HEALTH AND MEDICINE UNIT 1

(SUMMARY) UNIT-1
SECTION In this UNIT you will develop your

LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS VOCABULARY

MAIN COURSE BOOK

Introduction • Group discussion • Listing factors
on good health contributing to
good health

(A) Do Indians get • Listening to a • Learning to • Identifying the • Writing an • Phrasal Verbs
conversation/fea- present your main points of a informal letter • Understanding
enough sleep?
ture and views in a group text. and using words
understanding discussion • Analysing, related to health
the topic and • Expressing interpreting and and sleep.
main points. opinion inferring the ideas
• Listening for in a text.
information • Deducing the
required. meaning of
• Understanding unfamiliar words.
and interpreting
spontaneous
spoken discourse.

(B) Laughter the • Expressing and • Reading a poem • Planning and • Words related to
responding to for global and organizing ideas benefits of
Best Medicine.
personal feelings, local • Subtitling laughter yoga.
opinions and comprehension paragraphs
attitudes. and appreciation.
• Writing an e-mail.
• Participating in • Recognizing the
spontaneous organization of a
spoken discourse. prose text.

(C) Whopping • Identifying the • Adopting different • Word extension -

main points of a strategies to using vocabulary
Walter Hudson
text convey ideas related to eating
• Deducing the effectively and build.
meaning of according to
unfamiliar lexical purpose, topic
• Taking active part items in a given and audience
in group context.
discussion.
HEALTH AND MEDICINE

1
 2
SECTION In this UNIT you will develop your

LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS VOCABULARY

(D) The World of • Presenting • Selecting and • Writing a coherent • Punctuation

opinions, extracting paragraph • Words related to
Sports.
supporting them information from Sports and
• Writing a diary
with reasons. a text for a games.
entry.
specific purpose .
• Taking active part • Inferring the
in a group • Categorizing meaning of Words
discussion sports activities. and phrases and
using them in
sentences.

(E) Nature's • Making a power • Recognizing the • Subtitling • Words related to

point organization of a paragraphs herbal medicine
Medicines.
HEALTH AND MEDICINE

presentation text
• Sentence and health.
• Deducing the completion
meaning of
• Class project and
unfamiliar lexical
presentation
items
• Identifying the
main points of a
text

MAIN COURSE BOOK

UNIT-1
 N I
HEALTH
1
U

T
AND MEDICINE

Introduction

In groups of 4-5, discuss and make a list of things that, according to you, contribute
towards good health and wellness in an individual.

(a) a balanced diet

(b) ____________ ( )

© ____________ ( )

(d) ____________ ( )

(e) ____________ ( )

(f) ____________ ( )

(g) ____________ ( )

(h) ____________ ( )

(I) ____________ ( )

(j) ____________ ( )

(k) ____________ ( )
Source- Reader's Digest (August 2006)

Put a tick against the five most popular choices made by the groups in your class. How
many groups included "A good night's sleep" as an important contributor to good health
and well-being?

A. Do Indians get enough sleep?

A1. Read the following feature article on Sleep Habits among Indians.

1. Aviral knew he was exhausted. Though it had been more than thirty eight hours
since the forty four year old marketing executive returned to Delhi early one
morning from New York, he was still recovering from jet lag. He had forced himself
to remain awake the whole day, as he had hoped to coerce his body into sleeping at
night.

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2. But the much needed sleep seemed to elude him completely. "I hardly managed
any sleep that night," Aviral recalled. The time change had completely disrupted
his sleep pattern, and when he got out of bed at 7a.m. to head for office, he was
entirely ill at ease, to say the least. At the office, he could barely concentrate on his
work.

3. Aviral wasn't aware simply how exhausted he was until he had driven a quarter of
the twenty-four kilometre stretch on his way back home in the suburbs of Delhi.
He halted at a busy signal on the way, but fell asleep suddenly at the wheel. He
woke up dazed after the motorist behind him honked. Aviral drove on, but felt he
couldn't focus any further. He decided to pull off the main road and parked the car
in a quiet place. Then, he rolled down the windows a bit and managed to take a
two-hour nap in his car. It was only after taking the nap that Aviral could drive
home safely.

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4. It is an undisputed fact that not getting enough sleep can lead to problems in
concentrating. In fact, many sleep disorder experts think that lack of sleep is the
reason for many ailments. Dr. Kumar Menon and his colleagues presented a study
paper on sleep disorders in Mumbai in which they stressed on the need for early
detection of the problem and concluded that it was high time that all the
physicians "woke up to sleep disorders and included sleep history in evaluating
their patients."

5. Whatever be the cause of not getting proper and enough sleep, we've all
experienced the exhaustion caused by lack of sleep. Thus, sleep is as important to
a healthy lifestyle as eating properly and exercising. Getting a good night's sleep is
one of the simplest things we can do to stay healthy.

6. A good night's sleep means waking up rested and re-invigorated. On an average, a

healthy adult requires just over eight hours of sleep per night, according to Dr.
Jeffrey Lipsitz, a Canadian expert on sleep disorders. However, the amount of
sleep it takes to rejuvenate an individual varies from person to person. "It's not a
fixed number," opines Joseph De Koninck, a renowned professor of psychology,
adding that if one consistently gets less sleep than one needs, then "sleep deficit
accumulates." The time it takes for a sleep deficit to accrue depends on how
consistent the problem is. "Missing a couple of hours of sleep every night for a
week is probably enough," says another psychiatrist, Robert Levitan.

7. Swarup Chatterjee, the 28 year-old IIM graduate and assistant manager at a BPO
in Hyderabad, knows very well that he doesn't get enough sleep. "I haven't had
more than four to five hours of sleep for the last three years. There's always so
much that needs to be done in my professional as well as personal life that I am
constantly thinking." Swarup is fully aware that all this is very stressful and he
admits that even though he has high energy levels, he is often tired and so he
drinks several cups of coffee to counter the fatigue. "But I know that I'll be able to
concentrate better if only I got more sleep," Chatterjee concludes.

8. In a study conducted by sleep-disorder experts, it has been found that at least

one-third of adults have significant sleep loss, i.e. they have just six and a half
hours or less of sleep every night. Then a recent survey conducted in India has

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shown that twenty-nine percent of Indians went to sleep only after midnight and
sixty-one percent slept for seven hours or less. The survey also arrived at the
conclusion that Indians were among the world's earliest risers, with sixty-four
percent getting out of bed before 7a.m. Is there a need to reiterate that "Early to
Rise" is good provided a person follows the "Early to Bed" principle as well?

A2. Now that you have read a substantial part of the feature article, work with
your partner and write at least five reasons that, according to you, are mainly
responsible for Indians today not getting the desired quota of sleep each
night. Share your views with other pairs of students in your class .

A3. On the basis of your reading of the article, answer the following questions:

a) The direct result of lack of sleep is _____________________.

b) Why is it important for physicians to 'wake up' to sleep disorders? How will it help?

c) What do you understand by sleep deficit? Why does the amount of sleep required
to rejuvenate people vary from one person to another?

d) Why does the writer refer to the 'early to bed...' principle?

A.4. Now, write a letter to your school going younger brother or sister who is sleep
deprived. Advise him or her to make lifestyle changes to his/her daily
schedule in order to get the desired hours of sleep daily.

Work in pairs and follow the CODER (Collect, Organize, Draft, Edit, Review)
steps recommended for writing.

Language Tips: (a) Remember to use the imperative form of sentences

mostly.
E.g. "Drink a lot of water and take at least a fifteen minute stroll after dinner on a
regular basis."

(b) For the sake of introducing variety into your writing, use other forms of
sentences making statements or asking questions, but consider the
possibility of using modals like "should", "must", "may", "might", etc or using

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words or expressions that we usually employ when we advise others.

E.g. "You are recommended/advised to….."
"You ought to..."
"You must not forget to...."
"It is important to...."

A.5. a) Phrasal verbs are "multi-word verbs". These verbs consist of a base verb +
another word or words. The other word(s) can be preposition(s) and/or adverb(s)
that modify or change the meaning of the basic verb. For example 'give up' is a
phrasal verb that means 'stop doing' something, which is very different from the
base verb 'give'. In the article that you have just read there are a few phrasal verbs
like:

\ pull off : Manage to do something difficult or tricky/to steer or turn a vehicle

off the road

\ roll down : roll down (something) or roll (something) down to move

(something) down especially by turning a handle

\ head for : to go or cause to go (towards)

\ woke up : arose from sleep/realized

Now go through the unit of Health and Medicine, figure out the phrasal verbs that
you come across and list them.

b) Find words from the article which mean the same as the following:

i. compel (para1)

ii. evade (para 2)

iii. revitalize (para 6)

iv. amass ( para 6)

v. oppose (para 7)

vi. restate (para 8)

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A6. Read the concluding part of the article on whether we get enough sleep these
days.

1. Sleep is crucial to maintaining one's health. Without it, we increase our

susceptibility to an astonishing array of health problems, including heart disease,
stroke, diabetes, obesity and depression.

2. Not sleeping enough can compromise your immune system, says Stanley Coren,
noted professor of psychology and author of the very popular book "Sleep Thieves".
You eat well and exercise in order to keep your immune system up, Coren goes on
to explain, but if you aren't sleeping, you undo all that good work. "The immune
system works best when you are sleeping," he says. "That's when your natural
killer cells are generated."

3. Natural killer cells are produced in the bone marrow and found in the blood and
lymph fluid. They are part of the body's defence mechanism against viruses,
bacteria, even cancer, and they do not work properly in the persons who are sleep-
deprived. A study in Turkey revealed that after 24 hours of sleep deprivation, the
percentage of natural killer cells in the blood declined by 37 percent. Another
study in the USA conducted on 23 boys and men found that one night of partial
sleep-deprivation reduced natural-killer-cell activity to 72 percent of normal
levels. Though their activity returns to normal when we begin to get proper sleep,
the real problem is that a lot of damage might have been done to our bodies when
we were sleep-deprived for several nights and our immune system might have left
us undefended and susceptible to infection.

4. It's not just our immune system that gets adversely affected when we cut down on
sleep. According to Dr. Michael Sole, a Canadian cardiologist, there is a higher
rate of heart failure among people with sleep disorders and sleep disturbances. He
goes on to emphasise that there is increased evidence of C-reactive protein, an
indicator of heart disease risk, in people suffering from sleep loss.

5. Researches in various universities all over the world have discovered that chronic
sleep loss can reduce the body's ability to regulate hormones and process
carbohydrates. In a study at the University of Chicago, the researchers reduced
participants' sleep from eight to four hours a night and after less than even a week,

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they noted changes in the body similar to the effects of early diabetes or advanced
aging. Sleep disturbances increase the likelihood of prediabetic state of glucose
intolerance and insulin resistance. Both these are also markers for heart
ailments. Dietician Ramona Josephson notes that insufficient sleep may affect
three hormones that can contribute to obesity.

6. There's a decrease in leptin, the appetite-suppressing hormone found in our fat

tissue, she says. Ghrelin, the hormone controlling hunger pangs increases with
lack of sleep causing greater feelings of hunger. Then a sleep-deprived body starts
producing more of the stress hormone cortisol, which increases fat storage. Not
only do the increased hormones resulting from sleep loss make us eat more, but
induces us to quickly or mindlessly make wrong food choices because we feel
fatigued and weak. "The less you sleep, the more your chances of obesity,"
Josephson concludes.

7. Sleep is important in keeping not only our waistline trim, but also ensuring a
balanced brain activity. During sleep, brain neurotransmitters-the chemicals that
deliver messages between nerve cells in the brain-are replenished. When we do not
sleep well, our brain chemicals deplete which leads to emotional disturbances like
depression, anxiety and general feelings of sadness, anger and irritation.

A7. Find words from the article above which mean the same as the words or
group of words given below.

(a) Vital, very important (para 1): _____________________________

(b) the quality of being prone to or open

to dangers, like a disease or infection
or a weakness (para 1): _____________________________

(c) a wide range (para)1): _____________________________

(d) very badly in a damaging way (para 4): _____________________________

(e) a problem that has persisted for quite

some time (para 5): _____________________________

A8. Choose the appropriate option to complete the sentences below.

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1. Lack of sleep

(a) decreases laziness.

(b) weakens the body's capacity to combat diseases.

(c) helps youngsters do well in their examinations.

(d) prevents a person from gaining weight.

2. Natural killer cells

(a) make a person look old pretty quickly.

(b) are produced in large numbers when we stay awake.

(c) help us fight viruses and bacteria.

(d) work well even for sleep-deprived people.

3. C-reactive protein

(a) when produced more in the body causes heart failure.

(b) prevents us from having a good night's sleep.

(c) helps us to sleep peacefully.

(d) assists in destroying natural killer cells.

4. If we don't sleep well,

(a) we may lose our appetite.

(b) we may become very thin.

(c) our brain may stop functioning in a balanced manner.

(d) production of brain chemicals increases.

A9. Lack of sleep has a direct effect on the production of three hormones and
brain neurotransmitters, which in turn have a bearing on our health.
Complete the table below to show the above.

Lack of sleep Effect on the production of Ultimate effect on us

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(a) Leptin _________________________ _________________________

_________________________ _________________________

_________________________ _________________________

(b) Ghrelin _________________________ _________________________

_________________________ _________________________

_________________________ _________________________

(c) Cortisol _________________________ _________________________

_________________________ _________________________

_________________________ _________________________

(d) brain neurotransmitters _________________________ ____________________

_________________________ _________________________

_________________________ _________________________

A 10 You have read about sleep deprivation and the ill effects it has on human
beings. There are other work areas where youngsters remain sleep deprived
and fall a prey to ill health. Your teacher would read out from page 239 some
of the comments made about the business process outsourcing (BPO) sector
which is part of the IT-enabled industry and do the activity.

While you listen, complete the following statements by choosing the right option :

1. According to the speaker, call centre work is insensitive because_______________.

i. employees cannot go to the toilets and need to concentrate very hard

ii. employees are expected to attend to all the calls that come through to them

iii. it requires unflagging concentration throughout the day with minimum

breaks for meals or visits to the toilet

iv. employees are expected to work on computers all day long

2. People working at call centers are not allowed to leave their desks because________.

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i. the managers do not want them to waste time smoking

ii. they have to attend the calls which come in one after the other

iii. they have to work at their computers all day long

iv. they are paid very well

3. The targets that have to be met by the call centre employees have been called
unrealistic because_______________.

i. they have to attend to too many calls in one day

ii. they have to attend to double the calls than call center workers in other
countries

iii. it is not humanly possible to attend all the calls that come through to them

iv. the employees fall sick after working at these places

4. Closed circuit cameras have been installed in these offices to monitor____________.

i. whether the workers are smoking

ii. whether the workers are resting at their desks

iii. whether the workers are attending their calls without wasting a minute

iv. whether the workers are visiting the toilets too often

5. The statistics about the health problems suffered by these people are____________.

i. 13% - headaches,3%-eye fatigue,23% indigestion and constipation

ii. 3%- headaches, 13% -eye fatigue,23% indigestion and constipation

iii. 23% - headaches,3%-eye fatigue,13% indigestion and constipation

iv. 13% - headaches,13%-eye fatigue,23% indigestion and constipation

6. That most people are not happy with their jobs in a call centre can be inferred from
the fact that________________.

i. they are under constant surveillance

ii. they have to speak incessantly on the telephone

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iii. they have to stare at the computer screen all day long

iv. they do not stay in the job for more than three years

A 11. You have listened to the woes of working in a call centre. There are a number
of other jobs which involve health hazards. However, modern advancements
and developments in various therapies have improved our living conditions.
Given below are different view points. In groups of four, discuss and add to
these views:

SECTION B

The
pace of life is very Everyday
fast-there's a lot of stress in the field of medical
and pressure, whether you're science, there is a new
a student or an adult. advancement.

Various In
new therapies are India, we have
emerging to provide holistic increased life expectancy
health

There
is a growing awareness But
among people about life- there are also
style disroders new diseases.

Yoga
and laughter therapies Even
are some of the best therapies absence of stress also
that are an answer to present helps in keeping good
day life-style diseases health.

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Laughter-the Best Medicine

B1. Read the following poem. Take turns in reading them aloud with your
partner and ensure that you put in the right sort of feelings, emotions, voice
modulations and intonation to make your partner laugh heartily.

Ogden Nash
The Muddlehead

I knew a man from Petushkee

As muddleheaded as could be.

He always got mixed up with clothes;

He wore his mittens on his toes,
Forgot his collar in his haste,
And tied his tie around his waist.

What a muddle head was he,

That man who lived in Petushkee!

They told him as he went about:

“You've got u'r coat on inside out!"
And when they saw his hat, they said:
"You've put a saucepan on your head!"

What a muddle head was he,

That man who lived in Petushkee!

At lunch he scratched a piece of bread,

And spread some butter on his head.
He put his walking stick to bed,
And he stood in the rack instead.

What a muddle head was he,

That man who lived in Petushkee!

He walked upto a tram one day

And climbed in very sprightly;
Conductor thought that he would pay,

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Instead he said politely:

"Parding your beggon,

Kister Monductor,

I'm off for a week's vacation;

I stop you to beg your cramway tar
As soon as we reach the station."
Conductor got a fright
And didn't sleep that nite.

What a muddle head was he,

That man who lived in Petushkee!

He rushed into the first café:

"A railway ticket please, One way."
And at the ticket office said:
"A slice of tea and a cup of bread."

What a muddle head was he,

That man who lived in Petushkee!

He passed the man collecting the fares,

And entered a carriage awaiting repairs,
That stood on a siding, all by itself.
Half of his luggage, he put on a shelf,
The rest on the floor, his coat on his lap
And settled himself for a bit of a nap.

All at once he raised his head,

"I must have been asleep"- he said.
"Hey, what stop is this?" he cried
"Petushkee," a voice replied.

Once again he closed his eyes

And dreamt he was in Paradise.
When he woke, he looked about,

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Raised the window and leaned out.

"I've seen this place before, I believe,

Is it Kharkov or is it Kiev?
Tell me where I am," he cried.
"In Petushkee", a voice replied.

And so again he settled down

And dreamt the world was upside down
When he woke, he looked about,
Raised the window and looked out.

"I seem to know this station too,

Is it Nalchik or Baku?
Tell me what its called," he cried.
"Petushkee' a voice replied.

Up he jumped: “It's a crime!

I've been riding all this time,
And here I am where I began!
That's no way to treat a man!'

What a muddle head was he,

That man who lived in Petushkee

B2. Discuss with your partner which part of the poem you liked the most and
give reasons for your preference.

B3. Humor is infectious. The sound of roaring laughter is far more contagious
than any cough, sniffle, or sneeze. When laughter is shared, it binds people
together and increases happiness and intimacy. In addition to the domino
effect of joy and amusement, laughter also strengthens your immune
system, boosts energy and protects you from the damaging effects of stress.
Best of all, this priceless medicine is fun, free and easy to use. Given below
the table are the benefits of laughter in a jumbled form. Complete the table
by putting them in the relevant column.

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The Benefits of Laughter

Physical Health Benefits: Mental Health Benefits: Social Benefits:

• • •

\ Boosts immunity

\ Strengthens relationships

\ Enhances teamwork

\ Relieves stress

\ Helps defuse conflict

\ Eases anxiety and fear

\ Promotes group bonding

\ Lowers stress hormones

\ Decreases pain

\ Improves mood

\ Adds joy and zest to life

\ Attracts others to us

\ Enhances resilience

\ Relaxes your muscles

\ Prevents heart disease

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B4. Read the following article.

Fundamentals of Laughter Yoga

1. The most important principle behind Laughter Yoga or the most significant
driving force behind the several Laughter Clubs is the theory that Motion Creates
Emotion. Quite a few people wonder how a person can laugh when he is in no
mood to laugh or when one doesn't have any reason to laugh. However, the answer
is very simple. For, there is a well established link between the body and the mind.
Whatever happens to the mind happens to the body as well. This is easily
understood and observed too. If a person is sad or depressed, his body also
appears quite lifeless and sluggish. Such a person doesn't walk or talk
enthusiastically. But, what most people fail to understand is that the opposite is
also true. Whatever happens to the body also happens to the mind. I remember my
father once telling me, "Son, if you are sad or feeling a bit low, don't sit idle. Keep
doing some physical work or go for a walk or do some jogging or go out to play some
cricket or football. You'll feel better." And most of the times dad was proved
correct. I would start feeling better quite soon. In an unhappy state of mind, if we
bring ourselves to behaving or acting happy, soon enough we will start feeling
light-hearted and chirpy indeed!

2. So, Laughter Yoga aims to use the two-way body-mind link to change the state of
mind through voluntary physical gestures which include repetitive clapping,
chanting, specific body movements along with laughter and breathing exercises.
The result is so positive and its effects are so powerful that the modern world today
has witnessed Laughter Yoga overcome severe and chronic depression in
thousands of people right across the globe. In fact, several Laughter Clubs have
adopted the motto, "If your Mind can't laugh, bring your Body to our club."

3. Laughter is all about playfulness. Have you ever wondered why children laugh
300 to 400 times a day whereas adults would consider themselves very fortunate if
they manage laughter 10 to 15 times in a day? This is because of that seriously
wicked and interfering tool called the brain! Adult use their brains or minds first to
comprehend humour and then decide if they have to laugh. Very often, they suffer

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from what is called in Hindi the LKK Syndrome, that is "Log Kya Kahenge" or
"What will people say?" This is called the "Mind-to-Body Model of Humour". On the
other hand, children, who do not allow themselves to be too affected by the LKK
Syndrome and don't use their brain too seriously do the comprehension first,
laugh the most while playing. Even if they fall into mud and slime while playing,
they laugh heartily together without bothering about the consequences of soiling
their spotless white school dress, in case of a traditionally strict class teacher or
headmistress in school or mother at home. Their laughter comes straight from the
body and happily they don't make use of intellectual capacity of the brain for it.
Very clearly, they exhibit the "Body-to-Mind Model of Humour". It is this childlike
playfulness that Laughter Yoga aims at cultivating in people who are quite
stressed these days. What is sadly significant is the fact that more and more
children and even women, to whom smiles, laughter and giggling should come as
naturally as the turtle coming out of its shell to walk or leaves falling in autumn,
are enrolling themselves as members of laughter clubs nowadays !

4. Laughter Yoga makes a clear distinction between Happiness and Joy. Happiness
is a conditional response of the mind which is totally dependent on the fulfilment
of certain desires of the mind. By its very nature, it is related to how one's life had
been in the past or how it will be in the future. It is not there at all in the present
moment. The ironical and sad fact is that even if some dreams, goals or
aspirations are fulfilled, happiness disappears quite quickly as the mind starts
chasing new goalposts-a new, job, a new house, a bigger car etc. On the other
hand, joyfulness is the unconditional commitment to be happy each moment, to
have fun for the moment, despite the problems and challenges of life, no matter
how insurmountable they seem to the mind. It is the promise that the body makes
to the mind to indulge in playfulness moment by moment and thereby give
relaxation to it. During these periods of playfulness triggered by a plethora of
physical activities like dancing, singing, playing and laughing, physiological and
biochemical changes take place within our body that give us a sense of well-being
that completely alters the negative outlook towards life and its challenges,
replacing it with confident positivism moment by moment.

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5. Therefore, in Laughter Clubs, members develop positive conditioning of joy. By

laughing together over a period of time, clapping in a rhythm ,chanting "Ho Ho Ha
Ha" in unison and positive affirmations like " Very Good, Very Good, Yay Yay", the
brain develops new neuronal connections to produce happy neuropeptides and
hormones in the body that rejuvenate the members.

Illustration

6. Finally, Laughter Yoga rectifies shallow and irregular breathing, which is the
direct consequence of stress and negative mental state. According to Dr. Otto
Warburg, a Nobel Laureate, one of the main reasons for falling sick is the lack of
oxygen in the body cells due to incorrect breathing. So, let us laugh together and
get the oxygen back into our cells!

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B5 Given below in jumbled form are the sub-headings for the paragraphs of the
article that you just read. Arrange the headings in the right order against the
paragraph numbers:

(para 4) The unconditional nature of joy

(para 6) Healing power of laughter yoga

(para 2) Laughter-Positive Impact - making members refresh

(para 5) The conditioned Mind

(para 1) The link between Body and Mind

(para 3) Spontaneous laughter

B6. Now, write an e-mail to your overstressed sister who is preparing for her
Class XII exams, suggesting that she join a laughter club to combat her
anxiety. You may use the following cues along with your own ideas.

Laughter-- lowers blood pressure

— reduces stress hormones
— cleanses lungs and body tissues
— increases blood circulation
— boosts immune function
— produces a general sense of well being

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Section C

"Whopping Walter Hudson"

C1 You probably know the meanings of the words workaholic and alcoholic.

What do you think a foodaholic is? Walter Hudson was one. How much do
you weigh? Walter Hudson weighed more, much more. This is his obituary.

1. WALTER HUDSON, who has died at Hempstead, New York, age 46, was once
listed in The Guinness Book of World Records as the heaviest man on earth.

2. About 183 cm tall and 274 around, with cherubic features set off by pigtails
braided in the Cherokee style, he long devoted himself to the pleasures of the
table. Four years ago, Hudson-then tipping the industrial scales at his top weight
of 540 kg - gained worldwide notoriety (as "Whopping Walter") when he became
stuck in his bedroom door. He was wedged there for some four hours. It took
eight firemen to free him.

3. Walter Hudson was born at Brooklyn in 1945 and, as he recalled, "began gorging
at the age of six." At 15, he was so obese his legs collapsed underneath him and he
was confined to bed.

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4. Indeed, except for the time when his family moved to Hempstead in 1970 and he
was transported by motor-car (his then 266kg broke the seat), he remained inside.
"I'm just a foodaholic," he once confessed, "I have no excuse."

5. Hudson's eating habits were fuelled by food brought in by members of his family.
He would generally start his day with a breakfast of two pounds of bacon, 32
sausages, a dozen eggs, a loaf of bread, jam and coffee.

6. For lunch, Hudson favoured four enormous bowls of rice, four double cheese-
burgers, eight boxes of fried potatoes, six pies, and six large bottles of coca-cola.
For dinner he would eat six roasted corns, half-a-dozen yams and another six or
seven baked potatoes, ending with a whole apple pie. Between these main meals,
he would eat a chicken or two, followed by noodles, string beans, six large bottles
of soda, not to mention colossal sandwiches, and copious amounts of ice-cream.

"All I cared about," he recalled, "was food, FOOD!"

7. When not eating and sleeping, he would watch television, listen to tapes and read
the Bible-he had a particular penchant for the psalms and was apt to recite Psalm
121. "I will lift up mine eyes unto the hills…”

8. Hudson, though, was advised against sitting up for longer than five minutes
because of the risk of being smothered by flab. The only exercise he engaged in
was when he attended to his ablutions; it took him an hour to negotiate the six
yards to the bathroom from his bedroom. Then in 1987, he found himself wedged
in the door-way. "The day I got stuck in that door," he recalled, "that when the Lord
got me the help I needed." The help to which he referred was offered by Dick
Gregory, a comedian who masterminded the Slim Safe Diet Scheme.

9. "We think what might have happened," said Gregory about his new client, "is that
in 27 years of lying around he might, because of the reading of his Bible, have
taken on the same characteristics as Buddhist monks - slowed down the
biological processes. But we don't know."

10. Gregory placed Hudson on a 1,200 calorie-a-day diet of raw fruit and orange juice.
For exercise, he was advised to lie in bed waving his arms about like a conductor.

11. Hudson soon lost some four inches off his knees, and within three months had
shed 178 kg. It began to look as if he might fulfil such ambitions as visiting his
MAIN COURSE BOOK 23
HEALTH AND MEDICINE

UNIT-1

mother's grave, riding on the New York subway, driving into the country-and even
flying to a clinic in the Bahamas, from which he envisaged emerging as a sylph of
13 stones.

12. But it was not to be. At the time of his death, of an apparent heart attack, Hudson
reportedly weighed 508 kg. Rescue workers had to cut a large hole in the wall of
his bedroom to remove the body. He was unmarried.

C2 Copy and complete the following table, using information from the boxes
below. (Draw a X if there is no information to put in certain boxes.)

Year what happened weight

family moved to Hampstead

540
New York; broke the motor- 1987/
car seat 1988
died

1991
1970
"began gorging"
266 kg
362 kg

became stuck in bedroom

door for four hours; eight 1945
firemen had to free him. went on a diet; lost 178
kg in three months.

born in Brooklyn

very obese; legs collapsed 508kg

and he was confined to 1960
bed

24 MAIN COURSE BOOK

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UNIT-1

C 3. Find words in the passage from the paragraphs indicated within brackets and
complete the following sentences. Use only one word, in its appropriate
form, in each blank.

1. Some people are so_______________ to their work that they have no time for their
family. (para-2)

2. Harshad's corrupt practices soon gained him___________________ in the city.

(para-2)

3. When a person is dehydrated, he should be given ____________________ amounts of

fluid. (para-6)

4. He visited various vintage car rallies because he had a _____________________ for

old cars. (para-7)

5. If you over-eat and do not exercise, you will become__________________.(para-9)

6. The driver had to _________________ the winding road to the mountain top with
caution. (para-8)

7. The new literacy programme _______________ a 20% increase in the literacy rate
over the next two years. (para-11)

C 4. Arrange the following words associated with eating on a scale ranging from
'peck' to 'gorge'. You may add more words to the list given below:

peck gorge

eat

words: gobble, nibble, bite, hog, feast, gormandize……………

b. Form a similar scale for words that describe a person's build:

skinny obese

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UNIT-1

C 5. Have a class discussion……..

1. What do you think life was really like for Walter Hudson? Was he happy? Did he
have many friends? Think of the things that you do every day: what things could
Walter not do? Also, what about clothes, chairs, a bed, washing himself……
2. Why do you think he did not go on a serious diet when he was much younger, so
that he could have lived a fuller life?
3. What advice would you have given Walter on his diet?
4. Where do you think he got the money from to eat so much food?
5. Who do you think bought and cooked all the food he ate? Were they also to blame
for Walter's obesity?
C 6. The following is an entry in Walter's diary:
Wednesday, 26 April 1986 7:30 pm.
I woke up at 10 am. I have put on 7 kg in the last three days. I watched TV all
morning. All my clothes are now too small, so I phoned mother. She came at 3
p.m. with a tailor. He looked shocked and frightened when he saw me! He
measured me for some new shirts and trousers. For evening dinner I had 10
baked potatoes, 2 kg rice, six meat pies, 12 bananas, and four large cokes.
Then I had problems getting through the bedroom door - I had to breathe in
and squeeze my stomach through with my fingers. I need to go to bed now and
read the Bible before I go to sleep at 8 p.m.
Write the next day's entry in Walter's diary. Make up information, in order to
make your entry interesting.
C 7. Writing a Message.
Sometimes information is received over the telephone, public address system or in
person by someone and then passed on to a third person. A message is a short,
informal piece of writing conveying the information to a person unable to receive
the information at hand.
How to write a message?
\ Since a message is received at a particular time and conveys important
information that the receiver must act upon, a message must have a date and time.
\ The name of person for whom message is intended must be clearly mentioned.

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UNIT-1

\ The message must convey all relevant details like the name of the person who left
the message, the reason for leaving the message and follow-up action required.

Your father had recently gone for a health checkup. The doctor rang up to
give the report. As your father was not at home, and you have to go out, you
leave a message for him. Draft the message in not more than 40 words.

Dr. Geeta : Is it 67890987?

You : Yes, it is. May I know who is calling?
Dr. Geeta : I am Dr. Geeta Trehan from Trehan Surgical Centre and Nursing
Home. I would like to talk to Mr. Uday.
You : He is not here at this moment.
Dr. Geeta : Could you please tell him that I have gone through all his test reports?
They do not show any serious problem. If no improvement is seen during that
period, we will go for some more tests. I feel he should continue the same medicine
for another week. However, I have fixed an appointment with a Heart Specialist for
two o' clock tomorrow at X Hospital. He must come there by the appointed time
with his reports.
You : Thank you, Doctor. I shall convey your message when he comes.

MESSAGE
Date Time
27 January 20xx 7:30 pm
Papa
Salutation
Dr. Geeta Trehan rang to say that she had gone
Caller
Body of message
through your reports and she could find no serious problem. Other
giving details:
tests will be conducted if there is no improvement.
• Who called
Purpose of calling
• Purpose of
You must continue with the medicine. She has fixed an
calling
appointment at X Hospital with Heart Specialist.
• Follow-up
Relevant details
required
You have to be there at two o'clock tomorrow with your reports.
Follow-up

Signatory Janvi

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UNIT-1

C 8. Now, read the following telephone conversation between Radhika and

Gaurish. As Gaurish wishes to leave home immediately, he will not be able to
meet his parents who have gone to the market. He leaves a message for his
parents. Write the message for Gaurish in not more than 40 words.

Radhika : Hello, Is that Mr. Saxena's residence ?

Gaurish : Yes.

Radhika : May I speak to Mr. Saxena? I am Radhika, the roommate of his daughter,
Nidhi.

Gaurish : Papa is not at home as he has gone to the market. Is everything O.K. with
Nidhi? I'm her brother, Gaurish.

Radhika : I'm sorry to inform you that Nidhi has received an electric shock and is
admitted to Sanjeevani Hospital.

Gaurish : Oh! How did it happen?

Radhika : She was switching on the desert cooler when she received a shock and
fell down unconscious. She was rushed to the hospital immediately. She
is conscious now and wants to meet her family.

Gaurish : Thank you very much for informing us. I'll leave for the hospital
immediately.

Radhika : That's all right, Bye.

Gaurish : Bye.

D. The World of Sports

Playing is an integral part of human nature. By turning a useful activity into a sport or
play, man has shown himself the way to indulge in it and concentrate on it over a period
of time and get daily doses of benefit out of it. This is the reason why sports and games,
from times immemorial, have been our best source of amusement and entertainment.
Any sporting activity involves physical exertion and skill, with an individual or a team
engaged in competition with one another for honour or sheer entertainment or both. It
helps us to develop physically, mentally and socially too.

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UNIT-1

D1. Discuss in small groups and select two games that, according to you, develop
us the best (a) physically, (b) mentally and (c) socially. Give reasons for your
choice.

Physically: ______________________________ and _______________________________

Reasons for our choice: _______________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Mentally: _____________________________ and __________________________________

Reasons for our choice: _______________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Socially: _________________________________ and ______________________________

Reasons for our choice: _______________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

D2. There are hundreds and thousands of sports and games being played all over
the world. However, we can place them under the following categories in
order to know about them in a more convenient and systematic manner.
Some of the categories are as follows:

1. Team Sports 2. Athletics 3. Gymnastics 4. Racquet Sports 5. Water

Sports 6. Combat Sports 7.Target Sports 8. Motor Sports 9.Equestrian
Events 10. Adventure, Fun and Indigenous Sports

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UNIT-1

Working in small groups of 4-5 students, discuss and place the sports and games
given below in the category to which each of them belongs.

paragliding Go-Karting hurdles pommel horse basketball

windsurfing Formula One judo sculling fencing
kayaking pole vaulting dressage squash kickboxing
kho kho kung fu malkhamb snowboarding golf
decathlon cricket soccer snooker kabbadi

D3 Punctuate the following passage.

a new age cycle rickshaw that is light on both the pockets and the calf muscles of
rickshaw pullers mobile games designed to battle life threatening diseases like
hiv/aids and tb and a low cost computer that enables visually challenged
students to read the textbooks these are all new inventions

these are not innovations designed by phunjshuk wanngduaka ranchhoddas

shamaldas of chanchad of 3 idiots fame much before aamir khan's rancho made
innovation a household word these simple but powerful ideas were being quietly
conceptualised and put to practice by enterprising Indians in various corners of
the country.

D4. Read this rags-to-riches story of a professional golfer from India.

Ashok Kumar, one of the country's leading golfers who rose from the ranks of a
caddie, remembers his very humble beginnings distinctly. "The reason I am here
in this swanky restaurant of the Oberoi, sipping coffee with you is because of golf.
It has brought me name, fame and money and all that I could possibly ask for in
life. Without golf, I am a zero," said the 27-year-old golfer with rare candour in a
chat with Kalyan Ashok, a sports journalist working with Sportstar, one of India's
leading sports weeklies.

India's No.3 golfer may not exactly be rolling in luxury at the moment, but he
definitely leads a comfortable life-a far cry from the days when he used to sleep in a
stable. "It's destiny that brought me to this stage in life and I can't say that I
deserve it, but it's God's gift to me through golf," said Ashok. Not the one to forget
his past, Ashok Kumar keeps reminding himself how he came up in life.

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His life story is stranger than fiction. Ashok was born into a poor family in Bihar
that struggled to make both ends meet. (He has four brothers and two sisters.) In
1988, his parents sent him away with his elder brother to Delhi and he worked as
an errand boy at the Jaipur Polo Club.

"I used to work in the day assisting my brother and sleep in the stable at night.
The club also had the Air Force golf course and I wandered on to it one day and
watched the players and caddies. I thought of becoming a caddie, but I was too
young then. I did not get the job, but the club hired me a few years later," recalls
Ashok. It was then that he took to golf. He started practising in the club when no
one was around. However, he was caught playing one day and was suspended
from his job, as caddies were not allowed to practise golf.

"I was back to square one. Then I went away to help a lorry owner who was
transporting sand. I remember the days when I had to pay five rupees to hire a
blanket during winter and sleep in Connaught Place," Ashok said wistfully.

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UNIT-1

Six months later, when things cooled down, he moved back to the Air Force golf
course and became a caddie to Amit Luthra, who was India's top golfer and an
Asian Games gold medallist. "Luthra saab spoke to the club authorities and got
me in," Ashok said with gratitude writ large on his face.
Ashok learnt a lot from Luthra and one day he challenged his mentor to a play-off.
"I don't know what got into my head and I told him that I will beat him, to which
Luthraji said that if I did that he would waive a month's caddie fee. We played on
the road, but I lost," Ashok smiled.
Luthra, however, was very impressed with the young man's talent and got him
enrolled at the Delhi Golf Club, which allowed caddies to play. Seizing this
opportunity with both hands, Ashok went on to improve his game by leaps and
bounds and in 1995, DGC selected him to play in the All India Junior tournament
in Kolkata.
"I didn't know where Kolkata was. I thought it was outside the country! I travelled
in an unreserved compartment, spending most of the time sitting in the bathroom
or just outside as there was no place elsewhere."
In Kolkata, he finished third and in the next two years he became the Junior
Champion of the country. In 2000, he moved to the amateur ranks and two years
later he became a pro, finishing his first season as India's No.5 golf player. Riding
a wave of success, Ashok held the No.1 spot in 2006 and 2008 and currently
(2010) he is ranked No.3.
The moment he cherishes the most as a player is not the time when he won his
first major title but when he finished 18th in the Hero Honda-DLF Tournament in
2002. It fetched him a cheque of Rs. 1 lakh. "I never looked back after that,"Ashok
remarked.
In the first half of 2010, Ashok's golfing career got a boost when the Bangalore-
based business and software company, Kaseya India, run by golf enthusiast, Mr.
Girish Krishnamurthy, decided to sponsor him. "I am a simple guy and with
Kaseya around to take care of other things, I can concentrate better on my game
now," Ashok says with determination as well as gratitude. It is his ardent wish
that all golf links in the country should support caddies, as he feels that many of
them have a lot of inherent talent simply waiting to be tapped.

32 MAIN COURSE BOOK

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Ashok has modelled his game on his golfing idol, Tiger Woods. Incidentally, he had
met Tiger when he was a caddie to Arjun Atwal in Bangkok a decade ago. "He
hugged me when he was introduced by Atwal as a top amateur from India. I asked
him for his advice, to which the legendary golfer simply said-'don't think of beating
others, they should think of beating you," Ashok's eyes sparkled when he recalled
his meeting with Tiger.

He faithfully follows that advice from the maestro and hopes to play with him one
day. "For the moment, I eat, drink and sleep golf. There's no distraction in my life. I
relax with some music and watch CDs of Tiger Woods,'' Ashok concluded.

D5. Given below are some qualities that a human being may possess. On the basis
of your reading of the passage, pick three qualities that you think the ace
Indian golfer Ashok Kumar possesses and using incidents or statements
justify your choice in a short paragraph of around 100-150 words.

(a) pride (b) frankness (c) jealousy (d) humility (e) perseverance
(f) compassion (g) goal orientation

D6. The journalist has used some lovely words and expressions in the above
'story'. Match the words or groups of words with the meanings given.

A B

1. swanky (a) a return to the original situation

from where one started

2. candour (b) highly unbelievable

3. a far cry from (c) very quickly or in large amounts

4. stranger than fiction (d) frankness

5. back to square one (e) very different

6. by leaps and bounds (f) fashionable and expensive

7. inherent (g) a great performer

8. maestro (h) pertaining to a natural quality that

can't be removed

MAIN COURSE BOOK 33

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UNIT-1

D7. Use the above words and expressions in meaningful sentences of your own.
You may use more than a sentence to bring out the meaning clearly.
D8. You must be fond of a sport or any hobby like Hockey, painting or dancing or
singing. Imagine that you have become a star in your field of interest. One
day, you meet a poor boy with a lot of talent, but no resources to get himself
the facilities to nurture his talent. As a successful person, who is very
interested in nurturing his talent, you decide to become his mentor. How
would you go about doing it? Write a diary entry on any given date ten years
from now about the feelings that the young but poor talented person evoked
in you and the plans you thought of to develop his potential.
E NATURE'S MEDICINES
E1. Read the following article "Nature's Medicine Chest" and complete the
exercise that follows.
1. The plant world is an immense store of active chemical compounds. Nearly half
the medicines we use today are herbal in origin, and a quarter contains plant
extracts or active chemicals taken directly from plants. Many more are yet to be
discovered, recorded and researched; only a few thousand have been studied.
Across the globe, the hunt will always be on to find species that could form the
bases of new medicines. Humans have always used plants to ease their pains.
They imbued them with magical powers and then gradually learnt to identify their
properties. We can now enjoy the benefits of herbal medicines because, over
thousands of years, our ancestors discovered which plants were medicinally
beneficial and which were highly toxic.
2. Thousands of years ago, the ancient Egyptians discovered simple ways to extract
and use the active ingredients within plants. Egyptian papyrus manuscripts from
2000 B.C. record the use of perfumes and fine oils, aromatic oils and gums in the
embalming process.
3. In ancient Greece in the 5th and the 4th centuries BC, Hippocrates, the father of
medicine, was already recommending asparagus and garlic for their diuretic
qualities, poppy as a way of inducing sleep and willow leaves to relieve pain and
fever. In the 1st century AD, another Greek doctor, Dioscorides, established the
first collection of medicinal plants. His treatise on the subject was translated into

34 MAIN COURSE BOOK

 HEALTH AND MEDICINE
UNIT-1

Arabic and Persian. Centuries later, his work was also used by the Muslim
scholars who influenced great universities of the period, particularly at
Montpellier, Europe's most famous centre for the study of Botany. (2)

4. As a result of trade with Africa and Asia, the Western world's store of herbal
medicines was enriched by the inclusion of camphor, cinnamon, ginger, ginseng,
nutmeg, sandalwood, turmeric and henna. For a long time, however, the use of
both local plants and those with more distant origins was based on more or less
fanciful beliefs. Throughout the Middle Ages herbal medicine consisted of a
mixture of magic, superstition and empirical observation. From the Renaissance
onwards, scientists and their scientific studies, discoveries and inventions came
to the fore, rejecting alchemists' elixirs and other magical remedies. Local plants
were carefully collected and widely used to make infusions, decoctions and
ointments. These plants make up the major part of the traditional cures that we
have inherited.

5. In the late 1700s, Carl Wilheim Scheele, a gifted Swedish chemist, obtained
tartaric acid from grapes, citric acid from lemons and malic acid from apples. The
techniques that he and his contemporaries used led to the isolation of the first
purified compounds from plants that could be used as drugs. First came the
isolation of morphine from the opium poppy in 1803, then caffeine from coffee
beans in 1819, quinine from cinchona bark and colchicines from meadow saffron
both in 1820 and atropine from deadly nightshade in 1835.

6. One tree that generated considerable interest among scientists was the willow. In
the early 1800s, chemists from Germany, Italy and France began the search for
the compounds responsible for the acclaimed pain-relieving effects of its bark. In
1828, the German pharmacist, Johann Buchner, was the first to obtain salicin,
the major compound in a pure form. In 1838, the Italian chemist, Raffaele Piria
also obtained salicylic acid from the bark by various chemical processes. But
these early compounds caused blisters in the mouth, and stomach upsets when
ingested. In 1853, a French chemist, Charles Frederic Gerhardt, synthesised a
modified form of salicylic acid-acetylsalicylic acid. But still it wasn't further
developed for more than 40 years until a German chemist, Felix Hoffman, working
for Bayer, rediscovered Gerhardt's compound. Hoffman gave it to his father who
suffered from arthritis and reported the beneficial effects.
MAIN COURSE BOOK 35
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UNIT-1

7. Bayer decided to market the acetylsalicylic acid as a new drug for pain relief and
patented the compound acetylsalicylic acid in 1899. At last from the willow, the
first modern drug was born and, with 12000 tons of aspirin sold every year
throughout the world, it has kept its number one position.

8. From the 1930s onwards, advances in chemistry have made it much easier to
reproduce the active ingredients in plants. But plants will continue to have a
medicinal importance in their own right. Their active constituents may be slightly
modified to improve their efficiency or to reduce their undesirable effects, but they
are still vital for the treatment of disorders such as cancers and heart diseases or
as a means of combating malaria. And they remain the essence of herbal
medicine-an area that has still not been fully understood and explored.

E2. Some sub-titles are given below corresponding to each of the paragraphs of
the article that you have just read. Match the sub-titles with their
paragraphs by writing the number of the paragraph in the space provided.

SUB-TITLES PARAGRAPH NUMBER

• Birth of the first modern drug. _______________________
• Man's hunt for medicinal plants from
ancient times. _______________________
• Contribution of Greek scholars _______________________
• Pioneering isolation of compounds _______________________
• The beginning of a new era of recreation of
plant components with modifications _______________________
• Positive effects of new trade and trading routes _______________________
• The Wonder Tree _______________________

• Knowledge from ancient Egypt _______________________

E3. Find words from the passage that mean the same or nearly the same as the
following:

(a) filled with a certain quality ( para 1 ) : ____________________________

(b) scented or perfumed or sweet-smelling (para 2) : ____________________________

36 MAIN COURSE BOOK

UNIT-1

(c) written work dealing with a subject systematically (para 3): _____________________

(d) people living at the same time as others (para 5) : ____________________________

(e) notably large or significant (para 5 ) : ____________________________

E4. Complete the following sentences on the basis of your reading of the text in
D1.

(a) After the Renaissance, the major shifts that occurred in the approach towards
herbal plants were --------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------

(b) Isolation of compounds from plants to be used as drugs was the ---------------------
-------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------

E5. Complete the following flowchart that traces the contributory processes
leading to the development of the first modern drug from the willow tree.

(a) salicin, the first major compound, was obtained in 1828

(b) ---------------------------------------------------------------------

© ---------------------------------------------------------------------

(d) Felix Hoffman's contribution of rediscovering Gerhardt's compound

(e) ----------------------------------------------------------------------

MAIN COURSE BOOK 37

 UNIT-1

E6. Class Project

Work in groups of 6-8 students to present your findings on any two of the herbal
plants suggested below through a series of charts or a computer power point
presentation.

(a) Alfalfa (Medicago sativa)

(b) Aloe vera

(c) Arnica (Arnica montana)

(d) Ashwagandha (Withania somnifera)

(e) Papaya (Carica papaya)

(f) Lavender (Lavandula officinalis)

(g) Black Radish (Raphanus sativus niger)

(h) Pumpkin (Cucurbita pepo)

(i) Pineapple ( Ananas comosus)

(j) Peppermint (Mentha x. peperita)

Please ensure that the whole class is divided into 4-5 groups and each group must
work on different sets or pairs of herbal plants.

38 MAIN COURSE BOOK

 UNIT-2
Education UNIT 2
(SUMMARY)

MAIN COURSE BOOK

SECTION In this UNIT you will develop your

LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS VOCABULARY

Introduction • Taking active part • Completing a web

in a group chart.
discussion
• Narrating
incidents and
events and
expressing
opinions.

(A) My struggle for • Taking active part • Identifying the • Writing a • Words to describe
in a group main points of a conversation a person's
an Education
discussion text character
• Expressing • Deducing the • Words and
personal feelings, meaning of phrases used in a
opinions and unfamiliar lexical debate
attitudes. items
• Participating in a
debate,
expressing and
arguing a point of
view clearly and
effectively
• Role play
involving
conversation.
Education

39
 40
SECTION In this UNIT you will develop your

LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS VOCABULARY

(B) Educating the • Taking active part • Analysing, • Transcoding • Words and
in a group/class interpreting and information from phrases related to
Girl Child.
discussion inferring the ideas one text type to education.
EDUCATION

in a text. another
• Expressing
opinions and • Retrieving and • Writing a letter to
giving reasons synthesising the editor.
information from
• Adopting different
a range of
strategies to
material using
convey ideas
study skills.
effectively
according to
purpose, topic
and audience.

(C) Inclusive • Listening to a talk • Taking active part • Identifying the • Making an oral • Words and
and in a group main points of a presentation, phrases occuring
Education
understanding discussion text expressing in news reports of
the topic and • Analysing, opinions and human interest.
• Expressing and
main points arguing a point of interpreting and feelings
• Understanding view clearly and inferring the ideas • Illustrating a
and interpreting effectively. in the text poem
message in a talk. • Local and global • Writing a formal
comprehension of letter.
a poem.
• Writing a bio-
• Deducing the sketch.
meaning of
• Writing an article.
unfamiliar lexical
items.

(D) Vocational • Participating in a • Identifying the • Writing an article • Names of

debate and main points and based on the professional
Education
expressing and supporting details information given courses
arguing a point of and making • Names of
• Writing a
view clearly and notes. vocations
narrative piece.
effectively. • Reading a story
• Writing a notice
• Role playing and and appreciating
participating in the main idea
spontaneous conveyed by the
spoken discourse. story

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UNIT-2
 N I

2
U

T
Education

Introduction

Discuss the following questions in groups of four. Then share your views with the
whole class.

\ Why do you come to school?

\ Why is it essential to receive education?

a) .....................................................

b) .....................................................

c) .....................................................

d) .....................................................

\ Do you know of anyone who is not educated?

\ Why did he/ she not receive education?

\ Does he/ she want to receive education now?

\ Why/ why not?

\ What are the reasons that may prevent a child from receiving education?

Complete the web-chart given below on the basis of your discussion.

poverty

A child may not

receive education
because of .........

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A. My Struggle for an Education

A1. Read about a boy, Booker T. Washington and his struggle to receive an
education.

One day, while at work in the coal-mine, I happened to overhear two miners
talking about a great school for coloured people somewhere in Virginia. This was
the first time that I had ever heard anything about any kind of school or college
that was more pretentious than the little coloured school in our town.

I heard one tell the other that not only was the school established for the members
of my race, but that opportunities were provided by which poor but worthy
students could work out all or a part of the cost of board, and at the same time be
taught some trade or industry.

I resolved at once to go to that school, although I had no idea where it was, or how
many miles away, or how I was going to reach it. I remembered only that I was on
fire constantly with one ambition, and that was to go to Hampton.

While at work here, I heard of a vacant position in the household of General Lewis
Ruffner, the owner of the salt-furnace and coal-mine. Mother applied to her for the
vacant position. I was hired at a salary of $5 per month. I soon began to learn that
first of all, she wanted everything kept clean about her, that she wanted things
done promptly and systematically, and that at the bottom of everything she
wanted absolute honesty and frankness. Nothing must be slipshod and every
door, every fence, must be kept in repair.

The lessons that I learned in the home of Mrs. Ruffner were as valuable to me as
any education I have ever gotten anywhere since. In the fall of 1872 I determined to
make an effort to go. The small amount of money that I had earned had been
consumed by my stepfather and the remainder of the family, with the exception of
a very few dollars, and so I had very little with which to buy clothes and pay my
traveling expenses.

Finally the great day came, and I started for Hampton. The distance from Malden
to Hampton is about five hundred miles. I had not been away from home many
hours before it became painfully clear that I did not have enough money to pay my
fare to Hampton.

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By walking, begging rides both in wagons and in cars, in some way, after a number
of days, I reached the city of Richmond, Virginia, about eighty-two miles from
Hampton. When I reached there, tired, hungry and dirty, it was late in the night. I
had never been in a large city, and this rather added to my misery. When I reached
Richmond I was completely out of money. I had not a single acquaintance in the
place, and being unused to city ways, I did not know where to go.

Just about the time when I reached extreme physical exhaustion, I came upon a
portion of a street where the broad sidewalk was considerably elevated. I waited for
a few minutes till I was sure that no passers-by could see me, and then crept under
the sidewalk and lay for the night upon the ground, with my satchel of clothing for
a pillow. Nearly all night I could hear the tramp of feet over my head. The next
morning I noticed that I was near a large ship.

I went at once to the vessel and asked the captain to permit me to help unload the
vessel in order to get money for food. The captain, a white man, who seemed to be
kind-hearted, consented. I worked long enough to earn money for my breakfast,
and it seems to me, as I remember it now, to have been about the best breakfast
that I have ever eaten. My work pleased the captain so well that he told me if I

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desired I could continue working for a small amount per day. This I was very glad
to do.

I continued to sleep under the same sidewalk that gave me shelter the first night I
was in Richmond. Many years after that, the coloured citizens of Richmond very
kindly tendered me a reception which was not far from the spot where I had slept
the first night I spent in that city. I thanked the captain of the vessel for his
kindness, and started again. Without any unusual occurrence I reached Hampton
with a surplus of exactly fifty cents with which to begin my education.

I presented myself before the head teacher for assignment to a class. Having been
so long without proper food, a bath and change of clothing, I did not, of course,
make a very favourable impression upon her.

For some time she neither refused to admit me nor did she decide in my favour,
and I continued to linger about her. After some hours had passed, the head
teacher said to me: "The adjoining recitation-room needs sweeping. Take the
broom and sweep it."

I swept the recitation room three times, then I got a dusting cloth, and I dusted it
four times. All the woodwork around the walls, every bench, table, and desk, I
went over four times with my dusting cloth. Besides, every piece of furniture had
been moved and every closet and corner in the room had been thoroughly cleaned.
I had the feeling that in a large measure my future depended upon the impression I
made upon the teacher in the cleaning of that room. When 1 was through I
reported to the head teacher. She was a "Yankee" woman who knew just where to
look for dirt. She went into the room and inspected the floor and closets; then she
took her handkerchief and rubbed it on the woodwork about the walls and over the
table and benches. When she was unable to find one bit of dirt on the floor or a
particle of dust on any of the furniture, she quietly remarked, "I guess you will do
to enter this institution."

I was one of the happiest-souls on earth. The sweeping of that room was my college
examination. I have passed several examinations since then, but I always felt that
this was the best one I had ever passed .........

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A.2. Answer the following based on your reading of the passage above:

1. The boy was inspired to go to Hampton because of ……………….

2. After working in the coal mine, where did the boy work next and what did he learn?
3. What happened to the money he had earned at Mrs Ruffner's house?
4. How far was Hampton from Malden? Was he able to hire a coach? What did he do
and where did he reach?
5. What did he do in Richmond in order to earn for his journey to Hampton?
6. Why did the writer not make a favourable impression on the head teacher?
7. What did he have to go through in order to get admission to the Hampton
Institute?
8. The names of some places are given below. Think of the main event that took place
there and write them in the order given in the story.

a) Hampton

b) General Lewis Ruffner's house

c) coal mine

d) city of Richmond in Virginia.

A.3. Which of the following qualities best describe the boy's character? Give
evidence from the story to support your answer.

kind polite hard-working

careful friendly respectful
generous honest frank eager to learn

Quality Evidence from the story

\
\
\
\ ….

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A.4. Match the following phrases with their meanings:

Phrases Meanings

at work pay off the cost by doing some work in lieu

work out a day one has been waiting for

to be on fire to be working

the great day excited

to be out of money not at all

not one bit of not having any money

A.5. Read the story given below:

Just a chance meeting - Thripura Krishnan

Mrs. Mini was caught in a downpour. It was difficult for her to even drive. She had
just finished her lecture and was on her way home. Just then, she saw a boy

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standing on the pavement in the rain. He was in his school uniform and was
carrying a heavy school bag. She pulled up close to him and rolled down the
window.

"Get in," she said. He was hesitant.

"Come on," she said impatiently.

"I'm drenched and I might spoil your car," the boy said.

"Doesn't matter," she said. "Just get in."

A sad story

The boy got into the car and sat awkwardly, holding his bag tight on his lap.

"Where do you live? I will drop you home."

"Drop me anywhere… I don't want to go home yet."

She didn't want to be nosy. So she didn't ask any questions. Instead, she drove
him to her house. She invited him in.

"Let's have lunch," she said. "What's your name?"

"Rahul."

She noticed he looked very sad. Later, when he had relaxed and was enjoying the
lunch, she gently asked him, "Why don't you want to go home?"

Rahul looked at her. "She does seem to be kind," he thought. "May be she will
understand."

"My mother is a housemaid and works very hard to make ends meet. My father is a
wastrel and a drunk. All he does is get drunk and harass my mother and me.
School is worse. My classmates taunt me because my uniform is shabby and
smelly. They laugh at me because I do not speak English as well as them. And at
lunchtime they turn their faces away from sour-smelling curd rice. I am the ideal
target for a bully. I haven't been to school for a week now."

She was quiet for awhile. Then she said, "Come let's go out. The rain has stopped."

She bought him new uniforms, shoes, a bag, pencils and pens.

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"Every morning you come here and collect your lunch. In the evening also come
here and finish your homework."

Very soon, Rahul was doing well in school.

Years passed and he completed his degree in Engineering. At the convocation,

there were two proud people. One was Mrs. Mini and the other was his mother.
Both had played such an important part in Rahul's life.

A.6. Based on your understanding of the story respond to the following

statements. You could get into groups of six and each student could respond
to one statement.

a) Rahul is a victim of circumstances

b) His classmates' reaction is normal

c) Rahul should take admission in another school

d) Measures Rahul’s teacher could take to avoid Rahul being bullied.

e) Children require individual attention

f) We need more people like Mrs.Mini

A.7. After the convocation, Mrs. Mini, Rahul's mother and Rahul, have a
conversation. Write this conversation and enact it in groups of three.

A.8. Read the following news clipping about Right to Education.

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Right to Education is a Reality

When on 1st April 2010, the Right of Children to Free and Compulsory Education Act
became a reality, this historic step became the first Fundamental Right that has been
added to the constitution since India attained independence. The Act makes it obligatory
on the State to guarantee Right to Education and "ensure compulsory admission,
attendance and completion of elementary education by every child of 6 to 14 years.''
According to the Act, financial constraints should not prevent a child from completing
elementary education, which means, even if a child lives in a remote area, providing free
transportation will be part of the child's entitlement to education. Some of the salient
features of the Act include: providing for school teachers at 1:30 teacher - pupil ratio at
the primary school and 1:35 ratio at the upper primary level within six months, with
these schools having only trained school teachers in five years. The norms for the schools
in the Act include one room for every teacher, subject-wise teachers, toilets and drinking
water, a library and a playground within three years. The Right to Education (RTE) Act
has three basic goals: a) bringing children of marginalized sections into the ambit of
school education; b) ensuring that all schools and their teachers meet some specified
norms; and c) ensuring that all children receive quality schooling free from any kind of
discrimination.

The RTE Act says that private schools should reserve a fourth of their seats for the poor
and other categories of children. The RTE Act says that all schools should now be
'recognized.' Given the shortage of trained teachers in the country, there is a need to do
some rethink on this stipulation and explore the possibility of hiring para- teachers to
run these schools until sufficient number of trained teachers are available. Studies in
Uttar Pradesh and Bihar by Kingdon and Banerji show that children taught by para-
teachers are as good if not better than those taught by regular trained teachers. If the
RTE Act is implemented successfully, India can emerge as a global leader in achieving
the Millennium Development Goal of ensuring that all children complete their
elementary education by 2015.

A.9. On the basis of your reading of the passage given above and your own
research on the Right to Education, find out and discuss in your groups:

\ What is the Right to Education?

\ What are the challenges of RTE?

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\ What is the implication of 'free education' in the Act?

\ What action will be taken if some parents don't send children to schools?

\ Is the Act targeted only at weaker sections?

\ Have the disabled children been adequately addressed in the Act?

\ What about children not in schools right now?

\ What if children admitted after age 6 attain the age of 14 before completing
class 8?

\ Do you think the government has the funds to set up adequate number of
schools?

\ If not, then how will the government meet the challenges of access, equity and
quality in education?

A10. After you have discussed, give a one minute presentation on any one of the
above topics in your class.

A.11. Now, hold a class debate on the following motion:

The Right to Education Act is a realistic and achievable goal that will change
the face of education in India.

Given below are certain expressions that might be used by debaters to

emphasize/negate certain points:

1. I'd like to raise a/the question / argue...

2. In my opinion...

3. Nothing could be more illogical than...

4. I feel very strongly that ...

5. I would like to draw attention to ...

6. I fail to understand ...

7. I think you are being unreasonable in suggesting ...

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8. I submit that ...

9. My first / next / final argument against / in favour of ...

10. I support the motion that ...

11. My knowledgeable opponent has submitted that ..

12. May I ask ...

13. I strongly oppose / support the view that ...

14. On the contrary ...

15. It is unrealistic to say that ...

16. I disagree ...

17. I firmly reject ...

18. I wholeheartedly oppose / support ..

B. Educating the Girl Child

STUDY THE STATE-WISE LITERACY RATE IN INDIA ACCORDING TO 2021 CENSUS.

S.No. State/Union Literacy rate in Literacy rate in Literacy rate in

Territory % (Person) % (Male) % (Female)

1. Kerala 94.0 96.1 92.1

2. Lakshadweep 91.8 95.6 87.9
3. Mizoram 91.3 93.3 89.3
4. Goa 88.7 92.6 84.7
5. Tripura 87.2 91.5 82.7
6. Daman & Diu 87.1 91.5 79.5
7. Andaman & 86.6 90.3 82.4
Nicobar Island
8. NCT of Delhi 86.2 90.9 80.8
9. Chandigarh 86.0 90.0 81.2

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10. Puducherry 85.8 91.3 80.7

11. Himachal Pradesh 82.8 89.5 75.9
12. Maharashtra 82.3 88.4 75.9
13. Sikkim 81.4 86.6 75.6
14. Tamil Nadu 80.1 86.8 73.4
15. Nagaland 79.6 82.8 76.1
16. Manipur 79.2 86.1 72.4
17. Uttarakhand 78.8 87.4 70.0
18. Gujarat 78.0 85.8 69.7
19. West Bengal 76.3 81.7 70.5
20. Dadra & Nagar 76.2 85.2 64.3
Haveli
21. Punjab 75.8 80.4 70.7
22. Haryana 75.6 84.1 65.9
23. Karnataka 75.4 82.5 68.1
24. Meghalaya 74.4 76.0 72.9
25. Odisha 72.9 81.6 64.0
26. Assam 72.2 77.8 66.3
27. Chhattisgarh 70.3 80.3 60.2
28. Madhya Pradesh 69.3 78.7 59.2
29. Uttar Pradesh 67.7 77.3 57.2
30. Jammu & Kashmir 67.2 76.3 56.4
31. Andhra Pradesh 67.0 74.9 59.1
32. Jharkhand 66.4 76.8 55.4
33. Rajasthan 66.1 79.2 52.1
34. Arunachal Pradesh 65.4 72.6 57.2
35. Bihar 61.8 71.2 51.5

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B.2. Attempt the following in pairs.

\ Name the states/UTs with female literacy lower than 60%.
\ Name the state/UT with the highest female literacy.
\ Discuss reasons why male literacy is higher than female literacy in India.

B.3. (a) What do you think are the causes for female illiteracy in India?
\ …………………………………………………………………..
\ ………………………………………………………………….

(b) Suggest ways to increase female literacy in India.

\ ………………………………………………………………..
\ ………………………………………………………………….

B.4. Read the following short story

The whole world came together

A young mother was ready for a few minutes of relaxation after a long and tiring
day. However, her young daughter had other plans for her mother's time.

'Read me a story, Mom,' the little girl requested.

'Give Mommy a few minutes to relax and unwind. Then I'll be happy to read you a
story,' pleaded the mother.

The little girl was insistent that Mommy read to her now. With a stroke of genius,
the mother tore off the back page of the magazine she was reading. It contained a
full-page picture of the world.

As she tore it into several pieces, Mom asked her daughter to put the picture
together and then she would read her a story. Surely this would buy her some
relaxing moments.

A short time later, the little girl announced the completion of her puzzle project. To
her mother's astonishment, the world picture was completely assembled.

When she asked her daughter how she managed to do it so quickly, the little girl
explained that on the reverse side of the page was the picture of a little girl.

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'You see, Mommy!' she said, 'When I got the little girl together, the whole
world came together!'

Picture

B.5. On the basis of your reading of the story and the discussion between the girls
in the following picture, have a whole class discussion on-The Need to
Recognize and Empower the Girl Child

Save us.
We have a dream
too.

A whole
The range of discriminatory
hardest profession to practices including female foeticide,
take in life is being a girl female infanticide, son idolization, early
child! marriage and dowry have buried the
future of the girl child

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Did you
A little
know that every year 12
amount of care, a
million girls are born in the country but
handful of warmth and a heart
unfortunately only 1/3 of those survive? Some
full of love for a girl child can
are killed in the womb, some at the time of
make a big difference.
birth, some die due to ill health and some
Why do due to poor nutritional status.
people discriminate against
us for nutrition and even
education?

B.6. Read the following extract on Girl Child Education

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Education of girls has been a high priority with the Government of India. The
National commitment to provide free and compulsory education to all children in
the 6-14 years age group is now a Fundamental Right of every child in India.

Reaching out to the girl child is central to the efforts to universalize elementary
education. Sarva Shiksha Abhiyan, or 'Education for All' programme, recognizes
that ensuring girl's education requires changes not only in the education system
but also in societal norms and attitudes. A two-pronged gender strategy has,
therefore, been adopted to make the education system responsive to the needs of
girls through targeted interventions, it serves as a pull factor to enhance access
and retention of girls in schools, on one hand, and, on the other, to generate a
community demand for girls' education through training and mobilisation.

The targeted provision for girls under ‘Sarva Shiksha Abhiyan’ includes:

\ Free textbooks to all girls upto class VIII

\ Separate toilets for girls

\ Back to school camps for out-of-school girls

\ Bridge courses for older girls

\ Recruitment of 50% women teachers

\ Early childhood care and Education centres

\ Teachers' sensitisation programmes to promote equitable learning

opportunities

\ Gender-sensitive teaching-learning materials including textbooks

\ Intensive community mobilisation efforts

\ 'Innovation fund' per district for need based interventions for ensuring girls'
attendance and retention.

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B. 7. On the occasion of Women's Day, your school Literary Club is organizing a

Speech Competition on the topic - "Empowering the Girl Child is the Best
Way to Empower the Nation". On the basis of the input given above and your
own ideas, draft the speech.

When giving your speech:

\ Stand
\ Make sure you look at every member of your audience while speaking
\ Use questions, so as to involve your audience e.g. "Did you know that......?" "I
wonder how many of you are aware.....?"
\ Speak up so that everyone can hear you
\ Pause occasionally
\ Don't talk too fast

B.8. Girls' Enrolment:

B.8. The Government of India has consistently worked to ensure an allevation in

the status of education of the girl child.

Ø Introductory paragraph:
l As an avid reader of your newspaper, I would like to draw the attention of the
readers towards the issue of...
l This is to draw your attention towards...
l As a responsible citizen, I would like to draw the attention on a matter of
utmost concern that deserves immediate redressal.

Ø to express opinion:
l Therefore,...
l As a result,...
l Consequently,...
l If we/they do/did this,...
l Obviously,...
l Clearly,...

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Ø to summarise and conclude:

l I hope my comments/suggestions/points will be taken into consideration

by the authorities concerned...
l I hope this draws the attention of the government authorities...
l I hope this leads to constructive action...

Write a letter to the editor of a national daily, expressing your appreciation

towards government initiatives and provisions made for girl child education and
the importance of the same. You can refer to the data in Ex. B1.

B.9. Take a look at the format of a letter to the editor.

51, Moti Bagh Sender’s address

New Delhi-110023

25 February 20XX Date of writing the letter

The Editor Receiver’s Designation

Serra Delta Street and address
Charlie City – 10001

Subject : Purpose of writing the letter

Sir/Madam Saluation

Body of the letter :

(I) Introduction
(ii) The issue, facts, causes & consequences
(iii) Minimum two suggestions;
(iv) Conclusion

Yours truly
Name
address

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C. Inclusive Education

C.1. Read the following story.

Fox was very happy that there were more than 50 admissions in his new school.
He was determined to make it, the best school in the jungle. He introduced
everything in his curriculum: reading, writing, arithmetic, swimming, dancing,
running, climbing trees etc. and insisted that teachers should take classes
regularly and test the students regularly. The teachers however were very
unsatisfied with the results. However much they tried, they couldn't teach the lion
to swim, the tiger always failed in climbing trees and the crow refused to sing. The
teachers tried all the methods and regularly conducted classes. The students had
to attend special classes. The peacock would help the teacher conduct dancing
classes but the pig could not get a single step correct. Likewise, the owl did not
want to learn to read and the monkey could not swim. All the students failed in the
exams and Fox was very worried. Then the wise bat told him to let the students

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take up the courses they wanted to and then conduct the exams. The monkey did
not have to learn swimming anymore but the crocodile could practise swimming
and diving, the crow could fly and learn to do somersaults in the air and the
squirrel could continue learning arithmetic. When the exams were conducted, all
the animals passed with flying colours and the Fox was very proud of his school.

Discuss in groups of four, the following questions:

\ What was wrong with Fox's school initially?
\ What were the reasons for improvement in the results?
\ Do you think the schools in the present day resemble Fox's school? If yes/no
say how?
\ Can the Bat's advice be extended to present day schools? If yes, how. If no,
why?

C.2. Discuss within your group in what way is the story of the Fox's school
applicable to your classroom. How can the issue of inclusion of students with
different abilities be addressed in the best possible way?

C.3. What does the term "inclusive education" mean to you?

To me the term "inclusive education" means .......................................................
.........................................................................................................................
.........................................................................................................................

C.4. Read the poem given below:

I am SPECIAL, and so are YOU.

Imagine just how boring the world would be
If Mother Nature believed in UNIFORMITY?!
All living beings of same colour and shape
The ant and the ape!

A leopard and a bear!

A watermelon and a pear!!!

The birds soaring high;

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The clouds floating by

The leaves on every tree.....

The fish in every sea...
And as a further blow to individuality
Hey, may be even you... and me!!!
Eeeeeeks!!! Wouldn't life be a tragic shame!
If everything looked
Felt
Smelt
Exactly... the SAME!!
Thank God that we all have our own shapes and sizes
With different looks, talents and surprises
Each with a special strength and may be, a weakness
And you know... that's what gives us our uniqueness!
I've got friends who are fat and friends who are tall
Friends who are skinny and some who are small
Friends who are gawky, friends who have grace
Some who are slow... and some with the pace
Friends who wear glasses or use a wheelchair
Friends who wear braces or funny things in their hair!!!
Friends whom I help... and friends who help me
But friends forever... as we were meant to be...
Some are really brainy, ahead of the rest,
Scoring superbly in every class test
Some are winners in many other ways
In music... dancing... painting... or on sports days...
Then, there are others who might not win any prizes
But watch out, they too are full of surprises
That's because each of us is one of a kind

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Specially created... specially designed...

We each have a purpose, each have a role
Each with a dream, each with a goal
We each are different, special.. rare
Each an answer to a special prayer...
So love who your are, in life have an aim
Be happy to be special not boringly same
Be who you are... do what you do
We are all really special... coz I am. I... And you are YOU!!!
Contributed by TRINAYANI towards creating awareness in diversities and
disabilities. Written by Vanessa Ohri. Visit www.trinayani.org
C.5. Based on your understanding of the poem, conduct a group discussion on the
topic: 'Inclusion means acceptance of diversity in a classroom.' After having
the discussion, a member of each group will make a brief presentation to the
class, giving the views and opinions of the group.
C.6. Working in groups, illustrate the poem. Put up your illustrations on the class
notice board under catchy titles.
C.7. Now read the news story given below.
West Bengal Boy is World's Youngest Headmaster
1. Around the world millions of children are not getting a proper education because
their families are too poor to afford to send them to school. In India, one schoolboy is
trying to change that. Babar Ali's remarkable education project is transforming the
lives of hundreds of poor children.
2. At 16 years of age, Babar Ali must be the youngest headmaster in the world. He is a
teenager who is in charge of teaching hundreds of students in his family's
backyard, where he runs classes for poor children from his village.
3. The story of this young man from Murshidabad in West Bengal is a remarkable
tale of the desire to learn amid the direst poverty.
4. Babar Ali's day starts early. He wakes, pitches in with the household chores, then
jumps onto an auto-rickshaw which covers only a part of the 10 km journey to the

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Raj Govinda school. The last couple of kilometers he has to walk.

5. The school is considered to be the best in this part of West Bengal. There are
hundreds of students, boys and girls. The classrooms are neat, if bare. But there
are desks, chairs, a blackboard, and the teachers are all dedicated and well-qualified.

6. As the class 12 roll-call is taken, Babar Ali is seated in the middle of the front row.
He's a tall, slim, teenager, studious and smart in his blue and white uniform. He
takes his notes carefully. He is the model student.

7. Babar Ali is the first member of his family ever to get a proper education.

“Everything I have and everything I am today is because of my education”

8. "It's not easy for me to come to school because I live so far away," he says, "but the
teachers are good and I love learning. And my parents believe I must get the best
education possible, that's why I am here."

9. Raj Govinda school is government-run, so it is free. All Babar Ali has to pay for is
his uniform, his books and the rickshaw ride to get there. But still that means his
family has to spend around 1,800 rupees a year to send him to school. In this part
of West Bengal that is a lot of money. Many poor families simply can't afford to
send their children to school, even when it is free.

10. Chumki Hajra is one who has never been to school. She is 14 years old and lives in
a tiny shack with her grandmother. Their home is simple - A frame supporting a
thatched roof next to the rice paddies and coconut palms at the edge of the village.

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Inside the hut there is just a room for a bed and a few possessions.

11. Every morning, instead of going to school, she scrubs the dishes and cleans the
houses of her neighbours. She has done this ever since she was five. For her work
she earns just ` 200 a month. It's not much, but it's the money her family
desperately needs. And it means that she has to work as a servant everyday in the
village.
12. "My father is handicapped and can't work," Chumki tells me as she scrubs a pot.
"We need the money. If I don't work, we can't survive as a family. So I have no
choice but to do this job."
13. But Chumki is now getting an education, thanks to Babar Ali. The 16-year-old has
made it his mission to help Chumki and hundreds of other poor children in his
village. The minute his lessons are over at Raj Govinda school, Babar Ali doesn't
stop to play; he heads off to share what he's learnt with other children from his
village.
14. At four o'clock every afternoon after Babar Ali gets back to his family home, a bell
summons children to his house. They flood through the gate into the yard behind
his house, where Babar Ali now acts as headmaster of his own, unofficial
school.
15. Lined up in his backyard the children sing the national anthem. Standing on a
podium, Babar Ali lectures them about discipline, then the study begins.
16. Babar Ali gives lessons just the way he has heard them from his teachers. Some
children are seated in the mud, others on rickety benches under a rough,
homemade shelter. The family chickens scratch around nearby. In every corner of
the yard are groups of children studying hard.
17. Babar Ali was just nine when he began teaching a few friends as a game. They were
all eager to know what he learnt in school every morning and he liked playing at
being their teacher.
18. Now his afternoon school has 800 students, all from poor families, all taught for
free. Most of the girls come here after working, like Chumki, who work as
domestic help in the village, and the boys who come after they have finished their

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day's work in the fields.

19. "In the beginning I was just play-acting, teaching my friends," Babar Ali says, "but
then I realised these children will never learn to read and write if they don't have
proper lessons. It's my duty to educate them, to help our country build a better
future."
20. Including Babar Ali there are now 10 teachers at the school, all, like him, are
students at school or college, who give their time voluntarily. Babar Ali doesn't
charge for anything, even books and food are given free, funded by donations. It
means even the poorest can come here.
21. "Our area is economically deprived," he says. "Without this school many kids
wouldn't get an education, they'd never even be literate."
22. Seated on a rough bench squeezed in with about a dozen other girls, Chumki
Hajra is busy scribbling notes.
23. Her dedication to learning is incredible to see. Every day she works in homes in the
village from six in the morning until half past two in the afternoon, then she heads
to Babar Ali's school. At seven every evening she heads back to do more cleaning
work.
24. Chumki's dream is to become a nurse one day, and Babar Ali's classes might just
make it possible.
25. The school has been recognized by the local authorities as it has helped increase
literacy rates in the area, and Babar Ali has won awards for his work.
26. The youngest children are just four or five, and they are all squeezed in to a tiny
veranda. There are just a couple of bare electric bulbs to give light as lessons
stretch into the evening, and only if there is electricity.
27. And then the monsoon rain begins. Huge drops fall as the children scurry for
cover, slipping in the mud. They crowd under a piece of plastic sheeting. Babar Ali
shouts an order. Lessons are cancelled for the afternoon, otherwise everyone
will be soaked. Having no classrooms means lessons are at the mercy of the
nature.
28. The children climb onto the porch of a nearby shop as the rain pours down. Then
they hurry home through the downpour. Tomorrow they'll be back though. Eight
hundred poor children, unable to afford an education, but are hungry for anything
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that they can learn at Babar Ali's school.

C.8. On the basis of your reading of the above text complete the following
sentences:
1. What makes Babar Ali's tale extraordinary is ___________________________________
_____________________________________________________________________________.
2. That Babar Ali values his education is evident ________________________________
_____________________________________________________________________________
3. In spite of the fact that he studies in a government school, receiving an education
is not easy because:
a) ______________________________________________________________
b) _______________________________________________________________
4. Chumki is likely to achieve her dream of becoming a nurse because she has the
qualities of:
a) _______________ b) ______________________
5. The poor infrastructure that the students of Babar Ali's school study in is obvious
from_________________________________________________________________________
6. It is ironical that though the poor children are hungry for knowledge
_____________________________________________________________

C.9. Find one word or phrase from the passage that means the same as the
following:

a) extremely serious, bad or terrible (para 1-3)

b) to give enthusiastic support (para 4-5)
c) lanky (para 6-8)
d) to leave for another place (para 13-14)
e) wobbly (para 16-17)
f) to write something hastily or untidily (para 22-23)
g) very difficult to believe (para 23-25)
h) scamper (para 27-28)

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i) heavy shower (para 28)

C.10. Smt. Anju Kar, Minister (Mass Education), West Bengal comes across BBC's
story of Babar Ali's remarkable achievements transforming the lives of
hundreds of poor children. She writes a letter to him lauding his
extraordinary efforts and undeterred spirit of reform in the face of adversity.
She also promises support, both financial and academic to him. As Anju Kar,
write the letter to Babar Ali.

C.11. Writing a Biosketch

BIOSKETCH

Biographical sketch means an account of the life and activities of an individual or

family. It would include information about the person's name, place of
residence, education, occupation, life and activities and other important
details. A biographical sketch is always written by someone else except the person
on whom it is written.

A bio-sketch presents the facts about the person's life including what the person
did and how he/she influenced the world. It should describe the person's
personality and provide an explanation for why he or she acted in certain ways.
Most bio-sketches not only present the facts but also tell what those facts mean.

SAMPLE BIO-SKETCH
With the help of the given clues, write a bio sketch of Subhash Chandra Bose
in not more than 80-100 words :
Name : Subash Chandra Bose ; Netaji
Contribution : immense, Freedom Fighter
Born : January 23, 1897 in Cuttack, Orissa.
Career : Civil Services
Achievements : Joined struggle; established Indian National Army
Motto : Gain independence for India "Give me blood and I will give you
freedom”
Setback : Retreat after the defeat of Japan and Germany.

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Death : Air crash over Taipei, Taiwan (Formosa) on August 18, 1945
Subhash Chandra Bose, affectionately called Netaji, was born on January 23,
1897 in Cuttack, Orissa. He was one of the most prominent leaders of Indian
freedom struggle. Deeply moved by the Jallianwala Bagh massacre, he gave up a
promising career in the Civil Service to join the Freedom Movement. He founded
the Indian National Army to overthrow British Empire from India. His famous line
was "Give me blood and will give you freedom". However, defeat of Japan and
Germany in the Second World War forced INA to retreat and it could not achieve its
objective. Subhash Chandra Bose was reportedly killed in an air crash over Taipei,
Taiwan (Formosa) on August 18, 1945.

Read the biographical details of famous Tamil writer -Bama and write a bio-
sketch on the basis of these details.
\ Bama - Born 1958, creative Tamil, woman writer, committed teacher,
social activist -popularly known as Karukku Bama.
\ Penname -- Faustina Mary Fatima Rani.
\ Novels --Karukku, Sangati and Vanman- translated into other Indian
languages, English and French.
\ Wrote twenty short stories --not published in book form.
\ Honorary doctorate degree, Crossword Award for her semi-fictional
autobiography Karukku.
\ Invited by universities in India and abroad --lectures at various
conferences..

\ Multi-faceted personality-woman with extraordinary courage, conviction,

resistance to any form of oppression

\ Keen eye for beauty in nature, profound insight into issues pertaining to
caste, religion, women.

\ Clear thoughts and expression

\ Dedicated to the upliftment of the downtrodden: passion-Teaching:

Mission --Building a casteless society

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C.12. Your teacher will read out from page 241 Steve Jobs' speech. Complete the
following statements by ticking the correct options from those given.

1. Steve dropped out of college because

a) He did not want to waste his parents' money
b) He did not see any value in college education
c) Both a & b

2. Steve's decision to drop out of college was the best decision because
a) He could save his parents' money
b) He could start earning
c) He could attend classes he was interested in

3. What was the significance of his calligraphy classes?

a) Helped him design different typefaces in his computer
b) Assisted in helping him earn money during his college days
c) Presented hardly any practical value.

4. What does connecting the dots in our life, mean?

a) Looking backwards to see how the choices we made affect our lives
b) Looking forward and believing that every action has a purpose
c) Both a&b

C.13. Steve Jobs believes that we cannot really predict as to how, what we learn
now will become useful to us in future. Do you believe in this? In small groups
discuss how some of the things you learn in school will be useful to you in
future. Make a list and present it to the class in the form of a poster.

C.14. In life we face many choices and we are required to make decisions. For
instance, you will soon be faced with the choices of different subjects and
careers. Like what Steve Jobs has explained, the decisions we make in life, if
based on conviction, interest and gut feeling, help us achieve our dreams.
When we choose a path based on our instinct and interest, we will realize in
future how important that decision was in shaping our life. This is what Jobs
refers to as 'connecting the dots':

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Here is a poem on the same theme. Read it and have a class discussion on the
central idea of the poem. Do not forget to bring out the parallels between the
poem and the speech of Jobs.

The Two Roads

By Whitney Welch
There was a path
Deep in the woods.
Once it forked—
The bad, the good.
I chose to take
The left-hand path,
I did not know,
I had no map.
Now this road that I travel
Is dirty and battered.
It's littered with dreams
That are broken and tattered.
Paved with wrong doings
And dotted with hearts,
That were taken from people
And just torn apart.
Pain and regret
Are common here.
Wherever you turn,
They're always near.
I want to cross
To the other path,
And leave behind
This painful wrath.
I thought I was forever
Doomed to walk.
And all the gates
Were tightly locked.

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But as I continued,
A footbridge I could see.
A Bridge of Hope
Called out to me.

Slowly I crossed
To the path of good.
Finally I was on the path
Of which I thought I should.

Now hidden deep

Within the woods.
The one that forked,
Paths bad and good.

I once was wrong,

But now I'm right.
And before me
Glows a guiding light.

Altered by
A little step.
So close to falling
In darkened depths.

But I was finally

Pulled to hope.
I found that footbridge,
And learned to cope.
My simple mistake,
Following the crowd.
Ignoring the heart
That speaks so loud.
The choices you make
Can change your life.
One will bring happiness,
The other brings strife.

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Following the crowd,

Won't lead you to right.
If you follow your heart,
You'll be guided by light.
There was a path,
Deep in the woods.
Once it forked—
The bad, the good.

Heed my warning,
Because I know.
Follow your heart—
You know where to go.

C.15. Based on your understanding of Inclusive Education from this section , write
an article on the topic-- 'Inclusive Education is not an alternative but an
inevitability' ,for publication in your school magazine. You may keep the
following factors affecting Inclusive Education in mind:

\ Attitude of parents, teachers, classmates and the society

\ Physical support
\ Curriculum support

Arts ? Law? Commerce, BBA,

IAS OR Media ? BCA, CA???

Catering? Science?
Journalism? Engineering?
Management? Or..Sports?
Entrepreneurship?

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\ Teacher support
\ Policy support
\ Infrastructure

D. Vocational Education

D.1. This is Rohan. He is not interested in the usual set of professional courses
like the ones mentioned above. Do you think he can try his hand at
something else? Work in pairs and try to find some courses that he may like
from the word maze given below.

E A R P L U M B I N G A W P

L C E F I T T E R Q T S E O

E W Q O B A S A E E F D R I

C M S U R Z D U T Y P I S T

T A D N A X F T A E I N D A

R C F D R C G I I D Y S E I

I H W R Y V H C L X U U S L

C I E Y I B J I I C T R I O

I N L M A N K A N V J A G R

A I D A N M U N G F H N N I

N S E N K D E S I G L C E N

D T R U P U B L I S H E R G

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D.2. Now that you have identified a few of the courses that Rohan can do, can you
guess what would be their job profile and what category they can be placed
under? Given below is a table with jobs in column A and the job profile in
column B (Jumbled up). Work in pairs to match the column A with column B
and column C

S.N Jobs A Profile B Category C

1 Fitter A tradesperson who specializes Agriculture

in installing and maintaining
systems used for potable
(drinking) water, sewage, and
drainage.

2 Machinist A person who types, especially for a Technology

living

3 Foundry man The science of plant cultivation Home Science

including the process of preparing
soil for the planting of seeds,
tubers, or cuttings

4 Electrician A person who joins two or more Humanities

pieces of metal together

5 Welder A person who provides coverage Commerce

for life and property

6 Typist An information professional Agriculture

trained in the organization and
management of information
services or materials for those
with information needs.

7 Retailer A tradesman specializing in Commerce

electrical wiring of buildings,
stationary machines and related
equipment.

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8 Publisher A person who manufactures various Humanities

types of articles out of sheet metal

9 Insurance Ser- A person who works in a factory Technology

vice Provider that produces metal castings.

10 Plumber A person who is in the business of Humanities

production and dissemination of
literature or information

11 Designer A person who makes, repairs, or Commerce

alters clothing professionally,
especially suits and men's clothing.

12 Beautician A person who uses machine tools Technology

to make or modify parts, primarily
metal parts

13 Librarian A person who crafts clothes, Commerce

furniture, crockery ect

14 Tailor A person who is in the business of Technology

rearing of silkworms for the
production of raw silk.

15 Sheet metal A person who is skilled in Technology

worker adornment of body

16 Sericulturist A person who sells goods Technology

directly to the consumer.

17 Horticulturist A person who uses machine tools Technology

to make or modify parts

D3 Vocational Education

Read the following article on vocational education.

Vocational Education prepares learners for jobs that are based on manual or
practical activities. It has traditionally been considered non-academic and totally
related to a specific trade, occupation or vocation. Hence, it is sometimes referred

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to as technical education. It is generally given at the secondary or post-secondary

level. It focuses on development of skills that are needed for specific trades and
hence practical work is given greater importance than bookish learning.

There is an urgent need to respond to the growing skill requirement so that the
momentum of the economy can be sustained. By focusing on employability, our
education system can fulfill the requirements of skilled manpower. Further,
vocational education also creates more employment opportunities by equipping
learners with entrepreneurial skills. It also addresses the changing face of
technology through diversified courses.

However, there are many concerns, foremost among them being low motivation
amongst students to pursue vocational education. It is compounded by the rigid
mindset of parents and educators in accepting vocational courses. It is also a
painful fact that many vocational courses that are being offered have become
obsolete. Since there is poor linkage between institutions offering vocational
courses and the private sector, students often find it difficult to secure proper
employment immediately after completing their courses.

As a result of globalization, new sectors in both manufacturing and service

industries have opened up. Hospitality, fashion technology, film and television,
information technology, retail, health care etc are some of the emerging areas that
require skilled man power.

D.4. After reading the above passage, complete the notes given below:

VOCATIONAL EDUCATION
1.0 What is VE
1.1 Prepares ....................................................................................................
1.2 Related to ...................................................................................................
1.3 Generally at the .................................................................................. level.
1.4 Focus on .............................................. and ...............................................
2.0 Need of VE:
2.1 To sustain...................................................................................................
2.2 To provide ..................................................................................................

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2.3 Creates .................................................... by .............................................

2.4 Addresses ............................................... through ......................................

3.0 Concerns:

3.1 Low ............................................................................................................

3.2 Rigid ..........................................................................................................

3.3 Obsolete .....................................................................................................

3.4 Poor linkage ...............................................................................................

4.0 Emerging Fields:

4.1 Globalization has resulted in .......................................................................

4.2 New fields of employment:

• Hospitality

D.5. Based on the information provided in this section along with the input given
below write an article on "The growing need for Vocational Education"/
"Education Curriculum requires fresh perspective"

"In India every year 6,50,000 Engineering graduates and approximately two
million graduates pass out of colleges. Nearly two thirds of the 6,50,000
engineering graduates need to be re skilled, so that they can get jobs in the
industry. The developed world requires knowledge workers and skilled
professionals. By 2020, the developed world will have a shortage of 40 million
working people, says a report.

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According to a survey, 72 per cent of our population is under the age of 35 and it is
estimated that 300 million people between the ages of 18 and 50 seek employment
of some or the other form. While 57 per cent are unemployable, 46 per cent are
registered with employment exchanges with little hope of finding work as there lies
a mismatch between the skilled manpower required and skilled manpower
available. A majority of the youth passing out of colleges do not have the specific
skills required by various sectors in the market.
You may follow the CODER to write your article. You may arrange your
information as suggested below:
Para 1- Introduction (The present education system- How is Vocational education
different)
Para 2- The short comings of the system, its effect on the development of the
country
Para 3- Reasons for this mismatch in the market
Para 4- Suggestions to bridge the gap

D.6. Your school is planning to close down two vocational courses at + two level as
the enrolment has not been very encouraging. However, the school has
decided to hold a debate concerning this issue. The team that is able to
convince the students will be the deciding factor for the courses.

Based on all the inputs provided in the section, hold a class debate on the
following topic:

"Education should be skill based rather than knowledge based”

Divide the class into four groups, two FOR the motion and two AGAINST the
motion. In your groups choose:
Group Leader: To co ordinate the work
Group Speaker: To effectively deliver the views
Group Secretary: To note down the points discussed
A Chairperson, Debate Secretary and Time keeper will be appointed to conduct
the debate.

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D.7. Most children face dilemma while choosing the right stream at + two level.
Most of them are unsure of what they want to do. The decision is mostly
taken based on popular choice, parents' pressure or peer pressure.
Rashmi is a student of class X. Her school organized a workshop on career
counseling. It proved to be an eye opener as she came to know about the varied
possibilities and benefits of joining a Vocational Course and learn things that she
has always been interested in. At the same time she also learnt about the
requirement of the job market. She has taken a decision about pursuing
Photography/ Choreography. She has decided to tell her family about her
decision. Each one of them reacts differently. Her father is very much against the
idea. Her mother though supportive, is very apprehensive about the future
prospects. Her sister, who is a counselor, supports her decision.
In groups of four, you will discus the choice that Rashmi has made. You will play
the following roles:
1. Rashmi
2. Mr. A.K Saxena (Father)
3. Mrs. Rita Saxena (Mother)
4. Ms Rakhi (Sister)
Your teacher will distribute Role Cards, which will give you information about the
roles you are to play. Each group should do a presentation in the class
Role Cards:

Rashmi- A very bright student who Mr. A.K Saxena- An engineer by

loves taking pictures of animals. Her profession has high expectations from
grandfather's gift of a camera made his daughter. He wants her to follow his
her realize her passion. She has a very footsteps and go to his Alma mater, IIT.
good eye for the aesthetics of a He cannot think beyond B. Tech. He is of
picture. She has no desire to study the firm opinion that such interests are
Science or Commerce. She wants to appropiriate for hobbies but not for a
pursue her passion. She is also career.
interested in dance and music.

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Mrs. Saxena- A banker by Ms Rita- A counsellor by

profession, is more open to profession is very happy that
the idea but is anxious her sister has been able to find
whether her daughter will be out so early in life what she
able to survive in the world- wants. She supports her
whether she will get a job. decision and tries to convince
She wants to support her her parents that they should
daughter but her set outlook let Rashmi do what she wants
on what are the right choices to do.
of career for girls is getting in
her way.

D.8. Your school has decided to introduce Mass Media Studies as a subject under
the vocational stream. This is going to help students who want to pursue a
career in films , its production and other attached fields. Write a notice for
your school notice board informing all students who are studying in class X
regarding the course.

Writing a notice

A notice is information regarding an important event that is about to happen or

that has happened. It is publicly displayed — a kind of information for others to
know and follow:

\ The notice must contain complete information

\ The message with essential details includes :

• an eye-catching caption — preferably a phrase and not a sentence

• important details

• the name of the body / organisation organising the event

As the Head Boy/Head Girl of your school, you are organizing a Career
Counselling session for students of class IX and X of your school. Write a
notice giving details to be displayed on your school notice board in about 50
words.

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Issuing
Authority JAWAHAR NAVODYA VIDYALAYA, VADODRA The word
1st Jan 20xx NOTICE NOTICE
Date
CAREER COUNSELLING WORKSHOP Heading

The Students' Council of the school is organizing a Career

Body of notice
Event
with details:
Counseling Workshop for students of Classes IX and X on
• Purpose
Saturday, 6th January between 9 am and 1 pm in the School
• Event
Date Time
• Date/time
venue Auditorium. Renowned counselors from MS University will
Venue Details
• Details
address the students. Students interested in participating should
Name and be seated in the Auditorium by 8.45 am.
designation Follow-up
of person Nakul Purohit
issuing the Head Boy
notice

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D.9. Rahul - in the picture is not only your co worker but also a good friend. When
you see him working with so much diligence and dedication, you feel happy
at having supported him when his father was against him learning to be a
Machinist. Write a narrative piece on Rahul's journey of self realization and
success and how your support helped him achieve his ambition.

D.10. Read and ponder over the following story silently.

Pelican Watching — Donna Getzinger

Have a class discussion on the great lesson that human beings can learn from
Papa Pelican.

One day my father took me fishing with him. I told him that I wasn't ready to use
my own fishing pole yet, but he brought two fishing poles anyway. I sat in the boat
and watched the sea birds as my father untied the fishing boat from the dock and
started up the motor.

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"What kind of birds are those funny ones with the tiny heads and fat bodies?" I
asked, pointing to the two birds not far from us.

My father looked up and said, "They are pelicans."

"The little one looks angry. It keeps flapping its wings at the big one."

"Hmmm,"my father said. "Looks like the big one with the yellow feathers around
his eyes is the papa. That little one with the grey and white feathers must be his
baby. The baby wants to sit with him on his post."

"But he won't let her," I said, as I pointed out how the papa pelican kept pushing
the baby pelican off the post.

"Oh, look," my father said. "Papa's gonna dive for a fish. There he goes."

"Go, Baby Pelican!" I laughed. "She has nabbed the post, dad!"

"Not for long," my father replied with a cool smile playing on his lips.

Sure enough, Papa Pelican came up with a fish in his mouth. He flew to his messy
post, pushed off Baby Pelican and swallowed the fish.

"That's not fair!" I said. "Papa Pelican should share his post with his baby and give
her some of his fish."

"I don't know about that," my father said. We watched Papa Pelican dive into the
water two more times, coming each time to knock his daughter off his post.

"Come on, Dad, let's go," I said. "I've seen enough."

"No, wait," my father insisted. "Just a little longer."

The next time Papa Pelican dove, he came up with a fish, but he didn't take it back
to his own post. Instead, he put it on another post. Then he flew back to his own
post and knocked his daughter off.

"He wants her to go to the other post," my dad said.

Baby Pelican flew around for a moment as if she was confused, but the smell of the
fish must have caught her attention because she eventually landed on the other
post and swallowed the food.

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Papa Pelican dove again, brought up a fish and ate it. Baby Pelican squawked
loudly. Papa Pelican dove a couple more times to catch a few more fish for himself.
Each time Baby Pelican squawked louder.

"Just get your own fish then, Baby," I yelled to her. "You can do it!"

The fourth time Papa Pelican dove, Baby Pelican copied him. Papa came up with a
fish in his mouth. So did Baby Pelican. They both went to their own posts and
swallowed their food. Baby Pelican cooed, and Papa Pelican flew close to her so he
could touch her with his long beak as if he was kissing her.

"He taught her how to fish!" I gasped.

"Incredible, eh?" my father said. "Watching all that fish-eating has made me
hungry".

"Let's catch some big ones for ourselves!"

"Yeah!" I agreed.

After a short while, we found a cove where the water was calm. My father put bait
on a hook and handed the pole to me.

"No thanks, Dad," I said, pushing the pole back towards him.

"I thought you wanted to fish today," my father said.

"I do," I said. "I just want to do it with my own pole."

My father grinned. "It's about time!" He leaned over, hugged me and messed up my
hair. "Do you want to put the worm on, too?" he asked.

I looked at the tub of worms. "Well, actually, I think I will let YOU handle that."

The two of us fished side-by-side all afternoon. Each time I caught a fish all by
myself, with my own pole, I would cheer. And every time there was cause to cheer,
my father would lean over and kiss me on the head.

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SCIENCE UNIT 3
(SUMMARY)

MAIN COURSE BOOK

SECTION In this UNIT you will develop your

LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS VOCABULARY

Introduction • Listening to • Interviewing • Understanding • Completing a • Words related to

answers and people written table travel and
comprehending • Framing questions instructions pollution.
them in a natural to elicit desired • Transcoding
setting response and information from
responding to verbal to
questions diagrammatic
appropriately. form

(A)Promise for the • Listening to an • Making an oral • Identifying the • Writing a • Words related to
oral presentation presentation main points of a description of a new inventions
future: Renewable
for information clearly and text process
Energy required for a confidently • Analysing, • Writing an e-mail
specific purpose interpreting and
• Listening to take inferring the ideas
notes. in a text.

(B) Plugging into • Presentation: • Reading to extract • Writing an • Words related to

Making an oral information for a advertisement gizmos.
future
presentation specific purpose
• Writing a
clearly and • Analysing and description of an
confidently evaluating the object.
• Presenting an ideas in a text.
advertisement • Interpreting texts
effectively. by relating the
information in
them to the
objects described.
SCIENCE

85
86
SCIENCE

SECTION In this UNIT you will develop your

LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS VOCABULARY

(C) Space Travel • Group/Class • Identifying the • Writing a speech. • Words related to
discussion main points of a space travel.
• Writing a report
• Speaking text.
intelligibly using
appropriate word
stress, sentence
stress and
intonation
patterns.

(D) Letters from • Understanding • Identifying the • Writing an Words related to life
and interpreting main points of a informal letter. on alien planets.
the Planet Aurigae spontaneous text • Writing a science
II spoken discourse. • Anticipating and fiction story
predicting what
will come next in
a text.
• Analysing,
inferring and
evaluating the
ideas in the text.

MAIN COURSE BOOK

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 N I

3
U

T
SCIENCE

Introduction

From Carelessness to Car-Lessness

The harmful gases emitted into the atmosphere from the vehicles are polluting the
environment, especially the air we breathe. All of us have to take action individually and
collectively to reduce air pollution as much as we can. So be an eco-journalist and do
your bit to help reduce air pollution. And the first step towards saving the environment is
to know where we stand.

Carrying out a door to door survey

\ Find out how your friends and neighbours commute to school or office

\ Interview at least 10 friends or neighbours who commute to school or office by

personal cars

\ Find out if they would be ready to switch to a non-polluting mode of transport,

like a bicycle, if their schools or offices are not too far away.

\ Find out if they would like to join a carpool or travel by public transport. Do
not forget to mention the advantages of shifting from the use of personal
vehicles, such as reduced pollution, savings and companionship.

\ If they are not interested and would like to continue travelling in their private
cars, ask them the reasons why would they not make the change.

After collecting all the data, fill in a table like the one given below:
Respon- Type of Fuel Number of Is the Would Cannot Reasons for
dent car (small, (petrol, people mode of consider change not using
number big, SUV) diesel, travelling transport change in their public
CNG, any in car polluting? transport? mode of transport or
other) specify carpool transport car pooling or
Y yes; N
or bus or bicycle
no
bicycle

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At the end of your survey, find out how many interviewees are now travelling by
bicycle, public transport, or car pool and how many have decided not to do so.

\ Number of people interviewed

\ Number of people who commute by private car
\ Number of people who have agreed to change their mode of transport
\ Number of people who now travel by public transport
\ Number of people who have joined a carpool
\ Number of people who are now cycling to work
\ Number of people who have not changed their mode of transport

A. PROMISE FOR THE FUTURE: RENEWABLE ENERGY

A1. In A.2 you will read about alternative sources of energy. Before doing so find
out how much you already know about renewable sources of energy.
Complete column A, to indicate whether you think each statement is True
( ) , False(X), or whether you do not know(?) After reading the passage,
complete column B in the same way.

Statements (A) (B)

a. Solar energy is a powerful source of energy
b. Electric battery operated cars are more
powerful than those run on fossil fuels
c. EV stands for electric vehicles
d. Driving an electric vehicle is stressful
e. Solar power can be the next source of
pollution in the world
f. India is one of the countries with a great
potential for generation and use of solar
energy
g. Using alternate sources of energy can help
India save a lot of money spent in foreign
exchange

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A2. Read the article:

Solar Power

With energy consumption being the buzzword in developing economies around

the world, fears of an energy crisis looming ahead are not totally unfounded. The
non-renewable nature of fossil fuels makes complete dependence on these for
future energy needs, a very dicey affair. Renewable energy sources are the best bet
in the scenario. And what can be a better renewable energy resource than the sun?

In a country like India, if the abundant amount of sunlight available is harnessed

properly it could mean an end to the energy crisis. It is the most abundant source
of energy. The average global solar radiation is around 5 kilowatt hours (KWH) per
square meter per day with the sunshine hours ranging between 2300-4300 per
year. India is in the sunny belt of the world. The country receives solar energy
equivalent to more than 5000 trillion KWH per year, which is far more than its
total annual energy consumption.

Besides, it is a renewable and clean energy source. Taking both environmental

and economic cost, solar energy works cheaper than fossil fuel resources. Once we
master techniques to harness solar energy, it can be a vital source of power on all
planets.

Solar energy can be a viable source of power generation for the next 1000 crore
years. There are many technologies available for conversion of solar energy into
solar power. For instance, solar photovoltaic (SPV) technology, photo galvanic
cells, solar steam generators (solar concentrating power), solar tower or solar
chimney, radio micrometers and thermopile are some of them.

Electric motors

Imagining a future where clean air is no longer a dream and our cities are not smog
filled concrete jungles, this could well become a reality in the coming years if the
world begins to increasingly adopt the use of cleaner options like alternate-fuel
vehicles.

The rise in economic activity and the burgeoning population have led to a
tremendous demand in the transport sector, especially in urban India. With
India’s ever growing population, pollution is also increasing manifold. Thus, a very

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critical issue of keeping air and noise pollution in urban areas under control has
emerged.

If we can have three lakh electric vehicles (EVs) on the roads, including three
wheelers, cars and scooters, we could reduce pollution by 16 lakh metric tones,
save ` 3700 crores in foreign exchange earnings and substantially reduce
healthcare costs.

Small electric buses, three wheelers and electric scooters are ideal for city mobility
in India but it could take same years before they become viable for commercial
use.

The electric vehicle uses electric energy which is stored in batteries that feed the
electric motor. Driving an electric vehicle is easier and more relaxing than a
traditional one because it has no speed-gear and functioning noise. It is enough to
turn the key and press the acceleration pedal; you need only two driving pedals-
accelerator and brake.

The need to reduce air pollution along with the availability of new advanced
batteries have allowed EVs to reappear as a clean alternative to internal
combustion vehicles. Electric drive systems are virtually non-polluting and
extremely energy efficient. While internal combustion vehicles can convert about
20% of the chemical energy in gasoline into useful work, 75% or more of the energy
from a battery has productive power in an electric vehicle.

Electric motors can also provide power at almost any engine speed. While internal
combustion engines must be revved up to high rpm to achieve maximum power,
electric motors provide nearly peak power even at low speeds. This gives electric
vehicles strong acceleration performance from the start.

The emergence of newer batteries has driven the cost and performance of EVs.
There are several major types of automotive batteries available and under
development, from advanced lead acid batteries like those that start our internal
combustion engines to lithium polymer batteries. Although recharging could be
considered as a matter of concern, home recharging systems are available giving
EVs an added advantage.

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Apart from being environment-and -user friendly, there are several other reasons
for alternative fuel cars to flourish in India. Firstly, electricity for EVs can be
produced from various sources for which India has natural resources and does
not need to depend on the import of oil. Although EVs will not replace LPG, CNG or
petrol and diesel for intercity use, the infrastructure required for EVs in the form
of electricity distribution infrastructure, is already available in all the major cities
and minimum costs are required to install additional capacity.

EVs are zero polluting, easy to handle and have low maintenance costs. EVs do not
degrade with time and they are always zero polluting unlike conventional vehicles
where the pollution increases with engine degradation, poor maintenance and
adulterated fuel. India also has the maximum market potential for EVs owing to
an established auto component infrastructure, low manufacturing and R&D cost,
mechanical hardware availability, high urban congestion and the presence of
domestic market. The industry could significantly gain from rising exports and
with appropriate government support, can transform the landscape of urban
India by reducing pollution, improving public health, creating employment
opportunities and impacting society.

In order to do that, a holistic approach involving the government, public and auto
majors is needed to promote EVs in India. Appropriate government policies and
adequate support from business houses and institutions, for instance,
purchasing a fixed percentage of vehicles for their fleets and offering subsidies and
tax exemptions, will go a long way in promoting the industry in India.

Finally, people have to become more informed about these technologies. The
media must play its role in educating the public about alternative fuel vehicles and
their advantages.

A.3 Now go back to A.1 and complete column (B). How much did you know already
before you read the article?

A.4. Complete the following blanks with information from the passage:

a. India receives 5000 trillion KWH/year which means……………………………..

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b. The advantages of using solar energy instead of fossil fuels is that it

is…………………………….

c. It is important to find means of keeping air and noise pollution in urban areas
under control because……………………………………………

d. Tax exemptions and subsidies are required to………………………………………

e. The media can help by………………………………………………………………

A.5 Copy and complete the following table with the required information from
the passage

Points of comparison Internal Combustion Engine Electric Motors

1. Pollution

2. Engine efficiency

3. Peak power generation

4. Recharging

5. Maintenance

A.6 Based on your reading of the passage say whether the following statements
are True or False:

a. EV's have the potential to flourish in India

b. EVs degrade with time

c. EVs can create health hazards

d. EVs cannot drive fast because they have only two pedals

e. Solar power will not last for a very long time in our country

f. Establishing Solar Power generating units is too expensive

A.7 From page no. 244, your teacher will read out about a presenter discussing
three new inventions-The Solerickshaw, the Green Phone and the Solar
Water Purifier. As you listen complete the notes given below.

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Solar Powered Inventions

I. Solerickshaws
1. Features
I. ……………
ii. ……………
iii. ……………
iv. ……………..
2. Designed and developed by ……………
II. Green Phones
1. Blue Earth developed by……………
i. back with…………………………….
ii. made from……………………………
iii. CO2 emissions monitored by……………
iv. fits into…………………………………..

2. Coral 200
i. powered by…………………..
ii. fits……………………………
iii. made by ……………………..
iv. talk time……………. for every ……..of sunlight
3. LG
I. ………….mins. of talk time for …………of sunlight
ii. Bluetooth solar car kit called………………………..
iii. features
I. …………………
ii. ……………….

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III. Solar water purifier

1. first type features

I. ………………….
ii. …………………
2. second type features
I. ………………….
ii. …………………
iii. process of distillation
a. water heated by…………………
b. water condenses on……………..
c. impurities collected in ………….
d. water collected in……………….
e. from trough into…………………
f. germs and bacteria killed by……………

A.8 You have listened to a presentation on three new inventions. one of them is
solar water purifier. The stages of water purifier can be set in a flow-chart.
Copy and complete the following flow chart with the stages in their correct
order.

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\ impurities of water remain in the box

\ sun rays heat the water
\ box filled with unpurified water
\ solar panel is placed on top of a rectangular shaped box
\ water condenses on the underside of the solar power
\ slope of the panel allows water to be collected in the trough.
\ bottles collect water from trough

A.9. Now read that portion of the listening text describing the solar distillation
system:

The solar distillation system has a solar panel placed on top of a rectangular
shaped box. At first the box is filled with unpurified water. Next, it is exposed to
the sun rays which heats this water. Then the pure water droplets condense on
the underside of the solar panel leaving the impurities in the box. The pure water
now runs into a trough which is connected to collection bottles. Additionally, the
ultra violet rays from the sun kill the germs and the bacteria in the water.

You will notice that each sentence is connected with the next one and when we
describe a process we use sequence markers like- at first; next; then; now;
additionally;

The other commonly used sequence markers are

\ first, second, third----
\ at the same time, simultaneously—
\ finally, lastly, in the end, to conclude—

You may also have observed that the writer has used a combination of Active forms
(e.g. the water droplets condense on the underside of the solar panels) to
emphasize the 'doer' of the action and Passive forms (e.g. the box is filled with
unpurified water) when he wants to stress that the action 'is filled'.

Another feature of a process description is that the writer normally uses the simple
present tense, because he describes what always happens in the particular
process.

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A.10. Below is a flow chart describing the process of making rubber. With its help
complete the process description that follows it. Remember to use the
simple present tense, a mixture of actives and passives, and to add sequence
markers where you see*

Make cuts in
Collect latex
Plant rubber the bark and Send latex to
in the
trees attach the factory
containers
containers.

Dry the blocks

Coagulate Separate the Press it into
or sheets in a
latex with coagulated blocks or roll
current of
acetic acid. mass it into sheets
warm air

First rubber trees …….. in deep soil.*. when the trees …, fully ….., the bark of the
tree …. and containers …. The latex …….. and is ……. to the factory. Here it …..
by treating it with acetic acid* the coagulated mass ….. It is then ….. into blocks or
….. into sheets. * …. in a current of warm air.

Check: What tense did you use? Did you use sequence markers? Did you use a
mixture of actives and passives?

A11. You have been gifted a new cell phone which is powered by solar energy.
Write an email to your friend describing the phone and all its exciting
features. You may use the notes that you have made in A.7

While writing this email, remember to:

l Start with writing your friend’s email ID
l Mention the subject clearly
l Begin with Dear ........ followed by a greeting and enquire about their well-
being
l Tell them your reason for writing.

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l Describe your phone and your excitement on getting the gift.

l Close with a promise to write back again, and express hope to hear from your
friend.
l Sign off by writing ‘Yours affectionately’ and your name.

B. Plugging into future

B1. In this section you will read about the old gizmos, which your father or grand-
father would have used. Try to compare these gizmos with the ones you have
been using. Work in pairs and discuss the change.

Sunday Times of India, New Delhi, January 02-2011

(Article by B. Pradeep Nair)

Yesterday's gizmo is today's junk
More things have changed in the last few decades than in any other period of time.
Many common-place utility gadgets have been dying off faster than one would
have imagined. In fact, in the past few decades, a number of technologies have
become so obsolete that it is difficult to even imagine we were, once upon a time, so
contended with them.
Here are five of those which have vanished without a trace:
Floppy disks: Computer CPUs had a slot where this could be inserted. Text and
pictures could be copied on it and carried. It was notorious for its susceptibility to
get infected by viruses that got passed on to PCs when it was inserted. The most
common 3-1/2 disk had a storage capacity of 1.44MB. Now, these have been
replaced by CDs DVDs and pen-drives that have higher capacity to carry. Of
course, with cloud computing catching on at a fast pace, even these face
extinction.
Pager: The user had a number to which someone could send a short message via
the paging company. It became very popular in the 1990s because it was the first
portable communication device for the ordinary consumer. Typically the message
sent on pagers were like. "call me on (some landline number )" or "reached home"
etc. Pagers soon lost out to mobile phones once they became affordable.
Valve radio: One 'got stations' by turning the tuning knobs. The concept of fine
tuning never existed. Like a refrigerator, a radio had its place in a house; it was too

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big to be portable. Often the radio used to be switched on right in the morning and
switched off only when it was realized that no one was paying any attention to it.
The radio also functioned as a clock - people timed their schedules with the
beginning or end of popular programmes.
Gramophone plate: There was a stick-like lever that one kept over the disk so that
the tiny needle at the end of that lever made contact with the invisible grooves on
the disk. It then produced the favourite Mohd. Raffi and Kishore Kumar numbers.
There were different disks depending upon the speed of revolution (RPM for
revolution per minute). The plates had their amusing offerings as well. One often
heard singers mysteriously repeating the same line of a song many times, until
someone realized that the needle had got stuck on the same track. So much for
getting lost in a tune!
TV antennas: They were also status symbols so much so that it didn't matter if
you had a cheap black and white TV or an expensive colour one. You had
graduated into the next rung of the social ladder if you had one of those antennae
sticking out of your roof. It was important to get its position right. And there were
no sophisticated ways to do that: there was one guy on the rooftop, and another
monitoring the reception in the living room; and through a sequence of 'yes-no',
the final position was arrived at.

B.2 Work in groups of four and give a one minute presentation on the latest
gadgets that you have been using or your parents are using at home. Write
any two advantages and disadvantages the new gadget has over the old one.
B. 3 Here is a list of innovative inventions. Read them and match them with the
visuals by writing the correct numbers in the blanks given by the side of the
visuals.

1. If you're looking to uncover a hidden treasure, then put your conventional

metal detector to the side, and replace it with this pair of metal detecting
sandals. Not exactly a trend setter, but a lot more practical than carrying a
large pole around with you. The sandals are attached to a small black box,
which can be strapped around one of your legs, concealed under your trouser
leg.
The right sandal has an inbuilt copper coil, which is powered by the battery
pack, which straps around your leg. Once the sandals approach within

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2 inches of a metal object, you will be alerted in one of two possible ways. A light
is flashed, and then either a vibration or a buzzing noise is emitted. The metal
detecting sandals require a 9V battery, which does not come included, but
which will supply 6 hours of detecting time. The sandals come in different
sizes, to fit both men and women
2. Occasionally a product comes along that simply blow our minds. We get to see
a lot of crazy and sometimes brilliant inventions, but Laser Cosmos is without
a doubt the most superb one we've seen. There is no product out there that
comes even close to the sheer excellence of this galactic wonder - sorry to
sound quite so effusive, but really, it's staggering.
Imagine lying in your room, and having the ceiling whipped away to reveal the
vast outreaches of the cosmos whirling overhead, complete with misty blue
nebulae (which you can turn on and off!) and the occasional shooting star.
Fully adjustable and requiring no set up, this super powerful space projector
scatters a random panoply of sparkling green stars that will fill any room from
the tiniest bedroom to the largest warehouse with a crystal clear animated star
display. What's so clever about this (apart from everything of course) is that it
seems so three-dimensional, that the varying brightness of different stars
makes some seem closer and others appear as if from distant galaxies.
Created from powerful green laser and holographic technology, such bright
and clear display has never been available before. It's utterly mesmerising, and
had us transfixed for hours (literally). Whether you're zoning out to music,
throwing a party or just chilling, this stunning cosmic light show is like
nothing we've ever seen before. Truly one of the most amazing light shows you
will see anywhere.
3. Power naps are fantastic, and also proven to rejuvenate a person during the day.
We all long for these power naps, but unfortunately there is never a bed around at
the time, especially in the work place that leaves you nodding off with your nose
pressed hard down against the desk. Did you ever dream of a portable bed
which you could quickly assemble and then catch up on some much needed
sleep? Well, the solution to such problems has finally arrived.
A German study which was undertaken in 2004 concluded that a daily power
nap can be beneficial in the workplace as it would improving efficiency as well
as the morale. Designed by four students to demonstrate these findings, the

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Nappak was invented. The Nappak is essentially an inflatable bed which comes
complete with an air compressor and rollers, but it is at this moment merely a
concept.
Adding such beds into the workplace will be rewarding for both the employees
and employers, if these findings are correct - since efficiency and morale are
the basis of any successful business organisation. Now if you'll excuse me, I'm
off to take a power nap.
4. Introducing the new LED umbrella. This new device comes equipped with a
built in LED light which illuminates in the dark. At the touch of a button the
light shines into action offering a safe and secure passage to your destination.
The light is embedded inside the handle to lighten the area under the umbrella
hood.
Be it day or night, this gadget has got you covered despite looking like a Star
Wars light saber.
So for those of you who can't handle a long walk home in the dark, this LED
umbrella is sure to make that walk a little bit brighter.
5. This alarm clock will be sure to wake even the heaviest of sleepers. The idea is
simple; when the alarm is triggered, part of the alarm will fly and land at some
random location in your room. Only when the an object is placed back on the
stationary alarm piece will the alarm cease.
The flying piece takes to the air via rotating propeller blades which allows it to
take off. The only way to silence the alarm is to physically find the propeller and
position it back on the alarm, thus forcing the scope of bed.
A strange concept, but one which might just prove helpful to those who find it
difficult on those Monday mornings.
6. Dragging your luggage around with you is a mundane and painful task,
especially on the way back from an action-packed, or relaxing holiday. Well
now you can stop pulling around your luggage and wheeling it back home,
thanks to this new invention. This luggage bag is also a mini scooter, allowing
you to scoot around with your luggage safely tucked away.
Just imagine a scenario when everyone else is carrying around their luggage,
whilst you just jump on your scooter and pass them by, shortening your trip
back home, and also making it a lot more fun. It's a simple idea, but an

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extremely effective product, which we think will be immensely popular in the

future, so look out in airports near you for scooters gliding past you from all
directions.

The scooter also folds up, allowing you to use it as a normal luggage carrier, but
why minimise the fun? The bag itself is rather small, so you may very well be
able to use this for your on-board luggage bag.

Details about where this product is available and how much is it going to cost
are currently unknown, but expect them to hit the market pretty soon.

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B. 4 Your teacher will divide you into groups of four. Pick any one of the
inventions that you read about in B.3 and create an advertisement for it.

Keep the following points in mind while preparing the advertisement.

l Create a catchy slogan to attract the attention of the reader, Example –

Use Solar Energy to Reduce Your Electrictiy Bills!

l Highlight the main features of the product and the benefits of using it

l Offer discounts/schemes

l Mention the name of the manufacturer/company, website and other contact

details

l Design the advertisement in a way that the information is properly spaced

and does not appear crowded

l Draw a box around your advertisement

B. 5 In groups of four describe an innovative invention that you could make to

lighten your burden at home or in school and present it to your class.

C. Space Travel

C.1. In this section you will read about the

experiences of four women
astronauts in space. Your teacher will
divide the class into groups of four
and ask each of the group members to
read about one of the astronauts. In
the end each of the group members
will complete the table given below by
exchanging information within the
group.

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C.2. Read the article:

4 Women Astronauts Talk About Space Exploration

By Julie Bain
Peggy Whitson
Age: 48
Astronaut since: 1996

Space time: Two six-month tours on the International Space Station, in 2002 and
2007-2008

Imagine being in a confined space for six months with no easy means of escape
and only a cosmonaut or two to keep you company. Peggy Whitson did it-twice, the
second time as the first woman commander. The former Iowa farm girl racked up
377 days in space on two of her missions, more than any other U.S. astronaut. Her
space walks totaled to nearly 40 hours, more than any other woman astronaut.
She's now a walking laboratory for the long-term effects of zero gravity (zero-g) on
the human body. And hers, by the way, is ripped like an Olympic athlete's.

Getting used to zero-g: "Fitness is a lot more important than strength. So is your
ability to think in 3-D and intuit how to move objects in a different way than on
earth. The second time I went to the station, it felt like coming home. I adapted and
got comfortable much quicker."

The best zero-g side effect: “It's a nice plus that without the effects of gravity,
everything is lifted while you're up there, so you look younger!"

Staying in shape: "With no gravity for resistance, muscles and bones deteriorate
quickly up there, so every day we do an hour of cardio on a specially designed cycle
or treadmill and an hour of resistance training. You need strength for space walks,
as every motion works against the pressure of the space suits we wear, and it's
very fatiguing. Exercising always made me feel more positive and upbeat
afterward too."

Poetic moment: "As we orbited every 90 minutes, the view of the earth's
curvature was incredible. You could see the layers of atmosphere extend beyond
the surface to meet with the blackness of space beyond. It seemed impossibly thin,

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yet it carried all the shades of blue: closest to the planet a glowing blue, like sunlit
water over white sand, extending to the deepest blue-purple mixture that holds
the blackness at bay."
Returning to gravity: "At first, being
back on earth is not pleasant. My
agility and quick motions, like playing
basketball and the timing to dribble
and do a layup, were severely
hindered. But I had my physical
fitness assessment about a month
after my return, and I'm back to
preflight norm, which I'm really
happy about."
Inspiration: "Exploration is a very
important part of who we are, and if
we want to literally expand our
horizons, we have to keep doing it.
Construction of the International
Space Station shows we can expand
those horizons culturally as well."

Pamela Melroy
Age: 47
Astronaut since: 1995
Space time: Three shuttle missions, in 2000, 2002, and 2007

After Pam Melroy flew the shuttle into a tricky backflip within 600 feet of the
space station to photograph the belly of the craft for damage, thereafter, she
performed the pinpoint-precision feat of docking it with the station. The retired Air
Force test pilot (and combat veteran) and her crew came on board to shouts and
hugs from Whitson and her crew. It was a historic moment: the first time two
women were in charge of two spacecrafts at the same time.

Melroy's mettle as commander was tested when, during deployment of a solar

wing at the station, a guide wire snapped, tearing the wing and keeping it from
providing full power. The world watched as fellow astronaut Scott Parazynski, MD,

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rode a boom for an hour and a half to reach the damaged area. He then performed
a kind of delicate surgery for seven hours to cut the snagged wire and fix the torn
parts. It worked.

On managing a crisis: "The night before the space walk to repair the solar wing,
we were all gathered to go over the final list of issues. The whole crew was giving
their input, and everyone was firing on all cylinders. I realized I didn't need to say
anything. I kind of floated away and observed them. They were doing what they
were supposed to do, pulling together, without needing to be guided in any way.
That was the best moment for me."

On gender: "Twenty-five years ago, it would have been almost impossible to

imagine that two women would be commanding two spacecrafts at the same time.
But Peggy and I just try to relax and have fun with it. The most important part for
us is that we're good friends and we really enjoyed working together."

What she misses most: "The physical sensation of zero-g. It's magic. I do
occasionally dream about it. It happens a lot within the first week or two of
landing, and it can be profoundly disorienting, especially when you wake up and
you're not sure where you are, in gravity or not. It is fun to go back and visit,
though."

The value of the space station: "The immediate payoff is in industrial and
medical applications from the sheer act of sending humans into this extremely
hostile environment. The medium outcomes are working with other countries on
long-term, complicated technological projects. We'll need that to go to Mars and
the moon. Then the long-term payoff is the science of understanding how the
human body operates in space and other developments that we may not
understand or value till later."

Sunita Williams
Age: 43
Astronaut since: 1998

Space time: Six months on the space station in 2006-2007, including more than
29 hours of space walks

With her 195 days in space, Sunita Williams broke Shannon Lucid's previous
endurance record-until Peggy Whitson broke both the women's records in 2008.

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Williams, a naval aviator and test pilot

who grew up in the Boston area, also "ran"
the Boston Marathon from the station
treadmill, with an unofficial time of 4
hours and 24 minutes (during which the
International Space Station orbited the
earth about three times).

On being a rookie: "Yes, it's unusual to

stay in space for six months on a first
flight. And yes, it's a little shift that you're
going to be locked in a can with a couple of
guys. But I embraced the idea. I mean, I
prepared for almost eight years! All the
training was definitely beneficial for living
up there. And with my Navy background,
I'd gone on deployments before, so I
wasn't worried about leaving home for six months. The cosmonauts were very
professional, and we all had mutual respect and understanding."

Flying versus walking: "I learned after about a week how to fly gracefully without
going too fast or jerking around. I had a hard time remembering how to walk. I
prefer flying!"

Daily exercise: "The treadmill harness is a little uncomfortable and takes some
getting used to. I really like running outside and having the wind blow on you, even
if it's hot and humid like in Houston. But I got into a routine. If you're healthy, your
body can adapt to anything."

Her haircut: "Long hair can be troublesome in space. It sticks to everything, and I
didn't want to have my hair floating all around the space station. So I decided to
cut it as we were preparing to dock.

"I've had some friends who've had cancer and had to go through chemo. I know
how traumatic that is, so I thought the least I could do was donate my hair. A
friend's 12-year-old daughter had given her own hair to Locks of Love. So I put my
hair in a plastic bag, sent it home on the space shuttle, and asked that someone
give it to her. She donated it for me."

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Tranquil view: "When you have that

perspective of being far away and
looking back at the planet, you don't
see the hustle and bustle or the
borders. You see a very peaceful place.
Gandhi tried to instill the feeling of
oneness in all of us. Seeing our planet
from space, you understand that."
Barbara Morgan
Age: 56
Astronaut since: 1985
Space time: One shuttle mission in
2007
Biology teacher Barbara Morgan
waited a long time for her shuttle
mission: 21 years. Originally chosen
as a backup for the NASA Teacher in
Space Program in the 1980s, she trained with Christa McAuliffe before the tragic
Challenger accident in 1986. Afterward, Morgan returned to teaching elementary
school in Idaho but remained hopeful that, as NASA's Teacher in Space Designee,
she'd get to fulfill McAuliffe's mission someday. Finally, in August of 2007, she
blasted off in the shuttle Endeavour for a 13-day mission, even operating the
space station's robotic arms during space walks. Although a worrisome puncture
in the heat shield diverted some of the crew's attention for a while, Morgan was
able to teach lessons via onboard video about life in space. She left NASA in August
this year to become an educator at Boise State University in Idaho.
The biggest surprise: "No matter how I was situated the first day, my body felt like
it was upside down. That might've been because all your fluids shift up to your
head. And what memory do we have of being in that situation? It's like when we're
kids, hanging upside down."
Another surprise: "I slept really well, even on the first night. On earth, when my
mind is going, it's hard to relax and go to sleep. But I was amazed on orbit because
the minute I strapped myself in, I fell asleep right away. The next thing I knew, I
was waking up to the alarm."

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The power of food: "Food gave us teachable moments to show Newton's laws and
properties of liquids. It was fun. My favorite thing to eat was beef Stroganoff. The
Russians shared some of their beef and lamb dishes, caviar, and cheeses, and that
was very nice."

Gut reactions: "I found that for the first couple of days, I was staying hydrated
and I wasn't very hungry. My gastrointestinal system seems to rely on gravity to a
certain extent, and it sort of shut down. But the body adjusts."

Bodily functions: "Kids always want to know about the toilet. It looks similar to
what we have on earth, but there are bars you put over your thighs to hold yourself
down, and it uses fans that pull body waste away. There's a hose with a personal
funnel attachment for male or female anatomy. The trick is to keep it tightly sealed
so that things don't get away and float around. When we get asked, "How do you go
to the bathroom?' the answer is 'Very carefully."

C.3. Copy and complete the following table with information from the passage:

Name Age Year of No. of Experience Ways of Memorable What one

becoming space with zero staying fit moments has
an Journeys gravity learnt
astronaut from the
travels
1. Peggy Whitson

2. Pamela Melroy

3. Sunita Williams

4. Barbara Morgan

C.4. Complete the following sentences with information given in the passage
above:

1. Peggy Whitson has been described as a 'walking laboratory' because ………………

2. Peggy feels that returning to earth is not a pleasant experience as ……………………
3. Pam Melroy and her crew members were applauded when ……………………………
4. The historic moment during Pam Melroy's space flight was ……………………………
5. According to Melroy the space station is important because …………………………

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6. 'Being a rookie'means ……………………………………………….

7. Sunita Williams donated her hair because…………………………...
8. Sunita Williams broke the record of………………………………….

9. Barbara had to wait for her turn to go into space because…………….

10. Morgan's work on the space shuttle was to…………………………..

C.5. In your groups, find out about the famous Indian astronauts and their
achievements. Is there any woman astronaut in India? Report your findings
to the rest of the class.

C.6. You are greatly inspired by the achievements of the women astronauts you
read about in C-2. Now, in your groups find out about Indian women who have
exelled in the field of Science and Technology. Write a speech on their
achievement to inspire more girls to make a mark for themselves in the field.
Present your speech in the class.
- Start with a suitable salutation (Good morning………)
- Provide of an impressive introduction ( a quote/a humorous story/questions,
etc;)
- Refer to the points that appealed to you in the article
- Write the reasons why there are very few women in the field of Science and
Technology.
- Include ways in which this can be changed
- Present an interesting conclusion

D. LETTERS FROM THE PLANET AURIGAE II

D.1 Have you read novels or short stories about life on other planets? What is
this type of writing called?

Read the following extract from a letter received by someone on Earth from
another planet.

Planet Aurigae II

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Dear Pen Pal,

When I received your letter from the interstellar correspondence club, my first
impulse was to ignore it. However, your description of Earth sounds exciting.
I would like to live there for a while, and I have…

1. What does the letter suggest about its writer?

2. What do you think may happen between the writer and Pen Pal?

D.2 Now find out what happens, in this exciting Science Fiction story. The letter
to Pen Pal continues…..

a…. suggestion in this connection, but I won't mention it till I have

developed it further. I must introduce myself. I am a scientist on the Planet
Aurigae* II. We have known for some centuries that there are other
inhabited planets in the galaxy. Since I am allowed to experiment in my
spare time, I have been amusing myself at communication with those
planets. In fact, I have developed systems for intercepting communications
between the planets in our galaxy, and have been able to draw your letter
from the interstellar correspondence club.

You will have noticed the material on which this letter is written. It is a
highly sensitive metal, very thin, very flexible, and I have enclosed several
sheets of it for your use. Tungsten dipped in any strong acid makes an
excellent mark on it. It is important to me that you write on it, as my fingers
are too hot-literally-to hold your paper without damaging it. This is because
the temperature on Aurigae II is more than 250 degrees Celsius. This must
seem extremely hot to you, but (unlike you) we are not a hydrocarbon form
of life, and we find 250 degrees Celsius very pleasant.

I'll say no more now. But before I close, I must tell you that I am a prisoner in
the Aurigae jail. If you are still interested in writing to me, I shall be happy
to continue the correspondence.

Skander.

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* pronounced "Our-ee-guy”
1. What does "a hydrocarbon form of life" mean?
2. What would a non-hydrocarbon form of life look like?
3. Why do you think Skander is in prison?
D.3

Planet AURIGAE II

Dear Pen Pal

Your prompt reply to my letter has made me very happy. I welcome your
many questions, and I shall try to answer them all. However, I am not yet
in a position to answer your question about how I plan to visit Earth, as my
experiment has not yet proceeded far enough.

You are right in saying that it would be difficult for a being who lives at a
temperature of 250 degrees Celsius to mingle freely with the people of
Earth. This has never been my intention, so please relieve your mind.
However, let us drop that subject for the time being.

I appreciate the delicate way in which you approach the subject of my

imprisonment. But it is quite unnecessary. I have performed forbidden
experiments upon my body in a way that is deemed to be dangerous to the
public welfare, so charges have been laid against me. I have thirty more
years to serve. It would be pleasant to leave my body behind and tour the
universe-but as I said, we'll discuss that later.

I wouldn't say that we're a superior race. We have certain qualities which
apparently your people don't have. We live longer - not because of any
discoveries we've made about ourselves, but because our bodies are made of
a more enduring element.

I am enclosing a photographic plate, properly cooled and chemicalized for

your climate. I wonder if you would set it up and take a picture of yourself.
All you have to do is arrange it properly on the basis of the laws of light-that

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is, light travels in straight lines, so stand in front of it - and when you are
ready think "Ready!" The picture will be automatically taken.

Would you do this for me? If you are interested, I will also send you a picture
of myself, though, I must warn you: my appearance will probably shock you.

Skander

1. What qualities of the Pen Pal can you gauge from this letter?

2. Why do you think that Skander has started this correspondence with Pen Pal?

3. What impression do you have of Skander?

D.4

Aurigae II

Dear Pen Pal,

You say you showed the photographic plate to one of the doctors at the
hospital-I cannot picture what you mean by "doctor" or "hospital" but let
that pass-and he took the problem up with government authorities.
Problem? I don't understand. I thought we were having a pleasant
correspondence, private and personal. I shall certainly appreciate your
sending that picture of yourself.

Skander

D.5

Aurigae II

Dear Pen Pal,

I assure you that I am not annoyed at your action. It merely puzzled me,
and I am sorry the plate has not been returned to you. Knowing what
governments are, I can imagine that it will not be returned to you for some
time, so I am taking the liberty of enclosing another plate.

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I cannot imagine why you should have been warned against continuing this
correspondence. What do they expect me to do? - eat you up at long
distance?

In any event, I would like your picture as a memento of our friendship, and I
will send mine as soon as I have received yours.

Skander

D.6

Aurigae II

Dear Pen Pal,

Your last letter was so slow in coming that I thought you had decided to
break off the correspondence. I was sorry to notice that you failed to enclose
the photograph, puzzled by your reference to having a "relapse", and
cheered by your statement that you would send it along as soon as you felt
"better" - whatever that means. However, the important thing is that you
did write.

Here I am in prison, doomed to spend the next thirty years tucked away from
the mainstream of life. Even the thought is hard on my restless spirit,
though I know I have a long life ahead of me after my release.

In spite of your friendly letter, I won't feel that you have completely re-
established contact with me until you send the photograph.

Skander

1. Why (D4) do you think Pen Pal showed Skander's photographic plate to a
doctor at the hospital?

2. In all the last four letters, Skander is insistent that Pen Pal sends a
photograph of himself. Why do you think Skander is so insistent?

3. Why (D5) do you think Pen Pal's government warned him against continuing
the correspondence?

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D.7

Aurigae II

Dear Pen Pal,

The photograph arrived. As you sugest, your appearance startled me.

You'll notice that I've enclosed a photograph of myself, as I promised I
would. Chunky, metallic looking chap, am I not, very different I'll wager
than you expected. The various races with whom we have communicated
become very wary of us when they discover we are highly radioactive, and
that literally we are a radioactive form of life.

As you know, I have occasionally mentioned that I had hoped of escaping

not only the deadly imprisonment to which I am subjected, but also from my
body - which cannot easily escape. Perhaps you'll be interested in hearing
about how far this idea has developed. The process involves an exchange of
personalities with someone else. For this, it is necessary to get an impress of
both individuals - of their mind and of their thoughts as well as their bodies.
Since this phase is purely mechanical, it is simply a matter of taking
complete photographs.

The next step is to make sure the two photographs are exchanged, that is,
that each party has somewhere near him a complete photograph of the
other. The third and final stage occurs when I activate the sub-space
energy flow between the two photographic plates. (It is already too late, Pen
Pal. I have already set the energy in motion!) Soon there will be an exchange
of personalities - I will live in your body and you in mine.

You will take with you a complete memory of your life on Earth, and I will
take along memory of my life on Aurigae. As soon as I grow tired of Earth, I
will exchange bodies in the same way with a member of some other race.
Thirty years hence, I will be happy to reclaim my body, and you can then
have whatever body I last happened to occupy.

This should be a very happy arrangement for us both. You, with your short
life expectancy, will have outlived all your contemporaries and will have had
an interesting experience. I admit I expect to have the better of the

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exchange. By the time you reach this part of the letter it will be me reading
it, not you. So long for now, Pen Pal. It's been nice having all those letters
from you. I shall write to you from time to time to let you know how things
are going with my tour.

Skander

1. What exactly did Skander do?

2. Why did he do this?

3. Might this ever be really possible, at some stage in the future?

4. What could be the advantages and/ or disadvantages in doing so?

5. Were there any clues in earlier letters that warned us of what Skander was
planning to do?

D.8 The final letter

Dear Pen Pal,

Thanks a lot for forcing the issue. For a long time I hesitated about letting
you play such a trick on yourself. You see, the government scientists
analyzed the nature of that first photographic plate you sent me, and so the
final decision was really up to me. I decided that anyone as eager as you
were should be allowed to succeed. By this time you will have realized for
yourself that a man who has been paralyzed since birth, and is subject to
heart attacks, cannot expect a long life span. I am happy to tell you that
your once lonely pen pal is enjoying himself, and I am happy to sign myself
with a name to which I expect to become accustomed.

With best wishes

Skander

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1. Who has written the letter? (Original Pen Pal? original Skander? "New Pen
Pal")?
2. Which planet does he live on?
3. Answer the following questions by choosing the correct option.

(I) Pick the option that matches the meaning of the word ‘serve’ as in the
sentence – “I have thirty more years to serve.”
! A. The punishment served as a warning to other criminals.
B. He has served his complete term of punishment.
C. Federer served out the second set at 5-4.
D. Only pure vegetarian food is served in this restaurant.

(ii) Skander writes, “...charges were laid against me”. This means that he
was_______________.
A. told to pay compensation
B. put in a prison
C. caught in a conspiracy
D. accused of a crime

(iii) Choose the option that best describes Pen Pal’s personality.
(1) helpul
(2) adventurous
(3) intelligent
(4) friendly
A. (1) and (2)
B. (2) and (4)
C. (3) and (4)
D. (2) and (3)

(iv) Which of the following statements sums up the theme of the lesson?
A. Life comes full circle.
B. Do unto others as you would have them do to you.
C. He who digs a pit for others will fall into it.
D. An eye for an eye and a tooth for a tooth.

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4. The exchange of letters amongst Skander and Pen Pal was a battle of wits.
Illustrate with evidence from the text.

5. Imagine that five years have passed since the last letter. Skander and Pen Pal
are both still alive. Write another letter from Skander to Pen Pal, outlining
what has happened in the intervening years. What is your present situation?
What are your thoughts? What are your plans for the immediate future?
(NB. Decide: Are you the "original Skander" or the "New Skander""?)

D.9 Writing a science fiction story: Do you think life exists on other planets?

If there is life on other planets, what would these aliens look like? Draw your
idea of an alien in the box below.

Write a story about the alien (s) you drew.

Before you write your story, you must think about

• The setting

• The characters

• The plot

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The Setting

Some science fiction stories are set here on Earth. Others may be set on a different
planet.

The Characters

Your characters must include

• People from Earth

• Aliens

You must decide whether the aliens are friendly or unfriendly and whether the
human beings are scared of the aliens or friends with them.

The Plot

The plot of your story must have

• Introduction : The characters and setting are described.

• Conflict : The problems human beings face

(i) on Earth when they are invaded by unfriendly aliens; or

(ii) on a different planet due to hostile environment/unfriendly aliens or

both.

(iii) if the aliens are friendly, then how do they help earthlings and vice
versa.

• Climax : The part of the story where the excitement is pushed to

its limits.

• Resolution or the point where the conflict is resolved.

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UNIT-4
(SUMMARY)
SECTION In this UNIT you will develop your

LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS VOCABULARY

MAIN COURSE BOOK

Introduction • Selecting and • Completing • Words related to
extracting sentences. preservation
information
required for a
specific purpose.

(A) Treading the • Listening for • Role Play: • Recognizing the • Writing a letter to • Words related to
information speaking organization of a the editor eco systems
Green Path-
required for a intelligibly using text.
Towards • Transcoding
specific purpose appropriate word • Identifying the information from
Preservation • Distinguishing stress, sentence main points of a a table to verbal
main points from stress and text form
supporting details intonation
patterns • Writing a news-
• Understanding paper report.
and interpreting
messages
conveyed.

(B) Heroes of the • Understanding • Taking active part • Analysing, • Writing • Words related to
and interpreting in a group interpreting, instructions environment and
Environment.
spontaneous discussion inferring and conservation.
• Designing a
discourse evaluating the
• Presenting a poster
ideas in a text
report clearly and • Writing a power
confidently • Retrieving and
point
synthesising
presentation
information.
• Writing an e-mail
• Identifying the
main points of a
text.
• Deducing the
meaning of
unfamiliar lexical
items.
ENVIRONMENT

119
 120
SECTION In this UNIT you will develop your

LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS VOCABULARY

ENVIRONMENT

(C) Let's clean up • Taking active part • Selecting and • Expressing ideas • Words related to
in a group extracting in clear and food waste and
discussion. information grammatically ways to reduce
required for a correct English, food wastage.
specific purpose using appropriate
• Analysing, punctuation and
interpreting and cohesion devices
evaluating • Writing a letter to
information. the editor.

(D) A Tale of Three • Expressing and • Identifying the • Filling in a • Words related to
arguing a point of main points of a worksheet environmental
Villages
view clearly and text degradation
effectively. • Selecting and
extracting
information
required for a
specific purpose
• Retrieving and
synthesising
information

(E) Geological • Participating in • Anticipating and • Writing a power • Words related to

spontaneous predicting what point Geology.
Heritage
spoken discourse. will come next in presentation
a text. " Preparing a
• Identifying the poster.
main points of a
text.

MAIN COURSE BOOK

UNIT-4
 N I

4
U

T
ENVIRONMENT

Introduction

Complete the following statements by choosing answers from the box given below
and check your awareness about environment.

1. This animal is hunted for its under wool, shahtoosh, which is used to make shawls
and scarves. This is the …………….

2. The key threat to tigers is…..............…..

3. The Sumatran Rhino is possibly the most critically endangered of the Asian
Rhinos. The rhinos are hunted primarily because of their horn, which is used in
...................….

4. The tiger has few enemies. The main predator of the tiger is the .............................

5. The largest endangered land mammal is the ………………….

6. The name given to the list of endangered/threatened species is….

7. The major environmental factor thought to cause the loss of habitat for the polar
bear is……………...

8. One of the reasons the WWF (World Wildlife Foundation) was created was to ……..

human being, traditional Asian medicine, , The Red List of Threatened

Species, Chiru/ Tibetan Antelope, global warming, loss of habitat, educate
and encourage conservation, , Asian elephant

A. TREADING THE GREEN PATH - TOWARDS PRESERVATION

A.1. Read about Romulus Earl Whitaker, a herpetologist, wildlife conservationist

and founder of the Madras Snake Park, The Andaman and Nicobar
Environment Trust, and the Madras Crocodile Bank Trust.

1. Romulus Whitaker, an American-born, 65-year-old Indian citizen, is a reptile

expert and environment film-maker. What drives him is a boundless enthusiasm
for the wonders of nature, and a determination to save them. "It is fascination with

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the endless natural mysteries, questions on why critters do what they do, and
empathy and sympathy in the face of the destruction all around," he explains from
his base in the southern Indian state of Tamil Nadu. "I haven't had to do a nine-to-
five job ever in my life, and that is a very envious situation to be in if you like the
wild. Life has been much like a river in that it picks you up and carries you along. I
have got into things as they come towards me."

2. This seemingly relaxed attitude belies

the original thinking and careful and
considered planning behind his many
projects for wildlife, for forests and for
the people living in them. His current
ambition, for which he has been
selected as an Associate Laureate in
the 2008 Rolex Awards, is to create a
network of rainforest research
stations throughout India, part of a
vision he has been elaborating in his
Romulus Whitaker
mind for many years. "The idea of the
rainforest research stations has been with me absolutely forever, but I didn't have
the wherewithal to do anything about it. Then all these things started falling into
place over the last few years. I bought a block of land at Agumbe, in southern
India. Then the Whitley Award for Nature came along and helped set up the
Agumbe Rainforest Research Station and get it working really well."

3. A mother's tolerance for a small boy's fascination with snakes became the basis of
a notable career in herpetology for Whitaker. Author of eight books and over 150
articles, he served in key reptile posts and has inspired many with 23 acclaimed
environmental documentaries, such as the National Geographic film "King
Cobra". In 1984, for his project to help the indigenous Irula people of Tamil Nadu
make the transition from their old trade (catching snakes for the now-banned skin
trade) to collecting snake venom to produce life-saving anti-venom serum, he
received an Honourable Mention in the Rolex Awards for Enterprise.

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4. Whitaker realized long ago that snakes and the other species he loves cannot
survive without their habitats. So, like many others, he has evolved from
naturalist to conservationist. "A lot of us get wrapped up in our own little special
animal and then we wake up and start thinking it has got to be habitat and it has
to be eco-development that involves people and, now, in my case, it has
crystallized into the whole idea of water resources.

5. "India has a history of droughts, floods and famines," Whitaker explains. "Food
production has been successfully tackled and dealt with, but we are now faced
with a water shortage that will dwarf any of the past problems faced by the people.
Owing to forest clearance and ill-advised dam projects, rivers are drying up,
ground water reserves are being used up faster than they can be replenished and
pollution is hitting most of our sources of drinking water. These are the obvious
problems, but there are other, possibly much more serious threats facing our
water regimes including climate change, which we must tackle on a war
footing."

6. Ironically, the water that Whitaker is intent on saving is - in the form of rain - one
of the major obstacles to conservation research in many parts of India. Despite
being recognized worldwide as biodiversity hotspots, relatively little is known
about India's dwindling rainforests and the many species for which they are home.
But monsoon downpours make it near-impossible for researchers to operate at
the very time the most scientifically interesting events are occurring in the
landscape and the lives of its inhabitants. At Agumbe, where Whitaker caught his
first king cobra back in 1971, annual rainfall of 10 metres or so condemns
outsiders not just to swarms of leeches, along with wet clothes and tents, but also
to guaranteed malfunction in all the equipment bound up in recording,
communicating and calculating.

7. Whitaker's base at Agumbe, constructed in 2005, and now a fully functioning

research, conservation and education centre, is the first of seven research stations
that will connect key remaining rainforest strongholds throughout India. Sita
Nadi, a river that has its source near the Agumbe Station, is a major focus for
Whitaker and his team, who have started a small but ambitious plan to clean up
and maintain the integrity of the river, using a three-pronged approach:

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evaluating the problems, involving the people and implementing a practical action
plan. Whitaker cannot emphasize enough the importance of the region's
rainforests for water resources. "The rainforests of India are the origin of all the
major rivers in the south and the north-east," he points out. "The rivers in the
Western Ghats [in India's south] provide the water for 350 to 400 million people,
about a third of India's population."

8. The Agumbe station itself consists of

living and working quarters purpose-
built to function during the monsoon
and to be self-sufficient in renewable
energy. It is strategically located on
about three hectares of land adjacent
to a wildlife sanctuary and a national
park so that field scientists have easy
access to the forest. The base has
hosted dozens of Indian researchers, The Agumbe station
journalists and naturalists. But the station's mission extends beyond science. It is
a springboard for local conservation, including the sustainable use of minor forest
produce and medicinal plants. The station has educated hundreds of school
children about the forest. "Children are a bit shaky about going into the forest at
first, but fascination with what we show them soon gets them hooked," Whitaker
says.

9. The network of seven stations will produce vital information, building on

discoveries by Whitaker's colleagues of over 100 new species of frogs in the last
decade, and the study of crabs that live in trees. The network will allow immediate
exchange of expertise and research, creation of a comprehensive biodiversity
database, and expanded mobile educational programmes. Five of the stations in
the network, including Agumbe, will be located in the states that span the Western
Ghats. A sixth station will be located in the far north-eastern state of Assam, a vital
haven for large numbers of migratory birds and endangered mammals. The
seventh station is in the Andaman and Nicobar Islands, situated 1,200 kilometres

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from the Indian mainland in the Bay of Bengal.

10. Six of the seven stations already exist in various stages of development and now
need vital new laboratory equipment and in some cases physical expansion to
bring them up to speed for the network. Whitaker will use the Rolex award to help
make this happen. Only one station, near the Kalakkad-Mundanthurai Tiger
Reserve in the southern tip of India, needs to be built from the ground up. The
Rolex funds will also be used to fit out the bases with automatic weather stations.
"Climate change is tightly linked with the future of water resources and we need to
be monitoring it now," he says.

11. Whitaker puts his trust not just in his own skills, but also in the aspirations of
younger generations: "We are doing a lot of work with young people, bringing them
to the forest and showing them what happens here and why it matters. It can be
very difficult to change adult attitudes, but with the young, it is easier to get across
the knowledge that what we are doing to the forests, we are doing to ourselves."

A2. The author of the article had made the following sub headings, but they got
mixed up. Re-order them in the correct sequence, and write the number(s) of
the paragraphs that would come under each sub heading.

\ The network of rainforest research stations

\ Whitaker's achievements

\ People support

\ Whitaker's love for nature, his vision and ambition

\ The Agumbe station

\ Water shortage and the need to save rainforests

\ Becoming a conservationist

A.3 On the basis of your reading of the above article choose the correct option to
complete the following statements:

1. Romulus Whitaker was able to pursue his dream because

a) he was determined

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b) of his fascination with nature

c) he didn't have a regular job

d) he was sympathetic

2. Romulus's ambition was to

a) save reptiles and frogs

b) establish rainforest research stations

c) start a water conservation project

d) create awareness about the king cobra

3. Whitaker was able to fulfill his ambition with the help of

a) his friends and colleagues

b) Whitley award money

c) Rolex award money

d) his personal savings

4. Whitaker evolved from a Naturalist to Conservationist because he realized that

a) Naturalists get obsessed with animals

b) It was the requirement of Rolex award

c) Conservationist has more importance than naturalist

d) Animals cannot be saved without saving their habitat

5. According to Whitaker the most serious threat facing the humanity is

a) Forest clearance

b) Drying of rivers

c) Water shortage

d) Climate change

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6. The mission of Agumbe research station is to

a) Educate children

b) Play host to Researchers, Journalists and Naturalists

c) Sustainable development of forest products

d) All the above

A.4 The dwindling forest cover not only threatens the habitat of millions of
species but also endangers water reserves. On the basis of the above article
and the visual input given, write a letter to the editor of a national daily
expressing your concern about the threat to the bio reserves.

a)

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b) Threat to animals
Not Vulnerable Endangered Critically
Endangered Endangered Endangered
Fish 50% 20% 10% 20%
Amphibians 70% 10% 12% 8%
Reptiles 40% 30% 17% 13%
Birds 90% 5% 3% 2%
Mammals 75% 10% 8% 7%
A5. Romulus Whitaker has been awarded the Whitley Award for his work towards
conservation of nature. He is in town for a press conference. Choose a
student for the Hot Seat- to role play Whitaker. Divide the class into three
groups; one group of students will be responsible for interviewing Whitaker.
The second group will note down the interaction and the third group will
issue a report for the class newsletter.

How to write a newspaper report

A report is a description of an event that has already taken place. It is a factual

account of some event or happening that may have occurred somewhere but is of
interest to the general masses or the readers for whom it is meant to be.

A newspaper report must be comprehensive but brief; factual yet interesting.

Hence factual reporting is the accurate and truthful coverage of an event. It is a
brief review of a situation or a process that includes only the relevant points and
information. It is usually written in third person and indirect speech. Passive voice
is used. The language is neutral and figurative. Ornamental language is avoided.
The content should include when, where, why and how of the topic to be written
about.

Headline

Every news article has a headline to attract the attention of the reader. The
headline must state the topic of the news in a strong, short phrase or statement.

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Headline must be:

• catchy

• brief - leave out articles, prepositions, etc where possible, use

abbreviations/shortened word-forms wherever possible

Byline

Since this is your news article you need to let the reader know who wrote it. The
line with your name on it is called "by" line because it tells by whom the article has
been written.

Write the word "By" followed by your first and last name.

On the next line, write your School and City.

Paragraph 1

A lead paragraph usually answers the questions: Who? What? Where? When?
Why? It tells the reader how the incident happened. Narrate the incident in the
chronological order. Eyewitness accounts add to authenticity of the news. Also,
they may interest the reader. Include some quotes from the eyewitnesses'
comments. Also describe what they have felt about the incident.

Paragraph 2

Give details of the event. If it is an interview, use quotes from the interviewee.

Paragraph 3

Describe the future course of action being planned

Remember to use simple, clear but formal language

Aastha/ Anshul is the Secreatary of Green Fingers, the Environment Club of

Gurukul School, Delhi. The school has celebrated Van Mahotsava on August 24.
She/he has written a report of the programme for the school newsletter. As
Aastha/Anshul write the report.

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Headline Vana Mahotsava Celebrated

-- Aastha/Anshul, Secretary Green Fingers

Byline Delhi August 25 Vanamahotsava was celebrated by

Green Fingers, the Environment Club of the school,
with great enthusiasm on the 24th August.

Place; date The District Forest Officer, Mr. S.D. Bhambri was the
chief guest. He inaugurated the Bio-diversity Park in
the school. The Principal, Ms Rajni Patel planted a
sapling in the Park.
Introductory
paragraph Speaking on the occasion, Mr. Bhambri urged the
students to plant more trees and to launch a campaign
to save the environment. Students of the Primary Wing
Further of the school presented a cultural programme. The
details senior students staged a play on saving the
environment.

Future The Principal announced a cash award of ` 5000 each

action and a merit certificate for two students for creating the
best environmental projects. She also outlined the
plan for a 'Green Campaign' to be launched soon to
create awareness among the public.

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A6. You are going to listen to an environmentalist giving a speech at a seminar

on World Environment Day on ‘Wetlands, an important Ecosystem’. As you
listen, complete the flowchart given below.

Wetlands

Wetlands are water bodies------

Swamps

All make an entire ecosystem

with its associated plant and

Wetlands include the

following habitats

Natural Man made

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Wetlands help
in
1.
2.
3.
4.
5.

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B: Heroes of the Environment

B.1. Read the following Newspaper story:
Sherpa to clean Mount Everest
Mount Everest will be cleaned up, thanks to the efforts of twenty Nepali climbers
who are setting off to remove decades-old garbage from the mountain.

The expedition, led by Namgyal Sherpa, will clean the area known as the "death
zone." Sherpa stated: "This is the first time we are cleaning at that height, the
death zone. It is very difficult and dangerous." The death zone gets its name from
thin air, sub-freezing temperatures and extreme climbing conditions.

"The garbage was buried under snow in the past. But now it has come out on the
surface because of the melting of snow due to global warming," the Sherpa said.

Many consider Everest to be the world's highest garbage dump. Some climbers
leave behind their trash and gear such as climbing equipment, food, plastics,
tins, aluminum cans, glass, clothes, paper, tents, and even dead bodies.

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American Barry G. Bishop, upon his return from Mount Everest, labeled the
mountain "the highest junkyard in the world." The team will attempt to remove at
least 4,400 pounds of garbage during the expedition.

More than 4,000 climbers have reached Mount Everest's summit since it was first
conquered. A special effort is being made to remove the body of a Swiss climber
who died on the mountain in a 2008 climbing attempt.

The team's mission is the collection of waste to set an example for future climbers.

B.2. On the basis of your reading of the news story, discuss with your partner and
complete the following table.

Adverse environmental effects • Personal conquests seem to be

of tourism and adventure sports. more important than preserving
the integrity of a natural site.

• ........………………………………….

• ........………………………………….

• ........………………………………….

• ........………………………………….

Ways to prevent it • Charge high climbing fees

• ........…………………………………..

• ........………………………………….

• ........………………………………….

• ........………………………………….

B.3. Now imagine you are in charge of a mountaineering expedition to Mount

Everest. You have to address the first time climbers. Write the instructions
that you would give to the climbers on keeping the track clean besides

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giving instructions on safety measures. Instruct how they can contribute in

preventing the Everest from becoming, "the highest junkyard in the world".
Before writing the instructions, read the following questionnaire on how to write
instructions and tick mark the right option:
1. What tense is commonly used in writing imperative sentences?
a. Present Continuous
b. Simple Past

c. Simple Present

2. Where do verbs most commonly come in these instructions ?

a. At the beginning of a sentence or a clause

b. In the middle of a sentence or a clause

3. How long are the sentences?

a. Very long

b. Mixed length

c. Short

4. Why are the instructions so written/given?

a. So that the reader can understand more easily

b. So that the writer can write more easily

5. What is the order of the instructions?

a. Mixed order

b. The order in which the instructions have to be carried out

6. Are the instructions numbered?

a. No
b. Yes

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B. 4. How to design a Poster?

Posters are an amalgam of notices, advertisements and invitations. They may be
in the form of large hoardings to be put up on walls, or the size of the handbills to
be displayed on the notice boards etc. Hence, they have to be captivating,
attractive and persuasive so as to influence a large number of people. Generally
they are designed to create social awareness about issues releated to current
problems or needs, or to even extend public invitations.

Main Features of a poster

(a) Layout
• Visually attractive
• Catchy title/jingle
• Sketch or simple visuals
• Fonts of different shapes and sizes

(b) Content
• Theme/subject
• Description/details related to the theme
• Essential details e.g. date, time, venue
• Name i.e. issuing authority, organizers

(c) Expression
• Organizing and sequencing of content
• Appropriate language
• Creativity (language and design)

(i) Look at the poster for promoting cleanliness in the surroundings of your
colony and discuss its salient features along with your partner.

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Slogan

Visual

Issuing
Authority

(ii) On the basis of this, design a poster urging mountaineers to preserve the
pristine glory of the mountainsides. Work in groups of 4-5

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B.5. Wangari Maathai started the Green Belt Movement and also fought for equal
rights for women in Africa. She is the first African woman to win the Nobel
Peace Prize. Read the excerpts from her interview with NHK Radio (Japan).
Question: How did you become aware of the environment?
W M: From the time we started, we were trying
to respond to the basic needs of people in the
rural areas; and people were asking for clean
drinking water, for food, for energy (which is
mostly firewood), for building material, for
fodder for the animals. And all these come
from the land. So we knew that what the
people in the rural areas were asking for had
to do with the environment. They did not have
those things because the environment was
degraded. So, from the very beginning we
understood that we have to rehabilitate the
environment.
The forested mountains were the source of
water and the source of rain, so when you
deforest you cause a shortage of water and a
change of rainfall patterns and therefore people are not able to get food and water.
Therefore, in order for them to have good environment that can sustain their
livelihoods, it is important to have a government that accounts to them, that
protects them, that protects their interests, that is concerned about their lives.
Question: How is peace connected to a good environment?
W M: Many wars that are fought in the world are fought over natural resources.
Some wars are fought because the environment is so degraded that it is not able to
support communities and so they fight over the little that is left. Others are fought
because some people want to take a lot of resources, to control them, and to keep
many other people out.

Now, whether this happens at the national level or at the regional level, or even at
the global level, sooner or later there is discontent; and when that discontent is

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strong enough, there is conflict. So good management of the natural resources,
equitable distribution of these resources, is important for peace. At the same time,
good management of the natural resources is not possible if you do not have
democratic space, respect for human beings, respect for human rights, give other
people dignity.

That is why the three themes are related, like the African stool, with three legs and
the basin on which you sit. The three legs: one leg is peace, the other leg is good
governance, the third leg is sustainable management of resources. When you have
those three legs, you can put the basin, which is development. And if you try to
balance that stool without those three, it won't happen.

We have not shared our resources equitably. We have allowed some people,
especially those in power, to acquire a lot at the expense of the majority. And we
have also engaged in conflict.

Question: What was the environment like when you were young, and how did
you go about saving it?

W M: When I was a child, which is almost more than fifty years ago, the
environment was very pristine, very beautiful, and very green. We were a British
colony, and the British government at that time started to clear cut the indigenous
forests in our forested mountains because they wanted to establish commercial
plantations of exotic species of trees such as the pines from the northern
hemisphere and the eucalyptus from Australia. These trees are very nice, they
grow tall, and they grow very fast, but as they grow they destroy all the local
biological diversity. All the flora and fauna disappeared. So although we were
getting commercial timber for the growing timber industry, we also destroyed our
local flora and fauna.

As a result, these forests, which were the water towers, were no longer able to
contain the water, so when the rains fell the water ran downstream and ended up
in the lakes and ocean instead of going down into the underground reservoir so
that it could come back to us in the form of rivers. One thing we noted is that not
only did the rain patterns change, became less, but also the rivers started drying
up. We lost our local biological diversity. So, that's a lot of damage to our
environment.

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That is why in 1975, at the very first United Nations Conference for Women in
Mexico, many of the women were saying, "We need food, we need water, we need
clean drinking water, we need fodder for our animals." And I was wondering, what
has happened? These are things that were there twenty years ago when I was a
child. The environment had changed; and that's when I started this campaign to
restore the vegetation and to restore the land and to rehabilitate the forests.

Question: What happened when you started working with the women?

W M: Well, the first time

when I told them, "Let us
plant trees," the women
said they did not know
how to plant trees. So I
asked the foresters to
come and teach them,
but they were very
complicated-they are
professionals. It became
very complicated for
ordinary illiterate women
so I told the women, "We
shall use our common sense, and just do what we do with other seeds." Women
work on the farms. They're the ones who plant. They're the ones who cultivate.
They're the ones who produce food, so I told them that seeds of trees are like any
other seeds. So if they were to treat these tree seeds the same way they treat other
seeds of food crops, there is no difference. I told them to look for old broken pots
even and put seeds there. They will germinate and they will know these are the
seedlings from the seeds they planted and we gave them plastic bags to be able to
put those seedlings and to nurture them and when they were about half a meter
long then they could go and transplant them on their farms.

In the beginning it was difficult, but they soon gained confidence and they became
very competent foresters. So I called them "Foresters without Diplomas".

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Question: Why do you think they responded so well to your message?

W M: It was a need. When the women said they needed firewood and building
material, we responded to that need. Plant trees; then you will have trees for
firewood. In the tropics, trees grow very fast. In five to ten years these trees serve
as firewood, as building materials.

Once we had planted those trees, we saw the need for them to understand why we
have to have good governance; so it became important to give them civic education
so that they could understand how we govern ourselves, why we govern ourselves
the way we govern ourselves, why we are managing our environment the way we
are managing it. Because we were dealing with the environment, we gave them
education both in civics and also in environment. That made them understand
clearly why they should take up the responsibility of protecting their
environment-that it was not the responsibility of the government or the
responsibility of somebody else to come and rehabilitate their environment on
their own land. It's them; it's their responsibility.

Question: What transformations did you see?

W M: One of the biggest transformations that I saw was that ability of an ordinary,
illiterate woman to get to understand and to be able to plant trees that in five or ten
years became big trees and she was able to cut them and be able to give herself
energy; to be able to sell those trees and give herself an income; to be able to feel
confident that she had done
something for herself. That sense
of pride, sense of dignity that they
are not begging, that they are
doing things for themselves was
very empowering. That
transformation was very very
powerful.

The other is the transformation of

the landscape. Places where there
was dust, there is no more dust.

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There are trees, even birds and rabbits. They come back and they make the
environment very beautiful. There is shade and sometimes even dry springs come
back because the water is not running, the water is going into the ground. Very
profound transformation.

And the other transformation that I saw was the willingness of the people to fight
for their rights; to decide that they have a right to a good clean environment; to
decide that they will fight for their forests, they will protect their forests, they will
not allow corrupt leaders to take their public land.

Question: How do you think you can influence the rest of Africa?

W M: Our efforts will inspire other people to stop wasting their resources and their
youth in wars and instead engage in creating a peaceful environment, more
peaceful states.

I'm very happy about the fact that now in Africa you see new efforts of ensuring
that Africans engage in dialogue, that they invest in peaceful negotiations for
conflicts, that we manage our environment. We must restore our environment and
try to ensure that we do not fight, because we are allowing the environment,
especially the land, to be degraded; and then we fight over agricultural land and
grazing land. I see a lot of hope in what is happening in Somalia, what is
happening in the Sudan, what is happening in West Africa. I see a lot of African
leaders encouraging each other to engage in dialogue.

Question: What is the one thing we can do?

W M: For me, my greatest activity is to plant a tree. I think that a tree is a wonderful
symbol for the environment and when we plant a tree we plant hope. We plant the
future for ourselves, for our children, for the birds. We plant something that will
last, long after we are gone.

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B.6. Based on your reading of Wangari Maathai's interview answer the following
questions:

1. Complete the tree of environment:

Need to rehabilitate the Environment Protecting forested mountains

• Things that came from the environment • Source of ______________________________
_______________________________________ _______________________________________
• People did not get them because ________ • Deforestation leads to __________________
_______________________________________ _______________________________________
• Therefore _____________________________ • Hence government must _______________
_______________________________________ _______________________________________

Good Management of Natural Resources

• Degraded environment results in _______
_______________________________________
• It leads to________________________and
_______________________________________
• Good management of natural resources
means ________________________________
_______________________________________
• It is essential for _______________________
_______________________________________
• Good management possible only when we
have __________________________________
_______________________________________

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2. How does Wangari Maathai explain the essential components of

development? Label and explain through the analogy of the stool.

DEVELOPMENT

3. What changes in the environment had Wangari Maathai noticed after

growing up?

4. What is the importance of indigenous flora and fauna?

5. How did the campaign to save environment lead to the empowerment of

women?

6. What transformation did Wangari Mathai see in people and the environment?

B7. Match the ‘environment words’ with their meanings.

Words Meanings
• ecology A person who advocates preservation and careful
management of natural resources.
• habitat The variety and variability among living oraganisms
and the ecological complexes in which they occur.
• herpetologist The relationship of living things to one another and
their environment, or the study of such
relationships.
• extinct Tropical evergreen trees or shrubs forming dense
thickets along tidal shores.
• aquifer A place where a population lives and its
surroundings, both living and non-living.

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• naturalist A zoologist who studies repitles and amphibians.

• biodiversity Having no living representative.
• mangrove An underground geological formation, containing
water.
• conservationist A person who studies plants and animals,
especially outdoors.

B.8. Identify an area in India that needs efforts on a war footing to conserve the
bio system. On the model of Wangari Maathai's efforts, prepare in groups a
power point presentation covering the environmental problem, causes,
effects and solutions. Each student in the group should present a part of the
presentation.

B.9. After reading the interview of Wangari Maathai, you are inspired and
motivated to do a summer training under her at one of the Research
Stations. Write an email to Wangari Mathai. In your mail describe Wangari's
influence on you and your desire to work under her and convince her as to
why you should be given a chance to work under her.

C: Let's Clean Up

C.1. Read the inputs given as I and II and have a class discussion on ‘Food
Wastage’.

I. Love Food, Hate Waste - Britain throws away £10bn of food every year

Global food shortages, soaring prices and alarm over the environment. But every
day, according to a government-backed report, Britain throws away 220,000
loaves of bread, 1.6m bananas, 5,500 chickens, 5.1m potatoes, 660,000 eggs,
1.2 m sausages and 1.3m yoghurts. The roll call of daily waste costs an average
home more than £420 a year but for a family with children the annual cost rises to
£610.

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II. Kerala shows the way

BIOTECH has succeeded in tackling the problem of the dumping of food waste in
the streets of Kerala through the installation of biogas plants that use the food
waste to produce gas for cooking and, in some cases, electricity for lighting; the
residue serves as fertiliser. To date BIOTECH has built and installed an
impressive 12000 domestic plants (160 of which also use human waste to avoid
contamination of ground water), 220 institutional plants and 17 municipal plants
that use waste from markets to power generators. The disposal of food waste and
the production of clean energy are not the only benefits of biotech's scheme. The
plants also replace the equivalent of about 3.7 tonnes of LPG and diesel which in
turn results in the saving of about 3700 tonnes/year of CO2, with further savings
from the reduction in methane production as a result of the uncontrolled
decomposition of waste, and from the transport of LPG. BIOTECH won an Ashden
Award for Sustainable Energy in 2007.

C.2. Punctuate the passage given below

what exactly is waste waste is anything discarded, rejected, or otherwise released

into the environment in a manner that could have an impact on that environment
how can we help we can help by practicing the three rs of waste management
reduce reuse and recycle it has been estimated that every ton of recycled paper
saves 17 trees 7000 gallons of water 4100 kilowatt hour of energy and three cubic
yards of landfill space how does reduce and reuse help reducing consumption is
decreasing waste whereas the reuse of products such as recyclable plastics
prevents the need for excess production of these exact same plastics hence the
emission released from factories is lessened recycled products also take less
energy to produce

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C3. With the help of the inputs given below, write a letter to the Editor of a
newspaper on the colossal wastage of food in the lavish Indian weddings.

\ Indians spend life's saving on weddings.

\ Wedding market in India is approximately ` 1,50,000 crores per year.

\ India also hosts one of the biggest armies of starving people in the world.

\ No wastage more condemnable than wastage of food

\ Responsibility of the guests to limit the size of the servings according to their
appetite.

\ Take spoonfulls of each to taste and decide, instead of filling the plate with
every dish.

D. A Tale Of Three Villages

In groups of three, one of you read story D.1. another D.2. and the third D.3.
Then exchange information to complete the table in D.4.

D.1 Koko Village, Nigeria

Mr. Sunday Nana, his wife and four small children live in Koko Village. Nigeria.
The village is like any other African village-picturesque, colourful and noisy. The
Nana family's house, too, is the same as all the other houses in the village, with
mud walls and a rusting corrugated iron roof, and with children and chickens
sharing the compound.

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There is one difference, however. Outside Mr. Nana's front are three large empty
metal drums, the bright red paint now flaking away, but the skull and crossbones
symbol clearly visible on each. And in a clearing 200m away from the village, next
to a stream that the villagers get their drinking water from, is an enormous
pyramid of identical drums, reaching to the sky. Some of them are badly
corroded, their slimy contents of various colours - grey, dark green, bright orange,
etc. - leaking out, down, on to the baked African earth and into the stream. Some
have fallen down and rolled - or been rolled by playful children - into the bush.
Some are smoking in the midday heat. Some are swelling, as if their contents are
bursting to get out. Some have already burst.

"They came on a Wednesday," said Sunday, "Many, many big lorries. They took all
day unloading them. No-one told us what was in them. They gave the Chief a
brown paper bag-I saw him smiling as the lorries drove away. This was five years
ago. Then three months ago, one of the brightest boys in the village - Thomas
Agonyo - started university in Lagos. He came home one weekend with a new

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Chemistry book, and spent all day looking at the drums and writing things down
and talking to himself and shaking his head. We all thought he had gone mad.
Then he called a meeting of the village and told us that the drums contained
poisonous chemicals. He said they had come from Italy. But I don't know where
that is. Is it in Europe?

Mr. Sunday Nana stopped, frowning, a troubled look on his face, "In the last five
years, 13 people have died in this village, my own elder brother being one of them.
They have been in pain, terrible pain. We have never seen deaths like that before.
Lots of our children are sick. We have asked the Government to take the drums
away, but they do nothing. We have written to Italy, but they do nothing. The
Chief says we should move our houses to another place. But we have no money to
buy land. We have no choice. We have to stay here. And they"---- pointing to the
mountain of death in the clearing - "are our neighbours."

D.2 Ponnimanthuri Village, India

"I can remember the time." she said wistfully, "when all the fields around this
village were green and the harvests good." Her outstretched arm described a
complete circle as she stood in the morning sun. "Then they built those monsters,
those…" Her voice spluttered in anger as she shook her fist at a collection of
ominous-looking black buildings on the horizon, covered in a low-lying shroud of
thick smoke. "They said that factories need leather to make shoes, handbags and
clothes. They said our menfolk would get jobs. They said we would all become
rich."

We stood silent, each thinking our own thoughts. Yes, they told you all that. But
there is so much they didn't tell you. They didn't tell you that to change animal
skins into leather - which they call tanning - uses as many as 250 different
chemicals, including heavy metals such as cadmium, arsenic and chromium.
They didn't tell you that these chemicals are discharged into the environment
from those chimney stacks and fall to earth for miles around, polluting the earth
below. They didn't tell you that this would poison your fields, so that nothing will
grow.

"They didn't tell us that the chemicals would be dumped in open fields and into
our rivers," sighed Vijayasama. We had been thinking the same thoughts. "They

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didn't tell us that our women would have to walk ten kilometers every day. They
didn't tell us that we would get ulcer and sores on our bodies. They didn't tell
us…" Her voice trailed off. There is so much they didn't tell you, I thought.

"We don't buy leather shoes or leather handbags or leather clothes," she said.

D.3 Vorobyov Village, Ukarine (formerly USSR)

"It happened on April the 26th 1986. I remember the date because it was my
mother's birthday. We heard the explosion early in the morning. We didn't worry,
because there had been explosions before from Chernobyl. But this one was
bigger. Everyone stopped what they were doing and listened. Then we ran out into
the garden. We could see a cloud of white smoke coming from the nuclear
reactor." Natasha Revenko wiped her hands nervously on her apron. Tears came
to the corners of her eyes, and slid slowly down her pinched, pale cheeks.

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"It was a Saturday ," she went on, still wiping her hands on her apron. "It was a
lovely warm day, and the children played outside all weekend. Even when the
dust began to fall, they still played outside. They picked up handfuls of it and
threw it at each other, laughing. It was Wednesday before the loudspeaker van
came to the village, telling us to keep our children indoors and not to touch the
radioactive dust. They also told us to wash down our houses and roads with
water. A week later the children began to vomit. Their hair fell out. They couldn't
eat. They grew so thin, and sores appeared all over their little bodies. Two weeks
after that, all three died - all three on the same day." She broke down now and
cried quietly, as she had done so many times before. "They're buried over there."
She pointed to the church graveyard. "Lots of village children are. And adults."

I touched her gently on the shoulder, leaving her to her bitter-sweet memories,
and walked on through the silence. It was a ghost town. No- one lived there any
more. They had either died or been forcibly evacuated. The fields were barren.

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Nothing grew. Nothing ever would again. There was no bird-song. No rabbit
peered at me. No cow endlessly chewed. No horse neighed.

Natasha caught me up as we boarded the bus marked MOSCOW. "Thank you for
coming with me." She said. "I wanted to see the graves and the house again,
before I die."

D.4. Now that you have each read one of the stories above, first complete the
appropriate column of the table below. When you have done that, ask the
other two students in your group about the stories you have not read. For
example, ask "In which country did your story take place? What type of
pollution is there?" When it is your turn to give information, only do so when
the other two students ask you questions. As you receive the answer,
complete the other two columns.

D. 1 D. 2 D. 3

Country

Cause (s)of pollution

Who is responsible?

Consequences

What do you think

should be done to
solve the problem?

D.5. Work in groups of three, and answer the following questions:

Koko Village, Nigeria

\ Why are there "three large, empty metal drums" outside Mr. Nana's front
door?
\ Why were the drums sent from Italy to Nigeria?
\ What was in the brown paper bag that the Chief received?
\ Why are the drums referred to as "the mountain of death"?

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Ponnimanthuri Village, India
\ Vijayasama and the narrator both refer many times to "they." Who do you
think "they" are?
\ Why do you think that the women of the village have to walk 10 km every day?
\ Why does Vijayasama say: "We don't buy leather shoes or leather handbags
or leather clothes?"

Vorobyov Village, Ukraine

\ Why did Natasha's three children die?
\ Where does Natasha live now?
\ What might happen to Natasha very soon? Why?

D.6. Still working in groups of three, find any ten "happy" words and ten
"unhappy" words from the passages you have just read. First, copy and
complete the table below:

"happy" words "unhappy" words

Koko Village, picturesque, colourful skull and crossbones

Nigeria symbol, corroded, slimy

Ponnimanthuri
Village, India

Vorobyov
Village, Ukraine

Now give reasons why you have classified them as 'happy' and 'unhappy'
words.

D.7. The Ecological Footprint

The Ecological Footprint is the measure of humanity's demand on nature. It

measures how much land and water area a human population requires to
produce the resource it consumes and to absorb its wastes, using prevailing
technology.

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Since the 1970s, humanity has been in ecological overshoot with annual demand
on resources exceeding what Earth can regenerate each year. It now takes the
Earth one year and six months to regenerate what we use in a year.

By measuring our Ecological Footprint we can assess our pressure on the planet.
This will help us manage our ecological assets more wisely and take personal and
collective action in support of a world where humanity lives within the Earth's
bounds.

The situation is not hopeless. There are lots of things we can do to reduce our
impact on the planet! Fill in the worksheet given to measure your ecological
footprint.

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My Ecological Footprint
Worksheet : Measures Your Impact
Instructions
1. You need to write down 10 activities and record, what resources are used.
Activities may cover catching a bus, brushing teeth, getting dressed, eating
lunch, and playing sport, to name a few.
2. You also need to record, what resources are used to undertake the activity.
The resources include water, and energy. Also record the waste produced.
3. You then need to estimate how much of the resource you have used and write
down the number 1, 2 or 3 in the usage boxes. Use the following guide :

Length of Activity Use Score

Less than 10 minutes Low 1
11 minutes - 1 hour Medium 2
Over 1 hour High 3

For example if you only had the television on for 30 minutes the resource used
would be medium. However, if you had the television on for 3 hours, it would be
high. An example is given below to get you started!
Activity Resource(s) Usage
Low Medium High
Brushing my teeth Water 1
Having a bath
Commuting to school
Watching Television
Visiting Friends
Using computer
Using Fans/Air conditioners/Coolers
Cooking
Entertainment
Subtotals (add up each column and
write the subtotals in the boxes)
Total Score (add all the subtotals)

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How do you rate?

10-15 Friendly Flea 16-20 Careful Kangaroo 21-30 Dumping Dinosaur

D.8. How could you improve your score?

How could you improve your score? Also reflect on the ways in which the waste
produced in carrying out some of the activities above is disposed of.

My Ecological Footprint

Worksheet : How could you improve your score?

What changes could you make in your daily activities at school and at home to
improve your score? Use the table below to write down ways of using less energy,
less water and making less waste.

Use Less Energy Use Less Water Make Less Waste

Turn off the light when Don't leave the water Put the rubbish in
there is no one in the running when brushing the recycling bins
classroom or bedroom

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E: Geological Heritage

Working to save a geological heritage

By Anita Satyajit

Look at the photograph given below. This is The Three Stooges, a bizarre rock
formation that can be found in Goblin Valley. There are some exceptionally unique
rock formations all over the world.

A) Why do you feel such geological structures should be preserved?

a) …………………………………………………………………

b) …………………………………………………………………

c) …………………………………………………………………

B) What are the threats to such structures?

a) …………………………………………………………………

b) …………………………………………………………………

c) …………………………………………………………………

E.1. Now read about the vanishing rocks of Hyderabad.

One of the most interesting facets of Hyderabad is the mammoth granite rocks in

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bewitching poses that capture one's eye and imagination. Rocks large and small
precariously balance on one another to form shapes that mesmerise the mind.
These rocks, among the oldest in the world, are Hyderabad's true heritage. Even
the mighty Himalayas at 40-60 million years old are younger than these rocks!

Nature's sculptures

The gigantic boulders inspire

creativity and reverence in people,
forcing them to look beyond the
obvious shapes to create imaginary
forms. These rocks seem to strike
poses and imitate life-a puppy seated
on its hind legs with its front legs
raised in the air, a car-shaped Tortoise Rock
formation, flying saucer resting on rocks, four chambers of the heart, and a
woman standing with her face to the breeze; these are just a few shapes that tickle
your imagination. It is no wonder then that people have taken to naming certain
rocks after the shape, they think they resemble, or the idea they think they
epitomise.

Some of these names have stuck on and the rocks have thus become landmarks in
the city. And in some other places, rocks with their symbolic shapes have inspired
the devout. Natural openings and cave like structures formed by the rocks have
been used as temples by locals. Many
people even consider them as symbols
of the divine and worship these silent
sentinels.

Maintaining ecological balance

Apart from being a visual treat for

viewers, these rocks play an integral
role in preserving and nurturing the
ecological balance of the region. Lakes
and ponds have always formed on
adjoining rocky patches. This is a Golconda fort of Hyderabad
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natural occurrence as rocks help create the natural drainage system of the area.
Subterranean passages created by these rocks result in the natural flow of rain
water to that area, aiding the formation of ponds and lakes and recharging ground
water levels.

And where there is green, there are birds and bees. Rocky hills often act as the
biodiversity hub for the area. Prickly thick shrubs and dry deciduous forests
ensconce the rocks. Along the lakebeds, tall grass grows in wild abandon. Often
even medicinal plants and aromatic herbs are found in the area. And hidden in
this medley of plants are insects, birds and reptiles. So don't be surprised if a Baya
weaver flies by or a snake wiggles past you, when you are trekking about the
rocks. Fauna and flora of varied kinds thrive in rocky eco-systems. Nature is at its
best in these spots and here is where people can go to for a whiff of the wild. But
today, such spots are disappearing with alarming alacrity. Rocks are being
destroyed indiscriminately; the price the city is paying for growth.

Development at the cost of nature

It is easy to wonder why someone would destroy rocks that are billions of years
old. For centuries now, these rocks have been the building material for the city.
Even the famous Golconda fort of Hyderabad which sits atop a granite hill is made
of the very same granite rock. The problem however lies at the speed and
magnitude with which these rocks are now disappearing. Just consider the
following statistics. The official 2001 census stated that the Hyderabad
population was around 3.7 million. But today, the overflowing buses, traffic
jammed streets, and expanding city borders tell a very different story. Today, this
natural legacy is giving way to tall residential high-rises and software parks. Hills
are being replaced with malls and buildings.

As the massive inflow of population continues, rocks are being quarried round-
the-clock to cater to the exponential boom in the construction industry. Large
tracts of land have been approved for residential or commercial use, without
taking into consideration what actually lies on the land. The rocks are blown
down, land is cleared and the hard crystalline rocks are used as construction
material. In the past four years itself, vast stretches of hills around the city's
fringes have been turned to rubble or have completely disappeared. If you visit the
places where the development is taking place your heart will bleed at the sight of

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the half quarried, half-eaten mountains.

Growth and development are inevitable and necessary to absorb the growing
needs of the economy. But the problem lies, in the fact that none of this growth is
monitored. Giant machines dig the earth out and transport mud to all corners of
the city. Ratty trucks with broken remains of gigantic rocks can be seen ferrying
the roads primarily during dusk or night. Most of this quarrying is illegal.
Contractors excavate mud and destroy rocks in remote spots often under the dark
cover of night for a paltry sum.

Mass destruction of rocks has exacerbated the depletion of green cover. Precious
fauna and flora has been destroyed. Loss of these rocks has meant ground water
depletion which has further compounded the city's water woes. Years ago tiny
lakes dotted the entire city including the famous Jubilee and Banjara hills
localities. Today lakes are found only on the city outskirts in places like
Shamirpet. Lakes closer to the city are shrinking with every passing year.

Fighting for Conservation

Though Hyderabad has seen the gradual depletion of rock cover, ecological
conservation is an issue that has not found much voice with the population. Most
citizens, especially those new to the city, are too busy focusing on seeing a snazzy
Hyderabad finding its spot on the global map. But even in this bleak scenario
there is a ray of hope for the rocks.

Since 1996, a group of concerned citizens have come together to prevent

indiscriminate destruction of the rocks and protect the rocky landscapes. Their
organization 'Society to Save Rocks' (STSR) has since then been working hard to
preserve the rocky ecosystem in the city and state.

Due to their dedicated campaigning, the Government of Andhra Pradesh has

added nine rock formations in Regulation No. 13 of the Hyderabad Urban
Development Authority (HUDA) for the protection of Heritage Buildings and
Precincts. This act of the governments was hailed by conservationists across the
country as a great step in recognising the importance of the rocks and the need to
protect them. Today Hyderabad is the only city in India where rocks are protected
as a natural heritage. Encouraging the government to preserve these rocks by

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promoting them as tourist
attractions is an alternative that
the Society is pushing for.

But despite the dedicated efforts

of STSR's the city faces a
challenge, as much land in and
around the city has already been
sold off. Durgam Cheruvu, one of
the designated heritage sites is
the best place where the
government's attempt at
conservation and apathy towards Durgam Cheruvu
rocks, are both visible.

Years ago, the lake lay hidden between rocky cliffs and was inaccessible. A few
years ago it was converted to a model tourist spot with boating and other leisure
facilities.

But entire stretches of hills on one bank of this protected area have been destroyed
in the past decade to accommodate the fast-growing Hi-tech city. Durgam
Cheruvu thus epitomises the ongoing conflict between development and
protection in the city.

However some individuals have successfully managed to integrate rocks that abut
their house into the structure of their homes. The rock forms as much a part of
their home's interior as does their sofa or any other furniture. Some builders and
companies too have taken the initiative to include rocks in their building
complexes. While they have included a natural rock structure within their
building premise, their focus remains on decorative appeal rather than ecological
consideration for the rocks.

Over the years, due to the efforts of organizations like the STSR, the rocks of
Hyderabad have found a voice. But the din of the construction industry and
growing needs of an expanding city are far louder than the voice of these few
individuals. What the rocks require are greater public support and a deeper
appreciation of their existence. Locals, tourists and governments need to take a
pro-active approach to ensure that growth includes preservation of rocks and

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their eco-systems. After all if a booming economy overtakes billions of years of

nature, the consequences and blame will have to be borne by none other than the
citizens themselves for the only people who stand to gain will in reality be the ones
who lose.

E.2. The box below contains ten words from the passage. Use them appropriately
to fill the blanks in the sentences that follow:

mammoth precariously subterranean ensconce

alacrity exponential snazzy apathy
abutting booming

1. While food production has shown only marginal improvement, the demand
for food grains, vegetables and fruits has registered an _____________________
growth the world over, forcing governments to initiate urgent measures to
establish a balance between supply and demand.
2. To construct the ________________________ structure, the builder had to use
enormous quantities of concrete.
3. When he returned from the office, he ___________________ himself in an
armchair and asked for a cup of tea.
4. When the teacher saw a student perched ____________________ on the branch
of a tree, she asked him to climb down immediately.
5. The newly appointed office assistant earned the praise of her colleagues for
the ___________________________ with which she completed the tasks
assigned to her.
6. The new office building was _______________________ with its bright and
fashionable exterior.
7. The pensioner did not get his dues in time on account of the _________________
of the officials.
8. The land __________________________ the post office was procured by the
authorities for expanding the building that housed it.
9. Merchants stock up on goods during festival seasons to meet the
___________________________ demand and declare discounts when the sales

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slacken.
10. During wars armies dig up ____________________________________ passages
for the movement of troops and supplies unseen by the enemy.

E.3. On the basis of your comprehension of the text fill in the following table.

(a) Importance of rocks

Aesthetic importance Ecological importance

(a) …………………… (a) ……………………

(b) ………………….. (b) …………………..

(c) …………………… (c) ……………………

(b) Threats to the geological heritage.

Causes

(i) ……………………………………………………………………..

(ii) ……………………………………………………………………..

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Effects

(i) ……………………………………………………………………..

(ii) ……………………………………………………………………..

(c) The hope

(i) The efforts of 'Society to Save Rocks' led to ……………………….................

...................………………………………………………………………………….

(i.i) Challenge to the efforts of 'Society to Save Rocks' comes in the form
of ............…………………………………………………………………………….

(ii) Individuals have made efforts to preserve the heritage by………………….

E.4. Select a historical site in need of conservation, research about its historical
significance, identify the threatening factors and suggest ways of preserving
the geological heritage. Prepare a power point presentation and make a
presentation to the class.(This can be done in groups)

For example: The Taj Mahal has been diagnosed with a life threatening disease;
Marble Cancer. Experts have predicted that if the air in Agra is not monitored and
cleaned, the exterior of the mausoleum would eventually turn black. The
application of Fuller's Earth has also disfigured the Taj.

The efforts to protect the monument were started in early 1990's.

\ Uptil 1993, 1700 factories in and around Agra were belching out noxious
fumes and gases and the Supreme Court ordered the closure of 212
industrial plants in Agra. Cars and buses were barred from crossing the
cultural landmark.

\ In 1999, the Supreme Court ordered to close 53 iron factories and 107 other
plants that harm the Taj.

\ Many plants were planted in the Taj nature walk in order to preserve its
beauty

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\ In 2009, natural gas pipelines were placed to deliver clean fuel to industries
in Agra and Firozabad. The three-wheelers previously running on diesel
have been replaced by CNG-power and Mathura refinery has been making
heavy investments to reduce pollution.

\ In February 2010, the government approved a plan to plant one million 'Tulsi'
plants near Taj because Tulsi is considered to purify the environment owing
to its ability to release high amount of oxygen.

E.5. Prepare a poster on 'Let's Preserve Our Heritage'

Remember

\ to include both textual and graphic elements

\ to make it easy to read

\ to make it easy to understand

\ to try for:

20% text

40% graphics

40% empty space

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UNIT-5
(SUMMARY)
SECTION In this UNIT you will develop your

LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS VOCABULARY

MAIN COURSE BOOK

Introduction • Solving a puzzle
• MCQ's

(A) Land of all • Expressing and • Identifying the • Preparing an • Words related to
arguing a point of main points of a advertisement tourism industry.
seasons
view, giving text. • Writing an article
comments and • Distinguishing
reasons. main points from
• Road show supporting
participating in a details.
variety of • Selecting and
spontaneous extracting
spoken information
discourses. required for a
specific purpose

(B) ECO Tourism • Understanding • Making a speech/ • Analysing, • Writing a • Words related to
and interpreting presentation interpreting and presentation. responsible
spontaneous coherently. inferring the ideas tourism.
• Writing an
spoken discourse. in a text.
informal letter.
• Retrieving and
• Writing a notice.
synthesizing
information from
a range of texts.

(C) The Emerald • Listening to a • Role play: • Recognizing the • Writing a dialogue • Words related to
narrative and Participating in organization of a • Writing an e-mail. geography and
Islands
understanding spontaneous text. topography.
• Preparing an
the topic and spoken discourse. • Identifying the itinerary.
main points main points of a
text. • Preparing a
tourist brochure.
TRAVEL AND TOURISM

165
 166
SECTION In this UNIT you will develop your

LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS VOCABULARY

(D) Promoting • Understanding • Participating in • Identifying the • Writing a formal • Words related to
Tourism and interpreting spontaneous main points of a report. tourism.
spontaneous spoken discourse. text. • Transcoding • Words and
spoken discourse. • Analysing, information from expressions used
interpreting, one text type to for reporting.
inferring and another.
evaluating the
ideas in a text.
TRAVEL AND TOURISM

MAIN COURSE BOOK

UNIT-5
 N I
TRAVEL
5
U

T
AND TOURISM

INTRODUCTION

THE TRAVEL AGENT'S NIGHTMARE

Two couples, Mr. and Mrs. Apple and Mr. and Mrs.
Banana, are going on individual vacations. One
person wants to fly to Kathmandu, one to London, one
to Frankfurt, and one to Hongkong.

Of these four, only two can fly on a weekend.

One of those two is going to London.

One woman wants to fly to Hongkong on a weekend.

Her husband wants to go to Kathmandu.

Mrs. Banana must leave on a weekday.

1) Where does Mrs. Banana want to go?

a) Kathmandu b) London

c) Frankfurt d) Hongkong

2) Where and when does Mr. Banana want to go?

a) to London on a weekend

b) to Kathmandu on a weekend

c) to Frankfurt on a weekend

d) to Hong Kong on a weekday

e) to London on a weekday

3) Who wants to fly to Kathmandu?

a) Mrs. Banana b) Mr. Banana

c) Mrs. Apple c) Mr. Apple

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A. LAND OF ALL SEASONS

A1. Atithi Devo Bhava:

India is the current tourism hot spot. The other epithets

used while referring to the nation include 'Destination of the
Millennium' and 'Land of All Seasons'. Spanning an area of
3,287,263 square kilometers, India is a vast country and
includes dry desert areas, evergreen forests, snowy
Himalayas, a long coast, and fertile plains.The natural
beauty and cultural diversity of the place echo a rich
tradition. India flaunts with equal grandeur bays and
beaches, deserts and mountains, enigmatic green valleys
and backwaters. There exists in India a comfortable
juxtaposition of contrasts- the existence of bustling haats
and swanky malls, emergence of nuclear families but a
reluctance to let go on the joint family system, a rush to embrace modernity yet a
firm resolve to preserve traditions; destination for both ayurveda and modern
medical tourism; bustling communities and indigenous tribes.

India has a rich heritage and culture of warm hospitality. In India it is believed
that honouring guests equals to honouring God. A guest is welcomed into our
home and hearth with cheerful gratitude. The Sanskrit adage 'atithi devo bhava'
dictates the respect granted to guests in India. This wonderful tradition of our
country has become the unique selling point of the modern tourism industry.
Ministry of Tourism, Government of India has pioneered an initiative that will help
tap into the full potential of tourism in India. Ministry of Tourism, Government of
India has introduced "Atithi Devo Bhavah Program"- a nation wide campaign that
aims at sensitizing key stakeholders towards tourists, through a process of
training and orientation. The endeavour is to boost tourism in India, which in turn
would act as a catalyst for India's economic growth.

The 'Incredible India' Campaign has been launched to create awareness about the
effects of tourism and sensitizing people about preservation of our rich heritage
and culture, cleanliness and warm hospitality. It also re-instills a sense of
responsibility towards tourists and reinforces the confidence of foreign tourists
towards India as a preferred holiday destination.

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I. Fill in information from the text to complete the notes on the passage.

India: Destination of the Millennium

I. To a tourist it offers
a. ................... topography
b. …………….beauty
c. ……………..diversity
II. Traditional yet modern
a. shopping: ...................
b. family structure: …………….
c. medicine : ……………..
III. Indian hospitality
a. belief: ...................
b. attitude: …………….
c. unique selling point(USP): ……………..
IV. Ministry of Tourism, GOI proposal
a. name of the prog: ...................
b. train people to …………….
c. boost ……………..
d. effort to preserve……………
e. inculcating sense of………

A2. Following are some web links to the most creative advertisements that are a
part of the 'Incredible India' Campaign. Watch them and then discuss in class
which one you liked best and the reason for your choice.

http://www.youtube.com/watch?v=-T2qtEu9e5o&feature=related

http://www.youtube.com/watch?v=ruJvV7Tb6Mw&feature=related

http://www.youtube.com/watch?v=rNWeBVBqo2c&feature=related

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http://www.youtube.com/watch?v=rLZ9eMNezQY&feature=related

http://www.youtube.com/watch?v=Dro_oER2iDU&feature=fvw

Comment on the contents of each of them. Your comments should include your
opinion about the message and the visuals. Discuss in class which one you liked
best and the reason for your choice. Speak about the features of the advertisement
which made it more attractive than the others. Alternatively prepare a scrap book
of advertisements related to the promotion of tourism in India. Discuss in class
which one you liked best and the reason for your choice. Speak about the features
of the advertisement which made it more attractive than the others.

A3. As an employee of the Ministry of Tourism, Government of India prepare an

advertisement to promote tourism in India. You can promote tourism in
your state or the country.

A4. Read the following text prepared by the Ministry of Tourism, Government of
India and answer the questions that are given below the text.

GUEST IS GOD-ATITHI DEVO BHAVAH

As the old saying goes, "Treat others as you would like to

be treated yourself." That is the essence of Atithi Devo
Bhavah campaign.

And for that to happen, we need to change our attitude

towards tourists. Some of us have lost touch with the
hospitality that we were famous for. Let us bring that
warmth back. Let us truly embrace the spirit of Atithi
Devo Bhavah.

WHY ATITHI DEVO BHAVAH: Last year we had 3.3 million visitors, but when you
consider that Singapore gets 7 million a year, Thailand 9.6 million a year and
Malaysia 11.5 million, it is a small number. There is no reason why we can't aim to
increase our numbers by 100%. And that too would be just a beginning. However
to do this we need to change our attitude towards those who visit us. Often tourists
are mistreated, cheated and rudely dealt with. It is simple logic: if someone in a
house is rude to you, as a guest, you don't encourage your friends and relations to
go there.

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This is perhaps the reason why, in spite of an incredible wealth of tourist spots,
cultural attractions, natural wonders and destinations for the soul, India still isn't
amongst the top 15 tourist destinations of the world. The time has definitely come
to get together to change this.

INSPIRATION BEHIND ATITHI DEVO BHAVAH: Respect has always been an

integral part of the Indian soul. From time immemorial we have always respected
our teachers, our elders, our parents and our guests. Perhaps this is why a great
Indian Emperor once observed-'In Hindustan our manner is very respectful and
our hearts are always open'. In many ways, at that time India was the ultimate
destination for the enlightened travellers. Now, thousands of years later, we can
bring that golden age back again. This inspired us to go back to those years, when
Indian hospitality set the standard for the world. And we found the keystone of
what we want to do

Or guest is blessed.

Our visitor is God.

That is how we have arrived at our mission called 'Atithi Devo Bhavah'

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THE SEVEN POINT 'ATITHI DEVO BHAVAH' PROGRAMME :

'Atithi Devo Bhavah' is a programme of hospitality and training

Sensitization- sensitize various sections of the tourism industry about how each
of them has to contribute for the growth of the tourism industry and how they will
benefit from the programme.

Training and Induction- explaining to them the needs and expectations of the
tourist, how they should respond and behave in order to satisfy the needs and
expectations of the tourist.

Motivation must be generated to participate in this programme through various

measures e.g. Awards for the best worker in the segment. An enthused worker can
do wonders.

Certification to ensure standards at various stages.

Feedback -Feedback must be obtained from tourists about the service they have
received and the experience they have had, in order to improve the training
programme on a continuous basis.

General Awareness - The mass media communication campaign must be

undertaken to create general awareness among the public about the necessity and
the benefits of the 'Atithi Devo Bhavah' Programme.

Ownership-The 'Atithi Devo Bhavah' programme is a movement which will urge

all segments of the Indian society to adopt, and look upon it as their own.

THE CHARTER OF THE PROGRAMME :

Hygiene and Cleanliness:

Hygiene and Cleanliness shall cover the areas of product, for example, vehicles
like taxies, hotel rooms, restaurants, shops, etc., personal hygiene and
cleanliness of the person providing the service and cleanliness of the monuments
/ places of tourist interest.

Conduct and Behaviour:

The person concerned, for e.g. the taxi driver / hotel employee shall behave in a
courteous and polite manner towards tourists.

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Integrity and Honesty:

The person providing service to the foreign tourists should display honesty and
integrity.

Safety and Security:

The safety and security of the tourists shall be ensured.

PR Road Shows

Besides training, PR Road shows are also undertaken with the tourism trade in
order to generate active participation and create an ownership of the 'Atithi Devo
Bhavah' programme. Right now the contact programmes are being conducted in
several cities

Mass Media Communication

Communication in newspapers, TV, cinema

and outdoors is also carried out to create
general awareness about the 'Atithi Devo Bhavah' programme and to
communicate to key stakeholders as to how it is in their own interest that foreign
tourists be treated well so that they will go back happily carrying fond memories.

Courtesy: Ministry of Tourism Government of India 2004

[email protected]

A.5 On the basis of your reading of the passage above, answer the following
questions:

1. List the factors that you think inhibit tourists from coming to India. Find practical
solutions to each of them. Give reasons to support your solutions.

2. Cultural Tourism is travel to experience the arts or history of a location or travel to

immerse oneself in the language, society, or culture of a region.

This brings people into contact with each other and can foster understanding
between people and cultures. This helps people to develop mutual sympathy and
understanding and to reduce prejudices. The jobs created by tourism can act as a
very important motivation to reduce emigration from rural areas.

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However, this causes cultural and environmental destruction.

Write an article on "The Two Sides of Tourism Industry".

3. Prepare a Road Show to sensitize people towards the responsibility of being good
hosts in order to ensure that India becomes a safe and preferred destination for
foreign tourists. Your road show must include a talk, jingles, street play etc.
Prepare banners, backdrop and posters to create a suitable effect. For this activity
divide your class into five groups.

B. ECO TOURISM

B 1. Read the following feature on Eco Tourism.

Eco tourism means responsible travel to natural areas conserving the

environment and improving the well being of local people

The Ecotourism Society of India is dedicated to the promotion of sustainable

development in tourism and to develop responsible practices in and among the
tourism fraternity. It works towards continuous identification of new ecotourism
destinations, strengthening ecotourism and making India a preferred ecotourism
destination. Its objectives are:

1. Make strategy for ensuring long-term (perpetual) sustenance of the environment.

2. Work with empowered bodies to establish carrying capacity and sustainable

tourism practices which include conservation of nature and wildlife, and allow
local communities to benefit from tourism.

3. To balance tourists and visitors' numbers and ensure good tourism practices that
would allow nature to re-generate itself.

4. To work with government bodies to develop policies and code of conduct for
promotion of sustainable tourism, and help implement the same.

5. To work towards certification of tourism service providers.

6. To act as watchdog for excessive consumption of natural resources and any

negative impact in the tourism sector.

7. To support research in tourism environment related areas.

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8. Work with service providers to enhance quality of their product and eco-friendly
services.

9. Encourage use of appropriate local practices, materials, art, craft, architecture,

food.

10. Encourage minimal conspicuous consumption and prevent excessive

consumption of energy.

11. Encourage energy saving practices, water harvesting, use of solar and other
natural energy sources.

12. Encourage good waste management practices especially non-biodegradable

materials.

13. Encourage low pollution-generating practices to minimize carbon footprint.

14. Organise training and other activities to create awareness on ecotourism,

sustainable and responsible tourism.

15. To collaborate with like-minded bodies and implement ecotourism objectives all
over the world.

B2. Carefully read the objectives of Ecotourism Society of India. Dividing

students in pairs, distribute each point amongst the pairs. Initiate a one
minute speech in the class where each pair will make a presentation on the
point allotted to them.

B.3 Your school is organizing a long tour for the students of your class to
Kolkata, Guwahati, Shillong and Gangtok. In order to make the students
aware of the need to be responsible 'eco-tourists' and to brief them about
what they should and should not do in this long tour, a meeting has been
arranged. You have been asked to make a presentation giving tips to the
students on responsible behaviour as tourists. Taking help from the
objectives of eco tourism and your own research, prepare the presentation.
It can be a power-point presentation or a speech supported by charts and
visuals. As the places to be visited include heritage sites, places of worship,
monuments and places of ecological importance such as mountainsides and

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rivers, your presentation should cover a range of responsibilities. The
general thrust should be "Towards Joyful and Sustainable Tourism". You
may decide to do this as a group activity also. In that case, divide the work
among the members of your group for research and collection of data,
preparation of the presentation, preparation of visuals and actual
presentation.

B4. You are Aditya Vikram of Gyan Gurukul School.Your friend has appeared for
class XII board examination this year. He has still not been able to make up
his mind regarding the choice of vocation. You came across the information
given below in a newspaper. You decide to write a letter to this friend of yours
encouraging him to choose a career in the field of tourism. Using the inputs

ARE YOU LOOKING FOR

A CAREER OPTION IN THE FIELD
OF TOURISM?

given below, write the letter to your friend.

• PERSONALITY TRAITS

The industry is highly competitive and the winner is the one who has the
access to a wide range of information, quick access to travel and transportation
data and who can blend business skills with diplomacy. Essential qualities for
success:

Personal knowledge and experience of travel to major tourist destinations

Knowledge of accommodation, places of interest and local customs

Effective communication skills

Language skills

Enthusiasm to interact with people and social etiquettes

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 Business tactics, good memory and a positive attitude

• ELIGIBILITY

 Class XII in any stream

• COURSES / TRAINING

 Diploma / Degree courses in Travel and Tourism

 Diploma / Degree courses in Public Relations / Advertising

 Certificate course with a travel agency

• PLACEMENTS AND PROSPECTS

 Government tourism departments

 Private sector with travel agencies, civil aviation, tour operators and as
free lancers

 Self employment - establishing own travel agency

B5. The Students' Council of Greenland School, New Delhi has organised an
excursion to Kulu, Manali and Rohtang Pass for students of Classes XI and
XII during the Easter break. As the Headgirl/ Headboy of the school draft a
notice for the notice board of your school to this effect inviting students who
wish to join the excursion to give in their names for the same. Add relevant
details like duration and cost of excursion and last date for submission of
authority letter signed by parents and making the payment.

Do not exceed 50 words. Put the notice in a box.

C. THE EMERALD ISLANDS

C1. Read the passage about the awesome Andaman and Nicobar Islands

1. Floating in splendid isolation, east of the Indian mainland is the archipelago of

572 emerald islands, islets and rocks known as Andaman & Nicobar Islands. This
Union Territory is stretched over an area of more than 700 Kms. from north to
south with 36 inhabited islands. Once a hill range extending from Burma

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(Myanmar) to Indonesia, these
undulating islands are covered with
dense forests and endless variety of
exotic flowers and birds. The
topography of the islands is hilly and
abounds in evergreen forests. The
sandy beaches on the edge of a
meandering coastline are fringed
with coconut-palms that sway to the
rhythm of the sea. The sea around
the islands offers excellent scope for
water sports. The rare flora and fauna, underwater marine life and corals, with
crystal clear water and mangrove-lined creeks, offer a dream-view of the rare gifts
of nature. The clean and wide roads, free of filth as well as unpolluted fresh air
attract nature-lovers, who seek absolute peace and tranquility in the lap of
mother nature. Adventure tourism like trekking, island camping, snorkeling,
scuba diving etc., are the real attractions. A visit to these islands is a memorable
lifetime experience. Mythologicaly, the name Andaman was presumed to be
derived from Hanuman, who was known to the Malays as Handuman. Since
prehistoric times, these islands were the home of aboriginal tribes.

The Cellular Jail

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The Cellular Jail

2. The Andamans reminds us of those freedom fighters who on 10th May 1857 gave
the clarion call to rise against the British rule. This was our First War of
Independence, what the British in their history books refer to as the Sepoy Mutiny.
To totally stamp out the uprising, the British sent thousands to the gallows and
even hung them up from trees. The revolutionaries, who survived, were exiled for
life to the Andamans so that their connection with their families and their country
would be severed and their countrymen would forget them forever. The Cellular
Jail was inalienably linked to the long and glorious struggle of our revolutionary
freedom movement fought on the mainland and it had deep political significance.
Leading figures from revolutionary upsurges on the mainland were invariably
banished to languish and suffer in the Andamans. Now in the evening an
enthralling Sound and Light Show at Cellular Jail
brings alive the struggle of the young prisoners.

3. The tribes of the Andaman group of islands are the

Great Andamanese, Onges, Jarawas, and
Sentinatese, all of Negrito origin, while the tribes of
Nicobars are the Nicobarese and Shompens, both of
Mongoloid stock. The first settlement by the British
took place in 1789, which was later abandoned in
1796. The second settlement was basically a penal
settlement, taken up in 1858, after the First War of
Independence, followed by the settlement of convicts,
Moplas, some criminal tribes from Central and
United Provinces, refugees from erstwhile East
Pakistan, Burma and ceylon as well as ex- (Photos: Survival International)
servicemen.

4. In these islands people of all faiths - Hindus, Muslims, Christians, Sikhs etc., and
of all languages like Hindi, Bengali, Malayalam, Tamil, Telugu, Punjabi, Nicobari
etc., live together in complete peace and harmony. Inter-religion and inter-
regional marriages are common. This amazing racial and cultural mix is correctly

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described as Mini-India.

5. 29 km from Port Blair, Mahatma Gandhi Marine National Park at Wandoor covers
an area of 281.5 sq km and is made-up of open sea, creeks and 15 small and large
islands. It is one of the best in the world offering views of rare corals and
underwater marine life through glass bottom boats, scuba diving and snorkeling.
Gandhi Park at Port Blair offers amusement rides, safe water sports, nature trails
around the lake, historic ruins of a Japanese Temple, garden and bunker. 14 km
from Port Blair, Sippighat Farm is a government farm sprawling over an area of 80
acres, where research and development programmes for cultivation of spices like
cloves, nutmeg, cinnamon, coconut and pepper are conducted.

6. 25 km from Port Blair is Chidiya Tapu, the southern most tip of South Andaman
with lush green mangroves, multitude of birds, sylvan sands and Munda pahar
beaches. One can get excellent views of isolated islands, submerged corals and
enchanting sunset from the forest guesthouse situated on top of a hillock. 36 km
from Port Blair, Collinpur has a beautiful sandy beach with shallow waters
suitable for swimming, sunbathing and watching sunset. A 20 km ferry ride away
from Port Blair is Madhuban , a superb trekking area, north east of South
Andaman, with outlandish endemic birds, animals, butterflies and elephants
engaged in lumbering. 55 kms. from Port Blair, Mt Harriet is an ideal place for a
bird's eye view of the outer islands and the sea. It was the summer headquarters of
the Chief Commissioner during British Raj. 365 m high, it is the highest peak in
the South Andamans. 110 kms. by road from Port Blair to Baratang are the

Spotted Deer
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amazing Mud Volcano and Lime stone caves. The travel involves crossing of creeks
and dense forest.

7. The Nicobars abound in coconut palm, casuarina and pandanus trees. The fauna
of Great and Little Nicobar islands consist of Giant Robber Crab, long-tailed
Monkeys, Nicobarese Pigeons and Megapode, a rare bird found in Great Nicobar.
The Indira Point (formerly known as Pygmallion Point), the southernmost tip of
India is Great Nicobar Island. Car Nicobar, the headquarters of Nicobar District, is
covered with clusters of coconut palms and enchanting beaches. Nicobari huts are
unique and are built on stilts and have entrance through the floor with a wooden
ladder. Katchal, a tiny island in the Nicobar group was honored with the first
sunrise of the new millennium on 1st January 2000 and has beautiful beaches at
East bay, Jhula and West bay.

8. A fortnight long Island Tourism Festival organized by the Andaman & Nicobar
Administration annually in December to January exhibits developmental aspects
of these islands. It features cultural programs and performances by artistes of
national and international fame from all over India including the native tribals.
Water sports competitions such as Nicobari Hodi Race, Canoe Race and Scuba
Diving are organized and the festival focuses on eco-friendly tourist destination.
Block Mela held annually at Diglipur in January or February highlights the
development of the rural areas and typical rural life of these islands. Science
Centre in Port Blair displays the genesis of the Andaman & Nicobar archipelago
through interactive exhibits and explains the science of oceans, the flora and
fauna of the islands.

C2. Articles are often divided into parts to help the reader. Given below are the
subheadings of the eight paragraphs given in a jumbled order. Match the
paragraphs with the subheadings.

1. Southern paradise.

2. Life of harmony.

3. Showcasing the culture and spirit of A&N

4. Links with freedom struggle.

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5. Sea sports, farms and temples.

6. Indigenous population and settlers.

7. Flora and fauna.

8. Get to know the Emerald Islands.

C3. When people are not very familiar with a language, they will sometimes
explain words by paraphrasing them. Match the words in the box to the
paraphrases below. Check in the dictionary if you are not sure.

cluster, fauna, penal settlement, languish, mangrove, aboriginal,

archipelago, topography, meandering, snorkeling

• It's a tropical tree, found near water, whose twisted roots grow partly above
ground

• It refers to the shape of an area of land, including its hills, valleys etc.

• It is an area of sea in which there are many small islands

• It is a group of similar things that are close together

• It is to describe the course of a river, coast line or path that turns a lot.

• This is to exist in an unpleasant or unwanted situation

• They are all the animals that live wild in a particular area

• It is an activity that involves swimming underwater using a breathing device

• A type of prison, which is often in a place far away from other people

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• This is a person or living thing that has existed in a country or continent since
the earliest time known to people

C 4. On the basis of your reading of the passage complete the "Mindmap" given

Andaman & Nicobar Islands-Introduction

• Origin of Name: ………………………...

Link with the Freedom Movement
• Location: ………………………..………
• ………………....
• Length: ………………………….………
• …………………
• Topography: …………………….………
• …………………
• Tourist Attractions: ……………..……
• …………………
………………………………………......

People Harmonious Life

• ………….. • Faiths…………......…
• ………….. • Languages…….......
• …………..

MGM National Park

• ………………….. South Andaman

• ………………….. • Chidiya Tapa …………………
• ………………….. • Collinpur ……………………..
• ………………….. • Madhuban ……………………

• Mt. Harriet ………………..

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Flora & Fauna Tourism Festival

• Fauna ………………...…… • Organized by………….....
………………...……………
• When………………………
• Flora ………………….….…
• Highlights…………………
………………...……………

below:

Floating Splendour

C 5. Dr Varun is a tourist on a visit to the awesome Andaman and Nicobar Islands

and Maiguru is his tour guide. Dr Varun wishes to know about the history and
social life of the Islands and the best places to visit during his trip. Based on
the "Mindmap" you have prepared, write and act out a short dialogue between
them. You can choose a partner for this activity.

C 6. Overawed by the beauty of the Islands, Dr. Varun writes an e- mail to his
sister Ishita who promptly responds. Draft this exchange of e- mails between
them.

C7. Imagine that Class X of your school is planning a trip to Andaman and
Nicobar Islands from 25thDec to 01st Jan. Based on your reading of the text
and your imagination complete the following itinerary:

25th Dec: fly from the nearest airport to Port Blair

26th Dec: (morning) …….

(afternoon) …….

(evening) Sound and Light Show at Cellular Jail

27th Dec: (morning): take bus to National Park at Wandoor

(afternoon): …….

(evening) :enjoy local cuisine at hotel

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28th Dec: (morning): visit the Chidiya Tapu to observe the magnificient birds

(afternoon) : ………………………………….

(evening) : ……………………………………..

29th Dec: (morning): ………………………………………..

(afternoon) : free to explore local market

(evening) : …………………………………..

30th Dec: (morning): …………………………………………

(afternoon) : Island Tourism Festival

(evening) :………………………………………….

31st Dec: (morning): relaxed Breakfast at hotel

(afternoon) : …………………………………………

(evening) : cultural evening at hotel to celebrate New Year Eve

1st Jan: (morning): by bus to Katchal for………………………………………

(afternoon) : transfer to Airport to reach home destination

C 8. Read the tourist brochure brought out by the Rajasthan Travels Guide,
describing Jaipur and the surrounding area.

JAIPUR

History

Built by the warrior-astronomer Raja

Sawai Jai Singh II in 1727, it is full of
formidable forts, enchanting palaces
and lovely temples. Jaipur is listed in
most tourist books as one of the three
cities that make India's Golden
Triangle - the other two are Delhi and
Agra. The old city of Jaipur is

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enclosed within seven gates, the most important of which are Chandpol, Jaipuri
and Sanganeri.

Reaching Jaipur

ByAir

Jaipur is well connected to all the major cities which include Delhi, Mumbai,
Kolkata, Jodhpur and Udaipur. Recently, flights to Dubai have also started from
Jaipur by Indian Airlines.

ByBus

Rajasthan Roadways run very comfortable deluxe & air conditioned buses from
Delhi (Bikaner House, Nr. India Gate) to Jaipur. The roads are very good, and it
takes around 5-6 hrs from Delhi. You can also come by taxi.

ByTrain

Jaipur is on the Broad Gauge and hence connected to all the metro cities of India.
There are daily trains from Delhi in morning (Shatabdhi Exp) and evening
(Intercity Exp).

Getting Around

In the city you can travel by un-metered auto-rickshaws, buses, cycle-rickshaws

or you can also use car cabs and car-taxi. The Rajasthan Tourism Development
Corporation operates regular bus service for local city tour.

GENERAL INFORMATION

Weather

In Summer: 45º C (Max) - 25º C (Min)

In winter: 22º C (Max) - 8º C (Min)

Rainy Season : July to Mid Sept; very humid (upto 90%)

Our suggestion: Best time to come: Oct to March

ACCOMMODATION: Accommodation for tourists in Jaipur ranges from five star

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deluxe hotels to budget hotels. Heritage hotels also offer immaculate hospitality to
guests.

Hot Attractions

Kite Festival

A festival with a difference - as kites take to the sky all

over Jaipur. In the evening, kites with lights in them
and fireworks brighten the skies above. If you like kite
flying, you should be here.

Elephant Festival

A festival to celebrate Holi, this is a great occasion for

the visitor to watch several elephant sports and also
play this festival of colors.

Gangaur Fair

A festival devoted to Goddess Parvati. It is time for

young girls to dress up in their finery and pray for
grooms of their choice while the married women pray
for the well-being of their husbands.

Teej Festival

A festival to mark the advent of monsoon. Essentially a

women's festival, it is interesting to watch them

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enjoying in groups and at various bazaars where they
turn up to shop in all their finery.

Local Sightseeing

Hawa Mahal

Built in 1799, the Hawa Mahal (the palace of Winds) is one of Jaipur's major
landmarks.

Amber Fort

The magnificent Amber Fort, seeped in history, mesmerizes the visitor with its
grand architecture and grandiose history

Jantar Mantar

Next to the City Palace entrance is the Jantar - Mantar, begun in 1728 by Savaii
Singh whose passion for astronomy is renowned all over the world

Jaigarh Fort

The imposing fort, built in 1726 by Jai Singh was opened to the public in mid -
1983 and offers a great view.

Galtaji

A popular site with pilgrims, Galtaji's hilly location is full of surprising spires and
peaks. Some of the temples here are quite old.

Ram Niwas Bagh

A garden planned by Maharaja Ram Sigh in the 19th century as a famine relief
project, this extensive park consists of a zoo.

Jain Temple

The most beautiful temple in Sanganer is the ancient Shri Digamber Jain temple.
The temple has fine carvings.

CUISINE: Dal Batti Churma

Recognised as a Rajasthan speciality, Dal-batti-churma, is a wholesome

Rajasthani meal. Dal, or lentil curry, is served with Batti, a roundel of stuffed flour

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that's baked in a charcoal fire or oven. Choorma is a sweet dish made with flour,
jaggery or sugar and ghee.

MAWA KACHORI is filled with mawa and sugar syrup; this delicacy is not to be
missed.

SHOPPING

Johari Bazar: This is where you can buy jewellery and tie and dye sarees,

Tripolia Bazar and Chaura Rasta: You can shop here for textiles, utensils,
ironware and trinkets. If you want to see the artisans at work, step into the side
lanes and see for yourself.

Bapu Bazaar and Nehru Bazaar: Here you can purchase textiles, local perfumes
and shoes made of camel skin.

Mirza Ismial Road (MI. Road): The broad thoroughfare houses a large number of
emporia selling a variety of goods ranging from jewellery and brass work to
textiles, blue pottery, woodwork, etc. These shops stock a large variety of goods to
satisfy the tourists' needs.
Visiting Jaipur is the most satisfying experience as the city is a fine balance of
modern conveniences and great traditions. No wonder the pink city is a tourist's
haven.

C9. Prepare a similar brochure for the Andaman and Nicobar islands. Besides
using the information from the passage given in this section (C.1), you will
have to gather more information about the history, mode of travel,
accommodation etc. Work in groups of 4-5 to prepare the brochure. Please
keep in mind the following attributes of a brochure:

• Introduction

• General Information

• How to Reach

• Accommodation

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• Intercity Travel

• Local Attractions

• Sightseeing

• Cuisine

• Shopping

• Appropriate closing sentence

C10. You are going to listen to Harsh Misra's vacation plans. As you listen, fill the
blanks with the exact information.

Harsh Misra's Vacation Plan

• Travel from………………….. To ………………………………………………....

• Stopover at …………………………………………………………………………

• Visit during………………………………………………..………………season.

• Will visit……………………………………………………………………………

• It is located…………………………………… away from the town.

• Being the ……………………………….. peak, it offers ……………………….. view

of the town.

• Coffee House serves the original ……………………………….. picked from the

plantations.

• Next halt:………………………………………………………………………….

• Temple trail would include visits to the ……………………………….., …………

……………………………………………..and …………………………………...

C 11. Punctuate the passage given below using capital letters wherever necessary.

on a spring evening some years ago while living in mumbai i decided to take in a
musical where i heard lakshya kumar sing for the first time i was enthralled i
believed i had discovered the next kishore kumar yet disappointed by the sparse
audience i decided to write an article to help promote him struggling to contain my

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excitement the next day i phoned the theatre where he was performing and
unabashedly acted like a professional writer may I speak with lakshya kumar
please just one moment replied the person at the other end hello this is lakshya
kumar answered a deep voice at the other end who is speaking my trembling
hands dropped the receiver and I seemed to have lost my voice I heard the phone
being disconnected at the other end what an end to my grand plans

D. PROMOTING TOURISM

Discuss in groups

Why do
people visit
other places?

• What is tourism?

• Why do tourists visit a place?

• Do you think Indian tourists and foreign tourists visit places for the same
reasons?

• Share your views with your class.

D.1. Read the following article about promoting tourism in India.

The new tourist is Indian

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— by Hugh Colleen Gantzer (The Hindu January 1, 2011)

1. If India wants to make it to the top 10 in the international tourism market, then it
will further have to revamp its strategies and re-woo its tourists. Today, the need is
to highlight the potential areas within the country and court the new tourist.

2. "Indian tourism will soar by 15 to 20%" said Rajji Rai, President of the 2448
member Travel Agents Association of India. TAAI's interests lie in handling both
visitors crossing international borders as well as the growing ranks of Indians
travelling around India. This distinction between foreign and domestic tourists is
important.

3. Judging by published statistics earlier, our efforts to attract foreign tourists had
been consistently unsuccessful. Both Malaysia and China entered the
international tourism market decades after we did. In 2009, Malaysia was ranked
ninth with 23.6 million foreign arrivals. In the same year, China was ranked 4th
with 50.9 million visitors. India did not appeared in the first 10 because it just
managed to attract less than 10 million tourists.

Future, tense?

4. All of which begs the question "What makes the Tourism Industry take a rosy view
of the future?" It does so because it has realised that it had been courting the
wrong tourist. No longer must it run after the brash, demanding, camera-
bedecked foreigner trickling in from recession-hit economies.

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5. The New Tourist is the well-heeled, tolerant, eager Indian: keen to discover India,
impatient to go abroad.
6. Mining this market are former Travel Corporation of India employees now in Trail
Blazer Tours. According to its brisk and affable CEO, Homa Mistry, in the three
brief years of their existence, they had doubled their business every year
particularly to the new markets of China, Russia and South America. Indian
travellers are now also signing up for cruises to exotic destinations in sybaritic
comfort.
7. Karnataka, too, had been quick to assess that the rapidly changing demographics
of India had blurred the line between the assumed needs of foreign tourists and
those of our domestic ones. The state's glamorous Golden Chariot Tourist train,
designed for foreigners, now also does a shorter Jewel of the South tour for upper-
middle-class Indian tourists. To quote Vinay Luthra, the MD of the Tourism
Development Corporation, "Money does not seem to be a constraint with domestic
tourists interested in the Golden Chariot."
8. The state's very successful, and luxury class, Jungle Lodges and Resorts had,
however, created a no-frills clone in their Jungle Camps and Trails for a younger
clientele, tapping the growing ranks of junior executives still low on the corporate
totem pole. Karnataka had, thus, broadened the base of its domestic tourism
market and set another bench-mark.
9. So, too, has Kerala. Kerala's God's Own Country campaign had been clearly
designed for the foreign market. But now, Dr. Venu, the then Kerala's Secretary,
Tourism and Culture, had deliberately shifted his focus. It is to be noted that in
'06-07 Kerala targeted 60% international and 40% domestic, and allocated their
tourism resources accordingly. But then it was reversed. By organising
Partnership Meets between Kerala's tourism stakeholders and tourism
professionals in non-metro cities all around India, Kerala managed, very
successfully, to bypass the slump felt by states dependent on international
visitors. "We provide a strictly Business to Business platform in the cities we visit.
It's been very successful: our tourism figures have grown while those of states
dependent on the fickle, demanding, overseas market have remained static," Venu
said.
10. This was, logically, a good strategy. In 2009, when we had received 5.11 million
foreign tourists, 11.07 million Indians went to tourist destinations outside India. If

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our Union Ministry of Tourism continues to concentrate on improving facilities for
the domestic traveller, the outflow of tourists and rupees will diminish. Enhanced
infrastructure such as roads, airports, hygiene, is also attracting more
international visitors.
11. Madhya Pradesh saw this writing on the wall years ago. Its brilliant Heart of India
campaign and finger-shadows version, overseen by its former Executive Director,
Guru Chahal, targeted the domestic traveller. Hari Ranjan Rao, the then MD of the
MPTDC had said: "We have the attractions. When we have the infrastructure.. a
good network of roads, for instance… domestic tourists will flock in. The others
will follow."
12. According to the authoritative trade publication, TravBiz Monitor, the States and
Union Territories reported that more than 650 million domestic tourists had
visited them in 2009. Contrast that with the insignificant 5.11 million foreign
tourists we managed to attract in the same year.
Clearly Tourism, like Charity, begins at home.
D.2. Based on your reading of the article above, answer the following questions:
1. What evidence does the author provide to support his view that our efforts to
attract foreign tourists have been unsuccessful?
2. What, according to you, may be the reasons for such a bleak scenarao?
3. What is the shift in tourism policy recommended by the author? What are his
arguments for such a shift?
4. What are the two initiatives taken by Karnataka that signify marked change in its
marketing strategy?
5. Why have Kerala's tourism figures grown while those of some other states have
remained static?
6. Why does the author say that we should now make efforts to attract ther domestic
traveller? What are the areas that we should focus on to achieve it?
7. Why does the author say, "Clearly Tourism, like Charity, begins at home?"

D.3. Find words or phrases from the passage that mean the same as the following.

a) to renovate, redo, or revise (paragraph 1)

b) trying to win the favor, preference, or goodwill of (paragraph 1)

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c) come in small numbers (paragraph 4)

d) well-off; rich (paragraph 5)
e) friendly (paragraph 6)
f) wanting or enjoying expensive pleasures (paragraph 6)
D.4 Imagine that you are the Director of the Department of Tourism of the State
of Palwal Pradesh. You have recently received the following letter from the
Minister of Tourism.
GOVERNMENT OF PALWAL PRADESH
Ministry of Tourism
13 May 20xx
Director of Tourism
121 Janta Avas Gri
Anandpur, Palwal Pradesh
Subject-
Dear…
As you are aware, local and international tourism is becoming increasingly
important to Palwal Pradesh. It is now a major employer, and a significant means
of earning foreign exchange. I am therefore anxious to promote and develop the
State's tourism industry.
I should like you to study the present trends in tourism and write me a report on
their main features, with projections for ten years' time. I should also like to
receive your recommendations on certain matters. Specifically, your report
should deal with the following:
Origin of Tourists: Where are they from - India and/ or foreign countries?
What do you predict will be the figures in 10 years' time?
What action do you recommend?
I look forward to receiving your report.
Yours sincerely

Krishna Ma thur
(Krishna Mathur)

Minister of Tourism

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D. 5 In Section D.6 you will write the report asked for. First though, it is
necessary to study the following statistics and draw appropriate
conclusions. Work in groups of four. Discuss the three figures in this
section and the questions that follow each figure, and write notes to answer
those questions. (Contrary to the recent trends, foreign tourists visiting
Palwal Pradesh outnumber domestic tourists).

Fig 1:

Number of Tourists over the Last Five Years

1. What has been the general trend in the number of tourists visiting Palwal Pradesh
over the last five years?

2. Which groups have shown increases, and by how much?

3. Suggest reasons for the changes over the last five years, for both groups of
tourists.

Fig. 2 : Accommodation Preferences (this year's figures)

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5
50,000 4 Key
45,000 5, 4 = 5-star or 4-star hotels
3, 2 = 3-star or 2-star
40,000 1 = 1-star hotel:
3 GM = guest houses
35,000 H = hotels
2
30,000
GM
25,000
20,000
1 1
15,000 3
2
10,000
GM
5
5,000 4 H

Indian tourists Foreign tourists

1. For each group of tourists, which is the most popular type of accommodation?

2. How many tourists of each group stayed in these most popular types of
accommodation?

3. Suggest why different types of accommodation are popular with different types of
tourists.

Type of accommodation Number Total number of beds Occupancy rate (in%)

5 star hotels 3 780 85

4 star hotels 5 500 92

3star hotels 10 350 65

1 and 2 star hotels 16 465 82

Guest houses 32 255 78

Youth hostels 13 780 95

Fig. 3 Types of accommodation (this year's figures)

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1. What does the final column mean? Why is it important?

2. There are three 5 star hotels and 13 youth hostels, yet each type of
accommodation has the same number of beds. Explain.

3. Which are the two most popular types of accommodation?

4. Which types of accommodation have occupancy rates of 85% or over?

D.6 Work with a partner to write the report asked for in D.4. You are the Director
of Tourism for Palwal Pradesh. Make sure that….
• you answer all the questions raised by the Minister.
• you quote from the statistics in D.5 to support the points you make.
• you follow the report format and style in D.7 below.
• you use the language advice given in D.8 below.
First study D.7 and D.8. Then (working in pairs) write your report.

D.7

REPORT
From: (your name), Director of Tourism, Palwal Pradesh
To: Minister of Tourism, Palwal Pradesh
(Date)
(Suitable heading)

(Suitable introduction, eg) You recently asked me to submit a report on tourism in

our State - specifically, present trends, projections for 10 years time, and
recommendations on certain matters. The following are my findings and
recommendations:
1 Current Trends
1.1 Origin of Tourists
(Summarize your answers to Questions 1-3 under Fig.1)
1.2 Accommodation
(Summarize your answers to Questions 1-3, Fig 2)

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2. Predictions for 10 Years in the Future

2.1 Origin of Tourists

(On the basis of Fig. 1 and your own personal views, predict the situation in 10
years time.)

2.2 Accommodation

(On the basis of Fig. 3 and your prediction in 2.1 above, predict the number of beds
needed in 10 years time for each type of accommodation.)

3. Recommendations

3.1 Accommodation

(On the basis of your predictions in 2.2 above, recommend the types of new hotels
needed in 10 years time.)

3.2 Other Means of Attracting Tourists

(Do you have any recommendations to make?)

4. Conclusions

(A suitable ending, possibly expressing confidence in the future of tourism in

Palwal Pradesh, if action is taken now)

(Your signature)

(Your name)

Director of Tourism

D.8 In your written report, you will find the following language useful when
describing trends and changes.

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There has been a sharp fall in… When making projections

gradual decline

steady rise It is forecast

steep rise projected that approx….

I would predict that approx…..

Present trends indicate that approx….

….is forecast

has dropped sharply projected to reach

approx..in…

….. gradually declined

risen steadily *when making recommendations

risen steeply

I recommend

urge that…..

propose

…… has levelled off at……

*when expressing probability

It is probable that It is proposed that….

most likely recommended

The probability is that….. My recommendation

proposal is that…..

D. 9 A Final Check…..

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Before you hand in your report:

1. Have you answered all the questions in the Minister's letter in D.4?

2. Have you proof-read your report for accuracy in grammar, spelling and
punctuation?

3. Is your report written in a simple, easy-to-read, interesting style?

4. Have you asked a classmate to read your report, and give you feedback on it?

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 NATIONAL INTEGRATION UNIT 6 UNIT-6
(SUMMARY)
SECTION In this UNIT you will develop your

MAIN COURSE BOOK

LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS VOCABULARY

Introduction • Narrating • Using a reading • Making short

incidents and text as a trigger notes.
events. for discussion

(A) Unity in • Listening to • Presenting • Retrieving and • Transcoding • Words related to

Diversity narratives and conclusions synthesizing information into a features of a
using the clearly and information from grid. region.
information logically. a range of • Writing captions
gathered to material.
identify states/
regions.

(B) Challenges to • Presenting an oral • Local and global • Writing a diary • Words and
National report on a SWOT comprehension of entry. phrases that
analysis a poem. • Writing a letter to enhance the
Integration. effectively. power of
• Identifying the the editor
• Role Play: main points of a expression.
• Designing a
Participating in text. stamp.
spontaneous • Deducing the
spoken discourse. meaning of
• Taking active part unfamiliar lexical
in a group items.
discussion • Interpreting and
evaluating ideas.
NATIONAL INTEGRATION

203
 204
SECTION In this UNIT you will develop your

LISTENING SKILLS SPEAKING SKILLS READING SKILLS WRITING SKILLS VOCABULARY

(C) Spirit of Unity • Taking active part • Making a power • Words used in
in a group point film reviews.
discussion presentation.
• Writing a film
review.
NATIONAL INTEGRATION

(D) Mile Sur Mera • Making a musical • Synthesising • Writing slogans ----
Tumhara presentation information from
a range of
material.

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UNIT-6
 N I
NATIONAL
6
U

T
INTEGRATION

INTRODUCTION

The Indian National Flag flew, for the first time, to space in 1984
when Wing Commander Rakesh Sharma went to space. The flag
was attached as a medallion on the space suit of Rakesh
Sharma. On being asked by Mrs Indira Gandhi how India
looked from up there, he said 'saare jahan se achcha'.

Rakesh Sharma has one underlying concern. "I hope we don't

export conflict from this planet into the others. None of the
paradigms that define us here on earth- the borders, the
parochialism, the divide, should mar our presence in space".

Do you think moments of glory make people more patriotic?

Recall more such moments.

• The Indian flag was hoisted on the highest mountain peak of the world,
Mount Everest on 29th May 1953.

• When the National Anthem plays during Olympics.

• ……………………………………………………….

• ……………………………………………………

• ………………………………………………………

• ……………………………………………………….

Now read the passage given below.

A. UNITY IN DIVERSITY

A1. Read about Rohan and Rajni's observation that the Indian identity is forged
in diversity

Rohan and Rajini are travelling in India, one from Gujarat to Mizoram, and the
other from Kashmir to Tamil Nadu. As they travel they notice the beauty and
diversity of each region, and yet feel a strong palpable emotional connect. They

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appreciate the idea that India is one land embracing many and that the Indian
nation has a multitude of castes, creed, colour, conviction, culture, cuisine,
costume and custom; and yet we are one. Everywhere they observe festivals
dedicated to seasons and harvests. They feel heartened by the pride displayed
during national festivals. They both return home with a feeling of being complete
Indians having embraced every region that they travelled through.

Source: http://surveyofindia.gov.in/documents/polmap-eng-11012021.jpg accessed on 07.02.2023 at 12:53 PM

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A2. During the journey, Rohan and Rajini, both note down the information they
gather about the states they travel through. When they return they jot down
this information.

Working with your partner, choose any one journey and complete the grid for
them. You may access the internet or refer to books in the library to
complete your grid.

• The states that they pass through.

• The variety of languages they hear.

• The local cuisines they enjoy.

• The local handicrafts they buy for their family from each of the states they
pass through.

• The weather they experience.

STATE LANGUAGE CUISINE HANDICRAFTS WEATHER

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A3. What conclusions do you draw from Rohan and Rajini's experience?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

A4. Present your conclusions to the class.

A5. Where are they from?

Divide the class into six groups. Your teacher will read out from page 249 the
conversation between four people talking about the Indian states they live
in. As soon you think you know which region the first person is speaking
about, ask your teacher to stop. If you are right your group gets a point. If you
are wrong, all the other groups get a point and the teacher starts again. But
your group isn't allowed to guess again for this region. Then listen to the
other three speakers in the same way. Which group has got the most points
at the end?
A6. Look at the pictures given below. Decide in your group which regions the six
photos probably come from. Explain why you think so and find out from your
teacher if you were correct. Then write a short caption for each photograph.
It can be serious or funny.

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B. CHALLENGES TO NATIONAL INTEGRATION

B 1. Read the poem given below and answer the questions that follow

Where the Mind is Without Fear

WHERE the mind is without fear and the head is held high

Where knowledge is free

Where the world has not been broken up into fragments

By narrow domestic walls

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Where words come out from the depth of truth

Where tireless striving stretches its arms towards perfection

Where the clear stream of reason has not lost its way

Into the dreary desert sand of dead habit

Where the mind is led forward by thee

Into ever-widening thought and action

Into that heaven of freedom, my Father, let my country awake.

Rabindranath Tagore

• Why does the poet say, 'Where the mind is without fear'?

• What are the narrow domestic walls being referred to as?

• Why are they 'narrow'?

• How / when does the 'clear stream of reason' lose its way?

• What is the poet's appeal?

B 2. SWOT ANALYSIS OF INDIA

S: Strengths W: Weaknesses

O: Oppoprtunities T: Threats

SWOT analysis is a tool used to develop effective strategies and plans for the
progress and development of organizations, companies, institutions and
even individuals. Working in groups, identify the strengths, weaknesses,
opportunities and threats for our country. Present your group's views to the
class. Your brief presentation should conclude with a 'vision statement' for
India- where you want our country to be, say ten years from now and what we
should do to achieve it.

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B3. Read the following extract from Wings of Fire, where the former President of
India speaks of his childhood.

My Childhood
--APJ Abdul Kalam

1. I was born into a middle-class

Tamil family in the island town
of Rameswaram in the
erstwhile Madras State. My
father, Jainulabdeen, had
neither much formal
education nor much wealth;
despite these disadvantages,
he possessed great innate
wisdom and a true generosity
of spirit. He had an ideal
helpmate in my mother, Ashiamma. I do not recall the exact number of people she
fed every day, but I am quite certain that far more outsiders ate with us than all the
members of our own family put together.

2. I was one of many children - a short boy with rather undistinguished looks, born to
tall and handsome parents. We lived in our ancestral house, which was built in
the middle of the nineteenth century. It was a fairly large pucca house, made of
limestone and brick, on the Mosque Street in Rameswaram. My austere father
used to avoid all inessential comforts and luxuries. However, all necessities were
provided for, in terms of food, medicine or clothes. In fact, I would say mine was a
very secure childhood, both materially and emotionally.

3. The Second World War broke out in 1939, when I was eight years old. For reasons I
have never been able to understand, a sudden demand for tamarind seeds
erupted in the market. I used to collect the seeds and sell them to a provision shop
on Mosque Street. A day's collection would fetch me the princely sum of one anna.
My brother-in-law Jallaluddin would tell me stories about the War which I would
later attempt to trace in the headlines in Dinamani. Our area, being isolated, was

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completely unaffected by the War. But soon India was forced to join the Allied
Forces and something like a state of emergency was declared. The first casualty
came in the form of the suspension of the train halt at Rameswaram station. The
newspapers now had to be bundled and thrown out from the moving train on the
Rameswaram Road between Rameswaram and Dhanuskodi. That forced my
cousin Samsuddin, who distributed newspapers in Rameswaram, to look for a
helping hand to catch the bundles and, as if naturally, I filled the slot. Samsuddin
helped me earn my first wages. Half a century later, I can still feel the surge of
pride in earning my own money for the first time.

4. Every child is born, with some inherited characteristics, into a specific socio-
economic and emotional environment, and trained in certain ways by figures of
authority. I inherited honesty and self-discipline from my father; from my mother,
I inherited faith in goodness and deep kindness and so did my three brothers and
sister. I had three close friends in my childhood - Ramanadha Sastry, Aravindan
and Sivaprakasan. All these boys were from orthodox Hindu Brahmin families. As
children, none of us ever felt any difference amongst ourselves because of our
religious differences and upbringing. In fact, Ramanadha Sastry was the son of
Pakshi Lakshmana Sastry, the high priest of the Rameswaram temple. Later, he
took over the priesthood of the Rameswaram temple from his father; Aravindan
went into the business of arranging transport for visiting pilgrims; and
Sivaprakasan became a catering contractor for the Southern Railways.

5. During the annual Shri Sita Rama Kalyanam ceremony, our family used to
arrange boats with a special platform for carrying idols of the Lord from the temple
to the marriage site, situated in the middle of the pond called Rama Tirtha which
was near our house. Events from the Ramayana and from the life of the Prophet
were the bedtime stories my mother and grandmother would tell the children in
our family.

6. One day when I was in the fifth standard at the Rameswaram Elementary School,
a new teacher came to our class. I used to wear a cap which marked me as a
Muslim, and I always sat in the front row next to Ramanadha Sastry, who wore the
sacred thread. The new teacher could not stomach a Hindu priest's son sitting
with a Muslim boy. In accordance with our social ranking as the new teacher saw

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it, I was asked to go and sit on the back bench. I felt very sad, and so did
Ramanadha Sastry. He looked utterly downcast as I shifted to my seat in the last
row. The image of him weeping when I shifted to the last row left a lasting
impression on me.

7. After school, we went home and told our respective parents about the incident.
Lakshmana Sastry summoned the teacher, and in our presence, told the teacher
that he should not spread the poison of social inequality and communal
intolerance in the minds of innocent children. He bluntly asked the teacher to
either apologise or quit the school and the island. Not only did the teacher regret
his behaviour, but the strong sense of conviction Lakshmana Sastry conveyed
ultimately reformed this young teacher.

8. On the whole, the small society of Rameswaram was very rigid in terms of the
segregation of different social groups. However, my science teacher
Sivasubramania Iyer, though an orthodox Brahmin with a very conservative wife,
was something of a rebel. He did his best to break social barriers so that people
from varying backgrounds could mingle easily. He used to spend hours with me
and would say, "Kalam, I want you to develop so that you are on par with the highly
educated people of the big cities."

9. One day, he invited me to his home for a meal. His wife was horrified at the idea of a
Muslim boy being invited to dine in her ritually pure kitchen. She refused to serve
me in her kitchen. Sivasubramania Iyer was not perturbed, nor did he get angry
with his wife, but instead, served me with his own hands and sat down beside me
to eat his meal. His wife watched us from behind the kitchen door. I wondered
whether she had observed any difference in the way I ate rice, drank water or
cleaned the floor after the meal. When I was leaving his house, Sivasubramania
Iyer invited me to join him for dinner again the next weekend. Observing my
hesitation, he told me not to get upset, saying, "Once you decide to change the
system, such problems have to be confronted." When I visited his house the next
week, Sivasubramania Iyer's wife took me inside her kitchen and served me food
with her own hands.

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10. Then the Second World War was over and India's freedom was imminent. "Indians
will build their own India," declared Gandhiji. The whole country was filled with an
unprecedented optimism. I asked my father for permission to leave Rameswaram
and study at the district headquarters in Ramanathapuram.

11. He told me as if thinking aloud, "Abul ! I know you have to go away to grow. Does
the seagull not fly across the sun, alone and without a nest?" He quoted Khalil
Gibran to my hesitant mother, "Your children are not your children. They are the
sons and daughters of Life's longing for itself. They come through you but not from
you. You may give them your love but not your thoughts. For they have their own
thoughts."

B4 On the basis of your reading of the passage answer the following questions by
ticking the most appropriate options. Give reasons for your choices.

1. 'Despite these disadvantages, he possessed great innate wisdom and a true

generosity of spirit'. The expression 'these disadvantages' here refers to

a) lack of formal education and riches

b) middle class social status and a small town

c) lack of comforts and luxuries

2. Kalam's childhood was

a) secure

b) insecure

c) austere

3. 'That forced my cousin Samsuddin'… 'That' here refers to

a) world War II

b) increase in the demand of tamarind seeds

c) withdrawal of train halt at Rameshwaran station

4. Samsuddin was forced to seek a helping hand because

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a) the Second World War had begun

b) the train now halted at Rameshwaram station

c) newspapers thrown from the moving train had to be collected

5. Kalam continues to be proud of the money he had earned during the time of World
War-II because

a) his cousin Samsuddin had helped him earn it

b) it was the first wages he had earned

c) he was able to supplement his father's income

6. Kalam owes his honesty and self-discipline to his

a) brothers

b) father

c) mother

7. As children Kalam and his friends did not have any

a) religious differences

b) right upbringing

c) realization that they were different in any way

8. Paragraph 5 shows that Kalam's mother and grandmother had

a) great scholarship and wisdom

b) excellent ability to tell stories of historic importance

c) all embracing outlook on religion and communities

9. 'As the new teacher saw it' (Paragraph 6). Which of the following best explains the
meaning of this expression?

a) as our new teacher understood it

b) as our new teacher wanted it

c) as our new teacher was asked to ensure

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10. Lakshmana Sastry made the newly appointed teacher realize that

a) it was wrong on his part to discriminate on the basis of religion

b) it was wrong to separate two great friends

c) it was wrong to impose one's own ideas on others

11. Kalam's science teacher Sivasubramania was something of a rebel in the sense
that

a) he used to spend hours with his students

b) he used to defy his wife

c) he encouraged people of different communities and castes to mix up freely

12. The science teacher's wife's behaviour during Kalam's second visit to their home
showed that

a) she had understood and adopted her husband's outlook on the oneness of
mankind

b) she wanted to repent for her earlier mistake

c) she had purified her kitchen ritually

13. Father gave Kalam the example of the seagull to

a) encourage him to be adventurous and fearless

b) encourage him to study the science of flying

c) encourage him to be creative and imaginative

14. "Once you decide to change the system, such problems have to be confronted."
Which problems are referred to here?

a) keeping kitchens ritually pure

b) discrimination and boycott on the basis of one's faith

c) differences in the way people of different communities live

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B 5. Complete the following sentences.

a. An example of the generosity and kindness of Kalam's parents is…………

……………………………………………………………………
b. Kalam feels he had a very secure childhood because…...................................
c. The suspension of train halt at Rameshwaram station proved to be a blessing
in disguise for Kalam because…………………………………………………………
d. Kalam continues to feel proud about the money he had earned in childhood
by picking up bundles of newspaper because………………………………………
e. Some traits and values Kalam and his siblings inherited from their parents
were…………………………………………………………………………………………
f. The salient feature of Kalam's relationship with his three childhood friends
was that……………………………………………………………………………………
g. Two unique examples of communal harmony and brotherhood of mankind
are……………………………………………………………………………………………
h. The nation should be wary of people like the grade V teacher of the narrator
because……………………………………………………………………………………
i. However, the country needs more and more people like Kalam's Science
teacher Sivasubramania and Kalam's mother and grandmother
because………………………
j. Kalam's second visit to his science teacher's house surprised him
because…………………………………………………………………

B.6 Role Play:

Your teacher will divide the class into groups of four and ask them to act out the
following roles:

Kalam

Ramanadha Sastry

Aravindan

Shivaprakasan

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In your group you should play the role allocated to you by engaging in a
conversation in which the friends

a) Express surprise and joy at meeting each other after nearly fifty years

b) Fondly recall their childhood times

c) Compare the problems facing the country then with the problems she is
facing now.

d) Discuss what can be done to rid her of these problems

(Refer to the SWOT analysis of India)

After the role play, your teacher will invite some of the groups to share with others
what problems they discussed and the solutions they proposed.

B.7 Diary Entry:

Suppose you are Kalam/Ramanadha Sastry. You are upset about being made to
sit away from your best friend in the class. Write a diary entry expressing your
feelings and reactions. In your diary entry you should

a) Describe the incident briefly

b) Say how you and your friend felt about it

c) Decide what you are going to do about it

Things to do:

1. Narrate the incidents described in the memoir in the form of a comic strip

2. Make a short film on the incidents narrated in the memoir

3. Script and stage a skit on the incident that happened in V grade.

B.8. Vocabulary

Read each of the following sentences from the story and tick the word/
phrase that gives the correct meaning for the italicized words/ phrases in
the context in which they are used here.

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1. For reasons I have never been able to understand, a sudden demand for tamarind
seeds erupted in the market.

a) came up

b) blew up

c) ended

2. My brother-in-law Jallaluddin would tell me stories about the War which I would
later attempt to trace in the headlines in Dinamani.

a) draw

b) locate

c) copy

3. The first casualty came in the form of the suspension of the train halt at
Rameswaram station.

a) target

b) something destroyed as an indirect result of a particular event or

circumstances

c) victim

4. My cousin Samsuddin, was looking for a helping hand to catch the bundles and,
as if naturally, I filled the slot.

a) was found suitable for the purpose

b) applied for the job

c) was rejected

5. The new teacher could not stomach a Hindu priest's son sitting with a Muslim boy.

a) tolerate

b) dislike

c) face

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6. He looked utterly downcast as I shifted to my seat in the last row.

a) happy

b) angry

c) dejected

7. Sivasubramania Iyer was not perturbed, nor did he get angry with his wife

a) relaxed

b) agitated

c) panicky

8. Then the Second World War was over and India's freedom was imminent.

a) at hand

b) well-known

c) distant

B.9. Phrases

Match the phrases in Column A with their meanings in Column B

Column A Column B

break out to try to find somebody or something

to look for as a rule or in general taking all relevant factors into

account

to take over start suddenly and strongly

to go into to obtain or assume control of something, or gain control of

something from somebody else

on the whole to begin a job or career in a particular area of activity

B.10. Write a letter to the editor of a leading newspaper / an article for your school
magazine on 'The Importance of Celebrating Diversity, but Working for Unity'.

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B.11. Assignments

1. If you were in the selection committee for the National Integration Award who
would you choose and why?

2. Design a stamp in honour of your hero that captures the important moment of his
contribution. You could create a fictional hero also.

B.12 The following passage is an excerpt from an article presented by the

author at a meeting organized to observe the national integration week
(19-25 November ) by the India - Canada Association and the High
Commission of India on 25 Nov. 2009.

Read it carefully and answer the questions that follow:

Challenges to National Integration: Dr. Subhash C. Biswas

As the population of India comprises many different races, religions, cultures and
language groups, the importance of national integration comes to the forefront. In
order to establish peace and stability and ensure progress, all different societies
must be brought into one single nation with a national consciousness. National
integration should aim at improving socio-cultural relations, reducing economic
inequalities and strengthening unity and solidarity. If we ask what the forces that
challenge national integration are, the answers are not difficult to find.
Regionalism, communalism, religious fanaticism, lingualism and now terrorism
are the main forces among others. The patriotic doctrine that for a citizen, the
country comes first and all other issues come second, doesn't always work to
motivate the people for national causes. As we know, the second is an under dog
that always vigorously tries to overcome the first. This explains why national
integration is always under threat from with in the country as well as from
outside. It's unfortunate that pernicious forces-often coming from a few
individuals with extraordinary capability to gather and organize followers-are
always present posing threat to national integration for narrow political goals.

Regional aspirations of the people, if not controlled, may be dangerous for the
country as it may break it up or create more and more new states. Communalism
may encourage clashes between communities. No community should be placed

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above the nation. Lingual preferences should be peacefully dealt with so that no
excessive bias or favour for any one language brings about agitation in the
country. Religious fanaticism is another dangerous force that often leads to
violence, not only in India, but all over the world. India is a secular country, but
that hasn't solved all problems. Let us recollect what our secularist founding
fathers thought about religions. Mahatma Gandhi said, "I am a Hindu, I am a
moslem, I am a jew, I am a Christian, I am a Buddhist".

And Pandit Nehru: The spectacle of what is called religion or at any rate organized
religion in India and elsewhere, has filled me with horror and I have frequently
condemned it and wished to make a clean sweep of it. Almost always it seemed to
stand for blind belief and reaction, dogma and bigotry, superstition, exploitation
and the preservation of vested interests."

Rabindranath Tagore held humanity above anything else. Religion has become an
explosive issue. But fanaticism and radicalism have to be eliminated in order to
ensure stability.

In order to achieve National Integration, we must first identify the force that may
blissfully bind the people of the country, create an emotional bond and help them
share common ideas and values. Constitution, territorial continuity, art,
literature, music, national festivals, national flag, national anthem, sports and,
let us not forget, Bollywood- these are the vital aspects that may be exploited to
promote national integration. Economic development of the unprivileged and
underprivileged regions should get primary importance. More facilities should be
extended to distant regions and tribal groups. The education system in general
should be revised with the aim of fostering national integration. Some special
means should be adopted within the education system to instill a sense of
belonging and unity in the mind from childhood. An old American song by Paul
Robeson, very appropriate in this context, comes to my mind.

"We're in the same boat brother,

We're in the same boat brother,
And if you shake one end,
You gonna rock the other
It's the same boat brother."
(Lyrics by Huddie "Leadbelly" Ledbetter).

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Last but not the least, I would like to mention a very special point, often ignored,
that may be considered extremely vital for national integration. Exercise of power
and authority may be successful temporarily, but fails in the long run. It's
essential to attain internal freedom for the people first, by which I mean a mind
free of selfish ego and aware of basic values and humanity in general, a conscience
always awakened and strong, and love and true spirit in the core of heart. Such a
free mind remains open to other cultures, religions and languages and will easily
accept different people of the country.

B13. Based on your reading of the passage answer the following questions:

a. Why is national integration important for a country like India?

b. What are the aims of national integration?

c. What are the forces that challenge national integration?

d. What are the steps that we should take to strengthen the nation and its
unity?

e. How can we bind the people of the country and create an emotional bond?

f. How can we attain internal freedom for the people of the country?

B.14. Read the passage carefully and familiarize yourself with the new words used
in the passage by working out their meanings. Match the words in column A
with their meanings in column B.

Column A Column B

foster the act of accepting someone as a part of a group

pernicious excessive enthusiasm for an extreme political or

religious cause.

integration encourage the development of.

fanaticism agreement and support resulting from shared interests,

feelings or opinions

solidarity having a harmful effect.

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B 15. Organize a group discussion on the topic: "Destabilizing Forces Within a

Country: Challenges to a Nation"

The discussion will enable you to identify the forces that may 'blissfully bind the
people of the country, create an emotional bond and help them share common
ideas and values'.

• CONSTITUTION

• TERRITORIAL CONTINUITY

• ART

• LITERATURE

• MUSIC

• NATIONAL FESTIVAL

• NATIONAL FLAG

• NATIONAL ANTHEM

• SPORTS

• BOLLYWOOD

The class will be divided into groups with six students per group. The teacher will
ensure that the students adhere to the Do's and Don'ts of participating in a Group
Discussion.

Do's and Don'ts of Group Discussion

1 Keep eye contact while speaking :

Do not look at the evaluators only. Keep eye contact with every team member
while speaking.

2 Initiate the GD:

Initiating the GD is a big plus. But keep in mind: initiate the group discussion
only when you have understood the GD topic clearly and have some topic
knowledge. Speaking without proper subject knowledge gives a bad
impression.

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3 Allow others to speak:

Do not interrupt anyone even if you don't agree with his/her thoughts. Do not
snatch their chance. Instead make some notes and give your views when it's
your turn.

4 Speak clearly:

Speak politely and clearly. Use simple and understandable words. Don't be too
aggressive while disagreeing with someone. Express your feelings calmly and
politely.

5 Make sure to bring the discussion on track:

If the group is deviating from the topic or goal then simply take initiative to
bring the discussion on track. Make all group members aware that you need to
come to some conclusion at the end of the discussion. So stick to the topic.

6 Positive attitude

Be confident. Do not try to dominate anyone. Use positive language.

7 Speak sensibly:

Do not speak just to increase your speaking time. Don't worry even if you speak
less. Your thoughts should be sensible and relevant.

8 Listen Carefully to others:

Speak less and listen more! Pay attention while others are speaking.

9 No need to go into much details:

Some basic subject analysis is sufficient. There is no need to give detailed

explanations. You have limited time so be precise and convey your thoughts in
short and simple language.

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C. SPIRIT OF UNITY

C1. 'Whenever our nation faces a threat, or some major calamity happens, don't
we all stand together with a sense of emotional oneness to fight against evil
forces and unnatural situations?'

In groups of six, research on the occasions when 'India' came together (e.g.
tsumani, earthquake at Bhuj, Ladakh flash floods, Mumbai Blasts)

Make a PowerPoint presentation of about 5-7 minutes. You can collect

information by surfing the net and through other sources like books, magazines
and newspapers.
Focus on
• Rescue
• Relief

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• Rehabilitation

• Interview with victims and volunteers

• United we serve

Alternatively, prepare a creative presentation (charts, collage etc). Each member

will take turn to speak on a particular aspect of the given topic.

C2. Film review

The aim of writing a film review is to judge a film and inform the viewer about
it. The reviewer talks about the subject of the film being reviewed and how
the film maker has handled the subject. At times the reviewer's aim is to
arouse the interest of the viewer so that she/ he wishes to see the film.
Sometimes, the reviewer warns the viewer why she/ he should not see a
particular film.

C3.

Common words / phrases used in film reviews

captivating thrilled excessive violence breathtaking

evocative mood in poor light atmosphere

unsuccessful detail perfect moments scenery

irresistible plot classic wonderful hilarious

unexpected unbelievable plot twists phenomenal

disappointing momentum confusing/confusion/confused portrayal

hype, suspense imitation moving genre

unoriginal quality typical credible

cliché impressed by mixture of spectacular

visual effects finesse melodramatic slapstick

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C4. Writing a Film Review

• Title

Imaginative and catchy: It gives a brief idea of the nature of the film and
provides a starting point for the reader to focus on. You can indicate if the
review will be positive or negative.

• Brief outline of the plot

Synopsis or summary of the plot: Make sure that your summary makes
sense to a reader who does not know the movie. Do not refer to specific
scenes and do not try to explain everything. Don't give details about the
ending or else no one will go and see the film!

• What you liked about the film.

Use descriptive words, think about the story, setting, effects used and
music used.

• What you didn't like about the film.

Comment on the same things that you mentioned in the previous

paragraph.

• Characterization

Talk about the characters, did you like them? Did the actors play them
well? What was it about their portrayal that you liked or didn't like? Other
impressions of the characters, will audiences be able to relate to the
characters? How? Will audiences not like certain characters? Why not?

• Why the film was worth watching / not worth watching

In the last part of your review write about:

• Its message, if any: the director's purpose or intention; or the theme of the
film.

• Compare with other realities you know (your country, historical fact or event,
other films from the same director or genre…)

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• Your opinion that summarizes your view of the film. You may want to say
something inspiring to get the reader to go out and see the film or you might
say something that would want them not to go and see it!

Rating

You could give it a star rating out of 5

You must include the credits:

• title and year of production • genre

• screenplay • director

• music or soundtrack • main actors

C5. Now write your own film review on 'Chak de India', 'Lagaan', or 'Mother India'.

The teacher could arrange for the screening of the film if need be.

The class could also decide on any other regional film that portrays the spirit
of National Integration.

Highlight the aspect of national integration that has been portrayed in the
film.

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C6. Working in groups of four, discuss the ways in which the following have
integrated India:

1. Music - Jai Ho / Vande Mataram

2. Food - North Indian / South Indian

3. Fashion - Salwar kamees / lehengas / Achkan / Dhoti Kurta

4. Occupation and trade - Job opportunities

5. Relationships / Marriage

D. MILE SUR MERA TUMHARA

D1. Read the following extract from an article by Usha Bande on Bonds of
Culture. Based on your understanding, complete the tasks.

A decade or so ago to counter the threat of the divisive forces, a catchy slogan on
buses and public places read "From Kashmir to Kanyakumari, India is one".
Incidentally, around the same time, V.S. Naipaul's India: A Million Mutinies Now
(1991) was released, visualising a strong and unified India despite its "million
mutinies" threatening its very existence. The mutinies, he said, are a process of
integration and restoration and are not to be wished away. "These were a part of a
new beginning, of a new way for millions, part of India's growth, part of its
restoration". It is true that "a central will, a central intellect and a national idea"
has always prevailed underneath Indian culture lending cultural wholeness to the
country.

"From Kashmir to Kanyakumari, India is One" is a popular slogan for

promotion of National Integration

A slogan is a memorable motto or phrase used in a political, commercial,

religious and other contexts as a repetitive expression of an idea or purpose.
Often their simple rhetorical nature leaves little room for detail, and as such
they serve perhaps more as a social expression of unified purpose

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D2. Jog your memory for interesting and memorable slogans you may have come
across:

Airlines Slogan __________________________

Adult Education Campaign Slogan ____________________

Struggle for Independence Slogan ____________________

Polio Eradication Slogan ____________________________

Eye Donation Slogan _______________________________

Blood Donation Slogan _____________________________

Let us learn four essential tips on writing catchy slogans:

• Focus on the core issue you wish to promote

• Decide which specific aspect to target and promote

• Ensure quick and easy language

• Where you can bring humour to a slogan, do it

• Brevity is the essence of a good slogan

D3. Look at the pictures given below, frame short, interesting and creative
slogans:

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D4. Work with your partner and write six prominent features of Indian identity.

INDIAN IDENTITY

Constitution

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MILE SUR MERA TUMHARA

D 5. 'Ek sur' (meaning One Tune) or 'Mile Sur

Mera Tumhara' as it is better known, is an
Indian song and accompanying video
feature promoting national integration
and unity in diversity.

The concept for Mile Sur was developed in

1988 by Lok Seva Sanchar Parishad, and
promoted by Doordarshan and India's
Ministry of Information. The song was
composed by Ashok Patki, co-composed &
arranged by Louis Banks, written by Piyush
Pandey (then an Accounts Manager and
presently the Executive Chairman and
Creative Head of Ogilvy and Mather, India). The project was conceived and
directed by Suresh Mullick (then All India Creative Director, Ogilvy & Mather) and
recorded by a group of people from all walks of life, including a super group of
popular Indians - musicians, sports persons, movie stars, etc.

The national integration video was intended to instill a sense of pride and promote
unity amongst Indians, highlighting the different linguistic communities and
societies that live in India - India's unity in diversity, so to speak.

Mile Sur was telecast for the first time on Independence Day 1988, after the
telecast of the Prime Minister's speech from the ramparts of the Red Fort.

It quickly captivated India, gaining and maintaining near-anthem status ever

since.

The song's lyrics are unique; One phrase, repeated in fourteen Indian languages:
'Mile sur mera tumhara, to sur bane hamara', meaning "When my musical note
and your musical note merge, it becomes our musical note".

The song itself ends by fading into the final notes of the Indian National Anthem.

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Languages used

Hindi, Kashmiri, Urdu, Punjabi, Sindhi, Tamil, Kannada, Telugu, Malayalam,

Bangla, Assamese, Oriya, Gujarati and Marathi.

Phir Mile Sur Mera Tumhara

Twenty years after the original debut, the song has been re-recorded with an
updated cast for telecast on January 26, 2010 by Zoom TV. This version titled Phir
Mile Sur Mera Tumhara features Indian musicians, singers, sportspersons and
film personalities from the current generation. The current version (16 min 17 sec)
runs longer than the older version (6 min 9 sec) and has been directed by Kailash
Surendranath who had produced the original version of Mile Sur Mera Tumhara
as well. The new version also retains music composer/arranger Louis Banks who
had co-composed/arranged the original Mile Sur Mera Tumhara as well.

The lyrics in different languages:

“ [hi] ,
,
,
,

[ks-dev] ,
[ks-nast]
[pa] ,

[hi] ,
[sd-dev] ,

[sd-nast]
[ur]
[pa] ,

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[ta]

[kn] ,

[te] ,

[ml] ,
[bn] ,
[as]
[or] ,
[gu] ,

[mr] , ”
[hi] ,
,
,

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D.6 Arrange a video viewing of both the versions of "Mile Sur". Later you may
produce your own version of the song for presentation in the morning
assembly.

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Texts for Listening Tasks
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UNIT-1 : Health And Medicine

A 10 You have read about sleep deprivation and the ill effects it has on human
beings. There are other work areas where youngsters remain sleep deprived
and fall prey to ill health. Listen carefully to some of the comments made
about the business process outsourcing (BPO) sector which is part of the IT-
enabled industry and do the activity.

Work in a
call center is challenging,
requiring high levels of concentration. An
employee performs one type of activity
throughout the day staring at the
computer screen all day

They are
expected to be at the desk at all
times during their shift except for toilet and
meal breaks. They have to pick up the telephone
within seconds of its ringing. This is monitored by the
managers. They have to complete the call
satisfactorily, as quickly as possible and
move on to the next call.

T h e y
also have to meet an
unrealistically high target number of
calls everyday. In India workers are expected
to complete an average of 180 calls per day,
compared to 75 in the US. This is really
emotionally exhausting!

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I have
also heard that the employees are
under constant surveillance. Closed circuit
cameras are placed in every part of the office. In
addition, the 'group leader' in each department tracks
the workers' performance minute by minute to ensure
that work never slows down and peak efficiency is
maintained-even though these offices are
always short-staffed.
When a
person wants to take a toilet
break she/he must raise a hand and the
group leader will give permission after making
sure that someone else takes over the desk. There
are even reports of employees being followed to
make sure they are not actually taking a
long break!
No
wonder there are a number of
related long-term health problems. In a
study it has been found that13% have reported
visual problems such as eye fatigue, 3% have reported
headaches while 23% had indigestion and constipation.
They also suffer repetitive stress injuries from long
hours at the computer and repetitive voice injury
from speaking on the telephone for
hours continuously
I suppose
that is why there is such a high
burn-out rate in this industry. People
rarely stay for more than a year in any one
office, and in about three years they've left
the industry for other jobs

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UNIT-2 : Education
C.12. Listen carefully to a speech by Steve Jobs.

(Speech by Steve Jobs from Canara bank in house magazine and also in Steve
Jobs Stanford Commencement Speech 2005- you tube)

Thank you.

I'm honoured to be with you today for your commencement from one of the finest
universities in the world. Truth be told, I never graduated from college, and this is
the closest I've ever gotten to a college graduation. Today, I want to tell you the
story of my life. That's it. No big deal. Just a story.

The story is about connecting the dots. I dropped out of Reed College after the first
six months, but then stayed around as a drop-in for another 18 months or so
before I really quit. So why did I drop out?

It started before I was born. My biological mother was a young, unwed graduate
student, and she decided to put me up for adoption. She felt very strongly that I
should be adopted by college graduates, so everything was all set for me to be
adopted at birth by a lawyer and his wife----except that when I popped out they
decided at the last minute that they really wanted a girl.

So my parents, who were on a waiting list, got a call in the middle of the night
asking, "We've got an unexpected baby boy; do you want him?" They said, "Of
course." My biological mother found out later that my mother had never graduated
from college and that my father had never graduated from high school. She
refused to sign the final adoption papers. She only relented a few months later
when my parents promised that I would go to college. This was the start in my life.

And 17 years later I did go to college. But I naively chose a college that was almost
as expensive as Stanford, and all of my working-class parents' savings were being
spent on my college tuition. After six months, I couldn't see the value in it. I had no
idea what I wanted to do with my life and no idea how college was going to help me
figure it out. And here I was spending all the money my parents had saved their
entire life.

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So I decided to drop out and trust that it would all work out okay. It was pretty
scary at the time, but looking back it was one of the best decisions I ever made. The
minute I dropped out I could stop taking the required classes that didn't interest
me, and begin dropping in on the ones that looked far more interesting.

It wasn't all romantic. I didn't have a dorm room, so I slept on the floor in friends'
rooms. I returned coke bottles for the five cent deposits to buy food with and I
would walk the seven miles across town every Sunday night to get one good meal a
week at the Hare Krishna temple. I loved it. And much of what I stumbled into by
following my curiosity and intuitions turned out to be priceless later on. Let me
give you one example:

Reed College at that time offered perhaps the best calligraphy instruction in the
country. Throughout the campus every poster, every label on every drawer, was
beautifully hand calligraphed. Because I had dropped out and didn't have to take
the normal classes, I decided to take a calligraphy class to learn how to do this. I
learned about serif and san serif typefaces, about varying the amount of space
between different letter combinations, about what makes great typography great.
It was beautiful, historical, artistically satisfying albeit in a way that science can't
capture, and I found it fascinating.

None of this had even a hope of any practical application in my life. But ten years
later, when we were designing the first Macintosh computer, it all came back to
me. And we designed it all into the Mac. It was the first computer with beautiful
typography. If I had never dropped in on that single course in college, the "Mac"
would have never had multiple typefaces or proportionally spaced fonts.

And since Windows just copied the Mac, it's likely that no personal computer
could have them. If I had never dropped out, I would have never dropped in on that
calligraphy class, and personal computers might not have the wonderful
typography that they do. Of course it was impossible to connect the dots looking
forward when I was in college but was very, very clear looking backwards 10 years
later.

Again, you can't connect the dots looking forward; you can only connect them
looking backwards. So you have to trust that the dots will somehow connect in
your future. You have to trust in something... your gut, destiny, life, karma,

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whatever.... because believing that the dots will connect down the road will give
you the confidence to follow your heart, even when it leads you off the well-worn
path, and that will make all the difference.

(Steven Paul Jobs (born February 24, 1955) is an American business magnate and
inventor. He is well known for being the co-founder and chief executive officer of
Apple.)

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UNIT-3 : Science
A.7 You are going to listen to a presenter discussing three new inventions-The
Solerickshaw, the Green Phone and the Solar Water Purifier. As you listen
complete the notes given below:

Good Morning everyone. In today's episode of Scientific Inventions I am going to

talk about three exciting new inventions, the Solerickshaw, the Green Phone and
a solar water purifier .

First, some information about the Solerickshaw

The Solerickshaw is not just any rickshaw but an optimally designed pedal -
operated and motor- assisted three-wheeler. Solerickshaws provide motorized
assistance with the motor running on battery powered by solar energy. This Zero
Carbon, Urban Transport Vehicle or 'Pedicab' was designed and developed by a
team of engineers from the Central Mechanical Engineering Research Institute,
Durgapur, West Bengal.

Now for the second interesting invention-yes, the gorgeous Green Phone!

We all know mobile phones are 'must haves' these days. In fact according to
statistics, six out of ten people in this world own a cell phone. So imagine the
energy consumed and the e-waste generated by these devices, Realiizizng the
'side-effects' of mobile phones, many handset manufacturers are going green
while some are even going solar!

Samsung for instance has unveiled the solar powered phone-'Blue Earth'. It is a
touch phone that has a full solar panel on its back which can generate enough
power to charge the phone. It is made from recycled plastic from water bottles and
has a built-in pedometer to keep a tab on your carbon dioxide emissions. And it is
small enough to fit into your pocket!

Another phone that can fit into your pocket and also your budget is the Coral 200,
a solar-powered handset from the Chinese mobile manufacturer ZTE. The phone
provides fifteen minutes of talktime for every hour of sunlight'

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LG too plans to launch a solar powered concept cell phone, which would provide 3
minutes of talk time for every 10 minutes of sunlight. The company has also come
up with the HFB-500 Bluetooth solar car kit, which gives customers hands-free
mobile use in a fully rechargeable solar unit.

The third solar powered gadget that has just been invented is the solar water
purifier which can convert contaminated water into drinkable water.

There are two kinds of solar water purifiers. One type uses solar panels to power a
12 volt water purifier and the other counts on distillation without electricity. While
the former is more potable, the latter is relatively inexpensive.

In a solar distillation system, a solar panel is placed on top of a rectangular-

shaped box filled with unpurified water. The sun rays heat the water which
condenses on the underside of the solar panel and the impurities remain in the
box. The gentle slope of the panel allows the water to run into a trough and into
collection bottles at the lower end of the box. Additionally, the ultraviolet rays from
the sun kill the germs and bacteria in the water.

So dear listeners which of the inventions are you going to buy? With this I sign off
promising to bring more exciting scientific news from the world of inventions next
week, same frequency, same time!!!!

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UNIT-4 : Environment
A6. You are going to listen to an environmentalist giving a speech at a seminar
on World Environment Day on the topic 'Wetlands, an Important Ecosystem'
As you listen, complete the flowchart.

Wetlands

Good Morning everyone, every year February 2, is celebrated as the World

Wetlands Day all over to raise public awareness about the ecosystem and promote
its conservation.
Firstly, as is obvious by the name, wetlands are water bodies. But, a wetland is not
just any water body. It is land that is covered with shallow water - either still or
flowing, in which the water table is close to the surface. Swamps, marshes, oases
in deserts, mud flats, and paddy fields are all examples of wetlands. Stretches of
marine water where the depth does not exceed 6 meters at low tide are also
categorized as wetlands. Morever, it is an entire ecosystem with its associated
plant and animal life.
Additionally, wetlands are the world's most productive environments with
stunning biological diversity. Wetlands stretch from mountains to seas and
include a wide variety of habitats from rivers and lakes, lagoons and mangroves to
coral reefs. These habitats support a variety of species of birds, mammals,
reptiles, and fish. Some are shrimp farms or fisheries, while others are purely for
recreation purposes, valuable in ecotourism.
However, not all wetlands are natural. Some are man-made. Fish and shrimp
farms, ponds, irrigated land like paddy fields, salt pans and reservoirs are
artificial wetlands.
I must add here that wetlands, like mangroves, provide a barricade between the
sea and land and help in stabilizing the shoreline. They help in preventing soil
erosion and also in reclaiming land. They are breeding ground for marine
organisms like shrimps and a variety of fish. Furthermore, some wetlands help in
checking floods and siltation of water ways, others help in checking erosion of
forests. Wetlands, which are freshwater bodies, are sources of water supply.

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For thousands of years, mangrove forests have provided a natural shield against
cyclones and storms that have frequently hit the shores of southern India. It has
now been documented that coastal trees and shrubs saved the lives of hundreds
of people in the tsunami disaster.
Sunderbans in West Bengal is the largest mangrove forest in the world. India has
19 wetlands sites which are of international importance.
On the whole it is interesting to note that wetlands cover a tiny portion of the
earth's surface, but due to the nature of their unique ecosystem, it is all the more
important to protect and conserve them.

Thank you.

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UNIT-5 : Travel And Tourism

C10. Listen carefully to Harsh Misra's vacation plans and fill in the blanks with
exact information:

Harsh Misra's Vacation Plan

My name is Harsh Misra. This autumn break, I am thinking about heading to

Shimla for vacation. I'm from Allahabad, I haven't been out in the hills very often.
Shimla will be a nice change of place as I have heard there are endless attractions
in this area.

Since Allahabad is so far away from Shimla, I will probably have a stopover in
Delhi. The spring season is the peak season in Shimla so I'll have to pay a lot. My
friend's brother is a travel agent so I will have to ask him to help me out in getting
some good rates. Having talked to him in the past about travelling I know he is
going to tell me to go in the off season to get a better rate. He tells all of his clients
this. I understand his point, but I've never liked planning my vacations around
the lean seasons.

I will visit the Jakhu Hill that is located 2 kms. away from the town. Serving as the
highest peak of Shimla, Jakhu Hill offers panoramic views of the town and the
nearby mountains.

My friends have advised me to stop for a quick bite at the Coffee House which
serves the original flavours of coffee picked from the plantations. The next halt in
my itenerary would be the State Museum at Shimla, which showcases various
miniature paintings, costumes, textiles and jewellery of the region.

My temple trail would include visits to the Kamna Devi Temple, Tara Devi Temple,
Kali Bari Temple and Christ Church that are some of the highly revered pilgrimage
centres in Shimla. It should be a great time!

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UNIT-6 : National Integration

A5. Where are they from?

Divide the class into six groups. You will listen to the conversation between
four people talking about the Indian states they live in. As soon you think
you know which region the first person is speaking about, ask your teacher
to stop. If you are right your group gets a point. If you are wrong, all the other
groups get a point and the teacher starts again. But your group isn't allowed
to guess again for this region. Then listen to the other three speakers in the
same way. Which group has got the most points at the end?

Speaker A: A trip to my colourful state will leave you totally charmed. Bordered by
Pakistan, and the states of Rajasthan to the north east, Maharashtra and the
Union territories of Diu, Daman, Dadra and Nagar Haveli to the south and
Madhya Pradesh to the east, my state is one of the major tourist destinations in
India. Strolls along the lovely beaches of Ahmedpur, Mandvi Beach, Chorwad
Beach, Diu Beach, Gopnath Beach and Kutch. Mandvi Beach will offer some of the
cherished moments of your life. One of our famous temples is at Somnath. Also
known as 'the Shrine Eternal', the temple has been torn down six times, but has
been rebuilt on each occasion. My name is Jassu Ben

Speaker B: The name of my state means elevated land. This state has a rich
history and tradition dating back to the times when the ancient rulers used to
reign over this place. Tipu Sultan has been an important ruler. He has fought
against the British with the invaluable assistance of the French but was
eventually overthrown by the British in the year 1799. The capital of my state has
significantly contributed to the technological advancement and overall
commercial growth of the state. Some of the prominent national parks are
Bandipur National Park, Bhadra Wildlife Sanctuary, Nagarhole and
Ranganathittu Wildlife Sanctuary. My name is Arnav Karnad

Speaker C: My state is miniature India in itself, comprising mountains, forests, a

large number of rivers,the Gangetic delta and the sea. India, has been ruled from

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its capital city till 1911 when the capital was shifted to Delhi. Popularly known as
the Queen of the Hills, one of the most beautiful hill stations in India is among the
major highlights of tourism in my state. The state has immense geological
importance as the Ganges enters its final stage here, and drains the world's
largest delta which is home to a large forest, the habitat of the royal tiger. The state
has given the country as many as four Nobel laureates. The prominent landmarks
to this city include the Victoria memorial Hall, the writers' building, Town Hall the
Indian Museum, Asiatic Society, Rabindranath Tagore's residence, National
Library and other places of importance. The state has many forests that are rich in
wildlife and are known for the leopard and elephant population. The northern
region is known for some swift flowing rivers like the Teesta, which is popular
among adventure enthusiasts. My name is Abeer Sen

Speaker D: My state is located in the northern part of India at the foothills of the
Shivaliks and is one of the most visited among the various tourist destinations of
north India. Some of the important fairs and festivals are Hatkalika Fair,
Tapkeshwar Fair, Surkhanda Devi Mela, Kunjapuri Fair, Lakhawar Village Fair,
and Mata Murti Ka Mela. There are innumerable tourist attractions such as
Badrinath, Corbett National Park, Gangotri, Haridwar, Mukteshwar, Kausani,
Mussoorie and Nainital. There are a number of pilgrimage spots that are located in
my state such as Gangotri, Yamunotri, Badrinath, Kedarnath, Hemkund Sahib
and Joshimath. The state has been carved out of Uttar Pradesh in 2000 and is
known as Uttaranchal since 2006.My name is Anant Bahuguna

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Additional Reading Material

Travel and Tourism
Resplendent Diversity of India
Read the following account and attempt the exercises given at the end.

Raju and Pinky were visiting Agra on a school excursion and were very excited about this
trip. There had been a lot of discussion before the educational tour was finalized. Some
wanted to go to Jaipur, others thought that Corbett National Park would be far more
thrilling. The choice of Agra was made because the excursion could be completed in a
day, did not involve expensive night stay in a hotel and of course, what clinched the issue
was the Taj Mahal, a world heritage site. Some senior students from class XII also joined
as the Final Board exams were far away.

All along the way, those who had suggested Jaipur and Corbett kept grumbling. Mr.
Kumar, the teacher consoled them by promising that next time a more distant and exotic
destination may be possible. Many students started talking at the same time. Salim
suggested the sun drenched beaches of Goa and Gurjit chipped in with Andaman
Nicobar islands that he had visited with his parents on a LTC vacation. George and Mary
-the cheerful twins-had Ajanta and Ellora on their wish list and while Anjali, usually very
shy and not talkative, for once, broke her silence to vote for Hyderabad, the city of Char
Minar and next to Golconda. This gave Mrs Nair an opportunity to embark on a lecture
on the resplendent diversity of India that is our priceless inheritance. She, of course,
painted wonderful word pictures of Shalimar Gardens in Srinagar and Fishing Nets in
Cochin. Zoobi, who won all the prizes in all the quiz competitions, lost no time in showing
off by rattling figures about the number of foreign tourists that visit India every year and
how much foreign exchange we earn through them.

But the kids were not prepared for a rude shock when they reached the Taj Mahal. Two
young foreigners just ahead of them in the line before the ticket counter were mobbed by
a group of unruly 'guides'. The visitors were looking harassed and irritated. Pinky told
Raju, "Isn't this just like the Amir Khan ad they show on TV?" Anjali, exceptionally vocal
on the trip, commented sharply, "But no Amir Khan is going to appear here as a saviour.

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What are you waiting for? How long are you going to watch this tamasha? Are you scared
to rescue your guests?" This prompted Gurjit to roll up his sleeves literally and rush in.
In a blink all the students with their teachers formed a circle and outnumbered the
haggling guides. Their enthusiastic intervention forced the officials and security guards
to come out. The troublemaking guides retreated and the young foreigners thanked their
new young friends. The teachers invited them to join the school kids for a quick cup of tea
before beginning the exploration of the majestic building. At first they were reluctant and
hesitant but were won over when Salim quoted the Sanskrit verse Atithi devo bhava- and
explained it stating that in India a guest is treated as God. Zoobi immediately
contributed a song version of the shloka singing slightly out of tune, 'Mehman jo hamara
hota hai wo jaan se pyaara hota hai’ translating in the same breath- 'our guest is dearer
to us than our own life.' The eyes of foreigners twinkled mischievously and they didn't
miss the opportunity of reminding the kids of their encounter with the guides! The
children were stumped but regained their cheer before long.

Soon the strangers began to feel at home with their new Indian hosts and started
exchanging their experiences, sweet and sour with them. Liz was from France and Jim
was from Australia. Both were studying in an American university and visiting India as
back packers. The teachers, as well, as the children shot a volley of questions at them.
What are the places you have visited? What other places are you going to visit? Do you
plan to ride on the Palace on Wheels? Have you stayed in the Lake Palace Hotel in
Udaipur built on an island on Lake Pichola? What have you liked most? What have you
bought for friends at home? There was no end to their curiosity. Liz and Jim were patient
and tried to explain that they were not rich tourists who could splurge at deluxe hotels
and ride Royal trains. They also told the children what the pleasures of back packing are.
One can enjoy a lot even on a small budget if one knows what to eat, where to stay and
what to see and do. Liz pulled out a copy of the Lonely Planet guide from her rucksack
and showed the children the wealth of information it contained about Agra.

After some time they took their leave and the children kept talking about them as they
appreciated the beauty of the marvellous monument in marble. After Taj, it was the turn
of the Red Fort. Here, the problem was the litter left behind by visitors who had thrown
about empty water bottles, pieces of paper in the lawn. The children, prompted by
teachers, volunteered to clean up the mess. They also asked the guards on duty why they
hadn't stopped and punished the culprits. They in turn pleaded helplessness. "What can
we do? We are so few. Hundreds visit this place every day; it's impossible to keep an eye

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on all of them." Pinky observed, "We must take care of our heritage ourselves.
Government cannot do everything. People should have self discipline." She would have
continued with her lecture but another shock stopped her in mid sentence. Someone
had scribbled with charcoal on a wall in a corner 'Sita and Gita, Ram and Shyam had
come here.' A cartoon like figure was also drawn that defaced the wall. Zoobi hissed in
anger. "Incredible India!" Anjali once again put him in his place reminding him that all of
us are part of Incredible India. Instead of blaming others we should do our bit. Lighting a
lamp is better than cursing darkness. All poor Zoobi could do was to say, 'Gurudev
Tagore wrote that, didn't he?' The kids cleaned up the wall the best they could and after
an evening snack headed back for Delhi.

Maybe it was the day full of exciting excursions, or sheer tiredness but the road on return
journey felt bumpier and the food packed from the shop near the bus stand tasted stale
and insipid. Discussion soon heated on the so called four lane highway and amenities for
tourists in the city of Taj. Conversation with foreign youngsters was recalled. It's not only
foreigners who need facilities but domestic travellers too require clean drinking water,
hygienic food and convenient toilets. Affordable hotels, hostels and dormitories must be
added to this list. All this would be wasted if no good roads or trains provide connectivity.
Suddenly, some students started teasing Raju who, it was well known to his classmates,
wanted to join a Hotel Management Course after finishing school. "If this is the case of a
heritage site and a historic city, you will have no tourists to cater to by the time you get
your first job!”

Raju, made of sterner stuff, responded gallantly. He pointed out how much the city and
the monuments had improved since his last visit. He reeled off how clean and beautiful
the Red Fort in Delhi looked now. Could anyone deny that the Light and Sound show
was magical? What about Humayun ka Makbara that had left President Obama
speechless? The moment he mentioned Jantar Mantar those who had wanted to visit
Jaipur took off. Jantar Mantar there may be smaller but wasn't the Hawa Mahal in the
Pink City exquisite! Gurjit who had been sleeping on the seat woke up as soon as pyaaz ki
kachori and daal baati choorma were mentioned. Salim who was a hard core non
vegetarian couldn't resist mentioning the sublime biryani he had tasted at his
grandparents’ house in Hyderabad and what could compare with the delicious khoobani
ka meetha topped with malai. Before the contenders could come to blows, the teachers
intervened gently. This time interesting anecdotes about diversity in food and costumes
became the subject of a quick quiz. Song and dance and colourful festivals and dazzling

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handicrafts too cast their spell on tourists both domestic and foreign. Chikan work in
Lucknow, Bidriware in Hyderabad, miniature bronze and silks in Tamilnadu, inlaid
woodwork and sandalwood in Karnataka. The names came tumbling out from children;
shawls and embroidery from Kashmir, soft leather jutis and tie & dye cottons and
feather-light quilts in Rajasthan. It was almost like an antakshari cataloguing souvenirs.
Those who couldn't think of handicrafts kept interrupting with names of landmarks and
monuments from these tourist destinations. Rumi Darwaza and Bara Imambara, Ghats
in Varanasi, Victoria Memorial and Rosogolla all got jumbled up and all ended up
laughing uncontrollably.

When the students met again the day after in school they were full of recollections and
stories related to their trip. They were made happier when the class teacher asked them
to write a short essay on how to make Agra more tourist friendly. She was in a generous
mood and allowed the wild life lovers to write their essay focusing on problems and
potential of Wildlife Parks.

When the essays were read out, one thing became quite clear. Nearly every region in our
vast and varied land has breathtaking natural beauty and enchanting flora and fauna.
Some species are threatened and a balance must be struck between tourism
development and conservation. Tigers and Dolphins, Elephants and Pheasants,
majestic Deodar and Orchids all are part of the enchantment of this land. This
biodiversity needs protection as urgently as the architectural heritage. It was delightful
to see classmates, wiser by their trip to Agra and chance encounter with young foreign
tourists, could now talk about tourism in a balanced manner. They cheerfully filled up
gaps in fellow students' presentations. All in all, the class covered not only the natural
and cultural diversity that attracts tourists like a magnet but also showed awareness of
different types of tourism- heritage tourism, pilgrim tourism, eco tourism, adventure
tourism and wilderness tourism.

Those who had stayed back and not joined the excursion made up by slogging in the
library and making presentations that relied on facts and figures enriched with pictures
and interesting charts. These provided the perspective that even today our country's
share in international tourist trade is minimal. Much smaller countries like Singapore,
Thailand and UAE attract much larger numbers. Some talked of favourite destinations
for Indian tourists- Australia, Hong Kong, Dubai and Switzerland. When told that they
had strayed from the prescribed topics, a smart alec responded, 'Mam, we wish to learn
from others' experiences!'

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The teacher couldn't help smiling a little but insisted that they do as homework what had
been assigned. The only concession she made was to add one more topic to the list.
Students could also choose to write about the variety of jobs and employment that
tourism can generate for young Indians in coming decades. She mentioned as a helpful
hint the hospitality industry that provides board and lodging, travel and transport, folk
arts and crafts, guides and interpreters, banks and souvenir sellers. It's not difficult to
guess what our friend Raju wrote about! Zoobi is busy preparing an Incredible India quiz
based on ads of different Indian states-covering everything from 'MP Gazab Hai' to 'Gods
Own Country'. Audio-Visual cues range from miniature paintings of Baj Bahadur and
Rupmati who lived once in a City of Joy (not Kolkata!) to a small part of a Thyagaraja kritti
to help you identify a magnificent temple built a thousand years ago. Can you name it
now? A Jataka tale is retold in brief to tempt you to lose your way in a maze of cave
paintings - Do you know what we are talking about? Three different celebrations of
Dussehra tempt us to visit three different states and a picture of carnival takes us to a
region where the Portuguese held sway for over four centuries. Additional cues are
cartoons by Miranda.

Pintu Ghosh, the youngest in the class, surprised everyone with his comprehensive
contribution surveying the wonders in the north east. 'The Rainbow Unveiled' was the
title of his project that covered all the seven sisters and a brother! He reminded his
classmates that Arunachal Pradesh had monasteries like Tawang as impressive as
Ladakh and like Sikkim which could boast of Pemyengtse and Tashiding attracted a lot
of tourists interested in Buddhism. Pintoo had taken trouble to include details about
Manipuri raas, a dance form that is inspired by the Radha-Krishna legends but is very
different from dandiya raas in Gujarat or the raas leela in Uttar Pradesh. A large section
in his essay dealt with Kaziranga, the wild life sanctuary in Assam, home of the rare one
horned rhino. The illustrations were all very colourful and showcased chiraaw bamboo
dance from Mizoram and Naga shawls and spears. Never to be satisfied easily, Zoobie
cribbed, 'But he has not mentioned Cherapunji in Meghalaya and the Toy Train in
Darjeeling.' No one in the class was in the mood to support him. Everyone was in a hurry
to read out what they had done.

Another essay that drew praise from the teacher was written by bespectacled Madhavan
Pillai who had prepared a note on all the World Heritage Sites in India. Most had heard of
the concept but were ignorant about their number and locations in India. The Red Fort,
Fatehpur Sikri, the Taj, the Grand Stupa in Sanchi attract tourists like a powerful

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magnet. But others are no less fascinating. Madhavan reminded his class fellows that
unless we are careful and protect these monuments, UNESCO can withdraw this
prestigious recognition. We must ensure, he added, that no one defaces or disfigures
these.

Samyukta Mohanti followed this with a short essay that continued the argument
further. She referred to the Great Dark Pagoda, the Sun temple at Konark and the
Jagannath temple at Puri, famous for the rath yatra festival. Her complaint was that
most tourists gave Odisha a miss and were not even aware of the beauty spots it
possesses like the Chilka Lake or Satkosia gorge on Mahanadi and the Bhitarkanika
crocodile reserve. She was keen to include something about the Odissi dance and Geet
Govinda but had to wind up due to the word limit.

Raj Iyer who had recently come to Delhi from Puducherry wrote a short piece about the
French connection and the revolutionary sage, Sri Aurobindo.

We could go on and on with teasing and tempting but think it will be better to set you free
to explore the land and people on your own. Do as much armchair travelling as you wish
before you step out. Remember the old saying 'Charan vai madhu vindati'- one who
travels gathers honey. Don't ever forget that 'Atithi devo bhava' and 'Incredible India' go
hand in hand. Welcome the guest and treat him well. Take good care of the shared
natural and historical heritage. These are an integral part of our identity and never forget
a happy guest is a friend for life. Tourism doesn't only add to earnings and creates jobs- it
enriches our own lives.

Things to do:

Make a list of delicacies from different parts of India.

Match major tourist destinations with historic monuments.

List the World Heritage Sites in India and write short notes on any five.

Write briefly about the temples and shrines belonging to different faiths in different
regions of India.

Name the more famous wild life parks and natural reserves in India and write about the
rare animals that we can encounter there.

Jaipur-Delhi -Agra are often referred to as the Golden Triangle. Can you suggest similar
Golden Triangles for Eastern, Western and Southern India?

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Name the major Indian dance forms -classical and folk that may interest the tourists,
both domestic and foreign.

How would you plan a trip to a destination of your choice? Cover everything-travel,
accommodation, sightseeing, food and souvenir purchases.

Feature by:

Pushpesh Pant

Professor, School of International Studies

Jawaharlal Nehru University, New Delhi-110067

Courtesy: Ministry of Tourism, Government of India.

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Inter-disciplinary Project
This is an ideal area for an inter-disciplinary project. Such a project will help children
explore different aspects of the diverse tourism opportunities that India offers in a joyful
manner, working in groups of 4-5 students. Besides enabling the students to integrate
their learning by working across subject boundaries, such a project will also reduce the
work load on students and teachers.

Here are some suggestions for an inter-disciplinary project based on the above feature
'Resplendent Diversity of India'.

Project Topics:

Since the feature covers many aspects of India from the point of view of tourism, it is
advisable to identify specific areas for the project work so that they can be easily
managed by students.

The topics for the project work on India as a tourist destination are as follows (all the
topics are with reference to India only).

• Historical and Heritage Site Tourism.

• Eco Tourism

• Adventure Tourism

• Pilgrim Tourism

• Wild Life Parks and Natural Reserves

• Cuisines and Handicrafts

• Art, Dance and Music

• 'Atithi Devo Bhava'- promoting Indian Tourism.

• Tourism Infrastructure

(After reading the feature you may be able to identify more topics).

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• Subjects that can be integrated in the Project:

Language: The topics can be explored for developing language skills through

a) Brochures

b) Advertisements

c) Power point presentations

d) Travel guides

e) Feature and analytical articles

f) Photo features

g) Essays

h) Recipes

i) Role plays (as guides and tourists)

j) Light and sound shows

k) Posters

l) Drawings and paintings with write-ups

The language component of the project can include some of the above suggested modes.

Geography: Since tourism is very closely related to geographical locations, it offers

immense scope for integrating geography through

a) Write-ups on the geographical locations and sites of the tourist destinations

chosen

b) Maps showing exact locations

c) Write-ups describing the salient geographical features, flora and fauna

d) Maps and details of rail, road and air links.

e) Power-point presentations with visuals

f) Miniature models of heritage sites, religious monuments etc.

g) Drawings and paintings with write-ups giving information about location,

weather and transport available.

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History: Since most of the tourist destinations are steeped in history, the project can
encourage students to gather information about the history of monuments, places of
worship, heritage sites, cuisines, trade, dance forms, handicrafts etc. through
a) Time lines
b) Historical sketches
c) Dramatization and role play
d) Feature articles and essays tracing the history of monuments and
places of tourist interest.

Mathematics: Tourism industry involves both foreign and Indian tourists, income
including foreign exchange, accommodation and travel facilities. These may be
integrated in the project through
a) Graphs, pie charts, tables etc.
b) Calculation of foreign exchange inflow
c) Projection of future needs in infrastructural facilities. (Refer Section D of
Unit 5 )

Procedure
1. The subject teachers involved in the project (it may involve the language, social
science and mathematics teachers, if all the four subject components are chosen)
must get together and prepare a detailed plan for the project on the basis of notes
given here.
2. The students will be divided into groups of 4-5 students.
3. Each group can be allowed to choose a topic after discussion and consultation
among themselves and with the teacher.
4. Based on the topic, a combination of modes listed under the four subjects could be
chosen. It should be ensured that the project reflects all the four subject areas
but at the same time does not become too heavy or difficult for the students.
5. The subject teachers should sit with each group and help them draw out on
outline of their project.

6. Sources and Resources for collecting information, material and for research may
be identified.
260 MAIN COURSE BOOK
 ANNEXURE

7. The members of each group may be helped to allocate the work on the basis of
their interests and talents.

8. An initial draft/ presentation to the teachers may be arranged for comments and
suggestions. It may not be complete in all respects. Such an intervention by the
teachers is necessary to help students know whether they are on the right track. It
will also enable the teachers to know what learning gains are accruing for the
students.

9. Any help by way of editing, improving etc may be provided by the teachers.

10. A time schedule may be suggested for the final submission/ presentation. It is
suggested that a project of this nature may require about 40 days. So this is
ideally suited for a Formative Assessment Task. Since Travel and Tourism is the
5th unit of MCB, teachers will do well to give this project as part of FA 4. If
teachers feel that it would be too close to SA 2, the project can be given as FA 3 and
subsequently the unit on Travel and Tourism could be taken up for detailed
study.

Assessment

The three subject teachers can develop rubrics for assessment keeping the requirements
of their respective subjects. Suggested rubrics are given below:

Rubrics
Max. Marks for each subject: 10
Languages

• Relevance, richness and variety of content : 3 Marks

• Accuracy of language used : 2 Marks

• Fluency and effectiveness of organization : 2 Marks

• Imaginative use of language, visuals and : 2 Marks

other presentation techniques
(modulation, eye contact etc in the case
of oral presentation)

• Group Dynamics : 1 Mark

Total 10 Marks

MAIN COURSE BOOK 261

ANNEXURE

Geography and History

• Correctness and relevance of : 3 Marks

geographical / historical information

• Richness and Variety of information : 2 Marks

• Effectiveness of presentation : 2 Marks

• Richness and authenticity of sources

used and research done : 2 Marks

• Group Dynamics : 1 Mark

Total 10 Marks

Mathematics

• Correctness and relevance of : 2 Marks

mathematical Tools used such as graphs,
pie-charts etc.

• Correctness of calculations : 2 Marks

• Effectiveness of presentation : 2 Marks

• Aptness and authenticity of sources used : 2 Marks

for collecting data

• Aptness of conclusions drawn and : 1 Mark

projections made

• Group Dynamics : 1 Mark

Total : 10 Marks

Precautions

• It should be done as a group project.

• Students will do the project within the school hours.

• Sources for information should be easily accessible like books from the
library, internet etc.

262 MAIN COURSE BOOK

 ANNEXURE

• The project should not expect a voluminous document as a product. Simple

advertisements, posters, write-ups, articles backed by oral presentations will
be more enjoyable.

• If there is a written product, it should not be a computer print out. It should

be handwritten supported by visuals, either drawn / painted or pasted.

• Subject teachers should make use of simple but probing questions to

ascertain the learning gain of every member of the group.

• The project may be assessed by each of the three teachers so that it can be
taken as a Formative Assessment Task for all the three subjects, ie, English
or Hindi, Social Science and Maths. Thus, with one project three subjects can
be assessed.

• It will be advisable for the three subject teachers to come together for
assessment, especially if the project work involves oral presentations,
dramatization, talks, role play etc.

This is only a suggested plan for the inter-disciplinary project. Teachers are at
liberty to make any changes they feel necessary to suit the needs of their
students.

MAIN COURSE BOOK 263

 References
2 Challenges to National Integration by Dr. Subhash C. Biswas from Article presented by
author at National Integration Week India-Canada Association and the High Commission
of India 25th Nov, 2009.www.docstoc.com/docs/27819621/on-national-integration
2 Bonds of Culture by Usha Bande from
http://pib.nic.in/feature/feyr2002/fjan2002/f020120021.html
2 Mile Sur Mera Tumhara developed by Lok Seva Sanchar Parishad and promoted by
Doordarshan and India's Ministry of Information. The song was composed by Ashok
Patki.
2 Land of All Seasons by India-The Land of Diversity from
http://www.bukisa.com/articles/89india-the-land-of-diversity
2 Guest is God - Atithi Devo Bhavah from http://www.atithi.org.in/
2 The Emerald Islands from http://www.south-india-tourism.com/andaman-nicobar/
2 The New Tourist is Indian by Hugh and Colleen Gantzer from The Hindu January 1, 2011
2 Romulus Earl Whitaker from http://rolexawards.com/en/the-laureates/romuluswhitaker-
the-project.jsp
2 Sherpa to clean Mount Everst by Lynn Herrmann from
http://www.digitaljournal.com/article/290877
2 Interview with Wangari Mathai by NHK Radio (Japan) from
http://www.greenbeltmovement.org/a.php?id=103
2 Let's Clean Up by Martin Hickman, Consumer Affairs Correspondent, from
http://www,independent.co.uk/life-style/food-and-drink/news/what-a-waste-britain-throws-
away.16310bn-of-food-every-year-822809.html?r=RSS
2 Kerala shows the Way from http://www.greeniacs.com/Videos/allvideoslist/110.html
2 Ecological Footstep Worksheets from
http://www.footprintnetwork.org/en/index/php/GFN/page/footprint_basics_overivew/
2 Working to save a geological heritage by Anita Satyajit from Terra Green, India
2 From Carelessness to Car-Lessness from Terra Green February 2010
2 Solar Energy from Science Reporter, September 2008
2 New Inventions from Science Reporter, December 2008, and Terra Green November
2009.
2 Plugging into future by B. Pradeep Nair from Sunday Times of India, New Delhi, January
02-2011.
2 4 Women Astronauts Talk About Space Exploration by Julie Bain from Reader's Digest
[email protected]
2 Letters from the Planet Aurigae II by (Dear Pen Pal) A E Van Vogt The Young Oxford
Book of Aliens Edited by Dennis Pepper from Oxford University Press (earlier edition)
2 My Struggle for an Education by Booker T Washington from
http://www.bartleby.com/1004/3.html
2 Just a Chance Meeting by Thripura Krishnan from The Hindu (Young World) Apr 13,
2010
2 Right to Education is a Reality by G.S. Reddy from Edutracks, Vol. 9, No. 8, Neelkannal
Publications Pvt. Ltd., Hyderabad.
2 The whole world came together from
http://www.agiftofinspiration.com.au/stories/personalgrowth/Whole.shtml
2 Educating the Girl Child from www.developednation.org/issue/education/.../girlchild.htm
2 I am SPECIAL, and so are YOU by Vanessa Ohri, from www.trinayani.org
2 West Bengal Boy is World's Youngest Headmaster from
news.bbc.co.uk/2/hi/8299780.stm
2 Speech by Steve Jobs, (Canara bank in house magazine and also in Steve Jobs Stanford
Commencement Speech 2005- you tube
2 The Two Roads by Whitney Welch from [email protected]
2 Vocational Education from www.ims-productivity.com/page.cfm/content/Vocation-
Education/
2 "Pelican Watching by Donna Getzinger from Chicken Soup for the Kid's Soul 2
2 Do Indians get enough sleep? from Reader's Digest (August 2006)
2 The Muddlehead by Ogden Nash
2 Fundamentals of Laughter Yoga based on information in www.laughteryoga.org
2 Whopping Walter Hudson from Old MCB
2 Rags to Riches from Sportstar, May 6, 2010 website: www.sportstaronnet.com
2 Nature's Medicines from http://en.wikipedia.org.wiki/herbausm
2 Where the Mind is Without Fear by Rabindranath Tagore.
2 My Childhood from Wings of Fire by Dr. A. P. J. Abdul Kalam.

The CBSE has applied for copyright permission wherever possible. While every effort has
been made to trace the owners of copyrights, in a few cases, this has proved impossible.
The CBSE would appreciate information about these pieces. Appropriate
acknowledgement will be made at the first opportunity.
CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2, Communitv Centre, Preet Vihar, Delhi-110092, India
Tel.: 91-11-22509252-59 Fax: 91-11-22515826
Website: www.cbse.nic.in