Unit-7
Complete Notes and Solved Textual Exercises
Glossary
|
Sl No |
Word & Part of
Speech |
Meaning |
Explanatory Image & Meaning in Telugu |
|
1 |
Visit (v) |
go to see and spend time |
సందర్శించుట |
|
2 |
Disabled/differently abled (adj) |
Differently Abled is
often described in terms of lack of normal functioning of physical,
mental or psychological processes. |
విభిన్న సామర్థ్యం కలవాడు |
|
3 |
Metaphor (n) |
a thing regarded as
representative or symbolic of something else. |
ఏదైనా ఒక విషయం, దాని ప్రత్యామ్నాయంగా లేదా ప్రతీకగా గుర్తించినది. |
|
4 |
Astrophysicist (n) |
Scholar of astrophysics – a branch of physics dealing with stars,
plants etc. |
ఖగోళ భౌతిక శాస్త్రవేత్త |
|
5 |
Paralysed (adj) |
to cause a person to lose the ability to move or feel part of the
body, |
పక్షవాతం
వచ్చింది |
|
6 |
Disintegrated body (n phr) |
Having
no coordination among the parts of the body |
అవయవాల సమన్వయ లోపం కలిగిన శరీరం |
|
7 |
Exhaustion (n) |
Tiredness |
అలసట |
|
8 |
Anguish (n) |
severe mental pain or suffering. |
వేదన |
|
9 |
Buoyant (adj) |
Intensely active and vibrant |
వుల్లాసంగా |
|
10 |
Glimpse (v) |
A
short look |
చూచుట (కొద్ది క్షణాలు) |
|
11 |
Eternal (adj) /ɪˈtəːnl/ |
Never
ending |
శాశ్వతమైన |
|
12 |
Torso (n) |
The
upper part of the body |
మొండెం |
|
13 |
Incandescence (n) |
Inner
glow or light |
మానసిక సౌందర్యం |
|
14 |
Inflection (n) |
Rise
and fall of the voice in speaking |
స్వరంలో హెచ్చు తగ్గులు |
|
15 |
Cliché (n) /ˈkliːʃeɪ/
|
A phrase or idea used so often that it loses its meaning |
అతి ఉపయోగం వలన అర్ధం మారిపోయిన పదాలు |
|
16 |
Claustrophobic (adj) |
Very small and suffocating (it is abnormal fear of being in an
enclosed space) |
ఉక్కిరిబిక్కిరిగా |
|
17 |
Gleefully (adv) |
Very
happily |
సంతోషముగా |
|
18 |
Grinning (v) |
smiling broadly. |
నవ్వుతూ |
|
19 |
Rumbling (v) |
a continuous sound. |
శబ్ధం చేస్తూ |
|
20 |
Embodiment (n) |
Realization
|
అవతారం/సాక్షాత్కారము |
Comprehension Check (pg.no.100)
Which
is the right sentence?
1.
“Cambridge was my metaphor for England.” To the
writer,
(i)
Cambridge was a reputed university in England.
(ii)
England was famous for Cambridge.
(iii)
Cambridge was the real England.
Answer:
(ii) England was famous for Cambridge.
2.
The writer phoned Stephen Hawking’s house
(i)
from the nearest phone booth.
(ii)
from outside a phone booth.
(iii)
from inside a phone booth.
Answer:
(ii) from outside a phone booth.
3.
Every time he spoke to the scientist, the writer felt
guilty because
(i)
he wasn’t sure what he wanted to ask.
(ii)
he forced the scientist to use his voice synthesiser.
(iii)
he was face to face with a legend.
Answer:
(ii) he forced the scientist to use his voice
synthesiser.
4.
“I felt a huge relief... in the possibilities of my
body.” In the given context, the highlighted words refer
to
(i)
shifting in the wheelchair, turning the wrist.
(ii)
standing up, walking.
(iii)
speaking, writing
Answer:
(i) shifting in the wheelchair, turning the wrist.
(ref pg.no.100)
Answer the following questions.
1. (i) Did the prospect of meeting Stephen Hawking
make the writer nervous? If so, why?
(ii) Did he at the same time feel very excited?
If so, why?
Answers:
(i) Yes,
the prospect of meeting Stephen Hawking made the writer nervous. The writer
felt guilty whenever he spoke to Hawking because he had to put in so much
effort to respond due to his physical limitations.
(ii) At
the same time, the writer was very excited because meeting someone like Stephen
Hawking, who had achieved so much despite his condition, was inspiring and felt
like a unique opportunity.
2. Guess the first question put to the scientist by
the writer.
Answer:
The
first question the writer asked Stephen Hawking could be: "Are you
often laughing inside?"
3. Stephen Hawking said, “I’ve had no choice.” Does
the writer think there was a choice? What was it?
Answer:
The
writer thinks there was a choice — to live creatively and accomplish great
things despite the disability.
4. “I could feel his anguish.” What could be the
anguish?
Answer:
The
anguish could be the frustration Hawking felt due to his physical limitations,
where his brilliant mind was trapped in a body that could not function as he
wished.
5. What endeared the scientist to the writer so he
said he was looking at one of the most beautiful men in the world?
Answer:
The
scientist's resilience, sense of humour, and ability to inspire others despite
his immense struggles endeared him to the writer.
6. Read aloud the description of ‘the beautiful’
man. Which is the most beautiful sentence in the description?
Answers:
“Before
you, like a lantern whose walls are worn so thin you glimpse only the light
inside, is the incandescence of a man.”
7. (i) If ‘the lantern’ is the man, what would its
‘walls’ be?
(ii) What is housed within the thin walls?
(iii) What general conclusion does the writer
draw from this comparison?
Answers:
(i)
If ‘the lantern’ is the man, its ‘walls’ would be his frail body.
(ii) The light housed within the thin walls is his brilliant mind and
spirit.
(iii) The writer concludes that the essence of a person is not his
physical body but his inner self, intellect, spirit, and character.
8. What is the scientist’s message for the
disabled?
Answer:
The
scientist’s message for the disabled is: "They should concentrate on
what they are good at."
9. Why does the writer refer to the guitar
incident? Which idea does it support?
Answer:
The
writer refers to the guitar incident to illustrate the idea of focusing on
one’s strengths instead of struggling with something unsuitable or beyond one’s
abilities. This supports the scientist’s advice to focus on what one is good
at.
10. The writer expresses his great gratitude to
Stephen Hawking. What is the gratitude for?
Answer:
The
writer expresses great gratitude to Stephen Hawking for being an inspiration
and for showing how much is possible, even in the face of overwhelming
challenges. Hawking's achievements helped the writer believe in his own
potential.
11. Complete the following sentences taking their
appropriate parts from both the boxes below.
(i) There was his assistant on the line ...
(ii) You get fed up with people asking you to be
brave, ...
(iii) There he was, ...
(iv) You look at his eyes which can speak, ...
(v) It doesn’t do much good to know ..
Answers:
i) There
was his assistant on the line, tapping at a little switch in his hand.
ii) You
get fed up with people asking you to be brave as if you have a courage account
on which you are too lazy to draw a cheque.
iii) There
he was, trying to find the words on his computer.
iv) You
look at his eyes which can speak, and they are saying something huge and
urgent.
v) It
doesn’t do much good to know that there are people smiling with admiration to
see you breathing still.
(ref pg.no.102)
1. Fill in the blanks
in the sentences below using the appropriate forms of the words
given in the following box.
i) I met a traveller from an antique
land.
ii) I need special guidance in
mathematics. I can’t count the number of times I have failed in the subject.
iii) The guide called Stephen Hawking a worthy successor
to Issac Newton.
iv) His other problems paled into
insignificance besides this unforeseen mishap.
v) The meeting was chaired by the
youngest member of the board.
vi) Some people say ‘yours truly when
they informally refer to themselves.
vii) I wish it had been a drawn match. We
would have been spared the noise of celebrations, at least.
2. Look at the following words.
Can you create a meaningful phrase using both of these
words?
(It is simple. Add -ing to the verb and use it before
the noun. Put an article at
the beginning.)
..a walking stick
Now make six such
phrases using the words given in the box.
Answers:
|
1 |
Read/session |
A reading session |
|
2 |
Smile/face |
A smiling face |
|
3 |
Revolve/chair |
A revolving chair |
|
4 |
Walk/tour |
A walking tour |
|
5 |
Dance/doll |
A dancing doll |
|
6 |
Win/change |
A winning chance |
3. Use all or both in the blanks. Tell your partner
why you chose one or the other.
i) He has two brothers. Both are
lawyers.
ii) More than ten persons called. All
of them wanted to see you.
iii) They all cheered the team.
iv) Both her parents are teachers.
v) How much have you got? Give me all
of it.
4. Complete each sentence using the right form of
the adjective given in brackets.
i)
My friend has one of
the fastest cars on the road. (fast)
ii)
This is the most
interesting story I have ever read. (interesting)
iii) What you are doing now is easier
than what you did yesterday. (easy)
iv) Ramesh and his wife are both short.
(short)
v) He arrived late as usual. Even the
chief guest came earlier than he did.
(late, early)
(ref pg.no.103)
1.
Say the following words with the correct
stress. Pronounce the parts given in colour
2. Underline stressed syllables in the following
words. Consult the dictionary or ask
the teacher if necessary.
|
Slno |
Word |
a
stressed syllable with underline |
pronunciation |
|
1 |
artist |
artist |
/ɑːˈtiːst/ |
|
2 |
mistake |
mistake |
/mɪˈsteɪk/ |
|
3 |
accident |
accident |
/ˈaksɪd(ə)nt/ |
|
4 |
moment |
moment |
/ˈməʊm(ə)nt/ |
|
5 |
compare |
compare |
/kəmˈpɛː/ |
|
6 |
satisfy |
satisfy |
|
|
7 |
relation |
relation |
/rɪˈleɪʃn/ |
|
8 |
table |
table |
/ˈteɪbl/ |
|
9 |
illegal |
illegal |
/ɪˈliːɡl/ |
|
10 |
agree |
agree |
/əˈɡriː/ |
|
11 |
backward |
backward |
/ˈbakwəd/ |
|
12 |
mountain |
mountain |
/ˈmaʊntɪn/ |
3. Writing a notice
for the School Notice Board.
Step
1
Discuss
why notices are put up on the notice board.
What
kinds of ‘notices’ have you lately seen on the board?
How
is a notice different from a letter or a descriptive paragraph?
Answer:
· Why
notices are put up: Notices inform students or staff about
important announcements, events, or lost/found items.
· Types
of notices seen: Exam schedules, competition announcements,
event invitations, lost and found notices.
· Difference
from letters/paragraphs: Notices are brief, formal, and to the point,
while letters and descriptive paragraphs are longer and more personal.
Step
2
Suppose
you have lost or found something on the campus.
What
have you lost or found?
You want to write a notice about it. If you have lost something, you
want it restored to you in case someone
has found it. If you have found something, you want to return it to its owner.
Answer:
·
Example: Lost: A blue water bottle with a floral
design.
Step
3
Write a few lines describing the object you have lost or found. Mention
the purpose of the notice in clear terms. Also write your name, class, section
and date.
Answer:
|
NOTICE 3rd January 2025
B-section
|
Step
4
Let one member of each group read aloud the notice to the entire class. Compare
your notice with the other notices, and make changes, if necessary, with the
help of the teacher.
or
Imagine
that you are a journalist.
You
have been asked to interview the president of the village panchayat.
Write
eight to ten questions you wish to ask.
The
questions should elicit comments as well as plans regarding water
and
electricity, cleanliness and school education in the village.
Answer:
Interview Questions for the Village Panchayat
President
1.
What are your plans for improving the water supply
in the village?
2.
How do you ensure electricity is provided
consistently to all households?
3.
What steps are being taken to keep the
village clean and hygienic?
4.
Are there any programs for waste management
in the village?
5.
How do you plan to improve school education
and infrastructure?
6.
Are there initiatives to encourage more
children to attend school?
7.
What measures are you taking to conserve
water resources?
8.
How do you guide the youth of your village?
9.
Are there any healthcare programs for
villagers?
10. What
is your long-term vision for the development of the village?
1.
In the first stanza, find words that show
i) that it was very cold.
ii) that it was late evening.
iii) that the traveller was alone.
Answers:
(i) That it was very cold: "The rime
was on the spray"
(ii) That it was late evening: "And starlight lit my lonesomeness"
(iii) That the traveller was alone: "My lonesomeness"
2.
(i) Something happened at Lyonnesse. It was
a) improbable.
b) impossible.
c) unforeseeable.
Answer:
c) unforeseeable
(iii) Pick out two lines from stanza 2 to justify your answer.
Answer:
"No prophet durst declare;
Nor did the wisest wizard guess."
3. (i) Read the line (stanza 3) that implies the following.
‘Everyone noticed something, and they made guesses,
but didn’t speak a word’.
Answer:
"All
marked with mute surmise."
(ii)
Now read the line that refers to what they noticed,
Answer:
"My
radiance rare and fathomless."
**** End
of Unit_7 ****
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