"A Teenager's Prayer" is a short poem by J. Morse. A teenager talks to God and asks for help. Every day brings new chances and new worries. The speaker must choose the right road in life, so he prays for clear sight, the courage to do right and the strength to say "no" to bad habits.
Key points
The speaker is a teenager. He speaks directly to God ("dear Lord").
Each new day brings new beginnings, worry and strain (tension).
He must take many decisions, and only he can choose his road in life.
One road leads to great success. The other, the "darkened road", leads to great distress (दुःख).
He asks God to open his eyes so that he can see clearly.
He wants to stand for what is right and wants the best to come out of him.
He prays for strength to say "no" to temptation (मोह) and to keep his body clean and fit.
At the end of his teenage years he hopes his life will be lived at its best, with God walking next to him.
Message: teenage is a time of choices; with faith, self-control and good values we can choose the right path.
Important terms
Teenager – a person between 13 and 19 years of age.
Strain – tension, pressure.
Distress – great sorrow or trouble (संकट).
Temptation – a strong wish to do something wrong (मोह).
Prayer – words spoken to God asking for help.
Language study
Rhyme scheme: abcb (lines 2 and 4 of each stanza rhyme, e.g. make – take, see – me).
Apostrophe: talking to someone absent – "Please open up my eyes, dear Lord".
Inversion: normal word order changed – "Decisions I must make" (normal: I must make decisions).
Metaphor: life is called a road – "the road of life", "the darkened road".
Alliteration: same sound repeated at the start of words – "That life is lived its very best" (l, l).
Interview writing: the lesson also teaches how to plan an interview – name of interviewee and interviewer, topic, venue, date, time, and a mix of Yes/No and Wh-questions.
5 important questions
Q1. What does each new day bring for the teenager?
Each new day brings new beginnings, worry and strain, and many decisions he must take.
Q2. Which two roads does the poet talk about?
One road of life leads to great success. The other, the darkened road, leads to great distress.
Q3. What does the speaker ask God for? Write any three things.
To open his eyes so that he sees clearly.
To help him stand for what is right.
To help him say "no" to temptation and keep his body clean and fit.
Q4. Pick out the figure of speech: "Please open up my eyes, dear Lord."
Apostrophe – the poet speaks directly to God, who is not present.
Q5. Write the central idea of the poem.
Teenage years are full of choices. A young person must choose the right path. With God's guidance, honesty and self-control, he can avoid wrong ways and live his life at its best.
Exam tip
For poem appreciation, write: title, poet, theme, rhyme scheme (abcb), figures of speech, language, message and why you like it.
In this true story, the writer Tapan Mukherjee remembers an event from his teenage years, when he was fifteen. A big male langur attacked a baby langur on the roof of his house. The writer saved the baby from the langur and from a pack of dogs. Then the mother langur came, took her baby and thanked him with her eyes. The writer learnt that animals and humans can trust and understand each other.
Key points
The writer heard loud barking of dogs and saw a strong male langur holding a baby langur on the roof.
In langur groups, a dominant male often does not allow another male (even a baby) to survive. So he was attacking the baby.
The writer took a stout stick and threw stones. The angry langur finally dropped the baby.
The baby slid down the sloping roof towards the waiting dogs. The writer kept the dogs away and caught the baby by its tail.
The baby had deep bite marks. The writer's father gave first aid. Cold water helped the baby to move.
The baby sobbed like a human child and ate a banana given by the writer.
The mother langur sat quietly on the kitchen roof, watching. She seemed sure no harm was being done.
The writer moved away. The mother came down, checked the baby, hugged him and looked into the writer's eyes with silent gratitude (कृतज्ञता).
She then leapt away with the baby, away from the male langur.
Even after 55 years, the writer (now 70) remembers this "encounter of a special kind".
Message: trust, compassion (करुणा) and understanding can build a bond between man and animal – not only food.
Important terms
Encounter – an unexpected meeting.
Inert – lifeless, not moving.
Coop – a cage for hens (poultry).
Solace – comfort.
Uncanny – strange, mysterious.
Compassion – kindness and sympathy (करुणा).
Language study
Phrasal verbs from the lesson: slide down, look up, keep at bay (keep away).
Simile: the baby was trembling "like a leaf in the wind".
Interspecies communication = communication between two different kinds of living beings.
5 important questions
Q1. Why was the male langur attacking the baby?
A dominant male langur usually does not allow another male, baby or adult, to survive in its group. The baby was a male.
Q2. How did the writer revive the baby langur?
His father cleaned the wounds and stopped the bleeding. Splashes of cold water made the baby move. Then the writer gave him a banana.
Q3. How did the mother langur express her gratitude?
She checked her baby, hugged him tightly and looked straight into the writer's eyes. That silent look thanked him for saving her child.
Q4. What truth about animal-human relationship does the story show?
Food is not the only link between man and animal. Trust, compassion and mutual understanding can create a strong bond.
Q5. Write about a time you helped an animal. (Personal response)
Describe the animal, the problem, what you did and how you felt. Use past tense and simple sentences.
Exam tip
Remember the order of events: barking dogs → langur with baby → stones → baby falls → rescue by tail → first aid → mother's visit → silent thanks.
"Basketful of Moonlight" is a poem by Sunil Sharma, translated from Dogri. A small child asks the moon for baskets full of moonlight. He wants to sow "seeds" of moonlight along the dark road from the city to his village. Then his father can come home early, and the child can hear stories from him.
Key points
The child asks the moon for a basketful, or two baskets full, of moonlight with seeds.
He wants to sow small moons of light on both sides of the path from the city to the village.
The whole village goes to the city every day for work.
The village is far. The road is dark, tough and full of snakes and scorpions. No bus or cart plies (travels) there.
When the father returns home, the child is asleep. The father leaves early, while the child is still sleeping.
So the child never gets time with his father.
He wants the moonlight "on loan" to light the dark road so that his father can return early.
He too wants to hear fairy tales and stories from his father.
The poem shows the hard life of village workers and a child's love and longing for his father.
Important terms
Ply – travel regularly on a route.
Sow – to put seeds in the soil.
On loan – borrowed for some time.
Route – the road or way.
Language study
Repetition: "small, small moons"; "O moon, give me moonlight" is repeated.
Apostrophe: the child speaks to the moon – "O moon".
Describing words: small moons, tough route, my village, early morning.
5 important questions
Q1. What does the child want to sow, and where?
He wants to sow small moons of light (seeds of moonlight) on the sides of the path from the city to his village.
Q2. Why is the route to the village dangerous?
It is dark, tough and full of snakes and scorpions, and no bus or cart plies on it.
Q3. Why does the child want his father home early?
His father comes home after the child sleeps and leaves before he wakes up. The child wants to spend time with him and hear fairy tales and stories.
Q4. Pick out the line that shows the father reaches home after dark.
"When my father returns home I am asleep."
Q5. Write the central idea of the poem.
A child of a poor village wants to light the dark, dangerous road with moonlight, so that his hard-working father can return early. It shows a child's love for his father and the problems of village people.
Exam tip
In appreciation, mention that the poem is a translation from Dogri and is written in free verse (no fixed rhyme scheme).
"Be SMART…!" is an informative passage about setting goals. It explains that a good goal should be SMART: Specific, Measurable, Achievable, Realistic and Time-bound. The lesson also teaches how to draft a speech.
Key points
Success needs clear goals. Dreams and wishes are valuable, but we must plan to make them real.
S – Specific: the goal must be clear and exact. Decide the field or area.
M – Measurable: we should be able to measure progress, like a benchmark.
A – Achievable: the goal should be possible. Small goals act like stepping stones to bigger goals.
R – Realistic: the goal should match our present skills. Becoming an expert takes time.
T – Time-bound: set a deadline. Time limits increase focus and accountability (जबाबदारी).
Example in the text: to reduce weight we know what to do (exercise, diet, stress-free thoughts), but without consistent, time-bound action it never happens.
"Life is something like a trumpet. If we don't put anything in, we can't get anything out."
Success is like a walk in the dark: find firm footing for the next step, then take it.
Important terms
Goal – the aim we want to reach (ध्येय).
Benchmark – a standard used to check progress.
Consistent – steady, regular.
Strategy – a plan of action.
Execute – to carry out.
Down to earth – practical, real.
Language study
Acronym: a word made from first letters – SMART.
Proverbs with the same idea as "If we don't put anything in…": As you sow, so shall you reap; Input equals output; No pain, no gain.
Speech drafting: Salutation (Respected chief guest, teachers and friends) → introduction of the topic → body (points with examples) → conclusion → thanks.
A deadline increases focus and accountability. Without time-bound action, a goal never becomes a reality.
Q3. To what is life compared? Why?
Life is compared to a trumpet. If we put nothing in, we get nothing out. Results depend on our effort.
Q4. Why is success called "a walk in the dark"?
We cannot see the whole path. We must find firm footing and master skills step by step; each next step should hold us without a crack.
Q5. Write a short speech on "Setting goals for the SSC exam".
Points: greet the audience; say why goals matter; use SMART (e.g. "finish revising Science by 31st January"); give a daily timetable; end with a strong line and thanks.
Exam tip
Learn SMART with one example for each letter. It is useful in speech and essay writing too.
"His First Flight" is a story by Liam O'Flaherty. A young seagull is afraid to fly, though his brothers and sister have already flown. His family leaves him alone on the ledge. At last hunger makes him dive towards a piece of fish held by his mother. He falls, but then his wings open and he flies for the first time.
Key points
The young seagull was alone on his ledge (rocky edge). He was afraid to fly; the great sea below looked very wide.
His two brothers and sister had flown away the day before.
His parents scolded him and threatened to let him starve unless he flew.
He watched his family flying, fishing and resting on the sea. He felt lonely and very hungry.
He tried to reach his family but the gap between the ledge and the land was too wide.
He pretended to sleep. Then he saw his mother with a piece of fish. She came close but stopped just out of reach.
Maddened by hunger, he dived at the fish. He fell outwards and downwards and screamed with fear.
Then his wings spread out and he began to fly. His family flew around him, praising him.
He landed on the green sea, sank a little, then floated. His family offered him pieces of fish.
Message: fear is natural, but courage and practice help us overcome it. Parents sometimes use "tough love".
Phrases: take the plunge (start something difficult), out of reach.
5 important questions
Q1. Why was the young seagull alone on the ledge?
He was afraid to fly. His brothers and sister had flown, but he did not have the courage, so he stayed back alone.
Q2. How did his parents try to make him fly?
They scolded him and threatened to let him starve on the ledge unless he flew.
Q3. What made the seagull dive at last?
His mother came close with a piece of fish but stopped just out of reach. Maddened by hunger, he dived at the fish.
Q4. Describe the seagull's first flight.
He fell outwards and down and screamed in fear. Then his wings spread and he felt the wind under him. He was flying! His family praised him and he landed on the sea.
Q5. What is the message of the story?
Fear stops us only until we try. When we take the first step bravely, we discover our own strength.
Exam tip
Learn the sequence: alone on ledge → family flies → hunger → mother with fish → dive → fall → flight → landing on sea.
"You Start Dying Slowly…" is a poem by the Chilean poet Pablo Neruda. The poet says that a person can be alive in body but "dead" in spirit. We start dying slowly when we stop travelling, reading, enjoying music, respecting ourselves, changing, taking risks and following our dreams.
Key points
The poem is a warning about living a dull, lifeless life.
We die slowly if we do not travel, do not read and do not listen to music.
We die slowly if we cannot find grace (beauty) in ourselves.
We die slowly when we kill our self-esteem (स्वाभिमान) and do not let others help us.
We die slowly when we become slaves of our habits and walk the same path every day.
Not changing our routine, not wearing different colours and not talking to strangers also make life dull.
Avoiding passion and strong emotions that make our eyes glisten and heart beat fast is also "slow death".
If we are unhappy with our job or love, we should change our life.
We should risk what is safe for the uncertain, chase a dream and, at least once, run away from "sensible advice".
The last stanza is left incomplete on purpose; the reader can add a line.
Message: be yourself, change, take risks and do what your heart tells you.
Important terms
Self-esteem – self-respect (आत्मसन्मान).
Routine – the same fixed way of doing things daily.
Turbulent – unsteady, stormy.
Glisten – shine, sparkle.
Sensible – wise, practical.
Language study
Repetition: "You start dying slowly…" is repeated to stress the idea.
Metaphor: "slave of your habits" – habits are shown as a master.
Free verse: no fixed rhyme scheme.
Paradox: "dying" while being alive – a seeming contradiction with a deep meaning.
5 important questions
Q1. Who wrote the poem and from which country was he?
Pablo Neruda, a famous poet from Chile.
Q2. Write any two habits that make a person die slowly.
Not changing our routine; walking every day on the same paths. (Also: not reading, not travelling, not listening to music.)
Q3. Which message suits the poem best?
"Be yourself and do what your heart tells you."
Q4. Explain: "If you do not risk what is safe, for the uncertain".
Growth needs courage. If we always stay in our safe zone, we never try new things or follow our dreams, and life becomes dull.
Q5. Write the central idea of the poem.
Life is meaningful only when we live it fully – with self-respect, curiosity, passion, change and courage. A routine, fearful life is a slow death of the spirit.
Exam tip
In appreciation, mention "repetition" and "free verse" – the two main features of this poem.
This story by Ruskin Bond shows how a small rumour (अफवा) grew into a big crisis. Nathu, the sweeper boy at the Pipalnagar Bank, only complained that his pay was late. The complaint passed from person to person, changed every time, and finally the whole town believed the bank was going bankrupt. People rushed to take out their money and the bank had to close its counters.
Key points
Nathu sweeps the steps of the Pipalnagar Bank. He grumbles to Sitaram, the washerman's son, that he has not been paid for two weeks.
Sitaram tells Mrs Srivastava, who needs a sweeper, that Nathu is not getting his pay and wants to leave.
Mrs Srivastava tells her friend Mrs Bhushan that Seth Govind Ram's bank cannot pay its employees.
Mrs Bhushan tells her husband, in front of Kamal Kishore, that the bank is about to go bankrupt.
Kamal Kishore shouts the news to Deep Chand, the barber. Deep Chand's hand shakes and he cuts a customer's ear.
The customer phones Seth Govind Ram, learns he is holidaying in Kashmir, and says "The bird has flown!"
The rumour spreads like forest fire. Even old Ganpat the beggar, who never walked, runs to the bank – he has a thousand rupees saved!
Wild rumours about the Seth spread. By noon the bank has no ready cash. An angry crowd breaks the bank's glass window with a brick.
Next morning Nathu finds stones and broken glass. He is angry that his work has increased.
The washerman's boy tells him the bank is closing. Nathu wonders how it could happen – he never knows that he started it.
Message: rumours are harmful; check facts before you believe or repeat them.
Important terms
Bankrupt – unable to pay debts (दिवाळखोर).
Rumour – a story passed around that may not be true.
Placate – calm someone down.
Frenzy – wild excitement.
Make a beeline – go straight and fast towards something.
Language study
Idioms: spread like forest fire (spread very fast); the bird has flown (the person has run away).
Irony: the boy who "broke" the bank does not know he did it.
Reported speech practice: Nathu said that he had not been paid.
5 important questions
Q1. What was Nathu's complaint?
His pay from the bank was late; he had not been paid for some time.
Q2. How did Ganpat surprise everyone?
Ganpat, a beggar with a crooked leg who never walked, jumped up and ran to the bank. He had a thousand rupees saved there.
Q3. Trace the chain of the rumour.
Nathu → Sitaram → Mrs Srivastava → Mrs Bhushan → Mr Bhushan and Kamal Kishore → Deep Chand → his customer → the whole bazaar.
Q4. What happened at the bank by noon?
The bank ran out of ready cash. The manager could not reach the Seth. People were told to return next day; an angry crowd shouted and a brick broke the window.
Q5. Why is the title suitable?
Nathu's small complaint started the rumour that ruined the bank, so in a way he "broke the bank" – but he never realised it.
Exam tip
Remember the names in order; questions often ask "Who said this to whom?".
"The Twins" is a funny (humorous) poem by Henry Sambrooke Leigh. The speaker and his twin brother John looked exactly alike. Because of this, many absurd mistakes happened all through his life – from his naming to school, to marriage and even to his death.
Key points
The two brothers looked the same in form, feature, face and limb, so people mistook one for the other.
Even relatives (kith and kin) could not tell who was who.
As babies, the nurse washed them together and they got mixed up before they were named.
By the nurse's whim, John got christened (named) with the speaker's name, and the speaker got John's name.
At school the speaker was always beaten (flogged), because John turned out a fool.
He asked everyone how he could prove that he was himself, but no one could answer.
His intended bride became his brother's wife.
Last lines: when he died, the neighbours came and buried brother John – an impossible, funny ending, because a dead man cannot tell us this.
The poem uses exaggeration to make us laugh.
Important terms
Kith and kin – relatives and friends (नातेवाईक).
Whim – a sudden wish or idea.
Christened – given a name at a ceremony.
Flogged – beaten as punishment.
Resemblance – likeness.
Absurd – silly, foolish.
Language study
Rhyme scheme: abab (limb/him, brother/another).
Hyperbole (exaggeration): "the neighbours came and buried brother John".
Alliteration: "form and feature, face"; "fate's decree".
Humour/irony: the speaker suffers for John's mistakes.
5 important questions
Q1. In what ways were the brothers alike?
In form and feature, face and limb – they looked exactly the same.
Q2. How did the speaker suffer at school?
He was always beaten (flogged) because John turned out to be a fool, and teachers mixed them up.
Q3. Arrange the mistakes in order.
Family could not tell the babies apart → wrong names at the naming → beatings at school → speaker asks for help → his bride marries his brother → neighbours bury "John".
Q4. What is impossible in the last two lines?
The speaker says that when he died, the neighbours buried John. A dead person cannot tell what happened after his death – this makes it funny.
Q5. Write the central idea.
Exact likeness between twins can lead to many funny, confusing and even unfair situations. The poet uses exaggeration to entertain.
Exam tip
For a humorous poem, always mention "humour", "exaggeration" and the rhyme scheme abab.
This lesson is about Dr Stephen Hawking, one of the greatest scientists of our time. A serious disease (ALS) slowly took away control of almost his whole body. Still, with a wheelchair and a computer, he did great research on black holes and the universe. He is shown as the epitome (perfect example) of courage and hope.
Key points
Stephen Hawking was born on 8 January 1942 in Oxford, exactly 300 years after the death of the scientist Galileo.
As a child he was ordinary and loved music and mathematics.
His father wanted him to study medicine. Oxford had no maths course then, so he studied physics.
He started becoming clumsy and fell a few times. Doctors found ALS (Lou Gehrig's disease), which affects the nerves and weakens all muscles.
The doctors could not do much and his future was uncertain. Yet he continued his research and got engaged to Jane Wilde.
He says he started enjoying life most at this dark stage, living for the moment.
For his Ph.D. he studied black holes. He became confined to a wheelchair and lost control of his hands and speech.
He could use only a finger and expressed his ideas with the help of a computer.
He received many honours. He was a Fellow of the Royal Society.
He wrote books for ordinary readers. "A Brief History of Time" is one of the best-selling books of our times.
He was humble and full of optimism (आशावाद). He tried to live as normally as possible.
Important terms
Epitome – a perfect example.
Cosmology – the study of the origin and growth of the universe.
Prognosis – a doctor's forecast about a disease.
Undaunted – not afraid.
A bolt from the blue – a sudden shock.
Layman – an ordinary person without special knowledge.
Language study
Determiners/phrases: a bolt from the blue, nothing to write home about (not special).
Word web on qualities: courageous, humble, optimistic, brilliant, hard-working, witty.
5 important questions
Q1. When and where was Stephen Hawking born?
On 8 January 1942 at Oxford, 300 years after Galileo's death.
Q2. Why did he study physics instead of mathematics?
The University of Oxford had no course in mathematics at that time.
Q3. What disease did he suffer from and how did it affect him?
ALS (Lou Gehrig's disease). It weakened all his muscles. He was confined to a wheelchair and lost control of his hands and speech; he could move only a finger.
Q4. How did Hawking express his ideas?
With the help of a computer, controlled by the one finger he could move.
Q5. "Hawking is an epitome of courage." Explain.
In spite of a cruel disease, he never lost hope. He continued research, wrote best-selling books and lived as normally as possible. His life inspires everyone, especially disabled people.
Exam tip
Learn the key facts: 1942, Oxford, ALS, black holes, wheelchair + computer, "A Brief History of Time".
This lesson is a book review of "Swami and Friends", the first novel of R. K. Narayan. The reviewer describes the main character Swami, a mischievous (खोडकर) ten-year-old boy in British India, without giving away the story. The lesson also teaches how to write a book review and what determiners are.
Key points
The reviewer avoids "spoilers" (telling the ending or main events).
Swami is about 10 years old and lives at the time of British rule in India.
He cannot sit still, hates school and hates Mathematics most.
He often gets into trouble and gets beaten by his father.
He is talkative and tries to talk himself out of everything, but learns the truth the hard way.
Like boys of that time, he loves playing outdoors, climbing trees and causing mischief; technology plays no part in his life.
Narayan shows the working of a child's mind so well that readers feel attached to Swami – "the magic of Narayan".
The book is easy to read but also has literary value; it gives a picture of childhood in that period.
Important terms
Book review – a short article giving information and opinion about a book.
Spoiler – information that tells the ending or surprise of a story.
Mischievous – naughty, playful.
Perspective – point of view.
Exquisitely – in a fine, beautiful way.
Language study
Determiners come before a noun:
Articles – a, an, the
Demonstratives – this, that, these, those
Possessives – my, your, his, her, our, their
Quantifiers – few, many, much, some, every, each
Numerals – one, four, first, fourth
Example: "My brother bought a few magazines."
Book review format: title, author, genre, characters, setting, short outline (no ending), strengths, weaknesses, rating, recommendation.
5 important questions
Q1. Why does the reviewer not tell the story?
He does not want to give "spoilers", which would spoil the fun for readers.
Q2. What does Swami hate the most?
He hates school, and Mathematics is the worst for him.
Q3. In what ways is Swami a typical boy?
He wants to play in the sun, kick things, climb trees, break things and trouble people. He is restless and talkative.
Q4. Underline the determiners: "These toys are new."
These is the determiner (demonstrative).
Q5. Write a short review of a book you have read.
Include title, author, characters, a short outline without the ending, what you liked, one weakness, a rating out of 5 and whether you recommend it.
Exam tip
In a book review, never reveal the ending; always give your opinion and a recommendation.
This informative lesson explains what a World Heritage Site is, how the idea started, how a place is chosen and why some sites are in danger. World Heritage Sites are places of great cultural or natural importance for all humanity, listed and protected under UNESCO.
Key points
A World Heritage Site is a place chosen by UNESCO for its great cultural or natural value. It may be a forest, lake, monument, building or city, or a mix.
Example of a mixed site in the text: Mount Huangshan in China (important for art and nature).
History: In 1954 Egypt planned the Aswan High Dam on the Nile, which would flood the Abu Simbel temples.
In 1959 UNESCO started an international campaign to dismantle the temples and move them to higher ground; about 50 countries helped.
In 1965 a White House Conference (USA) called for a "World Heritage Trust" to protect cultural and natural sites.
The Convention for the protection of world cultural and natural heritage was adopted by UNESCO on 16 November 1972.
The World Heritage Committee decides which sites are listed. It has representatives of 21 State Parties and meets once a year.
Steps: Tentative List → Nomination File → review by two Advisory Bodies → Committee's decision → the site must meet at least one of ten criteria.
The site remains the property of its country but becomes important for the whole world.
Dangers: war, poaching, earthquakes, uncontrolled urbanisation, heavy tourist traffic, air pollution and acid rain. Such sites go on the List of World Heritage Sites in Danger.
(Figures in the textbook, such as the number of sites, are as of 2009–10; the number keeps increasing.)
Important terms
Heritage – things of value passed on from the past (वारसा).
UNESCO – United Nations Educational, Scientific and Cultural Organization.
Inventory – a detailed list.
Criteria – standards used for judging.
Inscribe – write or enter officially on a list.
Language study
Words related to heritage: monument, artefact, conservation, restore, ancient.
Writing skill linked to the lesson: preparing a tourist brochure/leaflet – name of place, how to reach, top spots, food, contact details.
5 important questions
Q1. What is a World Heritage Site?
A place chosen by UNESCO because it has great cultural or natural importance for humanity, and is therefore protected.
Q2. Why did UNESCO launch an international campaign in 1959?
The Aswan High Dam would have flooded the Abu Simbel temples in Egypt, so the temples had to be moved to higher ground.
Q3. Write the steps to become a World Heritage Site.
Country prepares a Tentative List. 2. Selects sites for a Nomination File. 3. Two Advisory Bodies review it. 4. The Committee decides. 5. The site must meet at least one of ten criteria.
Q4. What dangers do World Heritage Sites face?
War, poaching, natural disasters, uncontrolled urbanisation, heavy tourist traffic, air pollution and acid rain.
Q5. Name any two World Heritage Sites in Maharashtra.
Ajanta Caves and Ellora Caves (also Elephanta Caves and Chhatrapati Shivaji Maharaj Terminus).
Exam tip
Remember 16 November 1972 (Convention adopted) and the five steps; they are common fact-based questions.
"If…" is a famous poem by Rudyard Kipling. A father gives advice to his son. He lists the qualities a person needs – patience, honesty, self-control, courage and balance in success and failure. If the son develops these qualities, the whole world will be his and he will become a true man.
Key points
The whole poem is one long sentence made of many "if" conditions; the answer comes only at the end.
Keep calm when others lose their heads and blame you.
Trust yourself, but also understand why others doubt you.
Be patient; do not answer lies with lies or hate with hate. Do not look too good or talk too wise.
Dream and think, but do not become a slave of dreams and thoughts.
Treat Triumph (success) and Disaster (failure) the same – both are "impostors" (cheats).
If what you built is broken, rebuild it with worn-out tools. Take risks; if you lose, start again without complaining.
Push your heart, nerves and muscles to keep going with willpower even when nothing is left.
Talk with crowds without losing virtue; walk with kings without losing the common touch.
Use every minute fully ("the unforgiving minute").
Result: "Yours is the Earth… and – which is more – you'll be a Man, my son!"
Important terms
Impostor – a person who cheats by pretending (ढोंगी).
Virtue – goodness, moral quality.
Common touch – the ability to stay friendly with ordinary people.
Sinew – a strong band joining muscle to bone (here: strength).
Unforgiving minute – time that never comes back.
Language study
Personification: Triumph and Disaster are treated like persons ("those two impostors").
Repetition / Anaphora: "If you can…" at the start of many lines.
Rhyme scheme: abab (e.g. you / too, them / them in the first stanza alternate pattern).
Conditional sentences: "If you can keep your head…, you'll be a Man."
5 important questions
Q1. Who is the speaker and to whom is he speaking?
A father (the poet) is speaking to his son.
Q2. Why are Triumph and Disaster called "impostors"?
Neither lasts for ever and both can mislead us. So we should treat them the same and not be carried away by either.
Q3. Write four qualities the father wants his son to have.
Patience, self-confidence, honesty, self-control (also: humility, courage, perseverance, using time well).
Q4. Explain: "walk with Kings—nor lose the common touch".
Even when you mix with great and powerful people, stay humble and friendly with ordinary people.
Q5. Write the central idea.
A person becomes a complete human being by keeping balance in every situation – success and failure, praise and blame – with patience, honesty, courage and self-control.
Exam tip
Remember that the reward comes in the last two lines: the Earth will be his and he will be "a Man".
In this story by Sudha Murty, the writer's friend Meena is always negative and unhappy. Years later the writer meets her in Mumbai and finds her cheerful and full of life. Meena explains that an old beggar and his little granddaughter, laughing happily in the rain, taught her to be grateful and positive.
Key points
Meena is an LIC officer with a good salary. She lives alone and complains about everything.
She is a pessimist (निराशावादी): she belittles Rakesh's success and says beautiful Shwetha will become ugly; she refuses a walk on a beautiful day.
No one likes her company. She is transferred to Bombay (Mumbai) and people forget her.
Years later the writer is caught in the rain at Flora Fountain near Akbarallys store and meets Meena.
Meena is warm and cheerful. She invites the writer home, and walks to the Grand Hotel in the rain for tea.
Her "guru" was an old beggar who stayed with his five-year-old granddaughter in front of her house; she gave them leftovers daily.
One rainy day she could not give them food. Still, they played on the empty road, laughing and clapping, totally happy.
She realised she had many comforts but lacked their zest (उत्साह) for life. She felt ashamed and listed what she had.
It took her almost two years to change. Now she finds happiness in small things.
The beggar died before she understood; as gurudakshina she sponsored his granddaughter's education in a boarding school.
Message: happiness depends on attitude, not on money or comforts. Count your blessings.
Important terms
Pessimist – one who always expects the worst.
Optimist – one who always hopes for the best (आशावादी).
Cynicism – distrust of others' goodness.
Zest – great enthusiasm.
Sponsor – pay for someone's needs for a good cause.
Language study
Expressions for kinds of people: couch potato (lazy), worry wart (always worried), wet blanket (spoils fun), whiz (genius), black sheep (shameful member), live wire (very active), fuddy-duddy (old-fashioned).
Antonyms: optimist × pessimist, happy × gloomy.
5 important questions
Q1. What was Meena's nature in the beginning?
She was pessimistic and always unhappy. She complained about everything and never said anything positive.
Q2. Where did the writer meet Meena again?
At Flora Fountain in Bombay, near Akbarallys store, while waiting for the rain to stop.
Q3. What did Meena see on the rainy day?
The old beggar and his granddaughter were playing on the empty road, laughing and clapping in the rain, happy in spite of hunger.
Q4. What lesson did Meena learn from the beggar?
To be happy with life as it is and to be grateful for what we have.
Q5. How did Meena show gratitude to her guru?
The beggar had died, so she sponsored his granddaughter's education in a boarding school.
Exam tip
Be ready with "Who said to whom" questions and the difference between an optimist and a pessimist.
In this famous poem by Robert Frost, a traveller stops his horse beside a quiet wood on the darkest evening of the year to watch the snow falling. The woods are lovely, dark and deep, and he wants to stay. But he remembers his promises and duties, and that he has a long way to go before he can rest.
Key points
The speaker thinks he knows the owner of the woods, who lives in the village and will not see him stopping.
He stops between the woods and a frozen lake on the "darkest evening of the year".
His little horse finds it strange to stop where there is no farmhouse. It shakes its harness bells as if asking whether there is a mistake.
The only other sounds are the soft wind and the falling snowflakes.
The woods are "lovely, dark and deep" – they attract him.
But he has promises to keep and "miles to go before I sleep". The last line is repeated.
Deeper meaning: beauty and rest tempt us, but duty comes first; "sleep" can also mean death – we must finish our life's work.
Jawaharlal Nehru kept these last lines on his desk as a reminder of duty.
Important terms
Harness – straps put on a horse.
Downy flake – soft, light snowflake.
Sweep – the sound of wind moving.
Queer – strange.
Language study
Rhyme scheme: aaba, bbcb, ccdc, dddd (the third line of each stanza sets the rhyme of the next stanza).
Personification: the horse "thinks it queer" and "gives his harness bells a shake".
Repetition: "And miles to go before I sleep" – stresses duty.
Alliteration: "watch his woods"; "sweep of easy wind".
Imagery: the snowy woods, frozen lake, dark evening.
5 important questions
Q1. Why does the speaker stop by the woods?
To watch the woods fill up with snow; the beauty attracts him.
Q2. What does the horse think about the stop?
It thinks it strange to stop where there is no farmhouse, so it shakes its harness bells as if to ask if there is a mistake.
Q3. Explain: "But I have promises to keep, And miles to go before I sleep."
The speaker must fulfil his duties and still has a long way to travel. Though the woods tempt him, duty comes before rest.
Q4. Write the rhyme scheme and one figure of speech.
aaba bbcb ccdc dddd. Personification – the horse thinks it queer.
Q5. Write the central idea.
Life offers beautiful moments that tempt us to stop, but a responsible person remembers his promises and continues his journey till his work is done.
Exam tip
Learn the special rhyme scheme; it is a favourite question.
"Let's March!" is part of the Nobel Peace Prize lecture given by Kailash Satyarthi in Oslo in 2014. He shared the prize with Malala Yousafzai. He speaks for millions of children who are forced into labour, slavery and war. He refuses to accept that the world cannot protect them, and asks everyone to march together for every child's freedom and education.
Key points
He begins with a Vedic mantra – "Let's walk together, let's speak together, let our minds come together".
He bows to his parents, India and Mother Earth. He sees God smiling in a freed child's first smile.
He gives credit to activists who died protecting children – Kaalu Kumar, Dhoom Das, Adarsh Kishore (India) and Iqbal Masih (Pakistan).
He kept an empty chair as a reminder of children who are left behind; he represents "the sound of silence".
A child labourer in the Himalayan foothills asked: "Is the world so poor that it cannot give me a toy and a book?"
A Sudanese child soldier, forced to kill his friends and family, asked: "What is my fault?"
He says there is no greater violence than to deny children their dreams.
He "refuses to accept" that the world is too poor – one week of world military spending could send all children to school.
His only aim: every child should be free to be a child – to grow, play, learn, go to school and dream.
Progress: out-of-school children reduced by half and child labourers by a third, but fear and intolerance are big challenges.
He calls for a march from exploitation to education, from poverty to shared prosperity, from slavery to liberty and from violence to peace.
Important terms
Exploitation – unfair use of someone for profit (शोषण).
Child labour – making children work for money.
Aspiration – a strong wish.
Shackles – chains.
Dignity – self-respect.
Compassion – kindness and care for others.
Language study
Repetition for effect: "I refuse to accept…"; "free to…".
Speech structure: salutation → introduction → body with examples → conclusion. Useful phrases: "I would like to share…", "Let me explain…", "I would like to express my gratitude…".
5 important questions
Q1. With whom did Kailash Satyarthi share the Nobel Peace Prize?
With Malala Yousafzai of Pakistan (2014).
Q2. Why did he keep an empty chair?
As a reminder of the millions of children who are left behind and whose voices are not heard.
Q3. What does Satyarthi refuse to accept? (Any three)
That the world is too poor to send all children to school; that laws, police and judges cannot protect children; that the chains of slavery are stronger than the wish for freedom.
Q4. What is his only aim in life?
Every child should be free to be a child – free to grow, eat, sleep, laugh, play, learn, go to school and above all to dream.
Q5. Write a short speech on "Stop child labour" using points from the lesson.
In "The Alchemy of Nature", Raksha Bharadia shows that nature is our best teacher. Through a hibiscus flower, rocks shaped by water, grass in a crack, a bare tree, ants, spiders, oysters and the sky, she draws simple lessons for life: live fully, persist, hope, work together and never give up.
Key points
The lesson opens with William Blake's lines: "To see a world in a grain of sand…".
Nature soothes, nurtures, fulfils and motivates; it "whispers and commands" if we listen.
Hibiscus flower: lives only one day but in full splendour – we too should live our short life fully.
Water and rock: gentle water shapes hard rock over years – persistence wins over big problems.
Grass in a concrete crack: however impossible things look, there is always an opening.
Bare tree in winter: it becomes green again in spring – hard times will pass ("this too shall pass").
Ants carrying a big fly: teamwork, organisation and perseverance.
Spider web: delicate yet strong. Oyster: turns a grain of sand into a pearl.
Rainbow, stars, clouds: beauty and constant change.
Message: if we observe nature closely, it teaches us how to face life with patience, hope and effort.
Important terms
Alchemy – a magical power of changing something ordinary into something precious (किमया).
Awe – wonder mixed with respect.
Wither – dry up and die.
Splendour – grandness, brilliance.
Conviction – firm belief.
Persevere / persist – keep trying.
Language study
Personification: the flower "smiles with the sun and dances with the wind".
Rhetorical questions: "What if we too lived our life… to its fullest?"
"The World is Mine" is a poem by Joy Lovelet Crawford. The speaker meets three people in one day – a girl with one leg, a blind boy selling sweets and a deaf child. Each time, the speaker feels sorry for complaining and thanks God for legs, eyes and ears. The poem teaches us to be grateful for what we have.
Key points
Stanza 1: On a bus, the speaker sees a lovely girl with silken hair and envies her. When she gets up, the speaker sees that she has one leg and walks with a crutch – yet she smiles.
Stanza 2: A charming, calm boy sells sweets. As the speaker leaves, the boy thanks him for his kindness and says, "You see, I'm blind."
Stanza 3: A blue-eyed child watches others play. When asked to join, he says nothing – he cannot hear.
After each meeting the speaker says, "O God, forgive me when I whine" and thanks God for two legs, two eyes and two ears.
Last stanza: with legs to go, eyes to see the sunset and ears to hear, the speaker feels truly blessed – "the world is mine".
The disabled people are cheerful and kind; the able-bodied speaker was the one complaining.
Message: count your blessings; do not complain or envy others.
Important terms
Envy – feel jealous of someone.
Hobble – walk with difficulty, limp.
Aisle – passage between rows of seats.
Whine – complain in a crying voice (कुरकुर करणे).
Blessed – lucky, favoured by God.
Language study
Refrain (repetition): "O God, forgive me when I whine… the world is mine".
Apostrophe: the poet speaks to God.
Rhyme: whine – mine; hair – fair; aisle – smile.
Antonyms: sad world → happy world: hatred × love, injustice × justice, poverty × prosperity, fear × courage, enmity × friendship.
Arabic proverb in the lesson: "I complained that I had no shoes, until I met a man who had no feet."
5 important questions
Q1. Why did the speaker envy the girl on the bus?
She was lovely, had silken hair and seemed so happy (gay) and fair.
Q2. Why did the blue-eyed child not join the others?
He could not hear, so he did not understand the speaker's invitation.
Q3. Match: The lad selling sweets…
…was very thankful to the speaker, and he was blind.
Q4. What does the poet thank God for?
For two legs, two eyes and two ears – for being able to walk, see and hear.
Q5. Write the central idea.
We often complain about small things, but many people live cheerfully with real difficulties. We should be thankful for our blessings.
Exam tip
For "poetic device" questions, use the refrain line – it is repetition and apostrophe both.
"Bholi" is a story by K. A. Abbas. Sulekha, called Bholi (simpleton), is the youngest daughter of Ramlal, a village numberdar. She is slow, stammers and has smallpox marks, so everyone neglects her. Education and the love of a kind teacher give her confidence. On her wedding day she refuses to marry a greedy old man who demands dowry.
Key points
Bholi fell from a cot as a baby, which affected her brain. At two she had smallpox, which left deep pock marks on her face.
She began to talk only at five, and she stammered. Children made fun of her.
Her parents worried that no one would marry her.
When a new girls' primary school opens, the Tehsildar asks Ramlal to send his daughters. Bholi is sent, as she seems useless at home.
At school, the kind teacher speaks to her softly, shows her a picture book and promises she will learn. Bholi gains hope and confidence.
Years later, a marriage is fixed with Bishamber Nath, a grocer who is old and lame, but rich.
At the wedding, Bishamber sees her pock-marked face and demands five thousand rupees as dowry.
Ramlal, humiliated, places the money at his feet.
Bholi throws the garland into the fire and refuses to marry such a "mean, greedy and contemptible coward". She speaks without stammering.
She says she will look after her parents in old age and teach in the same school.
The teacher's quiet smile shows she is proud of her student – like an artist seeing her masterpiece.
Themes: value of education, dowry as an evil, neglect of the girl child, self-respect.
Important terms
Numberdar – village headman who collects revenue.
Pock marks – scars from smallpox.
Stammer – speak with breaks and repeated sounds (तोतरे बोलणे).
Dowry – money or gifts demanded from the bride's family (हुंडा).
Contemptible – deserving hatred.
Language study
Bholi = simpleton; her real name is Sulekha.
Idiom: fixed the match (arranged the marriage); a feather in one's cap.
Antonyms: confident × shy, generous × greedy.
5 important questions
Q1. Why was Bholi called a simpleton?
She was slow-witted after a fall from her cot, stammered and could not speak well, so people thought she was foolish.
Q2. Why was Bholi sent to school?
The Tehsildar wanted Ramlal to send his daughters to the new school. The parents felt Bholi was useless at home and would not marry, so they sent her.
Q3. How did the teacher change Bholi's life?
She spoke kindly, showed her a picture book and promised to make her learned. Bholi gained confidence and slowly lost her fear and stammering.
Q4. Why did Bholi refuse to marry Bishamber?
He was old, lame and greedy; he demanded dowry and insulted her father. She would not marry such a mean, contemptible coward.
Q5. What is the message of the story?
Education gives confidence and self-respect. Girls should be educated, and dowry must be opposed.
Exam tip
Character-sketch questions on Bholi are common: use the words neglected, timid → confident, educated, bold, self-respecting.
"O Captain! My Captain!" is an elegy (शोकगीत) by the American poet Walt Whitman, written on the death of President Abraham Lincoln in 1865. The poem uses an extended metaphor: Lincoln is the captain, the United States is the ship and the Civil War is the fearful trip. The ship reaches the harbour safely, the people celebrate, but the captain lies dead on the deck.
Key points
The "fearful trip" (the American Civil War) is over and the "prize" (victory, unity, end of slavery) is won.
The port is near; bells ring and people cheer, eager to welcome the ship.
But the captain has fallen "cold and dead" on the deck, with bleeding drops of red.
The speaker asks the captain to rise and hear the bells; flags are flying and crowds are calling for him.
He calls the captain "father" and holds his head, hoping it is a dream.
The captain does not answer; his lips are pale and still, he has no pulse or will.
The ship is anchored safe and sound, the voyage closed and done.
The crowd rejoices, but the speaker walks the deck with "mournful tread".
Contrast: joy of victory × grief at the leader's death.
Important terms
Elegy – a poem of sorrow for someone who has died.
Rack – great strain and suffering.
Exulting – rejoicing.
Keel – the bottom part of a ship.
Mournful tread – sad, slow steps.
Language study
Extended metaphor: captain = Lincoln, ship = USA, trip = Civil War, prize = victory.
Apostrophe: "O Captain! my Captain!"
Repetition: "O Captain! my Captain!", "Fallen cold and dead".
Contrast: "Exult O shores, and ring O bells!" × "I with mournful tread".
Rhyme: done – won; near – cheer.
5 important questions
Q1. Who is the "Captain" in the poem?
Abraham Lincoln, President of the USA, who was assassinated in 1865.
Q2. What do "the ship" and "the fearful trip" stand for?
The ship is the USA; the fearful trip is the American Civil War.
Q3. Why are the people happy while the speaker is sad?
The people celebrate the victory and safe arrival, but the speaker sees that the captain, who led them, has died.
Q4. Pick out two examples of repetition.
"O Captain! my Captain!"; "Fallen cold and dead".
Q5. Write the central idea of the poem.
A great leader guides his nation through a terrible struggle to victory but dies at the very moment of success. The nation's joy is mixed with deep grief.
Exam tip
Write "extended metaphor" and explain each symbol; it is the key to every question on this poem.
This lesson is about M. C. Mary Kom, the world-famous boxer from Manipur. Born in a poor farming family, she became a multiple world champion and India's first woman boxer to win an Olympic medal (bronze, London 2012). The lesson includes parts of an interview where she talks about her training and her family.
Key points
Mary Kom was born in Kangthei village, Churachandpur district, Manipur, in a poor family.
Her parents were tenant farmers who worked in jhum (shifting cultivation) fields. She helped them with farm work and went to school.
She first liked athletics. The 1998 Asian Games gold of Manipuri boxer Dingko Singh inspired her to try boxing.
Her career began in 2000 with the Manipur State women's boxing championship.
At 18 she won silver (48 kg) at the first AIBA Women's World Boxing Championship in the USA (2001). She apologised to the nation for not winning gold – a sign of her greatness.
The textbook calls her a five-time World Champion and the only boxer to win a medal in each of the first six world championships.
In the 2012 Olympics she became the first Indian woman boxer to qualify and won bronze in the 51 kg flyweight category.
She is called "Magnificent Mary"; the lesson plays on her name – "Komqueror", "Komrade".
She is a mother of children and still returned to the ring – hence "Super Mom".
Message: determination and hard work can overcome poverty and difficulty.
Important terms
Debut – first public appearance.
Jhum – shifting cultivation practised in north-east India.
Legend – a very famous person who makes history.
Elation – great joy.
AIBA – the international association for amateur boxing.
Language study
Interview writing: introduction and welcome → 5–6 questions (mix of Wh- and Yes/No) → answers → thanks/farewell.
This lesson is a short scene adapted from George Bernard Shaw's play "Saint Joan". In 1429, during the Hundred Years' War, a confident village girl, Joan, comes to Captain Robert de Baudricourt and demands a horse, armour and soldiers to go to the Dauphin (the French prince) and free France. Her courage and faith slowly win over the captain, and he sends her to the Dauphin at Chinon.
Key points
G. B. Shaw (1856–1950) was an Irish playwright. He won the Nobel Prize in Literature in 1925.
The Hundred Years' War between England and France lasted from 1337 to 1453. In 1429 much of northern France was under English and Burgundian control.
Captain Robert orders his steward to throw out the girl, but the soldiers and servants cannot – she gives them courage.
Joan, a strong country girl of about 17, enters fearlessly and calls him "squire".
She asks for a horse, armour and soldiers to be sent to the Dauphin. She has even planned the cost and wants simple armour.
Robert calls her mad and threatens to send her back to her father, but she stays calm and sure.
She plans to free Orleans and says three men are enough. Polly (Bertrand de Poulengey) and Jack (de Metz) have promised to go with her.
Robert sends Joan out and talks to Poulengey. Poulengey says there is "something about her"; only a miracle can save France now, and the girl herself seems a bit of a miracle.
Joan says French soldiers lose because they fight only to save their skins. She will teach them to fight for France and drive the English out.
Her faith is strong: nothing is very difficult "if God is on your side".
Robert feels her spirit may put fire into the troops and even into the Dauphin. He orders that she go to Chinon (where the Dauphin was) with Poulengey and three of his friends.
Joan is radiant with joy and thanks him.
Important terms
Dauphin – title of the eldest son of the king of France.
Squire – a man of high rank (Joan's word for Robert).
Armour – metal clothing worn in battle (चिलखत).
Raise a siege – (here) break the enemy's hold on a surrounded city.
Cowed – frightened.
Steward – a man who manages a household.
Language study
Drama terms: dialogue, stage directions (in brackets), characters, scene.
Words showing manner in stage directions: grimly, confidently, busily.
Reported speech: Joan said that she wanted a horse and armour.
5 important questions
Q1. What did Joan ask Captain Robert for?
A horse, armour and some soldiers, and to be sent to the Dauphin.
Q2. Why could the servants not throw Joan out?
They were not afraid of her; she put courage in them. She was not afraid of anything.
Q3. Who was G. B. Shaw?
An Irish playwright and critic (1856–1950) who wrote more than sixty plays, including Saint Joan, and won the Nobel Prize in Literature in 1925.
Q4. What is the Hundred Years' War?
The war between England and France fought from 1337 to 1453.
Q5. Write a character sketch of Joan.
A strong country girl of about 17; confident and fearless; full of faith in God; practical (she has worked out the cost of a horse and armour); a patriot who inspires others like Poulengey.
Exam tip
For drama questions, quote a short line of dialogue to support a character trait.
This lesson tells the life story of Marie Curie, the great scientist who discovered radium and polonium. In spite of extreme poverty, hunger and illness, she studied and worked with great courage and singleness of purpose. She dedicated her life to science and the welfare of humanity.
Key points
Great achievers like Columbus, Vasco da Gama, Ronald Ross, Hillary and Tenzing, and Armstrong had courage and commitment. Marie Curie was one such person.
She was born Maria Sklodowska in Warsaw, Poland, on 7 November 1867.
She dreamt of studying science in Paris, but her father could not pay. She worked as a governess and saved money.
At the Sorbonne (University of Paris) she lived on bread, butter and tea and often fainted from hunger, yet she topped her class in Physics and Mathematics.
She met Pierre Curie, a brilliant but poor French scientist. They married in July 1895. Their daughter was Irene.
They worked in a leaky wooden shed with an earthen floor.
Henri Becquerel had found in 1896 that uranium gives off rays. Marie found that what remained of pitchblende after removing uranium was even more powerful.
The Curies discovered two new elements: Polonium (named after Poland) and Radium, the most powerful radioactive element.
They lived in penury (extreme poverty) to buy pitchblende; overwork damaged her health, but she never gave up.
Marie Curie was the first woman to win a Nobel Prize, and she won Nobel Prizes in two sciences (Physics 1903, Chemistry 1911).
Message: dedication, hard work and an indomitable (अदम्य) spirit can overcome every hardship.
Important terms
Radioactive – giving off powerful rays from the nucleus.
Pitchblende – a black mineral containing uranium and radium.
Governess – a woman employed to teach children at home.
Penury – extreme poverty.
Indomitable – impossible to defeat.
Opaque – not allowing light to pass.
Language study
Predicate patterns: verb + Object (We scored a goal); verb + Complement (My brother is injured); verb + Adverbial (The guests arrived early).
Discovery × invention: we discover what already exists (radium); we invent something new (the telephone).
5 important questions
Q1. When and where was Marie Curie born?
On 7 November 1867 in Warsaw, Poland.
Q2. Why were the new elements named Polonium and Radium?
Polonium was named in honour of Marie's country, Poland; Radium was named for its powerful rays (radiation).
Q3. Describe the poverty the Curies faced.
They had a flat with almost no furniture, worked in a leaky shed, could not buy costly food or warm clothes and often could not sleep in the cold.
Q4. Write two examples of Marie's will power.
She studied while hungry and fainting, yet topped her class; she continued research even when overwork damaged her health.
A personal response question asks your own opinion on an idea from the passage. Each carries 2 marks; there is usually one in every passage.
Key points
There is no single correct answer; a clear, sensible opinion gets marks.
Answer in 3–4 lines, in three parts: opinion → reason → conclusion.
Start directly: "Yes, I agree…" / "No, I don't think…".
Give one or two reasons, best from daily life.
Use simple, correct sentences; avoid copying lines from the passage.
Stay positive and polite.
Language study
Useful openers: In my opinion… / I strongly feel that… / I believe… / From my experience… Useful linkers: because, so, moreover, also, therefore.
Example
Q. Should students help with household work? Why? Yes, I believe students should help at home. It teaches responsibility and saves time for parents. I help my mother by buying vegetables, and it has made me more confident. So, small home duties are good for every student.
Quick revision
Opinion + reason + conclusion = full marks.
3–4 lines are enough.
Use "I" — it is your personal view.
Practise topics: mobile phones, sports, reading, cleanliness, helping others, failure.
A summary is a short version of a passage in your own words, with only the main points. In the board paper it is a 5-mark question on the unseen passage, with a title.
Key points
Length: about one-third of the original passage.
Step 1: read the passage twice and find its main idea.
Step 2: underline only the key points (who, what, when, why).
Step 3: drop examples, repeated ideas, long lists, dialogues and figures not needed.
Step 4: write the points in your own simple sentences, in one paragraph.
Step 5: give a short title (2–5 words) that shows the main idea.
Use the same tense as the passage; usually third person.
Don't add your own opinions.
Language study
Helpful joining words: and, but, because, later, finally, however. Compress lists: "mangoes, bananas, apples and grapes" → "many fruits".
Example
Passage idea: A small village had no water in summer. Students and farmers dug ponds, planted trees and stored rain water. In three years the wells filled up and farming improved. Title: A Village Fights Drought Summary: Villagers faced water shortage every summer. Students and farmers together built ponds, planted trees and saved rain water. Within a few years the wells were full and the farms grew better.
Writing Skills: Letter, Dialogue, Speech, News Report, Story
Quick summary
The writing section tests letters, dialogues, speeches, information transfer, news reports and stories. Each has a fixed format; learning it is half the marks.
Informal letter: your address, date, Dear…, friendly body, Yours lovingly, name. No subject line.
Dialogue: names with colon, at least 3 meaningful exchanges each, natural spoken English.
Speech: greet the audience, introduce yourself and topic, 2–3 main points, thank the audience.
Verbal ↔ non-verbal: turn a paragraph into a table, chart or flow chart (or the reverse) — keep all facts.
News report: headline → place and date (dateline) → who, what, when, where, why → quote or result.
Developing a story: title, beginning–middle–end, past tense, a moral at the end if asked.
Language study
News report skeleton: Headline: Students Clean Up River Bank Gondia, 2 Oct: Over 100 students of a local school cleaned the river bank on Sunday as part of the Swachh Bharat drive. They collected 50 bags of plastic. The principal said such drives will be held every month.
Example
Dialogue (3 exchanges) on saving water: Asha: Why is the tap running? Ravi: I forgot to close it after washing my hands. Asha: Every drop counts. Please close it fully. Ravi: You are right. I'll be careful from now on.
Quick revision
Formal letter = Subject line + "Yours faithfully/sincerely".
Q1 of the English paper has small word activities worth 10 marks: complete the word, alphabetical order, punctuation, make words, word web, word chain, plus sentence-level tasks. They are the easiest marks in the paper.
Key points
Complete the word: fill missing letters; check spelling by saying the word slowly.
Alphabetical order: compare the first letter; if same, the second, and so on (bag, ball, bat).
Punctuation: capital letter at the start and for names and "I"; full stop, comma, question mark, apostrophe (let's, don't), inverted commas around spoken words.
Make words: make 4 real words of at least 3 letters from the given big word; use each letter only as many times as it appears.
Word web: write 4 words related to the centre word.
Word chain: each new word starts with the last letter of the previous word.