A1. Simple Factual Activity: Complete the sentences using the information from the passage: (1) Sitaram was looking out for any job _______________ . (2) The lady of the house was _______________. Nathu grumbled to himself as he swept the steps of the Pipalnagar Bank, owned by Seth Govind Ram. He used the small broom hurriedly and carelessly, and the dust, after rising in a cloud above his head settled down again on the steps. As Nathu was banging his pan against a dustbin, Sitaram, the washerman’s son, passed by. Sitaram was on his delivery round. He had a bundle of freshly pressed clothes balanced on his head. ‘Don’t raise such dust!’ he called out to Nathu. ‘Are you annoyed because they are still refusing to pay you an extra two rupees a month?’ ‘I don’t wish to talk about it,’ complained the sweeper-boy. ‘I haven’t even received my regular pay. And this is the twentieth of the month. Who would think a bank would hold up a poor man’s salary? As soon as I get my money, I’m off! Not another week I work in this place.’ And Nathu banged the pan against the dustbin several times, just to emphasize his point and giving himself confidence. ‘Well, I wish you luck,’ said Sitaram. ‘I’ll keep a lookout for any jobs that might suit you.’ And he plodded barefoot along the road, the big bundle ofclothes hiding most of his head and shoulders. At the fourth home he visited, Sitaram heard the lady of the house mention that she was in need of a sweeper. Tying his bundle together, he said; ‘I know of a sweeper boy who’s looking for work. He can start from next month. He’s with the bank just now but they aren’t giving him his pay, and he wants to leave.’ ‘Is that so?’ said Mrs. Srivastava. ‘Well, tell him to come and see me tomorrow.’ A2. Complex Factual Activity: Write in your own words a few sentences about the following: (i) Nathu A3. Activities based on Vocabulary: Do as directed: (1) He called out to Nathu. (Rewrite the sentence in Past Continuous Tense.) (2) Mrs Srivastava said, "Tell him to come and see me tomorrow." (Change into indirect speech.) A4. Activities based on Contextual Grammar: Column 'A'Column 'B' (1) small (a) man (2) pressed (b) pay (3) regular (c) clothes (4) poor (d) broom A5. Personal Response: (1) What makes you angry? What do you do then?

A1. Simple Factual Activity: (1) Sitaram was looking out for any job that might suit Nathu. (2) The lady of the house was in need of a sweeper. A2. Complex Factual Activity: (i) Nathu: Nathu was a sweeper working with the Pipalnagar Bank, owned by Seth Govind Ram. He was annoyed because the Bank had not paid his salary though they were the last daysof the month. He was sweeping hurriedly and carelessly because he was not happy with the owner. He was thinking of leaving that job. A3. Activities based on Vocabulary: (1) small -broom (2) pressed -clothes (3) regular - pay (4) poor -man A4. Activities based on Contextual Grammar: (1) He was calling out to Nathu. (2) Mrs Srivastava told (asked) him to tell him to come and see her the next day. A5. Personal Response: (1) Somebody's bad behaviour or arrogance makes me angry. When I get annoyed I do not react with harsh words or any violent action. I try to keep myself cool and try to bring to his/her notice, the wrong he/she is doing with me. I shall take time and prove him/her wrong.

A1. Simple Factual Activity: Complete the sentences using the inf…

A1. Simple Factual Activity:
Complete the following sentences:
(1) The inventory of the State Party is called _______________.
(2) Tentative List is included on the _______________ File.

BECOMING A WORLD HERITAGE SITE
There are five steps in becoming a World Heritage Site, the first of which is for a country or State Party to take an inventory of its significant cultural and natural sites. This is called the Tentative List and it is important because nominations to the World Heritage List will not be considered unless the nominated site was first included on the Tentative List. Next, countries are then able to select sites from their Tentative Lists to be included on a Nomination File. The third step is a review of the Nomination File by two Advisory Bodies consisting of the International Council on Monuments and Sites and the World Conservation Union, who then make recommendations to the World Heritage Committee. The World Heritage Committee meets once a year to review these recommendations and decide which sites will be added to the World Heritage List. The final step in becoming a World Heritage Site is determining whether or not a nominated site meets at least one of ten selection criteria. If the site meets these criteria, it can then be inscribed on the World Heritage List. Once a site goes through this process and is chosen, it remains the property of the country on whose territory it sits, but it also becomes considered within the international community.

A2. Complex Factual Activity:
Complete the following flow-chart by choosing from the options given below to show how any site of any country can become a World Heritage Site:
(1) Inclusion of the name of a site from the tentative list to the nomination file.
(2) Name of the site is inscribed on the World Heritage list after meeting the criteria.
(3) Inclusion of the name of site for the nomination in a tentative list after an inventory in the country or the state.
(4) Decision of the World Heritage Committee after the review of the nominated file.
(5) A review of the file included by the advisory bodies.
A3. Activities based on Vocabulary:
Match the words in Column 'A' with their meanings in Column 'B':

Column 'A'	Column 'B'
(1) inventory	(a) fixed basis to judge
(2) territory	(b) suggestions
(3) criteria	(c) region
(4) recommendations	(d) a written list of material

A4. Activities based on Contextual Grammar:
Add a tailtag :
(1) There are five steps in becoming a World. Heritage Site, _______________?
(2) It remains the property of the country, ______________
A5. Personal Response:
(1) Why, do you think, should we preserve the World Heritage Sites?

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A1. Simple Factual Activities:
Complete the following sentences:
(1) Meena stayed alone as _______________.
(2) Meena had the habit of _______________.

Meena is a good friend of mine. She is an LIC officer earning a good salary. But there was always something strange about her. She was forever unhappy. Whenever I met her, I would start to feel depressed. It was as though her gloom and cynicism had a way of spreading to others. She never had anything positive to say on any subject or about any person.
For instance, I might say to her, ‘Meena, did you know Rakesh has come first in his school ?’
Meena’s immediate response would be to belittle the achievement. ‘Naturally, his father is a school teacher’, she would say.
If I said, ‘Meena, Shwetha is a very beautiful girl, isn’t she ?’ Meena would be pessimistic. ‘When a pony is young, he looks handsome. It is age that matters. Wait for some time. Shwetha will be uglier than anyone you know.’
‘Meena, it’s a beautiful day. Let’s go for a walk’.
‘No, the sun is too hot and I get tired if I walk too much. Besides, who says walking is good for health ? There’s no proof.’
That was Meena. She stayed alone in an apartment as her parents lived in Delhi. She was an only child and had the habit of complaining about anything and everything. Naturally, she wasn’t a very pleasant company and nobody wanted to visit her. Then one day, Meena was transferred to Bombay and soon we all forgot about her.
Many years later, I found myself caught in the rain at Bombay’s Flora Fountain. It was pouring and I didn’t have an umbrella. I was standing near Akbarallys, a popular department store, waiting for the rain to subside. Suddenly, I spotted Meena. My first reaction was to run, even in that pouring rain. I was anxious to avoid being seen by her, having to listen to her never-ending complaints. However, I couldn’t escape. She had already seen me and caught hold of my hand warmly. What’s more, she was very cheerful.
‘Hey ! I am really excited. It’s nice to meet old friends. What are you doing here ?’
I explained that I was in Bombay on an official work.

A2. Complex Factual Activities:
(1) What was Meena's nature like?
A3. Activities based on Vocabulary:
Find similar words:
(1) pleasant -
(2) heavy rainfall -
(3) well known -
(4) noticed -
A4. Activities based on Contextual Grammar:
Make the following sentences negative:
(1) She was forever unhappy.
(2) Meena was a pessimistic girl.
A5. Personal Response:
(1) In your opinion, how should a friend be?

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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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A1. Simple Factual Activity:
(1) He was bestowed with numerous honorary doctorates and awards.
(2) Dr Hawking's 'A Brief History of Time' is one of the best selling books of our time.

Though confined to a wheel chair with no control over his body save a finger and with
a computer to help him express his thoughts. Dr Hawking is an authority on profound subjects of science. Numerous honorary doctorates and awards have been bestowed
on him. He is a Fellow of The Royal Society and a Member of the US National Academy of Sciences.
In spite of being considered Einstein’s equal in intelligence, Dr Hawking is a very humble man. A simple, down to earth man, he has authored many books dealing with his awesome ideas keeping a layman in mind. His writing is full of wit and humour. His style is so lucid that non-scientists can also understand him. His book, “A Brief History of Time” is one of the best selling books of our times.
On being asked, how he feels about having the dreadful ALS, Dr Hawking, the quintessence of optimism and hope, says, “Not very different from the rest. I try and lead as normal a life as possible, and not think about my condition or regret the things it prevents me from doing, which are not many.”
Dr Hawking firmly believes that in the next millenium, science will discover the core secrets of the universe, its origin, its history and maybe even predict its ultimate demise.
Like Dr Hawking, there are many people who display exemplary courage in their lives. Let us salute all those brave people, who in spite of being disabled strive to do their best.

A2. Complex Factual Activity:
(1) Which of Dr Hawking's achievements are mentioned in this passage?
A3. Activities based on Vocabulary:
Write the adjectives for the following nouns from the passage:
(1) ideas
(2) style
(3) courage
(4) secrets.
A4. Activities based on Contextual Grammar:
Do as directed:
(1) His writing is full of wit and humour.
(Rewrite the sentence using Past Perfect Tense.)
(2) He is a fellow of the Royal Society and a member of the US National Academy of Science.(Use not only but also.)
A5. Personal Response:
(1) How do you know that Dr Hawking is a perfect example of optimism and hope?

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A1. Simple Factual Activities:
Write one sentence each, why the following years were landmarks in the lives of Pierre and Marie Curie:
(1) 1906 -
(2) 1911-

The Curies continued their work for four more years. Wearing an acid stained, dust covered mask, Marie toiled along stirring large pots of pitchblende ensuring that the fires beneath were active throughout the day and the night. Then in 1902, success finally came. On a September night the Curies, after a day’s tiresome work, went home. Then just as they were about to go to bed they went to the laboratory to have another look at the hundreds of small bowls into which they had poured filtered pitchblende. In the dark laboratory as they moved cautiously forward there were all around them rays of soft, bluish purple light coming from the small, glass covered bowls. Radium had been discovered ! Marie said to her husband, ‘Do you remember the day when you told me that you wanted radium to have a beautiful colour? Look …. look!’’
Actually, what they had produced was just a tiny pinch of white powder that looked like salt. But it was to become one of the wonders of the world. With its rays people would be able to see through the hardest of substances except lead.
The benefits of radium in the world of medicine are incalculable. It has been used with great effect in the treatment of cancer. The bacteria of such diseases as typhus, cholera and anthrax can also be killed by radium.
In 1903 the Curies along with Henry Becquesel, were awarded the Nobel Prize for physics for the discovery of Radium and Polonium. They wished, they could have patented their discovery and become rich, but this noble woman refused to do so and gave it free to the world to be used properly.
In 1906, Pierre was knocked down and killed by a horse-drawn wagon. Marie clung to his lifeless body and remained disconsolate.
In 1911, Marie was awarded the Nobel prize for the second time and this was for Chemistry. Madame Curie remained comparatively poor and when asked why she did not make money by her discoveries, she replied, ‘‘I am working for science. Radium belongs to the people, not to me.’’
In 1934, the health of Marie Curie failed and in the July of that year this great scientist, who had given her life for the cause of science and humanity, died. In every great man and woman there is a compulsive desire to discover the truth. Madame Curie, who pursued her life’s goal with great courage, endurance, dedication and strength of character, is a living example of this statement.
There are also men and women who show extreme courage when they are face to face with great danger. But greater is the courage of men and women who display a strength of mind that is not defeated by extremely hostile and unfavourable conditions of life. Madame Curie certainly belongs to this latter group.

A2. Complex Factual Activities:
(1) What makes Marie Curie an exceptional scientist?
A3. Activities based on Vocabulary:
Write down the describing words used for the following nouns :
(1) _______________ work
(2) _______________ pitchblende
(3) _______________ colour
(4) _______________ desire.
A4. Activities based on Contextual Grammar:
Change the voice:
(1) In 1906, Pierre was knocked down by a horse- drawn wagon.
(Begin the sentence with 'A horse-drawn wagon'.)'
(2) In 1911, Marie was awarded the Nobel Prize.
(Begin the sentence with 'They'.)
A5. Personal Response:
(1) Besides the uses of Radium and Polonium mentioned in the text, in what other way do you think, it is used in the field of medicine?

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A1. Simple Factual Activities:
Complete the following sentences:
(1) Soldiers called Joan _______________.
(2) Joan wanted _______________.
(3) The shortest way to save your skin is to _______________.
(4) According to Joan, their soldiers are always beaten because they fight _______________.

Poulengey : (Going to the window) Yes! Joan, come up. (Joan enters.)
Poulengey : (Gravely) Be seated, Joan.
Robert : What is your name ?
Joan : They always called me Jenny, in Lorraine. Here in France, I am Joan. The soldiers call me the Maid.
Robert : How old are you ?
Joan : Seventeen, so they tell me. It might be nineteen. I don’t remember.
Robert : I suppose you think raising a siege is as easy as chasing a cow out of a meadow. You think soldiering is anybody’s job ?
Joan : I don’t think it can be very difficult if God is on your side.
Robert : (Grimly) Have you ever seen English soldiers fighting? Have you ever seen them plundering, burning, turning the countryside into a desert ? Have you heard no tales of their prince who is the devil himself, or of the English king’s father ?
Joan : You do not understand, squire. Our soldiers are always beaten because they are fighting only to save their skins and the shortest way to save your skin is to run away. But I will teach them all to fight for France. Then, they will drive the soldiers before them like sheep. You and Polly will live to see the day when there will not be a single English soldier on the soil of France.
Robert : (To Poulengey) This may all be nonsense, Polly. But the troops might just be inspired by it though nothing that we say seems to put any fire into them. Even the Dauphin might believe it. And if she can put some fire into him, she can put it into anybody.
Robert : (Turning to Joan) Now you, listen to me and don’t cut in before I have time to think. Your orders are that you are to go to Chinon under the escort of this gentleman and three of his friends.
Joan : (Radiant, clasping her hands) Oh, thank you, squire !
Poulengey : How is she to get into the royal presence ?
Robert : I don’t know. How did she get into my presence ? I will send her to Chinon and she can say I sent her. Then, let come what may. I can do no more.
Joan : And the dress ? I may have a soldier’s dress, squire ?
Robert : Take what you please. I wash my hands off it.
Joan : (Wildly excited by her success) Come, Polly. (She dashes out.)
Robert : (Shaking Poulengey’s hand) Goodbye, old man, I am taking a big chance. Few other men would have done it.

A2. Complex Factual Activities:
(1) What shows Joan was a person of immense faith?
A3. Activities based on Vocabulary:
Find out synonyms:
(1) looting -
(2) seriously -
(3) following -
(4) hayfield -
A4. Activities based on Contextual Grammar:
Rewrite as affirmative sentences:
(1) I don't remember.
(2) YYou do not understand Squire.
A5. Personal Response:
(1) Do you love your country? Why?

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A1. Simple Factual Activity:
Say whether the following statements are True or False:
(1) When the young seagull. pretended to be falling asleep, his parents took notice of him.
(2) Flying across the young seagull, the mother dropped into his beak a piece of fish.
(3) The young seagull was fed a piece of fish by his mother.
(4) The young seagull's father was preening the feathers on his white back.

The sun was now ascending the sky, blazing on his ledge that faced the south. He felt the heat because he had not eaten since the previous nightfall.
He stepped slowly out to the brink of the ledge, and standing on one leg with the other leg hidden under his wing, he closed one eye, then the other, and pretended to be falling asleep. Still they took no notice of him. He saw his two brothers and his sister
lying on the plateau dozing with their heads sunk into their necks. His father was preening the feathers on his white back. Only his mother was looking at him. She was standing on a little high hump on the plateau, her white breast thrust forward. Now and
again, she tore at a piece of fish that lay at her feet and then scrapped each side of her beak on the rock. The sight of the food maddened him. How he loved to tear food that way, scrapping his beak now and again to whet it.
“Ga, ga, ga”, he cried begging her to bring him some food. “Gaw-col-ah”, she screamed back derisively. But he kept calling plaintively, and after a minute or so he uttered a joyful scream. His mother had picked up a piece of the fish and was flying across to him with it. He leaned out eagerly, tapping the rock with his feet, trying to get nearer to her as she flew across. But when she was just opposite to him, she halted, her wings motionless, the piece of fish in her beak almost within reach of his beak. He waited a moment in surprise, wondering why she did not come nearer, and then, maddened by hunger, he dived at the fish. With a loud scream he fell outwards
and downwards into space. Then a monstrous terror seized him and his heart stood still. He could hear nothing. But it only lasted a minute. The next moment he felt his wings spread outwards. The wind rushed against his breast feathers, then under his stomach, and against his wings. He could feel the tips of his wings cutting through the air. He was not falling headlong now. He was soaring gradually downwards and outwards. He was no longer afraid. He just felt a bit dizzy.

A2. Complex Factual Activity:
Complete the web :

A3. Activities based on Vocabulary:
Pick out from the passage the Homophones for the following:
(1) won (2) I (3) peace (4) threw
A4. Activities based on Contextual Grammar:
Read the following sentences carefully, underline the verbs and find out the tenses in the sentences:
(1) She is standing on a little high hump on the plateau.
(2) He leaned out eagerly.
A5. Personal Response:
Complete the following statements:
(1) Human beings find it difficult to face great challenges because _______________ .

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A1. Simple Factual Activities:
Make a list of the problems that we are facing and creating violence against children -

I call upon all the governments, intergovernmental agencies, businesses, faith leaders, workers, teachers and NGOs, and each one of us, to put an end to all forms of violence against children. Slavery, trafficking, child marriages, child labour, sexual abuse, and illiteracy these things have no place in any civilised society.
Friends, we can do this. Governments must make child - friendly policies, and invest in education and young people. Businesses must be more responsible, accountable and open to innovative partnerships.Intergovernmental agencies must work together to accelerate action. Global civil society must rise above the business-as-usual and fragmented agendas. Faith leaders and institutions, and all of us must stand with our children.
We must be bold, we must be ambitious, and we must have the will. We must keep our promises. Over fifty years ago, on the first day of my school, I met a cobbler boy, my age sitting outside the gate of my school. I asked my teachers: “Why is he working outside? Why is he not with us in the school?” My teachers had no answer. One day, I
gathered the courage to ask the boys’ father. He said: “Sir, I have never thought about it. We are born to work.”
His answer made me angry. It still makes me angry.

A2. Complex Factual Activities:
Complete the following sentences :
(1) Government should make _______________.
(2) _______________ and _______________ must stand with our children.
A3. Activities based on Vocabulary:
Find out the describing words used for the following noun and make your own sentences by using any combination:
(1) _______________ agencies
(2) _______________ partnership
A4. Activities based on Contextual Grammar:
Rewrite as indirect speech:
(1) I asked my teachers, "Why is he working outside? Why is he not with us in the school?"
(2) The boy's father said to the writer, "I have never thought about it. We are born to work."
A5. Personal Response:
(1) Why should the government invest in education and young people?

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A1. Simple Factual Activities:
State whether the following statements are Right or Wrong:
(1) We should have vision for today not tomorrow.
(2) If we close our eyes and feel the child inside us, we can listen to that child.
(3) Mahatına Gandhi, Nelson Mandela and Martin Luther King are calling on us.
(4) Satyarthi's vision of tomorrow is to see that cobbler's boy sitting with him in his classroom.

As a child, I had a vision of tomorrow. A vision of that cobbler boy sitting with me in my classroom.
Now, that tomorrow has become TODAY.
I am TODAY, and you are TODAY. TODAY it is time for every child to have a right to life, right to freedom, right to health, right to education, right to safety, right to dignity, right to equality, and right to peace.
TODAY, beyond the darkness, I see the smiling faces of our children in the blinking stars. TODAY, in every wave of every ocean, I see my children are playing and dancing. TODAY, in every plant, in every tree, and mountain, I see our children growing freely with dignity.
Friends, I want you to see and feel this TODAY inside you.
My dear sisters and brothers, as I said many interesting things are happening today. May I please request you to put your hand close to your heart - close your eyes and feel the child inside you?
I am sure you can - Now, listen to that child.Listen please.
Today, I see thousands of Mahatma Gandhis, Nelson Mandelas and Martin Luther Kings calling on us.
Let us democratise knowledge. Let us universalise justice. Together, let us globalise compassion!
I call upon you in this room, and all across the world. I call for a march from exploitation to education, I call for a march from poverty to shared prosperity, a march from slavery to liberty, and a march from violence to peace.
Let us march from ignorance to awakening. Let us march from darkness to light. Let us march from mortality to divinity.
Let us march!

A2. Complex Factual Activities:
Complete the following web-chart :

A3. Activities based on Vocabulary:
Write the infinitive forms of the following and use any two of them in your own sentences:
(1) dancing
(2) playing
(3) growing
(4) happening
A4. Activities based on Contextual Grammar:
Make nouns of the following:
(1) universal
(2) global
(3) knowledge
(4) exploitation
A5. Personal Response:
(1) What do you mean by 'Every child has a right to life'?

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Column 'A'	Column 'B'
(1) small	(a) man
(2) pressed	(b) pay
(3) regular	(c) clothes
(4) poor	(d) broom

2.2 The Boy who Broke The Bank — My English Coursebook STD 10 — Question

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