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प्रश्न
Many people are of the opinion that violent, physical sports such as boxing, kick boxing and wrestling, to name a few should be banned while others think otherwise. Express your opinion on the topic by either writing in favour of banning these sports or against banning them. While writing, you should also include the rebuttal to your questions. Try not to go beyond 200 words.
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उत्तर
BANNING VIOLENT PHYSICAL SPORTS
Many people think that violent physical sports such as boxing, kick boxing, wrestling, bull-fighting, to name a few, should be banned. And they think rightly so. What’s the main aim of sports and games? Pleasure and entertainment. They provide us thrill or ‘excitement’. They lift our spirits. We feel more animated and alive. And the entertainment that sports and games provide us is the healthy and wholesome entertainment. On the other hand, violent physical sports such as boxing, kick boxing and bullfighting provide us a vulgar pleasure. It is violent and sadistic in nature. When we watch hockey, badminton or cricket we enjoy them. We appreciate Gavaskar for defence, Vivian Richards for attack and Sachin Tendulkar for style. Similarly, we adore Maradona or Pele not for their foul play or hitting the opponents but for their scoring abilities. Similarly, we admire Federer for his craftsmanship and Nadal for his power play in lawn-tennis. All these sports lift us physically, mentally as well as spiritually.
Watch a ten or fifteen-round boxing match. What do you like the most in a boxing match? You like the punches, hooks and the maximum damage that a boxer can do to his opponent. At every punch or hook your desire to see assault and your blood is aroused. Before the bout ends you find both the players wounded, bleeding and their faces cut at more than half a dozen places. Some players even lose their lives during boxing bouts. What is bullfighting? It shows sheer lack of decency, lack of good taste that one craves for such violent sports. Such bloody and violent sports should be banned.
APPEARS IN
संबंधित प्रश्न
A story can have more than one ending. Rewrite the end of the story you have just read. You can begin like this…….. “As he drove home, he felt guilty for having let his children down. He reached home, entered the house and saw his wife and children watching the television…”
Answer the following question briefly.
Describe John A. Pescud with reference to the following points:
- Physical appearance
- His philosophy on behaviour
- His profession
- His first impression of his wife
- His success
(a) Listen to a recording of the poem.
(b) What choice did the poet have to make?
(c) Did he regret his choice? Why/why not?
You already know the two literary devices generally used by writers and poets for comparison, i.e. metaphor and simile.
e.g. a) He was a lion in the battle, (metaphor)
b) He fought like a lion, (simile)
In (a) the writer talks of the soldier in terms of a lion. The comparison is implied.
In (b) the writer compares the soldier to a lion with the use of the word like, (as may also be used for such comparisons.)
Read the poem again and note down the metaphors and similes. Complete the following chart.
| Reference | Metaphor | Simile |
| world | all the world's a stage | |
| men, women | ||
| school-boy | ||
| lover | ||
| soldier | ||
| reputation | ||
| voice |
Which comparison(s) do you find most interesting? Why?
Complete the following sentences about the poem.
- In the first stanza, the poet refers to four pieces of evidence: large shoes, a long bed, the Bible, fields cluttered with boulders and a leaky barn. This leads the poet to conclude that ‘the man of the house’ was ________________
- I think that the child was probably about six years old because_____________ .
- The poet suggests that a woman lived in the farmhouse because______________ .
- The family probably left the farmhouse because____________________________ .
Answer the following question briefly.
Why does Jeanne want to buy a villa?
The convict is the product of the society he had lived in, both, in terms of the
suffering that led him to steal a loaf of bread, as well as the painful sentence he
received as a punishment for his "crime". He was imprisoned for stealing money
to buy food for his sick wife. This filled him with despair, hopelessness,
bitterness and anger at the injustice of it all.
Conduct a debate in the class (in groups) on the following topic. Instructions for
conducting a debate and use of appropriate language are given in the unit “Children” of
the Main Course Book.
'Criminals are wicked and deserve punishment'
The news
(a) Narendra Singh – broke record – long jump – regional meet – Principal sent congratulations – also President Youth Federation
(b) Narendra Singh from St. Michael’s School has broken the regional long jump record. The principal of St. Michael’s has sent his congratulations. Best wishes have also come from the President of the Youth Federation.
_________________________________________
Exchange notes with your partner. Read out your partner’s information as a news broad¬cast. Use the present perfect tense to report I express actions completed in the recent past but whose effect still remains.
Use your imagination to make the news item sound exciting
The author uses many vivid and colourful expressions to describe the ocean, clouds, sky, waves and his own feelings. List the expressions that you like the most .
- Ocean
1)
2)
- Clouds and sky
1) The sun looked out for the last time as if it was saying goodbye to me .
2)
- Waves
1)
2)
Find at least two expressions under each heading .
Another technique adopted by the writer is to use figures of speech such as a simile. A simile is used to express similarity between two things. e.g. He is as fast as lightning. The rain/ell heavily on the metal roof like a machine-gun. Similes usually start with 'like' or 'as'.
Find two similes in the last section of the story.
Choose a suitable word from the options given and complete the story from Tunisia.
A weary traveller stopped at a Bedouin’s tent and asked for shelter for the night. Without (a)_______ delay, the man killed (b) _______chicken and handed it to (c)_______ wife for (d)___________ guest’s supper. As the woman stirred the meat in (e) _______ copper cooking pot, she smelled the rich steam and could not resist tasting (f)________ of the meat and soup, to see if it was soft and tasty. But mouthful followed mouthful, and there wasn’t (g)__________chicken left but for the neck piece, which she gave to her little son to nibble. The boy found it so tasty that he whined, “Give me (h)_______ more chicken, mother!” The woman slapped the little boy and scolded him: “It’s a shameful habit (i)______ father taught you, enough of it, I tell you!” On the (j) _______ side of the wooden hanging which screened the woman’s part of the tent from the rest, the traveller overheard them. “What habit has (k)______ father taught (l) _______ child?” he asked curiously. “Oh,” said the woman, “whenever a guest arrives at (m)_______ tent, he cuts off his ears and roasts them over the fire for (n)______ son to eat.” Making not a sound, the traveller picked up (o)_______ shoes and ran.
| (a) (i) no any (ii) little (iii) any (iv) no |
| (b) (i) a few (ii) some (iii) few (iv) a |
| (c) (i) his (ii) her (iii) their (iv) there |
| (d) (i) the (ii) a (iii) theirs (iv) their |
| (e) (i) her (ii) hers (iii) the (iv) an |
| (f) (i) some (ii) few (iii) a few (iv) more |
| (g) (i) any (ii) some (iii) a few (iv) few |
| (h) (i) little (ii) a little (iii) a few (iv) some |
| (i) (i) hers (ii) yours (iii) their (iv) his |
| (j) (i) another (ii) another (iii) other (iv) one |
| (k) (i) hers (ii) her (iii) him (iv) his |
| (l) (i) a (ii) an (iii) the (iv) x |
| (m) (i) x (ii) our (iii) ours (iv) their |
| (n) (i) their (ii) his (iii) him (iv) our |
| (o) (i) her (ii) his (iii) our (iv) x |
Compounds—someone, nothing etc.
| someone | anyone | none | everyone |
| somebody | anybody | nobody | everybody |
| something | anything | nothing | everything |
| somewhere | anywhere | nowhere | everywhere |
(Words ending with one and body mean the same.)
Fill in the gaps with some of the words from the table above:
- He can’t hear _____ . He’s completely deaf.
- _______ is going blurred. I can’t see!
- He’s looked ______ but he can’t find it.
- It must be _________ ! Look carefully.
- ______ must move or the horse will be scared.
- It doesn’t matter what you wear, ______ will do.
- She is very popular. _______ likes her.
- Shh! There is _____________ moving downstairs.
- Don’t worry! It’s _________ frightening. It is only the wind.
- It’s a public holiday, so____________ is open.
As a class, you will need to follow these steps
a. Decide the length of your programme
b. Select two lively presenters whose job is to:
• discuss and agree with other students on their proposals for the programme.
• fix the duration of each item.
• ensure that the programme has enough variety of content.
• decide the sequence of items.
• supervise the script for each item.
• present the programme in a lively manner.
Now enjoy performing/ watching the show.
Ganesh comes to visit Vikram and finds the house locked. He leaves a note. It is raining, the note gets wet and some words are washed off. Complete the note by filling in the missing words by choosing the correct option given below.
Dear Ram
I am so sorry to have missed you. I came to Udaipur on (a) _________ business trip and I have been here (b) _________ two weeks now. Your neighbours told me (c) _________ sad news that your father (d) _________ been hospitalized. I wish I (e) _________ see him but unfortunately I (f) _________ leaving for Madras today on (g) _________ 4 o’clock plane. Please send your father my best wishes. Anyway, I (h) _________ be in Udaipur again on 3rd and 4th June and I (i) _________ certainly find time to call on vou even though it (j) _________ some to be a hectic schedule.
Yours affectionately
Ganesh
| (a) (i) X (ii) the (iii) a (iv) an |
(b) (i) since (ii) from (iii) for (iv) in |
| (c) (i) the (ii) X (iii) an (iv) a |
(d) (i) is (ii) being (iii) has (iv) have |
| (e) (i) could (ii) have (iii) can (iv) having |
(f) (i) am (ii) been (iii) is (iv) being |
| (g) (i) a (ii) by (iii) the (iv) an |
(h) (i) am (ii) will (iii) are (iv) being |
| (i) (i) shall (ii) will (iii) ought to (iv) must |
(j) (i) would (ii) will (iii) shall (iv) is |
Do you see any difference in the following sentences?
(a) You can use a ruler to dig holes.
(b) You can use my ruler to dig holes.
(c) You can find a ruler in the study room.
Can is used to express permission, ability, and possibility in these sentences.
In sentence (a) can is used to express ________.
In sentence (b) can is used to express ________ and,
in sentence (c) can is used to express ________.
Can, could, may, might, will, would, must, ought to, shall, should are called Modal verbs.
: Duties and Privileges
. In some schools the student - council members are assigned duties at the
beginning of every academic year.
Write a job description to be given to the newly elected Environment
Monitor of your school.
You may do this individually. Later your class as a whole can come out with one
duty list to be displayed on the soft-board. You may use the words given in the
box below.
can, may, can’t, mustn’t, must, should, have to.
Probability
The following statements express varying degrees of certainty. Look at the underlined modals in each of the statements. Then number the sentences in order of certainty. Mark the sentence No. 1 if it is most likely certain and the least likely as no. 5.
(a) The lady in the formal attire may be Mr. Chawla’s secretary. (a) ___________
(b) The foreigners accompanying him could be the (b) ___________ newly appointed interpreters
(c) The man in the safari talking to someone on the (c) ____________ cell phone mustbe Mr. Chawla.
(d) Mr. Chawla will be the chief guest. (d) ___________
(e) The people following him might be from the media. (e) ___________
In Question 3, you read an eye-witness account of a robbery. On the basis of your reading of the Birlstone tragedy, in about 125 words, write Dr Wood's account of the discovery of John Douglas's body.
Rearrange the following words and phrases to form meaningful sentences. The first one has been done for you as an example.
was/ about twenty / childhood / delight / years ago.
Childhood was a delight about twenty years ago.
(a) the leisure hours/of a child/ of the TV / today / are spent / in front
________________________________________________
(b) of most / now – a – days / the attitude / parents is / different
________________________________________________
(c) work and play / different things / they see / as / two
________________________________________________
(d) playing / feel / is a / waste of / they / time / that
________________________________________________
