This MCQ module is based on: Let’s Begin — Mijbil’s Emotions
TOPIC 6 OF 9
Let’s Begin — Mijbil’s Emotions
🎓 Class 10
English
CBSE
Theory
Ch 6 — Unit 6 — Glimpses of India
⏱ ~38 min
🌐 Language: [gtranslate]
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Pre-Reading Warm-Up — Unit 6: Mijbil the Otter
This unit explores our relationship with animals — as pets, as wild creatures, and as fellow inhabitants of the Earth. From a baby civet cat in Assam to elephants in Nepal, from otters in Iraq to crocodiles in Chhattisgarh, these readings ask: what do we owe the animals we share this planet with?
Discuss: Gavin Maxwell kept an otter as a pet. What commitments does keeping any animal involve? Make a list: food, exercise, space, veterinary care...
Think: Have you ever heard of a human-wildlife conflict? What happens when wild animals enter villages or farmland? Who suffers more — humans or animals?
Vocabulary: Can you guess the meaning of: arboreal, nocturnal, omnivorous, rehabilitates, coexistence?
Debate prompt: "Animals have rights just as humans do." Do you agree? What rights should animals have?
Discussion Points:
• Keeping an animal involves daily feeding, exercise, socialisation, veterinary care, and — for wild animals — understanding their natural instincts.
• In human-wildlife conflicts, both sides suffer: people lose crops and livelihoods; animals lose habitat and are sometimes killed in retaliation.
• Animal rights means recognising that animals have an inherent interest in living free from pain and exploitation — not that they need the right to vote!
• The stories in this unit show three models: rescue and rehabilitation (Bhakat), conflict and coexistence (elephant passage), and advocacy (animal rights passage).
• Keeping an animal involves daily feeding, exercise, socialisation, veterinary care, and — for wild animals — understanding their natural instincts.
• In human-wildlife conflicts, both sides suffer: people lose crops and livelihoods; animals lose habitat and are sometimes killed in retaliation.
• Animal rights means recognising that animals have an inherent interest in living free from pain and exploitation — not that they need the right to vote!
• The stories in this unit show three models: rescue and rehabilitation (Bhakat), conflict and coexistence (elephant passage), and advocacy (animal rights passage).
Let's Begin — Mijbil's Emotions
Based on your reading of 'Mijbil the Otter' in First Flight, complete this table showing what Mijbil does and how those actions reflect his feelings.
| What Mijbil Does | How Mijbil Feels |
|---|---|
| 1. Plunges, rolls in water | Goes wild with joy; pure delight in play |
| 2. Presses himself against Maxwell when exhausted | Trusting, secure, seeks comfort from his human companion |
| 3. Investigates everything in the room systematically | Highly curious, intellectually engaged with his surroundings |
| 4. Runs to Maxwell when frightened | Fearful but trusting — seeks reassurance from his guardian |
| 5. Learns to open latches, operate the bath tap | Confident, intelligent, playful — proud of new skills |
| 6. Bites Maxwell's hand when corrected | Assertive; does not easily accept being stopped from something he wants to do |
Reading Comprehension — Text I: Baby Bhakat
The following is a true story from Assam by conservation photographer Rommel Shunmugam. It is narrated in the voice of Bhakat, a baby Civet cat rescued and raised by a human family.
1My name is Bhakat. I am a baby Civet cat — three months old — living with a family of humans who treat me like their own! My home is a small thatched hut by a river in Assam, with an earthen floor and mud-splattered walls. Its doors are always open. I come and go as I please.
2Mama Anjali cooks, cleans, and plays with me. I secretly think she loves me most — she lets me be very naughty! I am omnivorous: I don't like vegetables, but I love fruits and meat. Mama always feeds me first, and I love anything dipped in milk.
3If not for Dharini, I would not be alive. My civet mother had built a nest for me in a tall coconut tree. One night I slipped and fell to the ground! Villagers found me and brought me to Dharini, who loves animals. He began to rehabilitate me — I was very small, unable to walk, eating and sleeping all day.
4Do you know why my eyes are so large? I am a nocturnal animal — I sleep during the day and am active at night. Large eyes help me see in the dark. I also have a long tail for balance on treetops. Animals like me are called arboreal! Imagery
5One morning I woke to find the house filling with water — the river had overflowed its banks overnight! Everything was helter-skelter inside. Dharini and Anjali carried us babies outside. I stayed high on the fence, making sure even my long tail did not get wet! Dharini went to collect snails that had climbed branches to escape the flood. By eating snails, I maintain the balance of life in nature. I have a role in the garden's ecosystem! Irony
Story by Rommel Shunmugam, conservation photographer, Assam
Look Up and Understand — Baby Bhakat Vocabulary
arborealAdjective
Living in or relating to trees; spending most time in tree canopies
"Civet cats are arboreal animals — their long tails help them balance on branches."
nocturnalAdjective
Active during the night and sleeping during the day
"Owls and civet cats are nocturnal — their eyes are adapted for darkness."
omnivorousAdjective
Eating both plants and animals; having a mixed diet
"Humans are omnivorous; so are bears, pigs, and civet cats."
rehabilitatesVerb
To restore a person or animal to health and normal life after illness, injury, or captivity
"Dharini rehabilitates wild animals that cannot survive on their own."
inculcateVerb
To instil a habit, idea, or value in someone through persistent teaching
"Through his photo stories, Rommel seeks to inculcate a love for wildlife in children."
Multiple Choice — Baby Bhakat
Q.1 Dharini —
The passage clearly states: "Dharini loves animals" and "Dharini and his family rescues and rehabilitates wild animals." He is neither the landowner nor the gardener — his identity is defined by his love for animals and conservation work.
Q.2 Civet cats are also called ___
The passage states: "They are also called toddy cats. They live on palm trees and love to drink the sweet sap, which is collected by toddy tappers to make wine!" — hence the name "toddy cat."
Q.3 Baby Bhakat loves to eat ___
Bhakat says: "I don't like vegetables, but I like fruits. I love meat." While he eats both fruits and meat (omnivorous), the passage uses the word "love" only for meat — making (d) the best answer.
Q.4 Baby Bhakat hates to ___
The passage states: "He got a scolding from Dharini. I hate to be in water!" — contrasting interestingly with Mijbil the otter, who loves water. Civet cats are not aquatic animals.
Q.5 The home for Bhakat is ___
Bhakat says: "My home is a little thatched hut by a river in a small village in Assam." The coconut tree nest was his original birth home, but his current home — where he lives with Dharini's family — is the hut.
Q.6 Tick the statement which is NOT true.
The passage explicitly says "Its doors are always open. I come and go as I please!" — the opposite of keeping the door closed. All other statements are supported by the text.
Reading Comprehension — Text II: Human-Wildlife Conflict
1Around the world, as communities expand and natural habitats shrink, people and wildlife are increasingly coming into conflict over living space and food. It might be baboons attacking young goats in Namibia, elephants eating crops in Nepal, or European bears and wolves killing livestock. The problem is universal and affects rich and poor alike.
2The impacts are often severe. People lose crops, livestock, property — and sometimes their lives. Even a serious injury caused by wildlife can destroy a family's livelihood. Meanwhile, the animals — some already endangered — are sometimes killed in retaliation, making their situation even more precarious. Climate change is expected to worsen these conflicts. Personification
3Solutions are often creative and context-specific. Planting a barrier of crops that repel animals is one example — elephants and certain other wildlife avoid chilli, so chilli borders can protect farmland and, when sold, generate income. These solutions benefit both people and animals and actively involve local communities. The goal is coexistence — a situation where both human welfare and wildlife conservation are achieved together.
Adapted from WWF-UK (wwf.org.uk)
Look Up and Understand — Human-Wildlife Vocabulary
conflictNoun
A serious disagreement, clash, or struggle between opposing parties
"Human-wildlife conflict occurs when the needs of both groups clash."
livestockNoun
Farm animals such as cattle, sheep, goats, pigs kept for agricultural purposes
"Bears and wolves sometimes kill livestock when their natural prey is scarce."
endangeredAdjective
At serious risk of extinction; having very few surviving individuals
"The Asiatic lion is endangered — only about 700 remain in the wild."
retaliationNoun
Action taken in return for harm done; revenge or reprisal
"Farmers sometimes kill predators in retaliation for lost livestock."
coexistenceNoun
The condition of living alongside others — even those with different interests — without conflict
"The goal is mutually beneficial coexistence between humans and wildlife."
Questions — Human-Wildlife Conflict
Q.1 What happens when communities expand?
When communities expand, natural wild places are reduced. As human settlements grow, they encroach upon forests and wildlife habitats. This forces people and animals into the same spaces, bringing them into conflict over food, water, and living space. What was once wild territory becomes farmland or housing, leaving animals with fewer resources and forcing them to enter human areas.
Q.2 What is the meaning of "impact" in the passage? How is it affecting people?
"Impact" here means the serious consequences or damaging effects of human-wildlife conflict. The passage shows it affects people on multiple levels: (1) economic loss — crops, livestock, property destroyed; (2) physical harm — injuries or deaths; (3) livelihood loss — even one severe injury can render a farmer unable to work, destroying the family's income. The cumulative impact is devastating for vulnerable rural communities.
Q.3 What will make human-wildlife conflict more intense?
The passage states that "the effects of climate change will probably make the problem worse." As climate change alters habitats, reduces prey availability, and forces animals into new areas, conflicts will increase. Additionally, growing human populations continue to encroach on natural habitats, making the overlap between human and animal territories ever greater.
Q.4 What solution to human-wildlife conflict does the passage describe?
The passage describes the "chilli barrier" solution: planting crops that naturally repel elephants and other wildlife as a border around farmland. This is elegant because it is (a) non-violent, (b) environmentally friendly, (c) effective, and (d) generates additional income for farmers when the chilli is sold. It is described as "creative and simple" — showing that the best solutions work with nature rather than against it.
Q.5 These creative solutions lead to — (Tick the statement(s) which is/are NOT true.)
Options (b) and (d) are the ones that are NOT straightforwardly true as stated. (b) implies income generates itself naturally — but it requires active farming of chilli. (d) uses the word "happily" which oversimplifies — the passage mentions "developing sustainable livelihoods" and "enthusiasm for conservation" but does not claim the relationship becomes problem-free or happy. All other options are directly stated in the passage.
Reading Comprehension — Text III: Animal Rights
1People who support animal rights recognise that all animals have an inherent worth — a value entirely separate from their usefulness to humans. Every being with a will to live has the right to live free from exploitation and suffering.
2All animals have the ability to suffer in the same way and to the same degree that humans do. They feel pain, pleasure, fear, frustration, loneliness, and familial love. Whenever we consider doing something that would interfere with their needs, we are morally obligated to take them into account. Personification
3People often misunderstand animal rights as meaning that animals should have the right to vote or drive a car. But those are rights that would not benefit animals. What animals require is the right not to suffer at human hands — the right to live free from exploitation. That is the difference between equal consideration and equal treatment.
4Almost everyone cares about animals in some context — a beloved pet, an endearing kitten, a majestic wild creature. We each have a built-in capacity for empathy and compassion. Animal rights asks us to extend that capacity beyond the arbitrary boundary of species.
5Anyone who cares about animals can act every single day through the food they eat, the clothes they wear, and the products they buy — non-violent choices that reduce corporate profits from animal harm and grow the market for cruelty-free living.
Adapted from PETA (peta.org.uk)
Look Up and Understand — Animal Rights Vocabulary
inherentAdjective
Existing as a natural, permanent part of something; inseparable from it
"Every animal has inherent worth — it doesn't need to earn value by being useful to humans."
exploitationNoun
Using someone or something unfairly for one's own benefit, without regard for their wellbeing
"Animal rights campaigns fight against the exploitation of animals in factory farms."
familialAdjective
Relating to a family; having the quality of family bonds or love
"Elephants show familial love — they grieve for lost members of their herd."
considerationNoun
Careful thought and regard for someone's needs or feelings
"Equal consideration means taking animals' suffering into account, even if we don't treat them identically to humans."
empathyNoun
The ability to understand and share the feelings of another being
"Children naturally show empathy towards injured animals."
compassionNoun
Sympathetic concern for the suffering of others, with a desire to help
"Compassion for animals motivates many people to adopt a plant-based diet."
Questions — Animal Rights
Q.1 What do people who support animal rights recognise?
People who support animal rights recognise that all animals possess inherent worth — a value that is completely separate from and independent of their usefulness to human beings. They believe that every living being that has a will to live has the right to exist free from exploitation and suffering. This recognition extends equal moral consideration to all creatures, regardless of species.
Q.2 As human beings, what are our moral obligations towards animals?
The passage argues that since all animals are capable of suffering — they feel pain, pleasure, fear, frustration, loneliness, and familial love — we are morally obligated to consider their wellbeing in our decisions. Whenever we plan to do something that would affect or interfere with an animal's needs, we have a moral duty to factor in their experience. We cannot simply act as if animal suffering is irrelevant.
Q.3 What is the right of animals as mentioned in paragraph three?
Animals' rights, as described in paragraph three, are specifically: the right not to suffer at human hands, and the right to live free from suffering and exploitation. This is different from giving animals human civil rights like voting. The key distinction drawn is between "equal consideration" (taking their suffering seriously) and "equal treatment" (treating them exactly like humans) — the passage argues for the former, not the latter.
Q.4 Why should we rediscover our empathy, compassion, and respect for animals?
The passage argues that we already have a built-in capacity for empathy and compassion — as seen in how children naturally help animals, and how adults are moved by pets or wildlife documentaries. However, we have allowed "arbitrary distinctions between different species" to limit this empathy. By rediscovering it and extending it beyond our immediate circle, we can act more justly and live in greater harmony with all living beings. Logically and morally, the passage argues, there is no good reason to treat farmed animals differently from companion animals.
Q.5 What are "these principles" that animal rights supporters put into daily practice?
"These principles" refers to the animal rights principles discussed throughout the passage: recognising animals' inherent worth, avoiding their exploitation, and extending empathy across species. In daily practice, this means making conscious choices about: (1) what food you eat — avoiding products from factory farming; (2) what clothes you wear — avoiding leather, fur, and wool from cruel sources; (3) what products you buy — choosing cruelty-free cosmetics and household items. These individual choices collectively reduce the profitability of industries that harm animals and grow the market for ethical alternatives.
Vocabulary — Find the Odd One Out
In each group, one word does not belong with the others because it is a near-antonym rather than a synonym. Find the odd one out and explain why.
| # | Word Group | Odd One Out | Reason |
|---|---|---|---|
| a | serious, grave, ridiculous, stern, solemn | ridiculous | "Ridiculous" means absurd/laughable — opposite in tone to the serious, heavy meaning of the other four words. |
| b | suitable, unfitting, appropriate, right, proper | unfitting | "Unfitting" means not suitable — an antonym. All others mean the right match for a purpose. |
| c | hostile, unfriendly, averse, agreeable, unreceptive | agreeable | "Agreeable" means pleasant and willing — the opposite of hostile or unfriendly. |
| d | peaceful, harmonious, quiet, serene, violent | violent | "Violent" implies force and aggression — the opposite of the calm, tranquil quality shared by the other words. |
| e | appalling, atrocious, wonderful, awful, dreadful | wonderful | "Wonderful" is highly positive — the opposite of the shockingly bad quality expressed by the other four words. |
Vocabulary — Words Used as Both Verb and Noun
Conversion: The Same Word as Verb and Noun
English is remarkable for its ability to use the same word as both a verb and a noun, sometimes with a shift in stress or meaning. Example: cross (verb: to cross a road) / (noun: a cross on a map). ring (verb: to ring a bell) / (noun: a ring on a finger).Write two sentences for each word — one using it as a verb and one as a noun.
Model Answers
book
As Verb
She booked three tickets to Jaipur online last night. (to reserve)
As Noun
He left his favourite book on the park bench by mistake. (a publication)
mail
As Verb
Please mail the documents to the office by Friday. (to send by post)
As Noun
There was a large pile of mail waiting for him after the vacation. (postal deliveries)
cable
As Verb
He cabled his family from London to say he had arrived safely. (to send a telegram)
As Noun
The electrician replaced the worn cable behind the switchboard. (a wire or cord)
sack
As Verb
The manager decided to sack the employee who had been repeatedly late. (to dismiss from job)
As Noun
The farmer carried a heavy sack of rice on his shoulders. (a large bag)
head
As Verb
She was chosen to head the newly formed wildlife committee. (to lead)
As Noun
He nodded his head in agreement with the teacher's point. (the body part)
colour
As Verb
The children began to colour the drawing of the otter with bright crayons. (to apply colour)
As Noun
The civet cat's fur is a rich brown colour with white spots. (hue/shade)
lead
As Verb
The forest ranger agreed to lead the group on a nature trail at dawn. (to guide)
As Noun
The dog's lead slipped from her hand and the puppy ran off. (a leash) — Note: "lead" as a noun can also mean the heavy metal, pronounced differently!
Grammar — Noun Modifiers and Adjective Phrases
Noun Modifiers — Combining Information
A noun modifier is an adjective or group of adjectives that comes before a noun to provide more information. When two or three sentences describe the same noun, you can combine them elegantly using an adjective phrase.Formula: [adjective 1] + [adjective 2] + [noun]
Example: I bought a car. It was blue. It was sporty. → "I bought a sporty blue car."
Order of adjectives: Opinion → Size → Age → Shape → Colour → Origin → Material → Purpose → NOUN
(A beautiful small old round blue French silver whittling knife!)
Exercise — Join the Sentences
(a) I bought a Maruti car. The colour is blue. It is sporty.
I bought a sporty blue Maruti car.
Explanation: "sporty" = opinion adjective (comes first); "blue" = colour (comes second); "Maruti" = origin/brand (comes last before noun).
Explanation: "sporty" = opinion adjective (comes first); "blue" = colour (comes second); "Maruti" = origin/brand (comes last before noun).
(b) He made a speech. The speech was short. The speech was interesting.
He made a short, interesting speech.
Explanation: "short" = size/length; "interesting" = quality opinion. Both modify "speech." When two adjectives are used together, separate with a comma if both are the same "type."
Explanation: "short" = size/length; "interesting" = quality opinion. Both modify "speech." When two adjectives are used together, separate with a comma if both are the same "type."
(c) Suresh went to a house. It was decorated beautifully.
Suresh went to a beautifully decorated house.
Explanation: "beautifully decorated" is a participial phrase used as a noun modifier. The adverb "beautifully" modifies the past participle "decorated," and together they modify "house."
Explanation: "beautifully decorated" is a participial phrase used as a noun modifier. The adverb "beautifully" modifies the past participle "decorated," and together they modify "house."
(d) She bought a dress. It is a designer one but frightfully expensive.
She bought a frightfully expensive designer dress.
Explanation: "frightfully expensive" = how expensive (adverb + adjective); "designer" = type/brand adjective. Together they describe the dress.
Explanation: "frightfully expensive" = how expensive (adverb + adjective); "designer" = type/brand adjective. Together they describe the dress.
(e) The food was tasty. It was prepared quickly.
The quickly prepared food was tasty.
Explanation: "quickly prepared" is a participial phrase modifying "food." The adverb "quickly" modifies the past participle "prepared." This phrase becomes a pre-noun modifier.
Explanation: "quickly prepared" is a participial phrase modifying "food." The adverb "quickly" modifies the past participle "prepared." This phrase becomes a pre-noun modifier.
Exercise — -ing and -ed Adjective Pairs (shock, interest, excite, amuse, disgust)
(a) The death of 40 jawans was shocking. We were shocked when we heard the news.
shocking (-ing): The event caused the feeling → it was shocking. shocked (-ed): We experienced the feeling → we were shocked. Classic cause/effect pair from "shock."
(b) I met an interesting person. He was interested in tasting each dish.
interesting: The person caused interest in others → he was interesting. interested: He himself experienced curiosity/interest → he was interested in tasting food.
(c) Ravi is not very excited to visit new places. He tells friends no place is exciting compared to his village.
excited: Ravi experiences no excitement → he is not excited. exciting: The places don't cause excitement → they are not exciting. Note the logic: if YOU feel it → -ed; if IT causes the feeling → -ing.
(d) She was amused by his handling of the pups. His voice was amusing.
amused: She felt amusement → she was amused. amusing: His voice caused amusement → it was amusing.
(e) This weather is disgusting. I am disgusted. Children are disgusted as they can't play outside.
disgusting: The weather causes disgust → it is disgusting. disgusted: Both "I" and "children" experience the disgust → they are disgusted. Notice that both people use the -ed form because they both experience the feeling.
Exercise — 'would' or 'used to'?
Rule: would vs. used to for Past Habits
Both 'would' and 'used to' describe repeated past actions or habits. However:• 'used to' can describe past states (situations that were true): "I used to believe in fairies." (not: "I would believe...")
• 'would' is only for past actions/habits, not states: "She would come home with roses." ✓
• Both work for repeated actions: "He would/used to visit his friend every evening." ✓
(a) Every day she would/used to come home from work with a rose for her mother.
Both would and used to are correct — this is a repeated past action (coming home). "Every day she would come home..." or "Every day she used to come home..."
(b) I would/used to lend him my books when he was preparing for exams.
Both work. "I would lend him..." OR "I used to lend him..." — lending is a repeated past action, so either form is grammatically correct.
(f) When I was a child, I used to believe that fireflies were small fireballs.
Only used to is correct here. "Believe" is a state verb (mental state), not an action. You cannot say "I would believe..." — 'would' is not used with stative verbs. Use "used to" for past states: "I used to believe that fireflies were small fireballs."
Editing — The Bishnois of Rajasthan
Add capital letters, full stops, commas, and inverted commas wherever necessary in the following paragraph.
the land of the Bisnois in rajasthan is known for conservation of wildlife. it is a living religion to the Bishnois. It is said This is probably only one religion in the world that is founded on the principles of conserving nature. It has followers over ten lakhs. For these many people protection of living beings is a way of life for the ishnois tree is sacred and their empathy and love extend to all living beings on earth. They protect the ecosystem that surrounds the village which is a safe haven for blackbucks chinkaras vultures great Indian bustards peacocks etc they protect them from poachers and provide them plenty vegetation they keep water in the stone vessels for the animals to drink from, and hang water filled pots from the branches for the birds.
Corrected Version:
The land of the Bishnois in Rajasthan is known for conservation of wildlife. It is a living religion to the Bishnois. It is said, "This is probably the only religion in the world that is founded on the principles of conserving nature." It has followers numbering over ten lakhs. For these people, protection of living beings is a way of life. For the Bishnois, the tree is sacred and their empathy and love extend to all living beings on earth. They protect the ecosystem that surrounds the village, which is a safe haven for blackbucks, chinkaras, vultures, great Indian bustards, peacocks, etc. They protect them from poachers and provide them plenty of vegetation. They keep water in stone vessels for the animals to drink from, and hang water-filled pots from the branches for the birds.
Key corrections:
• Capital 'T' at the start of the paragraph
• "Bisnois" → "Bishnois" (correct spelling); "rajasthan" → "Rajasthan"
• Full stops after each complete sentence
• Inverted commas around the quoted statement: "This is probably..."
• Commas before the relative clause: "the village, which is a safe haven..."
• Commas in the list: blackbucks, chinkaras, vultures, great Indian bustards, peacocks
• "ishnois" → "Bishnois" (word corrected)
The land of the Bishnois in Rajasthan is known for conservation of wildlife. It is a living religion to the Bishnois. It is said, "This is probably the only religion in the world that is founded on the principles of conserving nature." It has followers numbering over ten lakhs. For these people, protection of living beings is a way of life. For the Bishnois, the tree is sacred and their empathy and love extend to all living beings on earth. They protect the ecosystem that surrounds the village, which is a safe haven for blackbucks, chinkaras, vultures, great Indian bustards, peacocks, etc. They protect them from poachers and provide them plenty of vegetation. They keep water in stone vessels for the animals to drink from, and hang water-filled pots from the branches for the birds.
Key corrections:
• Capital 'T' at the start of the paragraph
• "Bisnois" → "Bishnois" (correct spelling); "rajasthan" → "Rajasthan"
• Full stops after each complete sentence
• Inverted commas around the quoted statement: "This is probably..."
• Commas before the relative clause: "the village, which is a safe haven..."
• Commas in the list: blackbucks, chinkaras, vultures, great Indian bustards, peacocks
• "ishnois" → "Bishnois" (word corrected)
Editing — Rearrange to Form Meaningful Sentences
Rearrange the parts and write meaningful sentences. Use appropriate punctuation.
| # | Jumbled Parts | Correct Sentence |
|---|---|---|
| (a) | a town in iraq / in large numbers / otters are found / in the marshes near Basra | Otters are found in large numbers in the marshes near Basra, a town in Iraq. |
| (b) | to the market / we were fatigued / having walked so far / on account of | We were fatigued on account of having walked so far to the market. |
| (c) | 40 paramilitary personnel / the suicide car / Pulwama district killed / bombing in | The suicide car bombing in Pulwama district killed 40 paramilitary personnel. |
| (d) | India's first semi-high speed train, / was flagged off with excitement / the inaugural trip of / Vande Bharat Express, | The inaugural trip of India's first semi-high-speed train, Vande Bharat Express, was flagged off with excitement. |
| (e) | the eastern hemisphere / the longer than all / the Nile is said to be / other rivers in | The Nile is said to be longer than all the other rivers in the eastern hemisphere. |
CBQ Practice — Extract-Based Questions
CBSE COMPETENCY-BASED QUESTION
"All animals have the ability to suffer in the same way and to the same degree that humans do. They feel pain, pleasure, fear, frustration, loneliness, and familial love. Whenever we consider doing something that would interfere with their needs, we are morally obligated to take them into account."
Q1 Why does the passage specifically mention that animals feel "loneliness" and "familial love"? What is the author trying to prove? L4 Analyse
By mentioning loneliness and familial love — emotions that humans typically consider uniquely human — the author dismantles the assumption that animals only experience basic physical sensations like pain or hunger. If animals experience complex social emotions, it becomes much harder to justify separating them from their families (as in factory farming or zoos), isolating them, or treating them as objects. The author uses these examples to close the emotional and moral gap between "us" and "them." (80 words)
Q2 What does "morally obligated" mean in the context of this passage? Give one example of how this obligation might apply in daily life. L3 Apply
"Morally obligated" means we have an ethical duty — not a legal one, but one based on conscience and values — to consider animals' suffering in our decisions. For example: before buying a product tested on animals, a morally obligated consumer would investigate whether cruelty-free alternatives exist. Before supporting a circus that uses performing animals, they would consider whether those animals are suffering for our entertainment. The obligation is not to treat animals identically to humans, but to not dismiss their suffering as irrelevant.
Q3 "The greatness of a nation and its moral progress can be judged by the way its animals are treated." — Mahatma Gandhi. Do you agree with Gandhi's view? Use the passage on animal rights to support your answer. L5 Evaluate
Yes, Gandhi's view aligns powerfully with the animal rights passage. The passage argues that compassion and empathy are innate human qualities — and a truly developed society would extend these qualities beyond human beings to all living creatures. A nation that permits factory farming, animal testing for cosmetics, and cruelty in entertainment while calling itself "great" reveals a moral blind spot. Gandhi understood that civilisation's measure is not technological advancement but ethical depth — how we treat the most vulnerable among us, including those who cannot speak for themselves. (90 words)
Writing Tasks
Writing Task 1 — Paragraph on Animal Welfare
Write a paragraph (150–200 words) giving your views on one of the following: keeping big wild animals as pets; using animals in circuses; animal testing for cosmetics. Highlight the loss of natural habitat, cruelty, and loss of freedom.
Paragraph Structure
Topic sentence (1): State your position clearly
Reason 1 with evidence (2–3 sentences): Natural habitat / instinct argument
Reason 2 with evidence (2–3 sentences): Cruelty / suffering argument
Counterargument + rebuttal (1–2 sentences): Some say... However...
Conclusion (1 sentence): Restate your position with impact
Sample: Against Using Animals in Circuses
Animals in circuses are not performers by nature — they are prisoners of human entertainment. Wild animals such as tigers, elephants, and bears are biologically programmed for vast territories, complex social structures, and natural hunting behaviours. When confined to small cages and forced to perform unnatural tricks through fear and punishment, they lose not only their freedom but also their dignity and mental health. Studies have documented severe psychological distress — repetitive pacing, self-harming behaviour, and aggression — in circus animals worldwide. Some argue that circuses educate children about wildlife; however, a distressed tiger jumping through a ring teaches nothing about tiger behaviour in the wild. Modern technology offers far better alternatives: wildlife documentaries, sanctuaries, and virtual reality experiences that show animals as they truly are. No amount of human amusement justifies a lifetime of confinement and suffering. We must recognise that what entertains us in the circus ring represents an unforgivable violation of an animal's right to live freely.
Writing Task 2 — Paragraph Using Quotations (Gandhi + PETA)
Write a paragraph in the context of 'Animal Rights' using the two quotations: (a) Gandhi: "The greatness of a nation and its moral progress can be judged by the way its animals are treated." (b) PETA founder Ingrid Newkirk: "When it comes to pain, love, joy, loneliness and fear, a rat is a pig is a dog is a boy. Each one values his or her life and fights the knife."
Using Quotations Effectively (120–150 words)
Introduce the first quote: "Mahatma Gandhi once observed that..."
Explain its relevance: What does it mean? Why does it matter today?
Introduce the second quote: "This view is echoed by Ingrid Newkirk..."
Connect the two: Both quotations argue that...
Personal response: These ideas lead us to...
Sample Paragraph — Animal Rights and Human Conscience
Mahatma Gandhi once observed, "The greatness of a nation and its moral progress can be judged by the way its animals are treated." This is a powerful reminder that civilisation is not measured by skyscrapers or GDP, but by our ethical treatment of those who are most vulnerable. A nation that tortures animals for cosmetics or factory-farms them by the billions can hardly claim true greatness. This view is echoed by PETA founder Ingrid Newkirk: "When it comes to pain, love, joy, loneliness and fear, a rat is a pig is a dog is a boy." Both thinkers argue that the capacity to suffer erases the boundary between species. If we accept that a rat feels fear and a dog feels love — as science now confirms — we cannot justify treating them as objects. These ideas challenge us to examine our daily choices and ask whether convenience justifies cruelty.
FAQ
What is Unit 6 – Mijbil the Otter about?
Unit 6 – Mijbil the Otter is a lesson from the NCERT English textbook covering important literary and language concepts with vocabulary, literary devices, and exercises.
What vocabulary is in Unit 6 – Mijbil the Otter?
Key vocabulary words from Unit 6 – Mijbil the Otter are highlighted with contextual meanings and usage examples throughout the lesson.
What literary devices are in Unit 6 – Mijbil the Otter?
Unit 6 – Mijbil the Otter uses various literary devices including imagery, symbolism, and figurative language identified with coloured tags.
What exercises are in Unit 6 – Mijbil the Otter?
Exercises include extract-based comprehension questions, grammar workshops, vocabulary activities, and writing tasks with model answers.
How does Unit 6 – Mijbil the Otter help exam prep?
Unit 6 – Mijbil the Otter includes CBSE-format questions and model answers following Bloom's Taxonomy levels L1-L6.
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