Winds of Change

Reflect and Respond

Q1. Does anyone in your family use a hand fan? What do you call it in your language? What is it made of?

Answer:

This is a personal response question. Here's a general guide to help you answer:

• Observe if any family member uses a hand fan during summers or at religious ceremonies.
• Think of the local word for a hand fan in your mother tongue (e.g., 'Pankha' in Hindi, 'Bisa' in Kannada, 'Visa' in Telugu, 'Veesan' in Tamil).
• Check the material - it could be made of bamboo, palm leaves, cloth, paper, plastic, or even wood.

Sample Answer: Yes, my grandmother uses a hand fan. We call it 'Pankha' in our language. It is made of bamboo sticks and dried palm leaves.

Q2. Work in pairs. Study the pictures given below carefully and complete the information. Discuss your answers with your classmates and teacher.

Answer:

Since the exact pictures are not visible in the text, use this as a general guide to discuss with your partner:

• Observe: Look at the shape, size, colour, and materials of each fan in the pictures.
• Identify: Try to guess which state or region each fan might belong to based on its design.
• Discuss: Share your observations with your partner and teacher, noting the unique features of each fan.

Q3. Work in pairs. Match the underlined words in Column 1 with their meanings in Column 2. Share your answers with your classmates and teacher. Text: I visited the crafts fair yesterday. It was a wonderful experience. Each indigenous artefact was an innovative creation of industrious craftspersons with its intricate design. It invoked a sense of respect for the initiatives taken by the government to showcase them.

Column 1	Column 2
1. indigenous	(i) hardworking
2. innovative	(ii) actions to improve a situation
3. industrious	(iii) brought out
4. intricate	(iv) local—from where it originated
5. invoked	(v) new and original in approach
6. initiatives	(vi) elaborate/detailed

Answer:

The correct matches are:

Points to Remember:

• Indigenous: Original to a particular place; native.
• Innovative: Introducing new ideas; original and creative.
• Industrious: Diligent and hard-working.
• Intricate: Very detailed and complicated.
• Invoked: Brought about or called forth (a feeling).
• Initiatives: Actions or strategies taken to solve a problem or improve a situation.

Check Your Understanding

Q1. Work in pairs to complete the table on pankha. Share your answers with your classmates and teacher.

State	Type of Fan	Material Used
Rajasthan	appliqué hand fan	gold thread
	temple hand fans
Gujarat	mirror work hand fans
		beads
		leather, decorated with thread and wool
West Bengal	sola hand fans

Answer:

The completed table is given below:

Q2. Extract 1: "Over time, pankhas became significant cultural goods distributed through trade routes. They were considered exotic and stylish. Although there was substantial commonality in their use across India, different villages and towns developed their own varieties of traditional pankhas. Each place developed pankhas with distinct materials or a variety of intricate designs, that set them apart from one another." (i) State whether the following sentence is true or false. Pankhas were one of the most popular items of commerce. (ii) Why has the word 'traditional' been used to describe pankhas? (iii) Complete the following statement. The sentence 'They were considered exotic and stylish' is an opinion and not a fact because (iv) Infer one reason for commonality in the use of pankhas across India. (v) Select which one of the two statements is the correct assertion for the given reason. Reason: Pankhas were made of indigenous materials, unique to the region, with elaborate designs. A. Each kind of pankha could be distinguished from the other. B. Pankhas were used by many people.

Answer:

(i) Cannot be confirmed as 'true' directly because the text mentions they became 'significant cultural goods' but doesn't compare them to other goods. A safe answer is that the statement is not supported.

(ii) The word 'traditional' is used because these pankhas have been made and used for generations, following old methods and designs passed down through families and communities in different regions.

(iii) ...because it describes what people thought or felt about pankhas (they considered them exotic and stylish), which is a subjective viewpoint rather than an objective fact that can be proven.

(iv) One reason for commonality could be that pankhas were used for similar purposes across India, such as fanning deities in temples, fanning kings in royal courts, or for personal use to beat the heat.

(v) A. Each kind of pankha could be distinguished from the other. (The reason directly supports why each pankha was unique and could be distinguished.)

Q3. Extract 2: "With time and the advent of technology and innovative creations, the beautiful culture of pankhas runs the risk of slowly losing its presence among Indians. Once made for personal use, over time this handicraft has transformed into a commercial business and now provides some form of livelihood to India's artisans. The slight increase in popularity and demand is significantly factored by the different versions of the pankha being crafted." (i) Infer one negative impact of technological advancement on pankha. (ii) Complete the statement with an appropriate reason. The writer refers to 'pankhas' not just as an object but as a 'culture' because (iii) Select a line from the extract which depicts how the role of the pankha has changed over the years. (iv) List one way in which the increase in demand of pankhas might benefit artisans. (v) Select the factor that has contributed to the commercialisation of pankhas. A. cultural preservation B. economic demand C. technological advancements D. artisan initiative

Answer:

(i) One negative impact is that the culture of pankhas is slowly losing its presence among Indians as people may be switching to modern electric fans and air conditioners.

(ii) ...because pankhas represent not just an object, but the traditional knowledge, skills, artistic expressions, regional identities, and history that have been passed down through generations.

(iii) "Once made for personal use, over time this handicraft has transformed into a commercial business."

(iv) An increase in demand might benefit artisans by providing them with better livelihood opportunities, more regular income, and recognition for their skills.

(v) B. economic demand

Q4. Answer the following questions: 1. How does the title 'Winds of Change' capture the essence of the chapter? 2. Support the following statement with any two relevant examples from the chapter. The structure and design of pankhas are testimony to the cultural identity of the region. 3. The chapter mentions pankhas running the risk of slowly losing their presence among Indians. Evaluate how the balance between preserving traditional craftsmanship and incorporating innovative designs in the creation of pankhas will help in this regard. 4. How might initiatives such as pankha-making workshops contribute to the preservation of this traditional craft? 5. The writer mentions celebrating pankhas in the concluding part of the chapter. Assess how this could be beneficial to artisans and the craft. 6. How does the restriction of the use of pankha for decorative purposes reflect the changing cultural role of these traditional fans in modern India?

Answer:

1. The title 'Winds of Change' captures the essence of the chapter in multiple ways. It refers to the actual purpose of a fan—to create a breeze or wind. It also symbolises the changes that have occurred over time: the evolution of pankhas from practical objects to decorative items, the change in their role from personal use to commercial business, and the modern efforts to preserve this traditional craft through various initiatives.

2. Two examples from the chapter that show how pankha design reflects cultural identity:

• Rajasthan's appliqué hand fans made with pieces of fabric and ornamental needlework, along with zardozi fans using gold threadwork, reflect the rich textile traditions of the region.
• Gujarat's fans with mirror work and bead craft showcase the traditional embroidery and handicraft skills of the state, particularly the work of industrious home-based women workers.

3. Balancing traditional craftsmanship with innovative designs can help in the following ways:

• It preserves the core techniques and cultural knowledge that have been passed down through generations.
• Innovative designs make the craft more appealing to modern consumers, increasing demand and commercial viability.
• This balance ensures that artisans maintain their traditional skills while also adapting to contemporary tastes, creating sustainable livelihoods.
• It introduces the craft to new audiences who appreciate both tradition and innovation.

4. Pankha-making workshops can contribute to preservation by:

• Spreading awareness about the beauty and importance of this craft in India's culture.
• Teaching the skills to younger generations, ensuring that the knowledge is not lost.
• Providing a platform for artisans to demonstrate their craft and connect with potential buyers.
• Creating commercial opportunities through exhibitions and workshops.

5. Celebrating pankhas, as the writer suggests, could be beneficial because:

• It allows contemporary pankha makers to demonstrate their craft and regain its popularity.
• It provides a commercial platform for artisans to create a sustainable livelihood.
• It helps in spreading awareness about the beauty and cultural importance of this craft.
• It encourages people to appreciate the artistry and stories behind each pankha.

6. The restriction of pankhas to decorative purposes reflects:

• A shift from their practical, everyday use to an appreciation of their artistic and aesthetic value.
• The impact of technological advancement, as electric fans have taken over the practical function of providing air circulation.
• A cultural change where these objects are now valued primarily as symbols of tradition and heritage.
• The transition from being essential household items to becoming collectibles and display pieces that showcase India's artistic diversity.

Vocabulary and Structures in Context

Q1. Read the following pairs of words from the text. exotic and stylish villages and towns thread and wool silk and brass ornate and encrusted within and outside 1. Classify the pairs of words given above in the following categories. One example has been done for you.

Appearance	Place	Material
	within and outside

Now, find more such word pairs from the text and share them with your classmates and teacher.

Answer:

The correct classification is:

More word pairs from the text:

• colours and styles
• temple and royal courts
• bamboo and cane
• palms and silk
• red and white (from the tribal section)
• shapes and sizes
• culture and stories

Q2. Find the word pairs for the following fixed expressions. Write the meanings of these expressions by selecting them from the box given below. One example has been done for you. Some common expressions with 'and' have a fixed order which cannot be changed. The shortest expression comes first. For example, bread and butter (*not butter and bread)

Word 1	Word 2	Fixed Expression	Meaning of the Expression
1.		high and tear
2.		cut and fast
3.		facts and sundry
4.		all and thin	all and sundry (v) everyone, not just a few special people
5.		wear and figures
6.		time and run
7.		thick and again
8.		hard and dry

Now, match the following meanings with the correct word pairs created above. (i) in a difficult situation, without help or money- (ii) the damage to object due to normal use - (iii) accurate and detailed information - (iv) even when there are problems or difficulties- (v) everyone, not just a few special people- (vi) often; on many or all occasions- (vii) To make a quick or sudden escape -

Answer:

The completed fixed expressions and their meanings are:

Correct matches for meanings:

• (i) in a difficult situation, without help or money - hard and dry (hard-up and dry)
• (ii) the damage to object due to normal use - wear and tear
• (iii) accurate and detailed information - facts and figures
• (iv) even when there are problems or difficulties - thick and thin (through thick and thin)
• (v) everyone, not just a few special people - all and sundry
• (vi) often; on many or all occasions - time and again
• (vii) To make a quick or sudden escape - cut and run

Q3. Read the following word combinations from the text. sustainable livelihood aesthetically pleasing appreciating the culture 1. Choose the appropriate word collocations for the following sentences. (i) The students have to (take/give) the English exam tomorrow. (ii) The interviewer asked the candidate to (take/have) a seat. (iii) My scooter (dashed against/ran into) a car. (iv) I must (take/own) responsibility for my success. (v) I would like to (tone up/improve) my grammar.

Answer:

(i) The students have to take the English exam tomorrow.

(ii) The interviewer asked the candidate to take a seat.

(iii) My scooter dashed against a car.

(iv) I must take responsibility for my success.

(v) I would like to improve my grammar.

Points to Remember:

• Take an exam: We use 'take' with exams, not 'give'.
• Take a seat: The fixed expression is 'take a seat', not 'have a seat' in formal contexts.
• Dashed against: Means to crash into something with force.
• Take responsibility: Means to accept accountability for something.
• Improve grammar: Means to make your grammar better.

Q4. Read the following sentences. Underline the verbs. 1. In modern times, pankhas have become traditional craft items in India. 2. Gujarat's industrious home-based women workers have worked tirelessly in the handicraft of pankha-making. 3. Many tribes in India have adopted this handicraft. 4. Once made for personal use, this handicraft has transformed into a commercial business. The underlined verbs refer to the past, but have relevance to the current or present time. This form of tense is called the present perfect tense. Recently completed actions also take the present perfect form of tense. Now, fill in the blanks with the present perfect form of verbs in the following paragraph. One example has been done for you. Puppets have long fascinated (fascinate) audiences worldwide. Puppeteers (i) __________ (create) intricate characters and captivating stories with their skillful artistry. They (ii) __________ (master) the delicate movements that bring these lifeless figures to life, entertaining both children and adults. Over the years, puppetry (iii) __________ (evolve), using modern technology while preserving traditional techniques. Many puppeteers (iv) __________ (pass) down their craft through generations, ensuring its continuity. They (v) __________ (perform) in theatres, on television, and at festivals, conveying important cultural narratives.

Answer:

Underlined verbs (present perfect tense):

1. In modern times, pankhas have become traditional craft items in India.

2. Gujarat's industrious home-based women workers have worked tirelessly in the handicraft of pankha-making.

3. Many tribes in India have adopted this handicraft.

4. Once made for personal use, this handicraft has transformed into a commercial business.

Fill in the blanks:

Puppets have long fascinated (fascinate) audiences worldwide. Puppeteers (i) have created intricate characters and captivating stories with their skillful artistry. They (ii) have mastered the delicate movements that bring these lifeless figures to life, entertaining both children and adults. Over the years, puppetry (iii) has evolved, using modern technology while preserving traditional techniques. Many puppeteers (iv) have passed down their craft through generations, ensuring its continuity. They (v) have performed in theatres, on television, and at festivals, conveying important cultural narratives.

Points to Remember:

• Present Perfect Tense: Used for actions that started in the past and continue to the present, or for past actions that have relevance now.
• Structure: have/has + past participle (V3)
• Has vs Have: Use 'has' with singular subjects (he, she, it, puppetry) and 'have' with plural subjects (I, we, they, puppeteers).

Listen and Respond

Q1. You will listen to a dialogue between a boy and a girl discussing which type of pankha they should choose as a gift. As you listen, choose four statements out of seven that are true from 1-7 given below. (Transcript for teacher on page 263) 1. Rohan thinks Grandma prefers heavier items because they feel more substantial. 2. Priya suggests getting a pankha that can be easily moved around. 3. Rohan believes Grandma enjoys sitting in the verandah during the evenings. 4. Priya knows Grandma likes to keep special items close to her. 5. Rohan thinks a pankha with intricate designs would be too delicate for Grandma's liking. 6. Priya suggests choosing between a bamboo pankha with beadwork or an embroidered pankha with mirror work. 7. Rohan decides they should buy the pankha without consulting their mom.

Answer:

Since the transcript is not provided here, you will need to listen carefully to the audio and select the four true statements based on what you hear.

Tips for listening:

• Pay attention to what each speaker says about Grandma's preferences.
• Note which types of pankhas are mentioned.
• Listen for the final decision made by the speakers.

Q2. Work in groups of four. Look at the pictures of the four different kinds of fans given below. Each of you in the group will pick one kind of fan. Imagine yourself to be that fan. Use the points given in the box below. Introduce yourself as the fan which you have chosen. Describe yourself, for example, your features, etc. What do you like about yourself? What do you feel is your weakness? What makes you unique?

Answer:

This is a creative group activity. Here's a sample answer to help you prepare:

Sample Introduction (as a Rajasthani Appliqué Hand Fan):

"Hello everyone! I am a colourful appliqué hand fan from Rajasthan. I am made of pieces of fabric in different shapes and patterns sewn onto another cloth with beautiful ornamental needlework. I love my vibrant colours and the intricate stitches that adorn my surface. My weakness is that I am delicate and need to be handled with care, unlike sturdy bamboo fans. What makes me unique is the rich tradition of Rajasthani textile art that I represent, and the way I reflect the royal heritage of my region."

Tips for your introduction:

• Use the first person ('I', 'me', 'my') as if you are the fan.
• Describe your physical features, materials, and design.
• Explain what you like about yourself and what your weakness is.
• Mention what makes you unique or special compared to other fans.

Writing Task

Q1. Describe an artefact you have made in your craft class or learnt from someone. Begin with collection and organisation of the facts with the help of the pointers given above. Do not include your opinion in the factual description.

Answer:

Sample Answer:

During my craft class, I made a traditional paper fan. The fan was made using thick craft paper, bamboo sticks, colourful threads, and fevicol. The process began by cutting the craft paper into a semi-circular shape. Six thin bamboo sticks were then placed at equal distances on the paper. The sticks were glued to the paper and allowed to dry. Once dried, the paper was folded along the bamboo sticks to create pleats. A small hole was made at the bottom of all the sticks, and a colourful thread was passed through to tie them together. The fan was then opened and closed to ensure smooth movement. The completed fan had a red and yellow pattern on the paper, with natural bamboo handles visible. It measured approximately 20 centimetres in length when open and could be folded flat for easy storage.

Points to Remember:

• Write only factual information - what was made, how it was made, and what materials were used.
• Do not include opinions like 'I loved it' or 'It was beautiful'.
• Organise the steps in a logical sequence.
• Mention the size, shape, colour, and materials.

Learning Beyond the Text

Q1. Identify any art or craft item from your region and make a presentation describing its features, materials, and process involved in making it, its usage, etc. You may refer to the points given on the next page. Name of the object and its physical characteristics: appearance, shape, size, colour, etc. What is it made up of? Which region does it belong to? How has it been used traditionally? Is there an origin story associated with it? How has it evolved over time? How can it be used effectively and safely in today's time?

Answer:

This is a project-based activity. Here's a sample presentation outline for a craft item from South India (Karnataka):

Art/Craft Item: Channapatna Wooden Toys

• Name and Physical Characteristics: Channapatna toys are colourful wooden toys, typically in the shape of animals, fruits, or dolls. They have smooth, polished surfaces with bright, natural colours.
• Materials: Made from locally available softwood (Indian silver oak) and vegetable dyes for colouring.
• Region: Channapatna, Karnataka.
• Traditional Use: Used as playthings for children and as decorative items.
• Origin Story: The craft was introduced during the reign of Tipu Sultan, who invited Persian artisans to teach the craft to local woodworkers.
• Evolution: Initially made with simple shapes, today they include modern designs and are exported globally.
• Modern Use: Used both as toys for children and as eco-friendly decorative items and souvenirs.

Q2. You can also make your own hand fan. Take ideas from the pictures given below and in groups of four, make your own hand fan. Display the hand fans in the class and describe the process used to make it.

Answer:

How to Make a Hand Fan:

1. Collect materials: craft paper, bamboo sticks or thick cardboard strips, fevicol/glue, scissors, and thread.
2. Cut the craft paper into a large semi-circular or fan-shaped piece.
3. Place the bamboo sticks evenly on the paper, with small gaps between them.
4. Glue the sticks to the paper and let them dry completely.
5. Fold the paper along each stick to create pleats.
6. Make a small hole at the bottom of the sticks and tie them together with thread.
7. Decorate the fan with paint, stickers, or fabric if desired.
8. Your hand fan is now ready to use!

Critical Reflection

Q1. Read the given extracts from the poem and answer the questions that follow. Extract 1: "Brushstrokes of seeds, planted true, Awaiting spring's vibrant hue." (i) The poet has used a metaphor in 'Brushstrokes of seeds'. Which option from those given below uses a metaphor? A. Her mother's heart heard her heartfelt request with kindness. B. She has a heart of gold. C. Her heart did a dance of joy on seeing the new doll. D. She has a very kind heart. (ii) Complete the sentence appropriately. The phrase 'planted true' is significant because it implies (iii) Why has the poet used the word 'hue' instead of 'colours' in the extract? (iv) Complete the following analogy correctly with a word from the extract. Summer: hot :: Spring : (v) Read the Assertion (A) and the Reason (R) and select the option that is correctly suited. (A): Gardeners wait for Spring. (R): Gardens are worth painting in Spring. A. Both (A) and (R) are true and (R) is the correct explanation of (A). B. Both (A) and (R) are true but (R) is not the correct explanation of (A). C. (A) is true but (R) is false. D. (A) is false but (R) is true. Extract 2: "Each plot, a canvas wide, Where art and life coincide." (i) What does 'Each plot' refer to in this extract? (ii) Select which option imitates the rhyme scheme of the extract. A. beautiful and clear laughter and cheer B. beautiful and clear laughter and tears (iii) Select the line from the extract that conveys that gardening blends aesthetic beauty with natural growth.

Answer:

Extract 1 Answers:

(i) B. She has a heart of gold. (This is a metaphor because it directly compares a heart to gold without using 'like' or 'as'.)

(ii) ...that the seeds are planted with care, sincerity, and hope, expecting a good harvest. The word 'true' also suggests honesty and faithfulness in the act of planting.

(iii) The poet used 'hue' instead of 'colours' because 'hue' is a more poetic and specific word that refers to the quality of a colour, and it also rhymes with 'true' in the previous line.

(iv) Summer: hot :: Spring : vibrant (or hue)

(v) A. Both (A) and (R) are true and (R) is the correct explanation of (A). (Gardeners wait for Spring because the gardens are worth painting in Spring, as the vibrant hues and blooming flowers make the garden beautiful.)

Extract 2 Answers:

(i) 'Each plot' refers to every garden plot or piece of land that is cultivated by a gardener.

(ii) B. beautiful and clear laughter and tears (Both have the same rhyme scheme - 'AABB' with the end words rhyming: wide/coincide and clear/tears)

(iii) "Where art and life coincide."

Q2. Complete the following analogies based on the poem 'Canvas of Soil'. 1. A painter is compared to a gardener because 2. A palette is like earth as 3. The brushstrokes are like seeds because 4. A canvas is similar to a garden plot as

Answer:

1. A painter is compared to a gardener because both are creators who nurture their work with care - the painter uses brushes and colours to create art, while the gardener uses seeds and soil to create a garden.

2. A palette is like earth as both are surfaces where creation begins - a palette holds colours for the painter to mix, just as earth holds nutrients for seeds to grow.

3. The brushstrokes are like seeds because both represent the beginning of creation - brushstrokes are the marks that build a painting, just as seeds are the starting point from which a garden grows.

4. A canvas is similar to a garden plot as both are the spaces where art is created - the canvas is the surface for the painter's work, while the garden plot is the space for the gardener's work.

Q3. Answer the following questions. 1. How does the metaphor 'Brushstrokes of seeds', enhance the understanding of gardening as an art form? 2. What can you infer about the poet's perspective on the relationship between nature and creativity from the following lines? "Each plot, a canvas wide, Where art and life coincide." 3. Do you think the imagery in the poem successfully paints a vivid picture in the reader's mind? If yes, why? If no, why not? 4. Support the view that the poet's mention of the colour yellow, besides red, blue and green, would have lent effectively to the imagery. 5. Considering the line 'Gardens become paintings still', what can you interpret about the poet's view on the timelessness of nature's beauty? 6. Justify the title of the poem, 'Canvas of Soil'.

Answer:

1. The metaphor 'Brushstrokes of seeds' enhances the understanding of gardening as an art form by directly comparing the act of planting seeds to a painter's brushstrokes on a canvas. It suggests that just as a painter carefully places each stroke to create a masterpiece, a gardener carefully plants each seed with precision and creativity. This comparison elevates gardening from mere agricultural work to a creative, artistic pursuit.

2. From these lines, we can infer that the poet believes nature and creativity are deeply connected. The poet sees the garden (nature) as a canvas (art), where the two elements coexist and enrich each other. This suggests that the poet views nature as a source of artistic inspiration and sees creative work as a way to celebrate and enhance the beauty of the natural world.

3. Yes, the imagery in the poem successfully paints a vivid picture in the reader's mind. The poet uses strong visual words like 'palette', 'brushstrokes', 'blossoms', 'shades of green, red, and blue', and 'canvas' which allow readers to clearly visualise a garden as a living painting. The sensory details and comparisons make the description come alive.

4. The mention of yellow would have effectively added to the imagery because yellow is a bright, warm colour associated with sunshine, many flowers (like sunflowers, marigolds, and daffodils), and autumn leaves. Adding yellow to the red, blue, and green palette would create a more complete and realistic picture of a garden, making it feel more vibrant, lively, and visually complete.

5. The line 'Gardens become paintings still' suggests that the poet views nature's beauty as timeless and enduring. The word 'still' implies that, like a painting hanging on a wall, the beauty of a garden exists in a moment of perfection that can be appreciated forever. It also suggests that while gardens change with seasons, their beauty as art remains constant.

6. The title 'Canvas of Soil' is justified because it perfectly captures the central metaphor of the poem - that the earth/soil serves as a canvas for the gardener's creativity. Just as an artist uses a canvas to create a painting, a gardener uses soil as the medium to create a beautiful living artwork. The title combines the artistic element ('canvas') with the natural element ('soil'), reflecting the poem's theme of the connection between nature and art.

Reading for Appreciation

Q1. Read the poem again and complete the summary of each stanza by filling in the blanks. 1. The __________ is portrayed as a rich palette where gardeners' __________ flourish in the form of __________, awaiting spring. 2. The garden flowers into a beautiful display of different __________, resembling a __________ by Mother Nature, in the light of morning. 3. Each garden is likened to a wide __________, integrating art and __________. Through the efforts of gardeners, gardens transform into still-life __________.

Answer:

1. The earth is portrayed as a rich palette where gardeners' dreams flourish in the form of seeds, awaiting spring.

2. The garden flowers into a beautiful display of different blossoms, resembling a painting by Mother Nature, in the light of morning.

3. Each garden is likened to a wide canvas, integrating art and life. Through the efforts of gardeners, gardens transform into still-life paintings.

Q2. Select the appropriate title for each stanza from those given below. There are two extra titles. 1. Nature's Work of Art 2. Sweet-smelling Blossoms 3. Gardens as Living Canvases 4. Earth and Possibilities 5. The Painter's Canvas

Answer:

Stanza 1 - 4. Earth and Possibilities (talks about the earth as a palette and seeds awaiting spring)

Stanza 2 - 1. Nature's Work of Art (talks about blossoms, colours, and nature's artwork)

Stanza 3 - 3. Gardens as Living Canvases (talks about plots as canvases and gardens becoming paintings)

Q3. Match the poetic devices in Column 1 to the examples in Column 2. Discuss your responses in pairs. Then share the responses with your classmates and teacher.

Column 1	Column 2
1. Imagery [mind pictures]	(i) appreciative
2. Metaphor [comparison without use of 'like' or 'as']	(ii) AABB
3. Rhyme Scheme	(iii) 'Blossoms bloom'
4. Tone [what the poet feels]	(iv) colours, brushstrokes, blossoms, shades of green
5. Mood [what the reader feels]	(v) a gardener
6. Speaker	(vi) garden as a painting, plot as canvas, seeds as brushstrokes
7. Alliteration [same consonant sound]	(vii) joyful

Answer:

The correct matches are:

Speaking Activity

Q1. People wish to have a garden at home. Some like a flower garden and some a vegetable garden. Think and note some advantages of both these types, as gardens for homes.

Answer:

Advantages of a Flower Garden:

• Adds beauty and visual appeal to the home.
• Creates a relaxing and calming environment.
• Attracts butterflies and birds, enhancing biodiversity.
• Can be used for making garlands, decorations, and gifts.
• Provides natural fragrance and freshness.

Advantages of a Vegetable Garden:

• Provides fresh, organic, and healthy vegetables.
• Reduces the cost of buying vegetables from the market.
• Ensures food safety and reduces pesticide exposure.
• Encourages a healthier lifestyle and diet.
• Can be a satisfying and educational activity for families.

Q2. Would you like to have a flower garden or a vegetable garden at home? Why? Take turns with your partner and speak your points aloud, one by one, by using the given sentence prompts to express your preference, with reasons. I prefer to because... For me, it is a instead of a due to... If I had a choice I'd rather have a than a as... I would prefer rather than since...

Answer:

This is a speaking activity. Here are sample responses to help you:

Sample Response 1 (Preferring Flower Garden):

"I prefer to have a flower garden at home because it brings beauty and colour to our surroundings. For me, it is a source of relaxation instead of a vegetable garden due to the calming effect of flowers. If I had a choice, I'd rather have a flower garden than a vegetable garden as it creates a peaceful atmosphere and attracts beautiful butterflies. I would prefer a flower garden rather than a vegetable garden since I enjoy the visual appeal and the opportunity to arrange flowers for decoration."

Sample Response 2 (Preferring Vegetable Garden):

"I prefer to have a vegetable garden at home because it provides fresh and healthy food for my family. For me, it is a practical choice instead of a flower garden due to the health benefits of home-grown vegetables. If I had a choice, I'd rather have a vegetable garden than a flower garden as it saves money on grocery shopping. I would prefer a vegetable garden rather than a flower garden since I enjoy cooking with fresh ingredients and I can also learn about sustainable farming."

Writing Task

Q1. Write a descriptive piece of two to three paragraphs describing the details and colours in the garden you have visited. Focus on how different shades of blue, red, and green interact, create contrast, and bring the garden to life. Pay attention to details like the texture of petals, the varying greens of leaves, and the way light affects the colours.

Answer:

Sample Answer:

Last summer, I visited a beautiful garden near my grandmother's house. The garden was a brilliant display of colours and textures. The first thing that caught my eye was the mass of red roses blooming near the entrance. Their velvety petals were a deep crimson, glowing with life against the background of fresh green leaves. Beside the roses, clusters of blue forget-me-nots created a soft, dreamy patch that contrasted beautifully with the strong red of the roses. The leaves, in their varying shades of green, from the dark, rich green of the mango trees to the light, almost yellow-green of the new shoots on the bushes, created a perfect canvas that held the bright flowers in place.

As the afternoon sun began to move, the colours in the garden seemed to change. The red of the roses deepened in the golden light, while the blue forget-me-nots became softer, almost merging with the shadows under the trees. The sunlight streaming through the leaves created dappled patterns of light and dark on the ground, and I could see the dew drops still clinging to the petals, making the colours shine brighter. The varying greens - from the dark shade of the bamboo to the pale green of the ferns - seemed to bring all the other colours together, making the garden feel alive and harmonious, like a living painting that changed with every passing moment.