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AP State Board Syllabus AP SSC 10th Class Hindi Textbook Solutions उपवाचक Chapter 2 दो कलाकार Textbook Questions and Answers.

AP State Syllabus SSC 10th Class Hindi Solutions उपवाचक Chapter 2 दो कलाकार

10th Class Hindi उपवाचक Chapter 2 दो कलाकार Textbook Questions and Answers

प्रश्न 1.
अरुणा व चित्रा दोनों के स्वभाव के बारे में अपने विचार बताइए।
उत्तर:
अरुणा और चित्रा दोनों अच्छी सहेलियाँ हैं। वे दोनों एक हास्टल में रहती हैं। अरुणा समाज सेविका है। चित्रा चित्रकारिणी है। अतः अरुणा को समाज सेवा में अधिक रुचि है। चित्रा को चित्र कला में रुचि है। रोग पीड़ित बच्चों की सेवा करना, उन्हें अस्पताल ले जाना वहाँ डॉक्टरों से चिकित्सा कराना, दवा दिलाना, आस -पास के गरीब बच्चों को शिक्षा – दीक्षा देना आदि में अरुणा अपना समय बिताती है और आनंद लेती रहती है। चित्रा अपनी चित्र कला द्वारा समाज को बदलना चाहती है। अरुणा को तो चित्रा की चित्र कला निरर्थक तथा बेमतलब लगती है। अरुणा चित्रा से निर्जीव चित्र बनाने के बजाय दुखी तथा असहाय लोगों की सेवा करने को कहती । चित्रा धनी बाप की बेटी थी। दोनों में इतना अंतर होने पर भी वे दोनों सच्ची दोस्ती को निभाती हैं।

प्रश्न 2.
चित्रा ने विदेश जाकर क्या किया? आपके विचार में उसका विदेश जाना सही था। क्यों ?”
उत्तर:
चित्रा ने विदेश जाकर तन – मन से अपना काम चित्र कला सीखने तथा चित्र खींचने में जुटा दिया। चित्रकला के प्रति उसकी लगन ने उसकी कला को निखार दिया। विदेशों में उसके चित्रों की धूम मच गयी। भिखारिन और दो अनाथ बच्चों के चित्र की प्रशंसा में तो अखबार के कालम के कालम भर गये। अनेक प्रतियोगिताओं में उसका अनाथ शीर्षक वाला चित्र प्रथम पुरस्कार पा चुका था।

मेरे विचार में तो चित्रा का विदेश जाना सही था। क्योंकि हर एक को अपनी – अपनी इच्छाएँ होती हैं। चित्रा चित्रकला में पसंद रखती है। वह अच्छी चित्र कारिणी बनना चाहती है। वह अपनी आशाओं को सफल बनाना चाहती है।

प्रश्न 3.
अरुणा की ममता पर अपने विचार बताइए।
उत्तर:
ममत्व, मानवता तथा दूसरों की सेवा में ही हम भगवान का दर्शन कर सकते हैं। ठीक विचार है अरुणा की। सचमुच अरुणा ममता की मूर्ति है। अरुणा में दया, सेवा, त्याग और ममत्व आदि भावनाएँ भरपूर हैं। वह आसपास के गरीब बीमार बच्चों को अस्तताल ले जाना, वहाँ उनकी चिकित्सा करवाना, निर्धनी तथा गरीब बच्चों को पढ़ाना। असहाय लोगों की सेवा करना आदि उसकी ममता तथा सेवा भाव का परिचायक है। इतनी ही नहीं कि एक भिखारिन मर पड़ी तो उस मरी भिखारिन के पास रो रहे दो बच्चों को वह गोद लेती है और अपने बच्चों की तरह उनका लालन – पालन करती है। उनकी माँ बनती है। ममत्व बाँटती है। इस प्रकार अरुणा एक ममत्ववाली, दयामयी, स्नेहशीली और उत्तम सेविका के रूप में हमारे सामने उपस्थित होती है।

दो कलाकार Summary in English

Aruna and Chitra were friends. They were studying college education staying at a women’s hostel. Of them, Chitra was a rich man’s only daughter. She was interested in painting. She was always engaged herself in painting pictures with different concepts. Her aim was to go abroad after completion of the course she was doing then.

Aruna was a kind hearted person. Hers was a helping nature. She would educate the poor children. She was also interested in social service.

Whenever Chitra showed her paintings Aruna would advise her to give life for some poor people instead of painting pictures twenty four hours.

Once it was raining for three days incessantly. Every day newspapers were publishing news about floods. The victims were in a pathetic condition.

Aruna was moved by this situation. She decided to help them and was engaged herself in collecting funds for the sake of flood victims. Even the time of examinations was approaching, she took part in that programme. Having taken permission from the Principal she went along with the volunteers’ team. After fifteen days she returned. Her health was damaged. At that time, Chitra had gone to her instructor. Once while going to bed, Aruna happened to see the paintings painted by Chitra. those paintings related to the floods seemed very natural which reflected the plight caused by the floods. She was upset about it.

After returning, Chitra felt very happy on seeing Aruna. She told Aruna that she was leaving for abroad after a week. She looked very elated.

They both were staying at the same place for six years. There was a close friendship :between them. So Aruna was disappointed to hear that her bosom friend going abroad.

That day arrived. Chitra was about to travel by the 5 p.m. train. Aruna kept Chitra’s luggage ready. Chitra met all her friends. She went to her instructor to take his blessings. There was no much time for her departure. So Aruna went out to find out why she was late. Later Chitra come there. Asked by two of her friends, she said that she had seen a feeble beggar woman in front of Garg store. There she lay dead. Her two children were wailing over her mother’s death. She was moved to see that distressing scene and had drawn a rough sketch. She came late because of that very reason.

Chitra went abroad and she completely immersed herself in painting work. Because of her dedication and perseverance, she became an expert in her field. Her paintings became popular in foreign countries. The painting of beggar woman and her two destitute children was published in every magazine there. That painting got good applause from the people. It received many first prizes in various competitions. She reached peaks in her career and forgot all the past. For the first year, she corresponded with Aruna through letters. Gradually communication between them came to a halt.

After three years, she returned to India. She was received with a grand welcome. Many articles about her art and her life were published in magazines. Her father felt proud of her achievements. An exhibition of her paintings was held in Delhi.

Aruna attended that programme with two children a ten-year-old male child and an eight year old female child. Chitra was overjoyed to see Aruna and embraced her. She asked Aruna whose children they were. Aruna said that they were her children. Asked by the children, Chitra showed them all her paintings. She told Aruna that the painting of the beggar woman had brought her good fame.

When her husband came there, Aruna entrusted him with the responsibility of the children. She told him to take the children to the paintings exhibition and said that she and her friend Chitra would go home.

The children went along with their father unwillingly. Chitra stared at them till they had gone out of her sight. She again asked Aruna who those cute children were pointing to the two children in the painting of the beggar woman, Aruna said that they were the two children seen in the painting. Chitra become dumb-struck with amazement.

दो कलाकार Summary in Telugu

దుప్పటి కప్పుకుని నిద్రిస్తూ ఉన్న అరుణను తన స్నేహితురాలైన చిత్ర కుదుపులు కుదుపుతూ రూనీ నిద్ర లే అంటూ దుప్పటిలాగి నిద్రలేపింది. అరుణ కళ్ళు నలుపుకుంటూ కొంచెం విసుగ్గా “అరే ఏమైంది నీకు” అని అడిగింది చిత్ర అరుణ చేయిపట్టుకుని తను కొత్తగా వేసిన బొమ్మ దగ్గరకు లాక్కు వెళ్ళి అక్కడ నిలబడి చూడు నేను బొమ్మ గీయడం పూర్తి అయినది. అని చెప్పింది.

ఓ! అలాగా దీన్ని చూపించడం కోసం నా నిద్ర పాడుచేశావా ? ‘ – అని అడిగింది అరుణ. ‘అరే! ముందు ఈ బొమ్మను చూడు. మొదటి బహుమతి రాకపోతే పేరు మార్చుకుంటా” అని అన్నది చిత్ర.

అరుణ ఆ బొమ్మను నాల్గువైపులకు తిప్పుతూ “ఎటు నుండి చూడమంటావో చెప్పు. నీకు వేలకొలది సార్లు చెప్పాను. ఏ బొమ్మ వేస్తావో దాని క్రింద ఆపేరు వ్రాయమని, అందువల్ల అర్థం చేసుకోవడంలో తప్పు జరగదని. లేకపోతే నీవు వేసిన ఏనుగు బొమ్మ గుడ్లగూబలా అనిపించవచ్చు’ అని అన్నది. బొమ్మకు కళ్ళను ఆనిస్తూ అరుణ “ఏ విధంగానూ నేను ఈ బొమ్మ ఏ జీవిదో అర్థం చేసుకోలేకపోతున్నాను.” – అని అన్నది. అప్పుడు “చిత్ర అరే నీకు ఏ జీవి కన్పించడం లేదా? కొంచెం బాగా ఆలోచించి చూచి చెప్పు” అన్నది చిత్ర. “అరె ఇదేంటి? దీనిలో రోడ్డు, మనుష్యులు, ట్రామ్ లు, బస్సు, మోటర్ కారు, ఇల్లు అన్నీ ఒక దానిపై ఒకటి ఎక్కుతున్నట్లున్నాయి. అన్నిటిని కిచిడీలా వండి ఉంచినట్లున్నావ్ ఏంటి పెద్ద చక్రమేదో తయారుచేసినట్లున్నావ్?” అని అంటూ అరుణ ఆ బొమ్మను అక్కడ పెట్టింది.

అప్పుడు చిత్ర “కొంచెం ఆలోచించి చెప్పవే” ఈ బొమ్మ దేనికి ప్రతీకో?” అని అడిగింది అరుణను. “నీ మూర్యత్వానికి ప్రతీక”- అని ఠక్కున చెప్పింది అరుణ. “అరే ఈ బొమ్మ ఈనాటి ప్రపంచంలో పెద్ద క్యూజన్ గా ఉంటుంది.” అని చెప్పింది చిత్ర.

“నాకైతే నీ గుండె కన్ఫ్యూజన్ కి ప్రతీక అనిపిస్తోంది. అర్థం పర్థం లేకుండా జీవితాన్ని వ్యర్థం (పాడు) చేసుకుంటున్నావ్” అని అంటూ అరుణ అక్కడ నుండి ముఖం కడుక్కోవడానికి వెళ్ళిపోయింది. తను తిరిగి వచ్చే సరికి ముగ్గురు – నలుగురు పిల్లలు ఆవిడ గది దరవాజా వద్ద నిలబడి ఎదురు చూస్తూ ఉన్నారు. అరుణ వస్తూనే, “ఆ! వచ్చేశారా పిల్లలూ? పదండి, నేను కూడా వచ్చేశా” అని అన్నది.

“ఏమోయ్! ఈ కోతుల్ని పెంచుతున్నావా? ఒకరోజు నేను నీ పాఠశాల బొమ్మను కూడా గీయాలి. దాన్ని ప్రజలకు చూపించాలి. నాకు ఒక స్నేహితురాలు ఉన్నది. అది బస్తీలోని నిరుపేద పిల్లలకు, నౌకర్లు, చాకర్ల పిల్లలకు చదువు చెప్పి తనను ఒక గొప్ప పండితురాలుగా, సమాజ సేవకురాలుగా భావించుకుంటుంది. – అని నీ గురించి చెప్పాలి. అని అన్నది చిత్ర.

నాలుగు గంటలు అవ్వగానే కాలేజీకి చెందిన బాలికలంతా తిరిగివచ్చారు. కానీ అరుణ ఇంకా రాలేదు. చిత్ర టీ త్రాగడానికి అరుణ కోసం ఎదురుచూస్తోంది.

అరుణ రాగానే చిత్ర అరే ఎక్కడెక్కడ తిరుగుతావో ఎవరికీ తెలీదు అని అరిచింది. “అరె ఎందుకు బడబడ వాగుతావ్, నేనొచ్చేశా కదా! టీ తయారుచెయ్యి. ఇద్దరు కలిసే తాగుదాం” అని అన్నది అరుణ. అరుణకు వచ్చిన ఉత్తరాన్నిఁతన చేతిలో పెట్టింది చిత్ర.

అరుణ కవరు చించి ఉత్తరం చదవడం ప్రారంభించింది. అరుణ ఉత్తరం చదవడం అయిపోయాక చిత్ర ” ఈ రోజు నాన్నగారి దగ్గర నుండి ఉత్తరం వచ్చింది. నేను ఇక్కడి కోర్సు పూర్తి అవ్వగానే విదేశాలు వెళ్ళిపోతాను. నాకు తెలుసు మానాన్న గారు ఎప్పుడు కాదనరు” – అని అరుణతో చెప్పింది.

“అవునమ్మా! ధనవంతుని ఏకైక కుమార్తెవు. నీ కోరిక తీరకుండా ఉంటుందా? కానీ నేను నిజం చెబుతున్నా నాకు నీ కళలన్నీ నిరర్ధకం అనిపిస్తున్నాయి, ఎంత నిరర్థకం అంటే చెప్పలేను. దేని కోసం ఈ కళలు? ఇవి మనిషిని మనిషిలా ఉంచవు” – అని అరుణ ఆవేశంగా మాట్లాడింది.

“అయితే నీవు నన్ను మనిషిగా .గుర్తించడం లేదా?” – ఎందుకు? అని అడిగింది చిత్ర.

“నీకు ఈ ప్రపంచం అనే పదానికి అర్థం తెలీదు, ఇతరులను గురించి ఏమీ తెలియదు. 24 గంటలూ నీ రంగుల్లో కుంచెల్లో మునిగి తేలతావు. ప్రపంచంలో ఏ గొప్ప సంఘటన జరిగినా దానిలో నీ బొమ్మకు ఏమీ ఐడియా రాకపోతే ఆ సంఘటన ఎలాంటి గొప్పతనాన్ని పొందదు. ప్రతి నిమిషం, ప్రతి వస్తువు, ప్రతి చోట నీవు నీ బొమ్మల కోసం మోడల్స్ చూస్తుంటావు. కాగితాలపై జీవం లేని ఈ బొమ్మలను చిత్రించే బదులు ఇద్దరు – నలుగురికి జీవితాన్ని ఎందుకు ప్రసాదించకూడదు? నీ వద్ద ఆ సామర్థ్యం ఉంది. సాధనాలు ఉన్నాయి”- అని అన్నది అరుణ.

“చెలీ! ఆ పని నేను నీకే వదిలివేశా. నేను వెళ్ళిపోతే నీవు ప్రపంచ కళ్యాణం కోసం జెండా పట్టుకుని తిరుగు”. అంటూ చిత్ర నవ్వింది.

మూడు రోజులనుండి జోరువాన కురుస్తోంది. ప్రతిరోజూ వార్తాపత్రికల్లో వరదలకు సంబంధించిన వార్తలు వస్తున్నాయి. వరద పీడితుల పరిస్థితి విషమించసాగింది. వర్షం ఆగిపోయి ఎండ’ రావడం అనేది జరగలేదు. అరుణ రోజంతా చందాలు ప్రోగుచేసే పనిలో ఉంది. ఒక రోజు చిత్ర అరుణతో “ చివరి పరీక్షలు దగ్గరకు వస్తున్నాయి. నీవేమీ చదవడం – వ్రాయడం లేదు. రోజంతా తిరుగుతూనే ఉన్నావు. అమ్మానాన్నలు ఏమని అనుకుంటారు? ఇంత డబ్బు నీళ్ళల్లో * + AM పోశామని అనుకుంటారు కదా!” – అని చెప్పింది.

చిత్ర మాటలు వినిపించుకోకుండా “ఈ రోజు స్వయంసేవకుల దళం ఒకటి వెల్తోంది. ప్రిన్సిపాల్ గార్ని అనుమతి . కోరాను. నేను కూడా స్వయం సేవక దళంతో వెళుతున్నాను” – అని చిత్రతో చెప్పింది అరుణ.

సాయంత్రం అరుణ వెళ్ళిపోయింది. పదిహేను రోజుల తర్వాత తను తిరిగివచ్చింది. తన ఆరోగ్య పరిస్థితి చాలా దెబ్బతింది. ఆమె ఆకారం ఎలా ఉందంటే ఆరునెలల నుండి జబ్బు పడిన ఆమెలా తయారయ్యింది. చిత్ర ఆ సమయంలో గురువుగారి దగ్గరకు వెళ్ళింది. అరుణ స్నానం చేసి, భోజనం చేసి పడుకోబోతోంది. అప్పుడే తన దృష్టి చిత్ర వేసిన నూతనమైన బొమ్మలపై పడింది. మూడు బొమ్మలను తయారుచేసి ఉంచింది. ఆ మూడు బొమ్మలు తను వరదల్లో చూసిన దృశ్యాలే, అచ్చు అలాగే గీయగలిగింది చిత్ర. తన మనస్సంతా అదోలా అయిపోయింది.

సాయంత్రం చిత్ర తిరిగి వచ్చిన తర్వాత అరుణను చూసి చిత్ర చాలా సంతోషించింది. “ఏమి చిత్రా! నీవు వెళ్ళడానికి సిద్ధపడ్డావా?” అని అరుణ చిత్రను అడిగింది. అప్పుడు చిత్ర “అవును, వచ్చే బుధవారం నేను ఇంటికి వెళతాను. తర్వాత ఒక వారం రోజుల్లో భారతదేశం వదిలి బయటకు వెళ్ళిపోతాను” – అని చెప్పింది చిత్ర. చిత్ర గొంతులో ఉత్సాహం తొణికిసలాడుతోంది.

“నిజం చెబుతున్నావా? నీవు వెళ్ళిపోతావా చిత్రా? ఆరు సంవత్సరాల నుండి ఒక చోట ఉంటూ నేను ఎప్పుడూ మనం విడిపోతామని అనుకోలేదు. నీవు వెళ్ళిపోతే నేను ఎలా ఉండేది? ” – అని ఉదాసీనంగా అరుణ చిత్రను అడిగింది.

ఇరువురి మధ్య ఎంత స్నేహం ఉంది. వసతిగృహంలోని వారందరూ వాళ్ళ ఇరువురి స్నేహాన్ని చూసి ఈర్ష్య పడేవారు.

ఈరోజు చిత్ర వెళ్ళే రోజు. అరుణ ఉదయం నుండే చిత్ర సామాన్లను సరిజేస్తూంది. ఒక్కొక్కర్ని చిత్ర కలిసి వచ్చింది. కేవలం గురువుగార్ని కలిసి రావలసి వుంది. అందువలన ఆయన ఆశీర్వాదములు తీసుకొనుటకు బయలుదేరింది. మూడు గంటలయ్యింది సమయం. కానీ తాను ఇంకా తిరిగి రాలేదు. ఐదు గంటల బండికి తను వెళ్ళవలసి ఉంది. అరుణ తనే స్వయంగా వెళ్ళి చిత్ర రాని కారణమేమిటో తెలుసుకుందామని అనుకుంది. అప్పుడే హడావిడిగా చిత్ర అక్కడికి వచ్చింది. వస్తూనే చాలా ఆలస్యం అయ్యింది. ఏమి చెయ్యను. ఆగవలసి వచ్చింది. అని తనే అన్నది చిత్ర.

“ఏమయ్యిందంట? ఎందుకు ఆగవలసి వచ్చిందంట?” – అని ఇద్దరు అడిగారు చిత్రను. “గ స్టోర్” ముందు ఒక చెట్టు క్రింద భిక్షగత్తె ఒకటి ఉండేది కదా! ఆమె అక్కడ చచ్చిపడిపోయి ఉంది. ఆమె ఇద్దరు పిల్లలు ఎండిపోయిన ఆమె శరీరం పై పడి ఏడుస్తున్నారు. ఆ దృశ్యాన్ని చూసే సరికి నేను ఉండలేకపోయాను. రఫ్ గా ఒక స్కెచ్ గీశాను. అందుకే నాకు ఆలస్యం అయినది” – అని చెప్పింది చిత్ర.

సాయంత్రం నాల్గున్నర గంటలకు చిత్ర వసతి గృహం దగ్గరకు వచ్చింది. అప్పటి వరకు అరుణ ఎక్కడికి వెళ్ళిందో తెలీదు. చాలా మంది ఆడపిల్లలు తనను వదిలిపెట్టడానికి రైల్వే స్టేషన్ కి కూడా వెళ్ళిరి. కానీ చిత్ర కళ్ళు అరుణ కోసం వెతకసాగాయి. ఐదుగంటల సమయం కూడా అయిపోయింది. రైలు కూడా బయలుదేరింది. కానీ అరుణ రానే రాలేదు.

విదేశాలు వెళ్ళి చిత్ర మానసికంగా – శారీరకంగా తన పనిలో నిమగ్నమైపోయింది. ఆమె శ్రద్ధా దీక్షలు చిత్ర కళలో ఆమెకు ప్రావీణ్యతను సాధించి పెట్టాయి. విదేశాల్లో ఆమె బొమ్మలకు బాగా ప్రచారం జరిగింది. భిక్షగత్తె – ఇద్దరు అనాథ పిల్లల చిత్రమైతే ప్రతి వార్తాపత్రికలో ప్రచురితమైనది. ఇప్పుడు ఉన్నత శిఖరాన్ని అధిరోహించిన చిత్ర గతం అంతా మరచిపోయింది.

మొదటి సంవత్సరం మాత్రం అరుణతో ఉత్తర ప్రత్యుత్తరాలు నియమిత రూపంలో బాగానే జరిగాయి. ఆ తర్వాత తగ్గుతూ- తగ్గుతూ పూర్తిగా ఆగిపోయాయి. ఒక సంవత్సరం నుండి అయితే ఆవిడ ఎక్కడుందో కూడా చిత్రకు తెలియదు. అనేక పోటీల్లో తన అనాథ శీర్షికతో ఉన్న చిత్రానికి ప్రథమ పురస్కారం లభించింది. ఆ బొమ్మలో ఏముందో మరి దాన్ని చూసిన వారంతా ఆశ్చర్యపోయేవారు. మూడు సంవత్సరాల తర్వాత తను భారతదేశం తిరిగి వస్తే ఘన స్వాగతం లభించింది. వార్తాపత్రికల్లో ఆమె కళను గురించి, ఆమె జీవితాన్ని గురించి అనేక వ్యాసాలు ముద్రించబడినవి. తన నాన్నగారు తన ఏకైక కుమార్తె ఘనత, విజయం పట్ల చాలా సంతోషంతో ఉండిరి. ఢిల్లీలో ఆమె చిత్రాల ప్రదర్శన కార్యక్రమం ఏర్పాటు చేయబడింది. అక్కడకు చిత్రను కూడా పిలిచారు.

అక్కడి గుంపులో ఒక రోజున అరుణ కలిసింది. “రూనీ” అంటూ చిత్ర అక్కడున్న గుంపులను కూడా చూడకుండా అరుణను కౌగిలించుకుంది.

‘నీకు ఎప్పటి నుండి బొమ్మలను చూసే అలవాటు ఏర్పడింది? రూనీ” – అని ప్రశ్నించింది చిత్ర అరుణను. “ఆ చిత్రాలను కాదు. చిత్రను చూడడానికి వచ్చా. నీవు నన్ను ఒక్కసారిగా మరచిపోయావు కూడా కదా?” అని అన్నది అరుణ.

అరుణతో అక్కడున్న ఇద్దరు పిల్లలు అరుణను ప్రేమతో చుట్టుకోవడం చూసి చిత్ర “అరే! ఈ ‘పిల్లలు ఎవరు?” అని అడిగింది. పిల్లవాడి వయస్సు 10 సంవత్సరాలు మరియు పిల్ల వయస్సు ఎనిమిది సంవత్సరాలు ఉంటాయి.

“నా పిల్లలే. ఇంకెవరి పిల్లలు” అని చెబుతూ ఈవిడ చిత్ర ఆంటీ. నమస్కారం చెప్పండి. అని ఆ పిల్లలను ఆదేశించింది అరుణ.

పిల్లలు చాలా ఆదర భావంతో నమస్కారం చేశారు. అవాక్కయిన చిత్ర కాసేపు పిల్లల ముఖాలను మరికాసేపు అరుణ ముఖాన్ని చూసింది. చిత్ర పిల్లల తలపై చేత్తో నిమిరింది. అరుణ పిల్లలతో ఈ చిత్రా ఆంటీ బొమ్మలు చాలా బాగా వేస్తుంది. ఈ బొమ్మలన్నీ ఈవిడ గీచినవే అని చెప్పింది.

“మీరు మాకు బొమ్మలన్నీ చూపండి పిన్నీ” – అని పిల్లలు చిత్రను బ్రతిమిలాడిరి. బొమ్మలన్నీ ఒక్కోటి తిరగేస్తూ – తిరగేస్తూ భిక్షగత్తె బొమ్మ దగ్గర ఆగిపోయిరి. “ ఈ బొమ్మే రూనీ, నాకు ప్రసిద్ధమైన పేరు తెచ్చిపెట్టిన భిక్షగత్తె బొమ్మ” అని అరుణతో చెప్పింది చిత్ర.” పిన్నీ ఈ పిల్లలు ఎందుకు ఏడుస్తున్నారు? అని ధ్యానంతో ఈ బొమ్మను చూస్తూ అడిగింది బాలిక. “వాళ్ళ అమ్మ చనిపోయింది. కన్పించడంలా? చచ్చిపడిపోయి ఉంది. అది కూడా అర్థం కాదా?” – అంటూ బాలుడు తన గొప్పతనాన్ని, జ్ఞాన ప్రతాపాన్ని తెలియజేస్తూ ఒకింత బడాయితో. “వీళ్ళు నిజంగా పిల్లలేనా? పిన్నీ అంటూ బాలిక కరుణ భరితమైన గొంతుతో అడిగింది చిత్రను. అరే నిజం రా! నిజంగా పిల్లల్ని చూసే ఈ బొమ్మను వేశాను. అని చెప్పింది చిత్ర. “పిన్నీ మాకు ఇలాంటి బొమ్మలు వద్దు. మంచి మంచి బొమ్మలు చూపించు. రాజా- రాణి, దేవతలు – అప్సరసలు లాంటివి”. – అని అన్నారు పిల్లలిద్దరూ.

ఇంకా కొంచెం సేపు ఆ బొమ్మలను చూడడం పిల్లలిద్దరికీ అసహ్యమేసింది. అప్పుడే అక్కడకు అరుణ భర్త వచ్చాడు. ” కొద్ది సేపు సంభాషణ జరిగిన తర్వాత ఆ పిల్లల బాధ్యతను భర్తకు అప్పచెప్పింది అరుణ. అంతేకాక ఏమండీ. మీరు కొంచెం సేపు పిల్లలకు చిత్రకళ ప్రదర్శన చూపించండి. చిత్ర నేను ఇంటికి వెళ్ళిపోతాం అని చెప్పింది అరుణ తన భర్తతో.

పిల్లలకు ఇష్టం లేకపోయినా తండ్రితో వెళ్ళారు. చిత్రతో కూడా ఇద్దరు పిల్లలు చాలా ప్రేమగా ఉన్నారు. ఆమె వారిని చూస్తూ ఉండిపోయింది. వాళ్ళు తన కళ్ళనుండి దూరం అవగానే “రూనీ! నిజం- నిజం చెప్పు. ఈ అందమైన పిల్లలు ఎవరు?” అని అరుణను అడిగింది చిత్ర. “అరె, చెప్పలా, నా పిల్లలే” – అని నవ్వుతూ చెప్పింది అరుణ.

“అరె! చెప్పవే. నన్నే మూర్ఖురాలిని చేస్తున్నావ్?” అని అంది చిత్ర.

ఒక క్షణం ఆగిన తరువాత అరుణ”, చెపుతాను చిత్రా అంటూ ఆ భిక్షగత్తె బొమ్మపై చేతివేళ్ళు పెట్టి చూపిస్తూ ఈ ఇద్దరు పిల్లలే ఈ పిల్లలు” అని చెప్పింది.

“ఏంటి? ….. చిత్ర కళ్ళు ఆశ్చర్యంతో నిండిపోయాయి. అది చూసిన అరుణ” ఏమిటి చిత్రా! ఏమి ఆలోచిస్తున్నావ్? అని అడిగింది చిత్రను.

“ఏం లేదు…. నేను …. ఏమని ఆలోచిస్తున్నానంటే…. కానీ మాటలు ఆమె ఆలోచనల్లో కోల్పోయినవి.

AP State Board Syllabus AP SSC 10th Class Hindi Textbook Solutions उपवाचक Chapter 1 शांति की राह में Textbook Questions and Answers.

AP State Syllabus SSC 10th Class Hindi Solutions उपवाचक Chapter 1 शांति की राह में

10th Class Hindi उपवाचक Chapter 1 शांति की राह में Textbook Questions and Answers

प्रश्न 1.
शांति की परिभाषा क्या हो सकती है? अपने शब्दों में बताइए।
उत्तर:
यदि हमारे पास दुनिया का सारा वैभव और सुख साधन उपलब्ध है, परंतु शांति नहीं है तो वैसे सुख साधन व्यर्थ हैं। संसार में मानव द्वारा जितने भी कार्य किये जा रहे हैं सबका एक ही उद्देश्य है – ‘शांति’।

शांति का केवल यह अर्थ नहीं कि मुख से चुप रहें। अपितु मन को नियंत्रित कर उसे बुराई के रास्ते पर चलने से रोकना ही वास्तविक ‘शांति’ है। इसीलिए जहाँ शांति है – वहाँ सुख है, जहाँ सुख है वही स्वर्ग है, जहाँ स्वर्ग है – वही दुनिया का श्रेष्ठ स्थान है। युद्ध, दुःख, लालच और सभी पीड़ाओं को मिटाने का एक मात्र साधन है – ‘शांति’। धन – दौलत से भौतिक संपदा खरीद सकते हैं, किंतु शांति नहीं।

प्रश्न 2.
नेल्सन मंडेला के जीवन से हमें क्या संदेश मिलता है?
उत्तर:
नेल्सन मंडेला के जीवन से हमें यह संदेश मिलता है कि जो कुछ अपना सिद्धांत है उसकी साधना में हमें निरंतर कार्यरत होना चाहिए। अपने देश के लिए, अपने जनता के लिए अपने अधिकारों के लिए लड़ते रहना चाहिए। शांति की स्थापना में अपना जीवन समर्पित करना चाहिए।

प्रश्न 3.
मदर तेरेसा ने अपने जीवन में क्या सिद्ध कर दिखाया है?
उत्तर:
मदर तेरेसा प्रेम, शांति, करुणा, वात्सल्य का पर्याय रूप है। महान माता मदर तेरेसा का पूरा नाम आग्नेस गोंकशे बोजशियु तेरेसा था। वैसे तो आप युगोस्लेविया मूल की थी। आगे चलकर सेवा की भावना में रत होकर भारत की नागरिकता स्वीकार ली।

उन्होंने अपना सारा जीवन गरीब, अनाथ और बीमार लोगों की सेवा में लगा दिया। और प्रसिद्ध हो गई।

इसके प्रकार उन्होंने यह सिद्ध कर दिखाया कि मानवता, त्याग, सेवा और सहायता ही जीवन की परमावधि है। वह हमेशा कहा करती थी कि प्रार्थना करनेवाले होठों से सहायता करनेवाले हाथ कहीं
अच्छे हैं।

प्रश्न 4.
“प्रार्थना करनेवाले होठों से कहीं अच्छे सहायता करनेवाले हाथ हैं”- पंक्ति का भाव स्पष्ट कीजिए।
उत्तर:
मदर तेरेसा बीमारों, गरीबों, असहायों की सेवा करती थी। उनका आदर्श मानव सेवा ही माधव सेवा है। इसलिए उन्होंने “मिशनरीज आफ चारिटी’ की स्थापना की। जिससे लोगों को सेवा कर सकें। वे हमेशा कहा करती थी कि “प्रार्थना करनेवाले होठों से सहायता करनेवाले हाथ कहीं अच्छे हैं।’

अभिव्यक्ति-सृजनात्मकता

निम्नलिखित प्रश्नों के उत्तर दो या तीन वाक्यों में लिखिए।

प्रश्न 1.
सभी पीडाओं को मिटाने का एक मात्र सधान है – ‘शांति’। इस पर अपने विचार बताइए।
उत्तर:
सभी पीडाओं को मिटाने का एक मात्र साधन है शांति – यह ठीक ही है। युद्ध, दुःख, लालच और सभी पीडाओं को “शांति” मिटा सकती है। धन – दौलत से भौतिक संपदा खरीद सकते है शांति को हम खरीद नहीं सकते। , यदि हम बिना लालच के साथ रहे तो शांति मिलती। बिना युद्ध के, साथ मिल – जुल कर रहें तो शांति मिलती। हमें किसी प्रकार का दुख न हो तो शांति अवश्य मिलती। युद्ध, दुःख और लालच – ये सब पीड़ाएँ ही हैं। इसलिए हम कह सकते हैं कि इन्हें मिटाने का एक मात्र साधन शांति ही है।

प्रश्न 2.
रंग भेद को मिटाने में नेलसन मंडेला का योगदान क्या है?
उत्तर:
नेल्सन मंडेला दक्षिण आफ्रिका के प्रथम अस्वेत राष्ट्रपति थे। राष्ट्रपति बनने से पूर्व वे सदियों से चल रहे रंग भेद का विरोध करनेवाले अफ्रिकी नेशनल कांग्रेस और उसके सशस्त्र गुट “उमखोतों वे सिजवे” के अध्यक्ष रहे। रंग भेद विरोधी संघर्ष के कारण उन्होंने वर्ष राबेन द्वीप के कारगार में बिताया। उन्हें कोयला खनिक का काम करना पड़ा। उन्होंने 1990 में नये दक्षिण आफ्रिका का निर्माण किया। वे समूचे विश्व में रंग भेद का विरोध करने के प्रतीक बन गये। दक्षिण आफ्रिका के लोग उन्हें राष्ट्रपिता मानते हैं।

शांति की राह में Summary in English

Though we have all grandeur of the world and means of comforts, those are of no value unless we have peace. Though the man on this earth organises number of programmes everybody’s motive and goal are ‘peace.’

Firstly, we should know the meaning of peace. Peace means not staying calm without saying even a word. If we control our mind and restrain it from going towards evil ways, it is called real peace. Where peace, prevails, there pleasure lies; where pleasure prevails there heaven is, where heaven exists, there this world has notable peace. The only means to remove war, grief and all kinds of pains is peace. We may buy material wealth with monetary wealth. But we can’t buy peace. This is the reason why all rich and developed countries in the world are very much interested in establishing peace. Peace can never be established by wars. But peace can be achieved through the negotiations and cooperation among all countries.

With this very intention UNO was founded on 24 October 1945. The main aim of this organization is to establish peace among all the countries in the world. Besides the Nobel Prize is being awarded to those who make great efforts in the field of peace.

So many great people dedicated their lives for the preservation of peace. Here in this lesson, the information about the magnanimous efforts of two noble personalities. They spent their lives for the attainment of non-violence, peace and fraternity.

Nelson Mandela :
The full name of Mandela who was renowned world wide as the Embassador of Peace is Nelson Rolihalhala Mandela. He was born on 18 July 1918 in South Africa. Before he held office as the first black President of South Africa, he worked as president of Africa National congress, which organized campaigns against racial discrimination for the centuries.

Because of those agitations, he was imprisoned in the jail of Robben Island for 27 years. He had to work in coal mines. After an agreement held with the government run by the whites in 1990, he built a new South Africa.

United Nations Organization (UNO) declared to celebrate his birthday as ‘Nelson Mandela International Day’. The people of South Africa regarded him as the father of the nation. They · believe that he is the reformist and originator democratic society in South Africa. They fondly call him ‘Madiba’ in South Africa. Madiba means to call the great people in a respectful way.

He was honoured with above 250 national and international awards. The Nobel Peace Prize and ‘Bharat Ratna’ award were conferred upon him in 1993. He was also awarded ‘Gandhi Peace Prize’ in 2008. He passed away on 5 December 2013.

Mother Teresa :
The name ‘Mother Teresa’ is said to be a synonym for love, peace, mercy, compassion and affection. The full name of such great mother ‘Mother Teresa’ is Agnes Gonxha Bojaxhiu Teresa. She was born in 26 August 1910 and breathed her last in 1997. She originally hailed from Yugoslavia. Later, she herself was engaged in service – oriented programmes and adopted Indian citizenship. She started her career as a teacher. But her dream was different from it. She wanted to serve the poor, the sick and the destitutes. Therefore, she founded ‘Missionaries of Charity’ in Calcutta in 1950. That organization was otherwise called Nirmal Hriday. She spent. her entire life in the service of the sick and destitutes. She became very famous by her notable services for the poor and the needy till 1970. She won the Nobel Peace Prize in 1979. She was also presented with the highest and prestigious award in our country ‘Bharat Ratna’ in 1980. She gave more importance to deeds than words. She would always say “Helping hands are greater than praying lips”. Now, she was not among us physically but we can never forget the lesson she taught us to help others.

शांति की राह में Summary in Telugu

ఒకవేళ మన వద్ద ఈ ప్రపంచానికి చెందిన మొత్తం వైభవం, సుఖ సాధనాలు ఉండి శాంతి లేకపోతే అలాంటి సుఖసాధనాలన్నీ వ్యర్థమే. ఈ ప్రపంచంలో మానవుని ద్వారా ఎన్ని కార్యక్రమాలు చేబడుతున్నప్పటికీ అందరి ఒకే ఒక ఉద్దేశ్యం, లక్ష్యం – శాంతి.

అన్నిటికంటే ముందు మనం అసలు శాంతి అంటే ఏమిటి? అనే విషయాన్ని తెలుసుకొనవలెను. శాంతి అంటే కేవలం నోటి నుండి మాట రాకుండా నిశ్శబ్దంగా ఉండడం కాదు. అందువలన మన మనస్సును నియంత్రించి దానిని చెడు దారివైపు వెళ్ళనీకుండా ఆపడమే వాస్తవిక “శాంతి”. అందువలన ఎక్కడ శాంతి ఉందో అక్కడ సుఖం ఉంది, ఎక్కడ సుఖం ఉందో అక్కడ స్వర్గమున్నది ? ఎక్కడ స్వర్గముందో అక్కడ ఈ ప్రపంచానికి శ్రేష్ఠమైన స్థానమున్నది. యుద్ధం, దుఃఖం, దురాశ మరియు అన్నిరకాల బాధలను తొలగించుటకు ఒకే ఒక్క సాధనం “శాంతి”. ధన సంపదతో భౌతిక సంపదను కొనవచ్చు, కాని శాంతిని కొనలేము. ఈ కారణంగానే ప్రపంచంలోని ధనవంతమైన దేశాలు శాంతిస్థాపన కొరకు యుద్ధం కోసం ఉవ్విళ్ళూరుచున్నవి. యుద్ధం ద్వారా ఎప్పటికీ శాంతిస్థాపన జరుగదు. కానీ అన్ని దేశాల మధ్య చర్చలు మరియు సహయోగం ద్వారా శాంతి స్థాపన జరుగుతుంది. ఈ ఉద్దేశ్యంతోనే 24 అక్టోబరు 1945లో ఐక్యరాజ్యసమితి స్థాపన జరిగినది. దీని మూల ఉద్దేశ్యం ప్రపంచంలోని అన్ని దేశాల మధ్య శాంతి స్థాపన నెలకొల్పుట. అంతేకాదు శాంతి రంగంలో గొప్ప పనులు చేసినవారికి ప్రతి సం||రం నోబెల్ బహుమతి ఇవ్వబడుతుంది.

శాంతి స్థాపనలో తన జీవితాన్ని అర్పించిన వారిలో ఎందరో మహానుభావులున్నారు. ఇక్కడ వారిలో నుండి ఇద్దరు గొప్ప వ్యక్తుల గొప్ప కార్యాలను గురించి ఇవ్వడమైనది. వారు తమ జీవితాంతం అహింస, శాంతి, సేవ మరియు సౌభ్రాతృత్వ సాధనలో గడిపి పునీతులైరి.

నెల్సన్ మండేలా :
మండేలా పేరుతో విశ్వవ్యాప్తంగా ప్రఖ్యాతి చెందిన శాంతిదూత పూర్తి పేరు నెల్సన్ రోలిహలా హలా మండేలా. ఆయన 18 జులై, 1918లో ద.ఆఫ్రికాలో జన్మించారు. ఆయన ద. ఆఫ్రికాకి మొట్టమొదటి నల్లజాతీయ రాష్ట్రపతి (అధ్యక్షుడు). రాష్ట్రపతి అవ్వడానికి ముందు ఆయన ద.ఆఫ్రికాలో శతాబ్దాల తరబడి వర్ణభేద ఆందోళన చేపట్టిన ఆఫ్రికా నేషనల్ కాంగ్రెస్ “ఉమాఖోతోంవేసి వే” కి అధ్యక్షునిగా ఉన్నారు. వర్ణ భేద విరోధ ఆందోళన కారణంగా ఆయన 27 సం||లు రాబెన్ ద్వీప కారాగారంలో గడిపెను. ఆయన బొగ్గు గనులలో పని చేయవలసి వచ్చినది. 1990లో శ్వేత ప్రభుత్వంతో జరిగిన ఒక ఒప్పందం తర్వాత ఆయన నూతన ద. ఆఫ్రికాను నిర్మించెను. ఆయన ద.ఆఫ్రికా మరియు ప్రపంచ వ్యాప్తంగా వర్ణభేద విరోధకునిగా గుర్తింపబడెను.

ఐక్యరాజ్యసమితి ఆయన పుట్టినరోజును ‘నెల్సన్ మండేలా అంతర్జాతీయ దినం’ గా జరుపుకొనుటకు నిర్ణయించింది. ద.ఆఫ్రికా ప్రజలు మండేలాను జాతిపితగా భావించిరి. ఆయనను ప్రజాస్వామ్య ప్రప్రథమ స్థాపకునిగా (ద. ఆఫ్రికాలో) ఉద్దారకర్తగా చూస్తారు. ద. ఆఫ్రికాలో మండేలాను “మదీబా” అని పిలుచుకుంటారు. మదీబా అంటే గొప్పవారిని గౌరవంగా (సమ్మానంగా) పిలుచుట అని అర్థం.

ఆయనను ఇప్పటి వరకు 250పైగా జాతీయ అంతర్జాతీయ బహుమతులతో సన్మానించుట జరిగినది. 1993వ సం||లో నోబెల్ శాంతి బహుమతి, భారతరత్న పురస్కారం ఆయనకు లభించినవి. 2008లో గాంధీ శాంతి పురస్కారం కూడా వారికి లభించినది. ఆయన 5 డిసెంబర్, 2013న స్వర్గస్తులైరి.

మదర్ తెరేసా :
మదర్ తెరేసా అనే పేరు ప్రేమ, శాంతి, కరుణ, వాత్సల్యములకు పర్యాయపదంగా చెప్పబడుతోంది. అలాంటి గొప్పమాత అయిన మదర్ తెరీసా పూర్తి పేరు “ఆగ్నేస్ గోక్ ఫే బోజశియు తెరేసా”. ఆమె 26 ఆగస్టు 1910లో జన్మించి, 05 సెప్టెంబర్ 1997లో స్వర్గస్తులైరి. ఆవిడ యుగోస్లావియాకు చెందినవారు. తదుపరి సేవాభావంలో నిమగ్నమై భారత పౌరసత్వాన్ని పొందిరి. మొదట్లో ఆమె ఉపాధ్యాయినిగా వృత్తిని ప్రారంభించినది. కాని ఆమె స్వప్నం వేరొక విధంగా ఉన్నది. ఆమె అనాథలు, పేదలు, రోగులకు సేవ చేయకోరెను. అందువలన ఆమె 1950లో కోల్ కతాలో “మిషనరీస్ ఆఫ్ చారిటీ” ని స్థాపించినది. ఆమె ద్వారా స్థాపించిన ఆ సంస్థనే “నిర్మల్ హృదయ్” అని పిలిచెదరు. ఆమె తన జీవితాంతం అనాథలు, రోగుల సేవలో గడిపినది. 1970 వరకు ఆమె పేదలకు, అసహాయులకు తన మానవీయ కార్యాల ద్వారా ప్రసిద్ధి పొందినది. ఆమెను 1979లో నోబెల్ పురస్కారము, 1980లో భారతరత్న పురస్కారములతో సన్మానించుట జరిగినది. ఆమె మాటలు చెప్పడం కంటే చేసి చూపడానికి ఎక్కువ ప్రాధాన్యతనిచ్చేవారు. ఆమె ఎప్పుడూ చెబుతూ ఉండేవారు – “ప్రార్థన చేసే పెదవుల కంటే సహాయం చేసే చేతులు మిన్న” – అని. ఇప్పుడు ఈ రోజు ఆమె మన మధ్య లేరు కానీ సహాయం చేయాలి అనే పాఠం మనం ఎప్పటికీ మరచిపోలేము.

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 6C An Icon of Civil Rights Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 6C An Icon of Civil Rights

9th Class English Chapter 6C An Icon of Civil Rights Textbook Questions and Answers

Answer the following questions.

Question 1.
The speaker talks about “creative battle” in the beginning of his speech. What does he mean by this phrase?
Answer:
Martin Luther King (Jr) describes the Civil Rights Movement of the blacks in the USA as a ‘Creative battle’. This is to show that the battle is going to ‘create’ a new world. The battle uses ‘good’ will and ‘good’ intention as weapons. It follows ‘good’ methods like ‘truth’, ‘non-violence’ and ‘love’. Its aim is to promote universal brotherhood. Hence it is a creative battle.

Question 2.
What is Martin Luther King’s speech about? List the issues he is talking about.
Answer:
Martin Luther King’s speech is about justice and equality. It is about universal brotherhood. It is about food to every body, education to every mind and dignity and respect for every spirit. It is about truth, love and peace. It is delivered as Nobel Prize acceptance speech.

Question 3.
Do you think that this is an emotive speech ? If yes, pick out the expressions that show it is an emotive speech.
Answer:
Yes, it is an emotive speech. Every part, in fact, is an example to prove the point. Yet, here are some striking expressions : 22 million Negroes are engaged in a creative battle ; our children, crying for brotherhood, were answered with fire hoses beleaguered and unrelenting struggle ………

Question 4.
What sort of future does the speaker visualize for the Americans and the mankind in general?
Answer:
Martin Luther King (Jr) is full of hope. He visualises a bright future for Americans and humanity. He dreams of a widening and lengthening super highway. Blacks and whites will travel along it in a cooperative and brotherly mood. That will lead them to an ideal land. There everyone gets food, education, justice, equality and dignity. Love, truth and peace will rule supreme.

Vocabulary

I. Given below are the words taken from the reading passage listed as key words. Match the word with the meaning as used in the text.

Answer:

II. Read the following expressions taken from the reading passage.
1. blazing light of truth
2. wounded justice
3. majestic scorn

Do they have any specific meaning?
Why does the speaker use such expressions?

The above phrases are figurative expressions. They mean a word or a phrase used in a different way from its usual meaning in order to create a particular mental image or effect to add interest to a speech or a writing. Here the two words that convey opposite meaning are combined together to get a positive meaning.

Now read the passage once again and pick out the figurative expressions.

Find out the meanings of all the expressions including the ones given above.
Answer:

Writing

I. You have listened to the speech delivered by Subhash Chandra Bose and read the speech by Martin Luther King Jr.
Let’s analyze their speeches.

Discuss the following questions in groups.
1) How do they begin their speeches?
2) Do you find any logical sequence of ideas in their speeches?
3) What sort of language do they use? (Persuasive, argumentative, emotive)
4) Do you notice any quotations, examples? (to support their argument)
5) Do they use any linkers for cohesion?
6) Do they maintain unity of ideas/thoughts for coherence?
7) What expressions do they use to conclude their speeches?
Answer:

1. They begin their speeches with one’s obligations to family and country and to the Civil Rights Movement in the USA.
2. Yes, there is absolute logical sequence of ideas in their speeches.
3. They use argumentative and emotive language.
4. Yes, I do notice quite a good number of examples.
5. Yes, they use linkers liberally for the purpose of cohesion.
6. Yes, they do maintain unity of ideas for coherence.
7. They conclude their speeches with expressions of hope, freedom, justice, and equality for all!

II. Prepare a speech on the following occasion in your school.
You can use some of the quotations given in the box.

Independence Day

Answer:
Respected teachers, elders and guests and my dear friends! A very brilliant morning and warm greetings of our greatest day of days to you all.

We breathe this cool morning the inspiring air of freedom. Today we stand in the protective shelter of our tricolour flag as it flies high in the sky and proclaims to the world the great achievement of Indians! But the flag also reminds us of the selfless sacrifice thousands of Indians made to gift us this invaluable independence. The flag, at the same time, advises us to be mindful of our responsibilities.

As we celebrate this great event in the lap of goddess of learning, shouldn’t we pledge to follow the path our national leaders have so brilliantly illuminated for us? As the present students and future citizens, shall we plan for our future and our mother India’s future too?

As you all know well, planning for future demands analysis of present. Are we, then, rellay free in its comprehensive sense? Are we, for example, free from fear? For, as Aristotle has well said, “He who has overcome his fears will truly be free”. Are we really aware of and following Eleanor Roosevelt when he says, “Freedom makes a huge requirement of every human being. With freedom comes responsibility. For the person who is unwilling to grow up, the person who does not want to carry his own weight, this is a frightening prospect?” Are we really respecting freedom of expression? Do we follow

S.G. Talientyre’s mantra in this regard? The mantra is : “I disapprove of what you say, but I will defend to the death your right to say it.” Are we free from hatred and jealousy? Shouldn’t we put into practice Martin Luther King’s (Jr) wise advice – Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred – even after independence? Are we allowing our innate nature to move ahead in its own way? Do we prove Virginia Woolf right in the saying – Lock up your libraries if you like, but there is no gate, no lock, no bolt that you can set upon the freedom of my mind?

The present picture is full of challenges. Illiteracy, poverty, corruption, pollution, fast depleting natural resources – the list is too long to complete here. It haunts us day and night. Let us all work together to solve these burning problems. Let us empower ourselves first to be able to work for Mother India! Let us hope to see Mother India full of smiles! Thank you all for your encouraging attention. Jai Hind I

Project Work

Collect information about the great leaders who fought for the freedom of our country. Arrange the information in the table given below:

Discuss in groups and write down the questions you will need to get the information.

On the basis of the information collected in the table below, write a brief biographical sketch of any one of them and present it before others in class.


Answer:
A BRIEF BIOGRAPHICAL SKETCH OF SAROJINI NAIDU

Sarojini Devi was born on 13th February 1879 in Hyderabad to Aghoranath Chattopadhyaya and Varada Sundari Devi.

She passed matriculation when she was just 12. Then she went to England for higher studies in King’s college in London and later at Cambridge.

She married Mutyala Govindarajulu Naidu in 1898. Kandukuri Veeresalingam acted as the priest on the occasion.

Gopala Krishna Gokhale influenced and guided Sarojini Naidu into Freedom Struggle. She met Gandhiji in 1915 and Nehru in 1916 for the first time. She took a very active part in Congress activities and Independence movements. She inspired many men with her poetic recitals which won for her the title ‘Nightingale of India’, Recognizing her important role, Congress leaders made her the party president in 1925. But the British government imprisoned herforthe same role.

After India became independent, she was made the governor of United Provinces (now Uttar Pradesh), the first Indian woman to become so. People remember her as a patriot, poet, philospher and lover of peace. She remains a source of inspiration to many persons-particularly women.

An Icon of Civil Rights Summary in English

Martin Luther King (Junior) is one of the most influential and inspiring Afro-American leader. His Nobel Prize acceptance speech is noted for its excellent content and effective expression. He accepts the Nobel Prize on behalf of the Civil Rights Movement in America. He remembers the suffering of blacks in the USA. He praises the Indians for showing the path of non-violence. He believes in the power of truth and love. He is hopeful of bright future for humanity. He has faith in man’s ability to lay a super highway of justice on which all people will cooperatively go ahead and create a world where every body gets food, mind finds education and spirit receives dignity, equality and brotherhood. He says faith gives us courage and confidence to complete the mission of establishing universal brotherhood that has roots in love, truth and peace.

An Icon of Civil Rights Glossary

icon (n) : a famous person ; a symbol of an idea

majesty, highness, excellencies (nouns) : terms showing high respect to people of top positions

accept(v) : take; receive

determination (n) : firmness in continuing to do something despite difficulties

scorn (n) : contempt; hatred

reign (n) : rule (Note that the letter ‘g’ is silent.)

mindful (adj) : aware ; remembering

sanctuary (n) : a place that is safe

segregation (n) : separation ; isolation

debilitating (v+ing) : weakening

grinding (v+ing) (adj) : never ending ; never improving

afflicts (v) : causes suffering

rung (n) : step

beleaguered (adj) : experiencing a lot of criticism

unrelenting (v+ing : adj) : not stopping and not becoming less severe

contemplation (n) : serious thinking

antithetical (adj) : opposite

sterile (adj) : not capable of producing

elegy (n) : a poem or song about sad feelings

psalm (n) : a song praising god (Note that the letters ‘p’ and T are silent.)

revenge(n) : causing suffering to others because the caused suffering

aggression (n) : attack

retaliation (n) : action against someone because they harmed

tortuous (adj) : complicated, long, full of bends

alliances (n-plural) : groups working together to achieve what they want

audacious (adj) : daring ; willing to take risks

despair (n) : the feeling of losing all hope

flotsam and jetsam (phrase-noun) : useless things, persons with no job, no home

cynical (adj) : not believing that something good will happen

triumphant (adj) : successful; victorious

prostrate (adj) : lying on the ground facing downwards

altars (n-plural) : places of worships

redemptive (adj) : that saves from evil

dreary (adj) : that which makes one dull, bored

soared (v-past tense) : rose high ; went up

righteousness (n) : morally good behaviour

heirloom (n) : a valuable object from forefathers

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 6B Freedom Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 6B Freedom

9th Class English Chapter 6B Freedom Textbook Questions and Answers

Answer the following questions.

Question 1.
What sort of freedom does the poet wish to have?
Answer:
The poet wants freedom from fear and physical, intellectual, psychological, emotional, social, and financial weaknesses.

Question 2.
The poet talks about fear in the opening lines of the poem. What kind of fear is he talking about?
Answer:
The poet refers to fear of country’s future, development, social and economic equality, etc.

Question 3.
What does the expression “truth’s adventurous paths” mean?
Answer:
“Truth’s adventurous paths” means the road taken by persons speaking only truth is full of challenges and problems.

Question 4.
What does the poet mean by ‘figures’ in the poem? What sort of figures are they? What does the poet want them to be?
Answer:
‘Figures’ here are people. They are obedient and patient. The poet wants them to have their own individuality.

Question 5.
“Where figures wait with patience and obedience for the master of show.” What does the poet mean by this?
Answer:
Persons here wait for their leader. They just follow their master without any original thinking.

Question 6.
What does the ‘shackles of slumber’ mean? How does it arrest the progression of life?
Answer:
‘Shackles of slumber’ means chains of laziness, inaction and indifference. When one is a prisoner of laziness, life does not progress.

Question 7.
Do you think we are all free from fear? What kind of fears are haunting our motherland now?
Answer:
No, we are not at all free from fears. The fears of over population, over pollution, lawlessness, insecurity to women and the weak are some of the striking ones haunting our mother land.

Question 8.
What does freedom mean to you? Is it freedom from hunger? Is it freedom from physical attack? Is it freedom from illiteracy? is it freedom from social oppression? What else?
Answer:
Freedom from desire, selfishness, illiteracy, dirt and disease, hatred, poverty, etc. is what freedom means to me.

Freedom Summary in English

The poem ‘Freedom’ by Rabindranath Tagore is both philosophical and psychological. He wants a special kind of freedom for the motherland. It is freedom from fear. It is freedom from old age and related weaknesses. It is freedom from lack of vision and slumber. It is freedom from mistrust. It is freedom from uncertain destiny, cruel power and lack of individuality. It is freedom from meaningless movements, senseless statistics and heartless artificiality.

Freedom Glossary

claim (v) : demand ; achieve

beckoning (v+ing) : showing signs to call

shackles (n-plural) : chains

slumber (n) : sleep

mistrusting (v+ing) : having no faith

anarchy(n) : a situation without order, control or government

helm (n) : steering wheel or handle

puppet (n) : a person whose actions are controlled by others

mimicry (n) : copying; imitation

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 6A A Long Walk to Freedom Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 6A A Long Walk to Freedom

9th Class English Chapter 6A A Long Walk to Freedom Textbook Questions and Answers

Look at the following pictures and answer the questions that follow.

Question 1.
What do you know about the great persons in these pictures?
Answer:
The pictures are of Mahatma Gandhi and Nelson Mandela. Both of them are world class leaders. They sacrificed their lives for their countries. They exhibited excellent human qualities in their movements. They remain forever as models for leadership and humanity.

Question 2.
What similarities do you find in their lives?
Answer:
Mahatma Gandhi and Nelson Mandela have a lot of similarities in their lives. In fact, Mandela derived inspiration from Gandhi. Both are coloured. Both suffered at the hands of the whites. Both of them fought for their countries. They sacrificed their personal lives for their movement. Both of them spent a lot of time in jails. People regard both of them as their greatest leaders.

Comprehension

Answer the following questions.

Question 1.
Why is it difficult to fulfil the ‘twin obligations’ in a country like South Africa?
Answer:
In South Africa, coloured persons were not allowed to fulfil their twin obligations. If anyone tried to do so, he was punished and isolated. Blacks were not permitted to live like human beings.

Question 2.
What sort of freedom did Mandela enjoy as a boy? Was it real? Give your opinion.
Answer:
Mandela was born free. He could run around in their fields. He could swim in the streams nearby. He had the freedom to roast maize under the stars. He enjoyed rides on the backs of bulls. But that freedom was very limited and purely private. Later, it turned out to be an illusion.

Question 3.
How did Mandela’s understanding of freedom change with age and experience?
Answer:
As a boy, Mandela thought he was free. As a student, he knew he did not have freedom. Later, he realized that all blacks were deprived of their freedom, dignity, and self-respect. Finally, he understood that he could not enjoy his limited freedom as long as his people were not free. He felt that freedom was indivisible.

Question 4.
What does the line ‘the oppressed and the oppressor alike are robbed of their humanity’ suggest?
Answer:
Mandela is a wise leader. He has a lot of insight. He says ’the oppressed and the oppressor alike are robbed of humanity1. For an ordinary person, only the oppressed appear to be the sufferer. But the oppressor also suffers from hatred. Hence all are losers. Freedom to everyone alone is the solution.

Question 5.
What relevance does Nelson Mandela’s life have to the present society?
Answer:
Mandela’s life is relevant to any place and at any time. His life basically deals with human values. And humanity remains the same everywhere and at any time.

Question 6.
“It was this desire … that animated my life”, which desire is the narrator referring to?
Answer:
The desire Mandela refers to is the greater hunger for the freedom of his people.

Vocabulary

I. Tick (✓) appropriate meaning for each of the following underlined words.

1. I was born free.
a) able to act at will
b) having personal rights
c) not subjected to constraints
d) costing nothing
Answer:
c) not subjected to constraints

2. I was prevented from fulfilling my obligations.
a) not able to perform
b) stopped from doing
c) conditioned to do
d) forced to do
Answer:
b) stopped from doing

3. My freedom was curtailed.
a) enhanced
b) lost
c) reduced
d) blocked
Answer:
c) reduced

4. I was not a virtuous leader.
a) dignified
b) law-abiding
c) well behaved
d) honest
Answer:
d) honest

II. Read the following paragraph carefully. Fill in the blanks with the most appropriate forms of the words in brackets.

Nelson Mandela was an outstanding black ___(1)___ (lead) of South Africa, who spent his life time ___(2)___ (fight) against racial ___(3)___ (segregate). He had to spend 30 years of imprisonment to achieve ___(4)___ (free) of the coloured. Finally he ___(5)___ (creation) history when he became the first black man as the President of ___(6)___ (independence) Republic of South Africa. This great leader who has been a source of ___(7)___ (inspire)for millions of freedom lovers in the world was influenced by Mahathma Gandhi, the father of our nation!
Answer:
1) leader
2) fighting
3) segregation
4) freedom
5) created
6) independent
7) inspiration

Grammar

Defining Relative Clause :

Read the following sentences and notice the underlined parts.

1. The man who takes away another man’s freedom is a prisoner.
2. The people followed the principles that Mandela advocated.

• As you perhaps know, the clauses underlined above are called adjectival clauses because they qualify the noun in the preceding clause.
• In (1) we are able to identify who the man is with the help of the information contained in the clause, who takes another man’s freedom. Similarly, the identity of the principles is revealed by the clause, that Mandela advocated. Without these clauses, the listeners will not be able to know who the man is and which principles they are. Who in (1) refers to the man and that in (2) refers to the principles. These words in these sentences are

Relative pronouns.

• The Adjectival clauses are also called Defining Relative Clauses because they help to define the person or the object referred to.
• The whole expression containing the noun phrase and the Relative Clause now acts like a single noun phrase.

Pick out the Defining Relative Clauses and the noun phrases they define from the text. Fill in the table given below. One is done for you.

Writing

I. Read the story once again and analyze the text in the light of the following questions.

• What incidents do you find in the first paragraph?
• How does the writer reflect on (feel about) these incidents?
• What is the writer’s point of view on the incidents?

You may have witnessed several instances of discrimination in the world around you. Write an essay about one such incident. You may use the following clues:

• When and where did it take place?
• With whom did the incident occur?
• What were you doing at that time?
• How did you feel about these incidents?

Answer:
Pleasant are the ways of villagers. Sometimes the ways are mysterious too, particularly to a town boy as young as 12. Even after clear explanation by village elders, I find it difficult to understand the way the villagers behaved that day.

It was summer. As in every summer, I had been to my grandparents’ village. Born and growing in a small house in a crowded town, I always love to go to villages. And my love for my grandfather’s village is all the more as it is on a river bank with a range of hillocks on another side. I also cherish village games and countryside walks.

That particular day filled my heart with rather sad feelings. My grandfather and I were walking along a path beside the river. A man of about 25 was riding a bicycle towards the village. A young boy of below 10 years was sitting on the back seat of the cycle. He appeared to have been enjoying that ride as if it were for the first time he was riding a cycle !

Suddenly a group of 5 or 6 men stopped the cycle. They started scolding the man for allowing the boy to sit on his cycle. And as to the boy, they almost beat him. The boy’s eyes were filled with tears of fear. The trembling boy’s tender face left a deep impression on my mind. And the memory has been haunting me whenever I think of the village. Since then, though I have been going there, the feelings about the village have not been as pleasant as they used to be before that incident.

As I was at my wit’s end as to why the boy shouldn’t ride the bicycle, I asked my grandmother the reason for their behaviour. Grandmother said in a hushed voice that the boy belonged to a lower caste and the man was from a higher caste !

My mind failed to understand that and till today I see no point in that attitude ! May God bless us with the understanding that all men – nay, all living beings – are equal !

Study Skills

Read the following biographical account of a great patriot of India, which describes events in his life. After reading the text, complete the chronological table.

Subhash Chandra Bose was born on 23rd January in Cuttack in 1897. He was born in a rich family. When he was five he was admitted into a big European school. At the age of twelve, he was shifted to another school, where his headmaster, Beni Madhav Das, kindled the spirit of patriotism in him. When he was fifteen, he came under the profound influence of an outstanding spiritual leader, Swami Vivekananda.

After his graduation, Subhash left for Cambridge in 1919 to appear for the Indian Civil Service Examination (ICS). But he had made up his mind to dedicate his life to the service of his country; he resigned from the Indian Civil Service and returned to India in 1921. He took part in freedom struggle, Independence Movement and fought against the British rule in India. Bose was arrested and sent to a prison in Burma. With the cooperation of some prisoners and freedom lovers, Bose formed the Indian National Army (INA) in 1941 in Singapore. He inspired the troops to fight against the British to liberate their motherland. On 21st October 1943, the Azad Hind Government was set up in foreign soil.

Subhash is called ‘Nethaji’ (Neta- a leader) because he was a true and passionate leader of the Indian struggle for freedom.

Complete the following table based on your reading of the passage.

Listening

Practise listening carefully. Then you will be bale to speak.
Listen to the ‘speech of Subhash Chandra Bose’ and answer the questions that follow.

Speech of Subhash Chandra Bose
Brave soldiers! Today you have taken an oath that you will give fight to the enemy till the last breath of your life, under the national tricolour. From today you are the soldiers of the Indian National Army of free India. You have volunteered to shoulder the responsibility of forty crores of Indians. From today your mind, might and money belong to the Indian Nation. Friends, you have the honour to be the pioneer soldiers of Azad Hind Fauj. Your names will be written in the history of Free India. Every soldier who is martyred in this holy war will have a monument, Free India. The coming generations will shower flowers on those monuments. You are very fortunate that you have got this valuable opportunity to serve your motherland. Although we are performing this ceremony in a foreign land, our heads and hearts are in our country. You should remember that your military and political responsibilities are increasing day by day and you must be ready to shoulder them competently. The drum of Indian Independence has been sounded. We have to prepare for the battle ahead. We should prepare ourselves as early as possible so that we can perform the duties we have shouldered. I assure you that the time is not far off when you will have to put to use the military skill which you possess.

Today we are taking the vow of independence under the National Flag. A time will come when you will salute this flag in the Red Fort. But remember that you will have to pay the price of freedom. It has to be got by force. Its price is blood. We will not beg freedom from any foreign country. We shall achieve freedom by paying its price. It doesn’t matter how much price we have to pay for it. I assure you that I will lead the army when we march to India together. The news of the ceremony that we are performing here has reached India. It will encourage the patriots at home, who are fighting empty-handed against the British. Throughout my life, it had been my ambition to equip an army that would capture freedom from the enemy. Today I congratulate you because the honour of such an army belongs to you. With this, I close my speech. May God be with you and give you the strength to the pledge which you have taken voluntarily today.
Inquilab Zindabad!

I. Based on the ‘speech of Subhash Chandra Bose’ answer the following question orally.

1. What is the thrust of Subhash Chandra Bose’s speech?
Answer:
The thrust (main point) of Bose’s speech is motivating the soldiers to fight for mother India’s Freedom with a sense of sacrifice and responsibility.

II. Say whether the following statements are True or False.

1. Subhash asked the soldiers to sacrifice everything for their motherland.
Answer:
True

2. Subhash dreamt that every soldier of INA would have a monument in Free India.
Answer:
True

III. Have you ever heard of &ny national leader’s speech? Talk about him/her.
Answer:
Yes. I heard of Atal Biharr Vajpayee’s speech. He uses a very simple language. Humour is clear and dignified in his talk. He quotes from poetry and himself composes poems and recites. His commitment to the cause of the country makes his words appealing. His selfless service adds force to his flow of sounds.

Oral Activity

Debating
Work in pairs. Organize a debate in dass on the following proposition. Women should work in kitchens and men in offices.
One member of the pair speaks in favour of the proposition, while the other speaks against it.
Remember

• Organize your ideas as main points and sub-points;
• Put your ideas in a proper order ( sequence);
• Give suitable examples, quotes;
• Use polite expressions;

You may use some of the following words/phrases to express your views

• In my opinion ………………
• personally feel ………………
• It’s my feeling ……………….
• think ……………..

To agree with your opponents

• I agree with my worthy opponents ……………..
• I am in favour of the ……………..
• I think they / you are right ……………..
• I support the idea ……………..

To disagree with your opponents

• I’m sorry to differ with you ……………..
• I disagree with you ……………..
• It may be your opinion but I’m not happy with this ……………..
• That’s purely your idea but the reality is different ……………..

To establish your point of view/stand

• Since I have evidence I strongly believe this ……………..
• I’m fully confident with my point as ……………..
• I’ve no doubt about this since it is a ……………..
• Therefore I conclude that ……………..

A : It is definitely very good if women remain at home and men work in, offices. It was practised in good olden days and everyone lived happily and peacefully.

B : I love to agree with your example. But that belongs to past. We live in the present. The times have changed a lot. Change, we must along with the time !

C : Women confining to homes is a good proposition. That is the place where a woman’s abilities are most useful. Work at offices men can take care of!

D : I’m really sorry to disagree with you! Women, no doubt, are best home makers. But that doesn’t mean they cannot do other things. Don’t we have examples in thousands that prove women’s abilities! What about Sakuntala Devi, Sunitha Williams ; Kalpana Chawla ; Indra Nobyi; Indir a Gandhi, and many more?

E : Hard working husband and school going students need personalised service at home. So it would always be good for women to stay at home. A hgppy father and satisfied children make a home a pleasant place to live in!

F : That is a fine idea. But what about the feelings of a woman. Particulary when she has an urge for expression of her talents! You see from one angle. Let’s try to be comprehensive.

G : Women have tremendous patience. She can attend to work at home and yet be a office goer. Allowing women to work outside is advantageous in many ways. Inconveniences, if any, can be sorted out somehow. Father and children should learn to enjoy sharing work at home. Then everyone will be happy.

H : It is a balanced opinion. What I would like to put in is that every woman has her own choice. Some women may prefer to stay at home on their own. Others may love to take up a job outside. Hence what I feel to be the best option is to give freedom to women to be a home maker or a job seeker!

A Long Walk to Freedom Summary in English

Nelson Mandela’s narration ‘A Long Walk to Freedom’ is at once soul-stirring and thought-provoking. Every man has obligations to his family and his country. Fulfilling them depends on one’s ability and nature. But in South Africa coloured people were not allowed to fulfil any of those obligations. But Mandela tried and succeeded to fulfil his obligations to the country. But he failed in the case of his family. He was born free. But soon he discovered that his freedom was not true. He realised that no black in South Africa was free. They didn’t have self-respect too. His hunger for personal freedom became the hunger for everyone’s freedom. For that, he changed himself. He became animated. He became bold. He sacrificed his personal ambitions and life. He worked for the freedom of the oppressor too. He believed that freedom was indivisible. He attempted for freedom to everyone and he achieved it too.

A Long Walk to Freedom Glossary

twin (adj) : two

obligations (n-plural) : duties ; responsibilities

humane (adj) : kind ; concerned

inevitably (adv) : as is certain to happen

inclinations (n-plural) : feelings /tendencies that make one do something

isolated (v-past tense) : separated from others

ripped (v-past tense) : torn ; separated

twilight (adj) : mysterious ; uncertain ; not clearly defined

rebellion (n) : opposition to authority

mealies (n-plural) : maize

abided by (ph.v) : accepted the law / worked according to rules

illusion (n) : something that appears to be present but actually not present

transitory (adj) : temporary

yearned (v-past tense) : wanted very much ; longed

potential (n) : quality that exists and can be developed

keep (n) : food, clothes and other basic things that one needs to live

obstructed (v-past tense) : blocked ; stopped

curtailed (v-past tense) : limited

animated (v-past tense) : made full of energy

monk (n) : a person living without family, personal possessions etc.

virtuous (adj) : behaving in a very good and moral way ; honest

oppress (v) : treat others cruelly and unfairly

oppressor (n) : a person oppressing others

the oppressed (v-past participle – used as a noun along with ‘the’) (plural) : people who are oppressed

prejudice (n) : an unreasonable dislike based on race etc.

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 4C Can’t Climb Trees Any More Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 4C Can’t Climb Trees Any More

9th Class English Chapter 4C Can’t Climb Trees Any More Textbook Questions and Answers

I. Answer the following questions.

Question 1.
What is your opinion about the theme of the story?
Answer:
The theme is about man’s concern for his roots. It is about one’s own association with nature. It is particularly about one’s innocent childhood, spent in the lap of grandparents. It is interesting and inspiring.

Question 2.
The middle-aged man remembers his joyous days of youth. What are the different words/phrases used in the story (for example, dark dancing eyes; swift and sweet of limbs) to show the characteristics of the youth?
Answer:
Words that show the characterstics of youth are: ‘climbing over the wall’, ‘music of a piano’, ‘climbingthe jackfruit tree, ‘marbles I had won’, ‘sprang up and ran’, ‘sprightliness in his step’, etc.

Question 3.
‘A blessing rests on the house where the shadow of a tree falls/ And so the present owners must also be receiving the tree’s blessings. What does the narrator’s grandmother mean by this statement?
Answer:
The man’s grandmother used to say:
A blessing rests on the house where the shadow of a tree falls! That means growing trees in our yards brings us a lot of good. Trees benefit man in many ways.

Question 4.
Are the grandmother and Chief Seattle expressing the same feelings about trees and nature? Why?
Answer:
Yes, the grandmother and Chief Seattle express the same feeling about nature. Good old people realise the value and the usefulness of nature. They go on wisely advising everyone to love and respect nature.

Project Work

Look at the picture. Our water resources are getting polluted every day. If we do not care enough to prevent pollution and save water, there is going to be an acute scarcity of drinking water.

I. Visit five houses in your locality and collect the following information.

1. Number of members in the family.
a) adults
b) children

2. The average quantity of water used in the household (in litres).
a) for drinking and cooking food
b) for washing clothes and cleaning the house
c) for cattle
d) for cultivation

3. The average quantity of drinking water wasted in the household (in litres).
a) for drinking and cooking food
b) for washing clothes and cleaning the house
c) for cattle
d) for cultivation

4. What are the water sources for the household and what is the average quantity 6f water used from these sources?
a) well in the household
b) public well
c) water from public taps
d) river, pond, lake, etc.

5. Does the ground water in the locality get polluted ? If so, the sources.
a) domestic sewage
b) industrial wastewater
c) agricultural wastewater
d) construction site run-off
e) urban run-off

Consolidated Sheets of the data collected from five houses
1. Number of members in the family.

2. The average quantity of water used in the household (in litres).

3. The average quantity of drinking water wastec in the household (in litres).

4. What are the water sources for the household and what is the average quantity of water used from these sources?

5. Does ground water in the locality get polluted? If so, the sources.

II. Work in three groups and make reports as suggested below. Present all the reports before the whole class.
Group A : The quantity of water used by the households in the locality from various water sources and how the usage can be minimised for conserving drinking water.
Group B : The water sources in the locality, how the water gets polluted and how it can be prevented.
Group C : What measures that can be taken for conserving water and preventing pollution of water ?
Answer:
Report of Group A
The survey discovers some startling facts. A huge quantity of water is wasted everyday in 90% of the households. The wastage is more in houses that have running water tap connections provided free of cost. An average household with 5 members uses 250 litres of water if their source is a hand pump or public well. But a household of the same size with free running water tap connection uses (or wastes) 1000 litres of water a day! So, there is an urgent need to check this wastage. Strict laws are to be enacted and enforced on oneside and awareness programmes are to be conducted on a massive scale on the other side!

Report of Group B
The only source of water in the locality surveyed is a pond. But the pollution levels in it are very high. Ignorance of pollution is the main reason. Domestic sewage joins the pond. Cattle freely swim around the pond. Even washing of clothes goes on in the pond. Agricultural waste water also enters the pond. A pond – protection committee should be formed and the committee should take round-the-clock care to prevent this pollution and protect the only water source.

Report of Group C
Water is precious. It is essential too I We need to conserve it. First wastage of water in all its forms must be prevented. Rain water harvesting, recycling of water in permissible sareas are to be encouraged. Pollution of water bodies is to be minimised. Promoting aw^-eness among people is most important. Enacting suitable and strict laws and enforce them eftuely are other measures.

The River Summary in English

Ruskin Bond is a famous writer for children. He is fond of writing about the bond between nature and man. “Can’t Climb Trees Any More” is an example. A middle aged man looks at a house, the trees and flower plants in the yard from outside. A young girl of about 12 comes there and asks him what he is looking at. He replies that he is looking at the house. She very innocently asks him if he wants to buy that. He says they lived there twenty five years ago and he just felt like seeing their old house. The little girl invites him in. To prove that he is still young, he climbs the wall but gasps. With the help of the girl, he climbs down. They sit on a stone bench. The man recollects his childhood days. He recollects his grandmother’s words that trees would bless those living in their shade. He says that he used to store his treasures in a hole in the jackfruit branch. An Iron Cross is among his treasures. He says it must be still in the hole. The girl asks if he will check. He says he can’t climb trees any more. The girl climbs the tree, finds the cross and gives it to the man. But the man gives it back to the girl saying that he has come there not for his cross but for his youth. So saying he walks briskly remembering the young girl’s lively features!

The River Glossary

verge (n) : a piece of grass on the edge of a path

turnstile (n) : a gate that moves in a circle allowing only one person at a time

dizzy (adj) : feeling that everything is spinning

hollyhocks (n – plural) : a kind of flowering plants

disembodied (adj) : a sound heard but the speaker not seen

slim (adj) : thin, lean

colonel; brigadier (nouns) : ranks in army

witty (adj) : humorous

offence (n) : hurting; injury

appraising (v + ing) : evaluating; understanding

prosperous (adj) : rich; wealthy

trapeze (n) : a swing used in circus

muttered (v – past tense) : murmered ; said in a low voice

slithered (v – past tense) : glided ; moved slowly and smoothly

shattering (v + ing) : breaking

spotted (v – past tense) : noticed

pruning (v + ing) : shortening; cutting

fragrance (n) : perfume

drenched (v – past tense) : filled with

chiming (v + ing) : soft, ringing sound

budgerigars (n – plural) : a small Australian bird belonging to the parrot family.

hollow (n) : hole

eddies (n – plural) : circular movement of air with dust

barefoot (adj) : without any footwear

sprightliness (n) : liveliness

lissome (adj) : thin and attractive

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 4B The River Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 4B The River

9th Class English Chapter 4B The River Textbook Questions and Answers

I. Answer the following questions.

Question 1.
Is the river like a child? Why?
Answer:
Yes, the river is like a child at the place of its birth. It dances and shines like a child at play.

Question 2.
Why does the poet call it ‘swelling river’?
Answer:
As the river progresses, other streams join it. It widens. It goes on expanding. Hence the poet calls it ‘swelling river.

Question 3.
‘Seeming still yet still in motion.’ What does the word ‘still’ mean in either case?
Answer:
’Still’ in the first place means ‘motionless’. It is an adjective. ‘Still’ in the second place means ‘even though’. It is an adverb.

Question 4.
How does the sea remind you of eternity?
Answer:
The sea is almost endless. It is vast. It never dries up. Thus it reminds us of eternity.

Question 5.
What do the river and the sea remind the poet of?
Answer:
The river reminds the poet of the ages of man’s life. The sea reminds the poet of the immortality after death.

II. Read the poem once again and list the words in the poem which show the movement of the river at various stages.
Answer:
dancing, rush, sweeping, in motion, tending, dash.

II. Now, read the last line of each stanza. What do these lines say about the river?
Answer:
The last lines of the stazas tell us the stages of the river. They also compare the river to man in his various ages.

III. What are the word pictures used in the poem? How do they add to the beauty of the poem?
Answer:
Little river, dancing, a child at play, by rose – banks; impetuous youth; mortal prime still in motion ……… These word pictures create beautiful impressions in the minds of readers. Thus they add to the poem’s beauty.

IV. Read the following comparisons:
‘She skims like a bird.’
‘Her face shines as the moon in the sky.’

Pick out similar expressions from the poem ‘The River’. Say why the poet has made these comparisons. What would you compare them to?

Answer:

1. Now, read the last line of each stanza. What do these lines say about the river?
Answer:
The last line of the stazas tell us the stages of the river. They also compare the river to man in his various ages.

2. Do the river and its movement suggest something eise to you?
Answer:
Yes, the river and its movement suggest to me many things. They are; continuously moving time: gradual but endless progress in every area; man’s life through different ages.

3. Attempt an appreciation of the poem comparing and contrasting your experience of a river with that of the poet.
Answer:
The poet’s comparison between the river and the child at play is very impressive. But when I see the shining river glide through, I feel a dazzling snake creeping along. And whenever I see the river fall down from rocks I remember the jumping deer. As I see the brimming river the image of vast sky appears in my mind. But the poet’s comparisons refer to man’s ages and there is a continuity. That is because of the maturity and creativity of the poet.

The River Summary in English

C.A. Bowles presents a graphic picture of a river’s course in her artistic poem “The River”. The poet draws an interesting comparison between the river’s progress and man’s ages. The river at the beginning shines and dances like a child at play. Then it swells and runs fast and rash as an impulsive youth. In later stages, it is full and appears to be still. But, it is deep and moves on like man in his prime age. Finally, the river jumps into the sea and attains eternity along with the sea!

The River Glossary

sparkle (v) : shine

pebbles (n – plural): small stones

foliage (n): branches and leaves

glancing (v+ ing): looking at quickly

swelling (v + ing): expanding; increasing

rush (v): move fast

brawling (v + ing): noisily fighting one’s way

impetuous (adj): rash, impulsive ; acting quickly

brimming (v + ing): full

still (adj): without movement

still (adv): despite ; even though

tending (v + ing): moving

mortal prime: man in his important stage

headlong (adj): moving with head in the lead

dash (v): jump ; move

eternity (n): immortaily

AP SSC 9th Class English Textbook Solutions

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 5C The Ham Radio Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 5C The Ham Radio

9th Class English Chapter 5C The Ham Radio Textbook Questions and Answers

Answer the following questions.

Question 1.
What are the places in which disaster management becomes imperative?
Answer:
Disaster management becomes imperative in public places, business centres and road junctions etc. Large number of people move around in such areas.

Question 2.
How can we empower the disaster management crew?
Answer:
We can empower disaster management crew by providing them with best devices.

Question 3.
In what way does Amateur Radio (Ham Radio) become inevitable in times of natural calamities?
Answer:
Ham radio is inevitable in times of calamities. This is because conventional communication network fails during disasters.

Question 4.
Cite the disasters in which Amateur Radio Operators commenced disaster relief when other systems failed.
Answer:
Disasters during which Ham radio helped the crew are : 2001 Gujarath Earthquake, 2001 WTC attack in the USA, 2004 tsunami in India and many more.

Question 5.
Explore other incidents in which Ham Radio Operators can take up rescue operations.
Answer:
Ham radio operators can take up rescue operations during road and fire accidents ; war and mega social, cultural or religious gatherings.

Question 6.
What is the central theme of the essay?
Answer:
The theme of the essay is the multiple uses of ham radio.

Question 7.
List the criteria to qualify for becoming a Radio Amateur.
Answer:
To become a ham, one should qualify in
1) Morse code
2) communication procedure and
3) basic electronics.

Project Work

Get into groups and collect information relating to various disasters from Newspapers, magazines and books etc. Each group should work on one disaster. Fill in the boxes in the table given in the next page with necessary information. One is done for you.

The Ham Radio Summary in English

Disasters and terrorism may strike thickly populated areas at anytime. Communication is most important in such situations. And conventional communications like cell phones fail exactly in those emergencies. It is in those times Ham radio comes handy. Ham radio uses high frequency and automatic batteries. And the Ham volunteers are skilful and ever ready to work. Failure of the system is very less likely. The only problem is the availability of information about Ham operators. During 2001 Gujarath Earthquake, 2001 attacks on WTC in the USA, 2004 Tsunami in India, Ham radio served disaster management personnel wonderfully. Ham radio is useful in day to day problems like medical emergencies too. Anyone above 12 with no specific educational qualifications can appear for Ham radio licence test and on passing it can obtain the licence.

The Ham Radio Glossary

ham (n) : a person who operates radio signals as a hobby, not as a job

strike (v) : attack

efficient (adj) : doing thoroughly

imperative (adj) : extremely important or urgent

calamities (n-plural) : disasters

adverse (adj) : unfavourable/harsh

crew (n) : persons working as a team

amateur (adj) : working for enjoyment, not as a job

innovation (n) : new, improved creation

adept (adj) : skilful

terrestrial (adj) : related to /on land

choke points : blocking or obstructing points

improvising (v+ing) : managing with available things when the right things are not availble

wiped out (phrasal verb) : destroyed totally

AP SSC 9th Class English Textbook Solutions

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 5B Grabbing Everything on the Land Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 5B Grabbing Everything on the Land

9th Class English Chapter 5B Grabbing Everything on the Land Textbook Questions and Answers

Answer the following questions.

Question 1.
What is the central theme of the poem?
Answer:
The theme of the poem is the vast destructive power of tsunami and the widespread death and damage it causes.

Question 2.
What does the ‘hand’ refer to? Where was the hand born?
Answer:
The hand refers to the tide of tsunami. It is born under the surface of the sea.

Question 3.
Identify the most striking line in the poem.
Answer:
The most striking line the poem is the concluding line.

Question 4.
Describe the damage caused to mankind due to ‘Tsunami’. Locate the words or expressions which tell the fury of ‘Tsunami’.
Answer:
Tsunami killed men and animals. It uprooted trees and destroyed houses. In fact, it smashed everything that was in its way. The expressions that show the fury of tsunami are : dreadful might; anger unleashed ; white horses galloping ; dissolved under the heat; crashing; crunching; tearing

Question 5.
Why do you think only a few could understand the meaning of ‘Tsunami’?
Answer:
Majority of the people of tusunami affected areas were killed. Only a few survived. The destruction caused by tsunami is known only to those living after it.

Grabbing Everything on the Land Summary in English

Lily Usher presents in detail the terrible destructive power of ocean tides in her poem “Grabbing Everything on the Land”. The wave came like a giant hand felling trees and crushing homes. It destroyed everything in sight and no one could escape from it. The hand was born in the ocean and got its strength from the rocks underneath. Everyone was surprised to see the waves coming towards them like fast running white horses, smashing everything on their way. Crashing, crushing, crunching, and cutting was everywhere. Death danced all around. The few who managed to escape understood what ’tsunami1 meant.

Grabbing Everything on the Land Glossary

grabbing (v+ing) : seizing ; taking something suddenly and with force

foam (n) : mass of bubbles on water surface

uprooting (v+ing) : felling; pulling roots from the ground

smashing (v+ing) : crushing ; destroying

fist (n) : closed fingers ; symbol of attack

survive (v) : able to live despite difficulties

dreadful (adj) : terrbile ; evoking fear

might (n) : power; energy

tide (n) : rising surface of water

belly (n) : stomach

plates (n – plural) : (here) rocks in the earth’s crust

fury (n) : anger

unleashed (v – pt) : let loose

shriek (n) : a cry of fear

galloping (v + ing) : running very fast

dissolved (v – past tense) : melted ; (here) died

crunching (n + ing) : crushing noisily

seeping (v + ing) : flowing slowly

brutally (adv) : cruelly; mercilessly

hound (n) : a hunting dog

punch (n) : a hit; shot

tsunami (n) : an extremely large wave in the sea ; a tidal wave
(from Janapese)

AP SSC 9th Class English Textbook Solutions

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 5A A Havoc of Flood Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 5A A Havoc of Flood

9th Class English Chapter 5A A Havoc of Flood Textbook Questions and Answers

Look at the picture and answer the questions that follow.

Question 1.
What made the people stand on the roof-tops?
Answer:
Floods of severe intensity made people stand on the roof-tops.

Question 2.
What are the people in the helicopter trying to do?
Answer:
People in the helicopter are trying to airlift the people standing on the roof-tops.

Question 3.
Have you ever seen a situation like this in your life? If yes, when and where did you see it?
Answer:
No, I haven’t seen a situation like that. But in cinemas and on TVs I have seen such situations.

Comprehension

I. Answer the following questions.

Question 1.
What mood is highlighted throughout the description? Pick out the words that suggest the mood.
Answer:
The mood highlighted in the description is that of sorrow, shock and horror. Some of the words that suggest the mood are : terrible, damp, cold, cloudy, gloomy, roaring, shattering, frantically, trauma, heart-rending, pathetic plight, catastrophe, aghast

Question 2.
Which of the scenes in the text has moved you the most? Why?
Answer:
A 40 year old widow Rajeswari staying at a roadside shelter with her four young children without food and water moved me. A mother watching silently the suffering of tender children is unbearable and unimaginable.

Question 3.
Who played the key role in the rescue operation of the floods? What steps were taken by the government?
Answer:
Government agencies, the army, the navy and personnel from Disaster Management Response Force played a key role in rescue operations. Government opened relief camps and distributed food, clothing, medicines etc., among the victims. Government also extended all possible help.

Question 4.
“The flood victims were looking on with wide open eyes for some help to meet their needs.” Can you guess what their needs may have been?
Answer:
The immediate needs of the flood victims are food, shelter, clothing and medicines.

Question 5.
“Help always pays gratitude.” In what way is this statement true in the light of the context?
Answer:
All the needs of the victims were met by government agencies, philanthropists and NGOs. The victims were thankful for the help. Hence the saying ‘Help always pays gratitude1’ is true.

Question 6.
How did the roaring floods disturb the lives of the people of Kurnool?
Answer:
The roaring floods destroyed houses, disturbed normal life, killed men and animals, shattered their hopes in Kurnool.

Question 7.
What relief measures would you suggest for the flood victims?
Answer:
Apart from basic needs like food and clothing, I would suggest emotional support to victims and permanent solution to floods.

Question 8.
What inspiration can you draw from the last two paragraphs of the lesson?
Answer:
Rajeswari’s courage, determination, hope and concern for children teach us very valuable lessons. And her sense of thankfulness to those who helped her is highly admirable.

Vocabulary

Read the following sentence and notice the meaning of the underlined word.
They reached their dwelling places hoping a bright morning the next day.
In this sentence ‘bright’ means ‘full of light’ or ‘shining strongly’ or ‘happy.’

A single word in English (with the same spelling and the same pronunciation) may have many meanings.

The correct meaning (or the suitable meaning) of that word is understood with the help of the context.

Words with multiple meanings are called HOMONYMS. (It is very interesting to improve one’s word power with the help of HOMONYMS.)

Some commonly used Homonyms are : kind, type, plant, articles, cricket, bat, bowl, sight, light, kite …..

I. Identify the meaning of ‘bright’ in each of the foliowing sentences and write your own sentences using ’bright1 in different meanings.

1. I like bright colours.
bright = strong, thick, easy to see
My uncle bought a bright blue dress for me.

2. Tejaswini gave me a bright smile, bright = cheerful and lively
On knowing the results, their eyes turned bright.

3. Sindu is a bright student.
bright = brilliant, quick to learn
Many teachers prefer to talk to bright students.

4. Yamuna has bright ideas.
bright = helpful
The manager always seeks bright ideas.

5. This young player has a bright future.
bright = likely to be successful
The students of this school can hope for a bright future.

6. We took rest in a bright room.
bright = full of light
As she kept all the windows open, the room was bright when we entered it.

II. Several people and things are involved in rescue operations. There is a description of a flood rescue operation. Complete the concept map given below with the suitable information from the text:

Answer:

Grammar

Read the following sentences from the text and notice the underlined words/ expressions.

1. No sooner had the relief team arrived there than their joy knew no bounds.
2. They had scarcely arrived at their destinations when the rain poured down.
In the above sentences the expressions “No sooner… than” and “scarcely… when” are used to suggest that one thing happened very soon after another. The expression ‘hardly … when’ is also used to express the same.

• Pairs of words like ‘No sooner… than’ ; ‘scarcely… when’ and ‘hardly…. when’ are called ‘correlative conjunctions’.
• They connect two expressions/clauses /actions. Hence they are conjunctions.
• They show the relationship between the two actions in terms of time. Hence they are correlatives.
• Special Note

1. ‘No sooner’ always goes with ‘than’ and ‘scarcely/hardly’ always go with ‘when’. They are inseparable.
2. ‘When ‘scarcely/hardly’ are used at the beginning of the clause, the helping verb is used before the subject, not after the subject. (Subject – helping verb inversion) If they are used after the subject, the word order is not changed. In the case of ‘No sooner’, there is inversion always.

Combine the following sentences using the expressions “No sooner… than, scarcely… when, hardly… when.”
One has been done for you.
1. I put the phone down. It rang again.
A : No sooner had I put the phone down than it rang again.
or
B : I had scarcely put the phone down when it rang again.
or
C : I had hardly put the phone down when it rang again.

2. I arrived at the station. Then the bus came in.
A : No sooner had I arrived at the station than the bus came in.
B : I had scarcely arrived at the station when the bus came in
C : I had hardly arrived at the station when the bus came in.

3. I closed the door. Somebody knocked it again.
A : No sooner had I closed the door than somebody knocked it again.
B : Scarcely had I closed the door when somebody knocked it again.
C : Hardly had I closed the door when somebody knocked it again.

4. She finished the meal. She started feeling hungry again.
A : No sooner had she finished her meal than she started feeling hungry again.
B : She had scarcely finished her meal when she started feeling hungry again.
C : She had hardly finished her meal when she started feeling hungry again.

5. Madhavi opened the door. The dog entered the room.
A : No sooner had Madhavi opened the door than the dog entered the room.
B : Scarcely had Madhavi opened the door when the dog entered the room.
C : Madhavi had hardly opened the door when the dog entered the room.

Writing

I. In the reading passage, one of the victims of the flood, Rajeswari shared her sufferings with the flood relief team. On the basis of this, develop an interview by a news reporter.

News Reporter : Rajeswari, could you tell me what had happened?
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Answer:
News Reporter : Rajeswari, could you tell me what had happened?

Rajeswari : Oh! It was dreadful. The night of 27! Horrible! Downpour! Nonstop! We couldn’t believe our eyes! Even multi-storeyed buildings were shaking. What about our mud shack?

News Reporter : Has someone come to help you?

Rajeswari : Not immediately. As waters entered our small shaky house, I took my four children and ran for safety.

News Reporter : Could you easily find out a safe place?

Rajeswari : Yes, very close to my house, the road has a high side wall like structure which then stood above flood waters. So we all stayed there!

News Reporter : How long did you stay there?

Rajeswari : It was for two long days in open I Without food and water. Only flood water and our tears!

News Reporter : Hasn’t help reached you even then?

Rajeswari : Help in the form of rescue team in a fibre boat came to us. They took us to the nearby relief camp, gave us clothes and food. They promised to give money to repair my damaged house. They supported us well. May God be kind to them!

News Reporter : Even in your testing times you are so thankful and you think of their welfare! Great of you! May God bless you!

II. Assume that you happened to read some of the articles/news reports on the flood rescues. You were deeply moved by the sorrows of the victims of the floods. You decided to raise funds for the cause. You wanted to share this idea with your classmates and seek their assistance in this matter.

Prepare a speech/a talk that you would like to make to convince the donors about the need for raising funds for the cause.

You may use the ideas given below.

• Floods in Kurnool
• Damage occurred
• Human suffering and deaths
• Loss of property
• Death of animals
• Loss of crops
• Shortage of basic needs like food, clothing and shelter
• Importance of relief operations
• Moral responsibility

Answer:
My dear lovers of humanity!

Times call us to rise to the occasion. Here is a situation watching which none can remain unmoved. I know your concern for our fellow beings’ suffering : Recently Kurnool witnessed floods of grave intensity. Flood water reached house roof level. Hundreds of people lost their lives. Animals in thousands were covered in water and were dead. Loss of property runs into crores of rupees. Crops were damaged when they were about to be reaped. People now are crying for basic needs like food, shelter, water, clothes, medicines. They need moral support. They need assurance from us. They lost everything except hope. It is our duty to ensure their hope continues to live. It is our moral responsibility to extend to them whatever help we can ! You know ‘Service to man is service to God! And service to man in such dire need is the best kind of worship. I very humbly appeal to you all with folded hands. Let us join our hands. Let us collect men, money, materials etc. Let us support our brothern. Let us share their sorrow and suffering. Let us prove to the world that we love humanity!

III. Assume that you were one of the victims of the flood and received some help from a donor. Write a letter thanking him and expressing your gratitude.

IV. On the basis of the diagram given below write a paragraph stating the sequential series of actions/methods (preparation before, during and after) that can be taken for disaster management.

Answer:
Disaster Management includes different activities. First disaster-prone areas are to be assessed with the help of past occurrence and present events. And probable risk to life and property is to be estimated. Then protective structures and relief camps are to be planned and got constructed. After these preparatory arrangements, advance warning systems and evacuation machinery are to be put in place. Later community at large and teachers in particular are to be trained in rescue operations. And finally the outside world is to be informed about the disaster along with the particulars of loss and quantity of aid required. Effective Disaster Management depends on the execution of these steps in sequence.

Study Skills

Note-Making
We take notes when we read a book in order to record information for future reference. Such notes help us to revise lessons easily before examinations.

Let’s know the process of note-making.

• Read the passage once quickly
• Underline the key terms during the second reading s Note only the most important information
• Condense the information
• Omit examples and illustrations
• Organize the condensed information in a suitable format
• Keep a suitable title

Some strategies for condensing information.

• Use numbers instead of words
  e.g. sixty eight written as 68
• Use short substitutes for long words
  e.g. maths for mathematics
• Use reduced verb forms
  e.g. Killed instead of was killed
• Use the ‘to-infinitive’ to indicate future time
  e.g. relief teams to help the people
• Use abbreviations and acronyms
  e.g. IAF, AIR
• Use condensed spelling of words
  e.g. Dept, for Department, Dr. for Doctor

Here is a model answer for paragraphs 2 – 5 from your Reading Passage – A.
Floods in Kurnool

28-9-2009
a)No tourists
b)No buses

27-9-2009
a) heavy rainfall
b) damp, cold and cloudy climate
c) pouring rain

28-9-2009
a) river waters entered the streets
b) flood inundating houses
c) 20 lakh cusecs inflow to the Srisailam Dam
d) threat of flood on the banks of the Krishna
e) heart-rending scenes
f) people seeking help to rescue them

Now make notes from the following passage and then summarise it.

The word “disaster” is derived from Middle French “desastre” and from old Latin “disastro”. A disaster can be defined as any tragic event that can cause damage to life, property and destroy the economic, social and cultural life.

The natural disaster is a consequence when a natural hazard affects humans or built environment. Human vulnerability and lack of appropriate emergency management lead to financial, environmental and human loss. The resulting loss depends on the capacity of the population to support or resist the disaster. Disasters occur when hazards meet vulnerability.

A natural hazard will never result in a natural disaster in areas without vulnerability. Various phenomena like earthquakes, landslides, volcanic eruptions, floods and cyclones are all natural hazards that kill thousands of people and destroy a lot of money and property each year.

Natural hazards can strike in unpopulated areas and never develop into disasters. The rapid growth of the world’s population and its increased concentration often in hazardous environments has escalated both the frequency and severity of natural disasters. Tropical climate, unstable land forms, deforestation and non-engineered constructions m^kethe disaster-prone areas more vulnerable. Developing countries suffer more or less chronically by natural disasters.
Answer:
A) Notes :
Para 1 :
disaster rooted in French, Latin
damage to life and property
destroys economic, social and cultural life

Para 2 :
natural hazards affecting populated areas
vulnerability adds to loss
hazard + vulnerability = disaster

Para 3 :
earthquakes, floods etc – hazards

Para 4 :
hazards in unpopulated areas – not disasters
increasing population, tropical climate,
unstable land forms, deforestation,
non – engineered constructions increase vulnerability
developing countries – chronic – victims.

B) The word ‘disaster’ – rooted in French and Latin – means a damage-causing event that destroys economic, social and cultural life. Hazards affecting vulnerable populations result in disasters. Lack of emergency management mechanism leads to huge loss of life and property. Hazards like earthquakes and floods destroy life and property every year. Increasing populations, tropical climate, unstable land forms, deforestation and non-engineered constructions add to the vulnerability. Developing countries are the chronic victims.

Listening

Practise listening carefully. Then you will be able to speak.
Listen to the ’News Bulletin’ and answer the following questions.

News Bulletin

This is All India Radio. The news…. read by Latika Ratnam.

The headlines first…
An unprecedented flood caused a havoc in Krishna, Guntur, Kurnool and Mahabubnagar districts of Andhra Pradesh.

The Prime Minister visits the flood-affected areas tomorrow.

India defeated Pakistan in the triangular cricket series held at Brisbane, Australia.

Now the news in detail. Massive floods wreaked a havoc in Krishna, Guntur, Kurnool and Mahabubnagar districts of Andhra Pradesh. Water has been released from the dams of Srisailam, Nagarjuna Sagar and the Prakasam Barrage. About 400 villages have been inundated with floodwaters, 4 lakhs of people have become homeless. The death toll has reached 532 so far.

However, the rescue operations are in full swing. The Chief Minister of Andhra Pradesh has made an aerial survey of the flood-hit areas. An immediate aid of two lakhs of rupees has been announced to the members of the deceased. A relief of ten thousand rupees has been announced to the homeless. The C.M. has conducted an emergency meeting with the respective collectors of the flood-hit areas and asked them to set up rehabilitation camps immediately on war-footing.

1. What was the havoc caused by the flood?
Answer:
About 400 villages were inundated. Around 4 lakh people became homeless. 532 persons died till then.

2. What relief measures were taken by the Government of A.P.?
Answer:
The Chief Minister made an aerial survey. An immediate aid of rupees two lakhs was announced to the members of the deceased. A relief of rupees ten thousand was declared to the homeless. Rehabilitation camps were set up on war footing.

3. What are the other highlights of the news bulletin?
Answer:
1) The Prime Minister visits the flood-affected areas tomorrow.
2) India defeated Pakistan in the triangular cricket series held at Brisbane, Australia.

Oral Activity

Read the lesson “A Havoc of Flood” once again. On the basis of the ideas in it, prepare a mock interview for a TV/newspaper.

Work in groups and collect the information about the havoc caused, relief operations
etc., from the following.
1. Victims
2. Officials
3. Doctors
4. N.G.Os (Non-Governmental Organisations/Voluntary Organisations)

In each group one member will be the reporter and the others will play the other roles. Afterwards each group will make the presentation.

1. Interview with Victims :
TV Reporter : Hello, the floods seem to be very severe. Have you been receiving relief from anyone?

Victims : Yes, the floods have been very severe. Never before in our lives have we seen floods of this seriousness. Yes, as to relief, Government officials and voluntary organisations have been extending maximum help. But because of the large number of victims, damaged roads , dead telephones, disrupted power supply, relief is not in sufficient quantity and at right time. But expecting more than what we get would be a sin. We hope and pray for good days ahead.

TV Reporter : Thank you for your detailed inputs. Your positive attitude in these testing times is highly admirable. I firmly believe God will bless people of your kind.

Victims : Thank you.

2. Interview with Officials :
Reporter : Good afternoon sir. How have you been coping with the disaster?

Officials :
Good afternoon. We have been putting in our best efforts. All available men and materials have been put to use. Forecast of floods well in advance has helped us in planning. Warning of floods also helped us minimise the loss of lives and property.

Reporter : Are any other departments working with you?

Officials :
Yes, almost all the government departments are working with us. Some departments are directly on the field. Other departments support us from behind. Even non-government organisations and individuals join us in extending relief.

Reporter : Thank your sir.

3. Interview with Doctors :
Reporter : Good evening doctor. How is the health scenario in the flood affected areas?

Doctor : Good evening. Floods bring in a flood of diseases too. Water is contaminated. Cleanliness is totally missing. People don’t even think of hygiene. Doctors work with their focus on present illness and possible epidemics. Cooperation from every corner eases our job to some extent.

Reporter : Thank you doctor.

4. Interview with NGOs :
Reporter : Good morning gentlemen ! As government agencies are also actively involved in relief programmes, what do you think is the importance of your role?

NGO : Good morning. Yes, you have a valid point there ! But the fact is our job is to extend to the needy whatever help they require. Government Agencies are no doubt active. But they work in a certain frame work. For us, there are no such limitations. We help those who don’t fit into government schemes for one or the other reason. Any how, every one plays a significant role in times of trouble !

Reporter : Thank you. Your analysis is really eye opening !

NGO : You’re welcome.

A Havoc of Flood Summary in English

Water, water everywhere! 10 feet deep even in houses! For three or four days! Dead bodies of cattle and people, damaged houses, breached bunds, deafening cries for help, rescue, and relief teams that was the scene in Kurnool district on 28 September 2009. Continuous downpour during the night brought floods into the city and other villages. Never before in the known history was there such a heavy downpour. Floods from the Thungabhadra, the Handri Niva rivers added to the gravity. Lakhs of people lost their shelters. Loss of lives and property was at shocking levels. Government stepped in at once. The services of the Army, Navy and Disaster Management Agencies were sought. Helicopters, inflatable boats, fibre glass boats and other equipment were pressed into use. Voluntary organisations, institutions, individuals and philanthropists joined the relief operations. Camps for homeless were organised. Food, water, blankets, milk and medicines were distributed among victims. One Ms. Rajeswari 40 exhibited rare courage in rescuing herself and her four children. She expressed her gratitude to all those who helped her during their intense suffering.

A Havoc of Flood Glossary

havoc(n) : a situation in which there is a lot of damage and destruction

basin (n) : an area of land along a river with streams running down into it

namesake (n) : the same name

destination (n) : a place where one wants to reach

gloomy (adj) : sad ;unhappy

inundating (v+ing) : submerging ; filling with water

shattering (v+ing) : destroying

forecast(v) : tell in advance what is going to happen

bore the brunt (idiom) : received or suffered the major part of something bad

fury (n) : anger, severity

submerged (v-past tense) : covered in water

heart-rending (adj) : heart-breaking ; causing a lot of sadness

frantically (adv) : in a hectic way ; quickly ; with uncontrollable emotions

rescue (v) : save from a danger

trauma (n) : an upsettingly unpleasant condition

tributaries (n-plural) : rivers or streams that flow into a larger river

requisitioned (v-past tense) : demanded officially the use of

breached (v-past tense) : damaged, broken

inflatable (adj) : that which can be filled with air

reluctant (adj) : unwilling

groping (v+ing) : trying and finding something that cannot be seen

pathetic (adj) : causing pity

plight (n) : a difficult and sad situation

catastrophe (n) : a disaster

fastened (v-past tense) : tied or joined, tethered (Note : The letter’t’ is silent in ‘fasten’.)

aghast (adj) : horrified ; surprised

reaped (v-past tense) : cut crops ; harvested

rejuvenated (v-past tense) : made to look more lively

shack(n) : a small building made of wood or metal

flee (v) : run away from danger

despair (n) : hopelessness, sorrow

beaming (adj) : cheerful; pleased

AP SSC 9th Class English Textbook Solutions

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 2C V.V.S. Laxman, Very Very Special Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 2C V.V.S. Laxman, Very Very Special

9th Class English Chapter 2C V.V.S. Laxman, Very Very Special Textbook Questions and Answers

I. Answer the following questions.

Question 1.
What is Laxman’s philosophy of life as per the interview you have read?
Answer:
Laxman’s philosophy of life is to work hard continuously and treat success and failure equally.

Question 2.
What role did Laxman play in making India, No. 1 test cricket team?
Answer:
Laxman says that India hadn’t become No.l all of a sudden. It was a slow and long drawn process. He was frank in saying that he did not play in the World Cup that saw India as the No. 1 team. But he was proud to be the member of the world No.l team.

On the basis of your reading of V.V.S. Laxman’s interview with Sportstar magazine complete the following table.

Answer:

Writing

Write persona! views and reflections on V.V.S. Laxman in a paragraph of about 75-100 words.
Discuss the following questions in groups before writing the paragraph individually.
1) What is the main idea that you wish to project?
2) What are the supporting ideas that you think of?
3) How do you organize your ideas?
4) How do you link your thoughts?
5) How do you conclude?
Answer:
V.V.S. Laxman is both an excellent cricketer and a wonderful individual. As a cricketer, he reached dizzy heights and won for him a special title ‘Very Very Special.’ But as a human being, he exhibits very noble qualities. He loves his parents, wife, and children intensely. He is thankful to all those who helped him. He is frank in admitting his weak points. He is honest in declaring his sources of inspiration. He is free to announce his hobbies, food habits, and future plans. His philosophy to treat success and failure equally is highly admirable. On the whole, V.V.S. Laxman is a very, very special model to everyone.

Project Work

Collect the information from newspapers, magazines, periodicals, and books about two famous Indian sportswomen and prepare their profiles.

Fill the details of the following information and you may use them as tips for profile writing and speaking.

Talk about one profile in the class.

Answer:
Awards/Medals Received

1. Recipient of Arjuna Award, 1984.
2. Adjudged as the greatest women athlete, in 1985 Jakarta Asian Athletic Meet.
3. Padma Sree in 1984.
4. Best Athlete of the year Award from India Government in 1984,/85,/B6,/B7, and 89.
5. In 1986 Seoul Asian Games, won the Adidas Golden Shoe Award for the best athlete by the Asian Amateur Athletics Association, Seoul Asian Games, 1986.
6. Asian Amateur Athletics Association, Seoul Asian Games, 1986.
7. 33 medals including 13 gold medals in Asian Games and Asian Championships.
8. Won a total of 102 medals at National and International meets during her career.
9. Won 1 gold and 2 silver at the 1999 SAF Games held at Kathmandu.
10. Thirty International Awards, for her excellence in Athletics.
11. Kerala Sports Journalists Award for the year 1999.

Profile with more details

P.T. Usha was born, as the daughter of Paithal and Lakshmi, at Payyoli, a small village in Kozhikode, on June 27, 1964. Her full name is Pilavullakandi Thekkeparambil Usha. She was the queen of Indian track and field for two decades. P.T. Usha has been associated with Indian athletics since 1979. Usha made her international debut at the Moscow Olympics in 1980 but she shone into the limelight in the 1982 Asian Games in New Delhi, winning the silver in the 100 m and 200 m event. At the Asian Meet in Jakarta in 1985, Usha established herself as the Asian sprint queen with five gold medals (in the 100meters, 200m, 400m, 400m hurdles, and the 4 x 400m relay) besides a bronze in the 100m relay.

This magnificent performance was followed by an equally brilliant spell a year later at the Asian Games at Seoul where Usha notched up four golds and a silver medal.

The finest moment in Usha’s career and also perhaps the saddest however came in a single race at the 1984 Olympics in Los Angeles. In the 400m hurdles, Usha missed winning the bronze by just 1/100th of a second. She recorded her best time of 55.42secs in that race — still an Indian national record — but lost the medal in a photo-finish. Usha said that she cried after the event because “It was difficult to believe that I had missed an Olympic medal by a whisker.”

In 1976 the Kerala State Government started a Sports School for women, and Usha was chosen to represent her district, at a cost of Rs. 250 per month paid by the state. In 1979 she participated in the National School Games, where she was noticed by O. M. Nambiar, who coached her through most of the rest of her career. India Today describes the athletic situation in 1979 as a time when ‘athletics was very much a male sport and track-suited women a rarity’.

P.T Usha started a School of Athletics to impart training to girl children from all over the country. The School, located at Koyilandi near Kozhikode in Kerala, recruits children in the 10-12 age group for its training. She likes reading books and listening to music.

Awards and Medals Received

1. Recipient of Arjuna Award, 1984.
2. Adjudged as the greatest women athlete, in 1985 Jakarta Asian Athletic Meet Padma Sree in 1984.
3. Best Athlete of the year Award from India Government in 1984,/85,/86,/87, and 89.
4. In 1986 Seoul Asian Games, won the Adidas Golden Shoe Award for the best athlete by the Asian Amateur Athletics Association, Seoul Asian Games, 1986.
5. 33 medals including 13 golds in Asian Games and Asian Championships.
6. Won a total of 102 medals at National and International meets during her career.
7. Won 1 gold and 2 silver at the 1999 SAF Games held at Kathmandu.
8. Thirty International Awards, for her .excellence in Athletics.
9. In recognition of her achievements, a road at Payyoli, her home town, is named after her.
10. The Kerala Government has also set up a “PT Usha Sports Council” at Central Stadium, Thiruvananthapuram.
11. Kerala Sports Journalists Award for the year 1999.

Profile – 2

Awards and Medals Received

1. Asia’s youngest International Woman Master, 1999.
2. World under-14 championship, 2001, Castellan, Spain.
3. India’s youngest Woman Grand Master, 2001.
4. World Junior Championship, 2001, Athens.
5. World’s youngest Women Grandmaster to achieve full Grand Master status.
6. Arjuna Award in the year 2003.
7. In 2007, she was awarded with the prestigious Padma Shri award.
8. Humpy was also conferred upon the Raja Lakshmi Award in the year 2008 by Raja Lakshmi Foundation of Chennai.
9. become the second-highest ranked female player in history with more than 2600 points in FIDE rating in July 2009.

Profile with more details

Koneru Humpy is a popular femaie Indian chess player, and feasibly the best woman at the chess board. She is the world second ranking among the Female Chess PIaryers,’stayed behind only by Judit Polgar, who is world number one Female Chess Player.

She was born on 31st March, 1987 at Gudivada, Andhra Pradesh. Her father is Ashok Koneru worked as a lecturer in Chemistry and he was a quite well chess player. In 1985 he won the South India Open Championship. Humpy fell in love with the game of chess when she was just 5 years of old. In fact, in orderto guide her properly and to make sure she gets the best attention for improving her skills as a chess player her father introduced her to the game at quite an early age. The little Humpy showed her outstanding performance in chess and she won the Under 8 National Chess Championship in 1995.

After proved her brilliant performance at the National level, Humpy entered the international chess circle. She clinched the World Chess titles in the Under 10, Under 12 and Under 14 age groups, later, in 1990 Humpy holds an International Master title when she was 12 years. After, she gained her 3rd Grand Master norm in the Elekes Memorial Grand Master Tournament held at Budapest, Hungary. Koneru has set up a world record by getting the International Grand Master title at the age of 15 years old. She broke Judit Polgar record to achieve the feat, and she became the youngest woman ever to have got the coveted title. Further Hou Yifan broke Humpy’s record by taking the title, when she was 14 years. Humpy has been the First Indian Woman to have achieved an International Grand Master title in the chess game.

She likes reading books and spending with her family

For showing advanced talent as a chess player and making the nation proud at many times at the International level, Humpy has been honoured with a number of awards and recognitions.

Awards & Honours

1. Asia’s youngest International Woman Master, 1999.
2. World under-14 championship, 2001, Castellan, Spain.
3. India’s youngest Woman Grand Master, 2001.
4. World Junior Championship, 2001, Athens.
5. World’s youngest Women Grandmaster to achieve full Grand Master status.
6. Arjuna Award in the year 2003.
7. In 2007, she was awarded with the prestigious Padma Shri award.
8. Humpy was also conferred upon the Raja Lakshmi Award in the year 2008 by Raja Lakshmi Foundation of Chennai.
9. At Doha Asian Games 2006, Koneru Humpy bagged two Gold Medals in the Individual as well as Team event of Chess.
10. In 2007, she won the International Open Chess Tournament 2007 held at Kaupthing, Luxembourg.
11. Humpy scored a FIDE Elo rating of 2606 points
12. Humpy has broken the world record set by Susan Polgar who had a rating of 2577 points while she was at the World No. 2 spot,

V.V.S. Laxman, Very Very Special Summary in English

Vangipurapu Venkata Sai Laxman recently retired from cricket. Sportstar interviewed this sports star on that occasion. Laxman gives us lots of details. He says his parents Dr. V Shantaram and Dr. V. Satyabhama were his inspiration and influence. He adds that the Hyderabad Cricket Association encouraged him even as a boy. He acknowledges his uncle Baba Mohan’s help and his coaches’ guidance.

He cherishes his 281 against Australia in Kolkata in 2001. He remembers his embarrassment when he collided against Sourav in an Oval ODI. He fondly recollects his association with his captains Sourav, Sachin and Dhoni. He admires John Wright’s role as a coach. He repeatedly appreciates his wonderful wife and lovely kids. He is proud of his role in making India No. 1 in cricket. He is happy to put an end to his 16 year long loving cricket career. His message to the young is to work hard and to treat success and failure with equal ease. He gratefully declares that cricket has taught him character. He plans to start a school and an academy. He is confident of his success in his future ventures too.

V.V.S. Laxman, Very Very Special Glossary

fabulous (adj) : fantastic, excellent

leap (n) (here) : progress

on the verge of : very close to

culminated (v-past tense) : resulted in; ended

integral (adj) : essential, main

crucial (adj) : valuable, important

reckoning (n) : consideration

transformation (n) : change; new form

traits (n) (plural) : qualities

amazingly (adv) : surprisingly impressive

collided (v-past tense) : dashed against

disgusted (v-past tense) : disappointed

cuisine (n) : dish

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 2B What is a Player? Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 2B What is a Player?

9th Class English Chapter 2B What is a Player? Textbook Questions and Answers

I. Answer the following questions.

Question 1.
What are the qualities that a true player should have?
Answer:
A true player accepts defeat with ease. He learns from his failures. He loves to share and enjoys the rival’s victory too. He knows his abilities. He continuously works for progress. He practises in all seasons and at all times. He never complains. He is not worried about past failures. He thinks of the present and plans for the future.

Question 2.
What, according to the poet, is an unacceptable crime of a player?
Answer:
Complaining about play time is an unacceptable crime.

Question 3.
Which game do you like the most? What are the qualities of a player stated in the poem? Which of them do you have?
Answer:
I like volleyball the most. The poem lists the qualities of a player. They are accepting defeat, learningfrom failures, continuous practice, knowing one’s own limitations, sharing, not complaining, not worrying about past defeats, focussing on the present, and contributing to the game. I have some of them. They are : accepting defeat, regular practice, learningfrom failures, not complaining.

Question 4.
The poet talks about certain Do’s and Don’ts for a true player. List them out in the following table. One is done for you.

Answer:

What is a Player? Summary in English

Jessica Taylor’s poem, “What is a Player” lists the qualities a good player possesses. An ideal player continues despite defeat and learns from failures. A good player finds pleasure in sharing and enjoys the rival’s victory too. A true sportsman never complains about his chances, for he knows it is a crime. A model player practises regularly and keeps in mind that success is not always guaranteed. The real player always aims high, works for continuous advancement, and practises day and night; in rain and shine and when healthy or not. A player is always sensible and never worries about past defeats and thinks of the present and plans for the future. A true player doesn’t do something in fear and wants to contribute to the game as long as he is there.

What is a Player? Glossary

give up (phr.v) : quit, leave

buzzer(n) : bell

whine (v) : complain

hurt (adj) : injured

sensible (adj) : reasonable, logical, sane

pondering (v + ing) : thinking

contemplating (v) : thinking; planning

chicken out (phr. v) : to decide not to do something because of fear

counts (v) : be important