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

BSE Odisha Class 6 English Solutions Lesson 3 A Nail

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

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

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

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

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

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

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

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

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

Knowing The Key Words (ମୁଖ୍ୟ ଶବ୍ଦଗୁଡ଼ିକୁ ଜାଣିବା):

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

II. While-Reading (ପଢ଼ିବା ସମୟରେ):

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

TEXT (ବିଷୟବସ୍ତୁ):

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Unitwise Gist and Glossary

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

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

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

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

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

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

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

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

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

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

UNIT – II

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

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

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

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

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

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

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

UNIT – III

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

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

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

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

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

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

UNIT – IV

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

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

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

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

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

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

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

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

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

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

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

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

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

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

UNIT – V

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

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

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

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

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

Post-Reading Activities:

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

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

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

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

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

I. Multiple-Choice Questions (MCQs) with Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

II. Short Type Questions with Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Unitwise Gist and Glossary

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

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

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

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

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

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

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

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

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

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

UNIT – II

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

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

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

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

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

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

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

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

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

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

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

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

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

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

UNIT – III

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

UNIT – IV

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

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

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

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

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

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

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

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

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

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

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

Post-Reading Activities:

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

(B) Study the following sentences:

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

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

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

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

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

I. MuItipIe Choice Questions (MCQs) with Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

II. Short Type Questions with Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Odisha State Board CHSE Odisha Class 12 Invitation to English 4 Solutions Grammar Tense Patterns Unit 7 Future Time Reference Textbook Activity Questions and Answers.

CHSE Odisha 12th Class English Grammar Tense Patterns Unit 7 Future Time Reference

SECTION – 1

The Present Progressive is used for future reference
A: What are you doing tomorrow evening?
B: I’m going to the town hall. My friends are coming. We are putting up a show for the handicapped. We are also meeting the Minister for some funds. Are you going somewhere tomorrow evening?
A: Yes, I’m going to the library. I thought I could ask you to come along.
In the dialogue above you can only see the use of more number of Present Progressive constructions/sentences.

Here are a few questions for you to answer.
1. Which period of time does the use of the Present Progressive refer to: time which is past, time which is present, or future time?
2. Are ‘A’ and ‘B’ talking about actions that they have already planned and arranged to do?
3. Is the arrangement personal (made by either A or B) or is official (made by someone else, who is in a position of authority)?
Answer:
1. The time in all the Present Progressive sentences refers to a future time (futurity).
2. Yes. In the dialogue between A and B, we see the actions have already been planned/arranged.
3. The arrangements are personal. No official planning/arrangements.
The above sentences (Present Progressive form) are based on a personal plan or decision or need or requirement. So now we can say these sentences are based on the ‘internal evidence’ of the speaker or writer.

Activity – 26
Surabhi, who is 16, wants to go on an excursion with her friends and teachers. . Her mother is worried and has a lot of questions to ask about the arrangements. Look at the hints supplied and complete the dialogue between them, using the appropriate forms of the verbs.
Mother: Who / you / go / with?
______________________
Surabhi: friends/teachers
______________________
Mother: Where / you / go?
______________________
Surabhi: Darjeeling
______________________
Mother: When / go / there?
______________________
Surabhi: next Monday
______________________
Mother: How / you / get there?
______________________
Surabhi: by bus?
______________________
Mother: Where / you / stay?
______________________
Mother: a hotel.
______________________
Answer:
Mother: Who are you going with?
Surabhi: I’m going with my friends and teachers.
Mother: Where are you going?
Surabhi: I’m (We are) going to Darjeeling.
Mother: When are you going there?
Surabhi: I’m (We are) going there next Monday.
Mother: How are you getting there?
Surabhi: I’m (We are) getting there by bus.
Mother: Where are you staying?
Surabhi: I’m (We are) staying in a hotel.
Mother: What are you doing the next Tuesday there?
Surabhi: I’m visiting a cinema with my cousin.
Mother: When are you coming back?
Surabhi: I’m (We are) coming back next Sunday.

Activity – 27
Bindu maintains a diary in which she writes down a list of the things that she plans to do during the week ahead. Here is an outline of the entries in her diary for the next week. Complete the entries, using the hints given below. Use the Present Progressive.
Monday: meet music teacher.
______________________
Tuesday: go to the cinema with cousin
______________________
Wednesday: play badminton
______________________
Thursday: see off Maya at the station.
______________________
Friday: throw a party for friends.
______________________
Saturday: visit a dentist in the evening.
______________________
Sunday: rest.
______________________
Answer:
Monday: Bindu is meeting her music teacher on Monday.
Tuesday: She is going to the cinema with her cousin.
Wednesday: She is playing badminton in the evening.
Thursday: She is seeing off Maya at the station.
Friday: She is throwing a party for her friends.
Saturday: She is visiting the dentist in the evening.
Sunday: She is having a rest on Sunday.
Or, She is resting on Sunday.

Activity – 28
You plan to visit Koraput after your examination. Mention five things that you have arranged to do there.
(a) ……………………………………………………………………………………
(b) ……………………………………………………………………………………
(c) ……………………………………………………………………………………
(d) ……………………………………………………………………………………
(e) ……………………………………………………………………………………
Answer:
(a) I’m meeting one of my school friends there.
(b) I’m attending her birthday ceremony.
(c) I’m visiting the Damanjodi project there.
(d) I’m helping her with the party.
(e) I’m visiting new places there with my friend.

SECTION – 2

The Present Simple for future time reference
Minister: Have you drawn up my tour program for the next week?
P. A.: Yes sir. You leave for Sambalpur at 7.00 a.m. on Monday morning.
Minister: When do I get there?
P. A. : You reach Sambalpur at 1.00 p.m. You halt at Angul for a few minutes, on the way Then, after lunch, you meet the Commissioner at 3.00 for a discussion.
Minister: Where do I stay in Sambalpur?
P.A.: The Guest House at the Hirakud Dam has been reserved for you, sir. Then, the next morning at 8.00, you proceed to Rourkela. The Commissioner accompanies you to Rourkela.
Minister: And when do I return to Bhubaneswar?
P. A. . On Thursday, sir.
Look at the use of the present simple in the dialogue. What is the time reference here: past time, present time, or future time?
The Present Simple Tense’ can be used for future time reference. We use this tense for future events, i.e. fixed by the calendar or an official or departmental timetable. It is used to talk about the activity which has already been planned and fixed.

Activity — 29
The following is the list of official engagements of the Chief Minister for next Monday. Write one sentence to describe each item. Use the Present Simple form of the verb given in brackets :
8.30 a.m. inaugural address, Conference on Preservation of Human Rights (deliver)
9.30 a.m. Speech on Syllabus Reform, Utkal University. (give)
1.00 p.m. Cabinet Committee meeting (preside over)
4.30 p.m. National Book Fair (inaugurate)
5.50 p.m. Parliamentary delegation from Turkey (welcome)
8.00 p.m. Dinner party in honor of the Prime Minister of Bangladesh (host)
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Answers
8.30 a.m. The Chief Minister delivers his inaugural address at the Conference on Preservation of Human Rights.
9.30 a.m. The Chief Minister gives his speech on Syllabus Reform, at Utkal University.
1.00 p.m. The Chíef Minister presides over the Cabinet Committee meeting.
4.30 p.m. The Chief Minister inaugurates the National Book Fair at Unit — III, Exhibition field, Bhubaneswar.
5.50 p.m. The Chief Minister welcomes the Parliamentary delegation from Turkey.
8.00 p.m. The Chief Minister hosts the Dinner party in honor of the Prime Minister of Bangladesh.

Activity — 30
A travel agency offers a number of packages for tourists. Here is an outline of such a travel package.
Imagine that you are a salesman in a travel agency and that you are describing the program to a group of tourists, who want to know the details. Use complete sentences, with the Present Simple, to describe the program.
Monday → Leave Bhubaneswar for Hyderabad by Konark Express
March 2 →2 days’ sight-seeing in Hyderabad
Thursday → Board Kaveri Express for Chennai
March 5 → 2 nights in Chennai, Visit to Mahabalipuram
Saturday → Board Vrindaban Express for Bangalore
March 7 → 2 nights in Bangalore
Monday → By Deluxe bus to Mysore
March 9 → 1 night in Mysore
Tuesday → Mysore to Goa by taxi
March 10 → 2 nights in Goa
Thursdaý → Board Flight IC 765 for Bhubaneswar
March 12
Answer:
Monday → The tourists leave Bhubaneswar for Hyderabad by Konark Express.
March 2 → They go for 2 days sightseeing in Hyderabad.
Thursday → They board the Kaveri Express for Chennai.
March 5 → They stay 2 nights in Chennai and visit Mahabalipuram.
Saturday → They board the Vrindaban Express for Bangalore.
March 7 → They halt 2 nights in Bangalore.
Monday → They go by Deluxe bus to Mysore.
March 9 → They halt for 1 night in Mysore.
Tuesday → They go from Mysöre to Goa by taxi.
March 10 → They put up 2 nights in Goa.
Thursday → They board flight IC 765 for Bhubaneswar.
March 12

SECTION-3

Future time reference with ‘be going to’
1. I’m sweating already. I think it’s going to be a very hot day.
2. Be careful of that dog; it’s going to bite.
3. Mohan is eating too much; he’s going to be sick.
In the above sentences ‘be going to’ structure is used. In ‘be’ verb family we have eight verbs such as: am, is, are, was, were, be, being, and been. But in this structure for futurity (future time reference) am, is, are only these three are used.
be going to = is / am / are going to.
We can use this ‘be going to ’ structure for ‘external evidence ’ at the moment of speaking. We can better mark in the above three sentences some evidence or reason at the moment of speaking which helps the speaker to predict/believe something that is likely to happen in the near future.

Activity – 31
Complete the sentences using ‘be going to’ and the verbs in brackets.
(a) Look at those dark clouds. It’s _____________(rain).
(b) The lady is gasping for breath. I think she’s _____________(faint).
(c) My neighbor has packed up all his belongings. I think he _____________ (leave) the house.
(d) Rakesh _____________(fail) the exam. I don’t see him studying at all.
(e) Bijoy Babu _____________(lose) in the election. The voters are very unhappy with him.
Answer:
(a) Look at those dark clouds. It’s going to rain.
(b) The lady is gasping for breath. I think she is going to faint.
(c) My neighbor has packed up all his belongings. I think he is going to leave the house.
(d) Rakesh is going to fail the exam. I don’t see him studying at all.
(e) Bijoy Babu is going to lose in the election. The voters are very unhappy with

Activity – 32
Study the situation and guess what is going to happen. (One example has been given)
(a) The old man has been ill for a long time. He stopped taking food 5 days ago.
Ans. He is going to die.
(b) My friend has been reading the “matrimonial” column in the newspaper and collecting photographs of girls.
_____________________________________________________.
(c) A man is getting into the house opposite through the window. The people who live there are away on holiday.
_____________________________________________________.
(d) Do you see that man is trying to walk on the ice? His feet are sleeping.
____________________________________________________.
(e) The policeman is running after the thief and pointing his gun at him.
_____________________________________________________.
(f) The boy has taken the book from the shelf and put it on the table. He is drawing up a chair now.
_____________________________________________________.
(g) India meets Pakistan in the final match today. Sachin Tendulkar is injured and will not be able to play.
_____________________________________________________.
(h) Water has got into the boat.
_____________________________________________________.
Answer:
(b) My friend is going to marry soon.
(c) The man is going to steal from the house.
(d) The man is going to fall.
(e) The policeman is going to fire.
(f) He is going to read the book.
(g) India is going to lose the match.
(h) The boat is going to sink.

SECTION – 4

Here are some more sentences with ‘be going to’.
(a) A. Why have you bought so many books?
What are you going to do?
B. I‘m going to read all of them for my project.
(b) She has decided not to leave the house this year. She is going to stay on for another year.
(c) A. I’m going to buy a scooter
B. How‘re you going to pay for it?
A. I’m going to ask my brother to lend me some.
Look at these sentences with ‘be going to’. How are they different in meaning from the sentences in Section 3 (above)?
In this case, be going to is used to express an ‘intention’ to do something in the future. We can say: a decision or plan is based on a personal need or requirement.

Activity-33

There are a number of things that you haven’t done yet but intend to do. Answer
the questions below, using be going to as well as the words in brackets.
Friend: Have you had lunch?
You: No, but _____________. (after my friend arrives)
Friend: Have you written a letter to your father?
You: Not yet, _____________. (tomorrow)
Friend: Have you read the new novel by Vikram Seth?
You: No, _____________. (next week),
Friend: Have you watered the plants?
You: Not yet, _____________. (this afternoon)
Answer:
You: No, but I am going to have my lunch after my friend’s arrival.
Friend: Have you written a letter to your father?
You: Not yet, I am going to write a letter to my father tomorrow.
Friend: Have you read the new novel by Vikram Seth?
You: No, I am going to read the new novel by Vikram Seth next week.
Friend: Have you watered the plants?
You: Not yet, I am going to water the plants this afternoon.

Activity – 34
The members of a Youth Club have taken a vow on Gandhi Jayanti. They have promised that each of them will do at least one good deed, in memory of Mahatma Gandhi.
Can you draw up a list of the good things that the boys intend to do? Here is an example.
I’m going to plant 100 trees inside the school compound.
(a) ____________________________________________
(b) ____________________________________________
(c) ____________________________________________
(d) ____________________________________________
(e) ____________________________________________
(f) ____________________________________________
(g) ____________________________________________
Answer:
(a) I’m going to clean the rubbish in our lane.
(b) I’m going to help the poor and sick.
(c) I’m going to be friends with people of other religions.
(d) I’m going to be truthful.
(e) I’m going to fight against injustice.
(f) I’m going to be punctual.
(g) I’m going to preach equality among people.

Multiple-Choice Questions (MCQs) with Answers

Question 1.
London ___________the capital of the United Kingdom.
(A) were
(B) are
(C) is
(D) is being
Answer:
(C) is

Question 2.
It ___________since yesterday evening.
(A) was snowing
(B) had been snowing
(C) snowed
(D) has been snowing
Answer:
(D) has been snowing

Question 3.
Just as I was entering the room, the family was ___________for a party.
(A) leaving
(B) left
(C) had left
(D) going
Answer:
(A) leaving

Question 4.
The arm was so badly injured that he ___________it amputated.
(A) has to have
(B) had had
(C) had to have
(D) must have
Answer:
(C) had to have

Question 5.
I ___________ very busy lately.
(A) have been
(B) will be
(C) would be
(D) having being
Answer:
(A) have been

Question 6.
He was not thirsty because he ___________too much water.
(A) had drank
(B) had drunk
(C) had been drunk
(D) had drunken
Answer:
(B) had drunk

Question 7.
Where ___________since we last played together?
(A) were you playing
(B) had you been playing
(C) have you been playing
(D) do you play
Answer:
(C) have you been playing

Question 8.
As soon as she noticed the workmen, she asked them what they ___________.
(A) have been doing
(B) are doing
(C) have done
(D) had been done
Answer:
(C) have done

Question 9.
The bus has been traveling for days and it times it ___________.
(A) stops
(B) will stop
(C) stopped
(D) would stop
Answer:
(C) stopped

Question 10.
You need not ___________when the barrister asked you where you were when the crime was committed.
(A) be lying
(B) to tell a lie
(C) tell a lie
(D) have tell a lie
Answer:
(C) tell a lie

Question 11.
The news about the disaster ___________six weeks ago.
(A) broadcasted
(B) was broadcasting
(C) was broadcasted
(D) was broadcast
Answer:
(D) was broadcast

Question 12.
___________daily keeps people healthy and vigorous.
(A) In eating
(B) Eating
(C) Having eaten
(D) To eat
Answer:
(D) To eat

Question 13.
I cannot imagine myself ___________ car repairs in the garage.
(A) to do
(B) doing
(C) to be doing
(D) in doing
Answer:
(B) doing

Question 14.
The pianist ___________his performance to be well accepted by the audience willingly practiced his art.
(A) expect
(B) expecting
(C) expected
(D) expects
Answer:
(B) expecting

Question 15.
After our football team lost the cup final, the manager told them ___________ and not winning is the most important.
(A) playing the game
(B) the game
(C) the play
(D) the gaming
Answer:
(B) the game

Question 16.
I noticed the culprit ___________ away from the house.
(A) run
(B) would be running
(C) ran
(D) had running
Answer:
(B) would be running

Question 17.
I am convinced he ___________to school after his insolence.
(A) dare not return
(B) dare not returning
(C) dare not to return
(D) does not dare returning
Answer:
(A) dare not return

Question 18.
‘___________this week?’ ‘No, she’s on holiday.’
(A) Is Susan working
(B) Does Susan work
(C) Does work Susan
(D) none of these
Answer:
(A) Is Susan working

Question 19.
I don’t understand this sentence. What ___________?
(A) does mean this word
(B) does this word mean
(C) means this word
(D) none of these
Answer:
(B) does this word mean

Question 20.
John ___________tennis once or twice a week.
(A) is playing usually
(B) is usually playing
(C) usually plays
(D) none of these
Answer:
(C) usually plays

Question 21.
How ___________now ? Better than before?
(A) you are feeling
(B) do you feel
(C) are you feeling
(D) none of these
Answer:
(B) do you feel

Question 22.
It was a boring weekend ___________anything.
(A) I didn’t
(B) I don’t do
(C) I didn’t do
(D) none of these
Answer:
(C) I didn’t do

Question 23.
Tom ___________his hand when he was cooking the dinner.
(A) burnt
(B) was burning
(C) has burnt
(D) none of these
Answer:
(A) burnt

Question 24.
Jim is away on holiday. He ___________to Spain.
(A) is gone
(B) has gone
(C) has been
(D) none of these
Answer:
(B) has gone

Question 25.
Everything is going well. We ___________any problems so far.
(A) didn’t have
(B) don’t have
(C) haven’t had
(D) none of these
Answer:
(C) haven’t had

Question 26.
Linda has lost her passport again. It’s the second time this ___________.
(A) has happened
(B) happens
(C) happened
(D) none of these
Answer:
(A) has happened

Question 27.
You’re out of breath ___________?
(A) Are you running
(B) Have you run
(C) Have you been running
(D) none of these
Answer:
C) Have you been running

Question 28.
Where’s the book I gave you? What ___________with it?
(A) have you, done
(B) have you been doing
(C) are you doing
(D) none of these
Answer:
(A) have you, done

Question 29.
We’re good friends. We __________ each other for a long time.
(A) know
(B) have known
(C) have been knowing
(D) knew
Answer:
(B) have known

Question 30.
Sally has been working here __________.
(A) for six months
(B) since six months
(C) six months ago
(D)none of these
Answer:
(A) for six months

Question 31.
It’s two years __________ Joe.
(A) that I don’t see
(B) that I haven’t seen
(C) since I didn’t see
(D) since I saw
Answer:
(D) since I saw

Question 32.
They __________out after lunch and they’ve just come back.
(A) went
(B) have gone
(C) are gone
(D) none of these
Answer:
(A) went

Question 33.
The Chinese __________printing.
(A) invented
(B) have invented
(C) had invented
(D) none of these
Answer:
(A) invented

Question 34.
I am __________in Scotland for ten years. Now he lives in London.
(A) lived
(B) has lived
(C) has been living
(D) none of these
Answer:
(A) lived

Question 35.
The man sitting next to me on the plane was nervous because he __________before.
(A) hasn’t flown
(B) didn’t fly
(C) hadn’t flown
(D) none of these
Answer:
(C) hadn’t flown

Question 36.
__________a car when they were living in London?
(A) Had they
(B) Did they have
(C) Were they having
(D) Have they had
Answer:
(B) Did they have

Question 37.
I __________television a lot but I don’t anymore.
(A) was watching
(B) was used to watch
(C) used to watch
(D) none of these
Answer:
(C) used to watch

Question 38.
__________ tomorrow, so we can go out somewhere.
(A) I’m not working
(B) I don’t work
(C) I won’t work
(D) none of these
Answer:
(A) I’m not working

Question 39.
That hag looks heavy, __________ you with it.
(A) I’m helping
(B) I help
(C) I’ll help
(D) none of these
Answer:
(C) I’ll help

Question 40.
I think the weather __________be nice later.
(A) will
(B) shall
(C) is going to
(D) none of these
Answer:
(A) will

Question 41.
‘Ann is in hospital.’ ‘Yes, I know. __________her tomorrow.’
(A) I visit
(B) I’m going to visit
(C) I’ll visit
(D) none of these
Answer:
(B) I’m going to visit

Question 42.
We’re late. The film __________by the time we get to the cinema.
(A) will already start
(B) will be already started
(C) will already have started
(D) none of these
Answer:
(C) will already have started

Question 43.
Don’t worry __________late tonight.
(A) if I am
(B) when I am
(C) when I’ll be
(D) if I’ll be
Answer:
(A) if I am

Question 44.
The film __________by the time we get to the cinema.
(A) will start
(B) will have started
(C) will be starting
(D) will have been starting
Answer:
(B) will have started

Question 45.
Next year they __________for 25 years.
(A) will have been marrying
(B) will have been married
(C) will be marrying
(D) none of these
Answer:
(B) will have been married

Odisha State Board Elements of Mathematics Class 11 CHSE Odisha Solutions Chapter 10 Sequences and Series Ex 10(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 10 Sequences and Series Exercise 10(b)

Question 1.
Expand in ascending power of x.
(i) 2^x
Solution:

(ii) cos x
Solution:

(iii) sin x
Solution:

(iv) \(\frac{x e^{7 x}-e^{-x}}{e^{3 x}}\)
Solution:

(v) \(\boldsymbol{e}^{e^x}\) up to the term containing x⁴
Solution:

Question 2.
If x = y + \(\frac{y^2}{2 !}+\frac{y^3}{3 !}\) + ….. then show that y = x – \(\frac{x^2}{2}+\frac{x^3}{3}+\frac{x^4}{4}\) +….
Solution:

Question 3.
Find the value of \(x^2-y^2+\frac{1}{2 !}\left(x^4-y^4\right)+\frac{1}{3 !}\left(x^6-y^6\right)\) + ….
Solution:

Question 4.
Show that
(i) 2\(\left(\frac{1}{3 !}+\frac{2}{5 !}+\frac{3}{7 !}+\ldots\right)=\frac{1}{e}\)
Solution:

(ii) \(\frac{9}{1 !}+\frac{19}{2 !}+\frac{35}{3 !}+\frac{57}{4 !}+\frac{85}{5 !}\) + …. = 12e – 5
Solution:

(iii) \(1+\frac{1+3}{2 !}+\frac{1+3+3^2}{3 !}+\ldots=\frac{1}{2}\left(e^3-e\right)\)
Solution:

(iv) \(\frac{1.3}{1 !}+\frac{2.4}{2 !}+\frac{3.5}{3 !}+\frac{4.6}{4 !}\) + …. = 4e
Solution:
t_n for L.H.S.
= \(\frac{n(n+2)}{n !}=\frac{n^2+2 n}{n !}\)

(v) \(\frac{1}{1.2}+\frac{1.3}{1.2 .3 .4}+\frac{1.3 .5}{1.2 .3 .4 .5 .6}\) + …. = √e – 1
Solution:

Question 5.
Prove that
(i) loge(1 + 3x + 2x²) = 3x – \(\frac{5}{2}\)x² + \(\frac{9}{3}\)x³ – \(\frac{17}{4}\)x⁴ + …..,|x| < \(\frac{1}{2}\)
Solution:

(ii) log_e(n + 1) – log_e(n – 1) = 2 \(\left[\frac{1}{n}+\frac{1}{3 n^3}+\frac{1}{5 n^5}+\ldots\right]\)
Solution:
There is a printing mistake in the question. The correct question is log_e(n + 1) – log_e(n – 1)

(iii) log_e(n + 1) – log_en = 2 \(\left[\frac{1}{2 n+1}+\frac{1}{3(2 n+1)^3}+\frac{1}{5(2 n+1)^5}+\ldots\right]\)
Solution:

(iv) log_em – log_en = \(\frac{m-n}{m}+\frac{1}{2}\left(\frac{m-n}{m}\right)^2\)
Solution:

= – [log n – log m]
= log m – log n = L.H.S.

(v) log_ea – log_eb = \(2\left[\frac{a-b}{a+b}+\frac{1}{3}\left(\frac{a-b}{a+b}\right)^3\right.\) \(\left.+\frac{1}{5}\left(\frac{a-b}{a+b}\right)^5+\ldots\right], a>b\)
Solution:

(vi) log_en = \(\frac{n-1}{n+1}+\frac{1}{2} \cdot \frac{n^2-1}{(n+1)^2}\)\(+\frac{1}{3} \cdot \frac{n^2-1}{(n+1)^3}\) + …..
Solution:

Odisha State Board CHSE Odisha Class 11 Math Solutions Chapter 9 Binomial Theorem Ex 9(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 9 Binomial Theorem Exercise 9(b)

Question 1.
²ⁿC₀ + ²ⁿC₂ + …… + ²ⁿC_2n = 2^2n-1 and ²ⁿC₁ + ²ⁿC₃ + ….. + ²ⁿC_2n-1 = 2^2n-1
Solution:
We know that
(1 + x)²ⁿ = ²ⁿC₀ + ²ⁿC₁x + ²ⁿC₂x² + …..+ ²ⁿC_2nxⁿ …(1)
Putting x = 1
We get putting x = – 1  we get
∴ (²ⁿC₀ + ²ⁿC₂ + ²ⁿC₄ + ….. + ²ⁿC_2n) – (²ⁿC₁ + ²ⁿC₃ + ….. + ²ⁿC_2n-1) = 0
∴ ²ⁿC₀ + ²ⁿC₂ + ….. + ²ⁿC_2n
= ²ⁿC₁ + ²ⁿC₃ + ….. + ²ⁿC_2n-1
= \(\frac{2^{2 n}}{2}\) = 2^2n-1

Question 2.
Find the sum of
(i) C₁ + ²C₂ + ³C₃ + ….. + ⁿC_n
Solution:
C₁ + ²C₂ + ³C₃ + ….. + ⁿC_n

(ii) C₀ + ²C₁ + ³C₂ + ….. + ⁽ⁿ⁺¹⁾C_n Hint: write (C₀ + C₁ + ….. + C_n) + (C₁ + ²C₂ + ….. + ⁿC_n) use (5) and exercise 1.

Question 3.
Compute \(\frac{(1+k)\left(1+\frac{k}{2}\right) \ldots\left(1+\frac{k}{n}\right)}{(1+n)\left(1+\frac{n}{2}\right) \ldots\left(1+\frac{n}{k}\right)}\)
Solution:

Question 4.
Show that
(i) C₀C₁ + C₁C₂ + C₂C₃ + ….. + C_n-1C_n = \(\frac{(2 n) !}{(n-1) !(n+1) !}\)
Solution:

(ii) C₀C_r + C₁C_r+1 + C₂C_r+2 + ….. + C_n-rC_n = \(\frac{(2 n) !}{(n-r) !(n+r) !}\) Hint : Proceed as in Example 13. Compare the coefficient of a^n-1 to get (i) and the coefficient of a^n-r to get (ii)
Solution:


∴ C₀C_r + C₁C_r+1 + C₂C_r+2 + ….. + C_n-rC_n = \(\frac{(2 n) !}{(n-r) !(n+r) !}\)

(iii) 3C₀ – 8C₁ + 13C₂ – 18C₃ + ….. + (n+1)^th term = 0
Solution:
3C₀ – 8C₁ + 13C₂ – 18C₃ + ….. + (n+1)^th term
= 3C₀ – (5 + 3)C₁ + (10 + 3) C₂ – (15 + 3) C₃ + …
= 3(C₀ – C₁ + C₂ …) + 5 (- C₁ + 2C₂ – 3C₃ …..)
But (1 – x)ⁿ =C₀ – C₁x + C₂x² – C₃x³ + … + (-1)ⁿ xⁿC_n … (1)
Putting x = 1 we get
C₀ – C₁ + C₂ ….. + (-1)ⁿC_n
and differentiating (1) we get n(1 – x)^n-1 (- 1)
= – C₁ + 2C₂x – 3C₃x² +…..
Putting x = 1 we get
– C₁ + 2C₂ – 3C₃ + ….. = 0
∴ 3C0 – 8C1 +13C2 …… (n+1) terms = 0

(iv) C₀n² + C₁(2 – n)² +C₂(4 – n)² + ….. + C_n(2n – n)² = n.2ⁿ
Solution:
C₀n² + C₁(2 – n)² +C₂(4 – n)² + ….. + C_n(2n – n)² = n.2ⁿ
= n²(C₀ + C₁ + + C_n) + (2²C₁ + 4²C₂ + ….. + (2n)²C_n) – 4n (C₁ + 2C₂ + 3C₃ + ….+ nC_n)
= n² . 2ⁿ + 4n(n+l)2^n-2 – 4 n . n . 2^n-1
= 2^n-1 (2n² + 2n² + 2n – 4n²)
= 2n . 2^n-1 = n2ⁿ

(v) C₀ – 2C₁ +3C₂ + ….. + (-1)ⁿ(n+1)C_n = 0
Solution:

(vi) C₀ – 3C₁ +5C₂ + ….. + (2n+1)C_n = (n+1)²ⁿ
Solution:

Question 5.
Find the sum of the following :
(i) C₁ – 2C₂ + 3C₃ + ….. + n(-1)^n-1C_n 
Solution:

(ii) 1.2C₂ + 2.3C₃ + ….. + (n-1)nC_n
Solution:

(iii) C₁ + 2²C₂ + 3²C₃ + ….. + n²C_n
Solution:

(vi) C₀ – \(\frac{1}{2}\)C₁ + \(\frac{1}{3}\)C₂ + ….. + (-1)ⁿ \(\frac{1}{n+1}\)C_n
Solution:

Question 6.
Show that
(i) C₁² + 2C₂² +3C₃² + ….. + nC_n² = \(\frac{(2 n-1) !}{\{(n-1) !\}^2}\)
Solution:

(ii) C₂ + 2C₃ + 3C₄ + ….. + (n – 1)C_n = 1 + (n – 2)2^n-1
Solution:

Question 7.
C₁ – \(\frac{1}{2}\)C₂ + \(\frac{1}{3}\)C₃ + ….. +(-1)ⁿ⁺¹ \(\frac{1}{n}\)C_n = 1 + \(\frac{1}{2}\) + …. + \(\frac{1}{n}\)
Solution:

Question 8.
C₀C₁ + C₁C₂ + ….. + C_n-1C_n = \(\frac{2^n \cdot n \cdot 1 \cdot 3 \cdot 5 \ldots(2 n-1)}{(n+1)}\)
Solution:

Question 9.
The sum \(\frac{1}{1 ! 9 !}+\frac{1}{3 ! 7 !}+\ldots+\frac{1}{7 ! 3 !}+\frac{1}{9 ! 1 !}\) can be written in the form \(\frac{2^a}{b !}\) find a and b.
Solution:

Question 10.
(a) Using binominal theorem show that 1⁹⁹ + 2⁹⁹ + 3⁹⁹ + 4⁹⁹ + 5⁹⁹ is divisible by 5 (Regional Mathematical Olympiad, Orissa – 1987)
Solution:
1⁹⁹ + 2⁹⁹ + 3⁹⁹ + 4⁹⁹ + 5⁹⁹
= 1 + (5 – 3)⁹⁹ + 3⁹⁹ + (5 – 1)⁹⁹ + 5⁹⁹
= 1 + (5⁹⁹ – ⁹⁹C₁5⁹⁸.3¹ + ⁹⁹C₂5⁹⁷.3² – …3⁹⁹) + 3⁹⁹ – (1 – ⁹⁹C₁5¹ + ⁹⁹C₂5² – …  5⁹⁹) + 5⁹⁹
= (3 × 5⁹⁹ – ⁹⁹C₁5⁹⁸.3¹ + ⁹⁹C₂5⁹⁷.3² – ….. + ⁹⁹C⁹⁸5¹.3⁹⁸) + (⁹⁹C₁5¹ – ⁹⁹C₂5² + …. – ⁹⁹C₉₈5⁹⁸) ….(1) which is divisible by 5 as each term is a multiple of 5.

(b) Using the same procedure show that 1⁹⁹ + 2⁹⁹ + 3⁹⁹ + 4⁹⁹ + 5⁹⁹ is also divisible by 3 so that it is actually divisible by 15.
Solution:
From Eqn. (1) above, it is clear that each term within the 1st bracket is divisible by 3 and the terms in the 2nd bracket are divisible by 99 and hence divisible by 3.
Each term in Eqn. (1) is divisible by 3. As it is divisible by 3 and 5, it is divisible by 3 × 5 = 15

Odisha State Board BSE Odisha 6th Class English Solutions Follow-Up Lesson 2 Bamboo Curry Textbook Exercise Questions and Answers.

BSE Odisha Class 6 English Solutions Follow-Up Lesson 2 Bamboo Curry

BSE Odisha 6th Class English Follow-Up Lesson 2 Bamboo Curry Text Book Questions and Answers

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

→ You have read the Odia folk-tale “The Foolish Son-in-Law”. In other languages, there are similar stories. Let us read a similar Santal folk tale “Bamboo Curry”.
(ତୁମେ ଓଡ଼ିଆ ଲୋକକଥା ‘ନିର୍ବୋଧ ଜ୍ଵାଇଁ’’ ପଢ଼ିସାରିଛ । ଅନ୍ୟ ଭାଷାମାନଙ୍କରେ, ସେହି ଏକାପରି ଗପସବୁ ଅଛି । ଆସ ଆମେ ଏକାପରି ଏକ ସାନ୍ତାଳ ଲୋକକଥା ‘ବାଉଁଶ ତରକାରି’’ ପଢ଼ିବା ।)

II. While-Reading (ପଢ଼ିବା ସମୟରେ):
Text (ବିଷୟବସ୍ତୁ):

SGP-1:
Read paragraphs 1-2 silently and answer the questions that follow.
(ଅନୁଚ୍ଛେଦ ୧ – ୨ କୁ ନୀରବରେ ପଢ଼ ଏବଂ ପରବର୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. Once a foolish Santal son-in-law went to his in-law’s place. His mother-in-law cooked delicious dishes for her son-in-law. One of the dishes was a curry made out of the bamboo shoot. The son-in-law liked it very much and asked his mother-in-law, “Mother, the curry is extremely delicious. What is the curry made from ?” Instead of answering his question, she pointed at the bamboo door. The son-in-law asked, “Is it from bamboo ?” “Yes son, the curry is made from bamboo and is, therefore, called “Bamboo Curry”.

2. Next day, the son-in-law was about to leave for his home. The bamboo curry came to his mind. He thought of cooking bamboo curry at home. But they did not have bamboo. So he carried home the bamboo door of his in-laws’ house.

ଓଡ଼ିଆ ଅନୁବାଦ :
(୧). ଏକଦା (ଥରେ) ଜଣେ ନିର୍ବୋଧ (ମୂର୍ଖ) ସାନ୍ତାଳ ଜ୍ଵାଇଁ ତା’ର ଶ୍ୱଶୁର ଘରକୁ ଗଲା । ତା’ର ଶାଶୁ ତା’ର ଜ୍ଵାଇଁ ପାଇଁ ସୁସ୍ୱାଦୁ ଖାଦ୍ୟ ରୋଷେଇ କଲା । ଖାଦ୍ୟଗୁଡ଼ିକ ମଧ୍ୟରୁ ଗୋଟିଏ ଥିଲା ବାଉଁଶ ଗଜାରେ ତିଆରି ହୋଇଥାଏ ତରକାରି । ଜ୍ଵାଇଁ ଜଣଙ୍କ ଏହାକୁ ବହୁତ ପସନ୍ଦ କଲା ଏବଂ ତା’ର ଶାଶୁକୁ ପଚାରିଲା, ‘‘ମାଆ, ତରକାରି ବହୁତ ସୁଆଦିଆ ହୋଇଛି । ତରକାରି କେଉଁଥିରେ ତିଆରି ହୋଇଛି ?’’ ତା’ର ପ୍ରଶ୍ନର ଉତ୍ତର ଦେବା ପରିବର୍ତ୍ତେ, ସେ ବାଉଁଶ ଦରଜା (ତାଟି) ଆଡ଼କୁ ଆଙ୍ଗୁଳି ନିର୍ଦ୍ଦେଶ କରି ଠାରିଲେ । ଜ୍ଵାଇଁ ପଚାରିଲା, ‘ଏହା ବାଉଁଶରେ ତିଆରି ହୋଇଛି ?’’ ‘ହଁ ପୁଅ, ତରକାରିଟି ବାଉଁଶରେ ତିଆରି ହୋଇଛି ଏବଂ ଏଥିପାଇଁ ‘ବାଉଁଶ ତରକାରି’’ କୁହାଯାଏ ।’’
(୨) ତା’ପରଦିନ, ଜ୍ଵାଇଁ ତାଙ୍କ ଘରକୁ ବାହାରୁଥିଲେ । ତାଙ୍କର ମନକୁ ବାଉଁଶ ତରକାରି କଥା ଆସିଲା । କଥା ଭାବିଲେ । କିନ୍ତୁ ସେମାନଙ୍କର ବାଉଁଶ ନଥିଲା । (ତାଟି)କୁ ତା’ ନିଜ ଘରକୁ ବୋହିନେଲା । ସେ ତାଙ୍କ ନିଜ ଘରେ ବାଉଁଶ ତରକାରି କରିବା ତେଣୁ ସେ ତାଙ୍କ ଶ୍ଵଶୁର ଘରର ବାଉଁଶ ଦରଜା

Comprehension Questions : (ବୋଧମୂଳକ ପ୍ରଶ୍ନବଳୀ)

Question 1.
Who went to his father-in-law’s house?
(କିଏ ତା’ର ଶ୍ୱଶୁର ଘରକୁ ଗଲା ?)
Answer:
A foolish Santal son-in-law went to his father-in-law’s house.

Question 2.
What curry did his mother-in-law cook?
(ତା’ର ଶାଶୁ କି ତରକାରି ତିଆରି କଲା ?)
Answer:
His mother-in-law cooked “Bamboo Curry”.

Question 3.
Did he like it?
(ଏହାକୁ ସେ ପସନ୍ଦ କଲା କି ?)
Answer:
Surely (ନିଶ୍ଚୟ), he liked it very much.

Question 4.
Why did he carry home the bamboo door of his in-law’s house?
(ସେ କାହିଁକି ଘରକୁ ଶ୍ୱଶୁର ଘରର ବାଉଁଶ ଦରଜା ବୋହିନେଲା ?)
Answer:
He carried home the bamboo door of his in-laws’ house because he thought of cooking bamboo curry at home, but they did not have any bamboo.

Session – 2 (ସୋପାନ – ୨):
SGP-2:

• Read paragraphs 3-4 silently and answer the questions that follow.
  (ଅନୁଚ୍ଛେଦ ୩ – ୪ କୁ ନୀରବରେ ପଢ଼ ଏବଂ ପରବର୍ତ୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

3. Reaching home, he asked his wife to prepare the bamboo curry. He helped his wife in chopping the dry bamboo sticks. But the dry bamboo pieces did not get boiled. The pieces remained as hard and stiff as before. He asked his wife to put more water and boil.
4. That evening his in-laws came to their son-in-law’s house. The son-in-law offered them the bamboo curry. The in-laws laughed at their foolish son-in-law. They told him, “The bamboo curry is made from soft bamboo shoots and not from dry bamboo pieces”.

ଓଡ଼ିଆ ଅନୁବାଦ :
(୩) ଘରେ ପହଞ୍ଚିସାରି, ସେ ତା’ର ସ୍ତ୍ରୀକୁ ବାଉଁଶ ତରକାରି ପ୍ରସ୍ତୁତ କରିବାକୁ କହିଲା । ସେ ତା’ର ସ୍ତ୍ରୀକୁ ସେହି ଶୁଖୁଲା ବାଉଁଶ କାଠିଗୁଡ଼ିକୁ ଖଣ୍ଡ ଖଣ୍ଡ କରି କାଟିବାରେ ସାହାଯ୍ୟ କଲା । କିନ୍ତୁ ସେହି ଶୁଖୁ ବାଉଁଶ ଖଣ୍ଡଗୁଡ଼ିକ ସିଝିଲା ନାହିଁ । ସେହି ବାଉଁଶ କାଠି ଖଣ୍ଡଗୁଡ଼ିକ ପୂର୍ବପରି କଠିନ (ଟାଣ) ହୋଇ ରହିଲା । ସେ ତା’ର ସ୍ତ୍ରୀକୁ ଅଧିକ ପାଣି ଦେଇ ସିଝାଇବାକୁ କହିଲା ।
(୪) ସେହିଦିନ ସନ୍ଧ୍ୟାରେ ତା’ର ଶାଶୁ-ଶ୍ଵଶୁର ସେମାନଙ୍କର ଜ୍ୱାଇଁ ଘରକୁ ଆସିଲେ । ଜ୍ଵାଇଁ ଜଣଙ୍କ ତାଙ୍କୁ ବାଉଁଶ ତରକାରି ଖାଇବାକୁ ଦେଲେ । ଶାଶୁ-ଶ୍ଵଶୁର ତାଙ୍କର ନିର୍ବୋଧ (ବୋକା) ଜ୍ୱାଇଁ ଆଡ଼କୁ ଅନାଇ ହସିଲେ । ସେମାନେ ତାକୁ କହିଲେ, ‘ବାଉଁଶ ତରକାରି କୋମଳ (ନରମ) ବାଉଁଶ ଗଜାରେ ତିଆରି ହୁଏ କିନ୍ତୁ ଶୁଖିଲା ବାଉଁଶ କାଠି ଖଣ୍ଡଗୁଡ଼ିକରେ ନୁହେଁ ।

Comprehension Questions : (ବୋଧମୂଳକ ପ୍ରଶ୍ନବଳୀ)

Question 1.
Who did he ask to prepare bamboo curry?
(ସେ କାହାକୁ ବାଉଁଶ ତରକାରି ପ୍ରସ୍ତୁତ କରିବାକୁ କହିଲା ?)
Answer:
He asked his wife to prepare bamboo curry.

Question 2.
How did he help his wife ?
(କିପରି ସେ ତା’ ସ୍ତ୍ରୀକୁ ସାହାଯ୍ୟ କଲା ?)
Answer:
He helped his wife in chopping the dry bamboo sticks.

Question 3.
When the bamboo did not boil what did he ask his wife to do?
(ଯେତେବେଳେ ବାଉଁଶ ଖଣ୍ଡଗୁଡ଼ିକ ସିଝିଲା ନାହିଁ, ସେ ତା’ସ୍ତ୍ରୀକୁ କ’ଣ କରିବାକୁ କହିଲା ?)
Answer:
When the bamboo pieces did not boil, he asked his wife to put more water and boil.

Question 4.
Who came to his house?
(କିଏ ଜ୍ଵାଇଁ ଘରକୁ ଆସିଲେ ?)
Answer:
His in-laws came to his house.

Question 5.
Where from is the bamboo curry made?
(କେଉଁଥୁରୁ ବାଉଁଶ ତରକାରି ପ୍ରସ୍ତୁତ ହୁଏ ?)
Answer:
The bamboo curry is made from soft bamboo shoots.

Session – 3 (ସୋପାନ – ୩):
III. Post-Reading (ପଢ଼ିସାରିବା ପରେ):

1. Writing (ଲେଖ୍) :
(a) Answer the following questions.
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

(i) What is the story about ?
(ଗପଟି କାହା ଉପରେ ଆଧାରିତ ?)
Answer:
The story is about a foolish Santal son-in-law.

(ii) What curry did the mother-in-law prepare?
(କେଉଁ ତରକାରି ଶାଶୁ ତିଆରି କଲେ ?)
Answer:
The mother-in-law prepared “Bamboo Curry”.

(iii) Is the son-in-law foolish ? Why ?
(ଜ୍ଵାଇଁଟି ନିର୍ବୋଧ ଥିଲା କି ? କାହିଁକି ?)
Yes, the ____________ because he asked ____________ out of dry bamboo.
Answer:
Yes, the son-in-law was very foolish because he asked his wife to prepare bamboo curry out of dry bamboo.

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

ashamed – feeling shame, ଲଜ୍ଜା ଅନୁଭବ
bamboo curry – a kind of dish (food) made out of young bamboo plants ବାଉଁଶ ଗଜା ତରକାରି
bamboo shoot- new-young bamboo plants, ବାଉଁଶ ଗଜା
chopping- cutting into small pieces, ଖଣ୍ଡ ଖଣ୍ଡ କରି କାଟିବା ସ୍ବାଦିଷ୍ଟ,ସୁସ୍ବାଦୁ
delicious- tasty (food), ସ୍ଵାଦିଷ୍ଟ, ସୁସ୍ୱାଦୁ
dishes- food items, curry, ତରକାରି, ସ୍ଵାଦିଷ୍ଟ ବ୍ୟଞ୍ଜନ
folk-tale- popular story of a community, କଥୁତଳ୍ପ
gentlest- very kind (behaviour) ବହୁତ ଦୟାଳୁ (ଆଚରଣ)
heaved a great sign of relief- feel relieved,ଆରାମ ଅନୁଭବ କର |
high sounding words- difficult words, କଠିନ ବା ବଡ଼ ବଡ଼ ଶବ୍ଦ
impolite- not good behaviour, rude, ଭଲ ବ୍ୟବହାର ନୁହେଁ
lamb- young sheep, ଛୋଟ ମେଣ୍
offered- gave, served, ଦେଲେ, (ଖାଦ୍ୟ) ପରିବେଷଣ କଲେ
piled high – kept (things) in a heap, ଗଦା, ସ୍ତୂପ
plucking- collecting (from a tree) ସଂଗ୍ରହ (ଏକ ଗଛରୁ)
pointed – showed hand towards (bamboo door), ହାତ ଦେଖାଇ ନିର୍ଦ୍ଦେଶିତ କଲେ
preferred – chose, ପସନ୍ଦ କଲେ ବା ଆଗ୍ରହ ଦେଖାଇଲେ
quack – a self claimed ignorant practitioner, ଶଠ ବଇଦ | ଠକ ବଇଦ
smeared- spread something (substance) on body, ବୋଳି ହୋଇଗଲା, ଲାଗିଗଲା
stiff- hard, କଠିନ
thought of- got an idea, ଗୋଟିଏ ଉପାୟ ଚିନ୍ତା କଲେ
thrashed- beat, ମାଡ଼ିଦେଲେ, ପିଟିଲେ

Odisha State Board BSE Odisha 6th Class English Solutions Lesson 2 The Foolish Son in Law Textbook Exercise Questions and Answers.

BSE Odisha Class 6 English Solutions Lesson 2 The Foolish Son in Law

BSE Odisha 6th Class English Lesson 2 The Foolish Son in Law Text Book 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 ।)

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
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 ।

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 ।)

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.

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.”

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.

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.

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 ।

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.

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

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 ।)

Answer:

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 ।)

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.

(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)

Answer:

(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 ।)

Answer:

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.

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 ?)

Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Chapter 2 On Examinations Textbook Exercise Questions and Answers.

CHSE Odisha 12th Class English Solutions Chapter 2 On Examinations

CHSE Odisha Class 12 English On Examinations Text Book Questions and Answers

Unit-wise Gist and Glossary:

Unit-1:
Gist:
To the writer, the world of examinations was not pleasant. He did not like those subjects which were very dear to the examiners. The subjects the writer liked most were history, poetry and essay writing. He was incapable of giving a satisfactory answer to Latin and mathematics. The examiners were keen on exposing his ignorance. As a result, he did not perform well in examinations. His entrance examination to Harrow was a bright example. The Latin prose paper was a thorn in his flesh. The writer wrote down the number of the question “I” in a bracket. Drops of his tears made stains on the paper. This was indeed a pathetic sight.

The writer gazed at it for two hours. At last, the attendant collected his paper including the other students. Thanks to the Headmaster Dr Welldon’s scholarship, he was able to pass the entrance test. His position in the merit list was the third or lowest form. The names of the new boys were printed on the School List in an alphabetical manner. The custom of calling the roll at Harrow differed from that of Eton; in the former, the students passed in front of a Master and responded one by one, but in the latter, the boys stood in a group and responded to their roll calls.
ସାରମର୍ମ :
ଲେଖକଙ୍କ ପାଇଁ ପରୀକ୍ଷାର ସଂସାର ସୁଖପ୍ରଦ ନ ଥିଲା । ପରୀକ୍ଷକମାନଙ୍କର ଯେଉଁସବୁ ବିଷୟ ପ୍ରିୟ ଥୁଲା, ସେଗୁଡ଼ିକ ତାଙ୍କୁ ଭଲ ଲାଗୁ ନ ଥିଲା । ସେ ଇତିହାସ, କବିତା ଏବଂ ରଚନାଲେଖା ଆଦି ବିଷୟକୁ ଖୁବ୍ ଭଲ ପାଉଥିଲେ । ଲାଟିନ୍ ଏବଂ ଗଣିତରେ ସେ ସନ୍ତୋଷଜନକ ଉତ୍ତର ଦେଇପାରୁ ନଥିଲେ । ପରୀକ୍ଷକମାନେ ତାଙ୍କର ଅଜ୍ଞତାକୁ ପଦାରେ ପକାଇ ଦେବାକୁ ଆଗ୍ରହୀ ଥିଲେ । ତେଣୁ ସେ ପରୀକ୍ଷାଗୁଡ଼ିକରେ ଭଲ କରିପାରୁ ନ ଥିଲେ । ହ୍ୟାରେ ବିଦ୍ୟାଳୟରେ ପଢ଼ିବାପାଇଁ ତାଙ୍କର ପ୍ରବେଶିକା ପରୀକ୍ଷା ଏହାର ଏକ ଜ୍ଵଳନ୍ତ ଉଦାହରଣ । ଲାଟିନ୍ ଗଦ୍ୟ ପ୍ରଶ୍ନପତ୍ର ତାଙ୍କ ଦେହରେ ଏକ କଣ୍ଟା ସଦୃଶ ଥିଲା । ଲେଖକ ବନ୍ଧନୀ ମଧ୍ୟରେ କେବଳ ପ୍ରଶ୍ନର ନମ୍ବର “I” ଲେଖୁଥିଲେ । ତାଙ୍କ ଆଖିର କେଇ ବୁନ୍ଦା ଲୁହ ଖାତାରେ ଦାଗସବୁ ସୃଷ୍ଟି କରିଥିଲା ।

ଏହା ଏକ କରୁଣ ଦୃଶ୍ୟ ଥିଲା । ଦୁଇ ଘଣ୍ଟା ଧରି ଲେଖକ ଏହାକୁ ଚାହିଁ ରହିଥିଲେ । ଶେଷରେ ଅନ୍ୟ ଛାତ୍ରମାନଙ୍କ ପରୀକ୍ଷାଖାତା ସହ ସହାୟକ ଜଣକ ତାଙ୍କ ଖାତା ନେଇଗଲେ । ଯାହାହେଉ ଡକ୍ଟର ୱେଲଟନଙ୍କର ପାଣ୍ଡିତ୍ୟ ଯୋଗୁ ସେ ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ଉତ୍ତୀର୍ଣ୍ଣ ହୋଇଥିଲେ । ମେଧା ତାଲିକାରେ ତାଙ୍କର ନାମ ସର୍ବନିମ୍ନରେ ଥିଲା । ବିଦ୍ୟାଳୟ ତାଲିକାରେ ବର୍ଣ୍ଣମାଳାର କ୍ରମଅନୁସାରେ ନୂଆ ପିଲାମାନଙ୍କର ନାମ ଲେଖାଯାଉଥିଲା । ହ୍ୟାରୋରେ ଉପସ୍ଥାନ ଗ୍ରହଣ ପ୍ରଥା ଇଟନଠାରୁ ଭିନ୍ନ ଥିଲା । ହ୍ୟାରୋରେ ପ୍ରତ୍ୟେକ ଛାତ୍ର ସେମାନଙ୍କ ନାମ ଡକା ହେବାବେଳେ ଜଣେ ଶିକ୍ଷକଙ୍କ ଆଗରେ ଚାଲିଚାଲି ଯାଇ ଉତ୍ତର ଦେଉଥିଲେ, ମାତ୍ର ଇଟନ୍‌ରେ ଛାତ୍ରମାନେ ଦଳରେ ଠିଆ ହେଉଥିଲେ ଏବଂ ସେମାନଙ୍କ ନାମ ଡକା ହେବାବେଳେ ଉତ୍ତର ଦେଉଥିଲେ ।

Glossary:
inhospitable : cruel (ନିଷ୍ଠୁର)
regions : areas (ଅଞ୍ଚଳ)
destined : ଭାଗ୍ୟରେ ଥିଲା
journey : travel (ଯାତ୍ରା କରିବା)
invariably : always (ସର୍ବଦା)
paitial : ପକ୍ଷପାତ
will : ଇଚ୍ଛା
prevailed : ବଳବତ୍ତର ରହୁଥିଲା
unable : ଅସମର୍ଥ
willingly : intentionally (ଜାଣିଶୁଣି)
expose : ପଦାରେ ପକେଇଦେବା
ignorance : lack of knowledge (ଅଜ୍ଞତା)
sort : kind (ପ୍ରକାର)
treatment : behaviour (ବ୍ୟବହାର)
true of : ସତ ଥିଲା
Harrow : an English public school for boys in the town of Harrow, in north-west London
discernment : judgement (ବିଚାର)
remarkable : ଚମତ୍କାର
rclesant : ଉପାଦେୟ
incidentally : by the way (ଘଟଣାକ୍ରମେ )
blot and smudges: drops of his tears made stains in the paper (ତାଙ୍କ ଆଖୁ ଲୁହ ଖାତାରେ ଦାଗ ସୃଷ୍ଟି କରିଥିଲା)
gazed : looked fixedly ଚାହିଁବା )
sad : pathetic (ଦୁଃଖପୂର୍ଣ୍ଣ)
spectacle : sight (ଦୃଶ୍ୟ)
merciful : kind-hearted (ଦୟାଳୁ)
ushers : attendants (ସହାୟକମାନେ)
carried : ନେଇଗଲେ
slender : ଟିକିଏ
indication : sign (ସୂଚନା)
I was worthy : ଲେଖକ ଯୋଗ୍ୟ ଥିଲେ
credit : ଶ୍ରେୟ
manifestations : expressions (ପରିପ୍ରକାଶ )
the ….. Fourth : 3rd section of standard IV
gained : profitted (ଲାଭ ହେଲା)
regard : respect (ସମ୍ମାନ)
disappeared : vanished (ଅଦୃଶ୍ୟ ହୋଇଗଲା)
custom : ପ୍ରଥା
cluster : group (ସମୂହ)
file : walk in a line (ଏକ ଧାଡ଼ିରେ ଚାଲନ୍ତୁ)
revealed : shown (ଦେଖାଗଲା)
invidious : unenviable (ଈର୍ଷାହୀନଭାବେ )
humility : humbleness (ନମ୍ରତା)
forefront : at the top (ସର୍ବାଗ୍ରେ )
consequence : result (ଫଳାଫଳ)
frequently : all the time (ସବୁବେଳେ)
irreverent : disrespectful ( ଅସମ୍ମାନଜନକ )
comment : remark (ମନ୍ତବ୍ୟ)

Think it out:
Question 1.
Does the writer like examinations? Quote the line in support of your answer.
Answer:
The writer does not like examinations. I quote the line ‘These examinations were a great trial to me.’ in support of my answer.

Question 2.
Mention the subjects that were dearest to the examiners.
Answer:
The subjects that were dearest to the examiners were Latin and mathematics.

Question 3.
Which subjects did the writer like the most?
Answer:
The subjects the writer liked the most were history, poetry and writing essays.

Question 4.
What reason does the writer give for his not doing well in the examinations?
Answer:
The examiners set questions on Latin and mathematics, the subjects the writer disliked most and so the latter did not do well in the examinations.

Question 5.
What did the writer write in the answer book for the Latin paper?
Answer:
The writer wrote his name, and the number of the question T” and put a bracket around it in the answer book for the Latin paper.

Question 6.
What was the sad spectacle for him?
Answer:
The sad spectacle for him was the stains on the Latin paper that had been made by drops of his tears.

Question 7.
What was the writer’s position in the merit list for admission?
Answer:
The writer’s position was the lowest in the merit list for admission.

Question 8.
To whom does he give credit for his success in the Entrance Examination? Why?
Answer:
He gives Dr. Welldon the credit for his success in the Entrance Examination. The writer gave the credit to him as he was able to judge his (the writer’s) hidden talent and declared him worthy to pass into Harrow.

Question 9.
What does he mean by – ‘I gained no more advantage from the alphabet than from the wider sphere of letters’?
Answer:
By ‘I gained no more advantage from the alphabet than from the wider sphere of letters’ the writer means that his name was written at the bottom of the School List as his correct name Spencer Churchill started with an ‘S’. Only two students were below him on the list. He did not get the advantage of having a long name.

Question 10.
How did he become the last boy in the class?
Answer:
As two students below his name in the School List disappeared due to illness or some other reason, he became the last boy in the class.

Question 11.
What is the custom of calling the roll at Harrow?
Answer:
The custom of calling the roll at Harrow is that the students walk past a teacher in a line and respond one by one when their names are called.

Question 12.
What is the custom of calling the roll at Eton?
Answer:
The custom of calling the roll at Eton is that the students stand in a group and lift their hats in response to their names.

Question 13.
‘Why, he’s last of all!’ – why did people say so?
Answer:
The people said so because the people wanted to know why the writer was the last of all to march by, whereas his father Lord Randolph Churchill, despite his resignation as the Leader of the House of Commons and Chancellor of Exchequer dominated in the field of politics.

UNIT – II

Gist:
The writer was in the lowest form and this helped him in a more advantageous position than other cleverer boys. Those students were taught Latin and Greek at Harrow, but he learnt English. Those who were slow learners were taught only English. At that time English was rated as an unimportant topic. He speaks highly of his English teacher Mr Somervell, the former learnt parsing and analysis from the latter. Mr Somervell taught English analysis in a splendid manner. The writer went ahead of the clever school fellows in after years by being good at English. His school-fellows who excelled in Writing beautiful Greek poetry and briefs and witty Greek expressions had to resort to common English to succeed in life. He was understandably in favour of boys learning English. The writer motivated others to take interest in this subject. He was an ardent lover of English.
ସାରମର୍ମ :
ଲେଖକ ବିଦ୍ୟାଳୟରେ ସର୍ବନିମ୍ନ ସ୍ଥାନ ପାଇଥିଲେ ଏବଂ ଏହା ତାଙ୍କୁ ଅନ୍ୟାନ୍ୟ ଚତୁର ପିଲାମାନଙ୍କଠାରୁ ସୁବିଧାଜନକ ଅବସ୍ଥାରେ ରଖୁଥିଲା । ସେହି ଛାତ୍ରମାନେ ହ୍ୟାରୋରେ ଲାଟିନ୍ ଏବଂ ଗ୍ରୀକ୍ ଭାଷା ପଢ଼ିଲେ; କିନ୍ତୁ ଲେଖକ ଇଂରାଜୀ ପଢ଼ିଲେ । ମାନ୍ଦା ଛାତ୍ରମାନେ କେବଳ ଇଂରାଜୀ ପଢୁଥିଲେ । ସେତେବେଳେ ଇଂରାଜୀକୁ ଏକ ଗୁରୁତ୍ବହୀନ ବିଷୟଭାବେ ବିବେଚନା କରାଯାଉଥିଲା । ତାଙ୍କର ଇଂରାଜୀ ଶିକ୍ଷକ ସୋମରଭେଲ୍‌ଙ୍କୁ ସେ ଭୂୟସୀ ପ୍ରଶଂସା କରିଛନ୍ତି । ଲେଖକ ତାଙ୍କଠାରୁ ବାକ୍ୟକୁ ବିଭିନ୍ନ ଅଂଶରେ ବିଭାଗୀକରଣ କରି ବିଶ୍ଳେଷଣ କରିବା ଶିଖୁଥିଲେ । ଇଂରାଜୀରେ ସେ ଦକ୍ଷ ହୋଇଥିବାରୁ ପରବର୍ତୀ ସମୟରେ ଅନ୍ୟ ଚତୁର ଛାତ୍ରମାନଙ୍କଠାରୁ ଆଗରେ ଥିଲେ । ତାଙ୍କର ଯେଉଁ ସହପାଠୀମାନେ ଗ୍ରୀକ୍ କବିତା, କ୍ଷୁଦ୍ର ଭାବପୂର୍ଣ୍ଣ ଅଭିବ୍ୟକ୍ତି ଲେଖୁବାରେ ପାରଦର୍ଶିତା ଲାଭ କରିଥିଲେ, ଜୀବନରେ ସଫଳତା ଲାଭ କରିବାପାଇଁ ସେମାନଙ୍କୁ ଇଂରାଜୀର ଆଶ୍ରୟ ନେବାକୁ ପଡ଼ିଥିଲା। ବାଳକମାନେ ଇଂରାଜୀ ପଢ଼ିବାକୁ ସେ ସମର୍ଥନ କରୁଥିଲେ । ଏହି ବିଷୟରେ ଆଗ୍ରହ ରଖୁବାକୁ ସେ ଅନ୍ୟମାନଙ୍କୁ ପ୍ରେରଣା ଦେଉଥିଲେ । ସେ ଇଂରାଜୀକୁ ଗଭୀରଭାବେ ଭଲ ପାଉଥିଲେ ।

Glossary:
unpretentious situation : modest situation (ଲଜ୍ଜାଶୀଳ ଅବସ୍ଥା )
immense : vast, great (ବିସ୍ତୃତ)
splendid : beautiful (ସୁନ୍ଦର )
duances : slow learners (ମାନ୍ଦା ଛାତ୍ରମାନେ)
delightful : joyful (ଆନନ୍ଦପ୍ରଦ)
disregarded thing : thing treated as unimportant (ଗୁରୁତ୍ୱହୀନ ଜିନିଷ )
parsing : dividing a sentence into parts and describe the grammar of each word part
analysis : ବିଶ୍ଳେଷଣ
thoroughtly : minutely (ତନ୍ନତନ୍ନ ଭାବେ)
practised continually again and again (ବାରମ୍ବାର )
broke up : ଭାଙ୍ଗୁଥିଲେ
components : ଉପାଦାନଗୁଡ଼ିକ
essential : essential
a noble thing : a very good and important thing କାର୍ଯ୍ୟ)
distination : ଜରୁରୀ
pithy : brief (ସଂକ୍ଷିପ୍ତ)
epigram : shoot and witty expression ଚତୁର ଅଭିବ୍ଯକ୍ତି)
to earn their living : ସେମାନଙ୍କ ଜୀବିକାର୍ଜନ
make their way : succeed in life (ଜୀବନରେ କୃତକାର୍ଯ୍ୟ ହେବା ପାଇଁ)
I did …. disadvantage : The writer felt at home in English
biased : prejudiced
treat : special pleasure (ବିଶେଷ ଆନନ୍ଦ)

Think it out:
Question 1.
What kind of students were taught Latin and Greek at Harrow?
Answer:
The cleverer students were taught Latin and Greek at Harrow.

Question 2.
Which students were taught only English?
Answer:
Those who were slow learners were taught only English.

Question 3.
How does the writer rate English as a subject and Mr Somervell as a teacher?
Answer:
The writer rates English as a noble subject and Mr Somervell as a brilliant, the most innovative teacher of English.

Question 4.
What part of English grammar did he learn from Mr Somervell?
Answer:
He learnt English parsing and analysis from Mr Somervell. He learnt how to divide a long sentence into different parts and know the grammar of each part/ word.

Question 5.
How did he score over the clever schoolfellows in after years?
Answer:
He scored over the clever school fellows in after years by dint of his better standard in common English; the latter depended on common English for their livelihood, whereas the former felt at home in this respect.

Question 6.
Why was he biased in favour of boys learning the English language?
Answer:
He was biased in favour of boys learning English thoroughly because it was the key to their success in life.

UNIT – III

Gist:
It was summer vacation. The writer takes us back to the school at Harrow where the students enjoyed their time at the swimming bath to the brim. He recollects an incident in the school. He noticed a boy standing in a thoughtful mood on the very edge. He had put on a towel. The writer tiptoed behind and pushed him in, not allowing the towel to get wet. He was surprised at the sight of the boy’s frightening face appearing from the foam. He tried to escape but it was of no use. The boy threw him into the deepest part of the pool. A number of younger boys eloquently referred to the boy’s achievements. The writer apologised to him for his misconduct. It seemed as if the boy’s anger had not abated. However, the matter ended happily for the writer.
ସାରମର୍ମ :
ଗ୍ରୀଷ୍ମଛୁଟି ସମୟ ଥିଲା । ଲେଖକ ଆମକୁ ହ୍ୟାରେ ବିଦ୍ୟାଳୟର ପୃଷ୍ଠଭୂମିକୁ ଫେରାଇ ନେଇଛନ୍ତି । ଯେଉଁଠାରେ ଛାତ୍ରଛାତ୍ରୀମାନେ ସେମାନଙ୍କ ସର୍ବାଧ‌ିକ ସମୟ ସନ୍ତରଣ-ପୁଷ୍କରିଣୀରେ ଅତିବାହିତ କରୁଥିଲେ । ବିଦ୍ୟାଳୟରେ ଘଟିଥ୍ୟାବା ଗୋଟିଏ ଘଟଣାକୁ ଲେଖକ ମନେ ପକାଇଛନ୍ତି । ଚିନ୍ତାଶୀଳ ଅବସ୍ଥାରେ ତଉଲିଆଟିଏ ପିନ୍ଧି ପୁଷ୍କରିଣୀ ଧାରରେ ଛିଡ଼ା ହୋଇଥିବା ଏକ ବାଳକକୁ ସେ ଦେଖ‌ିଲେ । ପଛରୁ ଗୋଡ଼ ଚିପିଚିପି ଯାଇ ସେ ତାଙ୍କ ତଉଲିଆଟିକୁ ଟାଣିଆଣି ତାଙ୍କୁ ପୁଷ୍କରିଣୀ ଭିତରକୁ ଠେଲିଦେଲେ । ଲେଖକ ଫେର ଭିତରୁ ବାହାରି ଆସୁଥୁବା ବାଳକଟିର ଭୟଙ୍କର ମୁଖମଣ୍ଡଳ ଦେଖୁ ଛାନିଆ ହୋଇଗଲେ । ସେ ପଳାଇଯିବାକୁ ଚେଷ୍ଟା କରିଥିଲେ, କିନ୍ତୁ ତା’ ଫଳପ୍ରଦ ହୋଇ ପାରିନଥିଲା । ସେ ଲେଖକଙ୍କୁ ଜଳାଶୟର ଗଭୀରତମ ସ୍ଥାନକୁ ଫୋପାଡ଼ି ଦେଇଥିଲା । ଦଳେ ପିଲା ସେହି ବାଳକଟିର କୃତିତ୍ଵ ବିଷୟରେ ତାଙ୍କୁ କହିଲେ । ନିଜର ଖରାପ ବ୍ୟବହାର ପାଇଁ ଲେଖକ ତାଙ୍କୁ କ୍ଷମା ମାଗିଲେ । ଜଣାପଡୁଥିଲା ସତେ ଯେପରି ତା’ର ରାଗ କମି ନ ଥିଲା । ଯାହାହେଉ, ଲେଖକଙ୍କ ପାଇଁ ଘଟଣାଟିର ସୁଖକର ସମାପ୍ତି ଘଟିଥିଲା ।

Glossary:
bend : twist (ବାଙ୍କ)
repair for hours : go in large numbers (ଅଧିକ ସଂଖ୍ୟାରେ ଯାଉଥିଲେ)
bask : ଖରା ପୋଇଁବା
push : ପେଲିଦେବା
meditative posture: thoughtful position (ଚିନ୍ତାମଗ୍ନ ଅବସ୍ଥା )
wrapped : covered (ଢାଙ୍କି ହୋଇଥିଲା)
towel : ତଉଲିଆ
humanity : ମାନବିକତା
get wet : ଓଦା ହେବା
startled : surprised (ବିସ୍ମିତ ହେଲେ)
furious : fearful (ଭୟଙ୍କର)
emerge : appear (ବାହାରିବା)
foam : ଫେଣ
enormous great : ଅଧ୍ଵ
fierce stroke : ଶକ୍ତ ଆଘାତ

fled : ଦୌଡ଼ିଲେ
in vain : ବୃଥା
grip : effective control (ଆୟତ୍ତ )
hurled : threw (ଫୋପାଡ଼ିଲା )
deepest : ଗଭୀରତମ
scrambled out : to come out as quickly as possible (ଯଥାଶୀଘ୍ର ବାହାରି ଆସିବା)
surrounded : ଘେରିଗଲେ
recount : narrate (ବର୍ଣ୍ଣନା କରିବା)
reverence : respect (ସମ୍ମାନ)
dilate upon : to speak about a subject for a long time ସମୟ ଧରି ଗୋଟିଏ ବିଷୟରେ କହିବା)
awful : fearful (ଭୟପ୍ରଦ)
retribution : punishment (ଦଣ୍ଡ)
convulsed : shook violently (ଭୀଷଣଭାବେ ଥରିଲେ)
terror : ଭୟ
guilt of sacrilege: unhappy feeling for doing something wrong (ଭୁଲ୍ କାମ ପାଇଁ ନି ଜକୁ ଦୋଷୀ ମନେ କରିବା )
determined : keen on (ସ୍ଥିର କଲେ)
apologise : କ୍ଷମା ମାଗିବା
potentate : a person who possesses great power (ମହାନ ଶକ୍ତି)
trepidation : nervousness (ଛାନି ଆ/ ଭୟ)
placated : calm (ଶାନ୍ତ କରିବା)
cheek : impoliteness (ଅଭଦ୍ରତା)

Think about it:
Question 1.
How did the boys enjoy their time at the swimming bath?
Answer:
The boys enjoyed their time in fun and frolics at the swimming bath. They used to go there in large numbers and bask between their dips eating buns on the hot asphalt margin.

Question 2.
What kind of pranks did they enjoy at the bath?
Answer:
The pranks they enjoyed at the bath were by coming up behind some naked friend, or even for and püshed him in.

Question 3.
What did the writer do to the boy standing in a meditative posture?
Answer:
The writer tip-toed behind and pushed the boy into the swimming pool when he had stood in a meditative posture on the very edge.

Question 4.
What was the reaction of the boy?
Answer:
The boy’s reaction was one of fury. He came out of the pond in a furious mood and firmly caught hold of the writer who was fleeing at that moment and threw him into the deepest part of the pool.

Question 5.
What did the writer learn about Amery from the crowd of younger boys?
Answer:
The writer learnt from the crowd of younger boys that Amery was in the Sixth Form and Head of his House, champion at Gym and an excellent football player. Besides, Amery earned fame and respect for his manifold achievements.

Question 6.
How did the writer apologise for his misconduct?
Answer:
The writer apologised to him in a state of nervousness for his misconduct.

Question 7.
Did he apologise out of fear or guilt or both?
Answer:
He apologised out of both fear and guilt.

Question 8.
Did the matter end happily for the writer?
Answer:
Yes, the matter ended happily for the writer. Amery’s anger abated, he laughed and gave some general remarks about his cheek. He advised the writer to be cautious in the future.

UNIT – IV

Gist:
In spite of being in the lowest Form, the writer won a prize for unmistakably reciting twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’. He also came out successful in the preliminary examination for the Army. This was a spectacular achievement for him because many boys far ahead of him in the school were not able to succeed in it. All the students were sure of being asked to draw a map of some country or other. The writer focussed on New Zealand. He prepared it the night on the eve of the final preparation. The first question was up to his expectation. They were asked to draw a map of New Zealand. The writer splendidly rose to the occasion. He scored very high marks on that paper and called his success a sort of gambling bet.
ସାରମର୍ମ :
ନିମ୍ନତମ ଶ୍ରେଣୀରେ ପଢ଼ୁଥ‌ିବା ସତ୍ତ୍ବେ ବିଶିଷ୍ଟ ଇଂରାଜୀ ଲେଖକ ମାକୁଲେଙ୍କର ‘Lays of Ancient Rome’ର ୧୨୦୦ ଧାଡ଼ି ତ୍ରୁଟିହୀନ ଭାବରେ ପଢ଼ି ସେ ଏକ ପୁରସ୍କାର ପାଇଥିଲେ । ସୈନ୍ୟବାହିନୀ ପାଇଁ ହେଉଥ‌ିବା ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ସେ ମଧ୍ଯ କୃତକାର୍ଯ୍ୟ ହୋଇଥିଲେ । ଏହା ଥିଲା ଚର୍ଚ୍ଚିଲ୍‌ଙ୍କ ପାଇଁ ଗୌରବମୟ କୃତି, କାରଣ ତାଙ୍କଠାରୁ ବିଦ୍ୟାଳୟରେ ଯଥେଷ୍ଟ ଆଗୁଆ ଥ‌ିବା ଅନେକ ପିଲା ଏଥରେ କୃତକାର୍ଯ୍ୟ ହୋଇପାରି ନ ଥିଲେ । ସମସ୍ତ ପିଲା ନିଶ୍ଚିତ ଥିଲେ ଯେ ସେମାନଙ୍କୁ ଗୋଟିଏ ଦେଶ ବା ଅନ୍ୟ କିଛିର ମାନଚିତ୍ର ଅଙ୍କନ କରିବାକୁ କୁହାଯିବ । ଲେଖକ ନିଉଜିଲ୍ୟାଣ୍ଡର ମାନଚିତ୍ର ଅଙ୍କନ ଉପରେ ମନୋନିବେଶ କରିଥିଲେ । ପରୀକ୍ଷା ପୂର୍ବଦିନ ରାତିରେ ସେ ଏହାକୁ ପ୍ରସ୍ତୁତ କରିଥିଲେ । ପ୍ରଥମ ପ୍ରଶ୍ନଟି ତାଙ୍କ ଆଶାନୁରୂପ ଥିଲା । ସେମାନଙ୍କୁ ନିଉଜିଲ୍ୟାଣ୍ଡର ମାନଚିତ୍ର ଆଙ୍କିବାକୁ କୁହାଯାଇଥିଲା । ସେ ଚମତ୍କାର ଉତ୍ତର ଦେଇଥିଲେ । ଏହି ବିଷୟରେ ସେ ସର୍ବାଧ୍ଵ ନମ୍ବର ରଖୁଥିଲେ ଏବଂ ଏହା ଏକପ୍ରକାର ଜୁଆଖେଳ ଥିଲା ବୋଲି ସେ କହିଥିଲେ ।

Glossary:
fortunate : lucky (ଭାଗ୍ୟବାନ୍ )
a good deal : ଅନେକ କଥା
colleague : ସାଥୀ
incongruous : unsuitable (ଅସଙ୍ଗତ| ଅନୁପଯୋଗୀ )
apparently : ବସ୍ତୁତଃ
stagnated : ଅବନତି ହେଲା
reciting : ଆବୃତ୍ତି କରିବା
Macaulay : ବିଶିଷ୍ଟ ଇଂରାଜୀ ଲେଖକ
effort : ପ୍ରୟାସ
still : ତଥାପି
piece of good luck: a stroke of good luck (ଏକ ସୁଯୋଗ )

Think it out:
Question 1.
‘Three years’ difference in age is not so important as it is at school” – How does the writer prove it?
Answer:
The writer proves his statement when he along with another three-year senior student became Cabinet colleagues in future.

Question 2.
How did the writer fare at school?
Answer:
The writer faired exceedingly well at school by stealing marches over many students who were quite senior to him.

Question 3.
How did he win a prize at school?
Answer:
He gained the prize at school for reciting to the Headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake.

Question 4.
What were the writer’s noteworthy achievements at school?
Answer:
The writer’s noteworthy achievements at school were his brilliant performance in the preliminary examination for the Army, winning a prize for reciting twelve hundred lines unmistakably and scoring high marks in Geography.

Question 5.
How did the writer prepare himself for the preliminary examination for the Army?
Answer:
The writer prepared himself for the preliminary examination for the Army by focussing on the geography of New Zealand. The night on the eve of his examination, he had written the names of all the maps in the atlas into a hat and sketched New Zealand.

Question 6.
Why does he call his success an en ‘plein?
Answer:
He calls his success an en ‘plein because he focussed only on the geography of New Zealand and as a sort of bet the first question in the paper was to sketch a map of New Zealand.

Post-Reading Activities:

(A) Parsing’, in English grammar, is the lost art of identifying all the components of a text. It was once one of the fundamental exercises that tested and informed pupils in English. Parsing requires a student to break down a sentence into its component words, classifying each in terms of its part of speech, number, and person, as well as its tense, voice, and function in the sentence.
For example Sentence – Carelessness causes accidents.
Parsing :
‘Carelessness’ – a singular noun and the subject of the sentence;
‘causes’ – a regular transitive verb, active voice, simple present tense, third person singular;
‘accidents’ – a plural noun, object of the sentence.
Parse the following simple sentences :
(i) Children love toys.
(ii) Flowers bloom on trees.
(iii) Boys are playing cricket.
(iv) Sachin has won a gold medal.
(v) Money has been spent.
Answer:

• Children – a plural noun and the subject of the sentence
  love – a regular transitive verb, active voice, simple present tense
  toys – a plural noun, object of the sentence
• Flowers – a plural noun and the subject of the sentence
  bloom – an intransitive verb, simple present tense
  on – a preposition
  trees – a plural noun
• Boys – a plural noun and subject of the sentence
  are playing – transitive verb, active voice, present progressive tense
  cricket – a singular noun, object of the sentence
• Sachin – a singular noun and the subject of the sentence
  has won – transitive verb, active voice, present perfect tense
  a – an indefinite article
  gold – an adjective
  medal – a singular noun, object of the sentence
• Money – a singular noun and the subject of the sentence
  has been spent – verb, passive voice

(B) Clause analysis is a technique of formal grammatical analysis once common in schools in English-speaking countries. It involves the division of longer sentences into their constituent clauses. A clause is a part of a sentence with a finite verb. A complex sentence has two kinds of clauses: principal clause, and subordinate clause(s).
Principal clause – A clause which makes complete sense and can stand by itself
Subordinate clause – A clause which depends on the principal clause for a complete sense.
Study the following examples carefully :
(a) We know that a little learning is a dangerous thing.
(‘We know’ – principal clause, ‘that a little learning is a dangerous thing’ – subordinate clause)
(b) People who live in glass houses should not throw stones at others.
(People should not throw stones at others – principal clause, ‘who live in glass houses’ – subordinate clause)
(c) It rained when the players were ready to play.
(It rained – principal clause, ‘when the players were ready to play’ – subordinate clause)

Identify the subordinate clauses in the following sentences :
(i) I had scarcely passed my twelfth birthday when I entered the inhospitable regions of examinations, through which for the next seven years I was destined to journey.
(ii) The subjects which were dearest to the examiners were almost invariably those I fancied least.
(iii) We were considered such dunces that we could learn only English.
(iv) One day when I had been no more than a month in school, I saw a boy standing in a meditative posture wrapped in a towel on the very brink.
(v) It was thought incongruous that while I apparently stagnated in the lowest form, I should gain a prize open to the whole school for reciting to the Headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake.

Answer:
(i) (a) when I entered the inhospitable regions of examinations
(b) through which for the next seven years I was destined to journey
(ii)(a) which were dearest to the examiners
(b) (which) I fancied least
(iii) that we could learn only English
(iv)(a) when I had been no more than a month in the school
(b) (who was) wrapped in a towel on the very brink
(v) (a) while I apparently stagnated in the lowest form
(b) (that) I should gain a prize open to the whole school for reciting to the Headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake.

CHSE Odisha Class 12 English On Examinations Important Questions and Answers

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

Question 1.
The author of the“On Examination” is
(A) Jessie Owens
(B) Jawaharlal Nehru
(C) Winston S. Churchill
(D) None of the above
Answer:
(C) Winston S. Churchill

Question 2.
Churchill was born in
(A) 1873
(B) 1874
(C) 1875
(D) 1876
Answer:
(B) 1874

Question 3.
The public school where he took admission is
(A) Delhi Public School
(B) Oxford International Public School
(C) Cambridge School
(D) Harrow Public School
Answer:
(D) Harrow Public School

Question 4.
The name of Churchill’s autobiography is
(A) My Experiments with Truth
(B) Sunny Days
(C) A Roving Commission My Early Life
(D) An Autobiography
Answer:
(C) A Roving Commission My Early Life

Question 5.
‘A Roving Commission My Early Life’ was published in
(A) 1930
(B) 1931
(C) 1932
(D) 1929
Answer:
(A) 1930

Question 6.
When Churchill entered the inhospitable regions of examinations, he was
(A) ten years old.
(B) twelve years old
(C) eleven years old
(D)thirteen years old
Answer:
(B) twelve years old

Question 7.
He was destined to read there for
(A) seven years
(B) six years
(C) five years
(D) two years
Answer:
(A) seven years

Question 8.
Churchill liked to be examined in
(A) history, poetry and writing essays
(B) mathematics and science
(C) Greek and Latin
(D) All the above
Answer:
(A) history, poetry and writing essays

Question 9.
The Examiners were partial to
(A) Mathematics and Science
(B) Latin and Mathematics
(C) Greek and Mathematics
(D) Greek and Science
Answer:
(B) Latin and Mathematics

Question 10.
The Examiners always wanted to ask
(A) what the author knew
(B) what the author did not know
(C) on which the author was in confuse
(D) None of the above
Answer:
(B) what the author did not know

Question 11.
When Churchill would have willingly displayed his knowledge,
(A) the teachers helped him
(B) the teachers scolded him
(C) the teachers sought to expose his ignorance
(D) All the above
Answer:
(C) the teachers sought to expose his ignorance

Question 12.
The Headmaster of Harrow Public School was
(A) D.H. Lawrence
(B) Dr Welldon
(C) B.R. Ambedkar
(D) Lord Tennyson
Answer:
(B) Dr Welldon

Question 13.
Churchill was unable to answer a single question in
(A) Latin paper
(B) Greek paper
(C) English paper
(D) History paper
Answer:
(A) Latin paper

Question 14.
What was the reason for Churchill’s not doing well in the examinations?
(A) It was a great trial for him
(B) He was not examined for his favourite subject
(C) Questions were not asked from what he knew
(D) All the above
Answer:
(D) All the above

Question 15.
What did he write in the answer book for the Latin paper?
(A) he was able to write all the answers
(B) he did not write his name
(C) he could make only small blots and smudges on the answer sheet
(D) None of the above
Answer:
(C) he could make only small blots and smudges on the answer sheet

Question 16.
The sad spectacle for the author was :
(A) he was not able to answer even a single question in the Latin paper
(B) he could answer all the questions
(C) he could answer some of the questions
(D) None of the above
Answer:
(A) he was not able to answer even a single question in the Latin paper

Question 17.
The writer’s position in the merit list for admission was
(A) he was placed in the third division of the fourth
(B) he was placed in the second division
(C) he was placed in the first division
(D) None of the above
Answer:
(A) he was placed in the third division of the fourth

Question 18.
He gives credit for his success in the entrance examination to
(A) his father
(B) his teachers
(C) to the headmaster, Dr Welldon
(D) All the above
Answer:
(C) to the headmaster, Dr Welldon

Question 19.
The custom of calling the roll at Harrow is
(A) At Harrow students would file past a master in the schoolyard and answer one by one
(B) Students were responding loudly to the call
(C) Student raising their hands
(D) All the above.
Answer:
(A) At Harrow students would file past a master in the schoolyard and answer one by one

Question 20.
Students who taught Latin and Greek at Harrow were
(A) the cleverer students
(B) the dull students
(C) the average students
(D) None of the above
Answer:
(A) the cleverer students

Question 21.
Students taught only English were
(A) dunces having no inclination towards Latin, Greek or Mathematics
(B) the cleverer students
(C) the average students
(D) All the above
Answer:
(A) dunces having no inclination towards Latin, Greek or Mathematics

Question 22.
The best teacher to teach English was
(A) Mr Welldon
(B) Mr Somervell
(C) Dr Samuel
(D) None of the above
Answer:
(B) Mr. Somervell

Question 23.
The part of the English grammar he learnt from Mr Somervell is
(A) parcing and English analysis
(B) components of sentences like subject, object, verb and clauses
(C) structure of endorsing British sentence
(D) All the above
Answer:
(D) All the above

Question 24.
He scored over the clever school fellows in after years because
(A) The writer thoroughly learned English thus it got into his bones
(B) The clever boys could not learn so quickly as the author could
(C) The author got more time to read
(D) None of the above
Answer:
(A) The writer thoroughly learned English thus it got into his bones

Question 25.
Boys enjoyed in large numbers at the swimming bath eating
(A) buns on the hot asphalt margin
(B) biscuits and bread
(C) cakes and soft drinks
(D) None of the above
Answer:
(A) buns on the hot asphalt margin

Question 26.
The pranks they enjoyed at the bath
(A) to come up behind someone and push him into the pool
(B) physically assaulting
(C) scolding in slangs
(D) All the above
Answer:
(A) to come up behind someone and push him into the pool

Question 27.
What did the writer do to the boy standing in a meditative posture?
(A) The writer stealthily came behind him and pushed him into the pool
(B) The writer asked him what he was doing
(C) The writer told him not to jump
(D) None of the above
Answer:
(A) The writer stealthily came behind him and pushed him into the pool

Question 28.
What was the reaction of the boy?
(A) He was very angry with the prank.
(B) He laughed at the prank.
(C) He was insulted at the prank.
(D) He took it slightly.
Answer:
(A) He was very angry with the prank.

Question 29.
The writer came to know that Amery was _______________.
(A) from the sixth form
(B) from the fifth form
(C) from the seventh form
(D) None of the above
Answer:
(A) from the sixth form

Question 30.
The writer apologised for his misconduct by saying
(A) sorry for playing that prank and said that he mistook Amery for a fourth
(B) manage it as they belong to the same school
(C) he would not do that again
(D) None of the above
Answer:
(C) he would not do that again

Question 31.
The writer was guilty of playing a prank because
(A) Amery was his senior and a boy of enormous strength, fame and reverence
(B) Amery was not known to him
(C) Amery would have been insulted
(D) All the above
Answer:
(A) Amery was his senior and a boy of enormous strength, fame and reverence

Question 32.
The matter ended happily for the writer when
(A) Amery laughed and asked Churchill to be cautious in future
(B) Amery told the headmaster about this
(C) Amery beat him
(D) All the above
Answer:
(A) Amery laughed and asked Churchill to be cautious in future

Question 33.
Amery was senior to Churchill by
(A) three years
(B) two years
(C) four years
(D) five years
Answer:
(A) three years

Question 34.
Amery was
(A) an officer in Churchill’s government
(B) the Secretary of State for India in Churchill’s cabinet
(C) a member of the government
(D) None of the above
Answer:
(B) the Secretary of State for India in Churchill’s cabinet

Question 35.
Amery was junior to Churchill in
(A) age
(B) stature
(C) family status
(D) All the above
Answer:
(B) stature

Question 36.
The position of the writer at the school
(A) He was counted amongst the dunces and stupidest boys
(B) He was counted as an intelligent boy
(C) He was an average boy
(D) All the above
Answer:
(A) He was counted amongst the dunces and stupidest boys

Question 37.
Churchill won a prize at school by
(A) writing an essay
(B) participating in the debate competition
(C) reciting to the headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake
(D) All the above
Answer:
(C) reciting to the headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake

Question 38.
The competition was open to _______________ students.
(A) lower class
(B) higher class
(C) whole school
(D) All the above
Answer:
(C) whole school

Question 39.
The writer’s noteworthy achievements at school were
(A) He passed the preliminary examination for the Army while at the bottom of the school
(B) For reciting twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making any single mistake
(C) both (A) and (B)
(D) None of the above
Answer:
(C) both (A) and (B)

Question 40.
The first question in the preliminary examination for the Army was
(A) to draw a map of New Zealand
(B) to draw a map of Australia
(C) to draw a map of Europe
(D) None of the above
Answer:
(A) to draw a map of New Zealand

Question 41.
Churchill got successful in the paper because
(A) He put all his efforts and good memory into one map that was in New Zealand and to his luck he got the same question in the paper
(B) The answer was given to him and he got a success
(C) He got successful due to his father’s reputation
(D) All the above
Answer:
(A) He put all his efforts and good memory into one map that was in New Zealand and to his luck he got the same question in the paper

Question 42.
In whose favour was Churchill biased?
(A) Boys learning Greek
(B) Boys learning Latin
(C) Boys learning English
(D) Boys studying in the Harrow
Answer:
(C) Boys learning English

Question 43.
What would Churchill do, if he were to decide what the boys should leam?
(A) He would make them all leam English
(B) He would not let them leam Greek
(C) He would not let them leam Latin
(D) He would whip them hard
Answer:
(A) He would make them all leam English

Question 44.
Churchill will let the clever ones leam Latin as a/an _______________.
(A) reward
(B) honour
(C) treat
(D) option
Answer:
(B) honour

Question 45.
Churchill will let the clever ones leam Greek as a/an _______________.
(A) reward
(B) honour
(C) treat
(D) option
Answer:
(C) treat

Question 46.
What would be the only thing Churchill would whip the clever boys for?
(A) Not knowing English poetry
(B) Not writing an English essay
(C) Not knowing English
(D) Making fun of him in school
Answer:
(C) Not knowing English

Question 47.
When did Churchill first go to Harrow?
(A) In the summer team
(B) In the winter term
(C) In the mid-term
(D) In the spring term
Answer:
(A) In the summer team

Question 48.
How was the swimming bath at Harrow?
(A) Like a big pond
(B) Like a bend of a river
(C) Like a big swimming pool
(D) Like a big room
Answer:
(B) Like a bend of a river

Question 49.
How many bridges did the swimming bath have across it?
(A) One
(B) Two
(C) Three
(D) None
Answer:
(B) Two

Question 50.
The school possessed the biggest _______________Churchill had ever seen.
(A) conference hall
(B) cafeteria
(C) swimming-bath
(D) classrooms
Answer:
(C) swimming-bath

II. Short Type Questions with Answers:

Question 1.
What did the writer do to the boy standing in a meditative posture?
Answer:
The boy was standing in a meditative posture wrapped in a towel on the very brink of the pond. He was of equal height to the writer. So he took the boy for a fair game. He came stealthy behind the boy and pushed him in, holding onto his towel.

Question 2.
Whom does he give the credit of his success in the Entrance Examination? Why?
Answer:
He gives Dr. Welldon the credit for his success in the Entrance Examination. The writer gave the credit to him as he was able to judge his (the writer’s) hidden talent and declared him worthy to pass into Harrow.

Question 3.
What does he mean by – ‘I gained no more advantage from the alphabet than from the wider sphere of letters’?
Answer:
By ‘I gained no more advantage from the alphabet than from the wider sphere of letters’ the writer means that his name was written at the bottom of the School List as his correct name Spencer Churchill started with an ‘S’. Only two students were below him on the list. He did not get the advantage of having a long name.

Question 4.
What is the custom of calling the roll at Harrow?
Answer:
The custom of calling the roll at Harrow is that the students walk past a teacher in a line and respond one by one when their names are called.

Question 5.
‘Why, he’s last of all!’ – why did people say so?
Answer:
The people said so because the people wanted to know why the writer was the last of all to march by, whereas his father Lord Randolph Churchill, despite his resignation as the Leader of the House of Commons and Chancellor of Exchequer dominated in the field of politics.

Question 6.
What was the reaction of the boy?
Answer:
The boy took the prank as an insult. He got furious. Coming out of the pond he pursued the writer who was running away safely, caught him and hurled him into the deepest part of the pond.

Question 7.
What part of English grammar did he learn from Mr Somervell?
Answer:
He learnt English parsing and analysis from Mr Somervell. He learnt how to divide a long sentence into different parts and know the grammar of each part/word.

Question 8.
How did the boys enjoy their time at the swimming bath?
Answer:
The boys enjoyed their time in fun and frolics at the swimming bath. They used to go there in large numbers and bask between their dips eating buns on the hot asphalt margin.

Question 9.
What did the writer learn about Amery from the crowd of younger boys?
Answer:
The writer learnt from the crowd of younger boys that Amery was in the Sixth Form and Head of his House, champion at Gym and an excellent football player. Besides, Amery earned fame and respect for his manifold achievements.

Question 10.
Did the matter end happily for the writer?
Answer:
Yes, the matter ended happily for the writer. Amery’s anger abated, he laughed and gave some general remarks about his cheek. He advised the writer to be cautious in the future.

Question 11.
What were the writer’s noteworthy achievements at school?
Answer:
The writer’s noteworthy achievements at school were his brilliant performance in the preliminary examination for the Army, winning a prize for reciting twelve hundred lines unmistakably and scoring high marks in Geography.

Question 12.
How did the writer prepare himself for the preliminary examination for the Army?
Answer:
The writer prepared himself for the preliminary examination for the Army by focussing on the geography of New Zealand. The night on the eve of his examination, he had written the names of all the maps in the atlas into a hat and sketched New Zealand.

Question 13.
What is the writer’s opinion about Mr Somervell as a teacher?
Answer:
Mr Somervell taught English as no one else ever had taught it. He was very skilful to teach English to dunces. He had his own method of teaching.

Question 14.
How did the writer score over the clever class fellows after years?
Answer:
The writer had remained in the Third Fourth three times as long as anyone else and practised and learned English thoroughly. So in after years when his clever class fellows came down to common English to earn their living or make their way, he was able to score over them.

Question 15.
What is the only thing the writer whips his class fellows for?
Answer:
He would make them all learn English and then he would let the clever ones learn Latin as an honour and Greek as a treat. He would whip them hard for not knowing English.

Question 16.
Throw light on his preparation for the preliminary examination for the army.
Answer:
The writer prepared for the preliminary examination for the Army by focusing on the geography of New Zealand; besides, the night before the examination saw he write the names of all the maps in the atlas into a hat and draw New Zealand.

Introducing the Author:
Sir Winston Churchill (1874-1965) was a distinguished statesman and war-time Prime Minister of Great Britain. He served in the British Army for many years as a commissioned officer. After that, he joined public life. As the Prime Minister of England, he led the allied countries to a spectacular victory in the Second World War. He possessed a sense of humour. He was a brilliant writer. He is well-known for his essays and lectures. He was awarded the Nobel Prize in Literature in 1953. ‘My Early Life’ is his masterpiece. His other works include The World Crisis, Gathering Storm and Aftermath and Memories of the Second World War.

About the Topic:
Examinations, for the writer, were not a pleasant experience. He gives vent to his views on the role of a teacher in facilitating the learning of a pupil and developing skills in him or her. Mr Somervell was a case in point. Mr Somervell played a great part in the writer’s education at Harrow. The writer also does not forget to narrate a funny incident he was linked with at school. The topic comes to a close with his preparation for the preliminary examination for the Army.

Summary:
The essay begins with the writer’s dislike for examinations. He could not get rid of them for seven years. These examinations were a sort of trial for him. The subjects the examiners liked most were Latin and mathematics. On the other hand, he was fond of history, poetry and writing essays. The writer attributes his poor performance to his teachers’ typical attitude. They did not take care of his favourite subjects. Instead, they set questions on Latin and mathematics.

In short, the examiners were keen on exposing his ignorance. The writer draws our attention to Dr Welldon for taking a broad-minded view of his Latin prose. He was interested to judge the writer’s general ability but in vain. The writer failed to answer a single question in the Latin paper, except writing the number of the question ‘I’. Drops of tears fell on his answer sheet. He could not take his eyes off this miserable sight. The writer makes an eloquent reference to Dr Welldon. He was a great scholar. He was a keen observer of the writer’s talent.

He did not give any importance to his (writer’s) answer paper. The writer succeeded in the Entrance Examination and gave credit to Dr Welldon for his success. As a result, the writer always held him in the highest: esteem. He became the last boy in the class because the names of the new boys were printed on the School List in alphabetical order. Churchill points out the difference between the custom of roll calling at Eton and Harrow; in the former, the boys stood in a group and responded to their roll calls, but in the latter, the students walked before a Master in a line and responded one by one.

The writer states that those who were superior to him were taught Latin and Greek. Those who were considered slow learners were taught only English. The writer showers praise on Mr Somervell, a person full of life and a teacher who excels in the art of teaching English grammar. Mr Somervell played a very meaningful role in the learning of students and the development of their skills. The writer himself was a case in point. Thanks to Mr Somervell, he learnt the essential structure of British sentences.

He scored over the clever school fellows in common English; after years. He was prejudiced in support of boys learning English. The writer then takes us to the biggest swimming bath of his school. The boys enjoyed their time here in fun and frolic. He recollects an incident of pushing a boy into the pool. At that time, that boy was on the edge and in a meditative position. He put on a towel. The writer was shocked at the boy’s furious face and ran away to get rid of the latter, but it was a futile attempt.

At last, the boy caught hold of him firmly and threw him into the deepest part of the pool. A number of younger boys apprised the writer of the: boy’s many feats. The writer apologised for his misconduct. There was a ring of fear and: guilt about his behaviour. The matter ended happily for the writer. Years rolled by. The writer came out with flying colours in the preliminary examination for the Army. He was endowed with a wonderful memory. His success in geography was a case in point.

ସାରାଂଶ:
ଲେଖକଙ୍କର ପରୀକ୍ଷା ପ୍ରତି ଥିବା ଅପସନ୍ଦ କଥା ବର୍ଣ୍ଣନା କରି ପ୍ରବନ୍ଧଟି ଆରମ୍ଭ ହୋଇଛି । ସେ ସାତ ବର୍ଷ ଧରି ତା’ କବଳରୁ ମୁକୁଳି ପାରିନଥିଲେ । ପରୀକ୍ଷାସବୁ ତାଙ୍କ ପାଇଁ ଏକପ୍ରକାର ବିଚାର ଭଳି ଥିଲା । ପରୀକ୍ଷକ ଲାଟିନ୍ ଓ ଗଣିତ ବିଷୟକୁ ବହୁତ ଭଲ ପାଉଥିଲେ । ଅପରପକ୍ଷେ, ସେ ଇତିହାସ, କବିତା ଓ ରଚନାଲେଖାକୁ ଖୁବ୍ ଭଲ ପାଉଥିଲେ । ସେ ତାଙ୍କର ପରୀକ୍ଷାରେ ଖରାପ ହେବାର କାରଣରୂପେ ଶିକ୍ଷକମାନଙ୍କ ନିର୍ଦ୍ଦିଷ୍ଟ ପ୍ରକାର ମନୋଭାବକୁ ବିଚାର କରିଛନ୍ତି । ସେମାନେ ତାଙ୍କର ପ୍ରିୟ ବିଷୟ ପରିବର୍ତ୍ତେ ଲାଟିନ୍ ଓ ଗଣିତ ବିଷୟ ଉପରେ ପ୍ରଶ୍ନ ପ୍ରସ୍ତୁତ କରୁଥିଲେ । ସଂକ୍ଷେପରେ କହିବାକୁ ଗଲେ, ପରୀକ୍ଷକମାନେ ତାଙ୍କର ଅଜ୍ଞତାକୁ ପଦାରେ ପକାଇବାକୁ ଆଗ୍ରହୀ ଥିଲେ ।

ତାଙ୍କର ଲାଟିନ୍ ଗଦ୍ୟ ଉପରେ ଡକ୍ଟର ୱେଲ୍‌ଡ଼ନ୍ ନେଇଥ‌ିବା ଉଦାର ଚିନ୍ତାଧାରାସମ୍ପନ୍ନ ମତାମତ ଆଡ଼କୁ ଲେଖକ ଆମର ଦୃଷ୍ଟି ଆକର୍ଷଣ କରିଛନ୍ତି । ସେ ଲେଖକଙ୍କର ସାଧାରଣ ଦକ୍ଷତାକୁ ବିଚାର କରିବାକୁ ଆଗ୍ରହୀ ଥିଲେ, କିନ୍ତୁ ତାହା ବୃଥା ହେଲା । ଲେଖକ ଲାଟିନ୍ ବିଷୟରେ ପ୍ରଶ୍ନ ନମ୍ବର “I” ଲେଖୁବା ବ୍ୟତୀତ ଗୋଟିଏ ମଧ୍ୟ ପ୍ରଶ୍ନର ଉତ୍ତର ଦେଇପାରି ନଥିଲେ । ଉତ୍ତର ପତ୍ର ଉପରେ ଲୁହ କେଇବୁନ୍ଦା ବୋହି ପଡ଼ିଥିଲା । ସେ ଏହି ଶୋଚନୀୟ ଦୃଶ୍ୟ ଉପରୁ ତାଙ୍କର ଆଖି ହଟାଇ ପାରିନଥିଲେ । ଲେଖକ ଡକ୍ଟର ୱେଲଡ଼ନ୍‌ଙ୍କ ଉପରେ ସ୍ପଷ୍ଟ ମତବ୍ୟକ୍ତ କରିଥିଲେ । ସେ ଜଣେ ମହାନ୍‌ ପଣ୍ଡିତ ଥିଲେ । ସେ ଲେଖକଙ୍କ ଦକ୍ଷତାକୁ ଗଭୀରଭାବେ ପର୍ଯ୍ୟବେକ୍ଷଣ କରିଥିଲେ । ସେ ଲେଖକଙ୍କର ଉତ୍ତରପତ୍ର ଉପରେ କୌଣସି ଗୁରୁତ୍ଵ ଦେଇନଥିଲେ ।

ଲେଖକ ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ସଫଳତା ପାଇଥିଲେ ଏବଂ ଏହି ସଫଳତାର ଶ୍ରେୟ ଡକ୍ଟର ୱେଲଡ଼ନ୍‌ଙ୍କ ଦେଇଥିଲେ । ଫଳତଃ ଲେଖକ ସର୍ବଦା ତାଙ୍କୁ ସର୍ବୋଚ୍ଚ ସମ୍ମାନ ଦେଉଥ‌ିଲେ । ବର୍ଣ୍ଣମାଳାର କ୍ରମ ଅନୁସାରେ ବିଦ୍ୟାଳୟ ତାଲିକାରେ ନୂଆ ବାଳକମାନଙ୍କ ନାମ ଲେଖାଯାଉଥିବାରୁ ଲେଖକ ଶ୍ରେଣୀର ଶେଷ ବାଳକରୂପେ ପରିଗଣିତ ହେଲେ । ଚର୍ଚ୍ଚିଲ୍ ‘ଇଟନ’ ଏବଂ ‘ହ୍ୟାରୋ’ର ଉପସ୍ଥାନ ଡାକିବା ପ୍ରଥା ମଧ୍ୟରେ ଥିବା ଭିନ୍ନତା ପ୍ରଦର୍ଶନ କରିଛନ୍ତି । ‘ଇଟନ’ରେ ବାଳକମାନେ ଦଳବଦ୍ଧ ଭାବରେ ଛିଡ଼ା ହେଉଥିଲେ ଏବଂ ନାଁ ଡକାଗଲେ ଉତ୍ତର ଦେଉଥିଲେ; ମାତ୍ର ‘ହ୍ୟାରୋ’ରେ ଛାତ୍ରମାନେ ନାଁ ଡକାଗଲେ ଶିକ୍ଷକଙ୍କ ଆଗରେ ଧାଡ଼ିରେ ଚାଲିଯାଇ ଉତ୍ତର ଦେଉଥିଲେ । ଲେଖକ କହିଛନ୍ତି ଯେ ତାଙ୍କଠାରୁ ଅଧ୍ବକ ଧୀ-ସମ୍ପନ୍ନ ପିଲାମାନେ ଲାଟିନ୍‌ ଓ ଗ୍ରୀକ୍ ଅଧ୍ୟୟନ କଲେ ।

ଯେଉଁମାନେ ପଢ଼ିବାରେ ମାନ୍ଦା ସେମାନେ କେବଳ ଇଂରାଜୀ ପଢ଼ିଲେ । ଲେଖକ ସୋମରଭେଲ୍‌ଙ୍କର ଭୂୟସୀ ପ୍ରଶଂସା କରିଛନ୍ତି ଯିଏକି ଜଣେ ସହୃଦୟ ବ୍ୟକ୍ତି ଓ ଶିକ୍ଷକ ଥିଲେ । ଇଂରାଜୀ ବ୍ୟାକରଣ ପଢ଼ାଇବାରେ ସେ ଖୁବ୍ ଦକ୍ଷ ଥିଲେ । ଛାତ୍ରମାନଙ୍କ ଅଧ୍ୟୟନ ଓ ସେମାନଙ୍କଠାରେ ଦକ୍ଷତାବୃଦ୍ଧି ଦିଗରେ ସୋମରଭେଲ୍ ପ୍ରଶଂସନୀୟ ଭୂମିକା ନିର୍ବାହ କରିଥିଲେ । ସୋମରଭେଲ୍‌ଙ୍କ ପାଇଁ ସେ ଇଂରାଜୀ ବାକ୍ୟଗଠନ ଭଲଭାବେ ଶିଖ୍ ପାରିଥିଲେ । ପରବର୍ତ୍ତୀ ଜୀବନରେ ସେ ଚତୁର ସହପାଠୀମାନଙ୍କଠାରୁ ସାଧାରଣ ଇଂରାଜୀରେ ଖୁବ୍ ଭଲ କରିଥିଲେ । ସେ ବାଳକମାନଙ୍କ ଇଂରାଜୀ ଶିକ୍ଷାକୁ ଅନ୍ଧଭାବେ ସମର୍ଥନ କରୁଥିଲେ । ଲେଖକ ଏହାପରେ ଆମକୁ ତାଙ୍କ ବିଦ୍ୟାଳୟର ବୃହତ୍ତମ ସନ୍ତରଣ-ପୁଷ୍କରିଣୀ ପାଖକୁ ନେଇଯାଇଛନ୍ତି । ବାଳକମାନେ ଏଠାରେ ଖେଳ କୌତୁକ କରି ସେମାନଙ୍କ ସମୟ ବିତାଉଥିଲେ ।

ଜଣେ ବାଳକକୁ ସନ୍ତରଣ ପୁଷ୍କରିଣୀ ଭିତରକୁ ଠେଲି ଦେଇଥୁବା ଘଟଣାକୁ ସେ ସ୍ମରଣ କରିଛନ୍ତି । ସେହି ସମୟରେ ବାଳକଟି ଧାନ କଲାଭଳି ଭଙ୍ଗୀରେ ପୋଖରୀ ଧାର ପାଖରେ ଥିଲା । ସେ ଗୋଟିଏ ତଉଲିଆ ପିନ୍ଧିଥିଲା । ଲେଖକ ବାଳକର ଭୟଙ୍କର ମୁଖମଣ୍ଡଳ ଦେଖୁ ଭୟ ପାଇଗଲେ ଏବଂ ନିଜକୁ ମୁକ୍ତ କରିବାପାଇଁ ଦୌଡ଼ି ପଳାଇ ଯାଇଥିଲେ; କିନ୍ତୁ ଏହା ବୃଥା ଚେଷ୍ଟା ଥିଲା । ଶେଷରେ ସେହି ବାଳକଟି ତାଙ୍କୁ ଦୃଢ଼ ଭାବରେ ଧରିନେଲା ଏବଂ ପୁଷ୍କରିଣୀର ଗଭୀର ଅଂଶ ଭିତରକୁ ଫୋପାଡ଼ି ଦେଲା । ଦଳେ ଅଳ୍ପବୟସର ପିଲା ବାଳକଟିର ଉଲ୍ଲେଖନୀୟ କାର୍ଯ୍ୟକଳାପ ବିଷୟରେ ଲେଖକଙ୍କୁ କହିଥିଲେ । ନିଜ ବ୍ୟବହାର ପାଇଁ ଭୟ ଏବଂ ଦୋଷୀ ଭାବ ତାଙ୍କ ମନକୁ ଗ୍ରାସ କଲା । ଶେଷରେ ଘଟଣାଟିର ସୁଖକର ସମାଧାନ ହୋଇଥିଲା । ସମୟ ଗଡ଼ିଚାଲିଲା । ସୈନ୍ୟବାହିନୀ ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ଲେଖକ ଅଭୂତପୂର୍ବ ସଫଳତା ହାସଲ କରିଥିଲେ । ତାଙ୍କର ସ୍ମୃତିଶକ୍ତି ଚମତ୍କାର ଥିଲା । ଭୂଗୋଳରେ ସଫଳତା ଏହାର ଏକ ଉଦାହରଣ ।

Odisha State Board BSE Odisha 6th Class English Solutions Follow-Up Lesson 5 The Crab and the Fox Textbook Exercise Questions and Answers.

BSE Odisha Class 6 English Solutions Follow-Up Lesson 5 The Crab and the Fox

BSE Odisha 6th Class English Follow-Up Lesson 5 The Crab and the Fox Text Book Questions and Answers

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

→ The teacher finds an activity to introduce the topic. S/he may use the pictures in the text for the purpose.
(ବିଷୟକୁ ଉପସ୍ଥାପନ କରିବାପାଇଁ ଶିକ୍ଷକ ଏକ କାର୍ଯ୍ୟ ସ୍ଥିରକରିବେ । ସେ (ପୁ/ସ୍ତ୍ରୀ) ବିଷୟବସ୍ତୁରେ ଥିବା ଛବିଗୁଡ଼ିକୁ ଏହି ଉଦ୍ଦେଶ୍ୟରେ ବ୍ୟବହାର କରିପାରନ୍ତି ।)

II. While-Reading (ପଢ଼ିବା ସମୟରେ):
→ Follow the three steps-teacher’s reading aloud two times followed by silent reading by the students.
(ତିନୋଟି ପର୍ଯ୍ୟାୟକୁ ଅନୁସରଣ କର – ଶିକ୍ଷକଙ୍କର ଦୁଇଥର ବଡ଼ପାଟିରେ ପଢ଼ିବା ଓ ଶିକ୍ଷାର୍ଥୀମାନେ ନୀରବରେ ତାଙ୍କ ପରେ ପଢ଼ିବା ।)

TEXT (ବିଷୟବସ୍ତୁ)

• Read the poem silently and answer the questions that follow.
  (କବିତାଟିକୁ ନୀରବରେ ପଢ଼ ଏବଂ ପରବର୍ତ୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

It was a very cool night
And there was no crab in sight.
The fox looked for one

But there was none.
“Where did they go?”
Not even one in sight!
They must be in their holes
If I’m right.”

Thinking so he got ready
(The hunger too made him greedy)
To go in search of a crab hole
And he straightened his tail like a pole.
Inside the hole his bushy tail he pushed
The crab, he thought, it slightly missed.
He waited long for a sweet pull
But for long there was none at all.
Finally, he pulled out his tail
But the crab was inside he could smell.
So he changed his plan and called “Brother Crab,
Let’s some song and dance have.
The weather calls for such merrymaking
What is life without dancing and singing ?”
The crab well understood
The fox’s real mood.
Thought he to himself ‘Am I a fool ?’

And answered from his hole :
“Who is going to sing and dance
In such weather cool?
I’ll rather eat and sleep well
in my cozy little hole.”

କବିତାଟିର ଓଡ଼ିଆ ଉଚ୍ଚାରଣ :
ଇଟ୍ ୱାଜ୍ ଏ ଭେରି କୁଲ୍ ନାଇଟ୍
ଆଣ୍ଡ୍ ଦେୟାର୍ ୱାଜ୍ ନୋ କ୍ରାବ୍‌ ଇନ୍ ସାଇଟ୍ ।
ଦି ଫକ୍ସ ଲୁକ୍‌ ଫର୍ ୱାନ୍
ବଟ୍ ଦେୟାର ୱାଜ୍ ନନ୍ ।
‘‘ହୋୟାର୍ ଡିଡ଼୍ ଦେ ଗୋ ?’’
ନଟ୍ ଇଭିନ୍ ୱାନ୍ ଇନ୍ ସାଇଟ୍ !
ଦେ ମଷ୍ଟ ବି ଇନ୍ ଦେୟାର୍ ହୋଲ୍‌ସ୍
ଇଫ୍ ‘ଆଇ’ମ୍ ରାଇଟ୍ ।’’
ଥଙ୍କିଙ୍ଗ୍ ସୋ ହି ଗଟ୍ ରେଡ଼ି
(ଦି ହଙ୍ଗର୍ ଠୁ ମେଡ଼୍ ହିମ୍ ଗ୍ରିଡ଼ି)
ଟୁ ଗୋ ଇନ୍ ସର୍ଚ ଅଫ୍ ଏ କ୍ରାବ୍ ହୋଲ୍
ଆଣ୍ଡ ହି ଷ୍ଟେଟେଡ୍ ହିଜ୍ ଟେଲ୍ ଲାଇକ୍ ଏ ପୋଲ୍ ।
ଇସାଇଡ୍ ଦି’ ହୋଲ୍ ହିଜ୍ ବୁସି ଟେଲ୍ ହି ପୁସ୍‌
ଦି କ୍ରାବ୍, ହି ଥଟ୍, ଇଟ୍ ସ୍ଲାଇଟ୍‌ଲି ମିସିଡ୍ ।
ହି ୱେଟେଡ଼ ଲଙ୍ଗ୍ ଫର୍ ଏ ସୁଇଟ୍ ପୁଲ୍
ବଟ୍ ଫର୍ ଲଙ୍ଗ୍ ଦେୟାର୍ ୱାଜ୍ ନନ୍ ଆଟ୍ ଅଲ୍ ।
ଫାଇନାଲି ହି ପୁଲ୍‌ ଆଉଟ୍ ହିଜ୍ ଟେଲ୍
ବଟ୍ ଦି’ କ୍ରାବ୍ ୱାଜ୍ ଇନ୍‌ସାଇଡ୍ ହି କୁଡ଼ ସ୍କେଲ୍ ।
ସୋ ହି ଚେଞ୍ଜେଡ଼୍ ହିଜ୍ ପ୍ଲାନ୍ ଆଣ୍ଡ କଲ୍‌ ‘ବ୍ରଦର୍‌ କ୍ରାନ୍’’,
ଲେଟ୍ସ ସମ୍ ସଙ୍ଗ୍ ଆଣ୍ଡ୍ ଡ୍ୟାନ୍ସ ହାଭ୍ ।
ଦି ୱେଦର୍ କଲସ୍ ଫର୍ ସବ୍ ମେରିମେକିଙ୍ଗ୍
ଦ୍ଵାଟ୍ ଇଜ୍ ଲାଇଫ୍ ଉଇଦାଉଟ୍ ଡ୍ୟାନ୍‌ସିଙ୍ଗ୍ ଆଣ୍ଡ ସିଙ୍ଗିଙ୍ଗ୍ ?’’
ଦି କ୍ରାବ୍‌ ୱେଲ୍ ଅଣ୍ଡରଷ୍ଟୁଡ୍
ଦି ଫକ୍ସ’ସ୍ ରିଅଲ୍ ମୁଡ଼ ।
ଥଟ୍ ହି ଟୁ ହିମ୍‌ସେଲୁ ‘ଆମ୍ ଆଇ ଏ ଫୁଲ୍ ?’
ଆଣ୍ଡ ଆନ୍‌ସର୍‌ଡ୍‌ ଫ୍ରମ୍ ହିଜ୍ ହୋଲ୍ :
“ହୁ ଇଜ୍ ଗୋଇଙ୍ଗ୍ ଟୁ ସିଙ୍ଗ୍ ଆଣ୍ଡ୍ ଡ୍ୟାନ୍ସ,
ଇନ୍ ସଚ୍ ଏ ୱେଦର୍ କୁଲ୍ ?
ଆଇ’ଲ୍ ନ୍ୟାଦର୍ ଇଟ୍‌ ଆଣ୍ଡ ସ୍କ୍ରିପ୍ ୱେଲ୍
ଇନ୍ ମାଇଁ କୋଜି ଲିଟିଲ୍ ହୋଲ୍ ।’’

କବିତାର ଓଡ଼ିଆ ଅନୁବାଦ:
ଏହା ଏକ ବହୁତ ଶୀତଳ ରାତ୍ରି ଥିଲା
ଏବଂ କୌଣସି କଙ୍କଡ଼ା ଦୃଷ୍ଟିରେ ପଡୁନଥିଲା ।
କୋକିଶିଆଳ ଗୋଟାଏକୁ ଖୋଜୁଥିଲା
କିନ୍ତୁ ସେଠାରେ ଗୋଟିଏ ବି ନଥିଲା ।
‘ସେମାନେ କୁଆଡ଼େ ଗଲେ?’
ଏପରିକି ଗୋଟିଏବି ହେଲେ
ଦୃଷ୍ଟିରେ ପଡୁନାହାନ୍ତି !
ନିଶ୍ଚୟ ସେମାନେ ଥିବେ ସେମାନଙ୍କର ଗାତଗୁଡ଼ିକ ଭିତରେ
ଯଦି ମୁଁ ଠିକ୍ କହୁଥାଏ ।’
ଭାବି ସେ ପ୍ରସ୍ତୁତ ହୋଇଗଲେ |
(କ୍ଷୁଧା ମଧ୍ଯ ତାକୁ ଲୋଭୀ କରିଦେଲା)
ଅନ୍ଵେଷଣରେ ଯିବା ପାଇଁ ଗୋଟିଏ କଙ୍କଡ଼ା ଗାତ
ଏବଂ ସେ ସିଧା ବା ସଳଖ କରିଦେଲା ତା’ର ଲାଞ୍ଜକୁ ଗୋଟିଏ ଖୁଣ୍ଟ ପରି !
ଗାତ ଭିତରକୁ ତା’ର ବୁଦାଳିଆ ଲୋମଶ ଲାଞ୍ଚକୁ ସେ ଠେଲିଦେଲା
ସେ ଭାଙ୍ଗିଲା, କଙ୍କଡ଼ାଟିରେ ବାଜିବାରେ ଟିକେ ଭୁଲ୍ ହେଲା ।
ସେ ବହୁତ ସମୟ ଅପେକ୍ଷା କଲା ଗୋଟିଏ ମଧୁର ଟଣା ପାଇଁ
କିନ୍ତୁ ଦୀର୍ଘ ସମୟ ଧରି ସେପରି କିଛି ହେଲା ନାହିଁ ।
ଶେଷରେ ସେ ତା’ର ଲାଞ୍ଜକୁ ବାହାରକୁ ଟାଣି ଆଣିଲା
କିନ୍ତୁ କଙ୍କଡ଼ାଟି ଭିତରେ ଥ‌ିବାର ବାସନା ସେ ବାରିପାରିଲା ।
ତେଣୁ ସେ ତା’ର ଯୋଜନାକୁ ବଦଳାଇ ଦେଲା ଏବଂ ଡାକିଲା ‘କଙ୍କଡ଼ା ଭାଇ’’,
ଆସ ଆମେ କିଛି ଗୀତ ଏବଂ ନାଚ କରିବା ।
ଏପରି ମଉଜ କରିବାକୁ ପାଗ ଡାକୁଛି
ନାଚ ଓ ଗୀତ ବିନା ଜୀବନର ଅର୍ଥ କ’ଣ ଅଛି ?
କଙ୍କଡ଼ା ଭଲ ଭାବରେ ବୁଝିଗଲା
ସେ ନିଜକୁ ନିଜେ ଭାବିଲା, ‘ମୁଁ କ’ଣ ଏତେ ବୋକା ?”’
କୋକିଶିଆଳର ପ୍ରକୃତ ମନୋବୃତ୍ତି !
ସେ ନିଜକୁ ନିଜେ ଭାବିଲା, ‘ମୁଁ କ’ଣ ଏତେ ବୋକା ?”’
ଏବଂ ତା’ର ଗାତ ମଧ୍ୟରେ ଥାଇ ଉତ୍ତର ଦେଲା :
‘‘କିଏ ଯାଉଛି ଗୀତ ଗାଇବାକୁ ଓ ନାଚିବାକୁ
ଏପରି ଏକ ଶୀତଳ ପାଗରେ ?
ମୁଁ ବରଂ ଖାଇବି ଓ ଶୋଇବି ଭଲ ଭାବରେ
ମୋ’ର ଆରାମଦାୟକ ଛୋଟ ଗାତ ମଧ୍ଯରେ ।’’

Comprehension Questions (ବୋଧମୂଳକ ପ୍ରଶ୍ନବଳୀ):

Question 1.
What is the story about?
(ଗପଟି କେଉଁ ବିଷୟରେ ଲେଖାଯାଇଛି ?)
Answer:
The story is about a crab and a fox.

Question 2.
What did the fox look for?
(କୋକିଶିଆଳ କ’ଣ ଖୋଜୁଥୁଲା ?)
Answer:
The fox looked for a crab.

Question 3.
Did he find one?
(ସେ ଗୋଟିଏ ହେଲେ କଙ୍କଡ଼ା ପାଇଲା କି ?)
Answer:
He did not find one.

Question 4.
Where did he push his tail? Why?
(ସେ ତା’ର ଲାଞ୍ଜକୁ କେଉଁଠାକୁ ଠେଲିଲା ? କାହିଁକି ?)
Answer:
He pushed his tail inside the hole. Because he wanted to pull the crab out of its hole.

Question 5.
How could he know that the crab was inside?
(କଙ୍କଡ଼ା ଭିତରେ ଅଛି ବୋଲି ସେ କିପରି ଜାଣିପାରିଲା ? )
Answer:
He could smell that the crab was inside the hole.

Question 6.
What was his new plan?
(ତା’ର ନୂଆ ଯୋଜନାଟି କ’ଣ ଥିଲା ?)
Answer:
His new plan was to make friends with the crab and to call him to come out of its hole for enjoying the fine weather.

Question 7.
Did the new plan work? Why?
(ନୂଆ ଯୋଜନାଟି କାମ କଲା କି ? କାହିଁକି ?)
Answer:
No, the new plan did not work well. Because the crab was cunning enough to the fox’s real mood.

Question 8.
Did the crab understand the intention of the fox?
(କୋକିଶିଆଳର ଉଦ୍ଦେଶ୍ୟକୁ କଙ୍କଡ଼ାଟି ବୁଝିପାରିଥିଲା କି ?)
Answer:
Yes, the crab understood the intention of the fox.

Question 9.
Did the crab come out of her hole?
(କଙ୍କଡ଼ାଟି ତା’ର ଗାତ ବାହାରକୁ ଆସିଥିଲା କି ?)
Answer:
No, the crab did not come out of her hole.

Question 10.
Who is clever?
(କିଏ ଚତୁର ଥିଲା ?)
Answer:
The crab was clever.

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

1. Writing (ଲେଖୁବା):
(a) Answer the following questions.
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question (i).
What is the story about?
(ଗପଟି କେଉଁ ବିଷୟରେ ଲେଖାଯାଇ ଅଛି ?)
Answer:
The story is about a crab and a fox.

Question (ii).
What did the fox look for?
(କୋକିଶିଆଳଟି କ’ଣ ଖୋଜୁଥୁଲା ?)
Answer:
The fox looked for a crab.

Question (iii).
Where did the fox push his tail?
(କୋକିଶିଆଳଟି ତା’ର ଲାଞ୍ଜକୁ କେଉଁଆଡ଼କୁ ଠେଲିଲା ?)
Answer:
The fox pushed his tail inside the crab hole.

Question (iv).
Who is clever?
(କିଏ ଚତୁର ଅଟେ ?)
Answer:
The crab is clever.

(b) Write the story by filling in the gaps:
(ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କରି ଗପଟିକୁ ଲେଖ ।)
(Question with Answer)
Once there lived a ____________ and a ____________. The fox looked for ____________. He____________ his tail inside the ____________. But the crab did not catch his ____________. The fox _____________his plan. He sang a song and called the crab to come out. But the ____________. She said, “Am I _________. I’ll _____________in my ____________.”
Answer:
Once there lived a crab and a fox. The fox looked for a crab. He pushed his tail inside the crab hole. But the crab did not catch his tail. The fox changed his plan. He sang a song and called the crab to come out. But the crab did not come out. She said, “Am I a fool ?” I’ll rather eat and sleep well in my cozy little hole.”

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

dog — କୁକୁର
cat — ବିଲେଇ
thin — ପତଳା |
fat — ମେଦ
neither — ଏହା ନୁହେଁ କିମ୍ବା ତାହା ନୁହେଁ
pet — ଗୃହପାଳିତ ପଶୁ
mat — ଆସନ (ମସିଣା)
claimed — ଦାବି କଲେ
chased — ଗୋଡ଼ାଇଲା
retire — ବିଶ୍ରାମ ନେବା ବା ଶୋଇବା
hither — here, ଏଠାରେ
owner’s — ମାଲିକଙ୍କର,
cursed — ଅଭିଶାପିତ,
fate — ଭାଗ୍ୟ,
left — ବାମ,
As — ଯେପରି,
someone — କେହି ଜଣେ
pack — ପ୍ୟାକ୍ କରନ୍ତୁ |
sack — ଅଖା ବସ୍ତା
Hey – ହେ
gunny bag – ଛୋଟ ଅଖାଥଳି
grey — ଧୂସର ରଙ୍ଗ
wish — ଇଚ୍ଛା
religious — ଧାର୍ମିକ
carry — ବହନ କର
obey — ମାନ
nanny — ନାନୀ
funny — ମଜାଳିଆ
thought — ଭାବିଲା
rush — ଭିଡ଼, ଜନଗହଳି
Miss — ମିସ୍
hate — ଘୃଣା କରିବା
always — ସର୍ବଦା
late — ବିଳମ୍ବ, ଡେରି
cosy — ଉଷୁମ ଓ ଆରାମଦାୟକ
merry making — ହସଖୁସିରେ ତିଆରି
straightened — ସିଧା
fox — ଠେକୁଆ
crab — କଙ୍କଡ଼ା
greedy — ଲୋଭୀ
pole — ଖୁଣ୍ଟ

busy — ବୁଦାଳିଆ, ଲୋମଶ
pushed — ଠେଲି ହୋଇଗଲା
slightly — ଅଳ୍ପ ଟିକିଏ
missed — ମିସ୍
pull — ଟାଣନ୍ତୁ
smell — ଗନ୍ଧ ବା ବାସନା ଠଉରାଇବା
weather — ପାଣିପାଗ
understood — ବୋଧଗମ୍ୟ
real — ବାସ୍ତବ
mood — ମନ
himself – ତା’ ନିଜକୁ ନିଜେ
fool — ମୂର୍ଖ
hole — ଗାତ
cool — ଶୀତଳ
rather — ବରଂ
well — କୂପ