NCERT English Class 11 | Chapter 2 | "We’re Not Afraid to Die… if We Can All Be Together" | Question Answer |
UNDERSTANDING
THE TEXT PAGE
18
1. List
the steps taken by the captain
(i) to protect the ship when rough
weather began.
Answer:
The captain decided to slow the ship down to protect it from bad weather. As a result,
he lowered the storm jib and looped heavy mooring rope across the stem. After
that, they double-checked everything and practised their life-raft drill.
(ii) to check the flooding of the water
in the ship
Answer:
Larry and Herb began pumping water out. The captain stretched canvas over the
gaping holes and secured watertight hatch covers. He found another electric
pump, connected it to an out pipe, and started it when the two hand pumps
became blocked and the electric pump shorted.
2. Describe the mental condition of the
voyages on 4th and 5th January.
Answer:
After 36 hours of continuous pumping out water, the voyagers were relieved on
January 4. They ate for the first time in nearly two days. Their reprieve was
fleeting. On January 5, they were in a dangerous situation. The threat of death
loomed large in my mind. They were in a lot of mental pain.
3. Describe the shifts in the narration
of the events as indicated in the three sections of the text. Give a subtitle
to each section.
Answer:
The first section describes a pleasant journey from Plymouth, England, to Cape
Town, 3500 kilometres east (Africa). The narrator is at ease and self-assured.
They were confronted with massive waves as the weather deteriorated. They took
steps to protect themselves and deal with the disaster. The tone of the
narration darkens. It does, however, exude a fighting spirit, confidence, and a
strong willpower. By the morning of January 6, Wave Walkers had weathered the
storm and had sighted He Amsterdam Island by the evening.
The narrator has become more relaxed. There are
obvious signs of happiness, relief, and complete confidence.
Section 1 – Joyful Journey, Section 2-Facing the
Wave, and Section 3-Searching the Island are the subtitles for each section.
TALKING ABOUT
THE TEXT PAGE
18
Discuss the following questions with your
partner.
1. What difference did you notice between
the reaction of the adults and the children when faced with danger?
Answer:
When confronted with danger, there are significant differences between how
adults and children react. The adults were stressed by the situation, but they
were prepared to face the dangers. When the storm hit, they took all necessary
precautions to keep the ship safe. Everyone was outfitted with lifelines,
water-resistant clothing, and life jackets. For three days, Larry and Herb
worked cheerfully and optimistically to pump water from the ship. When the deck
was smashed, Mary took over at the wheel and steered the ship. She also fed
them after a two-day battle against the odds. The narrator displayed courage,
determination, resourcefulness, and full responsibility in his role as captain.
He performed repairs and provided the necessary equipment and instructions to
keep the ship safe. He also assisted in the ship's navigation to the island.
Silently and patiently, the children suffered. Sue didn't want her problems to
bother her father. Jon was brave in his actions. He wasn't afraid to die if
they all died at the same time.
2. How does the story suggest the
optimism helps to “endure the direst stress”?
Answer:
The story implies that optimism can help people cope with even the most
difficult situations. It is supported by the actions of the four adults during
a crisis. Two crew members were Larry Vigil and Herb Seigler. Water entered the
ship through many holes and openings as the mighty waves smashed the deck.
Larry and Herb began pumping out water on the evening of January 2nd. For 36
hours, they worked nonstop, ecstatically, and feverishly. They reached the last
few centimetres of water on January 4 as a result of their continuous pumping.
Despite being in extremely dangerous situations, they remained cheerful and
optimistic. When confronted with difficulties, the narrator maintained his
courage, hope, and mental clarity. He was unconcerned about losing equipment.
He made do with what he could find. His self-assurance and practical knowledge
aided them in navigating through the storm and arriving on the lie Amsterdam
island. For those crucial hours, Mary remained at the wheel. She, too, did not
lose hope or courage.
3. What lessons do we learn from such
hazardous experiences when we are face-to-face with death?
Answer:
Hazardous experiences may bring us closer to death, but they also teach us
valuable life lessons. Life isn't always a rose garden. We must be patient and
steadfast in the face of dangers and risks. The true test of character is
adversity. Gold purity is determined by putting it in a fire. Dangerous
situations bring out the best in us.
Cowards die a lot of times before they die. Fear is
a negative emotion that causes inaction and complete surrender to
circumstances. Such sailors or soldiers are defeated in life's battle against
the odds. Persons with self-confidence, courage, resourcefulness, and presence
of mind, on the other hand, bravely face all dangers and overcome all
disasters. Their generous and caring attitude encourages others to face and
overcome difficulties in life.
4. Why do you think people undertake such
adventurous expeditions in spite of the risks involved?
Answer:
By his nature, man is an adventurer. The more dangerous the situation, the
greater the thrill. The thrill of exploring unknown lands and discovering
wealth and beauty hidden in faraway lands inspires brave hearts to put their
lives on the line. Perhaps they value a single crowded hour of glory over a
long life of inactivity and sloth. True, some adventures are quite dangerous
and can be fatal. The failures of a few people do not deter (discourage) true
adventurers. They learn from the mistakes and shortcomings of others and try
again with greater zeal. The challenge of adapting to the circumstances and
overcoming the odds is part of the appeal of an adventurous expedition. An
adventurous expedition's success brings name, fame, and fortune. Famous
explorers such as Columbus, Vasco da Gama, Captain Cook, and Captain Scott are
featured prominently in history books.
THINKING ABOUT
LANGUAGE PAGE
18-19
1. We have come across words like ‘gale’
and ‘storm’ in the account. Here are some more words for ‘storms’: typhoon,
cyclone. How many words does your language have for ‘storms’?
Answer:
Our
language has following words for ‘storms’:
Aandhi , Toofan , Jhanjavat , Chakravat
2. Here are the terms for different kinds
of vessels: yacht, boat, canoe, ship, steamer, schooner. Think of similar terms
in your language.
Answer:
Similar
words for vessels that are used to travel on water are:
Nauka , Nava ,Pot, Jahaj
3. ‘Catamaran’ is a kind of boat. Do you
know which Indian language this word is derived from? Check the dictionary.
Answer:
The
word ‘catamaran’ is derived from Tamil, where it means ‘tied wood’. ‘Catamaran’
is a yacht or other boat with twin hulls in parallel. The dictionary defines it
as ‘a fast sailing boat with two hulls’.
4. Have you heard any boatmen’s songs?
What kind of emotions do these songs usually express?
Answer:
Yes.
These songs call upon other sailors to awake, arise and set out to the sea to
explore its rich wealth. These songs are full of inspiration and provide moral
support to the sad and disappointed boatmen.
WORKING WITH
WORDS PAGE
19
1. The following words used in the text
as ship terminology are also commonly used in another sense. In what context
would you use the other meaning?
knot stern boon hatch anchor
Answer:
(i)
Knot:
(a) in string/rope: a joint made by tying together
two pieces or ends of string, rope etc. e.g. to tie a knot.
(b) of hair: a way of twisting hair into a small
round shape at the back of the head: e.g. She had her hair in a loose knot.
(c) In wood: a hard round spot in a piece of wood
where there was once a branch.
(d) Group of people: a small group of people
standing close together e.g. Little knots of students had gathered at the gate,
(e) of muscles: a tight, hard feeling in the
stomach, throat etc. caused by nerves, anger, etc.
(ii)
Stern:
(a) e.g. I could feel a knot of fear in my throat,
serious and often disapproving; expecting somebody to obey you: e.g. His voice
was stem.
(b) serious and difficult: e.g. we faced stem
opposition.
(iii)
Boom:
(a) In Business/Economy: a sudden increase in trade
and economic activity, a period of wealth and success, e.g. a boom in mobile
phone sales.
(b) Popular period, a period when something such as
a sport or a type of music suddenly becomes very popular and successful, e.g.
The only way to satisfy the cricket boom was to provide more playgrounds.
(c) Sound, a loud deep sound, e.g. the distant boom
of the guns.
(d) In river/harbour, a floating barrier that is
placed across a river or the entrance to a harbour to prevent ships or other
objects from coming in or going out.
(e) For Microphone, a long pole that carries a
microphone.
(iv)
Hatch:
(a) an opening in a wall between two rooms,
especially a kitchen and a dining room, through which food can be passed, e.g.
a serving hatch.
(b) a door in an aircraft or a spacecraft, e.g.
(c) an escape hatch an opening or a door in a floor
or ceiling, e.g. a hatch to the attic,
(d) to make a young bird, fish, insect, etc. come
out of an egg,
(e) to create a plan or idea, especially in secret,
a person or thing that gives somebody a feeling of safety, e.g. the anchor of
the family.
(v)
Anchor:
(a)to fix something firmly in position so that it
cannot move, e.g. Make sure the apparatus is securely anchored.
(b) to firmly base something on something else, e.g.
Munshi Prem Chand’s novels are anchored in rural life.
(c) to be the person who introduces reports or reads
the news on television or radio, e.g. She anchored the evening news for five
years.
2. The following three compound words end
in -ship. What does each of them mean?
airship flagship lightship
Answer:
(i)
Airship: a large aircraft without wings, filled with a gas
which is lighter than air, and driven by engines.
(ii)
Flagship:
(a) The main ship in a fleet of ships in the navy.
(b) The most important product, service, building,
etc. that an organization owns or produces, e.g. The company is opening a new
flagship store in Gurgaon.
(iii)
Lightship: a small ship that stays at a particular place at
sea and that
has a powerful light on it to warn and guide other
ships.
3. The following are the meanings listed
in the dictionary against the phrase ‘take
on’. In which meaning is it used in the third paragraph of the account:
take on sth :
to begin to have a particular quality or
appearance, to assume sth.
take sb on
: to employ sb; to engage sb
to accept sb as one’s opponent in a game, contest or conflict.
take sb/sth on
: to decide to do sth to
allow to enter (e.g. a bus, plane or ship); to take sth/sb on board.
Answer: In the third paragraph of the account, ‘take on’ is used in the sense of ‘take sb on’ i.e. ‘to employ sb’; “to engage sb’ The words are: We took on two crewmen….to help us.
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