Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 1
Being Neighborly
Quick summary
This prose piece is an extract from Louisa May Alcott's famous novel 'Little Women' (1868). It tells how lively Jo March makes friends with Laurie, the lonely, sick grandson of her rich neighbour Mr. Laurence, on a snowy afternoon. It shows how a simple, kind step can begin a lifelong friendship.
Key points
Louisa May Alcott (1832–1888) was an American writer; 'Little Women' is about four sisters – Meg, Jo, Beth and Amy March.
The Marches live in an old, shabby brown house; next door is the grand stone mansion of Mr. Laurence, which looks lonely and lifeless.
Jo, who loves adventure and dislikes sitting by the fire like a "pussy-cat", goes out to sweep snow and make paths.
She sees Laurie at an upper window, looking sadly at the girls playing. She feels he is "suffering for society and fun".
Jo throws a snowball at his window. Laurie says he has had a bad cold and has been shut up for a week; it is "as dull as tombs" there.
With her mother's permission, Jo visits him, carrying a dish of Meg's blancmange and Beth's three kittens to cheer him. She also tidies his untidy room.
They talk freely. Laurie admits he often watches the March family through the window; their lamp-lit family circle with their mother looks "like a picture" to him, as he has no mother. Jo invites him to visit them.
While looking at Mr. Laurence's portrait, Jo says she is not afraid of him, though he is not as handsome as her own grandfather. The old gentleman has heard her! She stays honest; he likes her frankness and says she has her grandfather's spirit.
Jo explains she was "only trying to be neighbourly" because Laurie seems lonely. Mr. Laurence takes her down to tea and asks her to "go on being neighborly". Her kind act begins a friendship between the two families.
Important terms
Neighborly – American spelling of 'neighbourly'; friendly and helpful to neighbours.
Wistfully – sadly and longingly.
Listless – without energy or interest.
Betokening – showing, indicating.
Sallied out – set out boldly.
Language study
Direct and indirect speech: In direct speech we quote the exact words in inverted commas: "I'm not afraid of anything," said Jo. In indirect speech we report them: Jo said that she was not afraid of anything. (Tense goes one step back, pronouns change, inverted commas are removed.)
Figure of speech: "as dull as tombs" – simile (comparison using 'as').
"That boy is suffering for society and fun" – he needs company and enjoyment.
5 important questions
Q1. Describe the contrast between the two houses.
The March house was old, brown and bare in winter, but full of warmth and life. The Laurence house was a stately stone mansion full of luxury, yet it seemed lonely and lifeless because no children played there and few people came or went.
Q2. Why did Jo decide to visit Laurie?
She saw him looking wistfully from the window and felt he was lonely and sick. She believed his grandfather kept him shut up and that he needed young, lively company. Being bold and kind, she wanted to cheer him up.
Q3. What qualities of Jo are seen in the extract?
Jo is lively, adventurous, frank, kind-hearted and fearless. She takes the first step to make friends, speaks honestly even to old Mr. Laurence and cares about a lonely boy.
Q4. How did Mr. Laurence react to Jo?
At first he seemed gruff, but he liked Jo's honest and fearless answers. He said she had her grandfather's spirit, a brave and honest man. When he learnt she wanted to cheer Laurie up, he invited her to tea and asked her to go on being neighbourly.
Q5. Change into indirect speech: "Are you sick?" Jo asked Laurie.
Jo asked Laurie if he was sick.
Exam tip
Learn the main characters (Jo, Meg, Beth, Amy, Laurie, Mr. Laurence) and practise two direct–indirect speech changes from the extract.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 2
On to the Summit: We Reach the Top
Quick summary
In this autobiographical account, Tenzing Norgay describes the last part of the historic climb of Mount Everest with Edmund Hillary on 29 May 1953, what they did on the summit, and his feelings. He also explains why the question "Who reached first?" did not matter to them – they were a team.
Key points
Tenzing Norgay (1914–1986) was a Sherpa mountaineer; with Hillary he was among the first two people to reach the top of Everest.
Leaving Camp Nine, Tenzing was determined to reach the top that day, even if he died.
The two men took turns leading. The leader cuts steps; the man behind acts as the anchor.
Colonel Hunt gave Tenzing three flags – Britain, the United Nations and Nepal. Tenzing also carried the Indian flag with Hunt's permission.
They reached the summit almost together. The rope that tied them was a symbol: they were not two individuals but a team.
A controversy arose about who was first. In Kathmandu, Hillary, Hunt and Tenzing called it childish and signed statements saying they reached the summit almost together.
Tenzing's first feeling was gratitude to God after six failed attempts. He placed offerings – biscuits, candy and a small blue pencil given by his daughter Nima.
Hillary photographed Tenzing holding the four flags tied to his ice axe.
His water had frozen; he wore a red scarf from his Swiss friend Lambert and felt that Lambert was with him.
He felt fit, clear-minded and exhilarated at the top.
Important terms
Summit – the highest point of a mountain.
Alternated – took turns.
Controversy – a long public disagreement.
Pact – a formal agreement.
Exhilarated – very happy and excited.
Language study
Suffixes are added at the end of a word to make a new word: climb → climber, success → successful, determine → determination, danger → dangerous.
Writing skills linked to this lesson: letter writing and e-mail.
5 important questions
Q1. Why is the rope called a symbol?
The rope tied Tenzing and Hillary together. One could not move without the other. It showed that they were not two separate people competing, but one team working together for a common goal.
Q2. How did Tenzing respond to the question "Who was first?"
He said that near the top neither of them thought about being first, as climbing needs full attention. What mattered was that both reached the top; one could not have done it alone. They signed statements that they reached the summit almost together.
Q3. List the ways Tenzing celebrated on reaching the top.
He offered a silent prayer and thanked God; he placed biscuits, candy and his daughter's blue pencil as offerings; he held up the four flags on his ice axe while Hillary took photographs; he and Hillary embraced.
Q4. What qualities of a mountaineer do you see in Tenzing?
Determination, courage, team spirit, humility, faith in God and respect for his friends and country.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 3
The Call of the Soil
Quick summary
This is an extract from 'Moong over Microchips' by Venkat Iyer, an IT professional who left his job in Mumbai to become an organic farmer in Peth village (Dahanu, Palghar district). It describes his first crop of moong grown without chemicals and his long search for Kasbai, a lost traditional variety of scented rice.
Key points
Venkat Iyer worked 17 years in the IT industry and quit in 2004. He wanted a change in lifestyle, not just in career.
In April 2004 he stands joyfully in his field of moong (green gram) among chikoo trees – his first crop as a farmer.
His helper Moru Dada wanted to spray pesticides; the author refused because he had decided to use no chemicals.
Nature did her job without "bribes": they harvested about 300 kg of moong, which gave him confidence that organic farming works.
The first year he grew the GR4 hybrid rice. The next year he searched for a traditional ('desi') variety that needs fewer inputs and resists pests.
Elders spoke of Kasbai – a long-grained, mildly scented, long-duration rice that had 'disappeared'. The agricultural officer had never heard of it.
Old Devu Handa remembered how its aroma once filled the village. Farmers left it for short-duration hybrids to take a second crop, but hybrids need more water, fertiliser and pesticide, and yields fell.
Kasbai had even survived floods in the sixties.
Finally, an old Adivasi woman in the hamlet of Boripada (Asarvari village) had the seeds. The author's search succeeded.
The lesson teaches perseverance and respect for traditional knowledge and biodiversity.
Important terms
Organic farming – farming without chemical fertilisers and pesticides.
Hybrid – a crop variety produced by crossing two varieties, usually needing more inputs.
Insipid – tasteless.
Lamented – expressed sadness.
Elusive – hard to find.
Language study
Simple sentence: one main clause – The farmer sowed the seeds.
Compound sentence: two main clauses joined by and, but, or, so – He searched for months, but he did not find the seeds.
Complex sentence: one main clause + a subordinate clause – Though he searched for months, he did not find the seeds.
Writing skills linked: blog writing, note-making, view and counterview, appeal.
5 important questions
Q1. Why did the author disagree with Moru Dada?
Moru Dada wanted to spray pesticide for a higher yield, but the author had decided to farm organically without any chemicals.
Q2. Why did the author want to grow a traditional variety of rice?
Traditional varieties need less fertiliser, are strong and resist pests. They suited his farm, where no chemicals were used, and the hybrid he had grown gave a low yield.
Q3. Why did farmers stop growing Kasbai?
After irrigation came, farmers wanted a second crop. Kasbai takes a long time, so they shifted to short-duration hybrids. As fields had no fences, a single farmer growing Kasbai would lose it to cattle after others harvested.
Q4. What does the lesson teach us?
It teaches perseverance, respect for nature and for traditional knowledge, and the value of organic farming and conserving old crop varieties.
Q5. Combine into a complex sentence: The old woman had the seeds. She lived in Boripada.
The old woman who lived in Boripada had the seeds.
Exam tip
Prepare a short "conventional vs organic farming" comparison — it is a likely activity question.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 4
Pillars of Democracy
Quick summary
This lesson is an extract from Dr. Babasaheb Ambedkar's famous speech in the Constituent Assembly. He explains what India must do to keep democracy alive "not merely in form, but also in fact": use only constitutional methods, avoid hero-worship, and build social democracy based on liberty, equality and fraternity.
Key points
Dr. B. R. Ambedkar (born 14 April 1891, Mhow) was Chairman of the Drafting Committee of the Constitution and was awarded the Bharat Ratna posthumously.
First, we must hold fast to constitutional methods to achieve social and economic goals. When constitutional ways are open, unconstitutional methods are only the "Grammar of Anarchy".
Second, we should follow John Stuart Mill's warning: do not lay our liberties at the feet of even a great man or give him powers to overturn our institutions.
He quotes Daniel O'Connell: no nation can be grateful at the cost of its liberty.
In religion, Bhakti may lead to salvation, but in politics hero-worship is a sure road to degradation and dictatorship.
From 26 January 1950, India would enter a "life of contradictions": political equality ("one man one vote, one vote one value") but social and economic inequality.
If this contradiction is not removed soon, those who suffer inequality will blow up the structure of political democracy.
Fraternity means a sense of common brotherhood of all Indians. It gives unity and solidarity to social life.
He cites James Bryce's story about the American church choosing "O Lord, bless these United States" instead of "our nation", to show how hard it is to feel like one nation.
Castes are anti-national because they separate people and create jealousy. Without fraternity, liberty and equality are "no deeper than coats of paint".
Important terms
Grammar of Anarchy – the methods that lead to disorder and lawlessness.
Hero-worship – excessive admiration of a person.
Degradation – fall to a lower level.
Peril – danger.
Fraternity – brotherhood.
Trinity of democracy – liberty, equality and fraternity.
Language study
Wh-questions: change a statement into a question about the underlined part. Example: Fraternity means a sense of common brotherhood. → What does fraternity mean?
Homographs: words with the same spelling but different meanings, e.g. fast (quick) / fast (to go without food); bear (animal) / bear (to tolerate).
Writing skill linked: drafting a speech.
5 important questions
Q1. What are the three things Dr. Ambedkar says we must do to maintain democracy?
(1) Use only constitutional methods to achieve social and economic aims. (2) Not surrender our liberties to any great man – avoid hero-worship. (3) Make our political democracy a social democracy based on liberty, equality and fraternity.
Q2. Why does Dr. Ambedkar warn against hero-worship in India?
In India, Bhakti or hero-worship plays a bigger role in politics than anywhere else. While devotion in religion may save the soul, in politics it leads to degradation and finally to dictatorship.
Q3. Explain "a life of contradictions".
After 26 January 1950, Indians would have equality in politics – one man, one vote, one value – but inequality in social and economic life. Living with political equality and social inequality is a contradiction that could endanger democracy.
Q4. Why does he call castes anti-national?
Castes separate people in social life and create jealousy and dislike between groups, so they prevent the feeling of brotherhood needed to become one nation.
Q5. Frame a Wh-question to get the underlined part: "Dr. Ambedkar was born in Mhow."
Where was Dr. Ambedkar born?
Exam tip
Remember the two quotations (J. S. Mill and Daniel O'Connell) and the phrase "coats of paint" — they are often asked in comprehension activities.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 5
Mrs. Adis
Quick summary
'Mrs. Adis' is a short story by English writer Sheila Kaye-Smith, set in the woods of Sussex. Peter Crouch, a poacher who has shot a gamekeeper in panic, hides in the shed of Mrs. Adis, mother of his friend Tom. Then she learns that the man he killed was her own son. The story is about a mother's grief and her great power of forgiveness.
Key points
On a dark, silent, moonless night, a poor, frightened man hurries along the road to Mrs. Adis's cottage and enters without knocking.
He is Peter Crouch. He tells her he was snaring rabbits in Cinder Wood, the keepers came on him, and he shot one in panic. He begs her to hide him.
Peter and Tom Adis were old school friends. For Tom's sake Mrs. Adis hides Peter in her shed and locks it.
She gives him seven shillings for the London train and tells him to escape towards Cansiron before Tom comes home.
Footsteps come. Vidler, a keeper from Scotney Castle, enters with bad news: the man shot in Cinder Wood was Tom. Men carry in his dead body.
The keepers have found Peter Crouch's gun and swear he will hang.
Peter, hearing this in the shed, is broken; he feels he must pay with his life.
When Vidler asks if she has seen Crouch, Mrs. Adis, after a pause, says "No". She takes her hand away from the shed key in her apron pocket.
After the men leave, she silently unlocks the shed and goes into the room where Tom lies. Peter understands she wants him to go, and he leaves.
Simple past tense – describes completed actions in the past: She went to the kitchen drawer. He opened the door and went out.
Onomatopoeia – words that imitate sounds: thud, crackling, rustling, bark.
Writing skill linked: dialogue writing.
5 important questions
Q1. Describe the atmosphere at the beginning of the story.
It was a dark night with no twilight and no moon, only a few stars. The woods were thick and the night was absolutely still, so every sound – a dog's bark, footsteps, the crackling of thorns – sounded loud and close.
Q2. Why did Mrs. Adis agree to hide Peter Crouch?
Peter was her son Tom's old friend from school, and Tom trusted him. She helped him for Tom's sake and gave him money to escape.
Q3. Why did Mrs. Adis not hand over Peter to the keepers?
Though Peter had killed her son, she knew he had not known it was Tom; it was an accident in panic. Out of compassion and forgiveness, and perhaps because Tom would have wanted it, she chose not to betray him.
Q4. Write a character sketch of Mrs. Adis.
She is a brave, strong and kind-hearted peasant woman. She faces her son's death without tears, shows great self-control, and forgives the man responsible. She is practical and generous, giving Peter money and shelter.
Q5. Pick out four onomatopoeic words from the story.
Thud, crackling, rustling, bark.
Exam tip
Questions often ask for the theme of forgiveness — support your answer with the moment she says "No, I haven't seen him" and unlocks the shed.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 6
Tiger Hills
Quick summary
'Tiger Hills' is an extract from 'Kargil: From Surprise to Victory' by General V. P. Malik, Chief of Army Staff during the Kargil War (1999). It reports how the Indian Army recaptured Tiger Hill, a strong enemy position overlooking the Srinagar–Kargil–Leh highway, through careful planning, artillery support and the courage of its soldiers.
Key points
General Ved Prakash Malik was the 19th Chief of Army Staff (1997–2000). The account is written like a report – detailed and without emotional description.
Tiger Hill towered over its surroundings and dominated parts of the highway, so capturing it became a priority after Tololing.
Brigadier M. P. S. Bajwa (192 Mountain Brigade) gave the task to 18 Grenadiers and 8 Sikh, helped by a team from the High Altitude Warfare School.
A simultaneous, multi-directional assault was chosen. About 120 guns, Bofors guns in direct firing role, Grad rocket launchers and the Air Force pounded the enemy.
For the first time in India's military history, a TV channel covered the battle live.
The feature had two protrusions on the western spur, named 'India Gate' and 'Helmet', held by a company of 12 Northern Light Infantry (Pakistan).
The assault began at 1900 hours on 3 July. Captain Sachin Nimbalkar's 'D' Company climbed steep cliffs; Lt. Balwan Singh's Ghatak platoon came along the north-eastern spur.
At 0400 hours on 4 July, after hand-to-hand fighting, they captured Tiger Hill Top. Grenadier Yogendra Singh Yadav showed exceptional courage.
8 Sikh captured India Gate and then Helmet on 5 July, cutting off the enemy's supply route.
The lesson highlights planning, teamwork, courage and patriotism.
Important terms
Spur – high ground sticking out from a mountain.
Escarpment – long, steep slope or cliff.
Protrusion – something that sticks out.
Precarious perch – an unsafe high position.
Evicting – removing someone from a place.
Language study
Idioms and phrases: hit the bull's eye (hit the target exactly), caught unawares (surprised).
though / although and but: Although the cliff was steep, the soldiers climbed it. The cliff was steep, but the soldiers climbed it.
Prefix 'a': ahead, aboard, aloft, asleep.
Writing skill linked: report writing.
5 important questions
Q1. Why was the capture of Tiger Hill important?
From its top the enemy could watch and dominate parts of the Srinagar–Kargil–Leh highway, India's key supply route. It also looked impossible to capture, so the media called it a national challenge.
Q2. What strategy did the Indian Army use?
After probing the enemy's defences, they chose a simultaneous multi-directional assault supported by a detailed artillery fire plan, Bofors guns in direct firing, rocket launchers and air strikes.
Q3. How did the Indian soldiers surprise the enemy?
Captain Sachin Nimbalkar's company climbed a steep escarpment in darkness and bad weather using mountaineering equipment, and Lt. Balwan Singh's platoon came up a difficult spur. The enemy did not expect attacks from these directions.
Q4. What was the role of 8 Sikh?
8 Sikh attacked the western spur and captured India Gate and then Helmet (5 July). This cut off the enemy's reinforcement and supply route to Tiger Hill.
Q5. Combine using 'although': The weather was bad. The soldiers continued the assault.
Although the weather was bad, the soldiers continued the assault.
Exam tip
Note the key dates (3–5 July 1999) and names; for report-writing tasks, follow the lesson's style – facts, time, place, no emotional words.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 7
Cherry Tree
Quick summary
In 'Cherry Tree', Ruskin Bond describes his joy at a cherry tree he grew from a seed he had carelessly planted eight years before. In spite of goats, a grass-cutter's scythe and monsoon blight, the tiny plant survives and grows. The poem celebrates the wonder of nature, patience and the joy of creating something.
Key points
Ruskin Bond (born 1934, Kasauli) is a famous Indian writer; he received the Sahitya Akademi Award (1992) and the Padma Shri (1999).
The poet planted a cherry seed in the grass because he wanted "a tree of my own", watered it once and forgot about it.
Cherries grow even when nobody cares much; near the end of May he found a small plant, "five months child", lost in tall grass.
Goats ate its leaves, the grass cutter's scythe split it and a monsoon blight dried its slender stem.
Next spring three new shoots grew; the young tree struggled upward for light, air and sun. Time and rain made "a miracle from green growing pain".
After a season in Kashmir, the poet returned thinner and poorer but "richer by a cherry tree" – six feet high, with one ripe berry.
The next year it had small pink blossoms, fragile and quick to fall at the slightest breeze.
Lying under the tree, he watches finches, bees drinking nectar, the setting sun and stars, and together with moon-moths and crickets he praises the night, the stars and the tree he grew himself.
Message: nature is powerful and patient; small beginnings can lead to great joy.
Important terms
Scythe – a tool with a long curved blade for cutting grass.
Blight – a plant disease that dries and kills plants.
Shrivelled – dried up and wrinkled.
Dappled – marked with patches of light and shade.
Ecstasy – great joy.
Language study
Alliteration: "green growing", "sleepiest breeze… merest breath" – repetition of the same consonant sound.
Antithesis: "thinner, rather poor, but richer" – contrasting ideas placed together.
Personification: the tree "thrust its arms" upward; "Time and the rain made a miracle".
Climax: the poem builds up to the final joyful praise of "Night and Stars and tree".
Rhyme scheme: mostly couplets (aabb).
5 important questions
Q1. What dangers did the young cherry plant face?
Goats ate its leaves, the grass cutter's scythe split it apart, and a monsoon blight shrivelled its thin stem.
Q2. Explain: "Time and the rain made a miracle from green growing pain."
The young tree struggled hard to grow. With the passing of time and the rain, its struggle turned into the miracle of a healthy, growing tree.
Q3. Why does the poet say he came back "thinner, rather poor, but richer"?
After a season in Kashmir he had lost weight and money, but he felt rich because he now had a six-foot cherry tree at his door.
Q4. How does the poet celebrate the cherry tree at the end?
He lies on the grass under it, watching finches, bees, the sunset and the stars. Along with moon-moths and crickets, he praises the night, the stars and the tree he grew himself.
Q5. Pick out an example of personification and explain it.
"The young tree struggle, upward thrust its arms…" – the tree is shown as a living person stretching its arms eagerly towards light and air.
Exam tip
For poetry appreciation, write: title, poet, theme, figures of speech, rhyme scheme, language and message — in that order.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 8
The Sower
Quick summary
'The Sower' is Toru Dutt's English translation of Victor Hugo's French poem. Sitting in a porch at dusk, the poet watches an old, ragged farmer sowing seeds. As darkness falls, the sower seems to grow noble and huge, reaching the stars. The poem shows the poet's deep respect for the farmer's patience, hard work and hope.
Key points
Victor Hugo was the greatest French Romantic writer ('Les Misérables'). Toru Dutt (1856–1877) was a Bengali poet who wrote in English and French.
The poet sits in a cool porchway; sunlight is dying and twilight is coming. Working hours are almost over.
Shadows run across the land, but an old sower in rags still stays at work, patient.
His tall black outline (silhouette) dominates the deep furrows. Now is the time to sow; the time to reap will come soon.
He walks to and fro across the plain, scattering the precious grain widely.
As darkness deepens, his gestures look noble (august) and strange, and his height seems to touch the starry skies.
The farmer represents optimism: he keeps sowing in hope of a good harvest in spite of past bad harvests.
The poem expresses reverence for the farmer, who feeds the world.
Important terms
Porchway – a covered entrance or veranda.
Well-nigh – almost.
Silhouette – dark outline against a brighter background.
Furrow – a long narrow trench made in a field by a plough.
Imagery: "Black and high, his silhouette / Dominates the furrows deep" – a picture of the farmer against the evening sky.
Inversion: "Marches he along the plain", "Muse I" – normal word order changed for effect.
Hyperbole: "his height / Seems to touch the starry skies."
Rhyme scheme: abab in each stanza.
5 important questions
Q1. Describe the time of day in the poem.
It is dusk. The sunlight is fading fast, twilight is spreading, shadows run across the fields and finally darkness deepens.
Q2. How is the sower described?
He is old and dressed in rags, but patient. His tall dark silhouette stands out over the deep furrows as he walks to and fro scattering grain.
Q3. Why does the poet feel a thrill when he looks at the sower?
Though working hours are over, the old sower keeps working patiently. His dedication and hope for a good harvest fill the poet with admiration.
Q4. Explain: "his height / Seems to touch the starry skies."
In the darkness the farmer's shape looks huge. It also shows that his work is noble; in the poet's eyes the farmer becomes a great, almost godlike figure.
Q5. What message does the poem give?
We should respect farmers and their hard work, and like them, keep working with patience and optimism, hoping for a good result.
Exam tip
Mention that the poem is a translation (Victor Hugo → Toru Dutt); examiners often ask about both poets.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 9
There is Another Sky
Quick summary
In 'There is Another Sky', Emily Dickinson writes to her younger brother Austin, asking him not to lose heart. Against the darkness, faded forests and silent fields of his world, she offers "another sky" – her own garden of hope and cheer – and invites him into it. It is an inspiring poem with a 'never say die' message.
Key points
Emily Dickinson (1830–1886) was an American poet who lived a lonely life; her poems are short, philosophical and use unusual capital letters and dashes.
The poem is addressed to her brother Austin, written in a letter. The textbook describes it as a Petrarchan sonnet with an octave (first part: gloomy world) and a sestet (second part: the bright garden).
There is another sky which is always calm (serene) and fair, and another sunshine, even if it is dark where Austin is.
She tells him not to mind the faded forests and silent fields – symbols of sadness and failure.
In her place there is "a little forest" whose leaves are always green, and a brighter garden where frost has never come.
In its unfading flowers she hears the bright bee hum – a sign of life and joy.
She lovingly pleads, "Prithee, my brother, into my garden come!"
The garden stands for hope, love, a positive attitude and the choices life still offers.
Important terms
Serene – calm and peaceful.
Faded forests – lost joy, dull and gloomy life.
Frost – thin ice on surfaces in very cold weather; here, sorrow or hardship.
Unfading – always fresh and bright.
Prithee – please (old word).
Language study
Inversion: "Into my garden come!" (normal order: Come into my garden).
Metaphor: "another sky", "brighter garden" for a hopeful state of mind.
5 important questions
Q1. To whom is the poem addressed and why?
It is addressed to Austin, the poet's younger brother. She wants to cheer him up when he is depressed and invite him to return home to a happier place.
Q2. What are the sad and gloomy aspects of life mentioned in the poem?
Darkness, faded forests, silent fields and frost.
Q3. What does the "brighter garden" stand for?
It stands for hope, happiness, love and positive thinking, a place where sorrow (frost) cannot enter and life (the humming bee, unfading flowers) goes on.
Q4. Explain: "There is another sky, ever serene and fair."
Even when life seems dark and troubled, there is another side of it that is calm and beautiful. One should look at that bright side.
Q5. Find two examples of alliteration from the poem.
"faded forests", "bright bee".
Exam tip
For the central idea, write one line: "Never lose hope – there is always another bright side to life."
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 10
Upon Westminster Bridge
Quick summary
'Upon Westminster Bridge' is a Petrarchan sonnet by William Wordsworth. Standing on Westminster Bridge in London early in the morning, the poet is amazed by the calm, beauty and majesty of the sleeping city. He feels that the earth has nothing more beautiful to show.
Key points
William Wordsworth (1770–1850) was a great English Romantic and nature poet, and Poet Laureate from 1843. 'Lyrical Ballads' is his famous collection. The poem was published in 1807.
The poem has 14 lines: an octave (8 lines) describing the city, and a sestet (6 lines) describing the poet's feelings.
The poet says nothing on earth is more fair; anyone who could pass by such a touching, majestic sight without noticing would be dull of soul.
The city wears the beauty of the morning like a garment.
Ships, towers, domes, theatres and temples lie silent and bare, open to the fields and sky, glittering in the smokeless air.
The sun has never steeped valley, rock or hill more beautifully in its first splendour.
The poet has never seen or felt such a deep calm. The river Thames glides at its own sweet will.
The houses seem asleep, and the "mighty heart" of the city (its busy life) is lying still.
Usually Wordsworth praises nature, but here he finds the same beauty in a city at dawn, before it wakes and becomes busy and smoky.
Important terms
Majesty – grandeur, impressive beauty.
Garment – a piece of clothing.
Steep – soak, bathe (here, the sun bathes everything in light).
Splendour – brilliance, magnificence.
Glideth – glides, flows smoothly (old form).
Mighty heart – the busy centre/life of London.
Language study
Simile: "This city now doth, like a garment, wear the beauty of the morning."
Personification: the river "glideth at his own sweet will"; "the very houses seem asleep"; "that mighty heart is lying still".
Hyperbole: "Earth has not anything to show more fair."
Inversion: "Dull would he be of soul…", "Ne'er saw I, never felt, a calm so deep!"
Exclamation: "Dear God!"
Rhyme scheme: abbaabba cdcdcd.
5 important questions
Q1. Where is the poet and what does he see?
He is standing on Westminster Bridge in London at dawn. He sees ships, towers, domes, theatres and temples glittering in the clear, smokeless air, the river Thames flowing gently and the sleeping houses.
Q2. Explain: "Dull would he be of soul who could pass by a sight so touching in its majesty."
The sight is so moving and grand that only a person with no feeling or sense of beauty could walk past without stopping to admire it.
Q3. Why does the air look "smokeless"?
It is very early morning. Factories and houses have not yet started fires, so the air is clean and clear.
Q4. What does "that mighty heart is lying still" mean?
London is like a living body whose heart is its busy life. At dawn, the city's activity has not begun, so its "heart" seems to be resting.
Q5. Find two examples of personification from the poem.
"The river glideth at his own sweet will" and "the very houses seem asleep."
Exam tip
Remember: Petrarchan sonnet = 14 lines (octave + sestet), rhyme scheme abbaabba cdcdcd — a sure short question.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 11
Nose versus Eyes
Quick summary
'Nose versus Eyes' by William Cowper is a humorous poem that makes fun of the court system. Nose and Eyes quarrel over who owns the spectacles. Tongue argues the case as a lawyer and Ear is the judge. The judgment, given only on the Nose's side of the argument, is absurd: whenever Nose wears the spectacles, Eyes must be shut!
Key points
William Cowper was a popular 18th-century English poet and hymn writer. He studied law but did not like the legal profession. Coleridge called him the "best modern poet".
The poem is a satire on the judiciary – on blind justice, long arguments and lack of common sense.
A dispute arose between Nose and Eyes: to whom should the spectacles belong?
Tongue was the lawyer, wearing a wig "full of learning". Chief Baron Ear was the judge, famous for careful judgement.
Tongue argued for Nose: Nose has always worn the spectacles, so it is "possession time out of mind".
The spectacles have a straddle (bridge) as wide as the ridge of the Nose, so they sit on it like a saddle.
If a face had no Nose, nobody could wear spectacles. So spectacles were made for the Nose and the Nose for them.
Then Tongue argued for the Eyes, but nobody knows his arguments – the court did not think them wise.
The judge decided, without any "if or but", that whenever Nose puts the spectacles on, by daylight or candlelight, the Eyes should be shut.
The ending is ridiculous, because spectacles are used for the Eyes; it shows how justice can ignore common sense.
Important terms
Dispute – disagreement, quarrel.
Baron – a judge (title); a powerful person.
Discerning – showing good judgement.
Straddle – the part of the spectacles that rests across the nose.
Visage / countenance – face.
Decreed – gave an official order.
Language study
Prefixes and suffixes: un-happily, dis-cern-ing, decis-ive, solemn-ity.
Satire: using humour to criticise foolishness – here, the legal system.
Personification: Nose, Eyes, Tongue and Ear behave like people in a courtroom.
Simile: "Designed to sit close to it, just like a saddle."
Rhyme scheme: abab.
5 important questions
Q1. What was the dispute between Nose and Eyes?
They argued about which of them the spectacles really belonged to.
Q2. Who played the roles of lawyer and judge?
Tongue was the lawyer who argued the case, and Ear (Chief Baron Ear) was the judge.
Q3. What arguments did Tongue give in favour of Nose?
Nose had always worn the spectacles, so it had long possession of them; the straddle fits the ridge of the Nose like a saddle; and without a Nose nobody could wear spectacles at all.
Q4. What was the judgment? Why is it funny?
The judge ruled that whenever the Nose wears spectacles, day or night, the Eyes must be shut. It is funny and absurd because spectacles are meant to help the Eyes see.
Q5. What does the poet criticise through this poem?
He criticises the legal system: lawyers who argue any side cleverly, judges who decide without common sense or empathy, and justice that is blind to the real purpose.
Exam tip
Use the word "satire" and explain the absurd ending in your poetry appreciation answer.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 12
The Planners
Quick summary
'The Planners' is a free-verse poem by Boey Kim Cheng about fast-developing modern Singapore. The planners build endlessly, erase the old, and make everything perfect and orderly. The poet feels sad that history and human feelings are being wiped out, and that his heart has become numb – it "would not bleed poetry".
Key points
Boey Kim Cheng (born 1965) is a Singapore-born Australian poet; he received the National Arts Council Young Artist Award (1996).
The planners plan and build; every space is "gridded" in neat lines, buildings align with roads, and bridges link everything with mathematical grace.
They build and will not stop. "Even the sea draws back and the skies surrender" – nature itself gives way (land reclamation, skyscrapers).
They erase the flaws and blemishes of the past and knock off old buildings with "dental dexterity", like a dentist removing bad teeth.
Gaps are plugged with "gleaming gold"; the country "wears perfect rows of shining teeth" – a long extended metaphor of dentistry.
"Anaesthesia, amnesia, hypnosis" – people are made numb, made to forget the past and accept change, so "it will not hurt". History is "new again".
The piling and drilling go right through the fossils of the last century – old heritage is destroyed.
The poet's heart refuses to "bleed poetry"; not a drop will stain "the blueprint of our past's tomorrow". He is numbed and cannot protest.
The poem warns against development that forgets heritage and human values.
Important terms
Gridded – divided into a pattern of squares.
Permutations – different arrangements.
Blemishes – marks that spoil something.
Dexterity – skill with the hands.
Amnesia – loss of memory.
Blueprint – a detailed plan.
Language study
Extended metaphor: the whole middle part compares planners to dentists – dental dexterity, gaps plugged with gold, rows of shining teeth, anaesthesia.
Personification: "the sea draws back and the skies surrender".
Repetition: "They plan. They build." – stresses the non-stop work of the planners.
The poem is in free verse (no regular rhyme or metre).
5 important questions
Q1. What do the planners do?
They plan, build, grid all spaces, align buildings with roads, erase old structures, fill gaps, drill and pile without stopping.
Q2. Explain: "Even the sea draws back and the skies surrender."
The planners reclaim land from the sea and build tall skyscrapers. Nature seems to give up before their power.
Q3. Explain the dental metaphor in the poem.
Planners are like dentists: they knock off old buildings like bad teeth, fill gaps with gold and give the country perfect rows of shining teeth. They also give anaesthesia so that people do not feel the pain of losing their past.
Q4. What is the meaning of "Anaesthesia, amnesia, hypnosis"?
People are made numb (anaesthesia), made to forget their past (amnesia) and controlled to accept everything (hypnosis), so that the loss of heritage does not hurt them.
Q5. Why does the poet's heart "not bleed poetry"?
He is so numbed by the constant destruction of the past that he cannot even express his pain or protest through poetry.
Exam tip
Mention "free verse" and "extended metaphor" — these are the two features examiners look for in this poem.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 13
Expansion of Ideas
Quick summary
Expansion of ideas means taking a short thought, proverb or quotation and developing it into a well-organised paragraph or short essay. This writing skill trains you to explain the hidden meaning of an idea, support it with examples, and conclude clearly.
Key points
A paragraph is a group of connected sentences that develops one topic sentence.
A topic sentence states the central idea briefly; it can come at the beginning, middle or end, but it can never be removed.
An expansion has three parts: (1) introduction, (2) core content, (3) conclusion.
Introduction: explain the literal, symbolic or metaphorical meaning of the idea and begin impressively.
Core content: explore different perspectives; give examples, anecdotes, incidents from history or personal experience.
Keep unity (one central idea), clarity and coherence (logical link between sentences).
Use discourse markers and connectors: moreover, however, for example, on the other hand, therefore, in short.
Proportion of space: give more space to important ideas, less to minor ones. Proportion of emphasis: keep the main idea prominent throughout.
Avoid too many ideas, repetition, and going off the track.
Conclusion: sum up the idea in a striking way, perhaps with a lesson or a fitting quotation.
Important terms
Topic sentence – the sentence carrying the main idea of a paragraph.
Coherence – logical flow between sentences and ideas.
Discourse markers – linking words that guide the reader (firstly, besides, thus).
Anecdote – a short interesting story from real life.
Language study
Useful discourse markers:
Adding: moreover, besides, in addition, furthermore
Contrasting: however, on the other hand, yet, although
Example: for instance, for example, such as
Result: therefore, thus, hence, as a result
Concluding: in short, to sum up, in conclusion
5 important questions
Q1. What is expansion of ideas?
It is elaborating a given thought, proverb or quotation into a paragraph by explaining its meaning, giving examples and drawing a conclusion.
Q2. State any four Dos of expansion of ideas.
Begin impressively; explain the meaning of the idea clearly; support it with examples and anecdotes; maintain unity and coherence using connectors.
Q3. State any four Don'ts.
Do not go off-track; do not include too many ideas; do not repeat points; do not end abruptly without a conclusion.
Q4. Expand the idea: "Make hay while the sun shines."
Introduction: The proverb comes from farming – farmers dry grass into hay only when the sun is out. It means we should use opportunities when they come. Core: Youth is the "sunshine" of life; a student who studies regularly during the year does well, while one who wastes time struggles before exams. Many successful people achieved because they acted at the right time. Conclusion: Opportunity does not wait; act today, not tomorrow.
Q5. Why is a topic sentence important?
It tells the reader what the paragraph is about, keeps the writing focused, and holds all other sentences together. Without it, the paragraph loses its central idea.
Exam tip
Use the three-part structure and at least one real-life example — examiners give marks for structure, relevance and language.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 14
Blog Writing
Quick summary
A blog (short for 'weblog') is an online journal or informational website where a writer shares information, views and experiences. This chapter explains what a blog is, its features, how to write an effective blog post, and the career opportunities in blogging.
Key points
Blogs began around 1994 as online diaries; today they are used for information, opinions, business and education.
Posts are displayed in reverse chronological order – the latest post appears first.
A person who writes blogs is a blogger; the world of blogs is called the blogosphere.
Blogs are interactive: readers can comment and share, so there is two-way communication.
A good blog has a catchy title, an engaging introduction, well-organised body with sub-headings, and a conclusion that invites readers to respond.
Use simple, conversational language, short paragraphs, bullet points and relevant pictures or links.
Write on topics you know and care about; be original and honest; respect copyright and privacy.
Update the blog regularly and reply to readers' comments.
Blog platforms include WordPress, Blogger and LiveJournal.
Blogging can be a career: content writing, travel/food/tech blogging, digital marketing.
Important terms
Blog – an online journal or informational website.
Post – a single article on a blog.
Blogger – a person who writes a blog.
Tags/keywords – words that help readers find a post online.
Comment – a reader's response to a post.
Language study
Format of a blog post:
Title (catchy, short)
Name of the blogger, date and time
Introduction – hook the reader
Body – main points with sub-headings, examples
Conclusion – summary, call to action ("Share your views below")
Tags/keywords
5 important questions
Q1. What is a blog?
A blog is an online journal or informational website on which a writer posts articles, views and experiences, with the latest post shown first.
Q2. State any four features of a good blog.
A catchy title; a clear and conversational style; short paragraphs with sub-headings; regular updates and interaction with readers through comments.
Q3. How is a blog different from a newspaper article?
A blog is personal, informal and interactive, and can be published by anyone online at once. A newspaper article is formal, edited by the newspaper and readers usually cannot respond directly.
Q4. Write the outline of a blog on "Save Trees".
Title: "Green Friends We Can't Live Without". Intro: why trees matter. Body: oxygen, rainfall, soil protection, homes for birds; threats – deforestation; what we can do – plant a tree on birthdays, avoid wasting paper. Conclusion: "Plant one this monsoon and post your photo in the comments!" Tags: trees, environment, green cover.
Q5. Mention any two career opportunities related to blogging.
Content writer for companies and websites; professional blogger in fields like travel, food, technology or fitness, earning through advertising and sponsorship.
Exam tip
Always write the title, date and tags — they show the examiner you know the blog format.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 15
E-mails
Quick summary
E-mail (electronic mail) is the most common way of sending messages over the Internet. This chapter explains the advantages of e-mail, the parts of an e-mail, e-mail etiquette (Dos and Don'ts) and how to write formal e-mails such as job applications, along with preparing a CV.
Key points
E-mail was invented by Ray Tomlinson in 1972.
Advantages over paper mail: it is almost instant, cheap, and can reach many people at once; files can be attached.
Parts of an e-mail: From, To, Cc, Bcc, Subject, Salutation, Body, Closing, Signature, Attachment.
Cc (carbon copy) sends a copy visible to all; Bcc (blind carbon copy) hides that recipient's address from others.
Use a professional e-mail address (preferably your name) for formal mail.
Write a clear subject line; use a proper salutation; keep the mail short and to the point.
Use a readable font (10–12 point), correct grammar and punctuation; avoid slang, humour and sarcasm in formal mail.
Recheck before sending, check attachments, and add your signature with contact details.
Don't hit 'Reply All' unnecessarily, don't forward mail without permission, and keep private material confidential.
A CV (curriculum vitae) lists personal details, education, work experience, skills and languages; it is often sent as an attachment with a job application e-mail.
Important terms
Subject line – a short phrase telling what the mail is about.
Cc / Bcc – ways of sending copies of a mail to others.
Attachment – a file sent along with an e-mail.
Netiquette – good manners in online communication.
CV (Curriculum Vitae) – a document summarising one's education, experience and skills.
Language study
Format of a formal e-mail:
To: …… Cc/Bcc: ……
Subject: Application for the post of …
Salutation: Respected Sir/Madam,
Body: purpose in the first line; details; request/action
Closing: Yours faithfully / Thanking you,
Signature: Name, address, phone number
Attachment: CV.pdf
5 important questions
Q1. Who invented e-mail and when?
Ray Tomlinson invented e-mail in 1972.
Q2. State the advantages of e-mail over traditional mail.
It is very fast (practically instant), cheaper, can be sent to many people at once, and files can be attached.
Q3. Write any four Dos of e-mail etiquette.
Have a clear subject line; use a professional salutation; recheck the mail before sending; include your name and contact details in the signature.
Q4. Write any four Don'ts of e-mail etiquette.
Don't use humour or sarcasm in formal mails; don't punctuate poorly; don't hit 'Reply All' unnecessarily; don't forward a mail without permission.
Q5. Write a short e-mail applying for a summer internship.
To: hr@greenleaf.co.in | Subject: Application for Summer Internship. Respected Sir/Madam, I am a Std XI Science student and I wish to apply for the summer internship advertised on your website. I am good at computers and communication and eager to learn. My CV is attached. I would be grateful for an opportunity. Yours faithfully, Rohan Patil, Nagpur, (mobile number).
Exam tip
Never leave the subject line empty in an exam e-mail — it carries a mark.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 16
Interview
Quick summary
This chapter has an extract from talks between the philosopher J. Krishnamurti and students of Rishi Valley School. Through simple questions and answers, he tells students to change themselves instead of others, to understand their faults instead of chasing ideals, not to be "ordinary", and to learn meditation by watching their own thoughts. It also teaches the skill of conducting an interview.
Key points
J. Krishnamurti was one of the greatest spiritual thinkers of the 20th century. He belonged to no caste, nation or religion and wanted to free human minds from limitations.
A student asks how to change callous, indifferent and cruel people. Krishnamurti says: don't bother about changing others – change yourself, or you will build the same cruel society.
People want everyone to change except themselves, which means they don't really want change.
Changing "into something" means following a pattern you have made. Trying to become non-greedy is another form of greed.
Freedom comes from understanding: if you look at your greed and understand why you are greedy, you become free of it.
'Ordinary' means living like everyone else – with worry, corruption, indifference, a mechanical routine, no curiosity or joy – just conforming.
To stop being ordinary, there is no "how"; just as you run from a cobra at once, leave ordinariness instantly.
Since students know nothing about meditation, they can learn it fresh. Meditation begins with watching your thoughts, the way you watch a lizard on a wall – without correcting or suppressing them.
Interview skills: prepare questions, manage time, use good body language, listen carefully and make the interview interesting.
Important terms
Callous – insensitive to others' suffering.
Indifferent – not caring.
Conform – follow the usual pattern or rules without thinking.
Bourgeois – (here) conventional and dull middle-class way of living.
Meditation – the practice of quietly watching the mind.
Language study
Interview format:
Introduction – greet and introduce the guest.
Questions – open-ended (Wh-questions: What, Why, How) rather than yes/no.
Follow-up questions based on answers.
Closing – thank the guest.
Tip: arrange questions from simple to deep; keep them short.
5 important questions
Q1. What does Krishnamurti say about changing others?
He says we should not bother about changing others; we must change ourselves. Otherwise we too will become callous, indifferent and cruel and create the same society.
Q2. Why is "not wanting to be greedy" another form of greed?
Because one is still wanting something – to become an ideal non-greedy person. It is chasing a picture created by the mind, not real freedom.
Q3. What does Krishnamurti mean by "ordinary"?
Living like everyone else with worries, corruption and indifference, holding on to a job, with nothing new or joyful, no curiosity or passion – merely conforming to a mechanical routine.
Q4. How does he explain the beginning of meditation?
Sit still, close your eyes, keep the eyeballs quiet and watch your thoughts – how one follows another – without correcting or judging them, just as you would watch a lizard on a wall.
Q5. Frame four questions you would ask a sportsperson in an interview.
(1) What inspired you to take up this sport? (2) How do you prepare before a big match? (3) How do you handle defeat? (4) What advice would you give young players?
Exam tip
In interview-writing tasks, use open-ended Wh-questions and include an opening greeting and a closing thank-you.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 17
Film Review
Quick summary
A film review is a short write-up that gives a reviewer's opinion of a film – its story, acting, direction, music and technical aspects – and helps readers decide whether to watch it. The chapter uses a review of 'The Jungle Book' (directed by Jon Favreau) as a model.
Key points
A review is not a summary: it gives the writer's personal, reasoned opinion about the film.
It should not reveal the ending (no "spoilers") and should not narrate every scene.
Main parts: title and basic details, a brief introduction to the story, analysis, and a recommendation with a rating.
Basic details: name of the film, director, producer, main cast, music director, genre, language, duration.
Analysis covers: plot and screenplay, acting, direction, cinematography (camera work), music, dialogues, special effects, editing.
Mention strengths and weaknesses honestly with reasons.
End with a verdict and a star rating (e.g. ★★★★ out of 5).
In the model review, Mowgli is raised by wolves (Akela and Raksha); the tiger Sher Khan wants revenge; Bagheera, Baloo, Kaa and King Louie are other characters. The reviewer praises the film's magical fantasy world.
Important terms
Genre – type of film (comedy, thriller, animation, drama).
Cinematography – the art of camera work and lighting.
Screenplay – the script of the film with dialogues and directions.
Spoiler – information that reveals the ending or a surprise.
Rating – a score (often in stars) showing the film's quality.
Language study
Useful words: gripping, engaging, captivating, visually stunning, slow-paced, predictable, outstanding performance, memorable music, a must-watch, a one-time watch. Format:
Q1. How is a film review different from a summary?
A summary only tells the story. A review gives the writer's opinion with reasons about the story, acting, direction and technical aspects, and recommends whether to watch it.
Q2. What are the main points to include in a film review?
Title and details (director, cast, genre), brief story without the ending, analysis of acting, direction, music and camera work, strengths and weaknesses, and a final rating.
Q3. Why should a reviewer avoid spoilers?
Revealing the ending or surprises spoils the viewer's enjoyment and takes away the suspense of the film.
Q4. What do the stars in a film rating indicate?
They show the reviewer's overall judgement of the film's quality – one star means poor or not worth watching, five stars means excellent.
Q5. Write a short review opening for any film you have seen.
"Taare Zameen Par, directed by Aamir Khan, is a moving drama about Ishaan, a dyslexic boy misunderstood by everyone until an art teacher changes his life. With heart-touching acting by Darsheel Safary and meaningful songs, it is a must-watch for every parent and student. Rating: ★★★★½"
Exam tip
Keep the story part to two or three lines and spend the rest on opinion with reasons — that is what earns marks.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 18
The Art of Compering
Quick summary
Compering (anchoring or hosting) means presenting and conducting a programme on stage. This chapter explains the role of a compere or master of ceremonies (MC), the qualities and preparation needed, precautions to take, and how to write a compering script.
Key points
The compere is also called the master of ceremonies (MC or emcee), anchor, host or announcer.
The compere introduces the programme, the guests and the performers, links the different items smoothly, and keeps the audience interested.
Events range from formal (seminars, conferences, prize distributions) to informal (annual gatherings, freshers' parties, weddings).
The emcee warms up the crowd, appreciates performers, and encourages applause.
If something goes wrong, the compere must keep the programme moving smoothly.
Qualities: confidence, in-depth knowledge, presence of mind, sense of humour, good voice and appropriate body language.
Tips: practise (in front of a mirror), be well prepared with a script, dress suitably, breathe steadily, smile and keep eye contact, modulate your voice, control timing.
Remember: you are not the star of the show – the performers and guests are.
Apologise politely if there is a major mistake or mishap.
A compering script includes: welcome, introduction of chief guest, lamp lighting/prayer, felicitation, speeches, programme items with linking lines, vote of thanks and national anthem.
Important terms
Compere / Anchor – the person who hosts a programme.
Felicitation – honouring guests, often with a bouquet or memento.
Vote of thanks – a short speech thanking everyone at the end.
Presence of mind – ability to think and act quickly in an unexpected situation.
Language study
Useful compering expressions:
Welcome: "A very good morning to our honourable Chief Guest, respected Principal, teachers and my dear friends…"
Introducing: "It gives me great pleasure to invite…"
Linking: "After that wonderful performance, let us move on to…"
Applause: "Let's have a big round of applause for…"
Closing: "I now request … to propose the vote of thanks."
5 important questions
Q1. Who is a compere? What is his/her role?
A compere is the host or master of ceremonies of a programme. He/she introduces the event, guests and performers, links the items smoothly, keeps the audience involved and manages time.
Q2. State any four qualities of a good compere.
Confidence, presence of mind, sense of humour, good knowledge of the event and appropriate body language.
Q3. What precautions should a compere take?
Prepare a script and practise; not overshadow the performers; avoid hurtful jokes; keep track of time; handle mistakes calmly and apologise if needed.
Q4. Write the opening lines for compering a college annual day.
"Good evening, respected Chief Guest, our Principal, teachers, parents and dear friends! I welcome you all to our Annual Day, a celebration of talent and togetherness. Let us begin the evening on a pious note with the lighting of the lamp."
Q5. Write linking lines between a dance and a song performance.
"Wasn't that a graceful dance? Let's give them a big round of applause! Now, let us travel from rhythm to melody — please welcome Sneha with a beautiful song."
Exam tip
Write the compering script in the correct order of events (welcome → lamp lighting → felicitation → items → vote of thanks).
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 19
History of English Drama
Quick summary
This chapter introduces drama as a genre of literature – its definition, elements and types – and gives a short history of English drama from the medieval religious plays through the Elizabethan and Restoration periods to modern drama, with a note on Indian drama.
Key points
Drama is a composition in verse or prose meant to be acted on stage, telling a story through dialogue and action, with gesture, costume and scenery.
Drama is an audio-visual, larger-than-life art. The audience accepts what is unreal for enjoyment – Coleridge called this "willing suspension of disbelief".
Elements of drama: plot, characterisation, dialogue, settings, stage directions, conflict and theme.
Types: tragedy, comedy (romantic, sentimental, classical, comedy of humours, comedy of manners) and tragi-comedy.
Medieval drama grew from church ritual: Miracle plays (on Bible stories and saints) and Morality plays (allegories where characters are vices and virtues).
Elizabethan (Renaissance) drama was secular. Thomas Kyd, Christopher Marlowe and William Shakespeare were the leading dramatists; Kyd showed how blank verse could be used on stage. Ben Jonson was a classicist known for comedy.
Elizabethan public theatres were open to the sky, without artificial light or curtains; the audience surrounded the stage on three sides.
The Puritans closed the theatres in 1642; they reopened in 1660 when Charles II returned (the Restoration). Restoration comedy reflected upper-class life. Goldsmith and Sheridan later revived comedy.
The modern picture-frame stage, actresses in female roles, movable scenery and artificial lighting developed from the Restoration period.
Ibsen, the Norwegian dramatist, led realistic drama (A Doll's House, Ghosts, An Enemy of the People). G. B. Shaw and Oscar Wilde lifted English drama in the late 19th century.
The Irish revival (Abbey Theatre, Dublin) was led by Lady Gregory, W. B. Yeats and J. M. Synge. Later: T. S. Eliot (poetic drama), John Osborne (Look Back in Anger), Samuel Beckett (Waiting for Godot).
Indian drama goes back to Sanskrit drama; Bharat Muni's Natyashastra is the most complete ancient work on theatre.
Important terms
Plot – the series of events in a play.
Protagonist – the main character.
Soliloquy – a character speaking his thoughts aloud alone on stage.
Stage directions – the dramatist's instructions about action, setting, lighting.
Conflict – struggle between opposing forces; the essence of drama.
Allegory – a story in which characters stand for ideas or qualities.
Language study
Difference between forms: a story or novel is written in narrative form; poetry uses rhythm and metre; drama is written as dialogue with stage directions, meant for performance. Characters can be major/minor, flat/round, static/dynamic.
5 important questions
Q1. Define drama.
Drama is a composition in verse or prose meant to be performed on stage, in which actors take the roles of characters and tell a story through dialogue and action, with gestures, costumes and scenery.
Q2. Name the elements of drama.
Plot, characterisation, dialogue, settings, stage directions, conflict and theme.
Q3. Distinguish between Miracle plays and Morality plays.
Miracle plays presented stories from the Bible and the lives of saints. Morality plays were allegories in which characters represented abstract virtues and vices, teaching moral lessons.
Q4. What were the features of the Elizabethan public theatre?
It was open to the sky with no artificial lighting; the stage was a raised platform with a recess at the back supported by pillars; there was no curtain; the audience surrounded the stage on three sides, with galleries around.
Q5. What is "willing suspension of disbelief"?
A term coined by Coleridge: the audience willingly accepts unreal things on stage (like a loud "stage whisper") for the sake of enjoying the performance.
Exam tip
Prepare a timeline: Medieval (Miracle, Morality) → Elizabethan (Marlowe, Shakespeare) → 1642 closure → Restoration 1660 → Modern (Ibsen, Shaw) — with one name for each.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 20
The Rising of the Moon
Quick summary
'The Rising of the Moon' is a one-act play by Lady Gregory, set on a moonlit quay in an Irish seaside town. A Sergeant waits to catch a political prisoner who has escaped from jail, for a reward of a hundred pounds. A ragged ballad-singer talks with him, stirs his Irish patriotic feelings – and turns out to be the escaped rebel himself. In the end the Sergeant lets him go.
Key points
Lady Gregory (Isabella Augusta Persse) of County Galway, Ireland, helped found the Abbey Theatre in Dublin with W. B. Yeats.
Setting: a quay at night, with steps down to the water and a barrel. Ireland was then under British rule.
Policemen X and B put up placards announcing a £100 reward for the escaped prisoner; the Sergeant decides to keep watch alone.
A ragged man, calling himself Jimmy Walsh, a ballad-singer, tries to go down the steps. The Sergeant stops him.
The man describes the wanted man as dangerous and says he would know him anywhere. He frightens the Sergeant with stories of violence and offers to keep watch with him from the barrel.
They sit back to back on the barrel, and he sings Irish patriotic ballads like "Granuaile". The Sergeant tells him to stop, but the songs remind him of his youth when he sang the same songs.
The man suggests that if things had been different, the Sergeant might have been a rebel himself.
When the man sings "The Rising of the Moon", a whistle answers from the water – a boat has come for him. He removes his hat and wig: he is the wanted man.
The Sergeant blocks his way. Hearing his comrades coming, the man hides behind the barrel. The Sergeant tells the policemen that no one has come and sends them away.
The man leaves, promising to return the favour "when the small rise up and the big fall down". The Sergeant, looking at the placard, wonders whether he is as great a fool as he thinks.
Themes: patriotism, conflict between duty and conscience, and the shared Irish identity of the policeman and the rebel.
Important terms
Quay – a platform by the water for loading ships.
Placard – a public notice.
Gaol – jail.
Ballad – a song telling a story.
Granuaile – a symbol of Ireland (from Grace O'Malley, an Irish sea queen).
Language study
Irish English expressions: "Is it a poor man like me…", "It's a hard thing to be poor."
Dramatic irony: the audience slowly realises that the ballad-singer is the escaped prisoner, while the Sergeant does not.
Title: "The Rising of the Moon" is a rebel song and also stands for the rising (revolt) of the Irish people.
5 important questions
Q1. Why were the policemen at the quay?
To catch a political prisoner who had escaped from jail. They put up placards offering a reward of a hundred pounds for his capture.
Q2. How did the ragged man win the Sergeant's trust?
He pretended to be Jimmy Walsh, a poor ballad-singer, offered to help watch for the prisoner, frightened the Sergeant with stories of the man's violence, and refused any share of the reward.
Q3. How did the songs affect the Sergeant?
The Irish ballads reminded him of his youth, when he sang them with friends. They stirred his patriotic feelings and made him think he too might have been a rebel.
Q4. Why did the Sergeant let the man escape?
His love for Ireland and his conscience won over his duty and greed for the reward. He felt sympathy for the rebel fighting for his country.
Q5. Explain: "I wonder, now, am I as great a fool as I think I am?"
The Sergeant has just given up the reward and promotion by letting the prisoner escape. He wonders if he was foolish – or whether he did the right thing for his country.
Exam tip
Learn the sequence: placards → ballad-singer → songs → whistle → disguise off → policemen sent away → escape. Character sketches of the Sergeant are frequently asked.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 21
Extracts of Drama (A): A Midsummer Night's Dream
Quick summary
This extract is from Act III, Scene ii of William Shakespeare's comedy 'A Midsummer Night's Dream'. In a wood near Athens, the fairy Puck's mistake with a magic love-juice makes both young men, Lysander and Demetrius, fall in love with Helena, leading to comic confusion and quarrels, until Oberon orders Puck to set things right.
Key points
William Shakespeare (1564–1616), the "Bard of Avon", wrote 38 plays, 154 sonnets and two long poems. 'A Midsummer Night's Dream' was written around 1595.
Main theme: love – people fall for those who look beautiful to them, but real love is more than physical attraction. It also uses fairies, magic, songs and mistaken identity.
Background: Hermia loves Lysander, but her father Egeus wants her to marry Demetrius. Duke Theseus gives her a choice: marry Demetrius, become a nun, or die. Hermia and Lysander run away to the wood. Helena, who loves Demetrius, follows him there.
Oberon, King of the fairies, told Puck to put love-juice on the eyes of the Athenian (Demetrius) so he would love Helena. Puck put it on Lysander's eyes by mistake.
In the extract, Puck reports how Titania fell in love with Bottom (whose head was turned into an ass's head). Oberon praises him.
When Demetrius and Hermia quarrel, Oberon realises Puck anointed the wrong man. Oberon himself puts the juice on Demetrius's eyes.
Now both Lysander and Demetrius love Helena. Helena thinks they are mocking her. Lysander rudely rejects Hermia.
Hermia and Helena quarrel bitterly (about height – Hermia is short, Helena tall); the men go off to fight for Helena.
Oberon tells Puck to cover the night with fog and lead the rivals astray till they fall asleep. Puck squeezes the antidote on Lysander's eyes so that on waking he will love Hermia again.
Important terms
Love-in-idleness – the magic flower whose juice makes a sleeper love the first creature seen on waking.
Cross-purposes – a confused situation where people misunderstand each other.
Language study
Famous line by Puck: "Lord, what fools these mortals be!"
Comedy: a play with a happy ending, humour and confusion.
Blank verse and rhymed couplets: the lovers often speak in verse; Oberon's charms are in short rhyming lines.
Elizabethan English words: thou (you), thee, thy (your), thou art (you are), wak'st (wake).
5 important questions
Q1. What mistake did Puck make?
Oberon told him to put the love-juice on the eyes of the Athenian youth (Demetrius) so he would love Helena. Puck, recognising him only by his Athenian clothes, put it on Lysander's eyes instead, so Lysander fell in love with Helena.
Q2. How did the mistake create confusion among the lovers?
Lysander left Hermia for Helena. When Oberon anointed Demetrius, he too loved Helena. Helena thought both were mocking her, Hermia felt betrayed, the two girls quarrelled and the two men went off to fight.
Q3. Why did Helena think everyone was mocking her?
Earlier both men loved Hermia and Demetrius had rejected Helena. Suddenly both declared love for her, so she believed it was a cruel joke, with Hermia also part of it.
Q4. How did Oberon solve the problem?
He ordered Puck to cover the sky with thick fog and lead Lysander and Demetrius away from each other till they fell asleep. Then the antidote was put on Lysander's eyes so he would love Hermia again on waking.
Q5. What is the central theme of the play?
Love – its irrational, changing nature and the confusion it causes. Shakespeare shows that attraction to beauty is not the same as true love, and that "the course of true love never did run smooth".
Exam tip
Keep the four lovers straight with a simple chart (Lysander ↔ Hermia, Demetrius → Hermia, Helena → Demetrius) before and after the love-juice.
Class 11 (Science, Commerce, Arts) · English (Yuvakbharati) · Chapter 22
Extracts of Drama (B): An Enemy of the People
Quick summary
This extract is from Act III of Henrik Ibsen's realistic play 'An Enemy of the People'. Dr. Stockmann has discovered that the town's new public baths are contaminated. At first the newspaper men support him, but when his brother, the Mayor, shows them what it will cost the town, they turn against him. The play is about truth, courage and the hypocrisy of people in power.
Key points
Henrik Ibsen (1828–1906), a Norwegian playwright, is called "the father of realism". The play examines the moral faults of modern society.
Dr. Thomas Stockmann is Medical Officer of the Municipal Baths. His elder brother Peter Stockmann is the Mayor, Chief Constable and Chairman of the Baths Committee.
Tests prove the bath water is polluted and dangerous. The doctor wants the baths repaired or closed and writes an article to expose the truth.
Act III is set in the dingy office of the newspaper 'People's Messenger'. Editor Hovstad and Billing praise the doctor's article as "crushing" and hope it will start a revolution against the town's rulers. Aslaksen, the printer, talks of "moderation".
The Mayor arrives and explains that the changes would cost about twenty thousand pounds, raised by a municipal loan – that is, paid by the townspeople and small tradesmen – and that the baths would have to close for at least two years.
Hearing this, Hovstad, Billing and Aslaksen change sides and refuse to publish the article; they print the Mayor's statement instead.
Mrs. Stockmann first worries about the family, but when the doctor is insulted she declares, in effect, that she will stand by him.
The doctor vows to make the truth public anyway – if he cannot hire a hall, he will hire a drum and read his article at every street corner. In the later meeting, he is declared "an enemy of the people".
Key idea: "considerations of expediency turn morality and justice upside down" – what is convenient is not always right. The play's famous line: "The strongest man in the world is he who stands alone."
Important terms
Contaminated – polluted, made impure.
Municipal loan – money borrowed by the town council, repaid from local taxes.
Expediency – doing what is convenient rather than what is right.
Hypocrisy – pretending to have good morals while acting otherwise.
Ostracised – excluded by society.
Language study
Idiom: "throw up the sponge" – to give up; "hand in glove" – working closely together (often in something wrong).
Realistic drama: everyday people, prose dialogue, social problems.
Irony: the man who tries to protect people's health is called their enemy.
5 important questions
Q1. What did Dr. Stockmann discover?
He discovered that the water of the town's new public baths was contaminated and harmful to health, so the baths had to be repaired or closed.
Q2. Why did the Mayor oppose his brother's report?
Repairing the baths would cost about twenty thousand pounds through a municipal loan, close them for at least two years and ruin the town's income. The townspeople and small tradesmen would have to pay. The Mayor also wanted to protect his own position and the town's reputation.
Q3. Why did Hovstad, Billing and Aslaksen change their stand?
They first supported the doctor to attack the authorities, but when the Mayor showed that the townspeople themselves would bear the cost, they feared losing readers and support, so they selfishly turned against him.
Q4. What qualities of Dr. Stockmann are seen in the extract?
He is honest, truthful, courageous and idealistic. He puts public health above personal gain and stands firm even when everyone turns against him.
Q5. Explain: "The strongest man in the world is he who stands alone."
A person who sticks to truth and justice, even when the whole society opposes him, shows the greatest strength of character.
Exam tip
Remember the relationships (Dr. Stockmann – Mayor Peter Stockmann – Hovstad – Aslaksen – Billing – Petra) and the theme of truth versus expediency.