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प्रश्न
Discuss the following in pairs or in groups of four:
'It is time to realise that unless we modify the established notion of literature as something written, we will silently witness the decline of various Indian oral traditions'
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उत्तर
Literature is usually thought of including those compositions like poetry and prose which are written. But going by this notion, one may miss the aesthetic beauty of the compositions as prevalent in many oral traditions. There is another stream of literature containing compositions which are rich both thematically and aesthetically. But as we have a rigid criteria of regarding compositions as literature only when these are written so these do not get the status of literature. This is the case with many Indian oral traditions. Unless we modify our notions of literature there is every possibility that we will silently witness the decline of various Indian oral traditions.
Another perspective
Oral literary tradition is not a unique phenomenon in India. Oral traditions have been in existence in all parts of the world. Oral traditions do not die out because of their very nature of being transmitted
orally. So it hardly matters whether we modify our notion about literature or not , the oral traditions will continue to exist. What needs to be done is promotion of oral literary tradition through patronage of the state.
APPEARS IN
संबंधित प्रश्न
B1. Select
Fill in the blanks choosing the correct alternatives from those given in the bracket:
(i) The author was inspired and motivated to read ............................................ by the time she was eleven.
[Shakespeare, Chaucer, G.B. Shaw]
(ii) Every lesson .......................... ......... took was spiced with half a dozen or more anecdotes.
[Mrs. Rowlands, Sister Monica, Mr. A.N. Patil]
(iii) The teachers helped the narrator to become ..................................... . .
[confident, happy, independent]
(iv) Mrs. Cynthia Nesamani and Sister Monica gave .......................................... to the narrator.
[freedom to do what he wanted, advice to do something, instructions to produce better results]
In a way, one of the greatest gifts any teacher can give a student, I think, is to inculcate a curiosity to learn.
I've been incredibly lucky to have at least one such teacher at every stage in my life. The first was Mrs. Rowlands who taught me in primary school. She taught me to read without ever pushing me. She made me want to read more by giving 'me some of the most interesting children's books available. And although I still love to go back to those books from time to time, it was only because of her that I was able to read Shakespeare by the time I was ten, and Chaucer a year later.
In later years, it was Mr. A.N. Patil, my Marathi and Hindi Teacher who made a huge impression on me. Every lesson he took, was spiced with half a dozen or more anecdotes from a wide variety of subjects: among them history, politics, religion and sociology. I was, and still am in awe of his knowledge, which despite rather desperate attempts, I doubt I'll ever be able to match.
There have also been other teachers who helped me to try to become independent: to think and act for myself using my own judgement, which to my mind has been just as, if not more important, than actually learning anything.
After all, it's much too easy to become a completely useless repository of facts and little else.
Two teachers whom I remember in particular are Mrs. Cynthia Nesamani and Sister Monica, both taught me in school. The former, by and large, gave me a free rein to do what I wanted to do. I, being one of those people who dislike instructions, she helped me to produce much better results than I'd have otherwise done.
B2.Complete
Read the extract and complete the following:
The teacher can
(i) .............
(ii) ..............
(iii )..............
(iv).................
B3. Similar word
Look at the following sentences arid pick the word having similar meaning to the given word and rewrite:
(i) Spiced His conversation is always with a lot of humour. (made interesting, garnished, flavoured)
(ii) Repository
The library should not merely be a ................ of books. (store-house, reservoir, tank)
(iii) Inculcate
It is the responsibility of the parents and teachers to .......values in the child's formative years. (imbibe, give, show)
(iv) Incredibly
I have been .. lucky to have at least one such teacher at every stage in my life. (importantly, unbelievably, beautifully)
B4. Language study
(i) There have also been other teachers. They have helped me to try to become
independent. (Combine using 'who')
(ii) It was only because of her that I was able-to read Shakespeare.
(Rewrite beginning with: If it was not for her, ).
B.5 Out motivators
Look at the following table and complete it by presenting your own views
| Personalities | Influence on your life |
| (i) Teachers | |
| (ii) Parents | |
| (iii) Relatives | |
| (iv) Friends |
How did the air raids disrupt the Dutch public life?
What were Watson's observations on the stick left behind by Dr. Mortimer? How far did Sherlock Holmes prove him wrong? (in about 125 words)
Read the passage given below and answer the questions that follow:
The term dietary fibres refers collectively to indigestible carbohydrates present in plant foods. The importance of these dietary fibres came into the picture when it was observed that the people having diet rich in these fibres, had low incidence of coronary heart disease, irritable bowel syndrome, dental caries and gall stones.
The foodstuffs rich in these dietary fibres are cereals and grains, legumes, fruits with seeds, citrus fruits, carrots, cabbage, green leafy vegetables, apples, melons, peaches, pears etc.
These dietary fibres are not digested by the enzymes of the stomach and the small intestine whereas most of other carbohydrates like starch and sugar are digested and absorbed. The dietary fibres have the property of holding water and because of it, these get swollen and behave like a sponge as these pass through the gastrointestinal tract. The fibres add bulk to the diet and increase transit time in the gut. Some of these fibres may undergo fermentation in the colon.
In recent years, it has been considered essential to have some amount of fibres in the diet. Their beneficial effects lie in preventing coronary heart disease, and decreasing cholesterol level. The fibres like gums and pectin are reported to decrease postprandial (after meals) glucose level in blood. These types of dietary fibres are recommended for the management of certain types of diabetes. Recent studies have shown that the fenugreek (Methi) seeds, which contain 40 per cent gum, are effective in decreasing blood glucose and cholesterol levels as compared to other gum containing vegetables.
Some dietary fibres increase transit time and decrease the time of release of ingested food in colon. The diet having less fibres is associated with colon cancer and the dietary fibres may play a role in decreasing the risk of it.
The dietary fibres hold water so that stools are soft, bulky and readily eliminated. Therefore high fibre intake prevents or relieves constipation.
The fibres increase motility of the small intestine and the colon and by decreasing the transit time there is less time for exposure of the mucosa to harmful toxic substances. Therefore, there is a less desire to eat and the energy intake can be maintained within the range of requirement. This phenomenon helps in keeping a check on obesity. Another reason in helping to decrease obesity is that the high-fibre diets have somewhat lower coefficients of digestibility.
The dietary fibres may have some adverse effects on nutrition by binding some trace metals like calcium, magnesium, phosphorus, zinc and others and therefore preventing their proper absorption. This may pose a possibility of nutritional deficiency especially when diets contain marginal levels of mineral elements. This may become important constraints on increasing dietary fibres. It is suggested that an intake of 40 grams dietary fibres per day is desirable.
(Extracted from ‘The Tribune’)
(a) On the basis of your reading of the above passage make notes on it in points only, using recognizable abbreviations wherever necessary. Also suggest a suitable title.
(b) Write a summary of the above in about 80 words.
Answer the following question in 150-200 words:
How did Miss Sullivan help Helen Keller when she was studying at Cambridge School?
Briefly comment on:
The author’s meeting with Norbu.
Discuss the following statement in groups of two pairs, each pair in a group taking opposite points of view.
A single event may change the course of the history of a nation.
How do Shahid and the writer react to the knowledge that Shahid is going to die?
Examine the communication channels in the story between Paul and Bassett.
What was the importance of the watch to the author?
Discuss in pairs or groups of four.
It is difficult to part with personal items like a watch which have a sentimental value attached to them.
What does the line 'I never writ, nor no man ever loved' imply?
You notice a sense of urgency in the poet's request – what is the reason for this?
How does Forster use the analogy of Scheherazade to establish his point ?
Try rewriting the lecture as a formal essay and examine Forster’s statement: 'since the novel is itself often colloquial, it may possibly withhold some of its secrets from the graver and grander streams of criticism’.
Go through the text again and find the reasons that forced Peter to shoot down a person.
- The keepers spotted him.
- _________________________
- _________________________
Now write what you observe in the following two pictures.
Have you heard of birds that fly from one part of the world to another in small or large flocks?
They are called Migratory birds.
Discuss and write down two reasons why they migrate and return.
‘But the peasant bowed and prayed to God ...........’ What could he have prayed for?
The term 'Anaesthesia' in the poem means - 'The planner gives beautiful pictures of the new modern city'. Now find out what is Amnesia and Hypnosis in the given context.
Write 3 to 4 lines about the following in your own words.
'Sushruta Samhita'
Fill in the gaps in the table of Degrees of Comparison.
| Positive | Comparative | Superlative | |
| (1) | ____________ | ____________ | oldest |
| (2) | ____________ | healthier | ____________ |
| (3) | near | ____________ | ____________ |
| (4) | ____________ | finer | ____________ |
| (5) | ____________ | ____________ | earliest |
| (6) | small | ____________ | ____________ |
| (7) | ____________ | faster | ____________ |
| (8) | high | ____________ | ____________ |
Fill in the gap, choosing a word from the bracket to make an appropriate comparison.
(tall / quiet / humble / merry / busy / slippery / fast / sly / slow / big)
as ______ as a giraffe
What could have happened to the one who flew away? Who was she?
Differentiate between characters and characterization.
Find four words ending with ‘-ous’ from the story.
Can you add three more words ending with ‘-ous’ to this list?
Hold a mock trial for the following offence. There should be a complainant, a defendant, and lawyers to argue the case on behalf of them. The whole class can vote to pass the judgment. On what occasions will you plead for justice? What punishment will you suggest? When will you plead for mercy?
A very poor and honest servant has broken a vase while cleaning it. The vase was valuable and the employer liked it very much.
Complete the following sentence with reference to the passage:
To this day, we venerate this tree as ____________.
Write a short note on the following:
The ‘four signs’ that Prince Siddharth beheld.
Sayali made a hasty purchase.
The Emperor says he had realised earlier that Abdul has great talent. Does this tally with his actions? Give your opinion.
Form groups of 6-8. One person (leader) chooses one item - a picture, a paragraph, or a lesson from any one of the 9th standard textbooks and writes the reference on a slip of paper, and folds it. Others ask him/her questions and try to guess what it is, from his/her answers. Follow the rules given below.
- The maximum number of questions the rest of the group can ask is 20.
- You cannot ask a direct question like ‘What do you have in mind?’
- You can ask ‘Wh-’ questions or ‘Yes/no’ questions.
- The leader has to give truthful answers.
Say whether you agree or disagree.
The wolf could not trace Bertha because she was behind a myrtle bush.
Read the word. Write the words that combine to make it.
stepmother
Describe the following with the help of the (The Twelve Months) story.
Summer
Guess the meaning of the following word.
fruitless
List and say whether the following statement agrees with the passage or not.
When you want to make a speech, there’s no need to think about it in advance.
What made John Shepherd-Barron to come up with the idea of ATM?
Write the name of the toys against each picture.
What is inclusion? Why is it important?
Learning About Nature
Learn about caterpillars and butterflies. Read a book about a caterpillar turning into a butterfly. You can get one from the library or go online and find information with pictures.
Describe the elephant driver in your own words.
Amma bought the vegetables from the______.
Who is Raj?
Name the tools the farmer brought out. What did he do with them?
How did Santhosh record his diary?
Did Santhosh enjoy his morning walk? How do you know?
Jaswant decided to stay in his post.
Jaswant was captured alive.
Mother nature gives everything for all ______.
Why did Uthaman become angry with the old man?
Choose the correct answer.
Do you think you treat everyone equally? Justify with an example.
Kamali gave her savings to______.
Why did the greedy merchant get angry?
Mugund learnt the art from his ______.
What happens when the day is over?
What did the boy make with the trunk of the tree?
According to Tagore, when will India get the opportunity to win the gift of freedom?
Read the passage given below and make notes.
To match the best cities across the world, the Government of India initiated ‘smart cities’ to drive economic growth and improve the quality of life of people. The agenda under smart city promises to resolve urban sustainability problems. Urban forests provide a range of important ecosystem services that are critical for the sustainability of cities. Urban forestry, which is defined more as ‘Management of Trees’ contributes to the physiological, sociological and economic well-being of the society. Mangroves, lakes, grasslands, and forests in and around our cities, act as sponges that absorb the air and noise pollution and they present themselves as our cultural and recreational hotspots. However, these spots are rapidly being reclaimed and replaced in the name of development. Presence of urban green has shown to increase the economic value of the place.
Urban forests contribute to reduce the cost of building storm water drain systems for municipalities and neutralizing urban heat island effect. Plants not only provide shade but also help in regulating the micro-climate. They help regulate energy budgets, improve air quality, and curtail noise pollution. Trees, herbs, shrubs, and grasses arrest sedimentation and prevent other pollutants from entering our water systems. This will give a chance for our urban lakes and rivers to recover and help improve aquatic ecosystems. Biodiversity also gets a boost through the urban forestsand helps create corridors connecting the forest areas. High biodiversity areas can also help to build resilient ecosystems. Availability of forests within our urban areas gives an opportunity for children to connect to the natural environment and learn about native species.
