How I Taught My Grandmother to Read — Class 9 English
Kaveri · Chapter 1
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6- Mathematics Part I
- Mathematics Part II
- + 4 more
- 16 texts summarised
- Poetry devices
- Grammar rules
2- Mathematics Part I
- Mathematics Part II
- Formula cards
- Graph reading
- 16 traps corrected
- Timelines
- Comparison tables
- Article numbers
- 12 पाठ
- अलंकार और समास
- मुहावरे
Chapter summary
Key ideas & terms
- Sudha Murty (author)
- The writer and narrator; later became a teacher in Computer Science. The story is a real memory from her childhood.
- Krishtakka / Avva
- The narrator’s grandmother. “Avva” means mother in north-Karnataka Kannada. Determined, dignified and eager to become independent.
- Kashi Yatre
- The serialised Kannada novel by Triveni about an old woman who longs to go to Kashi; the grandmother identifies deeply with its protagonist.
- Triveni
- A popular Kannada writer admired for an easy, convincing style; she died young but her novels remained beloved.
- Theme – lifelong learning
- The central message that “for learning there is no age bar” – determination can overcome any obstacle.
- Touching the feet (gesture)
- A reversal of custom: the elder honours the young girl as a guru, showing that a teacher must be respected irrespective of age or gender.
Extra questions & answers
Why did the grandmother depend on the narrator to read the serial to her?
She had never been to school and could not read, so the narrator read each weekly episode of Kashi Yatre aloud to her.
Why did the grandmother identify so strongly with Kashi Yatre?
Like the novel’s old protagonist, she too had never been able to go to Kashi, so she saw her own longing reflected in the story.
Why was the narrator surprised to see her grandmother in tears?
She had never seen her grandmother cry even in the most difficult situations, which showed how strong-willed she normally was.
What made the grandmother decide to learn to read?
While the narrator was away she could not read the new episode and felt helpless and dependent; this drove her to become literate and self-reliant.
Why did the grandmother feel too embarrassed to ask a neighbour to read for her?
She felt it was humiliating to depend on others; being well-off but unable to read made her feel helpless, and she valued her independence.
How did the narrator first react to her grandmother’s decision?
She childishly laughed and made fun of her, pointing to her grey hair, wrinkled hands, spectacles and kitchen work as reasons against learning.
What deadline did the grandmother set for herself and why?
She set Saraswati Puja day during Dassara, an auspicious festival of learning, as the day she would be able to read a novel on her own.
What kind of student was the grandmother?
A wonderful, hard-working learner – she would read, repeat, write and recite, doing an amazing amount of homework.
Why did the grandmother touch the narrator’s feet, and why was it unusual?
Elders never touch the feet of youngsters, but she did so to honour her granddaughter as a teacher who had made her independent.
What is the main message of the story?
For a good cause, determination can overcome any obstacle; education brings dignity and independence, and learning has no age limit.
Reflect and Respond
I Complete the given word web. Why is it important to learn how to read and write?
Learning to read and write is important because it gives independence and confidence. It helps us gain knowledge, understand information, communicate our thoughts, fill forms, read books, newspapers and signs, get education and jobs, and participate fully in society without depending on others.
II Read the questions given below and share your answers with your classmates and teacher. 1. Which language(s) do your grandparents or elderly relatives speak?
My grandparents speak Kannada and a little Hindi at home. They also understand some English words, but they are most comfortable speaking in their mother tongue, Kannada, which they have spoken since childhood.
II Read the questions given below and share your answers with your classmates and teacher. 2. How do they spend their time? How do you spend time with them?
My grandparents spend their time cooking, gardening, visiting the temple, chatting with friends, and watching television. I spend time with them by listening to their stories, helping them with small chores, playing board games, and reading out interesting things from books.
II Read the questions given below and share your answers with your classmates and teacher. 3. What is your favourite experience with them?
My favourite experience is listening to my grandmother narrate stories from her youth on the terrace at night. Her stories about village festivals and old traditions make me feel connected to our family history.
II Read the questions given below and share your answers with your classmates and teacher. 4. What is something that the elderly in your family cannot do easily but enjoy watching you do?
My grandmother cannot use a smartphone easily, but she enjoys watching me read English stories, operate the phone, and show her photos and videos. She feels happy and proud seeing me read fluently.
III Read the following passage. Match the highlighted words with their meanings given in the box below. The casting for the (i) protagonist of our school's annual play was done after a lot of (ii) debate as many good actors had auditioned for the role. We had decided to present an (iii) episode from an inspirational story. It was a life story of a group of children who worked with the (iv) community to spread literacy. Every day, we reached school early to practise with (v) concentration. We waited (vi) eagerly for the final presentation. All of us played our roles in a very (vii) convincing manner as our theatre teacher had (viii) guided us well. Match: (i) protagonist
7. main character
III Read the following passage. Match the highlighted words with their meanings given in the box below. (ii) debate
4. discussion
III Read the following passage. Match the highlighted words with their meanings given in the box below. (iii) episode
5. a part of a story
III Read the following passage. Match the highlighted words with their meanings given in the box below. (iv) community
3. people living in one particular area
III Read the following passage. Match the highlighted words with their meanings given in the box below. (v) concentration
6. focus
III Read the following passage. Match the highlighted words with their meanings given in the box below. (vi) eagerly
1. excitedly
III Read the following passage. Match the highlighted words with their meanings given in the box below. (vii) convincing
2. believable
III Read the following passage. Match the highlighted words with their meanings given in the box below. (viii) guided
8. directed
Check Your Understanding
I Complete the cause and effect table given below based on Part I of the story. Share your answers with your classmates and teacher. 1. Cause: [blank] Effect: (i) The morning papers arrived late in the day and weekly magazines would come one day late.
Cause: The transport system was not very good in the village, so the bus that brought papers, magazines and post came late.
I Complete the cause and effect table given below based on Part I of the story. Share your answers with your classmates and teacher. 2. Cause: The grandmother, Krishtakka, never went to school. Effect: (ii) [blank]
Effect: She could not read and had to depend on her twelve-year-old granddaughter to read the weekly serial Kashi Yatre to her.
I Complete the cause and effect table given below based on Part I of the story. Share your answers with your classmates and teacher. 3. Cause: (iii) [blank] Effect: (iii) She was deeply interested in the story and discussed it with her friends.
Cause: She identified herself with the old lady protagonist of Kashi Yatre, listened with greatest concentration and could repeat the story by heart.
I Complete the cause and effect table given below based on Part I of the story. Share your answers with your classmates and teacher. 4. Cause: The narrator went to a wedding for a week. Effect: (iv) [blank]
Effect: The grandmother could not know the next episode of Kashi Yatre, felt helpless and dependent, and was found in tears when the narrator returned.
I Complete the cause and effect table given below based on Part I of the story. Share your answers with your classmates and teacher. 5. Cause: (v) [blank] Effect: (v) The grandmother never went to school.
Cause: When she was young she lost her mother, her father was busy and remarried, and people at that time did not consider education essential for girls.
I Complete the cause and effect table given below based on Part I of the story. Share your answers with your classmates and teacher. 6. Cause: The grandmother regretted not going to school. Effect: (vi) [blank]
Effect: She made sure her children and grandchildren studied well, and later decided to learn the Kannada alphabet herself to become independent.
II Do you think the narrator expected to see her grandmother in tears when she returned to the village? If yes, why? If no, why not?
No, the narrator did not expect it. She was surprised because she had never seen her grandmother cry even in the most difficult situations. She thought her grandmother was always smiling and strong, so seeing her in tears worried her.
III How might the narrator help her grandmother to fulfil her desire to learn to read and write?
The narrator can help by becoming her teacher, teaching the Kannada alphabet systematically every day, giving her homework to read, write, repeat and recite, patiently correcting her, and encouraging her to practise till she can read a novel on her own.
Check Your Understanding
I State whether the following sentences are true or false. Share your answers with your classmates and teacher. 1. The grandmother wanted to learn the Kannada alphabet to gain independence.
True. She said she felt dependent and helpless when she could not read the magazine, and wanted to be independent by reading on her own.
I State whether the following sentences are true or false. Share your answers with your classmates and teacher. 2. The grandmother asked someone in the village to read Kashi Yatre to her while the narrator was away.
False. She thought of asking someone but felt too embarrassed to ask any villager, so she waited for her granddaughter to return.
I State whether the following sentences are true or false. Share your answers with your classmates and teacher. 3. The narrator was the grandmother's first teacher and taught her how to read Kannada.
True. The narrator herself says she was her only teacher and the grandmother was her first student.
I State whether the following sentences are true or false. Share your answers with your classmates and teacher. 4. The grandmother believed that there was no age limit for learning.
True. She said, For a good cause if you are determined, you can overcome any obstacle, and For learning there is no age bar.
I State whether the following sentences are true or false. Share your answers with your classmates and teacher. 5. The grandmother touched the narrator's feet as a mark of respect for her as a teacher.
True. She explained that she was touching the feet of a teacher, not her granddaughter, because scriptures say a teacher should be respected irrespective of gender and age.
I State whether the following sentences are true or false. Share your answers with your classmates and teacher. 6. The narrator was disappointed with the progress her grandmother made in learning to read.
False. The narrator was amazed at her hard work and knew her student had passed with flying colours when she correctly read the title Kashi Yatre.
Critical Reflection
I Read the extracts given below and answer the questions that follow. 1. When I came back to my village, I saw my grandmother in tears. I was surprised, for I had never seen her cry even in the most difficult situations. What had happened? I was worried. 'Avva, is everything all right? Are you okay?' I used to call her Avva, which means mother in the Kannada spoken in north Karnataka. She nodded but did not reply. I did not understand and forgot about it. In the night, after dinner, we were sleeping in the open terrace of our house. It was a summer night and there was a full moon. Avva came and sat next to me. Her affectionate hands touched my forehead. (i) Complete the following sentence with the appropriate option. The phrase 'never seen her cry in the most difficult situations' tells us that the grandmother was ________________________. A. strong-willed B. understanding C. considerate D. bold
A. strong-willed. It shows she was emotionally strong and did not normally break down even in hardship.
I Read the extracts given below and answer the questions that follow. 1. (ii) Complete the following with the correct option from those given in the brackets. Grandmother did not reply when the narrator asked if she was alright because she might have been too ________________________ (emotional/tired) to respond.
emotional. She was overwhelmed by her helplessness at not being able to read and felt too choked to speak immediately.
I Read the extracts given below and answer the questions that follow. 1. (iii) Identify the clue from the extract that indicates a rural setting with traditional customs.
Clues are calling grandmother Avva, which means mother in north Karnataka Kannada, and sleeping on the open terrace of the house on a summer night under the full moon, which is common in villages.
I Read the extracts given below and answer the questions that follow. 1. (iv) Which lines of the extract establish a tender atmosphere?
The lines In the night, after dinner, we were sleeping in the open terrace... Her affectionate hands touched my forehead establish a tender, caring and intimate atmosphere between grandmother and granddaughter.
I Read the extracts given below and answer the questions that follow. 1. (v) Which of the following aspect is NOT emphasised in the given extract? A. the emotional turmoil of the grandmother B. the affectionate bond between the narrator and her grandmother C. the grandmother's regret over her lack of education D. the narrator's concern for her grandmother
C. the grandmother's regret over her lack of education. The extract shows her tears and affection but does not yet reveal the reason about literacy; that comes in the next part.
I Read the extracts given below and answer the questions that follow. 2. 'I have decided I want to learn the Kannada alphabet from tomorrow onwards. I will work very hard. I will keep Saraswati Puja day during Dassara as the deadline. That day I should be able to read a novel on my own. I want to be independent.' I saw the determination on her face. Yet I laughed at her. 'Avva, at this age of sixty-two you want to learn the alphabet? All your hair is grey, your hands are wrinkled, you wear spectacles and you work so much in the kitchen...' Childishly I made fun of the old lady. But she just smiled. 'For a good cause if you are determined, you can overcome any obstacle. I will work harder than anybody but I will do it. For learning there is no age bar.' (i) What does the grandmother's statement, "I want to be independent," reveal about her character? A. She wanted to be literate. B. She desires self-sufficiency. C. She wants to prove her intelligence to others. D. She feels pressured by society to learn.
B. She desires self-sufficiency. She does not want to depend on others to read for her, even though the family is well-off.
I Read the extracts given below and answer the questions that follow. 2. (ii) Fill in the blank with the appropriate option from those given in brackets. The grandmother's determination shows that learning has no ___________________. (age limit/gender bias/cultural barriers)
age limit
I Read the extracts given below and answer the questions that follow. 2. (iii) Complete the following with a suitable reason. The narrator laughs at her grandmother's decision to learn the alphabet at the age of sixty-two because ___________________.
she childishly thought that at sixty-two, with grey hair, wrinkled hands, spectacles and heavy kitchen work, learning the alphabet was too difficult and amusing.
I Read the extracts given below and answer the questions that follow. 2. (iv) List any two qualities displayed by the grandmother.
The grandmother shows determination and self-confidence. She is also hard-working, humble and wise, setting a deadline and promising to work harder than anybody despite her age.
I Read the extracts given below and answer the questions that follow. 2. (v) How can we say that the narrator is making assumptions about her grandmother?
The narrator assumes that old age, grey hair, wrinkles and kitchen work make learning impossible for her grandmother. She judges by appearance and age, underestimating her grandmother's will power.
II Answer the following questions. 1. Why do you think the grandmother felt embarrassed to ask someone else to read to her while the narrator was away?
She felt embarrassed because she was illiterate despite being from a well-off family and did not want villagers to know she depended on a twelve-year-old. She valued self-respect and did not want to appear helpless before others.
II Answer the following questions. 2. Why does the narrator initially laugh at her grandmother's determination to learn at the age of sixty-two?
The narrator was only twelve and childishly thought education was for the young. She thought old age and physical signs like grey hair and spectacles made learning impossible, so she found the idea funny.
II Answer the following questions. 3. What significance does the story of Kashi Yatre have in both the grandmother's life and the story?
Kashi Yatre is about an old lady who sacrifices her dream of going to Kashi for an orphan girl. The grandmother identifies with the protagonist as she also never went to Kashi and is old. The novel motivates her to overcome her illiteracy when she cannot read its weekly episode.
II Answer the following questions. 4. What does the grandmother's desire to learn the Kannada alphabet reflect about her?
It reflects her strong will, courage, self-respect and desire for independence. It shows she regrets missing school, values education, and believes learning can be done at any age if one is determined.
II Answer the following questions. 5. What lessons can we infer from the grandmother's action of touching the narrator's feet?
It teaches that a teacher deserves respect regardless of age or gender, and that knowledge is sacred. It also shows humility, gratitude and the Indian tradition of respecting gurus, reversing the usual elder-younger norm.
II Answer the following questions. 6. What does the following line tell us about the broader theme of the story? 'For a good cause if you are determined, you can overcome any obstacle.'
The line is the central message that determination can overcome any barrier like age, lack of schooling or difficulty. It promotes lifelong learning, empowerment, especially for women and elders, and the value of hard work.
II Answer the following questions. 7. How effectively does the story highlight the value of education in supporting personal independence?
The story links literacy directly to independence. Without education the grandmother feels dependent and helpless despite having money. After learning to read she becomes confident, reads a novel herself, and proves education brings dignity, freedom and self-reliance.
Vocabulary and Structures in Context
I The expression 'hide and seek' is used in the text. This is called a binomial. Binomials are expressions consisting of two words, usually linked by a conjunction like 'and' or 'or', that are commonly used together in a fixed order. For example: odds and ends, right or wrong. Match the binomials in Column 1 with their meanings in Column 2. You may refer to a dictionary. Column 1: 1. sink or swim
(vii) succeed or fail without help
I Match the binomials in Column 1 with their meanings in Column 2. Column 1: 2. on and off
(v) sometimes, occasionally
I Match the binomials in Column 1 with their meanings in Column 2. Column 1: 3. mix and match
(i) put different things together to get a range of possibilities
I Match the binomials in Column 1 with their meanings in Column 2. Column 1: 4. all or nothing
(viii) something to be done completely or not at all
I Match the binomials in Column 1 with their meanings in Column 2. Column 1: 5. part and parcel
(ii) complete part of or belong to
I Match the binomials in Column 1 with their meanings in Column 2. Column 1: 6. pick and choose
(iii) choose only the best (things, people, etc.)
I Match the binomials in Column 1 with their meanings in Column 2. Column 1: 7. sooner or later
(iv) at sometime in the future
I Match the binomials in Column 1 with their meanings in Column 2. Column 1: 8. leaps and bounds
(vi) increase or develop very quickly
I Match the binomials in Column 1 with their meanings in Column 2. Now, use any five of the above binomials in sentences of your own.
1. The new student had to sink or swim in the competition without any help. 2. It has been raining on and off since morning. 3. You can mix and match these shirts with different trousers. 4. For her, learning music is all or nothing; she practises daily. 5. Hard work is part and parcel of success.
II Read the following words from the text given in the box below. unhappy unusual unfortunately irrespective independent These words are made by adding suitable prefixes ('un', 'ir', and 'in') to give an opposite or negative meaning to the words. Now, make words by adding the suitable prefixes given in the box to the words from the text in Column 1. Write the prefixed words in Column 2. One example has been done for you. un im dis in mis extra Column 1: 1. popular (i) unpopular
unpopular (already given)
II Column 1: 2. belief (ii)
disbelief
II Column 1: 3. important (iii)
unimportant
II Column 1: 4. respect (iv)
disrespect
II Column 1: 5. correct (v)
incorrect
II Column 1: 6. continue (vi)
discontinue
II Column 1: 7. understand (vii)
misunderstand
II Column 1: 8. ordinary (viii)
extraordinary
II Column 1: 9. interesting (ix)
uninteresting
II Column 1: 10. possible (x)
impossible
III Identify any five words with prefixes from the story and make sentences using each.
1. Unfortunately - Unfortunately, she could not read the magazine. 2. Independent - After learning, my grandmother became independent. 3. Unhappy - Her face looked unhappy that night. 4. Irrespective - We should respect teachers irrespective of age. 5. Unusual - It was unusual for an elder to touch a younger's feet.
IV In the sentence, "I knew, then, that my student had passed with flying colours", the phrase "passed with flying colours" is an idiom. It means outstanding performance. Now, match the idioms related to 'learning' given in Column 1 with their meanings in Column 2. You may refer to a dictionary. Column 1: 1. to hit the books
(iii) to study seriously
IV Match the idioms related to 'learning' given in Column 1 with their meanings in Column 2. Column 1: 2. to draw a blank
(v) to be unable to remember
IV Match the idioms related to 'learning' given in Column 1 with their meanings in Column 2. Column 1: 3. to learn the ropes
(vi) to understand how to do an activity
IV Match the idioms related to 'learning' given in Column 1 with their meanings in Column 2. Column 1: 4. to rack one's brain
(ii) to think very hard
IV Match the idioms related to 'learning' given in Column 1 with their meanings in Column 2. Column 1: 5. to learn by heart
(i) to memorise something
IV Match the idioms related to 'learning' given in Column 1 with their meanings in Column 2. Column 1: 6. burn the midnight oil
(iv) to study or work late into the night
IV Match the idioms related to 'learning' given in Column 1 with their meanings in Column 2. Now, use these idioms in sentences of your own.
1. I have to hit the books before the exam. 2. I drew a blank when asked about the author. 3. It took me a week to learn the ropes of the new library. 4. I racked my brain to recall the poem. 5. She learnt the table by heart. 6. My sister burns the midnight oil to finish her project.
V Read the following sentences from the text and underline the verbs. 1. Secretly, I bought Kashi Yatre which had been published as a novel by that time. 2. I knew, then, that my student had passed with flying colours. In sentence 1, verb 'bought' is in simple past tense. In sentence 2, verb 'had passed' is in past perfect tense. We use past perfect tense to indicate two completed actions — one occurring earlier (later past) and the other more recently (recent past). The more recent action is expressed in the simple past, while the earlier action takes the past perfect tense. (i) Fill in the blanks with simple past and past perfect tense form of the verbs given in brackets. A. When the delegates _________ (arrive) at the conference, the keynote speaker _________ (already begin) the session.
When the delegates arrived at the conference, the keynote speaker had already begun the session.
V (i) Fill in the blanks with simple past and past perfect tense form of the verbs given in brackets. B. After the students _________ (learn) how to identify fake news online, they _________ (start) verifying information before sharing it.
After the students had learnt how to identify fake news online, they started verifying information before sharing it.
V (i) Fill in the blanks with simple past and past perfect tense form of the verbs given in brackets. C. Before Kiran _________ (start) using digital payment platforms, she _________ (ensure) her understanding of online fraud prevention.
Before Kiran started using digital payment platforms, she had ensured her understanding of online fraud prevention.
V (i) Fill in the blanks with simple past and past perfect tense form of the verbs given in brackets. D. By the time Varun _________ (recognise) the importance of budgeting, he _________ (exhaust) most of his savings.
By the time Varun recognised the importance of budgeting, he had exhausted most of his savings.
V (i) Fill in the blanks with simple past and past perfect tense form of the verbs given in brackets. E. When Raghu _________ (log in) to the cybersecurity webinar, the instructor _________ (already discuss) the importance of strong passwords.
When Raghu logged in to the cybersecurity webinar, the instructor had already discussed the importance of strong passwords.
V (ii) Fill in the blanks with the correct form of verbs given in brackets. Last year, my parents and I A. _________ (take) a financial planning course. When we B. _________ (review) our expenses, we realised we C. _________ (spend) too much on unnecessary purchases. After my parents D. _________ (discuss) ways to save, I E. _________ (open) a savings account. By the time we F. _________ (set) our budget, the course G. _________ (already introduce) investment strategies. We H. _________ (hurry) to take notes, but many participants I. _________ (complete) their financial plans. Despite that, we J. _________ (enjoy) learning how to manage money wisely.
A. took B. reviewed C. had spent D. had discussed E. opened F. set G. had already introduced H. hurried I. had completed J. enjoyed.
Listen and Respond
I You will listen to a speaker talk about digital literacy. As you listen, complete the following sentences with one to three exact words that you hear. (Transcript for teacher on page 259) 1. Literacy these days includes the ability to use _____________.
digital tools and technology. This is a listening task, but based on the transcript theme, literacy now means being able to use computers and the internet effectively.
I You will listen to a speaker talk about digital literacy. As you listen, complete the following sentences with one to three exact words that you hear. 2. Digital literacy is also about protecting _____________.
personal information and staying safe online.
I You will listen to a speaker talk about digital literacy. As you listen, complete the following sentences with one to three exact words that you hear. 3. Digital literacy enables the elderly to _____________.
become independent and stay connected with family.
I You will listen to a speaker talk about digital literacy. As you listen, complete the following sentences with one to three exact words that you hear. 4. Digital literacy encourages using the internet safely by helping us recognise ______________ and _______________.
fake news and online frauds.
I You will listen to a speaker talk about digital literacy. As you listen, complete the following sentences with one to three exact words that you hear. 5. The National Digital Literacy Mission helps people across the country by imparting _____________.
digital skills training.
Speaking Activity
I Choose your topic and speak 'for' and 'against' for not more than one minute each. Topic 1: It is important to learn a new language apart from your mother tongue. Topic 2: Learning can happen only when you are young. Use the guidelines given below. Begin with speaking 'for' the topic for one minute. Your teacher will signal that it is time to switch sides. Then speak 'against' the topic for one minute.
For Topic 2: For - I would like to speak for the topic that learning can happen at any age. Most importantly, the grandmother at sixty-two proves that determination beats age. Moreover, lifelong learning keeps the mind active. Against - On the contrary, some argue learning is easier when young because memory is sharper and responsibilities are fewer. However, the story shows that mindset matters more than age. So, to put it in a few words, learning has no age bar.
Writing Task
I As a socially responsible citizen, you strongly believe that students can contribute significantly in promoting adult literacy. Write a letter to the Editor of a local newspaper emphasising the importance of student participation in adult literacy camps conducted by various organisations. Discuss the benefits of such initiatives for both students and society. Suggest effective ways to spread awareness and encourage more students to volunteer for this noble cause.
To the Editor, The Daily Herald, Mysore Date: 8 August 2026 Subject: Student Participation in Adult Literacy Camps Sir, Through the columns of your esteemed daily, I wish to draw attention to the need for students to volunteer in adult literacy camps. As seen in the story How I Taught My Grandmother to Read, a twelve-year-old transformed her grandmother's life by teaching her to read. Many elders still depend on others to read letters or bank forms. When students teach, elders gain independence and dignity, while students develop empathy, patience and teaching skills. Such initiatives also promote national literacy and social equality. Schools can organise weekly camps, street plays and door-to-door awareness drives, and reward volunteers with certificates. I hope you will publish this appeal and inspire more youth to join this noble cause. Yours truly, X, Class 9, Mysore.
Learning Beyond the Text
I India has 22 major languages according to the Eighth Schedule of the Indian Constitution. Each language has its own unique identity. Talk to your classmates and teacher and complete the given table with words from any five Indian languages. Language 1. Kannada 2. 3. 4. 5. Grandmother Avva Grandfather Mother Father Sister Brother
Example: Kannada - Avva, Ajja, Amma, Appa, Akka, Anna. Hindi - Dadi, Dada, Maa, Papa, Bahan, Bhai. Tamil - Paati, Thatha, Amma, Appa, Akka, Anna. Malayalam - Ammuma, Appupan, Amma, Achan, Chechi, Chettan. Bengali - Thakuma, Thakurda, Maa, Baba, Didi, Dada. This shows India's linguistic diversity while family relations remain similar.
III Talk to your grandparents and find out which book or magazine they enjoy reading. Buy a copy of it and present it to them as a gift.
I asked my grandmother, she said she loves reading Karmaveera weekly and the novel Kashi Yatre by Triveni. I will buy the latest Karmaveera and the Kashi Yatre novel and gift it to her on her birthday to encourage her reading habit.
Reflect and Respond
I Recall the lines of the National Anthem and complete the table given below with the names of the states, mountain ranges, and rivers mentioned in it. States/Provinces Mountain Ranges Rivers
States/Provinces: Punjab, Sindh, Gujarat, Maratha, Dravida, Utkala, Banga. Mountain Range: Vindhya, Himachala (Himalaya). Rivers: Yamuna, Ganga.
II Work in pairs. Discuss what the words 'जय हे' (Jaya he) in the last two lines of the National Anthem convey. Share your answer with your classmates and teacher.
Jaya he means victory be yours. It conveys a prayer and wish for India's victory, glory and prosperity, expressing respect and faith in the nation as the dispenser of India's destiny.
III Read the underlined words in the given lines of the poem. Choose the odd one out that does not correspond with the meaning of the underlined word. 1. She's peerless, let's praise her! valuable, incomparable, unmatched
valuable is the odd one out. Peerless means incomparable or unmatched, not just valuable.
III Read the underlined words in the given lines of the poem. Choose the odd one out that does not correspond with the meaning of the underlined word. 2. Many a sage has sanctified this land. blessed , purified, applauded
applauded is the odd one out. Sanctified means blessed or purified, not applauded.
III Read the underlined words in the given lines of the poem. Choose the odd one out that does not correspond with the meaning of the underlined word. 3. And here all auspicious things are found. fortunate, fantastic, favourable
fantastic is the odd one out. Auspicious means fortunate or favourable, not fantastic.
III Read the underlined words in the given lines of the poem. Choose the odd one out that does not correspond with the meaning of the underlined word. 4. Of hoary antiquity is Bharat, ancient times, recent past, time immemorial
recent past is the odd one out. Hoary antiquity means ancient times or time immemorial.
Check Your Understanding
I Fill in the blanks by choosing appropriate words from the box given below to complete the summary of the poem. warriors peerless Upanishads Ganga Buddha Himavant sages praise historical greatness Brahma-knowledge The poem is a tribute to India, celebrating its natural beauty, spiritual heritage, and 1. _______. The poet praises the 2. _______, describing it as mighty and unparalleled. The 3. _______ is depicted as generous and graceful, while the 4. _______ are honoured as sacred and unmatched. The poem highlights the contributions of 5. _______ and 6. _______ who have enriched the land with their bravery and wisdom. It also acknowledges the presence of 7. _______ and the teachings of 8. _______, highlighting India's deep-rooted spiritual and philosophical traditions. The poet repeatedly asserts that India is 9. _______, urging everyone to 10. ________ her.
1. historical greatness 2. Himavant 3. Ganga 4. Upanishads 5. warriors 6. sages 7. Brahma-knowledge 8. Buddha 9. peerless 10. praise
II Complete the following features about the poem. 1. The impact on the readers (mood): __________ 2. The poet's attitude (tone): __________ 3. The rhyme scheme: ___________ 4. Examples of personification: _________
1. Mood: Inspiring, patriotic and uplifting with pride. 2. Tone: Reverential, admiring and celebratory. 3. Rhyme scheme: The translation maintains a lyrical, chant-like repetition with refrain, roughly couplets. 4. Personification: Bharat described as a divine mother, Ganga as generous, land as peerless lady to be praised.
III What is the impact of the refrain, 'she's peerless, let's praise her!'?
The refrain repeated after stanzas emphasizes India's uniqueness and creates a musical, memorable chant. It reinforces patriotic pride and urges every reader to celebrate the motherland.
IV Complete the following sentence appropriately. India is metaphorically described as 'this sunny golden land,' suggesting that it is _________.
rich, prosperous, bright and glorious, blessed with abundance, warmth and hope.
V The poet uses symbolism. Match the symbols in Column 1 to what they suggest in Column 2. Column 1: 1. Himavant
(v) strength and permanence
V The poet uses symbolism. Match the symbols in Column 1 to what they suggest in Column 2. Column 1: 2. Ganga
(iii) purity and generosity
V The poet uses symbolism. Match the symbols in Column 1 to what they suggest in Column 2. Column 1: 3. Upanishads
(ii) spiritual and philosophical legacy
V The poet uses symbolism. Match the symbols in Column 1 to what they suggest in Column 2. Column 1: 4. Gallant warriors and sages
(vi) courage and wisdom
V The poet uses symbolism. Match the symbols in Column 1 to what they suggest in Column 2. Column 1: 5. Brahma-knowledge and Buddha's Dhamma
(i) knowledge and enlightenment
V The poet uses symbolism. Match the symbols in Column 1 to what they suggest in Column 2. Column 1: 6. Sunny golden land
(iv) richness and glory
VI The poet uses imagery (descriptive language to create vivid mental pictures that appeal to the senses). Give any two examples from the poem.
1. The mighty Himavant - visual image of the towering, snow-covered Himalayas. 2. The generous Ganga - visual and tactile image of a graceful, life-giving river flowing across the land.
VII What is the impact of the use of hyphens in the first stanza? Select the options that are true. 1. Creates deliberate pauses to reinforce the sense of admiration and pride 2. Emphasises the contrast between India's strengths and weaknesses 3. Lends to the lyrical quality giving it a measured, chant-like rhythm 4. Suggests hesitation or uncertainty in the poet's claims about India 5. Presents a key element of India's greatness before the hyphen and makes a strong assertion about its uniqueness after the hyphen
True options are 1, 3 and 5. The hyphens create pauses for admiration, give a chant-like rhythm, and present a greatness claim before the hyphen and its peerless assertion after it. Options 2 and 4 are false.
IX The poem is an ode. Now, identify examples from the poem that correspond to it being an ode.
As an ode, the poem uses elevated, praising language: The mighty Himavant is ours, The generous Ganga is ours, The sacred Upanishads are ours, She's peerless, let's praise her. All lines express deep admiration for Bharat as a revered motherland.
X The poet uses allusion in the poem. Now, read the explanations and identify the matching allusions from the poem for the following. An allusion to the ancient Indian scriptures that form the philosophical core and symbolise deep wisdom and enlightenment.
The sacred Upanishads are ours
X The poet uses allusion in the poem. An allusion to the concept of spiritual knowledge associated with self-realisation and ultimate truth.
Here Brahma-knowledge has taken root
X The poet uses allusion in the poem. An allusion to Gautama Buddha's teachings, which include compassion, non-violence, and enlightenment. This highlights India's role in shaping major religious and philosophical traditions.
and the Buddha preached his dhamma here
Critical Reflection
I Read the extract given below and answer the questions that follow. The mighty Himavant is ours- there's no equal anywhere on earth. The generous Ganga is ours- which other river can match her grace? The sacred Upanishads are ours- what scriptures else to name with them? 1. Complete the sentence. The word 'mighty' refers to the __________ of the Himavant.
strength, grandeur and vastness of the Himalayan mountains.
I Read the extract given below and answer the questions that follow. 2. Choose the correct option to complete the sentence given below. The question mark at the end of the fourth and sixth line of the extract is used to __________. (i) show doubt and uncertainty (ii) emphasise a point (iii) highlight confusion and hesitation (iv) reveal inquiry and curiosity
(ii) emphasise a point - the rhetorical questions stress that no river or scripture equals India's.
I Read the extract given below and answer the questions that follow. 3. The poet uses the word 'generous' to describe the Ganga. Why?
Because Ganga generously provides water for drinking, farming, transport and sustains millions of lives, giving selflessly like a mother.
I Read the extract given below and answer the questions that follow. 4. Why has the movement of the river been described as graceful?
Her flowing movement is smooth, elegant and life-giving, creating a beautiful and soothing picture.
I Read the extract given below and answer the questions that follow. 5. Fill in the blank with the correct option from the words given in the brackets. The poet is implying that the Upanishads are _________ (unmatched/abundant) in their wisdom and spiritual depth.
unmatched
II Answer the following questions. 1. How does the poem reflect a strong connection to cultural identity and heritage?
The poem lists Himavant, Ganga, Upanishads, Brahma-knowledge and Buddha's Dhamma, showing pride in natural, spiritual and philosophical heritage that defines Indian identity.
II Answer the following questions. 2. What can you infer about the poet's attitude towards India from the repeated phrase 'she's peerless, let's praise her!'?
The poet feels deep love, reverence and patriotic pride, believing no other country equals India and that every citizen should celebrate her.
II Answer the following questions. 3. What does the line 'many a sage has sanctified this land' suggest about India's spiritual heritage?
It suggests that countless saints and wise sages have lived, meditated and purified the land, making it holy and spiritually rich.
II Answer the following questions. 4. How does the poet connect warriors and music to India's greatness?
Gallant warriors show India's courage and defence of dharma, while divinest music shows its artistic and cultural excellence, both adding to national glory.
II Answer the following questions. 5. How does this poem foster a sense of national pride?
By praising India's unmatched mountains, rivers, scriptures and history, and using a celebratory refrain, it makes readers feel proud, grateful and united as children of a golden motherland.
Vocabulary in Context
I Complete the table by choosing words from the poem. Suffix Meaning Examples -ous full of, having the qualities of kindness 1. _______ous -ity the state of being very old or ancient 2. _______ity -est superlative form 3. ______est -less without something 4.______less
1. –ous → generous (‘full of’ — full of generosity). 2. –ity → antiquity (‘state of being’ — the state of being ancient). 3. –est (superlative) → divinest, from the poem line ‘The divinest music has been heard here.’ 4. –less → peerless (‘without’ — without a peer).
II Complete the following table by adding a different suffix to form new words. Also, create a sentence using the created word. One example has been done for you. Suffix Meaning Sentences -tion the action or process of Example: indicate—indication The dark clouds were an indication that it would rain soon. 1. -ive quality or nature of 2. -ment the action or result of 3. -ed past-tense version of a verb 4.
Examples: 1. create - creative: Her creative painting won a prize. 2. develop - development: Development of the village took years. 3. sanctify - sanctified: The sages sanctified the land. Sentences show correct use of new suffix forms.
Listen and Respond
I You will listen to four people talk about the places they like to travel to. As you listen, write the speaker number for the two pictures given. (Transcript for teacher on page 260) 1. Speaker No. ____ 2. Speaker No. ____
Based on the transcript, Picture 1 showing mountains corresponds to Speaker who loves trekking in Himavant, Picture 2 showing river/beach corresponds to Speaker who loves Ganga. Listeners should match voice descriptions accordingly.
II You will once again listen to the four speakers. As you listen, match the given statements to the speaker. There are two statements that you do not need. (Transcript for teacher on page 260) Statement Speaker 1. The green surroundings look beautiful visually. 2. The group visits make even the difficult areas seem easy. 3. The quietness of the environment here leads to a peaceful experience. 4. The risk and thrill in such an area is what is most appealing. 5. The dry expanse promises to appeal to the spirit of exploration. 6. The sight of such beauty is very inviting and has to be captured.
Listeners match statements to speakers based on descriptions. For example, a speaker who mentions trekking with friends matches statement 2, a speaker who mentions desert matches statement 5, a photographer speaker matches statement 6. Two statements remain unmatched as distractors.
Speaking Activity
I In pairs, take turns to speak about the aspects of your village/town/city that you feel are an asset. It could be about geographical, cultural, traditional features, or even its history. Use these cues to express your praise and admiration. One thing that I find truly wonderful about my village/town/city is... If I had to describe my village/town/city in one word, it would be... I have always been fascinated by the way the people of my village/town/city... What I want other people to know about my village/town/city is... When it comes to the scenery, my village/town/city truly shines because... I feel a deep sense of pride when I think about my village/town/city...
One thing truly wonderful about my town Mysore is its royal heritage and Dasara festival. If I had to describe it in one word, it would be graceful. I have always been fascinated by how people keep traditions alive. What I want others to know is that Mysore blends history with education. When it comes to scenery, it shines because of Chamundi Hills and beautiful gardens. I feel proud of its culture and warmth.
Writing Task
I Write a paragraph about a place that you have visited which has stayed in your memory. Remember to mention the following: Why did you go there? Who did you travel with? How did you prepare for the travel? Where did you stay? What activities did you do there?
I visited Varanasi last year with my parents during the winter vacation to see the Ganga and understand the story of Kashi Yatre. We prepared by booking train tickets, reading about the ghats, and packing warm clothes. We stayed in a guest house near the ghats. I saw the evening aarti on the Ganga, visited the Vishweshwara temple, took a boat ride at sunrise and learned about the city's spiritual importance. The peaceful chants and lights on the river remain unforgettable.
Learning Beyond the Text
I Search for poems or songs dedicated to India, your motherland, in your regional language. Share them with your classmates and explain their meaning too.
In Kannada, the song Jaya Bharata Jananiya Tanujate is a state anthem praising Karnataka as daughter of Mother India, describing its rivers and rich heritage. It means loving the motherland and preserving its unity.
II In groups of six, prepare an interdisciplinary project on India's major geographical features. For each feature, describe the region, explain its importance in the lives of the people living there and mention the languages spoken in that region. Include one example of each of the following. Mountains - Himalayas, Western Ghats, etc. Rivers - Ganga, Yamuna, Krishna, Kaveri, Godavari, etc. Deserts - Thar Desert, Rann of Kutch, etc. Valleys - Kangra Valley, Nubra Valley, etc. Islands - Andaman and Nicobar Islands, Lakshadweep, etc. Plateaus - Deccan, Malwa, Meghalaya, etc.
Project outline: Himalayas in the north protect from cold winds, provide rivers, languages Hindi and Nepali. Ganga plains support farming and culture, languages Hindi and Bengali. Thar Desert influences lifestyle and camel rearing, languages Rajasthani. Kangra Valley is fertile and tourist friendly, language Kangri. Andaman Islands support fishing and biodiversity, languages Hindi and English. Deccan Plateau is rich in minerals and farming, languages Kannada, Telugu and Marathi.