KIDS KINGDOM CONVENT SCHOOL SINGHEWALA 9th Standard

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dud~Sw pr CotI bÇcI ko dXw Aw ge~ QI[ asy lgw ik bYlo< ky swQ BI askI qrh hI sOqylw ÛXvhwr ho rhw hY[ esilE asky mn my< bYlo< ky pRiq pRym amV AwXw Qw[ vh rwq ko aNhy< Ek Ek rotI iKlw AwqI QI[ pRÜn: khwnI my< bYlo< ky mwÍXm sy kOn-kOn sy nIiq iv†Xk muØX aBr kr AwE< h

pRÜn: hIrw AOr moqI ny So†x ky iKlwP Awvwj aTwe~ lyikn asky ilE pRqwVnw BI shI[ hIrw moqI kI es pRiqikRXw pr qk~ sihq Apny ivcwr pRkt kry

Alg̀ sMdW nwl KyqIbwVI dy kMm krdw hY[ KyqIbwVI ivc̀ kMm AwauNdy sMdW dw vyrvw hyT ilKy Anuswr hY:- hl, khI, rMbw, dwqI, suhwgw, bgUVI, qMgwlI Awid

not:- sMdw dy ic`qr ividAwrQI Awpxy-Awp bxwaux jW icpkwaux[ pwT-2- prdys nUM nw qorIN bwblw AiBAws nwl sMbMDq pRsn-au~qr pRSn : rwxI ikMnI pVHI ilKI kuVI sI? au~qr : rwxI ny AY~m.ey. bI. AY~f kIqI hoeI sI[ pRSn : kI khwxI dI pwqr ivdyS jwxw cwhuMdI sI? au~qr : nhIN, khwxI dI pwqr ivdyS iblkul nhIN jwxw cwhuMdI sI[ pRSn : ijhVw muMfw rwxI leI vyiKAw sI, aus dI aumr ikMnI sI? au~qr : ijhVw muMfw rwxI leI vyiKAw sI, aus dI aumr cwlI qoN pMqwlI swl sI[ pRSn : kI lok Awpxy b`icAW nUM ivdyS Byj ky sMquSt hn? au~qr : lok Awpxy b`icAW nUM ivdyS Byj ky sMquSt nhIN hn[ BwvyN auh iksy in`jI svwrQ ADIn Aijhw krn leI mzbUr huMdy hn pr AjokIAW KbrW nUM pVH sux ky auh b`icAW dy Biv`K nUM soc ky Aijhw krn qoN frdy hn[ pRSn : ivdySW iv`c rih rhy pMjwbIAW bwry khwxI dy ADwr qy Awpxy ivcwr pRgt kro[ au~qr : ivdySW iv`c rih rhy pMjwbIAW dw jIvn koeI vDIAw nhIN hY[ rozgwr dI Bwl iv`c ivdyS jw ky pYsw kmwauxw Aqy iPr p`kw hoxw, ies leI keI swl l`g jWdy hn Aqy keIAW dy ivAwh dI aumr lMG jWdI hY[ bhuq swry lok ivdySW iv`coN Bwrq Aw ky ie~Qy dy Boly Bwly lokW nUM ivdyS iv`c p`ikAW krvwaux dw JWsw dy ky ivAwh krvw rhy hn[ kuVI vwilAW v`loN dwj dy rUp iv`c l`KW rupieAw btor ky BolIAW-BwlIAW kuVIAW dIAW izMdgIAW brbwd krdy hn[auhnW ny ivdyS iv`c vI ivAwh krvwieAw huMdw hY Aqy ieD̀r vI ivAwh krvw lYNdy hn[ pRSn : ivdySW iv`c rih rhy muMifAW nUM rozI rotI kmwaux leI iknHW muiSklW dw swhmxw krnw pYNdw hY? au~qr : rozI rotI dI Bwl iv`c ivdySW iv`c rih rhy muMifAW nUM bhuq muiSklW dw swhmxw krnw pYNdw hY[ruzgwr dI Bwl iv`c Btkx qoN bwAd kMm imlx q`k Aqy ivdyS iv`c p`ky hox leI jvwnI dy Anmol vryH PzUl hI lMG jWdy hn[ FldI aumr ivc̀ p`ky ho ky jdoN auh ivAwh krvwaux bwry socdy hn, aus vkq koeI vI jvwn muitAwr ahnW nwl ivAwh krvwaux qoN sMkoc krdI hY[ ivdySW iv`c rih rhy muMifAW nUM Krc qorn leI loV qoN v`D kMm krnw pYNdw hY[ auh vDyry pYsw kmwaux dy lwlc iv`c ie`k mSIn bx ky rih jWdy hn[ (A) ilMg bdlo-

1) pqnI 2) muMfw 3) DI 4) im`qr au~qr 1) pqI 2) kuVI 3) pu`qr 4) shylI (e) ivroDI Sbd ilKo- 1) sohxI 2) A`gw 3) kwhlI 4) kuAwrI au`qr 1) gMdI 2) ip`Cw 3) hOlI 4) ivAwhI (s) hyT ilKy SbdW nUM Su`D krky ilKo- 1) kuiVAW 2) mwpIAW 3) AofIk 4) sylIAW au~qr 1) kuVIAW 2) mipAW 3) aufIk 4) shylIAW (h) hyT ilKy vwkW iv`coN kwrk cux ky aunHW dy nW ilKo- 1) ipqw DI leI irSqw dyKx jw irhw hY[ au~qr DI leI = sMprdwn kwrk 2) mwipAW ny kuVI leI idn-rwq ie`k kr id`qw[ au~qr mwipAW ny = krqw kwrk kuVI leI = sMprdwn kwrk 3) AwpW ikauN kuVI nUM KUh ivc̀ D`kw idMny hW[ au~qr AwpW - sMbMD kwrk

kuVI nUM - krm kwrk 4. lyKk ny im`qr rwhIN irSqw l`iBAw[ au~qr lyKk ny = krqw kwrk im`qr rwhIN = krn kwrk (k) hyT ilKy vwkW iv`coN ivSySx cux ky aunHW dI iksm d`so[ 1) rwxI Fyr swrIAW jmwqW pVHI hoeI sI[ au~qr Fyr swrIAW = AinScq, sMiKAw vwck 2) muMfw s`q smuMdroN pwr Aw irhw sI[ au~qr s`q smuMdroN pwr – inSicq, sMiKAw vwck ivSySx 3) quhwfy muMfy dI aumr bhuq izAwdw hY[ au~qr bhuq izAwdw - pirmwx vwck ivSySx 4) auh lVkw bhuq lwlcI hY[ au~qr bhuq lwlcI – guxvwck ivSySx

ivAwkrx 9. mYnMU pyNfU jIvn cMgw l`gdw hY[ mYnMU pyNfU jIvn mwVw l`gdw hY[ 10. ib`lI myz dy hyTW bYTI hY[ ib`lI myz dy au~pr bYTI hY[ pRSn: hyT ilKy vwkW ivclIAW KwlI QwvW iv`c Fu`kvyN ivroDI Sbd ilKo[ a. rmn bhuq AmIr hY Aqy sumn bhuq grIb hY[ A. ieh m`J lvyrI qy ieh gW qokV hY[ e. ieh kwr ssqI qy Aoh kwr mihMgI hY[ s. pihly pRSn dw au~qr sMKyp iv`c qy dUjy dw ivsqwr iv`c ilKo[ h. krmjIq Awm ivAkqI hY pr dljIq Kws ivAkqI hY[ k. jnm qy mrn iksy dy h`Q iv`c nhIN hY[ K. ieh cwkU iq`Kw Aqy auh KuMfw hY[ g. ieh byr k`cw Aqy ieh byr p`kw hY[ G. jy ihMmq hovy qW AsMBv kMm vI sMBv ho jWdy hn[ |. smJdwr lok Awmdn Anuswr hI Krc krdy hn[

LECTURE NOTES

CHAPTER 1- CELLS -BIOLOGY 1. Cytology/Cell Biology It is the study of cells in all aspects of their structure and function. 2. Cell Definition

It is structural and functional unit if all living organism It is the common and basic unit of all living organism/life.

3. History of discovery of the cell First cell discovered-1665 Who discovered first cell-Robert Hooke? What he observe-He saw a thin slice of cork (Spanish Oak tree) under his self made microscope. He observed –Honey comb resembled structure having tiny compartment/bones. He Named Them- Cellular (Plural) Cellular (Singular) In Latin Language it means- A little room. He reported his work and introduces the term cell in his book Micrographia published in 1665. Conclusion- It was dead cell.

In 1674 Antony Van Leeuwenhoek observed first free living cell. He observed first bacterial cell under his self designed microscope (improved microscope). He also observed Protozoa and RBC’s. Questions can be asked Who discovered first cell? Who discovered first living cell?

Name the book in which Robert Hooke reported his discovery and introduces term cell? Topic : Cell Theory It was given by two German Biologist 1. M.J. SCHLEIDEN – 1838 [BOTANIST] 2. THEODAR SCHWANN - 1839 [ZOOLOGIST] According to them cell is the structural and functional unit of living being. Structural –All living cells are made up of organism. Functional-Cell performs all essential functions to keep organism alive.

Weakness of cell theory-They were not able to tell about the existence of new cells. Extension of cell theory-In 1855 RUDOLF VIRCHOW established that new cells arise from pre existing cells. He started this in Latin word OMNIS CELLULA E – CELLULA Exception of cell theory-Viruses SHAPE OF Cell

Important Most of the plants and animal cells have almost fixed shape. While some cells can change their shapes. Ex. Amobia and white blood cell. Name of cell Shape of Cell 1. Liver Polygonal

2. Ovum Spherical

3. Smooth muscle cell Spindle

4. Fat cells Ring Shaped

5. Sperm Knobbed Thread

6. RBC Biconcave Disc Shaped

7. Nerve Cell Elongated Thread Like

8. Bone Cell Stellate

9. Paramecium SlipperLike

10. Bacilli Rod Shaped Escherichia Coli

11. Cocci Spherical Shaped

Ex. Streptococcus Pneumoniae

12. Vibrio Comma Shaped Bacteria

Ex. Viorio cholerae

13. Spirilla Spiral Shaped Bacteria

Ex. Treponema Pallidum

14. Mycoplasma Irregular Shaped

Joker of kingdom monera

15. Amoeba Irregular Shaped

Cellularity /Organization Which type of composition is found in living organism? Unicellular Multicellular 1. The organism which are made of single cells 1.The organism which are made of more than one Cell 2. No division of labour. 2. Division of labour Found. 3. Only single cell perform all essential functions. 3.Tissu or organ perform all specific function. 4. Example: 4. Example- In Human Heart-Pump and circulate blood Stomach-Digestion of food Lungs-Exchanges of gases Kidney-Excretion of waste material Blood-Carry O2, C2 and other nutrients from one place to another place Ex - Amobea Water + Mineral Paramecium . Plants – XYLEM Root Stem

Chlamydomonrs (Food) Bacteria Yeast PHLOEM Leaves Anotack part Euglena Acetabularia[10 cm] algae

DIFFERENCE BETWEEN PROKARYOTIC AND EUKARYOTIC CELL

Prokaryotic Eukaryotic

BACTERIAL CELL ANIMAL CELL

1. Cell what present in all. 1. (a) Present in plant yeast (b) absent in animal yeast 2. Genetic material in naked form called nucleoid. 2. Genetic material in covered form 3. Membrane bounded cell organelles are not 3. Membrane bounded cell organelles are found found 4. RNA found in scattered form. 4. RNA found in scattered and attached form. 5. Size= 1 to 10 um/micrometer 5. Size 10 um 6. Centrosome absent. 6. Centrosome Present in animal cell.

Absent in plant cell. 7. Cytoplasmic movement not found. 7. It shows cytoplasmic movement.

Size of Cells The sizes of the cells varies in plants and animals Example

Smallest cell (PPLO) Pleuropneumonia like organism or Mycuplasma Gallissepticum Size- 0.1 u/micron

Large sized single cell Algae plant (Acetabularia) Size-10 cm in length

Largest Animal Cell Ostrich Egg Size- 175×135 mm

Longest cell in Human Neuron/Nerve Cell Size-90 to 100 cm

Smallest cell in human body Blood Platelets Size 2-3 um/micrometer RBC Size 7-5 um/micrometer

Prokaryotes Size 1-10 um/micrometer Eukaryotes Size 10 to 100 um/micrometer

Difference between Cell Wall and Cell Membrane

Cell Wall Cell Membrane

1. Found only in plant, fungi and bacterial cell. 1. Found in all type of cells. 2. Cell wall is quite thick. 2. Cell membrane is quite thin. 3. It is rigid in nature. 3. It is flexible in nature.

4. Made up of cellulose , pectin and peptidoglycan 4. Made up of lipids and proteins and small respectively carbohydrates. 5. Provide protection and strength to the cell. 5. Provide flexibility and hold cellular contents. 6. It is generally permeable in nature. 6. It is selectively permeable in nature.

7. It lies on the outside of the cell. 7. Lies outside in Animal cell inner to plant, fungi and bacteria.

Difference between plant cell and animal cell Plant cell Animal cell

1. Larger in size. 1. Smaller than plant cell. 2. Peripheral nucleus. 2. Central nucleus

3. Large vacuole 3. Vacuole are absent/small 4. Chloroplasts are present. 4. Chloroplast are absent 5. Dictyosomes are found. 5. Golgi bodies are present 6. Centrosome absent 6. Centrosome present. 7. Mitochondria are less number. 7. Mitochondria are large in number 8. Characterized by cell wall 8. Characterized by cell member. 9.Lysosomes are absent 9. Lysosome are present. Structural Organization of Eukaryotic Cell

It is a thin living flexible, transparent, elastic, electron microscopic, regenerative and semipermeable membrane present in both prokaryotic and eukaryotic cells outside the protoplasm.

Before the discovery of electron microscope it was considered that cell membrane is a thin line structure. But after the discovery of electron microscope there were main three models proposed by different scientists. 1. Danielli - Davson Model -1935 2. Robert Model/Unit Membrane Model 1965 3. Fluid Mosaic Model/Singer and Nicolson Model

It is the most accepted model about the structure of plasma membrane. They have used the Fracture technology in electron microscopy. According to this model plasma membrane is a Lipoproteinous and Trilaminar structure in which outer and inner layer contain Globular Protein called internal protein. This protein molecule move as icebergs in a Bilayer of phospholipis which act as a sea. Some of the Protein of the surface also bear chains of sugar and called Glycoprotein. Some of the liquid at the outer surface bear / complexed with carbohydrate to form Glycolipid. 1. Protein Molecule + Sugar Molecule =Glycoprotein 2. Lipid Molecule + Moleculi =Glycolipid Functions of Plasma Membrane/Cell Membrane. It is selectively Permeable membrane which allow the exchanges of selective material to pass in and out of the cell. It also provide definite shape to the cell. The process of taking in of material by cell membrane is called endocytosis. It is of two types 1. Phagocytosis 2. Pinocytosis Phagocytosis: It is the process by which a plasma membrane engulf large food practices.It is also called cell eating. In a multicellur organisms this mechanism is used to remove pathogen and cell debris. Pinocytosis:- It is the process by which plasma membrane ingest or intake liquid food particles. It is also called cell drinking.

Functions of Plasma Membrane It function as a mechanical barrier that protects the internal part of the cell. Pore channels provide way to move water in and out through a process called osmosis. Plasma membrane gets modified to perform some specific functions. Ex. Absorption of digested food in

microvilli. Microvilli- These are finger like projection present at the inner surface of small intestine and absorb digested food/nutrients

DIFFERENCE BETWEEN COMPOUND MICROSCOPE AND ELECTRON MICROSCOPE

COMPOUND MICROSCOPE ELECTRON MICROSCOPE Invented By: Invented By: Hans Janssen (Father Son) (1590) Knoll and Ruska (1932)

Transport across the membrane

A- Passive processes

[ Not Consumption of Energy]

Diffusion Osmosis Passive transport Facilitated Diffusion

Exosmosis Endosmosis

B- Active processes

Energy Dependent Processes

Active Transport Endocytosis Exocytosis

Phagocytosis Pinocytosis

Differences between passive and active processes:

Passive processes Active processes

1. Movements of substance from their 1. Movements of substance from their higher to lower concentration. Lower to higher concentration. Higher Lower Lower Higher Not expenditure of energy Expenditure of energy 2. Material moves along with 2. Material moves against the Concentration gradient . concentration gradient. 3. It is not energy dependent 3. It is energy dependent so it is So it is slow. rapid process. 4. Carrier protein may or may 4. Carrier protein always involved not involved. in processes. 5. Bidirectional movement of 5. Unidirectional movement of molecules. molecules. 6. Non- selective process. 6. Selective process. 7. Ex- Diffusion, osmosis and 7. Ex-Endocyosis , exocytosis. facilitated diffusion. Differences between diffusion osmosis: Diffusion Osmosis 1. It is transport of substances 1. It is the transport of water or (solid, liquid, gases) from their solvent from a region of higher Higher to lower concentration. to lower concentration. 2. Semipermeabl membrane may or 2. Semipermeable membrane always may not involved. required. 3. It occurs in any medium. 3. It occurs only liquid medium. 4. It involves to diffusion pressure 4. It involves to osmotic pressure Importance 1. Helps in exchanges of glass. 1. Helps in absorption of water from soil by root hair.

2. Helps in muscle contraction and 2. Helps in germination of seeds. conduction of nerve impulses. 3. Helps in uniform distribution of 3. Response to stimulus in leaves material in the cytoplasm. of touch me not. 4. Fragrance of flower attract to 4. Helps in closing and opening of stomata. insects. 5. Intake of water by unicellular. 6. Maintain turgidity of cells

DIFFUSION AND ITS IMPORTANCE The process of movement of a substances (Solid, liquid, gas) from the region of higher concentration to region of its lower concentration Importance

i. Helps in spread of different substances with in cytoplasm ii. Helps in exchanges of co2 and o2 between alveoli and blood vessels and between

cells and blood vessels iii. Helps in transpiration which helps to cool plant body and absorption of water

due to transpiration iv. Flower spread their fragrance to attract insects for pollination

FACILIATED-DIFFUSION Or

CARRIER MEDIATED DIFFUSION

Some times diffusion occurs through cell membrane with the help of carrier protein (Permeases) is called facilitated Diffusion. It is not energy dependent so it is a type of a passive transport Ex.- intestinal absorption of fructose and nucleotide This type of diffusion occurs along with concentration gradient Some molecule large in size or insoluble in lipids like water, carbohydrates move across the membrane by pore channels provided by special proteins. Their transportation is referred to as facilitated diffusion.

Osmosis ,Types and Importance It is the passive movement of water or solvent from their region of higher concentration to lower concentration. Types of osmosis Endosmosis Exosmosis Entry of water into a cell or Existence of water from a cell or system. system. Importance of osmosis 1. Roots absorb water from soil by the process of osmosis. 2. Cells absorb or lose water. 3. Plant show response to stimulation ex- touch me not. 4. Opening and closing of stomata. 5. Cell, tissue and soft organ maintain turgidity or stretched form. 6. Roots are able to move deep and penetrate soil due to osmosis . 7. Growth of embryo and seed germination also supported by osmosis . 8. Intake and outlet of water in amoeba and paramecium.

i. Hypotonic Solution- If the medium out side the cell is dilute/ low concentrated in compare to medium in the cell. Then it is called hypotonic solution. Here due to endosmosis cell get swollen or swell up.

ii. Hypertonic Solution- If the medium out side the cell is higher concentrated to medium in the cell then it is called hypertonic solution. Here due to exosmosis cell will shrink. Ex.- shrinkage of skin of finger.

iii. Isotonic Solution- If the medium out side the cell and inside the cell is equally concentrated then there will be no change come in the shape of cell. This type of solution is called isotonic solution. Ex.- Ringer’s solution.

Lecture-22 Haemolysis- When we kept animal cell or RBC into hypotonic solution then due to endosmosis or excess entry of water swollen cell burst out or get haemolysed thus breaking down of red blood cells with the releases of hemoglobin is called haemolysis.

Plasmolysis – When protoplasm shrinks and separate from the cell wall as a result plant cell gets plasmolysed. This is called plasmolysis. When we kept plasmolysed cell into hypotonic solution then it gain its shape or swell up this is called deplasmolysis.

Bulk Transport

ENDOCYTOSIS EXOCYTOSIS PHAGOCYTOSIS PINOCYTOSIS (Cell Eating) (Cell Drinking)

i. Bulk Transport- Transport of large quantities of material such as macromolecules

or food practices inside and outside of the cell through cell membrane is called bulk transport.

ii. Endocytosis- Ingestion of solid or liquid food practices through cell membrane is called endocytosis. Types of endocytosis – IV and V

iii. Exocytosis- Removal of waste content through cell membrane is called exocytosis cell vomiting.

iv. Pinocytosis- Intake of liquid particles of food by a cell through cell membrane. Ex.- Amoeba, Transport of proteins Lipoprotein and Harmone with in and outside the cell.

v. Phagocytosis- Intake of solid particles of food. Ex.- Amoeba, Liver cell/ Kuffer cells, WBC, Reticular cell of spleen.

Components of cell

Cell membrane Cytoplasm Nucleus

Cell organelles Cell inclusion

Storage Products

Membrane bounded Non membranous Starch Organelles organelles Fats and oil Endoplasmic Ribosomes Proetin Reticulum Glycogen Golgi complex Centrioles Secretory Products

Enzymes Mitochondria Cytoskeleton Harmones Plastids Pigments- Lysosomes Protein Alkaloios-

Fibres Resins, gum- Excretory Products Inorganic salt

Microtubules Microfilament Intermediate Latex Fibre Tannin

Tubular Actin Keratine Essential oil Protein Protein Protein

NOTE- - Only in animal cells. – Only in plant cells.

Cytoplasm It is the jelly like substance surrounding the nucleus with the cell membrane. Functions of cytoplasm: 1. It helps in the exchange of material between different cell organelles. 2. It provides site for various metabolic processes like as – glycolysis, synthesis of fatty acid and amino acid, synthesis of protein. 3. It helps in intracellular distribution of molecules enzyme and nutrient with in a cell. 4. It sustain streaming of cytoplasmic matrix, helps in diffusion of nutrients. 5. It act as a store house of raw materials for metabolism like – amino acid, glucose, vitamins and ions.

Cell organelles Submicroscopic structure of cell within cytoplasm are called cell organelles. These are the living parts of the cell that float in the cyplasmic matrix each have their definite/ distinct shape, structure and function. Example:- 1. Endoplasmic reticulum 2. Mitochondria 3. Golgin complex/ golgi apparatus/ dictyosomes 4. Ribosomes- 5. Lysosomes- 6. Plastids- 7. Vacuoles-

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8. Centrosomes- 9. Peroxisomes 10. Cytoskeleton * Only in plant cells * Only in animals cells * Ribosomes- This is one of the common cell organelle found in all eukaryotic and prokaryotic cells.

ENDOPLASMIC RETICULUM It is complex membranous structure consist of cisternae, vesicles and tubules. It is found in all eukaryotic cells except their RBC, EGG and embryonic cell It is distribute the entire cytoplasm at some places found connect to cell membrane and nuclear membrane. RER- It has rough membrane due to the attachment of ribosome on its surface. It is found in plasma cells goblet cells and fibro blast. Help in the synthesis of protein. SER- Ribosomes are not found on surface, so called smoother helps in the synthesis of LIPID and STEROID. SER of liver cells helps in detoxification of poisonous substances and drug.

FUNCTIONS OF ENDOPLASMIC RETICULUM i. It helps to keep cell organelles in position ii. It helps to transport protein and lipid from one part of cell to another part. iii. Helps in synthesis of lipid, protein and steroid iv. When it transport lipid, and protein at membrane then it build to cell membrane

biogenesis. Bud of SER from CIS face of GOGLI apparatus. v. It from supporting framework of the cell. vi. It provide large surface area inside the cell for various metabolic activities.

P A

GOLGI COMPLEX OR GOLGI BODIES

Structure- It is consist of series of flattened membrane sac like structure called cisternae, arranged parallel to each other to form stack. It has tinny vacudles called vesicle and large vacuole. Its face towards nucleus is called cis- face and face towads cell membrane called trans face.

i. It was discovered by CAMILLOD GOLGI in 1898. ii. In plant G.C found in scattered from called DICTYOSOME iii. Found in all EUKARYOTIC EXCEPT RBC and SPERMS of mammals.

Function- i. It helps to form acrosome in sperms and complex sugar from simple sugar. ii. Helps in synthesis of cell wall, lysosome and cell membrane. iii. Helps in storing, packaging and modifying material coming from endoplasmic

reticulum. iv. Helps in secretion of mucus, enzyme and hormones.

MITOCHONDRIA

Shape- Rod shaped, spherical and filamentous organelle Number- Normally 50 to 1000 in a cell while in TRYPANOSOMA only single and large mitochondria found Structure- Double membranous structure outer membrane smooth and permeable for small molecules and ions

Inner membrane is selectively permeable and contain finger like projection called cristae, cristae have atp synthesizer site called F1 particles ground part called mitochondria matrix. Matrix contain respiration enzyzme, lipid, ribosomes, RNA and DNA.

It is a semi- autonomous organelles because it contain its own DNR, RNA and Ribocomes. This help to make their own copies and to produce protein and enzyze

Occurrence- it is found in all EUKARYOTES (AEROBIC) while absent in mammalian red blood cell, anaerobic protozoans and prokaryotes.

ENGLISH BEEHIVE- CHAPTER 1 (POEM) THE ROAD NOT TAKEN THINKING ABOUT THE POEM 1. Where does the traveller find himself? What problem does he face? Ans: The traveller finds himself in the yellow woods at a point where road forks into two. The problem that he faces is that he cannot decide which road to take to continue his journey since it is not possible for him to travel both roads at the same time. 2. Discuss what these phrases mean to you.

i.A yellow wood ii. It was grassy and wanted wear iii. The passing there iv. Leaves no step had trodden black v. How many leads on to way

Ans: i. Yellow wood symbolizes the autumn season. As autumn corresponds to withering of the

old leaves; the poet could be symbolically talking about the later stages of life of a man. ii. It conveys that the road was full of grass and less travelled one. The poet personifies the

road by saying ‘wanted wear’. It could imply the road needed to be explored or travelled as only very few have done so.

iii. The phrase is used with respect to the path he chose to walk or rather is used as ‘while walking the path’.

iv. The poet uses this phrase to lay emphasis on the fact that he was unable to decide which path to choose. Both the paths seemed same, as the leaves have not changed their colour into black by people walking on them. Figuratively, it could represent a dilemma to choose a one path over the other for the fear of uncertainty.

v. The phrase is used in continuation to the idea that poet wanted to return and try the first road for another day. But, he soon realized how one way leads to another until one is very far from where it started. Figuratively, this phrase means how certain decisions one makes in life could pave the way for many other decisions. 3. Is there any difference between the two roads as the poet describes them

i.In stanzas two and three? ii. In the last two lines of the poem

Ans: i. In stanza two, the poet explains that the only difference between the two roads was that

the road he took had the right to be chosen (the better claim) because it was covered with grass and looked as if it had not been used too much. Besides this difference, both roads had been equally worn down by passers – by travelling on them. In the stanza three, the poet says that both the roads were equally covered with leaves and no person had stepped on.

ii. In the last two lines of the poem, the poet says that there is a difference between the two roads because he took the road that was less travelled by other people and that made all the difference to his journey. 4. What do you think the last two lines of the poem mean? (Looking back, does the poet regret his choice or accept it?) Ans: The last two lines of the poem mean the acceptance of reality. The poet made a choice and accepted the challenging path. He took an unexplored path in his life. He wanted to do something different, so he chooses the less travelled road. He is not disappointed by his decision. For a common man, the phrase reflects the everyday dilemma one must face to make different choices. No Matters, how far the choices takes a man in life, one shouldn’t regret about not taking the other path and wondering if the life could have been better than what it is. ivAwkrx Sbd Su`DI

1. TIk Sbd au~qy golw lgwE-

a) snq sMq sAnMq sNq

A) jYhr zihr jhYr jihr

e) iDXwn iDAwn DYAwn iDAwx

s) bOhq bhuq bhoq buhq

h) kiv kvI kbI kib

k) shurw sohrw shorw saUrw

K) s`qrI CqrI Cq̀rI sqArI

g) BwrqI BwArqI BwXrqI BwrqIh

G) ivXkqI ivAkqI vAkqI vIAkqI

2. hyTW id`qy vwk ivcoN Su`D Sbd joVW vwly vwk dy swhmxy shI dw inSwn lgwE-

a) Aj bOhq grmI sI[

A`j bhuq grmI sI[

A`j bhoq grmI sI[

Aj bhuq gArmI sI[

A) myry kol sq gydW hn[

myry koAl sq gydW hn[

myry kol sq̀ gyndW hn[

myry kol sq̀ gyNdW hn[

e) muMfw bhuq suMdr hY[

munfw bhuq sundr hY[

muMfw bhuq suNdr hY[

muMfw bohq suMdr hY[

s) ieh GoAVI qyj B`jdI hY[

eih GoVI qYz B`jdI hY[

ieh GoiV qyz B`jdI hY[

ieh GoVI qyz B`jdI hY[

h) auh kAm AOKAw hY[

auh kMm AOKw hY[

aUh kMm AauKw hY[

auh kAm AOKw hY[

pRSn: a, A, e svr AK̀rW nwl ikhVIAw lgW dI vrqoN kIqI jWdI hY?

au~qr: a, A, e svr A`KrW nwl hyT ilKIAW lgW dI vrqoN kIqI jWdI hY:-

a- AONkV ( u ) dUlYNkV ( ̈) hOVw ( o ) A- mukqw (koeI icMnH nhIN), kMnw (w), dulwvW ( Y ), knOVw ( O )

e- ishwrI (i), ibhwrI (I), lW ( y)

pRSn: ibMdI dI vrqoN ikMnIAW qy ikhVIAW lgW nwl kIqI jWdI hY?

au~qr:ibMdI dI vrqoN Cy lgW nwl kIqI jWdI hY:- kMnW (w), ibhwrI (I), lW ( y), dulwvW ( Y), hoVw ( o), knOVw ( O)[

pRSn: it`pI dI vrqoN ikMnIAW qy ikhVIAW lgW nwl kIqI jWdI hY?

au~qr: it`pI dI vrqoN cwr lgW nwl kIqI jWdI hY:- mukqw, ishwrI (i), AOkV ( u ), dulYkV ( U)[

pRSn: A`Dk dI vrqoN ikMnIAW Aqy ikhVIAW lgW nwl kIqI jWdI hY?

au~qr: AD̀k dI vrqoN iqMn lgW nwl kIqI jWdI hY:- mukqw, ishwrI (i), AOkV ( u)

pRSn: pMjwbI BwSw ivc̀ ikirAw Sbd bxwaudy smyN ikhVy inXm dI vrqoN kIqI jWdI hY?

au~qr: pMjwbI BwSw ivc̀ ikirAw Sbd bxwaudy smyN mUl Sbd dy nwl ‘x’ iliKAw jWdw hY[pr ijhVy Sbd mUl SbdW dy AMq iv`c ‘r,V,x’ mukqw hox qW ikirAw bxwaux smyN ‘n’ jW ‘nw’ Sbd joiVAw jWdw hY[ijhVy ikirAw SbdW dy mUl SbdW nwl knOVy ( O) dI Avwz Awvy au~Qy mUl SbdW nwl knOVy dI QW ‘Aw+au’ dI vrqoN kIqI jWdI hY[

pRSn: sMXukq ivAMjn dI vrqoN dy inXm ilKo[

au~qr: pMjwbI ivc̀ sMXukq ivAMjn bhuq Gt̀ vrqy jWdy hn[vrqy jwx vwly sMXukq ivAMjnW iv`coN dusrw ivAMjn pihly dy pYr iv`c iliKAw jWdw hY Aqy ienHW do ivAMjnW dw aucwrn juVvw huMdw hY[pMjwbI BwSw iv`c iqMn sMXukq ivAMjn hn:- h, r, v[

1. ‘h’ dI vrqoN Awm qOr qy n,m,r,l Aqy ‘V’ nwl kIqI jWdI hY ijvyN aunHW, jmHW, vrHw, mlHm, cVH Awid[ 2. ‘r’ dI vrqoN ihMdI Awid BwSwvW dy AwDwr qy ho rhI hY ijvyN pRSn, pRBU, pRDwn, ipRMsIpl Awid[sMsikRq dy AMq ivc̀ Awaux vwly sMXukq ivAMjn pMjwbI iv`c pUry aucwry Aqy ilKy jWdy hn[ijvyN XwqRw-Xwqrw, im`qR-im`qr, XMqR-XMqr Awid[ 3. nvIn SbdWvlI Anuswr ‘v’ dI pYr iv`c vrqoN l`g-Bg̀ Kqm ho cuk̀I hY[

SOCIAL SCIENCE Ch- 2 (Democratic Politics)- What is Democracy? Why Democracy? 1.Que: Here is information about four countries? Based on this information, how would you classify each of these countries? Write ‘democratic’, ‘undemocratic’ or ‘not sure’ against each of these? (a) Country A: People who do not accept the county’s official religion do not have a right to vote. Ans: Undemocratic. (b) Country B: The same party has been winning elections for the last twenty years. Ans: Not sure. (c) Country C: Ruling party has lost in the last three elections. Ans: Democratic. (d) Country D: There is no independent election commission. Ans: Undemocratic. 2.Que: Here is information about four countries ? Based on this information, how would you classify each of these countries? Write ‘democratic’, ‘undemocratic’ or ‘not sure’ against each of these? (a) Country P: The parliament cannot pass a law about the army without the consent of the chief of army. Ans: Undemocratic. (b) Country Q: The parliament cannot pass a law reducing the powers of judiciary. Ans: Democratic. (c) Country R: The country’s leaders cannot sign any treaty with another country without taking permission from its neighbouring country?

Ans: Undemocratic. (d) Country S: All the major economy decisions about the country are taken by officials of the central bank which the ministers cannot change. Ans: Undemocratic. 3.Que:- Which of these is not a good argument in favour of democracy? Why? (a) People feel free and equal in a democracy. (b) Democracies resolve conflict in a better way than others. (c) Democratic government is more accountable to the people. (d) Democracies are more prosperous than others.

Ans: Option ‘D’ Democracies are more prosperous than others is not a good argument in favour of democracy as there are many countries such as Sri Lanka, India , which opted for democracy but not prosperous where other countries such as china or Saudi Arabia which have communist and monarchy rule respectively are more prosperous. The prosperity any country depends on the correct policies of government. It also depends on the availability of natural resources not with the form of government . Democracy can’t guarantee prosperity.

4.Que:- Each of these statements contains a democratic and undemocratic element . Write out the two separately for each statement? (a) A minster said that some laws have be passed by the parliament in order to conform to the regulations decided by the world the world trade organization (WTO). Ans: (a) A minister said that some laws have to be passed by the parliament – democratic element to the regulations decided by the World Trade Organization (WTO)- undemocratic element. (b) The Election commission ordered re-polling in a constituency where large – scale rigging was reported. Ans: (b) The Election commission ordered re- polling in a constituency- Democratic element large – scale rigging was reported – undemocratic element. (c) Women’s representation in the parliament has barely reached 10 percent . This led women’s organizations to demand one –third seats of women. Ans: (c) This led women‘s organization to demand one –third seats for women-democratic element women’s representation in the parliament has barely reached 10 percent – undemocratic element. 5.Que: Which of these is not valid reason for arguing that there is a lesser possibility of famine in a democratic country? (a) Opposition Parties can draw attention to hunger and starvation . (b) Free press can report suffering from famine in different parts of the country. (c) Government fears its defeat in the next elections. (d) People are free to believe in a practice any religion. Ans: Option ‘D’ is not a valid for arguing that there is a lesser Possibility of famine in a democratic country. This is because practicing a religion has nothing to do with preventing famine. 6.Que: There are 40 villages in a district where the government has made no provision for drinking water. These villagers met and considered many methods of forcing the government to respond to their need. Which of these is not a democratic method? (a) Filling a case in the courts claiming that water is part of right to life. (b) Boycotting the next elections to give a message to all parties. (c) Organizing public meetings against government ‘s policies. (d) Paying money to government officials to get water. Ans: Option ‘D , which advocates paying the government officials money , is an undemocratic method. 7.Que:- Right a response to the following arguments against democracy: (a) Army is most disciplined and corruption/ free organization in the country. There for army should rule the country.

(b) Rule of the majority means the rule of ignorant people. What we need is the rule of the wise, even if they are in small numbers. (c) If we want religious leaders to guide us in spiritual matters, why not invite them to guide us in politics as well. The country should be ruled by religious leaders. Ans: A democracy is the government elected by the people, from among the people themselves. The army is integral in a protecting the country, but it is not elected by the people; hence , it cannot form a democratic government. The second statement is not true as all people are intelligent to some extent. The third statement is dangerous because bringing religion into politics can cause serious conflict. 8.Que:- All the following statements in keeping with democracy as a value? Why? (a) Father to daughter : I don’t want to hear your opinion about your marriage , in our family children marry where the parents tell them to . Ans: (a) This statement of father is undemocratic as every adult has right to choose there life partner. The father does not have right to impose their choice on daughter. (b) Teacher to student : Don’t disturb my concentration by asking me questions in the classroom. Ans: (b) This statement also is not under democratic setup. The student have right to ask question . this is undemocratic if his right is denied . (c) Employee to the officer: Our working hours must be reduced according to the law . Ans: (c) The third statement is democratic as it calls for a rule of law which is beneficial for the employees . 9.Que:- Consider the following facts about a country and decide if you would call it a democracy . Give reasons to support your decision . (a) All the citizens of the country have right to vote. Elections are held regularly . Ans: (a) This is democracy as only democratic setup always right to vote and also election at regular time period. (b) The country took loan from international agencies. One of the conditions for giving loan was that the government would reduce its expenses on education and health. Ans: (b) The democratic country has to look after the welfare of its people. The condition of reducing of expenses on health and education is against the welfare of the people. (c) People speak more than seven languages but education is available only in one language, the language spoken by 52 percent people of that country. Ans: (c) In democracy, education is available in all languages as it basic right Official language can be the language of majority of people. (d) Several organisation have given a call for peaceful demonstrations and nation – wide strikes in the country to oppose these policies. Government has arrested these leaders . Ans: (d) In a democracy people have right to express their opinion inpeaceful manner. It is undemocratic behaviour. (e) The government owns the radio and television in the country. All the newspapers have to get permission from the government to publish any news about governments policies and protests. Ans: (e) This is undemocratic nature as in democracy freedom of press and media is must. If government on radio and television then freedom of press violated . pwT-1- ie`k sDwrn AwdmI

AiBAws nwl sMbMDq pRsn-au~qr

(A) :hyT ilKy SbdW nUM Su`D krky ilKo:- kyhVw, knk, AOhlw pYlvwn, swvdwn, sYhj, ivAwkl, Jgfw, k`Fxw, sMGxw[ au~qr : ikhVw, kxk, Ehlw, pihlvwn, swvDwn, sihj, ivAwkul, JgVw, k`Fxw, sMgxw[ pRSn : hyT iliKAW iv`coN ivSySx cuxo:- 1. jIauxw ie`k sDwrn ivAkqI sI[ au~qr : sDwrn[

2. s`dw isMG A`KV suBwA dw mwlk sI[ au~qr : A`KV 3. aus dIAW A`KW lt-ltw ky kwlI A`g bx geIAW sn[ au~qr : lt-ltw ky, kwlI A`g 4. kql krn mgroN jIauxw bhuq izAwdw icMqw krn l`g ipAw[ au~qr : bhuq izAwdw 5. au~QoN QoVHI dUr hI ShIdW vwlw KUh sI[ au~qr : QoVHI dUr (s) hyTW ilKy vwkW iv`c vrqy jwx vwly pVnWv dIAW iksmW d`so:- pRSn : iksy zmwny iv`c auh pihlvwn irhw sI[ au~qr : AinScyvwck pRSn : mYN dyKuMgw ik myry bld kox Kulwaugw? au~qr : pRSnvwck pRSn : khI l`gx swr hI auh GmytxI Kw ky zmIn au~qy ifg̀ ipAw[ au~qr : inScyvwck pRSn : s`dw isMG ny ikhw b`s quhwnUM kihqw A`j KUh nw clwieE[ au~qr : in`jvwck pRSn : AwKr PoVw Pu`itAw Aqy ausnUM kuJ Arwm AwieAw[ au~qr : AinScyvwck (h) lkIry SbdW dy kwrkW dI pihcwx kro[ pRSn : jIauxw KUh clwauNdw hY[ au~qr : krqw kwrk pRSn : jIauxy ny s`dw isMG nUM khI nwl mwirAw[ au~qr : krn kwrk pRSn : jIauxw puils qoN bcx leI luk igAw[ au~qr : sMprdwn kwrk[ pRSn : s`dw isMG ny ikhw ik A`j myrI vwrI hY[ au~qr : sMbMD kwrk[ pRSn : jIauxw lukx leI cu`GI iv`c bYT igAw[ au~qr : AiDkrn kwrk[ (k) hyT ilKy muhwvirAW dy ArQ d`s ky vwk bxwE- A`g dI nwl , l`Q-p̀Q hoxw, A`g bbulw hoxw, p`qw-p`qw Cwnxw au~qr : A`g dI nwl – (lVwkw) sd̀w isMG inrI A`g dI nwl sI, in`kI-in`kI gl̀ qy lVn leI iqAwr ho jWdw sI[ l`Q-p̀Q hoxw-(burI qrHW nwl il`bV jwxw) isr iv`c khI vj̀ jwx krky s`dw isMG Kun nwl l`Q-p̀Q ho igAw[ A`g bbulw hoxw- (bhuq gùsy hoxw) rmyS suryS nUM dyKdy swr hI A`g bbulw ho igAw[ p`qw-p̀qw Cwnxw – (brIkI nwl jWc krnI) cor dw pqw lgwaux leI puils nUM p`qw-p̀qw Cwnxw pYNdw hY[ pRSn : ------------------------------------[ au~qr : Awpw – sMbMD kwrk kuVI nUM – krm kwrk pRSn : lyKk ny im`qr rwhIN irSqw l`iBAW[ au~qr : lyKk ny- krqw kwrk im`qr rwhIN- krm kwrk pRSn : hyT ilKy vwkW iv`coN ivSySx cux ky auhnW dIAW iksmW ilKo[ rwxI Fyr swrIAW jmwqW pVHI hoeI sI- au~qr : Fyr swrIAW – AinSicq, sMiKAw vwck

pRSn : muMfw s`q smuMdroN pwr Aw irhw sI[ au~qr : s`q smuMdroN pwr- inSicq sMiKAw vwck pRSn : quhwfy muMfy dI aumr bhuq izAwdw hY[ au~qr : bhuq izAwdw- pirmwx vwck pRSn : auh lVkw bhuq lwlcI hY[ au~qr : bhuq izAwdw- guxvwck ivSySx pRSn : ivroDI Sbd iks nUM ikhw jWdw hY? au~qr : ivroDI qoN Bwv hY ault[ijhVy Sbd ie`k dUjy qoN aulty ArQ vwly hox ausnUM ivroDI Sbd ikhw jWdw hY[ijvyN – ausqq- inMidAw auqpqI- ivnwS Eprw- jwxU aujwV- v`sy sMgwau- inJ`k AwQx- svyr sMBv- AsMBv iekrwr- ienkwr kmwaU- gvwaU kwrIgr- AnwVI hmwieqI- ivroDI sMKyp- ivsqwr h`iqAw- r`iKAw sulHw- lVweI ihMsw- AihMsw gwlHVI- cu`p-psMd KrHvW- mulwwiem Kwrw- im`Tw guMJldwr- mulwiem guMmnwm- jwxU GrylU- bzwrI duqkwrnw- siqkwrnw FIT- AwigAwkwrI jbwnI- ilKqI jMglI- pwlqU inh`Qw- hiQAwrbMd inrl`j- lìjAwvwn inrml- mYlw dlyr- frwkl p`Kpwq- inrp`K prq`K- lukvW XkInI- S`kI ivCoVw- imlwp byhw- s`jrw moklw- qMg loBI- iqAwgI byvkUP- AklmMd nvIn- pRwcIn pRIq- nPrq monw- kySDwrI inMdxw- slwhkwr pwTk- lyKk pRSn-1 hyT ilKy vwkW iv`coN moty SbdW dy ivroDI Sbd bxw ky vwk dubwrw bxwE- (1) mYnUM TMFw du`D bhuq psMd hY[ mYnUM grm du`D bhuq psMd hY[ (2) sUrj au~g irhw hY[ sUrj iCp irhw hY[ (3) aus iv`c bhuq AOgux hn[ aus iv`c bhuq gux hn[ (4) rwm ie`k frpok muMfw hY[ rwm ie`k dlyr muMfw hY[ (5) swfI tIm hwkI dw mYc ijq̀ geI[ swfI tIm hwkI dw mYc hwr geI[ (6) du`D vwlw brqn BirAw hY[ du`D vwlw brqn KwlI hY[ (7) nIlU ny swP puSwk pweI hoeI hY[ nIlU ny mYlI puSwk pweI hoeI hY[ hor pRSn pRSn : khwxIkwr iks qrHW dI soc dw DwrnI sI? pRSn : byruzgwr DIAW vl̀oN nOkrI mMgx qy smyN dIAW srkwrW vl̀oN kI slUk kIqw jWdw hY? pRSn : keI vwr byruzgwr kuVIAW dw iek`T kI krn leI mzbUr ho jWdw hY? pRSn : DI dI ikhVI g`l sux ky khwxIkwr p`Qr hI bx ky rih igAw? pRSn : khwxIkwr Aqy ausdI pqnI ivckwr rwxI dy irSqy nUM lY ky ikhVI bihs huMdI hY? pRSn : knyfw iv`c Awey muMfy nUM dyKx gey khwxIkwr nwl kI bIqI? pRSn: khwxIkwr ApxI DI nUM ivdyS iv`c ikauN Byjxw cwhuMdw sI?

iekWgI Ch-3 ikrq dw siqkwr

pRSn- ‘ikrq dw siqkwr’ iekWgI dy ikMny pwqr hn? aunHW bwry jwxkwrI idE[

au~qr- ‘ikrq dw siqkwr’ iekWgI iv`c l`gB`g ds pwqr hn[ ieh pwqr hyT ilKy hn- svwrI, kysr, syT, vpwrI dw munSI cuMnI lwl, muMfw, mweI, AKbwr vwlw, mwstr, ku`J ividAwrQI[

pRSn- b`s stwp dw idRS Apxy SbdW iv`c ilKo[

au~qr-iekWgIkwr fw. hrcrn isMG jI ny AwpxI iekWgI ‘ikrq dw siqkwr’ iv`c sMn 1955 dOrwn id`lI dI ie`k bsqI dy bs̀ stwp dw idRS vrnx kIqw hY[ bs̀ A~fy au~pr iqMn bMdy Aqy ie`k iesqrI bs̀ dI aufIk iv`c KVHy pyS kIqy gey hn[ ie`k svwrI ijs dI 13 nMbr dI b`s ink̀l geI huMdI hY, auh vI b`s A`fy qy AwaudI hY[

pRSn- ikSn kox hY qy auh kI kMm krdw hY?

au~qr-iekWgI iv`c ikSn pihlW bUt pwilS krn vwly muMfy dy rUp iv`c swfy swhmxy pyS huMdw hY[ iekWgI dy AMq ivc jdoN ausdw AiDAwpk Aqy ausdy dosq ausnUM pihcwx ky ausdw nW lYNdy hn qW ausdy nW bwry pqw lg̀dw hY[ ikRSn iek̀ grIb ividAwrQI hY jo ik nOvIN jmwq iv`c pVHdw hY[auh lokW dy bUt pwilS krky ApxI PIs Aqy ikqwbW jogy pYsy iek`Ty krdw hY[ ausdy ipqw dI Bwrq-pwiksqwn vMf dOrwn mOq ho geI sI[ aus dI mW lokW dy k`pVy isauN ky rotI pwxI dw fMg tpwauNdI hY[

pRSn- iekWgI dy ivSy vsqU bwry ilKo[

au~qr- iekWgI ‘ikrq dw siqkwr’ pRis`D iekWgIkwr fw. hrcrn isMG duAwrw ilKI geI hY[ ies khwxI ivc̀ auhnHW ny mnuK̀I kdrW kImqW nwl sMbMDq ivSy nUM ilAw hY[ ie`k kMjUs Aqy Ku`ly suBwA dy ivAkqI dI mwniskqw nUM pyS kIqw igAw hY[ iekWgIkwr ny ieh vI spS̀t kIqw hY ik swfy dyS iv`c imhnq krn vwilAW dI ikMnI durdSw hY[auhnW dI kIqI imhnq dw pUrw mu`l nhIN pwieAw jWdw Aqy nw hI ikrqI dw siqkwr kIqw jWdw hY[

pRSn- kysr Aqy syT dy sMvwd qoN iks qrHW dy ivcwrW dw pqw lg̀dw hY?

au~qr-ies iekWgI ivc̀ kysr Aqy syT dy sMvwd qoN auhnW dIAW AwdqW Aqy ivcwrW bwry pqw l`gdw hY[ kysr ie`k Ku`ly suBwA vwlw ivAkqI hY[ auh hwsw mzwk krn vwlw Aqy hr ie`k nwl hmdrdI BirAw rv`eIAw ApxwauNdw hY[dusry nUM ivAMgqwmk FMg nwl gl̀ sihjy hI kr jwxI aus dI Awdq dw ihs̀w hY[ iksy loVvMd dI shwieqw krnw vI aus dI Awdq dw ihs̀w hY[ auh iesqrIAW dI vI ie`zq krdw hY[

syT bhuq izAwdw kMjUs Aqy lwlcI iksm dw ivAkqI hY[ auh au~c vrg nwl sMbMD r`Kdw hY[ies krky auh ikrqI Aqy ikrq dw siqkwr nhIN krdw[ Apxy pYsy dy hMkwr iv`c auh mMdw vI boldw hY[

pRSn- iesqrI pwqr dI ikSn nwl hmdrdI ikauN hY? Awpxw au~qr 100-125 SbdW iv`c idE[

au~qr-ies iekWgI iv`c iesqrI pwqr ikSn nwl AwpxI hmdrdI dw pRgtwvw krdI hY[ jdoN ikRSn bUt pwilS krn leI bs̀ stYNf qy KVy pwqrW kol AwauNdw hY qW sB qoN pihlW auh AOrq hI ikSn dy koloN Awpxy sYNflW nUM pwilS krvwauNdI hY[ jdoN aus iesqrI nUM ieh pqw l`gdw hY ik bUt pwilS krn vwlw ikSn imhnqI Aqy pVHweI krn vwlw b`cw hY qW auh ausdI m`dd dy mksd nwl ausdI mzdUrI qoN vI v`D aus nUM duAwnI idMdI hY[auh ieh smJdI hY ik ikSn vrgy imhnqI Aqy hoxhwr bc̀y v`fy ho ky ikrq dw siqkwr jrUr krvwauxgy[

auh iesqrI ikSn nwl ies krky vI hmdrdI krdI hY ikauNik ausdy bwp dw Bwrq pwiksqwn dI vMf vyly kql ho igAw sI[ aus dI mW lokW dy k`pVy isauN ky rotI pwxI clwauNdI sI[ ikSn Awp lokW dy bUt pwilS krky Awpxy skUl dI PIs Aqy ikqwwbW kwpIAW dw Krcw pUrw krdw sI[

ikrq dw siqkwr

(A) ilMg bdlo-

muMfw – kuVI, iesqrI-purS syT-syTwxI Brw-BYx

(e) smwnwwrQk Sbd ilKo-

mKOl-mzwk, aufIk-ieMqzwr, mMgqw-iBKwrI, KYrIAq-rwzI KuSI

(s) hyT ilKy vwkW nUM Su`D krky ilKo-

1) muMfw bUt pwilS krdy hn[

muMfw bUt pwilS krdw hY[

2) iesqrI ny pùiCAw ik muMfw ikhVI jmwq iv`c pVdI hY[

iesqrI ny pu`iCAw ik muMfw ikhVI jmwq iv`c pVHdw hY[

3) syT jI topI nwl qusIN pUry dyS Bgq l`gdw hY[

syT jI topI nwl qusIN pUry dyS Bgq l`gdy ho[

4) pMcwieq iv`c hI PYslw kr lYxy cwhIdy hn[

pMcwieq iv`c hI PYsly kr lYxy cwhIdy hn[

5) mwstr jI ieh muMfw bhuq hoxhwr ividAwrQI hn[

mwstr jI ieh muMfw bhuq hoxhwr ividAwrQI hY[

h) hyT ilKy vwkW ivc̀oN nWv cux ky auhnW dI iksm ilKo-

1) bUt pwilS krn vwlw muMfw grIb hY[

bUt, muMfw - Awm nWv

2) muMfw bUt pwilS krdw hY[

bUt, muMfw - Awm nWv

3) sonw bhuq mihMgw ho igAw hY[

Sonw- vsqUvwck nWv

4) muMfy nUM hoxhwr ikhw igAw hY[

muMfy - Awm nWv, hoxhwr – Bwv vwck nWv

5) iekWgI iv`c AmIr grIb dw Prk dìsAw igAw hY[

iekWgI – Awm nWv

k) hyT ilKy vwkW iv`c lkIry pVnwvW dIAW iksmW ilKo-

1) syT jI qusIN Awp muMfy nUM pYsy idau[

Awp-in`j vwck pVnWv

2) kOx bUt pwilS kr irhw hY?

kOx - pRSnvwck

3) auh mzdUrI krdy hn[

auh – inScyvwck pVnWv

4) aunHW dw skUl ik`Qy hY?

ik`Qy – pRSnvwck pVnWv

5) ijhVy imhnq krdy hn, auh sPl ho jWdy hn[

auh – sMbMDvwck pVnWv

hor pRSn-

pRSn- syT ny iks qrHW dw pihrwvw pwieAw hoieAw sI?

pRSn- syT kuJ kwhl Aqy Gbrwht ivc̀ ikauN hY?

pRSn- syT ApxI dukwn qy jwx leI koeI tYksI ikauN nhIN krdw?

pRSn- muMfy ny ApxI kmweI dI jwxkwrI idMidAW AOrq nUM kI ikhw?

pRSn- kysr iks qrHW dy cir`qr dw AwdmI hY? aus bwry jwxkwrI pwE[

pRSn- bUt pwilS krn vwlw AwdmI quhwnUM iks qrHW dw l`gdw hY? kI qusIN aus pRqI hmdrdI r`Kdy ho?

BEEHIVE- CHAPTER 1 (POEM) THE ROAD NOT TAKEN THINKING ABOUT THE POEM 5. Where does the traveller find himself? What problem does he face?

Ans: The traveller find himself in the yellow woods at a point where road forks into two. The problem that he faces is that he cannot decide which road to take to continue his journey since it is not possible for him to travel both roads at the same time. 6. Discuss what these phrases mean to you.

vi. A yellow wood vii. It was grassy and wanted wear viii. The passing there

ix.Leaves no step had trodden black x.How many leads on to way

Ans: vi. Yellow wood symbolizes the autumn season. As autumn corresponds to withering of the

old leaves; the poet could be symbolically talking about the later stages of life of a man. vii. It conveys that the road was full of grass and less travelled one. The poet personifies the

road by saying ‘wanted wear’. It could imply the road needed to be explored or travelled as only very few have done so.

viii. The phrase is used with respect to the path he chose to walk or rather is used as ‘while walking the path’.

ix. The poet uses this phrase to lay emphasis on the fact that he was unable to decide which path to choose. Both the paths seemed same, as the leaves have not changed their colour into black by people walking on them. Figuratively, it could represent a dilemma to choose a one path over the other for the fear of uncertainty.

x. The phrase is used in continuation to the idea that poet wanted to return and try the first road for another day. But, he soon realized how one way leads to another until one is very far from where it started. Figuratively, this phrase means how certain decisions one makes in life could pave the way for many other decisions. 7. Is there any difference between the two roads as the poet describes them

iii. In stanzas two and three? iv. In the last two lines of the poem

Ans: iii. In stanza two, the poet explains that the only difference between the two roads was that

the road he took had the right to be chosen (the better claim) because it was covered with grass and looked as if it had not been used too much. Besides this difference, both roads had been equally worn down by passers – by travelling on them. In the stanza three, the poet says that both the roads were equally covered with leaves and no person had stepped on.

iv. In the last two lines of the poem, the poet says that there is a difference between the two roads because he took the road that was less travelled by other people and that made all the difference to his journey. 8. What do you think the last two lines of the poem mean? (Looking back, does the poet regret his choice or accept it?) Ans: The last two lines of the poem mean the acceptance of reality. The poet made a choice and accepted the challenging path. He took an unexplored path in his life. He wanted to do something different, so he chooses the less travelled road. He is not disappointed by

his decision. For a common man, the phrase reflects the everyday dilemma one must face to make different choices. No Matters, how far the choices takes a man in life, one shouldn’t regret about not taking the other path and wondering if the life could have been better than what it is. ivAwkrx Sbd Su`DI

1. TIk Sbd au~qy golw lgwE-

a) snq sMq sAnMq sNq

A) jYhr zihr jhYr jihr

e) iDXwn iDAwn DYAwn iDAwx

s) bOhq bhuq bhoq buhq

h) kiv kvI kbI kib

k) shurw sohrw shorw saUrw

K) s`qrI CqrI Cq̀rI sqArI

g) BwrqI BwArqI BwXrqI BwrqIh

G) ivXkqI ivAkqI vAkqI vIAkqI

2. hyTW id`qy vwk ivcoN Su`D Sbd joVW vwly vwk dy swhmxy shI dw inSwn lgwE-

a) Aj bOhq grmI sI[

A`j bhuq grmI sI[

A`j bhoq grmI sI[

Aj bhuq gArmI sI[

A) myry kol sq gydW hn[

myry koAl sq gydW hn[

myry kol sq̀ gyndW hn[

myry kol sq̀ gyNdW hn[

e) muMfw bhuq suMdr hY[

munfw bhuq sundr hY[

muMfw bhuq suNdr hY[

muMfw bohq suMdr hY[

s) ieh GoAVI qyj B`jdI hY[

eih GoVI qYz B`jdI hY[

ieh GoiV qyz B`jdI hY[

ieh GoVI qyz B`jdI hY[

h) auh kAm AOKAw hY[

auh kMm AOKw hY[

aUh kMm AauKw hY[

auh kAm AOKw hY[

pRSn: a, A, e svr AK̀rW nwl ikhVIAw lgW dI vrqoN kIqI jWdI hY?

au~qr: a, A, e svr A`KrW nwl hyT ilKIAW lgW dI vrqoN kIqI jWdI hY:-

b- AONkV, dUlYNkV, hOVw B- mukqw (koeI icMnH nhIN), kMnw (w), dulwvW ( Y ), knOVw ( O )

e- ishwrI (i), ibhwrI (I), lW ( y)

pRSn: ibMdI dI vrqoN ikMnIAW qy ikhVIAW lgW nwl kIqI jWdI hY?

au~qr:ibMdI dI vrqoN Cy lgW nwl kIqI jWdI hY:- kMnW (w), ibhwrI (I), lW ( y), dulwvW ( Y), hoVw ( o), knOVw ( O)[

pRSn: it`pI dI vrqoN ikMnIAW qy ikhVIAW lgW nwl kIqI jWdI hY?

au~qr:ibMdI dI vrqoN cwr lgW nwl kIqI jWdI hY:- mukqw, ishwrI (i), AOkV ( u ), dulYkV ( U)[

pRSn: A`Dk dI vrqoN ikMnIAW Aqy ikhVIAW lgW nwl kIqI jWdI hY?

au~qr: AD̀k dI vrqoN iqMn lgW nwl kIqI jWdI hY:- mukqw, ishwrI (i), AOkV ( u)

pRSn: pMjwbI BwSw ivc̀ ikirAw Sbd bxwaudy smyN ikhVy inXm dI vrqoN kIqI jWdI hY?

au~qr: pMjwbI BwSw ivc̀ ikirAw Sbd bxwaudy smyN mUl Sbd dy nwl ‘x’ iliKAw jWdw hY[pr ijhVy Sbd mUl SbdW dy AMq iv`c ‘r,V,x’ mukqw hox qW ikirAw bxwaux smyN ‘n’ jW ‘nw’ Sbd joiVAw jWdw hY[ijhVy ikirAw SbdW dy mUl SbdW nwl knOVy ( O) dI Avwz Awvy au~Qy mUl SbdW nwl knOVy dI QW ‘Aw+au’ dI vrqoN kIqI jWdI hY[

pRSn: sMXukq ivAMjn dI vrqoN dy inXm ilKo[

au~qr: pMjwbI ivc̀ sMXukq ivAMjn bhuq Gt̀ vrqy jWdy hn[vrqy jwx vwly sMXukq ivAMjnW iv`coN dusrw ivAMjn pihly dy pYr iv`c iliKAw jWdw hY Aqy ienHW do ivAMjnW dw aucwrn juVvw huMdw hY[pMjwbI BwSw iv`c iqMn sMXukq ivAMjn hn:- h, r, v[

4. ‘h’ dI vrqoN Awm qOr qy n,m,r,l Aqy ‘V’ nwl kIqI jWdI hY ijvyN aunHW, jmHW, vrHw, mlHm, cVH Awid[

5. ‘r’ dI vrqoN ihMdI Awid BwSwvW dy AwDwr qy ho rhI hY ijvyN pRSn, pRBU, pRDwn, ipRMsIpl Awid[sMsikRq dy AMq ivc̀ Awaux vwly sMXukq ivAMjn pMjwbI iv`c pUry aucwry Aqy ilKy jWdy hn[ijvyN XwqRw-Xwqrw, im`qR-im`qr, XMqR-XMqr Awid[ 6. nvIn SbdWvlI Anuswr ‘v’ dI pYr iv`c vrqoN l`g-Bg̀ Kqm ho cuk̀I hY[ CHAPTER- 2, WIND - BEEHIVE Thinking about the poem 1. What are the things the wind does in the first stanza? Ans:- In the first stanza, the wind breaks the shutters of the window, scatters the paper, throws down the book from the shelf, tears the pages of the books and brings showers of rain. 2. Have you seen anybody winnow grain at home or in a paddy field? What is the word in your language for winnowing? What do people use for winnowing? Ans:- Yes, I have seen many winnowing grain in villages. Pachhorana is the word in my language for winnowing. People use chaaj of winnowing fan for winnowing purpose. 3. What does the poet say the wind god winnows? Ans:- The poet says that the wind god winnows the weak crumbing houses ,doors, rafters, wood, bodies, lives and hearts and then crushes them all. 4. What should we do to make friends with the wind? Ans:- To make friends with wind we need to build strong homes with firm doors. We should also make ourselves physically and mentally strong. Firm bodies and having steadfast hearts. 5. What do the last four lines of the poem mean to you? Ans:- In the last four lines, the poet inspires us to face the wind, which symbolizes the hardships of our lives, courageously. He tells us that the wind can only extinguish the weak fires. It intensifies the stronger ones. Similarly, advertises deter the weak- hearted but make stronger those who have unfaltering will. In such a case, befriending the wind or the hardship of life makes it easier for us to face them. 6. How does the poet speak to the wind- in anger or with humour? You must also have seen or heard of the wind “Cumbling lives”. What is your response to this? Is it like the poet’s? Ans:- The poet speaks to the wind with anger. Yes, strong winds are known to cause plenty of damage and destruction of both life and property. Storms, cyclones, gales and strong wind cause havoc on land. They uproots trees, bring down houses, tear down electric posts and claim lives. They also cause damage to boats and frighten the poor sailors and fishermen out at sea. Yet, I do not agree with the poet that the wind only ‘Crumbles lives’. The wind is responsible for bringing rain. It cools the land and makes the climate pleasant. Today, wind energy is harnessed for several useful purpose including turning windmills, wind turbines and generating electricity. Ch- Evelyn a Glennie Answer these questions in a few words or a couple of sentences each. 1. How old was Evelyn when she went to the Royal Academy of Music? Ans:- Evelyn was seventeen years old when she went to the Royal Academy of Music in London. 2. When was her deafness first noticed? When was it confirmed? Ans:- Her deafness was first noticed when she was eight year old and it was confirmed when she was eleven.

Answer each questions in a short paragraph 1. Who helped her to continue with music? What did he do and say? Ans:- Percussionist Ron Forbes helped Evelyn to continue with music. He began by tuning two large drums to different notes. He asked her not to listen to them through her ears but to try and sense the sound in some other manner. 2. Name the various places and causes for which Evelyn performs. Ans:- Evelyn, with a hectic international schedule, gives solo performances at regular concerts, apart from these, she gives free concerts in prisons and hospitals. She also accords high priority to classes for young musicians.

PUNJABI jIvnI-1- krqwr isMG srwBw

pRSn- krqwr isMG srwBw dy mu`Fly jIvn ’qy rosnI pwE[ au~qr-krqwr isMG srwBw dw jnm 24 meI 1896 eI. nUM hoieAw[ ausdw bcpn bVy lwf ipAwr ivc̀ guzirAw[ pMj ku swl dI aumr iv`c aus nUM srwBy dy pRwiemrI skUl iv`c dwKl krvwieAw igAw[ies ip`CoN mwlvw Kwlsw hweI skUl luiDAwxw qoN imfl pws kIqI[ iPr imSn hweI skUl iv`c dwKl ho igAw[ iPr pVHweI iv`c idn nw l`gx krky nOvIN dI pVHweI iv`cy hI C`f ky Awpxy cwcw jI kol auVIsw clw igAw ij`Qy ausny dsvIN pws kIqI[ pRSn- krqwr isMG srwBw au~c iv`idAw pRwpq krn leI ikhVy dys igAw sI? au~qr- krqwr isMG srwBw au~c ivìdAw pRwpq krn leI AmrIkw igAw sI[ pRSn- Bgq isMG dI jyb ivc̀ iksdI qsvIr rihMdI sI qy ikauN? au~qr- Bgq isMG dI jyb ivc̀ krqwr isMG srwBw dI qsvIr rihMdI sI ikauNik auh srwBw nUM Awpxw pRyrnw sroq, gurU, im`qr Aqy Brw mMndw sI[ pRSn- krqwr isMG srwBw nUM &wsI dyx leI ikhVw ielzwm lgwieAw igAw sI qy ikauN? au~qr- krqwr isMG srwBw nUM &wsI dyx leI auhnW dy au~pr ieMglYNf dy bwdSwh ivruD̀ XuD̀ CyVn Aqy AMgryzI rwj dw q^qw pltx dI koiSS vrgy ielzwm lgwey gey[ pRSn- gdr dI AsPlqw leI kOx ijMmyvwr sn? au~qr- gdr dI AsPlqw leI ikrpwl isMG ijMmyvwr sI[ pRSn- gdr krn leI iks-iks kRWqIkwrI nUM izMmyvwrI sOpI geI sI? au~qr-gdr krn leI krqwr isMG srwBw Aqy ivSxU gxyS ipMgly nUM izMmyvwrI sOpI geI sI[ pRSn-Bwrq dI AzwdI dy sMGrS iv`c ShId hoey iksy dySBgq bwry jwxkwrI idE[ au~qr- Bwrq dI AzwdI dy sMGrS iv`c AnykW dyS-BgqW dy nW ieiqhws dy sunihry pMinAW ’qy hmySW Druv qwry vWg cmkdy rihxgy[iehnW dyS BgqW iv`coN ShId Bgq isMG ie`k isrl`Q GulwtIey sn[iehnW dw j`dI ipMf KtkV klW izlHw jlMDr (hux ShId Bgq isMG ngr) sI[ prMqU iehnW dy jnm qoN pihlW iehnW dw pirvwr ipMf bMgw (izlHw lwielpur pwiksqwn ivc̀) jw ky v`isAw sI[ie`Qy hI srdwr Bgq isMG dw jnm 1907 eI0 iv`c srdwr ikSn isMG dy Gr hoieAw[ s: Bgq isMG dy ipqw ie`k au~Gy kWgrsI nyqw sn[pRis`D ienklwbI s: AjIq isMG Bgq isMG dy cwcw sn[ jilHAW vwly KUnI kWf dw Bgq isMG ’qy bhuq Asr ipAw sI[ 1925 eI0 iv`c Bgq isMG, suKdyv, BgvqI crn qy DnvMqrI Awid nOjvwnW ny ‘Bwrq sBw’ bxw ky AMgryzW ivru`D XuD̀ SUru kr id`qw[ 1929 eI0 iv`c Bgq isMG qy bI0ky0 d`q ny Dmwky vwly bMb AsYNblI iv̀c

su`ty Aqy ienklwb izMdwbwd dy nwAry lwauNidAW igR&qwrI dyy id`qI[mukd̀mw clw dy dovW nUM aumr kYd dI szw suxweI geI[iPr sWfrs dy kql dy AprwD iv`c Bgq isMG , suKdyv qy rwjgurU nUM &WsI dI szw suxweI geI[23 mwrc 1931 eI0 nUM rwq vyly auhnHW nUM &WsI idq̀I geI[ pRSn- gdr lihr dIAW mhq̀vpUrn imqIAW nwl ies dIAW srgrmIAW dI crcw kro[ au~qr-21 PrvrI 1915 eI0 : ieh idn gdr lihr ArMB krn leI inXq kIqw igAw sI[ies leI swrIAW iqAwrIAW vI mukMml kr leIAW geIAW sn[Zdr myrT, iProzpur Aqy mIAW mIr (lwhOr) qoN SurU hoxw sI[srwBw ny i&rozpur Aqy ivSnUM gxyS ipMgly ny myrT dI kwrvweI iv`c ihs̀w lYxw sI[

20 PrvrI 1915 : ies idn Zdr dy pRmu`K nyqwvW ny lopoky dy puils stySn qy hmlw krky 21 PrvrI 1915 eI0 nUM lwhOr phuMcxw sI[ 19 PrvrI 1915: ieh imqI 21 PrvrI 1915 dI QW r`KI sI ijs dI sUcnw vI ikrpwl isMG ny AMgryzW qk̀ phuMcw id`qI sI[ 2 mwrc Aqy 23 mwrc 1915: 2 mwrc 1915 eI0 nUM krqwr isMG Aqy 23 mwrc 1915 eI0 nUM ivSnUM gxyS ipMgly nUM igRPqwr kr ilAw igAw[ pRSn-2 KwlI QwvW Bro- a) srwBy nMU sn&rWissko auqrn dI AwigAw idq̀I geI[ A) srwBy ivc̀ AzwdI dI cyqnw auVIsw iv`c pYdw hoeI[ e) AMgryz srkwr ny srwBy nUM sB qoN v`D Kqrnwk ienklwbI krwr id`qw igAw[ s) lopoky puils stySn au~pr hmlw krn dI Xojnw bxweI geI[ h) ikRpwl isMG ny Zdr dI sUcnw AMgryzW nUM idq̀I[ pRSn-3 hyT ilKy SbdW nUM SuD̀ krky ilKo[ mofIAw, srwbw, ieqIhws, jUnIvristI, jSIlw au~qr- moFIAw, srwBw, ieiqhws, XUinvristI, joSIlw[ pRSn-4 ivroDI Sbd ilKo[ dyS-Bgq -g~dwr igRPqwrI -Cutkwrw AzwdI -ZulwmI pUrqI -ApUrqI pRSn-5 smwnwrQk Sbd ilKo- hmlw, mukMml, Zdr, sMgIn au~qr- hmlw: h`lw, Awkrmx

mukMml: pUrw, sMpUrn Zdr: ivdroh, bZwvq, sMGrS SMgIn: gMBIr, gihrI

pRSn: hyT ilKy vwkW iv`c lkIry SbdW dy nwvW dI pCwx kro[ a) ivSxU gxyS ipMgly ny myrT iv`c ivdroh krnw sI[

- Kws nWv A) srwBy au~pr AMgryz srkwr dw q^qw pltx dw ielzwm lwieAw igAw[ - Kws nWv e) ikrpwl isMG, srwBy qy ipMgly nwloN buzidl sI[

- Kws nWv s) Bgq isMG, srwBy dI Poto ApxI zyb iv`c rK̀dw sI[ Bgq isMG, srwBy - Kws nWv

Poto- Awm nWv h) srwBw zoSIlIAW kivqwvW ilKdw sI[ - Kws nWv hor pRSn- pRSn- krqwr isMG nOvIN jmwq dI pVHweI C`f ky auVIsw ikauN clw igAw sI? pRSn- krqwr isMG ikho ijhI buD̀I dw mwlk sI? ausny ikhVI-ikhVI BwSw iv`c muhwrq hwsl kr leI sI? pRSn-krqwr isMG ny dyS nUM Azwd krvwaux leI kI supnw vyiKAw sI? pRSn-Zdr lihr nUM Aw^rI Jtkw kdoN lg̀w sI? pRSn-Zdr pwrtI dIAW XojnwvW AslI jwmw ikauN nw pihn skIAW? pRSn-krqwr isMG dw dyS nUM Azwd krvwaux dy imSn dw rozwnw pRogrwm kI sI?

HINDI ikB& Ygklk dh vksj

iz-1 FkksM#yk ds igys ds vkf[kjh xkWao igqWapus ij fHk[keaxs ds os”k esa gksus ds ckotwn ys[kd dks Bgjus ds fy, mfpr LFkku feyk tc fd nwljh ;k=k ds le; Hknz os”k Hkh mUgsa mfpr LFkku ugha fnyk ldkA D;ksa\ m0- FkksM#yk ds igys ds vkf[kjh xkWao igqWapus ij fHk[kHkaxs ds os”k esa gksus ds ckotwn ys[kd dks Bgjus ds fy, mfpr LFkku feyk D;ksafd mu ds lkFk eaxksy fHk{kq lqefr FkkA ftu dh ogkWa vPNh tku igpku FkhA J¼k Hkko ds dkj.k yksxksa us muds Bgjus dk mfpr izcU/k fd;k fdarq ikWap lky ckn tc ns Hknz ;k=h ds os”k esa ?kksM#ks ij lokj gksdj vk, rks yksxksa us fdlh vfu’B ds gksus dh v”kadk ls mUgsa Bgjus ds fy, mfpr LFkku ugha fn;kA vU; dkj.k ;g Hkh gks ldrk gS fd “kke ds le; ogkWa ds yksx NM# ihdj vius gks”k&gokl xok cSBrs gSaA mUgsa vPNs cqjs dh igpku ugha j[krhA iz-2 ml le; ds frCcr esa gfFk;kj dk dkuwu u jgus ds dkj.k ;kf=;ksa dks fdl izdkj dk Hk;k cuk jgrk Fkk\ m0- ml le; ds frCcr esa gfFk;kj dk dkuwu ugha FkkA yksx ykBh dh rjg fiLrkSy rFkk canwd ysdj ?kwers FksA Mkdw tgkWa Hkh futZu LFkku ikrs Fks ogkWa ls tkus okys ;kf=;ksa dks igys ekjrs Fks fQj ywVrs FksA Mkdw ;kf=;ksa dks tku ls blfy, ekjrs Fks D;ksafd mUgsa [kqn vius izk.kksa dk [krjk gksrk FkkA futZu LFkuksa esa ejs gq, vknfe;ksa dh dksbZ ijokg ugha djrk FkkA ;gh dkj.k Fkk fd ;kf=;ksa dks lnk tku dk [krjk cuk jgrk FkkA iz-3 ys[kd yMdksj ds ekxZ esa vius lkfFk;ksa ls fdl dkj.k fiNM# x;k \ m0- ys[kd yMdksj ds ekxZ esa nks dkj.kksa ls vius lkfFk;ksa ls fiNM# x;k FkkA ,d rks ;g Fkk fd og ftl ?kksM#s ij lokj Fkk] og cgqr /khjs py jgk FkkA ys[kd us le>k fd FkdkogV ds dkj.k og /khesa py jgk gSA ftl dkj.k mUg®usa ml dks ekjuk mfpr ugha le>kk vkSj cgqr ihNs jg x;kA nwljk dkj.k ;g Fkk fd ,d txg nks jkLrs fudy jgs FksA mlds ckn ys[kd ,d jkLrs ij pyrk gS vkSj dkQh nwj tkus ij mls irk pyrk gS fd mls rks nwljs jkLrs ij tkuk FkkA og ogkWa ls okfil vkdj nwljs jkLrs dks viukrk gSA blh dkj.k og vius lkFk;ksa ls fiNM# x;k FkkA iz-4 ys[kd us “ksdj fogkj esa lqefr dks muds ;tekuksa ds ikl tkus ls jksdk] ijUrq nwljh ckj jksdus dk iz;kl D;ksa ugha fd;k\

m0- ys[kd us “ksdj fogkj esa lqefr dks muds ;tekuksa ds ikl tkus ls blfy, jksdk D;ksafd og vdsyk jg tkrk] ijUrq nwljh ckj tkus ls jksdus dk iz;kl mUgksusa ugha fd;k D;ksafd ftl eafnj esa og cSBs Fks ogkWa cq¼ opu vuqokn dh gLrfyf[kr ,d lkS rhu iksfFk;kWa Fkh vkSj ys[kd v/;;u djds muds fo’k; esa tkuuk pkgrk FkkA blfy, mUgksusa mls tkus ls ugha jksdkA iz-5 viuh ;k=k ds nkSjku ys[kd dks fdu dfBukb;ksa dk lkeuk djuk iM#k\ m0- viuh frCcr ;k=k ds nkSjku ys[kd dks vusd dfBukbZ;ksa dk lkeuk djuk iM#kA bl le; Hkkjfr;ksa dks frCcr ;k=k dh vuqefr ugha FkhA blfy, ys[kd dks fHk[kkjh dk Nn~e os”k /kkju djuk iM#kA Ygklk dh vksj tkus okys nqxZe jkLrksa ij pyuk iM#kA mWaph vkSj [krjukd txgksa dks ikj djuk iM#kA frCcr dh dM#h /kwi vkSj BaM dk lkeuk djrs gq, viuh ihB ij viuk lkeku

He also asked mother to bring him the newspaper and his slippers, and kezia to pull off his boots. c. On Sunday, kezia’s father would stretch out on the sofa. He would cover his face with handkerchief, put his feet on one of the cushion and sleep soundly. iv. In what ways did Kezia’s grandmother encourage her to get know her father better? Ans- Kezia’s grandmother encourage her to get to know her father better by sending her to the drawing room to talk to her parents on Sunday. She also suggested kezia to make a pin cushion out of a beautiful piece of yellow silk as a gift for her father’s birthday. 2. Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each. i. Kezia’s efforts to please her father resulted in displeasing him very much. Hoe did this happen? Ans- Kezia’s efforts to please her father resulted in displeasing him. On every Sunday, her grandmother sent her down to the drawing room to have nice talk with father and mother. But her presence always irritated the father. He used to call her ‘little brown owl’. One day her grandmother told her that her father’s birthday would be next week and suggested that she should make him a pin- cushion for beautiful gift. After stitching three sides of the cushion with double cotton with great care and effort. Kezia was stuck as to what to fill the cushion with. Since her grandmother was busy in the garden, she searched her mother’s bedroom for scraps. Finally, she discovered sheets of paper on the bed table. Unfortunately, her efforts to please her father not only went in vain but also had an unanticipated consequence. This was because the sheets she had torn were her father’s speech for the port authority. Her father scolded her for touching that did not belong to her and punished her by hitting her palm with a ruler. ii. Kezia decides that there are “different kinds of fathers”. What kind of father was Mr. Macdonald, and how was he different from Kezia’s father? Ans- Kezia compared her father with Mr. Macdonald, her next door neighbour. He was a loving,

gentle and forgiving father. He was always smiling and playing with his children. He treated his children in a friendly manner. He was just opposite to the kezia’s father. Unlike kezia’s father he never punished his children. He played with them whenever he was free. Kezia’s father was very harsh and a strict disciplinarian.

iii. How does kezia begin to see her father as a human being who needs her sympathy? Ans- With her mother and grandmother at the hospital, Kezia is left at home in the care of Alice, the cook. At night, after she is put to bed by the cook, she has s nightmare. She calls for her grandmother but, to her surprise. She finds her father standing near her bed. He takes her in his arms and makes her sleep next to him. Half asleep, she creeps close to him, snuggles her head under his arm, and holds tightly to his shirt. Her father asks her to rub her feet against his legs for warmth. Her father goes off to sleep before her. This makes her understand that he has to work hard every day and this leaves him too tired to be like Mr. Macdonald. She expresses her altered feelings for her father by telling him that he has a ‘big heart’.

ENGLISH CH- THE LOST CHILD INTRODUCTION TO THE LESSON

The Lost Child is the story of a small child who gets lost in a fair. He had gone with his parents to the fair but loses them when he gets engrossed in looking at a roundabout swing. The story highlights the bond of love and affection that the child shares with his parents. Before losing them he had been demanding different things like sweets, balloons, flowers, swings, etc. Once he loses them, he is picked up by a stranger. The stranger tries to quieten the child by offering him all these things that he had demanded from his parents but the child does not want them any more. He wants his parents first. SUMMARY It was the season of spring. The people of the village came out of their houses, in colourful attire and walked towards the fair. A child along with his parents was going to the fair and was very excited and happy. He was attracted to the stalls of toys and sweets. Though, his father got angry but his mother pacified him and diverted his attention towards other things. The child moved forward but once again lagged behind because his eyes were caught by one thing or the other every now and then. As they moved forward, the child wanted the various things on the stalls. His mouth watered seeing sweets decorated with gold and silver leaves. He wanted his favourite burfi but knowing that his parents would refuse on the ground that he was greedy, he walked ahead. Then he saw beautiful garlands of gulmohur but didn’t ask for it, then he saw balloons but he knew very well that his parents would deny due to the fact that he was too old to play with balloons, so he walked away. Then he saw a snake charmer and a roundabout swing. As he stopped to ask his parents for permission to enjoy the swing, to his astonishment, there was no reply. Neither his father nor his mother was there. Now the child realized that he was lost. He ran here and there but could not find them. The place was overcrowded. He got terrified but suddenly a kind hearted man took him up in his arms and consoled the bitterly weeping child. He asked if he would like to have a joyride but the child sobbed “I want my father, I want my mother.” The man offered him sweets, balloons and garland but the child kept sobbing “I want my father, I want my mother.” EXPLANATION It was the festival of spring. From the wintry shades of narrow lanes and alleys emerged a gaily clad humanity. Some walked, some rode on horses, others sat, being carried in bamboo and bullock carts. One little boy ran between his father’s legs, brimming over with life and laughter. wintry shades of narrow lanes and alleys: in the winter season, the narrow lanes were full of shade. Emerged: came out Brimming over: to be full of something The story is set in the spring season. As the winter season had just ended, all the people came out of their houses. They were cheerful as the chilling cold weather had ended. People conveyed through different modes - foot, horses, bamboo carts and bullock carts. A little child was accompanied by his parents. He ran excitedly and often banged into his father’s legs. He was full of life, excitement and laughter. “Come, child, come,” called his parents, as he lagged behind, fascinated by the toys in the shops that lined the way. Lagged behind: was left behind Fascinated by: attracted to

Lined the way: were set up along the way. The child was attracted to the toys which were displayed at the various stalls. As he would be left behind, his parents would call him to come with them. He hurried towards his parents, his feet obedient to their call, his eyes still lingering on the receding toys. As he came to where they had stopped to wait for him, he could not suppress the desire of his heart, even though he well knew the old, cold stare of refusal in their eyes. Lingering: lasting for a long time Receding: left behind as he walked ahead Suppress: put an end to Cold: without any feelings, emotions The child was obedient and would walk towards them on being called but his eyes would keep on looking at the toys that he wanted. As he reached them, he couldn't control his desire to buy a toy. He was familiar to the reaction that they would give. He knew that they would stare him indicating denial to buy him the toy. The child knew the emotionless way in which they would stare at him. “I want that toy,” he pleaded. The child was unable to control his desire any longer. He said that he wanted to buy the toy. His father looked at him red-eyed, in his familiar tyrant’s way. Tyrant: a cruel and oppressive ruler The father’s eyes grew red with anger. He looked at the child just like a cruel ruler who was trying to oppress him. His mother, melted by the free spirit of the day was tender and, giving him her finger to hold, said, “Look, child, what is before you!” Melted: became tender and loving The mother became emotional due to the cheerful mood. Lovingly, she gave her finger to the child to hold and guided him to a place. She asked him to see what was in front of him. It was a flowering mustard-field, pale like melting gold as it swept across miles and miles of even land. A group of dragonflies were bustling about on their gaudy purple wings, intercepting the flight of a lone black bee or butterfly in search of sweetness from the flowers. The child followed them in the air with his gaze, till one of them would still its wings and rest, and he would try to catch it. But it would go fluttering, flapping, up into the air, when he had almost caught it in his hands. Then his mother gave a cautionary call: “Come, child, come, come on to the footpath.” Pale: dull, colourless Gaudy: extremely bright and showy There was a vast field full of bright yellow - coloured mustard flowers. They seemed like flowing streams of gold and were widespread. A group pf dragonflies, black bees and butterflies buzzed around, sucking the nectar from the flowers. The child looked at them as they flew around. When one of the sat somewhere, he tried to catch them but the tiny creatures would fly away the next instance. The mother called out to him as they started walking down the footpath. He ran towards his parents gaily and walked abreast of them for a while, being, however, soon left behind, attracted by the little insects and worms along the footpath that were teeming out from their hiding places to enjoy the sunshine. Abreast: side by side and facing the same way Teeming out: to pour or empty out

The child ran towards his parents. He walked next to them but after few steps, he stopped to see the insects who were coming out of the soil. Once again the child was left behind. “Come, child, come!” his parents called from the shade of a grove where they had seated themselves on the edge of a well. He ran towards them. Grove: a small wood or group of trees The parents called him. They sat next to a well under the shady trees. The child once again ran and joined his parents. A shower of young flowers fell upon the child as he entered the grove, and, forgetting his parents, he began to gather the raining petals in his hands. But lo! he heard the cooing of doves and ran towards his parents, shouting, “The dove! The dove!” The raining petals dropped from his forgotten hands. As the child entered the shady forested area, he was welcomed by a shower of flowers. He forgot his parents and started collecting the petals that had fallen. Just then he heard the cooing of doves and was excited to see them. He started chasing the birds and in the process, the petals fell from his hand. (This shows that as the child got attracted towards the next thing, he forgot what he had been doing earlier). “Come, child, come!” they called to the child, who had now gone running in wild capers round the banyan tree, and gathering him up they took the narrow, winding footpath which led to the fair through the mustard fields. Capers: a playful skipping movement The parents called the child who was running and playing around a banyan tree. They lifted him and walked down a narrow, twisting lane through which they crossed the mustard fields and reached the fair. As they neared the village the child could see many other footpaths full of throngs, converging to the whirlpool of the fair, and felt at once repelled and fascinated by the confusion of the world he was entering. Throngs: huge crowds Converging: gathering As they were about to reach the fair, the child saw huge crowds of people walking from all directions towards the fair. The dense crowd scared him and he stepped back for a while but the next moment, he got attracted to the mind - boggling crowd of humanity. A sweetmeat seller hawked, “gulab-jaman, rasagulla, burfi, jalebi,” at the corner of the entrance and a crowd pressed round his counter at the foot of an architecture of many coloured sweets, decorated with leaves of silver and gold. The child stared open-eyed and his mouth watered for the burfi that was his favourite sweet. “I want that burfi,” he slowly murmured. But he half knew as he begged that his plea would not be heeded because his parents would say he was greedy. So without waiting for an answer he moved on. Heeded: paid attention to At the entrance of the fair, to one corner, a sweetmeat seller had set up a shop. He was selling various sweets like gulab jamun, rasgulla, burfi and jalebi. The sweets were displayed at different heights and were covered with foils of gold and silver. The boy's mouth watered when he sighted his favourite burfi. He expressed his desire to get one in a low voice because he knew that his

request would be refuted by his parents. They would say that he was greedy for the burfi. As he did not expect that his demand would be fulfilled, he walked further. A flower-seller hawked, “A garland of gulmohur, a garland of gulmohur!” The child seemed irresistibly drawn. He went towards the basket where the flowers lay heaped and half murmured, “I want that garland.” But he well knew his parents would refuse to buy him those flowers because they would say that they were cheap. So, without waiting for an answer, he moved on. The next stall was that of a flower seller. He announced that he was selling garlands of gulmohur flowers. The child wanted one of those. He walked towards the basket of lowers and again announced his desire to have one in a low voice because he knew that his demand would not be fulfilled. They would refuse to buy him the flowers as they would say that they were cheap. Again, the boy walked ahead without expecting a reply from his parents. A man stood holding a pole with yellow, red, green and purple balloons flying from it. The child was simply carried away by the rainbow glory of their silken colours and he was filled with an overwhelming desire to possess them all. But he well knew his parents would never buy him the balloons because they would say he was too old to play with such toys. So he walked on further. Overwhelming: a very strong emotion The next thing that the child came across was a balloon seller selling balloons of different colours of the rainbow. The boy was attracted to the shiny colours of the balloons and wanted to have them all. He knew that his parents would not buy the balloons for him as they would reason that he was too old to play with them. So, the child walked further. A snake-charmer stood playing a flute to a snake which coiled itself in a basket, its head raised in a graceful bend like the neck of a swan, while the music stole into its invisible ears like the gentle rippling of an invisible waterfall. The child went towards the snake-charmer. But, knowing his parents had forbidden him to hear such coarse music as the snake-charmer played, he proceeded farther. Forbidden: not allowed Coarse: unpleasant Then he paused at a snake charmer who was playing a flute and the snake was twisting it’s neck to the music. The snake had coiled itself in a basket and had raised its head out. It bent and moved its neck gracefully like a swan. It seemed that the music of the flute was heard by the snake’s invisible ears and created the effect of a waterfall on it because it swayed its neck in a similar way. The boy walked towards the snake charmer but as his parents had warned him to remain away from the unpleasant music played by such men, he walked further. There was a roundabout in full swing. Men, women and children, carried away in a whirling motion, shrieked and cried with dizzy laughter. The child watched them intently and then he made a bold request: “I want to go on the roundabout, please, Father, Mother.” Then he saw the roundabout swing. It was full of men, women and children who were enjoying the ride. The boy watched the people on the roundabout and then with a lot of courage, expressed his desire to go on the roundabout. There was no reply. He turned to look at his parents. They were not there, ahead of him. He turned to look on either side. They were not there. He looked behind. There was no sign of them.

When his parents did not reply, he turned towards them. He saw that they were nowhere around. He looked around and behind but his parents were nowhere to be seen. A full, deep cry rose within his dry throat and with a sudden jerk of his body he ran from where he stood, crying in real fear, “Mother, Father.” Tears rolled down from his eyes, hot and fierce; his flushed face was convulsed with fear. Panic-stricken, he ran to one side first, then to the other, hither and thither in all directions, knowing not where to go. “Mother, Father,” he wailed. His yellow turban came untied and his clothes became muddy. Hither and thither: here and there The boy cried loudly, jerked his body and ran here and there calling out for his parents. He was full of fear and tears started rolling down his cheeks. As he wailed and ran around his turban opened and his clothes became muddy. Having run to and fro in a rage of running for a while, he stood defeated, his cries suppressed into sobs. At little distances on the green grass he could see, through his filmy eyes, men and women talking. He tried to look intently among the patches of bright yellow clothes, but there was no sign of his father and mother among these people, who seemed to laugh and talk just for the sake of laughing and talking. Intently: carefully After some time he gave up. The loud cries turned into mild sobs. He saw some people standing and talking and tried to find if his parents were among them. The laughter and talks of the people were meaningless for the child. He was simply searching for his parents. He ran quickly again, this time to a shrine to which people seemed to be crowding. Every little inch of space here was congested with men, but he ran through people’s legs, his little sob lingering: “Mother, Father!” Near the entrance to the temple, however, the crowd became very thick: men jostled each other, heavy men, with flashing, murderous eyes and hefty shoulders. The poor child struggled to thrust a way between their feet but, knocked to and fro by their brutal movements, he might have been trampled underfoot, had he not shrieked at the highest pitch of his voice, “Father, Mother!” A man in the surging crowd heard his cry and, stooping with great difficulty, lifted him up in his arms. Congested: full of Hefty: large and heavy Thrust: push Knocked: hit Brutal: harsh, rough Trampled: crushed Surging: powerful The boy ran towards a temple which was crowded with people. He ran through the legs of men, calling out for his parents. The