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Odisha State Board CHSE Odisha Class 12 Math Notes Chapter 6 Probability will enable students to study smartly.

CHSE Odisha 12th Class Math Notes Chapter 6 Probability

Important terms:
(a) Random experiment: It is an experiment whose results are unpredictable.
(b) Sample space: It is the set of all possible outcomes of an experiment. We denote the sample space by ‘S’.
(c) Sample point: Each element of a sample space is a sample point.
(d) Event: Any subset of a sample space is an event.
(e) Simple event: It is an event with a single sample point.
(f) Compound event: Compound events are the events containing more than one sample point.
(g) Mutually exclusive events: Two events A and B are mutually exclusive if A ∩ B = φ (i.e. occurrence of one excludes the occurrence of other)
(h) Mutually exhaustive events: The events A₁, A₂, A₃ ……. A_n are mutually exhaustive if A₁ ∪ A₂ ∪ A₃ ∪ A_n = S.
(i) Mutually exclusive and exhaustive events.
The events A₁, A₂, A₃ ……. A_n are mutually exclusive and exhaustive if
(i) A₁ ∩ A₂ = φ for i ≠ j
(ii) A₁ ∪ A₂ ∪ …… A_n = S.
(j) Equally likely events: Two events are equally likely if they have equal chance of occurrence.
(k) Impossible and certain events: φ is the impossible and S is the sure or certain event.
(i) Independent events: The events are said to be independent if the occurrence or non-occurrence of one does not affect the occurrence of non-occurrence of other.

Probability of an event:
Let S be the sample space and A is an event then the probability of A is
\(P(A)=\frac{|A|}{|S|}=\frac{\text { No.of out comes favourable to } A}{\text { Total number of possible outcomes. }}\)
Note:
1. P(φ) = 0
2. P(S) = 1
3. P(A’) = P (not A) = 1 – P(A)
4. P(A) + P(A’) = 1

Odds in favour and odds against an event:
Let in an experiment is the number of cases favourable to A and ‘n’ is the number of cases not in favour of A then

Addition theorem:
If A and B are any two events then
P(A ∪ B) = P(A) + P(B) – P(A ∩ B)
Note:
If A and B are mutually exclusive then
P(A ∪ B) = P(A) + P(B)
(∴ P(A ∩ B) = P(φ) – 0)

Conditional probability:
Let A and B are any two events and P(B) ≠ 0 then the conditional probability of A when B has already happened
P(A/B) = \( \frac{P(A \cap B)}{P(B)} \)
Note:
1. P(A ∩ B) = P(B) . P(A/B)
2. If A and B are mutually independent events then P(A/B) = P(A).
∴ P(A ∩ B) = P(A) . P(B)
3. If A and B are independent events then (i) A’ and B’ (ii) A’ and B (iii) A and B’ are also independent.
4. P(A₁ ∩ A₂ ∩ A₃ ….. ∩ A_n) = P(A₁) . P(A₂/A₁) . P(A₃/A₂ ∩ A₁) ….. P(A_n/A₁ ∩ A₂ ∩ …. ∩ A_n-1)
5. Let A₁, A₂ ….. A_n are mutually exhaustive and exclusive events and A is any event which occurs with A₁ or A₂ or A₃ … or A_n then
P(A) = P(A₁) . P(A/A₁) + P(A₂) . P(A/ A₂) + …….. + P(A_n) . P(A/A_n).
This is called the total conditional probability theorem.

Baye’s theorem:
If A₁, A₂ …… A_n are mutually exclusive and exhaustive events and A is any event which occurs with A₁ or A₂ or A₃ or …. A_n then
\( P\left(A_i / B\right)=\frac{P\left(A_i\right) \cdot P\left(A / A_i\right)}{\sum_{i=1}^n P\left(A_i\right) P\left(A / A_i\right)} \)

Odisha State Board CHSE Odisha Class 11 Alternative English Solutions Grammar Prepositions Exercise Questions and Answers.

CHSE Odisha Class 11 Alternative English Grammar Prepositions

What is a Preposition?
Answer:
A Preposition is a word like on, at, to, up, off, by about etc. Which is used to establish a relationship between words in a sentence.
However, without the Preposition the sentence becomes meaningless. That is why the use of appropriate preposition is so important.
Examples:
1. The train left at 2 O’clock.
2. I am sorry for my mistake.
3. They talked about the plan.
4. Don’t sit on that broken chair.
5. He was not born of rich parents.
In the above sentences, at, for, about, on, and of are prepositions.

Kinds of Prepositions :
The Prepositions can be classified as the following five kinds, such as
1) Simple Preposition: as- at, to, on, by, for, of, with etc.
2) Compound Preposition: as- about, within, until, into, before etc.
3) Participle Preposition: as- during etc.
4) Phrasal Preposition: as- along with, by virtue of, by way of, on behalf of, on account, of etc.
5) Double Preposition: as, from among, from beneath, from under, out of etc.

Use Of certain Prepositions :
1. The use of ‘At’

1) To show definite time.
Ex- I get up at 6 A.M.
2) To show definite location.
Ex-My mother, is at home.
3) Used before the name of a village.
Ex- I live at Pratapur.
4) Used before the name of a city.
Ex- I was born at Cuttack.
5) It is used before the name of a colony.
Ex- Priya lives at Basanti Colony.
6) Used, before dawn, noon and night.
Ex- I go to the temple at dawn, at noon and at night.
7) To show the rates. Ex-Petrol is selling at fifty rupees a litre.

2. The use of ‘In’’

1) To indicate a definite place.
Ex- The Principal is in his office.
2) Used before the name of a province.
Ex-I was bom in Odisha.
3) Used before the name of a big city.
Ex-I study in Kolkata.
4) Used before the name of a country.
Ex- Utkal University is in India.
5) To show the duration of an action.
Ex-1 shall finish my break-fast in ten minutes.
6) To show context.
Ex- In my opinion, she is quite blank.
7) To show financial condition.
Ex- Mamata was born in poverty.
8) To show the month and year which prolong for some time.
Ex- Gandhiji was bom in October in 1869.
9) Used before morning, evening and afternoon.
Ex- I study in the morning and in the evening, but rest in the afternoon.

3. The uses of ‘To’

1) Used before destination.
Ex- I go to College daily.
2) To tell/show time.
Ex- It is ten minutes to two.
3) Used before an infinite verb.
Ex-1 want to buy a pencil
4) To show relation.
Ex- What is she to you?

4. The use of ‘Into’

1) To show movement towards a place.
Ex- She fell into a well
2) To change the form.
Ex- Translate this passage into English.

5. The use of ‘On’

1) To classify the position of something.
Ex-1 have written a book on translation.
2) To show contact with a place.
Ex- We sleep in the roof.
3) Used before a day.
Ex-I shall visit your house on Monday.
4) Used before a date.
Ex- India became a Republic on 26th January, 1950.

6. The use of ‘Upon’

1) To show movement towards a higher position.
Ex- The cat pounced upon a rat.

7. The use of ‘After’

1) To show sometime or position meaning later than.
Ex- It was after 10 p.m., when we ran after the thief.

8. The use of ‘Behind’

1) To show some place ‘at the back of.
Ex- Who is hiding behind the wall.

9. The use of ‘Within’

1) To show the position of time in between the specified limit.
Ex- He will return within a week.
2) To show the boundary/boundlessness of a place.
Ex- Women live within the four walls of the house.

10. The use of ‘Before

1) It is used prior to some time.
Ex-I shall finish my work before Sunset.

11. The use of ‘Above’ and ‘Over’

1) To show upper position.
Ex- Keep your head above water.
2) To show a much higher position;
Ex- The sky is over pur head.

12. The use of ‘Between’

1) Used with two persons.
Ex- My book is between Kaberi and Supriya.
2) Showing the intervening places.
Ex- There is a distance of 30 km. between Cuttack and Bhubaneswar.
3) Showing two pronouns.
Ex- There is no secret between him and you.
4) Showing two tilings/items. Ex- There is
no similarity between your book and my book.

13. The use of ‘Among’

1) Used in between more than two places.
Ex- There is no difference of culture among Cuttack, Bhubaneswar and Puri.
2) Used in between more than two persons.
Ex- Divide these bananas, among these ten boys.

14. The use of ‘By’

1) Shows persons as doers.
Ex- Tea has been taken by the guests.
Used to refer according to.
Ex- What is the time by your watch?
To show last limit of time.
Ex- You have to finish this work by 6 p.m.
4) To show means of an action.
Ex- We go to school by train.
5) To show the way of an action.
Ex- She caught you by the collar.
6) To show measuring instruments.
Ex- Apples are sold by the kilogram.

15. The use of ‘With’

1) Showing harmful instrument.
Ex- Why did you stab him with a knife?
2) To show a companion doing same action.
Ex- Who was playing with you.

16. The use of ‘Till’

1) To show time limit.
Ex-I shall wait for you till Sunset.

17. The use of ‘Under’ and ‘Below

1) To show a lower position in place.
Ex- A .cat set under the table.
2) To show a lower rank in service.
Ex- Kamala is below Sarita in the office.

18. The use of ‘Besides’ and ‘Besides’

1) Used to refer by the side of.
Ex- The baby has slept beside it mother.
2) Used to refer in addition to.
Ex- Besides being punished, he was expelled from the college.

19. The use of ‘Of’

1) To show relationship.
Ex- She is the daughter of a rich man

20. The uses of ‘Off’

1) Used to disconnect the function.
Ex- Switch off the light.
2) To show separation from upwards to downwards.
Ex- She ft off the tree.

21. The uses of ‘from’

1) To show the starting point.
Ex- She has come direct from home
To show time.
Ex-I shall start my revision from tomorrow.
To show the source.
Ex- This is a quotation from Kalidas.

22. The uses of ‘Since’

1) To show reason.
Ex- I cannot take exercise since I am ill.
To show point of time.
Ex- I have been reading since morning.

23. The uses of ‘For’

1) To show an indefinite period of time.
Ex- She has been reading for five hours.
2) To show exact period of time.
Ex- Lend me your book for day.

24. The use of ‘Towards’

To show direction.
Ex- She went towards the post office.

Exercise For Practice
1 Fill in the following blanks with suitable prepositions:

1. Your house is __________ the road.
2. She is __________ the thumb of her mother-in-law.
3. The water on the road is __________ my knees.
4. I shall return __________ at 8 O’clock.
5. Should I wait for you __________ 9 O’clock
6. Ram beat his daughter __________ a stick.
7. We are Brahmins __________ caste.
8. Sit_________ me for a while.
9. It has been drizzling __________ morning.
10. The kidnappers left Rajeswari __________ for years.
11. My house is __________ the Super Market.
12. The ornaments were divided equally the two daughters.
13. She jumped_____________ the river.
14. Return the library books___________ a week
15. The tiger jumped __________ the goat.
16. You can stay with us ___________ a month.
17. Where are you coming __________?
18. A pen is to write __________?
19. I shall ring to you__________ 7 O’clock
20. There is no hair___________ his head.
Answer:
1. Your house is above the road.
2. She is under the thumb of her mother-in-law.
3. The water on the road is below my knees.
4. I shall return by 8 O’clock.
5. Should I wait for you till 9 O’clock?
6. Ram beat his daughter with a stick.
7. We are Brahmins by caste.
8. Sit beside me for a while.
9. It has been drizzling since morning.
10. The kidnappers left Raieswari after four years.
11. My house is behind the Super Market.
12. The ornaments were divided equally between the two daughters.
13. She jumped into the river.
14. Return the library books within a week.
15. The tiger jumped upon the goat.
16. You can stay with us for a month.
1 7. Where are you coming from?
18. A pen is to write with.
19. I shall ring to you at 7 O’clock.
20. There is no hair on his head.

Words followed by appropriate Prepositions:

1. Abide by: She failed to abide by her promise.
2. Absorb in: My mother is absorbed in household duties.
3. Abstain from: A wise man should abstain from drink.
4. Accede to: I cannot accede to your silly request.
5. Access to: We have an easy access to the librarian.
6. Accuse of: He was accused of murder.
7. Admitted to: I have been admitted to +2 Science.
8. Agree to: She did not agree to my proposal.
9. Agree with: Do you agree with me or not?
10. Aim at The fowler aimed at the crow.
11. Alarmed at: I was alarmed at the sight of a snake.
12. Amuse with: I amused him with titbits.
13. Angry with: Why are you angry with me?
14. Afraid of: I am afraid of my teachers.
15. Appeal to The red colour does not appeal to me.
16. Apologise to, for: He apologised to you for my folly.
17. Apply to, for: He applied to the Principal for leave.
18. Approve of: I never approve of her conduct.
19. Arrive at: The train arrived at the station in time.
20. Annoyed with: You were annoyed with me at my misbehavior.
21. Associate with: You will ruin yourself if you associate with bad girls.
22. Assure of: The teacher assured us of help.
23. Astonished at: I was astonished at your failure.
24. Ask of, for: I asked of my neighbour for a loan of five hundred rupees.
25. Abound in: The pond abounds in fish.
26. Attend to: Attend to what your mother says.
27. Attend upon: You should attend upon your aged parents.
28. Believe in: I believe in Godly help.
29. Beg for: The beggar begged a rupee of me.
30. Beware of: Beware of your neighbour’s dog.
31. Bark at: Dogs bark at the strangers.
32. Back out: Never back out of your promise.
33. Belong to Prakash belongs to the family of writers.
34. Bent on: Our neighbour is bent on harming us.
35. Bless with: Prakash has been blessed with a son.
36. Blind of: Mohan was blind of one eye.
37. Blind to: You are blind to the defects of your brother.
38. Boast of: Never boast of your riches.
39. Born in: Sukanti was born in Gautam family.
40. Born of: I was not born of rich parents.
41. Born to: A daughter was born to Krishna.
42. Busy with: Always remain busy with your work.
43. Borrow from: You had borrowed a pen from me
44. Call at: I shall call at your house tonight.
45. Call on: Will you call on me today?
46. Care for: Nobody cars for a poor man.
47. Charge with: Jaggu was charged with murder.
48. Cheat of: Hari Chand cheated me often rupees
49. Complain of: She always complains of headache.
50. Complain to: I have complained to the Postmaster against the postman.

51. Come by: How did you come by this suitcase?
52. Collide with: Two buses collided with each other.
53. Cling to: The body is clinging, to its mother.
54. Comply with: I cannot comply with your request.
55. Compare to: Eyes are compared to a Lily.
56. Compare with : Compare Lal Bahadur with Jawahar Lal.
57. Control over The teacher has no control over his class.
58. Confident of: I am confident of my success.
59. Congratulate on: I congratulate you on your success.
60. Conscious of: You are not conscious of your weakness.
61. Consist of: This exercise book consists of one hundred pages.
62. Contented with: Nobody is contented with his lot.
63. Cured of: She .could not be cured of cancer.
64. Deal in: I deal in tea leaves.
65. Deal with: He does not know how to deal with others.
66. Depend upon: Never depend upon others.
67. Deprive of: Nobody can deprive me of my share.
68. Desire for: I have no desire for health.
69. Die of: He died of Pneumonia.
70. Die from: He died from overwork.
71. Differ with: The two brothers differ with each other in their views.
72. Different from: Your younger brother is totally different from you.
73. Devoid of: You are devoid of common sense.
74. Disgusted with: I am disgusted with overwork.
75. Dispense with: The mill owner has dispensed with his services.
76. Dispose of: I want to dispose of my scooter.
77. Distinguish between: I cannot distinguish between gold and brass.
78. Eligible for: I am not eligible for this post.
79. Equal to One kilometre is equal to one thousand meters.
80. Envious of: Don’t be envious of others’ success.
81. Enquire of: Enquired of him about his parents.
82. Escape from: The thief escaped from the police station.
83. Essential to Good health is essential to success in life.
84. Expect of: She never expected this of him.
85. Exception to: There is an exception to every rule.
86. Exempt from: The Principal has exempted Akash from the payment of fine.
87. Familiar to: Her face is familiar with Mukesh.
89. Faith in: Have you no faith in me?
90. Famous for: Agra is famous for the Taj Mahal.
91. Feed on: The tiger feeds on flesh.
92. Feel for: The rich should feel for the poor.
93. Free from: Nobody is free from worries.
94. Free with: I am not free with my teachers.
95. Fight for: We should fight for our rights.
96. Filled with: His brain is filled with dirt.
97. Fond of: Children are fond of toys and toffees.
98. Furnished with: Your house is not furnished with modem items.
99. Gifted with: Mohit is gifted with a sweet voice.
100. Give up: Give up smoking.

101. Glad at: I am glad at your success.
102. Good at: I am not good at painting.
103. Grateful to: I am grateful to you for your help.
104. Grumble at: Never grumble at your lot.
105. Guard against: Guard yourself against silly companions.
106. Guilty of: You are guilty of misbehaviour.
107. Glance at: Don’t glance at strangers.
108. Hard up: My father is hard up these days.
109. Hanker after: Do not hanker after wealth.
110. Heir to: The eldest son used to be the heir to his father’s property.
111. Hinder from: Don’t hinder me from doing graduation.
112. Hatred for: I have a great hatred for smugglers.
113. Honest in: Try to be honest in your dealings.
114. Hope for: Always do your very best and hope for the best.
115. Hopeful of: I am quite hopeful of my success.
116. Ignorant of: Man is ignorant of his success.
117. Ill with: Today, I am ill with fever.
118. Inform of: I shall inform you of my arrival.
119. Indifferent to: He is indifferent to his health.
120. Inferior to Madan is inferior to me in caste.
121. Injurious to: Drinking is injurious to health.
122. Interest in: I have no interest in painting.
123. Introduce to: I shall introduce you to my sister.
124. Insist on: She insisted on accompanying me.
125. Intimate with: I am not intimate with Priyanka.
126. Invite to: I am inviting you to a tea party.
127. Jealous of: Why is he jealous of my success?
128. Junior to: I am junior to Rahul in service.
129. Kind to: Be kind to all the creatures.
130. Knock at: Who is knocking at the door?
131. Known by: We are known by the company we keep.
132. Known for: Birbal was known for his witty remarks.
133. Known to: She is not known to me.
134. Lame of Priti is lame of one leg.
135, Laugh at Never laugh at the poor.
136. Lead to: Thus road will lead you to the hospital.
137. Lean against: Do not lean against the wall.
138. Listen to: Listen to what your teacher says.
139. Long for Who does not long for a long life?
140. Look at: Look at this silly fellow.
141. Loyal to: Be loyal to your master.
142. Match for: Dimple is no match for John.
143. Meddle with: Don’t meddle with
144. Mix with: Don’t mix with bad children.
145. Need of: I am in need of a housemaid.
146. Notorious for: Rajeswari is notorious for pick-pocketing.
147. Obedient to: Be obedient to your elders.
148. Object to: I object to your proposal.
149. Oblivious of: I am not oblivious of my surroundings.
150. Oblivious to: I was quite oblivious to the risk.

151. Part from: The bride parted from her girl friends in tears.
152. Part with: I cannot part with this costly pen.
153. Pity on: Take pity on this poor body.
154. Play upon: I cannot play upon the harmonium.
155. Pray to: I shall pray to God for success.
156. Preside over: He presided over the function.
157. Prevent from: Don’t prevent your sister from studying further.
158. Pride in: Your pride in your achievement is justified.
159. Pride of: The new car was the pride of the whole family.
160. Popular with: Our library incharge is popular with the students.
161. Profit by: You should profit by others experience.
162. Proud of: Deepti was not proud of her beauty.
163. Qualified for: I am fully qualified for the post of Superintendent.
164. Quarrel with: Never quarrel with anybody on trifles.
165. Quarrel over: The two ladies quarreled over their children.
166. Recover from: I have recovered from illness.
167. Refer to: Please refer to my application dated the 8th instant.
168. Refrain from: You should refrain from telling a lie.
169. Rejoice at: She rejoiced at her success.
170. Rely on: I cannot rely on that fair-weather friend.
171. Related to: I am not related to her.
172. Remember to: Remember me to your parents.
173. Remind of: Should I remind you of my application again.
174. Repent of: Sandeep repented of his meanness.
175. Reply to: Why did she not reply to your letter?
176. Respect for: I have no respect for cheats.
177. Rob of: A drunkard is robbed of his health and wealth.
178. Send for: Send for the doctor at once.
179. Search for: I am searching for my lost diary.
180. Search of: He is in search of a suitable job.
181. Satisfied with: I am not -satisfied with my present job.
182. Shiver with: Everyone shivers with cold in winter.
183. Shocked at: I was shocked at my uncle’s death.
184. Sick of The beggar is sick of his wretched life.
185. Sony for: I am sorry for being late.
186. Stare at: Why are you staring at that gentle lady?
187. Stare in: Death ever stares us in the face.
188. Superior to My watch is superior to yours.
189. Sure of: Everyone is sure of death.
190. Surprise at: Everybody was surprised at my success.
191. Suspect of: The police suspected him of murder.
192. Sympathy for: I have no sympathy for mean fellows.
193. Sympathise with: I sympathised with the old woman and gave her some money.
194. Take for: I took Rina for Meena.
195. Talk about: Let us talk about modem politicians.
196. Taste for: I have no taste for painting.
197. Teem with: Our farmhouse teems with rats.
198. Think over: I am thinking over my problems.
199. Tired of: I am tired of this miserable life.
200. Tremble with: He was trembling with fear.

201. True to: I am always true to my word.
202. Trust in: Trust in God and do the right.
203. Trust with: Do not trust the stranger with your suitcase.
204. Treat as: I treated his remark as joke.
205. Unfit for: A lame person is unfit for military job.
206. Useful to, for: A morning walk is useful to us for our health.
207. Vie with: The two rivals vied with each other.
208. Vote for: I always vote for a suitable candidate.
209. Wait for: I was waiting for your letter.
210. Wait upon/on: The waiter waits upon the customers.
211. Wait in: I waited in all days but you did not come.
212. Want in: Puspa is wanting in common sense.
213. Warn of: I warned him of the results of drinking.
214. Weary of: I am weary of old age.
215. Wonder at: I wondered at the beauty of the Taj Mahal.
216. Worthy of: The one-eyed and ugly girl is not worthy of her husband.
217. Yield to: I shall not yield to
218. Zeal for: She has a great zeal for outdoor life.

Exercise For Practice

Supply suitable prepositions in the blanks below:
1. pratap is addicted __________ smoking.
2. She has np chance ____________ getting a good job.
3. I have no need __________ his help.
4. I am not in ___________ anybody’s help.
5. I am occupied ___________ an important job.
6. Why don’t you aim __________ becoming a good girl.
7. I have no difficulty ___________ learning English.
8. He prevented his son ___________ gambling.
9. Why are you bent ___________ teasing him.
10. I could not act __ her advice.
11. Have you applied __________ leave.
12. He was annoyed __________his mischief.
13. Believe ___________ what I say __________ you.
14. I have a passion __________ reading articles.
15. He-is not inclined ___________ agree with you ___________ this point.
16. The train is bound ____________ Mumbai.
17. She appealed __________ me __________ a railway concession form.
18. Aren’t you tired ___________ sitting idle’?
19. She is very ambitious __________name and fame.
20. You begged mercy ___________ your neighbour.
21. This man deals __________ vegetable.
22. I don’t rely ___________ you in this, matter.
23. He is ___________ God.
24. She shouted ____________ help.
25. She is longing __________ her dead mother.
Answer:
1. Pratap is addicted to smoking.
2. She has no chance of getting a good job.
3. I have no need for his help.
4. I am not in need of anybody’s help.
5. I am occupied with an important job.
6. Why don’t you aim at becoming good girl.
7. I have no difficulty m learning English.
8. He prevented his son from gambling.
9. Why are you bent on teasing him?
10. I could not act upon her advice.
11. Have you applied for leave?
12. He was annoyed at his mischief.
13. Believe Jn what I say to you.
14. I have a passion for reading articles.
15. He is not inclined to agree with you on this point.
16. The train is bound for Mumbai.
17. She appealed, to me for a railway concession form.
18. Aren’t you tired of sitting idle?
19. She is very ambitious of name and
20. You begged mercy of your neighbour.
21. This man deals in vegetables.
22. I don’t rely upon/on you in this matter.
23. He is against God.
24. She shouted for help.
25. She is longing for her dead mother.

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions One-Act Plays Chapter 2 The Unexpected Textbook Activity Questions and Answers.

CHSE Odisha Class 11 Alternative English Solutions One-Act Plays Chapter 2 The Unexpected

Section-I

Questions For Discussion

Question 1.
What is the exciting piece of news Alec and Tom bring Mrs. Parker? How does Mrs. Parker react to it? How do Alec and Tom feel about the way she reacts to their information?
Answer:
The news that two convicts have escaped from prison cells has been brought to Mrs. Parker by Alec and. Tom. There is a sudden reaction in Mrs. Parker’s mind to have listened to their statement: The tea cozy she had in her hand dropped land she stood motionless. She became puzzled by the news.

Question 2.
Who is Joe? Why does he call at Mrs. Parker’s cottage? What is it about his manners that Tom and Alec object to? Would you say he is educated or uneducated?
Answer:
Joe Badger is a young man who says that he has just come to ask Mrs. Parker a few questions. He is on ‘.a helping mission to his constable uncle of the village. He calls Mrs. Parker to ask her a few questions as to the escape of the two criminals. Tom and Alec object to Joe’s calling them ‘kids’.Joe is not uneducated. He is not educated either. He says, “My education may not be so fine as yours (Tom’s), but he has been taking correspondence lessons from a school of detectives.

Question 3.
What makes Joe suspect Mrs. Parker’s activities? How does Mrs. Parker explain herself? Does Joe find her answers convincing? What does he threaten to do?
Answer:
Mrs. Parker’s living alone near the jail i.e. why she wants to be so private and keeping with her’ a Bentley sports car in an old shed where no one would be able to notice it makes Joe suspect Mrs. Parker’s activities. She explains that the sports car that Joe had seen belonged to her nephew. Joe does not find her answers convincing or satisfactory. He threatens her to get to the bottom of that.

Vocabulary

A. Say which parts of speech the following belong to:

luck, diurnal, fabulous
lie, velocity, ghost
look, vivacious, ghostly
last, violent, gullible
paper, write, gunpowder
pipe, belong, expertise
prologue, elope, expert
perseverance, conducive, exigency
cousin, catastrophic, jerk
callous, loathsome, jostle
cactus, logical, jump
curious,longevity, judicious
caricature, torrential, jeopardy
pen, tremendous, civilization
dirty, parsimonious, erosion
Answer:
luck – noun
look – verb, noun
paper – noun
prologue – noun
cousin – noun
cactus – noun
caricature – noun
duty – noun
velocity – noun
violent – adjective
belong – verb
conducive -adjective
parsimonious -adjective
catastrophic -adjective
loathsome -adjective
logical -adjective
longevity -noun
torrential -adjective
tremendous -adjective
fabulous – adjective
ghost – noun
ghostly – adjective
gullible – adjective
gunpowder – noun
expertise – noun
expert – adjective
exigency – noun
lie – verb, noun
last – adjective, adverb
pipe – noun
perseverance – noun
callus -adjective
curious – adjective
pen – noun
diurnal – adjective
vivacious -adjective
write – verb
elope – verb
erosion – noun
jerk – verb
jostle – verb
jump – verb
judicious – adjective
jeopardy – noun
civilization – noun

Section-II

Questions For Discussion

Question 1.
What is? Does the secret Mrs. Parker share with Alec and Tom? What was her object when she took the cottage? How does she propose to use the Bentley car? What is the real surname of Mrs. Parker?
Answer:
The secret which Mrs. Parker hares with Alec and Tom.Is that the convict’s none other than her son who had parted from her for years together? Her sole object in taking the cottage nearer to the jail was to help her sen escape from the jail. She proposed to make her son. escape in the Bentley car. The real name of Mrs. Parker is Mrs. Felton.

Question 2.
Why is Mrs. Parker reluctant to let Alec and Tom stay, with her?
Answer:
Mrs. Parker is reluctant to let Alec and Tom stay with her. She wants them to leave outright. Her son might get startled to see the strangers. He might not take them into confidence.

Question 3.
What does Mrs. Parker tell Joe about the ownership of the Bentley car? How does she explain her relationship with the convict? How does she explain her relationship with the convict? Does Joe believe her? Why do Tom and Joe fight?
Answer:
Mrs. Parker tells Joe that the Bentley car belonged to her nephew. She explains to him as to her relationship- with the convict that he was her nephew-who arrived from London that morning. Joe. does not believe her when Joe insisted that the convict’s clothes were hidden away in another room Which he wanted to search for. The convict asked him to get out of the house he was opposed. But he told that he was going to inform about it this constable under, and the occasion fighting started.

Vocabulary

Derive nouns from the following:

innocent, pitiable, kind
pretend, realize, probably
friendly, quick, melodramatic
clever, nervous, pleasant
suspect, monetary, narrate
circumstantial, frighten, good
monetary, expect, beautiful
difficult, dangerous, luxurious
remember, repeat, sorry
horrible, hopeful, systematic
Answer:
innocent – innocence
pretend – pretension/pretense
friendly – friendliness
clever – cleverness
suspect – suspicion
circumstantial – circumstances
monetary – money
difficult ‘ – difficulty
remember – remembrance
horrible – horror
pitiable – pity
realize – realization
quick ‘ – quickness
nervous – nerve
momentary – moment
frighten – fright
expect – expectation
dangerous – danger
repeat- repetition
hopeful- hope
kind- kindness
probably- probability
melodramatic- melodrama
pleasant- pleasure
narrate- narration
good- goodness
beautiful- beauty
luxurious- luxury
sorry – sorrow
systematic – system

Section-III

Questions For Discussion

Question 1.
What does the warder collect from Mrs. Parker’s house as pieces? evidence against the convict? How does he propose to use the car? What purpose do they really serve?
Answer:
The warder collects the prison clothes and a parcel in Mrs. Parker’s house as evidence against the convict. He proposes to take the convict in the Bentley sports car as evidence of his escaping in it. They really serve the purpose of escaping.

Question 2.
What is the password Joe tells the warder? How was Joe able to get it ? … it’s safe with me, he claims, Do you agree with him?
Answer:
The password is “Regent” which Joe tells the warder. Joe was able to get it from his Uncle, the constable of the village. He says that it is safe with him which gives a false sense of safety. It’s a false notion he carries.

Question 3.
What, as Mrs. Parker says, cream of joke? Who really are the convict and the warder? How does Joe unwillingly help them escape to safety?
Answer:
The cream of the joke is that Joe never believes any of his uncle’s secrets, but he told Roger the one thing he needed to know. He told him the password that will get him safely to freedom. Now, all she has to do is join him, and they are going to Australia to start all over again. The warder is Mrs. Parker’s .son Roger himself and the convict happens to be a stranger whom Mrs. Parker did not know. Joe does not know the secret that the warder is Roger himself whom he unwillingly tells the password “Regent” which Roger used in different situations and places and safely escaped as the roads are tightly watched.

Question 4.
“Where women are concerned, the unexpected always happens” who says this? How many times has this statement been repeated in The play? How is this statement relevant to the play?
Answer:
Tom repeatedly utters that in the context, women are concerned with unexpected happeningsÿ things become unpredictable statement “where women are Concerned, the unexpected always happens”. This statement is said by his father. The repetition takes place’ thrice in the play. This statement is relevant.

Composition

Question 1.
Who do you think is the central character of the play? Why? Unexpected” is written by Alia Adkins, an
Answer:
The one-act play “The eminent and outstanding playwright of our time. The playwright is a superb and excellent master in the art of .depicting attractive and fascinating characters. They are lovely, real, and lively in nature. Such a typical character is Mrs. Parker who is really considered the pivotal character of the play. She drags our attention automatically with a tint of rare intelligence and wit. In fact, a play has’ kaleidoscopic characters who cross and recross the stage throughout. The protagonist figure acts like the linchpin around whom the other characters revolve. In the play, “The Unexpected Mrs. Parker happens to be the central and pivotal character who dominates the plot of the play from the beginning to the end. She is the only female character whose importance is realized in every vein of the play.

The play without Mrs. Parker is like the proverbial play if we eliminate Mrs. Parker from the play, it becomes a meaningless piece of nothing else, However, the play opens with Mrs. Parker and the two young men who are found in the former’s house. He has been staying in a house close to the jail. It is because his innocent son has’ been imprisoned with no “Hamlet”.without the prince of Denmark. If the fault of his. Mrs. Parker has a tendency to help her son escape from jail. But she wants that all such things need be done secretly. She even does not take the young men into confidence lest her secret design should be exposed. As her son is likely to arrive at any time after his escape from the jail, she does not want that the two young boys should know about it. But after a prolonged talk, she confides in them and reveals her identity and that of her son.

She says that she is not Mrs. Parker, but she is Mrs. Felton and her son Roger is in jail. She says, “Oh, my dear boys, I’ am trusting you, as I have never trusted anyone”. She had only one object when she took the cottage and that is to help Roger to escape. She has kept the car ready for use ever since she came there. Moreover, there takes place a hot discussion between Joe and Mrs. Parker, When Joe says that he has seen a convict enter her house she pretends not to have seen anybody. When insisted she tells that it is her nephew from London who has arrived in the morning.

She performs a successful part in making the boy escape from jail. She is a courageous lady who makes all kinds of arrangements for escape. Her dialogue reveals the crux of the plot Joe has told the password “Regent” which would help his escape and baffle the people. It is Roger who had disguised himself as the warder. Actually, Mrs, Parker is the running thread in the play. She dominates the whole labyrinth of the plot.

The core sentence “Where women are concerned, the unexpected always happens” is appropriately justified by her activities in the play. Her involvement marks an anÿeye-catching fact in a beautiful way. Her importance in the play can not be ruled out. As a matter of fact, judging from all respects, Mrs. Parker is truly the central and pivotal character of the play. She is, in fact, – a courageous and intelligent lady. She is a superb and fantastic creation by the playwright. On the whole, her activities are inspiring, thought-provoking, elevating and heart-enduring

Question 2.
Can you suggest another title for the play? Justify your choice of the proposed alternative.
Answer:
The one-act play “The Unexpected” is, undoubtedly, the best masterpiece of Alia Adkins, a prominent and outstanding playwright of this era. The playwright has superb mystery in providing apt and suitable titles to the plays. Adkins’ plays are fascinating, interesting, alluring, and heart-enduring. The way Adkins deals with the women characters with the appropriate titles is really magnificent and fantastic.

In fact, the title is the crown piece of any work of art. The caption should be eye-catching and significant. It should be apt and suggestive. It is like a signboard that speaks out what is usually contained inside. It is rather suggestive and expressive. The file of this discussed play, “The Unexpected” is aptly justified in this real sense- of the term. This title is so named because, “where a woman is concerned, the unexpected, always happens”. However, an alternative title for the play may be subscribed to the play.

The alternative title may be “When women are involved” However, the involvement of women in different matters ultimately results in Here, Mrs. Parker being the representative of teeming millions of women who get themselves involved in. several things and mince matters like anything. Mrs. Parker is seen taking a house near the jail. Two young men named Alec and Tom get in. Mrs. Parker at the outset declines to let them know why she is insisting on living in that cottage, But very soon she takes them into confidence and tells everything she has in her mind. She is not Mrs. Parker.

She is actually Mrs. Felton who has taken the house near the jail to help her innocent son Roger escape from die jail, The two young men promise to help her and her son. But another young boy Joe appears at that very moment and makes the matter unexpected tilings. They make a fuss about things. very complicated. On the other hand, Joe wishes to bring to the limelight die intention and project of Mrs. Parker. He makes an analytical sketch of Mrs. Parker having a Bentley sports car. and why she lives near the jail.

The two convicts have escaped from the jail and the warder is after them. Mrs. Parker has made all possible preparations to make his son escape in the daylight. A young man enters Mrs. Parker’s house with the convict suit in the presence of Alec and Tom. Mrs. Parker remains silent. Joe comes in again and declares that he has seen the convict enter the house. In the meanwhile, the warder enters and Joe says,that there is a convict and his dress.

The warder seizes the prison clothes and arrests the young men who have been there. They leave the place in the Bentley car with the password “Regent” from Joe who has got it from his constable uncle. In the end, it is seen that the warder is none other than Mrs. Parker’s son. As a matter of fact, the title of die play is apt and suggestive. From the above description, it is very much clear that the central and pivotal. the character Mrs. Parker is very much concerned with the title of the play. The title becomes meaningless if we eliminate Mrs. Parker from the play. On the whole, the title is interesting, thought-provoking, and elevating.

Question 3.
Sketch the character of Mrs. Parker.
Answer:
Actually, the one-act play “The Unexpected” is, indeed the best typical masterpiece of Alia Adkins, a popular and outstanding playwright of the modern predicament. The playwright is undoubtedly a superb and excellent master in the art of characterization. Adkins’ dealing with lively women characters is really very fantastic. Adkins’ characters are courageous, clever, shrewd, and lively. Such a pivotal character is Mrs. Parker in this discussion play. However, a character is his or her own destiny. One can make or mar one’s character. Drama is a literary device that makes use of characters who speak their mind through dialogue.

The one-act play “The Unexpected” by Alia Adkins presents a volley of characters who cross and recross the stage. Among all the characters in the play, Mrs. Parker rules supreme. She is the principal and pivotal character around whom all the characters revolve cyclically. A close study of her character has become the necessity of the hour. Of course, MTS. Parker acts as a loving mother. She is not able, to stand the imprisonment of her innocent son. She makes all possible efforts to make her son escape from jail.

As the first step towards escape, she takes a house close to the jail. This intensifies the suspicion of the people like Joe. He enters Mrs. Parker’s house and cross-examines her from different angles. But this does not exasperate her. She makes a patient approach for achieving her greater interest. She supplicates to Alec and Tom in order to leave the place instantly. But they do not leave. Again, Mrs. Parker is a courageous lady. She handles the situation tactfully. She is compelled to tell Alec and Tom and begs them to help her in the mission. They extend helping hands. They are in the house. Joe comes back again and declares that he has seen a convict enter the house.

A young man who has just arrived and whom Joe has thought of being the convict has changed into some dress given by Mrs, Parker. In the meanwhile, the warder appears on the scene. Joe tells that the escaped convict is there. He finds the prison clothes and arrests the young man. Joe goes with them. Technically, the warded collects the password from Joe, because all the roads are strictly watched, They go away in the Bentley car.

The warder is none other than Roger, Mrs. Parker’s son who gets escaped safely with the password and the Bentley car. However, Mrs, Parker is shrewd and clever enough in tackling situations properly. She controls the two young boys Alec and Tom who play according to her tune. Joe is also carefully managed so that he can not get a little bit of an idea about the smooth escape. Alec and Tom get angry with Joe and rise up to thrash him like anything, but she tactfully forbids them. Joe is also technically managed when he comes proudly to make an investigatory approach in order to get a job.

Everybody is properly manipulated and has a presence of mind and unparalleled sly, wit. She administered by means of Mrs. Parker’s dominates over the play and the play without her falls into sheer nonsense. As a matter of fact, Mrs. Parker is actually the central and pivotal character in the play. She is a superb and fantastic representation of a courageous and cunning woman in general. She is, indeed, Adkins’ best manifestation of a typical character. On the whole, the play is elevating, attractive, alluring, and heart-touching due to her extraordinary power of handling and tackling a critical situation.

Question 4.
Imagine that you are a news reporter working for a national English daily. Make a report on the escape of a hard-core criminal from the local prison and his subsequent arrest.
Answer:
Cuttack, 20 January: A hard: core unconscious by means of a chemical obtained criminal who has been involved in myriad antisocial activities and convicted in a court of law and sentenced life long rigorous imprisonment escaped from the Central Jail, Choudwar at 2 a.m. last night. He intoxicated the sentry of the jail and made him from his supporters through some secret deals and made him unconscious. He administered the same chemical to his convicts who went asleep. Availing himself of the privilege, he sneaked out of the jail and disappeared within a moment. The jail authorities have not become successful to trace the criminal 50 far. AH, the police stations have been informed to remain alert to nab the escaped convict.

Vocabulary

abandon, logical, animate
abound, measurable, coherent
absurd, mobile, combustible
halt, moderate, communicable
happy, moral, competent
allergic, movable, complete
catholic, mutable, comprehensible
hero, partial, conclusive
Jacobian, patient, consequent
national, penetrable, rational
thesis, pertinent, able
act, perceptible, attach
attack, ability, ascend
balance, accurate, encourage
legal, active, forward
legible, adaptable, increase
legitimate, adequate, and impart.
liberal, advisable, persuade
literate, addable, careful
Answer:
abandon- upkeep
abound- lack
absurd- right
halt- vacillate
happy- unhappy
allergic- antiallergic
Catholic- anti-catholic
hero- antihero/villain
Jacobian- anti-Jacobian .
national- antinational
thesis- antithesis
act- rest/counteract
balance- imbalance
legal- illegal
legible- illegible
legitimate – illegitimate
liberal – illiberal
illiterate – illiterate
logical, – illogical
measurable – immeasurable
mobile – immobile
moderate – immoderate
moral – immoral
movable – immovable
mutable – immutable
partial – impartial
patient – impatient
penetrable – impenetrable
pertinent – impertinent
perceptible – imperceptible
ability – inability
accurate – inaccurate
active – inactive
adoptable -inadoptable
adequate – inadequate
advisable – inadvisable
aidable – inaidable
animate – inanimate
coherent – incoherent
combustible – incombustible
communicable – incommunicable
competent – incompetent
complete – incomplete
comprehensible – incomprehensible
conclusive – inconclusive
Consequent – inconsequent
rational – irrational
able – unable
attach- detach
ascend – descend
encourage – discourage
forward-backward
increase – decrease
impart – take
persuade – dissuade
careful – careless

The Unexpected Summary in English

Section-I
Pre-reading Activity :
Question 1.
What kind of movie/stage interests you most? Do you like viewing suspense movies/dramas? Can you name some of the elements that go with a suspense play?
Question 2.
Here is a gripping suspense play, “the unexpected by Alla Adkins? a British playwright what do you think this play going to be about?

Focussing Questions
As you read section 1 of the play, try to find answers to the following questions:
Question 1
What would you say about the setting of the play? Is it urban or rural? How about the weather? Is it pleasant or gloomy?

Question 2.
What makes Joe suspect the activities of Mrs. Parker? Characters in the Play
1. Mrs. Parker
2. Alec
3. Tom
41 Joe Badger
5. f Convict’
6. Warder

Setting
A room in a lonely cottage on Dartmoor, The room is simply furnished. Table (set for tea) down R, C. Armchair down L.C. Door up R. Door up L. At the rise of the curtain, Mrs. Parker is discovered at the table preparing tea. Knock at door L. Mrs. Parker answers it. Enter Alec and Tom

Gist
Paragraphs: 1-7
Mrs. Parker greets Alec and Tom and says that she had not expected them to see that afternoon. Alec replies that they had to cycle over to see her. He also says that they have brought her an exciting piece of news. She asked what the excitement was. It is that the two convicts have escaped from the prison that afternoon. Listening to this Mrs. Parker drops the tea cozy in her hand and remains motionless. Alec makes it clear that they have got away from working and going about it. half an hour before. They are believed to be somewhere on the moors. He asks if they have frightened her. Tom assures that there is nothing to be scared of because the convicts are not likely to come that way.

Paragraphs: 8-10
Recovering from her tension, Mrs. P&rker says that is right. She says that she has been thinking of me. She advises them to start back for the village as soon as they have tea because their mother will be worried about their life if they are not home before long. In the absence of Mrs. Parker, Alec says why she had been a bit nervous about a conflict. She has lived alone in this cottage for the last six months and has never shown the slightest fear of tramps or of anything else for that matter, but she has become as frightened as a rabbit. Tom recites his father’s statement, “Where women are concerned, the unexpected always happens.”

Paragraphs: 11-28
is Joe Badger. He says that he has come to see Mrs. Parker. He also asks what the two kids have been doing there. They object to the There is another knock at the door. It word ‘kids’. Joe tells them that a couple of convicts are prowling about in the vicinity. Mrs. Parker enters saying why, Joe! What are you doing here on such an evening, Joe has just come to ask a few questions to Mrs. Parker. It is because he has to help his constable uncle in the village. Mrs. Parker offers him tea which he declines politely. He starts that two desperate criminals ready to murder everybody if they get the chance. He has been taking correspondence lessons from a school of detectives. He asks why a lady should like to live alone in a place like that.

Paragraphs: 29-36
Mrs. Parker is obviously startled. Joe also continued why she should live as near to the prison as she possibly can. Mrs. Parker asks why he asks her such questions. Joe calmly replies that it is because she has been hearing things down in the village. He tells her that she should not think that he is not making any accusations against her. Mrs. Parker says that thanks need to be given to the police to mind their own business. Joe asks her why she is having with her a Bentley sports car hidden away in an old shed where no one is likely to notice it. Thoroughly alarmed asks him how dare he spy on her like that. As his uncle is the constable and I want to join the force myself. It is his business; to find out things. Mrs. Parker says that Joe must leave the house at once before any unpleasant situation takes place.

Paragraph: 37.
Joe warns her that he is leaving but he must go to the bottom of things. She replies that he will get to the bottom of the duck pond if he does not clear out quickly Joe leaves. She comes forward saying that he is going to make a great deal of trouble for her. Alec asks why she has never told them so far that she has a Bentley sports car kept hidden from view. It is because they might have worried her to drive it. She demanded them to leave immediately. She tells them if they promise her “that you will never repeat what I am going to tell”. They promised

Analytical Outlines :

• Mrs. Parker greets Alec and Tom.
• She has. not expecting them to see it that afternoon.
• Alec replies that they have to cycle over to see her.
• He also says her that they have brought her an exciting piece of news.
• She wanted to know what it was.
• The two convicts escaped from the prison that afternoon.
• Listening to this, Mrs. Parker drops the tea cozy from her hand.
• She also remains motionless,
• Alec makes it clear.
• They have got away from working about half an hour before.
• They are believed to be somewhere on the moors.
• He asks if they have frightened her.
• Tom assures that there is nothing to be worried about.
• Because the convicts do not come that
• Mrs. Parker recovers from tension.
• Mrs. Parker says it is the all right way.
• She says that she has been thinking of them.
• She advises them to go back to the
• They should go after taking the tea.
• Because their mother must be worried; about them.
• Again they are not home for a long time
• Alec says she has been a bit nervous:
• has lived alone in this cottage village.
• She has lived for the last six months.
• She has never shown the slightest fear of tramps.
• But now she has become as frightened as a rabbit.
• Tom recites his father’s statement.
• “Where women are concerned, the unexpected always happens.”
• There is. another knock at the door.
• It is Joe Badger.
• He has come to see Mrs. Parker.
• He asks what the two kids have been doing there.
• They object to the word ‘kids’.
• Joe tells that a couple of victims are prowling about in the vicinity.
• Mrs. Parker enters saying why.
• She says what they are doing there- on such an evening.
• Joe has just come to ask her a few questions.
• He has to help his constable uncle in the village.
• Mrs. Parker offers him tea.
• He declines politely.
• He tells about the two desperate criminals,
• They can murder everybody by getting a chance.
• He has been taking correspondence lessons from a school of detectives.
• He asks why a lady should like to live
• Mrs. Parker says why he is asking such questions.
• Joe calmly replies that she has been things down in the village.
• He says her that he is not making any accusations against her.
• Mrs. Parker says police will mind their own business. alone in a place like that.
• Mrs. Parker is obviously startled.
• Joe also says why she should live as near to the prison.
• Joe asks her about her car.
• She- is going with a Bentley sports car.
• It is hidden away in an old shed.
• No one is likely to notice it there.
• Thoroughly alarmed asks him how dare he spy on her like that.
• His uncle is a constable.
• He wants to join the force himself.
• It is his business to find out things.
• Mrs. Parker says that Joe must leave the house at once.
• He should leave before any unpleasant situation takes place.
• Joe warns her that- he is leaving.
• But he must go into the bottom of tilings.
• He should get to the bottom of the duck pond.
• Then Joe leaves,
• She says that he is going to make a lot of trouble for her.
• Alec asks why she has never told them about the car.
• He also wants to know about that hidden Bentley sports car.
• She says it because they might have worried her to drive it.
• She says him to leave immediately.
• She tells them to promise something.
• She says not to repeat telling those things.
• They promised.

Meaning Of Difficult Words :

tea cozy – an area of open uncultivated highland covered with grass.
moor – a soft cover of cloth or wool put over a teapot to keep the tea hot.
working gang – a group of prisoners working outside the prison to work as laborers on Some projects.
what’s up – what’s wrong
prowling – moving quietly and carefully to avoid being noticed, wandering like a hunting animal
goal-bird – (also spelled jailbird) a person who is in prison or has been in prison.
sauce – rude behavior.
afore – before
the gas – bag, empty talker.
knock your, block – hit your head.
blighter – (swear word) devil.
furnished – decorated, arranged with furniture.
indeed – in fact, really.
convicts, – proven criminals.
motionless – without movement,
scare about – ‘to get afraid about
slightest – the least, the minimum, a bit
frightened – fearful, terrified, afraid of.
rabbit- hare.
toasting – frying.
at large – at liberty
a couple of – two, a pair of.
melodramatic – sentimental
gesture – action, movement
desperate – full of despair, furious.
probably – possibly, likely.
scone – startle, frighten, make afraid.
correspondence lesson – lessons on journalism.
decent – nice, good, efficient.
obviously – clearly, naturally.
startled – surprised, amazed, astonished, etc
confounded – confused, puzzled.
accusations – to act of accusing.
thoroughly – completely
alarmed – frightened.
blighter – darker, gloomier

Section-II

Gist
Paragraphs: 53-56
When Tom and Alec promised to abide by what she said, Mrs. Parker continues and says that somewhere in the prison a boy is suffering for another’s crime. It was the Felton forgery case which tells about imprisonment. Roger Felton is innocent of that crime as either of the boys. But working in the same office with Roger was a scoundrel who pretended to be his friend. This man signed his employer’s name to a cheque, but he covered his tracks so cleverly that when the forgery was discovered suspicion fell up on Roger. Roger was known to be in money difficulties and so has had unusual opportunities for passing a forged cheque. Finally, he was convicted and sentenced to three years of penal servitude. This was quite unbearable. Alec said that she spoke about the matter as if she had known Roger before. She replied that he was her son and her real name is Mrs. Felton and her disguised name was Mrs. Parker.

Paragraphs: 57-61
Tom exclaimed whether it was a fact. It was her son who had been convicted. Mrs. Parker rose from her chain and said as she was trusting them as she never trusted anyone else in her life. She had only one object when she took that cottage and it was to help Roger to escape. She has kept the car ready for use ever since. She came there and she thought that her son was one of the escaped convicts. If he had at all escaped he had known where she had been staying. He would be there very soon. She had kept in reserve/ a suit of clothes, and she requested them to leave the place and not tell about it to anyone, But Alec said if they would be allowed to stay they could help her and her son. But Mrs. Parker told them emphatically to leave the place because she did not want them to be caught in the process

Paragraphs: 62-67
There is another knock at the door, Alec opens the door. The convict enters the room quickly. He looks in alarm at the boys, Mrs, Parker gasps, and clutches the table as though about to fire. Tom cries for water, and Mrs. Parker recovers and says she is alright, Alec declares it a forehand to the convict not to be afraid of the two- young strangers because his mother had already told them his story and they will show any kind of help in their capacity to help him escape from the jail.’ The convict requests his mother not to lose her nerve. He is followed by police and it is time to make a plan to get away. She took him to change clothes.

Paragraphs: 68-81
Alec, flinging himself in the armchair says that of all the extraordinary adventures who on earth thought they should be mixed up in a thrill- like that? Tom repeated what his father said, “Where women are concerned the unexpected always happens”. Alec said if the convict had to escape, he had to have a mighty lot of luck because all the roads were sure to be watched, and it would be difficult to escape. Tom said that it was a nerve-racking job to escape from prison. They would be
pounced upon at any moment to be caught.

There is another knock and the boy look at one another in alarm. Alec says that it sounds as though someone have pounced. Tom says to him to wait a bit because it may be. a warder from the prison. Someone has perhaps come to enquire. Alec declares to open the door because a delay will make things suspicious. He opens the door and Joe’ enters. Joe asks where is Mrs. Parker. Alec replies that she is quite busy at the moment. Joe advances to the room and says that he should look for Mrs. Parker personally.

Tom tells him that he will be getting a thick ear if he starts worrying Mrs. Parker again. Joe replies if it so happens the two young men will find themselves in the prison cell the next day. Joe says there is perhaps something suspicious going on around there. he has seen him come in. What do they have about that to say? Alec hides his alarm and replies that he has not the least idea what he has been talking about. Joe says that they should be arrested for helping a convict escape. He has seen the convict in the room. He lies low and watches. He says that.

Paragraph: 82
Mrs. Parker enters and asks Joe what he is doing there. But Joe replies that he has seen a convict enter the house. Whether she will hand. him over to him or should he go to ask for help? Mrs! Parker says that it is not any convict but her nephew who has arrived from London that morning. She calls the convict by the name Frank to appear before her. The convict appears in an ordinary suit. Mrs. Parker says to the convict that the young man Joe has an idea he has seen a convict enter the house. The convict pretendingly says Joe is making a mistake to say so. Joe says that he has seen this young man a short while ago in a convict’s suit. The convict says that Joe will get into serious trouble if he tells like that. Joe replies if there is no convict’s dress inside, he would be sure that he is not a convict.

Joe asks if he can have a look in the next room. There must be the convict’s dress. The convict stops the hint from telling nonsense and asks him to get out of the house Joe leaves saying “all right! I’m going, but mind-yon; I have, ray bil$e outside; 1 am going straight to my uncle”. Tom gets enraged and says that he can not go to the police; he will rather go to the doctor. Enraged Joe rushes savagely at tom who skilfully avoids his blows. Mrs, Parker requests Tom and Joe to stop fighting There is an at the door, and die boys stop fighting. Joe holds a handkerchief to his face as though hurt. Mrs. Parker advised the convict, to get out the back way.

Analytical Outlines :

• Tom and Alec promise to obey her advice.
• She says a boy is suffering for another’s crime in the prison.
• It is the Felton forgery case.
• It tells about imprisonment.
• That man is Roger Felton.
• He is actually innocent of the crime.
• A scoundrel was working in Roger’s office.
• He pretended to be Roger’s friend.
• That man signed his employer’s name on a cheque!
• He did it very tactfully and cleverly.
• The forgery was discovered.
• But Roger was suspected of that crime
• Roger was in money difficulties.
• He has had unusual opportunities for passing a forged cheque.
• Finally, he was convicted.
• He was sentenced to three years of penal servitude.
• This was quite unbearable.
• Alec said that she spoke about the matter as if she had known Roger before.
• She replied that he was her son:,.
• She said her real name is Mrs, Felton.
• Her disguised name is Mrs. Parker.
• Tom exclaimed whether it was a fact.
• He said that it was her son who had
• She was trusting them.
• But she never trusted anyone else in her life.
• She had only one objective to take that cottage.
• It was to help Roger to escape.
• She had kept the car ready for use ever being convicted.
• She came there for that purpose.
• She thought mat her son was one of the escaped convicts.
• If at all he had escaped.
• He had known where she had been since.
• She had kept in reserve a suit of staying.
• He would be there very soon clothes.
• She requested them to leave the place.
• She also requested them not to tell about this to anyone.
• But Alec said if they would be allowed to stay, they could help her and her son.
• But Mrs. Parker told them emphatically to leave the place.
• Because she did not want them to be caught in the process.
• There is another knock at the door.
• Alec opens the door.
• The convict enters the room quickly.
• He looks in alarm at the boys.
• Mrs. Parker gasps and clutches the table as though about to faint!
• Tom cries for water.
• Mrs. Parker recovers very soon.
• She says that she is alright.
• Alec says the convict not to be afraid of them.
• Because his mother had already told them his story.
• They will try to help him.
• So that he will escape from jail.
• The convict requests her mother not to be nervous.
• He is followed by the police.
• It is time to make a plan to get away,
• She took him to change clothes.
• Alec sits on die armchair.
• He .says that it is an extraordinary adventure.
• It is, really, more thrilling.
• Tom repeats what his father said, “where women are concerned, the unexpected always happens”
• Alec said that the convict had to escape.
• It entirely depends upon his luck.
• Because all roads were sure to be
• Hence, it would be difficult to escape.
• Tom said that it was a nerve-racking job to escape from prison.
• They would be caught at any moment.
• There is another knock at the door.
• The boys look at one another in alarm.
• Alec says “someone has pounced.
• Tom says to him to wait a bit watched.
• Because it may be a warder from the prison.
• Someone has perhaps comedo enquired.
• Because the delay will make the thing suspicious.
• He opens the door.
• Joe enters the room. ,
• Joe asks where Mrs. Parker is.
• Alec replies that she is quite busy at the moment.
• Joe advances to the room.
• He says he will look for Mrs. Parker personally.
• Tom tells him that he will be getting a thick ear.
• If he starts worrying about Mrs. Parker again.
• Joe says if it so happens, they will be in the prison cell the next. day
• Joe says something suspicious going around there.
• He lies low and watches. ‘
• He says that he has seen the convict come in.
• Alec hides his alarm.
• He replies that he has not the least idea about that.
• Joe says they should be arrested for helping a config to escape.
• Joe says that he has seen the convict in the room.
• Mrs. Parker enters,
• She asks Joe why he, is,.d$ng’ there.
• But Joe replied’s! that he has a convict entered the house.
• Otherwise, he will go to ask for help.’
• Mrs. Parker says that it is not any convict.
• But it is his nephew seen a
• He asks whether she will hand him over to him.
• He has arrived from London that
• She calls the convict by the name Frank.
• Then Frank appears before her.
• The convict appears in an ordinary suit.
• She tells the convict that the young man is Joe’s morning.
• He tells that he has seen a convict enter the house.
• The convict pretendingly says Joe is making a mistake to say so.
• Joe says he has seen him in a convict’s suit.
• He has seen in a short while ago.
• The convict says that Joe will get into serious trouble. tv;
• If he tells like that.
• Joe replies. check the house for convicts!s suits.
• If no convict’s suit is found, he will not be a convict.
• Joe asks if he can have a look in the next room.
• There must be the convict’s dress.
• The convict stops him from telling nonsense.
• The convict asks him to get out of the house.
• Joe leaves saying all right.
• Joe says that he is going, but his bike is outside.
• He says that he is going straight to his constable uncle.
• Tom gets enraged.
• Tom says that he can not go to the police.
• He says to Joe that he will rather go to a doctor.
• Enraged Joe sashes savagely at Tom.
• Tom skilfully avoids his blows.
• Mrs. Parker requests Tom and Joe to stop fighting.
• There is a loud knock- at the door.
• The boys stop fighting.
• Joe holds a handkerchief to his face as
• Mrs. Parker advised the convict to get though hurt out of the back way.

Meaning Of Difficult Words :

personal servitude – the punishment of being sent to prison and forced to do hard physical labor.
stagger – walk very unsteadily, to confound.
impudence – unblushing, disrespectful manner take leave of.
your senses – gone mad.
Sock him beauty – formal) hit him hard
crime – offense, misdoing, an evil act
innocent – simple and honest, blameless, sinless
details – in elaborate, vivid.
pretended – feigned, aspired
suspicion – doubtful state of mind.
circumstantial – proof obtained from circumstances.
evidence – changes, conveniences.
opportunities –
disgrace – disrespect.
servitude – slavish attitude.
trusting – believing, having faith
object – aim, goal, target.
thrill – a sharp sensation
clutches – groups, holds.
faint – to become senseless.
don’t lose your nerve – don’t get irritated.
extraordinary adventures – risk-taking step.
a mighty lot of luck -a powerful luck
all the roads are sure to be watched – police patrolling be made
pounce on, – jump over
delay will only make things suspicious – people will start doubting due to delay.
I saw him come in – I saw the convict enter the house of Mrs. Parker
have you taken leave of your senses – gone mad?
If you saw ……this morning ’ – If at all you have Seen anybody he is my nephew who has arrived from London this morning.
Oh, him I suppose – a satirical statement
sarees – You have then kept in reserve the sports ear for this purpose
ridiculous – absurd, grotesque, unnatural.

Section-III

Joe opens the door. The warder enters, and Tom and Alec look alarmed. Mrs. Parker clings to the convict’s arm as though the strain is almost too much, for her. The warder looks about the room suspiciously and begs pardon for entering, and looking about. He does not feel concerned with the excitement. What he is interested in is searching for the escaped convict Two convicts have escaped- one is already caught and the other is being searched for.

He asks if anybody of them has seen a stranger entering the house, Joe replied that the warder should look no further because the convict is already in his front. Then he points to the convict. The wader went closer to him and said that he thought he recognized him. Mrs. Parker says that it is a mistake. Joe replies that he has seen him sneak in here about ten minutes ago.

If he needs Proof his prison clothes are in the next room. He says he was going to fetch his uncle, the constable of the village. When those boys stopped him for which they have been fighting The warder warned Mrs. Parker that something serious is going to happen to her. it Is obvious that she is helping the convict to escape and he has to report the matter to the authority.

The warder leaves and Mrs. Parker says when her son is taken back to the prison anything may happen to her. He is ready to face any situation come that may. The warder says to the convict that he doesn’t think it will be a bad idea if takes him back in that sports car the lady has outside. The car is an important piece of evidence and he doesn’t want anyone to tamper with it. Joe says that he has his bike outside and he will ride up to the prison after the warder. He also wishes to meet the Governor and appraise the situation so that he would get a channel to get into the force. It might help him.

The warder says he had a better ride tonight as all the roads are guarded and; he might have trouble passing. However, of course, he will give him the password which is against the regulations. But Joe says that he already knows the password i.e. “Regent”. The Warder is astonished to know that Joe has known it: joe says that it is his uncle who has told him the password, although it is against the regulations. Alec and Tom came forward to give a good thrashing down to Joe. But Mrs. Parker forbids it.

She says that the convict taken back to the prison is riot Roger, her son, It Was a boy whom she hadn’t seen before. Alec asked them if her son did not escape. But, she said he did. It is the warder himself who arrested the boy. Roger has said that he has managed to overcome the warder in wrestling and changed himself into the warder. They all laugh and enjoy. They ask why Mrs. Parker is weeping. She says it is due to excess happiness tear drops come out of her eyes.

Analytical Outlines:

• Joe opens the door.
• The warder enters.
• Tori! and Alec look alarmed.
• Mrs. Parker clings to the convict’s arm.
• As though the strain is almost too much for her.
• The warder looks about the room suspiciously.
• He begs pardon for entering and looking about.
• He is riot concerned with the excitement.
• He is also interested in the escaped convict.
• Two convicts have escaped.
• One is already caught.
• The other is being searched for.
• He asks if anybody of them has seen a stranger entering the house.
• Joe replies that the wader should look
• Because the convict is already in his front,
• Then Joe points to the convict.
• The warder goes closer to him.
• He says that he thinks he recognizes him.
• Mrs. Parker says that it is a mistake.
• Joe replies that he has seen him sneaking here about ten minutes ago.
• If he needs proof his prison clothes are
• He says he wa$ going to fetch his constable uncle from the village.
• But those boys stopped him.
• Because, they have been fighting, for him.
• The warder produces handcuffs.
• He goes towards the convict. no further in the next room.
• Mrs. Parker is in tears.
• She requests not to take him.
• The warder asks him whether she has known about the entry of the convict into her house.
• Joe says that she has.
• she has a sports car hidden in her shed.
• It is ready to get him away.
• The warder goes to see the prison.
• He is followed by Mrs. Parker.
• The warder returns with the convict’s clothes.
• He also comes with a parcel followed by Mrs. Parker.
• The parcel contains some provisions.
• It prepares for a long journey.
• The warder warned Mrs. Parker.
• Something serious is going to happen to her.
• It is clear that she is helping the convict escape.
• He has to report the matter to the authority.
• The warder leaves.
• Mrs. Parker says when her son is taken back to prison things may happen to her.
• He is ready to face any situation.
• The warder says to the convict that it will riot be a bad idea.
• If he is taking him with the sports car the lady has outside.
• The car is an important piece of evidence.
• He does not want anyone to tamper with it.
• Joe says that he has his bike outside.
• He will ride up to the prison after the warder.
• He also wishes to meet the Governor.
• He will apprejaMb the situation with him.
• So that he would get a channel to get into the force.
• It might help him.
• Does the warder say he had to better ride tonight. ?
• As all the roads are guarded.
• He might have trouble passing.
• Of course, he will give him the password.
• It is against the regulation.
• But Joe says that he already knows the password.
• The password is “Regent”.
• The warder is astonished by this.
• Because Joe knows the password.
• Joe says that he knows it from his constable uncle.
• Actually, it is against the regulation.
• Alec and Tom came forward to give a good thrashing down to Joe.
• But Mrs. Parker forbids to do so. ‘
• She says that the convict was” taken back to
• It was a strange boy.
• She had not him before the prison, not Roger, her son.
• Alec asked then her son did not escape.
• But she said he did.
• It is the warder himself who arrested the boy.
• Roger has overcome the warder in wrestling.
• So, he changed himself into a warder.
• They all laugh and enjoy.
• They ask why Mrs. Parker is weeping.
• She says it is due to excess happiness.
• So tear drops automatically come out of her eyes

Meaning Of Difficult Words:

blew – (informal) an expression of great surprised
suspicious – doubtful, expressing doubt
fetch – go and bring something or somebody
exits – in fact, truly speaking.
howled – clearly, tersely
indeed – leaves the stage.
obviously – shouted.

Odisha State Board BSE Odisha 9th Class Hindi Solutions Chapter 3 जेल में मेरे मित्र Textbook Exercise Questions and Answers.

BSE Odisha Class 9 Hindi Solutions Chapter 3 जेल में मेरे मित्र

प्रश्न और अभ्यास (ପ୍ରଶ୍ନ ଔର୍ ଅଭ୍ୟାସ)

1. निम्नलिखित प्रश्नों के उत्तर दो-तीन वाक्यों में दीजिए।
(ନିମ୍ନଲିଖୂ ପ୍ରଶ୍ନ। କେ ଉତ୍ତର୍ ଦୋ-ତୀନ୍ ବାର୍କେ ହେଁ ଦୀଜିଏ) ।
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦୁଇଟି-ତିନୋଟି ବାକ୍ୟରେ ଦିଅ ।)
(क) देहरादून जेल नेहरू जी को किस तरह अपना घर मालूम होने लगा?
(ଦେହରାଦୂନ୍ ଜେଲ୍ ନେହରୁଜୀ କୋ କିସ୍ ତରହ ଅପୂନା ଘର୍ ମାଲୁମ୍ ହୋନେ ଲଗା?)
(ନେହୁରୁଙ୍କୁ ଡେରାଡୁନ୍ ଜେଲ୍ କିପରି ନିଜ ଘର ଭଳି ଲାଗିଲା ?)
उत्तर:
नेहरूजी को देहरादून की उस कोठरी में रहन के वाद उन्हें लगने लगा कि यह उनका आपना घर है। वे उसके कोने कोने से परिचित हो गये जेल के उस घर में सफेद दीवारों, छत और कीड़ो द्वारा खाई हुई कड़ियों पर पड़ी हुई प्रत्येक रेखा और बिन्दु को नेहरूजी पहचाने लगे, इसलिए अपना घर मालुम होने लगा।

(ख) जेल में दूसरे कार्यों से फुरसत होने के कारण नेहरूजी का क्या अनुभव हुआ है?
(ଦୂସ୍‌ରେ କାର୍ୟ୍ଯା ସେ ଫୁର୍‌ସତ୍ ହୋନେ କେ କାରଣ୍ ନେହରୁଜୀ କା କ୍ୟା ଅନୁଭବ୍ ହୁଆ ହୈ ?)
(ନେହୁରୁଙ୍କୁ ଜେଲ୍‌ରେ ଅନ୍ୟ କାର୍ଯ୍ୟରୁ ଅବ୍ୟାହତ ମିଳିବାରୁ କ’ଣ ଅନୁଭବ ହୋଇଛି ?)
उत्तर:
जेल में दूसरे कार्यों से फुरसत होने के कारण नेहरूजी प्रकृति के अधिक निकट होने के साथ अपने सामने आने जाने वाले जानवरों और कीड़ो के अधिक निकट होते चले गये उनका आँगन जीवों से भरा हुआ था। उनकों कभी अकेलपन महसूस नहीं होता था।

(ग) खटमलों, मच्छरों और मक्खियों से नेहरूजी को क्यों निरंतर युद्ध करना पड़ता था?
(ଖର୍ଲୋ, ମଙ୍ଗୋରୌ ଔର୍ ମକ୍ଷିୟାଁ ସେ ନେହରୁଜୀ କୋ କେଁ ନିରନ୍ତର୍ ୟୁଦ୍ଧ କର୍‌ନା ପଢ଼ତା ଥା ?)
(ନେହୁରୁଙ୍କୁ କାହିଁକି ଓଡ଼ଶ, ମଶା ଓ ମାଛିମାନଙ୍କ ସହ ନିରନ୍ତର ଯୁଦ୍ଧ କରିବାକୁ ପଡୁଥିଲା ?)
उत्तर:
नेहरूजी दैनिक जीवन में उड़नेवाले कीड़े-मकोड़े विना किसी प्रकार की छेड़छाड़ किए हुए रह रहे थे। ऐसा कोई कारण न था कि उनसे किसी प्रकार की छेड़छाड़ करता, इसलिए खटमलों, मच्छरों और मक्खियों से उन्हें निरंतर युद्ध करना पड़ता था।

(घ) गिलहरियों के बारे में नेहरूजी ने क्या लिखा है?
(ଗିରିର୍ଡୋ କେ ବାରେ ମେଁ ନେହରୁଜୀ ନେ କ୍ୟା ଲିଖା ହୈ ?)
(ଗୁଶୁଚି ମୂଷାମୀନଙ୍କ ସମ୍ବକ୍ଷରେ କୋହରୁ କ’ଣ ଲେଖିଛି ନ୍ତି)
उत्तर:
गिलहरियों के बारे में नेहरूजी ने यह लिखा है कि जहाँ पर बृक्ष थे वहाँ गिलहरियों के झुंड के झुंड़ मजे से घूमते थे। गिलहरियाँ विलकुल न डरती और साहसपूर्बक हमारे पास आते है। वे इधर से उधर भागती एक दूसरी से आगे बढ़ने का खेल खेल रहीं हों। उनकी अठखेलियाँ देखने में बड़ा बड़ा आनन्द आता।

(ङ) विभिन्न जेलों में नेहरूजी का किन-किन जीवों से सामना हुआ?
ବିଭିନ୍ନ ଜେର୍ଲା ମେଁ ନେହରୁଜୀ କା କିନ୍-କିନ୍ ଜୀର୍ବୋ ସେ ସାମ୍‌ନା ହୁଆ ?
(ବିଭିନ୍ନ କାରାଗାରମାନଙ୍କରେ ନେହୁରୁଜୀ କେଉଁ କେଉଁ ଜୀବମାନଙ୍କର ସମ୍ମୁଖୀନ ହୋଇଥିଲେ ?)
उत्तर:
नेहरूजी देहरादून जेल में खटमलो, मच्छरो और मक्खियों, लखनऊ जेल में नन्हे नन्हें तीन गिलहरियों, अल्मोड़ जेल में कबूतरी, नैनी जेल में हजारों तोते, बरेली जेल में बन्दरो, विच्छू, साँप के साथ सामना आदि जीवों से हुआ।

(च) तरह – तरह के जीवों के बारे में लेखक ने क्या विचार व्यक्त किए?
(ତରହ-ତରହ କେ ଜୀର୍ଡୋ କେ ବାରେ ମେଁ ଲେଖକ୍ ନେ କ୍ୟା ବିଚାର୍ ବ୍ୟକ୍ତ କିଏ ?
(ବିଭିନ୍ନ ପ୍ରକାର ଜୀବମାନଙ୍କ ସମ୍ବନ୍ଧରେ ଲେଖକ କ’ଣ ବିଚାର ବ୍ୟକ୍ତ କରିଛନ୍ତି ?)
उत्तर:
लेखक जीवों के बारे में यह विचार व्यक्त किया कि गिलहरियों की अठखेलियाँ देखने में बड़ा आनन्द मिला और कोयल की मधुर ध्वनि मन को मुग्ध कर लिया। खटमलों, मच्छरों और मक्खियों से उनका निरतंर युद्ध होता था।

(छ) लेखक इन जीव-जन्तुओं से भयभीत क्यों नहीं था?
ଲେଖକ୍ ଇନ୍ ଜୀବ-ଜନ୍ତୁଓଁ ସେ ଭୟଭୀତ୍ କୈ ନେହୀ ଥା ?
(ଲେଖକ ଏହି ଜୀବ ଜନ୍ତୁଙ୍କ ପ୍ରତି କାହିଁକି ଭୟଭୀତ ନଥିଲେ ?)
उत्तर:
लेखक जीव-जन्तुओं से भयभीत इसलिए नहीं था कि वे अकेल पन के संगी साथी थे। और भी जेल जीवन में निर्जनता को दूर करते थे। उनके माध्यम से प्रकृति को उपभोग करते थे। इसलिए लेखक इन जीवजन्तुओं से भयभीत नहीं था।

(ज) गिलहरी के बच्चे को बचाने का क्या उपाय किया गया?
(ଗିରୀ କେ ବଢେ କୋ ବଚାନେ କା କ୍ୟା ଉପାୟ କିମ୍ବା ଗୟା ?)
(ଗୁଣ୍ଡୁଚିଛୁଆମାନଙ୍କୁ ବଞ୍ଚାଇବାର କ’ଣ ଉପାୟ କରାଗଲା ?)
उत्तर:
गिलहरी के बच्चे को बचाने के लिए नली से दूध पिलाने का उपाया निकला। नली से जलदी दूध पीते तो बच्चे जीवित रहेंगे।

(झ) गिलहरी के नन्हें बच्चों को किस तरह दूध पिलाया गया?
(ଗିହରୀ କେ ନହେଁ ବର୍ଡୋ କୋ କିସ୍ ତରହ ଦୂଧ ପିଲାୟା ଗୟା ?)
(ଗୁଣ୍ଡୁଚିମୂଷାର ଛୋଟ ପିଲାମାନଙ୍କୁ କିପରି ଦୁଧ ପିଆଗଲା ?)
उत्तर:
नली में दूध डाला, उस पर रुई लपेटी। रुई दूध से गीली हो गई और गिलहरी की नन्हा बच्चा रुई चूसने लगा। इसी तरह नन्हें बच्चों को दूध पिलाया गया। इसी तरह वाकी दोनों बच्चों को भी दूध पिलाया गया।

(ञ) नेहरूजी ने अल्मोड़ा जेल में रहनेवाले मैना के एक जोड़े के बारे में क्या लिखा है?
(ନେହରୁଜୀ ନେ ଅଲ୍‌ମୋଡ଼ା ଜେଲ୍ ମେଁ ରହନେବାଲେ ମୈନା କେ ଏକ ଜୋଡ଼େ କେ ବାରେ ମେଁ କ୍ୟା ଲିଖା ହୈ ?)
(ନେହରୁଜୀ ଅଲମୋଡ଼ା ଜେଲ୍ରେ ରହୁଥ‌ିବା ଶାରୀ ହଳକ ସମ୍ପର୍କରେ କ’ଣ ଲେଖିଛନ୍ତ ?)
उत्तर:
नेहरूजी ने अल्मोड़ा जेल में रहनेवाले मैना के एक जोड़े के बारे में यह लिखा कि वे इतने पालतू हो गए थे कि यदि सुवह या शाम खाना मिलने में कुछ देर हो जाती तो वे चुपचाप मेरे पास बैठ जाते और जोर से चिल्लाकर अपना भोजन माँगने लगते थे।

(ट) देहरादून जेल में नेहरूजी कैसे भूल जाते थे कि वे जेल में हैं?
(ଦେହରାଦୂନ୍ ଜେଲ୍ ମେଁ ନେହରୁଜୀ କୈସେ ଭୁଲ୍ ଜାତେ ଥେ କି ୱେ ଜେଲ୍ ମେଁ ହେଁ ?)
(ଡେରାଡୁନ୍ କାରାଗାରରେ ନେହରୁଜୀ କିପରି ଭୁଲି ଯାଇଥିଲେ ଯେ ସେ କାରାଗାରରେ ଅଛନ୍ତି ?)
उत्तर:
देहरादून जेल में सैकड़ों प्रकार की चिड़ियाँ थी। वे गाती, चहचहाती, मधुर ध्वनि करती थी। और भी कोयल कूक रही थी। उसकी कुहू कुहू ध्वनि सुन कर नेहरूजी आनंदित हो उठे और भूल जाते कि वे जेल में हैं।

(ठ) बरेली जेल में बन्दरों के साहस की कैसे विजय हुई?
(ବରେଲୀ ଜେଲ୍ ମେଁ ବନ୍ଦରୌ କେ ସାହସ୍ କୀ କୈସ୍ ବିଜୟ ହୁଈ)
(ବରେଲୀ ଜେଲ୍‌ରେ ମାଙ୍କଡ଼ମାନଙ୍କର ସାହସର ବିଜୟ କିପରି ହେଲା?)
उत्तर:
बन्दरो से एक बड़ा और मोटा बन्दर खीं खीं कर नीचे कूद पड़ा, उसने भीड़ पर सीधा आक्रमण किया, यह वहुत ही वाहादूरी का काम था क्योंकि वार्डन और कैदी हाथों में बड़े-बड़े डंडे – घुमा रहे थे। बड़ा बन्दर वच्चे को छुडाकर शान के साथ ले गया। यह साहस की विजय हुई|

(ड) बरेली जेल के बिच्छू के बारे में नेहरूजी के क्या विचार थे?
(ବରେଲୀ ଜେଲ୍ କେ ବିଚ୍ଛୁକେ ବାରେ ମେଁ ନେହରୁଜୀ କେ କ୍ୟା ବିଚାର ଥେ ?)
(ବରେଲୀ କାରାଗାରର ବିଛା ସମ୍ବନ୍ଧରେ ନେହୁରଙ୍କ କ’ଣ ବିଚାର ଥିଲା ?)
उत्तर:
बरेली जेल के बिच्छू के बारे में नेहरूजी के विचार यह है कि कोठरियों में अकसर बिच्छू घुमा करते थे। वे मेरे विस्तर और किताब में मलिते थे लेकिन उन्होने कभी मुझे डंक नही मारा। एक विच्छू को डोरी से वाँधने पर भी वह कहीं गायव हो चुका था।

2. निम्नलिखित प्रश्नों का उत्तर एक या दो वाक्यों में दीजिए।
(ନିମ୍ନଲିଖୂ ପ୍ରଶ୍ନ କା ଉତ୍ତର୍ ଏକ୍ ୟା ଦୋ ବାର୍କୋ ମେଁ ଦୀଜିଏ)
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଗୋଟିଏ-ଦୁଇଟି ବାକ୍ୟରେ ଦିଅ : )
(क) देहरादून जेल की उस कोठरी में नेहरूजी लगभग कितने महीने रहे?
(ଦେହରାଦୂନ୍ ଜେଲ୍ କୀ ଉସ୍ କୋଠରୀ ମେଁ ନେହରୁଜୀ ଲଗଭଗ କି ମହୀନେ ରହେ ?)
(ଡେରାଡୁନ୍ ଜେଲ୍‌ର ସେହି କୋଠରୀରେ ପ୍ରାୟ କେତେ ମାସ ନେହେରୁ ରହିଲେ ?)
उत्तर:
देहरादून जेल की उस कोठरी में नेहरूजी लगभग साढ़े चौदह महीने रहे।

(ख) नेहरूजी जेल में क्या-क्या चीजें पहचानने लगे थे?
(ନେହରୂଜୀ ଜେଲ୍ ମେଁ କ୍ୟା-କ୍ୟା ଚିହେଁ ପହଚାନ୍‌ନେ ଲଗେ ଥେ ?)
(ନେହରୁ ଜେଲ୍‌ରେ କେଉଁ କେଉଁ ଦ୍ରବ୍ୟଗୁଡ଼ିକୁ ଚିହ୍ନି ପାରିଥିଲେ ?)
उत्तर:
नेहरूजी जेल में सफेद दीवारों, छत और कीड़ों द्वारा खाई हुई कड़ियों पर पड़ी हुई प्रत्येक रेखा और बिन्दु को पहचानने लगे थे।

(ग) जेल में दूसरे कार्यों से फुरसत होने के कारण नेहरूजी किसके अधिक निकट होते चले गए?
(ଜେଲ୍ ମେଁ ଦୂସ୍‌ରେ କାର୍ୟ୍ଯା ସେ ଫୁରସତ ହୋନେ କେ କାରଣ ନେହରୁଜୀ କିସ୍‌ ଅଧ୍ଵ ନିକଟ୍ ହୋତେ ଚଲେ ଗଏ ?)
(ଜେଲ୍‌ରେ ଅନ୍ୟ କାମରୁ ଫାଙ୍କା ହେବାରୁ ନେହୁର୍ କାହାର ଅତି ନିକଟ ହୋଇଗଲେ ?)
उत्तर:
जेल में दूसरे कार्यो से फुरसत होने के कारण नेहरूजी प्रकृति के अधिक निकट होते चले गए।

(घ) किससे नेहरूजी को निरंतर युद्ध करना पड़ता था?
(କିସ୍‌ ନେହରୁଜୀ କୋ ନିରନ୍ତର୍ ୟୁଦ୍ଧ କର୍‌ନା ପଡ଼ୁତା ଥା ?)
(କେଉଁମାନଙ୍କ ସହିତ ନେହରୁଙ୍କୁ ସର୍ବଦା ଯୁଦ୍ଧ କରିବାକୁ ପଡ଼ିଥିଲା?)
उत्तर:
खटमलों, मच्छरों और मक्खियों से नेहरूजी को निरन्तर युद्ध करना पड़ता था।

(ङ) नेहरूजी को किसकी अठखेलियाँ देखने में बड़ा आनन्द आता था?
(ନେହରୁଜୀ କୋ କିସ୍‌ ଅଷ୍ଟ୍ରେଲିୟାଁ ଦେଖେ ମେଁ ବଡ଼ା ଆନନ୍ଦ ଆତା ଥା ?)
(ନେହେରୁଙ୍କୁ କାହାର ଖେଳକୁଦ ଦେଖିବାରେ ବଡ଼ ଆନନ୍ଦ ମିଳୁଥିଲା ?)
उत्तर:
नेहरूजी को गिलहरियों की अठखेलियाँ देखने में बड़ा आनन्द आता था।

(च) नेहरूजी लखनऊ जेल में घंटों बैठे क्या करते थे?
(ନେହରୁଜୀ ଲଖନଉ ଜେଲ୍ ମେଁ ଘଂଟୋ ବୈଠେ କ୍ୟା କର୍‌ତେ ଥେ ?)
(ନେହେରୁ ଲକ୍ଷ୍ନୌ ଜେଲ୍‌ରେ ଘଣ୍ଟା ଘଣ୍ଟା ବସି କ’ଣ କରୁଥିଲେ ?)
उत्तर:
नेहरूजी लखनऊ जेल में घंटो बैठे पढ़ाई-लिखाई करते थे।

(छ) गिलहरियों के बच्चे पेड़ की टहनी से नीचे गिर जाने पर उनकी माताएँ क्या करती थीं?
(ଗିରିର୍ଡୋ କେ ବଢେ ପେଡ୍ କୀ ଟହନୀ ସେ ନୀଚେ ଗିର୍ ଜାନେ ପର୍ ଉକୀ ମାତାଏଁ କ୍ୟା)
(ଗୁଣ୍ଡୁଚିମୂଷା ଛୁଆ ଗଛର ତଳକୁ ଖସିପଡ଼ିଲେ ତାଙ୍କର ମାଆମାନେ କ’ଣ କରୁଥିଲେ ?)
उत्तर:
गिलहरियों के बच्चे पेड़ की टहनी से नीचे गिर जाने पर उनकी माताएँ उनके पीछे दौड़ी हुई आती और उन्हें गेंद की तरह अपने मुँह में दबाकर सुरक्षित स्थान पर ले जाती थीं।

(ज) नेहरूजी किसलिए चिंतित होने लगे?
(ନେହେରୁ ଲକ୍ଷ୍ନୌ ଜେଲ୍‌ରେ ଘଣ୍ଟା ଘଣ୍ଟା ବସି କ’ଣ କରୁଥିଲେ ?)
(ନେହୁର କେଉଁଥପାଇଁ ଚିନ୍ତିତ ହୋଇଗଲେ ?)
उत्तर:
नेहरूजी इसलिए चिन्तित होने लगे कि संध्या हो गई, माँ गिलहरी आती नहीं, नन्हे गिलहरी को कैसे जीवित रखा जाएगा।

(झ) कौन गिलहरी के बच्चे को उठाकर नेहरूजी की कोठरी में ले आया?
(କୌନ୍ ଗିରୀ କେ ବଢେ କୋ ଉଠାକର୍ ନେହରୁଜୀ କୀ କୋଠରୀ ମେଁ ଲେ ଆୟା ?)
(କିଏ ଗୁଣ୍ଡୁଚିମୂଷାର ଛୁଆମାନଙ୍କୁ ଉଠାଇ ଆଣି ନେହେରୁଙ୍କ କୋଠରୀକୁ ନେଇ ଆସିଲା ?)
उत्तर:
कैदी गिलहरी के बच्चे को उठाकर नेहरूजी की कोठरी में ले आया।

(ञ) पांडेजी आते ही गिलहरी के बच्चों के बारे में क्या बोले ?
ପାଣ୍ଡେଜୀ ଆତେ ହୀ ଗିରୀ କେ ବର୍ଡୋ କେ ବାରେ ମେଁ କ୍ୟା ବୋଲେ ?
(ପାଣ୍ଡେଜୀ ଆସୁ ଆସୁ ଗୁଣ୍ଡୁଚିମୂଷା ଛୁଆମାନଙ୍କ ସମ୍ବନ୍ଧରେ କ’ଣ କହିଲେ ?)
उत्तर:
पांडेजी आते ही गिलहरी के बच्चों के बारे में यह बोले, “ये बच्चे तो बहुत ही छोटे हैं, न तो ये पत्ते चबा सकते हैं और न ही इन्हें रोटी का चूरा कर खिलाया जा सकता है, कैसे जीवित रखा जाएगा इन्हें?”

(ट) जेल में किनका पालन-पोषण करना कठिन समस्या हो गई थी?
ଜେଲ୍ ମେଁ କିନ୍‌ ପାଲନ୍-ପୋଷଣ କର୍‌ନା କଠିନ୍ ସମସ୍ୟା ହୋ ଗଈ ଥୀ ?)
(ଜେଲ୍‌ରେ କାହାର ପାଳନ-ପୋଷଣ କରିବା କଠିନ ସମସ୍ୟା ହୋଇଯାଇଥିଲା ?)
उत्तर:
जेल में नन्हा गिलहरी का पालन-पोषण करना कठिन समस्या हो गई थी।

(ठ) गिलहरी के बच्चे के बारे में सब क्यों परेशान थे?
(ଗିହରୀ କେ ବଢେ କେ ବାରେ ମେଁ ସବ୍ କେଁ ପରେସାନ୍ ଥେ ?)
(ଗୁଣ୍ଡୁଚିମୂଷା ଛୁଆମାନଙ୍କ ସମ୍ବନ୍ଧରେ ସମସ୍ତେ କାହିଁକି ଚିନ୍ତିତ ଥିଲେ ?)
उत्तर:
गिलहरी के बच्चे के बारे में सब इसलिए परेशान थे कि जल्दी ही दूध न पिलाया गया तो ये बेचारे मर जाएँगे।

(ड) नेहरूजी की कोठरी में किसने अपना घोंसला बना रखा था?
(ନେହରୁଜୀ କୀ କୋଠରୀ ମେଁ କିସ୍‌ ଅପୂନା ଘୋସ୍‌ଲା ବନା ରଖା ଥା ?)
(ନେହେରୁଙ୍କ କୋଠରୀରେ କିଏ ସେ ନିଜର ବସା (ଘର) ବାନ୍ଧି ରଖୁଲା ?)
उत्तर:
नेहरूजी की कोठरी में मैना के एक जोड़े ने अपना घोंसला बना रखा था।

(ढ) अल्मोड़ा जेल में नेहरूजी को क्या सुनकर बड़ा आनन्द आता था?
(ଅଲ୍‌ମୋଡ଼ା ଜେଲ୍ ମେଁ ନେହରୁଜୀ କୋ କ୍ୟା ସୁନ୍କର୍ ବଡ଼ ଆନନ୍ଦ ଆତା ଥା ?)
(ଅଲ୍‌ମୋଡ଼ା ଜେଲ୍‌ରେ ନେହୁରଙ୍କୁ କ’ଣ ଶୁଣି ବଡ଼ ଆନନ୍ଦ ଆସୁଥୁଲା ?)
उत्तर:
अल्मोड़ा जेल में नेहरूजी को मैना के जोड़े की चिल्लाहट सुनकर बड़ा आनन्द आता था।

(ण) बरेली जेल में क्या देखने योग्य थीं?
(ବରେଲୀ ଜେଲ୍ ମେଁ କ୍ୟା ଦେଖୁନେ ୟୋଗ୍ଯ ର୍ଥୀ ?)
(ବରେଲୀ ଜେଲ୍ ମେଁ କ’ଣ ଦେଖିବା ଯୋଗ୍ୟଥିଲା ?)
उत्तर:
बरेली जेल में बन्दरों की किस्में देखने योग्य थीं।

(त) भीड़ पर किसने सीधा आक्रमण किया?
(ଭୀଡ୍ ପର୍ କିସ୍‌ ସୀଧା ଆକ୍ରମଣ୍ କିୟା ?)
(ଭିଡ଼ ଉପରେ କିଏ ସେ ସିଧା ଆକ୍ରମଣ କଲା ?)
उत्तर:
भीड़ पर बड़ा और मोटा बन्दर सीधा आक्रमण किया।

(थ) नेहरूजी ने अपनी कोठरी में किसकी तलाश की?
(ନେହରୁଜୀ ନେ ଅପ୍‌ନୀ କୋଠରୀ ମେଁ କିସ୍‌କୀ ତଲାସ୍ କୀ ?)
(ନେହେରୁ କୋଠରୀରେ କାହାକୁ ଖୋଜିଲେ ?)
उत्तर:
नेहरूजी ने अपनी कोठरी में बिच्छू की तलाश की।

(द) साँप के बारे में नेहरूजी के मन में क्या विचार थे ?
(ସାଁପ୍ କେ ବାରେ ମେଁ ନେହରୁଜୀ କେ ମନ୍ ମେଁ କ୍ୟା ବିଚାର୍ ଥେ ?)
(ସର୍ପ ସମ୍ବନ୍ଧରେ ନେହେରୁଙ୍କ ମନରେ କ’ଣ ବିଚାର ଥିଲା ?)
उत्तर:
साँप के बारे में नेहरूजी के मन में यह विचार थे कि काटे जाने से डरना और उससे अपनी रक्षा करना परन्तु हृदय में किसी प्रकार का भय नहीं होता ।

3. निम्नलिखित प्रश्नों के उत्तर सही विकल्प चुनकर लिखिए।
(ନିମ୍ନଲିଖ୍ ତ୍ ପ୍ରଶ୍ନଲୋକ ଡତ୍ତର ସହା ବିକଚ୍ଚର୍ ଲିଖ୍ଏ)
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ସଠିକ୍ ବିକଳ୍ପ ବାଛି ଲେଖ ।)
(क) यह निबन्ध किसकी आत्मकथा का अंश है?
(i) महात्मागांधी
(ii) जवाहरलाल नेहरू
(iii) लोकमान्य लिलक
(iv) स्वामी विवेकानन्द
उत्तर:
(ii) जवाहरलाल नेहरू

(ख) जेल में दूसरे कार्यों से फुरसत होने के कारण लेखक किसके अधिक निकट होता था?
(i) प्रकृति
(ii) सूर्य
(iii) अमीर आदमी
(iv) जेल के अधिकारी
उत्तर:
(i) प्रकृति

(ग) गिलहरियों का कौन-सा काम देखकर लेखक को बड़ा आनंद आता था?
(i) दौड़ना
(ii) सोना
(iii) खेलना
(iv) अठखेलियाँ
उत्तर:
(iv) अठखेलियाँ

(घ) लखनऊ जेल में एक गिलहरी लेखक के पैरों पर चढ़कर कहाँ बैठती थी?
(i) सिर
(ii) गोद
(iii) हाथ
(iv) कान
उत्तर:
(ii) गोद

(ङ) क्षणभर में जेलर हाथ में क्या लाए ?
(i) स्याही
(ii) रोटी
(iii) हाथ
(iv) रुई
उत्तर:
(iv) रुई

(च) गिलहरी के बच्चों ने चूस चूसकर क्या पिया?
(i) पानी
(ii) दूध
(iii) दही
(iv) लस्सी
उत्तर:
(ii) दूध

(छ) अलमोड़ा जेल में नेहरूजी की कोठरी में किसका एक जोड़ा था?
(i) कबूतर
(ii) मैना
(ii) मैना
(iii) तोता
(iv) कौआ
उत्तर:
(ii) मैना

(ज) देहरादून जेल में सैकड़ों प्रकार की क्या थीं?
(i) मैना
(ii) तोता
(iii) चिड़ियाँ
(iv) गिलहरी
उत्तर:
(iii) चिड़ियाँ

(झ) बरेली जेल में किसकी विजय हुई?
(i) बहादूरी
(ii) साहस
(iii) कायरता
(iv) दुर्बलता
उत्तर:
(ii) साहस

(अ) बरेली जेल की कोठरियों में अक्सर क्या घूमा करते थे?
(i) साँप
(ii) बिच्छू
(iii) बन्दर
(iv) चूहे
उत्तर:
(ii) बिच्छू

(ट) लेखक को भिन्न-भिन्न जेलों में क्यों रहना पड़ा?
(i) उनके लेख आपत्तिजनक थे।
(ii) उनके पास रहने का कोई घर नहीं था।
(iii) वे जेलों के जीवन का अध्ययन कर रहे थे।
(iv) वे अंग्रेजो के विरुद्ध थे।
उत्तर:
(iv) वे अंग्रेजो के विरुद्ध थे।

(ठ) लेखक के अनुसार जेल का जीवन कैसा होता है?
(i) आनंदित करनेवाला
(ii) विविधतापूर्ण
(iii) मौज-मस्ती भरा
(iv) प्रतिदिन एक-सा
उत्तर:
(iv) प्रतिदिन एक-सा

(ड) लेखक का जेल की कोठरियों में मिले जीवों से कैसा संबंध नहीं था?
(i) सद्भावनापूर्ण
(ii) प्रेमपूर्ण
(iii) मित्रता का
(iv) भय का
उत्तर:
(iv) भय का

भाषा-ज्ञान (ଭାଷା-ଜ୍ଞାନ)

उदाहरण के अनुसार वचन बदलिए । ( प्रश्न सहित उत्तर)
(ବାହରଣ କେ ଅନୁସାର୍ ବଚନ୍‌ ଚତ୍ ଲିଏ)

एकवचन	बहुवचन	बचन का कारक/विभक्ति सहित रूप
गिलहरी	गिलहरियाँ	गिलहरियों ने
मक्खी	मक्खियाँ	मक्खियों के
कोठरी	कोठरियाँ	कोठरियों में
दीवार	दीवरों	दीवारों पर
आँख	आँखे	आँखों में
माता	माताएँ	माताओं को
रेखा	रेखाएँ	रेखाओं में
बोतल	बोतले	बोतलों में
कीड़ा	कीड़े	कीडों ने
बच्चा	बच्चे	बच्चों को
चिड़िया	चिड़ियाँ	चिडियों ने
रस्सी	रस्सियाँ	रस्सियों से
महीना	महिने	महिनों में
बरामदा	बरामदे	बरामदो पर
रोटी	रोटियाँ	रोटियों से

 

2.  सुबह पक्षी घोंसले से बाहर निकलते हैं।
शाम को गायें घर लौटती हैं।
उपर के वाक्यों में सुबह का विलोम/विपरीत शब्द शाम है। उसी प्रकार बाहर का विलोम/विपरीत शब्द घर है। उदाहरण के अनुसार निम्नलिखित के विलोम विपरीत रूप लिखिए :
दूर, अपरिचित, शान्ति, पास, अपना, स्वतंत्र, देर, सरल, असुरक्षित, ऊपर, भरा, बड़ा, अनेक, कठोर, पालतू, सीधा
उत्तर:
दूर – पास

अपरिचित – परिचित

शान्ति – अशान्ति

पास – दूर

अपना – पराया

स्वतंत्र – परतंत्र

देर – शीघ्र

सरल – जटिल

असुरक्षित – सुरक्षित

ऊपर – नीचे

भरा – शून्य / खाली

बड़ा – छोटा

अनेक – एक

कठोर – कोमल

पालतू – आजाद / हिंस्र

सीधा – उलटा

3. पेड़ के नीचे नेहरूजी बैठे हैं।
गिलहरी मुँह की ओर देखने लगती।
कोठरी के अंदर साँप घुस आया।
ऊपर के वाक्यों में ‘के नीचे’, ‘की ओर’, ‘के अंदर’ शब्द पेड़, गिलहरी, कोठरी के साथ आए हैं। ये शब्द क्रमश : नेहरूजी, मुँह, साँप से इनका संबंध बता रहे हैं। जो शब्द संज्ञा या सर्वनाम के साथ लगकर उनका संबंध वाक्य के अन्य शब्दों के साथ बताएँ, वे संबंधबोधक अव्यय कहलाते हैं। सामान्य रूप से ‘के’ से संबंधबोधक शब्दों की पहचान की जा सकती है। कुछ संबंधबोधक शब्द : के आगे, के पीछे, के बाहर, के सामने, के बहाने, के विपरीत, के मार्फत, की और, की तरह, की भाँति आदि।

अति संक्षिप्त उत्तरमूलक प्रश्नोत्तर

A. निम्नलिखित प्रश्नों के उत्तर एक वाक्य में दीजिए।

प्रश्न 1.
स्वतंत्र भारत के प्रथम प्रधानमंत्री कौन थे?
उत्तर:
स्वतंत्र भारत के प्रथम प्रधानमंत्री पं. जवाहरलाल नेहरू थे।

प्रश्न 2.
अपने जेल – जीवन के दौरान नेहरू जी ने क्या किया?
उत्तर:
अपने जेल जीवन के दौरान नेहरू जी ने आस-पास पाये जानेवाले जीव-जंतुओं का अच्छा अध्ययन किया।

प्रश्न 3.
जेल में रहते समय नेहरू जी को किस किससे निरंतर युद्ध करना पड़ता था?
उत्तर:
जेल में रहते समय नेहरू जी को खटमलों, मच्छरों और मक्खियों से निरंतर युद्ध करना पड़ता था।

प्रश्न 4.
नेहरू जी को क्या देखने में आंनद आता था?
उत्तर:
नेहरु जी को गिलहरियों की अठखेलियाँ देखने में आनंद आता था।

प्रश्न 5.
हजारों तोते कौन से जेल में थे?
उत्तर:
नैनी जेल में हजारों तोते थे।

प्रश्न 6.
कबूतर कौन से जेल में नहीं थे?
उत्तर:
अलमोड़ा जल में कबूतर नहीं थे।

प्रश्न 7.
नेहरू जी कौन-कौन से जेल में रहे?
उत्तर:
नेहरू जी देहरादून, लखनऊ, अलमोड़ा, नैनी और बरेली के जेल में रहे।

प्रश्न 8.
देहारदून जेल में नेहरू जी कितने महीने रहे?
उत्तर:
देहरादून जेल में नेहरू जी लगभग साढ़े चौदह महीने रहे।

प्रश्न 9.
नेहरू जी की कोठरी में किसने अपना घोंसला बना रखा था?
उत्तर:
नेहरू जी को कोठरी में मैना के एक जोड़े ने अपना घोंसला बना रखा था।

प्रश्न 10.
गिलहरियों का कौन सा काम देखकर नेहरू जी को बड़ा आनंद आता था?
उत्तर:
गिलहरियों का अठखेलियाँ देखकर नेहरू जी को बड़ा आनंद आता था।

प्रश्न 11.
बेरली जेल की कोठरियों में अकसर क्या घूमा करते थे?
उत्तर:
बेरली जेल की कोठरियों में अक्सर विच्छू घूमा करते थे।

प्रश्न 12.
लेखक के अनुसार जेल का जीवन कैसा होता है?
उत्तर:
लेखक के अनुसार जेल का जीवन प्रतिदिन एक-सा हाता है।

प्रश्न 13.
नेहरू जी जेल में क्या-क्या चीजें पहचानने लगे थे?
उत्तर:
नेहरू जी जेल में सफेद दीवारें, छत और कीडोद्वारा खाई हुई कड़ियों पर पड़ी हूई प्रत्येक रेखा और विंदु को पहचानने लगे थे।

प्रश्न 14.
नेहरू जी लखनऊ जेल में घंटो बैठे क्या करते थे?
उत्तर:
नेहरू जी लखनऊ जेल में बिना हिले-डुले घंटो बैठे पढ़ा- -लिखा करते थे।

प्रश्न 15.
नेहरू जी किसलिए चिंतित होने लगे?
उत्तर:
रात होने परभी माँ गिलहरी अपने बच्चों को लेने न आने पर नेहरू जी चिंतित होने लगे।

B. निम्नलिखित प्रश्नों के उत्तर एक शब्द में दीजिए।

प्रश्न 1.
कौन गिलहरी के बच्चे को उठाकर नेहरूजी की कोठरी में ले आया?
उत्तर:
कैदी

प्रश्न 2.
स्वतंत्र भारत के प्रथम प्रधान मंत्री कौन थे?
उत्तर:
जवाहरलाल नेहरु

प्रश्न 3.
किसकी आत्मकथा का अंश है ‘जेल में मेरे मित्र’?
उत्तर:
जवाहरलाल नेहेरु

प्रश्न 4.
क्षणभर में जेलर हाथ में क्या लाए?
उत्तर:
रूई

प्रश्न 5.
चूस चूसकर गिलहरी के बच्चों ने क्या पिया?
उत्तर:
दूध

प्रश्न 6.
बरेली जेल में किसकी विजय हुई?
उत्तर:
साहस

प्रश्न 7.
बरेली जेल में अक्सर कोठरियों में क्या घूमा करते थे?
उत्तर:
विच्छू

प्रश्न 8.
नेहरु को भिन्न-भिन्न जेलो में क्यों रहना पड़ा?
उत्तर:
वे अंगरेजों के विरुद्ध थे

प्रश्न 9.
नेहरु के अनुसार जेल का जीवन कैसा होता है?
उत्तर:
विविधतापूर्ण

प्रश्न 10.
किससे नेहरूजी को निरंतर युद्ध करना पड़ता था?
उत्तर:
खटमलों, मच्छरों और मक्खियों

प्रश्न 11.
नेहरूजी को किसकी अठखेलियाँ देखने में बड़ा आनंद आता था?
उत्तर:
गिलहरियों के झुंड़

प्रश्न 12.
नेहरूजी किसलिए चिंतित होने लगे?
उत्तर:
गिलहरी के न आने से

प्रश्न 13.
कौन क्षणभर में हाथ में रुई लाए?
उत्तर:
जेलर

प्रश्न 14.
जेल में गिलहरी का क्या करना कठिन समस्या हो गई थी?
उत्तर:
पालन-पोषण

प्रश्न 15.
अल्मोड़ा जेल में किसकी कोठरी में मैना का एक जोड़ा था
उत्तर:
नेहरूजी की

प्रश्न 16.
किस जेल में हजारों तोते थे?
उत्तर:
नैनी

प्रश्न 17.
किस जेल की कोठरी में नेहरूजी लगभग साढ़े चौदह महीने रहे?
उत्तर:
देहरादून

प्रश्न 18.
लेखक का जेल की कोठरियों में मिले जीवों से कैसा संबंध नहीं था?
उत्तर:
भय

प्रश्न 19.
जेल में दूसरे कार्यों से फुरसत होने के कारण लेखक किसके अधिक निकट होता था?
उत्तर:
प्रकृति

प्रश्न 20.
लखनऊ जेल में एक गिलहरी लेखक के पैरों पर चढ़कर कहाँ बैठती थी?
उत्तर:
गोद

प्रश्न 21.
देहरादून जेल में सैकड़ों प्रकार की क्या थी?
उत्तर: चिड़ियाँ

प्रश्न 22.
गिलहरियों का कौन-सा काम देखकर लेखक को बड़ा आनन्द आता था?
उं-
अठखेलियाँ

प्रश्न 23.
नेहरूजी को अपनी कोठरी में किसकी तलाश थी?
उत्तर:
एक बिच्छू

प्रश्न 24.
भीड़ पर किसने सीधा आक्रमण किया?
उत्तर:
एक मोटे बंदर

C. रिक्तस्थानों को भरिए।

प्रश्न 1.
नेहरूजी ………………. जेल में पढ़ा लिखा करते थे।
उत्तर:
लखनऊ

प्रश्न 2.
कबूतर …………….. जेल में नहीं थे।
उत्तर:
अलमोड़ा

प्रश्न 3.
हजारों तोते …………….. जेल में थे।
उत्तर:
नैनी

प्रश्न 4.
देहरादून जेल में नेहरु जी ……………….. महीने रहे।
उत्तर:
साढ़े चौदह

प्रश्न 5.
रामप्रसादजी ………………… ।
उत्तर:
जेलर

प्रश्न 6.
……………… से नेहरुजी को निरंतर युद्ध करना पड़ता था।(मच्छरों और मक्खियों, विच्छूू बन्दर, साँप)
उत्तर:
मच्छरों और मक्खियों

प्रश्न 7.
बड़ा बन्दर बच्चे को छुड़ाकर ……………….. के साथ ले गया।
उत्तर:
शान

प्रश्न 8.
“जेल में मेरे मित्र” यह निबंध …………………. ने लिखा है।
उत्तर:
पं. जवाहरलाल नेहेरु

प्रश्न 9.
लेखक जेल में दूसरे कार्यों से फुरसत होने के कारण ……………… के अधिक निकट होता था।
उत्तर:
प्रकृति

प्रश्न 10.
गिलहरियों का …………….. सा काम देखकर लेखक को बड़ा आनंद आता था।
उत्तर:
अठखेलियाँ

प्रश्न 11.
एक गिलहरी लेखक के पैरों पर चढ़कर ………………. बैठती थी।
उत्तर:
गोद

प्रश्न 12.
नेहरुजी की कोठरी में अलमोड़ा जेल में ……………….. का एक जोड़ा था।
उत्तर:
मैना

प्रश्न 13.
सैंकड़ों प्रकार की देहरादून जेल में ……………….. थी।
उत्तर:
चिड़ियाँ

प्रश्न 14.
नेहरुजी का जेल की कोठरियों में मिले जीवों से ……………… संबंध नहीं था।
उत्तर:
भय का

प्रश्न 15.
नेहरुजी लखनऊ जेल में घंटों बैठे ………………….. करते थे।
उत्तर:
पढ़ते-लिखते

प्रश्न 16.
…………………… जेल में सैंकड़ों प्रकार की मैना थी?
उत्तर:
देहरादून

प्रश्न 17.
जेलर गिलहरी के बच्चे को उठाकर ……………………… की कोठरी में ले गये।
उत्तर:
नेहरू

प्रश्न 18.
………………… जेल की कोठरियों में अक्सर बिच्छु घुमा करते थे।
उत्तर:
नैनी

प्रश्न 19.
जेल में ………………. का पालन-पोषण करना कठिन समस्या हो गई थी।
उत्तर:
गिलहरी का

प्रश्न 20.
मैं उनसे किसी प्रकार की……………….. करता।
उत्तर:
छेड़छाड़

प्रश्न 21.
लेखक उन बच्चों को देखा तो ……………… हो गया।
उत्तर:
निश्चित

प्रश्न 22.
नैनी जेल में हजारों ……………… थे।
उत्तर:
तोते

D. सही उत्तर चुनिए।

1. ‘जेल में मेरे मित्र’ पाठ के लेखक हैं।
(A) महात्मागाँधी
(B) जवाहरलाल नेहरू
(C) लोकमान्य
(D) विवेकानंद
उत्तर:
(B) जवाहरलाल नेहरू

2. स्वतंत्र, भारत के प्रथम प्रधानमंत्री थे।
(A) जवाहरलाल नेहरू
(B) राजेन्द्रप्रसाद
(C) लालबहादूर शास्त्री
(D) इनमें से कोई नहीं
उत्तर:
(A) जवाहरलाल नेहरू

3. नेहरू जी देहरादून जेल में कितने महीने रहे?
(A) चौदह
(B) साढ़े चौदह
(C) बारह
(D) तेरह
उत्तर:
(B) साढ़े चौदह

4. वृक्षों के पास किसके झुंड़ के झुंड़ घूमते रहते थे?
(A) कबूतर
(B) तोते
(C) गिलहरी
(D) परिदे
उत्तर:
(C) गिलहरी

5. जेल में फुरसत होने से लेखक किसके निकट होने लगे ?
(A) पशु
(B) पक्षी
(C) जीव
(D) प्रकृति
उत्तर:
(D) प्रकृति

6. गिलहरयों का क्या देखकर लेखक को आनंद आता था?
(A) दौड़ना
(B) भागना
(C) लुकाछिपी
(D) अठखेलियाँ
उत्तर:
(D) अठखेलियाँ

7. लेखक लखनऊ जेल में घटों बैठकर क्या करते थे?
(A) पढ़ार्स-लिखाई
(B) सोते
(C) कसरत
(D) आनंद लेते थे
उत्तर:
(A) पढ़ार्स-लिखाई

8. लखनऊ जेल के जेलर थे?
(A) पंडित जी
(B) रामप्रसाद
(C) हरि प्रसाद
(D) अतिबल सिं
उत्तर:
(B) रामप्रसाद

9. गिलहरी के बच्चे को किससे दूध पिलाया गया?
(A) हाथ
(B) बोतल
(C) बाल्टी
(D) रूई
उत्तर:
(D) रूई

10. गिलहरी लेखक के पैरों पर चढ़कर कहाँ बैठती थी?
(A) सिर
(B) गोद
(C) हाथ
(D) सर
उत्तर:
(B) गोद

11. रामप्रसादने क्षण भर में क्या लाया?
(A) दाना
(B) यारा
(C) पानी
(D) रूई
उत्तर:
(D) रूई

12. बरेली जेल में क्या देखने योग्य थी?
(A) बंदरों का किस्मे
(B) बंदरों का नृत्य
(C) बंदरों का उत्पात
(D) इनमें से कोई नहीं
उत्तर:
(A) बंदरों का किस्मे

13. किसने भीड़ पर सीधा आक्रमण किया?
(A) तोता
(B) साँप
(C) कौवा
(D) बंदर
उत्तर:
(D) बंदर

14. गिलहरी के बच्चे ने चूस-यूस कर क्या पिया?
(A) पानी
(B) दूध
(C) दही
(D) लस्सी
उत्तर:
(B) दूध

15. देहरादून जेल में सौकड़ों प्रकार की क्या थी?
(A) मैना
(B) चिड़ियाँ
(C) तोता
(D) गिलहरी
उत्तर:
(B) चिड़ियाँ

16. बरेली जेल की कोठरियों में अकसर क्या धूमा करते थे?
(A) साँप
(B) बंदर
(C) बिच्छू
(D) चूहे
उत्तर:
(C) बिच्छू

17. नेहरूजी ने कितने गिलहरियों की खान बचाई?
(A) एक
(B) दो
(C) तीन
(D) चार
उत्तर:
(C) तीन

18. किसके मिलने की खबर समाचार-पत्रों में छप गई थी?
(A) साँप
(B) गिलहरी
(C) मैना
(D) बिच्छू
उत्तर:
(A) साँप

19. नैनी जेल में हजारों की तादाद में क्या थे?
(A) तोते
(B) साँप
(C) मैना
(D) कबूतर
उत्तर:
(A) तोते

20. किस जेल में कोयल की कूकने की आवाज सुनाई पड़ती?
(A) बरेली
(B) देहरादून
(C) लखनऊ
(D) अलमोड़ा
उत्तर:
(B) देहरादून

1. मैं देहरादून …………………….. पड़ता था।
ମୈ ଦେହରାଦୂନ୍ ଜେଲ୍ କୀ ଉସ୍ କୋଠରୀ ମେଁ ଲଗ୍‌ଭଗ୍ ସାଢ଼େ ଚୌହ ମହୀନେ ରହା । ମୁଝେ ଲଗ୍‌ ଲଗା କି ଜୈସ୍ ୟହ ମେରା ହୀ ଘର୍ ହୋ । ମେଁ ଉଲ୍‌ କୋନେ-କୋନେ ସେ ପରିଚିତ୍ ହୋ ଗୟା । ସଫେଦ୍ ଦୀୱାର୍ଡୋ, ଛତ୍ ଔର୍ କୀର୍ଡୋ ଦ୍ଵାରା ଖାଈ ହୁଈ କଡ଼ିୟୌ ପର୍ ପଡ଼ି ହୁଈ ପ୍ରତ୍ୟେକ୍ ରେଖା ଔର୍ ବିନ୍ଦୁ କୋ ମେଁ ପହଚାନେ ଲଗା ଥା । ଜେଲ୍ ମେଁ ଦୂସ୍‌ରେ କାର୍ଲୋ ସେ ଫୁରସତ୍ ହୋନେ କେ କାରଣ୍ ହମ୍ ପ୍ରକୃତି କେ ଅଧ‌ିକ ନିକଟ୍ ହୋତେ ଚଲେ ଗଏ । ଅପନେ ସାମ୍‌ ଆନେ-ଜାନେୱାଲେ ଜାନ୍ୱର୍ରେ ଔର୍ କୀର୍ଡୋ କୋ ହମ୍ ବଡ଼େ ଧାନ୍ ସେ ଦେଖୁ ଥେ ।

ମୈନେ ଅନୁଭବ୍ କିୟା କି ମେରୀ ୟହ ଶିକାୟତ୍ ଉଚିତ୍ ନ ଥୀ କୀ ମେରା ଆଗନ୍ ସୂନା ଔର୍ ଉଡ଼ା ହୁଆ ହୈ । ମୈନେ ପାୟା କି ଵହ ତୋ ଜୀର୍ଥେ ସେ ଭରା ହୁଆ ଥା । ୟେ ସବ୍ ରେଙ୍ଗନେ, ଫିସଲ୍‌କର୍ ଚଲ୍‌ନେ ଔର୍ ଉନେୱାଲେ କୀଡ଼େ-ମକୋଡ଼େ ମେରେ ଦୈନିକ ଜୀୱନ୍ ମେଁ ବିନା କିସୀ ପ୍ରକାର୍ କୀ ଛେଉଛାଡ଼୍ କିଏ ହୁଏ ରହ୍ ରହେ ଥେ । ଐସା କୋଈ କାରଣ୍ ନ ଥା କି ମେଁ ଉନ୍ ସେ କିସୀ ପ୍ରକାର୍ କୀ ଛେଛାଡ଼ କର୍‌ତା । ହଁ, ଖର୍ଲୋ, ମଜୁର୍ଭୋ ଔର୍ ମକ୍ଷିୟାଁ ସେ ମୁଝେ ନିରନ୍ତର୍ ୟୁଦ୍ଧ କର୍‌ନା ପଡ଼ତା ଥା ।

ଅନୁବାଦ:
ମୁଁ ଡେରାଡୁନ କାରଗାରର ସେହି କୋଠରିରେ ପ୍ରାୟ ସାଢ଼େ ଚାଉଦ ମାସ ରହିଥୁଲି । ମୋତେ ଲାଗୁଥିଲା ଯେ ଏଇଟା ମୋ ଘର । ମୁଁ ତାହାର କୋଣ-କୋଣରେ ପରିଚିତ ହୋଇଗଲି । ଧଳା କାନ୍ଥଗୁଡ଼ିକ, ଛାତ ଓ କୀଟଙ୍କଦ୍ବାରା ନଷ୍ଟ ହୋଇଥିବା କଡ଼ା ଉପରେ ପଡ଼ିଥିବା ପ୍ରତ୍ୟେକ ରେଖା ଓ ବିନ୍ଦୁକୁ ମୁଁ ଚିହ୍ନିପାରୁଥିଲି । କାରାଗାରରେ ଅନ୍ୟ କାର୍ଯ୍ୟଗୁଡ଼ିକରୁ ସମୟ ପାଇବାରୁ ମୁଁ ପ୍ରକୃତିର ଅଧ୍ଵକ ନିକଟତର ହୋଇଗଲି । ମୋ ସମ୍ମୁଖରେ ଆସିବା ଯିବା କରୁଥିବା ପଶୁ ଓ କୀଟଗୁଡ଼ିକୁ ମୁଁ ଧାନରେ ଦେଖୁଥୁଲି।

ମୁଁ ଅନୁଭବ କଲି କି ମୋର ଏହି ଅଭିଯୋଗ ଉଚିତ ନଥୁଲା ଯେ ମୋର ଅଗଣା ଶୂନ୍ୟ ଓ ଉଜୁଡ଼ି ଯାଇଛି । ଏହା ଜୀବମାନଙ୍କଦ୍ଵାରା ଭରି ହୋଇଥ‌ିବା ମୁଁ ପାଇଲି । ଏ ସବୁ ଧୀର ଚାଲି, ଖସଡ଼ା ଚାଲି ଓ ଉଡ଼ନ୍ତା କୀଟ-ପତଙ୍ଗମାନେ ମୋର ଦୈନନ୍ଦିନ ଜୀବନକୁ କୌଣସି ପ୍ରକାର ହଇରାଣ ନକରି ରହିଆସୁଥିଲେ। ଏପରି କୌଣସି କାରଣ ନଥୁଲା ଯେ ମୁଁ ତାଙ୍କ ସହିତ କୌଣସି ପ୍ରକାରର ଥଟ୍ଟାମଜା କରିବି । ହଁ, ଓଡ଼ଶ, ମଶା ଓ ମାଛିଗୁଡ଼ିକ ସହିତ ମୋତେ ସର୍ବଦା ଯୁଦ୍ଧ କରିବାକୁ ପଡୁଥିଲ।

2. जहाँ ………………….. आनन्द आता।
ଜହାଁ ପର୍ ବୃକ୍ଷ୍ ଥେ, ୱର୍ଲା ଗିରିର୍ଡୋ କେ ଝୁଣ୍ଡ୍ କେ ଝୁଣ୍ଟ୍ ମଜେ ସେ ଘୂମ୍ ରହତେ । ଗିରିୟାଁ ବିଲ୍‌କୁଲ୍ ନ ଡର୍‌ର୍ତୀ ଔର୍ ସାହସପୂର୍ବକ୍ ହମାରେ ପାସ୍ ଆ ଜାତୀ ଥୀ । ୱେ ଇଧର୍ ସେ ଉଧର୍ ଭାଗ୍‌ର୍ତୀ ମାନେ, ଏକ-ଦୂସ୍‌ରୀ ସେ ଆଗେ ବଢ଼େନେ କା ଖେଲ୍ ଖେଲ୍ ରହୀ ହେଁ । ମୁଝେ ଉନ୍‌କୀ ଅଠଖେଲିୟାଁ ଦେଖନେ ମେଁ ବଡ଼ା ଆନନ୍ଦ ଆତା ।

ଅନୁବାଦ:
ଯେଉଁଠାରେ ବୃକ୍ଷ ଥିଲା, ସେଠାରେ ଗୁଣ୍ଡୁଚିମୂଷାଗୁଡ଼ିକ ଦଳକୁ ଦଳ ଆନନ୍ଦରେ ବୁଲୁଥିଲେ। ଆନନ୍ଦ ମିଳେ । ଗୁଣ୍ଡୁଚିମୂଷାଗୁଡ଼ିକ ଆଦୌ ଭୟ କରୁନଥିଲେ ଏବଂ ସାହସରେ ଆମ ପାଖକୁ ଆସୁଥିଲେ । ସେମାନେ ଏପଟ ସେପଟ ଦୌଡୁଥିଲେ ଯେପରି ଜଣେ ଅନ୍ୟ ଜଣଙ୍କଠାରୁ ଆଗକୁ ବଢ଼ିବାର ଖେଳ ଖେଳୁଛନ୍ତି । ମତେ ତାଙ୍କର ଖେଳକୁଦଗୁଡ଼ିକ ଦେଖିବାରେ ବହୁତ ଆନନ୍ଦ ମିଳେ।

3. लखनऊ ……………… रखा था।
ଲଗ୍‌ନଊ ଜେଲ୍ କୀ ବାତ୍ ହୈ । ମେଁ ଘଣ୍ଟୋ ବିନା ହିଲେ-ଡୁଲେ ବୈଠା ପଢ଼ତା-ଲିଖ୍ ରହ । ଏକ୍ ଗିରୀ ମେରେ ପୌରୌ ପର୍ ଚଢୁକର୍ ଗୋଦ୍ ମେଁ ଆ ବୈଠ୍ତୀ ଥୀ ଔର୍ ମେରେ ମୁଁହ କୀ ଓର୍ ଦେଖୁନେ ଲଗ୍‌ ଥୀ । ୱହ ମେରୀ ଆଁଖେଁ କୀ ଓର୍ ଗୌର୍ ସେ ମେଁ ନନ୍ଦୀ ବତା ସକ୍‌ତା । ମେଁ ଦେଖ୍ତୀ ଥୀ ଔର୍ ଅନୁଭ କର୍‌ତୀ ଥୀ କି ମେଁ ବୃକ୍ଷ୍ ନହିଁ ହୁଁ । ୱହ ମୁଝେ କ୍ୟା ସମ ରହୀ, ଜରା-ସା ହିଲ୍‌ କି ୱହ ଭୟଭୀତ୍ ହୋକର୍ ଭାଗ୍ ଖଡ଼ି ହୋତୀ । କଭୀ-କଭୀ ଗିରିୟାଁ କେ ନୀଚେ ଗିର୍ ଜାତେ ଥେ । ଉନ୍‌କ୍‌ ମାର୍ତାଏ ଉକେ ପଛେ ଦୌଡ଼ୀ ହୁଈ ଆର୍ତୀ ଔର୍ ଉହେଁ ଗେନ୍ଦ୍ କୀ ତରହ ଅପ୍‌ନେ ମୁଁହ ମେଁ ଦବାକର୍ ସୁରକ୍ଷିତ୍ ସ୍ଥାନପର୍ ଲେ ଜାତୀ ଥୀ । କଭୀ-କଭୀ ବଳେ ଭୀ ଜାୟା କର୍‌ତେ ଥେ । ହମାରେ ଏକ୍ ସାଥୀ ନେ ଇସ୍ ପ୍ରକାର୍ ଗିଲ୍ହାରିର୍ଡୋ କେ ଖୋଏ ହୁଏ ତୀନ୍ ବର୍ଡୋ କୋ ଛୋଟେ ବଢେ ପେଡ଼େ ସେ ପାଲ୍ ରଖା ଥା ।

ଅନୁବାଦ;
ଲକ୍ଷ୍ନୌ ଜେଲ୍‌ର କଥା । ମୁଁ ଘଣ୍ଟକାଳ ବିନା ହଲଚଲରେ ପଢୁଥୁଲି ଓ ଲେଖୁଥୁଲି । ଗୋଟିଏ ଗୁଣ୍ଡୁଚିମୂଷା ମୋ ପାଦ ଉପରେ ଚଢ଼ି କୋଳରେ ଆସି ବସୁଥିଲା ଏବଂ ମୋ ମୁହଁକୁ ଚାହୁଁଥିଲା । ସେ ମୋର ଆଖୁ ଆଡ଼କୁ ଧାନର ସହିତ ଦେଖୁଥିଲା ଏବଂ ଅନୁଭବ କରୁଥୁଲା ଯେ ମୁଁ ଗଛ ନୁହେଁ । ସେ ମୋତେ କ’ଣ ଭାବୁଥିଲା ମୁଁ କହିପାରିବି ନାହିଁ । ମୁଁ ଟିକେ ହଲିଲେ ସେ ଭୟଭୀତ ହୋଇ ପଳାଇ ଯାଉଥିଲା । କେବେ କେବେ ନେଇ ଯାଉଥିଲେ । କେବେ କେବେ ଛୁଆମାନେ ହଜି ଯାଉଥିଲେ । ଆମର ଜଣେ ବନ୍ଧୁ ଏହିପରି ହଜିଯାଇଥିବା ତିନୋଟି ଗୁଣ୍ଡୁଚିମୂଷାର ଛୋଟ ଛୁଆ ଗଛରୁ ତଳକୁ ଖସି ପଡୁଥିଲେ।

4. एक दिन …………………. जाती हैं।
ଏକ୍ ଦିନ୍ ମୈନେ କୁଛ୍ ଶୋର୍ ସୁନା । ‘ହାୟ ! ୟେ ଗିରୀ କେ ନହ୍ନ-ନହ୍ନେ ବଢେ କର୍ମୀ ମର୍ ହୀ ନ ଜାଏଁ ।’’ ମେଁ ଉଧର୍ ଗୟା ତୋ ଦେଖା କୁଛ୍ କୈଦୀ ଖଡ଼େ ‘ଅରେ !’’ ‘ଆରେ !’’ ‘ହାୟ, ହାୟ !’’ କର୍ ରହେ ଥେ ! ମୈନେ ଉନ୍ ବର୍ଡୋ କୋ ଦେଖା ତୋ ନିଶ୍ଚିନ୍ତ ହୋ ଗୟା । ୱେ ଜୀବିତ୍ ଥେ । ମୈନେ କହା, ‘ତୁମ୍ ସବ୍ ଇନ୍ ବର୍ଡୋ ଘେରେ ଖଡ଼େ ହୋ, ଇନ୍‌କୀ ମାଁ ଇହେଁ ଲେନେ କୈସେ ଆ ସତ୍ତ୍ୱେ ହୈ ? ଚଲୋ, ହମ୍ ବରାମଦେ ମେଁ ବୈଠକର୍ ଦେଖ ହେଁ। ମୈନେ କୈଦିୟୋ କୋ ବତାୟା କି ମେଁ ରୋଜ୍ ଇନ୍ ଗିରିୟୈ କୋ ଦେଖତା ହୁଁ । କଈ ବାର୍ ଇନ୍‌କେ ବଢେ ବୃକ୍ଷ୍ କୀ ଟହନୀ ସେ ନୀଚେ ଗିର୍ ଜାତେ ହେଁ । ଇନ୍‌କୀ ମାତାଏଁ ପୂର୍ନୀ ସେ ନୀଚେ ଆତୀ ହୈ । ବଢ଼େ ଧାନ୍ ସେ ଇନ୍‌ହେଁ ଗେନ୍ଦ୍ର କୀ ତରହ ଗୋଲ- ଗୋଲ୍‌କର୍ ମୁଁହ ମେଁ ଦବା ଲେତୀ ହୈ ଔର୍ ଫିର୍ ପେଡ଼୍ ପର୍ ଲେ ଜାତୀ ହୈ ।
ଅନୁବାଦ:
ଦିନେ ମୁଁ କୋଳାହଳ ଶୁଣିଲି । ‘ଆହା ! ଏହି ଗୁଣ୍ଡୁଚିମୂଷାର ଛୋଟ ଛୋଟ ଛୁଆମାନେ କେଉଁଠାରେ ମରି ନ ଯାଆନ୍ତୁ । ମୁଁ ସେଠାକୁ ଗଲି ତ ଦେଖୁ କିଛି ବନ୍ଦୀ ଛିଡ଼ା ହୋଇ ‘‘ଆରେ !’’ ‘ହାଏ, ହାଏ !’’ କରୁଥିଲେ । ମୁଁ କହିଲି, ତୁମେ ସମସ୍ତେ ଏହି ପିଲାକୁ ଘେରିକି ଛିଡ଼ା ହୋଇଛ, ତାଙ୍କ ମା’ ତାଙ୍କୁ କିପରି ନେବାକୁ ଆସିବେ । ଚାଲ ଆମେ ପିଣ୍ଡାରେ ବସି ଦେଖିବା । ମୁଁ ବନ୍ଦୀମାନଙ୍କୁ କହିଲି ଯେ ମୁଁ ପ୍ରତିଦିନ ଏହି ଗୁଣ୍ଡୁଚିମୂଷାମାନଙ୍କୁ ଦେଖେ । କେତେଥର ତାହାର ପିଲାମାନେ ଗଛର ମୁହଁରେ ଧରି ଗଛ ଉପରକୁ ନେଇଯାଆନ୍ତି।

5. संध्या का ………………….. जाएगा डन्हें?
ସନ୍ଧ୍ୟା କା ସମୟ ଥା । ଧୀରେ-ଧୀରେ ରାତ୍ ହୋନେ ଲଗୀ, ପରନ୍ତୁ ମାଁ ଗିରୀ ନ ଆଈ । ମେଁ ଚିନ୍ତିତ୍ ହୋ ଉଠା, କୁଛ୍ ତୋ କର୍‌ନା ହୋଗା । କୈଦୀ ଉନ୍ ବର୍ଡୋ କୋ ଉଠାକର ମେରୀ କୋଠରୀ ମେଁ ଲେ ଆଏ । ପାଣ୍ଡେ ଜୀ ଆତେ ହୀ ବୋଲେ, ‘ୟେ ବଢେ
କର ଖ୍ୟା ଜା ସକ୍ତା ତୋ ବହୁତ୍ ହୀ ଛୋଟେ ହେଁ, ନ ତୋ ଯେ ପରେ ଚବା ସକତେ ହୈ ଔର୍ ନ ହୀ ଇହେଁ ରୋଟୀ କା ଚୂରା ହୈ, କୈସେ ଜୀବିତ୍ ରଖା ଜାଏଗା ଇହେଁ ?’

ଅନୁବାଦ:
ସନ୍ଧ୍ୟାବେଳ ଥିଲା । ଧୀରେ-ଧୀରେ ରାତି ହେବାକୁ ଲାଗିଲା । କିନ୍ତୁ ମାଆ ଗୁଣ୍ଡୁଚିମୂଷା ଆସିଲା ନାହିଁ । ମୁଁ ଚିନ୍ତିତ ହେଲି, କିଛି ତ କରିବାକୁ ହେବ । କୈଦୀ ଏହି (ଗୁଣ୍ଡୁଚି) ପିଲାମାନଙ୍କୁ ଉଠାଇ ଆଣି ମୋ ଘରକୁ ଆଣିଲେ । ପାଣ୍ଡେଜୀ (ମହାଶୟ) ଆସି କହିଲେ, ଏହି ପିଲାମାନେ ବହୁତ ଛୋଟ ଅଟନ୍ତି, ନା ଏମାନେ ପତ୍ର ଚୋବାଇ ପାରିବେ, ନା ଏମାନଙ୍କୁ ରୁଟି ଗୁଣ୍ଡ ଖୁଆଯାଇ ପାରିବ, ଏମାନଙ୍କୁ କିପରି ଜୀବିତ ରଖାଯାଇ ପାରିବ ?

6. दूसरे ………………………… गई थी।
ଦୂସ୍‌ରେ ନେ ସୁଝା ଦିୟା କି ଇନ୍‌ହେଁ ବୋତଲ୍ ସେ ଦୂଧ ପିଲାୟା ଜାଏ, ପର୍ କୈସେ ! ଜେଲ୍ ମେଁ ବୋତଲ୍ କହାଁ ? ଫିର୍ ୱେ ଇନେ ଛୋଟେ ଥେ କି ବୋତଲ୍ ସେ ତୋ ଦୂଧ ପୀ ନ ସତ୍ତ୍ଵେ ଥେ । ଉନ୍‌କା ପାଲନ୍ ପୋଷଣ କର୍‌ନା କଠିନ ସମସ୍ୟା ବନ୍ ଗଈ ଥୀ ।

ଅନୁବାଦ:
ଅନ୍ୟ ଜଣେ ପରାମର୍ଶ ଦେଲେ ଯେ ଏମାନଙ୍କୁ ବୋତଲରେ ଦୁଧ ପିଆଯାଉ, କିପରି ! ଜେଲ୍‌ରେ ବୋତଲ କେଉଁଠି ? ପୁଣି ସେ ଏତେ ଛୋଟ ଥିଲେ ଯେ ବୋତଲରେ ଦୁଧ ମଧ୍ଯ ପିଇପାରିବେ ନାହିଁ । ତାଙ୍କୁ ପାଳିବା-ପୋଷିବା କଠିନ ସମସ୍ୟା ହୋଇଯାଇଥିଲା ।

7. सब …………………. मरजाएँगे।
ସବ୍ ସୋଚ୍ ମେଁ ପଡ଼େ ଥେ କି ମେରୀ ଦୃଷ୍ଟି ପେନ୍ ମେଁ ସ୍ୟାହୀ ଭର୍‌ନେୱାଲୀ ନଲୀ ପର୍ ପତ୍ନୀ । ମୈନେ ନଲୀ କୋ ଉଠାୟା ଔର ସବୁ ଦିଖାତେ ହୁଏ କହା, ‘‘ଇସ୍ ବନାତେ ହୈ ବୋତଲ୍’’ । ଫିର୍ ଶୁଭୂ ହୁଆ ନଲୀ ସେ ଦୂଷ୍ ପିଲାନେ କା ପ୍ରୟାସ୍ । ପର୍ ନଲୀ ସେ ଦୂଷ୍ କୀ ବୃଦ୍ କଭୀ ବର୍ଷେ କୀ ନାକ୍ ପର୍ ଗିର୍‌ତୀ ଔର୍ କଭି ଜମୀନ୍ ପର୍ । କଭୀ ଖୋଲ ପାତେ ଔର୍ କଭୀ ହମ୍ ନଲୀ କୋ ସ୍ଥିର୍ ନ ରଖ୍ ପାତେ । ସବ୍ ପରେଶାନ୍ ଥେ କି ଜଲ୍‌ଦୀ ହୀ ଦୂଧ୍ ନ ପିଲାୟା ଗୟା ତୋ ୟେ ବେଚାରୀ ମର୍ ଜାଏଁଗେ ।

ଅନୁବାଦ:
ସମସ୍ତେ ଚିନ୍ତାରେ ପଡ଼ିଥିଲା ବେଳେ ମୋର ଦୃଷ୍ଟି କଲମରେ କାଳି (ସ୍ୟାହି) ଭର୍ତ୍ତି କରିବା ଡ୍ରପର ଉପରେ ପଡ଼ିଲା । ମୁଁ ଡ୍ରପରକୁ ଉଠାଇଲି ଏବଂ ସମସ୍ତଙ୍କୁ ଦେଖାଇ କହିଲି, ‘ଏହାକୁ ବୋତଲ କରିବା’’ । ପୁଣି ଆରମ୍ଭ ହେଲା ଡ୍ରପରରେ ଦୁଗ୍ଧ ପିଆଇବାର ଚେଷ୍ଟା । କିନ୍ତୁ ଡ୍ରପରରୁ ଦୁଗ୍ଧର ବୁନ୍ଦା କେତେବେଳେ ପିଲାର ନାକ ଉପରେ ପଡ଼ୁଛି ଓ ଆଉ କେତେବେଳେ ତଳେ ପଡ଼ୁଛି । କେତେବେଳେ ପିଲାମାନେ ମୁଁହ ଖୋଲି ପାରୁନଥିଲେ । ଆଉ କେତେବେଳେ ଆମେ ଡ୍ରପରକୁ ସ୍ଥିର କରି ପାରୁନଥିଲୁ । ସମସ୍ତେ ଚିନ୍ତିତ ଥିଲେ ଯେ ଶୀଘ୍ର ଦୁଗ୍ଧ ନ ପିଆଯାଏ ତେବେ ଏମାନେ ବିଚାରୀ ମରିଯିବେ ।

8. जेलर ………………….. समस्य थे।
ଜେଲର୍ ରାମ୍‌ପ୍ରସାଦ୍‌ଜୀ ଭୀ ୟହ ସବ୍ ଦେଖ୍ ରହେ ଥେ । ଉନ୍‌କେ ମନ୍ ମେଁ କୋଈ ବିଚାର୍ କୌନ୍ଧା ଔର୍ ୱେ ଭାଗ ହୁଏ ୱହାଁ ସେ ଚଲେ ଗଏ । କ୍ଷଣଭର୍ ମେଁ ହାଥ୍ ମେଁ ରୁଈ ଲିଏ ଆଏ । ନଲୀ ମେଁ ଦୂଧ୍ ଡାଲା, ଉସ୍ ପର୍ ରୁଈ ଲପେଟୀ । ରଈ ଦୂଧ୍ ସେ ଗୀଲୀ ହୋ ଗଈ ଔର ଗିରୀ କା ନହ୍ନା ବଢା ବୁଈ ଚୂସ୍‌ ଲଗା । ଚୂସ୍‌ ଚୂସ୍‌କର ବଜେ ନେ ନଲୀ କା ପୂରା ଦୂଧ ପୀ ଲିୟା । ଇସୀ ତରହ ବାକୀ ଦୋର୍ଡୋ ବର୍ଡୋ କୋ ଭୀ ଦୂଧ୍ ପିଲାୟା ଗୟା ହମ୍ ସବ୍ ଇନେ ପ୍ରସନ୍ନ ଥେ ମାନେ ବିଶ୍ଵ ଜୀତ୍ ଲିୟା ହୋ । ଅବ୍ ୟେ ତୀର୍ଥେ ବଢେ ହମାରେ ଜେଲ୍ ପରିୱାର କେ ଚହେତେ ସଦସ୍ୟ ଥେ ।

ଅନୁବାଦ:
କାରାଧ୍ୟକ୍ଷ ରାମପ୍ରସାଦ ବାବୁ ଏସବୁ ଦେଖୁଥିଲେ । ତାଙ୍କ ମନରେ କିଛି ବିଚାର ଆସିଲା, ସେ ଦୌଡ଼ିକରି ସେଠାରୁ ପଳାଇଗଲେ । କିଛି କ୍ଷଣରେ ହାତରେ ତୁଳା ନେଇ ଆସିଲେ । ନଳୀରେ (ଡ୍ରପର୍‌ରେ) ଦୁଗ୍ଧ ଭର୍ତ୍ତିକଲେ, ତାହା ଉପରେ ତୁଳା ଲଗାଇଲେ । ତୁଳା ଦୁଗ୍ଧରେ ଓଦା ହୋଇଗଲା ଏବଂ ଗୁଣ୍ଡୁଚିମୂଷାର ଛୋଟଛୁଆ ତୁଳାକୁ ଶୋଷିବାକୁ ଲାଗିଲା । ଶୋଷି-ଶୋଷି ଛୁଆଟି ନଳୀର ପୁରା ଦୁଧ ପିଇଦେଲା । ଏହିପରି ଭାବରେ ବାକି ଦୁଇପିଲାକୁ ମଧ୍ଯ କ୍ଷୀର ପିଆଗଲା । ଆମେ ସବୁ ଏତେ ଖୁସିଥୁଲୁ ଯେ ଯେପରି ପୃଥ‌ିବୀକୁ ଜିତିଗଲୁ । ବର୍ତ୍ତମାନ ଏହି ତିନି ପିଲା ଆମ ଜେଲ୍ ପରିବାରର ଅତି ପ୍ରିୟ ସଦସ୍ୟ ଥିଲେ ।

9. अल्मोड़ा …………………. आनन्द आता।
ଅଲ୍‌ମୋଡ଼ା କୀ ଜେଲ୍ କୋ ଛୋଡ଼କର୍ ଜିତ୍‌ନୀ ଜେଲୌ ମେଁ ମେଁ ଗୟା, ୱେ ସବ୍‌ କଦୂତର୍ରେ ସେ ଭରୀ ରହତୀ ର୍ଥୀ । ଜେଲୈ ମେଁ ହଜାରୌ କଚୂତର ରହତେ ଥେ ଔର୍ ଶାମ୍ କୋ ଆକାଶ୍ ଉସେ ଢକ୍-ସା ଜାତା ଥା । କର୍ମୀ-କର୍ମୀ ମୈନା ଭୀ ରହତୀ ର୍ଥୀ । ଦେହରାଦୂନ୍ ଜେଲ୍ କୀ ମେରୀ କୋଠରୀ ମେଁ ମୈନା କେ ଏକ ଜୋଡ଼େ ନେ ଅପନା ଘୋସଲା ବନା ରଖା ଥା । ମେଁ ଉନ୍ ଦୋର୍ଡୋ କୋ ଖୁଲାୟା-ପିଲାୟା କର୍ତା ଥା । ୱେ ଇନେ ପାଲ୍‌ ହୋ ଗଏ ଥେ କି ୟଦି ସୁବହ ୟା ଶାମ୍ ଉହେଁ ଖାନା ମିଲନେ ମେଁ ଜରା-ସୀ ଦେର୍ ହୋ ଜାତୀ ତୋ ୱେ ଚୁପ୍‌ଚାପ୍ ମେରେ ପାସ୍ ବୈଠ୍ ଜାତେ ଔର୍ ଜୋର୍ ସେ ଚିଲ୍ଲାକର୍ ଅପୂନା ଭୋଜନ୍ ମାଇନେ ଲଗ୍‌ ଥେ । ଉନ୍‌କୀ କ୍ରିୟାଏଁ ଔର୍ ଚିଲ୍ଲାହଟ୍ ସୁନ୍‌କର୍ ବଡ଼ା ଆନନ୍ଦ ଆତା ।

ଅନୁବାଦ:
ଆଲମୋରା କାରାଗାରକୁ ଛାଡ଼ି ମୁଁ ଅନ୍ୟ ଯେତେ ଜେଲ୍ ସବୁ ଯାଇଛି, ସେଠାରେ ସବୁ ପାରାଙ୍କ ଦ୍ବାରା ପରିପୂର୍ଣ୍ଣ ଥିଲେ । କାରାଗାରରେ ହଜାର ହଜାର ପାରା ରହୁଥିଲେ ଏବଂ ସନ୍ଧ୍ୟାକୁ ଆକାଶ ତାଙ୍କଦ୍ବାରା ଆଚ୍ଛାଦିତ ହେଉଥିଲା । କେଉଁଠି କେଉଁଠି ଶାରୀ ମଧ୍ୟ ରହୁଥିଲେ । ଡେରାଡୁନ ଜେଲ୍‌ର ମୋ ଘରେ ଶାରୀ ହଳେ ନିଜେ ବସା ବାନ୍ଧି ରହୁଥିଲେ । ମୁଁ ଉଭୟଙ୍କୁ ଖାଇବା ପିଇବା ଦେଉଥୁଲି । ଏତେ ପୋଷା ମାନିଥିଲେ ଯେ ଯଦି ସକାଳ ବା ସନ୍ଧ୍ୟାରେ ତାଙ୍କୁ ଖାଇବାକୁ ଦେବାରେ ଅଳ୍ପ ସମୟ ଡେରି ହେଇଯାଉଥିଲା ତେବେ ସେ ଚୁପ୍‌ଚାପ୍ ମୋ ପାଖରେ ବସି ଯାଉଥିଲେ ଓ ଜୋର୍‌ରେ ପାଟି କରି ନିଜର ଖାଦ୍ୟ ମାଗୁଥିଲେ । ତାଙ୍କର କାର୍ଯ୍ୟଗୁଡ଼ିକ ଏବଂ ପାଟି ଶୁଣି ବଡ଼ ଆନନ୍ଦ ଲାଗୁଥିଲା ।

10. नैनी जेल …………………… ही था।
ନୈନୀ ଜେଲ୍ ମେଁ ହଜାରୌ ତୋତେ ଥେ । ଏକ୍ ବହୁତ୍ ବଡ଼ୀ ସଂଖ୍ୟା ମେରୀ ବୈରକ୍ କୀ ଦୀୱାରୌ ପର୍ ରହା କର୍‌ତୀ ଥୀ । ଉନ୍‌କୀ ପ୍ରେମମୟ ବାତ୍‌ଚିତ୍ର ଦେଖନେ ୱାଲୀ ହୋତୀ ଥୀ । ଉନ୍‌କୀ ନୋକ୍‌-ଝୋକ୍ ସୁନ୍‌ନେ କା ଆନନ୍ଦ ତୋ ଅନୋଖା ହୀ ଥା ।

ଅନୁବାଦ:
ନୈନୀ କାରାଗାରରେ ହଜାର ହଜାର ଶୁଆ ଥିଲେ । ବହୁତ ସଂଖ୍ୟାରେ ମୋ କାରାଗାର ଲମ୍ବାଘର କାନ୍ଥ ଉପରେ ରହୁଥିଲେ । ତାଙ୍କର ପ୍ରେମମୟ କଥାବାର୍ତ୍ତା ଦେଖିଲା ଭଳି ଥିଲା । ତାଙ୍କର ପରସ୍ପର ହେଉଥ‌ିବା ଝଗଡ଼ା (ଖୁପୁରାଖୁପୁରି) ଶୁଣିବାକୁ ଆନନ୍ଦିତ ଅଦ୍ଭୁତ ଥିଲା ।

11. देहरादून न …………………….. जेल मे हैं।
ସର୍ବଶ୍ରେଷ୍ଠ କୋୟଲ୍ କୀ କି ଜେଲ୍ ମେଁ ହେଁ । ମେଁ ମେଁ ସେକର୍ଡ଼ ପ୍ରକାର କୀ ଚିଡ଼ିୟାଁ ର୍ଥୀ । ୱେ ଗାତୀ, ଚହଚହାତୀ, ମଧୁର୍ ଧ୍ବନି କର୍‌ତୀ ର୍ଥୀ । ଇନ୍‌ ପୁକାର୍ ରହତୀ ଥୀ । ଉସ୍‌ କୁହୂ-କୁହୂ ସୁନ୍ ହମ୍ ଇନେ ଆନନ୍ଦିତ୍ ହୋ ଉଠ୍ ଔର୍ ଭୁଲ୍ ଜାତେ କିଜଲ୍ ମେଁ ହେଁ।
ଅନୁବାଦ:
ଡେରାଡୁନରେ ସହସ୍ର ସହସ୍ର ପ୍ରକାରର ପକ୍ଷୀମାନେ ଥିଲେ । ସେମାନେ ଗାଉଥିଲେ, କୋଳାହଳ ରାବ ମଧୁର ଧ୍ଵନି କରୁଥିଲେ । ସେଥ‌ିରେ ସର୍ବଶ୍ରେଷ୍ଠ କୋଇଲିର ଡାକ ରହିଥିଲା, ତାହାର କୁହୁ କୁହୁ ସ୍ୱର ଶୁଣି ଆମେ ଏତେ ଆନନ୍ଦିତ ହୋଇଉଠୁଥୁ କି, ଭୁଲିଯାଉଥୁଲୁ କାରାଗାରରେ ଅଛୁ ।

12. बरेली ……………………………. ले गया।
ବରେଲୀ ଜେଲ୍ ମେଁ ବନ୍ଦରୌ କା ଏକ୍ ଦଲ୍ ବସା ହୁଆ ଥା ନେ ମୁଖ୍ ପର୍ ବଡ଼ା ପ୍ରଭାୱ ଡାଲା । ଏକ୍ ବନ୍ଦର କା ବଢା ହମାରୀ ନ ଚଢୂ ସକା । ୱାର୍ଡ଼ର୍ଡୋ ଔର୍ କୈଦିୟାଁ ନେ ଉସେ ପକଡ଼ ଲିୟା ଔର୍ ଏକ ରଶ୍ମୀ ସେ ବାନ୍ଧି ଦିୟା । ଉଁଚୀ ଦିୱାର୍ କେ ଉପର୍ ସେ ଉସ୍ ବଜେ କେ ମାଁ-ବାପ୍ ନେ ୟହ ଦେଖା । ଉନ୍‌କା କ୍ରୋଧ୍ ବଢୁନେ ଲଗା । ଏକାଏକ୍ ଉସେ ଏକ୍ ବହୁତ୍ ବଡ଼ ଔର୍ ମୋଟା ବନ୍ଦର ସ୍ତ୍ରୀ-ଖୀ କର୍‌ତା ନୀଚେ କୂଦା । ଉନେ ଭୀଡ୍ ପର୍ ସୀଧା ଥା, କେଁ କି ୱାର୍ଡ଼ନ୍ ଔର କୈଦୀ ହାର୍ଥେ ମେଁ ବଡ଼େ-ବଡ଼େ ଡଣ୍ଡେ ଘୁମା ରହେ ଥେ ସାହସ୍ କୀ ବିଜୟ ହୁଈ । ମନୁଷ୍ଯା କୀ ଭୀଡ଼୍ ଡରୀ ଔର୍ ଅପ୍‌ ଡଣ୍ଡେ ଛୋଡ଼ ଭାଗ୍ ଖଡ଼ୀ ହୁଈ । ବଡ଼ା ବନ୍ଦର୍ ବଢେ କୋ ଛୁଡ଼ାକର୍ ଶାନ୍ କେ ସାଥ୍ ଲେ ଗୟା ।

ଅନୁବାଦ:
ବରେଲି ଜେଲ୍‌ରେ ମାଙ୍କଡ଼ମାନଙ୍କର ଏକ ଦଳ ରହିଥିଲା ଏବଂ ତାଙ୍କ କାର୍‌ନାମା ଦେଖିବା ଭଳି ଯୋଗ୍ୟ ଥଲା। ଗୋଟିଏ ଘଟଣା ମୋ ଉପରେ ବଡ଼ ପ୍ରଭାବ ପକାଇଲା । ଗୋଟିଏ ମାଙ୍କଡ଼ଛୁଆ ଆମ କାରାଗାରର ଲମ୍ବାଘରକୁ ଆସିଗଲା ଏବଂ ପୁଣି ଫେରିବାବେଳେ କାନ୍ଥ ଉପରକୁ ଚଢ଼ିପାରିଲା ନାହିଁ । କାରାଗାରର ତତ୍ତ୍ଵାବଧାରକ ଓ ବନ୍ଦୀମାନେ ତାକୁ ଧରିନେଇ ଗୋଟିଏ ରସିରେ ବାନ୍ଧିଦେଲେ । ଉଚ୍ଚ କାନ୍ଥ ଉପରୁ ସେ ଛୁଆର ବାପା ମାଆ ଏହା ଦେଖ‌ିଲେ । ସେମାନଙ୍କର କ୍ରୋଧ (ରାଗ) ବଢ଼ିବାକୁ ଲାଗିଲା। ଅଚାନକ ସେମାନଙ୍କ ମଧ୍ୟରୁ ଗୋଟିଏ ବହୁତ ବଡ଼ ଓ ମୋଟା ମାଙ୍କଡ଼ ଖଙ୍କାରି-ଖୁଙ୍କାରି ଡେଇଁଲା । ସେ ଭିଡ଼ ଉପରକୁ ସିଧା ଆକ୍ରମଣ କଲା। ଏହା ବହୁତ ସାହସିକ କାମ ଥିଲା, କାହିଁକି କାରାଗାରର ତତ୍ତ୍ୱାବଧାରକ ଓ ବନ୍ଦୀଙ୍କ ହାତରେ ବଡ଼ ବଡ଼ ବାଡ଼ ବୁଲାଉଥିଲେ । ସାହସର ବିଜୟ ହେଲା । ଲୋକଙ୍କ ଭିଡ଼ ଡରିଲେ ଏବଂ ନିଜ ବାଡ଼ି ପକାଇ ପଳାଇଗଲେ।

13. प्रायः ……………………………. चुका था।
୨୬:.. ପ୍ରାୟ ହମାରୀ ଭେଣ୍ଟ୍ ଐସ୍ ଜାନ୍ୱର୍ରେ ସେ ଭୀ ହୋ ଜାୟା କରତୀ ଥୀ ଜିନ୍‌ ହମ୍ ସ୍ବାଗତ୍ ନ କର୍ ସଲ୍‌ ଥେ । କୋଠରିର୍ପୋ ମେଁ ଅକ୍‌ସର ବିଜୁ ଘୂମା କର୍‌ତେ ଥେ । କଭୀ ୱେ ମେରେ ବିସ୍ତର ପର୍ ମିଲ୍ଡ ୟା ଉସ୍ କିତା ମେଁ ମିଲ୍‌ ଥେ ଜିସେ ମେଁ ଅଚାନକ୍ ଉଠା ଲିୟା କର୍ତା ଥା । ପର୍ ଆଶ୍ଚର୍ଯ୍ୟ କୀ ବାତ୍ ହୈ କି ଉନେ କଭୀ ମୁଝେ ଙକ୍ ନହାଁ ମାରା । ଏକ୍ ବାର୍ ମୈନେ ଏକ ଜହରୀଲେ ବିଚ୍ଛୁ କୋ ଏକ୍ ଡୋରେ ମେଁ ବାନ୍ଧକର ଦିଓ୍ବାର ପର ଲଟକା ଦିୟା । ଥୋଡ଼ୀ ହୀ ଦେର୍ ବାଦ୍ ୱହ ୱହାଁ ସେ ଭାଗ୍ ଖଡ଼ା ହୁଆ । ଇସ୍ ସ୍ବତନ୍ତ୍ର ବିଜୁ ସେ ଦୋବାରା ମିଳୁନେ କୀ ମେରୀ ଇଚ୍ଛା ନ ଥୀ । ଅତଏବ ମୈନେ ଅପନୀ କୋଠରୀ କେ କୋନେ-କୋନେ ମେଁ ଉସ୍‌କୀ ତଲାସ୍ କୀ, କିନ୍ତୁ ୱହ ତୋ ଗାୟବ୍ ହୋ ଚୁକା ଥା ।

ଅନୁବାଦ:
ପ୍ରାୟ ଆମର ସାକ୍ଷାତ୍‌, ଏପରି ପଶୁଙ୍କ ସହିତ ହୋଇଯାଉଥିଲା ଯାହାର ପ୍ରାୟ ସ୍ବାଗତ ଆମେ କରିପାରୁ ନଥୁଲୁ । କୋଠରିଗୁଡ଼ିକରେ ପ୍ରାୟ ବିଛା ବୁଲୁଥିଲେ । କେତେବେଳେ ମୋ ବିଛଣାରେ ମିଳୁ ଥିଲେ ବା ସେ ବହିରେ ମିଳୁଥିଲେ । ଯାହାକୁ ମୁଁ ହାଠାତ୍ ଉଠାଇ ନେଉଥୁଲି । ଆଶ୍ଚର୍ଯ୍ୟର କଥା ଯେ କେବେ ମୋତେ କାମୁଡ଼ି ନାହାଁନ୍ତି । ଥରେ ମୁଁ ଗୋଟିଏ ବିଷାକ୍ତ ବିଛାକୁ ଗୋଟିଏ ଡୋରରେ ବାନ୍ଧି କାନ୍ଥ ଉପରେ ଟାଙ୍ଗିଦେଲି । କିଛି ସମୟ ପରେ ସେ ସେଠାରୁ ପଳାଇଗଲା । ଏହି ସ୍ୱତନ୍ତ୍ର ବିଛାକୁ ପୁଣି ଥରେ ଦେଖ୍ର ମୋର ଆଗ୍ରହ ନଥିଲା । ତେଣୁ ମୁଁ ନିଜ ଘରର କୋଣ କୋଣରେ ତାକୁ ଖୋଜିଲି କିନ୍ତୁ ସେ ତ ପଳାଇ ଯାଇଥିଲା ।

14. मेरी कोठरी ……………………………. नहीं होता।
ମେରୀ କୋଠ୍ରୀ ମେଁ ଔର୍ ଉସ୍‌ ଆସ୍‌-ପାସ୍ ତୀନ୍-ଚାର୍ ସାଁପ୍ ଭୀ ପାଏ ଗଏ । ଏକ୍ ସାଁପ୍ କେ ମିଲ୍‌ନେ କୀ ଖବର୍ ତୋ ସମାଚାର୍-ପକ୍ଷ୍ନୌ ମେଁ ଭୀ ଛପ୍ ଗଈ ଥୀ । ଇସ୍୍ ପ୍ରକାର୍ କୀ ଘଟ୍‌ଓଁ କା ମେଁ ସ୍ବାଗତ୍ କିୟା କର୍‌ତା ଥା, ଜ୍ୟୋକି ଜେଲ୍ କା ଜୀୱନ୍ ପ୍ରତିଦିନ୍ ଏକ-ସା ରହତା ହୈ ଔର୍ ଜୋ ଘ ଇସ୍ ଏକ୍-ସେ ଜୀୱନ୍ କୀ ସମରସତା କୋ ଭଙ୍ଗ୍ କର୍‌ତି ହୈ, ଉସ୍‌ ସ୍ବାଗତ୍ କିୟା ଜାତା ହୈ । ମେଁ ସାଁର୍ପୋ କା ସ୍ଵାଗତ୍ ନହୀ କର୍‌ତା । କିନ୍ତୁ ଉସେ ଡର୍‌ତା ଭୀ ନହିଁ ହୁଁ, ଜୈସେ ଅନ୍ୟ ଲୋଗ୍ ଡର୍‌ତେ ହେଁ । ଯଦ୍ୟପି ମେଁ ଉକେ କାଟେ ଜାନେ ସେ ଡରତା ହୁଁ ଔର୍ ସାଁପ୍ କୋ ଦେଖତା ହୁଁ ତୋ ଉ ଅପ୍‌ନୀ ରକ୍ଷା ଭୀ କର୍‌ତା ହୂ ଲେକିନ୍ ମେରେ ହୃଦୟ ମେଁ କିସୀ ପ୍ରକାର୍ କୀ ଘବରାହଟ୍ ୟା ଭୟ ପୈଦା ନହିଁ ହୋତା ।

ଅନୁବାଦ:
ମୋ ଘରେ ଓ ତାହାର ଆଖପାଖରେ ତିନି-ଚାରୋଟି ସର୍ପ ମଧ୍ୟ ଦେଖିବାକୁ ମିଳିଲା । ଗୋଟିଏ ସର୍ପ ମିଳିବାର ଖବର ତ ସମ୍ବାଦପତ୍ରରେ ଛପା ଯାଇଥିଲା । ଏହିପରି ଘଟଣାକୁ ମୁଁ ସ୍ବାଗତ କରୁଥିଲି, କାହିଁକି ଜେଲ୍‌ର ଜୀବନ ପ୍ରତିଦିନ ଏକାପରି ଓ ଯେଉଁ ଘଟଣା ଏହି ଗୋଟିଏ ଜୀବନର ଭାବନାକୁ ଭଗ୍ନ କରୁଛି, ତାହାକୁ ସ୍ବାଗତ କରାଯାଉଛି । ମୁଁ ସର୍ପକୁ ସ୍ବାଗତ କରେ ନାହିଁ, କିନ୍ତୁ ତାକୁ ମଧ୍ୟ ଡରେ ନାହିଁ, ଯେପରି ଅନ୍ୟ ଲୋକ ଡରନ୍ତି କିନ୍ତୁ ମୁଁ ତା’ କାମୁଡ଼ିବାକୁ ଡରେ ଏବଂ ସର୍ପକୁ ଦେଖ‌ିଲେ ତାହାଠାରୁ ନିଜକୁ ରକ୍ଷାକରେ । କିନ୍ତୁ ମୋ ହୃଦୟରେ କୌଣସି ପ୍ରକାରର ଅସ୍ଥିରତା ବା ଭୟ ଜନ୍ମ ହୁଏ ନାହିଁ ।

15. जीवों ……………………… साथी थे।
ଜୀର୍ଣ୍ଣୋ ଔର୍ କୀଡେ-ମକୋଡ଼ୋ ସେ ମେରୀ ଭେଣ୍ଟ୍ ଜୀତ୍‌ନୀ ଜେଲ୍ କେ ଅନ୍ଦର୍ ହୁଈ ଉତ୍‌ନୀ ଜେଲ୍ କେ ବାହର ନର୍ଜୀ ହୁଈ । ୱେ ମୁଝେ ଅପ୍‌ ମିର୍ତ୍ତୋ ଜୈସେ ହୀ ଲଗେ ଔର ଥେ ଭୀ । ଜ୍ୟୋକି ୱେ ମେରୀ ଅକେଲେପନ୍ କେ ସଙ୍ଗୀ ସାଥୀ ଥେ । (ପ: ଜବାହରଲାଲ୍ ନେହେରୂ କୀ ଆତ୍ମକଥା ସେ)

ଅନୁବାଦ:
ଜୀବ ଓ କୀଟ ପତଙ୍ଗଗୁଡ଼ିକ ସହ ମୋର ସାକ୍ଷାତ୍ ଯେତିକି ଜେଲ୍ ଭିତରେ ହୋଇଛି, ସେତିକି ଜେଲ୍‌ର ବାହାରେ ହୋଇନାହିଁ । ସେ ମୋତେ ନିଜ ସାଙ୍ଗ ପରି ଲାଗୁଥିଲେ ଏବଂ ଥିଲେ ମଧ୍ୟ । କାହିଁକି ନା ସେ ମୋର ନିର୍ଜନତାର ସାଙ୍ଗ ସାଥ୍ ଥିଲେ । (ପଣ୍ଡିତ ଜବାହାରଲାଲ୍ ନେହେରୁଙ୍କ ଆତ୍ମକଥାରୁ)

शबनार: (ଶରାର୍ଥି)

कोठरी – छोटा कमरा (କ୍ଷୁଦ୍ର ପ୍ରକୋଷ୍ଠ)।

परिचित – जान पहचान का (ପରିଚିତ)।

कोड़ियों – लगाम (ଲଗାମ, କଡ଼ି) ।

फुरसत – खाली समय (ଖାଲି ସମୟ)।

कीड़ा – कीट (କୀଟ) ।

शिकायत – अभियोग (ଅଭିଯୋଗ ) ।

उजड़ा – बरबाद (ବରବାଦ, ଉଜୁଡ଼ା ) ।

रेंगना – धीरे धीरे चलना, चींटी आदि कीड़ों का चलना (ଧାରେ ଧାରେ ଚାଲିବା, ପିମ୍ପୁଡ଼ି ଆଦି କୀଟ ଚାଲିବା) ।

कीड़े-मकोड़े – कीट पतंग (କୀଟ ପତଙ୍ଗ) ।

दैनिक – प्रतिदिन का (ପ୍ରତିଦିନର) ।

छेड़छाड़ – हँसी दिल्लगी (ଥଟ୍ଟାମଜା, ହଇରାଣ)।

खटमल – खाट (ଖଟ) या कुर्सियाँ में होनेवाला कीड़ा (ଏଠାରେ)खटमल ( ଅର୍ଥ ଓଡ଼ଶ ବା ଛାରପୋକ)

मच्छर – मशक (ମଶା)।

मक्खि – मक्षिका (ମାଛି)।

निरंतर – लगातार (ନିରନ୍ତର )।

गिलहरी – एक प्रकार की चुहिया ( (ଗୋଟିଏ ପ୍ରକାର ମୂଷା) ( ଏଠାରେ गिलहरी ଅର୍ଥ ଗୁଣ୍ଡୁଚିମୂଷା)।

झुंड – दल (ଦଳ)।

अठखेलियाँ – खेलकूद (ଖେଳକୁଦ)।

साहसपूर्वक – हिम्मत से (ସାହସ ସହିତ)।

गोद – क्रोड़ (କୋଲ )।

गौर – ख्याल (ଧ୍ୟନ )।

जरा – थोडा, कम (କମ)।

गेंद – कंदुक, कोल (କନ୍ଦୁକ, ପେଣ୍ଡୁ )।

खोना – डरा हुआ ( ନଷ୍ଟ କରିବା, ହଜାଇଦେବା )।

भयभीत – अच्छी तरह रक्षित (ଭୟଭ।ତ )।

सुरक्षित – कोलाहल (ସୁରକ୍ଷିତ)।

शोर – बन्दी (କୋଳାହଲ)।

कैदी – चिंता रहित (ବନ୍ଦୀ)।

निश्चित – दालाना (ନିଶ୍ଚିତ)।

बरामदा – पेड़ की डाली (ବାରଣ୍ଡା, ପିଣ୍ଡା)।

टहनी – तेजी, (ଗଛିର ଡାଳ)।

फुर्ती – जल्दी (ଶୀଘ୍ର)।

गोल – वृत्ताकार घेरे या परिधि वाला (ଗୋଲ)।

सुझाव – सलाह, परामर्श (ପରାମର୍ଶ)।

स्याही – कालिमा (କାଳି)।

प्रयास – प्रयत्न, कोशिश (ଚେଷ୍ଠା)।

परेशान – व्याकुल,व्यग्र (ବ୍ୟାକୁଳ ବ୍ୟଗ୍ର)।

कौंधा – बिजली की चमक (ବିଜୁଳିର ଚମକ)।

रुई – कपास का रेशा (ତୁଳା)।

नन्हा – छोटा (ଛୋଟ)।

प्रसत्र – खुश (ଖୁସି)।

चहेते – बहुत प्यारा (ଅତି ପ୍ରିୟ)।

घोंसला – नीड़, बसेरा (ବସାଘର ଏଠାରେ)।

चूँ-चूँ – (ଚେଁଚେଁ)।

देर – विलंब (ଜେଲ୍‌ର ଲମ୍ବା ପ୍ରକୋଷ୍ଠ ବା ଘର)।

बैरक – जेलखाने का लम्बा कमरा (ଏଠାରେ ପକ୍ଷ।ମାନଙ୍କର ଗୁପୁରା ଖୁପୁରି ଭାବ)।

नोक-झोंक – परस्पर होनेवाली झड़प, आक्षेप (ଶହ ଶହ )।

सैकड़ों – अगणित, कई सौ(ସବୁଠାରୁ ଭଲ,)।

सर्वश्रेष्ठ – सबसे अच्छा (ସର୍ବଶ୍ରେଷ୍ଠ)।

बन्दर – कपि, वानर (ମାଙ୍କଡ ହନୁ)।

किस्में – प्रकार (ପ୍ରକାର କାରନାମା )।

वार्डन – जेल की वार्ड का रक्षक (କାରାଗାର ଉତ୍ତାବଧାରକ)।

एक एक – अकस्मात, सहसा, अचानक ( ହଠାତ୍)।

डंडा – मोटी छड़ी (ମୋଟା ବାଡ଼ି) ।

भेंट – मेलाप, मिलान (ମିଳନ, ଭେଟ)।

बिस्तर – बिछौना (ବିଛଣା, ଶେଯ ) ।

जहरीला – विषैला (ବିଷାକ୍ତ) ।

तलाश – खोज ( ଅନସନ୍ଧାନ) ।

गायव – लुप्त, छिपा (ଲୁପ୍ତ, ଲୁଚିରହିବା) ।

अतएव – इसलिए (ତେଶୁ)।

समरसता – एक जैसा होने का भाव (ଏକାପରି, ସଦୃଶ)।

यद्यपि – हालाँकि (ଯଦିବା)।

घबराहट – व्याकुलता, अधीरता(ବ୍ୟାକୁଳତ। ଆଧାରତା)।

अकेलेपन – एकाकी, निर्जनता (ଏକୁଟିଆ ନିର୍ଜନତା ବା ଜନଶୂନ୍ୟ )।

अक्सर – प्रायः (ପ୍ରାୟ)।

बहुधा – अधिकतर (ଅଧିକତର)।

लेखक परिचय (ଲେଖକ ପରିଚୀୟ)

स्वतंत्र भारत के प्रथम प्रधानमंत्री पंड़ित जवाहरलाल नेहरू का जन्म 14 नवम्बर सन् 1889 ई. को उत्तर प्रदेश के इलाहाबाद के ‘आनन्द भवन’ में हुआ था। उनके पिता पंडित मोतीलाल नेहरू अपने समय के प्रतिष्ठित वकील थे, जिन्होंने अपने ज्ञान और तर्क शक्ति से बहुत नाम कमाया था। जवाहरलाल पर पाश्चात्य सभ्यता का प्रभाव होते हुए भी उनका भारतीय सभ्यता और संस्कृति से बेहद प्यार था। नेहरूजी ने इंग्लैंड के प्रसिद्ध ‘हैरो’ स्कूल में और उसके बाद ‘ट्रिनिटी कॉलेज’ में अध्ययन किया। वे विज्ञान के छात्र थे। वे वैरिष्टर बनकर भारत लौटे। सत्याग्रह आन्दोलन में हिस्सा लेने के कारण उन्हें अनेक बार जेल जाना पड़ा।

वे कंग्रेस के सभापति भी रहे। स्वतंत्रता के बाद वे देश के प्रथम प्रधानमंत्री बने। वे केवल कुशल राजनीतिज्ञ और अधिक परिश्रमी नहीं थे, बल्कि प्रभावशाली लेखक भी थे। उनकी आत्मकथा ‘मेरी कहानी’, ‘विश्व इतिहास की झलक’, ‘भारत की खोज’, ‘पिता का पत्र पुत्री के नाम’ उनकी प्रसिद्ध रचनाएँ हैं। पंड़ित जवाहरलाल नेहरू प्रभावशाली व्यक्तित्व के धनी और मानवता के पूजारी थे। अपने अनमोल व्यक्तित्व और अप्रतिम देश सेवा के कारण भारत सरकार ने उन्हें ‘भारतरत्न’ सम्मान से सम्मानित किया है। 27 मई सन् 1964 ई. को उनका देहांत हुआ था।

अभिमत :
स्वतंत्र भारत के प्रथम प्रधानमंत्री पंडित जवाहरलाल नेहरू महान स्वतंत्रता सेनानी थे। स्वतंत्रता- आन्दोलन के दिनों में उन्हें अनेक बार जेल जाना पड़ा था। अपने जेल – जीवन के दौरान नेहरूजी ने आस-पास पाये जानेवाले जीव-जन्तुओं का अच्छा अध्ययन किया। इन्हीं अनुभवों को उन्होंने बड़े सरल, सरस और सजीव रूप में यहाँ प्रस्तुत किया है।

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions One-Act Plays Chapter 1 Mother’s Day Textbook Activity Questions and Answers.

CHSE Odisha Class 11 Alternative English Solutions One-Act Plays Chapter 1 Mother’s Day

Section-I

Questions For Discussion

Question 1.
What tips does the dramatist give you in his opening Stage Direction on the central issue of the play and the central characters and their manner (Para-2)?
Answer:
When the curtain rises it is an afternoon in early autumn and the stage can be well-lit. Mr. Pearson and Mrs. Fitzerald are sitting opposite each other at the small table on which are two tea cups and saucers and the cards with which Mrs. Fitzerald has been telling Mrs. Pearson’s fortune. Mrs. Pearson is a pleasant and worried-looking woman in her forties. Mrs. Fitzerald is older, heavier, a strong and sinister personality. She is smoking. These two have sharply contrasting voices. Mrs. Pearson speaks in a light flurried sort of tone and Fitzerald with a deep voice.

Question 2.
How does Mrs. Fitzerald offer to help Mrs. Pearson assert her position in the family? What is Mrs. Pearson’s reaction to her suggestion? What is the method’ she adopts to effect a change in their personalities? Would you call it natural or supernatural?
Answer:
Mrs. Fitzerald suggests Mrs, Pearson in order to let the latter’s family men wait or look after themselves for once. Mrs. Pearson becomes embarrassed and says that she means well in fact. She also says that she agrees with her but she just can’t and it is no use her trying to make her. She knows that She will not be able to keep her promise. She wishes to adopt the method of changing bodies. Because both look alike. The change is but natural

Question 3.
What is the trick that the dramatist ‘ applies to make the change in the personalities of Mrs. Fitzerald and Mrs.Pearson theoretically convenient?
Answer:
The playwright gives direction that the scene should be acted very carefully. It is to be assumed that personalities change bodies. After the spell has been spoken both women, still grasping hands, go lax as if their lives were out of them. Then both come to life but with the personality of the other.

Vocabulary

good, long, solitary
fortune, poor, safety
depend, beauty, serious
yourself, abound, sophistication
the fortune-teller, allot, systematic
learn, under, but
twelve, clad, either… or
old, pen, neither… nor
mind, might, logical
put, peculiar, rigorous
foot, pungent, rigorous
mistress, transparency, popular
and, technical, pathetic
Answer:
good – adjective
fortune – noun
depend – verb
yourself – pronoun (reflexive)
fortune-teller – noun
learn – verb
twelve – adjective (cardinal)
old – adjective
mind – noun, verb
put – verb
foot – noun
mistress – noun
and – conjunction
long – adjective
poor – adjective
beauty – noun
around – verb
allot – verb
allot – verb
underclad – adjective
pen – noun
might – noun
peculiar – adjective
pungent – adjective
transparency – noun
technical – adjective
safety – noun
serious – adjective
sophistication – noun
systematic – adjective
either…or – conjugation
neither…nor – conjugation
chivalrous – conjunction
rigorous- adjective
popular – adjective
pathetic – adjective
but -adjective
logical – adjective

B. Derive nouns from the following:

popular, peculiar, locate
rigorous, mighty, erupt
chivalrous, mental, corrupt
logical, independent, curious
systematic, good, nude
serious, mysterious, rude
technical, callous, brief
transparent, nervous, loving
pungent, abrupt, long
Answer:
Words – Noun Form
popular – popularity
chivalrous – chivalry
systematic – system
technical – technique
pungent – pungency
mighty – might
independent – independence
mysterious – independence
nervous – nervousness
locate – location
corrupt – corruption
nude – nudity
brief – brevity
long – longevity
rigorous – rigor
logical – logic
serious – seriousness
transparent – transparency
peculiar – peculiarity
mental – mind
good – goodness
callous – callousness
abrupt – abruptness
erupt – eruption
curious – curiosity
rude – rudeness
loving – love

Grammar

(top and bottom)/glasses (or spectacles consisting of two eye-pieces)/ binoculars (having two parts connected together.)/scissors
A. Sometimes we use a plural noun for one that has two parts, for example, trousers/ jeans/tights/shorts/pants (two legs)(or pajamas (having two sharp parts). These words are plural, so they take a plural verb. My trousers are too long (not too long). We can also use a pair of + these words: Those are nice jeans, or that is a nice pair of jeans. I need some new glasses, or I need a new pair of glasses.

B. Some singular nouns are often used with a plural verb. For example government, staff, team, family, audience, committee, company, firm, etc These nouns are all groups of people. We often think of them as a number of people = (‘They’) not as one thing (=’ it’) So we often use a plural verb. The government (=they) is not happy with their new working conditions. The staff at the school (=they) are not happy with their new working conditions.

In the same way, we often use a plural verb after the name of a sports team and Company. Scotland is playing France next week in a football match. Shell has increased the price of petrol A singular verb (The government wants…/ Shell has… etc.) is also possible. We always use a plural verb with police The police have arrested the thief, (not “The police has”). Do you think the police are well-paid? Note that a person in the police is a policeman/a policewoman/a police officer (not police).

C. Some nouns and in-are but are not usually plural. For example, athletes, gymnastics, mathematics, physics, electronics, economics, politics, etc. Gymnastics is my favorite, sport. What time is the news on television? singular or plural. Some words ending in – s can be For example: means a means of transport many means of transport. series a television series two television series species a species of bird 200 species of bird.

D. We do not often use the plural of the person (persons’) we normally use people (a plural word). Many people don’t have enough to eat.
E. We think of a sum of money, a period of time, a distance, etc. as one thing. So we use a singular verb.
Twenty thousand pounds (it) was stolen in the robbery (not were). Three years (=) is a long time to be without a job. Six miles is a long way to walk every day. Most of the following sentences are wrong.

Correct them where necessary.
1. Susan was wearing black jeans
2. Brazil is playing Italy in a football match next Sunday.
3. Five thousand rupees are not enough.
4. The committee has not made a decision yet
5. There was a police standing at the comer of the street.
6. Has the police arrived yet?
7. The scissors are not very sharp.
Answer:
1. Susan was wearing a pair of black jeans.
2. Brazil is playing Italy in a football match next Sunday.
3. Five thousand rupees is not enough.
4. . The committee has/has not made a
5. There was a policeman standing at the decision yet. comer of the street.
6. Have the police arrived yet?
7. The scissors are not very sharp.

Section-II

Questions For Discussion

Question 1.
What does Doris find strange about her mother’s behavior? What are Mrs. Pearson’s comments on Charlie Spencer, Doris’s boyfriend? How does Doris react to her comments?
Answer:
Mrs. Pearson’s changed voice and behavior seem strange to Doris. Her mother’s way of speaking amazed her. She is surprised not at what she says but how she says it, Mrs. Pearson comments on Charlie Spencer, Doris’s boyfriend as bulk-teethed and half-witted. She tells Doris if she were her age, she would find somebody better than Charlie Spencer. Don’s eyes fill with tears when her mother comments on him and she runs out.

Question 2.
How does Mrs. Pearson treat Cyril? How does she explain the behavior that Cyril finds so strange? How do Doris and Cyril account for their mother’s changed manners?
Answer:
Mrs. Pearson treats Cyril the same way as she does Doris. She wishes that Cyril should also be taught a lesson as she does with her daughter. Doris says she can’t believe her eyes when she sees her smoking and playing cards. Cyril asks her if she is feeling off-color. Doris says that she is surprised not at what she says but at how she says it and the way she looks. Doris expresses serious concern, “If she is going to be like this when Dad comes home.”

Question 3.
What does Mrs. Pearson say about her plans for the weekend? What does she expect of her children in return for everything she does for them?
Answer:
Mrs. Pearson airily says that she has been working eight hours a day. So, she is going to be completely tired. So, she wants some rest. She can only do for them a bit of cooking work and making beds ready for sleep. But, she will have to be asked Very nicely and thanked for everything and generally made a fuss of she also declares that she will take a rest on Saturday and Sunday.

Grammar/Vocabulary

The three forms of some irregular verbs:

Present, Past, Past participle
bread, bred, bred
bring, brought, brought
broadcast, broadcast, broadcast
build, built, built
bum, bumed/bumt, bumed/bumt
burst, burst, burst
buy, bought, bought
can, could, could
cast, cast, cast
catch, caught, caught
chide, chid, chidden
choose, chose, chosen
cleave, cleft, cleft
clothe, clothed, clothed
come, came, come
cost, cost, cost
creep crept, crept
crow, crew/crowed, crowed
lay  laid, laid
lead, led, led
lean, leaned/leant, leaned/leant
leap leaped/leapt, leaped/leapt
learn, leamed/leamt, leamed/leamt
leave, left, left
lend, lent, lent
let, let, let
lie lay, laid
light, lighted/lit, lighted/lit
lose, lost, lost,
make, made, made
may, might, might
mean, meant, meant
meet, met, met
pay paid , paid
put, put, put
mow, mowed ,mowed/mown
read, read, read
rent, rent, rent
rid, rid, rid
ride, rode, ridden
ring, rang, rung
rise rose, risen
run, run, run
saw, sawed, sawed
say, said, said
see, saw, seen
seek, sought, sought
sell, sold, sold
send, sent, sent
set, set, set
sew, sewed, sewed/sewn
shed, shed, shed
shine shone, shone
shoe, shoed/shod, shoed/shod
shoot shot, shot
show showed, showed
shut, shut, shut
sing, sang, sung
sink sank, sunk
sit, set, set
slay, slew, slain
sleep slept, slept
slide slid, slid
slink, slunk, slunk
slit, slit, slit
smell, smelt, smelt
smite, smite, smitten
sow, sow, sowed
speak, spoke, spoken
speed sped, sped
spell, spell, spelt
spend, spent, spent
spill, spill, spilt
spin spun, spun
spit, spit, spit
split, split, split
spread, spread, spread
spring sprang, sprung
stand, stood, stood
steal, stole, stollen
stick, stuck, stuck
sting, stung, stung
stink, stank, stunk
strew, strewed, strewn
stride, stride, strode/stridden
strike, struck, stricken
string,string, strung

Section-III

Questions For Discussions

Question 1.
“I don’t like surprises”. Who says that? Why?
Answer:
George says that when Mrs. Pearson behaves in a peculiar manner as a wife is not expected to do with a husband and after a series, of talks with him as to her spectacular change, she says that it must be surprising him to see sil6h unexpected change in Wg wife,s behavior. George says. don’t like surprises”.

Question 2.
What does Mrs. Fitzeraid (now Mrs. Pearson) tell George about the way people think of him at the club? What is the effect of her remarks on George?
Answer:
Mrs. Fitzerlad (how Mrs. Pearson) tells George that people at the club would laugh at him. He is for them one of their standing jokes a laughing standing jokes, a laughing stock. he is addressed, “Pomy- ompy Person” because they think he is slow and pompous.

Question 3
what happens when Mrs. Pearson (now Mrs. Fitzeraid) forgets her new role? Do you find her pathetic or funny? How do the members of her family react’ to her mistakes? What does Mrs. Fitzeraid (now Mrs. Pearson) do to set things right?
Answer:
When Mrs. Pearson (now Mrs. Fitzeraid) forgets her new fold, she addresses in the same name as she has disguised herself. She is actually Mrs. Pearson in the guise of Mrs. Fitzeraid whose tongue slips to address herself in the actual name. It is really pathetic

Question 4.
What does Mrs. Pearson (now Mrs. Fitzeraid) insist on changing back to her proper personality?
Answer:
Mrs. Pearson insists on .changing back to her proper personality when she saw with her own eyes that her son and daughter and husband are ill-behaved. She is unable to withstand the ill-treatment mated by them. Her husband is gloomy and unhappy, her son has been in the kitchen with a glass of milk in hand. Her daughter has wept for a long time and her eyes seem to have come out. She fervently requests Mrs. Fitzerald (now Mrs. Pearson’t immediately change their proper personalities.

Vocabulary

A. Say what parts of speech the following are:

go, mortgage, Zoological
play, pathetic, tremendous
read, miserable, legitimate
adventure, monitor, rational
equipment, proper, radium
outstanding, personality, historical
harmful, endeavor, parthenocarpic
paper, beauty, priority
location, strong, fundamental
evaporate, interesting, elope
percolate, gentle, anthropomorphism
distinction, boycott, biochemistry
manipulation, visible, extravagant
chemotherapy, biology
Answer:
go – verb
play – verb, noun
read – verb
adventure – noun
equipment – noun
outstanding – adjective
harmful -adjective
paper – noun (uncountable)
location – noun
evaporate – verb
percolate – verb
distinction – noun
manipulation – noun
chemotherapy – noun
mortgage – noun
pathetic – adjective
miserable – adjective
monitor – noun, verb
proper – adjective
personality – noun
endeavor – noun
beauty – noun
strong – adjective
interesting – adjective
gentle – adjective
boycott – noun, verb
visible – adjective
biology – noun
zoological – adjective
tremendous – adjective
rational – adjective
medium – noun
historical – adjective
parthenocarpic – adjective
priority – noun
fundamental – adjective
elope – verb
anthropomorphism – noun
biochemistry – noun
extravagant – adjective

Section-IV

Questions For Discussion

Question 1.
What are Mrs. Fitzerald’s instructions to Mrs. Pearson after they have changed back to their proper personalities?
Answer:
Mrs. Fitzerald instructs Mrs. Pearson to be strict and severe with the members of her family. She should not be soft on them. This would make them come back to what they were in the past. All their efforts and endeavor Will go waste if she does not administer them properly.

Question 2.
How does Mrs. Pearson put her new, found formula to the test? Does it work? How?
Answer:
Mrs. Pearson is not able to apply the newfound formula to the test. It is because she is first of all a mother and a wife. She smiles at the appearance of her husband and children. This makes the situation as it was before.

Composition

Question 1.
Would you call “Mother’s Day” a humorous play with serious intent? How? Where do you find elements of humor in the play situations, characterization, or dialogues? What is the message of the play, if any?
Answer:
The play “Mother’s Day” is, undoubtedly, the best masterpiece of J.B. Priestley, an eminent and outstanding British playwright, novelist, and essayist of our time. Some of his well-known plays -are “An Inspector Calls”, “The Linden Tree” etc. In his plays, he presents ideas about life and tries to wake up his audience to the possibilities of altering their lives for the better and suggests that human life can be a fuller and finer thing than it normally is. In this discussion play, the playwright has tried his best to deal with this naked truth humorously.

It is, in fact, a humorous play that starts with humor but with serious intent. They play delights and provoke thought. Again the play is humorous in situations, characterization, and dialogue. The playwright proves dexterous in providing the right situations which provide a lot of humor. The characterization is another fact in which the dramatist presents a right sense of pleasure. Dialogues of the play make the audience laugh profusely. A balanced approach in situations, characterization, and dialogues is made to bring about desired results.

In fact, the play incorporates a series of humorous situations from the beginning to the end. Mrs. Pearson and Mrs. Fitzerald change into different personalities. Mrs. Pearson assumes the guise of Mrs. Fitzerald and vice versa. This changing business produces humor in the play. When Mrs. Fitzerald in the guise of Mrs. Pearson starts dealing with the Pearson family, it creates a mirthful climate. When she holds a talk with Doris, the. the girl becomes nervous and embarrassed. It also creates a pleasant situation.

Mrs. Fitzerald (in the guise of Mrs. Pearson) makes overriding remarks about the girl when she wants to set right and this makes everybody laugh. Mrs. Pearson is seen smoking a cigarette and playing cards. Her behavior creates a ludicrous Her dialogues provide a vista of humor However, Mrs. Pearson’s dialogues and treatment of her son Cyril are equally humorous. The boy feels nervous and his dialogues and behavior create a mirthful atmosphere. Her dialogues and personality reveal a humorous situation. When she makes her talk with her husband, it looks very absurd and provoking and intimidated by his disguised wife. He is not able to straightforwardly before his wife.

The situation is very interesting to note. The meeting of Mrs. Fitzerald and Mrs. Pearson after the dramatic actions are over marks a humorous situation when dying two ladies change into their prior personalities. Their loose talks and etiquette are also humorous. After having changed and the whole family in unison, Mrs. Fitzerald still keeps waving her hands to deal, with, the husband and children makes a humorous situation. As a matter of fact, judging in all respects, the play is humorous in situations, characterization, and dialogue. The humorous style adopted by Priestley in the play is superb and fantastic. Oil the whole, is very inspiring and heart-enduring, and laughable.

Question 2.
How would you justify the title of the play Could you suggest another suitable title for the play?
Answer:
In fact, the play “Mother’s Day” However, the title of the work of art should be apt and suggestive. It should be concise, precise arid pointed. It should be like a signboard. An attractive and colorful signboard automatically arrests the attention of the customers to the shop. Similarly, an apt and suggestive title of a piece of art fascinates the reader towards it and even makes them spellbound to go through it and complete it immediately. On the other hand, a signboard speaks about the volumes of the contents of the shop. The customer can know front the signboard actually contains.

In the same way, an audience can know from the play’s title what it tells about. The title of the play “Mother’s Day” explains the same thing. it speaks of its inner values from the exterior However; Priestley is at his best iii his’ one-act play “Mother’s Day”. The play displays the mother that is Mrs. Peareon’s activities for one day Mr. Pearson, Doris and Cyril were having free time and they were at liberty doing their own business. They never cared what Was happening at home. In spite of the scheduled household works she Was encumbered with her work of her. husband and children.

She had to do their work. She had hardly any time to. stand, and stare. The more she does, the more she is ordered to work, and the busier she remains. Of course, she explicates her grievances before Mrs. Fitzerald who was alike in appearance. She suggested a plan. She told Mrs. Pearson that they should exchange dresses. Mrs. Pearson changed into that of Mrs. Fitzerald comps, to Mrs. Pearson’s house to set the family right. She wears a different disposition when Doris comes in. She exhibits unusual activities like playing cards and smoking cigarettes which surprise her.

She asks for tea and demands for ironing her yellow silk because she wants to go out with her boyfriend. Mrs. Fitzerald in the guise of Mrs. Pearson throws harsh words at Doris who has no other alternative than weep, in silence. Cyril is also treated in an unkind, way and he dares not show his face again before, She even does not spare the head of the family Mr. Pearson who is treated in black and white. He is made to feel demoralized that he is always laughed at by the people in the club. He feels intimidated by the retorting remarks of his wife. He has scarcely any words to communicate with his wife incarnate.

The true Mrs. Pearson comes in the guise of Mrs. Fitzerald. She feels hurt at the undue treatment of Mr. Fitzerald. As a matter of fact, going through the one-act play bit by bit, it is very much clear that the title “Mother’s Day” is entirely apt and suggestive. The way Priestley treated the one-day activity of the mother Mrs. Pearson in the guise of Mrs. Fitzerald is really superb, outstanding, enjoyable, thought-provoking and heart-enduring. On the whole, the title is appropriately justified.

Question 3.
Who do you think is the central character of the play? Would you say the characters of Mrs. Pearson and Mrs. Fitzerald are complementary? How?
Answer:
The one-act play “Mother’s Day” is undoubtedly the best typical creation of J.B. Priestley, a popular and outstanding British playwright, novelist, and essayist of the present era. He is, indeed, a superb and excellent master in the art of depicting apt and suitable characters. So -far the characters of the play are concerned such as Mrs. Pearson, Mr. Pearson, Mrs. Fitzerald, Doris, Cyril, etc. nobody deserves as the central character of the play, “Mother’s Day”. But, in this discussed play, there are two characters who equally play important roles in the development of the plot. In this context, both Mrs. Pearson and Mrs. Fitzerald play central roles. They are both complementary and supplementary to each other.

The play remains incomplete in the absence of the other. Because of both of them. contribute a lot to push forward the dramatic actions of the one-act play. Fitzerald- look alike in their appearance. Mrs. However, Mrs. Pearson and Mrs. Pearson describe how he has been encumbered with the household work and the works of her husband and children who are expected to do those works themselves. She has scarcely’ any time to stand and stare. She thinks this will spoil the children. She describes the matter too. Mrs-. Fitzerald suggests a plan to exchange dresses. It will help Mrs. Fitzerald to teach a lessor, to Mrs. Pearson’s husband and children. She assumes the appearance of Mrs. Pearson and moves forward (J for the mission.)

Moreover, now Mrs. Fitzerald in the guise of Mrs. Pearson behaves unnaturally in words and activities. She is seen smoking a cigarette and throwing harsh and coarse words at her daughter Doris and Cyril. The children do not understand why the mother behaves like this that day. They feel terribly hurt and injured. Her harsh words make them weep in silence. They feel harassed, helpless and desperate. They try to placate their mother who shows her aggressive temper more and more at her words. They dare not to appear before their mother. Mr. Pearson is also misbehaved and maltreated by Mrs. Fitzerald in the guise of Mrs. Pearson. She makes an amoral attack on her. She says that he is being laughed at by the people at the club and that he should go back and be a laughingstock there.

Mr. Pearson does not understand why his wife behaves so unruly. However, Mrs. Pearson in the guise of Mrs. Fitzerald arrives on the spot and marks how her husband and children are in a desperate mood. Her heart shudders in pain. She requests Mrs. Fitzerald to change into their proper positions. She wishes to be Mrs. Pearson again and be with her family. As a matter of fact, the above-discussed events and activities prove very much that both Mrs. Pearson and Mrs. Fitzerald are complementary and supplementary to each other. In this sense, for the development of the plot, the way Priestley treated them both is, in fact, superb arid fantastic. On the whole, he is a great master to handle his characters properly and suggestively.

Question 4.
“Slake a character sketch of Mrs. Pearson.
Answer:
In fact, the one-act play “Mother’s Day” is a typical masterpiece of J.B. Priestley, an eminent and outstanding British playwright, novelistic, and essayist of the present century. He is a superb and excellent master in the art of characterization. In the presentation of ideas about life, he selects apt and suggestive characters to explain his motto in a greater and better way. Such a character is Mrs. Pearson in “Mother’s Day” which automatically arrests our attention. Actually, the character is one’s destiny. One can make or Mar. one’s own character.

Mrs. Pearson is a character who crosses and recrosses the stage of and om She appears to be the pivotal character in this one-act play. The play without Mrs. Pearson- is like the proverbial play of “Hamlet” without the prince of Denmark, This drama falls flat without her. It becomes sheer nonsense if she is eliminated or neglected. The title of the play revolves around her.

In the caption, “Mother’s Day”, the ‘mother’’ in this place is none Other than Mrs. Pearson who dramatizes from the beginning to the end However, Mrs. Pearson dominates the whole play from the start to the finish.  Her dialogues stretch from character to character, There is not a single character in the play with whom Mrs. Pearson does not make interact. She holds talks with Mrs. Fitzerald who is her neighbor and who suggests her change into each other’s garbs so that they will be able to set her family right. She obliges it.

But remains in a distance sending Mrs. Fitzerald in the guise of herself. Mrs. Fitzerald in the disguise of Mrs. Pearson exercises her sway in the Pearson family. Moreover, starting from the children Doris and Cyril to the head of the family, Mrs. is intimidated by Mrs. Fitzerald performing the role of Mrs. Pearson. The children disappear from her face and keep weeping somewhere. Mrs, Pearson is highly intimidated by the. Pearson everybody is dominated and dominating words of the lady. He becomes desperate and dispirited to learn such a terrible situation has taken place. Mrs. Pearson (in the guise of Mrs. Fitzerald) sees how her children and husband are helpless.

Her heart moves at such sad sight. She fervently requests Mrs. Fitzerald (in the guise of Mrs. Pearson) h6t to continue the show any longer. She tells her to change into their original personalities. Her motherly heart starts melting at the helplessness of her children. She does not like to see her husband being disrespected by another lady which she thinks to be unbearable. As a matter of fact, Mrs. Pearson is a lovable and affectionate character. She is, really, a good mother who can’t tolerate the pitiable and helpless condition of her children. She is the embodiment of a perfect housewife as she could not tolerate Mrs. Fitzerald misbehaving with him in her guise. On the whole, Mrs. Pearson is the most lovable, inspiring, and heart-elevating character.

Grammar / Vocabulary

Use the following both as Nouns as well as Verbs

jump, need, match
kick, neglect, marked
kiss, net, order
lack, notice, pack
labour, number, pay
land, nurse, paddle
laugh, leave, page
lend, lecture, paint
milk, light, pile
mind, link, place
move, load, plan
name, look, plaster
love, play
Answer:
jump:
(N) He did well in the jump
(V) He jumped well.

kick :
(N) The kick he gave was unbearable.
(V) Don’t kick anybody

kiss :
(N) He likes flying kiss.
(V) She kissed me.

lack :
(N) The business failed due to a lack of a proper plan.
(V) They lack courage.

labour:
(N) Success requires hard labor.
(V) He labored hard to secure first class.

Land :
(N)the land is very fertile.
(V) The plane landed in time

master:
(N) He is a master in this subject.
(V) He has mastered the knowledge well

Milk:
(N) Milk is good for health.
(V) My cow milks Well.

mind :
(N) He has a weak mind.
(V) I never mind your words.

move :
(N) This is the right move.
(V) The beggar moves from door to door.

name :
(N) This is my nickname.
(V) He named his daughter ‘Priti’.

need :
(N) He has no need for money.
(V) I always need money for my business.

neglect:
(N) He plucked in the exam, due to sheer neglect.
(V) He should not neglect his parents

net :
(N) He has made a net for fishing.
(V) He nets the birds every day.

notice:
(N) There is no notice on the board.
(V) I noticed a beautiful natural sight.

number:
(N) It is my lucky number.
(V) Please, number the mangoes.

nurse :
(N) She is a nurse.
(V) She nurses the patient well.

leave :
(N) He is on leave.
(V) Leave this place immediately.

lecture :
(N) He gave a long lecture on sociology.
(V) He lectures perfectly.

light :
(N) You should not read in dim light.
(V) He lighted a candle,

link :
(N) I have no link with him.
(V) The road links Bhubaneswar and puri.

load :
(N) This load is very heavy.
(V) The ship is heavily loaded.

look :
(N) The outer look of the building is attractive.
(V) Look at the beautiful picture.

love :
(N) Love is a divine thing.
(V) I love my parents very much,

match:
(N) I enjoyed the cricket match.
(V) The shirt does not match his

order :
(N) We should obey, the orders of our parents.
(V) The master ordered his servant to water the plants.

pack :
(N) My Friend bought a pack of cards.
(V) I packed the bag to stir, my journey.

pay :
(N) He is happy with this pay.
(V) He pays the labor a hundred rupees every day.

paddle :
(N) The paddles of his bicycle are out of order.
(V) He paddled the way by his bicycle.

page :
(N) This book contains 500 pages.
(V) He paged the book perfectly.

paint :
(N) I use costly paint.
(V) He painted the picture attractively.

pile :
(N) He marked a woodpile on his way.
(V) The man is ordered to pile the wood there.

place :
(N) Puri is a famous place for Lord Jagannath.
(V) He placed the table here.

Plan :
(N) I accept your future plan.
(V) You should plan your future from today.

Plaster:
(N)This is made of plaster from Paris.
(V) The walls are properly plastered.

play :
(N) I enjoyed the play very much.
(V) Tendulkar plays cricket every day.

Mother’s Day Summary in English

Section – I
Pre-reading Activity
1. We observe certain days of the year as social occasions such as Teacher’s day, Children’s day, World Environment day, World Literary Day, and so on. Why do we treat these days as a special occasion? How do we observe, for instance, Teachers’ Day in educational institutions

2. When, Shiv Sundar Das, the young Indian Cricketer batted superbly in a match against Zimbabwe and helped India win, the newspapers said it was Shiv Sundar’s Day. Would you say “Shiv Sundar’s Day” is used in the same sense as when we say “The Teachers’ Day” was observed in our colleges with great enthusiasm? Or does it convey a different shade of meaning? If so, what?

Focusing Question:
Mother’s day as you may be knowing is observed in many countries of the world on May 14 every year. On this occasion, mothers receive gifts and greetings from their children. the spirit behind the observance of this day is to acknowledge with gratitude a mother’s contribution to the well-being of the family. Now, as you go through the play, try to find answers to the following.
1. Do Mrs. Pearson’s husband, daughter and son treat her in accordance with the spirit of Mother’s Day?
2. Or, would you say it is Mrs. Pearson’s final success in assisting her clue position in the household that the play’s title hints at?

Introducing The Author:
J.B. Priestley (1894-1984) is a major British playwright, novelist, and essayist of our time. Some of his well-known plays are Laburnum Grove’, ‘When we are married’, ‘An Inspector Cells’ and ‘The Linder Tree’, In his plays, he presents ideas about life and tries to wake up his audience to the possibilities of their altering their lives for the better and to suggest that human life can be a fuller and finer thing than it normally is. Priestley’s popular one-act “Mother’s Day” focuses attention on a mother who is treated by her husband, daughter, and son as nothing better than a more domestic help until a neighbor teaches her the art of asserting herself in her household. The play is in the comic vein.

Gist
Paragraphs: 1-5
The living room of the Pearson family is well-furnished. It is, of course, a small suburban detached villa. Two doors are used one leading to the kitchen and the other to the back door. There is a muslin-covered window in the wall and possibly one on the right wall too. The fireplace is on the fourth wall. There is a settle-up and armchair down and one down. A small table with two chairs on either side of it stands when the curtain rises, it is an afternoon in early autumn and the stage can be well-list. Mrs. Pearson and Mrs. Fitzerald are sitting opposite each other at die small table, Mrs. Fitzerald is telling her fortune. Mrs. Pearson is a pleasant but worried-looking woman in her forties. Mrs.

Fitzerald is older, heavier, strong, and has a sinister personality, Mrs. Fitzerald opens her dialogue by collecting the cards. She says that is all she can tell herself. Mrs. Pearson thanks her and obliged. She says it is nice having a wonderful fortune-teller living next door and asks whether she has learned it, out East. Mrs. Fitzerald replies that she has learned it with her old man rising to be Lieutenant Quartermaster. She asks Mrs. Pearson to put her foot down once and for all and be the mistress of her own house and the boss of her own family. about the good and bad fortune. It all depends that it is easy to say, but difficult to do. Mrs. Fitzerald blunts out again to know who the better for being a spoilt-grown man, lad or girl. It is not good if she always follows them, and carries out their orders like a servant at the start. Mrs. Fitzerald says that it is the proper time and she wants to leave, She assumes that they will be at home at any time,

Paragraphs: 6-12
Smiling frankly Mrs. Pearson replies house. Mrs. Pearson doubtfully says that she supposes it to be so. But she hates any unpleasantness. She does not know when to wait or look after themselves for once.

Paragraphs: 13-25
Mrs. Pearson agrees with her but says if she promises she would not be able to keep it. Mrs. Fitzerald wishes her to do it. Mrs. Pearson becomes nervous and says that the matter will not do at all. She hopes that Mrs. Fitzerald says that they should resent it at once and even will not listen to it. Really, she can’t blame them. Mrs. Fitzerald says that she has pot got the idea. Mrs. Fitzerald tells that they change places or bodies and they look like each other. Mrs. Fitzerald tells her to give her hands and keep quiet for a minute: She asks her not to think anything. She takes her hands and tells her to look at her. They stare at each other. Mrs. Pearson notices the “cigarette being smoked by her and snatches it and puts it in her own mouth. The latter looks down at herself and sees that her body has changed giving a scream of fright.

There is a change in dress and appearance and Mrs. Fitzerald feels alarmed and says it would be terrible if they don’t change back. She becomes nervous. Mrs. Pearson advises her to stop worrying because it is easier to change back which she can do at any time. She tells her to do it immediately. Mrs. Pearson says it is not likely, to do it so quickly, she has got to deal with her family first. Mrs. Fitzerald asks what she is going to do to which Mrs. Pearson replies that she has to go to her house where there is nobody, then pop back and see how things are going. Better get off as soon as possible before one of them comes. Mrs, Fitzerald obeys and goes off. Mrs. Pearson smokes away lights another cigarette and begins laying out the cards for patience on the table. Doris comes in. She is a pretty girl in her early twenties who would be pleasant enough if she had not been spoilt.

Analytical outlines

• The living room of the Pearson family is well-furnished.
• It is, of course, a small suburban detached villa.
• Two doors are used
• One leads to the kitchen.
• The other leads to the back door.
• There is a muslin-covered window in the wall.
• It is possibly one on the right wall too.
• The fireplace is on the fourth wall.
• There is a settle-up and armchair down and one. down
• A small table stands with two chairs on each of its sides.
• When the curtain rises it is an afternoon in early autumn.
• The stage can be well-list.
• Mrs. Pearson and Mrs. Fitzerald are sitting.
• They sit opposite each other at the small table.
• Mrs. Fitzerald is telling about Mrs. Pearson’s fortune.
• Mrs. Pearson is a pleasant, worried-looking woman.
• She is forty.
• Mrs. Fitzerald is older and heavier.
• She is also strong and has a sinister personality.
• Mrs. Fitzerald opens her dialogue collecting the cards.
• She tells about good and bad fortune.
• All depend upon herself.
• Mrs. Pearson thanks her and obliged.
• She calls her a wonderful fortune-teller
• It is nice that she lives near Mrs. Pearson.
• Mrs. Pearson asks her if she learns it out East.
• She says that she learns it with her old man.
• She asks Mrs. Pearson to put her foot down once.
• She will be the mistress of her own house.
• She will be the boss of her own family.
• Mrs. Pearson smiles frankly
• She says that it is easy to say but difficult to do.
• Mrs. Fitzerald says that following them always is not good
• It is also not good to always obey their orders.
• She is not a servant of their house.
• Mrs. Pearson doubtfully says this.
• Of course, she supposes it to be so.
• But Mrs. Pearson hates any unpleasantness.
• She does not know when to start.
• Mrs. Fitzerald says it is the proper time.
• Mrs. Fitzerald wants to leave.
• She assumes that they will be at home at any time.
• Mrs. Fitzerald says. that they should wait or look after themselves for once.
• Mrs. Pearson agrees with her.
• But she says if she promises she would not be able to keep it.
• Mrs. Fitzerald wishes her to do it.
• Mrs. Pearson becomes nervous.
• She says that the matter will not do at all.
• She hopes that they will resent it at once.
• She says that even they will not listen to it
• Really, she can’t blame them.
• Mrs. Fitzerald says that she has not got the idea.
• She says that they change places or bodies.
• So they look like each other.
• Mrs. Fitzerald tells her to give her hands.
• She tells her to keep quiet for a minute.
• She asks her not to think anything.
• She takes her hands.
• She tells her to look at her.
• They stare at each other.
• Mrs. Pearson notices the cigarette
• being smoked by her.
• She snatches it and puts it in her own mouth.
• The latter looks down at herself.
• She sees that her body has changed.
• It gives a scream of fright.
• There is a change in dress and appearance.
• Mrs. Fitzerald feels alarmed.
• She says that it would be terrible if they don’t change back.
• She becomes nervous.
• Mrs. Pearson advises her to stop worrying.
• Because it is easier to change back.
• She can do it at any time. ,,
• She tells her to do it immediately.
• She has got to deal with her family first.
• Mrs. Fitzerald asks what she, is going to do.
• Mrs. Pearson says that she has to go to her house.
• There is nobody there.
• She has to see how thingsÿ are going.
• Better get off as soon a$. possible before one of them comes.
• Mrs. Fitzerald obeys and goes off.
• Mrs. Pearson smokes away lighting another cigarette.
• She begins laying out the -cards for patience on the table.
• Doris comes in.
• She is a pretty girl.
• She is twenty.
• She would be pleasant enough if she had not been spoilt.

Meaning Of Difficult Words:

settee -a long seat with a back for two or more persons
sinister – lopking harmful.
cockney – the dialect and aqcent of the working ,class people living in the east end of London.
put your food down – assert your authority.
flustered – nervous.
Gimme – (colloquial) give me
arshtatta – unintelligible words meant for casting a magic spell.
patience – a card game for only one player
furnished – equipped, decorated.
suburban – a semi-urban, rural based area.
semidetached – not separated completely
assumed to be – appeared to be
the stage can be well lit – the stage can be well-lighted.
worried looking – looking very nervous
in her forties – age from forty to forty-nine.
spoilt – ruined, destroyed gone astray.
dubiously – surreptitiously, doubtfully
bewildered – perplexed, a state of mind when the person does not know what to do, confused
grasping hands lax – holding hands.
lax – loose, slack, soft, flabby.
mannerisms – styles of speaking and behaviour
dominating – overpowering, overbearing.
sczeam – shout, shriek.
fight -fear
complacently – satisfied oneself.
with your family – I have to administer your family.
for a list – for a short span of time.
get off now – go and read my house.
comes busting – coiffes impetuously like a storm.

Section-II

Gist
Paragraphs: 26-142
Doris starts speaking to her mother to iron her yellow silk dress so that she. can wear it that night. Mrs. Pearson speaks in her ordinary voice. It is not fluttering and apologetic, but it js cool anti c|ear and forceful. She replies about what she thinks of her doing, whether she is whitewashing the ceiling. Doris amazingly exclaims that she is smoking! Mrs. Pearson says there is no law against smoking. Doris says that she knows that her mother does not smoke. She gets the reply that she has the wrong thought. Doris again asks whether they are going to have tea in the kitchen. Mrs. Pearson replies to take tea anywhere she likes. Doris angrily says that the tea is not ready yet.

Mrs. Pearson says that tea for her is not ready. She has already had her tea. She would go to have her meal at the Clarendon. Staring at her, Doris asks what the matter is with her. She says indignantly whether she has heard what she said about her yellow silk. Mrs. Pearson replies whether the silk will iron itself- Doris Mys is her mother to do that Mrs. Pearson says that Doris should not talk rubbish. She knows how much work she does. Why she wears her yellow silk where she is going? Doris says it is with Charlie Spencer Doris becomes wild and says that she should not ask the reason why; should not have any objections. Mrs. Pearson asks if she doesn’t get anybody better than the buck teeth and halfwitted Charlie Spencer.

She continued that if she were her age, she should have found somebody better than Charlie, a notorious fellow whom she never likes. Doris is nearly in tears and runs out. Mrs. Pearson chuckles and begins pulling the cards together. After some time Cyril Pearson enters. He is the masculine counterpart of Doris. He enters saying whether the tea is ready. She replied negatively. He moves to the table and asks the reason why, he has not have much time and is out to go when Pearson’s voice checks him. He says he has a busy night tonight. He asks whether she has put his things out. Mrs. Pearson replies she can’t remember. He walks to the table and says pretreating when he asked she replied to do it in the morning and has to look through them first in case there was any mending.

She replies she does not like mending, Cyril says that is a nice way to talk. What will happen if they all talk like that? Mrs. Pearson says that they all do that. If there is something at home they don’t want to do, let him not do it. If it is something at his work, he has to get the union to bar it. All that has happened is that she has joined the movement, Doris enters and she is in the process of dressing and is wearing a wrap, she looks pale – and red-eyed. Mrs. Pearson gets up and exits: Cyril and Doris are in a huddle.

Doris asks whether she has behaved with him in the same way. He says positively. Doris says she is glad that it is for both of them. She has thought she has done something wrong. Cyril has thought so but they now feel that it is their mother’s. Doris continues that she has been smoking since she entered. She has also been playing cards. Cyril says he has asked her if she has been feeling off-color and she has replied she has not. Doris says she has changed suddenly. It is not what she has said but the way she has said it and the way she has looked stout and a half-filled glass. Cyril and Doris try to stop the guffawing and giggling but they Mrs. Pearson enters carrying a bottle of is not quick enough.

Mrs. Perason regards them with contempt. She speaks that they both have always been talking about being grown up, and why they don’t try to be their age. Doris asks what makes her mother talk like that. What they have done. Mrs. Pearson smartly replies it is because of their coming in, asking for something, going out again, then coming back when they have nowhere else to go Cyril becomes aggressive and says if she does not get tea ready he will find something to eat himself. Mrs, Pearson says and Doris says that they work all day.

Mrs. Pearson replies she has been working eight hours a day. She also declares that she will take a rest on Saturday and Sunday. Doris asks if she will stick to it. The mother replies positively. She says that she is a lot elder and is better able to look after herself. She also warns, her daughter she will hit her with something if she does not stop asking silly questions. Doris stares at her open-mouthed cries. Mother threatens her. that it is better to do things for himself Cyril.

Analytical Outlines :

• Doris speaks to her mother to iron her yellow silk dress.
• Because she has to wear it tonight.
• Mrs. Pearson speaks in her ordinary voice.
• It is not fluttering and apologetic.
• But it is cool, clear, and forceful.
• She replies with what she thinks of her doing.
• If she is whitewashing the ceiling.
• Doris amazingly exclaims that she is smoking.
• Mrs. Pearson says that there is no law against smoking.
• Doris says that she knows her mother does not smoke.
• She gets the reply that it is her wrong thought.
• Doris asks whether they are going to have tea in the kitchen.
• Mrs. Pearson replies to take tea anywhere she likes.
• Doris angrily says then the tea is not ready yet.
• Mrs. Pearson says that the tea for her is not ready
• She has already had her tea.
• She would go have a meal at the Clarendon.
• Staring at her, Doris asks what the matter is with her.
• Doris reminds her about her yellow silk
• Mrs. Pearson replies whether the silk will iron itself
• Doris says it is her mother to do that.
• Mrs. Pearson says that Doris should not talk rubbish.
• She knows how much work she does.
• She asks why she wears her yellow silk where she is going.
• Doris says’ it is with Charlie Spencer.
• Doris says she should not ask the reason
• She should not have any objections.
• Mrs. Pearson irritates by the name of Charlie Spencer.
• To her, he is buck-teethed and half-witted.
• She continued that if she were her age,
• she should have found somebody better than Charlie
• To Mrs. Pearson, Charlie is a notorious fellow.
• She does not like him at all.
• Doris is nearly in tears and runs out.
• Mrs. Pearson chuckles and begins putting the cards together.
• Then Cyril Pearson enters.
• He is the masculine counterpart of Doris.
• He enters saying whether the tea is ready.
• She replies negatively.
• He moves to the table and asks about the reason.
• He says that he has not much time.
• Again, he is about to go out.
• He hears the voice of his mother.
• He asks whether she has put his things
• He says he has a busy night tonight. out.
• Mrs. Pearson replies she can’t remember.
• He walks to the table and says protesting.
• She has replied to do it in the morning.
• She has to look through them first in
• case there was any mending.
• She replies she does not like mending.
• Cyril says that is a nice way to talk.
• He also says what will happen if they talk like that.
• She says that they all do that.
• If there is something at home, they do nothing.
• If it is something at his work, he has to get the union to bar it.
• All that has happened is that she has joined the movement
• Doris enters and she is in the process of dressing.
• She is wearing a wrap.
• she looks pale and red-eyed.
• Mrs. Pearson gets up and exists.
• Cyril and Doris are in a huddle.
• Doris asks whether she has behaved in the same way.
• He says positively.
• Doris is glad that it is the same for both of them.
• She has thought she has done something wrong.
• Cyril has thought so.
• They now feel that it is their mother’s.
• Doris continues that she has been smoking.
• She has also been playing cards.
• Cyril says he has asked her if she has been feeling off-color.
• She has replied she has not.
• Doris says she has changed suddenly.
• It is not what she has said.
• But the way she has said it and the way she has looked.
• Mrs. Pearson enters carrying a bottle of stout and a half-filled glass.
• Cyril and Doris try to stop them from guffawing and giggling.
• But they are not quite enough.
• Mrs. Pearson regards them with contempt.
• She speaks that they both are grown up.
• Why they don’t try to be their age?
• Doris asks what makes her mother talk like that
• What they have done.
• Thep Mrs. Pearson smartly replies.
• Because of their coming in, asking for
• something, going out again, then coming
• back when they no where else to go.
• Cyril becomes aggressive.
• He says if she does not get tea ready.
• He will find something to eat himself.
• Mrs. Pearson says it is better to do things for himself.
• Cyril and Doris say that they work all day.
• She replies she is working eight hours a day.
• She declares to take a rest on Saturday and Sunday.
• Doris asks if she will stick to it.
• Her mother replies positively.
• She says that she is a lot elder.
• So, she is better able to look after herself.
• She also warns her daughter.
• She will hit her.
• If she does not stop asking silly questions.
• Doris stares at her open-mouthed and cries.
• Her mother threatens her.

Meaning Of Difficult Words :

incisive – clear and forceful.
off-color – looking slightly ill.
snap out of it – (informal) change into a more cheerful mood
get cracking – (informal) start doing something immediately.
lacunae – using very few words.
stout – a strong dark beer
clot – (informal) silly, foolish fellow.
barmy – (informal) slightly mad, very foolish.
concussion – damage to the brain caused by a blow or fall.
giggle – laugh noisily
guffaw – a very loud, hearty laugh
thick – (informal) stupid, foolish.
blubbering – crying noisily.

Section-III

Gist
Paragraphs: 143-165
George Pearson enters. He is about fifty, fundamentally decent, but solemn, self-important, pompous. Preferably, he should be a heavy, slow-moving type. He notices Doris’ tears. He asks the reason why she cries. She replies that he will see. She runs out with sobs. George stares at her a moment and then looks at Mrs. Pearson. He asks what her words mean. Mrs. Pearson replies better ask her about the meaning. He slowly looks again at the door and then at Mrs. Pearson. Then he notices the stout. Mrs. Pearson raises for another Sip. His eyes almost bulge.

He asks if it is ‘stout’. She replies positively. He asks why she is drinking stout. She replies that she has fancied some. He asks if she takes it at such a time of the day! She replies what wrong is there to take it at such a time. He says nothing wrong, but he has never seen, her having it with her before. She says he is seeing it then. George says with great despair that he disliked it. He is astonished at her. She replies that this is a change in him. George says he does not like surprises. He says that he forgot to tell her that morning he wouldn’t want any tea. Special snooker match night at the club tonight. Hence, no tea. She replies that is right. There is not any tea. He questions whether she means she doesn’t get any tea. But he wants to have some tea.

Paragraphs: 166-180
Mrs. Pearson says it is very strange. The man is vexed because she doesn’t get tea for him that he doesn’t even want. She asks if he has ever tried at the club. ‘Tried what at the club ?’ asks George. She says that going up to the bar and telling them you don’t want a glass of beer, but he is vexed they haven’t already poured it out. If he tries that on them and sees what he gets. He says that he does not understand. She says they would laugh at him even more than they do then. George indignantly says that they don’t laugh at him at all.

Mrs. Pearson says they of course do it. He ought to have found that out by that time. Anybody would have, done that. He is one of their standing jokes. George refutes saying ‘never’. He does not agree with what she says. Mrs. Pearson says that it is always beaten her why he should want to spend so much time at a place where they are always laughing at him behind his neck and calling him names. Leaving his wife at home night after night instead of going out with her which doesn’t make him look like a foot.

Cyril enters with a glass of milk in one hand and a thick slice of cake in the other, George almost dazed turns to him appealingly. George asks his son if he has been with him to the club twice or thrice. Whether he has ever joked about in the club. Cyril in fear hesitates what to say but is embarrassed to say, “Well- yes, Dad, I’m afraid they do”. George feels dammed at it. George exits slowly, almost as if someone has hit him on the head. Cyril turns indignantly at Mrs. Pearson

Paragraphs: 181-200
Cyril says to his mother that she should not have told her father like that. That is not fair, She had hurt his feeling. So also his. Mrs. Pearson replies that sometimes it does people good to the truth and ought not to truth anybody for long. If his father did not to the club; so often, perhaps they would stop laughing at him. Cyril doubts whether their father is laughed at. Mrs. Pearson severely says that possibly he doubts but what she doubts is whether Cyril’s opinion is worth having what does Cyril know nothing?

He spends too much time and money at greyhound races and dart tracks and ice shows. Cyril replies about what happens if he spends time and money enjoying life: She says that he does not mind so much if he is really enjoying himself. But was it really? Where is it getting him? There is a sharp knock at the door. Cyril hurries out and in a moment he reenters closing the door behind him. It is that silly old bag from next door, Mrs. Fitzerald. He asks that she does not want her. Mrs. Pearson says she wants her and she told her to let her in.

She warned him not to call her a nasty old bag. She is a very nice woman. Mrs. Fitzerald enters. Mrs. Fitzerald asks if everything is alright. Cyril says negatively. His mother says things are quite right and asks Cyril to keep quiet. He protests and his mother scold him in strong words. He goes off into the kitchen. Mrs. Fitzerald asks what is going on. Mrs. Pearson says just putting them in their places. She is doing what she bought to have done long since. Mrs. Fitzerald asks whether George is at home. Illus. Pearson says that she has been telling him what they think of him at the club

Paragraphs: 201-220
Mrs. Pearson says that they will be eating out of her hand soon. Mrs. Fitzerald says she does not think she wants them eating out of her hand. Mrs. Pearson says they will obey her like anything if she heads what she tells her to. George enters and gets surprised by the visitor. He moves to the armchair sits down heavily and glumly lights his pipe. Then he looks from Mrs. Pearson to Mrs. Fitzerald who is regarding him anxiously. George says, is it Mrs. Fitzerald? She says yes she is and addresses him by his name George.

He is ‘surprised to be called by name by a visitor woman. Mrs. Fitzerald begs pardon. Mrs. Pearson interferes to know what the matter is. She says whether he is Duke of Edinburgh: George gets angry and says there is no tea and Doris is crying her eyes out upstairs.” She Says it is bad manners to behave her friend the way he has done. He gets angry and says bitterly that it looks decent to talk silly things in the presence of a neighbor. Doris “enters weeping. Mrs. Fitzerald asks whether she is going with Charlie Spencer tonight. She reacts against it.

Paragraphs: 221-249
Doris says that her mother has been going on at her making her feel miserable and saying Charlie Spencer has got buckteeth and is half-witted. Mrs. Fitzerald says that Mrs. Pearson shouldn’t have said so. Mrs. Pearson retaliates that she will manage her family and she may manage her without poking her nose at others. George grimly says ticking her off then. Mrs. Pearson even more grimly says that they are waiting for him at the club. She also taunts Doris saying, “And don’t you start crying again, Doris ?” She says to George and Doris that she wants to have a private little talk with Mrs. Pearson, and she requests they leave them alone for a few minutes.

George and Doris exit. As they go Mrs. Fitzerald moves the small table and sits. She eagerly beckons Mrs. Pearson to do the same thing.. She talks to her quickly she says they must change back very quickly. Mrs. Pearson (who is in the guise of Mrs. Fitzerald) says this has gone far enough. He can see they are all miserable and she can’t bear it any longer. But, Mrs. Fitzerald (who is in the guise of Mrs. Pearson) says she wants to administer some more doses to set them right. But Mrs. Fitzerald says that she can not withstand any more of it and suggests they immediately change back. They change themselves into their true personalities.

Analytical Outlines :

• Then George Pearson enters.
• He is about fifty.
• He is fundamentally decent.
• But he is solemn, self-important, and pompous.
• Preferably, he is a heavy, slow-moving type.
• He notices Doris’ tears.
• He asks the reason for her crying.
• She replies that he will see.
• She runs out with sobs
• George stares at her for a moment.
• Then he looks at Mrs. Pearson.
• He asks what her words mean.
• Mrs. Pearson replies better ask him about the meaning.
• He slowly again looks at the door and then Mrs. Pearson.
• Then he marks the- stout on her hand
• She is about to take another sip.
• His eyes almost bulge.
• He asks if it is stout.
• She replies positively.
• He asks why she is drinking stout.
• She replies that she has fancied some.
• He asks why she is taking it at such a time.
• She replies what is wrong with it.
• He says that he has never seen her taking it before.
• She says he is seeing. it then.
• George says with great hatred that he dislikes it.
• He is surprised at her.
• She replies that there is a change in him.
• George says he does not like surprises.
• He has forgotten to tell her something.
• He does not want tea in the morning.
• There was a special snooker match at the club tonight?
• She replies that is right.
• She says there is not any tea.
• But he says he wants to have some tea.
• Mrs. Pearson says it is very strange.
• Mr. Pearson is vexed.
• Because she does not get tea for him.
• Even she does not want it:
• She asks if he has ever tried at the club.
• George asks what he has tried at the club.
• She says going up to the bar and telling them a glass of beer.
• But he is extremely vexed by it.
• She says that they haven’t already
• poured it out if he tries that on them.
• He says that he does not understand.
• She says they would laugh at him even more than they do then
• George indignantly says that they don’t laugh at him at all.
• Mrs. Pearson says they of course do it.
• He ought to have found them out by that time.
• He is one of their standing jokes
• George refutes saying never.
• Mrs. Pearson says it is always beaten her.
• Why he spends much time at such a place?
• As they are always laughing at him behind his back.
• They are also calling him names.
• He is leaving his wife at home night after night.
• Instead of going out with her.
• She does not make him look like a foot.
• Cyril enters with a glass of milk in one hand
• He holds a thick slice of-cÿke in the other hand.
• George almost dazed .turns to him appealingly.
• George asks his son if he has been with him to the club.
• If he has even seen being joked about in the club.
• Cyril in fear hesitates
• That is not fair.
• She had hurt his feeling.
• Even she has also hurt his (Cyril’s) feeling.
• Mrs. Pearson says that truth is truth.
• If his father stops going to the. club.
• Then they would stop laughing at him.
• Cyril doubts whether their father is laughed
• He is embarrassed to say, “well- yes
• Dad, I’m afraid they do”.
• George feels dammed at it.
• George exits slowly.
• He feels as if someone has. hit him on the head.
• Cyril turns indignantly at Mrs. Pearson.
• Cyril says to his mother that she should not have told her father like that. at.
• She says that Cyril knows nothing about it.
• He also spends time in dart tracks and
• Cyril replies what happens if he spends time and money enjoying life.
• She says that she does not mind so much if he really enjoying himself.
• But was it really?
• Where is it getting him?
• There is a sharp knock at the door.
• Cyril hurries out and in a moment he reenters closing the door behind him.
• It is that silly old bag from next door.
• He asks that she does not want her.
• Mrs.‘ Perasoh says she wants her.
• She told her to let her in.
• She warned him not to call her a nasty old bag. Vv ’
• She calls herself a very nice woman.
• Mrs. Fitzerald enters.
• Mrs. Fitzerald asks if everything is ice-shows. alright.
• Cyril says negatively.
• His mother says things are quite right.
• She asks Cyril to keep quiet.
• He protests and his mother scolds him in strong words.
• He goes off into the kitchen.
• Mrs. Fitzerald asks what is going on.
• Mrs. Pearson says just pulling them into their places.
• She is doing what she ought to have done long since.
• Mrs. Fitzerald asks whether George is at home. ,
• Mrs. Pearson says that she has been telling him what they think of him at the club.
• Mrs. Pearson says that they will be eating out of her hand soon.
• Mrs. ‘Fitzerald says she does not think she wants them eating out of her hand,
• Mrs. Pearson says they will obey her like anything.
• George enters and gets surprised to see
• He moves to the armchair and sits down
• Mrs. Pearson interferes what the matter
• George gets angry.
• He says there is no tea.
• Doris is crying upstairs. the visitor. heavily.
• He glumly lights his pipe.
• Then he looks from Mrs. Pearson to
• Mrs. Fitzerald is regarding him anxiously.
• Mrs. Fitzerald addresses him by his name.
• He is surprised to be called by name by a visitor woman.
• Mrs. Fitzerald begs pardon. is.
• She says whether he is the Duke of Edinburgh.
• She says it is bad manners to behave her friend the way he has done.
• He gets angry.
• Doris enters weeping.
• Mrs. Fitzerald asks whether she is
• He says bitterly that it is not good to say silly things to her in the presence of a neighbor. going with Charlie Spencer tonight.
• She reacts against this.
• Doris says that her mother has been
• she says Charlie Spencer has got going on at her making her feel miserable. buckteeth and is half-witted.
• Mrs. Fitzerald says that she should not have said so.
• Mrs. Pearson retaliates that she will manage her family.
• She may manage hers without poking her nose at others.
• George grimly says ticking her off then.
• Mrs. Pearson even more grimly says that they are waiting for him at the club’
• She also taunts Doris saying that she should not cry again.
• She says to George and Doris that she wants to have a private little talk with Mrs. Pearson.
• So, she requests them to leave them alone for a few minutes.
• George and Doris exit.
• As they go Mrs. Fitzeraid moves to the same table and sits.
• She eagerly beckons Mrs. Pearson to
• She says they must change back very
• Mrs. Pearson says that it has’cre. ted enough fear.
• They are also feeling miserable.
• She can’t bear it any longer
• But Mrs. Fitzeraid says she wants to administer some more doses to set them right.
• She says that she can’t withstand any more of it.
• So, she suggests they immediately change back.
• They change themselves into their true personalities.

Meaning Of Difficult Words:

pompous – pride, showy, self-important.
pecan- useless fellow.
glowering – looking angrily.
at sixes and seven – in a state of disorder
ticking her off – (informal) drunk
tidy – rebuking her.

Section-IV

Gist
Paragraphs: 250-260
Mrs. Fitzerald says that she has enjoyed the event but Mrs. Pearson says that she has not enjoyed anything in the show. Mrs. Fitzerald says that Mrs. Pearson should have enjoyed it. She advised Mrs. Pearson that she should be soft on them again otherwise. They will again be as they have been. All endeavors will end in smoke, all labor will go waste. She (assumes that she will try to be as advised. She . is sure that they will do better hereafter.

They are set right Mrs. Fitzerald says severely not. to start any explaining or apologizing. Mrs. Pearson replies that it is all right for her. After all, they aren’t her husband and children. Mrs. Fitzerald impressively says that Mrs. Pearson had admitted that she was spoiling them and they don’t appreciate her She warns her that giving them a look-atone of voice- now and again to suggest. She might be with them if she wants to be and it ought to work. Anyhow they can test it. Mrs. Pearson asks how Mrs. Fitzerald replies, that it would like them to do what they don’t do. She should stop at home for once. She says positively and wishes to give her a hand with supper.

Paragraphs: 261-276
Mrs. Fitzerald asks if anything she would like them to do that she will enjoy whether they do or not. Mrs. Pearson hesitatingly says that she likes a nice game of rummy- but hardly she ever has one except at Christmas. Mrs. Fitzerald gets up to leave and tells her to remember to keep firm, She leaves calling the inhabitants. George, Doris, and Cyril enter looking at Mrs. Pearson. The family looks anxiously at Mrs. Pearson who smiles much relieved, they smile back at her

Analytical outlines :

• Mrs. Fitzerald says that she enjoyed the event.
• But Mrs. Pearson says that she has not enjoyed anything in the show.
• Mrs. Fitzerald says that Mrs. Pearson Should have enjoyed it.
• She advises Mrs. Pearson to be soft on them otherwise.
• They will again be as they have been.
• All endeavors will end in smoke.
• All labor will go waste.
• She assumes that she will try to be as
• She is sure that they will, do better
• They are set right.
• Mrs. Fitzerald says severely not to start advised.
• Mrs. Pearson replies that it is all right thereafter.
• any explanation or apology. for her. ,
• After all, they are not her husband and children.
• Mrs. Fitzerald impressively says this.
• Mrs. Pearson has admitted that she is spoiling them.
• They don’t appreciate her.
• Anyhow they can test it.
• Mrs. Pearson asks how Mrs. Fitzerald replies.
• It would like them to do what they don’t do.
• She should stop at home for once.
• She says positively.
• She wishes to give her a hand with supper.
• Mrs. Fitzerald asks if anything she would like them to do.
• She will enjoy it whether they do or not.
• Mrs. Pearson hesitatingly says.
• She likes a nice game of rummy.
• But hardly she ever has one except at Christmas.
• Mrs. Fitzerald gets up to leave.
• She tells her to remember to. keep firm.
• She leaves calling the inhabitants.
• George, Doris, and Cyril enter looking at Mrs. Pearson.
• The family looks anxiously at Mrs. Pearson.
• She smiles with much relief.
• They also smile back at her.
• She warns her that giving them a look a-tone of voice- now and. again to suggest she might be with them if she wants to be and it ought to work.

Meaning Of Difficult Words :

endeavour – efforts, attempts, striving.
end – finish, stop.
assure – make sure, give confidence, betroth.
apology – frank acknowledgment.
impressively – influencively.
admit – accept, permit, concede, acknowledge
appreciate – praise, like, estimate, justly.
now and again – again and again, again and over again
hesitatingly – confusingly, unwillingly.
done for – (informal) ruined.
rummy – a card game.
hardly – scarcely, rarely, seldom.
anxiously – eagerly, solicitously.

Odisha State Board BSE Odisha 10th Class Physical Science Notes Chapter 3 ଧାତୁ ଓ ଅଧାତୁ will enable students to study smartly.

BSE Odisha Class 10 Physical Science Notes Chapter 3 ଧାତୁ ଓ ଅଧାତୁ

→ ଉପକ୍ରମ (Introduction):

• ଆଜି ପର୍ଯ୍ୟନ୍ତ ଆବିଷ୍କୃତ 118ଟି ମୌଳିକ ମଧ୍ୟରୁ କେତେକ ପ୍ରାକୃତିକ ଓ କେତକ କୃତ୍ରିମ ମୌଳିକ ଅଟନ୍ତି । ପ୍ରାକୃତିକ ମୌଳିକମାନଙ୍କୁ ଧାତୁ, ଅଧାତୁ କିମ୍ବା
• ଉପଧାତୁ ରୂପେ ଶ୍ରେଣୀଭୁକ୍ତ କରାଯାଇଛି ।
• ଲୁହା, ତମ୍ବା, ଏଲୁମିନିୟମ୍, ସୋଡ଼ିୟମ୍, ଜିଙ୍କ୍ ଇତ୍ୟାଦି ସହଜରେ ମିଳୁଥିବା ଧାତୁ (Metal) ଅଟନ୍ତି ।
• କେତେକ ଧାତୁକୁ ବିଭିନ୍ନ ଉପକରଣ ଭାବରେ ଓ କେତେକକୁ ଅଳଙ୍କାର ରୂପେ ବ୍ୟବହାର କରାଯାଏ ।
• କାର୍ବନ, ସଲଫର୍‌, ଫସଫରସ, ଅମ୍ଳଜାନ, ଉଦ୍‌ଜାନ ଇତ୍ୟାଦି ସହଜରେ ମିଳୁଥ‌ିବା ଅଧାତୁ (Non-Metal) ଅଟନ୍ତି ।
• ଏମାନଙ୍କୁ ବିଭିନ୍ନ ବ୍ୟବହାର୍ଯ୍ୟ ପଦାର୍ଥ ରୂପେ ବ୍ୟବହାର କରାଯାଏ ।
• କେତେକ ମୌଳିକ ଯେଉଁମାନେ ଉଭୟ ଧାତୁ ଓ ଅଧାତୁର ଗୁଣ ପ୍ରଦର୍ଶନ କରନ୍ତି, ସେଗୁଡ଼ିକୁ ଉପଧାତୁ (Metalloids) କହନ୍ତି । ବୋରନ୍, ସିଲିକନ୍, ଜର୍ମାନିୟମ୍ , ଆର୍ସେନିକ୍, ଏକ୍ସିମନି, ଟେଲୁରିୟମ୍, ପୋଲୋନିୟମ୍ ଆଦି ଉପଧାତୁ ଅଟନ୍ତି ।

→ ଧାତ୍ରଶ୍ନଡ଼ିକର ଭୌତିକ ଧର୍ମ (Physical properties of metals):

→ ଅଧାତୁଗୁଡ଼ିକର ଭୌତିକ ଶ୍ରଣ (Physical properties of non-metals):

• ଅଧାତୁଗୁଡ଼ିକ ଅନମନୀୟ ଓ ଭଙ୍ଗୁର ଅଟନ୍ତି । କଠିନ ଅଧାତୁକୁ ହାମରରେ ପିଟି ଚଦରପରି କରାଯାଇପାରିବ ନାହିଁ । ନାହିଁ ।
• ଅଧାତୁଗୁଡ଼ିକ ତନ୍ୟ ନୁହଁନ୍ତି । କଠିନ ଅଧାତୁରୁ ଆମେ ତାର ତିଆରି କରିପାରିବା ନାହିଁ ।
• ଅଧାତୁଗୁଡ଼ିକ ତାପ ଓ ବିଦ୍ୟୁତ୍ କୁପରିବାହୀ ।
• ଅଧାତୁଗୁଡ଼ିକର ମୁକ୍ତ ଇଲେକ୍‌ଟ୍ରନ ନ ଥିବାରୁ ସେଗୁଡ଼ିକ ବିଦ୍ୟୁତ୍ ପରିବହନ କରନ୍ତି ନାହିଁ ।
• ଅଧାତୁଗୁଡ଼ିକର ଧାତବ ଔଜଲ୍ୟ ବା ଦୀପ୍ତି ନାହିଁ । (ଆୟୋଡ଼ିନ୍ ଓ ଗ୍ରାଫାଇଟ୍ ବ୍ୟତୀତ)

→ ଅଧାତୁର ରାସାପାନିଜ ଶ୍ରଣ (Chemical properties of non-metals):

→ ଧାତୁର ରାସାୟନିକ ଧର୍ମ (Chemical properties of metals):

(a) ଧାତୁକୁ ରାଷ୍ଟ ସହିତ ବଦନ (Metals burnt with Air):

• ଧାତୁ ଅମ୍ଳସହ ପ୍ରତିକ୍ରିୟା (Reaction of Metals with Acids):
• ଧାତୁ ଅମ୍ଳସହ ପ୍ରତିକ୍ରିୟା କରି ଲବଣ ଓ ହାଇଡ୍ରୋଜେନ ଗ୍ୟାସ୍ ଉତ୍ପନ୍ନ କରେ ।
  ଧାତୁ + ଲଘୁ ଅମ୍ଳ → ଲବଣ + ହାଇଡ୍ରୋଜେନ୍

→ ଧାତୁର ଅନ୍ୟ ଧାତବ ଲବଣର ଦ୍ରବଣ ସହ ପ୍ରତିକ୍ରିୟା (Reaction metals with solutions of other metal salts):

→ ଧାତୁ ଓ ଅଧାତୁ କିପରି ପ୍ରତିକ୍ରିୟା କରେ (How do metals and non-metals react ?):

• ନୋବେଲ୍‌ ଖ୍ୟାପଗୁଡିକର ଫପୋଜକ କକ୍ଷରେ ସମ୍ପୂର୍ଣ୍ଣ ମାତ୍ରାରେ ଇଲେକ୍‌ଟ୍ରନ ଥିବାରୁ ସେଗୁଡ଼ିକ ରାସାୟନିକ ସକ୍ରିୟତା ପ୍ରଦର୍ଶନ କରନ୍ତି ନାହିଁ ।
• ଧାତୁ ଗୁଡ଼ିକ ସହଜରେ ଇଲେକ୍‌ଟ୍ରନ୍ ତ୍ୟାଗକରି ଯୁକ୍ତାତ୍ମକ ଆୟନରେ ପରିଣତ ହୁଅନ୍ତି । ଅଧାତୁ ଗୁଡ଼ିକ ଇଲେକ୍‌ଟ୍ରନ୍‌ ଗ୍ରହଣ କରି ବିଯୁକ୍ତାତ୍ମକ ଆୟନ୍‌ରେ ପରିଣତ ହୁଅନ୍ତି । ଫଳରେ ଧାତୁ ଓ ଅଧାତୁ ନିକଟତମ ନୋବଲ୍ ଗ୍ୟାସ୍‌ର ଇଲେକ୍‌ନ ସଂରଚନା ଧାରଣ କରନ୍ତି ।
  

→ ସୋଡ଼ିୟମ୍‌ କ୍ଲୋରାଇଡ୍ (NaCI) ଯୌଗିକର ଗଠନ :

• ସୋଡ଼ିୟମ୍ ପରମାଣୁର ଇଲେକ୍‌ଟ୍ରନ ସଂରଚନା 2, 8, 1 ।
• ଏହାର M କକ୍ଷରେ ଗୋଟିଏ ଇଲେକ୍‌ଟ୍ରନ ଅଛି । ଏହା ଯଦି M କକ୍ଷର ଗୋଟିଏ ଇଲେକ୍‌ଟ୍ରନ୍ ହରାଇ ଦିଏ ତେବେ L କକ୍ଷଟି ବାହ୍ୟତମ କକ୍ଷ ହୋଇଯିବ
• । ଏହା ଏକ ସ୍ଥାୟୀ ଅଷ୍ଟକ ଅଟେ । ଏହାର ପରମାଣୁର ନ୍ୟୁକ୍ଲିୟସରେ 11 ଟି ପ୍ରୋଟନ୍ ରହିଛି ଓ ଇଲେକ୍‌ଟ୍ରନ ସଂଖ୍ୟା 10 ହୋଇଯାଇଛି । ବଳକା
• ଗୋଟିଏ ଯୁକ୍ତ ଚାର୍ଜ ସୋଡ଼ିୟମ କାଟାୟନ (Nat) ସୃଷ୍ଟିକରେ ।
• କ୍ଲୋରିନ୍ ପରମାଣୁର ଇଲେକ୍‌ଟ୍ରନ ସଂରଚନା 2, 8, 7 । ଅଷ୍ଟକ ପୂର୍ଣ୍ଣ ହେବା ପାଇଁ ମାତ୍ର ଗୋଟିଏ ଇଲେକ୍‌ଟ୍ରନର ଆବଶ୍ୟକତା ରହିଛି ।
  ଯଦି ସୋଡ଼ିୟମ୍ ସହିତ କ୍ଲୋରିନ୍‌ର ପ୍ରତିକ୍ରିୟା ହୁଏ, ତେବେ ସୋଡ଼ିୟମ୍ ହରାଇଥିବା ଗୋଟିଏ ଇଲେକ୍‌ଟ୍ରନ୍
• ଗୋଟିଏ ଇଲେକ୍‌ଟ୍ରନ୍‌ ଗ୍ରହଣ କରିବାପରେ କ୍ଲୋରିନ୍‌ର ପରମାଣୁ ଗୋଟିଏ ବିଯୁକ୍ତାତ୍ମକ ଚାର୍ଜ ହେବ । କାରଣ ଏହାର ନ୍ୟୁକ୍ଲିୟସ୍‌ରେ 17 ଟି ପ୍ରୋଟନ୍ ଥିବାବେଳେ K, L ଓ M କକ୍ଷରେ ସମୁଦାୟ 18ଟି ଇଲେକ୍‌ଟ୍ରମ୍ ।
• ଏହା ଆମକୁ କ୍ଲୋରାଇଡ୍ ଆନାୟନ (CI) ଦେଉଛି, ସେଥ‌ିପାଇଁ ଉଭୟ ଯୌଗିକ ମଧ୍ୟରେ ଇଲେକ୍‌ଟ୍ରନ୍ ଆଦାନ ପ୍ରଦାନ ସମ୍ପର୍କ ସ୍ଥାପନ ହୋଇ ପାରିବ ।
  କ୍ଲୋରାଇଡ୍ ଆୟନ (CI) ହେବ
  
  (ସୋଡ଼ିୟମ୍‌ କ୍ଲୋରାଇଡ୍‌ର ଗଠନ ପ୍ରକ୍ରିୟା)
• ସୋଡ଼ିୟମ୍‌ ଓ କ୍ଲୋରାଇଡ୍‌ର ଆୟନ ଦ୍ବୟ ବିପରୀତ ଚାର୍ଜ ବିଶିଷ୍ଟ ହୋଇଥିବାରୁ ପରସ୍ପରକୁ ଆକର୍ଷଣ କରେ ଏବଂ ଶକ୍ତିଶାଳୀ ସ୍ଥିର ବିଦ୍ୟୁତ୍ ଆକର୍ଷଣ ବଳଦ୍ଵାରା ଧରିରଖ୍ NaCI ଗଠନ କରେ ।
• ସୋଡ଼ିୟମ୍‌ କ୍ଲୋରାଇଡ୍ ଅଣୁରୂପରେ ନ ରହି ବିପରୀତ ଚାର୍ଜ ଆୟନଗୁଡ଼ିକର ସମଷ୍ଟି ରୂପେ ରହେ ।

ଉଦାହରଣ -2:

→ ଆୟନିକ ଯୌଗିକ/ବିଦ୍ୟୁତ୍ ସଂଯୋଜ୍ୟ ଯୌଗିକ :
ଧାତୁରୁ ଅଧାତୁକୁ ଇଲେକ୍‌ଟ୍ରନ୍‌ର ସ୍ଥାନାନ୍ତରଣ ଦ୍ବାରା ସୃଷ୍ଟି ହେଉଥ‌ିବା ଯୌଗିକକୁ ଆୟନିକ ଯୌଗିକ ବା ବିଦ୍ୟୁତ୍ ସଂଯୋଜ୍ୟ (Electrovalent) ଯୌଗିକ କୁହାଯାଏ ।

→ ଆୟନିକ ଯୌଗିକର ଧର୍ମ (Properties of lonic Compounds):

→ ଧାତୁର ଉପସ୍ଥିତି (Occurrence of Metals) :

• ଧାତୁର ମୁଖ୍ୟ ଉତ୍ସ ହେଉଛି ଭୂତ୍ଵକ୍ (Earth’s crust)
• ସୋଡ଼ିୟମ୍‌ କ୍ଲୋରାଇଡ୍ ଓ ମ୍ୟାଗ୍ନେସିୟମ କ୍ଲୋରାଇଡ୍ ଇତ୍ୟାଦି ଦ୍ରବଣୀୟ ଲବଣ ସମୁଦ୍ର ଜଳରେ ମିଶିଥା’ନ୍ତି ।
• ପ୍ରକୃତିରେ ଭୂତ୍ଵକ୍‌ରୁ ମିଳୁଥିବା ମୌଳିକ ବା ଯୌଗିକକୁ ଖଣିଜ କୁହାଯାଏ ।
• କେତେକ ସ୍ଥାନରେ ଖଣିଜର ଅଧ୍ଵ ପ୍ରତିଶତମାତ୍ରାର ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ଧାତୁ ରହିଥାଏ ଏବଂ ସେହି ଖଣିଜରୁ ଧାତୁକୁ ନିଷ୍କାସନ କରିବା ଲାଭଜନକ ହୋଇଥାଏ । ଏହିସବୁ ଖଣିଜକୁ ଓର୍ ବା ଧାତୁପିଣ୍ଡ କୁହାଯାଏ ।
  

→ ଧାତୁ ନିଷ୍କାନ (Extraction of Metals) :
କିଛି ଧାତୁ ମୁକ୍ତ ଅବସ୍ଥାରେ ପୃଥ‌ିବୀର ଭୂତ୍ଵକ୍‌ରେ ମିଳିଥାନ୍ତି । ଉଦାହରଣସ୍ୱରୂପ, ସୁନା, ପ୍ଲାଟିନମ୍, ରୁପା, ତମ୍ବା ।

• ସକ୍ରିୟତା ଅନୁକ୍ରମର ନିମ୍ନଭାଗରେ ଥ‌ିବା ଧାତୁଗୁଡ଼ିକ କମ୍ ପ୍ରତିକ୍ରିୟାଶୀଳ । ସେମାନେ ମୁକ୍ତ ଅବସ୍ଥାରେ କ୍ବଚିତ୍
• ତମ୍ବା ଏବଂ ରୁପା ସଲଫାଇଡ୍ ବା ଅକ୍‌ସାଇଡ୍ ଧାତୁପିଣ୍ଡ ଆକାରରେ ମଧ୍ୟ ଦେଖିବାକୁ ମିଳେ ।
• ସକ୍ରିୟତା ଅନୁକ୍ରମର ଊର୍ଦ୍ଧ୍ବରେ ଥିବା ଧାତୁଗୁଡ଼ିକ (K, Na, Ca, Mg, Al) ଏତେ ପ୍ରତିକ୍ରିୟାଶୀଳ ଯେ, ତାହା ପ୍ରକୃତିରେ ମୁକ୍ତ ମୌଳିକ ଅବସ୍ଥାରେ ମିଳେ ନାହିଁ ।
• ସକ୍ରିୟତା ଅନୁକ୍ରମର ମଝିରେ ଥ‌ିବା Zn, Pb, Fe ଇତ୍ୟାଦି ଧାତୁଗୁଡ଼ିକ ମଧ୍ୟମ ଧରଣର ପ୍ରତିକ୍ରିୟାଶୀଳ । ସେଗୁଡ଼ିକ ଭୂତ୍ଵକ୍‌ରେ ଅକ୍‌ସାଇଡ୍, ସଲଫାଇଡ୍ କିମ୍ବା କାର୍ବୋନେଟ୍ ରୂପରେ ମିଳିଥାଏ ।
• ଅଧିକାଂଶ ଧାତୁର ଧାତୁପିଣ୍ଡ ହେଉଛି ଅକ୍‌ସାଇଡ୍ । କାରଣ ଅକ୍‌ସିଜେନ୍ ଅତି ପ୍ରତିକ୍ରିୟାଶୀଳ ମୌଳିକ ଏବଂ
  
  ବିଭକ୍ତ କରାଯାଇଛି ।
  • କମ୍ ପ୍ରତିକ୍ରିୟାଶୀଳ ବିଶିଷ୍ଟ ଧାତୁ
  • ମଧ୍ୟମ ପ୍ରତିକ୍ରିୟାଶୀଳ ବିଶିଷ୍ଟ ଧାତୁ
  • ଡଇ ପ୍ରତିକ୍ରିୟାଶୀଳ ବିଶିଷ୍ଟ ଧାତୁ

→ ଧାତୁପିଣ୍ଡରୁ ସମୃଦ୍ଧି (Enrichment of Ores) :

• ପୃଥ‌ିବୀର ଖଣିରୁ ବାହାରୁଥିବା ଧାତୁ ପିଣ୍ଡଗୁଡ଼ିକ ଅନେକ ପରିମାଣର ଅପଦ୍ରବ; ଯଥା – ମାଟି, ବାଲି ଇତ୍ୟାଦି ଦ୍ଵାରା ଦୂଷିତ ହୋଇଥାଏ । ତାହାକୁ ଗାଈ (Gangue) କୁହାଯାଏ ।
• ଗାଙ୍ଗ୍ ଓ ଧାତୁପିଣ୍ଡ ମଧ୍ୟରେ ଥିବା ଭୌତିକ ଓ ରାସାୟନିକ ଧର୍ମଗତ ପାର୍ଥକ୍ୟକୁ ନେଇ ଧାତୁପିଣ୍ଡରୁ ଗାଈକୁ ଅଲଗା କରାଯାଏ ।

(a) ସକ୍ରିୟତା କ୍ରମର ନିମ୍ନରେ ଥ‌ିବା ଧାତୁଗୁଡ଼ିକର ନିଷ୍କାସନ (Extracting Metals Low in the Activity Series) :
ସକ୍ରିୟତା କ୍ରମର ନିମ୍ନରେ ଥ‌ିବା ଧାତୁଗୁଡ଼ିକ ଅତ୍ୟନ୍ତ ଅଣପ୍ରତିକ୍ରିୟାଶୀଳ (unreactive) । ପୃଥକ୍ ଭାବେ ଉତ୍ତପ୍ତ କରି ଏହି ଧାତବ ଅକ୍‌ସାଇଡ୍ ଧାତୁରେ ପରିଣତ କରାଯାଏ ।

→ ଉଦାହରଣ :

• ମରକ୍ୟୁରି ଧାତୁପିଣ୍ଡର ନାମ ସିନାବାର (HgS) । ଏହାକୁ ବାୟୁରେ ଉତ୍ତପ୍ରକଲେ ମରକ୍ୟୁରିକ୍ ଅକ୍‌ସାଇଡ୍ (HgO) ରେ ପରିଣତ ହୁଏ । ଏହାକୁ ଆହୁରି ଉତ୍ତପ୍ତ କଲେ ମର୍‌କ୍ୟୁରିକ୍ ଅକ୍‌ସାଇଡ୍ ବିଜାରିତ ହୋଇ ମରକ୍ୟୁରି ମିଳେ ।
  
• ସେହିପରି Cu S ଧାତୁପିଣ୍ଡରୁ ତମ୍ବା ପାଇବାପାଇଁ ଏହାକୁ ବାୟୁରେ ଉତ୍ତପ୍ତ କରାଯାଏ ।
  

(b) ମଧ୍ୟମ କ୍ରମର ସକ୍ରିୟ ଧାତ୍ର ନିଷ୍କାସନ (Extracting Metals in the Middle of the Activity series)
ସକ୍ରିୟତା କ୍ରମର ମଧ୍ୟରେ ଥ‌ିବା ଧାତୁଗୁଡ଼ିକ; ଯଥା – ଲୁହା, ଜିଙ୍କ୍, ଲେଡ୍ , କପର ଇତ୍ୟାଦି ଧାତୁ ମଧ୍ୟମ ଧରଣର ପ୍ରତିକ୍ରିୟାଶୀଳ ।
ଏଗୁଡ଼ିକ ସାଧାରଣତଃ ସଲ୍‌ଫାଇଡ୍ କିମ୍ବା କାର୍ବୋନେଟ୍ ରୂପରେ ପ୍ରକୃତିରେ ମିଳିଥାଏ । ଏହାର ନିଷ୍କାସନ ପାଇଁ ତିନୋଟି ପଦ୍ଧତି ଅବଲମ୍ବନ କରାଯାଏ ।

• ରୋଷ୍ଟିଙ୍ଗ – ସଲ୍‌ଫାଇଡ୍ ଓରକୁ ଅକ୍‌ସାଇଡ୍‌ରେ ପରିଣତ କରିବାକୁ ହେଲେ ଏହାକୁ ଯଥେଷ୍ଟ ପରିମାଣର ବାୟୁର ଉପସ୍ଥିତିରେ ଅଧୂକ ପରିମାଣରେ ଉତ୍ତପ୍ତ କରାଯାଏ । ଏହି ପ୍ରଣାଳୀକୁ ରୋଷ୍ଟିଙ୍ଗ କହନ୍ତି ।
  
• କାଲସିନେସନ୍ – ସୀମିତ ପରିମାଣ ବାୟୁରେ କାର୍ବୋନେଟ୍ ଧାତୁପିଣ୍ଡକୁ ଉତ୍ତପ୍ତ କରି ଅକ୍‌ସାଇଡ୍‌ରେ ପରିଣତ କରାଯାଏ । ଏହି ପ୍ରଣାଳୀକୁ କାଲସିନେସନ୍ (Calcination) କହନ୍ତି ।
  
• ବିଜାରଣ – ଧାତବ ଅକ୍‌ସାଇଡ୍ କାର୍ବନ ପରି ଉପଯୁକ୍ତ ବିଜାରଣ ଦ୍ଵାରା ଉପଯୋଗୀ ଧାତୁକୁ ବିଜାରିତ ହୋଇଥାଏ । ଉଦାହରଣ ସ୍ଵରୂପ ଯେତେବେଳେ ଜିଙ୍କ୍ ଅକ୍‌ସାଇଡ୍‌କୁ କାର୍ବନ ସହିତ ଉତ୍ତପ୍ତ କରାଯାଏ, ତାହା ଧାତବ ଜିକୁ ବିଜାରିତ ହୁଏ ।
  ZnO(s) + C(s) → Zn(s) + CO(g)
• ଅଧ‌ିକ ପ୍ରତିକ୍ରିୟାଶୀଳ ଧାତୁ; ଯଥା— ସୋଡ଼ିୟମ୍, କ୍ୟାଲସିୟମ୍, ଏଲୁମିନିୟମ୍ ଇତ୍ୟାଦି ମଧ୍ୟ ବିଜାରକ ରୂପେ କାମକଲେ କମ୍ ପ୍ରତିକ୍ରିୟାଶୀଳ ଧାତୁକୁ ସେମାନଙ୍କ ଯୌଗିକରୁ ଅପସାରଣ କରନ୍ତି ।

→ ଉଦାହରଣ :

• ଏଲୁମିନିୟମ୍ କମ୍ ପ୍ରତିକ୍ରିୟାଶୀଳ ଧାତୁ Mnକୁ ଯୌଗିକରୁ ଅପସାରଣ କରେ ।
• ଏହି ବିସ୍ଥାପନ ପ୍ରତିକ୍ରିୟାଟି ଅତିମାତ୍ରାରେ ତାପ ଉତ୍ପାଦୀ ଅଟେ, ଉତ୍ପନ୍ନ ହେଉଥିବା ତାପର ପରିମାଣ ଏତେ ଅଧୂକ ଯେ, ଧାତୁଗୁଡ଼ିକ ତରଳ ଅବସ୍ଥାରେ ସୃଷ୍ଟି ହୁଅନ୍ତି ।
  3MnO₂(s) + 4Al(s) → 3Mn (l) + 2Al₂O₃(s)

→ ଥରମିଟ (Thermit) ପ୍ରତିକ୍ରିୟା:

• ଫେରିକ୍ ଅକ୍‌ସାଇଡ୍ (Fe₂O₃) ର ଏଲୁମିନିୟମ୍ ସହ ପ୍ରତିକ୍ରିୟା ରେଳଧାରଣାଗୁଡ଼ିକୁ ଯୋଡ଼ିବାରେ କିମ୍ବା ଫାଟିଯାଇଥବା ଯନ୍ତ୍ରାଂଶକୁ ଯୋଡ଼ିବା ପାଇଁ ବ୍ୟବହୃତ ହୁଏ । ଏପରି ଯୋଡ଼ିବା ପ୍ରତିକ୍ରିୟାକୁ ଥରମିଟ୍ ପ୍ରତିକ୍ରିୟା କୁହାଯାଏ ।
  Fe₂O₃(s) + 2Al(s) ) → 2Fe(l) + Al₂O₃(s) + ଚାପ

(c) ଅଧ୍ଵ ସକ୍ରିୟତା କ୍ରମର ଧାତବ ନିଷ୍କାସନ (Extracting Metals towards the top of the Activity series):
ପ୍ରତିକ୍ରିୟାଶୀଳତା କ୍ରମର ଊର୍ଦ୍ଧ୍ବରେ ଥିବା ଧାତୁଗୁଡ଼ିକ ଅଧ‌ିକ ପ୍ରତିକ୍ରିୟାଶୀଳ ଅଟେ । କାର୍ବନ ସହ ଉତ୍ତପ୍ତ କରି ସେଗୁଡ଼ିକୁ ସେମାନଙ୍କ ଯୌଗିକରୁ ପାଇପାରିବା ନାହିଁ । କାରଣ ଏହି ଧାତୁଗୁଡ଼ିକ ବୈଦ୍ୟୁତିକ ବିଜାରଣ ଦ୍ଵାରା ମିଳିଥାଏ ।

→ ଉଦାହରଣ :

• ସୋଡ଼ିୟମ୍, ମ୍ୟାଗ୍ନେସିୟମ୍ ଏବଂ କ୍ୟାଲସିୟମ୍ ତରଳ କ୍ଲୋରାଇଡ୍କୁ ବୈଦ୍ୟୁତିକ ବିଶ୍ଳେଷଣ ଦ୍ବାରା ମିଳିଥାଏ ।
• ଧାତୁଗୁଡ଼ିକ କ୍ୟାଥୋଡ଼ଠାରେ ଜମାହେଲାବେଳେ କ୍ଲୋରିନ୍ ଏନୋଡ୍ଠାରେ ନିର୍ଗତ ହୁଏ ।
  କ୍ୟାଥୋଡ଼ଠାରେ Na⁺ + e^– → Na
  ଏନୋଡ୍ଠାରେ 2Cl^– → Cl₂ + 2e^–

→ ଧାତ୍ରୀର ପରିଷ୍କରଣ (Refining of Metals):

• ବିଭିନ୍ନ ବିଜାରଣ ପ୍ରଣାଳୀରେ ଉତ୍ପନ୍ନ ହେଉଥ‌ିବା ଧାତୁଗୁଡ଼ିକ ମମ୍ପୂର୍ଣଭାବେ ବିଶୁଦ୍ଧ ନୁହଁନ୍ତି । ଅଶୁଦ୍ଧ ଧାତୁକୁ ଶୁଦ୍ଧ କରିବା ପାଇଁ ବୈଦ୍ୟୁତିକ ପରିଷ୍କରଣ ପ୍ରଣାଳୀ ଅବଲମ୍ବନ କରାଯାଏ।
• ବୈଦ୍ୟୁତିକ ବିଶୋଧନ – କପର୍‌, ଜିଙ୍କ, ଟିନ୍, ନିକେଲ୍, ରୁପା, ସୁନା ଇତ୍ୟାଦିକୁ ବୈଦ୍ୟୁତିକ ବିଶୋଧନ କରାଯାଏ ।
• ଏହି ପ୍ରଣାଳୀରେ ଅଶୋଧୃ ଧାତୁକୁ ଏନୋଡ଼ ଏବଂ ଏକ ବିଶୁଦ୍ଧ ଧାତୁର ପତଳା ପାତକୁ କ୍ୟାଥୋଡ଼ ରୂପେ ନିଆଯାଏ ।
• ସେହି ଧାତୁର କୌଣସି ଏକ ଲବଣର ଦ୍ରବଣକୁ ବିଦ୍ୟୁତ୍ ବିଶ୍ଳେଷ୍ୟ ରୂପେ ନିଆଯାଏ ।
• ବିଦ୍ୟୁତ୍ ବିଶ୍ଳେଷ୍ୟରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ପ୍ରବାହ କରିବା ଦ୍ଵାରା ଏନୋଡ଼ର ବିଶୁଦ୍ଧ ଧାତୁ ବିଦ୍ୟୁତ୍ ବିଶ୍ଳେଷ୍ୟରେ ଦ୍ରବୀଭୂତ ହୋଇ ଯାହା ସମ ପରିମାଣରେ ବିଶୁଦ୍ଧ ଧାତୁ କ୍ୟାଥୋଡ୍ ଉପରେ ଜମାହୁଏ ।
• ଦ୍ରବଣୀୟ ଅପଦ୍ରବ ଦ୍ରବଣରେ ମିଶିଥାଏ ଓ ଅଦ୍ରବଣୀୟ ଅପଦ୍ରବ ଏନୋଡ୍‌ର ବସିଥାଏ । ଏହାକୁ ଏନୋଡ୍ କର୍ଦ୍ଦମ କରନ୍ତି
  

→ ସଂକ୍ଷାରଣ (Corrosion):

• କେତେକ ଧାତୁ ଆର୍ଦ୍ରବାୟୁ ସଂସ୍ପର୍ଶରେ ମୁକ୍ତ ଅବସ୍ଥାରେ ରହିଲେ ବାୟୁ, ଜଳ ଓ ଅନ୍ୟ କେତେକ ଦ୍ରବ୍ୟ ସହିତ ପ୍ରତିକ୍ରିୟାକରି ଏକ ଆବରଣ ସୃଷ୍ଟି ହୁଏ ।
• ଏହି ପ୍ରକ୍ରିୟାକୁ ସଂକ୍ଷାରଣ କହନ୍ତି ।

→ ଉଦାହରଣ :

• ରୁପା ବାୟୁରେ ରହିଲେ ବାୟୁରେ ଥିବା ସଲଫର ରୁପା ସହିତ ପ୍ରତିକ୍ରିୟାକରି ସିଲଭର ସଲ୍‌ଫାଇଡ୍‌ର ଏକ କଳା ରଙ୍ଗର ଆବରଣ ଏହା ଉପରେ ସୃଷ୍ଟିକରେ ।
• କପର ବାୟୁରେ ଥ‌ିବା ଆର୍ଦ୍ର ଅଙ୍ଗାରକାମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟା କରି କପର କାର୍ବୋନେଟ୍‌ର ଏକ ସବୁଜ ଆବରଣ ସୃଷ୍ଟି କରେ ।
• ଲୁହା ଆର୍ଦ୍ର ବାୟୁରେ ବହୁତ ସମୟ ରହିଲେ ଏଥିରେ ବାଦାମୀ ପତଳା ଆଚ୍ଛାଦନ ଲାଭ କରିଥାଏ । ଏହାକୁ
  ଲୁହାରେ କଳଙ୍କି ଧରେ:

Odisha State Board CHSE Odisha Class 12 Math Notes Chapter 4 Matrices will enable students to study smartly.

CHSE Odisha 12th Class Math Notes Chapter 4 Matrices

It is a system of mn numbers arranged in a rectangular system of m rows and n columns.
Example : \(\left(\begin{array}{lll}
a_{11} & a_{12} & a_{1 n} \\
a_{21} & a_{22} & a_{2 n} \\
a_{m_1} & a_{m_2} & a_{m_n}
\end{array}\right)\) is a m × n matrix.

Note : We write the above matrix in short as [a_ij]_m×n or [aij]_m×n or ||a_ij||_m×n.

Important types matrices:
(a) Square matrix:
It is a matrix where the number of rows are equal to the number of columns.

(b) Null (zero) matrix:
If all the entries of a matrix are zero, then the matrix is a zero matrix denoted by 0_m×n.

(c) Diagonal matrix:
It is a square matrix in which all the elements except those in main (or leading) diagonal are zero.

(d) Unit matrix:
It is a diagonal matrix where all the elements in the leading (main) diagonal are one.

(e) Scalar matrix:
It is a diagonal matrix with all the elements in the leading (main) diagonal are α (α ≠ 0 or 1).

(f) Singular matix:
A square matrix ‘A’ is singular iff |A| = 0, otherwise it is a non singular matrix.

(g) Symmetric matrix:
A square matrix is symmetric if A = A’ and skew-symmetric if A = -A’.

Matrix algebra:
(a) Addition and subtraction:
If A = [a_ij]_m×n and B = [b_ij]_m×n then A ± B = [a_ij ± b_ij]_m×n

(b) Scalar multiplication:
If A = [a_ij]_m×n then for any scalar ‘k’
kA = [ka_ij]_m×n

(c) Matrix multiplication:

Properties:
1. Matrix addition is commutative as well as associative.
2. 0_m×n is the additive identity.
3. A is the zero additive inverse of A.
4. We can add or subtract matrices if they are of same order.
5. We can multiply two matrices if the number of columns of 1st is equal to the number of rows of 2nd.
6. Matrix multiplication is non commutative but associative.
7. Matrix multiplication is distributive over addition.
8. AB = 0 ≠ A = 0 or B = 0 for two matrices A and B. Also AB = AC ≠ B = C.
9. If A is a square matrix of order n then
I_n =  is the multiplicative identity.

Transpose and adjoint of a matrix:
(a) The transpose of a matrix A = [a_ij]_m×n is A^T or A’ = [a_ji]_n×m.
Properties:
(i) (A’)’ = A
(ii) (A ± B)’ = A’ ± B’
(iii) (AB)’ = B’A’
(iv) (KA)’ = KA’
(v) Any matrix A can be expressed as sum of a symmetric and a skew-symmetric matrix as

(b) Adjoint of a matrix:
If A is a square matrix then Adj A = The transpose of the matrix of co-factors

Properties:
1. (Adj A) A = A (Adj A) = |A|I_n
∴ A^-1 = \(\frac{{Adj} A}{|~A|}\)
2. |Adj A| = A^n-1
3. Adj (AdjA) = |A|^n-2A
4. (AdjA)’ = Adj (A’)
5. (AB)^-1 = B^-1A^-1

Solution of system of linear equations (matrix method):
Let the system of linear equations is
a₁x + b₁y + c₁z = d₁
a₂x + b₂y + c₂z = d₂
a₃x + b₃y + c₃z = d₃
Let

Note: If the system is homogeneous i.e. d₁ = d₂ = d₃ = 0, then the system has a trivial solution x = 0, y = 0, z = 0 for |A| ≠ 0. In case |A| = 0 then the system has infinitely many solutions.

Odisha State Board BSE Odisha 9th Class Hindi Solutions व्याकरण विभाग Textbook Exercise Questions and Answers.

BSE Odisha Class 9 Hindi व्याकरण विभाग

संज्ञा

1. द्रव्यवाचक संज्ञा छाँटिए:
(A) सेना
(B) तौबा
(C) नर्स
(D) शैशव
उत्तर:
(B) तौबा

2. भाववाचक संज्ञा छाँटिए:
(A) दल
(B) हिमालय
(C) मनुष्यता
(D) मछली
उत्तर:
(C) मनुष्यता

3. जातिवाचक संज्ञा हँचिए:
(A) बच्चा
(B) तेल
(C) ढेर
(D) अपनापन
उत्तर:
(A) बच्चा

4. व्यक्तिवाचक संज्ञा पहचानिए:
(A) भीड़
(B) रामचरितमानस
(C) घी
(D) भलाई
उत्तर:
(B) रामचरितमानस

5. जातिवाचक संज्ञा पहचानिए:
(A) अन्न
(B) इरान
(C) शिशु
(D) साधुता
उत्तर:
(C) शिशु

6. ‘सच्चा’ का भाववाचक रूप है
(A) सत्यता
(B) सत्य
(C) सच्चाई
(D) सच्चोट
उत्तर:
(C) सच्चाई

7. ‘इसान’ का भावबाचक रूप है –
(A) इंनसानियत
(B) मनुष्य
(C) इंसानों
(D) कोई नहीं
उत्तर:
(A) इंनसानियत

8. ‘बहादूर’ का भाववाचक रूप है
(A) बाहाना
(B) साहसी
(C) बहादूरी
(D) बहादूरीआ
उत्तर:
(C) बहादूरी

9. जो शब्द ब्यक्ति, जाति, द्रब्य, समूह या भाव को समझता है, उसे कहते है।
(A) विशेषण
(B) अव्यय
(C) क्रिया
(D) संज्ञा
उत्तर:
(D) संज्ञा

10. गाँव के बाहर एक अमराई थी। रेखांकित शब्द कौन सा संज़ा है?
(A) भाववाचक
(B) जातिवाचक
(C) समूहवाचक
(D) द्रव्यवाचक
उत्तर:
(B) जातिवाचक

11. दोनों सुवह जंगल में थे। रेखांकित शब्द कौन सा संज्ञा है?
(A) समूहवाचक
(B) भाववाचक
(C) जातिवाचक
(D) व्यक्तिवाचक
उत्तर:
(C) जातिवाचक

12. हरियाली देख कर खेलते थे। रेखांकित शब्द कौन सा संज्ञा है?
(A) भाववाचक
(B) जातिवाचक
(C) ड्रव्यवाचक
(D) समूहवाचक
उत्तर:
(A) भाववाचक

13. हिरन हरी हरी घास खाता था । रेखांकित शब्द कौन सा संज्ञा है?
(A) द्रब्यवाचक
(B) समूहवाचक
(C) जातिवाचक
(D) भाववाचक
उत्तर:
(A) द्रब्यवाचक

14. उनको खाने को फल मिल जाते थे। रेखांकित शब्द कौन सा संज्ञा है?
(A) भावंवाचक
(B) समूहवाचक
(C) जातिवाचक
(D) द्रख्यवाचक
उत्तर:
(C) जातिवाचक

15. दोनों की मित्रता बढ़ती आती थी । रेखांकित शब्द कौन सा संज्ञा है?
(A) जातिवाचक
(B) व्यक्तिवाचक
(C) समूहवाचक
(D) भाववाचक
उत्तर:
(D) भाववाचक

लिग

1. ‘नौकर’ शब्द का स्रीलिंग रूप है
(A) चाकर
(B) चपरासी
(C) सेठानी
(D) नौकरानी
उत्तर:
(D) नौकरानी

2. ‘मालिन’ शब्द का पुंलिंग रूप है
(A) मालीवाला
(B) माली
(C) मौलवी
(D) मालिएँ
उत्तर:
(B) माली

3. ‘बादशाह’ शब्द का स्रीलिंग रूप है
(A) सम्राट
(B) राणी
(C) बेगम
(D) वीवी
उत्तर:
(C) बेगम

4. ‘वर’ शब्द का स्रीलिंग रूप है
(A) वरणी
(B) वधू
(C) वान्धवी
(D) कन्या
उत्तर:
(B) वधू

5. ‘हथिनी’ शब्द का पुंलिंग रूप है
(A) हाथी
(B) गज
(C) वाजी
(D) मोर
उत्तर:
(A) हाथी

6. ‘कवि’ शब्द का स्रीलिंग रूप है
(A) लेखिका
(B) कविअत्री
(C) कविनी
(D) कवयित्री
उत्तर:
(D) कवयित्री

7. ‘गुणवान’ शब्द का स्रीलिंग रूप है
(A) गुणवती
(B) गुणअती
(C) गुणिण
(D) गुनिया
उत्तर:
(A) गुणवती

8. ‘मेंढ़क’ शब्द का स्रीलिंग रूप है
(A) मढ़ी
(B) मेढ़की
(C) मण्डुक
(D) मढ़ी
उत्तर:
(B) मेढ़की

9. ‘चमार’ शब्द का स्रीलिंग रूप है
(A) चामरानी
(B) चामरी
(C) चमारिन
(D) चढ़ाली
उत्तर:
(C) चमारिन

10. ‘मोरनी’ शब्द का पुंलिंग रूप है ……………
(A) मोराई
(B) मोर
(C) मोराजी
(D) कोई नहीं
उत्तर:
(B) मोर

11. ‘ससुर’ शब्द का रीलिंग रूप है
(A) साँस
(B) शाश
(C) सास
(D) शानुमा
उत्तर:
(C) सास

12. र्वीलिंग शब्द चुनिए
(A) मोती
(B) पन्ना
(C) मणि
(D) हीरा
उत्तर:
(C) मणि

13. पुंलिंग शब्द चुनिए।
(A) शरबत
(B) शराब
(C) छाछ
(D) स्याही
उत्तर:
(A) शरबत

वचन

1. ‘महीना’ शब्द का वहुवचन रूप कौन है?
(A) महिने
(B) महिनों
(C) महीना में
(D) महीनाओं
उत्तर:
(A) महिने

2. रेखाएँ’ का एकवचन रूप है
(A) रेखाओ
(B) रेखायों
(C) रेखा
(D) रेखिओं
उत्तर:
(C) रेखा

3. ‘रोटी’ का वहुवचन रूप है
(A) रोटियों
(B) रोटियाँ
(C) रोटीएँ
(D) रोटिसे
उत्तर:
(B) रोटियाँ

4. ‘चिड़ियाँ’ का एकवचन रूप है
(A) चिड़िया
(B) चिड़िआ
(C) चिड़िएँ
(D) कोई नहीं
उत्तर:
(A) चिड़िया

5. ‘आँख’ का वहुवचन रूप है
(A) आँखिआ
(B) आँखियों
(C) आँखे
(D) कोई नहीं
उत्तर:
(C) आँखे

6. ‘गिलहरी’ का वहुवचन रूप है
(A) गिलहरियों से
(B) गिलहरियाँ
(C) गलहरीओं
(D) कोईनहीं
उत्तर:
(B) गिलहरियाँ

7. ‘मंजिले’ का एकवचन रूप है
(A) मंजिलो
(B) मंजिल
(C) मंजील
(D) मंजिलोयों
उत्तर:
(B) मंजिल

8. कालापाहाड़ ने मंदिर की सारी को तोड़ दिया था।
(A) मूर्ति
(B) मु र्तियाँ
(C) मूर्त्रियों
(D) मूर्तिओं
उत्तर:
(C) मूर्त्रियों

9. ‘नदी’ शब्द का बहुवचन रूप चुनिए।
(A) नदिएँ
(B) नदियाँ
(C) नदीयों
(D) नदिओं
उत्तर:
(B) नदियाँ

10. ‘साधु’ शब्द का वहुवचन रूप चुनिए:
(A) साधु
(B) साधुओं
(C) साधुएँ
(D) साधुलोग
उत्तर:
(A) साधु

11. ‘लड़का’ शब्द का बहुवचन रूप चुनिए।
(A) लड़को
(B) लड़के
(C) लड़कियाँ
(D) लड़किओं
उत्तर:
(B) लड़के

12. ‘छाते’ का एकवचन रूप है
(A) छाताएँ
(B) छाताओं
(C) छाता
(D) छतरी
उत्तर:
(C) छाता

13. ‘कपड़ा’ का वहुबचन रूप है
(A) कपड़े
(B) कपड़ाएँ
(C) कपड़ियाँ
(D) कपड़िआँ
उत्तर:
(A) कपड़े

14. ‘घोड़ा’ का वहुवचन रूप है
(A) घोड़ियाँ
(B) घोड़े
(C) घोड़ीओं
(D) घोड़ाएँ
उत्तर:
(B) घोड़े

15. दो …………. को ताक पर रख दो
(A) झाडूू
(B) झाडूओं
(C) झाडुएँ
(D) झाडुयों
उत्तर:
(B) झाडूओं

16. मेरे …………. पर हाथ रखो।
(A) कंधा
(B) कंधों
(C) कंधे
(D) कंथो से
उत्तर:
(C) कंधे

कारक – विभवित

1. चमेली हैजे …………….. कल चल बसी।
(A) में
(B) से
(C) के
(D) की
उत्तर:
(B) से

2. रेखांकित शब्द का कारक चुनिए : कटक से पुरी नब्बे किलोमिटर दूर है।
(A) कर्ता
(B) कर्म
(C) करण
(D) अपादान
उत्तर:
(D) अपादान

3. कारक चुनिए : तुम भी ऊँचे उठ सकते हो।
(A) कर्म
(B) कर्ता
(C) करण
(D) सम्बन्ध
उत्तर:
(B) कर्ता

4. मैं तुम्हें देखता हूँ: कारक चुनिए:
(A) करण
(B) कर्ता
(C) संपादन
(D) कर्म
उत्तर:
(D) कर्म

5. उन्होंने विदेशों ……………… भ्रमण किया।
(A) का
(B) के
(C) की
(D) को
उत्तर:
(A) का

6. संगीत …………… भी उन्हें वहुत प्रेम था।
(A) में
(B) से
(C) ने
(D) को
उत्तर:
(B) से

7. मेरी नींव ………………. वियोगी सम्राट के दो बूँद औसू गिर पड़े थे।
(A) का
(B) के
(C) में
(D) से
(C) में

8. उसका जीर्ण कंकाल खाँसी ………………… गूँज रहा था।
(A) में
(B) से
(C) का
(D) के
उत्तर:
(B) से

9. ममता की सेवा ………………. गाँव की स्रियाँ बैठी थी।
(A) के लिए
(B) की
(C) के
(D) से
उत्तर:
(A) के लिए

10. घृणा ……………… उसका मन विरक्त हो गया।
(A) का
(B) के
(C) से
(D) में
उत्तर:
(C) से

11. उस समय ममता ७० साल ………….. वृद्धा है ।
(A) का
(B) के
(C) की
(D) को
उत्तर:
(C) की

12. एक गिलहरी मेरे पैरों ……………… चढ़कर गोद में आ बैठती थी।
(A) में
(B) से
(C) पर
(D) के
उत्तर:
(C) पर

13. यह वहुत बहादूरी ………………… काम था।
(A) का
(B) से
(C) के
(D) की
उत्तर:
(A) का

14. चीनी ……………. रोटी खाओ।
(A) में
(B) से
(C) के लिए
(D) पर
उत्तर:
(B) से

15. पन्द्रह अगस्त …………….. भारत स्वतंत्र हुआ था।
(A) में
(B) के
(C) से
(D) को
उत्तर:
(D) को

16. सूर्य के उगने……………….. कुहासा फट गया।
(A) पर
(B) से
(C) में
(D) के
उत्तर:
(A) पर

17. मोहन ……………….. वहन नाचती है।
(A) का
(B) की
(C) के
(D) को
उत्तर:
(B) की

18. सुरेश को तेजी …………….. काम करना पड़ेगा।
(A) में
(B) ने
(C) से
(D) को
उत्तर:
(C) से

19. इसलिए फुरसती लोगों के जीवन ………………. पाप दिखता है।
(A) में
(B) के
(C) से
(D) पर
उत्तर:
(A) में

20. दिमागी काम करने वाले लोग मजदूरों ………….. नीच समझते हैं।
(A) का
(B) को
(C) के
(D) में
उत्तर:
(B) को

क्रिया

1. मैंने कुछ शोर …………।
(A) सुनी
(B) सुना
(C) सुनिए
(D) सुनेगा
उत्तर:
(B) सुना

2. मैंने उन बच्चों को देखा तो निश्चिंत हो ……………….।
(A) गयी
(B) गये
(C) गया
(D) जाना
उत्तर:
(C) गया

3. नैनी जेल में हजारों तोते ………………. ।
(A) था
(B) थे
(C) थी
(D) रहता
उत्तर:
(B) थे

4. उन्होंने कभी मुझे डंक नहीं।
(A) मारे
(B) मारेगा
(C) मारा
(D) मारा गया
उत्तर:
(C) मारा

5. शाम को गायें घर लौटती।
(A) हैं
(B) है
(C) होता
(D) होती
उत्तर:
(A) हैं

6. रामन सवाल का जवाब दूँढने में
(A) लगा गया
(B) लग गए
(C) लगता है
(D) लग रहा है
उत्तर:
(B) लग गए

7. उनकी तैनाती कलकता में
(A) हुआ
(B) हुई
(C) होगा
(D) होंगे
उत्तर:
(B) हुई

8. उसने पुस्तक
(A) पड़े होगे
(B) पड़ा होगा
(C) पढ़ी होगी
(D) इन में से कोई नहीं
उत्तर:
(C) पढ़ी होगी

9. एक बार स्वामीजी अमेरिका …………….।
(A) गए
(B) गया
(C) गये
(D) उन में से कोई नहीं
उत्तर:
(A) गए

10. सकर्मक क्रिया रूप छाँटिए:
(A) कहना
(B) जाना
(C) सकना
(D) सहना
उत्तर:
(A) कहना

11. सकर्मक क्रिया रूप पहचानिए:
(A) झेलना
(B) वेचना
(C) देखना
(D) नाचना
उत्तर:
(C) देखना

12. सकर्मक क्रिया रूप पहचानिए:
(A) रोना
(B) देखना
(C) खुलना
(D) बेचना
उत्तर:
(D) बेचना

13. सकर्मक क्रिया रूप छाँटिए:
(A) चुनना
(B) पीना
(C) डरना
(D) छोड़ना
उत्तर:
(B) पीना

14. सकर्मक क्रिया रूप छाँटिए:
(A) गाना
(B) धकेलना
(C) रौदना
(D) चुनना
उत्तर:
(A) गाना

15. अकर्मक क्रिया रूप पहचानिए:
(A) जीना
(B) पीना
(C) जाना
(D) उड़ना
उत्तर:
(C) जाना

16. कर्म लाचारी से करना …………….।
(A) पड़ते है
(B) पड़ता है
(C) पड़े
(D) पड़ती है
उत्तर:
(B) पड़ता है

17. दिन भर काम कर …………….।
(A) लिया
(B) ली
(C) लेती
(D) लेते है
उत्तर:
(A) लिया

18. शरीर-श्रम करने वाले को हम नीच ……………….।
(A) मानता हैं
(B) मानते हैं
(C) माना
(D) मानेगा
उत्तर:
(B) मानते हैं

19. चूड़ामणि व्यथित हो ……………..।
(A) उठे
(B) उठा
(C) जाना
(D) जाता
उत्तर:
(A) उठे

20. एक स्री ने सीपी से जल …………….।
(A) पिया
(B) पिये
(C) पियेंगे
(D) पिलाया
उत्तर:
(D) पिलाया

विशेषण

1. सार्वनामिक विशेषण चुनिए:
(A) कौन
(B) अधुरा काम
(C) तीन दिन
(D) धनवान
उत्तर:
(A) कौन

2. परिमाणवाचक विशेषण छाँटिए।
(A) दोनो
(B) कायर
(C) वहुत
(D) अपने
उत्तर:
(C) वहुत

3. संख्यावाचक विशेषण छाँटिए:
(A) चौगुना
(B) यह
(C) ज्यादा
(D) काफी
उत्तर:
(A) चौगुना

4. गुणवाचक विशेषण छाँटिए:
(A) जितना
(B) तीन मिटर
(C) दोनों
(D) पूर्वी
उत्तर:
(D) पूर्वी

5. …………… फूल।
(A) सुन्दरी
(B) सुगंधित
(C) धला
(D) कोई नहीं
उत्तर:
(B) सुगंधित

6. ………………… ज्ञान।
(A) चपला
(B) चंचल
(C) दिव्य
(D) इनमें से कोई नहीं
उत्तर:
(C) दिव्य

7. …………….. फैसला।
(A) नरम
(B) गरम
(C) गलत
(D) इन में से कोई नहीं
उत्तर:
(C) गलत

8. ………………. प्ड़ड।
(A) फलदार
(B) फूल
(C) फल
(D) इनमें से कोई नहीं
उत्तर:
(A) फलदार

9. विशेषण रूप चुनकर लिखिए:
(A) लोभ
(B) लिखावट
(C) लोभी
(D) लालच
उत्तर:
(C) लोभी

10. विशेषण रूप चुनकर लिखिए:
(A) इनसनियत
(B) भड़कीला
(C) परिवार
(D) परेशान
उत्तर:
(B) भड़कीला

11. विशेषण रूप पहचानिए:
(A) संसार
(B) सदाचार
(C) कुलिन
(D) प्यास
उत्तर:
(C) कुलिन

12. विशेषणरूप पहचानिए:
(A) पौराणिक
(B) मामा
(C) नेकी
(D) कांटा
उत्तर:
(A) पौराणिक

13. विशेषण रूप पहचानिए:
(A) दिखाना
(B) आसपास
(C) वुढ़ापा
(D) पाक्षिक
उत्तर:
(D) पाक्षिक

14. विशेषण रूप पहचानिए:
(A) मौखिक
(B) सच्चा
(C) सुन्दर
(D) उदार
उत्तर:
(A) मौखिक

15. चेतना:
(A) विज्ञान
(B) वैज्ञानिक
(C) साहित्य
(D) इनमें से कोई नहीं
उत्तर:
(B) वैज्ञानिक

Odisha State Board BSE Odisha 9th Class Hindi Solutions Chapter 5 अध्यापक के नाम पत्र Textbook Exercise Questions and Answers.

BSE Odisha Class 9 Hindi Solutions Chapter 5 अध्यापक के नाम पत्र

प्रश्न और अभ्यास (ପ୍ରଶ୍ନ ଔର୍ ଅଭ୍ୟାସ)

1. इन प्रश्नों के उत्तर दो-तीन वाक्यों में दीजिए।
(ଇନ୍ ପ୍ରକ୍ଷ୍ନୌ କେ ଉତ୍ତର ଦୋ-ତୀନ ବାହେଁ ମେଁ ଦୀଜିଏ ।)
(ଏହି ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦୁଇ-ତିନୋଟି ବାକ୍ୟରେ ଦିଅ ।)

(क) अब्राहम लिंकन ने हेडमाष्टर से क्या चाहा? था
(ଆବ୍ରାହମ୍ ଲିଙ୍କନ୍ ନେ ହେଡ଼ମାଷ୍ଟର ସେ କ୍ୟା ଚାହା ? )
(ଆବ୍ରାହମ ଲିଙ୍କନ୍ ପ୍ରଧାନଶିକ୍ଷକଙ୍କ ଠାରୁ କ’ଣ ଚାହିଁଲେ ବା ଆଶା ବ୍ୟକ୍ତ କଲେ ?)
उत्तर:
अब्राहम लिंकन ने हेड़माष्टर से यह चाहा कि वे उनके पुत्र को किताबो के जादू के वारे में सिखाए। चीजों के बारे में सोचने का वक्त दे, ताकि पक्षियों के आसमान में उडान भरने। और विनम्र के साथ विनम्रता और सख्त इंसानों के साथ सख्ती करना सिखाइए।

(ख) वे अपने पुत्र में किन-किन गुणों का समावेश देखना चाहते हैं?
(ୱେ ଅପ୍ ନେ ସୂତ୍ରମଁ କିନ୍-କିନ୍ ଗୁର୍ଣ୍ଣୋ କା ସମାବେଶ ଦେଖନା ଚାହତେ ହୈ ?)
(ସେ ନିଜ ପୁତ୍ରର କେଉଁ କେଉଁ ଗୁଣଗୁଡ଼ିକ ଦେଖିବାକୁ ଚାହିଁଛନ୍ତି ?)
उत्तर:
वे अपने पुत्र से ईमानदार, सत्यनिष्ठ, मेहनती, कर्तब्यवोध, धैर्यवान आदि गुणों का समावेश देखना चाहते हैं। वह अपनी सोच पर भरोसा रखना सीखे। सन्की लोगों को झिड़क दे और वहुत मीठी-मीठी बातों से सावधान रहे परन्तु अपने दिल और आत्मा सौदा न करें। वे सवकी वातें सुने मगर उन्हें सच की कसौटी पर केसे और केवल सहीं चीजों को ही मंजूर करे।

(ग) अब्राहम लिंकन ने हेडमाष्टर को चिट्ठी क्यों लिखी थी? था।
(ଆବ୍ରାହମ୍ ଲିଙ୍କନ ନେ ହେଉମାଷ୍ଟର କୋ ଚିଠୀ ବ୍ୟୋ ଲିଖା ଥୀ ?)
(ଆବ୍ରାହମ ଲିଙ୍କନ ପ୍ରଧାନ ଶିକ୍ଷକଙ୍କୁ କାହିଁକି ଚିଠୀ ଲେଖୁଥିଲେ ?)
उत्तर:
अब्राहम लिंकन ने हेड़माष्टर को चिट्ठी इसलिए लिखी थी कि उनका पुत्र जीवन में आनेवाले हर संघर्ष, हर परिस्थिति हर प्रकार के इंमान और हर प्रकार की सोच समझ के साथ उड़कर इनका मुकावुला कर सके। गलत कार्य का विरोध करें और सत्य को प्रधान्य दें। खुद में भरोसा रखें, अपनी बुद्धि और विवेक से कार्य करें।

(घ) बच्चों को सोचने के लिए वक्त देने की क्या आवश्यकता है?
(ବଙ୍ଗେଁ କୋ ଦୋବନେ କେ ଲିଏ ବକ୍‌ତ ଦେନେ କୀ କ୍ୟା ଆବଶ୍ୟକତା ହୈ ?)
(ପିଲାମାନଙ୍କୁ ଭାବିବା ପାଇଁ ସମୟ ଦେବାର କ’ଣ ଆବଶ୍ୟକତା ଅଛି ? )
उत्तर:
वच्चों को सोचने के लिए वक्त देने की यह आवश्यकता है कि सवकी वाते सुने, मगर उन्हें सत्य की कसोटि पर केसे और केवल सही चीजों को मंजूर करे। उनका डर दूर चला जाता है। उनमें नई चिजों को सोचने समझने, सीखने और उनका परखने कि शक्ति का विकाश होता है। धीरे धीरे वच्चे जीवन के मूल्यों को समझने लगते हैं।

2. निम्नलिखित प्रश्नों के उत्तर एक या दो वाक्यों में दीजिए।
(ନିମ୍ନଲିଖିତ ପ୍ରଶ୍ନୋ କେ ଉତ୍ତର ଏକୟା ଦୋ ବାର୍କେ ହେଁ ଦୀଜିଏ।)
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଗୋଟିଏ-ଗୋଟିଏ ଶବ୍ଦରେ ଦିଅ ।)
(क) यह पत्र किसने किसको लिखा है?
(ୟହ ପତ୍ର କିସ୍‌ କିସ୍କୋ ଲିଖା ହୈ ? )
(ଏହି ଚିଠୀ କିଏ କାହାକୁ ଲେଖୁଛନ୍ତି ?)
उत्तर:
यह पत्र अमेरिका के राष्ट्रपति अपने वेटेके प्रधान शिक्षक को लिखा है।

(ख) अब्राहम लिंकन कौन थे?
(ଆବ୍ରାହମ ଲିଙ୍କନ କୌନ ଥେ ?)
(ଆବ୍ରାହମ୍ ଲିଙ୍କନ୍ କିଏ ଥିଲେ ?)
उत्तर:
अब्राहम लिंकन अमेरिका के प्रथम नागरिक या राष्ट्रपति थे।

(ग) लिंकन किसे, क्या सिखाने की प्रार्थना करते हैं?
(ଲିଙ୍କନ୍ କିସ୍, କ୍ୟା ସିଖାନେ କୀ ପ୍ରାର୍ଥନା କର୍‌ତେ ହୈ ?)
(ଲିଙ୍କନ କାହାକୁ, କ’ଣ ଶିଖୁବାର ପାର୍ଥନା କରିଛନ୍ତି ?)
उत्तर:
लिंकन हेडमाष्टर से यह सिखाने की प्रार्थना करते हैं कि सभी इंसान ईमानदार और सच्चे नहीं होते

(घ) स्कूल में उसे क्या सिखाना अच्छा है?
(ସ୍କୁଲ୍‌ର୍ମେ ଉସେ କ୍ୟା ସିଖାନା ଅଚ୍ଛା ହୈ ?)
(ବିଦ୍ୟାଳୟରେ ତାକୁ କ’ଣ ଶିଖାଇବା ଭଲ ଅଟେ)
उत्तर:
धोखा देने से असफल होना स्कूल में उसे सिखाना अच्छा है विनम्र के साथ विनम्रता और सख्त इंसानों के साथ सख्त करना सिखाइए।

(ङ) उसे इतनी ताकत दीजिए कि वह क्या होकर भीड़ के साथ न चल सके?
(ଉସେ ଇତନା ତାକତ୍ ଦୀଜିଏ କି ୱହ କ୍ୟା-ହୋକର୍ ଭୀଙ୍ କେ ସାଥ ନ ଚଲ ସକେ ?)
(ତାଙ୍କୁ ଏତିକି ଶକ୍ତି ଦିଅ, ସେ କ’ଣ ହୋଇ ଭୀଡ଼ରେ ଚାଲିବାକୁ ସକ୍ଷମ ନହୋଇପାରିବେ ?)
उत्तर:
उसे इतनी ताकत दीजिए कि वह लकीर का फकीर होकर भीड़ के साथ न चल सके।

(च) उसे सबकी बात सुनकर किसकी कसौटी पर कसनी चाहिए?
(ଉସେ ସବକା ବାତ୍ ସୁନ୍ନକର୍ କିସ୍‌ କସୌଟୀ ପର୍ କସନୀ ଚାହିଏ ?)
(ତାଙ୍କର ସମସ୍ତ କଥା ଶୁଣି ସେ କ’ଣ ପରୀକ୍ଷା କରିବା ଉଚିତ୍ ?)
उत्तर:
उसे सवकी बात सुनकर सच की कसौटी पर कसनी चाहिए।

(छ) कौन-सी बात शर्म की बात नहीं है?
(କୌନ୍‌ ସା ଚ୍ତ ଶର୍ମ କା ବାତ୍ ନେହିଁ। )
(ହୌକେଉଁ କଥା ଲଜ୍ଜାର କଥା ନୁହେଁ ?)
उत्तर:
दुःख में आँसू बहाना शर्म की बात नहीं हैं।

(ज) किस बात से उसे सावधान रहना चाहिए?
(କିସ୍ ବାତ୍ ସେ ଉସେ ସାବଧାନ ରହନା ଚାହିଏ)
(କେଉଁ କଥାରେ ତାଙ୍କୁ ସାବଧାନ ରହିବା ଉଚିତ ?)
उत्तर:
पागलों जैसो आचरण और बहुत मिठी मिठी बात से उसे साबधान रहना चाहिए।

(झ) व्यक्ति को किसका सौदा नहीं करना चाहिए?
(ଚ୍ୟନ୍ତି କୋ କିପୂକା ସୌଦା ନେହିଁ। କର୍ ନା ଚାହିଏ ?)
(ବ୍ୟକ୍ତିକୁ କେଉଁ ସୌଦା କରିବା ଉଚିତ ନୁହେଁ ?)
उत्तर:
व्यक्ति को दिल और आत्मा का सौदा नहीं करना चाहिए।

(ञ) लोहा कैसे फौलाद बनता है?
(ଲୋହା କୈସ୍ ଫୌଲାଦ ବନ୍‌ତା ହୈ ?)
(ଲୁହା କିପରି ଇସ୍ପାତରେ ପରିଣତ ହେଉଛି ?)
उत्तर:
आग में तपकर ही लोहा फौलाद बनता है।

(ट) लिंकन बेटे को बहादुर और धैर्यवान क्यों बनाना चाहते थे?
(ଲ୍ଲିଙ୍କନ୍ ରେଗେ ଜୋ ଛାହାକୁର ଔର୍ ଧୈର୍ଯ୍ୟବାନ୍ କୈ ବନାନା ଚାହତେ ଥେ ?)
(ଲିଙ୍କନ୍ ପୁତ୍ରକୁ ସାହସୀ ଓ ଧୈର୍ଯ୍ୟବାନ କାହିଁକି ହେବାକୁ ଚାହିଁଥିଲେ ?
उत्तर:
लिंकन बेटेको बहादुर और धैर्यवान इसलिए बनाना चाहते थे कि उसे खुद में भरोसा रखने के साथ इंसानियत में भरोसा रखे।

(ठ) पत्र के अंत में लिंकन क्या चाहते हैं?
(ପତ୍ର କେ ଅଂତ ମେଁ ଲିଙ୍କନ୍ କ୍ୟା ଚାହତ ହୈ ?)
(ଚିଠିର ଶେଷରେ ଲିଙ୍କନ କ’ଣ ଚାହିଁଛନ୍ତି ?)
उत्तर:
पत्र के अंत में लिंकन यह चाहते है कि अपने पुत्र बहादुर, निर्भिक और धैर्यवान होने के साथ अपने पर पूर्ण विश्वास रख सके। और भी गलत कार्य के खिलाफ आवाज उठा सके।

3. प्रत्येक प्रश्न के उत्तर के चार विकल्प दिए गए हैं सही विकल्प चुनकर लिखिए :
(ପ୍ରତି ପ୍ରଶ୍ନ ନିମିତ୍ତ ଚାରୋଟି ସମ୍ଭାବ୍ୟ ଉତ୍ତର ଦିଆଯାଇଛି । ଠିକ୍ ଉତ୍ତରଟି ବାଛି କରି ଲେଖ ।)
(क) ‘अधापक के नाम पत्र’ किसने लिखा है?
(i) अध्यापक ने
(ii) राष्ट्रपति ने
(iii) बेटे ने
(iv) अब्राहम लिंकन ने
उत्तर:
(iv) अब्राहम लिंकन ने

(ख) लिंकन ने किसके अध्यापक को पत्र लिखा?
(i) माता के
(ii) बेटे के
(iii) हेडमाष्टर के
(iv) पिता के
उत्तर:
(ii) बेटे के

(ग) ‘अब्राहम लिंकन’ किस चीज का जादू सिखाने का आग्रह करते हैं?
(i) किताब
(ii) ईमानदारी
(iii) सच्चाई
(iv) चीज
उत्तर:
(i) किताब

(घ) आसमान में कौन उड़ता है?
(i) मधुमक्खी
(ii) पहाड़
(iii) पक्षी
(iv) धूप
उत्तर:
(iii) पक्षी

(ङ) उसे किसकी कसौटी पर कसना चाहिए?
(i) झूठ
(ii) सच
(iii) भय
(iv) सोना
उत्तर:
(ii) सच

(च) आँसू अगर बहे तो उसमें क्या नहीं करना चाहिए?
(i) द्वेष
(ii) शर्म
(iii) दु:ख
(iv) घृणा
उत्तर:
(ii) शर्म

(छ) धोखा देने से अचछा क्या है?
(i) इंसान बनना
(ii) असफल होना
(iii) भरोसा रखना
(iv) संफल होना
उत्तर:
(ii) असफल होना

(ज) आग में तपकर लोहा क्या बनता है?
(i) गर्म
(ii) नरम
(iii) फौलाद
(iv) ताकत
उत्तर:
(iii) फौलाद

(झ) आवाज उठाने के लिए क्या बनना चाहिए?
(i) बहादुर
(ii) चोर
(iii) स्थिर
(iv) अस्थिर
उत्तर:
(i) बहादुर

(अ) मेरा बेटा एक कैसा बच्चा है?
(i) बुरा
(ii) दृष्ट
(iii) अच्छा
(iv) सुन्दर
उत्तर:
(iii) अच्छा

भाषा-ज्ञान (ଭାଷା-ଜ୍ଞାନ)

1. ‘ई’ प्रत्यय का प्रयोग करके नए शब्द बनाइए।
(ଈ ପ୍ରତ୍ୟୟର ପ୍ରଯୋଗ କରି ନୂଆ ଶବ୍ଦ ଗଠନ କରା)
जैसे : सनक + ई = सनकी
उत्तर:
झिड़क + ई = झिड़की
ईमानदार + ई = ईमानदारी
बहादुर + ई = बहादुरी
नरम + ई = नरमी
कीमत + ई = कीमती
मेहनत + ई = मेहनती
सख्त + ई = सख्ती

2. (क) पंछी आकाश में उड़ता है।
(ख) चिडिया आसमान में उड़ती है।
ऊपर के
(क) वाक्य में पंछी और (ख) वाक्य में चिड़िया एक ही अर्थ बतलाते हैं। उसी प्रकार (क) वाक्य में आकाश और (ख) वाक्य में आसमान एक ही अर्थ बतलाते हैं । अतः पंछी शब्द का समानार्थक शब्द चिडिया और आकाश का समानार्थक शब्द आसमान है । इस प्रकार निम्नलिखित शब्दों के समानार्थक शब्द लिखिए।
(ଉପରେ ‘କ’ ବାକ୍ୟରେ पंछी ଓ ‘ଖ’ ବାକ୍ୟରେ चिड़िया ଗୋଟିଏ ଅର୍ଥ ବୁଝାଉଛି । ସେହିପରି ‘କ’ ବାକ୍ୟରେ आकाश ଓ ‘ଖ’ ବାକ୍ୟରେ आसमान ଗୋଟିଏ ଅର୍ଥ ବୁଝାଉଛି । ତେଣୁ पंछी ଶବ୍ଦର ସମ୍ମାନାର୍ଥକ| ପ୍ରତିଶବ୍ଦ चिडिया ଓ काशର ପ୍ରତିଶବ୍ଦ आसमान ଅଟେ । ସେହିପରି ତଳେ ଦିଆଯାଇଥିବା ଶବ୍ଦଗୁଡ଼ିକର ସମାନାର୍ଥକ ବା ପ୍ରତିଶବ୍ଦ ବା ଏଗାଆଁ पर्यायवाची ଶବ୍ଦ ଲେଖ ।
उत्तर:
ताकत – बल, शक्ति

वक्त – समय

गलत – त्रुटि

हमेशा – सर्वदा

कीमत – मूल्य

इन्सान – मानव, आदमी

मंजूर – स्वीकार, सिपारीश

सख्त – कठोर

फूल – सुमन, पुष्प

दुनिया – जगत, संसार

सावधान – होशियार

3. निम्नलिखित गद्यांश में से सर्वनाम शब्द छाँटकर लिखिए।
(ନିମ୍ନଲିଖ୍ ତ ଗବ୍ୟ।ଶରୁ ସର୍ବନାମ ଶବ୍ଦ ବାଛିକରି ଲେଖ । )
‘उसे बहुत कुछ सीखना है। मैं जानता हूँ कि सभी इन्सान ईमानदार और सच्चे नहीं होते, लेकिन हो सके तो उसे किताबों के जादू के बारे में सिखाइए।’
उत्तर:
उसे, कुछ, मैं

4. भाववाचक संज्ञा बनाइए।
(ଭାବଚାରକ ସଂଜ୍ଞା ଗଢ଼)
उत्तर:
बहादुर – बहादुरी

सच्चा – सच्चाई

धैर्यवान – धैर्य

विनम्र – विनम्रता

इसान – इंससानियत

अच्छा – अच्छाई

नरम – नरमी

5. बहुवचन रूप लिखिए।
(ବହୁବଚନ ରୂପ ଲେଖ)
उत्तर:
मधुमक्खी – मधुमक्खियाँ

बच्चा – बच्चे

सच्चा – सच्चे

बेटा – बेटे

पंछी के पंछियों के

ताकत – ताकतें

सौदा – सौदे

आवाज – आवाजे

बाते – बातें

वह- वे

किताब में – किताबों में

उसे – उन्हें

चीज के – चीजों के

गला – गले

कसौटी – कसौटियाँ

रहस्य के – रहस्यों के

लकीर – लकीरें

उम्मीद – उम्मीदें

6. निम्नलिखित शब्दों का वाक्यों में प्रयोग कीजिए।
(ନିମ୍ନଲିଖ୍ ଶବ୍ଦଗୁଡ଼ିକୁ ବାକ୍ୟରେ ପ୍ରୟୋଗ କର ।)
(क) रहस्य – रामन का मस्तिक विज्ञान के रहस्य को सुलझाने के लिए वेचैन रहता था।
(ख) सावधान – गाड़ी चलाते समय सावधान रहना चाहिए।
(ग) अलावा- मुझे इस कार्य के अलावा दूसरा कार्य नहीं करना।
(घ) धैर्यवान – युधिष्ठिर धैर्यवान और ज्ञानी पुरुषथे।
(ङ) फौलाद – आग में तपकर ही लोहा फौलाद बनता है।
(च) आवाज – दूर से किसी के होने की आवाज आ रही है।

7. उदाहरण के अनुसार वाक्य-परिवर्त्तन कीजिए।
(ଉଦାହରଣ ଅନୁଯାୟୀ ବାକ୍ୟ ପରିବର୍ତ୍ତନ କର ।)
(उदाहरण : हमेशा गले लगाइए। हमेशा गले मत लगाइए।
(क) उन्हें सच की कसौटी पर कसें।
उत्तर:
उन्हें सच की कसौटी पर मत कसें।

(ख) हमेशा आँसू बहाइए।
उत्तर:
हमेशा आँसू मत बहा इए।

(ग) उसे इतना बहादुर बनाइए।
उत्तर:
उसे इतना बहादुर मत बनाइए।

(घ) हमेशा दूसरों की बात सुनिए।
उत्तर:
हमेशा दूसरों की बात मत सुनिए।

अतिरिक्त प्रश्नोत्तर

1. लिंकन अपने बेटे को बहादुर और धैर्यवान क्यों बनाना चाहते थे?
(ଲିଂକନ୍ ଅପ୍‌ନେ ବେଟେ କୋ ବହାଦୁର ଔର୍ ଧୈର୍ଯ୍ୟୱାନ୍ ଜ୍ୟୋ ବନାନା ଚାହତେ ଥେ ?)
( ଲିଙ୍କନ ନିଜ ପୁତ୍ରକୁ ସାହସୀ ଓ ଧୈର୍ଯ୍ୟବାନ୍ ହେବାକୁ କାହିଁକି ଚାହିଁଥିଲେ ?)
उत्तर:
लिंकन अपने बेटे को बहादुर और धैर्यवान बनाना इसलिए चाहते थे कि अन्याय के खिलाफ आवाज उठा सके और बहादुरी दिखा सके। उसे खुद में भरोसा रखने के साथ इंसानियत में भरोसा रखे।

2. लिकन बिद्याथी को कौन सी शिक्षा देते है?
(ଲିଂକନ୍ ବିଦ୍ୟାର୍ଥୀ କୋ କୌନ୍ ସୀ ଶିକ୍ଷା ଦେତେ ହୈ ?)
(ଲିଙ୍କନ ବିଦ୍ୟାର୍ଥୀକୁ କେଉଁ ଶିକ୍ଷା ଦେଇଛନ୍ତି ? )
उत्तर:
लिंकन विद्यार्थी को ईमानदार, परिश्रमी, धैर्यवान, आत्मनिर्भर बनना चाहिए। विद्यार्थी जीवन में आनेवाले हर संघर्ष-हर परिस्थिति, हर प्रकार कें इंसान और हर प्रकार सोच-समझ आदि के साथ डटकर इनका मुकावला कर सके ताकि उसको अपने आप पर पूरा विश्वास हो।

अति संक्षिप्त उत्तरमूलक प्रश्नोत्तर

A. निम्नलिखित प्रश्नों के उत्तर एक वाक्य में दीजिए।

प्रश्न 1.
अब्राहम लिंकन कौन थे?
उत्तर:
अब्राहम लिंकन अमरीका के राष्ट्रपति थे।

प्रश्न 2.
लिंकन किसप्रकार पढ़कर ज्ञान प्राप्त किया करते थे?
उत्तर:
लिंकन विभिन्न स्थानों से पुस्तकं माँगकर रात को चूल्हे की आग के प्रकाश में पढ़कर ज्ञान प्राप्त किया करते थे।

प्रश्न 3.
‘अध्यापक के नाम पत्र’ किसने किसको लिखा है?
उत्तर:
‘अध्यापक के नाम पत्र’ लिंकन ने अपने बेटे के हेडमास्टर को लिखा है।

प्रश्न 4.
सभी इंसान क्या नहीं होते?
उत्तर:
सभी इंसान ईमानदार और सच्चे नहीं होते।

प्रश्न 5.
स्कूल में कौन सी बात सिखाने के लिए लिंकन ने पुत्र के प्रधान शिक्षक के पास चिठ्ठी लिखी थी?
उत्तर:
धोखा देने से असफल होना अच्छा है।

प्रश्न 6.
स्कूल में कौन सी बात सिखाने के लिए लिंकन ने पुत्र के प्रधानशिक्षक के पास चिट्ठी लिखा था?
उत्तर:
धोखा देने से असफल होना अच्छा है, यही बात स्कूल में सिखाने के लिए लिंकन ने पुत्र के प्रधानशिक्षक के पास चिट्ठी लिखा था।

प्रश्न 7.
लोहा फैलाद कैसे बनता है?
उत्तर:
आग में तपकर लोहा फ़ौलाद बनता है।

प्रश्न 8.
कौन – सी बात शर्म की बात नहीं है?
उत्तर:
आँसू अगर बहे तो उसमें कोई शर्म नहीं।

प्रश्न 9.
आँसू अगर बहे तो उसमें क्या नहीं करना चाहिए?
उत्तर:
आँसू अगर बहे तो उसमें शर्म नहीं करना चाहिए।

प्रश्न  10.
आवाज उठाने के लिए क्या बनना चाहिए?
उत्तर:
आवाज उठाने के लिए बहादूर बनना चाहिए।

प्रश्न  11.
अध्यापक के नाम पत्र’ किसने लिखा है?
उत्तर:
अध्यापक के नाभ पत्र’ अब्राहम लिंकन ने लिखा है।

B. निम्नलिखित प्रश्नों के उत्तर एक शब्द में दीजिए।

प्रश्न 1.
किस बात से उसे सावधान रहना चाहिए?
उत्तर:
बहुत मीठी-मीठी बातों

प्रश्न 2.
‘अध्यापक के नाम पत्र’ किसने लिखा है?
उत्तर:
अब्राहम लिंकन

प्रश्न 3.
व्यक्ति को किसका सौदा नहीं करना चाहिए?
उत्तर:
अपने दिल और आत्मा

प्रश्न 4.
किसमें तपकर लोहा फौलाद बनता है?
उत्तर:
आग

प्रश्न 5.
‘अब्राहम लिंकन’ किस चीज का जादू सिखाने का आग्रह करते हैं?
उत्तर:
किताब

प्रश्न 6.
आसमान में कौन उड़ता है?
उत्तर:
पक्षी

प्रश्न 7.
दु:ख में अगर क्या बहे तो शर्म की बात नहीं है?
उत्तर:
आसू

प्रश्न 8.
किस काम के लिए बहादूरी की आवश्यकता होती है?
उत्तर:
आवाज उठाने

प्रश्न 9.
अब्राहम लिंकन कौन थे?
उत्तर:
अमेरिका के राष्ट्रपति

प्रश्न 10.
धोखा देने से अच्छा क्या है?
उत्तर:
असफल

प्रश्न 11.
सभी इंसान क्या नहीं होते?
उत्तर:
ईमानदार

प्रश्न 12.
लिंकन ने किसके अध्यापक को पत्र लिखा?
उत्तर:
अपने बेटे

प्रश्न 13.
आवाज उठाने के लिए क्या वनना चाहिए?
उत्तर:
बहादुर

प्रश्न 14.
लिंकन के बेटे को किसकी कसौटी पर कसना चाहिए?
उत्तर:
सच

C. रिक्तस्थानों को भरिए।

प्रश्न 1.
आग में तपकर लोहा …………. बनता है।
उत्तर:
फौलाद

प्रश्न 2.
लिंकन का निधन ……………. हुआ।
उत्तर:
15 अप्रैल सन् 1865

प्रश्न 3.
यहाँ पत्र लिखने वाले …………… है।
उत्तर:
अब्राहम लिंकन

प्रश्न 4.
अब्राहम लिंकन ………………
उत्तर:
अमेरीका के राष्ट्रपति

प्रश्न 5.
लिंकन ……………… सिखाने की प्रार्थना करते हैं।
उत्तर:
हैड़मास्टर से

प्रश्न 6.
उसे इतनी ताकत दीजिए कि बह ……………….. होकर भीड़ के साथ न चल सके।
उत्तर:
लकीर का फकीर न होकर

प्रश्न 7.
उसे सबकी बात सुनकर ………………. की कसौटी पर कसनी चाहिए।
उत्तर:
सच

प्रश्न 8.
पत्र के अंत में लिंकन ………………. चाहते हैं।
उत्तर:
हैड़मास्टर से ढे सारी उम्मीद

प्रश्न 9.
अपनी ताकत और दिमाग की ऊँची ……………… लगानी चाहिए।
उत्तर:
कीमत

प्रश्न 10.
‘अध्यापक के नाम पत्र’……………… ने लिखा है।
उत्तर:
अब्राहम लिंकन ने

प्रश्न 11.
……………… अध्यापक को पत्र लिंकन ने लिखा।
उत्तर:
अपने बेटे

प्रश्न 12.
बेटे को ……………….. की कसौटी पर कसना चाहिए।
उत्तर:
सच

प्रश्न 13.
आँसू अगर बहे तो उसमें ……………. नहीं करना चाहिए।
उत्तर:
शर्म

प्रश्न 15.
अपना दिल और आत्मा का ……………. नहीं करना चाहिए।
उत्तर:
सौदा

प्रश्न 16.
आग में जलकर …………….. फौलाद बनता है।
उत्तर:
लोहा

प्रश्न 17.
……………….. बात शर्म की बात नहीं है।
उत्तर:
दु:ख में आँसू बहाना

प्रश्न 18.
मेरा बेटा एक ………………… बच्चा है।
उत्तर:
अच्छा

D. सही उत्तर चुनिए।

1. ‘अध्यापक के नाम पत्र’ विषय के लेखक हैं-
(A) आब्राहम लिंकन
(B) नेहरूजी
(C) गाँधीजी
(D) इनमें से कोई नहीं
उत्तर:
(A) आब्राहम लिंकन

2. अब्राहम लिंकन थे –
(A) भारत के राष्ट्रपति
(B) इंगलैंड़ के राष्ट्रपति
(C) अमेरिका के राष्ट्रपति
(D) इनमें से कोई नहीं
उत्तर:
(B) इंगलैंड़ के राष्ट्रपति

3. अब्राहम लिंकन का जन्म कब हुआ था?
(A) 1866
(B) 1865
(C) 1864
(D) 1809
उत्तर:
(D) 1809

4. ‘अध्यापक के नाम पत्र’ को किसने किसको लिखा?
(A) पिता पुत्र को
(B) पुत्र पिता को
(C) पिता अध्यापक को
(D) पुत्र अध्यापक को
उत्तर:
(C) पिता अध्यापक को

5. धोखा देने से अच्छा है
(A) असफल होना
(B) सफल होना
(C) विजली होना
(D) इनमें से कोई नही
उत्तर:
(A) असफल होना

6. उसे किसकी कसौटी पर कसनी चाहिए।
(A) सच की
(B) सोने की
(C) झूठ की
(D) इनमें से कोई नहीं
उत्तर:
(A) सच की

7. अब्राहम लिंकन का निधन कब हुआ था?
(A) 1865
(B) 1864
(C) 1863
(D) 1862
उत्तर:
(A) 1865

8. किसका तिरस्कार करना चाहिए?
(A) बुरे लोगों का
(B) सनकी लोगों का
(C) बहादूर लोगों का
(D) धनी लोगों का
उत्तर:
(B) सनकी लोगों का

9. किसकी ऊँची कीमत लगानी चाहिए?
(A) ताकत और दिमाग की
(B) बल और शक्ति के
(C) हिम्मत और जिन्देगी को
(D) इनमें से कोई नही
उत्तर:
(A) ताकत और दिमाग की

10. लिंकन किसे ईमानदार, आत्मनिर्भर जैसे गुणों को सिखाने के लिए हेड़मास्टर से प्रार्थना करते है?
(A) छात्रों को
(B) अपने बेटे को
(C) हेड़मास्टर को
(D) इनमें से कोई नहीं
उत्तर:
(B) अपने बेटे को

11. अब्राहम लिंकन किस चीज का जादू सिखाने का आग्रह करते हैं?
(A) किताब को
(B) ईमानदारी का
(C) सच्चाई का
(D) इनमें से कोई नहीं
उत्तर:
(A) किताब को

12. आवाज उठाने के लिए क्या बनना चाहिए?
(A) बहादूर
(B) चोर
(C) स्थिर
(D) अस्थिर
उत्तर:
(A) बहादूर

13. अब्राहम लिंकन का बेटा कैसा है?
(A) अच्छा
(B) बूरा
(C) दयालु
(D) इनमें से कोई नहीं
उत्तर:
(A) अच्छा

14. आँसू अगर बहे तो उसमें क्या नहीं करना चाहिए?
(A) दु:ख
(B) शर्म
(C) द्वेष
(D) घृणा
उत्तर:
(B) शर्म

15. आग में तपकर कौन फौलाद बनता है?
(A) चाँदी
(B) सोना
(C) ताँबा
(D) लोहा
उत्तर:
(D) लोहा

1. अमेरिका …………………… कल थी।
ଅମେରିକା କେ ମଶଦୂର ରାଷ୍ଟ୍ରପତି ଅବ୍ରାହମ୍ଲିଙ୍କନ୍ ନେ ଅପନେ ବେଟେ କେ ହେଡ଼ମାଷ୍ଟର୍ କୋ ଏକ ଚିଠି ଲିଖୀ ଥୀ । ବରହେଁ ବାଦ୍ ଭୀ ଏକ୍ ପିତା କୀ ସଲାହ ଆଜ୍ ଉତ୍‌ନୀ ହୀ ଖରୀ ହୈ, ଜିତ୍‌ କଲ୍ ଥୀ ।
ଅନୁବାଦ:
ଆମେରିକାର ପ୍ରସିଦ୍ଧ ରାଷ୍ଟ୍ରପତି ଆବ୍ରାହମ ଲିଙ୍କନ ନିଜ ପୁଅର ପ୍ରଧାନ ଶିକ୍ଷକଙ୍କୁ ଗୋଟିଏ ଚିଠି ଲେଖୁଥିଲେ । ବର୍ଷ ବର୍ଷ ପରେ ମଧ୍ୟ ଜଣେ ପିତାଙ୍କର ପରାମର୍ଶ ଆଜି ମଧ୍ୟ ସେତେ ମୂଲ୍ୟବାନ, ଯେତେ ସେ ସମୟରେ ଥିଲା ।

2. चिट्ठी ………………….. मंजूर करे।
ଚିଟ୍ଠୀ କୁଛ୍ ଇସ୍ ତରହ ଥୀ
‘‘ଉସେ ବହୁତ କୁଛ ସୀ ହୈ । ମେଁ ଜାନ୍‌ ହୁଁ କି ସଭ୍ୟ ଇଁସାନ୍ ଈମାନଦାର୍ ଔର୍ ସଜେ ନର୍ତୀ ହୋତେ, ଲେକିନ୍ ହୋ ସକେ ତୋ ଉସେ କିତାର୍ଡୋ କେ ଜାଦୂ କେ ବାରେ ମେଁ ସିଖାଇଏ । ଇସ୍‌ ଅଲାୱା ହୋ ସକେ ତୋ ଉସେ ଚୀର୍ଡୋ କେ ବାରେ ମେଁ ସୋନେ କା ୱକ୍ତ ଭୀ ଦୀଜିଏ, ତାକି ପଂଛିୟୋ କେ ଅସମାନ୍ ମେଁ ଉଡ଼ାନ୍ ଭର୍‌ନେ, ମଧୁମୟୈ କେ ଧୂପ ମେଁ ଥରକ୍‌ନେ ଔର ହରେ-ଭରେ ପହାଡ଼ୋ ପର୍ ଫୁଲ୍ କେ ଖେଲ୍‌ନେ କେ ରହଦ୍ୟୋ ପର୍ ସୌଚ୍ ସକେ । ସ୍କୁଲ୍ ମେଁ ଉସେ ସିଖାଇଏ କି ଧୋଖା ଦେନେ ସେ ଅସଫଲ୍ ହୋନା ଅଚ୍ଛା ହୈ।

ଭଲେ ହୀ ଦୁନିୟା ଉସ୍‌ ବିଚାରୌ କୋ ଗଲତ୍ ବତାଏ, ଲେକିନ୍ ୱହ ଅପନୀ ସୋଚ୍ ପର୍ ଭରୋସା ରଖନା ସୀଖେ । ଉସ୍ ବିନର୍ଡୋ କେ ସାଥ୍‌ ବିନମ୍ରତା ଔର୍ ସଖ୍ତ ଇଂସାର୍ଡୋ କେ ସାଥ୍ ସଖ୍ତୀ କର୍‌ନା ସିଖାଇଏ । ଉସ୍ରେ ଇତ୍‌ନୀ ତାକତ୍ ଦୀଜିଏ କି ୱହ ଲକୀର୍ କା ଫକୀର୍ ହୋକର୍ ଭୀଡ଼ କେ ସାଥ୍ ନ ଚଲ୍ପଡ଼େ । ଉସ୍ ସିଖାଇଏ କି ୱହ ସବ୍‌କୀ ବାର୍ତେ ସୁନେ, ଲେକିନ୍ ଉର୍ଦ୍ଧ୍ୱ ସଚ୍ କୀ କସୌଟୀ ପର୍ କୈସେ ଔର୍ କେୱଲ୍ ସହୀ ବୀର୍ଡୋ କ୍ରୋ ହୀ ମଂଜୁର କରେ ।

ଅନୁବାଦ:
ଚିଠି କିଛି ଏହି ପରିଥିଲା
ତାକୁ ବହୁତ କିଛି ଶିଖୁବାର ଅଛି । ମୁଁ ଜାଣେ ଯେ ସବୁ ମନୁଷ୍ୟ ସଟ ଓ ବିଶ୍ୱାସୀ ନୁହଁନ୍ତି; ତଥାପି ପାରୁଛନ୍ତି ତ ତାକୁ ବହିର ଯାଦୁ ବିଷୟରେ ଶିଖାନ୍ତୁ । ଏହାଛଡ଼ା ଯଦି ସମ୍ଭବ ହୁଏ ତାକୁ ବିଭିନ୍ନ ବିଷୟରେ ଭାବିବାପାଇଁ ସମୟ ମଧ୍ୟ ଦିଅନ୍ତୁ, ଅଟେ । ସମାଜ ତା’ର ବିଚାରକୁ ଯେତେ ଭୁଲ୍‌ବୋଲି କହିଲେବି ସେ ନିଜ ଭାବନାରେ ଭରସା ରଖୁବା ଶିଖୁ । ତାକୁ ନମ୍ର ଲୋକଙ୍କ ସହିତ ନମ୍ରତା ଓ ରୁକ୍ଷ ଲୋକଙ୍କ ସହିତ ରୁକ୍ଷ ହେବାକୁ ଶିଖାନ୍ତୁ । ତାକୁ ଏତେ ଶକ୍ତି ଦିଅନ୍ତୁ ଯେମିତି ସେ ପାରମ୍ପାରିକ ଭାବରେ ସାଧାରଣ ଜନତାଙ୍କ ଭିଡ଼ ମଧ୍ଯରେ ନ ଚାଲୁ । ତାକୁ ଶିଖାନ୍ତୁ କି ସେ ସମସ୍ତଙ୍କ କଥା ଶୁଣୁ, କିନ୍ତୁ ସେ ସବୁ କଥା ସତ୍ୟର କଷଟି ପଞ୍ଝାରେ ପରଖ୍ କେବଳ ଠିକ୍ କଥାକୁ ହିଁ ସ୍ଵୀକାର କରୁ ।

3. उसे सिखाइए ……………………… बनता है।
ଉସ୍ ସିଖାଇଏ କି କୈସେ ଦୁଃଖ ମେଁ ଭୀ ହଁସା ଜାତା ହୈ….. କି ଆଁସୂ ଅଗର ବହେ ତୋ ଉସ୍ ମେଁ କୋଈ ଶର୍ମ ନେହୀ ହୈ । ଉସେ ସିଖାଇଏ କି ସନକୀ ଲୋଗୋଁ କୋ ଝିଡ଼କ ଦେ ଔର ବହୁତ ପୀଠ-ପୀଠୀ ବାର୍ତା ସେ ସାବଧାନ ରହେ । ଅପୂନୀ ତାକତ୍ ଔର୍ ଦିମାଗକୀ ଉଁଚୀ କୀମତ ତୋ ଲଗାଏ, ଲେକିନ୍ ଅପ୍‌ ଦିଲ ଔର୍ ଆତ୍ମା କା ସୌଦା ନ କରେ । ଉସ୍ ସିଖାଇଏ କି ଅଗର ଉସ୍ ଲଗତା ହୈ କି ୱହ ସହୀ ହୈ ତୋ ସାମ୍‌ନେ ଖଡ଼ୀ ଉସ୍‌ ସାଥ ନର୍‌ମୀ ସେ ପେଶ୍ ଆଇଏ, ଲେକିନ୍ ହମେଶା ହୀ ଲୋହୀ ଫେଲାଜ ବନତା ହୈ ।
ହୁଈ ଚୀଖତୀ ଭୀଡ଼ କୋ ଅନସୁନା କର ଦେ । ଗଲେ ସେ ଲଗାକର୍ ମତ୍ ରଖୁ, କୈ କି ଆଗ୍ ମେଁ ତପକର

ଅନୁବାଦ:
ତାକୁ ଶିଖାନ୍ତୁ କିପରି ଦୁଃଖରେ ମଧ୍ୟ ହସି ହୁଏ………ଯଦି ଲୁହ ବହେ ସେଥ୍ରେ କୌଣସି ଲାଜ ନାହିଁ । ତାକୁ ଶିଖାନ୍ତୁ, ସନ୍ଦେହୀ ଲୋକଙ୍କୁ ବାହାର କରୁ ଏବଂ ବହୁତ ମିଠା-ମିଠା କଥାରୁ ସାବଧାନ ରହୁ । ନିଜର ଶକ୍ତି ଓ ଦକ୍ଷତାର ଉଚ୍ଚ ମୂଲ୍ୟ ଲଗାଉ । କିନ୍ତୁ ନିଜର ହୃଦୟ ଓ ଆତ୍ମାକୁ ବେପାର ନକରୁ । ତାକୁ ସିଖାନ୍ତୁ ଯଦି ତାକୁ ଲାଗିବ ସେ ଠିକ୍ ଅଛି ତେବେ ସମ୍ମାନରେ ଛିଡ଼ା ହୋଇ ଚିତ୍କାର କରୁଥିବା ଭିଡ଼କୁ ନଶୁଣୁ । ତା ସହିତ ମଧୁର ବ୍ୟବହାର କରନ୍ତୁ, କିନ୍ତୁ ସର୍ବଦା ଆଲିଙ୍ଗନ କରନ୍ତୁ ନାହିଁ, କାରଣ ନିଆଁରେ ଲୁହା ଜଳିକି ପ୍ରକୃତ ଲୁହା ତିଆରି ହୁଏ ।

4. उसे इतना ……………. बच्चा है।
ଉସ୍ ଇନା ବହାଦୂର ବନାଇଏ କି ୱହ ଆଜ ଉଠାସକେ, ଇତନା ଧୈର୍ଯ୍ୟବାନ୍ ବନାଇଏ କି ବହାଦୂରୀ ଦିଖାସକେ । ଉସ୍ ଖୁବ୍ ମେଁ ଭରୋସା କରନା ସିଖାଇଏ, ତା କି ୱହ ଇଂସାନିୟତ ମେଁ ଭରୋସା ରଖ ସକେ । ମେରୀ ଭଗ୍ନୀହେଁ ଢେରସାରୀ ହେଁ, ଦେଖତେ ହୈ କି ଆପ୍ କ୍ୟା କର ସକତେ ହେଁ । ମେରା ବେଟା ଏକ ଅଚ୍ଛା ବଛା ହୈ ।’’

ଅନୁବାଦ:
ତାଙ୍କୁ ଏତିକି ସାହସୀ କରନ୍ତୁ ଯେ ସେ ବିରୋଧର ସ୍ଵର ହଟାଇ ପାରୁଥ୍, ଏତେ ଧୈର୍ଯ୍ୟବାନ କରନ୍ତୁ ଯେ ବାହାଦୂରୀ ଦେଖାଇପାରିବ । ସେ ନିଜକୁ ବିଶ୍ବାସ କରିବା ଶିଖାନ୍ତୁ । ତେଣୁ ସେ ମନୁଷ୍ୟତାରେ ବିଶ୍ଵାସ ରଖୁ । ମୋର ଆଶା ବହୁତ ଅଛି, ଦେଖାଯାଉ ଆପଣ କ’ଣ କରିପାରିବେ । ମୋ ପୁଅ ଜଣେ ଉତ୍ତମ ପିଲା ଅଟେ।

शबनार: (ଶରାର୍ଥି)

मशहूर – ख्यति प्राप्त, प्रसिद्ध (ଖ୍ୟାତି ସମ୍ପନ୍ ପ୍ରସିଦ୍ଧ)।

सलाह – परामर्श (ପରାମର୍ଶ)।

खरी – सही, बढ़िया, अच्छा (ଠିକ୍ ଉତ୍ତ)।

इंसान – मनुष्य, नर (ମନୁଷ୍ୟ ନର)।

ईमानदार – सच्चा, विश्वासप्राप्त (ସଙ୍ଗୋଟ ବିଶ୍ୱାସ ନାୟ)।

जादू – इन्द्रजाल (କୁ ହୁକ)।

अलावा – सिवाय, अतिरिक्त (ଅତିରିକ୍ତ)।

चीजें – सामान, सामग्री (ଜନିଷପତ୍ର ଗଶୁଲି)।

वक्त – समय (ସମୟ)।

ताकि – इसलिए (ତେଣୁ)।

पंछी – पक्षी, चिड़िया (ପକ୍ଷୀ, ଚଢ଼େଇ) ।

सोच – चिंता, फिक्र (ଚିନ୍ତା) ।

थिरकना – नाच में पाँव का उठाना (ନାଚିବା) ।

हरे भरे – हरे पेड़ पत्तों से भरा (ଗଛ ପଟୁଜ ପତ୍ରରେ ପର୍ଣ୍ଣ ) ।

धोखा – भ्रम में डालनेवाला मिथ्या ठ्यवहार, छल (ଛଳ, ଧୋକାବାଜି) ।

गलत – भूल, अशुद्ध (ଭୂଲ, ଅଶୁଦ୍ଧ) ।

विनम्रता – नरमी का व्यवहार ((ମାଧୁର ବ୍ୟବହାର) ।

सख्त – कठोर (କଠୋର) ।

ताकत – शक्ति, बल (ଶକ୍ତି, ବଳ) ।

लकीरका फकीर – पुरानी परंपरा पर चलाने वाला (ପୁରୁଣା ପରମ୍ପରା) ।

फकीर – साधु, त्यागी (ସାଧୁ, ତ୍ଯାଗି) ।

कसौटी – परीक्षा, जाँच, परख (ସରାଯା ତନଖୁ, ପରଖୁବା) ।

मंजूर – स्वीकार (ସ୍ଵୀକାର, ଅନୁମୋଦନ) ।

शर्म – लज्जा (ଲଜ୍ଜା, ଶରମ) ।

सनकी – पागलों की सी प्रकृति या आचरण वाले (ପାଗଳର ଆଚରଣ ବା

झिड़कना – अवज्ञा (ଅବଜ୍ଞା) ।

दिमाग – मस्तिक (ମସ୍ତିକ) ।

कीमत – दाम, मूल्य (ଦାମ, ମୂଲ୍ୟ) ।

सौदा – माल, पदार्थ, वस्तु (ପଦାର୍ଥ, ବେପାର )।

सही – ठीक, शुद्ध (ଠିକ୍, ଶୁଦ୍ଧ) ।

अनसुना – न सुनना (ନ ଶୁଣିବା) ।

पेश – आगे, सामने (ଆଲିଙ୍ଗନ ସମ୍ମୁଖରେ) ।

हमेशा – सदा, सर्वदा (ସବୁବେଳେ) ।

गत्ले लगना – आलिंगन करना (ଆଲିଂଗମ କରିବା) ।

आग – अग्रि (ଅଗ୍ନି) ।

फौलाद – पक्का लोहा (ପ୍ରକୃତ ଲୁହା) ।

वहादुर – साहसी, उत्साही (ସାହସୀ) ।

आवाज – शब्द, ध्वनि (ଶବ୍ଦ, ଧ୍ବନି) ।

आवाज उठाना – विरोध करना (ବିରୋଧ କରିବା )

भरोसा – विश्वासं (ବିଶ୍ଵାସ) ।

इंसानियत – मानवता (ମାନବତା) ।

उम्मीद – आशा, भरोसा (ଆଶା, ଭରସା)

लेखक परिचय (ଲେଖକ ପରିଚୀୟ)

अब्राहम लिंकन अमरीका के राष्ट्रपति थे। वे एक कुशल राजनीतिज्ञ होने के साथ-साथ पुस्तक – प्रेमी, गंभीर विचारक और लेखक भी थे। उनका जन्म 12 फरवरी सन् 1809 ई. में एक ऐसे परिवार में हुआ, जिसके पास रहने को न अच्छा घर था और न ही बच्चों को शिक्षा प्राप्त करने का कोई साधन।
उन्होंने देश को सदा के लिए दो भागों में बाँटने से बचाया और अमानवीय गुलाम प्रथा से भी देश को मुक्ति दिलाई। वे अपने प्रयत्न से विभिन्न स्थानों से पुस्तकें माँगकर रात को चूल्हे की आग के प्रकाश में पढ़कर ज्ञान प्राप्त किया करते थे। उनका निधन 15 अप्रेल सन् 1865 ई. में हुआ।

अभिमत:
पत्र- शैली में लिखा गया यह पाठ बहुत प्रेरणादायक है। इसमें अमरीकी राष्ट्रपति अब्राहम लिंकन ने अपने पुत्र के अध्यापक को एक पत्र लिखा है – जिसमें अध्यापक के द्वारा किसी विद्यार्थी को ईमानदार, परिश्रमी, धैर्यवान, आत्मनिर्भर बनाने के साथ-साथ अपने विचार स्वयं बनाने पर बल दिया है, ताकि उसको अपने आप पर पूरा विश्वास हो।

Odisha State Board CHSE Odisha Class 12 Math Notes Chapter 3 Linear Programming will enable students to study smartly.

CHSE Odisha 12th Class Math Notes Chapter 3 Linear Programming

Definition:
A general linear programming problem LPP is to obtain x₁, x₂, x₃ …… , x_n so as to

Optimize:
Z = c₁x₁ + c₂x₂ + c₃x₃ + ……. + c_nx_n … (A)
subject to
a₁₁x₁ + a₁₂x₂ + ……. + a_1nx_n  ≤ (or ≥) b₁
a₂₁x₁ + a₂₂x₂ + ……. + a_2nx_n  ≤ (or ≥) b₂ … (B)
where x₁, x₂, …… , x_n ≥ … 0 … (C)
and a_ij, b_i, c_j with i = 1, 2, … , m; j = 1, 2, … ,n are real constants.

In the LPP given above, the function Z in (A) is called the objective function. The variables x₁ x₃, ……, x_n are called decision variables. The constants c₁ c₂, ……, c_n are called cost coefficients. The inequalities in (B) are called constraints. The restrictions in (C) are called non-negative restrictions. The solutions which satisfy all the constraints in (B) and the non-negative restrictions in (C) are called feasible solutions.

The LPP involves three basic elements:

1. Decision variables whose values we seek to determine,
2. Objective (goal) that we aim to optimize,
3. Constraints and non-negative restrictions that the variables need to satisfy.

Types of Linear Programming Problems

As we have already discussed we come across different types of problems which we need solve depending on the objective functions and the constraints. Here we discuss a few important types of LPPs. before learning how to formulate them.

(i) Manufacturing Problem
A manufacturer produces different items so as to maximise his profit. He has to determine the number of units of products he must produce while satisfying a number of constraints because each unit of product requires availability of some amount of raw material, certain manpower, certain machine hours etc.

(ii) Diet Problem
Suppose a person is advised to take vitamins/nutrients of two or more types. The vitamins/nutrients are available in different proportions in different types of foods. If the person has to take a minimum amount of the vitamins/nutrients then the problem is to determine appropriate quantity of food of each type so that cost of food is kept at the minimum.

(iii) Allocation Problem
In this type of problem one has to allocate different resources/tasks to different units/persons depending on the nature of the gain or outcome.

(iv) Transportation Problem
These problems involve transporting materials from sources to destinations for sale or distribution of products or collection of raw materials etc. Here the aim is to use various options for transportation such as distance, time etc so as to keep the cost of transportation to a minimum.

Working procedure to solve LPP graphically
Step-1. Taking all inequations of the constraints as equations, draw lines represented by each equation and considering the inequalities of the constraint inequations complete the feasible region.
Step-2. Determine the vertices of the feasible region either by inspection or by and solving the two equations of the intersecting lines.
Step-3. Evaluate the objective function Z = ax + by at each vertex.
Case (i) F.R. is bounded: The vertex which gives the optional value (maximum or minimum) of Z gives the desired optional solution to the LPP.
Case (ii) F.R. is unbounded: When M is the maximum value of Z at a vertex Vmax, determine the open half plane corresponding to the inequation ax + by > M. If this open half plane has no points in common with the F.R. then M is the maximum value of Z and the point Vmax gives the desired solution. Otherwise, Z has no maximum value.

Similarly consider the open half plane ax+by < m when m is the minimum value of Z at the vertex Vmin. If this half-plane has no point common with the F.R. then m is the minimum value of Z and Vmin gives the desired solution. Otherwise Z has no minimum value.

Odisha State Board CHSE Odisha Class 11 Alternative English Solutions Grammar The Passive Exercise Questions and Answers.

CHSE Odisha Class 11 Alternative English Grammar The Passive

Before, going to discuss passive, we should know about General English Sentence Structure. It is given by Subject + Verb + Object + Others.
All the ‘English sentences, generally, remain in this structure! Example: Tendulkar plays cricket every day. Here,

Subject – Tendulkar
Verb – plays
Object – cricket
Others – every day.

According to this structure, a sentence can remain in two forms, such as
(1) Active form, and
(2) Passive form.

When the subject does the work in a sentence i.e. Subject becomes active, it is called Active Forth. When the subject is not active i.e. the subject remains passive, it is called in Passive Form.
Example :
1. Tendulkar plays cricket every day. (It is in Active Form)
2. Cricket is played by Tendulkar every day. (It is in Passive Form).

In the 1st sentence, the subject Tendulkar is active because he is doing the work. Whereas in the second sentence, the subject Tendulkar is passive, because, he is actually not the subject, it is the object of the 1st form cricket becomes the subject in the second sentence. Hence, the object of the Active sentence becomes subject of the Passive one However, we should now say that only a Transitive Verb has a passive form, but an Intransitive Verb can’t be changed into Passive.

Transitive Verb :
A verb is transitive if the action does riot stop with the agent, but passes from the agent to something else. The word transitive means passing over.
Example:
Tendulkar plays cricket. Here, ‘Tendulkar plays’ does not make any sense until some object such as cricket has been expressed. The verb plays is therefore transitive.

Intransitive Verb :
A Verb is intransitive when the action stops with the agent and does not pass from the agent, to anything else.
Example: Birds fly.
Therefore, it is clear that only that sentence of Active form can be converted/ transformed into Passive form which has a subject, a verb and an object. In other words, only transitive verbs can be Changed into passive form.
Rules for conversion of Sentences: (From Active to Passive Form)
1. Replace the subject with the object (of the Active Form)
2. Use the relevant Auxiliary Verb (helping verb) + Past Participle form of the verb after the object.
3. Put ‘by’ after the third form of the verb.
4. Put the subject of the active after ‘By’. Change the subject of the Active as follows, if it is a Pronoun.

Active Form	Passive Form
I	me
We	us
You	you
He	him
She	her
It	it
They	them
Whom	By whom

N:B: A sentence remaining in Perfect passive form either it may be in present tense or past tense whatever it may be.

Present Indefinite/Simple Present Tense:
If the active remains in simple present tense then we use is, am, or are as A.V. (Auxiliary Verb) and V.P.P. (Verb in Past Participle) to change into passive.
Examples :
1. Tendulkar plays cricket every day.
P- Cricket Is played by Tendulkar every day.
2. He eats a mango.
P- The mango is eaten by him.
3. You help me.
P- I am helped by you.
4. They buy their books.
P- Their books are bought by them.
5. The rich hate the poor.
P- The poor are hated by the rich.
6. Does he write the letter?
P- Is the letter written by him?
7. Do they play cricket?
P- Is cricket played by them?
8. Do they attend the classes?
P- Are the classes attended by them?
9. Does she beat you?
P- Are you beaten by her?
10. Who abuses you?
P- By whom are you abused?

Structural Formula For This Form:
object+A.V (is, am or are) + V.P.P. + Others (for general form)
A.V. (is, am or are)+ object + V.P.P. + others (for question form)

Present Progressive/Continuous Form:
Changing Process:
1) Object
2) Use is, am or are’ (according to object)
3) Use being.
4) V.P.P.
5) Others,

Examples:
1. He is carrying his bag.
P- His bag is being carried by him.
2. She is writing the letter today.
P- The letters are being written by her today.
3. Are they singing songs?
P- Are the song being sung by them?
4. He is cheating us.
P- We are being cheated by him
5. Who is disturbing you?
P- By whom are you being disturbed?

Structural Formula:
(object + A.V. (is, are or am) + being + V.P.P. + Others.
In case of question sentence, the object + A.V. becomes, A.V + obj.

Present Perfect Tense:
Changing Process:
1) Object.
2) Use A.V. ‘has’ or ‘have’ according to object.
3) Use been.
4) V.P.P.
5) Others.
Examples :
1. I have solved the sums.
P- The sums have been solved by me.
2. We have bought a car.
P- A car has been bought by us.
3. Have you won the race?
P- Has the race, been won by you?
4. Has he bought the books?
P- Have the books been bought by him?
5. Who has torn your shirt?
P- By whom has your shirt been tom?

Structural Formula for this form:
object+A.V. (has or, have) + been + V.P.P. + Others (for general form)
A.V. (has or have)+ object+ been+ V.P.P. + Others (for question form)

Past Indefinite/Simple Past Tense:
Changing Process :
1) Object.
2) A.V. (was or were) according to object
3) V.P.P.
4) Others.

Examples:
1. He wrote a letter.
P- A letter was written by him.
2. She bought the books.
P- The books were bought by her.
3. Did you play hockey?
P- Was- hockey played by you?
4. Did she pluck the flowers?
P- Were, the flowers plucked by her?
5. Who broke the window pane?
P- By whom was the window pane broken?

Structural Formula:
Object + A.V. (was or were)- V.P.P. Others (for general form)
A.V (was or were)- object-8- V.P.P. Others (for question form).

Past Progressive /Continuous Tense:
Changing Process:
1) Object
2) Use A.V. (was or were) according to object.
3) Use being.
4) V.P.P
5) Others.

Examples :
1. He was driving his car.
p. His car was being driven by him.
2 They were biting their nails.
P- The letters are being written by her today.
3. Was she cleaning room?
P- Was the room being cleaned by her.
4. Was he growing the plants?
P- Were the plants being grown by him?
5. Who was scolding her?
P- By whom was she being scolded?

Structural Formula:
Object + A V.(was, were) +V.P.P+ others (for general form).
A.V. (was or Were) + object+ being + V.P.P. + Others (for question form)

Past Perfect Tense:
Changing Process:
1) Object,
2) Use had,
3) Use been,
4) V.P.P.,
5) Others.

Examples:
1. He had run a race.
P- A race had been run by him.
2. They had thrown the ball.
P- The ball had been thrown by them.
3. Had he ironed his clothes?
P- Had his clothes been ironed by him?
4. Had Veena bought a saree?
P- Had a saree been bought by Veena?
5. Who had used my scooter?
P- By whom had my scooter been used?

Structural Formula:
Object + A.V.(had) + been + V.P.P. + Others, (for general sentence)
A.V (had) + Object + been +V:P.P. + Others (for question sentence)
Future Time:
In future time, with shall or will or going to we use be in the passive.

Examples:
1. He will help you.
P- You will be helped by him.
2. They will support us.
P- We shall be supported by them,
3. Will she teach us?
P- Shall we be taught by her?
4. Shall we do this?
P- Will this be done by us?
5, Who will worship him?
P- By whom will, he be worshipped?
6. I am going to attend the meeting.
P- The meeting is going to be attended by me.

Modal Auxiliaries:
In case of an active form with Modal Auxiliary, such as sentence with will, shall, would, should, can, could, may, might, ought to etc., we use be impassive form.

Changing Process:
1) Object
2) Modal Auxiliary (can, could, may, should etc.)
3) Use ‘be’
4) V.P.P.
5) Others

Examples:
1. He can do this.
P- This can be done by him.
2. They should help me.
P- I should be helped by them.
3. Hari ought to attend the meeting.
P- The meeting ought to be attended by Hari.
4. Can she run five km?
P- Can five km be run by her?
5. Who can do this?
P- By whom can this be done?

Structural Formula:
Object + Modal Auxiliaiy (can, could, may etc:) + be + V.P.P.+ Others (general form).
Modal Auxiliary + object + be + V.P.P. + Others (Question Form).

Question-Word Sentences, Un-Question Sentences:
Changing Process:
1) Write the un-question word (what, whom, why etc.)
2) A.V. according to the sentence.
3) Object.
4) V.P.P.
5) Others.

Examples:
1. What is She sewing?
P- What is being sewn by her?
2. When do we start our journey?
P- When is our journey started by us?
3. Who can do this?
1P- Who can this be done by?
2P- By whom can this be done?
4. Why have he given this?
P- Why has this been given by him?
5. How have you Solved this Slim?
P- How has this sum been solved by you?
6. What caused the crack?
P- What was the crack, caused by?
7. Whom did you call?
P- Who was called by you?
8. Which present did you buy
P- Which present was bought by you?
9. Who helped her?
1P- By whom was she helped?
2P- Who was she helped by?

Structural Formula:
wh-word + A.V. + Object + V.P.P. + Others.

Imperative Sentences:
In case of imperative sentence, we use let… be… in the passive form.

Changing Process:
1) Use ‘let’,
2) Use Object,
3) Use ‘be’,
4) V.P.P,
5) Others.

Examples:
1. Do it.
P- Let it be done.
2. Close the door.
P- Let the door be closed.
3. Post the letters today.
P- Let the letters be posted today.
4. Pluck the flowers immediately.
P- Let the flowers be plucked immediately.
5. Go through the novel minutely.
P- Let the novel be gone thoroughly minutely.
6. Work out the sums now.
P- Let the sums be worked out now.
7. Do exercises every day.
P- Let exercises be done every day.
8. Attend the examination in time.
P- Let the exam, be attended in time.
9. .Respect your teachers.
P- Let .your teachers be respected.
10. Don’t laugh at the poor.
P- Let the poor be not laughed at.
Structural Formula: Let + Object + be + V.P.P. + Others

Passive Form of Infinitive:
When is to am to are to, has to, have to, had to, etc. are present in an active, we use ‘be’ in passive.

Changing Process:
1) Object,
2) be 3- to according to the object,
3) Use be,
4) V.P.P.
5) Others.

Examples:
1. He has to do this.
P- This has to be done by him.
2. They have to buy these books.
P- These books have to be bought by them.
3. He is to attend the classes.
P- The classes are to be attended by him.
4. I am to do the sums.
P- The sums are to be done by me.
5. He was to pay the money.
P- The money was to be paid by him.
6. They were to organise the picnic.
P- The picnic was to be organised by them.
7. He had to complete the work.
P- The work had to be completed by him.
8. They are to buy a car.
P- A car is to be bought by them.
9. We have to meet our Principal..
P- Our Principal has to be met by us.
10. Kamal was to run five kms.
P- Five kms. was to be run by Kamal.

Structure Formula:
Object + (is to, am to, are to, etc.) + be + V.P.P. + Others.

Double Object Form:
When two objects are present in the active, we can use one of the objects to change into passive. One object is called animate object and the other one is called an inanimate object. But when we use the inanimate object as the subject of the passive form, we have to use preposition ‘to’ before the animate object in the sentence.

Examples:
1. He gave me (animate object) a pen. (inanimate object).
P1- I was given a pen by him.
P2- A pen was given to me by him.
2. Our Principal distributed the prizes.
P1- We were distributed prizes by our Principal.
P2- The prizes were distributed to us by our Principal.
3. My uncle has presented me a car.
P1- I have been presented a car by my uncle.
P2- A car has been presented to me by my uncle.
4. They are offering me a good job.
P1- I am being offered a good job by them.
P2- A good job is being offered to me by them.
5. The Company supplies us perfect goods.
P1- We are supplied perfect goods by the Company.
P2- Perfect goods are supplied to us by the Company.
6. The postman delivers him a letter.
P1- He is delivered a letter by the postman.
P2- A letter is delivered to him by the postman.

Structural Formula:
1. Object + A.V. + V.P.P. + to + others (for inanimate object as subject)
2. Qbject+A.V. + V.P.P. + Others (for animate object as subject).

Special Rule in Passive Form:
1) By is not used in the passive form. Examples:
1. Your honesty pleases me.
P- I am pleased with your honesty.
2. My remark offended him.
P- He was offended at my remark.
3. Social service interests her.
P- She is interested in social service.
4. Her behaviour vexes met
P- I am vexed at her behaviour.
5. This glass contains milk.
P- Miik is contained in this glass.
6. They have declared the result.
P- The result has been declared.
7. The police arrested the thief.
P- The thief was arrested.
8. They are punishing the children.
P- The children are being published.
9. They have defeated the enemy.
P- The enemy has been defeated.
10. My performance amazed her.
P- She was amazed at my performance.
11. Hortey tastes sweet.
P- Honey is sweet to be tested.
12. All say that he is honest.
P- It is said that he is honest.
13. He says that- he has to do this.
P- He says that this has to be done.
14. He was compelled to do this.
A- Circumstances compelled hint to do this.
15. He was killed.
A- Someone killed him.