1.

I AM A GHOST
-Satyajit Ray
Brainstorming:
• How are ghosts typically portrayed in literature
and media?
• Why are ghost stories so enduringly popular in
human culture?
About the Author
Satyajit Ray (2nd May 1921 – 23rd April
1992) was an Indian director, screen
writer, documentary filmmaker, author,
essayist, lyricist, magazine editor,
illustrator, calligrapher, and composer.
Ray is widely considered as one of the
greatest and most influential film
directors in the history of cinema. He is celebrated for works
including The Apu Trilogy (1955–1959), The Music Room
(1958), The Big City (1963), Charulata (1964), and The
Goopy–Bagha trilogy (1969–1992). Ray studied at
Ballygunge Government High School in Calcutta, and
completed his BA in Economics at Presidency College,
Calcutta (then affiliated with the University of Calcutta). Ray
also wrote a collection of nonsense verse named Today
Bandha Ghorar Dim, which includes a translation of Lewis
Carroll's "Jabberwocky". He wrote a collection of humorous
stories of Mullah Nasiruddin in Bengali.
His short stories were published as collections of 12 stories,
in which the overall title played with the word twelve (for
example, Aker pitthe dui, literally "Two on top of one"). Ray's
interest in puzzles and puns is reflected in his stories. Ray's

1
short stories give full rein to his interest in the macabre,
suspense, and other aspects that he avoided in film, making
for an interesting psychological study. Most of his writings
have been translated into English. Most of his screenplays
have been published in Bengali in the literary journal Eksan
About the Story: 'I am a Ghost' is a short story that explores
themes of identity, the supernatural, and the unknown. It
delves into the experiences and perspectives of a ghost,
providing a unique take on what it means to exist beyond
death. The story is narrated by a character who, from the
outset, claims to be a ghost. The narrator provides an account
of how he came to realize his spectral existence. As the story
unfolds, he describes the gradual recognition of his ghostly
state, marked by the inability to interact with the physical
world and being unnoticed by the living. The ghost recounts
his experiences wandering through familiar places and
observing people from his past life.
*
I am a ghost. I was alive three years ago. Then, one day, I was
burnt to death in this house, in Deoghar. The house is called
Lily Villa. I was here with a friend, on holiday. That morning,
as I lit the stove to make a cup of tea, it burst into flames and
my clothes caught fire. The flames also seared my face. That
much I do remember. But I cannot recall anything else. I have
been living in this house since that day. I cannot tell what I
now look like, for as a ghost, even if I were to go and stand
before a mirror, I could not see my reflection. I’ve tried
peering into the water in a pond, but that did not work either.
But I know I am not really anything much to look at.

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 Two years ago, a family came to Lily Villa to spend a few days.
The head of that family happened to come face to face with
me. I saw his eyes bulge with horror, and he promptly fainted.
It was actually my own fault. A ghost can choose to remain
invisible, and to be honest, it was my intention to keep myself
that way. But I was a bit preoccupied that day, and not really
paying much attention to what I was doing. So, just for a
moment, I had become visible to that gentleman. Judging by
his reaction, my turning into a ghost had done nothing to alter
my appearance. Obviously, I still had a badly burnt face.

After that incident, people stopped coming to this house. Lily

Villa has come to be known as a haunted house. I am quite sad
at this turn of events, for I liked watching and being with the
living. Now I feel very lonely. There are other ghosts in the
neighbourhood, but none in this house. No one except me died
an unnatural death here. Besides, I don’t like many of the
other ghosts in Deoghar. Some of them are really quite wicked.
Naskarda, for instance. His name used to be Bheem Naskar
when he was alive. I’ve never known a ghost more cunning or
malicious.

A postmaster called Laxman Tripathi used to live in Deoghar.

He and Kantibhai Dubey, who worked for the State Bank,
could not get on at all. One evening, as Laxman Tripathi was
returning home from the post office, the ghost of Bheem
Naskar decided to attack him. Just as Tripathy had gone past
the house of the Shahs and reached an open field, Naskar
slipped down from a tamarind tree and broke Tripathy’s neck.
What a ruckus that kicked up! The police came, arrests were
made, cases were fought and eventually a man was hanged!
Which man? None other than Tripathy’s sworn enemy,
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Kantibhai Dubey. He had to pay for Naskarda’s misdeed.
Naskarda knew this would happen, so he had deliberately
killed Tripathy. That time, I felt I had to speak to Naskarda.
‘What you did was wrong,’ I told him. ‘Just because you are a
ghost now does not mean that you have the right to meddle
with other people’s lives, and harm them. Why don’t you
simply mind your own business, and let the living mind
theirs? Our two worlds are different, Naskarda. If one
interferes with the other, there can only be disaster and
calamity.’

I have never harmed anybody. Not consciously, anyway. Ever

since I learnt that my appearance was likely to frighten
people, I have become extremely cautious. There is a broken-
down and abandoned room at the far end of the garden in Lily
Villa, behind some mango and jackfruit trees. I believe the
room was once used by a Mali. That is where I now spend
most of my time. Not that there is anyone in the main building
who might see me. Lily Villa has been lying empty for a long
time. But, sometimes, children from the neighbouring house
of the Chowdhury’s come here to play hide-and-seek.
Surprisingly, they do not appear to be afraid of ghosts at all.
Or perhaps they come because they expect to see one. But I
take great care to remain invisible while they are here. If the
sight of my face could make an adult faint, what effect would
it have on children? No, I could never take any risks.

However, this does mean that I must continue to be lonely. Yes,

ghosts feel lonely, too. Well, if I am alone, I have only myself to
blame. It is because of my own mistake that Lily Villa is now
known as a haunted house. No one wants to come and live
here; and so, I cannot hear human voices any more, see them
4
move, or sing, or laugh. This makes me feel very depressed at
times. If the living knew how much the spirit of the dead
craved their company, would they be afraid of ghosts? Of
course not.

One day, however, a visitor turned up in Lily Villa. I heard the

horn of a cycle rickshaw one morning. So, I peered out and
saw that someone’s luggage was being taken out of the
rickshaw. How many had arrived? Two, as it turned out. The
visitor was accompanied by a servant. That was good enough
for me. I did not need a large number of people. Something, I
felt, was better than nothing.

Since ghosts can see clearly even from a long distance, I could
catch every detail of the visitor’s appearance: he was close to
fifty, short, bald, had a bristly moustache, thick eyebrows, and
his eyes held a stern look. The first thing he said to his servant
upon entering the house was, ‘Get cracking. I need a cup of tea
in half an hour. Then I’ll start working.’

Needless to say, I could hear every word from my own room.

A ghost’s hearing is as good as his sight. His eyes and ears both
work like binoculars.

The servant was most efficient. He brought his master a cup

of tea and a plate of biscuits in half an hour. The visitor was in
the room that overlooked the garden, unpacking and putting
his things away. There was a desk and a chair near the
window. I noticed that he had placed a sheaf of papers, pens
and an inkwell on the desk.

That meant he was a writer. Was he famous?

5
Yes. Within an hour of his arrival, about eight local residents
turned up to meet him, and I learnt his name. He was called
Narayan Sharma. I could not tell whether it was his real name,
or a pseudonym, but that was how everyone addressed him.
The locals were very pleased to find him in their midst. After
all, it was not every day that a celebrity came to Deoghar. So,
they said, if Mr Sharma had no objection, they would like to
hold a reception in his honour.

Narayan Sharma, I could see, was not a man with a soft and
gentle disposition. He said, ‘I left Calcutta and came here
simply to work undisturbed. And you’re already making
impositions on me!’

The others looked suitably abashed. That made Mr Sharma

relent somewhat. ‘Very well,’ he said, ‘Give me at least five
days of peace and quiet. Then we’ll think about a reception, all
right? But if you start putting any pressure on me, I’ll just pack
my bags and go back to Calcutta.’

At this moment, Nitai Ghosh from the group suddenly asked

a question that I did not like at all. ‘Why did you choose Lily
Villa, of all places? There are so many other houses in
Deoghar.’

For the first time, a smile appeared on Mr Sharma’s face. ‘You

are saying that because this house is supposed to be haunted,
isn’t that, right? Well, I wouldn’t mind seeing a ghost. He could
keep me company.’

You’re not taking this seriously, are you?’ said Haren Talukdar.
‘Once a doctor from Calcutta came to stay here for a few days,

6
with his family. He saw the ghost. It was apparently a horrific
sight. He was unconscious for almost fifteen minutes. Tell you
what. There’s a very good bungalow here. Its manager is a fan
of yours. He’d be prepared to make every arrangement for
your stay. It’s just a matter of telling him. Please, you must get
out of Lily Villa.’

In reply, Narayan Sharma said something very strange.

‘Perhaps you are not aware that very few people know as
much as I do about spiritualism. In fact, I have come here to
write on this subject. I can assure you that I will not end up
like your doctor. He had taken no precautions against ghosts,
had he? I will. No ghost could do me any harm. I realize you
have all got my best interests at heart, but I want to stay and
work in Lily Villa. You see, I have stayed in this house before,
as a child. I have many fond memories of that time.’

This was the first time I’d heard anything about precautions
against ghosts. I did not like it at all. And spiritualism? How
could spirits and spooks be a subject for study? What was
Narayan Sharma talking about?

There was no point in pondering over this now. I would have

to wait until it got dark. After that, I was sure to get all the
answers.

There was one thing I wanted to do, however. I felt I had to

pass on whatever I had heard so far to Bheem Naskar, if only
as a joke, to see his reaction. He had once broken a man’s neck.
What would he say to all this?

7
As the day wore on, I grew increasingly restless. In the end, I
could contain myself no more. I left Lily Villa, taking great care
to remain invisible, and went to the derelict old house owned
by the Malliks. It was said to be two hundred years old.
‘Naskarda!’ I called.
He came floating down from a broken, roofless room on the
first floor, and said irritably, ‘What do you want at this odd
hour?’
I told him about Narayan Sharma. Naskarda’s frown deepened
ominously. ‘Really? Is that so? Tell me, does he think he is the
only one who can take adequate steps? Can’t we?’
‘Take steps? What do you propose we do?’ I asked a little
nervously. I could see that a plan was already taking shape in
his mind.
‘There’s one thing I could do quite easily. When I was alive, for
thirty-two years, I exercised regularly. Push-ups, heavy clubs,
dumb- bells, chest-expanders . . . you name it, I had used them
all. You think I haven’t got the strength to break this Narayan’s
neck?’

It was true that Naskarda was once a bodybuilder. He had died

by swallowing poison, which meant that his appearance had
remained unchanged. Even now, when he moved, muscles
rippled all over his body.

‘Well, what does that mean?’ I asked. If I still had a heart, I am

sure it would have started thudding madly by now.

‘Only this: tonight, at twelve o’clock, Narayan Sharma’s life is

going to come to an end. If he thinks he can mess around with

8
ghosts, no ghost worth his name is going to let him get away
with it.’

Only I know how nervously I passed the rest of the day.

Narayan Sharma spent most of his time writing in his room.
Sometime before the sun set, he went for a long walk along
the street going to the north. He returned a little before the
evening star appeared in the sky. It was going to be a moonless
night.

I could see everything from my little den. Now I saw Narayan

Sharma do something rather strange. He opened his suitcase
and took out a handful of powder from a bag. Then he poured
it into an incense burner, lit it and placed it just outside the
threshold to his room. Smoke began billowing from it very
soon, and a southern breeze brought the smoke into my own
room.

Oh my God, was this his ‘precaution’? If so, it was undoubtedly

most effective. With the smoke had come a smell. Normally,
one wouldn’t expect a ghost to be able to smell anything, but
this smell was so strong that it seemed to burn not just my
nose, but the inside of my head as well. It was terrible. Even
Naskarda would find it difficult to make his way through this
powerful stuff. How would he get anywhere near this house?

My fears were confirmed, a few hours later. Around midnight,

I heard a hushed voice call from the other side of the garden
wall: ‘Sudhanya! Are you there?’

9
 Sudhanya was my name. I went out. Naskarda was sitting by
the road, on the grass, clutching his nose. His voice sounded
nasal when he spoke.

‘I died twenty-one years ago. This is the first time that I’ve
been beaten by a live man. Who knew man had learnt to use
such contraptions?’

‘That particular man has studied his subject thoroughly,

Naskarda. He knows a lot.’

‘How sad . . . how absolutely awful. Just think what fun I

might have had, breaking his neck!’

‘Yes, but that is not going to happen. You do realize that, don’t
you?’

‘Yes, I most certainly do. I’d better go now. This has been a
totally new experience for me.’

Naskarda left, and I returned to my room. Only a minute later,

I suddenly discovered that I was feeling extremely sleepy. This
was incredible, completely unheard of. A ghost never feels
sleepy. But tonight, was obviously going to be an exception.
That powder in the incense- burner clearly contained
something that put ghosts to sleep, even though the best time
for them to move about was during the night.

put ghosts to sleep, even though the best time for them to
move about was during the night. I could not keep my eyes
open any longer. Feeling dazed, I lay down on the floor.

10
The sound of someone’s voice woke me. It was morning. I sat
up hastily. At once, my eyes fell on the man who had entered
my room. I could only stare at him in disbelief.How did he. . .?

It was Narayan Sharma, that much was clear. But what had
happened to him?

Narayan Sharma answered my unspoken question. ‘My

servant was still asleep when I woke. So, I thought I’d make
myself a cup of tea. I tried to light the stove, and it burst in my
face. At this moment, I think everyone’s trying to arrange my
funeral. I came here looking for somewhere to live. I like this
place. Do you think there’s enough room here for a second
person?’

‘Of course!’ I replied, feeling very pleased.

I had company at last. There was no doubt in my mind that

one charred face would get on very well with another.

Glossary
seared: to burn, scorch, mark, or injure with.
malicious: malevolent, mischievous (having or showing a
desire to cause harm to someone).
ruckus: cause a great deal of noise, argument, or
confusion.
pseudonym: a false or fictitious name, especially one used
by an author.
charred: burnt, Scorched.
contraptions: a machine or device that appears strange.
ominously: threatening, alarming.

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derelict: negligent, abandoned especially by the owner
or occupant.
abashed: discomfit, disconcert, embarrass.
spooky: ghostly, mysterious.

Questions for Discussion

1. Analyse the theme of the story.
2. How does Ray evoke empathy for the ghost, and what
emotions does the story elicit?
3. Discuss the character of the ghost.

Suggested reading
• https://www.youtube.com/watch?v=rYWKqq0BvbU
• "Indian Ghost Stories" by S. Mukerji

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 2. THE VERGER
W. Somerset Maugham
Brainstorming:
• ‘What is success?’ Discuss in groups
• Debate on the topic ‘Education is important to become
successful in life’.
• Give examples of successful people who are not highly
qualified.
About the Author: William Somerset Maugham
(1874-1965)
W. Somerset Maugham, an English
playwright, novelist, and short-story
writer, became one of the most popular
writers of his time, and his writings
continue to be appreciated and studied
in the literary world. Born in Paris,
January 25, 1874, his father was a
solicitor to the British Embassy.
Somerset Maugham was orphaned by
the time he was 8 years old and was
reared by his paternal uncle, a clergyman.
During the 1930s, Maugham was reputedly the highest-paid
author of his era, attesting to the immense popularity of his
writings.
He authored numerous successful novels, among which Of
Human Bondage (1915) stands out as his masterpiece. It is
widely regarded as a classic of English literature and
continues to resonate with readers worldwide.

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About the Story
The Verger by W. Somerset Maugham is a short story taken
from his Collected Short Stories collection. It revolves around
the theme of appearance, opportunity, potential and self-
discovery, change and adaptability, dedication and
independence. The protagonist, Albert Edward Foreman,
faces a major life change when he is dismissed from his job as
a verger because he is illiterate. Despite this setback, he
adapts to the change exploring his entrepreneurial abilities
and starts a successful business. The story is rich in irony as
first his illiteracy is shown as a drawback which becomes an
impetus for his success, eventually. The twist at the end adds
humor to the story.
*
There had been a christening that afternoon at St Peter's,
Neville Square, and Albert Edward Foreman still wore his
verger's gown. He kept his new one, its folds as full and stiff
as though it were made not of alpaca but of perennial bronze,
for funerals and weddings (St Peter's, Neville Square, was a
church much favoured by the fashionable for these
ceremonies) and now he wore only his second-best. He wore
it with complacence, for it was the dignified symbol of his
office, and without it (when he took it off to go home) he had
the disconcerting sensation of being somewhat insufficiently
clad. He took pains with it; he pressed it and ironed it himself.
During the sixteen years he had been verger of this church he
had had a succession of such gowns, but he had never been
able to throw them away when they were worn out and the
complete series, neatly wrapped up in brown paper, lay in the
bottom drawers of the wardrobe in his bedroom.

14
The verger busied himself quietly, replacing the painted
wooden cover on the marble font, taking away a chair that had
been brought for an infirm old lady, and waited for the vicar
to have finished in the vestry so that he could tidy up in there
and go home. Presently he saw him walk across the chancel,
genuflect in front of the high altar, and come down the aisle;
but he still wore his cassock.
`What's he 'anging about for?' the verger said to himself.
`Don't'e know I want my tea?
The vicar had been but recently appointed, a red-faced
energetic man in the early forties, and Albert Edward still
regretted his predecessor, a clergyman of the old school who
preached leisurely sermons in a silvery voice and dined out a
great deal with his more aristocratic parishioners. He liked
things in church to be just so, but he never fussed; he was not
like this new man who wanted to have his finger in every pie.
But Albert Edward was tolerant. St Peter's was in a very good
neighbour hood and the parishioners were a very nice class
of people. The new vicar had come from the East End and he
couldn't be expected to fall in all at once with the discreet
ways of his fashionable congregation.
`All this 'ustle; said Albert Edward. `But give 'im time, he'll
learn.'
When the vicar had walked down the aisle so far that he could
address the verger without raising his voice more than was
becoming in a place of worship he stopped.
`Foreman, will you come into the vestry for a minute. I
have something to say to you.' 'Very good, sir:
The vicar waited for him to come up and they walked up the
church together.
15
`A very nice christening, I thought, sir. Funny 'ow the baby
stopped cryin' the moment you took him.'
`I've noticed they very often do,' said the vicar, with a little
smile. ‘After all I've had a good deal of practice with them.'
It was a source of subdued pride to him that he could nearly
always quiet a whimpering infant by the manner in which he
held it and he was not unconscious of the amused admiration
with which mothers and nurses watched him settle the baby
in the crook of his surpliced arm. The verger knew that it
pleased him to be complimented on his talent. The vicar
preceded Albert Edward into the vestry. Albert Edward was a
trifle surprised to find the two churchwardens there. He had
not seen them come in. They gave him pleasant nods.
`Good afternoon, my lord. Good afternoon, sir,' he said to one
after the other.
They were elderly men, both of them, and they had been
churchwardens almost as long as Albert Edward had been
verger. They were sitting now at a handsome refectory table
that the old vicar had brought many years before from Italy
and the vicar sat down in the vacant chair between them.
Albert Edward faced them, the table between him and them,
and wondered with slight uneasiness what was the matter. He
remembered still the occasion on which the organist had got
into trouble and the bother they had all had to hush things up.
In a church like St Peter's, Neville Square, they couldn't afford
a scandal. On the vicar's red face was a look of resolute
benignity, but the others bore an expression that was slightly
troubled.

`He's been naggin' them, he 'as,' said the verger to himself.

16
`He's jockeyed them into doin' something, but they don't 'alf
like it. That's what it is, you mark my words.'
But his thoughts did not appear on Albert Edward's clean-cut
and distinguished features. He stood in a respectful but not
obsequious attitude. He had been in service before he was
appointed to his ecclesiastical office, but only in very good
houses, and his deportment was irreproachable. Starting as a
pageboy in the household of a merchant prince, he had risen
by due degrees from the position of fourth to first footman,
for a year he had been single-handed butler to a widowed
peeress, and, till the vacancy occurred at St Peter's, butler
with two men under him in the house of a retired ambassador.
He was tall, spare, grave, and dignified. He looked, if not like a
duke, at least like an actor of the old school who specialized
in dukes' parts. He had tact, firmness, -and self-assurance. His
character was unimpeachable.
The vicar began briskly.
`Foreman, we've got something rather unpleasant to say to
you. You've been here a great many years and I think his
lordship and the general agree with me that you've fulfilled
the duties of your office to the satisfaction of everybody
concerned.'
The two churchwardens nodded.
`But a most extraordinary circumstance came to my
knowledge the other day and I felt it my duty to impart it to
the churchwardens. I discovered to my astonishment that you
could neither read nor write.'
The verger's face betrayed no sign of embarrassment.
‘The last vicar knew that, sir,' he replied. 'He said it didn't

17
make no difference. He always said there was a great deal too
much education in the world for ‘is taste.'
`It's the most amazing thing I ever heard,' cried the general.
`Do you mean to say that you've been verger of this church for
sixteen years and never learned to read or write.’
`I went into service when I was twelve, sir. The cook in the
first place tried to teach me once, but I didn't seem to 'ave the
knack for it, and then what with one thing and another
I never seemed to'ave the time. I've never really found the
want of it. I think a lot of these young fellows waste a rare lot
of time readin' when they might be doin' something useful.'
'But don't you want to know the news? said the other
churchwarden. ‘Don’t you ever want to write a letter?'
'No, me lord, I seem to manage very well without. And of late
years now they've all these pictures in the papers I get to
know what's goin' on pretty well. Me wife's quite a scholar
and if I want to write a letter she writes it for me. It's not as if
I was a bettin' man: The two churchwardens gave the vicar a
troubled glance and then looked down at the table.
'Well, Foreman, I've talked the matter over with these
gentlemen and they quite agree with me that the situation is
impossible. At a church like St Peter's, Neville Square, we
cannot have a verger who can neither read nor write.'
Albert Edward's thin, sallow face reddened and he moved
uneasily on his feet, but he made no reply.
'Understand me, Foreman, I have no complaint to make
against you. You do your work quite satisfactorily; I have the
highest opinion both of your character and of your capacity;
but we haven't the right to take the risk of some accident that

18
might happen owing to your lamentable ignorance. It's a
matter of prudence as well as of principle.'
'But couldn't you learn, Foreman? asked the general.
`No, sir, I'm afraid I couldn't, not now. You see, I'm not as
young as I was and if I couldn't seem able to get the letters in
me 'ead when I was a nipper I don't think there's much chance
of it now.'
'We don't want to be harsh with you, Foreman,' said the vicar.
`But the churchwardens and I have quite made up our minds.
We'll give you three months and if at the end of that time you
cannot read and write I'm afraid you'll have to go.'
Albert Edward had never liked the new vicar. He'd said from
the beginning that they'd made a mistake when they gave him
St Peter's. He wasn't the type of man they wanted with a
classy congregation like that. And now he straightened
himself a little. He knew his value and he wasn't going to allow
himself to be put upon. `I'm very sorry, sir, I'm afraid it's no
good. I'm too old a dog to learn new tricks. I've lived a good
many years without knowin' 'ow to read and write, and
without wishin' to praise myself, self-praise is no
recommendation, I don't mind sayin' I've done my duty in that
state of life in which it 'as pleased a merciful providence to
place me, and if I could learn now I don't know as I'd want to.'
'In that case, Foreman, I'm afraid you must go.'
`Yes, sir, I quite understand. I shall be 'appy to 'and in my
resignation as soon as you've found somebody to take my
place.'
But when Albert Edward with his usual politeness had closed
the church door behind the vicar and the two church

19
wardens, he could not sustain the air of unruffled dignity with
which he had borne the blow inflicted upon him and his lips
quivered. He walked slowly back to the vestry and hung up on
its proper peg his verger's gown. He sighed as he thought of
all the grand funerals and smart weddings it had seen. He
tidied everything up, put on his coat, and hat in hand walked
down the aisle. He locked the church door behind him. He
strolled across the square, but deep in his sad thoughts he did
not take the street that led him home, where a nice strong cup
of tea awaited him; he took the wrong turning. He walked
slowly along. His heart was heavy. He did not know what he
should do with himself. He did not fancy the notion of going
back to domestic service; after being his own master for so
many years, for the vicar and churchwardens could say what
they liked, it was he that had run St Peter's, Neville Square, he
could scarcely demean himself by accepting a situation. He
had saved a tidy sum, but not enough to live on without doing
something, and life seemed to cost more every year. He had
never thought to be troubled with such questions. The
vergers of St Peter's, like the popes of Rome, were there for
life. He had often thought of the pleasant reference the vicar
would make in his sermon at evensong the first Sunday after
his death to the long and faithful service, and the exemplary
character of their late verger, Albert Edward Foreman. He
sighed deeply. Albert Edward was a non-smoker and a total
abstainer, but with a certain latitude; that is to say he liked a
glass of beer with his dinner and when he was tired he
enjoyed a cigarette. It occurred to him now that one would
comfort him and since he did not carry them he looked about
him for a shop where he could buy a packet of Gold Flake. He
did not at once see one and walked on a little. It was a long

20
street, with all sorts of shops in it, but there was not a single
one where you could buy cigarettes.
'That's strange,' said Albert Edward.
To make sure he walked right up the street again. No, there
was no doubt about it. He stopped and looked reflectively up
and down.
`I can't be the only man as walks along this street and wants a
fag,' he said. `I shouldn't wonder but what a fellow might do
very well with a little shop here. Tobacco and sweets, you
know.'
He gave a sudden start.
`That's an idea,' he said. `Strange 'ow things come to you when
you least expect it.'
He turned, walked home, and had his tea.
`You're very silent this afternoon, Albert,' his wife remarked.
`I'm thinkin',' he said.
He considered the matter from every point of view and next
day he went along the street and by good luck found a little
shop to let that looked as though it would exactly suit him.
Twenty-four hours later he had taken it, and when a month
after that he left St Peter's, Neville Square, for ever, Albert
Edward Foreman set up in business as a tobacconist and
newsagent. His wife said it was a dreadful come-down after
being verger of St Peter's, but he answered that you had to
move with the times, the church wasn't what it was, and
'enceforward he was going to render unto Caesar what was
Caesar's. Albert Edward did very well. He did so well that in a
year or so it struck him that he might take a second shop and
put a manager in. He looked for another long street that
21
hadn't got a tobacconist in it and when he found it, and a shop
to let, took it and stocked it. This was a success too. Then it
occurred to him that if he could run two he could run half a
dozen, so he began walking about London, and whenever he
found a long street that had no tobacconist and a shop to let
he took it. In the course of ten years he had acquired no less
than ten shops and he was making money hand over fist. He
went round to all of them himself every Monday, collected the
week's takings, and took them to the bank.
One morning when he was there paying in a bundle of notes
and a heavy bag of silver the cashier told him that the manager
would like to see him. He was shown into an office and the
manager shook hands with him.
'Mr Foreman, I wanted to have a talk to you about the money
you've got on deposit with us. D'you know exactly how much
it is?'
'Not within a pound or two, sir; but I've got a pretty rough
idea.'
`Apart from what you paid in this morning it's a little over
thirty thousand pounds. That's a very large sum to have on
deposit and I should have thought you'd do better to invest it.'
'I wouldn't want to take no risk, sir. I know it's safe in the
bank.'
'You needn't have the least anxiety. We'll make you out a list
of absolutely giltedged securities. They'll bring you in a better
rate of interest than we can possibly afford to give you.'
A troubled look settled on Mr Foreman's distinguished face.
'I've never 'ad anything to do with stocks and shares and I'd
'ave to leave it all in your ‘ands,' he said.

22
The manager smiled. 'We'll do everything. All you'll have to do
next time you come in is just to sign the transfers:
'I could do that all right,' said Albert uncertainly. 'But 'ow
should I know what I was signin'?
`I suppose you can read,' said the manager a trifle sharply.
Mr Foreman gave him a disarming smile.
'Well, sir, that's just it. I can't. I know it sounds funny-like, but
there it is, I can't read or write, only me name, an' I only learnt
to do that when I went into business.'
The manager was so surprised that he jumped up from his
chair.
'That's the most extraordinary thing I ever heard.'
'You see, it's like this, sir, I never 'ad the opportunity until it
was too late and then some'ow I wouldn't. I got obstinate-
like.'
The manager stared at him as though he were a prehistoric
monster.
'And do you mean to say that you've built up this important
business and amassed a fortune of thirty thousand pounds
without being able to read or write? Good God, man, what
would you be now if you had been able to? ''I can tell you that,
sir,' said Mr Foreman, a little smile on his still aristocratic
features. 'I'd be verger of St Peter's, Neville Square.'
Glossary:
verger: an official in a church who bears the staff
before a bishop as a symbol of office, a
caretaker and attendant
alpaca: domesticated south american mammal kept
for its fine,woolly hair
23
complacence: self-satisfaction, uncritical pleasure
vicar: representative or deputy of bishop
vestry: meeting/ council of parishioners
chancel: the part of church near the altar reserved
for the clergy or the choir
genuflect: to bend the knee for worship or a sign of
respect
cassock: full length black and red garment worn by
clergy, members of choir
obsequious: obedient or attentive
ecclesiastical: church, clergy
abstainer: refrainer, avoider
jockey (v): to outwit, to trick or to cheat

Questions for Discussion:

1. Narrate the circumstances under which the Verger had
to lose his job in St. Peter’s church.
2. Why was the bank manager surprised? Why did it seem
the most extraordinary thing he had ever heard?

Suggested Reading:
• “Rain” by W. Somerset Maugham.
• “The Model Millionaire” by Oscar Wild.

24
 3. A LETTER TO GOD
-G. L. Fuentes
(Translated by Donald A. Yates)
Brainstorming:
• What is ‘Money Order’? Find out if this service is still
offered by Indian Post Office.
• List the alternate options for Money order and how
can they be accessed.
• What is EMO?
About the Author: Gregorio López Y Fuentes
(1897-1966)
Gregorio Lopez Y Fuentes was a
Mexican writer known for his best
work A Letter to God. He was one
of the most important chroniclers of
the Mexican Revolution and its
effects. In his youth he spent much
time in his father’s general store,
where he came in contact with the
Indians, farmers, and labourers of the region, whose lives he
would later describe with deep insight. After unsuccessful
efforts at poetry and novels, he began to draw upon his
experiences in the Mexican Revolution.
His other famous works are Campamento (1931;
Encampment), was followed by several others dealing with
aspects of the Revolution, including Tierra (1932; Earth),
a novel about the Mexican revolutionary Emiliano Zapata; Mi
general! (1934; My General!), a work on the lives of generals

25
after the Revolution; and El indio (1935; The Indian), a
fictionalstudy of thelife of Mexico’s indigenous race
Donald A. Yates (Translator): Donald A. Yates is professor
Emeritus of Spanish American literature at Michigan State
University (East Lansing). He is the translator of both novels
and short stories by many Spanish American authors.
About the Story
The story, "A Letter to God" by G.L Fuentes revolves around
the idea of having unquestionable belief in something. The
story is set in a Latin American country. Lencho, the farmer,
who is the protagonist of the story, writes a letter to God
seeking help from the Almighty after discovering his entire
crop yield destroyed by a devastating hailstorm. Although, his
wishes get fulfilled partially, if not completely, he is ungrateful
in the end and questions the honesty and modesty of the post-
masters who actually helped him with money (anonymously)
in the name of God. They say faith can move mountains. But
what should we put our faith in? This is the question the story
poses.
*
The house – the only one in the entire valley – sat on the crest
of a low hill. From this height one could see the river and, next
to the corral, the field of ripe corn dotted with the kidney bean
flowers that always promised a good harvest.
The only thing the earth needed was a downpour, or at least
a shower. Throughout the morning Lencho – who knew his
fields intimately – had done nothing else but scan the sky
toward the north-east. “Now we’re really going to get some
water, woman.”

26
The woman, who was preparing supper, replied: “Yes, God
willing.”
The oldest boys were working in the field, while the smaller
ones were playing near the house, until the woman called to
them all: “Come for dinner…”
It was during the meal that, just as Lencho had predicted, big
drops of rain began to fall. In the north-east huge mountains
of clouds could be seen approaching. The air was fresh and
sweet. The man went out to look for something in the corral
for no other reason than to allow himself the pleasure of
feeling the rain on his body, and when he returned, he
exclaimed: “those aren’t raindrops falling from the sky, they’re
new coins. The big drops are ten-centavo pieces and the little
ones are fives…”
With a satisfied expression he regarded the field of ripe corn
with its kidney bean flowers, draped in a curtain of rain. But
suddenly a strong wind began to blow and along with the rain
very large hailstones began to fall. These truly did resemble
new silver coins. The boys, exposing themselves to the rain,
ran out to collect the frozen pearls.
“It’s really getting bad now,” exclaimed the man, mortified. “I
hope it passes quickly.”
It did not pass quickly. For an hour the hail rained on the
house, the garden, the hillside, the cornfield, on the whole
valley. The field was white, as if covered with salt. Not a leaf
remained on the trees. The corn was totally destroyed. The
flowers were gone from the kidney bean plants. Lencho’s soul
was filled with sadness. When the storm had passed, he stood
in the middle of the field and said to his sons: “A plague of

27
locusts would have left more than this… the hail has left
nothing: this year we will have no corn or beans…”
That night was a sorrowful one: “All our work, for nothing!”
“There’s no one who can help us!”
“We’ll all go hungry this year.”
But in the hearts of all who lived in that solitary house in the
middle of the valley, there was a single hope: help from God.
“Don’t be so upset, even though this seems like a total loss.
Remember, no one dies of hunger!”
“That’s what they say: no one dies of hunger….”
All through the night, Lencho thought only of his one hoe: the
help of God, whose eyes, as he had been instructed, see
everything, even what is deep in one’s conscience.
Lencho was an ox of a man, working like an animal in the
fields, but still he knew how to write. The following Sunday,
at daybreak, after having convinced, himself that there is a
protecting spirit he began to write a letter which he himself
would carry to town and place in the mail.
It was nothing less than a letter to God.
“God,” he wrote, “if you don’t help me, my family and I will go
hungry this year. I need a hundred pesos in order to sow the
field again and to live until the crop comes, because the
hailstorm…”
He wrote “To God” on the envelope, put the letter inside and,
still troubled, went to town. At the post office he placed a
stamp on the letter and dropped it into the mailbox.
One of the employees, who was a postman and also helped at
the post office, went to his boss, laughing heartily and showed

28
him the letter to God. Never in his career as a postman had he
known that address. The postmaster – a fat amiable fellow –
also broke out laughing, but almost immediately he turned
serious and, tapping the letter on his desk, commented, “what
faith! I wish I had the faith of the man who wrote this letter.
To believe the way he believes. To hope with the confidence
that he knows how to hope with. Starting up a
correspondence with God!”
So, in order not to disillusion that prodigy of faith, revealed by
a letter that could not be delivered, the postmaster came up
with an idea: answer the letter. But when he opened it, it was
evident that to answer it he needed something more than
good will, ink and paper. But he stuck to his resolution: he
asked for money from his employee, he himself gave part of
his salary, and several friends of his were obliged to give
something ‘for an act of charity’.
It was impossible for him to gather together the hundred
pesos requested by Lencho, so he was able to send the farmer
only a little more than half. He put the money in an envelope
addressed to Lencho and with them a letter containing only a
signature: GOD.
The following Sunday Lencho came a bit earlier than usual to
ask if there was a letter for him. It was the postman himself
who handed the letter to him, while the postmaster,
experiencing the contentment of a man who has performed a
good deed, looked on from the doorway of his office.
Lencho showed not the slightest surprise on seeing the money
– such was his confidence – but he became angry when he

29
counted the money. God could not have made a mistake, nor
could he have denied Lencho what he had requested!
Immediately, Lencho went up to the window to ask for paper
and ink. On the public writing- table, he started to write with
much wrinkling of his brow, caused by the effort he had to
make to express his ideas. When he finished, he went to the
window to buy a stamp, which he licked and then affixed to
the envelope with a blow of his fist. The moment that the
letter fell into the mailbox the postmaster went to open it.
It said: “God: Of the money that I asked for, only seventy pesos
reached me. Send me the rest, since I need it very much. But
don’t send it to me through the mail because the post office
employees are a bunch of crooks. Lencho.”
Glossary
centavo: money unit in Mexico
locust: insects which fly in big swarms (group) and
destroy crops like cicada, grasshopper etc.
pesos: currency used in many latin American
countries
amiable: friendly and pleasant
contentment: satisfaction
Questions for Discussion:
1) Who is Lencho and Why did Lencho write a letter to God?
2) Explain the two kinds of conflicts as illustrated in thestory
Suggested Reading
• The Gift of the Magi by O. Henry
• The Monkey’s Paw by W.W. Jacobs

30
 4. MY FINANCIAL CAREER
-Stephen Leacock
Brainstorming:
• Share your experiences of visiting a bank.
• Have you faced any embarrassing situation? If yes share
the incident.
• Saving should be a part of life. Do you think so.

About the Author: Stephen Leacock (1869-1944)

was a renowned Canadian humorist,
writer, and economist. Born in
Swanmore, England, he immigrated
with his family to Canada at the age of
six. Leacock is best known for his light-
hearted and satirical short stories that
often highlight the absurdities of
everyday life. Leacock received
numerous awards for his contributions
to literature and humor. The Stephen
Leacock Memorial Medal for Humor was established in his
honor in 1947 and is awarded annually to the best humorous
book for a Canadian author.
About the Story: “My Financial Career" is a humorous short
story by Stephen Leacock. The story, which is part of
Leacock's collection "Literary Lapses" published in 1910,
narrates the protagonist's comically disastrous experience at
a bank. This short story that follows the protagonist’s anxiety-
ridden visit to a bank, highlighting the comedic elements of
his inexperience and nervousness in dealing with financial
matters.

31
When I go into a bank, I get rattled. The clerks rattle me; the
wickets rattle me; the sight of the money rattles me;
everything rattles me.
The moment I cross the threshold of a bank and attempt to
transact business there, I become an irresponsible idiot.
I knew this beforehand, but my salary had been raised to fifty
dollars a month and I felt that the bank was the only place for
it.
So, I shambled in and looked timidly round at the clerks.
I had an idea that a person about to open an account must
needs consult the manager.
I went up to a wicket marked "Accountant." The accountant
was a tall, cool devil. The very sight of him rattled me. My
voice was sepulchral.
"Can I see the manager?" I said, and added solemnly, "alone."
I don't know why I said "alone."
"Certainly," said the accountant, and fetched him.
The manager was a grave, calm man. I held my fifty-six dollars
clutched in a crumpled ball in my pocket.
"Are you the manager?" I said. God knows I didn't doubt it.
"Yes," he said.
"Can I see you," I asked, "alone?" I didn't want to say "alone"
again, but without it the thing seemed self-evident.
The manager looked at me in some alarm. He felt that I had an
awful secret to reveal.
"Come in here," he said, and led the way to a private room. He
turned the key in the lock.

32
"We are safe from interruption here," he said; "sit down."
We both sat down and looked at each other. I found no voice
to speak.
"You are one of Pinkerton's men, I presume," he said.
He had gathered from my mysterious manner that I was a
detective. I knew what he was thinking, and it made me worse.
"No, not from Pinkerton's," I said, seeming to imply that
I came from a rival agency. "To tell the truth," I went on, as if
I had been prompted to lie about it, "I am not a detective at all.
I have come to open an account. I intend to keep all my money
in this bank."
The manager looked relieved but still serious; he concluded
now that I was a son of Baron Rothschild or a young Gould.
"A large account, I suppose," he said.
"Fairly large," I whispered. "I propose to deposit fifty-six
dollars now and fifty dollars a month regularly."
The manager got up and opened the door. He called to the
accountant.
"Mr. Montgomery," he said unkindly loud, "this gentleman is
opening an account, he will deposit fifty-six dollars. Good
morning."
I rose.
A big iron door stood open at the side of the room.
"Good morning," I said, and stepped into the safe.
"Come out," said the manager coldly, and showed me the other
way.

33
I went up to the accountant's wicket and poked the ball of
money at him with a quick convulsive movement as if I were
doing a conjuring trick.
My face was ghastly pale.
"Here," I said, "deposit it." The tone of the words seemed to
mean, "Let us do this painful thing while the fit is on us."
He took the money and gave it to another clerk.
He made me write the sum on a slip and sign my name in a
book. I no longer knew what I was doing. The bank swam
before my eyes.
"Is it deposited?" I asked in a hollow, vibrating voice.
"It is," said the accountant.
"Then I want to draw a cheque."
My idea was to draw out six dollars of it for present use.
Someone gave me a chequebook through a wicket and
someone else began telling me how to write it out. The people
in the bank had the impression that I was an invalid
millionaire. I wrote something on the cheque and thrust it in
at the clerk. He looked at it.
"What! are you drawing it all out again?" he asked in surprise.
Then I realized that I had written fifty-six instead of six. I was
too far gone to reason now. I had a feeling that it was
impossible to explain the thing. All the clerks had stopped
writing to look at me.
Reckless with misery, I made a plunge.
"Yes, the whole thing."
"You withdraw your money from the bank?"

34
"Every cent of it."
"Are you not going to deposit anymore?" said the clerk,
astonished.
"Never."
An idiot hope struck me that they might think something had
insulted me while I was writing the cheque and that I had
changed my mind. I made a wretched attempt to look like a
man with a fearfully quick temper.
The clerk prepared to pay the money.
"How will you have it?" he said.
"What?"
"How will you have it?"
"Oh"—I caught his meaning and answered without even
trying to think—"in fifties."
He gave me a fifty-dollar bill.
"And the six?" he asked dryly.
"In sixes," I said.
He gave it me and I rushed out.
As the big door swung behind me, I caught the echo of a roar
of laughter that went up to the ceiling of the bank. Since then,
I bank no more. I keep my money in cash in my trousers
pocket and my savings in silver dollars in a sock.
Glossary
rattle: make nervous
shambled: shuffling
sepulchral: solemn, gloomy

35
crumpled: irregular fold, wrinkle
pinkerton’s men: an operative employed by the pinkerton
national detective agency founded by Allan
pinkerton.
Baron rothschild: a title in the peerage of the United
Kingdom
gould: a person skilled in large scale financial
transactions.
ghastly: terrible.

Questions for Discussion:

1. Discuss the themes of the story.
2. How does Stephen Leacock develop the protagonist's
character through his actions and interactions in the
story?
3. What motivates the protagonist to enter the bank, and
how do his motivations drive the plot forward?
Suggested Reading
• “The Room on the Roof" by Ruskin Bond

36
 5.WHO CAN BE CALLED A GREAT MAN?
-Dr. B. R. Ambedkar
Brainstorming
• What qualities or achievements make a man great?
• Name few historical figures often described as “great
men”. Discuss why they are great.

About the author

Dr. B.R. Ambedkar (1891-1956) was an
Indian jurist, economist, politician and
social reformer. He was the principal
architect of the Indian Constitution and
served as the first Minister of Law and
Justice. Born into a Dalit family, he faced
severe discrimination but pursued
education, earning multiple degrees
including a Ph.D from Columbia University. Ambedkar worked
for the social justice, women's rights and the eradication of
caste system. He wrote several books and delivered speeches
on women empowerment, annihilation of caste and economic
reformation. In 1990, the Bharat Ratna, India's highest
civilian award, was posthumously conferred to him for his
significant impact on the country’s political and social
structure.
About the Essay
“Who can be called a Great Man?” is an extract from the
address “Ranade, Gandhi and Jinnah” by Dr. B R Ambedkar on
the 101st birth anniversary of Mahadev Govind Ranade held
on 18th January, 1943. In this address, Ambedkar formulates

37
threefold metric which he calls a “test” to measure the
greatness of supposedly great men. He argues that sincerity,
intellect and the willingness to serve the society in its hours
of crisis are the elements that distinguish great men from
eminent men.
*
Who can be called a great man? If asked of military heroes
such as Alexander, Attila, Caesar and Tamerlane, the question
is not difficult to answer. The military men make epochs and
effect vast transitions. They appal and dazzle their
contemporaries by their resounding victories. They become
great without waiting to be called great. As the lion is among
the deer, so they are among men. But it is equally true that
their permanent effect on the history of mankind is very
small. Their conquests shrink, and even so great a General as
Napoleon after all his conquests left France smaller than he
found it. When viewed from a distance they are seen to be only
periodical, if necessary, incidents in the world's movement,
leaving no permanent mark on the character of the society in
which they live. The details of their career and their moral
may be interesting, but they do not affect society and form no
leaven to transform or temper the whole.
The answer becomes difficult when the question is asked
about a person who is not a military general. For, it then
becomes a question of test, and different people have different
tests.
Carlyle the apostle of Hero Worship had a test of his own. He
laid it down in the following terms:

38
"But of a great man especially, of him I will venture to assert
that it is incredible he should have been other than true. It
seems to me the primary foundation of him, this….. No man
adequate to do anything, but is first of all in right earnest
about it; what I call a sincere man. I should say sincerity, a
deep, great genuine sincerity, is the first characteristic of all
men in any way heroic."
Carlyle was of course particular in defining his test of sincerity
in precise terms, and in doing so he warned his readers by
defining what his idea of sincerity was-
"Not the sincerity that calls itself sincere: Ah no,” he said, “that
is a very poor matter indeed; - a shallow, braggart conscious
sincerity; oftenest self-conceit mainly. The great man's
sincerity is of the kind he cannot speak of, is not conscious of:
Nay, I suppose, he is conscious rather of insincerity; for what
man can walk accurately by the law of truth for one day? No,
the great man does not boast himself sincere, far from that,
perhaps does not ask himself if he is so: I would say rather, his
sincerity does not depend on himself; he cannot help being
sincere!"
Lord Rosebery proposed another test when dealing with
Napoleon-who was as great an Administrator as a General. In
answering the question, was Napoleon great? Rosebery used
the following language:
"If by 'great' be intended the combination of moral qualities
with those of intellect, great he certainly was not. But that he
was great in the sense of being extraordinary and supreme we
can have no doubt. If greatness stands for natural power, for
predominance, for something human beyond humanity, then

39
Napoleon was assuredly great. Besides that indefinable spark
which we call genius, he represents a combination of intellect
and energy which has never perhaps been equalled, never
certainly surpassed."
There is a third test, suggested by the philosophers or, to be
more accurate, by those who believe in divine guidance of
human affairs. They have a different conception of what is a
great man. To summarise the summary of their view, as given
by Rosebery, a great man is launched into the world, as a great
natural or supernatural force, as a scourge and a scavenger
born to cleanse society and lead it on to the right path who is
engaged in a vast operation, partly positive, mainly negative,
but all relating to social regeneration.
Which of these is the true test? In my judgement all are partial
and none is complete. Sincerity must be the test of a great
man. Clemenceau once said that most statesmen are rogues.
Statesmen are not necessarily great men, and obviously those
on whose experience he founded his opinion must have been
those wanting in sincerity. Nonetheless no one can accept that
sincerity is the primary or the sole test. For sincerity is not
enough. A great man must have sincerity. For it is the sum of
all moral qualities without which no man be called great. But
there must be something more than mere sincerity in a man
to make him great. A man may be sincere and yet he may be a
fool and a fool is the very antithesis of a great man. A man is
great because he finds a way to save society in its hours of
crisis. But what can help him to find the way? He can do so
only with the help of intellect. Intellect is the light. Nothing
else can be of any avail. It is quite obvious that without the
combination of sincerity and intellect no man can be great. Is
40
this enough to constitute a great man? At this stage we must,
I think, make a distinction between an eminent individual and
a great man. For I am certain that a great man is something
very different from an eminent Individual. Sincerity and
intellect are enough to mark out an individual as being
eminent as compared to his fellows. But they are not enough
to raise him to the dignity of a great man. A great man must
have something more than what a merely eminent individual
has. What must be that thing? Here comes the importance of
the philosopher's definition of a great man. A great man must
be motivated by the dynamics of a social purpose and must
act as the scourge and the scavenger of society. These are the
elements which distinguish an eminent individual from a
great man and constitute his title-deeds to respect and
reverence.

Glossary:
Alexander (the Great): C 356-323 B.C.; king of Macedonia
and conqueror of
Greek City - States and of the Persian Empire
Attila (The scourge of
God): C 406-453 A.D. King of the Huns
who invaded Europe and defeated
the Roman and Visigoths
Caesar (Julius): C 100-44 B.C.; Roman General,
Statesman and historian
Tamerlane: (also called Tamburlaine,Timour):
C 1336-1405;Tartar Conqueror in

41
 Southern Western Asia; ruler of
Samarkand.
Napoleon (Bonaparte): 17691821; French General and
emperor of France from 1804 to
1815
Carlyle (Thomas): 1795-1881; Scottish essayist and
historian
Lord Rosebery (Archibald Philip
Primrose, Fifth Earl of Rosebery):
1847-1929; British Statesman and Liberal Prime
Minister Clemenceau
(George Benjamin): 1841-1949; French Statesman,
Journalist
appal: shock
dazzle: deeply impress
self-conciet: undue pride in oneself
predominance: supremacy
scourge: whip
scavenger: a person employed to clean the
streets
antithesis: the complete opposite of
something
eminent: renowned, esteemed
reverence: high regard

42
Questions for Discussion
1. What three tests of greatness does Ambedkar deliberate
in the essay?
2. Why does Ambedkar say that the three tests of greatness
in men are partial and incomplete?

Suggested reading:
• 'The Essential Writings of B R Ambedkar” edited by
Valerian Rodrigues.
• “Dr Babasaheb Ambedkar” (2000) – bilingual movie by
Jabbar Patel.

43
 6. AN ELEMENTARY SCHOOL IN A SLUM
-Stephen Spender
Brainstorming:
• Is there a disparity between the privileged and
underprivileged? Discuss.
• Does the physical environment of a school impact the
learning outcomes and well-being of students today?
• Consider some practical solutions and initiatives that can
improve educational outcomes for children globally.
About the Poet: Stephen Spender
(28th February 1909 – 16th July 1995)
Stephen Spender, poet and critic was
born in London. He was a member of
the generation of British poets who
came to prominence in the 1930s, a
group—sometimes referred to as the
Oxford Poets. Spender was born in
Kensington, London, to journalist
Harold Spender and Violet Hilda Schuster, a painter and poet,
of German Jewish heritage. Spender said at various times
throughout his life that he never passed any exam. Perhaps his
closest friend and the man who had the biggest influence on
him was W. H. Auden, who introduced him to Christopher
Isherwood. Spender handprinted the earliest version of
Auden's Poems. He left Oxford without taking a degree and in
1929 moved to Hamburg. Spender’s numerous books of
poetry include Dolphins (1994), Collected Poems, 1928-
1985, The Generous Days (1971), Poems of Dedication
(1946), and The Still Centre (1939). During World War II,

44
Spender worked for the London Fire Service. From 1965 to
1966, he served as the consultant in poetry to the Library of
Congress. He was professor of English at University College,
London from 1970 to 1977, and he frequently gave lectures at
universities in the United States. He was knighted in 1983.
One of Spender’s earliest published works of autobiography,
World within World (1951), created a stir due to Spender’s
frank disclosure of a queer relationship he had had at around
the time of the Spanish Civil War. In 1990s, the book became
the subject of a controversy when American writer David
Leavitt published While England Sleeps (1993). Spender
died in 1995.
About the Poem
The poem by Stephen Spender describes the social
inequalities which are prevailing in society. In the poem, he
describes the condition of the students of an elementary
school which is situated in a slum area. The poet wants to
draw the attention of everyone towards these kids so that
their life can be improved and they may get trained to become
good citizens rather than criminals. The poem shows the
children’s resiliency and will to study and improve their life
via education while simultaneously describing the crowded
and filthy surroundings of an elementary school classroom in
a slum and the lack of resources accessible to the students.
*
Far far from gusty waves these children's faces.
Like rootless weeds, the hair torn round their pallor:
The tall girl with her weighed-down head. The paper-
seeming boy, with rat's eyes. The stunted, unlucky heir

45
Of twisted bones, reciting a father's gnarled disease,
His lesson, from his desk. At back of the dim class
One unnoted, sweet and young. His eyes live in a dream
Of squirrel's game, in tree room, other than this.

On sour cream walls, donations. Shakespeare's head,

Cloudless at dawn, civilized dome riding all cities.
Belled, flowery, Tyrolese valley. Open-handed map
Awarding the world its world. And yet, for these
Children, these windows, not this map, their world,
Where all their future's painted with a fog,
A narrow street sealed in with a lead sky
Far far from rivers, capes, and stars of words.

Surely, Shakespeare is wicked, the map a bad example.

With ships and sun and love tempting them to steal —
For lives that slyly turn in their cramped holes
From fog to endless night? On their slag heap, these children
Wear skins peeped through by bones and spectacles of steel
With mended glass, like bottle bits on stones.
All of their time and space are foggy slum.
So blot their maps with slums as big as doom.

Unless, governor, inspector, visitor,

This map becomes their window and these windows
That shut upon their lives like catacombs,
Break O break open till they break the town

46
And show the children to green fields, and make their world
Run azure on gold sands, and let their tongues
Run naked into books the white and green leaves open
History theirs whose language is the sun.

Glossary
gusty waves: breezy winds.
pallor: pale, dull face.
stunted: not fully grown due to malnutrition.
gnarled: knotted, rough.
paper seeming boy: very thin boy, as thin as a sheet of paper.
tyrolese valley: a beautiful ice-free valley in austria.
capes: a large piece of land that sticks out into
the sea from the coast.
slyly: trickily.
catacombs: tomb, cemetery.
azure: deep blue.
Questions for Discussion:
1. The walls of the classroom are decorated with the
pictures of ‘Shakespeare’, ‘buildings with domes’, ‘world
maps’ and beautiful valleys. How do these contrast with
the worlds of these children?
2. Describe the different children mentioned in the poem
(e.g., "the tall girl," "the paper-seeming boy," "the stunted,
unlucky heir"). How do their physical appearances reflect
their circumstances?

Suggested Reading
47
• "The Freedom Writers Diary" by Erin Gruwell and The
Freedom Writers.
• "Educated: A Memoir" by Tara Westover.
• "The Shame of the Nation: The Restoration of Apartheid
Schooling in America".

48
 7.FIDELITY
-William Wordsworth
Brainstorming:
• Do you have a pet dog? What are the qualities of your pet
dog that you admire the most?
• Any human being who has a pet dog would have
experienced the affection and faithfulness of their beloved
pet. Share your experiences.
About the Author: William Wordsworth, (7th
April 1770 – 23rd April 1850) regarded as the
most celebrated and influential Romantic
English poet, and the greatest English poet
after Shakespeare and Milton, was born at
Cockermouth, Cumberland, in the Lake
District in the North of England. He was the third son to John
Wordsworth, attorney to James Lowther, the Earl of Lonsdale.
He was educated at primary schools in Cockermouth and
Penrith, and from 1779 to 1787 at Hawkshead Grammar
School. Wordsworth lost his mother when he was eight years
old and his father when he was thirteen, in 1783. Wordsworth
was denied the blessing of a happy home. Domestic
arrangements caused Wordsworth to be separated for nine
years from his beloved sister, Dorothy Wordsworth. In 1787
William entered St John's College, Cambridge, (1787-1791)
Where he did not like the unfamiliar climate of worldliness
and intellectual sophistication.
*
About the Poem: ‘Fidelity’, appears to praise Wordsworth's
past works and his use of themes like “childhood and youth,
friendship, and love's first glow”. It is a moving poem which
49
expresses the undying love of a pet dog. sensitively
immortalizes this inexpressible affection of a pet dog. Foxie,
the pet dog, remains by the side of Charles Gough, an aspiring
artist, who accidentally falls off a rocky mountainous ridge
and dies.
*
A barking sound the Shepherd hears,
A cry as of a dog or fox;
He
halts—and searches with his eyes
Among the scattered rocks;
And now at distance can discern
A stirring in a brake of fern;
And instantly a Dog is seen,
Glancing through that covert green.
The Dog is not of mountain breed;
Its motions, too, are wild and shy;
With something, as the Shepherd thinks,
Unusual in its cry:
Nor is there any one in sight
All round, in hollow or on height;
Nor shout, nor whistle strikes his ear;
What is the creature doing here?
It was a cove, a huge recess,
That keeps, till June, December’s snow.
A lofty precipice in front,
A silent tarn below!
Far in the bosom of Helve llyn,
Remote from public road or dwelling,

50
Pathway, or cultivated land;
From trace of human foot or hand.
There sometimes doth a leaping fish
Send through the tarn a lonely cheer;
The crags repeat the raven’s croak,
In symphony austere;
Thither the rainbow comes—the cloud—
And mists that spread the flying shroud;
And sunbeams; and the sounding blast,
That, if it could, would hurry past,
But that enormous barrier binds it fast.
Not free from boding thoughts, a while
The Shepherd stood: then makes his way
Toward the Dog, o’er rocks and stones,
As quickly as he may;
Nor far had gone, before he found
A human skeleton on the ground;
The appalled discoverer with a sigh
Looks round, to learn the history.
From those abrupt and perilous rocks
The Man had fallen, that place of fear!
At length upon the Shepherd’s mind
It breaks, and all is clear:
He instantly recalled the name,
And who he was, and whence he came;
Remembered, too, the very day
On which the traveller passed this way.
But hear a wonder, for whose sake
This lamentable tale I tell!
A lasting monument of words
51
This wonder merits well.
The Dog, which still was hovering nigh,
Repeating the same timid cry,
This Dog had been through three months space
A dweller in that savage place.
Yes, proof was plain that, since the day
When this ill-fated traveller died,
The Dog had watched about the spot,
Or by his master’s side:
How nourished here through such long time
He knows, who gave that love sublime;
And gave that strength of feeling, great
Above all human estimate.
Glossary
fidelity: the quality or state of being faithful.
precipice: a very steep or overhanging place, a hazardous
situation.
cove: a small sheltered inlet or bay, a level area
sheltered by hills or mountains.
helve lly: mountain 3118 feet (950 meters) high in
Cumbria, North-western England, Southwest of
Ullswater.
crags: a steep rugged rock or cliff.
austere: severe or strict in manner or attitude.
Questions for Discussion
1. Justify the title of the poem.
2. What is the lamentable tale told in the poem?
Suggested Reading
• "The Major Works"-William Wordsworth,edited by Stephen Gill.
• "Wordsworth's Poetry, 1787–1814" by Geoffrey H. Hartman.
52
 8. MY MOTHER’S SAREE
-Vaidehi
Brainstorming
• Saree is not only attire it is an emotion to Indian women.
Justify.
• Explain the emotional bond between the daughter and
her mother’s saree.
About the Author: (12 Feb 1945, Kundapur)
Vaidehi is the pen name of Vasanti Shankar
Desai, a renowned Indian poet and writer
known for her work in Kannada literature.
She has made significant contributions to
modern Kannada literature, particularly in
the realms of poetry, fiction, and essays. Her
work is often noted for its deep emotional
resonance and social relevance.
Vaidehi's writing is celebrated for its lyrical beauty and
profound insights into human nature and relationships. She
has received several prestigious awards for her contributions
to literature, including the Sahitya Academy award.
About the poem
“My Mother's Sari" by Vaidehi is a passionate and expressive
story that delves into the emotional and cultural significance
of the sari in the life of a young girl and her mother. The poem
emotionally captures the deep bond between the mother and
her sari, highlighting how this traditional garment is
intertwined with memories, identity, and maternal love.
There, in the wooden box
my mother’s sari, enveloped in white muslin,
53
with mothballs.

Her sense of order is in each one

of its folds,
and the press of her palm.
A universe of ironing lies beneath the pillow.
Tiny packets of camphor, incense and fragrant roots –
her perfume.
My mother’s sari’s tucked-in eagerness
coupled with the jingling of bangles
is the zest to get down to work.
Lines running across the broad pallu,
the unbroken bridges of an upright life,
keeping all evil at bay –
a cane to reprove naughty children.
Folds tucked into a knot,
a mysterious treasure-house of meanings,
the pretty yellow Madhura sari
with its green border of blooms . . .
. . . that queen was perhaps like my mother.

Endless is my mother’s sari –

the more I wrap it around me, the more it grows.
I remember becoming a midget once
trying to measure it,
trying to drape it.
My mother’s sari –

54
the latex of mango and cashew,
a heaven of Ranja, Kepala and Suragi
golden wheat-beads auguring
the New Year Kani,
the old rolling over each year
to yield a new import.
My mother’s sari,
with stars all over its body,
shields those in distress
from rain or shine,
it glows uniquely in the darkness
My mother’s sari
of voile or handloom,
with a small dream of silk
When the dream came true,
Father was no more.
She wears it now
but the dream is gone.
There! My mother’s old, Udupi weavers’ sari
looks at me from where it hangs.
I unfold it and envelop myself in it
uttering with a long sigh
the word ‘Amma’ –
a word that remains forever fresh,
however, worn with use.
Glossary
mothballs: napthalene

55
zest: feeling of pleasure and enthusiasm
midget: very small or of a class below the usual size.
auguring: a sign that things will go well or badly.
Questions for Discussion
1. The poem captures the woman’s real world, her
experiences. Elaborate.
2. How does the sari serve as a connection between the past
and the present?
3. Vaidehi uses the sari to discuss the roles and experiences
of women in society. Justify
Suggested Reading
• “A Saree’s Serenade” by Simran Gill
• “The Indian Saree” by Udit Kumar Sahoo

56
LANGUAGE COMPONENTS

1. COMPREHENSION

57
Reading comprehension is the ability to read text, process it
and understand its meaning. It relies on two, interconnected
abilities: word reading (being able to decode the symbols on
the page) and language comprehension (being able to
understand the meaning of the words and sentences).
When we make sense of a text, however, we don’t just
remember the exact words and phrases we read. Rather, we
form a mental model of what the text describes by integrating
the sense of the words and sentences into a meaningful whole,
like a film that plays in our head.
Good comprehension is vital if reading is to have a purpose if
a reader is to engage with and learn from a text and,
ultimately, if a reader is to enjoy what they’re reading.
Good comprehension requires a range of different knowledge
and skills:
➢ Vocabulary and background knowledge.
➢ Integration and inference skills.
➢ Understanding language structure/connections.
Example of a Comprehension Passage with Answers:
May in Ayemenem is a hot, brooding month. The days are long
and humid. The river shrinks and black crows gorge on bright
mangoes in still, dust-green trees. Red bananas ripen.
Jackfruits burst. Dissolute bluebottles hum vacuously in the
fruity air.
Then they stun themselves against clear windowpanes and
die, fatly baffled in the sun. The nights are clear but suffused
with sloth and sullen expectations.

58
But by early June the southwest monsoon breaks and there
are three months of wind and water with short spells of sharp,
glittering sunshine that thrilled children snatch to play with.
The countryside turns an immodest green. Boundaries blur as
tapioca fences take root and bloom. Brick walls turn moss-
green. Pepper vines snake up electric poles. Wild creepers
burst through laterite banks and spilt across the flooded
roads. Boats ply in the bazaars. And small fish appear in the
puddles that fill the PWD potholes on the highways. It was
raining when Rahel came back to Ayemenem.
Slanting silver ropes slammed into loose earth, ploughing it
up like gunfire. The old house on the hill wore its steep, gabled
roof pulled over its ears like a low hat. The walls, streaked
with moss, had grown soft and bulged a little with dampness
that seeped up from the ground. The wild, overgrown garden
was full of the whisper and scurry of small lives.
In the undergrowth, a rat snake rubbed itself against a
glistening stone. Hopeful yellow bullfrogs cruised the scummy
pond for mates. A drenched mongoose flashed across the leaf-
strewn driveway. The house itself looked empty. The doors
and windows were locked. The front verandah bare.
Unfurnished.
But the sky blue Plymouth with chrome tail fins was still
parked outside, and inside, Baby Kochamma was still alive.
She was Rahel’s baby grandaunt, her grandfather’s younger
sister. Her name was really Navomi, Navomi Ipe, but
everybody called her Baby. She became Baby Kochamma
when she was old enough to be an aunt. Rahel hadn’t come to
see her, though.

59
Neither niece nor baby grandaunt laboured under any
illusions on that account. Rahel had come to see her brother,
Estha. They were two-egg twins. “Dizygotic’ doctors called
them. Born from separate but simultaneously fertilized eggs.
Estha Esthappen-was the older by 18 minutes.
[Source: Arundhuti Roy’s The God of Small Things]
Questions and Answers
1. Describe the weather in May in Ayemenem.
Ans: May in Ayemenem is hot and humid, with long days. The
river shrinks and black crows gorge on bright mangoes
in still, dust-green trees.
2. What happens when the southwest monsoon breaks in
early June?
Ans: There are three months of wind and water with short
spells of sharp, glittering sunshine.
3. Describe the transformation of the countryside during
the monsoon in Ayemenem.
Ans: The countryside turns the immodest green. Boundaries
blur as tapioca fences take root and bloom.
4. Who is Baby Kochamma?
Ans: Baby Kochamma is Rahel’s baby grandaunt, her
grandfather’s younger sister.
5. Who did Rahel come to see in Ayemenem?
Ans: Rahel came to see her brother, Estha.

Read the following passage and answer the questions

below:
Passage 1

60
Education is an essential part of our life. It not only helps us
acquire knowledge and skills but also helps in building our
character and values. Education plays an important role in our
personal and professional development and is an investment
in our future. Education is an essential part of our life. It not
only helps us acquire knowledge and skills but also helps in
building our character and values. Education plays an
important role in our personal and professional development
and is an investment in our future.
Education has many benefits. It helps us understand the
world around us and think critically and creatively. It also
gives us the skills we need to succeed in the workforce and
contribute to our communities. Education can open up new
opportunities and give us a sense of accomplishment and self-
satisfaction. Additionally, education helps promote equality
and social mobility. It gives individuals the tools and
knowledge they need to rise out of poverty and achieve their
full potential. Education is also a key factor in reducing
discrimination and promoting understanding and tolerance
between different cultures and groups.
In short, education is an important part of our lives and has
the power to transform individuals and communities.
Questions:
1. What is the importance of education in our lives?
2. List out the benefits of education.
3. Why is education important for understanding different
cultures and groups?
4. How can education change individuals and
communities?

61
5. Suggest a suitable title to the passage.
Passage: 2
After dinner, my friends in the neighbouring rooms in the
hostel dropped in as usual for light talk. They were my
colleagues. One was Rangappa who taught the boys
philosophy, and the other was Gopal of the mathematics
section. Gopal was sharp as a knife edge where mathematical
matters were concerned, but poor fellow, he was very dumb
and stupid in other matters. As a matter of fact, he paid little
attention to anything else. We liked him because he was a
genius, and in a vague manner, we understood that he was
doing brilliant things in mathematics. Some day he hoped to
contribute a paper on his subject which was going to
revolutionize human thoughts and conceptions.
But God knew what it was all about. All that I cared for in him
was that he was an agreeable friend, who never contradicted
and who patiently listened for hours, though without showing
any sign of understanding.
The talk was about English spelling and the conference we
had with Brown tonight. I was incensed as usual, much to the
amazement of Rangappa. “But my dear fellow, what do you
think they pay you for unless it is for dotting the i’s and
crossing the t’s?” Gopal, who had been listening without
putting in a word of his own, suddenly became active.
“I don’t follow you,” he said.
“I said the English department existed solely for dotting the i’s
and crossing the t’s.”
“Oh!” he said, opening wide his eyes. “I never thought so. Why
should you do it?” His precise literal brain refused to move

62
where it had no concrete facts or figures to grip. Symbols, if
they entered his brain at all, entered only as mathematical
symbols.
Rangappa answered: “Look here, Gopal. You have come across
the expression ‘Raining cats and dogs’?”
“Yes.”
“Have you actually seen cats and dogs falling down from the
sky?”
“No, no. Why?”
Rangappa would have worried him a little longer, but the
college clock struck ten and I said:
“Friends, I must bid you good night.”
“Good night,” Gopal repeated mechanically and rose to go.

Questions
1. Who were the two friends that visited the narrator after
dinner?
2. What was Gopal’s area of expertise?
3. How did the narrator and his friends view Gopal?
4. What was the topic of discussion during the visit?
5. Why did Gopal not understand Rangappa’s analogy about
“dotting the i’s and crossing the t’s”?

2. VOCABULARY BUILDING
Derivatives, Synonyms, Homonyms, Collocations

63
A vocabulary is a set of familiar words. Usually developed
with age, vocabulary is a useful and essential tool that helps
people to communicate and expand their knowledge.
I. Tiers of Vocabulary
There are three 'tiers' that vocabulary can be placed into.
1. Basic Vocabulary
Basic and simple words are the first things that build up a
child's vocabulary. These are words, adjectives, verbs or
nouns. They typically only have a single meaning.
Examples: Nouns: book, ball, cat, dog, Verbs: run, jump, eat,
sleep, Adjectives: big, small, happy, sad , Early Reading
Words: the, a, and, is
These are foundational words that typically have a single
meaning and are essential for early language development.
2. High-Frequency Vocabulary
This tier is also sometimes called multiple meaning
vocabulary tier, as the words within it can have more than one
meaning. These words are also important for reading
comprehension, used for direct instructions and may be
descriptive.
Examples: Nouns: bank (financial institution) / bank (edge
of a river), bat (flying mammal) / bat (sports equipment)
Verbs: bear (to tolerate) / bear (to carry), clip (to fasten) /
clip (a small metal object), Adjectives: bright (intelligent) /
bright (shining), cool (chilly) / cool (fashionable) These
words have multiple meanings depending on context. They
are frequently used in everyday language and are crucial for
reading comprehension and clear communication.
3. Low-Frequency Vocabulary

64
These are words that are only used for a particular topic, so
they may be called topic vocabulary. A child's low-frequency
vocabulary might encompass topics like the weather or
geography.
Examples:
Weather Vocabulary: blizzard, drought, monsoon,
Geography Vocabulary: plateau, archipelago, isthmus
Specialized Topic Vocabulary: chromatography,
photosynthesis, algorithm
These words are specific to particular topics or domains and
may not be commonly encountered in everyday conversation
or reading. They are essential for understanding specialized
texts or discussions related to those topics.

II. Types of Vocabulary

We may have different vocabularies to draw on depending on
whether we're speaking, listening, reading or writing.
1. Speaking
Speaking vocabulary consists of the words we can speak
aloud.
2. Listening
Listening vocabulary is the words we can understand through
listening/hearing them said aloud. Similar to the speaking
vocabulary, we use these words to listen to what others are
communicating to us and what they might be instructing us to
do. Research suggests that babies can recognize and respond
to familiar words and sounds even before they are born. This
early exposure to language helps lay the foundation for
developing a robust listening vocabulary after birth.

65
3. Reading
Reading vocabulary is how many words we can understand
when reading. Reading is also the main way to build and grow
vocabulary - as you read, you learn new words you may not
have seen or heard before.
4. Writing
Writing vocabulary is determined by the words we can spell
and use correctly in context. People's writing vocabulary is
typically smaller than their speaking or listening vocabulary,
which is why it's essential to work on it and keep learning new
words.

III. What is vocabulary building skills?

Vocabulary building skills are what students need to develop.
Teachers encourage students to read and do research. That's
what building a vocabulary is - seeing a new word,
researching what it means, and tucking it away to use later.
Here are some ways to build the vocabulary skills.
1. Synonyms
Use words other than 'said', 'nice', 'good' or 'bad'. Using
synonyms is a solid way for children to expand beyond their
basic vocabulary and add more to their high-frequency
vocabulary. Looking at words they already know and finding
ones that mean the same, or have similar meanings, is a
simple and easy way to expand a vocabulary. Matching games
are often a fun way to develop their knowledge of synonyms.
2. Root Words, Prefixes and Suffixes
Root words form the basis of many other words.
Understanding root words and the prefixes and suffixes that

66
can be added to them will greatly expand reading and writing
vocabulary. Not only will they be able to spell them, but also if
they come across a new word with a familiar root word, prefix
or suffix, they'll be able to estimate its meaning.
3. Dictionary and Thesaurus Skills
Dictionaries and thesauruses are great tools to develop
vocabulary. Students should develop the habit of researching
a new word in the dictionary whenever they come across one.
This way, they can learn its definition. They should also be
encouraged to write down the word and its meaning to refer
back to it later.
4. Reading
Never underestimate the power of reading! Reading is the
best and most effective way to develop vocabulary. While
students read, they'll understand familiar words while
encountering new ones. They can use their knowledge of
other words to estimate new meanings, then use their
dictionary skills to learn the meanings of unfamiliar words.
5. Repetition
It's unlikely that anyone will remember a new word's spelling,
pronunciation and meaning after seeing it for the first time.
That's why it's important to repeat a new word so that it
sticks. Write it down in a sentence, draw it in a fancy way, use
word cards with it on to play a game, or simply write it down
multiple times. These activities will help a new word to stay
in a student’s growing vocabulary.

1. DERIVATIVES
Derivation refers to:

67
➢ The creation of a new word from an existing one by adding
affixes to the root. The new words created through
derivation often have meanings that are related to, but
different from, the original word.
➢ The process of adding prefixes and suffixes to base forms
to create new words.
1. Affixes
Affixes are groups of letters stuck to a word which changes its
meaning.
• When we place them in front of the word, they’ re called a
prefix.
• When placed at the back, they’ re known as a suffix.
Here are a few examples:
1. Honest = a root word meaning to speak the truth.
Dis- = a prefix used to create a negative.
Dis+ Honest = dishonest = a derivative of honest that means not
to speak the truth
2. Honourable
Honour = a root word meaning high respect.
Honour + able = honourable = a derivative of honour meaning
something or someone that is respected.

3. 'Help' + '-less' = 'helpless'. Here, the suffix '-less' is added

to 'help' to create a new word, 'helpless,' which means
without help.
4. 'Friend' + '-ship' = 'friendship'. The base word 'friend' is
combined with the suffix '-ship' to create a new word,
'friendship,' referring to the state of being friends.

68
 Now let's look at some more examples of derivation:
Root word Derivative Affix type
Write Rewrite Prefix
Intense Intensify Suffix
Conscious Subconscious Prefix
Predict Predictable Suffix
Agree Disagree Prefix
Kind Kindness Suffix
2. Prefixes
When a prefix is added to a word, the word form changes.
However, the word class usually remains the same.
For example: Do (verb) ⇨ Undo (verb), Happy (adjective) ⇨
Unhappy (adjective)
Common Prefixes:
1. Pre –before, Ex: Pre-University, Pre-Nursery
2. Inter- Ex: Inter caste, Intermediate
3. Ir-, Im-, In-negative/not Ex: Irregular, Impossible,
Invisible
4. Uni –one Ex: Uniform, unicycle
5. Trans –Across or beyond Ex: Transgender,
Transformation
6. Tri –three Ex: Tricolour, Triangle
Exercise 1
Fill in the correct word using a prefix from the box
INTER- MIS- PRE- OUT- RE- SEMI- TRANS-UN
1. Children were instructed to……………… their clothes very
quickly. (DRESS)

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2. He decided to……………. the offer I gave him. (CONSIDER)
3. My friend wanted to……………. me but I was faster (RUN).
4. Last night on TV there was a………………. of the news
(VIEW).
5. We were…………………., so we had to
surrender. (NUMBERED)
6. The government………………………. the strength of the
hurricane. (JUDGED)
7. The first……………………… railroad was built in the United
States in the 1860s (CONTINENTAL)
8. O'Hare Airport in Chicago is one of the busiest in the
world, handling hundreds of domestic
and…………………………. flights every day. (NATIONAL)
9. His only hope of surviving was a
heart………………. (PLANT)
10. The football team had been preparing for
the……………………. (FINAL)
Exercise 2
Add to each of the following words a prefix which reverses
the meaning: -
1. Fortune
2. Legible
3. Visible
4. Fortunate
5. Resolute
6. Credible
7. Happy
8. Patience

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9. Agreeable
10. Organize
3. Suffixes
A suffix is a letter or a group of letters attached to the end of a
word to form a new word or to change the grammatical
function of the word. Here are some examples of suffixes and
their meanings:
1. -able/-ible: capable of being (e.g. portable, legible,
preventable, adaptable)
2. -ac/-ic: like/related to (e.g. cardiac, iconic, organic)
3. -acy: state/quality of being (e.g. privacy, legitimacy,
bureaucracy, aristocracy)
4. -ious: full of (e.g. gracious, malicious, ambitious,
cautious)
Exercise 1
Fill in the correct word using appropriate Suffix:
1. Artists must be………………otherwise they just repeat what
they see or hear. (Create)
2. Why are you so… of his work? He's just doing his best.
(Critic)
3. Have you made up your mind? We need to know
your…………as soon as possible. (Decide)
4. He's too shy to look at people……when he talks to them.
(Direct)
5. Have they put the Christmas…………………yet? (Decorate)
6. They put too much unnecessary……………in food. (Add)
7. I ……………think that there's no point in arguing with him
Just ignore him. (Honest)

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8. Extraterrestrial life has not been…...proved yet. (Science)
9. Why don't you call the……………..if the lights don't work?
(Electric)
10. Music and television are forms of ………………(entertain)

2. SYNONYMS
A synonym is a word or phrase that means the same as
another word or phrase. They are used to make our
language more expressive and avoid repetition. They can be
used interchangeably in many contexts without significantly
changing the meaning of a sentence.
• For example, the word “big” has synonyms like “large,”
“huge,” or “giant” they are synonyms because they
describe something of considerable size
Synonyms can be used to add variety to writing or speech.
Instead of repeating the same word multiple times, you can
choose synonyms that fit the context and convey the
meaning effectively.
• For example: "She was happy to see her friends" could be
changed to "She was joyful to see her friends."
While synonyms have similar meanings, they may have
slight distinctions that differentiate them.
• For example: Shout implies a loud, forceful expression,
while yell suggests a sharper or more urgent tone.
Other Examples of Synonyms:
1. He is happy /glad. (Happy and glad are synonymous.)
2. Actress Kate Beckinsale studied / read French and
Russian Literature at Oxford. (Studied and read are
synonymous.)

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 Synonyms usually relate to adjectives, adverbs, nouns, or
verbs. However, they can be any parts of speech.
1. Adjectives
The reason is unimportant.
The reason is irrelevant.
2. Adverbs
He eats fast.
He eats quickly.
3. Nouns
Shall I take the dogs?
Shall I take the mutts?
4. Verbs
I need to contemplate the consequences.
I need to consider the consequences.
5. Conjunctions
I should tell her as she is my sister.
I should tell her because she is my sister.
6. Interjections
Yes, Captain.
Aye, Captain.

7. Prepositions
Upon arrival, take a ticket.
On arrival, take a ticket.
8. Pronouns
I'll show you my yacht "Unsinkable II". She is a beauty.
I'll show you my yacht "Unsinkable II". It is a beauty.

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Exercise 1
In each of the following sentences replace the underlined
word with another word that means the same. Choose your
answers from the options given below.
(reverberating, churlish, circumvent, camouflage, borderline,
caliber, compassion, usual, unstable, excellence)
1. Windy days are typical of December.
2. Her moods are as changeable as the weather.
3. He tends to be ill-tempered before he has had breakfast.
4. We sailed around the entire boundary of the island.
5. The swindler tried to evade the law.
6. We heard the pots and pans clanking in the kitchen.
7. The defendant was grateful for the judge’s kindness.
8. His character was of the highest merit.
9. A chameleon disguises itself by changing color.
10. A good critic must be a man of great honesty.

Exercise 2
Choose the correct synonym for each underline word below.
1) Bobby was looking for the correct answer to this problem.
a) rework b) reply c) ask d) borrow

2) I like studying about animals the most.

74
a) hate b) absent c) enjoy d) difficult

3) I chose to study the differences between alligators and

crocodiles for a project at school.
a) decided b) made c) bought d) washed

4) My goal is to become a naturalist.

a) thought b) reward c) study d) ambition

5) The best learning comes through observing things in

nature.
a) changing b) witnessing c) hearing d) touching

6) I like going into the wild to study.

a) lab b) city c) ocean d) uninhabited

7) The project worked exactly as planned.

a) found b) arranged c) made d) functioned

8) I recorded my findings in a journal.

a) taped b) used c) locked d) wrote

9) Then I compared what I had observed with what books

had to say.
a) matched b) questioned c) changed d) mailed

10) If there was any difference, I consulted my teacher.

a) yelled b) directed c) asked d) begged

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 3. HOMONYMS
Homonyms are words that have the same spelling and the
same pronunciation, but they have different definitions
depending on the context.
Example:
1. Address- Address
Can you give me your home address?
The letter was addressed to the principal.
2. The band – the band
The band played a set of old Queen songs.
He often ties his hair in the band.
3. Bat – Bat
I’m sick of bats.
He bought the best bat from the store.
4. Nail – Nail
My little brother put red nail polish on her nails.
The key was hung by a nail near the door.
5. Match – Match
If you suspect a gas leak, do not use matches.
Each of fingerprint matches those found on the wall.
6. Right- right
I’m sure you’re right.
Turn right at the bookstore around the corner.
7. Mean – Mean
What does this post mean?
She needed to find a mean between frankness and
rudeness.

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8. Ring- Ring
What a brilliant ring!
The kids drew a ring on the floor.
9. Rose –Rose
The child has a rose garden.
Sales rose by 30% over the Christmas period.
10. Stalk – Stalk
Jony ate the apple, stalk and all.
He is stalking me all the time.
Exercise
I. Choose the correct homonyms for the following from
the brackets:
1. The recipe called for sugar, baking soda, salt, and
…………………. (flour or flower)
2. The gray…………………. (Hair or hare) hopped along the
garden's edge.
3. Do you,……………………(no or know) the correct answer?
4. Go to the stop sign and then turn …………………(right or
write)
5. The…………….. (son or sun) is bright today!
6. Jack was excited when he……………..(one or won) the race.
7. Sam spotted the…………………..(deer or dear) as it ran
through the woods.
8. I picked……………….(ate or eight) apples and put them in
the bucket.
9. Did you………….…….(here or hear) that noise? I'm scared!
10. I used a needle and thread to……………(sew or so) on the
button.
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 4. COLLOCATIONS
A collocation is made up of two or more words that are
commonly used together in English. There are different kinds
of collocations in English. Strong collocations are word
pairings that are expected to come together, such as
combinations with 'make' and 'do': You make a cup of tea, but
you do your homework.
Collocations are very common in modern usage when certain
nouns are routinely combined with certain verbs or
adjectives.
For example:
1. to make the bed I need to make the bed every day.
2. to do homework My son does his homework after
dinner.
3. to take a risk Some people don't take enough
risks in life.
4. to give someone The teacher gave us some advice
advice on taking tests.

Here are a number of other common collocations in English:

Verb Collocations:
Some of the most common collocations involve verb + noun
collocations used in everyday situations. Here are some
examples of the types of verb collocations.
to feel free Please feel free to take a seat and
enjoy the show.

78
 to come prepared Make sure to come prepared for the
test tomorrow.
to save time You'll save time if you turn off your
smart phone and concentrate on the
lesson
to find a We need to find a replacement for Jim
replacement as soon as possible.
to make progress We're making progress on the project
at work.
to do the washing I'll do the washing up and you can
up put Johnny to bed.
Business Collocations
Collocations are often used in business and work settings.
There are a number of forms including adjectives, nouns and
other verbs that combine with keywords to form business
expressions. Here are some business collocations for specific
situations.
to open an Would you like to open an account at
account our bank?
to forgive a Do you think the bank would forgive a
debt debt?
to land a deal We landed a deal worth $3 million.
to key in a PIN Just key in your PIN at the ATM and you
can make a deposit.
hard-earned Once you get a job, you'll know what
money hard-earned money really is.
to close a deal I closed a deal on a new account last
week.

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 to write up a Let's write up your contract.
contract
counterfeit Be on the lookout for counterfeit money
money in circulation
Common Expressions
Collocations are often used as short expressions to describe
how someone feels about a situation. In this case, collocations
can be used in the adjective form, or also as emphatic
expressions using an intensifier and a verb. Here are a few
examples using some common collocations:
deeply regret the loss of I deeply regret the loss of your
someone /something loved one.
to be in an utter fury Tom's in an utter fury over the
over something misunderstanding with his
wife.
to go to great lengths to He went to a great length to
do something explain the situation.
Exercise 1
I. Choose appropriate collocation for the following
sentences:
1. My grandfather was a … … … … … … … smoker, so few
people were surprised when he died of oral cancer.
a) serial b) heavy c) big
2. She was a / an … … … … … … … … wife who loved her
husband more than anything else in the whole universe.
a) devoted b) sincere c) intelligent

3. I always avoid his company because he is a crashing … …

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a) bore b) nuisance c) guy
4. It is a golden … … … … If you miss it, you will regret it.
a) chance b) opportunity c) offer

5. She seemed quite interested in buying that house, but at

the last moment, she changed her … … … … … … …
a) mind b) thoughts c) offer

6. Although I was … … annoyed by her attitude,I said nothing

a) moderately b) lightly c) slightly

7. Could you … … … … … …… the oil?

a) inspect b) check c) test

Exercise 2
II. Using the words in bracket fill in the blanks with correct
collocation.
do a favour, get a job, go online, keep scoring, caught
her eye, take a holiday, give a hand, take medicine,
take a look, enjoy success, make a mistake

1. There are two types of people those nervous about

failure, and those who prepare and…
2. Rakshit had intended to …………… in New York.
3. He wanted to see if he could………. with this
company.
4. I’ll………….at the website and let you know what I think
5. Couldn’t you……………. & leave me alone?
6. He always ……………to anyone in difficulty.

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7. It's easy to………………….
8. I’ll just ………………& look up her address.
9. ………. when you get gripes
10. You have to…………….at the points in the 4th quarter.

3. ACTIVE / PASSIVE VOICE

There are two voices in the English language and they are as
follows:
Active Voice
Passive Voice
What is Active Voice?
The active voice, in a sentence, denotes that the noun or
pronoun that acts as the subject in the sentence is the doer of
the action. In other words, the subject performs the action or
acts upon the verb.
What is Passive Voice?
Passive voice is a grammatical construction in which the
object of an action becomes the subject of the sentence, and
the subject of the action is either omitted or mentioned later
in the sentence.
Here are certain rules for Active and Passive Voice
• The subject of the verb in the active voice(they) becomes
the object in the Passive voice sentences.
• It is a thumb rule that passive voice phrases, as a rule,
always use the third form of the verb, also known as the
past participle form of the verb (example- eat, ate, eaten-
eaten is the past participle form).
• Auxiliary verb ‘be’ (am, is are, was, were) is added before
the past participle according to the tense of the verb.
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• Generally, ‘by’ is used before the object of the passive voice
sentences.
• If the notion you're attempting to express is obvious, you
may sometimes drop the subject entirely from the passive
voice. You just have to make a judgement call for that. For
example:
Active Voice- weight is measured in kilograms.
Passive Voice: Kilograms is a measurement unit for weight.
• Certain verb takes fixed prepositions after them that
replaces ‘by’. Some of these verbs are- known to, surprised
by/at, vexed by, amazed by, contained in, annoyed
with/at, tired of, filled with, decorated with, engulfed in.
For example:
Active- The fire engulfed the building.
Passive- The building was engulfed in the fire.
To differentiate between active and passive voice, ask
three questions:
• What/who is the subject of the statement?
• What is the action/verb in the sentence?
• Is the subject of the sentence performing the action/verb?

If the answer to the last question is ‘yes', then the sentence is

in active voice, and if the answer is ‘no’, then the passive
voice is used.
Voice and Tenses
Present Tense- Use the simple present tense to make a
generalisation, present a state of being, or indicate a habitual
or repeated action.
Active- I write a novel.

83
Passive- A novel is written by me.
Structure- Subject + auxiliary verb + past participle of the
main verb+ by + object.

Present Continuous- Use the present progressive

(continuous) to describe an ongoing activity or a temporary
action.
Active- I am eating breakfast.
Passive- The breakfast is being eaten by me.
Structure- Subject + auxiliary verb + being + by + object

Present Perfect- Use the present perfect to describe an

action occurring in the past but relevant to the present or
extending to the present.
Active- I have played the game.
Passive- A game has been played by me.
Structure- Subject + has/have been + past participle + by +
object

Past Tense- Use the simple past to indicate a general or

habitual action occurring in the past or at a specific time in
the past.
Active- I invited you to the party.
Passive- You were invited by me to the party.
Structure- Subject+be+ past participle+by+ object

Questions
Active- Did you show me the dress?
84
Passive- Was I shown the dress by you?
Structure - Was + Subject (I) + Past Participle (shown) + (by
+ Agent)

Past Continuous- Use the past progressive (continuous) to

indicate an ongoing action in the past or an action continuing
through a specific past time.
Active- I was playing video games.
Passive- The video games were being played by me.
Structure- Subject+auxiliary verb + being+ past participle +
by +object

Past Perfect- Use the past perfect to indicate an action

completed before a particular time or before another action
in the past.
Active- You had done the work.
Passive- The work had been done by you.
Structure- Subject+had+been+past participle + by + object
Future time reference is used in language to talk about events
or actions that will happen after the present moment. It helps
indicate when something is expected to occur. Here are some
common ways to express future time reference in English:
Here's an example:
Active voice: I wrote the report.
Passive voice: The report was written by me.
Here's a table showing how the subject changes in active voice
(I, we, you, they) and their corresponding subjects in passive
voice.

85
 Active Voice Subject Passive Voice Subject
I He/She
We We
You You
They They
Exercises:
1. Complete the sentences with the correct passive form
of the verbs in brackets. Use the Present Simple form.
1. The homework was___ (assign)by the teacher every
day.
2. The letters ___ (deliver) by the postman every
morning.
3. The windows ___ (clean) twice a month.
4. The cake ___ (bake) by the chef.
5. The garden ___ (water) daily.
3. Rewrite these sentences in the passive voice.
1. The chef prepares the meals.
2. The company releases the new product every year.
3. The gardener waters the plants daily.
4. The teacher explains the lesson clearly.
5. The students complete the project on time.
6. The manager conducts the meeting every Monday.
7. The mechanic repairs the car.
8. The artist paints the mural.
9. The librarian organizes the books.
10. The scientist conducts the experiment.

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 4. SENTENCES, PHRASES AND CLAUSES
Sentences
A sentence is a grammatical unit that expresses a thought. It
consists of a subject and a predicate and can stand alone as a
coherent statement. Sentences are fundamental in written
and spoken communication as they convey ideas, ask
questions, give commands, and express emotions.
Here are the primary types of sentences and their
characteristics:
Type of
Purpose Examples
Sentence
Declarative Makes a statement or "She reads books."
Sentence expresses an idea. "The sky is blue."
Interrogative Asks a question. "What time is it?"
Sentence "Are you coming?"
Imperative Gives a command, "Close the door."
Sentence request, or instruction "Please help me."
Exclamatory Expresses strong "Wow, that’s amazing!"
Sentence emotion or "What a beautiful day!"
excitement.
Conditional Expresses a condition "If it rains, we will
Sentence and its possible result. cancel the picnic."
"I would go if I had
time."
Simple To express a single "The dog barks." "She
Sentence complete idea. reads and writes."
“The chef prepares the
meal.”
Compound A compound sentence "She wanted to go to the
Sentence has two or more main beach, but it was too
ideas connected by a cold."
coordinating “The mural is painted
conjunction (like and, by the artist.”
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 Type of
Purpose Examples
Sentence
but, or, nor, for, so, yet).
Each clause could
stand alone as a
complete sentence.

Complex A complex sentence "Although it was

Sentence has one main idea and raining, we went for a
one or more additional walk."
ideas that add more
information or
context.
Phrases
• Meaning of phrases.
• Difference between phrases and sentence.
• Types of phrases.
• Importance of phrases.
What is a Phrase?
A phrase is any collection of related words that, unlike a
sentence, has no combination of subject-predicate. The words
in a phrase function together so that the phrase itself acts as
a single part of speech. Phrases can never stand alone as
sentences.
For example,
He is playing with his toy.
A phrase can be written as a noun, verb, adverb, adjective, or
preposition in a sentence. The function of a phrase is based
entirely on its structure. On the basis of their functions,
phrases are divided into various types-
1. Noun Phrase
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A noun phrase is a group of words that functions as a single
noun in a sentence. It typically consists of a noun (the main
word) and any accompanying words that modify or describe
the noun, such as adjectives, articles, or other nouns.
Noun Phrase = noun + modifiers
Components of a Noun Phrase:
1. Head Noun: The main noun that the phrase is built
around.
2. Modifiers: Words that describe or give more information
about the head noun, such as adjectives, articles, or
prepositional phrases.
Examples:
1. "The big red ball"
o Head Noun: "ball"
o Modifiers: "the," "big," and "red" (all describe "ball")
2. "A large cup of hot coffee"
o Head Noun: "cup"
o Modifiers: "a," "large," "of hot coffee" (the
prepositional phrase "of hot coffee" provides
additional detail about "cup")
2. Adjective Phrase
An adjective phrase is a group of words along with its
modifiers, that functions as an adjective in a sentence. An
adjective phrase works as an adjective to transform (or tell
about) a noun or a pronoun in a sentence.
Examples
• He is wearing a strong flowery perfume.
• Cinderella looked gorgeous in her white gown.

89
Prepositional phrases and participle phrases also serve as
adjectives so we can also call them adjective phrases when
they function as an adjective.
3. Prepositional Phrase
These phrases are the most used phrases. These will be found
everywhere, in a sentence, clause, and even phrases. The
preposition phrase always begins with a preposition and
noun and pronoun is its objects. Such as, in the room, from the
shop to the library, etc.
The object of a preposition can possess its own modifiers,
which also are part of the prepositional phrase.
For example-
• The women in suffocating attire looked tired and
annoyed.
• He sat by the rushing river to write his poem.

90
4. The Participle Phrase
This phrase begins with a past or present participle followed
by its modifiers and determiners. They can be also used as
adjectives.
Feeling the fresh air, Jim realized that he had reached the
valley.
In the preceding sentence, the present participle ―feeling
inducts the participle phrase, which includes the participle‘s
object (air) and its modifiers (the fresh). This participle
phrase acts as an adjective changing the subject of the
sentence (Jim).
The enemies, trapped by the soldiers, threw down their guns.
Here, the past participle ―trapped starts the participle phrase
―trapped by the soldiers. The entire phrase serves as an
adjective transforming the subject of the sentence (soldiers).
Notice the phrase-within-a-phrase here. ―By the soldiers is a
prepositional phrase modifying the participle trapped.
Phrases can act as modifiers in other phrases. These were the
type of Phrases, and the following exercise will help you
practice
Exercise
Underline the phrases.
1) Jenny gave the neatly packed gift box to her mother.
2) Can we adopt that little brown spotted dog?
3) Josh enjoys watching volleyball matches.
4) The green and red balloons look perfect.
5) During the bus ride I talked with my seat mate.
6) The carpenter slipped of the ladder.
7) The country of Burma isolates itself from the west.
91
8) Ben rode on his new foam surfboard.
9) In summer we eat dinner on the porch.
10) Pictures moving across the screen came later.

CLAUSES
Clause
A clause is comprised of a group of words which includes a
subject and a finite verb. A clause contains only one subject
and one verb. The subject of a clause can be mentioned or
hidden, but the verb must be apparent and distinguishable.
A clause ―a group of words containing a subject and
predicate.
Example: I graduated last year. (One clause sentence)
When I came here, I saw him. (Two clause sentence)
When I came here, I saw him, and he greeted me. (Three
clause sentence)

Types of Clauses: Clauses are mainly of two types:

1) Independent Clause 2) Dependent Clause
Independent Clause: An independent clause functions on
its own to make a meaningful sentence and looks like a
regular sentence.
In a sentence two independent clauses can be connected by
the coordinators: and, but, so, or, nor, for*, yet*.
Example:
He is a wise man.
I want to buy a phone, but I don‘t have enough money. (Two
independent clauses)

92
He went to London and visited the Lords. (Subject of the
second clause is -he,' so ―he visited the Lords is an
independent clause.)
Alex smiles whenever he sees her. (One independent clause)
Dependent Clause: A dependent clause cannot function on
its own because it leaves an idea or thought unfinished. It is
also called subordinate clause. Dependent clauses help the
independent clauses complete the sentence. A dependent
clause alone cannot form a complete sentence.
The subordinators do the work of connecting the dependent
clause to another clause to complete the sentence. In each of
the dependent clause, the first word is a subordinator.
Subordinators include relative pronouns, subordinating
conjunctions, and noun clause markers.
Example:
I know the man who stole the watch.
If you don’t eat, I won’t go.
He is a very talented player though he is out of form.

Dependent clauses are further divided into three types.

1. Noun Clause 2. Adjective Clause 3. Adverb Clause
1. Noun Clause: " A dependent clause that functions as a
noun in a sentence is called noun clause." A noun clause
performs same function as a noun in a sentence.
Example: What he did made a problem for his family.

In above sentence the clause "what he did" functions as a

noun, hence it is a noun clause. A noun clause works as a noun
that acts as a subject, object, or predicate in a sentence. A

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noun clause starts with words "that, what, whatever, who,
whoever, whomever."
Examples: Whatever you learn will help you in future. (Noun
clause as a subject) Now I realize what he would have
thought. (Noun clause as an object)

2. Adjective Clause: "A dependent clause that functions as

an adjective in a sentence is called adjective clause." An
adjective clause works like adjective in a sentence. The
function of an adjective is to modify(describe) a noun or
a pronoun. Similarly, a noun clause modifies a noun or a
pronoun
Example: He wears a shirt which looks nice.
The clause "which looks nice "in above sentences is an
adjective clause because it modifies noun "shirt" in the
sentence.
An adjective clause always precedes the noun it modifies.
Examples: 1) I met the boy who had helped me.
2) An Apple that smells bad is rotten.
Adjective clause begins with relative pronoun (that, who,
whom, whose, which, or, whose) is also relative clause.

3. Adverb clause : "A dependent clause that functions as an

adverb in a sentence is called adverb clause " The
subordinating conjunctions used for adverb clauses are
as follows.
Time: when, whenever, since, until, before, after, while, as,
by the time, as soon as

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Cause and Effect: because, since, now that, as long as, so, so
that,
Contrast: although, even, whereas, while though,
Condition: if, unless, only if, whether or not, even if,
providing or provided that, in case Examples.
Don't go before he comes.
He takes medicine because he is ill.
Although he tried a lot, he couldn't climb up the tree.
You can achieve anything provided that you struggle for it.

Exercise
I. Identify the following as an independent clause or a
dependent clause.
Example: "They will start cooking dinner when the guests
arrive."
Independent Clause: "They will start cooking dinner."
Subordinate Clause: "when the guests arrive."
1) The boy calmly took his test.
2) Walked to the park.
3) After the show.
4) For the last time.
5) John hit the basketball.
6) I did not remember my homework.
7) In the small town.
8) After the fact.
9) The man went on a vacation.
10) The poet received many awards.
II. Add a subordinate clause to each independent
clause below to complete each sentence:

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Example 1. Independent Clause: "She finished her
homework."
Subordinate Clause: "before she went to bed."
Complete Sentence: "She finished her homework before she
went to bed.
1) __________________________, I looked for my missing baseball.
2) ___________________________, we won the game.
3) ___________________________, the food was wonderful.
4) ___________________________, all the students listened quietly.
5) ___________________________, I will tell you the truth.
6) ____________________________, remember to bring your bag.
7) ____________________________, I will pay for your ticket.
8) _____________________________, we all got soaked on the ride.
9) _____________________________, when you won the award.
10) ______________________________, I have found success

5. REPORTED SPEECH

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What is Reported Speech?
When we use the exact words spoken by someone, it is known
as Direct Speech. For example: Bhoomika said to Sahana, “I
am going to bake a cake.”
Here we are using the exact words spoken by Bhoomika,
however reported or Indirect speech is used when we are
reporting something said by someone else, but we do not use
the exact words. So, we use this form of speech to talk about
the past.
For example:
Bhoomika told Sahana that she is going to bake a cake.
In this case, we haven’ t used the exact words of Bhoomika but
conveyed her message.

Reporting Clause and Reported Speech

The words that come before the inverted commas is known as
the reporting clause, in the example given above, the
reporting clause will be – Bhoomika said to Sahana, where
‘said’ is the verb and is known as the reporting verb. The
words which are written within the inverted commas is
known as the reported speech, in the above example, the
reported speech is “I am going to bake a cake”.

Rules for changing Direct Speech to Indirect or Reported

Speech
Now let us take a look at the rules for changing the direct
speech to indirect or reported speech –

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I He/She Direct: "I am going to the store," she
said.
Reported: She said that she was
going to the store.
You He/She Direct: "You need to finish your
(singular) homework," the teacher said.
Reported: The teacher said that we
needed to finish our homework.
You They Direct: "You are all invited to the
(plural) party," John said.
Reported: John said that they were
all invited to the party.
We They Direct: "We will meet you at the
cafe," they said.
Reported: They said that they
would meet us at the cafe.
Can Could Direct: "I can swim," he said.
Reported: He said that he could
swim.
May Might Direct: "I may come to the party,"
she said. Reported: She said that she
might come to the party.
Must Had to Direct: "You must wear a uniform,"
the principal said.
Reported: The principal said that
we had to wear a uniform.
Time Expressions
Now Then Direct: "I am busy now," she said.

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 Reported: She said that she was
busy then.
Today That Direct: "I have a meeting today," he
day said.
Reported: He said that he had a
meeting that day.
Tomorrow The Direct: "I will leave tomorrow," she
next said.
day Reported: She said that she would
leave the next day.
Yesterday The Direct: "I saw him yesterday," he
day said.
before Reported: He said that he had seen
him the day before.
Other Changes
Here There Direct: "I will stay here," she said.
Reported: She said that she would
stay there.
This That Direct: "This is my book," he said.
Reported: He said that that was his
book.
These Those Direct: "These are my shoes," she
said.
Reported: She said that those were
her shoes.
• First and foremost, we do not use inverted commas in
reported speech which must be clear from the example
given above.

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• We use conjunctions like ‘if’, ‘whether’ after the reporting
verb in reported speech
• The reporting verb’s tense is never altered.
• The verb of reporting varies according to the tense: it can
be told, inquired, asked, etc.
For example: Direct Speech: Mohan said to Sohan, “I am
going to school”
Reported speech: Mohan told Sohan that he was going to
school.
• Rules for Pronouns
We change the first-person pronouns (I, my, us, our, me, we)
as per the subject of the reporting verb in the reported speech.
We change the second person pronouns (you, your, yourself)
as per the object of the reporting verb in the reported speech.
There is no change in the third person pronouns.
For example: In table
Direct Speech: Sheema said, “I like the book.”
Reported Speech: Sheema said that she likes the book
Direct Speech: Arjun said to me, “Do you like to eat cakes?”
Reported Speech: Arjun asked me if I liked eating cakes.
Direct Speech: Manav said, “I enjoy fishing.”
Reported Speech : Manav said that he enjoys fishing.
Rules for Change in Tenses
• The tense of the reported speech is not changed if the
reporting verb is in the present or the future time
reference.

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• If a historical fact, a universal reality or a habitual fact is
conveyed in a direct speech, the indirect speech tense will
not change.
• If the reporting verb is in the past tense, then it will change
the tense of the reported speech as follows:
Direct Reported
Simple Present Simple Past
Present Continuous Past continuous
Present Perfect Past Perfect
Simple Past Past Perfect
Past Continuous Past Perfect Continuous
Examples:
Direct Speech: Nayaya says, “I am going out.”
Reported Speech: Nayaya says that she is going out.

Direct Speech: Akash said, “Honesty is the best policy.”

Reported Speech: Akash said that honesty is the best policy.

Direct Speech: Bhavesh said that, “India gained

independence in 1947.”
Reported Speech: Bhavesh said that India gained
independence in 1947.

Direct Speech: Akshay will say, “I want a slice of cake.”

Reported Speech: Akshay told that he wanted a slice of cake.

Direct Speech: Dipthi said, “I am writing a novel.”

Reported Speech: Dipthi said that she was writing a novel.
Direct Speech: Aryan said, “I was working on my project.”

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Reported Speech: Aryan said that she had been working on
her project.

Rules for changing Assertive sentence into Reported

Speech
• The “said to” reporting verb is changed to “told,” “replied,”
“remarked.”
• We do not change the object i.e., the reporting verb is not
followed by an object.
• We drop the inverted commas and use a conjunction to
join the reporting clause and speech.
Examples:
Direct Speech: John said, “I saw a lion in the forest.”
Reported Speech: John said that he had seen a lion in the
forest.

Direct Speech: Naveen said to me, “I am very happy here.”

Reported Speech: Naveen told me that he was very happy
there.

Rules for changing Interrogative Sentences into

Reported Speech
• The reporting verb “say” is transformed into “ask, inquire,”.
• By inserting the subject before the verb, the interrogative
clause is converted into a declaration and the full stop is
inserted at the end of the sentence.
• The wh-word is repeated in the sentence if the
interrogative sentence has a wh-word (who, where, where,
how, why, etc). This works as a conjunction.

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• If the asking phrase is a yes-no answer style phrase (with
auxiliary verbs are, were, were, do, did, have, shall, etc.),
then if or whether is used as a conjunction.
• In the reported speech, the auxiliaries do, did, does drop in
a positive question.
• The conjunction after the reporting clause is not used.
Examples:
Direct Speech: I said to him, “Where are you going?”
Reported Speech: I asked him where he was going.

Direct Speech: He said to me, “Will you go there?” Reported

Speech: He asked me if I would go there.

Direct Speech: My friend said to Shreya, “Have you ever been

to Mysore?” Reported Speech: My friend asked Shreya if she
had ever been to Mysore.

Rules for Changing Commands and Requests into

Indirect Speech
• The reporting verb is changed into command, order, say,
enable, submit, etc. in imperative sentences that have
commands.
• By positioning it before the verb, the imperative mood is
converted into the infinitive mood. The auxiliary ‘do’ is
dropped in the case of negative sentences, and ‘to’is
substituted after ‘not.

Examples:
Direct Speech: She said to me, “Open the window.”
Reported Speech: She ordered me to open the window.

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Direct Speech: The captain said to the soldiers, “Attack the
enemy.” Reported Speech: The captain commanded the
soldiers to attack the enemy.

Direct Speech: I said to him, “Leave this place at once.”

Reported Speech: I ordered him to leave that place at once.

Rules for changing Exclamations and Wishes into

Indirect Speech
In reporting exclamations and wishes, the reported speech is
introduced by such verbs such as, etc. and by such phrases as,
etc.
The interjection and Exclamation such as oh, well, hurrah,
alas, bravo, etc., are omitted and their sense is expressed by
means of phrases.
Examples:
Direct Speech: “Goodness me ! I am tired”, he said.
Reported Speech: He exclaimed that he was tired.

Direct Speech: “What a lovely dress!”she said. Reported

Speech: She remarked that it was a lovely dress.
Other changes
May Might
Ago Before/ earlier
Just Then
Come Go
Henceforward Thenceforward
Thus So /in that way
Hither Thither

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 Hence Thence
Exercises
Rewrite the following sentences in Indirect / Reported
Speech:
1. Sheela said, “Let me have some coffee”
2. “How beautiful the sunset looks tonight!”said Neelam.
3. He says, ”I am glad to be here today” .
4. He said to us, “Are you going to Mumbai today?”
5. The teacher said to me, “I have never seen such a
careless girl as you are”.
6. “It may rain this evening,” said the farmer.
7. Poonya said to me , “Where are you going?”
8. He said, “The Earth moves around the sun.”
9. “I shall have walked ten kilometres by noon,”he said.
10. The Prime Minister said, “ National integrity will be
preserved at all costs”.

6. ESSAY WRITING
An essay is a short piece of writing representing the writer’s
point of the view or the writer’s side of the argument. Essay is
generally very personalised. Essay can be both formal and
informal. Formal essays are usually academic in nature with
serious topics. Informal essays are more personal. There is
no rigid format of an essay, because it is a creative process.
But however, there is a basic structure that need to be
followed while writing an essay.
a) An Introduction b) Body of the essay c) Conclusion.

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a) Introduction: It is the first paragraph of the essay where
the writer introduces the topic of the essay for the first
time. Generally, a brief synopsis of the essay is given in the
introductory paragraph.
b) Body of the essay: This part of the essay is very
important because the most important content of the
essay is presented here. This need not be confined to a
single paragraph. It can be extended to more than one
paragraph based on the content.
c) Conclusion: Last paragraph of the essay, where you sum
up the story or an argument.
Essays are mainly of four types:
a) Narrative Essays: A writer tells an incident or story
through an essay, generally told in first person.
b) Descriptive Essays: Here the writer describes a place, an
object, a person, etc., in other words the writer paints a
picture through his words.
c) Expository Essays: Here there is no place for writer’s
feelings or emotions, it is completely based on facts and
examples.
d) Persuasive Essays: This essay attempts to convince the
reader to accept the writer’s point of view.
Tips for writing an essay:
a) Give yourself enough time and think over the topic before
start writing.
b) Give your essay an interesting and appropriate title.
c) It is important to organize your thoughts and content in a
systematic order, to ensure the free flow.

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d) Keep your language simple, because unnecessary
complicated and difficult vocabulary may hinder the flow
of the sentences.
e) Check grammar mistakes, punctuation and spelling
errors.
a. Narrative Essays
A Journey of Discovery: My Summer in the Mountains
The sun was just beginning to rise as I packed the last of my
gear into the old, beat-up backpack that had seen better days.
It was the start of what I hoped would be a transformative
summer in the mountains. Little did I know, this journey
would change my perspective on life in ways I had never
imagined.
The drive to the mountains was long and winding, but as I
ascended higher, the air grew crisper, and the scent of pine
trees filled the car. I arrived at the base camp, a small cluster
of rustic cabins surrounded by towering peaks. I was greeted
by Sarah, the camp leader, whose infectious enthusiasm
immediately put me at ease. Our days at the camp were filled
with activities designed to push us out of our comfort zones.
We hiked for miles, traversed rivers, and even tried our hand
at rock climbing. Each challenge tested my limits, but it was
the camaraderie and support of my fellow campers that kept
me going. We shared stories around the campfire at night, our
faces illuminated by the flickering flames, as the stars
sparkled above us like a million tiny diamonds.
One particular hike stands out in my memory. It was the most
gruelling of them all, a trek to the summit of Mount Evergreen.
The path was steep and treacherous, with loose rocks and
narrow ledges that made each step a careful calculation.
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About halfway up, I felt my strength waning, and doubt began
to creep in. Sarah noticed my struggle and fell back to walk
with me. Her words of encouragement were like a lifeline,
pulling me out of my self-doubt.
As we neared the summit, the air grew thin, and every breath
was a battle. But when we finally reached the top, the view
was breathtaking. The world stretched out before us in an
endless panorama of green valleys and snow-capped peaks. In
that moment, I felt a profound sense of accomplishment and
a deep connection to the natural world. The struggles of the
ascent melted away, replaced by a feeling of awe and
gratitude.
The lessons I learned during that summer were not limited to
physical endurance. The mountains taught me about
resilience, perseverance, and the importance of community.
They showed me that when we push ourselves beyond our
perceived limits, we discover strengths we never knew we
had. Most importantly, I learned that the journey is just as
important as the destination. As I packed up my gear at the
end of the summer, I felt a bittersweet mixture of sadness and
fulfilment. Leaving the mountains was hard, but I knew that
the experiences and friendships I had forged would stay with
me forever. I returned home with a renewed sense of purpose
and a deeper appreciation for the beauty of the world around
me.
In the end, my summer in the mountains was more than just
an adventure; it was a journey of self-discovery. It reminded
me that life is full of challenges, but with the right mindset and
support, we can overcome them and emerge stronger. The

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mountains will always hold a special place in my heart, a
reminder of the heights we can reach when we dare to climb.
b. Descriptive Essays
Taj Mahal-The Great Wonder of the World
The Taj Mahal is one of the most iconic historical landmarks
in India, located in the city of Agra. It was built by the Mughal
Emperor Shah Jahan as a mausoleum for his beloved wife
Mumtaz Mahal, who died during childbirth in 1631. The Taj
Mahal is renowned for its stunning architecture and intricate
artwork, making it a UNESCO World Heritage Site. As I
entered , I was immediately struck by the grandeur of the
white marble structure. The Taj Mahal sits on a raised
platform, surrounded by well-manicured gardens and
reflecting pools, creating a serene and peaceful atmosphere.
The building itself is a masterpiece of Mughal architecture,
characterized by its symmetrical design and intricate details.
The Taj Mahal is an example of Islamic architecture, with its
signature domed roofs, arches, and ornamental minarets. The
building is made entirely of white marble and decorated with
precious stones and intricate carvings. The main dome, which
is nearly 73 meters high, is flanked by four smaller domes and
surrounded by four minarets. The interior of the Taj Mahal is
just as stunning, with delicate floral patterns and calligraphy
adorning the walls. The beauty of the Taj Mahal is further
enhanced by the stories and legends that surround it.
According to popular belief, Shah Jahan was so heartbroken
by the death of his wife that he ordered the construction of
the Taj Mahal as a symbol of his undying love. It is said that
the emperor had the hands of the craftsmen who built the Taj

109
Mahal cut off so that they could never create something as
beautiful again.
As I walked through the gardens, I was struck by the
tranquillity of the place. Despite the crowds of tourists, the
serene atmosphere made it easy to imagine the love story that
inspired this magnificent structure. The Taj Mahal truly lives
up to its reputation as one of the most beautiful historical
landmarks in the world. In conclusion, the Taj Mahal is a
breath-taking example of the beauty and grandeur of Mughal
architecture. Its intricate artwork and stunning design make
it a must-see destination for anyone interested in history, art,
or architecture. The story behind the Taj Mahal adds to its
allure, making it a true treasure of Indian heritage.
c. Expository
The Importance of Renewable Energy
In today's world, the importance of renewable energy cannot
be overstated. As concerns over climate change and
environmental degradation continue to grow, the need for
sustainable and clean energy sources has become
increasingly urgent. Renewable energy, which includes
sources such as solar, wind, hydro, and geothermal power,
offers a viable solution to these pressing issues.
Firstly, renewable energy is crucial in mitigating climate
change. Traditional energy sources, like coal, oil, and natural
gas, release significant amounts of carbon dioxide and other
greenhouse gases into the atmosphere, contributing to global
warming. In contrast, renewable energy sources produce
little to no greenhouse gases during operation. For example,
solar panels generate electricity without any emissions, and

110
wind turbines harness the power of the wind to produce
energy without polluting the air. By transitioning to
renewable energy, we can significantly reduce our carbon
footprint and help slow the progression of climate change.
Secondly, renewable energy sources are abundant and
sustainable. Unlike fossil fuels, which are finite and will
eventually be depleted, renewable energy sources are
virtually inexhaustible. The sun, wind, and water are
constantly replenished by natural processes, ensuring a
continuous supply of energy. This sustainability is vital for
long-term energy security, as it reduces our dependence on
finite resources and decreases the risk of energy shortages in
the future.
Another key advantage of renewable energy is its potential for
economic growth and job creation. The renewable energy
sector is one of the fastest-growing industries in the world,
creating millions of jobs in manufacturing, installation, and
maintenance. For instance, the solar energy industry alone
employs thousands of people in roles ranging from panel
production to system installation. Additionally, investing in
renewable energy infrastructure can stimulate economic
development in rural and underdeveloped areas, providing
new opportunities and improving quality of life.
Moreover, renewable energy can enhance energy
independence and security. Many countries rely heavily on
imported fossil fuels, making them vulnerable to geopolitical
tensions and price fluctuations. By developing domestic
renewable energy sources, nations can reduce their reliance
on foreign energy and increase their energy sovereignty. This

111
independence not only strengthens national security but also
shields economies from volatile global energy markets.
In conclusion, the importance of renewable energy lies in its
ability to address multiple global challenges simultaneously.
By reducing greenhouse gas emissions, providing a
sustainable and abundant energy supply, fostering economic
growth, and enhancing energy security, renewable energy
plays a pivotal role in creating a more sustainable and
resilient future. As technology advances and costs continue to
decline, the adoption of renewable energy will only become
more feasible and essential for the well-being of our planet
and future generations.
d. Persuasive Essays
The Case for Universal Healthcare
Healthcare is a fundamental human right that should be
accessible to all, regardless of socioeconomic status. In many
countries, however, access to quality healthcare remains a
privilege for the few, leaving millions without the care they
need. Universal healthcare, where every citizen has access to
medical services without financial hardship, is not only a
moral imperative but also an economic and social necessity.
Implementing universal healthcare would lead to a healthier
population, reduce overall healthcare costs, and promote
social equity.
First and foremost, universal healthcare ensures that all
individuals receive the medical attention they need. No one
should have to choose between paying for groceries and
receiving a life-saving treatment. In countries with universal
healthcare systems, such as Canada and the United Kingdom,

112
citizens have access to essential services without the burden
of out-of-pocket expenses. This comprehensive coverage
leads to earlier diagnosis and treatment of illnesses,
preventing minor health issues from escalating into severe,
costly conditions. When people have regular access to
preventive care, the overall health of the population improves,
resulting in longer life expectancies and higher quality of life.
Furthermore, universal healthcare is economically
advantageous. Critics often argue that such systems are
prohibitively expensive, but the reality is that they can reduce
overall healthcare costs. By emphasizing preventive care and
early treatment, universal healthcare systems can decrease
the need for expensive emergency interventions and
hospitalizations. For instance, a study by the Commonwealth
Fund found that the United States, which lacks universal
healthcare, spends nearly twice as much per capita on
healthcare compared to other high-income countries with
universal systems, yet has worse health outcomes. In
addition, universal healthcare can alleviate the financial
strain on families and individuals, reducing medical
bankruptcy rates and improving economic stability.
Universal healthcare also promotes social equity by ensuring
that everyone, regardless of their income or social status, has
access to the same standard of care. In a society where
healthcare is tied to employment or personal wealth,
disparities in health outcomes are inevitable. Low-income
individuals and marginalized communities often face
significant barriers to accessing healthcare, leading to higher
rates of chronic illness and premature death. By providing
equal access to healthcare, universal systems can help bridge

113
these gaps and create a more just society. Everyone deserves
the right to be healthy and receive medical care without
discrimination or financial hardship.
Moreover, universal healthcare can enhance workforce
productivity and national economic performance. When
people are healthy, they are more likely to be productive and
engaged in their work. Chronic illnesses and untreated
medical conditions can lead to absenteeism, reduced work
capacity, and lower overall productivity. A healthy population
is a more productive population, which can drive economic
growth and improve national competitiveness. Businesses
also benefit from a healthier workforce, as they experience
lower healthcare-related costs and fewer disruptions due to
employee illness.
In conclusion, universal healthcare is a moral, economic, and
social imperative. It ensures that all individuals have access to
necessary medical services, reduces overall healthcare costs,
promotes social equity, and enhances workforce productivity.
The benefits of universal healthcare extend far beyond
individual health, contributing to a healthier, more equitable,
and prosperous society. It is time for nations to recognize
healthcare as a fundamental right and implement universal
systems that provide care for all, ensuring a better future for
everyone.

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Write an essay on the following topics:
1. The Experience of Attending a Major Event.
2. The Effectiveness of Online Learning.
3. Impact of mobile phones.
4. The Role of Social Media in Modern Communication.
5. Pollution due to Urbanization.
6. Free Education till 10th standard.
7. A Day in the Life of your Hometown.
8. The Impact of Artificial Intelligence on Employment.
9. Smoking in public places should be banned.
10. The impact of Climate Change.

115
 Question paper Pattern
SUMMATIVE ASSESSMENT – 80 Marks
QUESTION PAPER PATTERN
I Semester B. Com – General English
Time: 3 hours Max.Marks:80
Instruction: Answer all the questions
Section – A (Prose and Poetry)
I. Answer in one or two sentences (5 questions out of
5x2=10
II. Answer in about a page. (4 questions out of 6)
2x5=20
III. Answer in about 2 – 3 pages (2 questions out of 4)
2x10=20

Section – B (Language Components)

Grammar and Language Component - 30 marks
IV. Comprehension 1x5=05
V. Vocabulary Building 1x5=05
VI. Active and Passive Voice 1x5=05
VII. Reported speech 1x5=05
VIII. Writing Skills, sentences, Phrases and Clauses 1x5=05
IX. Essay Writing 1x5=05

116
 Model Question Paper
SUMMATIVE ASSESSMENT – 80 Marks
MODEL QUESTION PAPER
I Semester B. Com – General English
Time: 3 hours Max.Marks:80
Instruction: Answer all the questions
Section – A (Prose and Poetry)
I. Answer any five in one or two sentences
5x2=10
i. What memory is associated with the mother’s saree in the
poem My Mother’s Saree?
ii. Why does Stephen Spender feel the maps in the
elementary school classrooms are meaningless?
iii. What is the author’s attitude towards banking and
finance in the short story My Financial Career?
iv. Write a name of the postmaster and his native as
mentioned in the story I am a Ghost.
v. Who is the verger in the story The Verger?
vi. Which crops are grown in Lenchos’s field?
vii. ____________ once said that most statesmen are rouges.
viii. What did the shepherd find on the ground?

II. Answer any four in about a page. 2x5=20

i. Mention the incident which turned Lily Villa in to a
haunted house.
ii. Explain the two kinds of conflicts as illustrated in the
story A Letter to God.

117
iii. Write a note on the significance of the title My Financial
Career.
iv. Describe the different children mentioned in the poem An
Elementary School in a Slum.
v. Explain the lamentable tale narrated in the poem Fidelity.
vi. How does the saree serve as a connection between the
past and the present?
III. Answer any two in about 2 – 3 pages 2x10=20
i. Critically analyse three tests of greatness mentioned by
Dr. B R Ambedkar in the essay.
ii. Explain the trajectory of the protagonist through his
actions and interactions as seen in The Verger.
iii. Discuss the humar in the story My Financial Career and
how does it elaborate the plot further.
iv. How does Ray evoke empathy for the ghost, and what
emotions does the story elicit?
Section – B (Language Components)
Grammar and Language Component - 30 marks
IV. Read the passage and answer the following
questions. 1x5=05
It was disappointing not to have brought back in the evening
some important statement, some authentic fact. Women are
poorer than men because—this or that. Perhaps now it would
be better to give up seeking for the truth, and receiving on
one's head an avalanche of opinion hot as lava, discoloured as
dish-water. It would be better to draw the curtains; to shut
out distractions; to light the lamp; to narrow the enquiry and
to ask the historian, who records not opinions but facts, to
describe under what conditions women lived, not throughout
the ages, but in England, say, in the time of Elizabeth.

118
For it is a perennial puzzle why no woman wrote a word of
that extraordinary literature when every other man, it
seemed, was capable of song or sonnet. What were the
conditions in which women lived? I asked myself; for fiction,
imaginative work that is, is not dropped like a pebble upon
the ground, as science may be; fiction is like a spider's web,
attached ever so lightly perhaps, but still attached to life at all
four corners. Often the attachment is scarcely perceptible;
Shakespeare's plays, for instance, seem to hang there
complete by themselves. But when the web is pulled askew,
hooked up at the edge, torn in the middle, one remembers
that these webs are not spun in mid-air by incorporeal
creatures, but are the work of suffering human beings, and are
attached to grossly material things, like health and money and
the houses we live in.
i. What does historians do?
ii. Find the appropriate word from the passage: Sudden
overwhelming occurrence-
iii. Write the perennial question mention in the passage.
iv. What is associated with spider web?
v. Mention the material things from the passage.
V. Choose the appropriate option from the bracket
1x5=05
i. There is _____ sufficient balance in the bank account.
(in_/ un_)
ii. The tree branches were lush green and ______ stood the
little boy. (underneath/below)
iii. Ballu in the Jungle Book talks about the _____ necessities
which are minimal. (bear/bare)
iv. Teacher asked the students to _____ attention. (give/ pay)
v. Did you ___ that noise? (hear/here)

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VI. Rewrite the sentences in passive voice. 1x5=05
i. My kids are going to watch a action movie tonight.
ii. Gopal kicked the ball.
iii. Vedha wrote this beautiful poem.
iv. The pilot flew the plane.
v. Our cat jumped over the fence.
VII. Change the following sentences in to reported
speech 1x5=05
i. The boys said, “Hurray! We won the match.”
ii. The old lady told the girl, “Alas, my cat has died.”
iii. She said, “What a sight it was!”
iv. The neighbour told the mother, “What an adorable baby
you have!”
v. The teacher said, “What an intelligent boy!”
VIII. Do as directed 1x5=05
i. Walked to the park. (Identify the clause)
ii. ____________, we won the game. (Add a subordinate clause
and complete the sentence.)
iii. She has been studying for her exams all week. (underline
the verb phrase)
iv. ‘The quick brown fox jump over the lazy dog.’ (underline
the noun phrases)
v. ‘She is swimming.’ This sentence has a noun phrases.
(True/ False)
IX. Write an essay on any of the following 1x5=05
i. E-books vs Paper books
ii. My Favourite Fictional Character

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