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Odisha State Board BSE Odisha 10th Class Maths Solutions Geometry Chapter 1 ଜ୍ୟାମିତିରେ ସାଦୃଶ୍ୟ Ex 1(b) Textbook Exercise Questions and Answers.

BSE Odisha Class 10 Maths Solutions Geometry Chapter 1 ଜ୍ୟାମିତିରେ ସାଦୃଶ୍ୟ Ex 1(b)

Question 1.
ଚିତ୍ରରେ △ABC ର \(\overline{\mathbf{BC}}\) ବାହୁ ଉପରିସ୍ଥ D ଏକ ବିନ୍ଦୁ, ଯେପରିକି \(\overline{\mathbf{AD}}\), ∠BAC ର ସମଦ୍ବିଖଣ୍ଡକ । ତଳେ ଥ‌ିବା ଅନୁପାତ ମାନଙ୍କ ମଧ୍ୟରୁ ଠିକ୍ ଅନୁପାତଟି ବାଛି ନିମ୍ନରେ ଥ‌ିବା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।
△ABD ଓ △ADC ର କ୍ଷେତ୍ରଫଳର ଅନୁପାତ …………………….
(AB: DC, BD: AC, AB : AC, AD : BC)

Question 2.
△ABC ର ∠ABC ର ପମଦୁଖପୃକ \(\overline{\mathbf{AC}}\) ବାକୁକ୍ଲି D ଦିନ୍ଦୁ6ର ଛେଦ ଦ6ର | AB = 4 ସେ.ମି. BC = 6 ସେ.ମି. ଏବଂ AC = 5 ସେ.ମି. ହେଲେ, AD ଓ CD ନିର୍ଣ୍ଣୟ କର ।
Solution:
△ABCର ∠ABCର ସମଦ୍ବିଖଣ୍ଡକ \(\overline{\mathbf{AC}}\) ।

⇒ \(\frac { AB }{ BC }\) = \(\frac { AD }{ DC }\)
⇒ \(\frac { AD }{ DC }\) = \(\frac { AB }{ BC }\) = \(\frac { 4 }{ 6 }\)
⇒ \(\frac { AD }{ DC }\) = \(\frac { 2 }{ 3 }\)
∴ AD = 2x ପେ.ମି. 6ହଲ, DC = 3x ପେ.ମି. |
AC AD + DC = 2x 6ପେ.ମି. + 3x ପେ.ମି. = 5 × ପେ.ମି.
ପ୍ରଶ୍ନନୁସାରେ 5x = 5 ⇒ x = 1
∴ AD = 2x ପେ.ମି. = 2 ପେ.ମି. ଓ DC = 3x ପେ.ମି. = 3 ପେ.ମି. |

Question 3.
△ABC ର \(\overline{\mathbf{AB}}\), \(\overline{\mathbf{BC}}\) ଓ \(\overline{\mathbf{CA}}\) ବାହୁ ତ୍ରୟର ଦୈର୍ଘ୍ୟକୁ ଯଥାକ୍ରମେ c, a ଓ b ଏକକ ରୂପେ ସୂଚିତ କରାଯାଏ । ∠ACB ର ସମଦ୍ବିଖଣ୍ଡକ \(\overline{\mathbf{AB}}\) କୁ M ବିନ୍ଦୁରେ ଛେଦକଲେ, ପ୍ରମାଣ କର ଯେ
(i) AM = \(\frac{b c}{a+b}\)
(ii) BM = \(\frac{c a}{a+b}\)
Solution:
△ABC 6ର ∠ACB ର ସମଦ୍ବିଖଣ୍ଡକ \(\overline{\mathbf{CM}}\) |

⇒ \(\frac { AC }{ BC }\) = \(\frac { AM }{ BM }\)
⇒ \(\frac { b }{ a }\) = \(\frac { AM }{ BM }\)
∴ AM = bx ଏକକ 6ଦୃ6କ, BM = ax ଏକକ
∴ c = AB = AM + BM = bx + ax = x (a + b) ⇒ x = \(\frac{c}{a+b}\)
∴ AM = bx = \(\frac{bc}{a+b}\) ଓ BM = ax = \(\frac{ac}{a+b}\) (ପ୍ରମାଣିତ)

Question 4.
(i) ଟିଦୃ6ର, △ABC ର \(\overline{\mathbf{AC}}\) ଦାକ୍ ପ୍ରତି ମଧ୍ୟମା \(\overline{\mathbf{BP}}\) | ∠BPC ଏର୍ବ ∠BPA ର ଅସ୍ତ୍ର୫ପମହି ଖଣ୍ଡକ ଯଥାକ୍ସେ \(\overline{\mathbf{BC}}\) ଓ \(\overline{\mathbf{AB}}\) କ୍ମ X ଓ y ବ୍ବ୍ର6ର 6ଚ୍ଛଦ କରତି | ପ୍ରମାଣ କର 6ସ \(\overleftrightarrow{\mathbf{X} \mathbf{Y}}\) || \(\overline{\mathbf{AC}}\) |

Solution:

Question 5.
ଚିତ୍ର ରେ △ABC ଉ \(\overline{\mathbf{BP}}\) ମଧ୍ୟମା | ∠ABC ର ସମଦୃଖଣ୍ଡକ \(\overleftrightarrow{\mathbf{P Y}}\) , \(\overline{\mathbf{AB}}\) କୁ Y ଦିନ୍ଦରେ 6ଚ୍ଛଦ କରେ | \(\overline{\mathbf{AC}}\) ସହି ସମାବର କରି Y ଦିନ୍ଦୁରେ \(\overleftrightarrow{\mathbf{YX}}\) ଅଙବ କରାଯାଇଚ୍ଚି , ଯେପରି ର।ତ୍ରା \(\overline{\mathbf{BC}}\) କୁ X ଦିନ୍ଦୁରେ ଛେଦ କଦୁଚ୍ଛ | ପ୍ରମାଣ କର ଯେ \(\overrightarrow{\mathbf{P X}}\) , ∠BPC ର ସମଦ୍ରିଖଣ୍ଡକ |

Solution:
ଦତ୍ତ : △ABC ର \(\overline{\mathbf{BP}}\) ଏକ ମଧ୍ୟମା | ∠APB ର ପ୍ରସଦ୍ଵିଖଶ୍ରକ \(\overleftrightarrow{\mathbf{P Y}}\) , \(\overline{\mathbf{AB}}\) କ Y ଦିନ୍ଦରେ ଛେଦକ6ର | \(\overline{\mathbf{AC}}\)ସହ ସମାନ୍ତର କରି Y ଦିନ୍ଦୁରେ \(\overleftrightarrow{\mathbf{YX}}\) ରଥନ କରାଯାଇଗ୍ଲି 6ଯପରି ତାହା \(\overline{\mathbf{BC}}\) କ୍ମି X ବିନ୍ଦୁଦକରୁଛି |
ପ୍ରାମାଣ୍ୟ : \(\overleftrightarrow{\mathbf{P X}}\) , ∠BPC ର ସମଦ୍ବିଖଣ୍ଡକ |
ପ୍ରମାଣ : △ABP ରେ ∠APB ର ସମଦ୍ବିଖଣ୍ଡକ \(\overline{\mathbf{AB}}\) କୁ Y ବିନ୍ଦୁରେ ଛେଦକରେ ।
⇒ \(\frac { BP }{ AP }\) = \(\frac { BY }{ AY }\)
△ABC 6ର \(\overline{\mathrm{XY}}\) || \(\overline{\mathrm{AC}}\) ⇒ \(\frac { BY }{ AY }\) = \(\frac { BX }{ CX }\)
∴ \(\frac { BP }{ AP }\) = \(\frac { BX }{ CX }\)
⇒ \(\frac { BP }{ CP }\) = \(\frac { BX }{ CX }\) (∵ AP = CP (ଦର))
⇒ \(\overrightarrow{\mathrm{PX}}\) , ∠BPC ର ପ୍ରସଦ୍ଵିଖଶ୍ରକ |

Question 6.
△ABC ରେ ∠BAC ର ସମଦ୍ଵିଖଣ୍ଡକ, \(\overline{\mathbf{BC}}\) କୁ P ବିନ୍ଦୁରେ ଛେଦକରେ ଏବଂ ∠ABC ର ସମଦ୍ବିଖଣ୍ଡକ \(\overline{\mathbf{AP}}\) କୁ ( ବିନ୍ଦୁରେ ଛେଦ କରେ । ପ୍ରମାଣ କର ଯେ \(\frac { AQ }{ QP }\) = \(\frac{\mathbf{A B}+\mathbf{A C}}{\mathbf{B C}}\) |
Solution:
ଦତ୍ତ : △ABC ରେ ∠BAC ର ସମଦ୍ବିଖଣ୍ଡକ \(\overline{\mathbf{BC}}\) କୁ P ବିନ୍ଦୁରେ ଛେଦକରେ । ∠ABC ର ସମଦ୍ଵିଖଣ୍ଡକ \(\overline{\mathbf{AP}}\) କୁ Q ବିନ୍ଦୁରେ ଛେଦକରେ ।
ପ୍ରାମାଣ୍ୟ : \(\frac { AQ }{ QP }\) = \(\frac{\mathrm{AB}+\mathrm{AC}}{\mathrm{BC}}\)
ପ୍ରମାଣ : △BAC ରେ ∠BAC ର ସମଦ୍ବିଖଣ୍ଡକ \(\overline{\mathbf{BC}}\) କୁ P ବିନ୍ଦୁରେ ଛେଦକରେ ।

⇒ \(\frac { AB }{ AC }\) = \(\frac { BP }{ CP }\) ⇒ \(\frac { AB }{ BP }\) = \(\frac { AC }{ CP }\) (ଏକାନ୍ତର ପ୍ରକ୍ରିୟା ଦ୍ବାରା )
⇒ \(\frac { AB }{ BP }\) = \(\frac { AC }{ CP }\) = \(\frac{\mathrm{AB}+\mathrm{AC}}{\mathrm{BP}+\mathrm{CP}}\) (କ୍ରମିକଯୋଗ ପ୍ରକ୍ରିୟା ଦ୍ଵାରା)
⇒ \(\frac { AB }{ BP }\) = \(\frac{\mathrm{AB}+\mathrm{AC}}{\mathrm{BC}}\) …(i)
ପୁନଶ୍ଚ △ABP ରେ ∠ABP ର ସମଦ୍ବିଖଣ୍ଡକ \(\overline{\mathbf{AP}}\) କୁ Q ବିନ୍ଦୁରେ ଛେଦକରେ ।
⇒ \(\frac { AB }{ BP }\) = \(\frac { AQ }{ QP }\) …(ii)
(i) ଓ (ii) କୁ \(\frac { AQ }{ QP }\) = \(\frac{\mathrm{AB}+\mathrm{AC}}{\mathrm{BC}}\) (ପ୍ରମାଣିତ)

Question 7.
ABCD ସାମାନ୍ତରିକ ଚିତ୍ରର ∠BAD ର ସମଦ୍ବିଖଣ୍ଡକ, \(\overline{\mathbf{BD}}\) କଣ୍ଠକୁ K ବିନ୍ଦୁରେ ଛେଦକରେ ଏବଂ ∠ABC ର ସମଦ୍ଵିଖଣ୍ଡକ, \(\overline{\mathbf{AC}}\) କଣ୍ଠକୁ L ବିନ୍ଦୁରେ ଛେଦ କରେ ।
ସମାଧାନ :\(\overrightarrow{\mathrm{LK}}\) || \(\overline{\mathbf{AB}}\) ।
ପ୍ରାମାଣ୍ୟ : \(\overrightarrow{\mathrm{LK}}\) || \(\overline{\mathbf{AB}}\)
ଅଙ୍କନ : \(\overrightarrow{\mathrm{AK}}\), \(\overline{\mathbf{DC}}\) କୁ M ବିନ୍ଦୁରେ ଛେଦକରୁ । K ବିନ୍ଦୁରେ \(\overline{\mathbf{AB}}\) ସହ ସମାନ୍ତର ଭାବେ ଅଙ୍କିତ ରେଖା \(\overline{\mathbf{AD}}\) କୁ N ବିନ୍ଦୁରେ ଛେଦକରୁ ।
ପ୍ରମାଣ : △BAD ରେ ∠DAB ର ସମଦ୍ଵିଖଣ୍ଡକ \(\overline{\mathbf{DB}}\) କୁ K ବିନ୍ଦୁରେ ଛେଦକରେ ।
⇒ \(\frac { AD }{ AB }\) = \(\frac { DK }{ KB }\)
△DAB ରେ \(\overline{\mathbf{NK}}\) || \(\overline{\mathbf{AB}}\) |

⇒ \(\frac { DK }{ KB }\) = \(\frac { DN }{ AN }\)
△ ADM ରେ \(\overline{\mathbf{NK}}\) || \(\overline{\mathbf{DM}}\) ⇒ \(\frac { DN }{ AN }\) = \(\frac { KM }{ AK }\)
∴ \(\frac { AD }{ AB }\) = \(\frac { BC }{ AB }\) (∵ AD = BC)
△ ABC ରେ \(\overrightarrow{\mathrm{BL}}\) , ∠ABC ବିନ୍ଦୁରେ ଛେଦକରେ ।
⇒ \(\frac { BC }{ AB }\) = \(\frac { CL }{ AL }\)
⇒ \(\frac { KM }{ AK }\) = \(\frac { CL }{ AL }\) (∵\(\frac { BC }{ AB }\) = \(\frac { AD }{ AB }\) = \(\frac { DK }{ KB }\) = \(\frac { DN }{ AN }\) = \(\frac { KM }{ AK }\) )
⇒ \(\overline{\mathbf{KL}}\) || \(\overline{\mathbf{MC}}\)
⇒ \(\overline{\mathbf{KL}}\) || \(\overline{\mathbf{AB}}\) (∵\(\overline{\mathbf{KL}}\) || \(\overline{\mathbf{AB}}\) ) (ପ୍ରମାଣିତ)

Question 8.
ABCD ଚହୁକୁଳର ∠DAB ଓ ∠DCB 6କାଣଦ୍ୱଯଉ ପମଦଖଣ୍ଡକ ପରପକ \(\overline{\mathbf{BD}}\) କଣ୍ଡ ରପରେ ଛେଦକରଚି | ପ୍ରାମାଣ କର ଯେ ∠ABC ଓ ∠ADC ର ପମ ଦିଖଣ୍ଡକଦୁଯ ପରସ୍ତକ୍ \(\overline{\mathbf{AC}}\) କଣ୍ଡ ରପ6ଭ 6ଚ୍ଚଦ କରି6ବା
Solution:
ଦର :ABCD ଚହୁକୁଳର ∠DAB ଓ ∠DCB 6କାଣଦ୍ୱଯଉ ପମଦଖଣ୍ଡକ \(\overline{\mathbf{AC}}\) କଣ୍ଡ ରପ6ଭ 6ଚ୍ଚଦ କରି6ବା
ପ୍ତମାତା : △BAD ରେ ∠DAB ର ସମଦିଖଣ୍ଡକ \(\overrightarrow{\mathrm{AE}}\) |

⇒ \(\frac { AB }{ AD }\) = \(\frac { BE }{ ED }\) …..(i)
ଚହୁକୁଳର △BAD ରେ ∠BCD ର ଛେଦକରଚି \(\overrightarrow{\mathrm{CE}}\) |
⇒ \(\frac { BC }{ CD }\) = \(\frac { BE }{ ED }\) ….(ii)
(i) ଓ (ii) ଦ୍ଦ \(\frac { AB }{ AD }\) = \(\frac { BC }{ CD }\)
⇒ \(\frac { AB }{ BC }\) = \(\frac { AD }{ CD }\) (ଏକାନ୍ତର ପ୍ରତଯାଦ୍ଧାରା)
ମରେକର ABC ର ସପଦଖଣୃକ AC କୁ F ଦିନ୍ଦୁରେ 6ଛଦକରେ |
⇒ \(\frac { AB }{ BC }\) = \(\frac { AF }{ FC }\) ⇒ \(\frac { AD }{ DC }\) = \(\frac { AF }{ FC }\) (∵\(\frac { AB }{ BC }\) = \(\frac { AD }{ DC }\))
⇒ \(\overline{\mathrm{DF}}\) , ADC ର ସପଦିଖଣ୍ଡଦ (ପ୍ରମାଣିତ)

Question 9.
△ABC ରେ ∠B ର ସମଦ୍ଵିଖଣ୍ଡକ, \(\overline{\mathrm{AC}}\) କୁ E ବିନ୍ଦୁରେ ଏବଂ ∠C ର ସମଦ୍ବିଖଣ୍ଡକ \(\overline{\mathrm{AB}}\) କୁ F ବିନ୍ଦୁରେ ଛେଦକରେ । \(\overline{\mathrm{FE}}\) || \(\overline{\mathrm{BC}}\) ହେଲେ ପ୍ରମାଣ କର ଯେ, △ABC ସମଦ୍ବିବାହୁ ।
ସମାଧାନ :
ଦତ୍ତ : △ABC ରେ ∠B ର ସମଦ୍ବିଖଣ୍ଡକ \(\overline{\mathrm{AC}}\) କୁ E ବିନ୍ଦୁରେ ଓ ∠C ର ସମଦ୍ବିଖଣ୍ଡକ \(\overline{\mathrm{AB}}\) କୁ F ବିନ୍ଦୁରେ ଛେଦକରେ ଓ \(\overline{\mathrm{FE}}\) ||\(\overline{\mathrm{BC}}\) |
ପ୍ରାମାଣ୍ୟ : △ABC ସମଦ୍ବିବାହୁ |
ପ୍ରମାଣ : △ABC ରେ ∠B ର ସମଦ୍ବିଖଣ୍ଡକ \(\overline{\mathrm{AC}}\) କୁ E ରେ ଛେଦକରେ ।

⇒ \(\frac { AC }{ BC }\) = \(\frac { AF }{ FB }\)
ସେହିପରି ∠Cର ସମଦ୍ବିଖଣ୍ଡକ \(\overline{\mathrm{AB}}\) କୁ F ରେ ଛେଦ କରେ ।
⇒ \(\frac { AC }{ BC }\) = \(\frac { AF }{ FB }\)
\(\overline{\mathrm{FE}}\) || \(\overline{\mathrm{BC}}\) (ଦତ୍ତ)
⇒ \(\frac { AF }{ FB }\) = \(\frac { AE }{ EC }\) ⇒ \(\frac { AC }{ BC }\) = \(\frac { AB }{ BC }\)
⇒ AB = AC
⇒ △ABC ସପଦିଖଣ୍ଡଦ (ପ୍ରମାଣିତ)

Question 10.
△ABC ରେ ∠A, ∠B ଓ ∠C ର ସମଦ୍ବିଖଣ୍ଡକ, \(\overline{\mathrm{BC}}\), \(\overline{\mathrm{CA}}\) ଓ \(\overline{\mathrm{AB}}\) କୁ ଯଥାକ୍ରମେ D, E ଓ F ବିନ୍ଦୁରେ ଛେଦକଲେ ପ୍ରମାଣ କର ଯେ \(\frac { BD }{ DC }\) . \(\frac { CE }{ EA }\) . \(\frac { AF }{ FB }\) = 1
Solution:
ଦତ୍ତ : △ABC ରେ ∠A, ∠B ଓ ∠C ର ସମଦ୍ଵିଖଣ୍ଡକ \(\overline{\mathrm{BC}}\), \(\overline{\mathrm{CA}}\) ଓ \(\overline{\mathrm{AB}}\) କୁ ଯଥାକ୍ରମେ D, E ଓ F ବିନ୍ଦୁରେ ଛେଦକଲେ |
ପ୍ରାମାଣ୍ୟ : \(\frac { BD }{ DC }\) . \(\frac { CE }{ EA }\) . \(\frac { AF }{ FB }\) = 1
ପ୍ରମାଣ : △ABC ରେ ∠A ର ସମଦ୍ବିଖଣ୍ଡକ \(\overline{\mathrm{BC}}\) କୁ D ରେ ଛେଦକରେ ।

⇒ \(\frac { BD }{ DC }\) = \(\frac { AB }{ AC }\)
ସେହିପରି ∠B ର ସମଦ୍ବିଖଣ୍ଡକ \(\overline{\mathrm{AC}}\) କୁ E ରେ ଛେଦକରେ ।
⇒ \(\frac { CE }{ EA }\) = \(\frac { BC }{ AB }\)
∠Cର ସମଦ୍ୱିଖଣ୍ଡକ \(\overline{\mathrm{AB}}\) କୁ Fରେ ଛେଦକରେ ।
⇒ \(\frac { AF }{ FB }\) = \(\frac { AC }{ BC }\)
∴ \(\frac { BD }{ DC }\) × \(\frac { CE }{ EA }\) × \(\frac { AF }{ FB }\) = \(\frac { AB }{ AC }\) × \(\frac { BC }{ AB }\) × \(\frac { AC }{ BC }\) = 1 (ପ୍ରମାଣିତ)

Odisha State Board CHSE Odisha Class 11 Math Solutions Chapter 12 Conic Sections Ex 12(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 12 Conic Sections Exercise 12(b)

Question 1.

Fill in the blanks by choosing the correct answer from the given ones :
(a) The equation of the directrix to the parabola x² = -6y is _____________. [y + 6 = 0, 2y – 3 = 0, y – 6 = 0, 2y + 3 = 0]
Solution:
2y – 3 = 0

(b) The eccentricity of the parabola y² = 8x is ____________. (2, 8, 0, 1)
Solution:
1

(c) The line y + x = k is tangent to the parabola y² + 12x = 0 if k = ______________. (-3, 3, 6, -6)
Solution:
3

(d) The latus rectum of the parabola (y – 2)² = 8(x + 3) is ______________. (2, 4, 8, 16)
Solution:
8

(e) The equation of tangent to the parabola x² = 6y at vertex is _______________. (x = 0, y = 0, x = \(\frac{-3}{2}\), y = \(\frac{-3}{2}\))
Solution:
y = 0

(f) The equation of axis of the ellipse \(\frac{x^2}{16}+\frac{y^2}{9}\) = 1 is ___________. (x = 4, y = 3, x = 0, y = 0)
Solution:
y = 0

(g) The equation of the major axis of the ellipse \(\frac{(x+1)^2}{16}+\frac{(y-2)^2}{25}\) = 1 is __________. (x = 4, x = -1, y = 5, y = 2)
Solution:
x = -1

(h) The distance between the focii of the ellipse 3x² + 4y² = 1 is _____________. (1, \(\frac{1}{\sqrt{3}}\), \(\frac{2}{\sqrt{3}}\), \(\frac{1}{2 \sqrt{3}}\)
Solution:
\(\frac{1}{\sqrt{3}}\)

(i) The eccentricity of the ellipse \(\frac{x^2}{16}+\frac{y^2}{25}\) = 1 is _______________. (\(\frac{4}{5}, \frac{5}{4}, \frac{3}{5}, \frac{16}{25}\))
Solution:
\(\frac{3}{5}\)

(j) The line y = 2x + K is a tangent to the ellipse 5x² + y² = 5 if K = ______________. (2, 5, √3, √21)
Solution:
3

(k) The length of the latus rectum of the ellipse \(\frac{(x-2)^2}{4}+\frac{(y+3)^2}{25}\) = 1 is _______________. (\(\frac{4}{25}, \frac{2}{5}, \frac{5}{2}, \frac{8}{5}\))
Solution:
\(\frac{8}{5}\)

(l) The equation of the conjugate axis of the hyperbola \(\frac{x^2}{9}-\frac{(y+2)^2}{16}\) = 1 is ____________. (x = 0, x = 3, y = -3, y = 4)
Solution:
x = 0

(m) the hyperbola \(\frac{y^2}{16}-\frac{x^2}{12}\) = 1 intersects x – axis at ___________. [(0, ±4), (±2√3, 0), (2, 0), no where]
Solution:
no where

(n) The eccentricity of the hyperbola 4x² – 3y² = 1 is ____________. (\(\frac{4}{3}, \frac{3}{4}, \frac{\sqrt{21}}{3}, \frac{\sqrt{7}}{2 \sqrt{3}}\))
Solution:
\(\frac{\sqrt{21}}{3}\)

(o) The latus rectum of the hyperbola \(\frac{x^2}{9}-\frac{y^2}{16}\) = 1 is ___________. (\(\frac{16}{9}, \frac{9}{16}, \frac{1}{9}, \frac{32}{9}\))
Solution:
\(\frac{32}{9}\)

(p) The line y = 3x – k is a tangent to the hyperbola 6x² – 9y² = 1 if k ____________. (1, \(\frac{5}{3 \sqrt{2}}, \frac{1}{\sqrt{6}}, \frac{2}{3}\))
Solution:
\(\frac{5}{3 \sqrt{2}}\)

Question 2.
Mention which of the following statements are true (T) and false (F) :
(a) The equation y = x² + 2x + 3 represents a parabola with its axis parallel to y – axis.
Solution:
True

(b) The latus rectum of the parabola y² = -8x is 2.
Solution:
False

(c) The eccentricity of the parabola (y – 1)² = 2(x + 3)² is \(\frac{1}{3}\).
Solution:
False

(d) The line y = 3 is a tangent to the parabola (x + 2)² = 6(y – 3).
Solution:
True

(e) The equation Ax² + By² = 1 represents an ellipse with its axis parallel to x – axis, if A > B > 0.
Solution:
False

(f) The focii of the ellipse \(\frac{x^2}{3}+\frac{y^2}{2}\) = 1 are the points (±1, 0).
Solution:
True

(g) The equation of the ellipse with focii at (0, ±4) and vertices (0, ±7) is \(\frac{x^2}{16}+\frac{y^2}{49}\) = 1.
Solution:
False

(h) The length of the latera recta of the ellipse \(\frac{x^2}{9}+\frac{y^2}{4}\) = 1 and \(\frac{(x+2)^2}{4}+\frac{(y-1)^2}{9}\) = 1 are equal.
Solution:
True

(i) The equation of the latera recta of the ellipse \(\frac{(x-4)^2}{16}+\frac{(y-1)^2}{9}\) = 1 are x = 4 ± √7.
Solution:
True

(j) The line y = x + 2 is a tangent to the ellipse \(\frac{x^2}{2}+\frac{y^2}{1}\) = 1.
Solution:
False

(k) The conjugate axis of the hyperbola, \(\frac{x^2}{a^2}+\frac{y^2}{b^2}\) = 1 meets the hyperbola at two points which are at distance 2b from each other.
Solution:
False

(l) The conjugate axis of the hyperbola, \(\frac{(y-3)^2}{9}+\frac{(x+2)^2}{3}\) = 1 is parallel to the line x = 4.
Solution:
False

(m) The length of the transverse axis of the hyperbola with focii at (±5, 0) and vertices at (±2, 0) is 10.
Solution:
False

(n) The latera recta of the ellipse \(\frac{x^2}{25}-\frac{y^2}{16}\) = 1 are same.
Solution:
True

(o) The y – axis is tangent to the hyperbola ay² – bx² = 1
Solution:
False

Question 3.
Find the equation of the parabola in each of the following cases :
(a) the vertex at (0, 0) and focus at (0, 3).
Solution:

(b) the vertex at (0, 0) and directrix x – 2 = 0.
Solution:

(c) the vertex at (6, -2) and focus at (-3, -2).
Solution:

and the parabola facing towards left.
Eqn. of the parabola is (y – k)² = -4a(x – h)
or, (y + 2)² = -4 × 9(x – 6)
= -36(x + 6)
or, (y + 2)² + 36(x – 6) = 0

(d) the vertex at (-2, 1) and focus at (-2, 4).
Solution:

(e) the length of the latus rectum is 6. and the vertex is at (0, 0), the parabola opening to the right.
Solution:
The length of the latus rectum is 6
∴ 4a = 6
The parabola opens to right and vertex at (0, 0).
∴ Eqn. of the parabola is y² = 4ax = 6x.

(f) the vertex is at (0, 0) the parabola opening to the left and passing through (-1, 2).
Solution:
Vertex at (0, 0), parabola opening to left, passing through (-1, 2).
∴ Let the eqn. of the parabola be y² = -4ax
As it passes through (-1, 2),
we have 4 = -4a (-1) or, a = 1
∴ Eqn. of the parabola is y² = 4x.

(g) the vertex at (0, 0) the parabola opens downwards, and the latus rectum of length 10.
Solution:
Vertex at (0, 0), the parabola opens downward, length of the latus rectum is 10.
∴ 4a = 10
∴ Eqn. of the parabola is
x² = -4ay or, x²  = -10y.

(h) the axis is vertical and the parabola passes through the points (0, 2), (-1, 1), (2, 10).
Solution:
Axis is vertical, parabola passes through the points (0, 2), (-1, 1), and (2, 10).
Let the eqn. of the parabola be
x² + 2gx + 2fy + c = 0. As it passes through the above points,
we have 0 + 0 + 2f . 2 + c = 0
⇒ c = -4f, 1 – 2g + 2f . 1 + c = 0
⇒ c = 2g – 2f – 1 and
4 + 2g . 2 + 2f . 10 + c = 0
⇒ c = -4g – 20f – 4
∴ -4f = 2g – 2g – 1

∴ Equation of the parabola is
x² + 2gx + 2fy + c = 0
or, x² + 2x – y + 2 = 0
or, y = x² + 2x + 2

(i) the axis is horizontal and the parabola passes through the points (2, -1), (-2, -4), and (-1, 3).
Solution:
Le the eqn. of the parabola be
y² + 2gx + 2fy + c = 0
As it passes through the points (2, -1), (-2, -4), and (-1, 3)
we have 1 + 2g . 2 +2f (-1) + c = 0    …(1)
16 + 2g (-2) + 2f (-4) + c = 0     …(2)
and 9 + 2g (-1) + 2f . 3 + c = 0    …(3)
∴ From eqn. (1) → 1 + 4g – 2f + c = 0
⇒ c = 2f – Ag – 1
Eqn. (2) → 16 – 4g – 8f + c = 0
⇒ c = 8f + 4g – 16
and eqn. (3) → 9 – 2g + 6f + c = 0
⇒ c = 2g – 6f – 9
∴ – 1 + 2f – 4g = 8f + 4g – 16
or, -6f = 8g – 15 or, f = \(\frac{8 g-15}{-6}\)
Again -1 + 2f – 4g = 2g – 6f – 9
or, 8f = 6g – 8 or, f = \(\frac{6 g-8}{8}\)
∴ \(\frac{8 g-15}{-6}=\frac{6 g-8}{8}\)
or, 32g – 60 = -18g + 24
or, 50g = 84

(j) Vertex at (1, 3) and the directrix, x + 3 = 0.
Solution:
Vertex at (1, 3), directrix x + 3 = 0
∴ h = 1, k = 3
We have the directrix is x = h – a
∴ h – a = -3
or, a = h + 3 = 4
∴ Eqn. of the parabola is
(y – k)² = 4a(x – h)
or, (y – 3)² = 16(x – 1)

(k) Vertex at (1, -1) and the directrix y – 2 = 0
Solution:
Vertex at (2, -1), directrix y – 2 = 0
∴ h = 1, k = -1
We have the directrix is y = k – a
∴ k – a = 2
or, a = k – 2 = -1 – 2 = – 3
∴ Eqn. of the parabola is
(x – h)² = 4a(y – k)
⇒ (x – 1)² = 4 (-3) (y + 1)
⇒ (x – 1)² = -12 (y + 1)
⇒ (x – 1)² + 12 (y + 1) = 0

(l) the focus at(-2, 3) and the directrix 3x + 4y – 2 = 0.
Solution:
Focus at (-2, 3),
directrix 3x + 4y – 2 = 0.

Question 4.
Find the equation of the ellipse in each of the following cases :
(a) center at (0, 0), one vertex at (0, -5) and one end of minor axis is (3, 0).
Solution:

(d) centre at (0, 0), one vertex at (7, 0) and one end of the minor axis is (0, -5).
Solution:

(c) foci at (±5, 0), and the length of the major axis is 12.
Solution:
Foci at (±5, 0),
length of the major axis is 12
∴ c = 5, 2a = 12
∴ a = 6
∴ b² = a² – c² = 36 – 25 = 11
Equ. of the ellipse is \(\frac{x^2}{a^2}+\frac{y^2}{b^2}\) = 1 or, \(\frac{x^2}{25}+\frac{y^2}{4}\) = 1

(e) center at (5, 4) and the major axis, is of length 16 and the minor axis is of length 10.
Solution:
Centre at (5, 4), major axis 16, minor axis 10.
∴ h = 5, k = 4, 2a = 16, 2b = 10
∴ a = 8, b = 5
Eqn. of the ellipse is \(\frac{(x-h)^2}{a^2}+\frac{(y-k)^2}{b^2}\) = 1
or, \(\frac{(x-5)^2}{64}+\frac{(y-4)^2}{25}\) = 1

(f) Centre at (-3, 3), vertex at (-3, 6), and one end of minor axis at (0, 3).
Solution:
Centre at (-3, 3), vertex at (-3, 6),
one end of minor axis (0, 3).

(g) Centre at (0, 0), axes parallel to coordinate axes, eccentricity is \(\frac{1}{\sqrt{2}}\) and the minor axis is of length 5.
Solution:
(0, 0), axes parallel to coordinate axes, eccentricity is \(\frac{1}{\sqrt{2}}\), and the minor axis is 5.

(h) centre at (0, 0) axes parallel to coordinate axes, eccentricity is \(\frac{\sqrt{3}}{2}\) and the ellipse passing through the point (√3, \(\frac{1}{2}\))
Solution:

we have 3 + 4 × \(\frac{1}{4}\) = a² or, a² = 4
∴ Eqn of the ellipse is x² + 4y² = 4

(i) centre at (0, 0), one end of the major axis is (-5, 0) and eccentricity \(\frac{3}{5}\)
Solution:
centre at (0, 0), one end of the major axis is (-5, 0), eccentricity \(\frac{3}{5}\)
∴ a = 5, \(\frac{c}{a}\) = \(\frac{3}{5}\) or, c = 3
∴ b² = a² – c² = 25 – 9 = 16
∴ Eqn. of the ellipse is \(\frac{x^2}{a^2}+\frac{y^2}{b^2}\) = 1 or, \(\frac{x^2}{25}+\frac{y^2}{16}\) = 1

(j) axis parallel to coordinate axes, the centre at (0, 0) and the ellipse passing through (3, -2) and (-1, 3).
Solution:
Axis parallel to coordinate axes, centre at (0, 0), ellipse passing through (3, -2) and (-1, 3).
Let the eqn. of the ellipse be

(k) centre at (3, 4), axis parallel to x – axis and passing through (6, 4) and (3, 6).
Solution:
Centre at (3, 4), axis parallel to x – axis, ellipse passing through (6, 4) and (3, 6).
Let the eqn. of the ellipse be

(l) Centre at (-2, 1) axis parallel to y – axis, eccentricity is \(\frac{\sqrt{7}}{4}\) and the ellipse passing through (-2, 5).
Solution:
Centre at (-2, 1), axis parallel to y – axis, eccentricity is \(\frac{\sqrt{7}}{4}\) passing through (-2, 5)

Question 5.
Obtain the equation of a hyperbola in each of the following cases :
(a) foci at (±4, 0) and vertices (±2, 0).
Solution:
Here c = 4, a = 2
∴ b² = c² – a² = 16 – 4 = 12
∴ Eqn. of the hyperbola is \(\frac{x^2}{a^2}-\frac{y^2}{b^2}\) = 1 or, \(\frac{x^2}{4}-\frac{y^2}{12}\) = 1

(b) foci at (0, ±72) and vertices (0, ±1).
Solution:

(c) centre at (0, 0) transverse axis along x – axis of length 4, and focus at (2√5,0).
Solution:
Here 2a = 4, c = 2√5
∴ a =2
∴ b² = c² – a² = 20 – 4 = 16
∴ Eqn. of the hyperbola is \(\frac{x^2}{a^2}-\frac{y^2}{b^2}\) = 1 or, \(\frac{x^2}{4}-\frac{y^2}{16}\) = 1

(d) centre at (0, 0), the conjugate axis along x – axis of length 6 and eccentricity 2.
Solution:
Here 2b = 6 ⇒ b = 3, \(\frac{c}{a}\) = 2
or, c = 2a
We have a² + b² = c²
or, a² + 9 = 4a²
or, 3a² = 9 or, a² = 3
∴ Eqn. of the hyperbola is \(\frac{x^2}{a^2}-\frac{y^2}{b^2}\) = 1 or, \(\frac{x^2}{3}-\frac{y^2}{9}\) = 1

(e) foci at (±2√3, 0) and eccentricity √3.
Solution:
Here c = 2√3, \(\frac{c}{a}\) = √3
or, a = \(\frac{c}{\sqrt{3}}\) = 2
∴ b² = c² – a² = 12 – 4 = 8
∴ Eqn. of the hyperbola is \(\frac{x^2}{a^2}-\frac{y^2}{b^2}\) = 1 or, \(\frac{x^2}{4}-\frac{y^2}{8}\) = 1

(f) centre at (0, 0) transverse axis is along y – axis, the distance between the foci is 14 and the distance between the vertices is 12.
Solution:
Here 2c = 14, 2a = 12
∴ c = 7, a = 6
∴ b² = c² – a² = 49 – 36 = 13
∴ Eqn. of the hyperbola is \(\frac{x^2}{a^2}-\frac{y^2}{b^2}\) = 1 or, \(\frac{x^2}{36}-\frac{y^2}{13}\) = 1

(g) centre (1, -2), transverse axis parallel to the x-axis of length 6 and conjugate axis of length 10.
Solution:
Centre (1, -2), transverse axis parallel to x – axis of length 6, the conjugate axis of length 10.
∴ 2a = 6, 2b= 10
∴ a = 3, b = 5, h = 1, k = -2
∴ Eqn. of the hyperbola \(\frac{(x-h)^2}{a^2}-\frac{(y-k)^2}{b^2}\) = 1 or, \(\frac{(x-1)^2}{9}-\frac{(y-2)^2}{25}\) = 1

(h) Centre (2, -3), eccentricity \(\frac{5}{3}\) and hyperbola passing through (5, -3).
Solution:
Here h = 2, k = -3, \(\frac{c}{a}=\frac{5}{3}\) or, c = \(\frac{5 a}{3}\) we have c² = a² + b²

(i) centre at origin, axis perpendicular to y-axis and the hyperbola passes through the points (3, -2) and (5, -7).
Solution:
Let the eqn. of the hyperbola be \(\frac{x^2}{a^2}-\frac{y^2}{b^2}\) = 1
As the hyperbola passes through the points (3, -2) and (5, -7)
we have \(\frac{9}{a^2}-\frac{4}{b^2}\) = 1     …..(1)

or, 45x² – 16y² = 341.

(j) The transverse axis parallel to the y-axis, the hyperbola passes through the points (\(\frac{11}{3}\), 0), (1, 2) and its centre is the intersection of the lines. x + y – 6 = 0, 4x – y + 1 = 0.
Solution:
Solving x + y – 6 = 0
\(\frac{4 x-y+1=0}{5 x=5 \quad \text { or, } x=0}\)
∴ y = 6 – x = 6 – 1 = 5
∴ Centre of the hyperbola is at (1, 5).

Question 6.
Reducing to standard form, obtain the coordinates of the vertex, focus, endpoints of the latus rectum, the length of latus return, the equation of axis and directrix of the following parabolas:
(a) y² – 4x + 4y – 1 = 0
Solution:
y² – 4x + 4y – 1 = 0
or, y² + 4y = 4x + 1
or, y² + 4y + 4 = 4x + 5
or, (y + 2)² = 4(x + \(\frac{5}{4}\))
or, (y + 2)² = 4 × 1 × (x + \(\frac{5}{4}\)) standard from

Length of the latus rectum
= 4a = 4 × 1 = 4
Eqn. of the axis is y = k or, y = -2
Eqn. of the directrix is x = h – a
or, \(\frac{-5}{4}\) – 1 \(\frac{-9}{4}\)
or, 4x + 9 = 0

(b) 2x² – 4y + 6x – 3 = 0
Solution:
2x² – 4y + 6x – 3 = 0
or, 2x² + 6x = 4y + 3
or, 2(x² + 3x) = 4(y + \(\frac{3}{4}\))

(c) x² + x + y + 1 = 0
Solution:
x² + x + y + 1 = 0

and (0, -1)
Length of the latus rectum = 4a = 1.
Eqn. of the axis x = h or x = –\(\frac{1}{2}\)
or, 2x + 1 = 0
Eqn. of the directrix is y = k – a or, y = \(\frac{-3}{4}+\frac{1}{4}\)
or, y = –\(\frac{1}{2}\) or, 2y + 1 = 0

(d) y² + 14y – 3x + 1 = 0
Solution:
y² + 14y – 3x + 1 = 0
or, y² + 14y = 3x – 1
or, y² + 2.y.1 + 49 = 3x – 1 + 49
or, (y + 7)² = 3x + 48 = 3 (x + 16)
or, (y + 7)² = 4 × \(\frac{3}{4}\) (x + 16)
This is the standard form

y = k or, y = -7
or, y + 7 = 0
Eqn of the directrix is x = h – a
or, x = -16 = \(\frac{3}{4}\) = \(\frac{-67}{4}\)
or, 4x + 67 = 0

Question 7.
Reducing to standard form, obtain the coordinates of the centre, the foci, the vertices, the endpoints of the minor axis, the endpoints of latera recta, the equation of the directrices and the eccentricity of the following ellipses :
(a) 3x² + 4y² + 6x + 8y – 5 = 0
Solution:
3x² + 4y² + 6x + 8y – 5 = 0
or, 3(x² + 2y) + 4(y² + 2y) = 5
or, 3(x² + 2x + 1 – 1) + 4(y² + 2y + 1 – 1) = 5
or, 3(x + 1)² – 3 + 4(y + 1)² – 4 = 5
or, 3(x + 1)² + 4(y + 1)² = 12
or, \(\frac{(x+1)^2}{4}+\frac{(y+1)^2}{3}\) = 1 is the standard form.
∴ h = -1, k = -1, a² = 4, b² = 3
∴ a = 2, b = √2, c = \(\sqrt{a^2-b^2}\) = 1
Centre at (h, k) = (-1, -1), the vertices of (h±a, k)
= (-1±2, -1) = (1, -1)
and (-3, -1) foci at (h±c, k)
= (-1±1, -1) = (-2, -1) and (0, -1)
The endpoints of minor axis are (h, k±b) = (-1, -1±√3)
Endpoints of latera recta are (h + c, k±\(\frac{b^2}{a}\)) and (h – c, k±\(\frac{b^2}{a}\))

(b) 4x² + 8y² + 4x + 24y – 13 = 0
Solution:
4x² + 8y² + 4x + 24y – 13 = 0
or, 4(x² + x) + 8(y² + 3y) = 13

(c) 2x² + 3y² – 12x + 24y + 60 = 0
Solution:
2x² + 3y² – 12x + 24y + 60 = 0
or, 2(x² – 6x) + 3(y² + 8y) = -60
or, 2(x² – 2.x.3 + 9 – 9) + 3(y² + 2.y.4 + 16 – 16 = -60
or, 2(x – 3)² – 18 + 3 (y + 4)² – 48 = -60
or, 2 (x – 3)² + 3 (y + 4)² = 6
or, \(\frac{(x-3)^2}{3}+\frac{(y+4)^2}{2}\) = 1 is the standard form.
∴ h = 3, k = -4, a² = 3, b² = 2
∴ a = √3, b = √2, c = \(\sqrt{a^2-b^2}\) = 1
Centre at (h, k) = (3, -4),
Foci at (h±c, k)
= (3±1, -4) = (4, -4) and (2, -4)
Vertices at (h±a, k) = (3±√3, -4)
The endpoints of the minor axis are (h, k±b) = (3, -4±√2)

(d) 9x² + 4y² + 36x – 8y + 4 = 0
Solution:
9x² + 4y² + 36x – 8y + 4 = 0
or, 9(x² + 4x) + 4(y² – 2y) = -4
or, 9(x² + 4x + 4 – 4) + 4(y² – 2y + 1 – 1) = -4
or, 9(x + 2)² – 36 + 4(y – 1)² – 4 = -4
or, 9(x + 2)² + 4(y – 1)² = 36
or, \(\frac{(x+2)^2}{4}+\frac{(y-1)^2}{9}\) = 1, This is the standard form
∴ h = -2, k = 1, a² = 9, b² = 4
∴ a = 3, b = 2, c = \(\sqrt{a^2-b^2}\) = √5
∴ Centre at (h, k) = (-2, 1)
Foci at (h, k±c) = (-2, 1±√5)
Vertices at (h, k±a)
= (-2, 1±3)
Endpoints of minor axis are (h±b, k) = (-2±2, 1)
The endpoints of latera recta are (h ± \(\frac{b^2}{a}\), k ± c) = (-2 ± \(\frac{4}{3}\), 1 ± √5)
End of directrices arty = k ± \(\frac{a^2}{c}\)
or y = 1 ± \(\frac{9}{\sqrt{5}}\)
Eccentricity is \(\frac{c}{a}\) = \(\frac{\sqrt{5}}{3}\).

Question 8.
Reducing to standard form, obtain the coordinates of the centre, the vertices, the foci, the endpoints of the conjugate axis, the endpoints of latera recta, the equation of directrices and the eccentricity of the following hyperbola :
(a) x² – 2y² – 6x – 4y + 5 = 0
Solution:
x² – 2y² – 6x – 4y + 5 = 0
or, x² – 6x – 2(y² + 2y) =-5
or, x² – 2.x.3 + 9 – 9 – 2(y² + 2y + 1 – 1) = -5
or, (x – 3)² – 2(y + 1)² + 2 = 4
or, (x – 3)² – 2(y + 1)² = 2
or, \(\frac{(x-3)^2}{2}-\frac{(y+1)^2}{1}\) = 1 the standard form
∴ h = 3, k = -1, a² = 2, b² = 1
∴ a = √2 , b = 1, c \(\sqrt{a^2+b^2}\) = √3
∴Centre at (h, k) = (3, -1)
Vertices (h±a,  k) = (3±√2, -1)
Foci at (h±c, k) = (3±√3 , -1)
The endpoints of a conjugate axis are (h, k±b) = (3, -1±1)
Endpoints of latera recta are (h ± c, k ± \(\frac{b^2}{a}\)) and (3±√3, -1 ± \(\frac{1}{\sqrt{2}}\))
Eqn. of directrices are x = h ± \(\frac{a^2}{c}\) = 3 ± \(\frac{2}{\sqrt{3}}\) or, x = 3 ± \(\frac{2}{\sqrt{3}}\)
Eccentricity = \(\frac{c}{a}=\frac{\sqrt{3}}{\sqrt{2}}\)

(b) 9y² – 4x² – 90y + 189 = 0
Solution:
9y² – 4x² – 90y + 189 = 0
or, 9(y² – 10y) – 4x² = -189 .
or, 9(y² – 2.y.5 + 25 – 25) – 4x² = -189
or, 9(y – 5)² – 225 – 4x² = -189
or, 9(y – 5)² – 4x² = 225 – 189 = 36
or, \(\frac{(y-5)^2}{4}-\frac{(x)^2}{9}\) = 1 the standard form
h = 0, k = 5, a² = 4, b² = 9
a = 2 , b = 3, c \(\sqrt{a^2+b^2}\) = √13
Centre at (h, k) = (0, 5)
Vertices (h, k±a) = (0, 5±2)
Foci at (h , k±c) = (0, 5±√13)
The endpoints of a conjugate axis are (h±a, k) = (0±2, 5) = (±2, 5)
Endpoints of latera recta are (h ± \(\frac{b^2}{a}\), k ± c) = (0 ± \(\frac{9}{2}\), 5 ± √13)
Eqn. of directrices are y = k ± \(\frac{a^2}{c}\) = 5 ± \(\frac{4}{\sqrt{13}}\)
Eccentricity = \(\frac{c}{a}\) = \(\frac{\sqrt{13}}{2}\)

(c) 49x² – 4y² – 98x + 48y – 291 = 0
Solution:
49x² – 4y² – 98x + 48y – 291 = 0
or, 49(x² – 2x) – 4(y² – 12y)= 291
or, 49(x² – 2x + 1 – 1) – 4(y² – 2.y.6 + 36 – 36) = 291
or, 49(x – 1 )² – 49 – 4(y – 6)² + 144 = 291
or, 49(x – 1)² – 4(y – 6)²
= 291 – 144 + 49 = 196
or, \(\frac{(x-1)^2}{4}\) – \(\frac{(y-6)^2}{49}\) = 1
h= 1, k = 6, a² = 4, b² = 49
a = 2, b = 7, c = \(\sqrt{a^2+b^2}\) = √53
Centre at (h, k) = (1, 6)
Vertices at (h±a, k) = (1±2, 6)
Foci at (h±c, k) = (1±√53, 6)
Endpoints of latera recta are (h ± c, k ± \(\frac{b^2}{a}\)) = (1 ±√53, 6 ± \(\frac{49}{2}\))
Eccentricity = \(\frac{c}{a}=\frac{\sqrt{53}}{2}\)
Endpoints of conjugate axis are (h, k±b) = (1, 6±7) = (1, -1) and (1, 13)

(d) 3x² – 2y² – 4y – 26 = 0
Solution:
3x² – 2y² – 4y – 26 = 0
or, 3x² – 2(y² + 2y) = 26
or, 3x² – 2(y² + 2y + 1 – 1) = 26
or, 3x² – 2(y + 1)² + 2 = 26
or, 3x² – 2(y + 1)² = 24
or, \(\frac{x^2}{8}-\frac{(y+1)^2}{12}\) = 1 Standard form
h= 0, k = -1, a² = 8, b² = 12
a = 2√2, b = 2√3, c = \(\sqrt{a^2+b^2}\) = √20 = 2√3
Centre at (h, k) = (0, -1)
Vertices at (h±a, k) = (±2√2, -1)
Foci at (h±c, k) = (±2√5, -1)

Question 9.
Prove that the equation of the parabola whose vertex and focus are at distances α and β from the origin on the x-axis respectively is y² = 4(β – α)(x – α)
Solution:

Question 10.
Find the locus of the point of trisection of a double ordinate of the parabola y² = 4ax.

Question 11.
(a) Prove that a double ordinate of the parabola y² = 4ax of length 8a subtends a right angle at its vertex.
Solution:

(b) Find the angle which a double ordinate of length 2a subtends at its vertex and focus.
Solution:

Question 12.
(a) Obtain the equations of the tangent and normal of the parabola y² = 4ax at a point where the ordinate is equal to three times the abscissa.
Solution:
Putting y = 3x in the parabola equation.
we have y² = 4ax
or, 9x² = 4ax
or, x = \(\frac{4 a}{9}\)
∴ y = 3x = \(\frac{4 a}{3}\)
∴ The point of contact is (\(\frac{4 a}{9}\), \(\frac{4 a}{3}\))

(b) Find the equation of tangents and normals to the parabola y² = 4ax at the ends of its latus rectum.
Solution:
The endpoints of the latus rectum of the parabola y² = 4ax are (a, 2a) and (a, -2a).
∴ Eqn. of the tangent at (a, 2a) is yy₁ = 2a (x + x₁)
or, 2ay = 2a (x + a)
or, y = x + a
or, x – y + a = 0
Eqn. of the tangent at (a, -2a) is -2ay = 2a(x + a).
or, -y = x + a
or, x + y + a = 0
Eqn. of the normal at (a, 2a) is y – y₁ = \(\frac{-y_1}{2 a}\) (x – x₁)
or, y + 2a = \(\frac{+2 a}{2 a}\) (x – a)
or, y – 2a = -x + a
or, x – y – 3a = 0

(c) Find the equations of tangents and normals to the parabola y² = 4ax at the points, where it is cut by the line y = 3x – a.
Solution:
Solving y = 3x – a, y² = 4ax
∴ (3x – a)² = 4ax
or, 9x² + a² – 6ax – 4ax = 0
or, 9x² – 10ax + a² = 0
or, 9x² – 9ax – ax + a² = 0
or, 9x(x – a) – a(x – a) = 0
or, (x – a) (9x – a) = 0
∴ x = a, x = \(\frac{a}{9}\)
∴ y = 3x – a = 3a – a = 2a

(d) Show that the tangent to the parabola y² = 4ax at the point (a’, b’) is perpendicular to the tangent at the point (\(\frac{a^2}{a^{\prime}}, \frac{-4 a^2}{b^{\prime}}\)).
Solution:

∴ The product of their slopes = -1
∴ The two tangents are perpendicular to each other.

(e) A tangent to the parabola y² = 8x makes an angle of 45° with the line 3x – y + 5 = 0. Find the equation and the point of contact.
Solution:

or, 4a + 2y + 2 = 0 or, 2x + y + 1 = 0

(f) Prove that, for all values of k, the line y = k(x + a) + \(\frac{a}{k}\) is a tangent to the parabola y² = 4a(x + a).
Solution:

(g) Obtain the condition that the line lx + my + n = 0 will touch the parabola y² = 4ax
Solution:
We have lx + my + n = 0
or, y = \(\frac{-l x-n}{m}\)
Now putting the value of y in the parabola Eqn., we have y² = 4ax.
or, \(\frac{-l x-n}{m}\)2 = 4ax
or, l²x² + n² + 2lnx = 4am²x
or, l²x² + x(2ln – 4am²) + n² = 0
a’ = l², b’ = 2ln – 4am², c’ = n²
As the line is a tangent to the parabola,
we have b^’2 – 4a’c’ = 0.
or, (2ln – 4am²)² – 4l²x² = 0
or, 4l²n² + 16a²m⁴ – 16alnm² – 4l²n² = 0
or, 16am²(am² – ln) = 0
or, am² – ln = 0
or, am² = ln

(h) Prove that the line 4x – 2y – 1 = 0 touches the parabola whose focus is at (0, 0) and the directrix is the line y = 2x – 1.
Solution:
According to the definition,

Question 13.
(a) If (-2, 0) and (2, 0) are the two vertices of a triangle with a perimeter of 16, then obtain the locus of the third vertex.
Solution:

or, 8x² + 9y² – 288 = 0
∴ This is the locus of the 3rd vertex of the triangle.

(b) A point in a plane is such that the sum of its distances from point (2, 2) and (6, 2) is 12. Find the locus of the point.
Solution:

or, x² + 484 – 44x
= 9x² + 9y² – 108x – 36y + 360
or, 8x² + 9y² – 64x – 36y – 124 – 0 which is the locus of the point P.

(c) Obtain the equation of the ellipse which has its centre at the origin, a focus at (2, 0) and the corresponding directrix is the line 2x = 7. Calculate the length of the latus rectum.
Solution:
Centre at (0, 0), focus at (2, 0),
directrix is 2x = 7

(d) Find the equation of the ellipse which has its centre at (-1, 4), eccentricity \(\frac{1}{\sqrt{3}}\) and the ellipse passes through the point (3, 2).
Solution:

Question 14.
(a) Find the equation of the tangent and normal to the ellipse \(\frac{x^2}{16}+\frac{y^2}{9}\) = 1 at the point (\(\frac{8}{3}\), √5)
Solution:

(b) Find the equation of the tangent and normals to the ellipse 2x² + 3y² = 6 at the endpoints of the latera recta.
Solution:
2x² + 3y² = 6

(c) Prove that the line y = 2x + 5 is a tangent to the ellipse 9x² + 4y² = 36 and find the point of contact.
Solution:
Putting y = 2x + 5 in the ellipse eqn.
we have 9x² + 4y² = 36
or, 9x² + 4(2x + 5)² = 36
or, 9x² + 4(4x² + 25 + 20x) = 36
or, 9x² + 16x² + 100 + 80x – 36 = 0
or, 25x² + 80x + 64 = 0     …..(1)
∴ b² – 4ac = (80)² – 4 × 25 × 64
= 6400 – 6400 = 0
∴ The line y = 2x + 5
touches the ellipse 9x² + 4y² = 36.
Now from eqn. (1),
we have (5x + 8)² = 0

(d) Find the equation of the tangent to the ellipse 4x² + 5y² = 20 which are parallel to the line x – y = 2
Solution:
4x² + 5y² = 20

(e) Find the equation of the tangent to the ellipse 4x² + 9y² = 1, which are perpendicular to 2ax + y – 1 = 0.
Solution:
4x² + 9y² = 1

(f) Prove that the line x cos α + y sin α = p touches the ellipse \(\frac{x^2}{a^2}+\frac{y^2}{b^2}\) = 1, if p² = a² cos² α + b² sin² α.
Solution:

(g) Prove that the product of the distances of the foci from any tangent to the ellipse \(\frac{x^2}{a^2}+\frac{y^2}{b^2}\) = 1 is equal to b²
Solution:
The tangent at (x₁, y₁) to the ellipse
\(\frac{x^2}{a^2}+\frac{y^2}{b^2}=1 \text { is } \frac{x x_1}{a^2}+\frac{y y_1}{b^2}=1\)

Question 15.
(a) Find the equation of the hyperbola which has it foci at (0, 0) and (0, 4) and which passes through the point (12, 9).
Solution:
Foci at (0, 0) and (0, 4)
∴ Centre at (0, 2)

(b) Find the equation of the hyperbola with foci at (±3, 0) and directrices x = ± 2.
Solution:
Foci at (±3, 0) and directrices x = ±2.
∴ c = 3, \(\frac{a^2}{c}\) = 2, a² = 2c = 6
∴ b² = c² – a² = 9 – 6 = 3
∴ Eqn. of the ellipse \(\frac{x^2}{a^2}-\frac{y^2}{b^2}\) = 1
or, \(\frac{x^2}{6}-\frac{y^2}{3}\) = 1 or, x² – 2y² = 6

(c) Find the foci and latus rectum of the hyperbola whose transverse and conjugate axes are 6 and 4 and whose centre is at (0, 0).
Solution:
The transverse axis is 6, the conjugate axis is 4, the centre is at (0, 0).
∴ 2a = 6, 2b = 4
∴ a = 3, b = 2
∴ c = \(\sqrt{a^2+b^2}=\sqrt{9+4}=\sqrt{13}\)
The foci are (±c, 0) = (±√13 , 0)
∴ Length of the latus rectum = \(\frac{2 b^2}{a}=\frac{2 \times 4}{3}=\frac{8}{3}\)

Question 16.
(a) Find the equation of tangent and normal to the hyperbola x² – 6y² = 3 at the point (-3, -1).
Solution:

(b) Find the equation of the tangent to the hyperbola 4x² – 11y² = 1 which is parallel to the straight line 20x – 33y = 13.
Solution:

(c) Find the equation of tangent to hyperbola 9x² – 16y² = 144 which are perpendicular to the line 2x + 3y = 4.
Solution:
9x² – 16y² = 144
or, 18x – 32y\(\frac{d y}{d x}\) = 0

(d) Prove that the line x + y + 2 = 0 touches the hyperbola 3x² – 5y² = 30 and find the point of contact . Find also the equation of normal at the point.
Solution:
x + y + 2 = 0
or, y = -x – 2
putting y = -x – 2 in the hyperbola equation we have 3x² – 5y² = 30
or, 3x² – 5 (-x – 2)² = 30
or, 3x² – 5 (x² + 4 + 4x) = 30
or, 3x² – 5x² – 20 – 20x = 30
or, 2x² + 20x + 50 = 30
or, x² + 10x + 25 = 0
b² – 4ac = 100 – 4 × 25 = 0
The line x + y + 2 = 0 touches the hyperbola 3x² – 5y² = 30
Now solving x² + 10x + 25 = 0
we have x = – 5.
y = – x – 2 = 5 – 2 = 3
The point of contact is (-5, 3).
Eqn. of the normal is
y – y₁ = m (x – x₁)
or, y – 3 = 1 (x + 5)
or, x – y + 8 = 0

(e) Prove that the line x cos α + y sin α = p touches the hyperbola \(\frac{x^2}{a^2}-\frac{y^2}{b^2}\) = 1, if p² = a² cos² α – b² sin² α.
Solution:

Odisha State Board CHSE Odisha Class 12 Invitation to English 4 Solutions Grammar Modal Verbs Textbook Activity Questions and Answers.

CHSE Odisha 12th Class English Grammar Modal Verbs

SECTION -1

Making requests (using can, could; may, will, would)
Read the sentences below carefully.
1. Suresh: Can you lend me your bicycle?
Mahesh: Of course, I’m not using it today.
2. Student: Could I borrow your dictionary, sir?
Teacher: Certainly. But it’s meant only for very advanced learners.
3. Shyam: Will you open the door, please?
Stranger: Sure.
4. Jatin: Would you mind repeating the last sentence, sir?
Speaker: Not at all. I said that…
5. Jina: May I ask a question, please?
Speaker: By all means.
6. Landlady: Will you please clean the kitchen?
Maid. Yes, ma’am. Right away.

The modal auxiliaries can, could, may, will, and would are used to make requests.
But we can well mark a slightly different way from the others.
1. The use of ‘can’ is informal, while could is more formal and polite. It suggests a more tentative attitude on the part of the speaker.
2. ‘May’ is used rather in a formal way to express a request.
3. ‘Will’ is also used to make requests when we don’t need to be particularly formal or polite.
4. ‘Would’ or would you mind is used for more polite requests or formal (with the 2nd person).

Activity – 1
Make a request to suit each of the situations suggested below, using the word supplied in brackets. In case no word has been suggested, you are free to choose your own words to make the request.
(a) You need some money. Ask a friend to lend you some. (can)
_________________________________
(b) You want a speaker in a seminar to explain something. Ask him to do so. (could/ would)
_________________________________
(c) You want your room key from the receptionist in a hotel. Ask the receptionist to give you the key. (can/may)
_________________________________
(d) You want a visitor to wait a minute while you get ready. (would)
_________________________________
(e) You are carrying a heavy bag. Ask someone to open the door for you. (could)
_________________________________
(f) You are on the phone. You want to speak to the chairman. (may)
_________________________________
(g) You want someone to tell you how to reach the railway station.
_________________________________
(h) You are buying a pair of shoes and want a receipt.
_________________________________
(i) You are working and want everybody to be quiet for some time.
_________________________________
(j) You need something to eat. Ask your mother.
_________________________________
(k) You are on a train and you would like to borrow a newspaper from another passenger, who has just finished reading it.
_________________________________
Answer:
(a) Can you lend me some money?
(b) Could you please explain something?
Would you explain something, please?
(c) Can you please give me the room key?
May I get the room key, please?
(d) Would you wait for a minute, please?
(e) Could you please open the door for me?
(f) May I talk to the chairman, please?
(g) Could you please tell me how to reach the railway station?
(h) Would you give me the receipt, please?
(Or) Could you please give me the receipt?
(i) Could you be silent for some time, please?
Would you mind keeping silent for some time?
(j) Can you give me something to eat?
(k) Would you mind giving me the newspaper for some time?

Activity – 2
Monisha is ill in bed and has to request her friend to do things for her. Use can, will, could or would for the requests that she must make. (More than one answer may be possible.)
(a) Monisha wants some books to read. She would like her friend to get some.
_________________________________
(b) Monisha doesn’t want to be disturbed by visitors.
_________________________________
(c) Monisha wants her friend to write a letter for her.
_________________________________
(d) Monisha wants some vegetable soup for lunch.
_________________________________
(e) Monisha wants her friend to fetch the mobile phone, which is in the next room.
_________________________________
(f) Monisha wants her friend not to go out and leave her alone.
_________________________________
(g) Monisha wants her friend to wash her clothes.
_________________________________
Answer:
(a) Can you lend me some books, please?
(b) Would you mind stop talking?
(c) Can you please write a letter for me?
(d) Could you/Can you provide me some vegetable soup for lunch, please?
(e) Can you get me the mobile phone from the next room, please?
(f) Would you stay for some time here, please?
(g) Can you please wash my clothes?

Activity – 3
Seema is staying in Leena’s home as a guest, and Leena has to request Seema to do a few things for her, which she is not able to do herself, for some reason or the other. Here is an example.
Seema, could you please clean the dishes after dinner? I’ve got to go to the market to buy a few things.
Can you make a few more requests to Seema on behalf of Leena, using the clues below? You also have to provide a reason for each request. (You should be specially polite while making more unusual requests.)
(a) switch off the lights
_________________________________
(b) make some tea
_________________________________
(c) water the plants in the garden
_________________________________
(d) feed the dog
_________________________________
(e) take the rubbish out of the dustbin
_________________________________
(f) take care of the neighbor’s children
_________________________________
(g) cook dinner
_________________________________
Answer:
(a) Could you please switch off the lights? I have to sweep the room.
(b) Could you please make me some tea?
I have got to wash my dresses.
(c) Would you please water the plants in the garden? I’ve to nurse my grandfather.
(d) Would you mind feeding the dog? I have got to do shopping.
I have to wash the utensils.
(e) Could you take the rubbish out of the dustbin, please?
I have to wash the utensils.
(f) Could you take care of the neighbor’s children, please? I have to have my bath.
(g) Could you please cook dinner?
I’ve, some sums to work out.

SECTION – 2

Asking for and granting permission
(using can, could, may, would)
Look at the examples below.
(a) Tarun: Can I use your typewriter to type out an application?
Friend: Yes, of course, you can.
(b) Tapas: Could I use the telephone?
Receptionist: Yes, sir. But this one is only for local calls.
(c) Journalist: Mr. Prime Minister, may I ask what you plan to do for unemployed engineers?
Prime Minister: New jobs are being created for them.
(d) Shefali: Would you mind if I sat here?
Stranger: No, not at all.
Can is used for permission usually in an informal style. When we talk to our intimate/ private men and women, we use ‘can’ for permission, and ‘could is used for permission when we are not sure whether the permission will be granted. It is usually used in ‘formal’ situations (i.e., for unknown people). Do remember this ‘could’ modal verb’ is never used to give permission to someone.
‘May and Would you mind’ are usually used for permission in a formal style. The speaker is even less sure of getting permission or feels that permission is likely to be refused.

Activity – 4
Ask for permission using can, could, or may. (More than one answer is possible.)
(a) You are at a seminar where someone is speaking. You want to ask the speaker a question.
Excuse me: _________________________________
(b) You are late for your English class. You want the teacher’s permission to get in.
_________________________________
(c) You are interviewing an actor. You would like to ask him something about his personal life.
_________________________________
(d) Yon wants to stay in the hostel. Ask the hostel warden for permission.
_________________________________
(e) You want to join the cricket team of your college. Ask the teacher in charge of the games.
_________________________________
(f) You have been invited to dinner by someone you do not know very well. You would like to ask for another piece of chicken.
_________________________________
(g) Your friend has a book that you want to read. Ask him/her.
_________________________________
Answer:
(a) You are at a seminar where someone is speaking. You want to ask the speaker a question.
Excuse me, could I ask you a question?
(b) You are late for your English class. You want the teacher’s permission to get in. Could, I get into the class? Or, May I come in?
(c) You are interviewing an actor. You would like to ask him something about his personal life.
Would you mind telling me a few words on your personal life?
Or, May I ask a few questions on your personal life?
(d) You want to stay in the hostel. Ask the hostel warden for permission.
Could you allow/grant me to stay in the hostel?
(e) You want to join the cricket team of your college. Ask the teacher in charge of the games.
Could I join the cricket team this year?
(f) You have been invited to dinner by someone you do not know very well. You would like to ask for another piece of chicken.
Could you give me one more piece of chicken?
(g) Your friend has a book that you want to read. Ask him/her.
Can you lend me your book for a night?

Activity – 5
Imagine that you are a guest at the places mentioned below. Use can (informal), could (semi-formal) or may (formal) to ask for permission to do a different thing at each place. (One has been done for you.) At your grandparents home Can I use the phone, grandfather?
(a) At your teacher’s home.
_________________________________
(b) At your neighbor’s home.
_________________________________
(c) At the house of a favorite uncle.
_________________________________
(d) At the house of a close friend.
_________________________________
(e) At the house of someone you are visiting for the first time.
_________________________________
(f) At the house of a friend of your elder brother.
_________________________________
(g) At a distant relative’s home
_________________________________
Answer:
(a) Could I use your bicycle?
(b) Can I use your comb?
(c) Can I have your photograph?
(d) Can I ride your scooter?
(e) Could I use your dictionary?
(f) Could I use your pen?
(g) Could I / May I switch on the TV?

Activity – 6
Say whether the sentences below are used to ask for permission or to make a request or whether they are used in formal or informal situations.
(a) Mr. Mohanty, would you please tell all the teachers to come for a meeting in my office at 3 o’clock?
(b) Can you put this parcel on the table, please?
(c) May I ask you a question about this job, sir?
(d) Would you mind sitting on that chair?
(e) Could you pass the salt, please?
(f) Can my friend stay here too?
(g) May I wait in the corridor outside?
Answer:
(a) Formal request
(b) Informal request
(c) Formal request
(d) More formal request
(e) Formal request
(f) Informal permission
(g) Formal permission

SECTION – 3

Making an offer to help (using will, would, shall, can, could)
(a) Rina: I want to take this bag with me.
Chhabi: I will (can) carry it for you.
Rina: Oh, thanks.
(b) Tarak: 1 must leave now.
Puma: Shall (Can) I get a taxi for you?
Tarak: Yes, please.
(c) Host: Would you like some more chicken?
Guest: Yes, please. Thank you.
(d) Pinaki : (to his friend’s friend) Could I buy the tickets for you?
Friends friend: Thank you very much.

Will, shall, and can are used in informal English to offer help to someone. will and shall are commonly abbreviated to ‘il (ill, We’ll, etc.) Will is used only in statements (e.g., I’ll carry your bag) but shall and can are used in questions as well as statements (e.g., Shall I carry your bag ? Can I carry your bag ? or I shall carry your bag / I can carn your bag). Could and would are used in questions as well as statements to offer help, in more formal situations. (e.g., could j carry your bag? ¡ could carry your bag!
Would you like me to carry your bag? I would be happy to carry your bag, etc.).

Activity – 7
Make offers to suit the following situations.
(a) Your friend accidentally drops his pen on the floor.
_________________________________
(b) An old man wants you to make room for him to sit down.
_________________________________
(c) A patient is sweating profusely and the windows are closed.
_________________________________
(d) An old man is carrying a heavy suitcase and gasping for breath.
_________________________________
(e) Your principal wants to get some medicines from a pharmacy.
_________________________________
(f) A stranger wants to go to a particular place and you are on a motorbike.
_________________________________
(g) Your friend does not have enough money to buy a book he needs.
_________________________________
(h) Your mother is not able to cook as she is unwell.
_________________________________
(i) Your sister is not able to work out a sum.
_________________________________
(j) Your younger brother is trying to reach a book on the top shelf of a cupboard.
_________________________________
Answer:
(a) Shall I/Can I lift it from the floor?
(Or) I’ll lift it form the floor.
(b) Would/Could I give you a seat here?
(c) Could/Would I open the windows for you?
(d) Could I carry the suitcase for you?
(e) Would / Could I bring some medicines for you, sir?
(f) Could I give you a lift?
(g) Shall / Can I lend you some money?
(h) I’ll cook for you.
(Or) Shall / Can I cook for you?
(i) Shall/Can I work out the sum for you?
(j) I’ll (will) get the book for you.
(Or) Shall/Can I get the book for you?

Activity-8
Study the offers below and say which ones are made in a formal situation in which each one could have been made.
(a) Shall I call the doctor for you?
_________________________________
(b) Would you like me to call the police?
_________________________________
(c) Shall I switch off the light?
_________________________________
(d) I can lend you two hundred rupees if you like.
_________________________________
(e) I’ll help you make the bed.
_________________________________
(f) Could I wait for you at the gate?
_________________________________
Answer:
(a) Shall I call the doctor for you?
Yes, I’m unwell, (formal)
(b) Would you like me to call the police?
Yes, I have to see the man stabbed.
(c) Shall I switch off the light?
Yes, I am awful tired now. (formal)
(d) I can lend you two hundred rupees if you like.
I’m badly in need of some money now. Oh, thanks.
(e) I’ll help you make the bed.
It’s very kind of you. I’m running a temperature now. (formal)
(f) Could I wait for you at the gate?
Yes, you may come and receive my other friends. (formal)

SECTION – 4

Making a suggestion (using shall, can, could)
(a) Pramod: It’s a lovely day. Shall we go for a walk?
Prashant: Yes, let’s do that.
(b) Nilima: Sisir is becoming more and more difficult to handle.
Manisha: We can talk to him if you like.
Nilima : No, I’ll manage without him.
(c) Girija: We need Sima’s room for the guest.
But she has gone home.
Gauri: We could go to her village tomorrow and collect the key.
In the sentences above, different ways of making suggestions have been shown.
The commonly used words are: Shall we /Can we /Could we (in questions), or You can /We can / We could….. (in statements), used together with if you like/want.
Suggestions can also be made by using let us (let’s), why don’t you/ we…. ? or how / what about…. ? Let’s and why don’t you/we…. ? are followed by the infinitive without to (e.g. Let’s stop here; why don’t you ask him ?, while How/What about….. ? are followed by an ‘-ing’ form (e.g., How about stopping here and eating lunch ?)

Activity – 9
Make suggestions to suit the following situations. (More than one answer is possible.)
(a) You think, your friend and you should go for a walk.
_________________________________
(b) You would like to have dinner at a restaurant with your neighbor.
_________________________________
(c) You feel like going to the park with your mother.
_________________________________
(d) You would like your father to take you to an uncle’s house.
_________________________________
(e) You have met somebody for the first time at a friend’s house. He is watching a film on television, but you would like to watch a cricket match, on a different channel.
_________________________________
(f) You feel like going to the theatre with some friends.
_________________________________
(g) It is 11.00 p.m. Your roommate in the hostel is reading a book, but you would like to sleep.
_________________________________
Answer:
(a) Let’s go for a walk.
Or, Can/Shall we go for a walk?
(b) Shall/Can we have dinner at a restaurant?
(c) Why don’t we got to the park now?
(d) Why don’t you take me to my uncle’s house?
(e) Could you change this channel? Let us see the cricket match in D.D. Sports.
(f) Let’s go to the theatre now.
Or, Why don’t we got to the theatre as we have some free moments now?
(g) Could you switch off the light? Let’s go to bed.

Activity – 10
Your friends and you are putting up a cultural show in your college. Make suggestions about the arrangements for the show, using the hints below. Study the example below and write your sentences.
(i) the place where the show is to be put up
(ii) decorating the stage
(iii) fixing the lights
(iv) getting singers and musicians to perform
(v) setting up the sound system
(vi) the guests to be invited
(vii) the refreshments to be served
Answer:
Example: We can invite the Chief Minister to be the Chief Guest.
(i) Shall we select/choose the old auditorium for the show?
(ii) Why don’t we decorate the stage by ourselves?
(iii) We shall invite the electrician for fixing the lights.
(iv) Let’s invite Akshay Mohanty and party for the musical show.
(v) What about setting up the sound system?
(vi) Why don’t we invite the Chief Minister and the Minister for Mass Education to be the guests?
(vii) The volunteers shall serve refreshments for the guests.

Activity – 11
Which of the following offer and which are suggestions? Say whether they are formal or informal.
(a) I can pay for your ticket if you like.
(b) What shall I do in case I don’t find Ram at home?
(c) Would you like them to wait for you?
(d) We could leave it until later.
(e) I can lend you the book.
(f) Could we paint this wall for you?
Answer:
(a) offer informal
(b) offer informal
(c) offer formal
(d) suggestion informal
(e) offer informal
(f) offer informal

SECTION – 5

1. Expressing ability to do something (using can be able to)
Study the following dialogues.
(a) Interviewer: Can you type?
Candidate: Yes sir. I can also take dictation in shorthand.
Interviewer: Will you be able to talk to our foreign clients?
Candidate: Yes sir. I can speak German and Italian.
(b) Teacher: Who can solve this problem?
Student: I can.
‘Can’ the modal in the above conversation is used to mean ‘ability ’ in general. ‘Be + able to’ is also used to mean the same meaning ‘ability’ to do something. ‘Can’ is informal/usual and ‘be + able to’ is usually formal.

Activity – 12
Complete the sentences below using can or be able to. (In some of the sentences, it will not be possible to use can.)
(a) Ask Karim about your friend’s condition. He might — tell you something.
(b) Ravi was bom and educated in Hyderabad. He — speaks Telugu.
(c) My friend can’t understand my problem. She’s never — understand it.
(d) I can’t lend you money but I — get the book for you.
(e) Meera — read Tamil but she doesn’t have any Tamil books.
(f) I haven’t — buy any books lately.
(g) We — travel a lot but we can’t do it now.
(h) Meet your teacher tomorrow. He — explain the question to you.
Answer:
(a) Ask Karim about your friend’s condition. He might be able to tell you something.
(b) Ravi was born and educated in Hyderabad. He can speak Telugu.
(c) My friend can’t understand my problem. She has never been able to understand it.
(d) I can’t lend you money but I will be able to get the book for you.
(e) Meera can read Tamil but she doesn’t have any Tamil books.
(f) I haven’t been able to buy any books lately.
(g) We used to be able to travel a lot but we can’t do it now.
(h) Meet your teacher tomorrow. He will be able to explain the question to you.

Activity – 13
List five things that you can do.
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
List five things that you can’t do.
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
Answer:
List five things that you can do.
1. I can lift this heavy box.
2. I will be able to get the first division.
3. I can speak and write in three languages.
4. I can give the answer to that question.
5. I will be able to swim in the river.

List five things that you can’t do.
1. I can’t lift an elephant.
2. I won’t be able to swim in the river.
3. I can’t read Greek.
4. I won’t be able to run 5 km at a stretch.
5. I won’t be able to get a medal in swimming

Activity – 14
A new student has joined your class. As the Secretary of the College Union, you would like to know which activities your new classmate would be able to take part in. Frame at least five questions that you might want to ask him and provide the answers that might be given.
Q. Can you draw and paint?
A. Yes, I can / No, I can’t.
1. Q. _________________________________
A. _________________________________
2. Q. _________________________________
A. _________________________________
3. Q. _________________________________
A. _________________________________
4. Q. _________________________________
A. _________________________________
5. Q. _________________________________
A. _________________________________
Answer:
Question 1.
Will you be able to contact the guests?
Answer:
Yes, I can.

Question 2.
Can you speak Hindi fluently?
Answer:
Yes, I can.

Question 3.
Will you be able to do shopping?
Answer:
Yes, I can do the shopping.

Question 4.
Will you be able to take care of the guests?
Answer:
Yes, I can.

Question 5.
Will you be able to see the seat arrangements?
Answer:
Yes, I can.

2. General ability versus the ability to do something in a particular situation. Look at the following sentences.

• Mohan could speak Assamese when he was a boy.
• When I was in London I could visit the museum every day.
• I had only a brief meeting with the Principal, but I was able to explain my difficulties to him.

In Sentence 1, could is used to refer to the general ability to do something that somebody possessed (in the past), while in Sentence 2, could indicate that the opportunity to do something was available. In Sentence 3, was able to indicate the ability, or the opportunity, to perform an action in a particular situation. Could is not used in such a context. Sometimes could is the past of ‘can’. We use ‘could’ to say that someone had the general ability to do something. But ‘was/were able to’ is used to indicate the past ‘ability + performance’ (result) which means ‘managed to do something in one particular situation.

Activity – 15
Use could or was/were able to in the sentences below. Use a negative if necessary. More than one answer is possible.
(a) The author of the book learned to write very early in life. He — write short stories when he was at school.
(b) My scooter didn’t start. Luckily I — borrowed a bicycle and got there in time for the interview.
(c) It was dark. We — see a thing.
(d) The children were warned that a fire had started, and they — move their belongings in time.
(e) I — meet my friend as the bus had left.
(f) The people in the neighboring village were having a party last night and you — have joined them.
(g) My friend ran after the bus and — get on.
(h) The freedom fighters had to live in the jungles for months. They — survive without food for several days.
Answer:
(a) The author of this book learned to write very early in life. He was able to write short stories when he was at school.
(b) My scooter didn’t start. Luckily I was able to borrow a bicycle and got there in time for the interview.
(c) It was dark. We couldn’t see a thing.
(d) The children were warned that a fire had started, and they were able to move their belongings in time.
(e) I could not meet my friend as the bus had left.
(f) The people in the neighboring village were having a party last night and you could have joined them.
(g) My friend ran after the bus and was able to get on.
(h) The freedom fighters had to live in the jungles for months. They were able to survive without food for several days.

Activity – 16
Saurabh is 40. Sometimes he feels that he has wasted his life. Read about Saurabh and replace some of the words with could have …, as shown in the example below.
Example: When Saurabh was 15 he had a chance to go abroad, but he decided not to go.
Ans. When Saurabh was 15 he could have gone abroad.
(a) Saurabh got a scholarship to study in a reputed public school. But he didn’t go.
_________________________________
(b) He was a good speaker, but he decided not to participate in debates.
_________________________________
(c) He had the opportunity to learn music under a famous teacher, but he decided against it.
_________________________________
(d) He was intelligent enough to come out first in the examination, but he did not try.
_________________________________
(e) He had the opportunity to start a business, but he did not want to.
_________________________________
(f) Everyone thought he had the creativity to write novels, but he never tried.
_________________________________
Answer:
(a) Saurabh could have studied in a reputed public school when he was young.
(b) He could have participated in debates when he was in school.
(c) He could have learned music under a famous teacher when he was 20 years old.
(d) He could have come out first in the examination if he had studied sincerely.
(e) He could have started a business when he was 30 years old.
(f) When he was 25 years old, he could have written novels.

Activity – 17
Use can, can’t, could, couldn’t was/were able to, where required. (Alternative answers are possible.)
(a) She — even speak properly when she was a girl, but now she’s a famous singer.
(b) Did you see anybody in the park? No, I — find anybody.
(c) An eagle — fly for hours.
(d) When my sister was just 7, she — speak Hindi much more fluently than she — now.
(e) On the fifth day the rescuers saw the children and — reach them without too much trouble.
(f) After weeks of training, I — climb some of the coconut trees.
Answer:
(a) She could not even speak properly when she was a girl, but now she’s a famous singer.
(b) Did you see anybody in the park? No, I could not find anybody.
(c) An eagle can fly for hours.
(d) When my sister was just 7, she was able to speak Hindi much more fluently than she can now.
(e) On the fifth day the rescuers saw the children and were able to reach them without too much trouble.
(f) After weeks of training, I was able to climb some of the coconut trees.

SECTION – 6

Indicating possibility (using may, can)
(a) This house is too small. We may sell it and buy a bigger one.
(b) That box is too heavy for you. You may drop it.
(c) Camels can survive for weeks in the desert, without water.
(d) Smoking can cause cancer.
‘May’ is used to express a specific possibility in the present or future. It can refer to a single occasion. But ‘can ’ is used to express a general theoretical possibility.

Activity – 18
Use can or may, as required, in the following sentences.
(a) The government — hike the bus fares next month.
(b) The villagers — convert this building into a hospital if everyone agrees.
(c) This medicine — cure any disease.
(d) My friends — put on a play here again next year.
(e) We’re going to do something different this year. We — decide to hire a professional drama group.
(f) Your boss is impressed with your work. You — get a promotion soon.
(g) The presence of lead particles in the air — cause brain damage in children.
(h) The machine has broken down and — takes some time to repair.
Answer:
(a) The government may hike the bus fares next month.
(b) The villagers may convert this building into a hospital if everyone agrees.
(c) This medicine can cure any disease.
(d) My friends may put on a play here again next year.
(e) We’re going to do something different this year. We may decide to hire a professional drama group.
(f) Your boss is impressed with your work. You may get a promotion soon.
(g) The presence of lead particles in the air can cause brain damage in children.
(h) The machine has broken down and may take some time to repair.

Activity – 19
A group of engineers has come up with a number of unusual products, for use at home. These products are :
1. A battery-operated fan.
2. A portable water heater.
3. Writing paper that glows in the dark.
4. Shirts made of edible material.
5. Shoes with a built-in alarm clock.
6. A bicycle that can float.
Think of some situations in which these products could prove to be very useful and frame sentences suggesting (to prospective customers) some possible uses for the products. One example is given.
Example
1. You can use the battery-operated fan to cool yourself when you are sitting in your garden.
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
6. _________________________________
Answer:
2. You can use the portable water heater when you go outside during chilly winter.
3. You can use writing paper that glows in the dark when there is no light.
4. You can use shirts made of edible material if you need.
5. You can use shoes with a built-in alarm clock to make use of the time properly.
6. You can use a bicycle that can float when you want to cross a flooded river.

SECTION – 7

Indicating present or future possibility (using may, might or could)
Look at the following sentences.
(a) Where’s Madhuri? She may/might / could be in the garden.
(b) There’s someone at the gate. It may / might / could be the postman.
(c) They’re not cooking dinner. They may / might / could be planning to go out tonight.
May, might, and could are used here to talk about present or future possibilities. Might is normally a little less sure than may, and could is less sure than may or might. Note that we can’t use can in the above examples. Can you say why? (Hint: Refer to the difference between can and may.)
‘May, might could’ all three models are used in sentences for possibility. There is still a little difference between them. May is a bit stronger than might or could. ‘Might’ is a little less sure than ‘may’ and ‘could’ is less sure than ‘may or might’.

Activity – 20
Rewrite the following sentences using ‘might’ or ‘could’.
(a) It is possible that she is cheating you.
_________________________________
(b) It is possible that they’ll come in the evening.
_________________________________
(c) It is possible that he is planning to sell the car.
_________________________________
(d) It is possible that she is telling the truth.
_________________________________
(e) This statement possibly contradicts his earlier statement.
_________________________________
(f) It is possible that one of them is a spy.
_________________________________
Answer:
(a) She might cheat me.
(b) They could come in the evening.
(c) He might sell the car.
(d) She might tell the truth.
(e) He might contradict his earlier statement.
(f) He might be a spy.

Activity – 21
Use may, might or could, together with the appropriate forms of the verbs in brackets.
1. Who is the girl Madhu is talking to? I’m not sure. She — (be) her sister.
2. Why are the boys shouting? I don’t know. They — (play).
3. Where is Manisha? I have no idea. She — (study) in the library.
4. Who is that man with Vijay? I’m not sure. It — (be) his uncle.
5. Shall I tell the Minister about you? You’d better not. He — (think) I want to ask him for a favor.
Answer:
1. Who is the girl Madhu is talking to? I’m not sure. She might be her sister.
2. Why are the boys shouting? I don’t know. The might he plane.
3. Where is Manisha? I have no idea. She might be studying in the library.
4. Who is that man with Vijay? I’m not sure. It might be his uncle.
5. Shall I tell the Minister about you? You’d better not. He may think I want to ask him for a favor.

Activity – 22
You are going for a walk, and you suddenly see a mysterious flying object, high up in the sky. Make five guesses about what the object could be.
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
Answers
1. It might be a skylark.
2. It may be a balloon.
3. It might be a parachute.
4. It could be the wing of a damaged airplane.
5. It might be a soldier falling from an aircraft.

SECTION – 8

Referring to possibility in the past (using may, might, or could)
Look at the examples below.
(a) She was not in the hostel yesterday. She might / could have gone home.
(b) A: Do you think he saw you?
B: No, he was too far away. He couldn’t have seen me.
(c) You were stupid to throw stones at the dog. It might have attacked you.
We use may/might/could, together with some verbs in the present perfect form, to talk about the possibility in the past.

Activity – 23
Complete the sentences below, expressing possibility in the past.
(a) The other teams weren’t good, so our team — (win). „
(b) You know where the library is, don’t you? You — (pass) it on your way here.
(c) Why didn’t your friend answer the phone? He — (not/ hear) it ringing.
(d) The light’s on. They — (forget) to switch it off.
(e) I did not hear the child’s voice, and I thought he — (fall asleep).
(f) Our teacher is not at home. He — (go) to meet a friend.
(g) How did you get that stain on your saree? I’m not sure. The baby — (drop) food on it.
(h) A: I can’t find my umbrella. Have you seen it?
B: No. You — (leave) in the restaurant.
Answer:
(a) The other teams weren’t good, so our team might have won.
(b) You know where the library is, don’t you? You might have passed it on your way here.
(c) Why didn’t your friend answer the phone? He could/might not have heard it ringing.
(d) The light’s on. They might have forgotten to switch it off.
(e) I did not hear the child’s voice, and I thought he could/might have fallen asleep.
(f) Our teacher is not at home. He could have gone to meet a friend.
(g) How did you get that stain on your saree? I’m not sure. The baby might/could have dropped food on it.
(h) A: I can’t find my umbrella. Have you seen it?
B: No. You might/could have left in the restaurant.

SECTION – 9

Making a deduction (using must have/can’t have)
Look at the following example.
The old man has not had anything to eat for the last two days. He must be starving.
The speaker is deducing something (starving). She / He takes the help of logical analysis or the basis of evidence that is available. She / He is very much sure that what he/she says is correct. So in the above example, ‘must’ is used for deduction. Can’t: In negative sentences for logical analysis/conclusion ‘can’t’ is used. The speaker is very sure about some negative conclusion that she/he has reached. The use of ‘must have ’ and ‘can’t have ’ shows that the speaker has made a deduction about something that happened in the past.
Example
1. Ramesh has done very well in the examination. He must have worked really hard.
2. The library was closed all day yesterday. You can’t have been there yesterday.

Activity – 24
Answer the questions in Column A, using must or can’t, and choosing a suitable reason from Column B. (One answer has been provided.)

Example: (She can’t be ill. She has gone swimming.)
Answer:
2. They must be sleeping. Their bedroom lights are off.
3. He must be happy. He has just got a job.
4. He can’t be a Bengali. He speaks Telugu.
5. The shopkeeper can’t be honest. He charged more than the price.
6. These boys must be naughty. They play tricks on everyone.
7. She can’t be married. She is too young.

Activity – 25
Consider the situations below and use the words in brackets to frame sentences with ‘/must have’ and ‘can’t have
(a) Satish got the first division in the exam. (He / works hard)
_________________________________
(b) Someone saw Sudha in the college library at 8.00 a.m. yesterday. (She / stays / in bed / all morning)
_________________________________
(c) The traffic lights were red and the car stopped, (the driver/see / the red light)
_________________________________
(d) He knows a lot about teaching. ( He / a teacher when he was young)
_________________________________
(e) Girish knew exactly what to do. (He / learns / the skills / very carefully)
_________________________________
(f) My friend knew everything about our plan. (He / listens / to our conversation)
_________________________________
(g) Janaki walked past me without speaking. (She / see / me)
_________________________________
(h) There are five stitches on her head. (She / have / an accident)
_________________________________
Answer:
(a) He must have worked hard.
(b) She can’t have stayed in bed all morning.
(c) The driver must have seen the red light.
(d) He must have been a teacher when he was young.
(e) He must have learnt the skills very carefully.
(f) He must have listened to our conversation.
(g) She can’t have seen me.
(h) She must have had an accident.

SECTION – 10

Offering advice (using should, ought to, had better, be supposed to)
(a) If your toothache is not getting better, you should see a dentist.
(b) They really looked after you well. You ought to write a letter of thanks.
(c) Your roommates are complaining. You had better turn the music down.
Should and ought to are used to ask for as well as give advice. Ought to is preferred when the advice is given by someone in authority.
‘Had better’ (generally abbreviated to better) indicates a strong recommendation, made for a particular situation.
Should have … and ought to have … are used to show that someone did not do something (in the past) which was advisable.
Look at the examples below.
1. I should have bought that book yesterday, but I didn’t have the money.
2. Haven’t you been to see your doctor? You ought to have seen him yesterday

Activity – 26
Complete the sentences in the “Advice” column, using ‘should’ or ‘ought to’.

Answer:
i. I should have bought a new pen yesterday, but I didn’t have money.
ii. I should have looked for other books, but I didn’t have free moments.
iii. I should have given some money to the poor, but I didn’t get the key of my drawer.
iv. They ought to have asked their teacher as they did not solve it themselves.
v. I should have gone and collected the glasses from the shop.
vi. I should have taken some days off.

Activity – 27
Produce sentences indicating what the speaker should (not) / ought to have done in given situations.
(a) I’m in trouble because I didn’t wish my boss “Good morning”!
(b) The pen he used to write the examination was not good enough.
(c) Nirmal did not meet Seeta until it was too late.
(d) I’m sorry that he didn’t take your advice.
(e) Smita had to go to the bank opposite the college, but she hired a taxi.
(f) I sent a messenger three days ago, but he has not arrived yet.
(g) She left her books in the canteen. She didn’t find them when she went back.
Answer:
(a) I’m in trouble because I didn’t wish my boss “Good morning”!
I should have wished my boss “Good morning.”
(b) The pen he used to write the examination was not good enough.
He ought to have used a good pen to write the examination.
(c) Nirmal did not meet Seeta until it was too late.
Nirmal should have met Seeta in time.
(d) I’m sorry that he didn’t take your advice. He ought to have taken your advice.
(e) Smita had to go to the bank opposite the college, but she hired a taxi. Smita should not have hired a taxi.
(I) I sent a messenger three days ago, but he has not arrived yet. He should have arrived by this time.
(g) She left her books in the canteen. She didn’t find them when she went back. She should have been very careful.

Activity – 28
What advice would you offer someone in a difficult or dangerous situation, such as an Are, flood, cyclone, a roof falling in, or a wild animal running loose in the city?
Think of at least 7 such situations and form sentences to offer advice, using either had better or had better not.
Example (a fire) You’d better phone the fire brigade.
1. (a burglary) You’d better not _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
6. _________________________________
7. _________________________________
Answer:
1. You’d better not fight against them.
2. (a flood) You’d better take shelter on a hill.
3. (cyclone) You’d better leave that old house.
4. (a wild animal running loose) You’d better not open the door.
5. You’d better telephone the police about the wild animal.
6. (a roof falling in) You’d better leave the house with your family members.
7. (afire) You’d better make lose your cattle.

SECTION – 11

Expressing obligation or necessity (using must have to / had to, got to)
(a) I’ve got terrible pain in my back. I must go and see the doctor.
(b) I have got an appointment. I have to go and see the doctor at 9.00 tomorrow morning.
(c) Our teacher had given us fifty sums to work out. So I had to work late yesterday.
(d) My friend must be waiting for me. I’ve got to hurry.
‘Must’ is used for an internal obligation or when authority comes from the speaker. ‘Have to ’ is normally used for outside direction/obligation or when the authority comes from someone other than the speaker.
We use ‘had to’ when talking about past obligations or necessity. ‘Have got’ is sometimes used instead or ‘have to’ to talk about obligation or necessity but it is more informal.

Activity – 29
Complete the sentences using must or some form of have to. (In some cases, more than one answer is possible.)
(a) I really — find something cheaper. This is too expensive.
(b) A. — you — get a visa to go to Nepal?
B. No, you don’t but you — get one for Pakistan.
(c) You — fill in this form first. You can’t do anything until it is completed.
(d) Sudhir: I’ll meet you at the airport at 9 o’clock then.
Kamal: What! We — check in by 7.30.
(e) Jiban: This medicine tastes horrible. I’m going to take it only once a day.
Jiten: Now, don’t be silly. The doctor says you — take it 3 times a day.
Jiban: All right, I’ll take the medicine after meals.
Jiten: No, you — take the medicine before meals.
(f) You — remember to brush your teeth. If you don’t, you’ll have to go to the dentist.
(g) I — stay in bed yesterday because I wasn’t very well.
(h) I couldn’t go to the party last night because I — look after my youngest sister, who was ill.
Answer:
(a) I really must find something cheaper. This is too expensive.
(b) A: Have you got to get a visa to go to Nepal?
B: No, you don’t, but you have to get one for Pakistan.
(c) You have to fill in this form first. You can’t do anything until it is completed.
(d) Sudhir: I’ll meet you at the airport at 9 o’clock then.
Kamal: What! We have to check in by 7.30.
(e) Jiban: I’ve never tasted such horrible medicine. I’m going to take it only once a day.
Jiten: Now, don’t be silly. The doctor says you have to take it 3 times a day.
Jiban: All right, I’ll take the medicine after meals.
Jiten: No, you have to take the medicine before meals.
(f) You must remember to brush your teeth. If you don’t, you’ll have to go to the dentist.
(g) I had to stay in bed yesterday because I wasn’t very well.
(h) I couldn’t go to the party last night because I had to look after my youngest sister.

SECTION – 12

Expressing prohibition (using mustn’t, needn’t, don’t have to)
(a) You mustn’t jump over that wall. You’ll break your legs.
(b) You mustn’t drive that car. The brakes don’t work.
(c) Tomorrow is a holiday. You needn’t get up early.
(d) They needn’t buy the book. They can get it in the library.
(e) We don’t have to / need to go to a hotel. My mother can cook for us. ‘Mustn’t’ is usually used for prohibition or it is forbidden to do something.
But needn ’t is used for absence or obligation/necessity. Doesn ’t/ don’t have to, doesn’t / don’t need to’ are used when it is not necessary to do something.

Activity – 30
Choose the correct modal.
(a) They’ve been late for class three times this week. They mustn ’t/ needn’t be late again.
(b He mustn’t / needn’t tell our teacher about the meeting. Sudha has already told him.
(c) You mustn’t / don’t have to make any noise going into the house.
It’s very late and everybody is asleep.
(d) I mustn’t / don’t have to hurry. I’ve got plenty of time.
(e) You mustn’t / needn’t open the door before the bus stops. You could fall out.
(f) You don’t have to / mustn’t wash that shirt. It isn’t dirty.
(g) Sima needn’t/ mustn’t finish her essay today. She’s got to hand it in by next Friday.
(h) You needn’t / mustn’t wear your best clothes. You can wear what you like.
Answer:
(a) The mustn’t be late again.
(b) He needn’t tell our teacher about the meeting. Sudha has already told him.
(c) You mustn’t make any noise going into the house. It’s very late and everybody is asleep.
(d) I don’t have to hurry. I’ve got plenty of time.
(e) You mustn’t open the door before the bus stops. You could fall out.
(f) You don’t have to wash that shirt. It isn’t dirty.
(g) Sima needn’t finish her essay today.
She’s got to hand it in by next Friday.
(h) You needn’t wear your best clothes. You can wear what you like.

Activity – 31
List five things which a visitor to a zoo must not do.
1. (A) Visitors to a zoo mustn’t…..
2. (S)he…
3. _________________________________
4. _________________________________
5. _________________________________
6. _________________________________
7. _________________________________
8. _________________________________
Answer:
1. He mustn’t tease the wild animals.
2. He mustn ’t row boats himself in the lake without a guide.
3. He mustn’t throw stones at the birds.
4. He mustn’t give food to any animals there.
5. He mustn’t put his fingers inside a cage.
6. He mustn’t disfigure the walls.
7. He mustn’t go near the crocodiles.
8. He mustn’t terrify the small animals.

Activity – 32
You went on a picnic to some far-away place with a group of friends. As you did not know what things would be available there, you made elaborate preparations. Now, after your return, you are narrating your experiences to another group of friends, who would also like to go on a picnic to the same spot.
Tell your friends which of the arrangements made by you were necessary, and which of them were either unnecessary or proved to be unnecessary. Use had to, needed to, didn’t need to, didn’t have to, and need not have to talk about the arrangements which were either necessary or unnecessary.
Here are some of the arrangements that were made.
1. hiring a bus
2. buying fire-wood for cooking
3. carrying water for drinking and cooking
4. carrying food materials: rice daal, vegetables, meat
5. finding a place to cook in
6. finding a place to serve the food
7. going to places of interest nearby
8. thinking of ways to keep yourself entertained
9. washing utensils after the meal
10. making arrangements for the return journey.
Answer:
1. We had to hire a bus for the picnic.
2. We needn’t have to / didn’t have to buy firewood for cooking as it as plentily available there.
3. We didn’t have to carry water for drinking and cooking.
4. We had to carry food materials: rice, daal, vegetables, and meat.
5. We needed to / had to find a place to cook in.
6. We needed to find a place to serve the food.
7. We needn’t have to go to places of interest nearby.
8. We had to think of ways to keep ourselves entertained.
9. We needed to wash the utensils after the meal.
10. We needn’t have to make arrangements for the return journey as we had already arranged before.

Multiple-Choice Questions (MCQs) with Answers

Question 1.
Rain has stopped; you ___________ carry an umbrella with you.
(A) mustn’t
(B) ought not
(C) needn’t
(D) won’t
Answer:
(C) needn’t

Question 2.
A judge ___________ be upright.
(A) shall
(B) will
(C) must
(D) could
Answer:
(C) must

Question 3.
He ___________be at least thirty years old.
(A) can
(B) should
(C) will
(D) must
Answer:
(D) must

Question 4.
Shut the window, ___________?
(A) will you
(B) would you
(C) could you
(D) none of these
Answer:
(B) would you

Question 5.
___________ you open the door, please?
(A) Shall
(B) Will
(C) Can
(D) May
Answer:
(B) Will

Question 6.
You do ___________as you are told.
(A) will
(B) can
(C) must
(D) shall
Answer:
(D) shall

Question 7.
I ___________ try if you wish.
(A) shall
(B) will
(C) should
(D) would
Answer:
(B) will

Question 8.
_____ you rather have tea or coffee?
(A) Should
(B) Will
(C) Would
(D) Can
Answer:
(C) Would

Question 9.
He _____ prefers to have coffee.
(A) will
(B) can
(C) would
(D) none of these
Answer:
(C) would

Question 10.
We _____ disobey our parents.
(A) needn’t
(B) mustn’t
(C) can’t
(D) wouldn’t
Answer:
(B) mustn’t

Question 11.
I ____ do it now.
(A) could
(B) should
(C) can
(D) might
Answer:
(C) can

Question 12.
They worked hard and they succeed.
(A) may
(B) could
(C) might
(D) should
Answer:
(C) might

Question 13.
Let’s go for cricket, _____ we?
(A) should
(B) could
(C) would
(D) shall
Answer:
(D) shall

Question 14.
It _____ rain tonight.
(A) can
(B) could
(C) should
(D) may
Answer:
(D) may

Question 15.
I ___________ do it long ago.
(A) could
(B) might
(C) should
(D) would
Answer:
(A) could

Question l6.
He is so weak that he _____ walks.
(A) will not
(B) would not
(C) cannot
(D) may not
Answer:
(C) cannot

Question 17.
You ____ go now.
(A) can
(B) could
(C) ought
(D) none of these
Answer:
(A) can

Question 18.
_____ I use your telephone directory?
(A) May
(B) Can
(C) Shall
(D) both (A) and (B)
Answer:
(D) both (A) and (B)

Question 19.
If you do this, you _____ be punished.
(A) will
(B) would
(C) shall
(D) can
Answer:
(A) will

Question 20.
I ____ do as you did.
(A) could
(B) should
(C) can
(D) would
Answer:
(D) would

Question 21.
Take heed less you ____ fall.
(A) would
(B) should
(C) might
(D) could
Answer:
(B) should

Question 22.
I _____ have my work here.
(A) must
(B) may
(C) can
(D) none of these
Answer:
(A) must

Question 23.
You _____ if the Court had instructed you to do so.
(A) shall have attended
(B) would have to attend
(C) would have had to attend
(D) would attend
Answer:
(C) would have had to attend

Question 24.
Tell my mother that she _____ telephone me at work for I will be home by seven o’clock this evening.
(A) needs not to
(B) need not to
(C) has no need
(D) need not
Answer:
(D) need not

Question 25.
The fire spread through the building quickly but everybody ___________.
(A) was able to escape
(B) managed to escape
(C) could escape
(D) both (A) and (B)
Answer:
(D) both (A) and (B)

Question 26.
The phone is ringing. It ___________be Tim.
(A) might
(B) can
(C) could
(D) both (A) and (C)
Answer:
(D) both (A) and (C)

Question 27.
Why did you stay at a hotel when you went to New York? You _____ with Barbara.
(A) can stay
(B) could stay
(C) could have stayed
(D) none of these
Answer:
(C) could have stayed

Question 28.
I’ve lost one of my gloves. I ___________ it somewhere.
(A) must drop
(B) must have dropped
(C) must be dropping
(D) must have been dropping
Answer:
(B) must have dropped

Question 29.
Take an umbrella with you when you go out, It _____ rain later.
(A) may
(B) might
(C) can
(D) could
Answer:
(A) may

Question 30.
What was wrong with you? Why ___________ go to the hospital?
(A) had you to
(B) did you have to
(C) must you
(D) none of these
Answer:
(B) did you have to

Question 31.
There’s plenty of time. You ___________ hurry.
(A) don’t have to
(B) mustn’t
(C) needn’t
(D) none of these
Answer:
(A) don’t have to

Question 32.
It was a great party last night. You _____ come. Why didn’t you?
(A) must have
(B) should have
(C) ought to have
(D) had to
Answer:
(B) should have

Question 33.
Jane ______ a car.
(A) suggested that I buy
(B) suggested that I should buy
(C) suggested me to buy
(D) none of these
Answer:
(A) suggested that I buy

Question 34.
I think all drivers _____ seat belts.
(A) should wear
(B) had better wear
(C) had better to wear
(D) none of these
Answer:
(A) should wear

Question 35.
It’s late. It’s time ___________ home.
(A) we go
(B) we must go
(C) we should go
(D) we went
Answer:
(D) we went

Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Chapter 3 The Portrait of a Lady Textbook Exercise Questions and Answers.

CHSE Odisha 12th Class English Solutions Chapter 3 The Portrait of a Lady

CHSE Odisha Class 12 English The Portrait of a Lady Text Book Questions and Answers

Unit Wise Gist and Glossary:

UNIT – I:
Gist:
The writer speaks of his own grandmother. By the time, he wrote the story, she was quite old and all her hair had been white. Her wrinkled face and body gave him a kind of surprise. Twenty years have elapsed since the writer had been with his grandmother. People said that once the old lady was as beautiful as a fairy. Her husband – the writer’s grandfather was also very handsome. His photo was being hung in the drawing room of the writer.

He was clad in a big turban and loose-fitting clothes. The writer noticed his ripe old age. Grandmother had always been short and fat, and her back was slightly bent. Wrinkles were across her face. When the writer came to know her, she had been in such a condition. She was always clad in a spotless white saree. Her silver locks were spread messily over her pale, wrinkled face. She was always in a state of saying a prayer that could not be heard distinctly. She was beautiful. She was a picture of calmness. She had a divine beauty.
ସାରମର୍ମ :
ଲେଖକ ତାଙ୍କ ନିଜ ବୁଢ଼ୀମା’ଙ୍କ ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ଯେତେବେଳେ ସେ ଗଛଟି ଲେଖିଥିଲେ, ସେତେବେଳକୁ ତାଙ୍କ ବୁଢ଼ୀମା’ ସମ୍ପୂର୍ଣ୍ଣ ବୁଢ଼ୀ ହୋଇଯାଇଥିଲେ ଏବଂ ତାଙ୍କର ସମସ୍ତ କେଶ ଧଳା ହୋଇ ଯାଇଥିଲା । ତାଙ୍କର କୁଞ୍ଚ୍ ମୁଖମଣ୍ଡଳ ଓ ଶରୀର ତାଙ୍କୁ ଏକପ୍ରକାର ବିସ୍ମିତ କରୁଥିଲା । ଦୀର୍ଘ ୨୦ ବର୍ଷ ଧରି ସେ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ସହିତ ଥିଲେ । ଲୋକମାନେ କହୁଥିଲେ ଯେ ଏକଦା ଏହି ବୁଢ଼ୀ ସ୍ତ୍ରୀଲୋକଜଣକ ପରୀ ଭଳି ସୁନ୍ଦରୀ ଥିଲେ । ତାଙ୍କ ସ୍ଵାମୀ –ଲେଖକଙ୍କ ବୁଢ଼ାବାପା ଖୁବ୍ ସୁନ୍ଦର ଥିଲେ । ତାଙ୍କ ଫଟୋ ଲେଖକଙ୍କ ବୈଠକଘରେ ଟଙ୍ଗା ଯାଇଥିଲା । ବଡ଼ ପଗଡ଼ି ଓ ଢିଲା ପୋଷାକ ତାଙ୍କର ସମଗ୍ର ଶରୀରକୁ ଆବୃତ କରୁଥିଲା ।

ଲେଖକ ତାଙ୍କର ପରିପକ୍ଵ ବୃଦ୍ଧ ଅବସ୍ଥାକୁ ଦେଖୁ ପାରୁଥିଲେ । ବୁଢ଼ୀମା’ ଗେଡ଼ୀ ଓ ମୋଟୀ ଥିଲେ ଏବଂ ତାଙ୍କ ଅଣ୍ଟା ଅଳ୍ପ ନଇଁ ପଡ଼ିଥିଲା । ତାଙ୍କ ମୁଖମଣ୍ଡଳରେ କୁଞ୍ଚେତ ରେଖାର ଦାଗସବୁ ରହିଥିଲା । ଲେଖକ ତାଙ୍କୁ ଜାଣିବା ଦିନଠାରୁ ସେ ସେହି ଅବସ୍ଥାରେ ଥିଲେ । ସେ ସର୍ବଦା ଦାଗହୀନ ଧଳା ଶାଢ଼ି ପରିଧାନ କରୁଥିଲେ । ରୁପା ସଦୃଶ ଦେଖାଯାଉଥ‌ିବା ତାଙ୍କର ଆଲୁଳାୟିତ କେଶରାଶି ତାଙ୍କର ମଳିନ ଓ କୁଞ୍ଚ ମୁଖମଣ୍ଡଳ ଉପରେ ବିଛାଇ ହୋଇ ପଡ଼ୁଥିଲା । ସେ ସର୍ବଦା ପ୍ରାର୍ଥନା କରୁଥିବା ଅବସ୍ଥାରେ ରହୁଥିଲେ, ଯାହାକି ସ୍ପଷ୍ଟଭାବେ ଶୁଣି ହେଉ ନ ଥିଲା । ସେ ସୁନ୍ଦରୀ ଥିଲେ । ସେ ନୀରତବାର ପ୍ରତିଛବି ଥିଲେ । ତାଙ୍କଠାରେ ସ୍ୱର୍ଗୀୟ ସୁଷମା ଭରି ରହିଥିଲା ।

Glossary:
wrinkled : କୁଞ୍ଚିତ ହୋଇଯାଇଥିଲେ
pretty : attractive without being very beautiful (ଆକର୍ଷଣୀୟା)
that believe: ବିଶ୍ଵାସ କରିବା କଷ୍ଟକର ଥିଲା
portrait : photograph or painting of a person (ପ୍ରତିକୃତି)
hung : ଝୁଲୁଥି
mantlepiece : a shelf (ଏକ ଥାକ)
turban : ପଗଡ଼ି
loose-fitting clothes : ଢିଲା ପୋଷାକ
beard : ଦାଢ଼ି
at least : ଅନ୍ତତଃ
sort : kind (ପ୍ରକାର )
as if : ସତେ ଯେମିତି
lots and lots : ବହୁତ/ ଅନେକ
revolting : (here) unbelievable (ଅବିଶ୍ୱାସ୍ୟ)
quite : ସମ୍ପୂର୍ଣ୍ଣ ଭାବରେ
absurd : not logical and sensible (ଉଦ୍ଭଟ)
undignified : not respectable ( ସମ୍ମାନଯୋଗ୍ୟ ନୁହେଁ)
treated : (here) considered (ବିଚାର କରୁଥିଲେ )
the Prophets : the Saints (ସାଧୁସନ୍ଥମାନେ )
slightly : a little (ଟିକିଏ)
bent : ନଇଁ ଯାଇଥିଲେ
criss-cross : ଛକି ଚିହ୍ନ
terribly old : very old (ବହୁତ ବୁଢ଼ା)
hobbled : walked awkwardly (କଷ୍ଟରେ ଚାଲୁଥିଲେ)
spotless : a very clear (ଦାଗହୀନ)
stoop : bend (ନଇଁ ପଡ଼ିବା)
beads of rosary : ଜପାମାଳିର ମାଳି
silver : white (ଧଳା)
locks : କେଶରାଶି
scattered : spread (ବିଛାଇ ହୋଇ ପଡ଼ିଥିଲା)
untidily : ଅସଂଯତ ଭାବେ
puckered : କୁଞ୍ଚ
constantly : ଲଗାତରଭାବେ
inaudible : ଅସ୍ପଷ୍ଟ
expanse : ବିସ୍ତୀର୍ଣ୍ଣ
serenity : calmness (ସ୍ନିଗ୍ଧତା)
contentment : satisfaction (ସନ୍ତୋଷ)

Think about it:
Question 1.
Why was it hard for the author to believe that his grandmother was once young and pretty?
Answer:
It was hard for the author to believe that his grandmother was once young and pretty, because he, in spite of staying with her for the last twenty years, did not find any change in her beauty. She was as elegant as ever.

Question 2.
How did the grandfather appear in his portrait?
Answer:
His grandfather appeared at least to be a hundred-year-old person in his portrait.

Question 3.
What sort of a person did he look in his portrait?
Answer:
He looked in his portrait as a sort of person who couldn’t have a wife or children, but could only have many grandchildren.

Question 4.
How does the author portray his grandmother?
Answer:
The writer states that his grandmother, short and fat, was a little bent. Age didn’t have any impact on her age and she was pretty and very active.

Question 5.
Why does he say, “the thought was almost revolting”?
Answer:
He says “that the thought was almost revolting”, because it was quite difficult on his part to believe that his grandmother was once pretty and young.

Question 6.
The grandmother had a divine beauty. How does the author bring this out?
Answer:
The author states that the grandmother had a divine beauty because she was a picture of rare calmness, peace and contentment. Her beauty resembling ‘the winter landscape in the mountains’ is also a case in point.

UNIT – II

Gist:
The relationship between the writer and his grandmother was quite friendly. She was active to the core. Every day, she used to wake up the writer in the morning to be ready to go to school. She was uttering the monotonous song while bathing and dressing the writer. The writer liked her very much. His grandmother was going to school with him because there was a temple attached to the school. She would sit inside and read holy books. After school was over, they came back home followed by dogs growling and fighting with each other for the chapattis they flung at them.
ସାରମର୍ମ :
ଲେଖକ ଏବଂ ବୁଢ଼ୀମା’ଙ୍କ ସମ୍ପର୍କ ସମ୍ପୂର୍ଣ୍ଣରୂପେ ବନ୍ଧୁତ୍ଵପୂର୍ଣ୍ଣ ଥିଲା । ସେ ଖୁବ୍ ଚଳଚଞ୍ଚଳ ଥିଲେ । ବିଦ୍ୟାଳୟକୁ ଯିବାକୁ ପ୍ରସ୍ତୁତ ହେବା ପାଇଁ ସେ ପ୍ରତିଦିନ ସକାଳେ ଲେଖକଙ୍କୁ ଉଠାଉଥିଲେ । ଲେଖକଙ୍କୁ ଗାଧୋଇଦେବା ଓ ପୋଷାକ ପିନ୍ଧାଇବା ସମୟରେ ସେ ଗୁଣୁଗୁଣୁ ସ୍ଵରରେ ବିରକ୍ତିକର ଗୀତ ଗାଉଥିଲେ । ଲେଖକ ତାଙ୍କୁ ବହୁତ ଭଲ ପାଉଥିଲେ । ସେ ପ୍ରତିଦିନ ତାଙ୍କ ସହିତ ବିଦ୍ୟାଳୟକୁ ଯାଉଥିଲେ କାରଣ ବିଦ୍ୟାଳୟକୁ ଲାଗି ମନ୍ଦିରଟିଏ ଥିଲା । ସେ ମନ୍ଦିର ଭିତରେ ବସି ପବିତ୍ର ବହିସବୁ ପଢୁଥିଲେ । ବିଦ୍ୟାଳୟ ଛୁଟି ହେବା ପରେ ସେମାନେ ଘରକୁ ଫେରୁଥିଲେ । ସେମାନଙ୍କୁ ପଛେ ପଛେ କୁକୁରମାନେ ଆସୁଥିଲେ । ବୁଢ଼ୀମା’ ଏବଂ ଲେଖକ ସେମାନଙ୍କ ଆଡ଼କୁ ଫୋପାଡ଼ୁଥିବା ଚପାତିଗୁଡ଼ିକ ପାଇଁ ସେମାନେ ପରସ୍ପର ମଧ୍ୟରେ କଳି କରୁଥିଲେ ।

Glossary:
wake : ଉଠେଇ ଦେବା
monotonous : boring (ବିରକ୍ତିକର)
sing-song : singing in a repeated rising and falling rhythm (ବାରମ୍ବାର ଉତ୍‌- ପତିତ ସ୍ଵରରେ ଗୀତ ଗାଇବା)
get heart : ମୁଖସ୍ଥ କରିବା
ever bothered : never cared
fetch : ଆଣିବା
tiny : very small
earthen : ମାଟି ତିଆରି
tie : bind (ବାନ୍ଧିବା)
stale : ବାସି
attached : connected (ସଂଲଗ୍ନ ଥିଲା)
priest : ପୂଜକ
rows : ଧାଡ଼ି ଧାଡ଼ି
chorus : ମିଳିତ ସ୍ଵର
scriptures : holy books (ପବିତ୍ର ପୁସ୍ତକସବୁ )
growling : make a low guttural sound of hositility in throat (ନିମ୍ନ ସ୍ଵର ଅସନ୍ତୋଷ ପ୍ରକାଶ କରି ଶବ୍ଦ କରିବା)

Think it out:
Question 1.
What was the grandmother’s routine in the village?
Answer:
The grandmother’s routine in the village comprised waking the writer up in the morning and preparing him for school. She also went to school with him and came back home together after his school was over.

Question 2.
How did the grandmother take care of the writer during his childhood? Was she a good companion of the writer in the village?
Answer:
The grandmother took minute care of the writer during his childhood beginning from walking him up, bathing and dressing him to accompanying him to school and coming back home. She did not forget to give him breakfast. Yes, she was certainly a good companion of the writer, as his parents lived in the city.

Question 3.
What lessons did the writer learn from the village priest?
Answer:
The writer learnt the alphabet and the morning prayer from the village priest.

Question 4.
How did the grandmother spend her time at the temple?
Answer:
The grandmother spent her time at the temple in reading holy books.

Question 5.
Was she a religious person? How?
Answer:
Yes, she was a religious lady. Her morning prayer, frequent visits to the temple and reading holy books inside it arid throwing chapattis to the village dogs who followed them to their home justify this fact.

UNIT – III

Gist:
The writer and his grandmother went to the city after his parents’ comfortable settlement there. That marked a turning point in their friendship. In spite of sharing the same room, she no longer accompanied him to school. There was no sign of dogs in the streets. She started feeding sparrows in the courtyard of their city house. Years flew by. Their meeting grew much less. She enquired of him about what the teacher taught him. The writer responded to her treat they were taught English words, western science and the law of gravity.

As she could not help him in his study, she felt unhappy. When the writer went to University, he was allotted a room for his stay. The common bond of friendship suffered a setback. His grandmother accepted her loneliness with quiet resignation. She spent time with her spinning wheel. From sunrise to sunset she sat by her wheel spinning and reciting prayers. In the afternoon, she relaxed for a while to feed the sparrows. She was always getting surrounded by sparrows that were perching on her legs and shoulders. She enjoyed being in the midst of their company.
ସାରମର୍ମ :
ତାହା ସେମାନଙ୍କର ସମ୍ପର୍କରେ ଏକ ମୋଡ଼ ସୃଷ୍ଟି କଲା । ଏକା କୋଠରିରେ ରହିବା ସତ୍ତ୍ବେ, ବୁଢ଼ୀମା’ ଆଉ ତାଙ୍କ ତାହା ସେମାନଙ୍କର ସମ୍ପର୍କରେ ଏକ ମୋଡ଼ ସୃଷ୍ଟି କଲା । ଏକା କୋଠରିରେ ରହିବା ସତ୍ତ୍ବେ, ବୁଢ଼ୀମା’ ଆଉ ତାଙ୍କ ସହିତ ବିଦ୍ୟାଳୟକୁ ଯାଇପାରିଲେ ନାହିଁ । ସେଠାକାର ରାସ୍ତାମାନଙ୍କର କୁକୁରମାନଙ୍କର ଚିହ୍ନବର୍ଣ୍ଣ ନ ଥିଲା । ବୁଢ଼ୀମା’ ତାଙ୍କ ସହରରେ ଥ‌ିବା ଘର ଅଗଣାରେ ଘରଚଟିଆମାନଙ୍କୁ ଖାଇବାକୁ ଦେବା ଆରମ୍ଭ କରିଦେଲେ । ସମୟ ଗଡ଼ି ଚାଲିଲା । ସେମାନଙ୍କର ସାକ୍ଷାତ୍ କମିଯିବାକୁ ଲାଗିଲା। ଶିକ୍ଷକ କ’ଣ ପଢ଼ାଉଥିଲେ ସେ ଲେଖକଙ୍କୁ ସେ ବିଷୟରେ ପଚାରୁଥିଲେ । ଲେଖକ କହୁଥିଲେ ଯେ ସେମାନଙ୍କୁ ଇଂରାଜୀ ଶବ୍ଦ, ପାଶ୍ଚାତ୍ୟ ବିଜ୍ଞାନ ଓ ମାଧ୍ୟାକର୍ଷଣ ନିୟମ ଆଦି ପଢ଼ାଯାଉଛି ।

ଯେହେତୁ ବୁଢ଼ୀମା’ ପାଠପଢ଼ାରେ ସାହାଯ୍ୟ କରିପାରୁ ନ ଥିଲେ, ତେଣୁ ସେ ଦୁଃଖୀ ହେଲେ । ଯେତେବେଳେ ଲେଖକ ବିଶ୍ଵବିଦ୍ୟାଳୟକୁ ଗଲେ, ତାଙ୍କୁ ରହିବା ପାଇଁ ଗୋଟିଏ କୋଠରି ଦିଆଗଲା । ଏହିଠାରୁ ବନ୍ଧୁତ୍ଵର ସାଧାରଣ ବନ୍ଧନ ଛିନ୍ନ ହେଲା । ତାଙ୍କ ବୁଢ଼ୀମା’ ନିଃସଙ୍ଗତାକୁ ନୀରବ ପ୍ରତିବାଦ ସହ ଗ୍ରହଣ କରିନେଲେ । ସେ ଚରଖା ସହିତ ନିଜର ସମୟ ବିତାଇଲେ । ସୂର୍ଯ୍ୟୋଦୟଠାରୁ ସୂର୍ଯ୍ୟାସ୍ତ ପର୍ଯ୍ୟନ୍ତ ସେ ଚରଖା ପାଖରେ ବସି ରହୁଥିଲେ ଏବଂ ପ୍ରାର୍ଥନା କରୁ ଥିଲେ । ଅପରାହ୍ନରେ କିଛି ସମୟ ସେ ଘରଚଟିଆମାନଙ୍କୁ ଖୁଆଇବାରେ ବିତାଉଥିଲେ । ସେ ସର୍ବଦା ଘରଚଟିଆମାନଙ୍କ ଗହଣରେ ରହୁଥିଲେ ଯେଉଁମାନେ ତାଙ୍କ ଗୋଡ଼ ଓ କାନ୍ଧ ଉପରେ ବସି ଯାଉଥିଲେ । ସେ ସେମାନଙ୍କ ଗହଣରେ ଆନନ୍ଦ ଉପଭୋଗ କରୁଥିଲେ ।

Glossary:
comfortably settled : ସ୍ବଚ୍ଛନ୍ଦରେ ବସବାସ କଲେ
sent for : ପାଇଁ ପଠାୟାଇଛି
turning-point : ମୋଡ଼
took to : began (ଆରମ୍ଭ କଲେ)
sparrow : ଘରଚଟିଆ
years rolled by : ବର୍ଷ ପରେ ବର୍ଷ ବିତିଗଲା
western science : ପାଶ୍ଚାତ୍ୟ ବିଜ୍ଞାନ
the law of gravity: ମାଧ୍ୟାକର୍ଷଣ ନିୟମ
Archimedes principle : ଆର୍କିମେଡେଙ୍କ ନୀତି |
distressed : felt extreme anxiety or suffering (ଅତିଶୟ ଦୁଃଖ ଅନୁଭବ କଲେ )
announced : (here) told (କହିଲେ)
disturbed : confused (ଦ୍ବନ୍ଦ୍ବ ରେ ପଡ଼ିଲେ)
lewd : vulgar (ଇତର/ନୀଚ)
It …. harlots : ଏହା ଉପରେ
gentlefolk : gentle people (ଭଦ୍ରଲୋକ)
link : bond (ବନ୍ଧନ)
snapped : broke (ଭାଙ୍ଗିଗଲା|ତୁଟିଗଲା)
seclusion : loneliness (ଏକାକୀତ୍ଵ)
resignation : (here) calmness (ନୀରବରେ|ଶାନ୍ତଭାବେ)
spinning wheel : ଚରଖା
bits : pieces (ଟୁକୁରା)
veritable bedlam of
chirrupings : a genuine scene of noise or confusions caused by the chirruping of the sparrows which scattered and perched around the author’s grandmother
chirruping : ପକ୍ଷୀମାନଙ୍କର କାକଳି
shooed : drove away (ହୁଡ଼େଇଲେ / ତଡ଼ିଦେଲେ)

Think it out:
Question 1.
Why didn’t the grandmother accompany the writer to school in the city?
Answer:
The grandmother did not accompany the writer to school, because the latter went there in a motor bus.

Question 2.
Why couldn’t the grandmother help the writer with his lessons at the city school?
Answer:
The grandmother couldn’t help the writer with his lessons at the city school, because she did not know the subjects such as English, western science, the law of gravity, etc. which he was taught there.

Question 3.
Why did the lessons at the English school distress the grandmother?
Answer:
The lessons at the English school distressed the grandmother because the school didn’t teach about God and holy books to the students.

Question 4.
Why was she disturbed about music lessons at the English school?
Answer:
She was disturbed by music lessons at the English school, because, in her view, music had vulgar associations. It was meant exclusively for prostitutes, but not for gentlefolk.

Question 5.
What were the three ways in which the grandmother spent her days when the author went to University?
Answer:
The three ways in which the grandmother spent her days when the author went to University were spinning, reciting prayers and feeding the sparrows.

Question 6.
What was the happiest time of the day for her?
Answer:
The happiest time of the day for her was to be in the midst of chirruping sparrows and feeding them. Though they sat comfortably on her legs and shoulder, she smiled instead of driving them away.

Question 7.
How did she accept her seclusion?
Answer:
She calmly accepted her seclusion.

UNIT – IV

Gist:
The writer made up his mind to go to a foreign country for further studies. She knew that his grandmother would be sad. But she came to see him off at the railway station. She maintained silence. She did not show any emotion. She was totally absorbed in prayer. Her fingers kept on telling the beads of her rosary. At last, the writer departed. The parting from his grandmother was indeed heart-touching. It possibly marked the last sign of their physical contact. But that proved wrong. Five years elapsed. The writer came back home and was received at the station by his grandmother. She was speechless.

That evening he noticed a great change in her behavior. She stopped praying. She seemed to be very happy spending time with the older women folk. The following morning, she suffered from mild fever. She could not recover from it. At last, she died peacefully. This concluding unit ends on a moving note. Thousands of sparrows sitting scattered on the floor sadly witnessed the grandmother’s dead body. They neither chirruped nor touched little crumbs of bread. They flew away silently when the writer and his family members carried his grandmother’s dead body. Here ends the portrait of a pious lady.

ସାରମର୍ମ :
ଉଚ୍ଚଶିକ୍ଷା ନିମନ୍ତେ ବିଦେଶକୁ ଯିବା ପାଇଁ ଲେଖକ ମନସ୍ଥ କଲେ । ସେ ଜାଣିଥିଲେ ତାଙ୍କର ବୁଢ଼ୀମା’ ଦୁଃଖୀ ହେବେ । କିନ୍ତୁ ସେ ଲେଖକଙ୍କୁ ବିଦାୟ ଦେବା ପାଇଁ ଷ୍ଟେସନକୁ ଆସିଥିଲେ । ସେ ନୀରବ ଥିଲେ ଏବଂ କୌଣସି ଭାବପ୍ରବଣତା ଦେଖାଇ ନ ଥିଲେ । ସେ ପ୍ରାର୍ଥନା ଭିତରେ ସମ୍ପୂର୍ଣ୍ଣରୂପେ ମଜ୍ଜି ଯାଇଥିଲେ । ତାଙ୍କର ଆଙ୍ଗୁଳିଗୁଡ଼ିକ ଜପାମାଳିର ମାଳି ଗଡ଼ାଇବାରେ ଲାଗିଥିଲେ । ଶେଷରେ ଲେଖକ ବିଦାୟ ନେଲେ । ବାସ୍ତବରେ ବୁଢ଼ୀମା’ଙ୍କଠାରୁ ବିଦାୟ ମର୍ମସ୍ପର୍ଶୀ ଥିଲା । ଏହା ବୋଧହୁଏ ସେମାନଙ୍କର ଶାରୀରିକ ସଂସ୍ପର୍ଗର ଶେଷ ଚିହ୍ନ ଥିଲା । କିନ୍ତୁ ତାହା ଭୁଲ୍ ପ୍ରମାଣିତ ହେଲା। ପାଞ୍ଚ ବର୍ଷ ବିତିଗଲା । ଲେଖକ ଘରକୁ ଫେରିଲେ ଏବଂ ବୁଢ଼ୀମା’ ତାଙ୍କୁ ଷ୍ଟେସନରେ ପାଛୋଟି ନେଲେ । ସେ ନୀରବ ଥିଲେ ।

ସେଦିନ ସନ୍ଧ୍ୟାରେ ସେ ବୁଢ଼ୀମା’ଙ୍କର ବ୍ୟହାରରେ ଅଦ୍ଭୁତ ପରିବର୍ତ୍ତନ ଦେଖ‌ିଲେ । ସେ ପ୍ରାର୍ଥନା ବନ୍ଦ କରି ଦେଇଥିଲେ । ପୁରୁଖା ସ୍ତ୍ରୀଲୋକମାନଙ୍କ ସହିତ ସମୟ କଟାଇ ଖୁସିଥ୍‌ର ଜଣା ପଡୁଥିଲେ । ପରଦିନ ସକାଳେ ତାଙ୍କୁ ସାମାନ୍ୟ ଜ୍ଵର ହେଲା । ସେ ଏଥୁରୁ ରକ୍ଷା ପାଇ ପାରିନଥିଲେ । ଶେଷରେ ସେ ଶାନ୍ତିରେ ଆଖି ବୁଜିଲେ । ସେତେବେଳେର ଦୃଶ୍ୟ ଖୁବ୍ କରୁଣ ଥିଲା। ହଜାର ହଜାର ଘରଚଟିଆ ଚଟାଣ ଉପରେ ବିକ୍ଷିପ୍ତ ଭାବରେ ବସି ବୁଢ଼ୀମା’ଙ୍କର ମୃତ ଦେହକୁ ଅନାଉଥିଲେ । ସେମାନେ କୋଳାହଳ କରୁନଥିଲେ କିମ୍ବା ରୁଟି ଟୁକୁଡ଼ାକୁ ଛୁଇଁନଥିଲେ । ଯେତେବେଳେ ଲେଖକ ଏବଂ ତାଙ୍କର ପରିବାର ବୁଢ଼ୀମା’ଙ୍କ ଶବକୁ ନେଇଗଲେ, ସେମାନେ ନୀରବରେ ଉଡ଼ି ପଳେଇଲେ ।

Glossary:
further studies : (here) higher studies (ଉଚ୍ଚଶିକ୍ଷା)
upset : disappointed or worried (ହତାଶ ହେବା/ବିବ୍ରତ ହେବା)
sentimental : easily moved by tender feelings (ଭାବପ୍ରବଣ )
lost : ହଜିଯାଇଥିଲା
cherished : ଆନନ୍ଦ ଅନୁଭବ କରିଥିଲେ
the moist imprint : ଲୁହର ଛାପ
She …… words : The writer’s grandmother was speechless.
clasped : grasped tightly one’s hand
frivolous rebukes : affectionate scolding (ସ୍ନେହବୋଳା ଗାଳି)
thumped : hit heavily with the fist (ମୁଠାରେ ଜୋର୍‌ରେ ଆଘାତ କଲେ)
sagging skins : ଓହଳି ପଡ଼ିଥ‌ିବା ଚମଡ଼ା
dilapidated : old and in very bad condition (ଜରାଜୀର୍ଣ୍ଣ ଅବସ୍ଥାରେ ଥ‌ିବା)
warrior : ଯୋଦ୍ଧା
persuade : ପ୍ରବର୍ତ୍ତେଇବା
mild : ସାମାନ୍ୟ
before …. life : before the grandmother’s death (ବୁଢ଼ୀମା’ଙ୍କ ମୃତ୍ୟୁ ପୂର୍ବରୁ)
waste time : ଅଧ‌ିକ ସମୟ ନଷ୍ଟ କରିବା
protested : ପ୍ରତିବାଦ କଲୁ
ignored : ଅବଜ୍ଞା କଲେ
suspect : doubt (ସନ୍ଦେହ କରିବା)
lifeless : ନିର୍ଜୀବ
pallor : unnatural paleness ( ଅସ୍ଵାଭାବିକ ମଳିନତା)
customary : ପ୍ରଥା ଅନୁସାରେ
shroud : a piece of cloth or a sheet wrapped round a dead body
crude : rude (ନିଷ୍ଠୁର)
cremated : ଶବ ସତ୍କାର ହେଲା
lit : lighted (ଆଲୋକିତ କରୁ)
blaze : bright flame (ଉଜ୍ଜ୍ଵଳ ଦୀପ୍ତି)
golden light : ସୁନେଲି କିରଣ
stiff : hard (କଠିନ)
wrapped : covered (ଆବୃତ କଲେ)
scattered : ଛିନ୍ନଭିନ୍ନ
took no notice of: ଅନାଇଲେ ନାହିଁ
corpse : dead body (ମୃତ ଦେହ)
quietly : silently (ଚୁପ୍‌ଚାପ୍ ଭାବରେ)
swept : ଓଳେଇଦେଲେ

Think it out:
Question 1.
How did the grandmother see the author off at the railway station?
Answer:
The grandmother saw the author off at the railway station without showing any emotion. Besides, she silently kissed his forehead.

Question 2.
How did she receive him when he came back home from abroad?
Answer:
When he came back home from abroad, she embraced him in her arms. She was speechless and saying her prayers.

Question 3.
What were her happiest moments on the first day of his arrival?
Answer:
Her happiest moments on the first day of his arrival were in the company of her sparrows whom she fed longer and with affectionate scolding.

Question 4.
How did she celebrate his return in the evening? Does her behavior appear odd to you?
Answer:
She celebrated his return in the evening, thumping the weak skins of the ruined old drum and singing of the homecoming warriors in the company of the women of the neighborhood. Yes, her behavior appears odd to me as she stopped her prayer for the first time on that evening.

Question 5.
How did she pass away?
Answer:
She passed away peacefully, while she was laying in bed praying and telling her beads.

Question 6.
How did sparrows react when the author’s grandmother died?
Answer:
When the author’s grandmother died, the sparrows plunged into grief. They neither chirruped nor took any notice of little crumbs of bread.

Question 7.
“Next morning the sweeper swept the bread crumbs into the dust bin.” What does this line imply?
Answer:
This line implies that the sparrows were beside themselves with grief.

Post-Reading Activities:

Write a paragraph on the following points to portray the character of the grandmother :
The writer’s grandmother is a widow
She is very old – wrinkled face – her grey hair usually remains scattered on her puckered face – fat, short, and has a stoop – cannot walk straight – hobbles with her hand on her waist to balance her stoop
She belongs to a Punjabi family and lives with her son, daughter-in-law, and her grandson
She is religious – goes to the temple daily – reads holy books – tells the beads of the rosary
She is very kind – feeds the dogs with chapattis – feeds the sparrows and enjoys their company
She is a good companion – helps her grandson to get ready for school – helps him in his lessons – accompanies him to the school
She is culture loving – loves Indian culture, is fond of singing and spinning – has a strong dislike for western and scientific education
She is peaceful by nature – calm and cool – does not show resentment – becomes quiet and private instead
Her death is mourned by the family and her pet sparrows.

Answer:
The pen picture of a grandmother
The writer’s grandmother who comes from a Punjabi family is a widow. She is in a state of ripe old age. She is a deeply pious lady. She takes pleasure in walking to the temple every day, reading sacred books and telling the beads of the rosary. The writer’s grandmother epitomizes kindness. This finds a great reflection in her act of feeding the dogs and sparrows. She gives constant company to her grandson. She is an avid lover of Indian culture. She is the picture of serenity. Grandmother’s death is a stunning loss to the family and her fond sparrows.

Doing with words :
(A) Make sentences with the following expressions :
(i) the thought was almost revolting
(ii) an expanse of pure white serenity
(iii) a veritable bedlam of chirruping
(iv) frivolous rebukes
(v) the sagging skins of the dilapidated drum
Answer:
(i) the thought was almost revolting – I greatly enjoyed my grandparents’ company. The thought contrary to it was almost revolting to him.
(ii) an expanse of pure white serenity – My grandmother’s look epitomizes an expanse of pure white serenity.
(iii) a veritable bedlam of chirruping – The birds produce a veritable bedlam of chirruping.
(iv) frivolous rebukes – I am averse to your frivolous rebukes.
(v) the sagging skins of the dilapidated drum – I wanted him to beat the sagging skins of the dilapidated drum.

(B) Notice the following uses of the word ‘tell’ in the text.
1. Her fingers were busy telling the beads of her rosary.
2. I would tell her English words and little things about Western science and learning.
3. At her age one could never tell.
4. She told us that her end was near.
Given below are four different meanings of the word ‘tell’. Match each meaning with its corresponding sentence given above.
1. make something known to someone in spoken or written words
2. count while reciting
3. be sure
4. give information to somebody
Answer:
1 – 2; 2 – 1; 3 – 3; 4 – 4

(C) A popular dictionary gives the following meanings for the word ‘drop’. Match each meaning with its corresponding sentence given below :
‘drop’ :
1. a small round mass of liquid
2. a reduction
3. to fall
4. to become weaker
5. to send a letter
Sentences :
(a) The bottle dropped and broke to pieces.
(b) Drop a postcard to me about your choice of career.
(c) A heavy shower of rain caused a drop in temperature.
(d) She shed a few drops of tears on the grave of her pet.
(e) His voice dropped to a whisper.
Answer:
1 – (d); 2 – (c); 3 – (a); 4 – (e); 5 – (b).

CHSE Odisha Class 12 English The Portrait of a Lady Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers:

Question 1.
The author of ‘The Portrait of a Lady’ is ______________.
(A) Khushwant Singh
(B) R.K. Narayan
(C) Manoj Das
(D) Steve Jobs
Answer:
(A) Khushwant Singh

Question 2.
The lady portrayed in the story is
(A) Grandmother
(B) Sister
(C) Mother
(D) Daughter
Answer:
(A) Grandmother

Question 3.
The grandfather in the portrait hung on the wall looked like
(A) old, thin and wrinkly
(B) young, handsome, well built
(C) old, long white beard worn a big turban
(D) None of the above
Answer:
(C) old, long white beard worn a big turban

Question 4.
Grandmother looked
(A) Fat, slightly bent
(B) Old, short, slightly bent, fat
(C) Long, fat, slightly bent
(D) Old, fat, long
Answer:
(B) Old, short, slightly bent, fat

Question 5.
The author’s parents left him with his grandmother when
(A) he was an infant
(B) he was a child
(C) he was a young man
(D) he was a teenager
Answer:
(B) he was a child

Question 6.
The animal grandmother used to feed in the village is
(A) cats
(B) dogs
(C) cows
(D) sparrows
Answer:
(B) dogs

Question 7.
The parents of the author were living in
(A) abroad
(B) other villages
(C) other states
(D) City
Answer:
(D) City

Question 8.
In the temple, grandmother was
(A) doing meditation
(B) reading scriptures
(C) singing religious prayers
(D) teaching other kids religious prayer
Answer:
(B) reading scriptures

Question 9.
The author went to study in the city in
(A) English school in motor bus
(B) by walking
(C) Hindu school
(D) None of these
Answer:
(A) English school in motor bus

Question 10.
The grandmother went to school with the author because
(A) the school was attached to the temple
(B) to guard him
(C) to see how he was reading
(D) None of the above
Answer:
(A) the school was attached to the temple

Question 11.
In the courtyard of the city house, grandmother used to feed
(A) dogs
(B) cats
(C) sparrows
(D) cows
Answer:
(C) sparrows

Question 12.
Grandmother after listening to the things taught in the English schools becomes unhappy because
(A) She could not help the writer with his lessons.
(B) She desired science.
(C) She did not want the writer should learn English
(D) None of the above
Answer:
(A) She could not help the writer with his lessons.

Question 13.
The common link of friendship was suspended when the writer ______________.
(A) went up to the university
(B) went up in a foreign trip
(C) married
(D) None of these
Answer:
(A) went up to the university

Question 14.
The grandmother died
(A) peacefully telling beads laying on the bed
(B) in the hospital
(C) while sleeping
(D) None of the above
Answer:
(A) peacefully telling beads laying on the bed

Question 15.
Why did the grandmother keep one hand on her waist?
(A) to pick up things easily
(B) to balance her stoop
(C) to correct her posture
(D) to eat food
Answer:
(B) to balance her stoop

Question 16.
The narrator had known his grandmother to be old and wrinkled for ______________.
(A) ten years
(B) thirty years
(C) twenty years
(D) twenty-five years
Answer:
(C) twenty years

Question 17.
The portrait of grandfather was hanging in the ______________.
(A) drawing room
(B) store room
(C) bedroom
(D) kitchen
Answer:
(A) drawing room

Question 18.
What did the author eat for breakfast?
(A) rice and curd
(B) thick bread with butter
(C) apples and bread
(D) thick and stale chapatis with a little butter and sugar spread on it
Answer:
(D) thick and stale chapatis with a little butter and sugar spread on it

Question 19.
The author treated the stories of grandmother’s youth and beauty as ______________.
(A) poetry
(B) fables
(C) drama
(D) None of these
Answer:
(B) fables

Question 20.
How did the grandmother spend her afternoon every day?
(A) by feeding hundreds of sparrows
(B) by taking a nap
(C) by talking to the author’s mother
(D) by going to temple
Answer:
(A) by feeding hundreds of sparrows

Question 21.
What change came in the grandmother’s evening time?
(A) she would sleep easily
(B) she would go for a walk
(C) she collected the women of the neighborhood
(D) she would talk with the author’s parents
Answer:
(C) she collected the women of the neighborhood

Question 22.
How did the grandmother spend her time in the city?
(A) spinning the wheel
(B) reading scriptures
(C) feeding dogs
(D) taking to neighbors
Answer:
(A) spinning the wheel

Question 23.
What did the village priest teach the students?
(A) scriptures
(B) alphabet and morning prayer
(C) moral lessons
(D) science
Answer:
(B) alphabet and morning prayer

Question 24.
What is the meaning of the word ‘chorus’?
(A) individually
(B) in a group
(C) between two people
(D) working hard
Answer:
(B) in a group

Question 25.
What was the grandmother doing inside the temple when the author was studying in the temple veranda?
(A) Reading scriptures
(B) Listening to the prayers
(C) Singing prayers
(D) Performing puja
Answer:
(A) Reading scriptures

Question 26.
Who would meet the author and his grandmother at the temple door?
(A) Sparrows
(B) Village monkeys
(C) Village dogs
(D) Village beggars
Answer:
(C) Village dogs

Question 27.
What was the turning point in the relationship of the author and his grandmother?
(A) The grandmother’s death
(B) The marriage of the author
(C) The separation of the author from his grandmother
(D) Their shifting from the village to the city
Answer:
(D) Their shifting from the village to the city

Question 28.
What did the grandmother do in her leisure in the city?
(A) Sang prayers
(B) Read scriptures
(C) Fed sparrows
(D) Fed pigeons
Answer:
(C) Fed sparrows

Question 29.
What was/were not taught to the author at the English school?
(A) English words
(B) Western science
(C) Scriptures
(D) Music lessons
Answer:
(A) English words

Question 30.
Why was the grandmother distressed with the teachings in English school?
(A) There was much emphasis on the alphabet
(B) There were no lessons on god and the scriptures
(C) Due to teaching music
(D) Due to teaching science
Answer:
(B) There were no lessons on god and the scriptures

Question 31.
When was the common link of friendship between the author and his grandmother snapped?
(A) When the author went abroad
(B) When the author joined the army
(C) When the author went to university
(D) When the author got a job
Answer:
(C) When the author went to university

Question 32.
What was the opinion of the grandmother about music?
(A) She supported music classes
(B) Music had a soothing effect
(C) Music had lewd associations
(D) Music was essential for the overall development
Answer:
(C) Music had lewd associations

Question 33.
What did the grandmother accept with resignation?
(A) Separation from the author
(B) Her fate
(C) Her ill-health
(D) Her approach to death
Answer:
(A) Separation from the author

Question 34.
How did the grandmother relax in the afternoon?
(A) By singing songs
(B) By reciting prayers
(C) By spinning the wheel
(D) By feeding the sparrows
Answer:
(D) By feeding the sparrows

Question 35.
Which was the happiest half-hour of the day for the grandmother?
(A) The time spent in the temple
(B) The time spent with the neighbors
(C) The time spent with the sparrows
(D) The time spent with the author
Answer:
(C) The time spent with the sparrows

Question 36.
What is the meaning of the sentence, “at her age one could never tell”?
(A) She was very old
(B) She did not eat much
(C) She did not behave properly
(D) She was so old that she could die at any moment
Answer:
(D) She was so old that she could die at any moment

Question 37.
Choose an appropriate word for the word ‘sentimental’ from the following:
(A) happy
(B) joyful
(C) emotional
(D) mournful
Answer:
(C) emotional

Question 38.
While going abroad what did the author cherish the most?
(A) Love of his family
(B) Care of his mother
(C) Affection of his grandmother
(D) His grandmother’s kiss on his forehead
Answer:
(D) His grandmother’s kiss on his forehead

Question 39.
When did the author come back home?
(A) After four years
(B) After five years
(C) After six years
(D) After two years
Answer:
(B) After five years

Question 40.
What is the synonym of the word ‘frivolous’?
(A) carefree
(B) serious
(C) funny
(D) mysterious
Answer:
(A) carefree

Question 41.
What is the meaning of the word ‘rebuke’?
(A) to hang
(B) to scold lightly
(C) to pray for mercy
(D) to learn something
Answer:
(B) to scold lightly

Question 42.
What change came over the author’s grandmother in the evening?
(A) she did not pray
(B) she started dancing wildly
(C) she collected drums from the neighborhood
(D) all of the above
Answer:
(A) she did not pray

Question 43.
What did the grandmother sing collecting the women of the neighborhood?
(A) Her prayers
(B) Home-coming of warriors
(C) Reception song for the author
(D) Scriptures
Answer:
(B) Home-coming of warriors

Question 44.
What happened the next morning?
(A) The grandmother became unconscious
(B) The author talked to his grandmother
(C) The grandmother was taken ill
(D) The grandmother started to sing again
Answer:
(C) The grandmother was taken ill

Question 45.
What did the grandmother tell all the family members?
(A) to call the doctor
(B) to bring her holy books
(C) to bring her a new rosary
(D) that her end was near
Answer:
(D) that her end was near

Question 46.
Why did the grandmother say that she was not going to talk to anyone?
(A) because she cannot speak
(B) because she wanted to pray
(C) because she wanted to die peacefully
(D) because she wanted to talk with the angels
Answer:
(B) because she wanted to pray

Question 47.
How did they know that she was dead?
(A) she closed her eyes
(B) the rosary fell from her fingers
(C) the doctor declared her dead
(D) her last prayer was said loudly
Answer:
(B) the rosary fell from her fingers

Question 48.
What was the custom regarding dead people?
(A) to cover the dead body with a red shroud
(B) to cover the dead body with a white shroud
(C) to cover the dead body with a black shroud
(D) to keep the dead body uncovered
Answer:
(A) to cover the dead body with a red shroud

Question 49.
Why did the family members stop halfway in the courtyard?
(A) as there were hundreds of ants
(B) as there were thousands of sparrows
(C) as there were thousands of monkeys
(D) as there were hundreds of dogs
Answer:
(B) as there were thousands of sparrows

Question 50.
Why did the sparrows not take notice of the bread crumbs lying on the floor?
(A) they never ate bread crumbs
(B) the bread crumbs were stale
(C) they were also mourning the death of their grandmother
(D) they had come to eat chapattis
Answer:
(C) they were also mourning the death of their grandmother

Question 51.
The bottle dropped and broke to pieces. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) To fall
(B) To go down
(C) To become weaker
(D) To slip away
Answer:
(A) To fall

Question 52.
Drop me a postcard when you get there. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) To fall
(B) To go down
(C) To send a letter
(D) To send away
Answer:
(C) To send a letter

Question 53.
Heavy rain can cause a drop in temperature. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) A reduction
(B) To fall
(C) To become weaker
(D) To slip away
Answer:
(A) A reduction

Question 54.
A few drops of tears don’t wash out sins. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) Shedding tears
(B) A small round mass of liquid
(C) Repentance
(D) Liquid substance
Answer:
(B) A small round mass of liquid

Question 55.
His voice dropped to a whisper. (Pick out the correct dictionary meaning of the underlined Word from the following)
(A) To fall
(B) To go down
(C) To become weaker
(D) A reduction
Answer:
(C) To become weaker

II. Short Type Questions with Answers:

Question 1.
Why was it hard for the author to believe that his grandmother was once young and pretty?
Answer:
It was hard for the author to believe that his grandmother was once young and pretty, because he, in spite of staying with her for the last twenty years, did not find any change in her beauty. She was as elegant as ever.

Question 2.
How does the author portray his grandmother?
Answer:
The writer states that his grandmother, short and fat, was a little bent. Age didn’t have any impact on her age arid she was pretty and very active.

Question 3.
The grandmother had a divine beauty. How does the author bring this out?
Answer:
The author states that the grandmother had a divine beauty because she was a picture of rare calmness, peace and contentment. Her beauty resembling ‘the winter landscape in the mountains’ is also a case in point.

Question 4.
What was the grandmother’s routine in the village?
Answer:
The grandmother’s routine in the village comprised waking the writer up in the morning and preparing him for school. She also went to school with him and came back home together after school was over.

Question 5.
How did the grandmother take care of the writer during his childhood? Was she a good companion of the writer in the village?
Answer:
The grandmother took minute care of the writer during his childhood beginning from waking him up, bathing and dressing him to accompanying him to school and coming back home. She did not forget to give him breakfast. Yes, she was certainly a good companion of the writer, as his parents lived in the city.

Question 6.
Was she a religious person? How?
Answer:
Yes, she was a religious lady. Her morning prayer, frequent visits to the temple and reading holy books inside it and throwing chapters to the village dogs who followed them to their home justify this fact.

Question 7.
Why couldn’t the grandmother help the writer with his lessons at the city school?
Answer:
The grandmother couldn’t help the writer with his lessons at the city school, because she did not know the subjects such as English, western science, the law of gravity, etc. which he was taught there.

Question 8.
Why did the lessons at the English school distress the grandmother?
Answer:
The lessons at the English school distressed the grandmother because the school didn’t teach about God and holy books to the students.

Question 9.
Why was she disturbed about music lessons at the English school?
Answer:
She was disturbed by music lessons at the English school, because, in her view, music had vulgar associations. It was meant exclusively for prostitutes, but not for gentlefolk.

Question 10.
What were the three ways in which the grandmother spent her days when the author went to University?
Answer:
The three ways in which the grandmother spent her days when the author went to University were spinning, reciting prayers and feeding the sparrows.

Question 11.
What was the happiest time of the day for her?
Answer:
The happiest time of the day for her was to be in the midst of chirruping sparrows and feeding them. Though they sat comfortably on her legs and shoulder, she smiled instead of driving them away.

Question 12.
What were her happiest moments on the first day of his arrival?
Answer:
Her happiest moments on the first day of his arrival were in the company of her sparrows whom she fed longer and with affectionate scolding.

Question 13.
How did she celebrate his return in the evening? Does her behavior appear odd to you?
Answer:
She celebrated his return in the evening, thumping the weak skins of the ruined old drum and singing of the homecoming warriors in the company of the women of the neighborhood. Yes, her behavior appears odd to me as she stopped her prayer for the first time that evening.

Introducing the Author:
Khuswant Singh (1915) is one of the most versatile writers of our time. He has distinguished himself as an outstanding journalist, novelist, historian, and short-story writer. A writer of international repute, Singh is known for his inimitable style, biting irony, and firebrand candidness. He has a deep understanding of the life around him. His works include The Mask of Vishnu, Train to Pakistan, which won the Grove Press Indian Fiction prize, The Voice of God and Other Stories, I shall not hear the Nightingale, Many Moods and Many Faces, A History of the Sikhs, A Bride for the Sahib and Other Stories, Delhi, The Company of Women and several collections of works.

Aspects of Khuswant Singh as a short-story writer and essayist indicate his versatility. His short stories show the felicity of his expression, his capacity for clear and realistic portrayal, and his unique lightness of touch. He has the qualities of the ideal short-story writer: ingenuity, compression and originality, and also a touch of fantasy. His art is different from that of Raja Rao, Mulk Raj Anand, R. K. Narayan, and Pravas Jhabvala.

About the Topic:
‘The Portrait of a Lady’ gives a vivid account of the writer’s, grandmother. She was affectionate, protective, and caring. The writer throws light on the three phases of the relationship he had had with his grandmother. In the first phase, she took care of the writer in the village and he was close to her. The second phase deals with his estrangement from her during his study in a city school. The last one dwells upon the snapping of the common link of friendship between them when he went to a foreign country for further studies. The writer presents a moving picture of the sparrows when his grandmother’s life came to an end.

Summary:
The writer speaks of his own grandmother. By the time, he wrote the story, she was quite old and all her hair had been white. Her wrinkled face and body gave him a kind of surprise. For twenty years, the writer was with his grandmother. People said that once the old lady was as beautiful as a fairy. Her husband – the writer’s grandfather was also very handsome. His photo was being hung in the drawing room of the writer. He was clad in a big turban and loose-fitting clothes. The writer noticed his ripe old age.

Grandmother had always been short and fat, and her back was slightly bent. Wrinkles were across her face. When the writer came to know her, she had been in such a condition. She was always clad in a spotless white saree. Her silver locks. were spread messily over her pale, wrinkled face. She was always in a state of saying a prayer that could not be heard distinctly. She was beautiful. She was a picture of calmness. She had a divine beauty. Both the writer and his grandmother were good companions.

His parents had left him with his grandmother at the village. They were in the city. Every day, she used to wake up the writer in the morning to be ready to go to school. She was uttering the monotonous song while bathing and dressing the writer. He liked her very much. His grandmother was going to school with him because there was a temple attached to the school. She would sit inside the temple and read holy books. The grandmother was a pious lady. When the writer’s parents were settled in the city, they sent for them.

That marked a turning point in their friendship. Years flew by. Their meeting grew less. Both the writer and his grandmother started spending days separately and the writer became separated from the close relationship with his grandmother. When he reported to her about the music lesson he was being taught his grandma was confused because she knew that music had been associated with harlots. She said nothing but her silence was louder than words. When the writer went to University, he was allotted a room for his stay.

The common bond of friendship was snapped. His grandmother accepted her loneliness with quiet resignation. She spent time with her spinning wheel. From sunrise to sunset she sat by her wheel spinning and reciting prayers. In the afternoon, she relaxed for a while to feed the sparrows. She was always getting surrounded by sparrows that were perching on her legs and shoulders. She enjoyed being in their company. When the writer decided to go to a foreign country for further studies, he thought his grandmother would be disappointed.

But she came to leave him at the railway station but did not talk or show any emotion. She was totally absorbed in prayer and her fingers were busy telling the beads of her rosary. After five years, he came back home and was received at the station by his grandmother. It seemed as if time had left no impact on her age. The author could feel her pulse as usual and the sparrows were with her. That evening she was seen very happy spending time with the older women folk. The next day morning she was found ill. The doctor was called for and he told them that the fever was mild and she would be well within a short time.

But she told others that her last time had come. She lay peacefully in bed saying prayers and telling her beads. Next time she breathed her last. Then the funeral arrangements and proceedings went on. The dead body of the grandmother was covered with a red shroud. They brought a crude stretcher to take her to be cremated. By that time, thousands of sparrows sat scattered on the floor. There was no chirruping. The picture of the grief-stricken sparrows was really poignant. The writer’s mother threw broken little crumbs of bread to them, but in vain. They never took any notice of the bread. With the departure of grandmother’s dead body, the sparrows flew away in silence.

ସାରାଂଶ:
ଲେଖକ ତାଙ୍କ ନିଜ ବୁଢ଼ୀମା’ଙ୍କ ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ଯେତେବେଳେ ସେ ଗଳ୍ପଟି ଲେଖିଥିଲେ, ସେତେବେଳକୁ ତାଙ୍କ ବୁଢ଼ୀମା’ ସମ୍ପୂର୍ଣ୍ଣ ବୁଢ଼ୀ ହୋଇଯାଇଥିଲେ ଏବଂ ତାଙ୍କର ସମସ୍ତ କେଶ ଧଳା ହୋଇଯାଇଥିଲା । ତାଙ୍କର କୁଞ୍ଚ୍ ମୁଖମଣ୍ଡଳ ଓ ଶରୀର ତାଙ୍କୁ ଏକପ୍ରକାର ବିସ୍ମିତ କରୁଥିଲା । ଦୀର୍ଘ ୨୦ ବର୍ଷ ଧରି ସେ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ସହିତ ଥିଲେ । ଲୋକମାନେ କହୁଥିଲେ ଯେ ଏକଦା ଏହି ବୁଢ଼ୀ ସ୍ତ୍ରୀଲୋକଜଣକ ପରୀ ଭଳି ସୁନ୍ଦରୀ ଥିଲେ । ତାଙ୍କ ସ୍ଵାମୀ –ଲେଖକଙ୍କ ବୁଢ଼ାବାପା ଖୁବ୍ ସୁନ୍ଦର ଥିଲେ । ତାଙ୍କ ଫଟୋ ଲେଖକଙ୍କ ବୈଠକଘରେ ଟଙ୍ଗା ଯାଇଥିଲା । ବଡ଼ ପଗଡ଼ି ଓ ଢିଲା ପୋଷାକ ତାଙ୍କର ସମଗ୍ର ଶରୀରକୁ ଆବୃତ କରୁଥିଲା । ଲେଖକ ତାଙ୍କର ପରିପକ୍ଵ ବୃଦ୍ଧ ଅବସ୍ଥାକୁ ଦେଖ୍ ପାରୁଥିଲେ । ବୁଢ଼ୀମା’ ଗେଡ଼ୀ ଓ ମୋଟୀ ଥିଲେ ଏବଂ ତାଙ୍କ ଅଣ୍ଟା ଅଳ୍ପ ନଇଁ ପଡ଼ିଥିଲା ।

ତାଙ୍କ ମୁଖମଣ୍ଡଳରେ କୁଞ୍ଚ ରେଖାର ଦାଗସବୁ ରହିଥିଲା । ଲେଖକ ତାଙ୍କୁ ଜାଣିବା ଦିନଠାରୁ ସେ ସେହି ଅବସ୍ଥାରେ ଥିଲେ । ସେ ସର୍ବଦା ଦାଗହୀନ ଧଳା ଶାଢ଼ି ପରିଧାନ କରୁଥିଲେ । ରୁପା ସଦୃଶ ଦେଖାଯାଉଥିବା ତାଙ୍କର ଆଲୁଳାୟିତ କେଶରାଶି ତାଙ୍କର ମଳିନ ଓ କୁଞ୍ଚ୍ ମୁଖମଣ୍ଡଳ ଉପରେ ବିଛାଇ ହୋଇ ପଡ଼ୁଥିଲା । ସେ ସର୍ବଦା ପ୍ରାର୍ଥନା କରୁଥିବା ଅବସ୍ଥାରେ ରହୁଥିଲେ, ଯାହାକି ସ୍ପଷ୍ଟଭାବେ ଶୁଣି ହେଉ ନ ଥିଲା । ସେ ସୁନ୍ଦରୀ ଥିଲେ । ସେ ନୀରତବାର ପ୍ରତିଛବି ଥିଲେ । ତାଙ୍କଠାରେ ସ୍ଵର୍ଗୀୟ ସୁଷମା ଭରି ରହିଥିଲା । ଲେଖକ ଏବଂ ତାଙ୍କ ବୁଢ଼ୀମା’ ଉତ୍ତମ ବନ୍ଧୁ ଥିଲେ । ତାଙ୍କୁ ତାଙ୍କ ବାପାମା’ ଗାଁରେ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ପାଖରେ ଛାଡ଼ି ଚାଲି ଯାଇଥିଲେ । ସେମାନେ ସହରରେ ରହୁଥିଲେ । ପ୍ରତ୍ୟେକ ଦିନ ସକାଳେ ଲେଖକଙ୍କୁ ତାଙ୍କ ବୁଢ଼ୀମା’ ଶେଯରୁ ଉଠାଇ ସ୍କୁଲ୍ ଯିବାପାଇଁ ପ୍ରସ୍ତୁତ କରାଉଥିଲେ ।

ଲେଖକଙ୍କୁ ଗାଧୋଇ ଦେବା ଓ ପୋଷାକ ପିନ୍ଧାଇବା ସମୟରେ ସେ ବିରକ୍ତିକର ଗୀତ ଗାଉଥିଲେ । ଲେଖକ ତାଙ୍କୁ ଖୁବ୍ ଭଲ ପାଆନ୍ତି । ତାଙ୍କ ବୁଢ଼ୀମା’ ତାଙ୍କ ସହିତ ସ୍କୁଲ୍ ଯାଉଥିଲେ କାରଣ ସ୍କୁଲ୍‌କୁ ଲାଗି ମନ୍ଦିରଟିଏ ଥିଲା । ସେ ମନ୍ଦିର ଭିତରେ ବସୁଥିଲେ ଏବଂ ଧର୍ମଗ୍ରନ୍ଥ ପଢ଼ୁଥିଲେ । ତାଙ୍କ ବୁଢ଼ୀମା’ ଜଣେ ଧାର୍ମିକ ମହିଳା ଥିଲେ । ଲେଖକଙ୍କ ପିତାମାତା ସହରରେ ପ୍ରତିଷ୍ଠିତ ହୋଇଗଲା ପରେ ସେମାନଙ୍କୁ ଡକାଇ ପଠାଇଲେ । ଏହିଠାରୁ ବନ୍ଧୁତ୍ଵରେ ଗୋଟିଏ ନୂତନ ମୋଡ଼ ସୃଷ୍ଟି ହେଲା । ସମୟ ଗଡ଼ି ଚାଲିଲା । ସେମାନଙ୍କ ଦେଖାସାକ୍ଷାତ୍ କମିଗଲା । ଲେଖକ ଏବଂ ତାଙ୍କ ବୁଢ଼ୀମା’ ଦୁହେଁ ନିଜର ସମୟ ଅଲଗା ଭାବେ ବିତାଇଲେ ଏବଂ ଲେଖକ ଓ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ମଧ୍ୟରେ ଥିବା ନିବିଡ଼ ସମ୍ପର୍କ ବିଛିନ୍ନ ହେଲା । ଯେତେବେଳେ ସେ ତାଙ୍କୁ ଗୀତ ଶିଖ୍ ବିଷୟରେ କହିଲେ, ତାଙ୍କ ବୁଢ଼ୀମା’ ଦ୍ବନ୍ଦ୍ବରେ ପଡ଼ିଲେ କାରଣ ବାରାଙ୍ଗନାମାନଙ୍କ ସହିତ ଗୀତର ସମ୍ପର୍କ ରହିଛି ବୋଲି ସେ ଜାଣିଥିଲେ ।

ସେ କିଛି କହି ନଥିଲେ କିନ୍ତୁ ତାଙ୍କର ନୀରବତା କଥାଠାରୁ ଅଧିକ ଥିଲା । ଯେତେବେଳେ ଲେଖକ ବିଶ୍ଵବିଦ୍ୟାଳୟକୁ ଗଲେ, ତାଙ୍କୁ ରହିବା ପାଇଁ ଗୋଟିଏ କୋଠରି ଦିଆଗଲା । ଏହିଠାରୁ ବନ୍ଧୁତ୍ଵର ସାଧାରଣ ବନ୍ଧନ ଛିନ୍ନ ହେଲା । ତାଙ୍କ ବୁଢ଼ୀମା’ ନିଃସଙ୍ଗତାକୁ ନୀରବ ପ୍ରତିବାଦ ସହ ଗ୍ରହଣ କରିନେଲେ । ସେ ଚରଖା ସହିତ ନିଜର ସମୟ ବିତାଇଲେ । ସୂର୍ଯ୍ୟୋଦୟଠାରୁ ସୂର୍ଯ୍ୟାସ୍ତ ପର୍ଯ୍ୟନ୍ତ ସେ ଚରଖା ପାଖରେ ବସି ରହୁଥିଲେ ଏବଂ ପ୍ରାର୍ଥନା କରୁଥିଲେ । ଅପରାହ୍ନରେ କିଛି ସମୟ ସେ ଘରଚଟିଆମାନଙ୍କୁ ଖୁଆଇବାରେ ବିତାଉଥିଲେ । ସେ ସର୍ବଦା ଘରଚଟିଆମାନଙ୍କ ଗହଣରେ ରହୁଥିଲେ ଯେଉଁମାନେ କି ତାଙ୍କ ଗୋଡ଼ ଓ କାନ୍ଧ ଉପରେ ବସି ଯାଉଥିଲେ । ସେ ସେମାନଙ୍କ ଗହଣରେ ଆନନ୍ଦ ଉପଭୋଗ କରୁଥିଲେ । ଯେତେବେଳେ ଲେଖକ ଅଧ‌ିକ ପଢ଼ିବାପାଇଁ ବିଦେଶ ଯିବାକୁ ସ୍ଥିର କଲେ, ସେ ଭାବିଲେ ତାଙ୍କ ବୁଢ଼ୀମା’ ଦୁଃଖପ୍ରକାଶ କରିବେ ।

କିନ୍ତୁ ସେ ତାଙ୍କୁ ରେଳ ଷ୍ଟେସନରେ ଛାଡ଼ିବା ପାଇଁ ଆସିଥିଲେ ମଧ୍ୟ କିଛି କହିଲେ ନାହିଁ କି ଭାବପ୍ରବଣତା ଦେଖାଇଲେ ନାହିଁ । ସେ ସମ୍ପୂର୍ଣ୍ଣଭାବେ ପ୍ରାର୍ଥନା ଭିତରେ ମଜ୍ଜି ଯାଇଥିଲେ ଏବଂ ତାଙ୍କ ଆଙ୍ଗୁଳିରେ ଜପାମାଳିର ମାଳା ଗଡ଼ାଉଥିଲେ । ପାଞ୍ଚ ବର୍ଷ ପରେ ସେ ଘରକୁ ଫେରି ଆସିଲେ ଏବଂ ବୁଢ଼ୀମା’ ତାଙ୍କୁ ଷ୍ଟେସନରୁ ପାଛୋଟି ଆଣିଥିଲେ । ସମୟ ତାଙ୍କ ବୟସ ଉପରେ କୌଣସି ପ୍ରଭାବ ପକାଇବା ଭଳି ଜଣାପଡୁନଥିଲା । ଲେଖକ ଅନୁଭବ କରିପାରୁଥିଲେ ତାଙ୍କ ନାଡ଼ି ଠିକ୍ ଥିଲା ଏବଂ ଘରଚଟିଆମାନେ ତାଙ୍କ ସହିତ ଥିଲେ । ସେହି ସନ୍ଧ୍ୟାରେ ସେ ବହୁତ ଖୁସି ଥିଲେ ଏବଂ ବୟସ୍କ ମହିଳାମାନଙ୍କ ସହ ସମୟ ବିତାଉଥିଲେ । ପରଦିନ ସକାଳେ ସେ ଅସୁସ୍ଥ ହୋଇଥ‌ିବାର ଜଣାପଡ଼ିଲା । ଡାକ୍ତର ଡକାଗଲା ଏବଂ ସେ କହିଲେ ଜ୍ଵର ସାମାନ୍ୟ ଅଛି ଓ ସେ ଅଳ୍ପ ସମୟ ମଧ୍ୟରେ ଭଲ ହୋଇଯିବେ ।

କିନ୍ତୁ ବୁଢ଼ୀମା’ କହିଲେ ତାଙ୍କର ଶେଷ ସମୟ ଆସିଗଲାଣି । ଶାନ୍ତିରେ ବିଛଣାରେ ପଡ଼ିରହି ସେ ପ୍ରାର୍ଥନା କରୁଥିଲେ ଏବଂ ମାଳାଜପ କରୁଥିଲେ । ପରେ ପରେ ସେ ଶେଷ ନିଃଶ୍ଵାସ ତ୍ୟାଗ କଲେ । ତା’ପରେ ବୁଢ଼ୀମାଙ୍କର ଅନ୍ତିମ ସଂସ୍କାର ପାଇଁ ବନ୍ଦୋବସ୍ତ କରାଗଲା । ତାଙ୍କ ମୃତ ଦେହକୁ ଲାଲ୍ ଲୁଗାରେ ଆବୃତ କରାଗଲା । ତାଙ୍କୁ ଦାହ କରିବାକୁ ନେବା ପାଇଁ ଏକ ପୁରୁଣା କୋକେଇ ଅଣାଗଲା । ସେତେବେଳେ ହଜାରହଜାର ଘରଚଟିଆ ଚଟାଣ ଉପରେ ଏଣେତେଣେ ବସିଥା’ନ୍ତି । ସେମାନେ କୌଣସି ଶବ୍ଦ କରୁ ନ ଥିଲେ । ଦୁଃଖ- କାତର ପକ୍ଷୀମାନଙ୍କର ଦୃଶ୍ୟ ଥିଲା ବାସ୍ତବିକ ମର୍ମସ୍ପର୍ଶୀ । ଲେଖକଙ୍କର ମା’ ସେମାନଙ୍କ ପାଖକୁ କେତେ ଖଣ୍ଡ ରୁଟି ଟୁକୁଡ଼ା ପକାଇ ଦେଲେ । କିନ୍ତୁ ସେମାନେ ରୁଟି ଟୁକୁଡ଼ାକୁ ଆଡ଼ ଆଖିରେ ଚାହିଁଲେ ନାହିଁ । ବୁଢ଼ୀମା’ର ମୃତ ଦେହ ନିଆଗଲାପରେ ଘରଚଟିଆମାନେ ନୀରବରେ ଉଡ଼ିଗଲେ ।

Odisha State Board Elements of Mathematics Class 11 CHSE Odisha Solutions Chapter 13 Introduction To Three-Dimensional Geometry Ex 13 Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 13 Introduction To Three-Dimensional Geometry Exercise 13

Question 1.

Fill in the blanks in each of the following questions by choosing the appropriate answer from the given ones.
(a) The distance of the point P(x₀, y₀, z₀) from z – axis is [\(\sqrt{x_0^2+y_0^2}, \sqrt{y_0^2+z_0^2}, \sqrt{x_0^2+z_0^2},\)\(\sqrt{\left(x-x_0\right)^2+\left(y-y_0\right)^2}\)]
Solution:
\(\sqrt{x^2+y^2}\)

(b) The length of the projection of the line segment joining (1, 3, -1) and (3, 2, 4) on z – axis is ___________. [1, 3, 4, 5]
Solution:
5

(c) the image of the point (6, 3, -4) with respect to yz – plane is _____________. [(6, 0, -4), (6, -3, 4), (-6, -3, -4), (-6, 3, -4)]
Solution:
(-6, 3, -4)

(d) If the distance between the points (-1, -1, z) and (1, -1, 1) is 2 then z = _______________. [1, √2, 2, 0]
Solution:
1

Question 2.
(a) identify the axis on which the given points lie : (1, 0, 0), (0, 1, 0), (0, 0, 1)
Solution:
x-axis, y-axis, z-axis

(b) Identify the planes containing the points! (7, 0, 4), (2, -5, 0), (0, √2, -3)
Solution:
xz-plane, xy-plane, yz-plane.

Question 3.
(a) Determine, which of the following points have the same projection on x-axis. (2, -5, 7), (2, √2, -3), (-2, 1, 1), (2, -1, 3)
Solution:
(2, -5, 7), (2, √2, -3) and (2, -1, 3) have the same projection on x-axis.

(b) Find the projection of the point (7, -5, 3) on:
(i) xy-plane
Solution:
(7, -5, 0)

(ii) yz-plane,
Solution:
(0, -5, 3)

(iii) zx-plane
Solution:
(7, 0, 3)

(iv) x-axis
Solution:
(7, 0, 0)

(v) y-axis,
Solution:
(0, -5, 0)

(vi) z-axis.
Solution:
(0, 0, 3)

Question 4.
When do you say two lines in space are skewed? Do they intersect?
Solution:
A pair of non-co-planar lines are called skew lines. Skew lines do not intersect.

Question 5.
From the three pairs of lines given below, identify those which uniquely determine a plane:
(i) intersecting pair,
(ii) parallel pair,
(iii) a pair of skew lines.
Solution:
Out of given three pairs
(i) Intersecting pair and
(ii) Parallel pair of lines determine a plane.

Question 6.
Determine the unknown coordinates of the following points if :
(i) P(a, 2, -1)∈ yz – plane
Solution:
a = 0

(ii) Q(-1, y, 3) ∈ zx-plane
Solution:
y = 0

(iii) R(√2, -3, c) ∈ xy-plane
Solution:
c = 0

(iv) S(7, y, z) ∈ x-axis
Solution:
y = 0, z = 0

(v) T(x, 0, z) ∈ y-axis
Solution:
x = 0 , z = 0

(vi) V(a, b, -3) ∈ z-axis
Solution:
a = b = 0

Question 7.
Which axis is determined by the intersection of:
(i) xy-plane and yz-plane
Solution:
y-axis

(ii) yz-plane and zx-plane
Solution:
z-axis

(iii) zx-plane and xy-plane
Solution:
x-axis

Question 8.
Which axis is represented by a line passing through origin and normal to:
(i) xy-plane
Solution:
z-axis

(ii) yz-plane
Solution:
x-axis

(iii) zx-plane.
Solution:
y-axis

Question 9.
What are the coordinates of a point which is common to all the coordinate planes?
Solution:
Origin 0(0, 0, 0) is common to all coordinate planes.

Question 10.
If A, B, and C are projections of P(3, 4, 5) on the coordinate planes, find PA, PB, and PC.
Solution:
PA = 5, PB = 3, PC = 4.

Question 11.
(a) Find the perimeter of the triangle whose vertices are (0, 1, 2) (2, 0, 4) and (-4, -2, 7).
Solution:

(b) Show that the points (a, b, c), (b, c, a), and (c, a, b) form an equilateral triangle.
Solution:

(c) Show that the points (3, -2, 4) (1, 1, 1) and (-1, 4, -1) are collinear.
Solution:
Let A = (3, -2, 4), B = (1, 1, 1) and C = (-1, 4, -2)
D. rs of AB are < -2, 3, -3 >
D. rs of BC are < -2, 3, -3 >
As D. rs of AB is the same as d.rs of
BC it follows that A, B, and C lie on the same straight line.
So the points are collinear. (Proved)

(d) Show that points (0, 1, 2), (2, 5, 8), (5, 6, 6), and (3, 2, 0) form a parallelogram.
Solution:

(e) Show that the line segment joining (7, -6, 1) (17, -18, -3) intersect the line segment joining (1, 4, -5), (3, -4, 11) at (2, 0, 3).
Solution:

D.rs of AP are < -5, 6, 2 >
D.rs of PB are < -15, 18, 6>
i.e., < -5, 6, 2 >
Thus d.r.s. of AP are the same as the d.r.s. of PB.
So A.P.B. are collinear.
Again d.rs. of CP are < 1, -4, 8 >
D. rs. of PD are < 1, -4, 8 >
Thus d.rs. of CP and d.rs. of PD are equal.
So the points C.P.D. are collinear.
Hence line AB intersects the line CD at P.        (Proved)

(f) Find the locus of points that are equidistant from points (1, 2, 3) and (3, 2, -1).
Solution:
Let A = (1, 2, 3), B = (3, 2, -1)
Let P (x, y, z) be equidistant from A and B.
Then PA = DB
(x – 1 )² + (y – 2)² + (z – 3)²
= (x – 3)² + (y – 2)² + (z + 1)²
⇒ (x – 1)² – (x – 3)² + (y – 2)² – (y – 2)² + (z – 3)² – (z + 1)² = 0
⇒ (x – 1 + x – 3) (x – 1 – x + 3) + (z – 3 + z + 1)(z – 3 – z – 1) = 0
⇒ (2x – 4) . 2 + (2z – 2) . (- 4) = 0
⇒ x – 2 – 2z + 2 = 0
⇒ x – 2z = 0 This is the required locus.

Question 12.
(a) Find the ratio in which the line segment through (1, 3, -1) and (2, 6, -2) is divided by zx-plane.
Solution:

(b) Find the ratio in which the lines segment through (2, 4, 5), (3, 5, -4) is divided by xy-plane.
Solution:

(c) Find the coordinates of the centroid of the triangle with its vertices at (a₁, b₁, c₁), (a₂, b₂, c₂), and (a₃, b₃, c₃)
Solution:

(d) If A (1, 0, -1), B (-2, 4, -2), and C (1, 5, 10) be the vertices of a triangle and the bisector of the angle BAC, meets BC at D, then find the coordinates of the point D.
Solution:

(e) Prove that the points P(3, 2, -4), Q(5, 4, -6) and R(9, 8, -10) are collinear. Find the ratio in which point Q divides the line segment PR.
Solution:
Given that P = (3, 2, -4)
Q = (5, 4, -6), R = (9, 8, -10)
D. rs. of PQ are < 2, 2, -2 >
D. rs. of QR are < 4, 4, -4 >
i.e., < 2, 2, -2 >
Thus D.rs. of PQ and QR are the same.
So P, Q, R lie on the same straight line.
Hence P, Q, and R are collinear.     (Proved)
Let Q divides the join of PR in ratio k: 1
∴ \(\frac{9 k+3}{k+1}\) = 5, \(\frac{8 k+2}{k+1}\) = 4, \(\frac{-10 k-4}{k+1}\) = -6
⇒ k = \(\frac{1}{2}\)
Thus the ratio is 1: 2

Odisha State Board BSE Odisha 10th Class Maths Solutions Algebra Chapter 2 ଦ୍ବିଘାତ ସମୀକରଣ Ex 2(a) Textbook Exercise Questions and Answers.

BSE Odisha Class 10 Maths Solutions Algebra Chapter 2 ଦ୍ବିଘାତ ସମୀକରଣ Ex 2(a)

Question 1.
ନିମ୍ନଲିଖ ଉକ୍ତିଗୁଡ଼ିକରେ ଥ‌ିବା ତ୍ରୁଟିକୁ ସଂଶୋଧନ କରି ଲେଖ ।
(i) x² – 4x + 4 = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ ବାସ୍ତବ ଓ ଭିନ୍ନ ।
(ii) x² – 5x + 6 = 0 ସମୀକରଣର ପ୍ରଭେଦକ 2 ଅଟେ ।
(iii) ax? + bx – c = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟର ସମଷ୍ଟି \(\frac{c}{a}\)।
(iv) ax’ + bx + c = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟର ଗୁଣଫଳ \(\frac{b}{a}\)।
(v) 1 ଓ -1 ମୂଳ ବିଶିଷ୍ଟ ଦ୍ୱିଘାତ ସମୀକରଣଟି x² + 1 = 0 ।
(vi) x² = 0 ଦ୍ୱିଘାତ ସମୀକରଣର ମୂଳ ସମାନ ନୁହଁନ୍ତି ।
(vii) 3x² – 2x – 1 = 0 ସମୀକରଣର ମୂଳ ଦ୍ଵୟର ସମଷ୍ଟି \(– \frac{3}{2}\)।
(viii) 3x² – 2x – 1 = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟର ଗୁଣଫଳ \(\frac{1}{3}\)।
ଉ-
(i) x² – 4x + 4 = 0 ସମୀକରଣର ମୂଳଦ୍ବୟ ବାସ୍ତବ ପରିମେୟ ଓ ସମାନ ।
(ii) x² – 5x + 6 = 0 ସମୀକରଣର ପ୍ରଭେଦକ 1 ଅଟେ ।
(iii) ax² + bx – c = 0 ମୂଳଦ୍ଵୟର ସମଷ୍ଟି \(\frac{-b}{a}\)।
(iv) ax² + bx + c = 0 ସମୀକରଣର ମୂଳଦ୍ବୟର ଗୁଣଫଳ \(\frac{c}{a}\)।
(v) 1 ଓ – 1 ମୂଳବିଶିଷ୍ଟ ଦ୍ୱିଘାତ ସମୀକରଣଟି x² – 1 = 0।
(vi) x² = 0 ଦ୍ବିଘାତ ସମୀକରଣର ମୂଳଦ୍ଵୟ ସମାନ ଅଟନ୍ତି ।
(vii) 3x² – 2x – 1 = 0 ସମୀକରଣର ମୂଳଦ୍ବୟର ସମଷ୍ଟି \(\frac{2}{3}\)
(viii) 3x² – 2x – 1 = 0 ସମୀକରଣର ମୂଳଦ୍ବୟର ଗୁଣଫଳ \(\frac{-1}{3}\)।

(i) ଏଠାରେ a = 1, b = -4, c = 4
ପ୍ରଭେଦକ (D) = b² – 4ac = (-4)² – 4 × 1 × 4 = 16 – 16 = 0
∴ ମୂଳଦ୍ବୟ ବାସ୍ତବ ଓ ସମାନ ।

(ii) ଏଠାରେ a = 1, b=-5, c = 6
ପ୍ରଭେଦକ (D) = b² – 4ac = (- 5)² – 4 (1) (6) = 25 – 24 = 1

(iii) ax² + bx – c = 0 ମୂଳଦ୍ଵୟର ସମଷ୍ଟି \(\frac{-b}{a}\)।
(iv) ax² + bx + c = 0 ମୂଳଦ୍ବୟର ଗୁଣଫଳ \(\frac{c}{a}\)।
(v) ମୂଳବିଶିଷ୍ଟ ଦ୍ୱିଘାତ ସମୀକରଣ, x² – (α + ß) x + αß = 0
⇒ x² – { 1 + (- 1)} x + 1 (-1) = 0 ⇒ x² – 1 = 0
(vi) x = 0 ଦ୍ୱିଘାତ ସମୀକରଣ ମୂଳଦ୍ଵୟ ସମାନ ଅଟନ୍ତି । (କାରଣ ପ୍ରଭେଦକ (D) = 0)
(vii) ଏଠାରେ a = 3, b = -2, c = -1 ମୂଳଦ୍ଵୟ ସମାନ = \(\frac{-b}{a}\) = \(\frac{-(-2)}{a}\) = \(\frac{2}{3}\)
(viii) 3x² – 2x-1=0 ଏଠାରେ a = 3, b = -2, c = 1 ମୂଳଦ୍ବୟର ଗୁଣଫଳ \(\frac{c}{a}\) = \(\frac{-1}{3}\)

Question 2.
ନିମ୍ନଲିଖୂ ପ୍ରଶ୍ନମାନଙ୍କର ସଂକ୍ଷିପ୍ତ ଉତ୍ତର ଦିଅ ।
(i) ଗୋଟିଏ ଦ୍ବିଘାତ ସମୀକରଣର ମୂଳଦ୍ଵୟ 3 ଓ -5 ହେଲେ, ସମୀକରଣଟି ନିରୂପଣ କର ।
(ii) mx² – 2x + (2m – 1) = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟର ଗୁଣଫଳ 3 ହେଲେ, m ର ମାନ ନିରୂପଣ କର ।
(iii) x² – px + 2 = 0 ସମୀକରଣର ଗୋଟିଏ ମୂଳ 2 ହେଲେ, p ର ମାନ ନିରୂପଣ କର ।
(iv) 4x² – 2x + c = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ ଏକ ଓ ଅଭିନ୍ନ ହେଲେ, c ର ମାନ ନିରୂପଣ କର ।
(v) 5x² + 2x + k = 0 ସମୀକରଣର ଗୋଟିଏ ମୂଳ – 2 ହେଲେ, k ର ମାନ ନିରୂପଣ କର ।
(vi) x² – kx + 6 = 0 ସମୀକରଣର ଗୋଟିଏ ମୂଳ 3 ହେଲେ, k ର ମାନ ନିରୂପଣ କର ।
(vii) 2x² + kx + 3 = 0 ସମୀକରଣର ଦୁଇଟି ମୂଳ ବାସ୍ତବ ଓ ସମାନ ହେଲେ, k ର ମାନ ନିରୂପଣ କର ।
ସମାଧାନ :
(i) ଗୋଟିଏ ଦ୍ଵିଘାତ ସମୀକରଣର ମୂଳଦ୍ଵୟ 3 ଓ – 5 । ଅର୍ଥାତ୍ α = 3 ଓ ß = – 5
x² – (α + ß) x + αß = 0
⇒ x² – (3 – 5) x + (3)(-5) = 0 ⇒ x² + 2x – 15 = 0

(ii) mx² – 2x + (2m – 1) = 0 ମୂଳଦ୍ଵୟର ଗୁଣଫଳ = 3
ଏଠାରେ a = m, b = – 2, c = 2m – 1
ମୂଳଦ୍ବୟର ଗୁଣଫଳ = \(\frac{c}{a}\) ⇒ 3 \(\frac{2m-1}{m}\)
⇒ 3m = 2m – 1 ⇒ 3m – 2m = 1 ⇒ m = -1
∴ ଦତ୍ତ ସମୀକରଣର ମୂଳଦ୍ଵୟର ଗୁଣଫଳ 3 ହେଲେ m = -1 ହେବ ।

(iii) x² – px + 2 = 0 ସମୀକରଣର ଗୋଟିଏ ମୂଳ 2।
⇒ 2² – p(2) + 2 =0 ⇒ 4 – 2p + 2 = 0 ⇒ 6 = 2p ⇒ p = \(\frac{6}{2}\) = 3
∴ pର ମାନ = 3

(iv) 4x² – 2x + c = ଫିର ମୂଳଦ୍ବୟ ଏକ ଓ ଅଭିନ୍ନ । ଏଠାରେ a = 4, b = – 2, c = c
ପ୍ରଭେଦକ (D) = 0 ⇒ b² – 4ac = 0 ⇒ (-2)² – 4 (4) c = 0 ⇒ 4 – 16c = 0
⇒ -16c = -4 = c = – \(\frac{-4}{16}=\frac{1}{4}\)
∴ c = \(\frac{1}{4}\)
∴ ଦତ୍ତ ସମୀକରଣର ମୂଳଦ୍ଵୟ ଏକ ଏବଂ ଅଭିନ୍ନ ହେଲେ c ର ମାନ \(\frac{1}{4}\) ହେବ।

(v) 5x² + 2x + k = 0 ସମୀକରଣର ଗୋଟିଏ ମୂଳ – 2 ।
⇒ 5(- 2)² + 2(- 2) + k = 0 ⇒ 20 – 4 + k = 0 ⇒ 16 + k = 0 ⇒ k = -16
∴ ‘k’ ର ମାନ -16 ପାଇଁ ଦତ୍ତ ସମୀକରଣର ଗୋଟିଏ ମୂଳ -2 ହେବ ।

(vi) x² – kx + 6 = 0 ସମୀକରଣର ଗୋଟିଏ ମୂଳ 3।
⇒ 3² – 3k + 6 = 0 ⇒ 9 – 3k + 6 = 0 ⇒ -3k = -15 ⇒ \(\frac{-15}{-3}=5\)
∴ ଦତ୍ତ ସମୀକରଣର ଗୋଟିଏ ମୂଳ 3 ହେଲେ k ର ମାନ 5 ହେବ ।

(vii) 2x² + kx + 3 = 0, ଏଠାରେ a = 2, b = k, c = 3
ସମୀକରଣର ମୂଳଦ୍ୱୟ ବାସ୍ତବ ଓ ସମାନ ହେଲେ b² – 4ac = 0
⇒ k² – 4 (2) (3) = 0 ⇒ k² – 24 = 0 ⇒ k² = 24 ⇒ k = ±√24 ⇒ k = ± 2√6
∴ ଦତ୍ତ ସମୀକରଣର ମୂଳଦ୍ଵୟ ବାସ୍ତବ ଓ ସମାନ ହେଲେ k ର ମାନ ±2√6 ହେବ ।

Question 3.
ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନପାଇଁ ଥ‌ିବା ସମ୍ଭାବ୍ୟ ଉତ୍ତରଗୁଡ଼ିକ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ବାଛି ଲେଖ ।
(i) ନିମ୍ନଲିଖ୍ ସମୀକରଣମାନଙ୍କ ମଧ୍ୟରୁ କେଉଁଟି x ରେ ଏକ ଦ୍ଵିଘାତ ସମୀକରଣ ?
(a) x² – x – 12 = 0
(b) x² + 12 = 3
(c) x + = x²
(d)x (x – 1 ) (x + 5) = 0

(ii) 7x² – 9x + 2 = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟର ସ୍ବରୂପ କ’ଣ ?
(a) ବାସ୍ତବ ସଂଖ୍ୟା ଓ ପରସ୍ପରଠାରୁ ପୃଥକ୍
(b) ବାସ୍ତବ ସଂଖ୍ୟା ଏବଂ ଏକ ଓ ଅଭିନ୍ନ
(c) ବାସ୍ତବ ହେବେ ନାହିଁ
(d) ଏଥୁରୁ କେଉଁଟି ନୁହେଁ

(iii) ନିମ୍ନଲିଖ ମଧ୍ୟରୁ କେଉଁଟି – 6 ଓ 8 ମୂଳ ବିଶିଷ୍ଟ ଦ୍ବିଘାତ ସମୀକରଣ ?
(a) (x + 6) (x+8)= 0
(b) (x + 6) (x – 8) = 0
(c) (x – 6) (x + 8) = 0
(d) (x – 6) (x – 8) = 0

(iv) 3x² + 2√5 x – 5 = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ α ଓ ß ଓ ହେଲେ αß ର ମୂଲ୍ୟ କେତେ ?
(a) 3
(b) 2√5
(c) \(\frac{2√5}{3}\)
(d) \(\frac{-5}{3}\)

(v) 4x – 2x + 2 = 0 ସମୀକରଣର ମୂଳଦ୍ବୟ α ଓ ß ହେଲେ α + ß ର ମୂଲ୍ୟ କେତେ ?
(a) \(\frac{1}{16}\)
(b) 4
(c) \(\frac{1}{2}\)
(d) -8

(vi) 4x + 3x + 7 = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ α ଓ ß ହେଲେ \(\frac{1}{α}+\frac{1}{ß}\) ର ହେଲେ କେତେ ?
(a) \(\frac{3}{7}\)
(b) \(– \frac{3}{7}\)
(c) \(\frac{7}{3}\)
(d) \(– \frac{7}{3}\)

(vii) ଗୋଟିଏ ଦ୍ବିଘାତ ସମୀକରଣର ମୂଳଦ୍ଵୟର ସମଷ୍ଟି ଓ ଗୁଣଫଳ ଯଥାକ୍ରମେ 4 ଓ \(\frac{5}{2}\) ହେଲେ ନିମ୍ନଲିଖ ମଧ୍ୟରୁ କେଉଁଟି ?
(a) 2x² + 8x + 5 = 0
(b) 2x² – 8x + 5 = 0
(c) 2x² + 8x – 5=0
(d) 2x² – 8x – 5 = 0
ଉ-
(i) x² – x – 12 = 0
(ii) ବାସ୍ତବ ସଂଖ୍ୟା ଓ ପରସ୍ପରଠାରୁ ପୃଥକ୍
(iii) (x +6) (x – 8) = 0
(iv) \(\frac{-5}{3}\)
(v) \(\frac{1}{2}\)
(vi) \(– \frac{3}{7}\)
(vii) 2x² – 8x + 5 = 0

Question 4.
ନିମ୍ନଲିଖୂତ ଦ୍ବିଘାତ ସମୀକରଣମାନଙ୍କୁ ପୂର୍ବ ବର୍ଗରେ ପରିଣତ କରି ସମାଧାନ କର ।
(i) x² + x – 6 = 0
(ii) 2x² – 9x + 4 = 0
(iii) 14x² + x – 3 = 0
(iv) 3x² – 32x + 12=0
(v) x² + 2px – 3qx – 6pq = 0
(vi) √3x² + 10x + 8√3 = 0
(vii) 25x² + 30x + 7 = 0
(viii) 3a²x² + 8abx + 4b² = 0 (a ≠ 0)
(ix) x² + ax + b = 0
(x) x² + bx = a² – ab
ସମାଧାନ :
(i)

(ii)

(iii)

(iv)

(v) x² + 2px – 3qx – 6pq = 0

(vi) √3x² + 10x + 8√3 = 0

(vii) 25x² + 30x + 7 = 0

(viii) 3a²x² + 8abx + 4b² = 0 (a ≠ 0)

(ix) x² + ax + b = 0


(x) x² + bx = a² – ab

Question 5.
ଦ୍ଵିଘାତ ସୂତ୍ର ପ୍ରୟୋଗ କରି ନିମ୍ନଲିଖ ସମୀକରଣମାନଙ୍କର ବୀଜ ବା ମୂଳ ନିରୂପଣ କରି ।
(i) 4x² – 11x + 6 = 0
(ii) (2x – 1)(x – 2) = 0
(iii) x² – (1+√2)x+ 2 = 0
(iv) a(x² + 1) = x(a2 + 1), a ≠ 0
(v) 6x² + 11x + 3 = 0
(vi) 2x² + 41x – 115 = 0
(vii) 12x² +x – 6 = 0
(viii) (6x + 5)(x – 2) = 0
(ix) 15x² – x – 8 = 0
(x) (x + 5)(x – 5) = 39
ସମାଧାନ :
(i) 4x² – 11x + 6 = 0

(ii) (2x – 1)(x – 2) = 0
⇒ 2x² – 4x -x + 2 = 0 ⇒ 2x² – 5x + 2 = 0
ଏଠାରେ a = 2, b = -5, c = 2

(iii) x² – (1+√2)x+ 2 = 0
ଏଠାରେ a = 1, b = – (1+√2), c = √2

(iv) a(x² + 1) = x(a² + 1) ⇒ a(x² + 1) – x(a² + 1) = 0
⇒ ax² + a – x(a² + 1) = 0 ⇒ ax² – x(a² + 1) + a = 0
ଏଠାରେ a = a, b = -(a² + 1), c = a

(v) 6x² + 11x + 3 = 0
ଏଠାରେ a = 6, b = 11, c = 3

(vi) 2x² + 41x – 115 = 0
ଏଠାରେ a = 2, b = 41, c = -115

(vii) 12x² +x – 6 = 0
ଏଠାରେ a = 12, b = 1, c = -6

(viii) (6x + 5)(x – 2) = 0 ⇒ 6x² -12x + 5x – 10 = 0 ⇒ 6x² -7x – 10 = 0
ଏଠାରେ a = 6, b = -7, c = -10

(ix) 15x² – x – 8 = 0
ଏଠାରେ a = 15, b = -1, c = -8

(x) (x + 5)(x – 5) = 39 ⇒ x² – 25 = 39 ⇒ x² – 25 – 39 = 0 ⇒ x² – 64 = 0
ଏଠାରେ a = 1, b = 0, c = -64
x = \(\frac{-b \pm \sqrt{b^2-4 a c}}{2 a}=\frac{0 \pm \sqrt{0^2-4(1) 64}}{2(1)}=\frac{0 \pm \sqrt{256}}{2}=\frac{\pm 16}{2}=\pm 8\)
⇒ x = 8 ବ। x = -8
∴ ସମୀକରଣର ମୂଳଦ୍ଵୟ 8 ଓ -8 ।

Question 6.
ଯଦି 4x² – 13x + k = 0 ସମୀକରଣର ଗୋଟିଏ ମୂଳ ଅପରଟିର 12 ଗୁଣ ହେଲେ kରେ ମୂଲ୍ୟ ନିରୂପଣ କର ।
ସମାଧାନ :
ମନେକର 4x² – 13x + k = 0 ସମୀକରଣର ଗୋଟିଏ ମୂଳ । ଏବଂ ଅନ୍ୟଟି 12α ।
ଏଠାରେ a = 4, b = 13 6 c = k
∴ ମୂଳଦ୍ବୟର ସମଷ୍ଟି = \(\frac{-b}{a}\) ⇒ α + 12α = \(\frac{-(-13)}{4}\) ⇒ 13α = \(\frac{13}{4}\) ⇒ α = \(\frac{13}{4}\) × \(\frac{1}{13}\) = \(\frac{1}{4}\)
ମୂଳଦ୍ବୟର ଗୁଣଫଲ = \(\frac{-c}{a}\) ⇒ α.12α = \(\frac{k}{4}\) ⇒ 12α² = \(\frac{k}{4}\) ⇒ 12 × (\(\frac{1}{4}\))² = \(\frac{k}{4}\) ⇒ \(\frac{12}{16}\) = \(\frac{k}{4}\) ⇒ 16k = 48 ⇒ k = 3
∴ kର ମାନ 3 ହେଲେ ସମୀକରଣର ଗୋଟିଏ ମୂଳ ଅପରଟିର 12 ଗୁଣ ହେବ ।

Question 7.
x² – 5x + p = 0 ସମୀକରଣର ଗୋଟିଏ ମୂଳ ଅପରଟି ଅପେକ୍ଷା 3 ଅଧିକ ହେଲେ pର ମୂଲ୍ୟ ନିରୂପଣ କର ।
ସମାଧାନ :
ମନେକର x² – 5x + p = 0 ସମୀକରଣର ଗୋଟିଏ ମୂଳ α ଓ ଅନ୍ୟଟି α + 3
∴ ମୂଳଦ୍ବୟର ସମଷ୍ଟି = α + α + 3 = \(\frac{-(-5)}{1}\)
⇒ 2α + 3 = 5 ⇒ 2α = 5 – 3 = 2 ⇒ α = \(\frac{2}{2}\) = 1
α ର ମାନ ସମୀକରଣରେ ବସାଇଲେ 1² – 5 (1) + p = 0
⇒ 1 – 5 + p = 0 ⇒ p – 4= 0 ⇒ p = 4
∴ p ର ମାନ 4 ହେଲେ ଗୋଟିଏ ମୂଳ ଅପରୂଟି ଅପେକ୍ଷା 3 ଅଧିକ ହେବ ।

Question 8.
ଯଦି 2x² – 5x + 3 = 0 ସମୀକରଣର ମୂଳଦ୍ୱୟ α ଓ ß ହୁଏ ତେବେ α²ß + αß²ର ମୂଲ୍ୟ ନିରୂପଣ ‘କର ।
ସମାଧାନ :
2x² – 5x + 3= 0 ସମୀକରଣର ମୂଳଦ୍ୱୟ α ଓ ß।
ମୂଳଦ୍ଵୟର ସମଷ୍ଟି = α + ß = \(\frac{-(-5)}{2}\) ⇒ α + ß = \(\frac{5}{2}\)
ମୂଳଦ୍ବୟର ଗୁଣଫଲ = αß = \(\frac{3}{2}\)
∴ α²ß + αß² = αß (α + ß)\(\frac{3}{2}\)(\(\frac{5}{2}\)) = \(\frac{15}{4}\)

Question 9.
ଯଦି 2x² – 6x + 3 = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ α ଓ ß ହୁଏ, ତେବେ (α + 1) (ß + 1) ର ମୂଲ୍ୟ ନିରୂପଣ କର ।
ସମାଧାନ :
2x² – 6x + 3= 0 ସମୀକରଣର ମୂଳଦ୍ୱୟ α ଓ ß।
ମୂଳଦ୍ବୟର ସମଷ୍ଟି = α + ß = \(\frac{-(-6)}{2}\) = \(\frac{6}{2}\) = 3
ମୂଳଦ୍ବୟର ଗୁଣଫଲ = αß = \(\frac{3}{2}\)
∴ (α + 1) (ß + 1) = αß + α + ß + 1 = \(\frac{3}{2}\) + 3 + 1 = \(\frac{3+6+2}{2}\) = \(\frac{11}{2}\)
∴ (α + 1) (ß + 1) = \(\frac{11}{2}\)

Question 10.
ଯଦି 2x² – (p + 1) x + p – 1 = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟର ଅନ୍ତର ଓ ଗୁଣଫଳ ସମାନ ହେଲେ pର ମାନ ନିରୂପଣ କର ।
ସମାଧାନ :
ମନେକର 2x² – (p + 1) x + (p – 1) = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ α ଓ ß।
ବୀଜଦ୍ଵୟର ସମଷ୍ଟି α + ß = \(\frac{-{-(p+1)}}{2}\) = \(\frac{p+1}{2}\) ଏବଂ αß = \(\frac{p-1}{2}\)
ପ୍ରଶାନୁସାରେ ବୀଜଦ୍ଵୟର ଅନ୍ତର, ବୀଜଦ୍ୱୟର ଗୁଣଫଳ ସହ ସମାନ ।
∴ α – ß = aß ⇒ (α – ß)² = (aß)² ⇒ (α + B)² – 4aß = (αß)²
⇒ (\(\frac{p+1}{2}\))² – 4(\(\frac{p-1}{2}\)) ⇒ (\(\frac{p-1}{2}\))² = (\(\frac{p+1}{2}\))² – (\(\frac{p-1}{2}\))² = 4 (\(\frac{p-1}{2}\))
⇒ p . 1 = 2p – 2 ⇒ p = 2
∴ ଦତ୍ତ ସମୀକରଣର ମୂଳଦ୍ଵୟର ଅନ୍ତର ଓ ଗୁଣଫଳ ସମାନ ହେଲେ p ର ମାନ 2 ହେବ ।

Question 11.
ଯଦି 5x² – 3x – 2 = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ α ଓ ß ହୁଏ, ତେବେ ପ୍ରମାଣ କର ଯେ α³ + ß³ = \(\frac{117}{125}\)
ସମାଧାନ :
5x²-3x-2=0 ସମୀକରଣର ମୂଳଦ୍ଵୟ α ଓ ß।
ମୂଳଦ୍ବୟର ସମଷ୍ଟି = α + ß = \(\frac{-(-3)}{5}\) = \(\frac{3}{5}\), ମୂଳଦ୍ବୟର ଗୁଣଫଲ = αß = \(\frac{-2}{5}\)
∴ α³ + ß³ = (α + ẞ)³ – 3αß (α + B)
= (\(\frac{3}{5}\))³ – 3(\(\frac{3}{5}\))(\(\frac{-2}{5}\)) = \(\frac{27}{125}+\frac{18}{25}\) = \(\frac{27+90}{125}\) = \(\frac{117}{125}\)
∴ α³ + ß³ = \(\frac{117}{125}\) (ପ୍ରମାଣିତ)

Question 12.
ଯଦି 5x² + 17x + 6 = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ α ଓ ß ହୁଏ ତେବେ \(\frac{1}{α²}+\frac{1}{ß²}\) ର ମୂଲ୍ୟ ନିରୂପଣ କର ।
ସମାଧାନ :
5x² + 17x + 6 = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ α ଓ ß।
∴ ମୂଳଦ୍ବୟର ସମଷ୍ଟି = α + ß = \(\frac{-17}{5}\), ମୂଳଦ୍ବୟର ଗୁଣଫଲ = αß = \(\frac{6}{5}\)
\(\frac{1}{α²}+\frac{1}{ß²}\) = \(\frac{ß²+α²}{α²ß²}\) = \(\frac{(α+ß)²-2αẞ}{(αß)²}\)
=\(\frac{\left(\frac{-17}{5}\right)^2-2\left(\frac{6}{5}\right)}{\left(\frac{6}{5}\right)^2}=\frac{\frac{289}{25}-\frac{12}{5}}{\frac{36}{25}}\) = \(\frac{289-60}{25}\) × \(\frac{25}{36}\) = \(\frac{229}{36}\)
∴ \(\frac{1}{α²}+\frac{1}{ß²}\) ର ମୂଲ୍ୟ \(\frac{229}{36}\) ।

Question 13.
x² – 8x + 16p = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ α ଓ ß ହେଲେ \(\frac{αß}{α + ß}\) ପରିପ୍ରକାଶକୁ p ମାଧ୍ୟମରେ ପ୍ରକାଶ କର ।
ସମାଧାନ :
x² – 8x + 16p = 0 ମୂଳ ଦ୍ଵୟ α ଓ ß।
∴ ମୂଳଦ୍ବୟର ସମଷ୍ଟି = α + ß = \(\frac{-(-8)}{1}=8\), ମୂଳଦ୍ବୟର ଗୁଣଫଲ = αß = \(\frac{16p}{1}=16p\)
∴ \(\frac{αß}{α + ß}\) = \(\frac{16p}{8}\) = 2p

Question 14.
ଯଦି x² – 2 (5 + 2m) x + 3 (7 + 10m) = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ ଏକ ଓ ଅଭିନ୍ନ ହୁଏ, m ର ମୂଲ୍ୟ ନିରୂପଣ କର ।
ସମାଧାନ :
x² – 2 (5 + 2m) x + 3 (7 + 10m) = 0 ସମୀକରଣର ମୂଳଦ୍ବୟ ଏକ ଓ ଅଭିନ୍ନ ।
ପ୍ରଭେଦକ (D) = 0
ଏଠାରେ a = 1, b = – 2 (5+ 2m), c = 3 (7 + 10m)
D = b² – 4ac = 0
⇒ {-2(5+ 2m)}² – 4 × 1 × 3 (7 + 10m) = 0
⇒ 4 (25 + 20m + 4m²) – 4 × 3 (7 + 10m) = 0
⇒ 100+ 80m + 16m² – 12 (7 + 10m) = 0
⇒ 16m² + 80m + 100 – 84 – 120m = 0 16m² – 40m + 16 = 0 ⇒ 2m² – 5m+2=0 2m² – 4m – m + 2=0
⇒ 2m (m – 2) – 1 (m – 2) = 0 ⇒ (m – 2) (2m – 1) = 0
m – 2 = 0 | 2m – 10 ⇒ m = 2 | m =
∴ m ର ମାନ 2 କିମ୍ବା \(\frac{1}{2}\) ହେଲେ x² – 2 (5 + 2m) x + 3 (7 + 10m) = 0 ସମୀକରଣର ମୂଳଦ୍ବୟ ଏକ ଓ ଅଭିନ୍ନ ହେବେ ।

Question 15.
(i) ଯଦି a = b = c ହୁଏ, ତେବେ ପ୍ରମାଣ କର ଯେ, ସମୀକରଣ
(x – a)(x – b) + (x – b)(x – c) + (x – c)(x – a) = 0 ର ମୂଳଦ୍ୱୟ ବାସ୍ତବ ଏବଂ ଏକ ଓ ଅଭିନ୍ନ ।
(ii) ଯଦି a + b + c = 0 ଏବଂ a, b, c ∈ Q ହୁଏ, ତେବେ ପ୍ରମାଣ କର ଯେ
(b + c – a) x² + (c + a – b) x + (a + b – c) = 0 ସମୀକରଣର ପରିମେୟ ହେବେ ।
ସମାଧାନ :
(i) a = b = c ହେଲେ, (x – a) (x – b) + (x – b) (x – c) + (x – c) (x – a) = 0
⇒ (x – a)² + (x – a)² + (x – a)² = 0
⇒ 3 (x – a)² = 0 ⇒ (x – a)² = 0 ⇒ x² – 2ax + a² = 0
ଏଠାରେ ପ୍ରଭେଦକ (D) = b² – 4ac = (-2a)² – 4(1) a² = 4a² – 4a² = 0
∴ D = 0 ହେଲେ, ମୂଳଦ୍ୱୟ ବାସ୍ତବ ଏବଂ ଏକ ଓ ଅଭିନ୍ନ ।

(ii) ଯଦି a+b+c=0, a, b, c ∈ Q
(b + c – a) x² + (c + a – b) x + (a + b – c) = 0
a + b + c = 0
⇒ b + c = a, c + a = – b, a + b = -c
(b + c – a) x² + (c + a – b) x + (a + b – c) = 0
⇒ -2ax² + (-2b) x + (- 2c) = 0 ⇒ 2 (ax² + bx + c) = 0
⇒ ax² + bx + c = 0
ପ୍ରଭେଦକ (D) = b² – 4ac = (-b)² – 4ac = (a + c)² – 4ac = (a – c)²

Question 16.
ଗୋଟିଏ ଦ୍ଵିଘାତ ସମୀକରଣର ମୂଳଦ୍ଵୟର ସମଷ୍ଟି 3 ଓ ମୂଳଦ୍ବୟର ବର୍ଗର ସମଷ୍ଟି 29 ହେଲେ, ସମୀକରଣଟି ନିରୂପଣ କର ।
ସମାଧାନ :
ମନେକର ସ୍ଵିଘାତ ସମୀକରଣର ମୂଳଦ୍ଵୟ α ଓ ß ।
ମୂଳଦ୍ବୟର ସମଷ୍ଟି = α + ß = 3
ମୂଳଦ୍ଵୟର ବର୍ଗର ସମଷ୍ଟି = α² + ß² = 29
⇒ (α + ß)² – 2 aẞ = 29 ⇒ 3² – 2αß = 29
⇒9 – 2αẞ = 29 ⇒ – 2αß = 29 – 9 = 20
αß = \(\frac{-20}{2}\) = -10
ସମୀକରଣଟି x² – (a + ẞ) x + αß = 0
⇒ x² – 3x + (-10) = 0 ⇒ x² – 3x – 10 = 0

Question 17.
ଯଦି 2x² – 4x + 2 = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ α ଓ ß ହୁଏ, ତେବେ ପ୍ରମାଣ କର ଯେ \(\frac{α}{ß}+\frac{ß}{α}\) + 4(\(\frac{1}{α}+\frac{1}{ß}\)) + 2αß = 12
ସମାଧାନ :
2x² – 4x + 2 = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ α ଓ ß ।
∴ ମୂଳଦ୍ଵୟର ସମଷ୍ଟି α + ß = \(\frac{-(-4)}{2}\) = -2 ଏବଂ ମୂଳଦ୍ଵୟର ଗୁଣଫଲ αβ = \(\frac{2}{2}\) = 1
L.H.S. = \(\frac{α}{ß}+\frac{ß}{α}\) + 63(\(\frac{1}{α}+\frac{1}{ß}\)) – 2αß
= \(\frac{ß²+α²}{αß}\) + 63\(\frac{(α+ß)}{(αß)}\) – 2αß
= \(\frac{(α+ß)²-2αß}{(αß)}\) + 4\(\frac{(α+ß)}{(αß)}\) + 2αß
= \(\frac{(2)²-2×1}{1}\) + \(\frac{4(2)}{1}\) + 2 × 1
= 2 + 8 + 2 = 12 = R.H.S.

Question 18.
(i) ଯଦି ax² + bx + c = 0 ସମୀକରଣର ଗୋଟିଏ ମୂଳ ଅପରଟିର 4 ଗୁଣ ହୁଏ, ତେବେ ପ୍ରମାଣ କର ଯେ 4b² = 25ac।
(ii) ଯଦି x² – px + q = 0 ସମୀକରଣର ଗୋଟିଏ ମୂଳ ଅପରଟିର 2 ଗୁଣ ହୁଏ, ତେବେ ପ୍ରମାଣ କର ଯେ 2p² = 9q ।
ସମାଧାନ :
(i) ମନେକର ax² + bx + c = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ α ଏବଂ 4α।
∴ ମୂଳଦ୍ଵୟର ସମଷ୍ଟି α + 4α = \(\frac{-b}{a}\) ⇒ 5α = \(\frac{-b}{a}\) ⇒ α= \(\frac{-b}{5a}\) .. (i)
ମୂଳଦ୍ଵୟର ଗୁଣଫଲ α.4α = \(\frac{c}{2}\)
⇒ \(4 α^2=\frac{c}{a} \Rightarrow 4 \times (\frac{-b}{5a})^2=\frac{c}{a}\) [(i)]
⇒ \(\frac{4b²}{25a²}=\frac{c}{a} \Rightarrow 4ab²=25a²c \Rightarrow 4b²=25 ac\) (ପ୍ରମାଣିତ)

(ii) ମନେକର x² – px + q = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ α ଏବଂ 2α।
∴ ମୂଳଦ୍ଵୟର ସମଷ୍ଟି α + 2α = \(\frac{-(-p)}{1}\) ⇒ 3α = p ⇒ α= \(\frac{p}{3}\) .. (i)
ମୂଳଦ୍ଵୟର ଗୁଣଫଲ α.2α = \(\frac{q}{1}\) = 2α² = q
⇒ 2 × (\(\frac{p}{3}\))³ = q ⇒ \(\frac{2p²}{3}\) = q ⇒ 2p² = 9q (ପ୍ରମାଣିତ)

Question 19.
(i) ଯଦି 41x² – 2 (5a + 4b) x + (a² + b²) = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ ସମାନ ହୁଅନ୍ତି, ତେବେ ପ୍ରମାଣ କର ଯେ, \(\frac{a}{b}=\frac{5}{4}\)।
(ii) ଯଦି x² + px + q = 0 ସମୀକରଣର ବୀଜଦ୍ଵୟର ସମଷ୍ଟି ସେମାନଙ୍କର ବର୍ଗର ସମଷ୍ଟି ସହ ସମାନ ଯେ, 2q = p (p + 1)।
(ii) ଯଦି x² + px + q = 0 ସମୀକରଣର ଗୋଟିଏ ବୀଜ ଅନ୍ୟଟିର ବର୍ଗ ହୁଏ, ତେବେ ଦର୍ଶାଅ ଯେ p³ + q² + q = 3pq।
ସମାଧାନ :
(i) 41x² – 2 (5a + 4b) x + (a² + b²) = 0 ସମୀକରଣର ମୂଳଦ୍ଵୟ ସମାନ।
ଏଠାରେ a = 41, b = -2(5a + 4b), c = (a² + b²)
ପ୍ରଭେଦକ (D) = b² – 4ac = 0
⇒ {-2 (5a + 4b)}² – 4 (41) (a² + b²) = 0
⇒ 4 (25a² + 40ab + 16b²) – 4 (41a² + 41b²) = 0
⇒(25a² + 40ab + 16b² – 41a² – 41b²) = 0
⇒(-16a² + 40ab – 25b²) = 0
⇒(16a² – 40ab + 25b²) = 0
⇒(4a)² – 2.4a.5b + (5b)² = 0
⇒ (4a – 5b)² = 0
⇒4a – 5b = 0 [∴ a² – 2ab + b² = (a – b)²]
⇒ 4a = 5b ⇒ \(\frac{a}{b}=\frac{5}{4}\)।

(ii) x² + px + q = 0 ସମୀକରଣର ବୀଜଦ୍ଵୟର ସମଷ୍ଟି ସେମାନଙ୍କର ବର୍ଗର ସମଷ୍ଟି ସହ ସମାନ ।
ମନେକର ସମୀକରଣର ବୀଜଦ୍ଵୟ α ଓ ß।
ବୀଜଦ୍ୱୟର ସମଷ୍ଟି α + ß = – p ଏବଂ ବୀଜଦ୍ବୟର ଗୁଣଫଳ αß = q
କିନ୍ତୁ ଦତ୍ତ ଅଛି α + ß = α² + ß²
⇒ α + ß = α² + ß² – 2αß ⇒ – p = (- p)² – 2q
⇒ 2q = p² + p ⇒ 2q = p (p + 1) (ପ୍ରମାଣିତ)

(iii) x + px + g = 0 ସମୀକରଣର ଗୋଟିଏ ବୀଜ ଅପରଟିର ବର୍ଗ ।
ମନେକର ସମୀକରଣର ବୀଜଦ୍ଵୟ α ଓ α²।
ବୀଜଦ୍ୱୟର ସମଷ୍ଟି α + α² = – p
ବୀଜଦ୍ବୟର ଗୁଣଫଳ α.α² = q ⇒ α³ = q
α + α² = – p = (α + α²)³ = -p³
⇒ a³ + α⁶ + 3α · a² (α + α²) = – p³ ⇒ q + q² + 3q (- p) = – p³
⇒ q² + q – 3pq = -p³ ⇒ p³ + q² + q = 3pq (ପ୍ରମାଣିତ)

Question 20.
ଯଦି a(b – c) x² + b(c – a) x + c (a – b) = 0 ସମୀକରଣର ବୀଜଦ୍ଵୟ ସମାନ ହୁଏ, ତେବେ ଦର୍ଶାଅ ଯେ, \(\frac{2}{b}=\frac{1}{a}+\frac{1}{c}\)
ସମାଧାନ :
a(b – c) x² + b(c – a) x + c (a – b) = 0 ସମୀକରଣର ବୀଜଦ୍ଵୟ ସମାନ ।
ସମୀକରଣର ପ୍ରଭଦେକ (D) = 0
⇒ {b (c – a)}² – 4a (bc) c (a – b) = 0
⇒ b² (ca)² – 4a (b -c) c (a – b) = 0
⇒(bc – ab)² – 4 a(b – c) · c (a – b) = 0
⇒ (ab – ca + ca – bc)² – 4a (b- c) · c (a – b) = 0
⇒ {a (b-c) + c (a – b)}² – 4a (b – c) c (a – b) = 0
⇒ {a (bc) -c (a – b)}² = 0 ⇒ (ab – ac- ca + bc) = 0
⇒ ab + bc = 2 ca ⇒ \(\frac{ab}{abc}+\frac{bc}{abc}=\frac{2ca}{abc}\) (abc ଦ୍ବାରା ଉଭୟ ପାର୍ଶ୍ଵକୁ ଭାଗ କଲେ)
⇒ \(\frac{1}{c}+\frac{1}{a}=\frac{2}{b}\) (ପ୍ରମାଣିତ)

Odisha State Board BSE Odisha 6th Class English Solutions Lesson 3 A Nail Textbook Exercise Questions and Answers.

BSE Odisha Class 6 English Solutions Lesson 3 A Nail

BSE Odisha 6th Class English Lesson 3 A Nail Text Book Questions and Answers

Session – 1 (ସୋପାନ- ୧):
I. Pre-Reading (ପଢ଼ିବା ପୂର୍ବରୁ):

Your teacher will introduce the poem in the following way.
S/he will begin by SAYING :
You must have seen a nail. You must have used it as well. Have you ever heard-a kingdom was lost just for the want of a nail?
Let’s us read the poem “A Nail”. It is a chain poem.

(ନିମ୍ନଲିଖ୍ ଭାବରେ ତୁମର ଶିକ୍ଷକ କବିତାଟି ଆରମ୍ଭ କରିବେ ।
ସେ (ପୁ/ସ୍ତ୍ରୀ) କହିବା ଆରମ୍ଭ କରିବେ :
ତୁମେମାନେ ନିଶ୍ଚିତ ଭାବରେ ଗୋଟିଏ ପିରିକ କଣ୍ଟା ଦେଖୁଥ‌ିବ । ତୁମେ ଏହାକୁ ମଧ୍ୟ ବ୍ୟବହାର କରିଥିବ ।
ତୁମେ କେବେ ଶୁଣିଛ କି – ଗୋଟିଏ ରାଜ୍ୟ ଲୋପପାଇଥିଲା ବା ନଷ୍ଟ ହୋଇଯାଇଥିଲା କେବଳ ମାତ୍ର ଗୋଟିଏ ପିରିକ କଣ୍ଟାର ଅଭାବ ପାଇଁ ?
ଆସ ଆମେ ‘ଗୋଟିଏ ପିରିକ କଣ୍ଟା’ (A Nail) କବିତାଟି ପଢ଼ିବା । ଏହା ଏକ ଶିକୁଳି କବିତା ।

II. While-Reading (ପଢ଼ିବା ସମୟରେ):
1. Your teacher will read the poem aloud; you will listen to him/her without opening your books.
(ତୁମ ଶିକ୍ଷକ କବିତାଟିକୁ ବଡ଼ପାଟିରେ ପଢ଼ିବେ; ତୁମେ ତାଙ୍କୁ (ପୁ/ସ୍ତ୍ରୀ) ତୁମର ବହିସବୁ ନଖୋଲି ମନଦେଇ ଶୁଣିବ ।)

2. S/he will read the poem aloud for the second time and you will listen to him/her following the poem in your books.
(ସେ (ପୁ/ସ୍ତ୍ରୀ) କବିତାଟି ଦ୍ବିତୀୟ ଥର ପାଇଁ ବଡ଼ପାଟିରେ ପଢ଼ିବେ ଏବଂ ତୁମେମାନେ ତାଙ୍କୁ (ପୁ/ ସ୍ତ୍ରୀ) ତୁମ ବହିରେ କବିତାକୁ ଅନୁସରଣ କରି ମନଦେଇ ଶୁଣିବ ।)

Text (ବିଷୟବସ୍ତୁ):
Read the poem silently and try to answer the questions that follow. (କବିତାଟିକୁ ନୀରବରେ ପଢ଼ ଏବଂ ପରବର୍ତ୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦେବାକୁ ଚେଷ୍ଟା କର ।)

For want of a nail,
the shoe was lost.
For want of a shoe,
the horse was lost.
For want of a horse,
the rider was lost.
For want of a rider,
the battle was lost.
For want of a battle,
the kingdom was lost.
And all for the want of a
horseshoe nail.

କବିତାର ଓଡ଼ିଆ ଉଚ୍ଚାରଣ :
ଫର୍ ୱାଣ୍ଟ୍ ଅଫ୍ ଏ ନେଲ୍,
ଦ’ ସୁ ୱାଜ୍ ଲଷ୍ଟ୍ ।
ଫର୍ ୱାଣ୍ଟ୍‌ ଅଫ୍ ଏ ସୁ,
ଦ’ ହର୍ସ୍ ୱାଜ୍ ଲଷ୍ଟ୍ ।
ଫର୍ ୱାଣ୍ଟ୍ ଅଫ୍ ଏ ହର୍ସ୍,
ଦ’ ରାଇଡ଼ର ୱାଜ୍ ଲଷ୍ଟ୍ ।
ଫର୍ ୱାଣ୍ଟ୍ ଅଫ୍ ଏ ରାଇଡ଼ର୍‌,
ଦ’ ବ୍ୟାଟ୍‌ଲ୍ ୱାଜ୍ ଲଷ୍ଟ୍ ।
ଫର୍ ୱାଣ୍ଟ୍‌ ଅଫ୍ ଏ ବ୍ୟାଟ୍‌,
ଦ’ କିଙ୍ଗୁଡ଼ମ୍ ୱାଜ୍ ଲଷ୍ଟ୍ ।
ଆଣ୍ଡ୍ ଅଲ୍ ଫର୍ ଦ’ ୱାଣ୍ଟ୍ ଅଫ୍ ଏ
ହର୍ସ-ସୁ ନେଲ୍ ।

Knowing The Key Words (ମୁଖ୍ୟ ଶବ୍ଦଗୁଡ଼ିକୁ ଜାଣିବା):

want of – ର ଅଭାବ
nail – ପିରିକ କଣ୍ଟା
shoe – ଘୋଡ଼ା ପାଦତଳେ ଥିବା ନାଲ
lost – ହଜିଗଲା | ନଷ୍ଟ ହୋଇଗଲା | ବେକାର ହୋଇଗଲା
horse – ଘୋଡା
rider – ଅଶ୍ଵାରୋହୀ (ଘୋଡ଼ାଚଢ଼ାଳି)
battle – ଯୁଦ୍ଧ
kingdom – ରାଜ୍ୟ
horse-shoe nail –

କବିତାର ସାରକଥା :
ଗୋଟିଏ କଣ୍ଟା ଅଭାବରୁ,
ଘୋଡ଼ା ନାଲଟି ହଜିଗଲା ।
ଗୋଟିଏ ଘୋଡ଼ା ନାଲ ଅଭାବ ହେତୁ,
ଘୋଡ଼ାଟି ବେକାର ହୋଇଗଲା ।
ଗୋଟିଏ ଘୋଡ଼ାର ଅଭାବ ହେତୁ,
ଅଶ୍ଵାରୋହୀ (ଘୋଡ଼ାଚଢ଼ାଳି)ଜଣକ ବେକାର ହୋଇଗଲା ।
ଜଣେ ଅଶ୍ଵାରୋହୀର ଅଭାବ ହେତୁ,
ଯୁଦ୍ଧରେ ପରାଜୟ ହେଲା ।
ଗୋଟିଏ ଯୁଦ୍ଧରେ ପରାଜୟ ହେତୁ,
ରାଜ୍ୟ ହରାଇବାକୁ ପଡ଼ିଲା ।
ଏବଂ ସବୁ କିଛି ଘଟିଥିଲା,
ଗୋଟିଏ ଘୋଡ଼ାନାଲ କଣ୍ଟା ଅଭାବ ହେତୁ ।

Comprehension Questions : (ବୋଧମୂଳକ ପ୍ରଶ୍ନବଳୀ)
Answer the questions orally.
(ମୌଖିକ ଭାବରେ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question 1.
Why was the shoe lost?
(କାହିଁକି ଘୋଡ଼ାନାଲ ହଜିଗଲା ? )
Answer:
The shoe was lost for the want of a nail.

Question 2.
Why was the horse lost?
(କାହିଁକି ଘୋଡ଼ାଟି ବେକାର ହୋଇଗଲା ?)
Answer:
The horse was lost for the want of a shoe.

Question 3.
Why was the rider lost?
(କାହିଁକି ଅଶ୍ଵାରୋହୀଜଣକ ବେକାର ହୋଇଗଲା ?)
Answer:
The rider was lost for the want of a horse.

Question 4.
Why was the battle lost?
(କାହିଁକି ଯୁଦ୍ଧରେ ପରାଜୟ ହେଲା ?)
Answer:
The battle was lost for the want of a rider.

Question 5.
Why was the kingdom lost?
(କାହିଁକି ରାଜ୍ୟଟା ହରାଇବାକୁ ପଡ଼ିଲା ?)
Answer:
The kingdom was lost for the want of a battle.

Question 6.
Mark the order of ‘nail’, ‘shoe’, ‘horse’ etc. Is the order from the less important to more important things or from the more important to less important things?
(‘କଣ୍ଟା’, ‘ନାଲ’, ‘ଘୋଡ଼ା’ ଇତ୍ୟାଦିର କ୍ରମକୁ ଲକ୍ଷ୍ୟ କର । ଏହି କ୍ରମଟି କମ୍ ଗୁରୁତ୍ବପୂର୍ଣ ଜିନିଷରୁ ଅଧ୍ଵ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଜିନିଷକୁ ବୁଝାଉଅଛି ବା ଅଧ୍ଵ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଜିନିଷରୁ କମ୍ ଗୁରୁତ୍ଵପୂର୍ଣ ଜିନିଷକୁ ସୂଚାଉଅଛି ।)
Answer:
The order of nails, shoes, horses, etc. is from the less important to more, important things.

Session – 2 (ସୋପାନ – ୨):
III. Post-Reading (ପଢ଼ିସାରିବା ପରେ):

1. Visual Memory Development Technique (VMDT) :
(ଦୃଶ୍ୟ ସ୍ମୃତି ଉନ୍ନୟନ କୌଶଳ (VMDT))

Whole Text     – For the want of a horse, the rider was lost.
(ସମସ୍ତ ବିଷୟବସ୍ତୁ) For the want of a battle, the kingdom was lost.
Part Text         – nail-shoe-rider-battle-kingdom – horse shoe-nail
(ଆଂଶିକ ବିଷୟବସ୍ତୁ)

2. Comprehension Activities (ବୋଧମୂଳକ କାର୍ଯ୍ୟାବଳୀ):
(a) MCQs- Choose the correct alternative. (ସଠିକ୍ ବିକଳ୍ପଟି ବାଛ ।)
Question 1.
The shoe was lost for the want of a _______________.
(A) horse
(B) rider
(C) battle
(D) nail
Answer:
(D) nail

Question 2.
The horse was lost for the want of a _______________.
(A) rider
(B) nail
(C) shoe
(D) battle
Answer:
(C) shoe

Question 3.
For the want of a battle, the was lost _______________.
(A) rider
(B) horse
(C) shoe
(D) kingdom
Answer:
(D) kingdom

Question 4.
All were lost only for a _______________.
(A) horse
(B) horseshoe nail
(C) nail
(D) shoe
Answer:
(B) horseshoe nail

Question 5.
Which of the following two go together? Tick the right one.
(A) nail and horse
(B) nail and rider
(C) rider and kingdom
(D) horse and rider
Answer:
(D) horse and rider

(b) Match the items in column A with the items in column B and write them on the lines given. The first one is done for you.
(‘A’ ସ୍ତମ୍ଭରେ ଥ‌ିବା ଉକ୍ତିଗୁଡ଼ିକୁ B ସ୍ତମ୍ଭରେ ଥ‌ିବା ଉକ୍ତ ସହିତ ମିଳାଅ ଏବଂ ଦିଆଯାଇଥ‌ିବା ଗାରଗୁଡ଼ିକ ଉପରେ ସେଗୁଡ଼ିକୁ ଲେଖ । ପ୍ରଥମଟି ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)
(Question with Answer)

(i) For want of the battle, the kingdom was lost.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Answer:

(i) For want of the battle, the kingdom was lost.
(ii) For want of the horse, the rider was lost.
(iii) For want of a nail, the shoe was lost.
(iv) For want of the rider, the battle was lost.
(v) For want of the shoe, the horse was lost.

Session – 3 (ସୋପାନ – ୩):
3. Listening (ମନଯୋଗ ସହକାରେ ଶୁଣିବା):
Your teacher will read aloud the poem. You listen to him/her and fill in the gaps.
(ତୁମ ଶିକ୍ଷକ ବଡ଼ପାଟିରେ କବିତାଟିକୁ ପଢ଼ିବେ । ତୁମେ ତାଙ୍କୁ (ପୁ/ସ୍ତ୍ରୀ) ମନଦେଇ ଶୁଣ ଏବଂ ଶୂନ୍ୟସ୍ଥାନଗୁଡ଼ିକୁ ପୂରଣ କର ।) (Question with Answer)
For the want of a nail,
the shoe was _________.
For the want _________.
the horse was lost.
For the want of a horse,
the __________ was lost.
Answer:
For the want of a nail,
the shoe was lost.
For the want of a shoe.
the horse was lost.
For the want of a horse,
the rider was lost.

4. Speaking (କହିବା) :
(a) Chain-drill           : “For the want of a nail, a shoe was lost.”
(ଶୃଙ୍ଖଳ-ଅଭ୍ଯାସ) “For the want of a battle, the kingdom was lost.
(b) Chain-dialogues : (Reading Aloud) Teacher vs. students,
(ଶିକୁଳି-କଥୋପକଥନ )    students vs. students All the lines looking at the poem.
Teacher: For the want of a nail
Students: The shoe was lost.
(Do the whole poem in this way.)
(ଏହିପରି ଭାବେ ସମସ୍ତ କବିତାଟି କରାଯିବ ।)

Session – 4 (ସୋପାନ – ୪):
5. Vocabulary (ଶବ୍ଦ ଜ୍ଞାନ) :
(a) List the six most important words in the poem. The first and the last are done for you.
(କବିତାରେ ଥ‌ିବା ୬ଟି ସବୁଠାରୁ ଅଧ‌ିକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଶବ୍ଦଗୁଡ଼ିକର ତାଲିକା କର । ପ୍ରଥମ ଏବଂ ଶେଷଟି ତୁମପାଇଁ କରିଦିଆଯାଇଛି ।) (Question With Answers)
1. nail
2. ___________________
3. ___________________
4. ___________________
5. ___________________
6. kingdom
Answer:
1. nail
2. shoe
3. horse
4. rider
5. battle
6. kingdom

(b) Complete the chain using words from the poem. Two are done for you.
(କବିତାରୁ ଶବ୍ଦ ବ୍ୟବହାର କରି ଶିକୁଳିଟିକୁ ସମ୍ପୂର୍ଣ କର । ତୁମ ପାଇଁ ଦୁଇଟି କରିଦିଆଯାଇଛି ।)
nad > shoe >________________ >________________ > ________________ > ________________
Answer:
nad > shoe > horse > rider > battle > kingdom

6. Usage (ପ୍ରୟୋଗ):
Look at the following sentence.
Someone lost the shoe. It can be written as “The shoe was lost.”
(Here ‘shoe’ is more important than who lost it.)
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟକୁ ଦେଖ । କେହି ଜଣେ ଜୋତାଟି ହଜାଇଦେଲା । ଏହା ଲେଖାଯାଇପାରିବ ‘ଜୋତାଟି ହଜିଗଲା ।’’ (ଏଠାରେ ‘ଜୋତା’ଟି ‘କିଏ ଏହାକୁ ହଜାଇଲା’ ଅପେକ୍ଷା ଅଧିକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଅଟେ ।)

Now rewrite the following sentences in the same way. Begin each sentence with the word underlined. One is done for you.
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକୁ ସେହିପରି ଲେଖ । ପ୍ରତ୍ୟେକ ବାକ୍ୟକୁ ରେଖାଙ୍କିତ ଶବ୍ଦରୁ ଆରମ୍ଭ କର । ଗୋଟିଏ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)
(Question with Answer)

i. Someone lost the book.
Answer:
The book was lost.

ii. Some people lost the match.
Answer:
The match was lost.

iii. Someone lost the horse.
Answer:
The horse was lost.

iv. Someone lost the pen.
Answer:
The pen was lost.

Session – 5 (ସୋପାନ – ୫):
7. Writing (ଲେଖିବା) :
(a) Write a poem using chain sentences based on the poem you have already read. Two lines are done for you.
(ତୁମେ ପଢ଼ିସାରିଥିବା କବିତା ଆଧାରରେ କ୍ରମିକ ବାକ୍ୟଗୁଡ଼ିକୁ ବ୍ୟବହାର କରି କବିତାଟିଏ ଲେଖ । ତୁମ ପାଇଁ ଦୁଇଧାଡ଼ି କରି ଦିଆଯାଇଛି ।) (Question with Answer)
For want of a battle.
the kingdom was lost.
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________.
Answer:
For want of a battle.
the kingdom was lost.
For want of a rider.
the battle was lost.
For want of a horse.
the rider was lost.
For want of a shoe.
the horse was lost.
For want of nail.
the shoe was lost.

Session – 6 (ସୋପାନ — ୬):
(b) Write answers to the questions given below.
(ନିମ୍ନଲିଖ୍ତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଲେଖ ।)

i. What was lost for the want of a nail?
(ଗୋଟିଏ କଣ୍ଟାର ଅଭାବ ହେତୁ କ’ଣ ହଜିଗଲା ?)
Answer:
The shoe was lost for the want of a nail.

ii. What was lost for the want of a horse?
(ଗୋଟିଏ ଯୁଦ୍ଧର ଅଭାବ ହେତୁ କ’ଣ ହରାଇବାକୁ ପଡ଼ିଲା ?)
Answer:
The rider was lost for the want of a horse.

iii. What was lost for the want of a battle?
(ଗୋଟିଏ ଯୁଦ୍ଧର ଅଭାବ ହେତୁ କ’ଣ ହରାଇବାକୁ ପଡ଼ିଲା ?)
Answer:
The kingdom was lost for the want of a battle.

iv. Why was the rider lost?
(ଅଶ୍ଵାରୋହୀ କାହିଁକି ବେକାର ହୋଇଗଲେ ?)
Answer:
The rider was lost for the want of a horse.

v. Why was the kingdom lost?
(ରାଜ୍ୟଟି କାହିଁକି ହରେଇବାକୁ ପଡ଼ିଲା ?)
Answer:
The kingdom was lost because there was a want of a battle.

8. Mental Talk (ମାନସିକ କଥୋପକଥନ):
Mentally repeat the following lines.
(ନିମ୍ନଲିଖତ ଧାଡ଼ିଗୁଡ଼ିକ ମନେ ମନେ ପୁନରାବୃତ୍ତି କର ।)
For want of a nail, the shoe was lost.
For want of a shoe, the horse was lost.

9. Let Us Think (ଆସ ଆମେ ଭାବିବା):
Think how small things play a great role in getting success. Losing a small thing gives rise to great failure.
(ଚିନ୍ତାକର କିପରି ଛୋଟ ଛୋଟ ଜିନିଷ ସଫଳତା ପ୍ରାପ୍ତି ନିମନ୍ତେ ବିଶେଷ ଭୂମିକା ଗ୍ରହଣ କରିଥା’ନ୍ତି । ଗୋଟିଏ ଛୋଟ ଜିନିଷ ହରାଇବା ବହୁତ ବଡ଼ ବିଫଳତାର କାରଣ ହୋଇଥାଏ ।)

Odisha State Board BSE Odisha 6th Class English Solutions Follow-Up Lesson 3 My Story is Said Textbook Exercise Questions and Answers.

BSE Odisha Class 6 English Solutions Follow-Up Lesson 3 My Story is Said

BSE Odisha 6th Class English Follow-Up Lesson 3 My Story is Said Text Book Questions and Answers

Session 1 (ସୋପାନ- ୧):
I. Pre-Reading (ପଢ଼ିବା ପୂର୍ବରୁ):

→ Socialisation (ସାମାଜିକୀକରଣ):
→ You can think of a pre-reading activity by linking this with the main lesson or from the picture.
(ତୁମେ ଏକ ପଢ଼ିବା ପୂର୍ବବର୍ତ୍ତୀ କାର୍ଯ୍ୟ ବିଷୟରେ ଚିନ୍ତା କରିପାର – ହୁଏତ ଏହାକୁ ମୁଖ୍ୟ ବିଷୟ ସହ ସଂଯୁକ୍ତ କରି କିମ୍ବା ଛବିରୁ ।)

II. While-Reading (ପଢ଼ିବା ସମୟରେ):

• Follow the steps of the main lesson.
  (ମୁଖ୍ୟ ପାଠର ସୋପାନଗୁଡ଼ିକୁ ଅନୁସରଣ କର ।)
• Read the following chain poem translated from Odia. This poem is generally sung when a story ends.
  (ଓଡ଼ିଆରୁ ଅନୁବାଦ ହୋଇଥିବା ନିମ୍ନଲିଖ୍ ଶିକୁଳି କବିତାଟିକୁ ପଢ଼ । ଏହି କବିତାଟି ସାଧାରଣତଃ ବୋଲାଯାଏ ଯେତେବେଳେ ଗୋଟିଏ ଗପ ଶେଷ ହୋଇଯାଏ ।)

TEXT (ବିଷୟବସ୍ତୁ):

1. My story is said
The flowering plant is dead.

2. O flowering plant! why did you die ?
The black cow ate me up and made me lie.

3. O black cow! why did the plant you eat?
Because the cowherd did not well me treat.

4. O cowherd! why didn’t you well the cow treat to eat?
The daughter-in-law did not give me food.

5. O daughter-in-law ! why didn’t you give food, why?
Because my little baby did cry.

6. O little baby! why did you cry?
The ant bit me, that is why.

7. O ant! why did you bite the little child?
Under the soil I hide
And bite soft flesh when I do find.

କବିତାର ଓଡ଼ିଆ ଉଚ୍ଚାରଣ:
1. ମାଇଁ ଷ୍ଟୋରି ଇଜ୍ ସେଡ୍
ଦି ଫ୍ଲାୱାରିଙ୍ଗ୍ ପ୍ଲାଣ୍ଟ୍ ଇଜ୍ ଡେଡ୍ ।

2. ଓ ଫ୍ଲାୱାରିଙ୍ଗ୍ ପ୍ଲାଣ୍ଟ ! ହୁଏ ଡିଡ଼୍ ଇୟୁ ଡାଏ ?
ଦି ବ୍ଲାକ୍ କାଓ ଏଟ୍ ମି ଅପ୍ ଆଣ୍ଡ ମେଡ଼୍ ମି ଲାଏ ।

3. ଓ ବ୍ଲାକ୍ କାଓ ! ହ୍ଵାଏ ଡିଡ୍ ଦ’ ପ୍ଲାଣ୍ଟ୍‌ ଇୟୁ ଇଟ୍ ?
ବିକଜ୍ ଦ’ କାଓହଡ଼୍ ଡିଡ଼୍ ନଟ୍ ୱେଲ୍ ମି ଟ୍ରିଟ୍ ।

4. ଓ କାଓହଡ଼ ! ହ୍ବାଏ ଡିଡ଼ିଣ୍ଟ୍ ଇୟୁ ୱେଲ୍‌ ଦ’ କାଓ ଟ୍ରିଟ୍ ଟୁ ଇଟ୍ ?
ଦି ଡଟର୍-ଇନ୍-ଲ୍ ଡିଡ୍ ନଟ୍ ଗିଭ୍ ମି ଫୁଡ୍ ।

5. ଓ ଡଟର୍‌-ଇନ୍-ଲ୍ ! ହ୍ବାଏ ଡିଡ଼ିଣ୍ଟ୍‌ ଇୟୁ ଗିଭ୍ ଫୁଡ୍, ଦ୍ଵାଏ ?
ବିକଜ୍ ମାଇଁ ଲିଟିଲ୍ ବେବି ଡିଡ଼୍ କ୍ରାଏ ।

6. ଓ ଲିଟିଲ୍ ବେବି ! ହୁଏ ଡିଡ଼୍ ଇୟୁ କ୍ରାଏ ?
ଦି ଆଣ୍ଡ୍ ବିଟ୍ ମି, ଦ୍ୟାଟ୍ ଇଜ୍ ହୁଏ ।

7. ଓ ଆଣ୍ଡ୍ ! ହୁଏ ଡିଡ୍ ଇୟୁ ବାଇଟ୍ ଦ’ ଲିଟିଲ୍ ଚାଇଲ୍‌ଡ୍ ?
ଅଣ୍ଡର୍ ଦ’ ସିଏଲ୍ ଆଇ ହାଇଡ଼୍
ଆଣ୍ଡ୍ ବାଇଟ୍ ସଫ୍ଟ ପ୍ଲେସ୍ ସ୍ପେନ୍ ଆଈ ଡୁ ଫାଇଣ୍ଡ୍ ।

କବିତାର ସାରକଥା | ଓଡ଼ିଆ ଅନୁବାଦ:
୧।  ମୋ ଗପଟି କୁହା ସରିଲା
ଫୁଲଗଛଟି ମରିଗଲା ।

୨। ହେ ଫୁଲଗଛ ! ତୁ କାହିଁକି ମରିଗଲୁ ?
କାଳୀଗାଈଟା ମୋତେ ଖାଇଦେଲା ଏବଂ ମୋତେ ତଳେ ପକାଇ ଦେଲା ।

୩ । ହେ କାଳୀଗାଈ ! ଫୁଲଗଛଟିକୁ ତୁ କାହିଁକି ଖାଇଦେଲୁ ?
କାରଣ ଗାଈ ଜଗୁଆଳିଟା ମୋ’ର ଖାଇବା ପିଇବା ବୁଝିଲା ନାହିଁ ।

୪ । ହେ ଗାଈ ଜଗୁଆଳି ! ତୁ କାହିଁକି ଗାଈର ଭଲ ଯତ୍ନ ନେଲୁ ନାହିଁ ଓ ତାକୁ ଖାଇବାକୁ ଦେଲୁନି ?
ବୋହୂଟା ମୋତେ ଖାଦ୍ୟ ଦେଲା ନାହିଁ ।

୫ । ହେ ବୋହୂ ! ତୁ କାହିଁକି ଖାଦ୍ୟ ଦେଲୁନି, କାହିଁକି ?
କାରଣ ମୋ ଛୋଟ ଛୁଆଟି କାନ୍ଦିଲା ।

୬ । ହେ ଛୋଟ ଛୁଆ ! ତୁ କାହିଁକି କାନ୍ଦିଲୁ ?
ପିମ୍ପୁଡ଼ିଟା ମୋତେ କାମୁଡ଼ି ଦେଲା, ସେଇଥପାଇଁ।

୭ | ହେ ପିମ୍ପୁଡ଼ି ! ତୁ କାହିଁକି ଛୋଟ ଛୁଆଟିକୁ କାମୁଡ଼ି ଦେଲୁ ?
ମୁଁ ମାଟିତଳେ ଲୁଚିଥାଏ
ଏବଂ ଯେତେବେଳେ ମୁଁ ନରମ ମାଂସ ପାଏ କାମୁଡ଼ିଦିଏ ।

Session – 2 (ସୋପାନ – ୨):
III. Post-Reading (ପଢ଼ିସାରିବା ପରେ):

1. Writing (ଲେଖୁ ):
(a) Answer the following questions.
(ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

(i) What language is this poem from ?
(କେଉଁ ଭାଷାରୁ ଏହି କବିତାଟି ଆସିଛି ?)
Answer:
This poem is from the Odia language.

(ii) When is this song normally sung?
(ସାଧାରଣତଃ କେତେବେଳେ ଏହି ଗୀତଟି ବୋଲାଯାଏ ? )
Answer:
This song is normally sung when a story ends.

(iii) Why was the flowering plant dead?
(କାହିଁକି ଫୁଲଗଛଟି ମରିଗଲା ?)
The ____________________________________dead because
_________________________________________
_________________________________________
Answer:
The flowering plant was dead because the black cow ate it up and made it lie.

(iv) Why did the cow eat up the flowering plant?
(ଗାଈ କାହିଁକି ଫୁଲଚାରାଟିକୁ ଖାଇଦେଲା ?)
Ans. The cow ate up the flowering plant because the cowherd did not treat the cow well.

Word Note (ଶବ୍ଦାର୍ଥ):
(The words/phrases have been defined mostly on contextual meanings.)
(ଶବ୍ଦ । ଖଣ୍ଡବାକ୍ୟଗୁଡ଼ିକ ଅଧିକାଂଶତଃ ପ୍ରସଙ୍ଗଗତ ଅର୍ଥ ଉପରେ ନିର୍ଭର କରି ବ୍ୟାଖ୍ୟା କରାଯାଇଛି।)

battle — fight, ଯୁଦ୍ଧ
bite — cut with teeth, କାମୁଡିବା
cowherd — one who looks after cows, ଗାଈ ଜଗୁଆଳି
kingdom — country ruled by a king, ରାଜ୍ୟ
look after — take care of, ଯତ୍ନ ନେବା, ଦେଖାଶୁଣା କରିବା
nail — metal nail for fixing horse-shoe, ଲୁହାକଣ୍ଟା
rider — (here) the person who rides a horse, ଆରୋହୀ |
shoe nail — horse shoe nail, ଘୋଡ଼ା ନାଲ
treat — caring, feeding, ଯତ୍ନ ନେବା, ଖାଇବା ପିଇବା ବୁଝିବା
daughter-in-law — the wife of the son, ବୋହୂ ବା ବଧୂ
hide — ଲୁଚାନ୍ତୁ |
bite — କାମୁଡିବା
soft — ନରମ
flesh — ମାଂସ
lie — ମିଛ କହିବା
die — ମର
dead — ମୃତ
bit — ବିଟ୍
lost — ହଜିଯାଇଛି |

Odisha State Board CHSE Odisha Class 12 Invitation to English 4 Solutions Grammar Tense Patterns Unit 2 The Present Perfect Textbook Activity Questions and Answers.

CHSE Odisha 12th Class English Grammar Tense Patterns Unit 2 The Present Perfect

SECTION- 1:
Examine the use of the Present Perfect in the following sentences.
(a) A: Where’s your T.V. set? I don’t see it.
B: I have sold it.
(b) A: Why are you looking so happy?
B: I have just got a job.
In the above examples, the speaker ‘B’ talks about some events beginning in the past and lasting up to the present moment (or still continuing). Though the event started in the past, it is connected to the present moment of speaking. In this sense, we used the Present Perfect Tense.

Activity — 9
Complete the sentences marked B. Use the verb in brackets, together with ‘just/already/yet’.
A: What does your wife think of your plan?
B : I __________(not tell) her yet.
A: Would you like something to eat?
B : No, thanks I __________(just/eat).
A: Is your brother here yet?
B : Yes, he __________(just/arrive).
A: What’s on TV today?
B: I don’t know. I __________(not see) the programme yet.
A: Do you know where Bidhu lives?
B : Yes, he __________(just/move) to Satyanagar.
A: Are your friends coming to the circus with us?
B : No, they __________(already/see) it.
A: When is Prakash leaving?
B : He __________(already/leave).
Answer:
1. A: What does your wife think of your plan?
B: I have not told her yet.
A: Would you like something to eat?
B: No, thanks I have just eaten.
A: Is your brother here yet?
B: Yes, he has just arrived.
A: What’s on TV today?
B: I don’t know. I have not seen the program yet.
A: Do you know where Bidhu lives?
B: Yes, he has just moved to Satyanagar.
A: Are your friends coming to the circus with us?
B: No, they have already seen it.
A: When is Prakash leaving?
B: He has already left.

Activity – 10
Study the situations suggested below and makeup sentences with “yet”, “already” or “just”.
1. You are going to Koraput next Sunday. You phone your travel agent to buy a ticket for you.
Later your father says. ‘Shall I get the ticket for you ?”
You: No, (buy) ___________________________________.
2. Alok goes to the Post Office but returns after a while. His friend asks you if he is still at the Post Office.
You: No, (come back) ___________________________________.
3. You know that one of your classmates is looking for a house. When you meet him, you want to know if he has been successful.
You: ___________________________________.
4. You visit a friend’s house after lunch. He asks if you would like something to eat.
You: ___________________________________.
5. You are doing your homework. Your brother thinks that you have finished and turns the light off. What would you tell him?
You: ___________________________________.
6. Amar goes out. Ten minutes later his friend comes and asks you if he can meet Amar.
You: ___________________________________.
Answer:
1. No, I have already bought it from a travel agent.
2. No, he has already come back.
3. Have you got a house yet?
4. Have you had your lunch yet?
5. I have not finished my homework yet.
6. Amar has iust gone out

Activity – 11
Below is a list of things that your parents have asked you to do today. You have checked the things you’ve done so far. Talk about the things you’ve already done and the things you haven’t done yet. (Two have been done for you as examples.)
1. do the washing up
2. do your homework ✓
3. wash the scooter
4. write to the brother
5. read today’s newspapers ✓
6. defrost the fridge
7. buy some fruits ✓
8. watch the news on TV
9. clean the windows ✓
10. water the plants
11. empty the dustbins ✓
12. phone uncle
Answer:
1. I haven’t done the washing up yet.
2. I have already done my homework.
3. I have not washed the scooter yet.
4. I have not written to my brother yet.
5. I have already read today’s newspaper.
6. I have not de-frosted the fridge yet.
7. I have already bought some fruit.
8. I have not watched the news on TV.
9. I have already cleaned the windows.
10. I haven’t watered the plants yet.
11. I have not emptied the dustbin yet.
12. I have not phoned my uncle yet.

Activity – 12
Anil, Anima, Mohan and Anand are talking about the places they have visited. Fill in the spaces using the information in the chart below.

	Kolkata	Koraput	Puri	Sambalpur	Shillong
Anil	Yes	No	No	Yes	No
Anima	Yes	No	Yes	Yes	No
Mohan	No	No	Yes	No	No
Anand	Yes	No	Yes	Yes	No

1. Anil __________been to Kolkata, but Mohan ___________.
2. Three people __________ been to Puri.
3. Only one person __________been to Sambalpur.
4. Mohan is the only one who __________ visited only one place.
5. Nobody __________ been to Shillong.
6. Two people __________ been to three places.
7. Anima and Mohan __________ both been to Puri, but neither __________ been to Koraput.
Answer:
1. Anil has been to Calcutta, but Mohan hasn ’t.
2. Three people have been to Puri.
3. Only one person hasn’t been to Sambalpur.
4. Mohan is the only one who has visited only one place.
5. Nobody has been to Shillong.
6. Two people have been to three places.
7. Anima and Mohan have both been to Puri, but neither haven’t been to Koraput.

Note:
Look at the difference between ‘have /has been ’ and ‘have/has gone ‘Has /have been’ means went and returned. But ‘has gone/have gone means went and not returned. The Present Perfect form of ‘go’ (has/have gone) is not used when the subject of the sentence is 7, we or you.’ The Present Perfect is used to refer to some happening in the past, for which the time of action is not given.

SECTION – 2
Look at the sentences below.
1. Hari didn’t have a beard six months ago. He has a beard now. He has grown a beard.
2. Malati was very shy. She is smart now. She has become smart.
3. She was a little baby when I last saw her. She is a young girl now. She has grown up.
When a change has taken place between now and sometime before now, we use the Present Perfect Tense.

Activity – 13
Study the situations below and make up appropriate sentences using the verbs suggested.
1. Yesterday my sister bought a pen. She can’t find it now. (lose)
______________________________________________.
2. The children were playing here some time ago. Now they are not seen, (leave)
______________________________________________.
3. My friend weighed 50 kilograms. Now he weighs 70. (gain weight)
______________________________________________.
4. The man met with an accident. Now he is not able to speak, (loses voice)
______________________________________________.
5. It was raining in the morning. Now the sky is clear. (stop)
______________________________________________.
6. The tiger attacked the man. He is dead now. (kill)
______________________________________________.
7. He had some paper with him. Now he does not have any to write on. (run out)
______________________________________________.
8. My teacher got a job in a bank. He is not coming to school anymore, (resign)
______________________________________________.
Answer:
1. She has lost it somewhere.
2. They have already left.
3. He has gained weight.
4. He has lost voice in the accident.
5. The rain has already stopped.
6. The tiger has already killed the man.
7. He has already run out of paper.
8. He has already resigned from school.

SECTION – 3
Present Perfect is often used with the following time expressions.

lately	until now	ever	for five years
not yet	never	always	over the last eight years
recently	just	so far	in the past Iwo years
in recent years	already	since 1990

Do remember that the expressions like “last year, ago, yesterday” etc. cannot be used in the Present Perfect.

Activity – 14
Rewrite the following sentences putting the words in brackets in the right place. The first one has been done for you.
1. My teacher has wanted to be a writer. (never)
Ans. My teacher has never wanted to be a writer.
2. I’ve found him helpful, (always)
______________________________________________.
3. People have misunderstood him. (often)
______________________________________________.
4. I’ve had lunch. (just)
______________________________________________.
5. Has he been to Puri? (ever)
______________________________________________.
6. Don’t panic. The police have arrested the culprit, (already)
______________________________________________.
Answer:
2. I’ve always found him helpful.
3. People have often misunderstood him.
4. I’ve Just had lunch.
5. Has he ever been to Puri?
6. Don’t panic. The police have already arrested the culprit.

Activity – 15
Imagine that you suddenly run into an old friend whom you have not met for the last five years. But he has changed so much that you can hardly recognize him. Describe the changes that have taken place in your friend.

a) _______________________________
b) _______________________________
c) _______________________________
d) _______________________________
e) _______________________________
Answer:
1. He has grown into a young man.
2. He has become strong and healthy.
3. He has grown fair and tall.
4. He has made himself smart and confident.
5. He has grown a thick beard.

Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Chapter 5 Development of Polio Vaccines Textbook Exercise Questions and Answers.

CHSE Odisha 12th Class English Solutions Chapter 5 Development of Polio Vaccines

CHSE Odisha Class 12 English Development of Polio Vaccines Text Book Questions and Answers

Unitwise Gist and Glossary

UNIT -I
Gist:
The writer takes us back to 1921 when America became a victim of polio. Franklin D. Roosevelt, a young politician, was not an exception. A tiring day made him take a cold The writer takes us back to 1921 when America became a victim of polio. Franklin D. Roosevelt, a young politician, was not an exception. A tiring day made him take a cold swim and lie leisurely in his wet swimsuit at home. He went to bed feeling as if he had caught a cold.

In a few days, he came to know that he was suffering from polio. The early symptoms of poor attack are headache, nausea, vomiting, and fever. Air, food, and water are the carriers of poliovirus. One percentage of polio-infected people actually suffer from severe polio. There are two forms of polio: spinal and bulbar; the former affects the limbs and the latter lung. Muscle pain, and stiff neck and back characterize both forms. The symptoms of both forms of polio are similar.
ସାରମର୍ମ :
ଲେଖକ ଆମକୁ ୧୯୨୧ ମସିହାର ପୃଷ୍ଠଭୂମିକୁ ଫେରାଇ ନେଇଛନ୍ତି ଯେତେବେଳେ ଆମେରିକା ପୋଲି ଓ ବ୍ୟାଧର ଶିକାର ହୋଇଥିଲା । ଯୁବ ରାଜନୀତିଜ୍ଞ Franklin D. Roosevelt ଏହାର ବ୍ୟତିକ୍ରମ ନ ଥିଲେ । ଏକ କ୍ଲାନ୍ତ ଦିବସରେ ସେ ଥଣ୍ଡା ପାଣିରେ ପହଁରିଥିଲେ ଓ ଓଦା ସନ୍ତରଣ-ପୋଷାକ ପରିଧାନ କରି ଘରେ ଶୋଇ ରହିଥିଲେ । ସେ ଯେତେବେଳେ ଶୋଇବାକୁ ଗଲେ, ସେ ଅନୁଭବ କଲେ ଯେପରିକି ତାଙ୍କୁ ଥଣ୍ଡା ହୋଇଛି । କିଛି ଦିନ ଭିତରେ ସେ ପୋଲିଓ ରୋଗରେ ପୀଡ଼ିତ ହୋଇଥିବାର ଜାଣିବାକୁ ପାଇଲେ । ପୋଲିଓ ସଂକ୍ରମଣର ପ୍ରାକ୍-ଲକ୍ଷଣଗୁଡ଼ିକ ହେଲା – ମୁଣ୍ଡବ୍ୟଥା, ଅସ୍ୱସ୍ଥି ଲାଗିବା, ବାନ୍ତି ଏବଂ ଜ୍ଵର । ବାୟୁ, ଖାଦ୍ୟ ଏବଂ ଜଳ ହେଉଛି ପୋଲିଓ ଭୂତାଣୁର ବାହକ । ପୋଲିଓ ଆକ୍ରାନ୍ତ ବ୍ୟକ୍ତିମାନଙ୍କ ମଧ୍ୟରୁ ବାସ୍ତବରେ ୧ ପ୍ରତିଶତ ମାରାତ୍ମକ ପୋଲିଓରେ ପୀଡ଼ିତ ହୋଇଥା’ନ୍ତି । ପୋଲିଓ ଦୁଇପ୍ରକାର; ଯଥା – spinal (ମେରୁଦଣ୍ଡ ସମ୍ବନ୍ଧୀୟ) ଓ bulbar (ଫୁସ୍‌ଫୁସ୍ ସମ୍ବନ୍ଧୀୟ) । ପ୍ରଥମଟି ଅଙ୍ଗପ୍ରତ୍ୟଙ୍ଗକୁ ଏବଂ ଦ୍ବିତୀୟଟି ଫୁସ୍‌ଫୁସ୍‌ ଆକ୍ରାନ୍ତ କରିଥାଏ । ମାଂସପେଶୀ ଯନ୍ତ୍ରଣା, ବେକ ଓ ପିଠି ଲାଠି ହୋଇଯିବା ଉଭୟ ପ୍ରକାର ପୋଲିଓର ବୈଶିଷ୍ଟ୍ୟ । ଉଭୟ ପ୍ରକାର ପୋଲିଓର ଲକ୍ଷଣ ସମାନ ।

Glossary:
outbreak : sudden occurrence (ବ୍ୟାପିବା)
plagued : caused trouble for a period of time (କିଛି ସମୟ ପାଇଁ ଅସୁବିଧା ସୃଷ୍ଟି କରିଥିଲା )
poliomyelitis : polio virus (ପୋଲି ଓ ଭୂତାଣୁ )
taking a cold swim : ଥଣ୍ଡା ପାଣିରେ ପହଁରିବା
relief : ଆରାମ
swimsuit : ସନ୍ତରଣ ପୋଷାକ
strike : deliver a blow (ଆଘାତ ଦେବା )
vinis : ଭୂତାଣୁ
incubate : hatch (ଅଣ୍ଡା ଫୁଟାଇବା )
a symptomatic: In medicine, a disease is considered asymptomatic if a patient is a carrier for a disease or infection but experiences no symptoms.
symptoms :
stage : condition (ଅବସ୍ଥା )
infected: ସଂକ୍ରମିତ
droplets: a very small drop of a liquid (ବୁନ୍ଦା)
antibodies : antibodies (1g) are found in blood or other bodily fluids of vertebrates, and are used by the immune system to identify and neutralize foreign objects, such as
bacteria and viruses.
unlucky : ଭାଗ୍ୟହୀନ
permanently : ସବୁଦିନ ପାଇଁ
paralyzed : ଅଚଳ ହୋଇଗଲା
spinal cord : ମେରୁଦଣ୍ଡସ୍ଥ ସ୍ନାୟୁ ସଂସ୍ଥାନ
multiplies : increases (ବଢ଼ିଯାଏ)
nerves : ସ୍ନାୟୁ
affected : ପ୍ରଭାବିତ ହେଲା
pain : ଯନ୍ତ୍ରଣା
stiff : unable to move easily (ଅଚଳ)
lungs : ଶ୍ଵାସନଳୀ
breathe : ନିଃଶ୍ଵାସ ନେବା
physical therapy: ଶାରୀରିକ ଚିକିତ୍ସା
recover : cure (ଭଲ ହୋଇଯିବା)
varies : changes (ପରିବର୍ତ୍ତନ ହୁଏ)

Think it:
Question 1.
What is poliomyelitis ?
Answer:
Poliomyelitis means poliovirus. It causes an acute, viral, infectious disease that spreads from person to person, basically via the fecal-oral route.

Question 2.
When did Roosevelt find out that he had polio?
Answer:
On a tiring day, Roosevelt took a cold swim and lie leisurely in his wet swimsuit at home. When he went to bed, he felt as if he had caught a cold. After a few days, he found out that he had polio.

Question 3.
What are the early symptoms of a polio attack?
Answer:
The early symptoms of polio attack are flue – like symptoms like headache, nausea, vomiting, and fever.

Question 4.
Which things are the carriers of poliovirus?
Answer:
The carriers of poliovirus are air, water, and food.

Question 5.
What percentage of people attacked by poliovirus actually suffer from severe polio?
Answer:
One percentage of people attacked by poliovirus actually suffer from severe polio.

Question 6.
What are the two forms of polio?
Answer:
The two forms of polio are spinal and bulbar.

Question 7.
Are the symptoms of both forms of polio similar or different? Which form of the disease is more dangerous?
Answer:
The symptoms of both forms of polio are similar. The bulbar form of the disease is more dangerous.

UNIT – II

Gist:
Roosevelt was keen on not allowing dangerous polio to dominate him. It left his long-term career as the President of the USA untouched. He led the fight against polio by increasing public awareness of the deadly disease and promoting research. Polio never destroyed the large bulk of the population like plague or influenza. Instead, it was a fearful, highly contagious disease that affected all, irrespective of rich or poor, when it occurred in a deadly manner. It seemed as if advances in science paled into insignificance before this disease. The first half of the nineteenth century witnessed tremendous advancement in basic hygiene methods and knowledge. A great change had come in our civilization for the first time. The people’s mere hope for good health gave way to expectations. Children were the worst sufferers of polio. The panic-stricken parents were afraid of sending their children to schools in the early 1950s because there was no vaccine for the treatment of polio.
ସାରମର୍ମ :
ବିପଜ୍ଜନକ ପୋଲିଓକୁ ତାଙ୍କ ଉପରେ ପ୍ରଭାବ ବିସ୍ତାର କରାଇ ନ ଦେବାକୁ Roosevelt ଦୃଢ଼ସଂକଳ୍ପ ଥିଲେ । ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକାର ରାଷ୍ଟ୍ରପତି ଭାବେ ତାଙ୍କର ଦୀର୍ଘ ରାଜନୈତିକ ଜୀବନ ନିରାପଦ ରହିଥିଲା । ବିପଜ୍ଜନକ ବ୍ୟାଧ୍ ସମ୍ବନ୍ଧରେ ଜନସଚେତନତା ସୃଷ୍ଟି କରି ଏବଂ ଗବେଷଣାକୁ ପ୍ରୋତ୍ସାହନ ଦେଇ ସେ ପୋଲିଓ ବିରୁଦ୍ଧରେ ସଂଗ୍ରାମ କଲେ । ପ୍ଲେଗ୍ ବା ଇନ୍‌ଫ୍ଲୁ ଏଞ୍ଜା ଭଳି ଏହା ଅଧିକାଂଶ ଲୋକଙ୍କୁ ମୃତ୍ୟୁମୁଖକୁ ଠେଲି ଦେଉନଥିଲା । ଅପରପକ୍ଷେ ଏହା ଏକ ଭୟ ଉଦ୍ରେକକାରୀ ପ୍ରବଳ ସଂକ୍ରାମକ ରୋଗ ଥିଲା ଯାହାକି ଭୟଙ୍କର ଭାବେ ବ୍ୟାପୁଥ‌ିବା ସମୟରେ ଧନୀ, ଦରିଦ୍ର, ନିର୍ବିଶେଷରେ ସମସ୍ତଙ୍କୁ ଆକ୍ରାନ୍ତ କରୁଥିଲା । ବିଜ୍ଞାନର ଅଗ୍ରଗତି ଏହି ରୋଗ ନିକଟରେ ପରାଭୂତ ହେଲା ଭଳି ପ୍ରତୀୟମାନ ହେଉଥିଲା । ଊନବିଂଶ ଶତାବ୍ଦୀର ଆଦ୍ୟ ଭାଗରେ ମୌଳିକ ପରିମଳ ବ୍ୟବସ୍ତା ଓ ଜ୍ଞାନ କ୍ଷେତ୍ରରେ ପ୍ରଭୃତ ଅଗ୍ରଗତି ଘଟିଥିଲା । ପ୍ରଥମ ଥର ପାଇଁ ଆମ ସଭ୍ୟତାରେ ଏକ ବିରାଟ ପରିବର୍ତ୍ତନ ଆସିଥିଲା । ଉତ୍ତମ-ସ୍ୱାସ୍ଥ୍ୟ ପାଇଁ ଲୋକମାନଙ୍କ ଆଶା ଅନେକ ସମ୍ଭାବନା ସୃଷ୍ଟି କରିଥିଲା । ପୋଲିଓଦ୍ୱାରା ପିଲାମାନେ ଦୟନୀୟଭାବେ ପୀଡ଼ିତ ହେଉଥିଲେ । ୧୯୫୦ଦଶକ ପ୍ରାରମ୍ଭରେ ଭୀତତ୍ରସ୍ତ ପିତାମାତାମାନେ ସେମାନଙ୍କ ପିଲାମାନଙ୍କୁ ବିଦ୍ୟାଳୟକୁ ପଠାଇବାକୁ ଭୟ କରୁଥିଲେ । କାରଣ ପୋଲିଓର ଚିକିତ୍ସା ନିମନ୍ତେ ସେତେବେଳେ କୌଣସି ପ୍ରତିଷେଧକ ନ ଥିଲା ।

Glossary:
determined : keen (ଦୃଢ଼ସଂକଳ୍ପ କରିଥିଲେ)
let : allow (ଅନୁମତି ଦେବା)
major : ବଡ଼
get the best of : conquer (ଜୟ କର )
illustrious : famous and much admired (ବିଖ୍ୟାତ ଓ ପ୍ରଶଂସିତ)
political career : ରାଜନୈତିକ ଜୀବନ
long term : ଦୀର୍ଘଦିନ
spearhead (h) : lead an attack (ନେତୃତ୍ୱ ନେବା)
fight : ଯୁଦ୍ଧ କର
public awareness : ଜନସଚେତନତା
deadly : ପ୍ରାଣଘାତୀ
promoting : ପ୍ରୋତ୍ସାହିତ କରିବା
research : ପ୍ରୋତ୍ସାହିତ କରିବା
devastated : destroyed completely (ସମ୍ପୂର୍ଣ୍ଣ ଭାବରେ ନଷ୍ଟ
population : ଜନସଂଖ୍ୟା
plague : ମହାମାରୀ
influenza : ବ୍ୟାପକ ସର୍ଦ୍ଦି
contagious disease : disease that spreads by people touching each other (ସଂକ୍ରାମକ ବ୍ୟାଧ୍)
terrifying : ଭୟଙ୍କର
in spite of : ସତ୍ତ୍ବେ
advance : ପ୍ରଗତି
century : hundred years (ଶତାବ୍ଦୀ)
basic : ପ୍ରାରମ୍ଭିକ
tremendously : ବହୁଳ ପରିମାଣରେ
civilization : ସଭ୍ୟତା
instead of : ପରିବର୍ତ୍ତେ
vulnerable : easily hurt physically (ସହଜରେ ସଂକ୍ରମିତ ହେବା / ସହଜରେ ପ୍ରଭାବିତ ହେବା)
heartbreaking : ହୃଦୟବିଦାରକ
crutches : ଆଶାବାଡ଼ି
lacking : want (ଅଭାବ)
panicked : ଭୟଭୀତ ହୋଇଗଲେ
cumbersome : large and heavy (ବଡ଼ ଓ ଭାରୀ )

Think it out:
Question 1.
Did polio affect Roosevelt’s political career?
Answer:
Polio did not affect Roosevelt’s political career. Instead, he enjoyed a distinguished long-term Presidency of the United States.

Question 2.
What was the highest position did Roosevelt achieve in his political career?
Answer:
Roosevelt became one of the most distinguished Presidents of the United States. His position was not short-lived. He enjoyed a long-term political career at the highest level.

Question 3.
How did he spearhead the fight against polio?
Answer:
He spearheaded the fight against polio by increasing public awareness of the dangerous disease and promoting research.

Question 4.
Who are the most vulnerable to polio?
Answer:
Children are the most vulnerable to polio.

Question 5.
Why were parents in the early 1950s afraid of sending their children to schools?
Answer:
Parents in the early 1950s were afraid of sending their children to school because there were no vaccines for the treatment of polio.

UNIT – III

Gist:
The story of vaccine developments for polio dates back to the early 1900s. Early attempts fell through because of the lack of researchers’ knowledge that there existed more than one virus. It is now known that polio is attributed to three strains of completely stable viruses. Ironically, some children were immune to polio before the 1900s, because of deplorable sanitary conditions and primitive efforts in connection with sewage and water treatments. With the improvement in sanitary methods, children were not exposed to poliovirus any longer. As a result, they did not develop antibodies to the virus. Paradoxically, their exposure to the virus during later childhood and adulthood made them run the risk of contracting polio. In the meantime, March of Dimes, a foundation in the United States, emerged on the scene. Thanks to President Roosevelt, this organization worked for the elimination of polio by enlisting the services of a competent researcher who was sure of finding a danger-free vaccination.
ସାରମର୍ମ :
ପୋଲିଓ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତିର କାହାଣୀ ଊନବିଂଶ ଶତାବ୍ଦୀର ଆଦ୍ୟଭାଗରୁ ଆରମ୍ଭ ହୋଇଥିଲା । ପ୍ରାରମ୍ଭିକ ପ୍ରୟାସ ବ୍ୟର୍ଥ ହୋଇଥିଲା କାରଣ ପୋଲିଓର ଏକାଧ୍ଵକ ପ୍ରକାର ଭୂତାଣୁ ଥିବା କଥା ଗବେଷକମାନେ ଜାଣିନଥିଲେ । ଏବେ ଜଣାପଡ଼ିଲା ଯେ ପୋଲିଓ ତିନିପ୍ରକାର ସମ୍ପୂର୍ଣ୍ଣ ସ୍ଥିର ଭୂତାଣୁଦ୍ବାରା ସୃଷ୍ଟି ହେଉଛି । ବିଡ଼ମ୍ବନାର କଥା ଯେ ଊନବିଂଶ ଶତାବ୍ଦୀ ପୂର୍ବରୁ ଦୁଃସ୍ଥ ପରିମଳ ବ୍ୟବସ୍ଥା, ନାଳନର୍ଦ୍ଦମା ପରିଷ୍କରଣର ପୁରୁଣାକାଳିଆ ବ୍ୟବସ୍ଥା, ଜଳବିଶୋଧନ ଅବ୍ୟବସ୍ଥା କାରଣରୁ କେତେକ ପିଲା ପୋଲିସ ସଂକ୍ରମଣରୁ ମୁକ୍ତ ଥିଲେ । ପରିମଳ ବ୍ୟବସ୍ଥାର ଉନ୍ନତି ପରେ ପିଲାମାନେ ପୋଲିଓ ଭୂତାଣୁ ସଂସର୍ଗରୁ ରକ୍ଷା ପାଇପାରିଲେ । ଫଳରେ ସେମାନଙ୍କ ଶରୀରରେ ଭୂତାଣୁ ପ୍ରତିରୋଧକ ଶକ୍ତି ସୃଷ୍ଟି ହେଲା ନାହିଁ । ଆଶ୍ଚର୍ଯ୍ୟର କଥା ଯେ ପରବର୍ତ୍ତୀ ବାଲ୍ୟାବସ୍ଥା ଓ ବୟସ୍କାବସ୍ଥାରେ ସେମାନଙ୍କର ଭୂତାଣୁ ସଂସର୍ଗରେ ଆସିବାଦ୍ଵାରା ପୋଲିଓ ରୋଗାକ୍ରାନ୍ତ ହେବାର ବିପଦ ବଢ଼ିଗଲା । ଇତ୍ୟବସରରେ March of Dimes ନାମକ ଆମେରିକାର ଏକ ଅନୁଷ୍ଠାନର-ଦୃଶ୍ୟପଟ୍ଟରେ ଆବିର୍ଭାବ ହେଲା । ରାଷ୍ଟ୍ରପତି Rooseveltଙ୍କଦ୍ଵାରା ଅନୁପ୍ରାଣିତ ହୋଇ ଏହି ସଂସ୍ଥା ପୋଲିଓର ଦୂରୀକରଣ ନିମନ୍ତେ ଜଣେ ଯୋଗ୍ୟ ଗବେଷକଙ୍କ ସହାୟତାରେ କାର୍ଯ୍ୟରତ ଥିଲା ଯିଏକି ଏକ ବ୍ୟବସ୍ଥା ବାହାର କରିପାରିବେ ବୋଲି ନିଶ୍ଚିତ ଥିଲେ ।

Glossary:
quite : ସମ୍ପୂର୍ଣ୍ଣ
strain : a distinct breed (ଭିନ୍ନ ପ୍ରକାରର )
stable : ସ୍ଥିର
enterovirus : viruses that cause gastro-intestinal illness (ପରିପାକ ଓ ଅନ୍ତନଳୀ ଜନିତ ଅସୁସ୍ଥତା ସୃଷ୍ଟିକାରୀ ଭୂତାଣୁ)
RNA : Ribonucleic acid (RNA) is one of the three major macromolecules (along with DNA and proteins) essential for all known forms of life. (ରାଇବୋନ୍ୟୁକ୍ଲିକ୍ ଏସିଡ୍)
effective : ଫଳପ୍ରଦ
ironically : ବିଡମ୍ବନାର ବିଷୟ
sanitation condition : ପରିମଳ ଅବସ୍ଥା
effort : ପ୍ରଚେଷ୍ଟା
sewage : ନର୍ଦ୍ଦମାର ମଇଳା
primitive : ପୁରୁଣାକାଳିଆ
infant : ଶିଶୁ
consequently : ଫଳସ୍ୱରୂପ
later : ପରବର୍ତ୍ତୀ
childhood : ବାଲ୍ୟକାଳ
adulthood : ବାଲ୍ୟାବସ୍ଥା
painstaking : ଆୟସସାଧ୍ୟ
funded : ଆର୍ଥିକ ସାହାଯ୍ୟ ଯୋଗାଇ
March of Dimes: a Foundation in the United States that works to improve the health of mothers and babies. ft was originally founded by Franklin D. Roosevelt in 1938 to
combat polio. (ମା’ ଓ ଶିଶୁମାନଙ୍ଗ ସ୍ୱାସ୍ଥ୍ୟବସ୍ଥାର ଉନ୍ନତି କଳ୍ପେ କାର୍ଯ୍ୟ କରୁଥିବା ଏକ ଆମେରିକୀୟ ସଂସ୍ଥା)
grassroot : basic level (ତୃଣମୂଳ / ପ୍ରାଥମିକ ସ୍ତର )
enlist : (here) utilise
respected : ସମ୍ମାନୀୟ
safe : ନିରାପଦ

Think it out:
Question 1.
Why did early attempts at the development of the polio vaccine fail?
Answer:
Early attempts at the development of the polio vaccine failed because of the researcher’s lack of knowledge concerning the existence of more than one virus.

Question 2.
Why were some children immune to polio before the 1900s?
Answer:
Some children were immune to polio before the 1900s because sanitary conditions and primitive efforts in connection with sewage and water treatments were quite deplorable. Besides, through breastfeeding their mothers’ antibodies passed onto them played a great role.

Question 3.
Did improved sanitation help to avoid polio attacks before the 1900s?
Answer:
Improved sanitation did not help to avoid polio attacks before the l900s, because of not being exposed to poliovirus in their infancy, they did not develop antibodies to the viruses. As a result, when they were exposed to the virus in later childhood and adulthood they ran the risk of suffering from polio.

Question 4.
How did the March of Dimes work for the elimination of polio?
Answer:
The March of Dimes worked for the elimination of polio with its decision to utilize the services of a venerable researcher who was sure of finding a safe vaccination.

UNIT – IV

Gist:
This part begins with the editors’ eloquent reference to Dr. Jonas Salk who started his medical career studying immunology. In 1947, while at the University of Pittsburgh, he began his research on poliovirus. He used a method of developing poliovirus in cell culture. In 1952, Salk developed a successful vaccine resorting to a blend of three types of virus, found in monkey kidney cultures. He was instrumental in developing a process with the use of formalin, a chemical that made the whole virus inactive.

Dr. Salk’s research gave rise to the scope of clinical trials which created an unprecedented history in medical science. This resulted in the spectacular reduction of polio. However, there was a problem with the original Salk vaccine. The vaccine in reality caused 260 cases of polio and consequently 10 deaths. Some virus particles were not completely inactivated. This did not last long. The problem was solved. Ever since the result has been quite effective. Salk’s vaccine is given in two intramuscular injections administered in a span of one month and in need of boosters every five years. Then came Albert Bruce Sabin who developed or oral form of the vaccine.

The advantages of an oral vaccine are its long-lasting immunity, the prevention of reinfection of the digestive tract, and the administering of the vaccine at a cheap cost. But it is not an unmixed blessing. A live, oral virus is not applicable to patients with a compromised immune system. The Sabin oral vaccine has another disadvantage. Patients suffering from enterovirus infection of the gastrointestinal tract may not develop the immune response at the time of taking the oral vaccine. Last but not least, both vaccines have their merits and demerits.
ସାରମର୍ମ :
ଏହି ଅଂଶର ଆରମ୍ଭରେ ଲେଖକ ଡକ୍ଟର Jonas Salkଙ୍କ ବିଷୟରେ ସ୍ପଷ୍ଟ ମନ୍ତବ୍ୟ ଦେଇଛନ୍ତି ଯିଏକି ସଂକ୍ରମଣ ପ୍ରତିରୋଧ ବିଷୟରେ ଅଧ୍ୟୟନ କରି ଚିକିତ୍ସକର ଜୀବନ ଆରମ୍ଭ କରିଥିଲେ । ୧୯୪୭ ମସିହା ପିଟସ୍ଵର୍ଗ ବିଶ୍ବବିଦ୍ୟାଳୟରେ ଥ‌ିବାବେଳେ ସେ ପୋଲିଓ ଭୂତାଣୁ ଉପରେ ଗବେଷଣା ଆରମ୍ଭ କରିଥିଲେ । ସେ କୋଷୀୟ ପୋଷଣ ମାଧ୍ୟମରେ ପୋଲିଓ ଭୂତାଣୁକୁ ବଢ଼ାଇବାର ପଦ୍ଧତି ବ୍ୟବହାର କରିଥିଲେ । ୧୯୫୨ ମସିହାରେ Salk ମାଙ୍କଡ଼ ବୃକ୍‌କରେ ବଢ଼ୁଥ‌ିବା ତିନି ପ୍ରକାର ଭୂତାଣୁ ସମ୍ମିଶ୍ରଣରେ ଏକ ଫଳପ୍ରଦ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତ କରିଥିଲେ । ଫରମାଲିନ୍ ନାମକ ରାସାୟନିକ ପଦାର୍ଥ ବ୍ୟବହାର କରି ସେ ଏକ ପଦ୍ଧତି ଆବିଷ୍କାର କରିବାରେ ମୁଖ୍ୟ ଥିଲେ ଯାହାକି ସମସ୍ତ ଭୂତାଣୁଙ୍କୁ ନିଷ୍କ୍ରିୟ କରିଦେଉଥ୍ଲା ।

ଡକ୍ତର Salkଙ୍କ ଗବେଷଣା ଚିକିତ୍ସା କ୍ଷେତ୍ରରେ ପରୀକ୍ଷଣ ପାଇଁ ସୁଯୋଗ ସୃଷ୍ଟି କରିଥଳା, ଯାହାକି ଭେଷଜ ବିଜ୍ଞାନ କ୍ଷେତ୍ରରେ ଅଭୂତପୂର୍ବ ଇତିହାସ ସୃଷ୍ଟି କରିଥିଲା । ମାତ୍ର ମୂଳ Salk ପ୍ରତିଷେଧକରେ ସମସ୍ୟା ଥିଲା । ବାସ୍ତବରେ ଏହା ୨୬୦ ଜଣଙ୍କୁ ପୋଲିଓ ବ୍ୟାଧୁଗ୍ରସ୍ତ କରାଇଥିଲା ଏବଂ ୧୦ ଜଣ ମୃତ୍ୟୁବରଣ କରିଥିଲେ । କେତେକ ଭୂତାଣୁ ସମ୍ପୂର୍ଣ୍ଣରୂପେ ନିଷ୍କ୍ରିୟ ହୋଇନଥିଲେ । କିନ୍ତୁ ଏହି ସମସ୍ୟା ବେଶିଦିନ ରହିନଥିଲା । ଏହାର ସମାଧାନ ହୋଇଥିଲା । ସେହିଦିନଠାରୁ ଫଳାଫଳ ଉତ୍ତମ ହୋଇଆସୁଛି । Salkଙ୍କ ପ୍ରତିଷେଧକ ଏକ ମାସ ବ୍ୟବଧାନରେ ଦୁଇଟି ଟୀକା ଜରିଆରେ ମାଂସପେଶୀ ମଧ୍ଯରେ ଦିଆଯାଉଥିଲା ଏବଂ ପ୍ରତି ପାଞ୍ଚ ବର୍ଷରେ ବୁଷ୍ଟର ଟୀକା ଦେବାର ଆବଶ୍ୟକତା ଥିଲା । ୧୯୫୭ ମସିହାରେ ଦୃଶ୍ୟପଟ୍ଟରେ Albert Bruce Sabinଙ୍କର ଆବିର୍ଭାବ ହେଲା

ଯିଏକି ପାଟିରେ ଖିଆଯାଉଥ‌ିବା ଏକପ୍ରକାର ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତ କରିଥିଲେ । ପାଟିରେ ଖିଆଯାଉଥ‌ିବା ପ୍ରତିଷେଧକର ଉପକାରଗୁଡ଼ିକ ଦୀର୍ଘ ପ୍ରତିଷେଧକ ଶକ୍ତି, ପରିପାକ ତନ୍ତ୍ରର ପୁନଃସଂକ୍ରମଣରୁ ରକ୍ଷା ଏବଂ ପ୍ରତିଷେଧକ ପ୍ରଦାନରେ କମ୍ – ଖର୍ଚ୍ଚାନ୍ତ ହେବା । ଏହା ଏକ ଅପକାରିତାଶୂନ୍ୟ ଆଶୀର୍ବାଦ ନ ଥିଲା । ଦୁର୍ବଳ ପ୍ରତିରୋଧକ ଶକ୍ତିସମ୍ପନ୍ନ ରୋଗୀମାନଙ୍କ କ୍ଷେତ୍ରରେ ଏକ ଜୀବନ୍ତ ପାଟିରେ ଖିଆଯାଉଥ‌ିବା ଭୂତାଣୁ ପ୍ରୟୋଗ କରାଯାଇପାରିବ ନାହିଁ । ଏହାର ଅନ୍ୟ ଏକ ଅପକାରିତା ଥିଲା । ଅନ୍ତନଳୀରେ ସଂକ୍ରମଣ ଭୋଗୁଥିବା ରୋଗୀମାନଙ୍କୁ ପାଟିରେ ଖିଆଯାଉଥ‌ିବା ପ୍ରତିଷେଧକ ଦେଲେ ସେମାନଙ୍କଠାରେ ପ୍ରତିରୋଧକ ଶକ୍ତି ବୃଦ୍ଧି ପାଉନଥିଲା । କିନ୍ତୁ ନିଃସନ୍ଦେହରେ ଏହା କୁହାଯାଇପାରେ ଯେ ଉଭୟ ପ୍ରତିଷେଧକର ଉଭୟ ଭଲ ଏବଂ ମନ୍ଦ ଗୁଣ ଅଛି ।

Glossary:
Pr. Jonas Salk: Jonas Edward Salk (1914-1995) was an American medical researcher and virologist, best known for his discovery and development of the first sale and most effective polio vaccine.
immunology: the scientific study of protection against disease (ରୋଗ ପ୍ରତିରୋଧ
cell culture: Cell culture is the complex process by which cells are grown under controlled conditions, generally outside of their natural environment. ପୋଷଣ )
massive: ବହୁଳ ଭାବରେ
unprecedented : ଅଭୂତପୂର୍ବ
spectacularly : ଆଶ୍ଚର୍ଯ୍ୟଜନକ ଭାବରେ
oral form of vaccine: ପାଟିରେ ଖିଆଯାଉଥ‌ିବା
Albert Bruce Sabin : Albert Bruce Sabin (1906-1993) was an American medical researcher best known for having developed an oral polio vaccine.
intramuscular injections : medicinal doses injected into the muscle
booster : a second dose of medicine given w strengthen the earlier dose (ଶକ୍ତିବର୍ଦ୍ଧକ ଔଷଧ)
endemic region : intected area (ସଂକ୍ରମିତ ଅଞ୍ଚଳ)
long-lasting : ଦୀର୍ଘସ୍ଥାୟୀ
reinfection : ପୁନଃସଂକ୍ରମଣ
digestive tract : ପରିପାକ ତନ୍ତ୍ର
administering : ଦେବା
sterile syringes : disinfccted injection syringes
disadvantage : demerit (ଅପକାର)
contact : ସଂସର୍ଗ
transniincd : ସ୍ଥାନାନ୍ତରିତ ହୋଇଯିବା
immunocompromised: a body that does not have good immunity, the ability to defend against illness (ଦୁର୍ବଳ ପ୍ରତିରୋଧକ କ୍ଷମତାସମ୍ପନ୍ନ )
relative : ଆପେକ୍ଷିକ
safety : ନିରାପଦ
cost : ମୂଲ୍ୟ

Think about it:
Question 1.
What method did Jonas Salk use to develop the polio vaccine?
Answer:
Jonas Salk used a method of growing poliovirus in cell culture to develop the polio vaccine.

Question 2.
How did Salk develop a successful vaccine?
Answer:
Salk developed a successful vaccine using a combination of the three types of virus, grown in monkey kidney cultures.

Question 3.
How was the first polio vaccine accepted?
Answer:
The first polio vaccine was subjected to clinical tests in the United States and parts of Canada on a massive scale. As it was successful, the Government promptly granted permission for the vaccine to be given away among the children.

Question 4.
What was the problem with the original Salk vaccine?
Answer:
The problem with the original Salk vaccine was that it brought 260 cases of polio including 10 deaths due to incomplete inactivation of some virus particles.

Question 5.
How was the Salk vaccine given?
Answer:
Salk vaccine was injected into the muscle in two medical doses, each at an interval of one month, and requires boosters every five years.

Question 6.
How is the Sabin vaccine given?
Answer:
Sabin vaccine is given in three doses in the first two years of life and a booster is given when the child starts school.

Question 7.
What are the advantages of an oral vaccine?
Answer:
The advantages of an oral vaccine are long-lasting immunity, the prevention of reinfection of the digestive system, and oral administration at a cheaper price.

Question 8.
What is its major disadvantage?
Answer:
Its major disadvantage is that it is not applicable to patients with weak immune systems, since it is a live virus that is likely to cause disease in these patients.

UNIT – V

Gist:
Despite the never-ending debate between safety and cost, it is fortunate for us to choose from two good alternatives. Both vaccines invented by Salk and Sabin, are accepted all over the world. The United States prefers the Sabin vaccine to the Salk one, but other countries like the former. Relentless research is carried out for the development of these vaccines. The development of more fruitful culturing and purification methods induces a higher level of antibody formation. The latest research in the development of the polio vaccine is to combine E. Coli’s genes with genes of poliovirus by which E. Coli can synthesize viral capsid proteins to be used in making a vaccine. Thanks to the invention and use of the polio vaccine, America was declared to be free from polio in 1994. The World Health Organization is also concerned about it. This unit ends on a positive note. Like smallpox complete eradication of poliomyelitis, the editors’ hope, is possible.
ସାରମର୍ମ :
ନିରାପତ୍ତା ଏବଂ ମୂଲ୍ୟ ମଧ୍ୟରେ ଚାଲିଥିବା ଅସରନ୍ତି ବିତର୍କ ସତ୍ତ୍ବେ, ଆମ୍ଭମାନଙ୍କର ସୌଭାଗ୍ୟ ଯେ ଆମେ ଦୁଇଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଗୋଟିଏକୁ ବାଛିପାରୁଛୁ । Salk ଏବଂ Sabinଙ୍କଦ୍ବାରା ଉଦ୍ଭାବନ ହୋଇଥ‌ିବା ଉଭୟ ପ୍ରତିଷେଧକ ପୃଥ‌ିବୀର ଚାରିଆଡ଼େ ବ୍ୟବହାର କରାଯାଉଛି । ଆମେରିକାରେ Salkଙ୍କ ପ୍ରତିଷେଧକ ଅପେକ୍ଷା Sabinଙ୍କ ପ୍ରତିଷେଧକର ଆଦର ବେଶୀ । କିନ୍ତୁ ଅନ୍ୟାନ୍ୟ ଦେଶରେ ପ୍ରଥମଟିକୁ ପସନ୍ଦ କରାଯାଉଛି । ଏଇ ଦୁଇଟି ପ୍ରତିଷେଧକର ଉନ୍ନତିକରଣ ପାଇଁ ଅବିଶ୍ରାନ୍ତ ଗବେଷଣା ଜାରି ରହିଛି । ଫଳପ୍ରଦ ପୋଷଣ ଓ ବିଶୋଧ ପଦ୍ଧତିର ଉନ୍ନତିକରଣ ଶରୀରରେ ଅଧ‌ିକ ମାତ୍ରାରେ ରୋଗ ପ୍ରତିରୋଧକ ଶକ୍ତି ସୃଷ୍ଟି କରିଥାଏ। ପୋଲିଓ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତିର ସର୍ବାଧୁନିକ ଗବେଷଣା ହେଉଛି E. Coliର ଜିକୁ ପୋଲିଓ ଭୂତାଣୁ ଜିନ୍ ସହିତ ମିଶ୍ରିତ କରିବା, ଯଦ୍ବାରା E. Coli ଭୂତାଣୁର ବାହ୍ୟ ପ୍ରୋଟିନ୍ ସ୍ତରକୁ ସଂଶ୍ଳେଷଣ କରିପାରିବ ଯାହାକି ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତି ପାଇଁ ବ୍ୟବହୃତ ହୋଇପାରିବ । ପୋଲିଓ ପ୍ରତିଷେଧକ ଉଦ୍ଭାବନ ଓ ବ୍ୟବହାରଦ୍ୱାରା ୧୯୯୪ ମସିହାରେ ଆମେରିକା ପୋଲିଓମୁକ୍ତ ଭାବେ ଘୋଷିତ ହେଲା । ବିଶ୍ଵ ସ୍ବାସ୍ଥ୍ୟ ସଙ୍ଗଠନ ମଧ୍ଯ ଏ ଦିଗରେ ଉଦ୍ୟମରତ ରହିଛି । ଲେଖକ ଆଶା କରନ୍ତି ଯେ ବସନ୍ତ ଭଳି ପୋଲିଓର ସମ୍ପୂର୍ଣ ଦୂରୀକରଣ ସମ୍ଭବ ହେବ ।

Glossary:
debate : ବିତର୍କ
alternative : ବିକଳ୍ପ
currently : at present (ବର୍ତ୍ତମାନ୍)
preferred : ପସନ୍ଦ କରାଯାଇଛି
induce : produce (ସୃଷ୍ଟି କରେ)
exciting. : causing eagerness (ଆଗ୍ରହ ସୃଷ୍ଟିକାରୀ)
recombinant biotechiogy : an advanced process of vaccine production (ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତିର ଉନ୍ନତ ପ୍ରକ୍ରିୟା)
genetic cloning: the process of producing similar populations of genetically identical individuals that occur in nature when organisms such as bacteria, insects, or plants reproduce asexually. (ଜିନୀୟ ପ୍ରତିରୂପ ସୃଷ୍ଟି ପ୍ରକ୍ରିୟା)
synthesis: a combination of components to form a connected whole (ସଂଶ୍ଳେଷଣ )
excluding: ବାଦ୍ ଦେଇ
content: ବିଷୟବସ୍ତୁ
rare: ବିରଳ
likely : possibly (ସମ୍ଭବତ)
its footsteps: the complete eradication of polio would follow the complete extinction of small-pox (ଏହାର ପଦଚିହ୍ନ)

Think it out:
Question 1.
What induces higher levels of antibody formation?
Answer:
The development of more fruitful culturing and purification techniques induces higher levels of antibody formation.

Question 2.
What is the latest research in the development of the polio vaccine?
Answer:
The latest research in the development of the polio vaccine is to combine E. Coli’s genes with genes of poliovirus by which E. Coli can synthesize viral capsid proteins to be used in making a vaccine.

Question 3.
Is complete eradication of poliomyelitis possible?
Answer:
Yes, it is possible. Complete eradication of smallpox is a case in point.

Post-Reading Activities:

Doing with words :
(A) Study the following sentence and note the verbs in it :
Paradoxically, when sanitation improved, infants were no longer exposed at an age when they were protected, so they did not develop antibodies to the viruses. There are four finite verbs – improved, were exposed, were protected, and did develop Note ‘improved’, and ‘did develop’ are in the active voice; ‘were exposed’ and ‘were protected’ are in the passive voice. In passive voice, the form of the verb is ‘be’ + pp verb: any form of the auxiliary verb ‘be’ + past participle form of the main verb – were + expose(d), were + protect(ed).

Identify the finite verbs in the following sentences and write which verbs are in active voice, and which are in passive voice.
(i) The virus enters the body by nose or mouth and travels to the intestines, where it incubates.
(ii) In most cases, this stops the progression of the virus; lifelong immunity against the disease is acquired.
(iii) Babies were frequently exposed to polioviruses.
(iv) These infants did not contract the disease because their mothers’ antibodies were passed on to them through breastfeeding.
(v) He developed a process using formalin, a chemical that inactivated the whole virus.
(vi) The Salk vaccine is given in two intramuscular injections spaced one month apart and requires boosters every 5 years.
(vii) The Sabin oral vaccine is given in three doses in the first two years of life, and a booster is given when the child starts school.
Answer:
(i) (a) enters, travels, incubates — finite verbs
(b) All verbs in active voice,
(ii) (a) stops – finite verb – active voice
(b) is acquired – finite verb – passive voice
(iii) (a) were exposed – finite verb – passive voice
(iv) (a) did not contract – finite verb – active voice,
(b) were passed – finite verb – passive voice
(v) (a) developed, inactivated – finite verbs – active voice
(vi) (a) is given – finite verb – passive voice
(b) requires – finite verb – active voice
(vii) is given – finite verb – passive voice
(b) starts – finite verb – active voice

(B) Fill in the blanks with the verbs given in brackets in active voice. Use simple past tense.
(i) Ramakrishna ______________(fascinate) him.
(ii) Wanderlust ______________ (seize) him.
(iii) He ______________(feel) the presence of an inward power.
(iv) He ______________ (decide) to take part in the Parliament of Religions.
(v) A friendly Maharaja ______________(give) him his passage.
(vi) He ______________ (address) the audience as ‘Sisters and Brothers of America’.
(vii) Hundreds ______________ (rise) and ______________(applaud).
(viii) He ______________(use) no written text, not even notes.
(ix) America’s outward glitter ______________ not (deceive) him.
(x) He ______________(preach) Hindu philosophy.
Answer:
(i) Ramakrishna fascinated him.
(ii) Wanderlust seized him.
(iii) He felt the presence of inward power.
(iv) He decided to take part in the Parliament of Religions.
(v) A friendly Maharaja gave him his passage.
(vi) He addressed the audience as ‘Sisters and Brothers of America’.
(vii) Hundreds rose and applauded.
(viii) He used no written text, not even notes.
(ix) America’s outward glitter did not deceive him.
(x) He preached Hindu philosophy.

(C) Fill in the blanks with the verbs given in brackets in passive voice. Use the simple present tense.
(i) Civilization ______________not (inherit).
(ii) It ______________(learn) and ; ______________(earn) by each generation anew.
(iii) If the transmission of Civilization ______________ (interrupt) for one century, civilization will die and we will be savage again.
(iv) Therefore, importance (give) to higher education in our country.
(v) Colleges ______________ (design) to meet the needs of higher education.
Answer:
(i) Civilization is not inherited.
(ii) It is learned and earned by each generation anew.
(iii) If the transmission of Civilization is interrupted for one century, civilization will die and we will be savage again.
(iv) Therefore, importance is given to higher education in our country.
(v) Colleges are designed to meet the needs of higher education.

CHSE Odisha Class 12 English Development of Polio Vaccines Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers

Question 1.
Polio broke out in America in —
(A) 1920
(B) 1921
(C) 1934
(D) 1923
Answer:
(B) 1921

Question 2.
Roosevelt fell prey to —
(A) influenza
(B) hunting
(C) polio
(D) none of these
Answer:
(C) polio

Question 3.
He was unfortunate, because —
(A) he suffered from polio for long
(B) his legs suffered lifelong paralysis
(C) his body ached for several days
(D) none of these
Answer:
(B) his legs suffered lifelong paralysis

Question 4.
The percentage of people affected by a paralytic form of polio is –
(A) 2
(B) 3
(C) 1
(D) none of these
Answer:
(C) 1

Question 5.
People showing symptoms of muscular paralysis can be —
(A) hopeful
(B) hopeless
(C) sadistic
(D) none of these
Answer:
(A) hopeful

Question 6.
Roosevelt’s political career was —
(A) ruined
(B) short-lived
(C) distinguished
(D) none of these
Answer:
(C) distinguished

Question 7.
Polio was not so deadly as –
(A) plague
(B) influenza
(C) both (A) and (B)
(D)none of these
Answer:
(C) both (A) and (B)

Question 8.
Through the first half of the century, the advancement of hygiene methods and knowledge has been –
(A) marginal
(B) fine
(C) phenomenal
(D) moderate
Answer:
(C) phenomenal

Question 9.
The word ‘cumbersome’ means –
(A) ordinary
(B) superficial
(C) systematic
(D) none of these
Answer:
(D) none of these

Question 10.
The lack of a vaccine for polio pushed parents throughout America to a state of –
(A) optimism
(B) fear
(C) great fear
(D) hopelessness
Answer:
(C) great fear

Question 11.
Vaccine developments for polio date back to –
(A) 1900s
(B) the early 1900s
(C) 1901
(D) none of these
Answer:
(B) the early 1900s

Question 12.
That immunity was primarily during infancy before the 1900s sounded –
(A) controversial
(B) tragic
(C) ironic
(D) all of these
Answer:
(C) ironic

Question 13
Which one of the following statements is false?
(A) Efforts at water treatments are modem.
(B) Polio is caused by three strains of stable viruses.
(C) In the early 1900s, researchers were alive of the existence of more than one polio vims.
(D) The March of Dimes was set up to conduct research on polio.
Answer:
(A) Efforts at water treatments are modem.

Question 14.
The March of Dimes came into existence, thanks to –
(A) a respected researcher
(B) a specialist
(C) Roosevelt
(D) none of these
Answer:
(C) Roosevelt

Question 15.
The word ‘founded’ means –
(A) set out
(B) foundation
(C) established
(D) structured
Answer:
(C) established

Question 16.
Which one of the following statements is true?
(A) Dr. Salk started his career as an immunologist.
(B) His research was of immense help in 1949, 1952, and 1954.
(C) Salk’s research on polio was not innovative,
(D) Salk vaccine was used in America without any deliberation.
Answer:
(A) Dr. Salk started his career as an immunologist.

Question 17.
Which one out of the following statements is false?
(A) A method of growing polio vims in cell culture was of immense help in 1949.
(B) Formalin was a chemical that made the whole virus work.
(C) Salk vaccine was put to clinical trials in the USA and parts of Canada in great measure.
(D) In 1957, Albert Brace emerged on the polio scene.
Answer:
(B) Formalin was a chemical that made the whole virus work.

Question 18.
1963 witnessed the availability of –
(A) Salk vaccine
(B) different vaccines for polio
(C) Brace vaccine
(D) none of these
Answer:
(C) Brace vaccine

Question 19.
The word ‘endemic’ means-
(A) contagious
(B) infected
(C) acute
(D) inimical
Answer:
(B) infected

Question 20.
The most appropriate title of this extract is –
(A) Research on Polio
(B) Cure for Polio
(C) Contributions of Salk and Bruce in the field of polio
(D) Polio, a deadly disease
Answer:
(C) Contributions of Salk and Bruce in the field of polio

Question 21.
Research continues to improve these vaccines. The underlined word means –
(A) three
(B) polio
(C) Sabin and Salk
(D)both (A) and (B)
Answer:
(C) Sabin and Salk

Question 22.
The word ‘Recombinant’ means –
(A) reorganized
(B) reconciliation
(C) remembrance
(D) none of these
Answer:
(C) remembrance

Question 23.
We are fortunate, because –
(A) Polio vaccination is plentily available.
(B) Polio is curable.
(C) We are left with a choice between the Sabin vaccine and the Salk vaccine.
(D) all of these
Answer:
(C) We are left with a choice between the Sabin vaccine and the Salk vaccine.

Question 24.
This is theoretically impossible. The underlined word means –
(A) treatment of polio
(B) poliovirus
(C) a goal of the complete elimination of polio from the whole world by 2000
(D) none of these
Answer:
(C) a goal of the complete elimination of polio from the whole world by 2000

Question 25.
The word ‘eradicated’ means –
(A) rooted out
(B) abdicated
(C) cleared out
(D) combat
Answer:
(A) rooted out

II. Short Type Questions with Answers

Question 1.
Why did early attempts at the polio vaccine fail and what do we now know?
Answer:
Early attempts of developing a polio vaccine failed as a result of the researchers’ total lack of knowledge about the existence of more than one virus. We now know that three strains of quite stable viruses that constitute a part of the enterovirus family, having RNA as their genetic material give rise to polio.

Question 2.
How can a polio vaccine be effective?
Answer:
A polio vaccine can be effective as a result of a vaccine’s power to confer immunity against all three strains of completely stable viruses.

Question 3.
What made it possible for infants to acquire immunity from polio?
Answer:
Infants acquired immunity from polio because of their mothers’ breastfeeding which created antibodies in them.

Question 4.
Did improved sanitation help to avoid polio attacks before the 1990s? Give a reasoned answer.
Answer:
It was an irony that immunity was primarily acquired during infancy before the 1990s as sanitation conditions were poor and efforts at sewage and water treatments were primitive.

Question 5.
Why was ‘polio’ a frightening, contagious disease?
Answer:
‘Polio’ was ‘a frightening, contagious disease’, because it affected all irrespective of poor and rich, assumed devastating proportions and it seemed impossible to hold it in check, despite strides in the field of medicine.

Question 6.
What did the first half of the 19th century witness?
Answer:
The first half of the 19th century witnessed great advancement in basic hygiene methods and knowledge.

Question 7.
What did people begin to expect for the first time in civilization?
Answer:
For the first time in civilization, people expected good health. They stopped merely hoping for it.

Question 8.
What happened in the early 1950s?
Answer:
In the early 1950s, there were shocking posters of children on crutches or iron lungs, the large and heavy mechanical aids to help those whose lungs would not function at all.

Question 9.
What light does the extract throw on Roosevelt?
Answer:
Roosevelt had a spectacular political career. He became the President of the United States of America. Above all, he was a relentless crusader against polio.

Question 10.
Throw light on one of the disadvantages of oral vaccines.
Answer:
One of the disadvantages of oral vaccine is that those in close touch with immunocompromised patients cannot use it because of the shedding of the live virus in the vaccine in the feces of those who inject it and the possible transmission to the immunocompromised patient.

Question 11.
How can polio spread?
Answer:
Polio can spread either through contact with infected feces or infected droplets traveling through the air, in food, or in water.

Question 12.
Why was it impossible at times to put polio in check despite advances in medicine?
Answer:
It was impossible at times to put polio in check despite advances in medicine because it was a deadly, highly contagious disease that ignored the rich and poor alike.

Question 13.
What made the people expect sound health instead of merely hoping for it?
Answer:
Advancements in basic hygienic methods and knowledge in the first half of the 19th century made people expect sound health instead of merely hoping for it.

Question 14.
“The writer takes us back to the early 1950s.” Why?
Answer:
The writer takes us back to the early 1950s because it was a witness to the stunning pictures of children on crutches or iron lungs, the large and heavy mechanical aids to help those whose lungs would never function.

Introducing the Author:
Bonnie A. Maybury Okonek is an American microbilogist. He is also a fiction writer. His writings are marked by their clarity and lucidity.

About the Topic:
The piece ‘Development of Polio Vaccines’ acquaints the readers with poliomyelitis or polio,- an acute, viral, and infectious disease. This deadly disease can give rise to paralysis or death. Its story goes back to 1921. Franklin D. Roosevelt, the 32nd President of the United States spearheaded the fight against it. The researchers in the early 1900s tried their best to find out a vaccine for polio. Dr. Jonas Salk and Albert Bruce Sabin immensely contributed to its development. The days are not far off when polio can be rooted out like smallpox.

Summary:
It was 1921. America fell prey to polio. A young politician Franklin Delano Roosevelt was unable to withstand this deadly disease. The virus spread very fast and ultimately his legs were paralyzed. The early symptoms of a polio attack are headache, nausea, vomiting, and fever. The carriers of poliovirus are air, food, or water. One percent of people attacked by it actually suffers from severe polio. The writer throws light on two forms of polio: spinal and bulbar. Muscle pain, stiff neck and back, and possible paralysis characterize both forms.

The former affects the patient’s limbs and the latter the lungs. Polio at its worst has no treatment. The symptoms of both forms of polio are similar and of the two, the bulbar form is more dangerous. The writer dwells upon the role of Roosevelt in spearheading the fight against polio. He was keen on not allowing this terrible disease to conquer him. His distinguished political career as the President of the United States continued for a long. He tried his best to increase public awareness of the dangerous disease and promote research.

Children are the most vulnerable to polio. Driven by panic parents, in the early 1950s, were afraid of sending their children to schools. They desperately waited for a vaccine. The early 1900s witnessed vaccine developments for polio. Some baffling observations were made by the researchers at that time in their attempt to find out a vaccine for polio. Ironically, some children were immune to polio before the 1900s because of poor sanitary conditions and primitive efforts to deal with sewage and water treatments.

Above all mothers, breastfeeding played a crucial role. In spite of improvements in sanitation, exposure to the virus in later childhood and adulthood made them run the risk of contracting polio. The March of Dimes set up by Franklin D. Roosevelt was a foundation that worked for the elimination of polio with the services of a venerable researcher. The writer acquaints us with Dr. Jonas Salk who started her medical research career embarking on the scientific study of protection against polio.

He used a method of growing poliovirus in cell culture to develop a polio vaccine. He developed a successful vaccine using a combination of the three types of virus grown in monkey kidney cultures. In 1952, he was the first to do so in this field. Then he developed a process using formalin, a chemical that deprived the whole virus of being active. Dr. Salk’s invention gave rise to the testing of the vaccine in clinical trials in the U.S.A. and parts of Canada in great measure. The scope of the trials was unprecedented in the history of medical science.

The results were spectacular. In 1955, the government immediately agreed to distribute vaccines to the children of the United States. But the problem with the Salk vaccine was that it brought 260 cases of polio including 10 deaths. It was sorted out at once. The Salk vaccine was given in intramuscular injections in a span of one month. In 1957, Albert Bruce Sabin emerged on the scene. He started testing a live, oral form of vaccine as a result of which the infectious part of the virus was rendered inactive.

The writer brings out the advantages of an oral vaccine. They are long-lasting immunity, the prevention of reinfection of the digestive system, and oral administration of the vaccine at a cheaper cost. Its major disadvantage is that it is not applicable to patients with weak immune systems, since it is a live virus that is likely to cause disease in these patients. It is not conducive to those in close contact with patients who are incapable of defending against illness. Sabin’s oral vaccine is not good for enterovirus-infected patients.

But there is no denying the fact that both vaccines have their merits and demerits concerning relative safety and cost. The writer states that both vaccines are now used all over the world. The United States prefers the Sabin vaccine to the Salk one. Research is still going on improving these vaccines. There has been development in effective culturing and purification techniques paving the way for vaccines to induce higher levels of antibody formation.

The latest research in the development of the polio vaccine is to combine E. Coli’s genes with genes of poliovirus by which E. Coli can synthesize viral capsid proteins to be used in making a vaccine. The invention and use of the polio vaccine have resulted in the elimination of polio in America. In 1988, the World Health Organization set a target of eradicating polio from the whole world by 2000. The essay ends on a positive note. In the writer’s view, polio could be rooted in smallpox.

୧୯୨୧ ମସିହାର କଥା। ଆମେରିକା ପୋଲିଓ ବ୍ୟାଧର ଶିକାର ହୋଇଗଲା । Franklin Delano Roosevelt ନାମକ ଜଣେ ଯୁବ ରାଜନୀତିଜ୍ଞ ଏହି ଭୟଙ୍କର ରୋଗକୁ ପ୍ରତିରୋଧ କରିବାକୁ ସମର୍ଥ ହୋଇ ନଥିଲେ । ଭୂତାଣୁ ବହୁ ଶୀଘ୍ର ବ୍ୟାପିଗଲା ଏବଂ ଶେଷରେ ତାଙ୍କର ଗୋଡ଼ଦ୍ବୟ ଅଞ୍ଚଳ ହୋଇଗଲା । ପୋଲିଓ ସଂକ୍ରମଣର ପୂର୍ବ ଲକ୍ଷଣଗୁଡ଼ିକ ହେଉଛି ମୁଣ୍ଡବ୍ୟଥା, ଅସ୍ଵସ୍ଥିବୋଧ, ବାନ୍ତି ଏବଂ ଜ୍ଵର । ବାୟୁ, ଖାଦ୍ୟ କିମ୍ବା ଜଳ ହେଉଛି ପୋଲିଓ ଭୂତାଣୁର ବାହକ । ପ୍ରକୃତରେ ପୋଲିଓଦ୍ଵାରା ଆକ୍ରାନ୍ତମାନଙ୍କ ମଧ୍ୟରୁ ଏକ ପ୍ରତିଶତ ରୋଗୀ ମାରାତ୍ମକ ପୋଲିଓ ବ୍ୟାଶ୍‌ରେ ପୀଡ଼ିତ ହୁଅନ୍ତି । ଲେଖକ ଦୁଇ ପ୍ରକାର ପୋଲିଓ ଉପରେ ଆଲୋକପାତ କରିଛନ୍ତି; ଯଥା – spinal (ମେରୁଦଣ୍ଡ ସମ୍ବନ୍ଧୀୟ) ଏବଂ bulbar (ଫୁସ୍‌ଫୁସ୍ ସଂକ୍ରାନ୍ତୀୟ) ।

ମାଂସପେଶୀ ଯନ୍ତ୍ରଣା, ବେକ ଓ ପିଠି ଲାଠି ହୋଇଯିବା ଏବଂ ସମ୍ଭାବ୍ୟ ପକ୍ଷାଘାତ ଦୁଇ ପ୍ରକାର ପୋଲିଓର ଲକ୍ଷଣ । ପ୍ରଥମଟି ରୋଗୀର ଅଙ୍ଗପ୍ରତ୍ୟଙ୍ଗକୁ ଆକ୍ରାନ୍ତ କରୁଥିବାବେଳେ ଦ୍ୱିତୀୟଟି ଫୁସ୍‌ଫୁସ୍‌କୁ ଆକ୍ରାନ୍ତ କରେ । ଉଭୟ ପ୍ରକାର ପୋଲିଓର ଲକ୍ଷଣ ସମାନ ଏବଂ ଦୁଇଟି ମଧ୍ୟରୁ ଫୁସ୍‌ଫୁସ୍ ସଂକ୍ରାନ୍ତୀୟ (bulbar) ପୋଲିଓ ବେଶୀ ଭୟଙ୍କର । ପୋଲିଓ ବିରୁଦ୍ଧରେ ରୁଜ୍ଭେଲ୍‌ଙ୍କ ଲଢ଼େଇକୁ ଆଗେଇ ନେବାର ଭୂମିକା ସମ୍ବନ୍ଧରେ ଲେଖକ କହିଛନ୍ତି । ଏହି ଭୟଙ୍କର ବ୍ୟାଡ୍ ତାଙ୍କୁ ପରାଜିତ କରିନପାରୁ ବୋଲି ସେ ବଦ୍ଧପରିକର ଥିଲେ । ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକାର ରାଷ୍ଟ୍ରପତିରୂପେ ତାଙ୍କର ସ୍ୱନାମଧନ୍ୟ ରାଜନୈତିକ ଜୀବନ ବହୁଦିନ ପାଇଁ ତିଷ୍ଠି ରହିଲା । ଏହି ମାରାତ୍ମକ ରୋଗ ସମ୍ବନ୍ଧରେ ଜନସଚେତନତା ସୃଷ୍ଟି କରିବା ଓ ଗବେଷଣାକୁ ପ୍ରୋତ୍ସାହନ ଦେବା ନିମନ୍ତେ ସେ ଯତ୍‌ପରୋନାସ୍ତି ଉଦ୍ୟମ କରିଥିଲେ ।

ପିଲାମାନେ ପୋଲିଓର ଶିକାର ହେବାର ସମ୍ଭାବନା ସବୁଠୁ ଅଧିକ । ୧୯୫୦ ଦଶକର ପ୍ରାରମ୍ଭରେ ଆତଙ୍କଗ୍ରସ୍ତ ପିତାମାତାମାନେ ସେମାନଙ୍କ ପିଲାମାନଙ୍କୁ ବିଦ୍ୟାଳୟକୁ ପଠାଇବାକୁ ଭୟ କରୁଥିଲେ । ଊନବିଂଶ ଶତାବ୍ଦୀର ଆଦ୍ୟଭାଗରେ ପୋଲିଓ ପ୍ରତିଷେଧକ ଉଦ୍ଭାବନ ପାଇଁ ଉଦ୍ୟମ ଆରମ୍ଭ ହେଲା । ପୋଲିଓର ପ୍ରତିଷେଧକଟିଏ ପାଇବାପାଇଁ ଗବେଷକମାନେ କେତେକ ଦ୍ୱାତ୍ମକ ପର୍ଯ୍ୟବେକ୍ଷଣର ଆଶ୍ରୟ ନେଇଥିଲେ । ରହସ୍ୟଜନକଭାବେ ଉନବିଂଶ ଶତାବ୍ଦୀ ପୂର୍ବରୁ କେତେକ ପିଲା ପୋଲିଓ ସଂକ୍ରମଣରୁ ମୁକ୍ତ ଥିଲେ । ସର୍ବୋପରି ମାତୃ ସ୍ତନ୍ୟପାନର ଭୂମିକା ଏ ଦିଗରେ ଗୁରୁତ୍ଵ ଭୂମିକା ନିର୍ବାହ କରୁଥିଲା । ପରିମଳ ବ୍ୟବସ୍ଥାର ଉନ୍ନତି ସତ୍ତ୍ଵେ ପରବର୍ତ୍ତୀ ବାଲ୍ୟାବସ୍ଥା ଏବଂ ବୟସ୍କାବସ୍ଥାରେ ସେମାନେ ପୋଲିଓ ଭୂତାଣୁ ସଂସର୍ଗରେ ଆସିଲେ ପୋଲିଓ ବ୍ୟାଧଗ୍ରସ୍ତ ହେବାର ବିପଦ ରହୁଥିଲା ।

ଫ୍ରାଙ୍କଲିନ୍‌ ରୁଜ୍ଭେଲ୍ସଙ୍କଦ୍ଵାରା ସ୍ଥାପିତ The March of Dimes ଯାହାକି ଜଣେ ସମ୍ମାନନୀୟ ଗବେଷକଙ୍କଦ୍ବାରା ପୋଲିଓ ବ୍ୟାଧ୍ୟାକୁ ସମ୍ପୂର୍ଣ୍ଣରୂପେ ମୂଳୋତ୍ପାଟନ ନିମନ୍ତେ କାର୍ଯ୍ୟରତ ଥିବା ଏକ ଅନୁଷ୍ଠାନ ଥିଲା । ଲେଖକ Dr. Jonas Salkଙ୍କ ସହିତ ଆମକୁ ପରିଚିତ କରାଇଛନ୍ତି ଯିଏକି ପୋଲିଓରୁ ରକ୍ଷା ପାଇଁ ବିଜ୍ଞାନସମ୍ମତ ଗବେଷଣା କରି ଚିକିତ୍ସକର ଜୀବନ ଆରମ୍ଭ କରିଥିଲେ । ସେ ପୋଲିଓ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତି ପାଇଁ କୋଷୀୟ ପୋଷଣ ଜରିଆରେ ପୋଲିଓ ଭୂତାଣୁ ବଢ଼ାଇବାର ଏକ ପଦ୍ଧତି ବ୍ୟବହାର କରିଥିଲେ । ମାଙ୍କଡ଼ର ବୃକ୍‌କରେ ପୋଷିତ ହେଉଥ‌ିବା ତିନିପ୍ରକାର ଭୂତାଣୁର ମିଶ୍ରଣରେ ଏକ ଫଳପ୍ରଦ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତ କରିଥିଲେ ।

୧୯୫୨ ମସିହାରେ ସେ ଏ କ୍ଷେତ୍ରରେ ପ୍ରଥମ ଥିଲେ । ତା’ପରେ ସେ ଫରମାଲିନ୍ ନାମକ ଏକ ରାସାୟନିକ ପଦାର୍ଥ ବ୍ୟବହାର କରିଥିଲେ ଯାହାକି ସମସ୍ତ ଭୂତାଣୁଙ୍କୁ କାର୍ଯ୍ୟକ୍ଷମ ହେବାରୁ ବଞ୍ଚିତ କରୁଥିଲା । ଡକ୍ଟର Salkଙ୍କର ଉଦ୍ଭାବନ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ଓ କାନାଡ଼ାର କେତେକ ଅଞ୍ଚଳରେ ଚିକିତ୍ସା କ୍ଷେତ୍ରରେ ପରୀକ୍ଷଣ ନିମନ୍ତେ ବହୁଳ ଭାବେ ପ୍ରୟୋଗ ହୋଇଥିଲା । ଏହି ପ୍ରୟୋଗର ଫଳାଫଳ ଚିକିତ୍ସାବିଜ୍ଞାନର ଇତିହାସରେ ଅଭୂତପୂର୍ବ ଥିଲା ଫଳାଫଳ ଚମତ୍କାର ଥିଲା । ଆମେରିକାର ପିଲାମାନଙ୍କୁ ଏହି ପ୍ରତିଷେଧକ ବାଣ୍ଟିବାପାଇଁ ସରକାର ତତ୍‌କ୍ଷଣାତ୍ ରାଜି ହେଇଗଲେ । କିନ୍ତୁ Saikଙ୍କ ପ୍ରତିଷେଧକର ସମସ୍ୟା ଥିଲା ଯେ ଏହାଦ୍ଵାରା ୧୦ ଜଣଙ୍କର ମୃତ୍ୟୁ ସହିତ ୨୬୦ ଜଣ ରୋଗଗ୍ରସ୍ତ ହେବାର ଜଣାପଡ଼ିଲା । ଏହି ସମସ୍ୟାର ଆଶୁ ସମାଧାନ କରାଯାଇଥିଲା ।

Saikଙ୍କ ପ୍ରତିଷେଧକ ଟୀକା ଆକାରରେ ଏକ ମାସ ସମୟ ବ୍ୟବଧାନରେ ମାଂସପେଶୀ ମଧ୍ଯରେ ଦିଆଯାଉଥିଲା । ୧୯୫୭ ମସିହାରେ ଦୃଶ୍ୟପଟ୍ଟରେ Albert Bruce Sabinଙ୍କର ଆବିର୍ଭାବ ହେଲା । ସେ ଏକପ୍ରକାର ଜୀବନ୍ତ ଓ ପାଟିରେ ଖିଆଯାଇ ପାରୁଥିବା ପ୍ରତିଷେଧକ ଉପରେ ପରୀକ୍ଷଣ ଚଳାଇଲେ ଯାହାକି ଭୂତାଣୁର ସଂକ୍ରମିତ ଅଂଶକୁ ନିଷ୍କ୍ରିୟ କରିଦେଉଥ୍ଲା । ଲେଖକ ପାଟିରେ ଖିଆଯାଉଥିବା ବୁନ୍ଦାର ଉପକାରିତା ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ସେଗୁଡ଼ିକ ହେଲା – ଦୀର୍ଘ ପ୍ରତିଷେଧକ ଶକ୍ତି, ପରିପାକ ତନ୍ତ୍ରରେ ପୁନଃସଂକ୍ରମଣର ନିରାକରଣ, ପାଟିରେ ଖୁଆଇବା କାରଣରୁ କମ୍ ଖର୍ଚ୍ଚାନ୍ତ ହେବା । ଏହାର ମୁଖ୍ୟ ଅପକାରିତା ହେଲା ଦୁର୍ବଳ ପ୍ରତିରୋଧ ଶକ୍ତିସମ୍ପନ୍ନ ପିଲାମାନଙ୍କ କ୍ଷେତ୍ରରେ ଏହାକ ପ୍ରୟୋଗ କରାଯାଇପାରିବ ନାହିଁ, କାରଣ ଏହା ଏକ ଜୀବନ୍ତ ଭୂତାଣୁ ହୋଇଥ‌ିବାରୁ ସେମାନଙ୍କଠାରେ ରୋଗ ସୃଷ୍ଟି କରିବାର ଯଥେଷ୍ଟ ସମ୍ଭାବନା ରହିଛି ।

ପୋଲିଓ ବ୍ୟାଧ୍ୟାକୁ ପ୍ରତିରୋଧ କରିପାରୁନଥ‌ିବା ରୋଗୀମାନଙ୍କ ସଂସ୍ପର୍ଶରେ ଆସୁଥ‌ିବା ବ୍ୟକ୍ତିବିଶେଷଙ୍କ ଏହା ଲାଭପ୍ରଦ ନୁହେଁ । ଅନ୍ତନଳୀରେ‍ ଭୂତାଣୁ ସଂକ୍ରମିତ ରୋଗୀମାନଙ୍କ ନିମନ୍ତେ Sabinଙ୍କ ପାଟିରେ ଖିଆଯାଉଥ‌ିବା ପ୍ରତିଷେଧକ ଲାଭଦାୟକ ନୁହେଁ । ଆପେକ୍ଷିକ ନିରାପତ୍ତା ଓ ଖର୍ଚ୍ଚ ଦୃଷ୍ଟିରୁ ଉଭୟ ପ୍ରକାର ପ୍ରତିଷେଧକର ଭଲ ଓ ମନ୍ଦ ଗୁଣ ଯେ ରହିଛି ଏହା ନିଃସନ୍ଦେହରେ କୁହାଯାଇପାରେ । ଲେଖକ କହିଛନ୍ତି ଯେ ବର୍ତ୍ତମାନ ଉଭୟ ପ୍ରକାର ପ୍ରତିଷେଧକ ପୃଥ‌ିବୀରେ ସର୍ବତ୍ର ବ୍ୟବହାର କରାଯାଉଛି । ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକାରେ Salkଙ୍କ ପ୍ରତିଷେଧକ ପରିବର୍ତ୍ତେ Sabinଙ୍କ ପ୍ରତିଷେଧକ ବ୍ୟବହାରକୁ ପସନ୍ଦ କରାଯାଇଛି । ପ୍ରତିଷେଧକର ଉନ୍ନତିକରଣ ନିମନ୍ତେ ଅନୁସନ୍ଧାନ ଜାରି ରହିଛି । ଫଳପ୍ରଦ ପୋଷଣ ଓ ବିଶୋଧନ କୌଶଳର ଉନ୍ନତି କରାଯାଇପାରିଛି ଯାହାକି ପ୍ରତିଷେଧକକୁ ଶରୀରରେ ରୋଗ ପ୍ରତିରୋଧକ ଶକ୍ତି ସୃଷ୍ଟି କରିପାରୁଛି ।

ପୋଲିଓ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତିର ସର୍ବାଧୁନିକ ଗବେଷଣା ହେଉଛି E. Coli ଜିକୁ ପୋଲିଓ ଭୂତାଣୁର ଜିନ୍ ସହିତ ମିଶ୍ରିତ କରିବା, ଯଦ୍ବାରା E. Coli ଭୂତାଣୁର ବାହ୍ୟ ପ୍ରୋଟିନ୍ ସ୍ତରକୁ ସଂଶ୍ଳେଷଣ କରିପାରିବ ଯାହାକି ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତି ପାଇଁ ବ୍ୟବହୃତ ହୋଇପାରିବ । ପୋଲିଓ ପ୍ରତିଷେଧକର ଉଦ୍ଭାବନ ଏବଂ ବ୍ୟବହାର ଫଳରେ ଆମେରିକରୁ ପୋଲିଓର ମୂଳୋତ୍ପାଟନ ହୋଇପାରିଛି । ୧୯୮୮ ମସିହାରେ ବିଶ୍ଵ ସ୍ବାସ୍ଥ୍ୟ ସଙ୍ଗଠନ ପକ୍ଷରୁ ୨୦୦୦ ମସିହା ସୁଦ୍ଧା ସମଗ୍ର ବିଶ୍ଵରୁ ପୋଲିଓର ମୂଳୋତ୍ପାଟନ ପାଇଁ ଲକ୍ଷ୍ୟ ରଖୁଥିଲା । ସକାରାତ୍ମକ ଭାବଧାରାକୁ ନେଇ ପ୍ରବନ୍ଧର ପରିସମାପ୍ତି ଘଟିଛି । ଲେଖକଙ୍କ ମତରେ ବସନ୍ତ ଭଳି ପୋଲିଓର ମୂଳୋତ୍ପାଟନ କରାଯାଇପାରିବ ।

Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Chapter 4 The Magic of Teamwork Textbook Exercise Questions and Answers.

CHSE Odisha 12th Class English Solutions Chapter 4 The Magic of Teamwork

CHSE Odisha Class 12 English The Magic of Teamwork Text Book Questions and Answers

Unitwise Gist and Glossary

UNIT – I
Gist:
The key problem affecting India’s progress is the execution, not the want of policies. Here teamwork becomes secondary. The writer drives this point home by drawing our attention to the lack of team spirit and cooperation that grips Indians though they are smart, capable and committed individuals. The Japanese are a study in contrast. They are far ahead of the Indians. Our ‘crab mentality’ worsens the matter more and more. In other words, tom by envy, we excel in the art of pulling any member who achieves success, relegating us to the background.

This attitude is attributed to our cultural background. We inherit a system where the senior is the master of knowledge. This held good in the past where knowledge and wisdom were orally transformed, but in modern society, the concept of being omniscient is a myth. For example, a young computer-trained person cuts a senior accountant to size, so far as accounting problems are concerned. We should understand how best we can utilise this diverse experience and obtain results. Then only can we create proper teams?
ସାରମର୍ମ :
ଭାରତର ପ୍ରଗତିକୁ ପ୍ରଭାବିତ କରୁଥିବା ପ୍ରଧାନ ସମସ୍ୟା ହେଉଛି କାର୍ଯ୍ୟ ସମ୍ପାଦନ, ଯୋଜନାର ଅଭାବ ନୁହେଁ । ଏଠାରେ ଦଳଗତ କାର୍ଯ୍ୟ ହେଉଛି ଗୌଣ । ଲେଖକ ଆମର ଦୃଷ୍ଟି ଆକର୍ଷଣ କରି କହିଛନ୍ତି ଯେ, ଯଦିଓ ଭାରତୀୟମାନେ ବୁଦ୍ଧିମାନ, ଦକ୍ଷ ଏବଂ ଉତ୍ସର୍ଗୀକୃତ, ସେମାନଙ୍କ ମଧ୍ୟରେ ଦଳର ସାଫଲ୍ୟ ପାଇଁ କାର୍ଯ୍ୟ କରିବା ମନୋବୃତ୍ତି ଏବଂ ସହଯୋଗର ଅଭାବ ରହିଛି । ଜାପାନୀମାନେ ଏହାର ଠିକ୍ ଓଲଟା । ସେମାନେ ଭାରତୀୟମାନଙ୍କଠାରୁ ବହୁ ଆଗରେ । ଆମର ଗୋଡ଼ଟଣା ନୀତି ଅବସ୍ଥାକୁ ବେଶୀ ଖରାପ କରିଦେଇଛି । ଈର୍ଷାପରାୟଣ ହୋଇ ଯେଉଁମାନେ ସଫଳତା ପାଉଛନ୍ତି, ଆମେ ଆମର ନୀଚପଣିଆରୁ ରକ୍ଷା ପାଇବାପାଇଁ ସେମାନଙ୍କୁ ପଛରୁ ଟାଣି ଆଣୁଛୁ। ଆମର ସାଂସ୍କୃତିକ ପୃଷ୍ଠଭୂମି ଏଇ ମନୋଭାବ ପାଇଁ ଦାୟୀ ।

ଆମେ ଏପରି ଏକ ପଦ୍ଧତିର ଉତ୍ତରାଧ୍ୟାକାରୀ ହୋଇଛୁ, ଯେଉଁଠାରେ ବରିଷ୍ଠ ବ୍ୟକ୍ତି ହେଉଛି ଜ୍ଞାନର ଗନ୍ତାଘର । ଏହା ଅତୀତ ପାଇଁ ପ୍ରଯୁଜ୍ୟ ଥିଲା, ଯେତେବେଳେ ଜ୍ଞାନ ଏବଂ ବିଜ୍ଞତା ମୌଖ୍ ଭାବରେ ପ୍ରଦତ୍ତ ହେଉଥୁଲା, କିନ୍ତୁ ଆଧୁନିକ ସମାଜରେ ସର୍ବବିଜ୍ଞତା ଧାରଣା ଏକ କଳ୍ପନା ମାତ୍ର । ଉଦାହରଣସ୍ୱରୂପ, କମ୍ପ୍ୟୁଟର ତାଲିମପ୍ରାପ୍ତ ଜଣେ ବ୍ୟକ୍ତି ବରିଷ୍ଠ ହିସାବନିରୀକ୍ଷକ ଅପେକ୍ଷା ହିସାବ ସମ୍ବନ୍ଧୀୟ ସମସ୍ୟାଗୁଡ଼ିକର ଭଲ ସମାଧାନ କରିଥାଏ । ଏହି ବିବିଧ ଜ୍ଞାନକୁ କିପରି ସର୍ବୋତ୍କୃଷ୍ଟ ବ୍ୟବହାର କରି ଫଳ ପାଇବା, ତାହା ଆମେ ବୁଝିବା ଉଚିତ । ତେବେ ଯାଇ ଆମେ ଉପଯୁକ୍ତ ଦଳସବୁ ସୃଷ୍ଟି କରିପାରିବା ।

Glossary:
lack: want (ଅଭାବ)
co-operation : ସହଯୋଗ
affecting : ପ୍ରଭାବିତ କରୁଛି
progress : advancement (ପ୍ରଗତି)
key : main (ମୁଖ୍ୟ)
implementation : execution (କାର୍ଯ୍ୟକାରିତା)
severely : terribly (ଗୁରୁତରଭାବେ )
smart : clever (ଚତୁର)
dedicated : committed (ଉତ୍ସର୍ଗୀକୃତ)
lacked (v) : ଅଭାବ ଥିଲା
‘crab mentality’: The metaphor refers to a pot of crabs. Individually, the crabs could easily escape from the pot, but instead, (hey grab at each other in a useless competition, which prevents any from escaping. Similarly. human beings in a group attempt to pull down any member who achieves success beyond others out of envy. (କଙ୍କଡ଼ା ମାନସିକତା ଗୋଡ଼ଟଣା ମାନସିକତା )
feudal: ସାମନ୍ତ
hierarchy: a system of persons or things arranged in a graded order (ଉଚ୍ଚ-ନୀଚ କ୍ରମ)
drag: ଘୋଷାଡ଼ି ନେବା
gang up : to form a group (ଏକାଠି ହୋଇଯିବା/ଦଳଗଠନ କରିବା)
attitude : stand-point (ଦୃଷ୍ଟିଭଙ୍ଗୀ)
handle : conduct (ପରି ଚାଳନା କରିବା )
orally : ମୌଖ୍ୟକ ଭାବରେ
leverage: to use (a quality of advantage) to obtain a desired effect or result (ଇଚ୍ଛା ମୁତାବକ
diversity : ବିଭିନ୍ନତା

Think it out:
Question 1.
What is the key problem affecting India’s progress – lack of policies or lack of implementation or lack of teamwork?
Answer:
The key problem affecting India’s progress is the lack of implementation and the lack of teamwork.

Question 2.
What is the joke about the Indian and Japanese workers at the Maruti Suzuki Company?
Answer:
The joke about the Indian and Japanese workers at the Maruti Suzuki Company is that one Indian equals ten Japanese, but, in reality, in spite of being smart, capable and committed individuals, 10 Indians are equal to one Japanese because of a lack of team spirit.

Question 3.
What is the ‘crab mentality’?
Answer:
The ‘crab mentality’ is pulling down any member who achieves success beyond others out of envy. Those who belong to a group resort to this heinous practice.

Question 4.
Where does the root of the ‘crab mentality’ lie?
Answer:
The root of the crab mentality lies partially in our cultural background. In our ancient feudal and hierarchical system, a senior is supposed to have the best knowledge.

Question 5.
What is the demerit of a hierarchical social system?
Answer:
The demerit of a hierarchical system is that seniority steals a march over others. In other words, whosoever is senior is the wisest.

Question 6.
How can the right kind of teams be created?
Answer:
The right kind of teams can be created by understanding how best to utilize the variety of experiences and obtain good results.

UNIT – II

Gist:
The writer goes down memory lane. In his youth, he took part in an executive seminar for Rockwell International in the US. About 25 senior company executives had assembled for a week for strategic discussion. They were divided into five different groups comprising five people each. Each group member was asked to do something such as making coffee, taking notes and so on. They all performed their tasks sincerely without blowing their own trumpets. But India is a study in contrast. The senior secretary in this country will never resort to this work.

Positions grip the minds of Indians. The writer stresses the importance of group work. Our background does not allow us to lead and follow. A good team player is entitled to respect others, tolerate different stand-points and desire to deliver. A team player knows no vanity or flattery. He is capable of tackling conflicts objectively. Indians are inclined to concentrate on attaining total agreement, but this is not possible. The writer enumerates the qualities of a good team player: openness, clarity and honesty. The writer doesn’t approve of a ‘hidden agenda’. Some people say something and mean another. To the writer, it is “split-level consciousness”.
ସାରମର୍ମ :
ଲେଖକ ନିଜର ସ୍ମୃତିକୁ ଫେରି ଯାଇଛନ୍ତି । ତାଙ୍କ ଯୁବାବସ୍ଥାରେ ସେ ଆମେରିକାରେ ରକ୍ୱେଲ୍‌ ଇଣ୍ଟରନ୍ୟାସ୍‌ନାଲ୍‌ର ଉଚ୍ଚପଦସ୍ଥ କର୍ମଚାରୀମାନଙ୍କର ଆଲୋଚନାଚକ୍ରରେ ଅଂଶଗ୍ରହଣ କରିଥିଲେ । କମ୍ପାନୀର ପ୍ରାୟ ୨୫ ଜଣ ଉଚ୍ଚପଦସ୍ଥ କର୍ମଚାରୀ ଦୀର୍ଘକାଳୀନ ଯୋଜନାର ସଫଳତା ସମ୍ବନ୍ଧରେ ଆଲୋଚନା କରିବାପାଇଁ ଏକତ୍ରିତ ହୋଇଥିଲେ । ସେମାନେ ପାଞ୍ଚଟି ପାଞ୍ଚଜଣିଆ ଦଳରେ ବିଭକ୍ତ ହୋଇଥିଲେ । ଦଳର ପ୍ରତ୍ୟେକ ସଦସ୍ୟଙ୍କୁ କଫି ତିଆରି କରିବା, ଟିପ୍‌ପଣୀ ଲେଖୁବା ଭଳି କେତେକ କଥା କରିବାକୁ କୁହାଯାଉଥିଲା । ସେମାନେ ନିଷ୍ଠାପର ଭାବେ ବଣ୍ଟାଯାଇଥିବା କାର୍ଯ୍ୟ କରୁଥିଲେ ହେଁ ଗର୍ବ ପ୍ରକାଶ କରୁନଥିଲେ । କିନ୍ତୁ ଭାରତ ତାହାର ଏକ ବ୍ୟତିକ୍ରମ । ଏହି ଦେଶର ବରିଷ୍ଠ ସଚିବ ଏଭଳି କାର୍ଯ୍ୟ କରିବେ ନାହିଁ । ଭାରତୀୟମାନଙ୍କ ମାନସିକତାକୁ ପଦବୀ ଜାବୁଡ଼ି ଧରିଥାଏ ।

ଲେଖକ ଦଳୀୟ କାର୍ଯ୍ୟର ମହତ୍ତ୍ବ ଉପରେ ଗୁରୁତ୍ୱ ଆରୋପ କରିଛନ୍ତି । ଆମର ପୃଷ୍ଠଭୂମି ଆମକୁ ଏକକାଳୀନ ନେତୃତ୍ଵ ନେବାକୁ ଓ ଅନୁସରଣ କରିବାକୁ ଅନୁମତି ଦିଏ ନାହିଁ । ଜଣେ ଦଳସାଥୀ ଅନ୍ୟମାନଙ୍କୁ ସମ୍ମାନ ଦେବା, ଅନ୍ୟମାନଙ୍କ ଦୃଷ୍ଟିଭଙ୍ଗୀକୁ ସହ୍ୟ କରିବା ଏବଂ ଯଥାସାଧ୍ୟ ଆଗ୍ରହ ଦାନ କରିବା ବିଧେୟ । ଏକ ଦଳ-ସାଥୀ ଗର୍ବ ଓ ତୋଷାମଦକୁ ପ୍ରଶ୍ରୟ ଦିଏ ନାହିଁ । ସେ ସମସ୍ୟାକୁ ଉତ୍ତମରୂପେ ସମାଧାନ କରିବାକୁ ସମର୍ଥ ହୋଇଥିବା ଦରକାର । ଭାରତୀୟମାନେ ପ୍ରତ୍ୟେକ କ୍ଷେତ୍ରରେ ପୂର୍ଣ୍ଣ ସହମତି ଉପରେ ଗୁରୁତ୍ଵ ଦିଅନ୍ତି, କିନ୍ତୁ ଏହା ଅସମ୍ଭବ । ଲେଖକ ଜଣେ ଦଳ-ସାଥୀର ସୁଗୁଣଗୁଡ଼ିକୁ ଉଲ୍ଲେଖ କରିଛନ୍ତି; ଯଥା ମନୋଭାବ, ସ୍ଵଚ୍ଛତା ଏବଂ ସାଧୁତା । ଲେଖକ ଲୁକ୍‌କାୟିତ ଆଲୋଚ୍ୟ ବିଷୟବସ୍ତୁକୁ ସମର୍ଥନ କରନ୍ତି ନାହିଁ । କେତେକ ଗୋଟିଏ କଥା କହନ୍ତି ଏବଂ ଅନ୍ୟ କଥା ବୁଝନ୍ତି । ଲେଖକଙ୍କ ପାଇଁ ଏହା ଦ୍ଵୈତ-ବ୍ୟକ୍ତିତ୍ଵ ଅଟେ ।

Glossary:
nationalistic: promoting nationalism
seminar: a meeting at which a group of people discuss a problem (ଆଲୋଚନାଚକ୍ର)
congregated : assembled (ଏକତ୍ରିତ ହୋଇଥୁଲେ )
Rockwell Inernational : A major American manufacturing corporation (ଏକ ମୁଖ୍ୟ ଆମେରିକୀୟ କମ୍ପାନୀ)
strategic : very important (ଅତ୍ୟନ୍ତ ଗୁରୁତ୍ବପୂର୍ଣ୍ଣ)
break out : ଭାଗ ହୋଇଯିବା
delegate : hand over (ହସ୍ତାନ୍ତର କରିବା)
tasks : ବିଭିନ୍ନ କାର୍ଯ୍ୟ
clean : ପରିଷ୍କାର କରିବା
thorough : minute (ତନ୍ନତନ୍ତ୍ର)
strength and weakness : ଶକ୍ତି ଓ ଦୁର୍ବଳତା
irrespective of : ନିର୍ବିଶେଷରେ
to lead : ନେତୃତ୍ଵ ନେବା
gravitate : to move towards somebody or something that you are attracted to (ନିର୍ଦ୍ଦିଷ୍ଟ କାର୍ଯ୍ୟ ପ୍ରତି ମୋହ ରଖିବା)
team player : Someone who works well with other people as a part of group (ଅନ୍ୟମାନଙ୍କ ସହ ମିଶି କାର୍ଯ୍ୟ କରୁଥ‌ିବା ବ୍ୟକ୍ତି|ଦଳ- ସାଥୀ)
implies : signifies (ସୂଚାଏ)
tolerance : ସହନଶୀଳତା
resolve : settle (ସମାଧାନ କରିବା)
conflict : difference (ମତଭେଦ)
egotism : ଅହଙ୍କାର
sycophancy : flattery (ଖୋସାମତି)
focus : concentrate (ମନୋନିବେଶ କରିବା)
instead : ପରିବର୍ତ୍ତେ
bogged : to be so involved with one particular thing that you cannot make any progress
hidden : ଲୁକ୍‌କାୟିତ
agenda : a plan or aim (ଯୋଜନା /ଲକ୍ଷ୍ୟ )
“Split-level consciousness : dual personality (ଦ୍ୱୈତ -ବ୍ୟକ୍ତିତ୍ବ)

Think about it:
Question 1.
“If this were happening in India” – What does the author mean by “this”?
Answer:
By ‘this’ the author means that India took a leaf out of America’s book; in the former, senior employees are averse to making coffee, taking notes, etc., but the latter is a study in contrast. There is no room for hierarchy in the Americans’ minds.

Question 2.
How does hierarchy come in the way of doing a task together in India?
Answer:
Hierarchy comes in the way of doing a task together in India because of the complexity of senior positions. Vanity prompts the secretary to avoid making coffee or taking notes. Indians don’t learn how to lead and to follow at the same time.

Question 3.
What should the members of a team learn for effective teamwork?
Answer:
For effective teamwork, the members of a team should learn to understand fully the strengths and weaknesses of individuals of their group irrespective of status.

Question 4.
Should the members of a team exercise leadership only or accept the lead of others only in ‘true teamwork’?
Answer:
The members of a team should exercise not only leadership but also accept the leadership of others in true teamwork.

Question 5.
Who is a good team player?
Answer:
A good team player is one who has respect for others, tolerance of diverse stand-points and willingness to deliver.

Question 6.
Is total agreement on a conflicting issue possible?
Answer:
Total agreement on a conflicting issue is not possible. Therefore, before work sets in, people should start working on the agreed-upon aspects.

Question 7.
Which is important for beginning a piece of work – to begin work on the agreed-upon aspects or to wait for a total agreement?
Answer:
What is important for beginning a piece of work is to begin on the agreed-upon aspects. Waiting for total agreement takes a back seat.

Question 8.
What are the qualities of a good team player?
Answer:
The qualities of a good team player are the ability to resolve differences without either vanity or flattery and to agree to dissent.

Question 9.
What does the author mean by ‘a hidden agenda’? How does it affect teamwork?
Answer:
By ‘a hidden agenda’, the author means the people’s habit of duplicity. In others words, they say something and do another. The writer identifies it with “split-level consciousness”.

Question 10.
What does ‘a good work ethic’ imply?
Answer:
A good work ethic implies the parity between what one says and what he means.

UNIT – III

Gist:
The writer takes us back to his workplace – The Telecom Technology Development Centre of the Government of India. He did not spare an inefficient employee in the course of the general meetings. His open criticism evoked great reactions in other employees. To them, his blunt exposure in the general meeting was humiliating. He should apprise the workers of their incompetence individually. The writer’s intention behind open criticism was for the welfare of all present as they could learn from the mistakes of others. Then he learnt about Indians’ lack of differentiating between criticizing an idea and criticizing an individual.

But criticizing an idea does not mean criticizing an individual. An employee cannot afford to criticize the boss in India. A team’s success lies in obtaining the psychological health of the firm on the part of its Chief Executive. He must take track of the team’s feelings, confidence and so on. What affects team performance in India is the difference between the workers: physical and mental in terms of power and position. The writer praises his driver Ram for being one of the best drivers in the world. The former motivated the latter to be a team player when he was not driving. Instead of sitting in the car and waiting for him to appear, Rama should participate in office work.
ସାରମର୍ମ :
ଲେଖକ ଆମମାନଙ୍କୁ ତାଙ୍କର କର୍ମସ୍ଥଳୀ – ଭାରତ ସରକାରଙ୍କର The Telecom Technology Development Centreକୁ ନେଇ ଯାଇଛନ୍ତି । ସାଧାରଣ ସଭାରେ ସେ ଅପାରଗ କର୍ମଚାରୀଙ୍କୁ ସମାଲୋଚନା କରିବାକୁ ପଛାଉ ନ ଥିଲେ । ତାଙ୍କର ଖୋଲା ସମାଲୋଚନା ଅନ୍ୟ କର୍ମଚାରୀମାନଙ୍କ ମଧ୍ୟରେ ଖୁବ୍ ପ୍ରତିକ୍ରିୟା ସୃଷ୍ଟି କରୁଥିଲା । ସେମାନଙ୍କ ପାଇଁ ଏଭଳି ଖୋଲା ସମାଲୋଚନା ଅପମାନଜନକ ଥିଲା । ସେ ସେମାନଙ୍କ ଅପାରଗତା ବିଷୟରେ ସେମାନଙ୍କ ସହ ବ୍ୟକ୍ତିଗତ ଭାବେ ଆଲୋଚନା କରିବା ଉଚିତ । ଲେଖକଙ୍କର ଖୋଲା ସମାଲୋଚନା କରିବା ପଛରେ ଉଦ୍ଦେଶ୍ୟ ଥିଲା ଯେ ଉପସ୍ଥିତ ଥ‌ିବା ସମସ୍ତ କର୍ମଚାରୀମାନଙ୍କ ହିତ ଦୃଷ୍ଟିରୁ ସେମାନେ ଅନ୍ୟମାନଙ୍କ ଭୁଲ୍‌ରୁ ଶିକ୍ଷାଲାଭ କରିପାରିବେ । ଏକ ଚିନ୍ତାଧାରାକୁ ସମାଲୋଚନା କରିବା ଏବଂ ଜଣେ ବ୍ୟକ୍ତିଙ୍କୁ ସମାଲୋଚନା କରିବା ମଧ୍ୟରେ ପ୍ରଭେଦ ବିଷୟରେ ଭାରତୀୟମାନଙ୍କ ଅଜ୍ଞତା ସମ୍ପର୍କରେ ପରେ ସେ ଜାଣିବାକୁ ପାଇଲେ ।

ମାତ୍ର ଏକ ଚିନ୍ତାଧାରାକୁ ସମାଲୋଚନା କରିବା ଅର୍ଥ ଜଣେ ବ୍ୟକ୍ତିଙ୍କୁ ସମାଲୋଚନା କରିବା ନୁହେଁ । ଭାରତରେ ଜଣେ କର୍ମଚାରୀ ତା’ର ଉପରିସ୍ଥ ହାକିମଙ୍କୁ ସମାଲୋଚନା କରିପାରିବ ନାହିଁ । ଦଳଗତ କାର୍ଯ୍ୟରେ ସାଫଲ୍ୟ ନିମନ୍ତେ କମ୍ପାନୀର ମୁଖ୍ୟ କର୍ମକର୍ତ୍ତା ସଂସ୍ଥାର ମନସ୍ତାତ୍ତ୍ଵିକ ସ୍ବାସ୍ଥ୍ୟ ବିଷୟରେ ଜାଣିବା ଉଚିତ । କ୍ଷମତା ଓ ପଦବୀ ଭିଭିରେ ଶାରିରୀକ ଏବଂ ମାନସିକ କର୍ମଚାରୀମାନଙ୍କ ମଧ୍ୟରେ ପାର୍ଥକ୍ୟ ଭାରତରେ ଦଳର ପ୍ରଦର୍ଶନକୁ ପ୍ରଭାବିତ କରୁଛି । ପୃଥ‌ିବୀର ସର୍ବଶ୍ରେଷ୍ଠ ଗାଡ଼ିଚାଳକମାନଙ୍କ ମଧ୍ୟରୁ ଜଣେ ଭାବରେ ଲେଖକ ରାମଙ୍କୁ ବହୁତ ପ୍ରଶଂସା କରନ୍ତି । ଯେତେବେଳେ ସେ ଗାଡ଼ି ଚଳାଉ ନ ଥିଲେ, ସେ ରାମକୁ ଜଣେ ଦଳ-ସାଥୀ ହେବାକୁ ଉତ୍ସାହିତ କରୁଥିଲେ । ଗାଡ଼ିରେ ବସିରହି ତାଙ୍କ ଆସିବା ପର୍ଯ୍ୟନ୍ତ ଅପେକ୍ଷା କରିବା ପରିବର୍ତ୍ତେ, ସେ ଦପ୍ତର କାର୍ଯ୍ୟରେ ଭାଗ ନେବା ଉଚିତ ।

Glossary:
C-DOT : The Telecom Technology Development Centre of the Government of India
insulting :humiliating (ଅପମାନଜନକ )
individually : ବ୍ୟକ୍ତିଗତ ଭାବରେ
inefficiency : ଅପାରଗତା
besides : in addition to (ଏତଦ୍‌ବ୍ୟତୀତ)
figure (v) : to think that something is true (ସତ ବୋଲି ଭାବିବା)
benefit : welfare (ମଙ୍ଗଳ)
differentiate : show a difference between things
automatically : ସ୍ୱୟଂଚାଳିତ ଭାବରେ |
acceptable : ଗ୍ରହଣଯୋଗ୍ୟ
psychological : ମନସ୍ତାତ୍ତ୍ଵିକ
element : ଉପାଦାନ
subordinate : ଅଧସ୍ତନ କର୍ମଚାରୀ
self-esteem : self-respect (ଆତ୍ମସମ୍ମାନ)
pre-requisite : necessary in order for something to happen (ପ୍ରାଥମିକ ସର୍ଭ)
dichotomy : the difference exists between two groups (ମତପାର୍ଥକ୍ୟ )
job : work (କାର୍ଯ୍ୟ)
treat : deal with (କାରବାର କରିବା)
show up : appear (ଆବିର୍ଭାବ ହେବା)

Think it out:
Question 1.
How did the author handle inefficient employees in C-DOT?
Answer:
The author handled inefficient employees in C-DOT by telling their inefficiency to their faces in a general meeting.

Question 2.
How did the errant employees react to his open criticism?
Answer:
The errant employees told him that criticizing them openly was insulting. Instead, he should tell them of their inefficiency individually.

Question 3.
What was the author’s intention behind open criticism?
Answer:
The author’s intention behind open criticism was for the broader benefit of all present. As a result, they could learn from the mistakes of others.

Question 4.
What did he learn about the Indian attitude to criticism?
Answer:
He learnt that the Indian attitude to criticism was unfavourable. Indians lacked differentiating between criticizing an idea and criticizing an individual.

Question 5.
Does criticizing an idea mean criticizing an individual?
Answer:
Criticizing an idea does not mean criticizing an individual.

Question 6.
Can an employee afford to criticize the boss in India?
Answer:
An employee cannot afford to criticize the boss in India.

Question 7.
What are the key elements of a team’s success?
Answer:
The key elements of a team’s success are stability, confidence, security and comfort of its members.

Question 8.
What affects ‘team performance’ in India?
Answer:
The difference between physical and mental workers in terms of power and position affects ‘work performance’ in India.

Question 9.
What was the job of the author’s driver?
Answer:
The job of the author’s driver was to open the door for him at the time of entering, and coming out of the car.

Question 10.
How did he react when the author asked him not to open the door of the car for him?
Answer:
When the author asked him not to open the door of the car for him, the driver started crying. He said to the author emotionally that opening the door was his duty when he entered and alighted from the car.

Question 11.
How did the author like to use the driver?
Answer:
The author liked to use the driver as a team player so that he could assist him with office work.

Question 12.
How did the author motivate the driver to be a team player?
Answer:
In order to be a team player, the author wanted the driver to take part in office work such as, making copies, filing papers, sending faxes, responding to phone calls or simply reading, instead of waiting for the former in the car.

UNIT – IV

Gist:
The writer lays emphasis on the diversification of tasks. As a result, it enhances workers’ self-respect, motivation and team spirit. Our system today does not allow us to form good teams, because nobody is interested to be a subordinate to someone. A mixture of cultural backgrounds, religions, races and caste groups pave the way for a strong ground of diversity in the workplace. Against this backdrop, we should, in actuality, be experts in working with diversity. But this is possible of we shun personal, caste and community interests. Age does not matter in holding positions. What counts much for a senior position is capability.

Managers in the US corporate environment working with Indians and Asians, in general, have marked that these individuals have the inclination to feel that they are robbed of being recognised and respected. The senior should pamper and encourage employees with lower self-esteem a little more. In the writer’s opinion, there is no replacement for teamwork, a key to corporate and national governance. The fundamental ideals in a corporate environment comprise respect for others, frankness, honesty, communication, willingness to dissent, solution of conflict and recognition of the superiority of the larger interest of the team over everything.
ସାରମର୍ମ :
ବିବିଧ କର୍ମଭାରକୁ ଲେଖକ ଗୁରୁତ୍ଵ ଦେଇଛନ୍ତି । ଫଳସ୍ବରୂପ ଏହା କର୍ମଚାରୀମାନଙ୍କର ଆତ୍ମସମ୍ମାନ, ଉତ୍ସାହ ଏବଂ ଦଳଗତ ମନୋଭାବକୁ ବଢ଼ାଇବାରେ ସାହାଯ୍ୟ କରେ । ଆମର ଆଜିର ପରମ୍ପରା ଆମକୁ ଉତ୍ତମ ଦଳ ଗଠନ କରିବାକୁ ସୁଯୋଗ ଦେଉନାହିଁ, କାରଣ କେହି କାହାର ଅଧସ୍ତନ ହେବାକୁ ଚାହୁଁନାହାନ୍ତି । ସାଂସ୍କୃତିକ ପୃଷ୍ଠଭୂମି, ଧର୍ମ, ଜାତି ଆଦିର ମିଶ୍ରଣ କର୍ମସ୍ଥଳୀରେ ବିବିଧତାର ବଳିଷ୍ଠ ଭିତ୍ତିଭୂମି ଆଡ଼କୁ ବାଟ କଢ଼ାଇ ନେଉଛି । ଏଇ ପରିପ୍ରେକ୍ଷୀରେ, ଆମ୍ଭେମାନେ ପ୍ରକୃତପକ୍ଷେ ବିବିଧତା ମଧ୍ୟରେ କାର୍ଯ୍ୟ କରିବାରେ ବିଶାରଦ ହେବା ଉଚିତ । କିନ୍ତୁ ଏହା ସମ୍ଭବ ଯଦି ଆମେ ବ୍ୟକ୍ତିଗତ, ଜାତିଗତ ଏବଂ ଗୋଷ୍ଠୀଗତ ସ୍ଵାର୍ଥକୁ ତ୍ୟାଗ କରିପାରିବୁ । ପଦବୀରେ ଅଧିଷ୍ଠିତ ପାଇଁ ବୟସର କିଛି ଆବଶ୍ୟକତା ନାହିଁ । ବରିଷ୍ଠ ପଦବୀ ପାଇଁ ସାମର୍ଥ୍ୟ ଥ‌ିବା ଦରକାର ।

ଭାରତୀୟ ତଥା ଏସୀୟମାନଙ୍କ ସହିତ ଆମେରିକାର ବୃହତ୍ କମ୍ପାନୀ ପରିବେଶରେ କାର୍ଯ୍ୟରତ ପରିଚାଳକମାନେ ଏହି ବ୍ୟକ୍ତିବର୍ଗ ସ୍ୱୀକୃତି ଓ ସମ୍ମାନ ପାଇବାରୁ ବଞ୍ଚିତ ହେଉଥ‌ିବା ଅନୁଭବ କରୁଛନ୍ତି ବୋଲି ଲକ୍ଷ୍ୟ କରିଛନ୍ତି । ନିମ୍ନ ଆତ୍ମ-ସମ୍ମାନ ଥ‌ିବା କର୍ମଚାରୀମାନଙ୍କ ପ୍ରତି ବରିଷ୍ଠ ଅଧିକାରୀମାନେ ଅଧିକ ଦୃଷ୍ଟି ଦେବା ସହ ସେମାନଙ୍କୁ ଟିକିଏ ବେଶୀ ଉତ୍ସାହିତ କରିବା ଉଚିତ । ଲେଖକଙ୍କ ମତରେ ଦଳଗତ କାର୍ଯ୍ୟର ବିକଳ୍ପ ନାହିଁ ଯାହାକି ବୃହତ୍ କମ୍ପାନୀ ପରିବେଶ ଓ ଜାତୀୟ ପରିଚାଳନା ପାଇଁ ସର୍ବାଦୌ ଆବଶ୍ୟକ । ବୃହତ୍ କମ୍ପାନୀ ପରିବେଶର ଆଦର୍ଶ ଅନ୍ୟମାନଙ୍କ ପ୍ରତି ସମ୍ମାନ ପ୍ରଦର୍ଶନ, ଖୋଲା ମନୋଭାବ, ଯୋଗାଯୋଗ ସ୍ଥାପନ, ଭିନ୍ନମତ ପୋଷଣ ପାଇଁ ଇଚ୍ଛା ଏବଂ ସର୍ବାଗ୍ରେ ଦଳର ବୃହତ୍ତର ସ୍ଵାର୍ଥକୁ ସ୍ବୀକୃତି ଆଦି ଉପାଦାନଗୁଡ଼ିକୁ ନେଇ ଗଠିତ । ବୃହତ୍ କମ୍ପାନୀ କ୍ଷେତ୍ରରେ ଚାପ ପ୍ରତି ଭୟ ନ ରହିବା ଉଚିତ, କାରଣ ଏହା ସବୁଠାରୁ ଖରାପକୁ ସବୁଠାରୁ ଭଲରେ ପରିଣତ କରିଥାଏ ।

Glossary:
diversifying : varied (ବିଭିନ୍ନ ପ୍ରକାରର ବିବିଧ)
interaction : the activity of being with and talking to other people (ଭାବ ବିନିମୟ)
invariably : always (ସବୁବେଳେ)
fall apart : crumble (ଭାଙ୍ଗି ପଡ଼ିବା)
play a second fiddle : to be less important than someone else (ଅନ୍ୟ ଜଣଙ୍କଠାରୁ କମ୍ ଗୁରୁତ୍ଵ ପାଇବା )
lose : ହରାଇବା
move on : go forward (ଆଗକୁ ବଢ଼ିବା)
cultural : ସାଂସ୍କୃତିକ
background : ପୃଷ୍ଠଭୂମି
ethinicity : belonging to a particular race (ସାମ୍ପ୍ରଦାୟିକତା)
community : ଗୋଷ୍ଠୀ
interest : ଆଗ୍ରହ
capability : ସାମର୍ଥ୍ୟ
expertise : ନିପୁଣତା
counts : matters (ଦରକାର )
tendency : ପ୍ରବୃତ୍ତି
pamper : indulge (someone) with great deal of attention and comfort (ଅଧ୍ଵ ଦୃଷ୍ଟି ଦେବା )
substitute : replacement (ପ୍ରତିବଦଳ)
fundamental : basic (ମୌଳିକ)
respect : ସମ୍ମାନ
communication : ଯୋଗାଯୋଗ
goal : objective (ଲକ୍ଷ୍ୟ )

Think it out:
Question 1.
How do diversifying tasks help workers?
Answer:
In the writer’s view, diversifying tasks help workers enhance their self-respect, motivation and team spirit.

Question 2.
Why is it difficult to build teams in India?
Answer:
It is difficult to build teams in India because nobody is interested to be a subordinate to someone.

Question 3.
How can working with diversity happen?
Answer:
Working with diversity can happen when we are free from personal, caste and community interests.

Question 4.
Does age matter for holding positions?
Answer:
Age does not matter in holding positions.

Question 5.
What matters much for a senior position – age or capability?
Answer:
What matters much for a senior position is capability.

Question 6.
How should seniors treat employees with lower self-esteem?
Answer:
The seniors should lovingly take care of and encourage employees with lower self-esteem a little more.

Question 7.
What are the fundamental ideals in a corporate environment?
Answer:
The fundamental ideals in the corporate environment are respect for others, frankness, honesty, communication, willingness to dissent, solution of conflict and recognition of the superiority of the larger interest of the team over everything.

Post-Reading Activities:

Doing with words :
(A) Mark the following two words :
‘co-operation’ and ‘implementation’
‘co-operation’ is the noun form of ‘co-operate’ ‘implementation’ is the noun form of ‘implement’
(i) compete
(ii) dedicate
(iii) define
(iv) migrate
(v) narrate
(vi) negotiate
(vii) repeat
Answer:
(i) compete – competition
(ii) dedicate – dedication
(iii) define – definition
(iv) migrate – migration
(v) narrate – narration
(vi) negotiate – negotiation
(vii) repeat-repetition

(B) Study the following sentences:

• Right in the first few days, I told him, “Ram bhai, you are not going to open the door for me. You can do that if I lose my hands.”
• He said, “Sir, what are you saying? This is my job !”
• I told him that I didn’t want to treat him like a mere driver.
• I told him that whenever he was not driving, he should come into the office and help out with office work – make copies, file papers, send faxes, answer phone calls or simply read – rather than sit in the car and wait for me to show up.

Sentences 1 and 2 are in direct speech – what a person says appears within quotation marks (“…”).
Sentences 3 and 4 are in indirect speech – reporting what a person says without quoting his exact words. It is also called reported speech.
Sentence 1 is in direct speech – Here the exact words of the speaker have been put within quotation marks. There is a coma (,) after ‘told’. The first word inside the quotation marks starts with a capital letter. Sentence 2 is also in direct speech. Sentence 3 is in indirect speech. Here

• The quotation marks as well as the comma (,) after ‘said’ are removed.
• The conjunction “that” introduces to us the words (not exact) spoken by the speaker. (However, the latest trend is to drop ‘that’.)

Sentence 4 is also in indirect speech.
Read the passage below and fill in the blanks with ‘DS’ for sentences in direct speech and ‘RS’ for indirect speech.
The manager of the bank said, “Mr Foreman, how much money have you deposited with us ?” (………………….) Albert Foreman said that he had only a pretty idea about it. (…………………. ) The manager said, “Apart from what you  deposited this morning, it’s a little over thirty thousand pounds.” (………………….) Albert said, “Is it so ?” (………………….) The manager said that it was a very large sum to have on deposit and Foreman should have thought of a better investment plan for his money. (………………….) Albert said, “I don’t want to take any risk, sir; I know it’s safe in the bank.” (…………………. ). The manager said that the bank would invest the money in stocks and shares. (…………………. ). A troubled look settled on Mr Foreman’s distinguished face as he said, “Well, I’ll have to leave it all in your hands then.” (…………………. ). The manager smiled and said, “We’ll do everything for you and all you’ll have to do next time you come in is just sign the transfers.” (………………….). Albert said uncertainly, “But how should I know what I was signing ?” (…………………. ). “I suppose you can read,” said the manager. (………………….) Mr Foreman gave him a disarming smile and said that he did not know how to read or write; he could only sign his name and he had learnt to do that when he went into business. (………………….) The manager was so surprised that he jumped up from his chair and said, “That’s the most extraordinary thing I ever heard !” (………………….). Albert said that he had never had the opportunity to read and write until it was too late. (………………….) The manager stared at him as though he were a pre-historic monster and said, “Good God, man, what would you be now if you had been able to read and write ?” (………………….) “I’d be verger of St. Peter’s”, said Albert Foreman, with a little smile on his aristocratic features. (………………….).
Answer :
The manager of the bank said, “Mr Foreman, how much money have you deposited with us ?” (DS) Albert Foreman said that he had only a pretty idea about it. (RS) The manager said, “Apart from what you have deposited this morning, it’s a little over thirty thousand pounds.” (DS) Albert said, “Is it so ?” (DS) The manager said that it was a very large sum to have on deposit and Foreman should have thought of a better investment plan for his money. (RS) Albert said, “I don’t want to take any risk, sir; I know it’s safe in the bank.” (DS) The manager said that the bank would invest the money in stocks and shares. (RS) A troubled look settled on Mr Foreman’s distinguished face as he said, “Well, I’ll have to leave it all in your hands then.” (DS) The manager smiled and said, “We’ll do everything for you and all you’ll have to do next time you come in is just to sign the transfers.” (DS) Albert said uncertainly, “But how should I know what I was signing ?” (DS) “I suppose you can read,” said the manager. (DS) Mr Foreman gave him a disarming smile and said that he did not know how to read or write; he could only sign his name and he had learnt to do that when he went into business. (RS) The manager was so surprised that he jumped up from his chair and said, “That’s the most extraordinary thing I ever heard !” (DS) Albert said that he had never had the opportunity to read and write until it was too late. (RS) The manager stared at him as though he were a pre-historic monster and said, “Good God, man, what would you be now if you had been able to read and write ?” (DS) “I’d be verger of St. Peter’s”, said Albert Foreman, with a little smile on his aristocratic features. (DS)

CHSE Odisha Class 12 English The Magic of Teamwork Important Questions and Answers

I. MuItipIe Choice Questions (MCQs) with Answers

Question 1.
Lack of teamwork in India is —
(A) manageable
(B) almost chronic
(C) nothing
(D) none of these
Answer:
(B) almost chronic

Question 2.
That one Indian was equal to 10 Japanese was —
(A) true
(B) partially true
(C) a myth
(D) all of these
Answer:
(C) a myth

Question 3.
‘Carb’ mentality refers to —
(A) slothness
(B) feudal mindset
(C) state of pulling the legs of an efficient out of envy
(D) lunacy
Answer:
(C) state of pulling the legs of an efficient out of envy

Question 4.
India inherits a social system characterized by —
(A) education
(B) casteism
(C) feudalism and hierarchy
(D) none of these
Answer:
(C) feudalism and hierarchy

Question 5.
Modern society needs —
(A) experience
(B) erudition
(C) technical knowledge
(D) specialists or experts
Answer:
(D) specialists or experts

Question 6.
America is an object of the writer’s —
(A) scorn
(B) envy
(C) appreciation
(D) none of these
Answer:
(C) appreciation

Question 7.
What counts most in group work is —
(A) hierarchy
(B) keen insight into the merits and demerits of individuals
(C) cultural background
(D) education
Answer:
(B) keen insight into the merits and demerits of individuals

Question 8.
A good team player knows no —
(A) affluence
(B) vanity
(C) flattery
(D) both (B) and (C)
Answer:
(D) both (B) and (C)

Question 9.
Achieving total agreement is —
(A) probable
(B) certain
(C) impossible
(D) none of these
Answer:
(C) impossible

Question 10.
A good work culture calls for —
(A) a little co-operation
(B) efficiency
(C) willingness to go ahead
(D) the affinity between words and deeds
Answer:
(D) the affinity between words and deeds

Question 11.
The writer’s attitude towards inefficient workers is —
(A) biased
(B) neutral
(C) difficult to understand
(D) critical
Answer:
(D) critical

Question 12.
Criticizing someone in a group is —
(A) misunderstood
(B) a mistake
(C) prejudiced
(D) none of these
Answer:
(A) misunderstood

Question 13.
Which one of the following statements is injected?
(A) Disagreeing with the on&s idea is a new phenomenon.
(B) The Indian system is averse to the criticism of the boss.
(C) The writer was working in a big company.
(D) all of these
Answer:
(B) The Indian system is averse to the criticism of the boss.

Question 14.
In the writer’s eyes. his driver deserved —
(A) promotion
(B) punishment
(C) praise
(D) none of these
Answer:
(C) praise

Question 15.
The writer believed in the concept of —
(A) motivation
(B) corporate world
(C) sheer criticism
(D) retribution
Answer:
(A) motivation

Question 16.
What the writer likes is —
(A) shifting tasks to others
(B) diversification of tasks
(C) proper handling of the project
(D) none of these
Answer:
(B) diversification of tasks

Question 17.
To build teams in our system is —
(A) imperative
(B) unwarranted
(C) herculean
(D) both (A) and (B)
Answer:
(C) herculean

Question 18.
In India, it is very difficult to trace out —
(A) good players
(B) favourable groups
(C) good losers
(D) none of these
Answer:
(C) good losers

Question 19.
A senior position needs —
(A) experience
(B) work ethic
(C) scholarship
(D) capability
Answer:
(D) capability

Question 20.
The writer always gives priority to —
(A) competence
(B) teamwork
(C) self-esteem
(D) criticism
Answer:
(B) teamwork

Question 21.
Pressure is —
(A) a blessing in disguise
(B) an obstacle to progress
(C) an object of fear
(D) none of these
Answer:
(A) a blessing in disguise

Question 22.
Team interactions always fall apart when :
(A) teams are not good
(B) team members do not work effectively and efficiently
(C) good teams do get cheated
(D) team members are not reliable
Answer:
(C) good teams do get cheated

Question 23.
There is no substitute for :
(A) human empowerment
(B) workforce
(C) management
(D) teamwork
Answer:
(D) teamwork

Question 24.
What do you mean by the expression ‘playing second fiddle’?
(A) getting the second chance
(B) to be in the second status
(C) getting second-rate importance
(D) to be in a subordinate position to someone
Answer:
(D) to be in a subordinate position to someone

Question 25.
The larger goal of the team as a whole is :
(A) fulfilment of the objectives of the team.
(B) above individual or personal agendas
(C) above duties and responsibilities
(D) all-out effort for achievement.
Answer:
(B) above individual or personal agendas

II. Short Type Questions with Answers

Question 1.
What was the joke about the Indian and Japanese workers at the Maruti Suzuki Company?
Answer:
When the Japanese came to work in India, the joke that went around was that one Indian was equal to 10 Japanese, because Indian workers were known by their smartness, capability and dedication.

Question 2.
How did the writer deal with someone who had been doing badly?
Answer:
The writer directly and openly criticised someone who had not been doing well even in a general meeting.

Question 3.
How did the employees react to such public criticism?
Answer:
The employees told him that criticising them openly was insulting. Instead, he should point out their inefficiency individually.

Question 4.
What did the writer learn from the reaction of the employees?
Answer:
The writer learnt from the reaction of the employees that Indians were averse to criticism. They lacked differentiating between criticizing an idea and criticizing an individual.

Question 5.
What would help a boss to be comfortable accepting criticism from subordinates?
Answer:
A boss can be comfortable accepting criticism from subordinates by definitely feeling good about himself.

Question 6.
Which concept is not a part of the Indian system?
Answer:
The concept of criticising the boss is not a part of the Indian system thereby hampering team spirit.

Question 7.
What benefit did the writer see in criticizing someone in a meeting?
Answer:
The benefit the writer saw in criticising someone was a lesson for everyone present t in the meeting. They will learn from that inefficient individual’s mistakes.

Question 8.
How can a boss be comfortable accepting criticism from subordinates?
Answer:
A boss can be comfortable accepting criticism from subordinates by definitely feeling good about himself.

Question 9.
What did the writer learn about the Indians from the reaction of the employees?
Answer:
The writer learnt from the reaction of the employees that Indians were averse to criticism. They lacked differentiating between criticizing an idea and criticizing an individual.

Question 10.
How did the employees react when the writer directly and openly criticised someone for his inefficiency?
Answer:
When the writer directly and openly criticised someone for his inefficiency, the employees told him that criticising them openly was insulting. Instead, he should point out their inefficiency individually.

Question 11.
What according to the writer is the ‘crab mentality’? Where does the root of the ‘crab mentality’ lie?
Answer:
According to the writer, the ‘crab mentality’ is the ill-tempered and unpleasant mentality. Crabs usually prevent each of them to go forward. Similarly, Indian workers try to pull down a person who is going to achieve success beyond others out of envy. The root of the ‘crab mentality’ lies in our cultural background which is reflected in the organisation in which we work.

Question 12.
What is the key problem that affects India’s progress?
Answer:
The key problem that affects India’s progress is the lack of implementation of our great policies and ideas. We also lack team spirit to work for the organisation, and it is an obstacle to progress.

Question 13.
How can the right kind of teams be created?
Answer:
The right kind of teams can be created by understanding how best to leverage the diversity of experience. That a young computer-trained person knows more answers concerning an accounting problem than a senior accountant is a case in point.

Question 14.
How is teamwork marred?
Answer:
Teamwork is marred by getting bogged down in the areas of disagreement. Besides, there are political agendas.

Question 15.
What does a ‘hidden agenda’ signify?
Answer:
‘Hidden agenda’ signifies the fact that most people’s words and meanings are poles apart. In other words, they say something and mean exactly the opposite.

Question 16.
Throw light on the merits of diversification of tasks.
Answer:
Diversification of tasks enhances workers’ self-respect and motivation and transforms them into team players.

Question 17.
What did the writer instruct Ram?
Answer:
The writer instructed him to attend the office and help out with office work – make copies, file papers, send faxes, answer phone calls, or simply read, instead of sitting in the car and waiting for him to enter the car.

Question 18.
How did the writer treat Ram?
Answer:
Instead of treating him like a mere driver, the writer bestowed his brotherly love on Ram. The expression ‘Ram bhai’ is a case in point.

Question 19.
“Everyone needs to do both.” What does the expression ‘to do both’ mean?
Answer:
The expression ‘to do both’ means that some individuals lean towards exercising leadership and others lean towards accepting the leadership of others.

Introducing the Author:
Dr Sam Pitroda is better known as “The Father of India’s communication revolution”. At present, he is the chairman of India’s “National Knowledge Commission”. Besides, he is the chairman and CEO of World-Tel Limited and the founder and CEO of C-SAM, Inc.

Introducing the Topic:
‘The Magic of Teamwork’ deals with some proven principles employed by organisations with a view to setting up a successful team in their business. The writer also discusses the basic issues in connection with the traits of a good team player, and how teamwork is of paramount importance in corporate and national governance.

Summary:
The essay begins with the writer’s reference to the lack of teamwork and cooperation among Indians. In his view, this is one of the most serious problems hampering progress where Indian workers are involved. The central problem in India is always execution, not want of policies. Japan’s role in the development of the Maruti Suzuki car is a case in point. In spite of Indians being smart, capable and committed individuals, they paled into insignificance before the Japanese because of their lack of team spirit and cooperation.

The writer is critical of our “crab” mindset. Tom by envy, we don’t hesitate to pull down others who attain success beyond us. He attributes part of this problem to our feudal and hierarchical social system in which seniority is most important. In today’s world, this is meaningless. For instance, a younger computer-trained person understands an accounting problem better than a senior accountant. The writer takes us back to his younger days in the US where he went to attend an executive seminar for Rockwell International.

25 senior company executives participated in it. They were divided into five different groups of five members each. Everyone was entrusted with the task of doing something like making coffee, taking notes, etc. but no one boasted of doing this or that. The writer thought that India is different. Seniority is an obstacle. The senior secretary will not make tea. The writer states that our background has not taught us what leadership actually means. A good team player respects others, tolerates different stand-points and desires to give.

A team player must possess the ability to tackle conflicts without a shred of egotism or flattery. People in India give stress attaining complete agreement on a conflicting issue, but it is not possible. What is important for beginning a piece of work is to go ahead with the agreed-upon aspects, instead of waiting for the total agreement. The characteristics of a good team player are openness, clarity and honesty. A hidden agenda has an adverse effect on teamwork. A good work ethic knows no duplicity. Instead, it implies saying and meaning the same thing.

The writer was in favour of directly telling the person to the face in a general meeting if he did not perform well. To others, it was humiliating. But the writer as an employee of C-DOT liked to criticize someone in a meeting for the cause of others who could learn a lesson from that individual’s mistake. Criticizing an idea does not mean criticizing an individual. The writer points out that an employee cannot afford to criticize the boss in India. The key elements of a team’s success are stability, confidence, security and comfort of its members.

The writer points out that the separation that exists between physical and mental workers seriously affects team performance in India. He highly praises Ram, for being one of the best drivers in the World. He was dutiful to the core. The writer was not interested to treat him like a mere driver. He motivated the driver to be a team player. The writer wanted him to assist in office work when he was not driving. In the writer’s view, diversifying tasks helps workers enhance their self-respect, motivation and team spirit. It is difficult to build teams in India because nobody is interested to be in a subordinate position to someone.

Working with diversity happens when we are free from personal, caste and community interests. Age, the writer opines, does not matter for holding a position. What matters much for a senior position is capability. Expertise is also equally important. The seniors should pamper and encourage employees with lower self-esteem a little more. The essay comes to a close with the writer bringing out the fundamental ideals in a corporate environment. They comprise respect for others, frankness, honesty, communication, willingness to dissent, solution of conflict and recognition of the larger interest of the team above everything.
ସାରାଂଶ:
ପ୍ରବନ୍ଧର ଆରମ୍ଭରେ ଲେଖକ ଭାରତୀୟମାନଙ୍କ ମଧ୍ୟରେ ଦଳଗତ ଭାବେ କାର୍ଯ୍ୟ କରିବା ମନୋବୃତ୍ତି ଏବଂ ସହଯୋଗର ଅଭାବ ରହିଥ‌ିବା ବିଷୟରେ ମନ୍ତବ୍ୟ ଦେଇଛନ୍ତି । ତାଙ୍କ ମତରେ, ଭାରତୀୟ କର୍ମଜୀବୀମାନେ ସମ୍ପୃକ୍ତ ଥ‌ିବା କାର୍ଯ୍ୟକ୍ଷେତ୍ରରେ ଅନଗ୍ରସରତା ସୃଷ୍ଟି କରୁଥ‌ିବା ଗୁରୁତର ସମସ୍ୟାଗୁଡ଼ିକ ମଧ୍ୟରେ ଏହା ଅନ୍ୟତମ । ଭାରତରେ ମୁଖ୍ୟ ସମସ୍ୟା ହେଉଛି କାର୍ଯ୍ୟ ସମ୍ପାଦନ, ଯୋଜନାର ଅଭାବ ନୁହେଁ । ମାରୁତି ସୁଜୁକି କାରର ଉନ୍ନୟନରେ ଜାପାନର ଭୂମିକା ଏହାର ଏକ ଜ୍ଵଳନ୍ତ ଉଦାହରଣ । ଭାରତୀୟମାନେ ଚତୁର, ଦକ୍ଷ ଏବଂ ନିଷ୍ପାବାନ୍ ଥ‌ିବା ସତ୍ତ୍ବେ ଦଳଗତଭାବେ କାର୍ଯ୍ୟ କରିବାର ସ୍ପୃହା ଓ ସହଯୋଗିତାର ଅଭାବ କାରଣରୁ ଜାପାନୀମାନଙ୍କଠାରେ ପଛରେ ପଡ଼ିଯାଇଥିଲେ । ଲେଖକ ଆମର ଗୋଡ଼ଟଣା ମାନସିକତାକୁ ସମାଲୋଚନା କରିଛନ୍ତି ।

ଈର୍ଷାପରାୟଣ ହୋଇ ଆମମାନଙ୍କଠାରୁ ଅଧିକ ସଫଳତା ପାଇଥିବା ଅନ୍ୟମାନଙ୍କୁ ତଳକୁ ଟାଣି ଆଣିବାକୁ କୁଣ୍ଠାବୋଧ କରୁନାହିଁ । ସେ ଆମର ସାମନ୍ତବାଦୀ ଏବଂ ଶ୍ରେଣୀବଦ୍ଧ ସାମାଜିକ ପଦ୍ଧତି ଯେଉଁଥ୍ରେ ବରିଷ୍ଠତା ସର୍ବାଧ‌ିକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ, ତାହାକୁ ଏହାର ଏକ ଆଂଶିକ କାରଣ ବୋଲି ଦର୍ଶାଇଛନ୍ତି । ଆଜିକାଲିର ପୃଥ‌ିବୀରେ ଏହା ଅର୍ଥହୀନ । ଉଦାହରଣସ୍ୱରୂପ, ଜଣେ ବରିଷ୍ଠ ହିସାବନିରୀକ୍ଷକଙ୍କଠାରୁ ଜଣେ କମ୍ପ୍ୟୁଟର ତାଲିମପ୍ରାପ୍ତ ଯୁବକ ହିସାବ ସମ୍ବନ୍ଧରେ ଅଧିକ ଭଲଭାବେ ବୁଝିପାରନ୍ତି । ଲେଖକ ତାଙ୍କର ଆମେରିକାରେ ବିତିଥିବା ଯୁବାବସ୍ଥାର ଦିନକୁ ଆମକୁ ଫେରାଇ ନେଇଛନ୍ତି, ଯେଉଁଠାକୁ ସେ ରକ୍ୱେଲ୍‌ ଇଣ୍ଟରନେସ୍‌ନାଲର ଆଲୋଚନାଚକ୍ରରେ ଯୋଗଦେବାକୁ ଯାଇଥିଲେ । ୨୫ ଜଣ ଉଚ୍ଚପଦସ୍ଥ କମ୍ପାନୀ କର୍ମଚାରୀ ଏଥ‌ିରେ ଅଂଶଗ୍ରହଣ କରିଥିଲେ ।

ସେମାନେ ପାଞ୍ଚଟି ପାଞ୍ଚଜଣିଆ ଦଳରେ ବିଭକ୍ତ ହୋଇଥିଲେ । ପ୍ରତ୍ୟେକଙ୍କୁ କଫି ତିଆରି କରିବା, ଟିପ୍‌ପଣୀ ଲେଖିବା ଭଳି କିଛି କାମ କରିବାକୁ ଦିଆଯାଇଥିଲା । କିନ୍ତୁ କେହି ଏ କାମ ବା ସେ କାମ କରୁଥ‌ିବାରୁ ଗର୍ବ ଅନୁଭବ କରୁନଥିଲେ । ଭାରତୀୟମାନେ ଏଥୁରୁ ଭିନ୍ନ ବୋଲି ଲେଖକ ଭାବୁଥିଲେ । ବରିଷ୍ଠତା ଏକ ପ୍ରତିବନ୍ଧକ । ମୁଖ୍ୟ ସଚିବ କେବେହେଲେ ଚା’ ତିଆରି କରିବେ ନାହିଁ । ଲେଖକଙ୍କ ମତରେ ନେତୃତ୍ୱ ପ୍ରକୃତରେ କ’ଣ ବୁଝାଏ ତାହା ଆମ ପୃଷ୍ଠଭୂମି ଶିଖାଇ ନାହିଁ । ଜଣେ ଭଲ ଦଳସାଥୀ ଅନ୍ୟମାନଙ୍କୁ ସମ୍ମାନ ଦିଏ, ବିଭିନ୍ନ ଦୃଷ୍ଟିଭଙ୍ଗୀକୁ ସହ୍ୟ କରେ ଏବଂ ସର୍ବଦା ଦେବାକୁ ଇଚ୍ଛା କରେ । ଅହଙ୍କାର ଓ ତୋଷାମଦର ବଶବର୍ତୀ ନ ହୋଇ ବିଭିନ୍ନ ସମସ୍ୟାକୁ ସମାଧାନ କରିବାର ସାମର୍ଥ୍ୟ ଦଳସାଥୀର ନିଶ୍ଚିତରୂପେ ଥ‌ିବା ଦରକାର ।

କୌଣସି ବିବାଦୀୟ ଘଟଣା ଉପରେ ଭାରତର ଲୋକମାନେ ସମ୍ପୂର୍ଣ୍ଣ ସହମତି ଉପରେ ଗୁରୁତ୍ବ ଦିଅନ୍ତି; କିନ୍ତୁ ଏହା ଅସମ୍ଭବ । ସମ୍ପୂର୍ଣ୍ଣ ସହମତି ପାଇଁ ଅପେକ୍ଷା ନ କରି, ସହମତ ହୋଇଥିବା କେତେକ ବିଷୟବସ୍ତୁକୁ ନେଇ ଗୋଟିଏ କାର୍ଯ୍ୟ ଆରମ୍ଭ କରି ଆଗକୁ ବଢ଼ିବା ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ କଥା । ଜଣେ ଭଲ ଦଳସାଥୀର ଗୁଣସବୁ ହେଉଛି ଖୋଲା ମନୋଭାବ, ସ୍ଵଚ୍ଛତା ଏବଂ ସାଧୁତା । ଲୁକ୍‌କାୟିତ ଯୋଜନା ଦଳଗତ କାର୍ଯ୍ୟ ଉପରେ କୁପ୍ରଭାବ ପକାଏ । ଭଲ କାମ ଦ୍ବୈତ ମନୋଭାବକୁ ପ୍ରଶ୍ରୟ ଦିଏ ନାହିଁ । ଏହା କହିବା ଏବଂ ବୁଝିବା ମଧ୍ୟରେ ସାମଞ୍ଜସ୍ୟ ରକ୍ଷାକୁ ସୂଚିତ କରେ । ଯଦି ଜଣେ ଭଲ କାମ କରିନାହିଁ, ଲେଖକ ସାଧାରଣ ସଭାରେ ତାଙ୍କୁ ସିଧାସଳଖ କରିବାର ପକ୍ଷପାତୀ ଥିଲେ । ଅନ୍ୟମାନଙ୍କ ପାଇଁ ଏହା ଅପମାନଜନକ ଥିଲା ।

C-DOT କମ୍ପାନୀର ଜଣେ କର୍ମଚାରୀ ହିସାବରେ ସେ ଅନ୍ୟମାନଙ୍କୁ ଏକ ସଭାରେ ସମାଲୋଚନା କରିବାକୁ ପସନ୍ଦ କରୁଥିଲେ, ଯଦ୍ବାରା ଅନ୍ୟ ଜଣେ ସେହି ବ୍ୟକ୍ତିର ଭୁଲରୁ କିଛି ଶିଖିପାରିବ । ଏକ ଧାରଣାକୁ ସମାଲୋଚନା କରିବା ଅର୍ଥ ନୁହେଁ ଜଣେ ବ୍ୟକ୍ତିକୁ ସମାଲୋଚନା କରିବା । କିନ୍ତୁ ଭାରତରେ ଜଣେ କର୍ମଚାରୀ ତା’ ଉପରିସ୍ଥ କର୍ମଚାରୀଙ୍କୁ ସମାଲୋଚନା କରିନପାରିବା କଥା ଲେଖକ କହିଛନ୍ତି । ଦଳ କୃତକାର୍ଯ୍ୟ ହାସଲ କରିବାର ପ୍ରଧାନ ଉପାଦାନଗୁଡ଼ିକ ହେଉଛି ଏହାର କର୍ମଚାରୀମାନଙ୍କର ସ୍ଥିରତା, ବିଶ୍ଵସନୀୟତା, ନିରାପତ୍ତା ଏବଂ ସୁଖସ୍ବାଚ୍ଛନ୍ଦ୍ୟ । ଲେଖକ ଦର୍ଶାଇଛନ୍ତି ଯେ ଶାରୀରିକ ଏବଂ ମାନସିକ କର୍ମଚାରୀମାନଙ୍କ ମଧ୍ୟରେ ପାର୍ଥକ୍ୟ ଭାରତରେ ଦଳଗତ କାର୍ଯ୍ୟକୁ ଗଭୀର ଭାବେ ପ୍ରଭାବିତ କରେ । ପୃଥ‌ିବୀର ଶ୍ରେଷ୍ଠ ଗାଡ଼ିଚାଳକମାନଙ୍କ ମଧ୍ୟରୁ ଜଣେ ଭାବରେ ସେ ରାମର ଭୂୟସୀ ପ୍ରଶଂସା କରିଛନ୍ତି ।

ସେ ଗଭୀର ଭାବରେ କର୍ତ୍ତବ୍ୟପରାୟଣ । ରାମକୁ ଏକ ମାମୁଲି ଗାଡ଼ିଚାଳକଭାବେ ବିବେଚନା କରିବାକୁ ଲେଖକ ଆଗ୍ରହୀ ନ ଥିଲେ । ଜଣେ ଦଳ-ସାଥୀଭାବେ ଭୂମିକା ଗ୍ରହଣ କରିବା ନିମନ୍ତେ ସେ ତାଙ୍କ ଗାଡ଼ିଚାଳକକୁ ଉତ୍ସାହିତ କରୁଥିଲେ । ସେ ଗାଡ଼ି ଚଳାଉ ନଥିବାବେଳେ ତାଙ୍କୁ ଦପ୍ତର କାର୍ଯ୍ୟରେ ସାହାଯ୍ୟ କରିବାକୁ ଲେଖକ ଚାହୁଁଥିଲେ । ଲେଖକଙ୍କ ମତରେ ବିବିଧ କାର୍ଯ୍ୟଭାର କର୍ମଚାରୀମାନଙ୍କଠାରେ ଆତ୍ମ-ସମ୍ମାନ, ପ୍ରେରଣା ଏବଂ ଦଳୀୟ ସ୍ପୃହା ବୃଦ୍ଧି କରାଇବାରେ ସାହାଯ୍ୟ କରେ । ଭାରତରେ ଉପଯୁକ୍ତ ଦଳ ସୃଷ୍ଟି କରିବା କଷ୍ଟକର, କାରଣ କେହି କାହାର ଅଧୀନରେ ରହିବାକୁ ଚାହାନ୍ତି ନାହିଁ । ବିବିଧତାର ସହିତ କାର୍ଯ୍ୟ କରିବା ସେତେବେଳେ ସମ୍ଭବ ହେବ, ଯେତେବେଳେ ଆମେମାନେ ବ୍ୟକ୍ତିଗତ, ଜାତିଗତ ଏବଂ ଗୋଷ୍ଠୀଗତ ସ୍ଵାର୍ଥରୁ ମୁକ୍ତ ରହିପାରିବା ।

ଲେଖକଙ୍କ ମତରେ କୌଣସି ପଦବୀରେ ରହିବାକୁ ହେଲେ ବୟସ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ନୁହେଁ । ବରିଷ୍ଠ ପଦ ପାଇଁ ସାମର୍ଥ୍ୟର ଆବଶ୍ୟକତା ବେଶୀ। ସୁନିପୁଣତା ମଧ୍ୟ ସମାନ ଭାବରେ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ । ବରିଷ୍ଠ ଅଧିକାରୀମାନେ କମ୍ ଆତ୍ମସମ୍ମାନ ଥ‌ିବା କର୍ମଚାରୀମାନଙ୍କୁ ଟିକିଏ ବେଶୀ ଗେହ୍ଲା କରିବା ଏବଂ ଉତ୍ସାହିତ କରିବା ଉଚିତ । ଏହି ପ୍ରବନ୍ଧର ଶେଷରେ ଲେଖକ ବୃହତ୍ କମ୍ପାନୀ ପରିବେଶ ପାଇଁ କେତେକ ଆବଶ୍ୟକ ମୌଳିକ ଆଦର୍ଶ ଉପରେ ଆଲୋକପାତ କରିଛନ୍ତି । ସେଗୁଡ଼ିକ ହେଉଛି ଅନ୍ୟମାନଙ୍କ ପ୍ରତି ସମ୍ମାନ, ସ୍ପଷ୍ଟତା, ସାଧୁତା, ଯୋଗଯୋଗ ରକ୍ଷା, ଭିନ୍ନ ମତ ପୋଷଣ ପାଇଁ ଇଚ୍ଛା, ବିବାଦର ସମାଧାନ ଏବଂ ଦଳର ବୃହତ୍ତର ସ୍ବାର୍ଥକୁ ସର୍ବାନ୍ତକରଣରେ ସ୍ଵୀକୃତି ଦେବା ।