CLASS 11 · HORNBILL · CHAPTER 3
Original student-friendly answers for Discovering Tut: the Saga Continues and its textbook activities.
12 worked answers · short steps first, explanations when you need them
Textbook pages
Question Understanding the Text
Separate known facts from questions the researchers were investigating.
The tomb preserved evidence of ancient Egypt; scans sought clues about Tutankhamun’s body and death.
Question Understanding the Text
Explain what a scan can show without physically opening the body.
Scans let researchers examine the mummy with less physical disturbance, though conclusions remain limited.
Question Understanding the Text
Notice the movement between the burial, its discovery, and the modern scan.
It moves from the ancient burial to the tomb’s discovery and modern scientific study.
Question Talking about the Text / Writing
Consider both scientific learning and cultural meaning.
Study should be necessary, careful, and respectful of cultural meaning and human dignity.
Question Expressions before the text
Use context to replace each phrase with a simple meaning.
Evidence-based reconstruction; burial objects; moved quickly; got around; coffin-like grey; CT scanning; return to life; strange detail.
Question Understanding the text 1–2
Answer from the historical evidence and explain what the scan showed and what remains uncertain.
Tut was repeatedly studied because his early death and tomb raised questions. Carter cut the mummy free because resin had hardened around it. The burial objects reflected afterlife beliefs. Akhenaten changed religious practices; Tut restored Amun worship. CT created detailed body images but did not solve every mystery.
Question Talking about the text 1–4
Make a claim, give a reason, and recognise a limit or counterpoint.
Technology can reveal evidence, but conclusions may remain uncertain. Research should be careful and respectful; history helps us understand society and change.
Question Thinking about language 1–4
Explain the causes, value, and practical ways to keep languages in use.
Languages fade when younger generations stop learning them or face pressure to use another. They preserve culture and knowledge. Families and schools can teach, record, read, and use them.
Question Working with words 1–2
Explain the mood created by the word pairs and give the basic meaning of each medical term.
The word pairs create vivid images or mood. CT/MRI/tomography make internal images; autopsy/post mortem examine a body after death; dialysis filters blood; ECG records heart activity; angiography images vessels; biopsy tests a tissue sample.
Question Things to do 1–3
Name each sky object and give one familiar description or story; list local flowers and leaves.
Ursa Major: Saptarishi/star group; Polaris: north star/Dhruva; Pegasus: winged horse constellation; Sirius: bright Dog Star; Gemini: the twins/Mithuna. Examples of adornment plants: lotus, marigold, jasmine, rose, mango and banana leaves.
Question The Laburnum Top: Find out, Think it out, and language activities
Follow the tree from silence to activity and back to silence; identify the bird’s sounds and movements.
The goldfinch brings the quiet tree to life by feeding her young, then leaves it quiet again. The nest is like an engine because the chicks’ sounds and movement make it active. Yellow is the main colour; sound words include chirrup and trillings.
Question The Voice of the Rain: Think it out and language activities
Treat the rain as a speaker and connect its journey to evaporation, clouds, and rainfall.
The poet asks the shower a question; rain answers. It rises from land and sea, forms in the sky, and returns to Earth, like a song returning to its source. “Strange to tell” means surprisingly. Opposites include rise/descend and changed/same.