Question 1

Why is the poet celebrating all the vocations in the poem? Explain by giving examples from your context.

Accepted Answer

The poet celebrates all vocations to show that every kind of work is valuable and contributes to society. By appreciating different occupations, the poet highlights the dignity of labour and the importance of each role. For example, the poet mentions various workers like the pot maker, the gardener, and the weaver, showing that all these vocations are essential and deserve respect. — The poet uses examples of different vocations to emphasize that no job is small or insignificant. Each vocation has its own importance and contributes to the community's well-being, which is why the poet celebrates all vocations.

Question 2

How does the poet use sensory imagery to bring out the beauty of everyday work?

Accepted Answer

The poet uses sensory imagery by describing sights, sounds, smells, and textures related to various vocations to make the reader experience the beauty of everyday work. For example, the poet might describe the colours of the flowers a gardener tends, the sound of the potter shaping clay, or the aroma of sweets made by a confectioner. This use of sensory details helps readers appreciate the skill and dedication involved in each vocation. — Sensory imagery appeals to the five senses and helps create vivid pictures in the reader's mind. By using such imagery, the poet makes the ordinary work seem beautiful and worthy of admiration.

Question 3

I. People of different vocations are being described in the poem. Match the vocations given in the box below with the descriptions that follow.

1. A person who studies or grows garden plants:
2. A trained female community health worker:
3. A producer of raw silk:
4. A person whose job is making or selling sweets and chocolates:
5. A metalworker who specialises in working with precious metals:
6. A person who fuses materials together:

Accepted Answer

1. Horticulturist - A person who studies or grows garden plants.
2. ASHA worker - A trained female community health worker.
3. Sericulturist - A producer of raw silk.
4. Confectioner - A person whose job is making or selling sweets and chocolates.
5. Goldsmith - A metalworker who specialises in working with precious metals.
6. Welder - A person who fuses materials together. — Each description matches a specific vocation:
- Horticulturist deals with garden plants.
- ASHA worker is a female community health worker.
- Sericulturist produces raw silk.
- Confectioner makes or sells sweets.
- Goldsmith works with precious metals.
- Welder fuses materials.

Question 4

II Identify the word from Column 2 that is not the synonym of the words given in Column 1.

1. myriad
2. hues
3. precision
4. varied
5. delicious

Accepted Answer

1. The word 'countable' is not a synonym of 'myriad' because 'myriad' means countless or innumerable, whereas 'countable' means able to be counted.
2. The word 'drawing' is not a synonym of 'hues' because 'hues' refers to shades or colours, while 'drawing' is an art form.
3. All words are synonyms of 'precision'.
4. The word 'uniform' is not a synonym of 'varied' because 'uniform' means the same throughout, whereas 'varied' means diverse.
5. The word 'inedible' is not a synonym of 'delicious' because 'inedible' means not fit to eat, opposite of 'delicious'. — Synonyms share similar meanings. Here, words like 'countable', 'drawing', 'uniform', and 'inedible' do not match the meanings of the words in Column 1.

Question 5

I You will listen to two friends, a boy and a girl discussing the occupations of their parents. As you listen, answer the following question in two to three words only. (Transcript for teacher on page 262)

What does the boy use to understand the details of the tools?

Accepted Answer

The boy uses 'science exhibitions' to understand the details of the tools. — From the listening activity, it is understood that the boy learns about the tools by participating in science exhibitions, which helps him understand their details.

Question 6

II You will listen to the girl and the boy once again. As you listen, answer the questions by selecting the correct option.

1. The girl is ______ about taking food for her mother at the factory.
(i) happy
(ii) boastful
(iii) unsure

2. The boy thinks that the job of the girl's mother carries a lot of ______.
(i) luck
(ii) risk
(iii) responsibility

3. The girl ______ why the boy is good at science exhibitions.
(i) wonders
(ii) questions
(iii) realises

4. The girl shares her ______ about joining the weekend discussion on tools.
(i) doubts
(ii) wish
(iii) ideas

Accepted Answer

1. (iii) unsure - The girl is unsure about taking food for her mother at the factory.
2. (iii) responsibility - The boy thinks the job carries a lot of responsibility.
3. (i) wonders - The girl wonders why the boy is good at science exhibitions.
4. (ii) wish - The girl shares her wish about joining the weekend discussion on tools. — The answers are based on the listening transcript where the girl's feelings and thoughts are expressed, and the boy's opinion about the mother's job is given.

Question 7

Speaking Activity

The poet speaks of several occupations in the poem.

Create groups of five. Allot the role of any five vocations that the poet talks about. Each student in the group will represent one vocation.

Each student speaks for 1–2 minutes about their vocation—who they are, what they do, where they work, what kind of experiences they have at work, what problems they face and a message for all.

Accepted Answer

This is a speaking activity where students form groups and role-play vocations mentioned by the poet. Each student should prepare a short speech about their vocation including their role, workplace, experiences, challenges, and a message. For example, a student playing a pot maker can talk about shaping clay, the importance of their work, and the challenges faced in their trade. — The activity encourages students to understand and appreciate different vocations by actively engaging in role-play and speaking about them.

Question 8

I Your school will be organising a ‘Career Mela’ in which students are to be made familiar with the different career options. Complete the poster for the event given below.

(NAME OF THE ORGANISER, Event, purpose (if any), Date, Time, Venue, Highlights/Attractions, Slogan, Entry tickets, Sponsors, Issuing Authority)

Details provided in the table to be filled appropriately.

Accepted Answer

Students should complete the poster with relevant details such as:
- Venue: e.g., School Auditorium, City Name
- Highlights: Details, information for all streams; Counsellors for all streams; Interactive sessions with professionals
- Slogan: CHART YOUR FUTURE AT CAREER MELA
- Entry tickets: FREE
- Issuing Authority: Name of the school or organizing committee
This exercise helps students practice formal writing and event announcement. — The poster requires filling in blanks with appropriate information about the Career Mela to make it informative and attractive.

Question 9

I You must have read poems and songs related to childhood fascination about different vocations in English and in your own language. Now, read and enjoy the poem given below.

(The Lamplighter by R.L. Stevenson)

II Visit the website https://www.msde.gov.in/
Collect information on any one vocation of your choice.
Prepare a presentation explaining the following.
- Reason for your choice
- How is it helpful to the society and self?

III Make up your mind, Snail! You are half inside your house, And halfway out! (A Japanese Haiku)

Now, create a Haiku poem and share with your classmates and teacher.

Accepted Answer

II Students should visit the website and select a vocation they find interesting. They should prepare a presentation covering why they chose it and its benefits to society and themselves.

III Students should create a Haiku poem following the 5-7-5 syllable pattern. For example:
Silent morning breeze,
Leaves dance with gentle whispers,
Nature's soft embrace.
This activity encourages creativity and understanding of poetic forms. — These tasks promote research skills, presentation abilities, and creative writing by engaging students with real-world vocations and poetry.

The Pot Maker

The Pot Maker — Study Notes

Reflect and Respond

Reading for Meaning - Part I

Reading for Meaning - Part II

Practice Questions — The Pot Maker

All 8 Chapters in Kaveri