Category: Class 8

AP State Syllabus AP Board 8th Class English Textbook Solutions Chapter 6B Be Thankful Textbook Questions and Answers.

AP State Syllabus 8th Class English Solutions Chapter 6B Be Thankful

8th Class English Chapter 6B Be Thankful Textbook Questions and Answers

Comprehension

Answer the following questions.

Question 1.
The poet depicts different situations/aspects of life where we need to be thankful. What are they?
Answer:
We need to be thankful to the following situations/aspects of life:

1. When we don’t know something;
2. When we face difficult times;
3. When we have certain limitations;
4. When we face new challenges;
5. When we make mistakes;
6. When we are tired and weary;
7. When we suffer setbacks and
8. When we face troubles.

Question 2.
Do you agree to the poet’s idea? Yes/No? Give reasons.
Answer:
Yes, I agree to the poet’s ideas. We need to be thankful that we don’t already have everything we desire. If we get everything we desire, there will be nothing to look forward to do. If we don’t know something, we will try to learn about it. We grow in the difficult times. We try to find out a solution to get rid of our difficulties. When we have limitations, we try to overcome them. In the process of facing the new challenges, we will build our strength and character. Our mistakes will teach us valuable lessons. When we suffer setbacks it will bring out our innate powers. All these things make us perfect ones.

Question 3.
How do the difficulties help us grow? When will the troubles become blessings?
Answer:
The difficulties help us grow. When one faces difficulties, one tries to get rid of them. It makes the person to think in the right way and find the right solution. Thus he is able to get out of his difficulties. When one finds a way to be thankful for one’s troubles, the troubles become blessings.

Be Thankful Summary in English

We need to be thankful that we don’t already have everything we desire. There would be nothing to look forward to do if we get everything we desire. We need to be thankful when we don’t know something for it gives us the opportunity to learn. We need to be grateful when we face the difficult times as we grow during those times. We need to be thankful for our limitations as they give us opportunities for improvement. We need to be grateful for each new challenge as it will build our strength and character. We need to be thankful for our mistakes as they will teach us valuable lessons. We need to be thankful when we are tired and weary as it means we have made a difference. It is easy for all of us to be thankful for the good things. But we need to be thankful even for the setbacks to get a life of rich fulfillment. Gratitude can change a negative into a positive. We need to find a way to be thankful for our troubles as they can become our blessings.

Be Thankful Glossary

desire (n): a strong wish to have or do something

character (n): all the qualities and features that make a person, groups of people, and places different from others

weary (adj): very tired

 

AP State Syllabus AP Board 8th Class English Textbook Solutions Chapter 6A Dr. Dwarakanath Kotnis Textbook Questions and Answers.

AP State Syllabus 8th Class English Solutions Chapter 6A Dr. Dwarakanath Kotnis

8th Class English Chapter 6A Dr. Dwarakanath Kotnis Textbook Questions and Answers

Read the newspaper headline given below and answer the questions that follow.

International Nurses’ Day : President gives away Florence Nightingale Awards

President Pratibha Patil giving away Florence Nightingale Award to S. Hoikholhing on 12th May 2012.

Question 1.
Why are the nurses given awards on the name of Florence Nightingale?
Answer:
Florence Nightingale Awards are annually given for excellence in nursing. The main aim of giving these awards to the nurses is to recognize professional nurses for their contributions to direct patient care.

Question 2.
Do you know the name of any Indian who may have rendered any significant services in another country and is still remembered and honoured by the people there?
Answer:
Yes, I know the name of an Indian who rendered his significant services in another country and is still remembered and honoured by the people there. He is none other than Dr. Dwarakanath Shantaram Kotnis. He was one of the five Indian physicians dispatched to China to provide medical assistance during the second Sino-Japanese War. No other Indians can claim the kind of adulation and respect Dr. Kotnis enjoys in China.

Comprehension

Answer the following questions.

Question 1.
Why was Dr. Kotnis sent to China?
Answer:
In 1937, the communist General Zhu De requested Jawaharlal Nehru to send Indian physicians to China during the Second Sino-Japanese War to help the soldiers. The President of the Indian National Congress, Netaji Subhash Chandra Bose accepted the request and made arrangements to send a team of volunteer doctors. A medical team of five doctors M. Atal, M.Cholkar, D. Kotnis, B.K. Basu and D. Mukeiji was sent as the part of Indian Medical Mission Team in September 1938. Thus Dr. Kotnis was sent to China to help the Chinese soldiers.

Question 2.
What was Dr. Kotnis’ contribution to the Dr. Bethune International Peace Hospital in China?
Answer:
Dr. Kotnis once served as Dr. Bethune International Peace Hospital’s doctor. He took over the post of the first President of the Bethune International Peace Hospital after Dr. Norman Bethune passed away. He worked as a lecturer earlier for sometime in the military area at the Dr. Bethune Hygiene School.

Question 3.
Why did Dr. Kotnis opt to stay back in China?
Answer:
After the Second Sino-Japanese War, all other doctors except Dr. Kotnis, returned to India. However, Dr. Kotnis decided to serve at the military base. So he opted to stay back in China.

Question 4.
How did the Chinese show their gratitude towards Dr. Kotnis?
Answer:
In order to cherish the memory of Dr. Kotnis, the Chinese government built a memorial hall for him in Shijiazhuang city, Hebei Province in 1976. Along with the Candian Dr. Norman Bethune, he continues to be revered by the Chinese people. In April 2005, both their graves were covered completely in flowers donated by the Chinese people during the Qingming Festival. A small museum there has a hand book which contains words that Kotnis wrote in his “Passage from India to China,” some of the instruments that the surgeon^ used at their time and many photogrpahs of doctors. China has honoured him with stamp in 1982.

Question 5.
Why was Mrs. Kotnis a regular invitee at the Indian Embassy functions in China?
Answer:
Mrs. Kotnis had been an honoured guest at many high-level diplomatic functions between China and India. She was a regular invitee at the Indian Embassy fuctions in China, because
the Chinese wanted to have good relationship with India. Not only that, to respect Dr. Kotnis’ selfless service to the Chinese, she was invited at the Indian Embassy functions in China.

Question 6.
What sort of person, do you think, was Dr. Kotnis? What are your impressions about him?
Answer:
Dr. Kotnis dedicated his entire life working as a battlefront doctor in China and rendered his selfless service to the injured Chinese soldiers during the Second Sino-Japanese War. Dr. Kotnis’ contribution towards humanity will be remembered forever. No single Indian has been more revered by ordinary Chinese than Dr. Kotnis. He was not only a hero but also a loved brother, husband and an adventurous young man.

II. Read the passage about Dr. Kotnis again and fill in the form given below.

1. Name:
2. Year of birth:
3. Place of birth:
4. Occupation:
5. Nationality:
6. Wife’s name:
7. Places of work and the positions held:
8. Honours given by China and India:
9. Date of death:
Answer:
1. Name Dwarakanath Kotnis
2. Year of birth 1910 (October 10,1910)
3. Place of birth Sholapur, Maharashtra
4. Occupation Doctor
5. Nationality Indian
6. Wife’s name Guo Qinglan
7. Places of work and the positions held:
(a) Yan’an → doctor
(b) Eighth Route Army General Hospital, North China → physician-in-charge
(c) Dr. Bethune Hygiene School → lecturer
(d) The Bethune International Peace Hospital → president
8. Honours given by China and India:
(a) The Chinese government built a memorial hall for him in Shijiazhuang city, Hebei Province in 1976.
(b) In April 2005, his grave was covered completely in flowers donated by the Chinese people during the Qingming Festival.
(c) A small museum there has a hand book which contains words that Kotnis wrote in his “Passage from India to China”.
(d) Both China and India honoured him with stamps in 1982 and 1993 respectively.
9. Date of death: 9th December, 1942.

Vocabulary

I. Here are some of the words that are related to the word ‘doctor’. In how many ways can you classify the following words?

profession	physician
specialization	neurologist
qualification	MBBS, MD
dress code	white coat
medicines	crocin
place of work	clinic, Hospital
service	treatment
tools	syringe
related vehicle	ambulance
target group	patient

Mapping these meanings through words is called semantic mapping. A set of words related in meaning are said to belong to the same semantic field.
e.g. : bus, driver, conductor, ticket, etc.
Write four words that belong to and that you can associate with the following words.
1. space                 (a)            (b)             (c)             (d)
2. business            (a)             (b)            (c)             (d)
3. occupation        (a)             (b)            (c)             (d)
4. travel                 (a)             (b)            (c)             (d)
Answer:
1. space                 (a) space-shuttle     (b) space travel     (c) space station      (d) spaceship
2. business            (a) selling                 (b) buying             (c) exports               (d) imports
3. occupation        (a) teacher               (b) driver               (c) collector             (d) conductor
4. travel                 (a) road                    (b) rail                   (c) sea travel            (d) air travel

II. Read the sentence given below.
Dr. Kotnis lost his heart to a Chinese woman.
What does the expression ‘lose heart’ in the above sentence mean?
Lost his heart means fell in love.
Here is one more expression using the word heart.
‘Eat your heart out’. (Suffer from envy or jealousy)
e.g.: I am going to New York next week. Eat your heart out!
e.g.: When he hears about your promotion he will eat his heart out.

III. Match the following.
1. have a heart         ( )      (a) sadness
2. broken heart        ( )      (b) no feelings
3. heavy heart          ( )      (c) a very deep thank you
4. take to heart        ( )      (d) be merciful
5. a heart of stone   ( )      (e) lost love
6. thanks from the bottom of my heart ( ) (f) take seriously
Answer:
ANSWERS
1 – d,
2 – e,
3 – a,
4 – f,
5 – b,
6 – c

Grammar

Coordination is a grammatical process by which two or more words phrases or clauses of the same rank are conjoined.
A conjunction that joins parts of a sentence (words, phrases or clauses) that are grammatically equal or similar in importance and structure is called a Coordinating Conjunction, e.g: and, but, or, nor, for, yet, so.
Coordinating Conjunctions: and, but, or, yet, so, neither… nor, either…. or, not only
but also, both, etc.
Subordinate Conjunctions: when, before, after, since, while, as, till, until, whenever, as long as, as soon as, no sooner….than, then, scarcely, hardly,…. when, wherever, because, in order that, so….that, if, though, even though, whereas, as if, whether …. or, etc.

Compound Sentence and Complex Sentence

Observe the following sentences.
1. Dr. Kotnis was a doctor and Guo, a nurse.
2. I could not stop laughing when he told jokes.

• What are the main clauses in each sentence?
• How many subordinate clauses are there in sentences 1 and 2?

Dr. Kotnis was a doctor and Guo, a nurse, (two main clauses)
I could not stop laughing when he told jokes, (one main clause and one subordinate clause) I could not stop laughing’ is a main clause, ‘when he told jokes’ is a subordinate clause.

• A sentence which consists of two or more main clauses combined with coordinate conjuctions is called a Compound Sentence.
• A sentence which consists of one main clause and one or more subordinate clauses combined with subordinate conjuctions is called a Complex Sentence.

Read the following sentences. Identify the clauses and say whether they are main clauses or subordinate clauses.
1. John suffers from Asthma but attends school regularly.
2. We like songs but they like games.
3. Japan attacked China in 1937 and wounded many soldiers.
4. If the rain stops, we will go out.
5. She was unhappy or she was upset.
6. The shops were closed because there was a strike.
Answer:
1. John suffers from Asthama but attends school regularly.
Main clause – John suffers from Asthama
Main clause – (he) attends school regularly.

2. We like songs but they like games.
Main clause – We like songs
Main clause – they like games.

3. Japan attacked China in 1937 and wounded many soldiers.
Main clause – Japan attacked China in 1937.
Main clause – (Japan) wounded many soldiers.

4. If the rain stops, we will go out.
Main clause – We will go out.
Subordinate clause – If the rain stops

5. She was unhappy or she was upset.
Main clause – She was unhappy
Main clause – She was upset.

6. The shops were closed because there was a strike.
Main clause – The shops were closed.
Subordinate clause – because there was a strike.

Writing

Developing Headlines.
When writing a news report for a newspaper, or your school News Board, the headline is the first and foremost impression you make on your reader. Therefore, writing a headline is a critical and creative art. „
Most of the people read only the headlines while reading a newspaper, to get the gist of the news.

• Headlines often contain a noun phrase with no verb.
• Headlines may have noun strings (several nouns put together).
• Various changes are made in the headlines.
• The simple tense form is used instead of the continuous or perfect form.
• The infinite form refers to the future.
• The auxiliary verb is dropped in the passive form.
• Articles are dropped; full-stops are not placed after headlines.
• Headlines may contain initials and abbreviations, e.g : Prime Minister’s advice

e.g : Man snatches woman’s chain
e.g : Andhra Pradesh State Board Examination Results Declared
e.g : Hyderabad celebrates kite festival
e.g : Chief Minister to inaugurate Craft Bazars
e.g : Passengers injured seriously in Nellore train accident
e.g : India to host SAARC meet in UP

I. Now write a headline for each of the following news reports. Remember to pick out only the main idea or words from the sentence.
(a) Hyderabad: With an alarming rise in cases of missing people, especially women and children, since 2009, the Andhra Pradesh Police have stepped up measures to trace them in co-ordination with various agencies and police forces.
Answer:
Andhra Pradesh police have stepped up measures to trace missing people

(b) The full moon that rises on this Friday night, August 31,2012, will be a Blue Moon. That’s what it has been dubbed as in modern folklore of the west. But will it actually be blue?
Answer:
A Blue Moon to rise on Friday night, August 31, 2012

(c) “If you look at the last three months, I am really practising well. ! am looking forward to playing my first game after a year.”
Answer:
I am to play my first game after a year

(d) Next time your cell phone runs out of battery, you can charge it by just holding it in your hands as the scientist claims to have developed a new technology that turns body heat into electricity.
Answer:
A new technology that runs body heat into electricity developed

II. Look at the picture where students are serving in an old age home.

Discussion Points

1. Do old people go to old age homes on their own or are they forced to go there?
2. What are the conditions which make people leave their own homes and go to an old age home?
3. In what way are the conditions at an old age home different from those at home?
4. Are there any ways to prevent the old people from going to old age homes?
   Note : Answers for the 4 discussion points given above are given in Q. III.

III. Now write an article based on the following hints.

• What are old age homes?
• Why do old people go there?
• Facilities at the old age homes
• Compare facilities at home and old age homes

Answer:
The old age homes are intended for senior citizens. Nowadays, most of the old people prefer to live in old age homes. Many factors have contributed to the alienation of the elders. Migration of young couples from the rural areas to the cities in search of better employment opportunities to fend for themselves. Youngsters are sometimes unfair to their parents. They don’t show the old ones any love or affection. Sometimes the old people are not given enough food to eat. The young people don’t provide proper medical facilities for the old people. The young people don’t care for them. Parents take a lot of pain to grow their children and sacrifice a plenty of their happiness: Our culture has it, that it is duty of the child to look after his parents. Unfortunately, it doesn’t happen in our present society. Everyone is in a mad race of earning money. And in the process they don’t take time off to look after their parents. We don’t find good relationships and human values in our present society. Aged parents are like children. They are sensible. Nowadays, India is intensely influenced by the western world where parents live alone or stay at old age homes. The old people don’t go to old age homes on their own. They are forced to go there.
In the old age homes trained staff can assist the old people. They can be kept clean and fed well. Proper medical care is provided. Old age homes have special medical facilities for senior citizens such as mobile health care systems, ambulances, nurses and provision of well-balanced meals. Apart from food, shelter and medical amenities, the entertainment and library facilities are also available for them. These homes create a family like atmosphere among the residents. Senior citizens experience a sense of security and friendship when they share their joys and sorrows with one another. Here, they live peacefully. Old age homes provide them the much needed comfort, solace and companionship. We can prevent the old people from going to old age homes by showing them love and affection. The youngsters should take care of them. They should provide proper medical facilities for them. They should allow their parents to move and talk freely in their homes.

Listening

Listen to your teacher. She/He will read out an announcement made by the headmaster of a Govt. High School.

An Announcement in a School

Dear students,
I am to inform you that we are going to start an ‘Enrolment Drive Programme’ next week. We will go to the nearby slums in our locality for 3 days and see if there are any children who are not studying in any school. There will be 10 teams each consisting of 6 students. I want all the students and teachers of classes VIII and IX to join this mission. Mr. Rajkumar and Ms. Christina will be joining us in our mission. They will help us in all the aspects related to the programme. Children, now those who volunteer to take the lead in teams should meet their class teachers after the lunch hour.
Now, answer the following questions.
1. What is the announcement about?
Answer:
The announcement is about launching of ’Enrolment Drive Programme.’

2. Who are the special guests joining their mission?
Answer:
Mr. Rajkumar and Ms. Christina are the special guests joining their mission.

3. What are the students asked to do in the programme?
Answer:
The students are asked to go to the nearby slums in their locality for 3 days and see if there are any children who are not studying in any school.

4. Why does the headmaster call it a mission?
Answer:
The headmaster calls it a mission as he thinks that the ‘Enrolment Drive Programme’ is a very important programme.

Oral Activity

If you get an opportunity to propose a ‘Vote of Thanks’ after completing the Enrolment Drive Programme. How would you do it?
Prepare ‘Vote of Thanks’ to thank Mr. Rajkumar, Ms. Christina, and all other participants.
Clues :

• Introduction of the programme
• About the participants and the service they offered during the programme.
• Their role in making the Programme a great success.
• Thanking each and everyone referring to their role in the programme.
• Requesting the extension of their service in future.

Answer:
Good evening to all of you. I am proud and lucky to have the opportunity of proposing a ‘Vote of Thanks’ to thank all the participants. As you are all aware that our ‘Enrolment Drive Programme’ has come to an end and it is a great success for all of us recognizing the students who are outside the school and joining them in the school. At first I would like to thank our special guests Mr. Rajkumar and Ms. Christina on behalf of our school and on my behalf for sparing some of their valuable time for us. We are very much thankful to you sir and madam for the service offered by you during the programme and your valuable suggestions. We are hopeful that we will get your extended cooperation and help in the future. Once again I wish to express our sincere thanks to you sir and madam for your role in making this programme a grand success. Now, I would like to thank each and everyone who participate in this programme and make it a grand success. I would like to request all of you to extend your priceless services
in the future.

Dr. Dwarakanath Kotnis Summary in English

Dr. Dwarakanath Kotnis was born in a lower middle class family on October 10, 1910 in Sholapur, Maharashtra. Coming from a family of doctors, Dr. Kotnis aspired to become a doctor.

After completing his graduation in medicine, he went on to pursue his post-graduation internship. He started his medical expedition in Vietnam, and then, moved on to Singapore and Brunei. The communist General Zhu De requested Jawaharlal Nehru in 1937 to send Indian physicians to China to help the war victims. Dr. Kotnis was one of the five doctors who were sent to China as the part of Indian Medical Mission Team. Though the other doctors returned to India after the war, Dr. Kotnis decided to stay back and serve at the military base. He started his work in Yan’an and then worked in the surgical department of the Eighth Route Army General Hospital as the physician-in-charge. He fell in love with a Chinese nurse, Guo Qinglan and married her in November, 1941. They had a son on August 23, 1942 and he was named Yin Hua. He worked as a lecturer for sometime at the Dr. Bethune Hygiene School. Later he took over the post of the first President of the Bethune International Peace Hospital. He did operations for 72 hours nonstop without any sleep during the long-drawn out battle against Japan. He played a major role in controlling a virulent strain of plague that hit Chinese soldiers. He died of epilepsy on December 9, 1942 at the age 32, and was buried in the Heroes Courtyard, Nanquan Village.

The Chinese government built a memorial hall for him in Shijiazhuang city, Hebei Province in 1976. His grave was covered completely in flowers donated by the Chinese people during the Qingming festival. Both China and India honoured him with stamps in 1982 and 1983 respectively. Later, Kotnis, family visited Kotnis’ grave and Dr. Bethune International Peace Hospital.

After Dr. Kotnis’ death, their son Yin Hua also passed away when he was just 25. Despite the two premature deaths, Mrs. Kotnis maintained her links with the Kotnis family. Mrs. Kotnis had been an honoured guest at many high-level diplomatic functions between China and India. She was a regular invitee at the Indian Embassy functions in China. Dr. Kotnis become famous in his hometown with the publication of “One Who Never Returned” written by Khwaja Abbas Ahmed and the screening of the movie “Dr. Kotnis Ki Amar Kahani,” directed by V. Shantaram. No other Indians can claim the kind of adulation and respect Dr. Dwarakanath Kotnis enjoys in China. Dr. Kotnis’ contribution towards humanity will be remembered for ever.

Dr. Dwarakanath Kotnis Glossary

adulation (n): admiration; praise

virulent (adj): dangerous

shy away (phr.v): avoid something that you dislike

epilepsy (n): a disease of the nervous system that causes a person to fall unconscious

revered (v): respected or admired deeply

commemorate (v): keep a great person, event etc. in people’s memories

vivacious (adj): cheerful

venerated (v): respected

septuagenarian (n): a person who crossed 70 years

memorabilia (n): objects that are collected in memory of persons and events

render (v): to give somebody something

vivacious (adj): having a lively, attractive personality

pursue (v): to try to achieve something over a period of time

internship (n): a job that an advanced student of medicine, whose training is nearly finished, does in a hospital to get further practical experience

put aside (phr.v): to ignore or forget something, usually a feeling or difference of opinion.

expedition (n) : an organized journey with a particular purpose

lose heart (idiom): to fall in love with somebody

passed away (phr.v): died

fortnight (n): two weeks

soulmate (n): an intimate associate or companion ; someone with whom you have a special relationship and whom you know and love very much

cherish (v): to love somebody/something very much and want to protect them or it

AP State Syllabus AP Board 8th Class English Textbook Solutions Chapter 4A The Story of Ikat Textbook Questions and Answers.

AP State Syllabus 8th Class English Solutions Chapter 4A The Story of Ikat

8th Class English Chapter 4A The Story of Ikat Textbook Questions and Answers

Look at the pictures given and answer the questions that follow.

Question 1.
What do you see in these pictures? Where do you find them?
Answer:
In the first picture we see Kondapalli Bommalu. In the second picture we see the Rudrakshamalas (Chains of beads). In the third picture we see the statues of Vinayaka made with plaster of paris. We generally find these three kinds of handicrafts in stalls, shops, emporiums, exhibitions, etc. In the fourth picture we see Mayuri (Sudha Chandran), a famous Bharatanatyam dancer.

Question 2.
Why did the woman make up herself differently? Do you find anything unique in the make up of the woman in the picture? What could be the occasion for this make up?
Answer:
The woman made herself differently as she wanted to perform something. Yes, I find something unique in the make up of the woman in the picture. Usually women don’t make up themselves in such a way. It must be a special occasion. I think she was going to perform Bharatanatyam.

Question 3.
Are these handicrafts and the make up a part of our culture? Give reasons to your answer.
Answer:
Yes, these handicrafts and the make up are a part of our culture. Handicrafts promote our cultural heritage. They make the younger generations know our ancestry, the richness of culture and traditions. Since old ages, our land is famous for these handicrafts. The art forms such as Kuchipudi, Bharatanatyam etc., need the make up. These art forms originated in our country and there have been so many well known artists in our country. Hence, 1 can say that these handicrafts and make up are a part of our culture.

Comprehension

Answer the following questions.

Question 1.
What is the main theme of the story?
Answer:
The main theme of the story is making the children know the richness of our cultural heritage. The story of Ikat’ presents the present condition of textiles in Andhra Pradesh, the meaning of Ikat, the great skill of weavers behind weaving Ikat, the holiness of tying the knot and our traditions. It sends us a message that we should promote handicrafts and protect artists.

Question 2.
How is chitiki rumal used by different people?
Answer:
‘Chitiki Rumal’ is the favourite headgear of fishermen and other labourers. It is also used by Gujarat traders as the towel on their shoulders.

Question 3.
The teacher became silent when she was discussing handloom. Why?
Answer:
When the teacher was discussing handloom, she became silent because of the present status of it. She thought that we had forgotten our heritage in the race with the machine. So, she became serious in those kinds of thoughts.

Question 4.
Children’s attention was divided between her words and thefabrics as she opened silk patola sari. Why?
Answer:
The teacher used the words such as Chitiki, Patola and Ikat to explain the handloom. Saying these words, she opened a silk patola sari from Patan, Gujarat. It had a red design on a black background with rows of flowers in the border. The simple leaf design repeated across the body and the flowers in the border created a mesmorising effect. So, their attention was divided between her words and fabrics.

Question 5.
The writer described some designs, historical things and the weaving. Which part of the story do you like most?
Answer:
I like the process of weaving the most as it is a complex process. Counting the threads, measuring the distance, calculating when to repeat a pattern and tying the knot seem that it is a complex process.

Vocabulary

I. Read the following sentences.
V.V.S. Lakshman is a top class batsman.
Sruthi is in class VIII.
We have ten minutes left for the show.
The minutes of every official meeting remain an important document.
The words underlined in the above sentences have the same spelling but they differ in meaning. These words are called Homonyms.

Find the meaning of the following homonyms with the help of a dictionary.

1. a) fair (adj): ——————————-
b) fair (noun): ——————————-
2. a) mind (noun): ——————————-
b) mind (verb): ——————————-
3. a) quiet (adj): ——————————-
b) quiet (noun): ——————————-
Answer:
1. a) fair (adj): acceptable and appropriate in a particular situation
b) fair (noun): a large public event where goods are bought and sold; a type of entertainment in a field or park
2. a) mind (noun): the part of a person that makes them able to be aware of things, to think and to feel
b) mind (verb): to be upset, annoyed or worried by something
3. a) quiet (adj): making very little noise
b) quiet (noun): the state of being calm without much noise

II. Use the above homonyms In your own sentences.
Answer:
1. a) He is very fair always.
b) This evening we are going to the fair.
(or)
This evening we will go to the fair.
2. a) She is in a disturbed state of mind,
b) I hope you don’t mind if I leave now.
3. a) All the class is very quiet.
b) He always loves the quiet of his own room.

III. Read the following sentences carefully.
The students have some knowledge about ‘Ikat’.
This sum from chapter III is very tough.
The words underlined in the above sentences have the same pronunciation but differ in spelling and meaning. Such words are called Homophones.
Read the following passage carefully and replace the underlined words with correct homophones.
One day Janaki teacher said to the class, “We all no that the boy in the blew dress has one the best student price for this year.” She added this is the write hour to felicitate him. Here is the gift for the boy but can anyone help me to untie the not of the died ribbon. One boy came forward and helped her. There is a wonderful gift inside the box!
Answer:
One day Janaki teacher said to the class, “We all know that the boy in the blue dress has won the best student prize for this year. ” She added this is the right hour to felicitate him. Here is the gift for the boy but can anyone help me to untie the knot of the dyed ribbon. One boy came forward and helped her. There is a wonderful gift inside the box!

Grammar

I. Read the following pair of sentences taken from the narrative “The Story of Ikat”.
1. Ramya asked, “Are these fabrics from Indonesia?”
2. The teacher said, “What can be the origin of the word?”
a. Who are the speakers?
b. What are the exact words spoken by them?
c. If you want to report the above sentences, how will you do?
Let’s analyse the sentences 1 and 2.
The first part of the sentence ‘Ramya aksed’ has a subject ‘Ramya’ and a verb ‘asked’.
This clause is called the reporting clause. The verb is called reporting verb.
The part within the quotation marks is called reported clause, which gives the exact words spoken by the speaker.
Let’s look at the answer to the question ‘c’.
1. Ramya asked if/whether those fabrics were from Indonesia.
2. The teacher asked what the origin of the word could be.
Let’s look at the changes that have taken place.
You will find the following changes.
a. Change of the pronoun (these – those)
b. Change of the verb in the reported clause (are – were)
c. Change of question to a statement by adding if/whether
All the above changes are made when the reporting verb is in Past tense.
1. Report the following conversation.
Ramya visits a weaver at Pochampally. She asks him a few questions.
Ramya : Uncle, What are you doing?
Weaver: I’m making a sari. Do you like it?
Ramya : Oh! Yes. What is the price?
Weaver : Five hundred rupees. Do you want to buy it?
Ramya : Oh! Yes. Can you pack it for me?
Weaver : Sure, here you are.
Answer:
Ramya asked the weaver what he was doing. He replied that he was making a sari. He asked her if she liked it/that. Ramya replied affirmatively and asked him what the price was. He replied that it was five hundred rupees and asked her if she wanted to buy it/that. Ramya replied affirmatively and asked him if he could pack it/that for her. He replied that he could certainly give it and then offered her the sari she wanted.

Look at the following changes while reporting.

WASH AWAY THE GERMS
Washing hands helps prevent the spread of germs, and should be done frequently.

• Before you eat.
• Before and after you help a sick person.
• Before you care for a wound or cut, and again after.
• After you use the toilet.
• After you cough, sneeze or blow your nose.
• After you handle animal waste or an animal or pet treats/food.

The Story of Ikat Summary in English

Janaki was a Social Studies teacher. That day she came a bit late to the class. She brought the brilliant red and black checked rumals, shawls with black and blue geometric patterns with her. That material made the dull class vibrant. She wrote on the blackboard ‘Textiles of India – “Ikat” of Andhra Pradesh and pronounced the word “Ikat”. “Ikat” means “to bind” or “knot”. Then she elicited the name of Nalgonda district from the students. She made them know the name ‘Pochampally’, a village in Nalgonda district in connection with “Ikat”. Every student immediatley connected to the village. A handloom is a hand operated loom which weaves. It has been weaving fabrics for centuries. Now we have forgotten our heritage in race with the machine. After telling this, Janaki began to tell the story of Ikat. It is called ‘Chitiki’ in Telugu, ‘Patola’ in Gujarati and simply ‘Ikat’ in Oriya. She showed them a silk patola sari from Patan, Gujarat which created a mesmerising effect. Then she asked them if they were thinking about ‘Ikat’ or ‘tie and dye’. When no one could answer her, she told them about ‘warp’ and ‘weft’. The threads stretched lengthwise are called ‘warp’ and the threads intersecting them widthwise are called ‘weft’. In ‘Ikat’ the threads are carefully sorted, warp and weft divided into bundles, then tied with the materials like plastic sheets, rubber strips and then dropped into colours. The weavers count the threads, measure the distance, calculate when to repeat a pattern and then tie the knots. They draw patterns on the graphs and copy them on the threads. ‘Chitiki rumal’ was the favourite headgear of fishermen and other labourers. Gujarat traders put them on their shoulders as the towels. In Telugu ‘Chitikedu’ means a small quantity of material. Then the students came to know about the original explanation of Ikat. They understood that the characteristic of Ikat was small and small dots of colour. Once Chitiki fabric was our favourite export item. There are different stories about its origin. Different regions fight about its origin but there is no systematic documentation to resolve this dispute. Tying the knot is sacred in our tradition. Muslim culture influenced the designs in Ikat in parts of Gujarat, Maharashtra and Deccan.

The Story of Ikat Glossary

mandatory (adj): compulsory

wonder (v): wish to know

drab (adj): dull

pelt (v): throw; shoot

giggle (v): laugh in a silly way

babble (n): a talk difficult to understand

pensive (adv): serious

hesitantly (adv): unwillingly/uncertainly

expectantly (adv): hopefuL of something

intersect (v): crossing each other at a point

headgear (n): a piece of cloth worm on head

jubilant (adj): very happy

resolve (v): solve

knot (n): fastening

vibrant (adj): active

compelling (adj): extremely interesting

dashed (v): went somewhere very quickly

partial (adj): showing or feeling too much support for one person, team, idea, etc.

persisted (v): continued

criss-cross (v): to make a pattern on something with many straight lines that cross each other

motif (n): a design or a pattern used as a decoration

sorted (v): arranged things in groups or in groups or in a particular order according to their type

vigorous (adj): very active, determined

origin (n): the point from which something starts

AP State Syllabus AP Board 8th Class English Textbook Solutions Chapter 1B My Mother Textbook Questions and Answers.

AP State Syllabus 8th Class English Solutions Chapter 1B My Mother

8th Class English Chapter 1B My Mother Textbook Questions and Answers

Comprehension

Answer the following questions.

Question 1.
How does the poet feel the presence of his mother?
Answer:
The poet feels the presence of his mother when he plays with his play things. When he plays with his play things, he seems to be able to hear a tune which reminds him his mother. He also feels the presence of his mother when he smells the fragrance of shiuli flowers in autumn and when he sees the blue sky through this bedroom window.

Question 2.
What do you understand from the statement – ‘I cannot remember my mother’?
Answer:
The poet’s mother passed away when he was still young. Hence, he can’t be able to recall his mother.

Question 3.
Does the poem convey sadness? If yes, pick out the suggestive expressions.
Answer:
Yes, this poem conveys some kind of sadness. The expression “I cannot remember my mother”, suggests this. The poet can’t remember his mother because she passed away when he was young.

Question 4.
What imagery do you find in each stanza? How does it appeal to you?

Answer:

Stanza	Images	Sense it appeals to
1	Mother rocking the cradle and singing a song	ears (sound)
2	The poet smelling the scent of the shiuli flowers which is like the scent of his mother.	nose (smell)
3	The poet sending his eyes into the blue sky to feel mother’s gaze.	eyes (sight)

Question 5.
Read the poem ‘My Mother’ again and complete the table.

Answer:

Question 6.
We all love our mother, don’t we? We love her because of certain qualities. Think and write about her qualities.
Answer:
We love mother as:
i) She gives birth to her children.
ii) She gives her children her love and care.
iii) She understands her children’s needs.
iv) She makes her children ready to live a happy life.
v) She defends her children.
vi) She supports her children’s dreams even when they seem impossible.
vii) She loves her children though they hurt and neglect her.

Question 7.
How would you choreograph the first stanza? (Group work)
(a) What settings do you arrange ?
Answer:

Stanza	Settings
1	Swinging cradle
2	Garden, morning service in the temple
3	Bedroom – window – sky

(b) What are the characters and their actions ?
Answer:

Stanza	Characters	Actions
1	Child	The child plays with his playthings listening to the tune of the song sung by his mother.
	Mother	She rocks the cradle humming a tune.
2	Child	The child smells the fragrance of shiuli flowers.
	Mother	The mother does the morning service in the temple.
3	Child	The child gazes at her mother through the window.
	Mother	The mother is spread all over the sky.

(c) What is the sequence of actions ?
Answer:

Stanza	Action of the main character	Action of the supporting team/characters
1	The child is playing with his play things. He is listening to the tune of some song.	The mother is rocking the cradle. She is humming a song.
2	The poet (child) is smelling the scent of shiuli flowers.	The mother is making morning service in the temple.
3	The poet (child) is looking at the blue distant sky through his bedroom.	The mother is standing outside the window in some distance.

Each group may choreograph different stanzas of the song.

Figurative language: The use of words to express meaning beyond the literal meaning of the words themselves.
Imagery: Language which describes something in detail, using words to substitute for and create sensory stimulation, including visual imagery and sound imagery, e.g: Mother rocking the cradle. Here child senses with eyes and ears.
Metaphor: The comparison of two unlike things in which no words of comparison (like or as) are used.
e.g: Harry was a lion in the fight.
Simile: A figure of speech involving a comparison between unlike things using like, as, or as though.
e.g: as cool as a cucumber, as white as snow, life is just like an ice-cream. Personification: Giving non-human objects human characteristics, e.g: The moon danced mournfully over the water.

My Mother Summary in English

‘My Mother’ is a gentle nostalgic poem written by ‘Guru’ Rabindranath Tagore. He is one of the greatest poets of modern India. His mother passed away when he was young. In this poem, he expresses his inability to recall the face or the features of his mother. When he looks at his playthings, he seems to be able to hear a tune. Perhaps his mother often sang the same song when she moved his cradie gently. In autumn, the shiuli tree blossoms into fragrant tiny flowers. His mother would string the flowers for the morning service in the temple. When he smells the scent of shiuli flowers, he recalls his mother. When he sees from his bedroom window into the blue of the distant sky, he feels the stillness of his mother’s gaze. This poem eloquently reveals the emotional bonding between the poet and his mother. She has a great impact on the poet.

About the Poet

Rabindranath Tagore (1861-1941) is popularly known as Vishwa Kavi and Gurudev. He was the founder of Shantiniketan, an experimental school. He was awarded the Nobel Prize in literature for his ‘Gitanjali’, the Song of Offerings. Each of his poems reflects Indian vision and love towards his Mother Land. He is considered the Voice of Indian Heritage and Spiritualism.

My Mother Glossary

hover (v): remain in the air

shiuli (n): small, white or orange flowers that bloom in autumn

scent (n): perfume/good smell

rock (v): move gently

hum (v): sing with closed lips

gaze (v): look fixedly

morning service (n.phr): a religious service

AP State Syllabus AP Board 8th Class English Textbook Solutions Chapter 3C The Garden Within Textbook Questions and Answers.

AP State Syllabus 8th Class English Solutions Chapter 3C The Garden Within

8th Class English Chapter 3C The Garden Within Textbook Questions and Answers

Look at the pictures given and answer the questions that follow.

Comprehension

Question 1.
What is the central idea of the poem?
Answer:
There is a garden in the poet’s heart. She wants to tend it beautifully. She wants to be grateful to achieve her goal. She wants to be good to others. When one is good to others, one will get respect. When one is thankful, one will reach one’s goal.

Question 2.
What features of the garden in the poet’s heart are mentioned in stanza 1?
Answer:
The feature of the garden in the poet’s heart that is mentioned in stanza 1 is that beauty grows in fits and starts.

Question 3.
What is the mood of the poet? Put a tick (✓) mark,
a. sad b. hopeful c. thankful
Answer:
b) hopeful ( ✓)

Question 4.
Explain the word ‘gratitude’ as used in the poem.
Answer:
‘Gratitude’ means thankfulness. The poetess wants to be thankful to achieve her goal and it will comfort her soul.

Simile, Metaphor and Personification:

Observe the following sentences.

1. Here and there over the grass stood beautiful flowers like stars.
In this sentence “flowers are compared to stars” such a comparison using ‘like’ and ‘as’ is called ‘simile’.
e.g.: a. He roared like a lion.
b. Her face is as white as snow.

2. Life is a journey. Enjoy the ride.
In the above sentence the word ‘journey’ is used to describe/compare the word ‘life’. Such words are called ‘metaphor’. They are used to show that two things have same qualities. They make the description more powerful, e.g.: a. Rudramadevi was a lioness in battle, b. Her home was a prison.

3. Spring has forgotten his garden.
Here, though ‘spring’ is a season, it is represented as a human being and given the qualities of forgetting, etc. Such usage in literature is called ‘personification’, e.g.: a. The stars danced playfully in the moonlit sky.
b. The snow covered up the grass with her great white cloak.

Project work

Collect a few story books and fill in the table with details and present it before the class.

Answer:

The Garden Within Summary in English

The poetess finds that there is a garden in her heart. Like the gardener who lovingly tends his garden for the pleasures of bloom, the poetess nourishes the memories because they comfort her soul. In the garden of her heart beauty doesn’t grow continuously. She wants to give her smiles to others like the petals of the flowers in the garden of her heart. Then the others will respond in the same way and respect her feelings. There is a good hope in her and it results in good seeds to comfort her spirit. She wants to reach her goal with thankfulness and it will touch her soul. Here the soul of the poetess is compared with beautiful garden.

The Garden Within Glossary

petal (n): a delicate coloured part of a flower

bestowed (v): gave, showed respect

bowers (n): a pleasant place in the shade of tree

nutritious (adj): good

reaps (v): gives

spirit (n): inner feeling or mood

gratitude (n): thankfulness

goal (n): something that you hope to achieve

in fits and starts (phr): in a sudden and irregular manner

AP State Syllabus AP Board 8th Class English Textbook Solutions Chapter 1A The Tattered Blanket Textbook Questions and Answers.

AP State Syllabus 8th Class English Solutions Chapter 1A The Tattered Blanket

8th Class English Chapter 1A The Tattered Blanket Textbook Questions and Answers

Look at the pictures given and answer the questions that follow.

Question 1.
What do you observe in the pictures?
Answer:
In picture A, we observe a nuclear family that consists of a pair of adults and their children. In picture B, we observe a joint family that consists of a man (the head), his wife, their children, daughters-in-law and their grandchildren.

Question 2.
Do we find many joint families in our society? Yes/No? Give reasons.
Answer:
We don’t find many joint families in our society. The joint family system has been breaking up in India as a result of the increasing individualistic and independent attitudes of grown up children. Nuclear families provide more privacy. Today youngsters want financial independence. Hence, the system of joint family has been gradually disappearing.

Comprehension

I. Answer the following questions.

Question 1.
Why didn’t the mother recognise Gopi and how did he feel?
Answer:
Gopi’s mother did not recognize him as she might have lost her memory. He didn’t visit her very often. He was very disappointed at that. He tried to convience her that he was Gopi, her son but of no use.

Question 2.
Why do you think Gopi didn’t get anything for his mother?
Answer:
I think Gopi didn’t have any love and affection for his Amma. Actually he didn’t have any feelings for her. He spent all his time in money making. He didn’t have any values. He didn’t give any importance to human relations. He forgot his mother. So, I think, he didn’t get anything for his mother.

Question 3.
The mother could not remember Gopi. Do you think Gopi remembered his mother? What does it suggest?
Answer:
No, I don’t think Gopi remembered his mother. It suggests us that he didn’t have any moral values. He didn’t care for human relations. He was the man of money. He forgot her service and sacrifice. He only looked for the status.

Question 4.
What is meant by the expression ‘the tattered blanket’?
Answer:
The expression “the tattered blanket” means the torn blanket. It symbolizes the life of the Amma. Here the old woman is compared to the torn blanket. Amma is very old and she is in her last stage. No one has any use of her. In the same way, the blanket is a tattered one which is not very useful.

Question 5.
Why didn’t Gopi answer his sister’s question, ‘Do you remember your Amma?’?
Answer:
Gopi knew what he had done to his mother. He came after a very long time to his mother. He didn’t remember his mother. He didn’t even write a letter to her. He came there only for selling his share of the family property but not with love and affection. He valued money and status only. So, Gopi didn’t answer his sister’s question.

Question 6.
If you were Gopi’s sister, how would you respond to his behaviour?
Answer:
If I were Gopi’s sister, I would make him know that he was doing wrong. I would make him know a son’s responsibility towards his mother. I would make him recall Amma’s service and sacrifice for him. I would make him realize that one day he too would become old and face the same situation. I would really hate him.

Vocabulary

I. Fill in the blanks with the most appropriate words from the box. Remember, the box has some extra words.

1. All my attempts to make him happy proved ———–.
2. It was very cold. So, I ———– in a corner.
3. Forced by her parents, Sita ———– took the diploma course.
4. What are you ———–? I can’t hear you.
5. The news that he was denied promotion caused ———– to him.

II. Tick (✓) the words that are similar in meaning to the underlined words.

1. His mother made a futile attempt to get up.
a. barren
b. limited
c. useless
d. empty
Answer:
c. useless

2. It’s all tattered now.
a. spoiled
b. old
c. dirty
d. torn
Answer:
d. torn

3. There is a cold mist in the mornings,
a. ice
b. snow
c. fog
d. win
Answer:
c. fog

4. It’s just like a ball of knotted yarn.
a. very small
b. rounded tightly
c. joined
d. tied
Answer:
d. tied

5. I can’t make both ends meet with my salary.
a. earn a lot of money
b. spend a lot of money
c. earn just enough money
d. give all that one has
Answer:
c. earn just enough money

Grammar

Phrases, Noun Phrase and Noun Phrase Apposition

I. Look at the following sentences from the text and observe the underlined part in each sentence.

She saw a bald, fat, middle-aged man.

Discussion:

• Which word in the underlined part is important?
• The underlined part in the above sentence has more than one word. It is called a phrase. The underlined part ‘a bald, fat middle-aged man’ functions as a Noun Phrase.

Here the word ‘man’ is important and all other words add more information to that word. So it is called a Noun Phrase.
Identify some more noun phrases from the story and write them below.
Answer:
1) The tattered blanket
2) A thin bath towel
3) His office jeep
4) Her wrinkled cheeks
5) A ball of knotted yarn

Complete the sentences with noun phrases using the words given in brackets.

1. I bought ———– (beautiful/a/umbrella/red)
2. We saw ———–in the zoo. (baby/a/elephants/of/couple)
3. Our grand father lives in ———– (big/house/a/stone-built)
4. Ramya has ———– (nice/a/sari/silk)
Answer:
1. a beautiful red umbrella.
2. a couple of baby elephants
3. a big stone-built house.
4. a nice silk sari.

II. Noun Phrase in Apposition.

Look at the following sentences and observe the underlined part in each sentence.

1. Kamala, her eldest daughter, a widow, got up reluctantly.
2. Don’t you remember Vimala, District Collector Nambiar’s eldest daughter?

The underlined parts in the above sentences refer to the nouns that occur before them. The underlined parts are called Noun phrases in Apposition.

Rewrite the following sentences using Noun Phrase in Apposition.
1. Mahesh is my elder brother. He lives in Delhi.
Mahesh, ———–, lives in Delhi.
2. Sarojini Naidu is popularly known as the Nightingale of India. She wrote many poems in English.
Sarojini Naidu, ———–, wrote many poems in English.
3. Rabindranath Tagore is called Gurudev. He was awarded the Nobel Prize for literature in 1913.
Rabindranath Tagore, ———–, was awarded the Nobel Prize for literature in 1913.
4. Mount Everest is the highest peak in the world. It is located in Nepal.
Mount Everest, ———–, is located in Nepal.
Answer:
1. my elder brother
2. the Nightingale of India
3. Gurudev
4. the highest peak in the world

Writing

I. Read the following paragraph, taken from the story.

Delhi is too expensive. You know I have four children to look after now. I can’t make both ends meet with my salary. And one has to keep up one’s status. It will be a great help if I can raise some money by selling my share of the family property. I came to talk it over with you.
Now, write a paragraph on how to keep up family ties despite economic pressures (You may use the hints given below).

• Impact of economic pressures
• Lack of time to spend with the family
• Lack of love and affection
• Absence of human relationships

Answer:
People lead a very busy life in the present society. They work like machines. They even don’t find time to sit together. They forget their families. They don’t have any enjoyment. Because of the economic pressures they have to earn more and more money. They don’t give any importance to the human relations. Everyone tries to keep up his/her status. They don’t show any love and affection on their family members. The younger ones forget the selfless service rendered by their parents. They don’t have any feelings to them. They forget the sacrifice made by their par¬ents in the process of giving them good education, providing them good facilities and giving them good lives. In the hunting of money, they don’t find time to spend with their family members. They neglect their parents. The old people are equal to the little children. They need help, service, money, etc. from their offspring. So, the younger ones must provide them to their parents. Despite their economic pressures, they must find some time to spend with their parents. They should remember that one day they too will become old. If they don’t show any love and affection, they too will have to face the same situation. Though the younger ones are busy with their work, they should maintain family ties and show the right path to the next generations.

Listening

Listen to your teacher making an announcement and answer the following questions.

An Announcement on the Radio

Prashanth, a thirteen year old boy has been missing since last Sunday. The boy is in blue trousers and pink T-shirt. He can speak Telugu, Hindi and English. He has fair complexion. He is fond of movies. His parents are much worried about him. Whoever finds Prashanth will be rewarded. You may contact the Sub- Inspector of Police, Vidya Nagar, Thiruvananthapuram. (Mobile No. 99xxxxxx00)

Question 1.
What is the announcement about?
Answer:
The announcement is about the missing boy, Prashanth.

Question 2.
What are the features of Prashanth?
Answer:
Prashanth is a thirteen year old boy. He is in blue trousers and pink T-shirt. He can speak Telugu, Hindi and English. He has fair complexion. He is fond of movies.

Question 3.
Where do you generally listen to such announcements?
Answer:
We generally listen to such announcements :
(i) On the radio (ii) On the television (iii) Over the loudspeakers, etc.

Question 4.
Think of some announcement you may make or listen at school.
Answer:
As you are aware, we are going to celebrate the Children’s Day celebrations in our school on the 14th of this month. We are going to organize a number of cultural programmes on the occasion. So, I would like to request the students who are interested to give their names to the SPL. The selected events are : Dances, Skits, Songs and Plays.

Question 5.
What are the other ways to trace the missing persons or things?
Answer:
The other ways to trace the missing persons or things are :
(i) Announcement on TV.
(ii) Announcement in dailies, weeklies and other magazines.
(iii) Announcement over loudspeakers.
(iv) Announcement through wall posters, pamphlets, etc.

Study Skills

Family related information.

Is yours a nuclear or joint family?
Now write a paragraph describing the types of families using the information given in the above tree diagram.
Write which type of family you prefer and why.
Answer:
Ours is a nuclear family. But I prefer to be a member of a joint family. There are two types of families. They are (i) Joint family and (ii) Nuclear family. A joint family consists of father, mother, their children and their families. A nuclear family consists of father, mother and their children. I really can’t see any disadvantages with a joint family. In every sense it is a convenient arrangement for everyone – morally, emotionally, mentally, financially, etc. With everyone putting his or her efforts, joint family system benefits everyone. The children are well taken care of. They learn to give and take, to be patient, cooperative, tolerant and to adjust with the other family members in a joint family. The joint family gives security, health and prosperity to everyone of its members. The joint family system is one that could help us to live a less stressful life as there are a lot of people around to help us and to share joys and sorrows. The eleders handle the financial matters. So there is no stress on the younger ones. The elders show the right path to younger ones. The younger ones develop the virtues like co-operation, sympathy, sacrifice, selfless ser­vice, obedience, etc. in a joint family. We find love and affection among the members of a joint family. Hence I prefer the joint family system.

The Tattered Blanket Summary in English

Gopi was a government officer living in Delhi. He married Vimala. district collector Nambiar’s eldest daughter. They had four children. Gopi’s old mother was living in the countryside along with her eldest daughter Kamala, a widow. After attending a meeting in Thiruvananthapuram, he dropped in on his way back. His mother saw him getting down at the gate and asked Kamala to see who he was. Kamala walked slowly to the gate reluctantly. She recognised Gopi and asked him unpleasantly why he made a sudden unexpected visit. But Amma did not recognize him. Gopi tried to tell her that he was her son. Kamala told Gopi that that Amma was often like that those days. She didn’t recognize anybody. When Amma asked Kamala if her son (Gopi) had sent a letter, Kamala told her everything was fine with him. But Gopi didn’t write any letter to her. When Kamala told Gopi all these things, he replied that he was on his toes always as he got promotion the previous year. So he didn’t get any time to write letters. Again Amma asked who he was. Gopi told her that he was her son Gopi and he had come from Delhi. She even forgot his wife’s name. She used to think that Gopi wrote letters to him every day. So she asked Kamala if he wrote a letter that day. Gopi kept his briefcase on the thinna, opened it and pulled out his contents such as clothes, files, a shaving set, etc. Amma told Gopi that her son Gopi was a government officer in Delhi and had Kesariyogam. She asked him to send her a new red blanket to protect herself from a cold mist. Her old blanket, which was brought by Gopi when he was studying in Madras, was all tattered. Actually Gopi didn’t come to the village too see her Amma. He didn’t have any affection and love towards his Amma. He gave more importance to status. He wanted to raise some money by selling his share of the family property. He came to talk it over with his sister. Kamala knew that he would never come there anymore after selling his land. When she told Gopi the same, he answered that he would come when he got time. He said that Amma couldn’t remember who he was. Actually it was he who didn’t remember his Amma.

About the Author

Kamala Das (1932-2009) is the daughter of the famous Malayalam poet- Balamani Amma and V.M. Nair. She is an internationally known poet, short story writer and novelist who writes effortlessly both in English and Malayalam. She has received many awards for her literary work. Some of them are Asian Poetry Prize, Kent Award for English Writing from Asian Countries, Asian World Prize, Sahitya Academy Award and Vayalar Rama Varma Sahitya Award.

The Tattered Blanket Glossary

thinna (n): sit out (elevated place on the verandas)

futile (adj): unsuccessful

huddled (v): held arms and legs close because of fear or cold.

reluctantly (adv): not willing to do something

screwing up eyes (v): narrowing the eyes to look more carefully

on toes (idm): busy, ready to work

mumbling (v): speaking unclearly and quietly

exasperatedly (adv): very annoyed

kesariyogam (n): well settled (in Malayalam)

tattered (adj): torn

irritation (n): annoyance

peer (v): to look closely or carefully at something or somebody

grating (adj): unpleasant to Listen to

scared (adj): frightened

awkwardly (adv): uncomfortably

wrinkled (adj): having folds in one’s skin.

knotted yarn (n.phr): tied threads

nod (v) : move one’s head up and down to show agreement

make both ends meet (idiom): to earn just enough money to be able to buy the things you need

look after (phr. v): to take care of somebody/something

feebly (adv): weakly

AP State Syllabus AP Board 8th Class English Textbook Solutions Chapter 3B The Selfish Giant Part 2 Textbook Questions and Answers.

AP State Syllabus 8th Class English Solutions Chapter 3B The Selfish Giant Part 2

8th Class English Chapter 3B The Selfish Giant Part 2 Textbook Questions and Answers

Comprehension

Answer the following questions.

Question 1.
How is the ‘child’ different from other children?
Answer:
The child is not an ordinary child. He is an angel who came from the heaven. He changed the attitude of the Giant. He took him to the heaven.

Question 2.
How does the narrator explain the idea of spring time? Pick out some expressions.
Answer:
Spring is season of new life and liveliness. When there was the spring in the garden, it was all beautiful with the singing of birds and flowers. When the spring didn’t come there, it was all cold and lifeless.
The expressions which explain the idea of spring time :

1. ‘The birds did not come to sing, and the trees forgot to blossom.” (when the spring did not come)
2. “I heard some lovely music.”
3. ‘The Hail has stopped dancing.”
4. ‘The North Wind has ceased roaring.” (ii to v expressions suggest the coming of the spring.)
5. “A delicious smell is coming from the window.”

Question 3.
What are the figurative expressions used in the play? List them and mention their significance.
Answer:
The figurative expressions used in the play are:
i) Simile: a) Here and there over the grass stood beautiful flowers like stars – flowers are compared to ‘stars’ using ‘like’.
ii) Personification :
a) The people who were pleased best were the Snow and the Frost.
b) Spring has forgotten this garden.
c) The snow covered up the grass with her great white cloak, and the Frost painted all the trees silver.
d) He roared all day about the garden and rejoiced in blowing the chimney-pots over.
e) The North Wind, and the Hail, and the Frost, and the snow danced about through the trees.
f) The Hail has stopped dancing. g) The North wind has ceased his roaring.
h) The flowers were looking up through the green grass and laughing.
i) It is merely the spring asleep.
j) The flowers are resting.
‘Snow’, ‘Frost’, ‘Spring’, ‘Hail’, ‘North Wind’ and Flowers are represented as human beings.
iii) Metaphor :
My garden shall be the children’s playground for ever and ever.
The word ‘garden’ is used to describe the word ‘playground.’

Question 4.
What is the central theme of the play?
Answer:
The two main themes of the play are ‘selfishness’ and ‘love’. People who are selfish don’t want to share their things with others. They want to keep everything for themselves. But when they do that, they find themselves all alone. The giant was selfish. He didn’t want to share his garden with the children. He sent them away. But when he sent them away, he was left with nothing but cold and frost. When he didn’t have selfishness, he was taken to the Paradise. Our lives are empty and lonely without love. Love brightens our world and brings us happiness. When the Giant loved others, his garden became beautiful and full of life.

II. Complete the following sentences choosing the correct answers from the choices given below.

1. Both ‘over the grass stood beautiful flowers like stars’ and ‘the peach-trees broke into blossoms’ refer to ———–.
a) autumn
b) spring
c) winter

2. The Giant observed the children ———–.
a) hiding in the garden
b) playing in the garden
c) dancing in the garden

3. The Giant knew the spring had arrived from ———–.
a) song of a linnet bird
b) sounds made by the children
c) blossoms in the garden

4. The little boy ———–.
a) called the Giant by gesturing
b) flung hands around the neck
c) ran towards the Giant

5. ‘What a marvellous sight that is !’ is said by ———–.
a) the children
b) the little boy
c) the Giant
Answer:
1 – b
2 – b
3 – a
4 – b
5 – c

Vocabulary

Look at the following underlined phrase taken from the text and know the meanings.
1. Peach-trees that in the spring time broke out into delicate blossom.
In the above sentence, the phrase ‘broke out’ means ‘came out’.
A) Refer to a dictionary and find out phrasal verbs beginning with ‘break’.
Use them in your own sentences.
Answer:
1. breakaway 2. breakdown 3. break into 4. breakout
1) break away:
The prisoner broke away from jail last night.
2) break down:
Our jeep has broken down on the outskirts of the city.
3) break into:
The burglars broke into the house when the owners away.
4) break out:
The war broke out in the middle east.
B) Pick out some more phrasal verbs from the play ‘The Selfish Giant’.
1) put up
2) cover up
3) blow over
4) look out
5) look up
6) knock down

II. Read the underlined part of the sentence taken from the text.
This is a delightful spot.
In the above sentence ‘delightful’ means ‘pleasant’, the opposite (antonym) of it is ‘gloomy’. Pick out antonyms of the underlined words from the play and use them in your own sentences.
1. Nobody likes to be in hell.
Answer:
Everybody likes to be in paradise.

2. You should be beware of your foe.
Answer:
I met my friend yesterday.

3. It started raining cats and dogs.
Answer:
The police stopped me.

4. She uncovered her head after she came out of the temple.
Answer:
He covered his face with a kerchief.

5. This is the nearest shop to my house.
Answer:
There is a medical shop in the farthest corner.

III. Look at the following sentence taken from the text.
Ex: I heard the children whispering outside the wall on their way to school.
In the above sentence the underlined word indicates ’speaking quietly’ outside the wall so that nobody else could hear.
Now match the words in Column A with those in Column B with similar meaning.

Column – A	Column – B
1. screaming	A. continuous loud noise
2. whisper	B. many people squeaking at the time
3. yell	C. give a loud cry
4. roaring	D. a long deep sound
5. groan	E. speak quietly
6. weep	E a loud high shout
7. shriek	G. shout loudly
8. babble	H. continuous short sounds
9. mumble	I. soft quiet voice difficult to hear
10. twitter	J. cry

Answer:
1) C
2) E
3) G
4) A
5) D
6) J
7) F
8) B
9) I
10) H

IV. Choose the correct meaning for the underlined word.
1. The Giant put a notice board, trespassers will be prosecuted.       ( )
a) persons who enter the premises without permission
b) persons who forcibly enter the premises
c) persons who officially enter the premises

2. The Giant was wrapped in furs and roared all day about the garden.     ( )
a) made loud noise with anger
b) felt frustrated
c) looked pleased

3. There are twelve peach-trees that in spring-time broke out into delicate blossoms.     ( )
a) leaves
b) flowers
c) fruits

4. He rattled on the roof the whole day.      ( )
a) made a series of sounds
b) shouted
c) tapped
Answer:
1 – a
2 – a
3 – b
4 – a

Grammar

Read the following sentences.
1. He is swimming in a pool.
2. Swimming is good for health.
The ‘-ing’ form in the first sentence is called a present participle. It is most commonly used as part of continuous tenses and after verbs of perception such as ‘see, hear, notice and watch’.
Examples: 1. I saw him crossing the road.
2. Didn’t you hear the cat meowing?
On the other hand, the ‘-ing’ form in the second sentence is called a gerund. It acts as a noun. It is used as the subject, or object of a sentence and after prepositions.
Examples: 1. He likes swimming. 2. He is fond of swimming.
In both cases, the form is the same. The difference is in their functions in a sentence.

I. Identify the gerunds and present participles in the following sentences.
1. The North Wind ceased roaring.
2. The Child did not see the giant coming.
3. I heard the children whispering outside the wall on their way to school.
4. Why is the Spring so late in coming?
5. Walking makes healthy and wealthy.
Answer:
1. roaring
2. coming
3. whispering
4. coming
5. Walking

Writing

Read the following notice taken from the play.
TRESPASSERS WILL BE PROSECUTED

Write a similar one-line notice each that you may find in the following places.
1. Hospitals: ———–
2. Banks: ———–
3. Public places: ———–
4. Schools: ———–
5. At home: ———–
Answer:
Hospitals: Keep absolute silence.
Banks: Switch off vour cell-phones.
Public places: Don’t Dark vour vehicles here.
Schools: Don’t throw waste material in school premises.
At home: Beware of dogs.

Listening

Listen to a description and answer the following questions.
Lal Bagh
Dear Students, now we are in Lal Bagh Garden, Bengaluru. It means “The Red Garden” in English. It is one of the famous gardens in India. It is located to the South of the city centre and Bengaluru’s main attraction.

Hyder Ali, the ruler of Mysore commissioned the building of the garden in 1760. His son Tippu Sultan completed it by importing trees and plants from several countries. The garden has over 1,000 species of flora. The garden is spread over 240 acres. The Glass House is the main attraction in this garden, modeled on London’s Crystal Palace.

Look there, you can see a 300 year old “Christmas Tree”. There are many such old trees we can find in the garden. Children, look there, you can find the scientific name tag to each tree.

Now we are moving towards the Rose Garden, which is another highlight of Lai Bagh. It has almost all the species of roses available worldwide.

Now we are at the giant Electronic Quartz Flower clock built by HMT. In this garden flower shows are conducted every year to educate people about different flora and help cultivate the habit of growing plants among the public.

1. Where is the garden located?
Answer:
The garden is located to South of Bengaluru.

2. What is so special about it?
Answer:
The Glass House, the 300 year old ‘Christmas Tree,’ the Rose Garden and the giant electronic Quartz Flower clock are the specialities of the garden.

Oral Activity

Talk about any garden you have visited.
Answer:
In the last summer when I went to my uncle’s city, Mysore, I visited Brindavan Gardens. These gardens are the most famous gardens of Mysore. These gardens are located about 19 kms. from the heart of Mysore. These gardens are laid out below the Krishnaraja Sagar dam built across the river Cauvery. These gardens are famous for the ilium :nated dancing fountains that come to life after sunset. Brindavan gardens are noted for their beauty. These gardens are full of life both in the morning and evening. These gardens are a boon for Mysore people. We entered the garden after sunset as it is the best time to visit the gardens. At that time all the bright colourful fountains usually come alive and seem to dance with joy to the accompanying music. At that time the entire gardens are transformed into a fairy land. There are beautiful lawns and shrubs with colouful lamps around them. There are so many tall, green trees. The flower-beds are a store house of beauty. They add a splash of colour to the fresh green of the lawns. We find a great peace there. The sweet and merry notes of the birds are very pleasant to the ears. We enjoyed ourselves visiting such a beautiful garden. We played for about two hours in the evening. Really it is a memorable thing in my life. I am very much thankful to my uncle as he gave me an opportunity to visit such a wonderful garden.

Study Skills

Read the play ‘The Selfish Giant’ once again and summarize it. Remember to follow the points given below.

1. Identify the main and subordinate ideas, section wise/part wise.
2. Separate the main idea from the subordinate ideas.
3. Identify the words/phrases which carry ideas.
4. Link your ideas properly with appropriate linkers.
5. Use the words/phrases that express the essence of the text.
6. Present the ideas briefly.

Answer:
A Giant who lived in a big house had a beautiful garden. Whenever he was away, chil-dren used to come there to play. One day the Giant went to visit his friend the Cornish ogre and came after seven years. When he arrived, he saw the children palying in his garden. He angrily chased them away and built a high wall around his garden. After the children stopped coming to the garden, the trees and flowers were so sad that they lost their beauty and were covered with snow and frost. There was no singing of birds. The spring was there all over the country but in the Giant’s garden it was still winter.

One morning, the Giant heard the lovely singing of a linnet bird and thought that the spring had come at last. He saw children playing in the garden. The children had crept in through a little hole in the garden. He understood that he had been selfish and was very sorry for what he had done. He saw a little boy who was too small to get into a tree and that tree was still covered with frost and snow. The Giant put the little child into the tree gently. He knocked down the wall and the children were allowed to play there in his garden whenever they pleased. But the little boy whom he helped was never seen again in his garden. The Giant grew old and feeble. He sat there watching the children at their games. One morning he saw the little boy under a tree and ran to him. When he went near to the little child, he saw wounds on the child’s hands and feet. He got angered and asked the little child who had hurt him. He wanted to kill the person who had wounded the little child. But the little child told him that he should not do that and those were the wounds of love. The little child took the Giant to Paradise.

The Selfish Giant Part 2 Summary in English

One morning, when the Giant was lying awake in bed, he heard some lovely music. It sounded very sweet to the Giant’s ears. A little linnet was singing outside his window. The Giant thought that the spring had come at last. The children had crept in through a little hole in the wall. They sat in the branches of the trees and the trees were so glad to have the children back again. In the farthest corner of the garden it was still winter. In that corner, a little boy was trying to reach up to the branches but he couldn’t as he was so small. The Giant’s heart melted. He understood that he had been selfish. He was really sorry for what he had done. He went into the garden and the frightened children ran away and the garden became winter again. Only the little boy was there and the Giant put him gently up into the tree. The tree broke at once into blossom, the birds sang and the boy kissed him. The other children saw that and came running back. With them the spring came. The Giant was no longer wicked. He took an axe and broke the wall. He started playing with them. In the evening, the Giant came to know that the little boy whom he put into the tree had gone away. Every afternoon, the children came and played with the Giant. But he never saw again the little boy who he loved. The Giant had grown old and feeble. So, he sat there watching the children at their games. One winter morning, the Giant filled with wonder to see the little boy standing under a tree in the farthest comer of the garden. In great joy, the Giant ran downstairs out into the garden and went near to the child. His face grew red with anger when he saw the wounds on the boy’s hands and feet. The Giant cried that he would kill the person who had wounded the little boy. The child asked the Giant not to do that as those were the wounds of love. The little boy asked the Giant to come with him to his garden. The child climbed into the old Giant’s arms and they both walked into the garden of Paradise.

About the author

Oscar Wilde (16 October 1854-30 November 1900) was an Irish writer and poet. After writing in different forms throughout the 1880s, he became one of London’s most popular playwrights in the early 1890s. Today he is remembered for his epigrams and plays. Oscar Wilde is best known for the novel The Picture of Dorian Gray and the play The Importance of Being Earnest. The Happy Prince and Other Tales is a collection of children’s stories.

The Selfish Giant Part 2 Glossary

linnet bird (n): a small brown and grey bird

hail (n): small balls of ice that fall like rain

cease (v): stop happening

twittering (v): making a series of short high sounds

sneeze (v): suddenly expel air from the nose and mouth due to irritation in

one’s nostrils

feeble (adj): lacking strength

hath (v): has (old usage)

thee (pro): you (old usage)

slay (v): kill

thou (pro): you (as the singular subject of a verb)

blossoms (n): flowers

farthest (adj): at the greatest distance

admire (v): to respect somebody for what they are

marvellous (adj): wonderful, extremely good

draw (v): to move in the direction mentioned

art (v) (old use): are

melt (v): to become liquid

 

AP State Syllabus AP Board 8th Class English Textbook Solutions Chapter 3A The Selfish Giant Part 1 Textbook Questions and Answers.

AP State Syllabus 8th Class English Solutions Chapter 3A The Selfish Giant Part 1

8th Class English Chapter 3A The Selfish Giant Part 1 Textbook Questions and Answers

Look at the picture given below and answer the questions that follow.

Question 1.
What do you notice in the picture?
Answer:
I noticed some children playing in the garden. A giant was watching them at their games. A boy was sitting on his knee. Another one sat on his thigh picking the fruits. Someone was climbing up the ladder to reach the giant. Another boy who sat on his foot, was trying to walk on his body. They were all playing with him.

Question 2.
What do you think of the size and sitting posture of the figure which is looking at the children?
Answer:
The children are little ones whereas the giant is a huge one. He is watching the children at their games. He seems to be sad
for some unknown reason.

Question 3.
What is the mood of the children?
Answer:
The children are in playful mood. They are all joyful. The way they play shows us this.

Comprehension

Answer the following questions.

Question 1.
What are the major characters in the play?
Answer:
The major characters in the play are the giant and the children. The other characters are the Snow and the Frost, the North Wind and the Autumn.

Question 2.
Why do you think children have been named as ‘tali girl,’ ’round boy,’ ‘square girl’, etc.?
Answer:
I think children have been named as ‘tall girl,’ ’round boy,’ ‘square girl’, etc. to make the story funny and to beautify it. The children are easily attracted to the words such as ’tali’, ’round’, ‘square’, etc. when they are used to describe a girl or a boy.

Question 3.
Who are the two giants in the play?
Answer:
The two giants, old Giant and the Giant are one and the same. The ‘old Giant’ is a selfish character whereas ‘the Giant’ is a kind character.

Question 4.
How can you say that The Giant is selfish?
Answer:
The Giant didn’t allow the children to play in his garden. He didn’t want to share his happiness with the children. He wanted to enjoy his garden all alone. Hence I can say that the Giant is selfish.

The Selfish Giant Part 1 Summary in English

Once there was an old Giant. He was very selfish. He had a large lovely garden, with soft green grass. The grass stood beautiful flowers like stars and there were twelve peach trees in the garden. Every afternoon, as they were coming from school, the children used to go and play in the Giant’s garden. The Giant had been to visit his friend the Cornish og and came back after seven years. When the Giant came back, he saw the children playing in the garden. The selfish Giant told the children that they couldn’t play in his garden. He built a high wall all round and put up a notice-board: “TRESPASSERS WILL BE PROSECUTED.” Now, the children couldn’t play anywhere. They tried to play on the road, but it was very dirty and lots of hard stones were there on the road. When a boy told that the Giant was selfish, the Giant opened a door in the wall and told again that he would not allow anybody to play in his garden. When the children heard his voice, they scattered. Then the spring came, and there were little blossoms and little birds all over the country. But it was still winter in the Giant’s garden. In his garden the birds did not come to sing, and the trees forgot to blossom. The North Wind, the Hail, the Frost and the Snow were dancing about through the trees in the garden.

The Selfish Giant Part 1 Glossary

peach trees (n): trees bearing round fruit with soft red and yellow skin.

spring time (n): the season between winter and summer when plants begin to grow

delicate blossoms (n.phr): tender flowers

castle (n): large, strong building with strong and thick walls

trespassers (n): persons who go into land without permission

whispering (v): speaking quietly

scatter (v): disperse, spread over

cloak (n): a type of coat that has no sleeves

wrapped (v): covered or dressed

rejoiced (v): expressed great happiness

chimney-pot (n): a short, wide pipe placed on top of a chimney

delightful (adj): very pleasant, charming

bore (v): produced (fruits)

autumn (n): the season of the year between summer and winter when leaves change colour

pleased (v): felt happy about something

hail (n): small balls of ice that fall like rain

rattled (v): made a series of short loud sounds when hitting against some thing hard.

frost (n): the thin white layer of ice

snow (n): small soft white pieces of frozen water that fall from the sky in cold weather

 

Andhra Pradesh SCERT AP State Board Syllabus 8th Class Physical Science Physics Chapter Wise Important Questions and Answers in English Medium and Telugu Medium are part of AP Board 8th Class Textbook Solutions.

Students can also read AP Board 8th Class Physical Science Solutions (Physics & Chemistry) for exam preparation.

AP State Syllabus 8th Class Physical Science Important Questions and Answers English & Telugu Medium

AP 8th Class Physical Science Important Questions and Answers in English Medium

• Chapter 1 Force Important Questions
• Chapter 2 Friction Important Questions
• Chapter 3 Matter Around Us Important Questions
• Chapter 4 Synthetic Fibres and Plastics Important Questions
• Chapter 5 Metals and Non-Metals Important Questions
• Chapter 6 Sound Important Questions
• Chapter 7 Coal and Petroleum Important Questions
• Chapter 8 Combustion, Fuels and Flame Important Questions
• Chapter 9 Electrical Conductivity of Liquids Important Questions
• Chapter 10 Reflection of Light at Plane Surfaces Important Questions
• Chapter 11 Some Natural Phenomena Important Questions
• Chapter 12 Stars and the Solar System Important Questions

AP 8th Class Physics Important Questions and Answers in Telugu Medium

• Chapter 1 బలం Important Questions
• Chapter 2 ఘర్షణ Important Questions
• Chapter 3 మన చుట్టూ ఉన్న పదార్థం Important Questions
• Chapter 4 కృత్రిమ దారాలు మరియు ప్లాస్టిక్లు Important Questions
• Chapter 5 లోహాలు మరియు అలోహాలు Important Questions
• Chapter 6 ధ్వని Important Questions
• Chapter 7 నేలబొగ్గు మరియు పెట్రోలియమ్ Important Questions
• Chapter 8 దహనం, ఇంధనాలు మరియు మంట Important Questions
• Chapter 9 ద్రవాల విద్యుత్ వాహకత Important Questions
• Chapter 10 సమతలాల వద్ద కాంతి పరావర్తనం Important Questions
• Chapter 11 కొన్ని సహజ దృగ్విషయాలు Important Questions
• Chapter 12 నక్షత్రాలు – సౌరకుటుంబం Important Questions

AP State Syllabus AP Board 8th Class English Textbook Solutions Chapter 2C Reaching the Unreached Textbook Questions and Answers.

AP State Syllabus 8th Class English Solutions Chapter 2C Reaching the Unreached

8th Class English Chapter 2C Reaching the Unreached Textbook Questions and Answers

Comprehension

Answer the following questions.

Question 1.
Complete the following table based on the above article.
Answer:

Name of the child	Age	Nature of work for which engaged
Romesh	14 years	Rag picking
Shanti	9 years	Cooking, moping, cleaning and washing clothes

Question 2.
Who rescued the two children ? Where did they take them to ?
Answer:
Some rescuer called 1098 helpline and Romesh got a helping hand from “The Child Line”. He is now one of the beneficiaries of Andhra Pradesh State based project for the Elimination of Child Labour. In the case of Shanti, the neighbours informed the “Child Labour Enforcement Team”. She was rescued and is now placed in a girls’ transit home.

Question 3.
Many households in your neighbourhood employ children to do the menial jobs. What will you do to save those children?
Answer:
At first I will talk with the owners who employ children to do the menial jobs and make them realize that they are doing wrong. I will make them know that those children are like their own children. I will ask them to educate those unlucky children and feed them well if they can. Next, I will inform the “Child Labour Enforcement Team” about those children. Thus, I will try to save them.

Question 4.
What is the role of CRY?
Answer:
CRY is an organization that partners some basic level organizations working for children, their parents and communities. CRY’s role is that of a bridge between child developmental organizations and people working for marginalized children. They gather the support, money and time of the Indians around the world and thousands of field workers across India who struggle to enrich the lives of children.

Question 5.
Two organisations are working to save the destitutes. What are they?
Answer:
The organisations that are working to save the destitutes are:

1. Child Rights and You (CRY) and
2. Save our Soul (SOS)

Question 6.
How does SOS work?
Answer:
SOS provides family-based care for children. It advocates the concerns, rights and needs of children. SOS focuses on strengthening families, helping them to stay together during difficult times and provide the best care possible to their children. SOS children’s village experts work with families to help them develop a wide range of skills, from household budget planning, how to get a job and earning a living, to bonding with a child or young person and learning to create a stable family life at home.

Study Skills

Read the following passage extracted from the story ‘Oliver Asks for More’ and the notes made on it.
The members of this board were very wise and philosophical men. As they turned their attention to the workhouse, they discovered that it was a regular place of public entertainment for the poorer classes. It was the place where they had breakfast, dinner, tea, and supper all the year round and free; where it was all play and no work. This was really shocking state of affairs, they were of the opinion that the poor should be given only two alternatives: Either to starve quickly outside the workhouse, or gradually inside the house, view, they decided that the inmates of the workhouse would be issued three meals of thin gruel a day, with an onion twice a week.
For the first six months after Oliver Twist was moved in, the system was in full operation. As a result, during this period, the number of workhouse inmates got smaller, and the inmates themselves shrank in size and became thinner.
Observe the notes made from the above passage.
1. The board
a. very wise and philosophical men
b. their attention to the workhouse
c. was a regular place of public entertainment
i. had breakfast, dinner, tea and supper
ii. all play and no work

2. The decision
a. to starve quickly outside the workhouse
b. gradually inside the house
i. issued three meals of thin gruel
ii. an onion twice a week

3. Result of the decision
a. the inmates of the work house got smaller
b. shrank in size
c. became thinner
Now, read the passage Child Rights and You (CRY) once again and make notes with another suitable title.
Answer:
1. CRY
a) an organisation
b) believes that children are citizens and they have their own rights
c) doesn’t believe in charity

2. Nature of work
a) doesn’t run schools or orphanages
b) partners some basic level organizations working for children, their parents and communities.

3. The role of CRY
a) bridges child developmental organizations and people working for marginalized children
b) gathers the support, money and time
(i) of the Indians around the world – who struggle to enrich the lives of children.
(ii) of the thousands of field workers across India – who struggle to enrich the lives of children.

4. CRY’s achievements:
a) Freed more than 1 lakh children from (i) hunger (ii) exploitation (iii) illiteracy
b) prevented child labour in 648 villages
c) liberated 1152 villages from child marriages
d) made 21,676 out of school children join schools

Listening

Homeless Child

No mother no father neither shoes nor a bed
He lives in a street
on pavements of a road
He is just ten
looks pale and thin.
He has so small a dinner
sometimes, he dines on the smell.
And even if he is starving to death
nobody comes to feed him.
As the sun rises and rays shoot him,
he is exposed to child labour.
Tears start rolling down his cheeks
there is nobody to comfort him.
And even if he is dead
There is nobody to worry about him.

Answer the following questions.

Question 1.
What is the song about?
Answer:
The song is about an orphan who is a child labourer.

Question 2.
Where does the child live?
Answer:
The child lives in a street and on pavements of a road.

Question 3.
How old is the child in the poem?
Answer:
The child in the poem is 10 years old.

Project work

In your village/city you may come across children who are working in some house¬holds, factories, shops, hotels and construction sites for daily wages. Collect the following information about one child. Make a brief profile of the child you have met and present it in the class.

Answer:

Work in groups and analyze the data by using the following questions and present it before your class.
1. Why do children take up jobs?
2. How poorly are they paid?
3. How many are willing to leave the work and join school?
Answer:
Children take up jobs due to various reasons. In some cases, the unlucky children take up jobs losing both their parents or any one of them. Most children work because their families are poor and their labour is necessary for their survival. Some parents feel that what is learnt by their children is irrelevant to fulfil their family needs. They think that there will be no use of education. For many children, school is not an option. A number of children do extremely hazardous work in harmful conditions putting their health, education, personal and social development and even their lives at risk. Many working children don’t have the opportunity to go to school. Usually, they work in the fields, households, factories, shops, hotels, restaurants on the streets as beggars and so on. Children are often employed and exploited because, compared to adults, they are more vulnerable, cheaper to hire and they don’t demand for higher wages or better working conditions. The children are paid very low wages. Compared to adults, the children usually do better but the owners give them very low wages. I think most of the working children will join the school if they are given a chance. The government should do something about it. The government has already started some projects for the elimination of child labour. Some voluntary organizations are making their efforts to eliminate child labour. They should meet the parents who are sending their children to work. They should make them realize that the child should be educated. If it is possible, they should help those families financially and change their attitude towards the children education. Thus, we can eliminate child labour completely.

Reaching the Unreached Summary in English

Romesh, a fourteen year old boy, left his family back in Bihar and reached Hyderabad to find a new future. Finding a job was not an easy job for him. Cursed by hunger, he joined a group of rag pickers. Some rescuer called 1098 help line and he got a helping hand from ‘The Child Line”. He is now one of the beneficiaries of Andhra Pradesh State based project for the Elimination of Child Labour.

Many such children fall to similar fate due to domestic violence and abject poverty. Shanti, a nine year old girl, was sent to Hyderabad by her parents to work in a middle class home. There she did the menial tasks like cooking, moping, cleaning and washing clothes. Her owners used to lock her up in a tiny room when they went out. The neighbours informed the “Child Labour Enforcement Team” and she was rescued and is now placed in a girls’ transit home.

CRY (Child Rights and You) is an organization that believes that children are citizens and they have their own rights. At CRY, they partner some basic level organizations working for children, their parents and communities. It acts as a bridge between child developmental organizations and people working for marginalized children. They gather the support, money and time of the Indians around the world and thousands of field workers across India who struggle to enrich the lives of children. CRY has freed more than 1 lakh children from hunger, exploitation and illiteracy in more than 13000 villages and slums.

Save Our Soul (SOS)

SOS Children’s Villages is an independent, non-governmental, social development organisation that provides family-based care for children in India since 1964. It advocates the concerns, rights and needs of children. More than 6000 children and young people live in 33 SOS Children’s Villages and 27 SOS Youth Facilities in India.

At SOS Children’s Villages, the organisers believe that every child should grow up in a strong family environment, and so their work helps families to create a loving, caring home. Their work focuses on strengthening families, helping them to stay together during difficult times and provide the best care possible to their children. The needs of a family can be varied. SOS Children’s Village experts work with families to help them develop a wide range of skills, from house-hold b udget planning, how to get a job and earning a living, to bonding with a child or young person and learning to create a stable family life at home.

Sometimes, however, it is not possible for a child to stay in the family. In these cases, the organisation works to find tailor-made solutions that respond to each situation, keeping the best interest of each child or young person’s in mind. SOS Children’s Villages is the only organisation of global impact that provides direct care to children who can no longer stay with their families.

Finally, through advocacy, SOS Children’s Villages aims to improve the overall framework conditions for children whose parents cannot take care of them, or who are at risk of losing the care of their families. Successful advocacy, based on their experience as a practitioner, brings about changes in policies and practices that weaken children’s rights leads to sustainable changes to improve the situation for children and families everywhere.

Reaching the Unreached Glossary

toiled (v): worked very hard for a long time

beneficiary (n): a person who gains as a result of something

elimination (n): removing something

abject (adj): terrible and without hope

rescue (v): to save somebody from a dangerous or harmful situation

marginalized (adj): made somebody feel as if they were not important and could not influence desicions or events

exploitation (n): a situation in which somebody treats somebody else in an unfair way

advocate (v): to support something publicly

concern (n): worry

vary (v): to make different; change

sustainable (adj): that can continue or be continued for a long time

 

AP State Syllabus AP Board 8th Class English Textbook Solutions Chapter 2B The Cry of Children Textbook Questions and Answers.

AP State Syllabus 8th Class English Solutions Chapter 2B The Cry of Children

8th Class English Chapter 2B The Cry of Children Textbook Questions and Answers

Comprehension

Answer the following questions.

Question 1.
What kind of places are the children working in?
Answer:
The children are working in the places such as coal factories, iron factories, jinning mills, shops, hotels, tea-stalls, automobile shops, fields, etc.

Question 2.
‘The reddest flower would look as pale as snow.’ What does the phrase ‘reddest flower’ refer to ? Why does it become pale?
Answer:
The phrase ‘reddest flower’ refers to the blood coloured eye of the child. It becomes pale as the child is very tired. (In the other sense, the reddest flower becomes pale before the red eyes of the children. The eyes of the children are very red in colour because of their restlessness and sleeplessness.)

Question 3.
How does the work affect the children?
Answer:
The children become very tired. They can’t run or leap as a normal child can. They want to sleep. They are not playful. They are very unhappy with their life.

Question 4.
Do children enjoy their lives when engaged in work?
Answer:
No, children don’t enjoy their lives when engaged in work. They don’t find any time to enjoy.

Question 5.
If the poem were written from the point of view of a factory owner, what kind of things would he say about children?
Answer:
If the poem were written from the point of view of a factory owner, he would say that the children were not doing their work properly. He would say that the children had to work hard. He would say that they were sitting leisurely.

Question 6.
What is the poet’s attitude towards child labour? Pick out the words/expressions that reveal her attitude.
Answer:
The poet’s sympathies are with the child labourers. She feels that the child labourer’s lives are very miserable. The expressions, “we are weary and we can’t run or leap”, “Our knees upon our faces”, “we drag our burden tiring”, “we drive the wheels of iron”, etc. reveal her attitude.

The Cry of Children Summary in English

In this poem E. Browning shows and criticises the sorrow of the children in those years how the exploitation was managed in coal mines and factories. In those days, children were working endlessly under deplorable conditions.
The children are tired and weary. They are fed up with the continuous work in the coal mines and iron factories. They have no joy of living. Their routine is always the same. They start their work early in the morning and finish it late in the evening. They don’t experience the sunlight in the dark undergrounds of the coal mines. They don’t have play time. They don’t have any happiness. They can’t run or jump. They want to sleep in the meadows. Their knees are trembling with their heavy work. Their eyelids are drooping with tiredness.

About the Poet

Elizabeth Barrett Browning (1806-1861) was a great poet of English language. She published a Collection of Poems, Sonnets from the Portuguese, Aurora Leigh, The Seraphim and Other Poems. She married Robert Browning, a famous English poet and moved to Italy. Most of her poems deal with human emotions.

The Cry of Children Glossary

weary (adj): tired and lost all the strength

meadows (n): land that is covered with grass

merely (adv): only

sorely (adv): in a painful manner

drooping (adj): hanging downward

pale (adj): not bright/light in colour

stooping (n): bending ones body forwards and downwards

drag (v): to pull something along with effort and difficulty

 

AP State Syllabus AP Board 8th Class English Textbook Solutions Chapter 2A Oliver Asks for More Textbook Questions and Answers.

AP State Syllabus 8th Class English Solutions Chapter 2A Oliver Asks for More

8th Class English Chapter 2A Oliver Asks for More Textbook Questions and Answers

Read the saying given below and answer the questions that follow.

Question 1.
What does the sentence mean?
Answer:
Home is the happiest place in the world for all of us. No other place gives us comfort and protection as the home gives us. No other place makes us happy as the home does.

Question 2.
Do you agree/disagree with the view expressed in it? Why?
Answer:
Yes, I agree with the view expressed in it. To me, the home is the best place to live in. In our home, we find happiness and comfort as we get the company of our parents and siblings. We must be grateful to god for giving us a chance to live with our parents and siblings in our home. Our parents care for us. They can do all they can to make us happy. We get love and warmth of our family members in our home. The other places may make us happy temporarily but the home is the place where we experience all sorts of happiness.

Comprehension

I. Answer the following questions.

Question 1.
How did Oliver feel when he was told to appear before the live board?
Answer:
Oliver Twist did not have any clearly defined notion of what a live board was. So, he was rather astonished by this information and was not quite certain whether he ought to laugh or cry. He had no time to think about the matter.

Question 2.
Why did Oliver tremble and cry in the white-washed room?
Answer:
Mr. Bumble led Oliver into a large white-washed room where eight or ten fat gentlemen were sitting around a table. Oliver was frightened at the sight of so many gentlemen. This made him tremble. The beadle gave him a tap on his back with his cane when he didn’t answer the gentleman’s question and it made him cry.

Question 3.
“What is that, sir?” inquired poor Oliver. What does ‘that’ refer to 111
Answer:
‘That’ refers to ‘orphan’.

Question 4.
What kind of people were the members of the board? Justify your opinion.
Answer:
The members of the board were very wise and philosophical men. They were unhappy when they came to know that the workhouse was the regular place of public entertainment for the poorer classes. They didn’t have any mercy or sympathy towards the poor. They were shocked when they came to know that it was all play and no work in works house. They were of the opinion that the poor should starve quickly outside the workhouse or gradually inside the house. So, they ordered to restrict the food given to the poor. If anyone demanded (or requested) for more, he would be thrown out.

Question 5.
What main differences do you notice between the children and the master? (Observe the physical appearances, dress, behaviour, etc.) What can you infer from these differences?
Answer:
The children were very thin. They dressed in rags. They were all very frightened of the board, the beadle and the master. They even didn’t have enough food to eat. They had to do some work. The master wore cook’s uniform. He was fat and healthy. He didn’t have any mercy on the children. He was authoritative.

Question 6.
How do you look at Oliver’s request, ‘Please, sir, / want some more!’? What compelled him to say this?
Answer:
Oliver Twist and his companions suffered the tortures of slow starvation. They became wild with hunger. A tall boy of them announced that he would eat the boy who slept next to him unless he had enough food to eat. A council was held and it was decided that Oliver should ask the master for more. That evening after they had eaten the served gruel, Oliver went to the master and requested him for more. Thus, the hunger of the tall boy compelled him to say this. His hunger and misery too compelled him to say this.

Question 7.
What happened to Oliver at the end of the story?
Answer:
At the end of the story Oliver was ordered into instant confinement. A bill was next morning pasted on the outside of the gate, offering a reward of five pounds to anybody who would take Oliver off the hands of the parish. In other words, five pounds and Oliver Twist were offered to any man or woman who wanted an apprentice to any trade, business or profession.

Question 8.
Do you find children like Oliver around you? How would you help them to live better?
Answer:
Yes. I find one or two boys like Oliver around us. I would help them by giving the clothes, the food, the money as much as I can. I would inform the organisations who take care of orphan children.

Vocabulary

I. Look at the underlined part in the following sentence.

“You have come here to be educated…” said the red-faced gentleman.
The word ‘red-faced’ is called a Compound Adjective.
The phrase ‘red-faced gentleman’ is a short form of ‘a gentleman with a red face’.

Question 1.
Pick out the phrases with Compound Adjectives from the story or elsewhere and write how they can be rewritten to express the same meaning.
a. ———————————
b. ———————————
c. ———————————
Answer:
Phrases with Compound Adjectives and their rewritten form with the same meaning.
(a) gold-laced cuff : a cuff with gold lace
(b) white-washed room: a room that was white-washed
(c) one-eyed man: a man with one eye
(d) long-legged insect: an insect with long legs
(e) fat-bodied woman: a woman with fat body

Question 2.
Change the underlined parts in the following paragraph into compound adjectives. Rewrite the paragraph in your notebook.
Sachin Tendulkar is a cricketer who is famous all over the world. He is a batsman playing with right hand. He has many world records to his credit which are mind blowing. Besides all these, he is a person with a kind heart. He works with an NGO (Non-Governmental Organization) based in Mumbai to help more than 200 orphans every year.
Answer:
Sachin Tendulkar is a world-famous cricketer. He is a right-handed batsman. He has many mind-blowing world records to his credit. Besides all these, he is a kind-hearted person. He works with a Mumbai-based NGO (Non-Governmental Organization! to help more than 200 orphans every year.

Question 3.
Fill in the blanks with appropriate compound adjectives from the box given below.

Latha is a —-(1)—- girl. She speaks kindly with her classmates. Look at her, she is wearing an —-(2)—- dress. She does not like to wear —-(3)—- dresses. Don’t you think Latha is a —-(4)—- girl?
Answer:
1) soft-spoken
2) old-fashioned
3) brand-new
4) well-mannered

Grammar

I. Look at the following sentence taken from the story.
‘The boy is a fool,’ said the gentleman in the white waistcoat.
As you know, the above underlined expression, can be changed in to a question.
How do we change the above statement into a question? By putting the auxiliary verb before the subject ‘the boy’.

Look at some more sentences.
1. ‘I understand that he asked for more.’
‘Do I understand that he asked for more ?’
2. ‘Oliver asks for more.’
Does Oliver ask for more ?
3. ‘The boys took their places.’
Did the boys take their places?
These sentences are changed into a question by placing ‘do/does/did at the beginning, such questions are called Yes / No questions.
Change the following statements into Yes/No questions.
1. Oliver was frightened at the sight of so many gentlemen.
———————————
2. You are an orphan.
———————————
3. You say your prayers every night.
———————————
4. You will pick oakum tomorrow morning.
———————————
5. Mr. Bumble rushed into the room.
———————————
6. They can devour the big bowl.
———————————
7. Boys have generally excellent appetite.
———————————
Answer:
1. Was Oliver frightened at the sight of so many gentlemen?
2. Are you an orphan?
3. Do you say your prayers every night?
4. Will you pick oakum tomorrow morning?
5. Did Mr. Bumble rush into the room?
6. Can they devour the big bowl?
7. Do boys generally have excellent appetite?

II. Read the following sentence taken from the story.
“You were brought up by the parish, weren’t you?”
In this sentence ‘weren’t you?’ at the end is called a question tag. Question tags are used to get information or confirmation. The question tags are positive if the statements are negative. And if the statements are positive, questions tags are negative. These tags are short/contracted form of questions. If the statement has an auxiliary, the tag begins with an auxiliary. In case it does not have an auxiliary, it will begin with do/does/did.

Read the following dialogue to understand the usage of question tags.

Ramu: The weather is good today, isn’t it?
Vijay: Indeed, Ramu.
Ramu: How about going out now? Hope you’ll join me, won’t you?
Vijay: I’ve got some important work now, I am afraid.

Read the following dialogue that took place at a party. Add suitable question tags to complete it.

Rohit: Hi, I’ve met you before, —-(1)—-
Suma: No, I don’t think so.
Rohit: But your name is Vani, —-(2)—-
Suma: No, it’s Suma! Anyway, glad to meet you.
Rohit: Me too. This is Rohit. The party seems to be really lively, —-(3)—-
Suma: Yes, definitely. We enjoy ourselves a lot on such occasions, —-(4)—-
Rohit: Yeah, we do.
Answer:
1) haven’t I?
2) isn’t it?
3) doesn’t it?
4) don’t we?

Writing

I. Anne Frank was a Uttle girl of thirteen. She was as lonely as Oliver Twist. When the German army invaded her country, she had to hide in a small building with her family. She suffered a lot. She recorded her feelings and thoughts in her diary.
Friday, 1st October, 1942.
Just for fun, I am going to tell you each person’s first wish, when we are allowed to go out again. Mrs. Van says, ‘If I go out, I’ll eat cream cakes.’ Dussel says, ‘If I am let free, I’ll run to see my wife Lotje.’ Mummy says, ‘I will have a cup of coffee.’ Peter says, ‘I will go to the cinema.’ I long for so many things. But I long for a home of our own.

1. What did Anne write in her diary?

• personal feelings/thoughts/reflections
• events other than routine
• future plans

2. Did you notice any variety in the sentences?
3. Are all the sentences connected with each other properly?
After facing the live board, Oliver returned to his bed crying. He sat up to write his diary. Now, imagine you are Oliver Twist. Attempt a diary entry with the above
features in mind.
Answer:
Monday, 12th August, 20xx
What a miserable day in my life! Just now I have appeared before the live board. Actually I don’t have any idea about a live board. Mr. Bumble informed me, ‘Today, you have to appear before the live board forthwith”. I was rather surprised. I was not quite certain whether I ought to laugh or cry. I had no time to think about the matter then. Mr. Bumble told me, “Follow me”. So, I followed him into a large white-washed room. There were eight or ten gentlemen sitting round a table. A fat gentleman with a very round, red face sat in an arm chair rather higher than the rest. Bumble said, “Bow to the board”. I brushed away two or three years that were lingering in my eyes. I didn’t find any board. I only saw a table. So I bowed to that. ’Whats your name, boy?’ said the gentleman in the high chair. I was frightened at the sight of so many gentlemen, which made me tremble. As I didn’t answer the question, the beadle gave me a tap on my back with his cane and immediately I started crying, the gentleman in the high chair. I was frightened at the sight of so many gentlemen, which made me tremble. As I didn’t answer the question, the beadle gave me a tap on my back with his cane and immediately I started crying. The gentleman in the high chair asked me “Do you know you’re an orphan?” I didn’t understand his question. So, I asked him ‘What’s that, sir”? The gentleman in the white waistcoat remarked, “The boy is a fool”.
The red-faced gentleman in the high chair said, ‘You have come here to be educated and taught a useful trade”. The gentleman in the white waistcoat added You’ll begin to pick oakum tomorrow morning at six o’clock”. I bowed low and rushed into my room. I sobbed myself to sleep on a rough, hard bed. How disgusting all it is! I don’t want to stay here any more. I certainly will leave it. We don’t have any independence here. They don’t allow us to play, run or jump. Here we are living like slaves. We don’t have enough food either. They don’t show any mercy on us. No, I won’t stay here even a minute more. Now itself I shall start.

Oliver Asks for More Summary in English

Oliver, an orphan boy, was brought to a children’s home. Mr. Bumble, the beadle, informed Oliver that he had to appear before the board at once. As he did not have any idea of a live board, he was astonished and was not quite certain whether he ought to laugh or cry. Mr. Bumble took him into a large white-washed room where eight or ten fat gentlemen were sitting round a table. Mr. Bumble ordered Oliver to bow to the board. Seeing no board but the table, Oliver bowed to the table. He was frightened at the sight of them and trembled. The beadle tapped on his back with his cane and he cried. The gentleman in the high chair asked Oliver if he knew that he was an orphan. Oliver couldn’t understand his question as he had no idea of an orphan. The gentlemen reminded Oliver that he was brought up by the parish and asked him to pray for them and take care of him like a Christian. The gentleman in the white waistcoat ordered Oliver to begin to pick oakum the following day morning at six o’clock. Oliver made a low bow and hurried away to a large ward sobbing himself to sleep on a rough, hard bed. The members of the board were very wise and philosophical men. They discovered that the workhouse was the regular place of public entertainment for the poorer classes. They opined that the poor should starve quickly outside the workhouse or gradually inside it. They decided the inmates of the workhouse would be issued three meals of thin gruel a day, with an onion twice a week. As a result, the number of workhouse inmates got smaller and they shrank in size. Oliver and his companions suffered the tortures of slow starvation for three months. They became wild with hunger. One day a tall boy announced that he would eat the boy who slept next to him unless he was given extra gruel. A council was held and it was decided that Oliver should ask the master for more. That evening the gruel was served and they ate it up. The boys winked at Oliver and nudged him. Oliver advanced to the master and requested him for more gruel. The master got a rage and aimed a blow at Oliver’s head with the ladle. He reported it to the beadle. Mr. Bumble, the beadle rushed into the gentlemen’s room and reported the same. The gentleman in the white waistcoat opined that the boy would be hung. Nobody contradicted his opinion and Oliver was ordered into instant confinement. The following morning a bill was pasted offering five pounds to those who would take Oliver as an apprentice to any trade, business or profession.

About the author

Charles Dickens (1812-1870) is a well known English novelist. Due to his father’s imprisonment Charles left school and worked in a shoe factory. While he was working as a office boy he launched his writing career. His novels Oliver Twist, Great Expectations, Pickwick Papers, Bleak House, A Tale of Two Cities and David Copperfield brought him name all over the world. He went on lecture tours to America and got literary reputation. He focussed on social issues and human ailments in his works.

Oliver Asks for More Glossary

beadle (n): an official of a church

parish (n): a church committee

oakum (n): loose fibre obtained by untwisting and picking apart old ropes

surly (adj): serious or angry

gruel (n): a thin liquid food of oats, rice, etc.

devoured (v): ate hungrily or quickly

appetite (n): the desire to eat, hunger

voracious (adj): wanting great quantities of food

stupefied (adj): shocked

paralyzed (v): became motionless

ladle (n): a long handled spoon used to serve liquids

countenance (n): a person’s face or facial expression

confinement (n): putting in a prison or a closed room

apprentice (n): one who works under a skilled person

stride (n): one long step

grasped (v): took a firm hold of something

cuff (n): the bottom of the leg of a pair of trousers/pants that has been folded over on the outside

forthwith (adv): immediately, at once

trotted (v): moved forward at a speed that is faster than a walk

lingering (v): continuing to exist

gruff (adj): deep and rough, and often sounding unfriendly

stammered (v): spoke with difficulty

sobbed (v): cried noisily taking sudden, sharp breaths

starve (v): to suffer or die, because one doesn’t have enough food to eat

winked (v): closed one eye and opened it again quickly, especially as a private signal to somebody

nudged (v): pushed somebody gently with one’s elbow

paralyzed (v): made somebody unable to feel or move all or part of their body

faint (adj): that can’t be clearly seen, heard or smelt

depicted (v): gave an impression of something

contradicted (v): said that something that somebody else had said was wrong

calling (n): a profession or career