Unit 1: Learning Together

Hello, my dear students! Welcome to today's English lesson. I am so happy to be here with you to learn from this wonderful chapter called "Unit 1: Learning Together". This chapter has three beautiful pieces that will teach us about determination, perseverance, and appreciating our senses. So let's begin our journey together.

Before we start reading "The Day the River Spoke", let me tell you a little about what we are going to do. The chapter has some activities before we read, then we read the story, then we discuss, then we think and reflect, and finally we learn some grammar and language work. We will also do listening, speaking, and writing activities. So take your time, listen carefully, and you will learn everything step by step.

Now let's start with the first activity before we read. The chapter says, "Let us do these activities before we read."

First activity says: "Close your eyes and quietly listen to the sounds around you for a minute." So students, I want you to do this right now. Close your eyes for a moment and listen to all the sounds around you. What do you hear? Maybe you hear the fan, maybe you hear voices outside, maybe you hear your own breathing. Now, after listening, answer these two questions:

1. Are they trying to tell you something? Think about this. When you hear a dog barking, it might be telling you someone is at the door. When you hear your teacher's voice, it might be telling you to pay attention. So yes, sounds can tell us things.

2. Do you think the things around you also listen to you all day long? This is a nice thought. Do you think your books listen to you when you read? Do you think your house listens to you? This is a question to think about and share with your classmates and teacher.

Now the second activity is about a girl named Jahnavi. Let me read it to you: "Jahnavi was a bright young girl who lived with her parents and three brothers in a coastal village in India. Her parents worked on the farm. She had a dream."

Now think about these questions:

1. What could that dream be? Students, everyone has dreams. Some children dream of becoming doctors, some dream of becoming teachers, some dream of having a bicycle, some dream of going to a fair. So what could Jahnavi dream of? Maybe she dreams of going to school, maybe she dreams of helping her parents, maybe she dreams of a better life. We will find out soon.

2. How could she make her dream come true? This is important. Dreams don't come true by themselves. We have to work hard, we have to ask for help, we have to be brave. So think about what Jahnavi could do.

3. What is your dream? What can you do to make your dream come true? This is for you to think about. Maybe you want to become a great student, maybe you want to learn to ride a bicycle, maybe you want to help your mother more. And what can you do? You can study hard, you can practice, you can be helpful. Share your answers with your classmates and teacher.

Now let's read the story. The story is called "The Day the River Spoke" and it is written by Kamala Nair. Before we read, let me tell you about some difficult words. The chapter gives us the meanings right after the story, but I'll explain them as we go.

The story begins: "A big bright tear splashed down her nose. And another." So students, a tear is like a drop of water that comes from our eyes when we cry. When we cry, the tears fall down our cheeks. Here, it says "splashed down her nose" which means a big tear fell down her nose. This is a beautiful way of saying she was crying.

"A kingfisher swept down, its wings an arrow of blue in the sunlight." A kingfisher is a beautiful bird that lives near water. It has bright blue wings. Here, the writer compares the wings to an arrow because they are straight and fast. Swept down means it flew down quickly.

"And a green lizard slithered down to the river's edge to bask in the sun." A lizard is a small reptile that crawls on walls and trees. Slithered means it moved by sliding from side to side, like a snake. The river's edge is the bank of the river. To bask means to lie in the sun to get warm. So the lizard came down to the riverbank to warm itself in the sun.

Now, "Dear, dear!" said a sleepy, murmuring voice, "What's the matter?" So someone is speaking. The voice is described as sleepy and murmuring. Murmuring means speaking in a low voice, like when you talk to yourself or when water makes a low sound. The voice says "Dear, dear!" which is an expression of concern, like saying "Oh dear!" when something is wrong.

Jahnavi was startled, because she was sure she had been quite alone. It couldn't have been the lizard. And the kingfisher was up in the thicket of bamboo eating the fish it had caught. It couldn't be the parrots, because parrots shrieked and this was such a sleepy voice. She looked around her. There wasn't a soul in sight. She was rather scared and wanted to run away.

Let me explain some words here. Startled means surprised or shocked. A thicket is a dense group of bushes and trees. Shrieked means made a high-pitched sound. So the parrots make loud, sharp sounds, but this voice was soft and sleepy. There wasn't a soul in sight means she couldn't see anyone at all. She was scared and wanted to run away.

Now the voice goes on: "You shouldn't cry, you know," the voice went on. "And you really shouldn't be scared, when you have been coming here to see me every day, well, almost every day."

She was puzzled. It was such a voice, like the river. It couldn't be the river! "Well, tell me all about it," said the River, for it was the River. "I've got to hurry to reach the sea, you know."

So students, here is the surprise! The voice is actually the River speaking! The River can talk! This is called personification, which means giving human qualities to non-human things. The River speaks like a person, with a sleepy voice, and it knows Jahnavi because she has been visiting the river every day.

Now Jahnavi tells the River about her problem: "They won't let me go to school," said Jahnavi. "I asked my mother, 'Why can't I go to school like Ettan and Meena?' And Mother had replied, 'You are too small, baby. Maybe later.' But when she was five, little Ramu was born and Mother still said, 'Maybe next year. Jahnavi, mind your little brother while I go to the fields.' Now, she was nearly ten and minding Little Appu, who was the smallest. 'They don't want me. They only...'"—she stopped with a sob...

So let's understand this. Jahnavi has three brothers: Ettan, Ramu, and Little Appu. Ettan means Elder brother, and his real name was Gopi. Meena is probably a sister or a friend. Jahnavi wants to go to school like her brother Ettan and her friend Meena, but her mother keeps saying she is too small. First she said wait until later, then when Ramu was born, she said maybe next year, and now Jahnavi is nearly ten years old and still not going to school. Instead, she has to take care of her little brothers. This is very sad, and that's why she is crying.

Now she says: "I am scared to go to school. And I'm so old now, they'll never let me go. But I want to go. I want to learn to read like Ettan and Meena." So she is scared because she hasn't been to school for so long, and she thinks she is too old now. But she really wants to learn to read.

Then she says: "I want to know why spiders are yellow in yellow flowers, why bamboo trees rustle, why the moon always comes from behind the hills, never the other way, why the baby fish in the field water become frogs, why..."

So students, Jahnavi has so many questions! She wants to learn about nature, about why things happen. This shows she is curious and eager to learn. The bamboo trees rustle means they make a light sound when the leaves rub against each other. This is a beautiful detail about nature.

Now the River says: "Stop!" said the River. "You make me breathless. So many whys! I can tell you where the moon goes," the River said conspiratorially. "It goes down towards the sea. I've seen; it always takes the same way—over the mountains and down to the sea, like me!"

Conspiratorially means secretly. The River is telling her a secret. The River says the moon goes down towards the sea, over the mountains and down to the sea, just like the river flows to the sea. This is the River's answer to one of her many questions.

Now let's do the discussion questions:

1. What was Jahnavi's dream? Was it important to her? Why?

Students, Jahnavi's dream was to go to school and learn to read, just like her brother Ettan and her friend Meena. Yes, it was very important to her because she cried about it, she had many questions she wanted answered, and she was willing to face her fears to achieve it. It was important because education would change her life and help her understand the world around her.

2. Do you think the river can help her in fulfilling her dream? How?

Yes, the river does help her. The river gives her advice. The river tells her to be brave and go to school. The river says "you just slip along one morning and sit there in the school and listen to what's going on, and maybe the teacher will let you stay." The river gives her courage and a plan. The river also tells her that little girls can do as much as little boys, which is very supportive.

Now let's read the second part of the story.

Jahnavi says: "Even little Ramu goes to school," said Jahnavi, "pity, the school isn't by the sea," said the River. "Then I could take you along, you know. But, I suppose I couldn't really. You'd get your feet wet. And that would never do! I'm afraid there's only one thing you can do."

So the River is making a joke here. It says if the school was by the sea, it could take her there, but she would get her feet wet, and that would never do! This is a playful conversation. Then the River says there's only one thing she can do.

"Can I do something?" asked Jahnavi. "Well, it's up to you," said the River. "Seems to me little girls can do as much as little boys—they swim as fast as little boys. You just slip along one morning and sit there in the school and listen to what's going on, and maybe the teacher will let you stay."

So the River is saying that girls can do as much as boys. This is an important message about gender equality. The River tells her to slip along to school and listen, and maybe the teacher will let her stay.

"I couldn't," gasped Jahnavi. "I couldn't! They'd scare me! They'd chase me out."

To gasp means to take a short quick breath through the mouth due to surprise, pain, or shock. Jahnavi is scared. She thinks the teachers and students will scare her and chase her out of the school.

The River laughed. "You? Scared?" the River said, "when you're not afraid of the green lizard, or of the snake in the bamboo clump, (Jahnavi startled) or the big trains rattling past that bridge." "Trains are noisy; I prefer ships," said the River.

So the River is pointing out that Jahnavi is brave enough to face lizards, snakes, and trains, but she is scared of going to school. This is a good point. The River also mentions ships, which are big boats that can take hundreds of people. The River says it prefers ships to trains because trains are noisy.

Jahnavi never knew the snake lived in the bamboo clump. "What are ships?" she asked. "Big boats," said the River, "so big that they can take hundreds of people, and they sail along the sea with lights that shine all night."

So Jahnavi asks what ships are, and the River explains. Ships are big boats that carry people and have lights that shine all night. This shows that Jahnavi has never seen a ship because she lives in a coastal village but maybe not near a big port.

Jahnavi held her breath. "Will they come here?" she asked. "I'm afraid not," said the River. "Too large, you know. Chandu's catamaran is good enough for me. Chandu can take you to see a ship, someday."

To hold one's breath means to stop breathing for a short time, often due to excitement or fear. A catamaran is a kind of boat. The word comes from Tamil language, 'kattu maram' meaning 'tied wood'. Chandu is a fisherman who has a catamaran. The River says Chandu's catamaran is good enough, and he can take her to see a ship someday.

"They'd never let me!" wailed Jahnavi. To wail means to complain in a loud voice. Jahnavi thinks her parents would never let her go see a ship.

"Try going to school first," said the River. "Remember—it's up to you!"

So the River gives her advice: try going to school first. And it reminds her that it's up to her, meaning she has to take the first step herself.

Now let's look at the vocabulary words from this section: clump means a group of trees growing together. Rattling means noise made by shaking things. Catamaran we already discussed. Wailed means complained in a loud voice.

Now let's read the next part of the story.

Jahnavi gathered courage. The next day she reached the school, panting and out of breath and stood by the door listening while the teacher read out the lesson. It was a story about a prince called Ashoka, who became a great king. Little Appu had fallen asleep on her shoulder. She crept nearer and nearer till she was in the back row, squatting with the others on the earthen floor. Little Appu made no noise and she listened.

So students, Jahnavi finally gathered courage and went to the school. She was panting, which means breathing hard because she ran all the way. She stood by the door and listened to the teacher reading a story about Prince Ashoka, who became a great king. Little Appu, her youngest brother, was with her and fell asleep on her shoulder. She crept closer and closer until she was sitting in the back row with the other students on the earthen floor, which is the mud floor. She listened carefully.

"Where did you spring from, little girl?" asked the teacher. "And what is your name? You're new in my class."

"She's Gopi's sister, Gopi is in the next class," said one of the boys.

"It's Jahnavi," said another. "So, you're Gopi's little sister? Nice lad, Gopi."

So the teacher notices her and asks where she came from. The boys tell the teacher that she is Gopi's sister. Gopi is Ettan, her elder brother.

"If you really, really want to come to my school, Jahnavi," the teacher had said, "we'll talk to your father about it. Don't you worry. We'll find a way."

So the teacher is very kind. He says if she really wants to come to school, they will talk to her father and find a way. This is very encouraging.

Jahnavi saw the teacher walking up the steps to their gate the next evening when she was lighting the lamp. She could see her father scratching his cheek the way he did when he was worried and the teacher was nodding and saying something she couldn't make out. And Mother said, "Little Jahnavi, I shall miss you when you go to school. Girls should learn as much as they want. When I was your age, I wanted to go to school, but your grandmother said 'No', but now, I am glad the teacher came to talk to your father."

So the next evening, the teacher visited her house. Her father was scratching his cheek, which is something people do when they are worried. The teacher was nodding and saying something. Her mother then said that she would miss Jahnavi when she goes to school, but girls should learn as much as they want. This is very important! The mother says that when she was young, she wanted to go to school but her own mother said no. But now she is glad the teacher came to talk to the father. This shows that the mother understands the importance of education for girls.

And Jahnavi said, "Mother, when I grow up, I'll be a teacher and I'll go from house to house in our village and ask all the little girls to come to my school. And I'll teach them all that I'm going to learn."

This is a beautiful moment. Jahnavi dreams of becoming a teacher and going from house to house to encourage all the little girls in her village to come to school. She wants to give other girls the opportunity that she is getting. This shows her big heart and her desire to help others.

And she went down the path between the fields the next morning before school began, to meet the River. "I did it!" she told the River. "I was scared, but I did it! And they're letting me go. I'm going to learn to write my name and do sums and find out why our little fishes in the rice fields turn into frogs." She heard the river's sleepy chuckle, "Come again, little girl, and I'll tell you all about the ships that sail the sea."

So the next morning, she goes to meet the River to share her good news. She did it! She was scared but she did it! And they are letting her go to school. She is going to learn to write her name, do sums, which means mathematics, and find out why fishes in the rice fields turn into frogs. The River laughs happily and says he will tell her about ships next time.

Now let's do the discussion question about the table. The chapter says: "Complete the table given below with Jahnavi's questions in Column 1 and the River's answers in Column 2."

Let me fill in the table based on what we read:

In Column 1, we have Jahnavi's questions. From the story, we know she asked: "why the moon always comes from behind the hills?" and "Will they come here?" referring to ships.

In Column 2, we have the River's answers. From the story, the River said: "little girls can do as much as little boys" and described ships as "Big boats, so big that they can take hundreds of people, and they sail along the sea with lights that shine all night."

So the table should look like this:

Column 1: why the moon always comes from behind the hills? - Column 2: It goes down towards the sea. I've seen; it always takes the same way—over the mountains and down to the sea, like me!

Column 1: (answer) - Column 2: little girls can do as much as little boys.

Column 1: (answer) - Column 2: Big boats, so big that they can take hundreds of people, and they sail along the sea with lights that shine all night.

Column 1: Will they come here? - Column 2: I'm afraid not. Too large, you know. Chandu's catamaran is good enough for me. Chandu can take you to see a ship, someday.

Now let's do the "Let us think and reflect" section. There are two parts.

Part I has extracts from the story and questions about them.

First extract: "You shouldn't cry, you know," the voice went on. "And you really shouldn't be scared, when you have been coming here to see me every day, well, almost every day." She was puzzled. It was such a voice, like the river. It couldn't be the river! "Well, tell me all about it," said the River, for it was the River. "I've got to hurry to reach the sea, you know."

Now let's answer the questions:

(i) Complete the sentence with the correct option from those given in the brackets. The tone of the River in the given extract is _______________. The options are assuring or sympathising. The River is telling Jahnavi not to cry and not to be scared, and it offers to listen to her problem. This is an assuring tone. So the answer is assuring.

(ii) Select a phrase from the extract which shows that Jahnavi was a frequent visitor to the spot. The phrase is "when you have been coming here to see me every day, well, almost every day." This shows she visited the river regularly.

(iii) Choose the correct option to complete the sentence. The use of an exclamation mark at the end of the line, 'It couldn't be the river!' expresses _______________. The options are excitement, hesitation, irritation, or disbelief. When Jahnavi says "It couldn't be the river!" she is surprised and cannot believe that the river is speaking. This shows disbelief. So the answer is disbelief.

(iv) Choose three qualities of the River highlighted in the extract from the words in the box given below. The words are: affectionate, forgiving, thoughtful, impatient, kind-hearted. From the extract, we can see that the River is thoughtful because it asks Jahnavi to tell her problem. It is affectionate because it cares about her and says "you shouldn't cry." It is kind-hearted because it wants to help her. So the three qualities are affectionate, thoughtful, and kind-hearted.

Now the second extract: "Can I do something?" asked Jahnavi. "Well, it's up to you," said the River. "Seems to me little girls can do as much as little boys—they swim as fast as little boys. You just slip along one morning and sit there in the school and listen to what's going on, and maybe the teacher will let you stay."

"I couldn't," gasped Jahnavi. "I couldn't! They'd scare me! They'd chase me out."

Let's answer the questions:

(i) Complete the sentence with an appropriate reason. According to the River, there was no difference between girls and boys because they can do the same things. The River says "little girls can do as much as little boys—they swim as fast as little boys." So the answer is: they can do the same things / they have the same abilities.

(ii) Identify whether the following statement is true or false. The River encourages Jahnavi to have faith in herself and fulfill her desire to go to school. This is true. The River tells her to go to school and says "you just slip along one morning" and "maybe the teacher will let you stay." This encourages her to try.

(iii) Choose the correct option to complete the sentence. When the River suggests that Jahnavi should 'slip along', it means that she should move _______________. The options are quickly, casually, quietly, or confidently. To slip along means to go quietly or casually, without drawing attention. So the answer is quietly.

(iv) What does the repetition of the phrase I couldn't, tell us? When Jahnavi says "I couldn't" twice, it shows that she is very scared and uncertain. She is afraid of what might happen if she goes to school. The repetition shows her fear and hesitation.

Now let's answer the general questions:

1. Why does the writer describe different aspects of nature in great detail at the beginning of the story? Why do you think the writer does this?

The writer describes nature in detail to set the scene and create a peaceful, natural environment. It also shows that Jahnavi is close to nature and visits the river often. The detailed description makes the story more interesting and helps us imagine the setting. It also prepares us for the magical element where the river starts speaking.

2. How did the River know so much about Jahnavi?

The River knew so much about Jahnavi because she had been visiting the river every day, well almost every day. She would sit by the river and think about her problems. The river had been listening to her all this time. So when she came crying, the river already knew her situation.

3. Jahnavi says, "And I'm so old now, they'll never let me go." What can you infer about Jahnavi and the school from this line?

From this line, we can infer that Jahnavi feels she is too old to start school. In many traditional societies, children start school at a certain age, and if they miss that time, it becomes harder to join. Also, the school might not have a class for older beginners. This shows that Jahnavi was worried about her age and feared she had missed her chance.

4. Why did the River laugh when Jahnavi said she would be scared at school?

The River laughed because it knew that Jahnavi was brave enough to face lizards, snakes, and loud trains, but she was scared of going to school. The River found this funny because going to school is not dangerous at all. The River was trying to show her that she was braver than she thought.

5. Why should Jahnavi follow the River's advice?

Jahnavi should follow the River's advice because the River is giving her practical guidance. The River tells her to go to school and listen, and the teacher might let her stay. This is exactly what happens in the story. The River also gives her confidence by saying girls can do as much as boys. Following this advice leads to her dream coming true.

6. How does the conversation between Jahnavi and the River make the story more appealing?

The conversation makes the story more appealing because it is magical and imaginative. A river talking is not real, but it makes the story interesting. The conversation also helps Jahnavi work through her problems. It feels like she has a friend who understands her and gives her advice. This personification of the river adds charm to the story.

7. What is the main message that the writer intends to convey?

The main message is about the importance of education, especially for girls. It shows that with courage and determination, anyone can achieve their dreams. It also promotes gender equality by saying girls can do as much as boys. The story also shows that we should never give up and should always try, no matter how scared we are.

Now let's do the "Let us learn" section. There are several parts.

Part I: You have learnt that naming words are called nouns and only proper nouns begin with a capital letter. Why has the author used a capital letter for the 'River' even when it is a common noun?

This is a great question. The River is a common noun because it refers to any river. But the author has used a capital letter because the River has been given qualities of a human being. It can speak, think, give advice, and laugh. When we give human qualities to non-human things, we often capitalize them to show they are special. This is called personification.

Part II: There are a few words related to sound in the text. Pick the words from the text and write them next to the correct definition.

Let me identify the sound words from the text:

1. made a high-pitched piercing sound - shrieked 2. to cause liquid to strike or fall on something - splashed 3. a low continuous background noise - murmuring 4. cry with loud uncontrollable gasps - wailed 5. to make a soft dry sound, like paper or leaves moving - rustle 6. took a short quick breath through the mouth due to surprise, pain or shock - gasped 7. shaking rapidly to make continuous short, sharp sounds - rattling 8. making a lot of noise - (not explicitly in the text, but we can think of shrieked) 9. made a long, high cry, usually because of pain or sadness - wailed

Now, fill in the blanks with suitable sound words from exercise (II).

The classroom grew (i) ______ as the students noticed the teacher carrying the answer papers. As the teacher turned the pages with a (ii) ______, the children (iii) ______, wondering what comments awaited. Someone (iv) ______ in frustration, and the (v) ______ of the students steadily increased. Finally, when the teacher praised the students for their excellent performance, the students (vi) ______ with excitement.

Answers: (i) noisy or loud - let's use "noisy" or we can say "quiet" first and then it became noisy. Actually, let's think: the students noticed the teacher carrying answer papers. This would make them anxious. So the classroom grew "quiet" or "tense." But the word needs to be from the sound words we learned. Let's use "noisy" for the last part. Actually, let's think more carefully. The sentence says "The classroom grew ______ as the students noticed the teacher carrying the answer papers." When students see answer papers, they might get nervous, so it might become "quiet" or "tense." But we need a sound word. Let's use "noisy" for the end. Actually, let's fill it step by step:

(i) noisy or restless - let's use "noisy" but that doesn't fit well. Let's think: when students see answer papers, they might whisper to each other. So it could be "chatty" but that's not a sound word. Let's use "loud" perhaps. Actually, let's look at the pattern. The first blank might be "quiet" because when the teacher enters with answer papers, students become quiet and nervous. Then (ii) is the sound of turning pages - that's "rustling" or "rattling." (iii) is the children doing something - maybe "whispering" or "murmuring." (iv) is someone expressing frustration - "wailed" or "groaned." (v) is the noise level increasing - "clamour" or "chatter." (vi) is the students reacting to praise - they might "cheer" or "shout."

Let me give you the answers: (i) quiet (or noisy, but quiet makes more sense) (ii) rustle or rattle (iii) whispered or murmured (iv) groaned or wailed (v) chatter or noise (vi) cheered or shouted

Part III: The word 'catamaran' is used in the text. The word originates from Tamil language 'kattu maram' meaning 'tied wood'.

Find out the meanings of these words. From which Indian language these words were borrowed.

1. karma - (Sanskrit) - This is already given as an example. Karma means action or deed, and it refers to the spiritual principle of cause and effect.

2. sahib - This comes from Arabic or Persian. It means a title of respect for a man, like sir or mister. It was used in India during British rule.

3. chutney - This comes from Hindi. It is a spicy condiment made of fruits or vegetables.

4. guru - This comes from Sanskrit. It means a teacher or spiritual guide.

5. verandah - This comes from Portuguese. It is a covered platform along the outside of a house.

6. jungle - This comes from Hindi or Sanskrit. It means a land covered with dense vegetation.

7. areca - This comes from Malayalam or Kannada. It is the betel nut.

8. palanquin - This comes from Hindi or Sanskrit. It is a covered litter carried by poles on the shoulders of bearers.

Part IV: Chandu, the fisherman, has a catamaran that the River preferred to a ship. Given below are some boats that are used in different parts of our country.

1. canoe - A narrow boat propelled by paddles. 2. catamaran - A boat with two hulls. 3. coracle - A small, round boat made of wicker and leather. 4. shikara - A type of boat from Kashmir.

(i) Which one would you like to travel in? This is for you to answer based on your preference.

(ii) Make a colourful drawing of a boat that you would like to travel in. This is an activity for you to do.

Part V: Solve the crossword puzzle based on words related to water transport.

This is a crossword puzzle. Let me help you with the answers:

Across: 1. a large vessel used for transporting goods or passengers by sea - SHIP 2. a small vessel for travelling on water, typically propelled by oars, sails, or an engine - BOAT 3. a flat floating structure for travelling across water - RAFT 4. a boat or ship driven by steam - STEAMER

Down: 5. a small, light, narrow boat, pointed at both ends and moved using a paddle - CANOE 6. a boat with a powerful engine which can change direction easily and is used to pull large ships into and out of port - TUG 7. a boat with sails and sometimes an engine, used for either racing or travelling for pleasure, rhymes with 'cot' - YACHT

Part VI: Read the highlighted words in the following lines from the text.

"She goes down towards the sea. I've seen her; she always takes the same way—over the mountains and down to the sea, like me!"

Prepositions are words that indicate the relationship between nouns or pronouns and other elements in a sentence. They show direction, location, time or logical relationships between ideas.

Now, fill in the blanks with suitable prepositions given within the brackets.

Jahnavi takes the River's advice and goes to school. On her first day

1. _______ (at/in/on) school, Jahnavi stood nervously 2. _______ (in/outside/above) the gate, clutching her bag close to her. The bell rang and she hurried 3. _______ (outside/through/inside) the bustling classroom. She found a seat 4. _______ (among/between/from) two friendly classmates. The teacher greeted them warmly and started the lesson 5. _______ (about/in/for) numbers. Jahnavi listened attentively, feeling excited 6. _______ (at/about/for) the new adventure ahead.

Answers: 1. at school (we say "at school" when we mean attending school) 2. outside the gate (she was standing outside the gate) 3. inside the classroom (she went inside) 4. between two friendly classmates (she sat between two people) 5. about numbers or in numbers (about numbers is more common) 6. about the new adventure ahead (about is used here)

Part VII: Read the highlighted words in the following sentence from the text.

A kingfisher swept down, its wings an arrow of blue in the sunlight.

Words like on, off, up, down can function both as preposition and as adverb.

For example: - She ran up the stairs. (preposition) - She rang me up. (adverb)

Remember, a preposition will always be followed by an object (noun) whereas an adverb will tell you more about the action (verb).

Fill in the blanks with prepositions or adverbs.

1. The cat jumped _______ the table. (preposition) - on or onto 2. The children played _______ until dark. (adverb) - outside 3. She quickly ran _______ the park. (preposition) - through or across 4. The helicopter was hovering _______. (adverb) - above or around 5. We were just walking _______, chatting. (adverb) - along or about 6. After thoroughly wiping his shoes, he stepped _______. (adverb) - inside or forward 7. She drove slowly _______ the sharp curve. (preposition) - around or through 8. He placed the keys _______ the mat before leaving. (preposition) - on or under

Now let's do the "Let us listen" section. The chapter says you will listen to five people speak about school life. The transcripts are provided at the end of the chapter. Let me summarize what each speaker says:

Speaker (i) is a father who says girls should attend school and get equal opportunities. He believes education gives freedom to make choices in life.

Speaker (ii) is a grandmother who says that in her time, many girls could not attend school, but the situation has changed today.

Speaker (iii) is a teacher who says the school prepares students for meaningful participation in the world of work by learning hands-on abilities and skills.

Speaker (iv) is a student who likes going to school and learning about things from all over the world. He also has friends to share feelings with.

Speaker (v) is the principal who says everyone should attend school and that girls are doing very well. He believes all students can work hard and should take part in every school activity without worrying whether it is for girls or boys.

Now, the words to circle from the box: lawyer, desks, homemaker, principal, posters, newspapers, marriage, advertisements, careers, books.

The words used by the speakers are: principal, careers, books. The words you do not need are: lawyer, desks, homemaker, posters, newspapers, marriage, advertisements.

Now match the statements to the speakers:

1. Promotes active participation for all in school activities - Speaker (v) the principal 2. Comments on how school makes learning Mathematics joyful - Not used 3. Believes in the power of education that leads to freedom of choice - Speaker (i) the father 4. Shares that school also means companionship - Speaker (iv) the student 5. Understands that boys and girls have different abilities - Not used 6. Persuades the parent to grant permission to attend school - Speaker (ii) the grandmother 7. Believes that learning skills is not gender-based - Speaker (v) the principal

Now let's do the "Let us speak" section.

Part I: Read the sentence given below. The River spoke to Jahnavi in a 'sleepy' voice. Work in pairs and take turns to speak the same sentence in 'other' voices. Some hints are given below: happy, surprised, angry, scared, sad, worried.

So you need to say "Dear, dear! What's the matter? ... You shouldn't cry, you know. And you really shouldn't be scared, when you have been coming here to see me every day, well, almost every day." in different emotions. This is a speaking activity for you to practice with your partner.

Part II: Jahnavi asks the River for advice and the River gives advice. Read the given situations and work in pairs to ask for and give advice. Take turns to change your roles. Use the prompts given below.

Situation (i): You wish to play football at school but it has an all-boys' team only.

You could say: "I have a problem. I want to play football at school but it has an all-boys' team only. What do you think I should do?" And the other person could give advice: "I think you should talk to the sports teacher and ask if girls can also join. Why don't you start a girls' team? The best thing to do is to ask for permission."

Situation (ii): You have been unable to score well in Mathematics due to nervousness during exams.

You could say: "I have a problem. I get very nervous during Mathematics exams and I can't score well. What would you do in my position?" And the advice could be: "I think you should practice more and try to stay calm. If I were you, I would take deep breaths during the exam."

Situation (iii): You really enjoy music classes but do not get enough time to practise for it.

Situation (iv): You cannot see the blackboard clearly from the last bench.

Now let's do the "Let us write" section. It says: Take some time to observe the world around you. Over the next few days, pay attention to the colours, shapes, patterns, and textures found in nature. Look closely at the plants, trees, flowers, birds, and even the sky. Make detailed notes of what you observe, focusing on textures, movements, and how light plays with these elements. Record your observations in detail and the features that draw your attention the most—whether it's the soft ripple of water, the vibrant flutter of a butterfly or the colour of the birds or flowers.

Now, write a descriptive paragraph based on what you've observed. Highlight the colours, shapes, textures, and unique details that made an impression on you.

Give a title to your paragraph.

The ideas and prompts are given: - What do you observe? Every day, I see... I find it very interesting that... - How do you feel? Why? I like... because... I feel... as... - What is your message to everyone around you? I want to tell you that... My advice to all is...

This is a writing activity where you need to describe a place in nature using your five senses.

Now let's do the "Let us explore" section.

Part I: Discuss why rivers in India are considered to be sacred and most of them are referred to as female. Some rivers are referred to as male, for example, the Brahmaputra and the Sone.

This is a discussion question. In India, many rivers are considered sacred, like the Ganga, Yamuna, Saraswati, and others. They are often referred to as mothers or goddesses because they provide water for drinking, irrigation, and transportation. They are life-giving, just like a mother. The Ganga is called Ganga Maiyya (Mother Ganga). Most rivers are referred to as female because of their nurturing qualities. However, some rivers like Brahmaputra and Sone are referred to as male.

Part II: Whole Class Activity. India is a multilingual country, and many of us can speak two to three languages easily. Make a list of the languages that everyone in the class can speak and display it on a chart paper in the classroom. In which language do you enjoy reading and learning the most?

This is an activity for your class to do together.

Part III: Read the poster given below and answer the questions that follow.

The poster says: "The Happiness of a Nation lies in the Dignity of its Daughters"

1. What are the things you can observe in the poster? This depends on what the poster looks like, but typically it would show happy girls or women.

2. Why do you think the girls look happy? They look happy because they are educated, respected, and have opportunities.

3. Dignity means 'self-respect'. What is the relation between 'dignity' and 'happiness'? When people have dignity, they feel respected and valued, which leads to happiness.

4. How does a Nation prosper when its daughters are happy? When daughters are educated and happy, they can contribute to the nation's development. They can become doctors, teachers, engineers, and leaders.

Part IV: The Government has launched many schemes for the education of the girl child. Some of them are 'Beti Bachao Beti Padhao', 'Balika Samridhi Yojana', 'Samagra Shiksha Scheme–Kasturba Gandhi Balika Vidyalayas', etc.

Find out more such schemes from the internet or from your teacher and spread awareness in your neighbourhood.

This is a research activity.

Now let's move on to the second piece of the chapter, which is the poem "Try Again." This is by Eliza Cook.

First, there is a "Try Again" section before we read. Let me read it:

Let us do these activities before we read.

I Who inspires you to do your best?

II Work in pairs, identify what you see in the pictures given below. What can we learn from them? Share your answers with your classmates and the teacher.

The pictures are not described in the text, but they probably show things like a spider, an ant, or other creatures that show perseverance.

Now let's read the poem:

> King Bruce of Scotland flung himself down > In a lonely mood to think; > 'Tis true he was monarch, and wore a crown, > But his heart was beginning to sink. > > For he had been trying to do a great deed, > To make his people glad; > He had tried and tried, but couldn't succeed > And so he became quite sad. > > He flung himself down in low despair, > As grieved as man could be; > And after a while he pondered there, > "I'll give it all up," said he. > > Now just at that moment a spider dropped, > With its silken, filmy clue; > And the King, in the midst of his thinking, stopped > To see what the spider would do. > > 'Twas a long way up to the ceiling dome, > And it hung by a rope so fine; > That how it would get to its cobweb home, > King Bruce could not divine.

Let me explain some words. King Bruce was a real king of Scotland. He is famous for fighting the English. In this poem, he is feeling sad because he failed in his attempts to help his people. He flung himself down means he lay down. In a lonely mood means he was alone and feeling sad. His heart was beginning to sink means he was losing hope. A monarch is a king or queen. He wore a crown, which is a symbol of royal power.

He had been trying to do a great deed to make his people glad, but he tried and tried and couldn't succeed. So he became quite sad. He flung himself down in low despair, which means he gave up hope. As grieved as man could be means as sad as anyone could be. He pondered, which means he thought about what to do. He decided to give it all up.

Then, at that moment, a spider dropped down with its silken thread. The spider was trying to climb up to its web, which is its home. The King stopped to watch what the spider would do.

It was a long way up to the ceiling, and the spider hung by a very fine thread. The King couldn't understand how the spider would reach its cobweb home.

Now let's continue:

> It soon began to cling and crawl > Straight up with strong endeavour; > But down it came with a slippery sprawl, > As near to the ground as ever. > > Up, up it ran, not a second to stay, > To utter the least complaint; > Till it fell still lower, and there it lay, > A little dizzy and faint. > > Its head grew steady — again it went, > And travelled a half-yard higher; > 'Twas a delicate thread it had to tread, > And a road where its feet would tire. > > Again it fell and swung below, > But again it quickly mounted; > Till up and down, now fast, now slow, > Nine brave attempts were counted. > > "Sure," cried the King, "that foolish thing > Will strive no more to climb; > When it toils so hard to reach and cling, > And tumbles every time." > > But up the insect went once more, > Ah me! 'tis an anxious minute; > He's only a foot from his cobweb door, > Oh say, will he lose or win it? > > Steadily, steadily, inch by inch, > Higher and higher he got; > And a bold little run at the very last pinch > Put him into his native cot. > > "Bravo, bravo!" the King cried out, > "All honour to those who try; > The spider up there, defied despair; > He conquered, and why shouldn't I?" > > And Bruce of Scotland braced his mind, > And gossips tell the tale, > That he tried once more as he tried before, > And that time did not fail.

So the spider tried to climb up. It began to cling and crawl straight up with strong endeavour, which means it tried very hard. But it fell down. It came down with a slippery sprawl, which means it fell in an uncontrolled way. It was as near to the ground as ever.

It tried again. Up, up it ran, not stopping for a second, not complaining at all. Till it fell still lower and lay there, a little dizzy and faint. Its head grew steady, and again it went, travelling a half-yard higher. It was a delicate thread it had to tread, and a road where its feet would tire.

Again it fell and swung below, but again it quickly mounted. This happened nine times. The King watched and said, "That foolish thing will strive no more to climb. When it toils so hard to reach and cling, and tumbles every time."

But the spider went up once more. It was only a foot from its cobweb door. The King wondered if it would lose or win. Steadily, steadily, inch by inch, higher and higher it got. And at the very last moment, it made a bold little run and got into its native cot, which means its home.

Then the King cried out, "Bravo, bravo! All honour to those who try. The spider up there defied despair. He conquered, and why shouldn't I?"

And Bruce of Scotland braced his mind, which means he gathered his courage. And the story goes that he tried once more as he tried before, and that time he did not fail. He succeeded!

Now let's do the discussion questions:

I Complete the summary of the poem by filling in the blanks with suitable words from the text given in the box below.

The words are: tried, mounted, despair, attempts, great, conquered, low, strive.

The poem, written in a narrative style, tells the story of King Bruce of Scotland, who was feeling 1. low after failing multiple times to achieve something 2. great for his people. In a moment of 3. despair, he observed a spider trying to reach its web high above. The spider 4. tried every time it fell after getting close to its goal. It made nine 5. attempts and finally succeeded. The king said that the spider had 6. conquered and so would he. Inspired by the spider's determination, King Bruce decided to 7. strive. When he 8. mounted this time, he ultimately succeeded.

II Complete the following sentences suitably.

1. We can say that the poet uses the narrative style because the poem tells a story with a beginning, middle, and end, and has characters like King Bruce and the spider.

2. The central idea of the poem is that we should never give up and keep trying until we succeed. Perseverance leads to success.

III Pick three examples from the poem for each of the following:

1. Lines that describe the spider's efforts: - "It soon began to cling and crawl Straight up with strong endeavour" - "Up, up it ran, not a second to stay, To utter the least complaint" - "Steadily, steadily, inch by inch, Higher and higher he got"

2. Alliteration (the repetition of the same consonant sounds at the beginning of closely connected words): - "tried and tried" - "steadily, steadily" - "up, up"

IV Why does the poet repeat the following words or phrases in the poem?

tried and tried; steadily, steadily; up, up

The poet repeats these words to emphasize the spider's persistence and determination. It shows that the spider kept trying again and again without giving up. The repetition also creates a rhythm in the poem and makes it more memorable.

V Fill in the blanks by choosing the correct answer from within the brackets.

1. The rhyme scheme of the poem is AABB. (AABB/ABBA/ABAB) - The poem has pairs of rhyming lines, like "think" and "sink," "glad" and "sad."

2. 'Bravo' is an example of interjection. (conjunction/interjection/adjective) - Bravo is used to express praise or approval.

3. The poet uses 'twas and 'tis for the sake of rhyme. (rhythm/rhyme/contraction) - These are contractions of "it was" and "it is," and they help maintain the rhyme scheme.

Now let's do the "Let us think and reflect" section for the poem.

Part I has two extracts and questions.

First extract: > He flung himself down in low despair, > As grieved as man could be; > And after a while he pondered there, > "I'll give it all up," said he. > > Now just at that moment a spider dropped, > With its silken, filmy clue;

(i) Select the phrase which shows the physical expression of the King's emotional state. The phrase is "He flung himself down." This shows he physically threw himself down in despair.

(ii) Why does the poet use the word 'low' before despair? The word 'low' emphasizes how deep his despair was. It shows he was at the lowest point emotionally.

(iii) Choose the correct option to complete the sentence. In the line, 'And after a while he pondered there', the word 'pondered' means _________. The options are paused, thought, noticed, or rested. The correct answer is thought. He thought about what to do.

(iv) Choose the correct option from the words given in the brackets. The phrase 'silken filmy clue' creates an image of something that is very delicate and soft. (long and light/very delicate and soft)

Second extract: > "...when it toils so hard to reach and cling, > And tumbles every time." > > But up the insect went once more, > Ah me! 'tis an anxious minute; > He's only a foot from his cobweb door, > Oh say, will he lose or win it?

(i) Choose the correct option to complete the analogy. toil : hard :: _________ : _________ The options are roll : tumble, tumble : circle, compress : roll, jump : tumble. Toil means to work hard. So we need another word that means something like "to work hard" paired with its result. Actually, let's think: toil is related to hard work. The spider toils hard. The result is that it tumbles. So the analogy might be: to work hard is to tumble? That doesn't make sense. Let's look at the options differently. Maybe it's saying: just as toil is hard work, tumbling is... Actually, the best answer might be roll : tumble, because rolling is similar to tumbling. But let's choose A. roll : tumble.

(ii) List any two characteristics of the spider highlighted in the line, 'But up the insect went once more'. The spider shows determination, perseverance, courage, and resilience.

(iii) Choose the correct option to complete the sentence. The expression 'Ah me!' in the extract indicates a sense of stress. (happiness/stress/relief/loneliness)

(iv) Complete the sentence with an appropriate reason. Readers are able to relate to this extract because we all face difficulties and failures in life, and we can understand the feeling of trying again.

Now let's answer the general questions:

1. How does the first stanza help in setting the mood of the poem? The first stanza introduces King Bruce and his problem. It tells us he is a king who is trying to do something great for his people but has failed. This sets a sad and hopeless mood.

2. Describe how King Bruce's attitude changes from the beginning towards the end of the poem. At the beginning, King Bruce is sad and wants to give up. He says "I'll give it all up." But after watching the spider, he becomes inspired and says "Bravo, bravo! All honour to those who try." At the end, he decides to try again and succeeds.

3. The poet describes every action of the spider in great detail. What does this tell us about his attitude towards the spider? The poet admires the spider's determination and perseverance. By describing every action in detail, the poet shows respect for the spider's efforts and uses it as a lesson for the readers.

4. How does the spider inspire us to overcome despair and not give up? The spider keeps trying even after falling many times. It doesn't give up. This shows us that failures are part of the journey to success. We should keep trying like the spider.

5. The poem teaches us that failures are stepping stones to success. Explain. The spider failed nine times but succeeded on the tenth attempt. King Bruce also failed many times but eventually succeeded. This shows that each failure teaches us something and brings us closer to success.

6. The spider's journey tells us that anyone can be a source of inspiration in our lives. Elaborate. The spider is a small creature, but it taught a king an important lesson. This shows that we can learn from anyone or anything. We should be open to learning from the smallest things in life.

Now let's do the "Let us learn" section for the poem.

I Write the opposites of the following words taken from the poem.

1. up x down 2. fast x slow 3. glad x sad 4. win x lose 5. succeed x fail

II Choose the correct meaning of the underlined words in the following sentences from the box given below. Frame sentences of your own for these words.

The words are: work very hard and/or for a long time, prepared themselves for something difficult, an attempt to do something new or difficult, to try very hard to achieve something.

(i) Please make every endeavour to arrive on time. Endeavour means an attempt to do something new or difficult. My sentence: "I made every endeavour to learn how to ride a bicycle."

(ii) Ants toil tirelessly to save food for rainy season. Toil means to work very hard for a long time. My sentence: "The farmers toil in the fields all day."

(iii) We encourage all students to strive to do their best. Strive means to try very hard to achieve something. My sentence: "I strive to get good marks in my exams."

(iv) The sailors braced themselves against the strong wind. Braced means prepared themselves for something difficult. My sentence: "We braced ourselves for the bad news."

III The poem uses words that show distance. For example: a long way up, inch by inch, higher and higher, half-yard higher.

Classify the words or phrases in the box given below based on the distance (far or near) and write in the space provided. You may take the help of a dictionary.

The words are: proximity, middle of nowhere, vicinity, adjacent, remoteness, yonder, afar, a stone's throw, light year, hairline, farther.

Far: middle of nowhere, remoteness, yonder, afar, light year, farther Near: proximity, vicinity, adjacent, a stone's throw, hairline

IV Read the following line from the poem. 'Twas a delicate thread it had to tread, Now repeat the lines five to six times. Are you able to say it clearly? Create more tongue twisters of your own.

This is a speaking activity to practice pronunciation. You can try saying "She sells seashells by the seashore" or "Peter Piper picked a peck of pickled peppers."

Now let's do the "Let us listen" section for the poem. The chapter says you will listen to a story about an ant. The transcript is provided. Let me summarize:

The story is about a little ant known for her determination. One day, she found a huge piece of roti that was too heavy to carry alone. She tried pushing, pulling, and rolling, but nothing worked. She sat down and cried. Then she saw a bird trying to build a nest, failing again and again but not giving up. The ant felt inspired and called her fellow ants for help. Together, they carried the crumb back to the anthill. The lesson is never to give up.

The answers to the questions are: 1. What was the ant known for? (i) determination 2. Why was the ant unable to take the roti home? (ii) It was too heavy to carry. 3. What was the bird doing? (ii) searching for food (actually building a nest) 4. How did the bird make the ant feel? (ii) inspired 5. How did the fellow ants help? (iii) by joining the ant in her efforts

Now let's do the "Let us speak" section. Narrate a personal experience about a time when you were motivated by someone or something to carry on and never give up. Use the sentence prompts as a guide. This is for you to practice speaking about your own experiences.

Now let's do the "Let us write" section. King Bruce was inspired by the spider that kept on trying till it was successful. Think about the steps you can take to overcome a difficult situation and write them down. Now, write a letter to your cousin on how you plan to overcome any difficult situation. Also, advise not to quit and persevere. Remember to use transition words like 'To begin with...,' 'Next...,' 'After that...,' 'Then...,' 'Finally...,' to share the steps of your plan.

This is a letter-writing activity. You need to write a letter to your cousin about overcoming a difficult situation.

Now let's do the "Let us explore" section for the poem.

I Collect folk songs in your own language that connect us with nature and compile them as a class project.

II Did you know that spiders are not insects? They belong to a group called the arachnids. Observe a spider and an ant from a distance and note down the differences between them. This is an observation activity.

III Let us learn how to weave a spider web. This is a craft activity where you make a spider web using sticks and wool.

Now let's move on to the third piece of the chapter, which is "Three Days to See" by Helen Keller.

First, there are activities before we read:

I Work in pairs. Recall a visit to a place that you liked. Discuss the details of that place and write about the following: Name of the place, the person(s) you went with, the things that you could see, listen, smell, taste, touch and feel.

II How does this memory make you feel?

III Do you think your visit/experience would be different if you could not see or hear? Share your answers with your classmates and the teacher.

Did you know that our five senses are essential for us to experience and make sense of the world around us?

Now let's read the essay. This is written by Helen Keller, who was deaf and blind from a young age. Despite her disabilities, she became a famous writer and speaker. This essay is about what she would like to see if she could have sight for three days.

Let me read the text:

I, who cannot see, find hundreds of things to interest me through mere touch. I feel the delicate symmetry of a leaf. I pass my hands lovingly about the smooth skin of a silver birch, or the rough, shaggy bark of a pine. In spring, I touch the branches of trees hopefully in search of a bud, the first sign of awakening Nature after her winter's sleep. Occasionally, I am very fortunate; I place my hand gently on a small tree and feel the happy quiver of a bird in full song.

So Helen Keller cannot see, but she can touch things and learn about them through touch. She feels the symmetry of a leaf, which means the even pattern on both sides. She touches a silver birch, which is a slender tree with thin peeling bark, and a pine tree, which has rough, shaggy bark. In spring, she touches tree branches to find buds, which are the first signs of new life after winter. Sometimes she feels a bird quivering, which means shaking, while singing.

At times, my heart cries out with longing to see all these things. If I can get so much pleasure from mere touch, how much more beauty must be revealed by sight. And I have imagined what I should most like to see if I were given the use of my eyes, say, for just three days.

So she longs to see these things. She thinks if touch gives her so much pleasure, sight must reveal even more beauty. So she imagines what she would like to see if she had sight for three days.

I should divide the period into three parts. On the first day, I should want to see the people whose kindness and companionship have made my life worth living. I do not know what it is to see into the heart of a friend through that 'window of the soul', the eye.

So on the first day, she wants to see the people who have been kind to her and made her life meaningful. She says the eye is the window of the soul, meaning through someone's eyes, you can see their true feelings.

I can only 'see' through my fingertips the outline of a face. I can detect laughter, sorrow and other obvious emotions. I know my friends from the feel of their faces.

So she can feel the shape of a face with her fingers and understand emotions, but she cannot see the expressions in the eyes.

The next day I should arise with the dawn and see the thrilling miracle by which night is transformed into day. I should behold with awe the magnificent panorama of light with which the sun awakens the sleeping earth. This day I should devote to a hasty glimpse of the world, past and present. I should want to see the pageant of man's progress, and so I should go to the museums. There my eyes would see the condensed history of the earth—animals and the races of men pictured in their native environment; gigantic remains of dinosaurs and mastodons that roamed the earth before man appeared, with his large animal tiny stature and powerful brain, to similar to an conquer the animal kingdom. elephant, but with fur

So on the second day, she wants to see the sunrise, which is the miracle of night turning into day. She wants to see the panorama, which is a wide view, of light. She wants to see the pageant, which is a display, of man's progress. She wants to go to museums to see the history of the earth, including dinosaurs and mastodons, which were large animals similar to elephants but with fur. Man appeared later with his small stature but powerful brain.

The following morning, I should again greet the dawn, anxious to discover new delights, new revelations of beauty. Today, this third day, I shall spend in the workaday world, amid the haunts of men going about the business of life. The city becomes my destination.

So on the third day, she wants to see the city and how people live their daily lives.

First, I stand at a busy corner, merely looking at people, trying by sight of them to understand something of their daily lives. I see smiles, and I am happy. I see serious determination, and I am proud. I see suffering, and I am compassionate.

So she wants to watch people in the city. She wants to see their smiles, their determination, and their suffering, so she can understand their lives better.

At midnight, permanent night would close in on me again. Naturally in those three short days I should not have seen all I wanted to see. Only when darkness had again descended upon me should I realise how much I had left unseen.

So she knows that after three days, she would go back to darkness. She knows she cannot see everything in just three days.

I who am blind can give one hint to those who can see: use your eyes as if tomorrow you would be stricken blind. And the same method can be applied to your other senses. Hear the music of voice, the song of a bird, the mighty strains of an orchestra, as if you would be stricken deaf tomorrow. Touch each object as if tomorrow your tactile sense would fail. Smell the perfume of flowers, taste with relish each morsel, as if tomorrow you could never smell and taste again. Make the most of every sense; glory in all the facets of pleasure and beauty, which the world reveals to you through the several means of contact, which Nature provides. But of all the senses, I am sure that sight must be the most delightful.

So this is the main message. She tells people who can see to appreciate their sight as if they might lose it tomorrow. Similarly, they should appreciate their hearing, touch, smell, and taste. She says we should make the most of every sense and enjoy all the beauty the world provides. She believes sight is the most delightful sense.

Now let's do the discussion questions:

I Work in pairs. Identify the statements that are true from the ones given below.

1. The author expresses a deep longing to experience the world through the sense of hearing. - False. She expresses longing for sight, not hearing.

2. The author would like exploring the city only to observe how people are suffering. - False. She wants to see all aspects of people's lives, including smiles and determination.

3. The author would spend the first day seeing the people whose kind-heartedness and friendship have enriched her life. - True.

4. The author acknowledges that even in three days, she would not be able to see everything. - True.

5. The author feels that everyone can find the greatest joy merely by the sense of touch. - False. She says sight is the most delightful sense.

6. The author advises those who can see to appreciate every moment as if they might lose their senses tomorrow. - True.

7. On the third day, the author would like to observe people in their daily lives and understand their experiences. - True.

II Complete the table given below with what Helen Keller wanted to do on the three days if she had sight.

Day 1: see the people, know her friends from the feel of their faces, see into the heart of a friend through the eye

Day 2: arise with the dawn, see the thrilling miracle of night transformed into day, behold the magnificent panorama of light, go to museums to see the pageant of man's progress, see the condensed history of the earth

Day 3: spend in the workaday world, go to the city, stand at a busy corner and look at people, see smiles, see serious determination, see suffering

III The author says that you need eyes to be able to 'see' the true self of a person. Therefore, she refers to the eye as 'window of the soul'. How is the narrator able to understand the feelings of a person?

The narrator can understand feelings through touch. She can feel the outline of a face and detect laughter, sorrow, and other obvious emotions. However, she cannot see into someone's soul through the eyes because she cannot see.

Now let's do the "Let us think and reflect" section.

Part I has two extracts and questions.

First extract: "I feel the delicate symmetry of a leaf. I pass my hands lovingly about the smooth skin of a silver birch, or the rough, shaggy bark of a pine. In spring, I touch the branches of trees hopefully in search of a bud, the first sign of awakening Nature after her winter's sleep. Occasionally, I am very fortunate; I place my hand gently on a small tree and feel the happy quiver of a bird in full song."

(i) What does the 'delicate symmetry of a leaf' symbolise? It symbolises the beauty and balance of nature.

(ii) List two phrases from the extract that describe the texture of objects in nature. "smooth skin of a silver birch" and "rough, shaggy bark of a pine."

(iii) Complete the sentence appropriately. The phrase 'awakening Nature after her winter's sleep' refers to spring, when new life begins after winter.

(iv) What is the tone of the writer in this extract? The tone is admiring or celebratory. She appreciates the beauty of nature.

Second extract: "The next day I should arise with the dawn and see the thrilling miracle by which night is transformed into day. I should behold with awe the magnificent panorama of light with which the sun awakens the sleeping earth. This day I should devote to a hasty glimpse of the world, past and present. I should want to see the pageant of man's progress, and so I should go to the museums."

(i) The word 'thrilling' has been used with 'miracle'. Which of the following words does not match with the word 'thrilling'? The options are experience, tale, knowledge, or adventure. All of them could match, but let's see. "Thrilling knowledge" doesn't sound quite right. So probably knowledge is the answer.

(ii) Why does the writer refer to the earth as 'sleeping earth'? Because at night, everything is dark and quiet, like the earth is sleeping. When the sun rises, the earth wakes up.

(iii) Complete the sentence with an appropriate reason. The writer wishes to dedicate the day to a brief look at the present and past world because she wants to understand the history of mankind and the world.

(iv) Why does the writer use 'should' multiple times in the extract? Because she is imagining what she would do if she had sight. It expresses her wishes and plans.

Now let's answer the general questions:

1. The sense of touch makes up for the loss of sight and hearing. Explain this statement with reference to the text.

Helen Keller cannot see or hear, but she uses her sense of touch to experience the world. She feels the symmetry of leaves, the texture of tree bark, the quivering of birds, and the shapes of faces. Touch helps her understand the world around her.

2. Why does the author believe that the sense of sight is the most wonderful?

The author believes sight is the most wonderful because it reveals so much beauty that other senses cannot. Through sight, we can see the sunrise, the faces of loved ones, the progress of mankind, and countless other things.

3. How might the author's opinion on making the most of our senses guide us to be kinder towards people with special abilities?

If we appreciate our senses and understand what it would be like to lose them, we would be more understanding and kind towards people who have disabilities. We would not take our abilities for granted.

4. What is the significance of imagining the