GSEB Class 6 English Honeysuckle Chapter 5 A Different Kind of School Solutions

Working With The Text

 

A. Put these sentences from the story in the right order and write them out in a paragraph. Don't refer to the text:
• I shall be so glad when today is over.
• Having a leg tied up and hopping about on a crutch is almost fun. I guess.
• I don't think I'll mind being deaf for a day at least not much.
• But being blind is so frightening.
• Only you must tell me about things.
• Let's go for a little walk.
• The other bad days can't be half as bad as this.
Answer: Let's take a short stroll. Just you need to inform me about stuff. I will be very happy when this day ends. Other difficult days won't be as terrible as this one. Being tied to one leg and jumping around with a crutch is almost enjoyable, I suppose. I don't believe I'll mind being unable to hear for a day - at least not too much. However, being unable to see is truly scary.
In simple words: The sentences are put in the correct sequence to describe the girl's experience and feelings about the different 'difficult' days.

Exam Tip: For reordering tasks, identify the narrative flow and logical progression of events or feelings to ensure correct sequence.

B. Answer the Following Questions in Two to Three Sentences Each:

 

Question 1. Why do you think the writer visited Miss Beam's school ?
Answer: The writer had learned much about Miss Beam's school but had not gotten an opportunity to go there. So, when the writer finally received a chance, he went to Miss Beam's school.
In simple words: The writer went to Miss Beam's school because he had heard a lot about it and finally got the chance to visit.

Exam Tip: Always state the main reason clearly and concisely when explaining character motivations.

 

Question 2. What was the 'game' that every child in the school had to play?
Answer: To help children value and comprehend hardship, each period, every student at the school experienced a blind day, a lame day, a deaf day, an injured day, and a dumb day.
In simple words: The game involved each child spending one day being blind, one day lame, one day deaf, one day injured, and one day unable to speak.

Exam Tip: When asked about a specific activity, list all its components as described in the text to ensure a complete answer.

 

Question 3. “Each term every child had one blind day, one lame day...” Complete the line. Which day was the hardest? Why was it the hardest?
Answer: Each period, every student in the institution had a blind day, a lame day, a deaf day, an injured day, and a dumb day. The blind day was considered the most difficult by the kids because their eyes were totally covered with wraps, preventing them from seeing anything. Furthermore, there was a continuous worry of bumping into objects and getting injured.
In simple words: The line completes with 'one deaf day, one injured day and one dumb day'. The blind day was the most difficult because children couldn't see and feared getting hurt.

Exam Tip: For completion questions, ensure you provide the exact missing text and then directly address the follow-up questions with supporting details.

 

Question 4. What was the purpose of these special days ?
Answer: The true objective of the school was to impart consideration to its young learners. Therefore, these specific days were started to help children grasp and value hardship by having them participate in it.
In simple words: These special days were meant to teach children to be thoughtful and to understand and appreciate what it feels like to experience misfortune.

Exam Tip: Focus on the main goal and the method used to achieve it when describing the purpose of an activity.

Working With Language

 

(A) Match the words and the phrases with their meanings in the box below:
almost, it hurts me, terrible, test the strength of, understanding the difficulties, wanting to be home, a welcome change, not very caring
(1) homesick
(2) practically
(3) it pains me
(4) appreciate
(5) thoughtless
(6) exercise
(7) relief
(8) ghastly
Answer:
(1) homesick: wishing to be in one's own house
(2) practically: nearly
(3) it pains me: it causes me suffering
(4) appreciate: realizing the challenges
(5) thoughtless: not very concerned
(6) exercise: try one's ability
(7) relief: a pleasant alteration
(8) ghastly: awful

Exam Tip: When matching, read all words and meanings carefully. Look for clear synonyms or definitions to make accurate pairs.

 

(B) Re-word these lines from the story :
(1) I had heard a great deal about Miss Beam's school.
(2) Miss Beam was all that I had expected – middle-aged, full of authority.
(3) I went to the window which overlooked a large garden.
(4) “We cannot bandage the children's mouths, so they really have to exercise their will-power.”
Answer:
(1) The author had learned much about Miss Beam's institution.
(2) Miss Beam was precisely as he had envisioned her - middle-aged and possessing complete control.
(3) The author moved to the window, from which he could view a big yard.
(4) Miss Beam informed the author that since they couldn't cover the children's mouths, the students needed to employ their self-control.

Exam Tip: When rephrasing, aim for simpler vocabulary while maintaining the original meaning and sentence structure.

 

(C) (1) Look Up in a Dictionary and Do As Directed:
(i) Find a word which means the same as ghastly. Write down the word and its two meanings.
(ii) Find a word meaning a part of the school year.
(iii) Find a word that means examination.
Answer:
(i) A word that means the same as ghastly is 'terrible', meaning causing fear and being very bad.
(ii) A word meaning a part of the academic year is 'term'.
(iii) A word that signifies examination is 'test'.

Exam Tip: For dictionary-based questions, provide both the word and its definition clearly as requested.

 

(2) Now, Make Lists of:
(i) All the words on the page (plus any more that you can think of) that begin with
(ii) Five words that may follow the last word on the page, that-
(iii) Write down your own meaning of the word- thank. Then write down the meaning given in the dictionary.
Answer:
(i) Words starting with 'T' from the page or those that come to mind include terrace, terrible, terrific, terrified, terror, and territory.
(ii) Five words that could follow 'that' are thatch, thatchy, thatched, thatcher, and thatching.
(iii) My own meaning of the word 'thank' is to show appreciation. The dictionary meaning is to express gratitude or to say we are thankful to someone.

Exam Tip: Pay close attention to the specific instructions for each list, such as the starting letter or context words.

Speaking

 

(A) Make a short list of things you find difficult to do. For example: Turning a somersault, threading a needle. Compare your list with others' in the class. Can you explain why you find these things difficult to do?
Answer: Some activities I find challenging include cooking, washing clothes, ironing clothes, and cutting vegetables. I consider these tasks difficult because I have either not performed them voluntarily or have not been permitted to do them.
In simple words: Things I find hard are cooking and cleaning. They're hard because I haven't done them much or haven't been allowed to try.

Exam Tip: When asked to explain personal difficulties, provide a clear reason for each challenge mentioned.

 

(A) Look at your hands carefully. Now, write down for each finger one action for which that finger is particularly important. For example. the second (or index) finger helps to hold the knife down firmly when cutting.
Answer: Every one of our fingers can be utilized for a distinct purpose. For instance, we raise a thumb to wish good fortune. Our index finger can serve as a pointing tool. The fourth finger is typically worn with rings.
In simple words: Each finger has a special use. The thumb gives a 'good luck' sign. The index finger helps us point. The fourth finger is for wearing rings.

Exam Tip: When giving examples, choose common and easily recognizable actions associated with each finger.

GSEB Class 6 English A Different Kind of School Additional Important Questions and Answers

1. Answer the Following Questions in One Sentence Each:

 

Question 1. According to Miss Beam, what was the real aim of the school?
Answer: As stated by Miss Beam, the true goal of the school was less about teaching abstract ideas and more about fostering consideration and compassion towards others.
In simple words: Miss Beam said the school's main goal was to teach students to be thoughtful and kind to others.

Exam Tip: For one-sentence answers, identify the core message and express it clearly and directly.

 

Question 2. What did the window overlook?
Answer: The window offered a view of a spacious garden and a play area located behind the building.
In simple words: The window looked out onto a big garden and a playground at the back.

Exam Tip: Be precise when describing what an object overlooks, mentioning all details given in the text.

 

Question 3. Why was the author pained to see the children ?
Answer: The writer felt upset observing that some of the children did not appear healthy and lively.
In simple words: The author was sad because some children didn't look healthy and active.

Exam Tip: Link the author's emotion directly to the specific observation that caused it.

 

Question 4. Why did Miss Beam laugh ?
Answer: Miss Beam chuckled when she observed the surprised expression on the author's face after he noticed the children.
In simple words: Miss Beam laughed because the author looked surprised after seeing the children.

Exam Tip: Clearly state the reason for a character's reaction, focusing on the immediate trigger mentioned in the story.

 

Question 5. How is it ensured that the children do not even peep, on their blind day?
Answer: The students are trusted on their word not to secretly look on their blind day.
In simple words: The children promise not to peek, and the school trusts their honesty.

Exam Tip: Identify the core principle or rule governing behavior in such scenarios, as mentioned in the text.

 

Question 6. According to Miss Beam, why is there no misery in the special days at school?
Answer: Miss Beam stated that there is no sadness during the special days at school because everyone acts very kindly, and they find joy and gain knowledge from the playful nature of the activity.
In simple words: Miss Beam said these days aren't sad because everyone is kind and learns by enjoying the game.

Exam Tip: When explaining a character's perspective, use key phrases that reflect their reasoning from the story.

 

Question 7. Why do the children have to exercise their will power on the dumb day?
Answer: On the dumb day, the students must practice self-control since it would not be practical to cover their mouths with bandages.
In simple words: Children must use their willpower on the dumb day because their mouths cannot be bandaged to prevent them from speaking.

Exam Tip: Explain the practical constraint that necessitates the use of willpower for this particular activity.

 

Question 8. According to the girl, why is it troublesome to have an arm tied up?
Answer: The girl mentioned that having an arm tied up is difficult because one cannot eat independently and also needs to use their hand for many other daily activities.
In simple words: The girl found it hard to have an arm tied because she couldn't eat by herself or do other tasks requiring her hand.

Exam Tip: Detail the specific daily activities affected when an arm is tied up to fully answer the question.

 

Question 9. Why is it frightening for the girl to be blind?
Answer: Being unable to see was scary for the girl because her head constantly hurt from the fear of getting injured.
In simple words: The girl felt scared when blind because she was always worried about hurting herself.

Exam Tip: Connect the emotional response (frightening) to the physical sensation or fear experienced by the character.

 

Question 10. What did the author realise when he was leaving?
Answer: As the writer was departing, he understood that he had become ten times more considerate than he had previously imagined.
In simple words: The author realized he had become much more thoughtful than he thought he could be when he was leaving.

Exam Tip: Summarize the author's key personal transformation or learning at the end of the visit.

 

Question 11. How would the author feel if he had to describe the people and the things to someone else?
Answer: If the writer needed to portray individuals and objects to another person, it would cause them to become more captivating for him.
In simple words: If the author had to describe people and things, he would find them more interesting.

Exam Tip: Focus on the direct impact of the action (describing) on the author's perception.

 

Question 12. How did 'the little blind thing' recognise people?
Answer: The 'little blind thing,' a girl with bandaged eyes, recognized everyone in the school campus because the small boy guiding her described everything to her, allowing her to identify people.
In simple words: The blind girl recognized people because the boy leading her told her who everyone was.

Exam Tip: Explain the mechanism of recognition, clarifying the role of her helper.

 

Question 13. What does a child realise at the end of the disabled day?
Answer: By the conclusion of the disabled day, a child understands the true meaning of hardship.
In simple words: At the end of the day, a child learns what misfortune really feels like.

Exam Tip: State the key lesson learned by the children from participating in the disabled day.

 

Question 14. What strange thing is written about Peter?
Answer: Peter works as the gardener at Miss Beam's school. The peculiar detail mentioned about him is that he is supposedly extremely old, like hundreds of years old.
In simple words: Peter is the gardener. The strange thing is that people say he is hundreds of years old.

Exam Tip: Highlight the specific "strange" detail as requested by the question, not just Peter's role.

 

Question 15. How is Anita described to the author?
Answer: Anita is depicted to the writer as a young woman with curly red hair and who uses crutches.
In simple words: Anita is described as a girl with curly red hair who uses crutches.

Exam Tip: Include all key physical characteristics and accessories mentioned in the description.

Answer the Following Questions in Two to Three Sentences Each:

 

Question 1. According to Miss Beam, what were the teaching methods adopted by her school ? OR tic methods ?
Answer: Miss Beam stated that her school focuses on basic skills like teaching children spelling, addition, subtraction, multiplication, and writing. The remaining learning involves reading aloud and engaging conversations, where students must sit calmly and keep their hands still.
In simple words: Miss Beam's school taught basic subjects. They also used reading and interesting talks, where children sat quietly, to teach other things.

Exam Tip: Clearly differentiate between the academic subjects taught and the methods used for broader learning.

 

Question 2. Why was the author sorry to leave Miss Beam's school?
Answer: The author encountered a novel educational and learning atmosphere at Miss Beam's school. By the close of his visit, he realized he had become significantly more considerate than he had ever believed possible. The writer also understood that explaining people and objects to others made them more engaging for him. Consequently, when it was time to depart, the author expressed deep regret to Miss Beam about leaving.
In simple words: The author was sad to leave because he found a new way of learning and became much more thoughtful. He realized describing things made them more interesting to him.

Exam Tip: Mention the specific positive changes the author experienced or observed during his visit to explain his regret in leaving.

 

Question 3. Why did the writer visit Miss Beam's school ?
Answer: The author had gained considerable knowledge about Miss Beam's school. He was informed about her academic approaches, so he went to the school to understand its unique qualities.
In simple words: The writer visited Miss Beam's school because he had heard a lot about its teaching methods and wanted to see how original they were.

Exam Tip: Clearly state the writer's motivation for the visit, focusing on curiosity about the school's methods.

Answer the Following Questions in Four to Five Sentences Each:

 

Question 1. Describe the concerns of the little girl on the special days at school.
Answer: The young girl believed that the other students assisting her on her blind day were not as attentive as she would be when it became her turn. She found being unable to see terrifying, as her head continuously pained from the fear of injury. She thought other days would not be nearly as bad as this particular day. She imagined it would be enjoyable to have a leg tied up and move around on crutches. She also felt that having an arm bound would be more challenging, as she couldn't eat independently, and she wouldn't mind being unable to hear for a single day.
In simple words: The girl worried her helpers weren't careful enough on her blind day. She found blindness scary because she feared getting hurt. Other days, like lame or deaf days, didn't seem as bad. She thought having an arm tied would be troublesome for eating.

Exam Tip: List each concern separately, giving specific details about what troubled her for each type of 'disabled day'.

 

Question 2. Describe the 'blind day' in Miss Beam's school.
Answer: To allow students to grasp hardship, each period incorporates a 'blind day'. On this specific day, a child's vision is completely hidden with a wrap, and they vow not to look. The bandage stays on overnight, so they awaken unable to see. This implies the child needs help with every single activity. Other students are given the job of assisting and guiding them, helping everyone gain knowledge from this experience.
In simple words: On 'blind day,' a child's eyes are bandaged to prevent them from seeing, even while sleeping. They need help with everything, and other students assist them. This helps everyone understand what it's like to be blind.

Exam Tip: Outline the process of 'blind day' from the bandaging to the learning outcome, ensuring all steps are mentioned.

 

Question 3. Explain the author's reason for being surprised. OR What were the writer's observations in Miss Beam's school?
Answer: The writer felt upset that not all students at Miss Beam's school appeared healthy and energetic. He was simply talking about the condition of some blind students and a child with a limp when Miss Beam chuckled and revealed the child wasn't actually lame; it was her lame day. She also pointed out that other students weren't blind but were experiencing their blind day. The author was quite astonished to learn this. Miss Beam clarified to the author that this practice was a vital component of the school's educational approach.
In simple words: The author was surprised to learn that the 'disabled' children he observed weren't permanently so; they were just playing roles for their special days. Miss Beam explained these activities were a crucial part of the school's learning system.

Exam Tip: Detail the initial observations that pained the author and then explain the revelation that caused his surprise, linking it to Miss Beam's explanation.

 

Question 4. What is the basic purpose of celebrating different days in Miss Beam's school ?
Answer: Miss Beam aimed to instill consideration and compassion towards others in her students, helping them become responsible citizens. She strongly felt that this could only occur if students personally experienced the discomfort or challenges that blind, deaf, mute, or other disabled individuals encounter. That was the reason for observing these various days in her school.
In simple words: The school's main goal was to teach students thoughtfulness and kindness. Miss Beam believed students needed to experience disabilities themselves to truly understand and care for others. This was why they celebrated different 'disabled' days.

Exam Tip: Emphasize both the moral lesson (thoughtfulness, kindness) and the method (experiential learning) when explaining the purpose of the special days.

 

Question 5. Write in brief about Miss Beam's appearance and her figure.
Answer: Miss Beam was a woman of middle age, possessing full control, yet she was also gentle and insightful. Her hair was starting to gray. Her somewhat round shape offered comfort to a child missing home.
In simple words: Miss Beam was a kind, understanding, middle-aged woman with authority. Her hair was turning grey, and her plump figure made homesick children feel safe.

Exam Tip: Include both physical descriptors and personal qualities to give a full picture of Miss Beam's character and appearance.

 

Question 6. What is the most important part of Miss Beam's school system?
Answer: The most crucial aspect of Miss Beam's school approach was ensuring that her students learned to value and comprehend hardship. They also made them take part in experiencing misfortune.
In simple words: The most important part of Miss Beam's school was teaching children to understand and appreciate misfortune by making them experience it.

Exam Tip: State the primary educational philosophy or objective that defines the school's system.

 

Question 7. What did the writer discover at the end of his visit?
Answer: By the conclusion of his visit, the author realized he was significantly more considerate than he had ever believed possible. He also understood that if he needed to portray individuals and objects to another person, everything he witnessed at the school made them more engaging for him.
In simple words: At the end of his visit, the writer realized he had become much more thoughtful. He also found that describing people and things he saw at the school made them more interesting to him.

Exam Tip: Focus on the personal insights and changes in perspective the author gained from his experience.

 

Question 8. How do you find Miss Beam's method of teaching the children in her school? Do think that every school should adopt this method of teaching? Give reasons for your answer.
Answer: Miss Beam utilized a distinct method to impart important life lessons to her pupils. Her instruction was presented to her students through role-playing. The learners pretended to be blind, limping, or unable to speak to feel the hardship and difficulties such people truly experience. The students also learned to be considerate, compassionate, and understanding towards everyone. I believe every school should embrace this teaching approach. The principles students acquire from these activities only assist them in becoming better members of society. If each person learns to value and honor others, the world will turn into a finer place to exist.
In simple words: Miss Beam's method of teaching through role-play is unique and teaches valuable life lessons about empathy and kindness. Yes, every school should adopt this method because it helps students become thoughtful, kind, and respectful citizens, creating a better world.

Exam Tip: When evaluating a method, describe its key features, explain its benefits, and provide a clear, reasoned opinion on its broader applicability.

Select the Most Appropriate Options as Answers and Complete the Following Sentences:

 

Question 1. The writer saw a .......... girl as he entered the school campus.
(A) blind
(B) blindfolded
(C) lame
(D) dumb
Answer: (B) blindfolded
In simple words: When the writer first arrived at the school, he observed a girl whose eyes were covered with a cloth.

Exam Tip: Read the question and options carefully. The context indicates a temporary state, making 'blindfolded' the most accurate choice.

 

Question 2. Miss Beam was a ......... middle-aged lady.
(A) thin
(B) tall
(C) plump
(D) shy
Answer: (C) plump
In simple words: Miss Beam was described as a middle-aged woman with a round or full figure.

Exam Tip: Recall the specific physical description provided in the story for Miss Beam's appearance.

 

Question 3. One of the following is not the part of Miss Beam's simple teaching methods :
(A) Cramming
(B) Reading to the pupils
(C) Interesting talks
(D) Writing
Answer: (A) Cramming
In simple words: Miss Beam's teaching approach did not involve memorizing facts, but rather reading, discussions, and writing.

Exam Tip: Understand Miss Beam's philosophy; she focused on practical experience and empathy, not rote memorization.

 

Question 4. The real aim of Miss Beam's school is not to teach .........
(A) thoughts
(B) thoughtfulness
(C) kindness to others
(D) to become responsible citizens
Answer: (A) thoughts
In simple words: The school's primary goal was to teach empathy and responsibility, not just abstract ideas.

Exam Tip: Differentiate between intellectual knowledge ('thoughts') and moral education ('thoughtfulness', 'kindness') as per Miss Beam's stated aim.

 

Question 5. Who, to the writer, seemed to be a hopeless cripple?
(A) A blind girl
(B) A dumb girl
(C) A girl with a crutch
(D) A deaf girl
Answer: (C) A girl with a crutch
In simple words: The author initially thought the girl on crutches was permanently disabled.

Exam Tip: Recall the author's initial mistaken perception when he first observed the children.

 

Question 6. Certain special days are celebrated in Miss Beam's school to...
(A) teach the subjects differently.
(B) make the children appreciate and understand misfortune.
(C) train them how to be blind, lame or dumb.
(D) All of these three.
Answer: (B) make the children appreciate and understand misfortune.
In simple words: The special days help students truly value and comprehend the difficulties of hardship.

Exam Tip: Identify the overarching purpose of the special days, which is experiential learning of empathy.

 

Question 7. Before the day is over, even the most thoughtless child realises..........
(A) how to become deaf, dumb or blind.
(B) what to do when one becomes disabled.
(C) what misfortune is.
(D) how to be helpful to others.
Answer: (C) what misfortune is.
In simple words: Even children who don't usually think deeply realize what bad luck feels like by the end of the day.

Exam Tip: The core lesson taught by the special days is the experiential understanding of hardship.

 

Question 8. .......... day is the most difficult.
(A) The blind
(B) The dumb
(C) The deaf
(D) The lame
Answer: (B) The dumb
In simple words: According to the text, the day spent without speaking is considered the most challenging.

Exam Tip: Remember that some children found the 'dumb day' the hardest because it required continuous willpower, unlike physical blindfolds or tied limbs.

 

Question 9. .......... is so frightening according to a girl.
(A) Having leg tied up and hopping
(B) Having an arm tied up
(C) Being deaf for a day
(D) Being blind for a day
Answer: (D) Being blind for a day
In simple words: The girl found it terrifying to experience a day without sight.

Exam Tip: Refer back to the girl's specific comments in the story about her fears related to blindness.

 

Question 10. Who, to the writer, seemed to be a hopeless cripple?
(A) Millie
(B) Head girl
(C) Anita<
(D) Sunita
Answer: (C) Anita
In simple words: The writer initially thought Anita, who was on crutches, was permanently disabled.

Exam Tip: Link the description of 'a girl with a crutch' from earlier questions to the character's name mentioned in the options.

 

Question 11. Peter is a .......... in Miss Beam's school.
(A) peon
(B) gardener
(C) teacher
(D) clerk
Answer: (B) gardener
In simple words: Peter works as the person who takes care of the gardens at Miss Beam's school.

Exam Tip: Recall the specific detail about Peter's role as the gardener who was said to be 'hundreds of years old'.

 

Question 12. At the end of the visit Mr. E. V Lucas discovered that...
(A) he was ten times more thoughtful than he had ever thought.
(B) he had never visited such a school ever before.
(C) he had learnt new ways of teaching.
(D) he had never been useful to people in that way.
Answer: (A) he was ten times more thoughtful than he had ever thought.
In simple words: By the end of his visit, the writer found himself far more considerate than he had expected to be.

Exam Tip: Focus on the personal transformation or realization experienced by the author, Mr. E.V. Lucas.

 

Question 13. In Miss Beam's school, every child has one blind day, one lame day, one deaf day, one injured day, one dumb day, etc. because...
(A) Miss Beam wants them to get a real appreciation and understanding of the misfortune into young minds.
(B) Miss Beam wants them to put up a nice show by imitating different disability.
(C) Miss Beam wants her children to be good actors.
(D) Any child might become disabled unexpectedly.
Answer: (A) Miss Beam wants them to get a real appreciation and understanding of the misfortune into young minds.
In simple words: The special days are meant to help children truly grasp and value the challenges of hardship.

Exam Tip: The fundamental reason for these 'disabled days' is to foster empathy and understanding through direct experience.

 

Question 14. According to some children .......... is the most difficult.
(A) the dumb day
(B) the injured day
(C) the blind day
(D) the lame day
Answer: (A) the dumb day
In simple words: Some children in the school considered the day without speaking to be the hardest challenge.

Exam Tip: Distinguish between what the author initially found frightening (blindness) and what some children reported as most difficult (dumb day).

 

Question 15. The point of honour for the child with bandaged eyes is ...
(A) to play the role successfully.
(B) to put on the bandage overnight and wake blind.
(C) not to peep.
(D) not to cheat others.
Answer: (C) not to peep.
In simple words: For the child whose eyes are covered, the most important rule is to not sneak a look.

Exam Tip: Emphasize the ethical aspect of the activity—honesty and adherence to the rule.

 

Question 16. Miss Beam had some .......... in her school.
(A) special techniques
(B) scholastic methods
(C) e-learning devices
(D) rare teaching aids
Answer: (B) scholastic methods
In simple words: Miss Beam's school used particular academic ways of teaching.

Exam Tip: The passage discusses Miss Beam's "scholastic methods," referring to her unique teaching approaches.

 

Question 17. The writer of 'A Different Kind of School' is ..........
(A) E. V Lucas
(B) Herman Ould
(C) O. Henry
(D) J. B. Priestly
Answer: (A) E. V Lucas
In simple words: The author who wrote the story 'A Different Kind of School' is E. V Lucas.

Exam Tip: Always remember the author's name for important stories or chapters to ensure accuracy.

 

Question 18. The author had heard much about the ............ of Miss Beam's system.
A. simplicity
B. originality
C. durability
D. punctuality
Answer: B. originality
In simple words: The writer had heard a lot about how unique and new Miss Beam's school system was, not about its basicness, strength, or timeliness.

Exam Tip: In reading comprehension, identify keywords from the question (e.g., "heard much about") and match them to the implied meaning in the story context to choose the best fit.

 

Question 19. What feature of Miss Beam was comforting to a homesick child ?
A. Her nature
B. Her scholastic methods
C. Her attitude
D. Her plump figure
Answer: D. Her plump figure
In simple words: Miss Beam's round, soft shape made children who missed their homes feel comfortable and safe.

Exam Tip: Pay close attention to descriptive words used for characters, as they often hint at their impact or role, especially in emotional contexts like comforting a homesick child.

 

Question 20. Besides spelling, adding, subtracting, multiplying and writing, how were other things taught in Miss Beam's school?
A. By playway method
B. Through group discussions
C. Through chatting
D. Through illustrated discourses
Answer: D. Through illustrated discourses
In simple words: Apart from basic subjects like spelling and math, other lessons were taught using pictures and detailed talks.

Exam Tip: When a question asks about "other things" or "besides X," it's often looking for the secondary or alternative methods used, so scan the text for additional teaching approaches.

 

Question 21. Miss Beam could execute her innovative methods because...
A. she had great confidence in her abilities.
B. her students were quite smart.
C. she had nice teachers to execute them successfully.
D. the parents were good enough to trust her.
Answer: D. the parents were good enough to trust her.
In simple words: Miss Beam was able to use her new teaching ideas because the parents had enough faith in her to allow them.

Exam Tip: Look for the underlying reasons or enabling factors mentioned in the text. Sometimes, the success of a method depends on external support, like parental trust.

 

Question 22. According to Miss Beam, the ........... day was really the worst.
A. dumb
B. blind
C. maimed
D. deaf
Answer: B. blind
In simple words: Miss Beam thought the day when children pretended to be blind was the most challenging for them.

Exam Tip: Ensure your answer aligns with the specific viewpoint or character mentioned in the question, such as "According to Miss Beam."

 

Question 23. ............ was the Head Girl in Miss Beam's school.
A. Lily
B. Millie
C. Beryl
D. Maggie
Answer: B. Millie
In simple words: Millie was the student leader at Miss Beam's school.

Exam Tip: Character identification questions require careful recall of names and their roles as mentioned in the story.

Complete the incomplete sentences :

 

Question 1. When the writer arrived in the school, first of all he saw...........
Answer: When the writer arrived in the school, first of all he saw a girl with bandaged eyes being led carefully between the flower-beds by a little boy.
In simple words: When the writer reached the school, the first thing he saw was a young girl with covered eyes, being led by a smaller boy through the garden.

Exam Tip: For sentence completion, scan the text for the exact starting phrase of the sentence and find the direct continuation that follows.

 

Question 2. Miss Beam was ............
Answer: Miss Beam was middle-aged, full of authority, yet kindly and understanding.
In simple words: Miss Beam was a woman who was not young, had power, but was also gentle and thoughtful.

Exam Tip: When asked to describe a character, include key physical traits and personality characteristics mentioned in the story.

 

Question 3. The window of Miss Beam's room overlooked ............
Answer: The window of Miss Beam's room overlooked a large garden and a playground at the back.
In simple words: Miss Beam's window looked out onto a big garden and a play area behind it.

Exam Tip: Details about settings are often provided to help readers visualize the scene; ensure you extract all parts of the description.

 

Question 4. ............ seemed to be a hopeless cripple.
Answer: A girl with a crutch watching the others at play seemed to be a hopeless cripple.
In simple words: A girl on crutches, watching others play, appeared to the author as if she could never recover from her disability.

Exam Tip: Identify the specific character or event the sentence refers to by finding the most precise descriptive phrase in the text.

 

Question 5. Peeping through bandage is considered as............
Answer: Peeping through bandage is considered as dishonour.
In simple words: Looking under the blindfold is thought of as cheating and a lack of respect.

Exam Tip: Understand the moral rules and expectations set within the story's context to correctly complete sentences about principles or values.

 

Question 6. Millie was wearing..............
Answer: Millie was wearing a blue cotton skirt and a pink blouse.
In simple words: Millie had on a blue skirt made of cotton and a pink top.

Exam Tip: When describing what a character is wearing, include both the color and the type of clothing mentioned in the text.

State whether the following sentences are True or False. Put 'T' for True and 'F' for False :

 

Question 1. As soon as the writer heard about Miss Beam's school, he visited it.
Answer: False
In simple words: The writer didn't visit Miss Beam's school right after hearing about it; he went when he got a chance.

Exam Tip: Pay close attention to adverbs of time (e.g., "as soon as") as they are often key to determining the truthfulness of a statement.

 

Question 2. The boy leading the bandaged-eyed girl was describing the writer to her.
Answer: True
In simple words: The small boy who was guiding the blindfolded girl was indeed telling her about the writer's appearance.

Exam Tip: Confirm details about interactions between characters by recalling the specific actions and conversations mentioned in the passage.

 

Question 3. Miss Beam was a slim, middle-aged lady.
Answer: False
In simple words: Miss Beam was middle-aged but described as plump, not thin.

Exam Tip: Remember specific physical descriptions provided for characters to avoid common misconceptions or misinterpretations.

 

Question 4. Besides regular learning lessons, the rest is done by reading and by interesting talks.
Answer: True
In simple words: In addition to basic lessons, the children also learned through reading and engaging conversations.

Exam Tip: Identify all methods of instruction mentioned in the text to correctly assess statements about the school's teaching practices.

 

Question 5. Watching children who are not healthy and active-looking pains the writer.
Answer: True
In simple words: The author felt sad when he saw children who appeared unhealthy and not energetic.

Exam Tip: Questions about a character's feelings or reactions require you to recall their emotional responses described in the story.

 

Question 6. The most important part of Miss Beam's system is to make children appreciate and understand misfortune.
Answer: True
In simple words: The key goal of Miss Beam's school was to help children truly value and grasp what it means to face hard times.

Exam Tip: Look for statements that clearly define the primary objective or 'most important part' of a system or philosophy described in the text.

 

Question 7. For the blind day, eyes of the child are bandaged as soon as they come to school.
Answer: False
In simple words: On the blind day, the children's eyes were bandaged overnight, so they woke up already blind, not when they arrived at school.

Exam Tip: Be careful with timing details; a small difference in "when" an action occurs can change the truth value of a statement.

 

Question 8. The dumb day is really the worst.
Answer: False
In simple words: While some children found the dumb day difficult, the blind day was generally considered the hardest experience.

Exam Tip: Distinguish between general consensus or explicit statements about difficulty and individual opinions when evaluating comparative statements.

 

Question 9. It's perfectly interesting not to see on the blind day.
Answer: True
In simple words: It is quite fascinating to experience not being able to see on the blind day.

Exam Tip: Consider the perspective from which a statement is made. Here, "interesting" refers to the unique experience for the children and observers.

 

Question 10. Having a leg tied up and hopping about on a crutch is almost ghastly.
Answer: True
In simple words: It is described as almost terrible to have one leg tied and move around using a crutch.

Exam Tip: Confirm the exact wording used to describe feelings or experiences. "Almost ghastly" reflects a strong negative feeling, but not necessarily the absolute worst.

Read the following passages and answer the questions given below them:

When I arrived there was no one in sight but a girl of about twelve. Her eyes were covered with a bandage and she was being led carefully between the flower-beds by a little boy about four years younger. She stopped and it looked like she asked him who had come. He seemed to be describing me to her. Then they passed on.

Miss Beam was all that I had expected – middle aged, full of authority yet kindly and understanding. Her hair was beginning to turn grey and she had the kind of plump figure that is likely to be comforting to a homesick child. I asked her some questions about her teaching methods, which I had heard were simple.

 

Question 1. What did the author see when he reached the school?
Answer: When the author reached the school, he saw a girl of about twelve years of age whose eyes were covered with a bandage. She was being led carefully between the flower beds by a little boy about four years younger.
In simple words: The author saw a twelve-year-old girl with bandaged eyes being guided by a younger boy between the flowerbeds.

Exam Tip: For passage-based questions, directly quote or rephrase the specific information provided in the given excerpt.

 

Question 2. What did the girl ask the boy to do ?
Answer: The little girl stopped and asked the boy to describe to her who had come.
In simple words: The girl paused and requested the boy to tell her about the person who had arrived.

Exam Tip: Focus on the direct interaction and dialogue described in the passage to identify what a character asked another to do.

 

Question 3. Describe Miss Beam.
Answer: Miss Beam was middle-aged, full of authority; yet kindly and understanding. Her hair had turned grey and she had a comforting plump figure.
In simple words: Miss Beam was not young, had power, but was also gentle and thoughtful, with greying hair and a round shape that made children feel safe.

Exam Tip: Combine all descriptive elements related to the character's age, personality, and physical appearance mentioned in the passage.

 

Question 4. What did the author ask Miss Beam ?
Answer: The author asked Miss Beam questions about her teaching methods, which he had heard were simple.
In simple words: The writer questioned Miss Beam about her school's teaching style, which he understood to be straightforward.

Exam Tip: Clearly state the subject of the questions the author posed to Miss Beam, referring back to the text.

 

Question 5. Make appropriate sentences with the following words : 'understanding, authority'
Answer:
Understanding: I have a very kind and an understanding sister.
Authority: My father is a man of authority in his office.
In simple words: For 'understanding', use it to describe a thoughtful person. For 'authority', use it to describe someone who holds power or control.

Exam Tip: When forming sentences for given words, ensure the word is used correctly in its grammatical form and context, demonstrating its meaning.

(2) "This is a very important part of our system. To make our children appreciate and understand misfortune, we make them share in misfortune, too. Each term, every child has one blind day, one lame day, one deaf day, one injured day and one dumb day. During the blind day their eyes are bandaged absolutely and they are on their honour not to peep. The bandage is put on overnight so they wake blind. This means that they need help with everything. Other children are given the duty of helping them and leading them about. They all learn so much this way-both the blind and the helpers.

 

Question 1. What do, students of Miss Beam's school do in order to understand misfortune ?
Answer: In order to understand misfortune, the children of Miss Beam's school are made to share in the misfortune.
In simple words: To help them grasp what misfortune means, Miss Beam's students are made to experience it themselves.

Exam Tip: Focus on the stated purpose and the corresponding action from the passage when answering "in order to" questions.

 

Question 2. What days do each child have every term ?
Answer: Every term, each child has one blind day, one lame day, one deaf day, one injured day and one dumb day.
In simple words: Each student experiences a blind day, a lame day, a deaf day, an injured day, and a dumb day every school term.

Exam Tip: List all items clearly and precisely as they are enumerated in the passage, ensuring no days are missed.

 

Question 3. What does the child have to do on the blind day?
Answer: On the blind day, the child's eyes are bandaged completely and he/she is on his/her honour not to peep.
In simple words: The child's eyes are fully covered on the blind day, and they must promise not to secretly look.

Exam Tip: Describe both the physical action (bandaging) and the behavioral expectation (not peeping) for a complete answer.

 

Question 4. Why does the child have to wear the bandage overnight?
Answer: The child wears the bandage overnight so that he /she wakes up blind.
In simple words: The bandage stays on all night so that the child wakes up unable to see, making the experience more real.

Exam Tip: Identify the specific reason provided in the text for an action, particularly when a "why" question is asked.

 

Question 5. How do the other children learn from this exercise?
Answer: The other children are given the duty of helping and leading the child who has turned blind for the day.
In simple words: Other children learn by being responsible for guiding and helping the child who is blind for the day.

Exam Tip: Explain the role of the "other children" and how their participation contributes to their learning experience.

 

Question 6. What according to Miss Beam is the outcome of the game by the end of s the day?
Answer: According to Miss Beam, by the end of the day even the most thoughtless child by participating in this game.
In simple words: Miss Beam believed that by the end of the day, even the least considerate child would learn what hardship feels like through this game.

Exam Tip: When asked for an outcome "according to" a character, ensure your answer reflects that character's stated belief or observation.

"There is no misery about it,” Miss Beam continued. ‘Everyone is very kind and it is really something of a game. Before the day is over, though, even the most thoughtless child realises what misfortune is.

 

Question 1. According to Miss Beam, why do the children find the dumb day to be the most difficult?
Answer: According to Miss Beam, the children find the dumb day to be the most difficult as they really have to exercise their will power to refrain from talking.
In simple words: Miss Beam thought the dumb day was the hardest because children had to use strong self-control to keep from speaking.

Exam Tip: Distinguish between physical limitations and mental challenges when evaluating the difficulty of different "days" in the school.

 

Question 2. What did the girl who was playing the blind girl reply when the author asked her if she ever peeped?
Answer: The girl who was playing the blind girl told the author that she never peeped and if she did, it would amount to cheating.
In simple words: The girl pretending to be blind told the author she never peeked, explaining that doing so would be dishonest.

Exam Tip: Direct questions about dialogue or character responses require careful quotation or accurate paraphrasing of the character's exact words and sentiment.

 

Question 3. What according to the girl was the most awful part of being blind?
Answer: According to the girl, the most awful part of being blind is the feeling that you would be hit by something every moment.
In simple words: The girl found the scariest part of being blind was the constant fear of bumping into something.

Exam Tip: When a question asks "according to [character]," ensure your answer reflects that character's personal experience or opinion.

 

Question 4. How did the girl describe her helpers?
Answer: The girl described her helpers as kind, but a little less careful than what she would be when it would be her turn to be a helper.
In simple words: The girl said her helpers were good-natured but not as cautious as she planned to be when it was her turn to help.

Exam Tip: Include both the positive and negative (or less positive) aspects of a description if both are mentioned, to give a complete picture.

 

Question 5. According to the girl, who are the best
Answer: According to the girl, the children who have already been blind are the best helpers.
In simple words: The girl believed that the children who had already experienced the blind day were the most effective helpers.

Exam Tip: Look for specific judgments or preferences expressed by characters about others in the narrative.

(4) "In the playground,” I said. “We're I; walking towards the house. Miss Beam is I walking up and down the garden with a tall girl."

"What is the girl wearing?" my little friend asked.

A blue cotton skirt and a pink blouse.” “I think it's Millie ?” she said. “What colour is her hair?"

"Very light," I said.

"Yes, That's Millie. She's the Head Girl.”

"There's an old mem tying up roses,” I said.

"Yes, that's Peter. He's the gardener. He's hundreds of years old!”

"And here comes a girl with curly red hair. She's on crutches."

"That's Anita," she said.

I And so we walked on. Gradually I discovered that I was ten times more thoughtful than ever thought I I could be. I also realised that if I had to describe people and things to someone else, it made them more interesting to me. When I finally had to leave, I told Miss Beam that I was very sorry to go.

"Ah!" she replied, "then there is something in my system after all.”

 

Question 1. What was Miss Beam doing according to the description given by the author to the girl ?
Answer: According to the description given by the author to the girl, Miss Beam was walking up and down the garden with a tall girl.
In simple words: The author told the girl that Miss Beam was strolling in the garden alongside a tall girl.

Exam Tip: Identify the specific action of Miss Beam and any companions mentioned in the description provided by the author to another character.

 

Question 2. How did the girl recognize the Head Girl?
Answer: The girl recognized the Head Girl on the basis of the description of the clothes she was wearing.
In simple words: The girl recognized the Head Girl by what she was wearing, which was described to her.

Exam Tip: Look for clues given to the blindfolded girl that allowed her to identify other characters, such as descriptions of clothing or specific traits.

 

Question 3. How old was the gardener according to the girl?
Answer: According to the girl, the gardener was hundreds of years old.
In simple words: The girl believed the gardener was incredibly old, saying he was centuries old.

Exam Tip: Note exaggerations or unusual descriptions in dialogue, as they often reveal a character's unique perspective or sense of humor.

 

Question 4. According to the girl, who was the girl with curly red hair and was on crutches?
Answer: According to the girl, the girl with red curly hair and on crutches was Anita.
In simple words: The girl identified the curly red-haired girl using crutches as Anita.

Exam Tip: Match specific descriptive details (hair color, use of crutches) to the correct character's name as revealed in the dialogue.

 

Question 5. Why did Miss Beam feel that there was something in her system?
Answer: Miss Beam felt that there was something in her system as the author was reluctant to leave her school.
In simple words: Miss Beam sensed her school's method was effective because the author was hesitant to depart.

Exam Tip: Connect the characters' actions (author's reluctance) to the inferences or conclusions drawn by other characters (Miss Beam's feeling about her system).

Grammar

 

Question 1. Select the appropriate words from the box and fill in the blanks in the given text:
yet. kind. that, understanding, and comforting, to turn, likely, misunderstanding
Miss Beam was all ............ I had expected – middle-aged, full of authority, ............ kindly and ............ Her hair was beginning ............ grey, ............ she had the of plump figure that is be to a homesick child.
Answer: Miss Beam was all that I had expected – middle-aged, full of authority, yet I kindly and understanding. Her hair was beginning to turn grey, and she had the kind of plump figure that is likely, to be comforting to a homesick child.
In simple words: Fill in the blanks with words like 'that', 'yet', 'and', 'to turn', 'likely', and 'comforting' to complete the description of Miss Beam.

Exam Tip: When filling in blanks in a descriptive passage, choose words that fit grammatically and semantically to maintain the flow and meaning of the original description.

 

Question 2. Each of the following lines has an error in it Pick them out and as shown below :

Answer: The table above shows the errors and their corrections for each sentence.
In simple words: This table points out grammar mistakes in sentences and gives the correct words to use instead.

Exam Tip: When identifying errors, carefully re-read each sentence, checking for common grammatical mistakes such as incorrect interrogative pronouns, quantifiers, articles, verb forms, and conjunctions based on context.

 

Question 3. Give up below are some Nouns. Write their Adjective forms. Make sentences using both the forms in the same sentence. One example is given for your guidance:
(sympathy, authority, comfort, appreciation, fragrance, thought, application)
Example : The teacher's sympathetic attitude was the proof of his sympathy, towards the weaker students.
Answer:
(1) She is authority, but I do not like her authoritative attitude.
(2) Everyone likes comfort and wants to be in a comfortable position.
(3) Appreciation is good. We should have appreciating attitude.
(4) The fragrance of flowers filled the room. Now the entire room is fragrant.
(5) I usually have a thought why people do not become thoughtful.
(6) This application has so many errors and certain other things that are not applicable here.
In simple words: For each given noun, write its adjective form and then create a sentence that uses both the noun and its adjective form correctly.

Exam Tip: Practice identifying noun-adjective pairs and constructing sentences that smoothly integrate both forms to show your understanding of their usage.

 

Question 4. Re-word the following lines :
(1) Not till last week did the chance come to visit it.
(2) She was being led carefully between the flower-beds by a little boy.
(3) I went to the window which overlooked a large garden.
Answer:
(1) The chance to visit it did not come till last week.
(2) A little boy was leading her between the flower-beds.
(3) I went to the window overlooking a large garden.
In simple words: Rewrite each sentence using simpler language or a different structure while keeping the original meaning exactly the same.

Exam Tip: When re-wording, focus on simplifying complex sentence structures or less common vocabulary without altering the core message of the original sentence.

 

Question 5. Combine the following sentences using appropriate conjunctions :
(1) I have a leg tied up. I hop about on a crutch. It is almost fun. I guess so.
(2) Their eyes are bandaged absolutely throughout the day. They are on their honour not to peep.
(3) They must get a real appreciation of misfortune. They must also get understanding of misfortune into their young minds. We make them participants in misfortune too.
Answer:
(1) I guess that it is almost a fun to hop about on a crutch having a leg tied up.
(2) They are on their honour not to peep with their eyes bandaged absolutely throughout the day.
(3) They must get a real appreciation of misfortune and get understanding of misfortune into their young minds; so we make them participants in misfortune too.
In simple words: Connect the small sentences into bigger ones using words like 'and', 'but', 'because', or 'so' to show how the ideas are linked.

Exam Tip: Choose conjunctions that accurately reflect the logical relationship between the clauses, such as cause-and-effect, addition, contrast, or result.

 

Question 6. Rewrite as directed :
(1) I asked her some questions. (Change the Voice.)
(2) She seems to be a hopeless cripple. (Turn into Exclamatory.)
(3) They need assistance in everything. (Add a Question Tag.)
(4) The blind day is really the worst. (Change the Degree.)
(5) That would be cheating. (Turn into Interrogative.)
(6) But it doesn't really matter. (Turn into Affirmative.)
(7) I had heard a great deal about Miss Beam's school. I had to visit it.(Use 'so'.)
Answer:
(1) She was asked some questions.
(2) What a hopeless cripple she seems to be!
(3) don't they
(4) No other day is so bad as the blind day.
OR
The blind day is worse than any other day.
(5) Wouldn't that be cheating ?
(6) It's perfectly okay.
(7) I had heard a great deal about Miss Beam's school, so I had to visit it.
In simple words: Change each sentence as instructed, for example, convert to passive voice, exclamatory sentence, add a question tag, change the degree of comparison, or rephrase to affirmative.

Exam Tip: Understand the rules for each type of sentence transformation (voice, exclamatory, question tags, degree of comparison) to apply them accurately without changing the core meaning.

Additional Writing

 

Question 1. Write a report on your visit to a school for the blind.
Answer:
Visit to a school for the blind
Vastrapur, Ahmedabad.
February 4, 2020
Last Monday, we visited the school for the blind at Vastrapur. We had taken permission in advance, so Mr Panchal took us round. While lectures were being delivered some of the blind students were found recording and some others were running their fingers over pages in braille script.We law them studying and doing other miscellaneous jobs quite actively and enthusiastically. We also visited other sections where they worked. There is a workshop where the blind were making wooden furniture items.
They were also working on machines quite skilfully. Then there is a separate building where physiotherapy patients are treated. There also they were conducting physiotherapy exercises with ailing patients. Some younger ones were playing in the open ground with so much confidence that we never felt they were visually impaired. The visit made us realise how people manage even their misfortune. It was a great lesson to us.
In simple words: Write a formal report about visiting a school for blind students, describing what you observed, such as how they learn and work, and what you learned from the experience.

Exam Tip: A good report includes a clear date, location, purpose, detailed observations, and a concluding reflection, presented in an organized and formal tone.

 

Question 2. Write a paragraph on: A School of My Dream
Answer: Like most of the children of my age, I too hate school. Every day the same routine, the chalk-talk method of teaching. I would like to run off. To my mind, my school should be a place without walls – away from confinement. Students should be allowed to do what their minds suggest.
There should be play-way method of teaching. Teachers should be young, energetic and enthusiastic taking deep interest in children. Instead of delivering lectures from one side, students should be lured to participate in and try to seek expected learning outcomes. Instead of turning pages of the books, students should be taught on screen. They should be allowed to browse the net and be motivated to find solutions for themselves.
They should not be compelled to be dependent on teachers. Even exams should also be conducted infractions. So that students development and school should cater should not bother much about exams. to them whatever is required to fulfill Students should be given enough their demands, opportunities for their all round.
In simple words: Write a paragraph describing your ideal school, focusing on how it would be different from traditional schools, including teaching methods, environment, and student freedom.

Exam Tip: When writing a descriptive paragraph, use vivid language and provide specific details about each aspect of your ideal school, from its physical environment to its educational philosophy.

Given below are some tasks you should perform for the differently abled. You are required to group the activities under the following heads:

Visually impaired, Physically challenged, Hearing and Speech impaired.

Offer a guiding arm, Communicate by typing on the computer, Understand facial expressions and gestures, Understand the use of sign language, Build ramps at public places, Face the person and make eye contact while speaking, Use the sign language to describe things, Don't move furniture without informing the person, Provide support to walk, Ask if the person needs assistance, Use pictures and other visual aids to communicate, Describe things in detail.

 

Answer:

In simple words: This table categorizes different ways to help people with visual, physical, hearing, or speech challenges, like offering an arm for the blind or using sign language for the deaf.

Exam Tip: When categorizing, carefully consider the specific nature of each task and how it directly addresses the challenges faced by each type of disability.

 

Question (i) Match the columns :

Answer: (1-E), (2- A). (3-B), (4-H), (5-J), (6-D), (7-C), (8-1), (9-F), (10-G).
In simple words: Match each moral value with its correct definition or related concept.

Exam Tip: Ensure a one-to-one correspondence for matching questions, carefully considering the most accurate synonym or explanation for each term.

 

Question (ii) Make sentences from the words mentioned in column (i) above :
(1) Honesty: Honesty is the best policy.
(2) Hardworking: My sister is a hardworking girl.
(3) Compassion: My grandmother has a golden heart that is full of compassion.
(4) Responsibility: The responsibility to do your homework on time is on you.
Answer: (Answers are provided above, forming sentences with each word).
In simple words: Create a sentence for each moral value provided in the first column, showing how it is used.

Exam Tip: When creating sentences for moral values, choose common and clear contexts that unambiguously demonstrate the meaning of the word.

 

Question. Imagine you were to be blindfolded for a day. How would you feel? Write a short paragraph on the same with the help of the points mentioned below:
Answer: If I were blindfolded for a day, it would be a scary idea. I couldn't picture a world packed with darkness, and I wouldn't be able to connect with colors. I also wouldn't be able to view the loveliness of nature (like pretty flowers, trees, bright moonlight, mountains, and rivers), or my great friends and family. It would be hard for me to do my everyday tasks, and I would always require assistance. I wouldn't be able to play with my friends or attend school, making the whole day completely different. I would express gratitude to God for the amazing gift of sight He has granted me, and pray for the chance to support others who are not so lucky.
In simple words: If I were blindfolded, I would feel scared and unable to see the world or do simple tasks. I would be grateful for my sight and hope to help others who face such difficulties.

Exam Tip: When writing a descriptive paragraph like this, clearly state your feelings and use vivid details to illustrate the challenges and emotions associated with the experience.

A Different Kind Of School Summary In English

The writer had heard much about Miss Beam's school, so he chose to visit it at the first chance available. Arriving at the school, he noticed a young girl whose eyes were covered with a bandage, being guided by a boy who was much younger than her. He met Miss Beam, who was exactly as he had imagined.

She was commanding but also a gentle and comprehending woman. She explained to the writer that her school's true purpose was not just to teach ideas, but to instill empathy and compassion in the students. She informed the writer that as part of the school's structure, each session included a blind day, a lame day, a deaf day, a dumb day, and an injured day for every child.

This practice was established to help children grasp and value hardship by letting them experience it directly. Miss Beam also mentioned that the children truly enjoyed these activities and and did not consider them a problem.

The writer met a girl with a blindfold who shared that being blind was the hardest part she had acted out. She constantly worried about being struck. By the end of the day, the writer also noticed a shift in his own thinking. He felt he had become much more considerate than before. The writer was sad to leave Miss Beam's school when the time came.

Phrases

• A great deal: a large amount or quantity of something
• No one In sight: No one to be seen
• It pains me: It hurts me, It troubles me

Glossary

• in sight (adv.): to be seen
• kindly (adv.): friendly
• plump (adj.): stout, pleasantly fat
• responsible (adj.): aware of their duties
• at play (u.): playing
• hopeless (adj.): unfortunate, without hope
• lame day (adj.): day on which one acts as if one was lame
• misfortune (n.): unfortunate condition, bad luck
• their eyes are bandaged (n.): they are blindfolded
• are on their honour (o.): have promised
• misery (n.): difficulty, unpleasantness
• thoughtless (adj.): careless
• come to talk (y.): who has come to talk
• awful (adj.): bad
• troublesome (adj.): difficult
• gradually (adv.): slowly