A1.Simple Simple l Factual Activities: Choose the correct alternatives from the given statements: (i) What was most astonishing about the 102-year- old Swamiji? (a) He was a great speaker and orator. (b) He was a great scientist. (c) He was a great admirer of technology. (d) He looked as steady and alert as any other youngster. (ii) The year 2009 is significant because of: (a) The invitation extended to Dr Kalam. (b) The 102nd birthday celebrations of His Holiness Dr Sri Sri Shivakumara Mahaswamiji. (c) The establishment of the free residential education system in Dr Sri Sri Shivakumara Mahaswamiji's ashram. (d) The discourse given by Dr Sri Sri Shivakumara Mahaswamiji. Dr Kalam sat contemplating deeply. He recollected the tenet of goodness of action from Pramukh Swamiji. Then, perhaps swimming in silence to the shores of Mahapragyaji, he gathered the sands of conscience to be our guide, our best friend. Deeper down in the space-time of memory, he must have heard Professor Brahma Prakash’s words about the need of living a pure and ethical life, and Father Pereira’s and Dr Sarabhai’s lesson of selflessness in service. Eventually his thoughts would have settled on Swami Sivananda of Rishikesh, in whom he saw great tranquility, and finally they must have come full circle with the memory of the life of simplicity of his father, who always espoused the value of giving back. At long last, he spoke. ‘It is the very spirit of What Can I Give.’ He elaborated, ‘Mahaswamiji lives with the beliefs and ethos of our mission. He gives and gives - education to famished minds, food to famished bodies. In giving so much, he becomes strong. His munificence fuels his strength. That is what keeps him standing tall and active in life. The essence of a happy life and a peaceful society lies in one sentence -What can I give?’ A2. Complex Factual Activity: Rearrange the letters to form sensible words: (i) y e s i l l e t (ii) s c e n e c o i n c A3. Activities based on Vocabulary: Write the noun forms of : (i) tranquil (ii) pure (iii) settle (iv) final. A4. Activities based on Contextual Grammar: (i) In giving so much, he becomes strong. (Rewrite using "because'.) (ii) His munificence fuels his strength.(Rewrite beginning with 'His strength ....'.) A5. Personal Response: (i) What was the secret of Mahaswamiji's fitness even at the age of 102 years?

A1. Simple Factual Activities: (i) (d) He looked as steady and alert as any other youngster. (ii) (b) The 102nd birthday celebrations of His Holiness Dr Sri Sri Shivakumara Mahaswamiji. A2. Complex Factual Activities: (i) lifestyle (ii) conscience A3. Activities based on Vocabulary: (i) tranquil - tranquillity (ii) pure - purity (iii) settle - settlement (iv) final - finality. A4. Activities based on Contextual Grammar: (i) He becomes strong because he gives so much. (ii) His strength is fuelled by his munificence. A5. Personal Response: (i) Mahaswamiji was a remarkable man. He lived with the belief of giving selflessly to famished minds and bodies. By giving, he himself became stronger. His spirit of generosity increased his strength and kept him standing tall and active in life.

A1.Simple Simple l Factual Activities: Choose the correct alterna…

A1.Simple Simple l Factual Activities:
Choose the correct alternatives from the given statements:
(i) How can academic brilliance be diminished?
(a) by disturbance and frustration
(b) by going offtrack
(c) by a coating of dust
(d) by losing focus and seriousness
(ii) Who had directly influenced Dr Kalam's beliefs?
(a) Professor Satish Dhawan (b) Srijan
(c) God (d) countless great minds

A few years later, in the early 1980s, Professor Satish Dhawan, the Director of ISRO, under whom Dr Kalam had made his first unsuccessful launch in 1970 and then a successful one in 1980, had provided him with more soul-shaping wisdom.
One day in 2012, we were discussing the number of Ph.Ds Dr Kalam had received. He said to me, ‘Srijan, Professor Dhawan had so many master’s degrees- all from the best institutions, no less-so I asked him how one can become so academically accomplished.He responded saying that academic brilliance is no different from the brilliance of a mirror, which can be diminished by a coating of dust. Only when the dust is removed, does the mirror shine and the reflection becomes clear. We can remove the impurities obscuring our souls by living pure and ethical lives, and by serving humanity. And then God will shine through us.’ These words took me back to my meeting with Dr Kalam after my graduation from IIMA, in 2009. At the time, he had advised me to use my degree and gold medal to transform the society I lived in. Back in the present moment, it suddenly struck me that Dr Kalam’s advice had, in fact, directly resonated from Professor Dhawan’s beliefs. The more I lived and worked with Dr Kalam, the more I realized that through his words of wisdom I was getting to learn from countless great
minds.

A2. Complex Factual Activity:
(i) 1970
(ii) 1980
(iii) 2009
(iv) 2012
A3. Activities based on Vocabulary:
Match the words in column 'A' with their their opposites in column 'B':

'A'	'B'
(i) asked	(a) increased
(ii) obscure	(b) impure
(iii) diminished	(c) clear
(iv) pure	(d) responded

A4. Activities based on Contextual Grammar:
(i) Academic brilliance is no different from the brilliance of a mirror. (Rewrite without 'no'.)
(ii) God will shine through us. (Add a question tag.)
A5. Personal Response:
Write in your own words what the following expressions convey in the context they occur in the text.
(i) Only when the dust is removed, does the mirror shine and the reflection becomes clear.

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A1. Simple Factual Activity:
Choose the correct alternatives from the given options:
(i) The Lucknow Express had picked up/not picked up speed.
(ii) Hari wanted to/did not want to stay at a hotel.
(iii) On discovering the theft, Anil would feel sad for the loss of his money/the loss of trust.
(iv) Hari had never bought/always bought a ticket in his life.

When I reached the station I did not stop at the ticket office (I had never bought a ticket in my life.) but dashed straight to the platform. The Lucknow Express was just moving out. The train had still to pick up speed and I should have been able to jump into one of the carriages, but I hesitated — for some reason I can’t explain — and I lost the chance to get away.
When the train had gone, I found myself standing alone on the deserted platform. I had no idea where to spend the night. I had no friends, believing that friends were more trouble than help. And I did not want to make anyone curious by staying at one of the small hotels near the station. The only person I knew really well was the man I had robbed. Leaving the station, I walked slowly through the bazaar.
In my short career as a thief, I had made a study of men’s faces when they had lost their goods. The greedy man showed fear; the rich man showed anger; the poor man showed acceptance. But I knew that Anil’s face, when he discovered the theft, would show only a touch of sadness. Not for the loss of money, but for the loss of trust.
I found myself in the maidan and sat down on a bench. The night was chilly — it was early November — and a light drizzle added to my discomfort. Soon it was raining quite heavily. My shirt and pyjamas stuck to my skin, and a cold wind blew the rain across my
face.
I went back to the bazaar and sat down in the shelter of the clock tower. The clock showed midnight. I felt for the notes. They were damp from the rain.

A2. Complex Factual Activities:
Give reasons:
(i) Hari hesitated to board the train.
A3. Activities based on Vocabulary:
(1) Find from the passage the collocations for the following:
(i) ticket ........... (ii) ............ slowly
(2) Pick out 2 examples of code-mixing from the passage:
A4. Activities based on Contextual Grammar:
Frame Wh-questions to get the underlined answers:
(i) I had made a study of men's faces.
(ii) The poor man showed acceptance.
A5. Personal Response:
(i) What is face-reading? Can you read faces?

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A1. Simple Factual Activities:
Complete the table:

The words....	Who said...	To Whom...
(i) This may all be nonsense.
(ii) I wash my hands of it.
(iii) How is she to get into the royal presence?
(iv) And the dress?

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 fight 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. But as you say, there is something about her.
Poulengey : Yes, there is something about her. Goodbye.

A2. Complex Factual Activities:
Give reasons:
(i) Robert finally agreed to the plan.
A3. Activities based on Vocabulary:
Use the following words in separate sentences, with the words having different meanings:
(i) fire (ii) dress
A4. Activities based on Contextual Grammar:
Rewrite the following as Assertive sentences:
(i) Make the following sentence Affirmative without changing the meaning:
I can do no more.
(ii) Pick out the modal auxiliary and state its function.
Even the Dauphin might believe it.
A5. Personal Response:
(i) Do you think that Joan succeeds in her plan?

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A1.Simple Factual Activities:
Fill in the blanks:
(i) For 30 years, Stephen Hawking held the post of ..................... .
(ii) Stephen Hawking selected his words with a ...................... .
(iii) Stephen Hawking failed to appear at the conference because of a .................. .
(iv) ................ remains a constant anxiety.

The predicament caught the attention of a California computer programmer, who had developed a speaking program that could be directed by head or eye movement. The invention allowed Hawking to select words on a computer screen that were then passed through a speech synthesizer. At the time of its introduction, Hawking, who still had use of his fingers,selected his words with a handheld clicker. Today, with virtually all control of his body gone, Hawking directs the program through a cheek muscle attached to a
sensor.
Through the program, and the help of assistants, Stephen Hawking has continued to write at a prolific rate. His work has included numerous scientific papers,of course, but also information for the non-scientific community.
Hawking’s health, of course, remains a constant concern - a worry that was heightened in 2009 when he failed to appear at a conference in Arizona because of a chest infection. In April, Hawking, who had already announced he was retiring after 30 years from the post of Lucasian Professor of Mathematics at Cambridge, was rushed to the hospital for being what university officials described as “gravely ill.” It was later announced that he was expected to make a full recovery.

A2. Complex Factual Activity:
Explain the life of Stephen Hawking with reference to the following statement:
(i) Hawking's health, of course, remains a constant concern.
A3. Activity based on Vocabulary:
Choose three synonyms for each of the following:
(i) Write the adjective forms of:
(a) infection (b) office.
(ii) Write from the last paragraph phrases that give an indication of Stephen Hawking's health situation.
A4. Activities based on Contextual Grammar:
Underline the determiners:
Today, with virtually .............. control of ............ body gone. Hawking directs ............. program through ............. cheek muscle attached to .............. sensor.
A5. Personal Response:
Do you agree or disagree with the following statement? Justify your stand/answer by quoting a line from the passage.
(i) Though Hawking lost control over his body, he writes at a prolific rate with the help of assistants.

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A1.Simple Simple l Factual Activities:
Write True or False for the statements:
(i) The narrator had heard of Bach.
(ii) The narrator's answer displeased Einstein.
(iii) The upper room had a gramophone.
(iv) The narrator liked the kind of music where he could follow the words.

I knew that I must tell this man the truth. He looked at me as if my answer was very important.
“I do not know anything about Bach”, I said, “I have never heard any of his music.” He looked surprised.
“You have never heard of Bach?” he asked.
He made it sound as if I had said that I had never taken a bath !
“I’d like to understand music so that I could understand Bach,” I said, “but I’m not able to. I’m tone-deaf.”
The old man got up.
“You will come up with me ?” he asked. I just remained seated. “I’m requesting you to come with me”, he said again.
So I went up with him. He took me to a room which had a gramophone in it and asked, “What kind of music do you like ?”
“Well,” I answered, “I like songs that have words,and the kind of music where I can follow the tune.”
He smiled and nodded, obviously pleased. “You can give me an example, perhaps ?”

A2. Complex Factual Activity:
Who said to whom?

Statement	Who said	To Whom	Effect on the listener
(i) "I do not know anything about Bach."
(ii) "I like songs that have words."

A3. Activities based on Vocabulary:
Pick out words that refer to the following:
(i) They were arranging chairs.
(ii) one who is poor at deciphering musical notes:
A4. Activities based on Contextual Grammar:
State what the underlined modal auxiliaries indicate:
(i) I must tell this man the truth.
(ii) You can give me an example. perhaps?
A5. Personal Response:
(i) What do you learn from Einstein's treatment of the young man?

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A1.Simple Simple l Factual Activities:
Choose the correct alternatives from the given statements:
(i) What was most astonishing about the 102-year- old Swamiji?
(a) He was a great speaker and orator.
(b) He was a great scientist.
(c) He was a great admirer of technology.
(d) He looked as steady and alert as any other youngster.
(ii) The year 2009 is significant because of:
(a) The invitation extended to Dr Kalam.
(b) The 102nd birthday celebrations of His Holiness Dr Sri Sri Shivakumara Mahaswamiji.
(c) The establishment of the free residential education system in Dr Sri Sri Shivakumara Mahaswamiji's ashram.
(d) The discourse given by Dr Sri Sri Shivakumara Mahaswamiji.

In April 2009, Dr Kalam was invited to attend the 102nd birthday celebrations of His Holiness Dr Sri Sri Shivakumara Mahaswamiji in the Tumkur district of Karnataka. Mahaswamiji is a remarkable person, who has dedicated his life to the service of humanity. His greatest contribution is the establishment of a free residential education system for more than nine thousand children in the ashram. The most astonishing
aspect of the entire event of his birthday was that the 102 year old Swamiji stood on his feet without any support! He looked as steady and alert as any other youngster present there. This display of inner strength touched Dr Kalam deeply.
A couple of days later, we were discussing this unusual birthday party. I said to him, ‘Sir, do you know, only four out of 1 lakh people cross the age of 100 ?’ I had googled the subject beforehand. He replied,‘But how many of these four would be able to stand
tall for half an hour, give a wise discourse, and then go on to feed thousands of children?’ Of course nobody could know the exact answer to his question but the question itself led to many other relevant queries. ‘I wonder what powers Mahaswamiji possesses that keep him so strong at such an advanced age ? Maybe it’s a balanced diet and a healthy lifestyle, or perhaps it’s genetics ?’ I asked.

A2. Complex Factual Activity:
Find evidence from the passage that indicates that Swamiji:
(i) was dedicated
(ii) has inner strength
(iii) contributed to the good of the society
(iv) was younger than the young generation
A3. Activities based on Vocabulary:
Write the opposites of the following words using prefixes (un-, in-, etc.):
(i) invited
(ii) remarkable
(iii) humanity
(iv) wise.
A4. Activities based on Contextual Grammar:
(i) This display of inner strength touched Dr Kalam deeply. (Rewrite beginning 'Dr Kalam......)
(ii) God will shine through us. (Add a question tag.)
A5. Personal Response:
(i) What measures will you take to keep yourself physically and mentally fit?

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A1.Simple Factual Activities:
Correct the following sentences using facts from the review:
(i) Manolin's parents insisted on his working with the same old fisherman.
(ii)This novel is pure fiction.

An old and experienced Cuban fisherman has a run of terrible bad luck and is unable to catch any fish for eighty-four days. His young and devoted apprentice, Manolin, has been forced by his parents to start working with another fisherman. The old man resolves to sail out farther than all the other fishermen and attempt to catch the really big fish. On the eightyfifth day he succeeds in hooking a marlin with his bait but the marlin is too strong for him and starts pulling the boat. ‘The Old Man and the Sea’ is the story of the old man’s struggle with the marlin and his later battle against sharks.
Social/Historical context:
Hemingway’s novel is based on real events and it also draws heavily on his own life. He had experience of fishing in the Cuban waters and like the old man he was also a fan of baseball. He worked for the Red Cross during the First World War and was injured by shrapnel when he was in Italy. Hemingway always talks about the need to struggle against defeat or death and how determination and endurance can help one to win in this struggle. The old man is at the end of the novel very near death, but we know that the story of his suffering and loss will live on in the memories of the people of his village. Ultimately, his story becomes one of triumph because the tales of his life will live on even after his death. The novel was published in 1952, when people were trying to recover from the mass destruction wrought by the two world wars, and this tale of endurance and ultimate triumph immediately struck a chord with the readers.

A2. Complex Factual Activity:
Complete : (Nov. '20)
(i) Two things which Hemingway always talks about :
A3. Activity based on Vocabulary:
Write the 'root word' after dropping the prefix or suffix or both :
(i) unable
(ii) heavily
(iii) determination
(iv) endurance
A4. Activities based on Contextual Grammar:
Rewrite as directed, without changing the meaning:
(i) Hemingway's novel is based on real events.
(Convert the underlined adjective into an adjectival clause.)
(ii) He hooks a marlin but the marlin is too strong for him.
(Rewrite beginning with 'Although...")
A5. Personal Response:
(i) Would you prefer reading a book or watching an animated film? Justify you answer. (Nov, 20)

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A1. Simple Factual Activities:
Write if the following statements are True or False:
(i) Joan is angry when Robert tells her to get out.
(ii) Joan feels that Squire Jack is kind.
(iii) The steward's name is Bertrand de Poulengey.
(iv) Robert thinks that the girl's idea is crazy.

Robert : (Shocked) To free Orleans!
Joan : (Simply) Yes, squire. Three men will be enough for you to send with me. Polly
and Jack have promised to come with me.
Robert : You mean Monsieur de Poulengey?
Joan : Yes, Squire Jack will come willingly.He is a very kind gentleman, and gives
me money to give to the poor. I think John Godsave will come, and Dick the Archer, and their servants, John of Honecourt and Julian. There will be no trouble for you, squire. I have arranged it all. You have only to give the order.
Robert : (To the steward) Is this true about Monsieur de Poulengey ?
Steward : (Eagerly) Yes, sir, and about Monsieur de Metz too. They both want to go with her.
Robert : (Goes to the window, and shouts into the court-yard.) Send Monseiur de Poulengey to me, will you? (He turns to Joan) Get out and wait in the yard.
Joan : (Smiling brightly at him) Right, squire. (She goes out).
Robert : (To the steward) Go with her. Stay within call and keep your eye on her.
I shall have her up here again. (The steward retreats hastily. Bertrand de Poulengey, a French guard, enters, salutes and stands waiting.)
Robert : She says you, Jack and Dick have offered to go with her. What for ? Do
you take her crazy idea of going to the Dauphin seriously ?

A2. Complex Factual Activities:
Name the persons needed by Joan to free Orleans.
(i) Explain why Joan wanted to meet Captain Squire.
A3. Activities based on Vocabulary:
(i) Pick out four adverbs of manner from the passage.
A4. Activities based on Contextual Grammar:
Make the following sentences affirmative without changing the meaning:
(i) Polly and Jack have promised to come with me.(Rewrite using "that".)
(ii) You have only to give the order. (Rewrite using 'nothing'.)
A5. Personal Response:
(i) 'I have arranged it all'. What does this statement tell you about Joan?

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A1. Simple Factual Activities:
Fill in the blanks:
(i) Steve designed the ................ computer.
(ii) ................. copied the Macintosh computer.
(iii) It was impossible to connect the dots looking ................ when Steve was in college.
(iv) You can only connect the dots looking ................. .

Ten years later, when we were designing the first Macintosh computer, it all came back to me. And we designed it all into the Mac. If I had never dropped in on that course in college the Mac would have never had multiple typefaces or for that matter even proportionally spaced fonts.
And since Windows just copied Mac, it’s likely no personal computer would have them. Of course it was impossible to connect the dots looking forward when I was in college. But it was very clear looking backwards 10 years later.
You can’t connect the dots looking forward; you can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future. You have to trust in some things - your gut,destiny, life, karma, whatever. This approach has never let me down, and it has made all the difference in my life.

A2. Complex Factual Activities:
Say how:
(i) The calligraphy classes helped Steve Jobs after 10 years.
A3. Activities based on Vocabulary:
Use the following idioms/phrases in sentences of your own:
(i) look backwards
(ii) look forward
A4. Activities based on Contextual Grammar:
Name the tense of the underlined verbs to include Time and Aspect:
(i) We were designing the first Macintosh computer.
(ii) It had made all the difference.
A5. Personal Response:
(i) Write about something which you learned in the past and which has helped you in the present.

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A1. Simple Factual Activity:
Complete the diagram: (Nov. 20)

We went to a rocky beach and saw the spread of the majestic ocean and the rocks alongside, carved,sculpted and shaped by the water. Water is so gentle, rock so hard, yet, as the water flows over it every day, for years, the rock gives in. It takes the shape that the water commands. Our problems are so colossal and we
are so small, yet if we persist...
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:
(i) Which two aspects of nature teach us to accept change and adjust according to the situation?
A3. Activities based on Vocabulary:
(i) Pick out the examples of concrete nouns from the passage.
(ii) Pick out the examples of abstract nouns from the passage.
A4. Activities based on Contextual Grammar:
Do as directed: (Nov. '20)
(i) It takes the shape of water. (Add a question tag.)
(ii) We saw small bits of grass. (Pick out the verb and state whether it is Transitive or Intransitive.)
A5. Personal Response:
(i) An oyster turns a grain of sand into a pearl. What can we learn from this example?

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