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प्रश्न
At a party, Gautam met a friend (Ravi) who talked about his experiences in staging a play.
Read the dialogue.
Gautam : It’s quite some time since we met. I guess it’s because you’ve been busy as usual.
Ravi : Yes, I’ve been directing a play – Tagore’s Chandalika. Did you hear about it?
Gautam : Yes, I heard it was a great hit. In fact, I was planning to get in touch with you to ask for your help, to put on a play for our Annual Open Day. How did you go about staging your play?
Ravi : Well …. First, we chose three possible plays, and divided ourselves into reading groups. Then we exchanged views and arrived at a decision.
Gautam : What was your next step?
Ravi : Casting, of course. Once we’d got the script ready, we selected the cast.
Gautam : And then?
Ravi : We held auditions for the main parts and then made a preliminary selection. Eventually we were able to make a final choice and assign the roles.
Gautam : How did you plan your rehearsals?
Ravi : We met for a couple of hours every evening. As the play took shape, we held longer and more intensive rehearsals.
Gautam : Who else was involved in the production?
Ravi : The stage crew and the technicians. But they didn’t come in until we were out of the initial phase.
(The conversation continues.)
Gautam decides to make a written record of how Ravi produced a play in order to try it too.
Write this record, using the passive where appropriate. The first few words have been provided for you.
________________________________________________
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उत्तर
Three possible plays were selected and Ravi’s friends were divided into reading groups. Then views were exchanged and a decision was arrived at. The next step was of casting. When the scripts were got ready, auditions were held and a preliminary selection was made. Then a final choice for the cast was made and roles (were) assigned. As the play took shape, longer and more intensive rehearsals were made. The stage crew and technicians were only brought in at a later stage.
APPEARS IN
संबंधित प्रश्न
Listen to a speech by the honourable former President of India, Dr APJ Abdul Kalam, on his 'Vision for India'. While listening, fill up the following details.
a . The following countries captured our lands and conquered our minds.
-----------------------------------------------------------------------------------------------------------------------
b . His first vision had been that of ---------------
c . His second vision was -----------------------
d . The three scientists who worked with him at ISRO were -------------------------------------------
e . India leads in --------------------------- and is the second largest producer of ----------------------
Answer the following question briefly:
Do you think Private Quelch learnt a lesson when he was chosen for cookhouse duties?
Wordsworth was so moved by this experience that later he wrote this poem as a
recollection of a memory. Think back in your own life and try to recall an
experience that affected you greatly and left a deep impression on you. Then
write a poem for your school magazine in which you describe that experience
and its impact.
On the basis of your understanding of the poem, answer the following question
by ticking the correct choice.
All 'have their exits and their entrances'. Exits and entrances refer to __________.
The following is a time chart of Amelia's aviation record in her attempt to go around the world. Complete it with the missing dates and events.
| Date | Event |
| 1) June 1, 1937 | |
| 2) | Electra flew to Calcutta |
| 3) June 27 | |
| 4) | Reached Lae in New Guinea. |
| 5) | Amelia left Lae. |
| 6) July 2 (7:20 hrs) | |
| 7) | Amelia made her last radio contact. |
| 8) | Last voice transmissions from Amelia |
| 9) |
During summer vacation, you and your friends decide to enroll in 'The School for Flying'. While training, you had an interesting and unforgettable experience. Here's an account of it. Complete it by using words from A.1.
It was the most amazing summer camp that we had ever been to. My friend Jonathan and I decided to join the flying-school. We underwent rigorous training and gained a lot of expertise, Jonathan in charting the course of flight and I, in flying the plane. 25 May 2010 was the Red Letter Day as we were to fly a plane for nearly half an hour without an instructor. At 6: 15 GMT we took the flight, Jonathan as a (1)............ and I, as the (2) ............ . We remembered all the instructions given to us at the academy and we were (3) ............ signals at frequent intervals. The day was clear but windy. We were (4) ................. hills and were flying along the coast. Suddenly, the weather turned turbulent. We (5)............ our position asking for advice. But unfortunately there was no communication from the other end. All of a sudden, we heard an explosion. The fuel tank of our plane had caught fire due to the lightning. We immediately decided to (6) ............... the plane and donned the (7) .......... that were available. We were blown off 55-60 kms away from the coast and we landed on the outskirts of a dense forest. We were not injured but were hungry and thirsty. We ate some wild fruit hoping it was safe. But unluckily it was disastrous for Jonathan as he had (8) ............ after that. We remembered our instructor's clear and (9)................ instructions in case of an emergency. We discussed various strategies and decided to (10).............. to the core about the life saving strategies. We started exploring the forest. We must have wandered for about an hour or so along the coast, when my eyes suddenly fell on something red in the crevice of a big rock. I went closer to it and to my great happiness and relief I saw a (11) ............. . It was (12).......... away in a cosy nook. Oh! What a relief it was! We were successful in rowing our way back from where we had started. Meanwhile, the coast guards were hunting for us. We had instantly become celebrities!
Imagine that you are one of the boys, and that the map on the next page is of the island on which you have landed. Your most urgent task is to decide where to live. Work in groups of four; decide where to set up camp, and the materials you will use. Be prepared to justify your choices to the rest of the class.
Here is a news story about how crops are saved by climate-proofing them Complete it by choosing the right words from those given in the brackets.
(A) Among the most worrying aspects of climate change today (a) __________ (is/has been) the effect it (b) __________ (has had/have had) on the food supply of the world. Sctentists (c) __________ (have focussed /focus) their attention and efforts on increasing crop yield and improving crop resilience. Asia and Sub-Saharan Africa (d) __________ (have been I are) the most affected today. Their population (e) __________ (is/has been) the world’s fastest growing rice consumer. The most vulnerable agricultural systems (f) __________ (are/have been) the rain-fed uplands and lowlands that form 80% of total rice land. Until recently, scientists (g) __________ (have focussed / focussed) on improving crop yields, and in a relatively short period of time, (h) __________ (give / have given) us, higher yields. Reports warning of increased droughts and floods, (i) __________ (shift/have shifted) scientists’ attention to making crops “climate- proof”
(B). Answer the questions based on your reading of the passage above.
(a) What have been the most worrying aspects of agricultural growth?
(b) What do scientists today focus on?
(c) Where is the negative impact of climate most felt?
(d) What have the scientists focussed on so far?
(e) How has their attention shifted?
(C) Did you know
You would have used the simple present and present perfect tense in your
answer. Why?
The main use of the simple present tense is to refer to
(i) an action that takes place now.
(ii) routine action/ s.
The present perfect tense is used to refer to an action which has happened
in the past but whose effect still remains.
(e.g.) Among the most worrying aspect of climate change is the effect it has on
the world's food supply.
Climate scientists have predicted that the cultivation of rice in Asia and SubSahara
Africa has been affected severely, since 1970. But, today lack of funds
hinders research.
The residents of Kanpur decide to approach the Chairman of the Municipal Steps which can be taken problem of pollution in their city. In groups of six, play the role of the following : (Cue cards may be given by the teacher)
• A farmer
• An environmentalist
• Chairman of the Municipal Corporation
• President of 'Save the Ganga Project'
• A Human rights activist
Carbon Footprint - Project Work
A carbon footprint is a representation of the effect human activities have on the climate in terms of the total amount of greenhouse gases produced (measured in units of carbon dioxide). So, it is a measure of the impact we make individually on the earth; by the choices we make regarding our lifestyle. Many activities generate carbon emissions, which contribute towards accelerating global warming and climate change.
Total carbon footprint/ emission quantification would include energy emissions from human activities - such as, from heat, light, power and refrigeration and all transport related emissions from cars, freight and distribution.
By measuring the carbon footprint through such tools as carbon calculators, we can get a better sense of what the individual impact is and which parts of our lifestyle deserve strict regulation.
In groups, choose and research any one aspect of how we are leaving carbon footprints and how can we modify our lifestyle. Each group will then make a project on the various aspects.
In each sentence four words are underlined. One of them is incorrect. Pick out the incorrect words and write them in the answer space against the correct number:
- Music therapy use music to improve the patient’s health.
_______________________________ - It is used with individuals of all ages.
_______________________________ - It helps in curing a variety of medical problems as substance abuse and aging.
_______________________________ - It is also used to improve learning and reduces stress,
_______________________________
Write what each symbol means using can, can’t, must, mustn’t.
This is an account of Sir James' flight across the Atlantic Ocean. Complete the following using words from Question 1.
Captain James was enjoying the (a) ______ party hosted by his neighbour Mr. Samuel. Suddenly, he got a call from his boss who wanted him to fly across the Atlantic with a reputably renowned investigator to (b) _________into the (c) ____ of an heiress. He immediately got ready for the assignment. While intializing the flight he checked the radar controllers. He found that routine traffic was proceeding undisturbed, in their (d)_______ . There was no difficulty in the (e) and he (f) ____. All of a sudden there was a (g)______ and communication was abruptly cut off. He checked the radar screen and it was moving (h)________ . He experienced a strange (i)___________ . He stepped into a mist and claimed to arrive at a time period after the French- Revolution. However, his U) ____ theory was not convincing. He claimed that he just remembered being (k) ____ in a big cloud. Nevertheless, people were happy to see him return after a month.
Look at the following pair of sentences. Underline the modals and discuss why each one is used in that sentence.
e.g.
I must not take those pills. (I’m not allowed.)
I need not take those pills. (It is not compulsory but I may if I wish.)
(b) I needn’t go to the meeting if I don’t wish to.
2. (a) I can swim a length of the pool.
(b) I can swim in the pool on Saturdays.
3. (a) You ought to get a nice present for her.
(b) You have to get a nice present for her.
4. (a) Can I go to the toilet?
(b) May I be excused?
5. (a) I may come tomorrow if I have the time.
(b) I might come tomorrow but it’s going to be difficult.
Did you know?
Modals are a small group of verbs that are used to express possibility,
probability, capability, capacity, ability, obligation and predictions.
Some of the modals you learnt in this unit are
can
may
shall
could
might
should
Need, dare, had better are also modals.
Understanding Modals:
Modal Auxiliaries
A modal verb or auxiliary verb is a verb, which modifies another verb, so that
the modified verb has more intention in its expression. In essence the modal
verb expresses modality, the way in which something is being said.
The main modals are
Can: could; may: might; shall: should; will: would: must; ought to; need to;
have to.
The negative modals are
Couldn't; wouldn't; shouldn't; mustn't; needn't; oughtn't/ ought not to
| Modal | Examples | Uses |
| Can/ can't |
She can read and write It can rain today Can I borrow your pen? Can you lend me your notes? Can I carry your books? |
ability possibility /probability seeking permission request offer |
| Could/ couldn't |
Could I borrow your book? Could you please help me with this sum? We could go for a picnic on Sunday I think you could come first this time There was a time when I could work round the clock. |
seeking permission request suggestion possibility/ probability past ability |
| May |
May I have some water? May I help you? May I shut the door? India may become a super power by 2020. May God bless you |
request offer permission possibility/ probability wish/ desire |
| Might | They might sell their house as they need the money. | future possibility/ probability |
| Will /Won't |
It is very cold so I will stay at home. I will help you if you wish. Will you look after my dog for a day? It will rain tonight. I will get you a shawl from Srinagar. |
intention offer request prediction promise |
| Would/Wouldn't |
Would you mind if I come over tonight? Would five o'clock suit you? Yes it would. Would you pass the salt? Would you come to my party? Would you prefer tea or coffee? |
permission making arrangements request invitation preference
|
| Shall |
Shall I help you? Shall we meet at 3.00 pm outside Bakshi Stadium? |
offer making arrangements |
| Should |
We should check the timings of the train. You should listen to the advice of your elders. |
recommended action advice |
| Ought to |
You ought to do your duty. The bus ought to be here any minute |
advice probability |
| Must/mustn't |
We must make a move now. You mustn't tell lies. |
obligation necessity |
| Need |
He need not go to the market. You need to lose weight. I need to get the groceries. |
necessity compulsion insistence |
In pairs, discuss the following aspects of the story, and then have a class discussion.
- Tom was not really ill but he pretended to be ill
- Usually, he made a lot of fuss to take Aunt Polly’s medicines, but this time he took the medicines quietly.
- His aunt was worried because he was not his usual self: instead, he showed an unusual interest in the medicine.
- Aunt Polly could read Tom’s thoughts.
- Aunt Polly loved Tom Sawyer.
Now prepare a graph based on the students' response to the survey you conducted in Question 2. Then write a report for the newspaper taking the help of Question 5, Question 3 and Question 6. You may follow this pattern:
Paragraph 1 : A suitable introduction as in B.4.
Paragraph 2 : Hours per week spent on different activities - classes VI, IX and XI compared.
Paragraph 3 : How extra time would be used - Classes VI, IX and XI compared.
Paragraph 4 : Boys and girls compared - Classes VI, IX and XI
The following words and phrases will be useful to you:
To express proportion
Most __
Many __
The majority of ___
A large number of ___
A small number of ___
Very few ____
Only a few ___
To express frequency
Most of the time ___
Frequently ___
Occasionally ___
Often ____
At times ___
To express comparison and contrast
__ compared with __
On the other hand, ___
In contrast, ___
By comparison, ___
___ however, ___
____ in comparison with ___
You may also find some of the phrases from B.5 useful.
Study the map and the key given below carefully, and complete the sentences that follow.
Key
- Lalnagar
- Sarkor
- Timpur
- Rampur (Capital)
- Marwah
- Chickoor
- Strange Lake
- Neverest Hills
- Nafran
- Lakshrnanpur
(a)
|
__________________________ Rampur
|
is is situated lies ____________ is located |
half-way along the west coast of Halsi Island.
on the south coast of the island, north of ___ |
(b) Now describe the position of the other eight places, using some of the words in
the box.
| at | along | among |
| to | next to | opposite |
| on | between | |
| in | above | |
| by | below | |
| over | ||
| under |
Given below is some information about Jesse Owens, one of the most famous athletes of all times. His friend is planning to write his biography. Using information from the table, complete the biography. (The first gap has been completed for you, as an example.)
James Cleveland Owens (J.C. Owens) became famous as Jesse Owens
| 1913 | Birth, Alabama, USA. |
| 1934 | After First World War - goes to school, teachers recognise and develop his athletic talents. |
| 1935 | Six world records |
| 1936 | Berlin Olympics, four gold medals |
| 1950 | Sports experts vote him Greatest Track Athlete of the half Century. |
| 1960 | Another athlete breaks Owens' last Olympic record . |
| 1980 | Dies oflung cancer. |
Jesse Owens was born in Alabama USA, in 1913. He was the youngest often children, and the family lived in a cramped shanty house. After the First World War, the family moved to Cleveland, where his school (1)__________ his talents. He quickly became a local hero. Soon afterwards he gained a place not only at the Ohio State University, but also in the US Olympics team.
On 25th May 1935, Jesse Owens performed athletics' greatest feat when he (2) _________ at the Ohio state University Athletics Championships. A year later, at the Berlin Olympics, his greatness was confirmed; he (3) __________ for 100m, 200m, long jump and sprint relay.
Because of his achievements in track and field events, in 1950 he (4) _______ .His last Olympic record (5) ___________ only in 1960. This great athlete (6) ______________ 1980.
Common Combinations using Prepositions
Link the words from the different columns to produce meaningful sentences. One has been completed as an example. If you wish, write out the correct sentences in your notebook.
Think of a person in your class, and use adjective + prepositions to describe him/her in about two or three sentences. Don't give a name.
(a) e.g. She’s good at Maths.
She’s keen on hiking.
Show your description to your partner. Let her or him guess who it is.
(b) The following diagram explains the use of some of these prepositions.
| Destination | Position | Destination | Position | Reference |
| to •X | at •X | away from x ⇒ |
away from x • |
Referring to a |
| on (to) | on | off | off | Referring to a line or surface. |
| into | in | out of | out of | Referring to an enclosed area |
Notice the following peculiarities in the use of Prepositions.
1) at relates to a small extent of space or time while in relates to a wider extent.
2) with relates to the instrument used for doing something.
by relates to the doer
e.g. (1) This poem was composed~me
(2) I wrote with a Shaffer's pen.
3) between, among: between is used when there are two things or persons or
ideas, among is used for more than two.
e.g. ( 1) The property was divided between the twins.
(2) The gossip spread among the villagers.
4) beside, besides : beside means by the side of, besides means in addition to
e.g. (1) Ram sat beside his grandmother.
(2) Besides music, he is interested in painting.
5) in and within : in denotes at the close of some future period, within denotes
sometime short of the close
e.g. (1) The project will be implemented in a week's time.(= at the close)
(2) The plan will be sanctioned within a fort night(= less than)
