"Walk a little slower…" is a short poem by an unknown author. A small child asks his father to walk slowly, because the child is following in his footsteps. "Footsteps" here means the father's actions and example. The child wants to grow up like his father, and one day lead his own child in the right way.
Key points
The speaker is a little child talking to his father ("Daddy").
The child follows in his father's footsteps and does not want to fall.
Sometimes the father's steps are too fast and sometimes hard to see – the child cannot always understand his actions.
The father is leading, the child is following.
When the child grows up, he wants to be like his father.
He too will have a child who will follow him.
He wants to lead "just right" and be true (honest), so the father must set a good example.
Deeper meaning: children copy their parents. Parents should be patient, careful and set a good example.
Important terms
Footsteps – (here) the actions, habits and example of the father.
Lead – show the way.
Follow – go after; copy.
True – honest, sincere.
Language study
Rhyming pairs: small – fall; see – me; be – me; right/true – you (near rhyme).
Related word pairs: father – child, lead – follow, teacher – student, doctor – patient, give – take.
Continuous tense: "You are leading me." "I'm following in your footsteps."
Future tense: "Then I will have a little child." "Who'll want to follow me."
Metaphor: walking = living one's life.
5 important questions
Q1. Who is the speaker and whom is he speaking to?
A small child is speaking to his father.
Q2. Why does the child want his father to walk slower?
He is following his father's footsteps and does not want to fall; the steps are sometimes too fast or hard to see.
Q3. What is implied by "Sometimes your steps are hard to see"?
Sometimes the child cannot understand the father's actions or the reasons behind them.
Q4. What does the child want to do when he grows up?
He wants to be like his father and lead his own child in the right and true way.
Q5. Write the message of the poem.
Children learn by copying elders. Parents should set a good example and guide children patiently.
Exam tip
Explain that "walk" and "footsteps" are not literal; they stand for behaviour and example.
"The Fun They Had" is a science-fiction story by Isaac Asimov, set in the year 2157. Children study at home with mechanical (robot) teachers. Margie and Tommy find an old printed book about schools of the past, where children studied together with human teachers. Margie thinks of the fun those children must have had.
Key points
On 17 May 2157, Margie (11) wrote in her diary that Tommy (13) had found a real book.
Books were now on screens (telebooks). The old book had yellow, crinkly pages and words that stood still.
The book was about school hundreds of years ago.
Margie hated school. Her mechanical teacher kept giving her geography tests and she did badly.
The County Inspector came, took the teacher apart and slowed down the geography sector to suit her level.
Children put homework and tests into a slot in punch code; the teacher marked them at once.
Tommy explained that old schools had a special building, a man teacher, and children of the same age learnt the same things together.
Margie wondered how a man could know as much as a teacher (machine).
When her mechanical teacher called her for arithmetic, she went unwillingly.
She thought of the old children laughing, shouting and going home together – "the fun they had".
Message: technology cannot replace the joy of learning with friends and a human teacher.
Important terms
Telebook – a book read on a screen.
Mechanical teacher – a robot/computer that teaches.
County Inspector – an official who repairs and checks mechanical teachers.
Punch code – a code of holes, used to feed answers into the machine.
Sector – a part of the machine (e.g. geography sector).
Language study
Words for disliking: Margie was scornful; she hated school.
Reported speech: Tommy said that it was a real book.
Compound words: schoolroom, homework, nonchalantly (adverb – without interest).
5 important questions
Q1. What did Tommy find?
A real, old printed book about schools of the past.
Q2. Why did Margie hate school?
Her mechanical teacher kept giving her geography tests and she was doing worse and worse.
Q3. What did the County Inspector do?
He took the teacher apart, found the geography sector was too quick for Margie and slowed it down to an average ten-year level.
Q4. How were the old schools different from Margie's school?
They had a building, a human teacher, and many children of the same age studied together, played and went home together.
Q5. Why did Margie think the old children had fun?
They learnt together, helped each other, laughed and shouted in the schoolyard – things she missed alone with a machine.
Exam tip
Remember the date (17 May 2157), ages (Margie 11, Tommy 13) and the word "telebook".
"'Hope' is the thing with feathers" is a poem by the American poet Emily Dickinson. The poet compares hope to a little bird that lives in the human soul. It sings all the time, even in storms and in the coldest, strangest places, and it never asks anything in return.
Key points
Hope is described as a bird with feathers that perches (sits) in the soul.
It sings a tune without words and never stops at all.
Its song sounds sweetest in the storm ("gale") – hope helps us most in hard times.
Only a very terrible storm could hurt the little bird that keeps so many people warm.
The poet has heard it in the "chillest land" and on the "strangest sea" – hope is with us everywhere.
Even in the worst situation it never asked even a crumb from her.
Message: hope is always within us, free and strong; it gives comfort and courage.
Important terms
Perch – sit on a branch like a bird.
Gale – a very strong wind; a storm.
Abash – make ashamed or embarrassed (here: discourage).
Extremity – the worst, most difficult situation.
Crumb – a very small piece of bread.
Language study
Metaphor: hope is "the thing with feathers" – a bird.
Personification: hope sings and never asks for anything.
Imagery: storm, chillest land, strangest sea.
Inversion: "And sweetest – in the Gale – is heard".
Dickinson's style: dashes (–) and capital letters for important words.
5 important questions
Q1. To what does the poet compare hope?
To a little bird with feathers that lives in the soul.
Q2. When is the song of hope sweetest?
In the storm (gale) – that is, during hard times.
Q3. What does hope ask from the poet in return?
Nothing – not even a crumb.
Q4. Pick out the metaphor in the poem.
"'Hope' is the thing with feathers" – hope is compared to a bird.
Q5. Write the central idea.
Hope lives in every heart. It keeps singing in good and bad times, gives us warmth and strength, and asks for nothing in return.
Exam tip
Mention both the metaphor (bird) and the personification (singing, asking) in appreciation answers.
"The Story of Tea" is an informative passage. It tells us how tea is grown, the types of tea, the legends about its discovery, how the habit spread to other countries and how tea came to India. It also mentions tea's possible health benefits and tea ceremonies.
Key points
After water, tea is the most widely consumed beverage in the world.
Tea is made by brewing the leaves of Camellia sinensis, an evergreen plant.
It needs at least 100–125 cm of rainfall a year and acidic soil. Many good tea estates are on hill slopes up to 1500 m.
Only the top 1–2 inches (buds and leaves, called flushes) are plucked; a new flush comes every 7–10 days in peak season.
Plants are pruned to about three feet (waist high) for easy plucking.
Types by leaf size: Assam (largest leaves), China (smallest), Cambod (medium).
India's three famous tea regions: Darjeeling, Assam and Nilgiris.
Tea has no carbohydrates, fat or protein. Theanine and caffeine give flavour and a stimulating effect.
Legend 1: Emperor Shennong of China – leaves fell into his boiling water.
Legend 2: Buddhist monk Bodhidharma chewed tea leaves to stay awake in meditation.
Emperor Hui Tsung loved tea so much that he did not notice Mongolia taking over his empire.
The Chinese word ch'a is close to Hindi chai (and Marathi चहा).
The British East India Company failed to grow tea in the 1770s. Robert Bruce found wild tea plants in the Upper Brahmaputra valley in 1823. In May 1838 the first Indian tea from Assam was sent to England.
Tea contains antioxidants (flavonoids). Japan, China, Russia and Korea have tea ceremonies.
Important terms
Beverage – a drink.
Brew – make a drink by soaking in hot water.
Aromatic – with a pleasant smell.
Astringent – sharp in taste.
Flush – the top buds and leaves of the tea plant.
Legend – an old story, not proved history (आख्यायिका).
Language study
Legend × history: a legend is an old story passed on by word of mouth; history is based on records and evidence.
Claim × fact: a claim is what someone says is true (tea may reduce cancer risk); a fact is proven.
Action words with drinks: sip, slurp, gulp, swallow, pour, brew, filter.
5 important questions
Q1. What is the botanical name of the tea plant?
Camellia sinensis.
Q2. Why are tea plants pruned?
To keep them about three feet (waist) high so that the leaves can be plucked easily.
Q3. Write the two legends about the discovery of tea.
Emperor Shennong: leaves fell into his boiling water and he loved the flavour. Bodhidharma: he chewed tea leaves to stay awake during meditation.
Q4. How did tea come to India?
The East India Company's attempts in the 1770s failed. Robert Bruce found wild tea in the Upper Brahmaputra valley in 1823, and in May 1838 the first Assam tea was sent to England.
Q5. Name the three tea-growing regions of India.
Darjeeling, Assam and the Nilgiris.
Exam tip
Learn the dates 1823 and 1838 and the three leaf types – they are common fill-in-the-blank questions.
"The Necklace" is a famous short story by the French writer Guy de Maupassant. Mathilde Loisel, a pretty but discontented woman, borrows a diamond necklace for a party and loses it. She and her husband spend ten years in hard work and poverty to repay the debt for a new one – only to learn that the original necklace was fake.
Key points
Mathilde was born in a family of clerks and married a petty clerk, M. Loisel. She dreamt of luxury and felt unhappy.
Her husband brought an invitation to a ball given by the Minister of Public Instruction.
She cried because she had no proper dress. He gave her 400 francs he had saved for a gun.
She then needed jewels and borrowed a diamond necklace from her rich friend, Madame Forestier.
At the ball she was the prettiest woman and very happy.
At home she found the necklace was lost. They searched everywhere but could not find it.
They bought a similar necklace for 36,000 francs, using his inheritance and heavy loans.
For ten years they lived in poverty. Mathilde did all the housework; her husband worked extra at night.
Mathilde became old and rough-looking.
One Sunday, walking in the Champs Élysées, she met Madame Forestier, who did not recognise her. Mathilde told her the truth.
Madame Forestier said her necklace was false, worth at most 500 francs.
Themes: pride and vanity, honesty, the cost of appearances, irony of fate.
Important terms
Discontented – not satisfied.
Ball – a grand dance party.
Francs – French money.
Inheritance – money received from a dead relative (वारसाहक्क).
Irony – a result opposite to what is expected.
Language study
Irony of the ending: all their suffering was for a fake necklace.
Adjectives for Mathilde: pretty, vain, proud, discontented, later hard-working and honest.
Phrases: dream of, be on the verge of, replace with.
5 important questions
Q1. Why was Mathilde unhappy?
She was pretty but poor. She dreamt of luxury, fine clothes and riches, which she could not have.
Q2. How did Mathilde get a dress and jewellery for the ball?
Her husband gave her 400 francs saved for a gun to buy a dress; she borrowed a diamond necklace from Madame Forestier.
Q3. How did the Loisels replace the necklace?
They bought a similar one for 36,000 francs using his inheritance and borrowing money from many lenders.
Q4. How did their life change after the loss?
They lived in great poverty, sent away the maid, and worked hard for ten years. Mathilde did heavy housework and became old and rough.
Q5. What is the irony in the story?
They suffered ten years to replace a necklace that was a fake worth only 500 francs.
Exam tip
Learn the numbers: 400 francs (dress), 36,000 francs (new necklace), 500 francs (real value), ten years.
"Comparisons" is a light, playful poem by an unknown poet. It is a list of comparisons (similes) using pairs of opposites – fast as a spaceship, slow as a snail; big as a dinosaur, small as a nail. At the end the poet invites us to make our own opposites.
Key points
The poem is made of pairs of opposite comparisons.
Speed: fast as a spaceship, slow as a snail.
Size: big as a dinosaur, small as a nail.
Nature: fierce as a tiger, gentle as a lamb.
Taste: sour as a lemon, sweet as jam.
Others: dry as the desert, wet as the sea; cool as a cave, warm as toast; noisy as a road drill, quiet as a ghost; strong as an ox, weak as a kitten; hard as a rock, soft as a mitten; tall as a giant, short as an elf; crooked as a mountain path, straight as a shelf.
When we compare two things, they must have at least one common feature (spaceship and snail – speed).
"The world is full of opposites, so think of some yourself!"
Important terms
Comparison – showing how two things are alike or different.
Opposite (antonym) – a word with the reverse meaning.
Mitten – a soft glove without separate fingers.
Elf – a tiny fairy-like creature.
Language study
Simile: a comparison using "as…as" or "like" – "as strong as an ox".
Comparative degree: faster than the wind, slower than a tortoise, bigger than a mountain.
Idioms with colours: as white as snow, as black as coal, as red as blood, as green as grass.
Idioms with animals: as cunning as a fox, as busy as a bee, as brave as a lion.
Idioms with "like": like a bull in a china shop (clumsy); like water off a duck's back (no effect); like a red rag to a bull (makes angry); memory like a sieve (forgetful).
5 important questions
Q1. What is compared to a snail and why?
Something slow; a snail moves very slowly.
Q2. Write the opposite comparison for "fierce as a tiger".
Gentle as a lamb.
Q3. Write any four pairs of rhyming words from the poem.
This lesson is a part of Helen Keller's autobiography "The Story of My Life". Helen became blind and deaf after an illness at the age of two. She describes the day her teacher Anne Mansfield Sullivan arrived and the wonderful day she understood, at the water pump, that everything has a name. From then on, a new world of knowledge opened for her.
Key points
Helen lost her sight and hearing after an illness at two. For five years she lived in darkness, angry and lonely.
Her teacher Anne Mansfield Sullivan came on 3 March 1887, three months before Helen turned seven.
Helen compares herself to a ship lost in fog without a compass, waiting for a light.
Miss Sullivan gave her a doll and spelt "d-o-l-l" into her hand. Helen copied the finger-play but did not understand that it was a word.
She learnt to spell many words like pin, hat, cup, sit, stand, walk – without understanding.
She was confused between "mug" and "water". In anger she threw the new doll on the floor and broke it, without feeling sorry.
At the well-house, cool water flowed over one hand while the teacher spelt "w-a-t-e-r" in the other.
Suddenly Helen understood that "water" meant the cool thing flowing on her hand. Her soul awoke.
She learnt many new words that day, felt sorry for breaking the doll and cried.
That night she longed for a new day – she was the happiest child.
Message: love, patience and a good teacher can open the door of knowledge, even for a person with disabilities.
Important terms
Autobiography – a person's life story written by himself/herself.
Languor – tiredness, lack of energy.
Plummet / sounding-line – a weight on a rope used by sailors to measure depth.
Tangible – that can be touched.
Finger-spelling – spelling words by signs on the hand.
Language study
Simile/metaphor: Helen compares herself to a ship in a dense fog; "tangible white darkness".
Disabilities named in the lesson: hearing loss, vision loss, speech disorders, physical disability, intellectual disability, learning disorder.
Words with opposite feelings: anger × tenderness, darkness × light.
5 important questions
Q1. When did Anne Sullivan come to Helen?
On 3 March 1887, three months before Helen was seven.
Q2. To what does Helen compare herself before her teacher came?
To a ship in a dense fog without compass or sounding-line, with no way of knowing how near the harbour was.
Q3. Why did Helen break the doll?
She was angry and confused because she could not understand the difference between "mug" and "water".
Q4. Describe the incident at the well-house.
Water flowed over one hand while her teacher spelt "w-a-t-e-r" in the other. Helen suddenly understood that the word meant the cool flowing water. Her soul awoke.
Q5. How did Helen feel at the end of the day?
She was full of joy, had learnt many words, felt sorry for the broken doll and looked forward to a new day.
Exam tip
The well-house incident is the turning point – learn it in your own words in 4–5 lines.
This lesson introduces Mark Twain, the famous American humorist, through some funny anecdotes (short true stories) from his life and some of his quotations. Mark Twain was the pen name of Samuel Langhorne Clemens. He was known for his ready wit and also for supporting liberty, equality and fraternity.
Key points
Mark Twain's real name was Samuel Langhorne Clemens. He wrote humorous stories and novels.
He opposed wars and imperialism and supported labourers and black people in America.
Barber shop anecdote: On a lecture tour, a barber told him that Mark Twain was lecturing that night and tickets were sold out, so he would have to stand. Twain sighed, "I always have to stand when that fellow lectures!"
Mrs Stowe anecdote: He went to say goodbye to his neighbour Harriet Beecher Stowe (author of "Uncle Tom's Cabin") without collar and tie. His wife objected, so he sent the collar and tie to Mrs Stowe in a package with a note: "Herewith receive a call from the rest of me."
Henry Irving anecdote: Irving kept asking whether Twain had heard the story before. Twain finally said he could lie once, twice for courtesy, but not three times – he had heard it.
The lesson also gives some of his witty quotations about life, truth and kindness.
His humour always had a gentle, clever point.
Important terms
Pen name – a name used by a writer instead of the real name (टोपणनाव).
Anecdote – a short, interesting or funny true story.
Wit – clever humour.
Courtesy – politeness.
Imperialism – one country ruling over others.
Language study
Humour through irony: in the barber story, Twain is himself the lecturer.
Phrases with numbers (Quick Thinkers): one man, two roads, three lamps, a four-wheeler, a hundred dots.
Direct speech uses quotation marks: "Just my luck," said Twain.
5 important questions
Q1. What was Mark Twain's real name?
Samuel Langhorne Clemens.
Q2. Who was Mrs Stowe?
Harriet Beecher Stowe, a famous American writer of "Uncle Tom's Cabin" and Mark Twain's neighbour.
Q3. Why is the barber anecdote funny?
The barber did not know he was talking to Mark Twain himself. Twain joked that he always had to stand when "that fellow" lectured – because the lecturer always stands.
Q4. Why did Twain send his collar and tie to Mrs Stowe?
His wife said he had visited without them. So he sent them in a package with a funny note: "Herewith receive a call from the rest of me."
Q5. What values did Mark Twain support?
Liberty, equality and fraternity; he opposed war and imperialism and supported workers and black people.
Exam tip
Retell any one anecdote in your own words, ending with the witty line – it shows understanding.
"Please Listen!" is a poem by an unknown author. The speaker, who is going through a difficult time, asks a friend or loved one simply to listen. He does not want advice, arguments or someone to solve his problem. He only wants to be heard and accepted, so that he can find his own answers.
Key points
When the speaker asks to be listened to, the other person starts giving advice – that is not what he asked for.
Telling him why he should not feel that way tramples (crushes) his feelings.
Trying to solve his problem makes him feel the listener has failed him.
"Listen! All I ask is that you listen. Don't talk or do – just hear me."
Advice is cheap – 20 cents buys a newspaper with advice columns (Dear Abby, Billy Graham).
He is discouraged and faltering, but not helpless; he can do things for himself.
Doing for him what he can do adds to his fear and feeling of inadequacy (कमीपणा).
If his feelings are simply accepted, even if irrational, he can understand them and the answers become clear.
Prayer works sometimes because God is mute – He just listens and lets us work it out.
If the listener wants to talk, he should wait his turn – then the speaker will listen too.
Message: good listening means patience, respect and empathy, not advice.
Important terms
Trample – crush under feet; hurt badly.
Faltering – losing strength or confidence.
Inadequacy – feeling of not being good enough.
Irrational – without logical reason.
Mute – silent, unable to speak.
Language study
Hear × listen: to hear is to receive sound; to listen is to pay attention and understand.
"A Play" is a comic play based on the well-known Indian tale "Andher Nagari Chaupat Raja". In the strange kingdom of Andher Nagari, everything costs the same and the foolish King Chaupat gives absurd judgements. A thief's complaint leads to a long chain of blame. Finally a wise Sage tricks the greedy king into being hanged himself, saving his disciple.
Key points
A disciple of a Wise Sage from the Ghangor forest visits Andher Nagari. He likes it because everything is sold at the same price – "Taka ser bhaji, taka ser khaja".
At King Chaupat's court, a thief complains: the wall of a merchant's house fell and killed his partner.
The king orders the merchant to be hanged. The merchant blames the bricklayer.
The bricklayer blames the mortar-maker (too much water in the mortar).
The mortar-maker blames the potter (the pot's mouth was too wide).
The potter blames the money-lender's daughter, whose tinkling anklets distracted him.
The daughter blames the goldsmith, who was late with her wedding ornaments.
The goldsmith says he was busy with the Queen's ornaments on the king's orders, but the king orders him hanged.
The noose is too loose for the goldsmith's neck, so the king orders it to be tried on everyone. It fits the disciple.
The Sage arrives and begs to be hanged instead. He "reveals" that whoever is hanged that day will become the next king and conquer many nations.
The greedy king wants that glory for himself and orders that he be hanged at once.
Message: a foolish, greedy ruler brings injustice; wisdom and presence of mind can defeat foolishness.
Important terms
Disciple – a follower or student of a teacher (शिष्य).
Sage – a wise holy man.
Gallows – a frame for hanging criminals.
Noose – a loop of rope.
Complainant – a person who makes a complaint.
Language study
Proverb shown in the play: "Andher Nagari, Chaupat Raja" – a land of chaos with a foolish ruler.
"Justice delayed is justice denied." (said ironically by the king)
Drama features: characters, dialogue, stage directions in brackets, scenes.
5 important questions
Q1. What was special about the market in Andher Nagari?
Everything was sold at the same price – sweets and vegetables cost the same.
"Coromandel Fishers" is a poem by Sarojini Naidu, the "Nightingale of India". It is a song of fishermen on the Coromandel Coast (the eastern coast of south India). At dawn one fisherman calls his brothers to wake up and go to sea. They see the sea as their mother and the cloud as their brother, and they sail joyfully, trusting in God and nature.
Key points
It is early morning; the sky is awake and the dawn wind is blowing.
The speaker calls his fellow fishermen to rise and push their boats into the sea.
The wind is like a child that has cried all night and now sleeps in the arms of dawn.
They gather their nets from the shore and set their catamarans (boats) free to capture the "leaping wealth of the tide" (fish).
"We are the kings of the sea." They follow the sea gull's call. The sea is their mother, the cloud their brother and the waves their comrades.
Even if they are tossed about at sunset by the sea-god, they are not afraid: God, "He who holds the storm by the hair", will protect their lives.
The shade of the coconut glade, the scent of the mango grove and moonlit sands with the voices of loved ones are sweet, but sweeter is the kiss of the sea spray and the dance of the foam.
They row to the edge of the verge, where the low sky meets the sea (the horizon).
Message: the fishermen live in harmony with nature; they love their work and face danger bravely.
Important terms
Coromandel Coast – the south-eastern coast of India (Tamil Nadu and nearby).
Fishers – fishermen (कोळी).
Dawn – early morning, sunrise.
Kith and kin – relatives; here the sea and wind are like family.
Spray – drops of sea water in the air.
Horizon – the line where sky and sea seem to meet.
Language study
Personification: the wind sleeps "like a child"; the sea is called "mother".
Simile: the wind is "like a child that has cried all night".
Metaphor: the fishermen are "kings of the sea".
Imagery: dawn sky, coconut glades, mango groves, full moon on the sand.
Rhyme scheme: aabbcc (couplets).
5 important questions
Q1. Who wrote "Coromandel Fishers"?
Sarojini Naidu, known as the Nightingale of India.
Q2. Why does the speaker call the fishermen at dawn?
The wind is calm and the time is right to push the boats into the sea and catch fish.
Q3. Why are the fishermen not afraid of the sea?
They believe the sea is their mother, and God, who "holds the storm by the hair", will protect their lives.
Q4. Pick out a simile from the poem.
The dawn wind sleeps "like a child that has cried all night".
Q5. Write the central idea of the poem.
The fishermen of the Coromandel Coast love their sea and their work. They treat nature as family and sail out bravely and happily every morning.
Exam tip
For appreciation, mention imagery and personification – the poem is rich in pictures of the coast.
"The Fall of Troy" retells a part of the famous Greek legend of the Iliad. Paris, a prince of Troy, persuaded Helen, wife of the Greek king Menelaus, to elope with him. The Greeks besieged Troy for ten years but could not take it. At last, by the trick of a huge wooden horse planned by Odysseus, they entered and destroyed the city.
Key points
Part I: Troy (Ilium) was a rich trading city in Asia Minor, near the sea between the Aegean and the Black Sea, with Mount Ida behind it and fertile valleys.
It had a strong, broad wall; in war the gates were closed and the city became a strong fortress.
Paris persuaded Helen, wife of Menelaus, to elope with him to Troy. The Greek kings declared war to take revenge.
The Greeks laid siege to Troy for ten long years. Neither side could win.
Hector, who led the defence for nine years, was killed by Achilles. Achilles was later killed by a poisoned arrow in his heel – the only place he could be wounded. Paris too was killed by a poisoned arrow.
Part II: The cunning Odysseus planned a great wooden horse to hide the best fighters.
Menelaus, Odysseus and other heroes hid inside it; the last to enter was its architect, who knew how to open it.
The Greeks burnt their tents and pretended to sail away, but hid behind an island.
The Trojans found the horse and a Greek with his hands tied, left behind on purpose.
He lied that the horse was an offering to the sea-god for a safe voyage; it was made huge so that the Trojans could not take it in and get the luck.
A wise priest warned that it might be a trick, but the excited Trojans broke part of their wall and dragged the horse in.
They feasted and slept. At night the Greek fleet returned (Agamemnon's ship showing a red light). The hidden Greeks came out, opened the gates, and the Greek army set fire to the city.
Message: overconfidence and carelessness can destroy even the strongest; cunning can win where force fails.
Important terms
Siege – surrounding a city to capture it (वेढा).
Elope – run away secretly to marry.
Fortress – a strongly protected place.
Cunning – clever in a tricky way.
Offering – a gift to a god.
Language study
Gerund (verbal noun): "-ing" form used as a noun – "The fighting went on." "Gardening is an art."
Antonyms from the text: barren × fertile, cowardly × brave, peace × war, defenceless × protected.
Expression: an "Achilles' heel" = a weak point.
5 important questions
Q1. What was the cause of the war between the Greeks and the Trojans?
Paris, a prince of Troy, persuaded Helen, wife of the Greek king Menelaus, to elope with him to Troy.
Q2. How did Achilles die?
He was killed by a poisoned arrow that entered his heel, the only part of his body where he could be wounded.
Q3. What was Odysseus's plan?
Build a huge wooden horse, hide the best fighters inside, burn the tents and pretend to sail away, then return at night and attack.
Q4. How did the Greek left behind make the Trojans take the horse in?
He said it was an offering to the sea-god and was made too big on purpose, so that the Trojans could not take it in and gain good luck.
Q5. Underline the gerund: "The fighting went on."
"fighting" – a gerund (verbal noun) used as the subject.
Exam tip
Remember: in this textbook the Greek planner is called Odysseus (Ulysses in Latin).
"To a Butterfly" is a poem by William Wordsworth. The poet asks a butterfly to stay near him for a while. The butterfly reminds him of his happy childhood, when he and his sister Emmeline chased butterflies. Seeing it brings back sweet memories of those days.
Key points
The poet requests the butterfly to stay near him and not fly away.
He calls it the "historian of my infancy" – it tells the story of his childhood.
"Dead times revive in thee" – the butterfly brings back a solemn picture of his father's family and of days long gone.
He remembers how he and his sister Emmeline (Dorothy Wordsworth) chased butterflies.
He would rush at the butterfly like a hunter, but his sister was gentle – she feared to brush the dust off its wings.
Those were pleasant, happy days.
Message: small things in nature can bring back precious memories of childhood.
Important terms
Infancy – early childhood.
Historian – a person who records history.
Solemn – serious.
Chase – run after something to catch it.
Dust (on wings) – the fine powder on a butterfly's wings.
Language study
Apostrophe: the poet speaks directly to the butterfly.
Metaphor: the butterfly is the "historian of my infancy".
Contrast: the boy was rough like a hunter; the sister was gentle and kind.
Rhyming words: flight – sight, thee – infancy, depart – art – heart, days – plays, I – butterfly.
Old forms of words: thee/thou = you, thy = your, art = are, bring'st = bring.
5 important questions
Q1. Who is the poet speaking to?
To a butterfly.
Q2. Why does the poet call the butterfly "historian of my infancy"?
It reminds him of his childhood; it brings back memories of those days like a historian telling past events.
Q3. How was Emmeline different from the poet?
The poet chased butterflies like a hunter; Emmeline was gentle and afraid to brush off the dust from their wings.
Q4. Pick out the figure of speech: "Stay near me – do not take thy flight!"
Apostrophe – the poet speaks directly to the butterfly.
Q5. Write the central idea.
A butterfly brings back the poet's sweet childhood memories of playing with his sister. Nature links our present with our past.
Exam tip
Remember that Emmeline is the poet's sister (Dorothy Wordsworth) – questions often ask about her.
This lesson teaches that we should listen more and talk less, and think carefully before we speak. Through Disraeli's joke about two ears and one mouth, the story of a young man and torn paper, and Socrates' three questions, it shows that spoken words cannot be taken back.
Key points
Benjamin Disraeli: nature gave man two ears and one mouth – so we should listen more and talk less.
Our ears are always open like funnels, but a word must pass two "fences" – the teeth and the lips – before it is spoken.
A wise saying: of the unspoken word you are the master; of the spoken word you are the slave.
Story: a young man spoke angrily and hurt someone. His teacher told him to tear a paper into bits and throw them out of the window on a windy day, then collect them.
He could not get back even one piece. The teacher said spoken words are like that – very hard to take back. So think before you speak in anger.
Socrates advised his disciples to speak only after asking three questions:
1. Is it true? – If unsure, do not say it; otherwise we spread untruth.
2. Is it pleasant? – Avoid empty, hurtful remarks.
3. Is it useful? – Will it help or comfort the listener?
This passage tells the inspiring life story of Michael Faraday, one of the greatest scientists. Born poor and with a speech defect, he left school at twelve and worked as a bookbinder. Through hard work, reading and a never-give-up attitude, he made great discoveries in electricity and magnetism.
Key points
Faraday was born in a very poor family in a London suburb. As a child he could not pronounce "r" ("wabbit", "Fawaday"); others laughed at him.
At twelve his mother took him out of school.
At thirteen he worked with a bookbinder. He bound books by day and read them at night.
A book on electricity made electricity his lifelong fascination.
He wanted Sir Humphry Davy as his mentor. After an explosion temporarily blinded Davy, he hired Faraday as secretary, later lab assistant.
Davy teased him to try an electromagnetism problem that Davy and Wollaston could not solve. Faraday solved it in a few days and made the first motor (called an induction motor in the book) – electric current into continuous motion.
Davy became jealous and gave him an impossible task – to copy secret Bavarian glass. Faraday worked four years and failed, but kept a glass brick as a reminder.
After Davy died in 1829, Faraday became head of the laboratory. He found that moving a magnet produces electric current – the idea behind the electric generator (dynamo).
From 1840 he suffered memory loss, but continued working.
Using the same Bavarian glass, he showed that light is connected with magnetism.
His words: "In order to succeed, your desire for success should be greater than your fear of failure."
Important terms
Persevering – continuing in spite of difficulties.
Mentor – an experienced guide.
Obsession – something that fills one's mind.
Indispensable – absolutely necessary.
Reverse engineer – study a finished thing to learn how it was made.
Souvenir – a thing kept as a reminder.
Language study
Phrases: against the odds, hooked on, never-give-up attitude.
Idea of a generator: motion → electricity; motor: electricity → motion.
5 important questions
Q1. What difficulties did Faraday face as a child?
He was very poor, had a speech defect, was laughed at, and had to leave school at twelve.
Q2. How did Faraday become interested in electricity?
While working as a bookbinder, he read a book on electricity sent for binding and became fascinated.
Q3. Why did Davy hire Faraday?
An explosion temporarily blinded Davy and he needed an assistant with an excellent memory; he remembered Faraday.
Q4. How did Faraday turn his failure into success?
He kept the Bavarian glass from his failed task and later used it to show that light is related to magnetism.
Q5. Explain Faraday's quote about success.
We should want success more than we fear failure; fear should not stop us from trying.
Exam tip
Learn the sequence: bookbinder → Davy's secretary → lab assistant → motor → glass failure → generator → light and magnetism.
"What is Success?" is a poem given in the textbook under the name of Ralph Waldo Emerson. It says that success is not money or fame. Real success is to laugh often, win respect and love, appreciate beauty, find the best in others and leave the world a little better than we found it.
Key points
The whole poem answers one question: What is success?
To laugh often and much.
To win the respect of intelligent people and the affection (love) of children.
To earn the appreciation of honest critics and endure (bear) the betrayal of false friends.
To appreciate beauty and to find the best in others.
To leave the world a bit better – by a healthy child, a garden patch or a better social condition.
To know that even one life has breathed easier because you have lived.
"This is to have succeeded."
A parent, a good gardener and a social reformer are all successful in this sense.
Important terms
Affection – love and care.
Critic – one who judges the good and bad points.
Endure – tolerate, put up with.
Betrayal – cheating, breaking trust (विश्वासघात).
Redeemed – made better.
Language study
Infinitive phrases: "To laugh…", "To win…", "To find…" – the poem lists actions using to + verb.
This lesson, written by Abha Bhagwat, helps us "read" and enjoy works of art. It has two parts: the abstract paintings of the famous Indian artist S. H. Raza, and Gond art, a tribal folk art of central India.
Key points
S. H. Raza: Sayed Haider Raza was a renowned Indian artist. His paintings use simple geometric shapes, striking colours (especially blue and orange) and balanced compositions.
His paintings are abstract – they show no lifelike figures; they come from the artist's inner mind.
He was born in a small village in Madhya Pradesh and began painting at twelve.
He studied at Chitrakala Mahavidyalaya, Nagpur and the J. J. School of Art, Mumbai, then went to France and settled there.
He received all three Padma awards – Padma Shri, Padma Bhushan and Padma Vibhushan.
The "bindu" (point) became the centre of his later paintings.
He died on 23 July 2016 at the age of 94.
Gond art: a tribal art of the Gond people of Madhya Pradesh, Maharashtra, Telangana, Andhra Pradesh and Odisha. The Gondi language is similar to Telugu (Dravidian).
It was first drawn on the mud walls of houses with natural colours – soils, plant juices, leaves, bark, flowers, coal and cow-dung.
Designs are filled with dots, straight and dotted lines, curves and circles; colours are chosen carefully.
The roots of folk art may lie in women's daily work of cleaning and decorating the house.
Important terms
Abstract art – art that does not show real objects but ideas, shapes and colours.
Composition – arrangement of parts in a picture.
Folk art – traditional art of ordinary people (लोककला).
"Silver" is a beautiful poem by Walter de la Mare. It describes a moonlit night. The moon walks slowly over the earth and turns everything – fruit, trees, windows, a dog, doves, a mouse, fish and a stream – into silver with her soft light.
Key points
The moon is shown as a lady walking slowly and softly in her silver shoes.
This way and that, she looks at the silver fruit on silver trees.
One by one the casements (windows) catch her silver beams under her silver thatch.
A harvest mouse runs past with silver claws; the dog sleeps in his silver kennel.
White-breasted doves sleep in a silver-feathered sleep in their cote.
Fish gleam with silver scales in a silver stream among the reeds.
The whole scene is quiet, peaceful and magical.
The word "silver" is repeated many times to create the effect of moonlight.
Important terms
Casement – a window that opens like a door.
Thatch – a roof made of straw.
Cote – a shelter for doves or pigeons.
Kennel – a dog's house.
Reeds – tall grass growing in water.
Moveless – not moving, still.
Language study
Personification: the moon walks "in her silver shoon (shoes)" and peers.
"The Tempest" is the story form of William Shakespeare's play. Prospero, the rightful Duke of Milan, was thrown out by his brother Antonio and set adrift at sea with his baby daughter Miranda. They reached an island, where Prospero learnt magic. Years later, he uses a tempest (storm) to bring his enemies to the island, and in the end he forgives them and gets his dukedom back.
Key points
Prospero, Duke of Milan, loved books and let his brother Antonio rule for him.
Treacherous Antonio joined Alonso, King of Naples, and put Prospero and baby Miranda in a broken boat at sea.
Loyal lord Gonzalo secretly placed food, water, clothes and Prospero's books in the boat.
They reached an island. Prospero used his books to learn magic.
The island had been under the spell of the witch Sycorax, who had trapped spirits in tree trunks. Prospero freed them; Ariel, their chief, served him.
Caliban, the witch's ugly son, became Prospero's slave.
Years later Prospero made Ariel raise a tempest that wrecked the ship carrying Antonio, Alonso, his son Ferdinand and Gonzalo. No one was harmed.
Ferdinand met Miranda; they fell in love. Prospero tested Ferdinand with hard work, then gave his blessing.
Alonso was sorry for his crime. Prospero forgave Antonio and Alonso and got his dukedom back.
They all sailed for Naples, where Ferdinand and Miranda were to be married. Prospero set Ariel free and returned to Milan.
Message: forgiveness is greater than revenge.
Important terms
Tempest – a violent storm.
Dukedom – the land ruled by a duke.
Treacherous – disloyal, untrustworthy.
Adrift – floating without control.
Spirit – a supernatural being.
Language study
Parts of a play: curtain opens → scene → characters enter → action begins → interaction → climax → finale → curtain closes.
Other Shakespeare plays: Romeo and Juliet, Macbeth, Hamlet, Julius Caesar, The Merchant of Venice, As You Like It.
5 important questions
Q1. How did Antonio become Duke of Milan?
With the help of Alonso, King of Naples, he put Prospero and Miranda in a broken boat at sea and took over the dukedom.
Q2. How did Gonzalo help Prospero?
He secretly put food, water, clothes and Prospero's precious books in the boat.
Q3. Who were Ariel and Caliban?
Ariel was a spirit freed by Prospero who served him; Caliban was the ugly son of the witch Sycorax, who became Prospero's slave.
Q4. Why did Prospero raise a tempest?
To bring his enemies, Antonio and Alonso, to the island so that he could set things right.
Q5. How does the story end?
Prospero forgives his enemies, gets his dukedom back, Miranda and Ferdinand plan to marry, and Ariel is set free.
Exam tip
Learn the list of characters with one line each; "Who am I?" questions are common.
"The Last Lesson" is a story by Alphonse Daudet, set in 1870 in Alsace, France, during the Franco-Prussian War. Little Franz goes to school expecting a scolding, but finds that it is the last French lesson; orders have come from Berlin that only German will be taught. Everyone, including Franz, realises too late the value of their own language.
Key points
Franz was late for school and afraid, because he had not learnt the participles.
On the way he saw a crowd at the bulletin board, where bad news had been posted for two years.
At school, everything was strangely quiet. M. Hamel did not scold him and was wearing his best clothes.
Old villagers, including old Hauser, were sitting on the back benches.
M. Hamel said an order had come from Berlin to teach only German in the schools of Alsace and Lorraine. This was the last French lesson.
Franz felt sorry for wasting time; his books now seemed like old friends.
M. Hamel said that French is the most beautiful, clearest and most logical language, and that a people who keep their language hold the key to their prison.
Everyone – parents, children and teacher – had put off learning.
Franz listened attentively and understood everything that day.
When the church clock struck twelve and the Prussian trumpets sounded, M. Hamel, too moved to speak, wrote "Vive La France!" on the board.
Message: love and respect your mother tongue; do not put off learning.
Important terms
Participle – a verb form like "learnt", "learning".
Bulletin board – a notice board.
Prussia – a German state that defeated France in 1870.
Vive La France – "Long live France".
Procrastination – putting off work till later.
Language study
Idiom: put off (postpone); in great dread of (very afraid of).
Mother tongue = first language (मातृभाषा).
5 important questions
Q1. Why was Franz afraid of going to school?
He was late and had not learnt his participles; he feared a scolding from M. Hamel.
Q2. What order had come from Berlin?
Only German was to be taught in the schools of Alsace and Lorraine.
Q3. Why were the village elders in the classroom?
To show respect to M. Hamel for his forty years of service and to express sorrow at losing their language.
Q4. What did M. Hamel say about the French language?
It is the most beautiful, clearest and most logical language; people should guard it, because a people who keep their language hold the key to their prison.
Q5. How did M. Hamel end the class?
Too moved to speak, he wrote "Vive La France!" on the blackboard and dismissed the class.
Exam tip
Learn the setting: 1870, Alsace (France), Prussian rule – most questions begin with it.