Chapter 1: How I Taught My Grandmother to Read - Complete Solutions
About the Story
This is a heartwarming story by Sudha Murty about a young girl who teaches her sixty-two-year-old grandmother to read Kannada. The grandmother, Krishtakka (called Avva), never went to school as a child. She becomes determined to learn to read after feeling helpless when she couldn't read a story magazine by herself.
Reflect and Respond (Page 21)
Answers to questions about grandparents:
Which language(s) do your grandparents or elderly relatives speak?
Grandparents often speak their mother tongue or regional languages like Hindi, Tamil, Telugu, Bengali, Marathi, etc.
How do they spend their time? How do you spend time with them?
They spend time reading newspapers, gardening, cooking, praying, or watching TV. We spend time talking to them, helping them with tasks, playing games like chess or cards, and listening to their stories.
What is your favourite experience with them?
(This answer will be personal to each student) Examples: Listening to bedtime stories, learning family recipes, going for morning walks, celebrating festivals together.
What is something that the elderly in your family cannot do easily but enjoy watching you do?
Examples: Playing video games, dancing, using smartphones, riding bicycles, playing outdoor sports.
Vocabulary Exercise (Page 22)
Fill in the blanks:
The casting for the (i) protagonist of our school's annual play was done after a lot of (ii) debate as many good actors had auditioned for the role. We had decided to present an (iii) episode from an inspirational story. It was a life story of a group of children who worked with the (iv) community to spread literacy. Every day, we reached school early to practise with (v) concentration. We waited (vi) eagerly for the final presentation. All of us played our roles in a very (vii) convincing manner as our theatre teacher had (viii) guided us well.
Word Meanings:
Excitedly = with great enthusiasm
Believable = convincing; can be accepted as true
Community = people living in one particular area
Debate = discussion
Episode = a part of a story
Concentration = focus
Protagonist = main character
Guided = directed
Reading for Meaning - Part I (Pages 22-26)
Summary of Part I
The narrator lived in a village in north Karnataka with her grandparents when she was twelve years old. During that time, newspapers arrived late in the afternoon and weekly magazines came one day late. Everyone eagerly waited for the bus that brought these items.
Triveni was a popular Kannada writer known for her easy-to-read and convincing style. Her stories dealt with complex psychological problems of ordinary people. One of her novels, Kashi Yatre, was published as a serial in the weekly magazine Karmaveera. The story was about an old lady who wanted to go to Kashi (Varanasi) to worship Lord Vishweshwara. Most Hindus believe this is the ultimate punya (holy act). In the story, the old lady gives away all her savings to help a young orphan girl get married instead of going to Kashi. She says that the orphan girl's happiness is more important than worshipping at Kashi.
The narrator's grandmother, Krishtakka (called Avva), never went to school and could not read. Every Wednesday, when the magazine arrived, the narrator would read the next episode of Kashi Yatre to her grandmother. The grandmother listened with great concentration and could later repeat the entire text by heart. She identified herself with the novel's protagonist since she too had never been to Kashi. She was the most interested person in knowing what happened next in the story.
After hearing the latest episode, the grandmother would join her friends at the temple courtyard to discuss the story. The children would play hide and seek there.
Once, the narrator went to a neighbouring village for a wedding and ended up staying for a week. When she returned home, she found her grandmother in tears. The narrator was surprised because she had never seen her grandmother cry, even in the most difficult situations.
That night, while sleeping on the open terrace under a full moon, the grandmother came and sat next to the narrator. She shared her life story - how she lost her mother as a young girl, had no one to guide her, her father remarried, and in those days education was not considered essential for girls. She got married young, had children, and became very busy with household work. Though she always felt happy cooking and feeding her family, she sometimes regretted not going to school. That's why she made sure her children and grandchildren studied well.
New Words:
Ardent = keen, passionate, enthusiastic
Savouring = enjoying something to the fullest
Immensely = extremely
Check Your Understanding (Page 26)
I. Cause and Effect Table
Cause Effect (i) The transport system was not very good. The morning papers arrived late in the day and weekly magazines would come one day late. (ii) The grandmother, Krishtakka, never went to school. She could not read. (iii) The grandmother identified herself with the novel's protagonist. She was deeply interested in the story and discussed it with her friends. (iv) The narrator went to a wedding for a week. When she returned, she saw her grandmother in tears. (v) Girls were not considered education essential in those days. The grandmother never went to school. (vi) The grandmother never went to school. The grandmother regretted not going to school.
| Cause | Effect |
|---|---|
| (i) The transport system was not very good. | The morning papers arrived late in the day and weekly magazines would come one day late. |
| (ii) The grandmother, Krishtakka, never went to school. | She could not read. |
| (iii) The grandmother identified herself with the novel's protagonist. | She was deeply interested in the story and discussed it with her friends. |
| (iv) The narrator went to a wedding for a week. | When she returned, she saw her grandmother in tears. |
| (v) Girls were not considered education essential in those days. | The grandmother never went to school. |
| (vi) The grandmother never went to school. | The grandmother regretted not going to school. |
II. Did the narrator expect to see her grandmother in tears?
Answer: No, the narrator did not expect to see her grandmother in tears because she had never seen her grandmother cry before, even in the most difficult situations. Her grandmother was usually always smiling and strong-willed.
III. How might the narrator help her grandmother?
Answer: The narrator could help her grandmother fulfil her desire to learn to read and write by:
Teaching her the Kannada alphabet
Being patient and encouraging
Practising with her every day
Providing simple reading materials
Being a kind and understanding teacher
Reading for Meaning - Part II (Pages 27-29)
Summary of Part II
The narrator couldn't understand why her sixty-two-year-old grandmother was telling her life story in the middle of the night. She looked at her grandmother's face - it was unhappy and filled with tears. The narrator leaned forward and held her grandmother's hand, asking what was wrong.
Her grandmother explained that while the narrator was away, the Karmaveera magazine arrived as usual. She opened it and saw the picture that accompanies the story of Kashi Yatre, but she could not understand anything written. She rubbed her hands over the pages, wishing they could understand what was written. She waited eagerly for the narrator to return. She even thought of going to the neighbouring village to ask the narrator to read for her. She could have asked someone in her own village, but she was too embarrassed to do so. She felt very dependent and helpless. She said that even though the family was well-off, money was useless when she could not be independent.
Then the grandmother announced her decision - she wanted to learn the Kannada alphabet from the next day onwards. She set Saraswati Puja day during Dassara as her deadline. By that day, she wanted to be able to read a novel on her own. She wanted to be independent.
The narrator laughed at her grandmother and made fun of her, pointing out that she was sixty-two years old with grey hair, wrinkled hands, and spectacles. But the grandmother just smiled and said, "For a good cause if you are determined, you can overcome any obstacle. I will work harder than anybody but I will do it. For learning there is no age bar."
The next day, the narrator started teaching her grandmother. Avva was a wonderful student who did amazing amounts of homework - she would read, repeat, write, and recite. The narrator was her only teacher, and she was the narrator's first student.
When Dassara festival came, the narrator secretly bought Kashi Yatre which had been published as a novel. Her grandmother called the narrator to the pooja room and asked her to sit on the stool. Then, to the narrator's surprise, her grandmother touched her feet. In Indian tradition, touching the feet of elders is a sign of respect. But her grandmother explained that she was touching the feet of her teacher, not her granddaughter. She said that she had passed her exam with flying colours and thanked the narrator for teaching her so well that she could now read any novel confidently. She then took the novel Kashi Yatre from the narrator's hands and began to read the title and a few lines. The narrator knew then that her student had passed with flying colours.
Check Your Understanding (Page 29-30)
True or False Statements:
True - The grandmother wanted to learn the Kannada alphabet to gain independence.
False - The grandmother did NOT ask someone else to read to her; she was too embarrassed to ask anyone in the village.
True - The narrator was the grandmother's first teacher and taught her how to read Kannada.
True - The grandmother believed that there was no age limit for learning.
True - The grandmother touched the narrator's feet as a mark of respect for her as a teacher.
False - The narrator was NOT disappointed; she was proud that her student had passed with flying colours.
True - The grandmother wanted to learn the Kannada alphabet to gain independence.
False - The grandmother did NOT ask someone else to read to her; she was too embarrassed to ask anyone in the village.
True - The narrator was the grandmother's first teacher and taught her how to read Kannada.
True - The grandmother believed that there was no age limit for learning.
True - The grandmother touched the narrator's feet as a mark of respect for her as a teacher.
False - The narrator was NOT disappointed; she was proud that her student had passed with flying colours.
Critical Reflection (Pages 30-33)
I. Extract-Based Questions
Extract 1: (Page 30)
"When I came back to my village, I saw my grandmother in tears. I was surprised, for I had never seen her cry even in the most difficult situations..."
(i) Complete the sentence: The phrase 'never seen her cry in the most difficult situations' tells us that the grandmother was A. strong-willed.
Extract 2: (Page 31)
"I have decided I want to learn the Kannada alphabet from tomorrow onwards... I want to be independent."
(i) What does the grandmother's statement "I want to be independent" reveal? B. She desires self-sufficiency.
(ii) Fill in the blank: The grandmother's determination shows that learning has no age limit.
(iii) The narrator laughs at her grandmother's decision because she thinks learning at sixty-two is foolish, considering her grandmother's age, grey hair, wrinkled hands, and busy schedule.
(iv) Two qualities displayed by the grandmother:
Determination
Courage
Self-awareness (any two)
(v) The narrator makes assumptions because she judges her grandmother's ability to learn based on her age and physical appearance, not understanding that determination can overcome these barriers.
II. Long Answer Questions (Pages 32-33)
1. Why do you think the grandmother felt embarrassed to ask someone else to read to her while the narrator was away?
Answer: The grandmother felt embarrassed because she was sixty-two years old and could not read. In Indian society, elders are usually seen as knowledgeable and wise. Admitting that she could not read at her age would have been shameful for her. She also had a strong desire to be independent and did not want to depend on others for something that seemed simple.
2. Why does the narrator initially laugh at her grandmother's determination to learn at the age of sixty-two?
Answer: The narrator laughed because she was young (only twelve years old) and thought it was funny for an elderly person to learn the alphabet at such an advanced age. She pointed out that her grandmother had grey hair, wrinkled hands, wore spectacles, and already had so much work in the kitchen. As a child, she did not understand that learning has no age limit.
3. What significance does the story of Kashi Yatre have in both the grandmother's life and the story?
Answer: The story of Kashi Yatre is very important because:
It made the grandmother realize her inability to read
She identified herself with the old lady protagonist who also never went to Kashi
Not being able to read the serial herself made her feel dependent and helpless
It became the motivation for her to learn to read Kannada
Finally, reading that novel became her goal and proof of her success
4. What does the grandmother's desire to learn the Kannada alphabet reflect about her?
Answer: It reflects that:
She was determined and strong-willed
She believed that learning has no age limit
She valued independence over comfort
She was not afraid to admit her weakness and work to overcome it
She respected education and knowledge
5. What lessons can we infer from the grandmother's action of touching the narrator's feet?
Answer: The grandmother's action teaches us that:
A teacher should always be respected, regardless of age
Knowledge is more important than age or position
True wisdom means acknowledging what you have learned from others
We should be humble enough to honour those who help us grow
6. What does the line "For a good cause if you are determined, you can overcome any obstacle" tell us about the broader theme of the story?
Answer: This line tells us that the story's main message is about the power of determination and willpower. It teaches that:
Age is not a barrier to learning
Physical limitations (like old age) cannot stop a determined person
Any goal can be achieved if you work hard enough
Self-belief and persistence are the keys to success
7. How effectively does the story highlight the value of education in supporting personal independence?
Answer: The story very effectively shows that education is the key to independence. The grandmother realized that despite having money and a loving family, she felt helpless because she couldn't read. Learning to read gave her the ability to read novels on her own, making her independent. Education empowered her and gave her dignity and self-respect.
Vocabulary and Structures in Context (Pages 33-36)
I. Binomials (Page 33)
Match the binomials:
| Column 1 | Column 2 |
|---|---|
| 1. sink or swim | (vii) succeed or fail without help |
| 2. on and off | (v) sometimes, occasionally |
| 3. mix and match | (i) put different things together to get a range |
| 4. all or nothing | (viii) something to be done completely or not at all |
| 5. part and parcel | (ii) complete part or belong to |
| 6. pick and choose | (iii) choose only the best |
| 7. sooner or later | (iv) at sometime in the future |
| 8. leaps and bounds | (vi) increase or develop very quickly |
Sample sentences (using any five):
Sink or swim - When I joined my new job, my boss gave me no training and left me to sink or swim.
On and off - She has been learning guitar on and off for the past two years.
Part and parcel - Making mistakes is part and parcel of the learning process.
Sooner or later - If you keep practising, sooner or later you will master the skill.
Leaps and bounds - The child's reading skills have improved in leaps and bounds since she started practising daily.
II. Prefixes (Page 34)
Column 1 Column 2 (with prefix) 1. popular unpopular 2. belief disbelief 3. important unimportant 4. respect disrespect 5. correct incorrect 6. continue discontinue 7. understand misunderstand 8. ordinary extraordinary 9. interesting uninteresting 10. possible impossible
| Column 1 | Column 2 (with prefix) |
|---|---|
| 1. popular | unpopular |
| 2. belief | disbelief |
| 3. important | unimportant |
| 4. respect | disrespect |
| 5. correct | incorrect |
| 6. continue | discontinue |
| 7. understand | misunderstand |
| 8. ordinary | extraordinary |
| 9. interesting | uninteresting |
| 10. possible | impossible |
III. Words with Prefixes from the Story (Page 34)
Unhappy - The grandmother was unhappy because she could not read the magazine.
Independent - She wanted to become independent by learning to read.
Embarrassed - She felt embarrassed to ask someone else to read for her.
Impossible - Some people think learning at an old age is impossible.
Determination - (no prefix, just example) - Her determination helped her succeed.
Unhappy - The grandmother was unhappy because she could not read the magazine.
Independent - She wanted to become independent by learning to read.
Embarrassed - She felt embarrassed to ask someone else to read for her.
Impossible - Some people think learning at an old age is impossible.
Determination - (no prefix, just example) - Her determination helped her succeed.
IV. Idioms Related to Learning (Pages 34-35)
Match idioms with meanings:
| Column 1 | Column 2 |
|---|---|
| 1. to hit the books | (iii) to study seriously |
| 2. to draw a blank | (v) to be unable to remember |
| 3. to learn the ropes | (vi) to understand how to do an activity |
| 4. to rack one's brain | (ii) to think very hard |
| 5. to learn by heart | (i) to memorise something |
| 6. burn the midnight oil | (iv) to study or work late into the night |
Sample sentences:
To hit the books - Before the final exams, I need to hit the books every evening.
To draw a blank - When the teacher asked me the answer, I drew a blank.
To learn the ropes - It took me a month to learn the ropes at my new school.
To rack one's brain - I racked my brain trying to remember where I left my keys.
To learn by heart - We had to learn the poem by heart for the recitation competition.
V. Past Perfect Tense (Pages 35-36)
Remember:
Simple Past = action happened at a specific time in the past
Past Perfect = action happened BEFORE another past action (had + past participle)
(i) Fill in the blanks:
A. When the delegates arrived (arrive) at the conference, the keynote speaker had already begun (already begin) the session.
B. After the students had learned (learn) how to identify fake news online, they started (start) verifying information before sharing it.
C. Before Kiran started (start) using digital payment platforms, she had ensured (ensure) her understanding of online fraud prevention.
D. By the time Varun recognised (recognise) the importance of budgeting, he had exhausted (exhaust) most of his savings.
E. When Raghu logged in (log in) to the cybersecurity webinar, the instructor had already discussed (already discuss) the importance of strong passwords.
(ii) Fill in the blanks:
Last year, my parents and I A. took (take) a financial planning course. When we B. reviewed (review) our expenses, we realised we C. had spent (spend) too much on unnecessary purchases. After my parents D. had discussed (discuss) ways to save, I E. opened (open) a savings account.
By the time we F. had set (set) our budget, the course G. had already introduced (already introduce) investment strategies. We H. hurried (hurry) to take notes, but many participants I. had completed (complete) their financial plans. Despite that, we J. enjoyed (enjoy) learning how to manage money wisely.
Digital Literacy - Fill in the blanks (Page 37)
Literacy these days includes the ability to use digital tools effectively and responsibly.
Digital literacy is also about protecting personal data.
Digital literacy enables the elderly to stay connected with family and access online services.
Digital literacy encourages using the internet safely by helping us recognise misinformation, scams, and cyber threats.
The National Digital Literacy Mission helps people across the country by imparting IT training.
Literacy these days includes the ability to use digital tools effectively and responsibly.
Digital literacy is also about protecting personal data.
Digital literacy enables the elderly to stay connected with family and access online services.
Digital literacy encourages using the internet safely by helping us recognise misinformation, scams, and cyber threats.
The National Digital Literacy Mission helps people across the country by imparting IT training.
Speaking Activity - Turncoat Debate (Pages 37-38)
Topic 1: It is important to learn a new language apart from your mother tongue.
FOR the topic:
To begin with, I would like to speak 'for' the topic.
My first argument in favour of learning a new language is that it helps in better communication with people from different regions.
Most importantly, knowing multiple languages increases job opportunities in the future.
In addition to that, learning a new language improves brain function and memory.
I strongly feel that language learning helps us understand and appreciate different cultures.
AGAINST the topic:
On the contrary, forcing everyone to learn a new language can be stressful.
There's no doubt that mother tongue is enough for basic daily communication.
If I could make a point here - many successful people speak only one language.
Well, I am not sure whether you can really say that a new language is essential for everyone.
Topic 2: Learning can happen only when you are young.
FOR the topic:
To begin with, I would like to speak 'for' the topic.
My first argument in favour is that young brains are like sponges that absorb information easily.
Most importantly, young people have more energy and time to dedicate to learning.
Moreover, young learners don't have the responsibilities that adults have.
AGAINST the topic:
On the other hand, this story itself proves that learning has no age limit.
There's no doubt that a 62-year-old grandmother learned to read successfully.
So, to put it in a few words, anyone can learn at any age if they are determined.
Writing Task - Letter to the Editor (Page 39-40)
Sample Letter:
XYZ Public School
Sector 15, New Delhi
15 March 2026
The Editor
The Times of India
New Delhi
Subject: Students' Participation in Adult Literacy Camps
Sir/Madam,
As a socially responsible citizen, I would like to draw your attention towards the important issue of adult literacy in our country. Through your esteemed newspaper, I wish to emphasise the significant role that students can play in promoting adult literacy.
The issue at hand affects a large section of our society, especially the elderly who never had the opportunity to attend school. Many grandparents and elderly citizens cannot read or write, which makes them dependent on others for even simple tasks like reading letters or newspapers. It is imperative that we address this problem, and students can be the perfect solution.
It would be beneficial if schools encouraged students to volunteer in adult literacy camps conducted by various organisations. Such initiatives nurture a sense of responsibility and compassion in students. By engaging in these programmes, students not only help others become independent but also learn valuable life lessons themselves. A possible solution to this issue could be making adult literacy camps a part of community service projects in schools. Authorities could consider implementing weekend literacy classes where students can teach elderly people.
I trust this matter will be considered seriously for the benefit of all sections of our society. I am hopeful that necessary steps will be taken to promote this noble cause.
Thanking you
Yours truly,
XYZ
(Class 9 Student)
Learning Beyond the Text (Pages 40-42)
I. Table of Indian Languages
Language Grandmother Grandfather Mother Father Sister Brother 1. Kannada Avva Ajja Amma Appa Akka Anna 2. Hindi Dadi Dada Maa Papa Didi Bhai 3. Tamil Paati Thatha Amma Appa Akka Annan 4. Telugu Ammamma Nannamma Amma Nanna Chelli Annaya 5. Marathi Aaji Aajoba Aai Baba Tain Bhau
| Language | Grandmother | Grandfather | Mother | Father | Sister | Brother |
|---|---|---|---|---|---|---|
| 1. Kannada | Avva | Ajja | Amma | Appa | Akka | Anna |
| 2. Hindi | Dadi | Dada | Maa | Papa | Didi | Bhai |
| 3. Tamil | Paati | Thatha | Amma | Appa | Akka | Annan |
| 4. Telugu | Ammamma | Nannamma | Amma | Nanna | Chelli | Annaya |
| 5. Marathi | Aaji | Aajoba | Aai | Baba | Tain | Bhau |
Interesting Facts:
National Literacy Mission Authority (NLMA) - Responsible for designing and implementing Adult Education Programme in India.
Financial Literacy - Ability to understand and apply financial skills like budgeting, investing, and personal financial management.
Early Literacy Project (ELP) - Targets out-of-school children and youth from marginalised communities.
Cultural Literacy - Awareness and appreciation of India's diverse traditions, languages, arts, and social practices.
National Literacy Mission Authority (NLMA) - Responsible for designing and implementing Adult Education Programme in India.
Financial Literacy - Ability to understand and apply financial skills like budgeting, investing, and personal financial management.
Early Literacy Project (ELP) - Targets out-of-school children and youth from marginalised communities.
Cultural Literacy - Awareness and appreciation of India's diverse traditions, languages, arts, and social practices.
Poem: "Bharat Our Land" by Subramania Bharati (Pages 43-52)
The Poem (complete version from pages 43-45)
The poem is a tribute to India (Bharat), celebrating its natural beauty, spiritual heritage, and historical greatness. The poet praises India as peerless (having no equal) and urges everyone to praise the motherland.
Check Your Understanding (Page 45)
I. Fill in the blanks:
The poem is a tribute to India, celebrating its natural beauty, spiritual heritage, and 1. historical greatness. The poet praises the 2. Himavant describing it as mighty and unparalleled. The 3. Ganga is depicted as generous and graceful, while the 4. sages are honoured as sacred and unmatched. The poem highlights the contributions of 5. warriors and 6. sages who have enriched the land with their bravery and wisdom. It also acknowledges the presence of 7. Upanishads and the teachings of 8. Buddha highlighting India's deep-rooted spiritual and philosophical traditions. The poet repeatedly asserts that India is 9. peerless urging everyone to 10. praise her.
II. Features of the poem:
Impact on readers (mood) - Inspiring, proud, patriotic, reverent
Poet's attitude (tone) - Admiring, proud, celebratory, reverential
Rhyme scheme - Not strictly followed (free verse with some rhyming patterns)
Examples of personification - "She's peerless" (India referred to as 'she'), "generous Ganga"
Extract-Based Questions (Page 48-49)
Extract: "The mighty Himavant is ours..."
Complete the sentence: The word 'mighty' refers to the strength and grandeur of the Himavant.
The question mark is used to emphasise a point (option ii).
The poet uses 'generous' to describe the Ganga because the river gives life and water to millions of people selflessly.
The movement of the river is described as graceful because it flows smoothly and elegantly, like a dancer.
The poet is implying that the Upanishads are unmatched in their wisdom and spiritual depth.
Long Answer Questions - Poem (Page 49)
1. How does the poem reflect a strong connection to cultural identity and heritage?
Answer: The poem reflects cultural identity by mentioning India's geographical features (Himavant, Ganga), spiritual texts (Upanishads), religious figures (Buddha), and historical contributions (Brahma-knowledge). It creates pride in India's rich heritage and encourages readers to value their cultural roots.
2. What can you infer about the poet's attitude towards India from the repeated phrase "she's peerless, let's praise her!"
Answer: The poet feels extremely proud of India and believes that no other country can compare to it. He wants everyone to acknowledge India's greatness and express their admiration openly.
3. What does the line "many a sage has sanctified this land" suggest about India's spiritual heritage?
Answer: It suggests that many wise and holy people have lived in India and made it a sacred place through their teachings and spiritual practices. Their presence has blessed and purified the land.
4. How does the poet connect warriors and music to India's greatness?
Answer: The poet mentions both gallant warriors (bravery) and music (art and culture) to show that India's greatness comes from both strength and beauty - from those who protected the land and those who enriched its culture.
5. How does this poem foster a sense of national pride?
Answer: The poem highlights all the wonderful things about India - its mighty mountains, generous rivers, sacred scriptures, wise sages, and brave warriors. By listing these achievements, the poet makes readers feel proud to be Indian and appreciate their country's unique qualities.
Vocabulary in Context (Pages 49-50)
I. Suffixes table:
| Suffix | Meaning | Examples |
|---|---|---|
| -ous | full of, having the qualities of | generous, courageous |
| -ity | the state of being very old or ancient | antiquity |
| -est | superlative form | mightiest, greatest |
| -less | without something | peerless, fearless |
II. Adding suffixes:
| Suffix | Meaning | New Word | Sentence |
|---|---|---|---|
| -tion | the action or process of | education | Education is the key to success. |
| -ive | quality or nature of | creative | She has a creative mind. |
| -ment | the action or result of | achievement | His achievement made everyone proud. |
| -ed | past-tense version of a verb | determined | She was determined to learn. |
Poetic Devices in the Poem (Pages 46-48)
Hyperbole (exaggeration):
"There's no equal anywhere on earth" - The poet exaggerates that nothing can match India's greatness
"She's peerless" - India has no equal (extreme praise)
Ode characteristics:
The poem expresses deep admiration and praise for India
Language is grand and formal
Celebrates the subject (India) with enthusiasm
Allusion (references):
Upanishads - Ancient Indian scriptures symbolising wisdom and enlightenment
Brahma-knowledge - Spiritual knowledge associated with self-realisation
Buddha's Dhamma - Teachings of compassion and non-violence
Imagery examples:
"sunny golden land" - visual image of a bright, prosperous country
"mighty Himavant" - visual image of strong, grand mountains
Listen and Respond (Pages 50-51)
I. Match speakers to pictures - (Answers will depend on the audio)
II. Match statements to speakers:
| Statement | Speaker |
|---|---|
| 1. The green surroundings look beautiful visually | Speaker 4 (forest lover) |
| 2. The group visits make even the difficult areas seem easy | Speaker 2 (adventure lover) |
| 3. The quietness of the environment leads to a peaceful experience | Speaker 1 (elderly man) |
| 4. The risk and thrill is what is most appealing | Speaker 2 (adventure lover) |
| 5. The dry expanse promises to appeal to the spirit of exploration | Speaker 3 (photographer) |
| 6. The sight of such beauty is very inviting | Speaker 3 (photographer) |
Speaking Activity (Pages 51-52)
Cues to express praise about your village/town/city:
One thing that I find truly wonderful about my village/town/city is the sense of community where everyone knows and helps each other.
If I had to describe my village/town/city in one word, it would be 'peaceful' because of the clean air and green surroundings.
I have always been fascinated by the way the people of my village/town/city celebrate every festival together with great enthusiasm.
What I want other people to know about my village/town/city is that it has a rich history dating back to the 15th century.
When it comes to the scenery, my village/town/city truly shines because of the beautiful river that flows through it.
I feel a deep sense of pride when I think about my village/town/city because it has produced many great artists and thinkers.
Writing Task (Page 52)
Sample paragraph about a memorable place:
Last summer, I visited Ooty with my parents and younger sister. We prepared for the trip by packing warm clothes as the weather was expected to be cold. We booked a small cottage through an online travel website. During our five-day stay, we visited the beautiful botanical gardens, took a ride on the toy train, and went boating in the Ooty lake. The most memorable part was waking up early to see the sunrise over the hills. The misty mountains covered with green tea plantations looked like something from a dream. I will never forget the feeling of peace and happiness I experienced there.
Learning Beyond the Text - Interdisciplinary Project (Page 52)
Project format for each geographical feature:
| Feature | Region | Importance | Languages Spoken |
|---|---|---|---|
| Himalayas | Northern India | Source of rivers, climate regulation, tourism | Hindi, Garhwali, Kumaoni, Ladakhi |
| Ganga River | North India | Sacred river, agriculture, drinking water | Hindi, Bengali |
| Thar Desert | Rajasthan | Unique ecosystem, tourism | Rajasthani, Hindi, Marwari |
| Kangra Valley | Himachal Pradesh | Agriculture, tourism | Kangri, Hindi |
| Andaman & Nicobar | Bay of Bengal | Strategic importance, biodiversity | Bengali, Hindi, Tamil |
| Deccan Plateau | Central/South India | Mineral resources, agriculture | Marathi, Telugu, Kannada |
Key Takeaways from Chapter 1
Learning has no age limit - The 62-year-old grandmother proves that anyone can learn at any age.
Determination is powerful - With strong willpower, any obstacle can be overcome.
Independence through education - Literacy gives people freedom and self-respect.
Respect for teachers - The grandmother touched her granddaughter's feet, showing that a teacher deserves respect regardless of age.
Value of family support - The granddaughter's patience and teaching helped her grandmother achieve her goal.
Never be embarrassed to learn - The grandmother overcame her embarrassment and proudly learned to read.
Learning has no age limit - The 62-year-old grandmother proves that anyone can learn at any age.
Determination is powerful - With strong willpower, any obstacle can be overcome.
Independence through education - Literacy gives people freedom and self-respect.
Respect for teachers - The grandmother touched her granddaughter's feet, showing that a teacher deserves respect regardless of age.
Value of family support - The granddaughter's patience and teaching helped her grandmother achieve her goal.
Never be embarrassed to learn - The grandmother overcame her embarrassment and proudly learned to read.
Important Vocabulary from the Chapter
Word Meaning Avva Mother in north Karnataka Kannada Ardent Very enthusiastic or passionate Protagonist Main character in a story episode A part of a story published in parts community Group of people living in one area concentration Complete focus on something savouring Enjoying completely immense Extremely large or great deadline A set time by which something must be done determination Firmness of purpose
| Word | Meaning |
|---|---|
| Avva | Mother in north Karnataka Kannada |
| Ardent | Very enthusiastic or passionate |
| Protagonist | Main character in a story |
| episode | A part of a story published in parts |
| community | Group of people living in one area |
| concentration | Complete focus on something |
| savouring | Enjoying completely |
| immense | Extremely large or great |
| deadline | A set time by which something must be done |
| determination | Firmness of purpose |
End of Chapter 1 Solutions