Good morning, dear students! Welcome to today's English lesson. I am so happy to see all of you here, ready to learn something new and inspiring. Today, we are going to study a very special chapter from your textbook — Unit 2, titled "Values and Dispositions." Now, students, before we begin, let me tell you why this chapter is so important. This chapter is not just about reading a story or a poem. It is about understanding what makes a person truly great — what values we should hold dear, what kind of dispositions or qualities should we develop within ourselves. You will read about brave soldiers, about a kind young boy, and about a man who changed millions of lives through his work. Each story teaches us something beautiful about being human. So, let's begin our journey together, shall we?
We have three main sections in this chapter. The first one is called "A Tale of Valour" — it tells us about Major Somnath Sharma, an Indian army officer who showed extraordinary courage during the 1947-48 India-Pakistan war. The second section is a beautiful poem called "Somebody's Mother" — it will touch your hearts with its message of kindness and empathy. The third section is about Dr. Verghese Kurien, the man who started India's White Revolution and gave our nation self-sufficiency in milk production. And finally, we have a short passage on Financial Literacy, which is very relevant for your daily lives. So, let's start with our first section.
## Section 1: A Tale of Valour — Major Somnath Sharma and the Battle of Badgam
Students, before we read the main passage, let me tell you a little about what we are going to learn. This section is about a real hero — a soldier who fought for our country and made the ultimate sacrifice. As we read this story, think about what courage really means and why we should always respect those who protect our nation.
Now, let's do some activities together. First, I want you to think about the Republic Day Parade that happens every year on 26th January. Can you tell me what you know about it? The Republic Day Parade is a grand celebration in our nation's capital, New Delhi, where we see the Indian Army, our cultural diversity, and our achievements as a nation. The parade showcases our military strength, our cultural heritage, and our technological advancements. It is a moment of great pride for every Indian.
Now, let me ask you — what are the highlights of this parade? Students, you might have seen the tableaux from different states, the marching contingents from the Army, Navy, and Air Force, the beautiful cultural performances, and of course, the tableaux showing our diverse culture. And have you noticed the bravery awards given on this day? The Param Vir Chakra, the Ashoka Chakra, and the Shaurya Chakra — these are some of the highest military decorations in our country. These awards are given to soldiers who have shown exceptional bravery in the line of duty. Sometimes, the families of brave soldiers who sacrificed their lives also receive these honors. It is a way of saying "thank you" to those who protect our nation with their lives.
Now, let's work in pairs and discuss another important question. What qualities do you think a soldier should have? Think about this carefully. A soldier needs to be brave, of course, but there are many other qualities too. A soldier should have discipline — the ability to follow rules and orders even when it's difficult. A soldier should have physical strength and stamina to endure harsh conditions. A soldier should be loyal — loyal to the nation and to the fellow soldiers fighting beside them. A soldier should have a strong sense of duty — the feeling that protecting the nation is their most important responsibility. A soldier should be able to make quick decisions under pressure. And most importantly, a soldier should have patriotism — love for their country that is stronger than any other feeling. These are the qualities that make a soldier truly great.
Now, if you had to share a message with a soldier, what would it be? Perhaps you would thank them for their service. Perhaps you would tell them to stay safe. Perhaps you would express your gratitude for the sacrifices they make for us every day. Take a moment to think about this, and maybe later you can write a letter to a soldier to express your feelings.
Now, students, let's read the main passage. This is the story of Major Somnath Sharma, India's first recipient of the Param Vir Chakra — the highest military award in our country. Let me tell you a bit about him before we begin reading.
Major Somnath Sharma was born on 31st January 1923 in a small town called Dadh in Kangra district of Himachal Pradesh. His father was Major General Amar Nath Sharma, who also served in the Indian Army. So, you see, military service ran in his family — it was his family legacy. He studied at Sherwood College in Nainital, and later joined the Royal Military College at Sandhurst in England for his military training. He was commissioned into the 8th Battalion of the 19th Hyderabad Regiment in 1942, and he served with distinction during World War II in the Arakan Campaign in Burma. He was mentioned in despatches for his bravery — this means his superior officers officially recognized his courage in their reports.
Now, let's understand the historical background of the story. In August 1947, when India became independent, the country was divided into two nations — India and Pakistan. The Princely State of Jammu and Kashmir was ruled by Maharaja Hari Singh at that time. Pakistan launched something called Operation Gulmarg — a plan to capture the Kashmir Valley and take control of it. They trained and equipped around a thousand tribal invaders who knew the mountain passes very well. These invaders entered Kashmir and tried to capture important places, including the Srinagar airport.
On 22nd October 1947, these infiltrators invaded Kashmir. On 26th October 1947, the Princely State of Jammu and Kashmir became a part of India. On 27th October 1947, the Government of India sent troops to defend Kashmir and its people. The land route through Pathankot was not in good condition, so troops were airlifted directly into Srinagar.
Now, let's come to the main event. On 31st October 1947, the D Company of the 4th Battalion of the Kumaon Regiment, under the command of Major Somnath Sharma, was flown into Srinagar. Here is something remarkable — at that time, Major Somnath Sharma's left hand was in plaster because he was injured. But he insisted on being with his company during combat. He told his senior officers, "I know my men better than anyone else, and if they are going into action, they are not going in without me." This shows his commitment to his men and his country. He did not want his soldiers to go into battle without their leader. This is what true leadership looks like, students — being there for your team, especially in the most difficult times.
Now, before their arrival in Srinagar, there were some rumors about tribal movement towards a village called Badgam, which was less than five kilometres away from the Srinagar airport. The village was on a higher altitude than the airfield, and the only way to reach the airfield was through this village. So, it was very important for the Indian forces to control this area to protect the troops and to ensure that supplies could arrive safely by air.
On 3rd November 1947, several companies, including Major Somnath Sharma's D Company, were sent to patrol and check for any threats in and around Badgam. Throughout the day, the valley was eerily silent — that means it was strangely quiet, almost frighteningly so. Around afternoon, the companies were ordered to return one by one. D Company, with 90 soldiers, was the last to return, and they were expected to be back by 2:00 p.m.
But here's what happened. The enemy — the tribal guerrilla invaders who were backed by the Pakistani army — saw that only a small group of Indian soldiers was left behind in Badgam. They decided to attack! The initial attack was met with stiff resistance by Major Somnath and his men. But Major Somnath was a clever commander. He correctly realized that this first attack was just a distraction. Shortly after, a major attack came from another side. By then, Major Somnath Sharma and his 90 soldiers were facing about 500 invaders. They were outnumbered — the enemy had almost five times more soldiers than them.
The Pakistani invaders wanted to capture the Srinagar airfield and the surrounding areas. Major Somnath Sharma knew that defending the town, the airfield, and the wider valley would be very difficult until reinforcements arrived. So, he requested air strikes from the Indian Air Force. He bravely laid out cloth strips on the ground to guide the aircraft towards their targets. These ground panels helped the pilots identify where to drop their bombs. The aerial attacks were successful in hitting the tribal invaders, but still, the enemy outnumbered D Company by almost seven to one. The attack on their positions continued.
Now, students, let's understand what happened next. Vastly outnumbered and facing devastating fire — that means they were being attacked with powerful weapons — Major Somnath Sharma and his men stood resolute. The word "resolute" means determined, firm, and unwavering. They did not give up, even though the situation seemed hopeless. The air was thick with the sound of gunfire and the cries of battle — it was chaotic and terrifying. But Major Somnath Sharma's voice cut through the chaos. He urged his men to fight with tenacity. "Tenacity" means determination — the quality of not giving up, no matter how difficult the situation becomes.
Despite heavy casualties — that means many of his soldiers were getting injured and killed — and despite his own injuries, Major Somnath Sharma displayed unparalleled bravery. The word "unparalleled" means unmatched, something that has no equal. He moved fearlessly through the battlefield, directing fire, filling magazines for his gunners, and encouraging his men to hold their ground. A magazine, in military terms, is a container that holds cartridges or bullets that are fed into a gun. So, he was personally helping to reload the guns for his soldiers.
Now, let me tell you about his famous last words. As the battle progressed, D Company began running out of ammunition — that means they were running out of bullets and shells. When Major Somnath Sharma informed Brigade headquarters about this, he was asked to pull back — to retreat from the battle. But aware of the gravity of the situation — meaning he understood how serious and important it was to hold their position — he responded with these immortal words: "The enemy is only 50 yards from us. We are heavily outnumbered. We are under devastating fire. I shall not withdraw an inch but will fight to the last man and the last round." These words show his unwavering commitment to his duty. He would not retreat even an inch. He would fight until the last man and the last bullet. This is the spirit of a true soldier, students.
Just a few minutes later, when he was crouched in a trench next to a machine gun operator — "crouched" means he was sitting with his knees bent, in a lowered position — in order to help him load the gun, his position was hit by a mortar shell. A mortar is a weapon that fires explosive shells. The shell hit him, and he was killed instantly. He was only 24 years old, students. Can you imagine? He was just 24 years old when he gave his life for his country.
Despite losing their Major and faced with the overwhelming numerical superiority of the enemy, the heroic actions of late Major Somnath Sharma motivated his men to hold on to their position for over six more hours before being overrun by the enemy. Their brave resistance provided time for reinforcements to arrive — soldiers from the Punjab regiment were flown in to Srinagar. The heroic deeds of Major Somnath and his men thoroughly demotivated the enemy, causing more than 300 casualties, including injuring their leader.
In many significant ways, students, D Company's sacrifice and Major Somnath's leadership saved Srinagar for India. The 4th Kumaon Battalion was awarded the Battle Honour "Srinagar" for their bravery. Major Somnath Sharma laid down his life for the nation at the young age of 24. For this act of conspicuous bravery — "conspicuous" means very noticeable and remarkable — he was awarded the Param Vir Chakra. He was the first recipient of this highest military award, and it was given to him posthumously — that means after his death. His citation — the official description of why he received the award — reflects his heroism, patriotism, and courage.
Now, let's read his citation together. It says: "On 03 Nov 1947, Major Somnath Sharma's company was ordered on a fighting patrol to Badgam in the Kashmir Valley. He reached his objective at first light on 03 Nov and took up a position south of Badgam at 1100 hours. The enemy, estimated at 500, attacked his company position with three sides, the company began to sustain heavy casualties. Fully realizing the gravity of the situation and the direct threat that would result to both the aerodrome and Srinagar if the enemy attack was not held until reinforcements could be rushed to close the gap leading to Srinagar via Humhama, Major Sharma urged his company to fight the enemy tenaciously. With extreme bravery, he kept rushing across the open ground to his sections exposing himself to heavy and accurate fire to urge them to hold on. Keeping his nerve, he skillfully directed the fire of his section into the ever-advancing enemy. He repeatedly exposed himself to the full fury of enemy fire and laid out cloth strips to guide our aircraft onto their target in full view of the enemy. Realising that casualties had affected the effectiveness of his light automatics, this officer, whose left hand was in plaster, personally commenced filling magazines and issuing them to light machine gunners. A mortar shell landing right in the middle of the ammunition resulted in an explosion that killed him. Major Sharma's company held onto its position and the remnants withdrew only when almost completely surrounded. His inspiring example resulted in the enemy being delayed for six hours. Thus, gaining time for our reinforcements to get into position at Humhama to stem the tide of the enemy advance. His leadership, gallantry and tenacious defence were such that his men were inspired to fight the enemy by seven to one for six hours, one hour which was after this gallant officer had been killed. He has set an example of courage and qualities seldom equaled in the history of the Indian Army."
This is truly inspiring, students. Let us salute this braveheart. Jai Hind!
Now, let's do the "Let us discuss" activities. First, arrange the following events in chronological order. The first and the last events have been marked for you. Let me list them out:
1. Major Somnath Sharma was born in 1923 in Kangra, Himachal Pradesh. This is marked as (1), so it comes first.
2. Even after losing Major Somnath Sharma, the soldiers fought bravely to save Srinagar for India.
3. The D Company, under the command of Major Somnath Sharma, was flown into Srinagar.
4. Major Somnath Sharma underwent training at the Royal Military College, Sandhurst.
5. Major Somnath Sharma requested air strikes to combat the enemy at Badgam.
6. Major Somnath Sharma was commissioned into the 19th Hyderabad Regiment in 1942.
7. Major Somnath Sharma was killed immediately after a mortar shell hit him.
8. Major Somnath Sharma was the first recipient of the Param Vir Chakra. This is marked as (8), so it comes last.
Now, let's arrange them in order. The first event is number 1 — his birth in 1923. Next, he underwent training at the Royal Military College, Sandhurst (event 4), which must have occurred before he was commissioned into the army in 1942 (event 6). So event 4 comes before event 6. Then, event 3 — D Company was flown into Srinagar — this happened in October-November 1947. Event 5 — he requested air strikes — this happened during the battle on 3rd November 1947. Event 7 — he was killed — also on 3rd November 1947, after requesting air strikes. Event 2 — even after losing him, the soldiers fought bravely — this happened after his death. And event 8 — he was the first recipient of the Param Vir Chakra — this was awarded to him after his death. So, the chronological order is: 1, 4, 6, 3, 5, 7, 2, 8.
---
Now, let's move to "Let us think and reflect." We have two extracts here. Let me read the first extract carefully and answer the questions.
The extract says: "Vastly outnumbered and facing devastating fire, Major Somnath Sharma and his men stood resolute. The air was thick with the sound of gunfire and the cries of battle, but Major Somnath Sharma's voice cut through the chaos, urging his men to fight with tenacity and valour. Despite heavy casualties and his own injuries, Major Somnath Sharma displayed unparalleled bravery. He moved fearlessly through the battlefield, directing fire, filling magazines for his gunners, and encouraging his men to hold their ground."
Now, question (i): What can be inferred about the conditions from the line: 'The air was thick with gunfire...'?
The options are: A. The gunshots had stopped for a while. B. There was intense fighting on the battlefield. C. The invaders were retreating from the fight. D. The Indian soldiers had achieved victory.
Students, think about this. If the air is "thick" with the sound of gunfire, it means there is a lot of gunfire — many gunshots being fired at the same time. This tells us that there was intense fighting on the battlefield. So, the correct answer is B.
Question (ii): Complete the sentence with a suitable reason. "Despite heavy casualties, Major Somnath Sharma continued to lead his men because _________________________."
Students, think about why he continued to lead even when his soldiers were dying and he himself was injured. The answer is that he wanted to protect the Srinagar airport and the city of Srinagar. He knew that if they withdrew, the enemy would capture these important places, and it would be a huge blow to newly-independent India. He had a strong sense of duty and responsibility. So, we can say: because he wanted to protect Srinagar and the airport from falling into enemy hands, or because of his sense of duty and responsibility towards his nation.
Question (iii): Select the correct option for both Assertion (A) and Reason (R).
(A): Major Somnath Sharma moved fearlessly through the battlefield, even though he was injured. (R): He believed his courage was important to motivate the soldiers.
Now, let's analyze this. Is (A) true? Yes, the passage clearly states that he moved fearlessly through the battlefield despite his injuries. So, (A) is true. Is (R) true? The passage does tell us that he was encouraging his men and urging them to fight. So, it could be argued that his courage was meant to motivate his soldiers. However, the main reason he moved fearlessly was because he wanted to defend his position and protect Srinagar, not specifically because he believed his courage would motivate the soldiers. So, (R) might not be the correct explanation of (A). The correct answer is B: Both (A) and (R) are true, but (R) is not the correct explanation of (A).
Question (iv): Fill in the blank with the correct word from those given in the brackets: injuries or worry.
The sentence is: "Major Somnath Sharma was filling magazines, and encouraging his men to hold their ground despite _________________________."
The passage clearly states "despite heavy casualties and his own injuries." So, the correct word is "injuries."
Now, let's look at the second extract: "Born on 31 January 1923, in the picturesque town of Dadh in Kangra, Himachal Pradesh, Somnath Sharma belonged to a family with a rich military legacy. His father, Major General Amar Nath Sharma, had served the nation with distinction, and young Somnath was deeply inspired by the valorous tales of the Mahabharata, imparted to him by his grandfather."
Question (i): What can be inferred about Somnath Sharma's early influences on his career?
The options are: A. He was primarily influenced by his father's achievements in the military. B. His inspiration came solely from the tales of the Mahabharata. C. His family and heritage inspired his bravery and sense of duty. D. He decided to join the military out of necessity rather than passion.
Students, look at the extract carefully. It says he belonged to a family with a rich military legacy — his father was a Major General. It also says he was inspired by the tales of the Mahabharata from his grandfather. So, it was not just one thing — it was his family and heritage that inspired him. The correct answer is C.
Question (ii): Identify whether the following statement is true or false: "Somnath Sharma belonged to a wealthy family."
The passage mentions his father was a Major General, which is a high-ranking officer. It also mentions he studied at Sherwood College, Nainital, which is a prestigious school. However, the passage does not explicitly say he belonged to a wealthy family. It talks more about his military legacy, not wealth. So, we cannot say for certain that he was wealthy. The statement is not clearly supported by the text, so we might say it's false or at least not confirmed. The correct answer is False.
Question (iii): What does the phrase 'served the nation with distinction' tell us about Major General Amar Nath Sharma?
The phrase means he performed his duties with exceptional dedication, honour, and excellence. So, the correct answer is: He performed his duties with exceptional dedication, honour, and excellence.
Question (iv): Replace the underlined phrase with a word from the extract that has a similar meaning. The sentence is: "My family and I visited a popular hill station and stayed in an old but visually charming house surrounded by trees."
The underlined phrase is "visually charming house surrounded by trees." Looking at the extract, the word "picturesque" is used to describe the town of Dadh. "Picturesque" means visually attractive, like a picture. So, we can replace the phrase with "picturesque."
Now, let's answer the following questions.
Question 1: 'Major Somnath's legacy of courage and devotion to the nation remains forever alive, forever alive...' What is the significance of the repetition in this line?
Students, the repetition of "forever alive, forever alive" emphasizes that his legacy is not temporary. It is enduring and will last for generations. By repeating the phrase, the writer emphasizes that his courage and devotion continue to inspire people even today and will continue to do so in the future. It is a way of saying that his sacrifice will never be forgotten.
Question 2: Why do you think Major Somnath's leadership was critical during the Battle of Badgam?
His leadership was critical because he was able to hold off 500 enemy soldiers with only 90 men. He requested air strikes, directed his soldiers, filled magazines, and encouraged his men to fight. Most importantly, his decision to not withdraw even when asked to do so gave time for reinforcements to arrive. Without his leadership, the enemy would have captured Srinagar, which would have been a major blow to India.
Question 3: What were Major Somnath's last words? What do they reflect about his sense of duty?
His last words were: "The enemy is only 50 yards from us. We are heavily outnumbered. We are under devastating fire. I shall not withdraw an inch but will fight to the last man and the last round." These words reflect his unwavering sense of duty. He was willing to sacrifice his life and the lives of his men rather than retreat. He put the safety of the nation above his own life. This shows extreme patriotism and dedication.
Question 4: What might have been the outcome of the Battle of Badgam if Major Somnath and his company had not held their ground?
If they had not held their ground, the enemy would have captured the Srinagar airport and the city of Srinagar. This would have allowed the Pakistani forces to control a major strategic location in Kashmir. It could have changed the outcome of the war and the future of Kashmir. India might have lost control of the valley. Their sacrifice was crucial in saving Srinagar for India.
Question 5: Why do you think Major Somnath's story continues to inspire soldiers and civilians today?
His story continues to inspire because it shows the highest ideals of courage, patriotism, and sacrifice. He fought against overwhelming odds and chose duty over his own life. His story reminds us of the price of freedom and the sacrifices made by countless soldiers to protect our nation. It also shows that one person can make a difference.
Question 6: How can the values demonstrated by Major Somnath Sharma—courage, duty, and self-sacrifice—be applied in our daily lives?
These values can be applied in many ways in our daily lives. Courage doesn't mean fighting in a war — it can mean standing up for what is right, even when it's difficult. It can mean speaking the truth when everyone else is lying. Duty means doing our responsibilities honestly and to the best of our ability — whether it's studying hard, helping at home, or being a good friend. Self-sacrifice means putting others before ourselves — helping a friend in need, sharing what we have with those less fortunate, or giving up our time to help others. These values make us better human beings and help build a better society.
Now, let's move to "Let us learn." This section has several vocabulary and language activities.
First, let's do the matching exercise. Match the expressions from the text in Column 1 with the most suitable situations given in Column 2.
Column 1: 1. Fight to the last man 2. Foil the plan 3. Deliver a blow 4. Hold their ground
Column 2: (i) A sports team scores a last-minute goal, giving them the lead and shaking the opponent's confidence. (ii) The soldiers fought valiantly until each one laid down his life for the nation. (iii) Soldiers stay in their position and fight back, even though the enemy is stronger. (iv) A spy disrupts the enemy's efforts to invade a country by intercepting their communications.
Now, let's match them: 1. "Fight to the last man" means to fight until the very last soldier. This matches with (ii) — The soldiers fought valiantly until each one laid down his life for the nation. 2. "Foil the plan" means to prevent something from succeeding. This matches with (iv) — A spy disrupts the enemy's efforts to invade a country by intercepting their communications. 3. "Deliver a blow" means to cause damage or harm. This matches with (i) — A sports team scores a last-minute goal, giving them the lead and shaking the opponent's confidence. (Though this is about sports, the meaning is similar — causing a setback to the opponent.) 4. "Hold their ground" means to stand firm in one's position. This matches with (iii) — Soldiers stay in their position and fight back, even though the enemy is stronger.
Now, complete the following sentences using the expressions from Column 1.
A. The detective managed to __________ by finding the hidden evidence before the culprit could get rid of it.
The detective "foiled the plan" by finding the evidence.
B. The company's new advertising campaign was meant to __________ to their competitors' sales.
The campaign was meant to "deliver a blow" to competitors' sales.
C. The hikers chose to __________ despite the heavy rain, refusing to turn back on their journey.
The hikers chose to "hold their ground" despite the rain.
D. Despite being heavily outnumbered, the soldiers vowed to defend their homeland and __________, refusing to surrender to the enemy forces.
The soldiers vowed to "fight to the last man."
Now, let's do the collective nouns exercise. Match the collective nouns in Column 1 to their meanings in Column 2.
Column 1: 1. regiment 2. squadron 3. fleet 4. battalion
Column 2: (i) a large body of troops ready for battle, especially an infantry unit (ii) a permanent unit of an army typically commanded by a lieutenant colonel/colonel and divided into several companies (iii) a small unit, typically comprising 12–24 aircrafts and their crews used in air force, naval, or army aviation services. (iv) a group of ships sailing together, engaged in the same activity, or under the same ownership
Now, let's match: 1. regiment — (ii) a permanent unit of an army typically commanded by a lieutenant colonel/colonel and divided into several companies 2. squadron — (iii) a small unit, typically comprising 12–24 aircrafts and their crews used in air force, naval, or army aviation services. 3. fleet — (iv) a group of ships sailing together, engaged in the same activity, or under the same ownership 4. battalion — (i) a large body of troops ready for battle, especially an infantry unit
Now, fill in the blanks suitably with words from Column 1.
A. The commanding officer addressed the entire battalion of soldiers during the morning assembly.
B. The admiral ordered the entire fleet to set sail for battle.
C. The regiment of infantry advanced slowly through the dense forest.
D. A squadron of fighter jets was sent to intercept the enemy planes.
Now, let's do the vocabulary exercise with "overwhelm," "overthrow," and "overrun."
Meanings: 1. To take and seize control: overthrow 2. To invade or occupy an area in large numbers: overrun 3. To flood or overpower someone or something emotionally: overwhelm
Now, fill in the blanks: 1. To take and seize control: overthrow 2. To invade or occupy an area in large numbers: overrun 3. To flood or overpower someone or something emotionally: overwhelm
Now, create a list of at least five other verbs that begin with 'over' and frame sentences of your own.
Some verbs that begin with "over" are: - overlook: I will not overlook your mistakes this time. - overtake: The car overtook the truck on the highway. - overwork: She tends to overwork herself during exam season. - overeat: He overate at the wedding feast and felt sick. - overpay: The company decided to overpay the new employee to keep them motivated.
Now, let's do the exercise about words that look similar but have different forms for nouns and verbs.
The pairs are: - advice (noun) and advise (verb) - practice (noun) and practise (verb) - device (noun) and devise (verb) - council (noun) and counsel (verb)
Now, fill in the blanks correctly:
1. The teacher's (i) advice is always helpful, and she continues to (ii) advise students on their career choices.
2. The musician believes that daily (i) practice helps a lot, so she is always ready to (ii) practise her harmonium lessons.
3. The scientist uses a strange (i) device for experiments and plans to (ii) devise new methods for his analysis.
4. The village (i) council met to discuss issues and decided to (ii) counsel the villagers on important matters.
Now, let's do the Subject-Verb Agreement exercise. Fill in the blanks by choosing the correct verb given within brackets.
1. The bouquet of flowers is beautiful. (Bouquet is singular, so we use "is")
2. Neither the teacher nor the students were aware of the change in the schedule. (When we have "neither...nor," the verb agrees with the nearest subject. "Students" is plural, so we use "were")
3. Each of the participants has submitted their projects on time. ("Each" is singular, so we use "has")
4. The data collected by the researchers shows significant trends. ("Data" can be treated as singular or plural, but in this context, it's treated as singular, so "shows")
5. One of the players was injured during the match. ("One" is singular, so we use "was")
6. Either the children or their guardian has to attend the meeting. (The nearest subject is "guardian," which is singular, so we use "has")
7. A pair of shoes is missing from the rack. ("A pair" is treated as singular, so we use "is")
8. Neither of the statements is true. ("Neither" is singular, so we use "is")
9. The members of the jury have delivered their verdict to the court. ("Members" is plural, so we use "have")
10. Mathematics is an interesting subject for many students. (Mathematics is treated as a singular subject, so we use "is")
Now, let's do the verb correction exercise. Read the following passage and correct the incorrect usage of verbs.
Original: "A battalion of soldiers stand at attention as the National flag are raised."
Corrected: "A battalion of soldiers stands at attention as the National flag is raised."
Now, let's correct the rest:
"Each soldier salute with pride while the commander and his assistants inspects the parade."
Corrected: "Each soldier salutes with pride while the commander and his assistants inspect the parade."
"The sound of marching feet echo through the air as a group of cadets prepare for their drill."
Corrected: "The sound of marching feet echoes through the air as a group of cadets prepares for their drill."
"Meanwhile, a convoy of military vehicles pass by, drawing cheers from the gathered crowd."
Corrected: "Meanwhile, a convoy of military vehicles passes by, drawing cheers from the gathered crowd."
Now, let's do the listening exercise. You will listen to a talk about the Param Vir Chakra. Let me provide the transcript and then fill in the blanks.
The transcript says: "Hello, everyone! Let me tell you about the Param Vir Chakra. It is one of the most prestigious awards in India and signifies the 'Wheel of the Ultimate Brave.' This award is granted for 'exemplary bravery in the presence of the enemy.' This means that this award is given to someone who shows extraordinary courage and bravery while fighting the enemy. The medal was instituted as a Gallantry Medal with retrospective effect from 15 August 1947 by Dr. Rajendra Prasad, the then President of India. The medal was designed by Mrs. Savitri Khanolkar, who drew inspiration from Sage Dadhichi, a Vedic rishi, who made the ultimate sacrifice by giving up his body so that the gods could create a deadly weapon called Vajra, or Thunderbolt, from his spine. The Param Vir Chakra is cast in bronze. At its centre, on a raised circle, is the State Emblem of India. Surrounding it are four replicas of Indra's Vajra, lined with lotus flowers."
Now, fill in the blanks:
1. The Param Vir Chakra signifies the 'Wheel of the Ultimate Brave.' (The transcript says "Wheel of the Ultimate Brave," but the question might expect "Wheel of the Ultimate Brave" or "Wheel of Valor." Let me check the transcript again. It says "Wheel of the Ultimate Brave." So, the answer is "Brave" or "Wheel of the Ultimate Brave.")
2. The Param Vir Chakra is awarded to someone who shows exemplary bravery while fighting with the enemy. (The transcript says "in the presence of the enemy." So, the answer is "enemy.")
3. The Param Vir Chakra was introduced as a Gallantry Medal in 1947 by the President of India. (The transcript says "by Dr. Rajendra Prasad, the then President of India." So, the answer is "President of India" or "Dr. Rajendra Prasad.")
4. The design of the Param Vir Chakra is inspired by Sage Dadhichi, who was a Vedic rishi. (The transcript says "a Vedic rishi." So, the answer is "Vedic rishi" or "rishi.")
5. The state emblem in the centre of the Param Vir Chakra is surrounded by the Vajra and lotus flowers. (The transcript says "four replicas of Indra's Vajra, lined with lotus flowers." So, the answer is "lotus flowers.")
Now, let's do the speaking activity. As the citizens of a nation, we all must fulfil our duty. In groups of 4-5, speak about how you propose to serve your nation. You can choose from the themes given: Saving the environment, Health and well-being, Helping others, or Righteous conduct.
For this activity, I want you to think about small ways in which you can serve your nation every day. For example, if you choose "Saving the environment," you can talk about planting trees, reducing plastic use, conserving water, etc. If you choose "Helping others," you can talk about volunteering at old age homes, helping underprivileged children with their studies, etc. If you choose "Health and well-being," you can talk about promoting fitness, eating healthy food, etc. If you choose "Righteous conduct," you can talk about being honest, following rules, standing up against injustice, etc.
Now, let's do the writing activity. Write a letter of enquiry. Your school wishes to organise a visit to a Memorial in your state/region. Write the letter to the incharge of that memorial requesting for information regarding available dates for visits, the duration of the tour, any entry fees, and guidelines for student groups.
Here's a sample letter:
(Your school's address) (Date)
The Incharge, (Name of Memorial) (City)
Subject: Enquiry about a School Visit to the Memorial
Dear Sir,
This is to enquire about the possibility of organizing an educational visit for our students to the (Name of Memorial). Our school is planning an educational trip for students of Class 8 to help them learn about the history and significance of the memorial.
Firstly, I request you to share the available dates for visits in the upcoming months. Secondly, I would appreciate it if you could explain the duration of the tour and what areas the students will be able to visit. I would also be grateful to get further details on any entry fees applicable for student groups and whether there are any discounts for educational visits. Lastly, could you clarify if there are any specific guidelines or rules that our students need to follow during the visit?
An early reply will be greatly appreciated, as it will help us plan the trip effectively and ensure a meaningful experience for our students.
I look forward to your guidance and support for making this trip educational and memorable.
Yours sincerely, (Name) (Designation) (School Name)
Now, let's do "Let us explore." This section has some additional information about other PVC awardees, gallantry awards, women in the Indian Armed Forces, Birsa Munda, and patriotic songs. Let me summarize this for you.
First, it talks about Captain Vikram Batra, who was the last recipient of the PVC during the Kargil War in 1999. He was popularly known as the "Shershah of Kargil." His iconic success signal was "Yeh Dil Mange More." He captured Point 5140 on 20th June 1999 and Point 4875 on 7th July 1999. He killed five enemy soldiers at point blank range and succumbed to his injuries. He was awarded the Param Vir Chakra posthumously.
Then, it talks about gallantry awards in India: Param Vir Chakra (the highest), Maha Vir Chakra (the second highest), and Vir Chakra.
It also mentions that women are now serving in the Indian Armed Forces in various key roles.
Then, it talks about Birsa Munda, a tribal freedom fighter from Jharkhand who fought against British colonial rule. He is known as "Dharti Aaba" — Father of the Land.
And finally, it asks you to make a list of patriotic songs in any language, including songs from your region.
Now, students, we have completed the first section of our chapter. Let me quickly recap what we learned:
We learned about Major Somnath Sharma, India's first Param Vir Chakra recipient. We learned about the Battle of Badgam in November 1947, when 90 Indian soldiers under Major Somnath Sharma's command fought against 500 enemy infiltrators to protect the Srinagar airport. We learned about his bravery, his last words, and how his sacrifice saved Srinagar for India. We also did various vocabulary and grammar exercises. Now, let's move to our second section.
## Section 2: Somebody's Mother
Students, now we are going to read a beautiful poem titled "Somebody's Mother." This poem is written by Mary Dow Brine. It is a simple yet powerful poem that teaches us about kindness, empathy, and seeing others as human beings deserving of our help.
Before we read the poem, let's do some activities. First, recall a time you helped someone. Write two words describing: 1) What were your feelings after you did so? 2) What might have been the feelings of the person whom you helped?
Think about this for a moment. Perhaps you helped an elderly person cross the road, or you helped a classmate with their studies, or you shared your food with someone who was hungry. How did you feel after helping? Perhaps you felt happy, satisfied, or proud. And how do you think the person you helped felt? They might have felt grateful, relieved, or happy. This is the feeling of helping others — it makes both the helper and the person being helped feel good.
Now, let's do the second activity. Work in pairs. Read the words given below. Circle the words you would associate with an elderly person and underline the words you would associate with a school student.
The words are: strong, worried, trembling, hastening, firm, bent, merry, slow, guide, helpful.
Now, let's think about which words describe an elderly person. An elderly person might be worried, trembling, bent, slow, or might need a guide. They might also be strong in some ways, but typically we associate words like "trembling," "bent," "slow," "worried" with elderly people. On the other hand, a school student might be described as "strong," "merry," "hastening," "helpful." These are general associations, but they can vary from person to person.
Now, let's read the lines from the poem: "The woman was old and ragged and grey And bent with the chill of the Winter's day."
Now, select the suitable meaning of 'ragged' as used in these lines. The options are:
1. (of clothes) old and torn; synonym: shabby 2. Having an outline, an edge, or a surface that is not straight or even 3. Not smooth or regular; not showing control or careful preparation 4. (Informal) very tired, especially after physical effort
In the context of the poem, "ragged" describes the woman's appearance. She is old and her clothes are old and worn out. So, the correct meaning is option 1: (of clothes) old and torn; synonym: shabby.
Now, let's read the full poem.
> The woman was old and ragged and grey > And bent with the chill of the Winter's day. > > The street was wet with a recent snow > And the woman's feet were aged and slow. > > She stood at the crossing and waited long, > Alone, uncared for, amid the throng > > Of human beings who passed her by > Nor heeded the glance of her anxious eyes. > > Down the street, with laughter and shout, > Glad in the freedom of "school let out," > > Came the boys like a flock of sheep, > Hailing the snow piled white and deep. > > Past the woman so old and grey > Hastened the children on their way. > > Nor offered a helping hand to her— > So meek, so timid, afraid to stir > > Lest the carriage wheels or the horses' feet > Should crowd her down in the slippery street. > > At last came one of the merry troop, > The gayest laddie of all the group; > > He paused beside her and whispered low, > "I'll help you cross, if you wish to go." > > Her aged hand on his strong young arm > She placed, and so, without hurt or harm, > > He guided the trembling feet along, > Proud that his own were firm and strong. > > Then back again to his friends he went, > His young heart happy and well content. > > "She's somebody's mother, boys, you know, > For all she's aged and poor and slow", > > "And I hope some fellow will lend a hand > To help my mother, you understand", > > "If ever she's poor and old and grey, > When her own dear boy is far away." > > And "somebody's mother" bowed low her head > In her home that night, and the prayer she said > > Was "God be kind to the noble boy, > Who is somebody's son, and pride and joy!"
This is a beautiful poem, students. Let me explain it in simple terms. The poem is about an old woman who is trying to cross a snowy street. She is old, poor, and struggling. Many people pass by her but no one stops to help. Then, a young schoolboy comes along and offers to help her cross the street. He takes her hand and guides her safely across. When he returns to his friends, he tells them that the woman is "somebody's mother" — just like their own mothers. He hopes that if his mother ever needs help when he is far away, someone will help her too. The old woman goes home and prays for the boy, thanking God for sending such a kind young man to help her.
Now, let's do the "Let us discuss" activities.
First, arrange the events of the poem in the correct order of occurrence.
1. The boy returned to his friends, feeling proud of what he had done. 2. The old woman stood alone at the crossing, hesitant to move. 3. A group of schoolboys passed by, playing, and laughing. 4. The boy offered to help the old woman cross the street. 5. The woman prayed for the boy who helped her. 6. The children hurried past the old woman without offering help. 7. The woman placed her hand on the boy's arm, and he guided her safely across the street. 8. The boy thought about his own mother and hoped someone would help her one day.
Now, let's arrange them in order:
First, the old woman stood alone at the crossing, hesitant to move. Then, a group of schoolboys passed by, playing and laughing. The children hurried past the old woman without offering help. Then, one boy offered to help the old woman cross the street. The woman placed her hand on the boy's arm, and he guided her safely across the street. The boy returned to his friends, feeling proud of what he had done. The boy thought about his own mother and hoped someone would help her one day. Finally, the woman prayed for the boy who helped her.
So, the order is: 2, 3, 6, 4, 7, 1, 8, 5.
Now, let's do the fill-in-the-blanks exercise.
1. The central theme of the poem is kindness and empathy. (The poem is about helping others and understanding their feelings)
2. The tone of the poem is sympathetic and hopeful. (The poem sympathizes with the old woman but ends on a hopeful note)
3. The poem is written in quatrains with four lines in each stanza.
---
**
4. The structure of the poem gives a rhythmic flow that reflects both the narrative and emotions. (The poem tells a story while also conveying emotions)
5. The poem follows a rhyme scheme of AABB. (Let's check: In the first stanza, "grey" and "day" rhyme, and "snow" and "slow" rhyme. So, it's AABB. Yes, the rhyme scheme is AABB.)
Now, let's do the poetic devices exercise. Pick examples from the poem for the following poetic devices.
1. Simile: "Came the boys like a flock of sheep" — This is a simile because it compares the boys to sheep using the word "like."
2. Alliteration: "Hailing the snow piled white and deep" — The repetition of the "h" sound in "hailing" and "the" and "white" and "deep" creates alliteration. Also, "glad in the freedom" has alliteration with the "f" sound.
3. Repetition: "She's somebody's mother, boys, you know" — The phrase "somebody's mother" is repeated. Also, "old and grey" is repeated in the poem.
Now, let's complete the following sentences explaining the imagery.
1. The poem uses imagery to describe scenes of a bustling street. We know this by the phrase "amid the throng of human beings who passed her by."
2. The line 'The street was wet with a recent snow' suggests a cold and slippery weather, emphasising the woman's helplessness.
Now, let's complete the sentence: The poet repeats the phrase "Somebody's mother" because it reminds us that every person we meet is someone's loved one, and we should treat them with the same respect and kindness we would want for our own family. It creates an emotional connection and encourages empathy.
Now, let's complete the analogy: The old woman: vulnerable and neglected :: The young boy: kind and helpful.
Now, let's do "Let us think and reflect."
First extract: "The woman was old and ragged and grey / And bent with the chill of the Winter's day. / The street was wet with a recent snow / And the woman's feet were aged and slow."
(i) What does the phrase 'ragged and grey' refer to?
Options: A. the woman's emotional state that day B. the woman's old and worn-out appearance C. the weather conditions of the particular day D. the colour of the street and the surroundings
The phrase describes the woman's appearance — her clothes are ragged (old and torn) and her hair is grey. So, the correct answer is B.
(ii) Complete the following sentence with a suitable reason: The woman was 'bent' with the chill of the Winter's day because she was cold and shivering from the winter weather.
(iii) Identify the fact and opinion from the following sentences:
A. The street was wet with recent snow. This is a fact — it can be observed and verified.
B. The woman was too weak to cross the street on her own. This is an opinion — it is a judgment or interpretation, not something that can be proven.
(iv) Why do you think the woman's feet were described as 'aged and slow'?
This description emphasizes her old age and physical weakness. It shows that she is not physically capable of moving quickly, which makes her more vulnerable and in need of help.
Second extract: "He guided the trembling feet along, / Proud that his own were firm and strong. / Then back again to his friends he went, / His young heart happy and well content."
(i) What does the contrast between the 'trembling feet' of the old woman and the 'firm and strong' feet of the boy emphasise?
It emphasises the difference between the old woman's vulnerability and the young boy's strength. It also shows that the boy is in a position to help because he is young and strong. The contrast highlights the act of kindness — the strong helping the weak.
(ii) Fill in the blank: The poem tells us that the boy was 'proud' that his feet were strong. This tells us that the boy was grateful for his ability to help. (He was proud not in an arrogant way, but in a satisfied way — proud that he could help someone.)
(iii) What is the boy most likely to tell his friends on getting back?
The options are: A. I'm so glad I could help her. B. I'm worried about her safety. C. I'm surprised she forgot to thank me. D. I'm thankful for all your support.
Based on the poem, he would say "I'm so glad I could help her." So, the answer is A.
(iv) Rectify the false sentence given below: The young boy's actions were driven by a logical decision.
Actually, his actions were driven by empathy and compassion, not just logic. He saw an old woman in need and felt compelled to help her because he thought of his own mother. So, the sentence should be: "The young boy's actions were driven by empathy and compassion."
Now, let's answer the following questions.
1. What might be the old woman's fears as she waited for a long time at the crossing?
She might have been afraid of crossing the street alone because she was old and slow. She might have been afraid of slipping on the icy street or being hit by a carriage or horses. She might also have felt anxious and helpless because no one was stopping to help her.
2. How does the poet show the helplessness of the old woman? Support your answer with evidence from the poem.
The poet shows her helplessness through various descriptions. She is described as "old and ragged and grey," "bent with the chill," "aged and slow," "meek, so timid, afraid to stir." She stood alone "uncared for" and people passed by without heeding her "anxious eyes." These descriptions clearly show that she is helpless and in need of assistance.
3. Why does the boy decide to help the old woman? What does this tell us about him?
The boy decides to help her because he thinks of his own mother. He says, "She's somebody's mother, boys, you know." He imagines that if his own mother were in this situation, he would want someone to help her. This tells us that the boy is empathetic, kind, and has a strong sense of family values. He sees the old woman not as a stranger, but as someone's mother.
4. How was the boy's approach towards the old woman different from that of the other boys in the group?
The other boys simply passed by without offering help. They were too busy playing and laughing to notice the old woman's plight. The boy, on the other hand, stopped and offered to help her. He took the time to assist her and guided her across the street. This shows that he is different from the others — he has empathy and is willing to take action.
5. Justify the appropriateness of the title of the poem.
The title "Somebody's Mother" is appropriate because the central message of the poem is that we should treat every person as if they were someone's mother, father, or child. The boy helps the old woman because he thinks of her as "somebody's mother" — just like his own mother. The title captures the essence of empathy and compassion that the poem conveys.
6. What does the poem suggest about the role of empathy and humanity in society?
The poem suggests that empathy and humanity are essential for a caring society. It shows that when we see others as human beings with families and feelings, we are more likely to help them. The poem encourages us to put ourselves in others' shoes and treat them with kindness, just as we would want to be treated ourselves.
Now, let's do "Let us learn." This section has vocabulary activities.
First, let's do the antonym search. The grid has the antonyms of the words from the text. Locate these words in the grid horizontally, vertically, and diagonally.
The words to find are: firm, meek, merry, kind, anxious, bent.
Now, let's think about the antonyms: - Firm (opposite: weak or gentle) - Meek (opposite: bold or aggressive) - Merry (opposite: sad or gloomy) - Kind (opposite: unkind or cruel) - Anxious (opposite: calm or relaxed) - Bent (opposite: straight)
Now, let's match the words from Column 1 with the underlined phrases in Column 2.
Column 1: hastened, heeded, stir, lend, piled, offered
Column 2: (i) The mother heard the baby move slightly in the cradle at night. — This is "stir" (move slightly) (ii) It is our duty to give support to the poor. — This is "lend" (give support) (iii) The students worked quickly to complete the project and submit it on time. — This is "hastened" (worked quickly) (iv) All the boxes were kept in a heap at one place. — This is "piled" (kept in a heap) (v) They came forward to help us when we were in need. — This is "offered" (came forward) (vi) The stranded people were brought to safety because they paid attention to our advice. — This is "heeded" (paid attention to)
Now, let's do the idiom matching exercise. Match the idioms with their meanings.
1. get out of hand — (iv) become difficult to control 2. try your hand at something — (i) do something new 3. give somebody a free hand — (vi) allow somebody to do something with full freedom 4. give somebody a big hand — (ii) applaud somebody 5. work hand in hand — (iii) work together 6. have your hands full — (v) be very busy
Now, let's do the analogy exercise. Complete the following analogy by filling in the blanks with the correct words from the poem.
1. _______ : winter :: heat : summer
The opposite of winter is summer, so the opposite of "cold" would be "heat." But we need a word from the poem. The poem mentions "Winter's day," so the opposite would be "summer." But let's see the pattern: cold : winter :: heat : summer. So, the first blank should be "cold."
2. hurt : _______ :: old: aged
The relationship is "hurt" is to "pain" as "old" is to "aged." Actually, "hurt" and "injured" are similar, but let's think about it differently. "Old" is to "aged" as "hurt" is to "injured." So, the answer is "injured."
3. whispered : shouted :: humble : _______
Whispered is the opposite of shouted. So, humble is the opposite of "proud" or "arrogant." So, the answer is "proud."
4. eyes : _______ :: legs : walk
Eyes are used to see, so legs are used to walk. So, the answer is "see."
5. having a lot of money: wealthy :: densely packed people: _______
The word for densely packed people is "throng" or "crowd." The poem uses "throng" to describe a crowd of people. So, the answer is "throng."
Now, let's do the listening exercise. You will listen to a woman read a special broadcast of the news. Let me provide the transcript.
"Now, for the special broadcast, we bring you the story of a young hero whose courage has captured the nation's heart. On a fateful morning in Rajouri, young Rohan Ramchandra Bahir, a 15-year-old student, became a local hero when he fearlessly saved the life of a woman who had fallen into the Domri River while washing clothes. The 43-year-old woman was struggling to stay afloat in the strong currents, when Rohan, without a moment's hesitation, leapt into the river, putting his own life at risk. With great determination and courage, Rohan managed to reach the woman and pull her to safety, despite the dangerous conditions of the river. Onlookers who witnessed the incident were in awe of the young boy's bravery. Rohan's selfless act did not go unnoticed. His incredible courage was recognised at Vigyan Bhawan, where he was honoured with the prestigious Pradhan Mantri Rashtriya Bal Puraskar 2023 by the President of India, Droupadi Murmu. This remarkable young boy is now a symbol of heroism in his community, and his story is an inspiration to all. We commend Rohan for his bravery and for showing that age is no barrier when it comes to saving lives."
Now, arrange the pictures in the correct sequence. Since I don't have the pictures, I'll describe the sequence:
1. The woman was washing clothes near the river. 2. She fell into the river. 3. She was struggling to stay afloat. 4. Rohan saw her and jumped into the river. 5. Rohan pulled her to safety. 6. Rohan was honoured at Vigyan Bhawan.
Now, complete the following sentences:
1. The woman was having a difficult time staying afloat due to the strong currents.
2. Rohan leapt into the river to save the woman without any hesitation.
3. Rohan's act of bravery was witnessed by onlookers.
4. Rohan was honoured at the Vigyan Bhawan for his incredible courage and bravery.
5. Rohan proved that when it comes to saving lives, age is no barrier.
Now, let's do the speaking activity. Read aloud the list of words from the poem that end in '-ed'. As you read, focus on the final sound of each word and place them in the appropriate columns.
The words are: ragged, aged, waited, heeded, offered, paused, guided, whispered.
Now, let's categorize them: - /ɪd/ sound: ragged, aged (these are adjectives describing the woman) - /d/ sound: heeded, offered, guided - /t/ sound: waited, paused, whispered
Now, work in pairs. Narrate an incident where you helped someone in the past. Take turns to speak and use the cue cards given below.
You can talk about helping a classmate at school, participating in a cleanliness campaign in your neighbourhood, helping an elderly person carry bags at the market, or helping a friend who got injured on the playground.
Now, let's do the writing activity. Write a diary entry of a day you helped someone in need. Remember to include the following points:
- Start with a sentence describing the day. - Mention whom you helped. - Explain the situation in which the other person needed help. - Add the place and time of the day when the situation arose. - Describe how you helped the other person. - Describe the reaction of the person you helped. - Mention how you felt during and after helping the person. - Conclude by mentioning why you would do something like this again.
Here's a sample diary entry:
"26 April 20xx, Saturday 8:00 p.m.
Dear Diary,
Today was a special day for me. This morning, I was walking to the market with my mother when we saw an elderly woman struggling to carry a heavy basket of vegetables. She looked tired and was walking very slowly. My mother and I offered to help her carry the basket to her home, which was a short distance away. The woman was very grateful and thanked us warmly. She told us that her sons were working in the city and she had to manage all by herself. I felt happy and satisfied after helping her. It made me realize that even small acts of kindness can make a big difference in someone's life. I would definitely help others again because it brings joy to both the helper and the person being helped."
Now, let's do "Let us explore." This section has some additional activities.
First, it mentions that Earth is referred to as mother in the ancient scriptures of India. The verse from Atharva Veda says: "माता भूमिः पुत्रोऽहं पृथिव्यात्" which means "Earth is my mother and I am her child."
Second, find out the names of countries that refer to their country as 'motherland' and a few others as 'fatherland.' Most countries are referred to as motherland or fatherland. For example, India is often called "Bharat Mata" (Mother India). Russia is called "Mother Russia." Some countries are referred to as fatherland, like Germany (Vaterland).
Third, read the poem "A Nation's Strength" by Ralph Waldo Emerson. This poem talks about how a nation's strength comes from its people — brave men and women who stand for truth and honour.
Fourth, make a gratitude card for your mother or grandmother to thank her for at least five things that she does for you. Also write two things that you would do regularly to help them. Use recycled material to make and decorate the card.
Now, students, we have completed the second section of our chapter. Let me recap what we learned:
We read the poem "Somebody's Mother" and learned about the importance of kindness and empathy. We learned that we should help others because everyone is someone's loved one. We did various vocabulary and language exercises. We also learned about a modern-day hero, Rohan, who saved a woman's life. Now, let's move to our third section.
## Section 3: Verghese Kurien — I Too Had a Dream
Students, now we are going to read about a man who changed the face of rural India — Dr. Verghese Kurien. He is known as the "Milkman of India" because he spearheaded the White Revolution, which made India self-sufficient in milk production. Let's learn about his life and his message to the younger generation.
Before we read the passage, let's do some activities. First, arrange the worldwide means of communication given below in the timeline provided.
The means of communication are: telephone, email, postcard, telegraph, mobile phone, carrier pigeons.
Now, let's arrange them from old to new:
1. Carrier pigeons — this is the oldest method, used for centuries. 2. Postcard — became popular in the 19th and early 20th centuries. 3. Telegraph — invented in the 1830s and 1840s. 4. Telephone — invented by Alexander Graham Bell in 1876. 5. Email — became popular in the 1990s. 6. Mobile phone — became widespread in the 2000s.
Now, work in pairs and discuss the following things:
1. The reasons for change in the means of communication over the years.
The main reason is technological advancement. As new technologies were developed, faster and more efficient methods of communication replaced the older ones. Also, the need for instant communication in today's fast-paced world has led to the development of smartphones and the internet.
2. The means of communication that you prefer to use and the reason for your choice.
You might prefer mobile phones because they allow instant communication anywhere. Or you might prefer email for formal communication. Or you might prefer face-to-face communication because it's more personal.
3. Communication through social media: its benefits and precautions that one should take against its misuse.
Benefits: We can connect with friends and family across the world, share information quickly, and learn new things. Precautions: We should not share personal information with strangers, we should be careful about what we post online, and we should not believe everything we read on social media.
Now, let's read the passage. This is a letter written by Dr. Verghese Kurien to his grandson, Siddharth. In this letter, he shares his life experiences and the values that guided him.
Let me summarize the key points of the letter:
Dr. Kurien starts by saying that in today's fast-paced world, we have become addicted to instant communication like telephones. But he believes that writing letters is different — it conveys our thoughts and becomes a treasure that can be re-read over the years with "abiding pleasure."
He talks about how he started working soon after India became independent. His dream was to build an India where people would not only hold their heads high in freedom but would be free from hunger and poverty. He realized that choosing to lead one kind of life means putting aside other options.
He admits that service to the nation's farmers was not the career he had originally envisioned for himself. He could have pursued a career in metallurgy, joined the Indian Army, or gone to the US as a successful NRI. But he chose to work in Anand, Gujarat, at a small cooperative of dairy farmers. He was inspired by his mentor, Tribhuvandas Patel.
He also talks about his wife, who supported his choice to live and work in Anand, even though life there was not comfortable. He says her support gave him everlasting strength.
He emphasizes the importance of values, especially integrity — being honest to yourself and to others. He believes that life is a privilege, and we should use our talents to contribute to the common good. He also talks about how we should not compare ourselves with others and should cherish what we have.
He mentions receiving the Padma Vibhushan in 1999 and how his grandson asked if he could keep the medal. He told his grandson that the medal was his as much as it was his grandfather's, but the real challenge was to earn his own reward through his work.
He concludes by saying that if we are brave enough to love, strong enough to rejoice in another's happiness, and wise enough to know that there is enough for all, then we would have lived our lives to the fullest. He dedicates these musings to his grandson and to millions of other children, hoping they will be inspired to work for the larger good of the country and humanity.
Now, let's do "Let us discuss." First, identify which statements are facts and which are opinions.
1. "But speaking on the telephone only gives us an immediate but fleeting joy." — This is an opinion. It is Dr. Kurien's personal view.
2. "I started my working life soon after our country became independent." — This is a fact. It can be verified.
3. "To be quite honest, service to our nation's farmers was not the career I had envisioned for myself." — This is an opinion. It is his personal feeling.
4. "I knew I could make a more meaningful contribution by working here in Anand, Gujarat." — This is an opinion. It is his personal belief.
5. "... values that I saw in my mentor and supporter here in Anand—Tribhuvandas Patel." — This is a fact. It is a statement about who his mentor was.
6. "Life is a privilege, and to waste it would be wrong." — This is an opinion. It is his personal belief.
7. "I hope that you, too, will discover, as I did, that failure is not about not succeeding." — This is an opinion. It is his personal view.
8. "... the magnificent ceremony in which the President awarded me the Padma Vibhushan in 1999?" — This is a fact. It is a verifiable event.
Now, let's do "Let us think and reflect."
First extract: "In today's fast-paced world we have become so addicted to instant communication that we prefer to use a telephone. But speaking on the telephone only gives us an immediate but fleeting joy. Writing is different. Writing—even if it is a letter—not only conveys our present concerns and views of the events taking place around us but it becomes a possession that can be treasured and re-read over the years, with great, abiding pleasure."
(i) When the writer refers to a 'fast-paced world', he is speaking of a world where communication happens quickly but lacks depth.
(ii) Select the option that applies correctly to both Assertion (A) and Reason (R).
(A): Writing letters can be treasured and re-read over the years. (R): Speaking on the telephone provides long lasting joy.
Now, let's analyze this. Is (A) true? Yes, the passage says writing "becomes a possession that can be treasured and re-read over the years." So, (A) is true. Is (R) true? The passage says speaking on the telephone gives "fleeting joy," which means short-lived joy, not long-lasting. So, (R) is false. Therefore, the correct answer is C: (A) is true, but (R) is false.
(iii) Identify whether the statement given below is true or false.
The writer feels that letter-writing is a class apart from other kinds of writing.
The statement is true. The writer specifically says "Writing is different" and emphasizes that letters can be treasured and re-read, unlike phone calls.
(iv) Which of the following is the most appropriate title for the given extract?
A. The Rise of Instant Communication B. The Fleeting Delight of Phone Calls C. The Lasting Joy of Written Words D. Living in a Fast-paced World
The extract focuses on the difference between phone calls and letter writing, emphasizing the lasting joy of written words. So, the most appropriate title is C: The Lasting Joy of Written Words.
Second extract: "Your grandmother too made an important choice. She knew, in those early days, life in Anand could not offer even the simple comforts that we take for granted today. However, she ardently supported my choice to live and work in Anand. That choice of your grandmother to stand by me has given me an everlasting strength, always ensuring that I shouldered my responsibilities with poise."
(i) How can we say that the grandmother shared her husband's dedication to a greater cause?
She supported his choice to work in Anand, even though it meant giving up a comfortable life. She stood by him and supported his decision, showing that she was equally dedicated to the cause of serving the nation's farmers.
(ii) Complete the following: The fact that the writer (grandfather) praises his wife tells us that he truly values her role in his life.
(iii) Complete the following: Based on the information in the extract, we can infer that the grandmother had all of the following traits EXCEPT comforting.
She was encouraging because she ardently supported his choice to live and work in Anand. She was understanding because she knew life in Anand could not offer simple comforts. She was thoughtful because she made an important choice to stand by him. However, there is no mention of her being "comforting" — that is, providing physical or emotional comfort through soothing words or actions. The extract focuses on her support and strength, not on comfort.
---
**