CHAPTER 1: How I Taught My Grandmother to Read
REFLECT AND RESPOND (Page 1)
I. Word Web — “Why is it important to learn how to read and write?”
Possible answers for the word web boxes:
- It helps us become independent and self-sufficient.
- It enables us to access information and knowledge.
- It allows us to communicate effectively with others.
- It opens doors to better opportunities and employment.
II. Discussion Questions (Suggested Answers):
- My grandparents speak [regional language — e.g., Bhojpuri/Hindi/Tamil/Bengali]. (Students answer based on personal experience.)
- They spend time in prayer, gardening, watching TV, or meeting friends. I spend time listening to their stories, playing games, or having meals with them.
- My favourite experience is when my grandmother tells me folk tales at bedtime.
- My elderly relatives cannot use a smartphone easily but love watching me play games or video call relatives on it.
READING FOR MEANING — PRE-READING VOCABULARY (Page 2)
III. Match Highlighted Words with Meanings:
| Word | Meaning |
|---|---|
| (i) protagonist | 7. main character |
| (ii) debate | 4. discussion |
| (iii) episode | 5. a part of a story |
| (iv) community | 3. people living in one particular area |
| (v) concentration | 6. focus |
| (vi) eagerly | 1. excitedly |
| (vii) convincing | 2. believable |
| (viii) guided | 8. directed |
CHECK YOUR UNDERSTANDING — PART I (Page 6)
I. Cause and Effect Table:
| # | Cause | Effect |
|---|---|---|
| 1 | The transport system in the village was poor. | (i) The morning papers arrived late in the day and weekly magazines would come one day late. |
| 2 | The grandmother, Krishtakka, never went to school. | (ii) She could not read and depended on the narrator to read Kashi Yatre to her. |
| 3 | (iii) The grandmother deeply related to the protagonist of Kashi Yatre, as she too had never gone to Kashi. | She was deeply interested in the story and discussed it with her friends. |
| 4 | The narrator went to a wedding for a week. | (iv) The grandmother missed the episode of Kashi Yatre and was found in tears on the narrator’s return. |
| 5 | (v) Girls were not considered worthy of education in those times, and the grandmother lost her mother early. | The grandmother never went to school. |
| 6 | The grandmother regretted not going to school. | (vi) She was determined to ensure all her children and grandchildren studied well, and she decided to learn to read herself. |
II. No, the narrator did not expect to see her grandmother in tears. The narrator mentions that she had never seen her cry even in the most difficult situations, which shows the grandmother was emotionally very strong. So finding her in tears was completely unexpected and deeply surprising to the narrator.
III. The narrator could help her grandmother by:
- Teaching her the Kannada alphabet patiently, letter by letter.
- Using the serial story Kashi Yatre as reading material since the grandmother was already familiar with it and motivated by it.
- Giving her daily practice exercises in reading, writing, and reciting.
- Setting a realistic deadline (like Saraswati Puja) to keep her motivated.
CHECK YOUR UNDERSTANDING — PART II (Page 9–10)
I. True or False:
| # | Statement | Answer |
|---|---|---|
| 1 | The grandmother wanted to learn the Kannada alphabet to gain independence. | True |
| 2 | The grandmother asked someone in the village to read Kashi Yatre to her while the narrator was away. | False (She was too embarrassed to ask anyone.) |
| 3 | The narrator was the grandmother’s first teacher and taught her how to read Kannada. | True |
| 4 | The grandmother believed that there was no age limit for learning. | True |
| 5 | The grandmother touched the narrator’s feet as a mark of respect for her as a teacher. | True |
| 6 | The narrator was disappointed with the progress her grandmother made in learning to read. | False (The narrator was amazed and proud of her grandmother’s progress.) |
CRITICAL REFLECTION (Pages 10–12)
I. Extract-Based Questions:
Extract 1:
(i) A. strong-willed
(ii) The grandmother did not reply because she might have been too emotional to respond.
(iii) The clue indicating a rural setting with traditional customs: “we were sleeping in the open terrace of our house” — sleeping on open terraces is a traditional practice in rural India, especially in summer.
(iv) The lines that establish a tender atmosphere: “Avva came and sat next to me. Her affectionate hands touched my forehead.” — These lines reflect a gentle, loving bond between the grandmother and the narrator.
(v) C. the grandmother’s regret over her lack of education — This is NOT emphasised in this particular extract. (It is revealed later in the conversation, not in this extract.)
Extract 2:
(i) B. She desires self-sufficiency. — Her statement “I want to be independent” reveals her deep desire to not depend on others for something as basic as reading.
(ii) The grandmother’s determination shows that learning has no age limit.
(iii) The narrator laughs at her grandmother’s decision because she thinks it is impractical and even amusing for a sixty-two-year-old woman with grey hair, wrinkled hands, and spectacles to start learning the alphabet from scratch. The narrator was being childish and judging by appearances rather than understanding her grandmother’s inner strength.
(iv) Two qualities displayed by the grandmother:
- Determination / strong willpower — She sets a clear goal and deadline.
- Courage / self-belief — She ignores mockery and stays firm in her resolve.
(v) The narrator is making assumptions by pointing to the grandmother’s age, physical appearance (grey hair, wrinkled hands, spectacles), and household responsibilities as reasons why she cannot learn. These are all external factors and the narrator wrongly assumes they limit the grandmother’s ability to learn — without considering her inner motivation and intelligence.
II. Long Answer Questions:
1. The grandmother felt embarrassed to ask someone else to read to her because she was a respected member of her family and community. Admitting that she could not read would have made her feel dependent and exposed her inability in front of others. She had a sense of self-respect and did not want to appear helpless to her neighbours.
2. The narrator initially laughs because she is twelve years old and thinks in a childish, surface-level way. She sees her grandmother as old — with grey hair, wrinkled hands, and spectacles — and assumes that at sixty-two, learning is neither possible nor practical. She does not yet understand the power of determination and is making immature assumptions.
3. Kashi Yatre acts as a bridge between the grandmother and the narrator in two ways. First, it is the story that the grandmother connects with deeply — like the old lady in the novel who sacrifices her dream of visiting Kashi for a greater cause, the grandmother too had sacrificed her dreams. The serial becomes the emotional trigger for her desire to learn to read. Second, it becomes the proof of the grandmother’s success — when she reads the title Kashi Yatre on the book given by the narrator, it shows she has truly learnt to read independently.
4. The grandmother’s desire to learn the Kannada alphabet reflects her strong spirit, determination, and hunger for independence. Despite a lifetime of not having had access to education, she refuses to accept illiteracy as a permanent condition. It shows that the desire to learn is not limited by age or circumstance, and that true independence comes from knowledge and self-reliance.
5. The grandmother touching the narrator’s feet teaches us several important lessons:
- Knowledge and the act of teaching deserve deep respect, regardless of the teacher’s age or gender.
- True gratitude must be expressed openly and sincerely.
- Education transforms relationships — here, the granddaughter becomes the teacher.
- Indian cultural tradition holds that a teacher (guru) is to be honoured above all, as even the scriptures confirm.
6. The line “For a good cause if you are determined, you can overcome any obstacle” reflects the story’s central theme: that willpower and determination can triumph over all limitations — be they age, social barriers, or lack of opportunity. It conveys that the key to achievement lies not in external conditions but in one’s inner resolve.
7. The story effectively highlights the value of education through the grandmother’s transformation. Before she learnt to read, she felt helpless, dependent, and emotionally distressed — unable to access something as basic as a magazine. After learning, she gains confidence, independence, and dignity. The story shows that education is not just about acquiring skills; it is about reclaiming one’s freedom and self-worth. The grandmother’s journey from tears to touching the feet of her teacher with pride is a powerful testimony to education’s transforming power.
VOCABULARY AND STRUCTURES IN CONTEXT (Pages 13–16)
I. Binomials — Matching:
| Column 1 | Column 2 |
|---|---|
| 1. sink or swim | (vii) succeed or fail without help |
| 2. on and off | (v) sometimes, occasionally |
| 3. mix and match | (i) put different things together to get a range of possibilities |
| 4. all or nothing | (viii) something to be done completely or not at all |
| 5. part and parcel | (ii) complete part of or belong to |
| 6. pick and choose | (iii) choose only the best |
| 7. sooner or later | (iv) at sometime in the future |
| 8. leaps and bounds | (vi) increase or develop very quickly |
Sample Sentences using five binomials:
- Sink or swim — When she moved to a new city alone, it was truly a sink or swim situation.
- Leaps and bounds — The student’s reading ability improved by leaps and bounds after regular practice.
- Part and parcel — Facing challenges is part and parcel of growing up.
- Sooner or later — Sooner or later, hard work always pays off.
- On and off — She had been practising the piano on and off for two years.
II. Prefix Table:
| Column 1 | Column 2 |
|---|---|
| 1. popular | (i) unpopular |
| 2. belief | (ii) disbelief |
| 3. important | (iii) unimportant |
| 4. respect | (iv) disrespect |
| 5. correct | (v) incorrect |
| 6. continue | (vi) discontinue |
| 7. understand | (vii) misunderstand |
| 8. ordinary | (viii) extraordinary |
| 9. interesting | (ix) uninteresting |
| 10. possible | (x) impossible |
III. Five words with prefixes from the story + sentences:
- Unfortunately — Unfortunately, the bus was late and we missed the train.
- Independent — She worked hard to become financially independent.
- Unusual — It was unusual for him to miss school.
- Unhappy — The child looked unhappy when her favourite toy broke.
- Irrespective — Irrespective of age, everyone deserves the right to learn.
IV. Idioms related to ‘learning’ — Matching:
| Column 1 | Column 2 |
|---|---|
| 1. to hit the books | (iii) to study seriously |
| 2. to draw a blank | (v) to be unable to remember |
| 3. to learn the ropes | (vi) to understand how to do an activity |
| 4. to rack one’s brain | (ii) to think very hard |
| 5. to learn by heart | (i) to memorise something |
| 6. burn the midnight oil | (iv) to study or work late into the night |
Sample Sentences:
- She had to hit the books hard before her board exams.
- During the quiz, he completely drew a blank when asked the capital of Mongolia.
- The new intern is still learning the ropes of the office.
- She racked her brain to remember where she had kept her notes.
- He learnt the poem by heart in just two days.
- The students burnt the midnight oil to finish their project on time.
V. Tense Exercises:
(i) Simple Past & Past Perfect:
A. When the delegates arrived at the conference, the keynote speaker had already begun the session.
B. After the students had learnt how to identify fake news online, they started verifying information before sharing it.
C. Before Kiran started using digital payment platforms, she had ensured her understanding of online fraud prevention.
D. By the time Varun recognised the importance of budgeting, he had exhausted most of his savings.
E. When Raghu logged in to the cybersecurity webinar, the instructor had already discussed the importance of strong passwords.
(ii) Correct verb forms:
A. took
B. reviewed
C. had spent
D. had discussed
E. opened
F. set
G. had already introduced
H. hurried
I. had completed
J. enjoyed
LISTEN AND RESPOND (Page 17)
(Based on the transcript on page 259 of the textbook — answers for classroom listening activity)
- Literacy these days includes the ability to use digital devices / technology.
- Digital literacy is also about protecting personal data / privacy.
- Digital literacy enables the elderly to stay connected / access services independently.
- Digital literacy encourages using the internet safely by helping us recognise fake news and online scams / cyber threats.
- The National Digital Literacy Mission helps people across the country by imparting basic digital skills.
SPEAKING ACTIVITY — Turncoat Debate (Page 17–18)
Topic 2: Learning can happen only when you are young.
FOR (1 minute):
To begin with, I would like to speak for the topic — Learning can happen only when you are young. My first argument in favour of this is that young brains are naturally more plastic and adaptable, making it easier to absorb new languages, skills, and concepts. Most importantly, I want to mention that habits formed in youth are retained lifelong. In addition to that, young learners have fewer responsibilities and more time to dedicate to education. I strongly feel that the foundation of all lifelong learning is built in childhood and youth.
AGAINST (1 minute):
On the contrary, I believe learning is a lifelong process that has no age barrier. There are two sides to this topic, and now I would like to argue against it. There’s no doubt that motivated adults can and do learn new skills — as we saw with the grandmother in our story, who learnt to read at sixty-two. I am pretty sure that what matters is not age but dedication. If I could make a point here — experience actually makes adult learners more effective, as they connect new knowledge to what they already know. So, to put it in a few words, learning happens whenever there is a will to learn.
WRITING TASK (Pages 19–20)
Letter to the Editor:
Riya Sharma
Student, Class IX
Green Valley School
Bengaluru — 560001
25 April 2026
Subject: Students’ Role in Promoting Adult Literacy
To,
The Editor,
The Deccan Herald
Bengaluru
Sir/Madam,
This is with reference to a recent report on adult illiteracy in India published in your esteemed newspaper. As a concerned citizen, I would like to draw your attention to the significant role that school students can play in promoting adult literacy through organised camps and drives.
The issue at hand affects a large section of our society. Despite government efforts, many adults — particularly women in rural areas — remain unable to read or write. This severely limits their independence, economic participation, and ability to access health and civic services. It is imperative that we address this gap not just through policy but through community involvement.
It would be beneficial if students were encouraged to volunteer at adult literacy camps conducted by organisations like the National Literacy Mission. By engaging in these programmes, students not only serve their communities but also develop empathy, communication skills, and a sense of social responsibility. Such initiatives nurture a sense of civic duty in young minds. Schools could integrate volunteering hours into their annual curriculum and recognise students’ contributions meaningfully.
A possible solution to this issue could be organising monthly literacy drives where senior students teach basic reading and writing to adults in their neighbourhood. Authorities could consider implementing student-led awareness campaigns in local communities. I trust this matter will be considered seriously for the benefit of all.
I hope this letter gets published in the columns of your esteemed daily.
Yours truly,
Riya Sharma
LEARNING BEYOND THE TEXT (Pages 20–22)
I. Words in Five Indian Languages:
| 1. Kannada | 2. Hindi | 3. Tamil | 4. Bengali | 5. Telugu | |
|---|---|---|---|---|---|
| Grandmother | Avva | Dadi/Nani | Paati | Dida/Thakuma | Naana/Avva |
| Grandfather | Ajja | Dada/Nana | Thaatha | Dadu/Thakurda | Thaatha |
| Mother | Amma | Maa | Amma | Maa | Amma |
| Father | Appa | Pitaji/Papa | Appa | Baba | Nanna |
| Sister | Akka (elder) | Didi/Behen | Akka (elder) | Didi/Bon | Akka (elder) |
| Brother | Anna (elder) | Bhai/Bhaiya | Anna (elder) | Dada/Bhai | Anna (elder) |
(Note: Kannada “Avva” = mother, but in north Karnataka dialect it is also used for grandmother.)
CHAPTER 2: Bharat Our Land — Poem by Subramania Bharati
REFLECT AND RESPOND (Page 23)
I. National Anthem — States, Mountain Ranges, Rivers:
| States/Provinces | Mountain Ranges | Rivers |
|---|---|---|
| Punjab | Vindhyas | Sindhu (Indus) |
| Sindh | Himalayas | Ganga |
| Gujarat | — | Yamuna |
| Maratha | — | — |
| Dravida | — | — |
| Utkala (Odisha) | — | — |
| Banga (Bengal) | — | — |
(The National Anthem refers to these regions and rivers poetically.)
II. What do ‘जय हे’ (Jaya he) convey?
The words “Jaya he” mean “Victory to you” or “Long live”. They convey a spirit of triumph, celebration, and reverence for India. The words are a rallying call of pride and nationalistic devotion, expressing the hope that India shall always flourish and prevail.
III. Odd one out:
- peerless → valuable (valuable does not mean without equal; the others — incomparable, unmatched — do)
- sanctified → applauded (applauded means praised publicly, not spiritually purified)
- auspicious → fantastic (fantastic is informal and does not carry the sense of being spiritually favourable)
- hoary antiquity → recent past (it means ancient times, not recent past)
CHECK YOUR UNDERSTANDING (Page 25)
I. Fill in the blanks — Summary:
- historical greatness
- Himavant
- Ganga
- Upanishads
- warriors
- sages
- Brahma-knowledge
- Buddha
- peerless
- praise
II. Features of the poem:
- Mood (impact on readers): The poem creates a mood of pride, reverence, and patriotic inspiration. Readers feel a deep sense of admiration and belonging.
- Tone (poet’s attitude): The tone is celebratory, reverential, and nationalistic. The poet speaks with deep love and admiration for India.
- Rhyme scheme: The poem does not follow a strict rhyme scheme in every line, but there is a loose alternate rhyme (ABCB pattern) in some stanzas, along with a repeated refrain.
- Examples of personification: India (Bharat) is personified as a woman — “she’s peerless, let’s praise her!” The Ganga is personified as “generous” and given human qualities of grace.
III. The refrain “she’s peerless, let’s praise her!” creates a unifying, chant-like effect. Its repetition reinforces the central message — that India is incomparable — and builds emotional intensity with each stanza. It also invites the reader to actively participate in the act of celebration, making the poem feel like a collective tribute rather than a solitary observation.
IV. India is metaphorically described as “this sunny golden land”, suggesting that it is a land of warmth, prosperity, abundance, and spiritual radiance — a place that is both physically beautiful and spiritually luminous.
V. Symbolism — Matching:
| Column 1 | Column 2 |
|---|---|
| 1. Himavant | (v) strength and permanence |
| 2. Ganga | (iii) purity and generosity |
| 3. Upanishads | (ii) spiritual and philosophical legacy |
| 4. Gallant warriors and sages | (vi) courage and wisdom |
| 5. Brahma-knowledge and Buddha’s Dhamma | (i) knowledge and enlightenment |
| 6. Sunny golden land | (iv) richness and glory |
VI. Examples of imagery:
- “The mighty Himavant is ours” — visual imagery of the towering, majestic Himalayas.
- “The generous Ganga is ours — which other river can match her grace?” — visual and kinesthetic imagery evoking the flowing, life-giving river.
VII. Impact of hyphens in the first stanza:
The true statements are:
- 1. Creates deliberate pauses to reinforce the sense of admiration and pride ✓
- 3. Lends to the lyrical quality giving it a measured, chant-like rhythm ✓
- 5. Presents a key element of India’s greatness before the hyphen and makes a strong assertion about its uniqueness after the hyphen ✓
(Statements 2 and 4 are false.)
VIII. Hyperbole in the poem:
Examples of hyperbole:
- “there’s no equal anywhere on earth” — An extreme claim to emphasise the Himalayas’ unparalleled greatness.
- “what scriptures else to name with them?” — An exaggerated rhetorical claim about the Upanishads being beyond compare.
These are not literally true but are used to intensify the poet’s admiration for India’s natural and cultural wealth.
IX. The poem as an Ode:
Examples from the poem that correspond to it being an ode:
- The language is elevated and formal — words like “sanctified,” “divinest,” “antiquity,” “auspicious” reflect a grand style.
- The poem celebrates India with deep admiration — every stanza praises a different aspect of India’s greatness.
- The refrain “she’s peerless, let’s praise her!” is a direct call to reverence, characteristic of odes.
- The poet treats India as a worthy subject of praise, addressing both her natural and spiritual dimensions with enthusiasm and emotion.
X. Allusions in the poem:
- “The sacred Upanishads are ours” — An allusion to the ancient Indian scriptures that form the philosophical core, symbolising deep wisdom and enlightenment.
- “Here Brahma-knowledge has taken root” — An allusion to Brahmavidya, the concept of spiritual knowledge associated with self-realisation and ultimate truth.
- “the Buddha preached his dhamma here” — An allusion to Gautama Buddha’s teachings, which include compassion, non-violence, and enlightenment, highlighting India’s role in shaping major religious and philosophical traditions.
CRITICAL REFLECTION — POEM (Pages 28–29)
I. Extract-Based Questions:
1. The word “mighty” refers to the immense size, height, and power of the Himavant (Himalayas).
2. (ii) emphasise a point — The question marks are rhetorical questions, not expressions of doubt. They assert that nothing can match the Ganga’s grace or the Upanishads’ wisdom.
3. The poet uses “generous” to describe the Ganga because the river freely and abundantly nourishes the land and its people — providing water for agriculture, sustaining civilisations, and being spiritually generous to millions who seek purification in its waters.
4. The river Ganga’s movement is described as graceful because its flowing, gentle, and majestic course across the plains resembles the dignified movement of a graceful being. It moves with calm authority and beauty, much like a dancer’s fluid motion.
5. The poet is implying that the Upanishads are unmatched in their wisdom and spiritual depth.
II. Long Answer Questions:
1. The poem reflects a strong connection to cultural identity and heritage by celebrating India’s natural landmarks (Himalayas, Ganga), sacred texts (Upanishads), spiritual traditions (Brahma-knowledge, Buddha’s Dhamma), and human legacy (gallant warriors, sages, and divine music). Every element the poet praises is deeply embedded in Indian cultural consciousness, reinforcing the idea that India’s greatness is inseparable from its heritage.
2. The repeated phrase “she’s peerless, let’s praise her!” shows that the poet has an attitude of deep, unshakeable pride and reverence towards India. By calling India “peerless” (without equal) repeatedly, the poet asserts that no other land in the world matches India’s grandeur. The use of “let’s” also shows the poet’s desire to make this admiration collective and universal.
3. The line “many a sage has sanctified this land” suggests that India has been a sacred land blessed by the presence and spiritual energy of countless holy men across centuries. It implies that India’s spiritual heritage is not incidental but is the result of dedicated seekers who lived, taught, and contributed wisdom to the civilisation here.
4. The poet connects warriors to India’s strength, bravery, and protective spirit — they represent the physical courage that guarded the land. Music is connected to India’s artistic and divine soul — “the divinest music has been heard here” suggests that India is not just a land of battle, but of beauty, harmony, and spiritual expression. Together, they show India’s greatness is both material (martial) and immaterial (artistic and spiritual).
5. The poem fosters national pride by reminding readers of all that India has uniquely offered the world — the mightiest mountains, the most graceful rivers, the most sacred scriptures, the wisest sages, and the deepest spiritual traditions. By repeatedly calling India “peerless” and urging the reader to “praise her,” the poet stirs a sense of ownership, gratitude, and devotion in every Indian heart.
VOCABULARY IN CONTEXT (Pages 29–30)
I. Suffix Table — Words from the poem:
| Suffix | Meaning | Examples |
|---|---|---|
| -ous | full of, having the qualities of | 1. generous (generous + ous) |
| -ity | the state of being very old or ancient | 2. antiquity |
| -est | superlative form | 3. divinest |
| -less | without something | 4. peerless |
II. Suffix — New Words + Sentences:
| Suffix | Sentence |
|---|---|
| -tion | educate → education — Education is the most powerful tool to change the world. |
| -ive | create → creative — She is a very creative student who loves painting. |
| -ment | achieve → achievement — Winning the national award was her greatest achievement. |
| -ed | inspire → inspired — The grandmother’s story inspired many students to help others learn. |
WRITING TASK — POEM SECTION (Page 32)
Sample Paragraph about a memorable place:
Last summer, I visited the hill station of Coorg in Karnataka with my family. We went there during the school vacation to take a break from the city heat. We travelled by road, packing warm clothes and rain gear since Coorg is often misty. We stayed in a cosy homestay surrounded by coffee plantations. Each morning, we woke up to birdsong and the smell of fresh coffee. We went trekking to the Abbey Falls, visited the Raja’s Seat to watch the sunset, and explored a spice garden. The lush greenery, cool air, and warm hospitality of the people made this trip truly unforgettable. Even today, whenever I close my eyes, I can picture the silver mist rolling over the mountains — Coorg remains, in my memory, a place of pure magic.