5.4 Realisation Of A Dream

Read the extract, read the activity and complete all the activities.
A1. Complex Factual
Complete the following statements using the expression from the extract.
1. Pandit Jawaharlal Nehru is referred to as India’s epoch maker.
2. The state of Maharashtra will work for the betterment of the common people of Maharashtra.
3. The greatness of Maharashtra depends on the greatness of India.
4. The Himalayas stand for India and the Sahyadri stands for Maharashtra.
5. Hard labour is the watchword of our times.
6. Our saints have taught us the principle of equality and taught us to fight against injustice.
A2 Interpretation:
State the features of the Himalayas and the Sahyadri.
Ans: The snowy Himalayas are the highest mountain ranges. They symbolise India. The Sahyadri is formed of black rock structure. There is 200-300 inches rainfall. It stands for Maharashtra.
A2 Match the following

Column A	Column B
India	blackest rock structure
Maharashtra	snowy
Himalayas	Pandit Jawaharlal Nehru
Sahydri	Dnyaneshwar

A3. Conclusion: ’On this historic moment, I stand here to thank Pandit Jawaharlal Nehru.Here the historic moment implies……….
The historic moment implies that formation of Maharashtra is a great moment for the people of Maharashtra. It will definitely last forever. It will work for the betterment of the common people of Maharashtra. At the same time India will be of prime importance.
A3. Point out the relation of India and Maharashtra.
A4 Vocabulary :
Find out from the extract the one word for the expression given here.
1. Giving honour or glory by doing something – blessing
2. Give up something valued for the sake of others – sacrifice
3. The arrangement of parts or elements of something complex – structure
4. A person or a thing providing protection - shield
Give the anonyms of :
1. Gratitude x ingratitude 2. Recently x lately 3. Sinful x sinless 4. Patriotism x treason
A5 Personal Response Type Question
Differentiate the having dreams and the realising dreams.

Write your vision about the dream nation.
A6 Grammar:
1. India’s epoch maker has come over here to bless the State of Maharashtra ( Rewrite it using gerund forms underlined)
India’s epoch maker has come over here for blessing the State of Maharashtra
2. Identify the voice (active/passive) of following sentences.
a. I have made this clear by bringing to your notice. Active Voice
b. It will be done primarily for India. Passive Voice
A6. Grammar
1. We Maharashtrians love him, worship him. (Rewrite using ‘not only …….. but also’)
We Maharashtrians not only love him but also worship him.
2. India and Maharashtra can progress only when there is oneness of interest. (Rewrite using ‘unless’)
India and Maharashtra cannot progress unless there is oneness of interest.

A Poem : A Nation's Strength

I.State whether the following statements are true or false. Correct the false statements.
1. The grand structures of wealthy kingdoms cannot endure the ravages of war.
2. There is nothing glorious about nations with great military might.
3. Those nations are great which can boast of a huge army.
4. Wars cause senseless violence.
5. True patriots are those who do not think of their own comfort.
II Read the poem carefully and do the following activities
1. The extract begins with a couple of questions. State the purpose they serve.
2. The nation is described as a structure or building. Explain.
3. Give reasons : Wealthy kingdoms are unstable.
4. Point out the legacy that victories won through wars leave behind.
5. Describe the aftermath of bloody wars.
6. War victories turn 'glory to decay' . Explain.
7. A nation having weapons of mass destruction can be judged as a strong one. Give your opinion.
8. State why the poet says that national pride 'seems' sweet.
9. State the ultimate fate of pride .
10. Point out the kind of men who build a mighty nation.
l l . Enlist the qualities of great men that contribute to the strength of a nation.
12. The poet has tried to create a conversational tone in the poem. Pick out the words or expressions used to create this tone.
III. Poetic Devices
1. In the first line of the 2nd and 3rd stanzas, the words 'gold' and 'sword' denote wealth and strength. The figure of speech where a word is used to represent a class or category of things is known as Metonymy.

2.. Antithesis is a figure of speech wherein two opposite words or ideas occur in the same sentence. Try and identify them in stanzas 2 and 3.
3.. Pick out the rhyming pairs of words in the 4th and 5 th stanzas along with rhyme scheme.
IV. Towards Appreciation
l. Find out type of foundation the poet referring to in the poem.
2. Write your opinion about the underlying message of the poem.

5.3 Under The Yoke

Read the story carefully and complete the statements given below with appropriate expressions from the story:
1.The boys came to school whenever they felt like it.
2.The school-master did time-honoured jobs without murmur.
3.It was unusual for disputes to cross the boundary of village.
4.If financial difficulties threatened to postpone a scheduled wedding, the village often helped to tide over the situation.
5.Sheku asked the teacher to find him a bullock from somewhere.
6.Sheku's better half was a strapped woman.
7.Sheku's wife pulled by the side of the bullock by sheer physical strength.
8.Together they went to work with a rake until the seed was covered.
9.The school-master was consulted in regard with whenever the sheep was loss or wife quarreled.
10.Complete the list of excuses the school-master made for the poor enrollment of students .........
11. Two acre land was sown by Sheku and his wife by the evening.
12.The incredible tale of Sheku's wife was talked of in the village with admiration, astonishment and scornful amusement .

A2. Complete the web chart about subsidiary roles of school master.

A2 Complete the web chart about varied roles of school master

A1. Complex Factual:
State whether the following statements are true or false. Correct the false statements.
a. Sheku was very often seen in the village. FalseCorrected statement: Sheku was not often seen in the village.
b. Cultivation of land was the only interest of Sheku. True>
c. He used his dhoti as blanket.True
d. He asked Ayubu to lend him a bullock. FalseCorrected statement:He asked the teacher to lend him a bullock.

One day, while the sowing operation was at its height, Sheku came to see me. He was not often seen in the village. He had two or three acres of land outside the village and its cultivation was his only interest in life. It was early morning and the man had covered himself with a dhoti–as if it were a blanket. All I could see of him were his scraggy face and dusty feet–they looked leathery from constant trekking; the toes had coarse ungainly nails on them. His hands were hidden from view. Ayubu and I were by ourselves when Sheku came.
‘Teacher’, he said, without bothering to sit down, 'Do find me a bullock from somewhere. It’s sowing time you know!’
It was pointless to say that as a school-master I was not likely to own a bullock. He said, ‘You can easily borrow one for me. I have one. The other died. I can sow if I get another. Otherwise it means starving–the whole year through.’
‘Let me know first who has a bullock to lend. Then I can ask him.’
‘Those that own bullocks have their own sowing to do. Who would put up with a delay in his own sowing? I have tried everywhere.’
‘Whom do you want me to ask in that case?’
‘Do what you like but help me in my need. The whole village says: “the school-master is always helpful, always there in times of difficulty!” Why do you treat me different ?’
Ayubu, who had listened to all this without a word, now intervened. He turned his face towards Sheku and said:
‘Are you crazy, Sheku? Where would the teacher get a bullock? Is he a farmer? Is he a cattle dealer? Have you no sense that you come and beg for whatever stupid thing enters your head? Go away!’

A2. Appreciation:
Narrate about the problem of Sheku.
Ans : It was a time of sowing. His one of the bullocks died. He tried to get a bullock from villagers in vain. He could sow if he got a bullock with the help of teacher. Otherwise it would be starving for a whole year.
A3. : Conclusion /Guessing
Arrange the jumbled sentences in the sequence of events occurred.
a. Sheku realised his mistake when Ayubu intervened.
b. Sheku’s bullock died.
c. Sheku came to school master and asked for a bullock.
d. Sowing operation was in full swing.
Ans: d. Sowing operation was in full swing.
b.Sheku’s bullock died.
c. Sheku came to school master and asked for a bullock.
a. Sheku realised his mistake when Ayubu intervened.
A4. Vocabulary:

Match the words in Column A with their antonyms in column B

Column A	Column B
1.constant	a.lend
2.coarse	b.smooth
3.borrow	c.timely
4.delay	d.sporadic

Ans:

Column A	Column B
1.constant	d.sporadic
2.coarse	b.smooth
3.borrow	a.lend
4.delay	c.timely

A5.PRT:
Many farmers have been facing the problems like Sheku’s . Suggest solutions to the problems.
A6.Grammar
1) Find the assertive substitute of the following rhetorical question.
Where would the teacher get a bullock?
a. The teacher would get a bullock anywhere.
b. The teacher would get a bullock.
c. The teacher should get a bullock.
d. The teacher wouldn’t get a bullock.
2) He turned his face towards Sheku and said , “ Are you crazy, Sheku?”
He turned his face towards Sheku addressing him and asked if he was crazy.

Unit Test 2018

Unit Test Std 12 English

Activity Sheet on '7.2 What Would It Be Like ?'

Read the activity, read the extract and do all the activities.
A1. Complex Factual
Complete the statements by using the appropriate words from the extract.
1. A poverty-free world means that everyone has the ability to take care of ................
2. In such a world ............. would not be the cause of death.
3. ................ is a goal of world leaders for decades.
4. Due to hunger related diseases today ........... die each day all over the world.
Ans :1. A poverty-free world means that everyone has the ability to take care of basis life needs
2. In such a world hunger would not be the cause of death.
3. A poverty- free world / A world without poverty is a goal of world leaders for decades.
4. Due to hunger related diseases today 4000 children die each day all over the world.
To me, a world without poverty means that every person would have the ability to take care of his or her own basic life needs. In such a world, nobody would die of hunger or suffer from malnutrition. This is a goal world leaders have been calling for for decades, but have never set out any way of achieving it. Today 40,000 children die each day around the world from hunger-related diseases. In a poverty- free world, no children would die of such causes. Everybody in every part of the globe would have access to education and health-care services because he or she would be able to afford them. Unlike today, the state would not be required to provide free or subsidized health-care or schooling. All state organizations created to provide free or subsidized services for the poor would no longer be required and could be done away with. Thus, no need for welfare, or local welfare agencies, or the national welfare department. No need for hand-outs, no soup-kitchens, no food stamps, no free schools, no free hospital care, no begging in the streets. State-run safety -net programme would have no rationale for existence because no one would live on charity any more. State-run social security programmes, income-support programmes would be unnecessary. Social structures in a poverty-free world would, of course, be quite different from those that exist in a poverty-ridden world. But nobody would be at the mercy of anyone else, and that is what would make all the difference between a world without poverty and one riddled with it. Finally, a poverty-free world would be economically much stronger and far more stable than the world today.
A2. Interpretation
Complete the Web chart about have’s and haven’t in poverty free world. ( Draw the web chart. )

Ans :

A3 Conclusion / Guess
Differentiate the world without poverty and the world riddled with poverty.
Ans : Social structure in these two world would be different. Everybody would be able to afford basic needs in poverty-free world. But in the poverty riddled world some people would be at the mercy of government and private agencies .
A4. Vocabulary
Match the words in Column A with their meaning in Column B

Column A	Column B
Malnutrition	Sympathy
Decade	Paying part of cost
Subsidized	A period of ten year
Mercy	Under nourishment

A5. Personal Response Type
Poverty-free world will be a reality or dream. Express your views about it.
A6 Grammar
1. Nobody would die of hunger or suffer from malnutrition.
( Choose the two appropriate rhetorical questions for the above statement.)
a. Who would die of hunger or suffer from malnutrition ?
b. Would you not die of hunger or suffer from malnutrition ?
c. Would nobody die of hunger or suffer from malnutrition ?
d. Would anybody die of hunger or suffer from malnutrition ?
Ans : a. Who would die of hunger or suffer from malnutrition ?
d. Would anybody die of hunger or suffer from malnutrition ?
2. The state would not be required to provide free or subsidized health care or schooling. ( Rewrite using neither..... nor )
Ans :The state would neither be required to provide free or subsidized health care nor schooling.

5.3 Under The Yoke

Activities On 5.2 Towards Ideal Villages

Complex Factual/ Global Understanding A1 Complete the flow chart showing revival of Hiware Bazaar .

A1 Complete the web chart about processing of making Adarshgaon.

A1.State whether the following statements are true or false. Correct the sentences if they are false:
i.The aim of the State government's AGY is to make 37 villages 'Adarsh'every year.
ii.Any village that sends the proposal is selected under the AGY scheme.
iii.The decision to become an ideal village is taken by the village panchayat.
iv.Yavatmal was the worst affected district with the highest number of farmer suicides•
v.Financial empowerment is one of the many perks of being an 'Adarshgaon'.
Ans i. False,50 villages ii False, Villages following strict rules is selected under AGY. iii. True iv. True v.False , Banking is one of the many perks of being an 'Adarshgaon'
Interpretation : A2 Choose the statements that state the strategies the villagers employed to come out of poverty.
a. They adopted crash crops.
b. They accepted subsidy from NGOs and governments.
c. They made marketing of their dairy product.
d.They set up factories in the village.
Conclusion/ guess :A3 Prove that Hiware Bazaar got succeeded in creating employment in the village itself. Vocab : A4 Give one word for a. a group of people appointed for a specific function b. occurring before marriage
c. moving from one place to another place to settle d. a surgical procedure for male sterilization or contraception
Ans : committee , pre-marital, migration, vasectomy
PRT: A5 Give your views about behavioral changes among people of Ideal village. Or Write your plan about making your village as an ideal village.
Grammar :
1. Choose the statement which means the same as ' There are no liquor or tobacco shops in the village.
a. There are no liquor but tobacco shops in the village.
b. There are neither liquor or tobacco shops in the village.
c. There are neither liquor nor tobacco shops in the village.
d. There are either liquor or tobacco shops in the village.
2. Identify whether the following sentences are active voice or passive voice
a. Hiware Bazaar has seen a complete revival.
b. Watershed development was adopted to fight the acute water crisis.
c. Vasectomy has been made compulsory.
d. The decision to become an ideal village was taken by the entire village.

Rapid Reading : The Daisy

Complete the statements
1. A little daisy grew at ............
2. The daisy learnt from the sun and from its surroundings ............
3. The daisy felt that it is very rich because.............
4. The daisy thanks God because ...........
5. The bird (lark ) honoured the daisy by ..........
6. The daisy was very glad and grateful because .........
7. The bird was sad because ...........
8. The bird felt that it would die because..........
9. The boys were responsible for the death of the bird because.........
Arrange in order
1. Lark kissed the daisy.
2. Daisy felt ashamed but glad
3. They cut the turf round the daisy.
4. Lark was caged.
5. The daisy felt very grateful.
6. Lark’s song sounded sad.
7. The following morning two boys came to the ditch.
8. Other flowers were vexed.
9. A girl cut the tulips.
10. The girl carried the tulips away.
Pick out the lines that creates suspense.
Pick out the expressions that show the death of lark and daisy.

Read the extract and extend it by adding an imaginary paragraph of your own in about 120 words.
“I have no water,” said the captive lark, “they have all gone out, and forgotten to give me anything to drink. My throat is dry and burning. I feel as if I had fire and ice within me and the air is so oppressive. Alas! I must die, and part with the warm sunshine, the fresh green meadows, and all the beauty that God has created.” And it thrust its beak into the piece of grass, to refresh itself a little. Then it noticed the little daisy, and nodded to it, and kissed it with its beak and said: “You must also fade in here, poor little flower. You and the piece of grass are all they have given me in exchange for the whole world, which I enjoyed outside. Each little blade of grass shall be a green tree for me, each of your white petals a fragrant flower. Alas! you only remind me of what I have lost.”
Extended Para
Clouds gathered in the sky. The wind blew hard. The Cage started to swing. The lark inside the cage felt nervous. The lark tried to get free. It fluttered its wings against the bars of the cage. Suddenly the cage fell down. Three bars of the cage dislocated. The lark saw the opening in the cage. It rolled over in the cage to bring opening to sideways. The lark’s joy knew no bounds. It came out of the cage slowly and safely. “I will not forget the company you gave in the cage,” the lark said to daisy. It said , “Goodbye”. Seeing the lark flying away the little daisy faded calmly and happily.


Composition