Grade 11

C English

Grammar

Unit 1

Word Class

Overview

➢ A ‘part of speech’ or ‘word class’ is just the name given to a word based on the function

that it does in a sentence.

➢ The same word may be different parts of speech, depending on the word’s use in the

sentence.

This is the fast lane. (“fast” is an adjective.)

The man runs very fast. (“fast” is an adverb.)

➢ Only a close examination of what a word is doing in a sentence reveals its part of speech.

➢ There are 8 major parts of speech in English:

Parts of Definition Examples

Speech

Noun a word that names a person, thing, Beauty lies in the eyes

place, idea, of the beholder.

Pronoun a word used in place of a noun Simon is a nurse. She

lives at Dhobighat.

Adjective a word used to modify (describe) -He bought a big

a noun balloon.

Verb a word that tells what someone or - We wish you a Merry

 something does Christmas! (Action

verb)

- The puppy seemed

angry. (The verb of

being/linking verb)

Adverb a word used to modify (describe) He always drives

a verb or adjective slowly.

Preposition A word placed before a noun or -Give the crust to the

pronoun to relate that noun or birds. (“To” shows the

pronoun to another word in the relationship between

sentence “give” and “birds.”)

Conjunction/ A word that links words, or -I like Brazil and

Connective phrases, or clauses, or sentences. France. (Two nouns

are connected by

‘and’)

-Soni bought a new

hat, but she dropped it

in the mud when she

left the shop. (‘But

connects two clauses)

Interjection a word used to express surprise, -Ouch! That slap hurt!

anger, happiness, or other

emotion
 Note: 1) Adjectives and adverbs are also called ‘modifiers’.

2) Some gramamrians consider ‘determiners’ (articles, possessives, quantifiers and

demonstratives) to be the types of ‘adjectives’. However, in the modern grammatical

usage, we treat them as spearate entities.

Classify the underlined words into different word classes.

a. Most governments around the world have temporarily closed educational institutions in

an attempt to contain the spread of the COVID-19 pandemic.

b. The man who is wearing glasses is my uncle’s friend.

c. I bought a round table in the supermarket.

d. Alas, she is dead.

e. Hari works very hard all the time but his wife is very lazy.

f. I have never been to Japan.

g. “Where is she?” asked the policeman.

h. Peace is necessary for education.

Answers:

a. governments- noun, temporarily-adverb, educational- adjective

b. who- conjunction, wearing- verb, my- determiner

c. round- adjective, the -determiner

d. alas- interjection

e. hard-adjective, but-conjunction, wife-noun, very- adverb

f. never-adverb, Japan- noun

g. she- pronoun, asked- verb

 h. peace-noun, for- preposition

Unit 2

Position of adverbs

Overview

When an adverb modifies a verb, there are usually 3 possible positions within the sentence or
clause:
a. FRONT - before subject: Perhaps she is not coming to the party.
b. MIDDLE - between subject + verb: I sometimes visit him in the supermarket.
c. END - after verb/object: He speaks English perfectly.

The position of an adverb often depends on the kind of adverb (manner, place, time, degree).
Observe the following table:
Kind of Adverb Part of Speech Position Examples
to be Impacted
Manner Verb End She drives carefully.
Place Verb End Sunita lives here.
Time Definite Verb End He will arrive here today.
Frequency Middle He never scolds his wife.
I have never been to Jumla.
[Note: Use adverb of frequency before
the main verb (if only one verb is
available); if two verbs are used in the
sentence, insert the adverb after the
auxiliary verb and before the main
verb]

Degree Verb Middle He hardly passed the exam.

Adjective Before He was extremely furious.
adjective
Adverb Before Sunil works really fast.
Adverb

I. Rewrite the following sentences with the adverbs in the appropriate place.

a. I watch television. (often)

b. Have you been to Janakpur? (ever)

c. They play football on Saturdays. (sometimes)

d. The weather is bad in November. (always)

e. We have fish for dinner. (seldom)

f. Pritam doesn’t get up before seven. (usually)

g. I was very tired and I was hungry. (also)

h. Did you enjoy the flight? (both)

Answers:

a. I often watch television.

b. Have you ever been to Janakpur?

c. They sometimes play football on Saturdays.

d. The weather is always bad in November.

e. We seldom have fish for dinner.

f. Pritam doesn’t usually get up before seven.

g. I was very tired and also hungry.

h. Did you both enjoy the flight?

II. Rewrite the following sentences placing the underlined works in the right position.

a. I never have understood her.

b. We are often invited to the parties.

c. We all were tired, so we all fell asleep.

d. Rajan drives always to work.

e. Pradip hardly ever watches television, but he reads newspapers a lot.

f. We enjoyed very much the party.

g. My brother speaks fluently English.

ANSWERS:

a. I have never understood her.

b. We are often invited to the parties

c. We were all tired, so we all fell asleep.

d. Rajan always drives to work.

e. Pradip hardly ever watches television, but he reads newspaper a lot.

f. We enjoyed the party very much.

g. My brother speaks English fluently.

Unit 3

Prepositions of Direction

Overview

➢ A preposition is a word that shows the relationship of a noun or a pronoun to another

word in a sentence. The word ‘preposition’ means ‘that which is placed before’. The
noun or pronoun which is used with a preposition is called its object. Check out the
following example:
They are waiting for her.
In this sentence, the preposition for establishes the linkage between the pronoun ‘her’ and
‘they are waiting’. ‘Her’ is the object of the preposition for, which expresses the reason
for the action of ‘waiting’ referred to in the rest of the sentence. Hence, a preposition
serves to connect its object with the rest of a sentence.

Prepositions are generally used to show the following relations:

• Motion: Isha dived into the pool.
• Place: You can meet him in the kitchen.
• Position: The dog is sitting between Paul and Vin.
• Time: He wakes up at 5 o’clock in the morning.
• Reason/ Purpose: I came here for a job.
• Directions: The car is racing towards us.
• Agent/ Instrument: Please send your CV by mail.
• Manner: He plays with lots of energy.
• Transport: Kevin came here by bus.
• Accompaniment: I will go with you.
• Measurement: Milk is sold by the litre.
• Possession: She is a woman of repute.
• Similarity: It looks like he is completely mistaken.
• Contrast: After all of the tensions he seems happy.
• Source: We can generate electricity from water.
• Conclusion: From the survey, we can hold the pilot responsible for the accident.
 • Origin: He is the author of British descent.

We will limit our attention to the ‘prepositions of direction/movement’ in Grade 11.

Prepositions Uses Pic Examples

✓ In the direction Turn to the right.

of
To ✓ Destination He went to
✓ To indicate Sydney last week.
direction
towards Trump walked to the bank.
something
✓ In the direction The man started walking
Toward/s of something toward the exit.
Som threw a stone towards
me.
✓ To the inside They stepped into the room.
Into of He jumped into the river.
✓ Entering You shouldn’t go into the
something building.
They drove into the city.

✓ To a position The cat climbed onto the table.

Onto on The monkey jumped onto the
✓ Moving to a roof.
place

✓ To the outside Get out of my car!

Out of of He took chocolates out of his
✓ Leaving pockets.
something The boss went out of the
office.

Off ✓ Away from Don’t jump off the wall.

✓ At some He fell off his bicycle.
distance from The islands are off the coast.

✓ From low to He went up the hill.

high The police went up the stairs.
Up

✓ As far as How about driving up to

Up to Koteshwor?
 They are going up to their
rooms.

✓ To a lower The pot rolled down the hill.

Down position The kids ran down the stairs.

✓ To a fixed They went down to the sitting

Down to lower position room.
Harry is going down to the
café.

✓ Getting to the He walked over the bridge.

other side or I jumped over a puddle.
Over across The bird flew over his head.
✓ Above
something
✓ Movement The squirrel crawled under the
Under below fence.
something The tunnel ran under the wall.

✓ To mean .
Through ‘across, from .
one end to the We have to walk through the
other or going tunnel.
from one point My puppy likes to run through
to the other long grasses.
point’ Don’t run through the forest at
night.
✓ In a circle The cat went round the pole.
Round/Around They walked round the
temple.
We are sitting round the
campfire.
✓ To show David walked along the road.
Along something that Why are they walking along
follows the the corridor?
length of
something else
or is in a line
of it
✓ To mean ‘from You shouldn’t go across the
Across one side to the room on your own.
other’ The crocodile swam across the
 river.

Past ✓ To mean ‘up I walked past the house.

to and beyond’ Go past the clinic.
✓ Going near Terry walked past Simran.
something or
somebody

a. Complete the following sentences using the correct prepositions of direction:

a. Prem drove Milan ……… the airport.

b. The plane landed ……. the runway.

c. The kids climbed …... the monkey bars.

d. Manish and Richa moved the table ……. the dining room.

e. Ganesh almost fell ……... the river.

f. Lalit and Sarita took the bus that was heading…… the university.

Answers:

a. Prem drove Milan to the airport.

b. The plane landed onto the runway.

c. The kids climbed onto the monkey bars.

d. Manish and Richa moved the table into the dining room.

e. Ganesh almost fell into the river.

f. Lalit and Sarita took the bus that was heading towards the university.

b. Complete the sentences with the correct preposition from the brackets.

a. While we were hiking through the forest, we saw a mountain lion.

(across/through/along/under)
 b. The leopards walked in a circle round the baby giraffe before they
attacked.(into/towards/round/through)

c. Go out of the building and turn left. (into/up/off/out of)

d. She ran away from home when she was eighteen. (towards/away

from/down/across)

e. Raindrops ran down the windscreen making it difficult to see the road.
(into/up/down/over)

f. Hemanta put the plate onto the table and began to eat his dinner.

(onto/into/up/off)

g. The frightened deer disappeared into the forest. (up/onto/into/toward)

h. We were driving towards the City Centre when we had an

accident.(up/into/towards/along)

i. The smoke from the fire went up into the sky. (into/up/to/onto)

Unit 4

Past Simple

Overview

➢ The simple past tense describes a completed action in a time before now and things that
happen one after another in the past.
Structure Affirmative Negative Interrogative
Sub+v2+obj Sunita phoned her teacher Sunita did not Did Sunita phone
yesterday. phone her teacher her teacher
yesterday. yesterday?

➢ Usage:
-With the time adverbials, like ‘ago, yesterday, last, those days and in the past: I met her
yetserday.
- To indicate past habits: Sanjay used to cry a lot.
-With ‘in + past time’: England won the World Cup in 2006.
➢ There are two major forms of simple past tense: Regular and Irregular
 Regular Irregular
Regular verbs are verbs whose Irregular verbs are verbs whose simple
simple past are formed by adding the past cannot be formed by adding the suffix ‘-
suffix ‘-ed’ and ‘-d’. ed’ and ‘-d’.
Examples: Examples:
Live- lived Become- became
Play- played Sing- sang
Arrive- arrived Get- got
Appear- appeared Throw- threw
Hear- heard Cost- cost
Occupy- Occupied Put- put
1. Complete the texts below using the correct past forms of the verbs from the bracket.

a. The Maya established a very advanced civilisation in the jungles of the Yucatan. However,
their culture……………. (disappear) by the time Europeans first …………… (arrive) in the
New World.

b. When I ………(turn) on the radio yesterday, I ……….(hear) a song that was popular when I
……(be) at the basic level of my study. It ……….. (take) me back to some old memories.

c. I was looking for a job. I……….(apply) for a job last week. Fortunately, I…… (get) it and
now I am a job holder.

ANSWERS:

a. The Maya established a very advanced civilisation in the jungles of the Yucatan. However,
their culture had disappeared by the time Europeans first arrived in the New World.

b. When I turned on the radio yesterday, I heard a song that was popular when I was at the
basic level of my study. It took me back to some old memories.

c. I was looking for a job. I applied for a job last week. Fortunately,

I got it and now I am a job holder.

2. Choose the correct words from the list and complete the sentences with the correct
verb form.

teach, write, see, get up, throw, cost

a. Newton saw an apple falling from the tree.

b. Ramesh Bikal wrote many popular stories.
 c. My jacket is expensive. It cost me Rs 5000.
d. She got up early in the morning yesterday.
e. When I was small, my father taught me at home.
f. Why did you throw the cap away?
3. Put the verb into the correct form and complete the sentences.
a. I went to see the film, but I…………..it. (not/enjoy)
b. I…………..Rojina in town in a few days ago. (meet)
c. It was very warm, so I………..my coat. (take off)
d. Though the bed was very comfortable, I………very well. (not/sleep)
e. I ............. new job last week. (start)
f. He ................ too busy in the office yesterday. (be)
g. Nita…………. her to the party, but she didn’t come. (invite)

Answers:

a. I went to see the film, but I did not enjoy it.

b. I met Rojina in town in a few days ago.
c. It was very warm, so I took off my coat.
d. Though the bed was very comfortable, I did not sleep very well.
e. I started new job last week.
f. He was too busy in the office yesterday.
g. Nita invited her to the party, but she didn’t come.

Unit 5

Simple Future Tense:Will and Be Going To

Overview

➢ The simple future tense describes an action or condition that will begin and end in the
future.
➢ Usage:
- To express the speaker’s opinions, speculations and assum ptions about the future: It
will rain tomorrow.
-To make offer, promise, plan, prediction, intention or decision: I am going to meet my
uncle.
Structure Affirmative Negative Interrogative
sub +shall/will + v1 I shall help. I shall not (shan’t) Shall I help?
+obj help.
They will play They will not (won’t) Will they play
cricket. play cricket. cricket?
sub +be going to + v1 We are going to visit We are not going to Are we going to visit
+obj her this evening. visit her this evening. her this evening?
➢ ‘Will’ and ‘be going to’ are used interchnageably to refer to future actions in spoken and
written English.
➢ However, it is imperative to undertsand that there are some differences between these
two:
Will Be going to
-Used with recent decisions, certain -Used with the events that were
futures, and predictions. previously decided on.
-It expresses intention alone. -It expresses an intention of plan in
advance.
-The speaker is not certain. It expresses the speaker’s feeling of
certainty about a future action.
Examples: Examples:
- She will call you. - It is going to rain soon. There is cloud
over the sky.

A) Match the following expressions with their functions:

a. Rita: What do you want to take?

John: I'll have tea, please.
b. Andrew: Are you free this evening?
Bill: No, I am going to meet my uncle.
c. The day will be lovely tomorrow.
d. There's no cloud in the sky. It's going to be a lovely day.
e. Don't worry. I won't tell anyone.
f. I'll take you to the movies if you like.
g. I'll tell your parents what you did.
 Functions: Promising, Threatening, Deciding, Expressing a prior plan, Predicting a future
action, Offering, Predicting with evidence

Answer: a. Deciding, b. Expressing a prior plan, c. Predicting a future action, d. Predicting

with evidence, e. Promising, f. Offering, g. Threatening

B) Choose the correct answer.

a. A: Are you busy this evening?

B: Yes, I………………. the movies. (Will go/am going to)

 Yes, I am going to the movies.

b. A: Where are you going for holiday this summer?

B: Not sure yet. Maybe I……….to Ilam. (Will go/am going to)

 Not sure yet. Maybe I will go to Ilam.

c. I think you……...like this movie. (will /are going to)

 I think you will like this movie.

d. I can't join you at the party, I………...be away for two weeks. (will /am going to)

 I can't join you at the party, I am going to be away for two weeks.

e. This exercise looks really hard. I ….. help you. (will/am going to)

 I will help you.

f. A: Hello. Can I speak to Sima, please?

B: Just a minute. I………get her. (will/am going to)

 Just a minute. I will get her.

g. Perhaps she………pass the exam. (will/is going to)

 Perhaps she will pass the exam.

h. ‘I haven't got my phone.' ‘That's OK. I………...lend you mine.' (will/am going to)

 'I haven't got my phone.' ‘That's OK. I will lend you mine.'

C) Complete the sentences using will or be going to with the verbs.

 a. Hari: Did you call Bina?

Prem: Oh, I forgot. I will call her now. (call)

b. Sunita: Have you got a ticket for the play?

Hema: Yes, I am going to watch it on Saturday. (watch)

c. ‘ The alarm is ringing. It’s making an awful noise.' ‘OK, I will switch it off.’ (switch)

d. Do you think they will like the presents we got for them? (like)

e. 'Lok is starting university tomorrow.' ‘What he is going to study?’ (he/study)

f. If I meet him, I will tell him the news. (tell)

g. The phone is ringing. I will answer it. (answer)

h. If you don’t stop bullying her, I will tell the teacher. (tell)

Unit 6

Concord/Subject-Verb-Agreement

Overview
➢ Subject-verb agreement is the correspondence of a verb with its subject in person (first,
second, or third) and number (singular or plural).
➢ Subject-verb agreement means choosing the correct singular or plural verb after the
subject.
➢ Some of the rules of Concord (Only relevant) are presented below:

Rule 1 The verb and subject must agree in number (singular or plural) This means
that if the subject is singular, the verb should be singular and if the subject is plural,
the verb should also be plural.
Examples: 1. He plays football. (SINGULAR) 2. They play football. (PLURAL)

Rule 2 The number of the subject (singular or plural) will not change due to
words/phrases in between the subject and the verb.
Examples: 1. One of the glasses is empty. (Here, since the subject is ‘one’, the verb
should be ‘is’). 2. The bouquet of red roses smells so sweet. (Here, since ‘bouquet’ is the
subject and not ‘roses’, the verb should be ‘smells’ and not ‘smell’)

Rule 3 Subjects that are joined by ‘and’ in a sentence, use a plural verb. Subjects
that are joined by ‘either/or’, neither/nor’ use a singular verb.
Examples: 1. Radha and Meera are coming home. 2. Neither Akshay nor Rohit is coming
home. 3. My dad or my mom is arriving today.

Rule 4 The verb in a sentence containing ‘or’, ‘either/or’, ‘neither/nor’ agrees with
 the noun or pronoun closest to it.
Examples: 1. Neither the shoes nor the bag matches the dress. (Here, ‘bag’ is closest to
the verb, hence ‘matches’) 2. Neither the bag nor the shoes match the dress. (Here,
‘shoes’ is closest to the verb, hence ‘match’)

Rule 5 When the subject is followed by words such as ‘as well as’, ‘along with’,
‘besides’, ‘not’ etc. ignore them and use a singular verb if the subject is singular.
Examples: 1. Matt, as well as his dog, is expected shortly. 2. Pratik, along with his
brother, is going to school.

Rule 6 In sentences that begin with ‘here’, ‘there’, the true subject usually follows
the verb. Examples: 1. Here are the chocolates. 2. There is a big puddle on the road.

Rule 7 In sentences that include sums of money, periods of time or distances etc. (as
a unit), use singular verbs.
Examples: 1. 500 rupees is a high price to pay. 2. 62 years is the minimum age of
retirement. 3. 10 kilometers is too far to walk.

Rule 8 In the case of words such as ‘a lot of’, all’, ‘some’ etc. in a sentence, pay
attention to the noun after ‘of’. If the noun after ‘of’ is singular then use a singular
verb, if plural, use a plural verb.
Examples: 1. All of the cake is gone. 2. All of the cakes are gone. 3. A lot of the cake is
gone. 4. A lot of the cakes are gone. 5. Some of the cake is gone. 6. Some of the cakes are
gone.

Rule 9 In the case of collective nouns such as ‘group, ‘population’, ‘family’, in a

sentence, the verb can be singular or plural depending on their use in the sentence.
Examples: 1. Most of my family is here OR are here. 2. Half of the population was
against the bill OR were against the bill.

Rule 10: Nouns such as ‘mathematics’, ‘civics’, ‘news’ etc. while plural in form, are
singular in meaning and use singular verbs.
Examples: 1. Mathematics is very difficult for some people. 2. The news is very
saddening.

Rule 11: The number of + …… + plural noun + singular verb +…… whereas A
number of + plural noun +plural verb+……
Examples: The number of boys is increasing. A number of boys are absent today.

A. Complete the sentences by choosing the correct verbs from the brackets.

a. Everyone …… (has/have) problems in their life. Countries also …… (has/have)

problems, and so …… (do/does) the world. One of the greatest problems …… (is/are) the
growing population. The population in some countries …… ( is/are) huge.
 b. A number of my friends …… (love/loves) riding bicycles, but neither my brother nor my
sister …… (own/owns) a cycle. At 4 o’clock, either my mother or father …… (is/are)
coming to pick me up in a car.
c. The pair of shoes on the floor …… (is/are) mine. The shoes …… (was/ were) made in
China. The three thousand rupees I spent on them …….. (was/were) worth it.

Answers:

a. Everyone has problems in their life. Countries also have problems, and so does the
world. One of the greatest problems is the growing population. The population in some
countries is huge.
b. A number of my friends love riding bicycles, but neither my brother nor my sister owns
(own/owns) a cycle. At 4 o’clock, either my mother or father is coming to pick me up in
a car.
c. The pair of shoes on the floor is mine. The shoes were made in China. The three
thousand rupees I spent on them was worth it.

B. Are the following sentences correct? If not, correct them.

a. Every one of the workers receive the same benefits.

- Every one of the workers receives the same benefits.

b. There is two gerbils in my bathroom.

- There are two gerbils in my bathroom.

c. Both of my friends live in Kathmandu.

- Both of my friends live in Kathmandu.

d. Scissors is used to have our hair cut.

- Scissors are used to have our hair cut.

e. You and your friends are welcome to join us

- You and your friends are welcome to join us

f. Are the news on at five or six?

- Is the news on at five or six?

g. The man with all his children live in the city.

- The man with all his children lives in the city.

 h. Mathematics are Prem’s favourite subject, while Economics is Alina’s favourite subject.

- Mathematics is Prem’s favourite subject, while Economics is Alina’s favourite subject.

Unit 7

Transitive, intransitive and linking verbs

Overview

There are different forms of verbs:

Transitive Intransitive Linking

A transitive verb requires a
direct object to make sense.
Example: He proposed her.
An intransitive verb does not
need an object to make
complete sense.
Example: They laughed.
A linking verb connects the
subject of a sentence to an
adjective, noun, or pronoun
that completes the meaning of
the verb.
Example: I am a student.

Underline the verb in each sentence and write whether it is transitive, intransitive or
linking.

a. His father looks handsome. (Intransitive)

b. Bhawana drinks milk every day. (Transitive)
c. He became a watchman. (Intransitive)
d. This bread smells good. (Intransitive)
e. The dog barked loudly. (Intransitive)
f. He chased the dog. (Transitive)
g. My sister swims fast. (Intransitive)
h. He painted a picture. (Transitive)
i. Radhika always asks questions. (Transitive)
j. Anjana has a long hair. (Linking)

Unit 8

Present Simple and Present Continuous

Overview

Present Simple Present Continuous

Structure: sub + v1 /v5 +obj Structure: sub +is/am/are + v4 + obj
I/We/They/You play football. We/You/They are playing football.
He/She/It plays football. He/She/It is playing football.

Usage: -To indicate facts and habits,
universal/general truth
- With the time adverbials, such as always,
often, never, everyday, sometimes,
generally, seldom, usually, nowadays,
mostly, these days, and occasionally.
I am playing football.
Usage: - To indicate the things that are happening
at the moment of speaking.
- With the time adverbials, such as now, at the
moment, and at present.

A. Put the verb into the correct form, present simple or present continuous.

a. Nisha …… (speak) English very well.

b. Hurry up! We …… (wait) for you.

c. Excuse me! …… (you/speak) English?

d. She …… (have) a shower in bathroom.

e. How often …… (you/read) a newspaper?

f. You can turn off the radio. I …… (not/listen) to it.

h. I usually …… (get up) at 5 o'clock every morning.

i. Look! The river …… (flow) very fast.

j. Amrita …… (not/seem) very happy at the moment.

Answers:

a. Nisha speaks English very well.

b. Hurry up! We are waiting for you.

c. Excuse me! Do you speak English?

d. She is having a shower in bathroom.

e. How often do you read a newspaper?

f. You can turn off the ratio. I am not listening to it.

h. I usually get up at 5 o'clock every morning.

i. Look! The river is flowing very fast.

j. Amrita doesn't seem very happy at the moment.

B. Are the underlined verbs in the correct form? Correct them where necessary.

a. Water boils at 100° C.

b. The water boils. Can you turn it off?

c. I must go now. It gets late.

d. This sauce's tasting really good.

e. I'm thinking this is your key.

f. Are you believing in God?

g. I usually go to school on foot.

h. Look! That man tries to open the door of her car.

i. The moon is going round the earth.

j. I'm getting hungry. Let's go and eat.

Answers :

a. Water boils at 100° C.

b. The water is boiling. Can you turn it off?

c. I must go now. It is getting late.

d. This sauce tastes really good.

e. I think this is your key.

f. Do you believe in God?

g. I usually go to school on foot.

h. Look! That man is trying to open the door of her car.

i. The moon goes round the earth.

j. I'm getting hungry. Let's go and eat.

Unit 9

Should and had better

Overview
 ➢ We use modal verbs ‘should’ and ‘had better’ while giving suggestions or advice (Or
telling whether something is good or not).
➢ There are some differences in the usage of these two modal auxiliaries:
Should Had better
Used to give advice about general things Used to give advice about specific things
-You should give up smoking. - It might rain. You’s better take an
umbrella.
It tells us whether something is right or It tells us what is the best thing to do in a
wrong (But it usually applies coercive, situation (Especially about the sistuation
harsh or critical tone): You should be that is happening now; it is not coercive
serious towards your study or else you will and critical): You had better hurry or else
not pass your exam. you’ll miss the bus.

A. Complete the sentences with should or shouldn't. Use one of these verbs.

drink visit leave roam quit

a. You have really done a wonderful job. I recommend you …… it.

b. That's a very dangerous area. Tourists …… there.

c. I'm going to be late. Do you think I …… now?

d. Children …… sugary drinks. It's not very healthy.

e. I have lots of homework. I …… here and there today

Answers:

a. You have really done a wonderful job. I recommend you shouldn't quit it.

b. That's a very dangerous area. Tourists shouldn't visit there.

c. I'm going to be late. Do you think I should leave now?

d. Children shouldn't drink sugary drinks. It's not very healthy.

e. I have lots of homework. I shouldn't roam here and there today.

B. Put in had better or should.

a. I think you …… learn English to enroll a university course.

b. It's a great film. You …… go and see it.

c. I have to meet my friend in ten minutes. I …… go now or I'll be late.

 d. These biscuits are delicious. You …… try one.

e. We …… get to the airport by 2 pm or else we may miss the flight.

f. When people are driving, they …… keep their eyes on the road.

g. I …… get up early tomorrow. I've got a lot to do.

Answers:

a. I think you should learn English to enroll a university course.

b. It's a great film. You had better go and see it.

c. I have to meet my friend in ten minutes. I should go now or I'll be late.

d. These biscuits are delicious. You should try one.

e. We should get to the airport by 2 pm or else we may miss the flight.

f. When people are driving, they should keep their eyes on the road.

g. I should get up early tomorrow. I've got a lot to do

Unit 10

Connectives: Contrast Markers

Overview:

➢ A conjunction is a word that connects elements of a sentence, such as words, phrases, or

clauses.
➢ There are many kinds of connectives, which connect clauses to show different things like
cause, effect, time, place, purpose, condition, comparison, concession and so on.
➢ Here, we will focus on the connectives that are used to show contrast or unexpected result
(concession clauses).
Connectives Usage Examples
Though/ Although/ Used to connect a Though/Although/Even though he
Even though situation and an was angry, he smiled gleefully.
unexpected result. They He smiled gleefully
are always used with though/although/even though he
situations. was angry.
In spite of/ Despite Used to connect a In spite of/Despite his anger, he
situation and an smiled gleefully.
unexpected result. He smiled gleefully in spite
However, the situation of/despite his anger.
should be a noun phrase.
 However/Nevertheless Used with the second He was angry;
statement when it is however/nevertheless, he smiled
contrary to the first gleefully.
statement
But Used to join two He can sing, but can’t dance.
opposing or contrasting
statements.
(Only with the
coordinating clauses:
the sentences of equal
importance)

A. Complete the following sentences with however, although or in spite of.

a. In spite of the fact that he is an octogenarian; he still leads an active life.

b. I still enjoyed the week although the weather was bad.

c. He has passed MA; however, he hasn’t got a job.

d. Although I had a headache, I enjoyed the movie.

e. Ramila didn’t get the job in spite of the fact that she had all the necessary
qualifications.

f. In spite of the fact that he had no money, he bought the car anyway.

g. We can go to the park for lunch; however, the weather report says it's going to rain.

h. Although I speak English well, my first language is actually Maithili.

B. Combine the following sentences using the words given in brackets.

a. He was annoyed. He didn’t say anything. (although)

b. Playing the stock market is exciting. It can be risky. (however)

c. He works slowly. He never makes a mistake. (even though)

d. It was raining. We still went to the park. (in spite of)

e. Hark bought the watch. It was expensive. (despite)

f. He is very poor. He wears expensive clothes. (but)

Answers:
 a. Although he was annoyed, he didn't say anything.

b. Playing the stock market is exciting; however, it can be risky.

c. Even though he works slowly, he never makes a mistake.

d. In spite of the fact that it was raining, we went to the park.

e. Despite being expensive, Hark bought the watch

f. He is very poor, but he wears expensive clothes.

C. Rewrite the following sentences using (a) although and (b) in spite of.

a. He had very little time, but he offered to help us.

 Although he had very little time, he offered to help us.

In spite of being very poor, he offered to help us.

b. She is very poor, but she still wears expensive clothes.

 Although she is very poor, she wears expensive clothes.

In spite of being very poor, she wears expensive clothes.

c. He's a millionaire, but he lives in a very small flat.

 Although he's a millionaire, he lives in a very small flat.

In spite of being a millionaire, he lives in a very small flat.

d. They have a lot of money, but they are still not happy.

 Although they have a lot of money, they aren't happy.

In spite of having a lot of money, they are not happy.

e. The traffic was heavy, but we got there in time.

 Although the traffic was very heavy, we got there in time.

In spite of the very heavy traffic, we got there in time.

Unit 11

Relative Clauses
Overview
➢ ‘Who, whom, whose, which, where and what’ are the relative pronouns.
➢ Relative clauses are dependent clauses that give the reader more information about
another noun in the sentence.
➢ We use relative clauses to describe or give extra information about something we have
already mentioned.
➢ Thre are two major types orf relative clause: Defining and Non-defining.
➢ Defining relative clauses give us essential information – information that tells us who or
what we are talking about. We don’t use commas to separate them from the rest of the
sentence. Example: I didn’t know the woman who was at the gate.
➢ Non-defining relative clauses give us extra information which isn't absolutely necessary.
We use commas to separate them from the rest of the sentence, unless they come at the
end of the sentence, when we use a comma and a full stop. Example: My father, who’s
55, writes books.
Relative Usage Examples
Pronouns
Who used for a person as a subjective My brother, who lives in Japan,
case calls me daily.
Whom used for a person as an objective Sita, whom everyone loves, is an
case actress.
Whose used for a person as a possessive Rohan, whose car was stolen, is
case crying now.
Where used to indicate a place Jhapa is the place where I was
born.
Which/That used for things/places as a The sweeter that you bought is very
subjective or objective case attractive.
What Used to refer things as a subjective I can’t give what you want.
or objective case

A. Complete the following sentences with ‘who’, ‘where’, ‘which’, or ‘whose’, and write
whether the clauses are defining or non-defining.

a. That’s the house where I was born. (Defining)

b. My aunt Nita, who is a journalist, is coming to visit next week. (Non-defining)
c. People who like outdoor activities will love our holiday package. (Defining)
d. Monsoon, who is a journalist, is coming to visit next week. (Non-defining)
e. They went to the cinema at New Road, which was built last year. (Non-
defining)
f. The Mayans, who lived in Central America, built many stunning temples. (Non-
defining)
g. That’s the girl whose brother is in your class. (Defining)
h. The snake which was in the garden last week belongs to our next-door
neighbour. (Defining)
 i. I sometimes go and study in my local park, where I can get some fresh air. (Non-
defining)
j. The hotel, where we’ve stayed at several times, is simple but clean. (Non-
defining)

B. Join the following pairs of sentences with appropriate relative clause.

a. He is a musician. His albums have sold millions.

 He is a musician whose albums have been sold millions.

b. Amelia speaks English and Chinese fluently. She is from Shanghai.

 Amelia, who speaks English and Chinese fluently, is form Shanghai.

c. That's the stadium. Real Madrid plays there.

 That's the stadium where Real Madrid plays.

d. Dublin is my favourite city. It is the capital of Ireland.

 Dublin, which is my favourite city, is the capital of Ireland.

e. The person was really helpful. They spoke to him.

 The person to whom they spoke was really helpful.

f. This smartphone takes great photos. I bought it last week.

 The smart phone, which I bought last week, takes great photos.

Unit 12

Wish

Overview
➢ We use the verb wish or the phrase if only to talk about things which we want but
which are not possible.
➢ Wish + past simple is used to express that we want a situation in the present (or
future) to be different: I wish I had a big house.
➢ Wish + past continuous is used to express that we want to be doing a different
action in the present (or future): I wish it weren’t raining.
➢ Wish + past perfect is used to express a regret, or that we want a situation in the
past to be different: I wish I had studied harder.
➢ Wish + would + bare infinitive is used to express impatience, annoyance or
dissatisfaction with a present action: I wish he would understand me.
A. Express your wishes in the following situations in three different ways. Use I wish/If
only…….

a. You don’t have a mobile phone (You need one).

- I wish I had a brand-new cell phone.

-If only I could get an iPhone X.

-I wish I had a mobile phone.

b. You don’t know the answer of a question from the lesson.

- I wish I had paid more attention during the class.

-If only I had revised the lesson once.

-I wish I had a private tutor.

c. You can’t play the guitar.

- If only I knew how to play guitar.

-I wish I had joined a music class.

-I wish I was taught music at my school.

d. It’s cold.

-I wish I had a warm jacket.

-I wish there was a fireplace nearby.

-If only I had a gas heater.

e. You are feeling sick.

-I wish I had a strong immunity power.

-If only I could visit a doctor.

-I wish I could afford to go to a hospital.

f. You live in a crowded city.

- I wish I could fly to a lonely island.

-If only I had a magic to fly.

 -I wish I had a country home.

g. You feel lonely.

-I wish I had a girlfriend.

-If only I could invite my friends here.

-I wish I could go to my friend’s house.

B. Rewrite the following sentences making correction if necessary.

a. I wish my father bought me a bike.

b. I wish I would write poems.
c. I wish I could remember her name.
d. I wish I had a good job.
e. I wish I would be rich.

Answers:

a. I wish my father had bought me a bike.

b. I wish I could write poems.
c. I wish I had remembered her name.
d. I wish I had a good job.
e. I wish I were rich.

Composition

Unit 1

a. All children have the right to quality education. How can we ensure this right to every
child? Discuss the role of the government and the parents to make sure that every child
can attend school. [8]

Ans:

Victor Hugo, a famous French writer and politician, once stated: “He who opens a school
door, closes a prison.” This statement speaks volumes about the paramount essence of
education. All of us acknowledge the fact that education is the key for success and betterment
of society. In this regard, educating children is utterly necessary.

Children without education are like the birds without wings. All children have the right to
quality education. Education combined with knowledge and skills can enable them to fulfill
all the common necessities of daily life. However, the right to education is not available to all
children. Millions of children are still reported to have been deprived of this fundamental
right.
 Different factors are preventing children from getting quality education. For many
underdeveloped countries and economically struggling parts of the world, education is a
luxury that is often unaffordable to most. The economic situation and a low level of
education in Nepal are the main reasons why children are forced to struggle for survival from
an early age, leaving no time for education. Many families do not have enough money even
for the basic needs, which is why children in such families have to work from an early age.
Likewise, the lack of qualified teachers, inadequate teaching materials, and poor sanitation
are some of the reasons why many Nepalese children do not receive a quality education.

For ensuring the right to basic and quality education to all children, the government, civil
society, parents, political unions and leaders, and all the responsible individuals and
institutions have to put in their combined efforts to fight against the barriers of quality
education, including superstition, discrimination, and poverty. Efforts concentrated on
overcoming the causes will simultaneously nullify the effects, and the solution is quality
education accessible to all.

b. Do you think that there is still discrimination between sons and daughters in terms of
providing education in our country? What strategies do you suggest to overcome such
discrimination against girls? [8]

Ans:

It is said that both son and daughter are equal. But in action such is not the case.
Numerous governmental and non-governmental publications report the issues of
discriminations between sons and daughters in terms of providing education in the under-
developing countries, like Nepal. This trend is more common in the rural areas compared
to the urban areas.
Several factors are responsible for such inequality. Discriminative gender based
socio-cultural traditions with far wider preference and privileges to the sons are still
prevalent in Nepal. In fact, this is the beginning point of gender inequality. Poverty, lack
of awareness, early marriage, superstition, conflict and violence are some other reasons
behind uneven educational access.
Eliminating the ill practice of preferring sons to the daughters is a must as the
primary step in the line of eliminating discrimination between the sons and the daughters.
For this, wider and effective awareness campaign should be conducted to urge the people
to stop discrimination right from their homes and families. Implementing harsh rules
against the discriminatory practices can be another important way to put an end to the
gender inequality prevalent in any part of the world.
Gender equality is not only a fundamental human right, but a necessary
foundation for a peaceful, prosperous and sustainable future. Eradicating gender issues
means a world where women and men, girls and boys all enjoy equal rights, resources,
opportunities and protections.
 c. A Chinese philosopher Confucius said, "If your plan is for one year, plant rice; if your
plan is for ten years, plant trees; if your plan is for one hundred years, educate children."
What is the meaning of this saying? Elaborate this with examples. [10]

Or
“Education empowers a person”. Elaborate this statement giving examples of your
personal experience. [10]

Ans:

An ancient Chinese teacher, philosopher and political thinker, Confucius stated: "If your
plan is for one year, plant rice; if your plan is for ten years, plant trees; if your plan is for one
hundred years, educate children." The Chinese educational advocate sees education as a strong
pillar of change and development. Education empowers a person, who in turn, contributes in
making the world a better place.

Education enlightens the individuals by removing the darkness in the form of ignorance
and superstition. According to this saying, education has long-term benefits rather than
immediate returns. If we start educating the young children from now on, it will take several
years to complete their schooling process, and even decades to harvest the fruit. Seen from this
light education is a type of farming which takes many years to yield. However, unlike seasonal
cultivation, harvest from education lasts for a very long period of time.

A person becomes more self-aware of how much s/he can learn when s\he reaches a
certain level of education that makes her\him think about his/her future and how s\he can achieve
the goals. It also helps to develop critical thinking, build constructive and healthy relationships,
and acquire life skills. Young people without the right skills will never reach their true potential,
which will ultimately lead to their exclusion from active participation in society. Moreover, it
helps us grow as individuals and even as a society. By learning more about ourselves and the
world around us, we can become better people. With this knowledge, we can improve our lives
and change the way we live our lives.

It is important to note that with education and learning comes a better understanding of
the right and wrong which inspires problem-solving skills. In the present times, where the world
is already facing the consequences of global warming and climate change, it comes as a fool-
proof remedy that education and learning can change ones’ perspective and help them unite
together to find better alternatives, innovate for change and work towards saving the only planet
we have to call home.

In this way, education is one of the most important tools that can empower people with
knowledge, skills and values they need to build a better world. The belief that quality education
can help reduce poverty and inequality comes from recognition that education is a basic human
right.
 d. Write in three paragraphs of an event that you always remember. [7]

Ans:

The Most Memorable Event

Life is a journey. In this tour, we mostly have to undergo a number of monotonous

challenges. However, life provides us with some magical and memorable experiences, too, to

keep us abreast. I also have had many such unforgettable moments. Today, I will be sharing a

very special episode from my life.

It was my tenth birth anniversary. Many of my close relatives also came to our home for

my birthday celebration. I again felt the joy we had as a kid when our birthdays were celebrated

with friends, family and neighbours at home. I felt nostalgic by the ambience of my birthday. I

again felt like a child and was really enjoying being pampered. Birthdays are so much fun with

family. It remind of all the wonderful birthdays we have celebrated together.

In the morning on my birthday, we went for shopping and my parents spent heavily on

me. I was feeling as if it's not my birthday but my engagement or wedding. I was really touched

by the love and affection I got from my parents and close family members who attended my

birthday celebration. I can never forget this day.

Unit 2

a. Write a couple of paragraphs on ‘My School Library’. [7]

Ans:

My School Library

My school has a big library with a large collection of books related to various disciplines.
We have our library period twice a week. Every class has a library period in their weekly
schedule. I am fond of going to the library as I am able to read my favorite storybooks. My
school library is decorated nicely. It is a large hall, fully ventilated, and properly lighted. There is
a big seating place meant for students in middle. We all usually sit in rows. The books are
arranged around the sitting place.
 Our librarian is a lady with sweet nature. Whenever we ask for any of the books, she
smiles and gives the book to us. Different English and Nepali newspapers and magazines are also
available in the library for reading. We can borrow most of the books from our library. The ones
which cannot be issued are meant for reading in the library itself. The books we issue have to be
handled with proper care. If the book is damaged, lost, or returned lately, we have to pay fine.

b. Write some paragraphs on ‘Moral Values’ or ‘Moral Values I Like the Most’. [7]

Ans:

Moral Values

Moral values are the principles of good and evil, which shows a person’s behavior and
judgments. A person may embrace moral values from society and government, religion, or self.
They are derived from the family as well. Moral values can be adjusted to some extent if they
become a cause of pressure. Teens these days are more inclined towards seeking happiness rather
than esteeming moral values. This may be attributed to the growing influence of western culture.

A person without good values is considered to hold a disagreeable character, and the
society will start judging the person according to his/her behavior. The competitive world of ours
has made every person kill his/her moral Value for their development and growth. Such mean
and unethical activities like dishonesty, telling lies for your benefit, hurting others, and even
many worse things should be avoided.

Our society is filled with immoral people who find every scope to deceive others through
their activities. The young ones acquire more things by observing their elders, and they mimic
the same way their elders behave. It is the duty of elders like parents, teachers, etc., to grow the
future generation with more moral values sowed in them by improving their behavior.

Respect, honesty, truthfulness, compassion, generosity, kindness, thankfulness,

sympathy, empathy, cooperation, discipline and love are some of the well-noted moral values.
Among them, respect is the value I appreciate and pursue the most. Respect is a vital moral value
that children have to learn about early on: A young child must learn to respect all people
regardless of their age, religion, nationality, beliefs, or point of view. You can set an example for
your child by speaking respectfully towards others. Show your child you respect everyone
regardless of their age, race, religion, status, etc. Another thing children must realize is that many
people stomp on others to get ahead in life in our extremely competitive and sometimes
unforgiving society. That is precisely why every student must be taught from a young age to
respect every religion, race, culture, and lifestyle. It is essential that children learn that their
success in life should not be based on the failures of others.

Unit 3

a. Explain the advantages and disadvantages of the social media giving your position on it.
[10]

Or
 Does social media have positive impact in our society? Discuss. [7]

Ans:

Social media is a unique and dynamic medium which has become a part of our daily
lives. It can be defined as a collective term of web sites and applications that enable users to
create and share content or to participate in building the virtual networks and communities. It has
both positive and negative connotations.

Social media has some proven positive impacts in the society. The platforms, like
Facebook, Twitter, Instagram, and Viber, have assisted us to connect ourselves to family
members, friends and relatives who may be living in different corners of the world. These social
networking sites support people to share pictures and videos, and communicate with the people
of their choice. This makes our relationships stronger and brings families together in a way that
was impossible in the past. Likewise, social media allows the users to share their thoughts and
views, create their own content and receive the latest information and news. Online job portals
have equally been popular these days, and both the jobseekers and the employers have found this
platform to be very effective and economic. In fact, everything looks easier to do with social
media. In addition, it assists in education, business, research and many other noble causes.

Along with the benefits, social media comes with some cons too. Cyber bullying and
hacking are two prominent drawbacks of social media. A large number of people have been
badly impacted by these two evil forces. Another aspect is that it reduces the ability to
communicate face to face. Everyone uses social media to interact with others, and as a
result, they gradually lose their ability to communicate face to face. Excessive usage of
social media platforms has been linked to a variety of health issues in people. They become
sedentary due to their constant use of social media platforms at all hours of the day and
night. Issues related to sleep, depression, anxiety, and weight gain are the most noticeable
ones. Overwhelming addiction to social media has significantly cut off people from society
and natural world. It also fuels the spreading of fake news.

To sum up, social media has more positive aspects than the negative ones. It all
depends on us how to make use of this platform.

b. What is cyber bullying? What are its effects? How can it be stopped? [8]

Ans:

One of the worst aspects of social media is cyber bullying. It is the use of electronic
communication to bully a person, typically by sending messages of an intimidating or
threatening nature. The majority of people use false social media accounts to tease or mock
others.
 Cyber bullying can cause significant emotional and psychological distress. Cyber bullied
kids may experience anxiety, fear, depression, and low self-esteem. They also may experience
physical symptoms, and struggle academically. It changes the victims’ mood. Sometimes the
stress of dealing with it can go beyond one's handling capacity. The sufferers feel vulnerable or
powerless. This, in turn, can increase the feeling of fear, despair, worthlessness, vengefulness,
and disinterest. They also show the tendency of hurting themselves and people around them.
Eventually, they spend less time interacting with family and friends. And, in some cases
depression and thoughts of suicide may surface.

The issue of cyber bullying should be dealt with much care. Firstly, it is very important to
communicate the incidents of such crimes to the family or friends, and to the nearby civil
security forces. It's equally dangerous to tolerate such sinful acts no matter who is involved.
Learning to use the virtual platform of communication without causing any harm to the self and
others is probably the best way to prevent this new form of crime in the path of human
civilization.

Unit 4

a. How do you describe the pros and cons of feudalism? [7]

Ans:

Feudalism: Pros and Cons

Feudalism is a type of social and political system in which landholders provide land to
tenants in exchange for their loyalty and service. It is used to mean an exploitive system of
governance. Three primary elements characterized feudalism: Lords, vassals, and fiefs; the
structure of feudalism can be seen in how these three elements fit together. A lord was a noble
who owned land, a vassal was a person who was granted possession of the land by the lord, and
the land was known as a fief. In exchange for the fief, the vassal would provide military service
to the lord. The obligations and relations between lord, vassal, and fief form the basis of
feudalism. This outdated political tradition has some pros and cons.

There were some positive aspects of feudalism. Feudal system had the provision of social
and economic security to the lower class people. The landlord couldn't deprive the vassals of
their land and had to care for them during disability. It helped to develop the qualities like
loyalty, bravery, generosity, humility and courtesy. The vassals showed courteousness, loyalty,
and humility to the lords, and in return the lords revealed love and bigheartedness to the vassals.
Moreover, feudalism established social and moral trends. It showed the way for the rise of states
in modern times. Most importantly, it helped in strengthening kingdoms.

Feudalism had some cons, too. First of all, it brought class division in the society. The
poor led substandard life whereas rich and nobles led life with comforts and leisure. Moreover, it
gave rise to slavery system. It caused the absence of unity, peace, independence and sovereignty
among the states. The conflicts and wars were surfaced.

b. Write an email to your friend living abroad stating the contributions of Prithvi Narayan
Shah in the unification of Nepal. [7]

Ans:

From: xyznepal@gmail.com
To: merryjulia7@gmail.com
CC:
BCC:
Subject: About the Contributions of Prithvi Narayan Shah in the Unification of Nepal

Dear Julia,

I hope this email finds you well. As you had shown interest to learn about the history of
Nepal in your previous email, I have come up with brief information about a pivotal
Nepalese historical personality and his contributions.

When we talk about the history of Nepal, we can never skip of the name of a great
personality, Prithivi Nrayan Shah. King Prithvi Narayan Shah (1723–1775) was born in
the Shah dynasty of Gorkha on 11 January 1723 (27 Poush 1779 BS) After the death of
Narabhupal Shah on 25 Chaitra he became the king of Gorkha. He ascended to the throne
of Gorkha kingdom on 3 April 1743. He was interested in politics and diplomacy and had
interests in both visiting and conquering other countries since his days as prince. He
decided to enlarge his kingdom, which was confined to the small Gorkha region of
present-day Nepal and had an area of just 2,500 square km. He defeated major
principalities in wars and unified them under his rule starting from the 1740s, and
eventually moved his Gorkha Kingdom‘s capital from Gorkha region to Kathmandu in
1769. While he was successful at conquering the Kathmandu valley and the Sen
kingdoms further east, his efforts were limited in the west of his homeland. He then
attacked and absorbed dozens of other small principalities and gave a new name “Nepal”
to his Gorkha kingdom. The famous campaign began with the victory over Nuwakot on
27 September, 1744 (1801 BS). Shah and his men went on winning the key states,
including Makwanpur (1819 BS), Kirtipur (1821 BS), the three states of Valley (in 1824
BS), Chaudandi (1830 BS) and Vijayapur (1831 BS).

It was Prithvi Narayan Shah who helped in crafting the modern-day unified Nepal. This
letter cannot provide enough space to acknowledge all of his contributions. I will be
writing in depth about the campaign some other time. Good bye.

With Regards,
XYZ

Unit 5
 a. Write a couple of paragraphs about an interesting dream that you have had. [7]

Ans:

An Interesting Dream

Dream is a part of our life. We have all sorts of dreams: pleasant, scary, and funny.
Today I am sharing a dream with the mixture of dread and pleasure. This dream occurred to me
while I was in grade 10. I had a dream about a weird and terrifying creature.

In my dream, I was walking through a desert. It was then, I met a mysterious animal. I
had not seen that animal before. When it came to me, I asked him his name. He said that his
name was dinosaur. Still I could not believe my eyes. It was a baby dinosaur. I was scared but, to
my surprise, it did not harm me. Then, I took care of the baby dinosaur. It grew up. It became my
friend. It was indeed an admirable friendship. A dreadful drought struck our locality. We got
little rain. There was no crop. People were starving. The dinosaur also could not get water and
food. Still it did not break the friendship. It went wherever I went. One day it narrated its
sufferings and cried. I realised that the dinosaur was really on the verge of death. But I was
helpless. It was a desert where water was impossible to be found. After a moment, the dinosaur
forgot the friendship and began to yawn. He tried to satisfy his hunger by swallowing me. I was
afraid of the large mouth of the dinosaur. Then I began to run and save my life. The dinosaur too
ran after me. I shouted for help. Then my mother woke up and splashed water on me. I got up.
The dream was suddenly broken. At that time I was sweating and trembling. My mother said that
it was only a dream.

Unit 6

a. Healthy citizens are the greatest asset of a country. What can a state do to keep her citizen
healthy? [8]

Ans:

In 1860, an eminent American poet, writer and philosopher, Ralph Waldo Emerson,
wrote: “The first wealth is health.” This quote reminds us that good health is the foundation on
which to build—a life, a community, and an economy. Similarly, a popular British politician and
reformist, Winston Churchill, once said: “Healthy citizens are the greatest asset any country can
have.” The former British Prime Minister hints at the fact that the grandest natural wealth of a
nation is her people. Her success relies on how healthy they are. Healthy population lives longer
and prospers quickly.

Health enables us to live a good life, to contribute and actively engage with our
community and to drive a strong economy. The country which doesn't give emphasis on the
health of the citizens is proven to have poor economic growth rate. Hence, it is important to
prioritize quality health care system. Every citizen should have an easy and affordable access to
proper health facilities.

Both the state and the individual have an equal role in ensuring the health of nation.
Government should provide quality health, nutritious food, adequate water supply, sanitary
system and basic health infrastructure to her citizen. Healthy communal behaviours should be
promoted. Prevention of the communicable disease should be kept as the most important agenda
in the development planning. People should be protected from environmental health hazards.
There should be provision of easy health services. The number of health centres and hospitals
should be increased, especially in the remote parts of the country.

b. Write an essay on the benefits of yoga. [10]

Ans:

Benefits of Yoga

Yoga is a Sanskrit word which means union and discipline. It is an old art in which body
is connected with mind. It is a type of exercise through which all the elements of body are linked
with mind with the help of meditation and relaxation. In simple, it is the act of emptying the
mind to have interaction with the inner self. Body and soul get connected through this breathing
exercise. Moreover, a balance between body and soul is possible only through yoga. One learns
to control movement of different organs of body thereby linking body with soul. Practising yoga
is has many health benefits.

Many people view yoga as just a fancy form of stretching. However, it is exclusively
beneficial exercise. First of all, it is a rich source of releasing stress and anxiety. One can control
his or her body through meditation. It teaches discipline and unity. Furthermore, it strengthens
our soul and gives us sweet feelings of healthiness. Not to mention, it sharpens our wit and
improve our intelligence. It enhances social well-being and helps to connect us with nature and
its beauty releases the negative thought and finish element of negativity. It develops a high level
of patience and confidence. It boosts our intelligence, too. Moreover, it is one of the best forms
of exercise to maintain good health. It increases blood flowing. The relaxation exercises can help
your circulation, especially in your hands and feet. Yoga also gets more oxygen to your cells,
which function better as a result. When performed properly, in conjunction with proper related
breathing techniques, it helps stimulate the circulatory system, the digestive process as well as
the nervous and endocrine system. Twisting poses are thought to wring out venous blood from
internal organs and allow oxygenated blood to flow in once the twist is released. Last but not the
least, it prevents us from different diseases, especially respiratory disorders. It lowers blood
sugar and LDL (“bad”) cholesterol and boosts HDL (“good”) cholesterol.

Yoga practice is safe and can bring many health benefits to practitioners, whether they
are young, old, healthy, recovering from illness or looking for a therapeutic option to help them
to manage a chronic condition. In this respect, all of us should cultivate the habits of following
yogic practices.

Unit 7

a. Can a person make a difference in a society? Discuss with an example from a person who

has made a difference in your society. [7]

Ans:

Changing society is a very challenging task, but not impossible. An ordinary person's
simple idea can change a society or even a nation. Yes, individuals can make societies better. To
bring change in our society, we should keep communal benefits ahead of the personal gains. I
know a person who has made a difference in my community.

Rita Sharma, 23, is a young social reformist. While she was 14, she visited her
grandmother in an old-age home at Gaushala. Her visit enlightened her about residents’ cold
struggles with loneliness. She thought she should do something for these poor creatures. She
founded Lovely Home to support the ignored and deserted elders. Lovely Home comforts the
old-age home occupants by organizing timely recreational and interactional campaigns. Ms
Sharma, with the help of some 40 young volunteers, brightens up these people’s days. She helps
them to see the brighter aspects of life. She thinks being unwanted is the world’s greatest disease.
Hence, the main target of the campaign is to prevent these dying inmates feeling they are
burdens for society. Accordingly, the old people like somebody around them to hear their stories.
Lovely Home arranges for such an interaction. In addition, they coordinate with various NGOs
and INGOs working for the welfare of the homeless. They have 100 rooms to accommodate the
sick and homeless people. The number of support staff has also been increased. Till this date,
Sharma has been sustaining the institute on her own fund. She has already received some words
of from different stakeholders.

In this way, Sharma is trying from all fonts to make the life of the concerned people better.
Her case demonstrates that change is possible from individual level. It is only the matter of
strong will after all.

b. Write an essay about ‘The Community Forest in Nepal” in about 300 words.
[10]

Ans:

Community forest in Nepal

Nepal is gifted with natural beauty. Affluent natural resources mark their presence in this
beautiful country. Forests constitute a major part in glorifying our land. Forests are an intricate
ecosystem on earth which contains trees, shrubs, grasses and more. The constituents of forests
which are trees and plants form a major part of the forests. Furthermore, they create a healthy
environment so that various species of animals can breed and live there happily. Therefore, we
see how forests are a habitat for a plethora of wild animals and birds. In addition to being of use
to wildlife, forests benefit mankind greatly and hold immense significance.

Community forestry is when “communities have the right to manage the forest

resources upon which they depend, with a view to improving their living conditions.” 
Recognising, securing, and enforcing forest communities’ rights is the most effective and
inclusive way to preserve, restore and enhance forests. Specific emphasis must be put on
supporting those often denied power, especially women, and indigenous people.

Nepal now stands as one of the leaders in community based forest management. Nepal’s
forest occupies 44.74% including Other Woodland of the total area of the country, of which 30%
is managed by 22,266 community forest user groups. This participatory model of managing
forests under the ownership of local communities has not only become an example in the sector
of natural resource management but has also set a benchmark for other development sectors to
achieve. The Community Forests program was conceptualised and implemented four decades
ago and since then, it has contributed to increasing the forest area of Nepal. In addition, it has
helped local communities, including women, Dalit and marginalized groups to enhance their
capacity regarding forest management, biodiversity conservation and advocacy; in the meantime,
diversifying their livelihood options.

One of the two main goals under the community forest was to alleviate poverty as well as
improve general livelihoods of the Nepal people. Various forms of discrimination on the basis of
caste, economic status ethnicity, gender, age and vulnerability exist in Nepalese society. The key
objective of this program was to increase the participation and empower the socially
marginalized people allowing decision making abilities within the communities.

To wrap up, community forests come up with both opportunities and challenges. The best
way to get more benefits from such a forest management system is to minimise these issues. For
this, the stakeholder consultation in policy formation still needs to be improved; political
commitment needs to be secured at all levels of government; and the economic contribution of
community forestry needs to be recognised in the national budget. The environmental
contribution should also be better understood: at the moment, creation of strictly protected nature
reserves is on the rise, and community forests need to be acknowledged as an ecologically-sound
alternative. Finally, communities still lack important forest management skills, and need
continued support with this.

Unit 8
a. Write an essay on superstitions that exist in your community in about 250 words. [10]

Or
 “Superstition is prevalent in every walk.” Explain this statement with the examples from your
personal experiences. [8]

Ans:

Superstitions That Exist in My Community

Superstition generally means a belief in supernatural forces, such as false desire to

influence unpredictable factors and a need to resolve uncertainty. Individual beliefs and
experiences drive superstitions. Both educated and illiterate people pursue the superstitious
beliefs in their lives. For many people, engaging with superstitious behaviours provide a sense of
control and reduces anxiety. Superstitious beliefs have been used to promote a positive mental
attitude despite the fact that they can lead to irrational decisions. Our daily life is so deeply
rooted in superstition that we seek lucky and unlucky explanations every now and then.

People believe in some power beyond their comprehension. Such belief in unseen power is
what we commonly regard as superstition. As a matter of fact, the human mind and human soul
keeps on believing that there is some hidden power somewhere which ‘governs their lives and
this is the basis of some of these superstitions. There is no logic, rationality or scientific
explanation behind beliefs in the superstitions. These century-old phenomena continue to exist
despite advancement of science and technology.

In Nepal, many superstitious beliefs are in existence. Number 13 is considered an unlucky

number. When someone sneezes during the time of departure, people consider it unlucky. Similarly,
people consider long mewing of a cat a bad omen. Similar is the case of an owl hooting or a dog
wailing. Besides, a black cat crossing the path is also regarded as an unlucky sign. Other most
common superstitions are: not cutting nails at night, not using the broom after sunset, not opening the
scissors without cutting anything, and not looking at oneself in a broken mirror. Nepalese also offer
curd before the start of a journey. Moreover, a pot full of milk or water being carried in front on
the onset of a journey is an auspicious thing. Visiting a temple prior to proceeding for the
examination is a common practice among Nepalese students. Furthermore, almost all the
political leaders are found waiting for the auspicious day or the auspicious hour to file their
nominations for elections or take the oath of office.

From the above discussion, we can deduce that superstition is deeply rooted in our
community.

Unit 9

a. Write a short biography of any Nepali freedom fighter. [8]

Ans:

Shukra Raj Shastri

 Shukra Raj Shastri was born in 1894 in Varanasi state of India. The political movements
of Shah Kings forced his family to get exiled from Nepal and they fled to India seeking for a
place to sustain their life. He studied Sanskrit language and got the degree of "Shastri". After he
completed his education, he worked as a teacher in Allahabad in India. He wrote many books
such as Satya Prakash, Sanskrit Pradeep, Satya Kalpana. He was a social reformer and was in
contact with great Indian scholars. He used to go to Kolkata in India to get his books his
published and once there he got a chance to meet Mahatma Gandhi. He was greatly influenced
and inspired by Gandhi's political movements. He knew Nepal was not a democratic country that
time. He also knew that there were some Nepali leaders and small revolutionary groups that were
planning to overthrow the Rana regime. He had a contact with them but was not highly
impressed by their political movement ideas. Thus in 1957 AD, he formed Nepal Civil Right
Committee. He was the president of it. From that day onwards, he was involved in active
politics. The members of Nepal Civil Rights Committee played a prime role to uplift the public
awareness. They published articles in newspaper to make people conscious. They also delivered
speeches on the Puran and the Geeta. Since the political situation of that time was very risky,
their committee operated discreetly.
Unfortunately, their political movements and secret plans to overthrow the Ranas rule
were known to the government. During a demonstration organized at Indra Chowk of
Kathmandu by his committee, he spoke against autocratic rule of Rana. He encouraged people to
fight for their rights. The Civil Right Committee members were arrested and Shukraraj Shastri
was convicted of giving lectures without getting government permission. Then, he was sent to
the prison where he was badly tortured. After 6 years spending time in prison, he was sentenced
to death by the cruel government. He was mercilessly hanged at Teku on 24 January 1941.
b. Why and how have societies struggled with segregation in the world? Do you find any
evidence of segregation in your society? Discuss. [8]
Or
Do you think there is racial/caste related discrimination in our country? Discuss with your
friend; prepare a draft of 5-minute speech. [8]
Ans:
Caste-based Discrimination in Nepal
Good morning respected principal, teachers, brothers, sisters and my dear friends. I,
Rahul Yadav, from the standard 11, stand before you to deliver a short speech on the topic
‘Caste-based segregation in Nepal.’ All of us know, segregation is the social separation of
human beings on the basis of a number of factors, including race, ethnicity or nationality.
This term is usually used to describe a condition of inequality. Many societies have struggled
with this problem in the world. Racial segregation is one of the most common forms of
segregation. Nepal is no exception to race or caste based segregation.
The constitution of Nepal doesn't endure any segregation in terms of religion, caste and
ethnicity. The government of Nepal has repeatedly expressed a commitment to eliminate
caste and racial based discrimination from the country. However, these discriminatory
practices are still prevalent in our country as they find their roots in culture and tradition. The
so-called untouchable castes are the subjects of continuous torture and oppression at the hand
of the privileged groups. For instance, Dalit women are extremely vulnerable to sexual
exploitation. Among them, Badi and landless group are forced to survive by means of flesh
trade. Although they don't want, poverty, and social stigmatization make them bound to
pursuit. Moreover, they are routinely refused entry into public temples, tea shops, public
 wells and taps. They are denied the right to sell milk and open tea-shops. Most seriously,
their right to marry with free consent is also withheld. Political leaders are using the issues of
the marginalized caste groups for their own benefits. They promise to eliminate the caste
discrimination and ensure equity and human dignity. However, these vows are merely
restricted to the words rather than actions.
Caste-based discrimination must be treated as a matter of requiring the introduction and
effective implementation of laws that will hold the perpetrators of abuses responsible for
their actions. It is an imperative to ensure adequate compensation for the victims. Strong
laws should be drafted against the discriminatory tendencies.

Unit 10

a. Some children who live in a distance tend to be indifferent to the feelings of their parents.
Why do you think they are like that? Discuss. [8]

Ans:

People become both physically and mentally weak at the old age. Every aging parent has
some expectations from their children. They wish their children to look after them. Moreover,
they expect their sons and daughters to be the supportive partners of their difficult times. They
basically expect love, affection, respect and care. Besides, they want their children to listen to
and talk to them. However, most of the children disappoint their parents. They lack
understanding and empathy. They neglect the old people’s wishes as they keep their own family
in priority.

Grown-up children leave their family and home for several reasons. Some of them do so to
continue their study. Others live in a distance for a job, business or goal. They invest entirety of
their time and effort to achieve the pursued goals. This tendency creates a gap or distance
between parents and their children.

As the children come of their age, money and success becomes more important to them than
the parents’ feelings. They do hard work for prestige and position instead of living up their
parents’ expectations. They prefer to immerse themselves in the materialistic world. Visiting
parents, spending time with them and listening to their real experience becomes matter boredom
for them. They wish to spend their valuable time with their own children instead of keeping track
of their dying parents. This kind of indifference not only degrades the relationship between the
parents and their children but also makes the parents’ life lonely and miserable.

b. A mother's love is everlasting and indispensable. Justify. [8]

Ans:

Mother’s Love
 Mother is the most selfless person in this world who starts loving her children even
before they come into this world. Nothing could be compared to a mother’s love in this world as
it is the purest form of love. Mother is like an angel for her child, who always loves her child and
supports him/her. For every child, his mother has a special place in his heart because she is the
first person the child sees after his birth. This is the reason why a child and a mother have a
special bond between them. But not all people are fortunate enough to have mother love in their
life due to many reasons. Those who have their mother with them must love and respect her.

Mother is the greatest gift for a child by God. It is the mother who always loves her
children without expecting anything from them in return. It won't be wrong to say that women
are inherently good mothers, but they realize the power of mother-love when they become a
mother. A mother can do anything to protect her child, and she is the primary support of a child.
She not only morally supports the child but also prepares her child to be a better person in life.

Mother is the symbol of love, patience and forgiveness. She manifests unconditional
love. Everything becomes futile in front of a mother's love. A mother is a child’s best friend,
mentor, teacher, and caretaker. She plays a great role in shaping an individual’s life with proper
nourishment and care. In addition to nursing, she is also key to teach her family members
countless moral, cultural and societal norms and values. Needless to say, she is the emotional
foundation of the family. She supports everyone's feeling in a family. She forgives everyone.
We can share our problems with her without any fear. She always comes up with constructive
solutions of our issues. Her love for children and other family members can in no way be
compared with anything. She is the most imperative person in everyone's life. To wrap up, her
love is everlasting and indispensable.

c. Suppose you are Sleshma Maharjan. Today is your birthday and your father has gifted
you a laptop. You are very happy to own it as you wanted to have for a long time. Before
going to bed you intend to share your joy with your diary. Write a diary entry in about
100 words expressing your feelings. [7]

Ans:

Wednesday, 26 October 2022

Dear Diary,

My joy knows no bounds today. It is my birthday and my father has given me a portable
laptop as a gift. It is like a dream come true as I wanted to possess one for a long time. Now I
would be able to browse the necessary information that I could not find in the library. I can’t
thank my father enough for the gift that he has given. He has never deprived us of anything in
life.

Now, I can communicate with people through email and even chat with my friends. I can
play games during my leisure time. Although it is a small thing, it holds the entire world. I hope I
am able to use this gift effectively. The Internet today can make us global. So, it has great
relevance in today’s world.
-Sleshma

Unit 11

a. Do you think that art and literature are important assets of a country? Give reasons. [8]

Or

Write an essay on “Literature is the reflection of society.” [10]

Ans:

In a common sense, art is a subject of study primarily concerned with human creativity
and social life, such as languages, literature, and history. Literature, which refers to the
collection of creative written body of works, is a special form of art. These two elements are
considered as the mirror of society.

Art and literature have social, cultural and economic value. As a matter of fact, they
represent the entire nation and whole human society. They are our identity. These national
emblems are undoubtedly important assets of a nation. They allow people from different time
periods and cultures to communicate with each other through images, sounds and stories.
They are often a medium for social change. It can give a voice to the politically or socially
marginalized. They also give our nation a worldwide recognition. They are helpful in
boosting the economic status of a particular country by creating employment opportunities.

Literature, as a very essential part of art, is the reflection of society. It manifests the
attitude and perception of the society. It mirrors the vices of the society with a view to make
society realize its mistake and make amends. In fact, it portrays human life and action
through the agency of some characters who convey certain message through words for the
purpose of instruction, information and delight. It is impossible to find a work of literature
that excludes the attitudes, morale and values of the society, since every writer is a part and
partial of the society to which he or she belongs to. Literature records the real-life events and
converts them into fiction, in the process, presenting them to the society as a mirror in which
people may look at their own image and make amends wherever necessary. Stories or acts
are carefully and beautifully crafted based on life of real people. It is the mirror of life
because it reflects and comments on aspects that the people encounter in their daily lives.
Other forms of art, including social norms, values, myths, systems, people's way of life,
religion, and faith, get proper portrayal at the hand of literature.

In this way, both literature and art are important heritages of a society as well as a nation.
 b. It is said that today’s reader is tomorrow’s leader. Do you agree with this statement?
Explain. [7]

Ans:

Today’s Reader, Tomorrow’s Leader

To become a leader, it is essential for all-round development of the personality. Reading

is an essential skill in building one’s disposition. His/her language fluency is determined by
quality of reading. Besides, vocabulary enrichment and familiarization with different types of
writing formats also depends on reading. If a leader doesn't have habit of reading, he doesn't
know the political systems, social reforms and ways of making his country prosperous. He
gets knowledge pertaining to real history, philosophy imagery, socio-cultural values of the
world's history, through vigorous reading. That said, one learns leadership skills from others,
which also requires reading. Moreover, to acquire new insight, s/he has to read as much as
s/he can. Reading books, article, blogs or magazines becomes credible evidences for our
projects, strategies, and plans. Comparative reading challenges pre-existing ideas, providing
us with more complete understanding of subjects and generating healthy debate.

Reading gives us insights into the fields outside our own experience. We can apply such
understanding into the field of our expertise in many ways. It improves our awareness of the
world around. We learn from the mistakes of others. Reading also helps us to get inspiration
from the great leaders before us. Hence, in all cultures and civilization much emphasis is laid
on reading.

c. Write a short biography of a national literary, artistic or historical figure you appreciate
most. [8]

Ans: The national artistic figure I appreciate the most is Narayan Gopal. His biography is

presented below:

Narayan Gopal

Narayan Gopal is the most popular and loved singer, composer and lyrics writer Nepal

has ever seen. He is regarded as “Swor Samrat” meaning “King of the vocal” in Nepal. His full

name is Narayan Gopal Gurubacharya and He was born at Kilagal Tol in Bikram Sambat 18

Ashwin, 1996 (October 4, 1939) to father Asha Gopal Guruacharya and mother Ram Devi

Guruacharya in Kathmandu.
 When people think or talk about Nepali music, the name most associated is that of

Narayan Gopal. For most people, he is the singer. He was also an accomplished music composer

in his own right. Not only was he gifted with a great voice, he was very versatile. His voice range

allowed him to sing songs of every genre. His songs are often richly orchestrated with the sitar,

harmonium and the flute. Some of his popular numbers are ‘Euta manchhe ko maya le’, ‘Kehi

mitho baat gara’ and ‘Yo smajhine man chha’.

Narayan Gopal has been accorded with title "Swor Samrat" (literally, King of Voice)

which affirms his position as the supreme virtuoso of Nepali music. His death was due to organ

failures, said to have been caused by his notorious drinking. The cassettes and CDs of his music

still make significant sales in Nepal.

He has sung over 500 songs, including in films, ballets and drama. Most of his songs are

melodies. It is said that he was very selective about which songs he sang. Although 500 songs is

not a lot for some of his caliber, they are outstanding in some ways–be it the lyrical depth or

superb rendition. In recognition of his contribution in the field of Nepali music, he has received

several national honors and awards, Trishakti Patta, Chinnalata Puraskar to name a few.

The legendary Nepali musician breathed his last on December 5, 1990 at Bir Hospital.

Even he is not physically with us, he will always be in our heart forever.

Unit 12

a. Narrate, in brief, a folktale you have read or heard. [7]

Ans:

The Pied Piper of Hamelin

Hamelin, a small town in Germany, was facing a big problem. Rats were running here,
there, everywhere. The rats have made the lives of people miserable. So, the people of Hamelin
went to meet the mayor. The mayor promised the people of Hamelin that he will take care of the
problem. A Strange looking man with a funny-looking hat carrying a long pipe walks to the
mayor's office. The mayor asked the pied piper "Can you get rid of all the rats in Hamelin?” He
said yes with great confidence. The mayor said that he will reward him with 1000 gold coins if
he gets rid of all the rats in the town. A strange sound was heard by the people of Hamelin,
Coming from the pipe of the strange man. To the people's surprise rats of all kinds, big, small,
fat, and thin were all following the pied piper. As the pied piper walked, the rats kept following
him. Finally, the pied piper reached the river and as he stood on the bank playing his pipe, the
rats all jumped into the river and were swept away. The people were so happy. Soon, the pied
piper came to see the mayor and asked for his reward. But the mayor refused to give his reward
as he agreed. He gave only 100 gold coins as a reward. The pied piper was very angry and said:
"you have cheated me, and you shall pay for it."
The next morning, a strange whistling sound was heard in Hamelin, and before the people could
realize what was happening, all the children rushed out of their homes and started following the
Pied piper far away from their town. The people of Hamelin rushed after the pied piper and the
children, but they seemed to have just vanished! The people looked everywhere, but there was no
sign of the children. Finally, they spotted a boy, who was lame, sitting by the roadside. He said
he couldn't walk fast, so he was not able to follow the pied piper. Everybody asked him where
the pied piper went. He said when the piper reached the mountain, it just seemed to open up, and
everybody went inside. People went to the mayor and informed him. The mayor sent his men to
search for the children but never again was they ever seen again. The homes in Hamelin wore a
deserted and gloomy look. They were missing the laughter and cheer of the children. They were
responsible for cheating Pied Piper and they shall live to regret this. It was a lesson the people
never forgot.

b. Describe a strange dream that you have recently seen.

[7]

Ans: Refer to Q.N. (a) of Unit 5 (Composition Section).

Literature

Short Stories

The Selfish Giant

Type 1

a. Where did the children use to play?

Ans: ‘The Selfish Giant’ is a western short story by an Irish poet, short story writer, novelist, and
playwright, Oscar Wilde. They used to play in the beautiful garden of the Giant.

b. What did the Snow and the Frost do to the garden?

Ans: ‘The Selfish Giant’ is a western short story by an Irish poet, short story writer, novelist, and
playwright, Oscar Wilde. The Snow and the Frost were the most pleased agents of Winter at
the garden. The Snow covered up the grass with her great white cloak and the Frost
painted all the trees silver. They even invited the North Wind to stay with them.

c. What did the giant hear when he was lying awake in bed?
Ans: ‘The Selfish Giant’ is a western short story by an Irish poet, short story writer, novelist, and
playwright, Oscar Wilde. He heard some lovely music of a little linnet when he was lying
awake in bed.

d. Why do you think spring season never came to the giant's garden?
Ans: ‘The Selfish Giant’ is a western short story by an Irish poet, short story writer, novelist, and
playwright, Oscar Wilde. I think Spring season never came to the Giant’s garden to teach
the selfish and rude creature a lesson.

e. How did the giant realise his mistake?

Ans: ‘The Selfish Giant’ is a western short story by an Irish poet, short story writer, novelist, and
playwright, Oscar Wilde. He noticed that Winter was staying back at his garden because of
his selfish act of depriving children of their fun. Once they were in again, his garden was
back to life again. This made him realise his mistake.

f. What is the main theme of this story?

ANS: ‘The Selfish Giant’ is a western short story by an Irish poet, short story writer, novelist,
and playwright, Oscar Wilde. The main idea of the story is selfishness and forgiveness.
Moreover, it makes a statement on the importance of generosity and kindness. It warns us
that excessive pride and selfishness has a price.

g. Explain the following in reference to the context:

"You let me play once in your garden, today you shall come with me to my garden,
which is Paradise."

Ans: The above given lines are extracted from a children’s story entitled ‘The Selfish Giant’ by
an Irish author, Oscar Wilde. The story, which comprises the element of both fairytale and
fantasy, teaches an important lesson on the significance of love and sharing.
The extracted lines appear at the last stage of Wilde’s story. It reveals the conversation
between the giant and the little boy, who is Christ in disguise. After hearing these words from the
boy, the owner of the property passes away. It seems as if Jesus Christ has come to receive the
old landholder safely to heaven. The latter is blessed with the visit of God for his selfless love
and sharing. The Giant acquires peaceful death.
[Note: This question can be asked as a long question as well.]

h. Why is the speaker saying that 'the children are the most beautiful flowers of all'? (The
Selfish Giant)

Ans: ‘The Selfish Giant’ is a western short story by an Irish poet, short story writer, novelist,
and playwright, Oscar Wilde. The speaker is saying that 'the children are the most
 beautiful flowers of all' because the garden becomes alive in the presence of the
children.

Type 2

a. The story makes use of personification as one of the main figures of speech. Cite three
examples of personification from the story. What is the significance of the seasons
personified in the story?

Ans: ‘The Selfish Giant’ is a western short story by an Irish poet, short story writer, novelist, and
playwright, Oscar Wilde. Known for his sharp wit, Wilde became one of the best-known
personalities of his day. He is most celebrated for his only novel, The Picture of Dorian Gray,
and his comic masterpieces Lady Windermere’s Fan and The Importance of Being Earnest. The
story under the investigation is a philosophical fable targeted especially for children, which also
comprises the elements of fairy tale and fantasy.

Personification is a figure of speech in which human qualities are given to non-human

entities, such as animals and objects, and abstract concepts (like love). In Wilde’s story, the
flowers, trees, seasons, and other aspects of nature, such as wind, snow, hailstorm, etc. are
presented as human beings. Through personification, the author fills life into the non-human
organisms by making them emotionally sensitive and intellectually insightful. By doing so, the
writer asks us to appreciate the value of nature. Moreover, the readers will have a transparent
understanding of the story content.
b. This story can be read as a fairytale, where the children, the seasons, the tree, the corner
of the garden, the snow, the wind and the frost are all used as symbolism. Interpret those
symbols.
Ans: ‘The Selfish Giant’ is a western short story by an Irish poet, short story writer, novelist, and
playwright, Oscar Wilde. Known for his sharp wit, Wilde became one of the best-known
personalities of his day. He is most celebrated for his only novel, The Picture of Dorian Gray,
and his comic masterpieces Lady Windermere’s Fan and The Importance of Being Earnest. The
story under the investigation is a philosophical fable targeted especially for children, which also
comprises the elements of fairy tale and fantasy.
Wilde’s story is rich in symbolism. The Giant, the children, the seasons, the tree, the
garden, the corner of the garden, the snow, the wind, the frost and the little boy are the well-
noted symbols in the text. In this regard, the Giant symbolizes the obsessive mentality of the
humans, as they think they can survive independently on their own and they don’t need others.
Similarly, the children stand for innocence and love. The garden also reflects the innocence of
the children. But with the presence of the Giant, it also signifies the journey that a person's soul
undertakes in order to find redemption. Spring is a symbol of happiness. Summer and autumn
also refer to delight. On the other hand, the unpleasant cold winter is a symbol of suffering and
evil. The tree is the symbol of patience. The corner of the garden represents heaven. The snow,
the wind and the frost are presented as the agents of evil, who inflict destruction in the human
world. The little boy is Christ, dressed like a poor and weak child, who has come to teach the
Giant some lessons about life and guide him to redemption.
c. Summarize the story ‘The Selfish Giant’.
 Ans: ‘The Selfish Giant’ is a western short story by an Irish poet, short story writer,
novelist, and playwright, Oscar Wilde. Known for his sharp wit, Wilde became one of the best-
known personalities of his day. He is most celebrated for his only novel, The Picture of Dorian
Gray, and his comic masterpieces Lady Windermere’s Fan and The Importance of Being
Earnest. The story under the investigation is a philosophical fable targeted especially for
children, which also comprises the elements of fairy tale and fantasy.
‘The Selfish Giant’ is a story of a Giant, who was very greedy and self-centred. He had
an attractive garden crowded with fresh fruits, gorgeous flowers, and sweetly singing birds, and
open space. Every day after school, a group of local children used to play in his garden.
However, their fun did not last longer as the Giant returned from a seven-year vacation, which he
spent at his friend (the Cornish Ogre)’s. His anger knew no bounds when he saw the outsiders
enjoying themselves at his private yard. He chased the children, built a high wall around the
garden and placed a sign on it, which read, “TRESPASSERS WILL BE PROSECUTED.” The
children became sad as they had nowhere to play then. They would roam around the high walls
of the garden missing the beautiful park inside. However, the Giant could not remain happy
inside his property either because Winter kept on staying there whereas Spring turned up outside
his garden. Summer and Autumn joined force with Spring and never returned to the mean
gardener’s house. The Snow, the Frost, the North Wind, and the Hail made the once paradise
their playground. The trees didn’t bear fruits. These assets of Winter disturbed peacefulness of
the Giant’s place with all the possible distractions. One morning the Giant woke up to the lovely
sound of a linnet song. When he crept out of his bed, he saw a wonderful sight: the children were
back and so was Spring with delighted birds and flowers. The farthest corner of the garden still
hosted Winter. A little boy was trying to climb the Tree there but without luck. Having realized
his mistake and feeling sorry, the Giant came downstairs to help him and play with other
children. The scared children ran away but the teary boy did not. The Giant placed him at a
branch of the Tree and the blossoms and the birds were all over at once. The boy thanked him
with a kiss. When other children saw this, they had no more fear of the frightening Giant. The
host knocked down all the walls and joined his visitors in their cheerfulness. But to the generous
landlord’s disappointment, the little boy was never seen again. After many years, the giant grew
weak and old and could not play with the children anymore. One Winter, he saw the Tree of the
farthest corner being covered with blossoms and the boy underneath it. At once, he went to greet
his special patron, but was angered at seeing the boy’s hands and feet being wounded by nails.
He soon came to realize that the child was Christ in disguise. He had come to guide the kind
Giant to heaven for his act of tenderness. That afternoon, the children discovered the Giant’s
body beneath the tree, covered in white blossoms, meaning that he had a peaceful death.
In summary, we can say that the story teaches an important lesson on the significance of
love and sharing.

The Oval Portrait

Type 1
a. Where did the narrator and his servant make forcible entrance?
Ans: ‘The Oval Portrait’ is a short classic western horror story, by the father of modern horror
literature, Edgar Allan Poe. They made a forcible entrance into an abandoned chateau in the
Apennines, a mountain range in central Italy. They wished to spend the night in the
selected venue.
 b. Which special picture did the narrator notice in the room?
Ans: ‘The Oval Portrait’ is a short classic western horror story, by the father of modern horror
literature, Edgar Allan Poe. The narrator noticed the lifelike painting of a young girl in the
room.

c. Describe the portrait that the narrator saw in the room.

Ans: ‘The Oval Portrait’ is a short classic western horror story, by the father of modern horror
literature, Edgar Allan Poe. The portrait featured the picture of a young and beautiful girl’s
head and shoulder. The narrator is overwhelmed by the magnificence of the mysterious
piece of art. He describes it as a “vignette” painted “much in the style of the favorite heads
of Sully.” Moreover, the observer admires the painting’s execution, the beauty of its subject
and real lifelikeness.

d. What is the relationship between the portrait painter and its subject?
Ans: ‘The Oval Portrait’ is a short classic western horror story, by the father of modern horror
literature, Edgar Allan Poe. The portrait painter is the subject’s art-obsessive husband.

e. What is the central theme of the story?

Ans: ‘The Oval Portrait’ is a short classic western horror story, by the father of modern horror
literature, Edgar Allan Poe. The relationship between art and life is the central theme of the
story.

f. Who is the woman depicted in the painting?

Ans: ‘The Oval Portrait’ is a short classic western horror story, by the father of modern horror
literature, Edgar Allan Poe. The woman depicted in the oval portrait is the painter’s real-life
bride.

g. Cite some examples of imagery and symbolism from Poe’s story.

Ans: ‘The Oval Portrait’ is a short classic western horror story, by the father of modern horror
literature, Edgar Allan Poe. We can trace various images and symbols in the story. The
abandoned chateau, the night setting and the mysterious painting are the images of Gothic
tone. The young girl is the symbol of an innocent victim. Similarly, the painter is the
symbol of obsession. He is also the image of a vampire. The portrait is the symbol of
immortality of art.

h. What does the expression “She was dead!” mean?

Ans: The Oval Portrait’ is a short classic western horror story, by the father of modern horror
literature, Edgar Allan Poe. The expression signifies the painter’s realization about his
subject’s death. He exclaims because of her unexpected demise at the hand of his obsession
and passion. He had brought a life into death for the sake of art. By using capital ‘A’ in art,
Poe has personified the lifeless art thereby giving it higher position than life.

Type 2
a. ‘The Oval Portrait’ suggests that the woman's beauty condemns her to death. Discuss.
Or
Summarize the story ‘The Oval Portrait’.
Ans: ‘The Oval Portrait’ is a short classic western horror story, by the father of modern horror
literature, Edgar Allan Poe. Known as the master of American Gothic literature, Poe composed
numerous dark and mysterious poems and stories, including The Raven, The Black Cat and The
Fall of the House of Usher. ‘The Oval Portrait’ was first published in the 1845 issue of The
Broadway Journal. Having a Gothic undertone, the story magnificently explores a complex
relation between art and life.
This frame story (Story-within-story) features four main characters: the wounded man,
Pedro, the woman in portrait and the painter. The outermost story retells the narrative of the
narrator, who was badly injured because of some unspecified reason, and his manservant, Pedro,
make a forcible entrance into an abandoned chateau in the Apennines, a mountain range in
central Italy. They wish to spend the night in the strangely Gothic-styled apartment, with dusty,
dark and ripped tapestry featuring very old paintings with golden frames. The partially irrational
narrator (owing to the wounds), starts showing interest in the wall paintings and asks Pedro to
make bed for himself, close the windows, light a candelabrum and open the bed curtains. He also
finds a small book, on his pillow, that provides an overview of the room’s pictures. While Pedro
sleeps, he spends hours staring and reading the guide book. Displeased with the position of the
candle, he moves it so as to shed more light on the book—and suddenly notices a painting that
has so far escaped his attention. The lifelike painting of a young girl ripening into womanhood
excites the observer. It portrays the girl’s head and shoulders, with the rest of her body unseen.
Out of curiosity, he begins reading about it in the book. The art book’s writer’s narrative, the
inner story, focuses on the painter and its subject. The author tells how a naturally cheerful
maiden of rarest beauty married a painter who was extraordinarily passionate about art. Although
she hated the painter’s occupation (since he prefers art to his wife and has very little time for),
the humble and obedient lady agreed to sit as the model for a portrait, a process that took several
weeks. As the portrait came near to completion, the artist's bride grew increasingly weak;
however, she sat in perfect order to please the obsessive and moody husband. In placing the final
touches of his masterpiece on the canvas, he suddenly realized that she had died right in front of
him. In bringing the painting to eternal life, with the delightful words 'This is indeed Life itself!',
he had brought a life into death.
In short, the story makes a statement about a complicated bondage between two
interrelated terms: art and life. In the process, it warns us about the danger of ignoring real life
for the sake of artificiality.

b. "The Oval Portrait" is a short horror story by Edgar Allan Poe involving the disturbing
circumstances surrounding a portrait in a chateau. Elaborate.
Ans: ‘The Oval Portrait’ is a short classic western horror story, by the father of modern horror
literature, Edgar Allan Poe. Known as the master of American Gothic literature, Poe composed
numerous dark and mysterious poems and stories, including The Raven, The Black Cat and The
Fall of the House of Usher. ‘The Oval Portrait’ was first published in the 1845 issue of The
Broadway Journal. Having a Gothic undertone, the story magnificently explores a complex
relation between art and life. Themes of death, hopelessness, dark and madness are related to
horror literature. Gloomy tone and Gothic setting also help to make Poe’s story a horror tale.
This story makes a portrait its chief subject matter of horror. The picture appears in one
of the darker corners of the mysterious room. The psychic narrator cannot tell with certainty
whether it is an image or a real-living person. The real taste of horror overtakes the readers when
we are told that the portrait was the outcome of an obsessive painter, who compelled his wife to
die for the creation of the painting. This young subject of the portrait with an extraordinary look
is said to have been sitting for the painter in “the dark, high turret-chamber” and gaining paleness
to her face before she sacrifices her life for her husband.

c. Discuss the story as a frame narrative (a story within a story).

Ans: ‘The Oval Portrait’ is a short classic western horror story, by the father of modern horror
literature, Edgar Allan Poe. Known as the master of American Gothic literature, Poe composed
numerous dark and mysterious poems and stories, including The Raven, The Black Cat and The
Fall of the House of Usher. ‘The Oval Portrait’ was first published in the 1845 issue of The
Broadway Journal. Having a Gothic undertone, the story magnificently explores a complex
relation between art and life.

Poe’s story can be described as a frame story (Story-within-story). Poe has served the
two-parallel tales in this story. The bigger story or the outermost story retells the narrative of the
narrator, who was badly injured because of some unspecified reason, and his manservant, Pedro,
make a forcible entrance into an abandoned chateau in the Apennines, a mountain range in
central Italy. Similarly, the art book’s writer’s narrative, the inner story, focuses on the painter
and its subject. The author tells how a naturally cheerful maiden of rarest beauty married a
painter who was extraordinarily passionate about art.

God Sees the Truth But Waits

Type 1
a. What bad habits did Aksionov have before his marriage?
Ans: ‘God Sees the Truth but Waits’ is a classic western short story, by a famous Russian
novelist, philosopher and story writer of realist fiction, Leo Tolstoy. Before marriage, Aksionov
used to drink excessively and get involved in quarrels.

b. What can be the meaning of his wife's dream?

Ans: ‘God Sees the Truth but Waits’ is a classic western short story, by a famous Russian
novelist, philosopher and story writer of realist fiction, Leo Tolstoy. Askionov’s wife has a bad
dream; she sees her husband returning from his town with grey hair (which signifies bad
omen). This vision can mean bad luck and ensuing danger on the part of the dream
persona.

c. Why did Aksionov think of killing himself?

Ans: ‘God Sees the Truth but Waits’ is a classic western short story, by a famous Russian
novelist, philosopher and story writer of realist fiction, Leo Tolstoy. The thought of his
separation with his wife and children, the pleasant memories with them, and the chains, the
convicts during the twenty-six years of his prison life made Aksionov to think of killing
himself.

d. Why did Makar disclose that he had killed the merchant?

Ans: ‘God Sees the Truth but Waits’ is a classic western short story, by a famous Russian
novelist, philosopher and story writer of realist fiction, Leo Tolstoy. At first, did not admit his
crime of killing the merchant as he had an attitude of not admitting his guilt. However, his
heart melted when he heard Aksionov’s 26 year-long suffering because of the mischief he
had not committed. In addition, Aksionov also forgave Makar despite his unpardonable
sins and did not report the latter’s secret plan to the authorities.

e. Why doesn't Aksionov wish to return to his family at the end of the story?
Ans: ‘God Sees the Truth but Waits’ is a classic western short story, by a famous Russian
novelist, philosopher and story writer of realist fiction, Leo Tolstoy. Aksionov does not wish to
return to his family at the end of the story as he assumes that his wife is dead and his
children won’t recognize him, thanks to his old age. He means to say that the 26 year-long
imprisonment has deprived him of all the dear ones he had.

f. What is the theme of the story?

Ans: ‘God Sees the Truth but Waits’ is a classic western short story, by a famous Russian
novelist, philosopher and story writer of realist fiction, Leo Tolstoy. Having a religious tone, it
covers the theme of guilt, forgiveness, justice, faith, conflict, freedom and acceptance.

g. What does the story tell us about the existence of unfair system of justice?
Ans: ‘God Sees the Truth but Waits’ is a classic western short story, by a famous Russian
novelist, philosopher and story writer of realist fiction, Leo Tolstoy. The story satirizes an
unfair system of justice practised by the humans. It is the same system that penalized an
innocent man for 26 years without conducting any wrongdoing. The writer argues that
human laws have become means of controlling and torturing the common and innocent
people. Accordingly, the divine justice is far more superior comparatively.

h. Explain the following in reference to the context:

"Well, old man," repeated the Governor, "tell me the truth: who has been digging under
the wall?"
Ans: The above given line is extracted from a classic western short story titled ‘God Sees the
Truth But Waits’, by a famous Russian novelist, philosopher and story writer of realist fiction,
Leo Tolstoy. The author is best known for the novels War and Peace and Anna Karenina. This
story is about the false conviction and imprisonment of the protagonist for a murder he did not
commit. Aksionov is the old man in the given extract. The speaker, the governor, is trying to
obtain the information about the chief planner of the escape plan. Clearly stating, upon finding
the hole, the Governor inquires of the prisoners about the chief planner. Aksionov does not wish
to see Makar being punished. He tells the Governor that he knows nothing about who dug the
tunnel.
[Note: This question can be asked as a long question as well.]

i. What were the circumstances that led to Aksionov's imprisonment? (God Sees the Truth)

Ans: ‘God Sees the Truth but Waits’ is a classic western short story, by a famous Russian
novelist, philosopher and story writer of realist fiction, Leo Tolstoy. Aksionov’s suspicious
activities, like leaving the inn before dawn and the presence of the blood-stained knife
in his bag, led to his imprisonment.
Type 2

a. Sketch the character of Aksionov.

Ans: ‘God Sees the Truth but Waits’ is a classic western short story, by a famous Russian
novelist, philosopher and story writer of realist fiction, Leo Tolstoy. The author is best known for
the novels War and Peace and Anna Karenina. This 1872-philosophical story is about the false
conviction and imprisonment of the protagonist for a murder he did not commit. It is based on
the theme of guilt, forgiveness, justice, faith, conflict, freedom and acceptance.
Ivan Dmitrich Aksionov is the protagonist of Tolstoy’s story. He is a young merchant of
Vladimir. The well-to-do man’s family consists of his wife and two children at the time of the
story’s beginning. Before marriage, the popular singer used to drink and get involved in quarrels
excessively. He changes himself into a virtuous man after marriage. Over the course of time, he
cultivates good qualities such as faith, forgiveness, freedom and acceptance. Being accused of
murdering a fellow merchant and robbing him, he has to spend twenty-six years waiting for
God's judgment in the prison. As a result of this cold blame, he has to give up all his material
possessions and the members of his family. However, he starts understanding human life closely
behind the bars. He grows a strong religious devotion for God. The pitiable sufferer breathes his
last inside the prison after 26 years of sentence.

b. Which symbols are used in the story and what do they indicate?
Ans: ‘God Sees the Truth but Waits’ is a classic western short story, by a famous Russian
novelist, philosopher and story writer of realist fiction, Leo Tolstoy. The author is best known for
the novels War and Peace and Anna Karenina. This 1872-philosophical story is about the false
conviction and imprisonment of the protagonist for a murder he did not commit. It is based on
the theme of guilt, forgiveness, justice, faith, conflict, freedom and acceptance.
Tolstoy’s story is rich in its use of the symbols. Aksionov’s house and two shops
represent his family and material possessions. The prison itself is a symbol of Aksionov’s
suffering and final spiritual transformation. His gray hair emerges as a clear symbol of his
suffering, highlighting not only his aging but also his physical decay resulting from punishment.
His grey hair suggests how the stress of his wrongful imprisonment prematurely ages him. The
blood-stained knife unpredictably found in Aksionov's bag works as the crucial piece of evidence
required to convict him. This knife symbolizes Aksionov's lack of control over his fate. The book
‘The Lives of the Saints’ Aksionov buys represents his religious devotion.
c. What role does religion play in Aksionov's life? How does he undergo a spiritual
transformation in the story?
Ans: ‘God Sees the Truth but Waits’ is a classic western short story, by a famous Russian
novelist, philosopher and story writer of realist fiction, Leo Tolstoy. The author is best known for
the novels War and Peace and Anna Karenina. This story is about the false conviction and
imprisonment of the protagonist for a murder he did not commit. It is based on the theme of
guilt, forgiveness, justice, faith, conflict, freedom and acceptance.
This story can be interpreted as a religious story. Tolstoy makes a statement that a person
should always have faith in God no matter how difficult things may be for them; they will still be
able to forgive another human being for any action taken against them. Religion teaches
Aksionov that forgiveness and forgetfulness are the best form of revenge. He also knows about
fate, spirituality, God's devotion, righteous path, acceptance, and patience. He undergoes a
spiritual transformation from a casual sinner to a salvaged moral leader.

d. Summarize the story ‘God Sees the Truth But Waits’.

Ans: ‘God Sees the Truth but Waits’ is a classic western short story, by a famous Russian
novelist, philosopher and story writer of realist fiction, Leo Tolstoy. The author is best known for
the novels War and Peace and Anna Karenina. This 1872-philosophical story is about the false
conviction and imprisonment of the protagonist for a murder he did not commit. It is based on
the theme of guilt, forgiveness, justice, faith, conflict, freedom and acceptance.

‘God Sees the Truth but Waits’ revolves around the tale of a young and handsome
Vladimir-based businessman named Ivan Dmitrich Aksionov. The well-to-do man’s family
consists of his wife and two children at the time of the story’s beginning. Before marriage, he
used to drink and get involved in quarrels excessively. On a summer day, he prepares to set off
for the commercial Fair at Nizhny. His wife attempts to stop him from attending the business
citing a nightmare she had about him having grey hair; however, that does not discourage the
traveller. On the way to his destination, he comes across a merchant and befriends him to spend
the night at an inn with the stranger. Next morning, he sets up for his journey very early without
meeting the merchant. After moving 25 miles further, he stops to feed the horses and get some
rest for himself. A district police officer arrives there, with two other soldiers, and starts
questioning Aksionov in the connection of the merchant. The innocent trader denies any
involvement; however, he becomes nervous as the questioners discover the blood-stained knife,
which was used to cut the victim’s throat. With the strong evidence, Aksionov is charged with
the murder and robbery worth twenty thousand rubles and sent to prison. After the court decides
him as the blameworthy, his heartbroken wife pays him a visit with two small children. She
reveals that their appeal to Czar for petition has been ruled out and also reminds him about the
dream she had that day. Moreover, she shakes him up him by asking whether he actually
committed the murder, after which the sufferer concludes that he can rely on God alone to know
the truth and to offer mercy. His harsh sentence in Siberia lasts for 26 years, during when he
loses his youthful cheerfulness and becomes deeply religious. Other prisoners call him
“Grandpa” and “Man of God” for his obsession with prayers, religious choirs and books. During
his 26th year, a new group of convicts arrives at the Siberian prison. Makar Semyonich, who has
been imprisoned for stealing a horse from a sledge, brings the news of the well-being of his
children back to Vladimir. After overhearing conversations, Aksionov is certain that Semyonich
is the man who was responsible for the crime for which he was blamed. He attempts on revenge,
but controls himself. However, his anger knows no bounds, as Semyonich, one night, offers an
escape plan through the hole he has been digging. The old prisoner angrily declines the offer.
Upon finding the hole, the Governor inquires of the prisoners about the chief planner. Aksionov
does not wish to see Makar being punished. He tells the Governor that he knows nothing about
who dug the tunnel. The following night Aksionov finds Semyonich sitting at the foot of his
bunk. Semyonich, overwhelmed by Aksyonov’s goodness in protecting him from the Governor,
confesses to having framed him for murder 26 years before and begs his forgiveness. Semyonich
confesses his crime to the authorities but Askionov dies before they offer to release the convicted
man.
In this way, Tolstoy makes a statement that a person should always have faith in God no
matter how difficult things may be for them; they will still be able to forgive another human
being for any action taken against them. The story also reveals that we must do a good thing to
the wrongdoer, instead of avenging. Moreover, the writer argues that forgiveness and
forgetfulness are the best form of revenge.

The Wish
Type 1

a. What did the child do to the scab on his knee?

Ans: ‘The Wish' is a modern western short story by a British novelist, poet. screenwriter and
short story writer, Roald Dahl. He picked up the scab, put it on his thigh and flipped it with a
finger.

b. What kind of effect did the carpet have on the child?

Ans: ‘The Wish' is a modern western short story by a British novelist, poet. screenwriter and
short story writer, Roald Dahl. He was fascinated by the big red, black and yellow carpet that
stretched to the front door. It attracted him into its fictional paradise.

c. What was he afraid of while walking across the carpet?

Ans: ‘The Wish' is a modern western short story by a British novelist, poet. screenwriter and
short story writer, Roald Dahl. He was afraid of the black spots, which he referred to as the
poisonous snakes, while walking across the carpet.

d. What motivated and encouraged the child to start and continue on his journey?
Ans: ‘The Wish' is a modern western short story by a British novelist, poet. screenwriter and
short story writer, Roald Dahl. His to-be birthday prize (a puppy) motivated and encouraged
the child to start and continue on his journey.

e. What did the child see as he looked down on the black patterns of the carpet?
Ans: ‘The Wish' is a modern western short story by a British novelist, poet. screenwriter and
short story writer, Roald Dahl. He saw the oily bodies of the snakes writhing as he looked
down on the black patterns of the carpet.

f. Which images and metaphors are used in the story?

Ans: ‘The Wish' is a modern western short story by a British novelist, poet. screenwriter and
short story writer, Roald Dahl. Dahl has made a very skillful use of images and metaphors in
his story. He uses the image of a scab to highlight the boy’s curiosity. The yellow spots refer
to hope whereas the black and red ones stand for negative forces or obstacles in his journey
ahead. Similarly, the carpet is a metaphor for the challenges the boy faces to achieve his
goal. The young boy's fear of crossing the carpet is the metaphor of the dread he will feel
while growing up in real life.

g. The writer creates two voices in the story. Who are they?
Ans: ‘The Wish' is a modern western short story by a British novelist, poet. screenwriter and
short story writer, Roald Dahl. We can trace out two major narrative voices in Dahl’s story.
The first one is the third person narration of the writer himself. Similarly, the second voice
is that of the young protagonist. The first part presents a child’s world from an adult’s
perspective whereas the last one serves the imaginative innocence of the children to the
adult readers.

h. What is the theme of this story?

Ans: ‘The Wish' is a modern western short story by a British novelist, poet. screenwriter
and short story writer, Roald Dahl. The author makes us conscious about growth in life with the
portrayal of an innocent imaginative young boy. It is themed on children’s imagination and their
psychological growth.

Type 2

a. Summarize the story ‘The Wish’.

Ans: ‘The Wish' is a modern western short story by a British novelist, poet. screenwriter
and short story writer, Roald Dahl. One of the leading authors of children's books as well as the
screenplays, the writer is popularly known as an author who writes humourous fantasy stories.
He has written more than 60 short and long fictions. Matilda, Charlie and the Chocolate
Factory, the Witches and the BFG are some of his celebrated works. In 'The Wish', Dahl makes
us conscious about growth in life with the portrayal of an innocent imaginative young boy. It is
themed on children’s imagination and their psychological growth.
The story begins on a summer day in the protagonist’s house with the lead character, who
has the birthday next day, picking a scab off his knee. After taking out, he casts it on the big red,
black and yellow carpet that stretches to the front door. He is fascinated by the carpet and
decides to play a humorous imaginative game with the same. The game he has invented is simple
to play: he should cross the carpet without touching the black and red parts. He decides that
yellow parts are the safe spots whereas the black ones stand for the snakes, which will bite and
kill him, and the red ones for lumps of coal, which will burn him up completely. He starts his
journey carefully. It is easy at first, but as he reaches the half way he starts losing his balance and
stretches the arms to regain his posture. He becomes quite fearful as he takes a bad step ahead.
He can’t turn back from there. To make it worse, the black spots terrify him. He takes another
step to the only close yellow piece, and his foot is only a centimeter from a black patch. A snake
moves and raises its head to watch him. But he mentally assures himself by stating that the snake
can’t bite him as he is not going to touch it. Another snake rises as well, and the child is frozen
with terror for several minutes. The next step is a very long one as he is forced to jump. He
manages to get one foot across and transfers his weight. Then he attempts to bring up his back
foot but can’t. He gets stuck and looks down at the oily bodies of the snakes writhing beneath
him. In stress, he began to wobble, but this time waving his arms only make it worse. He slowly
starts to fall towards the black. He starts to cry as his hand touches the ground. His mother is
looking for him far behind the house outside in the sunshine.
In this way, Dahl focuses on the little boy and his adventure to make points on self-
confidence and determination to tackle fear.

Poetry

Corona Says
Type 1
 a. Who is the speaker in the poem?
Ans: ‘Corona says’ is a short modern non-western poem by a Nepalese poet and author, Vishnu
Rai. Corona is the speaker in this poem, who has brought upon severe impacts in the lives
of human beings.

b. Who claim that they are superior to all?

Ans: ‘Corona says’ is a short modern non-western poem by a Nepalese poet and author, Vishnu
Rai. The human beings claim that they are superior to all.

c. Why has the speaker come to the Earth?

Ans: ‘Corona says’ is a short modern non-western poem by a Nepalese poet and author, Vishnu
Rai. The speaker, corona, has come the Earth to take revenge for what humans have done
to nature. Moreover, it aims at giving her a little rest and make humans realize that they
are not the almighty and the earth is the common habitat for all living organisms.

d. What positive changes have occurred on Earth after the speaker's visit?
Ans: ‘Corona says’ is a short modern non-western poem by a Nepalese poet and author, Vishnu
Rai. After the speaker’s visit, various positive changes have occurred on the earth. Some of
them are enlisted below:
(i) Environmental pollution is minimized.
(ii) Nature has become dust free and fresh.
(iii) Humans have learnt to use natural resources properly.
(iv) Their ego has been transformed into fear.
(v) Humans have leant to be satisfied with what they have.

e. What is the theme of this poem?

Ans: ‘Corona Says’ is a modern non-western short poem by a Nepalese poet, Vishnu Rai. This
poem is written on the theme of the present world crisis, Corona, and its devastating
impact on human life.

Type 2

a. Explain the following in reference to the context:

But have you ever counted

How many have died so far
Because of you and your wars?

Ans: The above given verses are extracted from a modern non-western poem entitled ‘Corona
Says’ by a Nepalese poet and author, Vishnu Rai. Here, we find corona as the main speaker who
is talking to a man of the present world. The speaker says to the addressee about the bad aspect
of war and thinking of superiority possessed by him. He wants to make the man realise about the
impacts of inhumane wars.
The speaker is blaming human beings for killing many people through their wars. He is
asking about the calculation of the number of war-borne deaths.
 According to the speaker, human behaviours are the sole causes behind all these
sufferings of the people. Due to human egos and bad deeds, the present world is facing a crisis.
Many people have lost their lives during this critical period. Due to their selfish nature, the earth
and the creatures living on its lap have faced numerous problems of disease. Their ego and war
for capturing nature has snatched the lives of many people.
b. Write a short summary of the poem ‘Corona Says’.
Ans: ‘Corona says’ is a short modern non-western poem by a Nepalese poet and author, Vishnu
Rai. The writer is remembered for his blank verses evoking human emotions. The poem of the
above title is themed on the global pandemic of Corona Virus. The poet’s major focus is on
human behaviour and attitude. Accordingly, mankind’s merciless and thoughtless action
involving overexploitation of nature is to be held accountable for the fresh pandemic which is
dictating the world at the present.
In the poem, the writer has worn the persona of Corona. The mass annihilator asks the
humans not to drop the tears as he has not turned up on his will. Accordingly, he is the byproduct
of human recklessness. He further claims that he has been brought upon on the earth as a
devastating catastrophe to pay the worldly inhabitants the interests of their exploitation of nature,
especially wildlife. Analogously, he states that he is the repercussion of the inexcusable error that
the most superior world creatures have committed. In his words, the ‘crown of creation’ has
ignored other equally precious brother and sister species. He does not show any mercy to the
people who treat different parts of nature as their slaves. They looted the liberty of the animals
and birds by caging them. In addition, they filled the once blue sky with dust and smoke. Corona
wishes to teach a lesson to the humans who think themselves as the most intelligent beings. The
message of this visit is to clarify that Mother Earth will find a way to pay human mistreatment
and negligence. At the end of the poem, he says that he will leave this planet very soon, but
many other pandemics are waiting for their turn.
To sum up, Rai spreads the awareness about the preservation of nature and biodiversity
through this poem. He asks of his fellow brothers and sisters to be more conscientious in
avoiding the impending future disasters.

A Red, Red Rose

Type 1

a. To which two things does the speaker compare his love in the first stanza?
Ans: A Red, Red Rose’ is a classic western romantic poem by a Scottish poet, lyricist and
writer, Robert Burns. The speaker presents two similes: the first one, comparing his love to
a red rose and the second one comparing his love to a melody.

b. What does the speaker promise in the second and third stanzas?
Ans: A Red, Red Rose’ is a classic western romantic poem by a Scottish poet, lyricist and
writer, Robert Burns. He promises to love her for eternity (until the seas and oceans go dry).

c. What imagery does he use in his promise, and why do you think he uses such language?
Ans: ‘A Red, Red Rose’ is a classic western romantic poem by a Scottish poet, lyricist and
writer, Robert Burns. The poet has used the visual imagery in his poem. He uses the image of
‘seas getting dry’ and ‘rocks melting’ in his promise. He applies these images to give the
sense of infinite or everlasting love.
 d. In the last stanza, what event is about to happen by mentioning the number of miles?
Ans: ‘A Red, Red Rose’ is a classic western romantic poem by a Scottish poet, lyricist and
writer, Robert Burns. In the last stanza, the speaker is about to forsake his dear for a short
time. He also means to indicate that his lover will get aged soon. However, distance (the
number of miles) and her old age will not be the obstacles/excuses in his love for her.

e. Which image in the poem do you find the most memorable or surprising and why?
Ans: ‘A Red, Red Rose’ is a classic western romantic poem by a Scottish poet, lyricist and
writer, Robert Burns. I think the image of ‘red rose’ is the most memorable and surprising.
Burns employs the red rose to represent the love between the speaker and the beloved,
which in turn is the central focus of the poem. Moreover, the flower of the writer’s
preference binds all the other images (drying seas, melting rocks, and sands of life) used in
the ballad. In a way, the speaker has used all of the images, except rose, to show transience
and impermanence of love. The image of rose is surprising because it signals contradiction:
the graceful rose’s rapid decay as a contrast to his eternal feelings for the beloved.

f. What is the theme of the poem?

Ans: ‘A Red, Red Rose’ is a classic western romantic poem by a Scottish poet, lyricist and
writer, Robert Burns. The central theme of the poem ‘Red, Red Rose’ is love.

g. What is hyperbole? Explain its purpose citing examples of hyperbole used in the poem.
ANS: ‘A Red, Red Rose’ is a classic western romantic poem by a Scottish poet, lyricist and
writer, Robert Burns. In the simple language, hyperbole is a figure of speech involving the
use of exaggeration in the text. It is used to overemphasize a statement in the sentence.
Burns has used hyperbole in the last line of the second stanza, “Till a’ the seas gang dry.”
He says that his love will flow even when the seas dry up. The second is used in the third
stanza, “And the rocks melt wi’ the sun.” The writer aims at immortalizing the love with
the help of hyperbole in this poem.

h. What is refrain? Why is it used in the poem? Explain citing an example from the poem.
ANS: ‘A Red, Red Rose’ is a classic western romantic poem by a Scottish poet, lyricist and
writer, Robert Burns. A refrain is a line or lines that are repeated in poetry. The line, “And I
will luve thee still, my dear” has become a refrain, as it has been repeated in second and the
third stanzas. Similarly, ‘Till a’ the seas gang dry’ is also used twice (in the 8th and the 9th
line).

i. What kind of love is expressed in ‘A Red, Red Rose’?

Ans: ‘A Red, Red Rose’ is a classic western romantic poem by a Scottish poet, lyricist and
writer, Robert Burns. A romantic form of love is expressed in this poem. In the first stanza,
the poet maintains that his love is beautiful as a rose and sweet as a melodious tune, but is
aware that both will lose their touch in no time. In the remaining three stanzas, however,
he emphasizes the immortal nature of his love. Anyway, the poet expresses an intense and
passionate admiration for the lady of his heart’s will.

Type 2
 a. Analyse the poem in terms of the literary devices such as simile, symbolism, imagery,
alliteration, and assonance.
Ans: ‘A Red, Red Rose’ is a classic western romantic poem by a Scottish poet, lyricist and
writer, Robert Burns. His poem is full of literary devices. The most prominent device of all is
simile. It is a figure of speech which indirectly compares one thing with another thing of a
different kind, using the words ‘like’ or ‘as’. “O my Luve is like a red, red rose”, “O, my love is
like the melody” and “As fair art thou, my bonny lass” are three instances of simile used by the
poet. In these three verses, the poet compares his love to a red rose, a melody of a song and an
attractive woman respectively.
Similarly, symbolism refers to the use of the symbols to signify ideas and qualities,
giving them symbolic meanings different from their literal meanings. The writer has used the
symbol of a red rose to signify a romantic love between him and his beloved. He employs the
rose’s beauty as an image of the beloved and uses the rose's rapid decay as a contrast to his
or her eternal feelings for the beloved.
Imagery refers to the writer’s use of vivid images to portray some ideas, qualities or
phenomena. Burns has applied visual imagery in the poem such as, “O my Luve is like a red, red
rose”,” And the rocks melt wi’ the sun” and “While the sands o’ life shall run”.
Alliteration is the repetition of the same consonant sounds in the same verse. In “O my
Luve is like a red, red rose”, ‘l’ and ‘r’ are repeated twice and thrice respectively. Assonance is a
literary device that shows the resemblance of sound between syllables of the words which are
closer. It usually involves repeating vowel sounds in the nearby words. The sound of /i/ recurs in
“I will love thee still, my dear”.

b. Paraphrase/Summarize the poem ‘A Red, Red Rose’.

Ans: ‘A Red, Red Rose’ is a classic western romantic poem by a Scottish poet, lyricist and
writer, Robert Burns. The poet is perceived as the national poet of Scotland and a central figure
in Scottish literature. He is best known as a pioneer of the Romantic Movement for his lyrical
poetry. The poem 'A Red, Red Rose' is a lyrical ballad that describes the speaker’s deep love for
his beloved and promises that this love will last longer than human life.
The speaker describes his or her love—meaning either the person the speaker loves or the
speaker's feelings of love for that person—as being as beautiful, vivid, and fresh as a flower that
has just recently bloomed. This love is as sweet as a beautiful song played by a skilled musician.
The beloved is so beautiful that the speaker loves her with a deep and strong passion—so strong,
in fact, that the speaker's love will last until the oceans have become dry. Even after the seas
have evaporated and the earth has decayed, the speaker will still love the beloved. This love will
endure until their own lives have ended and even until all human life has ended. The speaker
concludes by saying goodbye to the beloved—who is, the speaker reminds her, the only person
the speaker loves. The speaker wishes her well during their temporary separation. The speaker
reaffirms his or her faithful love by promising to return even if the journey covers a very long
distance and takes a very long time.
To sum up, the poet has sketched a very vivid and realistic picture of his profound love in
this poem.

c. Explain the following in reference to the context:

And I will come again, my love,
 Tho’ it were ten thousand mile!
Ans: The above given verses are extracted from a classic western romantic poem titled ‘Red,
Red Rose’ by a Scottish poet, lyricist and author, Robert Burns. The poet is perceived as the
national poet of Scotland and a central figure in Scottish literature. He is best known as a pioneer
of the Romantic Movement for his lyrical poetry. The poem 'A Red, Red Rose' is a lyrical ballad
that describes the speaker’s deep love for his beloved and promises that this love will last longer
than human life.
The poem covers multiple themes, including love, beauty and age.
The extracted lines appear in the last stanza of Burns’ poem. In this text, the speaker bids
farewell to the beloved, as he is intending to undertake a brief journey away from his desire of
heart. The beloved doesn’t need to worry, though, because the speaker promises to return, even if
the journey is “ten thousand mile[s]” long. This promise implies that, just as long stretches of
time could not exhaust the speaker’s love for the beloved, a long stretch of distance cannot keep
the speaker from her. He means to say that his love is so strong that the earthly obstacles (like
physical distance) will become trifle.

All the World’s A Stage

Type 1

a. Why does the poet compare the world with a stage?

Ans: ‘All the world’s a Stage’ is a classic western poem by an English poet and dramatist,
William Shakespeare. The poet compares the world with a stage because accordingly, the
world looks like the platform on which men and women enact different acts.
b. What is the first stage in a human’s life? In what sense can it be a troubling stage?
Ans: ‘All the world’s a Stage’ is a classic western poem by an English poet and dramatist,
William Shakespeare. The first stage in a human’s life is infanthood. In this age, the baby
vomits in the arms of his nurse and to be in the comfort of his mother (difficult to
persuade); hence this part of human life can be considered troubling.
c. Describe the second stage of life based on the poem.
Ans: ‘All the world’s a Stage’ is a classic western poem by an English poet and dramatist,
William Shakespeare. The second stage depicts boyhood, in which a person plays the role of
a school boy. He is unwilling to go to school and take the responsibility of being a student.
d. Why is the last stage called second childhood?
Ans: ‘All the world’s a Stage’ is a classic western poem by an English poet and dramatist,
William Shakespeare. In the last stage, a person loses his ability to see, hear, feel, smell and
taste, exactly like an infant. Moreover, he becomes dependent on others like a child. This is
why this age is called second childhood.
e. In what sense are we the players in the world stage?
Ans: ‘All the world’s a Stage’ is a classic western poem by an English poet and dramatist,
William Shakespeare. According to Shakespeare, human life is a play and everyone is a
character/player in it. From the birth (entrance) to death (exit), they perform many acts,
like the players of a drama. In this sense, we are the players in the world stage.
f. What is the theme of this poem?
Ans: ‘All the world’s a Stage’ is a classic western poem by an English poet and dramatist,
William Shakespeare. The text describes the reality of man’s existence through various
stages of life. The theme of this philosophical poem is the human lifecycle. Describing the
seven different stages of human life, the poet argues that life is nothing but a drama.
g. Which style does the poet use to express his emotions about how he thinks that the world
is a stage and all the people living in it are mere players?
Ans: ‘All the world’s a Stage’ is a classic western poem by an English poet and dramatist,
William Shakespeare. The poet uses a narrative style to express his emotions about how he
thinks that the world is a stage and all the people living in it are mere players.

Type 2
a. Summarize the poem ‘All the World’s a Stage’.
Ans: ‘All the world’s a Stage’ is a classic western poem by an English poet and dramatist,
William Shakespeare (1564-1616). The writer is regarded as the greatest dramatist in English
literature. He has penned some 37 plays and 154 sonnets. ‘All the world’s a stage’ is the phrase
that begins monologue from William Shakespeare’s play As You Like It. The excerpt describes
the reality of man’s existence through various stages of life. The poem uses many poetic devices
such as metaphor, simile and symbols.
The two opening sentences begin with a metaphor comparing the world with a stage and
human beings with the characters of the play with specific roles. They have their entrances and
exits from the stage of life. They perform many roles. The poem sheds light in the seven stages
of human beings. The man begins his act on the stage as an infant; he pukes in the arms of his
nurse and cries to be in the comfort of mother. The second act starts right when he turns into a
school going boy, who is unwilling to go to school and unwilling to take the responsibility of
being a student. He creeps like snail and cries as he has to go to school. Then comes when he
turns into a lover; his lover is the only person he sees dancing in front of his eyes. For him, there
is absolutely no other place that can comfort him, than the eyebrow of his lover. He sings a sad
romantic song for his lover. The fourth act portrays the man as a soldier. His beard depicts all
those strange oaths that he takes to protect his country and all the men and women living in it.
No doubt he quarrels, but he also maintains his dignity to create and develop his reputation in
front of others around him. He is not afraid with cannon or fight. This is perhaps the toughest
stage in his life. Next comes the fifth act, where he turns into a wise justice, the one who knows
what is good and what is right. At this stage, he is perhaps the best person to approach to find out
who is correct and who is wrong. The sixth stage (old man) comes into his life as he enters the
stage of Pantaloon, where he has a high status in society, yet he is greedy for more. His shank
shrinks. He becomes weak and will need support of cane to walk. He keeps pouch with him. He
wears warm hoses. His voice becomes childish again as teeth fall. This stage does not remain for
long in his life. The last stage (second childhood) comes for him to go through oblivion. No
matter how hard he tries to remember things, he is just not able to. When he enters the old-age,
he turns into a child again. Slowly, he begins losing his teeth, his vision, the taste in his
mouth and the love or greed for everything that he once wanted in his life.
In this way, the poem envisions the life cycle of human beings.
b. Describe the various stages of a human’s life picturised in the poem “All the World’s a
Stage.”
Ans: ‘All the World’s Stage’ is a classic western poem by an English poet, dramatist and writer,
William Shakespeare (1564-1616). The author is regarded as the greatest English dramatist in the
world. Some of his famous works consist of ‘Hamlet’, ‘The Merchant of Venice’, and ‘Romeo
and Juliet’. The poem of the above title is extracted from Shakespeare’s famous comic play
entitled ‘As You Like It’. In the poem, the writer has compared the world with a drama stage. I
think this comparison is appropriate.
According to Shakespeare, men and women play seven roles (infant, schoolboy, lover,
soldier, judge, old man and second childishness) during the interval of the birth and the death.
The man begins his act on the stage as an infant; he pukes in the arms of his nurse and cries to be
in the comfort of his mother. The second stage depicts boyhood, in which the person plays the
role of a school boy. He is unwilling to go to school and take the responsibility of being a
student. The third stage brings before us an adolescent lover who sings sad and romantic ballads
for his beloved. In the youthful age when man is full of energy and might, he may do everything
to please his beloved. The next age is that of a young soldier. He regards his oaths to his state
with his life, is proud of his honor and quick in battle. Reputation, jealousy and honour is very
important for him. The fifth stage picturizes a middle-aged judge in round belly. His eyes are
severe and his beard is of a formal cut. He is full of wisdom and modern examples where they
are relevant. The sixth act is that of old age in which a man becomes thin, eyesight is weakened
and he turns into a child once again. The once roaring and manly voice of the soldier and the
authoritative voice of the justice reduces in pitch and volume, becoming something akin to child-
like in the old man. His voice whistles as he talks. According to the writer, the last scene is that
of the Second Childishness, characterized by oblivion, where none of our six senses work and we
are left devoid of everything. As a result, he becomes dependent on others like a child. Finally, a
person’s life ends with his death, which occurs in this particular part.
c. Is Shakespeare’s comparison of human’s life with a drama stage apt? How?
Ans: ‘All the World’s Stage’ is a classic western poem by an English poet, dramatist and writer,
William Shakespeare (1564-1616). The author is regarded as the greatest English dramatist in the
world. Some of his famous works consist of ‘Hamlet’, ‘The Merchant of Venice’, and ‘Romeo
and Juliet’. The poem of the above title is extracted from Shakespeare’s famous comic play
entitled ‘As You Like It’. In the poem, the writer has compared the world with a drama stage. I
think this comparison is appropriate.
Every person’s life in the world begins as an infant, with birth. S/he undergoes multiple
changes in the due course from that point onwards. As one changes from one part to the other,
s/he performs different roles as described in Shakespeare’s extract. Since the world becomes the
ground on which human beings perform their parts as per the demand of the different ages, we
can compare it to the drama stage on which the actors perform their respective roles.
d. Explain the following with reference to the context:
They have their exits and their entrances;
And one man in his time plays many parts,
Ans: The above given lines are extracted from a classic western poem entitled ‘All the World’s
Stage’ by an English poet, dramatist and writer, William Shakespeare (1564-1616). The author is
regarded as the greatest English dramatist in the world. Some of his famous works consist of
‘Hamlet’, ‘The Merchant of Venice’, and ‘Romeo and Juliet’. The poem of the above title is
extracted from Shakespeare’s famous comic play entitled ‘As You Like It’.
In the above extract, the writer has compared the world with a drama stage and people
with the actors of the drama. Accordingly, they have their exits and entrances in the world. Here,
entrance means birth whereas exit signifies death. During the interval of the birth and the death,
men and women play seven roles (infant, schoolboy, lover, soldier, judge, old man and second
childishness).
 Essays
Sharing Tradition
Type 1
a. According to LaPena, what is the importance of the oral tradition? To what extent do you
agree with his opinions and why?
Ans: “Sharing Traditions” is a modern western essay by an American essayist, lecturer and
writer, Frank LaPena. According to the writer, oral tradition occupies a special place in our
life. He considers its role in connection to maintaining the values of culture. Stating simply,
LaPena argues that oral tradition helps to preserve and maintain the culture and values of
our tradition. Cultural and traditional values play very significant roles in our lives as they
reflect our culture and civilization. Hence, I agree with the author’s opinions.
b. Who preserve and pass on the oral tradition?
Ans: “Sharing Traditions” is a modern western essay by an American essayist, lecturer and
writer, Frank LaPena. Both the elders and young people preserve and pass on the oral
tradition. Putting clearly, the former group pass it to the younger generations to be
continued.
c. What is the danger of not passing on information from generation to generation?
Ans: “Sharing Traditions” is a modern western essay by an American essayist, lecturer and
writer, Frank LaPena. The danger of not passing information down from generation to
generation is that the culture and values of our tradition will disappear. We have to live a
worthless life in the absence of culture and tradition.
d. What is the difference between oral tradition and literary tradition?
Ans: “Sharing Traditions” is a modern western essay by an American essayist, lecturer and
writer, Frank LaPena. An oral tradition is a form of art in which information related to
culture and values is transmitted from one generation to the next generation through oral
means. One can correct mistakes orally at any time in this tradition, unlike in the literary
tradition. Moreover, the
values of oral tradition are successfully transmitted from person to person. In contrast, the
deviation of people’s thought misinterprets real aspects of values in some cases of literary
tradition.
e. How does La Pena establish a relationship between art and the oral tradition?
Ans: “Sharing Traditions” is a modern western essay by an American essayist, lecturer and
writer, Frank LaPena. The author believes that art and oral tradition share some close
bondage. Accordingly, the oral tradition is a form of art. Information related to traditional
myth, ethics, social norms and values is communicated artistically through oral speech,
folktales, ballads, songs, etc. Oral tradition is a unique art whereby the culture and values
of tradition are preserved and upheld in the world.
f. What is the controlling idea or thesis of this essay?
Ans: “Sharing Traditions” is a modern western essay by an American essayist, lecturer and
writer, Frank LaPena. The author primarily drives our attention to the importance of
tradition for the people of this world and its preservation through the oral tradition. The
essay discusses the process of sharing tradition by oral means. It even advocates for the
most suitable way of passing it from one generation to generation. Both the elders and the
younger generations play their respective parts in preserving the oral tradition. In the
process, both of the groups contribute in conserving the culture and values of social rules
and norms.
Type 2
a. What are the four major problems developed by LaPena with regard to maintaining the
oral tradition. How are they used to structure the essay?
Ans: “Sharing Traditions” is a modern western essay by an American essayist, lecturer and
writer, Frank LaPena. The essay discusses the process of sharing tradition by oral means. The
writer has highlighted some issues in regard to the maintenance oral tradition.
The four main issues developed by LaPena regarding maintaining oral tradition are:
Difficulty in filling the elder’s niche with the problem of sharing traditions through
verbal tradition.
The influence of modern technology
The effect of the modern educational system.
Information sources and how to recognize and share them.
Lack of patience on the part of the listeners
These problems are presented to strengthen the writer’s major thesis: the importance of
tradition for the people and its preservation through the oral tradition. LaPena uses this aspect to
show that the said-conservation is not going to be easier on account of the listed dilemmas.
b. “Not everyone is capable of fulfilling the roles of the elders.” Explain this statement with
reference to the essay.
Ans: The given extract is drawn out from a modern western essay entitled “Sharing Tradition”
by an American essayist, lecturer and writer, Frank LaPena. The essay discusses the process of
sharing tradition by oral means. Moreover, it focuses on the importance of passing on the
traditions orally and the value of keeping a culture alive.
According to the writer, not everyone can fulfill the roles of the elders. Moreover, the
older generation plays a prominent part in maintaining and protecting our tradition. The elders
are the ones who preserved and transferred the traditions to the newer generations. The
essayist thinks that performing the duties of keeping religion, culture, tradition and history
alive cannot be done by immature hands. That’s why, it is hard to fill in the places of such
ideal visionaries.

How to Live Before You Die

Type 1
a. What is the story about Steve Jobs’ birth?
Ans: ‘How to Live Before You Die’ is a 2005-commencemnet speech delivered by the then CEO
of Apple Computer, Steve Jobs. The speaker was born to an unwed young girl. She put him
up for adoption, but the family which had originally agreed to adopt him decided that they
wanted a girl. So, he was offered to another family instead. His biological mother wanted
him to be raised by college graduates, but eventually agreed to give him if the adoptive
parents promised he would go to college.
b. What does he mean when he says, “you can’t connect the dots looking forward; you
can only connect them looking backwards”?
Ans: ‘How to Live Before You Die’ is a 2005-commencemnet speech delivered by the then CEO
of Apple Computer, Steve Jobs. He means that we can understand time looking backwards.
The future is impacted by the things from the past. Moreover, we will understand our life
better by turning back to the gone time. He suggests us to create our own dots and defy
fate. One has to have trust in something: gut, destiny, life or karma.
 c. What happened when Steve Jobs turned 30?
Ans: ‘How to Live Before You Die’ is a 2005-commencemnet speech delivered by the then CEO
of Apple Computer, Steve Jobs. When Steve Jobs turned 30, he got fired from Apple.
d. Jobs contends that you need to love to do what you do in order to be great at it. Do
you agree or disagree? Why?
Ans: ‘How to Live Before You Die’ is a 2005-commencemnet speech delivered by the then CEO
of Apple Computer, Steve Jobs. The speaker uses autobiographical anecdotes to communicate a
message of resilience and personal integrity. The speaker teaches us importance of time and
passion. He stresses on taking risks in life. Moreover, he inspires us by saying that we have to
keep ourselves busy with innovative mind and expanding work.
Jobs tells us, “You’ve got to find what you love. And that is as true for your work as it is for
your lovers.” Yes, I agree with him. If we love our creative work, we will get an outstanding
success in our life. Accordingly, one has to love what s\he does to do great work. Moreover, he
asks people to be willing to learn new things. To sum up, we should keep moving in search of
our love with the limited time given to us. (Note: For long question, too.)

e. According to Jobs, death is life’s greatest invention. Do you agree with him?
Ans: ‘How to Live Before You Die’ is a 2005-commencemnet speech delivered by the then CEO
of Apple Computer, Steve Jobs. Jobs thinks that our time is limited; hence, we should not
waste it living somebody else’s life and being dogmatic. Accordingly, we share a common
destiny: death. He regards it as one of the most motivating factors in a person’s life. He
calls it life’s change agent, which clears out the old to make way for the new. He suggests us
to do something great before death closes us.
f. What does Jobs mean when he says, “Don’t Settle”?
Ans: In his 2005-commencement speech, titled “How to Live Before You Die,” Steve says,
“Don’t settle”. He means to say that we should keep looking for what we love to do.
Moreover, we should not be satisfied with our achievements. Instead, we should strive for
more great deeds. He stresses that the only way to be truly satisfied is to do what you
believe is great work. He inspires us by saying that we have to keep ourselves busy with
innovative mind and expanding work. We don’t know when we die. Hence, we should keep
moving in search of our love with the limited time given to us.
g. Which style of speech is used by the speaker to persuade the audience?
Ans: Steve Job’s commencement speech details his chaotic story of adoption, his time at Reed
College and his cancer diagnosis. The speech has personal or informal style. He tells the
story about his life. In the process, he provides some inspirational anecdotes. His personal
story and advice will have a huge impact on the readers, who have some real -life issues to
be tackled in their daily life. He uses direct speech to show that he really cares for his
addressees.
h. What is the major takeaway of the speech?
Ans: Steve Jobs’ 2005-commencemnet speech is philosophical in nature. The speaker teaches us
importance of time and passion. He stresses on taking risks in life. Moreover, he inspires us by
saying that we have to keep ourselves busy with innovative mind and expanding work.

Type 2
a. What does the slogan “Stay hungry; stay foolish” mean to you?
Ans: ‘How to Live Before You Die’ is a 2005-commencemnet speech delivered by the then CEO
of Apple Computer, Steve Jobs. Jobs’ “Stay hungry, stay foolish” is an encouragement to keep
one’s mind open. It suggests us to be like a child, who isn’t spoiled by a rigid mindset. If we are
hungry and foolish, we are willing to work and learn. So, Jobs was asks people to be willing to
learn new things. In this phrase, he purposefully uses negative adjectives in a positive way. This
is what gives this phrase its punch.
‘Hungry’, here, means wanting something more, as in ‘he was hungry for a raise’. Jobs is
putting forward that being dissatisfied with what you have and wanting more is a good
thing. Likewise, someone who is foolish acts without thinking. Jobs is saying that one should
take stupid risks.
Putting together, the speaker maintains that we only live once, so we should make it
count and go after what we want. Hence, the phrase motivates us positively about learning.
b. Explain the following in reference to the context:
“You have to trust in something — your gut, destiny, life, karma, whatever.”
Ans: The given statement is extracted from Steve Jobs’ 2005-commencement speech, titled
“How to Live Before You Die”. The text is philosophical in nature. The speaker teaches us
importance of time and passion. He stresses on taking risks in life. Moreover, he inspires us by
saying that we have to keep ourselves busy with innovative mind and expanding work. He asks
people to be willing to learn new things.
The speaker maintains that time moves in one direction so we can’t really predict things.
But we are able to understand it in hindsight. Some things in life happen haphazardly. We just
generalize a person with history of his parents and family background but life’s course may
change in a minute. He suggests us to create our own dots and defy fate. One has to have trust in
something: gut, destiny, life or karma. According to him, we have to trust that something great
will happen in our life sometime in the future.

White I Require from Life

Type 1
a. How does the writer distinguish between a peaceful age and a heroic age?
Ans: ‘What I Require from Life’ is a modern western essay by a British-Indian scientist and
writer, J.B.S. Haldane. According to the writer, one can look forward to the life of peace in
the peaceful age. In heroic age, on the other hand, the writer feels the lack of peace and
quiet.
b. Why does the writer want more freedom of speech than most people?
Ans: What I Require from Life’ is a modern western essay by a British-Indian scientist and
writer, J.B.S. Haldane. The writer wants more freedom of speech than most people because
he enjoys a good deal of freedom. Moreover, he wants to write about anything he wishes to.
He desires to aware us about false reality of the ruler and raise voice against their
sophisticated life; however, the law of libel prevents him from doing so.
c. According to the writer, what are the four general human needs?
Ans: What I Require from Life’ is a modern western essay by a British-Indian scientist and
writer, J.B.S. Haldane. According to the essayist, the four general human needs are
interesting and productive work, freedom, good health, and friendship.
d. What is the difference between desire and demand according to the writer?
Ans: What I Require from Life’ is a modern western essay by a British-Indian scientist and
writer, J.B.S. Haldane. According to the writer, demand refers to the basic needs, such as
health, employment, freedom and right to choose work and liberty as well as happiness. On
the other hand, desire means wanting more than basic needs, such as, a room with books, a
motorcar, a pleasant garden, and a bathing pool.
e. Why does the writer demand security?
Ans: What I Require from Life’ is a modern western essay by a British-Indian scientist and
writer, J.B.S. Haldane. The eassayist demands security since peace and security are rightful aim
of life. Violent adventure is merely an adaptation to the age in which he lives. All the worse
things occur by the violent culture. He wants to feel ownership. He wants freedom within his
territory. Moreover, he wishes to spend joyful life in liberty because this is the ending era of
fascism.
f. Why do you think the essayist has taken reference from the ancient philosophers?
Ans: What I Require from Life’ is a modern western essay by a British-Indian scientist and
writer, J.B.S. Haldane. The author has taken reference from the two well-noted ancient
philosophers: Aristotle and Socrates. Firstly, he uses the Aristotelian definition of
happiness while talking about pleasing job. Similarly, he makes reference to Socrates’
suicidal death while elaborating his own requirement of death from life. I think, the writer
has used these allusions to make his credibility of delivery strong. To say in another word,
he wants to appeal to the readers by showing that the notable philosophers also share his
concern.
g. Discuss the essay in terms of its language, purpose, subject, point of view and mode of
writing.
Ans: ‘What I Require from Life’ is a modern western essay by a British-Indian scientist and
writer, J.B.S. Haldane. This essay is written in simple and lucid language with substantial
references and examples. The writer aims to take a glimpse of freedom-based life in the age
of war and terror. He further advocates for democratic activities in work places. He has
applied first-person point of view. Besides, he implies subjective or personal mode of
writing while discussing his requirements to be happy and satisfied in his life.
h. What is the theme of this essay?
Ans: ‘What I Require from Life’ is a modern western essay by a British-Indian scientist and
writer, J.B.S. Haldane. The writer aims to take a glimpse of freedom-based life in the age of
war and terror. Hence, the theme of this essay is the need to be happy and satisfied in his
life.

Type 2
a. Explain the following with reference to the context:
“The satisfaction of adventure is something much more solid than a thrill.”
Ans: This line has been taken out from a modern western essay entitled ‘What I Require from
Life’ by a British-Indian scientist and writer, J.B.S. Haldane. The essayist is always in
favour of life, liberty, and happiness. He has some basic demands in life, including health,
security, liberty and happiness. He raises voice against fascism and tyranny. He is
demanding democratic activities in his life.
In this very line, he describes about adventurous life. It is impossible to understand the
meaning of life without understanding series of adventures. The writer regards an
adventure as a demand of life rather than just a thrill. All of us are supposed to be
explorers, and treasure hunters of the soul. We are not supposed to be sleep-walking
through the world. We can’t be confined to the tyrannical rules. This is the world of
dramatic arena, and each of our lives is supposed to go ahead in the best possible way. We
want democratic activities. We must have to right to think critically and reasoning truth.
We have to get all essential things what we demand. We must have to get chance to quest
about doubting things with moral values.
b. Explain the following with reference to the context:
“I want the workers to see the fruit of their own work not in profits for others, but in
their own and their friends’ well-being.”
Ans: The above given extract is taken out from a modern western essay entitled ‘What I Require
from Life’, by a British-Indian scientist and writer, J.B.S. Haldane. Here, the writer focuses
on the democratic activities in work place.
According to the writer, the workers should be paid according to their work, not
according to the rules of the company. They have to see the fruit of their own work. Their friends
also should be in well-being. Here, the author somehow talks about socialism. First, the factory
owner should satisfy their workers. Due to the efficient workers, the industrialists get
benefits. The author doesn’t like the exploitation of labourers. He seeks the right of human
beings through in these lines.
Only workers’ work is prioritized. Their benefits of and liberty within the work are
ignored. By presenting inhuman treatment of the labourers in a factory, J. B. S. Haldane
brings the socialistic motive here: he demands for democracy because the depressive time
of fascism ends in the democratic era.

One Act Plays

Trifles
Type 1
a. Do you believe that Mrs. Wright killed her husband? Explain.
Ans: I believe that Mrs. Wright killed her husband. Many evidences from the text support my
stance. The dead bird and the dirty appearance of kitchen refer to the fact that the accused was
undergoing series of domestic violence. The bird had its neck wrung. To avenge the same, she
murdered the tormentor in the similar fashion.
b. Do you think Mr. Wright’s death would have been uncovered if Mr. Hale hadn’t stopped
by the Wrights’ home?
Ans: I think Mr. Wright’s death would have been uncovered if Mr. Hale hadn’t stopped by the
Wrights’ home. Perhaps Mrs. Wright would not have notified the police about the murder. If she
would, the same could have been done earlier.
c. Why does Mrs. Hale think that Mrs. Wright’s worries about her preserves indicate her
innocence?
Ans: Mrs. Hale displays her loyalty to Minnie Wright. She thinks that Mrs. Wright’s worries
about her preserves indicate her innocence because accordingly, women are used to be concerned
about the trifles or the things of little values. The preserve also refers to the pressure the society
has imposed upon women.
d. How does Mrs. Peters’ homesteading experience connect her to Mrs. Wright?
Ans: Mrs. Peters is more aware of the responsibilities the women have to the law and to their
husbands. Evidently, she also suffers the fate of Mrs. Wright at the hand of patriarchy. In this
regard, she empathizes Mrs. Wright. She remembers a kitten she had as a young girl, and that a
boy took a hatchet to it before her eyes. She says she would have hurt him if she could. At the
end of the play, she combines with Mrs. Hale to hide the most explicit evidence, the dead canary.
 e. How do the women’s perspectives on men differ?
Ans: Men think that women’s lives are superficial. Accordingly, their counterparts are
interested only in silly matters. Their prejudice cost them the most substantial evidence- the dead
bird. Mrs. Peters says that if the men heard them getting worried by seeing a dead canary, they
would laugh. The women detectives are shown to be more sympathetic to the murderer.
f. Discuss the setting of the play. Does it have an impact on the theme of the play?
Ans: The house of Mr. and Mrs. Wright is the place setting of the play. It is the spot, where Mr.
Wright was murdered. The theme of the play is injustice towards women. I think no other setting
could have been better to reflect on the ascribed theme.
g. What is the theme of this play?
Ans: The major themes of this play are oppression of women, male’s prejudice towards
female and search for identity.

Type 2

a. Discuss the symbolism used in the play.

Ans: ‘Trifles’ (1916) is a modern western one-act play by an American playwright, novelist and
writer, Susan Glaspell. The text centres on a mysterious murder at the Wright house. It provides
a perspective about the status of women in contemporary American society reflecting the male
mentality as the dominant gender. The major themes of this play are oppression of women and
search for identity.
Glaspell has used some symbols in her play. ‘Canning jars of fruit’ stands for
Minnie’s extreme concern over her role as wife and her household responsibilities. ‘The dirty
towel’ represents Mrs. Wright’s poor housekeeping. Similarly, ‘the quilt’ refers to female space
or concern. The most important symbol of all is the dead songbird. This symbolizes Mr. Wright’s
abuse of his wife. Here, bird stands for Mrs. Wright’s freedom. ‘Cage’ represents John Wright’s
oppression of his wife and her spirit. Lastly, ‘rope’ refers to the women’s means of seeking
privilege or fighting back their imprisonment.

b. Analyse the play discussing the author’s use of dramatic irony.

Ans: ‘Trifles’ (1916) is a modern western one-act play by an American playwright, novelist and
writer, Susan Glaspell. The text centres on a mysterious murder at the Wright house. It provides
a perspective about the status of women in contemporary American society reflecting the male
mentality as the dominant gender. The major themes of this play are oppression of women and
search for identity.
Dramatic irony refers to a situation in which the audience or reader has a better
understanding of events than the characters in a story do. The dramatic irony in ‘Trifles’ builds
as the women, Mrs. Hale and Mrs. Peters, find the clues about life in the Wright household. They
discover the dead canary and note that someone appears to have broken its neck. The women
know how much Mrs. Wright loved the bird, so they and the audience should make the
assumption that Mr. Wright killed it. This deduction together with the other evidence of Mrs.
Wright’s growing instability (like the terrible sewing) lead the women and audience to believe in
Mrs. Wright’s guilt and the reason she killed her husband. This situation represents dramatic
irony because the sheriff and county attorney remain oblivious to these clues, so the audience
knows more than they do about the crime.
 c. Describe the plot of the play.
Or
The credibility of a character is determined not only by the character’s thoughts and
actions but also by what other characters say and think about him or her. Discuss in relation to
the characters of Trifles.
Ans: ‘Trifles’ (1916) is a one-act play by an American playwright, novelist and writer, Susan
Glaspell. The text centres on a mysterious murder at the Wright house. The play opens with
Sheriff Henry Peters and county attorney George Henderson visiting the murder scene to
investigate the murder of John Wright. His wife, Minnie Wright, has been arrested for the
murder, and the two men have come to collect evidence against her. To that end, they have
brought Lewis Hale, Minnie Wright’s neighbor, who was the first person other than Minnie to
see John’s dead body. Hale will be a witness for the prosecution at the trial. With the three men
are Mrs. Peters, the sheriff’s wife, and Mrs. Hale, Lewis’ wife, who have come to collect some
of Minnie’s personal effects to bring to her in prison. The sheriff is the first to enter the Wrights’
little farmhouse. He and the other two men gather around the hot stove for warmth while the
women linger in the doorway. It is clear that the two women are more upset about the murder
than their husbands and that they have reservations about entering the house. Inside, the men
begin their investigation. Henderson questions Hale about the events of the previous day. Hale
recounts how he was going to town with a sack of potatoes when he stopped at the Wright farm,
wondering if the Wrights would like to share a telephone line. He found Minnie in her rocking
chair behaving strangely. She told him that John was upstairs, dead, with a rope around his neck.
At the time, Minnie claimed that John was strangled in his sleep by an unknown assailant and
said she did not hear the strangling, because she “sleeps sound.”
Minnie was arrested and is now awaiting trial for the murder of her husband. She has
been in jail for a full day at this point and needs a fresh change of clothes, which is why Mrs.
Peters and Mrs. Hale have come—out of kindness. Henderson suggests that the men have a look
around, thinking they might find some clues. The men decide not to search the room where
Lewis Hale found Minnie, because, according to Sheriff Peters, there is “nothing here but
kitchen things.” These words demonstrate the sheriff’s disdain for women’s work, introducing
the theme of sexism that recurs throughout the play. Sheriff Peters decides they are going to
focus on the bedroom and the barn, where, they assume, the real clues will be found. When
Henderson searches a cupboard, he finds several broken jars of preserves. He dismisses these jars
as ‘trifles’ even though Minnie specifically mentioned the preserves, fearing that the jars would
break in the freeze. While the men are upstairs, the women conduct the real investigation. As
soon as they are alone, they begin gathering things to bring to Minnie in prison: a change of
clothes, a shawl, a pleated apron. This leads them to some important discoveries.
First, the women note how dull and shabby Minnie’s clothes are. Mrs. Hale says, ‘‘She
used to wear pretty clothes and be lively, when she was Minnie Foster” meaning that marrying
John changed her. Wright was an abusive, hot-tempered man and forced Minnie to wear boring
house clothes instead of the pretty clothes she likes. This is the first indication that Minnie was
unhappy with her controlling husband. Then there are the little things: the bread left out to get
stale, the table only half-cleaned, a quilt with crooked, erratic stitching that reflects Minnie’s
mental state. Things were going downhill, the women realize, long before the murder. Their
suspicions are confirmed when they find the final, most important clues: a broken birdcage and a
dead canary. It is likely that John broke this birdcage, though it is unclear exactly why, beyond
his general cruelty. Minnie has been keeping the canary in a sewing box, wrapped up in silk like
a treasure. This bird is symbolic of Minnie herself, who used to sing in the town’s choir before
she married. When the men reappear suddenly, Mrs. Hale instinctively hides the sewing box and
makes up a lie about a cat attacking the canary to explain away the presence of the birdcage.
Before they leave, the men decide to take one last look upstairs. This gives the women time to
discuss what to do. Both of them have come to sympathize with Minnie, understanding why she
murdered her abusive husband. Mrs. Peters remembers what it was like when she lived on a farm
with her husband. Life was rough then, and she lost her baby on the homestead. She isn’t
surprised that Minnie felt pushed beyond her limits. Together, Mrs. Peters and Mrs. Hale decide
to hide the evidence they have found as to Minnie’s motive. Unsurprisingly, the men take no
notice, thinking of these items as mere ‘trifles’.
The above discussion has summarized the overall thought-processes of the characters of
Glaspell’s play. It stands to reason that the credibility of a character is determined not only by the
character’s thoughts and actions but also by what other characters say and think about him or
her.