10 CBSE
TERM-2
ENGLISH Communicative (As per the latest CBSE Syllabus)
Includes: • Reading Skills
• • • • • •
Writing Skills & Grammar Interact in English—Literature Reader Interact in English—Main Course Book Interact in English—Workbook Diary of a Young Girl—Novel The Story of My Life—Novel
FULL MARKS PVT LTD Educational Publishers
New Delhi-110002
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Note from the Publisher FULL MARKS ENGLISH COMMUNICATIVE–10 has been thoroughly revised as per the latest CBSE Syllabus. As per the new Curriculum, Section A: Reading carries 20 marks with 02 Reading Tasks; Section B: Writing and Grammar carries 25 marks — 15 for Writing and 10 for Grammar; Section C: Literature & Long Reading Text carries 25 marks — 15 for Literature and 10 for Long Reading Text. Hence, now the question paper will carry only 70 marks. There will be an Assessment of Speaking & Listening (ASL) carrying 20 marks. Marking Scheme and the pattern of questions have been recently modified and so this book has been revised accordingly. All Sections—Reading, Writing, Grammar and Literature have been completely modified. This book contains perfect and high quality content in order to provide complete support to students. The book meets the need of a high quality, up-to-date, dependable and learner-friendly resource. The support website www.fullmarks.org is an added benefit for the users where one can get much more and also an opportunity to share one’s academic complexities.
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SYLLABUS Total Weightage 90
Section A
Reading Skills
20
B
Writing Skills with Grammar
25
C
Literature Textbooks and Long Reading Text
25
D
Assessment of Speaking and Listening (ASL)
20
TOTAL
90
Note: • It is division of marks assigned to all the four skills of language. The distribution of marks for Formative Assessments carrying 40% weightage may be done by the school themselves. A veriety of activities to assess all the skills of language may be used for Formative Assessments. • The Summative Assessment Question Papers, if developed by the schools themselves, may be for 70 marks to which 20 marks may be added for Assessment of Speaking and Listening skills making the paper of 90 marks. The one third of the 90 marks i.e. 30 should be added each in both Summative Assessments. • Assessment of Speaking and Listening skills (ASL) will be done formally at the term end examination in Summative-II. Schools can conduct ASL for Summative-I themselves as per the guidelines provided by the CBSE. However assessment of these skills may also be done under the Formative Activities spread over two terms. There will be one written paper of English at the end of each term carrying 70 marks. The time limit will be three hours.
SECTION A: READING SKILLS 20 MARKS 50 PERIODS Qs 1-2: This section will have two unseen passages of a total length of 700-750 words. The arrangement within the reading section is as follows: Q1. A Factual passage of 300-350 words with eight very short answer type questions. 08 marks Q2. A Discursive passage of 350-400 words with four short answer type questions to test inference, evaluation and analysis with four MCQs to test vocabulary. 12 marks
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SECTION B: WRITING SKILLS & GRAMMAR 25 MARKS 60 PERIODS Q3. Letter to the Editor/Article in about 100-120 words based on any visual/verbal stimulus. 05 marks Q4. Writing a short story based on a given outline or cue/s in about 150-200 words. 10 marks The Grammar syllabus will include the following areas in classes IX & X: 1. Tenses 2. Modals (have to/had to, must, should, need, ought to and their negative forms) 3. Use of passive voice 4. Subject – verb concord 5. Reporting: (i) Commands and requests (ii) Statements (iii) Questions 6. Clauses: (i) Noun clauses (ii) Adverb clauses of condition and time (iii) Relative clauses 7. Determiners, and 8. Prepositions The above items may be tested through test types as given below: Q5. Gap Filling with one or two words to test Prepositions, Articles, Conjunctions and Tenses. 03 marks Q6. Editing or Omission 04 marks Q7. Sentences Reordering or Sentence Transformation in context. 03 marks SECTION C: LITERATURE TEXTBOOK 25 MARKS 60 PERIODS & LONG READING TEXT Q8. One out of two extracts from prose/poetry/play for reference to the context. Three very short answer questions. One mark in each extract will be for vocabulary. One question will be used for testing local and global comprehension and one question will be on interpretation. 03 marks Q9. Four short answer type questions from the Literature Reader to test local and global comprehension of theme and ideas (30-40 words each). 2 × 4 = 08 marks Q10. One out of two long answer type questions to assess how the values inherent in the text have been brought out. Creativity, imagination and extrapolation beyond the text and across the texts will be assessed (80-100 words). 04 marks Q11. One out of two very long answer question on theme or plot involving interpretation, inferenece and character in about 150-200 words based on prescribed novel. 10 marks
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Prescribed Books: Published by CBSE, New Delhi Interact in English Series: • Main Course Book (Revised Edition) • Workbook (Revised Edition) • Literature Reader (Revised Edition) Novel (either one): • Diary of a Young Girl – 1947 By Anne Frank (unabridged edition) • The Story of My Life – 1903 By Helen Keller (unabridged edition) NOTE: Teachers are advised to: (i) encourage classroom interaction among peers, students and teachers through activities such as role play, group work etc. (ii) reduce teacher-talking time and keep it to the minimum, (iii) take up questions for discussion to encourage pupils to participate and to marshal their ideas and express and defend their views, and (iv) use the performance descriptors scale for conversation skills to test the students for continuous assessment. Besides measuring attainment, texts serve the dual purpose of diagnosing mistakes and areas of non-learning. To make evaluation a true index of learners’ attainment, each language skill is to be assessed through a judicious mixture of different types of questions. In addition to the summative tests, formative assessment is essential to measure the level of attainment in the four language skills and the learners’ communicative competence. Formative assessment should be done through ‘in class’ activities throughout the year. Reading Section: Reading for comprehension, critical evaluation, inference and analysis is a skill to be tested in Formative as well as Summative Assessments. Writing Section: All types of short and extended writing tasks will be dealt with in both I and II Term Formative as well as in Summative Assessments. Grammar: Grammar items mentioned in the syllabus will be taught and assessed formatively over a period of time. There will be no division of syllabus for Grammar in the Summative Assessment for the two terms. Speaking and Listening Skills: Since the introduction of Assessment of Speaking and Listening Skills (ASL) in classes IX and X, it has become imperative to carry out speaking and listening activities in regular classroom teaching. Sufficient practice should be given to students in order to prepare them for ASL. Performance descriptors should be shared with students from time to time. 50 Periods
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SUMMATIVE ASSESSMENT
TEXTBOOKS
SUMMATIVE ASSESSMENT-I
SUMMATIVE ASSESSMENT-II
LITERATURE READER Prose 1. Two Gentlemen of Verona
1. A Shady Plot
2. Mrs. Packletide’s Tiger
2. Patol Babu, Film Star
3. The Letter
3. Virtually True
Poetry 1. The Frog and the Nightingale
1. Ozymandias
2. Mirror
2. The Rime of Ancient Mariner
3. Not Marble, nor the Gilded Monuments
3. Snake
Drama 1. The Dear Departed
1. Julius Caesar
MAIN COURSE BOOK 1. Health and Medicine
1. Environment
2. Education
2. Travel and Tourism
3. Science
3. National Integration
LONG READING TEXT—NOVELS (either one) Diary of a Young Girl–1947 June 12, 1942 to March 14, 1944 By Anne Frank (unabridged edition)
Diary of a Young Girl–1947 March 16, 1944 to August 01, 1944 By Anne Frank (unabridged edition)
The Story of My Life–1903 Chapters 1-14 By Helen Keller (unabridged edition)
The Story of My Life–1903 Chapters 15-23 By Helen Keller (unabridged edition)
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WORKBOOK* — Suggested Break-up of Units for the Purpose of Classroom Teaching only – NOT FOR TESTING (see the note below).
TERM-I
TERM-I
1. Determiners
8. Comparison
2. Tenses
9. Avoiding Repetition
3. Subject-Verb Agreement
10. Nominalization
4. Non-Finites
11. Modals
5. Relatives
12. Active and Passive
6. Connectors
13. Reported Speech
7. Conditionals
14. Prepositions
* NOTE ON WORKBOOK The suggested split up of the units of the Workbook reflects a distribution for the purpose of classroom teaching only. Since grammar and usage is not be tested discreetly, but in an integrated manner, the split up as shown above will not restrict question in the grammar section of SA I and SA II question papers to the specific units shown in the split up of Workbook units. Grammar will be tested by recycling grammar items learnt over a period of time in a comprehensive manner. Teachers may adapt this suggested distribution for classroom teaching making modifications according to their specific needs. Similarly Formative Assessment of grammar items may also be carried out in an integrated manner along with the skills of Reading, Writing, Speaking and Listening as well as Literature. Note: 1. Formative Assessment is assessment ‘for’ learning. Thus schools may adapt the above break-up as per their convenience. 2. All activities related to Formative Assessment such as Language games, quizzes, projects, role plays, dramatization, script writing etc. must be done as ‘in class’ and ‘in school’ activities. In case, field survey or visit is taken up it must be under the direct supervision of the teacher.
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QUESTION PAPER DESIGN Typology Testing VSAQ Short Long Long Very Total competencies/ 1 mark Answer Answer Answer Long Marks learning outcomes Questions Question-I Question-II Answer 30-40 80-100 100-120 Question words words words 150-200 2 marks 4 marks 5 marks words (HOTS) 10 marks Reading Conceptual Skills understanding decoding, analyzing, inferring, 12 04 — — — 20 interpreting and vocabulary. Creative Writing Skills and Grammar
Expressing an opinion, reasoning, justifying, illustrating, appropriacy of style and tone, using appropriate format and 10 — — 01 01 25 fluency. Applying conventions, using integrated structures with accuracy and fluency.
Literature Recalling, reasoning, and appreciating, applying Textbooks literary conventions, extrapolating, illustrating and justifying etc. Extracting 03 04 01 — 01 25 relevant information, identifying the central theme and sub themes, understanding the writer’s message and writing fluently. Total marks
25×01 08×02 01×04 01×05 02×10 70 = 25 = 16 = 04 = 05 = 20 marks marks marks marks marks marks
Assessment Interaction, reasoning, of Speaking diction, articulation, and clarity, pronunciation 20 Listening and overall fluency Skills TOTAL 90
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CONTENTS SECTION A: READING SKILLS 1. Factual Passages.................................................................................................................. 14 2. Discursive Passages............................................................................................................. 33
SECTION B: WRITING SKILLS & GRAMMAR PART I: WRITING SKILLS........................................................................................... 58-86 3. Composition-I...................................................................................................................... 58 4. Composition-II..................................................................................................................... 78 PART II: GRAMMAR...................................................................................................... 87-102 5. Gap Filling........................................................................................................................... 87 6. Editing Task......................................................................................................................... 90 7. Sentence Reordering & Sentence Transformation .............................................................. 98
SECTION: C TEXTBOOKS
LITERATURE READER................................................................................................ 103-310 Fiction F4. A Shady Plot........................................................................................................................ 104 F5. Patol Babu, Film Star........................................................................................................... 139 F6. Virtually True....................................................................................................................... 171 Poetry P4. Ozymandias......................................................................................................................... 201 P5. The Rime of the Ancient Mariner........................................................................................ 214 P6. Snake.................................................................................................................................... 250 Drama D2. Julius Caesar........................................................................................................................ 273
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MAIN COURSE BOOK................................................................................................... 311-386 4. Environment........................................................................................................................ 311 5. Travel and Tourism.............................................................................................................. 341 6. National Integration............................................................................................................. 368 WORKBOOK.................................................................................................................... 387-434 8. Comparison.......................................................................................................................... 387 • Integrated Grammar Practice-4......................................................................................... 392 9. Avoiding Repetition............................................................................................................. 395 10. Nominalisation..................................................................................................................... 400 • Integrated Grammar Practice-5......................................................................................... 404 11. Modals—Expressing Attitudes............................................................................................ 407 • Integrated Grammar Practice-6......................................................................................... 412 12. Active and Passive............................................................................................................... 415 • Integrated Grammar Practice-7......................................................................................... 420 13. Reported Speech.................................................................................................................. 423 • Integrated Grammar Practice-8......................................................................................... 427 14. Prepositions.......................................................................................................................... 430 • Integrated Grammar Practice-9......................................................................................... 433 NOVEL/LONG READING TEXTS.............................................................................. 435-480 1. The Diary of a Young Girl................................................................................................... 435 2. The Story of My Life........................................................................................................... 453
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SECTION A READING SKILLS 20 MARKS
SYLLABUS SECTION A: READING SKILLS 20 MARKS 50 PERIODS Qs 1-2: This section will have two unseen passages of a total length of 700-750 words. The arrangement within the reading section is as follows: Q1. A Factual passage of 300-350 words with eight very short answer type questions. 08 marks Q2. A Discursive passage of 350-400 words with four short answer type questions to test inference, evaluation and analysis with four MCQs to test vocabulary. 12 marks
Factual Passages n
13
1
Factual Passages
Read the passages given below and answer the questions that follow them:
(8 marks)
————— PASSAGE 1 ————— AS ‘DIRTY’ FACTORIES THRIVE, TOXINS SPREAD ACROSS Industrial pollution is not restricted to the peripheries but is silently causing damage inside the city. On the Edge, a study by an NGO, has identified 18 potential pollution hotspots in the capital. Unsafe, and often unorganized, methods of e-waste dismantling, dyeing, lead acid battery recycling, cathode-ray tube (CRT) dismantling and other processes have given rise to health and environmental concerns, says the Toxics Link study. Delhi has more than 1.2 lakh industries and 29 industrial estates, necessitating a watch over acid and lead fumes, as well as groundwater and air pollution. The researchers assessed 51 industrial areas on five parameters--industrial processes, chemicals used, emissions, disposal technique and occupational health hazard. They found that 18 of them were flouting the norms. Prem Nagar in Mandoli houses 110 lead acid battery recycling units. There is no understanding of pollution control, claims the report. “Most units in this area rely on coal-to-fuel crude furnaces and recover lead in a crude manner. While recycling, battery acid is dumped on the ground, waste pile or into a waterbody. As lead plates are melted, lead ash settles in the surroundings, collects on clothing or is inhaled by workers,” it says. A large amount of waste at Seelampur, where e-waste is recycled, comes from the US and Europe. Workshops emit lead fumes and the melted lead solder often finds its way to nearby drains. “The working conditions are appalling with poorly ventilated rooms and no safety measures,” says the report about Moti Nagar, which recycles CFL devices. The landfills at Ghazipur, Bhalswa and Okhla are responsible for toxic leachate contamination of air and groundwater. The Najafgarh drain basin, which includes Wazirpur, Naraina, Anand Parbat and Okhla industrial areas, is the largest surface drain joining Yamuna and contributes to over 50% of the wastewater discharged into the river. Wazirpur is one of the worst managed areas with 1,200 small units, a majority of which are involved in steel pickling. The report also highlights the need to address toxic smoke and dust from open dumping, burning and spilling of chemicals. “In 2011, MCD was supposed to close down around 22,000 units, but not much seems to have been done”, said Satish Sinha of Toxics Link. Source: Times News Network 14
Word-Meaning: Restricted—limited, lhferA Peripheries—outer-limits, ckgjh lhek,¡A Potential— (here) likely, lEHkkforA Dismantling—destroying, u"V djukA Concern—worry, fpUrkA Emissions— throwing out in the (air), (gok) esa ckgj NksM+ukA Flouting—breaking, vogsyuk djukA Norms—(here) rules, fu;eA Crude—not refined, dPphA Appalling—shocking, 'kkspuh;A Ventilated—(here) airy, goknkjA Contaminating—polluting, nwf"kr djrs gq,A Toxic—poisonous, tgjhykA Spilling—separating, vyx djukA
Questions (8 × 1 = 8) 1. Is industrial pollution restricted to the peripheries in Delhi? 2. How many potential pollution hotspots have been identified by an NGO? 3. Name three things that have given rise to health and environmental concerns. 4. What were the parameters of industrial areas assessed by the researchers? 5. Where does a large amount of waste at Seelampur come from? 6. What harm do the landfills at Ghazipur, Bhalswa and Okhla do to the environment? 7. Name the problems that should be addressed immediately as recommended by the report. 8. What contributes to 50% of the wastewater discharged into the river? Answers 1. No, the industrial pollution has gone down deeper into the city of Delhi. 2. An NGO has identified 18 potential pollution hotspots in the capital. 3. Unsafe methods of the e-waste dismantling, dyeing and lead acid battery recycling have given rise to health and environmental concerns. 4. The researchers assessed 51 industrial areas on the given parameters — industrial processes, chemicals used, emissions, disposal technique and occupational health hazard. 5. A large amount of waste at Seelampur where e-waste is recycled, comes from the US and Europe. 6. The landfills at Ghazipur, Bhalswa and Okhla contaminate air and ground water making it toxic. 7. The report highlighted the need to address toxic smoke and dust from open dumping, burning and spilling of chemicals. 8. The Najafgarh drain and the industrial areas contribute to over 50% of the wastewater discharged into the river. ————— PASSAGE 2 ————— The government indicated on Tuesday that it was considering conferring the country’s highest civilian honour, the Bharat Ratna, on Dhyan Chand. The home ministry has forwarded several recommendations to the PMO for awarding the legendary hockey player. It is now up to PM Narendra Modi to forward his name to the President. In reply to a question in the Lok Sabha, minister of state for home Kiren Rijiju said, “The recommendations for the Bharat Ratna are made by the Prime Minister to the President of India. Although no formal recommendations for Bharat Ratna are necessary, recommendations have been received from several quarters for Bharat Ratna for Late Major Dhyan Chand. These recommendations have been forwarded to the Prime Minister’s Office.” Speculation is rife over the identity of this year’s Bharat Ratna awardees, even as the government has ordered five medallions from the RBI Mint. Two names discussed most frequently are those of freedom fighter Netaji Subhas Chandra Bose and of senior BJP leader Atal Behari Vajpayee.
Factual Passages n
15
There has been a growing demand for conferring the award on Dhyan Chand ever since cricketing legend Sachin Tendulkar was given the award this year. The sports ministry had last year recommended Dhyan Chand’s name too, but the PMO nodded in favour of Tendulkar who had just announced his retirement from international cricket. Many quarters called this a bias in favour of the more popular sport cricket and maintained that Dhyan Chand’s contribution to sports and the nation was greater than Tendulkar’s and that he should have been considered first. Several noted people have already expressed favourable views on conferring the award on Dhyan Chand. Cricketer Virender Sehwag, during a CRPF function on Tuesday, said, “I am not on the panel so I can’t decide whether Dhyan Chand should get the award. But I believe all great sports men who have contributed immensely to any sport must be awarded. Sachin Tendulkar has already got the Bharat Ratna. Others too should be considered.” Meanwhile, several BJP MPs, responding to news of Dhyan Chand’s name having been included in the probable awardees list, expressed happiness. Sports minister Sarbananda Sonowal was quoted as saying: “If Major Dhyan Chand is given the Bharat Ratna, we will all be really happy.” Born in 1905, Dhyan Chand earned the moniker of ‘Hockey Wizard’ for his superb skills and ball control. He won three Olympic gold medals for India between 1928 and 1936. Dhyan Chand retired from the game in 1948 and was awarded the Padma Bhushan eight years later. He retired from the Indian Army with the rank of Major and passed away in New Delhi in 1979 at the age of 79. The National Stadium, where the first ever Asian Games were held in 1951, is named after the great player and at the entrance, houses a giant statue of the legendary player. Word-Meaning: Indicated—pointed out, b'kkjk fd;kA Legendary—(here) historically great, ,sfrgkfld O;fDrRoA Speculations—guess work, vUnktsA Mint—where currency is printed or cast, VdlkyA Bias—prejudice, bZ";kZA Moniker—(a great name), uke dekukA
Questions (8 × 1 = 8) 1. What is the intention of the government regarding conferring the Bharat Ratna award this year? 2. Who has to forward Dhayan Chand’s name to the President of India for the award? 3. What has the government ordered to the RBI Mint? 4. Who was the first sportsman to be awarded the Bharat Ratna award? 5. Is Dhyan Chand’s contribution to sports and the nation lesser than Tendulkar’s? 6. What does Sehwag say about the award? 7. What was the moniker that Dhyan Chand earned during his lifetime? 8. What is the National Stadium named after? Answers 1. The intention of the government is to confer the country’s highest civilian honour, the Bharat Ratna on Dhyan Chand. 2. The PM Narendra Modi has to forward Dhyan Chand ’s name to the President of India for the award. 3. The government has ordered five medallions from the RBI Mint. 4. Sachin Tendulkar was the first sportsman to be awarded the Bharat Ratna award. 5. No, Dhyan Chand’s contribution to sports and the nation is greater than that of Tendulkar’s. 6. Sehwag says that the Bharat Ratna award should be conferred on Dhyan Chand.
16 n English-Communicative—Reading Skills–X
7. Dhyan Chand earned the moniker of “Hockey Wizard” in his life time. 8. The National Stadium, Delhi is named after the great “Hockey Wizard”, Dhyan Chand. ————— PASSAGE 3 ————— DIFFICULT BUT WORTH IT With high-visibility film releases and continued discounts on all brands, Delhiites usually have a lot to do on their much awaited August 15 holiday. But as some kite lovers tell us, even with all the options available to them, switching off from those options and coming back to kites and socializing is worth it. Amit Chadha, who runs his own business in Kamla Nagar, tells us, “The excitement of flying kites is not the same as it used to be when we were kids. Tab toh kuch aur hota hi nahi tha karne ko, sirf terrace kite wars hote they. Now, cancelling movie and travel plans to fly kites with friends seems like a bad idea to most, but my group of friends and I still make it happen. We think it’s worth switching off from the usual rigmarole on one day and doing something relaxed and fun like this. Every year, we get a lot of friends who see our updates online, and then join us by the evening. This year also, we have a kite flying get-together at my place on the 15th.” Saurabh Tiwari, an MBA student staying with his family in Paschim Vihar in West Delhi, adds, “I’ve been away from home for the last two I-Days, but now that I am back, I want to do what we’ve always done on this day — get a music system on the roof, some snacks, lots of friends - and fly kites. I have made a WhatsApp group and I’m convincing my friends to get together and come over to our old flat’s terrace. August 15 used to be a day-long kite-flying party for us, and I really want to do the same thing now, even though it doesn’t happen so much in other parts of the city these days.” Passing on the tradition Getting over the whole August 15 kite flying concept is most difficult for children of the 80s and the 90s, who have grown up participating in society functions where they indulged in kite battles. And for them, getting their kids and the next generation excited about the same is a very “important challenge”. Juhi Malpani Bhatt, a professor of architecture, who stays with her family in Dwarka, tells us, “When we were kids, we would get excited about kites weeks in advance. I really missed all that when I moved out of Delhi for a short while. But now, I want both my kids to feel the same way about kites. We’ve been getting them kites for the past couple of years, and thanks to their school functions and our efforts, they’ve developed a liking for it and that makes me happy and nostalgic.” Vinod Taneja, who works with a bank in Green Park, is still trying to get his kids out of their rooms and onto the terrace. He says, “For us, kite flying came so naturally. We were never taught how to do it, bas dekhi dikhai ho jaati thi. I am trying to get my son to be involved in the whole August 15 kite flying thing now. But usko TV se hata ke upar leke jaana hi ek struggle hai. Plus, how do I teach him? This year again, we’ve got kites and manjhas and have invited friends over. I really want him to feel the way we felt about this day. So let’s see what happens.” Word-Meaning: Visibility—in sight, u”kj esa vk;h gqbZA Options—alternatives, fodYiA Switching off—changing, cnyukA Rigmarole—complicated, isphnkA Concept—idea, fopkjA Manjhas—thread for flying kites, Mksj] ek¡>kA
Questions (8 × 1 = 8) 1. What do some kite lovers tell about their option? 2. What does Amit Chadha say about the excitement of flying kites? 3. Do people in general like cancelling movies and travel plans to fly kites?
Factual Passages n
17
4. How does Saurabh Tiwari enjoy flying kites on the roof? 5. Is getting over the whole August 15 kite flying concept easy for children of the 80s and 90s? 6. What makes Juhi happy and nostalgic? 7. How does Vinod Taneja struggle with his son regarding kite flying? 8. What does Vinod Taneja want his son to feel? Answers 1. Some kite lovers would like to use the option of flying kites on August 15. 2. Amit Chadha feels that the excitement of flying kites is not the same as it used to be when he was a kid. 3. No, people in general would not like cancelling movies and travel plans to fly kites. 4. Saurabh Tiwari will take some snacks, a music system and lots of friends on the roof to enjoy kite flying on the Independence Day. 5. No, the children of 80s and 90s were brought up in the tradition of flying kites on the Independence Day. 6. Flying kites on the Independence Day with her kids makes Juhi happy and nostalgic. 7. Vinod Taneja struggles with his son as the child is glued to the television and has no interest in flying kites. 8. Vinod Taneja wants his son to feel the way he felt about the Independence Day himself when he was a kid. ————— PASSAGE 4 ————— US PIPS RUSSIA AS TOP ARMS SUPPLIER TO INDIA The US has overtaken Russia as the largest arms supplier to India in the last three years. But in terms of overall numbers, Russia still remains the biggest weapons exporter to India, having notched military sales worth over $40 billion since the first MiG-21 jets and T-55 tanks in the 1960s to the present-day Sukhoi-30MKI fighters and T-90S main-battle tanks. Russia, of course, is now running scared of the aggressive inroads being made by the US into the money-spinning Indian arms market, as if the continuing challenge from France and Israel was not enough. India, incidentally, has even turned to Israel to upgrade some of its Russian-origin equipment. With IAF having inducted over 200 of the 272 Sukhoi-30MKI fighters ordered for over $12 billion, Russia is eager to quickly seal the final R&D contract with India to jointly develop the stealth fifth-generation fighter aircraft. If India indeed moves to induct over 200 such “swing-role” stealth fighters in the next decade, it will spend close to $35 billion on them.
18 n English-Communicative—Reading Skills–X
But that is in the future. On Tuesday, in a written reply to Rajya Sabha, defence minister Arun Jaitley said India spent Rs 83,458 crore on importing weapons over the last three years. The US stood first in this list with Rs 32,615 crore, followed by Russia (Rs 25,364 crore), France (Rs 12,047 crore) and Israel (Rs 3,389 crore). The US has bagged Indian defence deals worth almost $10 billion since 2007-2008. The deals include ones for 12 C-130J ‘Super Hercules’ aircraft ($2 billion), eight P-8I long-range maritime patrol aircraft ($2.1 billion) and 10 C-17 Globemaster-III giant strategic airlift aircraft ($4.1 billion), as earlier reported by TOI. India is also now close to inking another two deals with the US, worth over $2.5 billion, for 22 Apache attack helicopters and 15 Chinook heavy-lift choppers. Both these helicopters outgunned their Russian rivals, Mi-28 Havocs and Mi-26s, in the sweepstakes. The Apache deal will get bigger in the coming years since the Army also wants 39 such attack helicopters after IAF inducts the first 22. US defence secretary Chuck Hagel also made a renewed pitch for co-production of another dozen arms projects during his visit here last week. They range from Javelin anti-tank guided missiles, MH-60 Romeo multi-role helicopters, “big data” and cyber-security to magnetic catapults for aircraft carriers, spy drones, mine-scattering systems and 127mm warship guns. India has consciously tried to diversify its arms imports since the 1999 Kargil conflict due to Russia’s propensity to not adhere to delivery schedules, jack up costs midway through execution of contracts, create hurdles in transfer of technology and unreliable spares supply. The long-delayed delivery of aircraft carrier INS Vikramaditya (Admiral Gorshkov) as well as the huge jump in its refit cost to $2.33 billion was just the most prominent example of it. Source: Times of India Word-Meaning: Pips—beats in the race, nkSM+ esa iNkM+ nsrk gSA Notched—achieved, izkIr dj fy;k gSA Scared—fearful, Mjk gqvkA Consciously—deliberately, tku cw> djA Diversify—branch out, nwljs {ks=kksa esa izos'k djukA Propensity—inclination, >qdkoA Adhere—follow, viukuk] ekuukA Jack up—increase, cs ;gka lnk os$ fy;s jguk iM+xs kAÞ ‘Jailbreak’ ¼uked [ksy½ ij dksf'k'k djksA eSa lksprk gw¡ fd ;g 'kk;n Bhd dke dj tk;s! [kq'k jgks! Sebastian vc Michael dk dke yM+os$ Sebastian Shultz dks cpkuk FkkA 'kh?kz gh Michael us Lo;a dks vius lkFkh os$ lkFk tks oS$nh uEcj 02478 Fkk tsy dksBM+h esa ik;kA ,d Lokbi&dkMZ dh enn ls os 'kh?kz gh dksBM+h ls ckgj vk;sA lk;ju ph[ks] igjsnkj oq$Ùks HkkSoa $s A mUgksua s igjsnkjksa dks pdek fn;k vkSj NÙk dh vksj HkkxsA Sebastian us viuh ?kM+h ij ,d utj MkyhA og cpk;s tkus os$ fy;s ,d gSyhdkIVj dh izrh{kk dj jgk FkkA 12 igjsnkj vius [krjukd oq$Ùkksa os$ lkFk ogka [kM+s FksA Michael us Sebastian dks ,d dne ihNs dh vksj tkrs ns[kkA ^u&g&ugha!* Michael fpYyk;kA ysfdu vc rd nsj gks pqdh FkhA yM+dk fQly pqdk Fkk vkSj og uhps yqkrk gS lk¡i us viuh I;kl cq>k;hA viuh lUrqf"V ls ikuh ih dj] mlus viuk flj ,sls fgyk;k tSls og LoIu ys jgk gksA mlus ,d nso dh rjg pkjksa vksj ns[kk vkSj fQj /khjs ls og ikuh dh ukan ls nwj tkus os$ fy, vkxs cus dk ,d ekSdk mlus [kks fn;k FkkA ¥
dfo {kfr&iwfrZ djuk pkgrk gS dfo vijk/k&xzLr FkkA mlus ml lk¡i ij ydM+h tks mldh esgekuokt”h dh ryk'k esa vk;k FkkA VqPps] v'kksHkuh; vkSj uhp gjdr dh iwfrZ djuh mldks mfpr lEeku vkSj bTtr nsuh Fkh vxj dHkh okil vk;sxkA
is$a dh Fkh mls bl FkhA mls og fQj
PARAPHRASE OF THE POEM Read the extracts given below and answer the questions that follow: 1. A snake came to my water-trough On a hot, hot day, and I in pyjamas for the heat, To drink there. In the deep, strange-scented shade of the great dark carob-tree. I came down the steps with my pitcher And must wait, must stand and wait, for there he was at the trough before me. (Lines 1-6)
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ukan] [kksj] i'kqvksa os$ [kkus ;k ihus os$ fy;s cuk;h txgA Scented—smelled, [kq'kcqA Carob-tree—a red flowered tree, ,d yky iw$yksa okyk ikS/kkA Pitcher—tall round container with an open-top, ?kM+k] lqjkghA
Word-Meaning: Trough—a long narrow open container for animals to eat or drink from,
vuqokn % ,d xeZ] dkQh xeZ fnu] ,d lk”i¡ esjs ikuh dh ukan ¼[kqyh Vadh½ ij vk;kA vkSj eSa xehZ os$ dkj.k ik;tkes esa FkkA og lk¡i ogka ikuh ihus vk;k FkkA fo'kky xgjs Carob o`{k dh xgjh vkSj fofp=k [kq'kcqnkj Nk¡o es]a eSa viuh ?kM+k fy;s lhfs vo'; izrh{kk djuh pkfg;s] [kM+k gksdj izrh{kk djuh pkfg,] D;ksfa d ukan ij eq>ls igys gh og ogk¡ ij FkkA fgUnh
Paraphrase. A snake came to my water-trough. It was a hot, a very hot day and I was in pyjamas. The snake had come there to quench his thirst or to drink water. He came there in the deep and dark shade of a great carob tree. I came down the steps with my pitcher. I must wait, must stand and wait because the snake had come at the trough before time. Questions (a) What is a trough? (b) What is the poetic device used in the second line? (c) What is the word for ‘smelled’ in the passage? Answers (a) A trough is a long narrow container for animals to eat and drink from. (b) It is repetition. (c) scented 2. He reached down from a fissure in the earth-wall in the gloom And trailed his yellow-brown slackness soft-bellied down, over the edge of the stone trough And rested his throat upon the stone bottom, And where the water had dripped from the tap, in a small clearness, He sipped with his straight mouth, Softly drank through his straight gums, into his slack long body, Silently. (Lines 7-16)
njkjA Gloom—(here) darkness, vU/ksjkA Trailed—dragged, ?klhVkA Slackness—slow moving, loose, s nh gSA Venomous—poisonous, tgjhysA Voice in me—feelings inside him, vUnj dh Hkkouk,saA If you were a man—If you were a brave man, ;fn rqe cgknqj vkneh gksA and social conventions have given to me,
¥ fgUnh vuqokn % esjs f'k{kk ;k lkekftd Kku dh le> Sicily esa dkys lk¡i gkfu&jfgr gksrs gSa vkSj lqugjh jax os$
us eq>ls dgk fd mls ¼lk¡i dks½ ekj nsuk pkfg;sA D;ksfa d lk¡i fo"kSys gksrs gSAa esjs vUnj dh vkoktsa dg jgh Fkh] fd vxj rqe ,d cgknqj bUlku gks rks rqEgsa ,d NM+h ysdj vHkh gh mlos$ VqdM+s dj mls lekIr dj nsuk pkfg;sA ¥ Paraphrase. The knowledge of his social education urged the poet that he must kill the snake. In Sicily, the black-snakes are innocent but the snakes of golden colour (as this snake was) are poisonous. The voices inside him urged him that if he were a brave man, he must take a stick and break him into pieces and kill him at once. Questions (a) What did his ‘education’ say to the poet? (b) What is the colour of the poisonous snakes in Sicily? (c) What is the synonym for ‘poisonous’ in the passage? Answers (a) It told the poet that he must kill him at once. (b) It is golden. (c) venomous
SNAKE Q 255
6.
But must I confess how I liked him, How glad I was he had come like a guest in quiet, to drink at my watertrough And depart peaceful, pacified and thankless, Into the burning bowels of this earth? (Lines 32-36)
Lohdkj djrk gwA¡ In quiet—silently, 'kkafr lsA Depart—go away, pyk tkukA Pacified—satisfied, lUrq"V gksdjA Burning bowls—burning bottom, tyrh gqbZ ryh esaA Thankless—(here) unappreciated, misf{krA Word-Meaning: Confess—admit,
vuqokn % ysfdu eq>s ;g Lohdkj djuk pkfg;s fd eSa mls fdruk ilan djrk FkkA eSa fdruk [kq'k Fkk fd og esjh ikuh dh ukan esa 'kkafr ls ,d vfrfFk dh rjg ikuh ihus vk;k FkkA vkSj ogka ls 'kkafriwod Z ] lUrq"V vkSj misf{kr okil tyrh gqbZ /kjrh dh rg esa pyk x;kA
¥ fgUnh
¥ Paraphrase. The poet says that he must admit that he liked the snake very much. He was glad that he came to drink at his water-trough silently like a guest. And he departed back into the burning bowels (bottom) of the earth peacefully, satisfied and unappreciated. Questions (a) What must the poet confess? (b) Why was the poet glad? (c) What is the word for ‘admit’ in the passage? Answers (a) The poet must confess that he liked the snake very much. (b) The poet was glad to see that the snake came like a guest silently and departed satisfied. (c) confess 7.
Was it cowardice, that I dared not kill him? Was it perversity, that I longed to talk to him? Was it humility, to feel so honoured? I felt so honoured. (Lines 37-39)
dk;jrkA Perversity—(here) unreasonable csrqdkA Longed—strongly felt, cgqr pkgrk FkkA Humility—the quality of being humble,
Word-Meaning: Cowardice—lack of courage, illogical,
fouezrkA
vuqokn % D;k ;g dk;jrk Fkh fd eSa mls ekjus dh fgEer ugha tqVk ik;k\ D;k ;g csrd q kiu Fkk] fd eq>s mls ckr djus dh rhoz bPNk gks jgh Fkh\ D;k bl izdkj lEekfur gksuk esjh fouezrk Fkh\ eSua s cgqr lEekfur vuqHko fd;kA
¥ fgUnh
¥Paraphrase. The poet asks himself if he was a coward as he dared not kill the snake. He thought if it was unreasonable and illogical to long to talk to a snake. He again asked himself if it was his humility that he felt so much honoured by the presence of the snake. Really, he felt so much honoured by his presence. Questions (a) What was his cowardice? (b) What was perversity? (c) What is the word for ‘lack of courage’ in the passage?
256 Q ENGLISH-COMMUNICATIVE—LITERATURE READER–X
Answers (a) His cowardice was that he dared not kill the snake. (b) His perversity was that he longed to talk to a snake. (c) cowardice 8. And yet those voices: If you were not afraid, you would kill him! And truly I was afraid, I was most afraid, But even so, honoured still more That he should seek my hospitality From out the dark door of the secret earth. (Lines 40-44) Word-Meaning: Seek—search, guests,
esgekuuokthA
dj ml Hk;kud dkys lqjk[k esa fleV tkus os$ fo#) ,d izdkj dk Hk;] ,d izdkj os$ fojks/k us eq>s tdM+ fy;kA vc mldh dej eqM+ x;h FkhA ¥ fgUnh
¥Paraphrase. The snake put his head into that fearful hole. As he drew up entering further, the snake loosened his shoulders. A sort of horror or a sort of protest overpowered the poet when he saw the snake withdrawing into the horrible black hole and knowingly going into the blackness. He slowly withdrew and his back was turned now. Questions (a) Where did the snake put his head into? (b) Why did a sort of horror or protest overpower the poet? (c) What is the word for ‘fearful’ in the passage? Answers (a) The snake put its head in a dreadful hole in the wall. (b) A sort of horror or protest overpowered the poet because the snake deliberately withdrew himself into the dreadful hole, into the blackness. (c) dreadful 11. I looked round, I put down my pitcher, I picked up a clumsy log And threw it at the water-trough with a clatter. I think it did not hit him. (Lines 60-63)
258 Q ENGLISH-COMMUNICATIVE—LITERATURE READER–X
tks Bhd&Bkd u yxrh gks]a Hkn~nhA Clatter—making a loud noise like hard objects knocking together, tksj dh vkokt” tSls dBksj inkFkZ vkil esa Vdjk x;s gkasA Convulsed—moved violently, mxzrkiwoZd fgykA Word-Meaning: Clumsy—not well designed,
vuqokn % eSua s pkjksa vkSj ns[kk vkSj vius ?kM+s dks uhps j[k fn;kA eSua s ,d Hkíh&lh ydM+h mBk yh vkSj tksj dh vkokt” djrs gq, mls ikuh dh ukan ij is$a d fn;kA esjk fopkj gS fd og mls ugha yxhA fgUnh
Paraphrase. The poet looked around and put down his pitcher. He picked up a clumsy log. He threw it at the water-trough and it made a loud clattering sound. The poet thought that the log did not hit the snake. Questions (a) What is a clumsy log? (b) What made the clattering sound? (c) What is the word for ‘moved violently’ in the passage? Answers (a) It means a rough-looking log of wood. (b) When the stick hit the water trough it made a clattering sound. (c) convulsed 12. But suddenly that part of him that was left behind convulsed in undignified haste Writhed like lighting, and was gone Into the black hole, the earth-lipped fissure in the wall-front, At which, in the intense still noon, I stared with fascination. And immediately I regretted it. (Lines 64-69)
mxz :i ls fgykA Undignified—not v'kks H kuh;A Writhed—twisted and turned, eq M + k &rq M + k A Haste—in a hurry, tYnh es a A Fissure—crack, njkjA Intense—very strong, cgqr izcyA Fascination—(here) great attraction, izcy vkd"kZ.k os$ lkFkA Regretted—felt sorry, repented, iNrk;kA Word-Meaning: Convulsed—made a violent movement, graceful,
vuqokn % ysfdu tks Hkkx mlos$ ihNs jg x;k Fkk og vpkud gh v'kksHkuh; ,oa mxz :i ls fgykA og eqMd + j Vsqdus vkSj rqPN vfHkoknuksa os$ fy;s yrkM+ yxkrk gSA ;fn og mUgsa jksdrk ugha] rks lhtj mls vius jkLrs ls oq$Ùks dh rjg yfr;k nsxkA Cassius vkSj Brutus Hkh Cimber os$ HkkbZ dh odkyr djrs gSa ijUrq mUgsa Hkh f>M+d fn;k tkrk gSA lhtj viuh rqyuk /kzoq rkjs ls djrk gSA og lnk LFkk;h gSA blhfy;s] og vius gqDe dks dHkh Hkh okil ugha ysxkA lcls igys Casca okj djrk gSA fQj nwljs lhtj dks [katj ?kksia rs gSa tc lhtj Brutus dks [katj ?kksia rs ns[krk gS rks og vfo'okl esa dgrk gS % ßrqe Hkh] Brutus !” lhtj ej tkrk gSA "kM~;a=kdkjh fpYykrs gSa ßvktknh ! Lora=krk ! fujao$q 'krk ej pqdh gS !Þ ¥ Marcus Brutus lhtj ds dRy dks U;k;ksfpr Bgjkrk gS( Antony dks HkhM+ dks lEcks/ku djus dh vkKk fey tkrh gS Antony Lo;a dks iM~;=a kdkfj;ksa os$ lEeq[k izLrqr dj nsrk gSA og Lo;a dks mlh le; vkSj ogha vius fe=k vkSj laj{kd lhtj os$ lkFk ekjs tkus os$ fy, izLrqr djrk gSA Marcus Brutus mls] mldh lqj{kk dk vk'oklu nsrk gSA Antony pkykdh ls "kM~;=a kdkfj;ksa ls 'kkafr dj le; ys ysrk gSA Brutus mls lht+j dh yk'k dks ekos$Z V&LFkku ij ys tkus vkSj Caesar os$ nkg&laLdkj ij cksyus dh vuqefr ns nsrk gSA Cassius bldk fojks/k djrk gS ijUrq vkn'kZoknh Brutus mls jn~n dj nsrk gSA Antony dks Brutus os$ ckn cksyuk gSA mls "kM~;=a kdkfj;ksa os$ fo#) ,d 'kCn
276 Q ENGLISH-COMMUNICATIVE—LITERATURE READER–X
murder of Caesar. He says that he has no personal grudge or enmity against Caesar. He doesn’t love Caesar less than anybody else. He murdered Caesar not because he loved Caesar less. He murdered Caesar because he loved Rome more than Caesar. Caesar was becoming too powerful and ambitious. His growing ambition was a threat to the freedom of Rome and republicanism. If he was not eliminated, all Romans would be reduced to bondmen and slaves. The mob is convinced. One of them even shouts. “Let him (Brutus) be Caesar.” ¥ Antony’s Speech—A Master piece of Public Oratory Mark Antony’s speech at Caesar’s funeral is a perfect masterpiece of public oratory. He is pained to see the greatest conqueror of his times reduced to that “bleeding piece of earth”. He calls the conspirators as “butchers”. He forecasts death and destruction in Rome. There will be riots and a civil war in Italy. Caesar’s spirit will wander for revenge. Antony asks the people to make a ring around Caesar’s dead body. He shows them the holes in Caesar’s cloak and wounds on his dead body. The “most unkindest cut” was made by the dagger of Caesar’s angel, Brutus. Then step by step, Antony tries to prove that Caesar was not at all ambitious. He tells them how Caesar refused the crown everytime when it was offered to him thrice. He could convince them that ‘honourable’ Brutus was actually, a liar and a murderer. ¥ Antony Shows Caesar’s Will The master orator, Mark Antony, keeps the mob spell-bound with his eloquence and dramatics. He very cleverly mentions that he has Caesar’s will with him but will not read it. If he reads it, the people will be incited. And he is under an oath not to speak against the conspirators. The mob is agitated. They shout that Antony should read the will. This is exactly what Antony
Hkh ugha dguk gSA Brutus igys cksyrk gS vkSj lhtj os$ dRy dks U;k;ksfpr fl) djus dk iz;Ru djrk gSA og dgrk gS fd mldh lhtj ls dksbZ O;fDrxr jaft'k ;k nq'euh ugha gSA og fdlh ls Hkh lht+j dks de I;kj ugha djrkA mlus lhtj dks blfy;s ugha ekjk fd og mlls de I;kj djrk FkkA mlus lhtj dks blfy;s ekjk D;ksfa d og jkse dks lhtj ls vf/kd I;kj djrk FkkA lht+j vR;f/kd 'kfDr'kkyh vkSj egÙokdka{kh cu jgk FkkA mldh ck nsrh gS] Bhd oSls gh] jkse os$ vke yksxksa os$ izfr gekjh n;k us ¼ftu os$ izfr fujao$q 'k lhtj us vU;k; fd;k Fkk½ lhtj os$ izfr gekjh n;k dks [kRe dj fn;kA Done this deed— committed the murder of Caesar, lhtj dk dRy fd;kAA For your part—so far you are concerned, tgk¡ rd rqEgkjk lEca/k gSA Swords have leaden point—our swords have become so blunt that they can’t kill you, gekjh ryokjs]a rqEgkjsa fy;s bruh [kwMa h cu x;h gSa fd os rqEgsa ugha dkV ldrhaA (Our arms) In strength of malice—our hands may look full of bad intentions, full of enemity, gekjs gkFk rqEgsa cqjs bjkns os$ fy, fn[kk;h ns]a 'k=kqrk ls iw.kZA Brother’s temper—full of brotherly love, HkkbZ os $ I;kj ls Hkjiw j A Receive you—welcome you, rq E gkjk Lokxr djrs gS a A Reverence—respect, lEekuA Disposing of—(here) distributing, ck¡Vus esaA New dignities— new honours/positions, u;s lEeku! info;k¡A Render—give, nksA Bloody—full of blood, [kwu ls lukA Credit—reputation/honour, lEeku] 'kkSgjrA Stand on such slippery ground—my reputation is not established firmly, it is shaky, esjk lEeku iw.kZ :i ls LFkkfir ugha vfirq vfLFkj gSA Spirit—(here) soul, vkRekA Grieve thee—will not you feel grieved?, D;k rqEgsa nq[k ugha igqp a xs k\A Dearer than thy death—you will be more grieved than you felt grieved at your treacherous murder, rqEgsa /kks[ks ls fd;s x;s vius [kqn os$ dRy ls bruk nq[k ugha igqp ¡ k gksxk ftruk fd rqEgsa vc ;g tkudj igq¡psxkA Making his peace—Antony making a compromise with Caesar’s
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lht”j os$ dkfryksa os$ lkFk le>kSrk dj jgk gSA Thy foes—your (Caesar’s) enemies, rqEgkjs lhtj os$ 'k=kqA In the presence of—in front of, os$ lkeusA Thy corse—your dead body, rqEgkjs e`r 'kjhj@yk'k os$A Pardon me—excuse me, eq>s {kek djsAa The Enemies of Caesar shall say this—even enemies of Caesar will utter these words of praise, lhtj os$ nq'eu Hkh mlos$ ckjs esa iz'kalk os$ ;s 'kCn dgsxa As Cold modesty—an ordinary formality, ,d vke vkSipkfjdrkA Compact— agreement, le>kSrkA Mean you—want you, rqe pkgrs gksA Pricked—written, fy[kk tkukA
murderers,
PAGE 102 Swayed from the point—moved away from the main point or purpose, eq[; eqís ;k mís'; ls HkVd x;k FkkA Give me reason—tell me the reasons why you murdered Caesar, eq>s os dkj.k crkvksxs ftudh otg ls rqeus lhtj dks ekjkA Good regard—serious consideration/good and sufficient reasons, xEHkhj fopkj] dkQh ¼Bksl½ dkj.kA Seek—want, pkgrk gwA¡ Suitor that I—I make a request/ petition, eSa izkFkhZ] vkosnd gwA¡ Produce—take and show, ys tkdj izLrqr djus dhA Pulpit—stage, raised platform, eap] LVstA As becomes a friend—as is proper for a friend, tSlk fd ,d fe=k os$ fy, mi;qDr@Bhd gSA Order—ceremony, mRloA Funeral—death ceremony, nkg&laLdkjA Consent— agree, Lohdkj djukA People may be moved—people may be incited, yksx mÙksftr gks tk;saxsA Utter—speak, cksyukA By your pardon—with your permission, vkidh vkKk ysdjA Will—will go, tkÅ¡xkA Protest—oppose, fojks/k djukA Leave—permission, vkKk bt+ktrA What may fall— what (evil) may happen, D;k ¼cqjk½ ?kV tk;sA Blame—criticise, accuse, nks"kkjksi.k] vkykspukA Devise— think, lksp ¼ldrs gks½A Bleeding piece of earth—the part of earth where Caesar’s fresh blood is still flowing, tehu dk og fgLlk tgka lhtj dk rktk [kwu vHkh Hkh cg jgk gSA Meek—submissive, nCcwA Gentle—(here) not bold, too soft, cgqr uje] ncax ughaA Butchers—murderers (of Caesar),
gR;kjksa ¼lhtj os$½A PAGE 103
Ruins—remains, vo'ks"kA Tide of times—during ages, dky&dkykarj lsA Woe—cursed, vfHk'kkfir gksA Shed—made flow, cgk;kA Costly blood—rare blood (of Caesar), nqyZHk [kwu ¼lhtj dk½A Prophecy—make a forecast, Hkfo";ok.kh djrk gwA¡ Which—wounds (on Caesar’s body), lhtj os$ 'kjhj os$ t[eA Dumb mouths—Caesar’s open wounds can’t speak, lhtj os$ [kqys t[e cksy ugha ldrsA Ope—open, [kksy j[ks gSAa Ruby lips—red lips, yky gksVa A To beg the voice—(the wounds) beg that they should be given voice, ¼t[e½ ;g fuosnu djrs gSa fd mUgsa vkokt izkIr gks tk;sA Utterance of my tongue—(the wounds of Caesar) demand the voice and speech of Antony, ¼lhtj os$ t[e½ Antony os$ dFku o Hkk"k.k mUgsa fn;s tkus dh ekax djrs gSAa Curse—something that causes evil, vfHk'kki] cnnqvkA Light—fall, fxjsxk yxsxkA Limbs—bodies, 'kjhjA Fury—riots, naxAs Fierce— terrible, Hk;kudA Civil strife—civil war, x`g ;q)A Cumber—harass, trouble, lrk;sxkA So in use—so common, vke gSA Dreadful—fearful, MjkousA Familiar—well known, tkuk igpkukA Behold—see, ns[kukA Infants—babies, cPpsA Quartered with—cut to pieces, dkV os$ VqdM+&s VqdM+s dj nsukA Pity choked—pity will disappear, n;k yqIr gks tk;sxhA Custom of fell deeds—being accustomed (habitual) to cruel deeds, funZ;h djrwrksa dh vknh gks tk;sxhAA Caesar’s spirit—Caesar’s immortal soul, lhtj dh vej vkRekA Ranging—wandering, HkVdrs gq,A Ate—Greek goddess of revenge, izfr'kks/k dh nsoh ¼;wuku dh½A Come out—coming in great haste, tYnh ls vkrh gqbZA
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Confines—regions, areas, {ks=kA With a monarch’s voice—with the authority of a king, jktk dh vf/kdkj 'kfDr lsA Havoc—destruction, cckZnhA Let slip—let loose, [kqyk NksM+ nsukA Dogs of war—instruments of war, hunger, fire, famine etc., ;q) os$ vkStkj] Hkw[k] vkx] vdky vkfnA Foul— evil, wicked, nq"VA Carrion men—dead bodies, e`r 'kjhjA Groaning for burial—dead bodies coming out of the open grave crying for their burial again, yk'ksa tks dczkas ls ckgj vk x;h Fkha fQj ls nQuk;s tkus os$ fy, ph[k jgh gksxa hA Throng—crowd, HkhM+A Satisfied—lUrq"VA Audience—spectators, Jksrkx.kA Ascended—climbed up, Åij p rst dj yksA Assembly—gathering, HkhM+A PAGE 104 Had you rather—If you had wished, ;fn vki pkgrs rksA Rejoice—feel happy, [kw'k gwA¡ Slew— killed, ekj fn;kA Valour—bravery, cgknqjhA Base—low, rqPNA Bondsman—slave, nkl] xqykeA Offended—done a wrong, vU;k; fd;k gSA Rude—uncivilized, vlH;A Vile—shameless, cs'keZA Pause—stop, wait, #drk gw¡] bartkj djrk gw¡A Do to Brutus—you can kill Brutus if he is ambitious, rqe Brutus dks ,sls gh ekj ldrs gks ;fn og Caesar dh rjg gh egÙokdka{kh gksA Question— reason, dkj.kA Enrolled—recorded, fjdkMZ@ntZ dj fy;k x;k gSA His glory not extenuated— Caesar’s glories will not be decreased/lessened, lht+j dh 'kku dks de ugha vkadk tk;sxkA Nor his offence enforced—Nor Caesar’s offence will be exaggerated, u gh Caesar os$ dlwj dks cqBykrk gSA Current—(here) present, orZekuA Vision—dream, LoIuA Elaborating— (here) painstaking, vè;olk;h] d"V mBkus okyhA Absolutely—completely, iw . kZ :i ls A Wherewithal—(here) skill to do a thing, fdlh pht dks djus dh fuiq.krkA Basis—base, vk/kkjA Notable—remarkable, mYys[kuh;A Herpetology—science of snakes, liZ&foKkuA Transition— change, ifjorZuA Venom—poison, fo"k] tgjA
312 Q ENGLISH-COMMUNICATIVE—MAIN COURSE BOOK–X
PAGE 123 Species—a group of creatures, iztkfr;k¡A Survive—remain alive, ¯tnk jgukA Habitat—living place, jgus dk LFkkuA Evolved—developed, fodflrA Wrapped up—surrounded by, fyiVs gq,] f?kjs gq,A Crystallized—taken final shape, vafre :i fy;kA Droughts and famines—dry spells, lw[ks] vdkyA Tackled—faced, lkeuk fd;k x;kA Dwarf—make small, NksVk cuk nsxhA Obvious— clear, Li"VA Regimes—(here) systems, iz.kkfy;k¡A Replenished—renewed, nksckjk iSnk djukA Ironically—full of irony of fate, ¼HkkX; dh½ foMEcukiw.kZA Intent—determined, n`
