So students, welcome to today's English lesson. I am so happy to be here with you to learn about one of the most inspiring chapters in your textbook — Unit 5, Bravehearts. This chapter is all about celebrating the courage, sacrifice, and patriotism of brave individuals who have defended our nation. Before we begin reading the main text, let me tell you that this chapter has two beautiful parts. The first part is about our soldiers and the National War Memorial, the second part is about a brave queen from history. But before we dive into all of that, there are some activities for you to do. Let me guide you through them.
So students, let's start with the very first activity. The chapter begins with saying "Let us do these activities before we read." Now, what does the word 'homage' mean? Homage means something that is said or done to show respect publicly for someone. So the first question asks, "Whom should every Indian pay homage to?" Think about this for a moment. Who are the people that protect us, keep us safe, and sacrifice so much for our freedom? Yes, you are absolutely right — our brave soldiers. Every Indian should pay homage to the soldiers of the Indian Armed Forces. They are the ones who guard our borders, protect our sovereignty, and ensure that we live in peace. Take a moment to think about this and share your answers with your classmates and your teacher.
Now, the second activity asks you to work in pairs to complete a table. The table has two columns — one is about "Celebrating their Victories" and the other is about "Honouring their Sacrifices." An example has been done for you. The example given is "visiting a war memorial" under Honouring their Sacrifices. So you need to think of at least three ways in which we can celebrate the victories of our soldiers and honour their sacrifices. Some ideas could be — we can celebrate victories by organizing cultural programs, by remembering their stories, by teaching younger generations about their bravery. And we can honour their sacrifices by visiting war memorials, by maintaining silence and paying respects on special days, by supporting the families of martyrs, and by keeping their memories alive through stories and presentations. Discuss with your partner, write down your answers, and then share them with your classmates and teacher.
Now students, let's move on to the reading section. The chapter has two letters written between two friends — Soumya and Ananda. Soumya writes from Bengaluru and Ananda writes from Chandigarh. Soumya is sharing her experience of visiting the National War Memorial in New Delhi. This is a very touching letter that tells us about the importance of remembering our war heroes. Let me read through this letter with you and explain everything step by step.
The letter begins with the address. House No... Jayanagar, Bengaluru, 14 April 20XX. So students, notice how we write the date in a letter — we write the date after the address. This is the format we follow in informal letter writing. Now, the letter is addressed to "Dear Ananda," which is the salutation or greeting.
Now, Soumya begins by asking if Ananda remembers their last conversation about war and the importance of peace. She talks about how India had to struggle for its Independence from the British for many centuries. After Independence, our country has had to fight several wars to protect its borders, territorial integrity, and its people. Now, what does "territorial integrity" mean? It means the protection of our land, our boundaries, our country's complete territory from any external threat. So when we say India has had to fight wars to protect its territorial integrity, it means India had to fight to protect its land from being captured or taken over by other countries.
Then Soumya asks some very thoughtful questions. She wonders who these brave Indian people were. They fought to protect our country and sacrificed their lives so that we could lead our lives in peace. What were their names? Where did they come from? Does anyone remember anything about them? These are such important questions, students. We must remember the names of those who gave their lives for us. That is exactly what the National War Memorial helps us do.
Now, Soumya tells Ananda about her educational trip to New Delhi organized by her school. She was looking forward to this trip and our visit to many places of historical and educational significance. She learnt several new and interesting things and is excited to share them.
Now comes the interesting part. Soumya asks Ananda to guess the name of the monument that she found most inspiring. She gives some clues. The construction of this monument started in April 2018 and was completed in February 2019. It was inaugurated by India's Prime Minister Shri Narendra Modi in February 2019. It is spread over 40 acres of land near the iconic India Gate. It is a tribute to some of the bravest Indians. Can you guess what monument this is? Yes, it is the 'National War Memorial'. Soumya says, "Won't you say, a long-deserved aspiration was fulfilled?" This means that for a long time, India wanted to have a memorial to honour its war heroes, and finally this wish came true with the construction of the National War Memorial.
Now, let's understand what Soumya learned at the National War Memorial. Our visit to the National War Memorial began with their teacher explaining that even after Independence, India has had to fight many wars to protect herself, and the freedom and security we enjoy today is because of the many brave men and women who have served in the Indian Armed Forces over decades. Sadly, war always takes its toll, and therefore, many brave soldiers have had to sacrifice their lives for the country even after our Independence in 1947.
This is what makes monuments like the National War Memorial extremely important, so that we should never forget the cost of freedom. We are aware, always, of the pain and horrors of war. We learnt that each brick of the memorial is called a tablet, and it bears the names of soldiers who fought for India and made the supreme sacrifice in different wars from 1947 till date, including the Indo-China conflict of 1962, the Indo-Pak Wars in 1965 and 1971, and the Kargil War in 1999. There are 29,000 tablets on which more than 26,000 names of fallen soldiers have been etched. Students, "etched" means carved or engraved deeply. So the names of the soldiers are carved onto these tablets so that they are remembered forever.
Now, let's talk about the awards that our soldiers receive. The teacher told them about the 21 bravehearts who were awarded the Param Vir Chakra, India's highest wartime gallantry medal, for their service to the nation. She also told them about Maha Vir Chakra, Kirti Chakra, Vir Chakra, and Shaurya Chakra. These are all prestigious awards given to soldiers for their bravery and service.
Now, let's learn about the first Param Vir Chakra awardee. Major Somnath Sharma was posthumously awarded India's first PVC in the Battle of Badgam in 1947. "Posthumously" means that the award was given after his death. He died while fighting for our country, and the award was given to him as a recognition of his bravery. Later, some more PVCs were awarded for exceptional gallantry during the India-China Conflict of 1962, and the India-Pakistan War of 1965. Besides, a PVC was also awarded for service during the UN Peace Keeping Operations in Congo.
In the 1971 war, some of the heroes who were awarded the PVC (posthumously) include Lance Naik Albert Ekka, Flying Officer Nirmal Jit Singh Sekhon, Second Lieutenant Arun Khetarpal, and Major Hoshiar Singh. Some Navy personnel including Captain Mahendra Nath Mulla were also awarded MVC for their exemplary courage and leadership.
Now, the teacher shared with them the citation of Param Vir Chakra awardee Lance Naik Albert Ekka. It touched my heart and also motivated me. We were awestruck and humbled by his bravery. I aspire to be courageous like him when I join the Army!
Now, let's read and understand this citation carefully. A citation is an official document that describes the reasons why a person is being awarded a military honor. It tells the story of the brave act that earned the soldier the award.
The citation says: Lance Naik Albert Ekka was in the left forward company of a Battalion of the Brigade of Guards during their attack on the enemy defence at Gangasagar on the eastern front. This was a well-fortified position held in strength by the enemy. The assaulting troops were subjected to intense shelling and heavy small arms fire, but they charged on to the objective and were locked in bitter hand-to-hand combat. Lance Naik Albert Ekka noticed an enemy Light Machine Gun inflicting heavy casualties on his company. With complete disregard to his personal safety, he charged the enemy bunker, bayonetted two enemy soldiers and silenced the Light Machine Gun. Though seriously wounded in this encounter, he continued to fight alongside his comrades through the mile deep objective, clearing bunker after bunker with undaunted courage. Towards the northern end of the objective, one enemy Medium Machine Gun opened up from the second storey of a well-fortified building inflicting heavy casualties and holding up the attack. Once again, this gallant soldier without worrying about his personal safety, despite his serious injury and the heavy volume of enemy fire, crawled forward till he reached the building and lobbed a grenade through the loophole of the bunker, killing one enemy and injuring the other.
The Medium Machine Gun, however, continued to fire. With outstanding courage and grim determination, Lance Naik Albert Ekka scaled a side wall and entering the bunker, bayonetted the enemy who was still firing and thus silenced the Machine Gun, saving further casualties to his company and ensured the success of the attack.
In this process, however, he received serious injuries and succumbed to them after the capture of the objective. In this action, Lance Naik Albert Ekka displayed the most conspicuous valour, determination and made the supreme sacrifice in the best traditions of the Army.
Students, can you imagine the bravery of this soldier? He was seriously wounded but still kept fighting. He cleared bunker after bunker, killed enemy soldiers, and saved the lives of his comrades. He made the supreme sacrifice — he gave up his life for his country. This is what makes him a true hero. We must always remember such brave soldiers.
Now, let's continue reading Soumya's letter. As they continued their visit around the National War Memorial, they came across another important installation called Amar Jawan Jyoti that commemorates our soldiers. The name, as you may have guessed, represents an immortal flame that is kept ablaze all through the day and night to revere the sacrifices of our soldiers. Earlier the Amar Jawan Jyoti, which also displayed a rifle and a helmet, was alighted under the arch of India Gate in January 1972 to commemorate India's victory in the India-Pakistan War of 1971.
The National War Memorial now includes Amar Jawan Jyoti in the obelisk, which is surrounded by four Chakras. During the inauguration, the Prime Minister lit a new flame to commemorate the fallen heroes. Later, the old flame at India Gate was also merged with the new flame at the National War Memorial.
Now, let's understand what an obelisk is. An obelisk is a tapering stone pillar, usually made of granite or stone, that is erected as a monument or marker. At the National War Memorial, there is a 15-metre-tall central obelisk with the eternal flame — the Amar Jawan Jyoti.
You can see the obelisk surrounded by wreaths that have been placed as a mark of respect. Wreaths are circular arrangements of flowers used as a sign of respect and remembrance for a person who has died. The lighting design is planned in such a way that it transforms the monument's landscape as sunlight changes from dawn to dusk. It truly is a majestic site that filled me with pride for our nation. I was also overwhelmed by the interminable flame as a metaphor for eternal stories of courage and valour. "Interminable" means everlasting or endless. So the flame represents the endless courage and stories of our brave soldiers.
Now, let's understand the structure of the National War Memorial. The teacher explained the significance of the Chakras to us. The National War Memorial consists of four concentric circles, which are known as Amar Chakra, Veerta Chakra, Tyag Chakra, and Raksha Chakra around a 15-metre-tall central obelisk with the eternal flame — the Amar Jawan Jyoti. It also houses murals — large paintings on a wall, bronze and stone murals and graphic panels.
The innermost circle represents the Amar Chakra, also known as the 'Circle of Immortality'. This has the Obelisk with Eternal Flame. The Amar Jawan Jyoti flame symbolises the immortality of the spirit of fallen soldiers with the assurance that the nation will never forget their sacrifice.
The second circle is called the Veerta Chakra, which is also known as the 'Circle of Bravery'. There is a covered gallery that exhibits six murals crafted in bronze, depicting valiant battle actions of our Armed Forces.
The third circle represents the Tyag Chakra, also known as the 'Circle of Sacrifice'. The circular concentric walls of honour symbolise the ancient war formation, which is called Chakravyuh. The walls are covered with granite tablets and each tablet is solely dedicated to each fallen hero of post-Independent India. Their names are etched in golden letters.
The outermost circle represents the Raksha Chakra, which is also known as the 'Circle of Protection'. In this chakra the row of trees is a reassurance to the citizens of the country about their safety against any threat. Each tree represents the soldiers who ensure the territorial integrity of the nation.
Now, students, let's move on to the discussion questions. The first question asks us to complete the table given below. An example has been done for us. We need to fill in the details about the war heroes.
The table has columns for Name of the War Hero, Contribution and Achievement, and Award Given.
The example given is: Major Somnath Sharma — Battle of Badgam in 1947 — First Param Vir Chakra awarded posthumously.
Now we need to fill in for Captain Mahendra Nath Mulla, Lance Naik Albert Ekka, and Major Padmapani Acharya.
Let me give you the answers. Captain Mahendra Nath Mulla was a Navy officer who was awarded the Maha Vir Chakra for his exemplary courage and leadership during the 1971 India-Pakistan War. He made the supreme sacrifice while defending his post.
Lance Naik Albert Ekka — we have already read his citation. He was awarded the Param Vir Chakra posthumously for his bravery during the 1971 India-Pakistan War. He displayed exceptional courage in attacking enemy bunkers and saved many lives of his comrades, but he himself succumbed to his injuries.
Major Padmapani Acharya was awarded the Maha Vir Chakra posthumously for his bravery during the Kargil War in 1999. He was a Company Commander who led his men in capturing an enemy position and made the supreme sacrifice.
Now, the second question asks us to find the paragraph(s) and sentences in the text that evoke the feelings given below. We need to find where the text talks about feeling of wonder, heartening, sense of motivation, pride, visually inspiring, sadness, gratitude, and inspiration.
Let me help you find these. For feeling of wonder, we can look at the paragraph where Soumya describes the National War Memorial — "It truly is a majestic site that filled me with pride for our nation." This shows wonder and admiration.
For heartening, we can look at the part where it says "It was heartening to know that our government has recognised the sacrifice of brave soldiers."
For sense of motivation, we can look at "I aspire to be courageous like him when I join the Army!" This shows motivation.
For pride, we can look at "It truly is a majestic site that filled me with pride for our nation."
For visually inspiring, we can look at the description of the lighting design and the monument's landscape.
For sadness, we can look at "It was sad to think about the massive devastation and loss of life caused by wars."
For gratitude, we can look at "They exchange letters and share their feelings of gratitude for the freedom they enjoy because of the sacrifices made by the bravehearts of the country."
For inspiration, we can look at "This motivated me to live a life worthy of the sacrifices of our heroes."
Now, the third question asks: Which is India's highest gallantry award? The answer is Param Vir Chakra. It is India's highest wartime gallantry medal.
The fourth question asks: How would Ananda feel after reading this letter? Ananda would feel inspired, motivated, and grateful for the sacrifices of the soldiers. She would also feel a deep sense of respect for Soumya for sharing such an informative and touching experience.
The fifth question asks: Do you think Soumya enjoyed writing this letter? Why or why not? Yes, Soumya definitely enjoyed writing this letter because she says "I have written a long letter as I could not help sharing this inspiring experience with you." She was excited to share her experience with her friend and wanted to convey all the emotions she felt during the visit.
Now, let's read Ananda's reply. Ananda writes from Chandigarh. She thanks Soumya for the letter and says she enjoyed reading the experience of the visit to the National War Memorial in Delhi, as well as her observations and feelings during the visit. She says "You really have an eye for detail, and being the sensitive person that you are, you have been able to capture the essence of the emotions associated with this memorial."
Ananda says she has heard a lot about the National War Memorial. Some people might see a war memorial as just a monument, statue, an edifice to celebrate our war heroes or victory and commemorate those who lost their lives or got injured in the war. In her view, it is also an expression of deep gratitude for the supreme sacrifice made by our brave soldiers defending the sovereignty and integrity of the country. She feels motivated and is seriously thinking of joining the Armed Forces to serve her motherland.
She also feels it is our duty to periodically visit such places to honour our valiant soldiers, who have made great sacrifices for us. Their sacrifices enable us to walk freely in our country without fear of enemy threats.
Then Ananda shares her own experience of visiting a war memorial in Chandigarh. While visiting one of Chandigarh's gardens, they saw a lot of activity around the Bougainvillea Garden in Sector 3. As they approached the garden, they saw people offering flowers and prayers. They joined the group out of curiosity and quickly realised that they were all there to pay respect to the soldiers at the War Memorial located in the heart of the garden.
When Ananda thinks back about her visit where everyone was dedicating flowers as a mark of respect to our soldiers, she was reminded of a poem by Makhhanlal Chaturvedi called "Pushp ki Abhilasha" which means "The Desire of the Flower." Let me read this poem to you in both Hindi and English.
The poem says:
Chaah Nahi, Main Sur Bala Ke Gehanon Mein Goontha Jaun, Chaah Nahi, Premi-Mala Mein Bandh Pyaari Ko Lalchaun!
Chaah Nahi, Samraaton Ke Shav Par, Hey Hari, Dala Jaun, Chaah Nahi, Devon Ke Sir Par Chadhoon, Bhagya Par Ithlaun!
Mujhe Tod Lena, Vanmali! Us Path Per Dena Tum Phaink, Matrabhoomi Per Sheesh Chadhane Jis Path Jaavein Veer Anek!
Translation in English:
I do not wish to be strung in the ornaments of the celestial beings, I do not wish to be entangled in the garland of lovers to entice my beloved!
I do not wish to be laid on the corpses of emperors, O Hari, I do not wish to climb on the heads of the gods, O Fortune, to strut!
Pluck me, O Forest-dweller! Throw me on that path, Where to place one's head on the motherland That path goes many a hero!
This beautiful poem expresses the desire of a flower to be placed on the path where brave soldiers walk, rather than being used for decoration or worship. It is a tribute to the sacrifice of soldiers.
Now, Ananda says she was inspired by Soumya's idea of presenting the valourous stories of India's soldiers. She mentions Captain Anuj Nayyar, MVC, who was posthumously awarded the Maha Vir Chakra for exemplary valour during the Kargil War in 1999. She mentions that his mother Meena Nayyar has written a memoir titled "Tiger of Drass– Capt. Anuj Nayyar – 23 – Kargil Hero."
Ananda also mentions the mobile app 'National War Memorial and Museum' which is very interactive and provides answers to queries in 21 languages. She says the murals on the walls are enchanting and it is a great learning experience.
Now, let's look at the discussion questions for Ananda's letter.
The first question asks: Why was Ananda reminded of the poem 'Pushp ki Abhilasha'? Ananda was reminded of this poem when she saw people offering flowers and prayers at the War Memorial in Chandigarh. The poem talks about flowers being offered to brave soldiers, which is exactly what people were doing at the memorial.
The second question asks: How does Soumya's letter help Ananda in pursuing her hobby? Ananda mentions that she collects stamps as a hobby. She says that the envelope of Soumya's letters often comes with beautiful stamps, which make her happy. This time she received a stamp that celebrates India's independence, a theme related to Soumya's letter. So Soumya's letter helps Ananda in pursuing her hobby by sending her letters with interesting stamps.
The third question asks: Ananda is inspired to act after reading the letter from Soumya. What actions does she intend to take up? Fill in the table citing the sentences from the text.
The table has: 1. visit — Ananda intends to visit the National War Memorial in Delhi. 2. mobile app — She intends to use the National War Memorial and Museum app. 3. sharing ideas — She intends to share the idea with her classmates and teacher. 4. creating a collage — She intends to create a collage capturing the lives and stories of people that can inspire us. 5. joining the army — She is seriously thinking of joining the Armed Forces. 6. website — She mentions the website https://www.mygov.in/campaigns/national-war-memorial.
Now, let's move on to the "Let us think and reflect" section. This section has extracts from the text and questions based on them.
The first extract is: "You can see the obelisk surrounded by wreaths that have been placed as a mark of respect. The lighting design is planned in such a way that it transforms the monument's landscape as sunlight changes from dawn to dusk. It truly is a majestic site that filled me with pride for our nation. I was also overwhelmed by the interminable flame as a metaphor for eternal stories of courage and valour."
Now, let's answer the questions:
(i) Complete the analogy with a word from the extract. flame: valour:: wreath: __________. The answer is "respect" because wreaths are placed as a mark of respect, just as flame is a symbol of valour.
(ii) How does the lighting design make the monument visually appealing? The lighting design transforms the monument's landscape as sunlight changes from dawn to dusk, making it look beautiful and different at different times of the day.
(iii) State whether the following sentence is a fact or an opinion. "It truly is a majestic site..." This is an opinion because it expresses the writer's personal feeling about the monument. It cannot be proven as a fact.
(iv) What does the everlasting flame suggest? The everlasting flame suggests eternal stories of courage and valour. It symbolises that the sacrifice and bravery of soldiers will never be forgotten.
(v) Choose the correct option to complete the sentence. The tone of the writer in this extract is __________. The answer is C. admiring. The writer is expressing admiration for the monument and the soldiers it represents.
Now, the second extract is: "I was happy to hear that you got an opportunity to visit the National War Memorial. I have heard a lot about it. Some people might see a war memorial as just a monument, statue, an edifice to celebrate a war or victory and commemorate those who sacrificed their lives or got injured in the war. In my view, it is also an expression of deep gratitude for the supreme sacrifice made by our brave soldiers defending the sovereignty and integrity of the country."
Let's answer the questions:
(i) Choose a line from the extract which shows that Ananda was aware about the National War Memorial. The line is "I have heard a lot about it."
(ii) What might be the most likely reason for people to consider a war memorial as a monument? People might consider it as a monument because it is a physical structure that commemorates war heroes and remembers those who lost their lives or got injured in wars.
(iii) Fill in the blank with a suitable word from the extract. We conduct special competitions at school to __________ our Independence day. The word is "celebrate" because the extract talks about commemorating and celebrating.
(iv) Select a phrase from the extract showing that Ananda is expressing an opinion. The phrase is "In my view" or "In my view, it is also an expression of deep gratitude..."
(v) Complete the sentence with a suitable reason. Ananda refers to the sacrifice of soldiers as 'supreme' sacrifice because they give up their lives for the country, which is the greatest sacrifice one can make.
Now, let's answer the following questions:
1. What is the significance of the National War Memorial? The National War Memorial is significant because it honours the soldiers who made the supreme sacrifice for the country since Independence. It ensures that we never forget the cost of freedom and serves as a reminder of the bravery and patriotism of our armed forces.
2. Lance Naik Albert Ekka is an example of selflessness, determination, and exceptional courage. Elaborate. Lance Naik Albert Ekka showed exceptional courage by charging at enemy bunkers despite being seriously wounded. He killed enemy soldiers, silenced machine guns, and saved the lives of his comrades. He displayed undaunted courage and determination until he made the supreme sacrifice. His actions exemplify selflessness because he put the mission and his comrades' safety above his own life.
3. Explain how the National War Memorial and Museum app will be helpful in spreading awareness about war heroes. The app is very interactive and provides information in 21 languages. It helps people learn about the war heroes, their stories, and their sacrifices. It makes the information accessible to a wider audience and helps spread awareness about the brave soldiers.
4. Why is it our duty to pay homage to our brave soldiers? It is our duty because they have sacrificed their lives to protect our freedom, sovereignty, and integrity. Their sacrifices enable us to live in peace and safety. Paying homage is a way of showing gratitude and ensuring that their memory lives on.
5. What is the main idea of this text? How does it justify the title, 'A Homage to our Brave Soldiers'? The main idea of the text is to honour and remember the brave soldiers who have sacrificed their lives for the country. The title is justified because the text talks about the National War Memorial, the stories of brave soldiers, and the importance of remembering their sacrifices. It is indeed a homage to all the brave soldiers.
6. Why were the students awestruck and humbled? Explain in your own words. The students were awestruck and humbled because they learned about the extraordinary bravery and sacrifice of soldiers like Lance Naik Albert Ekka. Hearing about their heroic deeds and the ultimate sacrifice they made left the students amazed and filled with respect. It made them realize how brave these soldiers were and how much we owe them.
Now, let's move on to the "Let us learn" section. This section teaches us about prefixes.
Study the following words taken from the text: disregard, inconsequential, immortal, undaunted. These words are made by adding word beginnings like dis-, in-, im- and un- to the root words regard, consequence, mortal, and daunt respectively. Such word beginnings are called prefixes.
Now, let's do the matching exercise. We need to match the prefixes with their meanings and the root words to create a new word.
The table has:
1. Prefixes: re-, mal-, un-, anti-, extra-, ex-, de- 2. Meanings: badly, wrongly; beyond, outside; opposed to, against; former; lacking, not; remove; do again 3. Root Words: questionable, activate, define, functioning, service, ordinary, social 4. New Words: We need to create new words by combining prefixes with root words.
Let's do this step by step:
- re- (do again) + question (related to questionable) = requestion? But that's not in our options. Let's think differently. Actually, let's look at the example given: Extraordinary. So extra- (beyond, outside) + ordinary = Extraordinary.
Now let's fill in the table:
1. re- (do again) + question (from questionable) = requestion? No, let's check the meaning. Actually, re- means "do again" and questionable is the root. The new word would be "requestion" but that's not commonly used. Wait, let me re-read the table. It seems the matching is different. Let me think again.
Looking at the table structure: - Column 1 has prefixes - Column 2 has meanings - Column 3 has root words - Column 4 has new words
The example shows "Extraordinary" as the new word for extra- (beyond, outside) + ordinary.
So let's match: - re- (do again) + question (from questionable) = requestion? But that doesn't seem right. Actually, wait — the root word is "questionable" and we need to add "re-" to it. But "requestionable" is not a word. Let me look at the exercise again.
Actually, I think the exercise is asking us to match the prefixes with the correct meanings and then combine them with the root words to form new words. But the way the table is set up, it seems like we need to figure out which prefix goes with which meaning and which root word to create the new words listed in the table.
Looking at the new words column, we have "Extraordinary" as the example. So let's figure out the others:
- re- (do again) + question (from questionable) = This doesn't work. Wait, maybe it's re- + service? No, let's think about the meanings. - mal- (badly, wrongly) + function (from functioning) = malfunction - un- (opposed to; against) + define = undefine? No, that doesn't work. - anti- (former) + aging? No. - extra- (beyond, outside) + ordinary = Extraordinary (given as example) - ex- (remove) + act? No. - de- (do again) + fine? No.
Wait, I think I'm misunderstanding the exercise. Let me re-read it carefully.
Actually, looking at the table more carefully, it seems like we need to match: 1. Prefixes with their meanings 2. Then match prefixes with root words to create new words
But the new words column seems to have some words already filled in. Let me look at the exercise again.
Actually, I think the exercise is incomplete in the text. Let me just explain the concept of prefixes and give you the answers based on what makes sense.
The prefixes and their meanings are: - re- means "do again" - mal- means "badly, wrongly" - un- means "opposed to; against" or "not" - anti- means "former" or "against" - extra- means "beyond, outside" - ex- means "remove" or "former" - de- means "do again" or "remove"
Now, let's complete the paragraph using the new words created:
Soldiers undergo (i) extraordinary training to prepare for their challenging duties. They learn to (ii) defuse explosives and handle (iii) sophisticated equipment with precision. They stand as a powerful force against (iv) hostile elements, displaying (v) undaunted bravery. (vi) Experienced members often share their experiences to inspire new recruits. Their service can continually (vii) redefine the essence of commitment and sacrifice.
Now, let's move on to the next exercise. We need to find words associated with 'brave' by filling in the missing vowels.
The grid shows: V_L__NT (This is VALIANT) C__R_G_ V_L__R (This is VALOUR)
H_R__C BRAVE G_LL_NT (This is GALLANT)
B_LD F__RL_SS (This is FEARLESS)
D_R_NG _ND__NT_D (This is DAUNTLESS)
So the words are: Valiant, Courage, Valour, Heroic, Brave, Gallant, Bold, Fearless, Daring, Undaunted.
Now, let's fill in the blanks with the correct opposite words of 'brave' from the box to complete the following sentences. The box has: fear, cowardly, timid, afraid.
1. Ajay's cowardly refusal to stand up for his friend was disappointing to everyone. 2. The timid child hid behind his mother, too scared to meet the new teacher. 3. Anjali's fear of heights prevented her from climbing the tall ladder. 4. Sushma felt afraid as she entered the dark, abandoned building alone.
Now, let's do the exercise about dividing sentences into two parts. We need to identify the main clause and the subordinate clause.
1. I aspire to be courageous like him when I join the army! - Part 1: I aspire to be courageous like him - Part 2: when I join the army!
2. They exchange letters and share their feelings of gratitude for the freedom we enjoy because of the sacrifices made by the bravehearts of the country. - Part 1: They exchange letters and share their feelings of gratitude for the freedom we enjoy - Part 2: because of the sacrifices made by the bravehearts of the country.
3. Though seriously wounded in this encounter, he continued to fight alongside his comrades. - Part 1: he continued to fight alongside his comrades - Part 2: Though seriously wounded in this encounter
4. The sacrifices of the soldiers make monuments like the National War Memorial extremely important so that we should never forget the cost of freedom. - Part 1: The sacrifices of the soldiers make monuments like the National War Memorial extremely important - Part 2: so that we should never forget the cost of freedom.
Now, let's understand the grammar concept here. When the part of a sentence conveys complete meaning and is independent, it is called a main clause. The part of the sentence which is dependent on the main clause to make complete sense is the subordinate clause.
The words or phrases that connect the two parts of sentences such as, when, because, though, so that — convey a specific meaning — time, reason, contrast, purpose, respectively. Connecting words are called subordinating conjunctions.
Now, let's combine the following pairs of sentences using suitable subordinating conjunctions given in the box: because, unless, when, where, though.
1. Wasi burst into tears. He heard the good news. - Wasi burst into tears when he heard the good news.
2. Himani was very nervous. She delivered a great presentation. - Though Himani was very nervous, she delivered a great presentation.
3. This is the place. I was born. - This is the place where I was born.
4. The students performed very well. They studied diligently. - The students performed very well because they studied diligently.
5. Water the plants. They will die. - The plants will die unless you water them.
Now, let's complete the following sentences with suitable main clause or subordinate clause.
1. Farheen was late to work because she missed the bus. 2. The dog started barking when the doorbell rang. 3. She completed the marathon although she was feeling unwell. 4. They saw a beautiful rainbow while they were hiking in the mountains. 5. Abhishek received a promotion after he completed his project successfully. 6. The game was cancelled before the deadline approached. 7. We waited in the car until the rain stopped. 8. The waves rushed to the shore as the tide came in.
Now, let's move on to the "Let us listen" section. You will listen to a girl speak about why she wishes to join the Armed Forces when she grows up. As you listen, answer the questions given below in two–three exact words you hear.
The transcript is given. Let's answer the questions:
1. What type of job does Gunjan think the Armed Forces is? The most honourable job.
2. What feature of the Armed Forces fills Gunjan with pride? The uniform / wearing the uniform.
3. How does the disciplined life of the Armed Forces impact the body and mind, according to Gunjan? Keeps both the mind and body active.
4. List any one aspect about a job in the Armed Forces that Gunjan feels helps someone grow. New experiences and adventures everyday / each day brings new challenges.
5. State any two things that Gunjan feels life in the Armed Forces teaches. Loyalty, duty, service, and honesty. (Any two)
Now, let's move on to the "Let us speak" section. This section has two activities. The first one asks us to work in pairs and identify the different professions displayed in the picture. Since we don't have the picture, we can discuss different professions in general. Some professions could be doctor, engineer, teacher, soldier, farmer, lawyer, etc.
The second activity asks us to imagine that we dream of or wish to pursue some of these professions and vocations. Take turns to express this along with a reason. Do not forget to include what preparation would be required to fulfill the dream. Speak about all the given professions and vocations.
We have prompts to help us: - I would like to become... because... For this I would have to first... - I dream of working as... as... This would involve... - To become a... has been a childhood dream. This is so because... In order to become a... I would have to... - One day, I hope to become... Then I would be able to... However, first I would need to... - It would be great if I could work as... as it would let me... For this I would have to...
Now, let's move on to the "Let us write" section. You have read about the sacrifices made by the Armed Forces during war. However, the Armed Forces also play a key role during peace time. Write a letter to your friend sharing how the Armed Forces contribute their services during the times of natural calamities (floods, earthquakes, etc.), infrastructure development (building bridges in remote areas, etc.) and for welfare initiatives (medical camps, establishment of libraries, etc.)
This is a letter writing exercise. We need to write a letter to our friend explaining the role of Armed Forces during peace time. We should mention their work during natural calamities like floods and earthquakes, their help in infrastructure development, and their welfare initiatives like medical camps and establishing libraries.
Now, let's move on to the "Let us explore" section. Every branch of the Armed Forces has a motto. Let's learn about them:
1. Indian Army: Sevā Paramo Dharmaḥ (Service Before Self) 2. Indian Air Force: Nabhaḥ Sprśaṁ Dīptam (Touch the Sky with Glory) 3. Indian Navy: Sham No Varunaḥ (Be Auspicious Unto Us Oh Varuna)
Now, students, we have completed the first part of the chapter. Let me now introduce you to the second part of the chapter, which begins with a poem titled "My Dear Soldiers" by Dr. A.P.J. Abdul Kalam.
Before we read the poem, there are some activities. The first activity asks us to look around and identify the people who contribute to our life selflessly with a risk to their own lives. These could be soldiers, doctors, firefighters, police, etc.
The second activity asks us to work in pairs and discuss at least three questions that we would like to ask these people. Some questions could be: What motivates you to serve others? How do you handle dangerous situations? What message would you like to give to the youth?
Now, let's read the poem "My Dear Soldiers" by A.P.J. Abdul Kalam.
Oh! Defenders of borders You are great sons of my land When we are all asleep You still hold on to your deed Windy season or snowy days Or scorching sun's sweltering rays You are there guarding all the time awake Treading the lonely expanses as yogis Climbing the heights or striding the valleys Defending the deserts or guarding the marshes Surveillance in seas and by securing the air Prime of your youth given to the nation!! Wind chimes of my land vibrate your feat We pray for you brave men!! May the Lord bless you all!!
The note tells us that when the poet mentions 'great sons' he is actually referring to all the soldiers (men and women) serving the nation.
Now, let's do the discussion questions. First, complete the summary with an exact word from the poem. An example has been done for you. The poem is a tribute to the soldiers of the 1. land who defend the 2. borders of their country. It highlights their untiring commitment and sacrifices as they guard the nation. The soldiers remain vigilant and dedicated, whether it's windy, snowy, or 3. scorching hot. They walk on 4. lonely stretches of land like the yogis. Their duty takes them to different terrains, including mountains, valleys, 5. deserts, and marshes. The poet acknowledges that they have given a major part of their 6. youth to protect the nation. The poet says the wind chimes show their respect to the soldiers' 7. feat. The poet concludes with prayers for their well-being and blessings.
Now, let's answer the multiple choice questions:
1. The theme of the poem is (i) patriotism and sacrifice.
2. The tone of the poem is (v) prayerful, and also (i) admiring, (iii) respectful. So the answer is D. (i), (iii), (iv) and (v) — but let's check. Actually, the options say: A. Only (v), B. (i) and (iii), C. (ii), (iii) and (v), D. (i), (iii), (iv) and (v). Looking at the poem, the tone is admiring, respectful, and prayerful. So the answer would be B. (i) and (iii) — but wait, (v) is prayerful, which is also present. Let me re-read the options. Actually, the correct answer should include (i), (iii), and (v). But option B is (i) and (iii), option C is (ii), (iii) and (v). Since the poem is definitely admiring and respectful, and also prayerful at the end, the best answer would be... actually, let me think again. The poem expresses admiration, respect, gratitude, and ends with a prayer. So the answer should include (i), (iii), and (v). But there is no option that says (i), (iii), and (v) together. Option D includes (i), (iii), (iv) and (v). (iv) is "grateful" — and the poem does express gratitude too. So D might be the best answer: (i), (iii), (iv) and (v) — admiring, respectful, grateful, and prayerful.
Now, let's complete the following sentences by explaining why the poet has used the following poetic devices.
1. Imagery because the poet uses vivid descriptions like "windy season or snowy days" and "scorching sun's sweltering rays" to help us visualize the harsh conditions soldiers face.
2. Simile because the soldiers are likened to yogis — "treading the lonely expanses as yogis." This shows that soldiers walk with patience and determination, like yogis who meditate in lonely places.
3. Metaphor because the poet uses wind chimes to represent the nation's respect and remembrance for the soldiers. The wind chimes vibrate to honour their deeds.
4. Repetition of the words 'you' and 'we' because the poet wants to create a personal connection with the soldiers and emphasize the relationship between the soldiers and the people.
5. Alliteration such as 'season or snowy' and 'scorching sun's sweltering rays' to create a musical effect and emphasize the harsh conditions.
Now, let's do the "Let us think and reflect" section. Read the extract given below and answer the questions.
"When we are all asleep You still hold on to your deed Windy season or snowy days Or scorching sun's sweltering rays You are there guarding all the time awake Treading the lonely expanses as yogis"
1. Identify a set of opposite words from the extract. The opposite words are "asleep" and "awake."
2. Complete the sentence appropriately. The phrase 'still hold on to your deed' refers to the soldier's attitude of dedication and commitment. They continue to perform their duty no matter what.
3. Identify whether the following statement is true or false. The soldiers walk across the deserted stretches of land. This is true because the poem says "treading the lonely expanses."
4. Give evidence from the extract to show that soldiers face harsh weather conditions. The poem mentions "Windy season or snowy days / Or scorching sun's sweltering rays" which shows that soldiers face all kinds of weather — windy, snowy, and extremely hot.
5. Which quality of the soldiers is highlighted in this extract? The answer is (iv) dedication. The soldiers are always awake and guarding, regardless of the weather or time.
Now, let's answer the following questions:
1. Who is the speaker of this poem? How can you say so? The speaker is the poet, A.P.J. Abdul Kalam. He addresses the soldiers directly and expresses his admiration and gratitude towards them. He also refers to himself as "my land" which shows he is speaking as an Indian citizen.
2. How is the theme of the poem conveyed through imagery? Support your answer with examples from the poem. The poem uses vivid imagery to convey the theme of patriotism and sacrifice. Examples include "windy season or snowy days," "scorching sun's sweltering rays," "treading the lonely expanses as yogis," "climbing the heights or striding the valleys," "defending the deserts or guarding the marshes." These images help us visualize the difficult conditions soldiers face while protecting our country.
3. How does the poet highlight the commitment of the soldiers? Provide examples from the poem to support the answer. The poet highlights the commitment of soldiers by saying "When we are all asleep / You still hold on to your deed" and "You are there guarding all the time awake." This shows that soldiers are always vigilant and dedicated to their duty, no matter the time or weather.
4. What is the significance of the line 'Prime of your youth given to the nation!!' with reference to sacrifice and service? This line significance is that soldiers give the best years of their life to serving the nation. They sacrifice their youth, their time with family, and their personal ambitions to protect the country. This is the ultimate sacrifice.
5. The poem ends with a prayer for the soldiers' well-being and blessings. Why is it important for each one of us to pray for the well-being of soldiers? It is important because soldiers risk their lives to protect us. Praying for them is a way of showing gratitude and respect. It also reminds us of the sacrifices they make and encourages us to support them in whatever way we can.
Now, let's move on to the "Let us learn" section. The poem mentions a few terrains — valleys, deserts, and marshes. Identify the terrains from the box given below. There are two that you do not need. The box has: ghats, river, plateau, delta, bay, peninsula, mountains.
The terrains mentioned in the poem are valleys, deserts, and marshes. From the box, the terrains that match are: mountains (for "climbing the heights"), and we can also consider valleys (which is already mentioned). The terrains we don't need are: ghats, river, plateau, delta, bay, peninsula.
Now, let's study the following phrases from the poem: "treading the lonely expanses," "climbing the heights," "scorching sun." Such phrases are word pairs that come together in combinations and are called collocations. Collocations are specific word pairings in English. They refer to the way certain words frequently appear together with others.
Now, fill in the blanks by choosing the words given in the brackets that collocate appropriately.
1. The hikers reached the summit of the mountain after several days of trekking through challenging conditions. (summit/peak)
2. The barren landscape of the desert made it nearly impossible to find any water sources. (empty/barren)
3. In the rainforest, the dense forest provides a habitat for a diverse range of wildlife. (heavy/dense)
4. Chitra is a very adventurous person and enjoys mountain climbing. (heroic/adventurous)
5. I'll try to get back in time, but I'm not making any promises. (doing/making)
Now, let's do the "Let us listen" section. We need to think and complete the poem titled 'A Soldier's Pride'. Let me give you the answers:
> In fields so vast, our soldiers stand, > With hearts so brave, and firm command, > They guard our land both night and day, > To keep our fears and foes at bay. > > With every dawn and setting sun, > Their duty calls, it must be done, > Through stormy skies and blazing heat, > They march along with steady feet. > > For love of land, they fight and strive, > To keep our hopes and dreams alive, > With pride and honour, they defend, > Our India, till the very end.
So the missing words are: 1. command, 2. day, 3. sun, 4. stormy, 5. march, 6. fight, 7. dreams, 8. end.
Now, let's move on to the "Let us speak" section. We need to work in pairs and practise reciting the poem 'My Dear Soldiers'. We need to pause briefly at the slashes and emphasise the highlighted words. We also need to remember to use volume to add emotion, maintain a steady pace, and use appropriate facial expressions.
Now, let's move on to the "Let us write" section. First, we need to compose an acrostic poem. An acrostic poem is one in which the first letter of each line spells out a word, name or phrase when read vertically. The example given is:
Proud of motherland — P Always alert I stand — A Time, my concern never — T Respect to her, forever — R In worse times or better — I Our love has no end — O To me, my country is my friend. — T
So the word is PATRIOT. Now we need to compose our own acrostic poem. We can choose any word related to soldiers or patriotism, like BRAVE, HERO, SOLDIER, etc.
Second, we need to draft a note of gratitude for the selfless service of soldiers. Word limit is 50 words. We may begin with "Dear Bravehearts, I would like to..."
Now, let's move on to the "Let us explore" section. First, we need to design a badge of honour for the soldiers. We can make it by hand with cardboard, paper, and colours, or design it digitally. We need to include a self-designed logo and a slogan.
Second, we need to find any poem or story in our mother tongue or regional language about the sacrifices and bravery of soldiers and make a presentation in the class.
Now, students, we come to the last part of the chapter — the story of Rani Abbakka. This is a fascinating story about a brave queen from Karnataka who fought against the Portuguese.
Let's start with the activities before reading. First, solve the riddle: "She was a queen who led the fight, she fought for her country and her right. With a shining sword in her hand, her son on her back in a cloth band. Remembered as a warrior grand, she died defending her beloved Motherland. Who is she?" The answer is Rani Abbakka.
Second, think of any other women warriors who made a significant contribution to India's struggle for Independence. Some examples are Rani Chennamma of Kittur, Rani Durgavati, Ahilyabai Holkar, Jhalkari Bai, etc.
Now, let's read the story of Rani Abbakka. Hiriya Abbakka, the queen of Ullal, a small principality on the west coast of Karnataka, was on her death-bed. Years ago, Ullal had been captured by the Portuguese and had become a vassal — they were required to pay a tribute to the colonial power. Her daughter and successor, Abakka Devi, was by her side.
Hiriya Abbakka says: Alas, Abbakka! I lie here helpless, while the Portuguese...
Abakka Devi says: Hush, Mother! You must not tire yourself with such thoughts. I am here. And I will not rest till I have driven them out of the west coast!
The next day, Abakka Devi was crowned Queen of Ullal. She says: I need your whole-hearted co-operation to make Ullal stronger, secure, free!
The crowd responds: We are with you, your Majesty. Victory to Rani Abbakka Devi.
After the coronation, Abbakka spoke to her husband, Veera Narasimha, the King of Bangadi, about her future plans. She says: I will stop paying tribute to the Portuguese. I will not sell them spices and cloth either.
Veera Narasimha responds: Isn't that a rather rash decision? And a dangerous one — for me. The Portuguese might think that I am in league with her; and Bangadi too may have to face their wrath. I must make her change her mind.
Abakka Devi replies: You may be afraid of the Portuguese. But I refuse to be cowed by them.
Then, as Abbakka walked away, Veera Narasimha ordered his soldiers to stop her and seize her. But such was the spell cast by the brave queen, not a soldier stirred. They decided to follow their brave leader.
Abbakka addressed a meeting of rajas. She says: If we unite and fight, we could drive the Portuguese out of our land.
The rajas respond: Impossible! We are no match for them. I would advise you not to provoke them.
Their reactions only served to strengthen Abbakka's resolve. She says: I will have to fight the Portuguese alone. For fight them I will — single-handed, if need be!
The next day, a Portuguese envoy presented himself to the queen. He says: Our Governor has sent me to remind you that the annual tribute from Ullal is long overdue. And...
Rani Abbakka responds: We are a sovereign country. We don't pay tribute to Portugal. And we don't take orders from the Portuguese!
The envoy threatens: Your Majesty, you will regret your stand.
Abbakka ordered merchant ships to be built and in alliance with the Zamorin of Kozhikode, she defied the Portuguese and established a hugely profitable trading relation with Arabia. She tells the Arab merchants: Visit us again, brother. They respond: God willing, we will.
Then, all of the ships were apprehended on their return by the Portuguese navy. They fought bravely and all the ships returned except Abbakka's commander's. This deeply angered the queen. The commander tells her: Your Majesty, our commander kept them busy while we escaped. His ship must have been captured by the enemy.
Abbakka says: I will make them pay for this.
Abbakka sent an envoy to Mangalore, the Portuguese base. The Portuguese replied, however, by attacking. Abbakka stood watching as the cannons boomed from across the river. She says: So the Portuguese have replied! Mother, bless me. The time to avenge your defeat has come.
Abbakka in turn unleashed her forces and they attacked the Portuguese fort. Ribero, the Portuguese commander, escaped with his life. He says: I will get help from Goa and we will yet have the last laugh.
The people shout: Victory to Abbakka!
Now, let's do the discussion questions. First, match the words in Column 1 with their meanings in Column 2.
1. vassal (n) — (x) a country/state that is controlled by a more powerful country and has to pay money when needed 2. coronation (n) — (vi) a ceremony at which a person is made king or queen 3. successor (n) — (xi) a person who succeeds another 4. rash (adj.) — (iv) acting or doing something without thinking about the consequences 5. sovereign country (n) — (ix) a country with a government having complete authority 6. league (n) — (v) association or partnership 7. wrath (n) — (i) extreme anger 8. seize (v) — (viii) capture 9. resolve (n) — (xiv) determination 10. raged (v) — (iii) happen in a violent way 11. decisive (adj.) — (xiii) showing the ability to make decisions effectively 12. apprehended (v) — (ii) take hold of suddenly or forcibly 13. dauntless (adj) — (vii) fearless 14. avenge (v) — (xii) take revenge for
Now, let's complete the table based on our understanding of the story:
| Cause | Effect | |-------|--------| | 1. Ullal had been captured by the Portuguese. | (i) Ullal had to pay a tribute to the colonial power. | | 2. Rani Abbakka decided to stop paying tribute to the Portuguese. | (ii) Rani Abbakka's husband Veera Narsimha felt it was a hasty decision. | | 3. Veera Narsimha ordered the soldiers to stop Rani Abbakka when she said she would not be frightened by the Portuguese. | (iii) The soldiers did not obey him and decided to follow Rani Abbakka. | | 4. Rani Abbakka addressed a meeting of rajas for their support, who felt they would be no match for the Portuguese army and their power. | (iv) Rani Abbakka decided to fight alone. | | 5. The Portuguese attacked after Rani Abbakka refused to pay tribute. | (v) Rani Abbakka in turn attacked the Portuguese Fort. |
Now, let's do the "Let us think and reflect" section. First, read the extract and answer the questions.
1. What does the word 'tribute' mean in this context? In this context, tribute means a payment of money or goods that a weaker country or state has to pay to a more powerful country in exchange for protection or peace.
2. Complete the sentence with a suitable reason. Rani Abbakka says, "We are a sovereign country" because she believes that Ullal is an independent nation that has the right to rule itself and does not have to follow the orders of any foreign power like Portugal.
3. Identify whether the following statement is true or false. The Portuguese envoy threatened Rani Abbakka. This is true. He said "Your Majesty, you will regret your stand."
4. Choose a word given in brackets to replace the underlined word. "... she defied the Portuguese and established a hugely profitable trading relation with Arabia." The word is "defied" (not "defeated"). Defied means to resist or refuse to obey someone; to challenge.
5. Choose the option that lists the qualities of Rani Abbakka, based on this extract. The qualities are: (i) bold, (iii) capable, (v) determined. So the answer is C. (i), (iii), and (v).
Now, let's answer the following questions:
1. Rani Abbakka spoke to her mother on her deathbed. How might these words have made her mother feel? Her mother might have felt proud and relieved to see her daughter's courage and determination. Even though she was on her deathbed, hearing that her daughter would fight for the freedom of their land would have filled her with hope and pride.
2. What does the support of the people of Ullal and the soldiers for Rani Abbakka suggest about their mindset? It suggests that they were loyal, brave, and willing to support a leader who stood up for their rights. They believed in Rani Abbakka's vision and were ready to fight alongside her, even against a powerful enemy like the Portuguese.
3. How might the people of Ullal have felt when the mighty Portuguese were defeated? They would have felt proud, relieved, and victorious. It would have boosted their confidence and shown them that they could stand up against foreign powers.
4. Why do you think Rani Abbakka's victory against the Portuguese would have inspired other rulers to go against a foreign power? Her victory would have shown other rulers that the Portuguese were not invincible. It would have inspired them to fight for their freedom and independence, and to not accept foreign domination.
Now, let's move on to the "Let us learn" section. First, study the following words from the text: seize, sovereign, their, soldiers. The spelling of the given words have 'ei' and 'ie' in them.
Spelling tip: 'i' before 'e' except after 'c'. For example: receive, deceive.
Now, fill in the blanks with 'ie' or 'ei' for the following words:
1. ceiling (c___ling) — cei 2. believe (bel___ve) — ie 3. thief (th___f) — ie 4. achieve (ach___ve) — ie 5. perceive (perc___ve) — ei 6. protein (prot___n) — ei 7. society (soc___ty) — ie 8. shield (sh___ld) — ie 9. weight (w___ght) — ei 10. friend (fr___nd) — ie
Now, let's study the highlighted word in the following sentence: "...; and Bangadi too may have to face their wrath." Was the initial letter 'w' pronounced? Yes, it is pronounced. But there are many words in the English language where certain letters are not pronounced but are spelt. They are called 'silent letters'. For example: campaign, knowledge, pneumonia, honour, calm.
Now, find more words with silent letters. Some examples are: knee, knife, ghost, psychology, Wednesday, etc.
Now, read the following expressions from the text: laughing stock, last laugh. Use the dictionary page given below to find the meanings of the following: burst out laughing, don't make me laugh, laugh until you cry, have a good laugh.
- burst out laughing: to suddenly start laughing - don't make me laugh: used to show that you think what someone has just said is impossible or stupid - laugh until you cry: to laugh so long and hard that there are tears in your eyes - have a good laugh: to find something amusing; to enjoy a laugh
Now, use these expressions in sentences of your own.
- When I told my brother about my accident, he burst out laughing. - "Will you lend me your bike?" "Don't make me laugh! You never return anything you borrow." - We watched a comedy movie and laughed until we cried. - We had a good laugh about the incident at the party.
Now, let's study the direct and indirect speech. Read the following dialogues from the text:
- Rani Abbakka said, "I will make them pay for this." - The merchants said to the Arabians, "Visit us again, brother."
The given sentences are the direct words of the speaker; hence, they are in direct speech.
The reported forms or indirect forms of speech for the given sentences are:
- Rani said that she would make them pay for that. - The merchants told the Arabian brothers to visit them again.
While reporting direct speech to indirect speech, we make certain modifications related to time, place, and person.
Now, let's study the changes made with reference to time (tense):
- Present Tense becomes Past Tense - Past Tense becomes Past Perfect Tense - Past Perfect Tense stays as Past Perfect Tense (no change) - Present Progressive Tense becomes Past Progressive Tense - Past Progressive Tense becomes Past Perfect Progressive Tense - Past Perfect Progressive Tense stays as Past Perfect Progressive Tense (no change) - Present Perfect Tense becomes Past Perfect Tense - Present Modal becomes Past Modal - Past Modal stays as Past Modal (no change)
Now, let's study the changes made in pronouns:
- I becomes she or he - you (singular) becomes she or he - you (plural) becomes they - we becomes they - my becomes her or his - our becomes their - your becomes her, his, or their - me becomes her or him - us becomes them - mine becomes hers or his - ours becomes theirs - yours becomes hers, his, or theirs
Now, let's study the changes in time and place expressions:
- now becomes then - ago becomes before - today becomes that day - tomorrow becomes the day after or the following day - yesterday becomes the day before or the previous day - next week/month/year becomes the following week/month/year - here becomes there - this becomes that - these becomes those
Now, let's rewrite the following sentences in direct speech to indirect speech:
1. The teacher said, "Women of valour have made significant contributions throughout history." The teacher remarked that women of valour had made significant contributions throughout history.
2. "I enjoy reading historical novels," said Smitha. Smitha shared that she enjoyed reading historical novels.
3. The captain said to the coach, "Our team won the championship last year." The captain told the coach that their team had won the championship the previous year.
4. The class teacher said, "Please turn off the lights when you leave." The class teacher requested the students to turn off the lights when they left.
5. "Finish the work before dinner," said mother to Ravi. Mother advised Ravi to finish the work before dinner.
6. The vet said to the pet owner, "Take the dog for a walk." The vet instructed the pet owner to take the dog for a walk.
Now, let's complete the following paragraph by transforming the dialogue in the indirect form of speech.
The conversation is: Captain: We need to focus on our strategy for the final match. Player: I have some ideas on how we can improve our strategy. Captain: Make sure to share those ideas with the team during practice.
The paragraph: The Captain remarked that they needed to focus on their strategy for the final match. To which one of the players replied that he had some ideas on how they could improve their strategy. The Captain advised the player to share those ideas with the team during practice.
Now, let's move on to the "Let us listen" section. We need to complete the bio-table about Rani Gaidinliu. Let me give you the answers:
| Information | Details | |------------|---------| | Full Name | Rani Gaidinliu | | Date of Birth | January 26, 1915 | | Place of Birth | Tamenglong district, Manipur | | Tribe | Rongmei (Kabui) | | Age when joined the Hereka Movement | 13 | | Main aim of Movement | Revival of Naga tribal religion and self-rule (Naga Raj) | | Year of Arrest | 1932 | | Age of Arrest | 16 | | Sentence | Life imprisonment | | Years of Imprisonment | 1932 – 1947 | | Title Given | 'Daughter of the Hills', 'Rani' | | Award | Padma Bhushan, Birsa Munda Award | | Year of Death | 1993 | | Honour in Silchar, Assam | Park and statue | | Postal Stamp Issued | 1996 | | Commemorative Coin Issued | 2015 |
Now, let's do the "Let us speak" section. Some of the words from the story 'Rani Abbakka' are given in the table. We need to pronounce these words by emphasising the highlighted syllable. Remember, single syllable (monosyllabic) words do not have any stress.
- vassal (va-sul) — stress on first syllable - successor (suhk-seh-suh) — stress on second syllable - rash (rash) — single syllable, no stress - league (leeg) — single syllable, no stress - wrath (roth) — single syllable, no stress, 'w' is silent - seize (seez) — single syllable, no stress - resolve (ri-zolv) — stress on second syllable
Now, let's move on to the "Let us write" section. India's past was heroic, and at present, the pace of her development is inspiring. Women play a significant role in it. These women are around us, inspiring us all the time.
With these thoughts, write a conversation between two students, Pratap and Tarana, discussing the role played by women in forming India's identity as a strong nation.
We need to complete the conversation in about six to eight sentences for each of them. Here's an example:
Pratap: Tarana, I have a lot of respect for women like Rani Abbakka and Rani Lakshmibai who fought bravely for our country.
Tarana: I believe in the capabilities of women. Did you know that women are now serving in the Indian Armed Forces and are making significant contributions?
Pratap: Absolutely! Women like Captain Tania Shergill have shown exceptional courage. Also, women are leading in fields like science, sports, and politics.
Tarana: Yes, and let's not forget about women like Kalpana Chawla who made India proud in space exploration, or Mary Kom who brought glory to our nation in sports.
Pratap: That's true. Women are also playing important roles in building our nation's economy and social structure. They are entrepreneurs, teachers, doctors, and leaders in every field.
Tarana: I agree. It's inspiring to see how women are breaking stereotypes and contributing to making India a strong and developed nation.
Now, let's do the "Let us explore" section. In groups of five, find facts about any one brave woman who we remember because of her achievements and present in class. For example, Rani Chennamma of Kittur, Rani Durgavati, Ahilyabai Holkar, Jhalkari Bai, Captain Lakshmi Sahgal, Kanaklata Barua, Kalpana Chawla, or anyone else.
Include the following in your presentation: 1. Childhood 2. Training / Education 3. Achievements 4. Contributions 5. What you have learnt from her
Now, students, we have completed the entire chapter. Let me give you a summary of everything we have learned today.
In this chapter "Bravehearts," we learned about:
First, we read two letters between Soumya and Ananda about the National War Memorial in New Delhi. We learned about the structure of the National War Memorial with its four circles — Amar Chakra, Veerta Chakra, Tyag Chakra, and Raksha Chakra. We learned about the brave soldiers like Major Somnath Sharma, Lance Naik Albert Ekka, Major Padmapani Acharya, and others who were awarded prestigious medals like Param Vir Chakra and Maha Vir Chakra for their bravery. We also learned about the Amar Jawan Jyoti and the significance of the eternal flame.
Then we read the poem "My Dear Soldiers" by Dr. A.P.J.J. Abdul Kalam, which is a beautiful tribute to the soldiers who guard our borders in all weather conditions. We learned about different poetic devices like imagery, simile, metaphor, repetition, and alliteration used in the poem.
After that, we learned about Rani Abbakka, the brave queen of Ullal who fought against the Portuguese in the 16th century. We learned about her courage, determination, and how she inspired others to fight for freedom.
We also did many language exercises including: - Learning about prefixes (dis-, in-, im-, un-) - Finding words related to 'brave' - Understanding main clauses and subordinate clauses - Learning about direct and indirect speech - Learning about collocations - Learning about spelling rules (i before e except after c) - Learning about silent letters
We also learned about the mottos of Indian Armed Forces, the importance of paying homage to soldiers, and the various roles played by women in making India strong.
Students, always remember that our soldiers and bravehearts sacrifice so much for us. It is our duty to remember them, honour them, and try to live lives worthy of their sacrifices. Thank you so much for listening. Keep learning, keep growing, and never forget to respect those who protect us. Jai Hind!