Saturday 12 May 2018

Reported speech-some basic rules


Basic rules of reported speech

  We can report people’s speech in two main ways. We can, for example, give the exact       words spoken by them. This kind of structure is called ‘direct speech’.
  •  She said, ‘What do you want?’
  •  Sam asked, ‘Where are you going?’
  We can also make the speaker’s words part of our own sentence, using conjunctions and     changing pronouns and other words where necessary. This kind of reporting is called   ‘indirect speech’ or ‘reported speech’.
  •  She asked what I wanted.
  •  Sam asked me where I was going.
  Note that we cannot normally mix these two structures.

  Basic rules for indirect speech

  When words and thoughts are reported, there is usually a change of tenses, pronouns and    other words. These changes are mostly natural and logical.

  Change of pronouns

  A change of speaker may mean a change of pronoun. Study the following example.
  She said, ‘Where are you going?’ (Direct speech)
  She asked me where I was going. (Indirect speech)
  You may have noticed that the pronoun you in the direct speech changed to I in the       indirect speech. There are no exact rules regarding the change of pronouns. It all depends    upon the context.

  Change of ‘here and now’ words

  A change of place and time may mean changing words like here, this, now, today etc.       For example, here may become there in indirect speech; this may become thatnow may    become then.
  •  He said, ‘I got my report yesterday.’ (Direct speech)
  •  He said that he got his report the previous day. (Indirect speech)

  Change of tenses

  A change of time may mean a change of tense. So after past reporting verbs, the verbs of    the original speech are usually made more past.
  Simple present tense in the direct speech will become simple past tense in the indirect     speech. 
  Present continuous tense will become past continuous tense.
  Present perfect tense will become past perfect tense.
  Simple past tense will become past perfect tense
  Past continuous tense will become past perfect continuous tense. 

    
Reported Speech - Direct Speech and Indirect Speech
 Direct Speech
 Direct speech with quotation marks: "l learn at school."

 Reported Speech:
 Reported Speech: He said he worked in a bank.
 The tenses, word-order, pronouns are different from those in the direct   speech sentence.
 Direct SpeechReported Speech
 Jake says: "I bought some DVDs."Jake says that he bought some DVDs.

 Introduction Simple Present - English

 Direct SpeechReported Speech
 Susan saysI want an ice-     cream.Susan says that she wants an ice-cream.

  Reported Speech Speech: Change of tenses

 IntroductionTenses Direct SpeechTenses Reported Speech
 Ann said:want ice-cream.Ann said that she wanted ice-cream.
 Simple PastSimple PresentSimple Past
 Simple PastSimple Past
Present Perfect
Past Perfect
Past Perfect
 Simple Pastwillwould
 Reported Speech: 'to be'
 Simple Pastam/is/arewas/were
 Simple Pastwas/were
have/has been
had been
had been

 The Past Perfect Tense does not change in the Reported Speech.

 Questions - Reported Speech English

 Do you like Jake?
  She asked me if/whether I liked Jake.

  Questions with questions words-  Reported Speech

  “Who is your friend?”
  She asked me who my friend was.

  Commands Reported Speech - English

  “Sit down!” - The teacher told them to sit down.
  “Drink a lot of tea!” - He told us to drink a lot of tea.

  Changes - Reported Speech

  The tenses, word-order, pronouns are different from those in the direct     speech sentence.

  Change of pronouns - Change of place and time - Reported Speech

 Direct SpeechReported Speech
(Reported speech)
 Change of pronounsI
We
my
your
our
me
us
⇒ he/she
⇒ they
⇒ his/her
⇒ my
⇒ their
⇒ him/her
⇒ them
 Change of place and   timehere
today
this morning
yesterday
tomorrow
next week
next month
⇒ there
⇒ that day
⇒ that
 morning
⇒ the day before
⇒ the next day
⇒ the following week
⇒ the following month


TenseDirect SpeechReported Speech
 simple   present I like ice creamShe said (that) she liked ice cream.
 present   continuousI am living in LondonShe said (that) she was living in London.
 simple   past I bought a carShe said (that) she had bought a car OR She said (that) she bought a car.
 past   continuousI was walking along the streetShe said (that) she had been walking along the street.
 present   perfectI haven't seen JulieShe said (that) she hadn't seen Julie.
 past   perfect*I had taken English lessons beforeShe said (that) she had taken English lessons before.
 willI'll see you laterShe said (that) she would see me later.
 would*I would help, but..”She said (that) she would help but...
  canI can speak perfect EnglishShe said (that) she could speak perfect English.
  could*I could swim when I was fourShe said (that) she could swim when she was four.
  shallI shall come laterShe said (that) she would come later.
  should*I should call my motherShe said (that) she should call her mother
  might*I might be lateShe said (that) she might be late
 mustI must study at the weekendShe said (that) she must study at the weekend OR She said she had to study at the weekend
  * doesn't change.
 The direct question is the present simple of 'be'. We make the question form    of the present simple of be by inverting (changing the position of)the subject    and verb. So, we need to change them back before putting the verb into the    past simple.
  Here are some more examples:
Direct QuestionReported Question
  Where is the Post Office,     please?She asked me where the Post Office was.
  What are you doing?She asked me what I was doing.
  Who was that fantastic man?She asked me who that fantastic man had been.

  So much for 'wh' questions. But, what if you need to report a 'yes / no'       question? We don't have any question words to help us. Instead, we use 'if':
  • Direct speech: Do you like chocolate?
  • Reported speech: She asked me if I liked chocolate.
  No problem? Here are a few more examples:
   Direct QuestionReported Question
  Do you hate me?He asked me if I hated him.
  Have you ever been to Mexico?She asked me if I had ever been to Mexico.
   Are you living here?She asked me if I was living here.

    Reported Requests
  There's more! What if someone asks you to do something (in a polite way)?    For example:
  • Direct speech: Close the window, please
  • Or: Could you close the window please?
  • Or: Would you mind closing the window please?
  All of these requests mean the same thing, so we don't need to report every     word when we tell another person about it. We simply use 'ask me + to +     infinitive':
  • Reported speech: She asked me to close the window.
  Here are a few more examples: 
  Direct RequestReported Request
  Please help me.She requested me to help her.
  Please don't smoke.She requested me not to smoke.
  Could you bring my book tonight?She asked me to bring her book that night.
  Could you pass the milk, please?She asked me to pass the milk.
  Would you mind coming early     tomorrow?She asked me to come early the next day.
   To report a negative request, use 'not':
  • Direct speech: Please don't be late.
  • Reported speech: She requested us not to be late.
   Reported Orders
  And finally, how about if someone doesn't ask so politely? We can call this     an 'order' in English, when someone tells you very directly to do something.    For example:
  • Direct speech: Sit down!
  In fact, we make this into reported speech in the same way as a request.     We just use 'tell' instead of 'ask':
  • Reported speech: She told me to sit down.
Direct OrderReported Order
Go to bed!He told the child to go to bed.
Don't worry!He told her not to worry.
Be on time!He told me to be on time.
Don't smoke!He told us not to smoke 

   Time Expressions with Reported Speech

  Sometimes when we change direct speech into reported speech we have to    change time expressions too. We don't always have to do this, however. It     depends on when we heard the direct speech and when we say the     reported  speech.

  For example:

   It's Monday. Julie says "I'm leaving today".

   If I tell someone on Monday, I say "Julie said she was leaving today".
   If I tell someone on Tuesday, I say "Julie said she was leaving yesterday".
   If I tell someone on Wednesday, I say "Julie said she was leaving on     Monday".
   If I tell someone a month later, I say "Julie said she was leaving that day".

   So, there's no easy conversion. You really have to think about when the     direct speech was said.

   Here's a table of some possible conversions:
nowthen / at that time
todaythat day 
yesterdaythe day before / the previous day 
last nightthe night before, previous night
last weekthe week before / the previous week
tomorrowthe next day / the following day
 

 

Subject Verb Agreement-SOME BASIC RULES AND EXERCISES TO PRACTICE

Subject Verb Agreement

Basic Rules
A singular subject takes a singular verb whereas a plural subject takes a plural verb.
Examples:
→ The list of items is on the desk.
→ The items are on the desk

Rule 1
When two or more singular nouns or pronouns are connected by or or nor, use a
singular verb.
Example:
→ The book or the pen is in the drawer.

Rule 2
The verb in a sentence with either/or, or neither/nor agrees with the noun or pronoun
closest to it.
Examples:
→ Neither the plates nor the serving bowl goes on that shelf.
→ Neither the serving bowl nor the plates go on that shelf.
→ Either Lina or Sara is helping today with stage decorations.

Rule 3
As a general rule, use a plural verb with two or more subjects when they are connected
by and.
Example:
→ A car and a bike are my means of transportation.
Exceptions:
→ Breaking and entering is against the law.
→ The bed and breakfast was charming.
‘breaking and entering’ and ‘bed and breakfast ‘are compound nouns.

Rule 4
Sometimes the subject is separated from the verb by such words as along with, as well
as, besides, not, etc
These words and phrases are not part of the subject
The verb agrees with the subject, not with a noun or pronoun in the phrase.
Examples:
→ One of the boxes is open
→ The team captain, as well as his players, is anxious.
→ The book, including all the chapters in the first section, is boring.
→ The woman with all the dogs walks down my street every evening

Rule 5
Expressions such as with, together with, including, accompanied by, in addition to, or as
well do not change the number of the subject. If the subject is singular, the verb is too.
Examples:
→ The President, accompanied by his wife, is traveling to India.
→ All of the books, including yours, are in that box.
→ The politician, along with the newsmen, is expected shortly.

Rule 6:
Nouns such as ‘civics, mathematics, dollars, measles, and news’ require singular verbs.
Example:
→ The news is on at six.

Rule 7:
Collective nouns such as group, team, committee, class, and family. are words that
imply more than one person but that are considered singular and take a singular verb,
Examples:
→ The team runs during practice.
→ The committee decides how to proceed.
→ The family has a long history.
→ My family has never been able to agree.
→ The crew is preparing to dock the ship.

Rule 8:
Nouns such as scissors, tweezers, trousers, and cutters require plural verbs. (There are
two parts to these things.)
→ These scissors are dull.
→ Those trousers are made of wool.

Rule 9
In sentences beginning with here or there, the true subject follows the verb.
Examples:
→ There are four hurdles to jump.
→ There is a high hurdle to jump.
→ Here are the keys.
→ There are many questions.
→ There is a question.

Rule 10
Use a singular verb with distances, periods of time, sums of money, etc., when
considered as a unit.
Examples:
→ Three miles is too far to walk.
→ Five years is the maximum sentence for that offense.
→ Ten dollars is a high price to pay.
BUT
→ Ten dollars (i.e., dollar bills) were scattered on the floor.

Rule 11
The words each, each one, either, neither, everyone, everybody, anybody, anyone,
nobody, somebody, someone, and no one are singular and require a singular verb.
Examples:
→ Each of these hot dogs is juicy.
→ Everybody knows Mr. Jones.
→ Either is correct.

Rule 12
With words that indicate portions—e.g., a lot, a majority, some, all—
If the noun after ‘of’ is singular, use a singular verb. If it is plural, use a plural verb.
Examples:
→ A lot of the pie has disappeared.
→ A lot of the pies have disappeared.
→ A third of the city is unemployed.
→ A third of the people are unemployed.
→ All of the pie is gone.
→ All of the pies are gone.
→ Some of the pie is missing.
→ Some of the pies are missing.

SOME EXERCISES

Q1 Complete the following paragraph by filling in the blanks with the help of the
given options.

Camels (a) ________ friends of man. They are extremely useful to him. But, today
their population (b) ________ dwindling due to innumerable difficulties of their harsh
habitat. Moreover, the construction of roads (c) ________ them useless. Therefore,
local people (d) _________ little interest in breeding them.
(a) (i) was (ii) were (iii) are (iv) is
(b) (i) is (ii) are (iii) has (iv) have
(c) (i) make (ii) are making (iii) were making (iv) makes
(d) (i) takes (ii) take (iii) is taking (iv) was taking

Grandfather and my cousins (a) ____________ to the park. Neither I nor my brother
(b) ________________ them. Several benches (c) _____________ placed near the
small pond. Everybody (d) ____________ visiting the park.

(a) (i) is going (ii) goes (iii) has gone (iv) are going
(b) (i) have accompanied (ii) accompany (iii) is accompanying (iv) are accompanying
(c) (i) has been (ii) have been (iii) are (iv) is
(d) (i) are enjoying (ii) enjoy (iii) enjoys (iv) were enjoying

(c) Chennai (a) __________ the 1st Indian city to have suburban rail established in
1930.But, Chennai (b) __________ boast of a strong train culture. The problem (c)
______________ not in the infrastructure but in access to the stations. It is important
is to create an integrated transportation system that (d) ________ into the metro network.
(a) (i) was (ii) has (iii) have (iv) were
(b) (i) do not (ii) does not (iii) have not (iv) has not
(c) (i) lies (ii) lie (iii) is lying (iv) was lying
(d) (i) fed (ii) have fed (iii) has fed (iv) feeds

Mr. Jones, our neighbour (a) _____________ a number of trees in his garden. The
trees in his garden (b) ______________ a lot of fruit every year. Either me or my sons
usually (c) _________ him in the garden. He often (d) ___________ his children who stay in another town.
(i) have (ii) is (iii) are (iv) has
(i) produce (ii) produces (iii) is producing (iv) was producing
(i) was helping (ii) helps (iii) help (iv) were helping
(i) visit (ii) have visited (iii) visits (iv) is visiting

Q 2 In the following passage one word has been omitted in each line. Write the
missing word, in the sentences of the given paragraph, along with the word that
comes before and the word that comes after it in the space provided.
                                                                                                 BEFORE   MISSING  AFTER
Strong winds rain wear down rocks and e.g winds and rain        winds        and             rain
reduce them to gravel. When rain falls the (a)
earth it carries the gravel streams and (b)
Rivers. The meandering river cuts sides of (c)
the riverbank. This causes the river widen. (d)

Q3 Rearrange the following words and phrases to form meaningful sentences.

(a) board members / for / the / the chairman / the meeting / along with / was present
(b) papers / you / or / the / going / either / to sign / I am
(c) The / in / their / was divided / members of the council / opinion
(d) wants / are spoken /in /Tania / which languages/ Paris/ to know
(e) rapidly / the / number of / seeking jobs / people / computer industry/ is rising/ in the

10th std The Frog and the Nightingale

The Frog and the Nightingale

Q2 AND Q3 ARE TO BE NOTED DOWN IN THE NOTEBOOK

Q1 Read the extract given below and answer the questions that follow.

(a) So the frog and the nightingale
Journeyed up and down the scale,
For six hours till she was shivering
And her voice was hoarse and quivering.

i What is described as the journey?
ii How did the journey affect the nightingale?
iii Why did the frog and the nightingale begin the ‘journey’?
iv Give the antonym of the word ‘hoarse’.
i. The practice of musical notes by the frog and the nightingale is
described as the journey.
ii. The frog forced the nightingale to practice for six hours in wet weather
and this caused her to shiver and made her voice hoarse and quiver.
iii. The frog was jealous of the nightingale because she could sing better
than him, so he told her that she could become a winner only if she
trained under him otherwise she would remain a beginner.
iv. The antonym of the word ‘hoarse’ is mellow or soft.

(b) Other creatures loathed his voice
But, alas, they had no other choice.
And the crass cacophony
Blared out from the sumac tree

i Whose voice is talked about in the above lines?
ii Where did the ‘owner of the voice’ live?
iii Why did they loath his voice?
iv Give the antonym of the word – ‘loathed’.
i. The voice of the frog is talked about in the above lines.
ii. The frog( owner of the voice) lived in Bingle bog at the foot of the
sumac tree.
iii. The creatures loathed the voice of the frog because it was loud and
unpleasant and the frog croaked away from dusk to dawn every night.
iv. Antonym of the word -‘loathed’ is adored , liked.

(c) This is a fairy tale-
And you are Mozart in disguise
Come to earth before my eyes.

i Who is referred in the text as Mozart?
ii Why does the speaker call him a ‘Mozart in disguise’?
iii What advice did the ‘Mozart’ give the speaker of the above lines?
iv Find the synonym of the word ‘camouflage’
i. The nightingale refers to the frog as ‘Mozart’.
ii. The critical comments made by the frog on her singing and his self
praise, impressed the nightingale. She did not expect to find such talent
in a frog living in a bog. Hence, she calls him a ‘Mozart in disguise’.
iii. The frog told the nightingale that her singing was not much to boast
about. She would remain a beginner without proper training that he
could give.
iv. synonym of the word ‘camouflage’- disguise

(d) Oh! The nightingale confessed
Greatly flattered and impressed
That a critic of such note
Had discussed her art and throat

i Who was the critic?
ii Why was the nightingale impressed by him?
iii What does the nightingale tell him about her song?
iv Give the synonym of the phrase – ‘of such note’
i. The frog is critical of nightingale’s singing.
ii. The nightingale is flattered and impressed by the manner in which the
frog commented on her singing.
iii. The nightingale tells him that although the song is not divine, yet it is
her own creation.
iv. synonym of the phrase – ‘of such note’ - ability / calibre


Q2 Answer the following questions in 30-40 words. (TO BE NOTED DOWN IN THE  NOTEBOOK)

(a) Compare the reactions of the animals towards both the frog and the Nightingale.
The creatures of the Bingle Bog loathed the frog’s voice. They tried
complaints and insults, stones and sticks and even prayers to stop the frog
from singing but to no avail. However, the creatures admired and cheered the
nightingale’s singing.

(b) What compelled the nightingale to sing still dawn?
When the nightingale sang her first song after her arrival at Bingle Bog, all the
creatures were awestruck by her voice. She was greeted with cheers and
applause from everyone This admiration and applause was unusual for the nightingale.

 (c) Why did the frog ‘blare unrivalled’ after the death of the nightingale?
The frog had been singing in the bog despite criticism from all the creatures.
With the arrival of the nightingale, he feels threatened. He schemed to put the
bird out of the way and happily goes back to singing.

(d) What words has the poet used to convey his opinion about the frog’s singing?
The poet calls the frog’s song as crass cacophony – insensitive to the other
creatures living in the area. He also terms it as a Foghorn which is a loud
unpleasant noise that warns ships against dangers in the waters.

Q3 Answer the following questions in 100-120 words. (TO BE NOTED DOWN IN THE  NOTEBOOK)

(a) How did the Frog scheme to break the birds spirit and destroy her?
The frog pretended to be a master in music and promised to train the
nightingale. He got her addicted to the appreciation of the audience. He was
heartless. He forced her to practice in bad weather and for long hours when
she was not up to it. This affected her health and voice. He constantly
scolded her and it caused her to lose self confidence. She tried to do as the
frog demanded but finally burst a vein and died.

(b) Well poor bird she should have known.
That your song must be your own.’
Is the Frog right in his view? Give reasons to support your answer.
The nightingale has an enchanting voice and she enthralls the creatures of
the Bingle Bog with her singing. The cunning and jealous frog devises a plan
to get rid of her. The nightingale is unable to judge the true character of the
frog and is easily manipulated by the frog. The frog trains her in bad weather
and makes her over practice. As a result the nightingale loses the charm in
her voice, confidence, health, and finally her life.
The bird should have had confidence in herself and her singing not allowed
the frog to destroy her.

(c) What aspect of society does the poet want to highlight through the poem?
The poet, gives us a message of the importance of self-confidence and moral
courage in his poem - The 'Frog and the Nightingale'.
The frog despite his wicked nature believed that ‘your song must be your
own’. He had confidence to sing though he received so many brickbats.
Nothing could curb his determination to sing because he enjoyed it. In
contrast the nightingale was out to please people and finally destroyed
herself.
Our self-image is often based on what others make us believe we are. A poor self-image can do irreparable damage to us. You are what you think you are.
The Frog is cunning enough to make the nightingale feel insecure about her
singing and lead her to self destruction.

9th std THE LOST CHILD

THE LOST CHILD

TEXTUAL QUESTIONS

Answer the following in 30- 40 words.

(a) What did the child want from the fair? Why does he move on without waiting for an
answer from his parents?

The child like any other child wanted to have everything from the fair: toys,
balloons, sweets, and a garland of gulmohar. He wanted to watch the snake
charmer play the flute to a snake and ride in the roundabout.
The boy moved on without waiting for an answer because he knew that his
request would be denied at each step. He knew that his father won’t buy
anything.

(b) How was the child lost in the fair?

The child was fascinated with many things which he saw in the fair and wished
to possess everything but deep down in his heart he was aware of his parents’
refusal. When he saw people whirl pooling and shrieking in a roundabout, he
made a bold request to his parents. However, he received no reply and when he
turned to see his parents, he found them nowhere in the sight. In this way the
child got lost in the fair.

(c) Why did the lost child go towards the temple? What happened there?

The lost child was trying to find his parents at the fair. He ran to the shrine
because he saw people crowding near the entrance. There was so much
commotion that he might have been trampled if he had not shouted for his
parents at the highest pitch of his voice. A kind man from the crowd heard his
cries, lifted him up and tried to pacify him but the child only cried asking for his
mother and father.

(d) Who rescued the lost child? What did he offer to buy him?

At the shrine, a man in the crowd heard the child crying and lifted him up. To
soothe the weeping child, the kind man took him to every stall where the boy
previously had been and offered to buy him all that he had earlier desired but
this time he refused everything and asked only for his parents.

(e) Why does the lost child lose interest in the things that he had wanted earlier?

For any child the security of being with his parents is most important. While the
child was with his parents he was happy and wanted everything on the display
at the fair. However the child loses interest in the things that he wanted earlier because he was panic stricken on being separated from his parents. All he
wanted now was to be united with his parents. All the things that attracted him
in the fair earlier, no longer appealed to him once the harsh realization of being
lost hit him. The only thing that mattered to him was to find his parents.

(f) What do you think happens in the end? Does the child find his parents?

Right from the beginning of their journey, the parents continuously kept
checking whether the child was with them or not. In the end, when they may
have suddenly realized that the child was missing, they may have started a
frantic search for the lost child. The kind and understanding man who tried to
console the lost child by offering him various things at the fair may have asked
the child for some physical description of his parents and helped him to be reunited with his parents.

 Answer the following in 100- 120 words.

(a) When does he realize that he has been separated from his parents? How have his
anxiety and insecurity been described?

The child realizes that he has lost his way when on reaching the roundabout; he
stopped to observe the men, women and children enjoying themselves on it.
Watching them keenly he calls for his parents and turns to ask for permission to
go on the roundabout but there was no reply from them. He turned to look for
them but they were not there. He looked all around but there was no sign of
them. A full, deep cry rose within his dry throat and with a sudden jerk of his
body he ran from where he stood, crying out for his parents. Tears rolled down
from his eyes, his flushed face was convulsed with fear. Panic-stricken, he ran
from one side to the other, in all directions, knowing not where to go. His yellow
turban came untied and his clothes became muddy.

(b) How do you know that the child was a nature – lover?

The child was attracted to the nature’s little aspects because of his innocence.
When his mother diverted his attention to the mustard field he saw the flowers
which were in the nascent stage. The flowers of the field were pale like melting
gold. He then saw a group of dragon flies which were bustling about on their
gaudy purple wings. The child wanted to catch those dragon but they went
away fluttering and flapping. He was also attracted to the little insects and
worms along the footpath that were teeming out from their hiding places to
enjoy the sunshine. A shower of young flowers fell upon the child as he entered

the fair. He forgot about his parents and started gathering the raining petals in his hand and then the cooing of doves fascinated him.

(c) Compare the attitude of the child before and after separation from his parents.

Before separation the child was very happy and excited. He was captivated by
all the things that were displayed at the stalls. He wished to possess everything
but deep down in his heart he was aware of his parents’ refusal. When he saw
people whirl pooling and shrieking in a roundabout, he urged his parents to
allow him to sit on it. However when he turned, he found his parents nowhere in
the sight. All of sudden the boy was panic stricken. Forgetting all the wonders
of the fair he begins sobbing and screaming for his parents. The fear was so
predominant that he didn’t want any of the things from the fair that had earlier
appealed to him when the unknown good man offered them to him in order to
pacify him.

(d) Bring out the symbolism of the story.

It is possible to interpret the story at least at two levels.
At the surface level, it appears that the child in the story--like any child-longs for
attractive things such as toys, sweets, balloons, and flowers; but once he loses
his parents, he loses interest in the things he asked for earlier and insists on
finding his father and mother.
At a deeper level (or metaphysical level), the story is symbolic. The child
represents human beings in general; the fair symbolizes the world. The
attractions in the fair appeal to the senses, toys appeal to the eyes (and mind, in
general), burfi appeals to the palate, flowers have visual and olfactory appeal,
balloons have visual appeal, and music has aural appeal. In other words, these
attractions represent several pleasures or these are the temptations that human
beings come across in the fair of the world.

(e) Give critical appreciation of the chapter ‘The Lost child’.

The chapter ‘The Lost child’ has a rural Indian setting, characters, and actions.
It serves as a metaphor for human life. It tells the story of a physical and
psychological quest of a child, of our growth in creativity, compassion, and
confidence. In the lesson ‘The Lost Child’, it raises investigations about
parenting, the function of imagination, the preambles of growing up, and the
relationship of wishes and reality. In this story the child and his parents are that human
beings come across in the fair of the world.

(e) Give critical appreciation of the chapter ‘The Lost child’.

The chapter ‘The Lost child’ has a rural Indian setting, characters, and actions.
It serves as a metaphor for human life. It tells the story of a physical and
psychological quest of a child, of our growth in creativity, compassion, and
confidence. In the lesson ‘The Lost Child’, it raises investigations about
parenting, the function of imagination, the preambles of growing up, and the
relationship of wishes and reality. In this story the child and his parents are nameless; in fact, the writer has named no one. Despite this, the story never
goes dull at any moment, that’s the true beauty of storytelling.


EXTRA QUESTIONS







*NOTE-RECTIFY Q1 .HOW DID THE FATHER DISTRACT THE CHILD'S MIND FROM THE TOY SELLER?