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We’re Not Afraid to Die... If We Can All be Together
Describe the situation on the morning of January 3.
By morning on January 3, the situation showed a little improvement. Pumps had been working round the clock. The water level was sufficiently under control. The crewmen could take two hours’ rest in rotation. But there was still a tremendous leak somewhere below the water line. No doubt, they had survived for 15 hours since the wave hit Wavewalker. But it would not hold long enough for them to reach Australia.
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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.
Describe the mental condition of the voyagers on 4 and 5 January.
Describe the shifts in the narration of the events as indicated in the three sections of the text. Give a subtitle to each section.
What difference did you notice between the reaction of the adults and the children when faced with danger?
How does the story suggest that optimism helps to endure “the direst stress”?
What lessons do we learn from such hazardous experiences when we are face-to-face with death?
Why do you think people undertake such adventurous expeditions in spite of the risks involved?
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 |
The following three compound words end in-ship. What does each of them mean?
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airship |
flagship |
lightship |
The following are the meanings 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 sth/sb to enter e.g. a bus, plane or ship ; to take sth/sb on board
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