Saturday, May 13, 2023

Class 10 English Solution New Course | Unit 15 Me at the Beginning of Life - II

Unit 15
Class 10 English Solution New Course | Unit 15 Me at the Beginning of Life - II

Reading I

Me at the Beginning of Life

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

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

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

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

d. ....Suffocating.....causing difficulty in breathing a particular attitude towards

e. ..Offspring......a person's child or children

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

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

b. The phrase means ..passed away.....'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.


D. Answer these questions.

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

hamak thinks her life is burdensome because she feels robbed by fate and believes she lacks the sweetness and joy of life. She perceives her existence as being akin to an animal's life, with no invisible sympathies or sensations of the human heart.

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

The fortune is believed to draw a line of fate on the night when a newly born child is bathed, washed, made clean, and put her to sleep with an exercise book and a pen under her pillow. In Jhamak's case, her mother performed this ritual on the sixth day after her birth.

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

People responded to Jhamak's life with displeasure and anger. They considered her cursed by the gods and blamed her for her physical disability. Their behavior lacked sympathy and love towards her. Jhamak was not happy with their behavior towards her.

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

Jhamak compares herself to individuals like Homer, Nikolai Otrovsky, and Helen Keller. These individuals were physically weak like her but managed to make significant contributions, leave a different perspective, and convey the meaning of being human before their passing. The difference lies in the recognition and appreciation they received, while Jhamak faced criticism and negative attitudes.

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

Yes, achieving awareness became a curse for Jhamak because it made her aware of her desires and dreams that she could not fulfill due to her physical limitations. She longed to speak, walk, and engage with others but lacked the voice and physical strength to do so. The awareness of her limitations intensified her pain and suffering.

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

Jhamak portrays her family's economic condition during her childhood as challenging. It was difficult for them to manage two meals a day, and her parents often went hungry. Despite the economic hardships, her grandmother, who loved her dearly, would feed and care for her, even sacrificing her own meals.

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

Jhamak's life began with a sense of struggle and adversity. She reflects on life as a beautiful creation but questions whether her own life fits that definition. Despite facing hardships and pain, she managed to survive. Jhamak considers her life burdensome and filled with bitter truths and harsh realities. She recounts how unfortunate lines of fate were written for her when she fell from her mother's womb. On the sixth day after her birth, her mother performed a ritual, hoping for a positive line of fate. However, Jhamak believes that fortune did not favor her.

Throughout her life, Jhamak felt robbed by fate and experienced the absence of joy and sweetness. She lived without the human heart's invisible sympathies and sensations, feeling like she lived an animal's life. People saw her as cursed and treated her with displeasure and anger. Jhamak questions why society considered her incomplete due to her physical disability while celebrating historical figures like Homer, Nikolai Otrovskys, and Helen Keller, who were also physically weak but left a significant impact on the world.

Jhamak acknowledges that she was born in a different world and lived a life that was unequal and low-grade. Achieving awareness became a curse as she lacked a voice to speak and strength in her limbs to walk. She longed to fulfill basic desires like running on hills and talking with others, but her limitations held her back, leaving her wounded.

Jhamak recalls her grandmother's love and care, despite the challenging economic conditions of their home. Her grandmother fed her selflessly, even when it meant going hungry herself. Jhamak expresses gratitude for the love she received and the experiences she had because of her grandmother's care.

Jhamak's early life was marked by adversity, physical limitations, and economic hardships. However, she finds beauty and meaning in the love and support she received from her grandmother, and despite her challenges, she continues to navigate life with resilience and determination.

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....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...who..... 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.

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 Bairngi Kainla.

Biography of Bairngi Kainla

Til Bikram Nembang Limbu, widely known by his literary pseudonym Bairngi Kainla, was born on August 9, 1939, in Pauchthar, Nepal. Despite limited resources and opportunities, he emerged as a prominent figure in Nepali literature, leaving a lasting impact with his contributions.

Bairngi Kainla received his primary education at home, where he learned the basics of letters from local teachers. His passion for literature and language grew as he delved into the world of words, gradually honing his skills as a poet.

Throughout his career, Bairngi Kainla produced several notable publications. Among his renowned works are "Bairagi Kainlaka Kavitaharu," "Sappok-Chomen: Limbu Jatima Kokh-Puja," and "Nawacoit Mundhum," and others. These works showcase his profound understanding of language, culture, and spirituality.

Bairngi Kainla's contributions extend beyond his literary achievements. He served as the Chancellor of the Nepal Academy, playing a vital role in promoting and preserving Nepali language and literature. His dedication to his craft and his involvement in the literary community have been instrumental in shaping and fostering the Nepali literary landscape.

Recognized for his immense talent and contributions, Bairngi Kainla has received numerous accolades and awards. He was honored with the prestigious Jagdamba Shree Award in 2076 B.S. Additionally, he has been the recipient of the Sajha Puraskar in 2031 B.S. and the Vishist Shrasta Samman in 2066 B.S., etc.

Bairngi Kainla's literary journey and his pioneering role in the Tesro Aayam (Third Dimension) movement have left an indelible mark on Nepali literature. His profound understanding of language, his exploration of cultural nuances, and his artistic expressions continue to inspire and resonate with readers, ensuring his legacy as a respected and influential figure in Nepali literature.

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