We’re Not Afraid to Die... If We Can All Be Together | Lesson 2 | English | Class 11th | Summary | Questions and Answers |

 

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English | Class 11th | Hornbill | NCERT

We’re Not Afraid to Die... If We Can All Be Together | Lesson 2 | Summary | Questions and Answers |

 

Short Summary

            "We’re Not Afraid to Die... If We Can All Be Together" by Gordon Cook and Alan East is a true story of courage, survival, and the strength of the human spirit. The narrative recounts the harrowing sea journey of the author, his family, and crew as they attempt to sail around the world in their boat, Wavewalker.

Their voyage begins smoothly, but they soon encounter severe storms in the southern Indian Ocean. A massive wave hits the boat, causing serious damage, injuring the crew, and putting their lives in jeopardy. Despite the danger, they work together to make repairs and keep the boat afloat.

The story highlights the bravery of the family and crew, their resilience in the face of adversity, and their determination to survive. The title reflects their resolve: they are willing to face death as long as they can stay together as a family. Ultimately, their teamwork and hope lead them to safety.

 

Understanding the Text

1. List the steps taken by the captain

(i) to protect the ship when rough weather began.

Answer: Steps Taken by the Captain:

i. Slowed down the boat by dropping storm jibs and taking precautions to face the impending rough weather.

ii. Double-lashed everything that was loose to prevent damage.

iii. Fastened life lines and donned oilskins and life jackets for safety.

iv. Positioned the ship to face the waves head-on to minimize the impact of the storm.

(ii) to check the flooding of the water in the ship.

Answer:

i. The captain used hand pumps and an electric pump to remove the water.

ii. He found and sealed a crack in the starboard side to prevent more water from entering.

iii. He instructed the crew to cover the gaping holes in the ship with canvas and waterproof hatch covers.

iv. A temporary barrier was created using spare parts to keep out the water.

2. Describe the mental condition of the voyagers on 4 and 5 January.

Answer: On 4 and 5 January, the voyagers were in a state of fear and desperation. Despite being injured and exhausted, they remained determined to survive. The children showed remarkable resilience, offering comfort to their parents, while the adults worked tirelessly to keep the ship afloat. The captain experienced stress and anxiety, yet remained focused on leading the repairs. Overall, there was a mix of tension, fear, and hope, as they faced the overwhelming challenge of staying alive.

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.

Answer: The narration shifts in tone and focus through the three sections of the text:

Section 1: Preparation and Optimism – Subtitle: ‘Setting Sail with High Hopes’

The voyage begins on a positive note, with the family and crew excited about their ambitious adventure to sail around the world. The narrative focuses on their preparation, confidence, and the joy of the journey, even as they anticipate rough weather.

Section 2: The Crisis – Subtitle: ‘Battling the Storm’

The tone shifts dramatically when the boat is hit by a massive wave, and the real struggle for survival begins. The captain and crew fight to save the boat, patch up damage, and deal with the rising water levels. The mood is tense, filled with fear and urgency as the storm threatens their lives.

Section 3: Survival and Hope – Subtitle: ‘Hope Against All Odds’

This final section shifts to hope and relief as the voyagers manage to survive the worst of the storm. Though battered and exhausted, their teamwork and determination help them keep going. When they finally spot land, it marks the end of their ordeal and a sense of triumph, despite the challenges.

 

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?

Answer: Adults: The adults, particularly the captain and his wife, showed responsibility and a strong sense of duty. They were anxious, focused on survival, and worked tirelessly to protect the ship and the crew. The captain had to stay calm under extreme stress, making decisions to save everyone, while Mary helped with navigation and repairs.

Children: The children, Jonathan and Suzanne, showed remarkable resilience and maturity despite the life-threatening situation. They remained calm, comforting their parents. Jonathan said, “We aren’t afraid of dying if we can all be together,” showing courage and acceptance of the situation. Suzanne, though injured, didn’t complain, illustrating their bravery and ability to adapt emotionally.

2. How does the story suggest that optimism helps to endure “the direst stress”?

Answer: Optimism is a central theme in the story, as it plays a vital role in helping the voyagers endure their near-death experience. Despite the terrifying conditions, the captain’s determination to keep fighting, the children’s positivity, and the crew’s dedication all reflect the power of hope. The belief that they could survive, combined with practical efforts to solve problems, allowed them to endure the hardships and stay united as a team. Optimism kept them going, even when survival seemed impossible.

3. What lessons do we learn from such hazardous experiences when we are face-to-face with death?

Answer: Hazardous experiences like these teach valuable lessons:

Resilience: The ability to stay calm, focused, and determined under pressure is crucial.

Teamwork: Facing danger together requires cooperation, trust, and support from everyone involved.

Courage: Maintaining courage in the face of fear helps people survive and make clear-headed decisions.

Appreciation of life: Such experiences often lead to a deeper appreciation for life, relationships, and the strength of the human spirit.

4. Why do you think people undertake such adventurous expeditions in spite of the risks involved?

Answer: People undertake adventurous expeditions for several reasons:

Challenge: Many seek to push their limits and test their capabilities against nature.

Exploration: Some are driven by curiosity and a desire to explore the unknown.

Personal Growth: Adventure can lead to self-discovery, building confidence, and developing new skills.

Thrill and Excitement: The adrenaline rush of overcoming danger and achieving a difficult goal, appeals to many.

Despite the risks, the rewards of accomplishment, and the sense of freedom such experiences provide, motivate people to take on these challenges.

 

Thinking about language

1. We have come across words like ‘gale’ and ‘storm’ in the account. Here are two more words for ‘storm’: typhoon, cyclone. How many words does your language have for ‘storm’?

Answer: Do it yourself.

2. Here are the terms for different kinds of vessels: yacht, boat, canoe, ship, steamer, schooner. Think of similar terms in your language.

Answer: Do it yourself.

3. ‘Catamaran’ is a kind of a boat. Do you know which Indian language this word is derived from? Check the dictionary.

Answer: The word "catamaran" is derived from the Tamil language. It comes from the Tamil word "kattumaram" (கட்டுமரம்), which means "logs tied together." Originally, it referred to a type of raft made by tying together several logs, a design used by Tamil fishermen. Over time, the term came to describe a modern boat with two parallel hulls.

4. Have you heard any boatmen’s songs? What kind of emotions do these songs usually express?

Answer: Do it yourself.

 

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

 

Answer: Here are the common uses of the words outside their ship terminology:

 

i. Knot:

Ship terminology: A unit of speed used in maritime navigation (1 nautical mile per hour).

Other meaning: A fastening made by tying a piece of string, rope, or similar material (e.g., "He tied a knot in the shoelaces").

 

ii. Stern:

Ship terminology: The rear part of a ship or boat.

Other meaning: A strict, serious, or unyielding attitude or manner (e.g., "The teacher gave a stern warning to the noisy students").

 

iii. Boom:

Ship terminology: A horizontal pole along the bottom of a sail, used to extend the foot of the sail.

Other meaning: A loud, deep sound (e.g., "The thunder boomed across the sky") or a period of rapid economic growth (e.g., "There was an economic boom in the 1990s").

 

iv. Hatch:

Ship terminology: An opening in a ship's deck or hull, often used to access the hold or lower deck.

Other meaning: To emerge from an egg (e.g., "The chicks began to hatch after a few weeks").

 

v. Anchor:

Ship terminology: A heavy object attached to a boat or ship to keep it in place.

Other meaning: A person or thing that provides stability or security (e.g., "She was the emotional anchor of the family"). Also, in broadcasting, an "anchor" refers to a main news presenter (e.g., "He works as a news anchor on TV").

 

2. The following three compound words end in -ship. What does each of them mean?

airship flagship lightship

 

Answer: Here are the meanings of the compound words ending in "-ship":

i. Airship:

A large, lighter-than-air craft that can navigate through the air using gas-filled envelopes for buoyancy, often equipped with engines and steering mechanisms. Examples include blimps and dirigibles.

 

ii. Flagship:

Naval meaning: The primary or most important ship in a fleet, typically carrying the commanding officer.

Other meaning: The best or most important product, service, or establishment of a company or organization (e.g., "This store is the company's flagship").

 

iii. Lightship:

A ship equipped with a powerful light, moored in a location to act as a lighthouse, used to guide other vessels in difficult waters where a lighthouse may not be practical or possible.

 

3. 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

Answer: In the ‘third paragraph’ of the account, the phrase "take on" is used in the sense of "to begin to have a particular quality or appearance; to assume something."

This meaning aligns with how the situation changes as the crew faces the full impact of the storm, and their circumstances "take on" a more dangerous and desperate quality. The context suggests a shift in their experience, assuming a new, more challenging aspect.