Unit 1 English - FL - Unit 1

         My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapatis we threw to them.

Q.1.  Why did the grandmother always go to school with the narrator?
A) She wanted to learn the alphabet.
B) The school was attached to the temple.
C) She was a teacher at the school.
D) She wanted to keep an eye on the narrator.
Q.2.  What did the priest teach the children at the school?
A) Mathematics and science.
B) History and geography.
C) The alphabet and the morning prayer.
D) Music and art.
Q.3.  What did the grandmother do while the children were singing the alphabet or the prayer?
A) She helped the priest teach the children.
B) She sat inside reading the scriptures.
C) She prepared chapatis for the children.
D) She sang along with the children.

         As the years rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of gravity, Archimedes' Principle. the world being round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English school and was distressed that there was no teaching about God and the scriptures. One day I announced that we were being given music lessons. She was very disturbed. To her music had lewd associations. It was the monopoly of harlots and beggars and not meant for gentlefolk. She said nothing but her silence meant disapproval. She rarely talked to me after that.
Q.1.  What was the grandmother's reaction to the things taught at the English school?
A) She was excited and supportive.
B) She was indifferent and uninterested.
C) She was distressed and unhappy.
D) She was curious and asked many questions
Q.2.  Why did the grandmother feel unhappy about the lessons taught at the English school?
A) She could not understand English.
B) She believed there should be more focus on physical education.
C) She was distressed there was no teaching about God and the scriptures.
D) She wanted the narrator to learn a trade.
Q.3.  What was the grandmother's reaction when the narrator announced music lessons?
A) She was thrilled and encouraged the narrator.
B) She believed music had lewd associations and was disturbed.
C) She was indifferent and did not comment.
D) She decided to learn music herself.

           We lifted her off the bed and, as is customary laid her on the ground and covered her with a red shroud. After a few hours of mourning, we left her alone to make arrangements for her funeral. In the evening we went to her room with a crude stretcher to take her to be cremated. The sun was setting and had lit her room and verandah with a blaze of golden light. We stopped half-way in the courtyard. All over the verandah and in her room right up to where she lay dead and stiff wrapped in the red shroud, thousands of sparrows sat scattered on the floor. There was no chirruping. We felt sorry for the birds and my mother fetched some bread for them. She broke it into little crumbs, the way my grandmother used to, and threw it to them. The sparrows took no notice of the bread. When we carried my grandmother's corpse off, they flew away quietly. Next morning the sweeper swept the bread crumbs into the dustbin.

Q.1.  What was the first action taken after lifting the grandmother off the bed?
A) They dressed her in new clothes.
B) They covered her with a red shroud.
C) They placed flowers around her.
D) They sang hymns.
Q.2. What was the atmosphere like when the family went to her room in the evening?
A) The room was dark and gloomy.
B) The room was filled with the sound of chirping sparrows.
C) The room was lit with a blaze of golden light from the setting sun.
D) The room was crowded with mourners.
Q.3. What did the sparrows do when the bread crumbs were thrown to them?
A) They chirruped loudly and ate the crumbs.
B) They flew away immediately.
C) They took no notice of the bread.
D) They gathered around the crumbs but did not eat.

As the years rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of gravity, Archimedes' Principle. the world being round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English school and was distressed that there was no teaching about God and the scriptures. One day I announced that we were being given music lessons. She was very disturbed. To her music had lewd associations. It was the monopoly of harlots and beggars and not meant for gentlefolk. She said nothing but her silence meant disapproval. She rarely talked to me after that.
Questions:
Q.1. What made the grandmother unhappy?
Q.2. What distressed the grandmother regarding her grandson's studies?
Q.3. to the grandmother music...
Q.4. The grandmother had almost stopped talking with the writer

My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapatis we threw to them.
Questions:
Q.1. What made the writer's grandmother accompany him to his school?
Q.2. The children learnt alphabets by...
Q.3. We had both finished. What does 'both stand for?
Q.4. The dogs growled and fought for...

My grandmother, like everybody's grandmother was an old woman. She had been old and wrinkled for the twenty years that I had known her. People said that she had once been young and pretty and had even had a husband, but that was hard to believe. My grandfather's portrait hung above the mantelpiece in the drawing room He wore a big turban and loose-fitting clothes. His long, white beard covered the best part of his chest and he looked at least a hundred-years-old. He did not look the sort of person who would have a wife or children. He looked as if he could only have lots and lots of grandchildren.
Questions:
Q.1. What according to the writer, was hard to believe?
Q.2. The portrait hanging above the mantelpiece in the drawing room suggested that...
Q.3. The appearance of the writer's grandfather in the portrait revealed that...
Q.4. In the portrait, the writer's grandfather looked...

We lifted her off the bed and, as is customary laid her on the ground and covered her with a red shroud. After a few hours of mourning, we left her alone to make arrangements for her funeral. In the evening we went to her room with a crude stretcher to take her to be cremated. The sun was setting and had lit her room and verandah with a blaze of golden light. We stopped half-way in the courtyard. All over the verandah and in her room right up to where she lay dead and stiff wrapped in the red shroud, thousands of sparrows sat scattered on the floor. There was no chirruping. We felt sorry for the birds and my mother fetched some bread for them. She broke it into little crumbs, the way my grandmother used to, and threw it to them. The sparrows took no notice of the bread. When we carried my grandmother's corpse off, they flew away quietly. Next morning the sweeper swept the bread crumbs into the dustbin.Questions:
Q.1. ......... was customary.
Q.2. What was the time when the grandmother was to be taken for cremation?

As the years rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of gravity, Archimedes' Principle. the world being round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English school and was distressed that there was no teaching about God and the scriptures. One day I announced that we were being given music lessons. She was very disturbed. To her music had lewd associations. It was the monopoly of harlots and beggars and not meant for gentlefolk. She said nothing but her silence meant disapproval. She rarely talked to me after that.
Questions:
Q.1. What made the grandmother unhappy?
Q.2. What distressed the grandmother regarding her grandson's studies?

My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapatis we threw to them.
Questions:
Q.1. What made the writer's grandmother accompany him to his school?
Q.2. The children learnt alphabets by...

My grandmother, like everybody's grandmother was an old woman. She had been old and wrinkled for the twenty years that I had known her. People said that she had once been young and pretty and had even had a husband, but that was hard to believe. My grandfather's portrait hung above the mantelpiece in the drawing room He wore a big turban and loose-fitting clothes. His long, white beard covered the best part of his chest and he looked at least a hundred-years-old. He did not look the sort of person who would have a wife or children. He looked as if he could only have lots and lots of grandchildren.
Questions:
Q.1. What according to the writer, was hard to believe?
Q.2. The portrait hanging above the mantelpiece in the drawing room suggested that...

We lifted her off the bed and, as is customary, laid her on the ground and covered her with a red shroud. After a few hours of mourning, we left her alone to make arrangements for her funeral. In the evening we went to her room with a crude stretcher to take her to be cremated. The sun was setting and had lit her room and verandah with a blaze of golden light. We stopped half-way in the courtyard.
All over the verandah and in her room right up to where she lay dead and stiff wrapped in the red shroud, thousands of sparrows sat scattered on the floor. There was no chirruping. We felt sorry for the birds and my mother fetched some bread for them. She broke it into little crumbs, the way my grandmother used to, and threw it to them. The- sparrows took no notice of the bread. When we carried my grandmother’s corpse off, they flew away quietly. Next morning the sweeper swept the bread crumbs into the dustbin.
Q.1. ___________ was customary.
A. Laying a dead body on the ground
B. Covering a dead body with a red shroud
C. Lifting a dead body off the bed
D. Both A’ and ‘B’
Q.2. What was the time when the grandmother was to be taken for cremation ?
A. Sunrise
B. Afternoon
C. Sunset
D. Dusk
Q.3. What of the sparrows was indicating that they were greatly sorry on the grandmother’s death?
A. Their presence at the place.
B. Their not chirruping.
C. Their no demand for food.
D. All of these three
Q.4. ‘Next morning the sweeper swept the bread crumbs into the dustbin.’ This sentence suggests that __________
A. the sweeper was regular at his work in the morning.
B. the sparrows had not eaten even a single crumb of the bread.
C. the sparrows had not turned up the previous evening.
D. the sparrows did not want to eat something offered by somebody, other than the grandmother.
Q.5. Select the correct meaning for the word "chirruping"
A. Singing
B. Chirping
C. Flying
D. Eating

As the years rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of gravity, Archimedes’ Principle, the world being round, etc. This made her unhappy. She could not help me with my lessons.
She did not believe in the things they taught at the English school and was distressed that there was no teaching about God and the scriptures. One day I announced that we were being given music lessons. She was very disturbed. To her music had lewd associations. It was the monopoly of harlots and beggars and not meant for gentlefolk. She said nothing but her silence meant disapproval. She rarely talked to me after that.
Q.1. What made the grandmother unhappy?
A. The repentance that she was illiterate.
B. That she had to stay away from her grandson when he was at school.
C. That she could not help her grandson with his lessons.
D. That her grandson had to do a lot of homework everyday.
Q.2. What distressed the grandmother regarding her grandson’s studies ?
A. That he was very poor at studies.
B. That his teachers did not teach up to the mark.
C. That there was no teaching about God and the scriptures in his syllabus.
D. That her grandson did not believe in God.
Q.3. To the grandmother, music…
A. should be a compulsory subject at school.
B. turned children vicious.
C. had indecent connections.
D. should be discarded from the syllabus.
Q.4. The grandmother had almost stopped talking with the writer __________
A. since the writer told him that he learnt music at school.
B. since she started regarding scriptures.
C. since the writer stopped reporting to her the school activities.
D. None of these three.
Q.5. Select the correct meaning for the word "monopoly"
A. Complete control over something
B. A musical instrument
C. A place where people gather
D. A type of school

My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapatis we threw to them.

Q.1. What made the writer’s grandmother accompany him to his school?
A. Because she wanted her grandson to reach his school safely.
B. Because the temple, she used to visit, was attached to the school.
C. Because there was nobody else to do that Job.
D. Because no vehicle was available to carry him to school.
Q.2. The children learnt alphabets by __________
A. writing them too often.
B. cramming them out.
C. singing them.
D. telling them to other students.
Q.3. ‘We had both finished.’ What does ‘both’ stand for?
A. For the writer, his studies and for the grand-mother, reading the scriptures.
B Learning alphabets and saying prayers.
C. Teaching of the priest and learning of the students.
D. None of these three
Q.4. The dogs growled and fought for __________
A. their territory.
B. snatching a bone from each other.
C. the chapatis the writer and his grandmother threw to them.
D. All of these three
Q.5. Select the correct meaning for the word "scriptures"
A. Religious texts
B. School textbooks
C. Handwritten letters
D. Storybooks

My grandmother, like everybody’s grandmother, was an old woman. She had been old and wrinkled for the twenty years that I had known her. People said that she had once been young and pretty and had even had a husband, but that was hard to believe. My grandfather’s portrait hung above the mantelpiece in the drawing-room. He wore a big turban and loose-fitung clothes. His long. whitebeard covered the best part of his chest and he looked at least a hundred years old. He did not look the sort of person who would have a wife or children. He looked as If he could only have lots and lots of grandchildren.

Q.1. What, according to the writer, was hard to believe?
A. That his grandmother had once been young and pretty.
B. That she even had a husband.
C. That she had been old and wrinkled for twenty years.
D. Both ‘A and B’
Q.2. The portrait hanging above the mantelpiece in the drawing room suggested that __________
A. he was very Impressive.
B. he had died long ago.
C. he liked photographs very much.
D. None of these three
Q.3. pearance of the writer’s grandfather in the portrait revealed that __________
A. he used to wear fashionable clothes.
B. he was a very rich man.
C. he was at least a hundred years old.
D. he looked quite young and energetic.
Q.4. portrait, the writer’s grandfather looked __________
A. as if he might not have a wife or children.
B. as if he could have lots and lots of children.
C. as if he had never been old.
D. Both A’ and ‘B’
Q.5. the correct meaning for the word "mantelpiece"
A. A shelf above a fireplace
B. A type of clothing
C. A decorative curtain
D. A wooden chair

(ignored, suspect, protested,peacefully)
We ………..……….. But she ………..………… our protests. She lay …………..……….. in bed praying and telling her ( beads. Even before we could ……………….., her lips stopped moving and the rosary fell from her lifeless fingers.

(turning-point, comfortably, Although, sent for)

When my parents were ……….…… settled in the city, they .……..……. us. That was a ………..…… in our friendship. …….……. we shared the same room, my grandmother no Longer came to school with me.

(feeding, turning-point, used to, courtyard, comfortably, Although, sent for, longer)
When my parents were ……….1…… settled in the city, they .……..2……. us. That was a ………..3…… in our friendship. …….4……. we shared the same room, my grandmother no …….5…….. came to school with me. I ………6……… go to an English school in a motor bus. There were no dogs in the streets and she took to ………7……. sparrows in the ……….8 …………. of our city house.

(rosary, ignored, suspect, knew, lifeless, protested, pallor, peacefully)
We _1_. But she _2_ our protest. She lay _3__in bed praying and telling her beads. Even before we could __4_, her lips stopped moving and the _5_ fell from her _6__ fingers. A peaceful _7_ spread on her face and we __8__ that she was dead.

The way in which the sparrows expressed their sorrow when the author’s grandmother died.

The odd way in which the author’s grandmother behaved just before she died.

Three ways in which the author’s grandmother spent her days after he grew up.

Three reasons why the author’s grandmother was disturbed when he started going to the city school.

The three phases of the author’s relationship with his grandmother before he left the country to study abroad.

(rosary, ignored, suspect, praying, knew, lifeless, protested, pallor, peacefully, moving)
We____ Q.1. ____ But she____ Q.2. ____ our protests. She lay____ Q.3. ____ in bed____ Q.4. ____ and telling her ( beads. Even before we could____ Q.5. ____ her lips stopped____ Q.6. ____ and the____ Q.7. ____ fell from her____ Q.8. ____ fingers. A peaceful____ Q.9. ____ spread on her face and we____ Q.10. ____ that she was dead.

(feeding, turning-point, used to, courtyard, comfortably, Although, sent for, longer, dog, motor bus)
When my parents were____ Q.1. ____ settled in the city, they____ Q.2. ____ us. That was a____ Q.3. ____ in our friendship.____ Q.4. ____ we shared the same room, my grandmother no____ Q.5. ____ came to school with me. I____ Q.6. ____ go to an English school in a____ Q.7. ____ There were no____ Q.8. ____ in the streets and she took to____ Q.9. ____ sparrows in the____ Q.10. ____ of our city house.

(rosary, ignored, suspect, lifeless, protested, peacefully)
We ____ Q.1. ____ But she ____ Q.2. ____ our protests. She lay ____ Q.3. ____ in bed praying and telling her ( beads. Even before we could  ____ Q.4. ____, her lips stopped moving and the ____ Q.5. ____ fell from her ____ Q.6. ____ fingers.

(turning-point, used to, comfortably, Although, sent for, longer)
When my parents were ______ Q.1. ______settled in the city, they ______ Q.2. ______ us. That was a ______ Q.3. ______ in our friendship ______ Q.4. ______ we shared the same room, my grandmother no ______ Q.5. ______ came to school with me. I ______ Q.6. ______ go to an English school in a motor bus.

As the years rolled by we saw less of each other for some time she continued to wake me up and get me ready for school when I caihe back she would ask me what the teacher had taught me

No we were certain she had always been as ‘ we had known her old so terribly old that she could not have grown older and had stayed at the same age for twenty years

His job having lost, he took to drinking. (left, started, got into the habit of)

Mansi had severe chest-pain, so we sent for a doctor immediately. (called, consulted, visited)

As his end was near, he could not speak too much, (problem was serious, near death, issue came to close)

As he was suspended just for no reason, he had revolting thoughts, (wanted to take revenge, needed help, unpleasant thinking)

Since he had sprain in his left leg, he was hobbling about the room, (loitering about, limping about, shifting about)

Natalia : Pardon the interruption. You said ‘my meadows’ – but are they yours ?
Lomov : Yes, they belong to me.
Natalia : What nonsense ! The meadows belong to us not to you.

“What do you mean, Holmes?”
“Well, my dear fellow, I fear your deductions have not been so happy as I should have wished.”
“You mean that I was mistaken.”
“Just a little that way.”

“I am able to say that you were greatly preoccupied when you got up this morning,” said Watson.
“Excellent!” said Holmes. “How could you possibly know that?”
“Because you are usually a very tidy man and yet you have forgotten to shave.”

When we carried my grandmother’s corpse off, the birds flew away. (Use ‘no sooner … than’.)

In the evening we went to her room with a crude stretcher to take her to be cremated. (Use ‘cremate’ as Noun.)

She told us that her end was near. (Change into Negative.)

She did not pray. (Change into Affirmative.)

Even on the first day of my arrival, her happiest moments were with her sparrows. (Change into Positive Degree.)