We offer NCERT Solutions for Class 11 Hornbill English Chapter 2 We’re Not Afraid to Die…if We Can All Be Together that will help you developing deeper into the chapters and get a vast understanding of the concepts that are applied. Students can easily review the answers they prepared and also know whether they learned it properly or not. You can use them to score maximum marks in your exams.
We’re Not Afraid to Die…if We Can All Be Together Class 11 English NCERT Solutions will help in building a great foundation of knowledge and make easy for the students to understand basics. It can be used for any purpose and are great for research and preparation for exams.
Chapter 2 We’re Not Afraid to Die…if We Can All Be Together Class 11 English NCERT Solutions
Understanding The Text
1. List the steps taken by the captain
(i) to protect the ship when rough weather began.
(ii) to check the flooding of the water in the ship.
(i) The storm jib was dropped. Heavy ropes were tied across the stern of the ship. Everything was bound securely with ropes.
(ii) He took some waterproof hatch covers. He screwed them across the big holes. Thus he tried to check the flooding in of water.
2. Describe the mental condition of the voyagers on 4 and 5 January.
On January 4, the voyagers felt relieved after 36 hours of continuous pumping out water. They had their first meal in almost two days. Their respite was short–lived. They faced dangerous situation on January 5. Fear of death loomed large. They were under great mental stress.
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.
The first section describes the preparations made for the three-year journey. After the first leg of the journey, there is a sense of hope and joy in spite of the rough weather. They celebrate their Christmas and New Year’s Day on board. But then they are caught in a terrible storm. They think their end is near. But each one shows rare courage. They are rewarded for it. They are able to spot a tiny island in the vast ocean. In the final section, we see their cheerful landing. The inhabitants of the island welcome them. The writer feels grateful to all those who stood by him during the terrible days.
Talking About The Text
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?
There were a lot of differences between the way in which adults and children reacted when faced with danger. The adults felt the stress of the circumstances but prepared themselves to face the dangers. They took sufficient precautions to protect the ship when the rough weather began. They equipped everyone with lifelines, water proof clothes, and life jackets. Larry and Herb worked cheerfully and optimistically for three days continuously to pump out water from the ship. Mary replaced the narrator at the wheel when the deck was smashed, and steered the ship. She also served them meal after two days of struggle against odds. The narrator performed his role as captain with courage, determination, resourcefulness and full responsibility. He undertook repair work and provided apparatus and directions needed to protect the ship. He also helped in steering the ship towards the island. The children suffered silently and patiently. Sue did not want to bother her father with her troubles. Jon acted courageously. He was not afraid to die if all of them perished together.
2. How does the story suggest that optimism helps to endure “the direst stress”?
Optimism is a determination to overcome difficulties. It raises ones spirits and helps one overcome stress and difficulty with ease. The story displays courage and optimism throughout. The behaviour of the four adults during crisis bears it out. Larry Vigil and Herb Seigler were two crewmen. As the mighty waves smashed the deck, water entered the ship through many holes and openings. Right from the evening of January 2, Larry and Herb started pumping out water. They worked continuously, excitedly and feverishly for 36 hours. It was a result of their continuous pumping that they reached the last few centimetres of water on January 4. They remained cheerful and optimistic while facing extremely dangerous situations. The narrator did not lose his courage, hope or presence of mind while facing problems. He did not worry about the loss of equipment. He used whatever was available there. His self-confidence and practical knowledge helped them to steer out of storm and reach the Ile Amsterdam island. Mary stayed at the wheel for all those crucial hours. She did not lose hope or courage either.
3. What lessons do we learn from such hazardous experiences when we are face-to-face with death?
Exploration is driven by a desire to experience unique elements of nature, an undaunted passion, and a willingness to take on challenges. Such activities are very risky, but people who participate in them are willing to accept these challenges due to their passion and enthusiasm. We should not lose courage in the face of a danger or difficulty. We should struggle on and on with firm determination. And we should have love and sympathy for those who stand by us. These are the lessons that we learn from this story.
4. Why do you think people undertake such adventurous expeditions in spite of the risks involved?
Man is adventurous by nature. The greater the risk, the more the thrill. The thrill of exploring unknown lands, discovering wealth and beauty lying hidden in far off lands inspires brave hearts to stake their life of rest and repose. Love of adventure is a noble instinct. It strengthens a man’s character. It arms him with courage and strong determination. That is why people undertake adventurous expeditions in spite of all risks.
Thinking About Language
Talk to your partner about the following:
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?
Our language has following words for storms: aandhi, toofan, Jhanjavat, Chakravat
2. Here are the names of different kinds of vessels that are used to travel on water: yacht, boat, canoe, ship, steamer, schooner. Think of similar words in your language.
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.
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?
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
1. The following words used in the text as ship terminology are also commonly used in another sense. In what contexts would you use the other meaning?
knot, stern, boom, hatch, anchor
Knot: (i) interlacing twining, looping etc. (ii) a group of persons.
Stern: firm, strict, uncompromising harsh, hard etc.
Boom: (i) deep, prolonged, resonant sound (ii) to progress or flourish (iii) to hit hard
Hatch: (i) to bring forth, produce. (ii) derive, concoct (iii) to draw, cut, or engrave lines
Anchor: (i) a person or thing that can be relied upon for support (ii) host of an event.
2. The following three compound words end in -ship. What does each of them mean?
Airship, Flagship, Lightship
Airship: It is a self-propelled lighter-than-air aircraft with the means of controlling the direction of the flight.
Flagship: It is a ship carrying the flag officer or the commander of a fleet, squadron. It displays the officer’s flag.
Lightship: It refers to a ship anchored in a specific location flashing a very bright light for the guidance of ships, as in avoiding dangerous areas.
3. The following are the meaning 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.|
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……………….