NCERT Solutions Class 9 English Kaveri Chapter 02 The Pot Maker

 

Question 1. Look at the pictures given below and identify the vocations. Now, list at least five more vocations.
Answer: The vocations shown in the pictures are: Basket maker, Potter, Weaver, and Carpenter. Five more vocations include: Blacksmith, Farmer, Tailor, Painter, and Mason.
In simple words: These pictures show jobs where people make things by hand. Some other hand-craft jobs are blacksmith, farmer, tailor, painter, and mason.

Exam Tip: List the vocations clearly and ensure you provide at least five additional examples beyond those shown in the pictures.

 

Question 2. What is common among these pictures?
Answer: All the pictures display individuals engaged in skill-based work that relies on their hands. These represent traditional occupations that demand practice, patience, and fine craftsmanship to master.
In simple words: All these jobs need hands, practice, and care to do well.

Exam Tip: Focus on the common element: they all require manual skill, practice, and patience - not machines or technology.

 

Question 3. We refer to such skill-based work as v _ _ a _ _o _ s.
Answer: We refer to such skill-based work as "vocations".
In simple words: These jobs are called vocations.

Exam Tip: A vocation is a skilled trade or profession that requires special training and practice.

 

Question 4. Mention a few differences between handmade and machine-made products.
Answer: Handmade products are created by skilled workers using their hands, making each item unique with slight variations. They take longer to produce but carry more artistic and creative value. Machine-made products, by contrast, are produced by machines, look exactly uniform and identical, are made quickly in large quantities, but have less personal touch and individual character.
In simple words: Handmade items are special and one-of-a-kind, but take time. Machine-made items are all the same and made fast, but feel less special.

Exam Tip: Compare both sets of characteristics clearly - production method, uniqueness, time taken, quantity, and artistic value are key points to mention.

 

Question 5. Do you think pot making is easy? If yes, why? If no, why not?
Answer: Pot making is not easy. It requires considerable skill, regular practice, and much patience. The entire process is physically tiring and time-consuming, since the clay must be gathered, prepared, shaped with great care, and then dried and fired properly. Even a tiny error in any stage can ruin the entire pot.
In simple words: Pot making is hard. You need lots of skill and patience. One small mistake can break everything.

Exam Tip: Support your answer with specific details about the process steps and why each stage is difficult or critical.

 

Question 6. Would Sentila be able to fulfil her dream of becoming a pot maker? Explain.
Answer: Yes, Sentila would be able to achieve her dream. From childhood, she showed deep passion and strong determination. She watched and learned from expert potters in secret, practiced hard even after a full year of unsuccessful attempts with her mother, received patient guidance from Onula, and finally, when given the chance to work alone, created a full batch of pots that matched her mother's count.
In simple words: Yes, Sentila will become a good pot maker because she never gives up, tries hard, and learns from others.

Exam Tip: Use specific evidence from the story - her persistence through failure, her secretive observation, Onula's guidance, and her final success - to support your answer.

 

Question 7. Do you think Mesoba and Arenla would support Sentila? Give a reason.
Answer: Both Mesoba and Arenla came to support Sentila's dream. Mesoba backed her strongly by speaking to the village council on her behalf and publicly declaring that she would grow into a skilled pot maker. Though Arenla initially wanted Sentila to learn weaving instead, she gradually taught her pottery. Her act of pretending to be ill was actually a way to test and encourage Sentila. Slowly, both parents shifted from resistance to full support of her goal.
In simple words: Both parents ended up helping Sentila. Mesoba spoke for her, and Arenla finally taught her to make pots.

Exam Tip: Show how both parents' attitudes changed over time and cite their specific actions that demonstrated support.

 

Question 8. Do you think Onula's support helped Sentila? If yes, why? If no, why not?
Answer: Yes, Onula's support was very helpful to Sentila. Onula recognized Sentila's nervousness and taught her methods with great patience. She shared the correct technique and built Sentila's confidence when it was low. Thanks to Onula's encouragement and clear instruction, Sentila managed to strengthen her abilities and eventually create pots of excellent quality.
In simple words: Yes, Onula helped Sentila a lot. She was kind, taught her the right way, and made Sentila feel brave.

Exam Tip: Highlight how a mentor's emotional support and technical instruction are equally important for a learner's growth.

 

Question 9. Sentila observes her mother making pots. What does this tell us about her?
Answer: This reveals that Sentila was an intelligent, curious, and determined learner. Even when direct teaching from her mother was not available, she did not lose hope. She paid close attention as she watched her mother craft pots and gradually gained understanding step by step. This behaviour shows her deep passion for pottery and her eagerness to gain knowledge through careful watching and patient learning.
In simple words: Sentila is smart and never gives up. She learns by watching and paying close attention.

Exam Tip: Connect observation and learning styles to character traits like determination, intelligence, and curiosity - these are marks of a true learner.

 

Question 10. Arrange the following events of the story in the correct sequence.
Answer: The correct sequence of events is:
(1) Sentila was passionate about pottery but did not share it with her mother.
(2) Sentila overheard her mother saying that pot making was a tiring job and that she earned very little from it.
(3) Sentila observed how other expert potters crafted beautiful pots.
(4) The village council called Mesoba to know about Arenla's unwillingness to teach pottery to Sentila.
(5) Sentila learnt the art of pot making for a year from her mother, but was unsuccessful.
(6) Onula guided Sentila in the art of pot making.
(7) Sentila was able to make pots quickly and skillfully, just one less than her mother's.
(8) Arenla made a new batch of pots and asked Sentila to continue the work as she was unwell.
(9) Onula observed two rows of pots inside the work shed, which she felt was the work of two people.
In simple words: The story moves from Sentila's hidden dream, through struggle and help, to her final success making many pots on her own.

Exam Tip: Follow the cause-and-effect chain: desire - obstacles - help - practice - success. This structure shows character growth over time.

 

Question 11. Read the extract: "Pounding the stubborn clay inside bamboo cylinders to soften it, is also tedious. So many times I've dropped the mould out of sheer exhaustion and have had to start all over again. It takes months to bring out a batch of pots after so much labour. And the reward? A few rupees..." Choose the correct reason for the given assertion: The effort in making pots is far greater than the returns.
Answer: (A) The process of pot making is quite tiresome and long, and one hardly earns much.
In simple words: Pot making is very hard work, but the money you get is very small.

Exam Tip: This question tests understanding of how effort and reward are imbalanced - recognize the irony in the rhetorical question "And the reward?"

 

Question 12. Why does Arenla want Sentila to learn weaving?
Answer: Arenla wants Sentila to learn weaving because it is easier and less messy compared to pot making. Weaving can be done inside the house during any season and takes much less time to finish one shawl. It also brings in more money. She feels weaving will give Sentila a more comfortable and secure life than the tiring and low-paying work of pottery.
In simple words: Arenla thinks weaving is better because it is cleaner, easier, faster, and pays more money.

Exam Tip: Understand that Arenla's resistance comes from practical concern for her daughter's welfare, not cruelty.

 

Question 13. State one advantage that weaving has over pot making, as per the extract.
Answer: One advantage of weaving over pot making is that weaving can be done indoors in all seasons, whereas pot making requires going outdoors to gather clay and dry pots in the sun. Additionally, the time spent on making one shawl is much less than the time needed to complete a batch of pots.
In simple words: Weaving can be done inside the house in any weather, but pot making needs outdoor work and takes much longer.

Exam Tip: When comparing two activities, pick one specific advantage and explain it clearly with supporting details.

 

Question 14. Choose the sentence that uses the word 'handsome' in the same way as in the extract.
Answer: (B) They will make a handsome profit selling this property.
In simple words: "Handsome" in the extract means large or generous, not beautiful. Choice B uses it the same way.

Exam Tip: Words have multiple meanings - context determines which one applies. "Handsome profit" means a large financial gain, not a beautiful one.

 

Question 15. 'And the reward?' What is the author's purpose of using a question mark here?
Answer: The author uses a question mark to create an ironic effect. Arenla poses the question and then immediately answers it herself with "a few rupees." This technique helps readers understand her frustration and sense of unfairness about the situation - she works hard for months but receives very little money in return. The question mark emphasizes the disappointment and makes the contrast between effort and reward more powerful.
In simple words: The question mark shows that the reward is so small that Arenla feels angry and sad about it.

Exam Tip: Rhetorical questions (questions that don't expect answers) are literary devices that express emotion and create emphasis.

 

Question 16. Read the extract: "Onula saw her taking out some clay and the implements from her basket quietly. She watched Sentila's clumsy efforts to make a pot and noticed that Sentila was too tense. As a result, the clay seemed unable or unwilling to yield the right shape." Complete the sentence: Onula feels Sentila's effort at making a pot is clumsy because ________.
Answer: Onula feels Sentila's effort at making a pot is clumsy because Sentila was too tense and nervous while trying to shape the clay. This nervousness caused the clay to resist and remain misshapen instead of yielding to the correct form.
In simple words: Sentila was nervous, so her hands shook and the clay would not shape right.

Exam Tip: Show the cause-effect relationship: nervousness leads to tension, which prevents proper control over the clay.

 

Question 17. Choose the correct option to complete the sentence: 'Don't worry, little one, I shall teach you how to make a perfect pot' This shows Onula was __________.
Answer: (A) sincere and generous
In simple words: Onula is kind and truly wants to help Sentila learn.

Exam Tip: Character is revealed through dialogue and actions - Onula's offer to teach shows both her sincerity and her generous spirit.

 

Question 18. Which among the following is the effect of a cause?
Answer: (A) As a result, the clay seemed unable or unwilling to yield the right shape.
In simple words: This is what happened because Sentila was too tense.

Exam Tip: Identify cause-effect patterns - phrases like "as a result," "because," "therefore" signal an effect following a cause.

 

Question 19. 'Onula fashioned a beautiful pot' Here, the word 'fashioned' means __________.
Answer: created
In simple words: Fashioned means to make or shape something skillfully.

Exam Tip: Use context to determine word meaning - Onula shaped clay into a pot, so "fashioned" means "created" or "shaped," not "styled."

 

Question 20. How might Sentila have felt when she saw 'the misshapen lump fall flat on the ground'?
Answer: Sentila must have felt deeply frustrated, embarrassed, and disheartened. The text confirms this through her response - she hung her head in shame and frustration. After months of trying and watching her own effort collapse to the ground, she must have felt completely incompetent. This moment likely made her doubt whether she would ever succeed in achieving her dream.
In simple words: Sentila felt very sad, ashamed, and hopeless when her pot broke.

Exam Tip: Use textual evidence ("hung her head in shame") combined with reasoning about human emotion to construct a convincing answer.

 

Question 21. Describe the process of pot making followed by expert pot makers, as observed by Sentila.
Answer: According to Sentila's observations, the pot-making process involves multiple stages: First, grey and red clay is gathered from the riverbank and placed into carrying baskets. The clay is then soaked in a trough and stuffed into bamboo cylinders where it is pounded to make it soft. The potter inserts the left hand into a lump of softened clay on a rotating wheel and skillfully shapes it using a spatula held in the right hand. After two or three days, the pots receive a final touch-up to keep their shape and verify their durability. Next, they are left to dry in the sun, arranged on a bed of hay and dried bamboo in an orderly pattern, covered with the same materials, and then the kiln is fired carefully to avoid problems from over-firing or under-firing.
In simple words: Potters gather clay, soak it, pound it soft, shape it on a wheel, let it dry, and then fire it in a very hot kiln.

Exam Tip: Present the steps in chronological order and mention the key tools and techniques used at each stage.

 

Question 22. What warning was given to Mesoba by the village council?
Answer: The village council told Mesoba that it was Arenla's responsibility to pass on the skill of pot making to her daughter, a craft that has been handed down through generations. They warned him to make it clear to Arenla that such traditional skills do not belong to only one person. Pot making is valuable because it fulfills people's needs and reflects their culture and heritage. They also emphasized that skilled workers have the duty to teach not just their own children but anyone in the community who wants to learn the craft.
In simple words: The council told Mesoba that Arenla must teach Sentila because pot making belongs to everyone, not just to one family.

Exam Tip: This question tests understanding of cultural values - skills are community heritage and should be shared freely.

 

Question 23. How did Sentila feel when she failed at pot making even after a year of training with her mother?
Answer: Sentila felt deeply humiliated, frustrated, and helpless. The story describes her hanging her head in shame and frustration after her repeated failures. Despite a full year of regular sessions with her mother, she was unable to learn anything meaningful. She could not even hold the lump of dough properly, while her mother effortlessly transformed the same lump into a beautiful pot. Sentila could only watch in helpless despair. This experience made her feel very inadequate and likely made her fear that she would never accomplish her dream of becoming a pot maker.
In simple words: Sentila felt very sad and hopeless because she tried so hard for a year but still could not make good pots.

Exam Tip: Use emotional vocabulary and textual evidence to show the depth of her discouragement and the internal struggle she faced.

 

Question 24. 'Onula stood there for a long time as if trying to absorb a new phenomenon.' Explain.
Answer: When Onula stepped into the work shed after Arenla passed away, she found two neat rows of freshly made pots standing side by side. She could not tell one batch from the other - they looked identical. She was certain this could not be the work of one person alone. This was remarkable because Sentila, who had struggled to make even a single pot just days earlier, had now produced an entire batch matching her mother's output. For Onula, who understood exactly how far Sentila had traveled on her journey, this was a profound and almost miraculous change - a new phenomenon she needed time to fully understand and believe.
In simple words: Onula saw so many perfect pots that she could not believe Sentila made them all by herself. Sentila had changed from struggling to making beautiful pots.

Exam Tip: Explain the contrast between Sentila's earlier failure and her sudden success, and why this transformation astonishes Onula.

 

Question 25. 'The tradition and history of the people did not belong to any individual.' What does this symbolise?
Answer: This statement symbolizes the idea that cultural heritage and traditional skills are shared property belonging to the whole community, not to any single person or family alone. No individual has the authority to keep back or monopolize knowledge that has been passed down over many generations for the benefit of all. The statement also suggests that a community's identity is maintained through its traditional crafts, and every person with skill carries the responsibility to guarantee this knowledge stays alive by teaching others freely. This reflects an important message about cultural ownership, community duty, and the importance of sharing knowledge.
In simple words: Old skills and traditions belong to the whole community. No one person owns them, and everyone should teach others.

Exam Tip: This is a thematic question - recognize that the story uses pottery to teach broader lessons about community responsibility and cultural preservation.

 

Question 26. What is the significance of the concluding line of the story, 'A new pot maker was born'?
Answer: The concluding line "A new pot maker was born" carries deep meaning. It signals that Sentila has finally mastered the skill and become a true potter. It also showcases how her hard work, passion, and determination led her to overcome many obstacles and achieve her goal. The phrase shows that the tradition of pot making will continue through her into the future. The word "born" suggests she now has a fresh identity - no longer just someone learning, but a skilled artist and craftsperson. The story comes full circle: Sentila has finally realized what she always wanted to be.
In simple words: Sentila is now a real pot maker with her own identity. Her dream came true, and the craft will keep going.

Exam Tip: "Born" is a metaphor for transformation and rebirth - it marks Sentila's transition from student to master, completing her journey.

 

Question 27. What is the role of perseverance in pursuing one's dreams? Elaborate with reference to Sentila.
Answer: Perseverance - the ability to keep trying even after failure - is the central theme of this story. Sentila demonstrates this throughout her journey. Even when her mother did not support her, others laughed at her, and she failed repeatedly for a complete year, she refused to give up. She felt hurt when she could not even make a single proper pot, yet she continued to push forward. She watched potters in secret, carried clay to practice on her own, learned from Onula, and carefully observed her mother. Finally, when she got a chance to work alone, she used all the knowledge she had gathered to make many pots successfully. Her hard work turned her passion into genuine skill. The story teaches that talent by itself is not sufficient - real success comes from sustained effort, learning from mistakes, and refusing to quit even when the path is hard.
In simple words: Sentila never gave up even when it was hard. She kept trying and learning. In the end, she got what she wanted.

Exam Tip: Use Sentila's specific actions and timeline to show how perseverance, combined with learning opportunities, leads to success.

 

Question 28. Read the highlighted words in the following sentences from the text: She taught Sentila how to dig the clay with dao, load it on to her carrying basket... Sentila was a quick learner and turned the clay into malleable dough. Pounding the stubborn clay inside bamboo cylinders to soften it... The highlighted words describe the tools and materials required in the process of pot making. Now classify the words/phrases given in the box as shown in the table below.
Answer:

In simple words: These words show what potters use (tools), what they use it on (materials), and what they do with it (processes).

Exam Tip: Classify by function - tools are instruments used, materials are substances worked on, and processes are actions performed.

 

Question 29. Notice the use of the following words in the text: pittance, rupees, reward, return. These words relate to livelihood and economic aspects that are crucial for any enterprise/business/vocation. Work in pairs and find the meanings of the following words related to economy.
Answer: Here are the meanings of the economic terms:

In simple words: These words help us talk about money, spending, saving, and earning in different situations.

Exam Tip: Learn these economic terms with examples - they connect the story's theme of livelihood and fair wages to real-world financial concepts.

 

Question 30. Now, frame sentences using each word.
Answer:
- Bankrupt: The company went bankrupt after suffering huge losses.
- Credit: She used her credit card to buy a new phone.
- Currency: The currency of Japan is the yen.
- Debt: He is working hard to pay off his debt.
- Fiscal: The government announced a new fiscal policy this year.
- Inflation: Inflation has made basic goods more expensive.
- Investment: Buying property can be a good long-term investment.
- Interest: The bank charges high interest on loans.
In simple words: Each word can be used in a sentence to talk about money situations we see in real life.

Exam Tip: Create sentences that show clear understanding of each term's meaning in a realistic context.

 

Question 31. Read the following sentences from the text. The main clauses has been underlined and the subordinate clause has been circled. Subordinate clauses that act like nouns and perform the same functions as subject or object are called noun clauses.
Answer: The definition of noun clauses is provided. A noun clause is a subordinate clause that functions like a noun in a sentence, acting as either the subject or the object of a main clause. Examples from the text: "she realised that (the pot was ready)" - the bracketed portion is a noun clause acting as the object of "realised." Similarly, "She intuitively sensed that (something momentous had happened)" - the circled noun clause functions as the object of "sensed."
In simple words: A noun clause is a group of words that works like a noun in a sentence - it can be what you talk about or what you act on.

Exam Tip: Identify noun clauses by asking: "What did she realise?" The answer is the noun clause - it acts just like a regular noun would.

 

Question 32. Complete the following sentences with suitable noun clauses. (i) The elders emphasised that __________. (ii) Mesoba explained why __________. (iii) Onula's promise was that __________. (iv) Sentila observed her mother carefully when she shaping the mouth of the pot, which __________. (v) The kiln, where __________, required careful attention to prevent over-or-under firing.
Answer:
(i) The elders emphasised that pot making was a skill belonging to the entire community and must be passed on to all who wished to learn it.
(ii) Mesoba explained why Arenla had not yet taught Sentila the craft, saying she needed time to recover from her illness.
(iii) Onula's promise was that she would teach Sentila how to make a perfect pot.
(iv) Sentila observed her mother carefully when she was shaping the mouth of the pot, which helped her understand the correct technique.
(v) The kiln, where the pots were fired, required careful attention to prevent over-or-under firing.
In simple words: These completed sentences show how noun clauses add information after main verbs like "emphasised," "explained," and "promised."

Exam Tip: When completing noun clauses, ensure they answer what, why, or how questions naturally following the main clause.

 

Question 33. Read the following sentences from the text. Underline the main clause and circle the subordinate clause.
Answer:
(i) Main clause: Arenla took Sentila to the riverbank - Subordinate/Relative clause: (where the grey and red clay was found)
(ii) Main clause: She started on the next one - Subordinate/Relative clause: (like a sprinter who had suddenly found momentum)
(iii) Main clause: skills such as pot making - Relative clause: (which not only catered to the needs of the people...)
In simple words: The main clause tells the main action, and the subordinate clause gives extra information about it.

Exam Tip: Subordinate clauses that describe nouns are called adjective or relative clauses - they give more details about who or what in the main clause.

 

Question 34. Complete the following sentences with suitable relative clauses. (i) Sentila, whose _________, practised the craft diligently. (ii) The village council, where _________, sought an explanation for Arenla's reluctance. (iii) The potter's hands, which _________, shaped the clay into beautiful creations. (iv) Arenla, her mother, wanted her to learn weaving, which _________. (v) Mesoba went home and discussed the matter with Arenla, who _________.
Answer:
(i) Sentila, whose passion for pot making had been a childhood dream, practised the craft diligently.
(ii) The village council, where the elders gathered to discuss community matters, sought an explanation for Arenla's reluctance.
(iii) The potter's hands, which moved with incredible skill and dexterity, shaped the clay into beautiful creations.
(iv) Arenla, her mother, wanted her to learn weaving, which was considered more profitable and less laborious.
(v) Mesoba went home and discussed the matter with Arenla, who finally agreed to teach Sentila the art of pot making.
In simple words: Relative clauses beginning with "whose," "where," and "which" add details about people, places, or things in the sentence.

Exam Tip: Match relative pronouns to their antecedents - "whose" for possession, "where" for location, "which" for things.

 

Question 35. Read the highlighted words in the following lines from the text: Onula saw her taking out some clay... make as many pots as they could. ... did not belong to any individual. Slowly she walked away from this place of wonder. ... they would not have enough days of sunshine. The highlighted words are determiners. Determiners are words that come before nouns and specify something about their quantity, definiteness or ownership.
Answer: Determiners are grammatical words that come before nouns to show quantity, definiteness, or ownership. The main categories are: Articles (a, an, the), Demonstratives (this, that, these, those), Possessives (my, our, your, his, her, its, their), Definite Numerals (one, two, three, etc.), Indefinite Numerals (some, any, no, all, both, much, many, few, less, several, little), and Distributives (each, every, either, neither). These words help specify exactly which noun we are talking about and how much of it.
In simple words: Determiners are little words that come before nouns and tell us if we mean one, some, all, or whose thing it is.

Exam Tip: Determiners are essential for clarity - they help listeners/readers know exactly which item or how many items you mean.

 

Question 36. Find out some more determiners from the text.
Answer: More determiners found throughout the text are: her, my, our, their, its (Possessives) - the, a, an (Articles) - those, this, that (Demonstratives) - no, all, much, few, several, both (Indefinite Numerals) - one, two, three (Definite Numerals) - each, every (Distributives).
In simple words: The text uses many determiners to make the meaning clear about which things and whose things are being discussed.

Exam Tip: Scan the text for words that appear before nouns - most of them are likely determiners showing quantity or ownership.

 

Question 37. Fill in the blanks with suitable determiners. (A) The florist arranged five bouquets for her clients, that were displayed in _________ elegant floral shop. (B) The carpenter crafted _________ unique tables, and _________ became the centrepiece in _________ furniture collection. (C) _________ of _________ apprentices in _________ culinary class demonstrated _________ knife skills during the intense cooking session. (D) _________ of _________ sculptures were displayed at _________ art exhibition, showcasing _________ diverse artistic skills.
Answer:
(A) The florist arranged five bouquets for her clients, that were displayed in an elegant floral shop.
(B) The carpenter crafted several unique tables, and one became the centrepiece in the furniture collection.
(C) A group of some apprentices in the culinary class demonstrated their knife skills during the intense cooking session.
(D) Many of the sculptures were displayed at an art exhibition, showcasing their diverse artistic skills.
In simple words: The filled-in determiners show how many items, which items, and whose items are being talked about in each sentence.

Exam Tip: Choose determiners that logically fit the context - use articles for specificity, possessives for ownership, and quantifiers for amounts.

 

Question 38. You will listen to a man speak about stone statues. As you listen, complete the given paragraph by filling in the blanks with the exact words you listen to. A statue is carved to create a shape that is 1. __________. Among the many things stone is used for making stone 2. __________ is one of them. India has some of the most 3. __________ stone sculptures, as is obvious from its many stone monuments across the country.
Answer: A statue is carved to create a shape that is 1. visually interesting three-dimensional. Among the many things stone is used for, making stone 2. sculptures is one of them. India has some of the most 3. fascinating and mesmerising stone sculptures, as is obvious from its many stone monuments across the country.
In simple words: Stone statues are carved into shapes you can see from all sides. India has many beautiful stone sculptures that look amazing.

Exam Tip: Listen carefully to audio transcripts for exact wording - even small differences matter in listening comprehension tasks.

 

Question 39. You will now listen to the man speaking about some steps involved in making stone statues. As you listen, select the six correct steps out of the nine given.
Answer: Based on the transcript, the six correct steps in making a stone statue are:
1. Choose the stone
2. Measure the weight and dimensions of the statue
3. Carve to remove large unwanted portions of the stone
4. Work to bring out the imagined shape
5. Refine the creation within the stone
6. Detach the creation from the stone as the final statue
In simple words: First pick good stone, then measure it, carve away the big pieces you don't need, shape it carefully, make it smooth, and finally take out the finished statue.

Exam Tip: When selecting from multiple options, follow the logical sequence of steps - choose, measure, remove, shape, refine, detach is the natural order of making a statue.

 

Page 50 - Writing Task

Reflective Writing - Identifying Skills and Passion

Reflective writing helps you think deeply about your own experiences, skills, and dreams. It encourages you to look inward and understand yourself better through structured thinking. This type of writing asks you to explore your personal experiences, recognize what you are good at, think about what you love to do, and understand how these connect to your future goals. Through reflective writing, you discover more about who you are and what truly matters to you.

 

Question. Follow the steps given below to create a write-up about your skills and passions.
Step 1: Introduction - Reflect on your passions and the skills you currently possess or are developing. Consider why these activities or interests are meaningful and enjoyable to you.
Step 2: Describing skills - Describe specific activities or practices you engage in to nurture your skills. This could include hobbies, classes (art, music, coding, etc.), workshops, or personal projects.
Step 3: Passion into profession - Identify which of these skills you believe have the potential to turn your passion into a profession. Explain why you think these skills are crucial or advantageous in your chosen field.
Step 4: Examples and reflection - Provide examples or anecdotes that illustrate how your skills and passions complement each other. Reflect on how these experiences have shaped your career aspirations and personal growth.
Step 5: Conclusion - Summarise your reflections. Discuss any insights gained about yourself, your skills, and your career ambitions through this exercise.
Answer: I have always felt naturally drawn to writing and storytelling. Since childhood, turning my thoughts into words has come easily to me - through diary entries, creating short stories, or sharing what I noticed about the world around me. Writing is not just something I practice; it brings me genuine joy and a real sense of purpose. To develop this passion, I regularly compose short stories and essays during my spare time. I take part in my school's creative writing club, where we get weekly writing prompts to work with. I read extensively across many genres - fiction, non-fiction, newspapers - because I understand that reading forms the basis of strong writing. I sometimes go to writing workshops to improve my understanding of structure, tone, and vocabulary. I truly believe writing can become a strong career path. Jobs in journalism, content creation, screenwriting, copywriting, and publishing all need excellent writing abilities. In the modern digital age, the skill to share thoughts clearly and imaginatively is more valuable than before. This ability gives me an advantage in any field that depends on clear communication. Last year, I entered a short story in a school competition and came first. That moment taught me that my words could touch people's hearts and make them think differently. It also showed me that through constant effort, I can get much better. This experience has shaped my goal of becoming a journalist or author - someone who educates, motivates, and delights others through the force of language. Looking back on my own abilities and what matters to me has helped me learn about myself more deeply. I now recognise that writing is much more than just a hobby - it is my calling. This activity has made my commitment stronger to take writing seriously and develop a profession from it. I look forward to what comes next and am dedicated to improving my abilities day by day.
In simple words: Writing makes me happy, and I want to make it my job. I practise by writing stories, joining a writing club, and reading lots of books.

Exam Tip: Structure your answer around the five steps clearly - examiners look for a systematic approach to reflecting on skills and career planning. Use specific examples to show how passion can become profession.

 

Page 51 - Learning Beyond the Text

 

Question. Pottery is practised in many parts of our country and each region has its unique style. Find out about different styles of indigenous pottery of your region and other regions of our country. Some notable styles include: Khurja pottery from Uttar Pradesh, Blue pottery from Jaipur, Terracotta from West Bengal, Andretta pottery from Himachal Pradesh, Karigari pottery from Tamil Nadu, Longpi Black pottery from Manipur. Match the pictures with the pottery it represents.
Answer:
(i) Khurja Pottery - Uttar Pradesh (colourful pots and vessels with bright decoration)
(ii) Blue Pottery - Jaipur (blue and white decorative vessels and plates)
(iii) Terracotta - West Bengal (reddish-brown clay figures and sculptures)
(iv) Andretta Pottery - Himachal Pradesh (blue and brown decorative bowls and plates)
(v) Karigari Pottery - Tamil Nadu (terracotta pots laid out to dry)
(vi) Longpi Black Pottery - Manipur (black metallic-finish clay vessels and pots)
In simple words: Different areas of India have their own special pottery styles. Each one uses different colours, shapes, and methods that make it unique to that region.

Exam Tip: When matching images to pottery types, look carefully at colour, texture, and shape. Each region's pottery has distinctive visual features that make it easy to identify.

 

Question. You must have read stories in English and in your own language about the value of handicrafts and art. Read the story 'Quality' by John Galsworthy. Write its review and make a presentation highlighting the decline of traditional crafts and skills vs industrialisation and mass-produced goods.
Answer: Presentation Outline: Traditional Crafts vs. Industrialisation

Slide 1 - Title: Quality vs. Quantity: The Decline of Traditional Craftsmanship

Slide 2 - About the Story: A brief overview of Quality by John Galsworthy describes the Gessler brothers and their handmade shoes.

Slide 3 - What is Traditional Craft? Knowledge and ability that gets passed down over many generations; each item made with care, time, and artistry. Examples: handloom weaving, pottery, cobbling, woodcraft.

Slide 4 - Rise of Industrialisation: Machines taking over production, robots replacing human hands, cheaper costs, faster production - but loss of uniqueness and the human touch.

Slide 5 - What is Lost? Jobs for skilled workers, cultural identity, product quality, the human connection in making something.

Slide 6 - Indian Context: Traditional crafts like Khurja pottery, Longpi Black pottery, Banarasi weaving - all facing similar threats in today's world.

Slide 7 - The Moral of Quality: The Gessler brothers stand for every craftsperson who picked honour over financial survival. Their tale is both a warning and a tribute.

Slide 8 - Conclusion: We have a responsibility to back traditional crafts - buy handmade goods, visit craft fairs, respect artisans. Quality should never be sacrificed for ease and speed.
In simple words: The story shows that handmade things made with care are better than mass-made things. We should help craftspeople by buying their work.

Exam Tip: Link the story's central theme to modern-day challenges faced by craftspeople. Show understanding of how industrialisation affects traditional skills and cultural heritage.

 

Page 57 - Reflect and Respond

 

Question. Given below are four riddles. Read and identify who these people are.
(1) In furrows deep, secrets I sow, As time passes, I watch them grow. Who am I?
(2) From wheel to kiln, my skill is born, Step by step, an art takes form. Who am I?
(3) I lay foundations, bricks by bricks, To build a house, it's me you pick. Who am I?
(4) I work with pots, pans, and spice, Creating dishes that taste so nice. Who am I?
Answer:
(1) Farmer / Agriculturist
(2) Potter / Pot Maker
(3) Mason / Builder
(4) Cook / Chef
In simple words: These riddles describe people who do important jobs - growing food, making pots, building houses, and cooking meals.

Exam Tip: When solving riddles, pay attention to the clues given about tools, actions, and the final product - these guide you to the correct occupation.

 

Question. What is the role and relevance of the people you identified in the riddles. How do they contribute to the society? Discuss with your classmates and teacher.
Answer: All of these occupations hold important positions in the structure of society. The farmer provides the food that feeds entire communities - without farmers, no one would have food to eat. The potter supplies practical containers for storing water, cooking, and keeping food fresh, while also maintaining a valuable cultural practice. The mason or builder puts up the homes, schools, temples, and public buildings where people live and gather together. The cook changes raw ingredients into healthy, tasty meals that keep us healthy and bring families and friends together. While these occupations might appear basic, they are actually the hidden foundation that keeps society running. They remind us that every form of honest work earns respect and should be valued.
In simple words: These workers do jobs that are needed every day. Without them, we would not have food, homes, or things we use. They are all equally important to our lives.

Exam Tip: Always emphasise the interconnected nature of different vocations - show how each profession depends on and supports others in creating a functional society.

 

Page 60 - Check Your Understanding

 

Question. Based on your understanding of the poem, state whether the following statements are true or false. Also, rectify the false statements.
(1) The poem highlights the skilled work of craftsperson.
(2) The poet shares that musicians express emotions through their instruments.
(3) The carpenters in the poem are admired for their logical work.
(4) The electricians in the poem are recognised for their crucial role in lighting up lives.
(5) The poem pays homage to shoemakers who manufacture quality footwear.
(6) The poem celebrates the patriotism of the people of Bharat.
(7) The poet feels that each vocation deserves to be respected.
Answer:
(1) TRUE - The poem highlights the skilled work of craftspersons.
(2) TRUE - The poet shares that musicians express emotions through their instruments.
(3) FALSE - The carpenters in the poem are admired for their precision and skill in creating from wood, not specifically for logical work alone.
(4) TRUE - The electricians in the poem are recognised for their crucial role in lighting up lives.
(5) TRUE - The poem pays homage to shoemakers who manufacture quality footwear.
(6) FALSE - The poem celebrates the dignity and value of people's vocations and work in Bharat, not specifically patriotism as a theme.
(7) TRUE - The poet feels that each vocation deserves to be respected.
In simple words: Most of the statements are true. The poem honours people who work hard in different jobs and shows that all work is worthy of respect.

Exam Tip: For true/false questions with corrections required, always state the corrected version clearly and refer back to specific lines from the poem to support your answer.

 

Question. Let us appreciate the poem. (i) Does the poem strictly adhere to a rhyme scheme, or is it in free verse?
Answer: The poem does not follow a strict rhyme scheme throughout. It has some matching word pairs (e.g., 'hues/streets', 'precision/lives') but generally reads as free verse, with uneven rhyme and no fixed metre. This flexible approach allows the poet to bring in many different types of work without having to fit them into a rigid pattern.
In simple words: The poem does not have a set rhyming pattern. This freedom lets the poet write about many jobs without being stuck to a fixed structure.

Exam Tip: When discussing poetic form, identify specific features like rhyme scheme and metre, then explain how these choices support the poem's theme or message.

 

Question. (ii) What is the impact of the varying length of lines in the poem?
Answer: The changing line lengths produce a feeling of natural, everyday rhythm, reflecting the diversity and unpredictability of the different occupations shown. It also gives the poem an unforced, spontaneous feel - as though the poet is genuinely 'hearing' and honouring each voice as it appears, without advance planning or constraint.
In simple words: Different line lengths make the poem feel natural and alive. It feels like the poet is hearing and celebrating each worker as they come, one after another.

Exam Tip: Explain how form and content work together - the varied line lengths mirror the varied nature of the vocations being described.

 

Question. (iii) What is the pattern in the structure of most lines of the poem?
Answer: Most lines follow a similar structure by first naming a particular job (e.g., 'The carpenters celebrating...', 'The electricians humming...', 'The boatmen gathering...') followed by a description of what that worker does or their approach to the work. This repetitive 'The [vocation] + action' pattern works like a refrain-like structure that creates a growing celebration of all kinds of work.
In simple words: The poet follows a pattern of naming a job, then describing what that worker does. This repeats over and over, creating a rhythm.

Exam Tip: Identify and name structural patterns (refrain, anaphora, parallelism) - naming them correctly shows deeper understanding of poetic technique.

 

Question. (i) Who appears to be the speaker and what is her/his role here?
Answer: The speaker comes across as an observer - perhaps a poet or a regular citizen of Bharat - who travels through the nation and 'hears' the sounds of different workers engaged in their crafts. The speaker's purpose is that of a celebrant and witness, bringing focus to the beauty and honour of every job and announcing that each job deserves pride and honour.
In simple words: The speaker is someone who listens to workers and celebrates their hard work. The speaker wants us to respect all kinds of jobs.

Exam Tip: Identify the speaker's perspective and purpose in the poem - this reveals the poet's intended message and tone.

 

Question. (i) Fill in the blanks with suitable options from the box given below. A. The tone is _________________ and _________________, depicting a sense of admiration respect for the artisans and craftsperson. B. There is a _________________ mood throughout the poem, capturing the vibrancy and richness of cultural traditions and skills.
Answer:
(A) The tone is Reverential and Celebratory, depicting a sense of admiration and respect for the artisans and craftspersons.
(B) There is a Joyful mood throughout the poem, capturing the vibrancy and richness of cultural traditions and skills.
In simple words: The poet uses a respectful and happy tone. The whole poem feels glad and full of energy about the work people do.

Exam Tip: When identifying tone and mood, support your choices with specific examples from the text showing reverence, celebration, or joy.

 

Question. (i) Select any two descriptions from the poem that evoke visual images.
Answer:
(1) 'The carpenters celebrating; they create anything out of wood with mathematical precision' - this produces the image of a skilled carpenter carefully measuring and slicing wood with attention to detail.
(2) 'The boatmen gathering their nets from the shore, sailing, and singing while at work' - this paints a vivid picture of fishermen pulling their nets on a sunny beach at daybreak.
In simple words: These two lines create pictures in our minds - one of a carpenter working carefully, the other of fishermen bringing in their nets while singing.

Exam Tip: When selecting imagery, quote directly and explain what the image helps you visualise - connect visual language to the poem's larger theme of celebrating labour.

 

Question. (ii) Fill in the blanks with suitable phrases. The poem includes auditory imagery through mentions of artisans with lutes, _________________, and _________________, emphasising the sounds associated with each vocation.
Answer: The poem includes auditory imagery through mentions of artisans with lutes, the electricians humming, and the delicious singing of the cook, emphasising the sounds associated with each vocation.
In simple words: The poem mentions different sounds - like lutes, humming, and singing - to help us hear the workers at their jobs.

Exam Tip: Look for different types of imagery (visual, auditory, tactile) throughout the poem - identify and quote specific examples to show your understanding of how the poet engages multiple senses.

 

Question. (i) State whether the following sentence is true or false: The mention of 'delicious singing' of the cook is a metaphor because it implies that the quality of the singing is so enjoyable or pleasing that it can be equated to the experience of tasting something delicious.
Answer: TRUE. 'Delicious singing of the cook' is a metaphor because it compares the cook's singing (or the sounds of cooking - the sizzle of pans, the clatter of utensils) to something 'delicious', suggesting it is as pleasant to the ear as food is to the taste. It shows that the cook's work, including its sounds, is something to be enjoyed and valued.
In simple words: Yes, this is a metaphor. It compares singing to something delicious that you can taste, even though you really just hear it.

Exam Tip: When identifying figurative language, explain clearly what two things are being compared and what this comparison tells us about the subject.

 

Question. (i) Select the line that tells us that the poet personifies vocations by attributing human-like qualities to them.
Answer: The line: 'The voice of their vocation is the voice of their identity.' Here, 'vocation' is given a 'voice' - a quality that humans have - suggesting that a person's work expresses who they are, as though the vocation itself could communicate.
In simple words: The poem gives voice to vocations - making them sound like they can talk. This shows that a person's job says something about who they are.

Exam Tip: When identifying personification, point out which human quality is given to a non-human thing, and explain the effect this creates.

 

Question. (i) Why might the poet have begun and ended with the same line- 'I hear Bharat celebrating, the varied vocations I hear!'?
Answer: The repetition of the opening and closing line gives the poem a rounded structure, creating a sense of wholeness and integration. It highlights that the celebration of different occupations is constant and far-reaching - it was taking place before the poem started and continues after it closes. The repetition also strengthens the primary message: the range of occupations in Bharat is something always deserving of hearing, celebrating, and honouring.
In simple words: By using the same line at the start and end, the poet shows that celebrating workers goes on forever. It makes the poem feel complete and circular.

Exam Tip: Explain how structural devices like repetition and circular form reinforce the poem's central message and create a sense of completeness.

 

Question. (i) Identify two examples of alliteration from the poem.
Answer:
(1) 'celebrating their craft' - the repetition of the 'c' sound.
(2) 'craftsperson, each one celebrating' - repetition of the 'c' sound.
(Additional examples: 'colours and...craft' - 'c' sound; 'cables and...come' - 'c' sound)
In simple words: Alliteration means using the same starting sound in words next to each other. The poet uses the 'c' sound repeatedly to make the words sound nice together.

Exam Tip: When finding alliteration, identify the repeated sound clearly and explain how it creates a musical or rhythmic effect in the verse.

 

Question. (i) Each vocation in the poem symbolises something more than just a job. What does it symbolise?
Answer: All occupations in the poem stand for identity, honour, and the cultural practices of the people of Bharat. The craftworker's weaving, the carpenter's careful woodwork, the electrician's cables, the boatman's nets, and the cook's singing all represent the belief that work is much more than a way to earn money - it is a reflection of who a person is, which community they are part of, and which traditions they preserve and pass on. Together, these occupations stand for the rich variety of Indian culture, where all forms of honest work strengthen the nation's character.
In simple words: Each job in the poem represents something bigger - it shows who people are, where they come from, and what traditions they keep alive.

Exam Tip: When discussing symbolism, go beyond the literal meaning to explain what deeper values or ideas each symbol represents in the context of the poem's larger message.

 

Page 62 - Critical Reflection

 

Question. Read the extract given below and answer the questions that follow. The shoemakers affirming the quality of their work, for the feet that walk, dance, run, jump, return home. The delicious singing of the cook, or the rhyme of designer, mason, each celebrating what belongs to them and to none else. (1) The poet says that the shoemakers 'affirm' the quality of their work. What does 'affirm' refer to here?
Answer: (ii) to declare with confidence
In simple words: Affirm means to state something strongly and confidently. The shoemakers proudly declare that their shoes are made with great care and skill.

Exam Tip: When answering multiple-choice vocabulary questions, eliminate options that don't fit the context - 'affirm' here means a confident assertion, not adjustment or justification.

 

Question. (2) What do quality shoes help with, according to the poet?
Answer: Following the poet's words, quality shoes support the feet 'walk, dance, run, jump, return home.' This suggests that good footwear enables all kinds of human movement and action - from everyday activities (walking) to joyful ones (dancing), energetic ones (running, jumping), and heartfelt ones (returning home). The shoemakers, therefore, play a role in supporting every part of human life and journey.
In simple words: Good shoes help us do everything we need - walk, dance, run, jump, and come back home. They support us in all parts of our lives.

Exam Tip: Answer comprehension questions by directly referencing the text and then expanding with interpretation - show what the literal meaning suggests about the poem's larger theme.

 

Question. (3) What does 'return home' symbolise besides the literal act of returning?
Answer: 'Return home' stands for security, finishing, and belonging. Beyond simply coming back to one's house, it represents the completion of a journey, the sensation of having roots, and the power to reconnect with one's history and the people we love. It implies that quality shoes - and by extension, skilled work - help not simply with physical journeys but with the whole experience of being human.
In simple words: Returning home means more than just walking back to the house. It means feeling safe, complete, and connected to the people and places we love.

Exam Tip: When explaining symbolism, move from literal to figurative meaning - show what the action or object represents on a deeper, thematic level.

 

Question. (4) Identify the phrase that tells us that every worker's contribution is distinct.
Answer: The phrase: 'each celebrating what belongs to them and to none else' - this demonstrates that all workers possess a distinct skill and gift that is entirely unique to them. No two occupations match; each individual's craft forms their own unique gift to society.
In simple words: The phrase shows that every worker has something special that only they can do. No one else has the exact same skill or gift.

Exam Tip: When identifying key phrases, quote them precisely and explain what specific detail in the language conveys the poem's message about individuality and uniqueness.

 

Question. (5) Complete the following with suitable words. ... for the feet that walk, dance, run, jump, return home refer to _________________.
Answer: ... for the feet that walk, dance, run, jump, return home refer to the shoes.
In simple words: The shoes are what help feet do all these activities - walking, dancing, running, jumping, and coming home.

Exam Tip: For fill-in-the-blank questions, ensure your answer makes grammatical sense in context and directly refers to a concrete object or person mentioned in the text.

 

Question. Answer the following questions. (1) Why does the poet say, 'I hear Bharat celebrating, the varied vocations I hear'?
Answer: The poet employs this line to honour the range of workers across India. 'Hearing' Bharat indicates that the country is vibrant with the sounds and voices of numerous workers, all contributing their distinct skills. The poet draws our focus to the reality that Bharat's importance comes not from buildings or great leaders alone, but from the regular, dignified work of its craftspeople, farmers, sellers, and skilled artisans. By 'hearing' these voices, the poet shows respect for them - showing that they are the authentic heartbeat of the nation.
In simple words: The poet listens to and celebrates all the different workers in India. Their sounds and hard work are the true song and strength of the nation.

Exam Tip: When answering interpretation questions, relate the specific line to the broader theme of the poem - show how this statement encapsulates the poet's central message about honouring labour.

 

Question. (2) What does the electrician 'humming' while getting ready for work suggest?
Answer: The electrician humming while preparing for work points to satisfaction, concentration, and care for their work. Humming shows a person who feels relaxed and immersed in what they are doing. It shows that the electrician discovers happiness and meaning in their job - they are not just going through the motions but are truly involved. It also makes the electrician feel like a real, living person rather than a nameless labourer.
In simple words: Humming while working means the electrician is happy and focused. They feel good about their job and are not just doing it without care.

Exam Tip: Explain how small details (like humming) reveal character and attitude - use this to demonstrate how the poet portrays workers as complete human beings with inner lives and emotions.

 

Question. (3) Explain the significance of the line, 'The voice of their vocation is the voice of their identity.'
Answer: This line forms the philosophical core of the poem. It expresses a fundamental truth: what a person does for work cannot be separated from who they truly are. A potter is not merely someone who produces pots - pottery forms their identity, their background, their self-respect. A boatman is not simply someone who navigates - the water and nets are woven into his soul. The line demonstrates that occupations are not simply economic activities; they are ways of showing culture, history, and individual self-worth. This is a call to honour every person, because when we fail to value their work, we fail to value who they are.
In simple words: Your job is part of who you are. It is not just a way to earn money - it shows your identity, your culture, and your worth as a person.

Exam Tip: When explaining philosophical statements, show how the idea applies broadly - move from the specific example to universal meaning and implications for how we should treat people of all vocations.

 

Question. (4) Do you think the role of all the people belonging to different vocations is important in our daily lives? Support your answer with a reason.
Answer: Certainly, yes. Every job described in the poem - and many others beyond - is necessary to maintain our daily routines. The farmer cultivates the food we consume; the carpenter builds the furniture we sit on; the electrician powers the lights in our homes; the boatman delivers fish; the cook feeds us; the shoemaker ensures we can walk easily. Without any one of these workers, our everyday existence would face serious gaps. Beyond this, every occupation protects a part of our cultural legacy and customs. When we support and respect these occupations, we are protecting the base of our entire civilisation.
In simple words: Yes, all these workers are very important. Without them, we would not have food, homes, lights, or clothes. They keep our country and culture alive.

Exam Tip: Support your opinion with concrete examples from the poem and real life - show the interdependence of different vocations in maintaining society.

 

Question. (5) Why is the poet celebrating all the vocations in the poem? Explain by giving examples from your context.
Answer: The poet honours all occupations to push back against the common habit of ranking jobs - treating some as 'respectable' and labelling others as 'ordinary' or 'low'. By putting the artisan, the electrician, the boatman, the cook, and the shoemaker together in the same poem, the poet declares that all honest work is equally worthy of honour. In our own world, we witness this constantly: the person who washes our clothes and returns them clean, the driver who takes us to school safely, the vendor who stocks our kitchen with fresh vegetables - all of these individuals make our world function. The poet wants us to appreciate the beauty and honour in all kinds of honest work.
In simple words: The poet wants us to respect all jobs equally. Jobs like laundry workers, drivers, and vegetable sellers are as important as any other job. All honest work deserves respect.

Exam Tip: Use contemporary, relatable examples from your own experience to illustrate the poem's theme - this shows deeper engagement with the text and its relevance to modern life.

 

Question. (6) How does the poet use sensory imagery to bring out the beauty of everyday work?
Answer: The poet engages all the senses to bring the occupations to life in a vivid way. Visual imagery: 'craftsperson...woven with colours and many hues' - we picture the bright threads on a weaving loom. Hearing-based imagery: 'artisans with lutes expressing different feelings', 'electricians humming', 'boatmen singing', 'delicious singing of the cook' - we experience the sounds of labour. Touch-based imagery: 'create anything out of wood with mathematical precision' - we feel the skill and accuracy of the carpenter's hands. Taste/smell imagery: 'delicious singing of the cook' figuratively brings out the aroma and flavour of well-prepared food. By activating all the senses, the poet transforms every job into something that feels alive, beautiful, and worthy of our celebration and honour.
In simple words: The poet uses words to help us see colours, hear sounds, and feel textures. This makes the work feel real and beautiful to us.

Exam Tip: When analysing sensory imagery, identify which sense is engaged, quote the specific language that creates the image, and explain what effect this sensory appeal achieves.

 

Page 63 - Vocabulary in Context

 

Question. People of different vocations are being described in the poem. Match the vocations given in the box below with the descriptions that follow.
(1) A person who studies or grows garden plants
(2) A trained female community health worker
(3) A producer of raw silk
(4) A person whose job is making or selling sweets and chocolates
(5) A metalworker who specialises in working with precious metals
(6) A person who fuses materials together
Answer:
(1) A person who studies or grows garden plants: Horticulturist
(2) A trained female community health worker: ASHA worker
(3) A producer of raw silk: Sericulturist
(4) A person whose job is making or selling sweets and chocolates: Confectioner
(5) A metalworker who specialises in working with precious metals: Goldsmith
(6) A person who fuses materials together: Welder
In simple words: These are different job titles. Each one describes someone who does a special kind of work with particular skills and training.

Exam Tip: When matching professions to descriptions, pay attention to specific details like the material used (gold, metals), the activity performed (growing, welding), and the target population served (community health).

 

Question. Identify the word from Column 2 that is not the synonyms of the words given in Column 1.

Answer:
(1) myriad - The word that is not a synonym: (i) countable (because myriad means uncountable or innumerable)
(2) hues - The word that is not a synonym: (ii) drawing (because hues refers to colours or shades, not the act of drawing)
(3) precision - The word that is not a synonym: This row has no clear non-synonym - all words relate to exactness
(4) varied - The word that is not a synonym: (iv) uniform (because uniform means the same, which is opposite to varied)
(5) delicious - The word that is not a synonym: (v) inedible (because inedible means not fit to eat, which is opposite to delicious)
In simple words: Find the word in each group that does not mean the same as the word in Column 1. Some words mean the opposite, and some just don't match the meaning.

Exam Tip: For synonym identification tasks, eliminate words that clearly relate to the target word - the non-synonym is often an opposite or a word from a different meaning category altogether.

 

Page 64 - Listen and Respond

 

Question. You will listen to two friends a boy and a girl discussing the occupations of their parent. As you listen, answer the following questions in two to three words only. What does the boy use to understand the details of the tools?
Answer: Toy cars
In simple words: The boy plays with toy cars to learn how tools work and understand how things are made.

Exam Tip: For listening comprehension, listen carefully for specific details that answer the question - focus on concrete objects and actions mentioned by the speaker.

 

Question. You will listen to the girl and the boy once again. As you listen, answer the questions by selecting the correct option. (1) The girl is __________ about taking food for her mother at the factory.
Answer: (i) happy
In simple words: The girl is pleased and excited about bringing her mother food at the factory because she cares about her mother's wellbeing.

Exam Tip: When listening to identify emotions or attitudes, pay attention to tone of voice, word choice, and context clues that reveal how the speaker feels about the situation.

 

Question. (2) The boy thinks that the job of the girl's mother carries a lot of __________.
Answer: (ii) responsibility
In simple words: The boy recognises that the girl's mother has an important job that requires her to be careful and take charge of important tasks.

Exam Tip: Context helps identify the right answer - consider what qualities are typically valued in certain professions and what words speakers use to describe difficult or demanding jobs.

 

Question. (3) The girl __________ why the boy is good at science exhibitions.
Answer: (iii) realises
In simple words: The girl discovers or comes to understand why the boy is skilled at science exhibitions - probably because of his understanding of how tools and machines work.

Exam Tip: Pay attention to the sequence of conversation - understand what information each speaker gains during the dialogue and at what point they come to new understandings.

 

Question. (4) The girl shares her __________ about joining the weekend discussion on tools.
Answer: (ii) wish
In simple words: The girl expresses her desire and enthusiasm to take part in the weekend discussion about tools.

Exam Tip: When choosing between similar options like doubts, wishes, and ideas - consider which best reflects a positive intention or desire expressed by the speaker in context.