GSEB Class 11 English Hornbill Chapter 2 Were Not Afraid to Die If We Can All Be Together Solutions

GSEB Solutions

Class 11th English Hornbill Chapter 2 We're Not Afraid to Die... If We Can All Be Together Question Answers Gujarat Board

We're Not Afraid to Die... If We Can All Be Together Class 11 Questions and Answers GSEB

List the steps taken by the Captain:

Question 1. to protect the ship when rough weather began.
Answer: Gordon Cook began his journey in 1976. He had created a large boat for himself, naming it 'Wavewalker'. The voyage was planned to cover 2,55,000 km. On January 2, 1977, while they were in the southern Indian Ocean, about 3500 km from Cape Town, the weather suddenly turned bad. The sea became very stormy. The vessel got caught in the rough sea. It rode on top of each wave. The captain had taken various measures to shield themselves from the storm's intensity. First, he lowered the jib (small sail) to reduce speed. He also secured everything tightly with ropes. He fastened lifelines to the life-rafts. Then, he asked everyone to wear their oilskins and life jackets. However, these safety steps later proved to be insufficient.

Exam Tip: When describing protective actions, list specific steps in a clear, sequential manner to show a complete understanding of the scene.

Question 2. to check the flooding of the water in the ship.
Answer: At 6 p.m. on January 2, 1977, it seemed that the storm had settled. The wind ceased blowing, and the sky darkened. A loud roaring sound was heard. A huge cloud was seen approaching the ship. However, this cloud turned out to be a massive wave. By the time it reached the vessel, the roaring sound had become thunder. The large amount of water then burst onto the deck. Water covered the entire ship. It had entered the ship's lower sections. The captain went down to find Larry and Herb attempting to pump out the water. He sealed the large hole through which water was pouring in. Debris floating around the cabins had blocked the hand pumps. Only one electric pump was operating. He connected it to the out-pipe, and it began to function. With these efforts, he was able to stop the ship from flooding with water.

Exam Tip: Focus on the immediate actions taken to combat the problem, listing them in a logical order to demonstrate the narrator's resourcefulness.

Question 3. Describe the mental condition of the voyagers on January 4 and 5.
Answer: Frustration was clearly visible on the faces of the voyagers. Continuous efforts had brought them very little relief. Despite this, they did not lose hope. They had been pumping out the collected water for the past 36 hours. Only a few centimetres of water remained. Because of the strong wind, no sail could be put on the main mast. If they did, the pressure might further harm the ship. So, they only raised the storm jib. They tried to steer towards the two islands. That day, they had their first meal in almost two days. Hopes of staying alive were nearly gone as dark clouds began to form, the wind grew stormy, and the waves became taller. On January 5, the situation became worse. The weather was terrible. Frustration took over again. Gordon Cook went to comfort the children. Jon asked his father if they were going to die. He tried to assure him that they would succeed in their efforts. Jon then told him that if they could stay together, they were not afraid of death. With this statement from his child, Gordon found new courage. His resolve to overcome the storm grew stronger. The next day, the Wavewalker had gotten through the storm. The wind had lessened. Hopes of survival came back.

Exam Tip: Detail both the physical challenges and emotional states, showing how hope and frustration ebbed and flowed, but ultimately, courage prevailed.

Question 4. Describe the shifts in the narration of the events as indicated in the three sections of the text. Give a subtitle to each section.
Answer:
1. Planning the voyage:
Gordon Cook took his inspiration for a round-the-world voyage from Captain James Cook, who had completed this achievement 200 years earlier. To make his dream come true, Gordon had spent 16 years improving his sailing abilities. He had built a wooden boat, 'Wavewalker', which was 23 metres long and weighed 30 tons. He had spent months equipping and testing it in the toughest weather conditions they could find. They had planned a voyage that would last 3 years and cover a distance of 2,55,000 kilometres.
2. The Christmas tree:
Gordon Cook, along with his family and two crewmen, began their journey in July 1976 from Plymouth, England. The initial part of the trip went smoothly. They had sailed down to Cape Town. They were now entering the roughest part of the sea, the southern Indian Ocean. Strong winds started to blow. On December 25, 1976, they were 3500 km east of Cape Town. Even though the weather was bad, they had a Christmas tree and celebrated Christmas in a lovely way.
3. The storm:
On January 2, 1977, there were massive waves. They could only raise a small sail at the front of their ship. They secured everything tightly with ropes. At 6 p.m., a huge wave hit the boat. Gordon Cook was thrown overboard. However, his lifeline pulled him back to the boat. Water rushed into the ship everywhere. Pumps had stopped working, so more water gathered. One electric pump was still operational. Gordon Cook had sealed the hole from which water was gushing in. There was no reply to the radio messages they sent for help. On January 6, the Wavewalker emerged from the storm. At 6 p.m., they saw a full outline of the island 'Amsterdam'.

Exam Tip: For narrative shifts, identify the key events marking each phase and provide concise subtitles. Summarize the main points of each section accurately.

Thinking about Language

Question 1. We have come across words like 'gale' and 'storm' in the account. Here are two more words for 'storm': typhoon, cyclone. How many words does your language have for 'storm'?
Answer: In Hindi, 'storm' is also known as 'aandhi', 'toofan', 'andhad', and similar terms.

Exam Tip: When asked about synonyms in your own language, provide a few common examples to show a good understanding of vocabulary.

Question 2. Here are the terms for different kinds of vessels: yacht, boat, canoe, ship, steamer, schooner. Think of similar terms in your language.
Answer: 'Naav', 'Nauka', 'Jahaaz', and 'Kishti' are some of the various words utilized in Hindi for the word 'boat'.

Exam Tip: Give a range of terms, from general to specific, to demonstrate a broad understanding of the vocabulary related to the question.

Question 3. 'Catamaran' is a kind of a boat. Do you know which Indian language this word is derived from ? Check the dictionary.
Answer: The word 'Catamaran' comes from the Tamil language. The original word is 'Kattumaram': Kattu means to tie, and maram means wood or log.

Exam Tip: When exploring word origins, state the language of derivation and, if possible, break down the word into its component meanings.

Question 4. Have you heard any boatmen's songs ? What kind of emotions do these songs usually express ?
Answer: Yes, I have. Boatmen's songs typically convey feelings of love and longing. They often revolve around the desire to meet a beloved person. They might also express their deep affection for the sea itself.

Exam Tip: When asked about cultural expressions, briefly confirm experience and then describe the common themes or emotions involved.

Working with Words

Question 1. The following words, used in the text as ship-terminology, are also commonly used in another sense. In what contexts would you use the other meaning?
1. knot
2. stem
3. boom
4. hatch
5. anchor
Answer:
1. knot:
(a) In string/rope: a joint formed by tying two pieces or ends of string, rope, etc. For example, to tie a knot.
(b) Of hair: a style of twisting hair into a small, round shape at the back of the head. For example, she had her hair in a loose knot.
(c) In wood: a hard, round spot in a piece of wood where a branch once grew.
(d) Group of people: a small gathering of people standing close together. For example, little knots of students had gathered at the gate.
(e) Of muscles: a tight, intense feeling in the stomach, throat, etc., caused by nerves, anger, etc. For example, I could feel a knot of fear in my throat.
2. stem:
(a) Serious and often disapproving; expecting someone to obey you. For example, his voice was stern.
(b) Serious and difficult. For example, we faced stern opposition.
3. boom:
(a) In business / economy: a sudden rise in trade and economic activity, a period of wealth and prosperity. For example, a boom in mobile phone sales.
(b) Popular period: a period when something like a sport or music type suddenly becomes very popular and successful. For example, the only way to meet the cricket boom was to build more playgrounds.
(c) Sound: a loud, deep sound. For example, the distant boom of the guns.

Exam Tip: For words with multiple meanings, always provide a clear definition for each sense and an illustrative example to clarify its usage.

Question 2. The following three compound words end in ship. What does each of them mean?
1. airship
2. flagship
3. lightship
Answer:
1. airship: a large aircraft without wings, filled with a gas that is lighter than air, and powered by engines.
2. flagship:
1. The main ship in a navy's fleet of ships.
2. The most important product, service, building, etc., that an organization owns or operates. For example, opening a new flagship store in Gurgaon.
3. lightship: a small ship that stays at a specific location at sea and has a powerful light to alert and guide other vessels.

Exam Tip: Provide clear and concise definitions for each compound word, especially noting any dual meanings where applicable, as with 'flagship'.

Question 3. The following are the meanings listed in the dictionary against the phrase 'take on'. In which meaning is it used in the third paragraph of the account. take on sth: to begin to have a particular quality or appearance; to assume sth take sb on: to employ sb; to engage sb to accept sb as one's opponent in a game, contest or conflict take sb / sth on : to decide to do sth; to allow sth/sb to enter e.g., a bus, plane or ship; to take sth/sb on board
Answer: In the third paragraph of the account, 'take on' is used in the sense of 'to employ someone' or 'to engage someone'. The specific words are: 'We took on two crewmen, American Larry Vigil and Swiss Herb Seigler, to help us tackle one of the world's roughest seas, the Southern Indian Ocean.'

Exam Tip: When asked to identify the meaning of a phrase in a specific context, always quote the relevant sentence or phrase from the text to support your answer.

Things to Do

Question 1. Here is a picture of a yacht. Label the parts with the help of the words given in the box: bow stern cabin boom rudder cockpit mainsail mast
Answer:

Exam Tip: For diagrams, clearly label all indicated parts. Ensure that arrows or lines point precisely to the correct components of the drawing.

Question 2. Here is some information downloaded from the internet on lie Amsterdam. You can view images of the isle if you go online.
Answer:

Exam Tip: When presenting tabular data, ensure clear headings and precise entries to make the information easily understandable and scannable.

Note: Students will go online and view the images of the isle-Ile Amsterdam.

Question 3. Locate Ile Amsterdam on the world map.
Answer: Ile Amsterdam is a remote island situated in the Southern Indian Ocean. Specifically, it is located at 37°92' S latitude and 77°67' E longitude. This small, volcanic island lies between the southernmost parts of Australia and South Africa, forming part of the French Southern and Antarctic Lands. It is an isolated spot, far from major landmasses, primarily recognized for its meteorological station and its natural environment.

Exam Tip: When asked to locate a geographical feature, provide specific coordinates and general regional information to give a comprehensive overview of its position.

GSEB Class 12 English We're Not Afraid to Die... If We Can All Be Together Additional Important Questions and Answers

Questions - Answers (Textual)

Answer the following questions in four to five sentences each:

Question 1. Give a brief description of the narrator's boat. How had the narrator equipped and tested it ?
Answer: The narrator's boat was named 'Wave-walker'. It was a lovely, professionally built ship, 23 meters long and weighing 30 tons, with a wooden hull. They had devoted many months to preparing it and testing it in the harshest weather conditions they could find.

Exam Tip: When describing an object, include key details like its name, dimensions, material, and any special preparations made, as this shows a thorough understanding.

Question 2. How long did the narrator plan his voyage to last?
Answer: The narrator had planned his global journey to cover 2,55,000 kilometres over a period of three years.

Exam Tip: Be precise with numbers and units when stating facts like distance and duration to ensure accuracy.

Question 3. Whom did the narrator employ and why? When did he do so ?
Answer: The narrator hired two crewmen, American Larry Vigil and Swiss Herb Seigler. He did this to help them manage the southern Indian Ocean, which is known as one of the world's roughest seas. He engaged them before they departed from Cape Town.

Exam Tip: When answering about characters' actions, include "who," "what," "why," and "when" to provide a complete context.

Question 4. How did they celebrate the Christmas holidays ?
Answer: They were 3,500 kilometres east of Cape Town on December 25th. The weather was extremely poor, yet they still enjoyed a wonderful holiday, complete with a Christmas tree. New Year's Day brought no improvement in the weather conditions.

Exam Tip: Mention the date, location, and key elements of the celebration, noting any contrasting circumstances, such as bad weather.

Question 5. "I had no time to worry about bumped heads,” says the narrator. What problems do you think deserved his immediate attention?
Answer: The starboard side had been torn open. Water was pouring in with every wave that broke over them. If the narrator did not quickly make some repairs, they would certainly sink. He successfully covered the large holes with canvas and waterproof hatch covers.

Exam Tip: Prioritize the most critical problems that directly threaten survival, focusing on actions taken to mitigate them.

Question 6. "I didn't want to worry you when you were trying to save us all,” said Sue. What has happened to her?
Answer: Sue's head had a large bump, which had swollen greatly. She had two very large black eyes. She also had a deep cut on her arm. She chose not to bother her father about her injuries because he was occupied with more vital tasks.

Exam Tip: List all injuries described and explain why the character chose not to report them, emphasizing their understanding of the critical situation.

Question 7. Why do you think the narrator searched for an island so eagerly?
Answer: The wave that hit Wavewalker had caused extensive harm. Nearly all of the boat's main frames had been crushed down to the keel. A whole part of the starboard hull was being supported by just a few cupboard partitions. Wavewalker could not stay together long enough for them to reach Australia. Therefore, the narrator eagerly searched for an island to fix the boat.

Exam Tip: Explain the extent of the damage to the boat and the impossibility of reaching the original destination to justify the urgent search for an island.

Question 8. How did little Jonathan react to the desperate situation they found themselves in on 5 January?
Answer: Jonathan asked his father if they were going to die. The narrator attempted to reassure him that they would overcome the difficulty. Then, little Jon bravely stated that he was not afraid of death, provided they could all remain together.

Exam Tip: Highlight the child's initial fear and subsequent brave declaration, showing their emotional maturity in a crisis.

Question 9. "Optimism and courage help to tide over difficulties”. How did the narrator succeed in searching the small island ?
Answer: The narrator was looking for a 65 km wide island in an ocean spanning 150,000 km. He worked optimistically by carefully calculating wind speeds, changes in course, drift, and current. He also determined their position using a sextant. This precise navigation, combined with his unwavering determination, ultimately helped him locate the tiny island.

Exam Tip: Emphasize the specific navigational techniques and the mental attributes (optimism, courage) that contributed to the success.

Reading Comprehension (Textual)

At dawn on January 2, the waves were gigantic. We were sailing with only a small storm jib and were still making eight knots. As the ship rose to the top of each wave we could was painful to the ears. To slow the boat down, we dropped the storm jib and lashed a heavy mooring rope In a loop across the stern. Then we double-lashed everything, went through our life-raft drill, attached lifelines, donned oilskins and life jackets – and waited.

The first indication of impending disaster came at about 6 p.m. with an ominous silence. The wind dropped, and the sky immediately grew dark. Then came a growing roar, and an enormous cloud towered aft of the ship. With horror, I realised that it was not a cloud, but a wave like no other I had ever seen. It appeared perfectly vertical and almost twice the height of the other waves, with a frightful breaking crest.

Question 1. 'We were sailing with only a small jib'. In this sentence, the word shows
(a) distance.
(b) time.
(c) a sail.
(d) a type of boat.
Answer: (c) a sail.
In simple words: The word 'jib' here means a type of sail used on a boat.

Exam Tip: Pay attention to context clues when defining nautical terms to understand their specific meaning in the passage.

Question 2. '............... and spray was painful to the ears' means
(a) the sound rising from the spray was too loud.
(b) the water of the spray entered the ears and caused great pain.
(c) the spray hit very hard causing pain.
(d) None of these three
Answer: (a) the sound rising from the spray was too loud.
In simple words: This phrase means the loud noise from the wind and water spray was very unpleasant to hear.

Exam Tip: When interpreting phrases, consider both the literal and figurative meanings to grasp the author's intent.

Question 3. The first indication of impending disaster was
(a) severe blowing of wind.
(b) terrible lightning.
(c) premonitory silence.
(d) rising of mountain - like waves.
Answer: (c) premonitory silence.
In simple words: The first sign that something bad was about to happen was a strange quietness, like a warning before a storm.

Exam Tip: Look for specific phrases in the text that describe the initial signs or warnings of an event, such as "first indication."

Question 4. The wave, that the writer had wrongly taken as a cloud, was
(a) twice the height of the other waves.
(b) broke on the writer's ship.
(c) broke on the writer's ship.
(d) Both (a) and (b)
Answer: (d) Both (a) and (b)
In simple words: The huge wave the writer first thought was a cloud was both double the height of other waves and broke right onto his ship.

Exam Tip: When an option says "Both (a) and (b)", always check if both statements are fully supported by the text before selecting it.

Unexpectedly, my head popped out of the water. A few metres away, Wavewalker was near capsizing, her masts almost horizontal. Then a wave hurled her upright, my lifeline jerked taut, I grabbed the guard rails and sailed through the air into Wavewalker's main boom. Subsequent waves tossed me around the deck like a rag doll. My left ribs cracked; my mouth filled with blood and broken teeth. Somehow, I found the wheel, lined up the stern for the next wave and hung on.

Water, Water, Everywhere. I could feel that the ship had water below, but I dared not abandon the wheel to investigate. Suddenly, the front hatch was thrown open and Mary appeared. "We're sinking!” she screamed. “The decks are smashed; we're full of water.” "Take the wheel", I shouted as I scrambled for the hatch.

Question 1. When the head of the writer popped out, he saw..............
(a) his ship turning over.
(b) a huge water-snake.
(c) the masts of his ship were almost horizontal.
(d) Both (a) and (c)
Answer: (d) Both (a) and (c)
In simple words: When the writer surfaced, he saw his ship nearly overturning, with its masts lying almost flat.

Exam Tip: Look for multiple details described in the passage that align with the "Both (a) and (c)" option to confirm its accuracy.

Question 2. The writer got injured as..............
(a) his ship was greatly hurled upright.
(b) he struck with the mast.
(c) he struck with guard rails.
(d) he lost his balance.
Answer: (a) his ship was greatly hurled upright.
In simple words: The writer was hurt when the ship was forcefully righted by a wave, tossing him around.

Exam Tip: Identify the direct cause of the injury described in the text, rather than potential secondary impacts or effects.

Question 3. What could the writer not dare to do ?
(a) To leave the wheel that he had grabbed.
(b) To investigate whether the ship had water below.
(c) To help his wife.
(d) Both (a) and (b)
Answer: (d) Both (a) and (b)
In simple words: The writer couldn't leave the steering wheel or check for water because he was afraid to lose control.

Exam Tip: For "could not dare to do" questions, focus on actions the character felt too afraid or unable to perform due to the circumstances.

Question 4. Mary informed the writer that ..............
(a) the next wave was coming.
(b) they were out of danger.
(c) the decks were smashed and the ship was full of water.
(d) she had already grabbed the wheel.
Answer: (c) the decks were smashed and the ship was full of water.
In simple words: Mary told the writer that the ship's decks were broken and it was filled with water.

Exam Tip: When asked what a character "informed," look for their direct statements or reported speech in the passage.

Somehow I managed to stretch canvas and secure waterproof hatch covers across the gaping holes. Some water continued to stream below, but most of it was now being deflected over the side.

More problems arose when our hand pumps started to block up with the debris floating around the cabins and the electric pump short-circuited. The water level rose threateningly. Back on deck I found our two spare hand pumps had been wrenched overboard – along with the forestay sail, the jib, the dinghies and the main anchor.

Then I remembered we had another electric pump under the chartroom floor. I connected it to an out-pipe, and was thankful to find that it worked.

Question 1. The writer managed to prevent water coming from gaping holes by..............
(a) covering them with his own palms.
(b) asking Mary to put something into them.
(c) stretching canvas a cross the gaping holes.
(d) None of these three
Answer: (c) stretching canvas a cross the gaping holes.
In simple words: The writer stopped water from entering by placing canvas and waterproof covers over the open gaps.

Exam Tip: Focus on the specific method mentioned in the text for problem-solving; avoid making assumptions about other possible actions.

Question 2. More problems occurred when ..............
(a) the water coming in could not be prevented at all costs.
(b) the hand-pumps started blocking up with the debris.
(c) the electric pump short-circuited.
(d) Both (b) and (c)
Answer: (d) Both (b) and (c)
In simple words: Further issues arose because the hand-pumps got clogged with floating rubbish and the electric pump stopped working.

Exam Tip: When summarizing causes of problems, include all distinct issues mentioned in the passage to give a complete answer.

Question 3. What brought the writer a little relief ?
(a) Two spare hand-pumps
(b) The dinghies
(c) The main anchor
(d) Another electric pump
Answer: (d) Another electric pump
In simple words: The writer felt some relief when he found and successfully used a different electric pump.

Exam Tip: Identify the specific item or action that directly led to a positive outcome or reduction in stress for the character.

Question 4. What made the blocking of hand-pumps ?
(a) The debris floating around the cabins.
(b) The water getting deflected over the side.
(c) The short-circuited electric pump.
(d) The threateningly rising water level.
Answer: (a) The debris floating around the cabins.
In simple words: Rubbish floating in the cabins caused the hand-pumps to become clogged and stop working.

Exam Tip: Ensure your answer directly addresses the cause of the problem stated in the question, as distinct from its effects or other issues.

I checked and rechecked my calculations. We had lost our main compass and I was using a spare which had not been corrected for magnetic variation. I made an allowance for this and another estimate of the influence of the westerly currents which flow through this part of the Indian Ocean.

About 2 p.m., I went on deck and asked Larry to steer a course of 185 degrees. If we were I did not feel, he could expect to see the island at about 5 p.m.

Then with a heavy heart, I went below, climbed on my bunk and amazingly, dozed off. When I woke it was 6 p.m., and growing dark. I knew we must have missed the island, and with the sail we had left, we couldn't hope to beat back into the westerly winds.

At that moment, a tousled head appeared by my bunk. "Can I have a hug?" Jonathan asked.

Sue was right behind him.

"Why am I getting a hug now?” I asked.

"Because you are the best daddy in the whole world and the best captain,” My son replied.

Question 1. What was not right of the spare compass?
(a) It was not checked and rechecked thoroughly.
(b) It had not been corrected for magnetic variation.
(c) It did not show the exact time.
(d) All of these three
Answer: (b) It had not been corrected for magnetic variation.
In simple words: The spare compass was not accurate because it hadn't been adjusted for changes in the Earth's magnetic field.

Exam Tip: When evaluating multiple options, pinpoint the specific flaw or issue mentioned in the text about the item in question.

Question 2. Here the meaning of the phrase 'make an allowance for' is ..............
(a) To attract attention
(b) To relieve somebody from tension
(c) To prepare adequately for someone or something
(d) To make excuses
Answer: (c) To prepare adequately for someone or something
In simple words: To 'make an allowance for' means to consider something and adjust your plans or calculations accordingly.

Exam Tip: Understand that idiomatic phrases often have a specific, non-literal meaning that must be inferred from context or general knowledge.

Question 3. Why was the writer greatly surprised soon after waking up ?
(a) He had taken more time in sleep.
(b) He had missed the island.
(c) He' couldn't hope to beat back into the westerly winds.
(d) None of these three
Answer: (d) None of these three
In simple words: The writer was surprised because his children, Jonathan and Sue, showed immense courage and affection despite their dangerous situation, which he didn't expect.

Exam Tip: When an explicit answer isn't provided, infer the character's emotional state or reaction from their dialogue and the surrounding circumstances in the story.

Question 4. Who is referred to as 'a tousled head' ?
(a) The narrow sleeping bed.
(b) The westerly winds
(c) The writer's son - Jonathan
(d) Sue
Answer: (c) The writer's son – Jonathan
In simple words: 'A tousled head' refers to Jonathan, the writer's son, whose hair was messy after sleeping.

Exam Tip: Pay attention to descriptive phrases, especially when they refer to a character's appearance, to identify who is being described.

Grammar

Vocabulary

Question 1. (injuries, enormous, worry, alarmingly, made, showed, arm, worry)
At dawn on January 2, the waves were (1) gigantic. We were sailing with only a small storm (2) jib and were still making eight (3) knots. As the ship rose to the top of each (4) rolling wave we could see (5) endless enormous seas towards us, and the (6) screaming of the wind and spray was painful to the ears. To slow the boat down, we (7) dropped the storm jib and lashed a heavy (8) mooring rope in a loop across the stern.
Answer:
(1) gigantic
(2) jib
(3) knots
(4) rolling
(5) endless
(6) screaming
(7) dropped
(8) mooring
In simple words: This exercise helps you practice using specific vocabulary words in the correct places within sentences describing a challenging sea voyage.

Exam Tip: For fill-in-the-blanks, always read the entire sentence and surrounding text to understand the context and choose the most appropriate word from the given options.

Question 2. (injuries, enormous, worry, alarmingly, made, showed, arm, worry)
Sue's head had swollen (1) alarmingly; she had two (2) enormous black eyes, and now she (3) showed us a deep cut on her (4) arm. While I asked why she hadn't (5) made more of her (6) injuries before this, she replied, “I didn't want to (7) worry you when you were trying to (8) save us all.”
Answer:
(1) alarmingly
(2) enormous
(3) showed
(4) arm
(5) made
(6) injuries
(7) worry
(8) save
In simple words: This exercise tests your ability to choose the best vocabulary words to complete sentences about Sue's injuries and her reasons for hiding them.

Exam Tip: When filling in multiple blanks, try to complete the easier ones first to narrow down the choices for the more difficult blanks, ensuring logical flow.

Rectification of Errors

Question 1. Rectify the errors in the following passages:
On our second day Into Cape Town we began encountering strong gaies. For the first few weeks, they blew continually, Gales did not worry me; but but the size of the waves were alarming.
Answer:

Exam Tip: When correcting errors, always re-read the corrected sentence to ensure it flows naturally and adheres to proper grammar rules.

Question 2. Rectify the errors in the following passages:
At dawn on January 2, the waves were gigantic. we were sailed with only a small storm jib and maaliinamiais. As the ship arose to the top of each wave, we could see endless enormous seas roll towards us.
Answer:

Exam Tip: Pay close attention to verb tenses and forms, especially when describing continuous actions (like 'sailing' or 'rolling') versus completed events (like 'rose').

Question 3. Rectify the errors in the following passages:
Larry and Herb were pumping like madmen. Broken timbers hanged at crazy angles, the whole starboard side bulging inwards; cloths, crockery, charts, tins and toys sloshed from in deep water.
Answer:

Exam Tip: Be mindful of commonly confused words like 'hanged' (for execution) versus 'hung' (for suspension), and ensure correct noun usage like 'clothes' instead of 'cloths'.

Question 4. Rectify the errors in the following passages:
After found a hammer, screws and canvas, I struggled back on deck. From the starboard side bashed open, we were taken water with each wave who broke over us.
Answer:

Exam Tip: Review common errors with relative pronouns ('who' vs. 'that' for inanimate objects) and correct preposition usage to enhance clarity and precision.

Question 5. Rectify the errors in the following passages:
Sue's head had swelled alarmingly; she had two enormous black eyes, and now she showed us a dip cut on her arm. While I asked why she hasn't made more of her injuries before this.
Answer:

Exam Tip: Be careful with irregular past participles like "swelled" (past tense) versus "swollen" (past participle), and use appropriate conjunctions like "when" for time-based clauses.

Replacing Phrases – Idioms

Question 1. Choose the correct meanings of the phrases / idioms and rewrite the sentences:
1. I had a rather alarming encounter with a wild pig. (fight, meeting, shooting)
Answer:1. I had a rather alarming meeting with a wild pig.
In simple words: Here, 'encounter' means a direct or chance meeting with something.

Exam Tip: For idiom questions, select the option that best captures the meaning of the underlined phrase in its specific context, rather than a literal interpretation.

Question 2. Choose the correct meanings of the phrases / idioms and rewrite the sentences:
2. We could find no words for what they had done for us. (became speechless, could not shout, could hardly show)
Answer:2. We became speechless for what they had done for us.
In simple words: The phrase 'could find no words' means they were so overwhelmed that they became unable to speak.

Exam Tip: Understand that "could find no words" often implies a strong emotional reaction, such as being deeply grateful or shocked, that renders someone speechless.

Question 3. Choose the correct meanings of the phrases / idioms and rewrite the sentences:
3. He spoke in a very matter-of-fact way about the accident. (confusing, embarrassing, feelingless)
Answer:3. He spoke in a very feelingless way about the accident.
In simple words: 'Matter-of-fact' means speaking in a plain, unemotional way, without showing much feeling.

Exam Tip: When a character speaks "matter-of-factly," it suggests a detached or objective tone, often indicating a lack of strong emotional response to a serious event.

Punctuations

Question 1. Punctuate the following passages:
In July 1976 my wife Maru con Jonathan 6 daughter Suzanne 7 and I set sail from Plymonth, England.
Answer:In July 1976, my wife Mary, son Jonathan, 6, daughter Suzanne, 7, and I set sail from Plymonth, England.
In simple words: This correction adds commas to separate items in a list and after introductory phrases, making the sentence easier to read and understand.

Exam Tip: Remember to use commas to separate items in a series (including the Oxford comma before "and") and after introductory phrases like "In July 1976."

Question 2. Punctuate the following passages:
For the longest time Mary and I a 37 year old businessman had dreamt of sailing in the wake of the famous explorer and for the past 16 years we had spent all our leisure time honing our seafaring skills in British waters
Answer:For the longest time, Mary and I – a 37-year-old businessman – had dreamt of sailing in the wake of the famous explorer, and for the past 16 years, we had spent all our leisure time honing our seafaring skills in British waters.
In simple words: This punctuation adds commas to separate clauses and an em dash to set off an appositive phrase, improving sentence structure and clarity.

Exam Tip: Use em dashes or commas to set off parenthetical information or appositives, and commas to separate clauses in complex sentences for better readability.

Question 3. Punctuate the following passages:
Water water everywhere I could feel that the ship had water below but I dared not abandon the wheel to investigate Suddenly the front hatch was thrown open and Mary appeared were sinking she screamed
Answer:Water, water, everywhere. I could feel that the ship had water below, but I dared not abandon the wheel to investigate. Suddenly, the front hatch was thrown open and Mary appeared. "We we're sinking!” she screamed.
In simple words: This correction adds commas for items in a series, periods to end sentences, and quotation marks for direct speech, making the narrative clear.

Exam Tip: Proper punctuation, including commas for lists, periods for sentence endings, and quotation marks for dialogue, is crucial for conveying meaning and tone accurately.

Indirect Narration

Question 1. Turn the following dialogues into Indirect form of narration:
Gordon: Why you didn't make more of your injuries before this ?
Sue: I didn't want to worry you when you were trying to save us all.
Jon : Daddy are we going to die ?
Gordon : Soon we will all make through it.
Answer:Gordon asked Sue why she hadn't made more of her injuries before that. Sue responded that she didn't want to worry him when he had been trying to save them all. Jon asked his Daddy if they were going to die. Gordon assured him that they would all make through it.
In simple words: This conversion changes direct quotes into reported speech, adjusting pronouns and tenses to fit the narrative flow.

Exam Tip: When converting to indirect narration, remember to change pronouns (e.g., 'you' to 'she/he'), adjust verb tenses (e.g., 'didn't make' to 'hadn't made'), and remove quotation marks.

Question 2. Turn the following dialogues into Indirect form of narration:
Mary: We're sinking! The decks are smashed. We are full of water.
Gordon: Take the wheel. Are you all right ? Mary: Yes.
Answer:Mary exclaimed with fear that they were sinking and informed that the decks were smashed and that they (ship) were full of water. Gordon asked her to take the wheel and questioned her if she was all right. To which she responded that she was.
In simple words: This conversion demonstrates how to report a sequence of panicked statements, commands, and responses in indirect speech.

Exam Tip: For emotional exclamations or commands, use reporting verbs like 'exclaimed with fear' or 'asked' to convey the original tone in indirect narration.

Question 3. Turn the following dialogues into Indirect form of narration:
Jonathan: Can I have a hug?
Gordon : Why am I getting a hug now ?
Jonathan: Because you are the best Daddy in the world and the best captain.
Answer:Jonathan asked Gordon if he could have a hug. Gordon curiously asked why he was getting a hug then. Jonathan replied that he was getting a hug because he (Gordon) was the best Daddy in the world and the best captain.
In simple words: This conversion shows how to change questions and explanations into reported speech, maintaining the original meaning and conversational flow.

Exam Tip: When converting questions, use 'asked' and ensure the sentence structure changes from interrogative to assertive (e.g., 'Can I have' becomes 'if he could have').

Question 4. Turn the following dialogues into Indirect form of narration:
Gordon: Not today, Jon, I'm afraid.
Sue : Why you must be. You found the island.
Gordon: What!
Sue and Jon: It's out there in front of us, as big as a battleship.
Answer:Gordon addressing Jon said politely that not that day. Sue assured him that he must be (the best dad) as he had found the island. Gordon being surprised exclaimed if what they were saying was true. Sue and Jon pointed to the island and informed it was there in front of them, as big as a battleship.
In simple words: This conversion shows how to report varied reactions like refusal, assurance, surprise, and joint announcement in indirect speech.

Exam Tip: Use a variety of reporting verbs (e.g., 'said politely,' 'assured,' 'exclaimed if,' 'informed') to accurately convey the different intentions and emotions of the speakers.

Transformation of Sentences

Question 1. Rewrite the following sentences as directed:
We had spent months fitting it. (Change the Voice.)
Answer:Months had been spent by us fitting it.
In simple words: To change the voice, you swap the subject and object, and adjust the verb form to make the object the new subject.

Exam Tip: When changing from active to passive voice, the object of the active sentence becomes the subject, and the active verb is converted to a 'to be' verb + past participle.

Question 2. Rewrite the following sentences as directed:
Before heading east, we took on two crewmen. (Make It Complex.)
Answer:Before we headed for the east we took on two crewmen.
In simple words: To make a sentence complex, you add a dependent clause, often introduced by a subordinating conjunction like 'before'.

Exam Tip: A complex sentence combines an independent clause with one or more dependent clauses, which are introduced by subordinating conjunctions or relative pronouns.

Question 3. Rewrite the following sentences as directed:
Despite atrocious weather we had a wonderful holiday. (Make it Compound.)
Answer:Weather was atrocious but we had a wonderful holiday.
In simple words: To make a sentence compound, you join two independent clauses with a coordinating conjunction like 'but'.

Exam Tip: A compound sentence consists of two or more independent clauses joined by a coordinating conjunction (FANBOYS: for, and, nor, but, or, yet, so) or a semicolon.

Question 4. Rewrite the following sentences as directed:
I remembered we had another electric pump under the chartroom floor. (Make it Simple.)
Answer:I remembered having another electric pump under the chartered room.
In simple words: To simplify, you reduce the sentence to one independent clause, often by using a gerund phrase instead of a dependent clause.

Exam Tip: A simple sentence contains only one independent clause; complex structures should be reduced using infinitives, gerunds, or participial phrases.

Question 5. Rewrite the following sentences as directed:
We were getting no replies to our Mayday calls. (Make Affirmative.)
Answer:We failed to get any replies to our Mayday calls.
In simple words: To make a negative sentence affirmative, you rephrase it to express the same idea positively, often by using a word like 'failed' or 'unable'.

Exam Tip: An affirmative sentence states a fact or opinion positively. To convert a negative sentence, find an equivalent positive phrasing without changing the meaning.

Question 6. Rewrite the following sentences as directed:
If I couldn't make some repairs, we could surely sink. (Make it Simple.)
Answer:We had to make repairs to avoid sure sinking.
In simple words: To make it simple, you condense the conditional clause into a phrase that states the necessity of the action.

Exam Tip: Simplify conditional sentences by converting the "if" clause into an infinitive phrase (e.g., "to avoid sinking") or a gerund phrase.

Question 7. Rewrite the following sentences as directed:
As the ship rose to the top of each wave we could see endless enormous seas rolling towards us. (Use 'no sooner... than')
Answer:No sooner did the ship rise to the top of each wave than we could see endless enormous seas rolling towards us.
In simple words: This transformation uses 'no sooner... than' to show that one action happened immediately after another, emphasizing the quick sequence.

Exam Tip: When using "no sooner... than," the phrase is typically followed by an inverted verb-subject structure (e.g., "did the ship rise") in the first clause.

Question 8. Rewrite the following sentences as directed:
The best I could determine was that we were somewhere in 150,000 kilometres. (Change)
Answer:No other determination was as good as the determination that we were somewhere in 1,50,000 kilometres.
In simple words: This changes the sentence from a superlative (best) to a comparative form (no other... as good as), expressing the same idea.

Exam Tip: When a transformation instruction is general ("Change"), look for opportunities to alter the degree of comparison (superlative, comparative, positive) or convert parts of speech while retaining the original meaning.

Question 9. Rewrite the following sentences as directed:
We found some corned beef and cracker biscuits, and ate our first meal in almost two days. (Begin with 'having'.)
Answer:Having found some corned beef and cracker biscuits, we ate our first meal in almost two days.
In simple words: Starting with 'having' creates a participial phrase to show that finding the food happened before they ate it.

Exam Tip: Using 'Having + past participle' at the beginning of a sentence is a common way to express an action completed before another action in the main clause.

Question 10. Rewrite the following sentences as directed:
I realised that it was not a cloud. (Use 'realised' as Noun.)
Answer:It was my realisation that it was not a cloud.
In simple words: This changes the verb 'realised' into its noun form 'realisation' while keeping the meaning of the sentence.

Exam Tip: To convert a verb to its noun form, identify the appropriate noun (e.g., 'realise' to 'realisation') and restructure the sentence accordingly, often using possessive pronouns like 'my'.

We're Not Afraid to Die... If We Can All Be Together Summary in English

We're Not Afraid to Die... If We Can All Be Together Introduction:

Gordon Cook came into the world on Dec. 3, 1978, in Toronto. He is a twice Canadian Olympic sailor. He races for The Royal Canadian Yacht Club. He is the son of Stephen Cook and Linda Cook. He had a strong liking for writing tales. He learned at Queen's University. He finished his studies in Engineering Physics. He belonged to the University's sailing group. He comes from the family line of Captain James Cook, whose round-the-earth voyages are well-known throughout history. After 200 years of Cook's series of trips, the narrator and his small family – his wife and two children – began their voyage in July 1976 in their solid boat, Wavewalker, from Plymouth.

Alan East joined the list of lawyers in 2003 and has got broad knowledge as a court lawyer, manager, and law teacher.

We're Not Afraid to Die... If We Can All Be Together Summary:

The author, his wife Mary, their two children Suzanne and Jonathan, attempted to copy the global sea trip in their expertly built vessel, 'The Wavemaker'. They had two helpers, an American named Larry Vigil and a Swiss named Herb Seigler. The journey was going to last 3 years and travel a total of 2,55,000 km. The initial part of the trip was 1,05,000 km. The next part involved 1,50,000 km. By this time, they

expected to arrive in Australia on 25th Dec. The 'Wavewalker' was intended to be in the southern Indian Ocean by 1977.

The sea trip began in July 1976. Gordon Cook, aged 37, got his idea from Captain James Cook, roughly two centuries earlier. The family aimed to copy the global voyage but encountered waves, dangerous swells. Their safe passage is detailed here. It speaks of the courage and optimism they showed. They displayed considerable ability. Demise might have taken everyone. But they showed outstanding bravery and insight even when facing demise.

New Year was marked there in Cape Town. But on 2nd January, the sea turned extremely rough. This lasted for 3 days. The ship got hurt. Water gushed inside it. The ship might sink at any second. Each of them showed remarkable bravery. The waves were enormous. The ship went up high on the waves. All safeguards were made to protect their lives. The storm grew more severe. Gordon was severely injured. At one point, he was tossed into the sea. It was his lifeline (rope) that drew him back onto the vessel. His left rib had a fracture, and his teeth had snapped. Yet, he worked to steer the ship. The bottom part of the boat was broken. Water poured inside. The sailors attempted to remove the water.

His daughter's head was injured. The hand pump stopped working. A second electric pump began operating. Large openings existed in the lower deck. These were later sealed. They needed to keep drawing out water all through the night. Radio signals were broadcasted for aid. But there was no answer. On 3rd January, the water level was managed. For 15 hours, they had fought hard but managed to live. It was 4th January. They kept extracting water steadily for 36 hours. No sails could be raised on the primary pole. So they raised the small storm sail and carried on their journey to where the two islands were.

On 5th January, the situation was terrible once more. The children's spirits were good. They did not fear dying. Gordon positioned the sound side of the ship towards the approaching swells. Water kept entering the ship.

On January 6th, the Wavemaker managed to get through the storm. Gordon continued searching for the island that measured 65 km across. Sue had suffered a head wound. Larry guided the vessel to 185°. At 6 a.m., the island of Amsterdam was found. At that time, it seemed like it was the loveliest landmass. On the next day, they were welcomed by 28 people living on the island.