.
2. Does this personality inspire you? Explain: Yes, she is deeply inspiring. Her achievements prove that physical limitations cannot hinder success when one possesses unwavering determination and resilience.
3. Caption: “Aiming High: The Triumph of Determination.”

II. KWL Table (Paralympics):

Check Your Understanding (Page 143-144)

I. Fact Table based on the interview with Dr. Deepa Malik:

II. Fact-Opinion & Cause-Effect (Page 143-144):

• (1) (i) is a Fact (evidence that can be proved true). (ii) is an Opinion (reflects the writer’s perception).
• (2) (i) is the Cause (the diagnosis). (ii) is the Effect (the surgical outcome and paralysis).

III. Identify Cause-Effect or Fact-Opinion (Page 144):

• (i) Dr. Deepa Malik was a member… / It is believed that she contributed… → Box: 2 (Fact-Opinion)
• (ii) Paralympics showcases incredible talent… / The global perception on disabilities shifts… → Box: 1 (Cause-Effect)

Critical Reflection – I (Extract-based Questions, Page 145)

1. Extract 1 Questions:
   • (i) Reason: Just as a caterpillar transforms into a butterfly capable of flight, Dr. Malik overcame being bound to a wheelchair to transform her tragedy into a journey of limitless possibilities.
   • (ii) Comfort in switching: She could switch comfortably because she already loved sports and had been a swimmer, possessing a strong athletic mindset.
   • (iii) Completion: The speaker calls 2016 Rio Paralympic Games as a ‘breakthrough moment’ because it was a massive personal victory where she won a silver medal in shot-put, proving her capabilities on a global stage.
   • (iv) Correct Option: B. reflective.
   • (v) Changing perceptions: She likely changed the societal perception that physical limitations restrict a person’s true potential and ability.
2. Extract 2 Questions:
   • (i) Correct Option: (a) A and D (appreciative and optimistic).
   • (ii) Analogy: ability : potential :: preconceived notions : stereotypes.
   • (iii) True/False: True.
   • (iv) Pushing boundaries: It tells us that the speaker is highly determined and constantly strives to exceed limitations to achieve greatness.
   • (v) Phrase: “Paralympics has given me a new lease of life…”.

Critical Reflection – II (Short Answer Questions, Page 146)

1. Challenging societal perceptions: Dr. Malik’s monumental achievements shatter the assumption that disabled individuals are less capable. By competing and excelling globally, she proves that physical limitations do not define an individual’s true capacity.
2. Impact on youth: Involving the youth in advocacy creates a future generation that is more empathetic and inclusive. It ensures tomorrow’s society will treat everyone with dignity, providing fair chances regardless of physical ability.
3. Appropriateness of the title: The title “The World of Limitless Possibilities” perfectly captures Dr. Malik’s attitude. Faced with paralysis, instead of living in regret, she chose to view her situation as an opportunity to explore new sports, advocate for disability rights, and achieve unprecedented success.
4. Life lesson: This thought teaches resilience. Everyone faces failures or tragedies, but viewing them as opportunities to test our mental fortitude helps us grow, adapt, and turn obstacles into stepping stones.
5. Gender equality in sports: By being a female para-athlete excelling globally, she tackles a double barrier—gender and disability. Her success inspires countless women and proves that women can lead and excel at the highest levels.
6. Guideline for success: “Ability beyond disability” encourages future athletes to focus purely on their talents and hard work rather than physical constraints. It shifts the focus from what they cannot do to what they can conquer.
7. Personal learning: I have learnt the values of determination, resilience, and inclusivity. I can implement these by adopting a positive attitude towards setbacks and treating all individuals with equality and respect.

Vocabulary and Structures in Context (Page 147-151)

I. Match the Phrases:

• 1. defy the odds – (iii) succeed in doing something when most people think it would result in failure.
• 2. a new lease of life – (v) an occasion when you become more energetic and active than earlier.
• 3. in hindsight – (iv) ability to understand something after it has happened.
• 4. breakthrough moment – (i) a sudden, dramatic, or important discovery or development.
• 5. turn obstacles into stepping stones – (ii) overcome challenges and achieve goals.

II. Word Cline (Increasing order of pace):

Crawl → Creep → Plod → Stroll → Amble → Saunter → Walk → Jog → Run → Dart → Sprint

III. Match the Highlighted Verbs:

• 1. I could hear… – (v) past ability
• 2. It couldn’t be helped. – (vi) impossibility
• 3. I should give it my best shot. – (iv) obligation
• 4. I knew if I tried, I would win. – (iii) prediction

IV. Sentences with Modal Verbs:

• could:
  • (i) possibility: The weather could worsen by evening.
  • (ii) unreal ability: I could run a marathon if I practised every single day.
  • (iii) request: Could you please assist me with this project?
  • (iv) suggestion: We could organise a sports awareness programme tomorrow.
• couldn’t:
  • (i) inability: The young boy couldn’t stand up without assistance.
• should:
  • (i) probability: The chief guest should arrive at the venue by 10 AM.
  • (ii) advice: You should maintain a healthy diet to improve stamina.
• would:
  • (i) request: Would you mind closing the window?
  • (ii) past habit: During summer holidays, we would play cricket until sunset.

V. Reported Speech Exercise (Page 149-151):

• The sentences given above are in Direct Speech.
• The sentences given above are declarative sentences.

VI. Read the Conversation (Page 151):

1. Siya said that she had watched a documentary on the para equestrian event on television the previous night.
2. Siya added that it did and it had been so interesting to watch.
3. Siya replied that they also had to find and develop their own style of communication with their horse.
4. Tarun said that he would watch that documentary the following weekend.

Listen and Respond (Page 152)

1. The venue for the special assembly is the school auditorium.
2. A presentation on inclusion will be made by the Principal.
3. The dance performance will focus on the themes of unity and diversity.
4. A panel discussion will be conducted by experts who support inclusion.
5. The celebration will end with a pledge to encourage team work.

Writing Task: Notice (Page 153)

Part 2: Nine Gold Medals (by David Roth)

Reflect and Respond (Page 156)

I. Differences between Olympics, Special Olympics, and Paralympics:

• Olympics: An international sporting event primarily for able-bodied athletes.
• Paralympics: An international event dedicated to athletes with physical (locomotor) or sensory disabilities.
• Special Olympics: An event focused on providing sports training and competition for children and adults with intellectual disabilities.

II. Empathy, Sympathy, and Compassion Matching:

III. Words associated with Empathy:

Understanding, connection, sensitivity, thoughtfulness, consideration, relating, and emotional support.

Check Your Understanding (Page 158-159)

I. Matching Meanings:

• 1. dashed in the dirt – (ii) destroyed.
• 2. stumbled – (iv) step awkwardly, lose balance and almost fall.
• 3. staggered – (i) walk or move with difficulty.
• 4. anguish – (v) extreme pain or suffering.
• 5. asphalt – (iii) a hard black substance used to make roads and paths.

II. Gist of the Stanzas (Page 159):

• Stanza 1: (5) Athletes from various parts of the country had gone through months of training….
• Stanza 2: (1) Spectators cheered participants… waited enthusiastically for the final event to start.
• Stanza 3: (4) Participants got ready at the starting line and nine determined athletes waited….
• Stanza 4: (2) All runners dashed ahead… suddenly, one of the athletes tripped and fell.
• Stanza 5: (8) The young athlete felt his dreams were shattered and cried in pain….
• Stanza 6: (6) The eight athletes stopped to help the young fallen athlete stand up….
• Stanza 7: (7) Nine athletes held the banner and walked hand in hand….
• Stanza 8: (3) The race finished with nine athletes holding hands and winning gold medals….

Let Us Appreciate the Poem (Page 160)

1. Alliteration: (i) “stumbled and staggered”, and (ii) “dashed in the dirt”.
2. Visual Imagery: (i) “blocks were all lined up”, (ii) “brought the young boy to his feet”, (iii) “nine beaming faces”.
3. Auditory Imagery: (i) “pistol exploded”, (ii) “cry of frustration and anguish”.
4. Appeal of Imagery: Imagery makes the poem appealing by creating vivid mental pictures. Readers can mentally hear the pistol, feel the heartbreak of the fall, and clearly visualise the touching moment the athletes hold hands.
5. Change in Tone: The tone transitions from tense, competitive, and highly anticipated at the beginning to compassionate, heart-warming, and triumphant by the end.
6. Overall Mood: The mood is highly inspiring, emotional, and uplifting.
7. Message: The poem conveys that true human triumph lies in empathy, sportsmanship, and collective support, which are far more valuable than any individual gold medal.

Critical Reflection – I (Extract-based Questions, Page 160-161)

1. Extract 1 Questions:
   • (i) Correct Option: B. stopped running.
   • (ii) Character trait: Deep empathy, sportsmanship, and compassion.
   • (iii) Tone: Appreciative and admiring of their selfless act.
   • (iv) Feelings of the athlete: He might have felt overwhelmed, comforted, and deeply moved by the unexpected kindness of his competitors.
   • (v) Turning point: Yes, this is a major turning point. A highly competitive athletic race suddenly transforms into a profound display of human solidarity, changing the very nature of the event.
2. Extract 2 Questions:
   • (i) Contestants’ feelings: They felt a shared sense of immense pride, joy, and unity, indicated by their “beaming faces”.
   • (ii) Reason for gold medals: They were all given gold medals to honour their outstanding display of sportsmanship and humanity, which embodied the true spirit of the Special Olympics.
   • (iii) Completion: The holding of hands signifies a feeling of unity, equality, and collective victory.
   • (iv) Correct Option: A. amazed.
   • (v) Last line explanation: The powerful visual of nine happy athletes holding hands and the respectful applause of the audience conveyed the message of compassion much more effectively than spoken words ever could.

Critical Reflection – II (Short Answer Questions, Page 162)

1. Atmosphere: The first two stanzas create an atmosphere of high anticipation, rigorous preparation, and intense excitement, establishing the high stakes of the upcoming race.
2. Youngest athlete’s feelings: He must have felt a crushing sense of despair, “anguish,” and intense disappointment, thinking months of hard work were ruined in a single second.
3. Eagerness to begin: They were eager because they had trained rigorously for “many weeks and months,” and the ultimate moment to prove their abilities had arrived.
4. Symbolism of the walk: It symbolises a shift from individual rivalry to collective solidarity. It highlights that lifting up a fallen peer is more important than crossing the finish line first.
5. Different outcome: If the focus was solely on individual achievement, the eight runners would have ignored the fallen boy, leaving him in tears, and only one person would have won the gold.
6. Language and tone: The poet uses descriptive imagery and a tone that transitions from thrilling suspense to profound warmth, deeply touching the reader’s emotions and pulling them into the narrative.
7. Poet’s purpose: The poet’s main purpose is to highlight that human compassion and working together are far greater achievements than solitary athletic victories.

Vocabulary in Context (Page 162-163)

II. Collocations:

III. Appropriate Adjectives:

• 1. The youngest athlete was moving at a steady pace.
• 2. The eight athletes had a positive attitude.
• 3. When the athlete fell, he gave a loud cry of pain.
• 4. The spectators saw a significant difference in the athletes who had only come to compete.
• 5. The noisy crowd cheered the runners enthusiastically.

Listen and Respond (Page 163-164)

I. True or False:

1. Patrick Gomes began his career in sports with track events. → True
2. Patrick Gomes has been coaching special athletes for 10 years. → True
3. Patrick Gomes does all the household work himself. → False

II. MCQs:

1. When the speaker uses the phrase ‘push your boundaries’, he wants listeners to (i) challenge themselves.
2. Patrick Gomes is a (ii) coach of special athletes at present.
3. Special Olympic Games held at Connecticut was a (ii) turning point for Patrick Gomes.
4. As a special athlete, Patrick Gomes mostly participated in (i) track events.
5. Patrick Gomes believes that sports is essential because it encourages (i) a positive outlook along with fitness.

Writing Task: Slogans (Page 165)

Three creative slogans inspired by the Special Olympics and the poem:

• 1. “Special Olympics: Champions of Heart and Will.”
• 2. “Beyond the Finish Line: Celebrating Every Ability.”
• 3. “Special Olympics: Where Courage Meets Glory.”