Ways with Words
A. Match the words with their meanings.
(B) Study the following words:
In the word ‘maldevelopment’ from the essay, the prefix ‘mal-‘ makes its meaning negative which means ‘faulty or imperfect development’.
(C) Make two other words by using each prefix given above and use them in sentences.
de- = off; away from; down; opposite
deactivate = Do you know how to deactivate the alarm?
defrost = It will take about four hours to defrost.
dis- = not
Discomfort = This seat is discomfort.
Disconnected = She disconnected from her relationship.
il- = not; no
illogical = Your answer is illogical.
immature = He showed immature behaviour.
im- = not
imperfect = We are perfectly imperfect .
immortal = We should do immoral work.
ir- = not; without
irremovable = Smartphone have irremovable battery.
Irrational = His decision is irrational.
mal- = bad; badly; evil
malodour = Oral malodour is common for smokers.
malware = Many websites use malware for hacking.
mis- = wrongly
misspell = we misspell Chinese words.
mismatch = Do not mismatch my socks.
pre- = before
prevent = Rain prevent them to go out.
preplan = We have to preplan for journey.
re- = again; back
rewrite = Rewrite the sentence with correct order .
return = Interest is return on investment.
Comprehension
Answer these questions.
a) What did Maathai decide to do for the community?
Ans:- Maathai decided to create jobs for the community.
b) Mention the problems faced by women in Kenya.
Ans:- Women were facing the problems of firewood, malnutrition, lack of food and adequate water, unemployment, soil erosion etc.
c. Why did the speaker go to the women to talk about planting trees?
Ans:- The speaker went to the women to talk about planting trees because the women were affected by the problems of firewood, malnutrition, lack of food and adequate water, unemployment and soil erosion. These were concerned about their children and future.
d) What is the most important achievement of the movement described in the text.
Ans:- The women who were independent had acquired knowledge and techniques had become empowered. They had learned to teach each other.
e) Why were the foresters ways not helpful to the women for planting trees?
Ans:- The foresters ways were not helpful to the women for planting trees because foresters have the diplomas and they have complicated ways to describe or deal with a very simple thing like looking for seeds and planting trees.
f. Why do the donors want to provide money to the women?
Ans:- The donors want to provide money to the women because the women's efforts are providing results.
g. What happened when the speaker criticized the political leadership?
Ans:- When the speaker criticized the political leadership, she had been portrayed as subversive.
h) What happened when the speaker criticized the political leadership?
Ans:- The speaker has been portrayed as subversive (revolutionary) when the speaker criticized the political leadership.
i) Mention the agencies that supported her movement?
Ans:- The agencies that supported her in the movement are
-The UNDF for women
-The Danish Voluntary Fund
-The NAID (Norwegian Agency for International Development)
-The African Development Foundation
Critical Thinking
A. Do you think that the title "Forester without Diplomas" is suitable to be an essay? How?
Ans:- The title "Foresters without Diplomas" is suitable to be an essay. The women who were in the movement were without any degrees. The whole essay is about the appreciation and empowerment of women in Kenya who had started the "Green Belt Movement".
Some women started to run the campaign as a bigger movement worldwide. Foresters with diplomas teach them in a complicated way because they have diplomas. Foresters teach and deal with simple things like selecting seeds and planting trees in a very complicated way. Due to this women started to deal with such by just using common sense. They were able to look for seeds in the neighbourhood and learn to recognize the planting as they germinate when seeds fall on the ground women do not have to wait for anybody to grow trees.
They became capable of growing trees and planting them. They didn't have any degree but simply use their common sense while working. They learnt to boost their skills and knowledge gradually and finally got success in the Green Belt Movement which was started on World Environment Day just by planting the first seven trees. They are real foresters without diplomas.
b) Can a person make a difference in society? Discuss with an example from a person who has made difference in your society.
Ans:- Yes, a person can make a difference in society. It’s easy to feel like one can person can’t make a difference. The world has so many big problems, and they often seem impossible to solve. There are lots of examples in the society who have done different work for the society. To help society, a person must have kindness, generosity, social work and responsibilities. A person who thinks about society more than personal benefits, he/she can make difference.
Example,
Dr. Govinda KC
While speaking about humanitarian reforms, non-violent protests, uncompromising fasts against the malfunctioning of government bodies and stakeholders in Nepal, the very first name that comes to one’s mind is none other than Govinda KC.
Professionally, Govinda is a renowned orthopaedic surgeon and a professor. Whereas in personal life, he is a philanthropist and a social activist.
Govinda is well-known globally for his firm stand towards reforms in the Nepali medical sector and favouring the government medical institutions, notably the state-owned Institute of Medicine (IoM) and Patan Academy of Health Sciences.
Writing
C. Write an essay on 'The Community Forest in Nepal'. Describe how these community forests have contributed to maintaining ecology in our environment.
Ans:- The Community Forestry Program in Nepal is a global innovation in participatory environmental governance that encompasses well-defined policies, institutions, and practices. The program addresses the twin goals of forest conservation and poverty reduction. As more than 70 per cent of Nepal's population depends on agriculture for their livelihood, community management of forests has been a critically important intervention. Through legislative developments and operational innovations over three decades, the program has evolved from a protection-oriented, conservation-focused agenda to a much more broad-based strategy for forest use, enterprise development, and livelihood improvement.
By April 2009, one-third of Nepal's population was participating in the program, directly managing more than one-fourth of Nepal's forest area. The immediate livelihood benefits derived by rural households bolster strong collective action wherein local communities actively and sustainably manage forest resources. Community forests also became the source of diversified investment capital and raw material for new market-oriented livelihoods. Community forestry shows traits of political, financial, and ecological sustainability, including the emergence of a strong legal and regulatory framework, and robust civil society institutions and networks. However, a continuing challenge is to ensure equitable distribution of benefits to women and marginalized groups. Lessons for replication emphasize experiential learning, the establishment of a strong civil society network, flexible regulation to encourage diverse institutional modalities, and responsiveness of government and policymakers to a multistakeholder collaborative learning process.
(Source: https://www.ifpri.org/publication/community-forestry-nepal)
Grammar
Transitive, intransitive and linking verbs
A. Study the examples.
A couple bought a couple of tickets for their honeymoon.
The car stopped suddenly.
All the children seem satisfied with their exam results.
Here bought is a transitive verb, stopped an intransitive verb and seem a linking verb.
B. What is the difference among transitive, intransitive and linking verbs? Give examples of each.
Transitive Verb
– Verbs that need objects are called transitive verbs.
– When you ask the question ‘What someone does?’ and if the answer is possible, it is called a transitive verb.
For example:
He wrote an essay.
She bought a car.
Intransitive Verbs
– Verbs that do not need objects are called intransitive verbs.
– When you ask the question ‘ What someone does?’ and if the answer is not possible, it is called an intransitive verb.
–For example:
He cried.
We talked.
She lived in America.
– After intransitive verbs, you can see other words but they are not objects. Those words express how, where and when.
– Example:
She laughed loudly.
He fainted after breakfast.
I live in Kathmandu.
– Common intransitive verbs: bark, boast, change, cough, die, go, live, run, sit, sleep, etc.
Linking verbs
– A linking verb connects the subject with a word that gives information about the subject, such as a condition or relationship. They do not show any action; they simply link the subject with the rest of the sentence.
– Linking verbs have NO object.
– The most obvious linking verb is the verb: Be
– Other linking verbs include: appear, become, feel, get, grow, look, remain, seem, smell, sound, taste, turn
– Example:
I feel thirsty.
Rina is my friend.
My brother became an engineer.
C. Underline the verb in each sentence and write whether it is transitive, intransitive or linking.
a. His father looks handsome.
Answer: His father looks handsome.
Linking verb
b. Bhawana drinks milk every day.
Answer: Bhawana drinks milk every day. Transitive verb
c. He became a watchman.
Answer: He became a watchman.
Linking verb
d. This bread smells good.
Answer: This bread smells good.
Linking verb
e. The dog barked loudly.
Answer The dog barked loudly.
Intransitive verb
f. He chased the dog.
Answer: He chased the dog.
Tranisitive verb
g. My sister swims fast.
Answer: My sister swims fast.
Intransitive verb
h. He painted a picture.
Answer: He painted a picture.
Transitive verb
i. Radhika always asks questions.
Answer: Radhika always asks questions. Transitive verb
j. Anjana has long hair.
Answer: Anjana has long hair.
Linking verb
k. The hungry lion roars.
Answer: The hungry lion roars.
Intransitive verb
k. He tried again and again.
Answer: He tried again and again.
Intransitive verb
m. The weather is hot.
Answer: The weather is hot.
Linking verb
m. Owls hide in the daytime.
Answer: Owls hide in the daytime.
Intransitive verb