Thursday, June 17, 2021

The Brook poem Class 8th, Tulip Series

The Brook

poem Class 8th, Tulip Series
Text of the Poem 




Let us read and understand the poem.

I come from haunts of coot and hern,

   I make a sudden sally

And sparkle out among the fern,

   To bicker down a valley.


By thirty hills I hurry down,

   Or slip between the ridges,

By twenty thorps, a little town,

   And half a hundred bridges.


Till last by Philip's farm I flow

   To join the brimming river,

For men may come and men may go,

   But I go on for ever.


I chatter over stony ways,

   In little sharps and trebles,

I bubble into eddying bays,

   I babble on the pebbles.


With many a curve my banks I fret

   By many a field and fallow,

And many a fairy foreland set

   With willow-weed and mallow.


I chatter, chatter, as I flow

   To join the brimming river,

For men may come and men may go,

   But I go on for ever.


I wind about, and in and out,

   With here a blossom sailing,

And here and there a lusty trout,

   And here and there a grayling,


And here and there a foamy flake

   Upon me, as I travel

With many a silvery water break

   Above the golden gravel,


And draw them all along, and flow


   To join the brimming river

For men may come and men may go,

   But I go on for ever.


I steal by lawns and grassy plots,

   I slide by hazel covers;

I move the sweet forget-me-nots

   That grow for happy lovers.


I slip, I slide, I gloom, I glance,

   Among my skimming swallows;

I make the netted sunbeam dance

   Against my sandy shallows.


I murmur under moon and stars

   In brambly wildernesses;

I linger by my shingly bars;

   I loiter round my cresses;


And out again I curve and flow

   To join the brimming river,

For men may come and men may go,

   But I go on for ever


                                    Alfred Tennyson



Glossary


Haunt:                                         place visited frequently

Coot and hern:                            water birds

Sally:                                          to rush; to issue forth suddenly

Bicker:                                        to move quickly with a participating noise

Ridge:                                         a high edge along a mountain

Thorp:                                         village

Sharps and trebles:                     the loud and low sound of music

Eddying bays:                            bays full of whirlpools

Fret:                                            to wear away

Fallow:                                        unploughed land

Foreland:                                     tiny cape

Chatter:                                        to pass with a noise

Wind about:                                 to move in a curved way

Lusty:                                          strong

Grayling:                                    a trout having a broad fin

Gravel:                                       small stones, often used to make the surface of paths & roads,

Steal:                                         to move quietly

Hazel:                                        a small tree that produces nuts, woods or buses

Gloom(verb):                             to grow dark

Glance:                                      to produce small bright flashes of light

Netted(adj):                               looking like meshes

Brambly:                                   full of thorns

Shingly bars:                             pebbles & sand hindering the flow

Cresses:                                     small plants with thin stems & very small leaves


The Brook

poem Class 8th, Questions and Answers:

Thinking about the Poem
Q.1. Who is “I” referred to as in the poem?
Ans. ‘I’ is referred to the brook that has been personified in the poem.

Q.2. Trace the journey of the brook.
Ans. ‘The Brook’ is a story about the musical journey of a stream from its origin to its end. It’s a story about the various courses it takes to reach its destination i.e. a brimming river. The brook is personified in the poem and its itself narrates its story of life, therefore, the poem is written in the first person.
The brook originates from a place that is frequently visited by water birds like coot and hern. It at once acquires great speed and flows down producing its characteristic sound. It passes through various hills, ridges, various villages, and a town as well. It flows beneath about a fifty bridges, passes beside Phillip’s farm to ultimately reach the brimming river. It takes stony paths and makes a loud noise while passing through them. It produces whirlpools, it passes curving through the fields and fallows and capes with willows and mallows. It moves in a zigzag fashion and meets flowers, trout’s, gray lines and foamy flakes on its way. It carries the golden gravel with it. It passes through grassy lawns, it glides over its deepest and shallowest passages, it passes through the thorns of the woods, pebbles, cereses and what not with only aim to join the brimming river.


Q. 3. Explain the following lines:

“ For men may come and men may go but I go on forever”. 
What purpose do these lines serve?

Ans. The poet has used these lines as refrain i.e., they get repeated at regular intervals.
In these lines, the brook mentions the natural phenomenon of the universe the phenomenon of life and death. Billions of people came to this world, lived their lives and eventually met their inevitable fate i.e. death. Nobody came to live forever unlike the brook, whose the journey started since the creation of the world and is still going on oblivious of the fact that how many people have lived and died during this time.
The purpose of these lines is to impart an idea that the world does not stop for anyone. The phenomenon of nature goes on no matter what. The cycle of life and death keeps moving. Humans are only a part of this phenomenon. There are things that have been there before their arrival and will be there after their departure. Nature is all powerful, everlasting and so humans must not think of themselves as eternal beings.

Q.4. Alliteration is the repetition of initial consonant sounds in verse such as “I slip, I slide, I gloom, I glance’. Pick out more examples of alliteration from the poem.

Ans. Alliteration is the repetition of the initial sound usually a consonant or first sound of two or more neighbouring words in a line of prose and poetry. Examples from the poem are:

Sudden Sally Sparkle, twenty, town; Phillips, from flow; men, may; bubble, bays, babble; field, fallow, fairy, foreland; with,Willow, weed; foamy, flake, golden gavel, slip, slide, gloom, glance, skimming swallows’ sandy shallows; murmur, the moon.

Q5. Can the journey of the brook to be compared to human life? How?

Ans. The poet has employed symbolism in the poem using the journey of the brook as a symbol of the human journey. The use of personification and the first person ‘I’ relates the brook to a human even more. The journey of a brook runs parallel to the journey of a man. The changes of size, shape, speed, sound, and courses that a brook encounters along its journey are similar to the different stages and experiences that a man confronts in his lifetime. Like an infant, a brook is born, it is wild energetic. It rushes forward to meet challenges like a human baby. It undergoes various changes making different sounds i.e. showing various dispositions like a human baby then comes the ripe age of the brook where it flows with patience just like a grown-up individual who performs calculated actions. Then comes a stage for the brook where it loiters like an old man who finds it move and after this age. As the brook flows again to meet its fate i.e. brimming river, humans move to their fate i.e. death. The journey of the brook never stops and so does not stop the cycle of birth and death. Individuals die but the existence of the living continues to be there.

Mera Priye Adhyapak for class 6th

 My Favourite teacher 

essay in hindi for Class 6th

मेरा प्रिय शिक्षक ( निबंध )

अध्यापक हमारे जीवन में एक ऐसा व्यक्ति है जो अच्छी शिक्षा के साथ कई महत्वपूर्ण चीजें प्रदान करता है। एक शिक्षक अपने छात्रों के लिए बहुत मायने रखता है। वह विकास के आरंभिक वर्षों से लेकर परिपक्व होने तक हमारे जीवन में असाधारण भूमिका निभाता है। वे हमें और हमारे भविष्य को उसी के अनुसार ढालते हैं ताकि हमें देश का एक जिम्मेदार नागरिक बनाया जा सके।

मेरा पसंदीदा शिक्षक मेरी कक्षा शिक्षिका है। उसका नाम रौशनी शर्मा  है। वह हमारी उपस्थिति लेती है और हमें हिंदी, गणित और कला विषय पढ़ाती है। वह अच्छी तरह से शिक्षित है और बनारस हिंदू विश्वविद्यालय से उच्च अध्ययन किया है। वह हमें सभी विषयों को पढ़ाने के लिए बहुत आसान और प्रभावी शिक्षण रणनीतियों का पालन करती है। मैं कभी उसकी क्लास मिस नहीं करता और रोज अटेंड करता हूँ।

मुझे उसका तरीका पसंद है जैसे  वह हमें सिखाती है और  हमें उस विषय पर फिर से घर पर अध्ययन करने की आवश्यकता नहीं होती। हम उस विषय के बारे में बहुत स्पष्ट हो जाते हैं जो वह हमें कक्षा में पढ़ाती है। विषय की अवधारणा को साफ़ करने के बाद, वह हमें कक्षा में कुछ अभ्यास करवाती है और घर के लिए घरेलू काम भी करवाती है। अगले दिन, वह कल के विषय से संबंधित प्रश्न पूछती है और फिर दूसरा विषय शुरू करती है।

विषयों के अलावा वह हमें अच्छी नैतिकता सिखाती है और शिष्टाचार भी हमें चरित्र से मजबूत बनाती है। हालांकि वह अगली कक्षा में हमारी शिक्षिका नहीं होगी; उसकी शिक्षाएँ हमेशा हमारे साथ रहेंगी और हमें कठिन परिस्थितियों का रास्ता दिखाएंगी। वह स्वभाव से बहुत ही केयरिंग और प्यार करने वाली है। वह विश्वविद्यालय में स्वर्ण पदक विजेता रही हैं और उन्होंने उच्च शिक्षा प्राप्त की है। वह हमेशा मेरी सबसे अच्छी शिक्षक रहेंगी।




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Wednesday, June 16, 2021

How Teachers Learn class 8th Tulip Series

 How Teachers Learn 

(John Holt) 
Class 8th -
English : Prose - Lesson 1 -



WORKING WITH TEXT



Q1. Who was Nora? How did she become a friend of the teacher? 
 Ans: Nora was a five-year-old girl child. The teacher visited her family over a weekend. This is because of this visit they became friends.

Q2. How did the teacher observe Nora while learning?
Ans: Most of the time the teacher sat still and silent but when she seemed badly stuck sometime he either suggested her to figure out or told her to skip the word, but sometime he told her the if she asked to tell her the word.

Q3. What odd thing happened with Nora? Why was the teacher puzzled? 
Ans. While Nora was reading, an odd thing happened to her. She misread a word that previously she had read correctly. This made the teacher felt annoyed and puzzled because she had read the same word correctly earlier.

Q4. Was Nora a careless child? How do you know?
 Ans. No, Nora was not a careless child because she was very good at learning. She was putting all her concentration in reading the book.

Q5. How should a teacher understand the problems of the children?
Ans. To understand the learning problem of the children, a teacher must try to see things through their eyes. For a child who has just only seen the word for the first time, it is not easy but difficult for him to remember the word.

Q6. What experience popped into the mind of teacher's mind after Nora's learning problem?
Ans. The experience that popped out into the mind of teacher was sheet of different languages unknown for him. The page looked like a jumble of words for him. Whatever the teacher did to overcome that problem he resembled the same with the Nora's learning.

Q7. Why are children of unlettered homes at a disadvantage? 
Ans. Children of unlettered homes does not have the familiarity with the shapes of words and letters from the beginning of their learning. Since there is no one to watch and observe them, there so they are at a disadvantage.

Q8. How did teacher learn from Nora?
Ans. The teacher learned about the problems faced by the children by observing Nora while her reading and learning, and from that experience, he learned how to tackle these problems while teaching.


LANGUAGE WORK:
1. In the text the, author keeps using the American expression, ‘to figure out’. Which of the following word or phrases is closest in meaning to the expression as it is used in the passage?
(a) To guess             (b) to recognize           (c) to reason out         (d) to decide
Ans. Mostly the meaning of the given expression ‘to figure out’ is ‘to understand’. But when we read the passage of the lesson, the teacher makes the child to recognize the words by suggesting her to figure out. So in this way we can say the meaning of the expression may ‘to recognize’.
2. Second sentence of each of the sentence is written below:
(a)    He loaned me some clothes. I lent them.
(b)   He sold me an old piano.  I purchased it.
(c)    He chased me.  I ran away.
(d)   I gave him a glass of water.  He received it.
(e)    We conquered the enemy. They were defeated.
3. Suffixes of given words are given below:
Alphabet……………… Alphabetical
Angel…………………. Angelic, Angler, Anglican
Shape…………………. Shapeless
Book………………….. Bookish
Man…………………… Manhood(n), Manish(adj)
Government…………… Governmental
Minister………………… Ministerial
Elephant……………….. Elephantine
Tiger…………………… tigress
Day……………………..  Daily
College…………………. Collegiate
4. Message to Asif:
Message
Dear Asif,
Khalid had called me that he will be 1 hour late for dinner, which you and Khalid have planned to have at Ahdoo’s at 9 pm. He will be late because he has to complete an assignment at office.
Rauf


GRAMMAR WORK:

I. Fill in the blanks by using the past participle forms of given verbs:

Write,         Rent,        Forget,      Break,        Cook

1.    I am living in a rented house.
2.    It is not safe to sit in a broken chair.
3.    Some people do not like cooked vegetables.
4.    The headmaster wanted a written report.
5.    That is a forgotten quarrel.

II.   Using the words and phrases given, make sentences like in the example given below:

Example: we/ the doors/ have/painted/ shall.
                  We shall have the doors painted.
1. made/ I/ a new suit/ had.
    I had made a new suit.
2. she/ heard/ has never/ spoken/ French.
    She has never heard spoken French.
3. respected/ makes/ his knowledge/ him.
   His knowledge makes him respected.
4. I/ your names/ heard/ called.
    I heard your names called.
5. work/ we/ want this/ quickly/ done.
   We want this work quickly done. 

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