Q1. The plot of the play “Progress” is well knit/organized or not.

ot. Write down at least 100 words to justify your

response.

The plot of the play "Progress" is exceptionally well-knit and organized, showcasing a sophisticated structure that
enhances its thematic depth. The narrative unfolds through a series of interconnected scenes that meticulously build
upon each other, creating a coherent and engaging story. The playwright deftly integrates character development
with plot progression, ensuring that each character's actions and decisions are closely tied to the central themes of
the play.

The play’s structure is marked by its clear exposition, rising action, climax, and resolution, allowing for a smooth and
logical flow of events. This organization helps in maintaining the audience’s interest and ensuring that the dramatic
tension is effectively sustained throughout. Moreover, the use of foreshadowing and callbacks reinforces the plot’s
cohesiveness, making the resolution both satisfying and impactful. Overall, the well-organized plot not only
facilitates a compelling narrative but also underscores the play’s thematic concerns with clarity and precision.

CHARACTER SKETCH OF PROF. HENRY CORRIE

Introduction:
St. John G. Ervine presents the sensational drama “PROGRESS” in, which the story rotates around the characters of
Professor Henry Corrie and his only sister Mrs. Meldon. Prof. Henry Corrie is about sixty years of age. He live in a
remote village of North England. He is happy in isolation because he can concentrate on his secret research work.
Appearance:
Corrie has cold humorless eyes. There are cruel lines on his face but they are hidden behind the thick beard. He is
very dangerous but apparently he does not seem to be so. He is a symbol of tyranny, destruction, selfishness and
materialism.
Intelligence:
Corrie is a highly educated and qualified scientist of England. He is completely absorbed in his research work. After a
life long struggle, he has been successful in discovering a terrible formula of a devastating bomb. It will devastate a
district. It will release a powerful, spreading poisonous gas, without color or smell. Those who will inhale it, their
bodies will rot and rust and nothing will save them. Happily he says:
“Ah! At last by heaven
I have done it, at last.”
Materialism And Unpatriotic:
Corrie is the complete representative of today’s materialistic world. Although his bomb will kill thousands within no
time, and will wipe out big cities like Manchester yet he feels proud on his invention. He is mad after wealth. Greed
and list of wealth has turned him not only materialistic and selfish but also unpatriotic.

Unsocial and uncourteous:

Corrie is not a social man. He is so lost in his work that he has lost all interest for the human beings. Although he
makes a promise to go to the station to receive his only sister yet he does not go. It is the third death anniversary of
Eddie, Mrs. Meldon’s only son. She is sad, instead of sympathizing with her, he proudly, talks about his sinister
bomb. He is cruel and selfish. He forces her to rejoice at the dreadful invention.
Hatred for women:
Corrie lacks aesthetic sense. He is a misogamist. He is disinterested with the finer values of life. That is why he has
not married as yet. He hates women and his sister is no exception to his hatred. He says:
“Oh how women do fuss! No
application. No concentration.
That’s why no women have
Ever been great artist or scientist.”
Proud and Callous:
Corrie is a wolf in a sheep’s clothing. He is doing nothing to reduce poverty or hunger. Rather he has been busy in
inventing a dangerous bomb for this own selfish motives.
Conclusion:
Mrs. Meldon asks him time and again to suppress his evil invention. But he pays no head to it. Rather he becomes
angry and calls her morbid, fool of a women. He makes fun of her ideas, laugh harshly.

CHARACTER SKETCH OF MRS. MELDON

Introduction:
John G. Ervine presents the sensational drama “PROGRESS” in which the story rotates around the characters of Mrs.
Meldon and Prof. Henry Corrie. Mrs. Meldon is also called Charlotte. Her heart brims with the love of mankind and is
against wars and war mongers. She symbolizes love and affection, peace and tranquility, modesty and humanity.
Appearance:
Mrs. Meldon is a middle aged widow about forty three. She is dressed in black partly because she is a widow,
but chiefly because of her son’s death. She is a grief stricken lady, But when in the course of the play, she speaks of
her loss, she does so with grace and beautiful dignity.
A Sensitive Woman:
Mrs. Meldon is a highly sensitive lady. She feels herself “cruelly alone in this world”. The First World War has hit her
heart when her only son Eddie, “a young boy, new from school”, just when his life was beginning to open out, “was
mercilessly killed in action”. Her husband also died of a broken heart. She is justified in expressing her profound
feelings of lamentations and agony.
Peace Loving Lady:
Mrs. Meldon, by nature is a peace loving lady. She believes in “live and let others live”. After this great tragedy she
turns against wars and develops a hatred for wars and war mongers. Her brother Corrie is no exception to her
hatred. She is against her brother’s invention of devastating bomb which will annihilate life. She tries her best to
stop him from going on with his selfish and ambitious plan of achieving wealth and fame by inventing the deadly
bomb.
Difference of Opinion:
Mrs. Meldon is filled with the milk of human kindness. She has an affectionate nature. But her brother Corrie is
quite cruel and cunning fellow. As she herself has suffered from the brutalities of war, she can well understand the
grief of others. She contradicts her brother’s views on weapons of war. When Corrie seeks her advice as to how
much he should demand for his invention, she taunts him:
“ Why not say thirty pieces of Silver?”
Conclusion:
Meldon wants Henry to realize her point of view and request him time again, to destroy the formula of the horrible
bomb for the sake of humanity and world peace.
“Your bomb will destroy life, Henry.”
For this noble purpose, she fails to bring him round and seeing no way out, and on the spur of the moment, she take
the sentimental decision of stabbing her only brother to death……… only to save mankind from destruction.
In fact Mrs. Meldon was a peace loving lady, loving mother, devoted wife, and a great lover of humanity.
“War seems to me a mean and contemptible thing”
 Unit 1: Responsibilities of Youth
MCQs
1. My young friends, hitherto, you have been following the rut. Which part of speech is the underlined word?
a. adjective b. conjunction c. Noun d. Adverb
2. Firstly, beware of the fifth columnists among ourselves. What does the phrase ‘fifth columnists’ refer to?
a. Extra people b. traitor c. A row d. pillar
3. I have done it merely as a measure of duty which is incumbent _____ every Mussalman.
a. to b. for c. upon d. in
4. Thus, hardly had the new State come into being when came____ Punjab and ____ Delhi holocaust.
a. The, the b. The, a c. No article, the d. The, no article
5. Which one of these is a Non Count noun?
a. roof b. Knife c. cutlery d. mouth
6. Keys, marbles, and rubber bands were just a few of the things in the pile of objects in his drawer. Which of
the underlined words is a collective noun?
a. Keys b. marbles c. rubber d. pile
7. A figure of speech that makes a non-literal comparison between two unlike things typically by saying that
something is something else, is called ______.
a. simile b. personification c. metaphor d. imagery
8. Hardly had I left the house ____ it began to rain.
a. when b. than c. then d. after
9. Thirdly, learn to judge who are really true and really honest. ‘to judge’ in this sentence is an example of ___?
a. common noun b. proper noun c. gerund d. infinitive
10. Not only has Pakistan survived the shock of that upheaval, but also it has emerged stronger. The sentence is
an example of _____?
a. simple sentence b. conditional sentence c. inversion d. interrogative sentence

Comprehension Questions:
Q1. Who is the speaker and the audience and what is the occasion in the lesson ‘Responsibilities of Youth’?
Ans: Muhammad Ali Jinnah is the speaker and he is addressing the students in particular and the youth in
general. The Quaid e Azam was requested to deliver his speech at the Convocation of the University.
Q2. What duty does Jinnah mention as being important for every Mussalman?
Ans: Mr. Jinnah highlights that it is important for every Mussalman to work honestly and selflessly without
thinking about the past.
Q3. What message does Quaid give to the graduating students about their future?
Ans: The Quaid congratulated the students on their achievement and wished them success in the wider world
they were about to enter. He advised them to fully understand the implications of the revolutionary change
that came with the birth of Pakistan.
Q4. What revolutionary changes does Jinnah refer to regarding the birth of Pakistan?
Ans: Jinnah mentions breaking the shackles of slavery and becoming a free nation with its own government
accountable to the people and working for the well-being of its subjects.
Q5. What according to The Quaid e Azam, is ‘freedom’?
Ans: The Quaid mentions that freedom does not give right to do whatever one wants or like without considering
the interests of others or state.
Q6. Which upheaval the Quaid talks about in his speech?
Ans: By upheaval The Quaid means that tragic and devastating events that followed the creation of Pakistan. It
was the time when thousands of Muslims traveled from all over India to reach Pakistan and in the process
thousands were mercilessly killed. Those who could not leave, were uprooted from their homes and
butchered.
Long Question:
Q. Summarize the Quaid’s address as given in the lesson ‘Responsibilities of Youth’.
The lesson ‘Responsibilities of Youth’ is based on some fragments of Quaid e Azam’s speech that was
delivered at Dhaka University convocation on 24 th March, 1948. In his speech, the Quaid explains to the
students the things they need to keep in mind and how they should behave within the new state of
Pakistan.
The Quaid-e-Azam at first thanks the Vice Chancellor and then congratulates the students for getting
diplomas and degrees. The Quaid-e-Azam tells the students that after completion of their education they are
entering practical life in an independent state with heart and soul. Now they must work as a united and
 disciplined nation. They must develop constructive spirit rather than militant spirit. He tells the youth that
during independence the enemy mercilessly killed millions of Muslims at the time of migration.

It is still in search of opportunities to create more and more problems for Pakistan. He advises them to
remain vigilant in such circumstances and fail the evil designs of the enemy. He also advises them to be fair
to themselves, their parents and the state and prepare themselves for the future battle of life.

The Quaid-e-Azam further tells the students that they should pay full attention to their studies. He further
tells them that they should keep themselves aware of the enemies. In this way they can assist in solving the
great social and economic problems of Pakistan. They must detect the traitors among their ranks and root
them out. Moreover, they must change their way of thinking about jobs.

They should divert their attention from becoming government servants towards new channels and fields in
the private sector such as banking, commerce, law etc. that are open to them. They should also learn skills
and get technical education so that they are able to prove themselves an asset and a source of pride to their
country.

Unit 2: His First Flight (By Liam O’Flaherty)

MCQs
1. The most exciting part of a story is called:
a. exposition b. resolution c. anti-climax d. climax
2. I heard some noise _______ I switched on the light.
a. so b. but c. until d. because
3. “John Wick knocked at the door.” Choose the correct passive voice:
a. The door is knocked by John Wick. b. The door was knocked by John Wick.
c. The door was knocked at by John Wick. d. The door has been knocked at by John Wick.
4. Now and then she tore at a piece of fish that lay at her feet. The underline phrase is:
a. Noun b. adjective c. adverb d. verb
5. He even gnawed ____ the dried piece of spotted eggshell.
a. on b. for c. to d. at
6. What is the purpose of the author behind writing the story ‘His First Flight’?
a. Courage & Self-confidence b. Helping the needy c. Showing superiority d. Public responsibility
7. But when she was just opposite to him, abreast ____ the ledge, she halted.
a. to b. of c. on d. with
8. But he kept calling plaintively. What is the grammatical function of the underlined word?
a. adjective b. proper noun c. verbal noun d. present participle
9. Then a monstrous terror seized him and his heart stood still. The underlined words are an example of____.
a. assonance b. metaphor c. alliteration d. simile
10. Since then nobody had come near him. The verb ‘come’ in this sentence is ______.
a. stative b. transitive c. intransitive d. linking
Comprehension Questions:
Q1. Why was the young seagull initially afraid to fly?
The young seagull was afraid to fly because he felt that his wings would not support him and was terrified of
the great expanse of sea beneath him. The height and the potential fall frightened him, causing him to doubt
his ability to fly.
Q2. What actions did the seagull take in an attempt to avoid flying?
The seagull tried to avoid flying by searching for food on the ledge, moving back and forth, and pretending
to fall asleep. He also considered moving along the cliff face but realized there was no way to walk or climb
safely.
How did the seagull's mother use food to encourage him to fly?
The seagull's mother used the piece of fish as a lure to motivate him to fly. She flew towards him with the
food, which made the seagull eager and eventually led him to leap off the ledge in a desperate attempt to
reach it.

Q3. What is the significance of the seagull’s reaction after he initially falls from the ledge?
 After the seagull initially falls, he experiences a moment of terror but then discovers that he can fly. His
reaction—feeling the wind against his wings, realizing he is soaring instead of falling, and eventually flying
joyfully—signifies his overcoming of fear and his successful transition into flying.
Q4. What literary device is used in the description of the seagull's first flight, and how does it contribute to the
narrative?
The literary device used is imagery. The detailed description of the seagull’s first flight, including the
sensations of the wind, the feeling of soaring, and the visual of the sea, creates a vivid picture of the
seagull’s experience. This imagery helps readers to emotionally connect with the seagull’s excitement and
sense of accomplishment as he overcomes his fear and learns to fly.
Q5. What emotions does the young seagull experience when he first starts to fly, and how do they change as
he continues?
Initially, the young seagull experiences intense fear and terror when he falls off the ledge. However, as he
feels the wind supporting his wings and realizes he is flying, his fear changes to exhilaration and joy. He
becomes excited and confident, eventually enjoying the freedom of flight and engaging in playful
maneuvers.
Q6. How does the young seagull’s perception of flight evolve throughout the passage?
At the beginning of the passage, the young seagull perceives flight as a frightening and impossible feat, filled
with uncertainty and danger. By the end, his perception changes dramatically as he experiences the joy and
freedom of flying, feeling a sense of accomplishment and delight as he soars and dives with his family.
Q7. What role does the family play in the seagull’s journey to flight?
The family plays a crucial role in the seagull's journey to flight. His parents’ actions, such as scolding and
using food as a lure, ultimately push him to take the leap. His siblings and parents’ encouragement and
demonstration of flight techniques also contribute to his learning and eventual success. Their presence and
actions help him overcome his fear and develop confidence.
Q8. How does the young seagull's reaction to landing on the sea highlight his inexperience?
The young seagull's reaction to landing on the sea—his fright and inability to rise again—highlights his
inexperience with flying and interacting with the sea. His exhaustion and confusion about the sea’s surface
demonstrate that, although he has successfully learned to fly, he still has much to learn about flying and
navigating different environments.
Long Question:

Q. How does the young seagull's experience in the passage teach a lesson about confronting fears and
achieving personal growth? OR
Discuss how the seagull's initial reluctance and subsequent triumph in flying reflect the broader theme of
overcoming self-doubt and embracing challenges. OR
How do the actions of his family and the seagull's eventual success illustrate the value of persistence and
support in personal development?

Answer:
The young seagull's experience demonstrates that confronting fears is essential for personal growth. His initial
reluctance to fly symbolizes common fears faced when tackling new challenges. His family’s encouragement and the
lure of food push him to overcome his doubts, illustrating how support and persistence are crucial for success. Once
he leaps off the ledge, his fear transforms into joy as he discovers his ability to fly, highlighting the lesson that facing
and overcoming fear leads to personal growth and newfound confidence. The passage emphasizes that
perseverance and external support are key to achieving one's potential and thriving despite initial difficulties.
Unit 4: From Mother…With Love
MCQs
1. Ladies & Gentlemen! Here ____ the news.
a. are b. is c. were d. was
2. He nodded ____ agreement.
a. with b. in c. for d. no preposition
3. Afterwards she was to remember everything about that day with poignant clarity. The word closest to
meaning of ‘poignant’ in this sentence is:
a. sharp b. bitterc. sad d. less
4. “We didn’t get the clams.” Choose the correct passive voice.
a. The clams were not being gotten by us. b. The clams were not getting to us.
c. The clams are not gotten by us. d. The clams were not gotten by us.
5. Minta shook her head and sighed gustily. The underlined word is:
a. an adverb b. as adjective c. a noun d. a verb
6. Can you lend me _____ money?
a. any b. few c. some d. little
7. If you had given me your email, I _____ written to you.
a. will b. would c. will have d. would have
8. The thin hand kept smoothing back her tumbled hair. The underlined word is:
a. a noun b. an adverb c. a verb d. an adjective
9. Divide it equally _____ the two.
a. among b. for c. between d. by
10. I live in a house in Hayatabad _____ is in Peshawar.
a. who b. whose c. which d. who
Comprehension Questions:

Q1. Discuss the plot of the story ‘From Mother…With Love’.

The plot of the story ‘From Mother…With Love’ is based on a simple family, who enjoys cordial relations with one
another. The story begins with an ordinary morning scene where the family members are having breakfast and little
chit chat. Then the story moves to the beach scenario where the conversation between dad and daughter starts.
Later, comes the climax of the story when the father reveals that the girl’s mother is about to die in three month
time. The events are organized chronologically. The story has a beautiful element of dialogues delivered by the
characters that stimulate the emotions and feelings of the readers.
Q2. What is the primary setting of "From Mother with Love," and how does it influence the narrative?
The primary setting of "From Mother with Love" is a rural or small-town environment where Minta's interactions
and relationships are deeply rooted in the community and familial ties. This setting influences the narrative by
highlighting the simplicity and earnestness of Minta's life and interactions, emphasizing the importance of familial
love and community support in shaping her experiences and values.
Q3. How does Minta’s relationship with her mother shape her character and actions throughout the story?
Minta’s relationship with her mother is central to her development and actions in the story. Her mother's love,
guidance, and expectations significantly influence Minta’s values, decisions, and sense of self. This relationship
provides a foundation of support and motivation, shaping Minta's responses to challenges and her understanding of
love and responsibility.

Q4. What challenges does Minta face, and how does she overcome them?
Minta faces various personal and external challenges, such as societal expectations, personal doubts, or familial
responsibilities. She overcomes these challenges through resilience, the strength derived from her mother's
teachings, and the support of those around her. Her perseverance and the values instilled by her mother guide her
actions and help her navigate difficulties with determination and grace.

Q5. Discuss the significance of the story’s title, "From Mother with Love," in relation to the themes explored in
the narrative.
The title "From Mother with Love" reflects the central theme of maternal love and its profound impact on Minta's
life. It signifies the unconditional support and emotional strength provided by her mother, which shapes Minta's
experiences and decisions. The title underscores the narrative’s exploration of how maternal affection influences
personal growth, resilience, and the ability to face life's challenges with a sense of purpose and love.
Q6. How does the author use symbolism to enhance the story's themes? Provide examples from the text.
The author uses symbolism to deepen the narrative's exploration of love, sacrifice, and personal growth. For
example, objects or actions associated with Minta's mother, such as a family heirloom or a meaningful gesture,
symbolize the enduring nature of her love and its influence on Minta. These symbols help convey the themes of
connection, legacy, and the powerful impact of a mother's love on shaping Minta's journey and character.
Q7. What is the conflict in the story? How is it resolved?
The story has a little web of conflicts. The conflict between Minta’s dreams and real life scenario. The conflict that
exists between the ideal and real world. Minta is the one who is experiencing all these conflicts in her life. Being a
sensible girl, Minta reacts to all the situations and happenings in quite a mature way by overcoming the conflicts and
taking up the responsibility of her home just like her mother. Hence, Minta herself resolves the conflicts.
Q8. Write down the character sketch of Minta.
Minta is the main character of the story ‘From Mother… With Love.’ Though she is a small girl, she shows
responsible behaviour right from the beginning till the end. She is an obedient girl who likes going to beach with her
father. Minta is a sensible girl who understands the sensitivity of issues quite well. When Minta’s father tries to tell
her about her mother’s illness and approaching death, she knows well that something important her father has to
tell her. She never shows stubborn attitude to her parents with respect to her studies or going to Mary Hill Boarding
rather she accepts her father’s decision wholeheartedly for the sake of her mother. She loves her mother a lot that’s
why she does not want to donate her belongings to anyone. After her mother’s death, she takes on the
responsibility of taking care of her father and home, that reflects her maturity level.
Long Question:
Q. How is the theme of ‘From Mother … With Love’ a universal theme? Discuss with reference to the story.
The theme of ‘From Mother…With Love’ is a universal theme present in literature across all cultures as it all about
family relations, conflict resolution and responsibility. It is a universal theme as it deals with day to day life of our
society where such types of issues can easily be found in all cultures and societies. We do observe such kinds of
issues in our lives such as a mother fighting with illness, a father facing worries and tensions, a young child becoming
mature before time both mentally and psychologically and then finally that child taking up the responsibility on
his/her shoulder quite sensibly.
The story ‘From Mother…With Love’ is based on a simple family, who enjoys cordial relations with one another. The
story begins with an ordinary morning scene where the family members are having breakfast and little chit chat.
Then the story moves to the beach scenario where the conversation between dad and daughter starts. Later, comes
the climax of the story when the father reveals that the girl’s mother is about to die in three month time. The events
are organized chronologically. The story has a beautiful element of dialogues delivered by the characters that
stimulate the emotions and feelings of the readers.
Unit 5: It’s Country For Me
Comprehension Questions:

Q.1) Analyze the text of ‘It’s Country for Me’ and give one example of fact and opinion
The text of the lesson ‘It’s Country for Me’ is simple and easily understandable. It is based on facts and opinions. The
example of fact and opinion of each area under:
Fact:
Joel is the youngest of Ed and Betty Holland’s six children.
Opinion:
After living out here, I don’t think I would ever want to be in the city.
Q.2 How coherence and cohesion is achieved in the essay ‘It’s Country for Me.’ Illustrate with examples from
the text.
The writer has tactfully achieved coherence and cohesion in the essay ‘It’s Country for Me.’ The whole story revolves
around the major character of the story i.e. Joel. He is a responsible, intelligent, and hard-working young soul who
loves to help his family members at their farm. He loves animals and likes to look after them. His aim is to become a
good farmer when he grows up. Logical and verbal bridges are used by the writer to maintain the right balance of
cohesion in this essay. Every paragraph of the essay has a connection with the previous one with the details that are
supportive of each other.
Q.3 Explain the significance of the title, ‘It’s Country for Me’ and its connection to the theme of the lesson.
The title of the lesson ‘It’s Country for Me’ holds significance with respect to the theme of the lesson as it is related
to the elements of hard work, and dignity of labour. It is all about the pleasant life people used to live in villages, by
living together and sharing one another’s responsibilities with full zeal and zest. Joel considers his village a country
for himself where he lives a happy, contented life with his family rearing and raising cattle.
Q4. Describe Joel’s treatment of ‘Lamby’, the orphaned lamb and Jessica, the small dog; what does this show?
The way Joel treats ‘Lamby’ the orphaned lamb and Jessica, the small dog shows that he is a responsible, loving, and
caring young child. Joel ruffles the thick fur of Jessica that shows his love towards her. Then both of them move to
the barn, on seeing Joel, Lamby quickly springs up from her straw bed and drinks milk heartily. Joel loves Lamby, and
Jessica and both of them love him too. Joel takes good care of them that’s why they like Joel a lot. Furthermore,
Joel’s treatment to animals shows that Joel behaves just like an expert farmer who knows well how to treat farm
animals with care and concern.
Q5. What skills one is required to learn if he wants to be a full-fledged farmer?
If someone wants to be a full-fledged farmer just like the Holland’s, a farmer must need certain skills. First he would
need to have machine operators, and huge, powerful vehicles. He has to perform a variety of tasks by himself. He
has to act like a mechanic, repairing the machine operators and vehicles, and a husbandman who knows the skill of
raising livestock. He has to act as a veterinarian, looking after the cattle when they become sick. He also has to
perform the duty of an agriculturalist, growing food on a large scale, as well as a business person in order to manage
a farm operation, just like Joel’s father.
Q6. In what way does Joel play the role of an adult?
Joel is just a teenager but he plays the role of an adult by the amount of work he does on the farm. In the cities, only
the parents work to earn the money; but on a farm the entire family has to work together to keep the farm
functioning and earn a livelihood. Each child’s labour is not only important but it is essential for the family’s well-
being. Joel loves his responsibilities and working as a family. He does not wish to live anywhere else and wants to be
a farmer when he grows up.
Unit 7: The Choice of Career
Comprehension Questions:
Q1. What is the dominant theme of the letter?
The dominant theme of the letter is about career choice and the steps that must be taken into consideration while
selecting a career. The necessary steps for career selection include self-assessment, one’s likes and dislikes,
interests, motives, and goals and knowledge and skills that are required for the chosen career.
Q2. Why doesn’t the career expert mention any specific profession as a career?
Basically the selection of a career is not as easy and simple as most of us perceive it. It is something very special that
is based on personal preferences, likes and dislikes, interests and goals, knowledge and education, skills and training
and so on and so forth. The career expert doesn’t mention any specific profession as it is and must be a person’s
own decision keeping in view its pros and cons. Instead of mentioning any specific career, the career expert has
given valuable suggestions and steps that if taken into consideration, are really helpful in career selection.
Q.3 Why is the decision of choice of career considered the toughest? Give examples from the text of the
letter.
The decision of choice of career is considered the toughest due to a number of reasons. At the first place, selecting
the right career is not an easy task. At times it happens that the career for which we spend too much of our time and
energy ends up by giving us displeasure if it doesn’t meet our expectations either with respect to earning money or
mental satisfaction.
Career selection is something that is beyond personal preferences. The person should consider other aspects
important as well such as self-assessment, likes and dislikes, current demand for the field, qualifications required to
enter the field, any additional education or training required or not, its effect on him and others, etc. Hence, the
long list of prerequisites for making a decision of career selection makes it one of the difficult decisions to be taken
by someone in his life.
Q.4 What is self-assessment? How far is it helpful in the choice of career?
Self-assessment holds a vital place in career selection. It means that the person should be well-aware about himself.
He should know about his likes and dislikes, the skills he has, the things he enjoys doing and the things he considers
important for his work and life. If a person assesses himself critically and thoroughly, then this paves a way to a great
job for him. Hobbies and leisure activities too, count in the process of self-assessment that must not be ignored as
this can give you great insight into future career paths.
Long Question:
Q.5) Summarize the text of the lesson and extract the main points of the process of career choice.
This letter is written to help everyone in their choice of career, it focuses on specific steps that if followed rightly will
help in selection of career. Choice of career is a tough decision so it should be taken on your own. Self-assessment
and retrospection should be the first and the foremost step to be taken in this regard. After that, one should know
his likes and dislikes, interests, and motives. Nothing remains constant so it must be kept in mind that what one likes
today may not find it attractive after sometime.
Hence, one must not select a career according to the activities he likes. Then you should search the professions and
fields keeping in view your interests, abilities, and capabilities. After selecting the career, one must identify
the education, qualification, skills, and knowledge required for that career. Sometimes, additional certificates,
diplomas and courses are also required for the selected career. Scope and market demand for that career must not
be neglected in this respect.
Family, friends and opinion by the experts or professionals hold a significant place in the selection of career. Finally,
whatever decision one makes must be based on the realistic expectations so to avoid any disappointment and
frustration in future. If these steps are followed at the right time, after a thorough evaluation, then they really help a
person in his career selection.

Poem: “Good Timber” (Douglas Malloch)

Stanza 1 Comprehension:
“The tree that never had to fight,
………………………….a scrubby thing.”
QUESTIONS:
Q1. What does the stanza suggest about a tree that grows in an open plain?
Answer: The stanza suggests that a tree growing in an open plain, where it does not have to struggle for resources
like sunlight, air, or water, does not become a "forest king" but instead lives a less significant life, described as
"scrubby."

Q2. How does the stanza describe the tree's experience with rain?
Answer: The stanza describes that the tree in the open plain "always got its share of rain," implying that it received
adequate rainfall without competition.
Q3. What is implied about the tree’s growth and status compared to other trees?
Answer: The stanza implies that the tree, despite having all its needs met easily, does not achieve greatness or
prominence (i.e., it is not a "forest king") and remains relatively insignificant.
Q4. What might be the symbolic meaning of the tree's life as described in the stanza?
Answer: Symbolically, the tree's life might represent the idea that ease and lack of struggle do not necessarily lead
to greatness or notable success. The tree's lack of challenges results in it remaining unremarkable and "scrubby,"
contrasting with the growth and strength that come from overcoming difficulties.

Q5. What literary device is used in the phrase “forest king,” and what is its purpose in the context of the
stanza?
Answer: The literary device used in the phrase “forest king” is metaphor. It represents greatness or prominence
within the natural world. In the context of the stanza, the metaphor highlights the contrast between the tree's
unremarkable outcome and what it might have achieved if it had faced more challenges.
Stanza 2 Comprehension:
“The man who never had to toil
………………………..as he began.”
QUESTIONS:
Q1. What is the central theme of the stanza regarding the man’s life?
Answer: The central theme is that a man who does not face hardships or work for his resources—such as sun, sky,
light, and air—does not achieve personal growth or become a notable individual. Instead, he remains unchanged
and unremarkable throughout his life.
Q2. How does the stanza describe the man’s development over his lifetime?
Answer: The stanza describes that the man “never became a manly man” and “lived and died as he began,”
indicating that he did not grow or evolve significantly and remained the same throughout his life.
Q3. What does the stanza suggest about the relationship between effort and personal growth?
Answer: The stanza suggests that effort and toil are essential for personal growth and achievement. Without facing
challenges and working hard, a person remains stagnant and does not develop meaningful qualities or achieve
significant status.

Q4. What is the rhyme scheme of the stanza?

Answer: The rhyme scheme of the stanza is AABB. The first and second lines end with words that rhyme (“toil” and
“soil”), and the third and fourth lines end with rhyming words (“share” and “air”). The fifth and sixth lines follow the
same pattern with “man” and “began.”
Q5. What literary device is used in the phrase “manly man,” and what is its effect in the context of the stanza?
Answer: The literary device used in “manly man” is repetition for emphasis. The repetition of the word “man” in this
phrase highlights the expectation of personal growth and maturity. In the context of the stanza, it underscores the
contrast between what the man could have achieved through effort and what he actually became—someone who
remains unchanged and unimproved.
Stanza 3 Comprehension:
“Good timber does not grow with ease,
………………………………… good timbers grow.”
QUESTIONS:
Q1. What does the stanza suggest about the growth of "good timber"?
Answer: The stanza suggests that "good timber," whether in trees or in people, does not grow easily. Instead, it
requires enduring challenges such as strong winds, storms, and varying weather conditions, which contribute to its
strength and quality.
Q2. How does the stanza compare the development of trees to the development of people?
Answer: The stanza compares the development of trees to people by indicating that both require adversity and
difficult conditions to grow strong. Just as trees grow stronger with exposure to storms and harsh weather, people
also develop and become resilient through facing life's challenges.

Q3. What role do different weather conditions play in the growth of timber, according to the stanza?
Answer: Different weather conditions, including strong winds, storms, sun, cold, rain, and snow, are all portrayed as
factors that contribute to the growth of strong timber. These conditions help build resilience and strength in both
trees and people.
Q4. What is the rhyme scheme of the stanza?
Answer: The rhyme scheme of the stanza is AABBCC. The end words of the first two lines rhyme (“ease” and
“trees”), the next two lines rhyme (“length” and “strength”), and the final two lines rhyme (“snow” and “grow”).
Q5. What literary device is used in the phrase “The stronger wind, the stronger trees,” and what effect does it
have?
Answer: The literary device used is parallelism. This repetition of structure in “The stronger wind, the stronger trees”
emphasizes the relationship between the intensity of external conditions and the strength developed as a result. It
highlights the idea that greater challenges lead to greater strength, reinforcing the stanza's theme of growth
through adversity.
Stanza 4 Comprehension:
“Where thickest lies the forest growth
……………………… law of life.”
QUESTIONS:
Q1. What do "patriarchs" in the stanza refer to, and where are they found?
Answer: The "patriarchs" refer to the oldest and strongest trees, often found where the forest is thickest. They are
seen as the venerable leaders or key figures in the forest.
Q2. What do the "broken branches" symbolize in the stanza?
Answer: The "broken branches" symbolize the damage and scars resulting from many winds and struggles. They
represent the hardships and adversities that have shaped and tested the trees over time.
Q3. How do the trees "hold counsels with the stars"?
Answer: The phrase "hold counsels with the stars" is metaphorical, suggesting that the trees, due to their age and
enduring presence, seem to have a profound connection or wisdom that aligns with the heavens or the broader
cosmos. It implies a timeless, almost mystical quality.
Q4. What is the significance of the phrase "This is the common law of life" in the context of the stanza?
Answer: The phrase "This is the common law of life" signifies that the experiences and lessons depicted—enduring
hardships and growing stronger through adversity—are universal truths or principles applicable to all living beings. It
suggests that struggle and resilience are fundamental aspects of existence.
Q5. What is the rhyme scheme of the stanza?
Answer: The rhyme scheme of the stanza is AABBCC. The end words of the first two lines rhyme (“growth” and
“both”), the next two lines rhyme (“stars” and “scars”), and the final two lines rhyme (“strife” and “life”).
Q6. What literary device is used in the phrase “patriarchs of both,” and what effect does it have?
Answer: The literary device used is synecdoche, where "patriarchs of both" refers to both trees and people
symbolically representing wisdom and experience. This device emphasizes the idea that the oldest and most
resilient trees are akin to wise, venerable figures in human society, reinforcing the theme of enduring strength and
wisdom through adversity.
Poem: “Mother to Son’ by (Langston Hughes)
Stanza 1 Comprehension:

“Well, son, I’ll tell you:

……………………………Bare.”
QUESTIONS:

Q1. What is the speaker's attitude towards their life, as expressed in the stanza?
Answer: The speaker's attitude towards their life is one of struggle and hardship. They describe their life
metaphorically as a stair that has not been smooth or easy, but rather full of obstacles and difficulties.
Q2. What specific obstacles are mentioned in the stanza?
Answer: The obstacles mentioned in the stanza include tacks, splinters, torn-up boards, and places with no carpet,
all of which contribute to a rough and challenging path.

Q3. How does the speaker describe the condition of the stairs in the metaphor?
Answer: The speaker describes the stairs as being in poor condition, with tacks and splinters causing discomfort,
boards that are torn up, and areas that are bare without carpet. This imagery conveys a sense of difficulty and
discomfort.
Q4. What does the phrase “ain’t been no crystal stair” imply about the speaker’s life?
Answer: The phrase “ain’t been no crystal stair” implies that the speaker's life has not been smooth, luxurious, or
easy. Instead, it has been filled with challenges and difficulties, contrasting with the idea of a pristine, trouble-free
path.
Q5. What literary device is used in the phrase “Life for me ain't been no crystal stair,” and what is its effect?
Answer: The literary device used is a metaphor. By comparing life to a “crystal stair,” the speaker contrasts their
own challenging life with the image of a perfect, elegant staircase. This metaphor effectively emphasizes the
hardships and struggles faced by the speaker, illustrating the disparity between their difficult experiences and an
idealized, easy path.
Q6. How does the language in the stanza contribute to the overall tone?
Answer: The language in the stanza—using terms like “tacks,” “splinters,” “torn up,” and “bare”—contributes to a
tone of hardship and struggle. The informal, direct language reflects the speaker’s candid and realistic portrayal of
their difficult experiences, reinforcing the tone of resilience and perseverance in the face of adversity.
Stanza 2 Comprehension:

“But all the time

………………been no light.”

QUESTIONS:

Q1. What does the speaker mean by “I’se been a-climbin’ on” in the stanza?
Answer: The phrase “I’se been a-climbin’ on” means that the speaker has been continuously moving forward and
persevering despite the difficulties and obstacles in their life. It reflects a sense of determination and persistence.
Q2. What does the speaker encounter as they climb and move forward?
Answer: As the speaker climbs and moves forward, they encounter “landin’s” (which can be interpreted as
achievements or milestones), “turnin’ corners” (which symbolizes changes or new challenges), and sometimes find
themselves in situations with “no light” (indicating times of uncertainty or difficulty).
Q3. How does the imagery of “landin’s” and “turnin’ corners” contribute to the understanding of the
speaker’s journey?
Answer: The imagery of “landin’s” and “turnin’ corners” conveys a journey filled with progress and transitions.
“Landin’s” represent moments of achievement or rest, while “turnin’ corners” signifies navigating through changes
and new phases, reflecting the speaker’s ongoing effort and adaptability.
Q4. What does the phrase “sometimes goin’ in the dark” suggest about the speaker’s experiences?
Answer: The phrase “sometimes goin’ in the dark” suggests that the speaker has experienced periods of uncertainty
and difficulty where the way forward was unclear. It implies facing challenges without clear guidance or assurance,
contributing to the overall theme of perseverance through adversity.
Q5. What literary device is used in the phrase “I’se been a-climbin’ on,” and what effect does it have?
Answer: The literary device used is a metaphor. In this case, “a-climbin’ on” metaphorically represents the speaker's
ongoing struggle and effort in life. This metaphor emphasizes the continuous and challenging nature of the speaker’s
journey, highlighting their resilience and determination to keep moving forward despite obstacles.
Stanza 3 Comprehension:
“So boy, don’t you turn back.
……….. ain’t been no crystal stair.”
QUESTIONS:
Q1. What advice is the speaker giving to the "boy" in the stanza?
Answer: The speaker advises the boy not to give up or turn back when faced with difficulties. They suggest that the
boy should keep going and not be discouraged by the challenges, even if they seem hard to overcome.
Q2. What is the speaker’s attitude toward the difficulty of the journey?
Answer: The speaker acknowledges that the journey is difficult, as implied by phrases like “kinder hard” and the
overall message of perseverance. However, the speaker remains positive and resilient, continuing to climb despite
the challenges.
Q3. How does the speaker’s own experience with life reinforce their advice to the boy?
Answer: The speaker’s own experience of life being “ain’t been no crystal stair” reinforces their advice by illustrating
that life is inherently challenging and full of obstacles. The speaker's perseverance through their difficulties serves as
a model for the boy, demonstrating that continued effort and resilience are necessary.

Q4. What does the speaker mean by “Don’t you set down on the steps” in the context of the advice?
Answer: The phrase “Don’t you set down on the steps” means that the boy should not stop or become complacent
when facing difficulties. It advises against pausing or giving up just because the journey is hard, encouraging
continuous effort and movement forward.
Q5. What literary device is used in the phrase “For I’se still goin’, honey,” and what is its effect?
Answer: The literary device used is anaphora, which is the repetition of the phrase “I’se still” at the beginning of two
successive lines. This repetition emphasizes the speaker's enduring determination and ongoing effort despite the
hardships faced. It reinforces the theme of perseverance and resilience, illustrating the speaker’s commitment to
continuing their journey.