Wit and Wisdom

The statement is FALSE.

Corrected statement: The queen did not intentionally insult the king. She merely yawned or showed an unintentional sign of inattention while the king was reciting his poem. The king misunderstood her reaction as disrespect, but the queen had no intention of insulting him or speaking against the quality of his poem.

The statement is FALSE.

Corrected statement: Tenali Rama did not immediately go to the king. Instead, he carefully devised a well-planned strategy and took time to find the right approach before acting. He used an indirect method — the paddy seeds ruse in the court — to make the king realise his mistake on his own.

The statement is FALSE.

Corrected statement: The courtiers did not genuinely admire or praise the king's poem. They were afraid of the king's anger and simply went along with whatever the king said. They did not show any real appreciation for his literary talent.

The statement is FALSE.

Corrected statement: The ministers were not eager to hear Tenali Rama's idea about paddy cultivation. In fact, a murmur of surprise or confusion swept through the court when Tenali Rama introduced his unusual 'special' paddy seeds, as the courtiers found it strange and unexpected.

The statement is FALSE.

Corrected statement: The king did realise his mistake. That evening, he approached the queen with a softened expression, admitted that he had been foolish, acknowledged that he had overreacted, and apologised to her sincerely, saying, 'I let my pride blind me. I'm so sorry.'

The queen believes that only Tenali Rama can help the king understand because Tenali Rama is known for his exceptional wit, wisdom, and clever problem-solving abilities. He has a special place in the king's court and the king respects and trusts him. Tenali Rama has the unique ability to make the king see reason without directly confronting him or hurting his pride. The queen knows that a direct appeal would not work with the king in his current state of anger, and only someone as clever and tactful as Tenali Rama could find an indirect way to resolve the situation.

Correct Option: B. She regrets the unintended misunderstanding.

Justification: The queen's use of the third conditional ('If I had known… I would have chosen') clearly indicates that she is looking back at a past situation with regret. She did not intend to upset the king; the misunderstanding was unintentional. Her statement shows that she wishes she had acted differently to avoid the quarrel, which reflects genuine regret rather than anger, indifference, or fear.

Tenali Rama's response reflects his wisdom and problem-solving skills in the following ways:

1. Thoughtfulness: He nods 'thoughtfully' before responding, showing that he does not act impulsively but considers the situation carefully.

2. Willingness to help: He agrees to try his best, showing a responsible and helpful attitude.

3. Strategic thinking: He acknowledges that the matter 'needs a well-planned approach', which shows he understands that sensitive situations require careful handling rather than direct confrontation.

4. Patience: He mentions that he 'may need time to find the right strategy', showing that he values planning over hasty action.

Thus, his response demonstrates that he is a calm, thoughtful, and strategic thinker — qualities that define true wisdom.

The king's reaction shows that he is sensitive and takes great pride in his poetry.

Explanation: The king's extreme reaction — storming off and refusing to speak to the queen — shows that he is deeply invested in his poetry and cannot tolerate what he perceives as disrespect. This indicates that he takes great pride in his work, not merely that he has faith in it.

When the king said, 'I let my pride blind me', he means that his excessive pride in his poetry prevented him from thinking clearly and rationally. He was so focused on protecting his ego that he could not see the situation objectively — he misinterpreted the queen's innocent action as an insult and reacted with anger instead of trying to understand her perspective.

The queen says, 'If you like, we can leave this quarrel behind us' because:

1. She is forgiving and gracious: She had longed for reconciliation and is willing to move past the quarrel without holding a grudge.

2. She respects the king's feelings: By saying 'if you like', she gives the king the choice and does not force him, showing sensitivity to his pride.

3. She wants to restore harmony: She is eager to end the tension in their relationship and return to a state of happiness and togetherness.

4. She shows maturity: Rather than dwelling on who was right or wrong, she focuses on moving forward, which reflects emotional maturity and wisdom.

The king acknowledges that his pride clouded his judgement, which shows maturity and self-awareness.

Explanation: Admitting one's own mistake, especially for a king, requires the ability to reflect on one's actions honestly. The king's acknowledgement that 'I let my pride blind me' shows that he is self-aware enough to recognise his flaw and mature enough to apologise for it.

The queen's response to the king's apology shows that she is forgiving and magnanimous (generous in spirit).

Explanation: Instead of reminding the king of the pain he caused her or holding a grudge, the queen immediately accepts his apology and suggests they leave the quarrel behind. She even expresses her desire to listen to his poem, showing that she harbours no bitterness. This reflects a generous, kind, and forgiving nature.

The Vijayanagara Empire was considered to be in its 'Golden Era' during Krishnadeva Raya's reign because:

1. Prosperity and power: The empire reached the height of its political power and economic prosperity under his rule.

2. Patronage of arts and literature: Krishnadeva Raya was himself a poet and a great patron of literature, music, and the arts. He encouraged scholars, poets, and artists at his court.

3. Wise and just governance: He was known as a wise and just ruler who cared for the welfare of his people.

4. Cultural flourishing: The court was home to brilliant minds, including the 'Ashtadiggajas' (eight celebrated poets), and Tenali Ramakrishna, whose wit and wisdom added to the glory of the court.

Thus, the combination of military strength, cultural richness, and enlightened leadership made this period a golden era.

Tenali Ramakrishna gained a special place in the king's court through his exceptional wit, intelligence, and wisdom. He was known for his ability to solve complex problems with clever and creative strategies. He could make the king see reason even in difficult situations without directly confronting him. His quick thinking, humour, and ability to devise well-planned approaches to sensitive matters earned him the king's trust and respect. Over time, his repeated demonstrations of wisdom and loyalty made him an indispensable and highly valued member of the royal court.

The quarrel between the king and the queen had a deeply negative effect on the palace:

1. Silence and gloom: The palace, which was usually filled with joy and laughter, became silent and gloomy.

2. Strained relationships: The king stopped speaking to the queen entirely, creating a tense atmosphere.

3. Sadness of the queen: The queen was deeply distressed and longed for reconciliation. She sought Tenali Rama's help, showing how helpless she felt.

4. General unease: The mood of the entire palace was affected, as the happiness of the royal couple directly influenced the atmosphere of the court and the palace.

In short, the quarrel cast a shadow of sadness and tension over the entire palace.

Tenali Rama used a clever indirect strategy to make the king realise his mistake:

1. The paddy seeds ruse: Tenali Rama brought what he claimed were 'special' paddy seeds to the court and presented them with great enthusiasm.

2. Creating curiosity: He described the seeds in a way that aroused the king's curiosity and interest.

3. Drawing a parallel: Through his description of the paddy seeds and the process of cultivation, Tenali Rama cleverly drew a parallel to the king's situation — suggesting that just as a farmer must be patient and understanding, a king too must not overreact to small misunderstandings.

4. Indirect message: Without directly telling the king he was wrong, Tenali Rama guided him to reflect on his own behaviour and realise that he had overreacted due to pride.

This indirect, well-planned approach allowed the king to arrive at the realisation himself, preserving his dignity while achieving the desired outcome.

When Tenali Rama introduced his 'special' paddy seeds in the court, the courtiers were surprised and puzzled. A murmur swept through the room as they found it strange and unexpected that Tenali Rama would bring paddy seeds to the royal court. They were confused about the relevance of paddy cultivation in a royal setting. However, as Tenali Rama began to explain his idea, the courtiers listened with growing curiosity, even if they were initially sceptical or amused by the unusual presentation.

Conclusion of the story:
The story concludes on a happy note. Tenali Rama's clever strategy works, and the king approaches the queen with a softened expression, apologises for his overreaction, and admits that his pride had blinded him. The queen graciously forgives him and expresses her desire to listen to his poem. The royal couple's bond is restored, and the palace once again brims with joy and laughter. Tenali Rama is rewarded with valuable gifts by both the king and the queen for his wise service.

Lesson learnt:
The story teaches us several important lessons:
1. Pride can cloud our judgement — we must not let ego prevent us from seeing the truth.
2. Wisdom and tact are more powerful than direct confrontation — a well-planned, indirect approach can resolve even the most sensitive conflicts.
3. Forgiveness and humility are essential for maintaining healthy relationships.
4. True intelligence lies not just in knowledge but in knowing how and when to apply it.

1. a hush fell over the gathering, making everyone feel uncomfortable.
2. laughter rippled through the gathering, making everyone relaxed.
3. The person who started the argument stormed off.
4. Everyone disapproved of the action and a murmur swept through the room.
5. My mind raced back to how my mother had saved other situations like this.
6. Without her, such moments would have cast a shadow over the gatherings.

1. As the teacher began the riddle challenge, a murmur of excitement spread through the classroom.
2. Anaya sighed in relief — she loved riddles more than solving Mathematics problems.
3. 'Think carefully,' the teacher began to mumble, as she wrote a riddle on the board.
4. When the question was revealed, a few students groaned, realising it wasn't as easy as they had expected.
5. Some exchanged snickers, wondering if anyone at all would be able to solve it.
6. Just then, Anaya tapped her book on the desk with a small thud, deep in thought.
7. 'Ah, I see it now!' she said stretching with a groan, as if it had taken her great effort.
8. A small breeze made the windows rattle, adding to the suspense of the moment.
9. 'So, what's the answer?' the students roared, their voices filled with playful enthusiasm.
10. Leaning forward with a smile, Anaya whispered, 'Sometimes, the trickiest questions have the simplest answers.'

The correct matches are:

| Column 1 | Column 2 | Compound Word |
|---|---|---|
| (i) quick | G. witted | quick-witted |
| (ii) soft | C. spoken | soft-spoken |
| (iii) common | F. sense | common sense |
| (iv) house | H. hold | household |
| (v) book | E. store | bookstore |
| (vi) ill | B. tempered | ill-tempered |
| (vii) sky | D. blue | sky-blue |
| (viii) dance | A. hall | dance hall |

Ravi was (i) soft-spoken, always speaking calmly even in arguments. He grew up in a lively (ii) household, where he learned to handle different personalities. His friend Arun, however, was (iii) ill-tempered and often lost his patience. Despite this, Arun admired Ravi's (iv) quick-witted thinking. One evening, as they passed a (v) dance hall, they saw some performers rushing out. Ravi noticed that one of them dropped a (vi) sky-blue book on the ground. 'Is this yours?' he asked. 'Oh thank you, young man!' the performer smiled. 'It's a recent purchase from the (vii) bookstore round the corner.' True to his nature Arun promptly said to Ravi, 'It's (viii) common sense that it's not from a bakery but a bookshop!' Ravi smiled and they walked on.

Sentence 2: 'If, by chance something were to go wrong, our farmers would suffer.'
- Subordinate clause (if clause): If, by chance something were to go wrong
- Main clause: our farmers would suffer

Sentence 3: 'If I had known this would happen, I would have chosen another day.'
- Subordinate clause (if clause): If I had known this would happen
- Main clause: I would have chosen another day

The correct matches are:

| Column 1 (if clause) | Column 2 (main clause) | Complete Sentence |
|---|---|---|
| (i) If I had a magic wand, | C. I would give myself wings. | If I had a magic wand, I would give myself wings. |
| (ii) If it rains tomorrow, | E. We will stay indoors and play board games. | If it rains tomorrow, we will stay indoors and play board games. |
| (iii) If you had listened carefully, | F. You would have solved the puzzle. | If you had listened carefully, you would have solved the puzzle. |
| (iv) If you finish your homework, | A. We will go to the theatre. | If you finish your homework, we will go to the theatre. |
| (v) If I were invisible, | B. I would sneak into the secret room. | If I were invisible, I would sneak into the secret room. |
| (vi) If the alarm had rung, | D. The boys would have woken up on time. | If the alarm had rung, the boys would have woken up on time. |

1. Your teacher will be unhappy if you do not complete your homework on time.

2. They would have caught the train if they had left home earlier.

3. You will ruin your health if you continue to stay up late every night.

4. If she knew the answer, she would have raised her hand immediately.

5. She would have scored higher marks if she had studied harder.

6. If I had a million rupees, I would donate a large part of it to help the poor and build schools.

2. If I were the Head Teacher of my school, I would introduce more creative and activity-based learning, ensure that every student feels safe and valued, and organise regular cultural events to celebrate the talents of all students.

3. If I were a bird, I would soar high above the clouds, explore distant lands, and sing songs of freedom from the tallest treetops.

4. If I were a magician, I would use my powers to make people happy, heal the sick, and make the world a more peaceful and joyful place.

5. If I had studied harder, I would have performed much better in my examinations and made my parents and teachers proud.

Correct Option: (ii) thick

(Note: This answer is based on the standard version of this story as the audio transcript is not available in the OCR text. Students should verify with the actual audio/transcript provided by the teacher on page 46.)

Correct Option: (iii) arrogant

(Note: This answer is based on the standard version of this story. Students should verify with the actual audio/transcript provided by the teacher on page 46.)

The correct order of events is:

1. 5 — The visitor wanted to show his superiority over others in the palace.
2. 2 — Rama accepted the challenge thrown by the visitor.
3. 3 — Rama had a bundle tied in silk when he came to the palace.
4. 7 — The king wanted to know more about the work mentioned by Rama.
5. 6 — Rama showed the work to be a bundle of sticks tied together by a rope.
6. 1 — The great scholar was ashamed because he did not know what to say.
7. 8 — The court scholars were afraid of the king's anger.
8. 4 — The king laughed at the explanation given by Rama.

(Note: Students should verify this order with the actual audio/transcript provided by the teacher on page 46.)

Rules:
- Yes/No questions → Rising tone (↑) at the end
- Wh- questions → Falling tone (↓) at the end

(i) Is this your cat? → Rising tone ↑ (Yes/No question)
(ii) What is the name of your cat? → Falling tone ↓ (Wh- question)
(iii) Will you be going to your village? → Rising tone ↑ (Yes/No question)
(iv) Why are you going to your village? → Falling tone ↓ (Wh- question)
(v) Is this where you live? → Rising tone ↑ (Yes/No question)
(vi) Where do you live? → Falling tone ↓ (Wh- question)
(vii) Can I meet your parents? → Rising tone ↑ (Yes/No question)
(viii) How are your parents? → Falling tone ↓ (Wh- question)
(ix) Do you have any plans for tomorrow? → Rising tone ↑ (Yes/No question)
(x) What are you going to do tomorrow? → Falling tone ↓ (Wh- question)

Sample questions and answers about Tenali Rama:

1. Who is your favourite witty character in the folktale?
→ My favourite witty character is Tenali Rama.

2. Why is her/his wit important in the story?
→ Tenali Rama's wit is important because he uses his cleverness to resolve conflicts, protect the innocent, and guide the king towards wise decisions.

3. What is the most famous trick or clever idea she/he used?
→ One of his most famous tricks was using the 'special paddy seeds' ruse to make the king realise his mistake and reconcile with the queen.

4. When is the time period or setting of the folktale/story?
→ The story is set during the reign of King Krishnadeva Raya of the Vijayanagara Empire, in the 16th century.

5. How did she/he use her/his intelligence to solve a problem?
→ Tenali Rama used an indirect, well-planned strategy — he never confronted the king directly but guided him to realise his own mistake through a clever demonstration.

6. Where does the story take place?
→ The story takes place in the royal court and palace of the Vijayanagara Empire.

Sample Narrative Essay: The Day I Learnt the Value of Teamwork

I have always believed that I could do everything on my own. I was confident in my abilities and rarely asked for help. But one afternoon during our school's Annual Science Exhibition changed my perspective forever.

Our class was divided into groups of four to build a working model of a water purification system. I was grouped with Priya, Arjun, and Meena. From the very beginning, I tried to take charge of everything — the design, the materials, and the presentation. I dismissed my teammates' ideas, thinking mine were better. Priya suggested using a different type of filter, but I ignored her. Arjun wanted to add a diagram, but I said it was unnecessary.

On the day of the exhibition, disaster struck. The model did not work as expected. The water was not being filtered properly. I panicked. It was then that Priya quietly stepped forward and said, 'I think I know what's wrong.' She adjusted the filter exactly as she had originally suggested. It worked perfectly. Arjun quickly added a clear diagram that helped the judges understand our model. Meena confidently presented our project to the panel.

We won the second prize. But more importantly, I learnt a lesson that no textbook could have taught me. I realised that a team is stronger than any individual. Every person brings a unique strength, and true success comes from listening, respecting, and working together.

That day, I stopped seeing teamwork as a compromise and started seeing it as a superpower. I promised myself that I would always value the contributions of those around me, for together, we can achieve far more than we ever could alone.

Given Limerick (for reference):
Raju flew his kite in the sky so wide,
It soared with grace, full of pride.
But a crow came along,
Singing its song,
And now it's the crow on a joyride!

Sample Student-Created Limerick:

A young boy named Ravi loved to read,
He'd finish each book at great speed.
He read through the night,
By a small candle's light,
And dreamt of adventures indeed!

*(Note: A limerick follows the AABBA rhyme scheme. Lines 1, 2, and 5 are longer and rhyme together; lines 3 and 4 are shorter and rhyme with each other. The last line should have a humorous twist.)*

The poem describes Mrs. Jones, the speaker's next-door neighbour, who has a unique garden filled with 1. stones. Her garden includes a peculiar 2. crazy path, a pond, and a rockery, along with an unusual 3. sundial that she finds charming. Mrs. Jones plants tiny, 4. delicate plants between the stones, which the speaker thinks must be so small that they are planted with a 5. pin. One day, Mrs. Jones invites the speaker to see her garden, and they discuss a 6. flower that Mrs. Jones treasures. When the speaker asks where the 7. lovely flower is, Mrs. Jones says that the speaker has been 8. standing on it all along.

*(Note: The exact words depend on the full poem text. Students should fill in the blanks using the precise words from their textbook poem.)*

Correct Option: D. (ii), (iv), and (v) — humorous, amusing, and light-hearted

Justification: The poem describes Mrs. Jones's unusual stone-filled garden with gentle irony and a playful twist at the end (the speaker has been standing on the flower all along). The overall tone is light-hearted, humorous, and amusing — not mournful or mocking in a harsh sense.

Correct Option: (ii) the poet

Justification: The poem is written in the first person ('My next-door neighbour'), suggesting that the speaker is the poet herself/himself, narrating a personal experience of visiting Mrs. Jones's garden.

Correct Option: (i) AABBCC

Justification: The poem follows a couplet rhyme scheme where consecutive lines rhyme with each other (e.g., 'stones/Jones', 'pond/beyond', 'device/nice'), giving it the AABBCC pattern.

*(Note: Students should verify this by checking the actual rhyme scheme of each stanza in their textbook.)*

The poet uses the word 'stones' in all stanzas in order to emphasise her obsession with a stony garden.

Explanation: The repeated use of 'stones' throughout the poem acts as a refrain that highlights Mrs. Jones's unusual and single-minded focus on incorporating stones into every aspect of her garden, suggesting an obsession rather than conventional gardening pride.

The poet uses imagery to describe the features of the garden that help readers visualise the garden's peculiar nature.

Explanation: The vivid descriptions of the crazy path, lily pond, rockery, sundial, and tiny plants between stones create a clear mental picture of an unusual, stone-dominated garden that is quite different from a typical, flower-filled garden.

Alliteration is the repetition of the same consonant sound at the beginning of closely connected words.

Examples of alliteration from the poem (based on standard text):
1. 'stones' and 'sundial' — repetition of the 's' sound
2. 'path' and 'pond' — repetition of the 'p' sound
3. 'strange' and 'stones' — repetition of the 'st' sound

*(Note: Students should identify specific examples from the full poem in their textbook.)*

The refrain in the poem is the repeated reference to 'stones' (or a line containing 'stones') that appears in each stanza of the poem.

This repeated element emphasises Mrs. Jones's characteristic obsession with her stone-filled garden and gives the poem its rhythmic, recurring quality.

*(Note: Students should identify the exact repeated line/phrase from the full poem in their textbook.)*

The most prominent example of situational irony in the poem is the final revelation — when the speaker asks Mrs. Jones where the lovely flower is, and Mrs. Jones reveals that the speaker has been standing on it all along.

This is situational irony because:
- The speaker expected to see a beautiful, visible flower in the garden.
- Instead, the 'flower' is so tiny and inconspicuous that the speaker had been trampling on it without realising it.
- The outcome is the complete opposite of what was expected, creating both surprise and a humorous effect.

This also ironically highlights the contrast between Mrs. Jones's deep pride in her garden and the speaker's inability to even notice the prized flower.

1. The word 'concrete' can refer to the actual stone/cement material in Mrs. Jones' garden — her garden is literally full of stones, pebbles, and hard surfaces, making it a 'concrete' (stone-based) garden.

2. The title also has a symbolic meaning, as the poem provides a clear or 'concrete' example of Mrs. Jones' unusual and stone-obsessed gardening habits.

The title 'A Concrete Example' is a pun because the word 'concrete' has two meanings:

1. Literal meaning: 'Concrete' refers to the actual building material made of stone, cement, and gravel. Mrs. Jones's garden is literally full of stones and hard surfaces — it is a 'concrete' garden in the physical sense.

2. Symbolic/Metaphorical meaning: 'Concrete' also means 'clear', 'definite', or 'specific'. The poem provides a 'concrete example' (a clear, specific illustration) of Mrs. Jones's peculiar and stone-obsessed gardening style and personality.

The clever use of this double meaning creates a humorous and witty effect, which is characteristic of a pun.

From the description of her garden being 'full of stones', we can infer that Mrs. Jones has a highly unconventional and unique taste in gardening. Unlike most gardeners who prefer colourful flowers and lush greenery, Mrs. Jones is fascinated by stones and hard, rocky elements. She finds beauty in what others might consider plain or unattractive. Her garden reflects a personality that is independent, quirky, and unafraid to be different. She clearly takes great pride in her unusual choices, suggesting she is confident and passionate about her own aesthetic, regardless of what others might think.

The statement is TRUE.

Explanation: The garden is a reflection of Mrs. Jones's personality. Her stone-filled garden with a crazy path, lily pond, rockery, and sundial reveals that she is unconventional, passionate, and proud of her unique tastes. The way she treasures even the tiniest flower growing between stones shows her deep love for her garden and her ability to find beauty in the smallest things. Thus, the garden serves as a window into her character.

The poet uses the term 'crazy path' to describe a garden path that is irregular, winding, and unconventional — one that does not follow a straight or predictable line. The word 'crazy' here is used in the sense of 'irregular' or 'haphazard' (as in 'crazy paving', which refers to irregularly shaped paving stones laid in a random pattern). This description adds to the overall picture of Mrs. Jones's unusual, stone-dominated garden and reflects her quirky, non-traditional approach to gardening.

Correct Option: A. She has a fascination with unusual items.

Justification: A sundial is already an old-fashioned garden ornament, and the fact that it has a 'strange device' makes it even more unusual. Mrs. Jones finds it 'rather nice', showing that she is attracted to objects that are out of the ordinary. This suggests she has a fascination with unusual, quirky, and unconventional items, which is consistent with the overall character portrait painted in the poem.

Mrs. Jones feels extremely proud and deeply fond of her garden. She finds great joy and beauty in it, even though it is unconventional and stone-filled.

Evidence from the poem:
1. She thinks the sundial with a strange device is 'rather nice' — showing she appreciates the unusual elements of her garden.
2. She treasures even the tiniest flower growing between the stones, showing deep attachment to every part of her garden.
3. She invites the speaker to see her garden, which shows she is proud of it and wants to share it with others.
4. When the speaker cannot find the flower, Mrs. Jones reveals that the speaker has been standing on it — her calm, knowing response suggests she is intimately familiar with every corner of her beloved garden.

The speaker describes the plants as being so small that they could be planted with a pin to humorously emphasise how tiny and inconspicuous the plants in Mrs. Jones's garden are. Since the garden is dominated by stones, the plants that grow there are extremely small — they grow in the narrow gaps between the stones. The image of using a pin to plant them is a comic exaggeration (hyperbole) that highlights how unusual and miniature these plants are. It also subtly suggests the speaker's mild amusement and surprise at the nature of Mrs. Jones's garden, where stones take precedence over plants.

Based on her gardening style and her interaction with the speaker, we learn the following about Mrs. Jones:

1. Unconventional and unique: Her stone-filled garden with a crazy path, rockery, and sundial shows she does not follow traditional gardening norms.

2. Passionate and dedicated: She tends to even the tiniest plants growing between stones, showing deep commitment to her garden.

3. Confident and self-assured: She is not bothered by what others think of her garden; she finds it beautiful and is proud of it.

4. Warm and sociable: She invites the speaker to see her garden, showing she is friendly and enjoys sharing her passion.

5. Knowledgeable and observant: She knows every inch of her garden intimately, as shown by her awareness of the tiny flower that the speaker was standing on.

Yes, the poem portrays Mrs. Jones in a positive light. The following points support this statement:

1. Passion for her garden: Mrs. Jones tends to her garden with great care and love, nurturing even the tiniest plants between stones. This shows dedication and a loving nature.

2. Unique aesthetic sense: Her garden, though unconventional, reflects a creative and independent personality. The poem does not mock her but presents her quirks with gentle humour and affection.

3. Pride without arrogance: She is proud of her garden and shares it with the speaker, but she is not boastful. Her quiet confidence is portrayed positively.

4. Deep knowledge and connection: Her intimate knowledge of every plant in her garden, including the tiny flower the speaker was standing on, shows a deep, genuine connection with nature.

5. The humorous twist is gentle: The final irony — the speaker standing on the flower — is not used to embarrass Mrs. Jones but rather to highlight how special and unique her garden truly is.

The poem beautifully illustrates that people perceive the world through their own unique lens, and what one person finds ordinary or strange, another may find beautiful and precious.

1. Different definitions of beauty: The speaker sees a garden full of stones as unusual and perhaps unremarkable, while Mrs. Jones sees it as a source of great joy and pride. This shows that beauty is subjective.

2. Value in the overlooked: Mrs. Jones treasures a tiny flower that the speaker does not even notice — in fact, the speaker stands on it. This teaches us that we often overlook the small, delicate things in life that others hold dear.

3. Respect for individuality: The poem encourages us to respect and appreciate different perspectives and ways of living, rather than judging others by our own standards.

4. Mindfulness: The poem reminds us to be more observant and mindful of the world around us, as there is often more beauty and meaning in our surroundings than we realise.

1. A sundial with a *strange* device → unusual or peculiar
(Both 'unusual' and 'peculiar' correctly replace 'strange' in this context, as they convey the sense of something out of the ordinary.)

2. ...which Mrs. Jones thinks rather *nice* → pleasant or charming
(Both convey a sense of gentle approval and aesthetic pleasure.)

3. They are so *delicate*... → dainty or fragile
('Dainty' is the best replacement as it suggests something small, delicate, and pretty — fitting for tiny plants.)

4. 'Where is this lovely thing?' I *cried* → exclaimed
('Exclaimed' is the most appropriate replacement as it conveys speaking with surprise or enthusiasm, without the literal meaning of weeping.)

| Column 1 | Column 2 | Column 3 (Examples) |
|---|---|---|
| 1. implement | (iii) something that works on being moved by hand | spade, knife, plough, sickle |
| 2. tool | (v) something used by hand to make or repair | hammer, screwdriver, wrench |
| 3. equipment | (iv) a set of necessary items for a particular purpose | cricket bat, helmet, batting gloves, laboratory equipment |
| 4. appliance | (i) something that is electrical and is used to do work in the house | mixer grinder, washing machine, refrigerator |
| 5. gadget | (ii) something small that is mechanical or electronic | mobile phone, laptop, smartwatch |

Note on 'device': A 'device' is a general term for any object, tool, or piece of equipment designed for a particular purpose. In the poem, the sundial is called a 'device' because it is a mechanical instrument designed to tell time using the shadow of the sun.

Base word: nice

| Column 1 | Column 2 |
|---|---|
| (i) dice | cut into small pieces |
| (ii) rice | grain that we cook |
| (iii) mice | plural of mouse |
| (iv) vice | bad habit |

Base word: soil

| Column 1 | Column 2 |
|---|---|
| (i) boil | heat something |
| (ii) toil | work very hard |
| (iii) coil | length of wire in a circle |
| (iv) foil | sheets to wrap food items |

*(Note: The audio transcript is not available in the OCR text. The following answers are based on well-known facts about the Rock Garden of Chandigarh. Students must verify with the actual audio/transcript provided by the teacher on page 47.)*

1. Nek Chand's Rock Garden was featured in international magazines/newspapers (or a specific publication mentioned in the audio).

2. The Rock Garden has recycled/waste material sculptures — figures of humans, animals, and birds made entirely from industrial and urban waste.

3. The Rock Garden is divided into phases/sections (three phases).

4. One thing transformed into a piece of art: broken bangles / ceramic tiles / electrical waste (any one).

5. Approximately 5,000 statues border the Rock Garden.

Sample dialogues:

(i) You have eaten your brother's share of sweets.
You: I'm really sorry, I ate your sweets by mistake. I didn't mean to.
Brother: That's alright. Just don't do it again!

(ii) You have broken your sister's flower craft.
You: Please forgive me for breaking your flower craft. I'm so sorry, it was an accident.
Sister: It's no big deal. I can make another one.

(iii) You accidentally spilled ink on your mother's important documents.
You: I'm sorry about the documents, Mum. I accidentally spilled ink on them. I'll be more careful.
Mother: These things happen. Let's see if we can salvage them.

(iv) You forgot to bring your friend's notebook to school after borrowing it.
You: Sorry, I didn't mean to forget your notebook. I'll bring it tomorrow for sure.
Friend: No problem. Just remember to bring it tomorrow.

Sample dialogues:

(i) You did not bring an assignment that was due for submission.
Student: I owe you an apology for not submitting my assignment today, Ma'am. I assure you that this will never happen again.
Teacher: I accept your apology. Please ensure you submit it by tomorrow without fail.

(ii) You were late to school for the past three days and had to meet the Principal.
Student: I'm extremely sorry for being late to school for the past three days, Sir. I promise it won't happen again.
Principal: I'm glad you realised your mistake. Please ensure you manage your time better going forward.

(iii) You did not submit your project work and were asked to explain.
Student: I really regret not submitting my project on time, Ma'am. I assure you that this will never happen again and I will submit it by the end of this week.
Teacher: I appreciate you saying this, but please understand that deadlines are important. Submit it by Friday.

2. Dev Datt said, 'Indeed, we ought to be united in this hope. That is why we press on towards Ujjain,' because they all shared the same goal of finding employment and gaining an audience with the King of Ujjain. Dev Datt believed that unity of purpose and determination would help them achieve their aim, and so they needed to keep moving forward together.

3. Har Datt said, 'Look there, friends. A camel has passed this way. The tracks are fresh,' because he had carefully observed the footprints on the ground and noticed that they were recent and clear, indicating that a camel had passed through that very path not long ago.

4. Shiv Datt said, 'It appears to be a merchant, running as if pursued by trouble,' because he observed the man's hurried and anxious manner of running, which suggested that he was in distress or searching desperately for something, as a merchant might when he has lost valuable goods.

5. The merchant said, 'How could you possibly know that? The poor creature has been unwell for two weeks now. Surely you are a healer!' because the four young men had accurately described the condition of his camel — including its lameness and other ailments — without having seen it. The merchant was astonished by their precise knowledge and could not understand how they knew these details unless they were healers or had seen the camel.

6. Dev Datt said, 'You are free to do as you wish, sir. If the King desires our presence, we shall be waiting under that banyan tree yonder,' because the four young men were confident in their innocence and had nothing to hide. They were calm and composed, and were willing to face the King to prove that they had not stolen the camel. They trusted that the truth would prevail.

The correct order of events is:

1. 3 — Ram Datt explains how he infers from the tracks that the camel is lame.
2. 1 — The King asks the merchant to clearly state his accusation.
3. 5 — Shiv Datt reveals that the camel is blind in its right eye as it had only chewed on the leaves on the left side of the road.
4. 6 — Dev Datt explains his observation about the camel's pain and careful movement.
5. 7 — Har Datt clarifies how he knew that the camel has a short tail.
6. 8 — The merchant accuses the four men of knowing a lot about his missing camel.
7. 4 — The King praises the young men for their observations and dismisses the merchant's accusation.

*(Note: Students should verify this order with the full play text in their textbook.)*

Statement A is FALSE.

Corrected statement: Dev Datt does NOT believe that finding employment is an easy task. On the contrary, he acknowledges that 'Ten days are but a short span in the grand scheme of things' and that 'we may still have many more roads to wander before we find employment befitting all four of us.' This shows he is realistic about the challenges ahead.

Statement B is TRUE — Ram Datt is indeed confident that the King would recognise their talents and appoint them to his service.

Ram Datt's confidence in gaining the King's recognition tells us that:

1. He is self-aware and believes in his abilities: He is confident that his talents are worth recognising, which shows a healthy sense of self-worth.

2. He is ambitious and goal-oriented: He has a clear vision of what he wants — a position in the King's court — and believes it is achievable.

3. He is optimistic: Despite the hardships of their journey, he maintains a positive outlook and keeps the group motivated.

4. He is proud of his skills: His confidence suggests that he and his companions possess genuine abilities that they believe are valuable enough to earn royal recognition.

Correct Option: B. moving forward with determination

Justification: The phrase 'press on' means to continue moving forward despite difficulties or challenges. In this context, Dev Datt is encouraging the group to keep going towards Ujjain with determination and a united sense of purpose, not to slow down or stop.

Correct Option: C. He is cautious and thoughtful, preferring to plan ahead.

Justification: Har Datt's statement shows that he does not rush into things impulsively. He recognises that gaining an audience with the King is not simple and requires careful planning. This reflects a cautious, thoughtful, and strategic personality — he prefers to think before acting, which is a sign of wisdom and maturity.

Correct Option: B. Both (A) and (R) are true, but (R) is not the correct explanation of (A).

Justification: Both statements are true — the merchant was indeed humbled and ashamed when his false accusation was disproved, and the King did invite the four men to join his court. However, the merchant's shame was caused by the exposure of his hasty and unjust accusation, not by the King's invitation to the four men. Therefore, (R) is not the correct explanation of (A).

Correct Option: C. notice details that others might overlook

Justification: The four young men demonstrated the ability to observe and interpret subtle clues — such as the camel's tracks, the pattern of grazing, and other physical signs — that most people would not notice or think to analyse. 'Seeing beyond the obvious' means perceiving what is not immediately apparent to the average observer.

Ram Datt described the King's offer as 'an honour we had not dared to dream of' because although they had hoped to gain an audience with the King and perhaps find employment in his court, they had never imagined that they would be offered the prestigious position of royal advisers. Being appointed as advisers to the King was far beyond their expectations — it was the highest honour they could have received, and they had not allowed themselves to hope for something so grand.

The King's offer to the four men reflects his values as a ruler in the following ways:

1. He values intelligence and wisdom: By recognising and rewarding the four men's exceptional observational and analytical skills, the King shows that he prizes wisdom and intellect above all.

2. He is just and fair: He listens to both sides of the argument, examines the evidence carefully, and makes a fair judgement — dismissing the merchant's false accusation and honouring the innocent men.

3. He is forward-thinking: By appointing the four men as advisers, he shows that he wants the best minds to guide his kingdom, reflecting a desire for good governance.

4. He is generous and appreciative: He does not merely acquit the men but goes further to reward them with a prestigious position, showing generosity and the ability to recognise and appreciate rare talent.

The dusty road leading to Ujjain symbolises the hardships and difficulties of the young men's journey. It suggests:

1. Physical hardship: A dusty road implies a long, tiring, and uncomfortable journey on foot, without the comforts of modern travel.

2. Uncertainty: The road is not a smooth, easy path — it is rough and dusty, reflecting the uncertainty and challenges they face in finding employment.

3. Perseverance: Despite the difficult conditions, the young men continue to press on, showing their determination and resilience.

4. Humble beginnings: The dusty road reflects their modest circumstances — they are not wealthy travellers but young men seeking their fortune through their own abilities.

The merchant became suspicious of the four men because they were able to describe his missing camel in great detail — its lameness, its blindness in one eye, its short tail, and its illness — without having seen it. He could not understand how they possessed such precise knowledge of his camel unless they had stolen it.

What this tells us about the merchant:
1. He is impulsive and quick to judge: He immediately jumps to the conclusion that the men are thieves without considering any other explanation.
2. He lacks the ability to think logically: He does not consider that the men might have deduced these facts from observation of clues on the road.
3. He is anxious and distressed: His suspicion is partly driven by his desperation to find his camel, which clouds his judgement.
4. He is somewhat arrogant: He is indignant and aggressive in his accusations, showing a lack of humility.

The four young men's observations about the camel serve as a crucial turning point in the play because:

1. They attract the King's attention: Their detailed and accurate descriptions of the camel, deduced purely from observation, astonish the King and the entire court.

2. They prove their innocence: By explaining the logical reasoning behind each observation, they demonstrate that they had not seen the camel but had merely read the clues left behind — thus disproving the merchant's accusation.

3. They showcase their extraordinary abilities: The observations reveal the four men's exceptional powers of deduction, observation, and reasoning — qualities that the King immediately recognises as rare and valuable.

4. They lead to their reward: It is precisely because of these observations that the King offers them the prestigious position of royal advisers, transforming their fortunes completely.

Thus, the observations change the entire course of the play — from a false accusation to a royal appointment.

The King believed the four young men and not the merchant because:

1. Logical and reasoned explanations: Each of the four men provided a clear, logical explanation for how they had deduced their knowledge of the camel from physical clues on the road — tracks, grazing patterns, insect bites, etc. Their reasoning was coherent and verifiable.

2. Consistency: All four men's accounts were consistent with each other and with the physical evidence, making their story credible.

3. No motive for lying: The young men had no reason to steal the camel or to lie about it. They were simply travellers seeking employment.

4. The merchant's hasty accusation: The merchant had made his accusation impulsively, without any real evidence. His inability to counter the young men's explanations weakened his case.

5. The King's wisdom: The King was a wise and just ruler who listened carefully and evaluated the evidence before making a judgement.

The four young men's capabilities make them highly suitable to become royal advisors for the following reasons:

1. Exceptional observation skills: They can notice and interpret minute details that others overlook — a vital skill for advisors who must assess situations accurately.

2. Logical reasoning and deduction: They can draw correct conclusions from limited information, which is essential for sound decision-making.

3. Calm under pressure: When falsely accused, they remain composed and articulate, demonstrating emotional stability and confidence.

4. Teamwork and complementary skills: Each of the four men contributes a different observation, showing that they work well as a team and that their combined abilities are greater than any individual's.

5. Integrity and honesty: They are truthful and transparent in their explanations, qualities that are indispensable in trusted advisors.

6. Wisdom: They understand the 'grand scheme of things' and approach challenges with patience and strategy.

The merchant feels ashamed for accusing the four young men of stealing his camel because he realises that his accusation was completely wrong and unjust. He had acted impulsively, driven by panic and suspicion, without taking the time to think logically or listen to the young men's explanations.

When the four men calmly and clearly explained how they had deduced the details about the camel purely from observing the clues on the road — without ever having seen the animal — the merchant understood that they were not thieves at all. They were simply extraordinarily observant and intelligent young men.

His shame comes from the realisation that:
1. He had falsely accused innocent people.
2. He had dragged them to the King's court without any real evidence.
3. He had misjudged them completely, while they had shown far greater wisdom and composure than he had.
4. His own hasty and arrogant behaviour stood in sharp contrast to the young men's calm, honest, and rational conduct.

The experience teaches the merchant — and the reader — the importance of thinking before making accusations and the danger of letting anxiety and pride cloud one's judgement.

1. Some word games need a lot of thought and deduction. (deduce)
2. We need to make close observations of animals in order to understand their behaviour. (observe)
3. A detailed scrutiny of the documents shows a lot of errors. (scrutinise)
4. You should not make any false accusations against anyone. (accuse)
5. She was given an award in recognition of her contribution to literature. (recognise)

| Column 1 | Column 2 |
|---|---|
| 1. with all our hearts | (vi) complete sincerity |
| 2. to be precise | (iv) exact and accurate |
| 3. gain an audience with | (v) meeting or hearing someone |
| 4. catch his breath | (vii) to pause or rest for some time |
| 5. erupts in applause | (ii) starts cheering together |
| 6. grand scheme of things | (viii) overall plan of life in a larger context |
| 7. taken aback | (i) surprised |
| 8. more than meets the eye | (iii) hidden information that is not obvious |

Sample sentences using five expressions:

1. With all our hearts, we wished our team success in the final match.
2. The answer, to be precise, is forty-seven, not forty-eight.
3. The students hoped to gain an audience with the Principal to discuss the new timetable.
4. After running the marathon, he stopped to catch his breath before speaking to the reporters.
5. When the magician revealed his trick, the audience erupted in applause.

FACE:
| Meaning | Sentence |
|---|---|
| 1. (n.) the front part of a person's head | (iii) She has a round, smiling face. |
| 2. (v.) to be positioned with the face or front towards | (i) Ravi turned to face his father, when he was called. |
| 3. (v.) to deal with a difficult task or situation | (iv) We should be ready to face life's challenges. |
| 4. (n.) the front or surface of a thing | (ii) The face of the clock was painted red and blue. |

BEAR:
| Meaning | Sentence |
|---|---|
| 1. (v.) tolerate | (iv) I can't bear the sound of vehicles honking. |
| 2. (v.) accept | (iii) Riya agreed to bear the responsibilities with confidence. |
| 3. (n.) a large heavy mammal | (ii) I spotted a bear on a wildlife safari. |
| 4. (v.) produce; give birth to | (i) The trees that I planted in my garden took a long time to bear fruit. |

| Column 1 | Column 2 |
|---|---|
| 1. I will gladly pay your fee if you can cure it. | (ix) willingness |
| 2. You must have stolen it and sold it off. | (v) logical conclusion |
| 3. You shall come with me to face the King! | (x) command |
| 4. How could you possibly know that? | (i) expression of disbelief |
| 5. I am confident he would recognise our talents and appoint us to his service. | (viii) prediction |
| 6. A camel with a long tail would have fended off these pests with ease. | (ii) imagined (hypothetical) possibility |
| 7. They may tell us more than meets the eye. | (xi) possibility |
| 8. May your wisdom shine upon Ujjain and guide us to prosperity. | (vi) wish or hope |
| 9. Indeed, we ought to be united in this hope. | (iii) moral obligation or advice |
| 10. We need to devise a strategy. | (vii) necessity |
| 11. You speak of my camel as if it stood before you, yet you dare to claim not to have seen it! | (iv) challenge |

An old man, known for his wisdom, lived in a small village. One day, a young boy asked him, 'How 1. can (ability) I become wise like you?' The old man smiled and said, 'Wisdom 2. must (necessity) be earned through patience. You 3. should (suggestion) listen, more than you speak.' The boy thought for a while and replied, 'It 4. might (weak possibility) take years, but I'll try.' The old man nodded. 'You 5. must (obligation) learn from your mistakes too. Wisdom 6. may (possibility) come slowly, but it always arrives for those who seek it.' The boy knew he 7. could (ability) become wise if he followed the old man's advice.

1. (Example given) It is advisable for you to think before you speak.
→ You *should* think before you speak.

2. It is unnecessary to worry about things beyond your control.
→ You need not worry about things beyond your control.

3. It is not possible for a person to gain experience without taking risks.
→ A person cannot gain experience without taking risks.

4. It is essential to treat others with kindness, even when they disagree with you.
→ You must treat others with kindness, even when they disagree with you.

5. It is not allowed to interrupt when someone else is speaking.
→ You must not interrupt when someone else is speaking.

*(Note: The audio transcript is not available in the OCR text. The following is a suggested matching based on the nature of the statements. Students must verify with the actual audio/transcript provided by the teacher on page 48.)*

| Statement | Speaker |
|---|---|
| 1. Witty characters prove that cleverness is as powerful as strength. | Speaker (ii) |
| 2. Witty characters show us ways to make learning enjoyable. | (Not needed) |
| 3. Witty characters in a story keep the reader involved. | Speaker (iii) |
| 4. Witty characters teach me that tricky situations can be managed calmly. | Speaker (iv) |
| 5. Witty characters add excitement to a story by their extraordinary deeds. | (Not needed) |
| 6. Witty characters can deactivate tense situations with their cleverness. | Speaker (i) |

The sentence is: 'I take my dog for a walk in the evening.'

The meaning changes depending on which word is stressed:

1. I take my dog for a walk in the evening.
→ Meaning: It is *I* (not anyone else) who takes the dog for a walk.

2. I take my dog for a walk in the evening.
→ Meaning: It is *my* dog (not someone else's dog) that I take for a walk.

3. I take my dog for a walk in the evening.
→ Meaning: I take my dog for a *walk* (not a run or a drive) in the evening.

4. I take my dog for a walk in the evening.
→ Meaning: I take my dog for a walk in the *evening* (not in the morning or afternoon).

Key lesson: Word stress in a sentence highlights the most important piece of information and can completely change the meaning or emphasis of what is being communicated.

All the following sentences are statements or exclamatory sentences and should be said with a falling tone (↓) at the end:

1. Good day, kind sirs. ↓
2. We regret to inform you that we do not know where it is. ↓
3. You describe it perfectly! ↓
4. You shall come with me to face the King! ↓

Note for students: When practising, ensure your voice drops at the end of each sentence. Exclamatory sentences, despite expressing strong emotion, still follow the falling intonation pattern in English.

Sample Formal Letter:

---

[Your Name]
[Your Address]
[City, Pin Code]
[Date]

The Commissioner
Municipal Corporation
[City Name]

Subject: Complaint Regarding the Poor Condition of the Road Leading to [Colony Name]

Respected Sir/Madam,

I would like to bring to your attention the extremely poor condition of the kutcha road leading to our colony, [Colony Name], in [Area/Ward Name]. I am writing to draw your attention towards this urgent matter, which has been causing great inconvenience and posing serious safety risks to the residents.

The problems that we face are numerous and severe. Due to the recent heavy rains, the road has developed large and deep potholes, making it extremely dangerous for pedestrians, cyclists, and motorists alike. Several residents have already suffered minor injuries due to falls caused by these potholes. Furthermore, rainwater has accumulated in these potholes, creating stagnant pools of water that serve as breeding grounds for mosquitoes. As a result, there has been a noticeable increase in mosquito-borne illnesses such as dengue and malaria in our area. Consequently, the health and safety of the entire community are at serious risk.

Firstly, I would like to suggest that the road be repaired and properly paved at the earliest opportunity. Secondly, I request that proper drainage facilities be installed to prevent the accumulation of rainwater in the future. I request you to look into this matter urgently and take the necessary action to address these issues. I look forward to your prompt response and swift action.

Thank you for your time and consideration.

Yours faithfully,
[Your Name]
[Contact Number]

Guidelines for staging the play 'Wisdom Paves the Way':

1. Choose roles: Assign the roles of Dev Datt, Ram Datt, Shiv Datt, Har Datt, the Merchant, the King, the Sentry, and any other characters.

2. Script reading: Read the script aloud as a group, paying attention to each character's personality and tone.

3. Intonation and stress:
- The Merchant should speak with urgency, indignation, and rising tone when asking questions.
- The four young men should speak calmly and confidently, with falling tones on statements.
- The King should speak with authority and a measured, falling tone.
- Exclamatory lines like 'You shall come with me to face the King!' should be delivered with a strong falling tone.

4. Stage movements: Plan where each character stands and moves during key scenes — the road, the arrival at the palace, and the court scene.

5. Props and costumes: Use simple props — a bundle of sticks for the road scene, a throne for the King, and appropriate costumes to suggest the historical setting.

6. Rehearse: Hold at least two rehearsals before the final performance, focusing on clear diction, correct intonation, and natural movement.

7. Performance: Present the play to the class with confidence, ensuring every line is delivered clearly and with appropriate expression.

Brief introductions to guide library reading:

1. Vikramaditya and Betal (Baital Pachisi): A collection of 25 tales in which King Vikramaditya must carry a corpse (Betal/Vetala) possessed by a spirit. The spirit tells him a story and asks a question at the end. If the king knows the answer and stays silent, his head will burst. These stories explore wisdom, justice, and moral dilemmas.

2. Tenali Rama: Stories about the witty court jester of King Krishnadeva Raya of the Vijayanagara Empire. Tenali Rama uses his intelligence and humour to solve problems, expose hypocrisy, and help the innocent.

3. Gopal the Jester (Gopal Bhar): Stories from Bengal about Gopal, the witty court jester of King Krishnachandra. He uses clever wordplay and humour to teach lessons and outwit the arrogant.

4. Panchatantra Tales: Ancient Indian fables attributed to Vishnu Sharma, featuring animals as characters. Each story teaches a practical lesson about life, wisdom, friendship, and strategy.

*Students are encouraged to read at least one story from each collection and share the theme and interesting parts with their classmates and teacher.*