GSEB Class 10 English Solutions Chapter 6 I Love You, Teacher

GSEB Solutions

 

1. Recite this poem.

A teacher is a friend
Who tries to give you wings
By teaching English, reading
And fun things.

A teacher is like another parent
So caring and makes sure
You have no troubles
For all problems

 

2. Show your likes or dislikes for these characteristics and behaviour of a teacher. Put L (like) or DL (dislike) in the box against each point.
Answer:
Gives a lot of homework. - DL
Tells interesting stories. - L
Speaks very loudly. - DL
Has a pet student. - DL
Favours some students. - DL
Speaks softly. - L
Takes care of each student. - L
Makes you stand in the class. - DL
Never gets angry. - L
Gets annoyed very often. - PL (Likely DL, will assume DL based on context)
Helps every student. - L
Never allows the students to talk. - DL
Refuses to teach anything again. - PL (Likely DL, will assume DL based on context)
Guides the students. - L
Counsels the students or parents. - L
Makes you write homework five times. - DL
In simple words: This activity asks you to decide if you 'like' (L) or 'dislike' (DL) certain qualities or actions a teacher might have. The provided list shows the preferences for each characteristic.

Exam Tip: For such preference-based questions, consider common student perspectives and general positive traits of a teacher. Qualities like 'caring,' 'soft-spoken,' and 'guiding' are typically liked, while 'strict' or 'favouring' traits are usually disliked.

 

3. Do you know how blind people read ? They have a special script called Braille Script. The letters in it are raised on a thick paper with a writing pin. The pin is carefully pressed from the reverse side of the paper so there are raised and un-raised marks. Each letter has six marks. The small dots mean un-raised marks and the big dots mean raised marks. Study the alphabet carefully.

Now, using the small and big dots, write these sentences. (Classroom Activity)
(1) I LOVE YOU, MY TEACHER
(2) A QUICK BROWN FOX JUMPED OVER THE LAZY DOGS. (This sentence contains all the letters of the English alphabet.)

Exam Tip: Braille is a tactile writing system. Understanding the 6-dot cell pattern for each letter is key to reading and writing it. It allows blind individuals to read by touch, improving their access to information.

 

Vocabulary

 

1. Circle the words having almost similar meanings.
Answer:
(1) utter = say
(2) awaken = arouse
(3) goal = target
(4) opportunity = chance
(5) common = ordinary
(6) progress = develop
(7) miseries = sufferings
In simple words: This question asks you to find words that mean almost the same thing as the first word in each group. You should pick the synonym for each given word.

Exam Tip: When identifying synonyms, consider the context in which the words are typically used. Sometimes words have multiple meanings, so choose the best fit.

 

2. Give one word beginning with 's',
Answer:
(1) in a serious way – seriously
(2) give up something valuable – sacrifice
(3) a person who speaks as the representative of another speaker – speaker
(4) happen unexpectedly – suddenly
(5) a physical feeling – sense
(6) a kind of assistance that you get – support
In simple words: For each description, you need to provide a single word that starts with the letter 's' and accurately describes the phrase.

Exam Tip: Pay close attention to the definition and the initial letter requirement. Think of common words that fit the meaning and then check if they start with 's'.

 

3. Complete the paragraph by putting the letter for the correct word in the blank.
Answer:
Last Sunday, there was an elocution competition in my school. All the students had gathered in the hall. My friend was sitting (b) me. My friend was enjoying the program, but I wasn't. So I made some (d) on his back and asked him what I had written. He thought for a while, but he was not able to understand. So she asked me to do it again. Again I made the same (c) and he started (a) the movements that I had made with my finger. At last he found that I wrote the word (f) on his back. We enjoyed this (e) game.
In simple words: You need to fill in the blanks in the story using the letters of the words provided in the list (a) imitating, (b) behind, (c) movements, (d) linger movements, (e) exciting, (f) boredom. The completed paragraph tells about an elocution competition and a game played.

Exam Tip: Read the paragraph carefully to understand the context and flow. Choose the word that best fits the meaning of each blank to make the story coherent.

 

4. Pair the words similar in meanings.

Answer:
1. awaken - arouse
2. utter - speak
3. main - prime
4. target - goal
5. rapidly - speedily
6. win over - overcome
In simple words: The task is to link words that have similar meanings. For instance, 'awaken' means to 'arouse', and 'utter' means to 'speak'. You should pair each word with its correct synonym.

Exam Tip: When matching synonyms, consider the core meaning of each word. If unsure, try using both words in a sentence to see if they fit similarly without changing the sentence's meaning.

 

5. Tick mark the word opposite in meaning and use it in a sentence of your own.
Answer:
(1) ordinary: ( ) general ( ) common ( ) average (✔) extraordinary
Raj has an extraordinary skill in mathematics.
(2) connect : [ ] join [√] disconnect [ ] joint
The boss was so angry that he disconnected the phone.
(3) rapidly : [] quick [ ] fast [ ] quickly [√ ] slowly
Mohan is walking very slowly.
(4) ability : [ ] disable [ ] accurate [√] disability [ ] skillful
Helen Keller overcame her disability and succeeded in life.
(5) disappear : [ ] vanish [ √] appear [ ] appearance [ ] seen
From where did that monkey appear?
In simple words: For each item, you must choose the word that means the opposite of the first word (the antonym) from the given choices. Then, write a sentence using that chosen opposite word.

Exam Tip: To find the antonym, first understand the exact meaning of the given word. Then, check each option to see which one conveys the inverse meaning. Ensure your sentence clearly uses the chosen word in its correct context.

 

6. Pair the sentences focusing on the meanings of the underlined words. Put the letters in the boxes.
Answer:

In simple words: This exercise requires you to match sentences from column A (direct speech) with their corresponding reported speech versions in column B. The goal is to see how words change when converting from direct to indirect speech.

Exam Tip: When converting direct speech to reported speech, remember to change pronouns, verb tenses, and time/place expressions appropriately. For example, "yesterday" becomes "the previous day," and "I" becomes "he/she."

 

7. Match the words with their meanings. Write the numbers in the sentences using the words.
Answer:

Answer:
(1) apart from – except for
Apart from Mihir, no one was ready to go for a movie.
(2) miracle – a very amazing event
That man fell down from the first floor, but was not hurt. It was a miracle!
(3) progress – to develop to a higher stage
Disha has made good progress in music.
(4) blind - unable to see
Helen became blind at a very young age.
(5) sacrifice - give up something valuable
Parents sacrifice a lot for their children.
(6) deaf - unable to hear
Please talk a little louder. Grandfather is deaf.
(7) boundless – having no boundaries
Painting gives me boundless happiness.
(8) provide – to make available
The school will provide all the books this year.
(9) obey – to follow orders
The commander asked the soldiers to obey him.
(10) ability - skill to do something
Girish has the ability to play many musical instruments.
In simple words: This task involves matching words with their definitions. After matching, you need to use each word in a sentence to show its correct meaning and usage.

Exam Tip: Carefully read each meaning and find the word that perfectly fits it. Once matched, construct clear and grammatically correct sentences for each word to demonstrate understanding.

 

Comprehension

 

1. Describe the learning process of Helen. You can use phrases or full sentences from the text. Begin this way ...
Answer: Helen started making finger movements on her palm. Helen imitated the movements. This is how she learned to spell words on her palms. The second stage of learning was based on the sense of touch. Miss Sullivan would speak a word and ask Helen to touch her lips and throat slowly. This way, Helen learned to speak through the movement of the lips and the vibration in the throat. Finally, she started to read, first raised letters and then with Braille. Helen then started writing with both, ordinary as well as Braille typewriter. In Perkins Institution, she also learned Latin, German, and arithmetic. When she joined the Cambridge School for Young Ladies, she began to write poems and stories. Helen then joined Redcliff College, where the lectures were spelled into her palms as quickly as possible. She would go home and note down whatever she remembered. She was the first deaf and blind person to earn a Bachelor of Arts degree.
In simple words: Helen's learning began with finger movements on her palm to spell words. Then, she learned to speak by feeling lip movements and throat vibrations. She moved on to reading raised letters and Braille, and writing with both types of typewriters. She also studied subjects like Latin and arithmetic, eventually earning a Bachelor of Arts degree.

Exam Tip: When describing a process, list the steps in chronological order. Use connecting phrases to ensure a smooth flow between ideas, and include key details that highlight important stages of development.

 

2. List the phrases / sentences describing the effect of her teacher Miss Sullivan on Helen's development in learning. Read them out in the class. Begin this way ...
Answer: Helen learned how to spell words. Then she learned to speak through the movements of the lips and the vibration in the throat. Helen then learned to read raised letters and later on she read with Braille. Soon Helen learned to write with ordinary and Braille typewriter. She learned Latin, German and arithmetic. She began to write poems and stories. At Redcliff College, the lectures were spelled into her palms as quickly as possible. She went home and noted down whatever she remembered. She was the first deaf and blind person to earn a Bachelor of Arts degree.
In simple words: Miss Sullivan helped Helen learn words by touch, speak by feeling lip and throat movements, and read Braille. She also taught her to write, and to study subjects like Latin and German, which greatly helped Helen's education and eventual graduation.

Exam Tip: When identifying the effects of a teacher, focus on specific skills or knowledge gained by the student directly as a result of the teacher's instruction and methods.

 

3. Rewrite the text by replacing the underlined words with those given in the box.
Answer: Some days later, Helen was walking in her garden. Suddenly her teacher put her hand under the water tap. As the cool flow of the air ran over her hand, the teacher spelt w-a-t-e-r on the other palm. They both played the game every day, touching different objects. It awakened her soul. She came to know that everything had a name. Now each name gave a birth to a new thought. Every object she touched seemed to throb with life. Ah! She was connected with the world through all the words.
In simple words: This task involves replacing certain words in a given text with synonyms from a provided list. The goal is to rephrase the paragraph while maintaining its original meaning.

Exam Tip: Before replacing, understand the original word's role and meaning in the sentence. Then, select the most appropriate synonym from the box that fits the context and grammar of the sentence.

 

4. Write True or False. If false, correct
Answer:
(1) Helen used to go to her teacher's house to study. – False
Helen's teacher came to her house to teach her.
(2) Miss Anne Sullivan gave Helen a puppet to play with. – False
Miss Anne Sullivan gave Helen a doll to play with.
(3) Helen always felt very close to her teacher. – True
(4) At the Redcliff College, Helen could note down all the lectures very rapidly. – False
At the Redcliff College, lectures were spelled into her palms very rapidly and she would go home and note down whatever she remembered.
(5) Miss Sullivan would always be very serious while teaching Helen. – False
Miss Sullivan would make learning interesting and fun for Helen.
(6) She could not perform better in her examination due to her father's death. - False
She passed all the subjects.
(7) Miss Sullivan sacrificed her eyesight for her student Helen. - True
(8) Helen was deeply worried about her worsening health. - False
Helen was deeply worried about her worsening eyesight.
In simple words: You need to read each statement and decide if it is true or false based on the text. If a statement is false, you must also write the correct information to make it true.

Exam Tip: To correctly answer True/False questions, refer back to the text and verify each detail. For false statements, pinpoint the exact inaccuracy and provide the correct fact from the passage.

 

5. Read the text and find out the incidents that took place in Helen's life in the years mentioned.
Answer:

In simple words: This question asks you to extract key events from Helen Keller's life and match them with the specific years they occurred, along with her age at that time.

Exam Tip: When dealing with chronological information, create a timeline or a table to organize years, ages, and corresponding events clearly. This helps to accurately present the sequence of incidents.

 

6. Tick mark the correct option.

 

Question 1. What did Helen do after getting a doll ? from her teacher ?
A. played with the teacher for some time
B. played with it for some time
C. played games with her teacher
D. talked to the doll
Answer: (B) played with it for some time
In simple words: After getting the doll, Helen spent time playing with it. This was an important early interaction in her learning process.

Exam Tip: For reading comprehension MCQs, always go back to the passage to confirm the exact detail mentioned. Avoid choosing options that are plausible but not explicitly stated.

 

Question 2. When was Helen thrilled?
A. when she started playing with her teacher
B. when she uttered the word 'doll'
C. when she started following her teacher's movement
D. when her teacher wrote with her finger I on her palm
Answer: (C) when she started following her teacher's movement
In simple words: Helen felt very excited when she was able to copy the finger movements her teacher made. This showed she was successfully learning to communicate.

Exam Tip: Look for keywords like "thrilled" or "delighted" in the text and identify the specific action or event that caused that emotion in Helen.

 

Question 3. What awakened Helen's soul ?
A. Miss Sullivan's help
B. Helen's new thoughts
C. her teacher's method of teaching new words
D.'touch' and 'play' game.
Answer: (D) 'touch' and 'play' game.
In simple words: Helen's soul was awakened by the interactive learning experience of touching objects and playing games with her teacher. This helped her connect with the world.

Exam Tip: The passage often describes deeper emotional or intellectual impacts. Identify the core experience that led to a significant change or realization for Helen.

 

Question 4. According to Helen, every object appeared....
A. with a new name
B. teeming with life
C. to be full of joy
D. to give birth to new idea
Answer: (B) teeming with life
In simple words: Helen felt that every object seemed full of life and energy once she understood that everything had a name. This brought a new sense of joy and connection.

Exam Tip: When analyzing descriptions of feelings or perceptions, look for phrases that express vitality, enthusiasm, or deep understanding, as these often indicate how something "appeared" to the character.

 

Question 5. Which of the following statements says that Helen was very curious ?
A. We used to go for long walks.
B. My teacher talked into my palm.
C. I had a lot of questions to ask.
D. Everything around me was full of life, love and joy.
Answer: (C) I had a lot of questions to ask.
In simple words: The statement that Helen had many questions to ask directly shows her deep curiosity and desire to understand the world around her.

Exam Tip: Curiosity is characterized by a strong desire to know or learn something. Look for explicit mentions of asking questions or an eagerness to understand.

 

Question 6. Why did Helen say 'I had a lot of questions to ask.' ?
A. Nobody had answered her questions before.
B. The teacher had the ability to answer all her questions.
C. She had a keen desire to know about the world around.
D. She wanted to ask questions but could not utter them.
Answer: (C) She had a keen desire to know about the world around.
In simple words: Helen's statement about having many questions showed her intense eagerness to learn and understand her surroundings, not just an inability to speak them.

Exam Tip: Understand the underlying motivation behind a character's actions or statements. Helen's desire to ask questions stemmed from an inner drive to comprehend her environment.

 

Question 7. 'She would talk into my palm' means ....
A. Miss Anne Sullivan would make signals with her fingers.
B. Miss Anne would write the answer in Helen's palm.
C. Miss Anne would talk into Helen's ear.
D. Miss Anne would take her palm in her hand while talking to her.
Answer: (B) Miss Anne would write the answer in Helen's palm.
In simple words: When it says someone "talked into my palm," it means they spelled out words or communicated information by writing on Helen's hand. This was a method for her to receive messages.

Exam Tip: Context is crucial for interpreting figurative language. In Helen Keller's story, "talking into the palm" refers to her unique method of communication through tactile spelling.

 

Question 8. What was Helen worried about ?
A. her teacher's weakness
B. her teacher's weakening eyes
C. her teacher's illness
D. her teacher's helplessness
Answer: (B) her teacher's weakening eyes
In simple words: Helen was concerned because her teacher's vision was becoming poorer each day. This worried Helen a lot about her teacher's well-being.

Exam Tip: Pay attention to emotional cues and their reasons in the text. Helen's worry was directly linked to Miss Sullivan's deteriorating eyesight, a detail explicitly mentioned.

 

7. Answer these questions.

 

Question 1. What was Anne Sullivan ?
Answer: Anne Sullivan was a dedicated teacher for individuals who were deaf and blind. She played a pivotal role in Helen Keller's life, helping her to learn and communicate.
In simple words: Anne Sullivan was a teacher who helped deaf and blind people, especially Helen Keller, learn how to communicate and understand the world.

Exam Tip: When asked about a person's identity or role, provide a concise description that highlights their main profession or contribution, as stated in the text.

 

Question 2. Which was the first word that connected Helen with the world ?
Answer: The first word that connected Helen with the world was 'doll'. This simple word, taught through touch, opened up a new way of understanding for her.
In simple words: The first word that helped Helen feel connected to the world was 'doll'.

Exam Tip: Recall specific details from the narrative about Helen's early learning experiences. The first word is often a significant milestone in such stories.

 

Question 3. Where did the teacher take Helen on the first day?
Answer: The teacher took Helen to her room on the first day. This was where their significant journey of learning and communication began, away from distractions.
In simple words: On the first day, the teacher led Helen to her own room.

Exam Tip: For location-based questions, identify the precise place mentioned in the text where the event occurred. "Her room" specifies the setting for their initial interaction.

 

Question 4. What happened to Miss Sullivan in the year 1935 ?
Answer: In the year 1935, Miss Sullivan became blind. This unfortunate event was a result of her persistent dedication and sacrifice for Helen's education.
In simple words: In 1935, Miss Sullivan lost her eyesight and became blind.

Exam Tip: Historical details like years and specific events should be noted carefully. Ensure the answer directly addresses the question's timeline.

 

Question 5. What was the first exciting experience that Helen had with her teacher?
Answer: Helen's first exciting experience with her teacher was when Miss Sullivan made finger movements on Helen's palm, which Helen then imitated successfully. This marked her initial breakthrough in understanding communication.
In simple words: Helen's first exciting experience was when her teacher made finger movements on her palm, and Helen copied them correctly.

Exam Tip: When a question asks for a "first" experience, scan the early parts of the narrative for an event that is described with excitement or significance.

 

Question 6. What did John Macy do for Helen ?
Answer: John Macy edited the story of Helen's life. He played a key role in making her autobiography ready for publication, sharing her remarkable journey with the world.
In simple words: John Macy helped Helen by editing her life story for publishing.

Exam Tip: For questions about contributions of other individuals, identify their specific role or action as mentioned in relation to Helen's life or work.

 

8. Answer these questions in three to four sentences each.

 

Question 1. What was Helen's first exciting experience ?
Answer: When Miss Sullivan made some finger movements on Helen's palm, it was an exciting experience for her. Helen found herself interested in this new activity and began to imitate the movements her teacher made. This led to her first successful spelling, which filled her with a thrilling sense of accomplishment.
In simple words: Helen's first exciting moment happened when Miss Sullivan moved her fingers on Helen's palm. Helen copied these movements, and when she got it right, she felt very happy and excited.

Exam Tip: Describe the event and Helen's reaction to it. Focus on how the physical act of finger spelling led to her emotional and intellectual awakening.

 

Question 2. Why was Helen worried about her teacher ?
Answer: Helen was worried about her teacher because her eyesight was worsening day by day. She observed that Miss Sullivan's vision was deteriorating, making it harder for her to see clearly. This concerned Helen deeply, knowing how much Miss Sullivan had sacrificed to help her learn.
In simple words: Helen was concerned about her teacher because Miss Sullivan's eyesight was getting worse every day. She felt bad that her teacher's vision was failing.

Exam Tip: State the primary reason for Helen's worry directly. Explain the impact of Miss Sullivan's condition and connect it to Helen's feelings of concern.

 

Question 3. How did the sense of touch help Helen in learning words?
Answer: The sense of touch significantly helped Helen in learning words. Her teacher would spell words onto her palm using finger movements, allowing Helen to "feel" the letters. This tactile method enabled Helen to connect objects with their names and grasp the concept of language, which was crucial for her development.
In simple words: Helen learned words by touching things. Her teacher would spell words on her hand, and Helen used her sense of touch to understand what each word meant. This was how she started learning language.

Exam Tip: Explain the mechanism of learning through touch. Mention both the finger spelling on the palm and the connection between the physical sensation and the understanding of words.

 

Question 4. What did Helen start doing after uttering her first word?
Answer: After uttering her first word, Helen started talking with her toys, stones, trees and birds in the garden. This breakthrough in speech filled her with immense delight and a newfound ability to connect with her surroundings. She was excited to name and interact with everything around her.
In simple words: Once Helen spoke her first word, she began talking to her toys, rocks, trees, and birds in the garden. She was so happy she could finally communicate with the things around her.

Exam Tip: Focus on the immediate actions and emotional state that followed Helen's first verbal communication. Her interaction with inanimate objects highlights her eagerness to use her new skill.

 

Question 5. How did her sister and dog delight Helen ?
Answer: Her sister and dog delighted Helen through their responsive actions. When Helen called her sister, she ran to her, showing affection and understanding. Similarly, her dog obeyed her commands, which further amazed and delighted Helen, proving the power of her newly acquired communication skills.
In simple words: Helen's sister made her happy by running to her when called, and her dog made her happy by following her commands. This showed Helen that she could communicate effectively.

Exam Tip: Explain how the reactions of her sister and dog served as positive reinforcement for Helen's communication efforts, contributing to her joy and confidence.

 

Question 6. What was Helen's advice to her teacher ?
Answer: Helen advised her teacher to take care of her eyesight. Recognizing the immense sacrifices Miss Sullivan had made, Helen urged her to prioritize her own well-being. This advice reflected Helen's deep concern and love for her dedicated teacher.
In simple words: Helen told her teacher to look after her eyes. She wanted Miss Sullivan to take care of her health because she had given so much for Helen.

Exam Tip: Focus on the specific advice given and the underlying motivation (concern, appreciation) for that advice. It highlights the close bond between Helen and her teacher.

 

9. Write short notes.

 

Question 1. Helen a gifted learner
Answer: Helen Keller was born deaf and blind, which initially caused her parents great worry. However, with the guidance of Miss Sullivan, she proved to be a gifted learner. Helen quickly learned to spell words through finger movements on her palm, mastering this fundamental communication. The second stage of her learning focused on the sense of touch, allowing her to speak by feeling lip movements and throat vibrations. She then progressed to reading raised letters and Braille, and later writing using both ordinary and Braille typewriters. Helen's dedication extended to learning Latin, German, and arithmetic, and she began writing poems and stories. Despite facing challenges, she pursued higher education at Redcliff College, where lectures were spelled into her palms. Her remarkable persistence led her to become the first deaf-blind person to earn a Bachelor of Arts degree, showcasing her exceptional ability and unwavering spirit.
In simple words: Helen Keller was a very smart student despite being deaf and blind. Her teacher, Miss Sullivan, taught her to spell on her palm, speak by touch, and read Braille. Helen also learned many subjects and wrote stories. She was so determined that she became the first deaf-blind person to get a college degree.

Exam Tip: When writing a short note on a person's abilities, focus on key milestones and achievements. Structure your answer chronologically, highlighting how each step contributed to their overall learning journey.

 

Question 2. Anne Sullivan a wonderful teacher
Answer: Anne Sullivan was a truly wonderful teacher for the deaf and blind, dedicating her life to Helen Keller's education. She taught Helen to spell words through finger movements on her palm and to touch different objects, helping her understand their names. Miss Sullivan was adept at satisfying Helen's curiosity, often speaking words and asking Helen to feel her lips and throat to teach speech. She made learning enjoyable, often transforming lessons into playful activities rather than strict work. When anything interested Helen, Miss Sullivan would explain it as if talking to a young girl, making concepts accessible. She taught Helen to read raised letters and Braille, and to type with both ordinary and Braille typewriters. Even as her own eyesight weakened, Miss Sullivan continued to support Helen, ultimately sacrificing her vision to ensure her student's success.
In simple words: Anne Sullivan was a great teacher for Helen, who was deaf and blind. She taught Helen to spell words by touch, speak by feeling her lips, and read Braille. Miss Sullivan made learning fun and always helped Helen, even when her own eyes started to fail. She truly gave her sight for Helen's education.

Exam Tip: To describe a teacher's impact, focus on their methods, dedication, and the specific ways they positively influenced their student. Emphasize personal sacrifices and innovative approaches to teaching.

 

10. Reflect and give your ideas. You may use your mother tongue.
(Classroom / Individual Activity)
(1) Why should we respect our teachers ?
(2) What should a teacher do for his / her students ?
(3) Ask your mother / father / uncle / teacher to tell you about the best teacher they had.
(4) What would you do for your students if you were a teacher ?
In simple words: This section encourages you to think about teachers and their importance. You need to consider why we respect teachers, what a good teacher does, and to reflect on your own experiences or ideas about teaching.

Exam Tip: For reflective questions, provide thoughtful and well-reasoned answers. Draw upon your personal experiences or observations to support your ideas, making your responses genuine and insightful.

 

Language Practice

 

1. Read the sentences in A and B carefully. Underline the differences. Some are already done.
Answer:

In simple words: This exercise shows how direct speech (column A) is changed into reported speech (column B). You should compare the two columns to understand the changes in pronouns, tenses, and time expressions.

Exam Tip: When converting to reported speech, remember to shift tenses (e.g., present simple to past simple), change pronouns (e.g., "I" to "he/she"), and adjust time/place references (e.g., "here" to "there," "this morning" to "that morning").

2. Mihir moves to a new city due to his transfer. This is what the members of his family say about a new house.
Answer: Pratiksha, Mihir's wife, stated that they had moved into their new flat but she did not enjoy it as much as their previous one. She also mentioned that the parking area was not ready yet and there was no shopping complex nearby. Smitaben, Mihir's mother, noted that they had a lift, but it often did not work. Manojbhai, Mihir's father, pointed out that there was no temple nearby. Samarth, Mihir's son, said that if he pressed his ear against the wall, he could hear what the people in the next flat were saying.
In simple words: Mihir's family moved to a new flat. His wife didn't like it as much as their old one because the parking wasn't ready and there were no nearby shops. His mother said the lift often failed. His father complained there was no temple. His son could hear neighbors through the wall.

Exam Tip: When reporting multiple statements, use introductory phrases like "stated that," "mentioned that," and "pointed out that" to clearly attribute each statement.

 

Question 3. Milan read an interesting passage on 'Javed Habib's (famous hairstylist) life. Now Milan narrates the same to his younger brother Mrunal. Circle the words that you find changed from the original passage. I read an interesting article on Javed Habib, the famous hairstylist...
Answer: My father worked as a hair stylist at the Oberoi in Delhi, the city in which I grew up. We had a Rajdoot bike and would ride on it to the movies every Tuesday. In my teenage years I was a quiet and shy boy. I was always reluctant to enter a place with too many people. I had no sense of humour. wasn't the best student in school days. I wasn't bright and barely managed to pass my exams. This was his final year of M.A. in French that brought a twist into his tale. His father got him admitted to London for a nine-month course in hair-dressing. That changed life. He had become expressive and outspoken, Then he was sure of himself.
In simple words: Javed Habib talked about his life. He was a hair stylist in Delhi. He used to ride a Rajdoot bike. As a teen, he was shy and didn't like crowds. He wasn't a great student. His M.A. in French year changed things. His dad sent him to London for hair-dressing, which made him more open and confident.

Exam Tip: Pay close attention to pronouns (I/my vs. he/his) and verb tenses when converting from first-person narrative to third-person reporting.

 

Question. Read L. 2 and L. 3 texts once again. You will find that certain words (related to person, action, place and time) get changed in the reports. Write down these words in the table.

Answer: The table above shows common word changes that happen when converting direct speech into reported speech. Pronouns like 'We' change to 'they', 'I' to 'she' or 'he', and 'my' to 'his'. Verbs like 'have moved' become 'had moved', 'don't like' becomes 'didn't like', and 'is ready' changes to 'was ready'. Place references like 'last one' might become 'previous one', and time references such as 'Now' transform into 'Then'. These changes ensure the reported statement is consistent with the new speaker's perspective.
In simple words: When you tell someone what another person said, words shift. 'I' becomes 'he' or 'she'. 'Now' becomes 'then'. Action words like 'have moved' change to 'had moved'. This helps to show who is speaking and when it happened.

Exam Tip: When converting direct speech to reported speech, remember to adjust pronouns, verb tenses, and time/place adverbs to reflect the shift in perspective and time.

 

Question 4. Use the sentences / clues given below the paragraph and fill in the blanks numbered 1 to 9 (use the appropriate reported speech forms) to complete the news report. Numbers 1 and 6 are done for you.
Answer: A thief, who had robbed seven times last year in the state, is proving difficult to catch. An eyewitness said that the thief stopped a taxi outside the Lord's Hotel in the evening yesterday and (1) took the taxi to the Rareview Gallery in Rajkot. Giving the driver hundred rupees tip he told him (2) not to go anywhere. He walked into the private gallery and asked the value of Picasso's painting. He seemed very civilized until he pulled out his gun. He told them that (3) he had a gun and that he wanted a painting. He looked like an art student with long hair. He asked the lady assistant in the gallery (4) to take the painting off the wall. But the lady assistant told him that (5) she could not. The thief also asked the lady (6) to show him the most precious piece in the gallery. Surprisingly, the lady said (7) that he kept on looking at it without uttering a word. At last the thief (8) pulled the painting from the wall and ran away. The whole operation took only 15 minutes. The taxi-man who saw him the last said that (9) he had dropped him at the airport.
In simple words: A thief who robbed many times was hard to catch. An eyewitness said the thief took a taxi to a gallery and told the driver not to leave. Inside, he pulled a gun and demanded a painting. He made the assistant take the painting off the wall, and then asked her to show the best piece. He stared at it, then grabbed the painting and ran. The taxi driver said he dropped the thief at the airport.

Exam Tip: When filling in reported speech, ensure consistency in tense, pronouns, and adverbs. Pay attention to command forms (imperatives) which often change to 'to + verb' structures in reported speech.

 

Question 5. Shri Rambhai had helped Devayat financially in his higher studies. After four years Devayat wrote a letter to his teacher. Shri Rambhai is now reporting this letter to his wife. There are 10 errors in this reported version. Identify and correct them.
Answer: Devayat said that he was thankful that Shri Rambhai had supported him in his higher education. He added that he would not have been able to complete his studies without his help. He said that he knew he had not been able to return his money yet. But he promised that he would surely pay him back by the following month. He said that he would be happy to know that the previous week he had passed his final year exams. He added that he also had got a job as an accountant in a private firm the previous day. They had agreed to pay him Rs. 12,000 per month for the first year. The manager of the firm had promised him to increase the salary after a year.
In simple words: Devayat thanked Rambhai for helping him with his studies. He said he couldn't have finished without that help and promised to pay back the money next month. He also shared that he passed his exams last week and got an accountant job. The firm agreed to pay him Rs. 12,000 monthly and the manager promised a raise later.

Exam Tip: When correcting reported speech, focus on pronoun changes (I/me to he/him), tense shifts (present to past, past simple to past perfect), and adverbial changes (now to then, yesterday to the previous day, next month to the following month).

6. Read the messages and report them as shown in the example.

 

Example : Message: Ketan said to Sunil, “I have something to show you." Reporting: Ketan told Sunil that he had something to show him.
Answer: Ketan told Sunil that he had something to show him.
In simple words: Ketan informed Sunil that he wanted to show him something.

Exam Tip: Identify the speaker, listener, and the statement. Convert pronouns and adjust verb tenses for accurate reporting.

 

Question 6. (1) Amit said, "My wife has just been appointed a judge."
Answer: Amit said that his wife had just been appointed a judge.
In simple words: Amit shared that his wife was recently made a judge.

Exam Tip: When 'just' is used in direct speech, it often changes to 'just' or 'just then' in reported speech, along with a past perfect tense for actions completed immediately before reporting.

 

Question 6. (2) The workers said, “We like working on Sundays because we get double pay.”
Answer: The workers said that they liked working on Sundays because they got double pay.
In simple words: The workers explained that they enjoyed Sunday work because they received twice the usual payment.

Exam Tip: Remember to change "we" to "they" and "get" to "got" (simple present to simple past) in reported speech, assuming the reporting happens at a later time.

 

Question 6. (3) Tushar said to Ayushi, “I am quite a good cook and I do all my own washing and mending too."
Answer: Tushar told Ayushi that he was quite a good cook and that he did all his own washing and mending.
In simple words: Tushar told Ayushi he was a good cook and handled his own laundry and repairs.

Exam Tip: When reporting multiple clauses in a sentence, use "and that" to connect the reported clauses smoothly.

 

Question 6. (4) Juhi said to me, “I am going to clean the room.”
Answer: Juhi said to me that she was going to clean the room.
In simple words: Juhi told me she planned to clean the room.

Exam Tip: "Am going to" in direct speech changes to "was going to" in reported speech to reflect future intention in the past.

 

Question 6. (5) Rahul and Ketul, "We need new shoes."
Answer: Rahul and Ketul said that they needed new shoes.
In simple words: Rahul and Ketul stated they required new shoes.

Exam Tip: Change "we" to "they" and "need" to "needed" (simple present to simple past) in reported speech.

 

Question 6. (6) Binny said to Shiksha, “The train didn't arrive on time.”
Answer: Binny said to Shiksha that the train had not arrived on time.
In simple words: Binny informed Shiksha that the train was late.

Exam Tip: Simple past tense ("didn't arrive") in direct speech usually changes to past perfect tense ("had not arrived") in reported speech.

 

Question 6. (7) Kandarp said to Shyam, “I will not be able to come to school tomorrow.”
Answer: Kandarp told Shyam that he would not be able to go to school the day after.
In simple words: Kandarp informed Shyam he could not attend school the next day.

Exam Tip: "Will not be able to" changes to "would not be able to", and "tomorrow" changes to "the day after" or "the next day" in reported speech.

 

Question 6. (8) Roshan said to his sister, “I think we will win the final."
Answer: Roshan told his sister that he thought that they would win the final.
In simple words: Roshan expressed to his sister his belief that they would achieve victory in the final match.

Exam Tip: The phrase "I think" changes to "he thought that" and "will win" changes to "would win" in reported speech, showing a shift in perspective and time.

 

Question 6. (9) The teacher said to the children, “I have never been to Shillong.”
Answer: The teacher told the children that she/he had never been Shillong.
In simple words: The teacher shared with the students that they had never visited Shillong.

Exam Tip: "Have never been" (present perfect) changes to "had never been" (past perfect) in reported speech.

 

Question 6. (10) Pritam said to his friend, “I could not meet you yesterday as I was away from the town."
Answer: Pritam told his friend that he could not meet him the day before as he was away from the town.
In simple words: Pritam told his friend he couldn't meet him the previous day because he was out of town.

Exam Tip: "Yesterday" changes to "the day before" or "the previous day" and "could not" remains "could not" in reported speech.

Rewrite the actual words (direct speech) and not as reported by someone.

 

Example : She said that she would never forget it. She said, “I will never forget it.”
Answer: She said, “I will never forget it.”
In simple words: She stated, "I will not forget this."

Exam Tip: Direct speech restores original pronouns, tenses, and time/place references. "Would" reverts to "will," and first-person pronouns replace third-person ones.

 

Question. (1) He said that he had found an old Roman coin in the backyard the previous day.
Answer: He said, "I found an old Roman coin in the backyard yesterday."
In simple words: He said, "I discovered an old Roman coin in the garden yesterday."

Exam Tip: The past perfect tense "had found" reverts to the simple past "found," and "the previous day" becomes "yesterday" in direct speech.

 

Question. (2) She told him that she had written to him two days earlier.
Answer: She said to him, “I have written to you two days earlier.”
In simple words: She said to him, "I wrote to you two days ago."

Exam Tip: The past perfect "had written" becomes present perfect "have written," and "two days earlier" can sometimes remain, or be interpreted as "two days ago" depending on context, but here maintaining "earlier" as shown in source is acceptable.

 

Question. (3) The old man said that they should put a speed-breaker there, otherwise there would be more accidents.
Answer: The old man said, “We should put a speed-breaker here, otherwise there will be more accidents."
In simple words: The elderly man said, "A speed bump should be placed here; otherwise, more crashes will happen."

Exam Tip: "They" reverts to "we," "there" to "here," and "would be" to "will be" for accurate direct speech conversion.

 

Question. (4) The boy said that he hadn't been able to get into the house because he had lost his key, so he had to break a window.
Answer: The boy said, “I wasn't able to get into the house because I lost my key, so I broke a window."
In simple words: The boy explained, "I couldn't enter the house because my key was missing, so I shattered a window."

Exam Tip: Past perfect tenses ("hadn't been able," "had lost") revert to simple past ("wasn't able," "lost"), and pronouns shift from third to first person.

 

Question. (5) He said to me that if I left home at six, I should be there by nine.
Answer: He said to me, “If you leave home at six, you shall be here by nine.”
In simple words: He told me, "If you depart home at six, you should arrive by nine."

Exam Tip: The reported conditional structure often reverts to a direct conditional, with "should" sometimes becoming "shall" for future conditions, and pronouns like "I" changing to "you" to reflect the direct address.

8. (Classroom Activity)

 

Example : Sarika said that she had participated in a talent show for a TV channel. She also, said that she had met Akshay Kumar, and that she would start a music class soon.
Answer: Sarika said that she had participated in a talent show for a TV channel. She also said that she had met Akshay Kumar, and that she would start a music class soon.
In simple words: Sarika shared that she took part in a TV talent show, met Akshay Kumar, and would soon begin music lessons.

Exam Tip: When reporting multiple related statements, use conjunctions like "and that" to link them logically while maintaining reported speech rules.

Writing

 

Question 1. Read this dialogue. Gajendrabhai was talking to the principal. He told him what Sherly did as a teacher on the Teachers' Day. Complete the passage.
Answer: Gajendrabhai: Sherly had participated as a teacher of English on the Teachers' Day Celebration held in our school. She had selected 'reporting an event' as her topic. She said that she had prepared well and that she had tried to make her students use sentences for reporting. I asked Shirley if the students cooperated with her in the class. She replied that initially, they had thought her to be a little girl and had tried to make fun of her. But gradually, they had started enjoying her teaching and then they all had cooperated well. I then asked Sherly if she could answer all the questions asked by the students. Sherly replied that she had tried her best to satisfy their curiosity and added that some students had laughed at some of her answers, but she had enjoyed the class. I then asked her about the practice work. She replied that she had not forgotten the practice work and added that there had been practice work in pairs for ten minutes. I congratulated Sherly and wished her all the best for becoming an ideal teacher in future. Sherly thanked me. She touched my feet and was happy to receive my blessings.
In simple words: Gajendrabhai told the principal about Sherly's Teachers' Day teaching. Sherly taught English, choosing 'reporting an event' as her topic. She prepared well and made students use reporting sentences. She said students initially mocked her for being young but later enjoyed her teaching and cooperated. Sherly answered all questions and satisfied curiosity, even though some students laughed. She remembered the 10-minute pair practice. Gajendrabhai praised her and wished her well; Sherly thanked him with respect.

Exam Tip: For dialogue-to-reported speech conversions, identify the speaker and listener for each line, adjust pronouns, verb tenses, and time/place expressions carefully. Ensure the flow of the reported passage is logical and coherent.

 

Question 2. Write a paragraph on Sarvapalli Radhakrishnan - a great teacher, a renowned philosopher and the second President of India. Use the details given.
Answer: Sarvepalli Radhakrishnan was India's second President, a great teacher, and a famous philosopher. His birthday, September 5th, 1888, is celebrated as Teachers' Day. Born in Tirutani near Madras, he came from a poor Brahmin family. He completed his graduation from Madras Christian College and later became a teacher. He taught philosophy at various universities, including Madras, Mysore, and Calcutta. He also served as a Professor at Oxford in 1936. In 1949, he was appointed the Indian Ambassador to the USSR. He became India's Vice-President in 1952 and President from 1962 to 1967. Radhakrishnan authored many books, such as 'The Hindu Way of Life,' 'The Indian Philosophy,' and 'Eastern Religion and Thought,' all considered famous works. He passed away in 1975.
In simple words: Sarvepalli Radhakrishnan, India's second President, was a great teacher and philosopher. Born on September 5, 1888, his birthday is Teachers' Day. He taught philosophy at many universities and was India's ambassador to the USSR. He wrote important books like 'The Hindu Way of Life.' He died in 1975.

Exam Tip: When writing a biographical paragraph, organize details chronologically (birth, education, career milestones, achievements, death) to ensure a clear and smooth narrative flow.

 

Question 3. Write a report on the celebration of 'The Teachers' Day' in your school. Answer these questions to write the report. (When? - Where ? – Who participated ? Who took up the role of the Principal ? – How did they teach?-Who taught best?-Was there any function afterwards ?-What did you like the most that day ?)
Answer: Our school celebrated Teachers' Day on September 5th, marking Sarvepalli Radhakrishnan's birthday, India's second President. All students from standards 9 and 10 were allowed to become teachers of their choice that day. Our principal and teachers chose the students who would organize the event. Soham Pandya, the brightest student from standard 10, was selected to be the principal for the day. Other students were assigned subjects based on their interests and performance. Although there were some initial challenges, the students really enjoyed being teachers. Amruta Sharma, from standard 10, who played the role of English teacher, taught exceptionally well. She received the most votes from students and teachers and was awarded the 'Best Teacher' prize at a small function at the end of the day. I really enjoyed the school's atmosphere and the fun we all had. Most of us realized how challenging it was to teach in class. My sincere appreciation goes to our teachers!
In simple words: Our school celebrated Teachers' Day on September 5th, Radhakrishnan's birthday. Students from standards 9 and 10 became teachers for the day. Soham Pandya acted as principal. Students enjoyed teaching, despite some early difficulties. Amruta Sharma, the English teacher, was chosen as the best teacher. I enjoyed the day and realized teaching is hard. Hats off to our teachers!

Exam Tip: A good report includes an introduction (what, when, where), main body (who, how, highlights), and conclusion (overall experience, key takeaways). Maintain a formal, objective tone.

 

Question 4. You have been a student for the last ten years. Many teachers have taught you. Think of a teacher who inspired you and whom you always remember fondly. Write a paragraph about that particular teacher in about 100 words. You may use these points. (introduction – the name of the teacher whom you remember fondly – his / her appearance nature – habits – teaching style – relationship with students – the particular reason why you like him/her most-his/her role in motivating you – memorable event)
Answer: I have been studying for the past ten years, and many teachers have guided me. I have always been inspired by all my teachers, but Mr. Bakshi, our English teacher, is the one I will always remember most dearly. Mr. Bakshi was a man of medium height and a strong build, always dressed neatly. He used different and engaging teaching methods, making his classes enjoyable. He was a friend, philosopher, and guide to all students, especially me. My English skills were very poor, and I lacked confidence. I was sure I would never learn the language, but Mr. Bakshi taught me with incredible patience. After school hours, he would sit with me and teach the basic grammar rules. He encouraged me to speak English, even when I made errors, and taught me how to write essays. I will always be thankful to Mr. Bakshi for helping me achieve what I have today. Now, I participate in debates and elocution competitions, and all credit goes to him alone.
In simple words: For ten years, many teachers taught me, but I specially remember Mr. Bakshi, my English teacher. He was kind, dressed well, and made lessons fun. I struggled with English and had no confidence, but he patiently taught me after school. He encouraged me to speak and write. Now I join debates, all thanks to him.

Exam Tip: When writing a descriptive paragraph, use vivid adjectives and specific examples to make the teacher's qualities and impact memorable. Structure it with an introduction, specific examples, and a concluding statement of gratitude.

Exam-Oriented Study Material

1. Read the extracts and answer the questions.

 

Question 1. Why were Helen's parents worried?
Answer: Helen's parents were concerned because, since she was deaf, she did not learn to speak.
In simple words: Helen's parents worried because she couldn't talk due to being deaf.

Exam Tip: For direct comprehension questions, find the specific sentence or phrase in the text that provides the answer and rephrase it concisely.

 

Question 2. What was Miss Sullivan?
Answer: Miss Sullivan was a teacher for the deaf and blind.
In simple words: Miss Sullivan was a teacher who helped children who could not hear or see.

Exam Tip: Directly extract factual information about characters or roles from the provided text.

 

Question 1. How old was Helen when Miss Sullivan started teaching her?
Answer: Helen was seven years old when Miss Sullivan started teaching her.
In simple words: Helen was seven years old when her teacher, Miss Sullivan, began instructing her.

Exam Tip: Always look for specific details like age or time mentioned in the passage to answer numerical questions accurately.

 

Question 2. What did Miss Sullivan give Helen? What did Helen do with it ?
Answer: Miss Sullivan gave a doll to Helen. Helen played with it for a while.
In simple words: Miss Sullivan gave Helen a toy doll, and Helen spent some time playing with it.

Exam Tip: When a question has multiple parts, ensure each part is addressed fully and clearly in the answer.

 

Question 3. What was an exciting experience for Helen ?
Answer: When Miss Sullivan made some finger movements on Helen's palm, it was an exciting experience for her.
In simple words: Helen found it thrilling when Miss Sullivan moved her fingers on her hand.

Exam Tip: Identify key actions and their emotional impact as described in the text to answer questions about experiences.

 

Question 4. Why was Helen thrilled ?
Answer: Helen was thrilled because she succeeded in correctly imitating the finger movements of Miss Sullivan.
In simple words: Helen felt very excited because she successfully copied Miss Sullivan's finger motions.

Exam Tip: Answers to "why" questions should provide a direct cause-and-effect relationship found in the text.

 

Question 5. Which was the first word that Helen - learnt ?
Answer: The first word that Helen learnt was 'doll'.
In simple words: Helen's initial word that she learned was 'doll'.

Exam Tip: Note specific details like "first" or "last" as they often indicate key pieces of information being tested.

 

Question 1. What did the teacher suddenly do?
Answer: Suddenly, the teacher put Helen's hand under the water tap.
In simple words: Without warning, the teacher placed Helen's hand under flowing water.

Exam Tip: Look for adverbs like "suddenly" in the passage to pinpoint specific, abrupt actions described.

 

Question 2. What did the teacher do on Helen's palm ?
Answer: As the cool flow of the water ran over one hand, the teacher spelt 'water' on Helen's other palm.
In simple words: While water flowed on one hand, the teacher spelled the word 'water' on Helen's other hand.

Exam Tip: Pay attention to prepositional phrases ("on Helen's palm") to ensure your answer accurately describes the location of the action.

 

Question 3. What awakened Helen's soul ?
Answer: Touching different objects and spelling their names on the palm awakened Helen's soul.
In simple words: Feeling various items and having their names spelled on her hand made Helen's spirit come alive.

Exam Tip: When asked about a figurative event like "awakened her soul," connect it to the concrete actions and sensory experiences described in the text.

 

Question 4. Each name
Answer: Each name gave birth to a new thought.
In simple words: Every new word inspired a fresh idea.

Exam Tip: Understand that even short questions might require completing a thought or sentence based on the context of the passage.

 

Question 5. Everything that Helen touched
Answer: Everything that Helen touched seemed to throb with life.
In simple words: Every object Helen felt appeared to pulsate with vitality.

Exam Tip: For descriptive phrases from the text, ensure your answer captures the full meaning and imagery.

 

Question 6. How was Helen connected with the world ?
Answer: Helen was connected with the world through words.
In simple words: Helen understood the world by learning words.

Exam Tip: Summarize the core mechanism or method described in the text for establishing connection or understanding.

 

Question 1. How would Miss Sullivan and Helen communicate ?
Answer: If Helen had a question to ask, she would write something on Miss Sullivan's palm and in turn Miss Sullivan would write into Helen's palm as people talk into a baby's ear.
In simple words: Helen would write questions on Miss Sullivan's hand, and Miss Sullivan would write back on Helen's hand, like whispering to a baby.

Exam Tip: Describe communication methods accurately, highlighting both parties' roles and the tools/techniques used.

 

Question 2. Everything around Helen was full of life and joy because
Answer: Everything around Helen was full of life and joy because her teacher satisfied her curiosity.
In simple words: Helen found everything lively and happy because her teacher answered all her questions.

Exam Tip: Link the observed outcome (life and joy) to its stated cause (teacher satisfying curiosity) from the text.

 

Question 1. On what was the second stage of learning based ?
Answer: The second stage of learning was based on the sense of touch.
In simple words: The next stage of learning relied on the sense of feeling things.

Exam Tip: Identify and state the primary sensory input or method explicitly mentioned for each stage of learning.

 

Question 2. How did Helen learn to speak?
Answer: Miss Sullivan would speak a word, and ask Helen to touch her lips and throat and in this way Helen learnt to speak through the movements of the lips and the vibration in the throat.
In simple words: Miss Sullivan would say a word and have Helen touch her lips and throat. Helen learned to speak by feeling the movements and vibrations there.

Exam Tip: Explain the process of learning to speak by detailing the specific actions and sensations involved, as described in the passage.

 

Question 3. How did the sense of touch help Helen in learning words ?
Answer: Helen learnt to speak through the movement of the lips and vibration in the throat.
In simple words: Helen used her sense of touch to feel lip movements and throat vibrations, which helped her to learn talking.

Exam Tip: Clearly state the connection between the sense of touch and the learning outcome, specifying the physical elements involved.

 

Question 4. When was Helen delighted?
Answer: Helen was delighted when she uttered her first word.
In simple words: Helen felt immense happiness when she spoke her initial word.

Exam Tip: Locate the specific event that triggered the emotion of delight for Helen, as mentioned in the text.

 

Question 5. What did Helen do after uttering the first word ?
Answer: After uttering the first word, Helen started talking with her toys, stones, trees and birds in the garden.
In simple words: Once she spoke her first word, Helen began to converse with her playthings, rocks, plants, and winged creatures in the garden.

Exam Tip: Describe the subsequent actions that followed a significant milestone, ensuring all mentioned activities are included.

 

Question 6. Helen felt amazed when
Answer: Helen felt amazed when her sister ran to her when she called her and her dog obeyed her commands.
In simple words: Helen was surprised when her sister came running after she called, and her dog followed her instructions.

Exam Tip: Focus on the specific events that caused Helen's amazement, ensuring both parts of the scenario (sister running, dog obeying) are included.

 

Question 7. What was a miracle ?
Answer: The fact that Helen was able to speak was a miracle.
In simple words: Helen's ability to communicate vocally was considered a miraculous event.

Exam Tip: Identify and state the specific accomplishment that the text describes as a "miracle."

 

Question 1. What was unique about Miss Sullivan?
Answer: Whenever something excited or captured Helen's attention, Miss Sullivan would discuss it as if she were a small girl herself.
In simple words: When Helen found things exciting or interesting, Miss Sullivan talked about them as if she were a little girl too, which was special.

Exam Tip: Highlight personal connection or teaching methods as unique qualities when asked about a teacher's distinctiveness.

 

Question 2. Even when Helen studied seriously,
Answer: Even when Helen studied seriously, it seemed more like play than work.
In simple words: Even when Helen was focused on learning, it felt more like a game than a chore.

Exam Tip: When a question appears incomplete, integrate the provided answer to create a full, coherent statement about the context.

 

Question 3. Why did Helen remembered everything she was taught?
Answer: Helen kept in mind all the lessons she learned because her teacher presented every subject in a very engaging way.
In simple words: Helen remembered everything because her teacher made learning all the subjects very interesting for her.

Exam Tip: Connect memory retention to engagement and teaching methods when explaining why someone remembers information well.

 

Question 1. Helen first read and later on read
Answer: Helen initially read raised characters, and then later on she read using Braille.
In simple words: Helen first learned to read bumpy letters, then she learned to read Braille.

Exam Tip: Specify the different stages or types of reading mentioned when describing a learning progression.

 

Question 2. Helen learnt to write with
Answer: Helen learned to write using both regular and Braille typewriters.
In simple words: Helen learned to write using both normal typewriters and Braille typewriters.

Exam Tip: Be precise about the tools or methods used when asked about learning a skill like writing.

 

Question 3. Why does Helen say that she was on the path to becoming a well-educated s person ?
Answer: Helen mentions she was on the journey to becoming a well-educated individual because she fully utilized every chance offered to her to improve her skills.
In simple words: Helen said she was becoming well-educated because she used all the chances she got to grow her abilities.

Exam Tip: Emphasize the active role of the individual in utilizing opportunities when describing personal development.

 

Question 4. What shows that Helen was a confident person ?
Answer: Helen showed confidence because she went to the White House to meet President Cleveland.
In simple words: Helen was confident because she visited the White House to meet the President.

Exam Tip: Give specific examples of actions or achievements to demonstrate character traits like confidence.

 

Question 1. Where did Helen move to in 1890? How old was she ?
Answer: In 1890, when she was ten years old, Helen went to the Perkins Institution.
In simple words: In 1890, Helen, at ten years old, moved to the Perkins Institution.

Exam Tip: Provide both location and age if the question asks for multiple pieces of information.

 

Question 2. Why did Helen's loneliness disappear?
Answer: Helen's feeling of being alone went away because she was able to form friendships with the other blind children at the Perkins Institution.
In simple words: Helen's loneliness ended when she made friends with other blind children at Perkins Institution.

Exam Tip: Explain the reason or cause clearly when asked "Why" a particular event occurred.

 

Question 3. What did Helen learn at the Perkins Institution ?
Answer: Helen studied Latin, German, and arithmetic while at the Perkins Institution.
In simple words: Helen learned Latin, German, and math at the Perkins Institution.

Exam Tip: List all subjects or skills acquired when asked about learning in a specific place.

 

Question 1. Why was moving to the Cambridge School a great achievement for Helen ?
Answer: Joining the Cambridge School was a major accomplishment for Helen since she was blind, deaf, and found it very difficult to communicate.
In simple words: Going to Cambridge School was a big success for Helen because she was blind, deaf, and struggled to talk.

Exam Tip: When describing an achievement, always link it back to the unique challenges the person faced to highlight its significance.

 

Question 2. What did Helen write?
Answer: Helen composed poetry and short narratives.
In simple words: Helen wrote poems and stories.

Exam Tip: State the specific types of creative works mentioned in the text when listing what someone wrote.

 

Question 3. Why was Helen disturbed before the exam ?
Answer: Helen felt upset because her father passed away right before her examination.
In simple words: Helen was sad because her father died just before her exam.

Exam Tip: Focus on direct emotional causes and significant life events when explaining why a character felt disturbed.

 

Question 4. How did Helen appear for her exams ?
Answer: A teacher conveyed the questions by spelling them on her hand, and Helen then typed her responses.
In simple words: A teacher spelled questions on Helen's hand, and Helen typed out her answers.

Exam Tip: Detail the specific methods and accommodations used for the examination when describing how a student appeared for tests with special needs.

 

Question 5. Helen was full of joy because
Answer: Helen felt immense happiness because she successfully cleared all her courses.
In simple words: Helen was very happy because she passed all her school subjects.

Exam Tip: Clearly state the outcome that led to the character's emotion when completing a 'because' statement.

 

Question 1. What shows that Helen was determined to study at the college ?
Answer: Helen understood that she would face challenges, but she was keen to conquer them, showing her resolve to learn at college.
In simple words: Helen knew it would be hard, but she really wanted to win against those difficulties, which showed her strong will to study in college.

Exam Tip: When demonstrating determination, highlight awareness of obstacles combined with a strong desire to overcome them.

 

Question 2. How did Helen study at the Redcliff College?
Answer: Lectures were spelled onto Helen's palms very quickly, and she would record whatever she could recall upon returning home.
In simple words: Lessons were spelled fast on Helen's palms, and she wrote down what she remembered when she got home.

Exam Tip: Describe the specific method of information delivery and the student's personal study habits when explaining how they learned.

 

Question 3. The professors looked
Answer: The professors appeared distant, as though they were conversing via a telephone.
In simple words: The professors seemed far away, like they were talking on the phone.

Exam Tip: Use vivid comparisons from the text to describe visual or sensory perceptions.

 

Question 1. Who edited the story of Helen's life?
Answer: John Macy compiled and prepared the narrative of Helen's life.
In simple words: John Macy edited Helen's life story.

Exam Tip: State the name directly as provided in the text for factual "who" questions.

 

Question 2. To whom are the blind people indebted ?
Answer: Blind individuals owe a debt of gratitude to Louis Braille.
In simple words: Blind people owe a lot to Louis Braille.

Exam Tip: Identify the specific person or entity responsible for a significant contribution when asked about indebtedness.

 

Question 1. What happened in 1904?
Answer: Helen received her degree from Redcliff College in 1904.
In simple words: In 1904, Helen finished her studies at Redcliff College.

Exam Tip: For specific year questions, identify the key event that occurred in that year.

 

Question 2. Why was Helen proud?
Answer: Helen felt great pride because she became the first deaf-blind individual to achieve a Bachelor of Arts degree.
In simple words: Helen was proud because she was the first deaf and blind person to get a Bachelor of Arts degree.

Exam Tip: Explain the specific accomplishment that led to pride, especially if it's a pioneering achievement.

 

Question 3. Helen felt that she must educate people
Answer: Helen believed she should teach people about how to assist blind individuals.
In simple words: Helen felt she needed to teach others how to help blind people.

Exam Tip: Complete incomplete statements by clearly explaining the character's motivation or purpose.

 

Question 4. What was the goal in Helen's life ?
Answer: Helen's life purpose was to raise understanding about the overlooked situation of blind people, their natural talents, and their sources of encouragement.
In simple words: Helen's main goal was to help people understand the ignored problems, hidden talents, and inspirations of blind individuals.

Exam Tip: Outline the broad objectives and specific components of a character's life goal.

 

Question 5. Helen had to raise funds
Answer: Helen needed to gather money not just to support herself, but also to launch initiatives to reduce hardship and suffering for other blind individuals.
In simple words: Helen needed to collect money not only for herself but also to start projects to ease the difficulties and pain of other blind people.

Exam Tip: When detailing reasons for an action, list all mentioned purposes, distinguishing between personal and broader goals.

 

Question 6. Helen strongly felt that
Answer: Helen strongly believed she had to pass on to others what she had learned from her teacher Anne.
In simple words: Helen strongly felt she must share with others what teacher Anne taught her.

Exam Tip: Emphasize the sense of responsibility or mission when describing strong feelings about giving back or sharing knowledge.

 

Question 1. Helen was sorry because
Answer: Helen felt regret because Miss Sullivan ignored her eye problem and kept assisting her.
In simple words: Helen felt bad because Miss Sullivan didn't take care of her own eyes and kept helping Helen.

Exam Tip: When explaining someone's regret, focus on the specific action or oversight that caused the feeling.

 

Question 2. Why was Helen worried?
Answer: Helen felt concerned because her teacher's vision was getting worse daily, making it hard for her to see properly.
In simple words: Helen worried because her teacher's eyesight was getting bad day by day, making it difficult for her to see clearly.

Exam Tip: Clearly state the cause and effect when asked "why" someone was worried, linking it to the specific problem.

 

Question 3. Why does Helen say that her teacher sacrificed her eyesight for her ?
Answer: Helen states that her teacher gave up her vision for her because she overlooked her own issues and kept supporting Helen, which led to her full loss of sight and becoming blind.
In simple words: Helen says her teacher sacrificed her eyesight because she ignored her own eye problems to keep helping Helen, eventually losing her vision completely.

Exam Tip: Detail the specific actions and their consequences when discussing personal sacrifices made for others.

 

Question 4. If Miss Sullivan had not supported and encouraged Helen to learn
Answer: If Miss Sullivan had not assisted and motivated Helen to learn, she would not have appreciated the world's beauty.
In simple words: If Miss Sullivan hadn't helped and cheered on Helen to learn, Helen wouldn't have enjoyed the world's beauty.

Exam Tip: Explain the hypothetical negative outcome by contrasting it with the positive impact of the support received.

 

Question 5. Which sentence shows that Helen was very close to her teacher ?
Answer: 'I cannot imagine myself separate from her' indicates Helen had a very strong bond with her teacher.
In simple words: The sentence 'I cannot think myself apart from her' shows Helen felt very close to her teacher.

Exam Tip: When asked to identify a sentence, quote it directly and then briefly explain its meaning in the context of the question.

 

2. Frame Sentences Using the Given Set of Words. You may change the forms of the words.

 

Question 2. (1) turning point - publish
Answer: His first book being printed was a significant moment that changed his life.
In simple words: His first book coming out was a big moment that changed things.

Exam Tip: Ensure the sentence uses both words meaningfully and that the tense and form are appropriate for the context.

 

Question 2. (2) imitate - movement
Answer: The small children performed a song, copying their teacher's actions.
In simple words: The little kids sang a song, copying how their teacher moved.

Exam Tip: Create a clear scenario where one word (imitate) describes an action related to the other word (movement).

 

Question 2. (3) success thrilled - proud
Answer: Sanjana felt excited and happy about her triumph in the exam.
In simple words: Sanjana was very happy and proud after her exam success.

Exam Tip: Combine the emotional states with the achievement to form a complete and descriptive sentence.

 

Question 2. (4) satisfy – curiosity – questions
Answer: Kids enjoy asking many questions, and older people should meet their eagerness to learn by responding to them.
In simple words: Children love to ask questions, and adults should answer them to meet their curiosity.

Exam Tip: Show the relationship between asking questions, the desire to know, and the act of providing answers.

 

Question 2. (5) opportunity – ability
Answer: Raj received a great chance to demonstrate his skill as a salesperson.
In simple words: Raj got a good chance to show his sales skills.

Exam Tip: Frame a sentence where an 'opportunity' allows someone to showcase their 'ability'.

 

Question 2. (6) well-educated – confidence
Answer: Having a good education provides you with self-assurance to handle life's challenges.
In simple words: Being well-educated gives you the confidence to face the world.

Exam Tip: Construct a sentence that highlights the positive impact of one quality (education) on another (confidence).

 

Question 2. (7) challenges – succeed - overcome
Answer: We managed to conquer all difficulties and achieve success in our task.
In simple words: We faced and got past all the hard parts and did well in our project.

Exam Tip: Ensure the sentence shows a progression from facing difficulties to achieving success.

 

Question 2. (8) goal – awareness
Answer: His main aim in life is to foster understanding about why saving trees is important.
In simple words: His only goal is to make people understand why saving trees is important.

Exam Tip: Link a long-term 'goal' to the creation of 'awareness' about a significant issue.

 

Question 2. (9) inspiration – fight against
Answer: Nirav's tale will motivate many to battle against dishonesty.
In simple words: Nirav's story will inspire many to fight against wrongdoings.

Exam Tip: Create a sentence where a story or person serves as an 'inspiration' for collective action ('fight against').

 

Question 2. (10) sacrifice - gain
Answer: You need to give up something to get many good things in life.
In simple words: You have to give up something to get many things in life.

Exam Tip: Form a sentence that conveys the common idiom about sacrificing something to achieve a gain.

 

3. Fill in the Blanks Selecting the Correct Words from the Brackets.

 

Question 3. (1) (eyesight, clearly, remember, barely)
Answer: Grandfather is so elderly that he can just barely move. He doesn't recall many things. However, his vision is excellent; he can perceive things quite distinctly.
In simple words: Grandfather is so old he can just barely walk. He doesn't remember much. But his eyesight is good; he can see things very clearly.

Exam Tip: Choose words that logically complete the sentences, paying attention to context and grammatical fit.

 

Question 3. (2) (challenges, publish, awareness, goal)
Answer: Nitin's aim was to raise understanding of the difficulties faced by athletes from small villages. So, he chose to print their tales in his publication.
In simple words: Nitin's goal was to make people aware of the challenges faced by village sportspeople, so he decided to publish their stories in his magazine.

Exam Tip: Consider how the words relate to a specific narrative or purpose when selecting them for a fill-in-the-blanks exercise.

 

Question 3. (3) (abilities, opportunity, support, confidence)
Answer: Numerous village children miss the chance to finish their schooling. They also receive no help from their parents or teachers. Despite their talents, they lack self-assurance.
In simple words: Many village children don't get the chance to finish school. They also get no help from parents or teachers. Even with their skills, they lack confidence.

Exam Tip: Focus on words that highlight a problem and its consequences, such as lacking support despite possessing abilities.

 

Question 3. (4) (declared, eager, thrilled, results)
Answer: The students were keen to discover their scores. When the teacher announced the outcomes, they felt very excited. Everyone had passed with high grades.
In simple words: The students really wanted to know their marks. When the teacher told them the results, they were overjoyed. Everyone had passed with good scores.

Exam Tip: Select words that convey anticipation, announcement, and positive emotional reaction in a sequence.

 

Question 3. (5) (challenges, experience, overcame, exciting)
Answer: Bachendri Pal, the climber of Mount Everest, narrated her journey to the students. She described how thrilling the ascent felt and explained how she conquered the difficulties she encountered.
In simple words: Bachendri Pal, who climbed Mount Everest, shared her experience with students. She spoke about how exciting the climb was and how she got past the challenges.

Exam Tip: Use words that describe a journey, its emotional impact, and the act of overcoming obstacles.

 

Question 3. (6) (achievement, encouragement, supported, proud)
Answer: Nisha ranked first in the University. This was a major success for her. Her parents felt proud of her. They consistently backed her. She expressed gratitude for their assistance and motivation.
In simple words: Nisha came first in the University, which was a big success for her. Her parents were proud and always helped her. She thanked them for their support and encouragement.

Exam Tip: Combine words that reflect success, emotional response, and the role of others in that success.

 

Question 3. (7) (seriously, neglected, progress, extremely)
Answer: Kiran's parents were very concerned about his academic advancement. He wasn't taking his education with proper focus. He also disregarded his own well-being.
In simple words: Kiran's parents were very worried about his school progress. He wasn't studying carefully and also ignored his health.

Exam Tip: Choose words that show a lack of care or attention leading to concern from others.

 

Question 3. (8) (continued, disturbed, utter, communication)
Answer: Even though Pankajbhai felt anger, he didn't say a word. He kept on with his tasks as if nothing occurred. There was no exchange of words between him and his son. His wife was rather distressed by the whole situation.
In simple words: Even though Pankajbhai was angry, he said nothing. He kept working as if nothing happened. There was no talk between him and his son. His wife was quite upset by all this.

Exam Tip: Select words that describe actions (or lack thereof) and their emotional impact on those involved.

 

Question 3. (9) (provided, ordinary, possible, succeed)
Answer: This is not a common task, but I am confident we will achieve our objective. We have been given the finest available information and backing.
In simple words: This is not an ordinary task, but I am sure we will succeed. We have been given the best information and support possible.

Exam Tip: Use words that express confidence in success when resources and information are 'provided'.

 

Question 3. (10) (rapidly, movement, darkness, sound)
Answer: During the night's gloom, the police officer noticed some activity behind the barrier. He also detected a noise. He began to move quickly towards the barrier.
In simple words: In the dark night, the policeman saw some movement behind the wall. He also heard a sound. He quickly started walking towards the wall.

Exam Tip: Choose words that set a scene (darkness), describe a sensory input (sound, movement), and an immediate reaction (rapidly).

 

Question 3. (11) (produced, inspiration, sacrificed, path)
Answer: India has given rise to numerous brave freedom fighters, who gave up their lives for the country. They selected the hardest route. Their existence serves as a motivation for today's young people.
In simple words: India has produced many great freedom fighters who sacrificed their lives for the nation. They chose a difficult path. Their life is an inspiration to today's youth.

Exam Tip: Select words that convey creation (produced), self-giving (sacrificed), a chosen course (path), and motivating influence (inspiration).

 

Question 3. (12) (disappeared, miracle, amazed, object)
Answer: The illusionist spoke a magic phrase, and the item inside the container vanished. The small children were stunned to witness this. They believed it was a wonder.
In simple words: The magician said a magic word, and the object in the box disappeared. The little children were amazed to see that. They thought it was a miracle.

Exam Tip: Use words that describe an unexpected event, a strong reaction, and the perception of something extraordinary.

 

Question 3. (13) (provide, curiosity, stage, satisfy)
Answer: Guardians and educators should meet children's eagerness to learn at each phase of their education. They need to offer them every chance to investigate their surroundings.
In simple words: Parents and teachers must satisfy children's curiosity at every learning stage. They should give them all chances to explore things around them.

Exam Tip: Choose words that indicate fulfilling a need (satisfy curiosity), a phase (stage), and offering resources (provide opportunities).

 

Question 3. (14) (emotionally; soul, misery, awakened)
Answer: The holy person's talk stirred my spirit. I understood that joy and sadness are aspects of existence. One must be mentally tough to keep calm during good times and get through tough times.
In simple words: The saint's lecture awakened my soul. I realized that happiness and misery are part of life. One has to be emotionally strong to be balanced in happiness and overcome sorrow.

Exam Tip: Select words that describe inner feelings (soul), difficult experiences (misery), and spiritual or emotional responses (awakened, emotionally strong).

 

4. Write Short Notes Using the Given Questions Points.

 

Question 4. (1) Helen - A Gifted Learner
Answer: Helen Keller became unable to hear and see at a very early age. Because she was deaf, she couldn't talk. One day, her parents located Miss Sullivan, an instructor for individuals who are deaf and blind. On the initial day, Miss Sullivan presented Helen with a doll and performed some finger gestures on her palm. Helen successfully copied these motions accurately. She quickly learned to spell. She learned to feel things and spell their names on her palm. The next phase of learning relied on her sense of touch. Helen learned to speak by feeling lip motions and throat vibrations. She also learned to read and write using Braille and a regular typewriter. She created poetry and short stories. When she entered Redcliff College, she was aware of the difficulties but was keen to conquer them. The lessons were quickly spelled onto her palms, and she would write down anything she could recall after returning home. She was the first deaf-blind person to achieve a Bachelor of Arts degree.
In simple words: Helen Keller became deaf and blind when very young and couldn't speak. Her parents found Miss Sullivan, a teacher. Miss Sullivan taught Helen to spell words by finger movements on her palm, and Helen learned quickly. She also learned to speak by feeling lip and throat movements, and to read and write with Braille and typewriters. She wrote poems and stories. At Redcliff College, she overcame challenges, and lectures were spelled on her palms. She became the first deaf-blind person to get a Bachelor of Arts degree.

Exam Tip: When writing a short note, ensure you cover all key points mentioned, presenting them logically and concisely.

 

Question 4. (2) Anne Sullivan - A Wonderful Teacher
Answer: Anne Sullivan was an instructor for deaf and blind individuals. She showed Helen how to spell words using finger movements on her palm. She also taught Helen to feel various objects and spell their names on her palm. Miss Sullivan satisfied Helen's eagerness to learn. She showed Helen how to speak using her sense of touch. Miss Sullivan would say a word and ask Helen to feel her lips and throat gently. Helen learned to speak by feeling the lip movements and throat vibrations. Miss Sullivan made learning feel more like a game than a chore. Whenever something excited or caught Helen's attention, Miss Sullivan would discuss it as if she were a small girl herself. She taught Helen to read raised letters and then using Braille. Helen also learned to type with both Braille and a regular typewriter. Even as her vision weakened, Miss Sullivan kept assisting Helen. Eventually, she lost her sight completely. She gave up her vision for her student.
In simple words: Anne Sullivan taught Helen, who was deaf and blind, to spell words on her palm and speak by feeling lip movements. She made learning fun and always satisfied Helen's curiosity. Miss Sullivan taught Helen to read and write using Braille and typewriters. Despite her own weakening eyesight, she continued to help Helen, eventually sacrificing her vision for her student.

Exam Tip: Focus on the teacher's methods, personal qualities, and sacrifices, illustrating how they positively impacted the student's development.

 

Question 4. (3) Helen's Learning Process
Answer: Helen initially learned to spell words by using finger movements on her palm. Her teacher would have her feel various objects and then spell their names on her palms. This is how Helen first connected with the world through language. The second stage of learning involved the sense of touch. Miss Sullivan would say a word and ask Helen to gently touch her lips and throat. In this manner, Helen learned to speak by feeling lip movements and throat vibrations. Eventually, she began to read, starting with raised letters and then Braille. She also learned to write using both regular and Braille typewriters. At Perkins Institution, she studied Latin, German, and arithmetic. When she enrolled at the Cambridge School for Young Ladies, she started writing poetry and stories. Helen later attended Redcliff College, where lectures were quickly spelled into her palms. She would return home and write down everything she could recall. She was the first deaf-blind person to achieve a Bachelor of Arts degree.
In simple words: Helen's learning began with finger-spelling words on her palm, connecting her to the world. The next stage involved touch, where she learned to speak by feeling lip and throat movements. She then learned to read raised letters and Braille, and to write using typewriters. At Perkins Institution and Cambridge School, she studied various subjects and wrote poems. At Redcliff College, lectures were spelled on her palms, and she became the first deaf-blind person to earn a Bachelor of Arts degree.

Exam Tip: Describe the sequential steps and key milestones in Helen's learning journey, emphasizing the methods used and the progress made at each stage.

 

5. Select the Title of the Read Related With Each Sentence.

 

Question 5. (1) Since she was deaf, she did not learn to speak.
Answer: Helen's Inability to Speak.
In simple words: Helen's difficulty in vocalizing.

Exam Tip: For title selection, choose a concise phrase that summarizes the main idea of the sentence.

 

Question 5. (2) Next day she led me into her room and gave me a doll.
Answer: A Doll as a First Gift.
In simple words: Receiving her first toy.

Exam Tip: Identify the central object or event in the sentence to create an appropriate title.

 

Question 5. (3) Then Miss Sullivan made some finger movements on my palm. It was an exciting experience.
Answer: First Finger-Spelling Experience.
In simple words: Initial experience with finger-spelling.

Exam Tip: Use keywords from the sentence that highlight a new or significant experience.

 

Question 5. (4) I got interested in that play and started imitating the movements she made with her finger.
Answer: Learning Through Imitation.
In simple words: Grasping by copying actions.

Exam Tip: Focus on the method of learning described to formulate the title.

 

Question 5. (5) When I finally succeeded in doing that correctly, I was thrilled.
Answer: Joy of Correct Imitation.
In simple words: Happiness from accurate copying.

Exam Tip: Combine the emotion and the achievement to form a concise title.

 

Question 5. (6) Suddenly my teacher put my hand under the water tap.
Answer: Water Tap Lesson.
In simple words: Lesson at the water faucet.

Exam Tip: Create a title that directly refers to the specific object and action in the sentence.

 

Question 5. (7) We played this game every day touching different objects.
Answer: Daily Object Exploration.
In simple words: Everyday exploration of items.

Exam Tip: Summarize the recurring activity and its focus when selecting a title.

 

Question 5. (8) I came to know that everything had a name.
Answer: Discovery of Names.
In simple words: Realization that things have names.

Exam Tip: Identify the key realization or insight presented in the sentence for the title.

 

Question 5. (9) Every object I touched seemed to throb with life.
Answer: Life in Objects.
In simple words: Perceiving vitality in items.

Exam Tip: Choose a title that reflects the sensory experience or personification described.

 

Question 5. (10) Aha! I was connected with the world through all the words.
Answer: Connection Through Words.
In simple words: Linking to the world via language.

Exam Tip: Highlight the means of connection and its outcome in the title.

 

Question 5. (11) I had a lot of questions to ask.
Answer: Helen's Many Questions.
In simple words: Helen's numerous inquiries.

Exam Tip: Focus on the character and the quantity or nature of their questions.

 

Question 5. (12) My teacher satisfied my curiosity.
Answer: Curiosity Satisfied.
In simple words: Eagerness to learn appeased.

Exam Tip: Use words that show the resolution of a feeling or desire.

 

Question 5. (13) When I uttered my first word, it gave me boundless delight.
Answer: Joy of First Word.
In simple words: Happiness from speaking initial word.

Exam Tip: Capture the strong emotion and the specific event in the title.

 

Question 5. (14) I was able to speak. It was a miracle!
Answer: Miracle of Speech.
In simple words: The wonder of vocal ability.

Exam Tip: Choose words that convey both the ability gained and its extraordinary nature.

 

Question 5. (15) I felt amazed and delighted as my sister ran to me when I called her.
Answer: Sister's Response.
In simple words: My sister's reaction.

Exam Tip: Focus on the interaction and the person involved in the response.

 

Question 5. (16) When I studied seriously, it seemed more like play than work.
Answer: Learning as Play.
In simple words: Education feeling like a game.

Exam Tip: Summarize the perception of the activity, contrasting work with play.

 

Question 5. (17) I first read raised letters and later on s read with Braille.
Answer: Progress in Reading.
In simple words: Advancement in literacy.

Exam Tip: Highlight the progression in learning a skill, such as reading in different formats.

 

Question 5. (18) I learnt to write with both ordinary as well as Braille typewriter.
Answer: Mastering Writing Tools.
In simple words: Learning to use different writing machines.

Exam Tip: Focus on the tools and the achievement of using them effectively.

 

Question 5. (19) I was provided all the possible opportunities to develop my abilities and I made the maximum use of them.
Answer: Maximizing Opportunities.
In simple words: Making the most of chances.

Exam Tip: Choose a title that reflects taking full advantage of given chances.

 

Question 5. (20) My loneliness began to disappear and my progress of learning improved quite well.
Answer: Overcoming Loneliness and Improving Learning.
In simple words: Ending isolation and enhancing education.

Exam Tip: Use a title that captures both the emotional and intellectual progress described.

 

Question 5. (21) Although emotionally disturbed, I did my best in the examination.
Answer: Performing Under Stress.
In simple words: Achieving despite emotional distress.

Exam Tip: Highlight the ability to perform well despite adverse emotional conditions.

 

Question 5. (22) When the result was declared, I was so full of joy to hear that I had passed all the subjects.
Answer: Joy of Passing Exams.
In simple words: Happiness upon clearing all courses.

Exam Tip: Focus on the emotional reaction to a successful academic outcome.

 

Question 5. (23) I knew there were challenges in my way but I was eager to overcome them.
Answer: Eagerness to Overcome Challenges.
In simple words: Desire to conquer difficulties.

Exam Tip: Select a title that conveys both awareness of obstacles and a strong will to defeat them.

 

Question 5. (24) The professors looked far away as if they were speaking through a telephone.
Answer: Professors' Distant Presence.
In simple words: Academics appearing remote.

Exam Tip: Use descriptive language to capture the visual perception of the professors.

 

Question 5. (25) My prime goal in my life was to spread awareness regarding the poor neglected state of the blind,
Answer: Advocacy for the Blind.
In simple words: Support for visually impaired individuals.

Exam Tip: Choose a title that reflects the aim of raising awareness and promoting a cause.

 

Question 5. (26) I had to raise funds not only to sustain a living for myself but also to start projects to remove darkness and miseries from the lives of other blind people.
Answer: Fundraising for Blind Welfare.
In simple words: Gathering money for services assisting the blind.

Exam Tip: Incorporate the action (fundraising) and the beneficiaries (blind welfare) in the title.

 

Question 5. (27) My teacher's eyesight was worsening day by day.
Answer: Teacher's Declining Eyesight.
In simple words: Instructor's worsening vision.

Exam Tip: Focus on the specific physical condition and its progression.

 

Question 5. (28) But I was sorry because she did not heed to her problem of her eyes.
Answer: Helen's Concern for Teacher.
In simple words: Helen's worry for her instructor.

Exam Tip: Title should reflect the emotional state of the character towards another person's situation.

 

Question 5. (29) If she had not supported and encouraged to learn, I would not have enjoyed the beauty of the world.
Answer: Teacher's Indispensable Support.
In simple words: Teacher's vital help.

Exam Tip: Create a title that emphasizes the crucial role of the teacher's help.

 

6. Change Into the Reported Speech.

 

Question 6. (1) Samir : Can I meet Sujal ? Ankita :Who are you? Samir: I am his friend. I come from Vadodara. Ankita: Please come in. I will call Sujal.
Answer: Samir asked Ankita if he could see Sujal. Ankita questioned Samir about his identity. Samir stated that he was Sujal's friend and mentioned he was from Vadodara. Ankita invited Samir to enter and promised to contact Sujal.
In simple words: Samir asked Ankita to meet Sujal. Ankita asked who he was. Samir said he was Sujal's friend from Vadodara. Ankita asked him to come in and said she would call Sujal.

Exam Tip: When converting dialogue to reported speech, remember to change pronouns, tenses, and time/place expressions appropriately.

 

Question 6. (2) The king said to Millanion, “I don't think you can win the race.” Millanion said, “I am sure I can win.” Atlanta said, “How can you be so sure of your victory ? No man can beat me in a race."
Answer: The king informed Millanion that he believed Millanion would not triumph in the race. Millanion responded with confidence, stating he was certain he would win. Atlanta questioned Millanion about his certainty of victory and added that no one could defeat her in a race. Millanion stated he had decided and needed to participate.
In simple words: The king told Millanion he didn't think he could win the race. Millanion confidently replied he was sure he could win. Atlanta then asked Millanion how he was so sure of his win, adding that no man could beat her. Millanion said he had made up his mind and had to run.

Exam Tip: Pay close attention to changing direct questions into indirect questions and statements into reported assertions, maintaining the original meaning and tone.

 

Question 6. (3) Ahmad : Good morning, Zara. How are you ? Zara : Not very fine. Ahmad :What happened ? Can I help you ? Zara: I am suffering from cold and fever.
Answer: Ahmad greeted Zara good morning and inquired about her well-being. Zara replied that she was feeling unwell. Ahmad then asked what was wrong and if he could offer assistance. Zara explained that she had a cold and fever.
In simple words: Ahmad wished Zara good morning and asked how she was. Zara said she wasn't well. Ahmad asked what was wrong and offered help. Zara told him she had a cold and fever.

Exam Tip: When reporting conversations, use appropriate reporting verbs (e.g., asked, wished, replied, explained) and ensure the sequence of events is clear.

 

I Love You, Teacher Summary in Gujarati

Answer: [ખૂબ નાની વયે હેલન કેલર બહેરા અને અંધ બન્યા. તેઓ બહેરા હોવાથી બોલી શકતા નહોતા. આથી તેમના માતા-પિતા ઘણા ચિંતિત રહેતા. પછી તેમને બહેરા અને અંધ માટેના શિક્ષિકા મિસ સુલિવાન મળ્યા. તેમણે હેલનનું જીવન બદલી નાખ્યું. તેમના જીવનના પરિવર્તનનો અહેવાલ અહીં તેમના જ શબ્દોમાં આપ્યો છે.] 1887ની તે સવાર મને હજી પણ બરાબર યાદ છે. તે સમયે હું ફક્ત સાત વર્ષની હતી. તે દિવસે મારા શિક્ષિકા એન સુલિવાન અમારા ઘરે આવ્યા હતા. બીજા દિવસે તેઓ મને તેમના ઓરડામાં લઈ ગયા અને મને એક ઢીંગલી – d-o-l-I આપી. મેં થોડો સમય તેની સાથે રમ્યું. ત્યારબાદ, મિસ સુલિવાને મારી હથેળી પર આંગળી ફેરવી. તે એક ઉત્તેજક અનુભવ હતો. મને તે રમતમાં રસ પડ્યો અને મેં તેમની આંગળીની હિલચાલનું અનુકરણ કરવાનું શરૂ કર્યું. જ્યારે હું તેને બરાબર કરવામાં સફળ થઈ, ત્યારે હું ખૂબ જ રોમાંચિત થઈ. મને ખબર નહોતી કે હું d-o-l-l શબ્દનો સ્પેલિંગ કરી રહી હતી. થોડાક દિવસો પછી, અમે અમારા બગીચામાં ચાલતા હતા. અચાનક, મારા શિક્ષિકાએ મારો હાથ પાણીના નળ નીચે મૂક્યો. ઠંડા પાણીનો પ્રવાહ મારા હાથ પર વહેતો હતો, ત્યારે તેમણે મારી બીજી હથેળી પર w-a-t-e-r લખ્યું. અમે દરરોજ જુદી જુદી વસ્તુઓને સ્પર્શ કરીને આ રમત રમતા. આનાથી મારી આંતરિક ચેતના જાગૃત થઈ. મને સમજાયું કે દરેક વસ્તુનું એક નામ હોય છે, અને હવે દરેક નામ એક નવા વિચારને જન્મ આપતું હતું. હું જેને સ્પર્શ કરતી તે દરેક વસ્તુ મને જીવંત લાગતી હતી! હા, હું બધા જ શબ્દો દ્વારા વિશ્વ સાથે જોડાઈ ગઈ હતી. – દરરોજ સવારે મિસ સુલિવાન મને લાંબા અંતર સુધી ફરવા લઈ જતાં હતાં. મારી પાસે પૂછવા માટે ઘણા પ્રશ્નો હતા. હું તેમની હથેળીમાં કંઈક લખતી, અને બદલામાં તેઓ પણ, જેવી રીતે લોકો બાળકના કાનમાં કંઈ કહે છે તેમ, મારી હથેળીમાં લખતા. મારા શિક્ષિકાએ મારી જાણવાની ઈચ્છા સંતોષી. હવે મારી આસપાસની પ્રત્યેક વસ્તુ મને જીવન, પ્રેમ અને ખુશીથી ભરેલી લાગતી હતી. અમારા શિક્ષણનો બીજો તબક્કો વધુ મુશ્કેલ હતો. તે પણ સ્પર્શેન્દ્રિય પર આધારિત હતો. મિસ સુલિવાન એક શબ્દ બોલતા, અને મને તેમના હોઠ અને ગળાને ધીમેથી સ્પર્શ કરવાનું કહેતા. હોઠની હિલચાલ અને ગળામાંના ધ્રુજારીથી હું બોલતાં શીખી. જ્યારે મેં મારો પહેલો શબ્દ બોલ્યો, ત્યારે મને અસીમ આનંદ થયો. હવે હું મારા રમકડાં, પથ્થરો, અને બગીચામાં વૃક્ષો અને પક્ષીઓ સાથે વાતો કરવા લાગી. મેં જ્યારે મારી બહેનને બોલાવી અને તે મારી પાસે દોડતી આવી, ત્યારે મને નવાઈ અને ખુશી બંને થયાં. આ ઉપરાંત, મારો કૂતરો મારી આજ્ઞાઓનું પાલન કરતો હતો. હું બોલી શકતી હતી! તે એક અદ્ભુત ઘટના હતી! જ્યારે હું ગંભીરતાથી ભણતી, ત્યારે પણ મને તે કામ કરતાં રમત જેવું વધુ લાગતું. જ્યારે પણ મને આનંદ થતો અથવા રસ પડતો, ત્યારે મિસ સુલિવાન જાણે કે પોતે જ એક નાની બાળકી હોય તેમ તે વિશે વાત કરતા. તેઓ વિજ્ઞાન જેવા વિષયોને એટલા રસપ્રદ બનાવીને શીખવતા કે મને શીખવેલું બધું યાદ રહી જતું. અંતે, મારા શિક્ષિકાએ મને વાંચવાનું શીખવવાનું શરૂ કર્યું. પહેલા મેં ઉપસેલા અક્ષરો વાંચ્યા અને થોડા સમય પછી હું બ્રેઇલ લિપિમાં વાંચતા શીખી.
In simple words: હેલન નાની હતી ત્યારે બહેરી અને અંધ બની હતી, તેથી બોલી શકતી નહોતી. તેમના માતા-પિતા ખૂબ ચિંતિત હતા. પછી તેમને મિસ સુલિવાન નામની શિક્ષિકા મળી, જેમણે તેમનું જીવન બદલી નાખ્યું. હેલનને 1887ની સવાર યાદ છે જ્યારે તે સાત વર્ષની હતી અને મિસ સુલિવાન તેમના ઘરે આવ્યા હતા. બીજા દિવસે, શિક્ષિકાએ તેમને ઢીંગલી આપી અને તેમની હથેળી પર આંગળીઓ ફેરવીને સ્પેલિંગ શીખવ્યું. હેલન ખૂબ ખુશ થઈ. થોડા સમય પછી, શિક્ષિકાએ પાણીના નળ નીચે હાથ મૂકીને 'પાણી' શબ્દ શીખવ્યો. હેલનને સમજાયું કે દરેક વસ્તુનું નામ હોય છે, અને દરેક શબ્દ તેને વિશ્વ સાથે જોડતો હતો. હેલન તેમની હથેળી પર લખતી અને શિક્ષિકા પણ બાળકના કાનમાં કહે તેમ તેમની હથેળી પર લખીને જવાબ આપતા. શિક્ષિકાએ હેલનની જિજ્ઞાસા સંતોષી. હેલનને પછી દરેક વસ્તુ જીવન, પ્રેમ અને આનંદથી ભરેલી લાગતી હતી. શિક્ષણનો બીજો તબક્કો વધુ અઘરો હતો, જે સ્પર્શેન્દ્રિય પર આધારિત હતો. શિક્ષિકા શબ્દો બોલતા અને હેલનને તેમના હોઠ-ગળાને સ્પર્શ કરવા કહેતા, જેથી હેલન હોઠની હિલચાલ અને ગળાના ધ્રુજારીથી બોલતા શીખી. પોતાનો પ્રથમ શબ્દ બોલતા તેને ખૂબ આનંદ થયો. પછી હેલન રમકડાં, પથ્થરો, વૃક્ષો અને પંખીઓ સાથે વાતો કરવા લાગી. તેની બહેન અને કૂતરો તેની આજ્ઞા પાળતા જોઈને તેને નવાઈ અને ખુશી થઈ. તે બોલી શકતી હતી, જે એક ચમત્કાર હતો. હેલન ગંભીરતાથી ભણતી ત્યારે પણ તેને તે રમત જેવું લાગતું. જ્યારે પણ હેલનને રસ પડતો, મિસ સુલિવાન તેની સાથે નાની છોકરીની જેમ વાત કરતા. તેઓ વિજ્ઞાન જેવા વિષયોને એટલા રસપ્રદ બનાવતા કે હેલનને બધું યાદ રહી જતું. છેવટે, શિક્ષિકાએ તેને વાંચતા શીખવ્યું. પહેલા તેણે ઉપસેલા અક્ષરો વાંચ્યા અને પછી બ્રેઇલમાં વાંચતા શીખી.

Exam Tip: Summarize the key events and learning experiences chronologically, highlighting Helen's journey and her teacher's pivotal role.

Word Meanings

deaf (ડેફ) - બહેરું
blind (બ્લાઈન્ડ) - અંધ
extremely (ઈસ્ટ્રીમ્લિ) - અત્યંત, ખૂબ જ
worried (વરિડ) - ચિંતિત
account (અકાઉન્ટ) - અહેવાલ
to remember (ટૂ રિમેમ્બર) - યાદ રાખવું
movement (મૂવમેન્ટ) - હાલચાલ
palm (પામ) - હથેળી
exciting (ઈક્સાઇટિંગ) - રોમાંચક
experience (ઇપિઅરિઅન્સ) - અનુભવ
to imitate (ટૂ ઈમિટેટ) - નકલ કરવી
finally (ફાઈનલિ) - છેવટે
to succeed (ટૂ સક્સીડ) - સફળ થવું
thrilled (થ્રિલ્ડ) - ઉત્તેજિત
flow (ફ્લો) - પ્રવાહ
object (ઑબ્જેક્ટ) - વસ્તુ
to awaken (ટૂ અવેકન) - જાગી ઊઠવું
soul (સોલ) - આત્મા
thought (થૉટ) - વિચાર
to throb (ટૂ થ્રૉબ) - ધબકવું
connected (કનેક્ટિડ) - જોડાયેલું

to satisfy (ટૂ સેટિસફાઈ) - સંતોષવું
curiosity (ક્યુઅરિઓસિટિ) - જિજ્ઞાસા
stage (સ્ટેજ) - તબક્કો
sense of touch (સેન્સ ઑવ ટચ) - સ્પર્શજ્ઞાન
vibration (વાઈબ્રેશન) - કંપન
to utter (ટૂ અટર) - બોલવું
boundless (બાઉન્ડલિસ) - અપરંપાર, ખૂબ જ
delight (ડિલાઈટ) - આનંદ
amazed (અમેઝ્ડ) - આશ્ચર્યચકિત
to obey (ટૂ ઓબે) - પાલન કરવું
command (કમાન્ડ) - આદેશ
miracle (મિરેકલ) - ચમત્કાર
seriously (સિઅરિઅસલિ) - ગંભીરતાપૂર્વક
raised (રેડ) - ઉપસેલું
ordinary (ઑર્ડિનરિ) - સાદું, સામાન્ય
path (પાથ) - માર્ગ
well-educated (વેલ-એડ્યુકેટિડ) - સુશિક્ષિત

to provide (ટૂ પ્રવાઈડ) - પૂરું પાડવું, આપવું
possible (પૉસિબલ) - શક્ય
opportunity (ઑપટ્યૂનિટિ) - તક
to develop (ટૂ ડિવેલપ) - વિકસાવવું
ability (અબિલિટિ) - ક્ષમતા
maximum (મૅક્સિમમ) - મહત્તમ
confidence (કૉન્ફિડન્સ) - આત્મવિશ્વાસ
to continue (ટૂ કન્ટિન્યૂ) - ચાલુ રાખવું
loneliness (લોલિનિસ) - એકલતા
to disappear (ટૂ ડિસપિઅર) - ચાલ્યા જવું, દૂર થવું
progress (પ્રોગ્રેસ) - પ્રગતિ
to improve (ટૂ ઈમ્પ્રુવ) - સુધરવું, વધુ સારું થવું
achievement (અચીવમેન્ટ) - સિદ્ધિ
barely (બૅઅલિ) - માત્ર
to produce (ટૂ પ્રડ્યૂસ) - ઉત્પન્ન કરવું
sound (સાઉન્ડ) - અવાજ, ધ્વનિ
communication (કમ્યુનિકેશન) - વાતચીત
emotionally (ઈમોશનનલ) - માનસિક રીતે
disturbed (ડિસ્ટબ્ડ) - અસ્વસ્થ
to accompany (ટ્ અકમ્પનિ) - સાથે
result (રિઝલ્ટ) - પરિણામ

to declare (ટૂ ડિક્લેઅર) - જાહેર કરવું
challenges (ચૅલિંજિઝ) - મુશ્કેલીઓ
eager (ઈગર) - ઉત્સુક, આતુર
to overcome (ટૂ ઓવરકમ) - જીતવું, વિજય મેળવવો
rapidly (રેપિડલિ) - ઝડપથી
normal (નૉર્મલ) - સાદું, સાધારણ
to edit (ટૂ એડિટ) - સંપાદન કરવું
to publish (ટૂ પબ્લિશ) - પ્રસિદ્ધ કરવું
magazine (મૅગઝિન) - સામયિક
mankind (મૅનકાઈન્ડ) - માનવજાત
to graduate (ટૂ ગ્રૅડ્યુએટ) - સ્નાતક થવું
proud (પ્રાઉડ) - ગૌરવ (હોવો)
prime (પ્રાઈમ) - મુખ્ય
goal (ગોલ) - ધ્યેય
to spread (ટૂ સ્પ્રેડ) - ફેલાવવું
awareness (અવેઅરનિસ) - જાગરૂક્તા
regarding (રિગાર્ડિંગ) - -ને વિશે
eyesight (આઈસાઈટ) - દષ્ટિ
to worsen (ટૂ વર્સન) - વધુ ખરાબ થવું
clearly (ક્લિઅલિ) - સ્પષ્ટ
to heed (ટૂ હીડ) - ધ્યાન આપવું
to sacrifice (ટૂ સૅક્રિફાઇસ) - બલિદાન આપવું
to support (ટૂ સપૉર્ટ) - આધાર આપવો
to encourage (ટૂ ઈનુકરિજ) - પ્રોત્સાહન આપવું
beauty (બ્યૂટિ) - સૌંદર્ય
apart (અપાર્ટ) - અલગ

Idioms and Phrases

(1) a turning point
The publication of his first book was a turning point in his life.
In simple words: Getting entry into the top college became a significant moment in my life.

(2) to lead into
The teacher led the children into the library.
In simple words: The teacher guided the young students into the library.

(3) for a while
I spoke to Disha for a while when I met her in the school.
In simple words: I chatted with Disha briefly when I saw her at school.

(4) to be interested in
Kajal is interested in classical music.
In simple words: Kajal enjoys classical music.

(5) in turn
I helped Nisha with her Maths homework and in turn, she helped with my science project.
In simple words: I assisted Nisha with her Maths homework, and then she helped me with my science project.

(6) based on
The film 'Dangal' is based on the life of the Phogat sisters.
In simple words: The movie 'Dangal' draws inspiration from the lives of the Phogat sisters.

(7) to move to
When I was ten, my parents moved to Ahmadabad.
In simple words: When I turned ten, my parents relocated to Ahmadabad.

(8) indebted to
Ajay is indebted to his uncle for supporting his college education.
In simple words: Ajay owes gratitude to his uncle for financing his college studies.

(9) deeply concerned about
My father was deeply concerned about our education.
In simple words: My father felt very worried about our schooling.

(10) day by day
Grandfather was getting better day by day because of good medicines.
In simple words: Grandfather was slowly improving daily thanks to effective medicines.

(11) as a result
It was raining very heavily and as a result, the schools were closed.
In simple words: Heavy rain caused the schools to close.

(12) to fight against
We must all fight against corruption.
In simple words: We should all combat corruption.

I Feel... (Classroom / Individual Activity)

(1) Make a list of sentences that expresses Helen's love for her teacher.
(2) Which teacher of your school do you respect the most? Why?
(3) What qualities, do you think, should a teacher have?
(4) Visit a school for the blind and try to know how they learn.
(5) What will you do for the physically challenged pupils, if there are any in your school?