Welcome dear students! Today we are going to learn about A Soldier's Son from Class 7 English_FL.
Let us begin with Section A, the Pre-Reading Activity. I want you to imagine a brave little girl named Amina. One day, she saw a child slip and fall into a sump, which is a deep underground water tank. Without a single moment of hesitation, she jumped right in. The sump was six feet deep and completely full of water. Amina herself is only three feet tall, but she jumped anyway. Holding her breath and wildly kicking her feet, she somehow managed to push the child out and then climbed up herself. Both mothers came running. Ramachandra’s mother hugged Amina and dried her hair with the end of her sari. Amina’s mother tended to the gasping child. Lakshmi hugged Amina again and again and shed tears on her head. Both women work as labourers at that building site. This is true bravery. The story you are about to hear tells you about another kind of bravery. It is about a young boy’s passionate will to save his country from an enemy attack. He performs a deed of great patriotism.
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Now, please turn to Section B, Reading. This is a very important part of your independent study. Your textbook explicitly instructs you to read the following story at home and be ready to follow your teacher’s model reading in class. It also tells you to read the story again at home to strengthen your reading ability. Since we are learning through audio today, I will provide that model reading for you. As I read each paragraph, listen carefully to my pronunciation, pacing, and expression. I strongly encourage you to pause this audio after each section, read the same paragraph aloud yourself, and then continue. This active practice will help you build fluency and comprehension exactly as your teacher intends.
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Let us begin the story. The opening paragraph sets a tense scene. A plane was veering and shuddering in the sky. It was losing height rapidly and hurtling towards the earth. It would only be a matter of minutes before it crashed. Suddenly, a figure fell out of that fiery object plummeting down. A white parachute mushroomed and opened like a flower in the sky, and the man floated gently down with the wind to the ground. A small boy, about ten or twelve years old, had been watching the plane for some time. He emerged from a clump of trees. He had seen the plane shot down by enemy fire and watched the pilot parachute down from the flaming aircraft. He came out from the darkness of the trees and reached the wounded pilot. The boy immediately told him, Come with me, Sir. The enemy will be here any minute. There is no time to lose. There is an army camp nearby. You will be safe there.
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The pilot staggered, tried to take two or three steps, but collapsed to the ground. He said he could not walk and that his legs were probably fractured. He asked the boy if he could do something for him. The child saw it took great effort for the man to speak, so he promised, Yes, Sir, I will do anything you want. The pilot muttered under his breath that the boy was small and should not take a chance. The boy firmly replied, Not a chance, Sir, a certainty. What do you want me to do? The pilot’s hands were bleeding. He fumbled inside his pocket, took out a packet of papers, and told the boy to take it to the Commanding Officer of the army unit. He instructed the boy to tell the officer that the packet must reach the Air Force Station in Ambala by night, and to make sure it arrives on time. Then he told the boy to run for his life and avoid the enemy.
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The boy agreed but asked about the pilot, worrying the enemy would catch him. The pilot said not to worry, that he could escape and would try to distract them, while the boy must run and hand over the packet. The boy gave a smart salute and said, Yes, Sir. The man smiled despite grimacing in pain, and began crawling away in the opposite direction. The small figure streaked across the open space back to the trees. The enemy had seen him and gave chase, shooting at him. Cartridges fell everywhere around him, but the child ran fast and was lost to sight. The enemy gave up and turned their attention to the crawling pilot. A few minutes later, the little boy stood at the sentry post of the army unit. He asked to be taken to the Commander Saheb to deliver something important. The sentry told him no one could go to the Commander unless it was very important.
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The boy insisted, saying it was from the pilot whose plane just crashed. The sentry mentioned a rescue party had already gone to look for him. The boy explained he had gone to bring the pilot back to safety, but the enemy was after him. The pilot was injured, could not walk, and gave him a packet. He said he must guide the Commanding Officer to the officer and show him where the enemy lines are. The sentry spoke into the field telephone, and a sepoy came to take the boy to the Commander. The Commanding Officer asked who he was and why he wanted to see him. The boy introduced himself as Maqbool Butt. He explained his father was awarded a medal for bravery and died fighting for the nation. He and his mother lived there now. He described watching the plane, hearing anti-aircraft fire, seeing it become unsteady, and knowing he must save the pilot.
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He ran a shortcut, found the pilot bleeding profusely and unable to walk. The pilot told him not to worry about him, but to get the packet to the Commander, stressing it must reach Ambala tonight because it was very important. The Commanding Officer asked if Maqbool was afraid of the enemy. Maqbool replied that his father told him never to be afraid, because the enemy cannot do anything if our number is not written on the bullet. The officer praised him as the brave son of a brave soldier and asked if the enemy caught the pilot. Maqbool said he did not know, as he could not wait to see. He had to carry out his orders first. He knew where the pilot fell and where the enemy lines were. He offered to guide them by a shortcut so they could intercept the enemy and cut off their retreat. He urged them to go at once, explaining the enemy came on foot, and if they took jeeps, they could surround and catch them.
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The Commanding Officer smiled and said, Instructions noted, Sir, action will be taken. Five minutes later, the enemy soldiers found themselves surrounded by jeeps with no escape. One tried to run but realized it was useless, threw down his gun, and raised his hands. The enemy was rounded up and the pilot was rescued. He was bleeding because he had been dragged when he failed to rise, even when prodded with bayonets. He muttered incoherently, Boy... packet... and could say no more. He was taken to the Military Hospital immediately. The Commanding Officer thanked Maqbool, calling him a brave son, and said he must be taken home as his mother would be worried. Maqbool then delivered a powerful speech. He said he is Maqbool Butt, son of India. This is his land and these are his brothers. He was born and nurtured here.
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His father’s blood is mixed with the soil, and his mother’s tears water the earth where their crops grow. His loyalty rests with his brothers, blood relations of the soil, for they have broken bread on the same land. Suddenly, the boy crumpled up and fell down. Enemy fire had hit his leg, and blood was dropping from the wound. The Commanding Officer gathered him in his arms and carried him to an ambulance. The boy stirred and grimaced in pain. Major Dogra moved swiftly to gently ease the boy’s injured leg into a more comfortable position. The Commanding Officer frowned in worry, his eyes brimming with tears. Maqbool smiled through his dirt-streaked face and said, A soldier never weeps, Sir. Another voice from somewhere far away, lost in distant years, seemed to say, A soldier never runs from the enemy, father, you told me so. He must face the bullets even when they tear his chest to shreds.
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The officer replied, Yes, my son, a soldier must not weep, but a father’s heart weeps and bleeds with the blood of his son. I received the P.V.C. for my son in the 1971 war. That is where the story ends. Now, let us learn the new words from the chapter. Bravery means fearlessness and readiness to suffer danger and pain. Gasping means catching breath suddenly and in a way that can be heard because of fear and shock. Hesitation means slowness in deciding what to do. Grimacing means showing pain which makes the face unnaturally twisted. Incoherently means not clear and hard to understand. Passionate will means strong and deep feeling combined with strength of mind. Plummet means to fall steeply and suddenly. Staggering means having trouble standing or walking. Rescue party means a party sent to save the pilot from harm. Streak means to move very fast.
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Let us now work through Section C, the Speaking and Writing questions. I will read each question clearly, guide your thinking process, and then provide the correct answer with an explanation. Please follow along in your textbook. Question one: Explain in your own words how the pilot saved himself. To find the answer, look at the first paragraph. What happened when the pilot fell from the plane? The text says a white structure opened like a flower in the sky. This tells us he deployed his parachute. The parachute caught the wind, slowed his fall, and allowed him to float gently to the ground. So, the pilot saved himself by using his parachute to land safely. Question two: The boy saw the plane only after it had been shot. True or Not True? Let us check paragraph two. It clearly says the small boy had been watching the plane for some time before it was hit. Since he was already watching it, he did not see it only after it was shot. Therefore, the statement is Not True.
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Question three: In English, nouns are commonly used as verbs also. Point out two such verbs in paragraphs one and two. Think about words that are usually objects but show action here. In paragraph one, the word mushroomed is used as a verb to describe how the parachute expanded. In paragraph two, the word parachute is used as a verb when it says the pilot parachuted down. So, the two words are mushroomed and parachute. Question four: Where was the pilot flying to when his plane was shot? Search the text for his mission or destination. The pilot gives the boy a packet and says it must reach the Air Force Station, Ambala, by night. This implies that the pilot was flying towards Ambala to deliver important papers. So, the pilot was flying to Ambala. Question five: Why did the enemy shoot at the boy? Look at paragraph twelve. The enemy saw the boy streaking back to the trees. They gave chase and shot at him to stop him from escaping and to prevent him from reaching the army camp.
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Question six: The sentry had seen the plane crash. True or Not True? Check paragraph sixteen. The sentry says a rescue party has already gone to look for the pilot. This means he learned about the crash through communication or reports, not by seeing it directly. So, the statement is Not True. Question seven: Maqbool Butt was a patriot’s son. True or Not True? In paragraph twenty, Maqbool tells the officer his father died fighting for the nation and was awarded a medal. This confirms his father was a patriot. The answer is True. Question eight: Explain the statement, They can’t do a thing if our number is not written on the bullet. Think about what this saying means in a soldier’s life. It reflects a belief in destiny and courage. Maqbool means that a brave soldier should not fear death, because he will only be harmed if it is his destined time to die.
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Question nine: The boy knew what the officer did not know. True or Not True? Read paragraph twenty-three. Maqbool tells the officer he knows exactly where the pilot fell and where the enemy lines are. The officer did not know these locations. So, the answer is True. Question ten: The commanding officer said something humorously. What was that? Look at paragraph twenty-four. The officer smiles and says, Instructions noted, Sir, action will be taken. He says this playfully, mimicking formal military protocol while speaking respectfully to a young boy. Question eleven: How did the commanding officer and the Major tend the boy? Check paragraph twenty-eight. The Commanding Officer gathers the fallen boy in his arms and carries him to an ambulance. Major Dogra then moves swiftly to gently ease the boy’s injured leg into a more comfortable position.
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Question twelve: A distant voice came to the officer’s ears. Whose voice was that? Read paragraphs thirty and thirty-one carefully. The text describes it as a voice from somewhere faraway, lost in distant years. It echoes the officer’s own memories of his son, who died in the 1971 war, reminding him of his son's brave words. The officer responds to this memory by acknowledging Maqbool’s bravery. Question thirteen: What was Maqbool’s ambition? At the end of the story, Maqbool says, I am a soldier’s son and I too will become a soldier when I grow up. His ambition is to join the army and serve his country. Now, let us move to Section D, Word Formation. We will make compound nouns using the word life. In your textbook, you will see blanks to fill. I will read them out exactly as they appear, give you a moment to think, and then provide the answers.
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The first is life-b __ __ y. Think of a small boat used for emergencies. The answer is lifeboat. The second is life-s __ __ __ __ e. Think of the action of saving lives. The answer is lifesaving. The third is life-g __ __ __ d. Think of a person who watches swimmers. The answer is lifeguard. The fourth is life-j __ __ __ __ t. Think of a safety vest worn on water. The answer is lifejacket. The fifth is life-l __ __ e. Think of a rope used for rescue. The answer is lifeline. The sixth is life-l __ __ g. Think of something that lasts forever. The answer is lifelong. The seventh is life-s __ z __. Think of something that matches its real dimensions. The answer is lifesize. The eighth is life t__ __ __. Think of the entire duration of a person's existence. The answer is lifetime.
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Next, we will learn about the Noun Clause. Before we look at examples, let us understand the rule. A noun clause is a dependent clause that functions exactly like a noun in a sentence. It can act as the subject, the object of a verb, the object of a preposition, or a complement. It usually begins with words like that, what, where, how, when, or whether. We use noun clauses to combine two short, simple sentences into one longer, more complex sentence. Let us study the seven examples from your textbook to see how this works. First, He told me that he would never come here again. The clause that he would never come here again acts as the object of the verb told me. Second, I do not remember where I put my necklace. The clause where I put my necklace is the object of remember. Third, What she told me was not true. The clause What she told me acts as the subject of the verb was.
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Fourth, Everything depends on what he is going to say now. The clause what he is going to say now is the object of the preposition on. Fifth, This was how the girl saved the child from drowning. The clause how the girl saved the child from drowning is the complement of the verb was. Sixth, Our demand that our wages should be increased was accepted by the management. The clause that our wages should be increased is in apposition to the noun demand, meaning it explains the demand. Seventh, He was certain that his son would win a medal. The clause that his son would win a medal is the complement of the adjective certain. Now, let us solve Exercise one. I will guide you through combining each pair into a complex sentence with a noun clause. A. Where have I left my bicycle? Ah, I remember it. Replace it with the question word where to form the clause. Combined: Ah, I remember where I have left my bicycle.
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B. They caught the thief with the jewels. This is how they did it. Use how to show the method. Combined: This is how they caught the thief with the jewels. C. Do something now. Everything depends on it. Replace it with what to show the action. Combined: Everything depends on what you do now. D. He was saying something about his troubles. I listened to him. Replace him with what to show the content. Combined: I listened to what he was saying about his troubles. E. My son will win a prize in the high jump event. I am certain of that. Use that to introduce the fact. Combined: I am certain that my son will win a prize in the high jump event. Now, Exercise two. We will fill in the blanks with the appropriate words from the brackets: why, that, whether, where, how, when. Let us look at the context of each sentence to choose correctly.
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Devaiah says, We lost our fields. This is the place where we used to grow Ragi. We use where because it refers to a location. Krishnappa says, They said that we should sell our fields, and we had to sell them. We use that to introduce the reported statement. Rajanna says, That is why we lost our fields. We use why to show the reason. Krishnappa says, That is how this factory came up here. We use how to explain the manner or process. Devaiah says, That is why we have become factory workers. Again, why shows the reason for their current situation. Rajanna says, We do not know whether our children will ever become farmers again. We use whether to express doubt or possibility. Let us look at the Prefixes and Suffixes activity. In your textbook, you will see a cloud diagram. The cloud carries root words, and surrounding bubbles contain prefixes and suffixes. Your task is to match them to create new words and observe how the meanings change.
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The prefixes provided are mis, post, under, dis, in, un, and ir. The suffixes include ment, ish, ly, ic, able, and others. Sometimes you can use both a prefix and a suffix to make longer words. Let us try a few combinations together. Take the root word judge. Adding the prefix mis gives us misjudge, which means to judge wrongly. Take the root word graduate. Adding the prefix post gives us postgraduate, meaning a student who studies after completing a degree. Take the root word active. Adding the prefix under gives us underactive, meaning not active enough. Take the root word honest. Adding the prefix dis gives us dishonest, meaning not honest. Adding the suffix ish to child gives childish, meaning behaving like a child. Adding the suffix ly to quick gives quickly, changing the adjective to an adverb. Notice how prefixes often change the meaning to its opposite or modify the degree, while suffixes often change the word class.
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Now, for Section F, the Writing activity. Before we look at a model, let me describe exactly what you need to do. First, imagine you are a reporter for your local newspaper. Second, write a short report about Maqbool receiving a bravery award on Republic Day. Third, structure your report with a clear headline, an opening paragraph stating the who, what, when, and where, a middle paragraph describing his brave act using only facts from the story, and a concluding paragraph about the nation’s pride. Keep your language formal and objective. Here is a model report following those exact steps. Headline: Young Hero Honoured on Republic Day. In a special ceremony on Republic Day, the President of India presented a bravery award to young Maqbool Butt. Maqbool displayed extraordinary courage when he delivered a vital packet of papers from a downed pilot to the Commanding Officer. Despite being shot at and wounded in the leg, Maqbool successfully guided the army to the enemy lines. His quick thinking led to the rounding up of enemy soldiers and the safe rescue of the injured pilot. Maqbool, whose father died fighting for the nation, proved himself to be a true son of India. The nation salutes this young hero for his selfless service and courage.
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Finally, let us read and enjoy a short story. One morning, a mother cat came out with her two kittens for a stroll along the footpath. The mother fell behind, and the kittens started running, playing, and chasing each other. The mother followed, shouting, Children, stop. Do not run. Keep to the footpath. Do not stray into the street. Suddenly, a big black dog waylaid the kittens and began to bark loudly. Frightened, the kittens ran back to their mother. The angry mother strode up to the barking dog, stood before him, barked loudly, and silenced him. Then she turned to her kittens and said, Children, this is why, this is the reason why, I always tell you, I keep telling you that it is good to learn a second language. On the surface, it is a funny tale about a mother cat who barks like a dog to scare away a threat. The mother cat uses the dog’s own language, or a second language, to protect her kittens. The story teaches us a valuable lesson in a light-hearted way. Learning a second language or acquiring a different skill can be incredibly useful in unexpected situations. It can help us communicate, defend ourselves, and solve problems when our usual methods fail. Thank you for listening! Keep revising and practicing. Goodbye! [CHAPTER_COMPLETE]