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Part ll English Paper ll - Study Materials

Introduced 2013.02.04
ENGLISH THROUGH READING (vol-2)
W.W.S.Bhaskar
&
N.S.Prabhu
INDEX
Title Author Page No
1. Work and Play Herbert Read 1
2. Three days to see Helen Keller 6
3. The Laws of Nature J.B.S.Haldane 11
4. Spaceship J.B.Priestley 17
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5. The Wisdom of Socrates : 23
6. The snapshot of the Dog James Thurber 27
7. Individuals and Masses Aldous Huxley 32
8. Children at Play Rumer Godden 37
9. Symptoms Jerome K Jerome 43
10. How to avoid Foolish Opinions Bertrand Russel 47
1. WORK AND PLAY

Work and play are allied activities. Work is vocational occupation. It is time-bound. It brings money to suffice our needs. It is
universal. Work may be mental or physical. Mental workers seek physical exercises. Physical workers spend their leisure on
recreational entertainments.
Play is a voluntary activity at leisure. It gives us pleasure and relaxation from work. Active play, like participation in games,
walking and acting in concert, provide us with sound mind and strong body. Passive recreations i.e. T.V and films cause mental
and physical problems.
Leisure is the spare time left over after work. In olden days workers had little free time. But after the industrial Revolution work
is done quickly by the machine. Working hours are reduced. Leisure is increased. Nowadays there is plenty of leisure. It is a
problem to find suitable recreational occupation.
Choice of recreational occupational is important. It should be compensatory. Otherwise there will be social and psychological
problems. It will join hands with unemployed and underemployed. It will cause to breed criminals and street corner hooligans.
Work and Leisure should be kept in balance to keep society at peace.
PARAGRAPHS:
1. What is work? Write a Paragraph.

Ans: Para 1
2. Write a brief account of play.
Ans: Para 2
3. How is leisure found to be a problem to be solved by arts?
Ans: Para 3
4. How would you solve the problem of leisure?
Ans: Para 4
5. What will happen if there is no coordination between work and recreation?
Some mental workers take up physical exercise like gardening. Some physical workers resort to light recreation. If there is no
compensation, there will occur dissociation of personality. One will start to live a double life like Jekyll and Hyde. Eventually one
will turn into a street-hooligan or a criminal. So play and work should be kept in balance.
COMPREHENSION- I
Answers to questions given in Comprehension-I
1. Only active entertainment can be called play and contrasted with work.
Work is simply activity by which we earn money and which consumes our
time.
We get a proper integration of work and play when they compensate for
each other, eg., physical work and mental ‘play’ or vice versa.
If there is no integration of work and play, antisocial activity such as cry,
gangsterism and fascism develop.
In the final analysis, play is different from work only in two respects:
(i) it is a different activity; (ii) it does not bring us any money.
2. (d) A number of distinctions and contrasts.

3. (i) a decline in health and physique,
(ii) anti-social activity. The second is particularly harmful to society.
4. Good thing, otherwise there might be harmful ‘mental and moral
consequences.’
5. (i) They provide a change of occupation.
(ii) One of them brings us money, the other probably makes us spend money.
COMPREHENSION- II
True Statements:
1 Many people nowadays think that leisure is a problem which should be

solved by arts.
4 Shakespeare use the word ‘leisure’ to mean ‘time’ or ‘opportunity.’
6 In the past, ‘leisure’ signified a space with some difficulty secured against
the pressure of events.
10 If people spent their leisure in active play, they would probably be no
sociological problem about leisure.
11 A majority of the films we see are full of sentiment and exciting scenes.
15 Two things are common to all kinds of ‘work’: they consume our time
and they bring us money.
17 The author’s examples of ‘work’ and ‘play’ show a natural connection
between the two: those who do mental ‘work’ like to get physical exercise
in ‘play’; those who ‘work’ with machines like to ‘play’ with animals.
19 When work and play are not properly coordinated, they become
unconnected activities and the individual begins to lead a double life.
20 ‘A disintegrated personality’ here means a person who leads a double life.
23 The absence of ‘play’ leads to boredom and restlessness, which often lead
to anti-social work.
SPELLING
(a) 1. conspicuous 2. commandeer 3. spontaneous 4. psychologist

5. diurnal 6. recruit 7. physique 8. coherent
9. instinct 10. permanent
(b) 1. conspiracy, conspirator 2. commandant, commander

3. spontaneity, spontaneously 4. psycho – analysis, biologist
5. nocturnal, personal, diurnally, 6. recruitment, pursuit,
7. physiology, physiotherapy 8. coherence, cohere, cohesion
9. instinctive, institution 10. permanence, permeable
VOCABULARY – I
1. done for pleasure and not for money- AMATEUR

2. anything of small value which can be exchanged
for goods of much higher value TOKEN
3. clear; well arranged COHERENT
4. all the set forms connected with a performance or ceremony RITUAL
5. influenced AFFECTED
6. response (in which the will or mind plays no part) REFLEX
VOCABULARY- II
Match the words given under A with meaning given under B
A B
1. sentimental (h) emotional
2. transformation (a) complete change of shape, appearance etc.
3. listless (e) too tired to show interest in or care about anything.
4. conception (f) idea.
5. compensation (b) something which makes up for a lose or a lack.
6. integration (i) perfection achieved by combining various qualities
or activities in a balanced way.
VOCABULARY- III
(a)
1. Every country wants to earn as much foreign EXCHANGE as possible. (N)
2. We do not feel SECURE in our present posts. (ADJ)
3. Let me TRACE the map for you. (V)
4. What is the MINIMUM pay you would accept. (ADJ)
5. The people are in a very unhappy STATE. (N)
(b) MODEL SENTENCES USING THE WORDS IN CAPITAL LETTERS IN THE ABOVE SENTENCES OMITTING THE USES TO
WHICH THEY HAVE BEEN PUT
1. The exchange value of the dollar has gone down recently. (adj)
2. I will exchange this blue pen for a red one. (v)
3. He will secure the first rank this year. (v)
4. There is a trace of oil in this water. (n)
5. This is the minimum, not the maximum. (n)
6. You must state your case clearly. (v)
7. The foreign visitor was given a state reception. (adj)
GRAMMAR – I Modals ( ‘Wll’, ’Can’, ‘Must’)
1.will 2.must 3.may 4.will 5.may 6.will 7.must 8.must 9.may 10.may
GRAMMAR –II ‘wh’ QUESTIONS.
1. (b) What did leisure mean before the Industrial Revolution?

2. (b) When did leisure not exist, as we know it now?
3. (b) How do we spend our leisure today?
4. (b) What does the use of the word ‘recreation’ hide from us?
5. (b) What has given rise to a sociological interest in the problem?
6. (b) What kind of film do we see most of the time?
7. (b) Why should we engage all our senses in the ritual and discipline of the arts?
8. (b) What kind of people were first recruited to the Nazi party?
9. (b) Who is likely to seek a physical occupation to fill his leisure?
10. (b) Where were scientific studies of street-corner society made?
COMPOSITION - I
PARALLEL SENTENCES
Study the following sentences:
(a) In the past, people often had to find time in order to do certain things.
(b) Today we often have to invent things to do in order to fill out time.
Compare the first sentence with the second. They are similar inform, but say quite different things. They are parallel sentences,
which contrast the past with the present. Such parallel sentences are very useful in describing contrasts, and your composition
will improve greatly if you learn to write such sentences.
Try to write a parallel sentence for each of the following. Use hints given.
1. (a) The distinction we make is between work and play.

(b) (The distinction we ought to make is between active play and passive entertainment.)
2. (a) What people ought to do is play football, act in a play or go for a walk.
(b) (What they generally do is watch football, go to the theatre and ride in a motor-coach.)
3. (a) We normally get paid for those activities which we call ‘work’.
(b) (We probably pay a subscription for those that we call ‘play’.
4. (a) The Nazi party did not recruit its members chiefly from the unemployed.
(b) (It recruited them largely from the bored.)
5. (a) One half of a disintegrated personality may be engaged in useful work.

(b) (The other half of it is likely to be occupied with anti social activities.)
6. (a) When coordination is achieved between work and play activities, an integrated personality
develops.
(b) When a dissociation is set up between them, a disintegrated personality results.)
7. (a) A certain kind of activity may be one man’s profession.

(b) (The same kind of activity may be another man’s hobby.)
8. (a) If we merely look at paintings, go to concerts and watch plays, nothing much can happen to our
minds and bodies.
(b) If, instead, we ourselves paint, play instruments and act in a drama, something important may
happen to us.
9. (a) In the sense of participation, ‘play’ is a natural use of leisure.

(b) In the sense of passive enjoyment it is a sad misuse of leisure.
10. (a) If entertainment is purely receptive, there will be a decline in health and probably also a psychological problem.
(b) ( If there is no form of entertainment at all, there will be an increase in boredom and probably also a great deal of
hooliganism.
COMPOSITION - II
Arrange the following fifteen sentences into two separate paragraphs, the first describing the situation before the Industrial
Revolution and the second situation after it. Find the sentence that makes a general statement about all the points mentioned
and put it at the beginning of the first paragraph. Next, decide which sentences should go into the first paragraph and which into
the second. Finally, arrange the sentences within each paragraph in the best possible way.
The Situation before the Revolution:

4.The Industrial Revolution, has changed the nature of both our professional activities and our hobbies- things that are often
called ‘work’ and ‘play’ respectively.
6. Before the Revolution, professional activities used to involve a great deal of physical labour.
7.Growing food, building houses, making cloth, transporting goods, and preparing meals were all done largely by human muscle-
power.
5.In such a society, there was very little leisure left for hobbies.
8. Indeed the word ‘leisure’ itself meant time that was saved, with some difficulty, in the midst of many jobs.
9. Such leisure was used to practice the arts – to sing, paint, carve or act.
11. Since their professional work was so largely physical, it was natural for people to seek emotional and mental satisfaction
through these arts in their leisure time.
The Situation before the Revolution:
1.After the Industrial Revolution, however, there was change both in the nature of people’s work and in the amount of time it
took.
3. Machines took over the greater part of physical labour.
2. They also did the work much faster.
10. As a result people began to have much more free time.
14. They now had to find things to do in that time.
13. Some of them took up hobbies which involved physical work—gardening ,hunting or breeding dogs, for example.
15. But a majority took to various forms of passive entertainment—watching films, going to the theatre, watching football
matches, etc.
12. The physical and psychological consequences of this have created the ‘problem of ‘leisure’.
2. THREE DAYS TO SEE

(Helen Keller draws the attention of her readers or audience. She motivates by quoting the instance of a doomed hero of a story)
A hero’s fame or doom befalls in a short span of time. We observe the acme or the crucial point with care and caution. We watch
his experience, reaction and temperament. We get involved. We imagine how we would react in his position. Often the hero is
saved by a miraculous chance. He begins to realize his own goodness. He reaffirms his spiritual faith. He resolves to continue his
own good deeds.
In the same way suppose a man in real life imagines his death to come shortly. He will try to do some good in the available
time. Ordinary people in good health indulge in epicurean way of life: ‘East, drink and be merry’ People in the shadow of death
have done their best.
In using senses and faculties people are careless and lazy. One of her friends returned after an hour’s walk in the
woods. She told Helen that she saw nothing special. Helen was used to such answers. People who have good sight don’t see.
Only the deaf appreciate hearing: the blind realize the blessings of the sight. Helen feels that everyone should be blind for some
days in adolescence. Then only the value of seeing could be understood better.
Helen had lost her vision and audition in her early childhood. But she was trained with the sense of touch. She could feel the
leaves, flowers and birds and their various shapes by her finger tips. She could feel the coarse bark or the slender stem. She
could sense the sweet song of a bird by a touch. She longs to see all these and the various colours with her eyes first hand in a
better way. Were she the President of a University, she would make ‘How to Use Your Eyes’ a compulsory subject. Seeing people
will use their eyes better.
Helen imagines how she would spend a span of three days’ eye sight if she was gifted with. She would meet the most beloved
and respected people. First, she would see her dear teacher Mrs. Sullivan. Not a mere gaze but a keen study of the face who
educated her with sympathy and patience in her childhood – a strength of character, compassion for all humanity.
Helen could understand the outward expressions of a person- joy, sorrow, cry, laughter and tears through touch. But she
couldn’t understand the inner feelings and guess their personality. Close friends could be understood by other ways but not
strangers. Seeing people cannot describe the faces of five good friends. She questioned some husbands about the colour of their
wives’ eyes. They couldn’t answer. People see things casually. Only spectacular events are actually seen. Court records reveal
that one and the same event is described in very many ways by different eye-witnesses. Helen longs for a three-day vision to see
and enjoy the immense pleasure of the external and the internal secrets of Nature and humanity.
PARAGRAPHS
1.How does a hero of a story reaffirm his spiritual faith?

Or
How does the reader feel one with the hero at times of fame or doom?
Ans: Para 1
2. How will a man act when he imagines that his death is not very far?
Ans: Para 2
3. People are very lazy to observe things around them. Give an example of Helen’s experience with her friend.
Ans: Para 3
4. How could Helen enjoy the flowers, leaves and birds songs?
Ans: Para 4
5. What would Helen do first if she was gifted with sight for three days?
Or
How much affection did Macy show Helen at her childhood?
Ans: Para 5
6. Seeing people are in no way better than blind Helen. Quote instances
Ans: Para 6 (later half)
7. How could Helen find he feelings of joy, sorrow ,cry, laughter and tears?
Ans: para 7 (first half)
8. How can one find the inward feeling of a person for a study of complete personality?
Ans: A keen observation of facial expressions, behaviors and gestures are necessary to find one’s inner
personality. Eye sight is very essential. Helen longs for it.
COMPREHENSION – I
1. The second part would begin at the beginning of paragraph 12. A title for the first part could be
‘TAKEN FOR GRANTED.’
2. One sub-division beginning with paragraph one deals with ‘living’ and the other beginning with
paragraph six deals with ‘seeing.’
3. paragraphs 8 and 14
4. (i) para 9: ‘I who cannot see’
(ii) para 16: “…spoken words which I take from their lips with my fingers.”
5. (1)…we think we have a long time to live.
(2)…only a limited time to live.
(3) (a) (Exceptions: condemned criminals).
(b)…live each day as if we would die the next day. (Exceptions: Those who are Epicureans).
6. Paras 6-11
(1) …do not make full use of those faculties
Example: The friend who came to see the author.
(2) (a) (Example: the author herself)
(b)… to use their sight and hearing to the fullest extent.
7. (i) In the second part of the sentence she means that she can “see” and “hear”only through her finger-
tips (being blind as well as deaf).
(ii) She mentions finger-tips again in paragraphs 15 & 16.
(iii) They are her eyes as well ears.
8. She makes the further point that those who have eyes not only ignore the “routine of their
surroundings”, but are lazy in viewing even “the most spectacular sights.”
9. Yes. Para 18. “I have questioned husbands of long standing about the colour of their wives’ eyes, and
often they express embarrassed confusion and admit that they do not know.”
10. (e) Directness and sincerity
(f) The truth of what is stated
COMPREHENSION –II
1. The example does not support her point since condemned criminals are unable to choose what they wish to do in the last
few days or hours.
2. VERB: ‘come all at once, in large numbers.’
3. (b) ‘If we imagined that we would die the next day, we would live each day with gentleness, vigour and keenness of
appreciation.’
4. People in real life.
5. (1) ‘but usually we picture that day as being far in the future.
(2) We do this unconsciously. The words are “Hardly Aware.”
6. (1) (a) This observation applies more particularly to those who have lost their
sight and hearing in adult life than to those who were born blind and deaf.
(2) (b) Because it illustrates her point about “not being grateful for what we have
until we lose it.
7. (c) Blindness and deafness at one time; darkness and silence at some other time.
8. (1) No. She had already become convinced that “the seeing see little.”
(2) Those who have their eye-sight do not observe anything carefully.
9. (1) A bud. It shows that the plant is about to put forth flowers, after remaining
flowerless in winter.
(2) No. (She is deaf)- she can only ‘feel the happy quiver’ of the bird while it
sings.
10. (1) (b) It is perhaps natural not to appreciate the things we have, but to wish for
the things we don’t
have.
(2) (d) In the lives of people who can see.

11. “…what usually passes unnoticed.”
12. “the sun would never rise for you again.”
13. Yes. Here, ‘long’ is an ADVERB which means “for a considerable period.” In
para 10, the word ‘long’ is a VERB and it means “desire.”
14. The fact that the pupil (Helen Keller) was blind and deaf made the task particularly difficult.
15. Yes. (i) Their appearance, their physical reactions and facial expressions.
(ii) Their thoughts, opinions, feelings.
16. (i) By putting her finger-tips on the speaker’s lips.
(ii) By making the speaker ‘tap the words’ (in a code) into the palm of her hand.
17. The several questions in it creates such an impression.
18. Men who have been married for many years.
19. Those who can see are lazy in looking not only at the ordinary things of life but also at the most
spectacular sights as well.
SPELLING
1. condemned 6. professor
2. buoyant 7. personality
3. grateful 8. subtlety
4. stricken 9. acquaintance
5. symmetry 10. embarrassed
VOCABULARY-I
1. rich and splendid - PAGEANT 4. disciplined – CHASTENED
2. completed - ACCOMPLISHED 5. that cannot be imagined-UNIMAGINABLE
3. a long series of scenes-VISTA 6. weakening or worsening-IMPAIRMENT
VOCABULARY-II
Match the words given under A with meaning given under B
A B
1. panorama (i) a number of scenes unrolling before one’s eyes

2. lethargy (f) lack of energy and interest
3. dormant (a) inactive
4. faculty (e) natural gift of mind and body
5. convolution (b) overlapping part
6. fleeting (g) (quickly) passing
VOCABULARY-III
The establishment of a university in each main region of the country has made it convenient for a large number of students to
pursue higher studies. Students from all parts of the country have shown their appreciation by passing resolutions at their
association meetings, expressing their gratefulness to the government. It is hoped that there will be a further expansion in
university education so that it can be extended to all students who are eager to obtain such an education.
GRAMMAR-I MODALS (‘will’ and ‘would’)
‘ will’ in all the blanks of the first and last paragraphs.

‘would’ throughout the second and third paragraphs.
GRAMMAR –II TENSE: PAST PERFECT / PAST SIMPLE
1. told . . . . . had taken . . . . . asked . . . . had observed . . . . replied . . . . had seen . . . . wondered . . . .
knew . . . .had told . . . . had heard
2. had been. . . . began . . . . had learnt . . . . taught . . . . built up
COMPOSITION I
a) Make sentences using three words or phrases in answering the following questions
1. How did Mrs. Macy teach Helen?

Mrs. Macy taught Helen with skill, patience and sympathetic tenderness.
2. What does Helen Keller observe in a tree?
Helen Keller observes in a tree, the texture of the flower, the symmetry of the leaf and the roughness
or smoothness of the bark.
3. What do we think of when we review the past?
When we review the past, we think of important events, people who have influenced the course of our
life and profound experiences.
4. What aspects of Nature delight the author?
The thrilling pageant of seasons which is like an unending drama, the cool waters of the brooks and a
lush carpet of pine needles delight the author.
b) If I had only three days to live….

Three days life would be a short and precious one. It should be well used without any waste. I could first meet my childhood
friends and the primary school teachers. I would visit the school garden with tiny flower plants. I would watch the brisk
movement of the fish in the aquarium. I would shake hands with my drill master on the playground. Secondly, I would walk on
the Marine Beach. There I will see the ships on the horizon, and boats nearby. The frothing waves will feast my eyes. The joyful
cry of playing kids will amuse me. I would taste the edibles carried by vendors. The third places of visit would be temples,
churches and mosques. I would meet the priests and listen to discourses. I would pray to God and perform poojas. I would
obtain their blessings. My prayer would be towards religious, racial, communal, cultural, lingual and other integration. My dream
and longing would be India’s unity in diversity.
COMPOSITION II :
A critical Essay on Heller’s Personality and Style.
Helen Keller is heroic in her motivation. She chooses the heroic moment in a hero’s life. Her approach sounds Miltonic. She is
assertive in her interest and sincerity towards service to humanity. She infuses spirit and enthusiasm to the gathering . She
wants them to be wakeful, in the shadow of death, to use their available gifts. Life should be lived to the fullest.
Most people adopt epicurean style. They are thankless for what they have but go in search of something else. People who can
see, don’t see properly. People in good health are not aware of impending death.
Helen humorously points out that husbands don’t see their wives’ eyes or their dress or changes in their household. People can’t
remember five faces of their dear friends. Court records reveal that different eye witnesses see the same scene in very many
ways.
One friend of Helen sees nothing noteworthy after a long walk in the woods. But by the mere sense of touch Helen could see the
bark and stalk, shapes of flowers and leaves. She could guess the season by feeling the buds. She could pass her hand over a
slender stem and hear the song of birds. Her interest in Nature reflects in her longing to see firsthand and enjoy the colours and
shapes and the fullest beauty.
Helen is obsessed by her inability to see. She longs for a three days’ light. If she were so gifted she would gaze at her near and
dear ones and the beauty of Nature. She would first see her dear teacher who had lovingly patiently and courageously taught her
and moulded her character. She would show her gratitude by observing her face and study the strength of her character.
She would then look at her friends and know their real selves. So long, she could only feel their hand shakes and tap on her
palm. She would understand their feelings depicted in their faces. She would gaze at each element of nature and grasp the
fullest meaning of life.
Helen loves life and Nature. Her description of Nature is poetic. Her attitude to life is bold, optimistic and persuasive. Her style is
direct, thrusting and palatable. Her choice of subject, motivation and development is superb.
3. THE LAWS OF NATURE

The word ‘law’ is used in two senses: human law and law of Nature. In primitive societies customs prevailed. During monarchy
rules were made by kings and prophets. They couldn’t change the customs. In Greek democracies parliaments and societies
made new laws and also revoked old ones. These laws are valid over a certain community for a certain period of time.
Laws of Nature are statements of facts and regularities in Nature. There are no law makers. They are often inaccurately stated.
But they are of great practical and theoretical value.
Laws of Nature are divided into Qualitative and Quantitative laws. ‘All animals with winged feathers have beaks’ stands as an
example of the former. ‘Mercury has 13.596 times the density of water’ is an example of Quantitative law. Both are good guides.
But neither is wholly accurate. Beakless birds might have existed in the past. Beakless freaks may exist today. Water molecules
may contain heavy or light atoms of oxygen; mercury may consist of different types of atoms. Water is a mixture of six
substances. Thus the densities of mercury and water is not fixed. In case of ordinary samples the variation is small.
Two contradictory theories are in vogue as to the laws of Nature. The older view is that they are absolute, though inaccurately
stated. Vaihinger’s positivistic view is that phenomena occur as if certain laws held. Jeffreys says, ‘A will – verified hypothesis will
probably continue to lead to correct inferences even if it is wrong’.
Positivists and idealists concluded that many laws of Nature formulated by scientists were inexact. It may be so with the others.
There may be irregularities in statements. If you find no correct map of England, can you deny the existence of shape of
England?
The universe is a vast empty space. Aggregates of heavenly bodies are organized with vast gaps between them. Charles’ law
and Boyle’s law will hold god only if gas molecules are mere points. They will hold good only at ordinary pressure and
temperature, where there is not considerable intermolecular force.
Men may preserve their physical form. But tree cannot avoid mutilation. Mendel’s laws of ratios of types 1:1 and 3:1 are verified
by studying a hundred million plants and animals. They are found extremely accurate and serve us as good rough guides.
Jeffreys points out that in such cases it is often much better to stick to theoretical law rather than observed data. Suppose you
breed a variety of silver foxes and a new color variety occurs. Allow them to mate with the normal. If you get 13 normal and 10
colored verity the ratio 1:1 will hold. Such cross matings continued several times will never give exactly 1:1 ratio but you have to
take it as 1:1(approximately)
PARAGRAPHS
1.What do you understand by human laws? How have they metamorphosed and mutable?
Ans: para 1
2.What are laws of Nature? What are the two categories? Explain with examples.
Ans: Para 2,3
3. What are the two contradictory theories regarding laws of Nature?
Ans: para 4
4. How do the positivists and idealists react to the laws of Nature formulated by scientists?
Ans: para 5
5. When would Boyle’s law and Charles’ law hold good?
Ans: Para 6
6. Illustrate how the Mendelian ratios of 1:1 and 1:3 hold good.
Ans: Para 7
COMPREHENSION-I
Human law Natural Law

1. (1) (Change is too slow to be noticed) (1) Not commands, but uniformities
of Nature
(2) In monarchies and religions. (New rules (2) No law-giver…other than a
were made, but old ones could not be parliament of atoms in Nature.
revoked)
(3) (In great democracies new laws were (3) Disobedience does not lead to
made and old ones repealed) punishment; it leads to a revision
of the law.
(4) (Valued only for certain communities (4) Not always correct but of great
for certain periods of time) use
2. LAW OF NATURE
Qualitative Example Quantitative Example
(a) All animals with feathers have beaks (a) Mercury has 13.596 times the
(Reason: different species might have density of water
existed).
(i) probably not true in the past (i) In exact, because water may
have heavy or light atoms of
oxygen or hydrogen; and
mercury can have several
types of atom).
(ii) possibly not true today. (ii) But generally correct, with
(Reason: there may be freaks) ordinary samples, since
variation is small.
(b) Female mammals have mammary glands.
Exceptions: congenitally hairless female mice.
3. (d) Inaccurately stated laws can still be of great value.
4. There is a difference. It was probably not true in the past because certain species might have
existed then which don’t exist today. It is possibly not true today because there may be a few
‘freaks,’ which were defective at birth.
5. (3) a law of Nature is a well-verified hypothesis which will lead to correct inferences, even if
it is wrong.
(4) a law of Nature is a remarkably accurate approximation.
6. (1) All men have two ears.
(2) Mendel’s laws
7. (b) As an instance where a simple approximation cannot be made with any accuracy.
8. Observed data: the ratio of 13:10
Theoretical law: the ratio of 1:1. He should assume that he will get two varieties in a 1:1 ratio,
because, when a large number of foxes have been bred, the ratio of 1:1 will be more correct than
the ratio of 13:10.
COMPREHENSION-II
1. (a) exceptions to the rule are very rare.

2. (b) are based on observations made at ordinary temperatures and pressures.
3. (c) are most of the time too far apart to attract each other.
4. (d) need not consider their volume.
5. (a) are able to protect themselves so that they keep both ears.
6. (b) that the process of cell-division is never quite regular.
7. (d) is fairly sure that certain types die off early because they are unfit.
8. (b) we sometimes get neither a 3:1 ratio nor a 1:1 ratio.
9. (a) occur more often than irregular cell-division.
10. (c) that scientific laws are generally a good rough guide, even though they may have
exceptions.
SPELLING
1. visionary 2. geometry 3. discovery 4. ordinary 5. compensatory
6. compulsory 7. contrary 8. industry 9. mystery 10. preparatory
11. sedimentary 12. country 13. machinery 14. revolutionary 15. contradictory
VOCABULARY-I
1. False reasoning- FALLACY
2. existing without reference to human understanding or perception- ABSOLUTE
3. things which are perceived by the senses- PHENOMENA
4. natural objects which are odd, peculiar and abnormal- FREAKS
5. method of reasoning in which general laws are
obtained from the study of particular facts- INDUCTION
6. from birth- CONGENITALLY
VOCABULARY-II
Match the following
A B
1. hypothesis (h) idea or suggestion used as a starting point for an
argument or theory.
2. formulate (i) state
3. inference (g) conclusion drawn from reasoning
4. relative (e)comparative
5. foster (a) nourish, look after
6. revoke (c) withdraw or cancel
VOCABULARY-III
1. Some of these things can be listed under more than one head. It is difficult to classify (3) them
separately.
2. Laws must be very clearly worded; they must be well formulated (5)
3. I don’t think you can infer (6) anything from the limited inference you have.
4. We cannot pressurize (3) the government into accepting our demands by threatening to go on
strike.
5. You may theorize (5) as much as you please, but can you prove that what you are saying is
practical.
6. Summarize (10) the passage in about 100 words.
7. This appointment, which had been made without an interview, has now been regularized (1)
by the Public Service Commission.
8. When people do not conform (6) to an acceptable standard of behavior, they are bound to
offend other people.
9. This theory corresponds (7) roughly to my own ideas on the subject.
10. That was an ugly incident. Its occurrence (5) on the college campus during the Prime
Minister’s visit is really shocking.
GRAMMAR - I VERB PATTERNS(‘CALL’,’REGARD’.’CONSIDER’)

1. were regarded as 2. were called 3.were considered to be 4. are believed to be
5. is considered to be 6. is regarded as 7. is called 8. is thought to be
9. are regarded as 10. are called
GRAMMAR - I ‘FOR’ – ‘TO’ TRANSFORMATION

1. (b) It is natural for people to object to the use of the word ‘law’ in two different senses
(c) It is natural to object to the use of the word ‘law’ in two different senses.
2. (b) It is a fallacy for people to think that the phrase ‘The Laws of Nature’ implies a law-giver.
(c) It is a fallacy to think that the phrase ‘the laws of Nature’ implies a law giver.
3. (b) It was quite revolutionary to make new laws and repeal old ones.
(d) It was quite revolutionary to make new laws and repeal old ones.
4. (b) Today, it is common for us to regard laws as being valid only over a certain people for a certain
period of time.
5. (b) It is convenient for us to assume that things will conform to the laws of Nature.
(c) It is convenient to assume that things will conform to all laws of Nature.
COMPOSITION I:
Rewrite the following statements into two sentence paragraphs:
1. Customs in primitive societies were considered unalterable. They changed. The change was too slow to be observed.
Customs in primitive societies, which were considered unalterable changed. The change was too slow to be
observed.
2. It is wrong to criticize attempts to formulate the laws of Nature. These laws are of immense practical and theoretical value.
Many of them have been inaccurately stated.
It is wrong to criticize attempts to formulate the laws of Nature though many of them have been inaccurately
stated. These laws are of immense practical and theoretical value.
3. We need not reject the law that ‘All animals with feathers have beaks’. It is a very good guide for scientists. It was not always
correct in the past and is not always correct today.
We need not reject the law that ‘All animals with feathers have beaks’. Even if it was not always correct in the
past and is not always correct today. It is a very good guide for scientists.
4. ‘Mercury has 13.596 times the density of water’ is not an accurate statement. We do not normally notice variations in density.
These variations exist and should be considered when stating a scientific law.
‘Mercury has 13.596 times the density of water’ is not an accurate statement. Though we do not normally notice
variations in density, these variations exist and should be considered when stating a scientific law.
5. The rule that all men have two ears is remarkably accurate. It is possible to find people who haven’t two ears. We may have
to observe a hundred thousand people before we find one.
Although the rule that all men have two ears is remarkably accurate, it is possible to find people who haven’t got
two ears. We may have to observe a hundred thousand people before we find one.
6. If we are breeding new varieties of animals and plants, Mendel’s laws can be more reliable guide than a small number of
observed facts. When we have bred a large bunber, the over-all ratio will be close to 1:1 or 3:1, where by the proportion of each
type will not conform exactly to Mendel’s ratios.
If we are breeding new varieties of animals and plants, Mendel’s laws can be more reliable guide than a small
number of observed facts. When we have bred a large number, the over-all ratio will be close to 1:1 or 3:1,
whereby the proportion of each type will not conform exactly to Mendel’s ratios.
COMPOSITION II:
a) The analogy by others and disagreement of the author
Theists argue that the word ‘law’ implies a law – giver. Human societies have laws and we know that these are made
by kings and prophets. Nature also has laws, and so there must be some one who made these laws. That someone is god.
J.B.S.Haldane disagrees with this argument. He points out, first of all, that human laws are quite different
from Nature’s laws. In fact the use of the same word in these two contexts is quite misleading. Secondly, even if
we accept the theists’ analogy, it does not follow that Nature’s laws are made by a God. They may have been
made by a parliament of atoms, just as human laws are often made by parliaments of men and women.
Positivists argue that many laws of Nature formulated by scientists have turned out to be inexact. It may be true that
phenomena occur as if some laws proved true. But there cannot be definite statements made, though some or many laws may
prove true.
Haldane disagrees saying that many laws may not hold true. Many laws are inaccurate. But can you deny
the shape of England in the absence of a good map of England? Statements or regularity may be in accurate. But
regularities may exist.
b. Write a précis of the first four paragraphs using the following plan:
Para 1: Two uses of the word ‘law’
(a) Laws of human societies: Customs, rules made by kings or parliament; valid only for some
people for some time.
(b) Laws of Nature: Statements of regularities in Nature; often inaccurately stated but of great
practical and theoretical value.
Pare 2: a) Two kinds of laws of Nature:
Qualitative: eg: All animals with feathers have beaks
Qualitative : eg: Mercury has 13.596 times the density of water.
b) Both are good guides but neither is wholly accurate.
(1) Beakless bird species may have existed in the past; beakless freaks may exist today.
(2) water molecules may contain heavy or light atoms of oxygen or hydrogen; mercury may
consist of different types of atom.
Precis: The meaning of the word ‘law’ and its uses:

‘Law’ means two things. ‘Laws of human societies’ and ‘laws of Nature’. The former include primitive customs, rules
made by kings of prophets in later days and by the Greek democracies and modern parliaments and soviets. Laws of Nature are
statements of facts and regularities in Nature. They are often inaccurately stated. But they are of great practical and theoretical
value.
Laws of Nature are divided into two. They are qualitative and quantitative laws. ‘All animals with winged feathers have
beak’ stands as an example of the former. ‘Mercury has 13.596 times the density of water’ is an example of quantitative laws.
Both are good guides; but neither is wholly accurate. Beakless birds may have existed in the past. Beakless freaks may exist
today. Water molecules may contain heavy or light atoms of oxygen or hydrogen; mercury may consist of different types of
atoms.
4. SPACESHIP
It was mid August: A Rainy holiday season for James, Robin and Peg-all teenagers of 16,14 and 13 years. Their parents had
gone to France and Italy. Their grandpa, Professor(retired) Richard Hooper looked after them at home.
They had their tiffin. They couldn’t go out. It was stormy. There was thunder and lightening. They were held up in a great hall.
There were huge windows for them to keep out or slip out. Upstairs, the retired History Professor was writing a long book on
William Pitt and the Duke of New Castle.
James was a lover of tennis. He was practising a serve, with a racket in hand but without a ball ball. Peg sat near the window
attempting a poem. Robin was reading a book on astronomy. Each wanted to pursue his or her individual interest. They started
teasing one another. James was particular about his service, not much relished by others. He criticized Peg’s poem on ‘tree’.
Robin spoke of the white Dwarf and a pinch of soil weighing heavily.
Suddenly there was a whirring sound and a flicker of light. It could be seen near the window. It vanished instantly. Robin said
that it was a Ufo-Unidentified Flying object. James said it was a sign of the end of the strorm. Peg was neutral.
While the three were at a loud dispute grandpa came down. The children were startled and pleaded excuse. They thought that
they had disturbed grandpa. But Grandpa’s purpose was different. He had been gazing through the window. He had seen a
strange phenomenon. He wanted to speak to the children about it.
Now Robin spoke of the UfO- the spaceship. Grandpa had told such a story once He now told Robin that a spaceship wouldn’t
come from another planet. The creatures there would be more skilled, and would not care to visit them. If he thought that it was
a spaceship, it would be a self deception only.
PARAGRAPHS
1. What made the three children stay at home during their August holidays?
Ans: Para 1
2. What were the children and the professor doing after breakfast?
Ans: Para 2
3. How did James, Peg and Robin engage their time in the hall?
Ans: Para 3
4. What was the unusual phenomenon noted by Robin and denied by James?
Ans: Para 4
5. Why did Grandpa walk down the stairs? How did the children react?
Ans: Para 5
6. What was the content of the discussion between groups and Robin?
Ans: Para 6
COMPREHENSION-I
1. The second part begins with the paragraph (31) beginning, “This is when it all really began…”
2. The additional facts are : Where was the children’s room, how was it situated and what the children were doing.
The author’s main purpose in giving this conversation in full is
(b) to bring out the different characters of the three children.
3. (i) It is a good introduction because it describes the structure of the story.
(ii) Nothing interesting happens in the first part of the story.
(iii) Later something interesting takes place unexpectedly.
4. No; the story ends with a question and the question mark after the title is therefore
appropriate.
5. The author describes things from the point of view of Peg. Phrases such as
‘whoever they were’ show this. (Peg had no idea who William Pitt and the Duke of
Newcastle were).
6. Robin’s interest in astronomy is particularly important. James’s interest is also of some importance it makes Peg and Robin
look out when the flash occurs.
7. It would make a difference to the story. Robin’s readiness to believe is contrasted, at the end of the story, with Grandpa’s
careful questioning attitude. Such an attitude fits a historian who knows how generations of people have deceived
themselves in various ways in the past.
8. (d) ‘Robin’s ready faith in spaceships as against Grandpa’s cautious and questioning attitude is most important for the main
point of the story.
COMPREHENSION-II
1. The two words ‘for once’ in the first paragraph indicate that the children did not normally stay at home during their school
holidays.
2. The last three words ‘whoever they were’ mean that the speaker did not know who they were. Peg is really the one who
would say them.
3. Paragraph 2 tells us, indirectly that, from their point of view, he was busy and worried, often talked of money and scolded
them if they made a noise.
4. ‘super’
5. He was being ‘solemn’ about it. It made them laugh. The word ‘ridiculously’ shows it.
6. The author is describing things from Peg’s point of view.
7. The expression that the thunder ‘decided’ to start all over again makes us think of thunder as a person.
8. No. She had recently attempted a poem about ‘wanting to be a tree.’
9. The sentence ‘But once Robin was among the stars, he couldn’t be silenced’ tells us this.
10. ‘A hundred million stars in our galaxy, and millions and millions of galaxies’ etc. That is why James and Peg tease him with
these words.
11. ‘Earth.’
12. A great tennis match. He pretends that an announcer or commentator is saying, ‘Hooper to serve for the match.’
13. James was not doing his practice on a proper tennis court, because the court was wet with rain-water. The words ‘as soon
as it’s fine and the court’s dried off’ give us the answer.
14. The words ‘strange’ and ‘odd’ in the paragraph 31 indicate that what they heard and saw wasn’t just the sound of thunder
and the flash of lightning.
15. James hadn’t actually noticed the sound and flash as much as the others since he was concentrating on his next serve. The
others were looking directly at the sky.
16. ‘Even so, she couldn’t entirely give in to James’ means
(b) In spite of that, she couldn’t accept James’ opinion entirely.
17. He did not wish to go out to look but was unable to go on with his serving. The words ‘would’ and
‘could’ are important in establishing the right meaning here.
18. The words ‘rather squeakily’ show that Robin spoke a little breathlessly as a result of his
excitement.
19. No. He agrees that ‘a lot of people have seen things that weren’t there- or weather balloons- or experimental planes.’
20. They were all fair-minded and willing to support each other, when they think that they have
disturbed Grandpa by their noise, all three of them accept the blame, instead of trying to put it on
the others.
21. Grandpa did not like astronomy much. He considers it ‘cheerless.’
22. ‘We (i.e. human beings on this earth) aren’t worth visiting’ (para 58). ‘I’d have to advise them to
stay away.’ (para 60).
23. Creatures from some other part of the universe, who might have come in the flying saucers.
24. Monsters with eight eyes and a lot of tentacles are often described in science fiction stories about
other planets.
25. Yes. It contrasts two different attitudes towards things like flying saucers and enables the author to
end the story with a question.
SPELLING
1. furniture (chairs, tables, beds, etc.)
2. lightening (flash of light in the sky)
3. solemn (serious)
4. ridiculous (absurd)
5. interrupt ( cut off; break into)
6. galaxy (band of stars which stretches across the sky)
7. balloon (large, round rubber bag filled with gas)
8. cautious (careful)
9. tentacles ( thin elastic organ found in many lower animals)
10. deceive (cheat)
VOCABULARY I
1. regular succession of sounds or movements RHYTHM
2. useless things JUNK AND MUCK
3. go away unnoticed SLIP OUT
4. did not take any notice of IGNORED
5. stop talking SHUT UP
6. it has cleared up IT’S FINE
7. continued GOING ON
8. jumping BOUNDING
VOCABULARY II
A B
1. battered (g) damaged
2. flicker (c) flash of light
3. hover (i) remain in one place (in the air)
4. loll (a) sit or lie in a lazy way
5. deliberately (d) slowly and carefully
6. reproachful (e) expressing blame
VOCABULARY III
Fill in the blanks with words (adjectives) and the verbs changed into the present and past participles forms of the
words as necessary, taken from the text. Make changes in the forms of the words as necessary.
1. Robin thought astronomy was the most interesting of the science.
2. Why are you throwing those shoes away? They are still serviceable and will last a
good while yet.
3. The children’s grandfather was a retired professor.
4. Only a person of exceptional intelligence and industry can get on in this place.
5. You have been given a very spacious room. You will be able to spread out all your things and live in
comfort.
6. The king had so many courtiers that he had to build an enormous palace to hold them all.
7. How can you read in this flickering light which keeps coming and going.
8. What practical steps have you taken to test your children.
9. In this disturbed atmosphere, where things are still in a confused state, no settlement seems likely.
10. We are just trying some of these new methods in a small way on an experimental basis. If we get
good results we will introduce them wherever possible.
GRAMMAR-I TENSE : PAST CONTINUOUS / PAST SIMPLE/PAST PERFECT.
(a) 1. There had been a storm. It was still rolling and grumbling around.
2. He had been a professor of history. Now he was writing a book on William Pitt.
3. The rain had made the tennis court unfit for use. He was now practicing indoors.
4. He had read a lot of books on the subject. He was reading a new book on the subject now.
5. She had written one about wanting to be a tree a few days before. She was trying to write about a
tree again now.
(b) 1. (b)While the children were arguing about the flash and sound, Grandpa came into the room.
(c)The children were arguing about the flash and sound when Grandpa came into the room.
2. (b) While Robin and Peg were teasing each other about their particular interests , James asked
Peg to watch his next serve.
(c) Robin and Peg were teasing each other about their particular interests when James asked Peg
to watch his next serve.
3. (b) While Peg was trying to concentrate on her poem, there was a loud clap of thunder.
(c) Peg was trying to concentrate on her poem when there was a loud clap of thunder.
4. (b) While James and Peg were discussing the strange sound and light, Robin came back, all
excited.
(c ) James and Peg were discussing the strange sound and light when Robin came back, all
excited.
5. (b) While Peg was wondering what the sound and light could mean, Robin announced that it
was a USO
(c) Peg was wondering what the sound and light could mean when Robin announced that it was a
USO
GRAMMAR-II
Fill in the blanks with the verbs in brackets, using either the infinitive form or the -ing for as appropriate
1. to accept 2. joining 3. feeling 4. to ask 5. to go out 6. arguing 7. listening to 8. to tell
9. trying 10. to say
COMPOSITION – I
a) A letter from Peg to her parents who are away in France.

Laurel Lodge,
Mitchling,
Witshire,
England,
5th March, 2012.

Dear Mum and Dad,
What do you think happened yesterday?.................................... about what it could have been.\
Perhaps I’d better explain how it all happened. It was one of these days when there was heavy rain and storm. We had
eaten our breakfast but couldn’t go out because the ground was wet; there was rumbling and lightning. James was playing
tennis serve with racket in hand and no ball. Robin was seriously reading a book on astronomy – white Dwarf and its heavy soil. I
myself was trying to write a poem sitting at the window. We were all fed up with staying indoors and were trying to get some
fun out of teasing each other about our interests. In the middle of it, James asked us to watch his serve and when Robin and I
looked towards the window to watch him, we suddenly saw this strange, object with a flicker and whirring sound appeared and
quickly vanished. Robin claimed it to be a ‘Ufo’ spaceship. But James declared it was the end of the storm. I could support
neither. Then Grandpa came down the stairs and explained. It was some phenomenon not to be made much of. If Robin
imagined it to he a ‘Ufo’ spaceship or flying saucer, it would be self deception. When are you coming back?
Love,
Peg
b) Letter from Grandpa to Dr.Michael Smith – retired Professor of Astronomy

Laurel Lodge,
Mitchling, Wiltshire,
England, 5th March, 2012.
Dr.Michael Smith
Professor of Astronomy(Retd)
University of Carnford
Oxbridgeshire.
Dear Michael,
I thought you might be interested… Yesterday afternoon. I was in my room at that time, trying to add a further chapter to my
book on William Pitt. However, instead of working I was looking out of the window. And then I heard a strange whirring sound
and a flicker of lightning. I considered the possibility that it might have been just the end of the storm, but I can’t definitely
confirm. Of course I cannot say I saw it clearly, but being in an upstairs room, I did have a fairly good view of it. There was a
flashing light that vanished in a moment. Altogether, I could not help feeling excited and interested about it.
Now my grandson Robin, perhaps because he is the youngest of us, feels very inquisitive and interested about the event. He
seems to have reached the firm conclusion that it was an Unidentified Flying Object. I suppose some professional astronomers
would be prepared to make the same claim, if they saw the phenomenon. I myself would not say that that was impossible,
although I am inclined to think otherwise.
I hope you are making good progress on your new book on the physical composition of Mars.
Yours sincerely,
Richard.
COMPOSITION – II
The Karburator and Spaceship compared

It is interesting to compare ‘Karburator’ with ‘Spaceship’. Karburator looks at situation that may arise in the future; the
spaceship looks at theories and speculations that exist today. Both are narrated in the form of stories. The former is a
conversation between two friends. The latter is presented in the form of dialogue among children and the Grandpa. One deals
with a machine, strange and magnificent, very useful and economic to come in the future. The other refers to strange vehicle
Ufo to traverse space and conquer other planets. ‘Karburator’ has some characterization. Contrast between a dedicated scientist
and a successful businessman. Spaceship has a good deal of characterization. Contrast between the children themselves and
Robin and Grandpa. The chief interest in Karburator lies in (a) the contrasting points of view of two characters; and (b) a
realization at the end of the dangers of science. The latter shows a serious purpose in the story. In the Spaceship, however, the
interest lies in(a) the children’s view of things; and (b) the contrast between Robin’s view and Grandpa’s. Grandpa’s words at the
end almost suggest a serious purpose in writing the story. The technique in the narration of ‘Karburator’ is an indirect teaching to
an ordinary audience, whereas in the ‘Spaceship’ is an indirect teaching to an ordinary audience, whereas in the ‘Spaceship’ the
romance of the adolescents are aroused and satisfied.
5. THE WISDOM OF SOCRATES
Socrates had gained a bad reputation. There had been slanders about him. He comes forth to explain the reason for it. He had a
certain kind of wisdom achievable by men. That was the cause of his bad name. Those who accused him of superhuman wisdom
were men of assumed wisdom. Socrates had nothing of that kind. If anybody said he had superhuman wisdom, it would be a lie.
His speech may look arrogant. But he would quote the much valued popular Oracle of Delphi. Chaerephon was his friend from
boyhood. He was impetuous. He once went to Delphi and questioned the Oracle if there was anyone wiser than Socrates. The
priestess answered in the negative. Chaerophon’s brother could confirm it.
Socrates wanted to explain the origin of his unpopularity. On hearing the word of the Oracle, he began to think. He knew that he
was not so wise. But God’s words won’t be a lie. So he wanted to test it.
He planned to meet wise people and talk to them. If he could find someone wiser than he, the oracle would be proved wrong.
Socrates met a politician whose name he wouldn’t expose. The latter and his host of men believed that he was wise. Socrates
talked to him and found out that he was not so wise as himself. This made him their enemy. Having no knowledge, the politician
thinks he has it. Thinks he doesn’t have it.But Socrates having no knowledge, thinks he doesn’t have it. So Socrates was wiser of
the two. He followed this experiment with different people. He concluded that those who were held in high esteem as wise men
were lacking in knowledge. Ordinary men were wiser than the wise men and fit to learn.
Socrates wanted to produce evidences in proof of what he said. Secondly, he went to poets whom he thought wiser than
himself. He questioned them on their best works. He found that any of the bystanders would have talked better. Poets had written
not by their wisdom. They had done it by a certain natural power or by inspiration. It was like soothsayers and prophets who
gave pleasant spells unaware of their content. The poets were held in high esteem for their poetry. But the poets thought
themselves wise in other matters too. Socrates concluded that the poets were less wise than he as with the politician.
Finally, Socrates went to the skilled workmen. He was ignorant of any skilled work and so he would be declared less wise. Each
worker was skilled in his won art. But committed the same mistake of the poets: They thought they were wise in other matters
of great importance. Here again Socrates was wiser. Now he asked himself on behalf of the Oracle that his position would be. It
was better for him to remain as he was.
Because of this examination, Socrates had made enemies of bitter and fierce kind. They had spread slanders about him. People
called him wise. They thought he was wise in any matter in which he showed another man to be ignorant. But Socrates believed
only God is wise. Man’s wisdom is little and worth nothing. God only took Socrates as an example. He among you is the wisest
who, like Socrates, knows that his wisdom is worth little at all’.
PARAGRAPH
1.What was the charge made against Socrates?
Ans: Para 1
2. What was the content of the Oracle of Delphi about Socrates?
Who was the witness?
Ans: para 2
3. Why did Socrates plan to meet and talk to wise people?
Ans: para 3
4. How did Socrates make enemies with a politician and his men?
Ans: Para 4
5. What was Socrates’ finding with the poets?
Ans: para 5
6. How did the skilled workmen prove themselves unwise?
Ans: para 6
7. Who was really wise in the opinion of Socrates?
Ans: para 7
COMPREHENSION-I
1. Wisdom (2) Being aware that one does not know the true nature of things.
Ignorance (1) Not knowing the true nature of things.
2. (i) He is not wise in the sense that he does not know the true nature of things.
(ii) The wisdom he possesses is the awareness that he does not know the true nature of things i.e. this is
related to the other sense of wisdom.
3. (c) That other people (poets, politicians, etc.) thought that they were wise, but they were not really so.
4. It is not very important to his argument. Yes.
5. They are at least aware of their ignorance, and do not pretend to be wise already.
6. A certain natural power and inspiration.
7. Yes. ‘If any man says that I do know anything of superhuman wisdom…’ (para 1 )
‘People say that I am a “wise man,” thinking that I am wise myself in any matter in
which I show another man to be ignorant’ (para 7).
8. At the beginning of the paragraph 5. ‘Now I must describe to you…’
9. (b) A man who cared more about true knowledge than about his own life.
10. Socrates had a hostile audience which often interrupted him.
COMPREHENSION –II
TRUE
1. Socrates says that he hasn’t got any wisdom which other man cannot have.
3. Socrates’ enemies had suggested that Socrates possessed a kind of superhuman wisdom.
6. It was rather rash for anyone to put such a question to the Oracle.
7. Gods, in the opinion of Socrates’, always tell the truth.
8. Socrates says that he expected the politician to be wiser than himself.
9. The politician was more convinced than anybody else about his own wise.
11. Socrates thought that God wanted him to examine every man who was considered
wise.
12. The men who were famous for their wisdom were not only ignorant but unfit to learn.
13. Socrates believes that soothsayers and prophets rely on certain natural powers as well
as on inspiration.
15. The politicians, poets and workmen had certain kinds of wisdom which Socrates did
not have; and Socrates had a different kind of wisdom which none of them had.
SPELLING
1. arrogant 2. impetuous 3. politician 4. create 5. skilful
6. possess 7. superhuman 8. unpopularity
VOCABULARY I
1. ask someone earnestly------------------- ENTREAT
2. show -------------------------------------- POINT OUT
3. despised --------------------------------- LOOKED DOWN ON
4. far and wide ---------------------------- ABROAD
5 is the cause of -------------------------- HAS GIVEN RISE TO
VOCABULARY II
A B
1. reputation (g) general view of a person’s character
2. venture (e) have the courage (to do something)
3. soothsayer (a) one who has a special, holy power of foreseeing or foretelling
4. fancy (h) suppose
5. confirm (c) show the truth of
6. corrupt (i) change from good to bad
VOCABULARY III
Copy and complete the following sentences with single words or phrases taken from the passage. The relevant
paragraph number is given for each word or phrase.
1. He deserves his bad name (1) because of his dishonest ways.
2. In Socrates’ day the Oracle of Delphi had a reputation (1) for wisdom and truth in its sayings.
3. Only a person with superhuman(1) strength could lift this huge stone.
4. His suspicious movements have given rise to(1) all kinds of stories about the nature of his work.
5. With her eagerness to learn she is much better fitted to(4) study at University than her brother, who
thinks he knows everything already.
6. Are you speaking for yourself alone or on behalf of (6) your friend as well?
7 I thought he was experienced. It was only after I saw his work that I realized I was mistaken(6).
GRAMMAR – I EMBEDDED RELATIVE CLAUSES

(‘what ‘ = ‘something which’)
1. (b) The poets pretended to know what they really did not know.
2. (b) Socrates did not know what the skilled women knew.
3. (b) Socrates’ attempt to prove other people’s ignorance
was what made him unpopular.
4. (b) What gave Socrates a bad name was his habit of asking questions.
5. (b) What the Oracle said was quite correct, in Socrates’ view 1 and 4 contain reported questions
1(a) Socrates asked himself, ‘What can God mean by his statement?”
2(a) The poet could not explain something which an ordinary man could have explained.
3(a) Socrates never claimed to know that which he did not actually know
4(a) The audience wondered, ’What is Socrates going to say next?’
5(a) Common people are better fitted to learn because they do not think they know things which they
really do not know.
GRAMMAR – II TENSE – SEQUENCE OF TENSES

(a) Socrates said that he had gained a bad reputation by a reason of a certain kind of wisdom. It was that sort wisdom which
was possible to men. It might to that in having that, he was really wise. But the men of whom he had been speaking a little
earlier seemed to be wise in a way that Socrates could not describe. He knew nothing about such superhuman wisdom and
anyone who said that he did simply wanted to slander him.
(b) Socrates says that by his questioning of various people, he has made enemies of a very bitter and fierce kind, who have
spread abroad a great number of slanders about him. People say that he is a ‘wise man’, thinking that he is wise himself in any
matter in which he shows another man to be ignorant. But he believes that only God is really wise and that by his Oracle he
means that men’s wisdom is worth little or nothing.
COMPOSITION - I
Rewrite the following paragraph, using suitable connecting words wherever they are needed.
When Socrates had examined the politician he had examined some other people. He decided to test the poets because he
thought that a poet would be wiser than himself. Though he himself knew nothing anout poetry he took up some poems and
went to the man who had written them. He questioned the man about the poems and he found that the man could not explain
his own poems but almost any of the bystanders could have explained the poems better. Socrates discovered something which
was not wisdom that enabled poets to write poetry but it was a natural power and inspiration.
COMPOSTION – II
Study the following question and answer them carefully to obtain a coherent paragraph
I Socrates wanted to disprove the Delphian Oracle and so he started on his search for wisdom. The Oracle said that
there was nobody wiser than Socrates. But Socrates thought that he was not wise. He decided to test the wise men and prove
that there were people wiser than himself. Then he could have proved that the Oracle was incorrect.
II He decided to meet wise people and talk to them to find some who were wiser than he. He went to a politician who
was much acclaimed as a wise man by himself and a great number of men. When he questioned him he found that he was less
wise than himself. But the politician himself and others who were standing by thought that Socrates had superhuman wisdom.
He then went to the poets with the best of their work. They couldn’t explain their poems properly. They weren’t wise but they
thought they were wise in other matters too. He then met some skilled workers and questioned them on their skills. They too
thought that they were wise in the most important matters because they were good at their skills. Socrates proved by
questioning that each of his examinees was ignorant. This earned him the enmity of all of them.
III. Socrates concluded that God was wisest of all. The Oracle had meant that Socrates was an example for wisdom. He
did not think that he had the knowledge which he did not have. The Oracle was right.
6 THE SNAPSHOT OF A DOG

James Thurber chanced to find a dim photograph. It was that of the beloved pet dog Rex. Rex had been named so by the author
and his two brothers. He had loved in their household for ten years, and died. He belonged to a high breed – a bull terrier. He
was muscular and well built. Brindles in one eye, on the saddle and a hindleg added beauty to his white colour. He looked fierce
and noble. He was dignified at the execution of his master’s orders. He would carry a ten foot rail through a four foot gate
tactfully. He would show wagging satisfaction after a difficult task.
Belonging to a fighter breed, he would fight tremendously. He would not start any fight. But once a fight was on, he would not
easily stop. He would not catch the throat of his enemy dog. He would get at the ear, and never lose its grip. One such long fight
occurred in East Main Street in Columbus. It lasted from dust till pitch dark on a Sunday. There was snarling and screeching. Tex
caught the ear of his enemy. He would not lose his grip. A motorman tried to open his mouth with a switch rod. Another man
lighted a torch fire and held it near his tail. All attempts failed. A crowd of neighboring residents and shop men gathered shouting
various suggestions. Ultimately fire fighters from Oak Street arrived. They brought six pieces of apparatus. A hose was attached.
A powerful stream of water was turned on the dogs. The dogs floated like logs in a flood. They were carried a hundred yards
away. Then only Rex let off his grip.
The story of this great fight spread everywhere. Some of the author’s relatives thought it a shame. They advised his family to get
rid of the dog. But they wouldn’t for they knew the dog’s gentle disposition. He never bit a person. He never growled at anyone
but prowlers. He never chased or killed a squirrel. He never ran barking after wagons or automobiles. The only crime he couldn’t
be stopped from was his killing of cats. He would kill them quickly and neatly as men would do.
Swimming was his favourite recreation. The first virgin dive in Alum Creek was an accident. It caused much of nervousness and
barking, struggling and growling. Later on, he could swim upstream and back like a man at pleasure. He would bring back a stick
thrown in water. He would even deal with a piano in water.
One night he went a-roving in the moonlight. He brought back a chest of drawers. It was an abandoned on a trash heap. Rex had
dragged it through half a mile. Rex tried to drag the chest at midnight over the porch. The noise so made, roused the inmates.
The author and his brothers came out. They found the dog tugging with the chest. They helped him lift it. The next day they
carted the chest miles away and threw it. Rex was proud of his prowess at weight lift.
Rex was an amateur jumper. He could jump over a wall of six feet easily, and eight feet with difficulty. But he tried the twelve and
sixteen foot walls daringly and tenaciously. He fell grunting and straining. He would be carried home after such a vain trial.
He was always optimistic and tenacious. Even his death he faced boldly. Late one evening, Rex wandered home slowly and
uncertain. It was unusual in his past ten years of brisk trots homeward. There was a sign of his impending death. The owner of
some dog, he had fought with, has bet him severely. His head and body were scarred. The heavy collar was awry; the brass
studs sprung loose. He licked the hands of his masters. He staggered and fell. He got up. He seemed to search for one master,
one brother, who was absent. He would come in one hour. This one hour Rex fought with death. He had such an earlier
experience at Alum Creek and at his trial with twelve-foot walls. The master’s whistle was heard and the whistling stopped. Rex
walked a few wably paces, touched his hand with his muzzle. He fell dead.
PARAGRAPH:
1. Write briefly about Thurber’s pet dog Rex.
Ans: para 1
2. How did Rex fight on a Sunday evening in Columbus East Main Street?
Ans: First half of Para 2
3. What were the attempts made to stop the dog – fight? How did it end?
Ans: Second half of Para 2
4. What are the good qualities of Rex that made his masters not to disown him?
Ans: para 3
5. Briefly state Rex’s skill at swimming.
Ans: para 4
6. Rex was proud of his prowess at weight lifting. Illustrate the example of Rex’s trial with the chest of drawers.
Ans: Para 5
7. Rex was daring and tenacious. Tell his experience with jumping.
Ans: Para 6
8. ‘Rex died after straight – arming the death angel’ Explain in a few lines.
Ans: para 7
COMPREHENSION I
1. (d) The author treats the dog as if it were a human being, with an unusual and
interesting character.
2. (1) FACTS ABOUT THE DOG
(b) he was white, except for one eye, part of his back and one of his hind legs
(g) a fire engine had to be used to stop one of Rex’s fights.
(2) THE DOGS HABITS AND ACTIONS
(c) He would catch anything that his masters threw in the air and bring it to them.
(e) He never went for another dog’s throat but for one of its ears.
(3) THE AUTHOR’S OPINION OR INTERPRETATION OF DOG’S ACTIONS
(a) He never lost his dignity.
(d) He looked sometimes like a clown and sometimes like a politician with derby
hat and cigar.
(f) He thought that catching the other dog’s ear was a good way of teaching it a
lesson.
(h) He didn’t seem to see the idea of putting something he couldn’t catch.
3. Yes. The author exaggerates his own interpretation of them. Examples to support:
(d) He looked sometimes like a clown and sometimes like a politician with derby
hat and cigar.
(f) He thought that catching the other dog’s ear was a good way of teaching it a
lesson.
4. QUALITY ILLUSTRATION
(4) swimming was his
favourite recreation (3) he never bit a person or
killed squirrels.
(5) he brought in a chest of
drawers one night.
(6) he fought against death
for over an hour.
5. The author says so (in para 4) when their relatives insisted that they should get rid
of Rex after the fierce fight with another dog. He says ‘nobody could have made
us give him up. We would have left town with him first.’
COMPREHENSION II
1. A long time (twenty five years) after.

2. They detracted from it. The word ‘nevertheless’ in para 1 indicates this.
3. Yes. He wagged his tail (he got a ‘wagging’ satisfaction).
4. Those who had seen Rex in action would not be willing to bet, since they knew what Rex could do.
5. The author and his brothers were themselves kids at that time (‘ in our early teens’).
6. Yes; they were good at fighting (‘He came from a long line of fighters’).
7. Yes. Some one tried to ‘ pry Rex’s jaws open.’
8. ‘ … his eyes closed in what would have seemed to be asleep, if there hadn’t been the turmoil of battle.’
9. He refused to release the other dog even when he was pushed or pulled over a hundred yards.
10. Yes, but they did not succeed.
11. The author doesn’t say ‘… as any dog I had known,’ because he is describing Rex as if he were a
person.
12. A piano is mentioned at the end of paragraph 5 to indicate Rex’s strength. It’s size is important here.
13. ‘ It tested his mettle.’
14. No. It’s masters helped it.
15. (i) ‘since it was Rex, it could easily have been half a mile.’
(ii) ‘ we carted the chest miles away and threw it out.’
16. ‘Tenacious’.
17. Yes; twelve and even sixteen feet.
18. ‘ there was in his world no such thing for him as the impossible.’
19. … so slowly and uncertainly that he did not look like the Rex that had trotted briskly homeward up
our avenue for ten years.
20. Yes. When the dog, Rex came home to die, it found two of his masters and looked for the third.
SPELLING
(a) 1. tobacco (leaves which are used for smoking)

2. brindle (having colored spots or streaks)
3. wrestler (one who struggles with another and tries to throw him to the ground)
4. turmoil (disturbance; confusion)
5. battalion (a large number of soldiers)
6. buffet (strike, toss)
7. strenuous (requiring hardwork; full of great activity)
8. accomplish (succeed in doing something)
(b) ‘favorite’ is the American spelling for ‘favourite’;
‘neighborhood’ for ‘neighbourhood’
VOCABULARY I
1. stop trying GIVE UP

2. ran after CHASED
3. stopping CEASE TO
4. loosen one’s hold LET GO
5. wandering ROVING
6. leisure activity HOBBY
VOCABULARY II
A B
1. alley (c) narrow passage between buildings
2. disposition (e) qualities of mind and character
3. virgin (a) first ever
4. integrity (i) state of being honest, upright and sincere
5. nondescript (f) not belonging to any definite type or breed
6. tranquil (h) calm; quiet
VOCABULARY III
1. These papers are confidential; I can’t show them to you.
2. I cannot figure out how you have arrived at this total. It is all very puzzling.
3. He impresses everyone by his dignified behaviour.
4. What you have already succeeded in doing is no small accomplishment.
5. He was pleasantly surprised to see me at the theatre.
6. This, incidentally, reminds me that I owe you some money.
7. The rain was so torrential that the traffic came to a stand still.
8. Residential accommodation is difficult to get in this city; there is plenty available for offices.
9. What he said at the meeting was highly objectionable. He will have to apologize.
10. His great tenacity is responsible for his success in life. He will not stop trying until he has got he wants.
GRAMMAR - I USAGE : ‘SINCE’,’FOR’,’UNTIL’
1.for 2.until 3.for 4.since 5.since 6.for 7.until 8.until 9.for 10.since
GRAMMAR - II USAGE: ‘find’, ‘find out’
1.found 2.found out 3.found 4.found out ….found 5. found out 6.find 7.found out 8.found 9.find out 10.found
COMPOSITION – I:
Letter of complaint to the Police about a dog-fight on the road:
S.Gopi,
Temple Road,
Guruvayur.
5th March, 2012

The Inspector of Police,
Guruvayur,
Dear sir,
I wish to draw your attention to the problems caused by dogs fighting on the main road of this town.
Let me first report an incident that occurred yesterday in East Main Street. I was driving along this road at about 8.30
A.M. It was peak hour as you know. There was a heavy traffic. The street was filled with fast moving motor vehicles and crowds
of pedestrians. Most of the people on foot were school – going children.
Two big dogs had been carelessly let loose. They had terrible fight in the Middle of the junction. No man, including the
traffic constable could separate the dogs and scare away. The fight lasted for
fifteen minutes until at last a fire – service lorry arrived. The firemen turned a hose on the dogs. The rushing water blinded the
dog and cooled their rage. They ran away from the spot.
Please think of the spot and the time. Consider the rush of vehicles and plight of footmen and riders. There were people
on urgent duty. Some hurried to catch buses for outstations. There were small school children without escort. One auto was
rushing to the hospital with an injured person. There were quarrels among the drivers of vehicles trying to overtake. The scene
took nearly an hour to clear the way.
Instead of waiting till such unpleasant scenes occur, my humble suggestion would be this: The police should promulgate
an order not to let out dogs on the road at anytime on any account. If stray dogs are found on the roads, they should be shot
down or taken to the Municipal Kennel. Thereby, the users of road and the Police Officers will be at peace and their masters,
checked.
Yours faithfully,
(sd.) S.Gopi.
COMPOSITION – II:
(a) A summary of the second paragraph using the original expressions given:
Although Rex came ‘from a line of fighters’ and was himself a ‘tremendous fighter’ the author doesn’t believe he ‘liked
to get into fights’. When he did get into one, however, ‘he would go for the other dog’s ear’(which teaches a dog a lesson) and
‘get his grip, close his eyes and hold on’ for hours. His longest fight lasted ‘from dusk till dark’ one Sunday ‘with a large snarly
nondescript’. When he finally ‘got his ear grip’, the brief ‘whirl wind snarling turned to screeching’. It was frightening to listen to
and watch.
(b) A summary of the third paragraph:

The two dogs eventually ‘worked their way’ to the ‘middle of the car tracks’. A driver tried to open Rex’s mouth ‘with a
switch rod’. Another man held a fire torch to Rex’s tail. A huge crowd gathered ‘from the neighbourhood’ shouting ‘this and that’,
Rex’s joy ‘was almost tranquil’ and he had a ‘pleasant expression’ at fight, not a ‘vicious one’. The fire chief arrived with ‘five or
six apparatus’ pieces. A powerful ‘stream of water was turned on’ the dogs, Rex was ‘buffetted about’ ‘like a log in a freshet’ for
a hundred yards before he released his grip.
7. INDIVIDUALS AND MASSES

They are two ways of a societal contact for men and women. One is through organized bodies called familial, professional or
religious groups. The other is unorganized crowd. Groups consist of moral and intelligent individuals.
Crowd is chaotic. It lacks any set purpose or realistic thinking.
People in a crowd have no moral or reasoning options. They lose their will power, judgement, responsibility and emotional
balance. They are excitable, driven to sudden rage, enthusiasm and panic. They behave like heavily intoxicated persons. They
are victims of herd-poisoning. This herd poison is an extravagant drug. It causes men to escape from humaneness and behave
like animals.
Reading is a private activity of an individual. He sits in a state of sobriety and listens to the author. The herd-poisoned crowd,
however, listens to the orator; he leads to his will. Intellectuals seek for reason and interest. They demand evidence against
inconsistencies and fallacies. They are not misled by slogans; over simplification, unqualified assertions and sweeping
generalisations of the propagandists.
Philosophy teaches us to search truth in what seems to be true. Propaganda forcibly thrusts ideas on you. Propagandist is always
dogmatic. His statements are without qualification. Everything in his view is right or wrong. There is no place for any doubt or
opposed views. Opponents should be crushed down or even liquidated.
Virtue and intelligence belong to individuals in small groups. Sin and stupidity prevail in crowds of masses where individual
thinking is undermined. Mindlessness and idiocy are symptoms of herd poisoning. Salvation and enlightenment are for
individuals. The kingdom of heaven is in the minds of individuals and not in collective mindedness of a crowd.
The present age suffers from over population, over organization and increased mass communication. It is difficult to preserve
the integrity of individuals and reassert its value in the coming generation.
PARAGRAPHS
1. What are the two modes of human contact?

Ans:Para1
2. Brief out the qualities of groups and crowds.
Ans: Para 2
3. How is reading different from listening to lectures?
Ans: Para 3
4. Contrast philosophy against propaganda
Ans: Para 4
5.Where is the kingdom of heaven?
Ans: Para 5
6. What will happen to the integrity of the individuals in future generation? Why?
Ans: Para 6
COMPREHENSION 1
1. Because it is the same contrast; groups have the same characteristics as individuals, and crowds are masses.
2. (a) Groups are not very different from individuals, but crowds certainly are very different from them.
3. No; he speaks, through his writings, only to individuals.
4. No, because they can behave only like individuals.
5. The last paragraph. The reason is that the problem has become urgent in our age.
6. Paragraphs 3 and 4 (they contrast intellectuals and philosophers with propagandists).
7. Individual/ Groups
(2) Having doubts about things that seem to be obviously right.
(4) Thinking things out logically, on the basis of evidence.
(6) Virtue and intelligence.
(7) Sin and stupidity.
(8) Being unable to decide whether certain things are good or bad.
(9) Reading books.
Crowds/ Masses
(1) Being easily influenced by public speeches.
(2) Not tolerating any opposition.
(5) Over-simplifying and generalizing.
(10) Having faith in a leader and obeying all his orders.
8. Over-population, over-organization, mass-communication
COMPREHENSION II
1. (c) intellectuals behave like individuals, not like members of a crowd.
2. (b) do not possess a critical habit of mind.
3. (d) accept only those things which are logically consistent and well-supported by evidence.
4. (a) a statement which does not allow for any conditions or exceptions.
5. (b) are usually over-simplifications, unqualified assertions or sweeping generalizations.
6. (c) to question even those things that are usually taken for granted.
7. (a) to feel doubt about matters which are self-evident.
8. (a) as representing bad, good and doubtful matters.
9. (b) is willing to admit that he might be wrong.
10. (a) between arguing and the rest.
SPELLING
1. chaotic (disorderly)
2. capacity (ability)
3. intoxicant (something which makes one loose control over oneself)
4. enthusiasm (very strong feeling of interest or admiration)
5. sobriety (ability to judge things calmly)
6. opponent (person with whom one disagrees)
7. nuisance (thing or act that troubles or offends)
8. accelerate (speed up)
VOCABULARY I
1. practical REALISTIC
2. great anger RAGE
3. destroyed LIQUIDATED
4. signs SYMPTOMS
5. use of reason RATIONALITY
6. by the time our children have grown up- A GENERATION FROM NOW
VOCABULARY II
A B
1. propaganda i) the organized spreading of facts and ideas in such a way as to gain support for
a particular point of view.
2. generalization e) far reaching statement based on only one or two instances.
3. panic f) unreasoning fear.
4. attribute (N) c) quality
5. dogmatic a) making strong statements without proof
6. fallacy g) false or mistaken idea.
VOCABULARY III
(a) 1. direction (N) 2. profession (N) 3. reality (N) 4. collection (N)

5. action (N) 6. normalcy (N) 7. likeable (adj) 8. tasty(adj)
9. acceptance (N) 10. argument (N)
(b) 1. The capacity of the poor people for suffering in silence amazes me.
2. The doctor said that a small daily dosage of a powerful new drug would soon cure
the disease.
3. If you wish to assert your individuality you should do things your own way.
4. The suspension of that corrupt official gladdened the hearts of the citizens.
5. It is not fair to victimize the poor clerks just because they dared to complain about your
conduct.
6. The word ‘foolish’ is too mild to describe your behavior; I would prefer the word
idiotic.
7. The restlessness that you see everywhere is symptomatic of the dissatisfaction among
the people.
8. There is no salvation for those who expect others to do everything for them.
9. The words ‘heavenly’ and ‘celestial’ mean the same thing.
GRAMMAR – I USAGE: PARTICLES(PREPOSITIONS)
(a) Reading is an activity that belongs to individuals, not to crowds. The writer speaks to each individual reader who can agree or
disagree with him. Listening to public speeches, on the other hand, is a collective activity. The orator appeals to the emotions of
the crowd and relies on the effect of hard-poisoning for his success. When they are gathered together in a crowd, individuals
cease to think for themselves and escape from the responsibility of making moral choices. They accept anything that the speaker
says, without insisting on evidence or logical consistency.
(b) 1.(b) Crowds are subject to sudden excitement.

2.(b) Intellectual have no use for slogans.
3.(b) Philosophers are resistant to propaganda.
4.(b) Mindlessness and moral idiocy are not characteristic of human beings.
5.(b) Intellectuals have no taste for fallacies.
GRAMMAR – II USAGE: ‘Suspect’,’Doubt’.

1.(b) Philosophers suspect that certain matters are not self-evident, though they seem to be so.
( c) Philosophers doubt that certain matters are self-evident, through they seem to be so.
2.(b) Intellectuals suspect that unqualified assertions should not be made.
( c) Intellectuals doubt that unqualified assertions should be made.
3.(b) Huxley suspects that members of a crowd are not true human beings
(c ) Huxley doubts that members of a crowd are true human beings.
4.(b) The author suspects that individuals will have no voice in the next generation.
( c) The author doubts that individuals will have any voice in the next generation.
5.(b) The propagandist never suspects that he may be wrong
( c) The propagandist never doubts that he is right.
COMPOSITION - I
Observe the following:
a) Propaganda works well on the majority
b) What works well on the majority is propaganda.
c) It is Propaganda that works well on the majority
What is the difference between these sentences? The second and third sentences emphasize a particular part of the first
sentence viz. propaganda.
We use such sentences when we wish to emphasize particular parts of sentences, e.g.
b) An intellectual approach does not appeal to the majority; what works well on them is propaganda.
c) The majority cannot understand our intellectual approach; it is propaganda that works well on them.
This kind of emphasis, in proper contexts, helps to make composition more effective.
Here are some sentences like (a), rewrite them in the form of (b) or (c ), as indicated
1. a) A crowd is not capable of intelligent action.
b) A crowd is capable of doing many things; what works well on them is propaganda.
2. a) Intellectuals have a taste for rationality.
c) Slogans and propaganda do not appeal to intellectuals; it is rationality that works well on them.
3. a) The orator speaks to masses.
c) The writer does not speak to masses; it is the oration that works well on them.
4. a) Philosophy teaches us to doubt.
c) Propaganda teaches us to believe; it is philosophy that teaches us to doubt.
5. a) Logical inconsistency shocks intellectuals
b) Doubt and uncertainly do not surprise intellectuals; what shocks them is logical inconsistency.
6. a) We ought to demand evidence in support of public statements.
b) We should not automatically accept slogans and over simplifications; what we should demand is evidence in support of
public statements.
7. a) Propagandists are dogmatic.
b) Philosophers are not dogmatic; it is the propagandists who are dogmatic.
8. a) A crowd loses all sense of responsibility.
b) A crowd does not lose its suggestibility or excitability; what it loses is all sense of responsibility.
COMPOSITION – II:
Write two paragraphs using expressions – ‘on the other hand’, ‘while’, ‘whereas’, ‘unlike’ to make a contrast.
I. Writers speak to the readers only whereas orators speak to crowds. Intellectuals have a taste for rationality while
crowds blindly follow the words of propagandists. The intellectuals have critical habit of mind. On the other hand the crowd
accepts propaganda without objection. Intellectuals demand evidence unlike the crowd that yields to slogans.
II. Virtue belongs to individuals but sin dominates the crowd. Intelligence guides the intellectuals and stupidity overrules
the masses. Salvation and enlightment are for individuals; not for the collective mindlessness of the crowd.
8. CHILDREN AT PLAY
Harriet was an adolescent – neither a child nor a grown up. She was obsessed with the question of her future profession. She
asked her sisters what they would be. She got no satisfactory answer. She was full of enthusiasm to rise up in life, seek a
position and serve humanity. She didn’t like the ordinary way of life her father and mother led. A doctor, a nun, a dancer, a poet
and such ambitions crowded her mind.
She was third in a family of five. Her elder sister, Nan , looked after the household for her mother was expecting a baby. Bea,
the second elder sister was grown up. She would often go out with her friend Valerie. They had some secret exchanges away
from Harriet. Bogey, her younger brother, behaved more as a child. He wouldn’t play with her toys at home. He would go round
the garden and play with live insects and snakes. Her last sister Victoria was a small child.
Harriet was left alone without company. She would sit under the stairs or an oak tree in the garden and watch the gurgle of the
river. She would imagine what she would be in future. There were two visitors – Captain John and Valerie. Harriet could not
understand why they visited them often. She observed some exchanges of admiration, and sympathy between John and Nan.
One Sunday morning they played charms. Nan dropped pieces of lead tinfoil into a saucepan of boiling water. She would take out
the molten lead and place it on a cool plate. The shape it assumed would show the future. Captain John did the charm for
Victoria. The molten lead split into pellets and then collected into a ball. Bogey said it was like a marble.
Victoria said it was ‘the world’. Nan reminded them of the globe on their father’s desk, that Victoria referred to. Now Harriet
understood the meaning of the charm. It was the world with oceans and land spread over the globe. She had the world in her
palm. She had a world full of opportunities for her future.
PARAGRAPHS:
1.What was the main question that obsessed Harriet?
Ans: Para 1
2. What do you know about Harriet’s family situation?
Ans: Para 2
3. How would she adopt place, when Harriet found lonely?
Ans: Para 3
4. What was the charm that they played one Sunday, three weeks after Diwali?
Ans: Para 4
5. How did the remark of Victoria inspire Harriet?
Ans: Para 5
6. Refer to composition I.
COMPREHENSION - I
1. Harriet
2. i. What she will be when she grows up.
ii. What they will be when they grow up.
iii. No
3. i. Yes, from an unknown power, by dropping charms.
ii. No
iii. The story ends without an answer to the question.
4. This is a common experience of children, at some stage of their growth.
5. The main point of the story is to bring out, through Harriet, a particular experience of children _of wondering and worrying
about their future.( This can be stated in various other ways as well).
6. The second part begins with the words ‘Harriet found her family…’ The third part begins with the words, ‘There were ways
of telling..’ (or with the next paragraph).
7. b. Her loneliness.
8. Loneliness is a part of the particular stage of growing up which is described here.
9. i. Q: Where is this sentence ?
A: This sentence is in paragraph 18.
ii. Q: Can you point out a piece of conversation which similarly brings out the
contrast between Harriet and Bea?
A: The piece of conversation beginning with: ‘Bea, what will you be?’ and
ending with: ‘That is a funny sort of answer.’
iii. Q: What do these contrasts point to?
A: Harriet was at a transitional stage: neither a child nor a young woman. Bea
had gone past that stage; Bogey had not yet reached it.
iv. Q: What does this tell us about the cause of Harriet’s loneliness?
A: Harriet at this(transitional)stage, -- neither a child nor a young woman _ felt
that she didn’t belong to any particular group; and felt lonely, as a result.
10. i. Q: What do we learn from the fact that Harriet ‘adopted places’ ?
What made her do so?
A: Harriet tried to escape her loneliness by adopting places and trying to build
up a world of her own, in imagination.
ii. Q: Does this happen commonly with children?
A: It happens commonly with children.
iii. Q: Do you think Harriet was trying to find something similar for herself?
A: Yes, she was trying to find something similar.
iv. Q: Did she succeed?
A: She did not succeed. She ended up saying, ‘ It goes on, goes on… I wonder
what is going to happen to us? What is going to happen to us?’
COMPREHENSION – II
1. Bea: ‘But now Bea was different; she had withdrawn from Harriet; she was quiet,
altogether elderly and distant.’
2. This story doesn’t take place in an English- speaking country like England or
America. ‘Diwali’ (p27), ‘ Ram Prasad’(p43), ‘bamboo’ (p24)and ‘jacaranda’ p(24) suggests that it took place in
India.
3. Yes, in his legs. He ‘limped’ up the drive, and was sitting there, ‘ his stick propped by his chair.’
4. i. We are told that Victoria was ‘too young to know what she was’ (p.1)
ii. She says, ‘ cross red’ for Red Cross.(p.2)
iii. Captain John, ‘put Victoria carefully away,’ and took up the sauce pan.(p.31)
5. Yes, there are indication in the story that Captain John and Nan are
beginning to become especially fond of each other. Captain John obviously visits them quite frequently and, whenever he is alone
with the girls, ‘ some of the stiffness went out of his face.’ On the particular Sunday morning which is described in the story, he
sits by Nan and after a while, takes over a work of dropping charms, ‘to let Nan have a change and rest.’
As for Nan’s feelings towards the Captain, we are told clearly that ‘Nan admired him.’ ‘He is like a young prince,’ says Nan
to Harriet, and makes no secret of her special sympathy for the ‘poor boy’ who was unbearably hurt. When Harriet asks Nan why
Captain John should come there ‘all the time,’ Nan replies, significantly, ‘ perhaps-we have something he needs.’ She refuses to
explain what it is that they have and he needs.
6. Harriet doesn’t like the presence of Captain John and Valerie. We know it from her feelings expressed here. ‘ He is
always here, always,’ thought Harriet crossly. And so is Valerie. Why should they be? Haven’t they homes of their own?’
7. Harriet disliked Valerie, ‘ who switched Bea away with secrets and happenings in
which Harriet had no part.’
8. ‘ his eyes were not unlike Bogey’s …they were gentle too.’ (p.29)
‘his hair, that was dark, patched with white, was attractive’ (p.31)
‘why, he is very good looking,’ thought Harriet in surprise. (p.31)
‘A young prince,’ thought Harriet now. She was not quiet sure that Nan was wrong (p.40)
‘Harriet heard him, and she knew, warmly, in an instant as she heard the crispness in
his voice, that he did not like Valerie either. Harriet came closer.’ (p.42)
9. Bogey says ‘n’ insecks’ for insects.
10. Nan was ‘too necessary to be regarded …the staff of life.’
SPELLING
1. missionary 2. altogether 3.approve 4. jealous 5. affinity
6. curiosity 7. courtesy 8. pellet 9. brazier 10.admonitory
VOCABULARY – I
1. a structure built out into the water to serve as a landing platform for passengers or goods- JETTY
2. sharpness- CRISPNESS
3. small ball-PELLET
4. sometimes- OCCASIONALLY
5. liked better- PREFERRED
6. greatly attracted- FASCINATED
VOCABULARY- II
Match the words under ‘A’ with the meanings under ‘B’
A B
1. absorbed (e) profoundly interested in something
2. chafing (g) getting excited or impatient
3. withdraw (i) go away
4. darn (c) mend (by stiching)
5. adopt (b) take and treat as one’s own
6. predilection (a) liking
VOCABULARY-III
(b)
1. Victoria was very young. She was too young to (1) understand what others were discussing.
2. If you try to save other people’s lives you may have to give up (4) your own life.
3. Why don’t you put these away (31). We don’t need them anymore.
4. If you approve of (42) this design I shall ask him to prepare the final plans accordingly.
5. If you allow your curiosity to get the better of (40) you, you might get into trouble for showing too much interest in other
people’s affairs.
6. Bea and Valerie were always together; there was an affinity between (24) them.
7. There seems to be a streak of madness in this man. Look at his unreasonable attitude whenever he is opposed in any way.
8. I will agree with anything you suggest; I have no personal preferences (22).
9. He loses his temper very easily and when he is overworked he gets irritated (29) and shouts at everyone.
10. The sky is full of clouds but there are some patches (31) of blue here and there.
GRAMMAR - I COHESIVE DEVICES (ELLIPSIS IN THE VERB PHRASE)
(a) 1. ‘… important’
2. ‘… what you are’
3. ‘… something’
4. ‘say anything to him’
5. ‘…like to play with insects’
(b)1. Harriet thought, ’Captain John and Valerie are always here. ‘Why should they be?’
2. Harriet said, ‘Captain John isn’t young.’
Nan replied, ‘Of course he is’.
3. Bea said, ‘I want my life for myself.’
Harriet realized that she did, too.
4. Harriet had thought that she didn’t like captain John, but one day she suddenly realized that she did.
5. Valerie asked captain John to drop another charm for her but captain John didn’t think he should.
GRAMMAR - II USAGE: ‘TOO/AS WELL’, ‘EITHER’
1. as well 2.either 3.too … either 4.too … either 5.either … too
COMPOSITION – I:
Harriet does not dislike Captain John, although she seems to do so at times. When Captain John was with the girls some of the
stiffness went out of his face. Sometimes he laughed and his eyes were not unlike Bogey’s but had often a curious emptiness.
They were gentle too. He had nice eyes. He must be stronger than we think. He is like a young Prince, like a magpie. He is very
good looking. Harriet knew him warmly… He drops a charm for her and solves her question about her future.
COMPOSITION – II:
A critical Appreciation of the Story
(This story is an illustration of an adolescent’s quest for future life)
Harriet is the third a family of four sisters and one brother. The father is busy with his office and other work. The mother
supervises the house. She is expecting another baby. The eldest sister, Nan, is responsible to look after her pregnant mother
and all the young ones. Captain John and Valerie often visit the house. Bea, the second sister often goes out. She shares some
secrets with Valerie. The Brother Bogey is younger than Harriet and Victoria is the last sister who is still a child.
Harriet is half child, and half adult. She is an adolescent . She observes all happenings in and around her house. She is curious
about captain John and Nan’s interest and admiration towards him. She dislikes Valerie who shares secrets with Bea, her grown
up sister. She feels the absence of Bea. She couldn’t enjoy her brother Bogey’s company at play. He goes around the garden
playing with live insects and snakes. Harriet is neglected by the elder and the younger ones. She is left alone.
Left without companion, Harriet sits under an oak tree beside a river. She admires natural beauty. But all the time, she is
obsessed with one question. What would she be in future? This question couldn’t be answered properly by anyone including
herself. She was driven and drifted in romance. A doctor? A dancer? something outstanding unlike her father and mother.
Nan plays charms. She says she can predict Harriet’s future. Captain John drops some tin foils in to a saucepan of boiling water.
He takes the molten lead out with spoon. He puts it on a cool plate. It scatters into pellets. The pellets rejoin into a round ball.
Bogey calls it a marble. Victoria calls it a globe. Now Harriet understands it as the world in her palm. She has an enormous
opportunity for her future.
9. SYMPTOMS
The author’s liver was out of order. It was his own conclusion after going through a patent liver pill circular. He had all the
symptoms mentioned in it. He would always read such advertisements when required. He would correctly diagnose after
comparing the symptoms with his sensations.
Once he went to the British Museum. He referred to the medical encyclopedia for hay fever. But he proceeded to turn pages of
premonitory symptoms. He was struck with horror. He had the symptoms of diseases like typhoid, St.Vitus’s Dance, ague,
Bright’s disease, Cholera, diphtheria Gout etc ending with Zymosis. The only disease he hadn’t was ‘housemaid’s knee’. The
various diseases were at different stages of development – some fatal.
The author began to think that he would be of use in medical studies. The students needn’t have to walk the hospitals. They
could go round him and obtain their diploma. But how long would he live with all these diseases? He tested his pulse. The pulse
had stopped; then restarted. His heart beat too had stopped. He couldn’t hear it. He stuck out his tongue, closed one eye and
examined it with the other eye. He could see the tip only. He decided he had scarlet fever. He had walked into the reading room,
hale and healthy. Now he crawled out a decrepit wreck.
He went to his doctor friend. He would consult him whenever he had imaginary illness. The doctor would check him up for no
fee. He would dismiss him after casual discussion. But now he would find in him a case equal to seventeen hundred cases of
ordinary patients.
The author had no time to tell all his complaints to the doctor. The doctor might die before hearing them. He told him that he
had all the diseases but the house maid’s knee. He told the doctor how he had read from the book and discovered them. The
doctor opened his shirt. He tested the heart beat and pulse. He butted him with his head. He wrote a prescription and folded it
and gave it to the author.
The author took the prescription to a chemist. The chemist returned the prescription to him, saying they were out of stock. The
author questioned him how? The chemist said that there was no cooperative store or hotel annexed to the shop. The author,
then read the prescription. ‘One pound of beef steak, one pint of bitter beer every six hours, a ten-mile walk each morning, bed
at 11 sharp at night. Don’t stuff your head with things you don’t understand’. The author followed the prescription and his life was
saved and persisted still.
PARAGRAPHS:
1. How would the author Jerome treat patent medical circulars and advertisements?
Ans: Para 1
2. What did the author, Jerome read and discover in the British Museum library?
Ans:Para 2
3. How did the author examine his heart beat and pulse?
Ans: Para 3
4.How would his doctor friend treat him?
Ans: Para 4
5. Did the doctor diagnose his disease? How did he do it?
Ans: Para 5
6. What was the prescription given by the author’s doctor friend?
How did he follow it? What was the result?
Ans: Para 6
COMPREHENSION-I
1. The author himself is made fun of in this essay. We laugh at the author.
2. (d) Exaggeration
3. Yes. Many people tend to imagine themselves ill, sometimes.
4. The author makes fun of people’s tendency to imagine themselves ill.
5. Yes. The doctor’s prescription at the end comes as a climax, better than expected.
6. (i) Yes. The first sentence makes us think that the author was really ill.
(ii) But the second sentence brings out the truth. _____ that he knew it ‘because’ he had
read the circular.
(iii) The last sentence (‘I had them all’) gives us the spirit of the essay.
7. Not entirely true. At times, the author gets a sense of importance and pride, on account
of his many illnesses. (see paragraphs 5 and 6, for evidence).
8. Flattered. Many people feel that way, at least subconsciously.
9. (i) ‘I never read a patent medicine without being impelled to the conclusion that I am
suffering from the particular disease therein dealt with in its most virulent form.
(ii) ‘He …. Feels my pulse, and looks at my tongue … etc. ‘when I fancy I am ill’ (para 2)
10. An encyclopedia. It listed diseases alphabetically.
COMPREHENSION-II
TRUE STATEMENTS:
2. The doctor does not usually accept any fee from the author.
3. The author admits that he sometimes imagined that he had something wrong with him.
4. ‘…and talks about the weather…’ This shows that the doctor did not take the author’s
complaint seriously.
5. The author thought he was obliging the doctor by going to see him on this occasion.
7. The author talks as if he has failed in some way by not having housemaid’s knee.
9. The author probably unbuttoned the author’s shirt.
11. The doctor was hoping that the author would not read the prescription immediately.
12. ‘clutched,’ ‘hit,’ ‘butted’: these words show that the author is describing the medical
examination as if it were a physical fight.
SPELLING
1. advertisement (public announcement, e.g. in a newspaper)
2. diagnosis ( description of a disease)
3. premonitory (warning)
4. invidious (likely to cause ill-feeling)
5. malady (illness)
6. immediately (at once)
7. acquisition (valuable possession)
8. despair (hopelessness)
9. determine (decide)
10. museum (building in which objects of artistic, scientific, historic interest, etc., are displayed)
VOCABULARY I
1. described - DETAILED
2. short - BRIEF
3. not new or interesting - COMMON PLACE
4. close friend - CHUM
5 in a lazy way - INDOLENTLY
6. something that creates extra problems - COMPLICATIONS
VOCABULARY II
A B
1. virulent (b) severe; very harmful
2. pharmacology (g) science of drugs
3. decrepit (a) made weak by old age
4. malignant (f) difficult to cure
5. hamper (i) limit
6. ailment (d) illness
VOCABULARY III
1. I am afraid my car is out of order (1). It is such a nuisance.

2. There was such a slight (3) misunderstanding. It is nothing to worry about, really.
3. What is the use of just turning over (4) the pages? You have got to make a close study
of the text.
4. I haven’t seen him for months (4). I wonder where he has been hiding.
5. This will take you exactly five minutes. I have timed it. (7)
6. Some of the receipts seem to be missing. I can’t account for (7) all the money I have
spent.
7. You are a busy man and so I do not wish to take up your time (10) with a discussion of
my problems.
8. I am sorry I cannot diagnose (2) your disease without examining you. The symptoms
(1) you describe could have several causes.
9. It is important to give the same kind of treatment to everyone. You should not make
invidious (5) distinctions.
10. If you come across a valuable object lying in the street, you should hand it in (13) at
the nearest police station.
GRAMMAR -I COHESIVE DEVICES (ELLIPSIS IN THE NOUN PHRASE

1. I forget which one it was.
2. The one I selected was an encyclopedia
3. I went to the one that was nearest to the doctor’s.
4. Indeed, the only one I wasn’t suffering from was housemaid’s knee.
5.But I didn’t seem to have one.
GRAMMAR -II BREAKING UP LONG SENTENCES INTO SHORTER ONES

1. (2) various symptoms of liver disorders were detailed in it.
(3) By those symptoms, a man could tell when his liver was out of order.
(4) I then knew that it was my liver that was out of order.
2. (2) whenever I do so, I am impelled to the conclusion that I am suffering from the particular disease
therein dealt with
(3) Indeed, I seem to have it in its most virulent form.
3. (1) I remember that I once had a touch of some light ailment.
(3) So one day, I went to the British Museum to read up the treatment for it.
4. (1) I plunged into the description of some distemper.
( 3) I forget which one it was, but I know it was some fearful devastating one.
(4) I hadn’t yet glanced half down the list of ‘premonitory symptoms’
(5) But already it was borne in upon me that I had fairly got it.
5. (1) I had Bright’s desease but only in a modified form
(2) So far as that was concerned, I must live for years
(3) I was relieved to find this.
COMPOSITION – I:
1. Final Draft of the paragraph:

The author says that he once went to the British Museum to read about the treatment for hay fever, which he thought he
had. When he picked up a book and rushed through, in a thoughtless moment, he came across some other diseases. Horrified to
find that he suffered from these diseases as well, he decided to know all the diseases described in the book. In the end, he came
to believe that he had every disease except housemaid’s knee.
2. Study and redraft as well as you can.

When the author thought that he had so many diseases, he was rather proud like an important person. Though a little
insulted because he sis not have housemaid’s knee, he felt he should not be selfish and wish to have all the diseases. Having so
many diseases he was like a hospital and Medical students could walk around him. If he went to a doctor, the latter should be
grateful for getting so much practice.
COMPOSITION – II:
A Brief Critical note on Jerome K.Jerome’s Essay on Symptoms
Jerome K.Jerome satirises the people affected by imaginary diseases by making a fun of himself. This essay is written in the
first person in the form of a story. Jerome was among one of those people who would read medical advertisements. Once he
read a liver-pill circular. He felt the symptoms of liver disorder in him. He read a medical encyclopedia in the British Museum. He
concluded he had scarlet fever. He went through premonitory symptoms. He concluded he had all the diseases but housemaid’s
knee.
Jerome was disturbed. But he was proud of his so many diseases, as some people would do. He would be a case study for the
medical students. He would be important – a high renown thought at distress.
Jerome humorously uses exaggerations and cleverly chosen words. He says that doctor might ‘pass away’ before he had
finished telling all his symptoms. He had got all the illnesses but the housemaid’s knee. He walked into the reading room a happy,
healthy man. He crawled out a decrepit wreck. He described the check-up thus: The doctor ‘opened me’ and ‘looked down me’
and ‘clutched hold my wrist’ and then he hit me over the chest.
10. HOW TO AVOID FOOLISH OPINIONS

Bertrand Russell suggests some simple rules to avoid foolish opinions. First, he stresses personal observation of facts and
events. Aristotle thought that women had fewer teeth than men. He could have avoided this mistake if he had counted the teeth
of his wife. He did not do so because he thought he knew. Russell himself believed that hedgehogs ate black beetles. Ancient and
mediaeval writers wrote about unicorns and salamanders without having seen them. All these happened on the basis what they
had known.
If an opinion of another person makes you angry, your opinion should be faulty and lacking reason. If one asserts that two and
two is five and Iceland is on the equator, don’t be annoyed; show sympathy for his innocence. Controversies arise when there is
no sufficient evidence. Arithmetic is established knowledge. Cruel treatment is used in theology because there is only opinion in
theology. But it is not so in mathematics because there is only knowledge not opinion. Resort to reason and avoid anger
regarding others’ opinions.
Become aware of opinion held in social circles different from yours. The author lived in other countries at childhood. He could
diminish the intensity of narrow minded prejudice. Seek out people and newspapers of opponent parties. If they seem mad,
perverse or wicked, understand that their views also will be the same about you. Both may be right, both cannot be wrong.
Those who have matured mind can imagine an opponent’s view and argue with him both ways. Mahatma Gandhi deplored
railways, steamships and machinery. The western world takes modern techniques as casual. Gandhi cannot be met in person for
argument. You can imagine what his opinion would have been. You will find some reasonableness.
The clash of self esteem should be dealt with care and caution. Men and women have opposed opinions. The superiority of their
sexes is an inherently insoluble problem. Each sex is special in its own way. Every man loves his own country more than the
other. Each nation has her own merit, and is valued. A rational man understands that there needn’t be controversy regarding
superiority. But self-esteem is difficult to deal with. The author suggests one thing: The people on earth should realize that their
planet is only a speck in the enormous universe. There may be creatures, better than man, in other heavenly bodies.
PARAGRAPHS:
1. Bertrand Russell’s easiest rule at avoiding foolish opinion is direct observation. Illustrate.
Ans: para 1
2. How does anger kindled in you show that you are yourself without evidence for your opinion?
Ans: Para 2
3. How would travel and contact with people help you in avoiding foolish opinions?
Ans: para 3
4. To get a clear idea regarding one’s opinion, a discussion with a hypothetical opponent will be of very much use. Discuss.
Ans: Para 4
5. Self-esteem is the most difficult problem to solve. What is the solution that Russell suggests?
Ans: Para 5
COMPREHENSION I
1. ‘A few simple rules for avoiding silly error’-
‘A few simple rules to keep away from silly error!’
2. (3) Become aware of opinions held in social circles other than your own.
(4) Imagine an argument with a person having a different opinion.
(5) Be wary of opinions that flatter your self-esteem.
3. Yes. The first paragraph tells us what to expect in the essay; the remaining five
paragraphs describe one rule each, with examples.
4.(3) Someone arguing that Iceland is on the equator (‘see if a contrary opinion makes
you angry).
(4) The author’s living in other countries (‘Become aware of opinions in other social
circles’).
(5) Mahatma Gandhi’s opinions (‘Imagine an argument with a person having a different
opinion’)
(6) Men and women thinking that their own sex is superior. (‘Be wary of opinions that
flatter your self-esteem’).
(7) Each nation claming superiority to al others. (‘Be wary of opinions that
(8) The possible existence of creatures superior to man. (‘Be wary of opinions that
5. Yes. From the simplest and most concrete to the hardest and most abstract. This is
further to show that the essay is well-organized.
6. Knowledge is based on evidence; so there is a ‘demonstrably right answer’ to any

question in such matters. Opinions cannot be proved or disproved; so they lead to
‘inherently insoluble’ controversies.
7. ‘Ancient and medieval authors knew all about unicorns and salamanders’.
8. It is not correct. ‘The author’s main point is that we should not believe firmly in
anything that is not based on proper evidence.’
COMPREHENSION II
1. (1) (b) illustrates the point made in the first sentence.
(2) (a) our own opinion is not based on good reasons and we know this
subconsciously.
(3) (c) the two opinions he has mentioned already have to do with those subjects.
(4) (d) the opinion that two and two are four and that Iceland is a long way from
the equator.
(5) (d) that we can test our opinion by finding out whether we feel pity or anger
when someone disagrees with us.
2. (1) The opinion that the other party is mad, perverse or wicked.
(2) Because the two parties hold opposite views; and only one view can be right.
(3) A political party; one of the two sides in a dispute.
(4) Because their opinions are opposed to yours, in the same way.
(5) It continues the argument.
3. True Statements:
(1) Gandhi is an example of a ‘hypothetical opponent.’
(2) The ‘prevailing opinion’ differs from Gandhi’s opinions.
(4) ‘Short of this’ means ‘when I haven’t actually changed my mind.
SPELLING
1. genius 2. equator 3. controversy 4. warrant 5. diminish

6 error 7. dialogue 8. superior 9. insoluble 10. comparative
VOCABULARY I
1. conscious of ------ AWARE OF
2. narrow-minded ------ INSULAR
3. regretted the existence of ------ DEPLORE
4. make a point of getting to know ------- MAKE THE OBSERVATION
5. ending in death or disaster ------- FATAL
6. making yourself free from ------- RIDDING ONESELF OF
VOCABULARY II
A B
1. inherently (g) by its very nature
2. episode (e) one event in a series of events
3. retort (b) answer back quickly
4. cosmos (i) universe
5. savage (a) fierce, cruel
VOCABULARY III
(b) 1. controversial 2. changing their mind 3. maintenance
4. sociable 5. deplorable 6. prejudiced
7. conceal 8. flattery 9. savage
10. theology
GRAMMAR -I COHESIVE DEVICES (ECHO CONSTRUCTION)
1. (b) Their opinion seems mad, perverse and wicked to you; but so does your opinion to them. (or yours
to them)
2. (b) Living in a different country helps you to become aware of different views; so does meeting people
who differ from you.
3. (b) The people of one country may have a number of good qualities; but so many people of every other
country. (or those of every other country)
4. (b) the author does not support Gandhi’s views; nor does he refute them.
5. (b) The author has lived in several different countries; so have I.
GRAMMAR -II COMBINING SHORT SENTENCES INTO LONGER ONES
1. If Aristotle had asked his wife to keep her mouth open while he counted her teeth, he could have
avoided the mistake of thinking that women have fewer teeth than men.
2. What we need, if we want to avoid the silly errors which people often make, is not any superhuman
genius but a few simple rules.
3. Although people in Western countries believe in the advantages of modern industry, it is good for
them to test the reasons for their belief by imagining a debate with Gandhi on this subject, and society
whether their won arrangements can stand up to Gandhi’s.
4. If you belong to a particular political party and wish to test the politics of that party, you will find it a
good plan to read a newspaper belonging to some other party.
5. Although the question whether men are superior to women is inherently soluble in, most men as well
as women are convinced that their own sex is superior.
COMPOSITION – I
A summary of How to Avoid Foolish Opinions
Russell describes five simple rules \which helps us avoid foolish opinions – at least sillier ones. First we should make a physical
observation of facts, wherever possible. Aristotle committed an error of stating that women have less number of teeth than
men, without observation. The writers of ancient and medieval age wrote about and salamanders not having seen them.
Secondly, we should see if a different opinion makes us angry; if so, we have reason to re-examine our own opinions. If one
says that two and two make five or Iceland is on the equator, you should sympathies with him for his ignorance. Opinions prevail
in theology, not in knowledge. We should give patient listening.
Thirdly, we should get to know other countries and other kinds of people. That will help us to avoid dogmatism. The author had
lived in France, Italy, Germany and the United States. He could understand the insular prejudices. Reading newspapers of
opponent parties too will help correct your own bias.
Fourthly, when we are unable to meet people with different opinion, we can imagine a dialogue with them. Such a dialogue is
possible only by matured and wise people. A discussion with a hypothetical opponent will help to correct your own opinion.
Lastly, we should be wary of any opinion flattering to our self-esteem. Men and women claiming superiority over one another;
countries, races, religions, cultures propagating their self-esteem – all these are widely prevalent and difficult t solve. But the
inhabitants of earth should realize that they are a speck on the tiny planet in the huge Universe. There may be more efficient
creatures on other heavenly bodies.
COMPOSITION – II
Foolish opinions and Remedies

Foolish opinions can be found among all rungs and sects of people. The far advanced United States named its thirteenth
spacecraft as 12A. Such an inauspicious number is taken up as lucky number by our former Prime Minister Vajpayee. The effect
of number 13 must be observed on numerous instances.
The adoption of Higher Secondary course and midday meals scheme is prevalent very long since. But our people boasted as
forerunners. Such a claim should have been made after going to neighboring countries and reading about them from
newspapers
Our people speak of secularism very loudly. But candidates for parliament and legislative assembly are chosen caste wise and
religion wise . They should argue within themselves before exposing antithetic ideas fooling the masses.
The Hindus avoid beef: One man’s meat is another man’s poison. Once Mr.Jinnah invited Gandhiji to dine with him, knowing full
well that he was a vegetarian. The latter outwitted him by saying that pork should be one of the menus at table. Ordinarily such
events will cause anger in men. But their balanced approach stands as good example.
Self esteem of individuals and institutions cause a havoc. There are people who condemn oracles and soothsayers. Even now
one can verify the specialty of ‘Nadi Edu’ of Tanjore. The birth, parentage, education, profession, marriage etc of a person born
of late have been predicted centuries ago. The so called atheist leaders consult Agasthyar and Kausigar and other sages fof the
past. Pushpa Viman of Ramayana and Asthras of Mahabharatha are an asset to India. We were reminded of them during Gulf
war.
Observation travel and contact , self analysis unbiased balanced thinking and submission to self esteem-all these can help avoid
foolish opinions.
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CMSEnglish.

Part ll English Paper ll - Study Materials

ENGLISH THROUGH READING (vol-2)

Title Author Page No

1. Work and Play Herbert Read 1

2. Three days to see Helen Keller 6

3. The Laws of Nature J.B.S.Haldane 11

6. The snapshot of the Dog James Thurber 27

7. Individuals and Masses Aldous Huxley 32

8. Children at Play Rumer Godden 37

9. Symptoms Jerome K Jerome 43

10. How to avoid Foolish Opinions Bertrand Russel 47

1. WORK AND PLAY

1. What is work? Write a Paragraph.

2. (d) A number of distinctions and contrasts.

1 Many people nowadays think that leisure is a problem which should be

(a) 1. conspicuous 2. commandeer 3. spontaneous 4. psychologist

(b) 1. conspiracy, conspirator 2. commandant, commander

1. done for pleasure and not for money- AMATEUR

Match the words given under A with meaning given under B

GRAMMAR – I Modals ( ‘Wll’, ’Can’, ‘Must’)

GRAMMAR –II ‘wh’ QUESTIONS.

1. (b) What did leisure mean before the Industrial Revolution?

1. (a) The distinction we make is between work and play.

5. (a) One half of a disintegrated personality may be engaged in useful work.

7. (a) A certain kind of activity may be one man’s profession.

9. (a) In the sense of participation, ‘play’ is a natural use of leisure.

The Situation before the Revolution:

The Situation before the Revolution:

3. Machines took over the greater part of physical labour.

2. They also did the work much faster.

14. They now had to find things to do in that time.

2. THREE DAYS TO SEE

1.How does a hero of a story reaffirm his spiritual faith?

(2) (d) In the lives of people who can see.

1. panorama (i) a number of scenes unrolling before one’s eyes

GRAMMAR-I MODALS (‘will’ and ‘would’)

‘ will’ in all the blanks of the first and last paragraphs.

GRAMMAR –II TENSE: PAST PERFECT / PAST SIMPLE

1. How did Mrs. Macy teach Helen?

b) If I had only three days to live….

A critical Essay on Heller’s Personality and Style.

3. THE LAWS OF NATURE

Human law Natural Law

Qualitative Example Quantitative Example

1. (a) exceptions to the rule are very rare.

GRAMMAR - I VERB PATTERNS(‘CALL’,’REGARD’.’CONSIDER’)

GRAMMAR - I ‘FOR’ – ‘TO’ TRANSFORMATION

Precis: The meaning of the word ‘law’ and its uses:

GRAMMAR-I TENSE : PAST CONTINUOUS / PAST SIMPLE/PAST PERFECT.

a) A letter from Peg to her parents who are away in France.

5th March, 2012.

b) Letter from Grandpa to Dr.Michael Smith – retired Professor of Astronomy

England, 5th March, 2012.

The Karburator and Spaceship compared

GRAMMAR – I EMBEDDED RELATIVE CLAUSES

GRAMMAR – II TENSE – SEQUENCE OF TENSES

6 THE SNAPSHOT OF A DOG

1. A long time (twenty five years) after.

(a) 1. tobacco (leaves which are used for smoking)

1. stop trying GIVE UP

GRAMMAR - I USAGE : ‘SINCE’,’FOR’,’UNTIL’

GRAMMAR - II USAGE: ‘find’, ‘find out’

5th March, 2012