Saturday, 8 December 2012

BBS Vocabulary For Nov-Dec


Following are your vocabulary words for November and December. Go through them carefully, then attempt the tasks that follow:


Now try and identify which of the above vocabulary words can relate to the following pictures:



Once you're successful with the task above, attempt the following worksheets to further test your understanding:




Bluebells School International
Class XI Vocabulary Worksheet (Nov – Dec): Level 1

Name:  _____________________________                                                   Teacher: Ms. Geetanjali Kumar
Class and Section: ____________________                                                     Date: _____________________
___________________________________________________________________________________________
Fill in the blanks with the vocabulary words for the months of Nov-Dec:
1.       Arshia seemed lost in ___________ thought when I saw her in the park this morning.
2.       When Rita's condolence was offered with a smirk, Preeti wondered if she were merely spouting ___________.
3.       The crowd was ready to ___________ the man accused of murder when the judge reminded them that he had not yet been proven guilty.
4.       Politicians are often accused of ___________, but Sahil Sharma seems different.
5.       The street bazaar was a ___________ of colours, smells and sounds.
6.       A hard-core atheist, Ramanujam would never ___________ any religious cause.
7.       At the press conference, the minister declared that he had resigned of his own ___________.
8.       When Mr. Gupta passed away without a will, the family property became a major ___________ between his sons.
9.       The ___________ of the argument left an irreparable rift among the members of the group.
10.   It seems that our planet is headed for an environmental ___________. Pretty soon, nature would vanish without a trace.
11.   The teacher refused to be swayed by the sudden ___________ shown by her otherwise insolent students.
12.   Ravi rushed to help the small child amidst the ___________ caused due to the sudden explosion.
13.   The ___________ from the factory is responsible for the pathetic condition of this river.
14.   The class of unruly students was in complete ___________ in the absence of their class teacher.
15.   Mozart’s music formed the perfect backdrop for the ___________ at church this Sunday.
16.   Skinner stated that his expertise was in the realm of behavior, not ___________.
17.   Although he belongs to an ___________ family, Raghav has never makes frivolous demands to his parents.
18.   The number of students falling prey to peer pressure has ___________ alarmingly in the last two years.
19.   People doubted her ___________ when three eye witnesses placed her at the scene of the crime.


LEVEL 2

Fill in the blanks with the Nov-Dec vocabulary. The words in brackets are the antonyms and can be used as hints:

The _______________ (shallow) valley was abuzz with activity. The noise levels created an almost unintelligible __________________ (serene atmosphere). Amidst a __________________ (monotonous image) of colours, one could easily discern the diligent faces of the youth who had chosen to _______________ (oppose) the Yamuna Bachao Aandolan.

When asked who they were representing, the young boys and girls happily stated that they came of their own ________________ (compulsions). The ring of _______________ (mendacity) in the voices convinced the reporters that they weren’t merely another group sharing ________________ (brand new thoughts/ideas) on TV.  The cause was strengthened as even children of ________________ (poor) families had come to protest against the ______________ (pure, clean drainage) spoiling River Yamuna.

The volunteers and Mr. Ramachandran have had a ____________________________ (accord) among them since the beginning of this project.  They seemed ready to verbally _____________ (secretly imprison) each other at any given opportunity. When the project first began, it was quite slow in its impact. Yet, to encourage them, _____________ (insults) poured in from many sides but Mr. Ramachandran, a nearby factory owner showed his dissent clearly.

However, Mr. Ramachandran’s objections did not cause the expected ______________________ (peaceful ambience) among protestors. In fact there wasn’t even a hint of _________________ (sweetness) in the students’ attitude towards Ramachandran.  Since then, the number of volunteers seemed only to ____________ (decrease). 
The leader of the volunteers switched off Mozart’s __________________ (unchristian scattering / unchristian music) for a minute to talk to the reporter. He said that it took a high degree of ________________ (non thinking brain) and patience for the group to form and work together. Now that they were a large hardworking group, they were willing to fight till __________________ (big bang – the origin of the universe)!

LEVEL 3

Complete the passage given below using the vocabulary words for the months of Nov-Dec. One pair of synonyms has been skipped and one word has been repeated to make the passage even more challenging. Enjoy!

Araj came from an ___________________ family. His father was a millionaire and his mother had her own law firm. However, at school, he was just one among many, and he enjoyed the freedom it brought.

Out of his own _____________, he had let his peers believe that his father was a travelling salesman. His ____________________ was never questioned because he ensured complete _________________ in all other respects. In fact, his peers called him Harish Chandra because they felt he _________________ the old ________________, ‘honesty is the best policy’.

One evening, after school, the students of the school soccer team were called by Coach Raman. Araj was the team’s star player. Coach Raman did not believe in spouting _________________ such as what matters is how you play the game, winning is secondary. Coach Raman’s philosophy was clear: you play, you win.

The soccer teams of school XYZ and Bluebells had had a _________________________ between them forever.

Apparently, XYZ had thrown an open challenge to Bluebells. After winning the last tournament, XYZ soccer team proclaimed to the newspapers that they were undefeatable on Bluebells grounds. Hearing this, the players on Araj’s team seemed to want to _____________ the members of the XYZ team straightaway and bring about an _______________ on school grounds, but the coach’s next words doused their exuberance.

The coach agreed with XYZ! Araj saw the _________________ of emotions rushing across the faces of his team members. Embarrassment, anger, jealousy, shock… they were all there. Finally, indignation won. Araj smiled. Perhaps his level of ____________ was faster or it was simply that he knew his coach too well. This was merely a ruse to goad the team into better performance. With this bunch of lackadaisical jocks, _________________ was not the way to go.

Araj could almost taste the ___________ in their looks and hear the _____________-like sting of filthy words waiting behind the clipped mouths, when the coach changed directions. He dared them to prove him wrong. The looks changed. Like a _______________ coming to an end, the hushed embers of enthusiasm flared to life again.


Thursday, 6 December 2012

Father to Son - Post Reading Task




Listen to Linkin Park's 'Numb'. Although Numb was written for an entirely different purpose, we can try and read the lyrics almost as a response by the son, to the father in Elizabeth Jenning's poem.

The father in the poem complains that his son has changed. He is no longer the boy he used to be. Perhaps the son would say:

I'm tired of being what you want me to be
Feeling so faithless, lost under the surface
Don't know what you're expecting of me
Put under the pressure of walking in your shoes
Every step that I take is another mistake to you

The father in the poem says that the child is built to his design. The son would reply:

I've become so numb, I can't feel you there
Become so tired, so much more aware
I'm becoming this, all I want to do
Is be more like me and be less like you

The father in the poem is afraid to let go. He wants his son to stay with him. Even if the son were to explore the world like the prodigal son, the father hopes that the son would fail and finally realise that home is where he wants and should be. The son might have replied as follows:

Can't you see that you're smothering me,
Holding too tightly, afraid to lose control?
'Cause everything that you thought I would be
Has fallen apart right in front of you.
Every step that I take is another mistake to you.
And every second I waste is more than I can take.

And I know
I may end up failing too.
But I know
You were just like me with someone disappointed in you.

The son finally admits his inability to understand his own self and we see this reflected in the following lines:

I'm becoming this, all I want to do
Is be more like me and be less like you.


 

Father to Son - Analysis

ELIZABETH JENNINGS
ABOUT THE POET :

- An English Poet
- Born July 2, 1926 in Lincolnshire
- Education - St. Anne's College, Oxford High School
- Books: New Collected Poems, A Spell of Words, Every Changing Shape, After the Ark and so on
- Died October 25, 2001 

- Regarded as a traditionalist rather than an innovator, she was appreciated for the lyrical quality of her poetry and simplicity of meter and rhyme. She was a staunch Roman Catholic which reflects in her poetry as well. (ref. 'the prodigal son')


THE PRODIGAL SON :

'The Prodigal Son' is a Biblical reference from the New Testament's parables of Jesus. The story is of a father with two sons. The younger demanded his inheritance despite the fact that traditionally, the eldest born is heir. The father accedes and the spoilt younger son leaves home. He spends his fortune foolishly, eventually returning to his father's house with barely a stitch of cloth on his body. The father forgives him, and welcomes him into his embrace with open arms and a celebratory feast. Artist Pompeo Batoni represented this parable beautifully through the following painting:


ANALYSIS OF THE POEM:

The theme of the poem is the generation gap which occurs when the communication link between two generations breaks due to a mutual lack of understanding, tolerance and acceptance. Compare and contrast this poem with the poem 'Childhood'. That poem was the child's perspective and struggle to understand himself. This poem is the father's inability to come to terms with the young adult who has replaced the father's 'little boy'.

The poem highlights the internal conflict a father undergoes when his son becomes old enough to define his own interests, thoughts and perceptions. The brooding father complains that he cannot understand his child despite having lived together for many years in the same house. The father tries to continue a relationship based on what he knew of the son from his youngest years but of course, the son has change over time. The tone is almost pleading, attempting to find a link with his grown up son.

Using a typically agrarian imagery, he questions whether he has already lost his own child, his son, due to this distance between them or was the son on a mental plane that was entirely his own and which, the father cannot access. The father uses ‘I’ in these lines acknowledging his own role in creating this communication gap between them.

The father and son have become strangers with no understanding of each other. Traditionally, the son’s upbringing is in the very environment and with the values the father provided. Thus, the father feels his son is built to his design and should be like his father in most aspects. However, his son now has interests the father cannot share. There is no shared passion, no common ground. Most times, there is only an awkward silence between them. The frustration of the father is evident as he struggles to understand why his own son, his flesh and blood, has turned into an absolute stranger.

The father in the poem sees his child as the prodigal (spendthrift, underlying implication: foolish) son and wants him to return to the home he has always known. He does not want the son to make his own world, away from his father. The father says he would forgive his son if he asked for forgiveness like the prodigal son. He would love him again despite the sorrow of the distance that existed between them once. The tone is slightly condescending and implies that the father is unable to let his son go, even at the cost of restricting the son's personal development and independence.

The son admits that he is at a point where he is struggling to understand even himself. He does feel the grief of the broken relationship he shares his father and yet, there is an anger that arises out of his confused, fraught inner self. The son speaks for the first time and it is quite clear, that the frustration lies on both sides. Pablo Neruda once commented on the sadness that arose from being unable to understand oneself. The son seems to be in the same confused, sad and yet, angry phase of growth. This stanza is reminiscent of the poem 'Childhood' which outlines a child's struggled to understand himself as he turns into a young adult.

The father concludes the poem realising that in their hearts, each of them wants to forgive the other. However, neither wants to take the first step and ask for forgiveness. Each puts out an empty hand for the other to take, but neither places theirs in the other’s hand. However, it is positive that at least they long to forgive and find a way to make things work.

Usually, by the time parents accept the new individuality of their children, the damage has already been done and the process of coming together is difficult and painful. Respecting each others’ differences is the only way to alleviate the distance, the strange and awkward silence.

While the father’s anguish and frustration is highlighted, the ego comes through as well. It is also noteworthy that the poem is written by a woman and not a man. A number of questions remain open to speculation.


QUESTION BANK:
 
Short answer questions –
Q.1. Read the lines given below and answer the following questions:-
        Yet have I killed
        The seed I spent or sown it where
        The land is his and none of mine?
        We speak like strangers,there’s no sign
        Of understanding in the air.

(a)    Who is ‘I’ in these lines? Whom is he talking about?
(b)   Explain the meaning of the first sentence
(c)    What is the poet’s mood in these lines?

Q.2. Read the lines given below and answer the following questions:-
        This child is built to my design
        Yet what he loves I cannot share,
        Silence surrounds us.

(a)    What is the meaning of the first line?
(b)   What kind of relationship exists between the father and son?
(c)    Find two expressions which show the desolation the father feels

Q.3. Read the lines given below and answer the following questions:-
                       I would have
       Him prodigal,returning to
       His father’s house,the home he knew,
       Rather than see him make and move
       His world, I would forgive him too,
       Shaping from sorrow a new love.

(a)    Explain the use of word ‘prodigal’ in the 2 line
(b)   What does ‘I’ not want?
(c)    What would ‘I’ forgive?
(d)   What is the meaning of the last line?

Q.4. Read the lines given below and answer the following questions:-
        He speaks: I cannot understand
        Myself,why anger grows from grief
        We each put out an empty hand,
        Longing for something to forgive.

(a)    Who are ‘he’ and ‘I’?
(b)   What do the first two lines say about their relationship?
(c)    What are they both trying? Are they successful?

Q.5. Read the lines given below and answer the following questions:-
        I do not understand this child
        Though we have lived together now
        In the same house for years.i know
        nothing of him,so try to build
        up a relationship from how
        he was then small.

(a)    How are ‘I’ and the child related?
(b)   What does ‘I’ know about the child?
(c)    What does ‘I’ wish to try?
(d)   What are the names of the poem and the poet?

Q.6.What kind of relationship do the father and son share? Why is it so?
Q.7.The father wants his son to be like the prodigal son.Why?
Q.8.What emotions have been expressed by the father regarding his relationship with his son?
Q.9.What does the father feel about this stranger-like relationship with his son? Does he wish to change it?
Q.10.The anguish of the father comes through very strongly in the poem.Show his feeling about his son as expressed in the poem. 


Father to Son - Pre Reading Task


The first video is in English, the second is subtitled and the third may have more than one themes. As you watch, reflect on the theme of 'Generation Gap' that is the thread of commonality among them.







The Tale of Melon City - Post Reading Task


Armed with the tools of wit, irony and sarcasm, author Kalki wrote a satire about a king who tried to challenge his fate. You will read the complete story in class XII. For now, enjoy a poetic version of Kalki's 'THE TIGER KING'!


The Maharaja Jilani Jung Jung Bahadur took his infamous birth
One day, said the astrologers, death would dance at his hearth
Lo and behold! The ten day old king spoke to the men few
"Stop fooling around and tell me something new!"

The king was born in the hour of the bull
Hence, a tiger, one day, would have his skull
Courage reincarnate, the king growled
Let tigers beware as they prowl.

He killed his first tiger, threw a party and began to boast
Was quickly told, the hundredth tiger will have him toast
Seventy lords of jungle, the Tiger King murdered
No more were left and the king shuddered

He chose the ball and chains 
Where tigers were still to be found
He fought the marriage pains
For to tigers, he was bound

He banned tiger hunting
For all save one
Even risked the Brit ire
To kill another one

At last came the day
When the ninety ninth was dead
The jungles were vacant
Not a word was said

Then sheep began disappearing
Oh a tiger must be about
The sad king heard the news
And gave a merry shout

But no one could find this animal
Several incompetent lost their jobs
The land taxes became criminal
As the king's temper rose by knots
When the Dewan faced the brunt
He produced the old tiger he had hidden
The poor beast was tethered forcibly
And the fake king tither bidden

The king raised his gun
He was a good shot
The tiger rolled over in fright
The king was done with the lot

He went back to his happy life
Fearless of death forever more
And bought a cheap wooden tiger
When his son turned a year less than four

The wood was poor carpentry
Slivers where tetanus would linger
Worried all the lovely gentry
As the king pricked his finger

Surgeons were summoned
But the infection spread
The operation was successful
The king was finally dead!