Unit 15: People and Places (Class 10) Part I

 

Unit 15: People and Places

Reading I

Me at the Beginning of Life

A. Find the words from the text that have the following meanings.

a. ............. lacking taste

b. ............. wrote words

c. ............. twisted together

d. ............. causing difficulty in breathing

e. ............. a particular attitude towards something

f. ............. a person's child or children

g. ............. bad luck

Answer
a. insipid lacking taste

b. inscribed wrote words

c. tangled twisted together

d. suffocating causing difficulty in breathing

e. perspective a particular attitude towards something

f. offspring a person's child or children

g. misfortune bad luck

B. Complete the sentences below choosing the correct words from the text.

a. The word 'calm' is opposite in meaning to............

b. The phrase …………… means 'died'.

c. The word ….......means incapable of being seen.

d. The word 'wish' and ............... are synonyms.

e. The word..............means making dirty.

Answer
a. The word 'calm' is opposite in meaning to restless

b. The phrase passed away means 'died'.

c. The word invisible means incapable of being seen.

d. The word 'wish' and desire are synonyms.

e. The word soiling means making dirty.

C. State whether the following statements are true or false.

a. Jhamak Ghimire defines her life as a beautiful flower of creation.

b. According to her, our fortune decides how our life will be.

c. The author was happy with how she spent her childhood.

d. People blamed Jhamak herself for her physical disability.

e. According to the writer, Homer was incomplete because he was physically incapable.

f. Jhamak could make grandmother happy with her voice.

g. Jhamak's grandmother still looks after her.

Answer
a. Jhamak Ghimire defines her life as a beautiful flower of creation. True

b. According to her, our fortune decides how our life will be. True

c. The author was happy with how she spent her childhood. False

d. People blamed Jhamak herself for her physical disability. True

e. According to the writer, Homer was incomplete because he was physically incapable. False

f. Jhamak could make grandmother happy with her voice. False

g. Jhamak's grandmother still looks after her. True

D. Answer these questions.

a. Why does Jhamak think her life as a burdensome life?

b. When does the fortune draw a line of fate?

c. How did people respond to her life? Was she happy with their behavior?

d. Who does Thamak compare herself with? What made them different from Jhamak?

e. Did achieving awareness become a curse for her? Why?

f. How does Jhamak picturise her family's economic condition during her childhood?

Answer
a. Jhamak thinks of her life as burdensome because she has faced many difficulties and challenges.

b. Fortune is believed to draw a line of fate on the night when a person is bathed, washed, and put to sleep with an exercise book and a pen under their pillow.

c. People responded negatively to her life, blaming her for her physical disability, and she was not happy with their behavior towards her.

d. Jhamak compares herself with famous individuals like Homer who were physically weak but achieved great things, highlighting their difference from her.

e. Yes, achieving awareness became a curse for her because it made her aware of her limitations and unfulfilled desires due to her physical disabilities.

f. Jhamak describes her family's economic condition during her childhood as challenging, struggling to manage two meals a day, and her parents often going hungry.

 

E. Read the opening chapter of 'Jivan Kadan Ki Phul' in Nepali and narrate the story of Jhamak's life in your own words.

Answer
Jhamak experienced hardship and misfortune at the beginning of his life. She considers life to be a wonderful creation, but she is unsure if her life truly satisfies that description. She endured suffering and troubles, yet she lived. Jhamak views her existence as heavy, full of hard facts and painful truths. She describes how, upon her fall from her mother's womb, unfavorable fates were written for her. Her mother carried out a ritual on the sixth day following her birth in the hopes of drawing good fortune. Jhamak, though, feels that luck was not on her side.

Jhamak endured a life devoid of happiness and tenderness, as if fate had stolen her. She felt as though she were living an animal's life since she was devoid of the intangible feelings and sympathies of the human heart. People regarded her with resentment and anger, believing her to be cursed. Jhamak wonders why, in spite of her physical limitations, society saw her as incomplete while honoring historical individuals with similar physical limitations who yet made a profound contribution to society, such as Helen Keller, Homer, and Nikolai Otrovsky.

Jhamak admits that her existence was unfair and of low quality and that she was born into a strange environment. Being conscious became a curse because she had no strength in her limbs to walk and no voice to speak. She yearned to satisfy her basic needs.

Notwithstanding their difficult financial circumstances, Jhamak remembers her grandmother's affection and concern. Even though it meant being hungry herself, her grandmother gave her food out of selflessness. Jhamak thanks her grandmother for all of the affection and experiences she experienced while under her care.

Early in life, Jhamak experienced hardship, physical constraints, and financial difficulties. She nevertheless finds value and beauty in her grandmother's love and support, and in spite of her difficulties, she perseveres in navigating life with resiliency and resolve.

Grammar I

A. Read the conversation below and underline the relative clauses used in it.

Swikriti : Abdul, look at this photo.

Abdul: Is this Sahara, the girl who plays the piano?

Swikriti: No, this is Reema, the girl who won the singing competition last year.

Abdul I know her, She is the girl who has long brown hair.

B. Fill in the gaps With the correct relative pronouns.

a. I admired the player............ performance was fantastic.

b. We had some juice........... was in the fridge.

c. She didn't tell her teacher about her problem.......... was her mistake.

d. My mother........... is farmer, grows a lot of vegetables.

e. You are my friend......... I want to sit with.

f. I want to help those children ............economic condition is very bad.

g. This is the road............. the accident took place.

h. The mobile phone, ……..... I bought six years ago, is still working.

i. It was in 2015............the earthquake hit Nepal badly.

j. Marima is a wonderful lady...........everyone can trust.

Answer
a. I admired the player whose performance was fantastic.

b. We had some juice which was in the fridge.

c. She didn't tell her teacher about her problem which was her mistake.

d. My mother who is farmer, grows a lot of vegetables.

e. You are my friend whom I want to sit with.

f. I want to help those children whose economic condition is very bad.

g. This is the road where the accident took place.

h. The mobile phone, which I bought six years ago, is still working.

i. It was in 2015 when the earthquake hit Nepal badly.

j. Marima is a wonderful lady whom everyone can trust.

C. Join the following pairs of sentences as in the example.

Answer
a. The letter, which my friend sent from abroad, reached me this morning.

b. This is the palace that Bhimsen built.

c. The boy who committed cyber crime was sent to jail by the judge.

d. He is a liar whom you should not believe.

e. I know an artist who moves with an artificial leg.

f. Bring me the file which is about our new project.

g. We met a girl who had lost her way.

h. I saw a soldier whose bravery impressed everyone.

i. Once upon a time, there lived a giant in a forest where nobody dared to go.

j. The dog took away the ball that the kids were playing.

Writing I

Write a short biography of Nepali literary figure Til Bikram Nembang Limbu aka Bairagi Kainla.

Answer

Biography of Bairagi Kaila

Til Bikram Nembang Limbu, well known for his literary pen name Bairagi Kainla, was born in Pachthar, Nepal, on August 9, 1939. He made a significant contribution to Nepali literature and became well-known despite having few resources and opportunity.

Bairagi Kainla was taught the fundamentals of writing by local teachers throughout his at-home primary education. As he became more occupied in the world of words and developed his poetic abilities, his love of language and literature only deepened.

Bairagi Kainla was taught the fundamentals of writing by local instructors throughout his at-home primary education. As he became more immersed in the world of words and developed his poetic abilities, his love of language and literature only deepened.

Bairagi Kainla produced a number of noteworthy publications over his career. His well-known pieces include "Nawacoit Mundhum," "Sappok-Chomen: Limbu Jatima Kokh-Puja," and "Bairagi Kainlaka Kavitaharu," among others. His deep comprehension of language, culture, and spirituality is evident in these writings.

Beyond his literary accomplishments, Bairagi Kainla has made significant contributions. In his capacity as the Nepal Academy's Chancellor, he was instrumental in advancing and safeguarding Nepali literature and language. The literary landscape of Nepal has been greatly influenced and nurtured by his commitment to his profession and his participation in the literary community.

Bairagi Kainla has won various honors and recognitions in recognition of his extraordinary talent and accomplishments. In 2076 B.S., he received the esteemed Jagdamba Shree Award. He also received the Vishist Shrasta Samman in 2066 B.S. and the Sajha Puraskar in 2031 B.S., among other honors.

Nepali literature would never be the same after Bairagi Kainla's literary career and his groundbreaking work in the Tesro Aayam (Third Dimension) movement. His mastery of language, his investigation of cultural subtleties, and his creative expressions never cease to move and inspire readers, guaranteeing his place in Nepali literature as a reputable and significant personality.

 

For next part CLICK HERE.

For unit fourteen CLICKHERE.

For unit sixteen CLICK HERE.

For Grade 6 CLICK HERE.

For Grade 7 CLICK HERE.

For Grade 8 CLICK HERE.

For Grade 9 CLICK HERE.

For Grade 10 CLICK HERE.

For Grade 11 CLICK HERE.

For Grade 12 CLICK HERE.