A

AN
NG
Reading A : The Story of Ikat
LA
Reading B : The Earthen Goblet (Poem)
Reading C : Maestro with a Mission
TE
T
ER
SC

Free distribution by T.S. Government 2019-20 85

 Art and Culture

A
Look at the pictures and answer the questions that follow.

AN
NG
LA
TE
T
ER

1. What do you see in these pictures? Where do you find them?

SC

2. Are these handicrafts and dance forms a part of our culture? Give reasons to

your answer.

Oral Discourse: Talk on - “Art and cultural forms of your area.”

86 Free distribution by T.S. Government 2019-20

 A Reading

A
The Story of Ikat

AN
Bell rang for the next class. The small break before the next class was enough for the
children. They moved around and started chatting. The mandatory five minutes was over and
the teacher did not come. The Children started wondering. “Ramya! Do you think Janaki
teacher is absent?” Ramya looking out of the classroom said, “How do I know?”. A few

NG
students were grinning. Everyone knew Ramya loved Janaki teacher who taught them Social
Studies.
Suddenly they noticed the teacher carrying bundles of cloth walking towards the class.
A few of them dashed to help her. They all liked her as she was fair to everyone and was
never partial to one student. The brilliant red and black checked rumals, shawls with black
LA
and blue geometric patterns caught the attention of the class as the teacher handed over the
material to the eager helpers.
She pinned them neatly on the soft board and the drab class suddenly looked vibrant.
“Teacher! What are these fabrics? Why did you bring them?”Children pelted her with
TE

questions. She smiled and wrote on the blackboard “Textiles of India- ‘Ikat’ of Andhra
Pradesh.” No one could spell “Ikat”, someone yelled “Ikat!” and a few children giggled.
Janaki teacher said it is pronounced. ‘I’ as in it ‘ka’ as in Kamala and ‘t’ as ‘th’ in both. “Ikat”
is an Indonesian term meaning “to bind” or “knot”. The class fell silent. Ramya asked,
“Teacher! Are these fabrics from Indonesia?” Teacher shook her head and said, “Children!
can anyone remember seeing designs like this?” Raghav said, “Teacher, the pattern on the
T

rumal is similar to the one on my mother’s sari, though the colours are not the same.”
Janaki was pleased.
ER

She persisted, “Can anyone tell me the name of the place? It is close to our state
capital. There! I gave you a clue.” The children started shouting names of all the towns in
the State. In the midst of the babble, someone said “Nalgonda” and the teacher said “Correct!
It is ‘Pochampally’ village in Nalgonda district.” Everyone immediately connected to the
name. “Teacher, we forgot, we could not link. We all know Pochampally”. Teacher said,
SC

“Quiet! Let me tell you the story of Ikat, it is a story of our handlooms”. “What are
handlooms?” Ahmed was the first to voice the question in everyone’s mind.
Teacher gazed around the class and said “A hand operated loom which weaves and has
been weaving fabrics for centuries. In the race with the machine, we have forgotten our
heritage”. She fell silent and the children recognized her pensive mood and kept silent.
Someone hesitantly asked, “Teacher, you mentioned the story of Ikat….”.

Free distribution by T.S. Government 2019-20 87

 A
AN
NG
LA
TE
T

Janaki began, “It is called “chitiki” in Telugu, “Patola” in Gujarati and simply “Ikat” in
“Oria”. Children’s attention was divided between her words and the fabrics, as she opened a
ER

silk patola sari from Patan, Gujarat. It had a red design on a black background with rows of
flowers in the border. The simple leaf design repeated across the body and the flowers in
the border created a mesmerising effect.
The teacher said, “Are you thinking about the word ‘Ikat’ or ‘tie and dye’, while you
SC

are looking at the fabrics? What can be the origin of this word?” No one answered but
looked expectantly as she continued, “In hand weaving, we have threads stretched lengthwise
called “warp” and threads intersecting them widthwise called “weft”. Imagine the graph
sheet and the X- axis and the Y-axis and how they criss-cross to form square motifs.” Ahmed
was excited, “Teacher, warp is stretched along Y-axis and weft along X- axis.” The class was
thrilled as a new understanding came.

88 Free distribution by T.S. Government 2019-20

 Janaki said, “In ‘Ikat’ the threads are carefully sorted, warp and weft divided into
bundles, then tied with locally available water proof materials like plastic sheets, rubber

A
strips from car and bicycle tyres, then dropped into colour. Once you untie the knots, you
can see white threads dotted with colour at intervals”. Ravi said, “Teacher, how do they

AN
know where to tie the knots?” Janaki smiled, “The ties indicate the design we want. We can
look at a design or a motif and a tie.” Ravi looked puzzled, it did not seem simple.
“Ravi, You are absolutely right” the
teacher said. “It is not easy. First you count
the threads, measure the distance, calculate

NG
when to repeat a pattern. Only then you can
tie the knots.”
“Teacher, it seems like difficult
maths,” Ramya said.
“Correct. Weavers may not be
formally educated but have complex
LA
calculations at their fingertips. They draw
patterns on the graphs and copy them on the
threads.” Janaki continued, “Just close your
TE

eyes and imagine! Threads stretched out

long with dots of different colours shining.
I have seen such a sight in villages of
Nalgonda.” Someone said, “Teacher, the dots
are like raindrops, ‘chukka’, that is how the
T

name ‘chitiki rumal’. This was the favourite

headgear of fishermen and other labourers. It was also the towel on the shoulders of traders
ER

in Gujarat”.
She suddenly thought of another explanation. She asked, “Children, when you have to
measure a small quantity of a material you use a specific word in Telugu”. This time Ramya
answered promptly, “chitikedu,” and before she completed, comprehension was written
large on every child’s face. “Teacher, chitiki means small and small dots of colour which
SC

are characteristic of Ikat”, they chorused. The class was jubilant. They were able to come
up with an original explanation for a historical phrase.
“When trade was vigorous with other nations in South – East Asia, “tie and dye” or
chitiki, as lengths of fabric was a favourite export item, both in silk and cotton.” She said,
“There are other interesting stories on Ikat. Different regions fight about its origin. Did it
travel from Gujarat to the South or vice versa? Did it first originate in the coastal belt of
Free distribution by T.S. Government 2019-20 89
 Andhra Pradesh and travel to
Nalgonda? There is no systematic

A
historical documentation to
resolve this dispute”. The class

AN
was fully attentive now.
“For raksha bandhan, the
tying of the knot was done by
yellow and red Ikat dyed threads.
In our tradition, tying the knot is

NG
sacred. Maybe this has a relation to tying and dyeing process. But in parts of Gujarat,
Maharashtra and Deccan, designs in Ikat were very much influenced by Muslim culture.”
The bell was ringing but the class was lost in a period where vibrant colours and compelling
stories were woven into beautiful fabrics.
- Dr. B. Syama Sundari.
LA
Glossary
TE

mandatory (adj) : compulsory

wonder (v) : wish to know
drab ( adj) : dull
pelt (v) : throw; shoot
giggle (v) : laugh in a silly way
T

babble (n) : a talk difficult to understand

pensive (adj) : serious
ER

hesitantly (adv) : unwillingly/uncertainly

expectantly (adv) : hopeful of something
intersect (v) : crossing each other at a point
headgear (n) : a piece of cloth worn on head
SC

jubilant (adj) : very happy

resolve (v) : solve
knot (n) : fastening
vibrant (adj) : active
compelling (adj) : extremely interesting

90 Free distribution by T.S. Government 2019-20

 n
Comprehensio

A
Answer the following questions.

AN
1. What is the main theme of the story?
2. How was chitiki rumal used by different people?
3. The teacher became silent when she was discussing handloom. Why?
4. Children’s attention was divided between her words and the fabrics as she opened a

NG
silk patola sari. Why?
5. The writer described some designs, historical things and the weaving. Which part
of the story do you like most?
LA
Vocabulary

I. Read the following sentences.

TE

V.V.S. Lakshman is a top class batsman.

Sruthi is in class VIII.
We have ten minutes left for the show.
The minutes of every official meeting remains an important document.
T

The words underlined in the above sentences have the same spelling but they differ
in meaning. These words are called Homonyms.
ER

Find the meaning of the following homonyms with the help of a dictionary.

1. a) fair (adj) ________________

b) fair (noun) ________________

SC

2. a) mind (noun) ________________

b) mind (verb) ________________

3. a) quiet (adj) ________________

b) quiet (noun) ________________

Free distribution by T.S. Government 2019-20 91

 II. Use the above homonyms in your own sentences.
1. a) ________________________________________________

A
b) ________________________________________________

AN
2. a) ________________________________________________
b) ________________________________________________
3. a) ________________________________________________
b) ________________________________________________

NG
III. Read the following sentences carefully.
The students have some knowledge about ‘Ikat’.
This sum from chapter III is very tough.
LA
The words underlined in the above sentences have the same pronunciation but differ
in spelling and meaning. Such words are called Homophones.
Read the following passage carefully and replace the underlined words
with correct homophones.
TE

One day Janaki teacher said to the class, “We all no that the boy in the blew
dress has one the best student price for this year.” She added, “This is the write
hour to felicitate him. Here is the gift for the boy but can anyone help me to untie
the not of the died ribbon.” One boy came forward and helped her. There was a
T

wonderful gift inside the box!

ER

Grammar

Read the following pair of sentences taken from the narrative “The Story of
Ikat”.
SC

1. Ramya asked, “Are these fabrics from Indonesia?”

2. The teacher said, “What can be the origin of the word?”
a. Who are the speakers?
b. What are the exact words spoken by them?
c. If you want to report the above sentences, how will you do?

92 Free distribution by T.S. Government 2019-20

 Let’s analyse the sentences 1 and 2.
The first part of the sentence ‘Ramya aksed’ has a subject ‘Ramya’ and a verb ‘asked’.

A
This clause is called the reporting clause. The verb is called the reporting verb.
The part within the quotation marks is called the reported clause, which gives the

AN
exact words spoken by the speaker.
Let’s look at the answer to the question ‘c’.
1. Ramya asked if / whether those fabrics were from Indonesia.

NG
2. The teacher asked what the origin of the word could be.
Let’s look at the changes that have taken place.
You will find the following changes.
a. Change of the pronouns and adjectives (these - those)
b.
LA
Change of the verb in the reported clause (are - were)
c. Change of question to a statement by adding if / whether
All the above changes are made when the reporting verb is in Past tense.
TE

I. Report the following conversation.

Ramya visits a weaver at Pochampally. She asks him a few questions.
Ramya : Uncle, What are you doing?
Weaver : I’m making a sari. Do you like it?
T

Ramya : Oh! Yes. What is the price?

ER

Weaver : Five hundred rupees. Do you want to buy it?

Ramya : Oh! Yes. Can you pack it for me?
Weaver : Sure, here you are.
_______________________________________________________
SC

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

Free distribution by T.S. Government 2019-20 93

 Look at the following possible changes while reporting.

A
Present simple - Past simple

AN
Present continuous - Past continuous
Present Tense
Present perfect - Past perfect

NG
Simple past - Past perfect
Past Tense Past continuous - Past perfect continuous

Past perfect - Past perfect

LA
can - could

may - might
Modals
will - would
TE

must - had to

I - she/he
Pronouns We - they
T

You - I/she/he/they/we
ER

II. Editing
Read the following passage. Every numbered sentence has an error.
Identify and edit it.
SC

(1)Lalitha, a ten-year old girl sowed some tomato seed in the kitchen garden. The
seeds grew into little plants after a few days. (2)Lalitha plant them in the middle of the
garden. (3)She pulled every weed and never allowed a insect or a worm near her pet plants.
(4)When the days was hot, she poured water to the plants at night also. She planted flowers
all around her plot to make it beautiful. (5)The flowers also grew but blossomed.

94 Free distribution by T.S. Government 2019-20

 B Reading

A
The Earthen Goblet

AN
O silent goblet! Red from head to heel,
How did you feel
When you were being twirled
Upon the potter’s wheel

NG
Before the potter gave you to the world?

‘I felt a conscious impulse in my clay

To break away
From the great potter’s hand that burned so warm,
LA
I felt a vast
Feeling of sorrow to be cast
Into my present form.’
TE

‘Before that fatal hour

That saw me captive on the potter’s wheel
And cast into his crimson goblet-sleep,
I used to feel
T

The fragrant friendship of a little flower

Whose root was in my bosom buried deep.’
ER

‘The Potter has drawn out the living breath of me

And given me a form which is the death of me,
My past unshapely natural state was best
With just one flower flaming through my breast.’
SC

- Harindranath Chattopadhyaya
Harindranath Chattopadhyay was born on 2 April 1898, in Hyderabad in a
Bengali Hindu Kulin Brahmin family to Aghornath Chattopadhyay and Barada
Sundari Devi. He was a multi talented personality as an Indian English poet, a
dramatist, an actor, a musician and a member of the 1st Lok Sabha from
Vijayawada constituency. He was the younger brother of Sarojini Naidu, the
first woman President of Indian National Congress. He is famous for poems like
Noon and Shaper Shaped.

Free distribution by T.S. Government 2019-20 95

 Glossary

A
twirl (v) : turn something round and round.

AN
fatal (adj) : causing death
captive (n) : prisoner

n
Comprehensio

NG
Answer the following questions.
1. Who is ‘I’ in the poem? Who is the speaker in the first stanza?
2. What does the phrase ‘fragrant friendship’ convey about the goblet’s relationship
with the flower?
3.
LA
The poem has the expression ‘burned so warm’. Does the poet have tender feelings
towards the goblet or the earth? What is your opinion?
4. The goblet has certain feelings towards its present life and past life. Which life
does it like? Why?
TE

5. What common things do you notice between the expression ‘living breath’ of me
and ‘natural state’?

Literary devices
The devices which can be used to recognize or identify the literary text are called literary
T

devices. Literary devices are useful to interpret or analyse the literary texts.

Tone: The implied attitude towards the subject of the poem. Is it hopeful, pessimistic, dreary, worried?
ER

A poet conveys tone by combining all of the elements listed above to create a precise impression on
the reader.

Genre: A category used to classify literary works, usually by form, technique or content (e.g., prose,
poetry).
SC

Satire: A literary tone used to ridicule or make fun of human vice or weakness.

Point of View - pertains to who tells the story and how it is told. The point of view of a story can
sometimes indirectly establish the author’s intentions.

Metaphor vs. Simile : A metaphor is direct relationship where one thing is another (e.g. “Juliet is the
sun”). A simile, on the other hand, is indirect and usually only likened to be similar to something else.
Similes usually use “like” or “as” (e.g. “Your eyes are like the ocean”).

96 Free distribution by T.S. Government 2019-20

 C Reading

A
Maestro with a Mission

AN
The 18 year old lad, a dropout
from the school, left his house with just
two rupees in order to realize a dream.
It was the passionate dream he was

NG
driven by. He wanted to elevate the
status of an art form he had learnt from
his great gurus. He decided to dedicate
his life for the enrichment of that art
form.
LA
The lad left his house for Madras, now called Chennai about 400kms away from his
place. The place where he started was a village about 50kms away from Vijayawada in Krishna
TE

district. He walked all the way… On his long way, he fed himself on plantains and water.
Finding the condition of the lad, a stationmaster at Venkatachalam offered him a full meal.
“Where are you going, dear?” the stationmaster asked.
No reply came.
The lad looked at the endless sky.
T

The lad was Vempati Chinna Satyam, who later came to be known as Dr. Vempati
ER

Chinna Satyam; and the place where he started from was Kuchipudi and the art form he was
passionate about was – KUCHIPUDI.
All this story about Satyam and Kuchipudi becomes meaningless if we really don’t
know certain facts about Kuchipudi.
SC

The dance form originated in the village of Kuchipudi. For a long time, the art was
performed at temples at the time of annual festivals and in streets on the demand of the
people. Initially, it was a male oriented dance form. Even female roles were played by men.
What a surprise! Great gurus like Vedantam Lakshminarayana, Chinta Krishna Murthy
enriched and transformed it and welcomed women to play different roles. They produced

Free distribution by T.S. Government 2019-20 97

 many dance dramas and choreographed several solo items. Thus the transformation of dance
was complete! It was different from the days when men played the female roles. Now,

A
women play even male roles. Yet, it was not much popular and it was not recognized on par
with other classical dances till 1958.

AN
Satyam was too big in his aspiration and too small in his achievements. He faced
many hardships in his childhood. He had a strong desire to learn Kuchipudi. In spite of that,
he was humiliated by a teacher in his village. The teacher said, “Don’t attempt to learn
Kuchipudi again. You are unfit for it”. He made this comment in the presence of his friends!

NG
Some ridiculed him. But, some others sympathized with him. And then, his father died. He
had to feed four sisters and mother. Beyond this Satyam was interested in nothing but his
favourite art form with some rudimentary knowledge of it. That is hardly of any use to a
person with a lofty desire!
LA
Tadepalli Peraiah Sastry and Vedantam Lakshminarayana Sastry taught him the difficult
aspects of Kuchipudi style and inspired him. Satyam developed a genuine and ardent interest
towards the art form. He sometimes sold his meal tickets to watch dance programmes in
TE

Chennai. He only wanted to liberate Kuchipudi from the clutches of insignificance and
oblivion.
With encouragement from his cousin Vempati Pedda Satyam, Vempati Chinna Satyam
tried his luck in Telugu film world. Can the Telugu film lovers forget the dance sequences
in “Narthanasala”, “Devadasu”, and “Pandava Vanavasam”? Even now the film admirers become
T

nostalgic when they recollect those sequences. Thus Dr. Vempati has carved a niche in
Telugu films as well, as a dance director.
ER

Dr. Vempati was not satisfied with his success in the tinsel world. His desire to
popularize Kuchipudi grew stronger. He established Kuchipudi Art Academy for this purpose,
in 1963 in Madras. As many as 180 solo items and 15 dance dramas were composed and
SC

choreographed by Dr. Vempati. Those have been performed all over the world. He composed
his first dance drama ‘Sri Krishna Parijatham’ followed by ‘Ksheera Sagara Madhanam’.
Both were received well by the audience all round the world and brought laurels to Vempati.
Some of the masterpieces like ‘Padmavati Srinivasa Kalyanam’ composed by Dr.
Vempati are the symbols of depth of his knowledge and mastery over Kuchipudi. He had an

98 Free distribution by T.S. Government 2019-20

 ability to communicate each nuance of the dance to connoisseurs
and laypersons equally well.

A
Dr. Vempati’s distinguished disciples include Shanta Rao,
Yamini Krishna Murthy, Vyjayanthimala Bali, Hema Malini, Manju

AN
Bhargavi, Shoba Naidu, Bala Kondala Rao and Daggubati
Purandeswari etc. Every one of these disciples takes pride in
being a disciple of Dr. Vempati.
For all that he has done to the development and

NG
emergence of Kuchipudi to a full - fledged dance form,
Dr. Vempati was rightly conferred the much coveted
“Padma Bhushan” title by the Government of
India. Andhra University awarded him an
LA honorary doctorate in 1980. Sri
Venkateswara University, Tirupati,
honoured him with an honorary degree, D.Litt. in 1983. Dr. Satyam was presented
TE

with the ‘Golden Key’ by the mayor of Miami, USA, Stephen P Clark in the year 1981. He
was chosen for the Sangeet Natak Academy fellowship and the Raja – Lakshmi Foundation,
Madras presented the ‘Raja – Lakshmi’ award. These are only a few to mention. There are
so many feathers in his cap. In the year 1976, the TTD made Satyam the ‘Asthana
Natyacharya’.
T

He was born to Venkatachalamaiah and Varalakshmi on 15th Oct 1929. He led an

ER

illustrious life of 83 years and he breathed his last on 29th July 2012. He was survived by
his wife Swarajya Lakshmi, two sons and three daughters.
All the Telugu speakers identify themselves with “Kuchipudi”. The rest of the world
looks at Kuchipudi and Dr. Vempati’s stupendous work with reverent eyes. Kuchipudi has
SC

established itself on par with other classical dance forms of India like Bharathanatyam,
Kathak and Kathakali. Countless people worked for Kuchipudi, but Dr. Vempati remains
the source of inspiration to such people and he remains at the centre stage of Kuchipudi’s
surge as a classical dance form in Modern India. Hence, he can rightly be called “Maestro
with a Mission”.

Free distribution by T.S. Government 2019-20 99

 Glossary

A
passion (n) : strong feeling

AN
choreography (n) : art of arranging steps for a dance

ardent (adj) : serious

oblivion (n) : state of being unnoticed

carve a niche (idm) : build reputation

NG
reverent (adj) : filled with honour

nuance (n) : subtle difference

connoisseur (n) : judge of an art

coveted (adj)
LA
: liked by everyone to have

stupendous (adj) : amazingly large

TE

n
Comprehensio

Answer the following questions.

1. Vempati Chinna Satyam left his house on a purpose. Do you think he was successful
T

at the end?
ER

2. When the station master asked Satyam “Where are you going, dear?,” he kept silent.
Now choose one of the options that is not the reason for the silence.
a. He was determined to achieve something. [ ]
b. He was determined and confident about his destiny. [ ]
SC

c. He was not determined or confident about his destiny. [ ]

3. If the eighteen year old lad hadn’t left his village, Kuchipudi would not have gained
this popularity. Do you agree / disagree? Why?
4. Is it appropriate to call him Dr. Vempati? Do you agree? Why (not)?

100 Free distribution by T.S. Government 2019-20

 Writing

A
Based on the details of the famous singer, S.P. Balasubrahmanyam given

AN
below, write a biographical sketch of him.
Full name : Sripathi Panditaradhyula BalaSubrahmanyam
Date of Birth : 4th June 1946

NG
Place of Birth : Konetammapeta, Nellore District
State : Andhra Pradesh
Educational qualifications : Engineering
Entry into film field : 1966
LA
First Film : Sri Sri Sri Maryada Ramanna
Entry into Bollywood : In 1980
Total number of songs sung : About 40,000
TE

Other credits : Noted dubbing artist

Actor : Acted in a number of Telugu films
TV programmes : Leading many TV programmes
Awards: 1. National Film Award for best male playback singer – 6 times
T

2. Nandi Awards from Government of Andhra Pradesh – 25 times

3. State Award from Tamil Nadu
ER

4. State Award from Karnataka

5. Padma Shri Award
6. Padma Bhushan
SC

Listening

Listen to the news bulletin read by your teacher and answer the
following questions.
1. What are the highlights of the news bulletin?

Free distribution by T.S. Government 2019-20 101

 2. Where is the art and culture policy programme going to be announced? Who is
going to be benefitted from this policy?

A
3. How will the weavers be benefitted from this policy?

AN
Study Skills

India is a land of culture and tradition. One aspect of culture is dance. India has six

NG
major types of dances: Bharthanatyam, Kathakali, Kuchipudi, Kathak, Odissi and
Manipuri.
The information can be transformed into a tree diagram.
LA
Types of dances in India

Bharatha Natyam Kathakali Kuchipudi Kathak Odissi Manipuri

TE

Here is some information about musical instruments in India.

In India, we have some musical instruments. The shehanai is an Indian wind instrument. This
T

is played during auspicious functions. The harmonium is a wind instrument, having its roots
in Europe. The sitar is one of the prime musical instruments of Indian music. It is a stringed
ER

instrument.The tampura is another stringed instrument. Among the stringed instruments,

the veena is the most ancient stringed instrument. The tabla is a percussion instrument. The
flute/ bansuri is a wind instrument. The violin is a stringed instrument played with a bow.
Now, convert the above information into a tree diagram.
SC

Musical Instruments in India

102 Free distribution by T.S. Government 2019-20

 Project Work

A
Identify a performing artist like a singer, a dancer or any other artist in your village

AN
or town. He/She might not be a famous person. Go to him/her. Collect the details about
him/her.

You can take the help of the following questions for interviewing.

NG
1. Who are your parents?
2. What is your place of birth?
3. Who taught you this art?
4. Are there any specific reasons for taking up this art?
LA
5. Does the community around you support you?
6. Does this art make you financially independent?
7. Would you give any message to the student community?
TE

Fill the following table based on the information you have collected

Name :

Place of birth :
T

Name of the teacher :

ER

Reasons for choosing the art :

Community support :

Financial status :
SC

Message :

Prepare a brief profile and exhibit it in your classroom.

Free distribution by T.S. Government 2019-20 103

 Self Assessment
How well have I understood this unit?

A
9 ) in the appropriate box.
Read and tick (9
Indicators Yes Somewhat No

AN
I read and understood the text:
A. The Story of Ikat
B. The Earthen Goblet

NG
C. Maestro with a Mission
I was able to identify and use the homonyms and homophones
given under 'Vocabulary'.
I was able to use reported speech given under 'Grammar' .
I was able to edit the passage using homophones given
under 'Vocabulary'.
LA
I was able to understand and draw a tree diagram given
under 'Study Skills'.
TE

I listened to and understood “The News bulletin” and answered the

questions given under 'Listening'.
I was able to prepare a profile of an artist given under
'Project Work'.
T

Writing an e-mail
Electronic mail, commonly referred to as email or e-mail, is a method of exchanging digital messages from
ER

an author to one or more recipients.

In order to send or receive e-mail messages, you need to create an account to access the service. You must
need an internet connection for this purpose.
The messages you receive are stored in the mailbox created for your account. You can re-read the message
anytime, delete it if you want to or even forward it to others.
The address of the recipient is to be typed in the ‘to’ text field.
SC

The subject, if any, of the message is typed in the ‘subject’ field.

The ‘message’ is to be typed in the message field.
If you want to attach any files you can attach to the ‘attachment’ field.
Click on ‘send’ in order to send the message.
Messages sent by e-mail normally reach a recipient’s account within seconds. Through mails you can send
pictures, documents in addition to messages.
You can send anything to anywhere in the world.

104 Free distribution by T.S. Government 2019-20