NCERT Solutions for Class 11 English (Hornbill) Chapter 2: We’re Not Afraid to Die… if We Can All Be Together (NCERT 2026–27)
Complete solutions for Class 11 English Hornbill Chapter 2 – “We’re Not Afraid to Die… if We Can All Be Together” by Gordon Cook and Alan East: an original summary, theme, word meanings and every textbook exercise (Understanding the text, Talking about the text, Thinking about language, Working with words, Things to do) answered fully in exam-ready prose. The questions are reproduced exactly as in the NCERT Hornbill textbook; all answers are written originally by ClearStudy.
Class: 11Subject: EnglishBook: HornbillType: Prose (Chapter 2)Author: Gordon Cook & Alan EastSession: 2026–27
The chapter is a first-person true account written by Gordon Cook, a British businessman and amateur sailor, together with Alan East. In July 1976 Gordon Cook set out from Plymouth, England, with his wife Mary and their two young children, Jonathan (6) and Suzanne (7), and a professionally built boat named Wavewalker. Their aim was to recreate the round-the-world voyage made 200 years earlier by the famous explorer Captain James Cook. Having spent sixteen years honing their seafaring skills in British waters, the family undertook the planned three-year, 105,000-kilometre journey. The narrative records the terrifying ordeal they survived in the southern Indian Ocean, and it stands as a celebration of courage, calm thinking and family togetherness in the face of death.
Summary
In July 1976, the narrator Gordon Cook, his wife Mary and their children Jonathan and Suzanne set sail from Plymouth aboard Wavewalker to retrace Captain James Cook’s round-the-world voyage. The first leg, down the west coast of Africa to Cape Town, was pleasant. At Cape Town they took on two crewmen, Larry Vigil and Herb Seigler, to help them cross one of the world’s roughest seas – the southern Indian Ocean.
By January, the weather had turned ferocious, with waves as high as the main mast. On the morning of January 2, the family prepared for a severe storm by slowing the boat, double-lashing everything and donning lifelines and life jackets. At about 6 p.m. an enormous, almost vertical wave struck the ship. The narrator was thrown overboard and accepted his approaching death, but a second wave hurled him back on deck, leaving him with cracked ribs and broken teeth. Wavewalker was badly damaged and taking in water.
For the next desperate hours and days, the narrator and the crew pumped water endlessly, made emergency repairs with canvas and hatch covers, and steered through the raging sea. His brave little daughter Sue, though badly injured, hid her pain so as not to worry him. Using a spare compass and his calculations, the narrator searched the vast ocean for the tiny island of Ile Amsterdam. After repeated storms and near-despair, on January 6 his children joyfully announced that the island lay ahead “as big as a battleship”. The family reached safety, deeply moved by the courage of the children and the optimism of all aboard.
Theme & message
The central theme of the chapter is human courage, optimism and the strength of family togetherness in the face of mortal danger. The title comes from young Jonathan’s remark that he is not afraid to die so long as the whole family is together – showing that love and unity can conquer even the fear of death. The account highlights how determination, presence of mind, teamwork and an unshakeable will to survive help people endure “the direst stress”. It also celebrates the quiet bravery of the children, especially Sue, and reminds us that hardship reveals the finest qualities in people.
Word meanings
Word / Expression
Meaning
honing our seafaring skills
sharpening / improving our sailing abilities
in the wake of
following the path of; coming after
atrocious
extremely bad; horrifying
gigantic
extremely large
storm jib
a small, strong sail used in storms
lashed
tied tightly with rope
ominous silence
a frightening quiet that warns of coming danger
aft
at or towards the back of the ship
crest
the top of a wave
capsizing
(of a boat) overturning
lifeline
a rope tying a person to the boat for safety
hatch
an opening in the ship’s deck
starboard
the right-hand side of a ship
debris
scattered broken pieces
Mayday calls
urgent radio distress signals
keel
the long central beam along the bottom of a boat
pinpricks in the vast ocean
(here) very tiny, hard-to-find islands
abated
became less strong; lessened
auxiliary
extra; providing additional support
respite
a short period of rest or relief
heave-to
to stop the boat by setting it against the wind
sextant
an instrument used to determine a ship’s position
a tousled head
a head with untidy, ruffled hair
Understanding the text
1. 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.
ANSWER(i) To protect the ship when rough weather began: The captain slowed the boat down by dropping the storm jib and lashing a heavy mooring rope in a loop across the stern. He then double-lashed everything on board, went through the life-raft drill, attached the lifelines, and made everyone put on oilskins and life jackets before waiting for the storm.(ii) To check the flooding of the water in the ship: The captain found a hammer, screws and canvas and stretched waterproof hatch covers across the gaping holes so that most of the water was deflected over the side. When the hand pumps blocked and the electric pump short-circuited, he located and connected another electric pump under the chartroom floor, and the crew kept pumping continuously for hours and days until the water level was brought under control.
2. Describe the mental condition of the voyagers on 4 and 5 January.
ANSWEROn January 4, after 36 hours of continuous pumping, the voyagers felt a flicker of hope and relief. They had reached the last few centimetres of water, managed to hoist the storm jib and head towards the islands, and ate their first proper meal in almost two days. However, this respite was short-lived. By January 5, with black clouds building up, the wind rising to 40 knots and the seas growing higher again, their situation became desperate. When Jonathan asked his father whether they were going to die, the voyagers were filled with fear and anxiety, yet the family’s togetherness and the narrator’s grim determination kept their spirits from breaking completely.
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.
ANSWERSection 1 – “The Voyage and the Killer Wave”: The first section introduces the dream voyage, the boat, the crew and the family, and then describes how the gigantic wave struck the ship, injured the narrator and left Wavewalker badly damaged and flooding.Section 2 – “The Fight to Survive”: The second section narrates the struggle to keep the boat afloat – the endless pumping, the emergency repairs, the discovery that the ribs were smashed, and the search for the tiny islands as the storm returned and hope dwindled.Section 3 – “The Beautiful Island”: The final section records the rechecking of calculations, the tense hours of steering towards Ile Amsterdam and the joyful moment when the children announced that the island lay ahead, ending with the family’s safe landing and the narrator’s gratitude. The narration thus shifts from disaster, to grim endurance, to relief and triumph.
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?
ANSWERThe adults reacted with anxiety, fear and a desperate, practical struggle for survival – they pumped water, repaired the boat and, at times, quietly accepted that the end was near. The children, by contrast, were remarkably brave, calm and selfless. Sue hid her serious injuries so as not to worry her parents, and Jonathan declared that he was not afraid to die as long as the family stayed together. The children’s innocent courage and trust were, in many ways, a greater source of strength than the adults’ experience.
2. How does the story suggest that optimism helps to endure “the direst stress”?
ANSWERThe story shows that optimism is what keeps the family alive. Despite shattered ribs, a flooding boat and repeated storms, the narrator never abandons hope; he keeps calculating their position and steering towards the island. Larry and Herb stay “cheerful and optimistic under the direst stress”, and the children’s hopeful card – “let’s hope for the best” – lifts everyone’s spirits. This positive attitude turns despair into determination, and it is this refusal to give up that finally leads them to safety.
3. What lessons do we learn from such hazardous experiences when we are face-to-face with death?
ANSWERSuch experiences teach us the value of courage, presence of mind, teamwork and an unbreakable will to survive. They show that panic must be replaced by calm, practical action, and that staying united and supporting one another gives strength in a crisis. They also teach us humility – how small and helpless we are before the forces of nature – and gratitude for life, family and the people who stand by us in danger.
4. Why do you think people undertake such adventurous expeditions in spite of the risks involved?
ANSWERPeople undertake such expeditions out of a deep love of adventure, a desire to test their limits and the thrill of exploring the unknown. The challenge of facing nature’s dangers gives them a sense of achievement, freedom and self-discovery that ordinary life cannot offer. For many, like the narrator, fulfilling a long-cherished dream – here, retracing Captain Cook’s historic voyage – is worth the risks, because the courage and experiences gained make life richer and more meaningful.
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’?
ANSWERMost Indian languages have several words for ‘storm’. In Hindi, for example, we have toofan (तूफ़ान), aandhi (आँधी), jhanjhavat (झंझावात) and chakravat (चक्रवात, for a cyclone). Each word carries a slightly different shade – aandhi usually suggests a dust-storm, while chakravat means a whirling cyclonic storm. (List the words used in your own language and discuss their differences.)
2. Here are the terms for different kinds of vessels: yacht, boat, canoe, ship, steamer, schooner. Think of similar terms in your language.
ANSWERIn Hindi, common terms for water vessels include naav / nauka (नाव/नौका – boat), jahaz (जहाज़ – ship), kishti (किश्ती – small boat), bedaa (बेड़ा – fleet/raft) and steamer (स्टीमर). (Add the equivalent vessel-names used in your own mother tongue.)
3. ‘Catamaran’ is a kind of a boat. Do you know which Indian language this word is derived from? Check the dictionary.
ANSWERThe word ‘catamaran’ is derived from the Tamil word kattumaram (கட்டுமரம்), which means “tied wood” (kattu = to tie, maram = wood/tree) – that is, logs tied together to form a raft-like boat.
4. Have you heard any boatmen’s songs? What kind of emotions do these songs usually express?
ANSWERYes. Boatmen’s songs, such as the Bengali bhatiyali and the famous “O re majhi” type folk songs, are sung to the slow rhythm of the rowing oars. They usually express deep emotions of longing, loneliness and separation from loved ones, the hardships and uncertainties of life on the water, faith in God or the river, and a quiet yearning to reach the shore safely. (Share any boatmen’s songs you have heard.)
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
ANSWERknot – In everyday use, a knot is a fastening made by tying a piece of string or rope, e.g. “She tied the laces in a tight knot.” It can also mean a tense feeling, e.g. “a knot in the stomach”.stern – As an adjective, ‘stern’ means serious, strict or severe, e.g. “The teacher gave us a stern warning.”boom – In common use, ‘boom’ means a loud, deep sound (“the boom of thunder”) or a sudden period of rapid growth (“an economic boom”).hatch – As a verb, ‘hatch’ means to come out of an egg (“the chicks hatched”) or to secretly devise a plan (“they hatched a plot”).anchor – In general use, an ‘anchor’ is a person or thing that gives stability and support (“she was the anchor of the family”); it also means a news presenter (“a news anchor”).
2. The following three compound words end in -ship. What does each of them mean? — airship, flagship, lightship
ANSWERairship – a large aircraft, filled with a gas lighter than air, that can be steered and driven through the sky.flagship – the main ship in a fleet that carries the commanding admiral; figuratively, the most important product or part of an organisation.lightship – a ship that is anchored at a particular spot and carries a powerful light to warn or guide other ships, like a floating lighthouse.
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?
ANSWERIn the third paragraph – “we took on two crewmen… to help us” – the phrase is used in the sense of “take sb on: to employ sb; to engage sb”. The narrator employed/engaged the two crewmen, Larry Vigil and Herb Seigler, to help tackle the rough southern Indian Ocean.
Things to do
1. Given on the next page is a picture of a yacht. Label the parts of the yacht using the terms given in the box. — bow, cabin, rudder, cockpit, stern, boom, mainsail, mast
ANSWERThis is a labelling activity. The parts of a yacht are:mast – the tall vertical pole that holds up the sails.mainsail – the large main sail attached to the mast.boom – the horizontal pole at the bottom of the mainsail.bow – the front end of the yacht.stern – the rear/back end of the yacht.cabin – the enclosed living space below or on the deck.cockpit – the open area from where the yacht is steered.rudder – the flat part at the back, under water, used to steer the yacht.
2. Here is some information downloaded from the Internet on Ile Amsterdam. You can view images of the isle if you go online.
ANSWER – key facts about Ile AmsterdamLocation: South Indian Ocean, between the southernmost parts of Australia and South Africa.Latitude and longitude: 37°92′ S, 77°67′ E (approximately 37°S, 77°E).Sovereignty: France – it is part of the French Southern and Antarctic Lands.Population: about 35, mostly meteorological station staff.Land area: about 86 square kilometres.(This is a reference-skill activity – you may view images of the island online.)
3. Locate Ile Amsterdam on the world map.
ANSWERIle Amsterdam lies in the southern Indian Ocean, roughly midway between South Africa and Australia (around 37°S latitude, 77°E longitude). On a world map, find the Indian Ocean and mark a point in its southern part, well to the south of India and almost halfway between the southern tips of Africa and Australia. (Locate and mark it on your atlas.)
Extra questions
Short answer (30–40 words)
1. Why did the narrator and his wife set out on the voyage?
ANSWERThey set out to fulfil their long-cherished dream of sailing round the world, duplicating the famous round-the-world voyage made 200 years earlier by Captain James Cook. They had honed their seafaring skills for sixteen years for this expedition.
2. What was Wavewalker?
ANSWERWavewalker was the narrator’s boat – a 23-metre, 30-tonne, wooden-hulled vessel. It had been professionally built and was fitted out and tested for months in the roughest weather before the voyage.
3. How did the narrator know the giant wave was approaching?
ANSWERThe first sign was an ominous silence at about 6 p.m. The wind dropped and the sky grew dark; then a growing roar was heard and an enormous, almost vertical wave with a frightful breaking crest towered behind the ship.
4. How did Sue’s behaviour reveal her courage?
ANSWERDespite a swollen head, two black eyes and a deep cut on her arm, Sue hid the seriousness of her injuries. She said she did not want to worry her father while he was trying to save them all, and even made him a cheerful card.
5. What did the narrator do when the boat began taking in water?
ANSWERHe found a hammer, screws and canvas and stretched waterproof hatch covers over the gaping holes. He kept the pumps working, connected a spare electric pump, and steered the boat carefully so it could survive each oncoming wave.
Long answer (100–120 words)
6. Describe the ordeal faced by the narrator and his family in the southern Indian Ocean.
ANSWERIn January 1977, while crossing the southern Indian Ocean, the family met ferocious storms with waves as high as the main mast. A gigantic, almost vertical wave struck Wavewalker, throwing the narrator overboard, cracking his ribs and breaking his teeth. The boat was severely damaged, its ribs smashed, and it began flooding. For days the narrator and crew pumped water without rest, made desperate repairs with canvas, and battled repeated storms. His daughter Sue was badly hurt but hid her pain, and young Jonathan calmly faced the fear of death. Through sheer courage, optimism and teamwork, the narrator finally calculated their position and steered them to the safety of Ile Amsterdam.
7. “Optimism and courage can help one survive the direst stress.” Discuss with reference to the chapter.
ANSWERThe chapter is a powerful proof that optimism and courage can defeat even the fear of death. Though grievously injured and surrounded by a sinking boat and endless storms, the narrator never gives up hope; he keeps repairing, pumping and calculating their course. The crewmen Larry and Herb remain cheerful under the direst stress, and the children show astonishing bravery – Sue conceals her injuries, and Jonathan declares he is not afraid to die if the family stays together. This collective courage and positive spirit turn despair into determination. Their refusal to surrender, rather than mere luck, is what finally guides them safely to Ile Amsterdam.
MCQs & Assertion–Reason
1. The narrator set sail in July 1976 from which port?
(a) Cape Town (b) Plymouth (c) Sydney (d) London
2. Whose round-the-world voyage did the narrator wish to duplicate?
(a) Vasco da Gama (b) Christopher Columbus (c) Captain James Cook (d) Ferdinand Magellan
4. Where did the family take on the two crewmen, Larry and Herb?
(a) Plymouth (b) Sydney (c) Cape Town (d) Ile Amsterdam
5. What was the first indication of the impending disaster?
(a) A loud thunder (b) An ominous silence (c) A bright sky (d) A radio warning
6. What injuries did the narrator suffer when the wave hit?
(a) A broken leg (b) Cracked ribs and broken teeth (c) A sprained wrist (d) No injuries
7. Why did Sue hide the seriousness of her injuries?
(a) She did not feel any pain (b) She did not want to worry her father (c) She did not notice them (d) She was asleep
8. Which island did the family finally reach for safety?
(a) Madagascar (b) Mauritius (c) Ile Amsterdam (d) Sri Lanka
9. Who first announced that the island was in sight?
(a) Mary (b) Larry and Herb (c) The narrator (d) Sue and Jonathan
10. To whom does the title “We’re Not Afraid to Die…” belong?
(a) Jonathan (b) Sue (c) Mary (d) The narrator
Answer key: 1-(b) Plymouth 2-(c) Captain James Cook 3-(a) Wavewalker 4-(c) Cape Town 5-(b) An ominous silence 6-(b) Cracked ribs and broken teeth 7-(b) She did not want to worry her father 8-(c) Ile Amsterdam 9-(d) Sue and Jonathan 10-(a) Jonathan
Assertion–Reason – choose: (a) A and R true, R explains A; (b) A and R true, R does not explain A; (c) A true, R false; (d) A false, R true.
1. Assertion (A): The narrator and his family undertook the long voyage on Wavewalker.
Reason (R): They wished to duplicate the round-the-world voyage made 200 years earlier by Captain James Cook.
2. Assertion (A): The narrator took on two crewmen at Cape Town.
Reason (R): He needed help to tackle the rough southern Indian Ocean.
3. Assertion (A): Sue concealed the seriousness of her injuries from her father.
Reason (R): She enjoyed keeping secrets from her parents.
4. Assertion (A): The family did not receive any reply to their Mayday calls.
Reason (R): They were in a remote corner of the world with no ships nearby.
5. Assertion (A): The narrator described the bleak volcanic Ile Amsterdam as “the most beautiful island in the world”.
Reason (R): The island offered the family long-awaited safety after their terrifying ordeal.
Answer key: 1-(a) Both true, R explains A 2-(a) Both true, R explains A 3-(c) A true, R false (she hid them so as not to worry her father, not for fun) 4-(a) Both true, R explains A 5-(a) Both true, R explains A
Exam tips
Score better in this chapter
Remember the key dates and their events (January 2 – the wave hits; January 6 – the island is sighted) and the sequence of the ordeal. For the “three sections” question, give a clear subtitle plus one line of explanation for each. In long answers, link facts to the theme of courage, optimism and family togetherness, and quote the title-line spoken by Jonathan. Always spell character names correctly – Wavewalker, Ile Amsterdam, Larry Vigil, Herb Seigler – and write answers in neat, exam-ready paragraphs.
FAQs
Who wrote ‘We’re Not Afraid to Die… if We Can All Be Together’?
The chapter was written by Gordon Cook, the narrator and amateur sailor, together with Alan East. It is a first-person true account of the family’s sea voyage.
Why is the lesson given this title?
The title comes from young Jonathan’s remark that he is not afraid of dying as long as the whole family can be together – expressing the theme of love, unity and courage in the face of death.
What is the main theme of the chapter?
The main theme is human courage, optimism and the strength of family togetherness, which help people survive even the direst danger at sea.
Questions are taken verbatim from the NCERT Hornbill textbook; summaries and answers are written originally by ClearStudy.
