PART II POETRY SELECTIONS Poetry is derived from a Greek word which roughly means to make or create. It is the key to unwind the music of a language as it focuses on the sound of a language. Poems are meant to be recited and read aloud with rhythm and rhyme, meter and stress in order to learn the flow, rise and fall of a language. It hones our speaking skills by providing a context to articulate and dramatize a conversation thereby helping us to speak fluently, using the right diction, intonation and speed. The following selections have been made keeping in mind the relevance and contexts of the past, present and future of our continuously evolving civilizations and its imminent challenges. SECTION A - THE TIGER This section exclusively deals with 3 poems that use the tiger as a means of representing ideas. What is significant about these poems is that though the tiger is the central character, all the three poems use this symbol very differently. They make the tiger a vehicle of their perceptions adding to the sensibilities of each context in time and space. William Blake-(1757-1827): Although an exceptionally talented English poet, painter, printer, engraver, and radical thinker he remained unrecognized in his lifetime. During his career as an artist and writer, he was considered mad and out of tune with 83
his generation, as he was largely misunderstood for his different and bold views on God and religion. However, in the 20 th century Blake rose among critics as the pioneer of the Romantic Movement and was held in high esteem for his unique expressiveness and creativity. The Songs of Innocence and Experience and The Marriage of Heaven and Hell are his most notable works. The Tyger is from his Songs of Experience and his most famous poem. It is a highly symbolic poem that focuses on a thinker s curiosity about the creator who has the power to design such an awesome creature like the tiger. The tiger as a symbol could also represent the fierce force of the human soul. The poem has been immortalized for the vivid and graphic descriptions and contrasts of such pictorial intensity that it stands out like a real painting. To listen to this poem: https://www.youtube.com/watch?v=fxsiw7a dy https://www.youtube.com/watch?v=qmwnvzrkx64 THE TYGER TIGER, tiger, burning bright In the forests of the night, What immortal hand or eye Could frame thy fearful symmetry? In what distant deeps or skies Burnt the fire of thine eyes? On what wings dare he aspire? What the hand dare seize the fire? And what shoulder and what art Could twist the sinews of thy heart? And when thy heart began to beat, What dread hand and what dread feet? 84
Glossary What the hammer? what the chain? In what furnace was thy brain? What the anvil? What dread grasp Dare its deadly terrors clasp? When the stars threw down their spears, And water d heaven with their tears, Did He smile His work to see? Did He who made the lamb make thee? Tiger, tiger, burning bright In the forests of the night, What immortal hand or eye Dare frame thy fearful symmetry? Thine : archaic or old form of address for yours Symmetry : correct or pleasing proportion of the parts of a thing; balance; harmony Sinews : strong piece of tissue in the body connecting a muscle to a bone; a part of a structure or system that provides support and holds it together: Dread : fear and apprehension about something or someone Furnace : a container that is heated to a very high temperature, so that substances that are put inside it, such as metal, will melt or burn: Anvil : a heavy iron block with a flat top and concave sides, on which metal can be hammered and shaped 85
I. II. III. GUIDED READING 1. To whom does the speaker ask the question? 2. Where does the tiger burn? 3. Is the time element significant in the question? If so, why? 4. What are the eyes compared to? What does it suggest? 5. Why does the speaker refer to wings? 6. What does In what furnace was thy brain suggest about the making of the tiger? 7. Whom does HE refer to in the poem? 8. Note that there is only one change in the last stanza when compared to the first. What is the change? 1. Discuss how there are references to a workplace and the tools of work. What do they represent? 2. There are a number of words that depict forceful action. Pick them and discuss their importance in the poem. 3. The words fearful symmetry suggest that the tiger... 4. Have you observed that the speaker dwells on both the fascinating and the fearsome aspects of the Tiger? Could you pair these opposites and analyze what the speaker is suggesting? 5. Discuss why the Lamb as another animal is brought into the poem. 1. Notice how the entire poem begins with a question in stanza one. As it proceeds the poem only further tries to explore the very first question. Discuss how the poem develops on these questions and unfolds itself. 2. There is a creator and his creation being discussed here. (It can be extended to art and the artist). What kind of connection do you see between the two? 3. How has the poet described the tiger? Is it different from what you have imagined? 86
4. Pick out the words that the speaker uses to question the creator. What do those questions tell you about the speaker s attitude to the creator? 5. Analyse the change between the first and the last stanza. What does it signify? Extended Activities Try describing an animal that has fascinated you in an interesting or humorous manner. Read Gerald Durrell s books on his relationship with animals. Try writing the same poem as a story using all the new and unusual combinations of words/descriptions that you have come across in the poem. 87
Gorden. J. L. Ramel (1957): an environmental ecologist, a teacher, philosopher who works more as an ornithologist and entomologist, won his first prize in poetry at the age of 14. Born in England, raised in Australia, he is a wonderful mixture of a scientist and an artist. He has several insects named after him, in recognition of the biodiversity work he did for Wetland Kerkini in Greece. A parody is an imitation of the style of a particular writer, artist, or poem/story etc., with deliberate exaggeration for comic effect or emphasis on a message. This poem written more than a century later is a parody on Blake s Tyger. It clearly voices his ecological concerns about the tiger s survival. While Blake s tiger focuses on the majestic ferocity of the tiger, Gordon s Tiger highlights the crisis in the human species that force him to usurp the life and habitats of every living being. TIGER TIGER REVISITED Tiger tiger fading fast in the shadow we have cast, what brave law or business deal can thy future s safety seal. What the future, what the hope that humankind may learn to cope with life and maintenance of breath without this need of needless death. 88
Glossary In what sulphurous cauldron groans the mind that lives to sell your bones; and what the moral poverty of those take thy life from thee? What the learning, what the thought that values lives like yours at naught? What the science or machine where beauty such as yours is seen? Who did he hate who sowed the seed of human ignorance and greed; and can he smile our work to see as we who killed the lamb kill thee. Tiger tiger fading fast from the present to the past, how can mere humanity so quickly still thy majesty? Sulphurous: fiery, heated, hellish fires that vaporize Cauldron : a large kettle or pot Thee : archaic word for the pronoun you Naught : nothing I. GUIDED READING 1. Why is the tiger fading fast? 2. What needless death is the speaker referring to? 3. What is referred to as the sulphurous cauldron? Why does he call it so? 4. According to the poet is Science and Machine equal to the beauty of the tiger? 89
II. III. 5. Who is HE in this poem? 6. Pick out the words that build a contrast between man and tiger in the last stanza. 1. Discuss the images and words used to describe humans in the poem. How does he contrast it with the tiger? 2. Analyse the speaker s attitude to the creator. 3. Comment on the relationship between man and beast by using the line tiger, tiger fading fast. 1. Discuss this poem as a parody. 2. You have two poems on the tiger-one written in the end of 18 th century and one in the 20 th century. Can you comment on the changes in the attitude to the tiger and the shift in focus of these two poems? Extended Activities Make a list of how many species have disappeared and are fast disappearing from this planet. Attempt a report/collage on how the disappearing food chain can create problems in the world. 90
Arun Kolatkar (1932-2004): An Indian poet from Pune, he earned a diploma in painting from the J.J. School of arts, Mumbai. He wrote both in English and Marathi. The present poem is an excerpt from Jejuri which was his first book of English poems - a long poem in thirty-one sections. The book won Commonwealth Writers Prize in 1977 which has also been translated into German. He has also won the Sahitya Akademi for his body of Marathi work. This narrative is not just a fable, but a political satire. It is about the struggle between the people who have plenty and those who do not, the oppressor and the oppressed and the politician who mediates between the two. He is represented as the shepherd and the sheep are the citizens protected by the army represented by the sheep dog. Observe the subtle humour and use of irony. AJAMIL AND THE TIGERS The tiger people went to their king and said, We re starving. We ve had nothing to eat, not a bite, for 15 days and 16 nights. Ajamil has got a new sheep dog. 91
He cramps our style and won t let us get within a mile of meat. That s shocking, said the tiger king. Why didn t you come to see me before? Make preparations for a banquet. I m gonna teach that sheep dog a lesson he ll never forget. Hear hear, said the tigers. Careful, said the queen. But he was already gone. Alone into the darkness before the dawn. In an hour he was back, the good king. A black patch on his eye. His tail in a sling. And said, I ve got it all planned now that I know the lie of the land. All of us will have to try. We ll outnumber the son of a bitch And this time there will be no hitch. Because this time I shall be leading the attack. Quick as lightning the sheep dog was. He took them all in as prisoners of war, the 50 tigers and the tiger king, before they could get their paws on a single sheep. They never had a chance. The dog was in 51 places all at once. 92
He strung them all out in a daisy chain and flung them in front of his boss in one big heap. Nice dog you got there, Ajamil, said the tiger king. Looking a little ill and spiting out a tooth. But there s been a bit of a misunderstanding. We could ve wiped out your herd in one clean sweep. But we were not trying to creep up on your sheep. We feel that means are more important than ends. We were coming to see you as friends. And that s the truth. The sheep dog was the type who had never told a lie in his life He was built along simpler lines and he was simply disgusted. He kept on making frantic signs. But Ajamil, the good shepherd refused to meet his eyes and pretended to believe every single word of what the tiger king said. And seemed to be taken in by all the lies. Ajamil cut them loose and asked them all to stay for dinner. It was an offer the tigers couldn t refuse. And after the lamb chops and the roast, when Ajamil proposed they sign a long term friendship treaty, all the tigers roared. We couldn t agree with you more. 93
And swore they would be good friends all their lives as they put down the forks and the knives. Ajamil signed a pact with the tiger people and sent them back. Laden with gifts of sheep, leather jackets and balls of wool. Ajamil wasn t a fool. Like all good shepherds he knew that even tigers have got to eat some time. A good shepherd sees to it they do. He is free to play a flute all day as well fed tigers and fat sheep drink from the same pond with a full stomach for a common bond. Glossary: Cramps : contraction of muscle or muscles leading to severe pain Banquet : large feast; large formal dinner in celebration of something Taken in : phrasal verb- fooled, cheated, deceived Pact : formal agreement between individuals/groups/parties GUIDED READING I. 1. Why did the tigers go to the tiger king? 2. How many days have they suffered? 3. What do the queen s words indicate? What does it tell you about the queen? 4. What does the king s reaction to the tigers complaint tell you about the tiger king? 5. What happens to the king after the battle? 6. How does Ajamil treat the tigers after they are defeated? 7. Does Ajamil really believe the tiger king? 8. What are Ajamil s gifts made from? Are they significant? 94
II. III. 9. Why was the sheep dog disgusted? 10. Pick out words that describe the sheep dog. 1. Discuss the battle and the effect it has on the tigers. 2. What is the price one pays for a common bond? Analyse. 3. Ajamil wasn t a fool.. this is the poets comment. Would you agree with this observation or not? 1. Consider this as a fable, a political satire and a commentary on the coexistence of good and evil. 2. What do you think of this conclusion? 3. What do the shepherd, sheep dog and the tigers along with their tiger king represent? How would you see them as allegories? Extended activities Find cartoons and comic strips which comment on social aspects and discuss the message behind the art. Create a skit or a story on the latest political events using symbols/animals to depict their characters. Intra - Textual Comparison Blake s Tiger considers the Christian implications of creation. The Tiger Revisited is an eco-centric poem while Ajamil and the Tigers is a political satire which again uses animals as symbols. Consider how each poem uses the tiger differently to communicate the tenor of their times and its concerns. 95
SECTION B - WE ARE THE WORLD Industrialization, Technology, Communication and the virtual medium have altered the social, political and emotional landscapes of the modern and post modern generations. Poets have responded to these in their own style and manner. Let us analyze how they have done so. William Wordsworth(1770-1850): A major English Romantic poet,educated at Cambridge who remained Britain s Poet Lauerate from 1843 until his death. His work Lyrical Ballads in collaboration with another poet,samuel Taylor Coleridge remains the most notable work in literature. Daffodils another of his poems, remains to date, one of the classics in the poetic tradition. The World Is Too Much With Us is a stark commentary on the relationship between Man and his natural habitat. Though written in the 1800s, our post-modern world swamped by technology and virtual mediums, seems to cultivate the same kind of relationship with Nature. We too as a generation seem out of tune, incapable of relating to the natural grandeur that encircles us. The poet is alarmed at man s indifference to the natural phenomenon around him and therefore prefers to remain a pagan, amazed by the majesty of the natural world. To listen to the poem: https://www.youtube.com/watch?v=3uempn9sjm0 96
THE WORLD IS TOO MUCH WITH US The world is too much with us; late and soon, Getting and spending, we lay waste our powers; Little we see in Nature that is ours; We have given our hearts away, a sordid boon! This Sea that bares her bosom to the moon; The winds that will be howling at all hours, And are up-gathered now like sleeping flowers; For this, for everything, we are out of tune; It moves us not. Great God! I d rather be A Pagan suckled in a creed outworn; So might I, standing on this pleasant lea, Have glimpses that would make me less forlorn; Have sight of Proteus rising from the sea; Or hear old Triton blow his wreathèd horn. Glossary up - gathered : assemble, bring together Pagan : a member of a religious, or cultural community based on the worship of nature or the earth Suckled : to nurse, bring up, nourish Creed : any system, doctrine, or formula of religious belief Lea : meadow, open ground, grassland Forlorn : sad, unhappy, miserable Proteus : A sea god, son of Oceanus and Tethys, in Classical Mythology, known for his ability to assume different forms and to prophesy. Triton : son of Poseidon and Amphitrite who is represented as having the head and trunk of a man and the tail of a fish, using a conch-shell trumpet. 97
Wreathed : a ring like band of flowers used for decorative purposes I. II. III. GUIDED READING 1. The poem opens with a complaint by the speaker. What is it? 2. Can you substitute getting and spending with one word? 3. What has been given away? How is it a sordid boon? 4. Identify the simile used to describe the winds..what effect does it have on the reader? 5. What is the speaker s wish when he realizes that we are out of tune.? 1. This sonnet uses 14 lines to explain the problem in the first eight lines and find a solution in the next six. Can you identify the problem and the probable solution arrived at? 2. Why does the poet say The world is too much with us.? 3. Can you consider this an expression of a modern problem? If so, how? 1. Discuss the alienation of man from nature and its impact on man using this poem as a means to consider the modern predicament. Extended Activities Find science fiction stories that discuss the tussle between man and his alienated environment Watch Interstellar movie & discuss to locate the furure of imbalances between man and environment Write a movie review of films that discuss the machines as a disruption in human life Watch Modern Times by Charlie Chaplin 98
Wilfred Edward Salter Owen (1893-1918): was a leading English war poet who participated in WWI (1914-1918). Over 9 million combatants and 7 million civilians died in this war, making it one of the deadliest wars in the history of the world. Prior to his stark and brutal portrayal of war, heroic poetry glorified war and made its martyrs, heroes. In action as a commissioned officer, he was blown up and suffered shell shock. While recovering from this emotional trauma in hospital, he met another poet Siegfried Sassoon, which transformed him. He realized the importance of conveying to the world the real cost of war in brutal terms through his lived experiences. He was killed in action while performing his duties as an officer. This is one of his most famous and enigmatic poems, published posthumously (1919). The bleak atmosphere created in this visionary poem depicts war as Hell. It is extremely effective as it echoes the sentiment of futility of war in the face of death where boundaries and prejudices cease to exist. To listen to the poem: https://www.youtube.com/watch?v=onm7_wfwrem https://www.youtube.com/watch?v=u7iqotcx8i8 99
STRANGE MEETING It seemed that out of battle I escaped Down some profound dull tunnel, long since scooped Through granites which titanic wars had groined. Yet also there encumbered sleepers groaned, Too fast in thought or death to be bestirred. Then, as I probed them, one sprang up, and stared With piteous recognition in fixed eyes, Lifting distressful hands, as if to bless. And by his smile, I knew that sullen hall, By his dead smile I knew we stood in Hell. With a thousand fears that vision s face was grained; Yet no blood reached there from the upper ground, And no guns thumped, or down the flues made moan. Strange friend, I said, here is no cause to mourn. None, said that other, save the undone years, The hopelessness. Whatever hope is yours, Was my life also; I went hunting wild After the wildest beauty in the world, Which lies not calm in eyes, or braided hair, But mocks the steady running of the hour, And if it grieves, grieves richlier than here. For by my glee might many men have laughed, And of my weeping something had been left, Which must die now. I mean the truth untold, 100
The pity of war, the pity war distilled. Now men will go content with what we spoiled. Or, discontent, boil bloody, and be spilled. They will be swift with swiftness of the tigress. None will break ranks, though nations trek from progress. Courage was mine, and I had mystery; Wisdom was mine, and I had mastery: To miss the march of this retreating world Into vain citadels that are not walled. Then, when much blood had clogged their chariot-wheels, I would go up and wash them from sweet wells, Even with truths that lie too deep for taint. I would have poured my spirit without stint But not through wounds; not on the cess of war. Foreheads of men have bled where no wounds were. I am the enemy you killed, my friend. I knew you in this dark: for so you frowned Yesterday through me as you jabbed and killed. I parried; but my hands were loath and cold. Let us sleep now... Glossary Titanic : big, enormous, massive Groined : curved edge at junction of two intersecting vaults Encumbered : blocked; facing difficulties in doing something Bestirred : awakened; became active Flues : pipe or tube used to transport smoke, gas etc Braided : shape of interwoven threads or strands 101
Cess Parried Loath : tax : avoided; evaded : hate, dislike intensely I. II. GUIDED READING 1. Where did the speaker escape from? 2. How did he know he was in Hell? 3. When the speaker comforts the stranger by saying that there is no cause to mourn, what is the stranger s response? 4. Note that the speaker who meets another is called vision. Why does he do so? 5. What does the speaker tell you about beauty? 6. What is the truth untold? 7. What would the speaker use to wash the blood off the chariot wheels? 8. Where and in what did the stranger want to pour his spirit into? 9. How does the stranger recognize the speaker? 10. What does sleep of the last line suggest? 1. Note that the poem opens with the word seemed. The speaker speaks of an escape. Is it really an escape? 2. Too fast in thought or death to be bestirred. Why does he use this description? What does it suggest? 3. Why is the speaker surprised that the stranger expresses fear? 4. What is the reason for the hopelessness in the stranger? 5. Discuss the line the pity of war. 6. What does the stranger tell you about men of the world and its wars? 7. How does the stranger contrast his life as a soldier in the battlefield and now after he has been away from it? Is he critical of war or appreciative? 8. Is the stranger aspiring to pour his spirit into war or life? Explain 102
III. 9. Consider how Owen uses enemy and friend in the same line. What does it communicate? 10. Earlier we come across the image of hands trying to bless. In the last lines the hands were loath and cold. Discuss the image and its recurrence. 1. Note the title. What does it communicate? 2. What do you think is the poet s opinion on war as expressed in this poem? 3. Pick out the images that are very strong. Discuss what atmosphere and what mood they create in the poem.(ex: profound tunnel) Extended Activities: Find out more about WWI and design a ppt. Watch movies like The Great Dictator & Schindler s List to know more about WWII Discuss the impact of war on a country and its people. Have a debate on whether war is a necessary evil. Prepare a collage on the Holocaust or War. Find out more about what happened in Hiroshima & Nagasaki and how the people are living there today. 103
Gabriel Imomotimi Gbaingbain Okara-Gabriel Okara (1921): A Nigerian poet and novelist with the distinction of being the first modern writer of Anglophone Africa. His body of work narrates the experiences of the clash of ancient African ways of life with the colonial ways and the loss of native innocence. Once Upon a Time is one such poem that digs into the hypocrisy of the modern world. ONCE UPON A TIME Once upon a time, son, they used to laugh with their hearts and laugh with their eyes: but now they only laugh with their teeth, while their ice-block-cold eyes search behind my shadow. There was a time indeed they used to shake hands with their hearts: but that s gone, son. Now they shake hands without hearts while their left hands search my empty pockets. Feel at home! Come again : they say, and when I come again and feel 104
Glossary: Muting: silencing at home, once, twice, there will be no thricefor then I find doors shut on me. So I have learned many things, son. I have learned to wear many faces like dresses homeface, officeface, streetface, hostface, cocktailface, with all their conforming smiles like a fixed portrait smile. And I have learned too to laugh with only my teeth and shake hands without my heart. I have also learned to say, Goodbye, when I mean Good-riddance : to say Glad to meet you, without being glad; and to say It s been nice talking to you, after being bored. But believe me, son. I want to be what I used to be when I was like you. I want to unlearn all these muting things. Most of all, I want to relearn how to laugh, for my laugh in the mirror shows only my teeth like a snake s bare fangs! So show me, son, how to laugh; show me how I used to laugh and smile once upon a time when I was like you. 105
GUIDED READING I. 1. Who is the speaker in the poem? 2. How does the speaker establish that he is going to talk about something far in time? Where else do you find such an opening line? 3. What does laughing with teeth suggest? 4. Ice-cold block eyes suggest. 5. What do the cold eyes do and what do they indicate? 6. Instead of shaking hands what do the hands do? What do they suggest? 7. Why do doors shut on the visitor? 8. What are the different faces the speaker wears? 9. What does he want his son to believe? 10. What does he see in the mirror? II. 1. What has the speaker learnt and unlearned? 2. Comment on the speaker s wish. 3. Observe that there are many contrasting words/phrases in the poem (ex: conforming & fixed). Pick them out and analyze what they are trying to express. 4. Why does his reflection in the mirror tell the speaker? 5. The speaker asks his son to teach him a few things. Why does he do so? III. 1. Describe how the speaker discusses social interactions. 2. Would you agree that social interactions in our world is one of courtesy& politeness rather than spontaneous & genuine? Extended Activities: Collect idioms & proverbs in English & regional languages which talk about falseness and hypocrisy in society s interactions Collect idioms and proverbs that advise us to be better human beings in our interactions with others. Find the meaning of etiquette. Make a list of the things a foreigner is supposed to do and not supposed to do while visiting India. How far does it help in social relations? 106
Marguerite Annie Johnson/Maya Angelou (1928-2014): She was an American poet and civil rights activist. She was awarded more than 50 honorary degrees, nominated for the Pulitzer Prize and awarded the Presidential Medal of Freedom,, the highest civilian honor in the U.S., by President Barack Obama. The poem is about the life of marginalized African Americans and their gritty resilience to life and its challenges. The caged bird is a metaphor for the discrimination between the African Americans and the whites during the civil rights era. To listen to the poem: https://www.youtube.com/watch?v=rzzoxwaxde0 https://www.youtube.com/watch?v=bjr-lvpu0hk CAGED BIRD A free bird leaps on the back of the wind and floats downstream till the current ends and dips his wing in the orange sun rays and dares to claim the sky. But a bird that stalks down his narrow cage can seldom see through his bars of rage 107
his wings are clipped and his feet are tied so he opens his throat to sing. The caged bird sings with a fearful trill of things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom. The free bird thinks of another breeze and the trade winds soft through the sighing trees and the fat worms waiting on a dawn bright lawn and he names the sky his own But a caged bird stands on the grave of dreams his shadow shouts on a nightmare scream his wings are clipped and his feet are tied so he opens his throat to sing. The caged bird sings with a fearful trill of things unknown but longed for still and his tune is heard on the distant hill for the caged bird sings of freedom. 108
Glossary Trill: quavering, vibratory sound. GUIDED READING I. 1. Pick out words/images describing the bird as free. 2. Pick out words/images describing the caged bird. 3. Notice how speaker ironically says that the caged bird sings. What does fearful trill suggest? 4. Pick out images that the free bird dreams of. 5. Pick out images that the caged bird dreams of. II. 1. How does the poet describe the free bird? 2. How does the poet describe a caged bird? 3. The poem uses contrast as a device to highlight the difference between freedom and liberty. Analyse how this device is used. III. 1. Comment on the two birds as a metaphor of liberty and its loss. 2. The poem uses refrain (chorus).how is this refrain used in the poem and what is its effect? Extended Activities: Find other poems which express liberty. Debate on how The French Revolution used art and social movements to obtain liberty Do a project on how the Independence Movement in India used the concept of Liberty and Freedom to rid India of British Rule. Find songs from India and the West that sing of liberty. Intra - Textual Comparison What are the main concerns reflected in the section We Are the World? How does each poem reflect on one aspect of the modern predicament? 109
ENL-101 GOVERNMENT SCIENCE COLEGE (AUTONOMOUS) Question Paper Pattern for I B. Sc / BCA-I Semester LANGUAGE ENGLISH Duration: 3 Hours Marks: 70 Instructions: 1. Answer all the questions 2. Mention the sections and questions correctly SECTION - A : GRAMMAR COMPONENT 1. Do as directed: Fill in the blanks: a. Articles 01 x 02 = 02 b. Prepositions 01 x 02 = 02 (a & b in a paragraph form to contextualize the use and functions) 2. Replace the underlined words in sentences below with an infinitive construction 01 x 03 = 03 3. Active& Passive Voice Transformation 01 x 02 = 02 Tense transformation (To indicate the required tense in brackets) 01 x 02 = 02 4. Concords 01 x 05 =05 5. Vocabulary a. Given below are words in CAPITALS having the same spelling, Use the same words in TWO different sentences but with different meanings. 01 x 02 = 02 b. Use prefixes or suffixes in the following sentences as required. 01 x 03 = 03 6. Direct to Indirect Speech: a. Change from Direct to Indirect 01 x 02 = 02 b. Change from Indirect to Direct 01 x 02 = 02 7. In a given paragraph a. To identify the topic sentence: 01 x 01 = 01 b. Indicate where a new paragraph should begin by writing the full sentence. 01 x 01 = 01 110
c. Identify TWO main supporting sentences in the paragraph. 01 x 02 = 02 d. Identify the concluding sentence in the paragraph. 01 x 01 = 01 OR Write a description of a (Place, person) 01 x 05 = 05 SECTION : B - LITERARY COMPONENT 8. Answer any FOUR questions in about a page each 04 x 05 = 20 (Choice of SIX) 9. Answer any TWO questions in about TWO pages 02 x 10 = 20 (Choice of FIVE) 111