A Nail Question Answer Class 6 English Chapter 3 BSE Odisha

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

Class 6th English Chapter 3 A Nail Question Answers BSE Odisha

A Nail Class 6 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 ।)

BSE Odisha 6th Class English Solutions Lesson 3 A Nail

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

text 1କବିତାର 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 ।

BSE Odisha 6th Class English Solutions Lesson 3 A Nail

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.

BSE Odisha 6th Class English Solutions Lesson 3 A Nail

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

BSE Odisha 6th Class English Solutions Lesson 3 A Nail

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)
match the following
(i) For want of the battle, the kingdom was lost.
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Answer:
match the following 1

(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.

BSE Odisha 6th Class English Solutions Lesson 3 A Nail

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

BSE Odisha 6th Class English Solutions Lesson 3 A Nail

(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.

BSE Odisha 6th Class English Solutions Lesson 3 A Nail

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 ।)

BSE Odisha 6th Class English Part – II

The Golden Touch Question Answer Class 11 Invitation English Chapter 3 CHSE Odisha

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Chapter 3 The Golden Touch Textbook Exercise Questions and Answers.

Class 11th Invitation English Chapter 3 The Golden Touch Question Answers CHSE Odisha

The Golden Touch Class 11 Questions and Answers

UNIT – I
Gist with Glossary

Gist:
The legendary king Midas’s madness for gold had no limit. To him, the most precious thing in the world was gold. The love that he had for his little daughter Marygold was no less. It was his earnest wish to see everything such as the golden light of the sun at the evening, a bunch of sweet yellow flowers, and the most beautiful roses in his garden turn into gold. Even the king’s intense love for music in his youth paled into insignificance before the sound of coins, one against another. He always dreamt about gold. He could not resist the temptation of counting his gold pieces.

One morning the sight of an unknown person caught his attention. His astonishment knew no bounds to see him in his treasure room which he himself had locked. He asked Midas, why he was not satisfied, despite being vastly wealthy. He gave vent to his wish that everything he touched would become gold. It would give him supreme happiness. The stranger fulfilled the king’s desire. The following day, at sunrise the latter’s dream came true. He had the Golden Touch at his disposal. Strangely enough, the stranger had vanished.

Glossary:
besides : in addition to (ଏତଦ୍‌ବ୍ୟତୀତ)
dearly : deeply (ଗଭୀର ଭାବରେ)
precious : valuable (ମୂଲ୍ୟବାନ)
treasure-room : here, the room where king Midas had kept bars of gold (ଗନ୍ତାଘର )
brightened : shone (ଉଜ୍ଜ୍ବଳି ଉଠିଲା)
vividly : clearly (ପ୍ରାଞ୍ଜଳ ଭାବରେ)

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Think it:
Question 1.
What do you learn about King Midas from the first two paragraphs of the story?
Answer:
The first two paragraphs throw light on King Midas’s vast wealth and his obsession with gold.

Question 2.
What did he wish when saw the golden light of the evening sun?
Answer:
When he saw the golden light of the evening sun, he wished it could change everything into genuine gold.

Question 3.
Why didn’t he like the roses in his garden?
Answer:
He didn’t like the rose in his garden, because they were not made of gold.

Question 4.
How did he spend his time in his ‘treasure room’?
Answer:
He spent his time in his treasure room counting his gold pieces. Besides, he held the bars of gold and praised his gold cups and plates.

Question 5.
How did he come across the stranger?
Answer:
He came across the stranger when his treasure room was bathed in bright sunshine; he found the latter in his locked room.

Question 6.
How did King Midas answer the stranger’s question, “What else do you want ?”
Answer:
When the stranger asked him ‘What else do you want ?’, the king expressed his wish that everything he would touch could be changed into gold. Besides, he was sick of collecting his wealth at a very slow rate.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Question 7.
How did the stranger fulfill his wishes?
Answer:
The stranger fulfilled his ambition by telling him that the following day at sunrise, he would find the Golden Touch at his disposal.

UNIT – II
Gist with Glossary

Gist:
This unit begins with the king’s discovery that his desire for the golden touch had not been fulfilled. His bed had not changed into gold. His sadness did not last long. A sudden sight of the reflection of the golden light of the earliest sunrise on him worked wonders. The sheet on his bed turned into a cloth of gold. The first sunbeam had truly brought the Golden Touch. Driven by excitement, he touched everything – one of the legs of the bed, the curtain at the window, his dress, and spectacles. There was gold everywhere. The loss of spectacles didn’t matter to him much.

The gold was more precious than his pair of spectacles and his daughter Marygold would read to him. The magic touch turned everything into gold, beginning from the brass handle of the door, and the rose trees, the constant source of his pride and joy in the past. At the moment, he went into breakfast that morning, his little beautiful daughter Marygold came in crying bitterly. When he kissed her, she wore a terrible look, with her little face, beautiful hair, and her little body gone. She became a hard golden figure.

Glossary:
turned into gold: transformed into gold (ସୁନା ହୋଇଗଲା)
disappointed : sad (ଦୁଃଖ)
sunbeam : sunlight (ସୂର୍ଯ୍ୟକିରଣ )
put on : wore (ପିନ୍ଧିଲେ)
bitterly: in a painful or unhappy mood (ଦୁଃଖଦ ଅବସ୍ଥାରେ)
scent : fragrance (ସୁଗନ୍ଧ)
comfort : (here) console (ସାନା ଦେବା )
terrible : ferocious (ଭୟଙ୍କର )

Think it out:
Question 1.
When did the king discover that his desire for the golden touch had been fulfilled?
Answer:
The king discovered that his desire for the golden touch had been fulfilled at the sight of his bed sheet transformed into a cloth of gold.

Question 2.
Why was the king not sad when his spectacles turned into gold?
Answer:
The king was not sad when his spectacles turned into gold, because he felt that a pair of spectacles was not as precious as the Golden Touch. Besides, her daughter Marygold could read to him.

Question 3.
What was Marygold’s complaint about the golden rose?
Answer:
Marygold’s complaint about the golden rose was that it had become yellow and hard and lost its fragrance.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Question 4.
How did the king console his daughter?
Answer:
The king consoled his daughter stating that she should not think of it at all because these rose flowers that had turned into gold were invaluable. He lovingly said to her to sit and take her breakfast.

Question 5.
Why couldn’t the king enjoy his breakfast?
Answer:
The king couldn’t enjoy his breakfast which included eggs, fish, bread, butter, and a spoonful of coffee, because they all became gold.

Question 6.
What happened to Marygold when the king kissed her?
Answer:
When the king kissed her, the king saw before him a terrible figure instead of his little daughter. Her sweet face, her beautiful hair, and her little body had all gone. There stood a statue of solid gold.

UNIT-III
Gist with Glossary

Gist:
King Midas sank into despair at the loss of everything he loved including his dear little daughter Marygold. In the meantime, the stranger reappeared and enquired him about his Golden Touch. He narrated his tale of woe to the former. He now realized the futility of the Golden Touch. He was terribly thirsty and pined for a cup of cold water to taste. The stranger kept on asking him what he preferred – the Golden touch or a piece of bread and gold or his own little daughter. The grief-stricken father wanted his daughter to get back. His repentance made the stranger remark that he was wiser than before. The stranger knew human nature dies hard and the king was no different. Midas had now become a virulent hater of gold.

He trembled in fear at the sight of a fly perching on his nose and at once felt the ground turning into a small piece of gold. In order to get rid of the burden of the golden touch, the stranger advised the king to go to the end of his garden, and wash in the water of the river there. This was not all. He should bring some of the same water and sprinkle it over anything, he wished to change back again. The king rose to the occasion without wasting time. To his utter delight, he got his lost daughter back by sprinkling water on her. Marygold was kept in dark about this painful incident. The king started his life afresh in the midst of his loving daughter and his garden full of fragrant roses.

Glossary:
lingered (here) saw for some time (କିଛି ସମୟ ପାଇଁ ଦେଖୁବା)
despair : misery (ଦୁର୍ଦ୍ଦଶା)
passionately : the state of mind caused by passion (ଆଗ୍ର ହାନ୍ତି ତ ହୋଇ)
scrap: piece (ଖଣ୍ଡ)
weight : (here) the burden of greed for gold

Think it out:
Question 1.
How did the king realize that the golden touch was a useless gift for him?
Answer:
The king realized that the golden touch was a useless gift for him because it deprived him of everything that he loved, especially his sweet little daughter Marygold. The king had become a grief-stricken person.

Question 2.
‘You are wiser than you were’ – why did the stranger say so?
Answer:
The stranger said so because he marked that the king was seething with repentance for his obsession with gold. The king wished he had not given one hair of his daughter’s head in exchange for the power to transform the entire earth into gold.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Question 3.
What did the stranger advise the king to do to get rid of his golden touch?
Answer:
In order to get rid of his golden touch, the stranger advised the king to go to the end of his garden, and wash in the water of the river there. This was not all. He should bring some of the same water and sprinkle it over anything he wished to change back again.

Question 4.
How did the king get back his daughter?
Answer:
The king got his daughter back by going straight to the golden figure of his daughter and then sprinkling some water brought from the river on her.

Question 5.
Is the story a tragic or comic one? Give your reasons.
Answer:
The story, The Golden Touch is not a tragic one, because though the grief-stricken king could not look at Marygold, there is no death inevitable. Instead, the story is a comic one. King Midas, the protagonist of the story, in spite of his sadness, makes us laugh at his blind love of gold. How can a father make his loving little daughter a victim of his boundless greed? His reaction at the loss of everything he loved and his belated realization of his mistakes and above all, the stranger’s words contribute to the comic aspect of the story, although there are patches of pathos.

Post-Reading Activities:

A. Arrange the following sentences according to their logical order.
(a) Midas said, ‘I wish everything I touch could be turned into gold’.
(b) ‘The Golden Touch !’ exclaimed the stranger.
(c) Midas said, ‘It would give me perfect happiness’.
(d) The stranger said, ‘Tomorrow at sunrise you will find that you have the Golden Touch’.
(e) King Midas came across a stranger smiling at him.
(f) The stranger asked, ‘What do you want ?’
(g) He guessed that the stranger was no ordinary person.
Answer:
(e) King Midas came across a stranger smiling at him.
(g) He guessed that the stranger was no ordinary person.
(f) The stranger asked, ‘What do you want ?’
(a) Midas said, ‘I wish everything I touch could be turned into gold’.
(b) ‘The Golden Touch !’ exclaimed the stranger.
(c) Midas said, ‘It would give me perfect happiness’.
(d) The stranger said, ‘Tomorrow at sunrise you will find that you have the Golden Touch’.

B. Doing with words.
1. Write the antonyms of the following words :
love —
bright —
perfect —
wise —
please —
usual —
happiness —
common —
beautiful —
careful —
proud —
sincere —
Answer:
love — hate
bright —dull
perfect — imperfect
wise — fool
please — displease
usual — unusual
happiness — sadness
common — uncommon
beautiful — ugly
careful — careless
proud — humble
sincere — insincere

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

B. Match the expressions in column A with their one-word substitution in column B.
Match the expressions in column A with their one word substitution in column B.
Answer:
Match the expressions in column A with their one word substitution in column B

3. Write the nouns derived from the following verbs :
collect        ______________
satisfy        ______________
exclaim      ______________
disappoint ______________
reflect        ______________
astonish    ______________
expect       ______________
Answer:
collect        — collection
satisfy        — satisfaction
exclaim      — exclamation
disappoint — disappointment
reflect        — reflection
astonish     — astonishment
expect       — expectation

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

4. Fill in the blanks with the adjectival forms of the following nouns:
gold        _____________
beauty    _____________
palace     _____________
magic      _____________
spectacle _____________
comfort   _____________
sorrow     _____________
passion    _____________
Answer:
gold        — golden
beauty    — beautiful
palace     — palatial
magic      — magical
spectacle — spectacular
comfort   — comfortable
Sorrow     — sorrowful
passion    — passionate

5. Fill in the blanks with the verbs from which the following nouns have been
speech        _______________
thought      _______________
excitement _______________
collection   ________________
service       _______________
Answer:
speech        — speak
thought      — think
excitement — excite
collection   — collect
service        — serve

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

CHSE Odisha Class 11 English The Golden Touch Fours Important Questions and Answers

I. Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.
Long ago, there lived a very rich man called Midas. Besides being rich, he was a king, and he had a little daughter called Marygold. King Midas loved gold more than anything else in the world. He liked being a king, chiefly because he loved his golden crown. He loved his daughter dearly too, and the more he loved her, the more gold he wanted for her sake. When King Midas saw the golden light of the sun in the evening, he wished it could turn everything into real gold. When Marygold came to him with a bunch of sweet yellow flowers, he would say, ‘If they were as golden as they look, they would be worth picking !’.

Even the roses in his garden did not please him anymore – the largest and sweetest and most beautiful roses ever seen – because they were not made of gold. And although the king was very fond of music in his youth, the only music he loved now was the sound of gold coins, one against another. At last, King Midas could not bear to touch anything that was not gold. He used to go down to a secret room under his palace where he kept his precious store. He would let himself in and count his gold pieces. He would hold the bars of gold and admire his gold cups and plates until he could hardly bear to leave them.

Now in those days, a great many wonderful things used to happen just as they do today. One morning King Midas was in his treasure room when he noticed that the sun was shining into the room more brightly than usual. Not only that, but a stranger stood there, smiling at him in the light of the sunbeam. King Midas knew that he had locked himself in as usual, and so he guessed that his visitor was no ordinary person. The stranger looked at the gold pieces that the king was counting. ‘You seem to be a very rich man’ he said. ‘But it has taken me a long time to collect this gold’, said King Midas. ‘If I could live a thousand years, I might have time to get richer.

Questions :
(i) Why did King Midas like being a king?
(ii) How did he respond, when his daughter came to him with a bunch of beautiful yellow flowers?
(iii) What did the king love deeply in his youth?
(iv) Why did he not want to touch anything at last?
(v) What led the king to guess that the stranger was not an ordinary person?

Answers :
(i) King Midas liked being a king, mainly because he was fond of his golden crown.
(ii) When his daughter came to him with a bunch of beautiful yellow flowers, he would pick them, if they were as golden as they looked.
(iii) The king loved music deeply in his youth.
(iv) His frenzied desire for gold refrained him from touching anything at last. In other words, he was not interested to touch anything that was not gold.
(v) In spite of his treasure room being locked by himself, to his astonishment the king found the stranger inside it. This led the king to guess that the stranger was not an ordinary person.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

2. Read through the extract and answer the questions that follow.
The next morning, King Midas awoke before dawn. He looked eagerly to see if his bed had been turned into gold. But no; it was exactly as it had been before. He lay, very disappointed, looking around his room. Suddenly, the earliest sunbeam of the rising sun shone through the window and up to the ceiling above. It seemed to reflect its golden light toward him. Looking at the sheet on his bed, Midas was astonished to find that it had become cloth of gold. The Golden Touch had truly come to him, with the first sunbeam. King Midas got out of bed in excitement. He touched one of the legs of the bed as he did so – and it immediately became a golden pillar.

He pulled the curtain at the window, and at once it became golden, too. He put on his clothes and found himself dressed in golden cloth. He took up his spectacles and put them on – and he found he could see nothing at all. The glasses had turned into gold and he could not see through them. He took them off again. ‘Never mind’, he thought to himself. ‘The Golden Touch is worth more than a pair of spectacles, and Marygold will be able to read to me.’ King Midas went downstairs and into the garden. He noticed that even the brass handle of the door became gold as soon as he turned it. Then he went among the rose trees that had always been his pride and joy in the past.

When he went to breakfast that morning, he felt more hungry than usual. While he was waiting for his eggs to be ready, little Marygold came in crying bitterly. ‘Look, father !’ she cried, holding out a golden rose. ‘I went to pick you some roses and they are yellow and hard, and their sweet scent is gone.’ ‘Never mind, my dear’, said her father. ‘They are worth much more like that. Sit down and eat your breakfast.’ He poured himself a cup of coffee as he spoke. The coffee pot was a golden one when he put it back on the table. Then he tried a spoonful of coffee, to see if it was sweet enough. But it had become liquid gold.

Questions :
(i) When did King Midas get up the following morning?
(ii) How did he first make use of the Golden touch and what was the result?
(iii) What had always been his object of pride and happiness in the past?
(iv) ‘But it had become liquid gold.’ What does ‘it’ refer to?
(v) Suggest a suitable title for the extract.

Answers :
(i) The following morning, King Midas got up before the crack of dawn.
(ii) He made use of the Golden touch for the first time by touching one of the legs of the bed and at once it turned into a golden pillar.
(iii) The rose trees in his garden had always been the object of his pride and happiness in the past.
(iv) ‘It’ refers to a spoonful of coffee.
(v) King Midas and his irresistible temptation for gold.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

3. Read through the extract and answer the questions that follow.
In despair, Midas looked about him. Suddenly he saw the stranger that had visited him the day before. ‘Well Midas’, said the stranger. ‘How do you like having the Golden touch ?’ ‘I have lost everything I really loved’, said King Midas. ‘I am full of sorrow and regret. Gold is of no use to me now.’ ‘So you have learnt something since yesterday ?’ asked the stranger. ‘Now which is worth more – the Golden Touch or a cup of cold water ?’ ‘Oh, blessed water !’ exclaimed Midas. ‘Will I ever taste it again?’ ‘The Golden Touch – or a piece of bread ?’ the stranger said. ‘A piece of bread’, answered Midas, ‘is worth all the gold on earth !’

‘Gold – or your own little daughter ?’ asked the stranger. ‘Oh – my child, my child !’ cried poor Midas. ‘I would not have given one hair of her head for the power to change the whole earth into gold !’ The stranger looked seriously at King Midas. ‘You are wiser than you were’, he said. ‘Your heart is still flesh and blood. You know truly that the common things of life, which are within everyone’s reach, are more valuable than riches. Tell me, do you want to keep the Golden Touch ?’ ‘No, it is hateful to me now’, said Midas, passionately. A fly settled on the king’s nose and immediately fell to the floor, a small scrap of gold.

Midas shuddered. ‘Then go down to the end of your garden’, said the stranger, ‘and wash in the water of the river there. Then bring some of the same water and sprinkle it over anything that you wish to change back again. If you do this, truly and sincerely, you can set right again the results of your greed of gold.’ King Midas bowed his head. When he looked up again, the stranger had vanished. The king ran at once to the river. Without waiting to take off his clothes, he dived in. In the coolness of the water, he felt at once that a weight had been lifted from his heart and body.

Questions :
(i) What was the king’s response to the stranger’s question concerning the possession of the Golden Touch?
(ii) “Well I ever taste it again ?” What does ‘it’ refer to?
(iii) Why did Midas tremble in fear?
(iv) What were the results of the king’s greed of gold?
(v) ‘The felt at once that a weight had been lifted from his heart and body.’ What does the ‘weight’ refer to?

Answers :
(i) The king’s response to the stranger’s question concerning the possession of the Golden Touch was only deep sorrow and regret. He was sad at the loss of everything he loved.
(ii) ‘It’ refers to a cup of cold water the king yearned for.
(iii) Midas trembled in fear at the sight of a fly that perched on his nose and at once fell to the floor, eventually turning into a small scrap of gold.
(iv) As a result, of his greed for gold, the king lost everything including precious water and his beloved little daughter Marygold.
(v) The ‘weight’ refers to Midas’s boundless greed for gold.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

II. Multiple Choice Questions (MCQs) with Answers
Choose the correct option.

Unit – I
The text
Long ago ……… stranger had go.

Question 1.
Long long ago there lived a very rich man called :
(a) Midas
(b) Devdas
(c) Raidas
(d) Bidas
Answer:
(a) Midas

Question 2.
Besides being rich, Midas was a :
(a) merchant
(b) Minister
(c) Chief
(d) king
Answer:
(d) king

Question 3.
Midas had a little daughter called :
(a) Marygold
(b) Rose
(c) Sunshine
(d) Nainegold
Answer:
(a) Marygold

Question 4.
King Midas liked being a king, chiefly because he loved his :
(a) golden chair
(b) golden crown
(c) people
(d) name and fame
Answer:
(b) golden crown

Question 5.
King Midas was a lover of more than anything else in the world.
(a) Silver
(b) platinum
(c) gold
(d) Diamond
Answer:
(c) gold

Question 6.
King Midas wished everything to turn into :
(a) real platinum
(b) real diamond
(c) real silver
(d) real gold
Answer:
(d) real gold

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Question 7.
The king was very fond of music in his youth, the only music he loved now was :
(a) the sound of birds
(b) the sound of gold coins
(c) the roar of wild animals
(d) the sound of drums
Answer:
(b) the sound of gold coins

Question 8.
King Midas could not bear to touch anything that was not:
(a) plastic
(b) Silver
(c) gold
(d) Diamond
Answer:
(c) gold

Question 9.
King used to go down to a secret room under his palace where he kept his :
(a) precious gold
(b) coal
(c) precious metals
(d) valuable books and maps
Answer:
(a) precious gold

Question 10.
One morning King Midas was in his treasure room and he noticed that:
(a) the sun was shining into the room more brightly than usual
(b) birds were singing a song beautifully
(c) the golds were being doubled magically
(d) the sun had not risen yet
Answer:
(a) the sun was shining into the room more brightly than usual

Question 11.
Who do you think, standing in front and smiling at the king in the light of a sunbeam
(a) king’s daughter Marygold
(b) the queen
(c) a stranger
(d) the minister
Answer:
(c) a stranger

Question 12.
King Midas knew that he had locked himself in as usual and so he guessed that his visitor was :
(a) no special person
(b) no ordinary person
(c) no poor person
(d) no rich person
Answer:
(b) no ordinary person

Question 13.
Midas thought carefully. This was a wonderful chance, and he felt that the stranger had :
(a) spiritual powers
(b) magical powers
(c) no power
(d) physical powers
Answer:
(b) magical powers

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Question 14.
“I am tired of collecting my riches so slowly. I wish everything I touch could be turned into gold.” Who said this?
(a) daughter Marygold
(b) the minister
(c) the stranger
(d) the king
Answer:
(d) the king

Question 15.
The stranger granted his wish to be fulfilled, i.e.
(a) wish to have a son
(b) the Golden Touch
(c) three wishes
(d) none of the above
Answer:
(b) the Golden Touch

Unit – II
The text
The next morning ……..what had be done?

Question 16.
The next morning, King Midas awoke before dawn and looked eagerly to see :
(a) if his bed had been turned into gold
(b) if his bed had been turned into a bed of roses
(c) if his bed had been turned into a hanging swing
(d) none of these
Answer:
(a) if his bed had been turned into gold

Question 17.
The Golden Touch had truly come to the king :
(a) with his first touch
(b) with the first sunbeam
(c) with his first sight
(d) all of the above
Answer:
(b) with the first sunbeam

Question 18.
After a touch, the things turn into gold. And with this he found himself in :
(a) a sad mood
(b) an angry mood
(c) excitement
(d) a worrying situation
Answer:
(c) excitement

Question 19.
Marygold was holding out a golden rose.
(a) happy
(b) angry
(c) sad
(d) crying bitterly
Answer:
(d) crying bitterly

Question 20.
King Midas tried a spoonful of coffee, to see if it was sweet enough. But it had become :
(a) poison
(b) sour
(c) liquid gold
(d) bitter
Answer:
(c) liquid gold

Question 21.
But the eggs, the fish, the bread, the butter, and all the food was uneatable for the
(a) daughter Marygold
(b) king
(c) stranger
(d) Queen
Answer:
(b) king

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Question 22.
King Midas turned annoyed, sad, and worried because :
(a) he was unable to eat anything because of his Golden Touch
(b) he was unable to rule over his state
(c) he was unable to see anything
(d) none of the above
Answer:
(a) he was unable to eat anything because of his Golden Touch

Question 23.
Midas bent down and kissed his :
(a) gold coins
(b) little daughter
(c) cups and plates
(d) all of the above
Answer:
(b) little daughter

Question 24.
What do you think, that might happen to Marygold after getting a kiss from his father?
(a) she became more affectionate toward her father
(b) she became happy
(c) she turns into an ugly girl
(d) she became a statue of gold
Answer:
(d) she became a statue of gold

Question 25.
What terrible change came over Marygold? Her sweet little face, lovely hair, and little body turned into.
(a) yellow gold, golden metal, and a figure of soid gold
(b) white diamond, shinning metal, and a hard substance
(c) shining platinum and precious metal
(d) none of the above
Answer:
(a) yellow gold, golden metal, and a figure of sold gold

Unit – III
The text
This story ………..roses.

Question 26.
King Midas felt so sad and sorrowful that he wished, he was the in all the world, if only his beloved daughter could be herself again.
(a) richest man
(b) happiest man
(c) poorest man
(d) honest man
Answer:
(c) poorest man

Question 27.
In despair, Midas looked about him and suddenly he saw that had visited him the day before.
(a) stranger
(b) Marygold
(c) known person
(d) none of the above
Answer:
(a) stranger

Question 28.
“I have lost everything I really loved; I am full of sorrow and regret. Gold is of no use to me now.” What does the expression show?
(a) the king is in excitement
(b) the king is sad
(c) the king is repenting for his deed
(d) the king is happy, what happened
Answer:
(c) the king is repenting for his deed

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Question 29.
After having the joy of ‘the Golden Touch’, the king’s view changed :
(a) the Golden Touch is worthful than anything
(b) the Golden Touch is of no use if man’s need is not satisfied
(c) both (a) and (b)
(d) none of the above
Answer:
(b) the Golden Touch is of no use if man’s need is not satisfied

Question 30.
Midas wanted everything back to normal because :
(a) those were worthful
(b) those were his wants
(c) those were useless
(d) those were his needs
Answer:
(d) those were his needs

Question 31.
“I wouldn’t have given one hair of her head for the power to change the whole earth into gold!” This expression said by the king shows :
(a) his hate for his daughter
(b) duty towards his daughter
(c) love for his daughter
(d) all of the above
Answer:
(c) love for his daughter

Question 32.
“You are wiser than you were,” he said. “Your heart is still flesh and blood.” Here ‘you’ and ‘he’ stands for
(a) king and daughter
(b) king and stranger
(c) stranger and king
(d) daughter and stranger
Answer:
(b) king and stranger

Question 33.
Word ‘shuddered’ means
(a) tremble or shake violently
(b) rearrange
(c) avoid or reject
(d) past part
Answer:
(a) tremble or shake violently

Introducing the Author:
Nathaniel Hawthorne is an American novelist and short story writer. Much of Hawthorne’s writing centers on New England, with many works featuring moral allegories with a puritanical inspiration. His fiction works are considered part of the Romantic movement and more specifically, dark romanticism. His themes often center on the inherent evil and sin of humanity, and his works have deep psychological complexity.

About the Topic:
‘The Golden Touch, as the title implies, deals with King Midas’s boundless greed for gold. The inevitable happened. The legendary king sank into despair. At last his obsession with the yellow metal filled him with great repentance and changed his attitude.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Summary:
Hawthorne’s story, ‘The Golden Touch’, takes us back to a long past when there lived king Midas who was vastly wealthy. He was the father of a little daughter Marygold by name. His fascination in gold was more than anything else in the world. He also loved his daughter deeply. The spectacle of the golden light of the sun evoked his strong wish – everything could change into real gold. Even the largest and sweetest and most beautiful roses paled into significance before this precious yellow metal. In his youth, he loved music deeply, but now the sound of gold coins, one against another fascinated him most.

At last, kind Midas’s desire for gold became irresistible. He became a frequent visitor to a secret treasure room under his palace. He would allow himself in, count his gold pieces and hold the bars of gold. One morning, when the sun was shining brightly, he was in his treasure room which was locked inside. In the meantime, he noticed an unknown person, standing there, giving a smile at him in the sunlight. His amazement knew no bounds to see the stranger. The king did not make out how he came inside the locked room. As a result, he guessed the stranger was not an ordinary person.

The unknown person came to know of the king’s insatiable desire for gold; therefore, the former asked the latter what he wanted. The king expressed his wish that everything he touched could transform into gold. His wish to have the Golden Touch filled the stranger with surprise. He asked the king if he would not regret it. The king’s response was swift – it would give him perfect happiness. The stranger fulfilled his wish. He said to the king that the next day at sunrise, he would have his coveted Golden touch. The light of the sunbeam was too bright for Midas to see anything around him.

To his amazement, the stranger had vanished, when he opened his eyes. The following morning, the king discovered that his desire for the golden touch had not been fulfilled. His bed had not changed into gold. His sadness did not last long. A sudden sight of the reflection of the golden light of the earliest sunrise on him worked wonders. The sheet on his bed turned into a cloth of gold. The first sunbeam had truly brought the Golden Touch. Driven by excitement, he touched everything – one of the legs of the bed, the curtain at the window, his dress, and spectacles.

There was gold everywhere. The loss of spectacles didn’t matter to him much. The gold was more precious than his pair of spectacles and his daughter Marygold would read to him. The magic touch turned everything into gold beginning from the brass handle of the door, and the rose trees, the constant source of his pride and joy in the past. At the moment, he went into breakfast that morning, his little beautiful daughter Marygold came in crying bitterly. When he kissed her, she wore a terrible look, with her little face, beautiful hair, and her little body gone.

She became a hard golden figure. We find king Midas in a dejected mood. He plunged into deepening despair at the loss of everything he loved including his dear little daughter Marygold. In the meantime, the stranger reappeared and enquired him about his Golden Touch. He narrated his tale of woe to the former. He now realized the futility of the Golden Touch. He was terribly thirsty and pined for a cup of cold water to taste. The stranger kept on asking him what he preferred – the Golden touch or a piece of bread and gold or his own little daughter.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

The grief-stricken father wanted his daughter to get back. His repentance made the stranger remark that he was wiser than before. The stranger knew human nature dies hard and the king was no different. Midas had now become a virulent hater of gold. He trembled in fear at the sight of a fly perching on his nose at once felt the ground turning into a piece of gold. In order to get rid of the burden of his Golden Touch, the stranger advised him to go down to the end of his garden, wash in the water of the river there, bring some of the same water and sprinkle it over anything he wished to change back again.

If the king does this sincerely and truly he can rectify his greed for gold. The king magnificently rose to the occasion. The story ends on a happy note. At first, the king sprinkled the water on the golden figure of his little daughter, Marygold. The inevitable happened. He got back his daughter again. Marygold was kept in dark about this unfortunate and painful incident. The king and his daughter lived happily.

ସାରାଂଶ:
ହଥର୍ୟଙ୍କ ଗଳ୍ପ ‘The golden Touch’ ଆମକୁ ଭସାଇଦିଏ ଏକ ସୁଦୂର ଅତୀତକୁ ଯେତେବେଳେ ଅହେତୁକଭାବେ ସୁନା ପ୍ରତି ଲୋଭ ଥିବା ଏକ ଶକ୍ତିଶାଳୀ ଓ ଧନୀ ରାଜା ବାସ କରୁଥିଲେ ଯାହାଙ୍କ ନାମ ଥିଲା ମିଦାସ୍ । Marygold ନାମକ ତାଙ୍କର ଗୋଟିଏ କୁନି ଝିଅ ଥିଲା। ପୃଥ‌ିବୀର ସବୁ ଜିନିଷଠାରୁ ସେ ସୁନାକୁ ବେଶି ଭଲ ପାଉଥିଲେ । ତା’ ସହିତ ସେ ତାଙ୍କର କନ୍ୟାକୁ ମଧ୍ୟ ଅତି ନିବିଡ଼ଭାବେ ଭଲ ପାଉଥିଲେ । ଅସ୍ଥାୟମାନ ସୂର୍ଯ୍ୟଙ୍କର ସୁନେଲି କିରଣକୁ ଦେଖ୍ ସେ ଭାବୁଥିଲେ ଏହା ସବୁ ଜିନିଷକୁ ସୁନାରେ ପରିଣତ କରିପାରନ୍ତା କି ? ତାଙ୍କ ଦୃଷ୍ଟିରେ ଏହି ମୂଲ୍ୟବାନ୍ ସୁନେଲୀ ଧାତୁର ମୂଲ୍ୟତୁଳନାରେ ସୁନ୍ଦର ଗୋଲାପଗୁଡ଼ିକର ମୂଲ୍ୟ କିଛି ନ ଥିଲା । ତାଙ୍କ ଝିଅ ଆଣିଥିବା ସୁନେଲି ରଙ୍ଗର ଫୁଲଟିକୁ ଦେଖି ରାଜା ଖୁସି ହୋଇ ନ ଥିଲେ କାରଣ ତାହା ସୁନାରେ ନିର୍ମିତ ନ ଥିଲା ।

ତାଙ୍କ ଯୁବାବସ୍ଥାରେ ସେ ସଙ୍ଗୀତକୁ ଗଭୀରଭାବେ ଭଲ ପାଉଥିଲେ ଏବଂ ଏବେ ଭଲ ପାଉଛନ୍ତି ସୁନାକୁ । ପରିଶେଷରେ ସୁନା ପ୍ରତି ତାଙ୍କର ଅହେତୁକ ଲୋଭ ବୃଦ୍ଧି ପାଇବାରେ ଲାଗିଲା । ତାଙ୍କ ପ୍ରାସାଦରେ ଥ‌ିବା ମୂଲ୍ୟବାନ ଜିନିଷର ଭଣ୍ଡାର ଏକ ଗୋପନ କୋଠରିକୁ ସେ ସୁନାର ମୁଦ୍ରା ଗଣିବାକୁ ବାରମ୍ବାର ପ୍ରବେଶ କରୁଥିଲେ । ତାଙ୍କ ପାଖରେ ସୁନାର ସ୍ତମ୍ଭ, ସୁନାର ପ୍ଲେଟ୍ ଓ ସୁନାର ପାଣିପାତ୍ର ସବୁ ରହିଥିଲା । ଦିନେ ସକାଳେ ଯେତେବେଳେ ସୂର୍ଯ୍ୟଙ୍କର ସୁନେଲି କିରଣ ବିଛେଇ ହୋଇ ପଡ଼ିଥିଲା, ଭିତର ପାଖରୁ ବନ୍ଦଥ‌ିବା ଗୁପ୍ତ କୋଠରି ଭିତରେ ଥାଇ ସେ ଦେଖିଲେ ଯେ ଜଣେ ଅପରିଚିତ ବ୍ୟକ୍ତ ସେଠାରେ ଠିଆ ହୋଇ ତାଙ୍କୁ ଚାହିଁ ସ୍ମିତହାସ୍ୟ କରୁଛନ୍ତି । ରାଜା ଅନୁମାନ କଲେ ଯେ ସେହି ଅପରିଚିତ ବ୍ୟକ୍ତିଜଣଙ୍କ ଜଣେ ସାଧାରଣ ମଣିଷ ହୋଇ ନପାରନ୍ତି । ଅପରିଚିତ ବ୍ୟକ୍ତିଜଣଙ୍କ ରାଜାଙ୍କର ସୁନା ପ୍ରତି ଥିବା ଅତୃପ୍ତ ଲୋଭ ବିଷୟରେ ଜାଣିପାରିଲେ ।

ରାଜା କ’ଣ ଚାହାନ୍ତି ବୋଲି ସେ ପ୍ରଶ୍ନ କଲେ । ରାଜା ଜାଣିଥିଲେ ସେ ଜଣେ ଅସାଧାରଣ ଅଲୌକିକ ବ୍ୟକ୍ତି ଥିଲେ । ତେଣୁ ରାଜା ବର ପ୍ରାର୍ଥନା କଲେ ଯେ ସେ ଯାହା ଛୁଇଁବେ ସେସବୁ ସୁନାରେ ପରିଣତ ହୋଇଯାଉ । ରାଜାଙ୍କର ଏହି ପ୍ରାର୍ଥନାରେ ଅପରିଚିତ ବ୍ୟକ୍ତିଜଣକ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ ଏବଂ ରାଜାଙ୍କୁ ପଚାରିଲେ ତାଙ୍କର ଏଥ‌ିରେ କୌଣସି ଅନୁଶୋଚନା ରହିବ ନାହିଁ ତ ! ରାଜା ଚଳଚଞ୍ଚଳ ମନରେ ଉତ୍ତର ଦେଲେ ଯେ ସେ ଏହି ବର ପାଇଲେ ଅତ୍ୟନ୍ତ ଖୁସି ହେବେ। ରାଜାଙ୍କର ଇଚ୍ଛା ପୂର୍ଣ ହେଉ ବୋଲି ସେ ବର ଦେଲେ । ସେ ରାଜାଙ୍କୁ କହିଲେ ଯେ ତା’ ପରଦିନ ସୂର୍ଯ୍ୟୋଦୟ ସମୟରେ ସେ ଏହି ସ୍ଵର୍ଣ୍ଣ ସ୍ପର୍ଶର ଫଳ ପ୍ରାପ୍ତ ହେବେ । ସୂର୍ଯ୍ୟଙ୍କ ରଶ୍ମି ଏତେ ଉଜ୍ଜ୍ଵଳ ଥିଲା ଯେ ରାଜା ତାଙ୍କ ଚତୁପାର୍ଶ୍ଵରେ ଥ‌ିବା କୌଣସି ଜିନିଷ ଦେଖି ପାରୁ ନ ଥିଲେ । ଯେତେବେଳେ ରାଜା ଆଖି ଖୋଲିଲେ, ସେ ସେହି ଅଦୃଶ୍ୟ ବ୍ୟକ୍ତିଜଣଙ୍କୁ ଦେଖିବାକୁ ପାଇଲେ ନାହିଁ ।

ସେ ଅଦୃଶ୍ୟ ହୋଇ ଯାଇଥିଲେ । ପରଦିନ ରାଜା ଶୀଘ୍ର ଶଯ୍ୟାତ୍ୟାଗ କରି ଦେଖିଲେ ଯେ ତାଙ୍କର ସ୍ଵର୍ଣ୍ଣ ସ୍ପର୍ଶର ବରଟି ପରିପୂର୍ଣ୍ଣ ହୋଇନାହିଁ । ତାଙ୍କର ଶଯ୍ୟା ସୁବର୍ଣ୍ଣରେ ପରିଣତ ହୋଇନାହିଁ । ସେ ଦୁଃଖରେ ଭାଙ୍ଗିପଡ଼ିଲେ । ତା’ପରେ ସୂର୍ଯ୍ୟଙ୍କର ସୁନେଲି କିରଣ ଝରକା ଦେଇ ତାଙ୍କ ଶଯ୍ୟାରେ ପଡ଼ିଲା । ତାଙ୍କ ବିଛଣା ଚାଦରଟି ସୁନାରେ ପରିଣତ ହୋଇଥିବା ଦେଖ୍ ସେ ଖୁସିରେ ଆତ୍ମହରା ହୋଇଗଲେ । ସେ ସବୁ ଜିନିଷକୁ ସ୍ପର୍ଶ କରିବାକୁ ଇଚ୍ଛାକଲେ । ତା’ପରେ ଖଟର ଗୋଟେ ଗୋଡ଼, ଝରକାର ପରଦା ଓ ନିଜ ପୋଷାକକୁ ଛୁଇଁଦେଲେ, ସବୁଯାକ ଜିନିଷ ସୁନା ପାଲଟିଗଲା । ତାଙ୍କର ସ୍ପର୍ଶରେ ତାଙ୍କର ଚଷମାଟି ମଧ୍ଯ ସୁନା ପାଲଟିଗଲା । ଏଥରେ ତାଙ୍କର ତିଳେମାତ୍ର ମନଦୁଃଖ ହେଲା ନାହିଁ । କାରଣ ଚଷମା ଅପେକ୍ଷା ସୁନା ଥିଲା ତାଙ୍କ ପାଇଁ ଅଧିକ ମୂଲ୍ୟବାନ୍ । ଏହି ଚମତ୍କାର ସ୍ପର୍ଶରେ ସବୁକିଛି ସୁନାରେ ପରିଣତ ହୋଇଗଲା ।

ତାଙ୍କ ଅତୀତର ଗର୍ବ ଓ ଖୁସିର ଉତ୍ସ ଗୋଲାପ ଗଛଗୁଡ଼ିକ ମଧ୍ୟ ସୁନାରେ ପରିଣତ ହୋଇଗଲା । ଏହି ସମୟରେ ତାଙ୍କ ପାଖକୁ ତାଙ୍କର ଝିଅ ଏକ ସୁନାର ଗୋଲାପ ଫୁଲ ଧରି କାନ୍ଦି କାନ୍ଦି ଆସିଲା ଏବଂ ଏହାର ବାସ୍ନା ଚାଲିଯାଇଥିବାରୁ ବ୍ୟସ୍ତ ହୋଇପଡ଼ିଲା । ରାଜା ନିଜେ କଫି ପିଇବାକୁ ଇଚ୍ଛା କରି, ସେ କଫି ଗ୍ଲାସ୍‌କୁ ସ୍ପର୍ଶ କରନ୍ତେ ତାହା ତରଳ ସୁନା ପାଲଟିଗଲା । ଭୋକିଲା ରାଜା ଜଳଖୁଆ ପାଇଁ ମାଛ, ଅଣ୍ଡା, ରୁଟି ଓ ଲହୁଣି ଖାଇବାକୁ ଚାହାନ୍ତେ, ସେସବୁ ତାଙ୍କ ସ୍ପର୍ଶ ପାଇବା ପରେ ସୁନାରେ ପରିଣତ ହୋଇଗଲା । ସେ ଖାଇ ନ ପାରିବାରୁ ମନ ଦୁଃଖ କଲେ । ଏହି ସମୟରେ ତାଙ୍କ ମନଦୁଃଖର କାରଣ ବିଷୟରେ ତାଙ୍କ କୁନି ଝିଅ ତାଙ୍କୁ ପଚାରିଲେ । ରାଜା ତାଙ୍କୁ ଚୁମ୍ବନ ଦେଲେ । ଫଳରେ ମେରିଗୋଲ୍ଡର ଶରୀରରେ ଏକ ଭୟଙ୍କର ପରିବର୍ତ୍ତନ ଘଟିଲା । ତାଙ୍କର କୁନି ସୁନ୍ଦର ମୁଖମଣ୍ଡଳ, ସୁନ୍ଦର କେଶରାଶି ଏବଂ କୁନି କୋମଳ ଶରୀରଟି କଠିନ ସୁନାରେ ପରିଣତ ହୋଇଯାଇଛି ।

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

ଯେତେବେଳେ Marygoldର ଶରୀରଟି ସୁନା ପାଲଟିଗଲା, ରାଜା ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ ଏବଂ ଦୁଃଖ ଓ ଶୋକରେ ଭାଙ୍ଗିପଡ଼ିଲେ । ସବୁ ଜିନିଷ ସୁନାରେ ପରିଣତ ହୋଇଯିବା ହେତୁ ସେ ଗଭୀର ଦୁଃଖରେ ମର୍ମାହତ ହୋଇଗଲେ । ନିଜ ଝିଅର ପୂର୍ବ ଅବସ୍ଥା ଫେରି ପାଇବାପାଇଁ ସେ ବ୍ୟାକୁଳ ହୋଇ ଉଠିଲେ । ଏହି ସମୟରେ ସେହି ଅପରିଚିତ ବ୍ୟକ୍ତିଜଣକ ପୁନର୍ବାର ଆବିର୍ଭାବ ହେଲେ ଏବଂ ସେହି ବରର ପୂର୍ଣ୍ଣତା ବିଷୟରେ ଜାଣିବାକୁ ଚାହିଁଲେ । ରାଜା ତାଙ୍କ ଦୁଃଖର କାହାଣୀ ବର୍ଣ୍ଣନା କଲେ । ଏହି Golden Touchର ମୂଲ୍ୟହୀନତା ବିଷୟରେ ସେ ଅନୁଭବ କରିପାରିଲେ । ସେହି ଅପରିଚିତ ବ୍ୟକ୍ତିଜଣଙ୍କ ରାଜାଙ୍କୁ ପଚାରିଲେ ସୁନା କିମ୍ବା ଏକ ଗ୍ଲାସ୍ ପାଣି କେଉଁଟି ବିଶେଷ ଦରକାର ? ରାଜା ଉତ୍ତର ଦେଲେ ଜୀବନରେ ବଞ୍ଚିବାପାଇଁ ପାଣିର ଆବଶ୍ୟକତା ଅପରିହାର୍ଯ୍ୟ ।

ଅପରିଚିତ ବ୍ୟକ୍ତିଟି ପୁନର୍ବାର ରାଜାଙ୍କୁ ପଚାରିଲେ ସୁନା ଏବଂ ରୁଟି ମଧ୍ୟରୁ ତାଙ୍କ ପାଇଁ କେଉଁଟି ଅଧ୍ଵ ମୂଲ୍ୟବାନ୍ ? ତା’ପରେ ପଚାରିଲେ ସୁନା କିମ୍ବା ତାଙ୍କର କୁନି ଝିଅ ମଧ୍ୟରୁ ତାଙ୍କ ପାଇଁ କେଉଁଟି ମୂଲ୍ୟବାନ ? ଦୁଃଖରେ ଭାଙ୍ଗିପଡ଼ିଥିବା ରାଜା ତାଙ୍କ ଝିଅକୁ ପୁନର୍ବାର ଫେରି ପାଇବାପାଇଁ ବ୍ୟାକୁଳ ହୋଇଉଠିଲେ । ରାଜାଙ୍କର ଶୋଚନାରୁ ଜଣାଗଲା ଯେ ରାଜା ପୂର୍ବାପେକ୍ଷା ଅଧିକା ଜ୍ଞାନୀ ହୋଇ ପାରିଛନ୍ତି । ରାଜା ସୁନାକୁ ଘୃଣା କରୁଥିଲେ । ତାଙ୍କ ନାକରେ ବସିଥିବା ମାଛିଟି ତତ୍‌କ୍ଷଣାତ୍ କ୍ଷୁଦ୍ର ସୁନାଖଣ୍ଡଟିଏ ହୋଇ ମାଟିରେ ପଡ଼ିଲା । ଏହି ସ୍ପର୍ଷ ସ୍ପର୍ଶ ବରପ୍ରାପ୍ତିରୁ ମୁକ୍ତ ହେବା ପାଇଁ ରାଜା ବ୍ୟାକୁଳ ହୋଇପଡ଼ିଲେ । ଅପରିଚିତ ବ୍ୟକ୍ତିଜଣଙ୍କ ତାଙ୍କୁ ଉପଦେଶ ଦେଇ କହିଲେ ଯେ ବଗିଚାର ଶେଷରେ ଥିବା ନଦୀକୁ ଯାଇ ସ୍ନାନ କରିବେ ଏବଂ କିଛି ଜଳ ଆଣି ଯାହାକୁ ପୂର୍ବାବସ୍ଥାକୁ ଆଣିବାକୁ ଚାହୁଁଥ‌ିବେ ତାହାକୁ ତା’ ଉପରେ ସିଞ୍ଚନ କରିବେ ।

ତା’ପରେ ସେ ସେସବୁକୁ ତା’ର ପୂର୍ବ ଅବସ୍ଥାରେ ଫେରି ପାଇବେ । ସେ ତତ୍‌କ୍ଷଣାତ୍‌ ନଦୀରେ ସ୍ନାନ କଲେ ଓ ନଦୀରୁ ପାଣି ଆଣି ନିଜ ଝିଅ ଉପରେ ସିଞ୍ଚନ କଲେ ଓ ଅନ୍ୟାନ୍ୟ ଜିନିଷ ଉପରେ ମଧ୍ୟ ସିଞ୍ଚନ କଲେ । ଫଳରେ ସେଗୁଡ଼ିକ ପୂର୍ବ ଅବସ୍ଥାକୁ ଫେରିଆସିଲା। Marygoldଙ୍କୁ ଏହି ଦୁର୍ଭାଗ୍ୟ ଓ ଦୁଃଖଦ ଘଟଣା ବିଷୟରେ ଜଣାଇ ଦିଆଗଲା ନାହିଁ । ରାଜା ଅନୁଭବ କରିପାରିଲେ ଯେ ସୁନାର ସମୁଦ୍ର ଅପେକ୍ଷା ସେ ଆଣିଥିବା ପାଣି ମାଠିଆର ମୂଲ୍ୟ ବହୁତ ଅଧିକ । ଏହାପରେ ରାଜା ତାଙ୍କ ଝିଅକୁ ନେଇ ଖୁସିରେ ଜୀବନ ବିତାଇଲେ ।

BSE Odisha 11th Class English:

The Cancer Fight, from Hiroshima to Houston Question Answer Class 11 Invitation English Chapter 5 CHSE Odisha

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston Textbook Exercise Questions and Answers.

Class 11th Invitation English Chapter 5 The Cancer Fight, from Hiroshima to Houston Question Answers CHSE Odisha

The Cancer Fight, from Hiroshima to Houston Class 11 Questions and Answers

UNIT -I
Gist with Glossary:

Gist:
The writer takes us to her native Hiroshima in 1945 when it was completely destroyed by the atomic bomb explosion. Its long-term effects resulted in the deaths of about half of her relatives. Her father was also not spared. This tragedy evoked both her fascination with and her dread of radiation. The early death of her very dear friend Sadako Sasaki as a result of radiation-linked blood cancer or bone marrow made her take an oath to become a cancer doctor.

Today Dr. Komaki as the clinical chief and Program Director of Thoracic Radiation Oncology at The University of Texas M.D. Anderson Cancer Centre in Houston is one of the world’s distinguished researchers and advocates of proton radiation beam therapy with which radiation-related cancer patients are treated. Private hospitals are not suitable for the treatment of these patients on trial, because they lack adequate manpower, qualitative review boards, and maintenance of strict quality control of treatment. Komaki’s motto is to educate students, trainees, and patients to focus on living healthy lives. Besides, she wants to inspire them to reach their goal to help others.

Glossary:
exploded : shattered violently (ବିସ୍ଫୋରଣ ହେଲା)
devastated : completely destroyed (ସମ୍ପୂର୍ଣ୍ଣରୂପେ ଧ୍ବଂସ କରିଦେଲା)
fascination : charm (ଆକର୍ଷଣ)
leukemia : a type of cancer of the blood or bone marrow (ଏକପ୍ରକାର କର୍କଟ ରୋଗ)
sophisticated: advanced (ଆଧୁନିକ)
oncologist : a doctor who treats cancer (କର୍କଟ ରୋଗ ଚିକିତ୍ସକ)
review : a formal assessment of something to institute necessary changes (ତର୍ଜମା)
compliance : action according to standard (ମାନାନୁସାରୀ କାର୍ଯ୍ୟ)
innovators : those who introduces new thoughts (ନବ ପ୍ରଦର୍ଶକ)
achieve : fulfil (ହାସଲ କରିବା)
goal : objective (ଲକ୍ଷ୍ୟ)

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Think it out:
Question 1.
How did Hiroshima become a part of world history?
Answer:
Hiroshima became a part of world history during the final stages of World War II in 1945 when America dropped the atomic bomb on Hiroshima. Many lives were lost. Innumerable people suffered from cancer of the blood or bone marrow. The city was completely destroyed.

Question 2.
What are the three traumatic events of Ritsuko’s childhood?
Answer:
The three traumatic events of Ritsuko’s childhood were the atomic bomb explosion on her native city Hiroshima in 1945, the deaths of about half her relatives, including her father and the death of her most intimate friend Sadako Sasaki at the age as a result of radiation-related blood cancer.

Question 3.
What were the results of these experiences for Ritsuko?
Answer:
The results of these experiences for Ritsuko were her vow to become a cancer doctor. Her dream came true and she became a famous cancer specialist.

Question 4.
What is Dr. Komaki’s specialization?
Answer:
Dr. Komaki’s specialization was the application of radiation creatively in the treatment of cancer.

Question 5.
What is she famous for?
Answer:
She is famous as one of the world’s leading researchers and advocates of proton radiation beam therapy.

Question 6.
How do oncologists view proton radiation beam therapy?
Answer:
Oncologists view proton radiation beam therapy as the safest and most effective.

Question 7.
Why does she prefer to work at a university?
Answer:
She prefers to work in a university because she can do her work much better in the backdrop of a university program that is not available at private institutions.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 8.
Do you think she likes to teach? Why do you think so?
Answer:
Yes, she likes to teach, because she is interested to share her knowledge with future scientists who introduce new ideas of things.

Question 9.
What is she more interested in research and patient care or money? Why do you think so?
Answer:
She is more interested in research and patient care than money. Her focus on proton radiation therapy to treat cancer patients, her keen interest in sharing her knowledge with future innovators, and her desire to create awareness among all sorts of people concerning healthy lives splendidly exemplify this fact.

Question 10.
What is her mission in life?
Answer:
Her mission in life is to educate younger people – students, trainees, and patients to lead healthy lives and achieve their objective to help others.

Question 11.
Explain the meaning of this expression : (she) no longer fears it.
Answer:
The atomic bomb explosion in her native city was devastating. It resulted in the loss of innumerable lives including his relatives and father. They all died of radiation-related cancer. Komaki was shocked. Later, he learned the technique of applying radiation in an innovative manner and hence no longer fears it.

UNIT – II
Gist with Glossary:

Gist:
This unit begins with the definition of proton therapy. It is a form of treatment that damages and eventually destroys cancerous cells of the exact spot of the affected tumor with the help of charging particles. There is a difference between proton therapy and photon therapy; the latter is not as good as the former. Proton therapy is confined to a particular area. It is powerful too. Photon therapy, in spite of killing cancerous cells, has side effects. It leads to an increase in secondary cancer. Proton therapy plays a great role in striking specific tumors precisely. It results in the minimization of injury to other organs.

Besides, photons (X-rays) emit 90 percent of their cancer-fighting energy, as they pierce the skin. But their utility is lost by 40 percent. Proton therapy is more effective for patients who suffer from prostate cancer. Proton therapy is used for those whose localized cancer has not affected the distant parts of the body. It has a great effect on children in particular. Proton therapy also helps the elderly, because their excessively weak skin cannot resist the power of radiation therapy. Komaki’s patients think that proton therapy is fabulous because they can tolerate it more easily than photon treatment.

Glossary :
ionizing : charging (ଚାର୍ଜିତ)
tumor : a swelling part of body caused by an abnormal growth of tissue
ultimately : eventually (ଘଟଣାକ୍ରମେ )
radiation therapy : treatment of cancer by using radiation (ବିକିରଣଦ୍ବାରା ଚିକିତ୍ସା)
dosage : medicinal dose (ଔଷଧର ମାତ୍ରା)
hits : affects (କ୍ଷତିଗ୍ରସ୍ତ କରେ)
toxicity : the quality of being poisonous (ବିଷାକ୍ତ)
reduce : minimize (କମାଇ ଦେବା)
specific : particular (ନିର୍ଦ୍ଦିଷ୍ଟ )
precisely : exactly (ନିର୍ଦ୍ଦିଷ୍ଟଭାବେ)
in addition : besides (ଏଥ୍ ସହିତ)
feasible : viable (ଫଳପ୍ରଦଭାବେ କାର୍ଯ୍ୟ କରିବାର ସାମର୍ଥ୍ୟ)
penetrate : go deep (ପ୍ରବେଶ କରେ)
further : any more (ପୁନର୍ବାର)
calibrated : measured (ପରିମାପ କରାଗଲେ )
efficacy : effectiveness (ସଫଳତା)
simultaneously : at the same time (ଏକସମୟରେ)
collateral damage : injury to other organs (ଅନ୍ୟାନ୍ୟ ଅଙ୍ଗର କ୍ଷତି)
withstand : resist (ସହ୍ୟ କରିବା)
stresses : emphasizes (ଜୋର୍ ଦେବା)
fabulous : very great (ଖୁବ୍ ବେଶି )
amazing : astonishing (ଆଶ୍ଚର୍ଯ୍ୟକର)
tolerate : bear (ସହ୍ୟ କରିବା)

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Think it out:
Question 1.
What is proton therapy?
Answer:
Proton therapy refers to the treatment of cancer by focusing charging particles on the exact tumor-affected spot to damage and eventually destroy its cancerous cells.

Question 2.
What are the damaging side effects of photon therapy?
Answer:
The damaging side effects of photon therapy are pneumonitis, esophagitis, and poisonous bone marrow. It also contributes to the growth of secondary cancers.

Question 3.
What are the advantages of proton therapy over photon therapy?
Answer:
The advantages of proton therapy are better in comparison to photon therapy, because of its confinement only to the affected part of the body, no side effects, and reduction in the destruction of other organs.

Question 4.
Do you think proton therapy is more effective at certain stages of cancer?
Answer:
Yes, I think proton therapy is more effective for prostate cancer.

Question 5.
For what stage of cancer is proton therapy the most useful?
Answer:
Proton therapy is the most useful for those whose localized cancer has not affected the distant parts of the body.

Question 6.
For which age groups is proton therapy the best? Why?
Answer:
Proton therapy is the best both for children and the elderly, because, it causes little, if any, injury to the former’s still-growing tissues and organs surrounding the tumors. In the same way, it helps the elderly because tissues and organs surrounding their tumors are very weak to resist usual radiation treatment.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 7.
Why do her patients think proton therapy is fabulous?
Answer:
Komaki’s patients think that proton therapy is fabulous because this treatment itself makes them seldom sick. Besides, it is astonishing, they can tolerate it easily in comparison to photon treatment.

UNIT-III
Gist with Glossary

Gist:
In the course of her externship, internship, residency, and fellowship in Milwaukee, Komaki came to know the importance of radiation in the treatment of cancer. Besides, she learned that localized radiation therapy was not so harmful as chemotherapy. In 1985, she along with Cox set out to Newyork to work with Dr. Eric Hall, who was, at that time, a renowned global authority on the effects of the atomic bomb on human beings. In 1988, she spent years of research work in this field at UT M.D. Anderson. Proton therapy started in 1954.

The Harvard Cyclotron Laboratory in partnership with Massachusetts General Hospital started treating cancer patients. The necessary technology was very costly. Therefore, the treatment did not go beyond the physics research lab until 1990. The first hospital-based program commenced with the opening of the Proton Treatment Center at Loma Linda University Medical Center in southern California. Their keen interest in proton therapy and the relentless effects of having a similar unit at UT M.D. Anderson, Huston at last bore fruit.

Now there are many such centers established in America. Today Komaki and her colleagues treat thoracic malignancies, at least 10 to 15 patients every day. Proton therapy continues for about seven weeks. In Komaki’s view, they have a long way to go. She opines that proton therapy is very important so far as the future of cancer care is concerned. She is hopeful to make the patients more comfortable by destroying cancer cells, but not killing normal cells. They can lead a normal life during treatments. Dr. Ritsuko Komaki and her colleagues at UT M.D. Anderson will be a leader in this field in the future.

Glossary :
viable : possible (ସମ୍ଭାବ୍ୟ)
chemotherapy: treatment of cancer using chemical substances
scattered: spread throughout
leading : famous (ପ୍ରସିଦ୍ଧ ବା ବିଖ୍ୟାତ)
commence: start or begin (ଆରମ୍ଭ ହେଲା)
expensive : costly (ବ୍ୟୟବହୁଳ)
intrigued : interested to know more (ଅଧୁକ ଜାଣିବାକୁ ଆଗ୍ରହୀ)
begin to push: to try their best
paid off : rewarded (ପୁରସ୍କୃତ ହେଲେ)
dosimetrists: experts in the dosage of
radiation scanning: cause a beam to traverse across a surface
secondary malignancy: a cancer that arises in the background of another malignancy
at the forefront: in the lead (ମୁଖ୍ୟ, ଆଗୁଆ)

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Think it out:
Question 1.
What different kinds of therapies were used for treating cancer before the use of proton therapy?
Answer:
Different kinds of therapies such as surgery, radiation, chemotherapy, and photon theory were used for treating cancer before proton therapy.

Question 2.
What did Komaki initially learn about treating cancer?
Answer:
Komaki initially learned that surgery was the only possible method for treating cancer.

Question 3.
What did she learn about cancer treatment in the USA?
Answer:
In the U.S.A., she learned how radiation therapy was meant for cancer treatment.

Question 4.
What two things did Komaki learn about radiation?
Answer:
During her stay in the U.S.A., she learned that localized radiation treatment was not so harmful as chemotherapy in the treatment of cancer. Besides, she was aware of an important thing – it was quite different from radiation therapy.

Question 5.
How did Komaki and her husband start proton therapy at Anderson Cancer Center?
Answer:
Proton therapy research in the Proton Treatment Center at Loma Linda University Medical Center in southern California greatly interested Komaki and her husband. They visited Loma Linda to try their best to open a similar unit at UT M.D. Anderson in Houston. Their efforts were rewarded in 2006. The $ 125 million Proton Therapy Centre came into existence paving the way for a complete range of proton treatments.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 6.
When did proton therapy first start?
Answer:
Proton therapy was first started in 1954.

Question 7.
What is Komaki’s opinion on proton therapy?
Answer:
In Komaki’s opinion, proton therapy is of great importance to the future of cancer care. The patients, she views, can lead a normal life during treatments.

Post-Reading Activities:

Doing with words :
We can know the meanings of words by looking up a dictionary and finding out how a word had been used in a text. In a dictionary, words come in alphabetical order. The main word is called the headword. However, we should try to guess the meanings of words first from the context. That is the best way to learn new words.
(a) Match each word with its definition. Go back to the text for clues.
(b) Then, put the headwords in alphabetical order.
Doing with words
Answer:
(a)
Doing with words 5.1
(b)
Doing with words 5.2
Doing with words 5.3

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

CHSE Odisha Class 11 English The Cancer Fight, from Hiroshima to Houston Important Questions and Answers

I. Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.
Dr. Ritsuko Komaki was living with her family near Osaka when the atomic bomb exploded on her native Hiroshima in 1945. But the family returned to the devastated city when she was four, and Komaki grew up a witness to the long-term effects, which likely contributed heavily to the death of about half her relatives, including her father. Like many Japanese, she developed both a fascination with and fear of radiation. When her close friend Sadako Sasaki died at age 11 of radiation-related leukemia, Komaki vowed to become a cancer doctor.

Today, Dr. Komaki has learned how to apply radiation creatively and no longer fears it; instead, as clinical section chief and Program Director of Thoracic Radiation Oncology at The University of Texas M. D. Anderson Cancer Center in Houston, she uses it in increasingly sophisticated ways to fight cancer. She is one of the world’s leading researchers and advocates of proton radiation beam therapy, an emerging treatment that many oncologists consider the safest and most effective available.

And according to Komaki, her work is much better done in the context of a university program than at private institutions. “Our patients, including all of our proton patients, are treated under clinical trials,” which monitor results on large numbers of patients, she points out. “It’s difficult to treat patients on trials at private hospitals or clinics. They don’t have enough manpower, and they don’t have review boards that can check on compliance of eligibility and maintain strict quality control of treatment.

This means patients get better care here.” Recently awarded the Juan A. del Regato Foundation Gold Medal for best educator and teacher, the higher education setting also allows Dr. Komaki to share her knowledge with future innovators. “I try always to educate younger people – students and trainees, as well as patients – to live healthy lives and achieve their goal to help others.”

Questions :
(i) Why did Komaki take an oath to become a cancer doctor?
(ii) Name the university Dr. Komaki is working at now as clinical section chief and Program Director of thoracic Radiation Oncology.
(iii) “……….. which monitor results on large numbers of patients ”. What does the word ‘which’ refer to?
(iv) Why has she been recently awarded the Juan A. del Regato Foundation Gold Medal?
(v) What helps Dr. Komaki share her knowledge with future innovators?

Answers :
(i) Komaki took an oath to become a cancer doctor because her intimate friend Sadako Sasaki died of radiation-related leukemia when she was only 11.
(ii) The university Dr. Komaki is working at now as clinical section chief and Program Director of Thoracic Radiation Oncology is The University of Texas.
(iii) The word ‘which’ refers to the clinical trials meant for the treatment of all radiation-linked cancer patients.
(iv) She has been recently awarded the Juan A. del Regato Foundation Gold Medal for best educator and teacher.
(v) The higher education background helps Dr. Komaki share her knowledge with future innovators.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

2. Read through the extract and answer the questions that follow.
Proton therapy, like other forms of radiation, aims ionizing particles (in this case, protons) onto a target tumor to damage and ultimately destroy its cancerous cells. But proton beams are much more localized and powerful than the X-rays used in more established radiation therapies. In the latter, the dosage is big enough to kill the cancerous cells, but some radiation also hits the healthy cells around the tumor. This can cause such side effects as pneumonitis, esophagitis, and bone marrow toxicity, or lead to the growth of secondary cancers.

To reduce damage to healthy tissues by a scattered dose of low radiation, the oncologist requires sharply delineated radiation, and proton beams are shaped to almost perfectly match the specific tumor and aimed to strike it precisely. Collateral damage is thus minimal, making it feasible to hit cancer with much bigger doses. In addition, photons (X-rays) release up to 90 percent of their cancer-fighting energy as they penetrate the skin, and lose 30 percent of it by the time they reach the tumor.

Meaning their overall effectiveness is reduced by 40 percent; they also exit out the rear of the tumor to further damage healthy tissues behind it. By controlling the speed with which it is shot into the body, the proton beam is calibrated to be at 30 percent of its maximum efficacy near the skin level while gathering full strength when it actually reaches the tumor and it barely exits the body at all.

Questions :
(i) ‘In the latter, the dosage is big enough to kill the cancer cells ….’ What does ‘the latter’ refer to?
(ii) What can be instrumental in the growth of secondary cancers?
(iii) “…………. as they penetrate the skin ” What does ‘they’ refer to?
(iv) What happens when they go into the skin?
(v) Give a suitable title to the extract.

Answers :
(i) ‘The latter’ refers to the X-rays used in more well-known radiation therapies.
(ii) When X-rays are used in radiation therapy, some radiation is likely to hit the healthy cells around the tumor, they can be instrumental in the growth of secondary cancers.
(iii) ‘They’ refers to photons (X-rays) that release up to 90 percent of their cancer-fighting energy as they pierce the skin.
(iv) When they go into the skin, photons lose 30 percent of their cancer¬fighting energy by the time they reach the tumor.
(v) Proton therapy and its advantages.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

3. Read through the extract and answer the questions that follow.
Komaki says the treatment is most recommended for those whose localized cancer has not spread to distant parts of the body. The success rate against prostate cancer, for example, is around 90 to 95 percent. But proton therapy succeeds against many of the 130 known forms of cancer. A recent study led by Komaki and her husband Dr. James Cox, Head of the division of Radiation Oncology at UT M. D. Anderson Cancer Center, shows that proton therapy, when used simultaneously with chemotherapy to treat lung cancer, causes significantly less damage to surrounding healthy cells than other forms of radiation.

It’s also particularly effective for children, because it causes little if any, collateral damage to their still-growing tissues and organs. Likewise, the elderly are strong candidates because tissues and organs surrounding their tumors are often too weak to withstand the more commonly employed radiation treatments. Dr. Komaki also stresses that the side effects are minimal, noting one patient who played a round of golf following each of his daily outpatient treatments. “Patients think this is fabulous,” she says. “You know why? They rarely get sick from proton treatment itself! ‘Are you sure you’re giving me the treatment ?’ they ask. It’s amazing how much proton treatment they can tolerate compared to photon treatment.”

Questions :
(i) For whom is the proton therapy recommended?
(ii) Who is Dr. James Cox?
(iii) “It’s also particularly effective for children.” What does ‘it’ refer to?
(iv) What does the expression ‘collateral damage’ mean?
(v) What, according to the cancer patients, is quite astonishing?

Answers :
(i) Proton therapy is recommended for those whose localized cancer has not affected other distant parts of the body.
(ii) Dr. James Cox is the Head of the division of Radiation Oncology at UT M. D. Anderson Cancer Center. He is the husband of Dr. Komaki.
(iii) ‘It’ refers to proton therapy.
(iv) The expression ‘collateral damage’ refers to/means an injury caused to the patient’s other organs, besides the affected one.
(v) According to cancer patients, it is quite astonishing how they can tolerate proton treatment so easily in comparison to photon treatment.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

4. Read through the extract and answer the questions that follow.
When she entered medical school in Hiroshima, Komaki was taught that surgery was the only viable cancer cure. But in the 1970s – while doing her externship, internship, residency, and fellowship in Milwaukee – she began learning “how radiation could cure people, and that gave it a different meaning to me than just the atomic bomb,” she says.

She came to view localized radiation treatment as less harmful than chemotherapy and realized that it couldn’t be equated at all with the scattered, uncontrolled radiation to the whole body that comes with exposure to an atomic bomb. In 1985, she and Cox went to the Columbia Presbyterian Medical Center in New York to work with Dr. Eric Hall, then a leading international authority on the effects of the atomic bomb on humans. In 1988, she began putting her years of research to work at UT M.D. Anderson.

Though protons were discovered by Ernest Rutherford in 1919, proton therapy didn’t commence until 1954, at Berkeley nuclear physics labs. The Harvard Cyclotron Laboratory partnered with Massachusetts General Hospital to begin treating cancer patients in 1961. But necessary technology is so expensive that treatment remained confined to physics research labs until 1990. That’s when the Proton Treatment Center opened at Loma Linda University Medical Center in southern California to offer the first hospital-based program.

Questions :
(i) Where and when did Dr. Komaki pursue her externship, internship, residency, and fellowship?
(ii) How does a person’s entire body become a victim of scattered and uncontrolled radiation?
(iii) Who was Dr. Eric Hall?
(iv) When did Komaki begin to spend her years of research working at UT M. D. Anderson?
(v) Why did the treatment of cancer patients wait till 1990?

Answers :
(i) Dr. Komaki pursued her externship, internship, residency, and fellowship in Milwaukee in the 1970s.
(ii) A person’s entire body becomes a victim of scattered and uncontrolled radiation that comes with exposure to an atom bomb.
(iii) Dr. Eric Hall was a prominent global authority on the effects of the atomic bomb on human beings.
(iv) In 1988 Komaki began to spend her years of research work at UT M. D. Anderson.
(v) The treatment of cancer patients waited till 1990, because of costly necessary technology.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

5. Read through the extract and answer the questions that follow.
Intrigued by the proton therapy research then available, Komaki and Cox visited Loma Linda early on and began to push for a similar unit at UT M. D. Anderson when they returned to Houston. Their efforts paid off in 2006 when the $ 125 million Proton Therapy Center opened its doors offering a complete range of proton treatments. It is the only such facility in the Southwest. (In addition to Houston and Loma Linda, the nation now has centers in Florida, Indiana, and Massachusetts, with several, more being planned.)

Today, Komaki and her colleagues treat thoracic malignancies – therapy that requires a team of seven doctors, several physicians and dosimetrists, and a couple of dozen technicians – in 10 to 15 patients daily, with four of them taking proton therapy. Like other radiation treatments, proton therapy runs for about seven weeks. In all, the Proton Therapy Center, with Dr. Andrew Lee as medical director, treats 75 to 80 patients daily. To Komaki, this is just the beginning. “Our physicists have already made a machine here that creates a scanning beam,” she says.

“We’re the only place in the world with a scanning beam, which means we can remove neutron contamination.” (Neutrons are created when protons enter the body; though it happens rarely they can cause secondary malignancy a decade or more later.) She also believes that proton therapy is extremely important to the future of cancer care. “The patients are already sick from cancer,” she says, “why make them get sicker from treatment? Now, we can make them more comfortable – killing cancer cells but not killing normal cells. Now, they can live a normal life while getting treatments.” Whatever happens next in this field, Dr. Ritsuko Komaki and her colleagues at UT M. D. Anderson are likely to be at the forefront.

Questions :
(i) ‘………… and began to push for a similar unit at UT M. D. Anderson’ -What does ‘a similar unit’ refer to?
(ii) How did Komaki and Cox succeed in their efforts?
(iii) Name the places where a complete range of proton treatments is available.
(iv) Who is a dosimetrist ?
(v) How long does proton therapy continue?

Answers :
(i) ‘A similar unit’ refers to the proton therapy center.
(ii) Komaki and Cox succeeded in their efforts in 2006 when the $ 125 million Proton Therapy Centre was set up in Houston providing all sorts of proton treatments.
(iii) The places where a complete range of proton treatments is available are California, Houston, Florida, Indiana, and Massachusetts.
(iv) A dosimetrist is an expert in the dosage of radiation.
(v) Proton therapy continues for about seven weeks.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

II. Multiple Choice Questions (MCQs) with Answers
Choose the correct option.

Unit – I
The text
Dr. Ritsuko Komaki ……….. to help others.

Question 1.
Name the author of the prose “The Cancer Fight, From Hiroshima to Houston”.
(a) Ritsuko Komaki
(b) Sadako Sasaki
(c) James Cox
(d) Eric Hall
Answer:
(a) Ritsuko Komaki

Question 2.
Dr. Ritsuko Komaki is a radition :
(a) oncologist at MD Anderson Cancer Center in Houston, USA
(b) a psychologist at RD Moursan Cancer Center in Hiroshima, Japan
(c) eye specialist at MD Anderson Eye Center in Berlin, Germany
(d) an anthropologist at AD Pitson Anthro Center in Tokyo, Japan
Answer:
(a) oncologist at MD Anderson Cancer Center in Houston, USA

Question 3.
Dr. Ritsuko is a radiation oncologist and also
(a) an advocate of civil cases
(b) an advocate of proton therapy
(c) an advocate of neuron therapy
(d) a judge at Hiroshima
Answer:
(b) an advocate of proton therapy

Question 4.
During the final stages of World War II in 1945, two atomic bombs were dropped on the cites of
(a) Hiroshima and Houston in Japan and USA
(b) Stalin and Berlin in Germany
(c) Hiroshima and Nagasaki in Japan
(d) None of the above
Answer:
(c) Hiroshima and Nagasaki in Japan

Question 5.
Name the first atomic bomb which was dropped in the city of Hiroshima and when?
(a) The Old Man, 26 August 1946
(b) The Young Boy 16 August 1954
(c) The Little Boy, 6 August 1945
(d) The Little Girl, 6 August 1944
Answer:
(c) The Little Boy, 6 August 1945

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 6.
Name the second atomic bomb, which was dropped in the city of Nagasaki, and when?
(a) The Fat Woman, 9th Aug. 1945
(b) The Super Man, 9th Aug. 1954
(c) The Thin Man, 19th Sept. 1948
(d) The Fat Man, 9th Aug. 1945
Answer:
(d) The Fat Man, 9th Aug. 1945

Question 7.
Dr. Ritsuko Komaki was living with her family near :
(a) Sobosan
(b) Osaka
(c) Okayama
(d) Yamaguchi
Answer:
(b) Osaka

Question 8.
What vowed Komaki to become a cancer doctor?
(a) when her close friend Sadako Sasaki died at age 11 of radiation-related leukemia
(b) she developed both a fascination with and fear of radiation
(c) a long term effects which likely contributed heavily to the deaths of about half her relatives including her father
(d) both, (a) and (c)
Answer:
(a) when her close friend Sadako Sasaki died at age 11 of radiation-related leukemia

Question 9.
After becoming a cancer doctor, she uses it in increasingly sophisticated ways to :
(a) fight cancer
(b) fight diabetics
(c) fight leukemia
(d) fight bone marrow
Answer:
(a) fight cancer

Question 10.
Being the chief of the Clinical Section, she was also :
(a) the Program Director of Leukemia Radiation Oncology
(b) the Program Director of Thoracic Radiation Oncology
(c) Program Director of Bone-marrow
(d) none of the above
Answer:
(b) the Program Director of Thoracic Radiation Oncology

Question 11.
What does ‘leukemia’ mean?
(a) a disease
(b) throat cancer
(c) a type of cancer of the blood or bone marrow
(d) brain tumor
Answer:
(c) a type of cancer of the blood or bone marrow

Question 12.
Who do you think can we say as Oncologist?
(a) a doctor who treats bone marrow
(b) a doctor who treats rheumatism
(c) a doctor who treats cancer.
(d) none of the above
Answer:
(c) a doctor who treats cancer.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 13.
One who introduces new ideas of things
(a) inheritor
(b) intrigued
(c) inhibitor
(d) innovator
Answer:
(d) innovator

Question 14.
‘Compliance’ means
(a) obedience
(b) advanced
(c) obligation
(d) oblige
Answer:
(a) obedience

Question 15.
For which Komaki was awarded the Juan A. del Regato Foundation Gold Medal?
(a) for best radiation oncologist
(b) for best educator and teacher
(c) for the best expert in the treatment of cancer
(d) for the lady of the year
Answer:
(b) for best educator and teacher

Question 16.
Why does she try to educate younger people – students and trainees as well as patients?
(a) for the easy and early treatment of disease
(b) to make them know how to prevent diseases in life
(c) to live healthy lives and achieve their goal to help others
(d) none of the above
Answer:
(c) to live healthy lives and achieve their goal to help others

Unit – II
The text
Proton therapy …………… photon treatment.

Question 17.
What is proton therapy?
(a) Proton therapy, like other forms of radiation, aims ionizing particles onto a target tumor to damage and ultimately destroy its cancerous cells.
(b) Proton therapy, same as other forms of radiation, aims separated particles onto a target leukemia to destroy and ultimately damage its poisonous cells.
(c) both (a) and (b)
(d) none of the above
Answer:
(a) Proton therapy, like other forms of radiation, aims ionizing particles onto a target tumor to damage and ultimately destroy its cancerous cells.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 18.
___________are much more localized and powerful than the X-rays used in more established radiation therapies.
(a) neutron beams
(b) nuclear beams
(c) proton beams
(d) all of the above
Answer:
(c) proton beams

Question 19.
___________is big enough to kill the cancerous cells but some radiation also hits the healthy cells around the tumor,
(a) dose
(b) dosage
(c) drugs
(d) dorsal
Answer:
(b) dosage

Question 20.
Side effects of radiation are :
(a) pneumonitis
(b) esophagitis or lead to the growth of secondary cancers
(c) bone-marrow toxicity
(d) all of the above
Answer:
(d) all of the above

Question 21.
To reduce damage to healthy tissues by a scattered dose of low radiation, the oncologist requires :
(a) sharply delineated radiation
(b) proton beams, shaped to almost perfectly match the specific tumor
(c) aimed to strike it precisely
(d) all of the above
Answer:
(d) all of the above

Question 22.
Name the unit of electromagnetic energy which release up to 90 percent of the cancer-fighting energy, as they penetrate the skin.
(a) photon (X-rays)
(b) neutrons
(c) protons
(d) phototropism
Answer:
(a) photon (X-rays)

Question 23.
The success rate against prostate cancer, for example, is around :
(a) 90 to 95 percent
(b) 80 to 90 percent
(c) 95 to 100 percent
(d) 70 to 85 percent
Answer:
(a) 90 to 95 percent

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 24.
Identify the name and occupation of Komaki’s husband.
(a) Dr. J. H. Frost, Head of the Division of Radiation Psychology at AT.M.D. Anderson Brain Academy
(b) Dr. John Marshall, Head of the division of Rheumatism at UTM.D Anderson Bone Center
(c) Dr. James Cox, Head of the division of Radiation Oncology at UT.M.D Anderson Cancer Center
(d) none of the above
Answer:
(c) Dr. James Cox, Head of the division of Radiation Oncology at UT.M.D Anderson Cancer Center

Question 25.
What do you mean by ‘efficacy’?
(a) efficiency
(b) effectiveness
(c) effort
(d) eradicate
Answer:
(b) effectiveness

Question 26.
‘Calibrated’ means :
(a) added
(b) calculated
(c) sum
(d) measured
Answer:
(d) measured

Question 27.
What does ‘collateral damage’ mean?
(a) injury to other organs
(b) injury to skeletal organs
(c) damage to all parts of the body
(d) all of the above
Answer:
(a) injury to other organs

Question 28.
The quality of being poisonous :
(a) toxicity
(b) tumor
(c) drugs
(d) none of the above
Answer:
(a) toxicity

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 29.
Radiation therapy means :
(a) treatment of cancer by using radiation
(b) treatment of brain tumors by using radiation
(c) treatment of leukemia by using radiation
(d) treatment of rheumatism by using medicines and oils for external use only
Answer:
(a) treatment of cancer by using radiation

Unit – III
Warm-up
The Text
Surgery radiation …………. forefront.

Question 30.
Before proton therapy was adopted what were the methods used for treating cancer?
(a) surgery, radiation
(b) chemotherapy
(c) photon therapy
(d) all of the above
Answer:

Question 31.
Name the place where Komaki did her externship, internship, residency and fellowship and learned ‘how radiation could cure people’.
(a) Milwaukee
(b) Hiroshima
(c) Houston
(d) Nilwaukee
Answer:
(a) Milwauke

Question 32.
When did Komaki and her husband, Cox went to Columbia Presbyterian Medical Centre in Newyork and to work with whom ?
(a) 1986, Prof. Eric Hall
(b) 1985, Dr. Eric Hall
(c) 1998, Dr. Aric Hall
(d) 1958, Dr. Muric Mall
Answer:
(b) 1985, Dr. Eric Hall

Question 33.
Komaki began putting her years of research to work at UT.M. D. Anderson is
(a) 1989
(b) 1999
(c) 1988
(d) 1888
Answer:
(c) 1988

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 34.
When did protons were discovered and by whom?
(a) protons were discovered by Ernest Rutherford in 1919
(b) protons were deciphered by Ymest Rutherford in 1981
(c) protons were discovered by Ernest Rutherford in 1920
(d) protons were discovered by Komaki in 1919
Answer:
(a) protons were discovered by Ernest Rutherford in 1919

Question 35.
Proton therapy didn’t commence until _____________ at Berkeley nuclear physics labs.
(a) 1945
(b) 1964
(c) 1953
(d) 1954
Answer:
(d) 1954

Question 36.
_____________ Laboratory partnered with Massachusetts General Hospital to begin treating cancer patients in 1961.
(a) The Harvard Cyclotron
(b) The Harvord Kyclotron
(c) The Warvord Cyclotron
(d) none of these
Answer:
(a) The Harvard Cyclotron

Question 37.
Proton Treatment Center opened at _____________ University Medical Center in southern California to offer the first hospital-based program.
(a) Loma Linda
(b) Oxford
(c) Cambridge
(d) Austria
Answer:
(a) Loma Linda

Question 38.
Whose efforts paid off in 2006, when the $ 125 million Proton Therapy Center opened its doors offering a complete range of proton treatments?
(a) Komaki and Dr. Eric Hall
(b) Komaki and Dr. Andrew Lee
(c) Komaki and her husband Cox
(d) none of the above
Answer:
(c) Komaki and her husband Cox

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 39.
What is that therapy that requires a team of seven doctors, several physicians and dosimetrists, and a couple of dozen technicians in 10-15 patients daily with four of them taking proton therapy?
(a) Thoracic malignancies
(b) Oracic malignancies
(c) Thoranic maliganancious
(d) none of the above
Answer:
(a) Thoracic malignancies

Question 40.
Like other radiation treatments, proton therapy runs about :
(a) seven months
(b) seven hours
(c) seven days
(d) seven weeks
Answer:
(d) seven weeks

Question 41.
In all, the Proton Therapy Center, with Dr. Andrew Lee as medical director, treats :
(a) 76 to 86 patients daily
(b) 75 to 80 patients every month
(c) 75 to 80 patients every week
(d) 75 to 80 patients daily
Answer:
(d) 75 to 80 patients daily

Question 42.
What does secondary malignancy mean?
(a) cancer that arises in the background of another malignancy
(b) cancer that arises in the spot of another malignancy
(c) both (a) and (b)
(d) none of the above
Answer:
(a) cancer that arises in the background of another malignancy

Question 43.
Expert in dosage of radiation means:
(a) medicinal dose
(b) malignancy
(c) toxicity
(d) dosimetrist
Answer:
(d) dosimetris

Question 44.
Word ‘intrigued’ refers to :
(a) fearless
(b) very complicated
(c) interested to know more
(d) forming part of the basic nature of something
Answer:
(c) interested to know more

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 45.
What do you understand by the term ‘commence’?
(a) recover
(b) begin
(c) conclusion
(d) restart
Answer:
(b) begin

Introducing the Author:
Dr. Ritsuko Komaki, a radiation cancer specialist at MD Anderson Cancer Centre in Houston, U.S.A., is an ardent champion of proton therapy.

About the Topic:
This article throws light on Dr. Ritsuko’s immense contribution towards the treatment of radiation-related ailments. She has a high opinion on proton therapy.

Summary:
The atomic bomb explosion on her native Hiroshima in 1945 had a profound effect on Ritsuko. The city was completely destroyed. She grew up to be a spectator of its devastating effect. He saw one tragedy after another: the deaths of about half her relatives, her father, and last of all, the death of her very intimate friend Sadako Sasaki at the age of 11 of radiation-related blood cancer. She could not remain silent. These three traumatic events made her take an oath to become a cancer doctor.

Now Ritsuko has learnt the method of applying, radiation in a creative manner. As a result, her fear of it becomes a thing of the past. Today Dr. Komaki, as clinical section chief and Program Director of Thoracic Radiation Oncology at The University of Texas M.D. Anderson Cancer Center in Houston is one of the world’s distinguished researchers and advocates of proton radiation beam therapy with which radiation-related cancer patients are treated.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Private hospitals are not suitable for the treatment of these patients on trial, because they lack adequate manpower, qualitative review boards, and maintenance of strict quality control of treatment. Komaki’s motto is to educate students, trainees, and patients to focus on living healthy lives. Besides, she wants to inspire them to reach their goal to help others. Ritsuko throws light on proton therapy. It is a form of treatment that damages and eventually destroys cancerous cells of the exact spot of the affected tumor with the help of charging particles.

There is a difference between proton therapy and photon therapy; the latter is not as good as the former. Proton therapy is confined to a particular area. It is powerful too. Photon therapy, in spite of killing cancerous cells, has side effects. It leads to an increase in secondary cancer. Proton therapy plays a great role in striking the specific tumor precisely. It results in the minimization of injury to other organs. Besides, photons (X-rays) emit 90 percent of their cancer-fighting energy, as they pierce the skin. But their utility is lost by 40 percent.

Proton therapy is more effective for patients who suffer from prostate cancer. Proton therapy is most useful for those whose localized cancer has not affected the distant parts of the body. It has a great effect on children in particular. Proton therapy also helps the elderly, because their excessively weak skin cannot resist the power of radiation therapy. Komaki’s patients think that proton therapy is fabulous because they can tolerate it more easily than photon treatment.

When Komai became a student of a medical school in Hiroshima, she learned that only surgery was a possible cancer cure. In the course of her externship, internship, residency, and fellowship in Milwaukee, Komaki came to know the importance of radiation in the treatment of cancer. Besides, she learnt that localized radiation therapy was not so harmful as chemotherapy. In 1985, she along with Cox set out for New York to work with Dr. Eric Hall, who was, at that time, a renowned global authority on the effects of the atomic bomb on human beings.

In 1988, she spent years of research work in this field at UT M.D. Anderson. Proton therapy started in 1954. The Harvard Cyclotron Laboratory in partnership with Massachusetts General Hospital started treating cancer patients. The necessary technology was very costly. Therefore, the treatment did not go beyond physics research labs until 1990. The first hospital-based program commenced with the opening of the Proton Treatment Center at Loma Linda University Medical Center in southern California.

Their keen interest to know more about proton therapy and their ceaseless efforts were eventually rewarded. The Proton Therapy Center came into existence in 2006, paving the way for providing a complete range of proton treatments. Today Komaki and her colleagues treat their patients with this therapy that requires many specialists. To Komaki, this is not the end of the road. She looks beyond the present. With a heart full of delight, she declares that this is the only place in the world having a scanning beam.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

In her view, proton therapy is of great use to the future of cancer care. Komaki and her colleagues are trying to make the lives of the patients more comfortable than ever before, by destroying cancer cells, but not normal cells. The time has come when they lead a normal life during treatments. Dr. Ritsuko and her colleagues at UT M.D. Anderson may take a leading part in whatever takes place in this domain in future.

ସାରାଂଶ:
ଜାପାନର ହିରୋସୀମାରେ ୧୯୪୫ ମସିହାରେ ପଡ଼ିଥିବା ପରମାଣୁ ବୋମାର ପ୍ରଭାବ ରିକୋଙ୍କ ଉପରେ ଗଭୀର ଭାବେ ପ୍ରଭାବ ପକାଇଥିଲା । ପରମାଣୁ ବୋମା ସହରଟିକୁ ସମ୍ପୂର୍ଣ୍ଣଭାବେ ଧ୍ବସ୍ତବିଧ୍ବସ୍ତ କରିଦେଇଥିଲା । ଡାଃ ରିକୋ କୋମାକି ଏହି ଧ୍ୱଂସକାରୀ ପ୍ରଭାବର ପ୍ରତ୍ୟକ୍ଷଦର୍ଶୀରୂପେ ଧୀରେ ଧୀରେ ବଡ଼ ହୋଇଥିଲେ । ସେ ଗୋଟିଏ ଦୁଃଖଦ ଘଟଣା ପରେ ଅନ୍ୟ ଏକ ଦୁଃଖ ଘଟଣା ଦେଖୁଥିଲେ । ଅର୍ବାଧ‌ିକ ନିଜ ସମ୍ପର୍କୀୟମାନଙ୍କ ମୃତ୍ୟୁ, ନିଜ ବାପାଙ୍କ ମୃତ୍ୟୁ ଏବଂ ସର୍ବୋପରି ନିଜର ଅତି ଘନିଷ୍ଠ ବନ୍ଧୁ ସଡ଼ାକୋ ସାସାକିଙ୍କ ୧୧ ବର୍ଷ ବୟସରେ ଏହି ପରମାଣୁ ବୋମାର ତେଜସ୍କ୍ରିୟ ରଶ୍ମିର ପ୍ରଭାବରେ ରକ୍ତ କର୍କଟ ରୋଗ ଯୋଗୁଁ ମୃତ୍ୟୁ ତାଙ୍କୁ ବିବ୍ରତ ଓ ଅତିଷ୍ଠ କରିଦେଇଥିଲା । ସେ ନୀରବହୋଇ ରହିପାରିଲେ ନାହିଁ ।

ଏହି ତିନୋଟି ଦୁଃଖଦ ଘଟଣା ତାଙ୍କୁ ଜଣେ କର୍କଟ ରୋଗ ଚିକିତ୍ସକ ହେବାପାଇଁ ପ୍ରତିଜ୍ଞାବଦ୍ଧ କରାଇଥିଲା । ବର୍ତ୍ତମାନ ରିକୋ କୋମାକି ଏହି ତେଜସ୍କ୍ରିୟ ରଶ୍ମିର ସର୍ଜନାତ୍ମକ ପ୍ରୟୋଗ କରି ଚିକିତ୍ସା କରିପାରୁଛନ୍ତି । ଫଳରେ ତାଙ୍କର ଭୟ ଦୂର ହୋଇପାରିଛି । ବର୍ତ୍ତମାନ ସେ ହୋଷ୍ଟନରେ ଥିବା Taxas M.D. Anderson Cancer Centreର Thoracic Radiation Oncologyର ମୁଖ୍ୟ ଓ ପ୍ରୋଗ୍ରାମ ନିର୍ଦ୍ଦେଶକ ଭାବେ ବିଶ୍ଵର ସ୍ୱନାମଧନ୍ୟ ଗବେଷକ ଏବଂ ପ୍ରୋଟନ ରଶ୍ମିର ପ୍ରୟୋଗରେ କର୍କଟ ବ୍ୟାଧ୍ ଚିକିତ୍ସା ପଦ୍ଧତିର ସମର୍ଥକମାନଙ୍କ ମଧ୍ୟରେ ଜଣେ ଭାବେ ଗଣା ହେଉଛନ୍ତି । ତାଙ୍କ ମତରେ ଘରୋଇ ଚିକିତ୍ସାଳୟଗୁଡ଼ିକ ଚିକିତ୍ସା ଓ ପରୀକ୍ଷା ପାଇଁ ଅନୁପଯୁକ୍ତ, କାରଣ ସେମାନଙ୍କ ପାଖରେ ଆବଶ୍ୟକୀୟ ଦକ୍ଷ ଚିକିତ୍ସକ ଗୁଣାତ୍ମକ ସମୀକ୍ଷାମଣ୍ଡଳୀ, ଏବଂ ଗୁଣାତ୍ମକ ଚିକିତ୍ସା ପଦ୍ଧତିର ଅଭାବ ରହିଛି ।

ଶିକ୍ଷାର୍ଥୀ, ତାଲିମ ପାଉଥ‌ିବା ବ୍ୟକ୍ତି ଏବଂ ରୋଗୀମାନଙ୍କୁ ସ୍ବାସ୍ଥ୍ୟକର ଜୀବନ ବଞ୍ଚିବା ପାଇଁ ଶିକ୍ଷା ଦେବାକୁ ସେମାନଙ୍କ ଲକ୍ଷ୍ୟ ରହିଛି । ଏହାଛଡ଼ା କୋମାକି ଚାହାନ୍ତି ସେମାନଙ୍କ ଲକ୍ଷ୍ୟପ୍ରାପ୍ତି ପାଇଁ ସେମାନେ ଅନ୍ୟମାନଙ୍କୁ ସାହାଯ୍ୟ କରିବା ଉପରେ ଗୁରୁତ୍ଵ ଦେବା ଉଚିତ । ରିଟ୍ସ୍କୋ ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ପଦ୍ଧତି ଉପରେ ଆଲୋକପାତ କରିଛନ୍ତି । ଏହି ଚିକିତ୍ସା ପଦ୍ଧତି ମାଧ୍ୟମରେ ଟ୍ୟୁମରର ନିର୍ଦ୍ଦିଷ୍ଟ କ୍ଷତିଗ୍ରସ୍ତ ସ୍ଥାନରେ କର୍କଟ ସଂକ୍ରମିତ କୋଷଗୁଡ଼ିକୁ ଚାର୍ଜିତ କଣିକାଗୁଡ଼ିକ ସାହାଯ୍ୟରେ ନଷ୍ଟ କରି ଦିଆଯାଏ । ଫୋଟନ୍ ଚିକିତ୍ସା ପ୍ରୋଟନ୍‌ ଚିକିତ୍ସା ଅପେକ୍ଷା ଉତ୍ତମ ନୁହେଁ । ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ସ୍ଥାନରେ ସୀମାବଦ୍ଧ ରହେ । ଏହା ମଧ୍ୟ ଅଧ‌ିକ ଶକ୍ତିଶାଳୀ । ଫୋଟନ୍ ଚିକିତ୍ସା ପଦ୍ଧତି କର୍କଟ କୋଷଗୁଡ଼ିକୁ ନଷ୍ଟ କରୁଥିବା ସତ୍ତ୍ବେ ଏହାର ବିଭିନ୍ନ ପାର୍ଶ୍ଵ ପ୍ରତିକ୍ରିୟା ଥାଏ ।

ଏହା କର୍କଟ ରୋଗକୁ ବଢ଼େଇ ଦେବାରେ ସହାୟକ ହୋଇଥାଏ । ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ମାଧ୍ୟମରେ ଟ୍ୟୁମରକୁ ନିର୍ଦ୍ଦିଷ୍ଟଭାବେ ଆଘାତ କରାଯାଇପାରେ । ଅନ୍ୟ ଅଙ୍ଗପ୍ରତ୍ୟଙ୍ଗଗୁଡ଼ିକ ଅପାତତଃ କମ୍ କ୍ଷତି ହୋଇଥାଏ । ଫୋଟନ ଚିକିତ୍ସା ପଦ୍ଧତିରେ ବିକିରିତ ରଶ୍ମି ଶରୀରରେ ପ୍ରବେଶ କରିବା ସମୟରେ ୨୦ ପ୍ରତିଶତ କର୍କଟ ରୋଗ ପ୍ରତିରୋଧକ ଶକ୍ତି ଉତ୍ପନ୍ନ କରିଥାଏ । କିନ୍ତୁ ତା’ର 40 ପ୍ରତିଶତ ଉପଯୋଗିତା ନଷ୍ଟ ହୋଇଥଯାଏ । ପ୍ରାରମ୍ଭିକ ପର୍ଯ୍ୟାୟର କର୍କଟ ରୋଗୀମାନଙ୍କ ପାଇଁ ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ପଦ୍ଧତି ଅଧ‌ିକ ଫଳପ୍ରସୂ । ଯେଉଁମାନଙ୍କର ନିର୍ଦ୍ଦିଷ୍ଟ ଅଂଶ କର୍କଟ ସଂକ୍ରମିତ ମାତ୍ର ଅନ୍ୟ ଅଂଶ ସୁସ୍ଥ ଅଛି ସେମାନଙ୍କ ପାଇଁ ଏହି ପଦ୍ଧତି ଅଧ୍ଵ ଫଳପ୍ରଦ । ପିଲାମାନଙ୍କ ପାଇଁ ଏହା ଅଧିକ ଫଳପ୍ରଦ ହୋଇଥାଏ ।

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

ବୟସ୍କମାନଙ୍କ ପାଇଁ ମଧ୍ୟ ଏହା ଲାଭଦାୟକ କାରଣ ସେମାନଙ୍କ ଅତି ଦୁର୍ବଳ ଚର୍ମ ବିକିରଣ ପଦ୍ଧତିର ତୀବ୍ରତାକୁ ସହ୍ୟ କରିପାରେ ନାହିଁ । କୋମାକିଙ୍କର ରୋଗୀମାନେ ଭାବନ୍ତି ଯେ ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ହେଉଛି ସୁଖକର କାରଣ ସେମାନେ ଏହାକୁ ଫୋଟନ୍ ଚିକିତ୍ସା ଅପେକ୍ଷା ସହଜରେ ସହ୍ୟ କରିପାରନ୍ତି । ଯେତେବେଳେ କୋମାକି ହିରୋସୀମା ମେଡ଼ିକାଲ ବିଦ୍ୟାଳୟର ଛାତ୍ରୀ ଥିଲେ, କର୍କଟ ରୋଗର କେବଳ ଅସ୍ତ୍ରୋପଚାର ମାଧ୍ୟମରେ ସମ୍ଭବ ବୋଲି ଶିକ୍ଷାଲାଭ କରିଥିଲେ । Milwaukeeଠାରେ ସେ କର୍କଟ ରୋଗର ଚିକିତ୍ସା କ୍ଷେତ୍ରରେ ବିକିରଣର ଗୁରୁତ୍ଵ ବିଷୟରେ ଜାଣିଲେ l ଏହା ବ୍ୟତୀତ ସେ ଜାଣିଲେ ଯେ ବିକିରଣ ଚିକିତ୍ସା ଠାରୁ କମ୍ କ୍ଷତିକାରକ ଅଟେ । ୧୯୮୫ ମସିହାରେ ସେ Coxଙ୍କ ସହିତ New York ଅଭିମୁଖେ ଯାତ୍ରା କଲେ Dr. Eric Hallଙ୍କ ସହିତ କାମ କରିବା ପାଇଁ ଯେ କି ମନୁଷ୍ୟ ସମାଜ ଉପରେ ପରମାଣୁ ବୋମାର ପ୍ରଭାବ ଉପରେ କାର୍ଯ୍ୟ କରୁଥିଲେ । ୧୯୮୮ରେ UT M.D. Andersonଠାରେ ଏହି ସମ୍ବନ୍ଧରେ ଗବେଷଣା କରିଥିଲେ ।

ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ଆରମ୍ଭ ହେଲା ୧୯୪୫ରେ । The Havard Cyclotron Laboratory ଓ Massachussetts General Hospital ଏକତ୍ର ମିଶି କର୍କଟ ରୋଗୀମାନଙ୍କ ଚିକିତ୍ସା ଆରମ୍ଭ କଲେ । ଏଥିରେ ବ୍ୟବହୃତ ଯନ୍ତ୍ରପାତିଗୁଡ଼ିକ ବହୁତ ବ୍ୟୟବହୁଳ ଥିଲା ! ତେଣୁ ଏହି ଚିକିତ୍ସା ପଦାର୍ଥ ବିଜ୍ଞାନର ଗବେଷଣାଗାର ବାହାରକୁ ୧୯୯୦ ମସିହା ପର୍ଯ୍ୟନ୍ତ ଯାଇପାରି ନ ଥିଲା । ଦକ୍ଷିଣ କାଲିଫଣ୍ଡିଆର Loma Linda University Medical Centreରେ ପ୍ରୋଟନ୍ ଚିକିତ୍ସା କେନ୍ଦ୍ର ଆରମ୍ଭ ହୋଇଥିଲା । ପରିଶେଷରେ ସେମାନଙ୍କର ପରିଶ୍ରମର ଉପଯୁକ୍ତ ପୁରସ୍କାର ସେମାନେ ପାଇଥିଲେ । ପ୍ରୋଟନ୍‌ ଚିକିତ୍ସା କେନ୍ଦ୍ର ୨୦୦୬ ମସିହାରେ ଆରମ୍ଭ ହୋଇଥିଲା ।

ଏବେ କୋମାକି ଏବଂ ତାଙ୍କର ସହକର୍ମୀମାନେ ଏହି ଚିକିତ୍ସାରେ ନିଯୁକ୍ତ ଅଛନ୍ତି । କୋମାକିଙ୍କ ମତରେ ଏହା ଆରମ୍ଭ ମାତ୍ର । ସେ ଭବିଷ୍ୟତ ଉପରେ ଦୃଷ୍ଟି ନିବଦ୍ଧ କରିଛନ୍ତି । ସେ ଗର୍ବର ସହ କହନ୍ତି ଯେ କର୍କଟ ରୋଗର ସଫଳ ବିକିରଣ ଚିକିତ୍ସା ପାଇଁ ତାହା ହିଁ ଏକମାତ୍ର ଚିକିତ୍ସାଳୟ । ତାଙ୍କ ମତରେ କର୍କଟ ବ୍ୟାଧର ଆରୋଗ୍ୟ ନିମନ୍ତେ ପ୍ରୋଟନ ଚିକିତ୍ସା ପଦ୍ଧତି ଉପାଦେୟତା ଖୁବ୍ ବେଶି । କୋମାକି ଓ ତାଙ୍କ ସହକର୍ମୀମାନେ କର୍କଟରୋଗୀମାନଙ୍କର କେବଳ କ୍ୟାନସର ସଂକ୍ରମିତ କୋଷଗୁଡ଼ିକୁ ନଷ୍ଟ କରିଦେଇ ସେମାନଙ୍କୁ ଆରାମପ୍ରଦ ଜୀବନ ବଞ୍ଚିବାକୁ ସୁଯୋଗ ଦେବାପାଇଁ ଉଦ୍ୟମ କରୁଛନ୍ତି । ସମୟ ଆସିବ ଯେତେବେଳେ ସେମାନେ ଚିକିତ୍ସା ସମୟରେ ମଧ୍ୟ ସାଧାରଣ ଜୀବନଯାପନ କରିପାରିବେ । କର୍କଟ ବ୍ୟାଧ୍ ଚିକିତ୍ସା କ୍ଷେତ୍ରରେ ଭବିଷ୍ୟତରେ ଯାହାକି ଅଗ୍ରଗତି ହେବ ସେଥୁରେ କୋମାକି ଏବଂ ତାଙ୍କ ସହକର୍ମୀମାନେ ହିଁ ଅଗ୍ରଣୀ ଭୂମିକା ନେବାର ସମ୍ଭାବନା ଅଛି ।

BSE Odisha 11th Class English:

In London In Minus Fours Question Answer Class 11 Invitation English Chapter 4 CHSE Odisha

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Chapter 4 In London In Minus Fours Textbook Exercise Questions and Answers.

Class 11th Invitation English Chapter 4 In London In Minus Fours Question Answers CHSE Odisha

In London In Minus Fours Class 11 Questions and Answers

UNIT – I
Gist with Glossary:

Gist:
Gandhiji left Bombay at noon on August 29, 1931, on his way to London. His youngest son Devadas and his chief secretary Mahadev Desai accompanied him. Besides them, there was Miss Slade, Pyarelal Nayyar, and Pandit Malaviya with him. He was going to attend the Second Round Table Conference in London as the sole delegate and representative of India. He was staying at Kingsley Hall. On his customary morning walks he was going through the slum areas. He came in homely contact with many men and women who were on the way to their work.

Glossary:
S.S. Rajputna : Steam Ship Rajputana
out-Boswelled Boswell: Mahadev Desai, Gandhiji’s secretary seemed to excel Boswell, a celebrated biographer of Samuel Johnson, in the art of keeping diaries
aide : assistant (ସହକାରୀ)
Pandit Malaviya : Madan Mohan Malaviya
millionaire: a person whose assets are worth one million pounds or dollars or more (କୋଟିପତି,ଧନକୁବେର )
segment : section (ଭାଗ)
a segment of vocal India: a large section of people who spoke in India’s interest
slum : humble dwelling of poor people (ଦରିଦ୍ର ବସ୍ତି)
sidle : walk in a shy or nervous way (ବିଷଣ୍ଣଭାବେ ଚାଲିବା)

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Think it out:
Question 1.
Why was Gandhi chosen as the sole delegate of Congress to the Second Round Table Conference?
Answer:
Gandhi was chosen as the sole delegate of Congress to the Second Round Table Conference because he was the real spokesman of the organization. He also represented the vast majority of Indians who loudly spoke in India’s interest.

Question 2.
How did Gandhi befriend the men and women of the slum areas of London?
Answer:
During his stay at Kingsley Hall in London, Gandhi used to go on his morning walks. In the course of his morning walk, he was going through the nearby slum areas. On the way, he met many men and women who were going to work. They were drawn towards him. They smiled at him. He drew them into the conversation. A loving relationship developed between them. Gandhi used to go to their homes and ultimately made friends with them.

UNIT-II
Gist with Glossary :

Gist:
King George V and Queen Mary invited Gandhiji to tea in Buckingham Palace. The whole country’s focus was on Gandhiji’s dress. Gandhiji came to the palace with their usual loincloth, sandals, a shawl, and his dollar watch hanging loosely. He enjoyed himself everywhere in the company of the most dignified personalities of England. Among them were Lord Irwin, wartime Prime Minister Devid Lloyd George, the Archbishop of Canterbury, Field Marshal Smuts, Bernard Shaw, and the like. Winston Churchill denied meeting him.

He addressed many public meetings. Hi’s staying at Oxford was memorable. There he explained clearly what the independence of India meant. He wanted the end of British rule in India. He would love to see India as an equal partner with Britain. His views on India’s independence were as clear as crystal. He did not desire her freedom for the sake of freedom only. He wanted it on the basis of mutual help.

Glossary:
buzz : talk noisely (ଉଚ୍ଚ ସ୍ୱରରେ କଥା ହେବା )
incessantly : continuously (କ୍ରମାଗତ ଭାବରେ |)
plus-fours: more clothing than the usual items of the Englishman’s dress namely suit, shirt, hat, and tie
minus-fours: only clothing of homespun loincloth and shawl, but not any conventional items
agog: anxious to know
loincloth: a piece of cloth covering the middle of the body, folded between the legs (ଆଣ୍ଠୁ ନ ଲୁଚୁଥିବା ଲୁଗା)
dangling : hanging loosely (ଢିଲା ଭାବରେ ଝୁଲି ଝୁଲି)
dollar watch : dollar like round shaped pocket watch (ଡଲାର ଆକୃତିର ପକେଟ୍ ଘଣ୍ଟା)
Bernard Shaw : (1856-1960) distinguished British dramatist, public speaker and free thinker
appendectomy : surgical removal of appendicites ଆପେଣ୍ଡିସାଇଟ୍‌ ବହିଷ୍କରଣ)
innumerable: numberless (ଅସଂଖ୍ୟ,ଅଗଣିତ)
memorable : deserving to be remembered (ସ୍ମରଣୀୟ)
Empire : The British Empire (ବ୍ରିଟିଶ ସାମ୍ରାଜ୍ୟ)
grieve : cause grief to (ଦୁଃଖଦାୟକ)
Emperorship: the power of supreme rule over subject nations (ସମ୍ରାଟତ୍ଵ)
Dominions: self-governing countries of the British Commonwealth (ଉପନିବେଶ )
equal terms : equal status (ସମାନ ମର୍ଯ୍ୟାଦା )
prevision : foresight (ପୂର୍ବଦୃଷ୍ଟି)
Commonwealth: former British Colonies forming a group of free nations associating politically for the common good
discern : see clearly (ସ୍ପଷ୍ଟ ଭାବରେ ଦେଖିବା)
isolated independence: freedom alone or for its own sake (କେବଳ ସ୍ଵାଧୀନତା)
voluntary interdependence : willing acceptance of mutual help (ସ୍ଵେଚ୍ଛାକୃ ତ ପରସ୍ପର ନିର୍ଭରଶୀଳତା )
treasure (v) : hold at great value (ଗୁରୁତ୍ଵ ଦେବା )
viable: feasible, capable of success (ଫଳପ୍ରଦ)

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Think it out:
Question 1.
What was Gandhi’s reply to the journalists’ question about his dress?
Answer:
When the journalists questioned Gandhi about his dress, he replied that the British people had more clothing than their usual dress namely a suit, shirt, hat, and tie. But he was dressed short of those conventional items – a very simple clothing of homespun loincloth and a shawl.

Question 2.
How was Gandhi dressed when he went to see King George V?
Answer:
When Gandhi went to see King George V, he was dressed in his usual loincloth, sandals, a shawl, and his dangling dollar watch.

Question 3.
What did Gandhi say in reply to the question of whether he had enough on during his meeting with the King?
Answer:
During Gandhi’s meeting with King George V, someone asked him if he had enough on. Gandhi replied that the king had enough on for both of them.

Question 4.
How did Gandhi enjoy himself in London?
Answer:
In London, Gandhi enjoyed himself everywhere in the company of the most dignified personalities of England. Among them were Lord Irwin, wartime Prime Minister David Lloyd George, the Archbishop of Canterbury, Field Marshal Smuts, Bernard Shaw, and the like. Winston Churchill denied meeting him. He addressed many public meetings.

Question 5.
What was Gandhi’s idea of Free India as a dominion in the Commonwealth?
Answer:
Gandhi’s idea of free India as a dominion in the Commonwealth was unique. He clearly but forcefully stated his stand on free India. The British Emperor must leave India. He would love to be an equal partner with the Dominions. He would like to have a partnership based on equal terms. He would not want to hurt England, but to share her joys and sufferings.

Question 6.
What did Gandhi mean by the ‘creative interdependence’ of the member nations of the Commonwealth?
Answer:
Mutual help among the member nations of the Commonwealth, Gandhi said, was to need of the hour. Gandhi would love to see these nations bound by the mystical bond of love, friendship, work, progress, and security. To him ‘Creative interdependence’ meant better life.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

UNIT – III
Gist with Glossary:

Gist :
His charming and frank manners won him, innumerable friends. He bravely went to Lancashire where his stirring agitation for khadi caused massive unemployment, still, he was cheered by the multitude of people. Someone took a photograph of Gandhi in his khadi from neck to knee. Gandhiji started his real work outside the official Round Table Conference. Gandhi’s work started at 3.45 a.m. and ended at 2 p.m. The Round Table Conference was heading towards an inevitable failure.

The British took a rigid stand, they clearly conveyed fully their view not to leave India at all. But they were ready to give importance to India’s standpoint, it’s yearning to be free. An agreement could not be reached. The British Government provided two specially trained policemen for Gandhi’s security. Gandhi never kept them at a distance like other dignitaries. He developed a strong personal relationship with them. From India, he sent each a watch as a mark of his profound love.

Glossary:
frankness : openness (ଖୋଲାଖୋଲି)
humanity : humanitarian feeling (ମାନବିକତା)
creative : having power to create (ସର୍ଜନଶୀଳ)
accessibility : readiness to mix with (ମିଶାଣିଆ ପ୍ରକୃତି)
lion’s den : lion’s cave, a dangerous place. (ସିଂହଗୁମ୍ଫା)
Gandhi’s boycott of foreign cloth paralysed Lancashire cloth mills. The mill owners were highly critical of him.
agitation : unrest (ଆନ୍ଦୋଳନ)
wrapped : covered (ଆବୃତ ହୋଇଥିଲା)
homespun : cloth for which the spinning is done at home (ଘରୋଇ ବୁଣା)
squeezed : pressed from all sides (ସବୁପଟୁ ଚାପି ହୋଇ ରହିଥିଲା)
applaud : praise (ପ୍ରଶଂସା)
embarrassment : mental discomfort (ମାନସିକ ଅସ୍ବସ୍ତି)
softening : making soft (କୋମଳ କରିବା)
brutalisation : transforming men to brutes (ପାଶବିକ ଅତ୍ୟାଚାର)
respite : rest (ବିଶ୍ରାମ)
abandon : give up (ତ୍ୟାଗ କରିବା, ପରିତ୍ୟାଗ କରିବା)
irresistible : which cannot be stopped (ଅଦମନୀୟ)
yearning : eagerness (ଆଗ୍ରହ)
preserve : keep from loss (ସଂରକ୍ଷଣ କର |)
Scotland Yard : London Metropolitan police
royalty : persons of royal descent (ରାଜକୀୟତା)
dignitaries : important personalities (ମର୍ଯ୍ୟାଦାସମ୍ପନ୍ନ ବ୍ୟକ୍ତିବିଶେଷ )
at arm’s length : at a safe distance (ନିରାପଦ ଦୂରତ୍ବରେ )
engraved : carved (ଖୋଦିତ ହୋଇଥିଲା)

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Think it out:
Question 1.
Which qualities in Gandhi turned his opponents to friends?
Answer:
Gandhi believed in love and not hatred. He would not hurt the sentiments of his opponents. He was full of warmth. He was extremely frank. He was a symbol of humanity. Everybody who came in contact with him felt his love for the world and paid him back with love. He had faith in himself. All these qualities in Gandhi turned his opponents to friends.

Question 2.
How did he make friends even among those he hurt?
Answer:
He made friends even among those he hurt by mixing with them freely and lovingly.

Question 3.
What was Gandhi’s work in London outside the Round Table Conference?
Answer:
Gandhi’s work in London outside the Round Table Conference was very important. He aimed at softening the British attitude. He was trying his best to meet the people and preach the concept of love and faith among them. The Government was treating human beings as beasts. He felt his meeting with the people outside the Conference would sow the seeds of love and friendship for the future. It would help in changing the brutal British spirit in later years.

Question 4.
Why did the Second Round Table Conference fail to bring about an agreement?
Answer:
The British Government took a very tough stand in the Second Round Table Conference on India’s demand for freedom. A member of the British delegation clearly stated that Britain would never leave India while at the same time they would try their best to keenly understand India’s views. The British policy was as clear as crystal. India’s eagerness to be free was met with Britain’s stubborn wish to stay in the country. Therefore, the Second Round Table Conference failed to bring about an agreement.

Question 5.
How did Gandhi treat the Scotland Yard detectives?
Answer:
The British Government provided two Scotland Yard detectives to guard Gandhi in England. Gandhi was very close to them. He never kept them at a distance as most dignitaries did. He was very free and frank with them and visited their homes. He treated them with the warmth of love. He treated them as a part of his family. Gandhi sent each a watch from India and this revealed his deep personal love for two Scotland Yard detectives.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Post-Reading Activities:

Doing with words :
A. Match the italicized expressions in the text below with their synonyms given in the table.
1. The audience praises the speaker who can make a nice speech by clapping of hands.
2. The 15th of August is an unforgettable day for the Indians.
3. The country is excited over a possible outbreak of war.
4. Digging gold mines in Orissa is not a feasible project.
5. Nobody can see clearly the real cause of the spread of violence.
6. Rapid industrialization has brought in the condition of being treated in a cruel and savage manner of human beings.
7. A large section of public opinion is in favor of the nationalization of road transport.

Synonyms
segment
Italicized expressions
a large section
agog
memorable
viable
discern
applaud
brutalization

Answer:

Synonyms
segment
Italicized expressions
a large section
agog excited
memorable unforgettable
viable feasible
discern see clearly
applaud Praises by clapping of hands
brutalization The condition of being treated in a cruel
and savage manner

B. Make new words by adding -en.
Example: soft – soften
hard       ___________
strength ___________
length    ___________
light       ___________
height    ___________
bright    ___________
tight      ___________
Answer:
hard        harden
strength  strengthen
length     lengthen
light        lighten
height     heighten
bright      brighten
tight        tighten

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

C. Make sentences using the following expressions :
out-number, sidle up, pay respect, cut off, and above all, at arm’s length
Answer:
out-number — Girls out-numbered the boys in the debate competition,
sidle up        —  The children sidle up to me and held my hand,
pay respect  — Pay respect to your teachers.
cut off          — Balasore was cut off from the outside world in the last flood,
above all      — Gandhiji was a politician, a writer, a moralist; above all, he was a humanist.
at arm’s length — We should keep the anti-social elements at our arm’s length.

D. Mark the use of articles (a, an, the) in the following sentences :
(a) Kingsley Hall was an East Settlement House in London.
(b) The Mahatma had a good laugh.
(c) Gandhi addressed a union of mill workers at Darwen.
(d) Gandhi sailed from Bombay on the S. S. Rajputana.
Note : (i) how in (a), (b), and (c) countable nouns are preceded by the articles a/ an.
(ii) ‘the is used before ‘Mahatma’ which is specified in (b) and before nouns denoting names of ships, rivers, mountains ranges, etc. as in (d).
(iii) Adjectives when preceded by ‘the’ denote class, e.g. the rich, the virtuous, etc. and are used as nouns.

Insert the appropriate articles where necessary in the right places in the sentences given below :
1. Pyarelal was aide of Gandhiji.
2. Gandhiji was sole delegate to Second Round Table Conference.
3. He spent considerable portion of his salary for poor.
4. After graduation she joined university.
5. Germans are industrious nation.
6. Mr. James is European journalist.
7. Gandhiji’s dream did not become reality.
8. Delightful picture of leader was taken outside the Greenfield Mill.
9. Rich lead life of unrest.
10. I like beauty of this place.
Answers:
1. Pyarelal was an aide of Gandhiji.
2. Gandhiji was the sole delegate to the Second Round Table Conference.
3. He spent a considerable portion of his salary for the poor.
4. After graduation she joined a university.
5. The Germans are an industrious nation.
6. Mr. James is a European journalist.
7. Gandhiji’s dream did not become a reality.
8. A delightful picture of the leader was taken outside the Greenfield Mill.
9. The rich lead a life of unrest.
10. I like the beauty of this place.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

E. A preposition links nouns, pronouns, and phrases to other words in a sentence. Use the appropriate prepositions in the blanks.
1. He was sent as a delegate _____  the general body meeting. (for/to)
2. The social workers took a walk _____ the nearby slum areas. (through/into)
3. Pay proper respect ________ your superiors. (for/to)
4. She smiled _____ me while passing by our house. (to/at)
5. What do you mean _____ democracy? (for/by)
6. He was wrapped in _____ white cotton cloth. (in/by)
7. He engaged them in _____ conversation. (with/in)
Answer:
1. He was sent as a delegate to the general body meeting.
2. The social workers took a walk through the nearby slum areas.
3. Pay proper respect to your superiors.
4. She smiled at me while passing by our house.
5. What do you mean by democracy?
6. He was wrapped in a white cotton cloth.
7. He engaged them in conversation.

CHSE Odisha Class 11 English In London In Minus Fours Important Questions and Answers

I. Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.
Gandhi sailed from Bombay on the S.S. Rajputana at noon on August 29, 1931, accompanied by his youngest son, Devadas, his chief secretary, Mahadev Desai, who, he said, “out-Boswelled Boswell,” Miss Slade, Pyarelal Nayyar, an aide, G.D. Birla, the textile millionaire, Pandit Malaviya, and Mrs. Naidu. Gandhi was proceeding as a sole delegate of Congress to the Second Round Table Conference in London. No other delegates were necessary since he spoke for the organization and for a considerable segment of vocal India.

In London from September 12th to December 5th, he stayed, most of the time, at Kingsley Hall, an East Settlement House, as a guest of Muriel Lester, who had visited him in 1926. Mornings he took walks through the nearby slum areas, and men and women on the way to work would smile at him and he engaged them in conversation and later came to their homes. Children called him “Uncle Gandhi” and sidled up to him and held his hand. One mischief-loving youngster called out, “Hey, Gandhi, where’s your trousers ?” The Mahatma had a good laugh.

Questions :
(i) When did Gandhi sail from Bombay?
(ii) Explain the expression ‘out-Boswelled Boswell’.
(iii) Where and how long Gandhiji did stay in London?
(iv) Where did he take morning walks?
(v) How did the Mahatma respond, when one mischief-loving youngster called out, “Hey Gandhi, where’re your trousers ?”

Answers :
(i) It was at noon on August 29, 1931, when Gandhi sailed from Bombay.
(ii) The expression ‘out-Boswelled Boswell’ is indicative of the fact that Mahadev Desai, Gandhi’s chief secretary, seemed to outshine Boswell in the art of keeping diaries.
(iii) In London Gandhi stayed, most of the time, at Kingsley Hall, an East Settlement House from September 12th to December 5th. He was a guest of Muriel Lester.
(iv) He took morning walks through the nearby slum areas heavily populated by the poor.
(v) When one mischief-loving youngster called out, “Hey, Gandhi, where’s your trousers ?”, the Mahatma laughed heartily.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

2. Read through the extract and answer the questions that follow.
He was a wonderful newspaper copy, and journalists buzzed around him incessantly. One reporter questioned Gandhi about his dress. “You people,” he replied, “wear plus-fours, mine are minus-fours.” When he was invited to tea in Buckingham Palace with King George V and Queen Mary, all of England was agog over what he would wear. He wore the usual loincloth, sandals, a shawl, and his dangling dollar watch. Subsequently, someone asked Gandhi whether he had enough on. “The King,” he replied, “had enough on for both of us.”

He enjoyed himself everywhere. He had talks with Lord Irwin, wartime Prime Minister David Lloyd George, the Archbishop of Canterbury, Field Marshal Smuts, Bernard Shaw, and scores of others, and went down into the country near Reading to pay his respects to Colonel Maddock who had performed the appendectomy on him in Poona jail. Winston Churchill refused to see him. He also addressed innumerable public meetings and spent two memorable weekends at Oxford.

In these and in the private conversations he tried, above all else, to explain what he meant by the independence of India. He would cut India off “from the Empire entirely, from the British nation not at all, if I want India to, gain and not to grieve. The Emperorship must go and I should love to be an equal partner with Britain sharing her joys and sorrows and an equal partner with the Dominions. But it must be a partnership on equal terms.”

He was describing precisely and with remarkable precision, the status free India assumed in the Commonwealth in 1948. He went even further; he saw what many of his followers have not yet discerned. “Isolated independence is not the goal,” he asserted. “It is voluntary interdependence. Liberated colonies so treasure their new-found independence; they think it is a viable reality. But the law of nature in love, friendship, work, progress, and security, is creative interdependence.

Questions :
(i) Why did journalists talk noisely around him ceaselessly?
(ii) How did Winston Churchill react to Gandhi’s visit?
(iii) How does the writer describe his two weekends at Oxford?
(iv) Explain Gandhi’s statement “Isolated independence is not the goal.”
(v) ‘……………… they think it is a viable reality.’ What does the word ‘they’ refer to?

Answers :
(i) Journalists talked noisely around Gandhi ceaselessly, as he was a remarkable newspaper copy. In other words, he excelled in the art of answering their questions in a loving and simple manner.
(ii) Winston Churchill declined to meet Gandhi.
(iii) The writer states that Gandhi’s two weekends at Oxford were unforgettable.
(iv) Gandhi’s concept of “Isolated independence” carries great significance. India’s freedom alone is not enough. Many of his followers have not realized this concept. For the national independence was an end. It was good in itself. But for Gandhi, it was a means to an end – the end begins with love, peace, and progress for all the newly-liberated nations of the world.
(v) ‘They’ refers to liberated countries.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

3. Read through the extract and answer the questions that follow;
Everywhere he made friends by his charm, frankness, humanity, and accessibility. He even walked into the lion’s den in Lancashire where his agitation for khadi and against foreign cloth had caused painful unemployment. At a meeting of the textile mill workers, one man said, “I am one of the unemployed, but if I was in India I would say the same thing that Mr. Gandhi is saying.” A delightful photograph taken outside the Greenfield Mill at Darwen shows Gandhi wrapped in white homespun from neck to knee, for it was cold, and squeezed in among cheering, applauding women, one of whom, to his embarrassment, is holding his hand.

He made friends even among those he hurt. “I found that my work lies outside the Conference,” he told a London audience. ‘This is the real Round Table Conference The seed which is being sown now may result in softening the British spirit and in preventing the brutalization of human beings.” Mahadev Desai’s diaries show that the Mahatma often got to bed at 2 A.M., awoke at 3.45 A.M. for prayers, wrote letters and read papers, rested again from 5 to 6, and had no respite from then till the next morning at 1 or 2 A.M, Small wonder that he occasionally slept at sessions of the Conference.

He did not give it his best. The Round Table Conference was bound to fail. Lord Reading, a member of the British delegation, formulated the British purpose in one sentence: “I believe that the true policy between Britain and India is that we should in this country strive all we can to give effect to the views of India while preserving at the same time our own position, which we must not and cannot abandon. An irresistible force, India’s yearning to be free, met an immovable object, Britain’s wish to stay in India. That made agreement impossible.

The British government had assigned two Scotland Yard detectives to guard Gandhi in England. They were special policemen, giants in size, who usually protected royalty. They grew to like ‘the little man’. Unlike most dignitaries, Gandhi did not keep them at arm’s length or ignore them. He discussed public affairs with them and visited their homes. Before leaving England he requested that they be allowed to accompany him to Brindisi, Italy, whence he would sail for India. Their chief asked the reason why. “Because they are part of my family,” Gandhi replied. From India, he sent each a watch engraved with “With love from Mr. Gandhi.”

Questions :
(i) “He even walked into the lion’s den in Lancashire.” Explain the significance of the ‘lion’s den’ here.
(ii) “………………….to his embarrassment, is holding his hand.” What do the words ‘his hand’ refer to?
(iii) Describe Gandhiji’s daily routine.
(iv) Explain the expression ‘an irresistible force’.
(v) What qualities of Gandhiji are highlighted in the extract?

Answers :
(i) The ‘lion’s den’ literally refers to a cave where the lion lives. Here it signifies a dangerous place. Lancashire with its cloth mills, became a dangerous place for Gandhi because his agitation for khadi and the boycott of foreign cloth India paralyzed the mills there. But still, he was fearless in his campaign.
(ii) The words ‘his hand’ refer to Gandhiji’s hand.
(iii) Gandhi’s day started at 3.45 a.m. when he went for prayer. There he started writing letters and reading papers. He was taking rest for an hour from 5 to 6. From then he had no rest. He worked incessantly till the next morning at 1 to 2 a.m. He retired to bed at 2 a.m.
(iv) The expression ‘an irresistible force’ throws light on India’s eagerness to be free from the shackles of British imperialism that could not be held in check.
(v) The extract highlights Gandhiji’s charm, openness, humanity, simplicity, fearlessness, and above all, his love for all.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

II. Multiple Choice Questions (MCQs) with Answers
Choose the correct option.

Unit – I
The text
Gandhi sailed ………………. good laugh.

Question 1.
Gandhi sailed from Bombay on the:
(a) S. S. Rajputana at noon on August 29, 1931
(b) Mayflower at the morning on August 15, 1947
(c) Vikrant at night on August 9, 1913
(d) Victoria at the evening on August 2, 1934
Answer:
(a) S. S. Rajputana at noon on August 29, 1931

Question 2.
Gandhi was accompanied by his youngest son :
(a) Raidas
(b) Bikash
(c) Devadas
(d) none of the above
Answer:
(c) Devadas

Question 3.
Gandhi’s chief secretary. Mahadev Desai was also known as:
(a) ‘out-loss welled loss well
(b) ‘out-Boswelled Boswell’
(c) ‘out-TossweIIed Tosswell’
(d) ‘out-Mosswelled Mosswell’
Answer:
(b) ‘out-Boswelled Boswell’

Question 4.
Miss Slade Pyarcial Nayyar an aide of G. D. Bina, the textile millionaire. Pandit Malaviya and Mrs. Naidu were also accompanied with:
(a) Gandhi
(b) Nehru
(c) Sardar Vallabhbhai Patel
(d) Bhagat Singh
Answer:
(a) Gandhi

Question 5.
Gandhi was proceeding as a sole delegate of Congress to the :
(a) First Round Table Conference in the USA
(b) Third Round Table Conference in Germany
(c) Second Round Table Conference in London
(d) none of the above
Answer:
(c) Second Round Table Conference in London

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 6.
S. S. Rajputana was a:
(a) steamship
(b) boat
(c) train
(d) none of the above
Answer:
(a) steamship

Question 7.
No other delegates were necessary since he spoke for the organization and for a considerable :
(a) a segment of a slum area
(b) part of the urban area
(c) section of local India
(d) a segment of vocal India
Answer:
(d) a segment of vocal India

Question 8.
In London, Gandhi stayed most of the time, at :
(a) Princely Sunglow, a West Settlement House from 12th Jan. — 5th Apr.
(b) Wingsley Hall, a North Settlement House from 12th Apr. — 7th July
(c) Lessley Apartment an South Settlement House from 9th Aug. — 15th Sept.
(d) Kingsley Hall, an East Settlement House from 12th Sept. — 5th Dec.
Answer:
(d) Kingsley Hall, an East Settlement House from 12th Sept. — 5th Dec.

Question 9.
Gandhi stayed there as a guest of Muriel Lester, who had visited him in :
(a) 1950
(b) 1926
(c) 1920
(d)1914
Answer:
(b) 1926

Question 10.
Gandhi, in the mornings; took walks through the nearby :
(a) urban areas
(b) local areas
(c) slum areas
(d) all of the above
Answer:
(c) slum areas

Question 11.
“Men and women on the way to work would smile at him and he engaged them in conversation and later came to their homes.” Here ‘he’ refers to:
(a) Devadas
(b) Gandhi
(c) Nehru
(d) none of these
Answer:
(b) Gandhi

Question 12.
Children called Gandhi
(a) Bapu
(b) Mohandas
(c) Gandhi’s Uncle
(d) Uncle Gandhi
Answer:
(d) Uncle Gandhi

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 13.
In this context, the word ‘sidled means :
(a) walked in a shy or nervous way
(b) walked in a smart or prompt way
(C) walked in a scary way
(d) none of the above
Answer:
(a) walked in a shy or nervous way

Question 14.
“Hey, Gandhi. where’re your trousers ?“ In this expression, who told to whom?
(a) one mischievous boy to Gandhi
(b) one mischief-loving youngster to Gandhi
(c) a little girl to Gandhi
(d) none of these
Answer:
(b) one mischief-loving youngster to Gandhi

Question 15.
Hearing this Mahatma Gandhi had a:
(a) good smile
(b) good expression
(c) good laugh
(d) all of the above
Answer:
(c) good laugh

Question 16.
The Second Round Table Conference in London was an important landmark in the history of:
(a) American Freedom Movement
(b) France Freedom Movement
(c) African Freedom Movement
(d) Indian Freedom Movement
Answer:
(d) Indian Freedom Movement

Question 17.
The Second Round Table Conference was held in London from
(a) 17th Sept. 1931 — 10th Dec, 1932
(b) 27th Sept. 1913— 10th Nov, 1913
(c) 7th Oct. 1942 — 1st Dec, 1943
(d) 7th Sept. 1931 — 1st Dec, 1931
Answer:
(d) 7th Sept. 1931 — 1st Dec, 1931

Question 18.
“In London In Minus Fours” forms a chapter in :
(a) The Life of Sarojini Naidu (1905)
(b) The Life of Shakespeare (1942)
(c) The Life of Mahatma Gandhi (1950)
(d) The Life of Jawaharlal Nehru (1951)
Answer:
(c) The Life of Mahatma Gandhi (1950)

Question 19.
In this essay, the author portrays the character of:
(a) Devadas
(b) Gandhiji
(c) Nehru
(d) all of the above
Answer:
(b) Gandhiji

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 20.
Who do you think? The author of n London In Munus Fours”?
(a) Louis Fischer (1896—1970)
(b) Nathaniel Hawthorne (1804—1864)
(c) Yevgeny Aleksandrovich Yeviushenko (1933— )
(d) Khushwant Singh (1915— )
Answer:
(a) Louis Fischer (1896—1970)

Question 21.
Louis Fischer was outstanding :
(a) English writer, novelist, and essayist
(b) American writer, columnist, and analyst of world affairs
(c) Russian poet, dramatist, and actor
(d) Radiation Oncologist, USA
Answer:
(b) American writer, columnist, and analyst of world affairs

Question 22.
Who among the below occupies a unique place among Gandhiji’s admirers in the West?
(a) Louis Fischer
(b) Rahindranath Tagore
(c) Khuswant Singh
(d) Jawaharlal Nehru
Answer:
(a) Louis Fischer

Question 23.
Louis Fischer had closely studied the life and teachings of
(a) Napoleon Bonaparte
(h) Hitler
(c) Mahatma Gandhi
(d) Sardar Vahlabhbhai Patel
Answer:
(c) Mahatma Gandhi

Question 24.
Vio,-d ‘aide in this chapter means :
(a) assistant
(b) Ofticer-in-Gerieral
(c) peon
(d) supporter
Answer:
(a) assistant

Question 25.
In this essay the author portrays the character of Gandhiji more as a humane human being than as a :
(a) socialist
(b) nationalist
(c) politician
(d) magician
Answer:
(c) politician

Unit — II
The text
He was a …………….. interdependence.

Question 26.
Gandhiji was :
(a) handsome in dress and rude in manners
(b) humble in dress and simple in manners
(c) expensive in dress and simple in manners
(d) none of the above
Answer:
(b) humble in dress and simple in manners

Question 27.
Gandhiji had a unique approach to his goal of complete freedom:
(a) America
(b) Africa
(c) India
(d) France
Answer:
(c) India

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 28.
He was a wonderful newspaper copy and journalists buried around him incessantly. What does the expression refer to? The center of attraction that
is why :
(a) Gandhiji was a wise person journalists moved around him
(b) Gandhiji was a handsome person journalist stayed with him
(c) Gandhiji was a charming political leader journalist moved around him
(d) none of the above
Answer:
(a) Gandhiji was a wise person journalists moved around him

Question 29.
What does the expression plus fours and minus fours’ refers o
(a) more clothing than the usual items of the Englishman’s dress (plus fours); without these conventional items but simple clothing of homespun loin cloth and a shawl (minus fours)
(b) Gorgeous clothing (minus fours); simple clothing (plus fours)
(c) without clothes (minus fours); clothes covering from top to toe (plus fours)
(d) none of the above
Answer:
(a) more clothing than the usual items of the Englishman’s dress (plus fours); without these conventional items but simple clothing of homespun loin cloth and a shawl (minus fours)

Question 30.
Gandhiji invited to tea in :
(a) Lenburg Palace
(b) Switzer Palace
(c) Mahima Palace
(d) Buckingham Palace
Answer:
(d) Buckingham Palace

Question 31.
Gandhiji was invited to Buckingham palace by:
(a) King George V and Queen Elizabeth
(b) King George V and Queen Mary
(c) King Washington V and Queen Victoria
(d) none of the above
Answer:
(b) King George V and Queen Mary

Question 32.
The time of meeting with King George V and Queen Mary. Gandhiji wore
(a) loincloth and a shawl
(b) sandals
(c) dangling dollar watch
(d) all of the above
Answer:
(d) all of the above

Question 33.
Where did Gandhi go to pay his respects to Colonel Maddock?
(a) to the country
(b) to Ireland
(c) to Scotland
(d) to Buckingham Palace
Answer:
(a) to the country

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 34.
What do you mean by the word appendectomy?
(a) surgical operation of the kidney
(b) surgical operation of the liver
(c) surgical removal of appendicitis
(d) none of the above
Answer:
(c) surgical removal of appendicitis

Question 35.
Who among the following refused to meet Gandhi?
(a) Bernard Shaw
(b) David Lloyd
(c) Winston Churchill
(d) Clement Atlee
Answer:
(c) Winston Churchill

Question 36.
“He had talks with Lord Erwin, wartime Prime Minister David Lloyd George. the Archbishop of Canterbury, Field Marshal Smuts, Bernard Shaw and scores of others.”
Here, ‘he’ stands for:
(a) King George V
(b) Gandhiji
(c) Queen Mary
(d) none of the above
Answer:
(b) Gandhiji

Question 37.
Gandhiji addressed innumerable public meetings and spent two memorable weekends at :
(a) Utkal
(b) Delhi
(c) Ravenshaw
(d) Oxford
Answer:
(d) Oxford

Question 38.
What does Gandhi mean by ‘Independence of India’?
(a) Gandhi wanted the Emperorship to go and he should love to be an equal partner with Britain sharing his joys and sorrows and an equal panner with the Dominions.
(b) Gandhi wanted the Empcrorship to stay and he should hate to be an equal partner with France sharing his joys and happiness and an unequal partner with the
Dominions.
(c) both (a) and (b)
(d) none of these
Answer:
(a) Gandhi wanted the Emperorship to go and he should love to be an equal partner with Britain sharing his joys and sorrows and an equal panner with the Dominions.

Question 39.
With remarkable precision, the status free India assumed in the Commonwealth in
(a) 1947
(b)1998
(c) 1984
(d) 1948
Answer:
(d) 1948

Question 40.
“Isolated independence is not the goal” he asserted. It is the voluntary interdependence”. Here ‘he’ stands for:
(a) Nehru
(b) Napoleon Bonaparte
(c) Subash Chandra Bose
(d) Gandhiji
Answer:
(d) Gandhiji

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 41.
What do you mean by the term ‘viable’?
(a) see clearly
(b) feasible
(C) foresight
(d) unforgettable
Answer:
(b) feasible

Question 42.
But the law of nature in love, friendship, work, progress, and security is creative
(a) incesantly
(b) interdependence
(c) treasure
(d) agog
Answer:
(b) interdependence

Unit – III
The text
Everywhere …………….. Mr. Gandhi.

Question 43.
Everywhere Gandhi made friends by his:
(a) charm, frankness, humanity, and accessibility
(b) spell, narrow and nican thinking, inhumanity, inaccessibility
(c) kind, honest, violent, rude, behavior
(d) none of the above
Answer:
(a) charm, frankness, humanity, and accessibility

Question 44.
Name the place where Gandhi went where his agitation for khadi and against foreign cloth had caused painful unemployment. His going there was also known as entering the lion’s den.
(a) Srilanka
(b) London
(c) Lancashire
(d) Pakistan
Answer:
(c) Lancashire

Question 45.
“I am one of the unemployed, but if I was in India, I would say the same thing that Mr. Gandhi is saying.” Who do you think had expressed it?
(a) a woman
(b) a man
(c) both (a) and
(b) (d)a child
Answer:
(b) a man

Question 46.
A delightful photograph was taken outside the:
(a) Eden Garden Stadium at Kolkata
(b) Greenfield Mill at Darwen
(c) Red Fort at Delhi
(d) none of the above
Answer:
(b) Greenfield Mill at Darwen

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 47.
What do you mean by the term homespun?
(a) home-made cloth
(b) cloth for which the spinning is done at textile mills
(c) cloth for which the spinning is done at home
(d) none of these
Answer:
(c) cloth for which the spinning is done at home

Question 48.
The term applaud means:
(a) show appreciation by clapping of hands
(b) mental discomfort
(c) openness
(d) apologize
Answer:
(a) show appreciation by clapping of hands

Question 49.
‘I found that my work lies outside the Conference. The seed which is being sown now may result in softening the British spirit and in preventing the brutalization of human beings.” Who do you think has expressed this expression and to whom?
(a) Gandhi to an African audience in First Round Table Conference
(b) Gandhi to a London audience in the Second Round Table Conference
(C) Gandhi to an Indian audience in a meeting
(d) none of the above
Answer:
(b) Gandhi to a London audience in the Second Round Table Conference

Question 50.
Identify the meaning of ‘brutalization’.
(a) the condition of being treated in a cruel and savage manner
(b) the condition of being well-treated and in a good manner
(c) both (a) and (b)
(d) only (b)
Answer:
(a) the condition of being treated in a cruel and savage manner

Question 51.
Mahatma often got to bed at :
(a) 2 AM; awoke at 4:45 AM
(b) 2 AM; awoke at 2:45 AM
(C) 2 AM; awoke at 5:00 AM
(d) 2 AM; awoke at 3:45 AM
Answer:
(d) 2 AM; awoke at 3:45 AM

Question 52.
Gandhi slept only for a day.
(a) 16 hours and IS minutes
(b) 1 hour and 40 minutes
(c) 4 hours and 45 minutes
(d) 2 hours and 45 minutes
Answer:
(d) 2 hours and 45 minutes

Question 53.
Small wonder that Gandhi occasionally slept at :
(a) meetings
(b) examination hail
(c) sessions of the conference
(d) work
Answer:
(c) sessions of the conference

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 54.
The British government had assigned _____ to guard Gandhi in England.
(a) two Scotland Yard detectives
(b) three Ireland Yard policeman
(c) two England army men
(d) 4 sepoys
Answer:
(a) two Scotland Yard detectives

Question 55.
Before leaving England Gandhi requested that they be allowed to accompany him to __________ hence tie would sail for India.
(a) Siberia, Russia
(b) Brindisi, Italy
(c) Venice, Austria
(d) none of the above
Answer:
(b) Brindisi, Italy

Question 56.
What do you mean by the term “at arm’s Length”?
(a) length of ami
(b) at a safe distance
(c) long distance
(d) none of the above
Answer:
(b) at a safe distance

Question 57.
Dignitaries mean:
(a) important personalities
(b) name and fame
(c) dignity
(d) density
Answer:
(a) important personalities

Question 58.
An irresistible force. India’s yearning to be fice met an immovable object. Britain’s wish to stay in India. In this expression, the term ‘yearning’ means:
(a) to earn
(b) saving
(c) glad
(d) eagerness
Answer:
(d) eagerness

Question 59.
Word ‘abandon’ means:
(a) give up
(b) recover
(C) give away
(d) give in
Answer:
(a) give up

Question 60.
Irresistible refers to :
(a) fixed or static
(b) restless
(c) incessantly
(d) hat cannot be resisted or stopped
Answer:
(d) hat cannot be resisted or stopped

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

The Author:
Louis Fischer is a many-splendoured genius. He is an eminent American writer, journalist, and commentator on international affairs. He is a greater admirer of Mahatma Gandhi and is the author of ‘The Life of Mahatma Gandhi’ he has closely studied the life and teachings of Mahatma Gandhi in this book. His book ‘This is Our World is dedicated to the Gandhians of all countries. Fischer writes with great personal affection for Gandhiji and a deep understanding of his life and ideals. He writes in a journalistic and racy style.

Introducing the Topic:
‘In London in Minus, Four’s is an extract from Fischer’s remarkable biography. ‘The Life of Mahatma Gandhi’. This extract deals with Gandhiji’s visit to London as India’s emissary to the Second Round Table Conference, in 1931. In this essay, Fischer highlights Gandhiji’s dress in London, and his free and humble manners. Besides, he brings Gandhiji’s strength of mind and firmness of pursuance to light.

Summary:
‘In London in Minus Fours’, an extract from Fischer’s biography ‘The Life of Mahatma Gandhi’, deals with Gandhiji’s visit to London as an emissary to the Second Round Table Conference, 1931. Accompanied by Devadas, Mahadev Desai, Miss Slade, Pyarelal Nayyar, Pandit Malaviya, and Mrs. Naidu, Gandhi set out for London on August 29, 1931. He was going to attend the Second Round Table Conference in London.

He was singularly enough for the occasion because his voice was the voice of the vast section of people who spoke in India’s interest. His stay at Kingsley Hall as a guest of Muriel Lester was memorable. In the course of his customary morning walks, he was going through the nearby slum areas. As a result, he came in contact with men and women. Soon a homely relationship flourished between them. He was an attraction to the journalists who were curious to know about his dress.

The whole of England was fixed on Gandhiji’s presence in Buckingham Palace with King George V and Queen Mary. Gandhiji’s simple dress confounded all. He was there with his usual loincloth, sandals, a shawl, and his dangling dollar watch. He was a light-hearted man, enjoying himself everywhere. Fischer writes about Gandhiji’s meeting with all ranges of people like Lord Irwin, wartime Prime Minister, David Lloyd George, the Archbishop of Canterbury, Field Marshal Smuts, and Bernard Shaw, the great dramatist.

He also went to pay his tributes to Colonel Maddock. But Churchill refused to meet him. He had addressed many public meetings and his stay at Oxford was remarkable. He explained the concept of the independence of India with authority and without a shred of bitterness. The independence of India meant the end of the Emperorship in India. He loved to see India as an equal partner with Britain, which might be based on equal terms. His concept of India’s independence was unique.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

He did not desire India’s freedom for the sake of freedom only, but he wanted it on the basis of mutual help. He desires love, friendship, work, and progress for all the world. Gandhiji had a rare personality. His charm, frankness, and boundless humanity disarmed his enemies. He was fearless. With a heart full of courage, he entered Lancashire where his agitation for khadi and against foreign cloth was in full cry. His campaign caused massive unemployment, but still, he was lustily cheered by the multitude of men and women: His real work began outside the Round Table Conference.

It was amidst the masses where he had sown the seeds which would bring about change in the rigid British spirit in the future. His days in London were marked by hectic engagements from 3.45 a.m. to 2 p.m. The Round Table Conference was doomed to failure. The British stand and India’s yearning for freedom were poles apart. Britain blew hot and cold in the same breath. The country was determined to stay back in India.

But India’s eagerness to get rid of the British dominion was equally at its deepest. Gandhiji was a towering personality. The British Government provided two Scotland-yard detectives to guide Gandhi. Lover of humanity as he was, he loved them and never kept them at a distance like other dignitaries. From India, Gandhiji sent each a watch as a token of his deep love.

ସାରାଂଶ:
୧୯୩୧ ମସିହା ଅଗଷ୍ଟ ୨୯ ତାରିଖରେ ମହାତ୍ମାଗାନ୍ଧୀ ଲଣ୍ଡନ ଯାତ୍ରା କରିଥିଲେ । ତାଙ୍କ ସହିତ ତାଙ୍କ ସାନପୁଅ ଦେବଦାସ, ତାଙ୍କର ମୁଖ୍ୟ ସେକ୍ରେଟାରୀ ମହାଦେବ ଦେଶାଇ, ମିସ୍ ବ୍ଲେଡ୍, ପ୍ୟାରେଲାଲ୍ ନାୟାର, ଜି.ଡି. ବିରଳା, ପଣ୍ଡିତ ମାଲବ୍ୟ ଏବଂ ସରୋଜିନୀ ନାଇଡୁ ଯାଇଥିଲେ । ଲଣ୍ଡନରେ ଅନୁଷ୍ଠିତ ହେଉଥ‌ିବା ଦ୍ଵିତୀୟ ଗୋଲ୍-ଟେବୁଲ ବୈଠକକୁ କଂଗ୍ରେସର ପ୍ରତିନିଧ‌ିରୂପେ ଗାନ୍ଧୀ ଯାଇଥିଲେ ।
ଲଣ୍ଡନରେ ସେ ୧୨ ସେପ୍ଟେମ୍ବରରୁ ୫ ଡିସେମ୍ବର ପର୍ଯ୍ୟନ୍ତ ‘କିଙ୍ଗସ୍‌ ହଲ୍’ରେ ମ୍ୟୁରିଏଲ ଲେସ୍‌ଟାର୍‌ଙ୍କ ଅତିଥିରୂପେ ରହିଥିଲେ । ୧୯୨୬ ମସିହାରେ ଭାରତରେ ତାଙ୍କ ସହିତ ସମ୍ପର୍କ ସ୍ଥାପିତ ହୋଇଥିଲା। ଗାନ୍ଧିଜୀ ତାଙ୍କ ପ୍ରାତଃ ଭ୍ରମଣ କାଳରେ ନିକଟସ୍ଥ ସହରତଳି ଅଞ୍ଚଳର ବସ୍ତିଜାଗାକୁ ଯାଉଥିଲେ । ଫଳରେ ସାଧାରଣ ନରନାରୀଙ୍କ ସମ୍ପର୍କରେ ସେ ଆସିପାରିଥିଲେ ।

ସାମ୍ବାଦିକମାନଙ୍କ ନିମନ୍ତେ ସେ ଏକ ଆକର୍ଷଣ ଥିଲେ । ସେମାନେ ତାଙ୍କ ପୋଷାକ ବିଷୟରେ ଜାଣିବାକୁ ବିଶେଷ ଆଗ୍ରହୀ ଥିଲେ । ସେ ଯେତେବେଳେ ବକିଙ୍ଗହାମ୍ ରାଜପ୍ରାସାଦକୁ ରାଜା ଓ ରାଣୀଙ୍କ ସହିତ ଚା’ ପାନ ପାଇଁ ନିମନ୍ତ୍ରିତ ହେଲେ ସେତେବେଳେ ସେ କ’ଣ ପରିଧାନ କରି ଯିବେ ତାହା ଜାଣିବାପାଇଁ ସମଗ୍ର ଲଣ୍ଡନ ଅଧୀର ହୋଇଉଠିଥିଲା । ସେ କିନ୍ତୁ ତାଙ୍କର ସେହି ସାଧାରଣ ପୋଷାକ ଅର୍ଥାତ୍ ଧୋତି, ଶାଲ ଓ ପାଦରେ ଚପଲ ମାଡ଼ି ଯାଇଥିଲେ । ଘଣ୍ଟାଟିଏ ମଧ୍ଯ ସବୁଦିନ ପରି ତାଙ୍କ ଅଣ୍ଟାରେ ଝୁଲୁଥିଲା । ସେ ସବୁଠାରେ ନିଜର ଉପସ୍ଥିତିରେ ଆନନ୍ଦ ଅନୁଭବ କରିଥିଲେ । ସେ ଲର୍ଡ ଇର୍‌ଉଇନ୍, ଡେଭିଡ୍ ଲଏଡ୍ ଜର୍ଜ, ସ୍କ, ବର୍ଣାଡ଼ ଶ’ ଏବଂ ଆହୁରି ଅନେକ ବ୍ୟକ୍ତିଙ୍କୁ ସାକ୍ଷାତ୍‌ କରିଥିଲେ । କିନ୍ତୁ ଚଢିଲ୍ ତାଙ୍କୁ ସାକ୍ଷାତ୍ କରିବାକୁ ମନା କରିଦେଇଥିଲେ ।

ସେ ଅନେକ ସାଧାରଣ ସଭାରେ ଭାଷଣ ଦେଇଥିଲେ ଏବଂ ଅକ୍‌ସ୍ପୋର୍ଡରେ ତାଙ୍କର ରହଣିକାଳ ବେଶ୍ ସ୍ମରଣଯୋଗ୍ୟ ଥିଲା । ନିଜ ଭାଷଣରେ ଏବଂ ବିଶିଷ୍ଟ ବ୍ୟକ୍ତିଙ୍କ ସହିତ କଥାବାର୍ତ୍ତାରେ ଭାରତର ସ୍ଵାଧୀନତା ସମ୍ପର୍କରେ ତାଙ୍କର ମନୋଭାବ ଏବଂ ଦୃଷ୍ଟିକୋଣ ବିଷୟରେ ସେ ବୁଝାଇବାକୁ ଚେଷ୍ଟା କରିଥିଲେ । ସେ ଭାରତର ସ୍ଵାଧୀନତାର ଅର୍ଥ ଇଂରେଜମାନଙ୍କର ସମ୍ରାଟତ୍ଵର ପରିସମାପ୍ତି ବୋଲି କହିଥିଲେ । ବ୍ରିଟେନ୍ ସହିତ ସମଅଂଶୀଦାର ରୂପେ ସେ ଭାରତକୁ ଦେଖିବାକୁ ଚାହିଁଥିଲେ । ସମତା ଭିତ୍ତିରେ ଏହି ଭାବଚେତନା ପ୍ରତିଷ୍ଠିତ ହେବା ଉଚିତ ବୋଲି ସେ କହିଥିଲେ । କେବଳ ସ୍ଵାଧୀନତା ପାଇଁ ସ୍ଵାଧୀନତା ତାଙ୍କର ଲକ୍ଷ୍ୟ ନ ଥିଲା। ପାରସ୍ପରିକ ସହଯୋଗ ଓ ସମ୍ମାନବୋଧ, ପ୍ରେମ ଏବଂ ବନ୍ଧୁତ୍ଵର ଭିରି ଉପରେ ତାଙ୍କର ସ୍ଵାଧୀନତା ସମ୍ପର୍କିତ ଭାବଚେତନା ପ୍ରତିଷ୍ଠିତ ଥିଲା । ଭାରତ ଉପରେ ଇଂରେଜମାନଙ୍କର ରାଜତ୍ଵ କରିବାର ମନୋଭାବର ପୂର୍ଣଚ୍ଛେଦ ସେ ଚାହିଁଥିଲେ ।

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

ଗାନ୍ଧିଜୀ ଏକ ବିଚକ୍ଷଣ ବ୍ୟକ୍ତିତ୍ଵ ଥିଲେ । ତାଙ୍କର ସରଳ ଓ ନିଷ୍କପଟ ହୃଦୟ ମାନବଜାତିକୁ ଭଲ ପାଇବାରେ ଆଗ୍ରହ ତାଙ୍କର ଶତ୍ରୁମାନଙ୍କୁ ସ୍ତବ୍‌ଧ କରିଦେଇଥିଲା । ସେ ନିଭୀକ ଓ ସାହସୀ ଥିଲେ । ବିଦେଶୀ ବସ୍ତ୍ର ବର୍ଜନ ଏବଂ ଖଦି ଆନ୍ଦୋଳନ ପାଇଁ ତାଙ୍କ ଆହ୍ୱାନ ଯୋଗୁଁ ଲାଙ୍କାସାୟାରରେ ତାଙ୍କ ବିରୁଦ୍ଧରେ ଉତ୍ତେଜନା ଥିଲା । ତଥାପି ଲାଙ୍କାସାୟାରରେ ଅଗଣିତ ନରନାରୀ ତାଙ୍କୁ ବିପୁଳ ଆନନ୍ଦରେ ସ୍ଵାଗତ କରିଥିଲେ । ଗୋଲ୍‌ଟେବୁଲ ବୈଠକ ବାହାରେ ତାଙ୍କର ପ୍ରକୃତ କାର୍ଯ୍ୟ ଆରମ୍ଭ ହୋଇଥିଲା । ବ୍ରିଟିଶ୍ ଭାବଧାରାରେ ପରିବର୍ତ୍ତନ ଆଣିବାପାଇଁ ସେ ଜନସାଧାରଣଙ୍କ ଭିତରେ ହିଁ ନୂତନ ଚିନ୍ତାଧାରା ସଞ୍ଚାର କରିବାପାଇଁ ଚେଷ୍ଟା କରିଥିଲେ । ସେ ଅନୁଭବ କରିଥିଲେ ଯେ, ସେ ଯେଉଁ ବୀଜ ବପନ କରିଛନ୍ତି ତାହାର ପରିଣତିସ୍ୱରୂପ ବ୍ରିଟିଶ୍ ଜାତିର ମନରେ ପରିବର୍ତ୍ତନ ଆସିବ ଏବଂ ସେମାନେ ମଣିଷଜାତିକୁ ପଶୁପରି ବ୍ୟବହାର କରିବେ ନାହିଁ । ମହାଦେବ ଦେଶାଇଙ୍କ ଡାଏରୀରୁ ଜଣାପଡ଼ିଥିଲା ଯେ ଲଣ୍ଡନରେ ଗାନ୍ଧିଜୀ ରାତି ୨ଟାରେ ଶୋଇବାକୁ ଯାଉଥିଲେ ଏବଂ ୩ଟା ୪୫ ମିନିଟ୍‌ରେ ଶଯ୍ୟାତ୍ୟାଗ କରୁଥିଲେ ।

ତା’ପରେ ଚିଠିଲେଖା, ସମ୍ବାଦପତ୍ର ପାଠ, ପ୍ରାର୍ଥନା ଏବଂ ପୁଣି ୫ଟାରୁ ୬ଟା ପର୍ଯ୍ୟନ୍ତ ବିଶ୍ରାମ । ତା’ପରେ ପୁଣି କାର୍ଯ୍ୟବ୍ୟସ୍ତତା ଭିତରେ ୨ଟା ପର୍ଯ୍ୟନ୍ତ ସେ କର୍ମଚଞ୍ଚଳ ରହୁଥିଲେ । ଗୋଲଟେବୁଲ ବୈଠକ ବ୍ୟର୍ଥ ହୋଇଥିଲା । ଇଂରେଜମାନଙ୍କର ଚିନ୍ତାଧାରା ସହିତ ଭାରତର ମନୋଭାବ ଦୁଇଟି ସମାନ୍ତରାଳ ସରଳରେଖା ପରି ପ୍ରତୀତ ହେଲା । ଇଂରେଜମାନେ ଭାରତରେ ପ୍ରଭୁତ୍ଵ ଚାହିଁଥିଲେ; କିନ୍ତୁ ଭାରତ ଚାହିଁଥିଲା ଏହି ପ୍ରଭୁତ୍ଵ ମନୋଭାବର ପରିସମାପ୍ତି । ଲଣ୍ଡନରେ ଗାନ୍ଧିଜୀଙ୍କ ନିରାପତ୍ତା ପାଇଁ ବ୍ରିଟିଶ୍ ସରକାର ଦୁଇଜଣ ଗୋଇନ୍ଦାଙ୍କୁ ନିଯୁକ୍ତ କରିଥିଲେ । ଗାନ୍ଧିଜୀ ସେମାନଙ୍କଠାରୁ ଦୂରରେ ରହୁ ନ ଥିଲେ କିମ୍ବା ସେମାନଙ୍କୁ ଉପେକ୍ଷା କରି ନଥିଲେ । ସେ ସେମାନଙ୍କ ସହିତ ବିଭିନ୍ନ ସମସ୍ୟା ସମ୍ପର୍କରେ ଆଲୋଚନା କରୁଥିଲେ ଏବଂ ଏପରିକି ସେମାନଙ୍କର ଘରକୁ ମଧ୍ୟ ଯାଇଥିଲେ । ଭାରତକୁ ଫେରି ସେ ସେମାନଙ୍କ ପାଇଁ ସ୍ନେହ ଓ ଶ୍ରଦ୍ଧାର ପ୍ରତୀକରୂପେ ଗୋଟିଏ ଲେଖାଏଁ ଘଣ୍ଟା ଉପହାର ପଠାଇଥିଲେ ।

BSE Odisha 11th Class English:

The Legend behind a Legend Question Answer Class 11 Invitation English Chapter 2 CHSE Odisha

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Chapter 2 The Legend behind a Legend Textbook Exercise Questions and Answers.

Class 11th Invitation EnglishChapter 2 The Legend behind a Legend Question Answers CHSE Odisha

The Legend behind a Legend Class 11 Questions and Answers

UNIT – I
Gist with Glossary

Gist:
The writer walks down memory lane. Exactly 25 years ago, he had spent two days and two nights with Khairi, the tigress of Jashipur, and a collection of wild animals of Saroj and Nihar. A news item on the latest exploits of Khairi evoked his interest to visit the place. He came to know that Saroj Raj Chaudhury was taking care of Khairi. He wrote a letter to him and met with a prompt response. He was filled with great joy. Mr. Chaudhury invited him to Khairi-Jashipur, giving him particular directions on how to reach there. The writer apprised him of when and how he would visit him.

Glossary:
bandit queen : queen of the robbers (ଦସ୍ୟୁରାଣୀ)
menagerie : a collection of wild animals (ବଣ୍ୟଜନ୍ତୁ ମାନ ଙ୍କ ସଂଗ୍ରହାଳୟ)
exploits : some unusual thing that someone does that you think is brave, exciting or entertaining
domesticated : an animal trained to live with or work for humans (ଗୃହପାଳିତ)
struck : occurred (ମନେପଡ଼ିଲା)
gruff : unfriendly and cruel (ନିଷ୍ଠୁର ସ୍ବଭାବସମ୍ପନ୍ନ)
tough : strict and severe (ଶୃଙ୍ଖଳିତ)
brooked no nonsense : tolerated only important and necessary things (ବାଜେ କଥା ସହ୍ୟ କରିପାରନ୍ତି ନାହିଁ)
suffered no feels : did not tolerate stupidity in others (ନିର୍ବୋଧତାକୁ ପ୍ରଶ୍ରୟ ଦିଅନ୍ତି ନାହିଁ)
itnerant articles : articles published in different magazines (ବିଭିନ୍ନ ପତ୍ରିକାରେ ପ୍ରକାଶିତ ଅନେକ ଲେଖା )
shot in the dark : a hopeful attempt (ଏକ ଆଶାପୂର୍ଣ୍ଣ ଉଦ୍ୟମ )
utter : great (ମାତ୍ରାତ୍ଵିକ)
delight : pleasure (ଆନନ୍ଦ)
precise : exact (ନିର୍ଦ୍ଦିଷ୍ଟ)
instructions : directions (ନିର୍ଦ୍ଦେଶ )

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Think it out:
Question 1.
Who is Khairi?
Answer:
Khairi is a legendary tigress of Jashipur.

Question 2.
How did the writer come to know about Khairi?
Answer:
The writer came to know about Khairi when he had read a small news item in The Statesman that threw light on the latest exploits of the tigress in the Similipal forests of Odisha.

Question 3.
Who was the foster father of Khairi?
Answer:
Saroj Raj Chaudhury was the foster father of Khairi.

Question 4.
Which State does the writer belong to?
Answer:
The writer belongs to Odisha.

Question 5.
What did he learn about Saroj Raj Chaudhury as a person?
Answer:
He learnt that Saroj Raj Chaudhury tolerated only important and necessary things, but not stupidity in others.

Question 6.
How did he contact Mr. Chaudhury?
Answer:
He contacted Mr. Chaudhury by writing a letter to him after getting his address.

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Question 7.
Why did he refer some of his articles to Mr. Chaudhury?
Answer:
He referred some of his articles to Mr. Chaudhury in the hope of getting his response.

Question 8.
Did Mr. Chaudhury reply to the author’s letter? What did he write?
Ans.
Yes, Mr. Chaudhury replied to the author’s letter. The former wanted the latter to inform him in advance of the manner and the time of his arrival.

UNIT-II
Gist with Glossary

Gist:
The writer reached Khairi-Jashipur by an overcrowded bus. It was 4 a.m. He was soon provided with food and shelter. In other words, he was accorded fabulous hospitality, thanks to Saroj Chaudhury. Terror seized him when he heard the clear voice of the Tiger just outside the door. It did not last long before the bearer met him to serve hot tea and biscuit and assured him of the presence of Khairi who was making loving inquiries about the new guest in the house. He met Saroj Chaudhury, ‘a frail man in his fifties, slightly balding on the top; the latter greeted the former in a polite manner after asking Jambu, the bear, to get down because the animal holding on to Chaudhury’s waist. They conversed with each other. In Mr. Chaudhury, the writer found a humble and careful man. One of the most caring persons he had ever met in his life was Mr.

Glossary:
semidarkness: half-darkness (ଅର୍ଥ ଅନ୍ଧକାର)
click : sound (ଶବ୍ଦ)
detailed : was given minute instructions (ସମ୍ପୂର୍ଣ୍ଣ ସୂଚନା ପାଇଥିଲେ )
escort : guide (ପଥ ପ୍ରଦର୍ଶନକାରୀ)
with a start : in fear (ଭୟଚକିତ ହୋଇ)
terror struck : the writer was seized with fear (ଭୟ ବିହ୍ବଳିତ)
sloth : lazy behaviour (ଆଳସ୍ୟ ସ୍ବଭାବସମ୍ପନ୍ନ )
frail : weak (ଦୁର୍ବଳ)
slightly : a little (ଅତି ଅଳ୍ପ)
gruff : rude, unfriendly
no-nonsense : doing things quickly and effectively without worring too much about people’s fear (ଲୋକଙ୍କ ମନ୍ତବ୍ୟ ପ୍ରତି ଉଦାସୀନ)
humane : caring people and animals ( ମାନବ ପ୍ରତି ସମ୍ବେଦନଶୀଳ)

Think it out:
Question 1.
How did the writer come to Bhubaneswar?
Answer:
The writer came to Bhubaneswar by train.

Question 2.
How did he go to Jashipur from Bhubaneswar?
Answer:
He went to Jashipur from Bhubaneswar in an over-packed bus.

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Question 3.
How did the forest guard receive him?
Answer:
The forest guard received him in a very cordial manner. He guided the writer, took him to the guest house, and made him stay in the guest house, assuring him that the water was in the jug.

Question 4.
Why was he terror-struck?
Answer:
He was terror-struck because he heard the clear voice of the Tiger just outside his door.

Question 5.
What did the bearer tell him about Khairi?
Answer:
The bearer told him that Khairi was trying to know about the new guest in the house. There was a ring of friendliness about Khairi.

Question 6.
What was Mr. Chaudhury doing when the writer met him?
Answer:
When the writer met Mr. Chaudhury, he was sitting on a large chair.

Question 7.
How did Mr. Chaudhury greet the author?
Answer:
Mr. Chaudhury warmly greeted the author.

Question 8.
What was the name of the bear?
Answer:
The name of the bear was Jambu.

Question 9.
What was the physical appearance of Mr. Chaudhury?
Answer:
Mr. Chaudhury was a weak man in his fifties with a little baldness on the top.

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Question 10.
What kind of man did the author find Mr. Chaudhury to be?
Answer:
In the author’s estimation, Mr. Chaudhury was friendly and responsive. Besides, he was caring to the core.

UNIT – III
Gist with Glossary

Gist:
This part begins with Mr. Chaudhury narrating a wonderful story to the writer. His house turned into a habitat for different species of wild animals. He conducted an experiment to exaggerate that the animals could exist with each other if they were together from childhood. He brought Khairi and one of the most dangerous snakes, krait close to her. The writer marked Khairi’s reaction – it was one of fondness for the strange creature. Whenever the krait got too close to Khairi, he would pull it by its back.

Once he became inattentive and was bitten by a krait. Some of its poison entered his blood and therefore, he was now a permanent patient of low blood pressure. As soon as Mr. Chaudhury finished this wonderful story Jambu tried to give the writer his bear hug, but the former’s stem warning prevented him from doing so. Mr. Chaudhury has a well-knit joint family that was living inside the compound. It comprised a mongoose, a pangolin, wild cat twins, a country dog, and a blind Hyena, each having a name.

Glossary:
emerged : became known (ଜଣାପଡ଼ିଲା)
sips : drink (something) by taking small mouthfuls (ଅଳ୍ପ ଅଳ୍ପ ପିଇବା)
debunked : exaggerated
co-exist : live together (ଏକତ୍ର ବାସ କରିବା)
infancy : childhood (ପିଲାଦିନ)
unmindful : inattentive (ଅମନୋଯୋଗୀ)
tied : bound (ବାନ୍ଧିଥିଲେ )
tourniquet : a piece of cloth bound tightly on an arm or leg to stop bleeding
hypo-glycaemia : condition of having a very low blood pressure (ନିମ୍ନ ରକ୍ତଚାପ)
astonishing : wonderful (ଆଶ୍ଚର୍ଯ୍ୟଜନକ)
take a fancy : to start liking someone (ଜଣକୁ ଭଲ ପାଇବାକୁ ଆରମ୍ଭ କରିବା)
hug : to put ones arms around someone to show love (ଆଲିଙ୍ଗନ)
dissuade : prevent (ବାଧା ଦେବା)
fondness : affection (ସ୍ନେହ, ଶ୍ରଦ୍ଧା)
progressed : advanced (ଆଗେଇ ଚାଲିଲା)
intennittent : occurring occasionally (ସାମୟିକଭାବେ ଘଟୁଥିବା)
crackle : making shout sharp sounds (ସ୍ଵଚ୍ଛ ଅବଶିଷ୍ଟ ଉଚ୍ଚ ଶବ୍ଦ)
veritable : real (ବାସ୍ତବ)

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Think it out:
Question 1.
What theory did Mr. Chaudhury prove wrong?
Answer:
The theory that Mr. Chaudhury proved wrong was that the different species of wild animals cannot co-exist unless they are together from childhood.

Question 2.
What was his first story about?
Answer:
The first story was about how his house became the habitat of different species of wild animals who all come at different stages of their lives. It also dealt with their coexistence and the close relationship between Khairi and krait, a dangerous snake.

Question 3.
Why is it so unique and amazing?
Answer:
It is so unique and amazing because, during this experiment, Khairi showed her reaction to the presence of krait, the most poisonous snake. Khairi was curious to know more about the krait as it was a stranger to her.

Question 4.
Why did Mr. Chaudhury allow Khairi to come near the krait?
Answer:
Mr. Chaudhury allowed Khairi to come near a krait to know how they dealt with each other.

Question 5.
What was Khairi’s reaction to the presence of the krait?
Ans.
Khairi’s reaction to the presence of a krait was one of curiosity to know more about the latter.

Question 6.
How did the experiment affect him?
Answer:
The experiment made him a permanent patient of low blood pressure.

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Question 7.
What did the bear try to do with the writer?
Answer:
The bear tried to put his arms around the writer to show his love.

Question 8.
What prevented the bear from doing so?
Answer:
Mr. Chaudhury’s strict ‘no’ prevented the bear from doing so.

Question 9.
What kind of family did Mr. Chaudhury have?
Answer:
Mr. Chaudhury had a genuine joint family that comprised a mongoose, a pangolin, wild cat twins, a country dog, and a blind Hyena, each having a name.

Question 10.
What was his relationship with different animals?
Answer:
His relationship with different animals was quite familiar. His act of naming each of them is a case in point.

UNIT – IV

Gist:
Khairi was brought to Saroj Raj Chaudhury as a two-month cub who was hungry and confused. Veteran forester and instinctive lover of wildlife as he was, Saroj imitated the sounds of a mother tigress. It worked wonderfully. The tiger cub’s confidence was restored. Saroj became nostalgic. He recollected his birthday when his mother had presented him with a gun, with which he, as a young man, shot wildlife in a carefree manner. But, soon he realized that it was a mistake and happiness lies in the conservation of these harmless beautiful animals. As the Director of Project Tiger, Saroj was the first to introduce the Tiger Tracing Method of tiger census. For the night, both camped at a guest house deep in the jungle. Never before had the writer experienced one night in a magnificent wooden structure with rooms and a bath that stood 15 feet high from the ground.

Glossary:
cub : (here) a young tigress (ବାଘଛୁଆ, ଛୁଆ ବାଘୁଣୀ)
famished : very hungry (କ୍ଷୁଧାଉଁ)
confused : disturbed (ବିବ୍ରତ ହେଲା)
snarls: making angry sounds in one’s throat and showing teeth
veteran : experienced (ଅଭିଜ୍ଞ, ଦକ୍ଷ)
handle : deal with (ଆୟତ୍ତ କରିବା)
firmly : determindedly (ଦୃଢ଼ ଭାବରେ )
anchored : restored (ଶାନ୍ତ ହେଲା)
the legends : (here) Saroj Raj Chaudhury and Khairi (କିମ୍ବଦନ୍ତୀ )
tag along : accompanied someone (ବ୍ୟକ୍ତିବିଶେଷଙ୍କ ସହ ଯାତ୍ରା
snaked (v) : moved in or had a senes of long curves (ଅଙ୍କାବଙ୍କା ରାସ୍ତାରେ ଗଲା)
amidst: in the midst of (ମଝିରେ)
lush foliage: leaves of trees growing luxuriously
abandon : in an uncontrolled way (ଅବିଚାରିତ ଭାବେ)
conserving: preventing land, water, etc. from being damaged (ସଂରକ୍ଷଣ କରିବା)
wanton harm: reckless harm
authority : (here) Saroj Choudhury (କର୍ତ୍ତୃପକ୍ଷ )
pugmarks: the mark of the footprint of an animal (ପଶୁର ପାଦଚିହ୍ନ)
distinctive: very clear
meticulously: carefully attending to every detail
functional: practical and simple
build on stilts: build on one of a set of posts
a top: at the top of (ଉପରିଭାଗରେ )
magnificent : very beautiful (ଖୁବ୍‌ ସୁନ୍ଦର)

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Think it out:
Question 1.
How and when did Mr. Chaudhury come across Khairi?
Answer:
Mr. Chaudhury came across Khairi when 12 Kharia tribals of Similipal brought her to him when she was a two-month cub. It was on October 5, 1974.

Question 2.
In what condition did he And it?
Answer:
He found it in a state of hunger and confusion.

Question 3.
How did he manage the hungry and confused cub?
Answer:
He managed the hungry and confused cub by copying the sounds of the mother tigress. Within minutes, she became firmly confident.

Question 4.
How did he treat wildlife in a young age?
Answer:
He treated wildlife uncontrollably in a young age.

Question 5.
What did he say about his change of attitude towards wildlife to the author?
Answer:
He said to the author that his change of attitude towards wildlife took place because of his realization that there was greater happiness in safeguarding the beautiful wild animals that do not cause reckless harm to man.

Question 6.
What was his contribution to the Tiger Project?
Answer:
His contribution to the Tiger Project was the introduction of the Tiger Tracing Method of tiger census. As a result, one can measure the pugmarks of each animal distinctly and record their characteristics very carefully.

Question 7.
What was the guest house like?
Answer:
The guest house was a wooden structure with simple rooms and a bath. It was built on one of the set of posts and was at a height of 15 feet.

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Question 8.
What new experience did the author have in the Tiger Reserve area?
Answer:
The author experienced for the first time, one night stay in the Tiger Reserve area that was unique, especially on a very beautiful ‘machan’.

UNIT – V
Gist with Glossary

Gist :
The writer revisited Khairi-Jashipur after three months. His interest to know more about Khairi gained momentum. Besides Mr. Chaudhury’s old acquaintances, he caught sight of a young python. He focused on Mr. Chaudhury whose quest and passion was amazing. Meanwhile, Mr. Chaudhury got a message from the World Wildlife Fund. He went to New Delhi by air for an urgent meeting. The writer saw him off at the Dum Dum Airport, Calcutta. It was his last meeting with Mr. Chaudhury, a legend behind a legend. Khairi and Mr. Chaudhury are no more.

Glossary:
gracious: kind
in addition to besides
python: a very large snake that kills animals for food by wrapping itself around them and crushing them (ଅଜଗର ସାପ )
quest : search (ଅନ୍ଵେଷଣ)
legend: someone who very many people know about and admire (କିମ୍ବଦନ୍ତୀ ପୁରୁଷ)
unique : extraordinary (ଅସାଧାରଣ)
due: worth (ଯୋଗ୍ୟ)

Think it out:
Question 1.
After what interval of time did the writer visit Mr. Chaudhury for the second time?
Answer:
After three months, the writer visited Mr. Chaudhury for the second time.

Question 2.
What new addition to the Chaudhury family did he find there?
Answer:
The new addition to Chaudhury’s family he found there was an eight-foot-long young python.

Question 3.
Why did he get less time to interact with Mr. Chaudhury this time?
Answer:
He got less time to interact with Mr. Chaudhury because at that moment Mr. Chaudhury got a wireless message from the World Wildlife Fund to attend an important meeting at New Delhi.

Question 4.
Who died first, Khairi or Mr. Chaudhury?
Answer:
Khairi died first.

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Question 5.
Who are the two legends the writer talks about?
Answer:
The two legends the writer talks about are Khairi and Mr. Saroj Raj Chaudhury.

Question 6.
Is the text more about Mr. Chaudhury or Khairi?
Answer:
The text throws much light on Mr. Chaudhury, yet Khairi does not lag far behind.

Question 7.
Can you guess now why the title of the text is “The Legend behind the Legend”?
Answer:
The title is aptly justified because the legendary passionate and instinctive lover of wildlife has been instrumental in transforming a two-month-old tiger baby into a legend. She is Khairi.

Post-Reading Activities:

I. Arranging in Order
Provided below are some events from the lesson. These are not in order. Arrange them in order as they occur in the lesson by putting numbers within the brackets provided against the items. One is done for you.
(a) Khairi played with the krait. ( )
(b) Khairi was brought to Mr. Chaudhury. ( )
(c) The writer sees Mr. Chaudhury off at Dum Dum Airport. (8)
(d) The writer reads a news item about Khairi. ( )
(e) Chaudhury writes a letter to the writer. ( )
(f) The writer reaches Jashipur by bus. ( )
(g) He stays with Chaudhury in a camp guest house in the forest. ( )
(h) The writer saw a python as a pet of Chaudhury. ( )
Answer:
(a) Khairi played with the krait. (6)
(b) Khairi was brought to Mr. Chaudhury. (5)
(c) The writer sees Mr. Chaudhury off at Dum Dum Airport. (8)
(d) The writer reads a news item about Khairi. (1)
(e) Chaudhury writes a letter to the writer. (2)
(f) The writer reaches Jashipur by bus. (3)
(g) He stays with Chaudhury in a camp guest house in the forest. (4)
(h) The writer saw a python as a pet of Chaudhury. (7)

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

II. Note-making
Notes-making helps you to develop your reading and writing skills. This lesson has, you know, two major themes – Khairi and Mr. Chaudhury. You have to read the lesson, make notes (in words and phrases) on these two, and then use these points to write about them. One has been done below on Khairi as a model. Make notes on Mr. Chaudhury.

Notes on Khairi
Para 1
→ Tigress of Jashipur
→ Made the forest famously
→ Domesticated tigress in the Similipal forest of Odisha
→ Writer reads a news item about Khairi
Para 5
→ Khairi roared to welcome the writer
→ He was terror struck
Para 9
→ On October 5, 1974, Khairi was brought as a cub, hungry, confused
Para 15
→ Chaudhury manages her imitating the sounds of a mother tigress.
The death of Khairi was followed by the death of Chaudhury.
With the help of these notes, write a paragraph on Khairi.
Khairi:
Khairi was a domesticated tigress. She made the Simmilipal forest and Jashipur famous. The writer read about her from a news item. Then he visited Jashipur to see Khairi and Chaudhury who had kept Khairi as a pet. He came to know from Mr. Chaudhury that Khairi was brought to Chaudhury on October 5, \91A by twelve Kharia tribals. It was then a small cub, hungry and confused. Chaudhury handled the cub well by imitating the sounds of a tigress. She grew up as a domesticated tigress under the loving care of Chaudhury. But she did not live long. Chaudhury also died soon after the death of Khairi.

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Now write notes (from the lesson) and develop the notes into a write-up on Mr. Chaudhury.

Notes on Mr. Chaudhury
Para 3
→ Mr. Chaudhury was a very responsible person.
Para 4
→ Hospitable to the core
Para 6
→ A weak man in his fifties, slightly balding on the top
→ Nice and down-to-earth
→ One of the most humane beings
Para 7
→ His experiment concerning the co-existence of wild animals in the presence of Khairi and the krait
→ The latter is a dangerous snake
→ Noticed Khairi’s reaction of fondness
→ A permanent patient with low blood pressure
Para 8
→ Strict
→ Possessed a joint family of animals in his house
Para 9
→ An officer of the Indian Forest Service
→ Veteran forester and instinctive lover of wildlife
→ Showed skill in handling hungry and confused two-month-old tiger cub
→ Imitated the sounds of a mother tigress
Para 11
→ An authority on the tiger and Director of Project Tiger in India
→ Introduced the Tiger Tracing Method of tiger census
Para 13
→ Gracious
Para 14
→ Journey to New Delhi for an important meeting
Para 15
→ The writer’s last meeting with him in the Dum Dum Airport, Calcutta
→ A legend behind a legend
→ He is no more.
Mr. Chaudhury
Mr. Chaudhury, responsible, hospitable, and down-to-earth, was a weak person in his fifties. He was one of the most humane beings. He made an experiment by effecting contact between Khairi and the krait, one of the most dangerous snakes, to know about the co-existence of different wild animals. Khairi’s reaction, he noticed, was one of great love. Mr. Chaudhury, a veteran forester and an instinctive lover of wildlife possessed a joint family of different animals in his house. He was strict. He showed his skill in handling the hungry and confused two-month-old tiger cub by imitating the sounds of a mother tigress. Mr. Chaudhury, an authority on the tiger and Director of Project Tiger in India, was the first to introduce the Tiger Tracing Method of tiger census. The writer saw such a graceful legend off in Dum Dum Airport on his way to New Delhi, for the last time. Mr. Chaudhury is no more.

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

III. Doing with words Collocation
(a) Collocation in expressions means which words go with which other words. Collocations are fixed expressions. For example sweet dreams, daydreams, bad dreams, pipe dreams, hard-earned money, public money, extra money, and tax-payers money.
chapter 2
Answer:
Chapter 2.1
(b) Find out five collocations from the test. (Example: to take a fancy).
Answer:
brooked no nonsense
suffered no fools
terror-struck
no-nonsense
hypo-glycaemia

(c) Which word in each line does not collocate with the headword?
(i) a theory: come up with, do, debunk, build
(ii) a debate: open, listen to, join in, find
(iii) legend: fresh, famous, well-known, sports
(iv) veteran: soldier, idealist, activist, man
(v) gracious: welcome, hospitality, building, smile
Answer:
(i) do
(ii) find
(iii) fresh
(iv) man
(v) building

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

CHSE Odisha Class 11 English The Legend behind a Legend Important Questions and Answers

I. Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.
Khairi made the entire forest where she lived famously. She was not a bandit queen but Khairi, the tigress of Jashipur. It was exactly 25 years ago when I spent two days and two nights with Khairi and the menagerie of Saroj and Nihar, I had read a small news item in The Statesman about the latest exploits of a domesticated tigress in the Similipal forests of Odisha. Suddenly, it struck me that this was happening in my own State. I thought, “why not attempt to experience it myself ?” I spoke to N.S. Ayyangar, a senior journalist in Berhampur, and a few other elders.

I was told that Khairi was under the care of a rather gruff and tough man called Saroj Raj Chaudhury who brooked no nonsense and suffered no fools. I got his address and wrote asking if I could visit him. For good measure, I referred to a few itinerant articles I had written for Indian magazines. It was a shot in the dark and I did not really expect to hear from him. But, to my utter delight, I got a letter within a week inviting me to Khairi-Jashipur, giving precise instructions about how to reach there. Mr. Chaudhury also asked me to let him know in advance how and when I was reaching. I gave him a date and said I would be taking a bus from Bhubaneswar on a particular night.

Questions :
(i) Why was the forest made famous?
(ii) “Why not attempt to experience it myself ?” What does ‘It’ refer to?
(iii) Why did the writer contact N.S. Ayyanger and a few others? What was the result?
(iv) Explain the expression “It was a shot in the dark.”.
(v) Suggest a suitable title to the extract.

Answers :
(i) The forest was made famous by Khairi, the tigress of Jashipur because it was her abode.
(ii) ‘It’ refers to the writer’s curiosity to be aware of the latest exciting things carried by a tigress in the Similipal forests of Odisha. She had been to live with and work for humans.
(iii) The writer contacted N.S. Ayyanger and a few other seniors to know about Khairi. He learned that Saroj Raj Chaudhury, who was rather an unfriendly and severe man, took care of the tigress.
(iv) The writer’s reference to a few articles he had written for Indian magazines was a sort of hopeful attempt to see Khairi and Saroj Raj Chaudhury’s positive response to his letter.
(v) The Writer’s Quest of Khairi

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

2. Read through the extract and answer the questions that follow.
I packed my bag, took the train, and boarded the overcrowded bus from Bhubaneswar. I arrived sometime before 4.00 a.m. wondering where to go in that semidarkness. To my utter surprise, within a minute there was the click of boots and a voice welcoming me to Khairi-Jashipur. The Forest Guard, detailed to escort me, took me to the guest house, put me in my room, and assured me that water was in the jug; I could sleep as long as I wanted and Saab would see me as soon as I was ready.

I think I had an hour of blissful sleep. I woke up with a start when I heard the unmistakable voice of the Tiger just outside my door. I was terror-struck. Within minutes, a bearer came to the room with hot tea and biscuits. He smiled at the expression on my face and assured me that it was only Khairi outside the door, making friendly inquiries about the new guest in the house. I finished my tea, had a quick shower and went to the main house.

Saroj Raj Chaudhury was sitting on a large chair. There was a sloth bear behind him, holding on to his waist and making gurgling sounds. He said, “Get down, Jambu, get down’’ and rose to greet me – a frail man in his fifties, slightly balding on the top. We got talking. I didn’t find a gruff and rough no-nonsense man. What I found was one of the most humane human beings I had ever met in my life.

Questions :
(i) Describe the bus the writer had boarded.
(ii) When did he reach Jashipur?
(iii) Describe the treatment according to the writer in Jashipur.
(iv) How did a bearer react to the writer’s terror-stricken face?
(v) Throw light on Jambu.

Answers :
(i) The bus the writer had boarded was packed with passengers beyond its capacity.
(ii) The writer reached Jashipur sometime before 4 a.m. It was half-dark.
(iii) As soon as the writer reached Jashipur, the Forest Guard led him to the guest house, and showed him his room. He assured the writer of the presence of a jug filled with water. Later a bearer provided him with hot tea and biscuits in his room.
(iv) A bearer reacted smilingly to the writer’s terror-stricken face.
(v) The bear Jambu was seen in a lazy mood, behind Saroj Raj Chaudhury, and holding on to his waist making gurgling sounds.

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

3. Read through the extract and answer the questions that follow.
Here is the first story that emerged from this very unusual man between sips of coffee: “As you will see, I have different species of wild animals in this house. They all came in at different stages of their lives. I have debunked the theory that they cannot co-exist unless they are together from infancy. One thing I wanted to experiment with was the reaction of a young tiger to a snake. One day, when Khairi was much younger, we found a baby krait in the house. As you know, the krait is one of the most poisonous snakes.

I was noting Khairi’s reaction to its presence. Khairi was curious to know more about this strange new creature. Every time the krait got too close to Khairi, I would pull it back by its tail. This went on for some time. At some point, I must have been a little unmindful. It turned around and bit me. I immediately tied a tourniquet above that and got the poison out. I saw the doctor as soon as possible. Luckily it was a baby. Still, some of the poison got into my bloodstream and as a result, I am now a permanent patient of hypo-glycemia.”

By the time he finished this astonishing story, Jambu took a fancy to me and climbed behind to give me his bear hug. A stern ‘no’ from Saroj was enough to dissuade him from this expression of fondness. As the day progressed, between our conversations and the intermittent crackle on the VHF wireless set by which he was giving instructions to his men in the forests, I got to know a veritable joint family that was living inside the compound – a mongoose, a pangolin, wild cat twins, a country dog, and a blind Hyena. Each had a name.

Questions :
(i) When did Saroj narrate the first story to the writer?
(ii) What is the theory that Mr. Chaudhury has exaggerated?
(iii) ‘It turned round and bit me.’ What does ‘It’ refer to?
(iv) How was Mr. Saroj Chaudhury’s story?
(v) Throw light on Jambu.

Answers :
(i) Between sipping coffee, Saroj narrated the first story to the writer.
(ii) The theory that Mr. Chaudhury has exaggerated is that different species of wild animals cannot co-exist unless they are together from childhood.
(iii) ‘It’ refers to a krait, one of the most poisonous snakes.
(iv) Mr. Chaudhury’s story was wonderful.
(v) The bear Jambu was a picture of fondness. He started liking the writer climbing behind. The creature was interested to give a bear hug, but in vain, because of Mr. Chaudhury’s strict ‘no’.

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

4. Read through the extract and answer the questions that follow.
Khairi’s story started on October 5, 1974, when 12 Kharia tribals of Similipal brought a two-month-old tiger cub to Saroj Raj Chaudhury, an officer of the Indian Forest Service. Saroj noticed that it was a female – famished and confused. His first experience of what was to become his passion in life was angry snarls and scratching claws. But, the veteran forester and instinctive lover of wildlife knew how to handle a hungry, angry cub. He imitated the sounds of a mother tigress.

“Within minutes, her confidence was firmly anchored in the fostering human,” is how he recalled those first few minutes between the legends. Early the next morning, Saroj started his inspection of the Tiger Reserve area. I tagged along in the jeep that snaked through a narrow road in the woods amidst lush foliage. “My mother gave me a gun for my eighth birthday. As a young man, I shot wildlife with abandon. But soon, I realized that there is greater happiness in conserving these beautiful animals that do no wanton harm to man” is one of the things he told me about his life during that long travel.

At that time, he was an authority on the tiger and Director of Project Tiger in India. Saroj introduced the Tiger Tracing Method of tiger census where the pugmarks of each animal with distinctive measurements and characteristics are meticulously recorded. For the night, we camped at a guest house deep in the jungle. It was a wooden structure with functional rooms and a bath. It was built on stilts and stood a good 15 feet above the ground. I experienced for the first time, one night atop a magnificent machan.

Questions :
(i) What picture of Saroj Chaudhury do you get in the 1st para of the extract?
(ii) When did he go to inspect the Tiger Reserve area?
(iii) Describe his journey to this place.
(iv) When did Mr. Chaudury’s realization concerning the conservation of wildlife come?
(v) What was the writer’s experience of staying one night at the guest house a top?

Answers :
(i) In the first para of the extract, we learn that Saroj Chaudhury, an officer of the Indian Forest Service, was a veteran forester and instinctive lover of wildlife. The way he handled the two-year-old tiger cub is a case in point.
(ii) Early the next morning of his arrival, he went to visit the Tiger Reserve area.
(iii) In the course of his journey, Saroj Chaudhury in the jeep went through a narrow road in the woods amidst leaves of trees growing luxuriantly.
(iv) Mr. Chaudhury’s realization concerning the conservation of wildlife came when he, as a young man, had shot wildlife in a carefree life.
(v) The writer’s experience of staying one night at the guest house atop was very beautiful.

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

II. Multiple Choice Questions (MCQs) with Answers
Choose the correct option.

Unit – I
The text
Khairi made ………………. night.

Question 1.
Who was the tigress of Jashipur?
(a) Nhairi
(b) Khairi
(c) Bhairi
(d) Shairi
Answer:
(b) Khairi

Question 2.
Where did Khairi live?
(a) Bhitarkanika
(b) Similipal forests
(c) Kanchanjanga
(d) National Zoo, Kolkata
Answer:
(b) Similipal forests

Question 3.
Who was N. S. Ayyangar ?
(a) a politician
(b) a senior journalist
(c) a zoologist
(d) a veterinary doctor
Answer:
(b) a senior journalist

Question 4.
Khairi was under the care of:
(a) N. S. Ayyangar
(b) Hariharan
(c) Saroj Raj Chaudhury
(d) Nihar Raj Chaudhury
Answer:
(c) Saroj Raj Chaudhury

Question 5.
Khairi was a :
(a) domesticated tigress
(b) wild tigress
(c) zoo tigress
(d) tigress of a circus
Answer:
(a) domesticated tigress

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Question 6.
Who had invited the author to Khairi- Jashipur?
(a) Nihar Raj Chaudhury
(b) Saroj Raj Chaudhury
(c) N. S. Ayyangar
(d) Forest ranger
Answer:
(b) Saroj Raj Chaudhury

Unit – II
The text
I packed my bag, ……………… met in my life.

Question 7.
Who escorted the author to the guest house from the bus stop at Khairi- Jashipur?
(a) Forest Ranger
(b) Forest Guard
(c) Forest Guide
(d) none of the above
Answer:
(b) Forest Guard

Question 8.
What was Khairi doing outside the guest house when the author was inside the room?
(a) making friendly enquiries
(b) making fun
(c) searching for enemies if any
(d) none of the above
Answer:
(a) making friendly enquiries

Question 9.
Who was Jambu?
(a) a monkey
(b) a bear
(c) a sloth bear
(d) a donkey
Answer:
(c) a sloth bear

Unit – III
The text
Here is the first story……………..had a name.

Question 10.
The name of the snake living in Mr. Chaudhury’s house was :
(a) cobra
(b) Python
(c) krait
(d) rattlesnake
Answer:
(c) krait

Question 11.
Mr. Chaudhury was bitten by a snake and as a result, he became a permanent patient of
(a) diabetics
(b) hypo-glycaemia
(c) leukaemica
(d) high blood pressure
Answer:
(b) hypo-glycaemia

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Question 12.
How did Mr. Chaudhury instruct his men in the forests?
(a) on the computer internet
(b) on the VHF wireless
(c) on the T.V.
(d) by the mobile phone
Answer:
(b) on the VHF wireless

Question 13.
What did Mr. Saroj Chaudhury do when he was bitten by a krait, the poisonous snake?
(a) immediately cut the biting place
(b) immediately applied for medicine
(c) immediately tied a tourniquet
(d) met a doctor
Answer:
(c) immediately tied a tourniquet

Unit – IV
The text
Khairi’s story…….. magnificent machan.

Question 14.
When did Khairi come to Mr. Chaudhury’s hands?
(a) Nov. 5, 1974
(b) Dec. 5, 1974
(c) Oct. 5, 1974
(d) Sept. 5, 1974
Answer:
(c) Oct. 5, 1974

Question 15.
Who got the baby tiger and handed it over to Mr. Chaudhury?
(a) 12 Kharia tribals
(b) 12 Gonda tribals
(c) 12 Santhal tribals
(d) none of them
Answer:
(a) 12 Kharia tribals

Question 16.
Who was Saroj Raj Chaudhury?
(a) Indian Police Service officer
(b) Indian Foreign Service officer
(c) Indian Forest Service officer
(d) a low cadre forest official
Answer:
(c) Indian Forest Service officer

Question 17.
What do you mean by the word ‘famished’?
(a) very tired
(b) very smart
(c) very careful
(d) very hungry
Answer:
(d) very hungry

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Question 18.
How did Mr. Choudhury handle and consoled the hungry and angry cub?
(a) by giving it milk to drink
(b) by showing her the picture of a mother tigress
(c) by making the sounds of a mother tigress
(d) by leaving it all alone
Answer:
(c) by making the sounds of a mother tigress

Question 19.
Where does lie the greater happiness of Mr. Chaudhury?
(a) in killing animals
(b) in conserving animals
(c) in destroying animals’ habitat
(d) none of the above
Answer:
(b) in conserving animals

Question 20.
What do you mean by the word ‘wanton harm’?
(a) no harm
(b) less harm
(c) reckless harm
(d) secret harm
Answer:
(c) reckless harm

Question 21.
Who was then an authority on the tiger and Director of Project Tiger in India?
(a) Nihar Raj Chaudhury
(b) Bhasker Raj Chrudhury
(c) Saroj Raj Chaudhury
(d) N. S. Ayyangar
Answer:
(c) Saroj Raj Chaudhury

Question 22.
Which parts of speech is the word ‘meticulously’?
(a) noun
(b) verb
(c) adverb
(d) adjective
Answer:
(c) adverb

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Question 23.
Which according to the author was a magnificent machan?
(a) a guest house deep in the jungle
(b) the building where Saroj Chaudhury lived
(c) the house where Khairi and other animals lived
(d) none of the above
Answer:
(a) a guest house deep in the jungle

Unit – V
The text
I went to ……………… 25 years hence.

Question 24.
When did the author come to Khairi- Jashipur again?
(a) after six months
(b) after four months
(c) after three months
(d) after seven months
Answer:
(c) after three months

Question 25.
What was the purpose of the second visit of the author to Khairi-Jashipur?
(a) to know more about Mr. Chaudhury
(b) to know more about Khairi
(c) to see the place again
(d) to enjoy the nature
Answer:
(b) to know more about Khairi

Question 26.
Which new animal do he saw in his second visit?
(a) a pangolin
(b) a blind hyena
(c) a rattlesnake
(d) a young python
Answer:
(d) a young python

Question 27.
What did the author search about in his second visit?
(a) about Saroj Chaudhury and his passion
(b) about World Wildlife Fund
(c) about the animals
(d) none of the above
Answer:
(a) about Saroj Chaudhury and his passion

Question 28.
Where came a wireless message to the Chaudhury?
(a) Department of Forest
(b) World Wildlife Fund
(c) Central Government
(d) none of the above
Answer:
(b) World Wildlife Fund

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Question 29.
To whom the author has described a legend behind a legend?
(a) Khairi
(b) Mr. Saroj Chaudhury.
(c) Nihar Raj Chaudhury
(d) none of the above
Answer:
(b) Mr. Saroj Chaudhury.

Question 30.
Where did the author meet Mr. Chaudhury last time?
(a) at New Delhi
(b) in Dum Dum Airport
(c) at Mumbai
(d) at Jashipur
Answer:
(b) in Dum Dum Airport

Question 31.
Who made the forest famous?
(a) Mr. Chaudhury
(b) Khairi
(c) author
(d) tourist
Answer:
(b) Khairi

Introducing the Author:
Hariharan Balakrishnan excels in the art of writing articles on wildlife. He is also a columnist.

About the Topic:
‘The Legend Behind A Legend’, as the title suggests, deals with two legends: Mr. Saroj Raj Chaudhury and Khairi; the former was an authority on tiger and Director of Project Tiger, and the latter a magnificent famous tigress. Mr. Chaudhury was a foster father of Khairi. The writer showers accolade on both legends.

Summary:
The writer takes us back to the Similipal forests of Odisha, which served as the habitat of Khairi, the tigress of Jashipur. The place carved out a name for itself, thanks to this tigress. She was not a queen of the robbers. She was the queen of Jashipur. The writer goes down memory lane. 25 years have elapsed since he had spent two days and two nights with Khairi and other wild animals of Saroj and Nihar. A news item on the latest exploits of Khairi evoked his interest to visit the place. He came to know that Saroj Raj Chaudhury was taking care of Khairi.

He wrote a letter to him and met with a prompt response. He was filled with great joy. Mr. Chaudhury invited him to Khairi – Jashipur, giving him particular directions on how to reach there. The writer apprised him of when and how he would visit him. This was his meeting. The writer left Berhampur by train. He reached in Jashipur before 4 a.m. by an overpacked bus. The Forest Guard was present there to cordially welcome him. He made all comfortable arrangements for the writer. He spent an hour of sound sleep.

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

Terror gripped him when he heard the clear voice of the Tiger just outside the door. Within minutes, the bearer came to his room and served him with hot tea and biscuits. He smiled at the panic-stricken expression of his face. He assured the writer of the presence of Khairi who was making loving enquiries about the new guest in the house. He met Saroj Chaudhury, a frail man in his fifties, slightly balding on the top; the latter greeted the former in a polite manner after asking Jambu, the bear, to get down, because the animal holding on to Chaudhury’s waist.

They conversed with each other. In Mr. Chaudhury, the writer found a humble and careful man. One of the most caring persons he had ever met in his life was Mr. Chaudhury. While sipping tea, Mr. Chaudhury narrated a story to the writer. He drew the latter’s attention to the presence of different species of wild animals in his house. They all had not come at the same time. He exaggerated the theory that they could not exist with each other unless they were together from childhood. He conducted an experiment to ascertain the truth.

He brought Khairi and one of the most dangerous snakes, krait. The writer marked Khairi’s reaction – it was one of fondness for the strange creature. Whenever the krait goes too close to Khairi, Mr. Chaudhury would pull it by back by its tail. Once he became inattentive and was bitten by the krait. Some of its poison entered his blood and therefore, he was now a permanent patient with low blood pressure. As soon as Mr. Chaudhury finished this wonderful story, Jambu tried to give the writer his bear hug, but the former’s stern warning prevented him from doing so.

Mr. Chaudhury has a well-knit joint family that was living inside the compound. It comprised a mongoose, a pangolin, wild cat twins, a country dog, and a blind Hyena, each having a name. Khairi’s story dates back to October 5, 1974, when twelve Khaira tribals of Similipal brought a two-month-old tiger cub to Saroj Raj Chaudhury who was an IFS officer. He found the female cub in a state of hunger and confusion. He managed it by imitating the sounds of a mother tigress. Her anger and disturbance vanished at once.

She was in her element. Saroj became nostalgic. He recollected his birthday when his mother had presented him with a gun, with which he, as a young man, shot wildlife in a carefree manner. But, soon he realized that it was a mistake and happiness lies in the conservation of these harmless beautiful animals. As the Director of Project Tiger, Saroj was the first to introduce the Tiger Tracing Method of tiger census. For the night, both camped at a guest house deep in the jungle. Never before had the writer experienced spending one night in a magnificent Wooden structure with rooms and baths that stood 15 feet high from the ground.

It is three months since the writer last visited Khairi-Jashipur. Then he went there again for the second time to know more about Khairi. Saroj welcomed him in his characteristic gracious manner. This time the writer saw a python as a pet of Chaudhury. His passion for wildlife knew no end. In a response to a message from the World Wildlife Fund, he went to New Delhi by plane with a view to attending an important meeting. In just over three months, Khairi passed away. Saroj Raj Chaudhury did not survive for long. The topic comes to a close with the writer saluting Saroj Chaudhury. He is worthy of it.

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

ସାରାଂଶ:
“The Legend Behind A Legend’ ବିଷୟଟି ଦୁଇଟି କିମ୍ବଦନ୍ତୀକୁ ଆଧାର କରି ରଚିତ । ବାଘମାନଙ୍କ ଉପରେ ନିଜର ଦକ୍ଷତା ହାସଲ କରିପାରିଥିବା Project Tigerର ନିର୍ଦ୍ଦେଶକ Mr. Saroj Raj Chaudhury ଏବଂ ପ୍ରସିଦ୍ଧ ମହାବଳ ବାଘୁଣୀ ‘ଖଇରୀ’ର ଜୀବନୀ ଉପରେ ଏହା ପର୍ଯ୍ୟବସିତ । ସରୋଜ ରାଜ ଚୌଧୁରୀ ଖଇରୀର ପାଳିତ ପିତା ଭଳି ଥିଲେ । ଶିମିଳିପାଳ ଜଙ୍ଗଲର ପ୍ରସିଦ୍ଧ ବାଘୁଣୀ ଥିଲା ଖଇରୀ । ସେ ଥୁଲା ଯଶିପୁରର ମହାବଳ ବାଘୁଣୀ । ଲେଖକ ସ୍ମୃତିଚାରଣ କରି କହନ୍ତି ଯେ ୨୫ ବର୍ଷ ପୂର୍ବେ ସେ ଦୁଇ ଦିନ ଓ ଦୁଇ ରାତି ଖଇରୀ ସହିତ ସରୋଜ ଓ ନିହାରଙ୍କ ବନ୍ୟଜନ୍ତୁ ସଂଗ୍ରହାଳୟରେ ସମୟ ଅତିବାହିତ କରିଥିଲେ । ଲେଖକ ଖଇରୀର ଅଦ୍ଭୁତ କାର୍ଯ୍ୟକଳାପ ବିଷୟରେ ‘The Statesman’ର ଏକ ଖବରରୁ ଜାଣିପାରିଥିଲେ ଏବଂ ସେଇ ସ୍ଥାନକୁ ବୁଲିଯିବା ପାଇଁ ଆଗ୍ରହ ପ୍ରକାଶ କରିଥିଲେ ।

ସେ ଜାଣିବାକୁ ପାଇଲେ ଯେ, ଖଇରୀ ସରୋଜ ରାଜ ଚୌଧୁରୀଙ୍କ ତତ୍ତ୍ଵାବଧାନରେ ପାଳିତ ହେଉଛି । ସେଥ‌ିପାଇଁ ଲେଖକ ସେଠାକୁ ଯିବାର ଅନୁମତି ମାଗି ସରୋଜଙ୍କ ପାଖକୁ ପତ୍ର ଲେଖିଲେ । ସରୋଜ ଅତି ଖୁସିରେ ଲେଖକଙ୍କୁ ନିମନ୍ତ୍ରଣ ପତ୍ର ଲେଖୁଲେ ଏବଂ ଯିବାପାଇଁ ସମସ୍ତ ତଥ୍ୟ ସହିତ ତାରିଖ ମଧ୍ୟ ଜଣାଇଲେ । ଭୋର ୪ଟା ସମୟରେ ଲେଖକ ଏକ ଜନଗହଳିପୂର୍ଣ୍ଣ ବସ୍‌ରେ ବସି ଖଇରୀ-ଯଶିପୁରରେ ପହଞ୍ଚିଲେ । ତାଙ୍କୁ ଉତ୍ତମ ଆତିଥ୍ୟ ସତ୍କାର କରାଗଲା । ଖାଦ୍ୟ ଓ ବିଶ୍ରାମ ପାଇଁ ସବୁପ୍ରକାରର ବ୍ୟବସ୍ଥା କରାଯାଇଥିଲା । ଲେଖକ ବିଶ୍ରାମ ନେଉଥ‌ିବାବେଳେ ଦ୍ଵାରଦେଶର ବାହାରେ ବାଘୁଣୀର ଗର୍ଜନ ଶୁଣି ଭୟଭୀତ ହୋଇଯାଆନ୍ତି । ଏହାର ଅଳ୍ପ ସମୟ ପରେ ଜଣେ ବ୍ୟକ୍ତି ଚା’ ଓ ବିସ୍କୁଟ ଧରି ଆସିଲେ ଏବଂ କହିଲେ ଖଇରୀ ବାଘୁଣୀ ବାହାରେ ଥାଇ ଆନନ୍ଦରେ ଗର୍ଜନ କରି ନୂତନ ଅତିଥିଙ୍କୁ ସ୍ଵାଗତ କରୁଛି ।

ତା’ପରେ ଲେଖକ ସରୋଜଙ୍କୁ ସାକ୍ଷାତ କଲେ । ଦୁର୍ବଳ ଶରୀରଧାରୀ ପଚାଶ ବର୍ଷୀୟ ଏହି ବ୍ୟକ୍ତିଜଣକ ଟିକେ ଚନ୍ଦା ଥିଲେ । ସେ ଲେଖକଙ୍କୁ ଅତି ଭାବରେ ସ୍ଵାଗତ କଲେ ଏବଂ ତାଙ୍କ ଅଣ୍ଟାକୁ ଧରି ଠିଆ ହୋଇଥିବା ଭାଲୁକୁ ବସିବାକୁ କହିଲେ । ପରସ୍ପର କଥାବାର୍ତ୍ତା ହେଲେ । ଲେଖକ ସରୋଜ ରାଜ ଚୌଧୁରୀଙ୍କଠାରେ ଭଦ୍ର ଯେଉଁ ବିନମ୍ର ସ୍ଵଭାବ ଦେଖିଥିଲେ, ସେ ତାଙ୍କ ଜୀବନରେ ଅନ୍ୟ କାହାଠାରେ ଦେଖିନଥିଲେ । କଥାବାର୍ଭା ସମୟରେ ଶ୍ରୀଯୁକ୍ତ ଚୌଧୁରୀ ମହାଶୟେ କହିଲେ ତାଙ୍କ ଘର କିଭଳି ଭାବେ ବିଭିନ୍ନ ଜୀବଜନ୍ତୁମାନଙ୍କର ଏକ ଆଶ୍ରୟସ୍ଥଳୀ ହୋଇଯାଇଛି । ଜୀବଜନ୍ତୁମାନଙ୍କୁ ଯଦି ଶୈଶବାବସ୍ଥାରୁ ଏକାଠି ରଖାଯାଏ, ସେମାନେ ପରସ୍ପର ସହିତ ମିଳିମିଶି ରହିପାରିବେ ବୋଲି ସେ କହିଥିଲେ । ଏହାର ପରୀକ୍ଷଣ ନିମନ୍ତେ ସେ ଖଇରୀ ନିକଟରୁ ତାଙ୍କ ଅଗଣାରୁ ଧରା ଯାଇଥିବା

ଏକ ବିଷଧର ନାଗସାପକୁ ଆଣିଥିଲେ । ସେତେବେଳେ ଖଇରୀ ଖୁବ୍ ଛୋଟ ଥିଲା । ଖଇରୀର ସେହି ସାପ ପ୍ରତି ପ୍ରତିକ୍ରିୟାକୁ ଲେଖକ ଲକ୍ଷ୍ୟ କରିଥିଲେ । ଏଇ ବିଷଧର ସାପ ପ୍ରତି ଖଇରୀର ଆଗ୍ରହ ପ୍ରକାଶ ପାଇଥିଲା । ଯେତେବେଳେ ଏହି ସାପଟି ଖଇରୀ ଆଡ଼କୁ ଆଗ୍ରସର ହେବାକୁ ଚାହୁଁଥିଲା, ଲେଖକ ତାକୁ ଲାଞ୍ଜ ଧରି ପଛକୁ ଟାଣି ଦେଉଥିଲେ । ଥରେ ସେ ଅନ୍ୟମନସ୍କ ହୋଇ ଏହି ବିଷଧର ନାଗସାପକୁ ଟାଣିଦେବା ସମୟରେ, ସେ ଲେଖକଙ୍କୁ କାମୁଡ଼ି ଦେଇଥିଲା । ତାଙ୍କ ରକ୍ତରେ କିଛି ବିଷ ପ୍ରବାହିତ ହୋଇଯାଇଥିଲା । ତା’ପରଠାରୁ ସେ ନିମ୍ନ ରକ୍ତଚାପ ରୋଗରେ ପୀଡ଼ିତ ହୋଇଥିଲେ । ଏହି ସମୟରେ ଭାଲୁ ଲେଖକଙ୍କୁ କୁଣ୍ଢାଇବାକୁ ଆସୁଥିଲା । କିନ୍ତୁ ସରୋଜଙ୍କ କଡ଼ା ନିର୍ଦ୍ଦେଶ ହେତୁ ସେ ସେଥୁରୁ ନିବୃତ୍ତ ରହିଲା ।

ସରୋଜଙ୍କର ଏହି ଯୌଥ ପରିବାରରେ ସମସ୍ତେ ଯଥା ନେଉଳ, ଗୋଧ, ପକ୍ଷୀ, ସାପ, ଦେଶୀ କୁକୁର, ବାଘ, ଭାଲୁ ସମସ୍ତେ ଉତ୍ତମ ବୁଝାମଣାରେ ଏକ ଶୃଙ୍ଖଳିତ ଜୀବନଯାପନ କରୁଥିଲେ । ଖଇରୀ ଯେତେବେଳ ଏକ ୨ ମାସର ବାଘଛୁଆ ଥିଲା, ସେତେବେଳେ ଶିମିଳିପାଳର ୧୨ ଜଣ ଖରିଆ ଆଦିବାସୀ ତାକୁ ସରୋଜଙ୍କ ନିକଟକୁ ଆଣିଥିଲେ । ସେ ଥିଲେ ଜଙ୍ଗଲ ବିଭାଗର ଜଣେ ଅଧିକାରୀ ଥିଲେ । ଏହି ବାଘଛୁଆଟି ଥୁଲା ଭୋକିଲା ଓ ବିବ୍ରତ । ସେ ରାଗି ଗର୍ଜନ କରୁଥିଲା ଓ ତା’ର ପଞ୍ଝାକୁ ଘୋଷାରୁଥିଲା । ସରୋଜ ଏକ ମା’ ବାଘର ସ୍ଵରକୁ ଅନୁକରଣ କରିଥିଲେ ଯାହାକି ଖଇରୀକୁ ପୋଷା ମନେଇବା ପାଇଁ ଚମତ୍କାର ଭାବେ କାର୍ଯ୍ୟ କରିଥିଲା । ସେଥ‌ିରେ ସେ ସଫଳ ହୋଇଥିଲେ ଏବଂ ଖୁସିରେ ବିଭୋର ହୋଇଯାଇଥିଲେ । ତା’ ପରଦିନ ସକାଳୁ ସରୋଜ ଲେଖକଙ୍କୁ ନେଇ ଏକ ଜିପ୍‌ରେ ବ୍ୟାଘ୍ର ସଂରକ୍ଷଣ ଅଞ୍ଚଳ ବୁଲିବାକୁ ଗଲେ ।

ତାହା ଥିଲା ଏକ ସରୁ ଅଣଓସାରିଆ ରାସ୍ତା । ବାଟରେ ସରୋଜ ଅତୀତର ସ୍ମୃତିଚାରଣ କରି କହିଲେ, ତାଙ୍କୁ ଜନ୍ମଦିନରେ ତାଙ୍କ ମା’ ଏକ ବନ୍ଧୁକ ଉପହାର ଦେଇଥିଲେ ଯାହାଦ୍ଵାରା ଜଣେ ଯୁବକଭାବେ ସେ ବନ୍ୟଜନ୍ତୁମାନଙ୍କୁ ମୁକ୍ତଭାବେ ଶିକାର କରିଥିଲେ । ତା’ପରେ ସେ ଅନୁଭବ କଲେ ଯେ ପଶୁମାନଙ୍କୁ ମାରିବା ଏକ ଅପରାଧ। ଆନନ୍ଦ ଥାଏ ଏହି ନିରୀହ ସୁନ୍ଦର ଜୀବଜନ୍ତୁମାନଙ୍କୁ ସଂରକ୍ଷଣ କରିବାରେ । ବ୍ୟାଘ୍ର ପ୍ରକଳ୍ପର ନିର୍ଦ୍ଦେଶକ ଭାବେ ସେ ପ୍ରଥମେ ବ୍ୟାଘ୍ର ଗଣନା ପ୍ରଣାଳୀ ପ୍ରଚଳନ କରିଥିଲେ । ସେହି ରାତ୍ରିରେ ଉଭୟେ ଘଞ୍ଚ ଜଙ୍ଗଲ ମଧ୍ୟରେ ଥିବା ଏକ ଅତିଥୁ ଗୃହରେ ରାତ୍ରିଯାପନ କରିଥିଲେ । ଏହା ପୂର୍ବରୁ ଲେଖକ ଭୂମିଠାରୁ ୧୫ ଫୁଟ ଉଚ୍ଚରେ କାଠରେ ନିର୍ମିତ ଏକ ଘରେ ରହିବାର ଆନନ୍ଦ କେବେ ଅନୁଭବ କରିନଥିଲେ । ସେହିଘରେ କେତେଗୁଡ଼ିଏ କୋଠରୀ ସହ ଏକ ଗାଧୁଆଘର ଥିଲା। ତିନିମାସ ପରେ ଲେଖକ ପୁନର୍ବାର ସେହି ଖଇରୀ ଓ ଯଶିପୁରକୁ ବୁଲିବାକୁ ଗଲେ ।

CHSE Odisha Class 11 English Solutions Chapter 2 The Legend behind a Legend

ଖଇରୀ ବିଷୟରେ ଅଧିକ ଜାଣିବାର ଇଚ୍ଛା ତାଙ୍କୁ ସେଠାକୁ ପୁନର୍ବାର ଟାଣି ନେଇଥିଲା । ଶ୍ରୀ ଚୌଧୁରୀ ତାଙ୍କୁ ସ୍ଵାଗତ କଲେ ଏବଂ ଭାରି ଖୁସି ହେଲେ । ସେ ସେଠାରେ ଅନ୍ୟ ଜୀବମାନଙ୍କ ସହିତ ଏକ ଆଠ ଫୁଟ ଲମ୍ବର ଏକ ଅଜଗର ସାପ ଦେଖିଲେ । ତା’ପରେ ସେ ଚୌଧୁରୀ ଜୀବଜନ୍ତୁମାନଙ୍କୁ ସଂରକ୍ଷଣ କରିବାର ନିଶା ବିଷୟରେ ଜାଣିବାକୁ ଆଗ୍ରହ ପ୍ରକାଶ କଲେ । ଏହି ସମୟରେ ଏକ ଜରୁରୀ ସଭାରେ ଯୋଗ ଦେବାପାଇଁ ବିଶ୍ବ ବନ୍ୟଜନ୍ତୁ ପାଣ୍ଠି ତରଫରୁ ଏକ ତାରବାର୍ତ୍ତା ଆସି ପହଞ୍ଚିଲା। ସେ କଲିକତାର ଦମ୍ଦମ୍ ଉଡ଼ାଜାହାଜ ପଡ଼ିଆରୁ ବିମାନ ଯୋଗେ ଦିଲ୍ଲୀ ଯାତ୍ରା କଲେ । ଏହା ଥିଲା ଚୌଧୁରୀଙ୍କ ସହିତ ଲେଖକଙ୍କର ଶେଷ ସାକ୍ଷାତ । ଏହାର ତିନି ମାସ ପରେ ଖଇରୀର ମୃତ୍ୟୁ ଘଟିଥିଲା । ତା’ପରେ ଖଇରୀ ବିନା ଚୌଧୁରୀ ମଧ୍ୟ ବେଶି ଦିନ ବଞ୍ଚୁରି ନ ଥିଲେ ।

BSE Odisha 11th Class English:

Standing Up for Yourself Question Answer Class 11 Invitation English Chapter 1 CHSE Odisha

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Chapter 1 Standing Up for Yourself Textbook Exercise Questions and Answers.

Class 11th Invitation English Chapter 1 Standing Up for Yourself Question Answers CHSE Odisha

Standing Up for Yourself Class 11 Questions and Answers

UNIT – I
Gist with Glossary:

Gist:
The author was alone and living in Moscow. His parents were separated. His father seldom sent letters to him. His mother was a geologist, but later she gave it up to become a singer. She was entertaining the troops. These circumstances drove the author to live in the street. The street was his world which taught him how to overcome his fear of the stronger.

Glossary:
divorced : (husband and wife) separated by a court of law
front: war front, a place where two armies are engaged in a battle (ଯୁଦ୍ଧକ୍ଷେତ୍ର)
geologist: a person who studies rocks and crust of the earth to know its history (ଭୂତତ୍ତ୍ବବିତ୍)
concert: musical entertainment
elegantly: neatly, showing a good sense of style (ସୁନ୍ଦର ଭାବରେ)
overcome : conquer (ଜୟ କରିବା)

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Think it out:
Question 1.
Is the narrator a child or an adult narrating his childhood experiences?
Answer:
The narrator is an adult narrating his childhood experiences.

Question 2.
Does the narrator have happy experiences in his childhood? Why/Why not?
Answer:
The narrator has both happy and unhappy experiences in his childhood. His parents were divorced. His mother left him. These circumstances made him lonely. The street became his teacher. He cultivated all bad habits. Another good habit he developed was the spirit of fearlessness which he has kept intact till today.

Question 3.
What was his relationship with his father?
Answer:
The narrator’s father lived somewhere in Kazakhstan with his new wife and hardly he got letters from his father. In short, there was no genuine relationship between father and son.

Question 4.
How did his mother spend his time?
Answer:
His mother spent her time in singing and giving entertainment to the troops.

Question 5.
What does ‘my education was left to the street’ mean here?
Answer:
After the divorce, his father lived with his new wife and his mother spent time in singing and giving entertainment to the troops. As a result, he became lonely and the street became his master. It taught him both good and bad habits.

Question 6.
What were two habits that remained with him all his life?
Answer:
The two habits that remained with him all his life were his preparedness to face the battle of life at any moment and his spirit of fearlessness.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 7.
What in your opinion was the best lesson that the street taught to the writer?
Answer:
In my opinion, the best lesson that the street taught to the writer was the habit of fearlessness. It taught him not to fear anyone.

UNIT – II
Gist with Glossary:

Gist:
A boy named Red was the monarch of the street. He possessed a peculiar appearance. He with two or three of his lieutenants was a terror in the street. The whole street was in the throes of fear at the sight of Red.

Glossary:
masterfully : carelessly (ବେଖାତର ଭାବରେ )
gait : manner of walking (ଚାଲିବା ଢଙ୍ଗ)
peak: a lock of hair growing just above the forehead (ମୁଣ୍ଡ ଉପରେ ଥ‌ିବା ଜଟ)
tumble : fall (ପଡ଼ିଯିବା)
cascade : waterfall (ଜଳପ୍ରପାତ)
pock-marked face: face with marks left after the smallpox
lieutenants : (here) supporters (ସମର୍ଥକ)
impressively : (here) without the slightest hesitation (ଦ୍ବିଧାହୀନଭାବେ )
tripped : followed by walking or running (ଜୋର୍ ରେ ପାଦ ପକାଇ ଚାଲିବା)
knuckle-duster: metal covering for the knuckles, for attack or defense

Think it out :
Question 1.
What made Red look older than he really was?
Answer:
His big and broad shoulders made Red look older than he really was.

Question 2.
How did he roam in the street?
Answer:
He roamed carelessly in the street with his legs wide. He walked like a seaman on the floor of a ship.

Question 3.
How did he dress himself?
Answer:
He dressed himself in a peculiar manner. He put on a cap. From under his cap, the writer noticed its peak at the back of his head.

Question 4.
Did he intentionally dress and walk in the manner described?
Answer:
A villain as he was, Red intentionally dressed and walked in the manner described.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 5.
Why did his lieutenants also wear their caps back to front?
Answer:
His lieutenants also wore their caps back to front, because they, like Red, wanted to evoke fear in everyone’s mind.

Question 6.
What pet animal comes to your mind when you read the expression ‘tripped at his heels’?
Answer:
When we read the expression ‘tripped at his heels’, the pet animal that comes to my mind is a dog.

Question 7.
What was his way of forcing money out of other boys?
Answer:
His way of forcing money out of other boys was to stop them and say simply but firmly the one-word ‘money’.

Question 8.
How did he rule the street?
Answer:
He ruled the street by stopping any boy and saying simply but firmly nothing but the one word ‘money’. His hangers-on emptied his pockets, and they beat him ruthlessly in case he resisted.

Question 9.
Was the narrator afraid of Red? Quote the sentence from the text in support of your answer.
Answer:
The narrator was certainly afraid of Red. The line ‘So was /’ is a case in point.

UNIT – III
Gist with Glossary:

Gist:
The author wrote a poem about him which by the next day became very popular. The people got the poem by heart and were filled with joy in expressing their hatred for Red. The author became a victim of Red. The ruffian gave him a violent strike with his knuckle duster. The author suffered fierce wounds. He lay unconscious and was bedridden for several days. After some days he went out with his bandaged head. As soon as he saw Red, he sprang to his feet. The author’s reaction was one of disgrace. He made up his mind to face Red without any fear.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Glossary:
exulted : showed great joy and pride (ଗର୍ବ ଓ ଆନନ୍ଦ ପ୍ରଦର୍ଶନ କଲେ)
triumphant: showing great joy or satisfaction (ଅତ୍ୟଧ୍ଵ ଆନନ୍ଦ ଓ ସନ୍ତୋଷ ପ୍ରଦର୍ଶନ)
hatred : dislike exhibited with joy (ଘୃଣା)
bore : make a bore, (here) looked pointedly (ତୀକ୍ଷ୍ଣ ଦୃଷ୍ଟିରେ ଚାହିଁଲେ )
drawled : spoke slowly so that the sounds of the vowels are longer than as usual (ଧୀର କଣ୍ଠରେ ସ୍ଵର ଲୟେଇ କହିବା)
crookedly : dishonestly, shrewdly (ଚତୁରତାପୂର୍ଣ୍ଣ ଢଙ୍ଗରେ)
remuneration: reward; (here the word has been used satirically) (ପାଉଣା )
pounding : beating heavily and repeatedly (ନିର୍ଘାତ ମାଡ଼ଦେବା)
impotent : helpless or powerless (ଶକ୍ତିହୀନ)
vanquishe : defeat completely (ସମ୍ପୂର୍ଣ୍ଣ ପରାସ୍ତ କରିବା)

Think it out :
Question 1.
What was the first thing the narrator did to overcome his fear of Red?
Answer:
The first thing that the narrator did to overcome his fear of Red was to write a poem about him.

Question 2.
How did the people in the street respond to the poem?
Answer:
The people in the street learnt the poem by heart. They were filled with great joy and excitement. Their hatred for Red ruled the most.

Question 3.
Explain the expression ‘triumphant hatred’.
Answer:
The narrator’s poem about Red filled the people in the street with great joy and excitement. They gave up their fear of Red and expressed their hatred for him with great satisfaction.

Question 4.
How did Red sneer at the narrator?
Answer:
Red addressed the narrator as a poet slowly with a mischievous smile on his face. He commented sarcastically that at last he wrote verses and asked if they rhymed.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 5.
What was the result of his first encounter with Red?
Answer:
Red struck the narrator’s head with a metal covering for the knuckles. As a result, he fell down with blood gushing out of his head and lost consciousness. He was confined to bed for several days. This was the result of his first encounter with Red.

Question 6.
‘This was my first remuneration as a poet’ – was the narrator happy with his reward as a poet?
Answer:
The narrator was not happy at all with his reward as a poet.

Question 7.
What was a more difficult situation for the narrator: to be injured by Red or to overcome his fear of Red when he saw Red after his injury?
Answer:
A more difficult situation for the narrator was overcoming his fear when he saw Red after his injury.

Question 8.
What was the result of his second encounter with Red?
Answer:
The result of his second encounter with Read was his determination to defeat the fear of Red despite suffering shame and experiencing futile anger at his cowardice.

UNIT – IV
Gist and Glossary:

Gist:
The author made up his mind to face Red without any fear. He trained himself with parallel bars and weights. He bought one textbook on ju-jitsu. After practicing the Japanese form of self-defense at home, he went out again. He encountered Red and his associates when they were absorbed in playing vingt-et-un. He went to them, kicked, and scattered the cards with utter contempt. The author’s rudeness made Red violently furious. Fierce fighting broke out.

Red was bewildered at his amazing fearlessness. He was disgracefully defeated. He was sobbing and wiping out his tears with his dirty hands. Red no longer became the monarch of the street. He learnt a great lesson from his encounter with Red. There is no need to be afraid of the strong. The strong can be challenged fearlessly, but one should be trained in the Japanese art of self-defense to overcome them. Besides, to be a poet, one should write not only poetry but abide by its essence.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Glossary:
parallel bars : pair of parallel bars on posts for physical exercise (ଶାରୀରିକ ବ୍ୟାୟମ ନିମନ୍ତେ ବ୍ୟବହୃତ ଏକଯୋଡ଼ ସମାନ୍ତର ଦଣ୍ଡ )
session : single meeting
miraculous : most remarkable ( ଉଲ୍ଲେଖନୀୟ )
ju-jitsu : Japanese art of self- defence (ଆତ୍ମରକ୍ଷା ନିମନ୍ତେ ଏକ ଜାପାନୀ କୌଶଳ)
vingt-et-un : a kind of card game (ଏକପ୍ରକାର ତାଳ)
impudence : utter disrespect
menacingly : in a threatening manner (ଧମକ ଦେବା ଭଙ୍ଗୀରେ)
divied into pocket : rushing quickly into pocket (ହଠାତ୍ ପକେଟ୍‌ରେ ପୂରାଇଲେ)
jabbing : aiming a sudden blow (ଲକ୍ଷ୍ୟକରି ଦୃତ ଆଘାତ ଦେବା)
bewildered : puzzled, confused
grubby : dirty (ମଇଳା)
stand up for: back up (ସହାୟତା ଦେବା)

Think it out :
Question 1.
How did the narrator train himself to grow stronger?
Answer:
To grow stronger, the narrator trained himself with a pair of parallel bars meant for gymnastic exercises. Besides, he resorted to weights.

Question 2.
How did he get a textbook on ju-jitsu?
Answer:
He got a textbook on ju-jitsu in exchange of a week’s ration card.

Question 3.
How long did he train himself before the final encounter with Red?
Answer:
He trained himself for three weeks before the final encounter with Red.

Question 4.
Where did the final encounter take place? What was Red doing then?
Answer:
The final encounter took place on the lawn in their yard, when Red was lost in playing a card game called vingt-et-un with his hangers-on.

Question 5.
How did the narrator attack Red?
Answer:
The narrator kicked and scattered cards played by Red and his lieutenants.

Question 6.
How did Red react to the narrator’s attack?
Answer:
Red reacted to the narrator’s attack in a state of surprise and asked him mockingly if he was looking for more.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 7.
How did the narrator tackle Red?
Answer:
The narrator tackled Red by making a fast sudden blow to him. Confused, he came towards the former furiously. The narrator cut him to size by catching his wrist and squeezing slowly.

Question 8.
How did Red suffer at the hands of the narrator?
Answer:
Crying loudly in pain, Red rolled on the ground. His fingers suffered injuries. The narrator made him sob and rub the tears over his small-pox-marked face with his dirty fist.

Question 9.
What lesson did the narrator learn during his encounter with a bully like Red?
Answer:
During his encounter with a bully like Red, the narrator learns that one needn’t be afraid of the strong. Besides, it is imperative for all to know the technique of vanquishing them.

Question 10.
What career did the narrator prepare himself for?
Answer:
The narrator prepared himself for becoming a poet. Besides writing poems, he should defend their themes at any cost.

Question 11.
Which of these do you think is true: courage means not having fear at all or courage means conquering fear? Justify your choice.
Answer:
I think courage means conquering fear. The narrator’s strong determination to defeat Red, the ruler of the street, bore a fruitful result and Red was defeated by him. This is a glittering example on point.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Post-Reading Activities:

Doing the Words
(A) In order to understand what you are reading from an English text, you need to guess the meaning of unfamiliar words/expressions from the context. Guess at the meaning of words from the way it is used in the sentences/text below. This will help you read faster and easier.

Question (i).
Alexander was so good with horses that he could ride any horse masterfully.
(clue: Did Alexander behave as a ‘master’ ?)
Answer:
skilfully

Question (ii).
His courage used to bewilder many including his father. One example was when he tried to master Bucephalus, an unruly horse, everyone was bewildered at his behavior.
(clue: Bigger words come from smaller ones whose meaning you would know: be + wild + er. ‘wild’ is something that we don’t know.)
Answer:
confuse

Question (iii).
He never worked as a lieutenant in the Greek army but was always its leader.
(clue: Is a lieutenant senior or junior to the leader of an army ?)
Answer:
sub-ordinate

Question (iv).
Alexander wanted to conquer the whole world. He actually conquered most of it.
(clue: Is it to rule or defeat ?)
Answer:
rule

Question (v).
Although he died very young, his military achievement was impressive.
(clue: Bigger words come from smaller ones that you may know, impress + ive. Was Alexander’s achievement remarkable or ordinary ?)
Answer:
remarkable

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

(B) Some words are in italics in each of the following sentences, and three different meanings are given below the sentence. Identify the meaning that best fits the words in italics.

Question 1.
What matters in the struggle for life is overcoming fear?
(i) present situation
(ii) have an important effect
(iii) problems
Answer:
(ii) have an important effect

Question 2.
Most of the play is written in verse.
(i) prose
(ii) dialogues
(iii) poetry
Answer:
(iii) poetry

Question 3.
We have decided to complete the project at whatever cost.
(i) no matter what the risk or loss may be
(ii) without considering how much money is needed
(iii) in the least expensive way
Answer:
(i) no matter what the risk or loss may be

Question 4.
I know for certain that daffodils bloom in Spring.
(i) want to make sure
(ii) know without a doubt
(iii) declare with confidence
Answer:
(ii) know without a doubt

Question 5.
She has made up her mind to buy a car this month.
(i) hoped
(ii) decided
(iii) thought
Answer:
(ii) decided

Question6.
We must stand up for what is right even if we are standing alone.
(i) defend
(ii) represent
(iii) face boldly
Answer:
(i) defend

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

(C) Mark the use of ‘heel’ in “Two or three lieutenants, in peaked caps back to front like Red’s, tripped at his heels.” Look up the word ‘heel’ in the dictionary. Study the meanings of ‘heel’ in the following idiomatic expressions. Use each of them in a sentence of your own.
(a) take to one’s heels – To run away
(b) on the heels of – Following closely behind somebody
(c) cool one’s heels – Completely controlled by somebody
(d) kick up one’s heels – To be relaxed and enjoy yourself
(e) turn on one’s heels – To turn around suddenly
(f) head over heels – Loving somebody very much
(g) come to heel – To agree to obey somebody and accept his order
(h) show a clean pair of heels
Answer:
(a) take to one’s heels – The two suspicious-looking men standing outside the jeweler’s shop took to their heels when the police car drew up.
(b) on the heels of – TV camera team arrived on the heels of the police.
(c) cool one’s heels – The interviewer hadn’t arrived, so the Secretary kept the four of us cooling our heels in the corridor for hours.
(d) kick up one’s heels – They were forced to keep up their heels for nearly an hour.
(e) turn on one’s heels – She turned on her heel and went back to her room.
(f) head over heels – They met in 2000 and felt head over heels in love.
(g) come to heel – A few government rebels refused to come to heel and had to be expelled from the party.
(h) show a clean pair of heels – Butler showed them all a clean pair of heels as he raced for the finishing line.

CHSE Odisha Class 11 English Standing Up for Yourself Important Questions and Answers

I. Short Answer Type Questions with Answers

1. Read through the extracts and answer the questions that follow.
In 41, I was living alone in an empty flat on a quiet Moscow street. My parents were divorced and my father was somewhere in Kazakhstan with his new wife and their two children. I seldom received letters from him. My mother was at the front. She had given up her work as a geologist to become a singer and was giving concerts for the troops. My education was left to the street. The street taught me to swear, smoke, spit elegantly through my teeth, and to keep my fists at the ready – a habit that I have to this day. The street taught me not to be afraid of anything or anyone – this is another habit I have kept. I realized that what mattered in the struggle for life was to overcome my fear of those who were stronger.

The ruler of our street was a boy of about sixteen who was nicknamed Red. Red was big and broad-shouldered beyond his years. Red walked masterfully up and down our street, legs wide and with a slightly rolling gait, like a seaman on his deck. From under his cap, its peak always at the back of his head, his forelock tumbled down in a fiery cascade, and, out of his round pock-marked face, green eyes, like a cat’s, sparkled with scorn for everything and everyone. Two or three lieutenants in peaked caps back to front like Red’s tripped at his heels. Red could stop any boy and say impressively the one-word ‘money’. His lieutenants would turn out the boy’s pockets, and if he resisted they beat him up hard. Everyone was afraid of Red. So was I. I knew he carried a heavy metal knuckle duster in his pocket.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Questions :
(i) Throw light on the writer’s father.
(ii) What bad habits did the narrator learn from the street?
(iii) Describe the physical appearance of Red.
(iv) How did his green eyes look like? What did they convey?
(v) What was the narrator aware of?

Answers :
(i) The writer’s parents were divorced. Then his father married again. He was living somewhere in Kazakhstan with his new wife and their two children.
(ii) The bad habits the narrator learnt from the street were smoking and spitting through his teeth in a nice manner.
(iii) Red had a round pock-marked face with green eyes.
(iv) Red’s green eyes looked like those of a cat. They conveyed his contempt for everything and everyone.
(v) The narrator was aware of the fact that Red carried a heavy metal covering for the knuckles in his pocket.

2. Read through the extract and answer the questions that follow.
I wanted to conquer my fear of Red. So I wrote a poem about him. This was my first piece of journalism in verse. By the next day, the whole street knew it by heart and exulted with triumphant hatred. One morning on my way to school, I suddenly came upon Red and his lieutenants. His eyes seemed to bore through me. “Ah, the poet,” he drawled, smiling crookedly. “So you write verses. Do they rhyme ?” Red’s hand darted into his pocket and came out armed with its knuckle duster; it flashed like lightning and struck my head. I fell down streaming with blood and lost consciousness. This was my first remuneration as a poet. I spent several days in bed. When I went out, with my head still bandaged, I again saw Red. I struggled with myself but lost and took to my heels. At home, I rolled on my bed, biting my pillow and pounding it in shame and impotent fury at my cowardice. I made up my mind to vanquish it at whatever cost.

Questions :
(i) When did the narrator suddenly meet Red?
(ii) Why did he faint?
(iii) ‘It flashed like lightning.’ What does ‘It’ refer to?
(iv) What happened to the narrator after Red had attacked him ruthlessly?
(v) Explain the expression ‘impotent fury’.

Answers :
(i) One morning when the narrator was going to school, he suddenly met Red.
(ii) He fainted because Red struck him on the head with his knuckle duster.
(iii) ‘It’ refers to Red’s knuckle-duster.
(iv) The narrator lay unconscious and was confined to bed after Red had attacked him ruthlessly.
(v) The expression ‘impotent fury’ signifies the narrator’s futile anger at his cowardice. He was incapable of encountering cruel and mischievous Red.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

3. Read through the extract and answer the questions that follow.
I went into training with parallel bars and weights. After every session, I would feel my muscles they were getting bigger, but slowly. Then I remembered something I had read in a book about a miraculous Japanese method of wrestling which gave an advantage to the weak over the strong. I exchanged a week’s ration card for a textbook on ju-jitsu. For three weeks, I stayed at home, practicing with two other boys. Then I went out. Red was sitting on the lawn in our yard, playing vingt-et-un with his lieutenants. He was absorbed in the game.

Fear was still deep in me, urging me to go back. But I went up to the players and kicked and scattered the cards. Red looked up, surprised at my impudence after my recent flight. He got up slowly. “You looking for more ?” he asked menacingly. As before, his hand dived into his pocket for the knuckle duster. But I made a quick jabbing movement and Red, howling with pain, rolled on the ground. Bewildered, he got up and came at me swinging his head furiously from side to side like a maddened bull.

I caught his wrist and squeezed slowly, as I had read in the book until the knuckle-duster dropped from his limp fingers. Nursing his hand, Red fell down again. He was sobbing and smearing the tears over his pock-marked face with his grubby fist. That day Red ceased to be the monarch of our street. And from that day on, I knew for certain that one need not fear the strong. All one needs is to know the way to beat them. For every strong man, there is a special ju-jitsu. What I also learned on this occasion was that to be a poet, I had not only to write poems but know how to stand up for them.

Questions :
(i) What is the importance of a textbook on ju-jitsu?
(ii) In what state did the narrator attack Red?
(iii) Where did Red always keep the knuckle duster?
(iv) What quality in the narrator prevented Red from becoming the monarch of their street again?
(v) Suggest a suitable title to the extract.

Answers :
(i) The textbook on ju-jitsu deals with a miraculous Japanese technique of wrestling that gives benefits to the weak over the strong.
(ii) The narrator attacked Red in a state of great determination, though fear was still haunting him.
(iii) Red always kept the knuckle duster in his pocket.
(iv) The narrator’s firm determination to overcome the fear of the strong prevented Red from becoming the monarch of the street again.
(v) The value of fearlessness.

II. Multiple Choice Questions (MCQs) with Answers
Choose the correct option.

UNIT-I
WARM-UP
Have you ever…………..up in the streets.

Question 1.
The author belongs to which of the following country?
(a) England
(b) America
(c) Russia
(d) Germany
Answer:
(c) Russia

Question 2.
The author is:
(a) a poet
(b) a novelist
(c) a dramatist
(d) all of the above
Answer:
(d) all of the above

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 3.
In the Warm-up section there is a reference about a child, who is :
(a) given all comfort by parents
(b) deserted by parents
(e) looked after by a destitute center
(d) none of the above
Answer:
(b) deserted by parents

Question 4.
In the Warm-up para, the name of a movie is mentioned. The movie is:
(a) The Wizard Millionaire
(b) The Millionaire of London
(c) Slumdog Millionaire
(d) The Mumbai Crorepati
Answer:
(c) Slumdog Millionaire

Question 5.
Who is Danny Boyle?
(a) film producer
(b) film director
(c) film actor
(d) none of these
Answer:
(b) film director

Question 6.
Who is Loveleen Tandan ?
(a) a co-director of the film
(b) director of the film
(c) film producer
(d) film actor
Answer:
(a) a co-director of the film

Question 7.
The film in the Warm-up para is an adaptation of a novel. What is that?
(a) The Novel A and Q
(b) The Novel of the Young Generation
(c) The Fall of Paradise
(d) The Novel Q and A
Answer:
(d) The Novel Q and A

Question 8.
The adaptation of the novel is done by an Indian author and diplomat. Who is he?
(a) Vikash Swarup
(b) Akas Swarup
(c) Nancy Swarup
(d) Loveleen Tandan
Answer:
(a) Vikash Swaru

Question 9.
The story in the text is about :
(a) a French child
(b) an Indian child
(c) a Russian child
(d) a Chinese child
Answer:
(c) a Russian child

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 10.
The child in the story is :
(a) a young film actor
(b) the author himself
(c) an English writer
(d) a storyteller
Answer:
(b) the author himself

The Text:
In 41, I was living alone ……….. were stronger.

Question 11.
Where did the boy live?
(a) in a bungalow in Moscow
(b) in a slum in London
(c) in an empty flat in Moscow
(d) in a modest house in Paris
Answer:
(c) in an empty flat in Moscow

Question 12.
What had happened to his parents?
(a) They were divorced.
(b) They were living together.
(c) They were always quarreling.
(d) They were dead.
Answer:
(a) They were divorced.

Question 13.
Where did his father live with his new wife?
(a) in Mumbai
(b) in Baluchistan
(c) in Kazakhstan
(d) in Moscow
Answer:
(c) in Kazakhstan

Question 14.
He received letters from his father :
(a) often
(b) seldom
(c) every month
(d) none of these
Answer:
(b) seldom

Question 15.
What was his mother?
(a) an anthropologist
(b) a stenographer
(c) a historian
(d) a geologist
Answer:
(d) a geologist

Question 16.
Why did she (his mother) give up her work as a geologist?
(a) to become an actress
(b) to become a politician
(c) to become a singer
(d) to become a dancer
Answer:
(c) to become a singer

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 17.
What was she doing after leaving her work as a geologist?
(a) giving concerts for the troops as a singer
(b) giving training to the dancers
(c) giving guidance to the youth for social work
(d) working as a film director
Answer:
(a) giving concerts for the troops as a singer

Question 18.
What do you mean by the word ‘front’ here?
(a) the border of a state
(b) in front of a place or street
(c) place where two armies are fighting in a war
(d) all of these
Answer:
(c) place where two armies are fighting in a war

Question 19.
What do you mean by the word ‘concert’?
(a) cooperation
(b) confrontation
(c) musical entertainment
(d) mutual effort
Answer:
(c) musical entertainment

Question 20.
The word ‘troop’ refers to :
(a) dance party
(b) army
(c) group
(d) herd
Answer:
(b) army

Question 21.
The author’s parents were divorced when he was :
(a) a young man
(b) a boy
(c) a middle-aged man
(d) quite grown up
Answer:
(b) a boy

Question 22.
His fate pushed him to life :
(a) in the street
(b) in Luxury
(c) in danger
(d) none of these
Answer:
(a) in the street

Question 23.
To swear, smoke and spit were his :
(a) vice
(b) virtue
(c) good habits
(d) none of these
Answer:
(a) vice

Question 24.
What do you mean by the word “elegantly”?
(a) showing a bad sense of style
(b) showing a good sense of style
(c) attack somebody with style
(d) it is a style of dance
Answer:
(b) showing a good sense of style

Question 25.
Which habit he has kept to this day?
(a) smoking
(b) spit elegantly through his teeth
(c) keeping his fists at the ready
(d) all of these
Answer:
(c) keeping his fists at the ready

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 26.
Another habit he had kept was :
(a) fearful
(b) fearlessness
(c) cowardice
(d) none of these
Answer:
(b) fearlessness

Question 27.
What kind of fear the boy had to overcome?
(a) fear of those who were stronger
(b) fear of losing friendship
(c) fear of being robbed
(d) none of these
Answer:
(a) fear of those who were stronger

Question 28.
What was the experience of the narrator in his childhood?
(a) unhappy
(b) happy
(c) feeling of danger
(d) none of these
Answer:
(a) unhappy

Question 29.
What in your opinion was the best lesson that the street taught to the narrator?
(a) spit elegantly
(b) to keep his fists at the ready
(c) not to be afraid of anything or anyone
(d) none of these
Answer:
(c) not to be afraid of anything or anyone

Unit – II

Warm-up
The Text
Do you think a duster……….. in his pocket.

Question 30.
The narrator was scared of someone in his childhood. Who was he?
(a) a boy nicknamed Robbin
(b) a man who was a murderer
(c) a boy nicknamed Red
(d) a friend of his who was a terror
Answer:
(c) a boy nicknamed Red

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 31.
How old was Red?
(a) twenty years
(b) sixteen years
(c) eighteen years
(d) nineteen years
Answer:
(b) sixteen years

Question 32.
Who was called the ruler of our street?
(a) the child
(b) the author
(c) the boy Red
(d) none of these
Answer:
(c) the boy Red

Question 33.
How was Red look like?
(a) big and broad-shouldered
(b) short and fatty
(c) tall and slim
(d) all of these
Answer:
(a) big and broad-shouldered

Question 34.
What do you mean by the word ‘masterfully’?
(a) to behave like a master
(b) to do the mastermind work
(c) not caring for others
(d) none of these
Answer:
(c) not caring for others

Question 35.
What do you mean by the word ‘gait’?
(a) manner of standing
(b) manner of sitting
(c) manner of talking
(d) manner of walking
Answer:
(d) manner of walking

Question 36.
‘Like a seaman on his deck’ refers to :
(a) the author
(b) a seaman of the past
(c) the boy Red
(d) none of these
Answer:
(c) the boy Red

Question 37.
What do you mean by the word ‘peak’ here?
(a) the highest point
(b) lock of hair growing just above the forehead
(c) the top of a mountain
(d) all of these
Answer:
(b) lock of hair growing just above the forehead

Question 38.
What is the meaning of the word ‘cascade’?
(a) vast grassland
(b) waterfall
(c) a green belt
(d) the surface of the body of water
Answer:
(b) waterfall

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 39.
How was the face of Red looked like?
(a) red flat face
(b) round pock-marked face
(c) black round pock-marked face
(d) none of these
Answer:
(b) round pock-marked face

Question 40.
His green eyes were compared with like that of a :
(a) monkey
(b) tiger
(c) cat
(d) deer
Answer:
(c) cat

Question 41.
Which word from the following is the synonym of the word ‘scorn’?
(a) angry
(b) contempt
(c) remark
(d) conserve
Answer:
(b) contempt

Question 42.
Lieutenants here refers to :
(a) assistants of Red
(b) friends of Red
(c) supporters of Red
(d) none of these
Answer:
(c) supporters of Red

Question 43.
What was Red demanding from the boys stopping them on the road?
(a) to obey him
(b) money
(c) to steal for him
(d) to rob people on the way
Answer:
(b) money

Question 44.
What did his lieutenants do if somebody resisted?
(a) beat him up hard
(b) keep him confined in a place
(c) leave him to go silently
(d) none of these
Answer:
(a) beat him up hard

Question 45.
What did Red always carry in his pocket?
(a) a knife
(b) a rifle
(c) a knuckle-duster
(d) a blade
Answer:
(c) a knuckle-duster

Question 46.
Why did he carry a heavy metal duster?
(a) to attack
(b) for defense
(c) both for attack and defense
(d)none of these
Answer:
(c) both for attack and defense

Unit – III

Warm-up
The text
Does the narrator ……………….. whatever cost.

Question 47.
What did the narrator want to conquer?
(a) fear of God
(b) fear of ghost
(c) fear of himself
(d) fear of Red
Answer:
(d) fear of Red

Question 48.
What did he do to win over his fear of Red?
(a) wrote a poem about him
(b) prayed to God to give the strength
(c) decided to avoid him
(d) none of these
Answer:
(a) wrote a poem about him

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 49.
This poem of the narrator was in the form of :
(a) poem
(b) verse
(c) dialogue
(d) dilect
Answer:
(b) verse

Question 50.
Which was the first piece of journalism of the narrator in verse?
(a) the first poem of the author
(b) the first article of the author
(c) the first short story of the author
(d) none of these
Answer:
(a) the first poem of the author

Question 51.
What do you mean by the statement “the whole street knew it by heart”?
(a) It was distributed to people of the street.
(b) The poem was popular among the people of the street.
(c) The street people sang the poem standing together.
(d) all of these
Answer:
(b) The poem was popular among the people of the street.

Question 52.
What do you mean by the word ‘exulted’?
(a) showed displeasure and unhappiness
(b) showed physical and mental strength
(c) showed great joy and excitement
(d) showed bad temperament and falsehood
Answer:
(c) showed great joy and excitement

Question 53.
What do you mean by the word “triumphant”?
(a) the feeling of victory with satisfaction
(b) the feeling of victory with anger
(c) showing bad manners by winning something
(d) all of these
Answer:
(a) the feeling of victory with satisfaction

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 54.
What do you mean by the word phrase ‘triumphant hatred’?
(a) the feeling of victory over something or somebody you dislike
(b) feeling very bad after the victory
(c) showing bad manners after winning a match
(d) all of these
Answer:
(a) the feeling of victory over something or somebody you dislike

Question 55.
At what time the narrator one day met Red and his lieutenants?
(a) in the evening
(b) at night
(c) in the afternoon
(d) in the morning
Answer:
(d) in the morning

Question 56.
What is the meaning of the phrase ‘bore through’?
(a) to look at somebody aggressively
(b) to threaten someone to kill
(c) to stare in a way that makes somebody feel uncomfortable
(d) all of the above
Answer:
(c) to stare in a way that makes somebody feel uncomfortable

Question 57.
What do you mean by the word ‘drawl’?
(a) to say something speedily and angrily
(b) to say something slowly with longer vowel sounds
(c) to say something slowly with longer consonant sounds
(d) none of the above
Answer:
(b) to say something slowly with longer vowel sounds

Question 58.
What do you mean by the phrasal words ‘impotent fury’?
(a) fruitful anger
(b) futile anger
(c) fruitful with no anger
(d) none of these
Answer:
(b) futile anger

Question 59.
What do you mean by the word ‘vanquish’?
(a) defeat completely
(b) win completely
(c) break somebody’s power
(d) all of these
Answer:
(a) defeat completely

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 60.
Who was smiling crookedly at the narrator?
(a) people in the street
(b) Red
(c) Red’s lieutenants
(d) none of the above
Answer:
(b) Red

Question 61.
Who told this to whom? “So you write verses. Do they rhyme ?”
(a) Red to his lieutenants
(b) Red to the people in the street
(c) Red to the narrator
(d) none of the above
Answer:
(c) Red to the narrator

Question 62.
What do you mean by the word ‘darted’?
(a) moved slowly
(b) moved suddenly
(c) moved secretly
(d) moved upward
Answer:
(b) moved suddenly

Question 63.
What is a knuckle-duster?
(a) It is an iron knife.
(b) It is an iron hammer.
(c) A metal covering for the knuckles for attack or defense.
(d) An axe-type weapon.
Answer:
(c) A metal covering for the knuckles for attack or defense.

Question 64.
What was the author’s first remuneration as a poet?
(a) a word of admiration by the people
(b) struck on his head with a knuckle-duster
(c) streaming with blood and lost consciousness
(d) none of the above
Answer:
(b) struck on his head with a knuckle-duster

Question 65.
Avoiding meeting Red in the second time, the author considers this act on his part as
(a) bravery
(b) cowardice
(c) cleverness
(d) wise
Answer:
(b) cowardice

Question 66.
What did he want to do at whatever cost?
(a) to conquer
(b) to win
(c) to vanquish
(d) to get rid of
Answer:
(c) to vanquish

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Unit – IV

Warm-up
The text
Fear of Red ………….. stand up for them.

Question 67.
Which method of wrestling is an advantage to the weak over the strong?
(a) Chinese method of wrestling
(b) Japanese method of wrestling
(c) German method of wrestling
(d) French method of wrestling
Answer:
(b) Japanese method of wrestling

Question 68.
Which game Red was playing sitting in the lawn when the narrator went out to meet him?
(a) chess
(b) vingt-et-un
(c) length-ut-sn
(d) oxat-ut-bun
Answer:
(b) vingt-et-un

Question 69.
Which textbook on martial art did the narrator buy?
(a) on fu-fitsu
(b) on ju-jitsu
(c) on lu-litsu
(d) gu-bitsu
Answer:
(b) on ju-jitsu

Introducing the Author:
Yevgeny Yevtushenko is a promising Russian poet. His poetic career started with the publication of his first volume of poems in 1952. He represented the young generation of poets. He became the voice of the young poets who were bent upon seeing the old truths about socialist realism in a newer light. Flowers and Bullets, Freedom to Kill, and Stolen Apples testify to his poetic genius. Besides, he is a novelist, essayist, dramatist, screenwriter, actor, editor and director of films.

About the Topic:
The author’s parents were divorced when he was still a boy. The divorce plunged him into a state of loneliness. He turned this loneliness into a challenge. Thus his life began on a note of challenge. This topic is built around an incident in his boyhood while he was living in Moscow. It demonstrates that fear can be met effectively and successfully.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Summary:
The present essay gives a poetic description of the author’s bold encounter with a hoodlum while as a boy he was living in Moscow. The author injects realism in his narration of the incident. The essay begins with the author’s description of his divorced parents. Their divorce drove him into the street. His life started in the street. It became his home. He found his world in it. He describes his life in the street in a lighter vein. It was in the street that he swore and smoked. Here he learned the spirit of fearlessness.

The author gives a vivid account of ‘the ruler’ of the street. A boy about sixteen nicknamed Red was the hero of the street. He was a picture of panic to all. He was walking up and down the street careless of the people around him. His wide legs, fiery forelock, and green eyes dominated the street. He was always moving with two or three lieutenants. Red was a The author gives a vivid account of ‘the ruler’ of the street. A boy about sixteen nicknamed Red was the hero of the street. He was a picture of panic to all.

He was walking up and down the street careless of the people around him. His wide legs, fiery forelock, and green eyes dominated the street. He was always moving with two or three lieutenants. Red was a ruffian. His lieutenants could stop any boy unhesitatingly and empty out his pocket. The whole ‘street reacted in blatant fear. The author was also not free. But still, he was seized with a desire to conquer his fear of Red. He wrote a poem about the ruffian who always carried a heavy metal knuckle duster in his pocket.

The poem was on everybody’s lips. The whole street exhibited their dislike for Red with great joy. One morning on the way to school, the author accidentally met Red and his lieutenants. His eyes were fixed on the author with hatred and vengeance. He struck his head violently with his knuckle duster. He was unconscious and was confined to bed for several days. He again saw Red and tom in panic, he quickly escaped his notice. A sense of shame and cowardice overwhelmed him. He mustered the courage.

Fierce determination stared him in the face. He would defeat Red come what may. It was a challenge to him. He took to training with parallel bars and weights. He also remembered the Japanese method of wrestling which he had read in a book. He had to barter his ration card for a textbook on ju-jitsu which deals with the Japanese art of self-defense. He was engrossed in practicing this art with his friends for three weeks. He was filled with renewed confidence. He went out to meet the challenge of his life.

BSE Odisha

Sitting on the lawn, Red was lost in playing vingt-et-un with his lieutenants. In spite of lurking fear, he faced them with utter rudeness scattering their cards. Red flew into anger and before he used the knuckle-duster, the author crushed him. Writhing with pain, Red lay on the ground. He came to him like a maddened bull. What that writer had read in the book prompted him to deal with him without a shred of fear. He caught his wrist and squeezed him.

His knuckle duster could not help him. He fell down and was left to sob and wipe out his tears of defeat. The strong ruffian’s vanity and rule of the street were toms to pieces. The incident still clings to the author’s memory. His encounter with the monarch of the street taught him a lesson. One can easily overcome the fear of the strong, and the secret to beating them is to master the Japanese art of self-defense. Another lesson that he learned was that to be a poet one need not only write poems but to support their essence.

ସାରାଂଶ:
ଲେଖକ ଯେତେବେଳେ ବାଳକ ଥିଲେ ସେତେବେଳେ ସେ ପିତାମାତାଙ୍କଦ୍ୱାରା ଉପେକ୍ଷିତ ହୋଇଥିଲେ । ଫଳରେ ସେ ଏକାନ୍ତ ଭାବରେ ନିଃସଙ୍ଗ ଅବସ୍ଥାରେ ଜୀବନ କଟାଇଥିଲେ । ମସ୍କୋର ରାସ୍ତା ହିଁ ଥିଲା ତାଙ୍କର ସଂସାର । ସେ କ୍ଵଚିତ୍ ବାପାଙ୍କଠାରୁ ପତ୍ର ପାଉଥିଲେ । ରାସ୍ତାର ଶିକ୍ଷା ତାଙ୍କର ଜୀବନକୁ ପ୍ରଭାବିତ କରିଥିଲା । ରାସ୍ତାରେ ଯେଉଁମାନେ ଜୀବନ କଟାନ୍ତି ସେମାନଙ୍କ ପରି ଶପଥ କରିବା, ଧୂମପାନ କରିବା ଏବଂ ହାତମୁଠା ଟାଣ କରିବା ସେ ଶିଖୁଥିଲେ । କୌଣସି କଥାକୁ ଭୟ ନ କରିବା ଏବଂ କାହାକୁ ଭୟ ନ କରିବା ମନୋଭାବ, ରାସ୍ତା ହିଁ ତାଙ୍କୁ ଶିକ୍ଷା ଦେଇଥିଲା । ସେ ଅନୁଭବ କରିଥିଲେ ଯେ ଯେଉଁମାନେ ତାଙ୍କଠାରୁ ବଳବାନ୍ ତାଙ୍କୁ ବଳରେ ଟପିଯିବା ହିଁ ଜୀବନର ଆବଶ୍ୟକତା । ସେ ସମୟରେ ରାସ୍ତାର ଦାଦା ଥିଲା ଜଣେ ଷୋହଳ ବର୍ଷ ବୟସର ତୁରଣ, ଯା’ର ଡାକ ନାମ ଥିଲା ‘ରେଡ୍’ ।

ବିଲେଇର ଆଖ୍ ପରି ତା’ର ଆଖ୍ ଦୁଇଟି ସବୁବେଳେ ଜଳୁଥିଲା । ତା’ ପାଖରେ ଦୁଇ କିମ୍ବା ତିନିଜଣ ସମପୋଷାକ ପରିଧାନ କରିଥିବା ପାଖଲୋକ ଥାଆନ୍ତି । ରାସ୍ତାରେ ଯାଉଥ‌ିବା ଯେକୌଣସି ପିଲାକୁ ସେ ଅଟକାଇ ପାରୁଥିଲା ଏବଂ ସେତେବେଳେ ତା’ର ଦୁଷ୍କର୍ମରେ ସହାୟକ ପାଖଲୋକ ଦୁଇଟି ତା’ର ପକେଟ୍‌ରେ ଥ‌ିବା ପଇସା କାଢ଼ି ନେଉଥିଲେ । ଯଦି ପିଲାଟି ବାଧା ଦେଉଥୁଲା, ତେବେ ସେମାନେ ତାକୁ ନିସ୍ତୁକ ମାଡ଼ ଦେଉଥିଲେ । ଅନ୍ୟମାନଙ୍କ ପରି ଲେଖକ ବି ତାକୁ ଭୟ କରୁଥିଲେ । ସେ ଜାଣିଥିଲେ ରେଡ୍‌ର ପକେଟ୍‌ରେ ଗୋଟିଏ ଓଜନଦାର ଧାତୁନିର୍ମିତ ଅସ୍ତ୍ର ଅଛି । ରେଡ୍ ପ୍ରତି ଭୟ କିପରି ଦୂର ହୋଇପାରିବ ଲେଖକ ସେହି କଥା ଚିନ୍ତା କରୁଥିଲେ । ସେ ତେଣୁ ତା’ ବିଷୟରେ ଗୋଟିଏ କବିତା ଲେଖୁଲେ ।

ତା’ପରଦିନ ରାସ୍ତାର ସମସ୍ତେ ତାହା ମନେରଖ‌ିଲେ । ଅନ୍ୟମାନଙ୍କ ପରି ଲେଖକ ବି ତାକୁ ଭୟ କରୁଥିଲେ । ସେ ଜାଣିଥିଲେ ରେଡ୍‌ର ପକେଟ୍‌ରେ ଗୋଟିଏ ଓଜନଦାର ଧାତୁନିର୍ମିତ ଅସ୍ତ୍ର ଅଛି । ରେଡ୍ ପ୍ରତି ଭୟ କିପରି ଦୂର ହୋଇପାରିବ ଲେଖକ ସେହି କଥା ଚିନ୍ତା କରୁଥିଲେ । ସେ ତେଣୁ ତା’ ବିଷୟରେ ଗୋଟିଏ କବିତା ଲେଖୁଲେ । ତା’ପରଦିନ ରାସ୍ତାର ସମସ୍ତେ ତାହା ମନେରଖ‌ିଲେ । ଦିନେ ସକାଳେ ସ୍କୁଲ ଯିବା ରାସ୍ତାରେ ସେ ରେଡ୍ ଓ ତା’ର ସହକର୍ମୀମାନଙ୍କର ସମ୍ମୁଖୀନ ହେଲେ । ରେଡ୍ ତା’ ପକେଟ୍‌ରୁ ସେହି ଓଜନଦାର ଜିନିଷଟି କାଢ଼ିଲା । ତାହା ଚିକ୍ ଚିକ୍ କରିଉଠିଲା । ରେଡ୍‌ର ଆଘାତରେ ଲେଖକ ଆହତ ହୋଇ ଶଯ୍ୟାଶାୟୀ ହେଲେ । ତାଙ୍କ ଭାଷାରେ କବିରୂପେ ଏହା ତାଙ୍କର ପ୍ରଥମ ପାଉଣା ।

BSE Odisha

ମୁଣ୍ଡରେ ବେଣ୍ଡେଜ୍ ଥ‌ିବା ଅବସ୍ଥାରେ ରେଡ୍ ସହିତ ପୁଣି ତାଙ୍କର ସାକ୍ଷାତ ହୋଇଥିଲା, କିନ୍ତୁ ସେ ଦୂରେଇ ଯାଇଥିଲେ । ଭୀରୁତାଜନିତ ବ୍ୟଥୀରେ ସେ ଅଧୀର ହୋଇ ପଡ଼ିଥିଲେ । ରେଡ୍‌ର ସମ୍ମୁଖୀନ ହେବାପାଇଁ ଶକ୍ତି ସଞ୍ଚୟ କରିବାକୁ ସେ ମନେ ମନେ ସ୍ଥିର କଲେ । ତାଙ୍କର ମନେପଡ଼ିଲା ଗୋଟିଏ ବହିରେ ପଢ଼ିଥିବା କଥା । ଜାପାନୀ ମୁଷ୍ଟିଯୁଦ୍ଧର କୌଶଳଦ୍ଵାରା କିପରି ବଳବାନ୍‌ଠାରୁ ଆତ୍ମରକ୍ଷା କରିହୁଏ ତା’ ଜାଣିବାପାଇଁ ନିଜୟ ପଡ଼ିକାର୍ଡ ବଦଳରେ ସେ ବହିଟି କିଣିଲେ । ତିନି ସପ୍ତାହ ଦୁଇଟି ପିଲାଙ୍କ ସହ କୌଶଳ ଅଭ୍ୟାସ କରିବା ପରେ ସେ ବାହାରକୁ ବାହାରିଲେ । ତାଙ୍କ ଭିତରେ ତଥାପି ଭୟ ଥିଲା । ସେ କିନ୍ତୁ ମନରେ ଦୃଢ଼ଭାବ ପୋଷଣ କରି ରେଡ୍‌ର ସମ୍ମୁଖୀନ ହେଲେ ।

ରେଡ୍ ପକେଟ୍‌ରେ ଥ‌ିବା ଓଜନଦାର ଅସ୍ତ୍ରଟି ତାକୁ ସାହାଯ୍ୟ କରିପାରି ନଥିଲା । ଜାପାନୀ କୌଶଳରେ ସେ ତାକୁ ଆଘାତ କଲେ । ଯନ୍ତ୍ରଣାରେ ରେଡ୍ ଭୂଇଁରେ ଗଡ଼ିଗଲା । ଗୋଟିଏ ପାଗଳ ଷଣ୍ଢ ପରି ରେଡ୍ ତା’ପରେ ତାଙ୍କୁ ଆଘାତ କରିବାକୁ ଆସିଲା; କିନ୍ତୁ ବହିରେ ପଢ଼ିଥିବା କୌଶଳ ଅନୁଯାୟୀ ସେ ତା’ର ମଣିବନ୍ଧକୁ ଏପରିଭାବେ ଚାପିଦେଲେ ଯେ, ରେଡ୍‌ର ହାତର ଅସ୍ତ୍ର ତଳେ ପଡ଼ିଗଲା । ସେଇଦିନଠାରୁ ରାସ୍ତାର ଦାଦାର ଗରିମା ରେଡ୍‌ର ରହିଲା ନାହିଁ ଏବଂ ସେହିଦିନଠାରୁ ଲେଖକ ଜାଣିଲେ ଯେ, ଜଣେ ବଳବାନ୍‌କୁ ଭୟ କରିବା ଉଚିତ ନୁହେଁ । କେବଳ ବଳବାନ୍‌କୁ କିପରି ପରାସ୍ତ କରିବାକୁ ପଡ଼ିବ ତା’ର ଉପାୟ ଜାଣିବା ଉଚିତ । ଲେଖକ ପୁଣି ଶିକ୍ଷା କରିଥିଲେ ଯେ, କେବଳ କବିତା ଲେଖୁବା ସବୁକିଛି ନୁହେଁ, କବିତାର ମୂଲ୍ୟବୋଧକୁ ବଞ୍ଚାଇ ରଖୁ ବଡ଼ କଥା ।

BSE Odisha 11th Class English:

The Missing Ring Question Answer Class 8 English Chapter 1 BSE Odisha

Odisha State Board BSE Odisha 8th Class English Solutions Lesson 1 The Missing Ring Textbook Exercise Questions and Answers.

Class 8th English Chapter 1 The Missing Ring Question Answers BSE Odisha

The Missing Ring Class 8 Questions and Answers

Session – 1
I. Pre-Reading (ପ୍ରାକ୍-ପଠନ):

→  You must have heard or read the stories about Birbal, a wise and clever man. He had uncommon wit and intelligence. He was a minister in Emperor Akbar’s court. Here is a story in which Birbal helps Akbar in finding a thief.
(ତୁମେମାନେ ନିଶ୍ଚୟ ଚତୁରମନ୍ତ୍ରୀ ବୀରବଲ୍ଲଙ୍କ ଉପରେ ଗଳ୍ପସବୁ ଶୁଣିଥ‌ିବ । ସେ ଅସାଧାରଣ ଚତୁର ଏବଂ ବୁଦ୍ଧିମାନ ଥିଲେ । ସେ ଆକବରଙ୍କ ରାଜଦରବାରରେ ଜଣେ ମନ୍ତ୍ରୀ ଥିଲେ । ଏଠାରେ ସେହିପରି ଏକ ଗଳ୍ପର ଅବତାରଣା କରାଯାଉଛି, ଯେଉଁଥରେ ସମ୍ରାଟ ଆକବରଙ୍କୁ ତାଙ୍କର ହଜିଥ‌ିବା ମୁଦି ପାଇବାରେ ସାହାଯ୍ୟ କରିଥିଲେ ।)
Session 1

II. While Reading (ପଢ଼ିବା ସମୟରେ)

  • SGP – 1
  • Read paragraphs 1-3 silently and answer the questions that follow.
    (ପ୍ରଥମ ଅନୁଚ୍ଛେଦରୁ ତୃତୀୟ ଅନୁଚ୍ଛେଦପର୍ଯ୍ୟନ୍ତ ପାଠକୁ ନୀରବରେ ପଢ଼ ଏବଂ ସେଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ)

BSE Odisha 8th Class English Solutions Lesson 1 The Missing Ring

1. Akbar was ………………………………….. from the queen.
ଓଡ଼ିଆ ଅନୁବାଦ | ସାରାଂଶ :
ସମ୍ରାଟ ଆକବର ଖୁବ୍ ଅଳଙ୍କାରପ୍ରିୟ ଥିଲେ । ହୀରା, ନୀଳା ଭଳି ବହୁ ମୂଲ୍ୟବାନ ପଥର ଖଚିତ ଶହ ଶହ ମୁଦି ତାଙ୍କର ଥିଲା । ମାତ୍ର ସେଗୁଡ଼ିକ ମଧ୍ୟରୁ ଗୋଟିଏ ମୁଦି ତାଙ୍କର ସବୁଠାରୁ ପ୍ରିୟ ଥିଲା । ଏହି ମୁଦିଟିରେ ଅସଂଖ୍ୟ ହୀରା ଓ ମୋତି ଖଚିତ ହୋଇ ରହିଥିଲା । ଏହି ମୁଦିଟିକୁ ତାଙ୍କୁ ତାଙ୍କ ରାଣୀ ଉପହାର ସ୍ବରୂପ ପ୍ରଦାନ କରିଥିଲେ ।

2. At Akbar ………………………………….. Emperor’s room.
ଓଡ଼ିଆ ଅନୁବାଦ | ସାରାଂଶ :
ସମ୍ରାଟ ଆକବରଙ୍କ ରାଜପ୍ରାସାଦରେ ତାଙ୍କର ପୋଷାକ ଏବଂ ଅଳଙ୍କାରର ଯନୂ ନେବାକୁ ୮ ଜଣ କର୍ମଚାରୀ ନିଯୁକ୍ତ ଥିଲେ । ପ୍ରତିଦିନ ଏମାନଙ୍କ ମଧ୍ୟରୁ ଜଣେ ଲେଖାଏଁ କର୍ମଚାରୀ ସମ୍ରାଟଙ୍କର ଦରବାର ଯିବାପୂର୍ବରୁ ତାଙ୍କୁ ଆବଶ୍ୟକ ପୋଷାକ ଓ ଅଳଙ୍କାରରେ ମଣ୍ଡିତ କରୁଥିଲା । ଏମାନଙ୍କ ବ୍ୟତୀତ ଅନ୍ୟ କୌଣସି ବ୍ୟକ୍ତି ବା କର୍ମଚାରୀଙ୍କୁ ସମ୍ରାଟଙ୍କ କୋଠରି ମଧ୍ୟକୁ ପ୍ରବେଶ କରିବାକୁ ଅନୁମତି ଦିଆଯାଉ ନଥିଲା ।

3. One day …………………………………… not to be found.
ଓଡ଼ିଆ ଅନୁବାଦ | ସାରାଂଶ :
ଦିନେ ସମ୍ରାଟ ଦରବାରକୁ ଯିବାକୁ ପ୍ରସ୍ତୁତ ହେଉଥ‌ିବାବେଳେ ତାଙ୍କର ଅତି ପ୍ରିୟ ମୁଦିଟିକୁ ପିନ୍ଧିବାକୁ ଇଚ୍ଛାପ୍ରକାଶ କଲେ । ସେ ତାଙ୍କର ୮ ଜଣ କର୍ମଚାରୀଙ୍କ ମଧ୍ୟରୁ ଜଣକୁ ଡାକି ଉକ୍ତ ମୁଦିଟିକୁ ନିର୍ଦ୍ଦିଷ୍ଟ ସ୍ଥାନରୁ ଆଣିବାକୁ ଆଦେଶ ଦେଲେ । ଏହି କର୍ମଚାରୀ ଜଣକ କିଛି ସମୟ ପରେ ଫେରିଆସି ମୁଦିଟିକୁ ପାଉନଥ‌ିବା ଜଣାଇଲା । ଆକବର ଉକ୍ତ ମୁଦିଟିକୁ ଖୋଜିବାକୁ କର୍ମଚାରୀମାନଙ୍କୁ ଆଦେଶ ଦେଲେ ମାତ୍ର ମୁଦିଟି କେଉଁଠି ମିଳିଲା ନାହିଁ ।

Word Meaning

fond of : to like something very much (ପ୍ରିୟ | ଭଲ ପାଇବା)
diamond : a very hard, bright, clear precious stone used in jewellery (ହୀରା, ଏକ ମୂଲ୍ୟବାନ ଧାତୁ)
pearls : a small, hard, round white object that grows inside the shell of an oyster (ଶାମୁକା) and used to make jewellery (ଅଳଙ୍କାର)
gem : any sort of valuable stone used as jewellery (ରତ୍ନ)
present : honour / reward / gift (ଉପହାର)
palace : place of kings (ରାଜପ୍ରାସାଦ)
look after : take care of (ଯତ୍ନ ନେବା)
get ready : to prepare (ପ୍ରସ୍ତୁତ ହେବା)
enter : to move inside (ପ୍ରବେଶ କରିବା)
favourite : something one likes the most / valued more (ଅତିପ୍ରିୟ)
ordered : to give instruction / to do something with authority (ଆଦେଶ ଦେବା)

Comprehension Questions and Answers : (ସଂକ୍ଷିପ୍ତ ପ୍ରଶ୍ନୋତ୍ତର)

Question 1.
What was Akbar fond of?
(ଆକବର କ’ଣ ଭଲ ପାଉଥିଲେ ?)
Answer:
Akbar was very fond of jewellery.

Question 2.
How many rings did he have?
(ତାଙ୍କର କେତୋଟି ମୁଦ୍ରିକା ଥିଲା ?)
Answer:
He had hundreds of rings.

BSE Odisha 8th Class English Solutions Lesson 1 The Missing Ring

Question 3.
Which ring did he like most? Why?
(କେଉଁ ମୁଦ୍ରିକା ସେ ଅଧ୍ଵ ଭଲ ପାଉଥିଲେ ? କାହିଁକି ?)
Answer:
He liked one of his rings most which was a large ring with a number of pearls and diamonds set in it.

Question 4.
Who looked after the Emperor’s clothes and jewelry?
(କିଏ ରାଜାଙ୍କ ପୋଷାକ ଓ ରତ୍ନଗୁଡ଼ିକର ରକ୍ଷଣାବେକ୍ଷଣ କରୁଥିଲେ ?)
Answer:
There were eight servants who looked after the Emperor’s clothes and jewelry.

Question 5.
What did they do every day?
(ସେମାନେ ପ୍ରତିଦିନ କ’ଣ କରୁଥିଲେ ?)
Answer:
Every day one of these eight servants used to help Akbar get ready to go to the court.

Question 6.
Were others allowed to the Emperor’s room? Why?
(ଅନ୍ୟମାନେ ରାଜାଙ୍କ କକ୍ଷକୁ ପ୍ରବେଶ କରିପାରୁଥିଲେ କି ? କାହିଁକି ?)
Answer:
No, none other than these eight servants could enter the Emperor’s room, because the king did not believe others other than these eight servants.

Question 7.
What did Akbar want to wear while getting ready to go to the court?
(ଆକବର ଦରବାରକୁ କେଉଁ ପୋଷାକରେ ଯିବାକୁ ପସନ୍ଦ କରୁଥିଲେ ?)
Answer:
One day Akbar wanted to wear his favorite ring in which a number of pearls and diamonds were set while getting ready to go to the court.

Question 8.
What was the servant’s report?
(ଭୃତ୍ୟମାନେ କ’ଣ କହିଲେ ?)
Answer:
The servant reported that he could not find the ring.

Question 9.
What was the Emperor’s order?
(ରାଜାଙ୍କ ଆଦେଶ କ’ଣ ଥିଲା ?)
Answer:
The Emperor’s order was to search for his favorite ring.

BSE Odisha 8th Class English Solutions Lesson 1 The Missing Ring

Question 10.
What was the result?
(ପରିଣାମ କ’ଣ ହେଲା ?)
Answer:
But the ring could not be found.

  • SGP – 2
  • Read paragraphs 4-5 silently and answer the questions that follow.

4. Akbar………………………………………….. the thief.
ଓଡ଼ିଆ ଅନୁବାଦ / ସାରାଂଶ :
ଆକବର ଭୀଷଣ ରାଗିଗଲେ । ସେ ଅନୁଭବ କରିଥିଲେ ଯେ ତାଙ୍କର ସେହି ପ୍ରିୟ ମୁଦିକୁ ତାଙ୍କ ୮ ଜଣ କର୍ମଚାରୀଙ୍କ ମଧ୍ୟରୁ କେହି ଜଣେ ଚୋରି କରିଥିଲା । ସେ ବୀରବଲ୍ଲଙ୍କୁ ଡକାଇଲେ । ବୀରବଲ୍ଲ ଆସିବାପରେ ସେ ତାଙ୍କୁ ସବୁକଥା ଜଣାଇଲେ ଏବଂ ପ୍ରକୃତ ଚୋରକୁ ଠାବକରିବାକୁ କହିଲେ ।

5. The following ……………………………………………….. that night.
ଓଡ଼ିଆ ଅନୁବାଦ / ସାରାଂଶ :
ତା’ପରଦିନ ବୀରବଲ୍ଲ ସମ୍ରାଟଙ୍କ କୋଠରି ଦାୟିତ୍ଵରେ ଥିବା ଆଠଜଣ କର୍ମଚାରୀଙ୍କୁ ଡକାଇଲେ । ସମସ୍ତ ଆଠଜଣଙ୍କୁ ଛୋଟ ଛୋଟ ଖଣ୍ଡିଏ ଲେଖାଏଁ ବାଡ଼ି ଦେଲେ ଏବଂ ସେ ବାଡ଼ିକୁ ଧରି ତା’ପରଦିନ ତାଙ୍କ ନିକଟକୁ ଆସିବାକୁ କହିଲେ । ସେ ସେମାନଙ୍କୁ ସୂଚନା ଦେଲେ ଯେ ତାଙ୍କ ମଧ୍ୟରୁ ଜଣେ କେହି ନିଶ୍ଚୟ ମୁଦିଟି ଚୋରିକରିଛି । ଚୋରି କରିଥିବା ବ୍ୟକ୍ତିର ବାଡ଼ିଟି ଆଜି ରାତି ମଧ୍ୟରେ ଆକାରରେ ଗୋଟିଏ ଆଙ୍ଗୁଠି ଲମ୍ବର ବଡ଼ ହୋଇ ହୋଇଯିବ ।

Word Meaning

angry : to get upset / enraged (କ୍ରୁଦ୍ଧ)
stolen : take without owner’s consent (ଚୋରି ହୋଇଥ‌ିବା/ଚୋରି କରିଥୁବା )
happen : befall / take place (ଘଟିବା / ସଂଘଟିତ ହେବା)
in charge of : taking the responsibility of something (ଦାୟିତ୍ଵରେ ଥ‌ିବା)
short : small (ଛୋଟ)
stick : a small thin branch of tree (ବାଡ଼ି, ଲାଠି / ଦଣ୍ଡ)

BSE Odisha 8th Class English Solutions Lesson 1 The Missing Ring

Comprehension Questions and Answers : (ସଂକ୍ଷିପ୍ତ ପ୍ରଶ୍ନୋତ୍ତର)

Question 1.
Akbar felt something about the missing ring, what was it? What did he ask Birbal to do?
(ଆକବର ତାଙ୍କର ହଜିଥ‌ିବା ମୁଦି ବିଷୟରେ କିଛି ଜାଣିପାରିଲେ ତାହା କ’ଣ ? ସେ ବୀରବଲ୍ଲଙ୍କୁ ଡାକି କ’ଣ କହିଲେ ?)
Answer:
Akbar felt something about his missing ring one of his eight servants had stolen the ring. Akbar asked Birbal to find the thief.

Question 2.
What did Birbal give to the servants?
(ବୀରବଲ୍ଲ କର୍ମଚାରୀମାନଙ୍କୁ କ’ଣ ଦେଲେ ?)
Answer:
Birbal gave each of the servants a short stick.

Question 3.
What did he tell about the thiefs stick?
(ଚୋରର ବାଡ଼ି ସମ୍ପର୍କରେ ସେ କ’ଣ କହିଲେ ?)
Answer:
He told the servants that he had known one of the eight servants had stolen the ring. The stick of the thief he gave would become longer as much as the length of a finger that night.

Session – 2
Session - 2

  • SGP-3
  • Read paragraphs 6-7 silently and answer the questions that follow.
    (୬ଷ୍ଠ ଓ ୭ମ ଅନୁଚ୍ଛେଦ ଦୁଇଟି ନୀରବରେ ପାଠ କରି ପ୍ରଦତ୍ତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

6. The next morning …………………………………. by the Emperor.
ଓଡ଼ିଆ ଅନୁବାଦ | ସାରାଂଶ :
ପରଦିନ ସକାଳେ ଆଠଜଣଯାକ କର୍ମଚାରୀ ବୀରବଲ୍ଲଙ୍କ ନିକଟକୁ ସେମାନଙ୍କ ବାଡ଼ି ସହିତ ଆସି ପହଞ୍ଚିଲେ । ବୀରବଲ୍ଲ ସେମାନଙ୍କୁ ଗୋଟିଏ ଧାଡ଼ିରେ ଛିଡ଼ା ହେବାକୁ କହିଲେ ଏବଂ ଅତି ସନ୍ତର୍ପଣରେ ସେମାନଙ୍କ ବାଡ଼ିଗୁଡ଼ିକୁ ଲକ୍ଷ୍ୟ କଲେ । ହଠାତ୍ ଜନୈକ କର୍ମଚାରୀକୁ ଧରିପକାଇଲେ ଏବଂ ଆକବରଙ୍କ ନିକଟକୁ ନେଇଗଲେ । ସେ ଆକବରଙ୍କୁ କହିଲେ ଯେ ସେ ବ୍ୟକ୍ତିଟି ହିଁ ପ୍ରକୃତ ଚୋର । ଅଭିଯୁକ୍ତ କର୍ମଚାରୀଟି ଆକବରଙ୍କ ଗୋଡ଼ତଳେ ପଡ଼ିଯାଇ କହିଲା ଯେ ସେ ହିଁ ସେ ମୁଦିଟି ଚୋରି କରିଥିଲା । ଏହାପରେ ସମ୍ରାଟ କର୍ମଚାରୀଟିକୁ ଦଣ୍ଡିତ କରିଥିଲେ ।

BSE Odisha 8th Class English Solutions Lesson 1 The Missing Ring

7. How did …………………………………………. of others.
ଓଡ଼ିଆ ଅନୁବାଦ | ସାରାଂଶ :
ଆଠଜଣ କର୍ମଚାରୀଙ୍କ ମଧ୍ୟରୁ କେଉଁ ବ୍ୟକ୍ତିଟି ମୁଦି ଚୋରି କରିଥିଲା, ତାହା ବୀରବଲ୍ଲ ଜାଣିଲେ କିପରି ? ଚୋରି କରିଥିବା କର୍ମଚାରୀଜଣକ ବୀରବଲ୍ଲ ଙ୍କ କହିବା ଅନୁଯାୟୀ ବିଶ୍ଵାସ କରିଗଲା ଯେ ସେହି ରାତିରେ ତା’ବାଡ଼ିଟି ନିଶ୍ଚୟ ଆଙ୍ଗୁଳେ ବଢିଯିବ । ଏଣୁ ସେ ଘରକୁ ଯାଇ ଛୁରି ସାହାଯ୍ୟରେ ଗୋଟିଏ ଆଙ୍ଗୁଳି ଲମ୍ବର ଅଂଶ କାଟିଦେଇଥିଲା । ଏଣୁ ସେ ଲୋକଟିର ବାଡ଼ିଖଣ୍ଡିକ ଅନ୍ୟମାନଙ୍କ ବାଡ଼ିଠାରୁ ଛୋଟ ହୋଇଯାଇଥିଲା ।

Word Meaning

line : a formation of people or things one behind other (ଧାଡ଼ି)
suddenly : quickly and unexpectedly (ହଠାତ୍ / ସହସା / ଆକସ୍ମିକ ଭାବେ)
caught hold of: to hold / prevent / find out (ଧରିବା / ଅଟକାଇବା)
punished : to make someone suffer due to bad act (ଡେରିରେ ଆସିଥିବା ପିଲା)
length : extent from end to end (ଦୈର୍ଘ୍ୟ)
noticed : to mark I observe / find (ଲକ୍ଷ୍ୟକରିବା / ଦେଖିବା)

Session – 3
III. Post-Reading (ପଢ଼ିବା ପରେ)

1. Visual Memory Development Technique (VMDT):
Whole Text : the emperor’s favourite ring – (ସମ୍ରାଟଙ୍କ ପ୍ରିୟ ମୁଦି)
The ring was found missing – (ମୁଦି ହଜିଯିବା)
Birbal’s plan to catch the thief – (ବୀରବଲ୍ଲଙ୍କର ଚୋର ଧରିବା ଯୋଜନା)
The thief was caught. – ( ଚୋର ଧରାପଡ଼ିଲା )
Part : Paragraph 1 – Akbar fond of jewellery, his favourite ring.

2 Comprehension Activity : (ବୋଧ ପରିମାପକ କାର୍ଯ୍ୟାବଳୀ)

(a) MCQs: Choose the correct alternatives and complete each sentence.
(ଠିକ୍ ବିକଳ୍ପ ଉତ୍ତରଗୁଡ଼ିକ ବାଛ ଏବଂ ପ୍ରତ୍ୟେକ ବାକ୍ୟ ପୂର୍ଣ୍ଣ କରି ଲେଖ ।)

Question 1.
Akbar liked one of his rings the most because ___________.
(A) a number of pearls and diamonds were set on it.
(B) it was the most precious of all the rings he had.
(C) It was made with special designs.
(D) it was a present to him from the queen.
Answer:
(A) a number of pearls and diamonds were set on it.

BSE Odisha 8th Class English Solutions Lesson 1 The Missing Ring

Question 2.
The ring was stolen by ___________.
(A) one of the eight servants
(B) all the eight servants
(C) Birbal and one of the servants
(D) Birbal and all the servants
Answer:
(A) one of the eight servants

Question 3.
Akbar asked Birbal ___________.
(A) to get a new ring made
(B) to search the lost ring
(C) to find the thief
(D) to entertain him with a story
Answer:
(C) to find the thief

Question 4.
Birbal told that the thief’s stick would ___________.
(A) become shorter
(B) become longer
(C) become gold
(D) be broken into pieces
Answer:
(B) become longer

Question 5.
Birbal was ___________ to catch the thief.
(A) kind
(B) cruel
(C) clever
(D) foolish
Answer:
(C) clever

(b) The following sentences are about the story you read. But they are not in order. Write their serial numbers in the boxes.

[ ] All the eight servants came back to Birbal with their sticks. Birbal called all the servants to his presence.
[ ] He said the thief’s stick would be longer that night.
[ ] One day Akbar lost his favorite ring.
[ ] He asked Birbal to find the thief.
[ ] The thief cut his stick to make it shorter.
[ ] He gave a stick to each servant.
[ ] The thief was caught at last.

Answer:
[ 6 ] All the eight servants came back to Birbal with their sticks.
[ 3 ] Birbal called all the servants to his presence.
[ 5 ] He said the thief’s stick would be longer that night.
[ 1 ] One day Akbar lost his favorite ring.
[ 2 ] He asked Birbal to find the thief.
[ 7 ] The thief cut his stick to make it shorter.
[ 4 ] He gave a stick to each servant.
[ 8 ] The thief was caught at last.

BSE Odisha 8th Class English Solutions Lesson 1 The Missing Ring

Session – 4

3. Listening : (ଶ୍ରବଣ)
Your teacher will read out the following statements. S/he will not read them in order. Listen to him/her and write the serial number in boxes of each as read out. (ତୁମ ଶିକ୍ଷକ ଏହି ତଥ୍ୟସମ୍ବଳିତ ବାକ୍ୟଗୁଡ଼ିକ ପାଠକରିବେ । ସେ ଏହାକୁ କ୍ରମ ଅନୁସାରେ ପଢ଼ିବେ ନାହିଁ । ତାଙ୍କଠାରୁ ଶୁଣି ତୁମେ ସେଗୁଡ଼ିକର ଠିକ୍ କ୍ରମିକ ନମ୍ବର ତୁମେ ଲେଖ ।)

(i) Akbar was very fond of jewelry. [ i ]
(ii) The queen presented him with a diamond ring. [ ii ]
(iii) The ring was his favorite. [ iii ]
(iv) He put on the ring when he went to the royal assembly. [ iv ]
(v) One day the ring was stolen. [ v ]
(vi) Clever Birbal found the thief. [ vi ]
(vii) Akbar was happy and praised Birbal. [ vii ]

4. Speaking : (କଥନ)
The jumbled up sentences of the story in Activity 2(b) have already been put in order. Teacher will ask the students to read out the sentences serially in a chain in the class. For example :
(ଏପଟସେପଟ ହୋଇ ରହିଥ‌ିବା ବାକ୍ୟଗୁଡ଼ିକ ତୁମ୍ଭେମାନେ ସଜାଇ ଲେଖୁଛି । ଶିକ୍ଷକ ଛାତ୍ରଛାତ୍ରୀମାନଙ୍କୁ ସେଗୁଡ଼ିକୁ ପଢ଼ି ଶୁଣାଇ ଛାତ୍ରଛାତ୍ରୀମାନଙ୍କୁ କହିବେ)

Student 1: One day Akbar lost his favourite ring.
Student 2: He asked Birbal to find out the thief.
Student 3: …………………………………………………………………..
…………………………………………………………………………………….

Session – 5
5. Vocabulary : (ଶବ୍ଦଜ୍ଞାନ)

Find new words hiding in the word.
Example:
Servant: Van, ant
catch: — — t
palace: — a —e
jewelry: j — — —l
ready: r — — d
missing: m— — s, s — n —
become: — o — e
punished: — — , s — e, sh — —
pearl : p — a — , e — —

Answer:
catch: c a t
palace: l a c e
jewelry: j e w e l
ready: r e a d
missing: m i s s, s i n g
become: c o m e
punished: i s , s h e, s h e d
pearl : p e a r, e a r

BSE Odisha 8th Class English Solutions Lesson 1 The Missing Ring

6. Writing : (ଲିଖନ)
a. You have put the story sentences in order in 2. b.
(2 (b) ରେ ଥ‌ିବା ଗଳ୍ପର ବାକ୍ୟଗୁଡ଼ିକୁ ତୁମେ ସଜାଇଲେଖୁଛି । ବର୍ତ୍ତମାନ ସେଗୁଡ଼ିକୁ ପ୍ରୟୋଗ କରି ଗଳ୍ପଟି ଲେଖ)

Now use the sentences and write the story ‘The Missing Ring’.
One day Akbar lost his favorite ring. _________________
___________________________________________
___________________________________________
___________________________________________

Answer:
(6) କୁ ଆଉଥରେ ଏଠାରେ ଲେଖ ।

Session  – 6

(b) Write answers to the following questions :

Question (i)
Which ring was Akbar’s favorite?
(କେଉଁ ମୁଦିଟି ଆକବରଙ୍କ ଅତିପ୍ରିୟ ଥିଲା ?)
Answer:
Akbar’s favorite ring was one large ring in which diamonds and many other gems had been set.

Question (ii)
What did the eight servants do every day?
(ଆଠଜଣ ଯାକ କର୍ମଚାରୀ ପ୍ରତିଦିନ କ’ଣ କରୁଥ‌ିଲେ ?)
Answer:
The eight servants looked after the -Emperor’s clothes and jewelry every day.

BSE Odisha 8th Class English Solutions Lesson 1 The Missing Ring

Question (iii)
What did Akbar feel about the missing ring? Why did he think so?
(ଆକବର ହଜିଥ‌ିବା ମୁଦି ସମ୍ପର୍କରେ କ’ଣ ଅନୁଭବ କଲେ; କାହିଁକି ଏପରି ସେ ଭାବିଲେ ?)
Answer:
Akbar felt that one of his servants had stolen his missing ring. He thought so because none other than those eight servants was allowed to enter the Emperor’s room.

Question (iv)
Who did he ask to find out the thief?
(ସେ କାହାକୁ ମୁଦିଟିକୁ ଖୋଜିବାକୁ କହିଲେ ?)
Answer:
He asked his clever minister Birbal to find out the thief.

Question (v)
What did Birbal say about the thief’s stick?
(ବୀରବଲ୍ଲ ଚୋରର କାଠି ସମ୍ବନ୍ଧରେ କ’ଣ କହିଲେ ?)
Answer:
Birbal said about the thief’s stick that the same stick would be longer in size by one finger’s length that night.

Question (vi)
Why did the thief cut his stick?
(ଚୋର କାହିଁକି ତା’ର ବାଡ଼ିଟିକୁ କାଟିଦେଲା ?)
Answer:
The thief believed the story of Birbal and cut his stick so that his stick would not be shown longer than other’s sticks the next day.

Session – 7

7. Mental Talk : (ମାନସିକ ଆଳାପ)

  • You cannot hide wrongdoing that leads to another.
  • It is the wise man who watches the fool.

BSE Odisha 8th Class English Solutions Lesson 1 The Missing Ring

Tail-Piece

You enjoyed how cleverly Birbal caught the thief. Read the story to learn an interesting way to find the guilty.
(ବୀରବଲ୍ଲ କିପରି ଚତୁରତାର ସହ ଚୋରଟିକୁ ଧରିଲେ । ତାହା ତୁମେ ପାଠକରି ଆନନ୍ଦ ଲାଭ କର । ଦୋଷୀକୁ ଧରିବା ଉପରେ ଆଉ ଗୋଟିଏ ଗପ ଏବେ ଶୁଣ ।)

FINDING THE THIEF (ଚୋର ଧରିବା)

One night …………………………………….. that he has taken.
Tail piece 1

ଗୋଟିଏ ରାତିରେ ଜଣେ ବୃଦ୍ଧବ୍ୟକ୍ତି ଗୋଟିଏ କ୍ଷୁଦ୍ର ଗ୍ରାମରେ ପହଞ୍ଚି ଛୋଟିଆ ହୋଟେଲରେ ରହିଲେ । ସେ ସେଠାରେ ତାଙ୍କ ରାତ୍ରିଭୋଜନ ସମାପ୍ତ କରି ଶୋଇବା ପାଇଁ ଉପର ମହଲାରେ ଥିବା ତାଙ୍କ କୋଠରିକୁ ଗଲେ । ସେହି ମୁହୂର୍ଭରେ ହୋଟେଲର ପରିଚାଳକ ସେଠାରେ ପହଞ୍ଚି ତାଙ୍କୁ ତୁରନ୍ତ ତଳ ମହଲାକୁ ଆସି ତାଙ୍କୁ କୌଣସି କାର୍ଯ୍ୟରେ ସାହାଯ୍ୟ କରିବାକୁ ନିବେଦନ କଲେ । ବୃଦ୍ଧଲୋକଟି ଉପରକୁ ଉଠିଲେ ଏବଂ ସଙ୍ଗେ ସଙ୍ଗେ ପୁନର୍ବାର ତଳକୁ ଚାଲିଲେ ଏବଂ ଘଟଣା କ’ଣ ବୋଲି ସେ ପଚାରିଲେ । ପରିଚାଳକ କହିଲେ, ‘ଦେଖନ୍ତୁ ଏଇ ପାଞ୍ଚଜଣ ଏଠାକୁ ଗତକାଲି ରାତିରେ ଆସିଥିଲେ । ବର୍ତ୍ତମାନ ସେମାନଙ୍କ ମଧ୍ୟରୁ ଜଣେ କହୁଛି ଯେ ତା’ର ଟଙ୍କା ହଜିଛି ଏବଂ ସେହି ସମୟରୁ ଏମାନଙ୍କ ମଧ୍ୟରୁ କୌଣସି ବ୍ୟକ୍ତି ବାହାରକୁ ଯାଇ ନାହାନ୍ତି ।

BSE Odisha 8th Class English Solutions Lesson 1 The Missing Ring

ଆମର ସମସ୍ତଙ୍କର ଆପଣଙ୍କ ଉପରେ ବିଶ୍ୱାସ ଅଛି । ଦୟାକରି ଯଦି ପାରନ୍ତି, କିଏ ଟଙ୍କା ଚୋରିକରିଛି ତାକୁ ବାହାରକରନ୍ତୁ । ବୃଦ୍ଧଜଣକ କହିଲେ ‘ମୋତେ ଗୋଟିଏ କୁକୁଡ଼ା ଦିଅ ।’’ ପରିଚାଳକ ବାହାରକୁ ଗଲେ ଏବଂ ଗୋଟିଏ କୁକୁଡ଼ା ଆଣିଦେଲେ । ଉପସ୍ଥିତ ବ୍ୟକ୍ତିମାନେ ବୃଦ୍ଧ କ’ଣ କରିବାକୁ ଯାଉଛନ୍ତି, ତାହା ଜାଣିବାପାଇଁ ଆଶ୍ଚର୍ଯ୍ୟ ହେଉଥିଲେ । ଏହାପରେ ବୃଦ୍ଧଜଣକ ଗୋଟିଏ ପାତ୍ର ଆଣିବାକୁ କହିଲେ ଏବଂ ପରିଚାଳକ ରୋଷେଇଶାଳ ଯାଇ ଚୁଲି ନିଆଁରେ ଥ‌ିବା ଗୋଟିଏ ବଡ଼ ପାତ୍ର ଆଣି ତାଙ୍କୁ ଦେଲେ । ଏହାପରେ ସେ କହିଲେ, ମୁଁ ବର୍ତ୍ତମାନ ଏହି ପାତ୍ରଟିକୁ କୁକୁଡ଼ା ଉପରେ ଉଗୁଡ଼ାଇଦେବି । ସେ କୁକୁଡ଼ାକୁ ଟେବୁଲ ଉପରେ ରଖ୍ ତା’ଉପରେ ଉତ୍ତପ୍ତ ପାତ୍ରଟିକୁ ଉଗୁଡ଼ାଇଦେଲେ । ଏହାପରେ ସେ ଘରର ଦ୍ବାର ବନ୍ଦ କରି ଘରର ଚାବିଟି ତାଙ୍କ ନିକଟରେ ରଖିଲେ ।
Tail piece 2

ଏହାପରେ ସେ ଲୋକମାନଙ୍କୁ ଘରକୁ ଅନ୍ଧାର କରିଦେବାକୁ କହି ନିଆଁ ଲିଭାଇଦେବାକୁ କହିଲେ । ସେ ଅନୁଯାୟୀ ସମସ୍ତେ ଘରଟିକୁ ସମ୍ପୂର୍ଣ୍ଣ ଅନ୍ଧାର କରିଦେଲେ । ତା’ପରେ ବୃଦ୍ଧ ବ୍ୟକ୍ତିଜଣକ କହିଲେ, ‘ବର୍ତ୍ତମାନ ତୁମେମାନେ ଗୋଟିଏ ଧାଡ଼ିରେ ଛିଡ଼ାହୋଇ ପାତ୍ରଟିକୁ ଜଣକ ପରେ ଜଣେ ଘଷ; ମାତ୍ର ଚୋରଟି ପାତ୍ରକୁ ଘଷିବା ସମୟରେ କୁକୁଡ଼ାଟି ତିନିଥର ରାବକରିବ । ସମସ୍ତ ଲୋକ ଜଣକ ପରେ ଜଣେ ଯାଇ ପାତ୍ରଟିକୁ ଘଷିଲେ । କୌଣସି ଶବ୍ଦ ହେଲା ନାହିଁ । କୁକୁଡ଼ାଟି ମଧ୍ୟ ରାବ କଲା ନାହିଁ । ଏହାପରେ ବୃଦ୍ଧବ୍ୟକ୍ତି ପଚାରିଲେ, ‘ତୁମମାନଙ୍କ ମଧ୍ୟରୁ କେହି ଏ ପାତ୍ର ନ ଘଷି ରହିଗଲ କି ?’’ କେହି କିଛି କହିଲେ ନାହିଁ । ବର୍ତ୍ତମାନ ଘରକୁ ଆଲୋକିତ କରିବାକୁ ସେ କହିଲେ । ଲୋକମାନେ ବତିଗୁଡ଼ିକ ପୁଣି ଜଳାଇଲେ ।

ଆଲୋକରେ ଘରଟି ପୁନର୍ବାର ଉଜ୍ଜ୍ଵଳ ଆଲୋକରେ ଉଦ୍ଭାସିତ ହେଲା । ତା’ପରେ ବୃଦ୍ଧଜଣକ ଲୋକମାନଙ୍କୁ କହିଲେ, ‘ବର୍ତ୍ତମାନ ତୁମେ ପୁଣିଥରେ ଧାଡ଼ିରେ ଛିଡ଼ାହୁଅ ଏବଂ ପ୍ରୟୋଗ ମୋ ଆଡ଼କୁ ହାତ ବଢ଼ାଅ । ସେମାନେ ତାହା ହିଁ କଲେ । ଏଥର ବୃଦ୍ଧବ୍ୟକ୍ତିଟି ସମସ୍ତ ହାତଗୁଡ଼ିକୁ ସତର୍କତାର ସହିତ ନିରୀକ୍ଷଣ କଲେ । ଲକ୍ଷ୍ୟକଲେ ସେଠାରେ ଥ‌ିବା ପାଞ୍ଚଜଣ ଲୋକମାନଙ୍କ ମଧ୍ୟରୁ ଜଣକର ହାତ ପାତ୍ରର କଳାରେ ଆଦୌ କଳା ହୋଇ ନଥିଲା । ସେଇ ଲୋକଟିକୁ ହିଁ ସେ ପ୍ରକୃତ ଚୋର ବୋଲି ଜାଣିପାରିଲେ ଏବଂ କହିଲେ ‘ଏଇ ବ୍ୟକ୍ତି ହିଁ ପ୍ରକୃତ ଚୋର । ତାଙ୍କୁ ଧର ଏବଂ ତାଙ୍କୁ ଚୋରି ଟଙ୍କା ଫେରାଇବାକୁ କୁହ ।

BSE Odisha 8th Class English Solutions Lesson 1 The Missing Ring

Word Meaning

crow (v): to make a loud noise by cock.
downstairs: (opposite: upstairs), on or to the ground floor.
missing : lost (ହଜିଯାଇଥ)
rub: to move your hand, a cloth, etc. backward and forwards over a surface, ଘଷିବା, ମାଜିବା
turn upside down: move the top part to the bottom
soot: a black powder that is produced when wood, coal, etc. is burnt

Class 8 Questions and Answers Part – I

The Kind Tree Question Answer Class 7 English Chapter 5 BSE Odisha

Odisha State Board BSE Odisha 7th Class English Solutions Lesson 5 The Kind Tree Textbook Exercise Questions and Answers.

Class 7th English Chapter 5 The Kind Tree Question Answers BSE Odisha

The Kind Tree Class 7 Questions and Answers

Session – 1 (ପ୍ରଥମ ପର୍ଯ୍ୟାୟ):
Pre-Reading (ପ୍ରାକ୍-ପଠନ):

→ Do you like trees?
(ତୁମେ କ’ଣ ଗଛସବୁକୁ ଭଲ ପାଅ ?)
Answer:
Yes we like trees very much.

→ What do trees give people?
(ଗଛସବୁ ମଣିଷକୁ କ’ଣ ଦିଏ ?)
Answer:
Trees give people things to live in. These are food, fuel, oxygen, etc.

→ Do you think they are kind? Why?
(ତୁମେ କ’ଣ ଭାବୁଛ ବୃକ୍ଷ ଦୟାଳୁ ? କାହିଁକି ?)
Answer:
Yes, we think trees are kind. They give us food, fuel, and other necessary things in life. They give shade to animals and men and shelter to birds. So they are kind to all animals.

BSE Odisha 7th Class English Solutions Lesson 5 The Kind Tree

While-Reading (ପଠନକାଳୀନ ):
Text (ପାଠ୍ୟବସ୍ତୁ):

  • Read the poem silently and answer the questions that follow.
    (କବିତାଟିକୁ ନୀରବରେ ପାଠ କର ଏବଂ ନିମ୍ନ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)
    Read the poem silently and answer the questions that follow

Trees are the kindest things I know,’
They don’t harm, and they simply grow.
And spread shade for sleepy cows,
And gather birds among the boughs.

They are the first when the day’s begun.
To touch the beams of the morning sun.
They are the last to hold the light.
When evening changes into night.

And when a moon floats on the sky,
They hum a drowsy lullaby
of sleepy children long ago,
Trees are the kindest things I know

ଓଡ଼ିଆ ଅନୁବାଦ :
ବୃକ୍ଷରାଜି ସବୁଠୁ ଦୟାଳୁ ମୁଁ ଜାଣେ
କରନ୍ତି ନାହିଁ ସେ କ୍ଷତି, କେବଳ ସରଳେ ବୃଦ୍ଧି ।
ବିଛାଇ ଦିଅନ୍ତି ଛାଇ ତଳେ ଶୋଇ ରହିବାକୁ ଗାଈ
ସଂଗ୍ରହ କରନ୍ତି ପକ୍ଷୀରାଜି ସବୁ ଡାଳେ ରହିବାକୁ ଛାଇ ।

ସେହିମାନେ ହିଁ ପ୍ରଥମ ଦିନ ଯେବେ ହୁଏ ଆରମ୍ଭ
ଛୁଇଁବାରେ ସେ ସୂର୍ଯ୍ୟକିରଣକୁ ବେଗୁ ବେଗ
ସେହିମାନେ ହିଁ ତ ଶେଷ ଧରି ରଖନ୍ତି ଆଲୋକ
ଯେତେବେଳେ ସନ୍ଧ୍ୟା ବଦଳେ କରି ରାତ୍ରିର ଡାକ ।

ଯେତେବେଳେ ଭାସେ ଜହ୍ନ ବିଶାଳ ଆକାଶେ
ସେମାନେ ଗାଆନ୍ତି ଗୀତ ଝୁମ୍ପୁରା ନାନାବାୟାର
ସୁପ୍ତପ୍ରାୟ କୋମଳ ପିଲା ପାଇଁ ଶୀଘ୍ର ଶୀଘ୍ର
ଯେଣୁ ମୁଁ ଜାଣେ ବୃକ୍ଷରାଜି ସଦୟରୁ ସଦୟତମ ।

BSE Odisha 7th Class English Solutions Lesson 5 The Kind Tree

Notes And Glossary (ଶବ୍ଦାର୍ଥ):

Trees (ଟ୍ରିଜ୍) – ଗଛ
kindest ( କାଇଣ୍ଡେସ୍) – ସବୁଠାରୁ ଅଧିକ ଦୟାଳୁ
harm (ହାର୍ମ) – କ୍ଷତି କରିବା
simply (ସିମ୍ପଲି) – କେବଳ ମାତ୍ର
grow (ଗ୍ରୋ) – ବୃଦ୍ଧି ପାଆନ୍ତି
spread (ଗ୍ରେଡ୍) – ବିଛାଇ ଦିଅନ୍ତି
shade (ସେଡ୍) – ଛାଇ
gather (ଗ୍ୟାଦର୍)– ସଂଗ୍ରହ କରନ୍ତି
boughs (ବାଓଜ୍) – ଡାଳ ବା ଶାଖାପ୍ରଶାଖାସବୁ
touch (68) – ଛୁଇଁବା
beams (ବିମ୍ସ) – କିରଣ ସବୁ
moon (ମୁନ୍) – ଜହ୍ନ ବା ଚନ୍ଦ୍ର
floats (ପ୍ଲେଟସ୍) – ଭାସେ
drowsy (ଡ୍ରୋଜି) – ନିଦୁଆ | ଢୁଳାଇବା
lullaby (ଲୁଲାବି)– ନାନାବାୟା ଗୀତ
long ago (ଲଙ୍ଗ ଏଗୋ ) – ବହୁସମୟ ପୂର୍ବରୁ

  • Your teacher reads the poem aloud. You listen to him/her without opening the book.
    (ତୁମ ଶିକ୍ଷକ କବିତାଟିକୁ ବଡ଼ ପାଟିକରି ପଢ଼ିବେ । ଏହି ନଖୋଲି ତୁମେ ଖାଲି ତାଙ୍କୁ ଶୁଣିବ ।)
  • Your teacher asks you: What are described in the poem?
    (ତୁମ ଶିକ୍ଷକ ତୁମକୁ ପଚାରିବେ – କବିତାରେ କ’ଣ ସବୁ ବର୍ଷିତ ?)
  • Your teacher reads the poem aloud a second time. You listen to him/her and at the same time see the poem.
    (ତୁମ ଶିକ୍ଷକ ଦ୍ବିତୀୟବାର ବଡ଼ ପାଟିକରି କବିତା ପଠନ କରିବେ ଏବଂ ତୁମେ ବହିକୁ ଖୋଲି କବିତାଟିକୁ ଧାଡ଼ିଧାଡ଼ି କରି ଦେଖୁବ ।)
  • You read the poem silently and answer the following questions.
    (ତୁମେ କବିତାଟିକୁ ନୀରବତାର ସହ ପାଠ କରୁ ଏବଂ ନିମ୍ନୋକ୍ତ ପ୍ରଶ୍ନଗୁଡିକର ଉତ୍ତର ଦିଅ ।)

Comprehension Questions (ବୋଧପରିମାପକ ପ୍ରଶ୍ନବଳୀ):

Question 1.
What is the poem about ?
(କବିତାଟି କେଉଁ ବିଷୟରେ ?)
Answer:
The poem is about the kindness and usefulness of the trees.

Question 2.
What are the trees like – crudest or kindest?
(ଗଛଗୁଡ଼ିକ କିଭଳିଆ – ନିଷ୍ଠୁର ନା ଦୟାଳୁ ?)
Answer:
The trees are kindest of all.

BSE Odisha 7th Class English Solutions Lesson 5 The Kind Tree

Question 3.
Who knows that trees are kind?
(କିଏ ଜାଣେ ଯେ ବୃକ୍ଷରାଜି ଦୟାଳୁ ?)
Answer:
The poet knows that trees are kind.

Question 4.
Why does the poet say that trees are kind?
( କବି କାହିଁକି କହନ୍ତି ଯେ ବୃକ୍ଷସବୁ ଦୟାଳୁ ?)
Answer:
The poet says that trees are kind because they don’t harm others. Instead, they give shade to sleepy cows and shelter to birds.

Question 5.
What do trees do for the cows?
(ବୃକ୍ଷସବୁ ଗୋରୁଗାଈମାନଙ୍କ ପାଇଁ କ’ଣ କରନ୍ତି ?)
Answer:
Trees spread a shade for sleepy cows.

Question 6.
Where do birds gather?
(କେଉଁଠି ପକ୍ଷୀସବୁ ଠୁଳ ହୁଅନ୍ତି ?)
Answer:
The birds gather among the boughs of trees.

Question 7.
Who is T in the first stanza?
(ପ୍ରଥମ ପଦରେ ଥ‌ିବା ‘I’ (ମୁଁ) କିଏ ?)
Answer:
T refers to the poet in the first stanza.

Question 8.
What time of the day is described in the first stanza?
(ପ୍ରଥମ ପଦରେ ଦିନର କେଉଁ ସମୟ ବିଷୟରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ? )
Answer:
The noon time of the day is described in the first stanza.

Question 9.
Who does ‘they’ refer to in the second stanza?
(ଦ୍ଵିତୀୟ ପଦରେ ‘they’ (ସେମାନେ) କାହାକୁ ସୂଚାଏ ?)
Answer:
‘They’ refers to trees in the second stanza.

Question 10.
Who touches the beams of the morning sun first?
(ସକାଳ ସୂର୍ଯ୍ୟର କିରଣକୁ କିଏ ପ୍ରଥମେ ଛୁଏଁ ?)
Answer:
The tree touches the beams of the morning sun first.

BSE Odisha 7th Class English Solutions Lesson 5 The Kind Tree

Question 11.
Who holds the last light of the setting sun?
(ଅସ୍ତମିତ ସୂର୍ଯ୍ୟର ଆଲୋକକୁ ଶେଷ ପର୍ଯ୍ୟନ୍ତ କିଏ ଧରିରଖେ ? )
Answer:
The tree holds last light of the setting sun.

Question 12.
Do trees sing a song for children? Why?
(ବୃକ୍ଷରାଜି କ’ଣ ଛୋଟ ପିଲାଙ୍କ ପାଇଁ ଗୀତ ଗାଏ ? କାହିଁକି ?)
Answer:
Yes, trees sing a song for children. When the moon floats in the sky they hum a drowsy lullaby out of kindness.

Question 13.
What is the mood of the poet – happy, unhappy, or grateful?
(କବିଙ୍କର ମନୋଭାବ କ’ଣ – ଖୁସି, ଦୁଃଖ କିମ୍ବା କୃତଜ୍ଞ ?)
Answer:
The mood of the poet is grateful.

Question 14.
Can trees do something good for human beings ? Read the poem again and list all things trees can do.
(ବୃକ୍ଷରାଜି କ’ଣ ମାନବ ଜାତି ପାଇଁ କିଛି ଭଲ କାମ କରନ୍ତି ? କବିତାଟିକୁ ବାରମ୍ବାର ପାଠ କର ଏବଂ ଗଛ କ’ଣ କ’ଣ କରିପାରେ ତାହାର ଏକ ଚିଠା ପ୍ରସ୍ତୁତ କର ।)
Answer:
Yes, trees do something good for human beings.
According to the poem trees can do the following things :
(i) They spread shade for sleepy cows.
(ii) They gather birds among the boughs.
(iii) They first touch the beams of the morning sun.
(iv) They hold the last light of the day.
(v) They hum a drowsy lullaby for sleepy children on a moonlit night.

Question 15.
The poet in this poem likes trees too much. Does it mean he likes nature? Why? (for its beauty and usefulness)
(କବି ଏ କବିତାରେ ବୃକ୍ଷରାଜିକୁ ଅତି ଭଲ ପାଇଛନ୍ତି । ଏହା କ’ଣ ସେ ପ୍ରକୃତିକୁ ଭଲ ପାଉଥିବା କଥା ବୁଝାଏ ? କାହିଁକି ?)
Answer:
The poet likes trees. It means he likes nature. He likes nature for its beauty, usefulness, and kindness.

BSE Odisha 7th Class English Solutions Lesson 5 The Kind Tree

Session – 2 (ଦ୍ବିତୀୟ ପର୍ଯ୍ୟାୟ):
Post-Reading (ପଠନ ପରବର୍ତ୍ତୀ):

1. Visual Memory Development Technique (VMDT) :
(ଦୃଶ୍ୟ ସ୍ମୃତି ବିକାଶ କୌଶଳ)
Whole: birds among the boughs, trees are the kindest things, lullaby, evening changes into night
Part: Stanza-1: kindest, sleepy cows, birds, etc.

2. Comprehension Activities (ବୋଧପରିମାପକ କାର୍ଯ୍ୟାବଳୀ):
(a) Match the sentences under ‘A’ using the right phrases given under ‘B’. Write the serial numbers of A in the boxes of B. One has been done for you. (Question with Answer)
Comprehension Activities 1
Answer:
Comprehension Activities 2

BSE Odisha 7th Class English Solutions Lesson 5 The Kind Tree

(b) Answer the following questions choosing the most appropriate answers from the options.

Question 1.
The poem is about _____________.
(A) human beings
(B) birds
(C) cows
(D) trees
Answer:
(D) trees

Question 2.
Trees are described as _____________.
(A) kindest things
(B) simplest things
(C) nicest things
(D) tallest things
Answer:
(A) kindest things

Question 3.
T in the poem is used for the _____________.
(A) poet
(B) bird
(C) cow
(D) tree
Answer:
(A) poet

Question 4.
The cows sleep _____________.
(A) in the field
(B) in the room
(C) in the shade
(D) in the sun
Answer:
(C) in the shade

Question 5.
‘They” in the last stanza of the poem is used for the _____________.
(A) poet
(B) birds
(C) cows
(D) trees
Answer:
(D) trees

BSE Odisha 7th Class English Solutions Lesson 5 The Kind Tree

Question 6.
Who are the last to hold the light?
(A) The poet
(B) The birds
(C) The cow
(D) The tree
Answer:
(D) The tree

Session – 3 (ତୃତୀୟ ପର୍ଯ୍ୟାୟ):
3. Listening (ଶ୍ରବଣ):

(a) Listen to the last stanza of the poem and fill in the gaps.
(କବିତାର ଶେଷ ପଦଟିକୁ ଶୁଣ ଏବଂ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
Teacher reads aloud the poem two times.
And when a _______ ________on the sky,
They _________ a drowsy _________,
of _________ children _________ ago,
_________ are the _________ things I know.
Answer:
And when a moon floats on the sky,
They hum a drowsy lullaby,
of sleepy children long ago,
Trees are the kindest things I know.

(b) Your teacher will say some words. Listen to him/her carefully. Tick (✓) the words he/she reads aloud.
trees, kindest, sleepy, spread, gather, shade,
boughs, touch, beams, moon, float, drowsy,
lullaby, change, harm

Session – 4 (ଚତୁର୍ଥ ପର୍ଯ୍ୟାୟ):
4. Speaking (କହିବା):

(a) Reading aloud
(i) Teacher reads aloud one line, and students repeat after him/her in chorus. Then two lines at a time.
(ଶିକ୍ଷକ ଉଚ୍ଚ ସ୍ବରରେ ଗୋଟିଏ ଧାଡ଼ି ପଢ଼ନ୍ତୁ, ପିଲାମାନେ ତା’ପରେ ପୁନରାବୃତ୍ତି କରନ୍ତୁ । ତା’ପରେ ଏକାଥରକେ ଦୁଇଧାଡ଼ି ପଢ଼ନ୍ତୁ ।)
(ii) Teacher reads out the following pairs of rhyming words and students listen. Then, the teacher reads out one word and students read aloud its rhyming word.
(ଶିକ୍ଷକ ଯତିପାତ କରୁଥିବା ଯୋଡ଼ା ଶବ୍ଦଗୁଡିକୁ ପଢ଼ିବେ ଏବଂ ଶିକ୍ଷାର୍ଥୀମାନେ ଶୁଣିବେ । ତା’ପରେ ଶିକ୍ଷକ ଗୋଟିଏ ଶବ୍ଦ ପଢ଼ିବେ ଏବଂ ଶିକ୍ଷାର୍ଥୀମାନେ ତା’ସହ ଯତିପାତ କରୁଥିବା ଶବ୍ଦଟିକୁ ବଡ଼ପାଟିରେ ପଢ଼ିବେ ।)

know     cows      begun   light       sky         ago

grow      boughs sun         night      lullaby   know

(iii) Read the first stanza. Draw student’s attention to the rhyme scheme. Write the rhyme scheme on the board horizontally.
(iv) Students say the rhyme scheme of the other stanzas. Write them on the board.
(v) Ask the students “Which word has a similar rhyme scheme but has different spelling in the first stanza ?” Why?
Answer:
In the first stanza, the word ‘boughs’ has a similar rhyme scheme to the word ‘cows’ but has a different spelling. It is so because -ough’ is pronounced as /au/ in ‘boughs’.
(iv) Help them know the pronunciation of “-ough” differs from word to word. It is pronounced as / ou / as in ‘dough’ and / f / as in ‘enough’ / au / as in bough and / u: / as in ‘through’ and / f / as in cough.

(b) Chain-drill (ଶୃଙ୍ଖଳ-ଅଭ୍ୟାସ):
Trees are the kindest things.
They simply grow and give.

BSE Odisha 7th Class English Solutions Lesson 5 The Kind Tree

Session – 5 (ପଞ୍ଚମ ପର୍ଯ୍ୟାୟ):
5. Vocabulary(ଶବ୍ଦସମ୍ଭାର):

(a) Match the following items in column A with items in column B. The first one is done for you.
Vocubulary 1
Answer:
Vocubulary 2

(b) Match the following words in column A with words in column B to give a similar meaning. The first one is done for you.
Vocubulary 3
Answer:
Vocubulary 4

Session – 6 (ଷଷ୍ଠ ପର୍ଯ୍ୟାୟ):
6. Usage (ପ୍ରଚଳିତ ପ୍ରୟୋଗ):
(a) Mark the following sentences. See how ‘not’ is used in the following examples.
Examples –
1. The tree is tall. The tree is not tall.
2. A lamb is docile. A lamb is not docile.

Rewrite the following sentences using ‘not’. (Question with Answer)
1. It is a nice day. It is not a nice day.
2. It is a beautiful garden. It is not a beautiful garden.
3. It is a lovely doll. It is not a lovely doll.
4. It is a fine building. It is not a fine building.
5. It is a useful book. It is not a useful book.

(b) Rewrite the following sentences like the example given below. Example :
I met the dove yesterday. > I meet the dove every day.
(Question with Answer)
1. I went to school yesterday. > I go to school every day.
2. I did my homework yesterday. > I do my homework every day.
3. I played cricket yesterday. > I play cricket every day.
4. I watched TV yesterday. > I watch TV. everyday.

BSE Odisha 7th Class English Solutions Lesson 5 The Kind Tree

Session – 7 ( ସପ୍ତମ ପର୍ଯ୍ୟାୟ):
7. Writing (ଲିଖନାତ୍ମକ):
(a) Answer the following questions.

Question 1.
What is the poem about?
(କବିତାଟି କେଉଁ ବିଷୟରେ ?)
Answer:
The poem is about the usefulness of trees.

Question 2.
Which line in the first stanza tells that he was unmindful?
(ସେ ଅନ୍ୟମନସ୍କ ଥିଲେ ବୋଲି ପ୍ରଥମ ପଦର କେଉଁ ଧାଡ଼ି କହୁଛି ? )
Answer:
“Trees are the kindest things I know”. This line in the first stanza tells that he was unmindful.

Question 3.
Are the first stanza and second stanza similar or different? How?
(ପ୍ରଥମ ପଦ ଓ ଦ୍ବିତୀୟ ପଦ ଏକାଭଳି କିମ୍ବା ଭିନ୍ନ ? କିପରି ?)
Answer:
The first stanza and second stanza are different. The first stanza shows the inactiveness of the trees whereas the second stanza shows their activeness.

Question 4.
Who does ‘You’ in the 3rd stanza refer to?
(ତୃତୀୟ ପଦର ‘You’ (ତୁମେ) କାହାକୁ ବୁଝାଉଛି ? )
Answer:
‘You’ is not used in the 3rd stanza.

Question 5.
What advice does the poet give us through this poem?
( କବିତା ମାଧ୍ୟମରେ କବି ଆମକୁ କି ଉପଦେଶ ଦେଉଛନ୍ତି ?)
Answer:
The poet advises us that as trees are useful to all men and animals, we should be careful to let them grow.

BSE Odisha 7th Class English Solutions Lesson 5 The Kind Tree

Session – 8 (ଅଷ୍ଟମ ପର୍ଯ୍ୟାୟ):

(b) For the poet, trees are the kindest things s/he knows but another poet sees trees are the loveliest things. Fill in The gaps using words from the box to complete the poet’s views against trees.

Last, gather, sleepy, simply, first, night

Examples:
Trees are the loveliest things I know,
They don’t harm, they ………………….grow
And spread a shade for ………………….cows,
And ………………….birds from the boughs.
They are the ………………….when the day’s begun
To touch the beams of the morning sun,
They are the …………………… to hold the light
When evening changes into ………………….

Answer:
Trees are the loveliest things I know,
They don’t harm, they simply grow
And spread shade for sleepy cows,
And gather birds from the boughs,
they are the first when the day’s begun
To touch the beams of the morning sun,
They are the last to hold the light
When evening changes into night.

(c) What are the other kindest things you know? Write your answer in a paragraph.
Answer:
Water is life. We drink and wash our clothes in water. Water is life for all animals and plants. No water no crops and no crops no life.

BSE Odisha 7th Class English Solutions Lesson 5 The Kind Tree

8. Mental Talk (ମାନସ କଥନ):
Trees are the kindest things. They only give, give, give

9. Let’s Think (ଚାଲ ଚିନ୍ତାମଗ୍ନ ହେବା) :
Trees are kind but we are cruel to cut them more than we need.

BSE Odisha 7th Class English Solutions Lesson 5 The Kind Tree Important Questions and Answers

(A) Answer the following Questions.

Question 1.
How does a tree grow?
Answer:
The trees grow simply by getting air from the sky and light from the sun.

Question 2.
Does it harm anybody?
Answer:
No, it does not harm anybody. It spreads branches to give shed to the tired cows and gather birds among their boughs.

Question 3.
Who rises first in the dawn?
Answer:
The tree rises first before dawn. It spreads its branches to touch the beams of the morning sun.

Question 4.
When does evening change into night who holds light?
Answer:
When evening changes into night, the trees hold the light.

BSE Odisha 7th Class English Solutions Lesson 5 The Kind Tree

Question 5.
When does the tree sing lullaby?
Answer:
When the moon floats in the sky, the tree sings a lullaby for the sleepy children.

(B) Choose the right answer from the options.

Question 1.
The trees are _____________.
(a) cruel
(b) kind
(c) harmful
(d) musician
Answer:
(b) kind

Question 2.
The trees grow _____________.
(a) simply
(b) in difficulty
(c) easily
(d) with care
Answer:
(a) simply

Question 3.
The cows take rest _____________.
(a) on the tree
(b) under the branches of the tree
(c) at the root of the trees
(d) a distance away from a tree
Answer:
(b) under the branches of the tree

BSE Odisha 7th Class English Solutions Lesson 5 The Kind Tree

Question 4.
The tree sings a lullaby when _____________.
(a) a child is going to sleep
(b) the evening comes
(c) the night advances
(d) the moon floats in the sky
Answer:
(d) the moon floats in the sky

BSE Odisha 7th Class English Solutions Part – II

Math-Magic Question Answer Class 8 English Chapter 2 BSE Odisha

Odisha State Board BSE Odisha 8th Class English Solutions Lesson 2 Math-Magic Textbook Exercise Questions and Answers.

Class 8th English Chapter 2 Math-Magic Question Answers BSE Odisha

Math-Magic Class 8 Questions and Answers

Session – 1

I. Pre-Reading (ପ୍ରାକ୍-ପଠନ):

→ There are 35 chocolates. You have to divide them into three. The first one will get 1/2 of the total chocolates. The second will get l/3rd and the third one will get l/9th. Can you divide the chocolates among the three without breaking the chocolates according to the plan? If yes, you know math and you are intelligent.
୩୫ଟି ଚକୋଲେଟ୍ ଅଛି । ତିନିଜଣଙ୍କ ଭିତରେ ବାଣ୍ଟିବାକୁ ହେବ । ପ୍ରଥମ ଜଣକ ସମୁଦାୟ ଚକୋଲେଟ୍‌ର ଅର୍ଦ୍ଧେକ ପାଇବ । ଦ୍ବିତୀୟ ଜଣକ ସମୁଦାୟ ଚକୋଲେଟ୍‌ର ଏକ ତୃତୀୟାଂଶ ଏବଂ ତୃତୀୟ ଜଣକ ସମୁଦାୟର ଏକ ନବମାଂଶ ପାଇବ । କୌଣସି ଚକୋଲେଟ୍କୁ ନ ଭାଙ୍ଗି ଏହି ଅନୁଯାୟୀ ତୁମେ ତିନିଜଣଙ୍କ ମଧ୍ୟରେ ଚକୋଲେଟ୍‌କୁ ବାଣ୍ଟି ପାରିବ କି ? ଯଦି ପାରିବ, ତାହାହେଲେ ତୁମେ ଗଣିତ ଜାଣ ଏବଂ ତୁମେ ବୁଦ୍ଧିମାନ ବୋଲି ପରିଗଣିତ ହେବ ।

→ Read this story to see how this is to be done.
ଗପଟି ପଢ଼ ଏବଂ ଏହା କିପରି ହୋଇପାରେ ଦେଖ ।

BSE Odisha 8th Class English Solutions Lesson 2 Math-Magic

II. While Reading (ପଢ଼ିବା ସମୟରେ)
While reading

Text

  • SGP – 1
  • Read paragraphs 1-2 silently and answer the questions that follow.

1. Once upon ………………………………….. on sand.
ଏକଦା ଆରବ ଭୂମିରେ ଜଣେ ଯୁବକ ରହୁଥିଲେ । ଦିନେ ସେ ଗୋଟିଏ ବାଲୁକା-ପାହାଡ଼ ଉପରେ ବସି ଆକାଶରେ ଉଡୁଥ‌ିବା ପକ୍ଷୀଦଳଙ୍କୁ ଗଣନା କରୁଥିଲା ଏବଂ ତାକୁ ବାଲିରେ ଲେଖୁଥିଲା ।

2. A man riding ………………………………………….. man.
ଜଣେ ଲୋକ ଓଟରେ ଚଢ଼ି ସେଇବାଟ ଦେଇ ଅତିକ୍ରମ କରୁଥିଲା । ସେ ଯୁବକଟିର ସଠିକ୍ ଉଡ଼ନ୍ତା ପକ୍ଷୀ ଗଣନା ଦୃଶ୍ୟ ଦେଖ୍ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ । ସେ ମନେ ମନେ ଭାବିଲେ, ବାଳକଟି କିପରି ଆକାଶରେ ଉଡୁଥ୍‌ ଅଗଣିତ ପକ୍ଷୀମାନଙ୍କୁ ଠିକ୍‌ରୁପେ ଗଣନା କରିପାରୁଛି ? ସେ ଓଟ ପିଠିରୁ ଓହ୍ଲାଇ ସେ ବାଳକ ଆଡ଼େ ଆସିଲା ଏବଂ ସେ ଏହା କିପରି ଉପାୟରେ କରିପାରୁଛି ବୋଲି ପ୍ରଶ୍ନ କଲେ । ଯୁବକଟି କହିଲା, ‘ମୁଁ ଗୋଟିଏ ଧନୀଲୋକର ମେଣ୍ଢା ପାଳକ ଭାବରେ କାର୍ଯ୍ୟ କରୁଥିଲି । ମୁଁ ସେଠାରେ ପ୍ରତ୍ୟେକ ଦିନ ମେଣ୍ଢାମାନଙ୍କୁ ଗଣନା କରୁଥୁଲି । ଆଗନ୍ତୁକ ବ୍ୟକ୍ତି ଜଣକ କହିଲେ, ‘ତାହା ହେଲେ ତୁମେ ଗୋଟିଏ ଭଲ କାମ ପାଇପାରିବ । ମୋ ସାଙ୍ଗରେ ଆସ ।’’

Word Meaning

once upon a time : a time in the past (ଏକଦା)
sand-hill : hill of sand by the sea or in the desert (ବାଲି ସ୍ତୁପ, ବାଲିହୁଙ୍କା, ବାଲିର ପାହାଡ଼)
counting : the act of counting / reciting numbers in ascending order (ଗଣିବା)
flocks : a group of birds (ଦଳେ ପକ୍ଷୀ)
sky : the atmosphere and outer space as viewed from the earth (ଆକାଶ)
passing by : moving fast (ଅତିକ୍ରମ କରିବା)
suprised : to be amazed (ଆଶ୍ଚର୍ଯ୍ୟ ହେବା, ଆଶ୍ଚର୍ଯ୍ୟଚକିତ)
correctly : in a correct way / in an accurate way (ଠିକ୍ ଭାବରେ)
groups : any number of members considered as a unit (ଦଳ ଭାବରେ)
shepherd : one who takes care of sheep (ମେଷପାଳକ)
job : a specific piece of work required to be done as a duty or for a specific fee (ଚାକିରି)

BSE Odisha 8th Class English Solutions Lesson 2 Math-Magic

Comprehension Questions and Answers: (ସଂକ୍ଷିପ୍ତ ପ୍ରଶ୍ନୋତ୍ତର)

Question 1.
What was the young man doing?
(ଯୁବକଟି କ’ଣ କରୁଥିଲା ?)
Answer:
The young man was counting the flocks of birds flying in the sky.

Question 2.
Who saw him?
(ତାକୁ କିଏ ଦେଖିଲା ?)
Answer:
A man riding a camel saw him.

Question 3.
Why was he surprised?
(ସେ କାହିଁକି ଆଶ୍ଚର୍ଯ୍ୟ ହେଲା ?)
Answer:
He was surprised to see the boy counting the flying birds correctly.

Question 4.
How did the young man learn counting?
(କିପରି ଯୁବକଟି ଗଣିବା ଶିଖ୍ ?)
Answer:
The young man learnt counting when he was working as a shepherd boy with a rich man.

Question 5.
What did the man say to praise the boy?
(ଲୋକଟି ବାଳକଟିକୁ ପ୍ରଶଂସା କରିବାକୁ ଯାଇ କ’ଣ କହିଲା ?)
Answer:
To praise the boy he said he could get a good job.

  • SGP – 2
  • Read paragraphs 3-4 silently and answer the questions that follow.

3. The man ……………………………………………… among themselves.
ଲୋକଟି ତାଙ୍କୁ ତା ଓଟରେ ବସାଇ ଚାଲିଲା । ସେ ରାଜାଙ୍କ ଉଆସରେ ଗୋଟିଏ ଚାକିରି ଦେବାକୁ ତାକୁ ଆଶ୍ୱାସନା ଦେଲା । ବାଟରେ ତିନିଜଣ ବ୍ୟକ୍ତି କଳି କରୁଥିବା ଏବଂ ନିକଟରେ ୩୫ଟି ଓଟ ଛିଡ଼ା ହେବା ସେମାନେ ଦେଖ‌ିଲେ । ସେମାନଙ୍କ ମଧ୍ୟରେ ୩୫ଟି ଓଟ କିପରି ବଣ୍ଟା ହେବ ସେଥ‌ିପାଇଁ କଳି ହେଉଥିଲା । ସେମାନଙ୍କର ପିତା ମୃତ୍ୟୁବରଣ କରିଥିଲେ । ତାଙ୍କ ମୃତ୍ୟୁ ପୂର୍ବରୁ ସେ ଗୋଟିଏ ଇଚ୍ଛାପତ୍ର ଲେଖୁଥିଲେ । ତାଙ୍କ ଇଚ୍ଛାପତ୍ର ଅନୁଯାୟୀ ୩୫ଟି ଓଟ ମଧ୍ୟରୁ ବଡ଼ପୁଅ ସମୁଦାୟ ଓଟ ସଂଖ୍ୟାର ଅର୍ଦ୍ଧେକ, ଦ୍ୱିତୀୟ ପୁତ୍ର ଏକ ତୃତୀୟାଂଶ ଏବଂ ସାନପୁଅ ଏକ ନବମାଂଶ ପାଇବ ।

4. This was ……………………………………. 4 camels.
ଏହା ବଡ଼ କଠିନ ବ୍ୟାପାର ଥିଲା । ପିତାଙ୍କ ଇଚ୍ଛାପତ୍ର ଅନୁଯାୟୀ ବଡ଼ପୁଅ ୧୭ଟି, ଦ୍ୱିତୀୟ ପୁତ୍ର ୧୨ଟିରୁ ସାମାନ୍ୟ କିଛି କମ ଏବଂ ସାନପୁଅ ୪ଟିରୁ କିଛି କମ୍ ପାଇବେ ।

BSE Odisha 8th Class English Solutions Lesson 2 Math-Magic

Word Meaning

promised : to make a commitment to do something in future (ପ୍ରତିଜ୍ଞା କରିବା)
quarrel : to make an argument / an angry dispute (କଳି କରିବା /ଯୁକ୍ତି କରିବା)
nearby : very near / close to (ଖୁବ୍ ନିକଟରେ)
divide : to separate / divide (ବାଣ୍ଟି ଦେବା | ଭାଗ କରିବା)
will : legal document about what will happen to
somebody’ s money and property after he dies (ଆଇନଗତ କାଗଜ ଯାହା ମୃତ୍ୟୁ ପରେ ଜଣକର ଟଙ୍କା ଓ ସମ୍ପତ୍ତି ପାଇବାର ଲୋକଙ୍କ ବିଷୟରେ ସୂଚନା ଥାଏ)
according to : a stated / reported by somebody (ଅନୁସାରେ)
one third : one out of three equal parts (ଏକ-ତୃତୀୟାଂଶ)
one ninth : one out of nine equal parts
less : not as much (କମ୍)

Comprehension Questions and Answers: (ସଂକ୍ଷିପ୍ତ ପ୍ରଶ୍ନୋତ୍ତର)

Question 1.
What did the man promise the boy?
(ଲୋକଟି ବାଳକ ପାଖରେ କ’ଣ ପ୍ରତିଜ୍ଞା କଲା ?)
Answer:
The man promised the boy to give a good job.

Question 2.
What did they see on their way?
(ବାଟରେ ସେମାନେ କ’ଣ ଦେଖ‌ିଲେ ?)
Answer:
They saw three persons quarreling and thirty-five camels standing nearby.

Question 3.
What was the father’s wish?
(ବାପାଙ୍କର ଇଚ୍ଛା କ’ଣ ଥିଲା ?)
Answer:
The father’s wish was to give half of the whole camel to the eldest son, one-third to the second son, and one-ninth to the third son.

BSE Odisha 8th Class English Solutions Lesson 2 Math-Magic

Question 4.
‘This was difficult’. What was difficult ? (para – 4)
(‘ଏହା କଷ୍ଟକର ଥିଲା ।’ ଏଠାରେ କ’ଣ କଷ୍ଟକର ଥିଲା ?)
Answer:
This was difficult because according to the father’s will the eldest son would get 17 1/2 camels. The second son would get one-third or a little less than 12 and the third son would get a little less than 4 camels.

Session – 2

Session 2

  • SGP – 3
  • Read paragraphs 5-7 silently and answer the questions that follow.

5. The young ………………………………………… happy too.
ସେମାନଙ୍କ କଥା ଶୁଣି ଯୁବକଟି କହିଲା, ‘‘ଏହା ଖୁବ୍ ସହଜ ।’’ ଏହା କହି ୩୫ଟି ଓଟ ସହିତ ସେମାନେ ଆସିଥିବା ଓଟଟିକୁ ସେଥ୍ରେ ଯୋଗ କରିଦେଲା । ବର୍ତ୍ତମାନ ସମୁଦାୟ ଓଟଙ୍କ ସଂଖ୍ୟା ୩୬ ହୋଇଗଲା । ବଡ଼ପୁଅଟି ଯିଏ ୧୭– ଓଟ ପାଇବା କଥା ସେ ୧୮ଟି ଓଟ ପାଇଲା । ସେ ଖୁସି ହୋଇଗଲା । ଦ୍ୱିତୀୟ ପୁଅଟି ଯେ ୧୨ଟିରୁ କମ୍ ପାଇବାର ଥିଲା ସେ ୧୨ଟି ଓଟ ପାଇଲା । ସେ ମଧ୍ୟ ଖୁସି ହୋଇଗଲା । ସବା ସାନପୁଅ ଯେ ୪ଟିରୁ କମ୍ ପାଇବାର ଥିଲା, ସେ ୪ଟି ଓଟ ପାଇଲା । ସେ ମଧ୍ୟ ଖୁସି ହେଲା ।

6. But the ………………………………………………. Think how?
କିନ୍ତୁ ସବୁଠାରୁ ଅଧିକ ଖୁସି ଥିଲା ଗଣିତ ଦକ୍ଷ ବାଳକଟି । ସେମାନଙ୍କ ସମସ୍ୟା ସମାଧାନ ହୋଇଥ‌ିବାରୁ ତାକୁ ଗୋଟିଏ ଓଟ ମିଳିଗଲା । ତିନି ଭାଇଙ୍କର ୩୫ଟି ଓଟ ଥିଲା । କିନ୍ତୁ ସେମାନେ (୧୮ + ୧୨ + ୪) ହିସାବରେ ଓଟ ପାଇଲେ । ସବୁ ଭାଇ ଗୋଟିଏ ଲେଖାଏଁ ଓଟ ଅଧ୍ଵ ପାଇଲେ । ଗଣିତ ଦକ୍ଷ ଯୁବକଟିର କୌଣସି ଓଟ ନଥିଲେ ମଧ୍ୟ ସେ ଗୋଟିଏ ପାଇଲା କିପରି ଏହା ହେଲା ଭାବ ।

7. This ……………………………………… a job.
ଏହା ହିଁ ଗଣିତ ଜ୍ଞାନର କୁହୁକ ଏବଂ ଦୁଇ ଆରବୀୟ ଏହାପରେ ରାଜାଙ୍କ ପ୍ରାସାଦ ଆଡେ ଚାକିରି ଉଦ୍ଦେଶ୍ୟରେ ଚାଲିଲେ ।

BSE Odisha 8th Class English Solutions Lesson 2 Math-Magic

Word Meaning

listen : to hear I pay attention (ଶୁଣିବା)
add : to join (ଯୋଗ କରିବା)
herd : a group of animals of the same type
eldest : first in order of birth (ବୟସରେ ସବୁଠାରୁ ବଡ଼)
solving : finding a solution to a problem (ସମାଧାନ କରିବା)
gain : to get some profit / to benefit (ଲାଭ କରିବା | ପାଇବା )
magic : tricks (ଯାଦୁ । କୌଶଳ)
seek : to search / want to get (ଖୋଜିବା | ପାଇବାକୁ ଚାହିଁବା)

Comprehension Questions and Answers: (ସଂକ୍ଷିପ୍ତ ପ୍ରଶ୍ନୋତ୍ତର)

Question 1.
“It’s very easy.” What was very easy?
(‘ଏହା ଭାରି ସହଜ ।’ କେଉଁଟି ଭାରି ସହଜ ?)
Answer:
“It is very easy”. This “very easy” was to distribute 35 camels among three brothers according to the will of their father.

Question 2.
What did the young Arab do to divide the camel?
(ଯୁବ ଆରବୀୟ ଲୋକଟି ଓଟପଲକୁ ଭାଗ ଭାଗ କରିବା ପାଇଁ କ’ଣ କଲା ?)
Answer:
The young Arab added the camel they were riding to divide the camels.

Question 3.
How many camels did each brother get?
(ପ୍ରତ୍ୟେକ ଭାଇ କେତେକ ଓଟ ପାଇଲେ ?)
Answer:
The eldest brother got 18 camels which were half of the total camels, the camels, the second brother got 12 which was 1/3 of the total camels and the youngest brother got 4. which was 1/9 of the total camels.

Question 4.
Why were they happy?
(ସେମାନେ କାହିଁକି ଖୁସି ହେଲେ ?)
Answer:
They all were happy because they got one more camel than they expected.

Question 5.
Who was the happiest of all the persons present? Why?
(ଉପସ୍ଥିତ ଲୋକମାନଙ୍କ ମଧ୍ୟରୁ କିଏ ଅଧିକ ଖୁସି ହେଲା ? କାହିଁକି ?)
Answer:
The young math man was the happiest of all persons present. Because he gained one though he had no camel of his own.

BSE Odisha 8th Class English Solutions Lesson 2 Math-Magic

Question 6.
Every brother thought he had gained. But did they really gain or lose?
(ପ୍ରତ୍ୟେକ ଭାଇ ଅଧିକ ପାଇଲେ ବୋଲି ଭାବିଲେ । କିନ୍ତୁ ସେମାନେ ପ୍ରକୃତରେ ଲାଭ ବା କ୍ଷତିରେ ରହିଲେ କି ?)
Answer:
Every brother thought he had gained. But really they did not gain. Out of the total channels they lost one.

Question 7.
Do you think the young man will get a job in the king’s court?
(ଯୁବକଟି ରାଜାଙ୍କ ଦରବାରରେ ଚାକିରି ପାଇଲା ବୋଲି ତୁମେ ଭାବୁଛ କି ?)
Answer:
Yes, we think the young man will get a job in the king’s court.

Session – 3

III. Post-Reading (ପଢ଼ିବା ପରେ)

(The math man solved the problem with the camels. Try to solve your chocolate problem. See, whether this is possible or not. One who solves the problem gets one chocolate as a reward).

1. Visual Memory Development Technique (VMDT)
Whole Text: The young man was sitting on a sand hill and counting the birds. three brothers quarreling, The young man got a horse by solving their problem.
Part: Paragraph 5 – got 18, thirty-five, It’s very easy.

2. Comprehension Activities : (ବୁଦ୍ଧିପରିମାପକ କାର୍ଯ୍ୟାବଳୀ)

MCQs:
Choose the correct alternatives and fill in the blanks.

Question 1.
The young man counted the ___________birds.
(A) swimming
(B) sleeping
(C) sitting
(D) flying
Answer:
(D) flying

Question 2.
The three persons were quarreling because they could not divide ___________.
(A) their cows
(B) their goats
(C) their buffaloes
(D) their camels
Answer:
(D) their camels

BSE Odisha 8th Class English Solutions Lesson 2 Math-Magic

Question 3.
The young man was good at ___________.
(A) Mathematics
(B) Language
(C) Science
(D) Geography
Answer:
(A) Mathematics

Question 4.
In the end, ___________ lost a camel.
(A) the eldest brother
(B) the second brother
(C) the youngest brother
(D) all the brothers
Answer:
(D) all the brothers

Session – 4

3. Listening : (ଶ୍ରବଣ)
(a) Your teacher read out the following lines from paragraph 3. Listen to him/her carefully and fill in the blanks with the words missing.
On their way they saw three persons ___________ and thirty-five ___________ standing ___________. Their ___________ was on how to ___________ the ___________ among them.

Answer:
On their way, they saw three persons quarreling and thirty-five camels standing nearby. Their quarrel was on how to divide the camels among them.

4. Speaking : (କଥନ)
→  Practise these dialogues.
→  Steps:
1. Rehearsal-teacher reads aloud, and Students listen. The teacher reads aloud and students repeat after him/her dialogue by dialogue.
2. Teacher vs Students
3. Students vs Students (in two groups)
(They do this reading from the text).

Man: Hey young man, what are you doing here?
Young man: Counting the birds.
Man: Counting the flying birds?
Young man: Yes.
Man: Such a large number?
Young man: I can count them correctly.
Man: How did you learn to count?
Young man: I worked as a shepherd boy. Every day I counted the herd of my sheep.
Man: You are very good at counting. You’ll get a good job.
Young man: Shall I ? Where? When?
Man: Come with me. I’ll take you to the king.

BSE Odisha 8th Class English Solutions Lesson 2 Math-Magic

Session – 5

5. Vocabulary : (ଶବ୍ଦଜ୍ଞାନ)
Put the letters in the right order and make words. Clues/hints will help you.

  • ands: — — — —
    (You can see it on deserts, seashores,s or river banks)
  • imeca: — — — — —
    (This animal is called the ship of the desert)
  • aing: — — — —
    (The opposite word of ‘loss’)
  • scimatheMta: — — — — — — — — — — —
    (a subject of study)
  • herdshep: — — — — — — — —
    (a person whose job is to take care of sheep)
  • barA: — — — —
    (a man born in Arab)

Answer:
sand
camel
gain
Mathematics
shepherd
Arab

6. Writing : (ଲିଖନ)

(a). Put the following sentences in the right order and get the story. Put the serial number in the box given against each sentence.
(i) Everybody was happy. [ ]
(ii) The man took him on his camel and went away. [ ]
(iii) He was surprised to see the boy good at counting. [ ]
(iv) Once a young man was sitting on a sand hill. [ ]
(v) The boy divided the camels among them. [ ]
(vi) A man sitting on a camel was passing by. [ ]
(vii) On the way they saw three men quarreling over dividing thirty-five camels among themselves. [ ]
(viii)He promised him a job with the king. [ ]
(ix) The men got thirty-four camels and the boy got one. [ ]
(x) He was counting a large number of flying birds. [ ]

BSE Odisha 8th Class English Solutions Lesson 2 Math-Magic

Answer:
Answer:
(i) Everybody was happy. [ 10 ]
(ii) The man took him on his camel and went away. [ 5 ]
(iii) He was surprised to see the boy good at counting. [ 4 ]
(iv) Once a young man was sitting on a sand hill. [ 1 ]
(v) The boy divided the camels among them. [ 8 ]
(vi) A man sitting on a camel was passing by. [ 3 ]
(vii) On the way they saw three men quarreling over dividing thirty-five camels among themselves. [ 7 ]
(viii)He promised him a job with the king. [ 6 ]
(ix) The men got thirty-four camels and the boy got one. [ 9 ]
(x) He was counting a large number of flying birds. [ 2 ]

Session – 6

(b). Use the sentences you have arranged and rewrite the story in the space below.
Math Magic
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Answer:
Once a young man was sitting on a sand hill. He was counting a large number of flying birds. A man sitting on a camel was passing by. He was surprised to see the boy good at counting. The man took him on his camel and Went away. He promised him a job with the Icing. On the way, they saw three men quarreling over dividing thirty-five camels among themselves. The boy divided the camels among them. The men got thirty-four camels and the boy got one. Everybody was happy.

(c). Write answers to the following questions.

Question (i)
Where was the young man sitting? What was he doing there?
Answer:
The young man was sitting on a sand hill. He was counting a large number of flying birds in the sky.

Question (ii)
How did he learn counting?
Answer:
He learnt counting when he was working as a shepherd boy with a rich man.

BSE Odisha 8th Class English Solutions Lesson 2 Math-Magic

Question (iii)
Who was quarreling?
Answer:
The three brothers were quarreling.

Question (iv)
Who decided their quarrel?
Answer:
The young math man decided their quarrel.

Question (v)
The three brothers and the young men were happy. What made them happy?
Answer:
The three brothers and the young men were happy because the three brothers got one more camel each they expected. The young man gained a camel though he had no camel of his own.

Session – 7

7. Mental Talk : (ମାନସିକ ଆଳାପ)
One who knows math can solve many problems.

8. Let’s think : (ଆସ ଚିନ୍ତା କରିବା)
Our brain is powerful. We should make good use of it.

BSE Odisha 8th Class English Solutions Lesson 2 Math-Magic

Tail-Piece

Wise men solve other’s problems. But who will help them when they are in a fix (in trouble) ? Here follows a story for you to read and get the answer.

SIX WISE MEN (ଛଅଜଣ ବିଜ୍ଞ ଲୋକ)

Once ……………………………………………………….. on our journey.
ଥରେ ଛ’ଜଣ ବୁଦ୍ଧିମାନ ବ୍ୟକ୍ତି ଏକତ୍ର ଏକ ଯାତ୍ରା ଆରମ୍ଭ କଲେ । ବାଟରେ ଗୋଟିଏ ଗଭୀର ନଦୀ ପଡ଼ିଲା । ସେଠାରେ କୌଣସି ଡଙ୍ଗା ନଥିଲା । ତେଣୁ ସେମାନେ ନଦୀକୁ ପହଁରି ଅତିକ୍ରମ କଲେ ଏବଂ ନଦୀ ଆରପଟେ ନିରାପଦରେ
ପହଞ୍ଚିଲେ ।
Tail piece
‘‘ଆମେ ସମସ୍ତେ ନିରାପଦ କି ?’’ ସେମାନଙ୍କ ମଧ୍ୟରୁ ଜଣେ ବିଜ୍ଞ ବ୍ୟକ୍ତି ପ୍ରଶ୍ନ କଲେ ।
“ ଆସ ଏ ସମ୍ପର୍କରେ ନିଶ୍ଚିତ ହେବା ।’’ ଅନ୍ୟ ସମସ୍ତ ବିଜ୍ଞ ବ୍ୟକ୍ତି କହିଲେ ।
ପ୍ରଥମ ବ୍ୟକ୍ତିଟି ଅନ୍ୟମାନଙ୍କୁ ଗଣିଲା ।
ଏକ, ଦୁଇ, ତିନି, ଚାରି, ପାଞ୍ଚ ଏବଂ କହିଲା,
‘‘ଦେଖ ଆମ ଭିତରୁ ଜଣେ କେହି ନାହିଁ । ଆମେ
ମାତ୍ର୫ ଜଣ ଅଛୁ ।’’
‘ତୁମେ ଗୋଟିଏ ବାଉଳା ଲୋକ ।’’
ଦେଖ, ମୁଁ ଗଣୁଛି । ଏକ, ଦୁଇ, ତିନି, ଚାରି,
ପାଞ୍ଚ…….. ‘ ଆରେ ! ସତେତ ଆମେ ପାଞ୍ଚ
ଅଛୁ । ହେ ଭଗବାନ ! ଆମ ଭିତରୁ ଜଣେ
ହଜିଛି ।’’

BSE Odisha 8th Class English Solutions Lesson 2 Math-Magic

ତୃତୀୟ ବ୍ୟକ୍ତିଟି ଗଣିଲା ଏବଂ ଚତୁର୍ଥ
ବ୍ୟକ୍ତିଟି ମଧ୍ୟ । ହଁ, ପ୍ରକୃତରେ ସେମାନେ ପାଞ୍ଚଜଣ ?
ସେମାନେ ସମସ୍ତେ ବସି ପଡ଼ିଲେ ଏବଂ କ୍ରନ୍ଦନ କଲେ, ‘ଆମ ଭିତରୁ ଜଣେ ବୁଡ଼ିଯାଇଛି । କି ଦୁଃସମ୍ବାଦ ! ଆମର ପ୍ରିୟ ବନ୍ଧୁ ଜଣେ ବୁଡ଼ିଯାଇଛି । ଆମେ ବର୍ତ୍ତମାନ କ’ଣ କରିବା ?
କିଛି ସମୟ ପରେ ଦଳର ମୁଖ୍ୟା କହିଲେ, ‘ଆମର ଯାତ୍ରାର ଅନୁକୂଳ ଖରାପ ଥିଲା । ଏଣୁ ଆମେ ଜଣକୁ ହରେଇଲେ । ଆମେ ଆଉ ଯିବା ନାହିଁ । ଆସ ଘରକୁ ଫେରିଯିବା । ସମସ୍ତେ ରାଜି ହେଲେ ।
ବୁଦ୍ଧିମାନ ବ୍ୟକ୍ତିମାନେ ନଦୀକୁ ଅତିକ୍ରମ କରି ଆରପାରିରେ ପହଞ୍ଚଲେ । ତାଙ୍କ ଗାଁର ଜଣେ ଗରିବ ଅପାଠୁଆ ବ୍ୟକ୍ତି ଗାଁର ସେମାନଙ୍କୁ ଦେଖୁଲା ଏବଂ କହିଲା, ‘ଆପଣମାନେ ଆଉ ଭ୍ରମଣରେ ଗଲେ ନାହିଁକି ?’’
ନା ଆମେ ଯାଉନାହୁଁ । ‘ଦଳର ମୁଖ୍ୟା କହିଲେ, ‘ଆମେ ଆମ ଭିତରୁ ଜଣକୁ ହରାଇଲୁ । ଏଣୁ ଘରକୁ ଫେରି ଯାଉଛୁ ।’’
ଅପାଠୁଆ ଲୋକଟି ପଚାରିଲା, ‘‘ଆପଣଙ୍କ ଭିତରୁ କିଏ ହଜିଲା ?’’
‘‘ଆମେ ଜାଣୁନା । ଆମେ ଛ’ଜଣ ଥିଲୁ । ବର୍ତ୍ତମାନ ପାଞ୍ଚ ଅଛୁ ।’’ ଅପାଠୁଆ ଗାଁ ବାଲାଟି ସେମାନଙ୍କୁ ଗଣିଲା । ଦେଖିଲା, ସେମାନେ ଛ’ଜଣ ଅଛନ୍ତି । ପାଞ୍ଚଜଣ ନୁହଁନ୍ତି । ସେ ଚିନ୍ତାକଲା । ‘ଏ ଲୋକଗୁଡ଼ା ପ୍ରକୃତରେ ବୋକା । ସେମାନେ ପ୍ରତ୍ୟେକ ଅନ୍ୟମାନଙ୍କୁ ଗଣି ନିଜକୁ ଛାଡ଼ି ଦେଇଛନ୍ତି । ବର୍ତ୍ତମାନ କେମିତି ଗଣନା ହୁଏ, ତାଙ୍କୁ ମୁଁ ଶିଖେଇବି ।’’
‘‘ତୁମେମାନେ ଧାଡ଼ିକରି ଛିଡ଼ା ହୁଅ । ମୁଁ ଗଣିବି ।’’ ଗାଉଁଲି ଲୋକଟି ପ୍ରଥମ ବ୍ୟକ୍ତି ପାଖକୁ ଗଲା ତା’ମୁଣ୍ଡରେ ଗୋଟିଏ ଦାଗ ଦେଇ ଗଣିଲା ‘ଏକ’। ସେ ତା’ପରେ ଦ୍ବିତୀୟ ବ୍ୟକ୍ତିର ମୁଣ୍ଡରେ ଦାଗ ଦେଇ କହିଲା ‘ଦୁଇ’ । ଏହିପରି ଗଣି ଗଣି ଗଲା । ଷଷ୍ଠ ବ୍ୟକ୍ତି ମୁଣ୍ଡରେ ଦାଗ ଦେଇ ଗଣିଲା ‘ଛଅ’ । ବର୍ତ୍ତମାନ ତୁମେ ଦେଖ । ତୁମେମାନେ ‘ଛଅ’, ପାଞ୍ଚ ନୁହଁ । ‘ହେ, ପ୍ରକୃତରେ ତୁମେ ଠିକ୍ । ଆମେ ବର୍ତ୍ତମାନ ଛଅଜଣ ଅଛୁ ।’’ ସେମାନଙ୍କ ମଧ୍ୟରୁ ଜଣେ ବୁଦ୍ଧିମାନ ବ୍ୟକ୍ତି କହିଲା । ବୁଦ୍ଧିମାନ ବ୍ୟକ୍ତିଙ୍କ ମୁଖୁଆ କହିଲେ,’’ ଯାହାହେଉ, ଭଲହେଲା । ହଜିଥ‌ିବା ବ୍ୟକ୍ତିଟି ଫେରିଆସିଲା । ବର୍ତ୍ତମାନ ଆସ ଯାତ୍ରା ଆରମ୍ଭ କରିବା ।’’

Class 8 Questions and Answers Part – I

BSE Odisha 10th Class History Solutions Chapter 11 ଦେଶୀୟ ରାଜ୍ୟମାନଙ୍କର ମିଶ୍ରଣ

Odisha State Board BSE Odisha 10th Class History Solutions Chapter 11 ଦେଶୀୟ ରାଜ୍ୟମାନଙ୍କର ମିଶ୍ରଣ Textbook Exercise Questions and Answers.

BSE Odisha Class 10 History Solutions Chapter 11 ଦେଶୀୟ ରାଜ୍ୟମାନଙ୍କର ମିଶ୍ରଣ

୧ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ପ୍ରାୟ ୬୦ ଗୋଟି ଶବ୍ଦରେ ଲେଖ ।

(କ) ଲର୍ଡ଼ ମାଉଣ୍ଟବ୍ୟାଟେନ୍ କେବେ ଓ କାହିଁକି ରାଜନ୍ଯ ମଣ୍ଡଳୀର ବୈଠକ ଡକାଇଥିଲେ ଏବଂ ସେଠାରେ ସେ ଦେଶୀୟ ରାଜାମାନଙ୍କୁ ଭାରତ ସହିତ ମିଶିବାପାଇଁ କିପରି ଅନୁପ୍ରାଣିତ କରିଥିଲେ ?
Answer:

  • ୧୯୪୭ ମସିହା ଜୁଲାଇ ୨୫ ତାରିଖରେ ଲର୍ଡ଼ ମାଉଣ୍ଟବ୍ୟାଟେନ୍ ରାଜନ୍ୟମଣ୍ଡଳୀର ଏକ ବୈଠକ ଡକାଇଥିଲେ ।
  • ଦେଶୀୟ ରାଜ୍ୟଗୁଡ଼ିକର ଶାସକମାନଙ୍କୁ ସେ ସେମାନଙ୍କର ସାଂପ୍ରତିକ ସ୍ଥିତି ବିଷୟରେ ସ୍ପଷ୍ଟ ସୂଚନା ଦେଇଥିଲେ ।
  • ତାଙ୍କ ବକ୍ତବ୍ୟର ସାରମର୍ମ ଥିଲା ବ୍ରିଟିଶ୍ ସର୍ବୋଚ୍ଚ ଶକ୍ତିର ଛତ୍ରଛାୟା ଅପସାରିତ ହେବା ପରେ ସେମାନେ ସ୍ବାଧୀନ ।
  • ତେଣୁ ଦେଶୀୟ ରାଜ୍ୟମାନେ ସେମାନଙ୍କର ସୀମାକୁ ଲାଗିଥିବା ଦେଶ ସହିତ ସମ୍ପର୍କ ବାନ୍ଧିବା ବିଧେୟ ।
  • କାରଣ, ଦେଶୀୟ ରାଜ୍ୟମାନଙ୍କରେ ପ୍ରଜାମାନେ ନବଗଠିତ ସ୍ଵାଧୀନ ରାଷ୍ଟ୍ର ସହିତ ମିଶି ସେମାନଙ୍କର ଭବିଷ୍ୟତର ସମୃଦ୍ଧି ଇଚ୍ଛାକରନ୍ତି ।

BSE Odisha 10th Class History Solutions Chapter 11 ଦେଶୀୟ ରାଜ୍ୟମାନଙ୍କର ମିଶ୍ରଣ

(ଖ) ମିଳନ ପତ୍ରରେ କ’ଣ ବ୍ୟବସ୍ଥା ଥିଲା ଏବଂ ଏହାକୁ ଦେଶୀୟ ରାଜାମାନେ କିପରି ଗ୍ରହଣ କଲେ ?
Answer:

  • ଦେଶୀୟ ରାଜାମାନେ କେଉଁ ସର୍ଭରେ ଭାରତ ସହ ସମ୍ପର୍କ ସ୍ଥାପନ କରିବେ, ସେଥ‌ିପାଇଁ ସର୍ଦାର ପଟେଲ ଓ ଭି.ପି. ମେନନ ଏକ ମିଳନପତ୍ର ପ୍ରସ୍ତୁତ କରିଥିଲେ ।
  • ମିଳନପତ୍ରର ପ୍ରସ୍ତାବ ଅନୁଯାୟୀ ଦେଶୀୟ ରାଜ୍ୟଗୁଡ଼ିକ ଭାରତକୁ ତିନିଗୋଟି କ୍ଷମତା ହସ୍ତାନ୍ତର କରିବା ଆବଶ୍ୟକ ଥିଲା ।
  • ସେଗୁଡ଼ିକ ହେଲା– ପ୍ରତିରକ୍ଷା, ବୈଦେଶିକ ବ୍ୟାପାର ଓ ଯୋଗାଯୋଗ । ଏସବୁ କ୍ଷମତା ହସ୍ତାନ୍ତର ପରେ ଦେଶୀୟ ରାଜାମାନେ ସ୍ଵାଧୀନ ଭାବରେ ସେମାନଙ୍କର ରାଜ୍ୟ ଶାସନ କରିପାରିବେ ବୋଲି ଏଥୁରେ ବ୍ୟବସ୍ଥା ଥିଲା ।
  • ଲର୍ଡ଼ ମାଉଣ୍ଟବ୍ୟାଟେନ୍ ଓ ସର୍ଦାର ପଟେଲଙ୍କ ପରାମର୍ଶ ଫଳରେ ଅନେକ ଦେଶୀୟ ରାଜ୍ୟ ଏହି ‘ମିଳନପତ୍ର’ରେ ସ୍ଵାକ୍ଷର କଲେ ।
  • ସ୍ଵାଧୀନତା ପୂର୍ବରୁ ଅଳ୍ପ କେତେକଙ୍କୁ ଛାଡ଼ି ପ୍ରାୟ ସମସ୍ତ ଦେଶୀୟ ରାଜ୍ୟ ଏହାକୁ ଗ୍ରହଣ କରିସାରିଥିଲେ ।

(ଗ) କେଉଁ ପରିସ୍ଥିତିରେ କାଶ୍ମୀରର ରାଜା ହରି ସିଂ ମିଳନ ପତ୍ରରେ ସ୍ଵାକ୍ଷର କଲେ ?
Answer:

  1. କାଶ୍ମୀରର ରାଜା ହରି ସିଂ ହଠାତ୍ କୌଣସି ନିଷ୍ପତ୍ତି ନେଇ ନପାରି ଜାମ୍ମୁ କାଶ୍ମୀରକୁ ସ୍ବାଧୀନ ରଖିବାକୁ ମତପୋଷଣ କଲେ । କିନ୍ତୁ କାଶ୍ମୀରର ଲୋକପ୍ରିୟ ନେତା ଶେଖ୍ ଅବଦୁଲ୍ଲା ଏହି ମତକୁ ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଥିଲେ ।
  2. କାଶ୍ମୀର ଉପରେ ପାକିସ୍ତାନର ଲୋଲୁପ ଦୃଷ୍ଟି ଥିଲା । ଏହାର ପ୍ରରୋଚନା ଓ ସାହାଯ୍ୟରେ ହଜାର ହଜାର ‘ପଠାଣ ଜନଜାତି’ର ଲୋକ ଅସ୍ତ୍ରଶସ୍ତ୍ରରେ ସୁସଜ୍ଜିତ ହୋଇ କାଶ୍ମୀରର ଅନେକ ଅଞ୍ଚଳ ଦଖଲ କରିନେଲେ ।
  3. ସେମାନେ ‘ଆଜାଦ୍ କାଶ୍ମୀର’ ଗଠନ କରି ଶ୍ରୀନଗର ଆଡ଼କୁ ଅଗ୍ରସର ହେଲେ । ସେମାନଙ୍କ ସହ ନିୟମିତ ପାକିସ୍ତାନୀ ସୈନ୍ୟ ମଧ୍ଯ ଆକ୍ରମଣରେ ଭାଗ ନେଇଥିଲେ ।
  4. ଏହା ପାକିସ୍ତାନର ‘ଅପରେସନ ଗୁଲମାର୍ଗ’ର ଅଂଶବିଶେଷ ଥିଲା ଯାହା କାଶ୍ମୀରକୁ ଦଖଲ କରିନେବା ପାଇଁ ଉଦ୍ଦିଷ୍ଟ ଥିଲା ।
  5. ଏଥିରେ ଭୟଭୀତ ହୋଇ ରାଜା ହରି ସିଂ ଭାରତ ସରକାରଙ୍କୁ ସାମରିକ ସାହାଯ୍ୟ ଭିକ୍ଷା କଲେ; ଫଳରେ ତାଙ୍କୁ ଭାରତ ସରକାରଙ୍କ ସହ ଏକ ମିଳନପତ୍ରରେ ସ୍ବାକ୍ଷର କରିବାକୁ ହେଲା ।

BSE Odisha 10th Class History Solutions Chapter 11 ଦେଶୀୟ ରାଜ୍ୟମାନଙ୍କର ମିଶ୍ରଣ

(ଘ) ପଟେଲ୍ ଓ ମେନନ୍ ପୂର୍ଣ ମିଶ୍ରଣ ସପକ୍ଷରେ କି କି ଯୁକ୍ତି ଉପସ୍ଥାପନ କଲେ ?
Answer:
ପୂର୍ଣ୍ଣ ମିଶ୍ରଣ ସପକ୍ଷରେ ପଟେଲ ଓ ମେନନ ନିମ୍ନଲିଖ ଯୁକ୍ତିମାନ ଉପସ୍ଥାପନ କରିଥିଲେ :

  • ମିଶ୍ରଣ ନହେଲେ ରାଜ୍ୟମାନଙ୍କର ଆର୍ଥିକ ବ୍ୟବସ୍ଥା ଭୁଶୁଡ଼ି ପଡ଼ିବ ।
  • ରାଜ୍ୟମାନଙ୍କରେ ଗଣତନ୍ତ୍ର ପରିବର୍ତ୍ତେ ରାଜତନ୍ତ୍ର ଚାଲିଲେ ପ୍ରଜାମାନେ ବିଦ୍ରୋହ କରିବେ ଓ ଅରାଜକତା ବ୍ୟାପିଯିବ ।
  • ଅର୍ଥ ବ୍ୟବସ୍ଥା ଦୃଷ୍ଟିରୁ ଅତ୍ୟନ୍ତ ଦୁର୍ବଳ ଥିବା ରାଜ୍ୟଗୁଡ଼ିକ ସ୍ଵାଧୀନ ଭାବେ କୌଣସି ଜନହିତକର କାର୍ଯ୍ୟ କରିପାରିବେ ନାହିଁ ।
  • ଭାରତ ଭିତରେ ଅବାଧ ବାଣିଜ୍ୟ ବ୍ୟବସାୟ ବାଧାପ୍ରାପ୍ତ ହେବ ।
  • ଅପରାଧୀମାନଙ୍କୁ ଦମନ କରିବା ସମ୍ଭବ ହେବ ନାହିଁ, କାରଣ ସେମାନେ ଦେଶୀୟ ରାଜ୍ୟମାନଙ୍କରେ ଆତ୍ମଗୋପନ କରିବେ ।
  • ଏକ ପୂର୍ଣାଙ୍ଗ ରାଜନୀତିକ ଭାରତ ଗଠିତ ନ ହୋଇ ପାରିବାଦ୍ଵାରା ଭାରତୀୟ ଜାତୀୟତା ବିଭିନ୍ନ ଭାବରେ ପ୍ରତିହତ ହେବ ।
  • ସ୍ଵାଧୀନ ଭାରତର ସୁଫଳ ଲୋକମାନଙ୍କୁ ମିଳିବ ନାହିଁ ।

(ଙ) ମିଶ୍ରଣ ଚୁକ୍ତିର ସର୍ଭଗୁଡ଼ିକ କ’ଣ ଥିଲା ?
Answer:

  • ମିଶ୍ରଣ ଚୁକ୍ତି (Merger Agreement)ର ସର୍ଭାବଳୀ ଅନୁଯାୟୀ ଦେଶୀୟ ରାଜାମାନେ ଶାସନ କ୍ଷମତା ସମ୍ପୂଣ୍ଡ ଭାବେ ଭାରତ ସରକାରଙ୍କୁ ହସ୍ତାନ୍ତର କଲେ । ଦେଶୀୟ ରାଜ୍ୟଗୁଡ଼ିକର ସ୍ଥିତି ଲୋପ ପାଇଗଲା ।
  • ରାଜ୍ୟ ହରାଇଥିବା ଦେଶୀୟ ରାଜାମାନଙ୍କୁ ‘ବାର୍ଷିକ ପେନ୍‌ସନ୍’ ବା ‘ରାଜାଙ୍କ ହାତପାଣ୍ଠି’ ଦିଆଗଲା । ଏହି ପାଣ୍ଠି ରାଜ୍ୟରୁ ଆଦାୟ ହେଉଥ‌ିବା ରାଜସ୍ଵ ଭିରିରେ ସ୍ଥିରୀକୃତ ହୋଇଥିଲା ।
  • ରାଜାମାନଙ୍କର ବ୍ୟକ୍ତିଗତ ସମ୍ପତ୍ତି, ରାଜପ୍ରାସାଦ ତଥା ପଦପଦବୀ ସେମାନଙ୍କ ପାଇଁ ସୁରକ୍ଷିତ ରହିଲା ।
  • ଏଗୁଡ଼ିକୁ ବଂଶାନୁକ୍ରମିକ ଭାବରେ ସେମାନଙ୍କର ବଂଶଧରମାନେ ଭୋଗଦଖଲ କରିବେ ବୋଲି ସର୍ଭ ରହିଲା ।
  • ଦେଶୀୟ ରାଜ୍ୟର କର୍ମଚାରୀମାନଙ୍କୁ ସମ୍ପୃକ୍ତ ପ୍ରାଦେଶିକ ସରକାରମାନେ ସେମାନଙ୍କ କର୍ମଚାରୀରୂପେ ଗ୍ରହଣ କଲେ ।

BSE Odisha 10th Class History Solutions Chapter 11 ଦେଶୀୟ ରାଜ୍ୟମାନଙ୍କର ମିଶ୍ରଣ

୨। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ପ୍ରାୟ ୨୦ ଗୋଟି ଶବ୍ଦରେ ଲେଖ ।

(କ) ଭାରତର ସ୍ଵାଧୀନତା ପରେ ଦେଶୀୟ ରାଜ୍ୟଗୁଡ଼ିକର ଅବସ୍ଥା କିପରି ଥିଲା ?
Answer:

  1. ଭାରତର ସ୍ଵାଧୀନତା ପରେ ଦେଶୀୟ ରାଜ୍ୟଗୁଡ଼ିକ ଉପରୁ ବ୍ରିଟିଶ୍ ସର୍ବୋଚ୍ଚ ଶକ୍ତିର ଛତ୍ରଛାୟା ଅପସାରିତ ହେଲା ।
  2. ସୁତରାଂ ସ୍ଵାଧୀନତା ପରବର୍ତ୍ତୀ କାଳରେ ଦେଶୀୟ ରାଜ୍ୟଗୁଡ଼ିକ ସ୍ବାଧୀନ ହୋଇଗଲେ ।

(ଖ) ଭାରତ ସ୍ଵାଧୀନତା ଆଇନରେ ରାଜ୍ୟ ସମ୍ପର୍କରେ କି ବ୍ୟବସ୍ଥା ରହିଥିଲା ?
Answer:

  • ୧୯୪୭ ମସିହାର ଭାରତ ସ୍ଵାଧୀନତା ଆଇନ ଅନୁଯାୟୀ ଦେଶୀୟ ରାଜ୍ୟଗୁଡ଼ିକ ସ୍ବାଧୀନ ହୋଇଗଲେ ।
  • ଏହି ଦେଶୀୟ ରାଜ୍ୟଗୁଡ଼ିକ ଚାହିଁଲେ ଭାରତ କିମ୍ବା ପାକିସ୍ତାନ ସହିତ ମିଶିଯାଇ ପାରିବେ ଅଥବା ସ୍ଵାଧୀନ ହୋଇ ରହିପାରିବେ ବୋଲି ଆଇନରେ ବ୍ୟବସ୍ଥା ରହିଲା ।

(ଗ) ଜୁନାଗଡ଼ ଦେଶୀୟ ରାଜ୍ୟ କିପରି ଭାରତରେ ମିଶିଲା ?
Answer:

  • ହିନ୍ଦୁବହୁଳ ଜୁନାଗଡ଼ ଦେଶୀୟ ରାଜ୍ୟର ମୁସଲିମ୍ ନୱାବ ପାକିସ୍ତାନ ସହିତ ମିଶିଯିବାକୁ ଇଚ୍ଛାପ୍ରକାଶ କରି ସାମରିକ ଶକ୍ତି ପ୍ରଦର୍ଶନ କଲେ । ମାତ୍ର ଏହି ରାଜ୍ୟର ସୀମା ପାକିସ୍ତାନର ସୀମା ସହ ସଂଲଗ୍ନ ଥିଲା ।
  • ଭାରତ ସରକାର ଏଠାରେ ଗଣଭୋଟ କଲେ ଓ ଗଣଭୋଟରେ ପ୍ରାୟ ଦୁଇ ଲକ୍ଷ ଭୋଟରଙ୍କ ମଧ୍ୟରେ କେବଳ ୯୦ ଜଣଙ୍କ ବ୍ୟତୀତ ଅନ୍ୟ ସମସ୍ତେ ଭାରତରେ ମିଶିବାକୁ ଇଚ୍ଛା ବ୍ୟକ୍ତ କଲେ ।
  • ନୱାବ୍ ତାଙ୍କ ପରିବାର ସହ ପାକିସ୍ତାନକୁ ପଳାୟନ କଲେ ଓ ଜୁନାଗଡ଼ ଭାରତ ସହ ମିଶିଗଲା ।

(ଘ) କିଏ ହାଇଦ୍ରାବାଦର ନିଜାମ୍ ଥିଲେ ଏବଂ କେଉଁ ସଙ୍ଗଠନ ତାଙ୍କୁ ସମର୍ଥନ କରିଥିଲା ?
Answer:

  1. ଓସ୍‌ମାନ ଅଲ୍ଲୀ ଖାଁ ହାଇଦ୍ରାବାଦର ନିଜାମ୍ ଥିଲେ ।
  2. ସୟଦ କାଶିମ୍ ରଭିଙ୍କ ନେତୃତ୍ୱରେ ‘ରଜାକର’ ନାମକ ଏକ ସଶସ୍ତ୍ର ସଙ୍ଗଠନ ନିଜାମ୍‌ଙ୍କୁ ସମର୍ଥନ କରିଥିଲା ।

BSE Odisha 10th Class History Solutions Chapter 11 ଦେଶୀୟ ରାଜ୍ୟମାନଙ୍କର ମିଶ୍ରଣ

(ଙ) ହାଇଦ୍ରାବାଦ କିପରି ଭାରତ ସହିତ ମିଶିଲା ?
Answer:

  • ହିନ୍ଦୁବହୁଳ ଦେଶୀୟ ରାଜ୍ୟ ହାଇଦ୍ରାବାଦର ଯେଉଁ ଜନସାଧାରଣ ଭାରତ ସହିତ ମିଶିବାକୁ ଚାହୁଁଥିଲେ, ସେମାନଙ୍କୁ ‘ରଜାକର’ ନାମକ ଏକ ସଶସ୍ତ୍ର ସଙ୍ଗଠନ ନିଜାମ୍‌ଙ୍କୁ ସମର୍ଥନ କରି ଅତି ନୃଶଂସ ଭାବରେ ହତ୍ୟାକଲେ ।
  • ସର୍ଦାର ପଟେଲ ଏଥିରେ କ୍ଷୁବ୍‌ଧ ହେଲେ ଏବଂ ହାଇଦ୍ରାବାଦ ଉପରେ ‘ଅପରେସନ୍ ପୋଲୋ’ ନାମକ ସାମରିକ କାର୍ଯ୍ୟାନୁଷ୍ଠାନ ଗ୍ରହଣ କରାଗଲା; ଫଳରେ ୧୯୪୮ ମସିହା ସେପ୍ଟେମ୍ବର ୧୩ ତାରିଖରୁ ୫ ଦିନ ମଧ୍ୟରେ ହାଇଦ୍ରାବାଦ ଭାରତୀୟ ସୈନ୍ୟବାହିନୀର ଅକ୍ତିଆରକୁ ଆସିଗଲା ।
  • ପରିଣାମସ୍ୱରୂପ ୧୯୪୯ ମସିହା ନଭେମ୍ବର ମାସରେ ହାଇଦ୍ରାବାଦର ନିଜାମ ମିଳନ ପତ୍ରରେ ସ୍ବାକ୍ଷର କରିବାରୁ ଏହି ରାଜ୍ୟ ଭାରତରେ ମିଶିଲା ।

(ଚ) ରାଜାଙ୍କ ହାତପାଣ୍ଠି କ’ଣ ଏବଂ ଏହା କିପରି ସ୍ଥିରୀକୃତ ହୋଇଥୁଲା ?
Answer:

  • ମିଶ୍ରଣ ଚୁକ୍ତି (Merger Agreement) ଅନୁଯାୟୀ ରାଜ୍ୟ ହରାଇଥିବା ରାଜାମାନଙ୍କୁ ‘ବାର୍ଷିକ ପେନ୍‌ସନ୍’ ମିଳିବାର ବ୍ୟବସ୍ଥା କରାଗଲା । ଏହାକୁ ‘ରାଜାଙ୍କ ହାତପାଣ୍ଠି’ କୁହାଗଲା ।
  • ଏହି ପାଣ୍ଠି ରାଜ୍ୟରୁ ଆଦାୟ ହେଉଥିବା ରାଜସ୍ଵ ଭିରିରେ ସ୍ଥିରୀକୃତ ହୋଇଥିଲା ।

(ଛ) ସର୍ଦାର ପଟେଲ କିପରି ସୌରାଷ୍ଟ୍ର ଦେଶୀୟ ରାଜ୍ୟସଂଘ ଗଠନ କଲେ ?
Answer:

  1. ‘କଟିହାର’ ଉପଦ୍ଵୀପର ୨୨୨ଟି ରାଜ୍ୟକୁ ମିଶାଇ ସର୍ଦ୍ଦାର ପଟେଲ ୧୯୪୮ ମସିହା ଜାନୁଆରୀ ମାସରେ ସୌରାଷ୍ଟ୍ର ଦେଶୀୟ ରାଜ୍ୟସଂଘ ଗଠନ କଲେ ।
  2. ପରେ ଏହି ସଂଘରେ ଆଉ ୬ଟି ରାଜ୍ୟ ଯୋଗ ଦେଇଥିଲେ ।

(ଜ) ପୂର୍ବ ପଞ୍ଜାବ ରାଜ୍ୟସଂଘ କିପରି ଗଠିତ ହୋଇଥିଲା ?
Answer:
୧୯୪୮ ମସିହା ଜୁଲାଇ ମାସରେ ପଟିଆଲା, କପୁରତାଲା, ଜିନ୍ଦ, ନାଭା, ଫରିଦ୍‌ଟ, ମାଲେରକୋଟଲା, ନଲାରଗଡ଼ ଓ କଳସିଆକୁ ନେଇ ପୂର୍ବ ପଞ୍ଜାବ ରାଜ୍ୟସଂଘ ପ୍ରତିଷ୍ଠା ହେଲା ।

BSE Odisha 10th Class History Solutions Chapter 11 ଦେଶୀୟ ରାଜ୍ୟମାନଙ୍କର ମିଶ୍ରଣ

(ଝ) କେଉଁ ରାଜ୍ୟଗୁଡ଼ିକ ଦେଶ ମିଶ୍ରଣ ଅଙ୍ଗୀକାରରେ ସ୍ବାକ୍ଷର କରି ନଥିଲେ ?
Answer:

  • କେବଳ ତିନୋଟି ଦେଶୀୟ ରାଜ୍ୟ ଦେଶ ମିଶ୍ରଣ ‘ଅଙ୍ଗକାର ପତ୍ର’ରେ ସ୍ବାକ୍ଷର କରି ନଥିଲେ ।
  • ସେଗୁଡ଼ିକ ହେଲା – କାଶ୍ମୀର, ମହୀଶୂର ଓ ହାଇଦ୍ରାବାଦ ।

(ଞ) ସର୍ଦାର ପଟେଲ୍‌ଙ୍କୁ କାହିଁକି ଭାରତର ବିସ୍‌ର୍କ ଓ ଲୌହମାନବ କୁହାଯାଏ ?
Answer:

  • ଦେଶୀୟ ରାଜ୍ୟଗୁଡ଼ିକର ଭାରତ ସହିତ ମିଶ୍ରଣ ପ୍ରକ୍ରିୟାରେ ସର୍ଦ୍ଦାର ବଲ୍ଲଭଭାଇ ପଟେଲ ଅନେକ ଦୃଢ଼ ପଦକ୍ଷେପ ନେଇଥିଲେ । ତାଙ୍କର କୂଟନୈତିକ ପାରଦର୍ଶିତା ଏବଂ ରାଜନୀତିକ ବିଚକ୍ଷଣତା ବଳରେ ଭାରତକୁ ଏକତ୍ର କରିବାରେ ତାଙ୍କର ସଫଳତା ଯୋଗୁଁ ତାଙ୍କୁ ‘ଭାରତର ବିସ୍‌ମାର୍କ’ ବୋଲି କୁହାଯାଏ ।
  • ପୁନଶ୍ଚ ତାଙ୍କର ବଳିଷ୍ଠ ନେତୃତ୍ୱ ଓ ଦୃଢ଼ ବ୍ୟକ୍ତିତ୍ଵ ଯୋଗୁଁ ତାଙ୍କୁ ଭାରତର ‘ଲୌହମାନବ’ର ଆଖ୍ୟା ଦିଆଯାଇଛି ।

୩ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ଗୋଟିଏ ବାକ୍ୟରେ ଲେଖ ।

(କ) ଦେଶୀୟ ରାଜ୍ୟ ବିଭାଗ ସୃଷ୍ଟି ପରେ କିଏ ଏହାର ମନ୍ତ୍ରୀ ହେଲେ ?
Answer:
ଭାରତ ସରକାରଙ୍କର ‘ଦେଶୀୟ ରାଜ୍ୟ ବିଭାଗ’ ସୃଷ୍ଟି ହେବାପରେ ସଦ୍ଦାର ବଲ୍ଲଭଭାଇ ପଟେଲ ଏହାର ମନ୍ତ୍ରୀ ହେଲେ ।

(ଖ) ଭି.ପି. ମେନନ୍ କିଏ ଥିଲେ ?
Answer:
ଦେଶୀୟ ରାଜ୍ୟ ବିଭାଗର ଶାସନ ସଚିବ ଥୁଲେ ଭି.ପି. ମେନନ୍ ।

BSE Odisha 10th Class History Solutions Chapter 11 ଦେଶୀୟ ରାଜ୍ୟମାନଙ୍କର ମିଶ୍ରଣ

(ଗ) ଦେଶୀୟ ରାଜ୍ୟଗୁଡ଼ିକର ମିଶ୍ରଣ ସମ୍ପର୍କରେ କେବେ ନେହେରୁ ଓ ପଟେଲ୍ ଲର୍ଡ଼ ମାଉଣ୍ଟବ୍ୟାଟେନ୍‌ଙ୍କୁ ସାକ୍ଷାତ କରିଥିଲେ ?
Answer:
୧୯୪୭ ମସିହା ଜୁଲାଇ ୯ ତାରିଖରେ ପ୍ରଧାନମନ୍ତ୍ରୀ ଜବାହରଲାଲ ନେହେରୁ ଓ ଦେଶୀୟ ରାଜ୍ୟ ବିଭାଗର ମନ୍ତ୍ରୀ ସର୍ଦାର ପଟେଲ ଦେଶୀୟ ରାଜ୍ୟଗୁଡ଼ିକର ମିଶ୍ରଣ ସମ୍ପର୍କରେ ଲର୍ଡ ମାଉଣ୍ଟବ୍ୟାଟେନ୍‌ଙ୍କୁ ସାକ୍ଷାତ୍ କରିଥିଲେ ।

(ଘ) କିଏ ମିଳନ ପତ୍ର ପ୍ରସ୍ତୁତ କରିଥିଲେ ?
Answer:
ସର୍ଦାର ପଟେଲ ଓ ଭି.ପି. ମେନନ୍ ‘ମିଳନ ପତ୍ର’ ପ୍ରସ୍ତୁତ କରିଥିଲେ ।

(ଙ) ହନ୍ବନ୍ତ ସିଂହ କିଏ ଥିଲେ ?
Answer:
ହନ୍ବନ୍ତ ସିଂହ ଯୋଧପୁରର ରାଜା ଥିଲେ ।

(ଚ) ଜାମ୍ମୁ-କାଶ୍ମୀର ରାଜାଙ୍କର ପ୍ରସ୍ତାବକୁ କିଏ ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଥିଲେ ?
Answer:
ଜାମ୍ମୁ-କାଶ୍ମୀରର ରାଜାଙ୍କର ପ୍ରସ୍ତାବକୁ କାଶ୍ମୀରର ଲୋକପ୍ରିୟ ନେତା ଶେଖ୍ ଅବଦୁଲା ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଥିଲେ ।

(ଛ) ଭାରତୀୟ ସମ୍ବିଧାନର କେଉଁ ଧାରାରେ ଜାମ୍ମୁ-କାଶ୍ମୀର ପାଇଁ ବିଶେଷ ବ୍ୟବସ୍ଥା ରହିଲା ?
Answer:
ଭାରତୀୟ ସମ୍ବିଧାନର ୩୭୦ ଧାରାରେ ଜାମ୍ମୁ-କାଶ୍ମୀର ପାଇଁ ବିଶେଷ ବ୍ୟବସ୍ଥା ରହିଲା ।

(ଜ) ଅପରେସନ୍ ‘ପୋଲା’ କେଉଁ ଦେଶୀୟ ରାଜ୍ୟ ପାଇଁ ପ୍ରଯୁଜ୍ୟ ଥିଲା ?
Answer:
ଦେଶୀୟ ରାଜ୍ୟ ହାଇଦ୍ରାବାଦ ପାଇଁ ‘ଅପରେସନ୍ ପୋଲୋ’ ପ୍ରଯୁଜ୍ୟ ଥିଲା ।

(ଝ) ଦେଶୀୟ ରାଜ୍ୟ ମିଶ୍ରଣ କାର୍ଯ୍ୟ କେଉଁଠାରେ ଆରମ୍ଭ ହୋଇଥିଲା ?
Answer:
ଭାରତ ସହିତ ଦେଶୀୟ ରାଜ୍ୟ ମିଶ୍ରଣ କାର୍ଯ୍ୟ ଓଡ଼ିଶାରୁ ହିଁ ଆରମ୍ଭ ହୋଇଥିଲା ।

BSE Odisha 10th Class History Solutions Chapter 11 ଦେଶୀୟ ରାଜ୍ୟମାନଙ୍କର ମିଶ୍ରଣ

(ଞ) ଓଡ଼ିଶାରୁ କିଏ ଦେଶୀୟ ରାଜ୍ୟ ମିଶ୍ରଣ କାର୍ଯ୍ୟରେ ପଟେଲଙ୍କୁ ସାହାଯ୍ୟ କରିଥିଲେ ?
Answer:
ଓଡ଼ିଶାର ତତ୍‌କାଳୀନ ପ୍ରଧାନମନ୍ତ୍ରୀ ହରେକୃଷ୍ଣ ମହତାବ ଦେଶୀୟ ରାଜ୍ୟ ମିଶ୍ରଣ କାର୍ଯ୍ୟରେ ପଟେଲଙ୍କୁ ସାହାଯ୍ୟ କରିଥିଲେ ।

୪ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନରେ ଦିଆଯାଇଥ‌ିବା ଚାରିଗୋଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ବାଛି ତା’ର କ୍ରମିକ ନମ୍ବର ସହିତ ଲେଖ ।

(କ) ସ୍ଵାଧୀନତା ପ୍ରାପ୍ତିବେଳକୁ କିଏ ଭାରତର ପ୍ରଧାନମନ୍ତ୍ରୀ ଥିଲେ ?
(i) ଲର୍ଡ଼ ମାଉଣ୍ଟବ୍ୟାଟେନ୍‌
(ii) ଜବାହରଲାଲ ନେହେରୁ
(iii) ମହମ୍ମଦ ଅଲ୍ଲୀ ଜିନ୍ନା
(iv) ବଲ୍ଲଭଭାଇ ପଟେଲ
Answer:
(ii) ଜବାହରଲାଲ ନେହେରୁ

(ଖ) ମିଳନ ପତ୍ରର ସର୍ତ୍ତ ଅନୁଯାୟୀ ଦେଶୀୟ ରାଜାମାନଙ୍କୁ କେଉଁ କ୍ଷମତା ଭାରତ ସରକାରଙ୍କୁ ହସ୍ତାନ୍ତର କରିବାକୁ ପଡ଼ୁଥୁଲା ?
(i) ଗୃହ, ପ୍ରତିରକ୍ଷା ଓ ଅର୍ଥ
(ii) ବୈଦେଶିକ ବ୍ୟାପାର, ଯୋଗାଯୋଗ ଓ ଶିକ୍ଷା
(iii) ପ୍ରତିରକ୍ଷା, ବୈଦେଶିକ ବ୍ୟାପାର ଓ ଯୋଗାଯୋଗ
(iv) ପ୍ରତିରକ୍ଷା, ଗୃହ ଓ ବୈଦେଶିକ ବ୍ୟାପାର
Answer:
(iii) କୋହ୍ଲାପୁର

(ଗ) କେଉଁ ଦେଶୀୟ ରାଜ୍ୟଟି ତତ୍‌କାଳୀନ ବମ୍ବେ ପ୍ରଦେଶ ସହିତ ମିଶିଯାଇଥିଲା ?
(i) ଗୋଆଲିଅର୍
(ii) ଇନ୍ଦୋର୍
(iii) କୋହ୍ଲାପୁର
(iv) ନଲାରଗଡ଼
Answer:
(iii) ପ୍ରତିରକ୍ଷା, ବୈଦେଶିକ ବ୍ୟାପାର ଓ ଯୋଗାଯୋଗ

(ଘ) ପଞ୍ଜାବ ପାର୍ବତ୍ୟ ରାଜ୍ୟ ଏଜେନ୍ସିର କେତେଗୋଟି ରାଜ୍ୟକୁ ନେଇ ହିମାଚଳ ପ୍ରଦେଶ ଗଠିତ ହୋଇଥିଲା ?
(i) ୬୬
(ii) ୩୦
(iii) ୬
(iv) ୧୮
Answer:
(ii) ୩୦

BSE Odisha 10th Class History Solutions Chapter 11 ଦେଶୀୟ ରାଜ୍ୟମାନଙ୍କର ମିଶ୍ରଣ

(ଙ) କେବେ ରାଜ୍ୟ ପୁନର୍ଗଠିତ ଆଇନ ପ୍ରବର୍ତ୍ତିତ ହେଲା ?
(i) ୧୯୪୭
(ii) ୧୯୪୮
(iii) ୧୯୪୯
(iv) ୧୯୫୬
Answer:
(iv) ୧୯୫୬

୫ । ପାଠରେ ଦିଆଯାଇଥବା ‘ତୁମପାଇଁ କାମ’’ଗୁଡ଼ିକ ଶିକ୍ଷକଙ୍କ ନିର୍ଦ୍ଦେଶନା ଓ ସହାୟତାରେ ସମ୍ପାଦନ କର ।
Answer:
(ପିଲାମାନେ ଶିକ୍ଷକଙ୍କ ସହାୟତା ଓ ନିର୍ଦ୍ଦେଶନାରେ ଉତ୍ତର ଲେଖିବେ ।)

 

The Foolish Son in Law Question Answer Class 6 English Chapter 2 BSE Odisha

Odisha State Board BSE Odisha 6th Class English Solutions Lesson 2 The Foolish Son in Law Textbook Exercise Questions and Answers.

Class 6th English Chapter 2 The Foolish Son in Law Question Answers BSE Odisha

The Foolish Son in Law Class 6 Questions and Answers

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

→ Socialisation (ସାମାଜିକୀକରଣ) :
→ Students, do you know there are many stories about foolish sons-in-law?
→ These stories are there in every language. Can anyone of you tell us such a story?
→ Do you want to listen to such a story ? (Teacher tells the following story.) ଶିକ୍ଷାର୍ଥୀଗଣ, ନିର୍ବୋଧ ଜ୍ଵାଇଁମାନଙ୍କ ବିଷୟରେ ଅନେକ ଗପ ଅଛି ବୋଲି ତୁମେ ଜାଣିଛ କି ? ପ୍ରତ୍ୟେକ ଭାଷାରେ ଏପରି ଗପସବୁ ଅଛି । ତୁମମାନଙ୍କ ମଧ୍ୟରୁ କେହି ଜଣେ ଆମକୁ ଏପରି ଗୋଟିଏ ଗପ କହିପାରିବ କି ? ତୁମେ ଏପରି ଗୋଟିଏ ଗପ ଶୁଣିବାକୁ ଚାହିଁ କି ? (ଶିକ୍ଷକ ନିମ୍ନଲିଖୁତ ଗପଟି କହିବେ ।)
lesson 2
There was a village quack (a fake or false practitioner). He also trained his son to be a quack. One day the father-in-law of his son had a fever. He, therefore, sent his son to treat his father-in-law. When his son was about to leave, he gave him some advice. “Listen, son. Common sense will make you a great doctor. Simple common sense. Then he gave him an example from his experience. “Once I went to treat a patient.

I saw banana peels (banana skin) under his cot. Then testing his pulse (feeling) I said,” “You must have taken a banana. That is why you have a bad cold. The patient and his father were surprised. How could I tell from his
lesson 2.1 pulse that he had eaten a banana? In this way using my common sense, I became a very famous doctor. Therefore, son, use your common sense.”

The son went to his father-in-law. He saw him lying on a cot. Under the cot, a cat was sleeping. Now he wanted to use his common sense like his father to become famous. He took the pulse of his father-in-law for some time and pretended to think. Then he said “Father-in-law, you must have eaten a cat, which is why you are running a high temperature. Do you want to read a similar story? Here is one for you.

ଜଣେ ଗାଉଁଲି ଅସାଧୁ । ଠକ ବୈଦ୍ୟ ଥିଲେ । ସେ ମଧ୍ୟ ତାଙ୍କ ପୁଅକୁ ଜଣେ ଅସାଧୁ । ଠକ ବୈଦ୍ୟ ହେବାକୁ ତାଲିମ ଦେଲେ । ଦିନେ ତାଙ୍କ ପୁଅର ଶ୍ଵଶୁରଙ୍କୁ ଜ୍ଵର ହେଲା । ତେଣୁ ସେ ତାଙ୍କ ପୁଅକୁ ଶ୍ଵଶୁରଙ୍କ ଚିକିତ୍ସା କରିବାକୁ ପଠାଇଲେ । ଯେତେବେଳେ ତାଙ୍କ ପୁଅ ଯିବାକୁ ବାହାରୁଥିଲେ, ସେ ତାଙ୍କୁ କେତେକ ଉପଦେଶ ଦେଲେ । ‘‘ମନଦେଇ ଶୁଣ, ପୁଅ । ସାଧାରଣ ଜ୍ଞାନ ତୁମକୁ ଜଣେ ବିଶିଷ୍ଟ ଚିକିତ୍ସକ କରିଦେବ । ସରଳ ସାଧାରଣ ଜ୍ଞାନ ମାତ୍ର ।’’ ତା’ପରେ ସେ ତାଙ୍କ ଅନୁଭୂତିରୁ ଏକ ଉଦାହରଣ ଦେଲେ । ‘‘ଥରେ ମୁଁ ଜଣେ ରୋଗୀକୁ ଚିକିତ୍ସା କରିବାକୁ ଗଲି । ମୁଁ ତାଙ୍କ ଖଟତଳେ କଦଳୀ ଚୋପା ଦେଖିଲି । ତା’ପରେ ତାଙ୍କର ନାଡ଼ୀର ଗତିକୁ ପରୀକ୍ଷା କରି ମୁଁ କହିଲି, ‘ତୁମେ ନିଶ୍ଚୟ କଦଳୀ ଖାଇଛ । ସେଇଥ୍‌ପାଇଁ ତୁମକୁ ଭୀଷଣ ଥଣ୍ଡା ହୋଇଛି ।’’ ରୋଗୀ ଏବଂ ତାଙ୍କ ବାପା ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ ।
Lesson 2.2
ମୁଁ କେମିତି ତାଙ୍କର ନାଡ଼ୀ ଦେଖୁ ସେ କଦଳୀ ଖାଇଥିଲେ ବୋଲି କହିପାରିଲି । ଏହିପରି ଭାବରେ ମୋ’ର ସାଧାରଣ ଜ୍ଞାନ ବ୍ୟବହାର କରି, ମୁଁ ଜଣେ ବହୁତ ବଡ଼ ପ୍ରସିଦ୍ଧ ଚିକିତ୍ସକ (ଡାକ୍ତର) ହୋଇଗଲି । ଏଣୁ, ପୁଅ, ତୋ’ର ସାଧାରଣ ଜ୍ଞାନ ବ୍ୟବହାର କର ।’’ ଜ୍ଞାନକୁ ବ୍ୟବହାର କରି ପ୍ରସିଦ୍ଧ ହେବାକୁ ଚାହିଁଲା । କିଛି ସମୟ ପାଇଁ ସେ ତା’ର ଶ୍ଵଶୁରଙ୍କର ନାଡ଼ୀକୁ ପରୀକ୍ଷା କଲା ଏବଂ ଚିନ୍ତା କଲାଭଳି ଛଳନା କଲା । ତା’ପରେ ସେ କହିଲା, ‘ଶ୍ଵଶୁର ମହାଶୟ, ଆପଣ ନିଶ୍ଚୟ ଗୋଟିଏ ବିରାଡ଼ିକୁ ଖାଇଛନ୍ତି, ଯେଉଁଥିପାଇଁ ଆପଣଙ୍କୁ ଭୀଷଣ ଜ୍ଵର ହୋଇଛି ।’’
(ତୁମେ ସେହିଭଳି ଆଉ ଗୋଟିଏ ଗପ ପଢ଼ିବାକୁ ଚାହୁଁଛ କି ? ଏଠାରେ ତୁମ ପାଇଁ ଗୋଟିଏ ଅଛି ।)

BSE Odisha 6th Class English Solutions Follow-Up Lesson 2 Bamboo Curry

II. While-Reading (ପଢ଼ିବା ସମୟରେ):
Text (ବିଷୟବସ୍ତୁ):

SGP-1

  • Read paragraph – 1 silently and answer the questions that follow.
    (ଅନୁଚ୍ଛେଦ – ୧କୁ ନୀରବରେ ପଢ଼ ଏବଂ ପରବର୍ତ୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. A son-in-law, after his marriage, was planning to visit his father-in-law’s house for the first time. A man from his village gave him the advice, “Use big and high-sounding words in your father-in-law’s house. Always sit on a high place. First say ‘No’ to any food given to you.”
ଓଡ଼ିଆ ଅନୁବାଦ :
(୧) ଜଣେ ଜ୍ଵାଇଁ, ତାଙ୍କର ବିବାହ ପରେ, ପ୍ରଥମ ଥରପାଇଁ ତାଙ୍କର ଶ୍ୱଶୁରଘରକୁ ବୁଲି ଯିବାକୁ ଯୋଜନା କରୁଥିଲେ । ତାଙ୍କ ଗ୍ରାମର ଜଣେ ଲୋକ ତାଙ୍କୁ ଉପଦେଶ ଦେଲେ, ‘ତୁମର ଶ୍ୱଶୁର ଘରେ ବଡ଼ ବଡ଼ ଏବଂ ଉଚ୍ଚଧ୍ଵନିଯୁକ୍ତ ଶବ୍ଦସବୁ ବ୍ୟବହାର କରିବ । ସର୍ବଦା ଗୋଟିଏ ଉଚ୍ଚ ସ୍ଥାନରେ ବସିବ । ତୁମକୁ ଦିଆଯାଇଥବା ଯେକୌଣସି ଖାଦ୍ୟକୁ ପ୍ରଥମେ ‘ନା’ କହିବ ।’’

Comprehension Questions (ବୋଧମୂଳକଗତ ପ୍ରଶ୍ନବଳୀ) :

Question 1.
Who are there in this part of the story?
(ଗପର ଏହି ଅଂଶରେ କେଉଁମାନେ ଅଛନ୍ତି ?)
Answer:
In this part of the story, there are the son-in-law and a man from his village.

Question 2.
What was the son-in-law’s plan?
(ଜ୍ଵାଇଁର ଯୋଜନା କ’ଣ ଥିଲା ?)
Answer:
After his marriage, the son-in-law was planning to visit his father-in¬law’s house for the first time. Or, The son-in-law’s plan was to visit his father-in-law’s house for the first time.

Question 3.
Who advised him about some dos and don’ts at his in-law’s house?
(ତା’ର ଶ୍ଵଶୁର ଘରେ କେତେକ କରିବା କଥା ଓ ନ କରିବା କଥା ବିଷୟରେ କିଏ ତାକୁ ଉପଦେଶ ଦେଲେ ।)
Answer:
A man from his village advised him about some dos and don’ts at his in-law’s house.

Question 4.
Make a list of all the advice.
(ସମସ୍ତ ଉପଦେଶର ଏକ ତାଲିକା କର ।)
Answer:
The first piece of advice was to use big and high-sounding words in the father-in-law’s house. The second piece of advice was always to sit in a high place. The third piece of advice was first to say ‘No’ to any food given.

BSE Odisha 6th Class English Solutions Follow-Up Lesson 2 Bamboo Curry

Session – 2 (ସୋପାନ – ୨):
SGP – 2

  • Read paragraphs 2-3 silently and answer the questions that follow.
    (ଅନୁଚ୍ଛେଦ ୨- ୩ କୁ ନୀରବରେ ପଢ଼ ଓ ପରବର୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

2. He, therefore, used very long and high-sounding words. He told his mother-in-law, “You are the sweetest, kindest, greatest, and gentlest lady.” The mother-in-law was very much pleased to hear this. She praised her son-in-law in front of her neighbors for using high-sounding words and calling her the kindest and greatest lady.
3. Following strictly the second advice, the son-in-law did not sit on a chair. He preferred to sit over paddy sacks piled high. Similarly, when any food was given to him, he said, “No”. One night his mother-in¬law prepared delicious rice pudding (Khiri) for him. When he was served this, he said, “No”. Therefore, he was not given rice pudding. But two or three drops of rice pudding fell on his plate. When he tasted it, he wanted to have more of it. Thinking it would be impolite, he did not ask for it. But he wanted somehow to eat the rice pudding. He carefully watched his mother-in-law. She put the rice pudding in a pot and placed it on Sikka (a high place).

ଓଡ଼ିଆ ଅନୁବାଦ:
(୨) ଏଣୁ ସେ ବହୁତ ବଡ଼ ବଡ଼ ଓ ଉଚ୍ଚ ଧ୍ଵନିଯୁକ୍ତ ଶବ୍ଦସବୁ ବ୍ୟବହାର କଲା । ସେ ତା’ର ଶାଶୁଙ୍କୁ କହିଲା, ‘ତୁମେ ହେଉଛ ସବୁଠାରୁ ଅଧିକ ମଧୁର, ସବୁଠାରୁ ଅଧିକ ଦୟାବନ୍ତ, ସବୁଠାରୁ ଅଧ‌ିକ ମହୀୟସୀ ଓ ସବୁଠାରୁ ଅଧିକ ଭଦ୍ର ମହିଳା ।’’ ଶାଶୁ ଏହା ଶୁଣି ବହୁତ ବହୁତ ଖୁସି ହୋଇଗଲେ । ସେ ତାଙ୍କ ପଡ଼ୋଶୀମାନଙ୍କ ସମ୍ମୁଖରେ ତାଙ୍କ ଜ୍ୱାଇଁ ବହୁତ ଉଚ୍ଚ ଧ୍ଵନିଯୁକ୍ତ ଶବ୍ଦସବୁ ବ୍ୟବହାର କରିଥିବାରୁ ଏବଂ ତାଙ୍କ ସବୁଠାରୁ ଅଧିକ ଦୟାଳୁ ଓ ସବୁଠାରୁ ଭଦ୍ର ମହିଳା କହିଥିବାରୁ ତାଙ୍କର ପ୍ରଶଂସା କଲେ ।

(୩) ଦ୍ଵିତୀୟ ଉପଦେଶକୁ କଡ଼ାକଡ଼ି ଭାବରେ ଅନୁସରଣ କରି, ଜ୍ଵାଇଁ ଜଣକ, ଚୌକିରେ ବସିଲେ ନାହିଁ । ବହୁତ ଉଚ୍ଚ ପର୍ଯ୍ୟନ୍ତ ଥାକ ମରାଯାଇଥିବା ଶସ୍ୟବସ୍ତାଗୁଡ଼ିକ ଉପରେ ବସିବାକୁ ସେ ପସନ୍ଦ କଲେ । ସେହିପରି ଯେତେବେଳେ ତାଙ୍କୁ କିଛି ଖାଦ୍ୟଜିନିଷ ଦିଆଗଲା, ସେ କହିଲେ, ‘ନା’ । ଦିନେ ରାତିରେ ତାଙ୍କ ଶାଶୁ ତାଙ୍କ ପାଇଁ ସୁଆଦିଆ ଚାଉଳ ଖିରି (ଜାଉ) ପ୍ରସ୍ତୁତ କଲେ । ଯେତେବେଳେ ଏହା ତାଙ୍କୁ ଖାଇବାକୁ ଦିଆଗଲା (ବଢ଼ାଗଲା), ସେ ‘ନା’ କହିଲେ । ଏଣୁ ତାଙ୍କୁ ଚାଉଳ ଖିରି ଦିଆଗଲା ନାହିଁ । କିନ୍ତୁ ଦୁଇ ବା ତିନି ବୁନ୍ଦା ଚାଉଳ ଖିରି ତାଙ୍କ ଥାଳି ଉପରେ ପଡ଼ିଗଲା । ଯେତେବେଳେ ସେ ଏହାକୁ ଚାଖିଲେ, ସେ ଏଥୁରୁ ଅଧ‌ିକ ଖାଇବାକୁ ଚାହିଁଲେ । ଏହା ଅଭଦ୍ରାମି ହେବ ବୋଲି ଭାବି, ସେ ଏହାକୁ ମାଗିଲେ ନାହିଁ । କିନ୍ତୁ ଯେକୌଣସି ପ୍ରକାରେ ଚାଉଳ ଖିରି ଖାଇବାକୁ ଚାହିଁଲେ । ସେ ତାଙ୍କ ଶାଶୁଙ୍କୁ ଯତ୍ନ ସହକାରେ ଲକ୍ଷ୍ୟକଲେ । ସେ (ଶାଶୁ) ଗୋଟିଏ ପାତ୍ରରେ ଚାଉଳ ଖିରିକୁ ପୂରାଇଲେ ଏବଂ ଏହାକୁ ଏକ ଶିକାରେ (ଉଚ୍ଚ ସ୍ଥାନରେ) ଥୋଇଲେ (ରଖିଲେ) ।

Comprehension Questions (ବୋଧମୂଳକଗତ ପ୍ରଶ୍ନବଳୀ) :

Question 1.
What type of words did he use in speaking?
(ସେ କଥାବାର୍ତ୍ତାରେ କି ପ୍ରକାର ଶବ୍ଦ ବ୍ୟବହାର କଲେ ?)
Answer:
He used very long and high-sounding words in speaking.

Question 2.
What did he tell his mother-in-law?
(ସେ ତାଙ୍କ ଶାଶୁଙ୍କୁ କ’ଣ କହିଲେ ?)
Answer:
He told his mother-in-law, “You are the sweetest, kindest, greatest, and gentlest lady.”

BSE Odisha 6th Class English Solutions Follow-Up Lesson 2 Bamboo Curry

Question 3.
Was she happy?
(ସେ ଖୁସି ହେଲେ କି ?)
Answer:
Really (ବାସ୍ତବିକ) she was very much pleased to hear this.

Question 4.
What did she do?
(ସେ କ’ଣ କଲେ ?)
Answer:
She praised her son-in-law in front of her neighbors for using high-sounding words and calling her the kindest and greatest lady.

Question 5.
Where did the son-in-law sit? Does the sight make others laugh?
(ଜ୍ଵାଇଁ କେଉଁଠାରେ ବସିଲେ ? ଏହି ଦୃଶ୍ୟଟି ଅନ୍ୟମାନଙ୍କୁ ହସାଇଲା କି ?)
Answer:
The son-in-law sat over paddy sacks piled high. Yes, the sight made others laugh.

Question 6.
What did he say when the rice pudding was served?
(ଯେତେବେଳେ ଚାଉଳ ଖିରି ତାଙ୍କୁ ଖାଇବାକୁ ବଢ଼ାଗଲା (ଦିଆଗଲା) ସେ କ’ଣ କହିଲେ ?)
Answer:
When the rice pudding was served to him, he said, ‘No’.

Question 7.
Did he want to eat the pudding?
(ସେ ଖିରି ଖାଇବାକୁ ଚାହୁଁଥିଲେ କି ?)
Answer:
Surely (ନିଶ୍ଚିତ ଭାବରେ), he wanted to eat the rice pudding.

Question 8.
Where was the pudding pot kept?
(କେଉଁଠାରେ ଖିରି ପାତ୍ରଟି ରଖାଗଲା ?)
Answer:
The pudding pot was kept on sikka (a high place).

Question 9.
Could he eat it?
(ସେ ଏହାକୁ ଖାଇପାରିଲା କି ?)
Answer:
No, he could not eat it.

BSE Odisha 6th Class English Solutions Follow-Up Lesson 2 Bamboo Curry

Session – 3 (ସୋପାନ – ୩):
SGP – 3

  • Read paragraphs 4-5 silently and answer the questions that follow.
    (ଅନୁଚ୍ଛେଦ ୪–୫ କୁ ନୀରବରେ ପଢ଼ ଓ ପରବର୍ତ୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

4. In the dead of the night, he tried to get the pudding from the pot. But unfortunately, it fell on his head. His whole body was smeared with rice pudding-like gum. “What to do now ?” he thought to himself. He saw freshly plucked cotton spread on a mat to dry. He slept on it and turned two to three times left and right. Then he looked like a lamb. “What to do now ?” he thought to himself. So he went to the cow shed where some lambs lived. He stayed there throughout the night like a lamb.
5. In the morning the in-laws searched for their son-in-law and found him in the cow shed. Everyone, except the mother-in-law, thought him to be foolish. But the mother-in-law so pleaded, “My son-in-law is as simple and as innocent as a lamb”. This made the father-in-law very angry. He was also very angry for other reasons. His wife took too much care of her foolish son-in-law. She gave him good food but neglected her husband. The son-in-law, living in comfort, was not willing to go home.

ଓଡ଼ିଆ ଅନୁବାଦ :
(୪) ଗଭୀର ରାତିରେ, ସେ ପାତ୍ର ମଧ୍ୟରୁ ଖିରି ଆଣିବାକୁ ଚେଷ୍ଟାକଲା । କିନ୍ତୁ ଦୁର୍ଭାଗ୍ୟବଶତଃ, ଏହା ତାଙ୍କ ମୁଣ୍ଡ ଉପରେ ପଡ଼ିଗଲା । ତାଙ୍କର ସମଗ୍ର ଶରୀରଟା ଚାଉଳ ଖିରିରେ ଅଠା ପରି ବୋଳି ହୋଇଗଲା । ସେ ନିଜକୁ ନିଜେ ଭାବିଲା, ‘ବର୍ତ୍ତମାନ କ’ଣ କରିବାକୁ ହେବ ?’’ ସେ ଦେଖୁଲା ତଟକା (ଏବେ) ତୋଳା ହୋଇଥିବା ତୁଳାଗୁଡ଼ିକୁ ଏକ ମସିଣା (ଆସନ) ଉପରେ ଶୁଖାଯିବାକୁ ବିଛା ହୋଇଛି (ବିସ୍ତାରିତ ହୋଇଛି) । ସେ ଏହା ଉପରେ ଶୋଇପଡ଼ିଲା ଏବଂ ଦୁଇ ତିନିଥର ବାମ ଡାହାଣ ହୋଇ ଗଡ଼ିଗଲା (ଓଲଟପାଲଟ ହୋଇଗଲା) । ତା’ପରେ ସେ ଏକ ମେଣ୍ଢାଛୁଆ ପରି ଦେଖାଗଲା । ସେ ନିଜକୁ ନିଜେ ଭାବିଲା ‘ବର୍ତ୍ତମାନ କ’ଣ କରିବାକୁ ହେବ ?’’ ତେଣୁ ସେ ଗୁହାଳକୁ ଗଲା ଯେଉଁଠାରେ କେତେକ ମେଣ୍ଢାଛୁଆ ରହୁଥିଲେ । ସେଠାରେ ସେ ରାତିସାରା ଗୋଟିଏ ମେଣ୍ଢା ପରି ରହିଲା ।

(୫) ସକାଳେ ଶ୍ୱଶୁର ଘର ଲୋକମାନେ ସେମାନଙ୍କର ଜ୍ଵାଇଁବାବୁଙ୍କୁ ଖୋଜିଲେ ଏବଂ ତାଙ୍କୁ ଗୁହାଳରେ ଦେଖିବାକୁ ପାଇଲେ । ଶାଶୁଙ୍କ ବ୍ୟତୀତ, ପ୍ରତ୍ୟେକ ତାଙ୍କୁ ନିର୍ବୋଧ (ବୋକା) ବୋଲି ଭାବିଲେ । କିନ୍ତୁ ଶାଶୁ ଏହିପରି ଯୁକ୍ତି କଲେ, ‘ମୋ’ର ଜ୍ୱାଇଁ ଏକ ମେଣ୍ଢାପରି ସରଳ ଓ ନିରୀହ ଅଟନ୍ତି ।’’ ଏହା ଶ୍ଵଶୁରଙ୍କୁ ବହୁତ ରଗାଇଦେଲା। ସେ ମଧ୍ୟ ଅନ୍ୟସବୁ କାରଣ ପାଇଁ ବହୁତ ରାଗିଥିଲେ । ତାଙ୍କର ସ୍ତ୍ରୀ ନିର୍ବୋଧ ଜ୍ଵାଇଁର ବହୁତ ଯତ୍ନ ନେଉଥିଲେ । ସେ ତାଙ୍କୁ (ଜ୍ଵାଇଁଙ୍କୁ) ଭଲ ଖାଦ୍ୟ ଦେଉଥିଲେ କିନ୍ତୁ ତାଙ୍କର ସ୍ବାମୀଙ୍କୁ ଅବହେଳା କରୁଥିଲେ । ଆରାମରେ ଜୀବନଯାପନ କରୁଥିବାରୁ, ଜ୍ଵାଇଁ ଘରକୁ ଯିବାକୁ ଇଚ୍ଛୁକ ନଥିଲେ ।

Comprehension Questions (ବୋଧମୂଳକଗତ ପ୍ରଶ୍ନବଳୀ) :

Question 1.
What happened when the son-in-law tried to get the pot of pudding?
(ଜ୍ଵାଇଁବାବୁ ଖିରି ପାତ୍ରଟିକୁ ପାଇବାକୁ ଚେଷ୍ଟା କରୁଥିଲାବେଳେ କ’ଣ ଘଟିଲା ?)
Answer:
When the son-in-law tried to get the pot of pudding, unfortunately, it fell ‘ on his head. His whole body was smeared with rice pudding-like gum.

Question 2.
What did he look like when he turned on cotton?
(ଯେତେବେଳେ ସେ ତୁଳାରେ ଗଡ଼ିଗଲେ ସେ କିପରି ଦେଖାଗଲେ ?)
Answer:
When he turned on cotton, he looked like a lamb.

BSE Odisha 6th Class English Solutions Follow-Up Lesson 2 Bamboo Curry

Question 3.
What are the two funny sights? Do they make you laugh?
(ଦୁଇଟି କୌତୁକିଆ ଦୃଶ୍ୟ କ’ଣ ? ସେଗୁଡ଼ିକ ତୁମକୁ ହସାଇଛି କି ?)
Answer:
The two funny sights are that the son-in-law looked like a lamb and he stayed in the cow shed throughout the night with some lambs. They would surely make us laugh.

Question 4.
Where did the in-laws find him in the morning?
(କେଉଁଠାରେ ଶ୍ଵଶୁରଘର ଲୋକମାନେ ତାଙ୍କୁ ସକାଳେ ଖୋଜି ପାଇଲେ ?)
Answer:
In the morning, the in-laws found their son-in-law in the cow-shed.

Question 5.
Who thought him to be foolish ?
(କିଏ ତାଙ୍କୁ ବୋକା ବୋଲି ଭାବିଥିଲେ ?)
Answer:
Everyone, except his mother-in-law, thought him to be foolish.

Question 6.
Why was the father-in-law angry? Will the son-in-law stay here always?
(କାହିଁକି ଶ୍ଵଶୁର ରାଗିଗଲେ ? ଜ୍ୱାଇଁବାବୁ ଏଠାରେ ସବୁବେଳେ ରହିବେ କି ?)
Answer:
The father-in-law was angry for two reasons. Firstly, the mother-in-law thought that the son-in-law was as simple and as innocent as a lamb. The other reason was that she took too much care of her foolish son-in-law and gave him good food but neglected her husband. Living in comfort, the son-in-law was not willing to return home. So he would wish to stay there always.

SGP-4
• Read paragraph – 6 silently and answer the questions that follow.
(ଅନୁଚ୍ଛେଦ – ୬କୁ ନୀରବରେ ପଢ଼ ଏବଂ ପରବର୍ତ୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

6. The father-in-law, therefore, planned how to drive him out. They had a lemon plant full of green lemons. One day he said to his son-in-law “Kind son, you have seen our lemon tree. The lemons are stolen by thieves at night. I’ll be happy if you can watch the plant tonight and catch the thief.” He also gave his son-in-law a club. In the darkness of night, the son-in-law was waiting for the thieves to come. The father-in-law wished to take water rice and asked his wife to bring a fresh lemon from the lemon plant. When the mother-in-law was plucking a lemon, the son-in-law thrashed her with the club thinking her to be a thief. Coming to know that he had beaten his mother-in-law, he felt so ashamed that he left for his home that night. The father-in-law heaved a great sigh of relief.

ଓଡ଼ିଆ ଅନୁବାଦ :
(୬) ଏଣୁ ଶ୍ଵଶୁର ତାଙ୍କୁ (ଜ୍ଵାଇଁଙ୍କୁ) ଘରୁ ତଡ଼ିବା ପାଇଁ ଯୋଜନା କଲେ । ସେମାନଙ୍କର କଞ୍ଚା ଲେମ୍ବୁ ପୂର୍ଣ୍ଣ ଏକ ଲେମ୍ବୁଗଛ ଥିଲା । ଦିନେ ସେ ତାଙ୍କର ଜ୍ୱାଇଁଙ୍କୁ କହିଲେ ‘ଦୟାଳୁ ପୁଅ, ତୁମେ ଆମର ଲେମ୍ବୁଗଛ ଦେଖୁଛ । ରାତିରେ ଚୋରମାନେ ଲେମ୍ବୁସବୁ ଚୋରିକରି ନେଉଛନ୍ତି । ମୁଁ ଖୁସିହେବି ଯଦି ତୁମେ ଆଜି ରାତିରେ ଗଛଟିକୁ ଜଗିପାରିବ ଏବଂ ଚୋରଟିକୁ ଧରିପାରିବ ।’’ ସେ ମଧ୍ୟ ତା’ଙ୍କ ଜ୍ୱାଇଁଙ୍କୁ ଗୋଟିଏ ମୋଟା ବାଡ଼ି ଦେଲେ । ରାତ୍ରିର ଅନ୍ଧକାରରେ, ଜ୍ଵାଇଁ ଜଣକ ଚୋରମାନଙ୍କର ଆସିବାକୁ ଅପେକ୍ଷା କରିଥିଲେ । ଶ୍ଵଶୁର ପଖାଳଭାତ ଖାଇବାକୁ ଇଚ୍ଛାକଲେ ଏବଂ ଲେମ୍ବୁଗଛରୁ ଗୋଟିଏ କଞ୍ଚା ଲେମ୍ବୁ ତୋଳି ଆଣିବାକୁ ତା’ଙ୍କ ସ୍ତ୍ରୀକୁ କହିଲେ । ଯେତେବେଳେ ଶାଶୁ ଗୋଟିଏ ଲେମ୍ବୁ ତୋଳୁଥିଲେ, ଜ୍ଵାଇଁ ଜଣଙ୍କ ତାଙ୍କୁ ସେହି ମୋଟା ଠେଙ୍ଗାରେ ଜଣେ ଚୋର ବୋଲି ଭାବି ପିଟିଲେ । ସେ ତାଙ୍କର ଶାଶୁକୁ ପିଟିଛନ୍ତି ବୋଲି ଜାଣିବା ପରେ, ସେ ଏତେ ଲଜ୍ଜା ଅନୁଭବ କଲେ ଯେ ସେ ତାଙ୍କ ନିଜ ଘରକୁ ସେହି ରାତିରେ ପଳାଇଗଲେ । ଶ୍ଵଶୁର ଆଶ୍ଵସ୍ତିର ଏକ ଦୀର୍ଘଶ୍ଵାସ ମାରିଲେ ।

BSE Odisha 6th Class English Solutions Follow-Up Lesson 2 Bamboo Curry

Comprehension Questions (ବୋଧମୂଳକଗତ ପ୍ରଶ୍ନବଳୀ) :

Question 1.
Why was not the son-in-law willing to go home?
(କାହିଁକି ଜ୍ଵାଇଁବାବୁ ଘରକୁ ଯିବାକୁ ଇଚ୍ଛୁକ ନଥିଲେ ?)
Answer:
The son-in-law was not willing to go home, because his mother-in-law gave him good food and took much care of him. Really he was living in comfort there.

Question 2.
Who went to bring lemon from the garden?
(ବଗିଚାରୁ ଲେମ୍ବୁ ଆଣିବାକୁ କିଏ ଗଲା ?)
Answer:
The mother-in-law went to bring lemon from the garden.

Question 3.
Why did he beat his mother-in-law?
(କାହିଁକି ସେ ତାଙ୍କର ଶାଶୁଙ୍କୁ ପିଟିଲେ ?)
Answer:
The son-in-law was watching the lemon plant at night. He was waiting to catch the thief that night. When the mother-in-law was plucking a lemon in the darkness of night, the son-in-law thrashed her with the club thinking her to be a thief. Or, He beat his mother-in-law in the darkness of night thinking her to be a thief.

Question 4.
What made him leave for his home?
(କ’ଣ ପାଇଁ ସେ ତାଙ୍କ ଘରକୁ ଫେରିଗଲା ?)
Answer:
When he came to know that he had beaten his mother-in-law in the darkness of night, he felt so ashamed that he left for his home that night.

Question 5.
Is there anything funny in this part?
(ଏହି ଭାଗରେ କିଛି କୌତୂହଳ ଅଛି କି ?)
Answer:
The son-in-law thrashed his mother-in-law with the club thinking her to be a thief in that dark night. Really it was a funny thing in this part.

BSE Odisha 6th Class English Solutions Follow-Up Lesson 2 Bamboo Curry

Question 6.
Was his father-in-law happy? Which expression (words) in the text tells you so?
(ତାଙ୍କ ଶ୍ୱଶୁର ଖୁସି ହେଲେ କି ? ପାଠ୍ୟବିଷୟରେ କେଉଁ ଉକ୍ତିଟି (ଶବ୍ଦଗୁଡ଼ିକ) ତୁମକୁ ସେପରି କହୁଛି ?)
Answer:
Yes, his father-in-law was happy in the end. In the text, the expression, “The father-in-law heaved a great sigh of relief” tells us so.

Session – 4 (ସୋପାନ – ୪):
III. Post-Reading (ପଢ଼ିସାରିବାପରେ):

1. Visual Memory Development Technique (VMDT) :
(ଦୃଶ୍ୟ ସ୍ମୃତି ଉନ୍ନୟନ କୌଶଳ (VMDT))
Whole Text : Son-in-law sat on the sack of paddy – said ‘No’ to the mother-in-law.
( ସମଗ୍ର ବିଷୟବସ୍ତୁ : ଜ୍ବାଇଁ ଶସ୍ୟବସ୍ତା ଉପରେ ବସିଲେ – ଶାଶୁଙ୍କୁ ‘ନା’ କହିଲେ ।)
Part : served first – tried to get the pudding – looked like a lamb – thrashed the mother-in-law.
ଅଂଶ : ପ୍ରଥମେ ବଢ଼ାଗଲା – ଖିରି ପାଇବାକୁ ଚେଷ୍ଟାକଲା – ଗୋଟିଏ ମେଣ୍ଢାଛୁଆ -ପରି ଦେଖାଗଲେ – ଶାଶୁକୁ ବାଡ଼େଇଲେ ।

2. Comprehension Activities (ବୋଧମୂଳକ କାର୍ଯ୍ୟାବଳୀ):
(a) Choose the right answer from the options.
(ବିକଳ୍ପଗୁଡ଼ିକ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟିକୁ ବାଛ ।)

Question 1.
The son-in-law was not advised to ____________.
(a) use big and high-sounding words.
(b) sit in a high place.
(c) watch the garden.
(d) say ‘no’ to any food given to him first.
Answer:
(c) watch the garden.

Question 2.
The son-in-law thought it would be ____________ to ask for pudding.
(a) impossible
(b) important
(c) impolite
(d) impatient
Answer:
(c) impolite

Question 3.
Everyone, except ____________, thought him to be foolish.
(a) the father-in-law
(b) the mother-in-law
(c) the brother-in-law
(d) the sister-in-law ,
Answer:
(b) the mother-in-law

BSE Odisha 6th Class English Solutions Follow-Up Lesson 2 Bamboo Curry

Question 4.
The father-in-law planned to drive out the son-in-law because ____________.
(a) he sat in a high place.
(b) he beat his wife.
(c) he ate all the rice pudding.
(d) his wife took much care of her son-in-law neglecting him.
Answer:
(d) his wife took much care of her son-in-law neglecting him.

(b) Match the part number under ‘A’ with their content in ‘B’.
(ସ୍ତମ୍ଭ ‘A’ ତଳେ ଥିବା ଭାଗ ସଂଖ୍ୟା ସହ ସ୍ତମ୍ଭ ‘B’ ରେ ଥ‌ିବା ବିଷୟବସ୍ତୁକୁ ମିଳାଅ ।)
lesson 2.3
Answer:
lesson 2.4

Session – 5 (ସୋପାନ – ୫):
3. Listening (ମନଯୋଗ ସହକାରେ ଶୁଣିବା) :

Listen to your teacher and fill in the gaps.
(ମନଦେଇ ତୁମ ଶିକ୍ଷକଙ୍କୁ ଶୁଣ ଏବଂ ଶୂନ୍ୟସ୍ଥାନଗୁଡ଼ିକୁ ପୂରଣ କର ।)
“Kind son, you have seen our lemon ________________. The Lemons are stolen by thieves ________________. I’ll be ________________if you can __________ the plant tonight and catch the _____ .“ He also gave his son-in-law a ________________. In the ________________the son-in-law was ________________ for the thieves to ________________.
Answer:
“Kind son, you have seen our lemon tree. The lemons are stolen by thieves at night. I’ll be happy if you can watch the plant tonight and catch the thief.” He also gave his son-in-law a club. In the darkness of night, the son-in-law was waiting for the thieves to come.

4. Speaking (କହିବା):
Chain-drill: A fool gets the truth too late.
(ଶୃଙ୍ଖଳା-ଡ୍ରିଲ୍ : ଜଣେ ବୋକା ବହୁତ ବିଳମ୍ବରେ ସତ୍ୟ ଜାଣିପାରେ ।)
We laugh at the fool or at his foolishness.
(ଆମେ ବୋକାକୁ ଦେଖି ହସୁ କିମ୍ବା ତା’ର ବୋକାମି ପାଇଁ ହସୁ ।)
Dialogue (କଥୋପକଥନ )
Mother-in-law: Son, would you like to have some pudding? I‘ve prepared it for you.
(ଶାଶୁ) : (ପୁଅ, ତୁମେ କିଛି ଖିରି ଖାଇବାକୁ ପସନ୍ଦ କର କି ? ମୁଁ ତୁମ ପାଇଁ ଏହାକୁ ପ୍ରସ୍ତୁତ କରିଛି ।)
Son-in-law : No, thanks.
(ଜ୍ଵାଇଁ ): (ନା, ଅଶେଷ ଧନ୍ୟବାଦ ।)

BSE Odisha 6th Class English Solutions Follow-Up Lesson 2 Bamboo Curry

Session – 6 (ସୋପାନ – ୬)
5. Vocabulary (ଶବ୍ଦ ଜ୍ଞାନ) :
(a) Some words in English are made by joining ‘in-law’ after them. For example.
Father-in-law
Make 5 more words in this way.
(ଇଂରାଜୀରେ କେତେକ ଶବ୍ଦ ସେମାନଙ୍କ ପରେ ‘in-law’ ଯୋଗକରି ଗଠିତ ହୋଇଥାଏ । ଉଦାହରଣସ୍ୱରୂପ, Father-in-law (ଏହିପରି ଆଉ ଅଧୂକ ୫ଟି ଶବ୍ଦ ତିଆରି କର ।)
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Answer:
(i) Mother-in-law
(ii) Brother-in-law
(iii) Sister-in-law
(iv) Uncle-in-law
(v) Aunt-in-law

(b)Read the following part of your lesson.
(ତୁମ ପାଠ୍ୟ ବିଷୟର ନିମ୍ନଲିଖୂତ ଅଂଶଟିକୁ ପଢ଼ ।)
His whole body was smeared with rice pudding-like gum. He slept on it (freshly plucked cotton) and turned two three times left and right. Then he looked like a lamb.
The underlined sentence tells that the son-in-law looked like a lamb but he was not a lamb. We use Took like’ to say something or someone looks like something or someone else different.

(ତାଙ୍କର ସମଗ୍ର ଶରୀରଟା ଚାଉଳ ଖିରିରେ ଅଠାପରି ବୋଳି ହୋଇଗଲା । ସେ ତଟକା ତୋଳାଯାଇଥିବା କପା ଉପରେ ଶୋଇପଡ଼ିଲେ ଏବଂ ଦୁଇ ତିନିଥର ବାମ ଓ ଡାହାଣକୁ ଘୂରିପଡ଼ିଲେ । ତା’ପରେ ସେ ଏକ ମେଣ୍ଢାଛୁଆ ପରି ଦେଖାଗଲା ।)
ତଳେ ଗାର ଦିଆଯାଇଥ‌ିବା ବାକ୍ୟଟି କହେ ଯେ ଜ୍ଵାଇଁ ଗୋଟିଏ ମେଣ୍ଢାଛୁଆ ପରି ଦେଖାଗଲେ କିନ୍ତୁ ସେ ଗୋଟିଏ ମେଣ୍ଢାଛୁଆ ନଥିଲେ । କୌଣସି ଜିନିଷ ବା କୌଣସି ବ୍ୟକ୍ତି କୌଣସି ଜିନିଷ ବା ବ୍ୟକ୍ତି ଭଳି ଦେଖାଯାଉଥିଲେ ମାତ୍ର ତା’ଠାରୁ ଭିନ୍ନ ହୋଇଥିଲେ ଆମେ ତାହା ପ୍ରକାଶ କରିବାକୁ ଆମେ ‘look like’ ବ୍ୟବହାର କରୁ ।)

Rewrite the sentences using ‘look like’.
ବାକ୍ୟଗୁଡ଼ିକୁ ‘look like’ ବ୍ୟବହାର କରି ଆଉ ଥରେ ଲେଖ ।

(i) At sunset or morning the sun (look like) a big ball.
Answer:
At sunset or morning, the sun looks like a big ball.

(ii) The girl (look like) a princess in her fancy dress.
Answer:
The girl looks like a princess in her fancy dress.

(iii) Clouds in the sky sometimes (look like) elephants.
Answer:
Clouds in the sky sometimes look like elephants.

BSE Odisha 6th Class English Solutions Follow-Up Lesson 2 Bamboo Curry

(iv) The clear blue sky (look like) an umbrella.
Answer:
The clear blue sky looks like an umbrella.

(v) Her face (look like) a moon.
Answer:
He face looks like a moon.

Session – 7 (ସୋପାନ – ୭):
6. Usage (ପ୍ରୟୋଗ):
(a) ‘Son-in-law’ is a long word. The headword is the son. When we change son-in-law into plural, it becomes ‘sons-in-law’.
(‘Son-in-law’ ଏକ ଲମ୍ବା ଶବ୍ଦ । ଏହାର ମୁଖ୍ୟ ଶବ୍ଦ ହେଉଛି ‘Son’ । ଆମେ ଯେତେବେଳେ ‘Son-in-law’ କୁ ବହୁବଚନ (Plural) କରୁ ଏହା ‘Sons-in-law’ ହୁଏ ।)

Change the following words into plural.
(ନିମ୍ନଲିଖ୍ ଶବ୍ଦଗୁଡ଼ିକୁ ବହୁବଚନରେ ପରିଣତ କର ।)
(Question with Answer)
lesson 2.5
Answer:
lesson 2.6

(b)Match the word in A with a word in B. Words in B are opposite in meaning. Write the serial numbers of words in the boxes. One is done for you. (‘A’ ସ୍ତମ୍ଭରେ ଥ‌ିବା ଶବ୍ଦକୁ ‘B’ ସ୍ତମ୍ଭରେ ଥ‌ିବା ଶବ୍ଦ ସହ ମିଳାଅ । ‘B’ ସ୍ତମ୍ଭରେ ଥ‌ିବା ଶବ୍ଦଗୁଡ଼ିକ ବିପରୀତ ଅର୍ଥବୋଧକ । କୋଠରି ମଧ୍ୟରେ ଶବ୍ଦଗୁଡ଼ିକର କ୍ରମିକ ସଂଖ୍ୟା ଲେଖ । ଗୋଟିଏ ତୁମ ପାଇଁ କରିଦିଆଯାଇଛି ।)
lesson 2.7
Answer:
lesson 2.8

BSE Odisha 6th Class English Solutions Follow-Up Lesson 2 Bamboo Curry

Session – 8 (ସୋପାନ -୮)
7. Writing (ଲେଖିବା :

(i) Write answers to the following questions.
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଲେଖ ।)

(i) What is the story about?
(ଗପଟି କାହା ଉପରେ ଆଧାରିତ ?)
Answer:
The story is about a foolish son-in-law.

(ii) Who advised him what to do and what not to do?
(କିଏ ତାଙ୍କୁ ଉପଦେଶ ଦେଲା କ’ଣ କରିବାକୁ ହେବ ଏବଂ କ’ଣ କରିବାକୁ ହେବ ନାହିଁ ?)
Answer:
A man from his village gave him advice on what to do and what not to do.
Or, A man from his village advised him what to do and what not to do
.

(iii) Why did he want to have pudding? (p-3)
(କାହିଁକି ସେ ଖିରି ଖାଇବାକୁ ଚାହିଁଲା ?)
Answer:
When he tasted two or three drops of rice pudding falling on his plate, he wanted to have more pudding.

(iv) Where was the pudding kept? (p-3)
(ଖିରି କେଉଁଠାରେ ରଖାଯାଇଥିଲା ?)
Answer:
The mother-in-law kept the rice pudding in a pot and placed it on Sikka (a high place). Or, The pudding was kept in a pot and placed on Sikka (a high place).

(v) What happened when he tried to get the pudding? (p-4)
(କ’ଣ ଘଟିଲା ଯେତେବେଳେ ସେ ଚେଷ୍ଟାକଲା ଖିରି ଆଣିବାକୁ ?)
Answer:
When he tried to get the pudding from the pot, unfortunately, it fell on his head. His whole body was smeared with rice pudding-like gum.

(vi) Why was the father-in-law angry? (p-5)
(କାହିଁକି ଶ୍ଵଶୁର ରାଗିଯାଇଥିଲେ ?)
Answer:
The father-in-law was very angry because his wife foolishly thought that her son-in-law was as simple and as innocent as a lamb. Again, his wife – took too much care of her foolish son-in-law. She gave him good food but neglected her husband.

(vii) Who planned a trick to drive him out?
(ଘରୁ ଜ୍ୱାଇଁଙ୍କୁ ତଡ଼ିବାକୁ କିଏ ଏକ କୌଶଳ ଯୋଜନା କଲା ?)
Answer:
The father-in-law planned a trick to drive the son-in-law out of their house.

(viii) Why did he leave the in-law’s house?
(କାହିକି ସେ ଶ୍ଵଶୁର ଘର ପରିତ୍ୟାଗ କଲା ?)
Answer:
When the son-in-law came to know that he had beaten his mother-in¬law in the darkness of night, he felt so ashamed that he left for his home that night soon.

BSE Odisha 6th Class English Solutions Follow-Up Lesson 2 Bamboo Curry

Session – 9 (ସୋପାନ – ୯):
(ii) Stated below what the father-in-law said to his friend after his son-in-law had left. Read what he said and fill in the gaps consulting the story. (ତାଙ୍କର ଜ୍ଵାଇଁ ପଳାଇଗଲା ପରେ ଶ୍ଵଶୁର ଜଣକ ତାଙ୍କ ବନ୍ଧୁଙ୍କୁ କ’ଣ କହିଥିଲେ ତାହା ନିମ୍ନରେ ଉଲ୍ଲେଖ କରାଗଲା । ସେ କ’ଣ କହିଲେ ପଢ଼ ଏବଂ ଗଳ୍ପକୁ ଅନୁକରଣ କରି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

“Do you know how I drove away the son-in-law? He was ____________. But my wife thought him to be ____________. She gave her __________________ food every day. And she neglected me. So, I thought of a ____________. I asked my son-in-law to ______________ the _____________ tree. I gave him a ____________ to beat the ____________. It was night. I asked my _____________ to bring a _______. When she plucked a ______________ the son-in-law ________________ her. He felt ashamed coming to know that he had ____________ his mother-in-law. Out of shame he ___________my home. I breathed ____________.”
Answer:
Do you know how I drove away the son-in-law? He was foolish. But my wife thought him to be innocent. She gave him good food every day. And she neglected me. So, I thought of a trick. I asked my son-in-law to watch the lemon tree. I gave him a club to beat the thief. It was night. I asked my wife to bring a lemon. When she plucked a lemon the son-in-law beat her. He felt ashamed coming to know that he had beaten his mother-in-law. Out of shame, he left my home. I breathed happily.

8. Mental Talk (ମାନସିକ କଥୋପକଥନ):
“A fool gets the truth too late.”
(‘ଜଣେ ନିର୍ବୋଧ (ବୋକା) ବହୁତ ବିଳମ୍ବରେ ସତ୍ୟ ଜାଣିଥାଏ ।’’)

9.Let us Think (ଆସ ଆମେ ଭାବିବା):
Do we laugh at the fool or his foolishness?
(ଆମେ ନିର୍ବୋଧକୁ ହସୁ ବା ତା’ର ବୋକାମି ପାଇଁ ହସୁ ?)

BSE Odisha 6th Class English Part – II