ENGLISH WORKSHEET 1

By Gladwin Saijon

I.

(a) The point in evidence from the text that suggests the writer's post-Jaws fear was not justified is the
fact that the writer mentions that there had been only two shark bites on the Connecticut coast since
1900, where the writer lived, indicating that the risk of shark attacks in that area was low.

(b) One trait of the writer evident from lines 5-10 is that the writer is willing to confront their fear and
challenge their preconceived notions by accepting the assignment to swim with tiger sharks, despite
being afraid of sharks after watching Jaws. The reason for this choice is that the writer decides to face
their fear and gather firsthand experience to dispel their fear.

(c) Some people might have thought that the writer was 'very stupid' for accepting the assignment to
swim with tiger sharks without prior experience diving outside of a pool or a quarry, and without a
diver's cage, because it could be seen as reckless and dangerous.

(d) The writer suggests that people who know sharks intimately tend to be least afraid of them because
they understand the behavior and ecology of sharks, and have firsthand experience interacting with
them, which dispels common misconceptions and fears based on sensationalized media portrayals.

(e) Some academicians think that reward, as a form of discipline, is a nuanced issue with varying
perspectives.

(f) The use of the phrase 'benign light' suggests that the writer views the tiger sharks in a positive and
non-threatening way, seeing them as harmless and gentle creatures based on the behavior observed
during the dive.

(g) Having a large litter is one of the features that empowers tiger sharks to emerge as winners in the
face of global warming because it increases their reproductive potential, allowing them to produce more
offspring that can potentially adapt and survive in changing environments. This gives them an advantage
in adapting to changing conditions compared to other shark species with smaller litters.

II.

a)On his way to school, Franz found that the day was warm and bright. The birds were chirping
at the edge of woods; and in the open woods, the Prussian soldiers were drilling.
 b) When Franz entered class that day, he was expecting a scolding from M Hamel he spoke
very kindly and asked him to sit. Franz also wondered at the presence of senior villagers
occupying back benches of the class.
c) In the short story 'The Last Lesson' by Alphonse Daudet, some elderly people were
occupying the back benches on the day of the last lesson as they were attending the French
class as a mark of respect for their native language.
d) The words "It was their last French lesson" had a profound effect on Franz as he was
surprised and shocked on hearing them³. The announcement seemed to be a thunderclap to
him³.
e) Saheb came to Delhi with his parents in Bangladesh in 1971. In Bangladesh, their house had
been blown away by repeated storms. They, then began to live in Seemapuri, a slum area of
Delhi. He worked as a ragpicker and sometimes found coins in the garbage.
f) The people living in Seemapuri had come from Dhaka, Bangladesh in the wake of 1971 indo
pak war. They did not want to go back because in Seemapuri, their basic needs like need for
food are fulfilled whereas they are unable to meet their needs in Dhaka.
g)  Mukesh is a young boy who belongs to a family of the bangle makers in Firozabad. He
doesn’t want to adopt his family profession. He wants to become a car mechanic.

III.

“My Mother at Sixty-six” is a poem by Kamala Das that describes the poet’s emotions as
she watches her mother age. The poem uses several poetic devices to convey its
meaning.
1. Enjambment: This device is used throughout the poem to create a sense of continuity
and flow between lines. For example, “Driving from my parent’s / home to Cochin” (lines
1-2).
2. Alliteration: The repetition of consonant sounds at the beginning of words is used in
the phrase “my mother” in the title.
3. Simile: A comparison between two things using “like” or “as”. The poet uses this device
in the lines “her face / ashen like that / of a corpse” (lines 5-7).
4. Personification: Giving human qualities to non-human things. The poet uses this device
in “Young / Trees sprinting” (lines 11-12).
5. Metaphor: A comparison between two things without using “like” or “as”. This device is
not used in this poem.
6. Metonymy: A figure of speech that replaces the name of a thing with something else
that it is closely associated with. This device is not used in this poem.
7. Tautology: The repetition of words or phrases that have similar meanings. This device is
used in “I am driving / through / Silence” (lines 3-5).
8. Palilogy and Polysyndeton: Palilogy refers to repeating a word for emphasis, while
polysyndeton refers to using conjunctions repeatedly in quick succession for emphasis.
These devices are used in “I am driving through / Silence / To another city” (lines 3-5).