Bhagya

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 1 Introducing Indian Society Short Answer Questions.

CHSE Odisha 12th Class Sociology Unit 1 Introducing Indian Society Short Answer Questions

Short Answer Type Questions

Question 1.
What is Unity?
Answer:
Unity means integration where in hitherto divisive people and culture are synthesized into a united whole. It connotes a sense of oneness, a sense of oneness. It stands for the bonds which hold the members of a society together.

Question 2.
What is diversity?
Answer:
Diversity means difference, however, means something more than more difference. It means collective differences that is differences which mark off one group of people from other. These differences may be biological, religious linguistic, etc.

Question 3.
Mention two factors of diversity.
Answer:
Mention two factors of diversity

• Racial Diversity
• Linguistic Diversity

Question 4.
Mention two factors of Unity.
Answer:

• Geographical Unity
• Religious Unity

5. Define race.
Answer:
A. W. Green says A race as a large biological human grouping with a number of distinctive inherited characteristics which vary within a certain range.

Question 6.
What is Racial Diversity?
Answer:
India is a museum of different races. Herbert Rosely had classified the people of India into seven racial types. These are Turko- Indian, Indo- Aryan, Scytho Dravidian Aryo – Dravidian, Mangolo Dravidian Mongolid and Dravidian.

Question 7.
What is Linguistic Diversity?
Answer:
According to A. R. Desai India presents as a spectacle of a museum of tongues. The famous linguist given dismissive noted that India has 179 languages and 544 dialects.

Question 8.
What is Religious Diversity?
Answer:
India is a land of many religions. There are also followers of various faiths particularly of Hinduism, Islam, Christianity, Buddhism, Jainism, and Zoroastrianism among others, etc.

Question 9.
Caste Diversity?
Answer:
Indis is a country of castes. The caste as peculiar to Indian society. There are more than 3,000 castes or Jati in India. These are hierarchically graded on different ways on different regions.

Question 10.
Geographical Unity?
Answer:
From very early times, India has been visualized as one nation covering the whole landmass from the Himalayan to the ocean on the other sides. The Aryan thinkers and other philosophers named this landmass as Bharatvarsha.

Question 11.
Religious Unity?
Answer:
Although India as a land of many religious religions has been one of the basis of national unity. As Srinivas says. The concept of the unity of India is essentially a religious one Hinduism being the religion of the majority of the people of India provides a basis for unity.

Question 12.
Cultural Unity?
Answer:
India has cultural unity. The fundamental approaches to art, philosophy and literature and typically Indian on the character. Social institutions like the caste system and the joint family are found all over India which are once again typically Indian.

Question 13.
Political Unity?
Answer:
India has also political unity. Political unity in India as the product of cultural and religious unity. The Idea of being the whole country under one central authority as not new to Indians.

Question 14.
Emotional Unity?
Answer:
The emotional bond that binds all the inhabitants of this vast land. The very same Bharat Mata emotionally brings all Indians together. Although linguistic diversity poses a threat to emotional integration.

Question 15.
Tribal Composition of Ridia?
Answer:
The tribal population in India constitutes nearly 7% of the total population India is cleaned to have the largest total tribal population compared to any other single country on the world.

Question 16.
Geographical Unity?
Answer:
From very early time India has been visualized as one nation covering the whole landmass from the Himalayans to the ocean on the other sides. The Aryan thinkers and other philosophers named this landmass as Bharat Varsha. The term Bharat Varsha i.e., India has always referred to this vast expense of the land expanding from the Himalayas in North to the cap camo rain on the south and from the Brahmaputra on the East to the Indus the west. These national boundaries given the land geographical unity.

Question 17.
Religious Unity?
Answer:
Although India is land of many religious religions has been one of the basis of national unity. As Srinivas says. The concept of the unity of India is monolithic essentially religious one Hinduism the religion of the majority of the people of India. Provides a basis for unity. It is a fact that Hinduism is not a religion, There are number seats of in Hinduism. But they have some faith in common with slight variation.

Question 18.
Cultural Unity?
Answer:
India has cultural unity. The fundamental approaches to art philosophy and literature are typically Indian in the character. Social institutions like the caste system and the joint family are found all over India which are once again topically Indian. Caste is such a social institution in India that every Indian whether a Hindu, a Muslim or a Christian finds himself a universe of caste. The common social institutions and cultural traditions foster unity among the Indians.

Question 19.
Political Unity?
Answer:
India has also political unity, political unity in India in the product of cultural and religious unity. The idea of bringing the whole country under one central authority is not new to Indians. Unification of vast area and populations under one rule has been the highest goal of the things and statesmen. The ancient Indian political unification of the whole land.

Many great things right from Dilip, Yayati, Mandhata and Yudhistira to Chandragupta Maurya, Ashoka and Samudra Gupta of later period had established theory sovereignty all most all over India the country and achieved the distinction of being a Chakravarti or universal overlord.

Question 20.
Emotional Unity?
Answer:
The emotional bond that binds all the inhabitants of this vast land. The very name Bharat Mata emotionality brings all Indians together. Although linguistic diversity poses a threat to emotional integration. Sanskrit belongs the mother of all Indian languages and serves as a significant unifying bond in the emotional integration of the people.

Question 21.
What do you mean by Unity in diversity?
Answer:
Unity means integration. Where in hitherto divisive people and culture are synthesized into a united whole. It connotes a sense of oneness, a sense of we-ness. It stands for the bonds which hold the members of a society together. There is a difference between unity and uniformity, uniformity presupposes similarly, but unity does not.

Unity may be bom out of similarity. It many or many not be based in uniformity. Diversity means difference it however means something more than more difference. It means collective differences that as a difference which mark off one group of people from other.

Question 22.
Discuss various religions in India?
Answer:
Different religions have coexisted in India in past centuries. The history of our religious movements have been such that out us incorporated diverse faiths and values. Religion has been, on the one hand, the basis of national unity. On the other hand, religious diversity has been a factor of disunity and disharmony in out severity. India as a country where all the world’s major religions are found. In India are come across Hindus, Buddhists, Jains, Zeroastorms, Sikhs, Muslims and Christians etc.

Question 23.
Racial Composition?
Answer:
A race as a biological human grouping with a number of distinctive physical characteristics. A group of people are distinguished from other groups of people on the basis of physical characteristics such as completion height and shape of face etc. A such distinctive group of human beings is each called a race. These races are Aryan, Dravidian, Austroheld and Mongoloid, etc.

Question 24.
Linguistic Groups?
Answer:
A says, A.R. Desai. India presents a spectacle of the museum of tongues. According to the 1951 census, there are 845 different languages and dialects spoken in India. But the actual number is estimated to be around 1000, George Grierson, in his linguistic. Survey of spoken alone in North India. While a few of these languages are spoken by crores of people a large number of them have less than a hundred thousand speakers each. All these Indian languages and dialects can be grouped into four speech families mainly.

• Indo-Aryan,
• Dravidian,
• Austria, and
• Sino – Tibetan, etc.

Question 25.
Tribal Groups?
Answer:
The tribes of India form an important part of the total population. The tribal population in India constitutes about 7% of the Indian population. India has the largest total tribal population compared to any other country in the world. The large tribal population of India is not a homogeneous group.

It is composed of a number of different tribes – our constitution recognized 212 tribes and these tribes are found in different parts of the country. According to the scheduled Tribes’ last modification order in 1956, there are 414 tribes in India. The tribes of India are classified into different groups on the basis of geographical location, language, race, and levels of socioeconomic development.

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 1 Introducing Indian Society Objective Questions and Answers.

CHSE Odisha 12th Class Sociology Unit 1 Introducing Indian Society Objective Questions

Multiple Choice Questions With Answers

Question 1.
Does unity mean _____?
(a) Integration
(b) difference
(c) Uniformity
(d) Above all
Answer:
(a) Integration

Question 2.
Does diversity mean _____?
(a) Integration
(b) Difference
(c) Uniformity
(d) None of the above all
Answer:
(b) Difference

Question 3.
Which of the following forms of Diversity?
(a) Racial Diversity
(b) Linguistic Diversity
(c) Religious Diversity
(d) Above all
Answer:
(d) Above all

Question 4.
Which of the following Bonds of Unity?
(a) Geographical Unity
(b) Religious Unity
(c) Cultural Unity
(d) Above all
Answer:
(d) Above all

Question 5.
A Race is a ____?
(a) Biological human grouping
(b) A human grouping
(c) Complexion
(d) Above all
Answer:
(a) Biological human grouping

Question 6.
Who says that race is a valid Biological concept? it is a group united by heredity a breed or genetic strain or a subspecies?
(a) A.L. Krober
(b) FrazzBoas
(c) A. W. Green
(d) None of the above
Answer:
(a) A. L. Krober

Question 7.
Who says that In common parlance when we speak of race, we mean of a group of people that have certain blindly and perhaps also mental characteristics in common”?
(a) A.L. Krober
(b) FrazzBoas
(c) A. W. Green
(d) None of the above
Answer:
(b) Frazz Boas

Question 8.
Who says that “A race is a biological human grouping with a member of distinctive inherited characteristics which vary within a certain range”?
(a) A. L. Krober
(b) FrazzBoas
(c) A. W. Green
(d) Above all
Answer:
(c) A. W. Green

Question 9.
Which of the following HerbertRistey’s Racial classification?
(a) The Turko Iranian
(b) Indo Aryan
(c) saythodravidian
(d) Above all
Answer:
(d) Above all

Question 10.
Which of the following classification of A.C. Haddon?
(a) the pre-Dravidian Jungle tribes
(b) the Dravidians who are long-headed and brunette
(c) the Indo-Aryans who are fair-complexioned and long-headed
(d) Above all
Answer:
(d) Above all

Question 11.
Which of the following is the classification of B.S Guha in the race?
(a) The Proto-Australoid
(b) Monogoloid
(c) TheTibetomongoloid
(d) Above all
Answer:
(d) Above all

Question 12.
Which of the following religious composition of India?
(a) Hinduism
(b) Islam
(c) Christians
(d) Above all
Answer:
(d) Above all

Question 13.
Which of the following are the linguistic Groups of India?
(a) Indo-Aryan
(b) Dravidriari
(c) A Rastrick
(d) Above all
Answer:
(d) Above all

Question 14.
Which of the following are the tribal groups in India?
(a) North-North Eastern zone
(b) Central Zone
(c) Southern Zone
(d) Above all
Answer:
(d) Above all

Question 15.
Which of the following the classification on the basis of language?
(a) The Sino Tibetan
(b) Austric Linguistic group
(c) The Dravidian Linguistic Group
(d) Above all
Answer:
(d) Above all

Question 16.
Which of the following the classification on the basis of race?
(a) The Mongoloid
(b) The Australoid
(c) TheNegreto
(d) Above all
Answer:
(d) Above all

Question 17.
Which of the following the classification on the basis of the socioeconomic level of Development?
(a) class-I
(b) class-II
(c) class -III
(d) Above all
Answer:
(d) Above all

Question 18.
Which of the following classification of Indian tribes?
(a) Tribal Communities
(b) Semi- Tribal Communities
(c) Accultarated Tribal Communities
(d) Above all
Answer:
(d) Above all

Question 19.
Who says that “Race refers to human stocks that are genetically distinguished to major physiological difference to a remote separation of ancestry”?
(a) Maclver
(b) A.W. Green
(c) D.N.Majumdar
(d) None of the above.
Answer:
(a) Maclver

Question 20.
Who says that “If a group of people who by their possession of a member of common physical traits can be distinguished from others, even of the members of this biological groups are widely scattered they form a race”?
(a) A. W. Green
(b) Maclver
(c) A.L. Krober
(d) D. N. Majumdar.
Answer:
(d) D.N. Majumdar

Question 21.
Which of the following classification ofJ.H. Hutton?
(a) Negritos
(b) Proto-Australoid
(c) Pre-Dravidiran
(d) Above all
Answer:
(d) Above all

Question 22.
The 1961 census shows nearly of the Indian population as Hindusim?
(a) 86%
(b) 84%
(c) 85%
(d) 90%
Answer:
(b) 84%

Question 23.
Which of the following classification of tribes on the basis of geographical location?
(a) North-North Eastern Zone
(b) Central Zone
(c) Southern Zone
(d) Above all
Answer:
(d) Above all

Question 24.
Which of the following the classification ofB.S.Guha?
(a) The Negritos
(b) The Proto Australoids
(c) TheMongoids
(d) Above all
Answer:
(d) Above all

Question 25.
Who says that Persia as the land of light Greece the land of grace India- the land of dreams, Rome the land of empire, doubt India is the land of dreams – a dream that strives to blend inextricably her various similarities and differences?
(a) Hegel
(b) Guha
(c) Huddem
(d) None of above
Answer:
(a) Hegel

One Word Answers

Question 1.
unity mean ________?
Answer:
Unity means integration

Question 2.
Diversity means _________?
Answer:
Diversity means difference

Question 3.
Mentions one forms of Diversity in India?
Answer:
Racial Diversity

Question 4.
Mentions one Bonds of Unity in India?
Answer:
Geographical Unity

Question 5.
Mentions one racial composition of Indian Society?
Answer:
The Tunku Iranian.

Question 6.
Mentions one religion’s composition?
Answer:
Hinduism

Question 7.
Mentions one linguistic Group?
Answer:
Dravidian Languages.

Question 8.
Mentions one tribal Group?
Answer:
North-North Eastern Zone.

Question 9.
Mentions one on the basis of language?
Answer:
The Sino-Tibetan

Question 10.
Mentions one on the basics of Race?
Answer:
The Mongoloid

Question 11.
Mentions one classification on the basis of the socio-economic level of Development?
Answer:
The tribes of class-I

Question 12.
Mentions one of the classifications of Haddon, race?
Answer:
The Pre-Dravidian.

Question 13.
Mention one classification of the J.H. button of race?
Answer:
Mongoloids.

Question 14.
Mention one of the Dr B.S. Guha of race ________?
Answer:
The Negrito.

Question 15.
Mention one of the classification of tribes on the basis of geographical location?
Answer:
North – North – Eastern zone.

Question 16.
Mention one contributing to the unity of India?
Answer:
Religious Unity

Question 17.
Does mention 1971 census show a total languages spoken in India?
Answer:
1108

Question 18.
Who says that A race as a large biological human grouping with a number of distinctive inherited characteristics which very within a certain range?
Answer:
A. W. Green

Question 19.
Who said that Race reforms to human stocks that are genetically distinguished to major physiological differences to a remote separation of ancestry?
Answer:
Maclver

Question 20.
Who says that race as a valid biological concept? It is a group united by hereditary, a breed or genetic strain or a sub-species?
Answer:
A. L. Krober

Question 21.
Who says that “If a group of people who by their possession of a number of common physical traits can be distinguished from others, even of the members of thus biological group are widely scattered they form a race”?
Answer:
D.N. Majumdar.

Correct The Sentences

1. Unity means difference?
Answer:
Unity means integration.

2. Diversity means integration?
Answer:
Diversity means difference.

3. India is a museum of the different region?
Answer:
India is a museum of different race?

4. A. R. Desai India presents a spectacle of the museum of tongues?
Answer:
right of all

5. A. L. Krober says The sale a large group of people is intensified by inherited physical differences?
Answer:
BiesazandBiesanz

6. A. W. Green says A race as a biological concept. It is a group united by heredity a breed or genetic strown or sub-species?
Answer:
A.L. Kroeber says a race is a biological concept It is a group united by hereditary a breed or genetic strain or subspecies.

7. Biesaz and Biesanz say in common when we speak of race, are mean of group of people that have certain bodily and perhaps also mental characteristics on common?
Answer:
Frazz Boas says in common parlance when we speak of race we mean of a group of people that have certain bodily and perhaps also mental characteristics in common.

8. A. L. Krober A race as a biological human grouping with a number or distinctive inherited characteristics which very which a certain range?
Answer:
A. W. Green A race as a biological human group with a number of distinctive inherited characteristics which vary within a certain range.

9. A race is a psychological human grouping with a number of distinctive physical characteristics?
Answer:
A race is a biological human grouping with a number of distinctive physical characteristics.

10. India is a Tower port of races?
Answer:
India as a melting pot of races.

11. A. R. Desai presents a spectacle of the museum of tongues?
Answer:
Right

12. Animism as a Hinduism faith?
Answer:
Animism is atribal faith.

13. Joins the followers of lord Mahavira?
Answer:
Right

14. Sikhism is founded by Mahama?
Answer:
Sikhism is founded by Guru Nanak.

15. Zoroastrians are followers of Zoroaster?
Answer:
Right

16. Budhism emerged on India during the 7th century B.C Gautam?
Answer:
Buddism emerged in India during the 6th century B.C. Gautam.

17. Islam as the religion of Muslims. Did it extend in India towards the end of the 10th century A.D?
Answer:
Islam as the religion of Muslims. It extended in India towards the end of the 12th century A.D.

18. Muslim in India constitute nearly 12% of the total population?
Answer:
Muslims in India constitutes nearly 10% of the total population.

19. Christians constitute more than 5% of the Indian population?
Answer:
Christians constitute more than 2% of the Indian Population.

20. Tribal population in India constitutes about 10% of the Indian population?
Answer:
The tribal population in India constitutes about 7% of the Indian population.

21. Constitutions recognize 210 tribes and these tribes are found in different parts of the country?
Answer:
Constitutions recognize 212 tribes and these tribes are found in different points of the country.

22. Scheduled Tribes’ last modification order 1956, therefore 414 tribes in India?
Answer:
Right

Fill In The Blanks.

1. Unity means ______.
Answer: Integration

2. Diversity means ______.
Answer: difference

3. India is a ______ of different races.
Answer: Museum

4. A. R. Desai India presents a spectacle of ______ of tongues.
Answer: Museum

5. India is a _____ of many religions.
Answer: Lord

6. India is a country of ______.
Answer: Castes

7. A race is a _____ human grouping with a number of distinctive physical characteristics.
Answer: biological

8. race is a valid ______ concept.
Answer: biological

9. _____ religions have coexisted in India in part centuries.
Answer: Different

10. Zoroastrians are followers of _______.
Answer: Zoroaster

11. Sikhism was founded by _______.
Answer: GuruNanak

12. Jains the followers of ______.
Answer: LordMahavir

13. Buddhism emerged in India during ______ Century B.C. Gautam.
Answer: 6th

14. Christians Constitute more than _____ of the Indian population.
Answer: 2%

15. Muslim in India Constitute nearly ______ of the total population.
Answer: 10%

16. Islam is the ______ of Muslims.
Answer: Religious

17. Majority of the people of India are ______.
Answer: Hindus.

18. A.R. Desai India presents a ______ of the museum of tongues.
Answer: Spectacle

19. Tribal population in India constitutes about 7% of the ______ population.
Answer: Indian

20. Our Constitution recognizes 212 tribes and these tribes are founded in different parts of the ______.
Answer: Country

21. Tribes Cast modification order 1956 there are _______ tribes in India.
Answer: 414

22. Varrier Elvira has classified Indian tribes into ______classes.
Answer: Four

Odisha State Board Elements of Mathematics Class 12 CHSE Odisha Solutions Chapter 1 Relation and Function Ex 1(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Exercise 1(b)

Question 1.
Let X={x, y} and Y={u, v}. Write down all the functions that can be defined from X to Y. How many of these are (i) one-one (ii) onto and (ii) one-one and onto?
Solution:
The functions from X = {x, y} to y = {u, v} are:
f1 = {(x, u), (y, v)}
f2 = {(x, v), (y, u)}
f3 = {(x, u), (y, u)}
f4 = {(x, v), (y, v)}

Out of these 4 functions there are:
(i) 2 one-one functions
(ii) 2 onto functions
(iii) 2 one-one and onto function.

Question 2.
Let X and Y be sets containing m and n elements respectively.
(i) What is the total number of functions from X to Y.
(ii) How many functions from X to Y are one-one according as men, m > n and m = n?
Solution:
If | x | = m and | y | = n then
(i) Number of functions =n^m
(ii) If m < n then number of one-one functions = ⁿP_m.
If m > n then number of one-one functions = 0
If m = n then number of one-one functions = m!

Question 3.
Examine each of the following functions if it is
(i) injective (ii) surjective, (iii) bijective and (iv) none of the three
(a) f : R → R, f(x) = x²
(b) f : R → [-1, 1], f(x) = sin x
(c) f : R₊ → R + , f(x) = x + 1/x
where R₊ = {x ∈ R : x > 0}
(d) f : R → R, f(x) = x³ + 1
(e) f : (-1, 1) → R, f(x) = \(\frac{x}{1-x^2}\)
(f) f : R → R, f(x) = [x] = the greatest integer ≤ x.
(g) f : R → R, f(x) = | x |
(h) f : R → R, f(x) = sgn x
(i) f : R → R, f = id_R = the identity function on R.
Solution:
(a) f : R → R, f(x) = x²
for x₁, x₂ ∈ R
Let f(x₁) = f(x₂)
⇒ x₁² = x₂²
⇒ x₁  = ± x₂
∴ f is not one-one.
Hence f is not injective or bijective.
Rng f = [0, ∞) ≠ R
∴ f is not surjective.

(b) f : R → [-1, 1], f(x) = sin x
For x₁ , x₂ ∈ R
let f(x₁) = f(x₂) ⇒ sin x₁ = sin x₂ 
⇒ x₁ = nπ + (- 1)ⁿ  x₂
⇒ x₁ = x₂ (not always)
∴ f is not injective and also not bijective.
But f is onto, as ∀ y ∈ [-1, 1]
there is a x ∈ R such that f(x) = sin x.
i.e., f is surjective.

(c) f : R₊ → R₊ , f(x) = x + \(\frac{1}{x}\)
f(2) = 2 + \(\frac{1}{2}\) = \(\frac{5}{2}\)
f(\(\frac{1}{2}\)) = \(\frac{1}{2}\) + 2 = \(\frac{5}{2}\)
f(2) = f(\(\frac{1}{2}\))
but 2 ≠ \(\frac{1}{2}\)
∴ f is not injective (one-one).
Again, for 1 ∈ R₊ (domain)
⇒ there is no x ∈ R₊^(Dom)
such that x + \(\frac{1}{2}\) = 1
∴ f is not onto.

(d) f : R → R, f(x) = x³ + 1
for x₁, x₂ ∈ R
Let f(x₁) = f(x₂)
⇒ x₁³ = x₂³
⇒ x₁ = x₂
∴ f is injective.
Let f(x) = y ⇒ y = x³ + 1
⇒ x³ = y – 1
⇒ x = (y – 1)^1/3 which exists ∀ y ∈ R
∴ f is onto.
∴ f is bijective.

(e) f : (-1, 1) → R, f(x) = \(\frac{x}{1-x^2}\)
for x₁, x₂ ∈ (-1, 1)
Let f(x₁) = f(x₂) ⇒ \(\frac{x_1}{1-x_1^2}\) = \(\frac{x_2}{1-x_2^2}\)
⇒x₁ – x₁ x₂² = x₂ – x₁² x₂
⇒ x₁ – x₂ + x₁² x₂ – x₁ x₂² = 0
⇒ (x₁ – x₂) (1 + x₁ x₂) = 0
⇒ x₁ = x₂ (for x₁ x₂ ∈ (-1, 1) x₁ x₂ ≠ -1)
∴ f is injective.
Again let y = \(\frac{x}{1-x^2}\) ⇒ y – x²y = x
⇒ x²y + x – y = 0
⇒ x = \(\frac{-b \pm \sqrt{b^2-4 a c}}{2 a}\)
= \(\frac{-1 \pm \sqrt{1+4 y^2}}{2 y}\) ∉ (-1, 1) ∀ y ∈¸.
∴f is surjective.
∴f is bijective.

(f) f : R → R
f(x) = [x]
f(1.2) = f(1.5) =1
∴ f is not injective.
Rng f = Z ⊂ R
∴ f is not surjective.
∴ Hence it is not also bijective.

(g) f : R → R
f(x) = | x |
As f(-1) = f(1) = 1
∴ f is not injective.
Again Rng f = [0, ∞) ⊂ R
⇒ f is not surjective.
Thus f is not bijective.

(h) f : R → R
f(x) = Sgn (x) = \(\left\{\begin{array}{cc}
1, & x>0 \\
0, & x=0 \\
-1, & x<0
\end{array}\right.\)
As f(1) = f(2) = 1
We have f is not injective.
Again Rng f = {- 1, 0, 1} ≠ R
∴ R is not surjective.
⇒ R is not bijective.

(i) f : R → R
f = idx
∴ f(x) = x
for x₁, x₂ ∈ R
Let f(x₁) = f(x₂) where x₂ x₂ ∈ R
⇒ x₁ = x₂
∴ f is one-one.
Again Rng f = R (codomain)
∴ f is onto.
Thus f is a bijective function.

Question 4.
Show that the following functions are injective.
(i) f(x) = sin x on \(\left[0, \frac{\pi}{2}\right]\)
(ii) f(x) = cos x [0, π]
(iii) fix) = log_a x on (0, ∞), (a > 0 and a ≠ 1)
(iv) f(x) = a^x on R. (a > 0 and a ≠ 1)
Solution:
(i) f(x) = sin x . \(\left[0, \frac{\pi}{2}\right]\)
for α, β ∈ \(\left[0, \frac{\pi}{2}\right]\)
Let f(α) = f(β) ⇒ sin α = sin β
⇒ α = β, as α, β ∈ \(\left(0, \frac{\pi}{2}\right)\) and no other values of α is possible.
∴ f is one-one.

(ii) f(x) = cos x, [0, π]
for α, β ∈ [0, π]
Let f(α) = f(β) ⇒ cos α = cos β
⇒ α = β, since α, β ∈ [0, π] and cos x is +ve in 1st quadrant and -ve in 2nd quadrant.
∴ f is one-one.

(iii) f(x) = log_a x [1, ∞]
for α, β ∈ [1, ∞]
Let f(α) = f(β)
⇒ log_a α = log_a β ⇒ α = β
∴ f is one-one.

(iv) f(x) = a^x, (a > 0), x ∈ R
for x₁, x₂ ∈ R
Let f(x₁) = f(x₂) ⇒ a^x₁ = a^x₂
⇒ x₁ = x₂
∴ f is one-one.

Question 5.
Show that functions f and g defined by f(x) = 2 log x and g(x) = log x² are not equal even though log x² = 2 log x.
Solution:
f(x) = 2 log x
g(x) = log x²
Dom f(x) = (0, ∞)
Dom g(x) = R – {0}
As Dom f(x) ≠ Dom g(x) we have f(x) ≠ g(x), though log x² = 2 log x

Question 6.
Give an example of a function which is
(i) Surjective but not injective.
(ii) injective but not surjective.
(iii) neither injective nor surjective.
(iv) bijective
Solution:
(i) f(x) = sin x
from R → [-1, 1]
which is surjective but not injective.

(ii) f(x) = \(\frac{x}{2}\) from Z → R
is injective but not surjective.

(iii) f : (-1, 1) → R, f(x) = \(\frac{x}{1-x^2}\)
is neither surjective nor injective.
[Refer Q. No. 3(e)].

(iv) f(x) = x³ + 1, f : R → R
is bijective.
[Refer No. 3 (d)].

Question 7.
Prove that the following sets are equivalent:
{1, 2, 3, 4, 5, 6,…}
{2, 4, 6, 8, 10,…}
{1, 7, 5, 7, 9,…}
{1, 4, 9, 16, 25,…}
Solution:
Let A = {1, 2, 3, 4, 5, 6, ……..}
B = {2, 4, 6, 8, 10, …….}
C = {1, 3, 5, 7, 9, ……}
D = {1, 4, 9, 16, 25, ……}
Let f : A → B defined as f(x) = 2x
Clearly f is bijective.
There is a one-to-one correspondence between A and B.
⇒ A and B are equivalent.
Let g : A → C defined as g(x) = 2x – 1
Clearly f is bijective.
⇒ There is a one-to-one correspondence between A to C
∴ A and C are equivalent.
Let h : A → D defined as h(x) = x².
Clearly h is bijective.
⇒ There is a one-to-one correspondence between A to D.
⇒ A and D are equivalent.
Thus A, B, C and D are equivalent.

Question 8.
Let f = {(1, a), (2, b), (3, c), (4, d)} and g = {{a, x), (b, x), (c, y), (d, x)}. Determine gof and fog if possible. Test whether fog = gof.
Solution:
f = {(1, a), (2, b), (3, c), (4, d)}
g = {{a, x), (b, x), (c, y), (d, x)}
gof (1) = g(a) = x
gof (2) = g(b) = x
gof (3) = g(c) = y
gof (4) = g(a) = x
∴ gof = {(1, x), (2, x), (3, y), (4, x)} Here fog is not defined.

Question 9.
Let f = {(1, 3), (2, 4), (3, 7)} and g = {(3, 2), (4, 3), (7, 1)}. Determine gof and fog if possible. Test whether fog = gof.
Solution:
f = {(1, 3), (2, 4), (3, 7)}
g = {(3, 2), (4, 3), (7, 1)}
We have fog (3) = f (g(3)) = f(2) = 4
fog (4) = f (g(4)) = f(3) = 7
fog (7) = f (g(7)) = f(1) = 3
∴  fog = {(3, 4), (4, 7), (7, 3)}
Again gof (1) = g (f(1)) = g(3) = 2,
gof (2) = g (f(2)) = g(4) = 3,
gof (3) = g (f(3)) = g(7) = 1
∴ gof = {(1, 2), (2, 3), (3, 1)}
∴ gof ≠ fog
So the composition of functions is not necessarily commutative.

Question 10.
Let f(x) =√x and g(x) = 1 – x².
(i) Find natural domains of f and g.
(ii) Compute fog and gof and find their natural domains.
(iii) Find natural domain of h(x) = 1 – x.
(iv) Show that h = gof only on R₀ = {x ∈ R : x ≥ 0} and not on R.
Solution:
Let f(x) = √x, g(x) = 1 – x²
(i) ∴ Dom f = R₊ U_{0}, Dom g = R

(ii) fog (x) = f (g(x))
= f (1 – x²) = \(\sqrt{1-x^2}\)
∴ fog (x) exists when 1 – x² ≥ 0
⇒ x² ≤ 1 ⇒ -1 ≤ x ≤ 1 i.e., x ∈ [-1, 1]
∴ Dom fog = [-1, 1]
Again gof (x) = g (f(x))
= g( √x ) = 1 – ( √x )² = 1 – x
∴ Dom gof = R₀ = (0, ∞)

(iii) Domain of h(x) = 1 – x is R.

(iv) We have proved in (ii) that gof (x) = 1 – x.
∴ h(x) = gof (x) ⇒ h = gof only when x ∈ R₀ as dom f is R₀ = [0, ∞]

Question 11.
Find the composition fog and gof and test whether fog = gof when f and g are functions on R given by the following:
(i) f(x) = x³ + 1, g(x) = x² – 2
(ii) f(x) = sin x, g(x) = x⁵
(iii) f(x) = cos x, g(x) = sin x²
(iv) f(x) = g(x) = (1 – x³)^1/3
Solution:
(i) f(x) = x³ + 1, g(x) = x² – 2
∴ fog (x) = f (g(x)) = f(x² – 2)
= (x² – 2)³ + 1
gof (x) = g (f(x)) = g(x³ + 1)
= (x³ + 1)² – 1
fog ≠ gof

(ii) f(x) = sin x, g(x) = x⁵
∴ fog (x) = f (g(x)) = f(x⁵) = sin x⁵
∴ gof (x) = g (f(x))
= g(sin x) = (sin x)⁵ = sin⁵ x
fog ≠ gof

(iii) f(x) = cos x, g(x) = sin x²
∴ fog (x) = f (g(x))
= f( sin x²) = cos (sin x²)
and gof (x) = g (f(x)) = g(cos x)
= sin (cos x)² = sin (cos² x)
fog ≠ gof

(iv) f(x) = g(x) = (1 – x³)^1/3
fog (x) = f (g(x))
= (1 – (g(x))³)^1/3
= [1 – (1 – x³)]^1/3 = x
gof (x) = g (f(x))
= [1 – (f(x))³]^1/3 = x
⇒ fog = gof

Question 12.
(a) Let f be a real function. Show that h(x) = f(x) + f(-x) is always an even function and g(x) = f(x) – f(-x) is always an odd function.
(b) Express each of the following function as the sum of an even function and an odd function:
(i) 1 + x + x² , (ii) x², (iii) e^x, (iv) e^x + sin x
Solution:
(a) We have h(x) = f(x) + f(-x)
∴ h(-x) = f(-x) + f(x) = h(x)
∴ h is always an even function.
Further, g(x) = f(x) – f(-x)
∴ g(-x) = f(-x) – f(x)
= – [f(x) – f(-x)] = – g(x).
∴ g is always an odd function.

(b) (i) Let f(x) = 1 + x + x²
∴ f(-x) = 1 – x + x²
∴ g(x) = \(\frac{f(x)+f(-x)}{2}\)
= \(\frac{1+x+x^2+1-x+x^2}{2}\)
= x² + 1 and
g(-x) = (-x)² + 1 = x² + 1
∴ g is an even function.
h(x) = \(\frac{f(x)-f(-x)}{2}\)
= \(\frac{\left(1+x+x^2\right)-\left(1-x+x^2\right)}{2}\) = x
h(-x) = -x = -h(x)
⇒ h is an odd function.
∴ f(x) = g(x) + f(x)
where g is even and h is odd.

(ii) Let f(x) = x²
So that f(-x) = (-x)² = x²
∴ g(x) = \( \frac{f(x)+f(-x)}{2}\) = \( \frac{x^2+x^2}{2}\) = x²
g(-x) = g(x)
∴ g is an even function.
and h(x) = \( \frac{f(x)-f(-x)}{2}\) = \(\frac{x^2-x^2}{2}\) = 0
h(x) = 0 is both even and odd.
∴ f(x) = g(x) = f(x),
where g is even and h is odd.

(iii) Let f(x) = e^x
f(-x) = e^-x
g(x) = \( \frac{e^x+e^{-x}}{2}\)
g(-x) = g(x)
g is an even function.
and h(x) = \( \frac{e^x-e^{-x}}{2}\)
h(-x) = \( \frac{e^{-x}-e^x}{2}\) = -h²(x)
⇒ h is an odd function.
∴ f(x) = g(x) + h(x),
where g is even and h is odd.

(iv) Let f(x) = e^x + sin x
f(-x) = e^-x + sin (-x) = e^-x –  sin x
∴ g(x) = \( \frac{f(x)+f(-x)}{2}\)
= \( \frac{e^x+\sin x+e^{-x}-\sin x}{2}\)
= \( \frac{e^x+e^{-x}}{2}\) and h(x) = \( \frac{f(x)-f(-x)}{2}\)
= \( \frac{e^x+\sin x-e^{-x}+\sin x}{2}\)
= \( \frac{e^x-e^{-x}+2 \sin x}{2}\)
∴ f(x) = g(x) + h(x)
where g is even and g is odd.

Question 13.
Let X = {1, 2, 3, 4} Determine whether f : X → X defined as given below have inverses.
Find f^-1 if it exists:
(i) f = {(1, 4), (2, 3), (3, 2), (4, 1)}
(ii) f = {(1, 3), (2, 1), (3, 1), (4, 2)}
(iii) f = {(1, 2), (2, 3), (3, 4), (4, 1)}
(iv) f = {(1, 1), (2, 2), (2, 3), (4, 4)}
(v) f = {(1, 2), (2, 2), (3, 2), (4, 2)}
Solution.
(i) x = {1, 2, 3, 4}
f is bijective. Hence f^-1 exists.
f^-1 = {(4, 1), (3, 2), (2, 3), (1, 4)}

(ii) f(2) = f(3) = 1
⇒ f is not injective
∴ f is not invertible.

(iii) f is bijective. Hence f^-1 exists.
f^-1 = {(2,1 ), (3, 2), (4, 3), (1, 4)}

(iv) f is not a function as
f(2) = 2 and f(2) = 3

(v) f is not injective hence not invertible.

Question 14.
Let f : X → Y.
If there exists a map g : Y → X such that gof = id_x and fog = id_y, then show that
(i) f is bijective and (ii) g = f^-1
[Hint: Since id_x is a bijective function, gof = id_x is bijective. By Theorem 2(iv) f is injective. Similarly fog is bijective ⇒ f is surjective by Theorem 2(iii)]
Solution:
Let f : x → y and g : y – x
where gof = id_x and fog = id_y
we know that id_x and id_y are bijective functions.
⇒ gof and fog are both bijective functions.
⇒ f is a bijective function.

(ii) As f is bijective (by (i)) we have f^-1 exists.
and f^-1 : y → x where f^-1of = id_x and fof^-1 = id_y
But g : y → x with gof = id_x and fog = id_y
∴ g = f^-1

Question 15.
Construct an example to show that f(A ∩ B) ≠ f(A) ∩ f(B) where A ∩ B ≠ Ø
Solution:
Let f(x) = cos x.
Let A = \(\left\{0, \frac{\pi}{2}\right\}\), B = \(\left\{\frac{\pi}{2}, 2 \pi\right\}\).
∴ f(A) = \(\left\{\cos 0, \cos \frac{\pi}{2}\right\}\)
= {1, 0} = {0, 1}
∴ f(B) = \(\left\{\cos \frac{\pi}{2}, \cos 2 \pi\right\}\) = {0, 1}
∴ f(A) ∩ f(B) = {0, 1}
Again,
A ∩ B = \(\left\{\frac{\pi}{2}\right\}\) and f(A ∩ B) = cos \(\frac{\pi}{2}\) = {0}
∴ f(A ∩ B) ≠ f(A) ∩ f(B)

Question 16.
Prove that for any f : X → Y, foid_x = f = id_yof.
Solution:
Let f : X → Y, so that y = f(x), x ∈ X.
∴ foid_x = fof^-1 of (x) = fof^-1 (f(x))
= f(x) = y (∵ id_x = fof^-1‍)
Again, (id_yof)(x) = (fof^-1) of (x)
= (fof^-1)(y) = f (f^-1(y)) = f(x) = y  ….(2)
∴ From (1) and (2)
we have foid_x = f = id_yof

Question 17.
Prove that f : X → Y is surjective iff for all B ⊆ Y, f (f^-1(B)) = B.
Solution:
Let f : X → Y is surjective.
i.e. for all y ∈ Y, ∃ a x ∈ X such that
y = f(x).
∴ x = f^-1(y) ⇔ f(x)
= f (f^-1(y)) ∈ f (f^-1(B)).
for y = B ⊂ Y ⇔ y ∈ f (f^-1(B)).
∴ y ∈ f (f^-1(B)) ⇔ y ∈ B
∴ f (f^-1(B)) = B

Question 18.
Prove that f : X → Y is injective iff f (f^-1(A)) = A for all A ⊆ X.
Solution:
f : X → Y is injective.
Let x ∈ A ⇔ f(x) ∈ f(A) (∵ f is injective)
⇔ x ∈ f (f^-1(A))
∴ A = f (f^-1(A)) for all A ⊆ X.

Question 19.
Prove that f : X → Y is injective iff for all subsets A, B of X, f(A ∩ B) = f(A) ∩ f(B).
Solution:
f : X → Y is injective.
Let A and B are subsets of X.
Let f(x) ∈ f(A ∩ B)
⇔ x ∈ A ∩ B ⇔ x ∈ A ∧ x ∈ B
⇔ f(x) ∈ f(A) ∧ f(x) ∈ f(B) (∵ f is injective)
⇔ f(x) = f(A) ∩ f(B)
∴ f(A ∩ B) = f(A) ∩ f(B)

Conversely, suppose that
f(A ∩ B) = f(A) ∩ f(B)
Let f is not injective.
The if f(x) ∈ f(A ∩ B) ⇔ x ∈ A ∩ B
⇔ x ∈ A ∧ ⇔ x ∈ B
≠ f(x) ∈ f(A) ∧ ⇔ f(x) ∈ f(B)
⇔ f(x) ∈ f(A) ∩ f(B)
∴ f(A ∩ B) = f(A) ∩ f(B) is false.
so f must be injective.

Question 20.
Prove that f : X → Y is surjective iff for all A ⊆ X, (f(A))‘ ⊆ f(A‘), where A‘ denotes the complement of A in X.
Solution:
f : X → Y is surjective.
Then for all y ∈ Y ∃ x ∈ X
such that f(x) = y.
Let y ∈ [f(A)]‘ ⇒ y ∉ f(A)
⇒ f(x) ∉ f(A) ⇒ x ∉ A ⇒ x ∈ A‘
⇒ f(x) ∈ f(A‘) ⇒ y ∈ f(A‘)
∴ [f(A)]‘ ⊂ f(A‘)

Odisha State Board Elements of Mathematics Class 12 CHSE Odisha Solutions Chapter 1 Relation and Function Ex 1(c) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Exercise 1(c)

Question 1.
Show that the operation ∗ given by x ∗ y = x + y – xy is a binary operation on Z, Q and R but not on N.
Solution:
The operation ∗ given by
x ∗ y = x + y – xy
Clearly for all x, y ∈ Z
x + y – xy ∈ Z
⇒ x ∗ y ∈ Z
∴ ∗ is a binary operation on Z.
For all x, y ∈ Q
x + y – xy ∈ Q
⇒ x ∗ y ∈ Q
⇒ ∗ is a binary operation on Q for all x, y, ∈ R.
x + y – xy ∈ R
⇒ x ∗ y ∈ R
⇒ ∗ is a binary operation on R
Again 3, 4 ∈ N.
3 + 4 – 3 x 4 = 7 – 12 = – 5 ∉ N
i.e., x, y ∈ N
≠ x ∗ y ∈ N
∴ ∗ is not a binary operation on N.

Question 2.
Determine whether the following operations as defined by ∗ are binary operations on the sets specified in each case. Give reasons if it is not a binary operation.
(i) a ∗ b = 2a + 3b on Z.
(ii) a ∗ b = ma – nb on Q⁺ where m and n ∈ N.
(iii) a ∗ b = a + b (mod 7) on {0, 1, 2, 3, 4, 5, 6}
(iv) a ∗ b = min {a, b} on N.
(v) a ∗ b = GCD {a, b} on N.
(vi) a ∗ b = LCM {a, b} on N.
(vii) a ∗ b = LCM {a, b} on {0, 1, 2, 3, 4……, 10}
(viii) a ∗ b = \(\sqrt{a^2+b^2}\) on Q⁺
(ix) a ∗ b =a × b (mod 5) on {0, 1, 2, 3, 4}.
(x) a ∗ b = a² + b² on N.
(xi) a ∗ b = a + b – ab on R – {1}.
Solution:
(i) For all a, b ∈ Z
2a + 3b ∈ Z
⇒ a ∗ b ∈ Z
∗ is a binary operation on Z.

(ii) Let a = 1, b = 2
m = 1, n = 3
ma – nb = 1 – 6 = – 5 ∉ Q⁺
∴ a, b ∈ Q⁺ ≠ a ∗ b ∈ Q⁺
⇒ ∗ is not a binary operation on Q⁺

(iii) a ∗ b = a + b (mod 7) ∈ {0, 1, 2, 3, 4, 5, 6}
for a, b ∈ 7
∗ is a binary operation on the given set.

(iv) a, b ∈ N ⇒ min {a, b} ∈ N
∴ a ∗ b ∈ N
⇒ ∗ is a binary operation on N.

(v) for all a, b ∈ N, GCD [a, b] ∈ N
⇒ a ∗ b ∈ N
⇒ ∗ is a binary operation on N.

(vi) for all a, b ∈ N, LCM {a, b} ∈ N
⇒ a ∗ b ∈ N
⇒ ∗ is a binary operation on N.

(vii) Let A = {0, 1, 2, ….. 10}
4, 5 ∈ A but 4 ∗ 5 = LCM {4, 5}
= 20 ∉ A
⇒ ∗ is not a binary operation on A.

(viii) for all a, b ∈ Q⁺
a ∗ b = \(\sqrt{a^2+b^2}\) ∉ Q⁺
⇒ ∗ is not a binary operation on Q⁺.

(ix) For all a, b ∈ {0, 1, 2, 3, 4}
a ∗ b = a × b (mod 5) ∈ {0, 1, 2, 3, 4}
∴ ∗ is a binary operation on the given set.

(x) for all a, b ∈ N, a * b = a² + b² ∈ N
∴ ∗ is a binary operation on N.

(xi) For all a, b ∈ R – {1}
a ∗ b = a + b – ab ∈ R – {1}
∴ ∗ is a binary operation on R – {1}

Question 3.
In case ∗ is a binary operation in Q2 above, test whether it is (i) associative
(ii) commutative, Test further if the identity element exists and the inverse element for any element of the respective set exists.
Solution:
(i) On Z the binary operation is
a ∗ b = 2a + 3b
Commutative:
b ∗ a = 2b + 3a ≠ a ∗ b
∴ ∗ is not commutative.

Associative:
(a ∗ b) ∗ c = (2a + 3b) ∗ c
= 2 (2a + 3b) + 3c
= 4a + 6b + 3c
a ∗ (b ∗ c) = a ∗ (2b + 3c)
= 2a + 3 (2b + 3c)
= 2a + 6b + 9c
As (a ∗ b) ∗ c ≠ a ∗ (b ∗ c)
∗ is not associative.

Existance of identity:
Let e is the identity
∴ e ∗ a = a
⇒ 2e + 3a = a
⇒ e = -2a / 2 = -a
which depends on a.
∴ Identity element does not exist.

(iii) A = (0, 1, 2, 3, 4, 5, 6}
Commutative:
a ∗ b = a + b (mod 7)
= The remainder obtained when a + b is divided by 7.
b ∗ a = b + a (mod 7) = a + b (mod 7)
∴ ∗ is commutative.

Associative:
(a ∗ b) ∗ c = {a + b (mod 7)} ∗ c
= a + b + c (mod 7)
= The remainder obtained if a + b + c is divided by 7.
a ∗ (b ∗ c) = a ∗ {b + c (mod 7)}
= a + b + c (mod 7)
= The remainder obtained if a + b + c is divided by 7.
∴ (a ∗ b) ∗ c = a + (b ∗ c)
∴ ∗ is associative.

Existance of identity:
Let e is the identity
⇒ e ∗ a = a ∗ e = a
⇒ e + a mod 7 = a
⇒ e = 0
∴ 0 is the identity.

Existance of inverse:
Let a^-1 = the inverse of a
⇒ a ∗ a^-1 = a^-1 ∗ a = e = 0
⇒ a + a^-1 (mod 7) = 0
⇒ a + a^-1 is divisible by 7.
1^-1 = 6, 6^-1 = 1
2^-1 = 5, 5^-1 = 2
3^-1 = 4, 4^-1 = 3

(iv) a ∗ b = min {a, b} on N.
Commutative:
a ∗ b = min {a, b}
b ∗ a – min {b, a} = a ∗ b
∴ ∗ is commutative.
Associative:
(a ∗ b) ∗ c = min {a, b} ∗ c
= min {a, b, c}
a ∗ (b ∗ c)= a ∗ min {b, c}
= min {a, b, c}
⇒ a ∗ (b ∗ c) = (a ∗ b) ∗ c
∴ ∗ is associative.

Existance of Identity:
Let e is the identity
∴ For all a ∈ N
e ∗ a = a ∗ e = a
⇒ min {e, a} = a
No such element exists in N.
∴ ∗ has no identity element on N.

(v) a ∗ b = GCD {a, b} on N.
b ∗ a = GCD {b, a} = GCD {a, b} = a ∗ b
∴ ∗ is commutative.
Associative:
(a ∗ b) ∗ c = GCD {a, b} ∗ c
= GCD {a, b, c}
a ∗ (b ∗ c) = a ∗ GCD {b, c}
= GCD {a, b, c}
⇒ (a ∗ b) ∗ c = a ∗ (b ∗ c)
⇒ ∗ is associative.

Existance of Identity:
Let e is the identity
∴ a ∗ e = e ∗ a = a
⇒ GCD {e, a} = a
No such element exists in N
⇒ ∗ has no indentity element.

(vi) a ∗ b = LCM {a, b} on N
Commutative:
a ∗ b = LCM {a, b}
= LCM {b, a}
= b ∗ a
∴ ∗ is commutative.

Associative
(a ∗ b) ∗ c = LCM {a, b} ∗ c
= LCM {a, b, c}
a ∗ (b ∗ c) =» a ∗ LCM {b, c}
= LCM {a, b, c}
⇒ (a ∗ b) ∗ c = a ∗ (b ∗ c)
∴ ∗ is associative.

Existance of Identity:
Let e is the identity
∴ e ∗ a = a ∗ e = a
⇒ LCM {e, a} = a
⇒ e – 1
∴ 1 is the identity element.

Existance of inverse:
Let a^-1 is the inverse of a
⇒ a * a^-1 = e = 1
⇒ LCM [a, a^-1} = 1
a = a^-1 = 1
Only 1 is invertible with 1^-1 = 1.

(ix) a ∗ b = a × (mod 5) on {0, 1, 2, 3, 4}

Commutative:
a ∗ b = a x b (mod 5)
= Remainder on dividing a x b by 5
= Remainder on dividing b x a by 5
= b x a (mod 5)
= b x a
∴ ∗ is commutative.

Associative:
(a ∗ b) ∗ c=a x b (mod 5) ∗ c
= a x b x c (mod 5)
a and a ∗ {b ∗ c} = a ∗ {b x c (mod 5)}
= a x b x c (mod 5)
∴ (a ∗ b) ∗ c -=a ∗ (b ∗ c)
⇒ ∗ is associative.

Existance of identity:
Let e is the identity
∴ For all a ∈ {0, 1, 2, 3, 4}
a ∗ a = e ∗ a = a
a × e (mod 5) = a
⇒ e = 1
∴ 1 is the identity element.

Existance of inverse:
Let a^-1 is the inverse of a
∴ a ∗ a^-1= a^-1 ∗ a = e = 1
⇒ a x a^-1 (mod 5) = 1
⇒ 1^-1 = 1
2^-1 = 3, 3^-1 = 2, 4^-1 = 4
0 has no inverse.

(x) a ∗ b = a² + b² on N.
Commutative:
a ∗ b = a² + b²
b ∗ a = b² + a² = a² + b² = a ∗ b
∴ ∗ is commutative.

Associative:
(a ∗ b) ∗ c = (a² + b²) ∗ c
= (a² + b²)² + c²
a ∗ (b ∗ c) = a ∗ (b² + c²)
= a² + (a² + b²)²
(a ∗ b) ∗ c ≠ a ∗ (b ∗ c)
∴ ∗ is not associative.

Existance of Identity:
Let e is the identity
a ∗ e = e ∗ a = a
⇒ a² + e² = a
⇒ e = \( \sqrt{a-a^2}\) which depends on a
∴ Identity does not exist.

(xi) a ∗ b = a + b – ab on R – {1}
Commutative:
a ∗ b = a + b – ab
b ∗ a = b + a – ba
a ∗ b = b ∗ a
∴ ∗ is commutative.

Associative:
a ∗ (b ∗ c) = a ∗ (b + c – bc)
= a + (b + c – bc) – a (b + c – bc)
= a + b + c – bc – ab – ac + abc
(a ∗ b) ∗ c = (a + b – ab) ∗ c
= a + b – ab + c – (a + b – ab) c
= a + b + c – ab – bc – ca + abc
∴ (a ∗ b) ∗ c = a ∗ (b ∗ c)
⇒ ∗ is associative.

Existance of Identity:
Let e is the identity
∴ e ∗ a = a ∗ e = a
⇒ a + e – ae = a
⇒ e (1 – a) = 0
⇒ e = 0 (∵ a ≠ 1)
∴ 0 is the identity.

Existance of inverse:
Let a^-1 is the inverse of a
⇒ a ∗ a^-1 = a^-1 ∗ a = e
⇒ a + a^-1 – aa^-1 = 0
⇒ a^-1 (1 – a) = – a
⇒ a^-1 = \(\frac{a}{a-1}\) for a ∈ R – {1}

Question 4.
Construct the composition table/multiplication table for the binary operation ∗ defined on {0, 1, 2, 3, 4} by a ∗ b = a × b {mod 5). Find the identity element if any. Also find the inverse elements of 2 and 4.
[This operation is called multiplication moduls 5 and denoted by x⁵. In general, on a finite subset of N, x_m denotes the operation of multiplication modulo m where m is a fixed positive integer].
Solution:
A = {0. 1, 2, 3, 4}
a ∗ b = a × b mod 5

∗	0	1	2	3	4
0	0	0	0	0	0
1	0	1	2	3	4
2	0	2	4	1	3
3	0	3	1	4	2
4	0	4	3	2	1

As 3rd row is identical to the first row we have 1 is the identity clearly 2^-1 = 3 and 4^-1 = 4.

Odisha State Board BSE Odisha 10th Class English Solutions Chapter 10 School’s Goodbye Textbook Exercise Questions and Answers.

BSE Odisha Class 10 English Solutions Chapter 10 School’s Goodbye

BSE Odisha 10th Class English School’s Goodbye Text Book Questions and Answers

E. Let’s Understand The Text:

Question 1.
Who is the speaker in the essay? Who are the audience?
(ପ୍ରବନ୍ଧରେ ବକ୍ତା କିଏ ? ଶ୍ରୋତା କେଉଁମାନେ ?)
Answer:
The author Lord Eustace Percy, a former Minister of Education of Britain, is the speaker in the essay. The students, who are about to leave school, are the audience.

Question 2.
What does the speaker speak about?
(ବକ୍ତା କେଉଁ ବିଷୟରେ କହିଛନ୍ତି ?)
Answer:
The speaker speaks about the duties of the school leavers after leaving school.

Question 3.
What is the wrong notion pupils generally have when they say goodbye to their school?
(ଛାତ୍ରଛାତ୍ରୀମାନେ ଯେତେବେଳେ ସେମାନଙ୍କ ବିଦ୍ୟାଳୟରୁ ବିଦାୟ ନିଅନ୍ତି, ସେମାନଙ୍କ ମନରେ ସାଧାରଣତଃ କ’ଣ ଭ୍ରାନ୍ତ ଧାରଣା ଥାଏ ?)
Answer:
When the pupils say goodbye to their school, they think that their education is finished, which is a wrong notion.

Question 4.
Why is it necessary to continue your education even after leaving school?
(ବିଦ୍ୟାଳୟ ପରିତ୍ୟାଗ କଲାପରେ ମଧ୍ୟ ତୁମମାନଙ୍କର ଶିକ୍ଷା ଚାଲୁ ରହିବା ଆବଶ୍ୟକ କାହିଁକି ?)
Answer:
One can’t achieve success in life easily. It can be achieved by hard work and continuous learning. So, if we are seeking success in life, we must work hard and continue our learning even after leaving school.

Question 5.
What care should be required for the choice of a profession?
(ଗୋଟିଏ ବୃତ୍ତି ଚୟନ କରିବା ପାଇଁ କି ପ୍ରକାର ଯତ୍ନ ନେବା ଉଚିତ ?)
Answer:
The choice of profession in life is a very difficult task. It must be done with the greatest care. One should aim at choosing the right profession that will bring him/her an interesting and happy future. In case of any doubt as to the choice, one shouldn’t be reluctant to take the advice of his/her teachers.

Question 6.
What should you do if you are forced to take up a job you do not like?
(ଯଦି ତୁମେମାନେ ପସନ୍ଦ କରୁନଥ‌ିବା ଚାକିରି କରିବାକୁ ବାଧ୍ୟ ହୁଅ, ତେବେ ତୁମେମାନେ କ’ଣ କରିବ ?)
Answer:
If we are forced to take up a job we do not like, we should try to avoid it because it can only last for a short time. Instead, we should try to get our liked one as soon as possible.

Question 7.
Who should you seek advice from if you are not able to decide on the right profession?
(ଯଦି ଉପଯୁକ୍ତ ବୃତ୍ତି ଚୟନ ପାଇଁ ତୁମେମାନେ ସମର୍ଥ ନ ହୁଅ, ତୁମେମାନେ କାହାର ଉପଦେଶ ନେବ ?)
Answer:
If we are not able to decide on the right profession, we should seek advice from one of our teachers. Because they are experienced and are able to give us better suggestions.

Question 8.
What are the things that prevent someone from achieving success?
(ଜଣକୁ ସଫଳତା ପାଇବାରୁ ବଞ୍ଚିତ କରୁଥିବା ଜିନିଷଗୁଡ଼ିକ କ’ଣ ?)
Answer:
Unsound heart, health, irregular habits, smoking, and drinking prevent someone from achieving success. Because smoking and drinking ruin one’s health and efficiency and make his/her body unfit to achieve any success in life.

Question 9.
What is essential for achieving success in life?
(ଜୀବନରେ ସଫଳତା ଲାଭ କରିବା ପାଇଁ କ’ଣ ସବୁଠାରୁ ଅଧ‌ିକ ଆବଶ୍ୟକ ?)
Answer:
Good health is essential for achieving success in life. No one can achieve success in life without keeping his body fit.

Question 10.
How can you keep in good health?
(ତୁମେ କିପରି ଉତ୍ତମ ସ୍ୱାସ୍ଥ୍ୟ ରକ୍ଷା କରିପାରିବ ?)
Answer:
We can keep in good health through cleanliness, fresh air, regular habits, and suitable recreation and make ourselves strong enough to play the game.

Question 11.
What should we avoid to remain healthy?
(ସ୍ବାସ୍ଥ୍ୟବାନ୍ ରହିବା ପାଇଁ ଆମେ କ’ଣ ପରିହାର କରିବା ଉଚିତ ?)
Answer:
In order to remain healthy we should avoid smoking because it stunts the body and clouds the brain. Besides we should avoid drink as it is the deadly enemy of health and efficiency.

Question 12.
What is the priceless possession of an individual?
(ଜଣେ ବ୍ୟକ୍ତିର ଅମୂଲ୍ୟ ସମ୍ପଦ କ’ଣ ?
Answer:
Character is the priceless possession of an individual. So we have to keep it free from black spots.

Question 13.
How can one’s character be kept sound and strong?
(ଜଣକର ଚରିତ୍ରକୁ କିପରି ସୁସ୍ଥ ଓ ବଳିଷ୍ଠ ରଖିହେବ ?)
Answer:
One’s character can be kept sound and strong if he/she is truthful in all things, considerate to everybody, fair to his/her rivals, and kind and helpful to the weak and suffering. Besides, he/she should always support what is good, pure, and noble.

Question 14.
What should be avoided to safeguard one’s character?
(ଜଣକର ଚରିତ୍ରକୁ ରକ୍ଷା କରିବାକୁ କ’ଣ ପରିହାର କରିବା ଉଚିତ ?)
Answer:
Gambling in every form should be avoided to safeguard one’s character as it is a mean game trying to get something for nothing and at others’ cost.

Question 15.
How should one spend one’s leisure hours?
(ଜଣେ ଜଣକର ଅବସର ସମୟ କିପରି ଅତିବାହିତ କରିବା ଉଚିତ ?)
Answer:
One should spend one’s leisure hours with interesting hobbies, good books, and good companions. Association with these things influences him/her a lot to make him/her good and noble.

Question 16.
How can an individual prove himself an asset to the nation?
(ଜଣେ ବ୍ୟକ୍ତି ନିଜକୁ ଦେଶର ସମ୍ପରି ଭାବେ ପ୍ରମାଣିତ କରିପାରିବ ?)
Answer:
An individual can prove himself an asset to the nation with a sound mind a sound body, a good character, courteous manners, and loyalty to the duties of his nation and its high ideals.

F. Let’s Understand The Text Better:

Question 1.
Who are the real audience in the essay?
(ପ୍ରବନ୍ଧରେ ପ୍ରକୃତ ଶ୍ରୋତା କେଉଁମାନେ ?)
Answer:
The real audience in the essay are not only the students of that particular school but also the students of all schools, who are about to leave the school. It is also a message to the youth who are going to start a new career.

Question 2.
Why does the speaker advise the audience to continue their education after school?
(ବିଦ୍ୟାଳୟ ପରିତ୍ୟାଗ ପରେ ଶିକ୍ଷା ଚାଲୁ ରଖିବାକୁ ବକ୍ତା କାହିଁକି ଶ୍ରୋତାମାନଙ୍କୁ ଉପଦେଶ ଦେଇଛନ୍ତି ?)
Answer:
The speaker advises the audience to continue their education after school because they can’t achieve success in life without it. One can achieve success in life by working hard and continuing to learn.

Question 3.
Why do students seek advice from their teachers?
(ଛାତଛାତୀମାନେ କାହିଁକି ସେମାନଙ୍କ ଶିକ୍ଷକମାନଙ୍କର ଉପଦେଶ ଅନ୍ଵେଷଣ କରିବା ଉଚିତ ?)
Answer:
The students will require to choose a trade or profession after their schooling and they will have to do it very carefully otherwise they will repent in their later life. In case of any doubt about the right profession for them, they should seek advice from their teachers who can guide them properly.

Question 4.
How does good health help you?
(ଉତ୍ତମ ସ୍ଵାସ୍ଥ୍ୟ ତମମାନଙ୍କୁ କିପରି ସାହାଯ୍ୟ କରିବ ?)
Answer:
Good health has manifold benefits. It helps us immensely. It makes us physically strong and enhances our mental power and efficiency. Above all, it helps us to achieve success in life.

Question 5.
What is the harmful effect of smoking?
(ଧୂମପାନର କ୍ଷତିକାରକ ପ୍ରଭାବ କ’ଣ ?)
Answer:
Smoking is no doubt injurious to health. It prevents our body from growing properly and makes the mind confused. Hence, it is harmful to both our body and mind.

Question 6.
Why is a drink called the deadly enemy of health and efficiency?
(ମଦ୍ୟପାନ ସ୍ବାସ୍ଥ୍ୟ ଓ ଦକ୍ଷତାର ଚରମ ଶତ୍ରୁ କାହିଁକି ?)
Answer:
Drinking ruins health and peace of mind. It reduces the efficiency of a man. It is extremely harmful. So it is called the deadly enemy of health and efficiency.

Question 7.
Why is character a priceless possession of a human being?
(ଚରିତ୍ର କାହିଁକି ଜଣେ ମନୁଷ୍ୟର ଏକ ଅମୂଲ୍ୟ ସମ୍ପଦ ?)
Answer:
Character makes one truthful in all things, considerable to everybody, fair to rivals, kind and helpful to the weak and the suffering. It also provides him the courage to support good, pure, and noble things. Besides, characterlessness hampers one’s dignity and prestige. Therefore, the character is considered a priceless possession of a human being.

Question 8.
Why should we help the weak and the suffering?
(ଆମେ କାହିଁକି ଦୁର୍ବଳ ଓ ଦୁର୍ଦ୍ଦଶାଗ୍ରସ୍ତଙ୍କୁ ସାହାଯ୍ୟ କରିବା ଉଚିତ ?)
Answer:
Being human beings it is our utmost duty to help others, especially the weak and the suffering. Because they are helpless, need the assistance of others and their survival depends on others’ help. So we should help them.

Question 9.
What do you mean by hard times?
(ଦୁଃସମୟ/ଦୁର୍ଦ୍ଦିନ କହିଲେ ତୁମେ କ’ଣ ବୁଝ ?)
Answer:
By hard times we mean the period full of difficulty and trouble which is not at all pleasant. It comes at any time in everybody’s life for which a man makes provision.

Question 10.
How can we spend our leisure hours wisely?
(ଆମେ କିପରି ଆମର ଅବସର ସମୟ ବିଜ୍ଞ ଭାବରେ ଅତିବାହିତ କରିପାରିବା ?)
Answer:
Leisure hours shouldn’t be spent with mere idling because many vices breed in man’s idleness. We can make the best use of it interesting hobbies like composing poems or drawing pictures, reading good books like scriptures or the lives of great men. Leisure hours can also be filled up by companionships and associations.

Question 11.
How can we achieve real success?
(ଆମେ କିପରି ପ୍ରକୃତ ସଫଳତା ଲାଭ କରିପାରିବା ?)
Answer:
It’s not easy to achieve success in life. Real success can only be achieved if we possess a sound mind in a sound body, a good character, good manners, and loyalty to the duties of our nation and its high ideals.

G. Let’s Read Between The Lines:

1. Even after school one should continue one’s education. Suggest various ways in which one can continue learning.
(ବିଦ୍ୟଳୟ ତ୍ୟାଗପରେ ମଧ୍ୟ ଜଣେ ଶିକ୍ଷା ଚାଲୁ ରଖୁ ଉଚିତ । ବିଭିନ୍ନ ଉପାୟ ପ୍ରସ୍ତାବ ଦିଅ ଯଦ୍ବାରା ଜଣେ ଶିକ୍ଷା ଚାଲୁ ରଖୁପାରିବ ।)
(One has been suggested for you)
(ଗୋଟିଏ ତୁମପାଇଁ ପ୍ରସ୍ତାବ ଦିଆଯାଇଛି ।
(a) Self-study
(b) _________
(c) _________
(d) _________
Answer:
(b) Group discussion
(c) Peer learning
(d) Using electronic and mass media

2. We should seek advice from our teachers. Our teachers advise us to:
(ଆମେ ଆମ ଶିକ୍ଷକମାନଙ୍କ ଉପଦେଶ ପାଇବାକୁ ଚେଷ୍ଟା କରିବା ଉଚିତ । ଆମ ଶିକ୍ଷକମାନେ ଆମକୁ ଉପଦେଶ ଦେବେ –)
(One has been mentioned for you.)
(ଗୋଟିଏ ତୁମପାଇଁ କରି ଦିଆଯାଇଛି ।)
(a) work hard our studies.
(b) ___________
(c) ___________
(d) ___________
Answer:
(b) be sincere
(c) obey our parents
(d) be punctual

3. We must make provisions for hard times.
(ଆମେ ଭବିଷ୍ୟତ ନିମନ୍ତେ ଯୋଜନା କରିବା ଉଚିତ ।)
(One has been done for you.)
(ଗୋଟିଏ ତୁମପାଇଁ କରି ଦିଆଯାଇଛି ।)
Hard times Provisions
(a) Monetary crisis Savings
(b) __________ __________
(c) __________ __________
(d) __________ __________
Answer:
(b) Job crisis Self-employment
(c) National crisis Self-help
(d) Passion crisis Self-control

4. We should be loyal to our nation and be good citizens. List the duties of a good citizen.
(ଆମେ ଦେଶ ପ୍ରତି ଆନୁଗତ୍ୟ ରହିବା ଏବଂ ଉତ୍ତମ ନାଗରିକ ହେବା । ଜଣେ ଉତ୍ତମ ନାଗରିକ କର୍ତ୍ତବ୍ୟଗୁଡ଼ିକର ଏକ ତାଲିକା କର ।)
One of the duties has been stated for you.
(କତ୍ତବ୍ୟଗୁଡ଼ିକ ମଧ୍ୟରୁ ଗୋଟିଏ ତୁମପାଇଁ ଉଲ୍ଲେଖ କରାଯାଇଛି ।)

1. Sacrifice for the nation
2. _____________
3. _____________
4. _____________
5. _____________
6. _____________
7. _____________
Answer:
2. Loyalty to the country
3. Obedience to the law
4. Kind and helpful to the weak and the suffering
5. Considerate and fair to everybody
6. Be truthful in all things
7. Sympathetic to other people

H. Let’s Listen And Speak:

Discuss in pairs/groups.
(ଯୋଡ଼ି ହୋଇ ବା ଦଳରେ ଆଲୋଚନା କର ।)
(i) Rights of a good citizen (ଜଣେ ଉତ୍ତମ ନାଗରିକର ଅଧିକାର )
(ii) Duties of a good citizen (ଜଣେ ଉତ୍ତମ ନାଗରିକର କର୍ତ୍ତବ୍ୟ)
Students are divided into two groups. One group will discuss “Rights of a good citizen”. Another group will discuss “Duties of a good citizen”.
(ଛାତ୍ରଛାତ୍ରୀମାନେ ଦୁଇ ଦଳରେ ବିଭକ୍ତ ହେବେ । ଗୋଟିଏ ଦଳ ‘ଜଣେ ଉତ୍ତର ନାଗରିକର ଅଧ୍ୟାର’ ବିଷୟରେ ଆଲୋଚନା କରିବ । ଅନ୍ୟ ଦଳ ‘ଜଣେ ଉତ୍ତମ ନାଗରିକର କର୍ତ୍ତବ୍ୟ’ ବିଷୟରେ ଆଲୋଚନା କରିବ ।)
The discussion will take place under the guidance of the teacher.
(ଶିକ୍ଷକଙ୍କ ନିର୍ଦ୍ଦେଶମତେ ଆଲୋଚନା ଚାଲିବ ।)

Answer:
Group – A (Topic – “Rights of a good citizen”):
Every member of a state is a citizen. A good citizen is one who enjoys certain rights and performs certain duties for the nation. The state should take the responsibility of looking after the life and property of citizens. The state should take responsibility for the health and education of each citizen. Each citizen should have freedom of speech and worship. He should have the right to follow an occupation according to his choice. Each adult citizen should have the right to vote and contest in the election. He should also have the right to share in the administration of the state. He has many other rights also.

Group – B (Topic – “Duties of a good citizen”):
Rights and duties go together. Rights have no meaning without duties. Therefore, a citizen has to perform some duties. He must be loyal to the state. Every citizen must be prepared to sacrifice his life and property for the protection of the state. A good citizen must pay taxes to the state. He must obey the laws enacted by the government. He must protect the national property. He must think that the loss of the state is indirectly the loss of its citizens. All citizens should think that they are citizens of the same state and they have equal rights and duties. They can’t be good citizens unless they know their duties and responsibilities.

I. Let’s Learn Some Words

(i) Match the words under ‘A’ with their meanings under ‘B’
(‘A’ ସ୍ତମ୍ଭର ଶବ୍ଦଗୁଡ଼ିକ ସହିତ ‘B’ ସ୍ତମ୍ଭରେ ଥ‌ିବା ସେଗୁଡ଼ିକର ଅର୍ଥକୁ ମିଳାଅ ।)

A	B
beware of	polite or well-mannered
untarnished	mercy
stunt	chiefly or mainly
for good	the habit of betting money
above all	honest
Courteous	be careful
grace	pure and bright
largely	permanently
gambling	stop something from growing
fair	most importantly

Answer:

A	B
beware of	be careful
untarnished	pure and bright
stunt	stop something from growing
for good	permanently
above all	most importantly
Courteous	polite or well-mannered
grace	mercy
largely	chiefly or mainly
gambling	the habit of betting money
fair	honest

(ii) Express the following in a single word :
(ନିମ୍ନଲିଖଗୁଡ଼ିକୁ ଗୋଟିଏ ଶବ୍ଦରେ ପ୍ରକାଶ କର ।)
(i) the health and happiness of people
(ii) having ambition
(iii) to obtain something
(iv) profession or a job of a person
(v) to prevent something or somebody from growing properly
(vi) too valuable to have a price
(vii) quality of being loyal
(viii) to weaken someone’s strength slowly
(ix) quality of being efficient
(x) be on your guard against something

Answer:
(i) the health and happiness of people – welfare (ସ୍ୱାସ୍ଥ୍ୟ ଓ ଖୁସି)
(ii) having ambition – ambitious (ଅଭିଳାଷୀ)
(iii) to obtain something – secure
(iv) profession or a job of a person – trade
(v) to prevent something or somebody from growing properly – stunt
(vi) too valuable to have a price – priceless (ଅମୂଲ୍ୟ)
(vii) quality of being loyal – loyalty (ଆନୁଗତ୍ୟ)
(viii) to weaken someone’s strength slowly – sap (କ୍ରମଶଃ କ୍ଷୟ କରିବା)
(ix) quality of being efficient – efficiency (ଦକ୍ଷତା)
(x) be on your guard against something – beware of (ସୁରକ୍ଷା ଦେବା)

(iii) Convert the following verbs to nouns and frame sentences:
(ନିମ୍ନଲିଖ୍ କ୍ରିୟାଗୁଡ଼ିକୁ ବିଶେଷ୍ୟରେ ପରିଣତ କର ଏବଂ ବାକ୍ୟ ଗଠନ କର ।)
calculate, associate, consider, educate, hesitate, profess, occupy
Answer:
calculate (V) – calculation (N) (ହିସାବ)
These calculations are based on the latest statistics.
associate (V) – association (N) (ସମ୍ପର୍କ)
Mr. Pattnaik formed an association to help blind people.
consider (V) – consideration (N) ( ବିଚାର )
After due consideration, I have decided to recommend him for the post.
educate (V) – education (N) (ଶିକ୍ଷା)
The State government takes responsibility for the education of each citizen.
hesitate (V) – hesitation (N) (ଉତ୍କଣ୍ଠା )
I have no hesitation in doing my homework.
profess (V) – profession (N) (ବୃଭି) )
I am a teacher by profession.
occupy (V) – occupation (N) (ବୃଭି)
She was born in France during the German occupation.

(iv) Write the “—ing” forms of the following verbs:
(ନିମ୍ନଲିଖ୍ କ୍ରିୟାଗୁଡ଼ିକର “−ing” ରୂପ ଲେଖ ।)
decide. make, occupy, part, begin, gamble, sap, promise, forget, study, provide

Verb	-ing form	Verb	-ing form
decide	deciding	make	making
occupy	occupying	part	parting
begin	beginning	gamble	gambling
sap	sapping	promise	promising
forget	forgetting	study	studying
provide	providing

J. Let’s Learn Language:

(a) Although / Though
Both the words ‘although’ and ‘though’ can be used as conjunctions. They are used to join two contrasting statements.
(ଉଭୟ ଶବ୍ଦ although ଏବଂ though ସଂଯୋଜକ ଭାବରେ ବ୍ୟବହୃତ ହୋଇପାରିବେ । ସେଗୁଡ଼ିକ ଦୁଇଟି ବିରୋଧୀ ଉକ୍ତିକୁ ଯୋଗ କରିବାରେ ବ୍ୟବହୃତ ହୁଅନ୍ତି ।)
Example — Although he is leaving school, he will not forget his school days.
We can now break the above sentence and make two independent sentences.
( ବର୍ତ୍ତମାନ ଆମେ ଉପରିସ୍ଥ ବାକ୍ୟଟିକୁ ଭାଙ୍ଗିପାରିବା ଓ ଦୁଇଟି ସ୍ଵାଧୀନ ବାକ୍ୟ ତିଆରି କରିପାରିବା ।)
(i) He is leaving school.
(ii) He will not forget his school days.

Combine the following sentences using I although.
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକୁ though / although ବ୍ୟବହାର କରି ଯୋଗ କର ।)
(i) My bicycle is very old. It will run well.
(ii) It was raining heavily. I went out without a raincoat.
(iii) The man is poor. He is happy.
(iv) He went on running. He was tired.
(y) The bus was overloaded. We were able to find seats.
(vi) My granny is eighty. She still likes singing devotional songs.
(vii) Bubli has a scoty. She often goes to school on foot.
(viii) They are sisters. They never talk to each other.
(ix) Jyotishree invited me cordially. I did not attend her birthday.
(x) The boy looks weak. He is really very strong.
Answer:
(i) Although/Though my bicycle is very old, it will run well.
(ii) Although/Though it was raining heavily, I went out without a raincoat.
(iii) Although/Though the man is poor, he is happy.
(iv) Although/Though he was tired, he went on running.
(v) Although/Though the bus was overloaded, we were able to find seats.
(vi) Although/Though my granny is eighty. she still likes singing devotional songs.
(vii) Although/Though BubLi has a story, she often goes to school on foot.
(viii) Although/Though they are sisters, they never talk to each other.
(ix) Although/Though Jyotishree invited me cordially, I did not attend her birthday.
(x) Although/Though the boy looks weak, he is really very strong.

(b) Imperative Sentences
Look at the sentences below ; (ନିମ୍ନରେ ଥ‌ିବା ବାକ୍ୟଗୁଡ଼ିକୁ ଲକ୍ଷ୍ୟ କର)
(a) Avoid anything that will sap your health.
(b) Make provision for hard times.
(c) Be a credit to your family.
In the above sentences the subject ‘you’ is not mentioned. These sentences express an order, a request, advice, a command, a warning, or a suggestion.
(ଉପରିଲିଖ୍ ବାକଗୁଡ଼ିକରେ କର୍ତ୍ତା (subject) – ‘you’ ଉଲ୍ଲେଖ ହୋଇନାହିଁ । ଏହି ବାକ୍ୟଗୁଡ଼ିକ ଏକ ଆଦେଶ (order) ଅନୁରୋଧ (request), ଉପଦେଶ (advice),
ନିର୍ଦ୍ଦେଶ (command), ଚେତାବନୀ (warning), ପ୍ରସ୍ତାବ (suggestion), ଇତ୍ୟାଦିକୁ ପ୍ରକାଶ କରିଥାଏ ।)
In the imperative sentences (ଆଦେଶସୂଚକ ବାକ୍ୟଗୁଡ଼ିକରେ )

• the subject ‘you’ is usually no expressed. (ସାଧାରଣତଃ କର୍ତ୍ତା ‘you ପ୍ରକାଶ ହୋଇ ନ ଥାଏ ।)
• the sentence can be made negative. (ବାକ୍ୟକୁ ନାସ୍ତିସୂଚକ କରାଯାଇପାରେ ।)
• there is no change in tense, aspect, voice, modality.

(ଏଥରେ) tense (କାଳ) aspect. voice (ବାଚ୍ୟ) modalityର କୌଣସି ପରବତ୍ତନ ହୁଏ ନାହିଁ ।

Turn the following statements into imperatives.
( ନିମ୍ନଲିଖ ଉକ୍ତଗୁଡ଼ିକୁ ଆଦେଶସୂଚକ ବାକ୍ୟରେ ପରିଣତ କର ।)
1. I want you to go ahead.
Answer: Go ahead.
2. I want you to get up early in the morning.
3. The commander ordered the soldiers to march forward.
4. The doctor advised him to take this medicine after food.
5. The watchman warned you to beware of the dog.
Answer:
2. Get up early in the morning.
3. March forward.
4. Take this medicine after food.
5. Beware of the dog.

K. Let’s Write:

The class is divided into groups, each group consisting of four or five students. The following areas are distributed among the groups. Each group is asked to prepare notes on the area given by making an in-depth analysis of the relevant portion of the text. They may also provide additional information from their experiences.
ଶ୍ରେଣୀକୁ ଦଳରେ ବିଭକ୍ତ କରାଯାଉ, ପ୍ରତ୍ୟେକ ଦଳରେ ଚାରି ବା ପାଞ୍ଚ ଜଣ ଛାତ୍ରଛାତ୍ରୀ ରୁହନ୍ତୁ । ନିମ୍ନଲିଖ୍ ପରସରଗୁଡ଼ିକୁ ଦଳ ମଧ୍ୟରେ ବଣ୍ଟାଯାଉ । ପାଠ୍ୟ ବିଷୟ ପ୍ରାସଙ୍ଗିକ ବିଷୟର ପୂର୍ଣାଙ୍ଗ ବିଶ୍ଳେଷଣ କରି ଟିପ୍‌ପଣୀ ଲେଖିବାକୁ ପ୍ରତ୍ୟେକ ଦଳକୁ କୁହାଯାଉ । ସେମାନେ ମଧ୍ୟ ସେମାନଙ୍କ ଅନୁଭୂତିରୁ ଅଧ୍ଵ ତଥ୍ୟ ଦେଇପାରିବେ । )
Each group is expected to develop a write-up on the basis of the notes.
(ଟିପ୍‌ପଣୀ ଆଧାରରେ ପ୍ରତ୍ୟେକ ଦଳ ପୂର୍ଣ ବିବରଣ ଲେଖୁବାକୁ ଆଶା କରାଯାଉ ।)
Each group presents its note and write-up before the class.
(ପ୍ରତ୍ୟେକ ଦଳ ତାଙ୍କର ଟିପ୍‌ପଣୀ ଓ ପୂର୍ଣ୍ଣାଙ୍ଗ ବିବରଣ ଶ୍ରେଣୀରେ ଉପସ୍ଥାପନ କରନ୍ତୁ ।)
Areas : (ପରିସର)
Choosing a profession (ଏକ ବୃତ୍ତି ବାଛିବା)
Good health (ଉତ୍ତମ ସ୍ବାସ୍ଥ୍ୟ)
Sound character (ଉତ୍ତମ ଚରିତ୍ର)
Use of leisure hours (ଅବସର ସମୟର ବ୍ୟବହାର)
(Teacher may facilitate the activity.) (ଶିକ୍ଷକ କାର୍ଯ୍ୟ ସାଧନରେ ସହାୟତା କରନ୍ତୁ ।)

1. Choosing a profession
Choosing a profession is a knotty problem that worries young men as they near the conclusion of their school education. Of course, some of them follow the caste occupation! the profession of their fathers. Everybody will have to choose a profession in life. He must be very careful while choosing a profession. He must take up such a profession that has in it the promise of an interesting and happy future. He should not follow such a profession which will lead him nowhere. He should adopt his, liking profession so that he will prosper in his life. In case of any doubt, he should take the advice of his elders and teachers. He shouldn’t follow any profession under pressure. Otherwise, he will be unhappy in his future life.

2. Good health
Everybody desires to keep good health, but everybody can’t maintain it. Good health has a lot of advantages. It can be supported by cleanliness, regular exercise, and fresh air. good habits and suitable recreations. We have to avoid certain things like smoking and drinking which are barriers to keeping good health. We can keep good health through our healthy habits only. An unhealthy man can’t enjoy his life. Life becomes a burden to him. However, with a sound mind in a sound body, one can enjoy his life and can achieve real success in life.

3. Sound character
It is rightly said that “when wealth is lost nothing is lost, when health is lost something is lost, but when a character is lost everything is lost.” So one should safeguard his character with utmost care. Because it is an invaluable possession. No one can buy it. It can be restored if somebody avoids certain things like gambling, smoking, and drinking. Everybody should be conscious to keep it untarnished. In order to possess a sound character, one should be truthful in all things. considerate to everybody, fair to the rivals, kind and helpful to the weak and the suffering and have the courage to stand up for what is good, pure, and noble.

4. Use of leisure hours
Everybody gets leisure hours in life. We shouldn’t idle away our leisure hours. We should make the best use of it with interesting hobbies like composing poems or drawing pictures. We can also utilize it by reading good books which are helpful to us or which can enable us to be good men. We can enjoy the beautiful nature around us during our leisure hours. We can also render social services or make good friends during our leisure hours. Hence, we should use our leisure hours in such a way that either it would be productive or would do something good for life.

L. Let’s Know More:

Noun	Verb	Adjective	Adverb
advice	advise	advisable	–
avoidance	avoid	avoidable	avoidably
association	associate	associate	–
confidénce	–	confident	confidently
continuation	continue	continuous	continuously
consideration	considerate	considerable	considerately
calculation	calculate	calculated	–
cloud	cloud	cloudy	–
dependence	depend	dependable	dependably
efficiency	–	efficient	efficiently
provision	provide	provisional	provisionally
success	succeed	successful	successfully
regularity	regularize	regular	regularly
occupation	occùpy	occupant	–
loyalty	–	loyal	loyally
cleanliness	clean	clean	cleanly
hesitation	hesitate	hesitant	hesitantly
recreation	recreate	recreational	–

B. A single word for the group of words:
(i) health and happiness of the people – welfare
(ii) having ambition – ambitious
(iii) to obtain something – achieve
(iv) about a profession or a job of a person – professional
(y) to prevent something or somebody from growing properly – stunt
(vi) too valuable to have a price – priceless
(vii) the quality of being loyal – loyalty
(viii) to weaken someone’s strength slowly – cloud
(ix) quality of being efficient – efficiently
(x) something that a person has been doing for a long time – a habit

C. Opposite words (antonyms) of the following words.
best – worst
continue – discontinue
success – failure
succeed – fail
possible – impossible
liking – disliking
fresh – stale
enemy – friend
courteous – discourteous
kind – unkind, cruel
suitable – unsuitable
secure – insecure, precarious
mean – generous, honorable
grace – cruelty
credit – discredit
always – never
conserve – waste
courteous – impolite, discourteous
ambitious – aimless, lazy
finish – begin, start
secure – tose
avoid – confront
interesting – boring
fit – unfit
strong – weak
large – small
real – unreal
regular – irregular
courage – cowardice
considerate – unkind, selfish
sound – unsound, unhealthy, unfit
high – low
efficiency – inefficiency
pure – impure
health – disease
loyalty – disloyalty

BSE Odisha 10th Class English School’s Goodbye Important Questions and Answers

Vert Short A Objective Questions With Answers
Answer The Following Questions In A Word Or A Phrase.

Question 1.
Who is the speaker in the essay ‘School’s Goodbye’?
Answer:
Lord Eustace Percy

Question 2.
To whom does he convey this message to?
Answer:
to the school leavers

Question 3.
Who was Lord Eustace Percy?
Answer:
a former Minister of Education in Britain

Question 4.
What does he send to the school leavers?
Answer:
a message of future welfare

Question 5.
What do you mean by welfare?
Answer:
the health and happiness of people

Question 6.
What is not easily secured?
Answer:
success in life

Question 7.
Why should we work hard and continue learning?
Answer:
to achieve success

Question 8.
What should be chosen with the greatest care?
Answer:
a trade or profession

Question 9.
How long does a job last if you are forced to take it?
Answer:
for a short time

Question 10.
Who should you seek advice from if you are in doubt as to the choice of the profession?
Answer:
one of the teachers

Question 11.
What does success in life largely depend on?
Answer:
good health

Question 12.
What do you mean by the expression ‘to play the game’?
Answer:
to act fairly and honorably

Question 13.
What do you mean by ‘sap’?
Answer:
gradually weaken

Question 14.
What do you mean by ‘stunt’?
Answer:
to prevent something in somebody from growing properly

Question 15.
What clouds the brain?
Answer:
smoking

Question 16.
What should be avoided to keep good healthy?
Answer:
smoking and drinking

Question 17.
What is the deadly enemy of health and efficiency?
Answer:
drinking

Question I8.
What should we keep untarnished?
Answer:
our character

Question 19.
What do you mean by ‘untarnished’?
Answer:
free from/without any black spot

Question 20.
What should be avoided in every form?
Answer:
gambling

Question 21.
What is gambling?
Answer:
ameangame

Question 22.
What should we make for hard times?
Answer:
provisions

Question 23.
What should we avoid in our leisure hours?
Answer:
idling

Question 24.
To whom should we be fair?
Answer:
to our rivals

Fill In The Blanks With Right Words.

1. The topic ‘School’s Goodbye’ is written by ___________.
Answer:
Lord Eustace Percy

2. Lord Eustace Percy desires to send his best wishes for the students’ __________.
Answer:
welfare

3. L. Eustace Percy was addressing the students of year ___________.
Answer:
final

4. 1f you are ambitious to succeed, you must _________ your education.
Answer:
continue

5. Success in life is not easily __________.
Answer:
secured

6. According to Lord Eustace Percy very soon the students will require to choose __________.
Answer:
a trade or profession

7. Percy advises the students to choose their profession with the ___________.
Answer:
greatest care

8. According to Percy when students say goodbye to their school, it is likely to say goodbye to their __________.
Answer:
family

9. Percy opines the last day at school for the students will be a _____________.
Answer:
sorrowful one

10. School’s Goodbye is a lesson to learn how to face the ___________.
Answer:
challenges in life

11. Success comes to those who work hard and ___________.
Answer:
continue learning

12. Percy advises the students not to hesitate to ask advice from one of their _______ if at any time they are in doubt.
Answer:
teachers

13. Success in life depends largely on __________.
Answer:
good health

14. Lord Eustace Percy advises the school leavers to keep their body ___________.
Answer:
fit

15. By cleanliness, fresh air, regular habits, and suitable recreations one can make himself strong to __________.
Answer:
play the game

16. Avoid anything that will your __________ health.
Answer:
sap

17. Smoking in one’s youth _________ the body.
Answer:
stunts

18. Smoking the _________ brain.
Answer:
clouds

19. One should be _______ in all things.
Answer:
temperate

20. According to Lord Eustace Percy we should beware of _________.
Answer:
drinking

21. _______ is the deadly enemy of health and efficiency.
Answer:
Drinking

22. _______ is a priceless possession of man.
Answer:
Charácter

23. Keep your character __________.
Answer:
untarnished

24. According to Lord Eustace Percy we should be fair to our ___________.
Answer:
rivals

25. We should be kind and helpful to all who are ___________.
Answer:
weak and suffering

26. Avoid _________ in every form.
Answer:
gambling

27. __________ is a mean game.
Answer:
Gambling

28. Gambling is a mean game trying to get something for nothing and at ___________.
Answer:
somebody’s cost

29. Make provision for ___________.
Answer:
hard times

30. In our leisure hours we should avoid ___________.
Answer:
mere idling

31. __________ you will be known by the company you keep.
Answer:
To a large extent

32. We should be __________ to the duties of our nation and its high ideals.
Answer:
loyal

33. By __________ we should be a credit to our family.
Answer:
God’s grace

34. The essay ‘School’s Goodbye’ conveys a __________ to school children.
Answer:
message

35. L. E. Percy was the former __________ of Britain.
Answer:
Education Minister

36. __________ are the real audience in the essay ‘School’s Goodbye’.
Answer:
The students

37. The synonym of ‘temperate’ is ____________.
Answer:
moderate

38. The antonym of cloud is ___________.
Answer:
clear

39. Hard time means ___________.
Answer:
difficult period of the future

40. A person is known by the _________ he keeps.
Answer:
company

41. __________ should be avoided to remain healthy.
Answer:
Smoking and drinking

42. One should avoid any _________ that leads nowhere.
Answer:
profession

43. Success comes to those who __________.
Answer:
work hard

44. The students are _________ school where they have spent so many years.
Answer:
parting from

45. __________ can damage one’s mental health;
Answer:
Smoking

46. One should make _________ for hard times.
Answer:
provision

47. A sound __________ rests in a sound body.
Answer:
mind

48. A hobby, amusement, game, or pastime is called ___________.
Answer:
recreation

49. If you are forced to take a, it will last for a short time __________.
Answer:
job

50. Gambling is a game _________.
Answer:
mean

Multiple Questions With Answers Choice
Pick out the correct alternative.

Question 1.
Does the writer desire to send his best wishes to the ___________?
(A) teachers
(B) students
(C) ministers
(D) officers
Answer:
(B) students

Question 2.
Does he want to send his best wishes for their future ___________?
(A) welfare
(B) health
(C) wealth
(D) none of the above
Answer:
(A) welfare

Question 3.
Success in life is not easily __________?
(A) maintained
(B) secured
(C) achieved
(D) earned
Answer:
(B) secured

Question 4.
Does success come to those who work hard and continue __________?
(A) working
(B) reading
(C) learning.
(D) noneoftheabove
Answer:
(C) learning.

Question 5.
What should one choose with the greatest care?
(A) friendship
(B) companionship
(C) trade or profession
(D) none of the above
Answer:
(C) trade or profession

Question 6.
One should avoid any _________ that leads no where?
(A) profession
(B) communication
(C) occupation
(D) none of the above
Answer:
(C) occupation

Question 7.
What should one always aim at ________?
(A) work that has a happy future
(B) trade that leads nowhere
(C) a profession that is difficult to get
(D) all of these
Answer:
(A) work that has a happy future

Question 8.
If you are forced to take it will last for a short time?
(A) work
(B) occupation
(C) a job
(D) none of these
Answer:
(C) a job

Question 9.
You should not hesitate to ask the advice of your _____________?
(A) friend
(B) neighbor
(C) teacher
(D) doctor
Answer:
(C) a job

Question 10.
Lord Eustace Percy was a _________?
(A) teacher
(B) reporter
(C) Minister
(D) politician
Answer:
(C) a job

Question 11.
The prose ‘School’s Goodbye’ conveys a message to __________?
(A) the minister
(B) students
(C) teachers
(D) politicians
Answer:
(B) students

Question 12.
Which of the following is not necessary to keep your body fit?
(A) cleanliness
(B) fresh air
(C) regular habit
(D) discipline in life
Answer:
(D) discipline in life

Question 13.
The term ‘sap’ means _________?
(A) gradually strengthen
(B) gradually weaken
(C) stops growing
(D) prevents increasing
Answer:
(B) gradually weaken

Question 14.
The term ‘stunt’ means __________?
(A) prevent from growing
(B) helps to grow
(C) prevent spoiling
(D) none of these
Answer:
(A) prevent from growing

Question 15.
‘beware of’ means __________?
(A) be cheerful
(B) be successful
(C) be merciful
(D) be careful
Answer:
(D) be careful

Question 16.
Smoking in youth stunts the ___________?
(A) body
(B) mind
(C) health
(D) limbs.
Answer:
(A) body

Question 17.
Smoking in your youth clouds one’s ____________?
(A) head
(B) brain
(C) efficiency
(D) health
Answer:
(B) brain

Question 18.
What is the deadly enemy of health and efficiency?
(A) smoking
(B) drinking
(C) gambling
(D) reading books
Answer:
(B) drinking

Question 19.
What, according to the author, is a priceless possession of man?
(A) health
(B) wealth
(C) cleanliness
(D) character
Answer:
(D) character

Question 20.
One should be fair to one’s _________?
(A) teacher
(B) friend
(C) rival
(D) stranger
Answer:
(C) rival

Question 21.
One should stand up for what is good, pure, and ___________?
(A) night
(B) bright
(C) sight
(D) noble
Answer:
(D) noble

Question 22.
Is gambling a _____________ game?
(A) good
(B) healthy
(C) mean
(D) none of these
Answer:
(C) mean

Question 23.
Make provision for hard __________?
(A) days
(B) times
(C) years
(D) months
Answer:
(B) times

Question 24.
Fill your leisure hours with hobbies. good books and with ___________?
(A) reading good books
(B) making companionship.
(C) interesting hobbies
(D) all of these
Answer:
(D) all of these

Question 25.
You will be known by the _________ you keep?
(A) teacher
(B) companion
(C) company
(D) none of these
Answer:
(C) company

VOCABULARY
Do As Directed

1. Above all remember that your character is a priceless possession. The underlined expression means __________.
Answer:
Most importantly

2. Lord Percy suggests to beware of drink. The underlined expression means ___________.
Answer:
be careful

3. Success in life depends largely on good health. The underlined word means __________.
Answer:
mainly

4. Be temperate in all things. The underlined word means _________.
Answer:
self-control

5. Lord Percy advised being fair to our rivals. The underlined word means ___________.
Answer:
honest

6. Add -ing to ‘begin’__________.
Answer:
beginning

7. We should keep our reputation free from black spots. (Substitute a single word for the underlined part)
Answer:
untarnished

8. A man is judged by the friends he keeps. (Substitute a single word for the underlined word)
Answer:
company

9. You have to work hard in order to achieve the desired aim. (Substitute a single word for the underlined part)
Answer:
succeed

10. He was praised for his well-behaved manners. (Substitute a single word for the underlined part)
Answer:
courteous

11. Government thinks of the health and happiness of the people. (Substitute a single word for the underlined part)
Answer:
welfare

12. He is an associate of arts. Here the word ‘associate’ has been used as ___________.
Answer:
a noun

13. We should have _________ to our duties. (Fill in the blank with a word related to ‘loyal’)
Answer:
loyalty

14. It is _________ of you not to thank him. (Fill in the blank with a word opposite to ‘courteous’)
Answer:
discourteous

15. E. Percy suggests avoiding anything that will Sap our body. The underlined word means __________.
Answer:
gradually weakens

16. Be truthful in all things and considerate to everybody. The underlined word means __________.
Answer:
unselfish

17. Smoking in your youth stunts the body. The underlined word means __________.
Answer:
prevents growing properly

18. Smoking clouds the brain. The underlined word means ____________.
Answer:
make uncertain

19. If you are actively seeking success, you must work hard. A single word for the underlined portion will be ___________.
Answer:
ambitious

20. Make provision for hard times. The underlined expression means __________.
Answer:
preparation

21. Drink is the deadly enemy of health and efficiency. The underlined word means __________.
Answer:
proficiency

Subjective Questions With Answers
Answer the following question in about 50 words

Question 1.
What according to Lord Percy, should the students do to build their character?
Answer:
According to Lord Eustace Percy, the priceless possession of a person is his character. In order to build character, the students have to be truthful in all things, considerate Lo everybody and fair to their rivals, one should be kind and helpful to all who are weak and suffering. They shouldn’t be afraid to have the courage to stand for what is good, pure, and noble. Gambling in every form should be avoided.

Question 2.
How, according to Lord Eustace Percy, should students spend their leisure hours?
Answer:
The students should spend their leisure hours avoiding idling. They should not waste their leisure in idleness. They should fill their leisure hours with interesting hobbies, reading good books, with companionships and associations which exercise over them an influence for good. Above all they should. avoid keeping bad company because a man is known by the company he keeps.

Question 3.
What does Lord Eustace Percy advise students on choosing a profession?
Answer:
According to Lord Percy, students should choose their profession with the greatest care. They should avoid any profession that leads nowhere. A profession that is interesting and has a happy future should be chosen. They should aim at such a profession that would bring success in the future.

Question 4.
What does Lord Eustace Percy advise the students to do for keeping good health?
Answer:
According to Lord Eustace Percy, success in life depends largely on good health. He, therefore, advises the students to keep their bodies fit through cleanliness, fresh air, regular habits, and suitable recreation. He also tips them to play games and sports to make them fit and fine. Percy warns them to avoid smoking and drinking. Because smoking in one’s youth stunts the body and clouds the brain. Drinking is the deadly enemy of health and efficiency.

Question 5.
How can the students, according to Lord Eustace Percy, keep their character sound and strong? Or, What according to Lord Percy, should the students do to build their character?
Answer:
According to Lord Eustace Percy, the priceless possession of a person is his character. In order to build character, the students have to be truthful in all things, considerate to everybody, and fair to their rivals, one should be kind and helpful to all who are weak and suffering. They shouldn’t be afraid to have the courage to stand for what is good, pure, and noble. Gambling in every form should be avoided.

Question 6.
How, according to Lord Eustace Percy, one can achieve success in life?
Answer:
According to Lord Eustace Percy, it is not easy to achieve success in life. One can achieve success in life solely if he/she possesses a sound mind in a sound body, a good character, courteous manners, and loyalty to the duties of his / her nation and its high ideals.

Question 7.
What should we do to obtain and maintain success in life?
Answer:
According to Lord Percy, success in life largely depends on sound health and good character. In order to obtain and maintain success in life we should keep our body fit. Good health helps us to live happy life and achieve success in life. We should follow the habits like cleanliness, fresh air, and regular habits. We should possess good courteous manners and have loyalty to the duties of our nation and its high ideals.

Question 8.
How can we achieve real success in life?
Answer:
To be a real success in life it is necessary to develop certain qualities and to avoid certain others. One should develop some good qualities like sound health, good character, polite manners, punctuality, and dutifulness. One should avoid certain bad qualities such as gambling, smoking, and drinking. We should avoid anything that will sap our health. Smoking in our youth stunts the body and clouds the brain. Drinking and smoking are the deadly enemies of health and efficiency.

Question 9.
What are the harmful effects of smoking and drinking?
Answer:
Smoking is no doubt injurious to health. It stunts the body and clouds the brain. It is harmful to both our body and mind. Drinking is extremely harmful to health. It ruins health and reduces efficiency. So it is called the deadly enemy of health and efficiency.

Question 10.
What is the priceless possession of an individual?
Answer:
Character is the priceless possession of an individual. There is an old saying, “When money ¡s lost, nothing is lost: when health is lost something is lost, but when a character is lost, everything is lost.” So we have to protect and keep it free from any black spot.

Question 11.
Why ¡s character a priceless possession of a human being?
Answer:
Undoubtedly one can say that character is a priceless possession of each and every individual. Character makes one truthful in all things, considerate to everybody, kind, and helpful to suffering. It makes him courageous to support good, pure, and noble things. So it is a priceless possession of a human being.

Question 12.
What is Lord Percy’s advice to those who are forced to take a job?
Answer:
Lord Percy says that students should choose a trade with care. If they are forced to take a job, it lasts for a very short time. Instead, they should try to get another one as soon as possible. They should aim at a trade or profession which is interesting and will bring them a happy future. If they are in doubt about making the selection, they should not hesitate to ask advice from one of their teachers.

Question 13.
What is Lord Eustace Percy’s advice to the school leavers?
Answer:
Lord Eustace Percy, the former Education Minister of the U.K., sends his message to the outgoing students. He sends his best wishes for their future welfare. He speaks about their future life and advises them not to forget their school. They should not think that their education is finished after leaving school. He tells them to work hard and continue their learning to achieve success in life.

Question 14.
What is Lord Eustace Percy’s advice to the school leavers?
Answer:
Lord Eustace Percy, the former Education Minister of the United Kingdom, delivers his speech to the outgoing students of the school. He gives the students his best wishes for their future welfare. He speaks about their future life and advises them not to forget their school where they have spent many years. After leaving school, they should not think that their education is finished. He tells them to work hard and continue their learning to achieve greater success in life.

Question 15.
How can the students spend their leisure hours?
Answer:
The students should spend their leisure hours avoiding idling. They should not waste their leisure in idleness. They should fill their leisure hours with interesting hobbies, reading good books, with companionships and associations which exercise over them an influence for good. Above all, they should avoid keeping bad company because a man is known by the company he keeps.

School’s Goodbye Summary in English

Lead-In
Generally, children enjoy their school life. Particularly they enjoy their final year of schooling to a great extent. This is the final year for you in school. After the test examination, you will leave school forever. The familiar attachment with the school-mates and teachers will definitely come to an end and you will surely feel sorry for it. But your education will not end here. It will continue even if you leave school. Here the author advises how to prepare oneself to face the challenges in life after school life.

ଉପକ୍ରମ :
ସାଧାରଣତଃ ପିଲାମାନେ ସ୍କୁଲ ଜୀବନକୁ ଉପଭୋଗ କରନ୍ତି । ବିଶେଷକରି ସ୍କୁଲର ଶେଷ ବର୍ଷଟିକୁ ଖୁବ୍ ବେଶି ଉପଭୋଗ କରନ୍ତି । ସ୍କୁଲରେ ତୁମ ପାଇଁ ଏହା ହେଉଛି ଶେଷ ବର୍ଷ । ନିର୍ବାଚନୀ ପରୀକ୍ଷା ପରେ ତୁମେ ସବୁଦିନ ପାଇଁ ସ୍କୁଲ ପରିତ୍ୟାଗ କରିବ । ଶିକ୍ଷକ ଓ ସ୍କୁଲସାଥୀମାନଙ୍କ ସହିତ ଥ‌ିବା ପ୍ରିୟ ସମ୍ପର୍କର ପରିସମାପ୍ତି ଘଟିବ ଓ ତୁମେ ଏଥପାଇଁ ନିଶ୍ଚିତରୂପେ ଦୁଃଖ ଅନୁଭବ କରିବ । ହେଲେ ତୁମର ଶିକ୍ଷାର ପରିସମାପ୍ତି ଏଠାରେ ଘଟିବ ନାହିଁ । ତୁମେ ସ୍କୁଲ ପରିତ୍ୟାଗ କଲେ ମଧ୍ୟ ଏହା ଚାଲୁ ରହିବ । ଏଠାରେ ଲେଖକ, ସ୍କୁଲ ଜୀବନ ପରେ ଜୀବନରେ ଆସୁଥ‌ିବା ଅସୁବିଧାଗୁଡ଼ିକର ସମ୍ମୁଖୀନ ହେବାକୁ ଜଣେ ନିଜକୁ କିପରି ପ୍ରସ୍ତୁତ କରିବ ସେ ବିଷୟରେ ଉପଦେଶ ଦେଉଛନ୍ତି ।

Paragraphs wise Explanation:

Para:
You are now about to leave school and before you go we desire to send you our best wishes for your future welfare.

ଅନୁବାଦ:
ତୁମେମାନେ ଏବେ ପ୍ରାୟତଃ ବିଦ୍ୟାଳୟ ପରିତ୍ୟାଗ କରିବାକୁ ଯାଉଛ ଏବଂ ତୁମମାନଙ୍କ ଯିବା ପୂର୍ବରୁ ଆମେ ତୁମର ମଙ୍ଗଳମୟ ସୁଖୀ ଭବିଷ୍ୟତ ପାଇଁ ଶୁଭେଚ୍ଛା ଜଣାଇବାକୁ ଇଚ୍ଛା ପ୍ରକାଶ କରୁଛୁ ।

Para: Although you are parting from school in which you have spent so many years, we hope you will not forget it and think that your education is finished. In whatever trade or profession you desire to follow, you will soon find that, if you are ambitious to \ succeed in it, you must continue your education.

ଅନୁବାଦ : ଯଦିଓ ତୁମେମାନେ ଅନେକ ବର୍ଷ ଅତିବାହିତ କରିଥିବା ବିଦ୍ୟାଳୟରୁ ବିଦାୟ ନେଉଛ, ଆମେ ଆଶା କରୁଛୁ, ତୁମେମାନେ ଏହାକୁ ଭୁଲିବ ନାହିଁ ଓ ଶିକ୍ଷା ସମାପ୍ତ ହୋଇଛି ବୋଲି ଭାବିବ ନାହିଁ । ତୁମେ ଯେକୌଣସି ବେପାର ବା ବୃତ୍ତି ଅବଲମ୍ବନ କରିବାକୁ ଚାହୁଁଛ, ତୁମେ ତାହା ଯଥାଶୀଘ୍ର ପାଇଯିବ, ଯଦି ସେଥ‌ିରେ ସଫଳ ହେବାକୁ ଉଚ୍ଚାଭିଳାଷ ରଖୁ, ତେବେ ନିଶ୍ଚିତରୂପେ ତୁମକୁ ଶିକ୍ଷା ଚାଲୁ ରଖିବାକୁ ହେବ ।

Para: Success in life is not easily secured; it only comes to those who work hard and continue learning.

ଅନୁବାଦ : ଜୀବନରେ ସଫଳତା ସହଜରେ ମିଳେ ନାହିଁ; ଏହା କେବଳ ସେମାନଙ୍କ ପାଖକୁ ଆସେ ଯେଉଁମାନେ କଠିନ ପରିଶ୍ରମ କରନ୍ତି ଓ ଶିକ୍ଷାଗ୍ରହଣ ଚାଲୁ ରଖନ୍ତି ।

Para: Very soon you will require to choose a trade or profession. Choose with the greatest care and avoid as far as you can any occupation that leads nowhere. Aim rather at work that has in it the promise of an interesting and happy future and if at first you are forced to take a job that can only last for a short time, try to get one, as soon as possible, that is to your liking. If at any time you are in doubt as to the choice you should make, do not hesitate to ask advice from one of your teachers.

ଅନୁବାଦ : ଖୁବ୍ ଶୀଘ୍ର ତୁମକୁ କୌଣସି ଏକ ବେପାର କିମ୍ବା ବୃତ୍ତି ଚୟନ କରିବାର ଆବଶ୍ୟକତା ପଡ଼ିବ । ଏହାକୁ ଖୁବ୍ ସତର୍କତାର ସହିତ ଚୟନ କର ଏବଂ ସେଭଳି ବୃତ୍ତିକୁ ଯଥାସମ୍ଭବ ପରିହାର କର, ଯାହାକି ତୁମକୁ ଲକ୍ଷ୍ୟସ୍ଥଳରେ ପହଞ୍ଚାଇପାରିବ ନାହିଁ । ବରଂ ଏକ ଏଭଳି ବୃତ୍ତି ଉପରେ ଲକ୍ଷ୍ୟ ରଖ ଯେଉଁଥ‌ିରେ ଆନନ୍ଦମୟ ଓ ଉଜ୍ଜ୍ଵଳ ଭବିଷ୍ୟତର ସମ୍ଭାବନା ନିହିତ ଥ‌ିବ; ଏବଂ ଯଦି ତୁମେ ପ୍ରଥମେ କୌଣସି ଚାକିରି ଆପଣେଇବାକୁ ବାଧ୍ୟ ହୋଇଛି ଯାହାକି ଖୁବ୍ କମ୍ ଦିନ ରହିପାରିବ, ତେବେ ଯଥାଶୀଗ୍ର ତୁମ ପସନ୍ଦ ଅନୁସାରେ ଅନ୍ୟ ଏକ ବୃତ୍ତି ଗ୍ରହଣ କର । ବୃତ୍ତି ଚୟନ କରିବାରେ ଯଦି କୌଣସି ସମୟରେ ବୃତ୍ତି ଗ୍ରହଣ କ୍ଷେତ୍ରରେ ସନ୍ଦେହ ଉପୁଜେ, ତେବେ ଶିକ୍ଷକମାନଙ୍କୁ ଉପଦେଶ ନିମନ୍ତେ ପଚାରିବାକୁ କୁଣ୍ଠାବୋଧ କର ନାହିଁ ।

Para: Success in life depends largely on good health. Keep your body fit, and by cleanliness, fresh air, regular habits, and suitable recreations, make yourself strong to play the game, and to do it in every sense of the word. Avoid anything that will sap your health. Smoking in your youth stunts the body, and clouds the brain. Be temperate in all things, and beware of drink. It is the deadly enemy of health and efficiency.

ଅନୁବାଦ : ଜୀବନରେ ସଫଳତା ବହୁ ପରିମାଣରେ ଉତ୍ତମ ସ୍ବାସ୍ଥ୍ୟ ଉପରେ ନିର୍ଭର କରେ । ଶରୀରକୁ ସୁସ୍ଥ ରଖ ଏବଂ ପରିଷ୍କାର ପରିଚ୍ଛନ୍ନତା, ଶୁଦ୍ଧ ବାୟୁ, ନିୟମିତ ଅଭ୍ୟାସ ଓ ଉପଯୁକ୍ତ ଚିତ୍ତ ବିନୋଦନଦ୍ୱାରା ଖେଳ ଖେଳିବା ପାଇଁ ନିଜକୁ ବଳିଷ୍ଠ କର, ଏବଂ ଏଗୁଡ଼ିକୁ ସଠିକ୍‌ ଜ୍ଞାନ ଅନୁସାରେ କର । ଶରୀରକୁ ଦୁର୍ବଳ କରି ପକାଉଥବା ପ୍ରତ୍ୟେକ ଜିନିଷକୁ ପରିହାର କର । ଯୁବାବସ୍ଥାରେ ଧୂମପାନ ତୁମ ଶରୀର ବୃଦ୍ଧିରେ ବାଧା ସୃଷ୍ଟି କରିବ ଏବଂ ମସ୍ତିଷ୍କକୁ ଦ୍ବନ୍ଦ୍ବଗ୍ରସ୍ତ କରିଦେବ । ପ୍ରତ୍ୟେକ ବିଷୟରେ ସଂଯତ ରୁହ ଏବଂ ମଦ୍ୟପାନ ପ୍ରତି ସାବଧାନ ରୁହ । ଏହା ସ୍ବାସ୍ଥ୍ୟ ଓ ଦକ୍ଷତାର ଚରମ ଶତ୍ରୁ ଅଟେ ।

Para: Above all remember that your character is a priceless possession. Keep it therefore untarnished. Be truthful in all things, considerate to everybody, fair to your rival, kind and helpful to all who are weak and suffering, and do not be afraid to have the courage to stand up for what is good, pure, and noble. Avoid gambling in every form; it is a mean game trying to get something for nothing and at somebody’s cost.

ଅନୁବାଦ : ସର୍ବୋପରି ମନେରଖ ଯେ ତୁମମାନଙ୍କ ଚରିତ୍ର ହେଉଛି ଏକ ଅମୂଲ୍ୟ ସମ୍ପଦ । ଏଣୁ ଏହାକୁ କଳଙ୍କମୁକ୍ତ ରଖ । ସବୁ କ୍ଷେତ୍ରରେ ସତ୍ୟବାଦୀ ହୁଅ, ସମସ୍ତଙ୍କ ପ୍ରତି ବିଚାରଶୀଳ ହୁଅ, ପ୍ରତିଦ୍ବନ୍ଦୀଙ୍କ ପ୍ରତି ନିରପେକ୍ଷ ହୁଅ, ଦୁର୍ବଳ ଓ ଦୁଃସ୍ଥମାନଙ୍କ ପ୍ରତି ସାହାଯ୍ୟକାରୀ ହୁଅ, ଏବଂ ଯାହା ଉତ୍ତମ, ଶୁଦ୍ଧ ଓ ମହତ୍ତ୍ଵପୂର୍ଣ୍ଣ ତାହାର ପକ୍ଷ ସମର୍ଥନ କରିବାକୁ ଭୟ କର ନାହିଁ । ଯେକୌଣସି ପ୍ରକାର ଜୁଆଖେଳଠାରୁ ଦୂରେଇ ରୁହ, ବିନା ବିନିଯୋଗରେ ଅନ୍ୟର ମୂଲ୍ୟରେ କିଛି ଲାଭ କରିବାକୁ ଚେଷ୍ଟା କରାଯାଉଥିବାରୁ ଏହା ଏକ ନୀଚ ଖେଳ ଅଟେ ।

Para: Make provision for hard times. In your leisure hours, avoid mere idling. Fill such hours with interesting hobbies good books, companionships, and associations calculated to exercise over your influences for good. To a large extent, you will be known by the company you keep.

ଅନୁବାଦ : ଦୁଃସମୟ/ଦୁଦ୍ଦିନ ପାଇଁ ଭବିଷ୍ୟତ ଯୋଜନା କର । ତୁମମାନଙ୍କର ଅବସର ସମୟଗୁଡ଼ିକରେ ଆଳସ୍ୟ ପରିହାର କର । ଆନନ୍ଦଦାୟକ ଅଭ୍ୟାସ, ଉତ୍ତମ ପୁସ୍ତକ ଏବଂ ସାଙ୍ଗସାଥୀ ମେଳରେ ସେହି ସମୟଗୁଡ଼ିକୁ ଉପଯୋଗ କର ଏବଂ ସ୍ଥିରୀକୃତ କାର୍ଯ୍ୟକଳାପ ସହ ଜଡ଼ିତ ରହିଲେ ତୁମ ଉପରେ ସୁପ୍ରଭାବ ପଡ଼ିବ । ବହୁମାତ୍ରାରେ ତୁମେ ରଖୁଥ‌ିବା ବନ୍ଧୁବର୍ଗଙ୍କଦ୍ବାରା ତୁମେ ପରିଚିତ ହେବ ।

Para: With a sound mind in a sound body, a good character, courteous manners, and loyalty to the duties of your nation and its high ideals, you will, by God’s grace, be a credit to your family, a good citizen, and in your whole life, a real success.

ଅନୁବାଦ : ସୁସ୍ଥ ଶରୀରରେ ସୁସ୍ଥ ମନ, ଉତ୍ତମ ଚରିତ୍ର, ଭଦ୍ର ବ୍ୟବହାର ଏବଂ ତୁମମାନଙ୍କ ଦେଶ ପାଇ ଥ‌ିବା କର୍ତ୍ତବ୍ୟ ଓ ଏହାର ଉଚ୍ଚାଦର୍ଶ ପ୍ରତି ଆନୁଗତ୍ୟ ରହିଲେ ଈଶ୍ଵରଙ୍କ କୃପାରୁ ତୁମେମାନେ ତୁମମାନଙ୍କ ପରିବାର ପାଇଁ ଗର୍ବ ଓ ଗୌରବ ତଥା ଜଣେ ସୁନାଗରିକ ହୋଇପାରିବ ଏବଂ ତୁମମାନଙ୍କ ସାରା ଜୀବନ ବାସ୍ତବ ସଫଳତାରେ ପର୍ଯ୍ୟବସିତ ହେବ ।

C. About The Author
The essayist Lord Eustace Percy was a former Minister of Education in Britain. The essay ‘School’s Goodbye’ is a message conferred by him to the school children on the eve of their departure from school. In this message, he tells students how to become good human beings and citizens in the future.

Word Meaning / Glossary:
are about to leave – are going to leave ( ଛାଡ଼ିବା ଉପରେ)
welfare (N) – the health and happiness of people (ଉତ୍ତର ସ୍ୱାସ୍ଥ୍ୟ ଓ ସୁଖ) Government should make provisions for the welfare of the children.
apart from(V) – to leave someone (ପରିତ୍ୟାଗ କରିବା ) A child never wants to part from its mother.
although – though he is poor, he is happy.
are parting from – leaving (ଛାଡ଼ି ଚାଲିଯାଉଛି )
ambitious – actively seeking success, wealth status, etc. (ଉଚ୍ଚାଭିଳାଷୀ ) She is an ambitious lady.
profession (N) – skilled job, a paid occupation (ବୃତ୍ତି)You should choose your profession very carefully.
priceless – too valuable (ଅମୂଲ୍ୟ)
succeed (V) – to achieve the desired aim (ଲକ୍ଷ୍ୟ ହାସଲ କରିବା| ସଫଳତା ଲାଭ କରିବା) You can’t succeed unless you work hard.
education (N) – a process of educating or being educated
secure (V) – to obtain something (ହାସଲ କରିବା/ଲାଭ କରିବା) Success can be secured by hard work.
as far as – to the extent that (ସେହି ପରିମାଣରେ) You should write the simple language as far as practicable.
occupation (N) – profession (ବୃତ୍ତି)
hesitate(V) – reluctant to do something (ଦ୍ୱିଧା କର କରିବା)A student shouldn’t hesitate to seek advice of his elders.
astà(formal) – about, concerning He is very uncertain as to the profession he has to take after schooling.
in doubt(N) – having confusion (ସନ୍ଦେହରେ |)
largely – considerably (ମୋଟାମୋଟି ଭାବେ)
choose – select (ବାଛିବା) He chose a green dress.
idling – wasting time (ସମୟ ନଷ୍ଟ କରିବା)
associations – institutions (ଅନୁଷ୍ଠାନ)
character – all the qualities that one has There is another side to his character.
success (N) – the accomplishment of an aim or purpose
cleanliness (N) – keeping oneself clean (ପରିଚ୍ଛନ୍ନତା) Cleanliness is the habit of keeping clean.
recreation (N) – a hobby, amusement, game or pastime (ଆମୋଦ ପ୍ରମୋଦ, ଚିତ୍ତ ବିନୋଦନ )
saps (V) – gradually weakens ( ଧୀରେ ଧୀରେ ଦୁର୍ବଳ କରିଦେବା) My long illness sapped my strength.
stunt (V) – to prevent something or somebody from growing properly (ଅଭିବୃଦ୍ଧିରେ ବାଧା ସୃଷ୍ଟି କରିବା ) Lack of the right food may stunt growth.
avoid (V) – shake off( ଦୂରେଇ ରୁହ )
cloud (V) – to make uncertain or confused Age clouded his memory.
beware of – be careful (ସାବଧାନ ରହିବା) Beware of the dogs.
temperate (Adj) – showing self-restraint
above all – most importantly And above all (ଗୁରୁତର ସର୍ବୋପରି ) remember to send us your comments.
untarnished (N) – free from any black spots Try to keep your reputation untarnished.
considerate (V) – unselfish, giving thought to the happiness and comfort of others. (ବିଚାର ଶୀଳ, ନିଃସ୍ୱାର୍ଥପର ) Our headmaster is not only judicious but also considerate.
rival – competitor ( ପ୍ରତିଦ୍ବହୀ )
stand up for (V) – to defend
provision (N) – arrangement for future requirements
leisure (N) – free time (ଅବସର ସମୟ)
companionship (N) – friendship ( ସାହଚର୍ଯ୍ୟ )
company(N) – friend
loyalty (N) – the quality of being loyal
courteous (Adj) – polite and well-mannered
credit (N) – honor
high ideals (NP) – lofty ideals ( ଉଚ୍ଚ ଆଦଶ ଗୁଣାବଳୀ)
influence (V) – impact My mother has been a great influence on inc.
by God’s grace – by the mercy of God ( ଈଶ୍ୱରଙ୍କ କରୁଣା ବଳରେ)
priceless – too valuable to have a price (ଅମୂଲ୍ୟ)
education – teaching people various subjects

BSE Odisha 10th Class English Detailed Text

• Chapter 1 All Things Bright and Beautiful
• Chapter 2 A letter to God
• Chapter 3 The Solitary Reaper
• Chapter 4 At the High School
• Chapter 5 Village Song
• Chapter 6 Festivals of North-East India
• Chapter 7 The Flower-School
• Chapter 8 Air Pollution: A Hidden Menace
• Chapter 9 From the Formalin Jar
• Chapter 10 School’s Goodbye

Odisha State Board BSE Odisha 10th Class English Solutions Chapter 6 Festivals of North-East India Textbook Exercise Questions and Answers.

BSE Odisha Class 10 English Solutions Chapter 6 Festivals of North-East India

BSE Odisha 10th Class English Festivals of North-East India Text Book Questions and Answers

D. Let’s Understand The Text:

Question 1.
What is North-East India?
( ଉତ୍ତର-ପୂର୍ବ ଭାରତ କ ଣ?)
Answer.
North-East India is a collective name for the easternmost parts of India.

Question 2.
Which states form North-East India?
( କେଉଁସବୁ ରାଜ୍ୟ ଉତ୍ତର-ପୂର୍ବ ଭାରତକୁ ଗଠନ କରିଛି ?)
Answer:
The states like Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Sikkim, Tripura, and Nagaland are from North-East India.

Question 3.
Which states are called the “Land of Seven Sisters”?
(କେଉଁସବୁ ରାଜ୍ୟକୁ ‘‘ସାତ ଭଉଣୀ ଭୂମି’’ କୁହାଯାଏ ?)
Answer:
The contiguous seven states- Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Nagaland, and Tripura are called the Land of Seven Sisters.

Question 4.
Why are they called so?
(ସେମାନଙ୍କୁ (ସେସବୁ ରାଜ୍ୟକୁ) ଏଭଳି କୁହାଯାଏ କାହିଁକି ?)
Answer:
They are called so because of their interdependence on each other.

Question 5.
Why is Sikkim not included among the “Seven Sisters”?
(16 21 1862 ସକିମ୍ ରାଜ୍ୟ କାହିଁକି ସାମିଲ ହୋଇନାହିଁ ?)
Answer:
Sikkim is. not included among the “Seven Sisters” as it is geographically not a contiguous part of the northeast region. It is separated from the northeast by the Siliguri corridor.

Question 6.
What role does it play?
(ଏହା (ସିକିମ୍) କେଉଁ ଭୂମିକା ଗ୍ରହଣ କରିଛି ?)
Answer:
It plays the role of being a little brother to these amazing seven sisters.

Question 7.
What is culture?
Answer:
Culture is the appreciation, and understanding of literature (die), art, and music, besides the customs and civilization of a particular group of people.

Question 8.
People here celebrate their festivals with ____________ and ____________?
(ଏଠାର ଏହି ______ଓ______ ରେ ପାଳନ କରିଥା’ନ୍ତି ।)
Answer:
People here celebrate their festivals with great enthusiasm and joy.

Question 9.
Many of their festivals are based on _____________?
(ସେମାନଙ୍କର ଅଧିକାଂଶ ପର୍ବ ଉପରେ ଆଧାରିତ ।).
Answer:
Many of their festivals are based on agriculture.

Question 10.
What are the two important parts of celebrating their festivals?
(6NIAGA ପର୍ବପର୍ବାଣି ପାଳନ କରିବାର ଦୁଇଟି ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଅଂଶ କ’ଣ ?)
Ans.
Traditional music and dance are two important parts of celebrating their festivals.

Question 11.
What is the most important festival of Assam?
Answer:
Bihu is the most important festival in Assam.

Question 12.
Bihu festivals are of three kinds. What are they?
Answer:
Bihu festivals are of three kinds. They are Rongali Bihu, Kongali Bihu and Bhogali Bihu.

Question 13.
Rongali Bihu is also known as __________?
Answer:
Rongali Bihu is also known as Bohag Bihu.

Question 14.
Kongali Bihu is also called __________?
Answer:
Kongali Bihu is also called Karti Bihu.

Question 15.
Do people also name Magh Bihu as __________?
Answer:
People also name Magh Bihu as Bhogali Bihu

Question 16.
When is Rongali Bihu celebrated?
Answer:
Rongali Bihu is celebrated in mid-April with the onset of spring and the beginning of the sowing season.

Question 17.
What does Bohag Bihu celebrate?
Answer:
Bohag Bihu celebrates the start of a New Year in Assam.

Question 18.
When is Kaati Bihu celebrated?
Answer:
Kongali or Kaati Bihu is celebrated in mid-October when the fields are lush
but the barns are empty.

Question 19.
What do people do during Kongali Bihu?
Answer:
During Kongali Bihu, people light lamps and pray to God for a thriving (growing) harvest season and to guide souls to heaven.

Question 20.
When is Magh Bihu celebrated?
Answer:
Magh Bihu is celebrated in Mid-January

Question 21.
Bhogali Bihu marks _______?
Answer:
Bhogali Bihu marks the end of the harvest season.

Question 22.
Which festival is a thanksgiving for a rich harvest?
Answer:
Bhogali Bihu or Magh Bihu is a thanksgiving for a rich harvest.

Question 23.
Bihu celebration is incomplete without _______ and _______?
Answer:
Bihu celebration is incomplete without melodious folk songs and traditional dance.

Question 24.
Which musical instruments are played during the Bihu dance?
Answer:
During Bihu dance musical instruments like cymbals, bamboo clappers, dhol, and the people are played.

Question 25.
Where is Arunachal Pradesh?
Answer:
Arunachal Pradesh lies (21990) farther north in the mountain region of the Himalayas.

Question 26.
Name three festivals that Arunachal Pradesh celebrates.
Answer:
The three festivals that the people of Arunachal Pradesh celebrate are Losar, Mopin and Ziro.

Question 27.
Which is the new-year festival of Arunachal Pradesh?
Answer:
‘Losar’ is the new-year festival of Arunachal Pradesh.

Question 28.
What do people do on this occasion?
Answer:
On this occasion, people clean their homes and discard the old to bring in the New Year.

Question 29.
Which festival is the harvest festival here?
Answer:
Here (in Arunachal Pradesh) the harvest festival is ‘Mopin’.

Question 30.
What do people pray for during Mopin?
Answer:
During Mopin people worship goddess Mopin and pray to drive away evil spirits and to get prosperity and wealth.

Question 31.
Popir dance is performed on the occasion of _______?
Answer:
Popir dance is performed on the occasion of Mopin.

Question 32.
Ziro festival is an indoor/outdoor festival. (Tick the correct word.)
Answer:
Ziro festival is an outdoor festival.

Question 33.
Which festival in Manipur establishes a family bond?
Answer:
Ningol Chakouba festival in Manipur establishes a family bond.

Question 34.
How are the married daughters and their children treated during Ningol Chakouba?
Answer:
During Ningol Chakouba the married daughters and their children are given a sumptuous feast and gifts.

Question 35.
Which festival celebrates the new year in Manipur? When?
Answer:
The festival Cheiraoba celebrates the new year in Manipur. This festival is celebrated in April.

Question 36.
What do the people of Manipur do during the celebration of Cheiraoba?
Answer:
During the celebration of Cheiraoba the people of Manipur clean and decorate their houses and prepare special festive dishes.

Question 37.
Chapchar Kut is popular in Mizoram as ______?
(A) the Spring festival
(C) the Autumn festival
(B) the Winter festival
(D) the Summer festival
Answer:
(A) the Spring festival

Question 38.
How do the people of Mizoram celebrate Chapchar Kut?
Answer:
The people of Mizoram celebrate the festival Chapchar Kut by wearing traditional dresses and headgear and performing folk dances and singing traditional songs.

Question 39.
Wangala is also known as ______?
Answer:
Wangala is also known as the Hundred-drum Festival.

Question 40.
Where is Wangala celebrated?
Answer:
Wangala is celebrated in the villages of Meghalaya.

Question 41.
Wangala is a harvest festival. What does it mark?
Answer:
Wangala is a harvest festival. It marks the end of hard work which naturally brings a good harvest.

Question 42.
Describe the dance performed during Wangala.
Answer:
The dance performed during Wangala has features like the beating of drums, blowing horns, and traditional dancing. This dance has two parallel lines- one of the men and the other of women and the lines move forward together in a rhythmic manner while the men beat the drums.

Question 43.
How do the people of Tripura celebrate Karachi Puja? When? Where?
Answer:
The people of Tripura celebrate Karachi Puja by performing the animal sacrifice and worshipping fourteen gods as instructed by Lord Shiva in July in old Agartala or Puran Haveli.

Question 44.
Why do people throng Tripura during the festival?
Answer:
During the festival, people throng Tripura to enjoy cultural programs and fairs.

Question 45.
What do the dances during festivals in Tripura showcase?
Answer:
The dances during festivals in Tripura showcase (display) the hunting, food-gathering, and various other activities.

Question 46.
Name two Naga festivals?
Answer:
The two Naga festivals are ‘Moastu’ and ‘Hornbill’.

Question 47.
Describe the Naga dance during the celebration of Moastu?
Answer:
During the celebration of Moastu the villagers of Nagaland dance to the traditional music, dressed in colorful clothes and headgear decorated with feathers and wild boar tusks.

Question 48.
Which Naga festival is famous in India? What for?
Ans.
The Naga festival ‘Hornbill’ is famous in India because it is a 10-day long cultural dance and sporting event which displays the cultural heritage of 16 tribes living in Nagaland.

Question 49.
Which bird is most admired in Nagaland?
Answer:
The ‘Hornbill’ is a most admired bird in Nagaland.

Question 50.
Which Naga festival is named after the bird?
Answer:
The Naga festival ‘HombilT is named after the bird.

Question 51.
What does the event showcase?
Answer:
The event showcases the cultural heritage of 16 tribes living in Nagaland.

Question 52.
Describe the dance by men during the Hornbill festival?
Answer:
During the Hornbill festival, men clothed in full warrior costumes show off their hunting and warring skills.

Question 53.
What helps Nagaland protect and continue its history?
Answer:
Celebration of different festivals helps Nagaland protect and continue its history.

Question 54.
Name four Sikkimese festivals?
Answer:
The four Sikkimese festivals are Saga Dawa, Losoong, Losar, and Tihaar.

Question 55.
Match the festivals under A with their occasions under B.

A	B
a. Losar	festival of light
b. Saga Dawa	harvest festival
c. Tihaar	New Year festival
d. Losing	Buddhist festival

Answer:

A	B
a. Losar	New Year festival
b. Saga Dawa	Dawa Buddhist festival
c. Tihaar	festival of light
d. Losing	harvest festival

Question 56.
What do people do while celebrating Saga Dawa?
Answer:
While celebrating Saga Dawa, the people of Sikkim visit the monasteries, and offer prayers, water, incense sticks, and butter lamps.

Question 57.
How do the Sikkimese celebrate their harvest festival?
Answer:
During their harvest festival Losoong, the people of Sikkim, particularly the locals perform the Chaam dance, wearing brightly colored masks, and playing fascinating musical instruments. Archery contest is also held along with feasting and other celebrations.

Question 58.
When is the Tibetan New Year celebrated?
Answer:
The Tibetan New Year is celebrated in the month of February.

E. Let’s Read Between Beyond / Lines :

1. Many different things make up a society’s culture. These things include:
( ଜିନିଷ ଏକ ସମାଜର ସଂସ୍କୃତି ଗଠନ କରିଥାଏ । ଏଗୁଡ଼ିକ ଅନ୍ତର୍ଭୁକ୍ତ କରିଥାଏ )
food arts language ideas
clothing     music         literature           beliefs
tools          dance         customs            religion
_____           ______         ______                _______

Can you add any more to this list? Write in the blank spaces. ( ତୁମେ କୌଣସି ଅବ୍ଲକ ଉପାଦାନ ଯୋଗ କରିପାରିବ କି ? ଶୂନ୍ୟସ୍ଥାନରେ ଲେଖ ।)
Answer:
tradition worship games or sports trade
(ପରମ୍ପରା ) (ଉପାସନା ବା ପୂଜା) (ଖେଳ ବା କ୍ରୀଡ଼ା)

2. What is oral history? Why is it important?
(ମୌଖୁ ଇତିହାସ କ’ଣ ? ଏହା କାହିଁକି ଗୁରୁତ୍ବପୂର୍ଣ୍ଣ ?)
Answer:
Oral history is the narration of historical events by mouth. It is important since word of mouth existed much earlier before the beginning of written history.

3. Folk songs and traditional dances of Assam have been handed down through many generations. Who passes down these songs and dances? To whom? Why?
(ଆସାମର ଲୋକ ସଙ୍ଗୀତ ଓ ପାରମ୍ପରିକ ନୃତ୍ୟ ଅନେକ ପିଢ଼ିକୁ (ପିଢ଼ି ପରେ ପିଢ଼ିକୁ) ହସ୍ତାନ୍ତର ହୋଇଛି । କେଉଁମାନେ ଏହି ଗୀତ ଓ ନୃତ୍ୟସମୂହକୁ ହସ୍ତାନ୍ତର କରନ୍ତି ? କେଉଁମାନଙ୍କୁ ? କାହିଁକି ?)
Answer:
The people of Assam are proud of having been blessed with lush greenery and the mighty river Brahmaputra. ‘Bihus’ are among the major festivals of Assam. This dance and song culture of Assam comprises Rongali Bihu, Kongali Bihu, and Bhogali Bihu. Melodious folk songs and traditional dance add to the flavor of joy and jubilation of these dances. The songs of these festivals have been handed down by the people of Assam to the next generation to uphold them to glorify their proud culture of songs and dance.

4. The festivals of northeast India are based on two significant backgrounds. What are they? (Paragraphs – 1 and 14)
(ଉତ୍ତର-ପୂର୍ବ ଭାରତର ପର୍ବଗୁଡ଼ିକ ଦୁଇ ଗୁରୁତ୍ବପୂର୍ଣ ପୃଷ୍ଠଭୂମି ଉପରେ ଆଧାରିତ । ସେଗୁଡ଼ିକ କ’ଣ ?) (ଅନୁଚ୍ଛେଦ – ୧ ଓ ୧୪)
Answer:
The festivals of northeast India are based on two significant backgrounds. All the eight states of this hilly region of India whose lives thrive (live) on melodious songs, music, and dance represent both geographic and administrative backgrounds. Besides they showcase the cultural heritage of the communities.

5. The people of northeastern India live in the lap of nature. Simplicity is the most beautiful ornamentation on them. They are fatalists. They believe there is some force that controls events and guides them- call it God, destiny, or fate. So they worship, pray and thank Him for the life they live. Which sentence states their religious beliefs? (Paragraph-14)

(ଉତ୍ତର-ପୂର୍ବ ଭାରତର ଅଧ‌ିବାସୀମାନେ ପ୍ରକୃତି କୋଳରେ ବାସ କରନ୍ତି । ସରଳତା ହେଉଛି ସେମାନଙ୍କର ସବୁଠାରୁ ସୁନ୍ଦର ଅଳଙ୍କାର ପରିପାଟୀ । ସେମାନେ ଭାଗ୍ୟବାଦୀ । ସେମାନଙ୍କର ବିଶ୍ଵାସ ଯେ ପ୍ରକୃତିରେ ଏଭଳି କିଛି ଶକ୍ତି ରହିଛି ଯାହା ଘଟଣାବଳୀକୁ ନିୟନ୍ତ୍ରିତ କରୁଛି ଓ ସେମାନଙ୍କୁ ସୁପରିଚାଳିତ କରୁଛି – ସେମାନେ ଏହାକୁ ଈଶ୍ଵର, ଦୈବ ବା ଭାଗ୍ୟ ବୋଲି କହନ୍ତି । ତେଣୁ ସେମାନେ ବଞ୍ଚୁଥ‌ିବା ଜୀବନ ପାଇଁ ତାଙ୍କୁ ଉପାସନା କରନ୍ତି, ପ୍ରାର୍ଥନା କରନ୍ତି ଏବଂ ଧନ୍ୟବାଦ ଅର୍ପଣ କରନ୍ତି । କେଉଁ ବାକ୍ୟଟି ସେମାନଙ୍କ ଧାର୍ମିକ ବିଶ୍ବାସକୁ ଉଲ୍ଲେଖ କରିଛି ।) (ଅନୁଚ୍ଛେଦ-୧୪)

Answer:
The sentence “Most of them (these festivals) have a religious importance or significance, as the people offer thanks to the Gods for a good harvest or prosperity, or ask for protection against calamities” states the religious beliefs of the people of Northeastern India. N.B. The sentence that states the religious beliefs of the people of north-eastern India lies in Paragraph- 16, not in Paragraph- 14.)

6. Besides rooting religious beliefs, the festivals help in many other ways. What are they? (Paragraph-16)
(ମୂଳ ଧର୍ମୀୟ ବିଶ୍ଵାସ ବ୍ୟତୀତ ପର୍ବପର୍ବାଣି ଅନେକ କ୍ଷେତ୍ରରେ ସାହାଯ୍ୟ କରିଥାଏ । ସେଗୁଡ଼ିକ କ’ଣ ?)
Answer:
Besides rooting religious beliefs, the festivals help encourage cultural and artistic activities and bring out the natural talents of the people.

F. Lets Sump Up

The text you read is built up of many ideas. Each idea is described in just one or more than one paragraphs. Match the ideas under ‘A’ with their paragraph number(s) under ‘B\ Write a serial number of each idea in the box against paragraph number(s).
ବା ପ୍ରସଙ୍ଗ ଏକ ବା ଏକାଧିକ ଅନୁଚ୍ଛେଦରେ ବର୍ଣ୍ଣିତ ହୋଇଛି । ପ୍ରତ୍ୟେକ ଧାରଣା | ସମୂହର କ୍ରମିକ ସଂଖ୍ୟାକୁ ଅନୁଚ୍ଛେଦ କ୍ରମସଂଖ୍ୟା ପାର୍ଶ୍ଵରେ ଥିବା ବାକ୍ସ ମଧ୍ଯରେ ଲେଖ

A		B
1. North East India	[ ]	15
2. Festivals of Arunachal Pradesh	[ ]	8
3. Assamese festivals	[ ]	10. 11
4. Festivals of Manipur	[ ]	12, 13, 14
5. Festivals of Meghalaya	[ ]	1, 2
6. Festivals of Mizoram	[ ]	3, 4
7. Festivals of Nagaland	[ ]	5, 6
8. Sikkimese festivals	[ ]	9
9. Festivals of Tripura	[ ]	7

Answer:

A		B
1. North East India	[8]	15
2. Festivals of Arunachal Pradesh	[6]	8
3. Assamese festivals	[9]	10,11
4. Festivals of Manipur	[7]	12,13,14
5. Festivals of Meghalaya	[1]	1,2
6. Festivals of Mizoram	[3]	3,4
7. Festivals of Nagaland	[2]	5,6
8. Sikkimese festivals	[5]	9
9. Festivals of Tripura	[4]	7

G. Let’s Learn Words :

(a) Word Search
While reading a text, we come across some new words or words we are not familiar with. The meaning of such words is available somewhere around the text. Puzzle out the meanings of the words listed in the table below. Use the clues or hints- other words (synonyms, antonyms, examples, expressions, etc.) given in the context to help you understand. Numbers in brackets under column 1 indicate paragraph numbers. Numbers under column 2 show the number of paragraphs where you can get the hints/facts / clues / other words, such as synonyms, antonyms, examples, expressions, etc. Copy and complete the table.
(ଏକ ପାଠ୍ୟବିଷୟ ପଢ଼ିବା ସମୟରେ ଆମେ କେତେକ ପରିଚିତ ନ ଥୁବା ନୂଆ ଶବ୍ଦ ଦେଖିବାକୁ ପାଇଥାଉ । ଏଭଳି ଶବ୍ଦର ଅର୍ଥ ପାଠ୍ୟବିଷୟର ଅନ୍ୟ ସ୍ଥାନରେ ଉପଲବ୍ଧ ହୋଇଥାଏ ।
ନିମ୍ନସ୍ଥ ସାରଣୀରେ ତାଲିକାଭୁକ୍ତ ଶବ୍ଦଗୁଡ଼ିକର ଅର୍ଥ ବାହାର କର । ଏ କ୍ଷେତ୍ରରେ ତୁମକୁ ଦିଆଯାଇଥ‌ିବା ସୂଚନା – ଅନ୍ୟ ଶବ୍ଦସମୂହ (ପ୍ରତିଶବ୍ଦ, ବିପରୀତ ଶବ୍ଦ, ଉଦାହରଣ, ଭକ୍ତିସମୂହ) ବୁଝିବାରେ ସହାୟକ ହେବ । ସ୍ତମ୍ଭ ୧ରେ ବନ୍ଧନୀଭୁକ୍ତ ସଂଖ୍ୟା ଅନୁଚ୍ଛେଦର କ୍ରମସଂଖ୍ୟାକୁ ସୂଚିତ କରୁଛି । ସ୍ତମ୍ଭ ୨ରେ ପ୍ରଦତ୍ତ ସଂଖ୍ୟା ଅନୁଚ୍ଛେଦର କ୍ରମ ସଂଖ୍ୟାକୁ ସୂଚିତ କରୁଛି ଯେଉଁଠାରେ ତୁମେ ସୂଚନା | ତଥ୍ୟ | ପ୍ରତିଶବ୍ଦ, ବିପରୀତ ଶବ୍ଦ, ଉଦାହରଣ, ଭକ୍ତିସମୂହ ସମ୍ବଳିତ ଅନ୍ୟାନ୍ୟ ଶବ୍ଦକୁ)

Words (para no)	Words/clues that helped me. (para no)	What I think the word means.	What the dictionary says.	Put a tick if your meaning is correct, and a X if you are not.
diverse(2)	2
thriving (3, 15)	15
onset(3)	3
prominent(3)	6,8,913
symbolize(3)	11
attire(4)	8,13
get in(4)	8,13
instrument(4)	4
clad(5)	13
costume(9)	8,13
atmosphere(4)	8
hand down(4)	12
showcase(14)	14
significance(16)	16
extensive(15)	8

Answer:

Words (para no.)	Words/clues that helped me. (para no)	What I think the word means.	What the dictionary says.	Put a tick if your meaning is correct, and a x if you are not.
diverse (2)	2	different	different, various	✓
thriving (3, 15)	15	lively	growing	✓
onset(3)	3	start	beginning	✓
prominent (3)	6,8,9,13	most important, major, main	significant, chief, main	✓
symbolize (3)	11	represent	denote, indicate	✓
attire (4)	8,13	headgear	dresses, clothes	x
get in (4)	8,13	enter	wearing	x
instrument (4)	4	tools	tools	✓
clad (5)	13	dressed	dressed or clothed	✓
costume (9)	8,13	principle	dresses or clothes	x
atmosphere (4)	8	air	air	✓
hand down (4)	12	pass down	pass down	✓
showcase (14)	14	rack of books	show off	x
significance (16)	16	importance	importance	✓
extensive (15)	8	mostly	in large amount	✓

(b) Word Use
Read the following sentences and notice the words in italics.
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ ଓ ଛଟା ଅକ୍ଷରରେ ଲିଖ୍ ଶବ୍ଦକୁ ଲକ୍ଷ୍ୟ କର ।)
Hardly a month passes in the seven states wihout a festival or two.
(ଗୋଟିଏ ବା ଦୁଇଟି ପର୍ବ ପାଳନ ବିନା ସାତ ରାଜ୍ୟରେ ଗୋଟିଏ ମାସ ବି ଯାଏନି ।)
The sentence means:
There is a festival or two in the seven states almost every month.
(ଏହାର ଅର୍ଥ ହେଉଛି : ପ୍ରାୟ ପ୍ରତ୍ୟେକ ମାସରେ ସାତ ରାଜ୍ୟରେ ଗୋଟିଏ ବା ଦୁଇଟି ପର୍ବ ପାଳିତ ହୁଏ ।

Notice (ଲକ୍ଷ୍ୟ କର) :
Hardly is an adverb which is used to mean almost no(t) (gla ନାହିଁ | ନୁହେଁ), almost none (ପ୍ରାୟ କେହି ନାହାନ୍ତି).
This adverb of negation (ନାସ୍ତିସୂଚକ କ୍ରିୟା ବିଶେଷଣ) usually goes with any, ever, at all, or the modals can or could.
(ମୁଖ୍ୟତଃ any, ever, at all ବା modal ( ସାହାଯ୍ୟକାରୀ କ୍ରିୟା) can ବା could ସହିତ adverb ‘hardly’ ବ୍ୟବହୃତ ହୋଇଥାଏ ।)

Examples :
There is hardly any tea at home. (any = adjective)
(ଘରେ ପ୍ରାୟ ଚାହା ନାହିଁ ।)
She hardly ever goes to the pictures. (ever = adverb)
(ସେ ପ୍ରାୟ ଚଳଚ୍ଚିତ୍ର ଦେଖ୍ ଯାଏ ନାହିଁ ବା କ୍ଵଚିତ୍‌ ଯାଏ ।)
How often does it rain in deserts ?
(ମରୂଭୂମିରେ କେତେ ଥର ବର୍ଷା ହୁଏ ? )
Answer:It hardly rains in deserts. (rains = verb)
(ମରୁଭୂମିରେ କ୍ଵଚିତ୍ (ଖୁବ୍ କମ୍ ଥର) ବର୍ଷା ହୁଏ ।
I can hardly walk such a long distance. (can walk = verbs)
(ମୁଁ ଏତେ ଦୀର୍ଘ ଦୂରତାକୁ କ୍ଵଚିତ୍ ଚାଲି ଚାଲି ଯାଇପାରିବି ।)
Here the sentence means –
I can walk such a long distance with lots of difficulties.
(ମୁଁ ଖୁବ୍‌ କଷ୍ଟରେ ଏତେ ଦୀର୍ଘ ପଥକୁ ଚାଲି ଯାଇପାରିବି ।)

Wrong (Incorrect)	Right (correct)
hardly no / not	hardly any
hardly nothing	hardly anything
hardly nobody	hardly anybody

Rewrite the sentences using hardly, barely, or scarcely in them.
(ବାକ୍ୟଗୁଡ଼ିକରେ ‘hardly’, ‘barely’ ବା ‘searcely’ ବ୍ୟବହାର କରି ପୁନର୍ବାର ଲେଖ ।)

(i) I saw almost none in the darkness.
(ii) The team could not score any goal.
(iii) The beggar has nothing to eat.
(iv) Many cities do very little to check air pollution.
(v) I know her very slightly.
(vi) Working children have almost no chance to enjoy themselves.
(vii) There was almost no sugar in the jar.
(viii) Samita cannot wait for her birthday.
Answer:
(i) I saw hardly anyone in the darkness.
(ii) The team scored barely/hardly any goal.
Or, The team could hardly score any goal.
(iii) The beggar has hardly anything to eat.
(iv) Many cities hardly do little to check air pollution.
(v) Scarcely/Hardly do I know her.
Or, I hardly know her.
(vi) Working children have scarcely / hardly/barely any chance to enjoy.
(vii) There was hardly any sugar in the jar.
(viii) Samita can hardly wait for her birthday.
Or, Scarcely can Samita wait for her birthday

Remember:
Hardly / Scarcely + auxiliary verbs + subject + main verb
when + sub +_______
Example :
Hardly/Scarcely did (auxiliary verb) the peon (subject) ring (main verb) the bell when we (subject) ran into our classroom.
(ପିଅନ୍ ବେଲ୍‌ ବଜାଇବାମାତ୍ରେ ଆମ୍ଭେମାନେ ଆମ୍ଭ ଶ୍ରେଣୀକକ୍ଷକୁ ଦୌଡ଼ିଗଲୁ ।)

(c) Homophones:
Homophones are the words which have similar sounds but different spellings and meanings.
(ଦୁଇଟି ଶବ୍ଦର ଭିନ୍ନ ବନାନ ବା ଅର୍ଥ ପାଇଁ ସମାନ ଉଚ୍ଚାରଣ ଥିଲେ ସେହି ଶବ୍ଦବିଶେଷର ଉଚ୍ଚାରଣକୁ homophones କୁହାଯାଏ ।)
Remember :
homo – same or equal
phone – sound
(Words having the same or equal sound)
Example :
knew – new
flour – flower

Read the sentences, underline the incorrect homophones and replace them with the correct ones.
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼, ଭୁଲ୍ ସମୋଚ୍ଚାରିତ ଶବ୍ଦଗୁଡ଼ିକୁ ରେଖାଙ୍କିତ କର ଏବଂ ସେଗୁଡ଼ିକ ସ୍ଥାନରେ ଠିକ୍ ସମୋଚ୍ଚାରିତ ଶବ୍ଦ ବସାଅ ।)

(i) Assam is a state in the north-eastern reason of India.
(ii) Losar is a new-ear festival in Arunachal Pradesh.
(iii) People prey on gods for prosperity.
(iv) The women and children are given a sumptuous fist
(v) People worship God to rise to a higher plane of life.
(vi) Rich harvest is the result of herd labor.
(vii) Folk dance and traditional music add to the festive heir.
(viii) People throng Tripura to enjoy cultural programs and fares.
Answer:
(i) Assam is a state in the northeastern region of India.
(ii) Losar is a new-year festival in Arunachal Pradesh.
(iii) People pray to gods for prosperity.
(iv) The women and children are given a sumptuous feast.
(v) People worship God to rise to a higher plane of life.
(vi) Rich harvest is the result of hard labor.
(vii) Folk dance and traditional music add to the festive air.
(viii) People throng Tripura to enjoy cultural programs and fairs.

H. Let’s Learn Grammar:

1. Look at the underlined words in the following sentences.
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକରେ ରେଖାଙ୍କିତ ଶବ୍ଦଗୁଡ଼ିକୁ ଦେଖ ।)
People clean and decorate their houses. (ଘର → nouns ବିଶେଷ୍ୟପଦ)
The temple houses 14 deities. ( ସ୍ଥାନିତ କରିଛି → verb – କ୍ରିୟାପଦ)
Remember :
‘Noun’ is a naming word denoting names of person, thing, animal, place, quality, action or state.
(ବ୍ୟକ୍ତି, ଦ୍ରବ୍ୟ, ପ୍ରାଣୀ, ସ୍ଥାନ, ଗୁଣ, କାର୍ଯ୍ୟ ବା ଅବସ୍ଥାର ନାମସୂଚକ ଶବ୍ଦ ହେଉଛି Noun ବା ବିଶେଷ୍ୟ ପଦ ।) ‘Verb’ is a doing word or shows action or state or possession of or about the subject.
(କର୍ତ୍ତାର କାର୍ଯ୍ୟ, ଅବସ୍ଥା ବା ଧାରଣସୂଚକ ଶବ୍ଦ ହେଉଛି verb ବା କ୍ରିୟାପଦ ।)

A verb (mainly the main verb) can be used either as a finite verb or a non-finite verb.
Finite verb → tense
Non-finite verb → form
Examples :
(i) Work is worship, (noun = subject to the verb ‘is’)
He works in this office, (verb = present simple tense = finite verb)

(ii) I gave a bite into the apple, (noun = object word to the verb ‘gave’) (a bite = object)
A barking dog seldom bites. (verb = finite verb = present simple tense)
Mosquito-bite causes malaria, (noun = subject word to the subject ‘mosquito-bite’)

Use each of the following words first as a noun and then as a verb in separate sentences of your own.
(ନିମ୍ନଲିଖତ ଶବ୍ଦଗୁଡ଼ିକରୁ ପ୍ରତ୍ୟେକ ଶବ୍ଦକୁ ପ୍ରଥମେ ଗୋଟିଏ noun (ବିଶେଷ୍ୟ) ରୂପେ ଓ ପରେ ଗୋଟିଏ verb (କ୍ରିୟା) ରୂପେ ତୁମ ନିଜ ବାକ୍ୟରେ ବ୍ୟବହାର କର ।)
dance, harvest, drive, climb, spring, dress, name, group, mark, help
Answer:
dance (Noun):
Odisha is a classical dance.
The dance is captivating.
Look at her dance.
(Verb):
The girl danced beautifully. (Past simple tense)

harvest (Noun):
We hope for a rich harvest.
The harvest of crops failed due to floods.
(Verb):
The farmers of Odisha harvest plenty of paddies every year.

drive (Noun):
He gave a test drive.
The literacy drive was a huge success.
(Verb):
He drove to his home. (Past simple tense)
Driven by hunger the beggar committed suicide
(Non-finite verb → past participle)

climb (Noun):
The climb of this wall is very difficult.
He has gone for the hill climb.
(Verb):
He climbed the hill. (Past simple tense)

spring (Noun):
Spring is the king of all seasons.
Can you see the spring?
He landed with a spring.
(Verb):
This part of the roof has sprung a leak.
Anil usually springs a surprise.

dress (Noun):
The girl is wearing a pink dress.
The dresses have become dirty.
(Verb):
The man was dressed in a rag. (Past simple tense)
He dressed me down. (Past simple tense)

name (Noun):
The name sounds familiar to me.
What is your name?
(Verb):
Did the mother name the baby Dipu?

group (Noun):
The group consists of ten people.
(Verb):
The people have been equally grouped.
(Present perfect tense)

mark (Noun):
Nandini obtained 60 marks in English.
The panther has black marks all over its body.
(Verb):
I marked him absent.

help (Noun):
StM-help is the best help.
(Verb):
Mihir helped me.

2. Complete the sentences using appropriate prepositions choosing from the box.
(ବାକ୍‌ସରୁ ସଠିକ୍ ବିଭକ୍ତିସୂଚକ ଅବ୍ୟୟ ପଦ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
(to, against, of, for, on, with)

(i) India consists ___________ 28 States and 9 Union Territories.
(ii) The movie is based on __________ a real-life incident
(iii) She is blessed ___________ good health.
(iv) Shall I add some sugar __________ to your tea?
(v) The camel is the only means __________transportation in deserts
(vi) Safety rules prescribe precautions __________ fire.
Answer:
(i) India consists of 28 States and 9 Union Territories.
(ii) The movie is based on a real-life incident.
(iii) She is blessed with good health.
(iv) Shall I add some sugar to your tea?
(v) The camel is the only means of transportation in deserts.
(vi) Safety rules prescribe precautions against fire.

3. Phrasal Verb
Verb + preposition or particle = phrasal verb
Remember :
The meaning of phrasal verbs is different from the original verb used.
(Phrasal verbର ଅର୍ଥ ଏଥରେ ଥ‌ିବା ମୌଳିକ କ୍ରିୟାପଦର ଅର୍ଥଠାରୁ ସମ୍ପୂର୍ଣ୍ଣ ଭିନ୍ନ ଅଟେ ।)

Look at the use of the phrasal verbs and their meanings in the following sentences.
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକରେ ଦିଆଯାଇଥ‌ିବା phrasal verb ଓ ସେଗୁଡ଼ିକର ଅର୍ଥକୁ ଲକ୍ଷ୍ୟ କର ।)
What time did you get back last night? (= return)
I’ll get back to you. (= to speak/write to somebody again later, in order to give a reply)
Winter sets in trees start to shed their leaves. (= begins)

Complete the following sentences using the phrasal verbs appropriately.
(Phrasal verbଗୁଡ଼ିକୁ ଉପଯୁକ୍ତ ଭାବେ ବ୍ୟବହାର କରି ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକୁ ସମ୍ପୂର୍ଣ୍ଣ କର ।)
(bring in, show off, hand down, bring out, get in, ask for, take place, drive away, pass down)

(i) Young men and women ________their best traditional attire.
(ii) The festivals _______in the month of July.
(iii) On this occasion, people discard the old to ______the New Year.
(iv) People pray the gods to______ evil spirits.
(v) The songs have been _______through many generations.
(vi) The celebration of these festivals is an effective means of preserving and _______ their oral history.
(vii) Men clad in full warrior costumes_______ their hunting and warring skills.
(viii) People offer thanks to gods and ________ protection against calamities
(ix) These celebrations also help_______the natural talent of people.
Answer:
(i) Young men and women get in their best traditional attire.
(ii) The festivals take place in the month of July.
(iii) On this occasion, people discard the old to bring in the New Year.
(iv) People pray to the gods to drive away evil spirits.
(v) The songs have been handed down through many generations.
(vi) The celebration of these festivals is an effective means of preserving and passing down their oral history.
(vii) Men clad in full warrior costumes show off their hunting and warring skills.
(viii) People offer thanks to gods and ask for protection against calamities.
(ix) These celebrations also help bring out the natural talent of people

4. Look at the following sentences.
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକୁ ଦେଖ ।)
Rongali Bihu is celebrated in mid-April.
The crops have been harvested.
by + phrase (by + agent or doer of the action)
by + କର୍ମବାଚ୍ୟରେ ବ୍ୟବହୃତ ହୋଇଛି । କେତେକ କର୍ମବାଚ୍ୟ by + କାରକ ବିନା ମଧ୍ୟ ଗଠିତ ହୁଏ ।

Example :
The batsman was declared out. (by + agent = by the umpire)
English is spoken all over the world, (by + agent = by the people)
Put the following sentences into the passive without ‘by-phrase’.
(by phrase ବ୍ୟବହାର ନ କରି ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକୁ passive voice ବା କର୍ମବାଚ୍ୟରେ ପରିଣତ କର ।)
(i) Farmers grow grapes in Hyderabad.
(ii) Poachers kill a lot of wild animals every year.
(iii) People make paper from pulp.
(iv) Someone broke the window.
(v) We should respect the elders.
(vi) Somebody stole her purse.
(vii) The police have arrested the miscreant.
(viii) My friend has eaten up all the grapes. (But I want to keep it a secret.)
Answer:
(i) Grapes are grown in Hyderabad.
(ii) A lot of wild animals are killed every year.
(iii) Paper is made from pulp.
(iv) The window was broken.
(v) The elders should be respected.
(vi) Her purse was stolen.
(vii) The miscreant has been arrested.
(viii) All the grapes have been eaten up.

5. Read the following sentences and notice the underlined verbs.
(ନିମ୍ନଲିଖୂ ବାକ୍ୟଗୁନିକୁ ପଢ଼ ଓ ରେଖାଙ୍କିତ କ୍ରିୟାପଦଗୁଡ଼ିକୁ ଲକ୍ଷ୍ୟ କର ।)

(a) The North East India, comprising eight states, is a place of diverse culture.
(b) Blessed with lush greenery and mighty River Brahmaputra, the people of Assam have a lot to celebrate.
(c) They pray to God to guide souls to heaven.
(d) These celebrations also help encourage cultural and aristic activities and bring out the natural talent of people.
ଉପରୋକ୍ତ ବାକ୍ୟଗୁନିକରେ ରେଖାଙ୍କିତ କ୍ରିୟାପଦ ବା verbଗୁଡ଼ିକର tense ବା କାଳ ନାହିଁ । ତେଣୁ ଏ ସମସ୍ତ କ୍ରିୟାପଦ ଗୋଟିଏ ଗୋଟିଏ non-finite verb (ଅସମାପିକା କ୍ରିୟା) ।

Non-finite verbs	Type
(a) comprising	→  present participle
(b) blessed	→  past participle
(c) to guide	→  to + infinitive
(d) encourage, bring out	→  bare infinitive or zero infinitive

Underline the non-finite clauses in the following sentences.
( ନିମ୍ନଲିଖିତ ବାକ୍ୟଗୁଡ଼ିକରେ ଅସୀମ ଧାରାକୁ ଅଣ୍ଡରଲାଇନ୍ କରନ୍ତୁ।)

(i) The pepa is a wind instrument made of a buffalo horn.
(ii) Lying farther north in the mountainous region of the Himalayas, Arunachal Pradesh is one of India’s most remote picturesque locations.
(iii) On this occasion, people clean their homes and discard the old to bring in the New Year.
(iv) The villagers climb the nearest hill tops for they believe that this will help them rise to a higher plane in this life.
(v) The Spring Festival or Chapchar Kut is an important occasion, mostly celebrated in Mizoram.
(vi) Men and women of all ages, wearing traditional dresses and head-gear, perform folk dances and sing traditional songs.
(vii) Wangala or the Hundred-drum Festival is celebrated in November to mark the end of hard work
Answer:
(i) The pepa is a wind instrument made of a buffalo horn (made = non-finite verb)
(ii) Lying farther north in the mountainous region of the Himalayas, Arunachal Pradesh is one of India’s most remote picturesque locations, (lying = non-finite verb)
(iii) On this occasion, people clean their homes and discard the old to bring in the New Year. (to bring in = non-finite verb)
(iv) The villagers climb the nearest hill tops for they believe that this will help them rise to a higher plane in this life. (rise = non-finite verb)
(v) The Spring Festival or Chapchar Kut is an important occasion, mostly celebrated in Mizoram. (celebrated = non-finite verb)
(vi) Men and women of all ages, wearing traditional dresses and head-gear, perform folk dances and sing traditional songs, (wearing = non-finite verb)
(vii) Wangala or the Hundred-drum Festival is celebrated in November to mark the end of hard work. (to mark = nonfinite verb)

6. Read the following sentences.
(a) Pepa is a wind instrument made of buffalo horn.
(‘ପେପା’ ବାଦ୍ୟଯନ୍ତ୍ର ତିଆରି କରିବା ପାଇଁ ଲୋକମାନେ ମଇଁଷି ଶିଙ୍ଗ ବ୍ୟବହାର କରନ୍ତି ।)

Another example: Paper is made from pulp.
(ଅର୍ବତରଳ ଦ୍ରବରୁ କାଗଜ ତିଆରି କରାଯାଏ ।)

made of – if the original material isn’t changed in any significant way
(ତିଆରିରେ ବ୍ୟବହୃତ ମୂଳ ଦ୍ରବ୍ୟର ବିଶେଷ ପରିବର୍ତ୍ତନ ନ ହୋଇଥିଲେ)

made from – if the original material changed significantly
( ରୁ ତିଆରି – ଯଦି ମୂଳ ସାମଗ୍ରୀ ଯଥେଷ୍ଟ ବଦଳିଯାଏ |)
Look: The ring is made of gold, (‘gold’ is found in the ring)
The shirt is made from cotton, (‘cotton’ isn’t seen in the shirt)

(a) Match the things under ‘A” with the materials under ‘B’. Write the serial numbers in brackets.
(ସ୍ତମ୍ଭ ‘A’ ତଳେ ଥ‌ିବା ଜିନିଷ ସହିତ ସ୍ତମ୍ଭ ‘B’ ତଳେ ଥିବା ଦ୍ରବ୍ୟ | ସାମଗ୍ରୀକୁ ମିଳାଅ । ବନ୍ଧନୀ ମଧ୍ଯରେ କ୍ରମ ସଂଖ୍ୟା ଲେଖ ।)

A	B
(i)  Shoes	[ ] Wood
(ii)  Blanket	[ ] Milk
(iii) House	[ ] Cotton
(iv) Ice	[ ] Flour
(v) Shirt	[ ] Water
(vi) Juice	[ ] Bronze
(vii) Bread	[ ] Iron
(viii) Statue	[ ] Denim
(ix)  Gate	[ ] Leather
(x) Chair	[ ] Bricks
(xi) Cheese	[ ] Fruit
(xii) Jeans	[ ] Wool

Answer:

A	B
(i) Shoes	[x] Wood
(ii) Blanket	[xi] Milk
(iii) House	[v] Cotton
(iv) Ice	[vii] Flour
(v) Shirt	[iv] Water
(vi) Juice	[viii] Bronze
(vii) Bread	[x] Iron
(viii) Statue	[xii] Denim
(ix) Gate	[i] Leather
(x) Chair	[iii] Bricks
(xi) Cheese	[vi] Fruit
(xii) Jeans	[ii] Wool

(b) Now make sentences for each pair using ‘made of’ or ‘made from’.
(160 gồ ଯୋଡ଼ା ପାଇଁ ‘made of” କିମ୍ବ। ‘made from’ ବ୍ୟବହାର କରି ବାକ୍ୟ ଗଠନ କର ।) One is done for you. (ଗୋଟିଏ ତୁମପାଇଁ କରି ଦିଆଯାଇଛି ।)
Answer:
(i) Shoes are made of leather.
(ii) The blanket is made from wool.
(iii) The house is made from bricks, (if plastered)
(iv) Ice is made from water.
(v) The shirt is made from cotton.
(vi) Juice is made from fruit.
(vii) Bread is made from flour (a©l).
(viii) The statue is made of bronze. (Coating of bronze is found)
(ix) The gate is made of iron. (Iron is seen in the gate)
(x) The chair is made of wood.
(xi) Cheese is made from milk.
(xii) Jeans are made of denim.

I. Let’s Learn Study Skills

(a) The table below contains necessary facts on the festivals that the eight states of North East India celebrate. But some facts are missing. Copy and complete the table supplying the missing information.
(ନିମ୍ନସ୍ଥ (ସାରଣୀ)ରେ ଉତ୍ତର ପୂର୍ବ ଭାରତର ଆଠୋଟିଯାକ ରାଜ୍ୟରେ ପାଳିତ ହେଉଥ‌ିବା ପର୍ବପର୍ବାଣି ସମ୍ବନ୍ଧୀୟ ତଥ୍ୟ ରହିଛି । କିନ୍ତୁ କେତେକ ତଥ୍ୟ ଛାଡ଼ ଅଛି । ଛାଡ଼ଥିବା ତଥ୍ୟଗୁଡ଼ିକୁ ବସାଇ ସାରଣୀଟିକୁ ସମ୍ପୂର୍ଣ କର ।)

State	Festival	Time	Purpose	What people do
Assam	Rongali Bihu	onset of spring	Mark the start of the New Year, the beginning of the harvest season	put on traditional clothes sing melodious folk songs perform a traditional dance
	Kongali Bihu	in mid-October	for a thriving harvest season and to guide souls to heaven	light lamps pray to God
	Bhogali Bihu	in mid-January	Mark the end of the harvest season	Thanksgiving to God
Arunachal Pradesh	Losar		mark the new year’s arrival	clean their homes discard the old to bring in the New Year
	Mopin		to drive away evil spirits and get prosperity	pray to Goddess Popir dance is performed
Manipur	Ningol Chakouba		to revive the relationships between married girls and their parents	women and their children are given a sumptuous feast and gifts
Meghalaya	Wangala	in November	to mark the end of hard work	beat drums, blow horns, and dance
Mizoram	Chapchar Kut	Spring		perform folk dances and sing traditional songs
Nagaland	Moisture		to mark the end of the sowing season	dance to the traditional music
Sikkim	Saga Dawa	between May and June	to commemorate the birth, enlightenment, and death of Buddha	visit monasteries, offer water, incense sticks, etc.
Tripura	Karachi Puja	in July	to mark animal sacrifice and worshipping of 14 gods	organize culturally programs and fairs

(b) Use the information/facts available in the table you have completed above and write a paragraph of 4 to 5 sentences on the festivals of each state.
(ତୁମେ ଉପରେ ପୂରଣ କରିଥିବା ସାରଣୀରେ ଉପଲବ୍ଧ ତଥାବଳୀକୁ ବ୍ୟବହାର କରି ପ୍ରତି ରାଜ୍ୟର ପର୍ବପର୍ବାଣି ଉପରେ ୪ରୁ ୫ଟି ବାକ୍ୟ ଲେଖ ।)

Rongali Bihu :
Rongali Bihu celebrated in Assam, is also known as Bohag Bihu. On the onset of Spring in mid-April and the beginning of the sowing season, it is observed. It marks the start of a New Year in Assam.

Kongali Bihu :
Kongali Bihu or Kaati Bihu is celebrated in Assam in mid-October when the fields are lush green but the barns are empty. People light lamps and pray to God for a growing harvest season and to guide souls to heaven.

Bhogali Bihu :
Bhogali Bihu is also known as ‘Magh Bihu’. It is observed in mid-January in Assam. The festival marks the end of the harvest season. It is a thanks-giving occasion after the crops have been harvested and the bams are full.

Losar:
Losar is the new-year festival in Arunachal Pradesh. On this occasion, people in certain areas of the state clean their homes and give up the old to bring in the New-year.

Mopin :
Mopin is the harvest festival Galo tribe of Meghalaya people worship Goddess Mopin and pray to drive away evil spirits and for acquiring prosperity and wealth. An indigenous folk dance called Popir is performed by young women.

Ningol Chakouba :
Ningol Chakouba is a charming festival in Manipur. This festival is held to bind and revive the relationships between married girls and their parents. So the women and their children are given a dainty feast and gifts.

Wangala :
Wangala or the Hundred-drum festival is the most important festival celebrated by the Garos in the villages of Meghalaya. It is observed in November to mark the end of hard work which naturally brings a good harvest. The celebration comprises the beating of drums, blowing horns, and traditional dancing.

Chapchar Kut :
Chapchar Kut is the spring festival celebrated in Mizoram. Men and women of all ages in Mizoram, wearing traditional dresses and headgear, perform folk dances. They sing traditional songs.

Saga Dawa :
Saga Dawa is an amazing Buddhist festival in Sikkim. It is celebrated on the full moon day in the Tibetan lunar month between May and June. On this sacred day, people visit monasteries and offer prayers, water, incense sticks, and butter lamps. The festival commemorates the birth, enlightenment, and death of Lord Buddha.

Karachi Puja :
Karachi Puja is a week-long festival in Tripura. It is, marked by animal sacrifice and worship of 14 gods as instructed by Lord Shiva. It takes place in July in old Agartala, the capital of the state. Thousands of people throng Tripura to enjoy cultural programs and fairs.

J. Let’s Write :

You are going to celebrate a popular festival in your locality. Write a letter to your friend inviting him/her to visit your place on the occasion. Mention the important features, such as name, time, preparation, gathering, fun and merry-making, entertainment, sales and purchase, usefulness, etc.
Answer:

Jairampur
Salipur
Date:………….

My dear Guduli,
We are all fine at home and hope to hear same from you. You will be glad (very happy) to know that we are going observe (ପାଳନ କରିବାକୁ )the most popular traditional “Maha Vishuba Sankranti” on the 12th of April next. Popularly known as “Pana Yatra”, the fair that is held before Lord Shiva at the Gangeswar fairground (ମେଳଣ ପଡ଼ିଆ) every year marks the beginning of Hindu Nava Varsha. In the three-day-long festival, people from far and near throng (gather) the fair-ground to have a holy glimpse of the feats (କୌଶଳ) of the Patras ( ପଟୁଆମାନଙ୍କର) before the Lord (ଈଶ୍ଵର)Shiva. People make a lot of fun and frolic at the fair. The fairground is dotted with (ପରିପୂର୍ଣ୍ଣ)shops, stalls, entertaining( ମନୋରଞ୍ଜନକାରୀ) stages. People return home with lots of purchases. Songs blare out ( ଜୋରରେ ବାଜି ଉଠେ) cheerfully. The festival binds people and reminds them of their glorious past and proud culture. Kindly treat it urgent to drop in at my humble dwelling (ନିରାଡମ୍ବର ଗ୍ରହ ) shortly. ( ନିକଟ ଭବିଷ୍ୟତରେ) Anticipating your arrival.

Yours lovingly
Nabakishore

K. Let’s Do This Activity :

“Festivals of North-East India” is full of many interesting facts. Therefore, your teacher can organize and conduct a quiz activity on the topic in order to revisit the facts/ information for better understanding and learning. The quiz program will have three rounds. The 1st round will be based on a “one-sentence answer”; the 2nd round, on a “True/False response”, and the 3rd one, on a “ word option”.
The sample questions for each round are as follows :
Round 1: What are the different types of Bihu festivals?
(Participants are to answer each question in one complete sentence.)
Round 2: The Rivefferahmaputra flows through the state of Tripura.
(Competitors will answer: ‘True’ or ‘False’.)
Round 3: Which of the following is not a new-year festival?

• Cheiraoba
• Losar
• Wangala
• Rongali Bihu

Instructions to the Teacher to conduct the quiz :
Prepare 10 questions – two parallel sets, each having 5 questions – for each round. Each set of questions will be legibly written/typed on separate sheets of paper and arranged/ tagged round-wise. In addition, prepare the answer sheet for quick/ready reference at the time of administering the quiz.

Declare the date/time for the quiz when teaching/learning of the lesson is complete in all respects. You may need two or more consecutive periods. In such a situation, seek your colleague’s cooperation to lend you his/her period(s) with the knowledge headmaster/headmistress.
‘If possible, you may arrange for the winner’s award/consolation prize as a token of inspiration/encouragement.

Once again, see that everything is prepared for the show. On the day as scheduled, enter the class, greet the pupils, and welcome them to the program. Divide the class into two groups with equal learning abilities. Tell them about the rules of the quiz. Keep the kids in good humor. Start the session. Yes, one thing more. You are the quiz master. And choose someone, of course not from among the participants, who will act impartially to record the scores- on the blackboard. Why not choose one of your colleagues?

Perhaps you know the rest – how to go on. When the quiz program is over and the winner is declared, invite your institutional head or a senior colleague to give away the prize(s) with a few words of encouragement to the partakers.

BSE Odisha 10th Class English Festivals of North-East India Important Questions and Answers

Very Short& Objective Questions With Answers
Answer The Following Questions In A Word Or A Phrase.

Question 1.
What does North-East India?
Answer:
a geographic and administrative division

Question 2.
How many states does North-East India comprise?
Answer:
eight states

Question 3.
Which northeast state isn’t figured in the tag the “Land of Seven Sisters”?
Answer:
Sikkim

Question 4.
What are the seven states of the northeast represented? India commonly described as the “Land of Seven Sisters”?
Answer:
because of their interdependence on each other

Question 5.
How is Sikkim separated from the northeast?
Answer:
by Siligudi corridor

Question 6.
Which state in northeast India has accepted itself as a little brother of seven sisters?
Answer:
Sikkim

Question 7.
How is Sikkim not a contiguous part of the northeast region?
Answer:
geographically

Question 8.
What is a common feature of the northeast region?
Answer:
cultural diversity

Question 9.
What appears incomplete without the traditional music and dance of the northeast region?
Answer:
celebration of various festivals

Question 10.
In which northeast state does the river Brahmaputra flow?
Answer:
Assam

Question 11.
What is the major cultural festival of Assam?
Answer:
Bihu

Question 12.
What is the other name of Magh Bihu?
Answer:
Bhogali

Question 13.
What is a Bihu celebration considered incomplete without?
Answer:
melodious folk songs and traditional dance

Question 14.
What is Arunachal Pradesh dotted with?
Answer:
lush green paddy fields and pine-clad mountains

Question 15.
What has nature provided to the people of Arunachal Pradesh?
Answer:
a deep feeling of beauty

Question 16.
What do the people of Arunachal Pradesh do on the occasion of Losar?
Answer:
clean their homes and discard the old to bring in the New Year

Question 17.
What do the people in Arunachal Pradesh worship in the Mopin festival?
Answer:
Goddess Mopin

Question 18.
What is an indigenous folk dance among the people of Arunachal Pradesh?
Answer:
Popir

Question 19.
When is the Ziro festival of music held?
Answer:
in September every year

Question 20.
What is the two important festivals of Arunachal Pradesh?
Answer:
Losar and Ziro

Question 21.
What is the specialty of the Ningol Chakouba festival in Manipur?
Answer:
Binding and reviving the relationships between married girls and their parents

Question 22.
What is Manipur’s New Year festival?
Answer:
Cheiraoba

Question 23.
What is the Spring festival in Mizoram?
Answer:
Chapchar Kut

Question 24.
Who celebrates ‘Wangala’ in the villages of Meghalaya?
Answer:
the Garos

Question 25.
What does the festival Wangala mark in Meghalaya?
Answer:
the end of hard work with the promise of a good harvest

Question 26.
How many deities are placed in Puran Haveli?
Answer:
14 deities

Question 27.
What are the main features of festivals in Tripura?
Answer:
joining all people in the celebrations

Question 28.
What do many of the dances performed during some of the festivals in Tripur represent?
Answer:
hunting, food-gathering, and other activities

Question 29.
What forms the soul of Naga festivals?
Answer:
songs and dances

Question 30.
Which Naga festival is observed after the sowing season?
Answer:
Moisture

Question 31.
What is a ten-day-long cultural dance and sporting event in Nagaland?
Answer:
Hornbill festival

Question 32.
How are the Sikkimese festivals celebrated?
Answer:
with a lot of pomp and as per the Buddhist calendar

Question 33.
Which festival in Sikkim commemorates the birth, enlightenment, and death of Lord Buddha?
Answer:
Saga Dawa

Question 34.
Which festival in Sikkim is celebrated at the end of the harvest season?
Answer:
Losing

Question 35.
What is the Sikkimese festival ‘Losar’ marked with?
Answer:
great joy, extensive meals, and merriment

FILL IN THE BLANKS

1. North-East India comprises _____________ states in total.
Answer:
eight

2. _____________ is not featured in the ‘Land of Seven Sisters’.
Answer:
Sikkim

3. Sikkim is separated from the northeast by ______________.
Answer:
Siliguri corridor

4. The ______________ represents both a geographic and administrative division of India.
Answer:
North-East India

5. Sikkim is not a contiguous part of the north-east region _______________.
Answer:
geographically

6. The north-east region of India is a place of ______________.
Answer:
diverse cultures

7. Different communities and tribes of north-east India celebrate their unique festival with _____________.
Answer:
great enthusiasm and joy

8. ____________ flows in Assam.
Answer:
River Brahmaputra

9. ____________ is a thanksgiving festival in Assam.
Answer:
Bhogali or Magh Bihu

10. Without sweet songs and traditional dance Bihu celebration is considered ______________.
Answer:
incomplete

11. In mid-October ____________ is observed in Assam.
Answer:
Kaati Bihu or Kongali

12. _____________ is also called Magh Bihu.
Answer:
Bhogali

13. _____________ is the most important festival of Arunachal Pradesh.
Answer:
Losar

14. ___________ is believed to drive away evil spirits.
Answer:
Goddess Mopin

15. 30 indie bands join the ____________ in Arunachal Pradesh.
Answer:
Ziro festival

16. _____________ is the new-year festival in Manipur.
Answer:
Cheiraoba

17. Chapchar Kut is the ____________ festival.
Answer:
Spring

18. _____________ is the Hundred-drum Festival.
Answer:
Wangala

19. The Garos observe ____________ Meghalaya.
Answer:
Wangala

20. ____________ is a week-long festival of Tripura.
Answer:
Karachi Puja

21. After the sowing season ____________ is observed in Nagaland.
Answer:
Moisture

22. 16 tribes take part in ____________ of Nagaland.
Answer:
Hornbill festival

23. ____________ is observed at the end of the harvest season in Sikkim.
Answer:
Losing

24. _____________ marks the Tibetan New Year:
Answer:
Losar

25. _____________ is the festival of light in Sikkim.
Answer:
Tihar

Multiple Choice Questions With Answers

Question 1.
North-East India represents both a geographic and administrative division of the _____________.
(A) country
(B) area
(C) region
(D) continent
Answer:
(A) country

Question 2.
The contiguous seven states in North East India are commonly described as the Land of _____________.
(A) Seven Brothers
(B) Seven Friends
(C) Seven Sisters
(D) Seven Mothers
Answer:
(C) Seven Sisters

Question 3.
______________ is geographically not a contiguous part of the northeast region.
(A) Nagaland
(B) Manipur
(C) Assam
(D) Sikkim
Answer:
(D) Sikkim

Question 4.
Sikkim is separated from the north-east by the ______________ corridor.
(A) Guahati
(B) Shimla
(C) Nathula
(D) Siligudi
Answer:
(D) Siligudi

Question 5.
Sikkim has happily taken up the role of being a _____________ to the amazing seven sisters.
(A) little sister
(B) little brother
(C) little son
(D) little daughter
Answer:
(B) little brother

Question 6.
The north-eastern part of India is a place of diverse _______________.
(A) cultures
(B) traditions
(C) rituals
(D) civilizations
Answer:
(A) cultures

Question 7.
The northeastern region comprises ______________ states.
(A) seven
(B) eight
(C) nine
(D) ten
Answer:
(B) eight

Question 8.
The North-Eastern region of India is called the “Land of Seven Sisters” because of their ______________.
(A) alikeness
(B) religious similarities
(C) interdependence
(D) cultural similarities
Answer:
(C) interdependence

Question 9.
Many of the festivals in the north-east are based on _______________.
(A) traditions
(B) rituals
(C) cultures
(D) agriculture
Answer:
(D) agriculture

Question 10.
Assam is blessed with lush greenery and the mighty river ______________.
(A) Ganga
(B) Yamuna
(C) Brahmaputra
(D) Godavari
Answer:
(C) Brahmaputra

Question 11.
Rongali Bihu is also known as _____________.
(A) Bohag Bihu
(B) Magh Bihu
(C) Kaati Bihu
(D) Kongali Bihu
Answer:
(A) Bohag Bihu

Question 12.
Kongali Bihu is also known as ______________.
(A) Kaati Bihu
(B) Bhogali Bihu
(C) Magh Bihu
(D) Baisakhi
Answer:
(A) Kaati Bihu

Question 13.
Bhogali Bihu is also known as ____________.
(A) Kaati Bihu
(B) Magh Bihu
(C) Rongali Bihu
(D) Bohag Bihu
Answer:
(B) Magh Bihu

Question 14.
Rongali Bihu or Bohag Bihu is celebrated in ____________.
(A) mid-January
(B) mid-August
(C) mid-April
(D) mid-September
Answer:
(C) mid-April

Question 15.
With the onset of spring and the beginning of the ____________ Rongali Bihu is celebrated.
(A) winter season
(B) spring season
(C) harvest season
(D) sowing season
Answer:
(D) sowing season

Question 16.
_____________ is celebrated in mid-October when the fields are lush but the bams are empty.
(A) Rongali Bihu
(B) Magh Bihu
(C) Bohag Bihu
(D) Kaati Bihu
Answer:
(D) Kaati Bihu

Question 17.
Bhogali or Magh Bihu is observed in _____________.
(A) mid-April
(B) mid-August
(C) mid-January
(D) mid-February
Answer:
(C) mid-January

Question 18.
Bhogali or Magh Bihu symbolizes the end of the _____________.
(A) sowing season
(B) harvest season
(C) rainy season
(D) spring season
Answer:
(B) harvest season

Question 19.
Young men and women of ____________ perform the Bihu dance with brisk steps and hand movement.
(A) Nagaland
(B) Mizoram
(C) Assam
(D) Sikkim
Answer:
(C) Assam

Question 20.
______________ is a wind instrument made of buffalo horn.
(A) Shehnai
(B) Trumpet
(C) Santoor
(D) Pepa
Answer:
(D) Pepa

Question 21.
‘Losar’ is the ______________ festival celebrated in certain areas of Arunachal Pradesh.
(A) harvest
(B) new-year
(C) sowing
(D) tribal
Answer:
(B) new-year

Question 22.
In Arunachal Pradesh people worship ______________.
(A) Goddess Laxmi
(B) Goddess Popin
(C) Goddess Durga
(D) goddess Mopin
Answer:
(D) goddess Mopin

Question 23.
An indigenous folk dance called ‘Popir’ is performed by the ______________ in Arunachal Pradesh.
(A) young men
(B) young children
(C) young women
(D) old women
Answer:
(C) young women

Question 24.
____________ is an iconic outdoor musical festival of Arunachal Pradesh.
(A) Cheiraoba
(B) Ziro festival
(C) Wangala
(D) Losar
Answer:
(B) Ziro festival

Question 25.
The Ziro festival of music is held in ______________ every year in Arunachal Pradesh.
(A) September
(B) October
(C) August
(D) April
Answer:
(A) September

Question 26.
______________ festival in Manipur revives and binds the relationships between married girls and their parents.
(A) Ningol Chakouba
(B) Cheiraoba
(C) Chapchar Kut
(D) Wangala
Answer:
(A) Ningol Chakouba

Festivals of North-East India Summary in English

Lead In

As you all know, India is a land of fairs and festivals. People of different communities from different religions live here; they celebrate a number of festivals around the year. The festivals like Ganesh Chaturthi, Basant Panchami, Diwali, Dusshera, Raksha Bandhan, Id-ul-Fitre, Christmas, Buddha Jayanti, and Mahavir Jayanti, etc. are celebrated by different communities in different regions of our country. We can see a festive atmosphere everywhere as people celebrate their festivals with great pomp and splendor. The people of North Eastern states too celebrate their festivals with much interest and enthusiasm.

Paragraph wise Explanation 

Para-1: North-East India is a collective name for the easternmost parts of India representing both a geographic and administrative division of the country. The region comprises eight states, namely Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, Sikkim, and Tripura. The contiguous seven states -Arunachal Pradesh, Assam, Manipur, Meghalaya, Mizoram, and Nagaland are commonly described as the “Land of Seven Sisters ” because of their interdependence on each other.

On the other hand, Sikkim is geographically not a contiguous part of the northeast region. It is separated from the northeast by the Siliguri corridor. So it is not included in the “Land of Seven Sisters”. However, Sikkim has happily taken up the role of being a little brother to the amazing seven sisters!

ଅନୁବାଦ : ଭାରତର ଉଭୟ ଭୌଗୋଳିକ ଓ ପ୍ରଶାସନିକ ବିଭାଗକୁ ପ୍ରତିନିଧ୍ୱ କରୁଥିବା ଭାରତର ଅଧିକାଂଶ ପୂର୍ବବର୍ତ୍ତୀ ଅଞ୍ଚଳ ପାଇଁ ଉତ୍ତର-ପୂର୍ବ ଭାରତ ହେଉଛି ଏକ ସମଷ୍ଟିଗତ ବା ସାମୂହିକ ନାମ । ଏହି ଅଞ୍ଚଳ ଆଠଗୋଟି ରାଜ୍ୟକୁ ନେଇ ଗଠିତ; ଯଥା – ଅରୁଣାଚଳ ପ୍ରଦେଶ, ଆସାମ, ମଣିପୁର, ମେଘାଳୟ, ମିଜୋରାମ, ସିକିମ୍ ଓ ତ୍ରିପୁରା । ପରସ୍ପର ସୀମାକୁ ଲାଗି ରହିଥ‌ିବା ସାତଗୋଟିଏ ରାଜ୍ୟ – ଅରୁଣାଚଳ ପ୍ରଦେଶ, ଆସାମ, ମଣିପୁର, ମେଘାଳୟ, ମିଜୋରାମ ଓ ନାଗାଲାଣ୍ଡକୁ ସେମାନଙ୍କର ପରସ୍ପର ନିର୍ଭରଶୀଳତା ହେତୁ ‘ସାତ ଭଉଣୀର ଭୂମି’ କୁହାଯାଏ । ଅପରପକ୍ଷରେ, ସିକିମ୍ ଭୌଗୋଳିକ ଦୃଷ୍ଟିରୁ ଉତ୍ତର-ପୂର୍ବ ଅଞ୍ଚଳ ସମୂହର ଏକ ସଂଲଗ୍ନ ରାଜ୍ୟ ନୁହେଁ । ସଂକୀର୍ଣ୍ଣ ସିଲିଗୁଡ଼ି ଭୂଖଣ୍ଡଦ୍ବାରା ଏହା (ସିକିମ୍ ରାଜ୍ୟ) ଉତ୍ତର-ପୂର୍ବରୁ ବିଚ୍ଛିନ୍ନ ହୋଇଛି । ଯାହାହେଉ ପଛେ ଏହି ଆଶ୍ଚର୍ଯ୍ୟଜନକ ସାତ ଭଉଣୀର ଜଣେ ଛୋଟ ଭାଇ ରୂପେ ସିକିମ୍ ଖୁସିରେ ନିଜର ଭୂମିକା ଗ୍ରହଣ କରିଛି ।

Para-2: The northeastern region of India, is a place of diverse cultures. The different communities and tribes of north-east India celebrate their unique festivals with a celebration complete without traditional music and dance.

ସମ୍ପ୍ରଦାୟ ଓ ଗୋଷ୍ଠୀ ସେମାନଙ୍କର ସ୍ଵତନ୍ତ୍ର ପର୍ବପର୍ବାଣିଗୁଡ଼ିକୁ ଖୁବ୍ ଉତ୍ସାହ ଓ ଆନନ୍ଦରେ ପାଳନ କରିଥା’ନ୍ତି । ଏଭଳି ଅଧିକାଂଶ ପର୍ବପର୍ବାଣି କୃଷି ଉପରେ ଆଧାରିତ ଏବଂ ବିନା ପାରମ୍ପରିକ ସଙ୍ଗୀତ ଓ ନୃତ୍ୟରେ କୌଣସି ଉତ୍ସବ ପାଳନ।

Para-3: Blessed with lush greenery and the mighty River Brahmaputra, the people of Assam have a lot to celebrate. Bus is among the major cultural festivals of Assam. They are a series ofthree prominentfestivals- Rongali Bihu, Kongali Bihu and Bhogali Bihu. Rongali Bihu also known as Bohag Bihu is celebrated in mid-April with the onset of spring and the beginning of the sowing season. It also marks the start of a New Year there.

Kongali or Kaati Bihu is celebrated in mid-October when the fields are lush but the barns are empty. On this occasion, people light lamps and pray to God for a thriving harvest season and to guide souls to heaven. Bhogali, called Magh Bihu is observed in mid-January. The festival symbolizes the end of the harvest season. It is thanksgiving when the crops have been harvested and the barns are full.

ଅନୁବାଦ : ସବୁଜିମା ଓ ଶକ୍ତିଶାଳୀ ବ୍ରହ୍ମପୁତ୍ରର ଆଶୀର୍ବାଦ ପ୍ରାପ୍ତିପୂର୍ବକ ଆସାମର ଲୋକମାନଙ୍କର ବହୁତ କିଛି ପାଳନ କରିବାର ଅଛି । ଆସାମର କେତେକ ମୁଖ୍ୟ ପର୍ବ ମଧ୍ଯରେ ‘ବିହୁ’’ ଅନ୍ୟତମ । ଏଗୁଡ଼ିକ ହେଉଛି ତିନୋଟି ମୁଖ୍ୟ ପର୍ବର କ୍ରମ, ଯଥା – ରୋଙ୍ଗାଲୀ ବିହୁ, କୋଙ୍ଗାଲୀ ବିହୁ ଓ ଭୋଗାଲୀ ବିହୁ । ବୋହାଗ୍ ବିହୁ ନାମରେ ପରିଚିତ ରୋଙ୍ଗାଲୀ ସେଠାରେ (ଆସାମରେ) ନୂତନ ବର୍ଷର ଆରମ୍ଭର ସୂଚନା ଦିଏ । କୋଙ୍ଗାଲୀ ବିହୁ ବା କାଟି ବିହୁ ଅକ୍ଟୋବର ମଧ୍ୟ ଭାଗରେ ପାଳନ କରାଯାଏ ଯେତେବେଳେ କ୍ଷେତସବୁ ସବୁଜିମାରେ ଭରି ଉଠିଥାଏ କିନ୍ତୁ ଖାଦ୍ୟାଗାରସବୁ ଶୂନ୍ୟ ପଡ଼ିଥାଏ । ଏହି ପାଇଁ ଈଶ୍ଵରଙ୍କୁ ପ୍ରାର୍ଥନା କରିଥା’ନ୍ତି । ମାଘ ବିହୁ ନାମରେ ପରିଚିତ ‘ଭୋଗାଲି’ ଜାନୁଆରୀର ମଧ୍ୟଭାଗରେ ପାଳିତ ହୁଏ । ଏହି ପର୍ବ ଅମଳ ଋତୁର ସମାପ୍ତିର ଘୋଷଣା କରିଥାଏ । ଏହା ହେଉଛି ଏକ ଧନ୍ୟବାଦ ଅର୍ପଣ ପର୍ବ ଯେତେବେଳେ ଶସ୍ୟ ଅମଳ ହୋଇଥାଏ ଓ ଶସ୍ୟାଗାରସବୁ ପରିପୂର୍ଣ୍ଣ ହୋଇପଡ଼ିଥାଏ ।

Para-4: Any Bihu celebration is considered incomplete without melodious folk songs and traditional dance. The Bihu dance is a joyous one. Young men and women get in their best traditional attire and perform the dance with brisk steps and hand movements. The tune of traditional musical instruments including cymbals, bamboo clappers, dhol which is similar to a drum, and the pepa which is a wind instrument made of buffalo horn add a different kind of flavor to the dance as well as the atmosphere. The songs have been handed down through many generations.

ଅନୁବାଦ : ମଧୁର ଲୋକଗୀତ ଓ ପାରମ୍ପରିକ ନୃତ୍ୟ ବିନା କୌଣସି ବିହୁ ଉତ୍ସବ ପାଳନ ଅସମ୍ପୂର୍ଣ୍ଣ ମନେ କରାଯାଏ । କରନ୍ତି ଓ କ୍ଷୀପ୍ର ପାଦଚାଳନା ଓ ହାତର ଭାବଭଙ୍ଗୀ ସହିତ ନୃତ୍ୟ ପରିବେଷଣ କରନ୍ତି । କରତାଳ (ଝାଞ୍ଜ), ଦାସକାଠିଆ, ଢୋଲ, ଯାହାକି ଏକ ଡ୍ରମ୍ ସଦୃଶ ଓ ପେପା ଯାହାକି ମଇଁଷି ଶିଙ୍ଗରୁ ତିଆରି ଏକ ବାୟୁଚାଳିତ ବାଦ୍ୟଯନ୍ତ୍ର ଆଦି ପାରମ୍ପରିକ ସଙ୍ଗୀତର ବାଦ୍ୟଯନ୍ତ୍ରସମୂହର ଧ୍ଵନି ନୃତ୍ୟ ତଥା ପରିବେଶକୁ ଏକ ଭିନ୍ନ ସ୍ବାଦ ପ୍ରଦାନ କରିଥାଏ । ଗୀତଗୁଡ଼ିକ ପିଢ଼ି ପରେ

Para-5: Lying farther north in the mountain region of the Himalayas, Arunachal Pradesh is one of India’s most remote and picturesque locations with lush green paddy fields and pine-clad mountains. Nature has provided the people of this region with a deep feeling of beauty which can be seen in their festivities, songs, and dances.

ଅନୁବାଦ : ହିମାଳୟ ପାର୍ବତ୍ୟାଞ୍ଚଳର ଦୂରବର୍ତ୍ତୀ ଉତ୍ତରରେ ଅବସ୍ଥିତ ଅରୁଣାଚଳ ପ୍ରଦେଶ ଭାରତର ସବୁଠାରୁ ଦୂରନ୍ତ ଓ ସୁନ୍ଦର ଦୃଶ୍ୟ ସମାହିତ ରାଜ୍ୟ ଅଟେ ଯାହାକି ସବୁଜ କ୍ଷେତ ଓ ପାଇନ୍ ବୃକ୍ଷ ଆଚ୍ଛାଦିତ ଅଞ୍ଚଳରେ ପରିପୂର୍ଣ୍ଣ । ପ୍ରକୃତି ଏହି ରାଜ୍ୟବାସୀଙ୍କୁ ସୁନ୍ଦରତା ଅନୁଭବର ଏକ ଅଭିନବ ଆଶୀର୍ବାଦ ପ୍ରଦାନ କରିଛି ଯାହାକି ସେମାନଙ୍କର ପର୍ବପର୍ବାଣି, ଗୀତ ଓ ନୃତ୍ୟରେ ଦେଖିବାକୁ ମିଳେ ।

Para-6: The new-year festival, Losar, is perhaps the most important festival in certain areas of Arunachal Pradesh. On this occasion, people clean their homes and discard the old to bring in the New Year. Mopin is the harvest festival of the Galo tribe. People worship goddess Mopin and pray to drive away evil spirits and to acquire prosperity and wealth.

An indigenous folk dance called Popir is performed by young women. An iconic outdoor musical festival of Arunachal Pradesh is the Zirofestival of music held at Ziro in September every year. The congregation features a combination of 30 Indie bands from across the world and top folk acts from across northeast India.

ସବୁଠାରୁ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ପର୍ବ । ଏହି ପର୍ବରେ ଲୋକମାନେ ସେମାନଙ୍କର ଘର ପରିଷ୍କାର କରନ୍ତି ଓ ପୁରୁଣାକୁ ତ୍ୟାଗ କରି ନବବର୍ଷକୁ ସ୍ଵାଗତ କରନ୍ତି । ଗାଲୋ ସମ୍ପ୍ରଦାୟର ଅମଳ ପର୍ବ ହେଉଛି ‘ମୋପିନ୍’ । ଲୋକେ ଦେବୀ ‘ମୋପିନ୍’ଙ୍କୁ ଦୁଷ୍ଟ ଆତ୍ମାକୁ ତଡ଼ିବାପାଇଁ ଓ ସମୃଦ୍ଧି ଏବଂ ସମ୍ପଦ ନିମିତ୍ତ ପୂଜା ବା ଉପାସନା କରନ୍ତି । ‘ପୋପିର’ ନାମକ ଏକ ଦେଶୀୟ ଲୋକନୃତ୍ୟ ଯୁବତୀମାନଙ୍କଦ୍ୱାରା ପରିବେଷଣ କରାଯାଏ । ପ୍ରତିବର୍ଷ ସେପ୍ଟେମ୍ବର ମାସରେ ଜିରୋଠାରେ ପାଳିତ ହେଉଥ‌ିବା ‘ଜିରୋ’ ପର୍ବ ହେଉଛି ଏକ ସଙ୍ଗୀତଭିତ୍ତିକ ପର୍ବ ଯାହାକି ଅରୁଣାଚଳ ପ୍ରଦେଶର ଏକ ଲୋକପ୍ରିୟ ବାହ୍ୟ ସ୍ଵାଗତିକ ପର୍ବ । ଏହି ସଙ୍ଗୀତ ସମାବେଶରେ ସାରା ପୃଥ‌ିବୀରୁ ଆସୁଥ‌ିବା ତିରିଶଗୋଟି ଇଡ଼ାଇ ବା ପପ୍ ବା ରକ୍ ମ୍ୟୁଜିକ୍ ଦଳ ଏବଂ।

Para-7: A charming festival of Manipur- Ningol Chakouba binds and revives the relationships between married girls and their parents. The women and their children are given a sumptuous feast and gifts. During Cheiraoba, the Manipur new-year festival in April, people clean and decorate the houses and prepare special festive dishes. As part of the ritual, the villagers climb the nearest hilltops for they believe that this will help them rise to a higher plane in this life.

ଅନୁବାଦ : ‘ନିନ୍‌ଗୋଲ ଚାକୋଉବା’ ନାମକ ମଣିପୁରର ଏକ ଆକର୍ଷଣୀୟ ପର୍ବ ବିବାହିତା ଝିଅ ଓ ସେମାନଙ୍କର ପିତାମାତାମାନଙ୍କ ମଧ୍ୟରେ ଥ‌ିବା ସମ୍ପର୍କକୁ ସୁଦୃଢ଼ କରିବା ସହିତ ପୁନଃ କ୍ରିୟାଶୀଳ କରିଥାଏ । ମହିଳା ଓ ସେମାନଙ୍କର ଗ୍ରାମବାସୀମାନେ ନିକଟତମ ପାହାଡ଼ଶୀର୍ଷ ଆରୋହଣ କରନ୍ତି କାରଣ ସେମାନଙ୍କର ବିଶ୍ଵାସ ଯେ ଏହା (ପର୍ବତାରୋହଣ ) ସେମାନଙ୍କୁ ବର୍ତ୍ତମାନର ଜୀବନରେ ଏକ ଉଚ୍ଚତର ଓ ସମୃଦ୍ଧ ସୋପାନରେ ପହଞ୍ଚିବାରେ ସାହାଯ୍ୟ କରିବ ।

Para-8: The Spring Festival or Chapchar Kut is an important occasion, mostly celebrated in Mizoram. Men and women of all ages, wearing traditional dresses and headgear, perform folk dances and sing traditional songs on this occasion. Drums, gongs, and cymbals add to the festive air!
ଅନୁବାଦ : ବସନ୍ତ ଋତୁର ପର୍ବ ବା ‘ଚାପଚାର କୁଟ୍’ ଏକ ଗୁରୁତ୍ବପୂର୍ଣ୍ଣ ଉତ୍ସବର ସମୟ, ଯାହାକୁ ମୁଖ୍ୟତଃ ମିଜୋରାମରେ ପାଳନ କରାଯାଏ । ସବୁ ବୟସର ପୁରୁଷ ଓ ମହିଳା ପାରମ୍ପରିକ ପୋଷାକ ଓ ମସ୍ତିଷ୍କ ଆବରଣ ପରିଧାନ କରି ଲୋକନୃତ୍ୟ ଓ ପାରମ୍ପରିକ ଗୀତ ପରିବେଷଣ କରନ୍ତି । ଢୋଲ, ଘଣ୍ଟ ଓ ଝାଞ୍ଜ ପର୍ବର ପରିବେଶକୁ ରୋମାଞ୍ଚରେ ଭରିଦିଏ ।

Para-9: Wangala or the Hundred-drum Festival is the most important festival celebrated by the Garos in the villages of Meghalaya. The festival is named so because 100 drums are beaten together during the celebration. This harvest festival is celebrated in November to mark the end of hard work which naturally brings a good harvest.

The celebration features the beating of drums, blowing horns, and traditional dancing. The dance during the festival has two parallel lines one of the men and the other of women, clad in their festive costumes. While the men beat the drums, the lines move forward together in a rhythmic manner.

ଅନୁବାଦ : ମୋଘାଳୟ ରାଜ୍ୟର ଗ୍ରାମାଞ୍ଚଳରେ ଗାରୋ ଜନଜାଥିଙ୍କଦ୍ୱାରା ପାଳିତ ହେଉଥ‌ିବା ୱାଙ୍ଗାଲା ବା ଶହେ ଉତ୍ସବକୁ ନଭେମ୍ବର ମାସରେ ପାଳନ କରାଯାଏ । ଢୋଲବାଡ଼ିଆ, ଶିଂଘ ଫୁଙ୍କା ଓ ପାରମ୍ପରିକ ନୃତ୍ୟ ଏହି ପର୍ବର ମୁଖ୍ୟ ଆକର୍ଷଣ । ଏହି ପର୍ବରେ ପ୍ରଦର୍ଶିତ ନୃତ୍ୟରେ ଦୁଇ ସମାନ୍ତରାଳ ଧାଡ଼ି ଥାଏ – ଗୋଟିଏ ଉତ୍ସବକାଳୀନ ବେଶପୋଷାକ ନାରୀମାନେ ଏକ ଛନ୍ଦାୟିତ ଶୈଳୀରେ ଏକତ୍ର ଅଗ୍ରସର ହୁଅନ୍ତି ।

Para-10: Karachi Puja or Tripura is a week-long festival marked by animal sacrifice and worshipping four teen gods as instructed by Lord Shiva. The festival takes place in the month of July in old Agartala or Puran Haveli, where there is a temple that houses 14 deities. Thousands of people throng Tripura during the festival and enjoy cultural programs and fairs.

ଚଉଦ ଦେବତାଙ୍କର ଉପାସନାର ପ୍ରତୀକରୂପେ ପାଳିତ ହୋଇଥାଏ । ଜୁଲାଇ ମାସରେ ଏହି ପର୍ବ ପୁରୁଣା ଅଗରତାଲା ବା ପୁରୁଣା ହାଭେଲୀ ବା ରାଜପ୍ରାସାଦରେ ଅନୁଷ୍ଠିତ ହୁଏ, ଯେଉଁଠାରେ (ଚଉଦ) ଦେବତାଙ୍କର ନିବାସସ୍ଥଳୀ ରୂପେ ଏକ ମନ୍ଦିର ଅଛି । ଏହି ପର୍ବ ସମୟରେ ହଜାର ହଜାର ଲୋକ ତ୍ରିପୁରାରେ ସମାବେଶ ହୁଅନ୍ତି ଓ ସାଂସ୍କୃତିକ କାର୍ଯ୍ୟକ୍ରମ ଓ।

Para-11: The main feature of festivals in Tripura is that all the people join in the celebrations. Many of the dances performed during some of the festivals represent hunting, food-gathering, and various other activities.

ଅନୁବାଦ : ତ୍ରିପୁରାରେ ପାଳିତ ପର୍ବପର୍ବାଣିର ମୁଖ୍ୟ ବୈଶିଷ୍ଟ୍ୟ ହେଉଛି ଯେ ସମସ୍ତ ଅଧିବାସୀ ପର୍ବ ପାଳନରେ ଯୋଗ ଦିଅନ୍ତି । କେତେକ ପର୍ବରେ ପ୍ରଦର୍ଶିତ ଅଧିକାଂଶ ନୃତ୍ୟୁ ଶିକାର, ଖାଦ୍ୟ ସଂଗ୍ରହ ଓ ଅନ୍ୟାନ୍ୟ କାର୍ଯ୍ୟାବଳୀକୁ ପ୍ରତିଫଳିତ କରିଥାଏ ।

Para-12: Nagaland consists of different groups of people who are unique in the customs and traditions that they celebrate. Songs and Dances form the soul of these festivals. Celebration of these festivals is an effective means of preserving and passing down their oral history.

ପରମ୍ପରା ପାଳନରେ ଅଦ୍ୱିତୀୟ ଅଟନ୍ତି । ଗୀତ ଓ ନୃତ୍ୟ ଏହି ପର୍ବପର୍ବାଣିଗୁଡ଼ିକର ଆତ୍ମା ସଦୃଶ । ସେମାନଙ୍କର ମୌଖ୍ ଏକ ସଫଳତମ ମାଧ୍ୟମ ।

Para-13: A major Naga festival is Moastu, celebrated mainly in the villages after the sowing season. Dressed in colorful clothes and headgear decorated with feathers and wild boar tusks, the people in villages dance to traditional music.

ଅନୁବାଦ : ବୁଣା ଋତୁ ପରେ ଗ୍ରାମାଞ୍ଚଳରେ ପାଳିତ ହେଉଥ‌ିବା ଏକ ପ୍ରଧାନ ନାଗା ପର୍ବ ବା ଉତ୍ସବ ହେଉଛି ମୋଆସ୍ତୁ । ରଙ୍ଗୀନ ପୋଷାକ ଏବଂ ପକ୍ଷୀ ପର ଓ ଜଙ୍ଗଲୀ ବାର୍‌ହାର ତୀକ୍ଷ୍ଣ ଦାନ୍ତରେ ସଜ୍ଜିତ ଶିରସ୍ତ୍ରାଣ ପରିହିତ କରି କରନ୍ତି । ଗ୍ରାମବାସୀମାନେ ପାରମ୍ପରିକ ସଙ୍ଗୀତର ତାଳେ ତାଳେ ନୃତ୍ୟ

Para-14: One of India’s most colorful and charming festivals is Nagaland’s Hornbill festival. Named after the state’s most admired bird, the event showcases the cultural heritage of 16 tribes there. It is a 10-day-long cultural dance and sporting event held in December every year. Men, clad in full warrior costumes, show off their hunting and warring skills.

ଅନୁବାଦ : ଭାରତର ସବୁଠାରୁ ରଙ୍ଗୀନ ଓ ଆକର୍ଷକ ପର୍ବପର୍ବାଣି ମଧ୍ୟରୁ ଗୋଟିଏ ହେଉଛି ନାଗାଲାଣ୍ଡର ବା ନାଗାମାନଙ୍କର ‘ହଣ୍ଡିବିଲ୍’ ପର୍ବ । ରାଜ୍ୟର ସର୍ବାଧ‌ିକ ପ୍ରଶସିତ ଡେଙ୍ଗା ବଗ ବା ବକର ନାମାନୁସାରେ ନାମିତ ଏହି ପର୍ବ ରାଜ୍ୟର ୧୬ ଜନଜାତିଙ୍କର ସାଂସ୍କୃତିକ ଐତିହ୍ୟର ପ୍ରଦର୍ଶନ କରିଥାଏ । ପ୍ରତିବର୍ଷ ଡିସେମ୍ବର ମାସରେ ଅନୁଷ୍ଠିତ ଏହି ‘ହଣ୍ଡିବିଲ୍’ ପର୍ବ ହେଉଛି ଏକ ଦଶଦିନିଆ ସାଂସ୍କୃତିକ ନୃତ୍ୟ ଏବଂ କ୍ରୀଡ଼ା କାର୍ଯ୍ୟକ୍ରମ । ସମ୍ପୂର୍ଣ୍ଣ ଯୋଦ୍ଧାର ବେଶପୋଷାକରେ।

Para-15: Situated in the eastern Himalayas, Sikkim is one of the most beautiful states in India. The Sikkim festivals are celebrated with a lot of pumps and shows as per the Buddhist calendar. Throughout these festivals, people take part in lively dances and music. Saga Dawa is an amazing Buddhist festival celebrated on the full moon day in the Tibetan lunar month between May and June. On this sacred day, people visit the monasteries and offer prayers, water, incense sticks, and butter lamps.

The festival commemorates the birth, enlightenment, and death of the Lord Buddha. Losing is celebrated at the end of the harvest season. Locals wearing brightly colored masks, and playing fascinating musical instruments perform the Cham dance. Archery contest is also held along with feasting and other celebrations. Tibetan New Year, Losar is marked with immense joy, extensive meals, and merriment. It is usually held in February. Tihaar is the festival oflight. It is somewhat like Diwali.

ଅନୁବାଦ : ପୂର୍ବ ହିମାଳୟରେ ଅବସ୍ଥିତ ସିକିମ୍ ହେଉଛି ଭାରତର ସୁନ୍ଦରତମ ରାଜ୍ୟଗୁଡ଼ିକ ମଧ୍ୟରୁ ଅନ୍ୟତମ । ସିକିମ୍‌ର ପର୍ବପର୍ବାଣିଗୁଡ଼ିକ ବୌଦ୍ଧ ପଞ୍ଜିକା ଅନୁଯାୟୀ ଖୁବ୍ ଜାକଜମକରେ ପାଳିତ ହୁଏ । ଏସବୁ ପର୍ବ ସମୟରେ ଲୋକମାନେ ପ୍ରାଣବନ୍ତ ନୃତ୍ୟ ଓ ସଙ୍ଗୀତରେ ଅଂଶଗ୍ରହଣ କରନ୍ତି । ‘‘ସାଗା ଦାଓ୍ବା’’ ଏକ ଆକର୍ଷଣୀୟ ବୌଦ୍ଧ ପର୍ବ ଯାହାକୁ ମଇ ଓ ଜୁନ୍ ମାସ ମଧ୍ୟରେ ତିବ୍ବତୀୟ ଚାନ୍ଦ୍ରମାସର ପୂର୍ଣ୍ଣମୀ ଦିନ ପାଳନ କରାଯାଏ । ଏହି ପବିତ୍ର ଦିନରେ ଲୋକମାନେ (ସିକିମ୍ଵାସୀ) ବୌଦ୍ଧ ମଠ ପରିଦର୍ଶନ କରନ୍ତି ଓ ଭଗବାନ ବୁଦ୍ଧଙ୍କୁ ପ୍ରାର୍ଥନା ବ୍ୟତିରେକ ଜଳ, ଧୂପକାଠି ଓ ଲହୁଣୀ ଦୀପ ଅର୍ପଣ କରନ୍ତି । ଭଗବାନ୍ ବୁଦ୍ଧଙ୍କର ଜନ୍ମ, ବୁଦ୍ଧତ୍ବ ପ୍ରାପ୍ତି ଓ ମୃତ୍ୟୁର ସ୍ମୃତିକୁ ଏହି ପର୍ବ ଉଜାଗର କରିଥାଏ । ଅମଳ ଋତୁର ଶେଷରେ ‘ଲୋଜୁଙ୍ଗ୍’ ନାମକ ପର୍ବ ପାଳିତ ହୁଏ । ଉଜ୍ଜ୍ଵଳ ରଙ୍ଗର ମୁଖା ପିନ୍ଧି ଓ ଚମତ୍କାର ସଙ୍ଗୀତ ବାଦ୍ୟଯନ୍ତ୍ର ବଜାଇ ଅନୁଷ୍ଠିତ କରାଯାଏ । ତିବ୍ବତୀୟ ନୂଆବର୍ଷ ‘ଲୋସାର’ ପର୍ବ ପ୍ରଚୁର ଆନନ୍ଦ, ବ୍ୟାପକ ଖାଦ୍ୟଗ୍ରହଣ ଓ ଆମୋଦପ୍ରମୋଦରେ ପ୍ରତୀକ ରୂପେ ପାଳିତ ହୋଇଥାଏ । ଏହା (ଲୋସାର) ସାଧାରଣତଃ ଫେବୃୟାରୀ ମାସରେ ପାଳିତ ହୋଇଥାଏ । ‘ତିହାର’ ହେଉଛି ଆଲୋକର ପର୍ବ । ଏହି ପର୍ବ କେତେକାଂଶରେ ଦୀପାବଳୀ ସଦୃଶ ।

Para-16: Hardly a month passes in any of the seven states without a festival or two. Most of them have religious importance or significance, as the people offer thanks to the gods for a good harvest or prosperity, or ask for protection against calamities. But these celebrations also help encourage cultural and artistic activities and bring out the natural talent of the people.

ଅନୁବାଦ : ଏହି ସାତ ରାଜ୍ୟ ମଧ୍ୟରୁ କୌଣସି ରାଜ୍ୟରେ ଏପରି ଗୋଟିଏ ମାସ ନାହିଁ ଯେତେବେଳେ କି ଗୋଟିଏ ବା ଦୁଇଟି ପର୍ବ ପାଳିତ ହୋଇନଥାଏ । ସେଗୁଡ଼ିକ ମଧ୍ୟରୁ ଅଧିକାଂଶ ପର୍ବର କୌଣସି ନା କୌଣସି ଧାର୍ମିକ ଗୁରୁତ୍ୱ ରହିଛି ଯେହେତୁ ଲୋକମାନେ ଏକ ଭଲ ଫସଲ ଅମଳ ନିମିତ୍ତ ଦେବତାମାନଙ୍କୁ ଧନ୍ୟବାଦ ଦେଇଥା’ନ୍ତି ବା ବିପର୍ଯ୍ୟୟ ବିରୋଧରେ

Word Meaning / Glossary:
region – area of a country (Q) What region are youfrom?
comprise – consist, formed from (ଗଠିତ ହୋଇଥାଏ ) Water comprises oxygen and hydrogen.
contiguous – adjoining (ସନ୍ନିହିତ ବା ସଂଲଗ୍ନ) Odisha is contiguous to Andhra Pradesh in the south.
interdependence – act of depending on each other ( ଆନ୍ତଃନିର୍ଭରଶୀଳତା)
corridor – a long narrow strip of land used as a road (ରାସ୍ତାରୂପେ ବ୍ୟବହୃତ ହେଉଥିବା ଏକ ସଂକୀର୍ଣ୍ଣ)
amazing – wonderful The Himalayas present amazing scenery.
culture – habits, traditions, and religious beliefs The Indian culture is diversifying (ବିବିଧତାପୂର୍ଣ୍ଣ)
traditional – ancient (ପ୍ରାଚୀନ, ପାରମ୍ପରିକ) ‘Odishi’ is the traditional dance of Odisha.
enthusiasm – great eagerness He lost his enthusiasm for his studies.
lush – thick growing The field is lush green (ସବୁଜିମାରେ ଭରା )
mark – celebrate (ପାଳନ କରନ୍ତି)
brisk – rapid or quick (ଦ୍ରୁତ ବା କ୍ଷିପ୍ର) The leopard chases its prey (ଶିକାର) with brisk feet.
cymbal – round metal plates used as musical tools (ଝାଞ୍ଜ ବା କରତାଳ ( ସଙ୍ଗୀତ ବାଦ୍ୟଯନ୍ତ୍ର)
bamboo clapper – musical tools made of boards of bamboo
generation – all the people born in the same period (ପିଢ଼ି)
picturesque – full of enchanting scenery (ସୁନ୍ଦର ଦୃଶ୍ୟପୂଣ୍ଣ) Chilika is a picturesque lake.
to discard – to use no more I want to discard my old thoughts.( ତ୍ୟାଗ କରିବାପାଇଁ)
prosperity – success with money (ଆର୍ଥିକ ପ୍ରଗତି ବା ଉନ୍ନତି) May you live in peace and prosperit’’.
congregation – a gathering of people (particularly devotees at a sacred place One can see a huge congregation at Pun Badadanda on the occasion of the Car Festival.
feature – include something important The religion features lots of music and dance.
iconic – symbolic (ପ୍ରତୀକାତ୍ମକ)
indie – a pop group or a rock music group (ଏକ ପପ୍ ସଙ୍ଗୀତ ବା ରକ୍ ସଙ୍ଗୀତ ଦଳ)
revive – to renew to bring the past back again (ପୁନରୁତ୍ ଥାନ କରିଥାଏ ) A few hours of rest can revive your energy.
sumptuous – very rich and with a lot of variety( ରମଣୀୟ ଓ ବିଭିନ୍ନତାପୂର୍ଣ୍ଣ, ସୁନ୍ଦର )
ritual – religious rites (ଧାମକ ପ୍ରଜାପଦ୍ଧତି / ରୀତିନୀତି) The Hindus have a lot of rituals.
plane – progress
instructed – suggested or told formally (ଆନୁଷ୍ଠାନିକ ଭାବରେ ପରାମର୍ଶ ଦିଆଯାଇଥ‌ିବା )
take place – happen / occur I come about In Odisha thirteen festivals take place in twelve months.
rhythmic – having regular pattern of sound and music ( ଛନ୍ଦ ବା ତାଳ (ଧ୍ୱନି ଓ ସଙ୍ଗୀତର )
form the soul of – form the inner part of (ମୂଳପିଣ୍ଡ ଗଠନ କରିଥାଏ)
preserve – to protect ( ସଂରକ୍ଷତ କରିବାପାଇଁ)
oral history – historical information passed from generation to generation by the tongues of people ( ମୋଖୁ ଇତିହାସ )
headgear – clothing on (he head for a religious purpose) (ଧାର୍ମିକ ଉଦ୍ଦେଶ୍ୟରେ ବ୍ୟବହୃତ)
heritage – history of ancient traditions (ପ୍ରାଚୀନ ଐତିହ୍ୟ) India has a glorious heritage.
sporting event – athletics activity
situated – located (ଅବସ୍ଥିତ ଥିବା) Odisha is situated on the east coast of India.
lunar month – the average time between one new moon and the next (ଚନ୍ଦ୍ର ମାସ)
sacred – holy, auspicious (ପବିତ୍ର) The Veda is a sacred epic
to commemorate – to remind people of something (ସ୍ୱର୍ଗୀୟ କରାଇଦେବା ପାଇଁ)
enlightenment – the act of acquiring heavenly knowledge
fascinating – extremely interesting or attractive (ଆକର୍ଷଣୀୟ) Sikkim is a fascinating state.
extensive – largest, highest in space or amount Harish is having extensive preparation for the examination.
ask for – to beg somebody something I asked the father for fifty rupees.
calamity (N) – unexpected disaster causing a lot of damage Earthquake is a huge natural calamity. (ଦୁର୍ବିପାକ ବା ବିପର୍ଯ୍ୟୟ )
bring out – make / showcase, expose (ଉଜାଗର କରିଥାଏ)
unique – extra-ordinary (ଅଦ୍ଵିତୀୟ, ଅସାଧାରଣ ) It was a unique event God is unique to all.
diverse – manifold (ବିବିଧତାପୂର୍ଣ୍ଣ) or various India has diverse cultures.
clad – covered (ଆଚ୍ଛାଦତ ) The ground is clad in snow.
has provided – has given (ଦେଇଛି) He has provided a lot of money for the project.
attire – clothes (ପୋଷାକ) We are in the best attires during festivals.
to drive away – to eliminate We use mosquito nets to drive away mosquitoes.
melodious – very sweet Lata has a melodious voice.
immense – tremendous We get immense joy during festivals.
thriving – growing Monsoon is a crop-thriving season.

BSE Odisha 10th Class English Detailed Text

• Chapter 1 All Things Bright and Beautiful
• Chapter 2 A letter to God
• Chapter 3 The Solitary Reaper
• Chapter 4 At the High School
• Chapter 5 Village Song
• Chapter 6 Festivals of North-East India
• Chapter 7 The Flower-School
• Chapter 8 Air Pollution: A Hidden Menace
• Chapter 9 From the Formalin Jar
• Chapter 10 School’s Goodbye

Odisha State Board CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(a) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Exercise 3(a)

Question 1.
A merchant sells two models X and Y of TV with cost price ₹25000 and ₹50000 per set respectively. He gets a profit of ₹1500 on model X and ₹2000 on model Y. The sales cannot exceed 20 sets in a month. If he cannot invest more than 6 lakh rupees, formulate the problem of determining the number of sets of each type he must keep in stock for maximum profit.
Solution:
To get maximum profit let x TVs of model X and Y TVs of model Y must be kept in stock.
∴ Total profit = Z = 1500x + 2000y which is to be maximum.
According to the question, the sales cannot exceed 20 sets i.e. x + y ≤ 20.
Again total investment does not exceed 6 lakh.
25000x + 50000y ≤ 600000
⇒ x + 2y ≤ 24
∴ The LPP is:
maximise: Z = 1500x + 2000y
subject to: x + y ≤ 20
x + 2y ≤ 24
x, y ≥ 0

Question 2.
A company manufactures and sells two models of lamps L₁ and L₂, the profit being ₹15 and ₹10 respectively. The process involves two workers W, and W2 who are available for this kind of work 100 hours and 80 hours per month respectively, W1 assembles L₁ in 20 and L₂ in 30 minutes. W2 paints L₁ in 20 and L₂ in 10 minutes. Assuming that all lamps made can be sold, formulate the LPP for determining the production figures for maximum profit.
Solution:
Let x units of L₁ and y units of L₂: are to be produced to get maximum profit.
Total profit = Z = 15x + 10y
According to the question
20x + 30y ≤ 600
and 20x + 10y ≤ 480
=> 2x + 3y ≤ 600
2x + y ≤ 480
.-. The LPP is maximize: Z = 15x + 10y
subject to: 2x + 3y ≤ 600
2x + y ≤ 480
x, y ≥ 0.

Question 3.
A factory uses three different resources for the manufacture of two different products, 20 units of the resource A, 12 units of B and 16 units of C being available. One unit of the first product requires 2, 2 and 4 units of the resources and one unit of the second product requires 4, 2 and 0 units of the resources taken in order. It is known that the first product gives a profit of ₹20 per unit and the second ₹30 per unit. Formulate the LPP so as to earn maximum profit.
Solution:
Let to earn maximum profit the factory produces x units of first product and y units of the second product.
The given data can be summarised as below:

	Resource A	Resource B	Resource C	Profit per unit in ₹
Product – I	2	2	4	20
Product – II	4	2	0	30
Availability	20	12	16

Total profit = 20x + 30y
which is to be maximum.
According to the question
2x + 4y ≤ 20
2x + 2y ≤ 12
4x + 0y ≤ 16
.-. The LPP is
maximize: Z = 20x + 30y
subject to: x + 2y ≤ 10
x + y ≤ 6
x ≤ 4
x, y ≥ 0.

Question 4.
A man plans to start a poultry farm by investing at most ₹3000. He can buy old hens for ₹80 each and young ones for ₹140 each, but he cannot house more than 30 hens. Old hens lay 4 eggs per week and young ones lay 5 eggs per week, each egg being sold at ₹5. It costs ₹5 to feed an old hen and ₹8 to feed a young hen per week. Formulate his problem determining the number of hens of each type he should buy so as to earn a profit of more than ₹300 per week.
Solution:
Let to get maximum profit he has to purchase x old hens and y young hens.
Total cost = 80x + 140y ≤ 3000
⇒ 4x + 7y ≤ 150
Total number of hens x + y ≤ 30
Number of eggs per week = 4x + 5y
Total income per week = 20x + 25y
Total cost to feed per week = 5x + 8y
∴ Weekly profit = 15x + 17y
∴ 15x + 17y > 300
and also total profit = z = 15x + 17y is to be maximum.
∴ The LPP is
maximize: Z = 15x + 17y
subject to: 4x + 7y ≤ 150
x + y ≤ 30
15x + 17y ≥ 300
x, y ≥ 0.

Question 5.
An agro-based company produces tomato sauce and tomato jelly. The quantity of material, machine hour, labour (man-hour) required to produce one unit of each product and the availability of raw material ore given in the following table:

	Sauce	Jelly	availability
Man-hour	3	2	10
Machine hour	1	2.5	7.5
Raw material	1	1.2	4.2

Assume that one unit of sauce and one unit of jelly each yield a profit of ₹2 and ₹4 respectively. Formulate the LPP so as to yield maximum profit.
Solution:
Let the company produces x units of sauce and y units of jelly.
Total profit = 2x + 4y to be maximum.
Man hour = 3x + 2y ≤ 10
Machine hour = x + 2.5y ≤ 7.5
⇒ 2x + 5y ≤ 15
Raw material = x + 1.2y ≤ 4.2
⇒ 5x + 6y ≤ 21
∴ The LPP is
maximize: Z = 2x + 4y
subject to: 3x + 2y ≤ 10
2x + 5y ≤ 15
5x + 6y ≤ 21
x, y ≥ 0.

Question 6.
(Allocation Problem.) A farmer has 5 acres of land on which he wishes to grow two crops X and Y. He has to use 4 cart loads and 2 cartloads of manure per acre for crops X and Y respectively. But not more than 18 cartloads of manure is available. Other expenses are ₹200 and ₹500 per acre for the crops X and Y respectively. He estimates profit from crops X and Y at the rates ₹1000 and ₹800 per acre respectively. Formulate the LPP as to how much land he should allocate to each crop for maximum profit.
Solution:
Let x acres are allocated for crop X and y acres for crop Y.
Total profit = 100x + 800y to be maximum.
According to the question
x + y ≤ 5
Manure = 4x + 2y ≤ 1 8 ⇒ 2x + y ≤ 9
∴ The LPP is
maximize: Z = 1000x + 800y
subject to: x + y ≤ 5
2x + y ≤ 9
x, y ≥ 0.

Question 7.
(Transportation Problem) A company has two factories at locations X and Y. He has to deliver the products from these factories to depots located at three places A, B and C. The production capacities at X and Y are respectively 12 and 10 units and the requirements at the depots are 8, 8 and 6 units respectively. The cost of transportation from the factories to the depots per unit of the product is given below.

(Cost in ₹)
	To →	A	B	C
From	X	210	160	250
	Y	170	180	140

The company has to determine how many units of product should be transported from each factory to each depot so that the cost of transportation is minimum. Formulate this LPP.
Solution:
Let x units are transported from X to A and y units from X to B. The transportation matrix is

Total cost of transportation
= 210x + 160y + 250 (12 – x – y) +170 (8 – x) +180 (8 – y) + 140 (x + y – 6)
= 4960 – 70x – 130y to be minimum.
Now all costs of transportation are ≥ 0.
∴ x ≥ 0, y ≥ 0.
12 – x – y ≥ 0 ⇒ x + y ≤ 12
8 – x ≥ 0 ⇒ x ≤ 8
8 – y ≥ 0 ⇒ y ≤ 8
x + y – 6 ≥ 0 x + y ≥ 6
∴ The LPP is
Minimize: Z = 4960 – 70x – 130y
subject to: x + y ≤ 12
x ≤ 8
y ≤ 8
x + y ≥ 6
x, y ≥ 0

Question 8.
(Diet Problem) Two types of food X and Y are mixed to prepare a mixture in such a way that the mixture contains at least 10 units of vitamin A, 12 units of vitamin B and 8 units of vitamin C. These vitamins are available in one kg of food as per the table given below.

	Vitamins
food	A	B	C
X	1	2	3
Y	2	2	1

One kg. of food X cost ₹16 and one kg. of food Y costs ₹20. Formulate the LPP so as to determine the least cost of the mixture containing the required amount of vitamins.
Solution:
Let x units of food X and y units of food Y are to be mixed to prepare the mixture.
Cost of the mixture = 16x + 20y to be minimum.
According to the question
Vitamin A content = x + 2y ≥ 10
Vitamin B content = 2x + 2y ≥ 12
Vitamin C content = 3x + y ≥ 8
∴ The LPP is
minimize: Z = 16x + 20y
subject to x + 2y ≥ 10
x + y ≥ 6
3x + y ≥ 8
x, y ≥ 0.

Question 9.
Special purpose coins each weighing 10gms are to be manufactured using two basic metals M₁ and M₂ and a mix of other metals M₃. M₁, M₂ and M₃ cost ₹500, ₹800 and ₹50 per gram respectively. The strength of a coin demands that not more than 7gm. of M₁ and a minimum of 3 gm of M₁ should be used. The amount of M₃ in each coin is maintained at 25% of that of M₁. Since the demand for the coin is related to its price, formulate the LPP to find the minimum cost of a coin.
Solution:
Let x gm of M₁ and y g of M₂ are used to make the coin. According to the demand of the coin \(\frac{x}{4}\) g of M₃ is to be mixed.
Cost of the coin = 500x + 800y + \(\frac{50 x}{4}\)
= (512.5)x + 800y
which is to be minimum.
Again weight of the coin = 10g
⇒ x + y + \(\frac{x}{4}\) = 10
⇒ 5x + 4y = 40
According to the question x ≤ 7, y ≤ 3.
Thus the L.P.P is
minimize: Z = (512.5)x + 800y
subject to: 5x + 4y = 40
x ≤ 7
x ≤ 3
x, y ≥ 0.

Question 10.
A company produces three types of cloth A, B and C. Three kinds of wool, say red, green and blue are required for the cloth. One unit length of type A cloth needs 2 metres of red and 3 metres of blue wool; one unit length of type B cloth needs 3 metres of red, 2 metres of green and 2 metres of blue wool and one unit length of type C cloth needs 5 metres of green and 4 metres of blue wool. The firm has a stock of only 80 metres of red, 100 metres of green and 150 metres of blue wool. Assuming that income obtained from one unit length of cloth is ₹30, ₹50 and ₹40 of types A, B and C respectively, formulate the LPP so as to maximize income.
Solution:
Let x units of cloth A, y units of cloth B and z units of cloth C are to be produced from the available materials to get the maximum income. The given data can be summarised as:

	Red wool	Green wool	Blue wool	Income
Cloth A	2	–	3	30
Cloth B	3	2	2	50
Cloth C	–	5	4	40
Availability	80	100	150

Total Income = 30x + 50y + 40z
which is to be maximum.
According to the question
2x + 3y ≤ 80
2y + 5z ≤ 100
3x + 2y + 4z ≤ 150
Thus the L.P.P. is
minimize: Z = 30x + 50y + 40z
subject to: 2x + 3y ≤ 80
2y + 5z ≤ 100
3x + 2y + 4z ≤ 150
x, y, z ≥ 0

Question 11.
A person wants to decide the constituents of a diet which will fulfil his daily requirements of proteins, fats and carbohydrates at minimum cost. The choice is to be made from three different types of food. The yields per unit of these foods are given in the following table.

food	yield/unit			cost/unit
	Protein	Fat	Carbonate
f1	3	2	6	45
f2	4	2	3	40
f3	8	7	7	85
Minimum Requirement	100	200	800

Formulate the LPP.
Solution:
Let the diet constitues x units of f1, y units of f2 and z units of f3.
Total cost = 45x + 40y + 85z, which is to be minimum.
According to the question
3x + 4y + 8z ≥ 1000
2x + 2y + 7z ≥ 200
6x + 3y + 7z ≥ 800
Thus the LPP is
Minimize: Z = 45x + 40y + 85z
Subject to: 3x + 4y + 8z ≥ 1000
2x-+2y + 7z ≥ 200
6x + 3y + 7z ≥ 800
x, y, z ≥ 0

Odisha State Board CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Ex 3(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 3 Linear Programming Exercise 3(b)

Question 1.
Maximize Z = 5x₁+ 6x₂
Subject to: 2x₁ + 3x₂ ≤ 6
x₁, x₂ ≥ 0
Solution:
Step – 1 Treating the constraint as equation, we get 2x₁ + 3x₂ = 6
Step – 2 Let us draw the graph

x1	3	0
x2	0	0

Step – 3 Clearly (0,0) statisfies 2x₁ + 3x₂ ≤ 6
The shaded region is the feasible region with vertices 0(0,0), A(3,0), B(0,2).
Step – 4

Corner point	Z = 5x1+ 6x2
0(0.0)	0
A(3,0)	15 → maximum
B(0,2)	12

Z is maximum at A (3,0)
∴ The solution of LPP is x₁ = 3, x₂ = 0
Z_max = 15

Question 2.
Minimize: Z = 6x₁ + 7x₂
Subject to: x₁ + 2x₂ ≥ 4
x₁, x₂ ≥ 0
Solution:
Step – 1 Treating the constraint as equation we get x₁ + 2x₂ = 0
Step – 2 Let us draw the graph of x₁ + 2x₂ = 4

x1	0	4
x2	2	0

Step – 3 Clearly 0(0,0) does not satisfy
x₁ + 2x₂ > 4, x₁ > 0, x₂ > 0 is the first quadrant.
The feasible region is the shaded region with vertices A(4, 0), B(0, 2).
Step – 4 Z (4, 0) = 24
Z (0, 2) = 14 → minimum
Step – 5 As the feasible region is unbounded we cannot immediately decide Z is minimum at B (0, 2).
Let us draw the half-plane 6x₁ + 7x₂ < 14

x1	0	3.5
x2	2	-1

As this half-plane has no point common with the feasible region, we have Z is minimum for x₁= 0, x₂ = 2 and the minimum value of Z = 14.

Question 3.
Maximize Z = 20x₁+ 40x₂
Subject to: x₁ + x₂ ≤ 1
6x₁ + 2x₂ ≤ 3
x₁, x₂ ≥ 0.
Solution:
Step – 1 Treating the constraints as equations
x₁ + x₂ = 1    …. (1)
6x₁ + 2x₂ = 3   …. (2)
x₁, x₂ ≥ 0
Step – 2 Let us draw the graph:
Table – 1

x1	0	1
x2	1	0

Table – 2

x1	0	0.5
x2	1.5	0

Step – 3 As (0, 0) satisfies both the inequations the shaded region is the feasible region.
Step – 4 Solving
x₁ + x₂ = 1
6x₁ + 2x₂ = 3
we have x₁ = ¼ x₂ = ¾
The vertices are O(0, 0), A(0.5, 0), B(0,1) and C(¼, ¾)
Now Z(O) = 0
Z(A) = 10
Z(B) = 40
Z(C) = 20 × ¼ + 40 × ¾ = 35
∴ Z attains maximum at B for x₁= 0, x₂ = 1
Z_max = 40

Question 4.
Minimize: Z = 30x₁ + 45x₂
Subject to: 2x₁ + 6x₂ ≥ 4
5x₁ + 2x₂ ≥ 5
x₁, x₂ ≥ 0
Solution:
Step – 1 Consider the constraints as equations
2x₁ + 6x₂ = 4
5x₁ + 2x₂ = 5
Step – 2
Table – 1

x1	2	-1
x2	0	1

Table – 2

x1	1	0
x2	0	2.5

Step – 3 Clearly 0(0,0) does not satisfy 2x₁ + 6x₂ ≥ 4 and 5x₁ + 2x₂ ≥ 5.
Thus the shaded region is the feasible region.
Solving the equations we get
x₁ = \(\frac{11}{13}\), x₂ = \(\frac{5}{13}\).
∴ The vertices are A(2, 0)
B(\(\frac{11}{13}\), \(\frac{5}{13}\)) and C(0, \(\frac{5}{2}\)).
Step – 4 Z(A) = 60
Z(B) = \(\frac{555}{13}\) → minimum
Z(C) = \(\frac{225}{2}\)
Step – 5 As the feasible region is unbounded we cannot immediately decide Z is minimum at B(\(\frac{11}{13}\), \(\frac{5}{13}\))
Let us draw the half plane
30x₁ + 45x₂ < \(\frac{555}{13}\)

x1	\(\frac{11}{13}\)	0
x2	\(\frac{5}{13}\)	\(\frac{27}{39}\)

As this half plane and the feasible region has no point in common we have Z is minimum for x₁ = \(\frac{11}{13}\), x₂ = \(\frac{5}{13}\), and Z_min = \(\frac{555}{13}\)

Question 5.
Maximize: Z = 3x₁+ 2x₂
Subject to: -2x₁ + x₂ ≤ 1
x₁ ≤ 2
x₁+ x₂ ≤ 3
x₁, x₂ ≥ 0
Solution:
Step – 1 Treating the constraints as equations
-2x₁ + x₂ = 1        …..(1)
x₁ = 2                   …..(2)
x₁+ x₂ = 3            …..(3)
Step – 2 Let us draw the lines.
Table – 1

x1	0	-1
x2	1	-1

Table – 2

x1	2	2
x2	0	1

Table – 3

x1	0	3
x2	3	0

Step – 3 (0, 0) satisfies all the constraints and x₁, x₂ > 0 is the 1st quadrant the shaded region is the feasible region.

Step – 4 Solving -2x₁ + x₂ = 1
x₁+ x₂ = 3
we have 3x₁ = 2
⇒ x₁ = \(\frac{2}{3}\), x₂ = 3 – \(\frac{2}{3}\) = \(\frac{7}{3}\)
From x₁+ x₂ = 3 and x₁ = 2 we have x₁ = 2, x₂ = 1
∴ The vertices are 0(0, 0), A(2, 0), B(2, 1), C(\(\frac{2}{3}\), \(\frac{7}{3}\)), D(0, 1)
Z(0) = 0, Z(A) = 6, Z(B) = 8, Z(C) = 3.\(\frac{2}{3}\) + 2.\(\frac{7}{3}\) = \(\frac{20}{3}\), Z(D) = 2
Z is maximum at B.
∴ The solution of given LPP is x₁ = 2, x₂ = 1, Z_(max) = 8.

Question 6.
Maximize: Z = 50x₁+ 60x₂
Subject to: x₁ + x₂ ≤ 5
x₁+ 2x₂ ≤ 4
x₁, x₂ ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
x₁ + x₂ = 5     ….(1)
x₁+ 2x₂ = 4    ….(2)
Step – 2 Let us draw the graph
Table – 1

x1	5	5
x2	0	0

Table – 2

x1	4	0
x2	0	2

Step – 3 0(0,0) satisfies x₁ + x₂ ≤ 5 and does not satisfy x₁+ 2x₂ ≤ 4
Thus the shaded region is the feasible region.
Step – 4 The corner points are A(4,0), B(5,0), C(0,5) , D(0,2)
∴

Corner point	z = 50x1+ 60x2
A(4,0)	200
B (5,0)	250 → maximum
C(0,5)	300
D(0,2)	120

Z is maximum for x₁ = 0, x₂ = 5, Z_(max) = 300.

Question 7.
Maximize: Z = 5x₁+ 7x₂
Subject to: x₁ + x₂ ≤ 4
5x₁+ 8x₂ ≤ 30
10x₁+ 7x₂ ≤ 35
x₁, x₂ ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get,
x₁ + x₂ = 4           …. (1)
5x₁+ 8x₂ = 30      …. (2)
10x₁+ 7x₂ = 35    …. (3)
Step – 2 Let us draw the graph
Table – 1

x1	4	0
x2	0	4

Table – 2

x1	6	2
x2	0	2.5

Table – 3

x1	0	3.5
x2	5	0

Step – 3 0(0,0) satisfies all the constraints.
Thus the shaded region is the feasible region.
From (1) and (2) we get (\(\frac{2}{3}\), \(\frac{10}{3}\))
From (1) and (3) we get
x₁ = \(\frac{7}{3}\), x₁ = \(\frac{5}{3}\)
∴ The corner points are 0(0,0), A(\(\frac{7}{2}\), 0), B(\(\frac{7}{3}\), \(\frac{5}{3}\)), C(\(\frac{2}{3}\), \(\frac{10}{3}\)), D(0, \(\frac{15}{4}\))
Step – 4

Corner point	z = 5x1+ 7x2
0(0,0)	0
A(\(\frac{7}{2}\), 0)	\(\frac{35}{2}\)
B(\(\frac{7}{3}\), \(\frac{5}{3}\))	\(\frac{70}{3}\)
C(\(\frac{2}{3}\), \(\frac{10}{3}\))	\(\frac{80}{3}\)
D(0, \(\frac{15}{4}\))	\(\frac{105}{4}\)

Z attains its maximum value \(\frac{80}{3}\) for x₁ = \(\frac{2}{3}\) and x₂ = \(\frac{10}{3}\).

Question 8.
Maximize: Z = 14x₁ – 4x₂
Subject to: x₁ + 12x₂ ≤ 65
7x₁ – 2x₂ ≤ 25
2x₁+ 3x₂ ≤ 10
x₁, x₂ ≥ 0
Also find two other points which maximize Z.
Solution:
Step – 1 Treating the constraints as equations we get
x₁ + 12x₂ = 65   …. (1)
7x₁ – 2x₂ = 25    …. (2)
2x₁ + 3x₂ = 10   …. (3)
Step – 2 Let us draw the graph
Table – 1

x1	65	5
x2	0	5

Table – 2

x1	5	10
x2	5	22.5

Table – 3

x1	5	2
x2	0	2

Step – 3 Clearly 0(0,0) satisfies x₁ + 12x₂ ≤ 65 and 7x₁ – 2x₂ ≤ 25 but does not satisfy 2x₁+ 3x₂ ≤ 10. Thus shaded region is the feasible region.
Equation (1) and (2) meet at (5, 5).
From (2) and (3)

∴ The corner points of the feasible region are A(0, \(\frac{10}{3}\)), B(\(\frac{19}{5}\), \(\frac{4}{5}\)), C(5, 5), D(0, \(\frac{65}{12}\)).
Step – 4

Corner point	z = 14x1 – 4x2
A(0, \(\frac{10}{3}\))	\(\frac{-40}{3}\)
B(\(\frac{19}{5}\), \(\frac{4}{5}\))	50 → maximum
C(5, 5)	50 → maximum
D(0, \(\frac{65}{12}\))	\(\frac{65}{3}\)

Z is maximum for x₁ = \(\frac{19}{5}\), x₂ = \(\frac{4}{5}\) or x₁ = 5, x₂ = 5 and Z_max = 50
There is no other point that maximizes Z.

Question 9.
Maximize: Z = 10x₁ + 12x₂ + 8x₃
Subject to: x₁ + 2x₂ ≤ 30
5x₁ – 7x₃ ≤ 12
x₁ + x₂ + x₃ = 20
x₁, x₂ ≥ 0
[Hints: Eliminate x₃ from all expressions using the given equation in the set of constraints, so that it becomes an LPP in two variables]
Solution:
Eliminating x₃ this LPP can be written as Maximize Z = 2x₁ + 4x₂ + 160
Subject to: x₁ + 2x₂ ≤ 30
5x₁ – 7x₃ ≤ 12
x₁, x₂ ≥ 0
Step – 1 Treating the consraints as equations we get
x₁ + 2x₂ = 30    …..(1)
5x₁ – 7x₃ = 12   …..(2)
Step – 2 Let us draw the graph
Table – 1

x1	30	0
x2	0	15

Table – 2

x1	8	1
x2	8	20

Step – 3 Clearly 0(0,0) satisfies x₁ + 2x₂ ≤ 30 and does not satisfy 12x₁ + 7x₂ ≤ 152
∴ The shaded region is the feasible region.

Step – 4

Z is maximum for x₁ = 30, x₂ = 0 and Z_max = 220

Question 10.
Maximize: Z = 20x₁ + 10x₂
Subject to: x₁ + 2x₂ ≤ 40
3x₁ + x₂ ≥ 30
4x₁+ 3x₂ ≥ 60
x₁, x₂ ≥ 0
Solution:
Step – 1 Treating the constraints as equalities we have:
x₁ + 2x₂ = 40   ….(1)
3x₁ + x₂ = 30   ….(2)
4x₁+ 3x₂ = 60  ….(3)
Step – 2 Let us draw the graph

Step – 3 (0, 0) satisfies x₁ + 2x₂ ≤ 40 and does not satisfy 3x₁ + x₂ ≥ 30 and 4x₁+ 3x₂ ≥ 60, x₁, x₂ ≥ 0 is the first quadrant.
∴ The shaded region is the feasible region.
Step – 4 x₁ + 2x₂ = 40 and 3x₁ + x₂ = 30

∴ The vetices are A(15, 0), B(10, 0), C(4, 18) and D(6, 12)
Z(A) = 300, Z(B) = 800
Z (C) = 20 x 4 + 10 x 18 = 260
Z (D) = 120 + 120 = 240
Z attains minimum at D(6 ,12).
∴ The required solution x₁ = 6, x₂ =12 and Z_min = 240

Question 11.
Maximize: Z = 4x₁ + 3x₂
Subject to: x₁ + x₂ ≤ 50
x₁ + 2x₂ ≥ 80
2x₁+ x₂ ≥ 20
x₁, x₂ ≥ 0
Solution:
Step – 1 Treating the constraints as equations
x₁ + x₂ ≤ 50    ….(1)
x₁ + 2x₂ ≥ 80  ….(2)
2x₁+ x₂ ≥ 20   ….(3)
Step – 2 Let us draw the graph

Step – 3 (0, 0) satisfies x₁ + x₂ < 50, x₁ + 2x₂ < 80 but does not satisfy
2x₁ + x₂ > 20, x₁ > 0, x₂ > 0 is the 1st quadrant.
Hence the shaded region is the feasible region.
Step – 4 x₁ + x₂ = 50
x₁ + 2x₂ = 80
=> x₂ = 30, x₁ = 20
The vertices of feasible region are
A(10, 0), B(50, 0), C(20, 30), D (0, 40) and E (0, 20)

Point	Z = 4x1 + 3x2
A(10,0)	40
5(50,0)	200
C(20,30)	170
D(0,40)	120
E(0,120)	60

Question 12.
Optimize: Z = 5x₁ + 25x₂
Subject to: -0.5x₁ + x₂ ≤ 2
x₁ + x₂ ≥ 2
-x₁+ 5x₂ ≥ 5
x₁, x₂ ≥ 0
Solution:
Step – 1 Treating the constraints as equations
-0.5x₁ + x₂ = 2   ….(1)
x₁ + x₂ = 2         ….(2)
-x₁+ 5x₂ = 5      ….(3)
Step – 2 Let us draw the graph.

Step – 3 (0, 0) satisfies -0.5x₁ + x₂ ≤ 2, but does not satisfy x₁ + x₂ ≥ 2 and -x₁+ 5x₂ ≥ 5, x₁ > 0, x₂ > 0 is the 1st quadrant.
The shaded region is the feasible region with vertices A(\(\frac{5}{6}\), \(\frac{7}{6}\)) and B(0, 2).
Step – 4 Z can be made arbitrarily large.
∴ Problem has no maximum.
But Z(A) = \(\frac{100}{3}\), Z(B) = 50
Z is minimum at A(\(\frac{5}{6}\), \(\frac{7}{6}\)).
But the feasible region is unbounded.
Hence we cannot immediately decide, Z is minimum at A.
Let us draw the half plane
5x₁ + 25x₂ < \(\frac{100}{3}\)
⇒ 3x₁ + 15x₂ < 20
As there is no point common to this half plane and the feasible region.
we have Z is minimum for x₁ = \(\frac{5}{6}\), x₂ = \(\frac{7}{6}\) and the minimum value = \(\frac{100}{3}\)

Question 13.
Optimize: Z = 5x₁ + 2x₂
Subject to: -0.5x₁ + x₂ ≤ 2
x₁ + x₂ ≥ 2
-x₁+ 5x₂ ≥ 5
x₁, x₂ ≥ 0
Solution:
Step – 1 Treating the constraints as equations
-0.5x₁ + x₂ = 2   ….(1)
x₁ + x₂ = 2         ….(2)
-x₁+ 5x₂ = 5      ….(3)
Step – 2 Let us draw the graph.

Step – 3 The shaded regian is feasible region which is unbounded, thus Z does not have any maximum.

As Z can be made arbitrarily large, the given LPP has no maximum.
Z is minimum at B (0, 2). But we cannot immediately decide, Z is minimum at B.
Let us draw the half plane 5x₁ + 2x₂ < 4

x1	0	4/5
x2	2	0

As there is no point common to this half plane and the feasible region,
we have Z is minimum for x₁ = 0, x₂ = 2 and the minimum value of Z = 4.

Question 14.
Optimize: Z = -10x₁ + 2x₂
Subject to: -x₁ + x₂ ≥ -1
x₁ + x₂ ≤ 6
x₂ ≤ 5
x₁, x₂ ≥ 0
Solution:
Step – 1 Treating the constraints as equations
-x₁ + x₂ = -1     ….(1)
x₁ + x₂ = 6        ….(2)
x₂ = 5                ….(3)
Step – 2 Let us draw the graph
Table – 1

x1	1	0
x2	0	-1

Table – 2

x1	6	0
x2	0	1

Step – 3 Clearly 0(0,0) satisfies all the constraints.
Thus the shaded region is the feasible region.
The vertices are 0(0,0) , A(1,0), B(\(\frac{7}{2}\), \(\frac{5}{2}\)) ,C(1, 5) and D (0, 5)
Step – 4 Z(O) = 0
Z(A) = -10
Z(B) = – 30
Z(C) = 0
Z(D) = 10
∴ Z is maximum for x₁= 0, x, = 5 and Z_(max) = 10
Z is minimum for x₁ = \(\frac{7}{2}\)  x₂ = \(\frac{5}{2}\) and Z_(min) = -30

Question 15.
Solve the L.P.P.s obtained in Exercise 3(a) Q.1 to Q. 9 by graphical method.
(1) Maximise: Z = 1500x + 2000y
Subject to: x + y < 20
x + 2y < 24
x, y ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
x + y = 20
x + 2y = 24
Step – 2 Let us draw of graph.

Step – 3 Clearly 0(0,0) satisfies all the constraints.
Thus the shaded region is the feasible region.
From (1) and (2) we get
y = 14
x = 16
With vertices 0(0, 0), A(20, 0), B(16, 4), C(0, 12).
Step – 4 Z(0) = 0
Z(A) = 30,000
Z(B) = 32,000 → Maximum
Z(C) = 24000
Z is maximum for x = 16, y = 4 with Z = 32000
To get maximum profit he must keep 16 sets of model X and 4 sets of model Y.
Maximum profit = 1500 × 16 + 2000 × 4 = ₹32,000

(2) Maximize: 15x + 10y
Subject: x + 3y ≤ 600
2x + y ≤ 480
x, y ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
2x +3y = 600
2a + y = 480
Step – 2 Let us draw the graph

Step – 3 Clearly 0(0,0) satisfies all the constraints.
The corner point are 0(0, 0), A (240, 0) B(210, 60),C(0, 200)
Step – 4 Z(0) = 6
Z(A) = 3600
Z(B) = 3150 + 600
= 3750 → maximum
Z(C) = 2000
Thus Z is maximum for x = 210 and y = 60
and Z_(max) = 3750

(3) Maximize: Z = 20x + 30y
Subject to: x + 2y ≤ 10
x + y ≤ 6
x ≤ 4
x, y ≥ 0.
Solution:
Step – 1 Treating the constraints as equations we get
x + 2y = 10       …(1)
x + y = 6           …(2)
x = 4
Step – 2 Let us draw the graph

Step – 3 As 0(0,0) satisfies all the constraints the shaded region is the feasible region.
Solving (1) and (2) we get x = 2, y = 4.
The vertices and 0(0, 0) , A(4, 0), B(4, 2), C(2, 4), D (0, 5).
Step – 4 Z(0) =0
Z(A) = 80
Z (B) =140
Z(C) = 1 60 → maximum
Z (D) = 150
∴ Z is Maximum when x = 2, y = 4 and Z_(max) = 160

(4) Maximize: Z = 15x + 17y
Subject to: 4x + 7y ≤ 150
x + y ≤ 30
15x + 17y > 300
x, y ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
4x + 7y = 150      ….(1)
x + y = 30            ….(2)
15x + 17y = 300  ….(3)
Step – 2 Let us draw the graph

Step – 3 Clearly 0(0,0) satisfies all the constraints.
4x + 7y ≤ 150, x + y ≤ 30, but does not satisfy 15x + 17y ≥ 300.
∴ The shaded region is the feasible region.
From (1) and (2) we get

∴ Z is maximum for x = 20. y = 10 and Z_(max) = 470

(5) Maximize: Z = 2x + 4y
Subject to: 3x + 2y ≤ 10
2x + 5y ≤ 15
5x + 6y ≤ 21
x, y ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
3x + 2y = 10  …(1)
2x + 5y = 15  …(2)
5x + 6y = 21  …(3)
Step – 2 Let us draw the graph

Step – 3 As 0(0,0) satisfies all the constraints the shaded region is the feasible region.
From (1) and (3) we get

From (2) and (3) we get

Step-4 Z(O) = 0

(6) Maximize: Z = 1000x + 800y
Subject to: x + y ≤ 5
2x + y ≤ 9
x, y ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
x + y = 5    ….(1)
2x + y = 9  ….(2)
Step – 2 Let us draw the graph

Step – 3 Clearly 0(0,0) satisfies all the constraints.
∴ Thus the shaded region is the feasible region.
From (1) and (2) we get x = 4, y = 1.
∴ The vertices are A(0, 0), A(4.5, 0), B(4, 1) and C(0, 5).
Step – 4 Z(0) =0
Z (A) = 4500
Z (B) = 4800 → Maximum
Z (C) = 4000
Z is maximum for x = 4 and y = 1, Z_(max) = 4800

(7) Minimize: Z = 4960 – 70x – 130y
Subject to: x + y ≤ 12
x + y ≥ 6
x ≤ 8
y ≤ 8
x, y ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
x + y = 12   ….(1)
x + y = 6     ….(2)
x = 8           ….(3)
y = 4           ….(4)
Step – 2 Let us draw the graph

Step – 3 Clearly 0(0,0) satisfies all the constraints except x + y > 6.
The shaded region is the feasible region.
The vertices are A(6, 0), B(8, 0), C(8, 4), D(4, 8), E(0, 8) and F(0, 6).
Step – 4 Z (A) = 4540
Z (B) = 4400
Z (C) = 3880
Z (D) = 3640 → Minimum
Z (E) = 3920
Z (F) = 4180
∴ Z is maximum for x = 4 and y = 8 and Z_(min) = 3640.

(8) Minimize: Z = 16x + 20y
Subject to x + 2y ≥ 10
x + y ≥ 6
3x + y ≥ 8
x, y ≥ 0
Solution:
Step – 1 Treating the constraints as equations we get
x + 2y = 10  ….(1)
x + y = 6      …(2)
3x + y = 8    …(3)
Step – 2 Let us draw the graph

Step – 3 Clearly 0(0,0) satisfies all the constraints. Thus the shaded region is the feasible region.
From (1) and (2) we get y = 4, x = 2.
From (2) and (3) we get x = 1, y = 5.
The vertices are A(10, 0), B(2, 4), C(1, 5), D(0, 8).
Step – 4 Z (A) = 160
Z (B) = 112 → Minimum
Z (C) =116
Z (D) = 160
As the region is unbounded, let us draw the half plane Z < Z_(min)
⇒ 16x + 20y < 112
⇒ 4x + 5y < 28

x1	7	0
x2	0	5.6

There is no point common to the shaded region and the half plane 4x + 5y ≤ 28 other than B(2, 4).
∴ Z is minimum for x = 2, y = 4 and Z_(min) = 112.

(9) Minimize: Z = (512.5)x + 800y
Subject to: 5x + 4y = 40
x ≤ 7
x ≤ 3
x, y ≥ 0
Solution:
Step – 1 Let us draw the graph of
5x + 4y = 40
x = 7, y = 3

x1	8	0
x2	0	10

Step – 1 Let us draw the graph of
5x + 4y = 40
x = 7, y = 3
Step – 2 The line segment AB is the feasible region.
Step – 3 Z (A) = 3587.5 + 1000 = 4587.5
Z (B) = 2870 + 2400 = 5270
Clearly Z is minimum for
x = 7, y = \(\frac{5}{4}\) and Z_(min) = 4587.5

Odisha State Board Elements of Mathematics Class 12 Solutions CHSE Odisha Chapter 2 Inverse Trigonometric Functions Ex 2 Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 2 Inverse Trigonometric Functions Exercise 2

Question 1.
Fill in the blanks choosing correct answer from the brackets:
(i) If A = tan^-1 x, then the value of sin 2A = ________. (\(\frac{2 x}{1-x^2}\), \(\frac{2 x}{\sqrt{1-x^2}}\), \(\frac{2 x}{1+x^2}\))
Solution:
\(\frac{2 x}{1+x^2}\)

(ii) If the value of sin^-1 x = \(\frac{\pi}{5}\) for some x ∈ (-1, 1) then the value of cos^-1 x is ________. (\(\frac{3 \pi}{10}\), \(\frac{5 \pi}{10}\),\(\frac{3 \pi}{10}\))
Solution:
\(\frac{3 \pi}{10}\)

(iii) The value of tan^-1 x (2cos\(\frac{\pi}{3}\)) is ________. (1, \(\frac{\pi}{4}\), \(\frac{\pi}{3}\))
Solution:
\(\frac{\pi}{4}\)

(iv) If x + y = 4, xy = 1, then tan^-1 x + tan^-1 y = ________. (\(\frac{3 \pi}{4}\), \(\frac{\pi}{4}\), \(\frac{\pi}{3}\))
Solution:
\(\frac{\pi}{2}\)

(v) The value of cot^-1 2 + tan^-1 \(\frac{1}{3}\) = ________. (\(\frac{\pi}{4}\), 1, \(\frac{\pi}{2}\))
Solution:
\(\frac{\pi}{4}\)

(vi) The principal value of sin^-1 (sin \(\frac{2 \pi}{3}\)) is ________. (\(\frac{2 \pi}{3}\), \(\frac{\pi}{3}\), \(\frac{4 \pi}{3}\))
Solution:
\(\frac{\pi}{3}\)

(vii) If sin^-1 \(\frac{x}{5}\) + cosec^-1 \(\frac{5}{4}\) = \(\frac{\pi}{2}\), then the value of x = ________. (2, 3, 4)
Solution:
x = 3

(viii) The value of sin (tan^-1 x + tan^-1 \(\frac{1}{x}\)), x > 0 = ________. (0, 1, 1/2)
Solution:
1

(ix) cot^-1 \(\left[\frac{\sqrt{1-\sin x}+\sqrt{1+\sin x}}{\sqrt{1-\sin x}-\sqrt{1+\sin x}}\right]\) = ________. (2π – \(\frac{x}{2}\), \(\frac{x}{2}\), π – \(\frac{x}{2}\))
Solution:
π – \(\frac{x}{2}\)

(x) 2sin^-1 \(\frac{4}{5}\) + sin^-1 \(\frac{24}{25}\) = ________. (π, -π, 0)
Solution:
π

(xi) if Θ = cos^-1 x + sin^-1 x – tan^-1 x, x ≥ 0, then the smallest interval in which Θ lies is ________. [(\(\frac{\pi}{2}\), \(\frac{3 \pi}{2}\)), [0, \(\frac{\pi}{2}\)), (0, \(\frac{\pi}{2}\)])
Solution:
(0, \(\frac{\pi}{2}\)]

(xii) sec² (tan^-1 2) + cosec² (cot^-1 3) = ________. (16, 14, 15)
Solution:
15

Question 2.
Write whether the following statements are true or false.
(i) sin^-1 \(\frac{1}{x}\) cosec^-1 x = 1
Solution:
False

(ii) cos^-1 \(\frac{4}{5}\) + tan^-1 \(\frac{2}{3}\) = tan^-1 \(\frac{17}{6}\)
Solution:
True

(iii) tan^-1 \(\frac{4}{3}\) + cot^-1 (\(\frac{-3}{4}\)) = π
Solution:
True

(iv) sec^-1 \(\frac{1}{2}\) + cosec^-1 \(\frac{1}{2}\) = \(\frac{\pi}{2}\)
Solution:
False

(v) sec^-1 (-\(\frac{7}{5}\)) = π – cos^-1 \(\frac{5}{7}\)
Solution:
True

(vi) tan^-1 (tan 3) = 3
Solution:
False

(vii) The principal value of tan^-1 (tan \(\frac{3 \pi}{4}\)) is \(\frac{3 \pi}{4}\)
Solution:
False

(viii) cot^-1 (-√3) is in the second quadrant.
Solution:
True

(ix) 3 tan^-1 3 = tan^-1 \(\frac{9}{13}\)
Solution:
False

(x) tan^-1 2 + tan^-1 3 = – \(\frac{\pi}{4}\)
Solution:
False

(xi) 2 sin^-1 \(\frac{4}{5}\) = sin^-1 \(\frac{24}{25}\)
Solution:
False

(xii) The equation tan^-1 (cotx) = 2x has exactly two real solutions.
Solution:
True

Question 3.
Express the value of the foilowing in simplest form.
(i) sin (2 sin^-1 0.6)
Solution:
sin (2 sin^-1 0.6)

(ii) tan (\(\frac{\pi}{4}\) + 2 cot^-1 3)
Solution:

(iii) cos (2 sin^-1 x)
Solution:

(iv) tan (cos^-1 x)
Solution:

(v) tan^-1 (\(\frac{x}{y}\)) – tan^-1 \(\frac{x-y}{x+y}\)
Solution:

(vi) cosec (cos^-1 \(\frac{3}{5}\) + cos^-1 \(\frac{4}{5}\))
Solution:

(vii) sin^-1 \(\frac{1}{\sqrt{5}}\) + cos^-1 \(\frac{3}{\sqrt{10}}\)
Solution:

(viii) sin cos^-1 tan sec √2
Solution:
sin cos^-1 tan sec √2
= sin cos^-1 tan sec \(\frac{\pi}{4}\)
= sin cos^-1 1 = sin 0 = 0

(ix) sin (2 tan^-1 \(\sqrt{\frac{1-x}{1+x}}\))
Solution:

(x) tan \(\left\{\frac{1}{2} \sin ^{-1} \frac{2 x}{1+x^2}+\frac{1}{2} \cos ^{-1} \frac{1-y^2}{1+y^2}\right\}\)
Solution:

(xi) sin cot^-1 cos tan^-1 x.
Solution:

(xii) tan^-1 \(\left(x+\sqrt{1+x^2}\right)\)
Solution:

Question 4.
Prove the following statements:
(i) sin^-1 \(\frac{3}{5}\) + sin^-1 \(\frac{8}{17}\) = cos^-1 \(\frac{36}{85}\)
Solution:

(ii) sin^-1 \(\frac{3}{5}\) + cos^-1 \(\frac{12}{13}\) = cos^-1 \(\frac{33}{65}\)
Solution:

(iii) tan^-1 \(\frac{1}{7}\) + tan^-1 \(\frac{1}{13}\) = tan^-1 \(\frac{2}{9}\)
Solution:
L.H.S = tan^-1 \(\frac{1}{7}\) + tan^-1 \(\frac{1}{13}\)

(iv) tan^-1 \(\frac{1}{2}\) + tan^-1 \(\frac{1}{5}\) + tan^-1 \(\frac{1}{8}\) = \(\frac{\pi}{4}\)
Solution:

(v) tan ( 2tan^-1 \(\frac{1}{5}\) – \(\frac{\pi}{4}\) ) + \(\frac{7}{17}\) = 0
Solution:

Question 5.
Prove the following statements:
(i) cot^-1 9 + cosec^-1 \(\frac{\sqrt{41}}{4}\) = \(\frac{\pi}{4}\)
Solution:

(ii) sin^-1 \(\frac{4}{5}\) + 2 tan^-1 \(\frac{1}{3}\) = \(\frac{\pi}{2}\)
Solution:

(iii) 4 tan^-1 \(\frac{1}{5}\) – tan^-1 \(\frac{1}{70}\) + tan^-1 \(\frac{1}{99}\) = \(\frac{\pi}{4}\)
Solution:

(iv) 2 tan^-1 \(\frac{1}{5}\) + sec^-1 \(\frac{5 \sqrt{2}}{7}\) + 2 tan^-1 \(\frac{1}{8}\) = \(\frac{\pi}{4}\)
Solution:

(v) cos^-1 \(\frac{12}{13}\) + 2 cos^-1 \(\sqrt{\frac{64}{65}}\) + cos^-1 \(\sqrt{\frac{49}{50}}\) = cos^-1 \(\frac{1}{\sqrt{2}}\)
Solution:


(vi) tan² cos^-1 \(\frac{1}{\sqrt{3}}\) + cot² sin^-1 \(\frac{1}{\sqrt{5}}\) = 6
Solution:
tan² cos^-1 \(\frac{1}{\sqrt{3}}\) + cot² sin^-1 \(\frac{1}{\sqrt{5}}\)
= tan² tan^-1 √2 + cot² cot^-1 (2)
= 2 + 4 = 6

(vii) cos tan^-1 cot sin^-1 x = x.
Solution.

Question 6.
Prove the following statements:
(i) cot^-1 (tan 2x) + cot^-1 (- tan 2x) = π
Solution:

(ii) tan^-1 x + cot^-1 (x + 1) = tan^-1 (x² + x + 1)
Solution:

(iii) tan^-1 (\(\frac{a-b}{1+a b}\)) + tan^-1 (\(\frac{b-c}{1+b c}\)) = tan^-1 a – tan^-1 c.
Solution:
tan^-1 (\(\frac{a-b}{1+a b}\)) + tan^-1 (\(\frac{b-c}{1+b c}\))
= tan^-1 a – tan^-1 b + tan^-1 b – tan^-1 c
= tan^-1 a – tan^-1 c.

(iv) cot^-1 \(\frac{p q+1}{p-q}\) + cot^-1 \(\frac{q r+1}{q-r}\) + cot^-1 \(\frac{r p+1}{r-p}\) = 0
Solution:

(v)

Solution:

Question 7.
Prove the following statements:
(i) tan^-1 \(\frac{2 a-b}{b \sqrt{3}}\) + tan^-1 \(\frac{2 b-a}{a \sqrt{3}}\) = \(\frac{\pi}{3}\)
Solution:

(ii) tan^-1 \(\frac{1}{x+y}\) + tan^-1 \(\frac{y}{x^2+x y+1}\) = tan^-1 \(\frac{1}{x}\)
Solution:

(iii) sin^-1 \(\sqrt{\frac{x-q}{p-q}}\) = cos^-1 \(\sqrt{\frac{p-x}{p-q}}\) = cot^-1 \(\sqrt{\frac{p-x}{x-q}}\)
Solution:

(iv) sin² (sin^-1 x + sin^-1 y + sin^-1 z) = cos² (cos^-1 x + cos^-1 y + cos^-1 z)
Solution:

(v) tan (tan^-1 x + tan^-1 y + tan^-1 z) = cot (cot^-1 x + cot^-1 y + cot^-1 z)
Solution:

Question 8.
(i) If sin^-1 x + sin^-1 y + sin^-1 z = π, show that x\(\sqrt{1-x^2}\) + x\(\sqrt{1-y^2}\) + x\(\sqrt{1-z^2}\) = 2xyz
Solution:
Let sin^-1 x = α, sin^-1 y = β, sin^-1 z = γ
∴ α + β + γ = π
∴ x = sin α, y = sin β, z = sin γ
or, α + β = π – γ
or, sin(α + β) = sin(π – γ) = sin γ
and cos(α + β) = cos(π – γ) = – cos γ

(ii) tan^-1 x + tan^-1 y + tan^-1 z = π show that x + y + z = xyz.
Solution:

(iii) tan^-1 x + tan^-1 y + tan^-1 z = \(\frac{\pi}{2}\). Show that xy + yz + zx = 1
Solution:

or, 1 – xy – yz – zx = 0
⇒ xy + yz + zx = 1

(iv) If r² = x² +y² + z², Prove that tan^-1 \(\frac{y z}{x r}\) + tan^-1 \(\frac{z x}{y r}\) + tan^-1 \(\frac{x y}{z r}\) = \(\frac{\pi}{2}\)
Solution:

(v) In a triangle ABC if m∠A = 90°, prove that tan^-1 \(\frac{b}{a+c}\) + tan^-1 \(\frac{c}{a+b}\) = \(\frac{\pi}{4}\). where a, b, and c are sides of the triangle.
Solution:
L.H.S. tan^-1 \(\frac{b}{a+c}\) + tan^-1 \(\frac{c}{a+b}\)

Question 9.
Solve
(i) cos (2 sin^-1 x) = 1/9
Solution:

(ii) sin^-1 x + sin^-1 (1 – x) = \(\frac{\pi}{2}\)
Solution:
sin^-1 x + sin^-1 (1 – x) = \(\frac{\pi}{2}\)
or, sin^-1 (1 – x) = \(\frac{\pi}{2}\) – sin^-1 x = cos^-1 x
or, sin^-1 (1 – x) = sin^-1 \(\sqrt{1-x^2}\)
or, 1 – x = \(\sqrt{1-x^2}\)
or, 1 + x² – 2x = 1 – x²
or, 2x² – 2x  = 0
or, 2x (x – 1) = 0
∴ x = 0 or, 1

(iii) sin^-1 (1 – x) – 2 sin^-1 x = \(\frac{\pi}{2}\)
Solution:
sin^-1 (1 – x) – 2 sin^-1 x = \(\frac{\pi}{2}\)
⇒ – 2 sin^-1 x = \(\frac{\pi}{2}\) – sin^-1 (1 – x)
⇒ cos^-1 (1 – x)
⇒ cos (– 2 sin^-1 x) = 1 – x      ….. (1)
Let sin^-1 Θ ⇒ sin Θ
Now cos (– 2 sin^-1 x) = cos (-2Θ)
= cos 2Θ = 1 – 2 sin² Θ = 1 – 2x²
Using in (1) we get
1 – 2x² = 1 – x
⇒ 2x² – x = 0 ⇒ x (2x – 1) = 0
⇒ x = 0, ½, But x = ½ does not
Satisfy the given equation, Thus x = 0.

(iv) cos^-1 x + sin^-1 \(\frac{x}{2}\) = \(\frac{\pi}{6}\)
Solution:

(v) tan^-1 \(\frac{x-1}{x-2}\) + tan^-1 \(\frac{x+1}{x+2}\) = \(\frac{\pi}{4}\)
Solution:

(vi) tan^-1 \(\frac{1}{2 x+1}\) + tan^-1 \(\frac{1}{4 x+1}\) = tan^-1 \(\frac{2}{x^2}\)
Solution:

(vii) 3 sin^-1 \(\frac{2 x}{1+x^2}\) – 4 cos^-1 \(\frac{1-x^2}{1+x^2}\) + 2 tan^-1 \(\frac{2 x}{1-x^2}\) = \(\frac{\pi}{3}\)
Solution:

(viii) cot^-1 \(\frac{1}{x-1}\) + cot^-1 \(\frac{1}{x}\) + cot^-1 \(\frac{1}{x+1}\) = cot^-1 \(\frac{1}{3x}\)
Solution:

(ix) cot^-1 \(\frac{1-x^2}{2 x}\) =  cosec^-1 \(\frac{1+a^2}{2 a}\) – sec^-1 \(\frac{1+b^2}{1-b^2}\)
Solution:

(x) sin^-1 \(\left(\frac{2 a}{1+a^2}\right)\) + sin^-1 \(\left(\frac{2 b}{1+b^2}\right)\) = 2 tan^-1 x
Solution:

(xi) sin^-1 y – cos^-1 x = cos^-1 \(\frac{\sqrt{3}}{2}\)
Solution:

(xii) sin^-1 2x + sin^-1 x = \(\frac{\pi}{3}\)
Solution:

Question 10.
Rectify the error ifany in the following:
sin^-1 \(\frac{4}{5}\) + sin^-1 \(\frac{12}{13}\) + sin^-1 \(\frac{33}{65}\)
Solution:

Question 11.
Prove that:
(i) cos^-1 \(\left(\frac{b+a \cos x}{a+b \cos x}\right)\) = 2 tan^-1 \(\left(\sqrt{\frac{a-b}{a+b}} \tan \frac{x}{2}\right)\)
Solution:

(ii) tan \(\left(\frac{\pi}{4}+\frac{1}{2} \cos ^{-1} \frac{a}{b}\right)\) + tan \(\left(\frac{\pi}{4}-\frac{1}{2} \cos ^{-1} \frac{a}{b}\right)\)
Solution:

(iii) tan^-1 \(\sqrt{\frac{x r}{y z}}\) + tan^-1 \(\sqrt{\frac{y r}{y x}}\) + tan^-1 \(\sqrt{\frac{z r}{x y}}\) = π where r = x + y +z.
Solution:

Question 12.
(i) If cos^-1 (\(\frac{x}{a}\)) + cos^-1 (\(\frac{y}{b}\)) = Θ, prove that \(\frac{x^2}{a^2}\) – \(\frac{2 x}{a b}\) cos Θ + \(\frac{y^2}{b^2}\) = sin² Θ.
Solution:

(ii) If cos^-1 (\(\frac{x}{y}\)) + cos^-1 (\(\frac{y}{3}\)) = Θ, prove that 9x² – 12xy cos Θ + 4y² = 36 sin² Θ.
Solution:

(iii) If sin^-1 (\(\frac{x}{a}\)) + sin^-1 (\(\frac{y}{b}\)) = sin^-1 (\(\frac{c^2}{a b}\)) prove that b²x² + 2xy \(\sqrt{a^2 b^2-c^4}\) a²y² = c²
Solution:

(iv) If sin^-1 (\(\frac{x}{a}\)) + sin^-1 (\(\frac{y}{b}\)) = α prove that \(\frac{x^2}{a^2}\) + \(\frac{2 x y}{a b}\) cos α + \(\frac{y^2}{b^2}\) = sin² α
Solution:

(v) If sin^-1 x + sin^-1 y + sin^-1 z = π prove that x² + y² + z² + 4x²y²z² = 2 ( x²y² + y²z² + z²x² )
Solution:

Question 13.
Solve the following equations:
(i) tan^-1 \(\frac{x-1}{x+1}\) + tan^-1 \(\frac{2 x-1}{2 x+1}\) = tan^-1 \(\frac{23}{36}\)
Solution:

(ii) tan^-1 \(\frac{1}{3}\) + tan^-1 \(\frac{1}{5}\) + tan^-1 \(\frac{1}{7}\) + tan^-1 x = \(\frac{\pi}{4}\)
Solution:

(iii) cos^-1 \(\left(x+\frac{1}{2}\right)\) + cos^-1 x+ cos^-1 \(\left(x-\frac{1}{2}\right)\) = \(\frac{3 \pi}{2}\)
Solution:

(iv) 3tan^-1 \(\frac{1}{2+\sqrt{3}}\) – tan^-1 \(\frac{1}{x}\) = tan^-1 \(\frac{1}{3}\)
Solution:

Odisha State Board BSE Odisha 9th Class English Solutions Non-Detailed Chapter 4 The Magic Flute Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Non-Detailed Chapter 4 The Magic Flute

BSE Odisha 9th Class English Chapter 4 The Magic Flute Questions and Answers

Introduction:

The flute is a traditional musical instrument. The music played on a flute is quite musical. People enjoy listening to its music. It fills our souls with joy. It appeals to our hearts. It rouses various feelings and sentiments in us. Basically, it purifies man’s soul and gives him/her divine pleasure. Of course, the instrument itself can’t be magical but its music or tune can be magical. Its tune can win the heart of others. Here is a story of a boy named Sukumar who played the flute and could win the love of others. Let’s know what made him play the flute and the magic it produced.

Notes:
soul – ଆତ୍ମା , appeal – ଆବେଦନ , rouse — ଜାଗ୍ରତ କରିବା, various — ବିବିଧ , music — ସଙ୍ଗୀତ, sentiment — ଅନୁଭବ, divine — ଦିବ୍ୟ, instrument — ଉପକରଣ, heart — ହୃତ୍ପିଣ୍ଡ , feelings — ଭାବନା, basically — ମୂଳତଃ, pleasure — ଆନନ୍ଦ, tune — ସ୍ୱର , win — ଜିତିବା

ବିଷୟ ସୂଚନା :
ବଂଶୀ ଏକ ପାରମ୍ପରିକ ବାଦ୍ୟଯନ୍ତ୍ର । ଏହାର ସ୍ଵର ଏକ ସଙ୍ଗୀତମୟ ଭାବଧାରା ସୃଷ୍ଟି କରେ । ଲୋକମାନେ ଏହାର ସଙ୍ଗୀତ ସ୍ୱରକୁ ଶୁଣି ବହୁତ ଆନନ୍ଦ ଉପଭୋଗ କରନ୍ତି । ଏହା ଆମର ହୃଦୟ ତଥା ଆତ୍ମାକୁ ସ୍ପର୍ଶ କରେ । ବଂଶୀର ସ୍ଵର ଆମ ମନ ମଧ୍ୟରେ ବିଭିନ୍ନ ଭାବନା ଓ ଭାବାବେଗ ଭରିଦିଏ । ଏହା ମଣିଷର ଆତ୍ମାକୁ ଶୁଦ୍ଧ କରି ତାକୁ ସ୍ବାର୍ଗୀୟ ଆନନ୍ଦ ପ୍ରଦାନ କରେ । ଅବଶ୍ୟ ବାଦ୍ୟଯନ୍ତ୍ରର କୌଣସି ନିଜସ୍ବ କୁହୁକ ଶକ୍ତି ନ ଥାଏ, କିନ୍ତୁ ଏହାର ସୁମଧୁର ସ୍ୱରରେ କୁହୁକ ଶକ୍ତି ରହିଥାଏ । ଏହାର ମଧୁର ସ୍ୱର ଅନ୍ୟମାନଙ୍କ ହୃଦୟକୁ ଜୟ କରିଥାଏ । ଏହି ଗଳ୍ପଟି ଏକ ବାଳକ ସୁକୁମାର ସମ୍ପର୍କରେ ଯିଏ କି ବଂଶୀବାଦନ କରି ଅନ୍ୟମାନଙ୍କର ହୃଦୟକୁ ଜୟ କରିପାରିଥିଲା । ଏବେ ଆସ ଆମେ ଜାଣିବା ଯେ କ’ଣ ତାକୁ ବଂଶୀ ବଜାଇବାକୁ ବାଧ୍ୟ କରିଥିଲା ଏବଂ ଏହାର ସ୍ଵର କିପରି କୁହୁକ ପରି ଆକର୍ଷଣ ସୃଷ୍ଟି କରିଥିଲା ।

Summary – 1

Once, there was an orphan named Sukumar. He was an eleven-year-old boy. His father had made a flute for him and taught him how to play it. One day, Sukumar came to a village at sun set with the hope to find shelter for the night. He took out his flute and started playing it. In the meantime, the village headman’s wife, a middle-aged woman had reached there. She was carrying a heavy load of grass. She felt in her heart that the boy was calling her with the tune of his flute. She was enchanted by the music of the flute. Sukumar and the woman looked at each other. It seemed to both of them that they had known each other. She liked the boy too much. She thought him to be his own son and took him to her house. The boy followed her silently.

Note:
sun set – ସୂର୍ୟ୍ୟ ସେଟ, hope — ଆଶା , shelter — ଆଶ୍ରୟସ୍ଥଳୀ middle-aged — ମଝିଆ ବୟସର, enchant — ମନ୍ତ୍ରମୁଗ୍ଧ କରିବା, a heavy load of grass — ଭାରି ଘାସ ବୋଝେଇ

ବିଷୟ ସୂଚନା :
ଏକଦା ସୁକୁମାର ନାମକ ପିତୃମାତୃହୀନ ବାଳକଟିଏ ଥିଲା । ତା’ର ବୟସ ୧୧ ବର୍ଷ ଥିଲା । ତା’ ବାପା ତା’ ପାଇଁ ଗୋଟିଏ ବଂଶୀ ତିଆରି କରି ଦେଇଥିଲେ ଏବଂ ଏହାକୁ କିପରି ବଜାଇବାକୁ ହୁଏ ଶିଖାଇ ଦେଇଥିଲେ । ଦିନେ ସୂର୍ଯ୍ୟାସ୍ତ ସମୟରେ ସେହି ବାଳକ ସୁକୁମାର ରାତିକ ପାଇଁ ଆଶ୍ରୟ ପାଇବା ଆଶାରେ ଗୋଟିଏ ଗାଆଁକୁ ଆସିଲା । ସେ ତା’ର ବଂଶୀ ବାହାର କରି ବଜାଇବା ଆରମ୍ଭ କଲା । ସେହି ସମୟରେ ଜଣେ ମଧ୍ୟବୟସ୍କା ସ୍ତ୍ରୀ ଲୋକ ସେଠାରେ ପହଞ୍ଚିଲେ । ସେହି ସ୍ତ୍ରୀଲୋକର ମୁଣ୍ଡରେ ଏକ ଓଜନିଆ ଘାସ ବୋଝେଇ ଟୋକେଇ ଥିଲା । ପିଲାଟି ତା’ର ବଂଶୀ ସ୍ଵରଦ୍ଵାରା ତାଙ୍କୁ ଡାକୁଛି ବୋଲି ସ୍ତ୍ରୀଲୋକଟି ଅନୁଭବ ଏକ ଓଜନିଆ ଘାସ ବୋଝେଇ ଟୋକେଇ ଥିଲା । ପିଲାଟି ତା’ର ବଂଶୀ ସ୍ଵରଦ୍ଵାରା ତାଙ୍କୁ ଡାକୁଛ ବୋଲ ସ୍ତ୍ରୀଲୋକଟ ଅନୁଭବ ଜାଣିଥିଲା ପରି ଉଭୟ ଅନୁଭବ କରୁଥିଲେ । ସେ ବାଳକଟିକୁ ଖୁବ୍ ସ୍ନେହ କଲା । ସେ ତାକୁ ନିଜ ପୁଅଭଳି ଭାବିଲା ଓ ତା’ ଘରକୁ ନେଇଗଲା । ବାଳକଟି ନୀରବରେ ତାଙ୍କ ପଛେ ପଛେ ଗଲା ।

The Text : ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis

Text – 1
The sun was setting as Sukumar walked up the dirt path and into the small village. He was a boy of about eleven or so. In the distance lay the majestic Himalayas. Sukumar was alone and knew no one in the village, but he hoped to find someone who would put him up for the night. In the distance, a girl was calling her mother, and he was reminded of his own mother, who was dead. He was filled with memories of her and took out his flute to play. As he stood there playing, a middle-aged woman carrying a heavy load of grass on her back came up the path behind him. She was the wife of the village headman. She stopped and listened silently to the boy‘s tune. Sensing her presence, Sukumar looked at her. When their eyes met, it seemed to both of them that they had always known each other.

ଅନୁବାଦ :
ସୂର୍ଯ୍ୟାସ୍ତ ସମୟରେ ସୁକୁମାର ଏକ ମାଟି ରାସ୍ତାରେ ଏକ ଛୋଟ ଗାଁ ଭିତରକୁ ଯାଉଥିଲା । ସେ ପ୍ରାୟ ଏଗାର ବର୍ଷ ବୟସର ଏକ ବାଳକ ଥିଲା । ଅଳ୍ପ ଦୂରରେ ବିଶାଳ ହିମାଳୟ ଦଣ୍ଡାୟମାନ ଥିଲା । ସୁକୁମାର ଏକୁଟିଆ ଥିଲା ଏବଂ ଗାଁରେ କୌଣସି ଲୋକକୁ ଜାଣିନଥିଲା; କିନ୍ତୁ ସେ ଏପରି ଜଣେ ଲୋକକୁ ପାଇବାକୁ ଆଶା ରଖୁଲା ଯିଏକି ତାକୁ ରାତିକ ପାଇଁ ରହିବାକୁ ସୁଯୋଗ ଦେବ । କିଛି ଦୂରରେ ଏକ ଝିଅ ତା’ର ମା’ଙ୍କୁ ଡାକୁଥୁଲା ଏବଂ ସୁକୁମାରର ନିଜ ମାଆଙ୍କର କଥା ମନେ ପଡ଼ିଗଲା, ଯେ କି ମୃତା । ତା’ର ମାଆଙ୍କ ସ୍ମୃତିରେ ମନ ପୂରି ଉଠିଲା ଓ ବଂଶୀଟିକୁ ବଜାଇବାକୁ ବାହାର କଲା । ସେ ଠିଆ ହୋଇ ବଂଶୀ ବଜାଉଥ‌ିବା ସମୟରେ ପିଠିରେ ଘାସର ଏକ ବଡ଼ ବୋଝ ଧରିଥିବା ଜଣେ ମଧ୍ୟବୟସ୍କା ସ୍ତ୍ରୀଲୋକ ତା’ ପଛ ପାଖ ରାସ୍ତାରେ ଆସିଲେ । ସେ ଗାଁ ମୁଖୁଙ୍କର ସ୍ତ୍ରୀ ଥିଲେ। ସେ ଠିଆ ହୋଇଗଲେ ଏବଂ ବାଳକର ବଂଶୀସ୍ଵରକୁ ନୀରବରେ ଶୁଣିଲେ । ତାଙ୍କର (ସ୍ତ୍ରୀଲୋକର) ଉପସ୍ଥିତି ଜାଣିପାରି, ସୁକୁମାର ତାଙ୍କୁ ଚାହିଁଲେ । ଯେତେବେଳେ ସେମାନଙ୍କ ପରସ୍ପର ଆଖ୍ ମିଶିଗଲା, ଉଭୟଙ୍କୁ ଜଣାପଡ଼ିଲା ଯେ, ସେମାନେ ଆଗରୁ ପରସ୍ପରକୁ ଜାଣିଥିଲେ ।

Text-2

The woman asked, “My son, where are you going ?“ “I’m a stranger here, mother, looking for a place to spend the night,” he replied. “come with me, my son,” she said. “That’s your sister calling me. When I heard your flute, 1 felt in my heart that you too were calling me with your tune. Come along, we must go home.” Tucking away his flute, the boy followed the woman to her house.

ଅନୁବାଦ :
ସ୍ତ୍ରୀଲୋକଟି ପଚାରିଲା, ‘ପୁଅ, ତୁ କେଉଁଆଡ଼କୁ ଯାଉଛୁ ?”’
ସେ (ସୁକୁମାର) ଉତ୍ତର ଦେଲା, ‘ମାଆ, ଏଠାରେ ମୁଁ ଜଣେ ଅପରିଚିତ, ରାତିଟି କଟାଇବାକୁ ଏକ ଜାଗା ଖୋଜୁଛି ।’’ ସେ (ସ୍ତ୍ରୀଲୋକଟି) କହିଲା, ‘‘ପୁଅ, ମୋ ସହିତ ଆସ, ସେଠାରେ ତୁମର ଭଉଣୀ ମୋତେ ଡାକୁଛି । ଯେତେବେଳେ ମୁଁ ତୋର ବଂଶୀ ଶୁଣିଲି, ମୁଁ ମୋ ହୃଦୟରେ ଅନୁଭବ କଲି ଯେ ତୁ ମଧ୍ୟ ମୋତେ ତୋ ବଂଶୀସ୍ବରରେ ଡାକୁଥିଲୁ । ମୋ ସହିତ ଆ, ଆମେ ନିଶ୍ଚୟ ଆମ ଘରକୁ ଯିବା ।”’
ନିଜ ବଂଶୀଟିକୁ ସାଇତି ରଖ୍, ବାଳକଟି ସ୍ତ୍ରୀଲୋକ ପଛରେ ତା’ର ଘରକୁ ଗଲା ।

Notes And Glossary : ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ :
dirt path – soil path – ମୃତ୍ତିକା ପଥ
lay – to cause to lie, to place – ମିଛ କହିବା ପାଇଁ, ସ୍ଥାନ ଦେବା ପାଇଁ
set out – begin the journey – ଯାତ୍ରା କରିବାକୁ
majestic – beautiful, impressive – ସୁନ୍ଦର
put up – be lodged – ଏକତ୍ର ମିଶାନ୍ତୁ
remind – to cause to remember – ମନେ ପକାଇବା
memories – reminiscences – ସ୍ମୃ ତିସବୁ One gets lost in childhood memories.
flute – ବଂଶୀ
gaze (y) – look fixedly – ସ୍ଥିର ଭାବରେ ଦେଖନ୍ତୁ
sensing – guessing – ଜାଣିପାରି
stranger – person new to a panicular place ଅପରିଚିତ
nod – ମୁଣ୍ଡ ନୁଆଁଇବା
tune – ସ୍ୱର
tuck away – to hide something – ଦୂରକୁ ଟାଣିନେବା
follow – go after – ଅନୁସରଣ କରିବା
beyond – over there – ବାହାରେ
although – even though – ଯଦିଓ

Now Answer The Following Questions
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ)

Question 1.
What was the name of the boy? Why was he going to the village?
(ବାଳକଟିର ନାମ କ’ଣ ଥୁଲା ? ସେ କାହିଁକି ଗାଁଟିକୁ ଯାଉଥିଲା ?)
Answer:
The name of the boy was Sukumar. He was going to the village to find some shelter for the night as he had already left his home.

Question 2.
Why did he play the flute?
( ସେ କାହିଁକି ବଂଶୀବାଦନ କଲା ?)
Answer:
He heard a girl calling her mother in the village. It reminded him of his own mother who had died. He was filled with memories of his mother. So he began to play the flute.

Question 3.
Who was the middle-aged woman? When she met Sukumar, how did both of them feel?
( ମଧ୍ୟବୟସ୍କା ସ୍ତ୍ରୀଲୋକଟି କିଏ ଥିଲା ? ଯେତେବେଳେ ସେ ସୁକୁମାରକୁ ଭେଟିଲା ଉଭୟ କିପରି ଅନୁଭବ କଲେ ?)
Answer:
The middle-aged woman was the village headman’s wife. Sukumar was playing his flute standing in the village. The woman met him on her back home. Fascinated by the boy’s flute tune, she stopped there and listened to it silently. Sensing her presence, Sukumar turned back. Both looked at each other and it seemed to them as if they had known each other before.

Question 4.
What did she ask Sukumar to do? Do you think Sukumar will stay in the elderly woman’s house? Why? / Why not?
(ସେ ସୁକୁମାରକୁ କ’ଣ କରିବାକୁ କହିଲା ? ସୁକୁମାର ସେହି ବୟସ୍କା ସ୍ତ୍ରୀଲୋକଟି ଘରେ ରହିବ ବୋଲି ତୁମେ ଭାବୁଛ କି ? କାହିଁକି ? | କାହିଁକି ନୁହେଁ ?)
Answer:
The woman came to know that Sukumar was looking for a place to spend the night. So she asked him to go with her to her house, I think Sukumar will stay in the elderly woman’s house. Because the woman called him her son and Sukumar felt her as his own mother in her.

Summary – 2

At the age of five, Sukumar lost his own mother, unfortunately. After his mother’s death, his father used to play his flute every evening. One night Sukumar asked his father if he had ever met his mother in his heart. His father admitted that he had met her in his heart when he played the flute. Sukumar was interested to see his mother in his heart. So, Sukumar’s father made a nice flute and taught him how to play it. A few days later his father passed away. Then he set out on a journey taking his flute with him and met the village headman’s wife in a village. The woman called him ‘son’ and took him to her home. He became emotional and in her, he felt that he had found his own true mother. Sukumar and the woman reached her house. She introduced him to her daughter, Sayapatri. Both became happy to find each other brother and sister. The woman also introduced Sukumar to her husband. But he said nothing to the boy. The poor boy became very sad. The next morning Sukumar was prepared to leave the house. But the loving woman didn’t let him go away. So Sukumar stayed there with the family.

Note:
death — ମୃତ୍ୟୁ , admit — ଗ୍ରହଣ କରିବା , passed away — ପରଲୋକ ଗମନ, journey — ଯାତ୍ରା, emotional — ଭାବପ୍ରବଣ, reach — ପହଁଞ୍ଚିବା, introduce – ପ୍ରଚଳନ କରିବା, husband – ସ୍ୱାମୀ

ଅନୁବାଦ :
ଦୁର୍ଭାଗ୍ୟବଶତଃ, ସୁକୁମାର ତା’ର ମାଆକୁ ପାଞ୍ଚବର୍ଷ ବୟସରେ ହରାଇଥିଲା । ତା’ ମାଆର ମୃତ୍ୟୁ ପରେ ତା’ର ବାପା ପ୍ରତିଦିନ ସନ୍ଧ୍ୟାରେ ନିୟମିତ ବଂଶୀବାଦନ କରୁଥିଲେ । ଦିନେ ରାତିରେ ସେ ତାଙ୍କ ମାଆକୁ କେବେ ହୃଦୟରେ ଦେଖୁଛନ୍ତି କି ବୋଲି ସୁକୁମାର ତା’ର ବାପାଙ୍କୁ ପଚାରିଲା । ତାଙ୍କ ବାପା ଯେତେବେଳେ ବଂଶୀବାଦନ କରନ୍ତି ସେହି ସମୟରେ ତାଙ୍କ ମାଆଙ୍କୁ ନିଜ ହୃଦୟରେ ଦେଖନ୍ତି ବୋଲି ସ୍ଵୀକାର କଲେ । ସୁକୁମାର ତା’ର ମାଆକୁ ତା’ ହୃଦୟରେ ଦେଖ‌ିବାକୁ ଆଗ୍ରହ ପ୍ରକାଶ କଲା । ତେଣୁ ସୁକୁମାରର ବାପା ସୁନ୍ଦର ବଂଶୀଟିଏ ତିଆରି କଲେ ଏବଂ ତାକୁ ବଂଶୀବାଦନ ମଧ୍ୟ ଶିଖାଇଦେଲେ । ତା’ର ଅଳ୍ପଦିନ ପରେ ତା’ର ବାପା ମୃତ୍ୟୁବରଣ କଲେ । ତା’ପରେ ସେ ତା’ର ବଂଶୀ ସହିତ ଯାତ୍ରାପଥରେ ବାହାରି ପଡ଼ିଲା ଏବଂ ଗୋଟିଏ ଗାଁରେ ଗାଆଁ ମୁଖୁଙ୍କ ସ୍ତ୍ରୀ ସହିତ ସାକ୍ଷାତ ହେଲା । ସ୍ତ୍ରୀଲୋକଟି ତାକୁ ‘ପୁଅ’ ବୋଲି ଡାକିଲା ଓ ତାକୁ ନିଜ ଘରକୁ ନେଇଗଲା । ସେ ଟିକିଏ ଭାବପ୍ରବଣ ହୋଇପଡ଼ିଲା ଓ ସ୍ତ୍ରୀଲୋକଟି ଭିତରେ ନିଜ ପ୍ରକୃତ ମାଆକୁ ଅନୁଭବ କଲା ।
ସୁକୁମାର ଓ ସ୍ତ୍ରୀଲୋକ ଜଣକ ତାଙ୍କ (ସ୍ତ୍ରୀଲୋକଙ୍କ) ଘରେ ପହଞ୍ଚିଲେ । ସେ ତାକୁ ତା’ର ଝିଅ ସାୟପତ୍ରୀ ସହିତ ପରିଚିତ କରାଇଦେଲେ । ଉଭୟ ପରସ୍ପରକୁ ଭାଇ ଓ ଭଉଣୀ ହିସାବରେ ପାଇ ବହୁତ ଖୁସି ହେଲେ । ସ୍ତ୍ରୀଲୋକଟି ମଧ୍ୟ ତାକୁ ନିଜ ସ୍ଵାମୀଙ୍କ ସହିତ ପରିଚିତ କରାଇଦେଲେ । ମାତ୍ର ତାଙ୍କ ସ୍ଵାମୀ ପିଲାଟିକୁ କିଛି କହିଲେ ନାହିଁ । ବିଚରା ପିଲାଟି ବହୁତ ମନଦୁଃଖ କଲା । ପରଦିନ ସକାଳୁ ସୁକୁମାର ଘର ଛାଡ଼ି ଚାଲିଯିବାକୁ ପ୍ରସ୍ତୁତ ହେଲା । ମାତ୍ର ସ୍ନେହୀ ସ୍ତ୍ରୀଲୋକଟି ତାକୁ ଚାଲିଯିବାକୁ ଦେଲା ନାହିଁ । ସୁକୁମାର ବାଧ୍ୟ ହୋଇ ପରିବାର ସହିତ ସେହିଠାରେ ରହିଲା ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphs Analysis

Text-I

At the age of five, Sukumar lost his own mother. But he believed that she still lived within his heart. The flute he carried had been a gift from his father After the death of his father would play his own flute every evening before going to bed. One night Sukumar asked him, “Where is Mama? Why can’t we see her anymore ?“ Putting down the flute, the man said, “Your mother now lives in the house of the Gods. Although she is far beyond the sky, she is with us .in our hearts.” Sukumar then asked, “Are you ever able to meet her in your heart ?“ Gazing down at the boy, he answered, “Yes my son, when ¡ play the flute.” “Oh, how I want to see her! Please make me a flute too so that I’ll know she’s with me when I play it.” Soon afterward, Sukumar’s father carefully fashioned a flute for the boy and taught him how to play it. A few days after this, Sukumar’s father died. Sukumar took his flute, and set out on a journey when he met the village headman‘s wife who had called him ‘son’. In her, he felt he had found his own true mOther once again.

ଅନୁବାଦ :
ପାଞ୍ଚ ବର୍ଷ ବୟସରେ ସୁକୁମାର ତା’ ନିଜ ମାଆଙ୍କୁ ହରାଇଥିଲା । କିନ୍ତୁ ତା’ର ବିଶ୍ଵାସ ଥିଲା ଯେ, ସେ (ତା’ର ମାଆ) ତଥାପି ତା’ ହୃଦୟରେ ଅଛନ୍ତି । ସେ ଧରିଥିବା ବଂଶୀଟି ତା’ର ବାପାଙ୍କ ତରଫରୁ ଏକ ଉପହାର ଥିଲା । ତା’ ମାଆଙ୍କର ମୃତ୍ୟୁ ପରେ, ତା’ ବାପା ପ୍ରତିଦିନ ସନ୍ଧ୍ୟାରେ ଶୋଇବାକୁ ଯିବା ପୂର୍ବରୁ ନିଜ ବଂଶୀଟି ବଜାଉଥଲେ । ଦିନେ ରାତିରେ ସୁକୁମାର ତାଙ୍କୁ (ବାପାଙ୍କୁ) ପଚାରିଲା, ‘‘ମାଆ କେଉଁଠାରେ ଅଛନ୍ତି ? ଆମେ କାହିଁକି ତାଙ୍କୁ (ମାଆଙ୍କୁ) ଆଉ ଦେଖିପାରୁ ନାହୁଁ ? ବଂଶୀଟିକୁ ତଳେ ରଖ୍ ଲୋକ ଜଣକ (ବାପା) କହିଲେ, ‘ତୋର ମାଆ ବର୍ତ୍ତମାନ ଦେବତାମାନଙ୍କ ଘରେ ରହୁଛି । ଯଦିଓ ସେ (ମାଆ) ଆକାଶଠାରୁ ବହୁତ ଦୂରରେ ଅଛନ୍ତି, ସେ (ମାଆ) ଆମ ସହିତ ଆମ ଆତ୍ମାରେ ଅଛନ୍ତି ।’’ ତା’ପରେ ସୁକୁମାର ପଚାରିଲା, ‘‘ତୁମେ (ବାପା) କେତେ ତୁମ ଆତ୍ମାରେ ତାଙ୍କୁ (ମାଆଙ୍କୁ) ଭେଟିବାକୁ ସକ୍ଷମ ହୋଇଛ ?’’ ପୁଅ (ସୁକୁମାର) ଆଡ଼କୁ ସ୍ଥିର ଦୃଷ୍ଟିରେ ଚାହିଁ ରହି, ବାପା ଉତ୍ତର ଦେଲେ, ‘ହଁ ପୁଅ, ମୁଁ ଯେତେବେଳେ ବଂଶୀ ବଜାଏ ।’’ ‘‘ଓ, ମୁଁ ତାଙ୍କୁ (ମାଆ) ଦେଖିବାକୁ ଇଚ୍ଛା କରୁଛି । ଦୟାକରି ମୋ ପାଇଁ ମଧ୍ୟ ଏକ ବଂଶୀ ତିଆରି କରିଦିଅ ଯେପରିକି ମୁଁ ଜାଣିବି ଯେତେବେଳେ ଏହାକୁ (ବଂଶୀ) ବଜାଏ, ସେ (ମାଆ) ମୋ ସହିତ ଅଛନ୍ତି ।’’ଅଳ୍ପ ଦିନ ପରେ, ସୁକୁମାରର ବାପା ପୁଅ (ସୁକୁମାର) ପାଇଁ ଖୁବ୍ ଯତ୍ନରେ ଏକ ବଂଶୀ ତିଆରି କଲେ ଏବଂ ଏହା କିପରି ବଜାଇବାକୁ ହୁଏ, ତାକୁ ଶିଖାଇଲେ । ଏହାର କିଛିଦିନ ପରେ, ସୁକୁମାରର ବାପା ମରିଗଲେ । ସୁକୁମାର ତା’ର ବଂଶୀଟିକୁ ଧରି ଯାତ୍ରା ଆରମ୍ଭ କଲା, ଯେତେବେଳେ ସେ ଗାଁ ମୁଖ୍ୟଙ୍କ ସ୍ତ୍ରୀଙ୍କୁ ଭେଟିଲା ଯିଏକି ତାକୁ (ସୁକୁମାରକୁ) ପୁଅ ବୋଲି ଡାକିଲେ, ସେ (ସୁକୁମାର) ଅନୁଭବ କଲା, ତାଙ୍କ (ମୁଖ୍ଯାଙ୍କ ସ୍ତ୍ରୀଙ୍କ) ମଧ୍ୟରେ ସେ ଆଉ ଥରେ ତା’ର ନିଜର ପ୍ରକୃତ ମାଆଙ୍କୁ ପାଇଥିଲା ।

Text -2

As Sukumar entered the yard with the woman, he saw her young daughter Savapa tri. The woman nodded toward Sukutnar and said, “Daughter I’ve brought home a nice boy to stay with us, no, ¡ mean I’ve brought home your brother.” Both were happy Sayapatri, who had no brothers, now had Sukumar, and he in turn now had a sister Soon the village headman came home. The woman said to her husband, “I met this boy on the road today. He plays the flute very well.” During dinner, the man said nothing to the boy. This made Sukumar uncomfortable. After dinner, Sukumar took out his flute and began to play softly. The family sat there silently, enraptured by the boy’s music. The next morning Sukumar got up early and prepared to leave. But the woman stopped him saying, “We’re mother and son. 1 won’t let you leave your home.” And so Sukumar stayed with the family.

ଅନୁବାଦ :
ଯେତେବେଳେ ସୁକୁମାର ସ୍ତ୍ରୀଲୋକଟି (ମୁଖିଆଙ୍କ ସ୍ତ୍ରୀ) ସହିତ ଅଗଣାରେ ପଶିଲା, ସେ ତାଙ୍କର ନିଜ ଝିଅ ସାୟପତ୍ରୀକୁ ଦେଖୁଲା । ସ୍ତ୍ରୀ ଲୋକଟି (ମୁଖ୍ଙ୍କ ସ୍ତ୍ରୀ) ସୁକୁମାର ଆଡ଼କୁ ମୁଣ୍ଡ ବୁଲାଇ ଚାହିଁଲେ ଏବଂ କହିଲେ, ‘‘ଝିଅ, ଆମ ସହିତ ରହିବା ପାଇଁ ଏକ ସୁନ୍ଦର ପୁଅକୁ ଆଣିଛି – ନା, ମୁଁ ଭାବୁଛି ମୁଁ ତୋର ଭାଇକୁ ଘରେ ରହିବାପାଇଁ ଆଣିଛି ।’’ ଉଭୟ (ସାୟପତ୍ରୀ ଓ ସୁକୁମାର) ଖୁସି ହେଲେ । ସାୟପତ୍ରୀ ଯାହାର କେହି ଭାଇ ନ ଥିଲେ, ସେ ଏବେ ସୁକୁମାରକୁ ଭାଇରୂପେ ପାଇଲା ଓ ପ୍ରତିବଦଳରେ ସେ (ସୁକୁମାର) ମଧ୍ଯ ଭଉଣୀଟିଏ ପାଇଲା । ଖୁବ୍ ଶୀଘ୍ର ଗାଁ ମୁଖୁଆ ଘରକୁ ଆସିଲେ । ମୁଖ୍ୟଙ୍କ ସ୍ତ୍ରୀ ତାଙ୍କ ସ୍ଵାମୀ (ମୁଖ୍)ଙ୍କୁ କହିଲେ, ‘ଆଜି ମୁଁ ଏହି ପିଲାକୁ
ରାସ୍ତାରେ ଭେଟିଲି । ସେ (ସୁକୁମାର) ଖୁବ୍ ଭଲ ବଂଶୀ ବଜାଏ ।’’ରାତ୍ରିଭୋଜନ ସମୟରେ, ମୁଖୁଆ ବାଳକକୁ (ସୁକୁମାରକୁ) କିଛି କହିଲେ ନାହିଁ । ଏହା ସୁକୁମାରକୁ ଦୁଃଖ୍ ଓ ବ୍ୟଥ୍‌ତ କରାଇଲା । ରାତ୍ରିଭୋଜନ ପରେ ସୁକୁମାର ତା’ର ବଂଶୀ ବାହାର କଲା ଓ ମଧୁର ସ୍ଵରରେ ବଢ଼ାଇବାକୁ ଆରମ୍ଭ କଲା । ମୁଖ୍ୟଙ୍କ ପରିବାରର ଲୋକମାନେ ନୀରବରେ ବସି ବାଳକର (ସୁକୁମାର) ମଧୁର ସ୍ଵରଦ୍ଵାରା ଆହ୍ଲାଦିତ ହେଲେ । ତା’ ପରଦିନ ସୁକୁମାର ଭୋରରୁ ଉଠିଲା ଓ ଯିବାକୁ ପ୍ରସ୍ତୁତ ହେଲା । କିନ୍ତୁ ସ୍ତ୍ରୀଲୋକ (ମୁଖ୍ୟଙ୍କ ସ୍ତ୍ରୀ) ଜଣକ ତାକୁ ବାରଣ କରି କହିଲେ, ‘ଆମେ ମା’ ଓ ପୁଅ । ମୁଁ ତୋତେ ତୋ ଘରକୁ ଯିବାକୁ ଦେବିନି ।’’ ତେଣୁ ସୁକୁମାର ମୁଖୁଙ୍କ ପରିବାର

Notes And Glossary : ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ :
put(ing) – down stop
able – have the capacity
gaze – lo look someone steadily – ନିରୀକ୍ଷଣ କରି ଚାହିଁବା
fashioned – make into a particular form – ତିଆରି କରିବା
set out – began – ଯାତ୍ରା ଆରମ୍ଭ କରିବା
yard – a piece of enclosed ground
nodded – answered yes’ – ‘ହଁ” କହିବା
in turn – Exchange of – ବିନିମୟ
softly – mildly – ମୃଦୁ ଭାବରେ
enraptured — filled with joy – ଆନନ୍ଦରେ ଭରି ଯାଏ
during – a series of times – ସମୟରେ
stream – fountain, spring – ଝରଣା, ବସନ୍ତ

Now Answer The Following Questions
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ)

Question 1.
Which part of the story takes place earlier — the part in section A or the part in section B?
( ଗଳ୍ପର କେଉଁ ଅଂଶଟି ପ୍ରଥମେ ଘଟିଛି – ‘A’ ବିଭାଗ ଅଂଶ ଅଥବା ‘B’ ବିଭାଗ ଅଂଶ ?)
Answer:
The part of the story in Section B takes place earlier than the part in Section-A because Section B describes the past history of Sukumar.

Question 2.
Sukumar had lost his mother as a child. He wanted to know where she was. What did his father tell him?
(ପିଲାଟିବେଳୁ ସୁକୁମାର ମାଆକୁ ହରାଇଥିଲା । ସେ (ମା’) କେଉଁଠାରେ ଥିଲା ଜାଣିବାକୁ ସେ (ସୁକୁମାର) ଚାହୁଁଥିଲା । ତା’ର ବାପା ତାକୁ କ’ଣ କହିଲେ ?)
Answer:
Sukumar had lost his mother in his childhood. He wanted to know where she was. His father told him that his mother lived in the house of the gods. Although she was far beyond the sky, she was with them in their hearts and he met her in his heart when he played his flute.

Question 3.
Why did Sukumar want his father to make a flute for him?
(ତା’ର ବାପା ତା’ ପାଇଁ ଗୋଟେ ବଂଶୀ ତିଆରି କରନ୍ତୁ ବୋଲି ସୁକୁମାର ଚାହୁଁଥୁଲା କାହିଁକି ?)
Answer:
Sukumar came to know that his father had met his mother in his heart when he played his flute. Sukumar was anxious to meet his mother. Therefore, he wanted his father to make a flute for him so that he would meet his mother by playing it.

Question 4.
What happened when Sukumar lost his father:? Why do you think he left his home?
(ଯେତେବେଳେ ସୁକୁମାର ତା’ର ବାପାଙ୍କୁ ହରାଇଲା, କ’ଣ ଘଟିଲା ? ସେ ତା’ର ଘର ଛାଡ଼ିଲା ବୋଲି ତୁମେ କାହିଁକି ଭାବୁଛ ?)
Answer:
When Sukumar lost his father he became an orphan child because he had already lost his mother at the age of five. I think he became hopeless and helpless in the absence of his parents at home. So he left home in despair.

Question 5.
Who was Sayapatri? How did the middle-aged woman introduce Sukumar to her?
(ସାୟପତ୍ରୀ କିଏ ଥୁଲା ? ମଧ୍ୟବୟସ୍କା ସ୍ତ୍ରୀଲୋକଟି ସୁକୁମାରକୁ ତା’ ସହିତ କିପରି ପରିଚିତ କରାଇଲା ?)
Answer:
Sayapatri was the young daughter of the village headman. One day unexpectedly her mother returned home with Sukumar, a newcomer to the house. To introduce him to his daughter Sayapatri she said, “Daughter, I’ve brought home a nice boy to stay with, us, no. I mean I’ve brought home your brother.”

Question 6.
How did Sukumar feel ¡n Sayapatri’s house? Why?
(ସୁକୁମାର ସାୟପତ୍ରୀ ଘରେ କିପରି ଅନୁଭବ କଲା ? କାହିଁକି ?)
Answer:
In Sayapath’s house, Sukumar felt quite comfortable with Sayapatri and her affectionate mother. When Sayapatri’s father returned home, her mother told him about the newcomer and the marvelous tune of his flute. They took their dinner together but her father said nothing to the boy. Sukumar felt uncomfortable because of her father’s unfriendly attitude.

Question 7.
Sukumar wanted to leave the next morning. What happened?
(ତା’ ପରଦିନ ସକାଳୁ ସୁକୁମାର ଘର ଛାଡ଼ି ଚାଲିଯିବାକୁ ଚାହିଁଲା । କ’ଣ ହେଲା ? )
Answer:
Sukumar wanted to leave the house the next morning. But the loving woman didn’t let him leave. Therefore, Sukumar stayed there with the family.

Summary – 3

One day the two children sat near a stream. Sukumar sat in a thoughtful mood. Sayapatri wanted to know what her brother was thinking about. Sukumar told that he had been deprived of his parents’ love and affection. That was the cause of his agony. Sayapatri was shocked by this reply. She consoled Sukumar. Sayapatri appealed to him to consider her as his sister and her father and mother as his own father and mother. Sukumar expressed that he had won everybody’s heart except her father’s heart. He also decided to win the heart of her father by playing his flute. That evening Sayapatri’s father told her mother that orphans were not reliable. One day he would leave them and would end up being a bad influence on their daughter. The woman was shocked by her husband’s words. She requested her husband to become the father of that orphan.

Note:
stream — ଷ୍ଟ୍ରିମ୍,, thoughtful — ଚିନ୍ତିତ , mood — ମନୋବୃତ୍ତି , deprived – ବଞ୍ଚିତ, affection – ସ୍ନେହ, appeal — ଆବେଦନ କରିବା . agony — ଯନ୍ତ୍ରଣା, express — ପ୍ରକାଶ କରିବା , influence — ପ୍ରଭାବ, shock — ଆଘାତ ପାଇବା, request — ଅନୁରୋଧ କରିବା , end up — ପରିଶେଷରେ

ଅନୁବାଦ :
ଦିନେ ପିଲାଦୁହେଁ ଗୋଟିଏ ଝରଣା ନିକଟରେ ବସିଥିଲେ । ସୁକୁମାର ଟିକିଏ ଚିନ୍ତାଶୀଳ ଅବସ୍ଥାରେ ବସିଥାଏ । ସୁକୁମାର କ’ଣ ଚିନ୍ତା କରୁଥିଲା ବୋଲି ସାୟପତ୍ରୀ ଜାଣିବାକୁ ଆଗ୍ରହ ପ୍ରକାଶ କଲା । ସୁକୁମାର ନିଜ ପିତାମାତାଙ୍କ ସ୍ନେହ ଶ୍ରଦ୍ଧାରୁ ବଞ୍ଚିତ ହୋଇଥିଲା ବୋଲି କହିଲା । ତାହାହିଁ ତା’ ଦୁଃଖର କାରଣ ଥିଲା । ଏପ୍ରକାର ଉତ୍ତରରେ ସାୟପତ୍ରୀ ଆଘାତ ପାଇଲା । ସେ ସୁକୁମାରକୁ ସାର୍ଚ୍ଚନା ଦେଇଥିଲା । ସାୟପତ୍ରୀ ତାକୁ ନିଜର ଭଉଣୀ ବୋଲି ଓ ତା’ର ବାପା ମାଆଙ୍କୁ ନିଜର ବାପା ମାଆ ବୋଲି ଭାବିବାକୁ ନିବେଦନ କଲା । ସୁକୁମାର କେବଳ ତା’ ବାପାଙ୍କ ହୃଦୟକୁ ଛାଡ଼ି ଅନ୍ୟ ସମସ୍ତଙ୍କ ହୃଦୟକୁ ଜୟ କରି ସାରିଥିଲା ବୋଲି ପ୍ରକାଶ କଲା । ସେ ତା’ର ବଂଶୀବାଦନଦ୍ଵାରା ତା’ ବାପାଙ୍କ ହୃଦୟ ଜୟ କରିବାକୁ ସ୍ଥିର କଲା। ଠିକ୍ ସେହିଦିନ ସନ୍ଧ୍ୟାରେ ସାୟପତ୍ରୀର ବାପା ଅନାଥମାନେ ନିର୍ଭରଯୋଗ୍ୟ ନୁହନ୍ତି ବୋଲି ତାଙ୍କ ମାଆଙ୍କୁ କହିଲେ । ଦିନେ ସେ ସେମାନଙ୍କୁ ଛାଡ଼ି ଚାଲିଯିବ ଏବଂ ଏହାର ଖରାପ ପ୍ରଭାବ ତାଙ୍କ ଝିଅ ଉପରେ ପଡ଼ିବ ବୋଲି କହିଲେ । ସ୍ଵାମୀଙ୍କର ଏପ୍ରକାର କଥା ଶୁଣି ତାଙ୍କର ସ୍ତ୍ରୀ ମର୍ମାହତ ହୋଇପଡ଼ିଲା । ସେ ସେହି ପିଲାଟିର ବାପା ହେବାକୁ ତାଙ୍କ ସ୍ବାମୀଙ୍କୁ ଅନୁରୋଧ କଲା ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphs Analysis

Text- I

One day, the two children walked down to a nearby stream. Sukumar sat silently on a boulder, Staring at the water. Unable to control her curiosity, Sayapatri asked, “What are you thinking about, my brother ?“ “Dear sister, you have your own mother, and she loves you because you‘re her daughter But my mother’s gone. And the only way I can ever meet her is b)’ playing my flute.” Sayapatri was shocked by his answer “But, my brother, isn’t my mother also your mother? Am I not your sister ?“, she asked. Hesitating, he replied, “Yes, you‘re my center, she‘s my mother, but “ “But, what, my brother ?“ “You have the love of your father, but I’ve lost mine.”

ଅନୁବାଦ :
ଦିନେ, ପିଲା ଦୁଇଜଣ (ସୁକୁମାର ଓ ସାୟପତ୍ରୀ) ନିକଟରେ ଥିବା ଏକ ଝରଣା ପାଖକୁ ଗଲେ । ସୁକୁମାର ପାଣି ଆଡ଼କୁ ଅପଲକ ଆଖୁରେ ଚାହିଁ ନୀରବରେ ଗୋଟିଏ ପଥର ଉପରେ ବସିଲା । ତା’ର ଉତ୍ସୁକତାକୁ ନିୟନ୍ତ୍ରଣ କରି ନ ପାରି ସାୟପତ୍ରୀ କହିଲା, ‘ଭାଇ, ତୁମେ କେଉଁ ବିଷୟରେ ଭାବୁଛ ? ‘‘ମୋ ଗେହ୍ଲା ଭଉଣୀ, ତୋର ନିଜ ମାଆ ଅଛି ଏବଂ ସେ ତୋତେ ଭଲ ପାଏ କାରଣ ତୁ ତାଙ୍କ ଝିଅ । କିନ୍ତୁ ମୋର ମାଆ ନାହିଁ ଓ କେବଳ ଗୋଟିଏ ଉପାୟରେ, ବଂଶୀ ବଜାଇ ମୋର ମାଆଙ୍କୁ ମୁଁ ଭେଟିପାରେ ।’’ସାୟପତ୍ରୀ ତା’ର (ସୁକୁମାର) ଉତ୍ତରରେ ବିବ୍ରତ ହେଲା ଓ ସେ କହିଲା, ‘କିନ୍ତୁ ଭାଇ, ମୋ ମାଆ କ’ଣ ତୁମ ମାଆ ନୁହେଁ ? ମୁଁ କ’ଣ ତୁମ ଭଉଣୀ ନୁହେଁ ?”’
କୁଣ୍ଠାବୋଧ କରି ସେ (ସୁକୁମାର) କହିଲା, ‘ହଁ ତୁ ମୋର ଭଉଣୀ ଅଟୁ ଓ ସେ ମୋ ମାଆ ଅଟନ୍ତି, କିନ୍ତୁ ‘“କିନ୍ତୁ, କ’ଣ ଭାଇ ? ‘ତୁ ତୋ ବାପାଙ୍କ ସ୍ନେହ ପାଉଛୁ, କିନ୍ତୁ ମୁଁ ଏହା ହରାଇଛି ।’’

Text -2

“But is my father also yours ?“ “No, for! haven‘t yet won his heart. I’ll win his heart by playing my flute.” That evening after the two children had gone to sleep, the father said, “Orphans aren’t very dependable. Sugar will be like that too. One day he ‘Il get up and leave. In the meantime, he ‘Il probably just sit around here loafing and living off our kindness. And he ‘li end up being a bad influence on our Sayapatri.” The woman was shocked by her husband’s words. “But my dear, of course, he ‘s an orphan, which is why we must become his parents,” She said.

ଅନୁବାଦ :
‘କିନ୍ତୁ ମୋର ବାପା କ’ଣ ତୁମ ବାପା ନୁହନ୍ତି ?’’ ‘‘ନା, ମୁଁ ଏଯାଏ ତାଙ୍କ ହୃଦୟକୁ ଜୟ କରିପାରି ନାହିଁ । ମୁଁ ମୋର ବଂଶୀ ବାଦନ କରି ତାଙ୍କ ହୃଦୟକୁ ଜୟ କରିବି ।’’ ସେହଦିନ ରାତିରେ ପିଲା ଦୁଇଜଣ ଶୋଇବାକୁ ଗଲାପରେ, ବାପା (ମୁଖ୍) କହିଲେ, ‘ଅନାଥମାନେ ନିର୍ଭରଯୋଗ୍ୟ ନୁହନ୍ତି । ସୁକୁମାରୁ ମଧ୍ୟ ସେହିପରି ହେବ । ଦିନେ ସେ ବାହାରି ପଡ଼ିବ ଓ ଚାଲିଯିବ । ଠିକ୍ ସେହି ସମୟରେ ସେ ବୋଧହୁଏ ଏହି ଚାରିପାଖରେ ଏଣେତେଣେ ବୁଲୁଥ୍ ଏବଂ ଆମର ତା’ ପ୍ରତି ଥ‌ିବା ଦୟା ମଧ୍ୟ ଭୁଲି ଯାଇଥିବ । ଶେଷରେ ଆମର ଝିଅ ସାୟପତ୍ରୀ ଉପରେ ଏହା ଏକ ଖରାପ ପ୍ରଭାବ ପକାଇବ ।’’ ସ୍ତ୍ରୀଲୋକଟି ସ୍ଵାମୀଙ୍କ କଥା ଶୁଣି ଦୁଃଖୁତ ହେଲା । ‘କିନ୍ତୁ, ହେ ପ୍ରିୟ, ବାସ୍ତବିକ ସେ ଜଣେ ଅନାଥ, ସେଥ୍ପାଇଁ ଆମେ ତା’ର ବାପା ମାଆ ହେବା ଉଚିତ ।’’

Notes And Glossary : ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ :
boulder – large smooth rock
staring at – looking at something for a long time with wide open eyes – ଅପଲକ ନେତ୍ରରେ ଚାହିଁବା
curiosity – eagez to know (ଜାଣିବାର )/କୌତୂହଳ
hesitailng – feeling reluctance – ସଂଶୟ କରି|କୁଣ୍ଠାବୋଧ କରି
orphan – without father and mother
dependable – reliable
in the mean time – in the meanwhile
of course certainly – ନିର୍ଦ୍ଦିଷ୍ଟ ଭାବରେ|
probably – ସମ୍ଭବତ।,
loafing – spending time carelessly – ବୃଥାରେ ସମୟ ନଷ୍ଟ କରିବା

Now Answer The Following Questions
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ)

Question 1.
What reason did Sukumar give Sayapatri for being sad?
(ସୁକୁମାର ସାୟପତ୍ରୀକୁ ତା’ର ଦୁଃଖର କାରଣ କ’ଣ କହିଲା ?)
Answer:
Sukumar told Sayapatri that he had been deprived of getting his parent’s love and affection. Though he was able to win the hearts of Sayapatri and her mother in her house, he was unable to win her father’s heart. That was the reason for his sorrow.

Question 2.
How did he plan to win Sayapatri’s father’s heart?
(ସେ ସାୟପତ୍ରୀର ବାପାଙ୍କର ହୃଦୟକୁ ଜୟ କରିବାକୁ କିପରି ଯୋଜନା କଲା ?)
Answer:
Sukumar realized that he hadn’t won the heart of Sayapatn’s father. So he planned to win his. heart by playing his flute.

Question 3.
Why did Sayapatri’s father not like Sukumar?
(ସାୟପତ୍ରୀର ବାପା ସୁକୁମାରକୁ କାହିଁକି ଭଲ ପାଉନଥିଲେ ? )
Answer:
Sayapatri’s father had a strong belief that orphans weren’t re1iab1e As Sukumar was an orphan. her father didn’t rely on him.

Question 4.
What do you think Sukumar will do now?
(ସୁକୁମାର ବର୍ତ୍ତମାନ କ’ଣ କରିବ ବୋଲି ତୁମେ ଭାବୁଛ ?)
Answer:
Perhaps Sukumar will leave Sayapatri’s house now as he is unable to win the love of Sayapatn ‘s father.

Summary – 4

The efforts made by Sukumar to win the heart of Sayapatri rather fell. So one day early in the morning he left their house. At sunset, he reached the summit of a mountain. He lived in a shrine on the mountain. But he felt very lonely there. The next night he had a dream. He saw in his dream that Sayapatri was calling him. He woke up and decided to return. At last, he went back to Sayapatri’s house. He found that Sayapatri was very sick. He came to know that Sayapatri fell ill on the very night he left home. Her mother requested Sukumar something for Sayapatri’s recovery. Sukumar brought out his magic flute and began to play quietly. Suddenly Sayapatri opened her eyes to the magic tune of the flute. Everybody became very happy. Sayapatri’s father hugged Sukumar with tears in his eyes and told him not to leave them again. Sayapatri and Sukumar looked at each other and smiled gladly.

Note:
efforts — ପଉଦ୍ୟମ , summit — ଶିଖର shrine — ଦେବମନ୍ଦିର , lonely — ନିର୍ଜନ|ଏକୁଟିଆ, dream — ସ୍ଵପ୍ନ sick — ରୋଗୀ , ill — ଅସୁସ୍ଥ recovery — ଆରୋଗ୍ୟ , quietly — ଶାନ୍ତ ଭାବରେ , hug — ଆଲିଙ୍ଗନ କରିବା , suddenly — ହଠାତ୍

ଅନୁବାଦ :
ସାୟପତ୍ରୀର ବାପାଙ୍କ ହୃଦୟ ଜୟ କରିବା ନିମନ୍ତେ ସୁକୁମାରର ସମସ୍ତ ପ୍ରୟାସ ନିଷ୍ଫଳ ହେଲା । ତେଣୁ ଦିନେ ପ୍ରତ୍ୟୁଷରେ ସେ ଘର ଛାଡ଼ି ଚାଲିଗଲା । ସୂର୍ଯ୍ୟାସ୍ତ ସମୟବେଳକୁ ସେ ଗୋଟିଏ ପାହାଡ଼ର ଶିଖରରେ ପହଞ୍ଚି ଯାଇଥିଲା । ସେ ପାହାଡ଼ ଉପରେ ଥ‌ିବା ଏକ ଦେବୀମନ୍ଦିରରେ ରହିଲା । କିନ୍ତୁ ସେ ନିଃସଙ୍ଗ ଅନୁଭବ କରୁଥିଲା । ପରବର୍ତୀ ରାତିରେ ସେ ଗୋଟିଏ ସ୍ଵପ୍ନ ଦେଖିଲା । ସାୟପତ୍ରୀ ତାକୁ ଡାକୁଥିବାର ସେ ସ୍ଵପ୍ନରେ ଦେଖୁଲା । ସେ ଉଠି ପଡ଼ିଲା ଓ ଫେରିଯିବାକୁ ସ୍ଥିର କଲା । ପରିଶେଷରେ ସେ ସାୟପତ୍ରୀ ଘରକୁ ଫେରିଗଲା । ସାୟପତ୍ରୀ ଖୁବ୍ ଅସୁସ୍ଥ ହୋଇପଡ଼ିଥିବାର ସେ ଦେଖୁଲା । ସେ ଯେଉଁଦିନ ଘର ଛାଡ଼ିଥିଲା, ଠିକ୍ ସେହିଦିନ ରାତିରେ ସାୟପତ୍ରୀ ଅସୁସ୍ଥ ହୋଇପଡ଼ିଥିବା କଥା ଜାଣିବାକୁ ପାଇଲା । ସାୟପତ୍ରୀର ମାଆ ସୁକୁମାରକୁ ସାୟପତ୍ରୀର ଆରୋଗ୍ୟ ପାଇଁ କିଛି କରିବାକୁ ଅନୁରୋଧ କଲେ । ସୁକୁମାର ତା’ର କୁହୁକ ବଂଶୀକୁ ବାହାର କରି ଧୀରେ ଧୀରେ ବଜାଇଲା । ବଂଶୀର ଯାଦୁକରୀ ସ୍ଵର ଶୁଣି ସାୟପତ୍ରୀ ଆଖ୍ ଖୋଲିଲା । ସମସ୍ତେ ଭାରି ଖୁସି ହୋଇଗଲେ । ସାୟପତ୍ରୀର ବାପା ଲୋତକପୂର୍ଣ୍ଣ ନୟନରେ ସୁକୁମାରକୁ କୁଣ୍ଢାଇ ପକାଇଲେ ଏବଂ ସେମାନଙ୍କୁ ପୁନର୍ବାର ଛାଡ଼ି ନ ଯିବାକୁ କହିଥିଲେ । ସାୟପତ୍ରୀ ଓ ସୁକୁମାର ପରସ୍ପରକୁ ଚାହିଁଲେ ଓ ଖୁସିରେ ହସିଲେ ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphs Analysis

Text -I

One spring evening, Sukwnar sat by the window, gazing out at the full moon. He was filled with sadness. Despite all his efforts, lie was still unable to win the love of Savapatr ‘s father In the pre-dawn hours of the next morning, he quietly left the house while the rest of the family lay sleeping. All day he climbed over hills and down through the valleys. At sunset, he found himself on the summit of a mountain. A shrine to a goddess stood there, and he decided that he would rake shelter in it for the night. Once inside, he felt very lonely and sad. He felt that by leaving Sayapatri and her mother he had once again lost his family. The next night he again slept in the shrine, dreaming of Sayapatri. In his dream she was standing in front of him, asking him to follow her When he awoke from his sleep, he knew that he would return home. But when he reached Sayapa tri‘s house, many villagers were around the yard and all wore gloomy looks on their faces. Silently Sukumar entered the house. Inside, Sayapatri lay on her mother‘s lap. Looking up and seeing him, the woman cried out, “My son, look what‘s happened to your dear sister! People say she ‘Il recover but oh, I don‘t know.” Sukumar approached them slowly, tears streaming down his face. Stretching out his hand, he softly stroked his sister‘s cheek.

ଅନୁବାଦ :
ଦିନେ ବସନ୍ତ ସନ୍ଧ୍ୟାରେ ସୁକୁମାର ଝରକା ପାଖରେ ବସି ପୂର୍ଣ୍ଣଚାନ୍ଦକୁ ଅପଲକ ଦୃଷ୍ଟିରେ ଚାହିଁ ରହିଥିଲା । ତା’ ମନ ଦୁଃଖରେ ଭରି ରହିଥିଲା । ତା’ର ସମସ୍ତ ଚେଷ୍ଟା ସତ୍ତ୍ବେ, ତଥାପି ସେ ସାୟପତ୍ରୀର ବାପାଙ୍କର ସ୍ନେହ ପାଇପାରିଲା ନାହିଁ । ପରଦିନ ବଡ଼ିଭୋରରୁ ଘରର ସମସ୍ତ ସଦସ୍ୟମାନେ ଶୋଇଥିବା ସମୟରେ ସେ ନୀରବରେ ଘର ଛାଡ଼ି ଚାଲିଗଲା ଦିନସାରା ସେ ଉପତ୍ୟକାରେ ଥିବା ପାହାଡ଼ ଉପରେ ଚଢ଼ିଲା ଓ ଓହ୍ଲାଇଲା । ସୂର୍ଯ୍ୟାସ୍ତ ସମୟରେ ସେ ଏକ ପାହାଡ଼ ଶିଖରରେ ନିଜକୁ ଆବିଷ୍କାର କଲା । ସେଠାରେ ସେ ଗୋଟିଏ ଦେବୀ ମନ୍ଦିର ଥ‌ିବାର ଦେଖୁଲା ଏବଂ ସେଠାରେ ସେ ରାତି ପାଇଁ ବିଶ୍ରାମ କରିବାକୁ ସ୍ଥିର କଲା । ସେଠାରେ ସେ ନିଜକୁ ନିଃସଙ୍ଗ ଓ ଦୁଃଷ୍କୃତ ମନେକଲା । ସାୟପତ୍ରୀ ଓ ତା’ର ମାଆଙ୍କୁ ଛାଡ଼ିଥିବାରୁ ସେ ପୁଣି ଥରେ ନିଜର ପରିବାରକୁ ହରାଇଥିବା ଭଳି ଅନୁଭବ କଲା ତା’ ପରଦିନ ରାତିରେ, ସେ ପୁଣି ମନ୍ଦିର ଭିତରେ ଶୋଇରହି ସାୟପତ୍ରୀକୁ ସ୍ଵପ୍ନରେ ଦେଖୁଲା । ସାୟପତ୍ରୀ ତା’ ସାମନାରେ ଠିଆ ହୋଇ ତା’ ପଛେ ପଛେ ଆସିବାପାଇଁ କହୁଥ‌ିବାର ସେ ସ୍ଵପ୍ନରେ ଦେଖୁଲା । ଯେତେବେଳେ ସେ ନିଦରୁ ଉଠିଲା, ସେ ଭାବିଲା ଯେ ସେ ଘରକୁ ଫେରିଯିବ । କିନ୍ତୁ ଯେତେବେଳେ ସେ ସାୟପତ୍ରୀର ଘରେ ପହଞ୍ଚିଲା, ଅଗଣା ଚାରିପାଖରେ ଅନେକ ଗ୍ରାମବାସୀ ଠିଆ ହୋଇଥିଲେ ଓ ସେମାନଙ୍କ ମୁହଁ ବିଷାଦରେ ଭରି ଯାଇଥିଲା । ସୁକୁମାର ଧୀରେ ଧୀରେ ଘର ଭିତରକୁ ପ୍ରବେଶ କଲା । ଘର ଭିତରେ ସାୟପତ୍ରୀ ତା’ ମାଆ କୋଳରେ ପଡ଼ି ରହିଥିଲା ସୁକୁମାରକୁ ଦେଖ‌ିବା ମାତ୍ରେ ସ୍ତ୍ରୀଲୋକଜଣକ (ସାୟପତ୍ରୀର ମା’) କାନ୍ଦିଉଠି କହିଲେ, ‘‘ପୁଅ, ତୋର ଗେହ୍ଲା ଭଉଣୀର କ’ ହୋଇଛି ଦେଖ । ଲୋକେ କହୁଛନ୍ତି ସେ ଭଲ ହୋଇଯିବ, କିନ୍ତୁ ମୁଁ କିଛି ଜାଣିପାରୁନି ।’’ସୁକୁମାର ଧୀରେ ଧୀରେ ସେମାନଙ୍କ ପାଖକୁ ଗଲା ଓ ତା’ ଆଖୁ ଧାର ଧାର ଲୁହ ବୋହୁଥିଲା । ସେ ହାତ ବଢ଼ା ତା’ର ଭଉଣୀ ଗାଲକୁ ଆଉଁସିବାକୁ ଲାଗିଲା ।

Text -2

“On the night you left, she suddenly came down with a very high fever Since yesterday size‘s been like this — in a coma. I think her spirit’s left her body and gone off in search of you. Please, my son, do something to revive her.” Sukumar bought out his flute and began to play it very quickly As the tune floated across the room, Sayapatri ‘s eyelids began to flutter. Slowly her eyes opened. Seeing Sukumar she murmured, “My brother oh my brother! You‘ve returned.” Putting down his flute, Sukumar replied, “Yes, my dear sister “1 ‘in here. It‘s me, your brother.” Suddenly the father moved next to Sukumar and, with tears in his eyes, hugged the boy to his chest. “Truly you‘re my own dear son. Never never will I let you go again.” The mother sat there, shedding tears of joy. Sayapatri and Sukumar looked at each other and smiled.

ଅନୁବାଦ :
‘ତୁ ଯେଉଁ ରାତିରେ ଗଲୁ, ହଠାତ୍ ତାକୁ (ସାୟପତ୍ରୀକୁ) ପ୍ରବଳ ଜ୍ଵର ଆସିଗଲା । ଗତକାଲିରୁ ସେ ଅଚେତ ଅବସ୍ଥାରେ ଅଛି । ମୁଁ ଭାବୁଛି ତା’ ଆତ୍ମା ତା’ ଦେହ ଛାଡ଼ି ତୋତେ ଖୋଜିବାକୁ ଯାଇଛି । ପୁଅ, ତୁ’ ଦୟାକରି ତା’ ଚେତା ଫେରାଇବାକୁ ସୁକୁମାର ନିଜର କୁହୁକ ବଂଶୀ ବାହାର କଲା ଓ ଧୀରେ ଧୀରେ ବଜାଇବାକୁ ଲାଗିଲା । ଯେତେବେଳେ ବଂଶୀର ସ୍ଵର କୋଠରିରେ ଝକୃତ ହେଲା, ସାୟପତ୍ରୀର ଆଖିପତା ହଠାତ୍ ଫଡ଼ଫଡ଼ ହେବାକୁ ଲାଗିଲା । ଧୀରେ ଧୀରେ ତା’ର ଆଖ୍ ଦୁଇଟି ଖୋଲିଗଲା । ସୁକୁମାରକୁ ଦେଖ୍ ସେ ଗୁଣୁଗୁଣୁ ହୋଇ କହିଲା, ‘‘ଭାଇ, ମୋର, ହେ ମୋର ଭାଇ ! ତୁମେ ତା’ହେଲେ ଫେରି ଆସିଲ ।’’ ନିଜର ବଂଶୀକୁ ତଳେ ରଖ୍ ଦେଇ ସୁକୁମାର ଉତ୍ତର ଦେଲା, ‘‘ହଁ, ମୋ ଗେହ୍ଲା ଭଉଣୀ, ମୁଁ ଏଠାରେ ଅଛି । ମୁଁ ତୋ’ ଭାଇ ।’’ ହଠାତ୍ ବାପା ସୁକୁମାର ଆଡ଼କୁ ଘୁଞ୍ଚ୍ ଆସିଲେ ଓ ଲୁହ ଛଳ ଛଳ ଆଖ୍ୟାରେ ସୁକୁମାରକୁ କୋଳେଇ ନେଇ କହିଲେ, ‘ପ୍ରକୃତରେ ତୁ ମୋ’ ନିଜର ଗେହ୍ଲା ପୁଅ । କେବେ ବି ମୁଁ ତୋତେ ଆଉ ଯିବାକୁ ଦେବିନି ।’’ ଆନନ୍ଦର ଲୁହ ଗଡ଼ାଇ ମା’ ସେଠାରେ ବସି ରହିଥିଲେ । ସାୟପତ୍ରୀ ଓ ସୁକୁମାର ପରସ୍ପରକୁ ଚାହିଁ ଅଳ୍ପ ଅଳ୍ପ ହସୁଥିଲେ ।

Notes And Glossary : ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ :
despite – in spite of – ସତ୍ତ୍ୱେ
efforts – earnest attempt – ଆନ୍ତରିକ ପ୍ରୟାସ
pre-dawn – ପାହାନ୍ତା ପହର
quietly – silently – ନିଃଶବ୍ଦରେ
summit – the highest pointltop (of a mountain) – ଶିଖର
shrine – ଦେବ ମନ୍ଦିର
awoke – got up, rose
approach – come near, proceed
stream down – rain down – ଲୁହ ବହି ଆସିବା
murmured – spoke unclearly – ଅସ୍ପଷ୍ଟ
gloomy – unhappy; having no hope
lap – କୋଲ
recover – back to normal state – ସ୍ଵାଭାବିକ ଅବସ୍ଥାକୁ ଫେରିବା
live off – ଜଣକୁ ହରାଇଲା ପରି ବଞ୍ଚିବା
stroked – touched in a gentle, loving
way – ଧୀରେ ଧୀରେ ଆଉଁସିଲା
cheek – ଗାଲ
coma – deep unconsciousness – ସମୟ ପାଇଁ ଅଚେତନ ଅବସ୍ଥା
spirit – soul – ଆତ୍ମା
revive – bring back to life or strength –
eyelids – skin that covers the eyes
flutter – to move in excitement
hugged – held someone tightly putting arms around – କୁଣ୍ଢାଇ ପକାଇଲେ
shed – to let fall down

Now Answer The Following Questions
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ)

Question 1.
Why did Sukumar leave Sayapatri’s house?
(ସୁକୁମାର କାହିଁକି ସାୟପତ୍ରୀର ଘର ଛାଡ଼ିଲା ?)
Answer:
All the efforts made by Sukumar to win the love of Sayapatri’s father ended in smoke. Sukumar was disappointed. So one morning he quietly left Sayapatri’s house.

Question 2.
Why did Sukumar feel sad in the temple?
(ସୁକୁମାର କାହିଁକି ମନ୍ଦିରରେ ଦୁଃଖ ଅନୁଭବ କଲା ?)
Answer:
Sukumar left Sayapatri’s house and reached the summit of a mountain at sunset and decided to take shelter in a temple there. He felt lonely and very sad there. He thought that by leaving Sayapatri and her mother he had once again lost his family.

Question 3.
Why did Sukumar decide to return to Sayapatri’s house?
(ସୁକୁମାର କାହିଁକି ସାୟପତ୍ରୀର ଘରକୁ ଫେରିଯିବାକୁ ସ୍ଥିର କଲା ? )
Answer:
Leaving Sayapatri’s house, Sukumar Look shelter in a temple on the summit of a mountain but he felt very lonely and sad there. He realized that he had again lost his family. The next night he dreamt of Sayapatri, who in a dream, was standing in front of him and calling him to return home. So he decided to return to her house.

Question 4.
When Sukumar entered the house, what did he see?
(ଯେତେବେଳେ ସୁକୁମାର ଘରକୁ ପ୍ରବେଶ କଲା, ସେ କ’ଣ ଦେଖିଲା ?)
Answer:
When Sukumar reached Sayapatri’s house, he saw many villagers around the yard with gloomy looks on their faces because of Sayapatri’s illness. Then he entered the house quietly. Inside the house, he saw Sayapatri lying on her mother’s lap. She was seriously ill and in an unconscious state.

Question 5.
According to her mother, what was wrong with Sayapatri?
(ତା’ର ମାଆ ମତରେ, ସାୟପତ୍ରୀ ସହିତ କ’ଣ ଖରାପ ହୋଇଥିଲା ?)
Answer:
According to her mother. Sayapatri fell ill soon after Sukumar’s departure. She was sick with a very high fever on the very night Sukumar left her house. She was in a coma state. Perhaps her spirit had gone off in search of Sukumar. That was wrong with Sayapatri.

Question 6.
What did Sukumar do when he heard about Sayapatri’s mother? What happened to Sayapatri then?
(ସାୟପତ୍ରୀ ମାଆଠାରୁ ସବୁକଥା ଶୁଣିବା ପରେ ସୁକୁମାର କ’ଣ କଲା ? ସେତେବେଳେ ସାୟପତ୍ରୀର କ’ଣ ହେଲା ?)
Answer:
When Sukumar heard Sàyapatri’s mother about her daughter’s sudden acute illness who was in a coma state, he brought out his magic flute and began to play it very quietly. As the tune floated across the room, his eyelids started fluttering. Miraculously, Sayapatri opened her eyes slowly at the magic touch of the flute tuning made by Sukumar.

Question 7.
Sayapatri’s father did something unexpected. What was it?
(ସାୟପତ୍ରୀର ବାପା କିଛି ଅପ୍ରତ୍ୟାଶିତ କାମ କଲେ । ତାହା କ’ଣ ଥିଲା ?)
Answer:
When Sayapatn opened her eyes to the magic tune of the flute, her father’s attitude towards Sukumar completely changed. Her father did something unexpected. He embraced Sukumar and admitted him as his own dear son and he told him not to leave them again.

Question 8.
Do you think this is a happy story or a sad story? Why?
(ଏହା ଏକ ସମ୍ପଦ ଗଳ୍ପ ଅଥବା ଦୁଃଖଦ ଗଳ୍ପ ବୋଲି ତମେ ଭାବଛି କି ? କାହକ_)
Answer:
Really this is a happy story because finally, the boy got shelter and the affection of the whole family. Its ending is comic as all the characters are reunited and lived happily as before.

Question 9.
Why is the story entitled “The Magic Flute”? How was the flute magical?
(ଗଳ୍ପଟିର ନାମକରଣ ‘କୁହୁକ ବଂଶୀ’ ବୋଲି କାହିଁକି ହୋଇଛି ? କିପରି ବଂଶୀଟି କୁହୁକିଆ ବା ଯାଦୁକରୀ ଥିଲା ? )
Answer:
The story is entitled “The Magic Flute” because the flute made by Sukumar’s father had magical power. By playing the flute Sukumar could attract the wife of the village headman as well as her family members. Not only this, but it helped Sayapatri to recover from her coma state. So it seemed to have magical power.

D. LET’S WRITE:

Write the answers to the following questions in about 50 words each :
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ୫୦ଟି ଲେଖାଏଁ ଶବ୍ଦରେ ଲେଖ ।)

Question 1.
Why and how did Sukumar learn to play the flute?
(କାହିଁକି ଓ କିପରି ସୁକୁମାର ବଂଶୀ ବଜାଇବା ଶିଖୁଲା ?)
Answer:
Sukumar had lost his mother in his childhood. After her death, his father played his flute every evening. One night he asked his father if he had ever met his mother. His father admitted that he had met her in his heart when he played his flute. Sukumar was anxious to meet his mother in his heart by playing the flute. So he requested his father to make a flute for him. Accordingly, his father made a flute for him and taught him how o play it. This is how Sukurnar learned to play the flute.

Question 2.
How did he come to Sayapatri’s house?
( ସେ କିପରି ସାୟପତ୍ରୀ ଘରକୁ ଆସିଲା ?)
Answer:
On his way to search for a shelter for the night, Sukurnar was playing his flute standing in a village. Just then Sayapatri’s mother was coming home. She was attracted by the magic tune of the flute and stopped there. Both looked at each other. It seemed to both of them that they had always known each other. After a little conversation, Sayapatri’s mother came to know that Sukumar was looking for a place to spend the night. She asked the boy to accompany her to her house and the boy followed the woman to her house.

Question 3.
Why did Sayapatrl’s father not want Sukumar in his house?
(ସାୟପତ୍ରୀର ବାପା କାହିଁକି ସୁକୁମାରକୁ ତାଙ୍କ ଘରେ ଚାହୁଁ ନ ଥିଲା ?)
Answer:
Sayapatri’s father learned from his wife that Sukumar was an orphan and his wife had already considered him as her own son: That day he remained silent without giving any remarks. He also had a wrong notion that orphans weren’t reliable and dependable. So one day Sukumar would leave them and would create a bad influence on their daughter. So he didn’t want Sukumar in his house.

Question 4.
Why did Sukumar go back to Sayapatri’s house?
(କାହିଁକି ସୁକୁମାର ସାୟପତ୍ରୀ ଘରକୁ ଫେରିଗଲା ?)
Answer:
Sukumar was unable to win the love of Sayapatri’s father. Ultimately he left home disappointed at this. He took shelter in a shrine on the summit of a mountain. But he was not happy there thinking of Sayapatri’s love and her mother’s kindness. One night he had a dream in which he saw Sayapatri calling him. He woke up and became emotional. So he went back to Sayapatri’s house.

Question 5.
How did Sayapatri recover?
(ସାୟପତ୍ରୀ କିପରି ଭଲ ହେଲା ?)
Answer:
The village headman’s daughter, Sayapatri had deep love and affection for Sukumar. The boy could win the love of everybody in the family except her father. He felt sad and left the house. Sayapatri was seriously ill on the very night he left. The next night Sukumar dreamt of Sayapatri calling him. He returned and saw the worst condition of the girl. Her mother requested Sukumar to do something for the girl’s recovery from her illness. Sukumar took out his magic flute and began to play it quietly. Soon Sayapatri opened her eyes and talked to him with the magic power of the flute. This is how Sayapatri recovered from her illness miraculously.

E. ACTIVITY :

The following is the summary of the story. But there are eight mistakes in the summary. Underline the mistakes. Rewrite the summary after correcting the mistakes.
(ନିମ୍ନଲିଖଟି ହେଉଛି ଗଳ୍ପର ସାରାଂଶ । କିନ୍ତୁ ସାରାଂଶରେ ୮ଟି ତ୍ରୁଟି ରହିଛି । ତ୍ରୁଟିଗୁଡ଼ିକୁ ରେଖାଙ୍କିତ କର । ତ୍ରୁଟିଗୁଡ଼ିକୁ ସଂଶୋଧନ କରି ପୁନର୍ବାର ସାରାଂଶଟିକୁ ଲେଖ ।)

Sukumar was an orphan who was 11 years old. His mother had made a guitar for him and he played it very well. One day, he came to a village and the Headman’s daughter took him to her house. She introduced him to her Sayapatri. But Sukumar was sad because Sayapatri’s mother did not love him. So, one day he left their house and went to live in a shrine on a mountain. One night he had a dream. He saw Sayapatri’s mother calling him. He went back to Sayapatri’s. He found that Sayapatri’s mother was very sick. He played his flute arid slowly she opened her eyes. Savapatr hugged him and the story ended happily.
Answer:
Sukumar was an orphan who was 11 years old. His father had made a flute for him and he played it very well. One day, he came to a village and the Headman’s wife took him to her house. She introduced him to her daughter, Sayapatri. But Sukumar was sad because Sayapatri’s father did not love him. So, one day he left their house and went to live in a shrine on a mountain. One night he had a dream. He saw Sayapatri calling him. He went back to Sayapatri’s. He found that Savapatri was very sick. He played his flute and slowly she opened her eyes. Sayapatri’s father hugged him and the story ended happily.

BSE Odisha 9th Class English Chapter 4 The Magic Flute Important Questions and Answers

Very Short Objective Questions With Answers
Answer The Following In A Sentence.

Question 1.
Who was Sukumar?
Answer:
Sukumar was a boy of eleven, a motherless boy.

Question 2.
Who was the middle-aged woman?
Answer:
The middle-aged woman was the village headman’s wife.

Question 3.
When did she meet Sukumar?
Answer:
Sukumar was playing his flute standing in the village. The woman met him on her back home.

Question 4.
How did Sayapatri recover?
Answer:
Sukumar took out his flute and began to play quietly. Soon Sayapatri opened her eyes and talked to him by the magic power of the flute. This is how Sayapatri
recovered from her illness.

Question 5,
When did Sukumar fleet the middle-aged woman?
Answer:
As Sukumar stood there playing his flute, there stood a middle-aged woman with a heavy load of grass on her back, and sensing her presence Sukumar looked at her.

Question 6.
Why did Sukumar leave Sayapatri’s house?
Answer:
Sukumar was unable to win the love of Sayapatri’s father. Ultimately, he left Sayapatri’s home disappointed at this.

Answer The Following In A Word Or A Phrase.

Question I.
Who sat there, shedding tears of joy?
Answer:
Sayapatri’s mother

Question 2.
When did Sukumar left Sayapatri’s house?
Answer:
in the pre-dawn hours

Question 3.
“Are you ever able to meet her ¡n your hearts ?“ Who said this?
Answer:
Sukumar

Question 4.
Who stopped Sukumar when he prepared to leave the house?
Answer:
the village headman’s wife

Question 5.
‘And he’ll end up being a bad influence on our Sayapatri.” Who told this?
Answer:
the village headman

Fill In The Blanks.

1. Sayapatri’s eyelids began to flutter as the flute tune floated across the __________.
Answer:
room

2. Seeing Sukumar, Sayapatri murmured, “My brother, oh my brother! You have __________.
Answer:
returned

3. Sayapatri’s mother shed tears of joy because her husband accepted ___________ as his own son and decided not to let him go again.
Answer:
Sukumar

4. The sun was setting as Sukumar woke up on the dirt path and into the __________.
Answer:
small village

5. Sukumar remembered his own mother when he saw the girl calling __________.
Answer:
her mother

6. “I am a stranger here, mother.” Here ‘I’ indicates to __________.
Answer:
Sukumar

7. The boy was looking for a place to ___________.
Answer:
spend the night

8. Sukumar Los! his mother at the age of ___________.
Answer:
five

9. Sukumar believed that his mother still lived __________.
Answer:
within his heart

10. The flute Sukumar carried had been a gift from __________.
Answer:
his father

11. After the death of Sukumar’s mother, ____________ would play his own flute every evening before going to bed.
Answer:
Sukumar’s father

12. According to Sukumar’s father the child’s mother now lives in the house of _________.
Answer:
Gods

13. According to Sukumar’s father, he meets her wife through ___________.
Answer:
playing his flute

14. Sukumar’s father carefully ___________ a flute for the hoy.
Answer:
fashioned

15. Sukumar felt, he had found his own true mother once again in ___________.
Answer:
headman’s wife

16. As Sukuinar entered the yard with the woman, he saw the headman’s daughter, __________.
Answer:
Sayapatri

17. Sayapatri treated Sukumar as her __________.
Answer:
own brother

18. Headman’s wife found Sukumar __________.
Answer:
on the road

19. During dinner, the headman said nothing to the boy. This made Sukumar sad and __________.
Answer:
uncomfortable

20. One day Sukumar and Sayapatri walked down to a __________.
Answer:
nearby stream

21. Unable to control her curiosity Sayapatri asked “What are you thinking about, my __________?
Answer:
brother

22. Sukumar could only meet his mother by playing his ____________.
Answer:
flute

23. Sukumar was sad because he hadn’t won Sayapatri’s father’s _________.
Answer:
heart

24. According to Sayapatri’s father orphans aren’t very ___________.
Answer:
dependable

25. One spring evenîng: Sukumar sat by the window, gazing out at __________.
Answer:
the full moon

26. Despite all his efforts, Sukumar was still unable to win the love of Sayapatri’s ___________.
Answer:
father

27. After leaving the headman’s house Sukumar climbed over hills and down through the _________.
Answer:
valleys

28. After leaving the headman’s house Sukumar took shelter in a shrine to a ___________.
Answer:
goddess

29. By leaving Sayapatri and her mother, Sukumar felt that he had once again lost __________.
Answer:
his family

30. In the dream Sukumar saw that ___________ was standing in front of him.
Answer:
Sayapatri

31. When Sukumar returned to Sayapatri’s house, were around the yard wearing gloomy faces ___________.
Answer:
many villagers

Multiple Choice Questions With Answers.

Question 1.
Sukumar was a boy of about __________?
(A) ten
(B) eleven
(C) nine
(D) seven
Answer:
(B) eleven

Question 2.
Sukumar hoped to find someone who would put him up?
(A) for the day
(B) for the night
(C) for one day
(D) for two days
Answer:
(B) for the night

Question 3.
Sukumar was filled with his memories of her mother and took out his __________ to play?
(A) flute
(B) doll
(C) a photograph
(D) ring
Answer:
(A) flute

Question 4.
Sukumar lost his mother at the age of ___________?
(A) six
(B) three
(C) five
(D) seven
Answer:
(C) five

Question 5.
The flute Sukumar carried had been a gift from _________?
(A) his uncle
(B) his mother
(C) his father
(D) his brother
Answer:
(C) his father

Question 6.
Sukumar’s father carefully _________ a flute for the boy?
(A) designed
(B) made
(C) fashioned
(D) all the above
Answer:
(C) fashioned

Question 7.
Sayapatri treated Sukumar as her __________?
(A) good friend
(B) own brother
(C) cousin
(D) enemy
Answer:
(B) own brother

Question 8.
Sayapatri’s mother requested Sukumar to do something to ___________ her?
(A) recover
(B) cure
(C) revive
(D) none of these
Answer:
(C) revive

Question 9.
After the recovery of Sayapatri, her father ___________ the boy to his chest with tearful eyes?
(A) hugged
(B) embraced
(C) held
(D) none of these
Answer:
(A) hugged

Question 10.
began’. Here the word refers to ___________?
(A) set on
(B) set out
(C) set in
(D) all the above
Answer:
(B) set out

Question 11.
This is indeed a majestic offer. Here the underlined word refers to __________?
(A) happy
(B) beautiful
(C) grand
(D) not impressive
Answer:
(B) beautiful

Question 12.
The story “The Magic Flute” is translated by ___________?
(A) Abhi Sabedi
(B) Mukul Raj
(C) Prem Chand
(D) R. N. Tagore
Answer:
(A) Abhi Sabedi

Question 13.
Sukumar walked into the _________?
(A) village
(B) valley
(C) little village
(D) field
Answer:
(C) little village

Question 14.
In the little village, Sukumar hoped to find someone who would put him for __________?
(A) some days
(B) the month
(C) the day
(D) the night
Answer:
(D) the night

Question 15.
Sukumar’s mother was __________?
(A) in his village
(B) uneducated
(C) alive
(D) dead
Answer:
(D) dead

Question 16.
Sukumar looked at the woman her presence?
(A) thinking of
(B) imagining
(C) sensing
(D) hoping
Answer:
(C) sensing

Question 17.
__________ Sukumar asked his father about her mother?
(A) One day
(B) One night
(C) One evening
(D) One afternoon
Answer:
(B) One night

Question 18.
Sukumar accepted Sayapatri as his _________?
(A) mother
(B) sister
(C) wife
(D) sister-in-law
Answer:
(B) sister

Question 19.
Who was the village headman’s daughter?
(A) Suryapriya
(B) Sayangjyoti
(C) Sayapriya
(D) Sayapatri
Answer:
(D) Sayapatri

Question 20.
Near the stream, Sukumar sat silently?
(A) on a boulder
(B) on a big rock
(C) on its edge
(D) on a big stone
Answer:
(A) on a boulder

Question 21.
The woman was by her husband’s words?
(A) worried
(B) disappointed
(C) shocked
(D) puzzled
Answer:
(C) shocked

Question 22.
At sunset, Sukumar found himself on the summit of a _________?
(A) mountain
(B) hill
(C) valley
(D) ridge
Answer:
(A) mountain

Question 23.
Inside the shrine, Sukumar felt ________?
(A) unhappy
(B) sad
(C) lonely
(D) lonely and sad
Answer:
(D) lonely and sad

Odisha State Board BSE Odisha 9th Class English Solutions Non-Detailed Chapter 5 The Portrait of a Lady Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Non-Detailed Chapter 5 The Portrait of a Lady

BSE Odisha 9th Class English Chapter 5 The Portrait of a Lady Questions and Answers

Introduction:

Generally, grandparents are the most lovable people in the world. Especially, the grandmothers are the key persons who create bonds that hold the family together. They are the main pillars of the family. They spend their time happily with all the family members. But they enjoy spending time in the company of their grandchildren whom they consider their dearest ones. They always think of their family’s welfare. They pray to God selflessly and wholeheartedly for the well-being of the family members. The present story is about the portrait of a grandmother of the author, Khusbant Singh. A portrait is a painting or picture or any artistic representation of a person. Now read the story to know more about the author’s grandmother.

Notes :
lovable – ସ୍ନେହୀ , world – ଦୁନିଆ especially – ବିଶେଷ କରି create – ସୃଷ୍ଟି କରନ୍ତୁ | dearest – ପ୍ରିୟତମ welfare – କଲ୍ୟାଣ artistic – କଳାତ୍ମକ whole-heartedly – ପୁରା ହୃଦୟ ସହିତ

ବିଷୟ ସୂଚନା :
ସାଧାରଣତଃ ଜେଜେବାପା ଓ ଜେଜେମା’ ପୃଥିବୀରେ ସବୁଠାରୁ ସ୍ନେହୀ ବ୍ୟକ୍ତି ଅଟନ୍ତି । ବିଶେଷତଃ ପରିବାରଟିକୁ ଏକ ଡୋରିରେ ବାନ୍ଧି ରଖୁବାପାଇଁ ଜେଜେମା’ମାନଙ୍କର ଭୂମିକା ଗୁରୁତ୍ଵପୂର୍ଣ ଅଟେ । ସେମାନେ ପରିବାରର ମୁଖ୍ୟ ସ୍ତମ୍ଭ ସଦୃଶ । ସେମାନେ ପରିବାରର ଅନ୍ୟ ସଦସ୍ୟମାନଙ୍କ ସହିତ ସୁଖରେ କାଳାତିପାତ କରନ୍ତି। କିନ୍ତୁ ସେମାନଙ୍କର ଅତି ପ୍ରିୟ ନାତିନାତୁଣୀମାନଙ୍କ ସହିତ ସମୟ ବିତାଇବାରେ ସେମାନେ ଅଧିକ ଆନନ୍ଦ ପାଆନ୍ତି । ସେମାନେ ସର୍ବଦା ପରିବାରର ମଙ୍ଗଳ କାମନା କରିଥା’ନ୍ତି । ପରିବାର ସଦସ୍ୟମାନଙ୍କ ମଙ୍ଗଳ କାମନା ପାଇଁ ସେମାନେ ନିଃସ୍ବାର୍ଥପର ଭାବରେ ମନଯୋଗ ସହକାରେ ଈଶ୍ଵରଙ୍କୁ ପ୍ରାର୍ଥନା କରୁଥା’ନ୍ତି । ଆଲୋଚ୍ୟ ଗପଟି ପ୍ରଖ୍ୟାତ ଲେଖକ ଖୁସ୍ୱନ୍ତ ସିଂଙ୍କ ଜେଜେମା’ଙ୍କ ପ୍ରତିକୃତି ବିଷୟ ସମ୍ବନ୍ଧିତ ଅଟେ । ପ୍ରତିକୃତି ହେଉଛି ଏକ ବ୍ୟକ୍ତିର ଛବି, ପ୍ରତିମା ବା ଅନ୍ୟ କଳାତ୍ମକ ଉପସ୍ଥାପନା । ଲେଖକଙ୍କ ଜେଜେମା’ଙ୍କ ସମ୍ବନ୍ଧରେ ଅଧିକ ଜାଣିବାପାଇଁ ଏବେ ଏହି ଗପଟିକୁ ପଢ଼ିବା ।

SUMMARY – 1:

The author’s grandmother had grown old and wrinkled before twenty years. There was no symptom of a change in their physique or appearance. It was said that she was extremely beautiful in her youth. The author’s grandfather had already died and his photograph was kept in the drawing room. His bearded grandfather wore traditional clothes and he looked at least a hundred years old. The author’s grandmother was short and fat and slightly bent. She had grown so old that she could not have grown older. She stayed at the same age for twenty years. She was walking with one hand on her waist in order to balance her body. Still, she was very beautiful. The author and his grandmother were good friends. His parents went to live in the city. So his grandmother became his caretaker in the village. She took the utmost care of the author. Every day she got him ready for school. She also accompanied him to school and waited there till school was over.

Note:
symptom – ଲକ୍ଷଣ appearance – ଦେଖାଦେବା extremely – ଅତ୍ୟଧିକ ଭାବରେ bearded – ଶ୍ମଶୁଧାରୀ short – ଗେଡ଼ୀ waist – ଅଣ୍ଟା balance – ଭାରସାମ୍ୟ caretaker – ତତ୍ତ୍ଵାବଧାରିକା

ବିଷୟ ସୂଚନା :
ଲେଖକଙ୍କ ଜେଜେମା’ କୋଡ଼ିଏ ବର୍ଷ ପୂର୍ବରୁ ସମ୍ପୂର୍ଣ୍ଣ ବୃଦ୍ଧା ଓ ଲୋଳିତ ଚର୍ମଧାରୀ ହୋଇସାରିଥିଲେ । ତାଙ୍କ ସ୍ବାସ୍ଥ୍ୟ କିମ୍ବା ଚେହେରାରେ କିଛି ପରିବର୍ତ୍ତନର ଲକ୍ଷଣ ଦେଖାଯାଉ ନ ଥିଲା । କୁହାଯାଉଥିଲା ଯେ ସେ ତାଙ୍କ ଯୁବାବସ୍ଥାରେ ଖୁବ୍ ସୁନ୍ଦରୀ ଥିଲେ । ଲେଖକଙ୍କ ଜେଜେବାପା ସେତେବେଳକୁ ମରି ସାରିଥିଲେ ଏବଂ ତାଙ୍କ ଫଟୋଚିତ୍ର ବୈଠକ ଘରେ ରଖାଯାଇଥିଲା । ଶ୍ମଶୁଧାରୀ ଦାଢ଼ି ରଖୁଥ‌ିବା ତାଙ୍କ ଜେଜେବାପା ଚିରାଚରିତ ପୋଷାକ ପରିଧାନ କରିଥିଲେ ଏବଂ ସେ ଅନ୍ୟୁନ ଶହେ ବର୍ଷ ବୟସ୍କ ଲୋକ ପରି ଦେଖା ଯାଉଥିଲେ । ଲେଖକଙ୍କ ଜେଜେମା’ ଟିକିଏ ଗେଡ଼ୀ ଓ ମୋଟୀ ଥିଲେ ଓ ସାମାନ୍ୟ ନଇଁ ପଡ଼ିଥିଲେ । ସେ ଏତେ ବୁଢ଼ୀ ହୋଇ ଯାଇଥିଲେ ଯେ ସେ ଆଉ କଦାପି ତା’ଠାରୁ ଅଧ୍ବକ ବୁଢ଼ୀ ହୋଇପାରିବେ ନାହିଁ । ସେ ସେହି ଏକା ବୟସରେ କୋଡ଼ିଏ ବର୍ଷ ରହିଗଲେ । ସେ ନିଜ ଶରୀରର ଭାରସାମ୍ୟ ରକ୍ଷା କରିବାପାଇଁ ଗୋଟିଏ ହାତ ଅଣ୍ଟାରେ ରଖ୍ ଚାଲୁଥିଲେ । ତଥାପି ସେ ସୁନ୍ଦର ଥିଲେ । ଲେଖକ ଏବଂ ତାଙ୍କ ଜେଜେମା’ ଦୁହେଁ ଉତ୍ତମ ବନ୍ଧୁ ଥିଲେ । ତାଙ୍କ ବାପା ମାଆ ସହରରେ ରହିବାକୁ ଚାଲିଗଲେ । ତେଣୁ ତାଙ୍କ ଜେଜେମା’ ଗାଆଁରେ ତାଙ୍କର ତତ୍ତ୍ଵାବଧାରିକା ହୋଇଥିଲେ । ସେ ଲେଖକଙ୍କର ଖୁବ୍ ଯତ୍ନ ନେଉଥିଲେ । ସବୁଦିନେ ସେ ତାଙ୍କୁ ସ୍କୁଲ ଯିବାପାଇଁ ପ୍ରସ୍ତୁତ କରାଉଥିଲେ । ସେ ତାଙ୍କ ସହିତ ମଧ୍ୟ ସ୍କୁଲ୍‌କୁ ଯାଉଥିଲେ ଏବଂ ସ୍କୁଲ୍ ଛୁଟି ହେବା ପର୍ଯ୍ୟନ୍ତ ସେଠାରେ ଅପେକ୍ଷା କରି ରହୁଥିଲେ ।

The Text : ପାଠ୍ୟଚିଷୟ
PARAGRAPHWISE ANALYSIS

TEXT – 1

My grandmother, like everybody’s grandmother, was an old woman. She had been old and wrinkled for the twenty years that I had known her. People said that she had once been young and pretty and had even had a husband, but that was hard to believe. My grandfather’s portrait hung above the mantelpiece in the drawing room. He wore a big turban and loose-fitting clothes. His long white beard covered the best part of his chest and he looked at least a hundred years old. He did not look like the sort of person who would have a wife or children. He looked as if he could only have lots and lots of grandchildren. As for my grandmother being young and pretty, the thought was almost revolting. She often told us of the games she used to play as a child. That seemed quite absurd and undignified on her part and we treated it like the tales of the prophets she used to tell us.

ଅନୁବାଦ :
ସମସ୍ତଙ୍କ ବୁଢ଼ୀମା’ ଭଳି ମୋର ବୁଢ଼ୀମା’ ଜଣେ ବୃଦ୍ଧା ମହିଳା ଥିଲେ । ଗତ ୨୦ ବର୍ଷ ଧରି ମୁଁ ତାଙ୍କ ବିଷୟରେ ଯାହା ଜାଣିଥୁଲି, ସେ ବୁଢ଼ୀ ଓ ଲୋଳିତଚର୍ମଧାରୀ ହୋଇଯାଇଥିଲେ । ଲୋକମାନେ କହୁଥିଲେ ସେ (ମୋ ବୁଢ଼ୀମା’) ଏକଦା ଯୁବତୀ ଓ ସୁନ୍ଦରୀ ଥିଲେ ଓ ତାଙ୍କର ମଧ୍ୟ ସ୍ଵାମୀ ଥିଲେ, କିନ୍ତୁ ଏହାକୁ ବିଶ୍ଵାସ କରିବା ବଡ଼ ଅସମ୍ଭବ ଥିଲା । ବୈଠକଗୃହର ମ୍ୟାଣ୍ଟେଲ୍ ପିସ୍ (କାନ୍ଥରୁ ବାହାରିଥିବା ତାଜା) ଉପରେ ମୋ ଜେଜେବାପାଙ୍କ ଛବି ଝୁଲୁଥିଲା । ସେ ଗୋଟିଏ ବଡ଼ ପଗଡ଼ି ଓ ଢିଲା ପୋଷାକ ପିନ୍ଧିଥିବାର ଛବିରେ ଦେଖାଯାଉଥିଲା । ଜେଜେବାପା ଛାତିର ଅଧିକାଂଶ ଭାଗକୁ ଘୋଡ଼ାଇ ଦେବାଭଳି ଲମ୍ବା ଧଳା ଦାଢ଼ି ରଖୁଥିଲେ ଓ ସେ ଅତି କମ୍‌ରେ ଶହେ ବର୍ଷର ବୃଦ୍ଧ ଭଳି ଦେଖା ଯାଉଥିଲେ । ସେ ସେଭଳି ଜଣେ ବ୍ୟକ୍ତି ଜଣା ପଡୁନଥିଲେ ଯାହାଙ୍କର ଗୋଟିଏ ସ୍ତ୍ରୀ ବା ପିଲାପିଲି ଥ‌ିବେ । ସେ (ମୋର ଜେଜେବାପା) ଦେଖାଯାଉଥିଲେ, ସତେ ଯେପରି ତାଙ୍କର ଅନେକ ନାତିନାତୁଣୀ ଅଛନ୍ତି । ମୋର ଜେଜେମା’ ବା ବୁଢ଼ୀମା’ ଯେ ସେ ଯୁବତୀ ଓ ସୁନ୍ଦରୀ ଥିଲେ, ଏଭଳି ଚିନ୍ତା ପ୍ରାୟ ବିରୋଧାତ୍ମକ ଥିଲା । ପିଲାବେଳେ ଜେଜେମା’ ଖେଳୁଥିବା ଖେଳଗୁଡ଼ିକ ବିଷୟରେ ଅନେକ ଥର କହୁଥିଲେ । ତାଙ୍କ ପକ୍ଷେ ଏଭଳି କହିବା ପୂରାପୂରି ଅସଙ୍ଗତ (ଅର୍ଥହୀନ) ଓ ଅମର୍ଯ୍ୟାଦା ବା ଅପମାନଜନକ ଥିଲା ଓ ଆମ୍ଭେମାନେ ଏହି କଥାଗୁଡ଼ିକୁ ସେ ପ୍ରାୟ କହୁଥିବା ମହାପୁରୁଷମାନଙ୍କର କାହାଣୀ ବୋଲି ଗ୍ରହଣ କରୁଥିଲୁ ।

TEXT – 2

She had always been short and fat and slightly bent. Her face was a crisscross of wrinkles running from everywhere to everywhere. No, we were certain she had always been as we had known her. Old, so terribly old that she could not have grown older, and had stayed at the same age for twenty years. She could never have been pretty, but she was always beautiful. She hobbled about the house in spotless white with one hand resting on her waist to balance her stoop and the other telling the beads of her rosary. Her silver locks were scattered untidily over her pale face, and her lips constantly moved in inaudible prayer. Yes, she was beautiful. She was like the winter landscape in the mountains.

ଅନୁବାଦ :
ମୋର ବୁଢ଼ୀମା’ ସାଧାରଣତଃ ଗେଡ଼ୀ, ମୋଟୀ ଥିଲେ ଓ ସାମାନ୍ୟ ଅଣ୍ଟା ବଙ୍କେଇ ଚାଲୁଥିଲେ । ତାଙ୍କର ମୁଖମଣ୍ଡଳ ଉପରେ ଏପଟସେପଟ (ଛକି ଚିହ୍ନ ପରି) ଅନେକ କୁଞ୍ଚ ଚର୍ମରେଖା ଥିଲା । ନା, ଆମେ ନିଶ୍ଚିତ ଥିଲୁ ଯେ ଆମେ ତାଙ୍କୁ ଯେପରି ଜାଣିଥୁଲୁ ସେ ସର୍ବଦା ସେହିପରି ଥିଲେ । ବୁଢ଼ୀମା’ ବୁଢ଼ୀ ହୋଇ ଯାଇଥିଲେ, ଏତେ ବୁଢ଼ୀ ଯେ ବୋଧହୁଏ ଆଉ ଅଧିକ ବୁଢ଼ୀ ହୋଇପାରି ନ ଥା’ନ୍ତେ ଓ ପ୍ରାୟ ସେହି ଏକା ବୟସରେ ସେ କୋଡ଼ିଏ ବର୍ଷ ଧରି ରହିଥିଲେ । ଅବଶ୍ୟ ସେ କେବେହେଲେ ସୁନ୍ଦରୀ ହୋଇପାରି ନଥିଲେ, କିନ୍ତୁ ସେ ସର୍ବଦା ଆକର୍ଷଣୀୟା ଦେଖାଯାଉଥିଲେ । ବାଙ୍କିଯାଇଥିବା ଅଣ୍ଟାକୁ ସନ୍ତୁଳିତ କରିବାପାଇଁ ଅଣ୍ଟା ଉପରେ ଗୋଟିଏ ହାତ ରଖ୍ ଓ ଅନ୍ୟ ହାତରେ ହାରରେ ଗୁନ୍ଥା ହୋଇଥିବା ଜପାମାଳିକୁ ଗୋଟିଏ ପରେ ଗୋଟିଏ ଗଣି ସେ ଏକ ଆଲୁଳାୟିତ (ଏଣେତେଣେ) ହୋଇ ପଡ଼ୁଥିଲା ଓ ତାଙ୍କର ଓଠ ଶୁଣି ନ ହେବାଭଳି ପ୍ରାର୍ଥନାରେ ଅବିରତ ଚଳଚଞ୍ଚଳ ଥିଲା । ହଁ, ସେ ଆକର୍ଷଣୀୟା ଥିଲେ । ପର୍ବତଶ୍ରେଣୀରେ ସେ ଏକ ଶୀତକାଳୀନ ଭୃଦୃଶ୍ୟ ସଦୃଶ ଥିଲେ ।

TEXT – 3

My grandmother and I were good friends. My parents left me with her when they went to live in the city and we were constantly together. She used to wake me up in the morning and get me ready for school. She said her morning prayer in a monotonous sing-song while she bathed and dressed me in the hope that I would listen and get to know it by heart. / listened because I loved her voice but never bothered to learn it. Then she would fetch my wooden slate which she had already washed and plastered with yellow chalk, a tiny earthen ink pot and a reed pen, tie them all in a bundle and hand it to me. After a breakfast of a thick, stale chapatti with a little butter and sugar spread on it, we went to school. She carried several stale chapattis with her for the village dogs.

ଅନୁବାଦ :
ଓ ସେହିଦିନଠାରୁ ଆମ୍ଭେମାନେ (ଜେଜେମା’ ଓ ମୁଁ) ଅହରହ ଏକାଠି ରହୁଥଲୁ । ସେ ମୋତେ ସକାଳୁ ଉଠାଇ ଦେଉଥିଲେ ଓ ସ୍କୁଲ୍ ଯିବାପାଇଁ ପ୍ରସ୍ତୁତ କରାଉଥିଲେ । ଯେତେବେଳେ ସେ ମୋତେ ଗାଧୋଇ ଦେଉଥିଲେ ଓ ପୋଷାକ ପିନ୍ଧାଉଥିଲେ, ସେ ସେତେବେଳେ ସେହି ବିରକ୍ତିକର ଓ ସବୁଦିନିଆ ନୀରସ ସକାଳ ପ୍ରାର୍ଥନା ଗାଉଥୁଲେ ଓ ଆଶା କରୁଥିଲେ ଯେ ମୁଁ ତାହାକୁ ଶୁଣି ମନେ ରଖିପାରିବି । ମୁଁ ତାଙ୍କର ପ୍ରାର୍ଥନା ଶୁଣୁଥିଲି କାରଣ ମୁଁ ତାଙ୍କର ସ୍ବରକୁ ଭଲ ପାଉଥିଲି, କିନ୍ତୁ ତାଙ୍କର ଗୀତକୁ ଶିଖୁବାପାଇଁ ମୁଁ କେବେହେଲେ ଆଗ୍ରହୀ ନ ଥିଲି । ତା’ପରେ ସେ (ବୁଢ଼ୀମା’) ପ୍ରାୟ ସଫା କରି ଦେଇଥ‌ିବା ଓ ହଳଦିଆ ଚକ୍‌ରେ ଲେପନ କରିଥିବା କାଠ ପ୍ଲେଟ୍ ଗୋଟିଏ ଛୋଟ ମାଟି ତିଆରି କାଳି ଦୁଆତ (କାଳି ବୋତଲ), ଏକ ପତଳା ଝର କଲମ ଆଦିକୁ ଗୋଟିଏ ପୁଟୁଳାରେ ବାନ୍ଧି ମୋତେ ଧରାଇ ଦେଉଥିଲେ । ସକାଳର ଗୋଟିଏ ମୋଟା, ବାସି ପରଟା (ସାମାନ୍ୟ ଲହୁଣି ବୋଳା ଯାଇଥିବ ଓ ଉପରେ ଚିନି ପଡ଼ିଥ‌ିବା) ଖାଇ ସାରିବା ପରେ ଆମ୍ଭେ (ବୁଢ଼ୀମା’ ଓ ମୁଁ) ସ୍କୁଲକୁ ଯାଉଥଲୁ । ସ୍କୁଲକୁ ଗଲାବେଳେ ବୁଢ଼ୀମା’ଗାଁର କକରମାନଙ୍କ ପାଇଁ ଅନେକ ବାସି ଚପାତି ସାଙ୍ଗରେ ନେଉଥିଲେ ।

Notes And Glossary : ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ :
wnnkle(d) – crease in skin produced by age – କୁଞ୍ଚିତ ହେବା
portrait – ଜଣେ ପୁରୁଷର ଚିତ୍ର,
pretty – attractive – ସୁନ୍ଦର
hung – past tense of ‘hangs ଝୁଲୁଥିଲା
mantelpiece – shelf projecting from the wall above the fireplace – ଉପର ଥାକ
as far – ଯେତେ ଦୂର
turban – ପଗଡି |
revolting – expressing protest – ପ୍ରତିବାଦ ଜଣାଇଲେ
often – many times – ପ୍ରାୟତ। |
seemed – past tense of bseem – ଲାଗୁଥିଲା |
absurd – ridiculous – ହାସ୍ୟାସ୍ପଦ
undignified – not dignified – ଗୌରବହାନକାରକ/
tales – imaginary stories – କଳ୍ପନା କାହାଣୀ |
prophet – ଭବିଷ୍ୟ‌ଦ୍‌ବକ୍ତା
bent – curved – ବଙ୍କା
sentimenal (adj) – ଆବେଗ ପଦର୍ଶକ
crisscross – crossed lines forming a kind of pattern – କ୍ରସକ୍ରସ୍ |
shoo (y) – ଏକପ୍ରକାର ଶବ୍ଦ କରିବା
certain – sure – ନିଶ୍ଚିତ
imprint – ମାନସପଟରେ ଅଙ୍କନ କରିବା
terribly – ଭୟଙ୍କର ଭାବରେ
hobbled – (past tense of ‘hobble’) walk as when lame – ଛୋଟେଇ ଚାଲିଲା
spotless – without spot – ଦାଗହୀନ |
waist – ଅଣ୍ଟା
stoop – bent forward – ଆଗକୁ ନଇଁ ପଡ଼ିଥ‌ିବା
constantly – always. repeatedly – ବାରମ୍ବାର /ସର୍ବଦା
stale – not fresh or new – Don’t feed the baby on stale bread.
beads – ବିଡି,
frivolous – ବିନ୍ଦୁହୀନ।
rosary – a String of beads used for
prayer – ପ୍ରାର୍ଥନା
scattered – past tense of ‘scatter’
untidily – not orderly – ଅବିଶ୍ୱାସନୀୟ
resignation (n) – ଇସ୍ତଫା
pale – ଫିକା
growl (y) – ଚାପା ଗର୍ଜନ କରିବା
inaudible – not audible
ignore – ଅଣଦେଖା କରନ୍ତୁ
landscape – scenery of a land area — ଭୂଭାଗର ପ୍ରାକୃତିକ ଦୃଶ୍ୟ
protest – ବିରୋଧ କରିବା
monotonous – lacking in variety
pallor – ପାଲ୍
sing-song – uttered with a monotonous
rhythm – ଗୀତ, ଲୀଳା,
scripture – ଶାସ୍ତ୍ର
bothered – past tense of ‘bother’
fetch – go for and bring back
blaze – ଉଜ୍ଜ୍ବଳ ଅଗ୍ନିଶିଖା
plastered – past tense of plaster’
earthen – made of earth – ମାଟି ତିଆରି
lewd (adj) – ଲଜ୍ଜା |
snap (y) – ସ୍ନାପ୍
shroud – ଶବାଚ୍ଛାଦନ ବସ୍ତ୍ର
corpse – ଶବ
reed pen – ନଳ ବା ଝର କଲମ
crumb – ରୁଟିର ଟୁକୁଡ଼ାଖଣ୍ଡ
thick – ମୋଟା |
stale – not fresh
chapatti(s) – ଏକ ପ୍ରକାର ରୁଟି

Now ANSWER THE FOLLOWING QUESTIONS
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ)

Question 1.
How has the author described his grandmother?
(ଲେଖକ କିପରି ତାଙ୍କ ଜେଜେମା’ଙ୍କୁ ବର୍ଣ୍ଣନା କରିଛନ୍ତି ?
Answer:
The author describes that his grandmother was an old woman like everybody’s grandmother. Her skin was wrinkled due to old age. She was short and fat and slightly bent. Her physique remained unchanged. She couldn’t have grown older and she stayed at the same age for twenty years. She hobbled with one hand resting on her waist to balance her stoop. Her face was a crisscross with wrinkles.

Question 2.
What impression did the author get looking at his grandfather’s photograph?
( ଲେଖକ ତାଙ୍କ ଜେଜେବାପାଙ୍କ ଫଟୋଚିତ୍ରକୁ ଦେଖି କ’ଣ ଧାରଣା କରିଥିଲେ ?)
Answer:
The photograph of the author’s grandfather was hung above the mantelpiece in the drawing room. He wore a big turban and loose-fitting clothes. His long white beard covered the best part of his chest and he looked a hundred years old. According to the author, his grandfather didn’t look like the sort of person who would have a wife or children. Rather he looked as if he had lots of grandchildren.

Question 3.
Do you think the author’s grandmother was a religious person? Why do you think so?
(ତୁମେ ଭାବୁଛ କି ଲେଖକଙ୍କ ଜେଜେମା’ ଜଣେ ଧାର୍ମିକ ବ୍ୟକ୍ତି ଥିଲେ ? ତୁମେ ଏପରି କାହିଁକି ଭାବୁଛ ?)
Answer:
Yes, I think that the author’s grandmother was a religious lady. Because she was often telling the beads of her rosary in her one hand. Her lips constantly moved in praying an inaudibLe prayer. While she bathed his grandson (author), she said morning prayer in a monotonous sing-song. As a pious lady, she also offered food to the village dogs.

Question 4.
The author says that he and his grandmother were good friends. Did they do anything together?
(ଲେଖକ କହନ୍ତି ଯେ ସେ ଏବଂ ତାଙ୍କର ଜେଜେମା’ ଉତ୍ତମ ବନ୍ଧୁ ଥିଲେ । ସେମାନେ ଏକାଠି କିଛି କରୁଥିଲେ କି ?)
Answer:
After the departure of his parents to the city, the author and his grandmother became close friends living constantly together. The author’s grandmother used to wake him up in the morning and get him ready for school. She would get the study materials ready for his school. Both went to school regularly. When they walked back, they used to throw stale chapattis to the village dogs.

Question 5.
Why did his grandmother carry chapattis when they went to school? What does this tell you about her?
( ଲେଖକଙ୍କ ଜେଜେମା’ ସ୍କୁଲକୁ ଗଲାବେଳେ କାହିଁକି ଚପାତି ନେଉଥିଲେ ? ଏହା ତାଙ୍କ ବିଷୟରେ କ’ଣ କହେ ?)
Answer:
The author and his grandmother used to go to school together after breakfast. She took stale chapattis with her for the village dogs and offered it to them during their return from school. This tells us that the author’s grandmother was very kind to the animals.

Question 6.
Life was comfortable for the author and their grandmother. Do you think it will continue to be so?
(ଲେଖକ ଓ ତାଙ୍କ ଜେଜେମା’ଙ୍କ ପାଇଁ ଜୀବନ ସ୍ଵଚ୍ଛନ୍ଦ ଥିଲା । ତୁମେ ଭାବୁଛ ଏହା ଲଗାତର ଏପରି ରହିବ କି ?)
Answer:
No, I think that the comfortable life of the author and his grandmother would not continue for long as the author could not always stay with her when he went to the city for higher study.

SUMMARY – 2:

The author’s grandmother always went to school with him because it was attached to the temple. While he was learning the alphabet and the morning prayer, his grandmother was reading the holy scriptures in the temple. On their back home, they used to offer chapattis to the village dogs. After a few days, his parents sent them to live in the city. The author joined an English school and went there on a motor bus. His grandmother could go no more with him. Now she was alone. She started feeding the sparrows in the courtyard finding no dogs in the streets of the city. For some time the author’s grandmother would get him ready for school. Sometimes she asked him about the lessons taught in the school. She came to know that they were taught western science and music lessons. She didn’t like it. She was distressed as there was no religious teaching. A change was noticed in their relationship when the author went, to the university. Their friendship was snapped. But his grandmother accepted it with patience. She was isolated and didn’t like to talk to anyone. From sunrise to sunset she sat by her wheel spinning and reciting a prayer. In the afternoon she used to feed little sparrows in the courtyard. It was the happiest half-hour of the day for her.

Notes :
attached – ସଂଲଗ୍ନ scripture – ଶାସ୍ତ୍ର usiga – ୟୁସିଗା offer – ଅର୍ପଣ କରିବା, sparrow – ଘରଚଟିଆ, distress – ମର୍ମାହତ ହେବା, snap – ବାଧାପ୍ରାପ୍ତ ହେବା

ସାରାଂଶ :
ଲେଖକଙ୍କ ଜେଜେମା’ ତାଙ୍କ ସହିତ ସର୍ବଦା ସ୍କୁଲକୁ ଯାଉଥିଲେ କାରଣ ଏହା ଏକ ମନ୍ଦିରକୁ ଲାଗିକରି ଥିଲା । ସେ ଯେତେବେଳେ ବର୍ଣ୍ଣମାଳା ଓ ପ୍ରାତଃ ପ୍ରାର୍ଥନା ଶିକ୍ଷା କରୁଥିଲେ, ସେତେବେଳେ ତାଙ୍କ ଜେଜେମା’ ମନ୍ଦିରରେ ପବିତ୍ର ଧର୍ମଗ୍ରନ୍ଥ ପଠନ କରୁଥିଲେ । ଘରକୁ ଫେରିବା ବାଟରେ ସେମାନେ ଗାଆଁ କୁକୁରମାନଙ୍କୁ ଚପାତି (ପରଟା) ଦେଉଥିଲେ । କିଛିଦିନ ପରେ ତାଙ୍କ ବାପାମାଆ ସେମାନଙ୍କ ସହରରେ ରହିବାପାଇଁ ଡକାଇ ପଠାଇଲେ । ସେଠାରେ ଲେଖକ ଗୋଟିଏ ଇଂରାଜୀ ବିଦ୍ୟାଳୟରେ ଯୋଗଦେଲେ ଓ ସେଠାକୁ ବସ୍ ଯୋଗେ ଯିବା ଆସିବା କଲେ । ତାଙ୍କ ଜେଜେମା’ ଆଉ ତାଙ୍କ ସହିତ ଯାଇପାରିଲେ ନାହିଁ । ବର୍ତ୍ତମାନ ସେ ନିଃସଙ୍ଗ ହୋଇଗଲେ । ସହରର ରାସ୍ତାରେ କୁକୁରମାନଙ୍କୁ ନ ପାଇ ସେ ସେଠାରେ ଘର ଅଗଣାରେ ଘରଚଟିଆମାନଙ୍କୁ ଖୁଆଇବା ଆରମ୍ଭ କଲେ । କିଛିଦିନ ପାଇଁ ଲେଖକଙ୍କୁ ତାଙ୍କ ଜେଜେମା’ ସ୍କୁଲ୍ ଯିବାପାଇଁ ପ୍ରସ୍ତୁତ କରାଉଥିଲେ । ବେଳେବେଳେ ସେ ସ୍କୁଲ୍‌ରେ କ’ଣ ପଢ଼ାଯାଉଛି ବୋଲି ପଚାରୁଥିଲେ । ସେ ଜାଣିବାକୁ ପାଇଲେ ଯେ ସେମାନଙ୍କୁ ପାଶ୍ଚାତ୍ୟ ବିଜ୍ଞାନ ଓ ସଙ୍ଗୀତ ଇତ୍ୟାଦି ଶିକ୍ଷା ପଡ଼ିଲେ । ଦିଆଯାଉଛି । ସେ କିନ୍ତୁ ଏହାକୁ ପସନ୍ଦ କରୁନଥିଲେ । ଧର୍ମ ସମ୍ବନ୍ଧୀୟ ଶିକ୍ଷା ନ ଦିଆଯାଉଥ‌ିବା ହେତୁ ସେ ମର୍ମାହତ ହୋଇ ପଡ଼ିଲେ । ଗୋଟିଏ ପରିବର୍ତ୍ତନ ଦେଖାଦେଲା । ସେମାନଙ୍କ ବନ୍ଧୁତ୍ଵ ହଠାତ୍ ଭାଙ୍ଗିଗଲା । କିନ୍ତୁ ତାଙ୍କ ଜେଜେମା’ ଏହାକୁ ଧୈର୍ଯ୍ୟର ସହିତ ଗ୍ରହଣ କରିନେଲେ । ସେ ନିଃସଙ୍ଗ ହୋଇଗଲେ ଓ କାହାରି ସହିତ କଥା ହେବାକୁ ପସନ୍ଦ କଲେ ନାହିଁ । ସୂର୍ଯ୍ୟୋଦୟଠାରୁ ସୂର୍ଯ୍ୟାସ୍ତ ପର୍ଯ୍ୟନ୍ତ ସେ କେବଳ ଚରଖା ପାଖରେ ବସି ସୂତା କାଟୁଥିଲେ ଓ ପ୍ରାର୍ଥନା ଆବୃତ୍ତି କରୁଥିଲେ । ଅପରାହ୍ନରେ ଛୋଟ ଛୋଟ ଘରଚଟିଆ ପକ୍ଷୀମାନଙ୍କୁ ଅଗଣାରେ ଖୁଆଉଥିଲେ । ଏହି ଅଧଘଣ୍ଟା ତାଙ୍କ ପାଇଁ ଦିନର ସବୁଠାରୁ ସୁଖଦ ସମୟ ଥିଲା ।

The Text : ପାଠ୍ୟଚିଷୟ
PARAGRAPHWISE ANALYSIS

TEXT – 1

My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the veranda singing the alphabet or the prayer in a chorus, my grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us home, growling and fighting each other for the chapattis we threw them. When my parents were comfortably settled in the city, they sent for us. That was a turning point in our friendship. Although we shared the same room, my grandmother no longer came to school with me. I used to go to an English school on a motor bus. There were no dogs in the streets and she took to feeding sparrows in the courtyard of our city house.

ଅନୁବାଦ :
ବୁଢ଼ୀମା’ ମୋ ସହିତ ସର୍ବଦା ସ୍କୁଲକୁ ଯାଉଥିଲେ କାରଣ ସ୍କୁଲଟି ମନ୍ଦିରକୁ ଲାଗିଥିଲା । ମନ୍ଦିରର ପୂଜକ ଆମ୍ଭମାନଙ୍କୁ (ସ୍କୁଲର ପିଲାମାନଙ୍କୁ) ଅକ୍ଷର ଶିଖାଉଥିଲେ ଓ ସକାଳ ପ୍ରାର୍ଥନା ଶିଖାଉଥିଲେ । ବାରଣ୍ଡାର ଗୋଟିଏ ପାର୍ଶ୍ଵରେ ପିଲାମାନେ ଯେତେବେଳେ ଧାଡ଼ି କରି ବସି ଅକ୍ଷର ଓ ସମବେତ କଣ୍ଠରେ (ମିଳିତ ଭାବରେ) ପ୍ରାର୍ଥନା ଗାଉଥିଲେ, ବୁଢ଼ୀମା’ ମନ୍ଦିର ଭିତରେ ବସି ଧର୍ମପୁସ୍ତକ ପଢୁଥିଲେ । ଯେତେବେଳେ ଆମ୍ଭମାନଙ୍କର କାର୍ଯ୍ୟ ସରିଯାଉଥିଲା, ଆମ୍ଭେମାନେ ଏକାଠି ଘରକୁ ଫେରି ଯାଉଥଲୁ । ଏଥର ଗାଁର କୁକୁରମାନେ ଆମକୁ ମନ୍ଦିର ଫାଟକ ପାଖରେ ଭେଟୁଥିଲେ । ସେମାନେ ଆମ୍ଭମାନଙ୍କ ପିଛା କରି ନିଜ ନିଜ ଭିତରେ ଲଢ଼େଇ କରି ଓ ଗର୍ଜନ କରି ଆମ୍ଭେମାନେ ସେମାନଙ୍କ ଆଡ଼କୁ ଫିଙ୍ଗୁଥିବା ବାସି ଚପାତି ଖାଇବାପାଇଁ ଯାଉଥିଲେ । ଯେତେବେଳେ ମୋର ବାପାମାଆ ସହରରେ ଭଲ ଭାବରେ ପ୍ରତିଷ୍ଠିତ ହୋଇଗଲେ, ସେମାନେ ଆମକୁ ଡକାଇଲେ । ଆମ ବନ୍ଧୁତା ଭିତରେ ଏହା ଏକ ଗୁରୁତ୍ଵପୂର୍ଣ ମୋଡ଼ ଥିଲା । ଯଦିଓ ଆମେ ଗୋଟିଏ କୋଠରିରେ ରହୁଥୁଲୁ, ବୁଢ଼ୀମା’ ମୋ ସହିତ ଆଉ ମୋ’ ସ୍କୁଲକୁ ଯାଉ ନ ଥିଲେ । ଗୋଟିଏ ମୋଟର ବସ୍‌ରେ ମୁଁ ଗୋଟିଏ ଇଂରାଜୀ ବିଦ୍ୟାଳୟକୁ ଯାଉଥୁଲି । ସହରର ରାସ୍ତାଗୁଡ଼ିକରେ କୁକୁରସବୁ ନ ଥିଲେ ଓ ସେ (ବୁଢ଼ୀମା’) ଆମ ସହରୀ ଘର ଅଗଣାରେ ଘରଚଟିଆ ଚଢ଼େଇଗୁଡ଼ିକୁ ଖୁଆଇବାରେ ଅଭ୍ୟସ୍ତ ହୋଇଗଲେ ।

TEXT – 2

As the years rolled by we saw less of. each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things about western science and learning, the law of gravity, Archimedes’ principle, the world is round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English school and was distressed that there was no teaching about God and the scriptures. One day I announced that we were being given music lessons. She was very disturbed. To her, music had lewd associations. It was not meant gentlefolk. She rarely talked to me after that. When I went up to University, I was given a room of my own. The common link of friendship was snapped. My grandmother accepted it with resignation. She rarely left her spinning wheel to talk to anyone. From sunrise to sunset she sat by her wheel spinning and reciting prayers. Only in the afternoon, she relaxed for a while to feed the sparrows. While she sat on the veranda breaking the bread into little bits, hundreds of little birds collected around her. Some came and perched on her legs, others on her shoulders. Some even sat on her head. She smiled but never shooed them away. It used to be the happiest half-hour of the day for her.

ଅନୁବାଦ :
ବର୍ଷ ବର୍ଷ ବିତିଯିବା ସହିତ ଆମମାନଙ୍କର (ବୁଢ଼ୀମା’ ଓ ମୁଁ) ପରସ୍ପର ଭିତରେ ଦେଖାସାକ୍ଷାତ କମ୍ ହୋଇଆସିଲା । କିଛିଦିନ ପାଇଁ ସେ ମୋତେ ଉଠାଇ ଦେଇ ସ୍କୁଲ୍ ଯିବା ପାଇଁ ପ୍ରସ୍ତୁତ କରାଉଥିଲେ । ମୁଁ ସ୍କୁଲରୁ ଫେରିବା ପରେ ଶିକ୍ଷକ ମୋତେ କ’ଣ ପଢ଼ାଇଥିଲେ ବୋଲି ସେ (ବୁଢ଼ୀମା’) ମୋତେ ପଚାରୁଥିଲେ । ଶିକ୍ଷକ ଆମ୍ଭମାନଙ୍କୁ ଇଂରାଜୀ ଶବ୍ଦ, ପାଶ୍ଚାତ୍ୟ ବିଜ୍ଞାନ ଓ ଶିକ୍ଷାରୁ କିଛି, ମାଧ୍ୟାକର୍ଷଣ ନିୟମ, ଆର୍କିମିଡ଼ିସ୍‌ଙ୍କ ସୂତ୍ର ଓ ପୃଥ‌ିବୀ ଆକାର ଗୋଲାକାର ଶିଖାଇଥିଲେ ବୋଲି ମୁଁ ବୁଢ଼ୀମା’ଙ୍କୁ କହିଲି । ମୋ କଥା ଶୁଣି ସେ ଦୁଃଖୀ ହୋଇଗଲେ । ମୋର ପାଠପଢ଼ାରେ ସେ ମୋତେ ଆଉ ସାହାଯ୍ୟ କରିପାରିଲେ ନାହିଁ । ଇଂରାଜୀ ବିଦ୍ୟାଳୟରେ ଶିକ୍ଷକମାନେ ପଢ଼ାଉଥବା ପାଠସବୁ ଉପରେ ବୁଢ଼ୀମା’ଙ୍କର ବିଶ୍ଵାସ ନ ଥିଲା ଓ ସେ ଏଥିପାଇଁ ମର୍ମାହତ ଥିଲେ ଯେ ମୋ ପାଠରେ ଈଶ୍ବର ଓ ଧର୍ମଗ୍ରନ୍ଥ ବିଷୟରେ କୌଣସି ଶିକ୍ଷା ନ ଥିଲା । ଦିନେ ମୁଁ କହିଲି ଯେ ଆମ୍ଭମାନଙ୍କୁ ସଙ୍ଗୀତ ଶିକ୍ଷା ଦିଆଯାଉଛି । ସେ ଖୁବ୍ ବିଚଳିତ ହୋଇପଡ଼ିଲେ । ତାଙ୍କ (ବୁଢ଼ୀମା’) ମତରେ ସଙ୍ଗୀତ ସହ ଅଶ୍ଳୀଳତା ସଂଶ୍ଳିଷ୍ଟ । ଭଦ୍ରଲୋକଙ୍କ ପାଇଁ ସଙ୍ଗୀତର କିଛି ଅର୍ଥ ନାହିଁ । ସେହିଦିନଠାରୁ ସେ କ୍ଵଚିତ୍ ମୋ ସହିତ କଥାବାର୍ତ୍ତା ହେଲେ । ମୁଁ ଯେତେବେଳେ ବିଶ୍ବବିଦ୍ୟାଳୟକୁ ଗଲି, ମୋତେ ଗୋଟିଏ ଅଲଗା କୋଠରିରେ ରହିବାପାଇଁ ବ୍ୟବସ୍ଥା କରାଗଲା । ବୁଢ଼ୀମା’ଙ୍କ ସହିତ ଥବା ମୋର ବନ୍ଧୁତ୍ଵର ସବୁଦିନିଆ ସମ୍ପର୍କ ଛିନ୍ନ ହୋଇଗଲା । ବୁଢ଼ୀମା’ ଏହାକୁ ବିନା ଦ୍ବିଧାରେ ଗ୍ରହଣ କରି ନେଲେ । କାହା ସହିତ କଥା ନ ହୋଇ ସେ ବରଂ ସର୍ବଦା ନିଜର ସୂତାକଟା ଯନ୍ତ୍ରରେ ଲାଗି ରହୁଥିଲେ । ସୂର୍ଯ୍ୟ ଉଦୟରୁ ସୂର୍ଯ୍ୟାସ୍ତ ପର୍ଯ୍ୟନ୍ତ ସେ ସୂତାକଟା ଯନ୍ତ୍ର ପାଖରେ ବସି ସୂତା କାଟୁଥିଲେ ଓ ପ୍ରାର୍ଥନା ବୋଲୁଥିଲେ । କେବଳ ଅପରାହ୍ନରେ ସେ କିଛି ମୁହୂର୍ତ୍ତ ନିଜକୁ ମୁକ୍ତ କରୁଥିଲେ ଘରଚଟିଆମାନଙ୍କୁ ଖୁଆଇବାକୁ । ବାରଣ୍ଡାରେ ବସି ରୁଟିକୁ ଟିକିଟିକି କରି ଛିଣ୍ଡାଉଥିଲାବେଳେ ଶହ ଶହ ଛୋଟ ପକ୍ଷୀ ତାଙ୍କର ଚାରିଆଡ଼େ ବସି ପଡୁଥିଲେ । କେତେକ ପକ୍ଷୀ ଆସି ତାଙ୍କର ଗୋଡ଼ ଉପରେ ଓ ଆଉ କେତେକ ତାଙ୍କ କାନ୍ଧ ଉପରେ ବସି ପଡୁଥିଲେ । ଏପରିକି କେତେକ ଚଢ଼େଇ ମଧ୍ୟ ତାଙ୍କ ମୁଣ୍ଡ ଉପରେ ବସି ପଡୁଥିଲେ । ସେ ମୁରୁକି ହସୁଥିଲେ, ହେଲେ ସେମାନଙ୍କୁ ଘଉଡ଼ାଉ ନ ଥିଲେ । ତାଙ୍କ ପାଇଁ ଦିନର ଏହି ଅଧଘଣ୍ଟାକ ସମୟ ସବୁଠାରୁ ସୁଖକର ମୁହୂର୍ଭ ଥିଲା ।

Notes And Glossary : ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ :
attach – ସଂଯୁକ୍ତ ବା ଲାଗିକରି ଥୁବା
scriptures — sacred book (here, the Guru Granth Saheb, the holy book of the Sikhs) ଧର୍ମଗ୍ରନ୍ଥ, ଏଠାରେ ଶିଖ୍ ମାନଙ୍କର ଧର୍ମଗ୍ରନ୍ଥ ‘ଗୁରୁ ଗ୍ରନ୍ଥ ସାହେବ’’
growling – ଗର୍ଜନ କରିବା (ଏଠାରେ ଭୁକିବା)
sparrows – ଶିକାର ପକ୍ଷୀ
distress — anguish and suffering
lewd — indecent — ଅଶ୍ଳୀଳ
associations — friends
shooe away — scare away
common folk — common people
upset — very unhappy
folk — people in general
snap — break suddenly ଭାଙ୍ଗିଯିବା ବା ଛିଣ୍ଡିଯିବା
resignation — endurance of difficulty without complaining
perch — resting of birds
shoo — drive away by making sound ଶବ୍ଦ କରି ଘଉଡାଇବା

Now ANSWER THE FOLLOWING QUESTIONS
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ)

Question 1.
The author and his grandmother were very close to one another. How do you know this?
(ଲେଖକ ଏବଂ ତାଙ୍କ ଜେଜେମା’ ପରସ୍ପର ଅତି ନିକଟରେ ଥିଲେ । ତୁମେ ଏହା କିପରି ଜାଣୁଛ ?)
Answer:
The author’s grandmother went to school with him because the school was attached to the temple. When he learned the alphabet and prayer, his grandmother sat reading the scriptures in the temple. Then they walked back home together. After some days they shifted to the city to live with the author’s parents. They shared the same room there. So both were very close to each other.

Question 2.
When did their relationship change? Why?
( କେତେବେଳେ ସେମାନଙ୍କର ସମ୍ପର୍କରେ ପରିବର୍ତ୍ତନ ଆସିଲା ? କାହିଁକି ? )
Answer:
The author’s parents settled in the City. So he and his grandmother .went there and shared the same room. But in the city, she could no longer go to school with him. The author went to an English school alone on a motor bus. Besides she couldn’t help him with his study. Of course, for some time she continued to wake him up and would get him ready for school. They couldn’t revive their previous relationship as a great change had taken place.

Question 3.
There were some things about the author’s school that his grandmother did not like. What were these?
(ଲେଖକଙ୍କ ସ୍କୁଲ୍ ବିଷୟରେ ଏପରି କିଛି ଜିନିଷ ଥିଲା ଯାହାକୁ ତାଙ୍କ ଜେଜେମା’ ପସନ୍ଦ କରୁନଥିଲେ । ସେଗୁଡ଼ିକ କ’ଣ ଥିଲା ?)
Answer:
The author attended an English school in the city. When his grandmother came to know about the lessons taught at school, she was not happy as she couldn’t help him with his lessons. She was distressed to hear that the students were not taught about God and the scriptures. One day she heard that the students were being given music lessons. She told that it was not meant for gentle folk as it had lewd associations. These were the things about the author’s school that his grandmother didn’t like.

Question 4.
What happened to their relationship when the author went to the university?
(ଯେତେବେଳେ ଲେଖକ ବିଶ୍ଵବିଦ୍ୟାଳୟକୁ ଗଲେ ସେମାନଙ୍କର ସମ୍ପର୍କରେ କ’ଣ ଘଟିଲା ?)
Answer:
The author and his grandmother had developed an amiable relationship before. But unfortunately, a great change was noticed when the author went to a university for his higher study. He was given a room of his own. So the common link of their friendship was snapped. They were unable to revive their old relationship. His grandmother accepted the unavoidable change. Thereafter she remained silent and felt lonely and isolated.

Question 5.
What did his grandmother do with her time?
(ତାଙ୍କ ଜେଜେମା’ ତାଙ୍କର ଅବସର ସମୟରେ କ’ଣ କରୁଥିଲେ ?)
Answer:
The author went to a university and was separated from his grandmother. She felt it seriously. From sunrise to sunset she sat by her wheel spinning and reciting prayers. In the afternoon she got some time to feed the sparrows. She sat on the veranda breaking the bread into pieces and hundreds of sparrows gathered around her. It used to be the happiest half-hour of the day for her.

Question 6.
The distance between the author and his grandmother grew wider. What do you think will happen next?
(ଲେଖକ ଓ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ମଧ୍ୟରେ ଦୂରତ୍ୱ ଅଧିକ ବଢ଼ିଗଲା । ପରବର୍ତ୍ତୀ ସମୟରେ କ’ଣ ଘଟିବ ବୋଲି ତୁମେ ଭାବୁଛ ?)
Answer:
I think after some years distance between an author and his grandmother would become wider and the relationship between them would be completely cut off when the author would go abroad for higher studies.

SUMMARY -3

The author resolved to go abroad for his higher studies. He remembered his loving grandmother. He thought that she would be unhappy as he was going out for five years. But she was not so sentimental. Even his grandmother came to see him off at the railway station. Silently she kissed his forehead but didn’t show any emotion. After five years the author returned home and met his grandmother at the station. She embraced him without telling anything and continued to recite a prayer. In the evening she didn’t pray as a change came over her. She collected the woman of her neighborhood and sang of the homecoming warriors. So she was persuaded to stop it. The next day she fell ill due to a mild fever. She thought it differently. She told the family members that her end was near. She lay peacefully in bed praying and telling her beads. After a few hours, she closed her eyes forever. The family members lamented over the death of the grandmother and arranged her funeral. In the evening when they went to take her to be cremated they found thousands of sparrows in the courtyard sitting silently without chirping. So the author’s mother threw some bread to the birds. But they didn’t touch any food as if they were mourning. When they carried the grandmother’s dead body, the birds flew away quietly.

Note:
abroad – ବିଦେଶ , sentimental – ଭାବପ୍ରବଣ |, forehead – କପାଳ, emotion – ଭାବପ୍ରବଣତା , embrace – ଆଲିଙ୍ଗନ କରିବା , mild fever – ମୃଦୁ ଜ୍ୱର , for ever – ସବୁଦିନ ପାଇଁ, funeral – ଅନ୍ତିମ ସଂସ୍କାର, chirping – ଅଭିଯୋଗ

ଅନୁବାଦ :
ଲେଖକ ଉଚ୍ଚ ଶିକ୍ଷା ପାଇଁ ବିଦେଶ ଯିବାକୁ ସ୍ଥିର କଲେ । ସେ ତାଙ୍କ ପ୍ରିୟ ଜେଜେମା’ଙ୍କ କଥା ମନେ ପକାଇଲେ । ସେ ଭାବିଲେ ଯେ ତାଙ୍କ ଜେଜେମା’ ନିଶ୍ଚିତରୂପେ ମନଦୁଃଖ କରିବେ ଯେହେତୁ ସେ ପାଞ୍ଚବର୍ଷ ପାଇଁ ବାହାରକୁ ଚାଲିଯିବେ । ମାତ୍ର ସେ (ଜେଜେମା’) ଏତେ ଭାବପ୍ରବଣ ନ ଥିଲେ । ଏପରିକି ସେ ତାଙ୍କୁ ବିଦାୟ ଦେବାକୁ ଷ୍ଟେସନ ଆସିଥିଲେ । ସେ ନୀରବରେ ତାଙ୍କ କପାଳକ ସ୍ନେହରେ ଚୁମ୍ବନ ଦେଲେ ମାତ୍ର କୌଣସି ଆବେଗ ପ୍ରଦଶନ କଲେ ନାହ । ପାଞ୍ଚ ବର୍ଷ ପରେ ଲେଖକ ଘରକୁ ଫେରିଲେ ଓ ଜେଜେମା’ଙ୍କୁ ସେହି ଷ୍ଟେସନରେ ଭେଟିଲେ । ଜେଜେମା’ ତାଙ୍କୁ ଆଦରର ସହିତ କିଛି ନ କହି କୁଣ୍ଢାଇ ପକାଇଲେ ଓ ତାଙ୍କ ପ୍ରାର୍ଥନା ଚାଲୁ ରଖୁଥିଲେ । ଠିକ୍ ସେହିଦିନ ସନ୍ଧ୍ୟାରେ ସେ ଆଉ ପ୍ରାର୍ଥନା କଲେ ନାହିଁ ଯେହେତୁ ଏକ ପରିବର୍ତ୍ତନ ତାଙ୍କଠାରେ ପରିଲକ୍ଷିତ ହୋଇଥିଲା । ସନ୍ଧ୍ୟାରେ ସେ ପଡ଼ୋଶୀ ସ୍ତ୍ରୀଲୋକମାନଙ୍କୁ ଏକାଠି କରି ଘରବାହୁଡ଼ା ଯୋଦ୍ଧାମାନଙ୍କ ଗୀତ ଗାନ କରିଥିଲେ । ଏହାକୁ ବନ୍ଦ କରିବାକୁ ତାଙ୍କୁ ପ୍ରବର୍ତ୍ତା ଯାଇଥିଲା । ଠିକ୍ ପରବର୍ତୀ ଦିନ ସେ ସାମାନ୍ୟ ଜ୍ଵର ହେତୁ ଅସୁସ୍ଥ ହୋଇପଡ଼ିଲେ । ସେ ଏହାକୁ ଭିନ୍ନ ଦୃଷ୍ଟିରେ ଦେଖ‌ିଲେ । ତାଙ୍କର ଶେଷ ସମୟ ଆସି ଉପସ୍ଥିତ ହେଲାଣି ବୋଲି ପରିବାରର ସଦସ୍ୟମାନଙ୍କୁ କହିଲେ । ବିଛଣାରେ ପଡ଼ିରହି କେବଳ ପ୍ରାର୍ଥନା କରୁଥିଲେ ଓ ମାଳି ଗଡ଼ାଉଥିଲେ । ଅଳ୍ପ କେତେ ଘଣ୍ଟା ପରେ ସେ ସବୁଦିନ ପାଇଁ ଆଖୁ ବୁଜିଦେଲେ । ପରିବାରର ଲୋକମାନେ ଜେଜେମା’ଙ୍କ ମୃତ୍ୟୁରେ ଶୋକ କଲେ ଏବଂ ଅନ୍ତେଷ୍ଟି କ୍ରିୟା ପାଇଁ ଆୟୋଜନ କଲେ । ସନ୍ଧ୍ୟାରେ ଯେତେବେଳେ ସେମାନେ ତାଙ୍କୁ (ଜେଜେମା’ଙ୍କୁ) ଦାହ କରିବାକୁ ନେବାକୁ ବାହାରିଲେ ସେମାନେ ଦେଖ‌ିଲେ ହଜାର ହଜାର ଘରଚଟିଆ କଳରବ ନ କରି ନୀରବରେ ଅଗଣାରେ ବସି ରହିଛନ୍ତି । ତେଣୁ ଲେଖକଙ୍କ ମାଆ ପକ୍ଷୀମାନଙ୍କୁ କିଛି ରୁଟି
ଖାଇବାକୁ ଦେଲେ । ମାତ୍ର ସେମାନେ କୌଣସି ଖାଦ୍ୟ ସ୍ପର୍ଶ କଲେ ନାହିଁ ସତେ ଯେପରି ସେମାନେ ମଧ୍ୟ ଜେଜେମା’ଙ୍କ ମୃତ୍ୟୁରେ ବିଳାପ କରୁଥିଲେ । ଯେତେବେଳେ ସେମାନେ ଜେଜେମା’ଙ୍କ ମୃତ ଶରୀରକୁ ନେଇଗଲେ, ପକ୍ଷୀମାନେ ନୀରବରେ ଉଡ଼ି ଚାଲିଗଲେ ।

The Text : ପାଠ୍ୟଚିଷୟ
PARAGRAPHWISE ANALYSIS

TEXT – 1

When / decided to go abroad for further studies, I was sure my grandmother would be upset. would be away for five years, and at her age, one could never tell. But my grandmother could. She was not even sentimental. She came to see me off at the railway station but did not talk or show any emotion. Her lips moved in prayer, her mind was lost in prayer. Her fingers were busy telling the beads of her rosary. Silently she kissed my forehead, and when I left I cherished the moist imprint as perhaps the last sign of physical contact between us. But that was not so. After five years I came back home and was met by her at the station. She did not look a day older. She still had no time for words, and while she clasped me in her arms I could hear her reciting her prayer. Even on the first day of my arrival, her happiest moments were with her sparrows whom she fed longer and with frivolous rebukes. In the evening a change came over her. She did not pray. She collected the women of the neighborhood, got an old drum, and started to sing. For several hours she thumped the sagging skins of the dilapidated drum and sang of the homecoming of warriors. We had to persuade her to stop, to avoid overstraining. That was the first time since I had known her that she did not pray. The following day she was taken ill. It was a mild fever and the doctor told us that it would go. But my grandmother thought differently. She told us that her end was near. She said that since only a few hours before the close of the last chapter of her life she had omitted to pray, she was not going to waste any more time talking to us.

ଅନୁବାଦ :
ଯେତେବେଳେ ସ୍ଥିର କଲି ଯେ ଉଚ୍ଚଶିକ୍ଷା ପାଇଁ ବାହାର ଦେଶକୁ ଯିବି, ମୁଁ ନିଶ୍ଚିତ ହୋଇଗଲି ଯେ ବୁଢ଼ୀମା’ ବହୁତ ବିଚଳିତ ହୋଇଯିବେ । ପାଞ୍ଚ ବର୍ଷ ପାଇଁ ମୁଁ ବାହାରେ ରହିବି ଏକଥା ତାଙ୍କ ବୟସର କୌଣସି ଲୋକ କଦାପି ଟାହିଁବେ ନାହିଁ । କିନ୍ତୁ ମୋ ଜେଜୀମା’ ଏହା କରିପାରିଲେ । ଏପରିକି ସେ ଭାବପ୍ରବଣ ହେଲେ ନାହିଁ । ଯଦିଓ ସେ ମୋତେ ବିଦାୟ ଜଣାଇବାକୁ ରେଳଷ୍ଟେସନ୍‌କୁ ଆସିଲେ, କିନ୍ତୁ କିଛି କହିଲେ ନାହିଁ କି ନିଜର ଆବେଗ ବି ଦେଖାଇଲେ ନାହିଁ । ପ୍ରାର୍ଥନାରେ ତାଙ୍କର ଓଠ ଥରିବାକୁ ଲାଗିଲା, ତାଙ୍କର ମନ ପ୍ରାର୍ଥନାରେ ମଜ୍ଜି ଯାଇଥିଲା । ଜପାମାଳିର ମାଳିଗୁଡ଼ିକୁ ତାଙ୍କର ଆଙ୍ଗୁଠିଗୁଡ଼ିକ ସାହାଯ୍ୟରେ ଗଡ଼ାଇବାରେ ବ୍ୟସ୍ତ ଥିଲେ । ନୀରବରେ ସେ ମୋର କପାଳକୁ ଚୁମ୍ବନ ଦେଲେ ଓ ମୁଁ ସେ ଜାଗା ଛାଡ଼ି ଯିବା ସମୟରେ ତାଙ୍କର ଓ ମୋ ଭିତରେ ଥ‌ିବା ସେହି ଆର୍ଦ୍ର ଛାପ ସତେ ଯେପରି ଶେଷ ଶାରୀରିକ ସମ୍ପର୍କ ବୋଲି ହୃଦୟରେ ପୋଷଣ କରିଥିଲି । କିନ୍ତୁ ଏଭଳି କିଛି ଘଟି ନ ଥିଲା । ପାଞ୍ଚ ବର୍ଷ ପରେ ମୁଁ ଘରକୁ ଫେରିଆସିଲି ଓ ଷ୍ଟେସନ୍‌ରେ ତାଙ୍କ ସହିତ ସାକ୍ଷାତ ହେଲା । ତାଙ୍କର ବୟସ ଗୋଟିଏ ଦିନ ବଢ଼ିଲା ଭଳି ଜଣାପଡୁ ନ ଥିଲା । ମୋ’ ସହିତ କଥା ହେବାପାଇଁ ତାଙ୍କର ଏବେ ବି ସମୟ ନ ଥିଲା ଏବଂ ଯେତେବେଳେ ସେ ମୋତେ ତାଙ୍କର ବାହୁ ଭିତରେ ଭିଡ଼ି ଧରିଲେ, ମୁଁ ତାଙ୍କୁ (ଜେଜେମା’ଙ୍କୁ) ପ୍ରାର୍ଥନା ବୋଲୁଥିବାର ଶୁଣି ପାରୁଥୁଲି । ଏପରିକି ମୋ ପହଞ୍ଚିବାର ପ୍ରଥମ ଦିନ ମଧ୍ୟ ଘରଚଟିଆମାନଙ୍କ ସହ ବିତାଉଥ‌ିବା ସମୟ ତାଙ୍କ ( ଜେଜେମା’ଙ୍କ) ପାଇଁ ସବୁଠାରୁ ସୁଖକର ଥିଲା ଯେଉଁମାନଙ୍କୁ ନିରର୍ଥକ ଗାଳି ଦେଇ ସେ ଦୀର୍ଘ ସମୟ ଧରି ଖୁଆଉଥିଲେ । ସନ୍ଧ୍ୟାରେ ବୁଢ଼ୀମା’ଙ୍କଠାରେ ଏକ ପରିବର୍ତ୍ତନ ଦେଖାଦେଲା । ସେ ପ୍ରାର୍ଥନା କଲେ ନାହିଁ । ସେ ପଡ଼ୋଶୀ ଘରର ସ୍ତ୍ରୀଲୋକମାନଙ୍କୁ ଏକାଠି କଲେ, ଗୋଟିଏ ପୁରୁଣା ଡ୍ରମ୍ ଆଣିଲେ ଓ ଗୀତ ଗାଇବାକୁ ଲାଗିଲେ । କିଛି ଘଣ୍ଟା ଧରି ସେ ଜୀର୍ଣ୍ଣ ଢୋଲର ଦର୍ବଳ ଚମଡ଼ାକୁ ବାଡ଼େଇଲେ ଓ ମାତୃଭୂମିକୁ ସଗୌରବେ ଫେରି ଆସୁଥୁବା ଯୋଦ୍ଧାମାନଙ୍କ ସମ୍ମାନରେ ଗୀତ ଗାଇଲେ । ଅଧିକ ଯନ୍ତ୍ରଣାରୁ ଦୂରେଇ ରଖିବାକୁ ଆମେ ତାଙ୍କୁ ଏସବୁ ବନ୍ଦ କରିବାକୁ ପ୍ରବର୍ତ୍ତାଇଲୁ । ତାଙ୍କୁ (ବୁଢ଼ୀମା’ଙ୍କୁ) ପ୍ରାର୍ଥନା ନ କରିବାର ମୁଁ ଜାଣିବାରେ ଏହା ପ୍ରଥମ ଥର ଥିଲା । ପରଦିନ ସକାଳେ ସେ (ବୁଢ଼ୀମା’) ହଠାତ୍ ଅସୁସ୍ଥ ହୋଇପଡ଼ିଲେ । ସାମାନ୍ୟ ଜ୍ଵର ଥିଲା । ଡାକ୍ତର କହିଲେ ଯେ ଜ୍ଵର ହଟିଯିବ । କିନ୍ତୁ ବୁଢ଼ୀମା’ଙ୍କର ଭାବନା ଅଲଗା ଥିଲା । ସେ କହିଲେ ଯେ ତାଙ୍କର ଶେଷ ସମୟ ନିକଟତର ହୋଇଆସୁଛି । ତାଙ୍କ ଜୀବନର ଶେଷ ଅଧ୍ୟାୟ (ମୃତ୍ୟୁ) ଶେଷ ହେବା ପୂର୍ବରୁ ସେ ପ୍ରାର୍ଥନା କରିବା ଛାଡ଼ି ଦେଇଛନ୍ତି ବୋଲି କହିଲେ ଓ ଆମ୍ଭମାନଙ୍କ ସହିତ କଥାବାର୍ତ୍ତା କରି ସେ ଆଉ ଅଧୁକ ସମୟ ନଷ୍ଟ କରିବାକୁ ଚାହୁଁ ନ ଥିଲେ ।

TEXT – 2

We protested. But she ignored our protests. She lay peacefully in bed praying and telling her beads. Even before we could suspect it, her lips stopped moving and the rosary fell from her lifeless fingers. A peaceful pallor spread on her face and we knew that she was dead. We lifted her off the bed and, as is customary, laid her on the ground and covered her with a red shroud. After a few hours of mourning, we left her alone to make arrangements for her funeral. In the evening we went to her room with a crude stretcher to take her to be cremated. The sun was setting and lit her room and veranda with a blaze of golden light. We stopped halfway in the courtyard. All over the veranda and in her room right up to where she lay dead and stiff wrapped in the red shroud, thousands of sparrows sat scattered on the floor. There was no chirping. We felt sorry for the birds and my mother fetched some bread for them. She broke it into little crumbs, the way my grandmother used to, and threw it to them. The sparrows took no notice of the bread. When we carried my grandmother’s corpse off, they flew away quietly. The next morning the sweeper swept the bread crumbs into the dustbin.

ଅନୁବାଦ :
ଆମ୍ଭେମାନେ ପ୍ରତିବାଦ କଲୁ । କିନ୍ତୁ ସେ ଆମର ପ୍ରତିବାଦକୁ ଗୁରୁତ୍ଵ ଦେଲେ ନାହିଁ । ପ୍ରାର୍ଥନା କରି ଓ ମାଳି ଗଡ଼ାଇ ସେ ଶାନ୍ତିରେ ଶଯ୍ୟା ଉପରେ ପଡ଼ି ରହିଲେ । ଆମ୍ଭେମାନେ କିଛି ସନ୍ଦେହ କରିବା ପୂର୍ବରୁ ବୁଢ଼ୀମା’ଙ୍କର ଓଠର କମ୍ପନ ବନ୍ଦ ହୋଇଗଲା ଓ ତାଙ୍କର ପ୍ରାଣହୀନ ହାତ ଆଙ୍ଗୁଠିରୁ ଜପାମାଳି ଗଳିପଡ଼ିଲା । ତାଙ୍କ ମୁହଁ ଉପରେ ଶାନ୍ତିର ଏକ ଛାୟା ଖେଳିଗଲା ଓ ଜେଜେମା’ ସବୁଦିନ ପାଇଁ ଆମକୁ ଛାଡ଼ି ଚାଲିଗଲେ ଆମ୍ଭେମାନେ ଜାଣିଗଲୁ । ପ୍ରଥା ଅନୁସାରେ ଆମ୍ଭେମାନେ ତାଙ୍କୁ ଶଯ୍ୟାରୁ ଉଠାଇ ଆଣିଲୁ, ଭୂମି ଉପରେ ତାଙ୍କୁ ଶୁଆଇଦେଲୁ ଓ ଗୋଟିଏ ଲାଲ କପଡ଼ାରେ ତାଙ୍କୁ ଘୋଡ଼ାଇଦେଲୁ । କିଛି ଘଣ୍ଟାର ଶୋକ ପରେ ତାଙ୍କର ସଂସ୍କାର କରିବାପାଇ ଆୟୋଜନରେ ଲାଗିପଡ଼ିଲୁ । ସନ୍ଧ୍ୟାରେ ବୁଢ଼ୀମା’ଙ୍କ ମର ଶରୀରକୁ ଦାହ କରିବାକୁ ନେବାପାଇଁ ଗୋଟିଏ ଆବଡ଼ାଖାବଡ଼ା କାଠର କୋକେଇ ନେଇ ତାଙ୍କର (ବୁଢ଼ୀମା’ଙ୍କ) କୋଠରି ଭିତରକୁ ଗଲୁ । ସୂର୍ଯ୍ୟ ଅସ୍ତ ହେଉଥିଲା ଓ ସୁନେଲୀ କିରଣର ଝଲସରେ ବୁଢ଼ୀମା’ଙ୍କର କୋଠରି ଆଲୋକିତ ହେଉଥିଲା । ଅଗଣାର ଅଧବାଟରେ ଆମ୍ଭେମାନେ ରହିଗଲୁ । ବାରଣ୍ଡାସାରା ଓ ତାଙ୍କ ଘର ଭିତରେ ବୁଢ଼ୀମା’ଙ୍କର ନାଲି ଚଦରରେ ଆବୃତ ହୋଇ ପଡ଼ିଥିବା ଶବ ପର୍ଯ୍ୟନ୍ତ ଚଟାଣ ଉପରେ ହଜାର ହଜାର ଘରଚଟିଆ ଏଣେତେଣେ ବସି ରହିଥିଲେ । ପକ୍ଷୀମାନଙ୍କର କିଚିରିମିଚିରି ନ ଥିଲା । ପକ୍ଷୀମାନଙ୍କ ପାଇଁ ଆମ୍ଭେମାନେ ଦୁଃଖ ହେଲୁ ଓ ମା’ ଭିତରକୁ ଯାଇ କିଛି ରୁଟି ଆଣିଲେ । ସେ (ମାଆ) ରୁଟିକୁ ବୁଢ଼ୀମା’ଙ୍କ ଭଳି ଖଣ୍ଡ ଖଣ୍ଡ କରିଦେଲେ ଏବଂ ସେମାନଙ୍କ ଆଡ଼କୁ ଫୋପାଡ଼ିଦେଲେ । ହେଲେ ଘରଚଟିଆସବୁ ରୁଟି ଟୁକୁଡ଼ା ଆଡ଼କୁ ଚାହିଁଲେ ନାହିଁ । ଆମେ ଯେତେବେଳେ ବୁଢ଼ୀମା’ଙ୍କର ଶବକୁ ଉଠାଇଲୁ, ପକ୍ଷୀସବୁ ଉଡ଼ିଗଲେ । ପରଦିନ ସକାଳେ ଝାଡ଼ୁଦାର ରୁଟି ଟୁକୁଡ଼ାଗୁଡ଼ିକୁ ପହଁରି ଡଷ୍ଟବିନ୍ ବା ଅଳିଆପାତ୍ର ଭିତରେ ଭର୍ତ୍ତି କଲା ।

Notes And Glossary : ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ :
sentimental – showing sentiment
cherish – keep in one’s heart
suspect – doubt ସନ୍ଦେହ କରିବା
moist – slightly wet
imprint – impression ଚିହ୍ନ/ଛାପ
clasp – embrace ଆଲିଙ୍ଗନ
frivolous – ଅମୂଲ୍ୟ
rebuke – ଭର୍ତ୍ସନା
thump – beat with the palm
sagging – hang loosely
dilapidated – ruin ଭଗ୍ନ/ଜୀର୍ଣ୍ଣ
overstrain – exert too much
omit – leave out କରି ନପାରି
pallor – paleness ମଳିନତା/ଶେତା
customary – in accordance with custom
shroud – a piece of cloth or a sheet wrapped around a dead body
mourning – the act of expressing grief
crude – ଅଶୋଧିତ
cremate – ଶବଦାହ କରିବା
blaze – bright flame
stiff – କଠିନ
wrapped – ଗୁଡ଼ାଇ |
chirping – ଚିତ୍କାର
crumbs – small fragment of bread ରୁଟିର ଟୁକୁଡ଼ା ଅଂଶ
corpse – ଶବ

Now ANSWER THE FOLLOWING QUESTIONS
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ)

Question 1.
The author decided to go abroad. Why did he think that his grandmother would be upset?
(ଲେଖକ ବିଦେଶ ଯିବାକୁ ସ୍ଥିର କଲେ । ତାଙ୍କ ଜେଜେମା’ ବିଚଳିତ ହେବେ ବୋଲି ସେ କାହିଁକି ଭାବିଲେ ?
Answer:
The author decided to go abroad for further studies. He thought that his grandmother would be upset because he would be away for five years. They were very close to each other. They developed a strong relationship and they had never been separated before. The author had been living with her grandmother since his childhood.

Question 2.
How did his grandmother behave when she saw him on his return to the station?
( ଯେତେବେଳେ ତାଙ୍କ ବୁଢ଼ୀମା’ ତାଙ୍କୁ ଷ୍ଟେସନରେ ଫେରିବାର ଦେଖ‌ିଲେ, ସେ କିପରି ବ୍ୟବହାର କଲେ ?)
Answer:
The author came back home after five years. He met his grandmother at the station. She didn’t look even a day older. She told nothing to him. But she clasped him in her arms. The author could hear her reciting her prayer. She was as silent as she was on the day of his departure.

Question 3.
What changes came over her in the evening?
(ସନ୍ଧ୍ୟାରେ ତାଙ୍କଠାରେ କି ପ୍ରକାରର ପରିବର୍ତ୍ତନ ଆସିଲା ?)
Answer:
The author returned home after five years and met his grandmother. That evening a change came over her. She didn’t offer her prayer. She collected the women of the neighborhood, got an old drum, and started to sing of the homecoming of warriors. It continued for a long time. So the family members persuaded her to avoid overstraining keeping in view her weakness.

Question 4.
Was her illness of a serious nature?
(ତାଙ୍କ ଅସୁସ୍ଥତା ଗୋଟିଏ ଗୁରୁତର ସ୍ଵଭାବର ଥିଲା କି ?)
Answer:
In the evening, when the author came back from abroad, a change came over the grandmother. The very next morning she became ill. But her illness was not so serious. It was a mild fever. The doctor was consulted and he told me that it would go. Her illness was not seemed to be of a serious nature.

Question 5.
Why did she refuse to talk to her family members?
( ସେ କାହିଁକି ତାଙ୍କ ପରିବାରର ସଦସ୍ୟମାନଙ୍କ ସହ କଥା ହେବାକୁ ମନାକଲେ ?)
Answer:
The grandmother became ill due to a mild fever. It was not serious, still, she thought differently. She told the family members that her end was near. She expected her death after a few hours. She didn’t like to waste any more time talking to them. So she refused to talk to the family members.

Question 6.
What did the author and his family see when they went to take her for a cremation?
(ଲେଖକ ଏବଂ ତାଙ୍କ ପରିବାର ତାଙ୍କ (ବୁଢ଼ୀମା’କ) ଶବ ଦାହ କରିବାକୁ ନେବା ସମୟରେ କ’ଣ ଦେଖ‌ିଲେ ?)
Answer:
When the author and his family members went to take her for cremation, they found thousands of sparrows sat scattered on the floor where she lay dead and stiff wrapped in the red shroud, but there was no chirping. They felt sorry for the birds. So the author’s mother offered them little crumbs of bread but the birds didn’t touch the food.

Question 7.
What was strange about the behavior of the sparrows?
( ଘରଚଟିଆମାନଙ୍କର ବ୍ୟବହାରରେ କ’ଣ ଆଶ୍ଚର୍ଯ୍ୟଜନକ ଥିଲା ?)
Answer:
When the family members were going to take the corpse, they found a number of sparrows sitting scattered on the floor. They were not chirping that day. So feeling sorry for the birds, the author’s mother gave them little crumbs of bread like her mother-in-law. But they took no notice of the bread. It seemed as if they were mourning over the death of their dear old woman. That was strange about the behavior of the sparrows.

D. LET’S WRITE :

Write the answers to the following questions in about 50 words each :
( ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ପ୍ରାୟ ୫୦ଟି ଲେଖାଏଁ ଶବ୍ଦ ମଧ୍ୟରେ ଲେଖ ।)

Question 1.
How does the author describe his grandmother?
( ଲେଖକ ତାଙ୍କ ଜେଜେମା’ଙ୍କୁ କିପରି ବର୍ଣ୍ଣନା କରିଛନ୍ତି ? )
Answer:
The author’s grandmother was an old woman who had been old and wrinkled. People said that once she had been young and pretty. She was short and fat and slightly bent. Her face was a crisscross of wrinkles. She hobbled with one hand resting on her waist to balance her stoop and the other telling the beads of her rosary. She was a pious lady. She constantly recited an inaudible prayer. Above all, she was very kind and affectionate.

Question 2.
The author and his grandmother were good friends. Give examples to support this statement.
( ଲେଖକ ଓ ତାଙ୍କ ଜେଜେମା’ ଉତ୍ତମ ବନ୍ଧୁ ଥିଲେ । ଏହି ଉକ୍ତିଟିକୁ ସମର୍ଥନ କରିବାକୁ ଉଦାହରଣମାନ ଦିଅ ।)
Answer:
The author and his grandmother were good friends. The author’s parents shifted to the city leaving him with his grandmother in the village. They lived together in the village and became very close to each other. His grandmother took his utmost care. Every morning she used to get him ready for school. Both walked to school regularly and threw stale chapattis to the village dogs during their return. Even when they moved to the city to live with the author’s parents, they shared the same room for some years.

Question 3.
How did the author’s grandmother behave when he was going abroad?
(ଲେଖକ ବିଦେଶ ଯାଉଥିବା ସମୟରେ ତାଙ୍କ ବୁଢ଼ୀମା’ କିପରି ବ୍ୟବହାର କଲେ ?)
Answer:
The author decided to go abroad for his higher studies. He thought that his grandmother would be upset as he would be away for five years. But that didn’t happen. She went to see him off at the railway station. She neither told anything to him nor showed any emotion there. She realized the situation and she was not sentimental. Rather her mind was lost in prayer. Just she kissed his forehead silently.

Question 4.
The author’s grandmother was a religious lady. Do you agree? Why?
( ଲେଖକଙ୍କ ଜେଜେମା’ ଜଣେ ଧର୍ମପରାୟଣା ମହିଳା ଥିଲେ । ତୁମେ ଏକମତ କି ? କାହିଁକି ?)
Answer:
The author’s grandmother was really a religious lady. She was very meek and mild and she had firm faith in God. So her lips constantly moved in inaudible prayer. Most of her time was spent telling the beads of her rosary. She believed in God and never did any harm to others. During her stay in the village, she used to give food to the village dogs and in the city to the sparrows.

Question 5.
How did the sparrows behave when the grandmother died?
( ଜେଜେମା’ ମରିଯିବା ସମୟରେ ଘରଚଟିଆମାନେ କିଭଳି ବ୍ୟବହାର କଲେ ?)
Answer:
When the grandmother died, the sparrows behaved in a quite strange way. Since it was daytime, thousands of sparrows whom she used to feed regularly sat scattered on the floor silently. That day they didn’t make their usual chirping. It revealed that they were lamenting over the death of the old woman. Although the family members were busy with the funeral ceremony, they felt sorry for the birds. The author’s mother offered them some bread to eat. But they didn’t look at the food. When they carried her dead body, the birds flew away silently.

Question 6.
The author and his grandmother shared a very close relationship. This changed when they moved to the city. Why did this happen?
(ଲେଖକ ଏବଂ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ମଧ୍ୟରେ ଅତି ନିବିଡ଼ ସମ୍ପର୍କ ଥିଲା । ସେମାନେ ସହରକୁ ଚାଲିଯିବା ପରେ ଏହା ପରିବର୍ତ୍ତନ ହୋଇଗଲା । କାହିଁକି ଏହା ଘଟିଲା ?)
Answer:
The author and his grandmother shared a very close relationship when they were living in the village. That relationship changed when they moved to the city. In the village, they used to go to school together. But in the city, the author studied in an English school and went there alone on a motor bus. His grandmother couldn’t accompany him. She was not happy about the lessons taught to the author at school. She could no longer help the author with his lessons. The author’s grandmother was distressed to know that there was no teaching about God and the scriptures at school. Further, she didn’t like the music lessons taught at school, as they had lewd associations and were not meant for gentlefolk. When the author went to the university he was given a separate room.

E. ACTIVITY :

I. There was a change in the relationship between the author and his grandmother. Some of the following are the reasons for this change. Tick all the correct answers.
(ଲେଖକ ଏବଂ ତାଙ୍କ ଜେଜେମା’ଙ୍କ ସମ୍ପର୍କରେ ଏକ ପରିବର୍ତ୍ତନ ଆସିଲା । ନିମ୍ନଲିଖଗୁଡ଼ିକ ମଧ୍ୟରୁ କେତେକ ଏହି ପରିବର୍ତ୍ତନର କାରଣ ଅଟନ୍ତି । ସମସ୍ତ ସଠିକ୍ ଉତ୍ତରରେ ଠିକ୍ ଚିହ୍ନ ଦିଅ ।)
(a) The author went to an English school.
(b) He went to school by bus.
(c) There were sparrows in the city.
(d) His grandmother could not help him with his lessons.
(e) The school did not teach anything about God.
(f) She didn’t like western science.
(g) She liked music.
(h) When he went to the university they had separate rooms.
Answer (ଉତ୍ତର) :
(a) The author went to an English school. (✓)
(b) He went to school by bus. (✓)
(d) His grandmother could not help him with his lessons. (✓)
(e) The school did not teach anything about God. (✓)
(f) She didn’t like western science. (✓) .
(h) When he went to the university they had separate rooms. (✓)

II. Grandmothers are the pillars of the family. They create bonds that hold the family together. Discuss.
(ବୁଢ଼ୀମା’ମାନେ ପରିବାରର ଖୁଣ୍ଟ ସଦୃଶ । ପରିବାରର ସମସ୍ତ ସଦସ୍ୟଙ୍କୁ ଏକାଠି ରଖୁବାକୁ ସେମାନେ ଏକ ବନ୍ଧନ ସୃଷ୍ଟି କରନ୍ତି । ଆଲୋଚନା କର ।)
Answer:
It is an exaggeration to say that grandmothers are the elderly members of the family. They are the fountains of love and affection. As they are the seniormost people, everybody in the family respects them. They are very dear to the grandsons and granddaughters. They enjoy themselves in their company. Grandmothers try their best to keep all the family members together. They never allow any dispute in the family. They are like the main pillars of the family. So they create bonds that hold the family together.

BSE Odisha 9th Class English Chapter 5 The Portrait of a Lady Important Questions and Answers

Very Short A Objective Questions With Answers
Answer The Followings In A Sentence.

Question 1.
When did a change come over the grandmother?
Answer:
In the evening of the day when the writer returned from abroad, a change came over his grandmother.

Question 2.
When did the author come back home?
Answer:
The author came back home after five years.

Question 3.
How was the author’s grandmother?
Answer:
The author’s grandmother was a religious lady. She is as very very meek and mild.

Answer The Followings In A Word Or A Phrase.

Question 1.
Who threw little crumbs of bread to sparrows after grandmother’s death?
Answer:
writer’s mother

Question 2.
Who is the writer of the story “The Portrait of a Lady”?
Answer:
Khushbant Singh

Question 3.
Who are the most lovable people in this world?
Answer:
grandparents

Question 4.
Whose portrait hung above the mantelpiece?
Answer:
writer’s grandfather’s

Question 5.
Who looked as if he could only have lots and lots of grandchildren?
Answer:
grandfather

Fill In The Blanks.

1. Writer’s grandmother had been ____________ for twenty years.
Answer:
old and wrinkled

2. The writer’s grandfather wore a big turban and loose-fitting ______________.
Answer:
clothes

3. Grandfather’s long white beard covered the best part of his ___________.
Answer:
chest

4. Grandmother used to play as a ______________.
Answer:
child

5. Grandmother looked _______________ and slightly bent.
Answer:
short and fat

6. Grandmother’s silver locks were scattered untidily over her ____________.
Answer:
pale face

7. Grandmother’s lips constantly moved in ____________.
Answer:
inaudible prayer

8. Grandmother said her morning prayer in a monotonous ____________.
Answer:
sing-song

9. The writer listened to his grandmother’s prayer because he __________.
Answer:
loved her voice

10. Grandmother washed and plastered writer’s slate with ________________.
Answer:
yellow chalk

11. Writer’s grandmother carried several stale _______________ with her for the village dogs.
Answer:
chapati

12. Grandmother always went with the writer because the school was attached to the ____________.
Answer:
Temple

13. The priest taught the school students alphabet and morning ___________.
Answer:
prayer

14. Grandmother would meet the village dogs at the _____________.
Answer:
temple door

15. When the writer’s parents were comfortably settled in the __________, they sent for them.
Answer:
City

16. The writer used to go to an English school in a ___________.
Answer:
motor bus

17. Grandmother took to feeding ______________ in the courtyard of the writer’s city house.
Answer:
sparrows

18. Grandmother was unhappy because she could not help his grandson with his _______________.
Answer:
lessons

19. Writer’s grandmother was distressed that there was no teaching about ___________.
Answer:
God and scriptures

20. To grandmother, music had lewd ___________.
Answer:
associations

21. When the writer went up to University, he was given a ___________.
Answer:
room of his own

22. When the common relationship was snapped between the writer and his grandmother, she sat by her wheel spinning and reciting _________.
Answer:
prayers

23. While grandmother was sitting on the veranda hundreds of little __________ collected around her.
Answer:
birds

24. Grandmother was disturbed because she didn’t want her grandson to learn ____________.
Answer:
music lessons

25. The writer decided to go abroad for _____________.
Answer:
further studies

26. Grandmother was not even ____________ when the writer was going abroad.
Answer:
sentimental

27. Grandmother’s fingers were busy telling the _____________ when she met her grandson at the station.
Answer:
beads of her rosary

Multiple Choice Questions With Answers.

Question 1.
Who are the most lovable people in this world?
(A) mother
(B) father
(C) grandmother
(D) grandparents
Answer:
(D) grandparents

Question 2.
Grandfather’s long white beard covered the best part of his _____________?
(A) throat
(B) neck
(C) chest
(D) cheek
Answer:
(C) chest

Question 3.
Did grandmother use to play as a ____________?
(A) good player
(B) young girl
(C) child
(D) little child
Answer:
(C) child

Question 4.
Who looked as if he could only have lots and lots of grandchildren?
(A) writer
(B) grandfather
(C) both of these
(D) none of these
Answer:
(B) grandfather

Question 5.
Grandmother’s silver locks were scattered untidily over her ____________?
(A) pale face
(B) happy face
(C) shining face
(D) brimming face
Answer:
(A) pale face

Question 6.
Writer’s grandmother’s lips constantly moved in __________?
(A) audible prayer
(B) inaudible prayer
(C) both of these
(D) none of these
Answer:
(B) inaudible prayer

Question 7.
Did grandmother wash and plastered writer’s slate with ___________?
(A) white chalk
(B) yellow chalk
(C) green chalk
(D) red chalk
Answer:
(B) yellow chalk

Question 8.
The writer’s grandmother carried several stale ______________ with her for the village dogs?
(A) bread
(B) food
(C) chapattis
(D) cakes
Answer:
(C) chapattis

Question 9.
Grandmother would meet the village dogs at the ____________?
(A) school gale
(B) narrow street
(C) temple door
(D) all the above
Answer:
(C) temple door

Question 10.
When the writer’s parents were comfortably settled in the, they sent for them?
(A) town
(B) City
(C) big city
(D) none of these
Answer:
(B) City

Question 11.
The writer used to go to an English school in a ___________?
(A) tempo
(B) school bus
(C) motor bus
(D) motor car
Answer:
(C) motor bus

Question 12.
Did grandmother take to feeding ______________ in the courtyard of the writer’s city house?
(A) sparrows
(B) pigeons
(C) peacocks
(D) ducks
Answer:
(A) sparrows

Question 13.
To grandmother, m.usic had lewd ____________?
(A) associations
(B) songs
(C) indications
(D) all the above
Answer:
(A) associations

Question 14.
The writer decided to go abroad for _____________?
(A) higher studies
(B) future studies
(C) both of these
(D) none of these
Answer:
(A) higher studies

Question 15.
Grandmother was not even ____________ when the writer decided to go abroad?
(A) upset
(B) emotional
(C) sentimental
(D) none of these
Answer:
(C) sentimental

Question 16.
The writer returned home after a gap of years?
(A) 3
(B)4
(C) 5
(D)7
Answer:
(C) 5

Question 17.
Even on the first day of his arrival, grandmother’s happiest moments were with her ____________?
(A) birds
(B) dogs
(C) sparrows
(D) none of these
Answer:
(C) sparrows

Question 18.
Grandmother collected the women of the ______________ and sang of the homecoming warriors?
(A) village
(B) neighborhood
(C) town
(D) all the above
Answer:
(B) neighborhood

Question 19.
Before the close of the last chapter of her life, she had omitted to ____________?
(A) take medicine
(B) pray
(C) take food
(D) none of these
Answer:
(B) pray

Question 20.
After death grandmother’s body was covered with a _____________?
(A) red shroud
(B) green shroud
(C) yellow shroud
(D) all the above
Answer:
(A) red shroud

Question 21.
There were thousands of sat scattered on the floor where her dead body wrapped in the red shroud __________?
(A) doves
(B) sparrows
(C) dogs
(D) birds
Answer:
(B) sparrows

Question 22.
The writer had known her grandmother for ___________?
(A) twenty years
(B) ten years
(C) five years
(D) three years
Answer:
(A) twenty years

Question 23.
Grandmother ____________ about the house due to her old age?
(A) walked
(B) hobbled
(C) moved
(D) paced
Answer:
(B) hobbled

Question 24.
When the author decided to go abroad. he was sure his grandmother would be ____________?
(A) unhappy
(B) upset
(C) worried
(D) disappointed
Answer:
(B) upset

Question 25.
Did grandmother come to see off the author at the ___________?
(A) airport
(B) bussiop
(C) station
(D) railway station
Answer:
(D) railway station

Question 26.
At the time of departure, grandmother silently kissed the author’s ____________?
(A) hand
(B) cheek
(C) forehead
(D) head
Answer:
(C) forehead

Question 27.
When grandmother’s lips moved in prayer, her mind was lost in ___________?
(A) prayer
(B) thoughts
(C) imagination
(D) anxiety
Answer:
(A) prayer

Question 28.
The author’s family persuaded grandmother to avoid _____________?
(A) praying
(B) talking
(C) singing
(D) overstraining
Answer:
(D) overstraining

Question 29.
Khushbant Singh belongs to __________?
(A) Odisha
(B) Bihar
(C) Uttar Pradesh
(D) Punjab
Answer:
(D) Punjab

Question 30.
At last grandmother’s lips stopped moving and the rosary. fell from her ___________?
(A) hand
(B) fingers
(C) lifeless hand
(D) lifeless fingers
Answer:
(D) lifeless fingers