Maharashtra Board Class 9 English Poem Helen Keller and Anne Sullivan 2.2 Solutions

Warming Up!

Chit-Chat:
• What is your favourite school subject?
• Which subject do you find the most difficult?
• What do you do to try to understand it better?
• Can I help you to – ?
• Can you help me to – ?

 

Question 1. Discuss the challenges that people have to face due to disabilities. What provisions should be made in public places so that everyone gets the same access to public facilities? Observe your surroundings and write whether such facilities are available. How can you help to improve the situation?

 

Question 1. Discuss the challenges that people have to face due to disabilities :
Answer:
• Unfriendly public places-
• abused - exploited - excluded
• inferiority complex
In simple words: People with disabilities often face social exclusion, exploitation, and feel inferior due to inaccessible public spaces and lack of understanding from others. They encounter difficulties in daily life because of their physical limitations.

🎯 Exam Tip: Focus on identifying multiple types of social and practical challenges faced by individuals with disabilities to score well.

 

Question 2. What provisions should be made in public places so that everyone gets the same access to public facilities?
Answer:
1. Suitably altering buses, airplanes, train compartments to make them accessible to persons with disabilities.
2. Making necessary curbs, cuts and slopes in pavement for wheelchair users.
3. Providing ramps at all public places.
4. Engraving edges of railway platforms for the benefits of the visually impaired.
In simple words: Public places need to be redesigned with ramps, slopes, accessible transport, and tactile indicators to ensure that disabled individuals can use facilities independently, promoting equal access.

🎯 Exam Tip: Listing specific, practical provisions that improve accessibility is key to demonstrating a comprehensive understanding.

 

Question 3. Observe your surroundings and write whether such facilities are available. How can you help to improve the situation?

Disability	Challenges	Necessary facilities
• Hearing loss and deafness	• Hearing culture treats them as though they are handicapped. • Language learning is based on spoken words so they have trouble, understanding teachers and peers.	• Hearing aids should be made available to them at low cost.
• Vision loss and blindness	• Travelling and walking down a crowded street. • It affects a person's ability and physical movements.	• Talking book studios • Learning lab • Computer lab where they can hear and learn.
• Speech disorders	• Hard to engage in the normal give and take of conversation. • Have a trouble for sharing thoughts, ideas, feelings.	• Speech language pathology • Hearing screening room • Technical support
• Physical disability	• It restricts the freedom in many ways. • Feeling of insecurity while travelling in a public transport.	• Awareness about various government welfare schemes • Should get help from the people and seats should be kept reserved for them.
• Intellectual disability	• Great deal of deprivation mainly because of ignorance and unrealistic demands on the part of teachers, parents and communities. • Often stigmatized and devalued by society.	• Residential care and treatment to be provided. • Material as per their intellectual level should be made available.
• Learning disorders	• Stigma and the lack of recognition • Do not get good job, good healthcare. • Being isolated.	• Academic support should be provided on a case-by-case basis. • Special treatment should be given to them as per their requirement.

Answer: [Self-observation and personal reflection would be required here. For example, a student might write]: In my surroundings, some public places like modern malls and hospitals have ramps and accessible restrooms, but many older buildings, public transport, and smaller shops still lack basic facilities for disabled people. To improve the situation, I can raise awareness among my friends and community about the importance of accessibility, advocate for better infrastructure, and actively help disabled individuals when I see them struggling, such as opening doors or assisting with navigation.
In simple words: After observing the local environment, evaluate the availability of accessibility features, then suggest personal actions and community efforts to promote inclusivity and support disabled individuals.

🎯 Exam Tip: A strong answer will combine a realistic assessment of local facilities with concrete, actionable suggestions for improvement, emphasizing empathy and community involvement.

 

English Workshop:

1. Say whether the following sentences are true or false:

 

Question 1. Say whether the following sentences are true or false:
(a) The most important day in Helen Keller's life was when her teacher came to her.
(b) When young Helen stretched out her hand, her mother took it.
(c) Young Helen learnt to spell many words without understanding them.
(d) One day, young Helen understood that everything has a name.
(e) Young Helen did not try to put the pieces of the doll together.
(f) Young Helen felt sorry that she had broken the doll.
Answer:
(a) The most important day in Helen Keller's life was when her teacher came to her. - True
(b) When young Helen stretched out her hand, her mother took it. - False
(c) Young Helen learnt to spell many words without understanding them. - True
(d) One day young Helen understood that everything has a name. - True
(e) Young Helen did not try to put the pieces of doll together. - True
(f) Young Helen felt sorry that she had broken the doll. - False
In simple words: This question tests your understanding of key events and details from Helen Keller's early life, specifically her interactions with her teacher and her learning process, by asking you to identify true or false statements.

🎯 Exam Tip: Pay close attention to the details of the narrative when determining the truthfulness of each statement to avoid common misconceptions.

 

2. Listen carefully and classify the following into 'one' and 'many'.
day, contrasts, teacher, lives, months, years, afternoon, porch, signs, face, fingers, leaves, blossoms, anger, bitterness, weeks, struggle, ship, darkness

 

Question 1. Listen carefully and classify the following into 'one' and 'many'.
day, contrasts, teacher, lives, months, years, afternoon, porch, signs, face, fingers, leaves, blossoms, anger, bitterness, weeks, struggle, ship, darkness
Answer:

one	many
day	contrasts
teacher	lives
afternoon	months
porch	years
face	signs
anger	fingers
bitterness	leaves
struggle	blossoms
ship	weeks
darkness

In simple words: This activity requires you to distinguish between singular and plural forms of nouns based on their meaning and common usage.

🎯 Exam Tip: Carefully read each word and consider if it typically refers to a single item or multiple items in context, even if the plural form is not explicitly stated for all "many" words in the prompt.

 

3. This narrative is written in the first person – using 'l'. Rewrite the following sentences using 'Helen Keller/Young Helen' appropriately in place of 'l' and making other necessary changes in the sentences

 

Question a. I did not know what the future held of marvel or surprise for me.
Answer: Young Helen did not know what the future held of marvel or surprise for her.
In simple words: Rewrite the sentence from the first-person perspective ('I') to the third-person perspective, referring to the subject as 'Young Helen' and adjusting pronouns accordingly.

🎯 Exam Tip: Ensure all first-person pronouns (I, me, my) are correctly converted to third-person pronouns (she, her) to maintain grammatical consistency and avoid errors.

 

Question b. The morning after my teacher came she led me into her room and gave me a doll.
Answer: The morning after Helen Keller's teacher came, she led her into her room and gave her a doll.
In simple words: Change the sentence from first-person ('my teacher', 'me') to third-person, using 'Helen Keller's teacher' and 'her' to describe the action.

🎯 Exam Tip: Pay close attention to possessive pronouns ('my' to 'Helen Keller's') and objective pronouns ('me' to 'her') to ensure accurate conversion.

 

Question c. On entering the door I remembered the doll I had broken.
Answer: On entering the door, young Helen remembered the doll she had broken.
In simple words: Convert the sentence from the first-person ('I') to the third-person, using 'young Helen' and 'she' as the subject and adjusting any other relevant pronouns.

🎯 Exam Tip: Remember to change both the subject pronoun and any other instances of the first-person pronoun within the sentence (e.g., 'I had broken' to 'she had broken').

 

Question d. Then my eyes filled with tears for I realised I what I had done, and for the first time I felt repentance and sorrow.
Answer: Then young Helen's eyes filled with tears: for she realised what she had done, and for the first time she felt repentance and sorrow.
In simple words: Rewrite the sentence by replacing the first-person pronoun 'my' with 'young Helen's' and 'I' with 'she', ensuring all parts of the sentence reflect the third-person perspective.

🎯 Exam Tip: When converting complex sentences, make sure every instance of the first-person pronoun and related possessives is accurately replaced with the correct third-person form.

 

4. Read the following sentences and frame at least two relevant questions on each.
(a) I was like that ship before my education began.
Questions with 'who', 'what', 'when'.
Example: Who was like that ship before her education began?)
(b) One day I was playing with the new doll.
(c) I learnt a great many new words that day.
(d) She brought my hat.
(e) We walked down the path to the well-house.
(f) That living word awakened my soul.

 

Question b. One day I was playing with the new doll.
Answer:
(i) When was I playing with the new doll?
(ii) What was I doing one day?
In simple words: For the given statement, formulate two distinct questions using interrogative words like 'When' and 'What' that can be answered by the information provided in the sentence.

🎯 Exam Tip: Ensure your questions target different pieces of information within the original sentence to create varied and relevant inquiries.

 

Question c. I learnt a great many words that day.
Answer:
(i) What did I learn that day?
(ii) Who learnt many words that day?
In simple words: Create two questions for the provided statement, one asking about the object learned and the other about the subject who learned it.

🎯 Exam Tip: Practice forming 'Wh-' questions (Who, What, When, Where, Why) to target different aspects of a given sentence effectively.

 

Question d. She brought my hat.
Answer:
(i) What did she bring?
(ii) Who brought my hat?
In simple words: Formulate two questions based on the statement, one inquiring about the item brought and the other about the person who brought it.

🎯 Exam Tip: Focus on identifying the action (brought), the object (hat), and the subject (she) to construct comprehensive questions.

 

Question e. We walked down the path to the well-house.
Answer:
(i) Where did we walk down?
(ii) Who walked down the path to the well- house?
In simple words: Create two questions from the sentence, one asking about the destination and the other about the individuals who performed the action.

🎯 Exam Tip: Use 'Where' to ask about location and 'Who' to ask about the people involved in the action.

 

Question f. That living word awakened my soul.
Answer:
(i) What awakened my soul?
(ii) What did that living word awaken?
In simple words: Formulate two questions for the statement, one asking what caused the awakening and the other asking what was awakened.

🎯 Exam Tip: Consider both the subject and the object of the verb 'awakened' to construct two distinct and relevant questions.

 

5. Write about your own experience. Do you remember an occasion when you did something successfully for the first time? Write about it in short (10-12 lines). Prepare an outline of your composition before you write it.

 

Question 1. Write about your own experience. Do you remember an occasion when you did something successfully for the first time? Write about it in short (10-12 lines). Prepare an outline of your composition before you write it.
Answer:
The occasion when I was successful
When our teacher gave us an assignment to write a poem on nature, it was quite a difficult job for me. I tried my level best to arrange some words but I could not do it successfully. Then I took the help of my brother. He guided me how to do it. As per his guidance I collected some words related to nature. Then I tried to weave the words in lines. I tried to match the rhymes also.
Somewhere it was quite easy, whereas somewhere it was a difficult job for me. At last, after a lot of efforts and trials, I was successful to write a poem based on 'Nature'. It gave me immense pleasure and joy. When I read it in the class, I got good praise and applause from the teacher as well as from my classmates. It was really a memorable occasion for me.
In simple words: Describe a personal experience of achieving success for the first time, detailing the initial challenge, the steps taken, any help received, and the feelings associated with the accomplishment and recognition.

🎯 Exam Tip: Structure your narrative chronologically, including details about the challenge, effort, and positive outcome, to create a compelling and well-rounded personal experience piece.

 

6. Gather more information about the following:

 

Question a. Different types of impairment that limit a person's activity or make it difficult for him/her to mix with others in society.
Answer: Different types of impairment that limit a person's activity.
• Visual impairment
• Hearing impairment
• impairment of speech production
• impairment of language comprehension
• Intellectual impairment
• Reading impairment
In simple words: This question asks you to list and identify various forms of disability, such as visual, hearing, speech, language, intellectual, and reading impairments, which impact an individual's participation in society.

🎯 Exam Tip: Listing a diverse range of impairments, beyond just the most common, demonstrates a thorough understanding of different challenges faced by individuals.

 

Question b. How modern technology can be used to overcome these problems.
Answer: Modern technology has been playing an important role in our day-to-day life. But it is more useful for the disabled people than the common man in the society. It facilitates as per the requirement of the person. It will be a boon for them. Devices like Captioned Television, Live Speech Captioning, Telecommunication Devices for the Deaf are useful for Hearing impairments. In the same way, other devices based on modern technology are also available for other impairments.
In simple words: Modern technology offers numerous solutions like captioned TV, live speech captioning, and specialized communication devices, significantly enhancing the independence and participation of disabled individuals in daily life and educational settings.

🎯 Exam Tip: Provide specific examples of assistive technologies and explain how they address particular impairments to show practical knowledge.

 

7. Complete the following sentences using your own ideas:
(a) The most important day I remember in all my life is the one on which ............
(b) I did not know what ............
(c) One day. while I was playing ............
(d) I realised what ............
(e) I do not remember what ............

 

Question a. The most important day I remember in all my life is the one on which .............
Answer: The most important day I remember in all my life is the one on which I was saved in a horrible accident when I was learning to ride bike. I lost my control and dashed the car in front of me. I fell down with bike on my legs. The people around came and lifted the bike and I was rescued.
In simple words: Complete the sentence by describing a significant personal event that made a lasting impact, ensuring it aligns with the prompt's theme of a memorable day.

🎯 Exam Tip: Use descriptive language and vivid details to make your chosen memory compelling and personal, showcasing your ability to elaborate on an idea.

 

Question b. I did not know what ............
Answer: I did not know what to do at that situation.
In simple words: Finish the sentence by stating something you were uncertain about, demonstrating your ability to express a moment of confusion or indecision.

🎯 Exam Tip: Keep the completion concise and clear, directly addressing the unknown element implied by the sentence starter.

 

Question c. One day. while I was playing, ............
Answer: One day, while I was playing, I got fracture in my leg.
In simple words: Conclude the sentence by describing an event that occurred during playtime, showing an understanding of narrative progression.

🎯 Exam Tip: Ensure the event you add is a logical and interesting continuation of the opening phrase, adding a distinct incident to the narrative.

 

Question d. I realised what ............
Answer: I realised what I was doing was wrong.
In simple words: Complete the sentence by describing a moment of personal realization or understanding, illustrating a change in perspective.

🎯 Exam Tip: Your completion should reveal a clear insight or understanding gained, reflecting on a past action or thought.

 

Question e. I do not remember what ............
Answer: I do not remember what exactly I did at that moment.
In simple words: Finish the sentence by expressing a lack of memory regarding a specific action or detail, demonstrating an ability to acknowledge uncertainty.

🎯 Exam Tip: Provide a specific yet general enough statement of forgotten information to accurately complete the sentence.

 

Language Study:

7. Find three examples of the following from the passage.
(a) articles
(b) compound words
(c) present participles
(d) past participles

 

Question 1. Find three examples of the following from the passage.
(a) articles
(b) compound words
(c) present participles
(d) past participles.
Answer: (Examples will be derived from the passage.)
(a) articles: a, the, an
(b) compound words: well-house, honeysuckle, something
(c) present participles: playing, learning, understanding
(d) past participles: broken, filled, awakened
In simple words: Identify and list examples for different grammatical categories - articles (a, an, the), words formed by combining two words (compound words), verbs ending in -ing (present participles), and verb forms used as adjectives or in perfect tenses (past participles) - directly from the given text.

🎯 Exam Tip: When extracting examples, double-check that each word genuinely fits the grammatical definition, especially for participles, which can sometimes be confused with gerunds or simple past tense verbs.

 

My English Coursebook 9th Class Solutions Chapter 2.2 Helen Keller and Anne Sullivan Additional Important Questions and Answers

Simple Factual Activity:

 

Question 1. Say whether the following statements are True or False:
(Answers are given directly.)
Answer:
1. Anne Mansfield Sullivan was Helen Keller's mother. - False
2. The author compares herself to the great ship that groped her way towards the shore. - False
3. The writer was standing on the porch dumb and expectant on that eventful day. - True
4. Helen's eyes filled with tears when she realised what she had done. - True
In simple words: Determine if each statement about the story is accurate or inaccurate by comparing it with the factual information presented in the text.

🎯 Exam Tip: Carefully read each statement and recall specific events or descriptions from the passage to accurately identify whether it is true or false.

 

Question 2. Fill in the blanks and complete the following sentences: (Answers are directly given.)
Answer:
1. The writer was interested in finger play so she tried to imitate.
2. When young Helen succeeded in making the letters correctly, she was flushed with childish pleasure and pride.
3. Earlier in the day Helen and Miss Sullivan had a tussle over the words mug and water.
4. When Miss Sullivan brought Helen's hat, she realised that she was going out into the warm sunshine.
In simple words: Complete the given sentences by inserting the correct words or phrases from the passage, ensuring factual accuracy based on the story's events.

🎯 Exam Tip: Focus on recalling specific details and vocabulary from the text to accurately fill in the blanks and complete each statement.

 

Complex Factual Activities:

 

Question 1. The author refers to two contrasting emotions, what are they?
Answer:
1. The first is when her teacher Anne Sullivan came in her life and she was filled with wonder.
2. On the afternoon of that eventful day she guessed vaguely from her mother's signs and guessed something unusual was about to happen.
In simple words: Identify the two opposing feelings mentioned by the author, which are wonder upon her teacher's arrival and a vague anticipation of something unusual.

🎯 Exam Tip: Look for direct or implied descriptions of feelings that indicate a shift or opposition in the author's emotional state within the narrative.

 

Question 2. Match the following:

Group 'A'	Group 'B'
1. The afternoon sun penetrated the mass of honeysuckle ...	(a) when she considered the immeasurable contrasts between the two lives.
2. The writer was filled with wonder ...	(b) how near the harbour she was.
3. The familiar leaves and blossoms came forth ...	(c) and fell on the writer's upturned face.
4. The writer was like compass or sounding-line and no way of knowing...	(d) to greet the sweet southern spring.

Answer:

Group 'A'	Group 'B'
1. The afternoon sun penetrated the mass of honeysuckle ...	(c) and fell on the writer's upturned face.
2. The writer was filled with wonder ...	(a) when she considered the immeasurable contrasts between the two lives.
3. The familiar leaves and blossoms came forth ...	(d) to greet the sweet southern spring.
4. The writer was like compass or sounding-line and no way of knowing...	(b) how near the harbour she was.

In simple words: Match the phrases from Group 'A' to their corresponding completing phrases in Group 'B' to form grammatically correct and contextually meaningful sentences from the story.

🎯 Exam Tip: Read both columns carefully and relate each phrase to the narrative context to find the most accurate and logical match.

 

Question 3. What did young Helen's teacher do when they first met?
Answer: When Helen met her teacher for the first time, she caught Helen's hand and held her close in her arms.
In simple words: Upon their first meeting, Helen's teacher gently took Helen's hand and embraced her warmly.

🎯 Exam Tip: Focus on recalling the specific physical interaction described when the two characters first encountered each other.

 

Question 4. What were Helen's reactions when she succeeded in making letters correctly?
Answer: When Helen succeeded in making the letters correctly, she was flushed with childish pleasure and pride. She ran downstairs and held up her mother's hand and made the letters for doll. She was simply making her fingers go in monkey-like imitation.
In simple words: Helen felt immense childish pleasure and pride upon correctly forming letters, demonstrating it to her mother through imitation and a sense of achievement.

🎯 Exam Tip: Detail both Helen's internal emotional response (pleasure, pride) and her external actions (running, showing her mother) to provide a complete answer.

 

Question 5. Arrange the following sentences in chronological order:
1. Helen learnt many words without understanding them.
2. Helen learnt the word 'doll' by imitation from her teacher for the very first time.
3. She realized that everything has a name.
4. When she was successful in making the letters of 'doll', she showed it to her mother.
Answer:
2. Helen learnt the word 'doll' by imitation from her teacher for the very first time.
4. When she was successful in making the letters of 'doll', she showed it to her mother.
1. Helen learnt many words without understanding them.
3. She realized that everything has a name.
In simple words: Arrange the sentences to reflect the correct sequence of events in Helen Keller's learning journey, starting from her first word, demonstrating it, learning more words by rote, and finally understanding the concept of names.

🎯 Exam Tip: Identify key transitional moments or cause-and-effect relationships between sentences to accurately reconstruct the chronological order.

 

Question 6. What were the barriers? How could they be swept away?
Answer: When the writer realised that every object had a name, each name gave birth to a new thought. Every object that she touched seemed to quiver with life as everything was strange and new to her. As every living word could give her new experience but some of them couldn't. By trying to touch every living object she could name it. But she could not do it with objects that were invisible. '
In simple words: The barrier was Helen's inability to connect words with their meanings, which was swept away when she realized that every object had a name, opening up a new world of understanding for her.

🎯 Exam Tip: Focus on Helen's core struggle (lack of understanding) and the breakthrough moment (realizing objects have names) as the central points of your answer.

 

Question 7. Why did young Helen feel repentance and sorrow?
Answer: When young Helen broke her new doll into pieces, she had no idea that every part of it had a name. But when she realized that every object that existed has a name, she saw everything with a strange, new sight. When she remembered her broken doll she felt repentance and sorrow for what she had done.
In simple words: Helen felt repentance and sorrow for breaking her doll after she understood that every object has a name, giving new meaning and value to the things she had previously destroyed out of frustration.

🎯 Exam Tip: Connect Helen's initial ignorance (breaking the doll without understanding) to her later realization (objects have names) as the direct cause for her feeling of repentance.

 

Activities based on vocabulary:

 

Question 1. Guess the meaning of:
Answer:
1. immeasurable contrasts - a vast difference
2. eventful day – the day full of events/activities
3. upturned – directed upward
4. unconsciously – without realizing
5. white darkness – It is symbolic to her condition (she was quite close to her destiny without being able to know it.)
In simple words: Provide clear and concise definitions for the given terms, explaining their meaning as used in the context of the passage.

🎯 Exam Tip: For figurative language like "white darkness," ensure your explanation addresses the symbolic meaning in addition to a literal interpretation.

 

Question 2. Find out antonyms for the following from the extract. (Answers are directly given.)
Answer:
1. shrinked × stretched
2. died/ceased × existed
3. pain x pleasure
4. dully x keenly.
In simple words: Identify and list words from the passage that have opposite meanings to the given vocabulary terms.

🎯 Exam Tip: Carefully scan the passage for words that provide a direct contrast to the given terms, ensuring they fit the context of the text.

 

Question 3. Pick out 4 infinitives from the extract:
Answer:
1. to reveal
2. to imitate
3. to impress
4. to love.
In simple words: Locate four verb forms preceded by "to" in the passage, which function as infinitives.

🎯 Exam Tip: Remember that infinitives are typically identified by the structure "to + base form of the verb."

 

Question 4. Classify the following words in the given columns:
fragrance, attract, stream, learn, hearth, enter, sorrow, realise
Answer:

 

Question 5. Find out four compound words from the lesson:
Answer:
(i) honeysuckle
(ii) sounding-line
(iii) everything
(iv) well-house.
In simple words: Compound words are formed by combining two or more words to create a new word with a distinct meaning, helping to enrich vocabulary.

🎯 Exam Tip: Identifying compound words demonstrates comprehension of word formation and can be a common objective question type.

Activities Based On Contextual Grammar

Question 1. Add a tail tag to the following sentences:
(Answers are directly given.)
Answer:
(i) She did not know what the future held of marvel or surprise for her, did she?
(ii) Helen was like that ship before her education began, wasn't she?
(iii) Helen had no way of knowing how near the harbour was, had she?
(iv) The afternoon sun penetrated the mass of honeysuckle, didn't it?
In simple words: Tail tags, or question tags, are short questions added to the end of a statement, typically used to confirm information or seek agreement.

🎯 Exam Tip: Ensure the auxiliary verb in the tag matches the tense of the main verb, and the pronoun matches the subject of the sentence.

Rewrite The Sentences By Using 'As Soon As'

Question 1. On entering the door, I remembered the doll I had broken.
Answer: As soon as I entered the door, I remembered the doll I had broken.
In simple words: 'As soon as' is used to show that one event happened immediately after another, emphasizing the quick sequence of actions.

🎯 Exam Tip: When using "As soon as," the clause it introduces often describes the action that happens first, followed by the main clause describing the second action.

Personal Response

Question 1. What is the difference between wordless sensation and thought?
Answer: Sensation is a physical feeling or perception resulting from something that happens to or comes into contact with the body. It is the ability to feel something physically and express without using words.
Thought is an idea or opinion produced by thinking or occurring suddenly in the mind. Sensation is different from thought. Thoughts are generated centrally in the brain and sensations occur at different places.
In simple words: Sensation is a direct physical feeling from the body, while thought is a mental idea or opinion generated in the brain, representing a more complex cognitive process.

🎯 Exam Tip: When distinguishing between concepts, provide clear definitions and highlight the key differences in their nature, origin, and function.

 

Question 2. How can modern technology be used to overcome impairments?
Answer: Technology has created a revolution in the life of disabled learners.
(a) Disabled students have an adequate educational opportunities but application of computer based technology has created a sea of changes in available options for disabled students.
(b) Computer programs have been designed to make it easier for disabled students to access material, communicate their ideas and work and participate in educational experiences.
In simple words: Modern technology offers significant tools like computer-based applications and specialized programs, improving educational access, communication, and overall participation for disabled individuals.

🎯 Exam Tip: When discussing solutions, list specific technological advancements and explain their direct benefits and impact on the target group.

 

Question 3. Why should we help disabled people?
Answer: We should help disabled people because though no fault of their own, they are in a situation where they require more assistance. If we help them wherever they want our help, they can boost their confidence to get success in their life. We are human and we are supposed to have empathy. So it is our duty to assist them wherever they want.
In simple words: We should help disabled people out of empathy and to foster their confidence and success, as they often face challenges not of their own making and require support to participate fully in society.

🎯 Exam Tip: Focus on ethical and social reasons when explaining why help should be extended to vulnerable groups, emphasizing principles like empathy, equality, and community support.

Activities Based On Language Study

Do As Directed:

 

Question 1. Complete the words by using correct letters:
Answer:
(i) which
(ii) house
(iii) greet
(iv) anger.
In simple words: This exercise tests vocabulary and spelling by requiring you to fill in missing letters to form complete words.

🎯 Exam Tip: Pay close attention to common spelling patterns and context clues to correctly complete words in such exercises.

 

Question 2. Copy the following sentences in your notebook:
Answer:
(i) "Light! give me light!" was the wordless cry of my soul.
(ii) Those words that were to make the world blossom for me 'like Aaron's rod, with flower.'
In simple words: This task involves accurately transcribing given sentences, which helps in practicing handwriting and attention to detail.

🎯 Exam Tip: Focus on precise reproduction of every character, including punctuation, to ensure an exact copy of the sentences.

 

Question 3. Put the following words in alphabetical order :
Answer:
(i) blossom, dumb, expectant, porch.
(ii) imitate, impatient, impress, interested.
In simple words: Alphabetical order arranges words based on the sequence of letters in the alphabet, comparing them letter by letter from left to right.

🎯 Exam Tip: When words share the same initial letter(s), continue comparing subsequent letters until a difference is found to determine the correct order.

 

Question 4. Punctuate the following sentences :
Answer:
(i) "Why don't you try to understand my situation Ruta?” said her father.
(ii) The tourist exclaimed, “What a beautiful place Kashmir is!"
In simple words: Punctuation involves using symbols like commas, quotation marks, and question marks to clarify meaning and structure in written sentences.

🎯 Exam Tip: Pay close attention to direct speech, proper nouns, and the type of sentence (interrogative, exclamatory) to apply appropriate punctuation marks correctly.

 

Question 5. Write four small words (minimum 3 letters each) using the letters in the given f word: "immeasurable"
Answer:
(i) sure
(ii) measure
(iii) ease
(iv) able.
In simple words: This exercise involves finding shorter words hidden within a longer word by rearranging its letters, enhancing word recognition skills.

🎯 Exam Tip: Systematically look for common prefixes, suffixes, or short words within the main word to ensure you find all possible combinations.

 

Question 6. Spot the error and rewrite the correct sentences:
Answer:
(i) My father has been working in a bank from last 20 years.
(ii) Yesterday I saw him while going to office.
In simple words: This task requires identifying grammatical mistakes in sentences and then correcting them to ensure proper syntax and meaning.

🎯 Exam Tip: Focus on verb tense, subject-verb agreement, and correct use of adverbs of time to accurately spot and fix errors.

 

Question 7. Write related words as shown in the example
Answer:
ℹ️ चित्र व्याख्या (Diagram Explanation): यह चित्र 'write' शब्द से संबंधित विभिन्न क्रियाविशेषणों को दर्शाता है, जैसे 'correctly' (सही ढंग से), 'clearly' (स्पष्ट रूप से), 'neatly' (सफाई से), 'slowly' (धीरे-धीरे), और 'carefully' (सावधानी से)। यह दर्शाता है कि किसी क्रिया को कैसे किया जा सकता है।
The related words (adverbs) describing how to "write" are: correctly, clearly, neatly, slowly, carefully.
In simple words: This exercise asks you to list words (adverbs) that describe how an action, like writing, can be performed, based on a given example.

🎯 Exam Tip: For exercises involving word associations, consider different categories of words (e.g., adverbs, adjectives, synonyms) that relate to the central concept.

 

Question 8. Complete the following word-chain of adjectives. Add four words, each beginning with the last letter of the previous word:
Answer: white - enormous - sacred - decent - tired.
In simple words: A word-chain connects words where each subsequent word starts with the last letter of the preceding word, typically following a specific word type like adjectives.

🎯 Exam Tip: When building a word-chain, ensure each word belongs to the specified category (e.g., adjectives) and strictly adheres to the last-letter-to-first-letter rule.

 

Do As Directed:

Question 1. Make your own meaningful sentence by using the phrase 'to be able to'.
Answer: I was not able to complete my paper in given time.
In simple words: This task requires constructing a sentence that correctly incorporates the phrase 'to be able to' to express capability or possibility.

🎯 Exam Tip: Ensure the sentence is grammatically correct and that the phrase 'to be able to' is used appropriately to convey the intended meaning of ability or lack thereof.

 

Question 2. Add a prefix or suffix to make new words and use any one of the root words in your own sentence:
Answer:
(i) unusual
(ii) conscious
Sentence: He was late as usual.
In simple words: This exercise involves forming new words by adding prefixes (before a root word) or suffixes (after a root word) and then using one of these modified words in a sentence.

🎯 Exam Tip: Choose appropriate prefixes or suffixes that logically change the meaning or grammatical function of the root word, and ensure your sentence demonstrates understanding of the new word's usage.

Oral Work

Question 1. What is the difference between finger play, spelling a word mechanically and writing a meaningful word?
Answer: [Not provided in source material]
In simple words: This question explores the progression from simple physical interaction (finger play) to rote learning (mechanical spelling) and finally to expressing understanding (meaningful word writing).

🎯 Exam Tip: For analytical questions, consider the cognitive processes and learning stages involved in each activity to articulate a comprehensive answer.

 

Question 2. Read aloud the paragraph 'We walked down- be swept away' using proper intonation.
Answer: Students should read aloud the specified paragraph, focusing on proper intonation and pronunciation.
In simple words: This task requires students to vocalize a given text with correct rhythm, pitch, and emphasis to convey its meaning effectively.

🎯 Exam Tip: Practice reading aloud with awareness of punctuation, sentence structure, and emotional context to improve fluency and expressive reading skills.