नवीन 4प्रश्नपेढी 2023 Hsc Board

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soft skill and activity based education relation for progress of student

Activity-Based Writing Skills for Maharashtra State Board Students

Writing skills are an essential component of education and play a crucial role in helping students express themselves effectively. In Maharashtra State Board, students are taught the basics of writing and are expected to hone their skills as they progress through their education. Here are some activity-based writing exercises that can help students develop their writing skills:

Journaling: Encourage students to start a daily journal where they can write about their thoughts, feelings, and experiences. This helps students practice writing regularly and get comfortable with putting their thoughts on paper.

Creative Writing: Give students a prompt and ask them to write a story based on it. This can be anything from a fictional story to a personal narrative. Creative writing helps students develop their imagination and creative thinking skills.

Letter Writing: Teach students the basics of letter writing, including the format and structure. Give them a prompt or a scenario and ask them to write a letter. This exercise helps students practice writing in a more formal and structured manner.

Descriptive Writing: Ask students to describe an object, a person, or a place in detail. This exercise helps students develop their descriptive writing skills and improves their vocabulary.

Persuasive Writing: Give students a topic and ask them to write a persuasive essay. This exercise helps students develop their argumentation skills and helps them understand the importance of making a convincing argument.

Collaborative Writing: Group students and ask them to write a story or a poem together. This exercise helps students develop their collaboration and teamwork skills and encourages them to share their ideas and perspectives.

By incorporating these activity-based writing exercises into their curriculum, Maharashtra State Board students can develop their writing skills and become more confident and effective writers

Activity-Based Writing Skills for Maharashtra State Board Students

Writing is an essential skill that students need to develop in order to be successful in their academic and professional careers. The Maharashtra State Board recognizes the importance of writing and has incorporated various activities to help students improve their writing skills.

Journal Writing: Encourage students to write in a personal journal every day. This can be a creative outlet for them to express their thoughts and feelings and can also help improve their writing skills.

Letter Writing: Have students practice writing letters to friends, family, or even to fictional characters. This will help them develop the skills of writing a formal letter, such as addressing the recipient, using proper grammar, and including a closing.

Descriptive Writing: Encourage students to write descriptive paragraphs about places, objects, or people. This will help them develop their vocabulary and descriptive skills, as well as their ability to organize their thoughts and ideas.

Story Writing: Encourage students to write short stories. This will help them develop their creativity and imagination, as well as their writing skills.

Poetry Writing: Encourage students to write poems. This will help them develop their skills in rhyming, rhythm, and using metaphors and similes.

Group Writing: Have students work in groups to write a story or poem. This will help them develop their teamwork skills and encourage them to collaborate and share ideas.

Peer Review: Have students review each other's writing and provide feedback. This will help them develop their critical thinking skills and also improve their writing skills as they learn from their peers.

Incorporating these activities into the classroom can help students develop their writing skills in a fun and engaging way. As students become more confident in their writing abilities, they will be better prepared to tackle more complex writing assignments and to succeed in their academic and professional careers

Soft skill testing questions listing 

Can you describe a time when you had to handle a difficult situation with a coworker?

How do you handle conflicts or disagreements with others?

Can you give an example of a time when you had to adapt to a new situation?

Can you describe a time when you had to work with a team to complete a project?

How do you handle stress and maintain your composure under pressure?

Can you describe a time when you had to communicate complex information to others?

How do you handle criticism and respond to feedback?

Can you describe a time when you had to negotiate a solution with someone else?

How do you maintain a positive attitude in challenging situations?

Can you describe a time when you had to collaborate with others to achieve a common goal?

How do you balance multiple priorities and manage your time effectively?

Can you describe a time when you had to show leadership and take charge of a situation?

How do you build and maintain positive relationships with others?

Can you describe a time when you had to go above and beyond to exceed expectations?

How do you maintain your motivation and stay focused on your goalsSoft skill list for jr college students 

Communication Skills

Teamwork

Problem-Solving

Adaptability

Time Management

Leadership

Conflict Resolution

Positive Attitude

Emotional Intelligence

Critical Thinking

Goal Setting

Active Listening

Interpersonal Skills

Creativity

Stress Management

Self-Motivation

Cultural Awareness

Networking

Presentation Skills

Empathy and Compassion

pramod raut

Soft skill Relation with blog writing expansion of ideas drafting vertual messege statement of purpose email speech interview questions film review book review 

Soft skills play a crucial role in various writing tasks, including blog writing, expanding ideas, drafting virtual messages, writing a statement of purpose, email writing, speech writing, answering interview questions, film reviews, and book reviews.

Communication Skills: Good communication skills are essential for effective blog writing, as well as in expanding ideas and drafting virtual messages. Writing clear and concise content that engages the reader requires strong communication skills.

Problem-Solving: In blog writing, problem-solving skills help in finding creative solutions to obstacles that arise during the writing process. This skill is also important in expanding ideas and drafting virtual messages.

Creativity: Blog writing requires a creative mindset to come up with unique and engaging content. The same applies to expanding ideas and drafting virtual messages.

Time Management: Effective time management skills are crucial in writing a blog, as well as in other writing tasks like writing a film review or book review.

Adaptability: Adaptability is important in writing a blog, as it enables the writer to adapt to different writing styles and themes. The same applies to writing film and book reviews.

Presentation Skills: Presentation skills play a crucial role in writing a statement of purpose, as well as in speech writing.

Interpersonal Skills: Interpersonal skills are important in answering interview questions, as the writer needs to convey their skills and experience effectively.

Emotional Intelligence: Emotional intelligence is crucial in writing film and book reviews, as it allows the writer to understand the emotional impact of a film or book on the audience.

In conclusion, soft skills are essential in various writing tasks and can greatly enhance the quality and impact of the writing

Soft skill and activity based education relation for progress of student 

Soft skills and activity-based education have a strong relationship in promoting student progress.

Communication Skills: Communication skills are crucial in activity-based education as students need to effectively communicate their thoughts, ideas, and solutions to various problems. This helps in promoting the progress of students in their studies.

Teamwork: Activity-based education encourages students to work in teams, which helps to develop teamwork skills. This not only promotes student progress in their studies, but also prepares them for teamwork in the future.

Adaptability: Activity-based education promotes adaptability as students are exposed to new and different learning experiences. This helps in developing their adaptability skills and promotes their progress in their studies.

Problem-Solving: Activity-based education provides students with hands-on learning experiences, which helps in developing their problem-solving skills. This promotes student progress in their studies as they learn to think critically and creatively.

Time Management: Activity-based education requires students to manage their time effectively in order to complete their tasks. This helps to develop their time management skills, which promotes their progress in their studies.

Leadership: Activity-based education provides opportunities for students to take on leadership roles, which helps in developing their leadership skills. This promotes their progress in their studies as they learn to work effectively with others and make decisions.

Critical Thinking: Activity-based education encourages students to think critically and creatively, which helps to develop their critical thinking skills. This promotes student progress in their studies as they learn to analyze and evaluate information.

In conclusion, soft skills and activity-based education have a strong relationship in promoting student progress. By providing students with hands-on learning experiences and opportunities to develop their skills, activity-based education prepares students for future success

pramod Raut

The Power of a Teacher: Pramod Raut's Achievements

In the world of education, there are few who can match the achievements of Pramod Raut. This 51-year-old assistant teacher from Aundh Shikshan Mandal, Raja Bhagwantrao Jr College, has been inspiring students for over 26 years. With a background in Physical Education and English, he has not only taught his students the academic subjects but also helped shape their lives in countless ways.

One of Pramod Raut's greatest achievements is the number of students who have gone on to win state and national level sports competitions. A total of 134 students have achieved state-level recognition, and 6 have won at the national level. This is a testament to his ability to nurture the talents of his students and help them reach their full potential.

In addition to being an excellent teacher, Pramod Raut is also a leader in his community. He is the Vice President of the Satara District Physical Teachers Organization, the Acting President of the English Language Teachers Organization of Satara District, and the President of the Khatav Taluka Jr College Teachers Organization. He is also a director in the Satara District Secondary Teacher Pathsanstha.

Pramod Raut has always been ahead of the curve when it comes to technology and teaching methods. He has attended many online workshops for activity-based education, and has learned about new methods and syllabus updates. He is currently a member of the curriculum committee and has even created his own YouTube channel to share his teachings.

One of the things that sets Pramod Raut apart is his deep connection with his students. He is always available to help, and he makes sure to stay in touch with those who have graduated. He has even created social media pages to showcase the achievements of his students and to highlight local tourism and historical places in his community.

In conclusion, Pramod Raut is a true inspiration to all who know him. He has made a lasting impact on his students, his community, and the world of education. He embodies the true spirit of a teacher and demonstrates the power of hard work, passion, and dedication. We can all learn from his example and strive to make a difference in the lives of those around us

12 अत्यंत महत्वाची सूचना

माध्यमिक व उच्च माध्यमिक शिक्षण मंडळाकडून संपूर्ण तयारी करण्यात आली आहे. तर कॉपीमुक्त आणि सुरक्षीतरित्या पपरीक्षा पार पडावा यासाठी देखील प्रयत्न केले जात आहे. मात्र त्यापूर्वी या दोन्ही परीक्षांच्या अनुषंगाने विद्यार्थ्यांकरिता माध्यमिक व उच्च माध्यमिक शिक्षण मंडळाकडून काही सूचना देण्यात आली आहे. दहावी-बारावीच्या परीक्षेत उत्तरपत्रिका लिहण्यापूर्वी देखील विद्यार्थ्यांकरिता 22 महत्वाच्या सूचना दिल्या गेल्या आहेत. याबाबत सर्व शाळा आणि महाविद्यालय यांना पत्र पाठवण्यात आले आहे.

उत्तरपत्रिका लिहिण्यापूर्वी विद्यार्थ्यांकरता सूचना

परीक्षा देणाऱ्या विद्यार्थ्यांना प्रवेशपत्र आणि ओळखपत्र दररोज बरोबर आणावे. पर्यवेक्षक, केंद्रसंचालक व केंद्राला भेट देणारे अधिकारी ज्या ज्या वेळी प्रवेशपत्राची व ओळखपत्राची मागणी करतील त्या प्रत्येक वेळी त्यांना ते दाखविता आले पाहिजे.

परीक्षेच्या प्रत्येक पेपरच्या वेळी परीक्षा दालनात परीक्षार्थ्यास पर्यवेक्षकाकडून बारकोड स्टिकर मिळाल्यानंतर विषय, बैठक क्रमांक याची खात्री करून उपस्थिती पत्रकावर (Form-1) बैठक क्रमांक, बारकोड स्टिकर क्रमांक लिहून स्वाक्षरी करावी आणि त्यानंतर बारकोड स्टिकर उत्तरपत्रिकेवर दिलेल्या जागेवरच काळजीपूर्वक चिकटवावा.

उत्तरपत्रिकेच्या मुखपृष्ठावर तसेच पुरवणी उत्तरपत्रिकेवर ठरावीक रकान्यात बैठक क्रमांक अंकात व अक्षरात बिनचूक लिहून स्वाक्षरी करावी.

परीक्षार्थ्यांनी उत्तरपत्रिका मिळाल्यावर व पर्यवेक्षकाकडे जमा करताना ती सुस्थितीत असल्याची व त्यातं सर्व पृष्ठे असल्याची खात्री करून घ्यावी.

उत्तरपत्रिकेच्या पृष्ठ क्र. 3 पासून लिहिण्यास प्रारंभ करावा.

उतरपत्रिकेच्या पानाच्या दोन्ही बाजूस समास सोडू नये. केवळ डाव्या बाजूसच समास सोडावा.

प्रत्येक पानाच्या दोन्ही बाजूस लिहावे. उतरपत्रिका किंवा पुरवणी उतरपत्रिकेचे कोणतेही पान फाडू नये. फाडल्यास परीक्षार्थी शिक्षेस पात्र राहील.

पर्यवेक्षकाकडून घेतलेल्या उत्तरपत्रिकेवर व पुरवण्यांवर पर्यवेक्षकाची स्वाक्षरी असल्याची खात्री करून घ्यावी. तसेच उत्तरपत्रिकेसोबत जोडलेल्या पुरवण्याची संख्या उत्तरपत्रिकेच्या मुखपृष्ठावर बिनचूक नोंदवावी.

प्रश्नपत्रिका मिळताच प्रश्नपत्रिकेच्या वरील भागावर, प्रत्येक पृष्ठावर उजव्या बाजूस स्वतःचा बैठक क्रमांक नोंदवावा. निर्धारित 10 मिनिटांत प्रश्नपत्रिकेचे फक्त वाचन करावे.

कच्चे लिखाण करावयाचे झाल्यास ते पेन्सिलनेच आणि उतरपत्रिकेच्या डाव्या हाताच्या पृष्ठभागावरच करावे. त्या पृष्ठावर कच्चे लिखाण असा स्पष्ट उल्लेख असावा. सुट्या कागदावर अथवा प्रश्नपत्रिकेवर कच्चे लिखाण करण्यात येऊ नये.

संबंधित सेक्शन, प्रश्न, उपप्रश्नाचे उत्तर जेथून सुरू होते, तेथेच समासात सेक्शन, प्रश्न, उपप्रश्न क्रमांक अचूक व स्पष्ट लिहावा. यासाठी वेगवेगळ्या शाईचा वापर करू नये.

एकाच सेक्शनच्या प्रश्नाच्या वेगवेगळ्या प्रश्न, उपप्रश्नाकरिता वेगवेगळी पृष्ठे उपयोगात आणू नयेत.

परीक्षार्थ्याने उत्तराचा काही भाग खोडला असेल अथवा त्याला शाईत बदल करावा लागला असेल अथवा कोरा भाग सोडल्यामुळे त्याठिकाणी निळ्या, काळ्या शाईने रेघ मारली असेल अशा ठिकाणी पर्यवेक्षकाची स्वाक्षरी घेऊ नये.

परीक्षार्थ्यांनी उत्तरपत्रिकेवर निळ्या अथवा काळ्या शाईचाच वापर करावा अन्यथा मजकुरास गुणदान केले जाणार नाही.

परीक्षार्थ्याविरुध्द खालीलपैकी कोणत्याही कारणास्तव नियमानुसार शिक्षेची कारवाई होऊ शकेल. ज्यात पुस्तक, नोट्स, मजकूर असलेला कागद परीक्षा दालनात आणणे, शरीरावर, कपड्यावर मजकूर लिहिलेला असणे. तसेच कोणत्याही परीक्षार्थ्याशी बोलणे संपर्क साधणे, एकट्याने अथवा सामुदायिक कॉपिंग करणे. प्रश्नपत्रिका, उत्तरपत्रिका अथवा उत्तरपत्रिकेतील पाने किंवा पुरवणी परीक्षा कक्षातून बाहेर नेण्याचा प्रकार. उत्तरपत्रिका, पुरवणी उतरपत्रिका, प्रश्नपत्रिका आदीची अदलाबदल करणे, इतरांना देणे-घेणे. केंद्रसंचालक अथवा पर्यवेक्षकांकडून देण्यात आलेल्या सूचनांचे पालन न करणे अथवा अन्य गैरप्रकार करणे.

उत्तरपत्रिकेत, पुरवणीत प्रक्षोभक, असांविधानिक भाषेचा वापर, शिवीगाळ लिहिणे किंवा धमक्या देणे, बैठक क्रमांक, फोन नंबर, भ्रमणध्वनी क्रमांक देऊन संपर्क साधण्यास सुचविणे, विनंती करणे याद्वारे स्वतःची ओळख देणे, विषयाशी संबंधित नसलेला अन्य मजकूर लिहिणे (चुकीची उत्तरे वगळून) तसेच कोणत्याही प्रकाराने ओळख देणे (उदा. विशिष्ट खूण करणे, चिन्ह काढणे नांव, पत्ता लिहिणे, शाळेचे, केंद्राचे, गावाचे नांव, अथवा अन्य कोणत्याही प्रकारे ओळख पटविणारी बाब) इत्यादी कृती केल्यास अशा परीक्षार्थ्याची चौकशी करून संबंधित विषयाची संपादणूक रद्द करण्यात येईल.

परीक्षा सुरु झाल्यानंतर कोणत्याही परीक्षार्थ्यास परीक्षा संपेपर्यंत परीक्षागृहाबाहेर जाता येणार नाही. मात्र अपवादात्मक परिस्थितीत परीक्षागृहाबाहेर जावयाचे असल्यास परीक्षार्थ्याने प्रश्नपत्रिका व उत्तरपत्रिका पर्यवेक्षकाकडे जमा करणे आवश्यक आहे.

प्रत्येक पेपर संपण्यापूर्वी 10 मिनिटे अगोदर इशारा घंटा होईल, त्यानंतर विद्यार्थ्यांने उत्तरपत्रिका व पुरवण्यांवर काळ्या रंगाचा होलोक्राफ्ट स्टिकर सेक्शन प्रत्येकी एक या प्रमाणे दिलेल्या जागेवरच बरोबर चिकटवावा. प्रत्येक पेपरच्या शेवटी अंतिम घंटा होईल. अंतिम घंटा होताच उत्तरे लिहिणे थांबवावे आणि मूळ उत्तरपत्रिका व पुरवण्या बरोबर बांधल्याची खात्री करावी. त्याचप्रमाणे मुखपृष्ठावर एकूण पुरवण्यांची नोंद करण्यात यावी आणि पर्यवेक्षकाने सर्व उत्तरपत्रिका गोळा करेपर्यंत परीक्षार्थ्यांनी आपले आसन सोडू नये.

परीक्षर्थ्याच्या प्रवेशपत्राचा, ओळखपत्राचा दुरुपयोग जो कोणी परीक्षा काळात करील त्याचे व संबंधित विद्यार्थ्याचे वर्तन अजामीनपात्र व दखलपात्र गुन्हा आहे. दोन्ही संबंधिताविरुध्द नियमानुसार कारवाई केली जाईल.

उत्तरपत्रिकेत स्केचपेनचा वापर करता येणार नाही. आकृत्यांसाठी साध्या पेन्सिलचा वापर करावा. भाषा विषय कृतिपत्रिकामध्ये आकृत्यांसाठी पेनचा वापर करावा.

परीक्षार्थ्यांना परीक्षागृहात मोबाईल, इलेक्ट्रॉनिक घड्याळ, Pocket Calculator वा तत्सम इलेक्ट्रॉनिक्स उपकरणांचा वापर करता येणार नाही.

मंडळाने दिलेली अधिकृत लॉग टेबल वापरावे व पेपर संपल्यानंतर परत करावे..

time management for HSC exam of English

 🕑Time Management for English Paper🕜

             Section. I Prose Lesson 

Q 1 A. Seen Extract.       18 Minutes.

Q 1 B. Language Study.  08 Minutes.

                          Total =  26 Minutes

_________________________________________

Q. 2. A  Unseen Extract.     20 Minutes.

Q 2. B 1 Summary.            10 Minutes. 

Q 2.B 2 Mind - Mapping.   10 Minutes.

                            Total =  40 Minutes

________________________________________ 

             Section III. Poetry 

Q 3. A Seen Poem.      15 Minutes.    

Q. 3. B Appreciation.   10 Minutes.

                      Total =  25. Minutes

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Section IV Writing Skill 

Q 4 A.                                 15  Minutes. 

Q 4 B.                                  15  Minutes. 

Q 4 C.                         15  Minutes. 

Q 4 D.                         15  Minutes.

                        Total =  60 Minutes 

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Section V. Literary Genre Novel 

Q 5 A.                                 10  Minutes. 

Q 5 B.                                  11  Minutes. 

Q 5 C.                         11  Minutes. 

Q 4 D.                         11  Minutes.

                         Total =  43 Minutes

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                       Total =  194 Minutes.

              Cross checking 16 Minutes. 

               Total time        210 minutes 

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📌Please note that the above time management is just a guidelines for the students to manage the time during exam. 

📌Every individual person has different ability and speed of writing, so they can manage as per their speed of writing.

📌 This is not the final time management, every student can plan their own, based on their strong and weak areas. 

📌Take care that you have cover all the questions within time. 

📌 Don't forget the cross check the answers you have written before you submit the answer sheet.

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Important Instructions for Students. 

📌(1) Each activity has to be answered in complete sentence/sentences. Answers written in only one word will not be given complete credit. Only the correct activity number written in case of options will not be given any credit.

📌(2) Web diagrams, flow charts, tables etc. are to be presented exactly as they are with answers.

📌(3) In point 2 above, only the words written without the presentation of activity format/design, will not be given credit. Use of colour pens/pencils etc. is not allowed. (Only blue/black pens are allowed.)

📌(4) Multiple answers to the same activity will be treated as wrong and will not be given any credit.

📌(5) Maintain the sequence of the Sections/Question Nos./Activities throughout the activity sheet

cherry tree

Cherry Tree Poem by Ruskin Bond 

Table of Contents

Introduction

Line 1-8

Line 9-17

Line 18-24

Line 25-31

Line 32-41

Conclusion

Introduction

The poet Ruskin Bond belongs to India. He considered himself richer having a cherry tree at his door. He felt proud for planting his own tree. The title of the poem is related to the central character i.e., a cherry tree whose journey from planting to upward growth to the blossomed tree is given. The poem deals with the poet’s feeling of great joy over a tree that he planted and took eight years to grow.

The poem talks about nature; thus, it falls under the category of nature poetry. The tone used is optimism which means that the poet focuses on the growing aspect of nature and how the cherry plant struggles to survive. The poem is realistic as it describes the everyday struggle of a plant to mature into a blooming tree.

Line 1-8

Eight years have passed

Since I placed my cherry seed in the grass.

“Must have a tree of my own,” I said,

And watered it once and went to bed

And forgot; but cherries have a way of growing,

Though no one's caring very much or knowing.

And suddenly that summer near the end of May,

I found a tree had come to stay.

The poet says that it has been eight years since he planted a cherry seed in the grass. He did it so that he could have a tree that he could claim but after he watered it once he forgot about it and went to bed. The poet explains that cherries can grow even when they are not being taken care of, they can grow naturally without having to water every day

or take care of it. Suddenly that summer by the end of May the poet notices a tree growing from the place he planted the seed.

Line 9-17

It was very small, five months child,

Lost in the tall grass running wild.

Goats ate the leaves, the grass cutter scythe

Split it apart and a monsoon blight

Shrivelled the slender stem...... Even so,

Next spring I watched three new shoots grow,

The young tree struggle, upward thrust

Its arms in a fresh fierce lust

For light and air and sun.

The tree was very small and almost five months old. The tree was so small that it wasn’t even visible amongst the long grasses. Goats came and ate the leaves of the plant; Grasscutter had split the plant apart and even the monsoon damaged the plant. The thin stem of the plant dried and even then, by the spring the tree managed to survive and the poet saw three new shoots grow. The young cherry tree struggled to grow upward however its branches managed to grow fiercely upwards to get light air and sun.

Line 18-24

I could only wait, as one

Who watched, wandering, while Time and the rain

Made a miracle from green growing pain.......

I went away next year-

Spent a season in Kashmir-

Came back thinner, rather poor,

But richer by a cherry tree at my door.

The poet waited and watched the tree grow while the time passed and it rained, how the tree survived even in pain. The poet goes to Kashmir next year to spend a season and when he came back, he became thinner and rather poor but on the other hand, the tree grew richer at the door. It had grown six feet high; the poet couldn’t believe that it was the same tree that he planted in which dark cherries had grown.

Line 25-31

Six feet high my own dark cherry,

And I could scarcely believe it-a berry.

Ripened and jeweled in the sun,

Hung from a branch-just one!

And next year there were blossoms small

Pink, fragile, quick to fall

At the merest breath, the sleepiest breeze. .....

The tree had become mature and fruits shined like pieces of jewelry in the sun which hung from the branches of the cherry tree. By the next year, the flowers blossomed which were pink in color, fragile and quick to fall even in the slightest movement of breeze.

Line 32-41

I lay on the grass, at ease,

Looking up through leaves at the blue

Blind sky, at the finches as they flew

And flitted through the dappled green.

While bees in an ecstasy drank

Of nectar from each bloom and the sun sank

Swiftly, and the stars turned in the sky,

And moon-moths and singing crickets and l

Yes, I! — praised Night and Stars and tree:

That small, the cherry, grown by me.

The poet lies on the grass to relax and describes nature in full swing that is, the sky, finches, bees, crickets, and the blooming cherry tree. The bees drank the nectar from every flower until the sunset. The stars were visible in the sky and the poet could hear the moon-moths and crickets singing. The poet praised the night and stars and the tree, the tree that he had planted and was grown by him.

Conclusion

The poem gives an underlying message about the tree’s adapting nature and its determination to grow despite all odds. The poet wants to highlight that humans too can overcome all the obstacles that they face in their life and become strong and tough like the cherry tree

On To The Summit: We Reach The Top

On To The Summit: We Reach The Top Lesson Summary & Explanation in English

Table of Contents

Introduction

Important names

The narrator and Hillary were determined to reach the top of the world

The beginning of their journey to Mount Everest

The narrator and Hillary reach Kathmandu

The narrator expressed his gratitude

Conclusion

Introduction

Tenzing and Hillary set out from Camp Nine early on Friday morning to continue their journey to the Top. Tenzing was determined to conquer the peak even at the cost of his life. They took turns to take the lead because the one that follows has the difficult job of acting as the anchor for the team. Tenzing was carrying the flags of Great Britain, Nepal, India, and the United Nations to plant them at the summit.

After an hour of steady climbing, they had to cut across the south face and begin climbing the west side where they had to cross a steep line of rocks. This proved to be difficult and thus took some time. However, once they had cleared these, they only had to make it past a snow-covered incline.

This became progressively easier as the steepness of the incline decreased as they neared the top. Although the last sixty or seventy feet up the top were not very dangerous, they maintained the same steady pace and reached the small, flattened summit almost together. The rope that was tied between them was a symbol of their teamwork and companionship.

Important names

Edmund Hillary: Mountain climber and Antarctic explorer who, with the Tibetan mountaineer Tenzing Norgay, was the first to reach the summit of Mount Everest

The narrator: Tenzing Sherpa a Nepali-Indian Sherpa mountaineer.[2][3] He was one of the first two individuals known to reach the summit of Mount Everest.

(C.W.F.) Noyce: Cuthbert Wilfrid Francis Noyce (31 December 1917 – 24 July 1962) was usually known as Wilfrid Noyce. He was an English mountaineer and author. He was a member of the 1953 British Expedition that made the first ascent of Mount Everest.

(W.G.) Lowe: Wallace George Lowe (15 January 1924 – 20 March 2013), was known as George Lowe. He was a New Zealand-born mountaineer, explorer, film director, and educator.

The narrator and Hillary were determined to reach the top of the world

When the narrator and Hillary left Camp Nine on Friday morning he was determined to get on the top of the mountain even if at the cost of his death. He wasn’t afraid if he died that day. They started early and lead the journey alternatively, sometimes the narrator took the lead, and sometimes Hillary. The man who would be behind had the most difficult job both in climbing up and down like an anchor. The man leading cuts the steps and breaks the way.

When the narrator was in camp four Colonel Hunt gave him three flags of Britain, the United Nations, and Nepal which he was asked to plant at the top of the mountain when they reach. The narrator asked for permission to let him plant the Indian Flag as well which he had brought with him.

Colonel Hunt was glad that he had an Indian flag and after an hour they cut across the south face and started the west side which had a steep line of rocks. This way took time and was difficult to cross. After this there were no barriers left except a snow-covered incline, sloping less and less as they get nearer to the top.

The beginning of their journey to Mount Everest

The last sixty to seventy feet up was not very dangerous and they kept moving at the same pace. During the last fifty feet from the peak, Hillary and the narrator were almost twenty feet apart but were tied with a rope which helped them stay together in difficult situations. They were not different individuals but a team.

The narrator has been asked by many who was the first to reach the summit to which they had no answer as climbing is not about reaching first but overcoming the barriers. Their main thought was that both of them reach the top, one couldn’t have done it alone.

The narrator and Hillary reach Kathmandu

The narrator and Hillary had become a controversy when they reached Kathmandu yet it didn’t affect them. They decide to sign a pact in the office of the Prime Minister of Nepal which stated that they will not be a part of any controversy and embrace every part of the journey.

The narrator’s first thought on reaching the top was gratitude to God. He and his wife are Buddhists, e wanted to kneel but couldn’t because of the clothes and the equipment yet he offered a silent prayer in his heart. He offered biscuits, candy, and a little blue pencil that his daughter Nima had given him when he was leaving home so that he would put it on top of the mountain as her offering.

The narrator plated the flags along with his offerings and Hillary took picture of it. The narrator was very thirsty and when he took out his metal container, the water was frozen and he couldn’t satisfy his thirst so he ate some biscuits and offered them to Hillary.

The narrator expressed his gratitude

He wore a scarf that his friend gift him up the mountain, remembered him, and felt as if he was with him. The narrator didn’t feel tired and was happy at that moment. All the hills and mountains looked like gods and goddesses to him which also looked like broken pieces of the map.

Only two or three people could stand on the top of the world. Twenty to thirty feet below there was enough space for two people to sleep. They stayed on the top for a little more than fifteen minutes and the next thought was to get down safely. The climb down was more dangerous than climbing up.

Climbing down took less time but it needed more caution. When they reached camp nine is when they were relieved that they reached safely. The narrator and Hillary were not in the mood of talking to and rested for a while. Just above camp eight were others who could see them and the narrator gave a thumbs up. Noyce and Lowe saw and flushed out of joy, this way the narrator could tell them that their journey was a success.

By the time they reached camp eight which was another fifty feet down Noyce brought some tea which smelled like kerosene and they enjoyed it anyway as the gentleman took the trouble to bring it to them.

Conclusion

The narration is a real-life experience of Tenzing Norgay also referred to as Sherpa Tenzing and Edmund Hillary who were the first two individuals known to reach the summit of Mount Everest in 1953. In this particular lesson, Tenzing describes the climb to the top and all events that occurred during the historic climb