GSEB Class 9 English Solutions Chapter 9 Friend from the Sky

Recite the Poem

Oh! What joy it is
To have friends like you
For giving me strength
For lifting me up (cheering me)
When I'm feeling down (sad)
And putting a smile on my face
When I'm wearing a frown (anger).
Thanks for being there
And helping me grow,
Your friendship means a lot
This I'd like you to know. – Mary E. Carpio

Mark True or False

 

Question. When we are down, what does a friend do?
Answer: When we are feeling sad, a friend gives us strength and helps us grow as individuals. A good friend will support you and encourage your development.
In simple words: When you are upset, friends make you feel stronger and help you get better.

Exam Tip: For questions asking for actions, identify the positive contributions or support provided, summarizing them concisely.

Read these sentences carefully. They describe your possible behaviour with your friends. The columns against each statement show the frequency of that behaviour. Put tick mark (√) to show YOUR OWN frequency. Count the tick marks and put the total in each column.

Now multiply the total number of tick marks as under:
'Always' by 1,
'Often' by 2,
'Sometimes' by 3,
'Never' by 4.
Add up all the figures. It is your Friendship Score.
Now evaluate your score as per the given scoreboard.
The score 26 and above is EXCELLENT,
From 21 to 25 is GOOD,
From 15 to 20 is AVERAGE and
Below 15 means YOU NEED TO IMPROVE
YOUR BEHAVIOUR WITH YOUR FRIENDS.

Vocabulary

 

Question 1. Replace the underlined words with the words from the lesson. The first one or two letters of that word are given in the brackets to make your search easy.
Last Sunday I had nothing special to do. So I was sitting under a tree in a park. My thoughts were running free. Some children were shouting (sc...). Some were playing. An old man was sleeping under a tree while the light ripples of air (br...) was pleasing me. Suddenly, a little bird came down (la...) on my shoulder. At first I was afraid (fr...). Then my eyes sparkled (br...). This incident brought a big (br...) smile on my tired (ex...) face.
Answer: Last Sunday I had nothing special to do. So I was sitting under a tree in a park. My thoughts were running free. Some children were screaming (sc...). Some were playing. An old man was sleeping under a tree while the breeze (br...) was pleasing me. Suddenly, a little bird landed (la...) on my shoulder. At first I was frightened (fr...). Then my eyes brightened (br...). This incident brought a broad (br...) smile on my exhausted (ex...) face.
In simple words: The words in the story that were underlined have been replaced with new words that fit the meaning and were found in the lesson, such as 'screaming' for 'shouting' and 'landed' for 'came down'.

Exam Tip: When replacing words in a passage, always ensure the new word fits the context and maintains the original meaning. Use the provided clues to guide your choice.

 

Question 2. Underline the sentence with almost similar meaning to the main sentence.
(1) Before Reshma could understand / anything, the new ball landed in her lap.
(a) The new ball was on the land.
(b) The new ball came in her lap.
(c) The new ball was in her lap.
(d) Reshma had got a new ball in her lap.
Answer: (c) The new ball was in her lap.
In simple words: Before Reshma had a chance to realize anything, the new ball just fell into her lap.

Exam Tip: For "similar meaning" questions, look for the option that expresses the core idea of the main sentence most directly and simply.

 

Question 2. Underline the sentence with almost similar meaning to the main sentence.
(2) Reshma was puzzled.
(a) Reshma had a problem.
(b) Reshma was confused.
(c) Reshma was very happy.
(d) Reshma was scared.
Answer: (b) Reshma was confused.
In simple words: To be puzzled means to be confused or unsure about something.

Exam Tip: Understanding synonyms is key. "Puzzled" directly means "confused" in this context.

 

Question 2. Underline the sentence with almost similar meaning to the main sentence.
(3) At the moment the duck looked exhausted.
(a) The duck looked dreadful.
(b) The duck was looking for a place to hide.
(c) The duck looked very tired.
(d) The duck seemed unhappy.
Answer: (c) The duck looked very tired.
In simple words: When someone is exhausted, they feel extremely tired or worn out.

Exam Tip: "Exhausted" is a strong word for tiredness. The correct option captures this intensity.

 

Question 2. Underline the sentence with almost similar meaning to the main sentence.
(4) They were thrilled to see the bird in Reshma's lap.
(a) They were very much excited to see the bird.
(b) They felt astonished to see the bird.
(c) They were afraid to see the bird.
(d) They were sad to see the bird.
Answer: (a) They were very much excited to see the bird.
In simple words: "Thrilled" means feeling extremely happy and excited about something.

Exam Tip: Choose the option that best conveys strong positive emotion when "thrilled" is used.

 

Question 2. Underline the sentence with almost similar meaning to the main sentence.
(5) The children marched into the room.
(a) The children walked away from the room.
(b) The children ran into the room.
(c) The children entered the room.
(d) The children walked into the room.
Answer: (d) The children walked into the room.
In simple words: To "march into" a place means to walk into it, often with purpose or in a group.

Exam Tip: Consider the nuance of verbs. "Marched" implies a deliberate entry, which "walked into" captures more accurately than "ran" or "entered" alone.

 

Question 2. Underline the sentence with almost similar meaning to the main sentence.
(6) They all caressed and played with the duck.
(a) Some children touched the duck with love.
(b) All the children became friends of the bird.
(c) Children liked the company of the bird.
(d) Children showed their liking by moving their hands on the duck and playing with it.
Answer: (d) Children showed their liking by moving their hands on the duck and playing with it.
In simple words: To caress means to touch something gently and with affection, usually showing care or love.

Exam Tip: Break down the verb's meaning. "Caressed" suggests gentle, loving interaction, which is best described by the physical action of "moving their hands on the duck."

 

Question 3. Complete the dialogue using the key words from the brackets. Then read out in pairs.
(spastic, dim, flap, windy, frightened)
A : Munna, how would you feel if you see a fierce dog approaching / coming to you ?
B: I'll be frightened.
A : What would you call the person who has no control over his legs and hands ?
B : I would call him / her a spastic.
A: Can you see the duck ?
B: No, I can't.
A: Why can't you see the duck?
B : Because the light is dim here.
A : It's monsoon time. It is raining heavily now.
B : Yeah. It is windy too.
Answer:
A : Munna, how would you feel if you see a fierce dog approaching / coming to you ?
B: I'll be frightened.
A : What would you call the person who has no control over his legs and hands ?
B : I would call him / her a spastic.
A: Can you see the duck ?
B: No, I can't.
A: Why can't you see the duck?
B : Because the light is dim here.
A : It's monsoon time. It is raining heavily now.
B : Yeah. It is windy too.
In simple words: We fill in the blanks using the given words so the dialogue makes sense. For example, seeing a fierce dog would make someone 'frightened', and weak light is 'dim'.

Exam Tip: Read the full dialogue before choosing words to ensure consistency and logical flow. Context is essential for correct word choice.

Comprehension

 

Question 1. Read these sentences and write your responses to the sentences.
(1) Reshma could neither play nor move about herself. — Oh! It's so sad!
(2) Reshma was a spastic, yet she could use a spoon to eat. — Bravo!
(3) Reshma had no friends and so she felt lonely. — Oh! It's so sad!
(4) The bird bit Reshma's mother on her hand so she cried. — Ouch!
(5) The eyes of the bird brightened and he started fluttering his wings. — That's great!
(6) Reshma and her friends treated the bird like a royal guest. — Wow!
(7) Yee! He has learnt to fly again. — Awesome!
(8) Reshma never had reason to feel lonely again. — That's great!
Answer:
(1) Reshma could neither play nor move about herself. — Oh! It's so sad!
(2) Reshma was a spastic, yet she could use a spoon to eat. — Bravo!
(3) Reshma had no friends and so she felt lonely. — Oh! It's so sad!
(4) The bird bit Reshma's mother on her hand so she cried. — Ouch!
(5) The eyes of the bird brightened and he started fluttering his wings. — That's great!
(6) Reshma and her friends treated the bird like a royal guest. — Wow!
(7) Yee! He has learnt to fly again. — Awesome!
(8) Reshma never had reason to feel lonely again. — That's great!
In simple words: These are statements with their given emotional reactions, showing how different events made people feel, from sadness to excitement and wonder.

Exam Tip: When providing responses to statements, ensure the emotion and intensity of your reaction match the content of the statement itself.

 

Question 2. Here is a dialogue between Reshma and her mother. But it is jumbled up. Arrange the whole dialogue in a proper (logical) order and read it out in the class. First, middle and last lines are given as answers. Work in pairs.
Mother: Reshma, come inside, please. It's quite cold outside.
Reshma :Yes, mummy. What shall we do now ?
Mother: Now, see. How happy he looks!
Reshma : Five minutes more, mummy!
Mother: But, where will you keep him, dear ?
Reshma : I don't know, mummy. He has just arrived.
Mother: Let's feed him with care. But what should we feed him ?
Reshma: Let's give him some rice and milk.
Mother: OK. But, take good care of the bird and feed him regularly.
Reshma : Yes, mom ! I will call him 'Mitra'. I will play with him.
Mother: Oh! What's this in your lap, Reshma ?
Reshma: I will keep him in a basket in my room, mummy.
Mother: It looks scared and hungry.
Reshma: Oh! Yes mummy. Thank you very much.
Answer:
Mother: Reshma, come inside, please. It's quite cold outside.
Reshma: Five minutes more, mummy!
Mother: Oh! What's this in your lap, Reshma?
Reshma: I don't know, mummy. He has just arrived.
Mother: It looks scared and hungry.
Reshma: Yes, mummy. What shall we do now?
Mother: Let's feed him with care. But what should we feed him?
Reshma: Let's give him some rice and milk.
Mother: Now, see. How happy he looks!
Reshma: Yes, mom! I will call him 'Mitra'. I will play with him.
Mother: But, where will you keep him, dear?
Reshma: I will keep him in a basket in my room, mummy.
Mother: OK. But, take good care of the bird and feed him regularly.
Reshma: Oh! Yes mummy. Thank you very much.
In simple words: The jumbled dialogue has been put in the correct sequence, starting with the mother asking Reshma to come inside, then discovering the bird, deciding to care for it, and finally naming it and planning its care.

Exam Tip: For jumbled dialogues, look for opening and closing statements, questions and their corresponding answers, and logical progression of events to sequence them correctly.

 

Question 3. Read the lesson and find out who says to whom and what. Complete the table.
Answer:

In simple words: The table lists different lines spoken by characters like Mother, Reshma, and children, and indicates who they were speaking to in each instance.

Exam Tip: Pay close attention to dialogue tags and context clues in the story to correctly identify speakers and listeners for each statement.

 

Question 4. Make a list of the sentences from the lesson describing what Reshma can do and what Reshma can't do.
Answer:

In simple words: This table shows a clear list of things Reshma was able to do, like using a spoon, and things she found difficult, such as walking or buttoning her shirt.

Exam Tip: Organize information into clear categories like "can do" and "can't do" to effectively describe a character's abilities and limitations.

 

Question 5. Read the sentences and then find out the sentences of the same meaning from the lesson.
(1) Reshma was unable to move around.
Answer: She could just sit in her wheelchair and watch the life outside from her balcony. She was fourteen years old and a spastic.
In simple words: Reshma couldn't move easily, so she stayed in her wheelchair and watched the outside world from her balcony because she had a condition called spasticity.

Exam Tip: When matching sentences, look for key phrases and overall meaning, not just individual words, to ensure accuracy.

 

Question 5. Read the sentences and then find out the sentences of the same meaning from the lesson.
(2) The children continued playing even though it grew dark.
Answer: Now the wind became stronger and the light became dim. But the children went on with their game.
In simple words: Even as the wind got stronger and it got darker, the children kept playing their game without stopping.

Exam Tip: Identify conjunctions like "even though" or "but" that connect contrasting ideas to find equivalent sentences.

 

Question 5. Read the sentences and then find out the sentences of the same meaning from the lesson.
(3) The bird looked completely tired.
Answer: At the moment it looked exhausted.
In simple words: The bird seemed very, very tired at that particular moment.

Exam Tip: Focus on intense descriptive words like "completely tired" and their synonyms like "exhausted" to find matching meanings.

 

Question 5. Read the sentences and then find out the sentences of the same meaning from the lesson.
(4) 'Mitra' – the bird looked very happy and started flapping his wings.
Answer: His eyes brightened and he started fluttering his wings.
In simple words: When Mitra was happy, his eyes became brighter, and he began moving his wings quickly.

Exam Tip: Look for actions that clearly indicate a specific emotion, such as "brightened eyes" and "fluttering wings" for happiness.

 

Question 5. Read the sentences and then find out the sentences of the same meaning from the lesson.
(5) Reshma's parents looked for the bird in the house.
Answer: Her mummy and papa searched in the house.
In simple words: Reshma's mom and dad went searching around the house for the bird.

Exam Tip: Pay attention to simple word substitutions like "parents" for "mummy and papa" and "looked for" for "searched."

 

Question 5. Read the sentences and then find out the sentences of the same meaning from the lesson.
(6) All the children entered the room.
Answer: All the children marched into the room.
In simple words: Every child went into the room, walking together as a group.

Exam Tip: "Entered" and "marched into" convey the same general action, but "marched" adds a sense of purpose or group movement.

 

Question 6. Number the sentences in proper order of the story.
[7] Mother felt very happy when she saw Reshma's smiling face.
[2] Reshma suggested her mummy to feed the bird with some rice and milk.
[3] Reshma very happily decided to keep the bird with her in her room.
[4] Reshma looked worried when she didn't find the bird in the basket.
[5] Reshma fed the bird with an ink- filler.
[1] Reshma was a bit scared to see the bird in her lap.
[9] Mitra caught a fish.
[6] Children played with the bird.
[8] Reshma's father took the bird to the lake.
Answer:
1. Reshma was a bit scared to see the bird in her lap.
2. Reshma suggested her mummy to feed the bird with some rice and milk.
3. Reshma very happily decided to keep the bird with her in her room.
4. Reshma looked worried when she didn't find the bird in the basket.
5. Reshma fed the bird with an ink-filler.
6. Children played with the bird.
7. Mother felt very happy when she saw Reshma's smiling face.
8. Reshma's father took the bird to the lake.
9. Mitra caught a fish.
In simple words: The sentences describing the story of Reshma and the bird have been arranged in the correct order of events, from Reshma first seeing the bird to Mitra learning to catch fish again.

Exam Tip: To order sentences, identify cause-and-effect relationships and chronological markers, such as initial reactions, decisions, actions, and subsequent outcomes.

Answer the questions in one sentence each.

 

Question 1. What was Reshma doing ?
Answer: Reshma was sitting in the balcony and watching the children playing in the park.
In simple words: Reshma sat on her balcony, looking at the kids playing outside.

Exam Tip: For simple "what was doing" questions, state the main activity and location clearly.

 

Question 2. Who is called a spastic ?
Answer: A spastic is a person who has no control over his / her hands and legs from birth.
In simple words: A spastic is someone who cannot control their hands and legs since they were born.

Exam Tip: Define terms clearly and concisely, focusing on the core characteristic provided in the text.

 

Question 3. What was Reshma's favourite pastime ?
Answer: Reshma's favourite pastime was to watch the children playing in the street or the park.
In simple words: Reshma most liked to watch kids playing on the street or in the park.

Exam Tip: State the favorite activity directly as described in the lesson.

 

Question 4. What landed in Reshma's lap ?
Answer: A shelter duck landed in Reshma's lap.
In simple words: A duck from a shelter fell into Reshma's lap.

Exam Tip: Provide the specific item that landed, as mentioned in the story.

 

Question 5. Name the things Reshma and her mother put before the bird to feed it.
Answer: Reshma and her mother put breadcrumbs, nuts, fruits and grains before the bird to feed it.
In simple words: They offered the bird bread, nuts, fruits, and grains to eat.

Exam Tip: List all items mentioned clearly and in full for full marks.

 

Question 6. Name the book written by Salim Ali.
Answer: The book written by Salim Ali is 'Indian Birds'.
In simple words: Salim Ali wrote a book called 'Indian Birds'.

Exam Tip: State the book title accurately and completely, including proper nouns.

 

Question 7. From where does the shoveller migrate ?
Answer: The shoveller migrates from the cold regions of Russia.
In simple words: Shoveller birds move from the chilly parts of Russia.

Exam Tip: Provide the specific origin of migration as detailed in the text.

 

Question 8. With what did Reshma prepare 'Mitra's' bed?
Answer: Reshma prepared Mitra's bed with grass.
In simple words: Reshma made Mitra's bed using grass.

Exam Tip: Identify the specific material used for the bed as stated in the story.

 

Question 9. Why according to Anita, is it difficult for Mitra to make new friends ?
Answer: It is difficult for Mitra to make new friends because he is lame.
In simple words: Anita believes Mitra finds it hard to make friends because he has a limp.

Exam Tip: Mention the character who states the reason and the reason itself to answer completely.

 

Question 10. What could the children realize after they became friendly with Mitra ?
Answer: After the children became friendly with Mitra, they realized that Reshma must have felt bad because they did not play with her.
In simple words: The children understood that Reshma probably felt sad because they hadn't played with her before.

Exam Tip: Connect the children's new understanding to their previous actions or oversights regarding Reshma.

 

Question 11. What did Mitra learn again ?
Answer: Mitra learnt to catch fish again.
In simple words: Mitra remembered how to catch fish.

Exam Tip: State the specific skill or action Mitra relearned, as mentioned in the narrative.

 

Question 12. What did the children promise Reshma's mother ?
Answer: The children promised Reshma's mother that they would take her and bring her back safely in her wheelchair.
In simple words: The children promised to safely take Reshma out and bring her back in her wheelchair.

Exam Tip: When detailing promises, ensure both the action and the condition (safely) are included.

Answer the questions in two or three sentences.

 

Question 1. How old was Reshma ? What could she not do ?
Answer: Reshma was fourteen years old. She could not walk or button her shirt up.
In simple words: Reshma, who was fourteen, couldn't walk or fasten her shirt buttons on her own.

Exam Tip: For multiple-part questions, ensure each part is answered clearly and concisely within the specified length.

 

Question 2. Why did Reshma feel lonely ? What was her favourite pastime ?
Answer: Reshma felt lonely because she had no friends. All the neighbourhood children were busy with their school and games. Her favourite pastime was to watch the children playing in the street or the park.
In simple words: Reshma felt alone because other kids were busy. She liked watching them play in the street or park.

Exam Tip: Provide both the reason for her loneliness and her preferred activity to fully answer this multi-part question.

 

Question 3. Describe the bird in your words.
Answer: The bird was a duck. Its beak was broad like a shovel. It had bright blue, white and brown feathers.
In simple words: The bird was a duck with a wide, shovel-like beak and feathers that were bright blue, white, and brown.

Exam Tip: Use descriptive adjectives and comparisons (like "shovel" for the beak) to paint a vivid picture of the bird.

 

Question 4. What efforts did Reshma and her mother make to feed the bird ?
Answer: Reshma and her mother put breadcrumbs, nuts, fruits and grains before the bird to feed it. Then her mother mixed boiled rice, milk and sugar and fed it with an ink-filler.
In simple words: Reshma and her mom tried to feed the bird with bread, nuts, fruits, and grains. Later, her mom gave it a mix of rice, milk, and sugar using an ink-filler.

Exam Tip: Detail all the methods and food items used in their attempt to feed the bird, showing a comprehensive effort.

 

Question 5. What name did Reshma give to the bird ? Where did she keep it at night ?
Answer: Reshma named the bird ‘Mitra'. She took a basket and put some grass into it. It was Mitra's bed. She kept the basket with her at night.
In simple words: Reshma named the bird 'Mitra'. She made a bed of grass in a basket and kept Mitra in it by her side at night.

Exam Tip: Ensure both parts of the question — the name and the bird's overnight location — are clearly addressed.

 

Question 6. How was 'Mitra' treated for the next ten days ?
Answer: For the next ten days, Mitra was treated like a royal guest. Everyone brought something for him. They all caressed and played with him.
In simple words: For ten days, Mitra was treated like a very important visitor, getting gifts and lots of loving attention from everyone.

Exam Tip: Describe the extent of care and affection Mitra received, highlighting the "royal guest" comparison.

 

Question 7. Reshma never had reason to feel lonely again. How ?
Answer: The incident of the duck, the children realized how lonely Reshma must have felt because no one played with her. But now they took Reshma with them every day to the park. They would bring her back safely. So Reshma never had a reason to feel lonely again.
In simple words: The duck incident made the children understand Reshma's loneliness. So, they started including her in their daily park visits, ensuring she was always safe, meaning she didn't feel lonely anymore.

Exam Tip: Explain the cause (the duck incident leading to realization) and effect (children's change in behavior towards Reshma) to fully answer "How?".

 

Question. Have you ever come across an injured bird / animal ? How did you help it then ?
Answer: Last Uttarayan, a bird was injured because of the string of a kite. It could not fly. It lay motionless in our garden. I made the bird drink some water with cotton. Then I called the emergency helpline for birds. They came and took the bird away. I was then told that the bird was alright within a week and flew away.
In simple words: During Uttarayan, I found a kite-injured bird in my garden, unable to fly. I gave it water and called a bird helpline, who took it. Later, I learned it recovered and flew away.

Exam Tip: When narrating an experience, describe the situation, your actions, and the outcome in a clear sequence.

Language Practice

 

Question 1. Read the conversation and observe the underlined words.
Doctor: How are you now ? You look quite well yet much worried! Why ?
Patient: Oh! No. I am well but there is a problem, sir!
Doctor: I see. Tell me the problem.
Patient: Although I can walk steadily sometimes I feel weak.
Doctor : You should take special diet so that you can be healthy again.
Patient: What kind of diet, sir?
Doctor: You may take either fruits or fruit juice daily. Start from today.
Patient: Sir, I like fruit juice but I never like eating fruits.
Doctor : It's up to you now. You can take either fruits or vitamin pills.
Patient: No sir, not at all. I will start taking fruits from today so that I can recover my health soon.
Doctor: Although it seems everything is normal, you should not take it lightly.
Patient : You are right, sir. I usually take care yet sometimes I am careless about my food. But I will take much care. Thank you.
Answer: The dialogue highlights various conjunctions (yet, but, although, so that, either...or) which are used to express contrast, reason/result, and alternatives within sentences. These words connect ideas and show relationships between different parts of the conversation.
In simple words: This chat shows how words like 'yet' and 'but' are used to show differences, 'so that' explains a reason, and 'either...or' offers choices.

Exam Tip: To observe underlined words, focus on their role in connecting ideas (e.g., contrast, choice, purpose) within the sentences they appear.

 

Question 2. Study the underlined words from the above conversation. Classify them into three given categories understanding the meanings of the sentences.
Alternatives/options
Example: either - or
Contrast
Example : yet, but, although
Reason and Result
Example: so that
Answer: The classification of underlined words from the conversation is as follows:
Alternatives/options: either-or
Contrast: yet, but, although
Reason and Result: so that
In simple words: The underlined words are grouped into three types: those that give choices (like either-or), those that show differences (like yet, but, although), and those that explain why something happens (like so that).

Exam Tip: Understand the function of each conjunction: 'either-or' for choice, 'yet/but/although' for opposition, and 'so that' for purpose/outcome.

 

Question 3. Work in pairs. Read the table. Column A shows the reasons for some actions and Column B has the results of the actions. Match them properly.

Answer:
(1) This sum is rather difficult so all the students can't do it.
(2) It is raining therefore, you should take an umbrella with you.
(3) It was a severe earthquake so tall buildings collapsed.
(4) He was a lazy boy therefore, everyone hated him.
(5) He belonged to a poor family so he couldn't buy new clothes.
(6) We started early so that we might not miss the train.
In simple words: Each sentence combines a reason from Column A with its correct result from Column B, using words like 'so' or 'therefore' to connect them logically.

Exam Tip: When matching causes and effects, ensure a clear and logical connection between the action or situation and its direct consequence.

Join the pairs of sentences choosing the proper conjunctions from the brackets.

 

Question 1. She fell down from the fifth step. She did not hurt herself, (yet, so)
Answer: She fell down from the fifth step yet she did not hurt herself.
In simple words: She fell from the fifth step, but surprisingly, she did not get hurt.

Exam Tip: "Yet" is used to show a contrast or an unexpected outcome following an action.

 

Question 2. The doctor tried his best. He could not save the patient, (or, but)
Answer: The doctor tried his best but he could not save the patient.
In simple words: The doctor tried hard, however, he couldn't save the patient.

Exam Tip: "But" is used to introduce a contrasting or opposite idea to the one that came before it.

 

Question 3. They wanted good governance in the state. They elected an honest candidate in the election. (although, therefore)
Answer: They wanted good governance in the state therefore, they elected an honest candidate in the election.
In simple words: Because they wanted good government, they chose an honest person in the election.

Exam Tip: "Therefore" shows a consequence or result; the second part of the sentence is a logical outcome of the first.

 

Question 4. You can select a red pen. You can select a blue pen. (so that, either... or)
Answer: You can select either a red pen or a blue pen.
In simple words: You have a choice between picking a red pen or a blue pen.

Exam Tip: "Either...or" is used to present two or more options, from which only one can be chosen.

 

Question 5. Turn the lights off. We can sleep. (so, or)
Answer: Turn the lights off so we can sleep.
In simple words: Switch off the lights because we want to sleep.

Exam Tip: "So" is used to introduce a result or consequence of the preceding action.

 

Question 5. Say whether the statements are True or False. If you find it false, rewrite it correctly.
(1) He is so clever that he does not know anything. – False
Answer: False. He is so clever that he knows everything.
In simple words: If someone is very smart, it means they know many things, not nothing. So, the first statement is incorrect; the correction explains that clever people know everything.

Exam Tip: Always analyze the core meaning of the statement before determining if it's true or false. For false statements, precisely identify the incorrect part and correct it without changing the overall subject.

 

(2) Although Ramesh played well, the team lost the match. – True
Answer: True.
In simple words: Even if one player plays very well, the whole team can still lose the game. This statement is correct.

Exam Tip: For simple true/false questions, quickly confirm the logical consistency of the statement. No rewriting is required for true statements.

 

(3) Would you take ice-cream but cold drinks ? – False
Answer: False. Would you take ice-cream or cold drinks?
In simple words: When offering a choice between two items, the correct linking word is 'or', not 'but'. So, the original statement is wrong, and 'or' fixes it.

Exam Tip: Pay attention to conjunctions (like 'but', 'or', 'and') as they change the meaning of a sentence, especially in multiple-choice or conditional statements.

 

(4) The birds flew away therefore the gun was fired. – False
Answer: False. The gun was fired, therefore the birds flew away.
In simple words: The cause and effect are reversed in the original sentence. The gun being fired caused the birds to fly away, not the other way around.

Exam Tip: Carefully consider cause-and-effect relationships in statements. The "therefore" conjunction should always logically connect an outcome to its preceding reason.

 

(5) Sushant is younger but he can climb the tree quickly. – True
Answer: True.
In simple words: This sentence means that despite being young, Sushant is still able to climb trees fast, which is a correct use of "but" to show contrast.

Exam Tip: 'But' is used to introduce a contrast or an unexpected outcome. If the two parts of the sentence show such a contrast, the statement is true.

 

Question 6. Select the table and try to make sentences using relevant conjunctions. Write down your sentences and ask your teacher to correct them if incorrect. Then read them aloud in the class.
Answer:
(1) Would you like tea or coffee?
(2) Although he is poor, he is very honest.
(3) I like neither tea nor coffee.
(1) Mrs Pandya drinks neither tea nor coffee.
(2) You can have either chocolates or biscuits.
(3) Will you go by bus or train?
(4) There are neither mobiles nor computers in this village.
(5) The children can have either apples or bananas.
(6) Ramu is poor but honest.
(7) Devjibhai is old yet he is a hard working man.
(8) Although we were tired, we walked fast.
(9) He is ill yet cheerful.
(10) Although he is wealthy, he is unhappy.
In simple words: The exercise asks you to create different sentences by using specific linking words like 'either...or', 'neither...nor', 'but', 'yet', and 'although'. These example sentences demonstrate how to correctly use those words to connect ideas and show choices, contrasts, or reasons.

Exam Tip: When using conjunctions, always check that the ideas they connect are logically related and that the conjunction chosen accurately reflects the relationship (e.g., choice, contrast, cause-and-effect).

 

Writing

 

Question 1. Write about your visit to a school for the blind. Work in pairs.
Answer: Last week, our class visited the Blind People's Association, a school for visually impaired individuals, in Ahmadabad. Our class teacher also accompanied us. We traveled there by our school bus. When we entered the school, we observed many blind girls and boys moving around freely and enjoying themselves, just like we do. Our teacher met the school principal, who sent a staff member to guide us around the school. We first visited the workshop, where blind students were taught carpentry. It was amazing to observe them working with wood. Girls were given specialized instruction in tailoring, painting, embroidery, and pottery. We were surprised by how well these blind girls performed all this work. We also saw blind students receiving instruction in playing musical instruments. Some of them sang so beautifully! The most interesting parts of our visit were the library and the computer room. We saw books written in Braille. It was impressive to see some students use computers with such ease. It was an inspiring visit. We realized that even though these young boys and girls cannot see, they are far more talented than us. They truly appreciate life and live it fully.
In simple words: Our class visited a blind school in Ahmadabad. We saw students happily moving around and learning various skills like carpentry, tailoring, music, and computer use. It was inspiring to see their talent and joy, even without sight.

Exam Tip: When writing a descriptive account, include details about what you saw, heard, and felt. Organize your writing logically, perhaps by areas visited or activities observed, to create a clear picture for the reader.

 

Question 2. Suppose you are Mitra – the bird that had fallen into Reshma's lap. Narrate the story in your words.
Answer: I was flying south, migrating over the beautiful land of Gujarat. Suddenly, a big storm hit, and I lost my way. I didn't know where I was going. All at once, I fell to the ground, disoriented. A small boy touched me, and I felt scared. With all my power, I flew up and landed in a little girl's lap. Her name was Reshma. She was sitting in her wheelchair on her balcony. She looked frightened and confused to see me. Her mother took me inside. I was very tired. Reshma's mother tried to pick me up, but I bit her hand, and she dropped me. I found a corner to huddle in. They tried to feed me breadcrumbs, nuts, fruits, and grains, but I didn't eat any of it. Finally, Reshma's mother mixed boiled rice, milk, and sugar and fed me with an ink-filler. I was happy, but I still couldn't fly. Reshma named me 'Mitra', which means friend. They placed me in a basket filled with grass for my bed. Mitra kept me with her. In the morning, some children came to see me. Reshma was feeding me, and they helped her. They were very happy to see me. For the next ten days, I was treated like royalty. The children read many books about me. They gently stroked and played with me. They helped me grow strong again. Eventually, I had to leave them. Reshma's father took me to a nearby lake. The children put me in the water. Slowly, I started swimming. I even learned to catch fish again! The children were very happy. Because of this, Reshma was no longer lonely.
In simple words: I am Mitra, a bird. I fell from the sky into Reshma's lap after a storm. Reshma and her family cared for me, feeding me and naming me. After ten days of royal treatment, I regained my strength, learned to swim and catch fish, and was released into a lake, bringing joy to Reshma and her friends.

Exam Tip: When narrating a story from a character's perspective, use first-person pronouns (I, me) and describe events and feelings as that character would experience them. Maintain a consistent tone throughout the narration.

 

Question 3. Tie a blindfold over your eyes. Keep it for about an hour. Try to do all your routine work in that condition. Don't try to peep or cheat. Now write a paragraph about what you felt and experienced.
Answer: Yesterday, I attempted to understand what it feels like to be unable to see. I blindfolded my eyes for one hour and tried to perform my usual tasks. It was a dreadful hour! I simply could not find my way in my own room and house. I kept bumping into doors and furniture and even hurt my toe! I tried to open my cupboard and take out my books, but I reached the window instead! I tried to feel objects and recognize them, but I failed. I also tried to fold my clothes and place them in the cupboard, but I failed again. Just then, the phone rang. I wondered where it was. Which direction should I go? I was unsure what to do. Finally, I was so tired of it all that I removed the blindfold. I now understood how blind people feel. However, they are very smart and can manage all their tasks on their own, unlike me.
In simple words: I tried being blindfolded for an hour to understand what it feels like. It was difficult; I bumped into things, couldn't find anything, and failed at simple tasks. This experience helped me realize how skilled blind people are at managing their lives.

Exam Tip: For reflective writing tasks, clearly describe the activity, your initial reactions, the challenges faced, specific examples of difficulties, and what you learned or realized from the experience.

 

Question 4. Frame a story from the given points. Write a moral of the story.
Answer: There were two friends, Motu and Chotu. Motu was fat, and Chotu was thin. One day, they went into a jungle to gather wood. Suddenly, they spotted a bear approaching them. Both friends became very scared. They ran quickly to save their lives. Chotu, being thin, could run fast. He ran and climbed up a tree. But Motu, who was fat, couldn't run as quickly. He didn't know what to do. The bear was getting closer. Just then, he had an idea. He lay down on the ground and pretended to be dead. The bear came near Motu and sniffed him. It sniffed his face. After some time, the bear walked away without even touching Motu. Once the bear was out of sight, Chotu climbed down from the tree. He ran to Motu and woke him up. Motu opened his eyes and asked, “Has the bear gone away?” “Yes,” Chotu replied. "Thank God! I am safe,” Motu said with a sigh of relief. “But what did the bear tell you?” Chotu asked. “I saw him whispering something in your ear.” Motu was angry with Chotu for abandoning him in danger. So he said, “The bear told me not to trust a friend who runs away and leaves you alone in difficulty.”
Moral: A true friend will never leave you during difficult times.
In simple words: Two friends, Motu and Chotu, faced a bear in the jungle. Chotu climbed a tree, leaving Motu to pretend to be dead. After the bear left, Motu told Chotu the bear advised not to trust friends who abandon you in danger. The moral is that true friends always stay by your side.

Exam Tip: When writing a story from given points, ensure you expand on each point to create a cohesive narrative. Develop characters and plot logically. The moral should clearly summarize the lesson learned from the story's events.

 

Comprehension

 

A. Read the extracts and answer the questions.

 

(1) It was a cool windy evening. There were sudden creaks as little branches of tree broke in the strong breeze and fell. Reshma was sitting in the balcony of their first floor flat. She was watching children playing in the park. The children did not mind the strong breeze or the yellow leaves of neem tree falling on their heads. They were all enjoying their ball game.
Question 1. What was Reshma doing?
Answer: Reshma was sitting in the balcony and watching the children playing in the park.
In simple words: Reshma was relaxing on her balcony, observing kids play in the park.

Exam Tip: For direct questions about an extract, locate the relevant sentence(s) in the passage and phrase your answer clearly and concisely using information directly from the text.

 

Question 2. What did the children not mind?
Answer: The children did not mind the strong breeze or the yellow leaves of the neem tree falling on their heads.
In simple words: The children didn't care about the strong wind or the falling leaves; they just kept playing.

Exam Tip: Ensure your answer directly addresses the "not mind" aspect, showing that the children were unaffected by the described conditions.

 

Question 3. What were the children enjoying?
Answer: The children were enjoying their ball game.
In simple words: The kids were having fun playing their ball game.

Exam Tip: Identify the main activity described in the extract to correctly answer what the characters were enjoying.

 

(3) "Reshma, come inside," called her mother from inside the house. "It is too cool and windy. You might catch a cold.” “Five minutes more, mummy.” Reshma was also enjoying the game from a distance. Reshma loved to watch children shouting in excitement.
Question 1. Why was Reshma's mother worried?
Answer: Reshma's mother was worried because it was cool and windy, and she thought Reshma might catch a cold.
In simple words: Reshma's mother was concerned about the cold and windy weather, fearing Reshma might get sick.

Exam Tip: Look for direct statements of concern or reasons provided in the extract for a character's emotional state. The mother's words clearly indicate her worry.

 

Question 2. What did Reshma love?
Answer: Reshma loved to watch children shouting in excitement.
In simple words: Reshma really liked watching happy, excited children making noise while they played.

Exam Tip: Focus on verbs and phrases that indicate strong preference or affection, such as "loved to watch," to pinpoint what a character enjoyed.

 

(3) Reshma could not play. She could just sit in her wheelchair and watch the life outside from her balcony. She was fourteen years old and a spastic. (A spastic is a person who has no control over his/her hands and legs from birth.)
Question 1. Who is called a spastic?
Answer: A spastic is a person who has no control over his/her hands and legs from birth.
In simple words: A spastic person is someone born without the ability to control their arms and legs.

Exam Tip: When a definition is provided directly in the text, extract it verbatim or with minimal rewording for accuracy, ensuring key terms are included.

 

Question 2. How old was Reshma?
Answer: Reshma was fourteen years old.
In simple words: Reshma was 14 years old.

Exam Tip: Always look for specific numerical information when questions ask about age or other quantifiable details.

 

Question 3. What could Reshma do?
Answer: Reshma could sit in her wheelchair and watch the life outside from her balcony.
In simple words: Reshma could sit in her wheelchair and observe the outside world from her balcony.

Exam Tip: Identify the actions or abilities specifically attributed to the character in the passage to formulate your answer.

 

(4) Reshma could not walk, or even button up her shirt. But she could crawl and had learnt to use a spoon to eat and to handle her wheelchair. She went to a special learning centre. She was given speech therapy there. She also learnt some subjects and some exercises.
Question 1. What could Reshma not do?
Answer: Reshma could not walk or button her shirt up.
In simple words: Reshma was unable to walk or fasten the buttons on her shirt.

Exam Tip: For "what could not do" questions, directly list the limitations mentioned in the extract.

 

Question 2. What could Reshma do?
Answer: Reshma could crawl, use a spoon to eat and handle her wheelchair.
In simple words: Reshma could move by crawling, eat with a spoon, and operate her wheelchair.

Exam Tip: For "what could do" questions, list the positive abilities or learned skills explicitly stated in the text.

 

Question 3. What did Reshma do in the special learning centre?
Answer: Reshma learnt to speak, do some exercises and she also learnt some subjects.
In simple words: At the special learning centre, Reshma learned to speak, performed exercises, and studied different subjects.

Exam Tip: When a question refers to a specific location or context, focus your answer on the activities or learning that occurred in that particular setting as described in the extract.

 

(5) Reshma felt very lonely. She had no friends. All the neighbourhood children were busy with their own schools and games. Reshma's favourite pastime was to watch the children playing in the street or the park.
Question 1. What was Reshma's favourite pastime?
Answer: Reshma's favourite pastime was to watch the children playing in the street or the park.
In simple words: Reshma loved watching other kids play in the street or park during her free time.

Exam Tip: "Pastime" refers to an enjoyable activity done in free time. Identify the activity explicitly labeled as such in the passage.

 

Question 2. Why did Reshma feel lonely?
Answer: Reshma felt lonely because she had no friends as all the children were busy with their own schools and games.
In simple words: Reshma felt alone because she lacked friends, and all the kids nearby were busy with school and playing.

Exam Tip: When asked "why," always provide the reason or cause as stated in the text. Here, the absence of friends and the children's busyness are the direct reasons.

 

(6) Now the wind became stronger and the light became dim. But the children went on with their game. They were kicking a big red ball and jumping with the movement of the ball. Suddenly there was another ball among the players. A brown one. The girls started screaming and the boys shouted at the top of their voices.
Question 1. What were the children doing?
Answer: The children were kicking a big red ball and jumping with its movement.
In simple words: The kids were playing a game, kicking a large red ball and leaping with it.

Exam Tip: When summarizing activities, include the main actions and any key objects involved, as described in the extract.

 

Question 2. What did the girls do on seeing the brown ball?
Answer: The girls started screaming on seeing the brown ball.
In simple words: When the girls saw the brown ball, they began to scream.

Exam Tip: Focus on the specific reaction of the described group to the new element introduced in the story.

 

Question 3. What did the boys do on seeing the brown ball?
Answer: The boys started shouting at the top of their voices on seeing the brown ball.
In simple words: Upon seeing the brown ball, the boys began yelling very loudly.

Exam Tip: Differentiate between the reactions of different groups if the text provides distinct responses for each, as it does for girls and boys here.

 

(7) A brave boy bent down and touched the new ball. It suddenly flapped its wings and flew up. Before Reshma could understand anything, the new ball landed in her lap. Children waved at Reshma and continued with the game.
Question 1. What landed in Reshma's lap?
Answer: The new ball landed in Reshma's lap.
In simple words: A new ball came to rest in Reshma's lap.

Exam Tip: Be precise in identifying the object described. The text clearly refers to it as "the new ball."

 

Question 2. What happened when a boy touched the new ball?
Answer: When a boy touched the new ball, it flapped its wings and flew up.
In simple words: After a boy touched it, the "ball" (which was a bird) flapped its wings and flew away.

Exam Tip: Pay close attention to action verbs and the sequence of events. The "ball" turning out to be a bird is a key plot point here.

 

Question 3. What did the children do?
Answer: The children waved at Reshma and continued with the game.
In simple words: The kids waved to Reshma and kept on playing their game.

Exam Tip: Summarize the collective actions of the children as stated in the extract, focusing on both their interaction with Reshma and their ongoing activity.

 

(8) “Reshma, it's too much ! Now come inside," shouted her mother and came out in the balcony to take her daughter in the room. But she saw some movement in Reshma's lap and heard faint creaks. “What is this ?” she cried. “I don't know, mummy. It has just arrived." Reshma was puzzled. “It came from the sky,” she showed the route of the ball with her frightened eyes.
Question 1. What happened when Reshma's mother came to take her?
Answer: When Reshma's mother came to take her, she saw some movement in Reshma's lap and heard faint creaks.
In simple words: Reshma's mother came to get her, but then noticed something moving in Reshma's lap and heard soft sounds.

Exam Tip: Identify the specific observations made by the character (Reshma's mother) upon arriving at the scene, including both visual and auditory details.

 

Question 2. What was Reshma's reaction?
Answer: Reshma was puzzled and frightened.
In simple words: Reshma felt confused and scared by what had happened.

Exam Tip: Look for direct descriptions of emotions or mental states. The text explicitly states Reshma was "puzzled" and describes her "frightened eyes."

 

(9) Mummy pushed the wheelchair into the room. Now they saw a scared bird with a big bill. From Salim Ali's book ‘Indian Birds' they found out that it was a duck, a shelter duck. Its beak was broad like a shovel. It had bright blue, white and brown feathers. At the moment it looked exhausted.
Question 1. Name the book written by Salim Ali.
Answer: The book written by Salim Ali is 'Indian Birds'.
In simple words: Salim Ali wrote a book called 'Indian Birds'.

Exam Tip: For factual recall questions like naming a book or author, extract the exact name as it appears in the text.

 

Question 2. What was the name of the bird?
Answer: It was a shelter duck.
In simple words: The bird was identified as a shelter duck.

Exam Tip: When the text provides a specific classification or type for an animal, use that exact term in your answer.

 

Question 3. Describe the bird.
Answer: The bird had a broad beak and bright, blue, white and brown feathers.
In simple words: The bird had a wide beak and colorful feathers that were blue, white, and brown.

Exam Tip: For descriptive questions, list the key physical characteristics mentioned in the passage, such as beak shape and feather colors.

 

(10) A shoveller is not a native Indian bird. But it migrates from the cold regions of Russia. This bird must have lost its way due to strong wind. In its efforts to join the flock, it got exhausted and fell in the park like a ball.
Question 1. From where does the shoveller migrate?
Answer: The shoveller migrates from the cold regions of Russia.
In simple words: The shoveller bird travels from the chilly areas of Russia.

Exam Tip: Identify geographic locations or origins mentioned when a question asks "from where."

 

Question 2. How did the bird fall in the park?
Answer: The bird must have lost its way due to the strong wind, got exhausted and fell in the park.
In simple words: The bird got lost in a strong wind, became very tired, and then dropped into the park.

Exam Tip: Explain the sequence of events that led to the bird's fall, including the cause (strong wind) and the immediate result (exhaustion).

 

(11) Reshma's mother tried to pick it up but it suddenly bit her hand. “Ouch!” She cried. The duck fluttered to the floor. It huddled in a corner of the room. All through the evening Reshma and her mother tried to feed the duck. They put breadcrumbs, nuts, fruits and grains in front of it. But it did not touch any of them.
Question 1. Name the things Reshma and her mother put before the bird to feed it.
Answer: Reshma and her mother put breadcrumbs, nuts, fruits and grains before the bird to feed it.
In simple words: Reshma and her mother placed small pieces of bread, nuts, fruits, and seeds for the bird to eat.

Exam Tip: List all items mentioned in the text that were offered as food, ensuring none are missed.

 

Question 2. What happened when Reshma's mother tried to pick up the bird?
Answer: When Reshma's mother tried to pick up the bird, it bit her hand.
In simple words: The bird bit Reshma's mother's hand when she attempted to pick it up.

Exam Tip: Focus on the immediate consequence of the action described. The bird's reaction to being picked up is the key event here.

 

(12) "Mummy, let's give him some rice and milk," suggested Reshma. Her mother mixed boiled rice, milk and sugar. She fed the bird with an ink-filler. The shoveller liked it. His eyes brightened and he started fluttering his wings. But he could not fly.
Question 1. What did Reshma's mother make for the duck?
Answer: Reshma's mother mixed boiled rice, milk and sugar and fed the duck.
In simple words: Reshma's mother prepared a mixture of cooked rice, milk, and sugar to feed the duck.

Exam Tip: Detail the ingredients used to make the food for the duck as described in the passage.

 

Question 2. What happened when the bird ate the food?
Answer: When the bird ate the food, his eyes brightened and he started fluttering his wings.
In simple words: After eating, the bird's eyes became brighter, and it began to gently move its wings.

Exam Tip: Describe the bird's physical reactions to eating, noting any signs of improvement or satisfaction.

 

(13) “I know what his name is. It is Mitra, a friend.” Reshma said. They took a basket and put some grass into it. It was Mitra's bed. Reshma kept the basket with her and slept peacefully. When she woke up, she looked at the basket. It was empty. Reshma cried loudly, "Mitra ... Mitra where are you ?" Her mummy and papa searched in the house and at last found him near the water tub in the bathroom.
Question 1. With what did Reshma prepare Mitra's bed?
Answer: Reshma prepared Mitra's bed with grass.
In simple words: Reshma made Mitra's bed using grass.

Exam Tip: Identify the specific material used for creating Mitra's bed as mentioned in the text.

 

Question 2. What happened when Reshma woke up?
Answer: When Reshma woke up, she found the basket empty.
In simple words: Reshma discovered the basket was empty after waking up.

Exam Tip: State the immediate observation Reshma made upon waking, which sets the next part of the story in motion.

 

Question 3. Where was Mitra?
Answer: Mitra was near the water tub in the bathroom.
In simple words: Mitra was discovered by the water tub located in the bathroom.

Exam Tip: Provide the exact location mentioned in the text when asked "where."

 

(14) At around 7.30, the doorbell rang. Reshma was feeding breakfast to the duck. Mummy opened the door. Reshma was happily surprised to see a group of children in uniform. "Aunty, can we see the bird?” they said. Mummy took them to Reshma's wheelchair. The children greeted Reshma with fresh smiles. They were thrilled to see the bird in Reshma's lap
Question 1. What was Reshma doing?
Answer: When the children came, Reshma was feeding breakfast to the duck.
In simple words: Reshma was giving the duck its morning meal when the children arrived.

Exam Tip: Specify Reshma's action at the exact moment the children arrived, as described in the extract.

 

Question 2. Why had the children come to Reshma's house?
Answer: The children had come to Reshma's house to see the bird.
In simple words: The kids visited Reshma's home because they wanted to look at the bird.

Exam Tip: Identify the explicit reason given by the children for their visit, which is a direct quote in the passage.

 

Question 3. How did the children greet Reshma?
Answer: The children greeted Reshma with fresh smiles.
In simple words: The children welcomed Reshma with bright and happy smiles.

Exam Tip: Describe the manner of greeting, noting any specific details like "fresh smiles" that indicate their attitude.

 

(15) “He is Mitra,” Reshma introduced the new friend. “How lovely !" they said. They helped Reshma to hold the bird while Reshma fed him with an ink-filler. They had to leave soon to catch the school bus. "We will be back in the afternoon, Reshma." "Oh, sure. Do come.” “We'll play with Mitra, he is so loving,” said Bansi. “We will make him strong,” said Kanu. "It is difficult to make new friends for Mitra because he is lame," said Anita.
Question 1. Why, according to Anita, is it difficult for Mitra to make new friends?
Answer: According to Anita, it is difficult for Mitra to make new friends because he is lame.
In simple words: Anita believes Mitra finds it hard to make new friends because he has a limp or is injured.

Exam Tip: When a question asks for a specific character's opinion or reasoning, quote or paraphrase that character's exact words from the text.

 

Question 2. How did the children help Reshma?
Answer: The children helped Reshma to hold the bird while she fed him with an ink-filler.
In simple words: The children assisted Reshma by helping her hold the bird as she used an ink-filler to feed it.

Exam Tip: Describe the specific action the children performed to assist Reshma, highlighting their cooperative nature.

 

(16) After this incident, the neighbouring children became very friendly with Reshma. They could realize that Reshma must have felt bad because they did not play with Reshma. Next day, the children came in the evening. Anju had a thick book with her. "See, we can read all about ducks in this book. We want to make Mitra very strong. He should be able to fly."
Question 1. What did the children realize after they became friendly with Reshma?
Answer: After the children became friendly with Reshma, they realized that she must have felt bad because they did not play with her.
In simple words: Once the children grew close to Reshma, they understood that she must have been sad because they never played with her before.

Exam Tip: Focus on the insight or understanding gained by the characters, as directly stated in the passage, which shows a shift in their perspective.

 

Question 2. Why did the children want to make Mitra strong?
Answer: The children wanted to make Mitra strong so that he should be able to fly.
In simple words: The kids wished to make Mitra robust so that he could fly again.

Exam Tip: Identify the ultimate goal or purpose behind the children's desire to strengthen Mitra, which is his ability to fly.

 

(17) "Mitra must have come here from a hundred kilometres." Reshma said. "Not hundreds, thousands,” corrected Anju. "And he must fly back thousands of kilometres to his home again." “Yes, we will make him very strong.” Reshma was delighted.
Question 1. Why was Reshma delighted?
Answer: Reshma was delighted because they were going to make Mitra strong again.
In simple words: Reshma felt very happy because everyone was helping to make Mitra healthy and strong once more.

Exam Tip: Connect the emotion ("delighted") to the reason provided in the immediate context, which is the plan to help Mitra regain his strength.

 

(18) For next ten days Mitra was treated like a royal guest. Everyone brought something for him. The book was their kitchen guide for Mitra. They all caressed and played with him. Mummy had never seen Reshma so happy and hopeful.
Question 1. How was Mitra treated?
Answer: Mitra was treated like a royal guest.
In simple words: Mitra was cared for like an important, noble visitor.

Exam Tip: Use the exact descriptive phrase from the text, "royal guest," to accurately convey the special treatment Mitra received.

 

Question 2. How did the children enjoy with Mitra?
Answer: The children caressed and played with Mitra.
In simple words: The children showed their affection by gently stroking and playing with Mitra.

Exam Tip: Summarize the children's interactive activities with Mitra, focusing on actions that show care and enjoyment.

 

(19) Finally, the day of departure for their dearest friend arrived. Reshma's father took all the children and the duck to a nearby lake. The children lifted Mitra from Reshma's lap and gently put him in the water. It slowly started swimming. He shovelled the water with his broad beak. Children were happy to see the happiness of their friend.
Question 1. What did the children do at the lake?
Answer: The children lifted Mitra from Reshma's lap and put him in the water.
In simple words: At the lake, the children carefully took Mitra from Reshma and placed him into the water.

Exam Tip: Describe the specific action performed by the children involving Mitra and the lake, as it marks a significant event in the story.

 

Question 2. What did the bird do in the lake?
Answer: The bird slowly started swimming in the lake.
In simple words: The bird began to swim gently in the lake.

Exam Tip: Focus on the bird's initial action in the water, which indicates its natural behavior returning.

 

Question 3. Why were the children happy?
Answer: The children were happy to see their friend's happiness.
In simple words: The children felt happy because they saw their friend, Mitra, was also happy.

Exam Tip: When explaining emotions, often the reason is linked to the well-being or joy of others, especially when a strong bond has been established.

 

Question 1. What did Mitra learn again ?
Answer: Mitra learned to catch fish again.
In simple words: Mitra again learned how to catch fish.

Exam Tip: Pay attention to what skills characters develop or regain throughout the story, as these often highlight key events or character growth.

 

Question 2. Why were the children worried?
Answer: The children were worried because Mitra suddenly disappeared.
In simple words: The kids got worried when Mitra vanished quickly.

Exam Tip: Note character emotions and the reasons behind them, as this helps understand the story's development.

 

Question 1. What did the children promise Reshma's mother ?
Answer: The children promised Reshma's mother that they would take her and bring her back safely in her wheelchair.
In simple words: The children promised to take Reshma out and bring her back safely in her wheelchair.

Exam Tip: Remember promises made by characters as they often reveal their caring nature or future actions.

 

Question 1. Why was Reshma's mother happy?
Answer: Reshma's mother was happy to see the broad smile on Reshma's face.
In simple words: Reshma's mom felt happy seeing a big smile on her face.

Exam Tip: Look for descriptions of facial expressions or feelings to understand character emotions.

 

Question 2. Reshma would never be lonely again because ....
Answer: Reshma would never be lonely again because the children had become her friends now.
In simple words: Reshma would not be lonely anymore because the other children were now her friends.

Exam Tip: Connect the ending of the story to previous problems or emotions to understand the resolution.

 

B. Use the set of words in your own sentences.

 

Question 1. to brighten - to arrive
Answer: The little boy's eyes brightened when he saw that his grandfather had arrived home.
In simple words: The small boy's eyes lit up happily when his grandpa came home.

Exam Tip: When making sentences with given words, ensure both words are used naturally and the sentence makes sense in context.

 

Question 2. to mind - suggest
Answer: The teacher does not mind if we suggest some good points to her.
In simple words: Our teacher is fine with us offering good ideas to her.

Exam Tip: Understand the nuances of words like 'mind' and 'suggest' to form grammatically correct and meaningful sentences.

 

Question 3. from a distance - thrilled
Answer: Mohan was thrilled when he saw a lion from a distance.
In simple words: Mohan got very excited when he spotted a lion far away.

Exam Tip: Practice using adverbs and adjectives to add detail and emotion to your sentences.

 

Question 4. busy with - guest
Answer: Mother is busy with her kitchen work because we have some guests for dinner tonight.
In simple words: Mom is occupied with cooking because guests are coming for dinner today.

Exam Tip: Ensure that the chosen context for your sentence logically connects the given words.

 

Question 5. at last - to handle
Answer: After trying very hard, at last, Mita was able to handle the bicycle.
In simple words: After much effort, Mita finally learned to ride her bike.

Exam Tip: Words like 'at last' often introduce a resolution or outcome after a period of effort.

 

Question 6. looking for - neighbourhood
Answer: Mr Dave is looking for a bigger house in the neighbourhood.
In simple words: Mr. Dave wants to find a larger home in the local area.

Exam Tip: Pay attention to prepositions (like 'for') when using phrasal verbs such as 'looking for'.

 

Question 7. marched into - peacefully
Answer: A group of students marched into the principal's office and stood there peacefully.
In simple words: Several students walked into the principal's office and waited quietly.

Exam Tip: Consider the tone and action implied by words like 'marched' and 'peacefully' when combining them in a sentence.

 

Question 8. excitement - departure
Answer: There was a lot of excitement at the time of the cricket team's departure for the World Cup.
In simple words: Everyone was very excited when the cricket team left for the World Cup.

Exam Tip: Use vivid adjectives to describe emotions like 'excitement' for greater impact.

 

Question 9. went on - dim
Answer: Though the light was dim, the old man went on walking on the road.
In simple words: Despite the faint light, the old man continued to walk on the street.

Exam Tip: Conjunctions like 'though' or 'although' are useful for showing contrast between two parts of a sentence.

 

Question 10. migrate - region
Answer: In winter, many birds migrate from the cold regions.
In simple words: During winter, lots of birds move from chilly areas.

Exam Tip: Understand the meaning of 'migrate' as moving from one place to another, often seasonally.

 

Question 11. control - to bite
Answer: Dev could not control his pet dog and it bit a boy playing in the garden.
In simple words: Dev couldn't manage his pet dog, and it bit a boy in the park.

Exam Tip: Be careful with verbs that describe actions and their consequences, like 'control' and 'bite'.

 

Question 12. effort - realize
Answer: The teacher realized that the children were making an effort to complete the project on time.
In simple words: The teacher understood that the kids were trying hard to finish the project punctually.

Exam Tip: 'Realize' often suggests a moment of understanding or awareness, especially after observation.

 

Question 13. crawl-to lift
Answer: The baby crawled up to his mother and wanted her to lift him up.
In simple words: The baby moved on hands and knees towards its mom, wishing to be picked up.

Exam Tip: Use verbs that accurately describe movements and desires, such as 'crawled' and 'wanted to lift'.

 

Question 14. special - delighted
Answer: The village boys were delighted with the special treatment that they received at the function.
In simple words: The boys from the village were very happy with the unique care they got at the event.

Exam Tip: When using 'delighted', make sure to specify what caused the happiness.

 

Question 15. to introduce-to wave
Answer: When the host introduced a new singer, he waved at everyone present in the hall.
In simple words: The host introduced a new singer, and the singer then waved to everyone there.

Exam Tip: 'Introduce' means to present someone, while 'wave' is a gesture of greeting or farewell.

 

Question 16. incident - disappear
Answer: The guard has disappeared after the incident of theft in our neighbourhood.
In simple words: The guard vanished following the theft event in our area.

Exam Tip: Use words like 'incident' to refer to a specific event, especially one that is unusual or unpleasant.

 

Question 17. to treat - exhausted
Answer: The exhausted players were treated like royal guests as they had won the match.
In simple words: The very tired players received special care, as if they were royalty, after winning the game.

Exam Tip: 'Treated' can mean to behave towards someone or to give medical care; choose the appropriate context.

 

Question 18. caress - lap
Answer: The little puppy sat on Govind's lap and he caressed it lovingly.
In simple words: The small dog sat on Govind's lap, and he gently stroked it with affection.

Exam Tip: 'Caress' means to touch gently and lovingly, often showing affection.

 

Question 19. hopeful - faint
Answer: When Nitin heard a faint sound in the bushes, he was hopeful of finding his lost pet dog.
In simple words: Nitin felt hopeful he would find his missing dog when he heard a quiet noise in the bushes.

Exam Tip: 'Faint' describes something weak or barely perceptible, like a sound or a light.

 

Question 20. route - to arrive
Answer: The school bus arrived late because it had to take a longer route instead of the usual one.
In simple words: The school bus reached late as it used a longer path instead of its regular way.

Exam Tip: 'Route' refers to a path or course taken to get from one place to another.

 

Question 21. puzzled - subject
Answer: When Jay read a poem, he was puzzled because English was not his favourite subject.
In simple words: Jay felt confused after reading a poem because English was not his preferred class.

Exam Tip: 'Puzzled' means confused or unable to understand something.

 

Question 22. to bend down - to lift
Answer: Amit bent down to lift the little boy who was standing next to him.
In simple words: Amit leaned over to pick up the small boy standing by his side.

Exam Tip: These verbs describe common physical actions; practice using them accurately.

 

Question 23. pastime - lonely
Answer: Shreya was feeling lonely and so she decided to watch TV for pastime.
In simple words: Shreya felt alone, so she chose to watch TV as a way to pass the time.

Exam Tip: A 'pastime' is an activity done regularly for enjoyment, often when one has free time.

 

Question 24. boiled - reason
Answer: Can you tell me the reason why we should drink boiled water
In simple words: Could you explain why we need to consume boiled water?

Exam Tip: 'Reason' refers to the cause or explanation for something.

 

C. Write who said to whom the following sentences.

 

Question 1. It is too cool and windy. You might catch a cold.
Answer: This sentence was said by Reshma's mother to Reshma.
In simple words: Reshma's mom spoke these words to Reshma.

Exam Tip: When identifying speakers, consider who would express concern for another's well-being.

 

Question 2. Five minutes more, mummy.
Answer: This sentence was said by Reshma to her mother.
In simple words: Reshma told her mom, "Just five more minutes."

Exam Tip: This phrase indicates a child's request for a short extension of time, typically to a parent.

 

Question 3. Reshma, it's too much ! Now come inside.
Answer: This sentence was said by Reshma's mother to Reshma.
In simple words: Reshma's mom said to Reshma, "That's enough! Come in now."

Exam Tip: This command shows a parent's concern for a child, urging them to come indoors.

 

Question 4. It came from the sky. :
Answer: This sentence was said by Reshma to her mother.
In simple words: Reshma explained to her mom, "It fell from the sky."

Exam Tip: This line explains the origin of something unexpected, usually in response to a question.

 

Question 5. Mummy, let's give him some rice and milk.
Answer: This sentence was said by Reshma to her mother.
In simple words: Reshma suggested to her mom, "Let's feed him some rice and milk."

Exam Tip: This statement indicates a caring suggestion, usually about providing food to an animal.

 

Question 6. I know what his name is. It is Mitra, a friend.
Answer: This sentence was said by Reshma to her mother.
In simple words: Reshma told her mom, "I know his name; it's Mitra, my friend."

Exam Tip: This line shows a character's close bond and excitement about a new friend.

 

Question 7. Aunty, can we see the bird ?
Answer: This was said by the children to Reshma's mother.
In simple words: The children asked Reshma's mom if they could see the bird.

Exam Tip: Questions about seeing something new often come from children curious about a pet.

 

Question 8. We will be back in the afternoon. Reshma.
Answer: This sentence was said by the children to Reshma.
In simple words: The children told Reshma they would return later in the day.

Exam Tip: This promise implies a future visit, showing ongoing interaction between characters.

 

Question 9. See, we can read all about ducks in this book.
Answer: This sentence was said by Anju to her friends.
In simple words: Anju told her friends that they could learn about ducks from this book.

Exam Tip: Identify the speaker by specific details, like "Anju" and the context of suggesting a book.

 

Question 10. We want to make Mitra very strong. He should be able to fly.
Answer: This sentence was said by Anju to her friends.
In simple words: Anju expressed to her friends, "We want Mitra to become powerful so he can fly."

Exam Tip: This statement reveals a shared goal or desire among a group of friends.

 

Question 11. Mitra must have come here from a hundred kilometres.
Answer: This sentence was said by Reshma to Anju.
In simple words: Reshma guessed to Anju that Mitra had traveled a very long distance to get there.

Exam Tip: This line shows a character's understanding of the animal's journey and origin.

 

Question 12. And he must fly back thousands of kilometres to his home again.
Answer: This sentence was said by Anju to Reshma.
In simple words: Anju added to Reshma that the bird also needs to fly thousands of kilometers back to its own home.

Exam Tip: This statement emphasizes the animal's natural instinct to return home over a great distance.

 

Question 13. Yes, we will make him very strong.
Answer: This sentence was said by Reshma to Anju.
In simple words: Reshma confirmed to Anju, "Indeed, we will help him become very strong."

Exam Tip: This phrase indicates agreement and a commitment to helping the animal.

 

Question 14. Aunty, please send Reshma to play with us in the park.
Answer: This sentence was said by the children to Reshma's mother.
In simple words: The children requested Reshma's mom to let Reshma play with them in the park.

Exam Tip: This request highlights the children's desire to include Reshma in their outdoor activities.

 

Question 15. We'll take her and bring her back safely in her wheelchair.
Answer: This sentence was said by the children to Reshma's mother.
In simple words: The children assured Reshma's mom they would take her and ensure her safe return in her wheelchair.

Exam Tip: This promise demonstrates responsibility and care, especially when taking someone out with special needs.

 

D. Fill in the blanks choosing the correct words from the brackets.

 

(1) (breeze, creaks, windy)
It was a cool windy evening. There were sudden creaks as little branches of tree broke in the strong breeze and fell.
In simple words: On a chilly, windy evening, sudden cracking sounds were heard as small tree branches broke and fell in the strong wind.

Exam Tip: When filling in blanks, choose words that fit both the meaning and grammatical structure of the sentence.

 

(2) (strong, balcony, enjoying)
Reshma was sitting in the balcony of their first floor flat. She was watching children playing in the park. The children did not mind the strong breeze or the yellow leaves of the neem tree falling on their heads. They were all enjoying their ball game.
In simple words: Reshma sat on her first-floor apartment's balcony, watching children play in the park. The children didn't care about the strong wind or falling neem leaves; they were all having fun with their ball game.

Exam Tip: Read the entire passage carefully to ensure chosen words maintain consistency in context and tone.

 

(3) (distance, excitement, cool)
"Reshma, come inside,” called her mother from inside the house. “It is too cool and windy. You might catch a cold.” “Five minutes more, mummy.” Reshma was also enjoying the game from a distance. Reshma loved to watch children shouting in excitement.
In simple words: Reshma's mother called her inside, saying it was too cold and windy, and she might get sick. Reshma, who enjoyed watching the game from afar, asked for five more minutes, loving the children's excited shouts.

Exam Tip: Contextual clues like "too cool and windy" help in selecting appropriate words like 'cool'.

 

(4) (wheelchair, spastic, balcony)
Reshma could not play. She could just sit in her wheelchair and watch the life outside from her balcony. She was fourteen years old and a spastic.
In simple words: Reshma was unable to play. She could only sit in her wheelchair on the balcony, observing the outside world. She was fourteen years old and had spasticity.

Exam Tip: These terms describe Reshma's physical condition and environment, essential for understanding her situation.

 

(5) (crawl, handle, button up)
Reshma could not walk, or even button up her shirt. But she could crawl and had learnt to use a spoon to eat and to handle her wheelchair.
In simple words: Reshma couldn't walk or fasten her shirt buttons. However, she could crawl and had learned how to use a spoon for eating and how to manage her wheelchair.

Exam Tip: Notice the contrast: what Reshma couldn't do vs. what she learned to do, showing her resilience.

 

(6) (exercises, therapy, special)
She went to a special learning centre. She was given speech therapy there. She also learnt some subjects and some exercises.
In simple words: She attended a unique learning center where she received speech therapy. She also acquired knowledge in various subjects and performed some physical exercises.

Exam Tip: These terms relate to education and health support, highlighting Reshma's progress and care.

 

(7) (lonely, pastime, neighbourhood)
Reshma felt very lonely. She had no friends. All the neighbourhood children were busy with their own schools and games. Reshma's favourite pastime was to watch the children playing in the street or the park.
In simple words: Reshma felt quite alone, lacking friends. All the children in her neighborhood were occupied with school and games. Her preferred activity was watching kids play in the street or park.

Exam Tip: Focus on words that convey emotions and daily routines to reconstruct the context accurately.

 

(8) (movement, stronger, went on)
Now the wind became stronger and the light became dim. But the children went on with their game. They were kicking a big red ball and jumping with the movement of the ball.
In simple words: The wind grew more forceful, and the light faded. Yet, the children continued their game, kicking a large red ball and leaping with its motion.

Exam Tip: Words like 'stronger' and 'went on' describe changes in weather and continuous action.

 

(9) (voices, players, screaming)
Suddenly there was another ball among the players. A brown one. The girls started screaming and the boys shouted at the top of their voices.
In simple words: Suddenly, a different, brown ball appeared among the players. The girls began to scream loudly, and the boys yelled with all their might.

Exam Tip: These words describe the sounds and reactions of the children to an unexpected event.

 

(10) (landed, flapped, continued)
A brave boy bent down and touched the new ball. It suddenly flapped its wings and flew up. Before Reshma could understand anything, the new ball landed in her lap. Children waved at Reshma and continued with the game.
In simple words: A brave boy bent down and touched the new ball. It suddenly moved its wings and flew up. Before Reshma could grasp what was happening, the new ball came to rest in her lap. The children waved to Reshma and kept playing.

Exam Tip: Use verbs that show a sequence of actions, such as 'bent down', 'flapped', and 'landed'.

 

(11) (daughter, faint, movement)
"Reshma, it's too much! Now come inside," shouted her mother and came out in the balcony to take her daughter in the room. But she saw some movement in Reshma's lap and heard faint creaks." What is this?" she cried.
In simple words: "Reshma, that's enough! Come inside," her mother yelled, stepping onto the balcony to bring her daughter into the room. But she noticed some motion in Reshma's lap and heard soft creaking sounds. "What is this?" she exclaimed.

Exam Tip: These words reveal a mother's concern and surprise upon seeing something unusual with her daughter.

 

(12) (frightened, arrived, puzzled)
"I don't know, mummy. It has just arrived.” Reshma was puzzled. “It came from the sky," she showed the route of the ball with her frightened eyes.
In simple words: "I don't know, mom. It just got here," Reshma said, feeling confused. "It came from the sky," she explained, pointing the direction with her scared eyes.

Exam Tip: These terms describe Reshma's emotional state and her attempt to explain the unexpected arrival.

 

(13) (exhausted, feathers, shovel)
From Salim Ali's book ‘Indian Birds' they found out that it was a duck, a shelter duck. Its beak was broad like a shovel. It had bright blue, white and brown feathers. At the moment it looked exhausted.
In simple words: From Salim Ali's book 'Indian Birds,' they discovered it was a duck, specifically a shelter duck. Its beak was wide like a shovel, and it possessed bright blue, white, and brown feathers. At that particular moment, it appeared very tired.

Exam Tip: Descriptions of physical features (beak, feathers) and condition (exhausted) are crucial for character descriptions.

 

(14) (native, efforts, migrates)
A shoveller is not a native Indian bird. But it migrates from the cold regions of Russia. This bird must have lost its way due to strong wind. In its efforts to join the flock, it got exhausted and fell in the park like a ball.
In simple words: A shoveler is not a local Indian bird; instead, it travels from Russia's cold areas. This bird likely lost its path because of strong winds. While trying to join its group, it became very tired and dropped in the park like a ball.

Exam Tip: Terms like 'native' and 'migrates' are important for understanding animal origins and behaviors.

 

(15) (fluttered, bit, huddled)
Reshma's mother tried to pick it up but it suddenly bit her hand. "Ouch!" she cried. The duck fluttered to the floor. It huddled in a corner of the room.
In simple words: Reshma's mother tried to pick it up, but it suddenly nipped her hand. "Ouch!" she shouted. The duck quickly flew down to the floor and settled into a corner of the room.

Exam Tip: These verbs describe quick, defensive actions often seen in scared animals.

 

(16) (touch, feed, grains)
All through the evening Reshma and her mother tried to feed the duck. They put bread crumbs, nuts, fruits and grains in front of it. But it did not touch any of them.
In simple words: Throughout the evening, Reshma and her mother attempted to feed the duck. They placed breadcrumbs, nuts, fruits, and seeds before it, but it ate nothing.

Exam Tip: Lists of food items show the characters' efforts to care for the animal.

 

(17) (ink-filler, suggested, brightened)
"Mummy, let's give him some rice and milk,” suggested Reshma. Her mother mixed boiled rice, milk and sugar. She fed the bird with an ink-filler. The shoveller liked it. His eyes brightened and he started fluttering his wings.
In simple words: "Mom, let's offer him some rice and milk," Reshma proposed. Her mother then mixed cooked rice, milk, and sugar, and fed the bird using an ink-filler. The shoveler enjoyed it, its eyes lit up, and it began to move its wings rapidly.

Exam Tip: Notice how small acts of care, like using an ink-filler for feeding, can have a positive impact on the animal.

 

(18) (empty, peacefully, grass)
They took a basket and put some grass into it. It was Mitra's bed. Reshma kept the basket with her and slept peacefully. When she woke up she looked at the basket. It was empty.
In simple words: They prepared Mitra's bed by placing grass in a basket. Reshma slept calmly with the basket near her. Upon waking, she noticed the basket was bare.

Exam Tip: Words like 'peacefully' and 'empty' describe the state of things before and after an event.

 

(19) (surprised, breakfast, uniform)
Reshma was feeding breakfast to the duck. Mummy opened the door. Reshma was happily surprised to see a group of children in uniform.
In simple words: Reshma was giving breakfast to the duck when her mother opened the door. Reshma was happily astonished to see a group of children wearing uniforms.

Exam Tip: 'Surprised' and 'happily' show Reshma's positive reaction to the unexpected arrival of the children.

 

(20) (greeted, smiles, thrilled)
“Aunty, can we see the bird?” they said. Mummy took them to Reshma's wheelchair. The children greeted Reshma with fresh smiles. They were thrilled to see the bird in Reshma's lap.
In simple words: "Aunty, can we look at the bird?" they asked. Mom wheeled them over to Reshma. The children said hello with bright smiles and were very excited to see the bird on Reshma's lap.

Exam Tip: These words convey the joyful and enthusiastic interaction between the children and Reshma/Mitra.

 

(21) (to hold, leave, introduced)
“He is Mitra,” Reshma introduced the new friend. “How lovely !" they said. They helped Reshma to hold the bird while Reshma fed him with an-ink filler. They had to leave soon to catch the school bus.
In simple words: "He's Mitra," Reshma presented her new friend. "How lovely!" they exclaimed. They assisted Reshma in holding the bird while she fed it with an ink-filler. Soon, they needed to depart to catch their school bus.

Exam Tip: Pay attention to verbs that show interaction, like 'introduced', 'helped', and 'fed'.

 

(22) (lame, strong, loving)
"We will be back in the afternoon, Reshma.” “Oh, sure. Do come.” “We'll play with Mitra, he is so loving,” said Bansi. "We will make him strong,” said Kanu. “It is difficult to make new friends for Mitra because he is lame," said Anita.
In simple words: "We'll return this afternoon, Reshma," they said. "Of course, please come," Reshma replied. Bansi said, "We will play with Mitra; he is so affectionate." Kanu added, "We will make him robust." Anita mentioned, "It is challenging for Mitra to find new friends because he cannot walk properly."

Exam Tip: Dialogue reveals character traits and opinions, such as Bansi's affection and Anita's observation about Mitra's condition.

 

(23) (neighbouring, incident, realize)
After this incident, the neighbouring children became very friendly with Reshma. They could realize that Reshma must have felt bad because they did not play with Reshma.
In simple words: After this event, the children living nearby became quite friendly with Reshma. They understood that Reshma probably felt sad because they hadn't played with her before.

Exam Tip: Words like 'incident' and 'realize' mark a turning point in the children's understanding and behavior.

 

(24) (fly, evening, strong)
Next day, the children came in the evening. Anju had a thick book with her. "See, we can read all about ducks in this book. We want to make Mitra very strong. He should be able to fly."
In simple words: The next evening, the children arrived. Anju brought a thick book, saying, "Look, we can learn everything about ducks here. We want to make Mitra really powerful so he can soar."

Exam Tip: This passage shows the children's initiative to help Mitra become strong enough to fly, reflecting their care.

 

(25) (delighted, thousands, corrected)
"Mitra must have come here from a 'hundred kilometres." Reshma said. "Not hundreds, thousands,” corrected Anju. “And he must fly back thousands of kilometres to his home again." "Yes, we will make him very strong.” Reshma was delighted.
In simple words: "Mitra must have traveled 'a hundred kilometers' to get here," Reshma said. Anju corrected her, "Not hundreds, but thousands! And he needs to fly back thousands of kilometers to his home." "Yes, we will help him become very strong," Reshma replied, feeling very happy.

Exam Tip: The words 'corrected' and 'delighted' show the interaction and Reshma's positive emotional response.

 

(26) (guide, royal, caressed)
For next ten days Mitra was treated like a royal guest. Everyone brought something for him. The book was their kitchen guide for Mitra. They all caressed and played with him. Mummy had never seen Reshma so happy and hopeful.
In simple words: For the next ten days, Mitra was cared for like a royal visitor. Everyone brought him gifts. The book served as their cooking guide for Mitra. They all gently stroked and played with him. Mother had never seen Reshma so joyful and optimistic.

Exam Tip: 'Royal guest' and 'caressed' indicate the special care and affection given to Mitra by the children.

 

(27) (lifted, departure, gently)
Finally, the day of departure for their dearest friend arrived. Reshma's father took all the children and the duck to a nearby lake. The children lifted Mitra from Reshma's lap and gently put him in the water.
In simple words: At last, the day came for their beloved friend to leave. Reshma's father brought all the children and the duck to a nearby lake. The children carefully picked Mitra from Reshma's lap and slowly placed him into the water.

Exam Tip: The words 'departure' and 'gently' highlight the bittersweet nature of Mitra's leaving and the care involved.

 

(28) (swimming, happiness, shovelled)
It slowly started swimming. It shovelled the water with his broad beak. Children were happy to see the happiness of their friend.
In simple words: The duck slowly began to swim, pushing the water with its wide beak. The children felt joy watching their friend's happiness.

Exam Tip: These words describe Mitra's natural behavior in water and the children's empathetic joy.

 

(29) (popped up, disappeared, learnt)
Suddenly Mitra disappeared. All stood worried, looking for him with wide eyes. And Mitra popped up from water with a small fish in his beak. “Yeee ....!" All cried and jumped with joy. "He has learnt it again." The children stood there for a long time, watching Mitra.
In simple words: Mitra suddenly vanished. Everyone worried, searching for him with wide eyes. Then Mitra quickly appeared from the water, holding a small fish in his beak. "Yay!" they all shouted, leaping with happiness. "He has mastered it again." The children watched Mitra for a long time.

Exam Tip: The sequence of 'disappeared', 'popped up', and 'learnt' shows a dramatic event with a happy, skill-recovering outcome.

 

(30) (marched into, park, doorbell)
The next day, Reshma went into the balcony to watch the children playing in the park. But there was no one! Suddenly the doorbell rang, all the children marched into the room.
In simple words: The following day, Reshma visited her balcony to see children playing in the park, but no one was there! Suddenly, the doorbell rang, and all the children walked into the room in an organized way.

Exam Tip: The words 'park' and 'doorbell' mark transitions in Reshma's day and the children's arrival.

 

(31) (reason, brightened, friendly)
With the help of friendly hands Reshma was taken down the stairs to the park. From the balcony, Mummy looked at the broad smile on her daughter's face, brightened by the setting sun. Reshma never had a reason to feel lonely again.
In simple words: Kind children helped Reshma go down the stairs to the park. From the balcony, her mom saw her daughter's wide smile, which seemed brighter in the evening sun. Reshma no longer had any cause to feel isolated.

Exam Tip: This passage concludes Reshma's story, emphasizing her renewed happiness and companionship, highlighted by words like 'brightened' and 'friendly'.

 

Friend from the Sky Summary in Gujarati

ઠંડા પવનવાળી સાંજ હતી. સખત ફૂંકાતા પવનથી ઝાડની નાની ડાળીઓ તૂટીને નીચે પડવાનો અવાજ આવતો હતો. રેશ્મા તેમના પહેલા માળના ફ્લેટની બૅલ્કનિમાં બેઠી હતી. તે બાગમાં રમતાં બાળકોને જોઈ રહી હતી. બાળકોને સખત ફૂંકાતા પવન કે તેમના માથા પર પડતાં લીમડાનાં પીળાં પડી ગયેલાં પાંદડાંની પરવા નહોતી. તેઓને તેમની દડાની રમતમાં મજા પડતી હતી.

રેશ્મા, અંદર ચાલ,” ઘરમાંથી તેની માતાએ તેને બોલાવી. ખૂબ જ ઠંડી અને પવન છે. તને શરદી થઈ જશે.” “મમી, પાંચ મિનિટ.” રેશ્મા પણ દૂરથી રમતની મજા લઈ રહી હતી. ઉત્તેજનામાં દેકારો કરતાં બાળકોને જોવાનું રેશ્માને બહુ ગમતું. રેશ્મા રમી શકતી નહોતી. તે માત્ર તેની વીલચેઅરમાં બેસી, તેની બૅલ્કનિમાંથી બહારનું જીવન જોઈ શકતી. તે ચૌદ

વર્ષની હતી, ઑસ્ટિક હતી. [ઑસ્ટિક : એક એવી વ્યક્તિ જેને જન્મથી જ તેના હાથ-પગ પર કાબૂ નથી.] રેશ્મા ચાલી શકતી નહોતી, કે તેના શર્ટના બટન પણ બીડી શકતી નહોતી. પણ તે ભાંખડીએ ચાલી શકતી અને (તેણે) જમવા માટે ચમચીનો ઉપયોગ કરવાનું અને પોતાની વીલચેઅર ચલાવવાનું શીખી લીધું હતું. તે એક વિશેષ શિક્ષણકેન્દ્રમાં જતી. ત્યાં તેને બોલવાની તાલીમ (ઉપચાર) આપવામાં આવતી. તે કેટલાક વિષયો અને કેટલીક કસરતો પણ શીખતી.

રેશ્માને ખૂબ એકલવાયું લાગતું. તેને મિત્રો નહોતાં. પડોશનાં બધાં જ બાળકો તેમની શાળા અને રમતોમાં વ્યસ્ત હતાં. શેરીમાં કે બાગમાં બાળકોને રમતાં જોવાં એ તેનું ગમતું મનોરંજન હતું. હવે પવનનું જોર વધ્યું અને પ્રકાશ પણ ઝાંખો થઈ ગયો. પણ બાળકોએ રમવાનું ચાલુ રાખ્યું. તેઓ એક મોટા લાલ દડાને | લાત મારીને તેની ગતિ સાથે કૂદાકૂદ કરતા હતા. એકાએક રમનાર

બાળકો વચ્ચે એક બીજો દડો આવી પડ્યો. ભુખરો. છોકરીઓ ચીસો પાડવા લાગી અને છોકરાઓ ખૂબ મોટેથી બૂમો પાડવા લાગ્યા. એક બહાદુર છોકરાએ નીચે નમીને તે નવા દડાને સ્પર્શ ક્ય. અચાનક જ તેણે (વ્રએ) તેની પાંખો ફફડાવી અને ઊંડી ગયું. રેશ્મા કંઈ સમજી શકે તે પહેલાં તો તે નવો દડો તેના ખોળામાં આવી પડ્યો. બાળકોએ રેશ્મા સામે હાથ હલાવીને તેમની રમત ચાલુ રાખી.

રેશ્મા, બહુ થયું! હવે અંદર આવી જા,” તેની મમીએ બૂમ અને તેમની દીકરીને રૂમમાં લઈ જવા માટે બહાર બૅકનિમાં આવ્યા. પણ -, જોઈ અને ઝીણો અવાજ સાંભળ્યો. 'આ શું છે?” તેમણે પૂછ્યું.

મને ખબર નથી, મમી, તે હમણાં જ આવી પડ્યું." રેમાં મૂંઝાઈ ગઈ હતી. તે આકાશમાંથી આવ્યું,” ભયભીત આંખોથી તેણે તે દડાનો માર્ગ દેખાડવો. મમીએ વીલચેઅર રૂમમાં લઈ લીધી. હવે તેઓને મોટી ચાંચવાળું એક ભયભીત પક્ષી જોયું.

સલીમ અલીના પુસ્તક 'ભારતીય પક્ષીઓ માંથી તેમણે શોધી કાઢયું કે, તે પક્ષી એક બતક હતું. એક ‘શેલ્ટર બતક’. તેની ચાંચ પાવડા જેવી પહોળી હતી. તેનો પીછો ભૂરો, સફેદ અને ભૂખરાં હતાં. અત્યારે તો તે ખૂબ થાકેલું લાગતું હતું, શવલર (બતક) એ ભારતીય મૂળનું પક્ષી નથી. તે રશિયાના ઠંડા પ્રદેશોમાંથી સ્થળાંતર કરીને આવે છે. જોરથી ફૂંકાતા પવનને કારણે તે પક્ષી તેનો માર્ગ ભૂલી ગયું હશે. તેના (પલીઓના) સમૂહમાં જોડાવાના પ્રયત્નમાં તે ખૂબ જ થાકી ગયું અને બાગમાં એક દડાની જેમ આવી પડવું.

રેમાની મમીએ તેને ઊંચકવાનો પ્રયત્ન કર્યો પણ અચાનક તેણે તેમના હાથ પર બચકું ભર્યું. “આઉચ !” તેઓ બોલી ઊઠ્યા. બતક પાંખો ફફડાવતું ભોંય પર આવી ગયું. તે રૂમના એક ખૂણાની હૂંફમાં જઈ બેસી

ગયું. આખીયે સાંજ રેશ્મા અને તેની મમીએ તે બતકને ખવડાવવાનો પ્રયત્ન કર્યો. તેમણે તેની સામે છેડનો ભૂકો, ઈંગદાણા, ફળ અને અનાજના દાણા મૂક્યાં. પણ તેમાંનું કશુંય તેણે ખાધું નઈ.

મમી, આપણે તેને થોડા દૂધ-ભાત આપીએ," રેશમાએ સૂચવ્યું. તેની મમીએ ભાત, દૂધ અને ખાંડ મેળવ્યાં. તેમણે શાહી ભરવાની નળીથી પક્ષીને ખવરાવ્યું. શવલરને તે ભાવ્યું. તેની આંખોમાં ચમક આવી અને તે પાંખો ફફડાવવા લાગ્યું. પણ તે ઊડી શકતું નહોતું.

મને તેનું નામ ખબર છે. તેનું નામ) ‘મિત્ર’ છે,” રેશમાએ કહ્યું. તેમણે એક ટોપલી લઈ તેમાં થોડું ઘાસ મૂક્યું. તે મિત્રની પથારી હતી. રેશમાએ ટોપલી પોતાની પાસે રાખી અને શાંતિથી ઊંઘી ગઈ. સવારે જાગીને તેણે ટોપલી જોઈ. તે ખાલી હતી. રેશ્માએ મોટેથી બૂમ પાડી, “મિત્ર ..… મિત્ર …… તું ક્યાં છે?” તેના મમી અને પપ્પાએ આખાય ઘરમાં તપાસ કરી અને અંતે બાથરૂમમાં પાણીના ટબ પાસે તે મળ્યું.

સવારે લગભગ 1:30 વાગે ડૉરબેલ વાગી. રેશ્મા બતકને નાસ્તો ખવડાવી રહી હતી. મમીએ બારણું ખોલ્યું. ગણવેશમાં બાળકોની ટોળી જોઈને રેશમાને સુખદ આશ્ચર્ય થયું. “આન્ટિ, શું અમે પક્ષી જોઈ શકીએ?” તેમણે પૂછવું. મમી તેમને રેશ્માની વીલચેઅર પાસે લઈ ગયા. બાળકોએ તાજગીભર્યું સ્મિત સાથે રશ્માનું અભિવાદન કર્યું. રેશ્માના ખોળામાં પક્ષી જોઈને તેઓ રોમાંચિત થઈ ગયા. “તે મિત્ર છે,” રેશમાએ નવા મિત્રની ઓળખાણ કરાવી.

“કેટલું સુંદર !” તેઓ બોલ્યાં, રેશ્મા શાહી ભરવાની નળીથી તેને ખવડાવી રહી હતી ત્યારે તેઓએ રેશ્માને પક્ષી પકડી રાખવામાં મદદ કરી. સમયસર) પહોંચવા માટે તેઓને વહેલા જવું પડયું. “રેશ્મા, અમે બપોરે ફરી આવીશું.” “ચોક્કસ આવજો.” “આપણે મિત્ર સાથે રમીશું. તે કેટલું પ્રેમાળ છે,” બંસીએ કહ્યું. “આપણે તેને સશક્ત કરીશું, કનુએ કહ્યું. “મિત્ર માટે નવા મિત્રો બનાવવા કઠિન છે કારણ કે તે લંગડું છે," અનિતાએ કહ્યું.

આ પ્રસંગ પછી, પડોશનાં બાળકો રેશ્માનાં ખૂબ સારા મિત્રો બની ગયા. તેઓને સમજાયું કે તેઓ રેશ્મા સાથે રમતા નહોતા એટલે રેશ્માને ખૂબ ખરાબ લાગ્યું હશે. બીજે દિવસે સાંજે બાળકો આવ્યાં. અંજુ પાસે એક જાડું પુસ્તક હતું. “જુઓ, આપણે આ પુસ્તકમાં બતકો વિશે બધું જ વાંચી શકીશું. આપણે મિત્રને ખૂબ સશક્ત કરવા માગીએ છીએ, તે ઊડી (જ) શકવું જોઈએ.”

'મિત્ર સેંકડો કિલોમીટર દૂરથી અહીં આવ્યું હશે,” રેશમાએ “સેંકડો નહીં, હજારો,” અંજુએ ભૂલ સુધારી. “અને તેણે તેના ઘરે પહોંચવા માટે પાછું હજારો કિલોમીટર ઊડવું પડશે."

“હા, આપણે તેને ખૂબ સશક્ત બનાવીશું," રેશમા ખૂબ ખુશ થઈ. પછીના દસ દિવસ મિત્રની સરભરા એક બાદશાહી મહેમાન જેવી કરવામાં આવી. દરેક જણ તેના માટે કંઈને કંઈ લઈ આવતા. તે પુસ્તક મિત્ર માટેનું તેમનું માર્ગદર્શક હતું. તેઓ બધા જ તેને પંપાળતાં અને તેની સાથે રમતાં. મમીએ રેશમાને આટલી ખુશ અને આશાવાદી કદી જોઈ ન હતી.

છેવટે, તેમના સૌથી પ્રિય મિત્રના વિદાયનો દિવસ આવ્યો. રેશ્માના પિતા બધાં બાળકોને અને બતકને એક નજીકના તળાવ પર લઈ ગયા. બાળકોએ રેશ્માના ખોળામાંથી મિત્રને ઊંચક્યું અને હળવેથી તેને પાણીમાં છોડી મૂક્યું. ધીમે ધીમે તે તરવા લાગ્યું. તે તેની પહોળી ચાંચથી પાણીમાં હલેસાં મારવા લાગ્યું. બાળકો તેમના મિત્રની ખુશી જોઈને ખુશ હતા.

અચાનક જ મિત્ર અદશ્ય થઈ ગયું. સૌ તેમની આંખો પહોળી કરી તેને શોધતાં, ચિંતાતુર ઊભા રહ્યાં અને મિત્ર તેની ચાંચમાં એક નાની માછલી લઈને પાણીમાંથી ઉપર આવ્યું. “હેઅઅઅ … !” સૌ બોલી ઊઠ્યાં અને આનંદથી કૂદવા લાગ્યા. "તેણે ફરીથી શીખી લીધું." મિત્રને નિહાળતાં, બાળકો ઘણી વાર સુધી ત્યાં ઊભા રહ્યાં. બીજે દિવસે, બાગમાં રમતાં બાળકોને જોવા માટે રેશમા બૅલ્કનમાં ગઈ. પણ ત્યાં કોઈ જ નહોતું! અચાનક ડૉરબેલ વાગી અને બધાં જ બાળકો રૂમમાં આવી પહોંચ્યા.

“આન્ટિ, રેશ્માને અમારી સાથે બાગમાં રમવા મોકલો, પ્લીઝ,” તેઓએ કહ્યું. “અમે તેને તેની વીલચેઅરમાં સલામત (રીતે) લઈ જઈશું અને પાછી લાવીશું." મિત્રોની મદદથી રેશ્માને દાદર ઉતારી બાગમાં લઈ જવામાં આવી. બૅલ્કનિમાંથી મમીએ સૂર્યાસ્તના ઉજાસમાં ચમકતા તેમની દીકરીના ચહેરા પર એક સુંદર હાસ્ય જોયું. હવે, રેશ્માને એકલવાયું લાગવાનું કોઈ કારણ નહોતું.

 

Word Meanings

 

Word Meanings

creaks (ક્રીક્સ) ડાળી તૂટવાનો અવાજ
to catch cold (કૅચ કોલ્ડ) શરદી થવી
excitement (ઇક્સાઈટમન્ટ) ઉત્તેજના
control (કન્ટ્રોલ) નિયંત્રણ, કાબૂ
to crawl (ક્રૉલ) ધીમે ધીમે ચાલવું, ભાંખડીએ ચાલવું
to handle (હૅન્ડલ) -ને બરાબર કાબૂમાં રાખવું, ચલાવવું
special (સ્પેશલ) ખાસ, વિશેષ
centre (સેન્ટર) સંસ્થા, કેન્દ્ર
speech therapy (સ્પીચ થેરપિ) બોલવાની ખોડ દૂર કરવાનો ઉપચાર
subject (સબ્જેક્ટ) વિષય
exercise (એકસસઇઝ) કસરત, વ્યાયામ
lonely (લોનલિ) એકલું, એકલવાયું
neighbourhood (નેબરહુડ) પડોશ
pastime (પૅસ્ટાઈમ) મનોરંજન
dim (ડિમ) ઝાંખું
movement (મૂવમેન્ટ) ગતિ
to scream (સ્ક્રીમ) મોટેથી ચીસ પાડવી
to bend down (બેન્ડ ડાઉન) નીચે નમવું
to flap wings (ફ્લૅપ વિંગ્ઝ) પાંખો ફફડાવવી
lap (લેપ) ખોળો
to wave (વેવ) હાથ હલાવવો
faint (ફેન્ટ) ઝીણું, અશક્ત, નબળું
to arrive (અરાઇવ) આવી પહોંચવું, આવવું
puzzled (પઝલ્ડ) મૂંઝાઈ ગયેલું
route (રૂટ) માર્ગ
bill (બિલ) ચાંચ
shovel (શવલ) પાવડો
exhausted (ઇઝૉસ્ટિડ) ખૂબ થાકી ગયેલું
native (નેટિવ) -નું વતની, અમુક દેશ કે સ્થળનું
to migrate (માઈગ્રેટ) ઋતુ અનુસાર આવ-જા કરવી, સ્થળાંતર કરવું
region (રીજન) પ્રદેશ, વિસ્તાર
effort (એફર્ટ) સખત શ્રમ, જોરદાર પ્રયત્ન
flock (ફ્લૉક) પક્ષીઓનું ટોળું
to bite (બાઈટ) બચકું ભરવું
to flutter (ફ્લટર) ઝાઝું ઊડયા વિના પાંખો ફફડાવવી
to huddle (હડલ) હૂંફમાં સૂઈ જવું
grains (ગ્રેન્ઝ) અનાજના દાણા
to suggest (સજેસ્ટ) સૂચન કરવું
boiled (બૉઇલ્ડ) બાફેલું
to brighten (બ્રાઇટન) ચમકવું
peacefully (પીસફુલિ) શાંતિથી
thrilled (થ્રિલ્ડ) રોમાંચિત થયેલું
to introduce (ઈન્ટ્રડ્યૂસ) ઓળખાણ કરાવવી
lame (લેમ) લંગડું
incident (ઈન્સિડન્ટ) ઘટના, બનાવ
to realize (રિઅલાઈઝ) સમજવું, જાણવું
delighted (ડિલાઇટિડ) ખૂબ ખુશ થયેલું
to treat (ટ્રીટ) સરભરા કરવી, -ની સાથે વ્યવહાર કરવો
royal (રૉયલ) બાદશાહી, ભવ્ય
guest (ગેસ્ટ) મહેમાન
to caress (કરેસ) પંપાળવું
hopeful (હોપફુલ) આશાભર્યું
departure (ડિપાર્ચર) વિદાય
to lift (લિફ્ટ) ઊંચકવું
to shovel (શવલ) હડસેલવું, હલેસાં મારવા
to disappear (ડિસ્અપિઅર) અદશ્ય થઈ જવું
reason (રીઝન) કારણ

 

Idioms and Phrases

(1) to mind
The teacher did not mind the children playing during the free period.

(2) from a distance
The mother was watching her children playing from a distance.

(3) busy with
On Sunday, father was busy with his office work.

(4) to go on
Though it was dark, the children went on playing.

(5) at the top of one's voice
The monitor was speaking at the top of his voice.

(6) to continue with
Though the children were talking, the teacher continued with her lesson.

(7) at the moment
I am not in a mood to play at the moment.

(8) to lose one's way
The child lost his way in the market.

(9) at last
The rain stopped and at last, the match started.

(10) to be friendly with
Mohan is very friendly with my cousin Nitin.

(11) to feel bad
Sheetal felt bad because her friend could not come for the picnic.

(12) to look for
The policemen are looking for the thief.

(13) with wide eyes
The little boy looked at the elephant with wide eyes.

(14) to pop up from
The swimmer popped up from the water and waved at his friends.

(15) to jump with joy
The little girl jumped with joy when she saw her mother.

(16) to march into
The students marched into the classroom.