A1. Simple Factual Activities: Choose the correct alternatives and complete the following sentences: (1) In the cold winter month, the tree was _______________ of all leaves. (a) full (b) withdrew (c) bare (d) short (2) We find innunerable _______________ in the infinite sky. (a) clouds (b) crowds (c) stars (d) moons. We saw small bits of grass peeping through the small cracks in a concrete pavement. It left us thinking : however impossible things may look, there is always an opening... We saw a tree bare of all leaves in the cold winter months. We thought its chapter was over. But three months passed, spring set in and the tree was back to its green majesty once again, full of leaves, flowers, birds and life. What if we too had the conviction that, however difficult things are right now, it will not remain so for ever. Remember, this too shall pass. We saw an army of ants lugging a fly which was at least ten times the ant’s size. The ants organized themselves around the fly, lifted it on frail feelers and carried it to quite a distance. Their teamwork and perseverance were impressive. What if we too are consistent, organized, focused...Spider webs are delicate, yet very strong. A rainbow colours the entire sky. Oysters take in a grain of sand they open up with a pearl. Innumerable stars shine across the infinite sky. Clouds take new shapes with every passing moment. The wind makes trees dance with unhindered passion. Water, without hint of ego, changes its form according to the dictates of the sun and the wind. When we see a caterpillar turn into a butterfly, a flower turn into a fruit, we experience the alchemy of nature... we touch it and become gold ourselves. A2. Complex Factual Activities: Complete the following web : A3. Activities based on Vocabulary: Find out synonyms from the text for the following words/phrases: (1) to peer through (2) easily broken or damaged (3) mysterious power (4) drag with great efforts A4. Activities based on Contextual Grammar: Do as directed: (1) We saw an army of ants. (Choose the correct sentence of passive voice.) (a) An army of ants was seen by us. (b) An army of ants were seen by us. (c) An army of ants is seen by us. (d) An army of ants are seen by us. (2) We touch it. (Rewrite the sentence in 'Past Perfect Tense.') A5. Personal Response: (1) How can learning from nature help human beings?

A1. Simple Factual Activities: (1) (c) bare (2) (c) stars A2. Complex Factual Activities: A3. Activities based on Vocabulary: (1) peep (2) delicate (3) alchemy (4) lugging A4. Activities based on Contextual Grammar: (1) (a) An army of ants was seen by us. (2) We had touched it. A5. Personal Response: (1) Limitless sky with trillions of galaxies reminds us how insignificant we humans are in this vast universe. (2) Water always flows from high to low in the same way knowledge should be transferred from the learned to ignorant. (3) Trees provide shade selflessly to everyone, we should be selfless in our life too. (4) Nature does not hurry, yet everything is accomplished. (5) Trees stand deeply rooted in the ground even though seasons change. We should face any difficulty in our life with patience.

A1. Simple Factual Activities: Choose the correct alternatives an…

A1. Simple Factual Activities:
Put ✔ or ✘ in front of the following sentences :
(1) Bholi was the beloved daughter of Ramlal.
(2) Bholi used to wear old dresses of her sisters.
(3) Bholi was happy to see so many girls of her age in the school.
(4) All the girls in the school were laughing at Bholi.

The next day Ramlal caught Bholi by the hand and said. ‘‘Come with me. I will take you to school.’’ Bholi was frightened. She did not know what a school was like. She remembered how a few days ago their old cow. Lakshmi had been turned out of
the house and sold.
‘‘N-n-n-n No. no-no-no’’ she shouted in terror and pulled her hand away from her father’s grip.
‘‘What’s the matter with you, you fool?’’ shouted Ramlal, ‘‘I am only taking you to school.’’ Then he told his wife. ‘‘Let her wear some decent clothes today. Or else what will the teachers and the other schoolgirls think of us when they see her?’’
New clothes had never been made for Bholi. The old dresses of her sisters were passed on to her. No one cared to mend or wash her clothes. But today she was lucky to receive a clean dress which had shrunk after many washing and no longer fitted
Champa. She was even bathed and oil was rubbed into her dry and matted hair. Only then did she begin to believe that she was being taken to a place better than her home!
When they reached the school, the children were already in their classrooms. Ramlal handed over his daughter to the headmistress. Left alone, the poor girl looked about her with fear laden eyes. There were several rooms. And in each room girls like her squatted on mats, reading from books or writing on slates. The headmistress asked Bholi to sit down in a corner in one of the classrooms. Bholi did not know what exactly a school was like and what happened there. But she was glad to find so many girls almost of her own age present there. She hoped that one of these girls might become her friend.
The lady teacher who was in the class was saying something to the girls but Bholi could understand nothing. She looked at the pictures on the wall. The colours fascinated her. The horse was brown just like the horse on which the Tehsildar had come to visit their village : the goat was black like the goat of their neighbour: the parrot was green like the parrots she had seen in the mango orchard : and the cow was just like their Lakshmi. And suddenly Bholi noticed that the teacher was standing by her
side, smiling at her.
“What’s your name. little one?’’
‘‘Bh-Bho-Bho.’’ She could stammer no further than that.
Then she began to cry and tears flowed from her eyes in a helpless flood. She kept her head down as she sat in her corner, not daring to look up at the girls who, she knew were still laughing at her.

A2. Complex Factual Activities:
(1) How did Bholi's parents change her appearance?
A3. Activities based on Vocabulary:
Find out synonyms for the following:
(1) attracted
(2) repair
A4. Activities based on Contextual Grammar:
(1) Rewrite as an exclamatory sentence:
The child was very fair and pretty.
(2) Correct the error in the following sentence. Focus on verbs and subject:
New clothes was never made for Bholi.
A5. Personal Response:
(1) "If girls go to school, who will marry them?"-Why, do you think, that Bholi's mother thought so?

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A1. Simple Factual Activities:
Who said to whom-
(1) "Now tell me your name."
(2) "Didn't I tell you? Now take this book."

When the school bell rang. All the girls scurried out of the classroom. But Bholi dared not leave her corner. Her head still lowered. She kept on sobbing.
‘‘Bholi.’’
The teacher’s voice was so soft and soothing! In all her life she had never been called like that. It touched her heart.
‘‘Get up.’’ said the teacher. It was not a command, but just a friendly suggestion. Bholi got up.
‘‘Now tell me your name.’’
Sweat broke out over her whole body. Would her stammering tongue again disgrace her? For the sake of this kind woman. However she decided to make an effort. She had such a soothing voice : she would not laugh at her.
‘‘Bh-Bh-Bho-Bho-,’’ she began to stammer.
‘‘Well done, well done.’’ The teacher encouraged her. ‘‘Come on now- the full name?’’
‘‘Bh-Bh-Bho-Bholi.’’ At last she was able to say it and felt relieved as if it was a great achievement.
‘‘Well done.’’ The teacher patted her affectionately and said. ‘‘Put the fear out of your heart and you will be able to speak like everyone else.’’
Bholi looked up as if to ask. ‘Really?’
‘‘Yes, yes, it will be very easy. You just come to school everyday, will you come?’’
Bholi nodded.
‘‘No. say it aloud.’’
‘‘Ye-Ye-Yes.’’ And Bholi herself was astonished that she had been able to say it.
‘‘Didn’t I tell you? Now take this book.’’
The book was full of nice pictures and the pictures were in colour dog, cat, goat, house, parrot, tiger and a cow just like Lakshmi. And with every picture was a word in big black letters.
‘‘In one month you will be able to read this book. Then I will give you a bigger book, then a still bigger one. In time you will be more learned than anyone else in the village. Then no one will ever be able to laugh at you. People will listen to you with respect and you will be able to speak without the slightest stammer. Understand? Now go
home, and come back early tomorrow morning”
Bholi felt as if suddenly all the bells in the village temple were ringing and the trees in front of the school house had blossomed into big red flowers. Her heart was throbbing with a new hope and a new life.

A2. Complex Factual Activities:
(1) How would you describe the teacher's attitude towards Bholi? Give 3 to 4 points.
A3. Activities based on Vocabulary:
Complete the following sentences using the words given in the brackets:
(scurried, affectionately, a great achievement)
(1) After class, the students _______________ out for their lunch-break.
(2) My father always tries to solve my problem _______________.
A4. Activities based on Contextual Grammar:
Change the voice:
(1) The teacher patted her affectionately. (Begin the sentence with "She....)
(2) The teacher encouraged her. (Begin the sentence with "She....)
A5. Personal Response:
(1) Why does positive encouragement work better than criticism?

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A1. Simple Factual Activities:
Complete the following sentences:
(1) The teacher's voice was _______________ and _______________
(2) The teacher did not _______________ Bholi to get up, but it was just a friendly _______________.

When the school bell rang. All the girls scurried out of the classroom. But Bholi dared not leave her corner. Her head still lowered. She kept on sobbing.
‘‘Bholi.’’
The teacher’s voice was so soft and soothing! In all her life she had never been called like that. It touched her heart.
‘‘Get up.’’ said the teacher. It was not a command, but just a friendly suggestion. Bholi got up.
‘‘Now tell me your name.’’
Sweat broke out over her whole body. Would her stammering tongue again disgrace her? For the sake of this kind woman. However she decided to make an effort. She had such a soothing voice : she would not laugh at her.
‘‘Bh-Bh-Bho-Bho-,’’ she began to stammer.
‘‘Well done, well done.’’ The teacher encouraged her. ‘‘Come on now- the full name?’’
‘‘Bh-Bh-Bho-Bholi.’’ At last she was able to say it and felt relieved as if it was a great achievement.
‘‘Well done.’’ The teacher patted her affectionately and said. ‘‘Put the fear out of your heart and you will be able to speak like everyone else.’’
Bholi looked up as if to ask. ‘Really?’
‘‘Yes, yes, it will be very easy. You just come to school everyday, will you come?’’
Bholi nodded.
‘‘No. say it aloud.’’
‘‘Ye-Ye-Yes.’’ And Bholi herself was astonished that she had been able to say it.
‘‘Didn’t I tell you? Now take this book.’’
The book was full of nice pictures and the pictures were in colour dog, cat, goat, house, parrot, tiger and a cow just like Lakshmi. And with every picture was a word in big black letters.
‘‘In one month you will be able to read this book. Then I will give you a bigger book, then a still bigger one. In time you will be more learned than anyone else in the village. Then no one will ever be able to laugh at you. People will listen to you with respect and you will be able to speak without the slightest stammer. Understand? Now go
home, and come back early tomorrow morning”
Bholi felt as if suddenly all the bells in the village temple were ringing and the trees in front of the school house had blossomed into big red flowers. Her heart was throbbing with a new hope and a new life.

A2. Complex Factual Activities:
(1) How did the teacher encourage Bholi to overcome her stammering?
A3. Activities based on Vocabulary:
Complete the following sentences using the words given in the brackets:
(scurried, a great achievement, astonished )
(1) My mother was _______________ to see her brother in front of her after so many years.
(2) Overcoming her difficulties was _______________ for Bholi.
A4. Activities based on Contextual Grammar:
(1) Rewrite the following in indirect speech:
"Put the fear out of your heart and you will be able to speak like everyone else."
(2) Change the voice:
The teacher patted her affectionately. (Begin the sentence with "She....)
A5. Personal Response:
(1) Why does positive encouragement work better than criticism?

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A1. Simple Factual Activity:
Write whether the following statements are 'true' or 'false":
(1) Writer's father was a medical professional.
(2) After a hearty lunch the narrator settled down with a story book.

My father was a medical professional working for a private company in Raniganj in West Bengal. The officers of the company were housed in individual bungalows inside a large campus. Our house was in a corner of the campus. The officer’s club was adjacent to the boundary wall of our garden. The compound was luxurious with green grass, colourful flowers and a host of tall and majestic trees. The seasonal vegetables in the kitchen gardens of the households and the magnificent trees constantly attracted squirrels and many species of birds; a group of langurs had even made their den in an aswatha tree nearby. They had all become a part and parcel of our existence and daily life.
A small incident on a Saturday afternoon left a profound effect on me and unfolded before my eyes a whole new dimension to the wonders of God’s creation. It was a few days into the Puja vacation. Just like for any other child, the holidays provided an opportunity for me to become engrossed in various magazines and storybooks published specially for children in the festive season.
After a hearty lunch, my parents and my younger sisters lay down for an afternoon nap and I settled down with a storybook. The quiet afternoon presented the perfect backdrop for reading an adventure story. The silence was occasionally broken by the sound of my family snoring, the intermittent chirping of house sparrows, the harsh cawing of a crow the shrill call of a kite flying high above the ground. Minutes ticked by. I became deeply absorbed in the book.

A2. Complex Factual Activities:
Complete the web describing the campus where writer's family lived:

A3. Activities based on Vocabulary:
Match the synonyms:

Column 'A'	Column 'B'
(1) revealed	(a) opportunity
(2) new factor	(b) engrossed in
(3) occupied in	(c) new dimension
(4) chance	(d) unfolded

A4. Activities based on Contextual Grammar:
(1) The writer's house was in a corner of the ampus.
(Make 'Wh-question' to get underlined part as an answer.)
(2) I became deeply absorbed in the book.
(Rewrite it in Simple Present Tense)
A5. Personal Response :
(1) Do you like to live in a bungalow? Why?

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A1. Simple Factual Activities:
State whether the following statements are True or False:
(1) Bishamber was a young bridegroom.
(2) Ramlal had never dreamt that his fourth daughter Bholi would have such a grand wedding.
(3) When Bholi was brought near the sacred fire she was in a red silken bridal dress.
(4) Bholi felt herself lucky to get a well-to-do bridegroom like Bishamber.

Thus the years passed.
The village became a small town. The little primary school became high school. There were now a cinema under a tin shed and a cotton ginning mill. The mail train began to stop at their railway station.
One night, after dinner, Ramlal said to his wife, “Then, shall I accept Bishamber’s proposal?”
“Yes, certainly” his wife said. “Bholi will be lucky to get such a well to do bridegroom. A big shop, a house of his own and I hear several thousands in the bank. Moreover, he is not asking for any dowry”.
“That’s right, but he is not so young, you know -almost the same age as I am- and he also limps. Moreover, the children from his first wife are quite grown up”.
“So what does it matter ?” his wife replied. “Forty five or fifty-it is no great age for a man. We are lucky that he is from another village and does not know about her pockmarks and her lack of sense. If we don’t accept this proposal, she may remain
unmarried all her life.”
“Yes, but I wonder what Bholi will say”.
“What will that witless one say ? She is like a dumb cow.”
“May be you are right”, muttered Ramlal. In the other corner of the courtyard, Bholi lay awake on her cot, and listened to her parents’ whispered conversation.
Bishamber Nath was a well - to - do grocer. He came with a big party of friends and relations with him for the wedding. A brass band playing a popular tune from an Indian film headed the procession, with the bridegroom riding a decorated horse. Ramlal was
overjoyed to see such pomp and splendour. He had never dreamt that his fourth daughter would have such a grand wedding. Bholi’s elder sisters who had come for the occasion were envious of her luck.
When the auspicious moment came the priest said, “Bring the bride”. Bholi, clad in a red silken bridal dress, was led to bride’s place near the sacred fire.
“Garland the bride,” one of his friends prompted Bishamber Nath.

A2. Complex Factual Activities:
Complete the following web :

A3. Activities based on Vocabulary:
Complete the following sentences using the words given in the brackets:
(envious, procession, overjoyed)
(1) Most of the youngsters like to dance in marriage _______________.
(2) He was _______________ to see his friend after a long time.
A4. Activities based on Contextual Grammar:
Change the following sentences in indirect speech:
(1) "What will that witless one say? She is like a dumb cow". "May be you are right," muttered Ramlal.
(2) "Yes, certainly," his wife said, "Bholi will be lucky to get such a well-to-do bridegroom."
A5. Personal Response:
(1) What is your opinion about Bholi's bridegroom? Should she get married to him?

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A1. Simple Factual Activities:
Name the following:
(1) The greatest personalities from the great land-India.
(2) The American politician, attorney and author mentioned in the speech -e help beggars?

My dear children of the world ... Your Majesties, Your Royal Highnesses, Excellencies, distinguished members of the Norwegian Nobel Committee, dear brother Tom Harkin, brothers and sisters, and my dear daughter Malala.
From this podium of peace and humanity, I am deeply honoured to recite a mantra from the ancient texts of wisdom, Vedas. This mantra carries a prayer, an aspiration and a resolve that has the potential to liberate humanity from all man-made crises.
Let’s walk together. In the pursuit of global progress, not a single person should be left out or left behind in any corner of the world, from East to West, from South to North. Let’s speak together, let our minds come together! Learning from the experiences of our ancestors, let us together create knowledge for all that benefits all.
I bow to my late parents, to my motherland India, and to the mother earth.
With a warm heart I recall how thousands of times, I have been liberated, each time I have freed a child from slavery. In the first smile of freedom on their beautiful faces, I see the Gods smiling.
I give the biggest credit of this honour to my movement’s Kaalu Kumar, Dhoom Das and Adarsh Kishore from India and Iqbal Masih from Pakistan who made the supreme sacrifice for protecting the freedom and dignity of children. I humbly accept this award on behalf of all such martyrs, my fellow activists across the world and my countrymen.
My journey from the great land of Lord Buddha, Guru Nanak and Mahatma Gandhi; India to Norway is a connect between the two centres of global peace and brotherhood, ancient and modern.
Friends, the Nobel Committee has generously invited me to present a “lecture.” Respectfully, I am unable to do that. Because, I am representing here - the sound of silence. The cry of innocence. And, the face of invisibility. I represent millions of those children who are left behind and that’s why I have kept an empty chair here as a reminder.

A2. Complex Factual Activities:
Complete the following sentences:
(1) We can create knowledge for all that benefits all by _______________.
(2) The mantras that carries a prayer has the potential to _______________.
A3. Activities based on Vocabulary:
Find out the describing words used for the following nouns and make your own sentences using any one combinations:
(1) sacrifice (2) faces
A4. Activities based on Contextual Grammar:
Name the tense:
(1) The Nobel committee has generously invited ine to present a 'Lecture.'
(2) I am representing the millions of children.
A5. Personal Response:
(1) What do you know about Kailash Satyarthi?

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A1. Simple Factual Activity:
Name the following:
(1) The International World Heritage Programme is administered by-
(2) The Nile valley contains many ancient-

A World Heritage Site is a site determined by the United Nations Educational, Scientific and Cultural Organization (UNESCO) to have significant cultural or natural importance to humanity. As such the sites are protected and maintained by the
International World Heritage Programme which is administered by the UNESCO World Heritage Committee. Because World Heritage Sites are places that are significant culturally and naturally, they vary in type and include forests, lakes, monuments, buildings and cities.
World Heritage Sites can also be a combination of both cultural and natural areas. For example, Mount Huangshan in China is a site with significance to human culture because it played a role in historical Chinese art and literature. The mountain is also
significant because of its physical landscape characteristics.
Although the idea of protecting cultural and natural heritage sites around the world began in the early twentieth century, momentum for its actual creation was not until the 1950s. In 1954, Egypt started plans to build the Aswan High Dam to collect and control water from the Nile River. The initial plan for the dam’s construction would have flooded the valley containing the Abu Simbel Temples and scores of ancient Egyptian artefacts. To protect the temples and artifacts, UNESCO launched an international campaign in 1959 that called for the dismantling and movement of the temples to higher ground. The project cost an estimated US $80 million, $40 million of which came from 50 different countries. Because of the project’s success, UNESCO and the
International Council on Monuments and Sites initiated a draft convention to create an international organization responsible for protecting cultural heritage

A2. Complex Factual Activity:
(1) Why did UNESCO launch an international campaign in 1959?
A3. Activities based on Vocabulary:
Find from the passage adjective forms for the following:
(1) culture (2) history (3) nature (4) significance
A4. Activities based on Contextual Grammar:
This does not mean that the book is filled with heavy Grammar.Rewrite the following sentences using 'not only ... but also' and 'as well as in two separate sentences:
(1) To protect the temples and artifacts, UNESCO launched an international campaign.
A5. Personal Response:
(1) What are our duties towards preservation of any historical site?

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A1. Simple Factual Activity:
Complete the following sentences:
(1) The role of World Heritage Committee is to list the sites as a UNESCO World Heritage Site.
(2) The tenure of World Heritage Committee is six years.

Shortly thereafter in 1965, a White House Conference in the United States called for a “World Heritage Trust” to protect historic and cultural sites but to also protect the world’s significant natural and scenic sites. Finally, in 1968, the International Union for Conservation of Nature developed similar goals and presented them at the United Nations conference on Human Environment in Stockholm, Sweden in 1972. Following the presentation of these goals, the Convention concerning the Protection of World Cultural and Natural Heritage was adopted by UNESCO’s General Conference on November 16,1972.
Today, the World Heritage Committee is the main group responsible for establishing which sites will be listed as a UNESCO World Heritage Site. The Committee meets once a year and consists of representatives from 21 State Parties that are elected for six year terms by the World Heritage Center’s General Assembly. The State Parties are then responsible for identifying and nominating new sites within their territory to be considered for inclusion on the World Heritage list.

A2. Complex Factual Activity:
(1) Why did a White House Conference in the United States call for a 'World Heritage Trust'?
A3. Activities based on Vocabulary:
Write from the passage nouns for the following:
(1) present (2) protect (3) conserve (4) include
A4. Activities based on Contextual Grammar:
Rewrite the sentences using 'not only....but also' and 'as well as' in two separate sentences:
(1) A White House Conference called for a World Heritage Trust' to protect historic cultural sites and the world's significant natural and scenic sites.
A5. Personal Response:
(1) Why do you like to visit tourist spots ?

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A1. Simple Factual Activities:
Complete the sentences:
(1) A tiny bird was rushing towards _________.
(2) A heavy fire had broken out in the _________.
(3) The speaker is appealing to globalise _________.
(4) The tiny bird was going to _________.

We can do it ...
You may ask that - what can one person do? I would recall a story of my childhood: A heavy fire had broken out in the forest. All the animals were running away, including lion, the king of the forest. Suddenly, then he saw a tiny bird rushing towards the fire. He asked the bird, “What are you doing?” To the lion’s surprise, the bird replied “I am going to extinguish the fire.” The lion laughed and said, “How can you do it keeping just one drop of water, in your beak?” The bird was adamant, and she said, “I am doing my bit.”
Eighteen years ago, millions of individuals marched across the globe. And demanded a new international law for the abolition of worst form of child labour, and it has happened, we did it, millions of individuals did it.
Friends! We live in an age of rapid globalisation. We are connected through high-speed Internet. We exchange our goods and services in one single global market. Thousands of flights every day connect us from one corner to another corner of the globe. But there is one serious disconnect and there is a lack of compassion. Let us inculcate and transform these individuals’ compassion into a global compassion.
Let us globalise compassion.
Mahatma Gandhi said, “If we are to teach real peace in this world... we shall have to begin with the children.” I humbly add, let us unite the world through the compassion for our children.
I ask - Whose children are they who stitch footballs, yet never played with one?
Whose children are they who harvest cocoa, yet have never tasted chocolate?
Whose children are they who are dying of Ebola?
Whose children are they who are kidnapped and held hostage?
They are all our children.
I remember an eight-year-old girl we rescued from intergenerational forced labour from stone quarries. When she was sitting in my car right after her rescue, she asked me: “Why did you not come earlier?”
Her angry question still shakes me – and has the power to shake the whole world. Her question is for all of us. What are we doing? What are we waiting for? How many girls will we allow to go without rescue?
Children are questioning our inaction and watching our actions. We need collective actions with a sense of urgency.
Every single minute matters, every single child matters, every single childhood matters.
Therefore, I challenge the passivity and pessimism surrounding our children. I challenge this culture of silence and this culture of passivity, this culture of neutrality.

A2. Complex Factual Activities:
Complete the following web:

A3. Activities based on Vocabulary:
(1) Use the word 'stitch' as a Noun and a Verb in separate meaningful sentences.
A4. Activities based on Contextual Grammar:
Add a question tag:
(1) We are connected through high-speed internet.
(2) We exchange our goods and services in one single global market.
A5. Personal Response:
(1) What lesson does the story of the lion and the tiny bird teach us?

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A1. Simple Factual Activities:
(1) Complete the following sentences:
Small groups, local organisations and individuals are _______________ .
(2) Name the following:
The daughters of Kailash Satyarthi mentioned in this passage:

We have made progress in the last couple of decades. We have reduced the number of out-ofschool children by half. We have reduced the number of child labourers by a third. We have reduced child mortality and malnutrition, and we have prevented millions of child deaths.
But, let us make no mistake, great challenges still remain.
Friends! The biggest challenge or biggest crisis knocking on the doors of humankind is fear and intolerance.
We have utterly failed our children in imparting an education. An education that gives the meaning and objective of life. An education that gives a sense of global citizenship among the youth.
I am afraid that the day is not very far away when the cumulative result of this failure, will culminate in an unprecedented violence, and that will be suicidal for humankind.
Rights, security, hope can only be restored through education.
Young people like Malala ... I’ve started calling her my daughter Malala not just Malala ... So my daughter Malala and other daughters including Kayanat.. in fact.. two Kayanats, and Shazia, and the daughters from Africa, and from all over the world. They are rising up and choosing peace over violence, tolerance over extremism, and courage over fear.
The solutions are emerging. But these solutions cannot be found in the deliberations in conferences alone, and cannot be found in prescriptions from a distance.
They lie in small groups and local organisations and individuals, who are confronting with the problem every day. Even if they remain unacknowledged, unrecognised and unknown to the world the solution are with them.

A2. Complex Factual Activities:
Complete the following web stating the sign of progress mentioned by Satyarthi :

A3. Activities based on Vocabulary:
Find out the describing words used for the following nouns and make your own sentences by using any three combinations:
(1) challenges
(2) organisations
(3) citizenship
(4) groups
A4. Activities based on Contextual Grammar:
(1) Find out and write four sentences from the passage that are in Present Perfect Tense:
A5. Personal Response:
(1) What is the role of education in nation building?

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