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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

Odisha State Board BSE Odisha 6th Class English Solutions Lesson 5 The Cat and the Dog Textbook Exercise Questions and Answers.

BSE Odisha Class 6 English Solutions Lesson 5 The Cat and the Dog

BSE Odisha 6th Class English Lesson 5 The Cat and the Dog Text Book Questions and Answers

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

→  Socialisation (ସାମାଜିକୀକରଣ) :
→  There are some pairs of animals and birds who are always in the fight. They never can have a friendship. One is an enemy to the other. Can you guess the other such pair? Crow and cuckoo, for example. Look at the pictures and guess one pair of animals. Let’s read this very very interesting poem on dog and cat, and their relationship.
(କେତେକ ପଶୁ ଓ ପକ୍ଷୀଙ୍କର ଯୋଡ଼ା ଅଛି ଯେଉଁମାନେ ସର୍ବଦା ଯୁଦ୍ଧ କରନ୍ତି । ସେମାନଙ୍କର କେବେହେଲେ ବନ୍ଧୁତା ହୋଇନପାରେ । ଜଣେ ଅନ୍ୟ ଜଣଙ୍କର ଶତ୍ରୁ ଅଟେ । ତୁମେ ଏପରି ଅନ୍ୟ ଯୋଡ଼ାଙ୍କ ବିଷୟରେ ଅନୁମାନ କରିପାରିବ କି ? ଉଦାହରଣ ସ୍ଵରୂପ, କାଉ ଓ କୋଇଲି । ଛବିଗୁଡ଼ିକୁ ଦେଖ ଏବଂ ଅନ୍ୟ ଯୋଡ଼ା ପଶୁଙ୍କ ବିଷୟରେ ଅନୁମାନ କର । ଆସ ଆମେ କୁକୁର ଓ ବିଲେଇଙ୍କ ବିଷୟରେ ଏବଂ ସେମାନଙ୍କ ସମ୍ପର୍କ ବିଷୟରେ ଏହି ଅତି ଆନନ୍ଦଦାୟକ କବିତାଟିକୁ ପଢ଼ିବା ।)

II. While-Reading (ପଢ଼ିବା ସମୟରେ):
Text (ବିଷୟବସ୍ତୁ):
Follow three steps of teaching a poem-teacher reading aloud twice followed by a silent reading by the students.
(କବିତା ପଢ଼ିବାର ତିନିଗୋଟି ପର୍ଯ୍ୟାୟକୁ ଅନୁସରଣ କର – ଶିକ୍ଷକ ଦୁଇଥର ବଡ଼ପାଟିରେ ପଢ଼ିବେ ତାଙ୍କପଛରେ ଛାତ୍ରମାନଙ୍କଦ୍ୱାରା ନୀରବ ପଠନ ହେବ ।)

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

1. There was a dog and there was a cat.
One very thin and the other fat.
Neither of them was a pet.
But the cat always sat on a mat,
and claimed she was a loving pet.
As the fat cat saw one day,
the dog being chased away.

2. She said: “Chased here and chased there
No place to rest and retire
But look how I rest hither l
ike the owner’s grandmother.”

3. The dog saw the cat,
cursed his fate
and away he left.
Another day going that way
As the dog saw someone pack

4. the cat in the sack
and away her take,
He said; “Hey,
How is today ?”

5. The cat did say
from her gunny bag grey
“My wish was – ‘I may
go to a religious place one day’.
‘Carry me to Brindaban’ I say
and they obey.”

6. “But cat ‘nanny’
isn’t it funny
to go to Brindaban
in a bag gunny ?”

7. “I thought of going by bus but they are always rush.”
“What about trains Miss cat ?”

8. “Trains I hate,
They’re always late.”

କବିତାଟିର ଓଡ଼ିଆ ଉଚ୍ଚାରଣ :
(୧) ଦେୟାର୍ ୱାଜ୍ ଏ ଡ଼ଗ୍ ଆଣ୍ଡ୍ ଦେୟାର୍ ୱାଜ୍ ଏ କ୍ୟାଟ୍ ।
ୱାନ୍ ଭେରି ଥ୍ ଆଣ୍ଡ୍ ଦ’ ଅଦର୍ ପ୍ୟାଟ୍ ।
ନାଇଦର ଅଫ୍ ଦେମ୍ ୱାଜ୍ ଏ ପେଟ୍ ।
ବଟ୍ ଦ’ କ୍ୟାଟ୍ ଅଲୱେଜ୍ ସ୍ୟାଟ୍ ଅନ୍ ଏ ମ୍ୟାଚ୍,
ଆଣ୍ଡ୍ କ୍ଲେମ୍‌ଡ୍ ସି ୱାଜ୍ ଏ ଲଭିଙ୍ଗ୍ ପେଟ୍।
ଆଜ୍ ଦ’ ଫ୍ୟାଟ୍ କ୍ୟାଟ୍ ସିଅ ୱାନ୍ ଡେ,
ଦ’ ଡଗ୍ ବିଙ୍ଗ୍ ଚେକ୍‌ ଆମ୍ଭେ ।

(୨) ସି ସେଡ଼୍ : ‘‘ଚେକ୍‌ ହିଅର୍ ଆଣ୍ଡ ଚେକ୍‌ ଦେୟାର୍
ନୋ ପ୍ଲେସ୍ ଟୁ ରେଷ୍ଟ ଆଣ୍ଡ୍ ରିଟାୟାର୍
ବଟ୍ ଲୁକ୍ ହାସ୍‌ ଆଇ ରେଷ୍ଟ୍ ହିଦର୍
ଲାଇକ୍ ଦି ଓନର’ସ୍ ଗ୍ରାଣ୍ଡମଦର୍ ।’’

(୩) ଦି ଡଗ୍ ସ’ ଦ’ କ୍ୟାଟ୍,
କରସଡ୍ ହିଜ୍ ଫେଟ୍
ଆଣ୍ଡ୍ ଆମ୍ଭେ ହି ଲେଫ୍ଟ ।
ଆନାଦର୍ ଡେ ଗୋଇଙ୍ଗ୍ ଦ୍ୟାଟ୍ ୱେ
ଆଜ୍ ଦି’ ଡଗ୍ ସ’ ସମ୍ୱିନ୍‌ ପ୍ୟାକ୍

(୫) ଦ’ କ୍ୟାଟ୍ ଡିଡ୍ ସେ
ଫ୍ରମ୍ ହର୍ ଗନି ବ୍ୟାଗ୍ ଗ୍ରେ
‘‘ମାଇଁ ୱିଶ୍ ୱାଜ୍- ‘ ଆଇ ମେ
ଗୋ ଟୁ ଏ ରିଲିଜିଅସ୍ ପ୍ଲେସ୍ ୱାନ୍ ଡ଼େ’ ।
‘କ୍ୟାରି ମୁଁ ଟୁ ବ୍ରିନ୍ଦାବନ୍’ ଆଇ ସେ
ଆଣ୍ଡ ଦେ ଓବେ ।’’

(୬) ‘ବଟ୍ କ୍ୟାଟ୍ ‘ନାମ୍ନୀ’
ଇଜ୍ଣ୍ଟ ଇଟ୍ ଫନି
ଟୁ ଗୋ ଟୁ ବ୍ରିନ୍ଦାବନ୍
ଇନ୍ ଏ ବ୍ୟାଗ୍ ଗନି ?’’

(୭) ‘‘ଆଇ ଥଟ୍ ଅଫ୍ ଗୋଇଙ୍ଗ୍ ବାଇ ଏ ବସ୍
ବଟ୍ ଦେ ଆର୍ ଅଲୱେଜ୍ ରସ୍ ।’’
“ ହ୍ୱାଟ୍ ଏବାଉଟ୍ ଟ୍ରେନ୍‌ସ୍‌ ମିସ୍ କ୍ୟାଟ୍ ?””

(୮) ‘‘ଟ୍ରେନସ୍ ଆଈ ହେଟ୍,
ଦେ’ଆର୍ ଅଲୱେଜ୍ ଲେଟ୍ ।’’

ଓଡ଼ିଆ ଅନୁବାଦ :
(୧) କୁକୁରଟିଏ ଥିଲା ଓ ବିଲେଇଟିଏ ଥିଲା ।
ଜଣେ ବହୁତ ପତଳା ଓ ଅନ୍ୟ ଜଣଙ୍କ ମୋଟା ।
ସେମାନଙ୍କ ମଧ୍ୟରୁ କେହି ନଥିଲେ ପୋଷା ।
କିନ୍ତୁ ବିଲେଇ ସର୍ବଦା ଏକ ଆସନ (ମସିଣା) ଉପରେ ବସେ,
ଏବଂ ଦାବିକରୁଥିଲା ଯେ ସେ ଖୁବ୍ ପ୍ରିୟ ପୋଷା ।
ଯେତେବେଳେ ମୋଟା ବିଲେଇଟି ଦିନେ ଦେଖୁଲା,
କୁକୁରଟିକୁ ତଡ଼ିଦିଆଯାଉଥିଲା ।

(୨) ସେ (ସ୍ତ୍ରୀ) କହିଲା, ‘ଏଣେ ତଡ଼ିଦିଆ ଯାଉଛି ଓ ତେଣେ ତଡ଼ିଦିଆ ଯାଉଛି,
କୌଣସି ସ୍ଥାନ ନାହିଁ ବିଶ୍ରାମ ନେବାକୁ ଏବଂ ଶୟନ କରିବାକୁ
କିନ୍ତୁ ଦେଖ ମୁଁ କିପରି ଏଠାରେ ବିଶ୍ରାମ ନେଉଛି
ମାଲିକର ବୁଢ଼ୀମା’ (ଜେଜେମା’) ପରି ।’’

(୩) କୁକୁରଟି ବିଲେଇକୁ ଦେଖୁଲା,
ତାଙ୍କ ଭାଗ୍ୟକୁ ଅଭିଶାପ ଦେଲା |
ଏବଂ ସେ ଦୂରକୁ ଚାଲିଗଲା ।
ଆଉ ଏକ ଦିନେ ସେହି ବାଟଦେଇ ଯାଉଥିବାବେଳେ
ଯେତେବେଳେ କୁକୁରଟି ଦେଖିଲା କେହି ଜଣେ ବୁଜୁଳି ବାନ୍ଧୁଛି

(୪) ବିଲେଇଟିକୁ ଅଖା ବସ୍ତାରେ
ଏବଂ ତାକୁ ଦୂରକୁ ନେଇଯାଉଛି,
ସେ କହିଲା, ‘‘ହେ,
ଆଜି କିପରି ଅଛି ???

(୫) ବିଲେଇ ଜୋର୍ ଦେଇ କହିଲା
ତା’ର ଧୂସର ଅଖା ବସ୍ତାରୁ
‘ମୋ’ର ଇଚ୍ଛା ଥିଲା – ମୁଁ ଯାଆନ୍ତି
ଏକ ଧାର୍ମିକ ସ୍ଥାନକୁ ଦିନେ ।
‘ମୋତେ ନେଇଯାଅ ବୃନ୍ଦାବନକୁ’ ମୁଁ କହେ
ଏବଂ ସେମାନେ ପାଳନ କରନ୍ତି ।’’

(୬) ‘‘କିନ୍ତୁ ବିଲେଇ ‘ନାନୀ’
ଏହା କୌତୂହଳମୟ ନୁହେଁ କି
ବୃନ୍ଦାବନ ଯିବା
ଏକ ଅଖା ବସ୍ତା ଭିତରେ ?’’

(୭) ‘‘ମୁଁ ଭାବୁଥୁଲି ଯିବାକୁ ଏକ ବସ୍‌ରେ
କିନ୍ତୁ ସେଗୁଡ଼ାକ ସର୍ବଦା ଭିଡ଼ ରହୁଛି ।’’
‘ବିଲେଇ ମହାଶୟ ରେଳଗାଡ଼ିଗୁଡ଼ିକ ବିଷୟରେ କ’ଣ ?’’

(୮) ‘‘ମୁଁ ରେଳଗାଡ଼ିକୁ ଘୃଣା କରେ,
ସେଗୁଡ଼ାକ ସର୍ବଦା ବିଳମ୍ବରେ ଯାତ୍ରା କରନ୍ତି ।’’

Comprehension Questions (ବୋଧମୂଳକ ପ୍ରଶ୍ନବଳୀ):

Question 1.
What is the poem about?
(କବିତାଟି କାହା ଉପରେ ଆଧାରିତ ?)
Answer:
The poem is about a cat and a dog.

Question 2.
Who is thin?
(କିଏ ପତଳା ଅଟେ ?)
Answer:
The dog is thin.

Question 3.
Who is fat?
(କିଏ ମୋଟା ଅଟେ ?)
Answer:
The cat is fat.

Question 4.
Are they pets?
(ସେମାନେ ପୋଷା ଥିଲେ କି ?)
Answer:
No, they are not pets.

Question 5.
Who said, ‘She was a pet’.
(କିଏ କିହଲା, ‘‘ସେ ଗୋଟିଏ ପୋଷା ଥିଲା ।’’)
Answer:
The cat said, ‘She was a pet’.

Question 6.
What did the fat cat see one day?
(ଦିନେ ମୋଟା ବିଲେଇଟି କ’ଣ ଦେଖିଲା ?)
Answer:
One day the fat cat saw the dog being chased away.

Question 7.
What did she say about herself?
(ସେ ତା’ ନିଜ ବିଷୟରେ କ’ଣ କହିଲା ?)
Answer:
She said about herself that she rested there like the owner’s grandmother.

Question 8.
What do you mean by ‘curse’?
(ତୁମେ ‘ଅଭିଶାପ ଦେବା’’ର ଅର୍ଥ କ’ଣ ବୁଝୁଛ ?)
Answer:
By ‘curse’ we mean wishing or expressing misfortune for another (here) scold (ଗାଳିଦେବା).

Question 9.
Did the dog feel good or bad about himself?
(କୁକୁରଟା ତା’ ନିଜ ବିଷୟରେ ଭଲ ବା ଖରାପ ଭାବିଲା କି ?)
Answer:
The dog felt bad about himself.

Question 10.
What did the dog see one day?
(ଦିନେ କୁକୁର କ’ଣ ଦେଖୁଲା ?)
Answer:
One day, the dog saw someone pack the cat in a sack and took her away.

Question 11.
What did the dog tell the cat?
(କୁକୁର ବିଲେଇକୁ କ’ଣ କହିଲା ?)
Answer:
The dog told the cat how that day was.

Question 12.
What did the cat reply?
(କ’ଣ ବିଲେଇଟି ଉତ୍ତର ଦେଲା ?)
Answer:
The cat replied that her wish was to go to a religious place one day. She told them to carry her to Brindaban and they obeyed.

Question 13.
Is she telling the truth?
(ସେ (ସ୍ତ୍ରୀ) ସତ୍ୟ କହୁଅଛି କି ?)
Answer:
No, she is not telling the truth.

Question 14.
Where was the man carrying the cat?
(ଲୋକଟି ବିଲେଇକୁ କେଉଁଆଡ଼େ ବୋହିନେଇ ଯାଉଥିଲା ?)
Answer:
The man was carrying the cat to leave her in a distant place.

Question 15.
What did the dog ask the cat?
(କୁକୁରଟି ବିଲେଇକୁ କ’ଣ ପଚାରିଲା ?)
Answer:
The dog asked the cat, “Isn’t it funny to go to Brindaban in a gunny bag ?”

Question 16.
What did the cat reply?
(ବିଲେଇଟି କ’ଣ ଉତ୍ତର ଦେଲା ?)
Answer:
The cat replied that she had thought of going by bus but they were always rushed.

Question 17.
Was she telling the truth?
(ସେ (ସ୍ତ୍ରୀ) ସତ୍ୟ କହୁଥିଲା କି ?)
Answer:
No, she was not telling the truth.

Question 18.
What did the dog ask the cat next?
(ତା’ପରେ କୁକୁର ବିଲେଇକୁ କ’ଣ ପଚାରିଲା ?)
Answer:
Next, the dog asked the cat, “What about trains Miss Cat”.

Question 19.
What did the cat reply?
(ବିଲେଇଟି କ’ଣ ଉତ୍ତର ଦେଲା ?)
Answer:
The cat replied, “Trains I hate as they are always late.”
(Or) The cat replied that she hated trains as they were always late.

Question 20.
Is she telling the truth?
(ସେ (ସ୍ତ୍ରୀ) କ’ଣ ସତ୍ୟ କହୁ ଅଛି କି ?)
Answer:
No, she is not telling the truth.

Question 21.
Who do you like – the cat or the dog?
(ତୁମେ କାହାକୁ ଭଲପାଅ – ବିଲେଇକୁ ବା କୁକୁରକୁ ?)
Answer:
I like the dog very much.

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

1. Visual Memory Development Technique (VMDT) :
(ଦୃଶ୍ୟ ସ୍ମୃତି ଉନ୍ନୟନ କୌଶଳ (VMDT))
Pictures: a cat, a dog, a person carrying a cat, and a man chasing a dog.
(ଛବି)
Whole Text: Which stanza is on ‘Cat Brindaban T ‘dog chased away’, (ସମଗ୍ର ବିଷୟବସ୍ତୁ) ‘bus’, ‘train’.

2. Comprehension Activities (ବୋଧମୂଳକ କାର୍ଯ୍ୟାବଳୀ) :
(a)MCQs- Choose the correct alternative (ସଠିକ୍ ବିକଳ୍ପଟି ବାଛ) :

Question 1.
Who was a pet?
(a) the dog
(b) the cat
(c) both of them
(d) none of them
Answer:
(d) none of them

Question 2.
Who loves whom?
(a) The cat loves the dog.
(b) The dog loves the cat.
(c) Both of them love each other.
(d) None of them love each other.
Answer:
(d) None of them love each other.

Question 3.
The man was taking away the cat ______________.
(a) because the cat asked him to do so.
(b) to Brindaban
(c) to leave her in a distant place.
(d) to another house where she can live happily.
Answer:
(c) to leave her in a distant place.

Question 4.
The cat does not like to go by train because ______________.
(a) trains are late.
(b) trains are rush.
(c) train journey is expensive.
(d) she wants to tell a lie to the dog.
Answer:
(a) trains are late.

(b) Who said? (କିଏ କହିଲା ?)
(i) Tam a loving pet.’
(ii) ‘Chased here, chased there.’
(iii) ‘Hey, how is today ?’
(iv) ‘Why in a gunny bag ?”
(v) ‘Trains I hate.’
(vi) ‘Bus always rush.’

Answer:
The cat
The cat
The dog
The dog
The cat
The cat

Session – 3 (ସୋପାନ – ୩)
3. Listening (ମନଦେଇ ଶୁଣିବା) :
(a) Your teacher will read aloud some of the words listed below. Tick those which s/he reads aloud.
(ତଳେ ତାଲିକାଭୁକ୍ତ କେତେକ ଶବ୍ଦକୁ ତୁମ ଶିକ୍ଷକ ବଡ଼ପାଟିରେ ପଢ଼ିବେ । ସେ ଯେଉଁ ଶବ୍ଦଗୁଡ଼ିକ ବଡ଼ ପାଟିରେ ପଢ଼ିବେ ଠିକ୍ ( ✓) ଚିହ୍ନ ଦେଇ ଚିହ୍ନାଅ ।)
late, bus, train, bag, obey, pack, fate

(b) Your teacher reads aloud the first stanza, listen and fill in the blank. Do not look at the poem when doing the task. After doing the task see the poem and correct, if there is any mistake.
(ତୁମ ଶିକ୍ଷକ ବଡ଼ପାଟିରେ ପ୍ରଥମ ପଦଟି ପଢ଼ିବେ, ଶୁଣ ଏବଂ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । କାର୍ଯ୍ୟଟି କଲାବେଳେ କବିତାଟି ଦେଖନାହିଁ । କାର୍ଯ୍ୟଟି କରିସାରିବା ପରେ କବିତାଟି ଦେଖ ଏବଂ ଯଦି କିଛି ଭୁଲ୍ ଥାଏ ସଂଶୋଧନ କର ।)
There was a _____________ and there was a ______________. One is very _____________ and the other is _____________. Neither of ___________ is a _____________. But the cat ___________ sat on a _____________ and claimed____________ was a _____________.
(Question with Answer)
Answer:
There was a dog and there was a cat. One is very thin and the other is fat. Neither of them is a pet. But the cat always sat on a mat and claimed she was a loving pet.

4. Speaking (କହିବା):
(a) Chain-drill: “There was a dog and there was a cat.”
(ଶୃଙ୍ଖଳ-ଅଭ୍ଯାସ)
(b) Reading aloud: Your teacher reads aloud one line, and you repeat after him/her. (First three stanzas)
(ବଡ଼ପାଟିରେ ପଢ଼ିବା)
(c) Dialogue: Teacher vs. students, students vs. students, two students in front of the class.
(ସଂଳାପ)
Dog: What about the train, Miss Cat?
Cat: Trains I hate.
They are always late.

5. Vocabulary (ଶବ୍ଦ ଜ୍ଞାନ) :
Write at least two holy places, (pilgrimage)
ଅନୂନ ଦୁଇଟି ସ୍ଥାନର ନାମ ଲେଖ । (ତୀର୍ଥସ୍ଥାନ) ।
(Question With Answers)

Answer:

6. Usage (ପ୍ରୟୋଗ):
See the example of how two sentences are joined together to make them one.
(ଉଦାହରଣ ଦେଖ କିପରି ବାକ୍ୟ ଦୁଇଟି ଯୋଗ ହୋଇ ଗୋଟିଏ ବାକ୍ୟ ହୋଇଛନ୍ତି ।)
Example (ଉଦାହରଣ) : I thought. I’ll go by bus.
Answer: I thought of going by bus.

Join the following pairs of sentences in this way.
(ଏହିପରି ଭାବରେ ନିମ୍ନଲିଖ୍ ବାକ୍ୟ ଯୋଡ଼ାଗୁଡ଼ିକୁ ଯୋଗକର ।)

Question (i).
I thought. I’ll buy a shirt.
Answer:
I thought of buying a shirt.

Question (ii).
I thought. I’ll help my friend.
Answer:
I thought of helping my friend.

Question (iii).
I thought. I’ll do the job myself.
Answer:
I thought of doing the job myself.

Question (iv).
I thought. I’ll not go to school today.
Answer:
I thought of not going to school today.

Session – 4 (ସୋପାନ — ୪):
7. Writing (ଲେଖିବା) :
(a) Answer the following questions.(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question (i).
What is the poem about?
(କବିତାଟି କାହା ବିଷୟରେ ଲେଖାଯାଇଛି ?)
Answer:
The poem is about a dog and a cat.

Question (ii).
Who is thin?
(କିଏ ପତଳା ?)
Answer:
The dog is thin.

Question (iii).
Who is fat?
(କିଏ ମୋଟା ଅଟେ ?)
Answer:
The cat is fat.

Question (iv).
Who tells lies?
(କିଏ ମିଛ କହେ ?)
Answer:
The cat tells lie.

Question (v).
Who do you like?
(ତୁମେ କାହାକୁ ଭଲପାଅ ?)
Answer:
I like the dog.

Session – 5 (ସୋପାନ – ୫):
(b) Let’s write the story.
(ଆସ ଆମେ ଗପଟିକୁ ଲେଖିବା ।)
This poem is like a story. Fill in the blanks and write the story of the poem.
(କବିତାଟି ଗୋଟିଏ ଗପ ପରି । ଶୂନ୍ୟସ୍ଥାନଗୁଡ଼ିକୁ ପୂରଣ କର ଏବଂ କବିତାର ଗପଟିକୁ ଲେଖ ।) (Question with Answer)
There was _____________. The dog was _______________. But ___________ was thin. One day some people chased the ___________. The ___________saw this and said , “Chased ____________________. No place to ___________ to ____________ .“ Another day the _________saw the cat. The ___________ was being taken by a _________. The dog asked,” Hey, ___________? The ______________replied,” I ‘m going to ____________________ The dog asked , “Why not by ___________ ? The _____________replied ,“ Bus is ___________ .“ The ___________ then ___________ “Why not by _____________ ?“ The cat replied, ___________ ”.
Answer:
There was a dog and a cat. The dog was thin. But the cat was fat. One day some people chased the dog. The cat saw this and said, “Chased here and chased there. No place to rest and to retire.” Another day the dog saw the cat. The cat was being taken by a man. The dog asked, “Hey, How is today? The cat replied, “I’m going to Brindaban.” The dog asked, “Why not by bus? The cat replied, “Bus is always rush.” The dog then asked. “Why not by train?” The cat replied, “I hate trains because they are always late.”

8. Mental Talk (ମାନସିକ କଥୋପକଥନ) :
“Chased here, chased there.”

9. Let Us Think (ଆସ ଆମେ ଭାବିବା):
You came to know from the poem that cats and dogs are traditional enemies. But see this picture from a newspaper and think.
(ତୁମେ କବିତାରୁ ଜାଣିପାରିଲ ଯେ ବିଲେଇମାନେ ଏବଂ କୁକୁରମାନେ ପାରମ୍ପରିକ ଶତ୍ରୁ ଅଟନ୍ତି । କିନ୍ତୁ ଏକ ଖବର କାଗଜରୁ ଏହି ଚିତ୍ରଟିକୁ ଦେଖ ଏବଂ ଚିନ୍ତା କର ।)

Odisha State Board BSE Odisha 10th Class Maths Solutions Algebra Chapter 1 ସରଳ ସହସମୀକରଣ Ex 1(b) Textbook Exercise Questions and Answers.

BSE Odisha Class 10 Maths Solutions Algebra Chapter 1 ସରଳ ସହସମୀକରଣ Ex 1(b)

Question 1.
ପ୍ରତିକଳ୍ପନ ପ୍ରଣାଳୀରେ ନିମ୍ନଲିଖ୍ ସହସମୀକରଣ ଦ୍ଵୟର ସମାଧାନ କର ।
(i) x + y – 8 = 0, 2x – 3y – 1 = 0
(ii) 3x + 2y – 5 = 0, x – 3y – 9 = 0
(iii) 2x – 5y + 8 = 0, x – 4y + 7 = 0
(iv) 11x + 15y + 23 = 0, 7x – 2y – 20 = 0
(v) ax + by – a + b = 0, bx – ay – a – b = 0
(vi) x + y – a = 0, ax + by – b² = 0
ସମାଧାନ ପ୍ରଣାଳୀ :
(i) ସହସମୀକରଣଦ୍ଵୟ ମଧ୍ୟରୁ ଗୋଟିକରୁ ‘x’ କିମ୍ବା ‘y’ର ମାନ ନେଇ ଯଥାକ୍ରମେ y କିମ୍ବା x ମାଧ୍ୟମରେ ପ୍ରକାଶ କରାଯାଏ ।
(ii) x କିମ୍ବା yର ମାନକୁ ଅନ୍ୟ ସମୀକରଣରେ ପ୍ରୟୋଗ କରି ଯଥାକ୍ରମେ y କିମ୍ବା x ର ମାନ ନିର୍ଣ୍ଣୟ କରାଯାଉ ।
(iii) ଉକ୍ତ ନିର୍ଣ୍ଣୟ ମାନକୁ (y କିମ୍ବା x) ନେଇ ଯେକୌଣସି ଗୋଟିଏ ସମୀକରଣରେ ପ୍ରୟୋଗ କରି ଅନ୍ୟଟିର ମାନ ନିର୍ଣ୍ଣୟ କରାଯାଏ ।
ସମାଧାନ :
(i) x + y – 8 = 0 …….(i) ଏବଂ
2x – 3y – 1 = 0 …….(ii)
ସମୀକରଣ (i)କୁ ବିଚାର କରି yକୁ x ମାଧ୍ୟମରେ ପ୍ରକାଶ କରାଯାଉ ।
x + y – 8 = 0 ⇒ y = 8 – x ……..(iii)
y ର ମାନକୁ ସମୀକରଣ (ii) ରେ ପ୍ରୟୋଗ କଲେ ପାଇବା 2x – 3(8 – x) – 1 = 0
⇒ 2x – 24 + 3x – 1 = 0 ⇒ 5x = 25 ⇒ x = \(\frac{25}{5}\) = 5
x ର ମାନ ସମୀକରଣ (iii)ରେ ପ୍ରୟୋଗ କଲେ, y = 8 – x = 8 – 5 = 3
∴ ନିର୍ଦେୟ ସମୀକରଣଦ୍ଵୟର ସମାଧାନ (x, y) = (5, 3) ଅଟେ ।

(ii) 3x + 2y – 5 = 0 …….(i) ଏବଂ
x – 3y – 9 = 0 …….(ii)
ସମୀକରଣ (i) ରୁ 3x = 5 – 2y ⇒ x = \(\frac{5-2y}{3}\) …….(iii)
‘x’ ର ମାନ ସମୀକରଣ (ii) ରେ ପ୍ରୟୋଗ କଲେ, \(\frac{5-2y}{3}\) – 3y – 9 = 0
⇒ \(\frac{5-2y-9y-27}{3}\) ⇒ 0 = -22 – 11y = 0
⇒ 11y = -22 = y = \(\frac{-22}{11}\) = -2
yର ମାନ ସମୀକରଣ (iii)ରେ ପ୍ରୟୋଗ କଲେ,
x = \(\frac{5-2y}{3}\) = \(\frac{5-2(-2)}{3}\) = \(\frac{5+4}{3}\) = \(\frac{9}{3}=3\)
∴ ନିର୍ଦେୟ ସମୀକରଣଦ୍ଵୟର ସମାଧାନ (x, y) = (3, -2) ଅଟେ ।

(iii) 2x – 5y + 8 = 0 …….(i) ଏବଂ
x – 4y + 7 = 0 …….(ii)
ସମୀକରଣ (i) ରୁ ବିଚ।ର କରି x କୁ y ମାଧ୍ୟମରେ ପ୍ରକାଶ କରାଯାଉ ।
2x – 5y + 8 = 0 ⇒ 2x = 5y – 8 ⇒ x = \(\frac{1}{2}\)(5y – 8) …….(iii)
‘x’ ର ମାନ ସମୀକରଣ (ii) ରେ ପ୍ରୟୋଗ କଲେ, \(\frac{1}{2}\)(5y – 8) – 4y + 7 = 0
⇒ \(\frac{5y-8-8y+14}{2}\) = 0
⇒ -3y + 6 = 0 ⇒ y = \(\frac{-6}{-3}\) = 2
yର ମାନ ସମୀକରଣ (iii)ରେ ପ୍ରୟୋଗ କଲେ, x = \(\frac{1}{2}\)(5 × 2 – 8) = \(\frac{1}{2}\) × 2 = 1
∴ ନିର୍ଦେୟ ସମୀକରଣଦ୍ଵୟର ସମାଧାନ (x, y) = (1, 2) ଅଟେ ।

(iv) 11x + 15y + 23 = 0 …….(i) ଏବଂ
7x – 2y – 20 = 0 …….(ii)
ସମୀକରଣ (i) ରୁ ବିଚ।ର କରି y କୁ x ମାଧ୍ୟମରେ ପ୍ରକାଶ କରାଯାଉ ।
11x + 15y + 23 = 0 ⇒ 15y = -11x – 23
⇒ y = \(\frac{1}{15}\)(-11x – 23) …….(iii)
‘y’ ର ମାନ ସମୀକରଣ (ii) ରେ ପ୍ରୟୋଗ କଲେ, 7x – \(\frac{2}{15}\)(-11x – 23) = 20
⇒ \(\frac{105x+22x+46}{15}\) = 20
⇒ 127x = 300 – 46 ⇒ x = \(\frac{254}{127}\) = 2
x ର ମାନକୁ ସମୀକରଣ (iii) ରେ ପ୍ରୟୋଗ କଲେ, y = latex]\frac{1}{15}[/latex](-22 – 23) = \(\frac{1}{15}\) × -45 = -3
∴ ନିର୍ଦେୟ ସମାଧାନ (x, y) = (2, -3) ।

(v) ax + by – a + b = 0 …….(i) ଏବଂ
bx – ay – a – b = 0 …….(ii)
ସମୀକରଣ (i) ରୁ ବିଚ।ର କରି y କୁ x ମାଧ୍ୟମରେ ପ୍ରକାଶ କରାଯାଉ ।
ax + by – a + b = 0 ⇒ by = -ax + a – b
⇒ y = \(\frac{1}{b}\)(-ax + a – b) …….(iii)
y ର ମାନ ସମୀକରଣ (ii) ରେ ପ୍ରୟୋଗ କଲେ, bx – \(\frac{a}{b}\)(-ax + a – b) = 0
⇒ \(\frac{b^2x+a^2x-a^2 +ab-ab-b^2}{b}\) = 0
⇒ x(a² + b²) = a² + b² ⇒ x = \(\frac{a^2+b^2}{a^2+b^2}\) = 1
x ର ମାନକୁ ସମୀକରଣ (iii) ରେ ପ୍ରୟୋଗ କଲେ, y = latex]\frac{1}{b}[/latex](-a + a – b) ⇒ y = \(\frac{-b}{b}\) = -1
∴ ନିର୍ଦେୟ ସମାଧାନ (x, y) = (1, -1) ଅଟେ।

(vi) x + y – a = 0 …….(i) ଏବଂ
ax + by – b² = 0 …….(ii)
ସମୀକରଣ (i) ରୁ ବିଚ।ର କରି y କୁ x ମାଧ୍ୟମରେ ପ୍ରକାଶ କରାଯାଉ ।
x + y – a = 0 ⇒ y = a – x …….(iii)
y ର ମାନ ସମୀକରଣ (ii) ରେ ପ୍ରୟୋଗ କଲେ, ax + b(a – x) – b² = 0
⇒ ax + by – bx – b² = 0 ⇒ ax – bx = b² – ab
⇒ x(a – b) = -b(a – b) [a = b ତେଣୁ a – b ≠ 0]
ତେଣୁ x = -b
‘x’ ର ମାନକୁ ସମୀକରଣ (iii) ରେ ପ୍ରୟୋଗ କଲେ, y = a + b
∴ ନିର୍ଦେୟ ସମାଧାନ (x, y) = (-b, a+b)।

Question 2.
ଅପସାରଣ ପ୍ରଣାଳୀରେ ନିମ୍ନଲିଖ ସହ ସମୀକରଣମାନଙ୍କର ସମାଧାନ କର ।
(i) x – y – 3 = 0, 3x – 2y – 1 = 0
(ii) 3x + 4y = 10, 2x – 2y = 2
(iii) 3x – 5y – 4 = 0, 9x = 2y – 1
(iv) 0.4x – 1.5y = 6.5, 0.3x + 0.2y = 0.9
(v) √2x + √3y = 0, √5x + √2y = 0
(vi) ax + by = 0, x + y – c = 0 (a+b ≠ 0)
ସମାଧାନ ପ୍ରଣାଳୀ :
(i) ସମୀକରଣଦ୍ବୟରୁ ‘x’ ଅପସାରଣ କରାଯାଇ y ର ମାନ ନିର୍ଣ୍ଣୟ କରାଯାଏ ।
(ii) y ର ମାନକୁ ଯେକୌଣସି ସମୀକରଣରେ ପ୍ରୟୋଗ କରି x ର ମାନ ନିର୍ଣ୍ଣୟ କରାଯାଏ ।
(iii) ସେହିପରି ସମୀକରଣଦ୍ଵୟରୁ yକୁ ଅପସାରଣ କରାଯାଇ ‘x’ର ମାନ ନିର୍ଣ୍ଣୟ କରି ଏହାକୁ ଯେକୌଣସି ସମୀକରଣରେ ପ୍ରୟୋଗ କରି ‘y’ର ମାନ ନିର୍ଣ୍ଣୟ କରାଯାଇ ପାରିବ ।
ସମାଧାନ :
(i) x – y – 3 = 0 ……… (i) ଏବଂ
3x – 2y – 1 = 0 ………. (ii)

x ର ମାନକୁ ସମୀକରଣ (iii) ରେ ପ୍ରୟୋଗ କଲେ,
x – y – 3 = 0 ⇒ 4 – y – 3 = 0 ⇒ -y + 1 = 0 ⇒ y = 1
∴ ନିର୍ଣ୍ଣେୟ ସମାଧାନ (x, y) = (4, 1) ଅଟେ।

(ii) 3x + 4y = 10 ……… (i) ଏବଂ
2x – 2y = 2 ………. (ii)

x ର ମାନକୁ ସମୀକରଣ (i) ରେ ପ୍ରୟୋଗ କଲେ,
3x + 4y = 10 ⇒ 2 + 4y = 10 ⇒ 4y = 10 – 6 ⇒ y = \(\frac{4}{4}\) = 1
∴ ନିର୍ଣ୍ଣେୟ ସମାଧାନ (x, y) = (2, 1) ଅଟେ।

(iii) 3x – 5y – 4 = 0 ……… (i) ଓ
9x = 2y – 1 ⇒ 9x – 2y + 1 = 0 ………. (ii)

x ର ମାନକୁ ସମୀକରଣ (i) ରେ ପ୍ରୟୋଗ କଲେ,
3x – 5y – 4 = 0
⇒ 3 × (\(– \frac{1}{3}\)) – 5y – 4 = 0
⇒ -5y – 5 = 0 ⇒ y = \(\frac{5}{-5}\) = -1
∴ ନିର୍ଣ୍ଣେୟ ସମାଧାନ (x, y) = (\(– \frac{1}{3}\), -1) ଅଟେ।

(iv) 0.4x – 1.5y = 6.5 ……… (i) ଓ
0.3x + 0.2y = 0.9 ………. (ii)

y ର ମାନକୁ ସମୀକରଣ (i) ରେ ପ୍ରୟୋଗ କଲେ,
0.4x – 1.5y = 6.5 ⇒ 0.4x + 4.5 = 6.5
⇒ 0.4x = 6.5 – 4.5 ⇒ 1.4x = 2 ⇒ x = \(\frac{2}{0.4}\) = 5
∴ ନିର୍ଣ୍ଣେୟ ସମାଧାନ (x, y) = (5, -3) ଅଟେ।

(v) √2x + √3y = 0 ……… (i) ଓ
√5x + √2y = 0 ………. (ii)

c₁ = c₂ = 0 ଓ a₁b₂ – a₂b₁ = 0 ହେଲେ ସମୀକରଣଦ୍ଵୟର ସମାଧାନଟି (0, 0) ଅଟେ ।
ଏଠାରେ c₁ = c₂ = 0 ଏବଂ \(\frac{\sqrt{2}}{\sqrt{5}} \neq \frac{\sqrt{3}}{\sqrt{2}}\)
ତେଣୁ ସହସମୀକରଣ ଦ୍ଵୟର ସମାଧାନ (0, 0) ଅଟେ ।
ବିକଳ୍ପ ପ୍ରଣାଳୀ :

‘y’ ର ମାନକୁ ସମୀକରଣ (i)ରେ ପ୍ରୟୋଗ କଲେ,
√2x + √3 × 0 = 0 ⇒ √2x = 0 ⇒ x = 0
∴ ନିର୍ଣ୍ଣେୟ ସମାଧାନ (x, y) = (0, 0) ଅଟେ।

(v) ax + by = 0 ……… (i) ଏବଂ
x + y – c = 0 ………. (ii)

‘x’ ର ମାନକୁ ସମୀକରଣ (ii)ରେ ପ୍ରୟୋଗ କଲେ, y = c – x = c – \(\frac{bc}{b-a}\) =
= \(\frac{bc-ca-bc}{b-a}\) = \(\frac{-ca}{b-a}\) = \(\frac{ca}{a-b}\)
∴ ନିର୍ଣ୍ଣେୟ ସମାଧାନ (x, y) = (\(\frac{bc}{b-a}\), \(\frac{ca}{a-b}\)) ଅଟେ।

Question 3.
ବଜ୍ରଗୁଣନ ପ୍ରଣାଳୀରେ ନିମ୍ନଲିଖୂତ ସହ ସମୀକରଣମାନଙ୍କର ସମାଧାନ କର ।
(1) x + 2y + 1 = 0, 2x – 3y – 12 = 0
(ii) 2x + 5y = 1, 2x + 3y = 3
(iii) x + 6y + 1 = 0, 2x + 3y + 8 = 0
(iv) \(\frac{x}{a}+\frac{y}{b}\) = a+b, \(\frac{x}{a^2}+\frac{y}{b^2}\) = 2
(v) x + 6y + 1 = 0, 2x + 3y + 8 = 0
(vi) 4x – 9y = 0, 3x + 2y – 35 = 0
ବଜ୍ରଗୁଣନ ପୃତ୍ର : \(\frac{x}{b_1c_2-b_2c_1}=\frac{y}{c_1a_2-c_2a_1}=\frac{x}{a_1b_2-a_2b_1}\)
ଯେଉଁଠାରେ a₁b₂ = a₂b₁ ≠ 0
ସମାଧାନ :
(i) x + 2y + 1 = 0 ……… (i) ଏବଂ
2x – 3y – 12 = 0 ………. (ii)
ସମୀକରଣମାନଙ୍କର a₁b₂ – a₂b₁ = (1)(-3) – (2)(2) = -7 ≠ 0
ତେଣୁ ସମାଧାନ ସମ୍ଭବ।
ବଜ୍ରଗୁଣନ ପ୍ରଣାଳୀ ଅବଲମୂନରେ।

⇒ \(\frac{x}{-21}=\frac{y}{14}=\frac{1}{-7}\)
⇒ x = \(\frac{-21}{-7}\) ଓ y = \(\frac{14}{-7}\)
⇒ x = 3 ଓ y = -2
∴ ନିର୍ଣ୍ଣେୟ ସମାଧାନ (x, y) = (3, -2) ଅଟେ।

(ii) 2x + 5y = 1 ……… (i) ଏବଂ
2x + 3y = 3 ………. (ii)
ସମୀକରଣ (i) ଓ (ii) ଦ୍ବୟରୁ 2x + 5y = 1, 2x + 3y = 3
ସମୀକରଣମାନଙ୍କର a₁b₂ – a₂b₁ = (2)(3) – (2)(5) = -4 ≠ 0
ତେଣୁ ସହସମୀକରଣ ଦ୍ଵୟର ସମାଧାନ ସମ୍ଭବ ।
ବଜ୍ରଗୁଣନ ପ୍ରଣାଳୀ ଅବଲମୂନରେ।

⇒ \(\frac{x}{15-(-3)}=\frac{y}{-2-(-6)}=\frac{1}{6-10}\)
⇒ \(\frac{x}{15+3}=\frac{y}{-2+6}=\frac{1}{6-10}\)
⇒ \(\frac{x}{-12}=\frac{y}{4}=\frac{1}{-4}\)
⇒ x = \(\frac{-12}{-4}=3\) ଓ y = \(\frac{4}{-4}=-1\)
∴ ନିର୍ଣ୍ଣେୟ ସମାଧାନ (x, y) = (3, -2) ଅଟେ।

(iii) x + 6y + 1 = 0 ……… (i) ଏବଂ
2x + 3y + 8 = 0 ………. (ii)
ଏଠାରେ a₁b₂ – a₂b₁ = (1)(3) – (2)(6) = 3- 12 = -9 ≠ 0
ତେଣୁ ଦତ୍ତ ସହସମୀକରଣ ଦ୍ଵୟର ସମାଧାନ ସମ୍ଭବ ।
ବଜ୍ରଗୁଣନ ପ୍ରଣାଳୀ ଅବଲମୂନରେ

⇒ \(\frac{x}{48-3}=\frac{y}{2-86}=\frac{1}{3-12}\)
⇒ \(\frac{x}{45}=\frac{y}{-6}=\frac{1}{-9}\)
⇒ x = \(\frac{-45}{-9}=-5\) ଓ y = \(\frac{-6}{-9}=\frac{2}{3}\)
∴ ନିର୍ଣ୍ଣେୟ ସମାଧାନ (x, y) = (-5, \(\frac{2}{3}\)) ଅଟେ।

(iv) \(\frac{x}{a}+\frac{y}{b}\) = a+b ……… (i)
\(\frac{x}{a^2}+\frac{y}{b^2}=2\) ………. (ii)
ସମୀକରଣ (i) ଓ (ii) ରୁ \(\frac{x}{a}+\frac{y}{b}-(a+b)=0\), \(\frac{x}{a^2}+\frac{y}{b^2}-2=0\)

∴ ନିର୍ଣ୍ଣେୟ ସମାଧାନ (x, y) = (a², b²) ଅଟେ।

(v) x + 6y + 1 = 0 ……… (i)
2x + 3y + 8 = 0 ………. (ii)
ଏଠାରେ a₁ = 1
b₁ = 6
c₁ = 1
a₂ = 5
b₂ = 3
c₂ = 8
ପୁନଶ୍ଚ \({a_1}{a_2}=\frac{1}{2}\), \({b_1}{b_2}=\frac{6}{3}=2\)
\(\frac{a_1}{a_2} \neq \frac{b_1}{b_2}\), ତେଣୁ ସହ-ସମୀକରଣଦ୍ୱୟର ଅନନ୍ୟ ସମାଧାନ ରହିବ ।
b₁c₂ – b₂c₁ = 6 × 8 – 3 × 1 = 48 – 3 = 45
c₁a₂ – c₂a₁ = 1 × 2 – 8 × 1 = 2 – 8 = -6
a₁b₂ – a₂b₁ = 1 × 3 – 2 × 6 = 3 – 12 = -9

⇒ \(\frac{x}{45}=\frac{y}{-6}=\frac{1}{-9}\)
⇒ x = \(\frac{-45}{-9}=-5\) ଓ y = \(\frac{-6}{-9}=\frac{2}{3}\)
∴ ସମାଧାନ (x, y) = (-5, \(\frac{2}{3}\) ) ।

(vi) 4x – 9y = 0 ……… (i)
3x + 2y – 35 = 0 ………. (ii)
ଏଠାରେ a₁ = 4
b₁ = -9
c₁ = 0
a₂ = 3
b₂ = 2
c₂ = -35
ତେଣୁ ସହ-ସମୀକରଣଦ୍ୱୟର ଅନନ୍ୟ ସମାଧାନ ରହିବ ; \(\frac{a_1}{a_2} \neq \frac{b_1}{b_2}\) (\(\frac{4}{3} \neq \frac{-9}{2}\))
b₁c₂ – b₂c₁ = (-9)(-35) – 2 × 0 = 315
c₁a₂ – c₂a₁ = 0 × 3 – (-35) × 4 = 140
a₁b₂ – a₂b₁ = 4 × 2 – 3 × (-9) = 35 ≠ 0

⇒ \(\frac{x}{315}=\frac{y}{140}=\frac{1}{35}\)
⇒ \(\frac{x}{9}=\frac{y}{4}=1\) ⇒ x = 9 ଓ y = 4
∴ ସମାଧାନ (x, y) = (9, 4) ।

Question 4.
ନିମ୍ନଲିଖ୍ ସହସମୀକରଣମାନଙ୍କ ସମାଧାନ କର ।
(i) \(\frac{2}{x}+\frac{3}{y}=17, \frac{1}{x}+\frac{1}{y}=7(x \neq 0, y \neq 0)\)
(ii) \(\frac{5}{x}+6 y=13, \frac{3}{x}+20 y=35(x \neq 0)\)
(iii) \(2 x-\frac{3}{y}=9,3 x+\frac{7}{y}=2(y \neq 0)\)
(iv) 4x + 6y = 3xy, 8x + 9y = 5xy (x ≠ 0, y ≠ 0)
(v) (a – b)x + (a + b)y = a² – 2ab – b², (a + b)x+(a + b)y = a² + b²
(vi) \(\frac{2}{x}+\frac{3}{y}=2\), ax – by = a² – b²
(vii) \(\frac{5}{x+y}-\frac{2}{x-y}+1=0, \frac{15}{x+y}+\frac{7}{x-y}-10=0\)
(viii) \(\frac{xy}{x+y}=\frac{6}{5}, \frac{xy}{x+y}=6(x+y \neq 0, x-y \neq 0)\)
(ix) 6x + 5y = 7, x + 3y + 1 = 2 (x + 6y – 1)
(x) \(\frac{x+y-8}{2}=\frac{x+2 y-14}{3}=\frac{3 x+y-12}{11}\)
(xi) \(\frac{x+y}{2}-\frac{x-y}{3}=8, \frac{x+y}{3}+\frac{x-y}{4}=11\)
(xii) \(\frac{x}{a}=\frac{y}{b}, ax + by=a^2+b^2 \)
ସମାଧାନ :
(i) \(\frac{2}{x}+\frac{3}{y}=17\) ⇒ \(\frac{2}{x}+\frac{3}{y}-17=0\) …….(1)
\(\frac{1}{x}+\frac{1}{y}=7\) ⇒ \(\frac{1}{x}+\frac{1}{y}-7=0\) …….(2)
ଏଠାରେ \(\frac{1}{x}=u\) ଏବଂ \(\frac{1}{x}=v\) ନେଲେ ଦତ୍ତ ସମୀକରଣଦ୍ବୟ
2u + 3v – 17 = 0, ଏବଂ u + v – 7 = 0 ହେବ ।
ଏଠାରେ a₁ = 2
b₁ = 3
c₁ = -17
a₂ = 1
b₂ = 1
c₂ = -7
\(\frac{a_1}{a_2} \neq \frac{b_1}{b_2}\) ହୋଇଥିବାରୁ ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ରହିବ ।
b₁c₂ – b₂c₁ = (3)(-7) – 1(-17) = -21 – 17 = -4
c₁a₂ – c₂a₁ = (-17) × 1 – (-7) × 2 = -17 + 14 = -3
a₁b₂ – a₂b₁ = 2 × 1 – 1 × 3 = 2 – 3 = -1 (≠ 0)

⇒ \(\frac{u}{-4}=\frac{v}{-3}=\frac{1}{-1}\) ⇒ u = 4 ଏବଂ v = 3
⇒ \(\frac{1}{x}=4\) ଏବଂ \(\frac{1}{y}=3\) ⇒ x = \(\frac{1}{4}\) ଏବଂ y = \(\frac{1}{3}\)
∴ ସମାଧାନ (x, y) = (\(\frac{1}{4}\), \(\frac{1}{3}\)) ।

‘x’ ର ମାନ ସମୀକରଣରେ (ii) ପ୍ରୟୋଗ କଲେ y = \(\frac{1}{3}\) ହେବ ।

(ii) \(\frac{5}{x}+6 y=13\) ⇒ \(\frac{5}{x}+6 y-13=0\) ……..(1)
\(\frac{3}{x}+20 y=35\) ⇒ \(\frac{3}{x}+20 y-35=0\) ……….(2)

ସମୀକରଣ (1) ରେ x = \(\frac{41}{25}\)

⇒ \(\frac{125}{41}+6 y-13=0 \Rightarrow 6 y=13-\frac{125}{41}=\frac{533-125}{41}\)
⇒ \(6 y=\frac{408}{41} \Rightarrow y=\frac{408}{41} \times \frac{1}{6}=\frac{68}{41}\)
∴ ସମାଧାନ (x, y) = (\(\frac{41}{25}\), \(\frac{68}{41}\)) ।

(iii) \(2 x-\frac{3}{y}=9,\) …….(i)
\(3 x+\frac{7}{y}=2\) …….(ii)

‘x’ ର ମାନ ସମୀକରଣରେ (ii) ପ୍ରୟୋଗ କଲେ 2 × 3 – \(\frac{3}{y}\) = 9 ⇒ – \(\frac{3}{y}\) = 9 – 6
⇒ 3y = -3 ⇒ y = -1
∴ ସମାଧାନ (x, y) = (3, -1)।

(iv) 4x + 6y = 3xy ………..(i)
8x + 9y = 5xy ………. (ii)
ସମୀକରଣ (i) ଓ (ii) ର ଉଭୟ ପାର୍ଶ୍ଵକୁ xy ଦ୍ବାରା ଭାଗକଲେ,
\(\frac{4}{y}+\frac{6}{x}=3\) …..(iii)
\(\frac{8}{y}+\frac{9}{x}=5\)
ମନେକର \(\frac{1}{x}=u\) ଓ \(\frac{1}{y}=v\)। ତେଣୁ ସମୀକରଣ (iii) ଓ (iv) ରୁ
6u + 4v = 3 ……(v), 9u + 8v = 5 ……..(vi)

ସମୀକରଣ (v) ରେ u = \(\frac{1}{3}\) ବସୀକଲେ, 6 × \(\frac{1}{3}\) + 4v = 3 ⇒ 4v = 1 ⇒ v = \(\frac{1}{4}\)
u = \(\frac{1}{3}\) ⇒ \(\frac{1}{x}\) = \(\frac{1}{3}\) ⇒ x = 3, v = \(\frac{1}{4}\) ⇒ \(\frac{1}{y}\) = \(\frac{1}{4}\) ⇒ y = 4
∴ ସମାଧାନ (x, y) = (3, 4)।

(v) (a – b)x + (a + b)y = a² – 2ab – b² ……..(i)
(a + b)x+(a + b)y = a² + b² ……….(ii)
ସମୀକରଣ (ii) କୁ ସମୀକରଣ (i) ରୁ ବିପ୍ରୟୋଗ କଲେ,
x(a + b) – x(a + b) = -2ab – 2b²
⇒ x(a + b – a – b) = -2ab – 2b²
⇒ -2bx = -2b(a + b) ⇒ x = a + b
‘x’ ର ମାନ ସମୀକରଣ (ii) ରେ ପ୍ରୟୋଗ କଲେ, (a+b)(a+b) + (a+b) y = a² + b²
⇒ a² + b² + 2ab + (a + b) y = a² + b²
⇒ (a + b) y = -2ab ⇒ y = \(\frac{-2ab}{a+b}\)
∴ ସମାଧାନ (x, y) = (a+b, \(\frac{-2ab}{a+b}\))।

(vi) \(\frac{2}{x}+\frac{3}{y}=2\) ⇒ \(\frac{bx+ay}{ab}=2\)
⇒ bx + ay = 2ab ……(1), ax – by = a² – b² ………(2)

⇒ x(a² + b²) = a³ + ab² ⇒ x(a² + b²) = a(a² + b²) ⇒ x = a
ସମୀକରଣ (1) ରେ x = a ସ୍ଥାପନ କଲେ, b.a + ay = 2ab ⇒ ay = ab
⇒ y = b
∴ ସମାଧାନ (x, y) = (a, b)।

(vii) \(\frac{5}{x+y}-\frac{2}{x-y}+1=0\) ……..(i) ଏବଂ
\(\frac{15}{x+y}+\frac{7}{x-y}-10=0\) ……..(ii)
\(\frac{1}{x+y}=a\) ଏବଂ \(\frac{1}{x-y}=b\) ହେଲେ
ସମୀକରଣଦ୍ଵୟ 5a – 2b + 1 = 0 ………(iii) ଏବଂ 15a + 7b – 10 = 0 ……….(iv)

⇒ x – y = 1 …….. (v)
b ର ମାନ ସମୀକରଣ (ii) ରେ ପ୍ରୟୋଗକଲେ,
5a – 2 × 1 + 1 = 0
⇒ 5a – 1 = 0 ⇒ 5a = 1 ⇒ a = \(\frac{1}{5}\)
⇒ \(\frac{1}{x+y}=\frac{1}{5}\) ⇒ x + y = 5 ……..(iv)
ସମୀକରଣ (v) ଓ (vi) ରୁ ୟୋଗକଲେ x + y + x – y = 5 + 1
⇒ 2x = 6 ⇒ x = 3
∴ ନିଶ୍ଚେୟ ସମାଧାନ (x, y) = (3, 2)।

(viii) \(\frac{xy}{x+y}=\frac{6}{5}\) …….(i)
\(\frac{xy}{x+y}=6\) ……..(ii)

⇒ \(\frac{1}{y}=\frac{2}{6}\) ⇒ \(\frac{1}{y}=\frac{1}{3}\) ⇒ y = 3
∴ ସମାଧାନ (x, y) = (2, 3)।

(ix) 6x + 5y = 7x + 3y + 1 = 2 (x + 6y – 1)
⇒ 6x + 5y = 7x + 3y + 1 ⇒ x – 2y + 1 = 0 ……(i)
ପୁନଶୃ 7x + 3y + 1 = 2 (x + 6y – 1)
⇒ 7x + 3y + 1 = 2x + 12y – 2 ⇒ 5x – 9y + 3 = 0 …..(ii)

ସମୀକରଣ (i) ରେ x = 3 ସ୍ଥାପନ କଲେ, 3 – 2y + 1 = 0
⇒ 2y = 4 ⇒ y = 2
∴ ସମାଧାନ ପେଟ୍ (x, y) = (3, 2)।

(x) \(\frac{x+y-8}{2}=\frac{x+2 y-14}{3}=\frac{3 x+y-12}{11}\)
⇒ \(\frac{x+y-8}{2}=\frac{x+2 y-14}{3}\) ⇒ 3(x + y – 8) = 2(x + 2y – 14)
⇒ 3x + 3y – 24 = 2x + 4y – 28 ⇒ x – y = -4 ……..(i)
ପୁନଶୃ \(\frac{x+2 y-14}{3}=\frac{3 x+y-12}{11}\) ⇒ 11(x + 2y – 14) = 3(3x + y – 12)
⇒ 11x + 22y – 154 = 9x + 3y – 36 ⇒ 2x + 19y = 118 ……….(ii)

ସମୀକରଣ (i) ରେ x = 2 ସ୍ଥାପନ କଲେ, 2 – y = -4 ⇒ y = 6
∴ ସମାଧାନ (x, y) = (2, 6)।

(xi) \(\frac{x+y}{2}-\frac{x-y}{3}=8\) ⇒ \(\frac{3(x+y)-2(x-y)}{6}=8\)
⇒ 3x + 3y – 2x + 2y = 48 ⇒ x + 5y = 48 ……..(i)
ପୁନଶୃ \(\frac{x+y}{3}+\frac{x-y}{4}=11\) ⇒ \(\frac{4(x+y)+3(x-y)}{12}=11\)
⇒ 4x + 4y + 3x – 3y = 132 ⇒ 7x + y = 132 ……..(ii)

ସମୀକରଣ (i) ରେ y = 6 ସ୍ଥାପନ କଲେ, x + 5 × 6 = 48 ⇒ x = 18
∴ ସମାଧାନ (x, y) = (18, 6)।

(xii) \(\frac{x}{a}=\frac{y}{b}\) ⇒ bx = ay ⇒ bx – ay = 0 ……..(i)
ଏବଂ \(ax + by=a^2+b^2 \) ………(ii)

x ର ମାନ ସମୀକରଣ (i) ରେ କଲେ, ba – ay = 0 ⇒ ay = ab ⇒ y = b

ବିକଳ୍ପ ସମାଧାନ :
\(\frac{x}{a}=\frac{y}{b}=k\) (ମନେକର) x = ak, y = bk
ax + by = a² + b² = a.ak + b.bk = a² + b²
k (a² + b²) = a² + b² ⇒ k = 1
∴ x = ak = a . 1 = a; y = bk = b . 1 = b

Question 5.
ନିମ୍ନଲିଖତ ଡିଟରମିନାଣ୍ଟର ମୂଲ୍ୟ ନିର୍ଣ୍ଣୟ କର ।
(i) \(\left|\begin{array}{ll}
2 & 5 \\
6 & 0
\end{array}\right|\)
(ii) \(\left|\begin{array}{ll}
2 & -1 \\
3 & 2
\end{array}\right|\)
(iii) \(\left|\begin{array}{ll}
0 & 4 \\
5 & -1
\end{array}\right|\)
(iv) \(\left|\begin{array}{ll}
\frac{1}{2} & 1 \\
\frac{3}{4} & \frac{1}{5}
\end{array}\right|\)
ସମାଧାନ :
(i) \(\left|\begin{array}{ll}
2 & 5 \\
6 & 0
\end{array}\right|\) = 2(0) – 6(5) = 0 – 30 = -30

(ii) \(\left|\begin{array}{ll}
2 & -1 \\
3 & 2
\end{array}\right|\) = 2 × 2 – 3 (-1) = 4 + 3 = 7

(iii) \(\left|\begin{array}{ll}
0 & 4 \\
5 & -1
\end{array}\right|\) = 0(-1) – 5 × 4 = 0 – 20 = -20

(iv) \(\left|\begin{array}{ll}
\frac{1}{2} & 1 \\
\frac{3}{4} & \frac{1}{5}
\end{array}\right|\) = \((\frac{1}{2})(\frac{1}{5})-(\frac{3}{4})(1)=\frac{1}{10}-\frac{3}{4}=\frac{2-15}{20}=\frac{-13}{20}\)

Question 6.
Cramer ଙ୍କ ନିୟମ ପ୍ରୟୋଗ କରି ନିମ୍ନ ସହସମୀକରଣମାନଙ୍କର ସମାଧାନ କର ।
(i) 2x + 3y = 5, 3x + y = 4
(ii) x + y = 3, 2x + 3y = 8
(iii) x – y = 0, 2x + y = 3
(iv) 2x – y = 3, x – 3y = -1
ସମାଧାନ :
(i) \(\Delta=\left|\begin{array}{ll}
a_1 & b_1 \\
a_2 & b_2
\end{array}\right|=\left|\begin{array}{ll}
2 & 3 \\
3 & 1
\end{array}\right|=2 \times 1-3 \times 3=2-9=-7\)
ଏଠାରେ ∆ ≠ 0 ତେଣୁ ସମୀକରଣର ସମାଧାନ ସମ୍ଭବ ।
\(∆_x=\left|\begin{array}{ll}
-c_1 & b_1 \\
-c_2 & b_2
\end{array}\right|=\left|\begin{array}{ll}
5 & 3 \\
4 & 1
\end{array}\right|=5 \times 1-4 \times 3=5-12=-7\)
\(∆_y=\left|\begin{array}{ll}
a_1 & -c_1 \\
a_2 & -c_2
\end{array}\right|=\left|\begin{array}{ll}
2 & 5 \\
3 & 4
\end{array}\right|=2 \times 4-5 \times 3=8-15=-7\)
x = \(\frac{∆_x}{∆}=\frac{-7}{-7}=1\), y = \(\frac{∆_y}{∆}=\frac{-7}{-7}=1\)
∴ ନିର୍ଣ୍ଣେୟ ସମାଧାନ (x, y) = (1, 1)

(ii) \(\Delta=\left|\begin{array}{ll}
a_1 & b_1 \\
a_2 & b_2
\end{array}\right|=\left|\begin{array}{ll}
1 & 1 \\
2 & 3
\end{array}\right|=1 \times 3-2 \times 1=3-2=1\)
ଏଠାରେ ∆ ≠ 0 ତେଣୁ ସମୀକରଣର ସମାଧାନ ସମ୍ଭବ ।
\(∆_x=\left|\begin{array}{ll}
-c_1 & b_1 \\
-c_2 & b_2
\end{array}\right|=\left|\begin{array}{ll}
3 & 1 \\
8 & 3
\end{array}\right|=3 \times 3-8 \times 1=9-8=1\)
\(∆_y=\left|\begin{array}{ll}
a_1 & -c_1 \\
a_2 & -c_2
\end{array}\right|=\left|\begin{array}{ll}
1 & 3 \\
2 & 8
\end{array}\right|=1 \times 8-2 \times 3=8-6=2\)
x = \(\frac{∆_x}{∆}=\frac{1}{1}=1\), y = \(\frac{∆_y}{∆}=\frac{2}{1}=2\)
∴ ନିର୍ଣ୍ଣେୟ ସମାଧାନ (x, y) = (1, 2)

(iii) \(\Delta=\left|\begin{array}{ll}
a_1 & b_1 \\
a_2 & b_2
\end{array}\right|=\left|\begin{array}{ll}
1 & -1 \\
2 & 1
\end{array}\right|=1 \times 1-2 \times -1=1+2=3\)
∆ ≠ 0 ତେଣୁ ସହ-ସମୀକରଣର ସମାଧାନ ସମ୍ଭବ ।
\(∆_x=\left|\begin{array}{ll}
-c_1 & b_1 \\
-c_2 & b_2
\end{array}\right|=\left|\begin{array}{ll}
0 & -1 \\
3 & 1
\end{array}\right|=0 \times 1-3 \times -1=0+3=3\)
\(∆_y=\left|\begin{array}{ll}
a_1 & -c_1 \\
a_2 & -c_2
\end{array}\right|=\left|\begin{array}{ll}
1 & 0 \\
2 & 3
\end{array}\right|=1 \times 3-2 \times 0=3-0=3\)
x = \(\frac{∆_x}{∆}=\frac{3}{3}=1\), y = \(\frac{∆_y}{∆}=\frac{3}{3}=1\)
∴ ନିର୍ଣ୍ଣେୟ ସମାଧାନ (x, y) = (1, 1)

(iii) \(\Delta=\left|\begin{array}{ll}
a_1 & b_1 \\
a_2 & b_2
\end{array}\right|=\left|\begin{array}{ll}
2 & -1 \\
1 & -3
\end{array}\right|=2 \times (-3)-1 \times (-1)=-6+1=-5\)
∆ ≠ 0 ତେଣୁ ସହ-ସମୀକରଣର ସମାଧାନ ସମ୍ଭବ ।
\(∆_x=\left|\begin{array}{ll}
-c_1 & b_1 \\
-c_2 & b_2
\end{array}\right|=\left|\begin{array}{ll}
3 & -1 \\
-1 & -3
\end{array}\right|=3 \times -3-(-1) \times -1=-9-1=-10\)
\(∆_y=\left|\begin{array}{ll}
a_1 & -c_1 \\
a_2 & -c_2
\end{array}\right|=\left|\begin{array}{ll}
2 & 3 \\
1 & -1
\end{array}\right|=2 \times -1-1 \times 3=-2-3=-5\)
x = \(\frac{∆_x}{∆}=\frac{-10}{-5}=1\), y = \(\frac{∆_y}{∆}=\frac{-5}{-5}=1\)
∴ ନିର୍ଣ୍ଣେୟ ସମାଧାନ (x, y) = (2, 1)

Odisha State Board BSE Odisha 10th Class Hindi Solutions Poem 1(c) तुलसीदास के दोहे Textbook Exercise Questions and Answers.

BSE Odisha Class 10 Hindi Solutions Poem 1(c) तुलसीदास के दोहे

प्रश्न और अभ्यास (ପ୍ରଶ୍ନ ଔର୍ ଅଭ୍ୟାସ)

1. निम्नलिखित प्रश्नों के उत्तर दो-तीन वाक्यों में दीजिए।
(ନିମ୍ନଲିଖୂ ପ୍ରଶ୍ନୋ କେ ଉତ୍ତର ଦୋ-ତୀନ୍ ୱାର୍କୋ ମେଁ ଦୀଜିଏ।)
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନର ଉତ୍ତର ଦୁଇ-ତିନୋଟି ବାକ୍ୟରେ ଦିଅ।)

(क) कठोर वचन का क्यों परिहार करना चाहिए?
(କଠୋର୍ ବଚନ୍ କା ର୍ଯ୍ୟା ପରିହାର୍ କର୍‌ନା ଚାହିଏ?)
उत्तर:
कठोर वचन सबको दुःख पहुँचाता है। परिवेश को अशान्त कर देता है। कठोर वचन से दूसरों को पीड़ा पहुचती है इसलिए कठोर वचन को परिहार करके मीठे वचन बोलना चाहिए।

(ख) मीठे वचन से क्या लाभ होता है?
(ମୀଠ ବଚନ୍ ସେ କ୍ୟା ଲାଭ୍ ହୋତା ହୈ ?)
उत्तर:
मीठे वचन सबको प्रिय होते हैं। मीठी वाणी से हम सबको अपने वश में कर सकते हैं। मीठी वाणी से चारों ओर शांति बनी रहती है। सबको सुख मिलता है।

(ग) सन्तोष धन के सामने कौन-कौन से धन धूरि के बराबर माने जाते हैं?
(ସନ୍ତୋଷ୍ ଧନ୍ କେ ସାମ୍‌ନେ କୌନ୍-କୌନ୍ ସେ ଧନ୍ ଧୂରି କେ ବରାବର୍ ମାନେ ଜାତେ ହୈ ?)
उत्तर:
सन्तोष धन के सामने गोधन, गजधन, बाजीधन, रतनधन आदि धन धूरि के बराबर माने जाते हैं। क्योंकि इस प्रकार के धन से सुख शांति नहीं मिलती। मन चिंतित रहता है।

(घ) रोष या गुस्से के समय क्या नहीं खोलना चाहिए और क्यों?
(ରୋଷ୍ ୟା ଗୁସ୍‌ କେ ସମୟ କ୍ୟା ନହୀ ଖୋଲ୍‌ନା ଚାହିଏ ଔର୍ କ୍ୟା?)
उत्तर:
रोष या गुस्से के समय जीभ नहीं खोलनी चाहिए। क्योंकि क्रोध में मनुष्य कड़वी बातें बोल जाता है। कड़वी बातें तलवार से भी अधिक घाव कर देती है।

(ङ) मीठे वचन की तुलना वशीकरण मन्त्र से क्यों की गई है?
(ମୀଠ ବଚନ୍ କୀ ତୁଲନା ବଶୀକରଣ୍ ମନ୍ତ୍ର ସେ କୈ କୀ ଗଈ ହୈ ?)
उत्तर:
मीठे वचन की तुलना वशीकरण मन्त्र से की गई है क्योंकि मीठे वचन से हम सबको अपने वश में कर सकते हैं। मीठे वचन सबको प्रिय होते हैं, इससे सबको शांति और सुख मिलता हैं।

(च) हमें सोच विचार कर क्यों बोलना चाहिए?
(ହର୍ମେ ସୋଚ୍ ବିଚାର୍ କର୍ ଜ୍ୟୋ ବୋଲନା ଚାହିଏ ?)
उत्तर:
हमें सोच विचार कर हमेशा बोलना चाहिए। क्योंकि क्रोध में मनुष्य कड़वी बातें बोल जाता है। ये कड़वी बातें तलवार से भी अधिक घाव करती है। इसका प्रहार सीधे हृदय और मन पर होता है। मधुर वचन का परिणाम मधुर होता है।

निम्नलिखित अवतरणों का आशय दो-तीन वाक्यों में स्पष्ट कीजिए।
(ନିମ୍ନଲିଖ୍ ଅବତରର୍ଡୋ କା ଆଶୟ ଦୋ-ତୀନ୍ ୱାର୍କୋ ମେଁ ସ୍ପଷ୍ଟ କୀଜିଏ ।)
(ତଳଲିଖ୍ ଅବତରଣଗୁଡ଼ିକର ଆଶୟ ଦୁଇ-ତିନି ବାକ୍ୟରେ ସ୍ପଷ୍ଟ କର ।)

(क) तुलसी मीठे वचन ते, सुख उपजत चहुँओर।
(ତୁସୀ ମୀଠେ ବଚନ୍ ତେ, ସୁଖ୍ ଉପଜତ୍ ଚହୁଁଓର ।)
उत्तर:
इस पंक्ति में तुलसीदास यह बतलाते हैं कि मीठ वचन से सबको सुख मिलता है। चारों ओर शांति बनी रहती है। मीठे वचन सबको प्रिय होते हैं।

(ख) जब आवे सन्तोष धन, सब धन धूरि समान।
(ଜବ୍ ଆୱେ ସନ୍ତୋଷ୍ ଧନ୍, ସବ୍ ଧନ୍ ଧୂରି ସମାନ୍ ।)
उत्तर:
इस पंक्ति में कवि ने यह कहा है कि सन्तोष धन के सामने सब धन धूल के समान है। क्योंकि इस प्रकार के धन से सुख शांति नहीं मिलती, मन चिंतित रहता है।

(ग) रोष न रसना खोलिए, बरु खोलिओ तलवारि।
(ରୋସ୍ ନ ରସ୍‌ନା ଖୋଲିଏ ବରୁ ଖୋଲିଓ ତଲବାରି ।)
उत्तर:
गुस्से में जीभ नहीं खोलनी चाहिए। क्योंकि गुस्से में मनुष्य आपे से बाहर हो जाता है और कड़वी बातें बोल जाता है। ये कड़वी बाते दिल और मन को घायल करके अधिक कष्ट देती है।

3. निम्नलिखित प्रश्नों के उत्तर एक-एक वाक्य में दीजिए।
(ନିମ୍ନଲିଖତ୍ ପ୍ରକ୍ଷ୍ନୌ କେ ଉତ୍ତର୍ ଏକ୍-ଏକ୍ ୱାର୍କୋ ମେଁ ଦୀଜିଏ ।)
(ତଳଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଗୋଟିଏ-ଗୋଟିଏ ବାକ୍ୟରେ ଦିଅ ।)

(क) किससे चारों ओर सुख उपजता है?
(କିସ୍‌ ଚାର୍ରେ ଓର ସୁଖ୍ ଉପଚ୍ଚତା ହୈ ?)
उत्तर:
मीठे वचन से चारों ओर सुख उपजाता है।

(ख) वशीकरण का मंत्र क्या है?
(ବଶୀକରଣ୍ କା ମନ୍ତ୍ର କ୍ୟା ହୈ ?)
उत्तर:
मीठे वचन वशीकरण का मंत्र है।

(ग) हमें क्या परिहार करना या छोड़ना चाहिए?
(ହର୍ମେ କ୍ୟା ପରିହାର୍ କର୍‌ନା ୟା ଛାଡୁନା ଚାହିଏ?)
उत्तर:
हमें कटु वचन को परिहार करना या छोड़ना चाहिए।

(घ) कवि ने सन्तोष की तुलना किस से की है?
(କବି ନେ ସନ୍ତୋଷ୍ କୀ ତୁଲନା କିସ୍ ସେ କୀ ହୈ ?)
उत्तर:
कवि ने सन्तोष की तुलना धन से की है।

(ङ) कब रसना नहीं खोलनी चाहिए?
(କବ୍ ରସ୍‌ନା ନହୀ ଖୋଲ୍‌ନୀ ଚାହିଏ?)
उत्तर:
अधिक गुस्से में रसना नहीं खोलनी चाहिए।

(च) किस धन के सामने सारे धन तुच्छ माने जाते हैं ?
(କିସ୍ ଧନ୍ କେ ସାମ୍‌ ସାରେ ଧନ୍ ତୁଚ୍ଛ ମାନେ ଜାତେ ହେଁ ?)
उत्तर:
संतोष धन के सामने सारे धन तुच्छ माने जाते हैं।

(छ) सन्तोष धन के सामने सब धन किसके समान होते हैं?
(ସନ୍ତୋଷ୍ ଧନ୍ କେ ସାମ୍‌ ସବ୍ ଧନ୍ କିସ୍କେ ସମାନ୍ ହୋତେ ହେଁ ?)
उत्तर:
सन्तोष धन के सामने सब धन धूल के समान होते हैं।

(ज) विचार करके वचन कहने से क्या होता है?
(ବିଚାର୍ କର୍‌କେ ବଚନ୍ କହନେ ସେ କ୍ୟା ହୋତା ହୈ ?)
उत्तर:
विचार करके वचन कहने से उसका परिणाम मधुर होता है।

भाषा-ज्ञान (ଭାଷା-ଜ୍ଞାନ)

1. निम्नलिखित शब्दों के विपरीत शब्द लिखिए । ( 160 61 ।)
(ନିମ୍ନଲିଖ୍ ଶବ୍ଦଗୁଡ଼ିକର ବିପରୀତ ଶବ୍ଦ ଲେଖ ।)
मीठा, सुख, कठोर, छोड़ना, समान, खोलना
उत्तर:
मीठा – कड़वा/खट्टा
कठोर – मृदु/कोमल
समान – असमान
सुख – दुःख
छोड़ना – पकड़ना
खोलना – बंद करना

2. निम्नलिखित शब्दों के समानार्थक शब्द लिखिए।
(ନିମ୍ନଲିଖତ୍ ଶବ୍ଦା କେ ସମାନାର୍ଥକ ଶବ୍ଦ ଲିଖିଏ।)
(ନିମ୍ନଲିଖ୍ ଶବ୍ଦଗୁଡ଼ିକର ସମାନାର୍ଥୀ ଶବ୍ଦ ଲେଖ )
वचन, सुख, कठोर, उपजना, गो, गज, बाजि
उत्तर:
वचन – वाणी/बात
कठोर – निर्दयी
गो – गाय/गऊ
सुख – आनन्द
उपजना – पैदा होना/जन्म होना
गज – हाथी

3. निम्नलिखित शब्दों के प्रयोग से सार्थक वाक्य बनाइए।
(ନିମ୍ନଲିଖତ୍ ଶବ୍ଦା କେ ପ୍ରୟୋଗ୍ ସେ ସାର୍ଥକ ବାକ୍ୟ ବନାଇଏ ।)
(ନିମ୍ନଲିଖ୍ ଶବ୍ଦଗୁଡ଼ିକର ପ୍ରୟୋଗ କରି ସାର୍ଥକ ବାକ୍ୟ ଗଠନ କର।)
वसीकरण, कठोर, गोधन, सन्तोष, तलवार
उत्तर:
वसीकरण – मीठे वचन तो वशीकरण मंत्र के समान हैं।
कठोर – राहुल अत्यन्त कठोर स्वभाव का है।
गोधन – यशोदा गोधन की कसम खाकर कहती हैं कि कृष्ण ही उनका पुत्र है।
संन्तोष – सन्तोष रूपी धन के सामने बाकी सारा धन तुच्छ है।
तलवार – तलवार शरीर पर घाव करती है मगर कड़वी बातें दिल पर घाव कर देती हैं।

4. निम्नलिखित शब्दों के शुद्ध रूप लिखिए।
(ନିମ୍ନଲିଖତ୍ ଶବ୍ଦା କେ ଶୁଦ୍ଧ ରୂପ ଲିଖିଏ।)
(ନିମ୍ନଲିଖ୍ ଶବ୍ଦଗୁଡ଼ିକର ଶୁଦ୍ଧ ରୂପ ଲେଖ।)
चहुँओर, वसीकरण, धूरि, तरवारि, परिनाम
उत्तर:
चहुँओर – चारों ओर
तरवारि – तलवार
वसीकरण – वशीकरण
धूरि – धूल/धूलि
परिनाम – परिणाम

5. निम्नलिखित शब्दों के साथ करण कारक ‘से’ चिह्न का प्रयोग करके वाक्य बनाइए:
(ନିମ୍ନଲିଖ୍ ଶବ୍ଦା କେ ସାଥ୍ କରଣ୍ କାରକ୍ ‘ସେ’ ଚିହ୍ନ କା ପ୍ରୟୋଗ କର୍‌କେ ବାକ୍ୟ ବନାଇଏ)
(ନିମ୍ନଲିଖତ ଶବ୍ଦଗୁଡ଼ିକ ସହିତ କରଣ କାରକ ‘ସେ’ ଚିହ୍ନର ପ୍ରୟୋଗ କରି ବାକ୍ୟ ଗଠନ କର )
वचन, मंत्र, धन, तलवार
उत्तर:
वचन – मीठे वचन से सबको सुख मिलता है।
मंत्र – वशीकरण मंत्र से सभी को वश में किया जा सकता है।
धन – धन से सुख नहीं मिलता।
तलवार – तलवार से मत खेलो।

Very Short & Objective type Questions with Answers

A. निम्नलिखित प्रश्नों के उत्तर एक वाक्य में दीजिए।

1. तुलसीदास का जन्म कब और कहाँ हुआ?
उत्तर:
तुलसीदास का जन्म सन् 1532 में उत्तर प्रदेश के राजापुर में हुआ।

2. तुलसीदास के गुरु कौन थे?
उत्तर:
श्री नरहरि दास तुलसीदास के गुरु थे

3. तुलसी जी किस-किस भाषा में लिखते थे?
उत्तर:
तुलसी जी अवधी और ब्रजभाषा में लिखते थे।

B. निम्नलिखित प्रश्नों के उत्तर एक शब्द / एक पद में दीजिए।

1. संतोष-धन आ जाता है तो बाकी सब धन किसके समान हो जाते हैं?
उत्तर:
धूल के

2. किसका परिणाम हितकर होता है?
उत्तर:
वशीकरण का

3. तुलसी ने श्रेष्ठ धन किसे कहा है?
उत्तर:
संतोष

4. तुलसीदास क्या परिहार करने को कहते हैं?
उत्तर:
कठोर वचन

5. जो वाणी सुनने में मधुर लगती है, उसका परिणाम क्या होता है?
उत्तर:
हितकर

6. किस अवस्था में रसना नहीं खोलनी चाहिए?
उत्तर:
गुस्से के समय

7. कवि तुलसीदास के अनुसार वशीकरण मंत्र का अर्थ क्या है?
उत्तर:
मीठी वाणी से सबको वश में करना

8. रोष के समय क्या नहीं खोलनी चाहिए ?
उत्तर:
रसना

9. हमे किस प्रकार की वाणी बोलनी चाहिए?
उत्तर:
मीठी

10. ‘परिनाम’ का अर्थ क्या है?
उत्तर:
परिणाम

C. रिक्त स्थानों की पूर्ति कीजिए।

1. विचार करके वचन बोलने से परिणाम ……………… होता है।
उत्तर:
हितकर

2. ………………… सी बात तलवार से अधिक घाव करती है।
उत्तर:
कड़वी

3. कड़वी बातें. ……………. घायल करती है।
उत्तर:
मन को

4. वशीकरण मंत्र ……………….. है।
उत्तर:
मधुर वाणी

5. तुलसी जी के गुरु ………………… है।
उत्तर:
रामानन्द

6. ………………… में रसना नहीं खोलनी चाहिए।
उत्तर:
अधिक गुस्से

7. तुलसी ने सन्तोष की तुलना …………………. से की है।
उत्तर:
धन

8. ………………. से चारों ओर सुख उपजता है।
उत्तर:
मिठे वचन

9. ………………. के सामने सारे धन तुछ माने जाते है।
उत्तर:
संन्तोष धन

10 ‘बरु’ का अर्थ है…………….. ।
उत्तर:
बल्कि

D. ठिक् या भूल लिखिए।

1. संतोष धन के आने से सारे धन धूल के समान हो जाते हैं।
उत्तर:
ठिक्

2. तुलसी के अनुसार विचार करके घूमना चाहिए।
उत्तर:
भूल

3. तलवार से रसना घातक होती है।
उत्तर:
ठिक्

4. चुटकुले चारों ओर सुख उपजाने में सहायक हैं।
उत्तर:
भूल

5. मीठे वचनों से सुख मिलता है।
उत्तर:
ठिक्

6. विचार करके कहानी कहना जरुरी है।
उत्तर:
भूल

7. ‘रामचरित मानस’ तुलसीदास ने लिखा है।
उत्तर:
भूल

8. बाजिधन के सामने सारे धन तुच्छ हैं
उत्तर:
ठिक्

9. ‘बाजी’ का अर्थ हाथी है।
उत्तर:
भूल

10. विनय पत्रिका तुलसीदास की रचना है।
उत्तर:
ठिक्

11. कवि ने संन्तोष की तुलना धन से की है।
उत्तर:
ठिक्

Multiple Choice Questions (mcqs) with Answers

सही उत्तर चुनिए : (MCQS)

1. संतोष-धन आ जाता है तो बाकी सब धन किसके समान हो जाते हैं?
(A) धूल के
(B) बाजि के
(C) रतन के
(D) प्राण के
उत्तर:
(A) धूल के

2. किसका परिणाम हितकर होता है?
(A) कटु वचन का
(B) रत्न-धन का
(C) वशीकरण का
(D) मधुर वचन का
उत्तर:
(C) वशीकरण का

3. तुलसी ने श्रेष्ठ धन किसे कहा है?
(A) रत्न-धन को
(B) राम – रत्न को
(C) संतोष-धन को
(D) सोने-चाँदीको
उत्तर:
(C) संतोष-धन को

4. तुलसीदास क्या परिहार करने को कहते हैं?
(A) कुसंग
(B) चिंत
(C) कामना
(D) कठोर वचन
उत्तर:
(D) कठोर वचन

5. जो वाणी सुनने में मधुर लगती है, उसका परिणाम क्या होता है?
(A) हितकर
(B) अहितकर
(C) भयानक
(D) खुशामद
उत्तर:
(A) हितकर

6. चहुँओर सुख उपजाता है।
(A) मीठे वचन से
(B) कटुवचन से
(C) अल्प वचन से
(D) धीमे वचन से
उत्तर:
(A) मीठे वचन से

7. तुलसीदास के अनुसार सबसे बड़ा धन है।
(A) गोधन
(B) गज धन
(C) संतोष धन
(D) रतन धन
उत्तर:
(C) संतोष धन

8. किस अवस्था में रसना नहीं खोलनी चाहिए।
(A) गुस्से के समय
(B) शान्ति के समय
(C) खाते समय
(D) राते समय
उत्तर:
(A) गुस्से के समय

दोहे (ଦୋହେ)

(i) तुलसी मीठे बचन ते, सुख उपजत चहुँओर।
वसीकरण यह मंत्र है, परिहरु बचन कठोर॥
ତୁଲସୀ ମୀଠେ ବଚନ୍ ତେ, ସୁଖ୍ ଉପଜତ ଚହୁଁଓର।
ବସୀକରଣ ୟହ ମନ୍ତ୍ର ହୈ, ପରିହରୁ ବଚନ୍ କଠୋର୍॥

हिन्दी व्याख्या:
तुलसीदास कहते हैं कि मीठे वचन सबको प्रिय होते हैं। मधुर वचन से हम सबको अपने वश में कर सकते हैं। मीठे वचन से चारों ओर शान्ति बनी रहती है। सबको सुख मिलता है। लेकिन कड़वी वाणी से सबको दुःख पहुँचता है। मीठे वचन तो वशीकरण मंत्र के समान है। इसलिए कड़वा वचन न बोलकर मीठे वचन बोलना चाहिए।

ଓଡ଼ିଆ ଅନୁବାଦ:
ମିଠା କଥା ସମସ୍ତଙ୍କୁ ଭଲ ଲାଗେ। ମିଠା କଥା କହି ଆମେ ସମସ୍ତଙ୍କୁ ଆପଣେଇ ପାରିବା। ମିଠା କଥାଦ୍ଵାରା ସବୁଆଡ଼େ ଶାନ୍ତି ଲାଗି ରହିଥାଏ। ସମସ୍ତଙ୍କୁ ସୁଖ ମିଳେ। କିନ୍ତୁ କଟୁକଥା ସମସ୍ତଙ୍କ ମନକୁ ଆଘାତ କରେ ଓ ଦୁଃଖ ଦିଏ। ମଧୁର ବଚନ ବଶୀକରଣ ମନ୍ତ୍ର ପରି। ଏଣୁ ଆମକୁ କଟୁ କଥା ନ କହି ମିଠା କଥା କହିବା ଦରକାର।

(ii) गोधन, गजधन, बाजिधन और रतनधन खान।
जब आवे सन्तोष धन सब धन धूरि समान॥
ଗୋଧନ୍, ଗଜଧନ୍, ବାଜିଧନ୍ ଔର୍ ରତନଧନ୍ ଖାନ୍।
ଜବ୍ ଆୱେ ସନ୍ତୋଷ୍ ଧନ୍, ସବ୍‌ ଧନ୍ ଧୂରି ସମାନ୍॥

हिन्दी व्याख्या :
कवि कहते हैं कि साधारणतः हमारी धारणा है कि जिसके पास पर्याप्त गाय-भैंस, हाथी और घोड़े होते हैं या धन रत्न आदि होते हैं, वह इस संसार में सबसे अधिक धनी है। लेकिन कवि के अनुसार ये सारे धन होते हुए भी अगर मन में सन्तोष नहीं है तो ये सबकुछ मूल्यहीन होता है। सन्तोष धन के सामने ये सब धन धूल के समान तुच्छ हैं। क्योंकि इस प्रकार के धन से सुख शान्ति नहीं मिलती। मन चिंतित रहता है।

ଓଡ଼ିଆ ଅନୁବାଦ:
ସାଧାରଣତଃ ଆମେ ଭାବିଥାଉ ଯେ ଯାହା ପାଖରେ ଗାଈ, ମଇଁଷି, ହାତୀ-ଘୋଡ଼ା ବା ଧନରତ୍ନ, ହୀରା-ମୋତି ଅଛି, ସେ ଜଣେ ବଡ଼ ଧନୀ ବ୍ୟକ୍ତି। କିନ୍ତୁ ତୁଳସୀ ଦାସଙ୍କ ଅନୁସାରେ ଏତେ ସବୁ ଧନ ଥାଇ ମଧ୍ୟ ଯଦି ତା’ମନରେ ଶାନ୍ତି ନାହିଁ ତାହାହେଲେ ସେ ଧନ ସବୁ ତା’ପାଇଁ ମୂଲ୍ୟହୀନ। ସନ୍ତୋଷ ରୂପୀ ଧନ ପାଖରେ ଏସବୁ ଧନରତ୍ନ ଧୂଳି ସଙ୍ଗେ ସମାନ ଓ ତୁଚ୍ଛ। ଏପରି ଧନ ସମ୍ପଦରେ ସୁଖ ଶାନ୍ତି ମିଳେ ନାହିଁ। ମନରେ ଚିନ୍ତା ଲାଗି ରହିଥାଏ।

(iii) रोष न रसना खोलिए, बरु खोलिओ तरबार।
सुनत मधुर परिनाम हित, बोलिओ बचन बिचारि॥
ରୋସ୍ ନ ରସନା ଖୋଲିଏ, ବରୁ ଖୋଲିଓ ତରବାରି।
ସୁନତ ମଧୁର୍ ପରିନାମ ହିତ, ବୋଲିଓ ବଚନ୍ ବିଚାରି॥

हिन्दी व्याख्या:
कवि तुलसीदास कहते हैं कि जब क्रोध अधिक हो तो जीभ नहीं खोलनी चाहिए। क्रोध में मनुष्य कड़वी बातें बोल जाता है। ये कड़वी बातें तलवार से भी अधिक घाव करती है। कड़वी बात का प्रहार सीधे दिल और दिमाग पर होता है। तलवार तो शरीर पर घाव करती है, लेकिन कड़वी बातें दिल और दिमाग को घायल करके अधिक कष्ट देती हैं।

ଓଡ଼ିଆ ଅନୁବାଦ :
ଯେତେବେଳେ ରାଗ ଅଧ୍ବକ ବଢ଼ିଚାଲେ ସେତେବେଳେ ଜିଭକୁ ନିୟନ୍ତ୍ରଣ ରଖିବାକୁ ପଡ଼ିବ। ରାଗରେ ମଣିଷ କଟୁ କଥା କହି ଚାଲିଥାଏ। ଏହି କଟୁ କଥା ଖଣ୍ଡାଠାରୁ ମଧ୍ୟ ଅଧିକ ଆଘାତ କରିଥାଏ। କଟୁ କଥାର ପ୍ରହାର ସିଧା ମନ ଓ ହୃଦୟ ଉପରେ ପଡ଼ିଥାଏ। ଖଣ୍ଡାର ଚୋଟରେ ଶରୀରରେ କ୍ଷତ ହୋଇଥାଏ। କିନ୍ତୁ କଟୁ କଥା ମନ ଓ ହୃଦୟକୁ ଆଘାତ କରେ ଏବଂ ଅଧିକ କଷ୍ଟ ଦିଏ।

शबनार: (ଶରାର୍ଥି)

मीठे – मीठा/मधुर (ମିଠା/ମଧୁର )।

उपजत – उपजना/पैदा होना (ଜନ୍ମହେବା/ଉପୁଜିବା)।

चहुँओर – चारों ओर (ଚାରିଆଡ଼େ)।

परिहरु – त्यागना/परित्याग करना (ତ୍ଯାଗ କରିବା)।

गोधन – गाय रूपी धन (ଗୋଧନ)।

बाजि – घोड़ा (ଘୋଡ଼ା)

ते – से/द्वारा (ଦ୍ଵାରା)।

वसीकरण – वशीभूत (ହାତି)।

गज – हाथी (ରତ୍ନ)।

रतन – रत्न (ବଶୀଭୂତ)।

खान – भंड़ार (ଭଣ୍ଡାର)।

धूरि – धूल यूरिकि)। (ଧୂଳି)।

रसना – जीभ (ଜିଭ)।

खोलिओ – खोले (ଖୋଲିବା)।

परिनाम – परिणाम (ପରିଣାମ)।

सुनत – सुनकर (ଶୁଣି)।

विचारि – विचार करके (ବିଚାର କରି)।

आवे – आए (ଆସେ)।

रोष – गुस्सा (ରାଗ)।

बरु – बल्कि ( ବରଂ)।

तरवारि – तलवार (ଖଣ୍ଡା)।

हित – मंगल (ହିତମଙ୍ଗଳ)।

बोलिअ – बोलो (କୁହ)।

कवि परिचय

भक्त कवि तुलसी दास का जन्म सन् 1532 में उत्तर प्रदेश के राजापुर में हुआ था और देहांत सन् 1633 में। पितामाता के स्नेह से वंचित होकर बचपन में उनको बड़ा कष्ट उठाना पड़ा। सौभाग्य से गुरु नरहरिदास ने उनकी बड़ी मदद की। तुलसी रामभक्त थे और यौवन काल में ही साधु बन गये। रामानंद उनके गुरु थे। वे हिन्दी और संस्कृत के बड़े पंड़ित थे। उस समय मुगलों का शासन था। देश की सामाजिक और धार्मिक परिस्थितियाँ अस्तव्यस्त थीं।

तुलसी दास ने रामचरित मानस लिखकर लोगों के सामने निष्कपट जीवन और आचरण का उदाहरण रखा। आज भी यह देश का अत्यंत लोकप्रिय ग्रंथ है। जन साधारण उसे बड़े चाव से पढ़ते हैं। दुःखी, निराश तथा भक्त लोगों को रामचरितमानस पढ़कर सुख शान्ति मिलती है। विनयपत्रिका, कवितावली, दोहावली, गीतावली आदि उनके अनेक ग्रंथ हैं। वे अवधी और ब्रजभाषा दोनों में लिखते थे।

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

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

Question 1.
The rows n = 6 and n = 7 in the pascal triangle have been kept vacant. Fill in the gaps
Solution:

Question 2.
Write down the expansion of (a + b)⁸ using Pascal’s triangle.
Solution:
The row n = 8 in Pascal’s triangle is 1, 8, 28, 56, 70, 56, 28, 8, 1.
∴ (a + b)⁸ = a⁸ + 8a^8-1b¹ + 28a^8-2b² + 56a^8-3b³ + 70a^8-4b⁴ + 56a^8-5b⁵ + 28a^8-6b⁶ + 8a^8-7b⁷ + b⁸
= a⁸ + 8a⁷b + 28a⁶b² + 56a⁵b³ + 70a⁴b⁴ + 56a³b⁵ + 28a²b⁶ + 8ab⁷ + b⁸

Question 3.
Find the 3rd term in the expansion of \(\left(2 x^3-\frac{1}{x^6}\right)^4\) using rules of Pascal triangle.
Solution:

Question 4.
Expand the following :
(a) (7a + 3b)⁶
Solution:
(7a + 3b)⁶ = (7a)⁶ + ⁶C₁(7a)^6-1(3b)¹ + ⁶C₂(7a)^6-2(3b)² + ….. + (3b)⁶7⁶a⁶ + 6(7a)⁵(3b) + 15(7a⁴) × 9b² + …. + 3⁶b⁶
= 7a⁶ + 18 × 7⁵a⁵b + 135 × 7⁴a⁴b² + ….. + 3⁶b⁶

(b) \(\left(\frac{-9}{2} a+b\right)^7\)
Solution:

(c) \(\left(a-\frac{7}{3} c\right)^4\)
Solution:

Question 5.
Apply Binominal Theorem to find the value of (1.01)⁵.
Solution:
= 1 + ⁵C₁(0.01)¹ + ⁵C₂(0.01)² + ⁵C₃(0.01)³ + ⁵C₄(0.01)⁴ + (0.01)⁵
= 1 + 5 × 0.01 + 10(0.0001) + 10(0.000001) + 5(0.00000001) + 0.0000000001
= 1 + 0.05 + 0.001 + 0.00001 + 0.00000005 + 0.000000001
= 1.0510100501

Question 6.
State true or false.
(a) The number of terms in the expansion of \(\left(x^2-2+\frac{1}{x^2}\right)^6\) is equal to 7.
Solution:
False

(b) There is a term independent of both x and y in the expansion of \(\left(x^2+\frac{1}{y^2}\right)^9\)
Solution:
False

(c) The highest power in the expansion of \(x^{40}\left(x^2+\frac{1}{x^2}\right)^{20}\) is equal to 40.
Solution:
False

(d) The product of K consecutive natural numbers is divisible by K!
Solution:
True

Question 7.
Answer the following :
(a) If the 6th term in the expansion of (x + *)ⁿ is equal to ⁿC₅x^n-10 find *
Solution:
Let the 6th term (x + y)ⁿ is ⁿC₅x^n-10
∴ ⁿC₅x^n-5y⁵ = ⁿC₅x^n-10 = ⁿC₅x^n-5.x^-5
⇒ y⁵ = x^-5 = \(\frac{1}{x^5}\)
∴ y = \(\frac{1}{x}\) . Hence * = \(\frac{1}{x}\)

(b) Find the number of terms in the expansion of (1 + x)ⁿ (1 – x)ⁿ.
Solution:
(1 + x)ⁿ (1 – x)ⁿ = (1 – x²)ⁿ
∴ The number of terms in this expansion is (n + 1)

(c) Find the value of \(\frac{{ }^n \mathrm{C}_{r-1}}{{ }^n \mathrm{C}_r}\)
Solution:

(d) How many terms in the expansion of \(\left(\frac{3}{a}+\frac{a}{3}\right)^{10}\) have positive powers of a? How many have negative powers of a?
Solution:

Question 8.
Find the middle term(s) in the expansion of the following.
(a) \(\left(\frac{a}{b}+\frac{b}{a}\right)^6\)
Solution:
Here there is only one middle term i.e. the 4th term.
∴ 4th term i.e. (3 + 1)th term in the expansion of

(b) \(\left(x+\frac{1}{x}\right)^9\)
Solution:
Here there are two middle terms i.e. 5th and 6th terms.
∴ 5th term in the above expansion is

(c) \(\left(x^{\frac{3}{2}}-y^{\frac{3}{2}}\right)^8\)
Solution:
Here there is only one middle term i.e. 5th term.
∴ 5th term i.e. (4 + 1)th term in the expansion of

Question 9.
Find the 6th term in the expansion of \(\left(x^2+\frac{a^4}{y^2}\right)^{10}\)
Solution:
6th term i.e. (5 + 1)th term in the expansion of
(x² + \(\frac{a^4}{y^2}\))¹⁰ is ¹⁰C₅(x²)^10-5 (\(\frac{a^4}{y^2}\))⁵

Question 10.
(a) Find the fifth term in the expansion of (6x – \(\frac{a^3}{x}\))¹⁰
Solution:

(b) Is there a term independent of x? If yes find it out.
Solution:
Let (r + 1)th term in the expansion of  (6x – \(\frac{a^3}{x}\))¹⁰ is independent of x.
∴ (r + 1)th term = ¹⁰C_r(6x)^10-r(\(\frac{-a^3}{x}\))^r
= ¹⁰C_r6^10-rx^10-r(-1)^ra^3rx^-r
= (-1)^{r 10}C_r6^10-ra^3rx^10-2r
∴ x^10-2r = 1 = x⁰
or, 10 – 2r = 0 or, r = 5
∴ 6th term is term independent of x in the above expansion and the term is (-1)^{5 10}C₅6^10-5a^3.5
= – ¹⁰C₅6⁵a¹⁵ = – 252 × 6⁵a¹⁵

Question 11.
(a) Find the coefficient of \(\frac{1}{y^{10}}\) in the expansion of \(\left(y^3+\frac{a^7}{y^5}\right)^{10}\)
Solution:

(b) Does there exist a term independent of y in the above expansion?
Solution:
Let (r + 1)th term is independent of y.
∴ y^30-8r = 1 = y⁰ or, 30 – 8r = 0
or, r = \(\frac{30}{8}\) = \(\frac{15}{4}\) which is not possible as r∈ N or zero.
∴ There is no term in the expansion of \(\left(y^3+\frac{a^7}{y^5}\right)^{10}\) which is independent of y.

Question 12.
(a) Find the coefficient of x⁴ in the expansion of (1 + 3x + 10x²)(x + \(\frac{1}{x}\))¹⁰
Solution:

(b) Find the term independent of x in the above expansion.
Solution:

Question 13.
Show that the coefficient of a^m and aⁿ in expansion of (1 + a)^m+n are equal.
Solution:
(m + 1)th and (n + 1)th terms in the expansion of (1 + a)^m+n are ^m+nC_ma^m and ^m+nC_naⁿ
∴ The coefficient of a^m and aⁿ are ^m+nC_m and ^m+nC_n which are equal.

Question 14.
An expression of the form (a + b + c + d + …. ) consisting of a sum of many distinct symbols called a multinomial. Show that (a + b + c)ⁿ is
the sum of all terms of the form \(\frac{\boldsymbol{n} !}{\boldsymbol{p} ! \boldsymbol{q} ! \boldsymbol{r} !}\) a^pb^qc^r where p, q and r range over all positive triples of non-negative integers such that p + q + r = n.
Solution:

Question 15.
State and prove a multinominal Theorem.
Solution:
Multinominal Theorem:
(P₁ + P₂ + ……. + P_m)ⁿ
\(=\sum \frac{n !}{n_{1} ! n_{2} ! \ldots n_{m} !} p_1^{n_1} p_2^{n_2} \ldots p_m^{n_m}\)
where n₁ + n₂ + ……. + n_m = n
The proof of this theorem is beyond the syllabus.

Odisha State Board Elements of Mathematics Class 11 Solutions CHSE Odisha Chapter 8 Permutations and Combinations Ex 8(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 8 Permutations and Combinations Exercise 8(b)

Question 1.
Find the number of ways in which 5 different books can be arranged on a shelf.
Solution:
The number of ways in which 5 different books can be arranged on a shelf is 5! = 5. 4. 3. 2. 1 = 120

Question 2.
Compute ⁿP_r for
(i) n = 8, r = 4
Solution:
∴ ⁿP_r = \(\frac{n !}{(n-r) !}=\frac{8 !}{(8-4) !}\)
\(=\frac{8 \cdot 7 \cdot 6 \cdot 5 \cdot 4 . !}{4 !}\) = 8.7.6.5 = 1680

(ii) n = 10, r = 3
Solution:
n = 10, r = 3
∴ ⁿP_r = \(\frac{n !}{(n-r) !}=\frac{10 !}{7 !}\)

(iii) n = 11, r = 0
Solution:
n = 11, r = 0
∴ ⁿP_r = ¹¹P₀ = 1

Question 3.
Compute the following :
(i) \(\frac{10 !}{5 !}\)
Solution:
\(\frac{10 !}{5 !}\) = 10. 9. 8. 7. 6 = 30240

(ii) 5! + 6!
Solution:
5 ! + 6! = 5 ! + 6.5 !
= 5 ! (1 + 6) = 120. 7 = 840

(iii) 3! × 4!
Solution:
3 ! × 4 ! = 6 × 24 = 144

(iv) \(\frac{1}{8 !}+\frac{1}{9 !}+\frac{1}{10 !}\)
Solution:

(v) 2!^3! = 2⁶ = 64
(vi) 2³! = 8! =40320

Question 4.
Show that 2.6.10 ……. to n factors = \(\frac{(2 n) !}{n !}\)
Solution:
2.6.10 ……. to n factors = \(\frac{(2 n) !}{n !}\)

Question 5.
Find r if P(20, r) = 13. P (20, r – 1).
Solution:

Question 6.
Find n if P(n, 4) = 12. P(n, 2).
Solution:
ⁿP₄ = 12 × ⁿP₂
or, \(\frac{n !}{(n-4) !}=12 \times \frac{n !}{(n-2) !}\)
or, (n – 2)! = 12 (n – 4)!
or, (n – 2) (n – 3) (n – 4)! = 12 (n – 4)!
or, (n – 2) (n – 3) = 12
or, n² – 5n – 6 = 60
or, (n – 6) (n + 1) = 0
or, n = 6 – 1
Hence n = 6 as n is a natural number.

Question 7.
If P (n – 1, 3) : P (n + 1, 3) = 5: 12, Find n.
Solution:

Question 8.
Find m and n  if P(m + n, 2) = 56, P(m – n, 2) = 12
Solution:
^m+nP₂ = 56, ^m-nP₂ = 12
or, \(\frac{(m+n) !}{(m+n-2) !}=56, \frac{(m-n) !}{(m-n-2) !}=12\)
or, (m + n) (m + n – 1) = 8 × 7
(m – n) (m – n – 1) = 4 × 3
∴ (m + n) = 8, m – n = 4
∴ m = 6, n = 2

Question 9.
Show that
(i) P(n, n) = P(n, n – 1) for all positive integers.
Solution:

(ii) P(m, 1) + P(n, 1) = P(m + n, 1) for all positive integers m, n.
Solution:
^mp₁ + ⁿp₁ = ^m+np₁ ∀ m, n ∈ Z
∴ L.H.S.
= ^mp₁ + ⁿp₁ = m + n = ^m+np₁ = R.H.S.
(∴ ⁿp₁ = n)

Question 10.
How many two-digit even numbers of distinct digits can be formed with the digits 1, 2, 3, 4, and 5?
Solution:
Two-digit even numbers of distinct digits are to be formed with the digits 1, 2, 3, 4, and 5. Here the even numbers must end with 2 or 4. When 2 is placed in the unit place, the tenth place can be filled up by the other 4 digits in 4 different ways. Similarly, when 4 is placed in the unit place, the tenth place can be filled up in 4 different ways.
∴ The total number of two-digit even numbers = 4 + 4 = 8.

Question 11.
How many 5-digit odd numbers with distinct digits can be formed with the digits 0, 1, 2, 3, and 4?
Solution:
5-digit odd numbers are to be formed with distinct digits from the digits 0, 1, 2, 3, and 4. The numbers are to end with 1 or 3 and must not begin with 0.
The 5th place can be filled up by any one of 1 or 3 by 2 ways.

1st

2nd

3rd

4th

5th

Places
The 1st place can be filled by the rest 3 digits except 0 and the digit in 5th place.
The 2nd, 3rd, and 4th places can be filled up by the rest 3 digits in 3! ways.
So total no. of ways = 2 × 3 × 3 ! = 2 × 3 × 2 = 36 ways.

Question 12.
How many numbers, each less than 400 can be formed with the digits 1, 2, 3, 4, 5, and 6 if repetition of digits is allowed?
Solution:
Different numbers each less than 400 are to be formed with the digits 1, 2, 3, 4, 5, and 6 with repetition. Here the numbers are 1-digit, 2-digit, and 3-digit.
∴ The number of 1-digit numbers = 6.
The number of 2-digit numbers = 6² = 36.
The 3-digit number each less than 400 must begin with 1, 2, or 3. So the hundred’s place can be filled by 3 digits and ten’s and unit place can be filled by 6 digits each. So the number of 3 digit numbers = 3 × 6 × 6 = 108.
∴ The total number of numbers = 6 + 36 + 108 = 150.

Question 13.
How many four-digit even numbers with distinct digits can be formed out of digits 0, 1, 2, 3, 4, and 5, 6?
Solution:
Four-digit even numbers mean, they must end with 0, 4, 2, 6. When 0 is placed in last, the 1st place is filled by 1, 2, 3, 4, 5, 6, and the remaining 2 places can be filled by ⁵P₂ ways.
The number of numbers ending with 0 = ⁵P₂ × 6 = 120
Similarly, the number of numbers ending. with 2, 4 and 6 = ⁵P₂  × 5 × 3 = 300
∴ The total number of numbers = 420.

Question 14.
How many integers between 100 and 1000 (both inclusive) consist of distinct odd digits?
Solution:
Integers are to be formed with distinct odd digits between 100 and 1000.
The numbers between 100 and 1000 are 3-digited.
The odd digits are 1, 3, 5, 1, and 9.
The number of distinct 3-digit odd numbers = ⁵P₃ = 5.4.3 = 60.

Question 15.
An unbiased die of six faces, marked with the integers 1, 2, 3, 4, 5, 6, one on each face, thrown thrice in succession. What is the total number of outcomes?
Solution:
An unbiased die of six faces, marked with the integers 1, 2, 3, 4, 5, 6, one on each face is thrown thrice in succession.
∴ The total number of outcomes = 6³ = 216.

Question 16.
What is the total number of integers with distinct digits that exceed 5500 and do not contain 0, 7, and 9?
Solution:
The integer exceeding 55000 must be 4-digited, 5-digited, 6-digited, and 7-digited, as there are seven digits i.e. 1, 2, 3, 4, 5, 6, and 8 to be used for the purpose.
In the 4-digit integers, when 1st place is filled by 5 and 2nd place by .6, the rest two places can be filled by the remaining 5 digits in ⁵P₂ ways. Similarly, when 5 is in 1st place and 8 in 2nd place, the remaining 5 digits be used in ⁵P₂ ways. So the number of 4-digit integers beginning with 5 is 2 × 5P = 40.
When 6 is placed in 1st place, the remaining 3 placed be filled by the remaining 6 digits in 6P3 ways. Similarly, when 8 is placed in 1 st place, the remaining 3 places be filled by the remaining 6 digits in ⁶P₃ ways.
So the number of 4-digit integers starting with 6 and 8 is 2 × ⁶P₃  = 240.
∴ The total number of 4-digit numbers is 40 + 240 = 280.
The number of 5-digit integers is ⁷P₅ = 2520.
The number of 6-digit numbers is ⁷P₆ = 5040 and the number of 7 -digit numbers is ⁷P₆  = 5040.
∴ The total number of integers exceeding 5500 and not containing 0, 7, and 9 is 280 + 2520 + 5040 + 5040 = 12880.

Question 17.
Find the total number of ways in which the letters of the word PRESENTATION can be arranged.
Solution:
The number of letters in the word “PRESENTATION” is 12, out of which there are 2N’s, 2E’s, and 2T’s. So the total number of arrangements.
\(=\frac{12 !}{2 ! 2 ! 2 !}=\frac{1}{8}(12) !\)

Question 18.
Find the numbers of all 4-lettered words (not necessarily having meaning) that can be formed using the letters of the word BOOKLET.
Solution:
We have to form 4-lettered words using the letters of the word BOOKLET. The word contains 7 letters out of which there are 20’s. So there are 6 letters.
∴ The number of 4-lettered words = ⁷P₄ – ⁶P₄ = 7.6.5.4 – 6.5.4.3 = 480

Question 19.
In how many ways can 2 boys and3 girls sit in a row so that no two girls sit side by side?
Solution:
Two boys and 3 girls sit in a row so that no two girls sit side by side.
So the only possibility is boys should be situated in between the two girls. In between 3 girls there are 2 gaps where 2 boys will be site.
The girls will be arranged in 3! and boys in 2! ways.
∴ The total number of ways = 2! × 3!=2 × 6= 12

Question 20.
Five red marbles, four white marbles, and three blue marbles the same shape and size are placed in a row. Find the total number of possible arrangements.
Solution:
5 red, 4 white, and 3 blue marbles of the same size and shape are placed in a row.
∴ The total number of marbles is 12 out of which 5 are of one kind, 4 are of 2nd kind and 3 are of 3rd kind
∴ The total number of possible arrangements
\(=\frac{12 !}{5 ! 4 ! 3 !}=\frac{12 \cdot 11 \cdot 10 \cdot 9 \cdot 8 \cdot 7 \cdot 6}{4 \cdot 3 \cdot 2 \cdot 3 \cdot 2}\)
= 12.11.10.3.7 = 27720.

Question 21.
Solve example 2.
Solution:
We have |A| = n, |B| = m
∴ The number of one-one functions from A to B is ^mP_n = \(\frac{m !}{(m-n) !}\) when m> n.
If m = n, the number of one-one functions is \(\frac{m !}{(m-m) !}=\frac{m !}{0 !}\) = m! = n!
If m < n, then there is no possibility of one-one functions.

Question 22.
In how many ways can three men and three women sit at a round table so that no two men can occupy adjacent positions?
Solution:
Since no 2 men are to sit together, there are 4 places available for them corresponding to any one way of sitting of 2 men i.e., two places between the women and 2 places at two ends.

Let m₁ be fixed m₂ can sit in 2 places, w₁ can sit in 3 places, m₃ can sit in 1 place, w₂ can sit in 2 places w₃ can sit in 1 place.
∴ The total number of ways = 2 × 3 × 1 × 2 × 1 = 12

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 5 A Hero of India Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Chapter 5 A Hero

BSE Odisha 9th Class English A Hero Text Book Questions and Answers

D. Let’s Understand The Text: (ଆସ ପାଠ୍ୟବିଷୟକୁ ବୁଝିବା)

Question 1.
Swami was very much interested in the newspaper report about the brave village boy. What were Swami’s views?
(ଖବରକାଗଜରେ ପ୍ରକାଶିତ ହୋଇଥିବା ସାହସୀ ଗାଉଁଲି ବାଳକ କଥା ସ୍ଵାମୀ ଜାଣିବାକୁ ବହୁତ ଆଗ୍ରହୀ ଥିଲା । ତା’ର ମତ କ’ଣ ଥିଲା ?)
Answer:
Swami was very much interested in the newspaper report about the brave boy. But he didn’t believe the news that his father told him. He was wonderstruck (ଆଶ୍ଚର୍ଯ୍ୟଚକିତ ହେଲା) how a boy could fight a tiger. He thought that he might have been a very strong and grown-up person.

Question 2.
Why did Swami’s father want him to sleep alone?
(ସ୍ଵାମୀଙ୍କ ବାପା କାହିଁକି ସେ ଏକାକୀ ଶୋଉ ବୋଲି ଚାହିଁଲେ ?)
Answer:
Swami’s father wanted Swami to be a courageous boy who might face any hurdle in his life. He also thought that sleeping alone at night might make one courageous. So his father wanted him to sleep alone in his office room.

Question 3.
How did Swami react to his father’s proposal to sleep alone?
(ସ୍ଵାମୀ କିଭଳି ଭାବରେ ବାପାଙ୍କ ଏକୁଟିଆ ଶୋଇବା ପ୍ରସ୍ତାବ ଉପରେ ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କଲା ?)
Answer:
Father proposed ( ପ୍ରସ୍ତାବ ଦେଲେ) Swami to sleep alone (ଏକୁଟିଆ ଶୋଇବାକୁ) in his office room. First of all, Swami thought that his father might be joking (ମଜା କରୁଛନ୍ତି). Swami changed the subject matter tactfully (ଚତୁରତାର ସହ) by saying that the elders were allowed to play in their cricket team. But his father stuck to his proposal. Swami grumbled but it had no effect.

Question 4.
How did Swami feel when he was left alone in his father’s office at night?
(ସ୍ଵାମୀ ରାତିରେ ବାପାଙ୍କ ଅଫିସ୍ ଗୃହରେ ଏକୁଟିଆ ରହିବା ଅବସ୍ଥାରେ କିଭଳି ଅନୁଭବ କରିଥିଲା ?)
Answer:
Swami felt fish out of water when he was left alone in his father’s office at night. It gave him great pain as he disliked the strain of cruelty (ନିଷ୍ଠୁରତା). He hated the newspaper for the tiger’s story. His heart beat faster. He remembered the stories of devils and ghosts he had heard. Every moment he expected the devils to come up and clutch at his throat (ତଣ୍ଟି ଚିପିବା) or carry him away.

Question 5.
What kind of dreams did he have while he was sleeping there?
(ସ୍ଵାମୀ ସେଠାରେ ଶୋଇଥିଲାବେଳେ କି ପ୍ରକାର ସ୍ବପ୍ନ ଦେଖୁଥିଲା ?)
Answer:
While Swami was sleeping in his father’s office alone, he dreamt a terrible dream (ଭୟଙ୍କର ସ୍ବପ୍ନ). He dreamt that a tiger was chasing him. His feet struck to the ground. He tried to escape but he couldn’t move and the tiger was at his back. Again, he could hear its claws scratching the ground. He groaned in despair.

Question 6.
Why did he wake up?
(ସେ କାହିଁକି ଉଠିପଡ଼ିଲା ?)
Answer:
Swami crouched (ଜାକିଜୁକି ହୋଇ ଶୋଇଲା) under the bench in fear.He fell asleep and saw a terrible dream. When the frightening dream (ଭୟଙ୍କର ସ୍ବପ୍ନ) was continuing, he heard a light thud. He was extremely (ଅଧିକ ମାତ୍ରାରେ) frightened. All sorts of noises reached his ears. These thoughts suddenly woke him up.

Question 7.
What made Swami desperate?
(ସ୍ବାମୀଙ୍କୁ କ’ଣ ହତାଶ କଲା ?)
Answer:
Swami heard a noise in his sleep. He opened his eyes. He sweated with fear. He stared in the darkness and saw something was moving down the wooden leg of the bench and rustling. So he became desperate (ହତାଶ ) thinking that the devil would tear him to pieces.

Question 8.
What made him attack the burglar?
(ସିନ୍ଧିଆଳ ଚୋରକୁ ଆକ୍ରମଣ କରିବାକୁ ସେ କିପରି ବାଧ୍ୟ ହେଲା ? )
Answer:
Swami could hear the rustling in dark. He woke up in terror. He was frightened and sweated with fear as he was alone. Soon he found something was moving down. He thought that it was a devil. He was sure of his death. So without waiting he came out from under the bench and hugged the figure with all his strength and bit its ankle severely.

Question 9.
Suppose you were asked to describe Swami in a few words, how would you do it ? Write the most appropriate answer.
(ମନେକର ତୁମକୁ ସ୍ୱାମୀକୁ କିଛି ଶବ୍ଦରେ ବର୍ଣନା କରିବାକୁ କୁହାଗଲା, ତୁମେ କିପରି କରିବ ? ସଠିକ୍ ଉତ୍ତର ଲେଖ ।)
(a) Young, strong and brave.
(b) Well-behaved and polite.
(c) Disobedient, disrespectful and naughty.
(d) Clever but not courageous.
Answer:
(d) Clever but not courageous. (ଯଦିଓ ସ୍ବାମୀ ଚତୁର ଥିଲା ହେଲେ ସାହସୀ ନ ଥିଲା ।)

Question 10.
What did Swami dream in the office?
(ସ୍ଵାମୀ କାର୍ଯ୍ୟାଳୟରେ କ’ଣ ସ୍ଵପ୍ନ ଦେଖିଲା ?)
(a) The devils came up and clutched at his throat.
(b) A tiger chased him and he tried hard to escape but couldn’t.
(c) As a devil came nearer, he held his arms around the devil tightly.
Answer:
(b) A tiger chased him and he tried hard to escape but couldn’t. (ସ୍ଵାମୀକୁ ଏକ ବାଘ ଗୋଡ଼େଇଲା, ସେ ଖସି ପଳେଇବାକୁ ଚେଷ୍ଟା କଲା, କିନ୍ତୁ ପାରିଲାନି ।)

E. Let’s Understand The Text Better : (ଆସ ପାଠ୍ୟବିଷୟଟିକୁ ଭଲ ଭାବରେ ବୁଝିବା)

Question 1.
Discuss how Swamy felt being forced to sleep alone.
(ଏକୁଟିଆ ଶୋଇବାକୁ ବାଧ୍ୟ କରାଗଲାରୁ ସ୍ୱାମୀ କିପରି ଅନୁଭବ କରୁଥିଲା ଆଲୋଚନା କର ।)
Answer:
Swami was compelled by his father to sleep alone in the office room to prove his courage. He appealed to his mother and granny to come to his rescue. But his father did not listen to anything. Being forced to do so he felt cut off from humanity. He was pained and felt angry. He did not like the strain of cruelty of his father’s nature. He also hated newspapers for printing the tiger’s story.

Question 2.
How would you feel if you were made to sleep alone in a room? Do you share Swami’s feelings?
(ତୁମକୁ ଯଦି ଏକୁଟିଆ ଏକ କୋଠରିରେ ଶୋଇବାକୁ ବାଧ୍ୟ କରାଯାଏ, ତୁମେ କିପରି ଅନୁଭବ କରିବ ? ତୁମେ କ’ଣ ସ୍ଵାମୀ ପରି ଅନୁଭବ କରିବ ?)
Answer:
If I were made to sleep alone in a room, I would be terrified. Because I am not in habit of sleeping alone. I also share Swami’s feelings because I used to sleep beside my granny or grandmother and had no experience of sleeping alone at night.

Question 3.
How did Swami feel in the darkness?
(ଅନ୍ଧକାରରେ ସ୍ବାମୀ କିପରି ଅନୁଭବ କରୁଥିଲା ?)
Answer:
Swami was compelled (ବାଧ୍ୟ ହେଲା ) to sleep alone in his father’s office room at night. He had never experienced it before. He was suffocated (ଅଣନିଃଶ୍ଵାସୀ ହେଲା). He remembered the stories of devils and ghosts he had heard and remembered his friend who had seen a devil. He was faint with fear.

Question 4.
Discuss Swami’s response to the movement in the darkness.
(ଅନ୍ଧାରରେ ଯାହାସବୁ ହେଉଥିଲା ସ୍ବାମୀର ସେସବୁ ପ୍ରତି ଯାହା ପ୍ରତିକ୍ରିୟା ଥିଲା ଆଲୋଚନା କର ।)
Answer:
Swami’s loneliness in utter darkness made him frightened. He tried his best to fall asleep. As he fell asleep, he saw a frightful dream. Just then he heard some rustling sound. He opened his eyes. He stared into the darkness. To his utter surprise, he saw something moving down. He thought it was a devil. He was sure of his death. He became desperate and thought that the devil would certainly tear him to pieces.

Question 5.
Was Swami really courageous? What did people think about him?
(ସ୍ଵାମୀ କ’ଣ ପ୍ରକୃତରେ ସାହସୀ ଥିଲା ? ଲୋକେ ତା’ ବିଷୟରେ କ’ଣ ଭାବୁଥିଲେ ? )
Answer:
Certainly, Swami was courageous. Had he not been courageous, he wouldn’t have attacked the burglar in dark. He attacked the burglar thinking of him to be a devil. People congratulated (ଅଭିନନ୍ଦନ ଜଣାଇଲେ ) ବନ୍ଦୀ ହେଲା) him for his heroic action. A notorious (କୁଖ୍ୟାତ) house-breaker could be captivated (ବନ୍ଦୀ ହେଲା) only because of Swami’s timely action. People thought him a true hero.

Question 6.
“Courage is everything, strength and age are not important.”
(‘‘ସାହସ ସବୁକିଛି, ଶାରିରୀକ ବଳ ଏବଂ ବୟସ ଗୁରୁତ୍ଵପୂର୍ଣ ନୁହେଁ ।’’)
Answer:
‘Courage is everything, strength and age are not important.’ It was the statement and theory of Swami’s father. It is a fact. A mighty person without courage can do nothing whereas a weak person with courage can do everything. It so happened in the life of Swami. He could attack a strong house-breaker even if he was very young then.

F. Let’s Learn Some New Words: (ଆସ କେତେକ ନୂଆ ଶବ୍ଦ ଶିଖୁବା)

The words given in the brackets have come from the story ‘A Hero’. The expression in each sentence is the meaning of the word after that sentence. Rewrite each sentence using the appropriate form of the word in brackets.
(ବନ୍ଧନୀ ମଧ୍ୟରେ ପ୍ରଦତ୍ତ ଶବ୍ଦଗୁଡ଼ିକ ‘A Hero’ ଗଳ୍ପରୁ ଆସିଛି । ଉକ୍ତିରେ ଯାହା ପ୍ରକାଶ କରାଯାଇଛି ତାହା ବନ୍ଧନୀ ମଧ୍ୟରେ ଥିବା ଶବ୍ଦର ଅର୍ଥ । ବନ୍ଧନୀ ଭିତରେ ଥିବା ଶବ୍ଦର ଉପଯୁକ୍ତ ରୂପ ବ୍ୟବହାର କରି ପ୍ରତ୍ୟେକ ବାକ୍ୟକୁ ପୁନର୍ବାର ଲେଖ ।)

Example :
The teacher looked at me continuously before asking the question. (fixedly)
Answer:
The teacher looked at me fixedly before asking the question.

1. The plan of action suggested by the students was not accepted by the headmaster. (proposition)
2. The child spoke in an unclear manner which her mother couldn’t hear. (mumble)
3. My friend sleeps in a separate room because he breathes noisily while asleep. (snore)
4. The patient’s painful condition affected everyone. (agonize)
5. The boy was not prepared and so did not want to take the examination. (hesitate)
6. The low continuous sound of the bee adds charm to the garden. (humming)
7. The surface of my car was damaged due to the accident. (scratch)

Answer:
1. The proposition suggested by the students was not accepted by the headmaster.
2. The child mumbled which her mother couldn’t hear.
3. My friend sleeps in a separate room because he snores while asleep.
4. The patient’s painful condition agonized everyone.
5. The boy was not prepared and so hesitated to take the examination.
6. The humming of the bee adds charm to the garden.
7. The surface of my car was scratched due to the accident.

The following sentences occur in the story you have read in Section -1.
1. “How could a boy fight a tiger ?”
2. Any change in this arrangement kept him trembling.
‘Fight in sentence 1 is a verb.
‘Change’ in sentence 2 is a noun.
(ପ୍ରଥମ ବାକ୍ୟରେ fight ଶବ୍ଦଟି verb ରୂପେ ଓ ଦ୍ବିତୀୟ ବାକ୍ୟରେ change ଶବ୍ଦଟି noun ରୂପେ ବ୍ୟବହୃତ ହୋଇଛି ।)
Now read these sentences: (ଏବେ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼)
1. He got into a fight with a man in the bar. (Noun)
2. We change our car every two years. (Verb)
ଏଠାରେ ପ୍ରଥମ ବାକ୍ୟରେ fight ଶବ୍ଦଟି noun ରୂପେ ଓ ଦ୍ବିତୀୟ ବାକ୍ୟରେ change ଶବ୍ଦଟି verb ରୂପେ ବ୍ୟବହୃତ ହୋଇଛି ।
Often in English, one comes across words that can function both as nouns and as verbs in different contexts.
(ଇଂରାଜୀରେ ଆମେ କେତେକ ଶବ୍ଦ ଦେଖୁ ଯାହାକି ଉଭୟ Noun ଓ Verb ରୂପେ ଭିନ୍ନ ଭିନ୍ନ ପରିପ୍ରେକ୍ଷୀରେ ବ୍ୟବହାର ହୋଇପାରେ । )
Read the story again and pick out ten such words. Then use each word In two different sentences of your own mentioning ‘noun use’ and ‘verb use’.
(ଗଳ୍ପଟିକୁ ଆଉଥରେ ପଢ଼ ଏବଂ ଦଶଟି ଏପରି ଶବ୍ଦ ବାଛ । ପ୍ରତ୍ୟେକ ଶବ୍ଦକୁ noun ଓ verb ରୂପେ ବ୍ୟବହାର କର ।)
Answer:

1.	Turn (Noun) (Verb)	You have missed your turn (ପାଳି/ସୁଯୋଗ) so you’ll have to wait. The wheel turned (ଘୂରିଲା) slowly.
2.	Face (Noun) (Verb)	She had a surprised expression on her face ( ମୁଖମଣ୍ଡଳ). The building faces (ମୁହାଁ ଆଡ଼କୁ ମୁହଁ କରିବା) north.
3.	Attack (Noun) (Verb)	Security will be increased after yesterday’s attack (ଆକ୍ରମଣ) on the  President’s life. The enemy attacked (ଆକ୍ରମଣ କଲେ) at night.
4	Dispute (Noun) (Verb)	This question is still under dispute (ବିବାଦ). The two parties disputed (କଳି କଲେ) over the ownership
5.	Hope (Noun) (Verb)	The situation looks bad, but we don’t give up hope (ଆଶା). I hope (ଆଶା କରେ) to go to university next year.
6.	Cut (Noun) (Verb)	How did you get that cut (କଟା ଚିହ୍ନ) on your hand? I cut (କାଟି ଦେଲି) my face when I was shaving.
7.	Command (Noun) (Verb)	The Indian Army is under the government’s direct command (ନିୟନ୍ତ୍ରଣ). The general commanded (ଆଦେଶ ଦେଲେ) his men to the boundary.
8.	Sleep (Noun) (Verb)	Try to get eight hours’ sleep (ଶୋଇବା) a night. I couldn’t sleep (ଶୋଇବା) well last night.
9.	Bat (Noun) (Verb use)	Bat (ଖେଳପଟା ) and ball are necessary for cricket. The Indian players are batting (ବଲ୍ ବାଡ଼େଇବା)) now.
10.	Call (Noun) (Verb)	Give me a call (କଲ୍) when you are ready. The teacher called (ଡାକିଲେ) (out) the names of everyone.

G. Let’s Learn Language: (ଆସ ଭାଷା ଶିଖୁବା)
Speech Change (ଉକ୍ତି ପରିବର୍ତ୍ତନ):
Speech is the words spoken by the speaker. (ବକ୍ତାଙ୍କର କହିବା ଶବ୍ଦକୁ ‘ଉକ୍ତି’ କୁହାଯାଏ ।)
Example :
The teacher said, “Oil floats on water”.
ଏହି ବାକ୍ୟରେ Oil floats on water ହେଉଛି ଏକ speech ବା ଉକ୍ତି ଓ teacher ହେଉଛନ୍ତି speaker ବା reporter.
Two types of speech (ଦୁଇ ପ୍ରକାର ଉକ୍ତି):

Direct speech (ପ୍ରତ୍ଯକ୍ଷ ଉକ୍ତି)	Indirect speech (ପରୋକ୍ଷ ଉକ୍ତି)
(i) It is the actual words of a speaker. (ବକ୍ତାଙ୍କର ପ୍ରକୃତ କଥା ବା ଉକ୍ତି) (ii) The actual words are kept within the inverted commas or quotation marks.     (ବକ୍ତାଙ୍କର ପ୍ରକୃତ କଥାକୁ ଉଦ୍ଧତ ଚିହ୍ନ ଭିତରେ ରଖାଯାଏ । )	(i) It is the changed words told by somebody else other than the speaker. (ଅର୍ଥ ନ ବଦଳାଇ) (ବକ୍ତାଙ୍କର କଥାକୁ ପରିବର୍ତ୍ତନଜନିତ ଉକ୍ତି) (ii) inverted commas are omitted. (ଉଦ୍ଧୃତ ଚିହ୍ନଗୁଡ଼ିକୁ ଉଠାଇ ଦିଆଯାଏ ।)

Change to be effected in the indirect speech (ପରୋକ୍ଷ ଉକ୍ତିରେ ପରିବର୍ତ୍ତନ ଶବ୍ଦବିଶେଷ) :

Direct speech		Indirect speech
I	—>	he/she
we	—>	they
my	—>	his / her
our	—>	their
his / her	—>	my
you	—>	I/he/she/they
your	—>	my / his./ her / their
present simple {go/goes/does/do go)	—>	past simple (went)
past simple {went)	—>	past perfect (had gone)
present progressive {is/am/are going)	—>	past progressive (was/were going)
present perfect {has/have gone)	—>	past perfect {had gone)
present perfect progressive (has/have been eating) can/may/ shall/will/must)	—>	past perfect progressive (had been eating) could/might/should/would/had to
this	—>	that
these	—>	those
since	—>	then
ago	—>	before
today	—>	that day
tonight	—>	that night
tomorrow	—>	the next day / the day after the day
yesterday	—>	before / the previous day the
last night	—>	previous night
here	—>	there
present simple as the reporting verb (say/says/tell/tells)	—>	no change in the tensed verb

Examples:

• D.S.: Father said, “You can’t go with me”.
  I.S.: Father said told that (€c) I couldn’t go with him.
• DS.: The teacher said to the pupils, “You have made our school proud this year.
  I.S.: The teacher told the pupils that they (pupils) had made their school proud that year.
• DS.: Rohit said, “I am visiting Saurav tonight”.
  I.S.: Rohit said that he was visiting Saurav that night.
• D.S.: Manali said to Rabi Sir, “Did you call me ?“ (Did – helping verb)
  I.S.: Manali asked Rabi Sir if ( QI’ he had called her).
• D.S.: Suresh says, “I am pleased with your performance now.”
  (says = reporting verb / present simple tense)
  I.S.: Suresh says that he is (not ‘was’ for ‘is’) pleased with my performance then.

Here are some more examples (ଏଠାରେ ଆଉ କେତୋଟି ଅଧୂକ ଉଦାହରଣ ଦିଆଯାଇଛି) :
(i) Swami said, “Your office room is very dusty and there may be scorpions behind your law books”. (Direct speech)
Swami told his father that his office room was very dusty and there might be scorpions behind his law books. (Indirect speech) .
Turn the following statements into indirect speech (ନିମ୍ନ ଉକ୍ତିଗୁଡ଼ିକୁ ପରୋକ୍ଷ ଉକ୍ତିରେ ପରିଣତ କର ।)
(i) Father said, “I don’t at all like the way you are being brought up”.
“If you do it, mind you, I will make you the laughingstock of your school.”
Answer:
Indirect speech: Father told (Swami) that he didn’t at all like the way (Swami) was being brought up. He (Father) warned ( ସତର୍କ କରାଇଦେଲେ) him. to make him the laughing-stock of his school provided he (Swami) did it.

Questions:
Look at the following sentence. (ନିମ୍ନରେ ପ୍ରଦତ୍ତ ବାକ୍ୟକୁ ଚାହିଁ ।)
Granny pleaded (ବିନୀତ ସ୍ୱରରେ କହିଲା), “Why do you disturb him ?”
Indirect speech: Granny asked father why he disturbed Swami.

Direct speech	Indirect speech
(i)     “Wh-questions + helping verb (is, am, are, do, does, was, have) can, must + Subject………………….. ?”(ii)  “Helping verbs + Subject ?” (Yes-No questions) inverted commas or quotation marks.	—> … asked (Object), Wh-questions +Subject + Verb(s)… —>…. asked (Object) if + Subject + Verb + … inverted commas or quotation marks deleted.

Exercise:
Report the following dialogue. (ନିମ୍ନଲିଖତ କଥୋପକଥନକୁ reported speechରେ ପରିଣତ କର ।)
“Let me sleep in the hall, father” Swami pleaded. “Your office room is very dusty and there may be scorpions behind your law books”.
“There are no scorpions, little fellow. Sleep on the bench if you like”.
“Can I have a lamp burning in the room ?”
“No. You must learn not to be afraid of darkness. It is only a question of habit. You must cultivate good habits”.
“Will you at least leave the door open ?”
“All right. But promise you will not roll up your bed and go to your granny’s side at night”.

Answer:
(In the indirect speech or reporting)
Swami sought his father’s permission (ଅନୁମତି ମାଗିଲେ) to sleep in the hall in an appealing tone (ବିନୀତ ସ୍ୱରରେ). He reasoned (କାରଣ ଦର୍ଶାଇଲା) that his office room was very dusty (ଧୂଳିପୂର୍ଣ୍ଣ) and there might be scorpions behind his law books. Thereupon father bluntly (ସିଧାସଳଖ ) refused Swami’s logic (ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଦେଲେ) (for (କାରଣ ) there were no scorpions and asked him to sleep on the bench if he liked. Swami (showing a bit of excitement) enquired if he could have a lamp burning in the room. At this, father turned down his request (ଅନୁରୋଧକୁ ନାମଞ୍ଜୁର କରିଦେଲେ) and reassured (ଆଶ୍ୱାସନା ଦେଇ କହିଲେ) him of learning not to be afraid of darkness and encouraged (ଉତ୍ସାହିତ କରି କହିଲେ) him (Swami) to cultivate good habits as ((ଯେହେତୁ) it was only question of habit. Swami further (ପୁନଶ୍ଚ) asked if he would at least leave the door open and father gave his nod (ସମ୍ମତି ଜଣାଇଲେ), however, he wanted him (Swami) to promise him that he (Swami) must not roll up his bed and go to his granny’s side at night.

H. Let’s Write: (ଆସ ଲେଖୁବା)
1. In the story you read Swami was asked by his father to sleep alone in his office room at night. (ଗଳ୍ପରେ ତୁମେ ପଢ଼ିଲ ଯେ ସ୍ବାମୀକୁ ତା’ ବାପା ଏକୁଟିଆ ତାଙ୍କ କାର୍ଯ୍ୟାଳୟରେ ରାତିରେ ଶୋଇବାକୁ କହିଲେ ।)
Imagine that you are Swami and give an account of what followed from your point of view. (ମନେକର ତୁମେ ସ୍ଵାମୀ, ତୁମେ ତୁମ ଦୃଷ୍ଟିକୋଣରୁ କ’ଣ କ’ଣ ଘଟିଲା ତାହାର ଏକ ବିବରଣୀ ପ୍ରଦାନ କର ।)
Begin: It was a terrible experience. Father told me to sleep in the office room alone to do away with fear. Till then I always used to
You may like to end with: My fear of darkness remained unchanged and I still had the habit of sleeping with granny. But the incident made me a hero overnight.

Answer:
It was a terrible experience. Father told me to sleep in the office room alone to do away with fear. Till then I always used to sleep beside my grandmother and any sort of the change in this arrangement kept me awake all night. Everybody knew the fact well. My father left me in the office alone at night. My heart started beating faster as the stories of ghosts and devils came to my memory. I completely covered myself with the blanket. I expected the devils to capture me or carry me away. As I shut my eyes, I saw frightening dreams. Just then I could hear a rustling sound. I got up and stared into the darkness.

I found that something was moving down. I became desperate. As it came nearer I hugged it and used my teeth on it like a mortal weapon. It fell down on the ground. Father along with two other attendants reached there and captured the injured man. He was a notorious house-breaker of the district. The next day I was congratulated at my school. I became a hero overnight. Even the Inspector of Police praised me for my heroic deed. My fear of darkness remained unchanged and I still had the habit of sleeping with granny. But the situation made me a hero overnight.

2. Write a citation (a statement about someone’s character or brave actions) to be read out on the occasion of the award-giving ceremony in honor of a brave young man of your locality who has been selected for the “Bravery Award” by the government. (କୌଣସି ବ୍ୟକ୍ତିବିଶେଷଙ୍କ ଚରିତ୍ର କିମ୍ବା ସାହସିକ କାର୍ଯ୍ୟ ବିଷୟରେ) ଏକ ବିବରଣୀ ଲେଖ ଯାହା ତୁମ ଅଞ୍ଚଳର ଏକ ସାହସୀ ଯୁବକଙ୍କ ସମ୍ମାନାର୍ଥେ ଏକ ପୁରସ୍କାର ବିତରଣୀ ସଭାରେ ସରକାରଙ୍କ ତରଫରୁ ସାହସିକ ପୁରସ୍କାର ପାଇବାକୁ ଚୟନ କରାଯାଇଥିବା ହେତୁ ପାଠ କରାଯିବ ।)

Answer:
BRAVERY OF A YOUNG VILLAGE LAD
Bikram, a young village lad of 14 years could save a helpless baby from a burning house. On a hot summer afternoon, he was returning home from his coaching center. All of a sudden he heard a loud cry of people and rushed to the spot. He found a large gathering around a burning house. The most pitiable incident he got to know was that a helpless crying mother had left her baby sleeping inside that house. Nobody could dare to enter the burning house and save the baby. It was Bikram who wasted no time and at once jumped into the room with the help of a ladder. Then he came out with the crying baby wrapped under a blanket. The baby was immediately taken to the nearest hospital and was saved. After this heroic incident, the villagers embraced Bikram and thanked him immensely for his brave and adventurous deed.

Let’s Know More (ଆସ ଅଧ‌ିକ ଜାଣିବା )
A. Related words or correct forms of the words.

Word	Related Word
describe (v)	description (n)
boy (n)	boyhood (n)
people (n)	popularity (n), popularize (v), popular (adj), populous
strong (adj)	strength (n), strengthen (v), strongly (adv)
prove (v)	proof (v)
courage (n)	courageous (adj), courageously (adv), encourage (v)
arrange (v)	arrangement (n)
enthusiasm (n)	enthusiast (n), enthusiastic (adj), enthusiastically (adv)
loud (adj)	loudly (adv)
silent (adj)	silence (n), silently (adv)
die (v)	death (n), dead (adj), deadly (adv)
slow	slowness (n), slowly (adv)
hesitate (v)	hesitation (n), hesitatingly (adv)
habit (n)	habitual (adj), habituate (v)
angry (adj)	anger (n), angrily (adv)
pain (n)	painful (adj), painfully (adv)
cruelty (n)	cruel (adj)
presence (n)	present (adj), presently
congratulate (v)	congratulation, congratulatory
horror (n)	horrified (adj), horrible (adj)
frighten (v)	frightening (adj), frightened
dark (adj)	darkness (n)
polite (adj)	politely (adv), politeness (n)
converse (v)	conversation (n), conversant (adj)
relieved (adj)	relief (n)
tremendous (adj)	tremendously (adv)
safe (n)	safety (n), safely (adv), savior (n), save (v)

B. Opposite/Antonyms

Word	Opposite Word	Word	Opposite Word
cowardice	bravery	courage	fear, scaredness
strength	weakness	strong	weak
strongly	weakly	alone	crowded
silently	loudly	darkness	light
disturb	relax	cruelty	kindness, compassion
cruel	kind, compassionate	silence	noise.
silent	noisy	silently	noisily
remember	forget	appear	disappear
rudeness	politeness	rudely	politely
heavy	light	respect	disrespect
whole	partial	wholly	partially
sleep	wake	entire	partial
notorious	reputed, famous, eminent, noted, celebrated, well-known
angry	peaceful, peace-long, calm, composed, serene

BSE Odisha 9th Class English A Hero Important Questions and Answers

Very Short & Objective Questions With Answers.
Answer The Followings In A Sentence.

Question 1.
What did Swami’s father tell him about the news?
Answer:
Swami’s father told him the news of the bravery of a village lad who could fight with a tiger.

Question 2.
What did the brave boy do?
Answer:
The boy fought with the tiger and climbed up a tree.

Question 3.
What didn’t Swami believe?
Answer:
Swami didn’t believe that a boy could fight with a tiger.

Question 4.
Who can do anything?
Answer:
A courageous man can do anything. Courage is everything; strength and age are not important.

Question 5.
Swami disputed the theory.
(i) Whose theory is it?
(ii) What theory does it refer?
Answer:
(i) It is the theory of Swami’s father.
(ii) It refers to the theory of courage.

Question 6.
What did Swami pray?
Answer:
Swami prayed that his father might lift the newspaper once again to his face so that he might slip away to his bed.

Question 7.
How did Swami slip away to his bed?
Answer:
When Swami’s father lifted the newspaper to his face, he slipped away to his bed in the passage.

Question 8.
Where was Swami’s granny and what did she ask him?
Answer:
His granny was sitting up in her bed and she asked him if he was already feeling sleepy.

Question 9.
Why did Swami pull the blanket over his face?
Answer:
He pulled the blanket over his face out of fear.

Question 10.
What did Swami request his granny?
Answer:
Swami requested his granny to keep quiet and not to talk to him.

Question 11.
Why was Swami faint with fear?
Answer:
Swami was faint with fear as his dreadful thoughts continued in the dark room.

Question 12.
What noises and sounds did Swami hear in the darkness?
Answer:
Swami heard the noises like the ticking of the clock, the rustling of leaves, and the sounds of snoring and the humming of some unknown insects in the darkness.

Question 13.
Why did Swami cover himself completely with the blanket?
Answer:
Every moment Swami expected the devils to come up and clutch at his throat or carry him away.

Question 14.
Where did Swami fall asleep and what terrible things did he see there?
Answer:
Swami fell asleep under the bench and saw terrible dreams there.

Answer The Followings In A Word Or A Phrase.

Question 1.
How long did the village lad stay on the tree before he was rescued?
Answer:
for half a day.

Question 2.
What did Swami’s father tell him about courage?
Answer:
courage is everything; strength and age are not important.

Question 3.
Why did father propose Swami sleep alone in his office room?
Answer:
to prove his courage

Question 4.
Who told that Swami could sleep in the hall?
Answer:
Swami’s mother

Question 5.
Where did Swami spread his bed and crouch when he was extremely frightened?
Answer:
under the bench

Question 6.
How many times did Swami’s father order him to get up?
Answer:
four times

Question 7.
Where did Swami’s father return from that night?
Answer:
club

Question 8.
What is Swami like?
Answer:
clever but not courageous

Question 9.
“Courage is everything, strength and age are not important.” Who said it?
Answer:
Swami’s father

Question 10.
Where was father reading the newspaper?
Answer:
under the hall lamp

Question 11.
What news did father tell Swami reading the newspaper?
Answer:
about the bravery of a village lad

Question 12.
Where did Swami sleep every day?
Answer:
beside his granny in the passage

Question 13.
“You are in the ‘Second Form’ and I don’t at all like the way you are being brought up.” What is the meaning of ‘Second Form’?
Answer:
adolescence

Question 14.
Who appeared like a strange figure in the semi-darkness of the passage?
Answer:
Swami’s father

Question 15.
Who objected on the way Swami’s sleeping alone in the office room?
Answer:
mother

Fill In The Blanks.

1. Swami’s father looked like _____________in the semi darkness of the passage.
Answer:
an apparition

2. The dream of Swami in the office was that the devils came up and clutched at his _____________.
Answer:
throat

3. Swami turned into a hero overnight for his having caught the most dangerous _____________.
Answer:
robber

4. Swami could slip away to his bed because his father was gazing gloomily at the _____________.
Answer:
newspaper

5. Swami dreamt that _____________.
Answer:
a tiger was chasing him

6. From under the blanket Swami could hear all sorts of noises like the tickling of clock and rustling of _____________.
Answer:
leaves

7. When Swami was alone in the office room he felt cut off from _____________.
Answer:
humanity

8. Swami had bitten into the flesh of one of the most notorious house-breakers of the _____________.
Answer:
District

9. Munisami’s father spat out blood because the devil near the river’s edge _____________.
Answer:
slapped his cheek

10. Swami’s father said, “You must cultivate _____________”.
Answer:
good habits

Multiple Choice Questions With Answers.

Question 1.
How many times did Swami’s father order him to get up?
(A) twice
(B) thrice
(C) four times
(D) five times
Answer:
(A) twice

Question 2.
Where did Swami’s father return from that night?
(A) market
(B) club
(C) office
(D) office room
Answer:
(C) office

Question 3.
Mother said casually, “Swami went to bed at _____________”.
(A) seven
(B) seven thirty
(C) eight
(D) eight thirty
Answer:
(D) eight thirty

Question 4.
In order to divert the attention of his father, Swami told about his _____________.
(A) friends
(B) playmates
(C) school mates
(D) cricket club
Answer:
(A) friends

Question 5.
Swami’s father looked like _____________in the semi-darkness of the passage.
(A) a ghost
(B) a devil
(C) an apparition
(D) a figure
Answer:
(C) an apparition

Question 6.
“Courage is everything, strength and age are not important.” Who said it?
(A) Swami
(B) Granny
(C) Swami’s mother
(D) Swami’s father
Answer:
(A) Swami

Question 7.
“You are in the ‘Second Form’ and I don’t at all like the way you are being brought up.” What is the meaning of ‘Second Form’?
(A) adult
(B) adolescence
(C) old age
(D) childhood
Answer:
(D) childhood

Question 8.
Who appeared like a strange figure in the semi-darkness of the passage?
(A) Swami
(B) Swami’s father
(C) granny
(D) Swami’s mother
Answer:
(C) granny

Question 9.
Who objected on the way Swami’s sleeping alone in the office room?
(A) granny
(B) mother
(C) cook
(D) servant
Answer:
(B) mother

Question 10.
When Swami was alone in the office room he felt cut off from _____________.
(A) family
(B) humanity
(C) society
(D) friends
Answer:
(C) society

Answer the following question in about 50 words.

Question 1.
Who was Swami? What did Swami feel?
Answer:
Swami was a school-going child. He was a little bit clever but timid. His father was a famous lawyer. Swami felt that he was out of humanity. Pain and anger seized him. He could not digest his father’s strain of cruelty. He also cursed the newspaper for having published the brave act of a village lad.

Question 2.
What was Swami’s father doing in the evening? What did Swami’s father tell him about the news?
Answer:
Swami’s father was reading a newspaper in the evening. He came across the news of a brave village lad who had fought with a tiger in the newspaper. He told Swami that a brave village lad could fight with a tiger only because of his uncommon courage.

Question 3.
Why did Swami’s father want him to sleep alone? How did Swami react to his father’s proposal to sleep alone?
Answer:
Swami disputed his father’s theory of courage. It seemed to be a challenge for his father. So his father wanted him to sleep alone in his office room to prove his courage. First of all, Swami thought that his father was joking. Swami changed the subject tactfully to make his father forget the proposal. But father stuck to his proposal. Swami grumbled but it had no effect.

Question 4.
Who was Swami? How did he try to change the subject?
Answer:
Swami was a school-going child. He used to sleep beside his granny in the passage and any change in this arrangement kept him awake all night. Swami’s father told him to sleep in his office room alone at night. It made him unhappy as he used to sleep beside his granny, He tried to divert his father’s attention saying that they were going to admit even elders to their cricket team and going to buy new bats and balls.

Question 5.
How was Swami able to go to his bed?
Answer:
Father told Swami to sleep in his office room alone at night. Swami tried to change the subject but didn’t succeed. Father was still reading the newspaper. Swami prayed that his father might lift the newspaper to his face so that he might slip away. Just then his father held the newspaper up before his face. Taking advantage, Swami slipped away to his bed and fell asleep.

Question 6.
How did Swami feel when he was left alone in his father’s office at night?
Answer:
Swami felt fish out of water when he was left alone in his father’s office at night. It gave him great pain as he disliked the strain of cruelty. He hated the newspaper for printing the tiger’s story. His heart beat faster. He remembered the stories of devils and ghosts he had heard. Every moment he expected the devils to come up and clutch at his throat or carry him away.

Question 7.
Why did Swami feel cut off from humanity? What kind of dreams did he have while he was sleeping in his father’s office?
Answer:
Swami was compelled to sleep in his father’s office room at night. As he was alone, he felt cut off from humanity. It gave him great pain and he felt angry. While Swami was sleeping in his father’s office alone, he dreamt terrible dreams. He dreamt that a tiger was chasing him. He tried to escape but he couldn’t move and the tiger was at his back.

Question 8.
Why did Swami wake up? What made him desperate?
Answer:
Swami crouched under the bench in fear. He fell asleep and saw a terrible dream. When the frightening dream was continuing, he heard a light thud-. He was extremely frightened. So he woke up. He opened his eyes. He sweated with fear. He stared in the darkness and saw something was moving down. He was sure that his
end had come. So he became desperate.

Question 9.
How did Swami respond to the movement in the darkness? What made Swami a hero?
Answer:
Swami saw terrible dreams in his sleep. He heard a sound and opened his eyes. To his utter surprise, he saw something moving down. He thought it was a devil. He was sure of his death. He thought that the devil would certainly tear him to pieces. In the darkness, he had bitten into the flesh of the devil who was really one of the most notorious housebreakers in the district. His father and others arrived there and captured him. That incident made him a hero.

Question 10.
How was Swami congratulated?
Answer:
The notorious house-breaker was captured by Swami’s father only because of Swami’s uncommon courage. That incident made him a hero. He was congratulated everywhere. His classmates, his teacher as well as his headmaster congratulated him at school. Even the Inspector of Police praised his heroic deed.

Question 11.
Was Swami really courageous? What did people think about him?
Answer:
Certainly, Swami was courageous. Had he not been courageous, he wouldn’t have attacked the burglar in dark. He attacked the burglar thinking of him to be a devil. People congratulated him for his heroic action. A notorious house-breaker could be captured only because of Swami’s timely action. People thought him a true hero.

A Hero Summary in English

Lead In:
You might have heard and read different types of stories. They not only give pleasure but also inspire people. In history, we read that Shivaji could become a brave warrior only by listening to stories of the heroes and great men of the past from his mother. The present topic is similarly a story of courage and bravery. Swami was a common school boy whose father was a lawyer. In the beginning, Swami was very timid. So he had the habit of sleeping with his granny. Once he was asked by his father to sleep alone in his office room at night to prove his courage. Swami had to accept the challenge. No doubt, he was frightened, but a particular incident of that night made him a hero. Now read the story to know how a timid boy became a hero overnight.

Notes:
pleasure – ଆନନ୍ଦ, inspire – ଉତ୍ସାହିତ କରେ, warrior – ଯୋଦ୍ଧା, bravery – ସାହସିକତା, timid – ଭୟାଳୁ, granny – ଜେଜେମା’, frightened – ଭୟଭୀତ ଥିଲା, incident – ଘଟଣା, no doubt – ନିଃସନ୍ଦେହରେ, particular – ନିର୍ଦ୍ଦିଷ୍ଟ,
overnight – ରାତାରାତି.

ଉପକ୍ରମ :
ତୁମେମାନେ ବିଭିନ୍ନ ପ୍ରକାର ଗପ ଶୁଣିଥ‌ିବ ଓ ପଢ଼ିଥ‌ିବ । ସେଗୁଡ଼ିକ କେବଳ ଆନନ୍ଦ ପ୍ରଦାନ କରେ ନାହିଁ, ଲୋକମାନଙ୍କୁ ପ୍ରେରଣା ମଧ୍ୟ ଦେଇଥାଏ । ଇତିହାସରେ ଆମେ ପଢ଼ିଛେ ଯେ, ଶିବାଜୀ ମା’ଙ୍କଠାରୁ ଅତୀତର ବୀରପୁରୁଷ ତଥା ମହାପୁରୁଷମାନଙ୍କ ଗଳ୍ପ ଶୁଣି ଶୁଣି ଜଣେ ସାହସୀ ଯୋଦ୍ଧା ହୋଇପାରିଥିଲେ । ଏହି ବିଷୟଟି ସେହିପରି ଗୋଟିଏ ସାହସିକତା ସମ୍ପର୍କୀୟ ଗଳ୍ପ । ସ୍ଵାମୀ ଜଣେ ସାଧାରଣ ସ୍କୁଲ ପିଲା ଯାହାଙ୍କ ବାପା ଜଣେ ଓକିଲ ଥିଲେ । ଆରମ୍ଭରୁ ସ୍ବାମୀ ଖୁବ୍ ଭୟାଳୁ ଥିଲେ । ତା’ର ଜେଜେମା’ଙ୍କ ପାଖରେ ଶୋଇବା ଅଭ୍ୟାସ ଥିଲା । ଏକଦା ତା’ର ସାହସିକତାର ପ୍ରମାଣ ଦେବାପାଇଁ ବାପା ତାକୁ ତାଙ୍କ ଅଫିସ୍ ଘରେ ଏକୁଟିଆ ଶୋଇବାକୁ କହିଲେ । ସ୍ଵାମୀକୁ ଏ ପ୍ରକାର ଆହ୍ଵାନକୁ ଗ୍ରହଣ କରିବାକୁ ପଡ଼ିଥିଲା । ଏକଥା ନିଶ୍ଚିତ ଯେ ସେ ଖୁବ୍ ଭୟଭୀତ ହୋଇ ଯାଇଥିଲା, କିନ୍ତୁ ସେହି ରାତିର ଗୋଟିଏ ନିର୍ଦ୍ଦିଷ୍ଟ ଘଟଣା ତାକୁ ବୀରପୁରୁଷ କରି ଦେଇଥିଲା । ଗୋଟିଏ ଭୟାଳୁ ପିଲା କିପରି ଗୋଟିଏ ରାତି ମଧ୍ୟରେ ବୀର ହୋଇଗଲା ଜାଣିବାକୁ ଏବେ ଗପଟିକୁ ପଢ଼ ।

Summary:
1. One-day Swami’s father was reading a newspaper. He found the news of the bravery of a village lad who could fight with a tiger. After that, the boy climbed up a tree and stayed for half a day till some people came that way and killed the tiger. But Swami didn’t believe that a boy could fight with a tiger. His father confirmed the news and told him that courage is everything. When Swami argued the theory, his father forced him to sleep alone in his office room at night to do away with fear. Swami used to sleep beside hit granny because he was very timid. At first, he thought that his father was joking. He tried to change the topic informing his father about the activities of his cricket club. Swami’s father didn’t forget anything. Rather, at night he repeated the challenge. He realized that the matter had gone beyond his control.

Notes:
bravery – ସାହସିକତା, climbed up – ଚଢ଼ିଗଲା, confirmed – ସ୍ପଷ୍ଟ କଲେ argued – ଯୁକ୍ତି କଲା, timid – ଭୟାଳୁ, activities – କାର୍ଯ୍ୟକଳାପ, realised – ହୃଦୟଙ୍ଗମ କଲା, matter – ପରିସ୍ଥିତି, control – ନିୟନ୍ତ୍ରଣ, topic – ପ୍ରସଙ୍ଗ, beyond his control – ତାଙ୍କ ଆୟତ୍ତ ବାହାରେ

ସାରାଂଶ :
ଦିନେ ସ୍ଵାମୀଙ୍କର ବାପା ଗୋଟିଏ ଖବରକାଗଜ ପଢୁଥିଲେ । ସେ ହଠାତ୍ ଗୋଟିଏ ଗାଉଁଲି ପିଲାର ସାହସିକତା ଖବର ପଢ଼ିଲେ ଯିଏ କି ଗୋଟିଏ ବାଘ ସହିତ ଲଢ଼ି ପାରିଥିଲା । ତା’ପରେ ପିଲାଟି ଗୋଟିଏ ଗଛ ଉପରେ ଚଢ଼ି ପ୍ରାୟ ଗୋଟିଏ ଓଳି ସେହିଠାରେ ଅପେକ୍ଷା କଲା ଏବଂ କିଛି ଲୋକ ସେଠାରେ ପହଞ୍ଚି ବାଘଟିକୁ ମାରି ଦେଇଥିଲେ । ଗୋଟିଏ ସାଧାରଣ ପିଲା ବାଘ ସହିତ ଲଢ଼େଇ କରିଥବ ବୋଲି ସ୍ଵାମୀ କିନ୍ତୁ ବିଶ୍ଵାସ କଲା ନାହିଁ । ବାପା ସମ୍ବାଦଟିକୁ ସ୍ପଷ୍ଟ କରିଦେଲେ ଏବଂ କହିଲେ ଯେ ସାହସ ହିଁ ସବୁକିଛି । ସ୍ଵାମୀ ଏହି କଥା ଉପରେ ଯୁକ୍ତି କରିବାରୁ ବାପା ତା’ ମନରୁ ଭୟ ଦୂର କରିବାପାଇଁ ତାଙ୍କ କାର୍ଯ୍ୟାଳୟରେ ରାତିରେ ଏକୁଟିଆ ଶୋଇବାପାଇଁ ତାକୁ ବାଧ୍ୟ କଲେ । ସ୍ବାମୀ ତା’ର ବୁଢ଼ୀମା’ ପାଖରେ ଶୋଇବାରେ ଅଭ୍ୟସ୍ତ ଥିଲା । କାରଣ ସେ ଭୟାଳୁ ଥିଲା । ପ୍ରଥମତଃ, ସ୍ଵାମୀ ଭାବିଲା ଯେ ତା’ର ବାପା ଏକଥା ଥଟ୍ଟାରେ କହୁଛନ୍ତି । ତେଣୁ ସେ ତା’ର କ୍ରିକେଟ୍ କ୍ଲବ୍‌ର କାର୍ଯ୍ୟକଳାପ ସମ୍ବନ୍ଧରେ ବାପାଙ୍କୁ ସୂଚନା ଦେଇ ପ୍ରସଙ୍ଗଟିକୁ ବଦଳାଇବାକୁ ଚେଷ୍ଟା କରୁଥିଲା । ବାପା କିନ୍ତୁ କିଛି ଭୁଲି ନ ଥିଲେ । ବରଂ ରାତିରେ ସେ କହିଥିବା କଥାଟିର ପୁନରାବୃତ୍ତି କରିଥିଲେ । ପରିସ୍ଥିତିଟା ତା’ର ଆୟତ୍ତ ବାହାରକୁ ଚାଲିଯାଇଛି ବୋଲି ସେ ହୃଦୟଙ୍ଗମ କଲା ।

2. Swami was looking for an opportunity to escape from his obstinate father. His father was still reading the newspaper. When he held it up before his face, Swami left the place quietly. He went to his granny and threw himself on his bed and pulled the blanket over his face. Before falling asleep he requested his granny not to disturb him. Soon he started snoring under the blanket. Father appeared like a strange figure in the semi-darkness of the passage. He called Swami in a loud voice to get up.

Of course, his granny pleaded not to disturb him. Swami got up and followed his father into the office room. On the way, his mother also objected to his sleeping alone in the office room. But his father didn’t listen to anybody. At last, Swami requested his father to allow him to sleep in the hall on the plea that the office room isn’t suitable to sleep comfortably. His father listened to nothing, Swami had to accept the challenge. He was allowed only to leave the door open. He became very angry. He hated the newspaper for printing the tiger’s story.

Notes :
opportunity – ସୁଯୋଗ, escape – ରକ୍ଷା ପାଇବାକୁ, obstinate – ଏକଜିଦିଆ, quietly – ନିଃଶବ୍ଦରେ, snoring – ଘୁଙ୍ଗୁଡ଼ି ମାରିବା, appeared – ଉଭା ହେଲେ, semi-darkness – ମୁହଁ ଅନ୍ଧାର|ଅର୍ଷ ଅନ୍ଧାର, pleaded – ଯୁକ୍ତି କଲେ, objected – ବିରୋଧ କଲେ, comfortably – ଆରାମରେ, hated – ଘୃଣା କଲା

ସାରାଂଶ :
ତା’ର ଏକଜିଦିଆ ବାପାଙ୍କଠାରୁ ରକ୍ଷା ପାଇବାପାଇଁ ସ୍ଵାମୀ ଗୋଟିଏ ସୁଯୋଗ ଖୋଜୁଥିଲା । ବାପା ସେ ପର୍ଯ୍ୟନ୍ତ ଖବରକାଗଜ ପଢୁଥା’ନ୍ତି । ଯେତେବେଳେ ବାପା ଖବରକାଗଜଟିକୁ ଟିକିଏ ଉପରକୁ ଉଠାଇ ପଢ଼ିଲେ, ସ୍ଵାମୀ ନିଃଶବ୍ଦରେ ସେ ସ୍ଥାନ ଛାଡ଼ି ଚାଲିଗଲା । ସେ ବୁଢ଼ୀମା’ ପାଖକୁ ଯାଇ କମ୍ବଳଟିକୁ ଘୋଡ଼େଇ ହୋଇ ବିଛଣା ଉପରେ ଶୋଇପଡ଼ିଲା । ଶୋଇବା ପୂର୍ବରୁ ତାକୁ ବିରକ୍ତ ନ କରିବାକୁ ଅନୁରୋଧ କରିଥିଲା । ସଙ୍ଗେ ସଙ୍ଗେ କମ୍ବଳତଳେ ଘୁଙ୍ଗୁଡ଼ି ମାରିବା ଆରମ୍ଭ କରିଦେଲା । ବାପା ଅର୍ଥ ଅନ୍ଧକାର ମଧ୍ଯରେ ଗୋଟିଏ ଅଦ୍ଭୁତ ମୂର୍ତ୍ତି ଭଳି ସେଠାରେ ଅବିର୍ଭୂତ ହେଲେ । ସ୍ଵାମୀକୁ ଉଠିପଡ଼ିବା ପାଇଁ ସେ ଉଚ୍ଚ ସ୍ବରରେ ଡାକ ପକାଇଲେ । ବୁଢ଼ୀ ମା’ ତାକୁ (ସ୍ଵାମୀକୁ) ବିରକ୍ତ ନ କରିବାକୁ ଯୁକ୍ତି କଲେ । ସ୍ଵାମୀ ଉଠିପଡ଼ିଲା ଓ ବାପାଙ୍କ ସଙ୍ଗେ ଅଫିସ୍ ଘରକୁ ଚାଲିଲା । ବାଟରେ ମାଆ ମଧ୍ୟ ତା’ର ଅଫିସ୍ ଘରେ ଏକୁଟିଆ ଶୋଇବାକୁ ବାରଣ କରିଥିଲେ । କିନ୍ତୁ ବାପା କାହାରି କଥା ଶୁଣିଲେ ନାହିଁ । ଶେଷରେ ତାଙ୍କ ଅଫିସ୍ ଘରଟି ଶୋଇବାକୁ ଉପଯୁକ୍ତ ସ୍ଥାନ ନୁହେଁ ବୋଲି ଆଳ ଦେଖାଇ ତାକୁ ହଲ୍‌ରେ ଶୋଇବାକୁ ଅନୁମତି ଦେବାକୁ ସ୍ଵାମୀ ବାପାଙ୍କୁ ଅନୁରୋଧ କଲା । ତାଙ୍କ ବାପା କିଛି ଶୁଣିଲେ ନାହିଁ । ବାପାଙ୍କ ଆହ୍ୱାନକୁ ସ୍ଵାମୀକୁ ଗ୍ରହଣ କରିବାକୁ ପଡ଼ିଥିଲା । କେବଳ ଦ୍ଵାରଟିକୁ ଖୋଲା ରଖୁବାକୁ ଅନୁମତି ମିଳିଲା । ସେ ଖୁବ୍ ରାଗିଗଲା । ବାଘ ଗପଟିକୁ ଛପାଯାଇଥିବା ହେତୁ ମନେ ମନେ ସମ୍ବାଦପତ୍ରଟିକୁ ଘୃଣା କଲା ।

3. As night advanced, Swami remembered the stories of devils and ghosts he had heard before. So he was frightened. He had heard about the result of meeting with ghosts. He covered himself completely with the blanket out of fear. But he could hear all sorts of noises like the tickling of the clock and the rustling of the leaves. Every moment he expected the devils to come up and clutch at his throat or carry him away. Swami got up and spread his bed under the bench. Soon he felt asleep and saw terrible dreams. He dreamt that a tiger was chasing him.

Then he could hear a noise and felt the presence of a devil in the room. He opened his eyes. He put his hand out to feel the presence of his granny at his side, but he touched the wooden leg of the bench. He was frightened. He imagined that the devil would certainly pull him out and tear him to pieces. When it came nearer he crawled out from under the bench. Swami hugged it firmly and bit severely. There was a sound of falling something amidst the furniture. Just then his father, cook, and servant entered the room carrying a light. They found a burglar lying on the ground with a bleeding ankle. They instantly captured him.

Notes:
remembered – ମନେ ପକାଇଲା, devils – ସୈତାନ, ghosts – ଭୂତ, frightened – ଭୟଭୀତ ହେଲା, covered himself – ନିଜକୁ ଘୋଡ଼ାଇ ଦେଲା, completely – ସମ୍ପୂର୍ଣ୍ଣ ଭାବରେ, tickling – ଟିକ୍‌ଟିକ୍ ଶବ୍ଦ, rustling – ଖସ୍‌ଖସ୍ ଶବ୍ଦ, clutch – ଚିପିଦେବା, terrible – ଭୟଙ୍କର, chasing – ଗୋଡ଼ାଉଛି, presence – ଉପସ୍ଥିତି, certainly – ନିଶ୍ଚିତ ଭାବରେ, tear to pieces – ଖଣ୍ଡଖଣ୍ଡ କରି ଚିରିଦେବା, crawled – ଗୁରୁଣ୍ଡିବା, hugged firmly – ଜାବୁଡ଼ି ଧରିଲା, bit – କାମୁଡ଼ିଲା, furniture – ଆସବାବପତ୍ର, burglar – ସିନ୍ଧିଆଳ ଚୋର, bleeding ankle – ବୋହୁଥ‌ିବା ଗୋଇଠି instantly – ସଙ୍ଗେ ସଙ୍ଗେ, captured – କାବୁ କରିନେଲେ/ ଆୟତ୍ତ କଲେ

ସାରାଂଶ :
ରାତି ବଢ଼ିବା ସଙ୍ଗେ ସଙ୍ଗେ ସ୍ଵାମୀ ପୂର୍ବରୁ ଶୁଣିଥିବା ସୈତାନ ଓ ଭୂତ ଗପଗୁଡ଼ିକୁ ମନେ ପକାଇଲା । ତେଣୁ ସେ ଭୟଭୀତ ହୋଇପଡ଼ିଲା । ଭୂତକୁ ଭେଟିବାର ପରିଣତି ବିଷୟରେ ସେ ଶୁଣିଥିଲା । ଭୟରେ ସେ ନିଜକୁ କମ୍ବଳଦ୍ୱାରା ସମ୍ପୂର୍ଣ୍ଣରୂପେ ଘୋଡ଼େଇଦେଲା । କିନ୍ତୁ ସେ ଘଣ୍ଟାର ଟିକ୍‌ଟିକ୍ ଶବ୍ଦ ଓ ପତ୍ରର ଖସ୍‌ଖସ୍ ଶବ୍ଦ ପରି ଅନ୍ୟାନ୍ୟ ଶବ୍ଦ ମଧ୍ଯ ଶୁଣି ପାରୁଥିଲା । ସୈତାନମାନେ ତା’ ନିକଟକୁ ଆସି ତା’ ତଣ୍ଟିକୁ ଚିପିଦେବେ ବା ତାକୁ ସେଠାରୁ ଉଠାଇନେବେ ବୋଲି ସେ ପ୍ରତି ମୁହୂର୍ଭରେ ଆଶା କରୁଥିଲା । ସ୍ଵାମୀ ଉଠିପଡ଼ିଲା ଏବଂ ବେଞ୍ଚ ତଳେ ବିଛଣାଟିକୁ ବିଛାଇଦେଲା । ସେ ସଙ୍ଗେ ସଙ୍ଗେ ଶୋଇପଡ଼ିଲା ଓ ଗୋଟିଏ ଭୟଙ୍କର ସ୍ଵପ୍ନ ଦେଖିଲା । ସେ ସ୍ଵପ୍ନ ଦେଖୁଲା ଯେ ଏକ ବାଘ ତାକୁ ଗୋଡ଼ାଉଛି । ତା’ପରେ ସେ ଗୋଟିଏ ଶବ୍ଦ ଶୁଣିପାରିଲା ଓ ସେହି ଘର ମଧ୍ୟରେ ସୈତାନର ଉପସ୍ଥିତି ଅନୁଭବ କଲା ।

ସେ ତା’ର ଆଖ୍ ଖୋଲିଲା । ହାତଟିକୁ ବାହାର କରି ବୁଢ଼ୀମା’ର ଉପସ୍ଥିତି ଅନୁଭବ କରିବାକୁ ଚେଷ୍ଟା କଲା, ମାତ୍ର ତା’ ପରିବର୍ତ୍ତେ ବେଞ୍ଚର କାଠଗୋଡ଼କୁ ସ୍ପର୍ଶ କରିବାର ଅନୁଭବ କଲା । ସେ ଖୁବ୍ ଭୟଭୀତ ହୋଇଗଲା । ଏଥର ସୈତାନ ତାକୁ ବାହାରକୁ ବାହାର କରି ନିଶ୍ଚିତ ରୂପେ ଖଣ୍ଡଖଣ୍ଡ କରି ଚିରିଦେବ ବୋଲି ସେ ପରିକଳ୍ପନା କଲା । ଯେତେବେଳେ ଏହା ନିକଟତର ହେଲା, ସେ ବେଞ୍ଚତଳୁ ବାହାରି ଆସିଲା । ସ୍ଵାମୀ ତାକୁ ଖୁବ୍ ଜୋର୍‌ରେ ଜାବୁଡ଼ି ଧରି କାମୁଡ଼ି ପକାଇଲା । ହଠାତ୍ ଆସବାବପତ୍ର ମଧ୍ୟରେ କିଛି ଗୋଟିଏ ପଡ଼ିବାର ବଡ଼ ଶବ୍ଦ ହେଲା । ଠିକ୍ ସେହି ସମୟରେ ତା’ର ବାପା, ପୂଜାରୀ ଏବଂ ଚାକର ଗୋଟିଏ ଲାଇଟ୍ ଧରି ସେଠାରେ ପହଞ୍ଚିଲେ । ଗୋଟିଏ ସିନ୍ଧିଆଳ ଚୋର କ୍ଷତାକ୍ତ ଗୋଇଠି ସହିତ ଚଟାଣରେ ପଡ଼ିଥ‌ିବାର ସେମାନେ ଦେଖିବାକୁ ପାଇଲେ । ସଙ୍ଗେ ସଙ୍ଗେ ସେମାନେ ତାକୁ କାବୁ କରିନେଲେ ।

4. Swami became a hero overnight. The very next day he was congratulated by all at school. Because a most notorious house-breaker of the district was captured only because of him. Even the police were grateful to him for it. The Inspector of Police advised him to join the police in the future. But he had made up his mind to be an engine driver, a railway guard, or a bus conductor in his life. That day father came to know that Swami had already slept beside his granny again. His father told that he knew it before because Swami was very clever. Swami’s mother got angry and told him not to risk her son’s life again. Father was disgusted and changed his view. Swami heard his father giving him up from under the blanket and was greatly relieved (ଆଶ୍ୱସ୍ତି ଅନୁଭବ କଲା). But fear of darkness remained unchanged and he slept with granny.

Notes:
hero – ବୀର, overnight – ରାତାରାତି, congratuled – ଅଭିନନ୍ଦନ ଜଣାଇଲେ, notorious – କୁଖ୍ୟାତ, house-breaker – ସିନ୍ଧିଆଳ ଚୋର, advised – ଉପଦେଶ ଦେଲେ, disgusted – ବିରକ୍ତ ହେଲେ, relieved – ଆଶ୍ବସ୍ତି ଅନୁଭବ କଲା, fear for darkness – ଅନ୍ଧକାର ପ୍ରତି ଭୟ, unchanged – ଅପରିବର୍ତିତ ରହିଲା

ସାରାଂଶ :
ସ୍ଵାମୀ ରାତିକ ମଧ୍ୟରେ ଜଣେ ବୀର ପୁରୁଷ ପାଲଟିଗଲା । ଠିକ୍ ତା’ପରଦିନ ସ୍କୁଲ୍‌ରେ ସମସ୍ତେ ତାକୁ ଅଭିନନ୍ଦନ ଜ୍ଞାପନ କଲେ । କାରଣ କେବଳ ତା’ରି ପାଇଁ ସହରର ଏକ କୁଖ୍ୟାତ ସିନ୍ଧିଆଳ ଚୋର ଧରାଯାଇପାରିଲା । ଏପରିକି ପୋଲିସ୍ ଏଥିପାଇଁ ତା’ ପାଖରେ କୃତଜ୍ଞ ହେଲେ । ପୋଲିସ୍ ଇନ୍ସପେକ୍ଟର ସାହେବ ତାକୁ ଭବିଷ୍ୟତରେ ପୋଲିସ୍ ବିଭାଗରେ ଯୋଗଦେବାକୁ ଉପଦେଶ ଦେଲେ । କିନ୍ତୁ ସେ ନିଜେ ଗୋଟିଏ ଇଞ୍ଜିନ୍ ଚାଳକ, ରେଳରକ୍ଷୀ କିମ୍ବା ବସ୍ କଣ୍ଡକ୍ଟର ହେବାକୁ ମନସ୍ଥ କରି ସାରିଥିଲା । ସେହିଦିନ ବାପା ଜାଣିବାକୁ ପାଇଲେ ସ୍ୱାମୀ ପୁନଶ୍ଚ ତା’ର ବୁଢ଼ୀମା’ ପାଖରେ ଶୋଇସାରିଛି । ତାଙ୍କ ବାପା ଏକଥା ପୂର୍ବରୁ ଜାଣିଥିଲେ କାରଣ ସ୍ଵାମୀ ଖୁବ୍ ଚାଲାକ୍ ଥିଲେ । ସ୍ବାମୀର ମାଆ ଖୁବ୍ ରାଗିଗଲେ ଓ ତାଙ୍କର ପୁଅକୁ ଆଉ ଥରେ ବିପଦମୁଖକୁ ଠେଲି ନ ଦେବାପାଇଁ ତାଙ୍କୁ କହିଲେ । ବାପା ବିରକ୍ତି ପ୍ରକାଶ କଲେ ଓ ନିଜ ମତ ପରିବର୍ତ୍ତନ କରିଦେଲେ । ବାପା ତାକୁ ଛାଡ଼ିଦେବା କଥା, ସ୍ଵାମୀ କମ୍ବଳ ତଳେ ଥାଇ ଶୁଣିପାରିଲା ଓ ଆଶ୍ୱସ୍ତି ଅନୁଭବ କଲା । କିନ୍ତୁ ତା’ର ଅନ୍ଧକାର ପ୍ରତି ଯେଉଁ ଭୟ, ତାହା ଅପରିବର୍ତ୍ତିତ ରହିଲା ଏବଂ ସେ ତା’ର ବୁଢ଼ୀମା’ ପାଖରେ ଶୋଇଲା ।

The Text : (ପାଠ୍ୟବିଷୟ)
Paragraphwise Analysis.

Text – 1:
For Swami events took an unexpected turn. Father looked over the newspaper he was reading under the hall lamp and said, “Swami listen to this: News has been received about the bravery of a village lad, who, while returning home by the jungle path, came face to face with a tiger…” The paragraph described the fight the boy had with the tiger and his flight up a tree where he stayed for half a day till some people came that way and killed the tiger.
After reading it through, father looked at Swami fixedly and asked, “What do you say to that ?” Swami said, “I think he must have been a very strong and grown-up person, not at all a boy. How could a boy fight a tiger ?”
“You think you are wiser than the newspaper ?” Father sneered, “A man may have the strength of an elephant and yet be a coward; whereas another may have the strength of a consumptive, but having courage he can do anything. Courage is everything; strength and age are not important.”
ଅନୁବାଦ :
ସ୍ଵାମୀଙ୍କ ପାଇଁ ଘଟଣାଗୁଡ଼ିକ ଅପ୍ରତ୍ୟାଶିତ ପରିବର୍ତ୍ତନ ଆଣି ଦେଇଥିଲା । ବାପା ହଲ୍ ଘର ଲଣ୍ଡନରେ ପଢ଼ୁଥିବା ଖବରକାଗଜ ଉପରେ ଦୃଷ୍ଟି ପକାଉଥିଲେ ଏବଂ କହିଲେ, ‘ସ୍ୱାମୀ ଏହାକୁ ଶୁଣ : ଗୋଟିଏ ଗାଉଁଲି ପିଲାର ସାହସିକତା ବିଷୟରେ ସମ୍ବାଦ ମିଳିଛି ଯିଏ କି ଜଙ୍ଗଲ ରାସ୍ତା ଦେଇ ଫେରୁଥିବା ସମୟରେ ଗୋଟିଏ ବାଘର ମୁହାଁମୁହିଁ ହୋଇ ଯାଇଥିଲା …. ।’’ ଅନୁଚ୍ଛେଦଟି ପିଲାଟିର ବାଘ ସହିତ ସଂଘର୍ଷ ଏବଂ ତା’ର ଅଧା ଦିନ ଗଛ ଉପରେ ରହଣି ମଧ୍ୟରେ ଲୋକମାନେ ଆସି ଓ ବାଘଟିକୁ ମାରିଦେବା ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଥିଲା ।
ଏହାକୁ ଭଲ ଭାବରେ ପଢ଼ିବା ପରେ ବାପା ସ୍ୱାମୀକୁ ନିରୀକ୍ଷଣ କରି ଚାହିଁଲେ ଓ ପଚାରିଲେ, ‘ତୁମେ ସେ ବିଷୟରେ କ’ଣ କହିବ ?’’ ସ୍ଵାମୀ କହିଲା, ‘ମୁଁ ଭାବୁଛି ସେ ନିଶ୍ଚିତ ଶକ୍ତିଶାଳୀ ଓ ବଡ଼ ଲୋକ ହୋଇଥିବ, କେବେହେଲେ ଗୋଟିଏ ବାଳକ ହୋଇନଥ‌ିବ । ଗୋଟିଏ ପିଲା କିପରି ଗୋଟିଏ ବାଘ ସହିତ ଲଢ଼େଇ କରିପାରିବ ?’’
ବାପା ଅବଜ୍ଞାର ସହିତ କହିଲେ, ‘ତୁ ଭାବୁଛୁ ତୁ ଖବରକାଗଜଠାରୁ ଅଧିକ ବିଜ୍ଞ ? ଜଣେ ଲୋକର ଗୋଟିଏ ହାତୀର ଶକ୍ତି ଥାଇପାରେ ଏବଂ ତଥାପି ଗୋଟିଏ ଭୀରୁ ହୋଇଥବ; ସେହିଭଳି ଅନ୍ୟ ଜଣକର ଜଣେ ଯକ୍ଷ୍ମାରୋଗୀର ଶକ୍ତି ଥବ, କିନ୍ତୁ ସାହସ ଥିଲେ ସେ ସବୁକିଛି କରିପାରିବ । ସାହସ ହେଉଛି ସବୁକିଛି; ଶକ୍ତି ଓ ବୟସ ଗୁରୁତ୍ଵପୂର୍ଣ ନୁହେଁ ।’’

Text – 2:
Swami disputed the theory, “How can it be, father? Suppose I have a lot of courage, what could I do if a tiger attacked me ?”
“Leave alone strength, can you prove you have courage ? Let me see if you can sleep alone tonight in my office room”. A frightful proposition, Swami thought. He had always slept beside his granny in the passage, and any change in this arrangement kept him trembling and awake all night. He hoped at first that his father was only joking. He mumbled weekly, “Yes”, and tried to change the subject; he said very loudly and with a great deal of enthusiasm, “We are going to
admit even elders in our cricket club hereafter. We are buying brand new bats and balls. Our captain has asked me to tell you.”
‘We’ll see about it later, “father cut in. “You must sleep alone hereafter.” Swami realized that the matter had gone beyond his control: from a challenge it had now become a plain command. “From the first of next month, I’ll sleep alone, father.” “No, you must do it now. It is disgraceful, to sleep beside granny or mother like a baby. You are in the Second form and… I don’t at all like the way you are being brought up,” he said.
ଅନୁବାଦ :
ସ୍ଵାମୀ ସେହି ସିଦ୍ଧାନ୍ତ ଉପରେ ତର୍କ କଲେ, ‘ବାପା, ଏହା କିପରି ହୋଇପାରିବ ? ଧରି ନିଅନ୍ତୁ ମୋର ବହୁତ ସାହସ ଅଛି, ଯଦି ମୋତେ ବାଘଟିଏ ଆକ୍ରମଣ କରେ ମୁଁ କ’ଣ କରିବି ?’’
‘ଶକ୍ତି କଥା ଛାଡ଼, ତୋର ସାହସ ଅଛି ବୋଲି ତୁ ପ୍ରମାଣ କରିପାରିବୁ ? ତୁ ଏକୁଟିଆ ମୋ ଅଫିସ୍ ଘରେ ଆଜି ରାତିରେ ଶୋଇପାରିବୁ କି ନା ମୁଁ ଦେଖେ ।’’ ସ୍ଵାମୀ ଭାବିଲା ଏହା ଏକ ଭୟଙ୍କର ଯୋଜନା । ସେ ସଦାସର୍ବଦା ଜେଜେମାଆଙ୍କ ପାଖରେ ଅଳିନ୍ଦରେ ଶୋଉଥିଲା ଏବଂ ଏପ୍ରକାର ବ୍ୟବସ୍ଥାରେ କୌଣସି ପରିବର୍ତ୍ତନ ତାକୁ ଭୟରେ ଥରାଇ ଦେଉଥୁଲା ଓ ରାତିସାରା ଉଜାଗର ରଖାଉଥିଲା । ପ୍ରଥମେ ସେ ଆଶା କରୁଥିଲା ଯେ ତାଙ୍କ ବାପା କେବଳ ମଜା କରୁଥିଲେ । ସେ ଅସ୍ପଷ୍ଟ କଣ୍ଠରେ କହିଲା, ‘ହଁ, ’’ ଏବଂ ପ୍ରସଙ୍ଗଟିକୁ ପରିବର୍ତ୍ତନ କରିବାକୁ ଚେଷ୍ଟା କରୁଥିଲା; ସେ ଖୁବ୍ ଜୋର୍‌ରେ ଓ ଆଗ୍ରହର ସହିତ କହିଲା, ‘ଆମେ ଏଣିକି ଆମ କ୍ରିକେଟ୍ କ୍ଲବ୍‌ରେ ବଡ଼ମାନଙ୍କୁ ମଧ୍ୟ ଗ୍ରହଣ କରିବୁ । ଆମେ ନୂଆ ବ୍ୟାଟ୍ ଓ ବଲ୍‌ସବୁ କିଣିବୁ । ଆମ ଅଧ୍ୟାୟକ ମୋତେ ତୁମକୁ ଏକଥା କହିବାକୁ କହିଥିଲେ ।’’
‘‘ଆମେ ପରବର୍ତୀ ସମୟରେ ଏ କଥା ଦେଖୁ’’, ବାପା କଥାଟିକୁ କାଟିଦେଲେ । ‘ଏବେଠାରୁ ତୁ ନିଶ୍ଚିତ ଏକୁଟିଆ ଶୋଇବୁ ।’’ ପ୍ରସଙ୍ଗଟି ତା’ର ଆୟତ୍ତ ବାହାରକୁ ଚାଲିଯାଇଛି ବୋଲି ସ୍ୱାମୀ ହୃଦୟଙ୍ଗମ କଲା; ଗୋଟିଏ ଆହ୍ବାନରୁ ଏହା ଏକ ସାଧାରଣ ନିର୍ଦ୍ଦେଶ ହୋଇ ସାରିଥିଲା । ‘ବାପା, ମୁଁ ଆସନ୍ତା ମାସ ଆରମ୍ଭରୁ ଏକୁଟିଆ ଶୋଇବି ।’’ ସେ କହିଲେ, ‘ନା, ତୁମେ ଏବେ ଏହା କରିବ, ଜେଜେମାଆ କିମ୍ବା ମାଆ ପାଖରେ ଶିଶୁ ଭଳି ଶୋଇବା ଏକ ଲଜ୍ଜାଜନକ ବିଷୟ । ତୁମେ ଏବେ ଦ୍ୱିତୀୟ ଅବସ୍ଥା (କୈଶୋର)ରେ ତୁମେ ଯେଉଁପ୍ରକାର ଢଙ୍ଗରେ ପ୍ରତିପାଳିତ ହେଉଛ, ମୁଁ ଆଦୌ ପସନ୍ଦ କରୁନାହିଁ ।’’

Text – 3:
Swami’s father sat gazing gloomily at the newspaper on his lap. Swami prayed that his father might lift the newspaper once again to his face so that he might slip away to his bed and fall asleep before he could be called again. As if in answer to his prayer father rustled the newspaper and held it up before his face. And Swami rose silently and tiptoed away to his bed in the passage. Granny was sitting up in her bed, and remarked, “Boy, are you already feeling sleepy? Don’t you want to hear a story? ” Swami made wild gesticulations to silence his granny, but that good lady saw nothing. So Swami threw himself on his bed and pulled the blanket over his face.
Granny said, “Don’t cover your face. Are you really very sleepy ?” Swami leaned over and whispered, “Please, please, shut up, granny. Don’t talk to me, and don’t let anyone call me even if the house is on fire. If 1 doesn’t sleep at once I shall perhaps die….” He turned over, curled, and snored under the blanket till he found his blanket pulled away.
Father was standing over him. “Swami, get up,” he said. He looked like an apparition in the semi-darkness of the passage, which was dimly lit up by light reaching there from the hall lamp. Swami stirred and groaned as if in sleep. Father said, “Get up, Swami !”
ଅନୁବାଦ :
ସ୍ଵାମୀର ବାପା ବିଷାଦରେ କୋଳରେ ଥ‌ିବା ଖବରକାଗଜକୁ ନିରୀକ୍ଷଣ କରି ବସିଥିଲେ । ସ୍ବାମୀ ପ୍ରାର୍ଥନା କରୁଥିଲା ଯେ ଯଦି ତା’ର ବାପା ଖବରକାଗଜଟିକୁ ଆଉଥରେ ମୁହଁ ପାଖକୁ ଉଠାଇ ନିଅନ୍ତେ ତେବେ ସେ ବିଛଣା ପାଖକୁ ଖସି ଚାଲିଯାଆନ୍ତା ଓ ପୁନର୍ବାର ଡାକିବା ପୂର୍ବରୁ ଶୋଇପଡ଼ନ୍ତା । ସତେ ଯେପରି ତା’ର ପ୍ରାର୍ଥନାର ଉତ୍ତରରେ ତା’ର ବାପା ଖବରକାଗଜଟିକୁ ଉଠାଇଲେ ଏବଂ ମୁହଁ ପାଖରେ ଟେକି ରଖୁ । ସ୍ଵାମୀ ଧୀରସ୍ଥିର ଭାବରେ ଉଠିଲା ଏବଂ ଅଳିନ୍ଦରେ ଥ‌ିବା ବିଛଣା ପାଖକୁ ପାଦ ଚିପିଚିପି ଚାଲିଗଲା । ଜେଜେମାଆ ତାଙ୍କ ବିଛଣାରେ ବସିଥିଲେ ଏବଂ ମତ ଦେଲେ, ‘ପୁଅ, ତୁ କ’ଣ ନିଦୁଆ ଅନୁଭବ କରୁଛୁ ? ତୁ କ’ଣ ଗପ ଶୁଣିବାକୁ ଚାହୁଁନୁ ?’’ ସ୍ଵାମୀ ଜେଜେମାଆଙ୍କୁ ନୀରବ ରହିବାକୁ ନିଜର ଅଙ୍ଗଭଙ୍ଗୀଦ୍ୱାରା ଜଣାଇଦେଲା, କିନ୍ତୁ ସେ ଭଦ୍ରମହିଳା କିଛି ଦେଖିପାରିଲେ ନାହିଁ । ତେଣୁ ସ୍ୱାମୀ ବିଛଣା ଉପରେ ପଡ଼ିଗଲା ଓ କମ୍ବଳଟିକୁ ମୁହଁ ଉପରକୁ ଟାଣିଦେଲା ।
ଜେଜେମାଆ କହିଲେ, ‘ମୁହଁ ଘୋଡ଼ାଅନି । ତୁ କ’ଣ ସତରେ ନିଦ୍ରାଳୁ ?’’ ସ୍ବାମୀ ଟିକିଏ ନଇଁଗଲା ଏବଂ ଫୁସ୍‌ଫୁସ୍ କରି କହିଲା, ‘ ‘ଜେଜେମାଆ, ଦୟାକରି ଚୁପ୍ ରୁହ । ମୋତେ କିଛି କୁହ ନାହିଁ । ଏପରିକି ଘରେ ନିଆଁ ଲାଗିଗଲେ ମଧ୍ୟ କାହାରିକୁ ମୋତେ ଡାକିବାକୁ ଦିଅ ନାହିଁ । ଯଦି ସଙ୍ଗେ ସଙ୍ଗେ ମୁଁ ଶୋଇ ନ ପଡ଼େ ବୋଧହୁଏ ମୁଁ ମରିଯିବି ….’’ ତା’ର କମ୍ବଳଟିକୁ ଟଣା ନ ଯିବା ପର୍ଯ୍ୟନ୍ତ ସେ ଭଲ ଭାବରେ ଗୁଡ଼ାଇ ହୋଇ ଶୋଇପଡ଼ିଲା ଓ ଘୁଙ୍ଗୁଡ଼ି ମାରିଲା ।
ବାପା ତା’ ପାଖରେ ଛିଡ଼ା ହୋଇଥିଲେ । ସେ କହିଲେ, ‘ସ୍ୱାମୀ, ଉଠି ପଡ଼’’ । ସେ ଅଳିନ୍ଦର ଅର୍ଥଅନ୍ଧକାର ମଧ୍ୟରେ ଏକ ଅଦ୍ଭୁତ ମୂର୍ତ୍ତି ପରି ଦେଖା ଯାଉଥିଲେ, ଯାହାକି ଘର ପ୍ରଦୀପଦ୍ବାରା ଝାପ୍‌ସା ଉଦ୍‌ଭାସିତ ହୋଇଉଠୁଥିଲା । ସ୍ଵାମୀ ଚଞ୍ଚଳ ହୋଇପଡ଼ିଲା ଓ ଦୁଃଖରେ ନିମ୍ନ ଶବ୍ଦ କଲା ସତେ ଯେପରି ଶୋଇପଡ଼ିଛି । ବାପା କହିଲେ, ‘ସ୍ୱାମୀ, ଉଠିପଡ଼ !””

Text – 4:
“Granny pleaded, “Why do you disturb him ?”
“Get up, Swami,” he said for the fourth time and Swami got up. Father rolled up his bed, took it under his arm, and said, “Come with me.” Swami looked at granny, hesitated for a moment, and followed his father into the office room. On the way, he threw a look of appeal at his mother and she said, “Why do you take him to the office room? He can sleep in the hall, I think.” “I don’t think so, “father said, and Swami walked behind him slowly with bowed head.
“Let me sleep in the hall, father,” Swami pleaded. “Your office room is very dusty and there may be scorpions behind your Law books.”
“There are no scorpions, little fellow. Sleep on the bench if you like.”
“Can I have a lamp burning in the room? ”
“No, You must learn not to be afraid of darkness. It is only a question of habit. You must cultivate good habits.”
“Will you at least leave the door open ?”
“All right. But promise you will not roll up your bed and go to your granny’s side at night. If you do it, mind you, I will make you the laughingstock of your school.”
Swami felt cut off from humanity. He was pained and angry. He didn’t like the strain of cruelty he saw in his father’s nature. He hated the newspaper for printing the tiger’s story. He wished that the tiger hadn’t spared the boy, who didn’t appear to be a boy after all, but a monster.
ଅନୁବାଦ :
ଜେଜେମାଆ ସପକ୍ଷ ନେଇ କହିଲେ, ‘ତୁ କାହିଁକି ତାକୁ ବିରକ୍ତ କରୁଛୁ ?”’
ସେ ଚତୁର୍ଥ ଥର ପାଇଁ କହିଲେ, ‘ସ୍ଵାମୀ ଉଠିପଡ଼’’ ଏବଂ ସ୍ବାମୀ ଉଠିପଡ଼ିଲା । ବାପା ତା’ର ବିଛଣାଟିକୁ ଗୁଡ଼ାଇ ହାତରେ ଧରିଲେ ଏବଂ କହିଲେ, ‘ମୋ ସହିତ ଆ I’’ ସ୍ଵାମୀ ଜେଜେମାଆଙ୍କୁ ଚାହିଁଲା, କିଛି ସମୟ କୁଣ୍ଠାବୋଧ କଲା ଓ ବାପାଙ୍କ ପଛେ
ପଛେ ଅଫିସ୍ ଘରକୁ ଚାଲିଲା । ବାଟରେ ସେ ମାଆଙ୍କୁ ନିବେଦନ କଲା ଏବଂ ସେ (ମାଆ) କହିଲେ, ‘ତୁମେ ତାକୁ ଅଫିସ୍ ଘରକୁ କାହିଁକି ନେଉଛ ? ମୁଁ ଭାବୁଛି ସେ ବଡ଼ ଘରେ ଶୋଇପାରିବ ।’’ ବାପା କହିଲେ, ‘ମୁଁ ସେପରି ଭାବୁନାହିଁ? ’ ଏବଂ ସ୍ବାମୀ ନତମସ୍ତକ
କରି ତାଙ୍କ ପଛରେ ଧୀରେ ଧୀରେ ଚାଲିଲା ।
ସ୍ବାମୀ ଯୁକ୍ତି କରି କହିଲା, ‘ବାପା, ମୋତେ ବଡ଼ ଘରେ ଶୋଇବାକୁ ଦିଅ । ତୁମ ଅଫିସ୍ ଘର ଧୂଳିରେ ପୂର୍ଣ୍ଣ ଏବଂ ତୁମ ଆଇନ ପୁସ୍ତକଗୁଡ଼ିକ ତଳେ କଙ୍କଡ଼ାବିଛା ଥାଇପାରନ୍ତି ।’’
‘‘ସେଠାରେ କଙ୍କଡ଼ାବିଛା ନାହାନ୍ତି, ତୁ ଚାହିଁଲେ ବେଞ୍ଚ ଉପରେ ଶୋଇପାରୁ ।’’
‘‘ମୁଁ କୋଠରିରେ ଗୋଟିଏ ପ୍ରଦୀପ ଜଳାଇ ପାରିବି କି ?”’
‘‘ନା, ତୁ ଅନ୍ଧାରକୁ ଭୟ ନ କରିବା ଶିଖୁବା ଉଚିତ । ଏହା କେବଳ ଗୋଟିଏ ଅଭ୍ୟାସର ପ୍ରଶ୍ନ । ତୁ ଭଲ ଅଭ୍ୟାସଗୁଡ଼ିକୁ ଅନୁଶୀଳନ କରିବା ଉଚିତ ।’’
‘ତୁମେ ଅନ୍ତତଃ କବାଟଟିକୁ ଖୋଲା ରଖିବାକୁ ଦେବ କି ?’’
‘‘ଠିକ୍ ଅଛି । କିନ୍ତୁ କଥା ଦେ ଯେ ତୁ ବିଛଣାଟି ଗୁଡ଼ାଇବୁ ନାହିଁ ଏବଂ ରାତିରେ ଜେଜେମାଆଙ୍କ ପାଖକୁ ଯିବୁ ନାହିଁ । ମନେରଖ, ଯଦି ଏହା କରୁ, ମୁଁ ତୋତେ ତୋ ବିଦ୍ୟାଳୟର ଉପହାସାସ୍ପଦ କରିଦେବି ।’’
ସ୍ଵାମୀ ମାନବ ଜାତିଠାରୁ ବିଚ୍ଛିନ୍ନ ହୋଇଗଲା ପରି ଅନୁଭବ କରୁଥିଲା । ସେ କଷ୍ଟ ଅନୁଭବ କଲା ଓ ରାଗିଲା । ବାପାଙ୍କ ସ୍ଵଭାବରେ ଦେଖୁଥ‌ିବା ନିଷ୍ଠୁରତାର ପ୍ରୟାସକୁ ସେ ପସନ୍ଦ କରୁନଥିଲା । ବାଘ ଗପ ଛପାଇଥିବା ହେତୁ ସେ ଖବରକାଗଜଟିକୁ ଘୃଣା କଲା । ସେ ଚିନ୍ତା କରୁଥିଲା ସେହି ପିଲାଟି ଯେ କି କଦାପି ପିଲା ପରି ଜଣା ପଡୁନଥିଲା କିନ୍ତୁ ଗୋଟିଏ ଅସାମାନ୍ୟ ବାଳକ ପରି ଜଣାପଡ଼ୁଥିଲା । ତାକୁ କେବେ ବି ବାଘ ଛାଡ଼ିଦେଇ ନଥ‌ିବ ।

Text – 5:
As night advanced and the silence in the house deepened, his heart beat faster. He remembered all the stories of devils and ghosts he had heard. How often had his chum, Mani, seen the devil in the banyan tree at the end of the street? And what about poor Munisami’s father who spat out blood because the devil near the river’s edge slapped his cheek when he was returning home late one night?
And so on and on his thoughts continued. He was faint with fear. A ray of light from the street lamp strayed in and cast shadows on the wall. Through the stillness, all kinds of noises reached his ears- the ticking of the clock, the rustling of leaves, sounds of snoring, and the humming of some unknown insects. He covered himself with the blanket as if it were armor, covering himself so completely that he could hardly breathe. Every moment he expected the devils to come up and clutch at his throat or carry him away. There was the instance of his old friend in the fourth’ class who suddenly disappeared and was said to have been carried off by a ghost to Siam or Nepal.
ଅନୁବାଦ :
ଯେତେବେଳେ ରାତି ବଢ଼ି ବଢ଼ି ଚାଲିଲା ଏବଂ ଘର ଭିତରେ ନୀରବତା ଘନୀଭୂତ ହେବାକୁ ଲାଗିଲା, ତା’ର ହୃତସ୍ପନ୍ଦନ ବେଗ ବଢ଼ିବାରେ ଲାଗିଲା । ସେ ଶୁଣିଥିବା ସୈତାନ ଓ ଭୂତମାନଙ୍କ କାହାଣୀସବୁ ମନେ ପକାଇଲା । କେତେଥର ତା’ର ଘନିଷ୍ଠ ବନ୍ଧୁ ମଣି ରାସ୍ତା ଶେଷରେ ଥ‌ିବା ବରଗଛରେ ସୈତାନ ଦେଖୁଥିଲା ? ଏବଂ ବିଚରା ମୁନୀସାମିର ବାପା ଦିନେ ବିଳମ୍ବିତ ରାତିରେ ଘରକୁ ଫେରୁଥିବା ସମୟରେ ନଦୀତଟରେ ସୈତାନର ଶକ୍ତ ଚାପୁଡ଼ାରେ ରକ୍ତ ବାନ୍ତି କରି ପକାଇଥୁଲା ……… ?
ଏହିପରି ତା’ର ଭାବନା ଚାଲୁ ରହିଥିଲା । ସେ ଭୟରେ ମୂର୍ଚ୍ଛା ହୋଇଗଲା । ରାସ୍ତା ପ୍ରଦୀପରୁ ଗୋଟିଏ ଆଲୋକ ରଶ୍ମି ଭିତରକୁ ପ୍ରବେଶ କଲା ଏବଂ କାନ୍ଥରେ ଛାୟା ସୃଷ୍ଟି କଲା । ନିସ୍ତବ୍ଧତା ମଧ୍ୟରେ ତା’ କାନରେ ସମସ୍ତ ପ୍ରକାରର ଶବ୍ଦ ପହଞ୍ଚୁଥୁଲା – କାନ୍ଥଘଣ୍ଟାର ଟିକ୍‌ଟିକ୍ ଶବ୍ଦ, ପତ୍ରଗୁଡ଼ିକର ଖସ୍‌ଖସ୍ ଶବ୍ଦ, ଘୁଙ୍ଗୁଡ଼ି ଶବ୍ଦ ଏବଂ କେତେକ ଅଜଣା କୀଟମାନଙ୍କର ଗୁଣୁଗୁଣୁ ଶବ୍ଦ । ସେ ନିଜକୁ କମ୍ବଳଦ୍ୱାରା ଘୋଡ଼ାଇଦେଲା ସତେ ଯେପରି ଏହା ଏକ ଶିରସ୍ତ୍ରାଣ, ନିଜକୁ ଏତେ ଘୋଡ଼ାଇ ଦେଇଥିଲା ଯେ ତାକୁ ନିଃଶ୍ଵାସ ନେବାକୁ କଷ୍ଟ ହେଉଥିଲା । ପ୍ରତ୍ୟେକ ମୁହୂର୍ତ୍ତରେ ସେ ଆଶା କରୁଥିଲା ଯେ ସୈତାନମାନେ ଆସିଯିବେ ଏବଂ ତା’ର ତଣ୍ଟିକୁ ଜାବୁଡ଼ି ଧରିବେ ଅଥବା ତାକୁ ନେଇଯିବେ । ଚତୁର୍ଥ ଶ୍ରେଣୀରେ ପଢୁଥ‌ିବା ସମୟରେ ତା’ର ଜଣେ ପୁରାତନ ବନ୍ଧୁଙ୍କର ଗୋଟିଏ ଦୃଷ୍ଟାନ୍ତ ଥିଲା ଯେ କି ହଠାତ୍ ଅନ୍ତର୍ଦ୍ଧାନ ହୋଇ ଯାଇଥିଲା ଓ କୁହାଯାଉଥିଲା ଯେ ଗୋଟିଏ ଭୂତ ତାକୁ ସିଆମ୍ କିମ୍ବା ନେପାଳକୁ ନେଇ ଯାଇଥିଲା ।

Text – 6:
Swami hurriedly got up and spread his bed under the bench and crouched there. It seemed to be a much safer place. He shut his eyes tight and encased himself in his blanket once again and unknown to himself fell asleep, and in sleep, he saw terrible dreams. A tiger was chasing him. His feet stuck to the ground. He tried hard to escape but his feet would not move; the tiger was at his back, and he could hear its claws scratch the ground…. scratch, scratch, and then a light thud… Swami tried to open his eyes but his eyelids would not open and the frightening dream continued. It threatened to continue all his life. Swami groaned in despair.
Using his utmost efforts he opened his eyes. He put his hand out to feel his granny’s presence at his side, as was his habit, but he only touched the wooden leg of the bench. And his lonely state came back to him. He sweated with fright. And now what was this rustling? He moved to the edge of the bench and stared into the darkness. Something was moving down. He lay gazing at it in horror. His end had come. He became desperate. He knew that the devil would presently pull him out and tear him to shreds, so why should he wait? As it came nearer he crawled out from under the bench and hugged it with all his might, and used his teeth on it like a mortal weapon.
“Aiyo ! something has bitten me” “There was an agonized cry which was followed by a heavy tumbling and falling amidst furniture. In a moment father, cook and a servant came in carrying a light.
And all three of them fell on the burglar who lay amidst the furniture with a bleeding ankle.
ଅନୁବାଦ :
ସ୍ଵାମୀ ତରବରିଆ ଭାବରେ ଉଠିପଡ଼ିଲା ଓ ତା’ର ବିଛଣାଟିକୁ ବେଞ୍ଚ ତଳେ ବିଛାଇ ଦେଇଥିଲା ଏବଂ ସେହିଠାରେ ନଇଁ ପଡ଼ି ଲମ୍ବିଯାଇଥିଲା । ଏହା ବହୁତ ନିରାପଦ ସ୍ଥାନ ପରି ଜଣାପଡୁଥିଲା । ସେ ତା’ର ଆଖୁଗୁଡ଼ିକୁ ଭଲ ଭାବରେ ବନ୍ଦ କରିଦେଲା ଓ ପୁନର୍ବାର କମ୍ବଳଦ୍ଵାରା ନିଜକୁ ଆବୃତ କରିନେଲା ଏବଂ ତା’ ଅଜାଣତରେ ଶୋଇପଡ଼ିଲା ଏବଂ ନିଦ୍ରାରେ ସେ ଭୟଙ୍କର ସ୍ଵପ୍ନସବୁ ଦେଖୁଲା । ଗୋଟିଏ ବାଘ ତାକୁ ଗୋଡ଼ାଉଥିଲା । ତା’ର ପାଦଗୁଡ଼ିକ ଭୂମିରେ ଲାଗଲା । ସେ ବର୍ଷିଯିବା ପାଇଁ ବହୁତ ଚେଷ୍ଟା କରୁଥିଲା ମାତ୍ର ତା’ର ପାଦଗୁଡ଼ିକ ଚାଲୁ ନ ଥିଲା; ବାଘଟା ତା’ ପଛରେ ଥିଲା ଏବଂ ବାଘଟା.ପଞ୍ଝାରେ ମାଟି ଆମ୍ପୁଡୁଥିବାର ଶୁଣି ପାରୁଥିଲା ଓ ଆମ୍ପୁଡ଼ା ଶବ୍ଦ ଶୁଭୁଥିଲା ଏବଂ ତା’ପରେ କୌଣସି ଏକ ବସ୍ତୁ ବାଡ଼େଇ ହୋଇଯିବାର କ୍ଷୀଣ ଶବ୍ଦ ଶୁଭିଲା । ସ୍ଵାମୀ ତା’ର ଆଖୁଗୁଡ଼ିକୁ ଖୋଲିବାକୁ ଚେଷ୍ଟା କରୁଥିଲା କିନ୍ତୁ ଆଖ୍ୟାତାଗୁଡ଼ିକ ଖୋଲୁ ନ ଥିଲା ଏବଂ ସେହି ଭୟଙ୍କର ସ୍ୱପ୍ନ ଚାଲୁ ରହିଥିଲା । ଏହା ତା’ର ସାରା ଜୀବନ ଚାଲୁ ରହିବାକୁ ଭୟଭୀତ କରାଉଥିଲା । ସ୍ଵାମୀ ଅତି ନୈରାଶ୍ୟରେ ନିମ୍ନ ସ୍ବରରେ କିଛି କହୁଥିଲା ।
ବହୁତ ଉଦ୍ୟମ କରି ସେ ତା’ର ଆଖୁଗୁଡ଼ିକୁ ଖୋଲିଲା । ସେ ତା’ ପାଖରେ ଜେଜେମାଆଙ୍କୁ ଅନୁଭବ କରିବାକୁ ତା’ର ହାତ ବାହାରକୁ ବାହାର କଲା, ଯେପରି ତା’ର ଅଭ୍ୟାସ ଥିଲା, କିନ୍ତୁ ସେ କେବଳ କାଠ ବେଞ୍ଚର ଗୋଡ଼କୁ ସ୍ପର୍ଶ କଲା ତା’ ନିକଟକୁ ଫେରିଆସିଲା । ଭୟରେ ତା’ ଦେହରୁ ଝାଳ ବୋହିଗଲା । ଏବେ ଏ ଖସ୍‌ଖସ୍ ଶବ୍ଦ କ’ଣ ଥିଲା । ତା’ର ନିଃସଙ୍ଗତା ? ସେ ବେଞ୍ଚର ଧାର ନିକଟକୁ ଘୁଞ୍ଚାଗଲା ଏବଂ ଅନ୍ଧକାରକୁ ନିରୀକ୍ଷଣ କରି ଚାହୁଁଥିଲା । କିଛି ଗୋଟିଏ ଗତି କରୁଥିଲା । ସେ ଭୟରେ ପଡ଼ି ରହି ଏହାକୁ ଅନୁଧ୍ୟାନ କରୁଥିଲା । ତା’ର ଶେଷବେଳା ଆସିଗଲା । ସେ ନିରାଶ ହୋଇଗଲା । ସେ ଜାଣିଲା ଯେ ସୈତାନ ବର୍ତ୍ତମାନ ତାକୁ ବାହାରକୁ ଟାଣିନେବ ଏବଂ ତାକୁ ଚିରି ଟୁକୁରା କରିଦେବ, ତେଣୁ ସେ କାହିଁକି ଅପେକ୍ଷା କରିବ ? ଯେମିତି ଏହା ନିକଟରେ ହେଲା ସେ ବେଞ୍ଚ ତଳୁ ଗୁରୁଣ୍ଡି ଗୁରୁଣ୍ଡି ବାହାରିଲା ଏବଂ ସେଇଟିକୁ ସେ ତା’ର ସମସ୍ତ ଶକ୍ତି ଖଟାଇ ଜାବୁଡ଼ି ଧରିଲା ଏବଂ ଦାନ୍ତଗୁଡ଼ିକୁ ମରଣଶୀଳ ଅସ୍ତ୍ର ପରି ବ୍ୟବହାର କରି କାମୁଡ଼ିଦେଲା ।
“ଓ ! କିଛି ଗୋଟେ ମୋତେ କାମୁଡ଼ି ଦେଇଛି ।’’ ଯନ୍ତ୍ରଣାଦାୟକ କ୍ରନ୍ଦନ ହେଲା ଯାହାପରେ କି ଆସବାବ ମଧ୍ୟରେ କିଛି ଗୋଟାଏ ଜୋର୍‌ରେ ତଳେ ପଡ଼ିଲା । ସେହି ମୁହୂର୍ତ୍ତରେ ବାପା, ରେଷେୟା ଓ ଜଣେ ଚାକର ଆଲୋକଟିଏ ଧରି ଆସିଲେ ।
ତିନି ଜଣଯାକ ମିଶି ସିନ୍ଧିଆଳ ଚୋରକୁ ଆକ୍ରମଣ କଲେ ଯିଏକି ରକ୍ତାକ୍ତ ଗୋଇଠି ସହିତ ଆସବାବ ମଧ୍ଯରେ ପଡ଼ି ରହିଥିଲା ।

Text – 7:
Congratulations came showering on Swami the next day. His classmates looked at him with respect, and his teacher patted his back. The headmaster said that he was a true scout. Swami had bitten into the flesh of one of the most notorious house-breakers of the district and the police were grateful to, him for it.
The Inspector said, “Why don’t you join the police when you grow up ?” Swami said for the sake of politeness, “Certainly, I will,” though he had quite made up his mind to be an engine driver, a railway guard, or a bus conductor, later in life.
When he returned home from the club that night, father asked, “Where is the boy ?”
“He is asleep”.
“Already ?”
“He didn’t have a wink of sleep the whole of last night”, said his mother.
“Where is he sleeping ?”
“In his usual place”, mother said casually, “he went to bed at seven-thirty.”
“Sleeping beside his granny again ! “father said. “No wonder he wanted to be asleep before I should return home – clever boy !”
Mother lost her temper. “You let him sleep where he likes. You needn’t risk his life again…” Father mumbled as he went in to change: “All right, pamper and spoil him as much as you like. Only don’t blame me afterward….”
Swami, following the whole conversation from under the blanket, felt tremendously relieved to hear his father giving him up.
ଅନୁବାଦ :
ପରବର୍ତୀ ଦିନ ସ୍ଵାମୀ ଉପରେ ଅଭିନନ୍ଦନସବୁ ଅଜାଡ଼ି ହୋଇପଡ଼ିଲା । ତା’ର ଶ୍ରେଣୀ ସାଥୀମାନେ ତାକୁ ସମ୍ମାନର ସହିତ ଦେଖ‌ିଲେ ଓ ତା’ର ଶିକ୍ଷକ ତା’ ପିଠିକୁ ଥାପୁଡ଼ାଇ ଦେଲେ । ସେ ଜଣେ ପ୍ରକୃତ ସନ୍ଧାନୀ ବୋଲି ପ୍ରଧାନଶିକ୍ଷକ କହିଲେ । ସ୍ଵାମୀ ସହରର ଜଣେ କୁଖ୍ୟାତ ଘର ଭାଙ୍ଗି ଚୋରି କରୁଥିବା ଲୋକର ମାଂସକୁ କାମୁଡ଼ି କ୍ଷତାକ୍ତ କରି ଦେଇଥିଲା ଏବଂ ଏଥ୍‌ପାଇଁ ପୋଲିସ୍ ତା’ ନିକଟରେ କୃତଜ୍ଞ ହେଲା ।
ଇନସ୍ପେକ୍ଟର କହିଲେ, ‘ବଡ଼ ହେଲେ ତୁମେ କାହିଁକି ପୋଲିସ୍‌ରେ ଯୋଗ ନ ଦେବ ?’’ ସ୍ଵାମୀ ନମ୍ରତାର ସହିତ କହିଲା, ‘ନିଶ୍ଚୟ, ମୁଁ ଯୋଗଦେବି,’’ ଯଦିଓ ସେ ଜୀବନର ପରବର୍ତ୍ତୀ ସମୟରେ ଜଣେ ଇଞ୍ଜିନ୍ ଡ୍ରାଇଭର, ଜଣେ ରେଳରକ୍ଷୀ, କିମ୍ବା ଜଣେ ବସ୍ କଣ୍ଡକ୍ଟର୍ ହେବାକୁ ସମ୍ପୂର୍ଣ୍ଣ ମନସ୍ଥ କରିସାରିଥିଲା ।
ସେଦିନ ରାତିରେ ବାପା ଯେତେବେଳେ କ୍ଳବରୁ ଘରକୁ ଫେରିଲେ ସେ ପଚାରିଲେ, ‘ପିଲାଟା କେଉଁଠି ଅଛି ?’’ ‘‘ସେ ଶୋଇପଡ଼ିଛି ।’’
‘ସେ ଶୋଇପଡ଼ିଛି ।’’
‘‘ଶୋଇ ସାରିଛି ।’’
ତା’ର ମାଆ କହିଲେ, ‘ସେ ଗତ ରାତିସାରା ଆଖ୍ ପିଛୁଳା ପକାଇ ନାହିଁ ।’’
‘ସେ କେଉଁଠାରେ ଶୋଇଛି ?’’
ମାଆ ଅନିୟମିତ ଭାବରେ କହିଲେ, ‘ତା’ର ଶୋଇବା ଜାଗାରେ, ସେ ସାତଟା ତିରିଶରେ ଶୋଇବାକୁ ଗଲା ।’’ ବାପା କହିଲେ, ‘ପୁଣି ତା’ର ଜେଜେମାଆଙ୍କ ପାଖରେ ଶୋଇଛି । ଚାଲାକ୍ ପିଲା, ମୋ ଫେରିବା ପୂର୍ବରୁ ସେ ଶୋଇ ପଡ଼ିବାକୁ ଚାହୁଁଥିଲା ।’’
ମାଆ ତାଙ୍କର କ୍ରୋଧ ହରାଇ ବସିଲେ । ‘‘ସେ ଯେଉଁଠି ଶୋଇବାକୁ ଚାହୁଁଛି ତାକୁ ଛାଡ଼ିଦିଅ । ଆଉ ଥରେ ତା’ ଜୀବନକୁ ବିପଦରେ ପକାଇବା ଦରକାର ନାହିଁ ।’’ ବାପା ବଦଳିଯିବା ସହିତ ଓଠ ଚିପିଚିପି ଅସ୍ପଷ୍ଟ ଭାବରେ କହିଲେ ‘‘ଠିକ୍ ଅଛି, ଯେତେ ଚାହୁଁଛ ତାକୁ ଆକଣ୍ଠ ଖୁଆଅ ଓ ନଷ୍ଟ କରିଦିଅ । କେବଳ ଏହା ପରଠାରୁ ମୋତେ ଆଉ ଦୋଷୀ କରିବ ନାହିଁ ….”
ସ୍ଵାମୀ କମ୍ବଳ ତଳେ ଥାଇ ସମସ୍ତ କଥୋପକଥନ ଶୁଣିଲା ଏବଂ ବାପା ତାକୁ ଛାଡ଼ିଦେବା କଥା ଶୁଣି ଖୁବ୍ ଆଶ୍ୱସ୍ତି ଅନୁଭବ କଲା ।

Notes And Glossary : (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)

events — incidents, actions — ଘଟଣା
Life is full of events.
flight — the act of fleeing from danger – ଉଡ଼ାଣ, ଉଡ଼ାଜାହାଜ
He made aflight onto the trees.
strength — the power of doing, stamina — କରିବାର ଶକ୍ତି, ସାମର୍ଥ୍ୟ
suppose — think, assume, imagine — ଚିନ୍ତା କରିବା, ଭାବିବା, ମନେ କରିବା
I suppose you are right.
granny — father s mother – ବୁଢ଼ୀ ମା’, ବାପାଙ୍କର ମା’
edge — bank, shore — କୂଳ (ନଦୀ)
beyond — out of – ବାହାରେ
The naughty child has gone beyond his mother’s control.
plain command — clear instruction, direction — ସ୍ପଷ୍ଟ ଆଦେଶ
challenge — dispute – ତର୍କ, ଯୁକ୍ତି, ଆହ୍ବାନ
I accepted his challenge.
Second Form— the act of coming of age, maturity in age and mind — ବୟସ ଓ ବୃଦ୍ଧିରେ ପରିପକ୍ବ
Don’t behave like this as you are in Second Form.
disgraceful — insulting, shameful, distasteful – ଅପମାନଜନକ, ଘୃଣ୍ୟ
The man’s behavior was disgraceful.
unexpected (adj) — which is not expected — ଯାହା ଆଶା କରାଯାଏ ନାହିଁ| ଅପ୍ରତ୍ୟାଶିତ
I was surprised at his unexpected achievement.
bravery (n) — ସାହସିକତା
The child was praised for his uncommon bravery.
fixedly (adj.)— continuously, without looking away – ନିରବଚ୍ଛିନ୍ନ ଭାବରେ
Father looked at me fixedly and told me something angrily.
sneer(ed) (v)— make an insulting smile
Don’t sneer at other’s religions.
consumptive (n) — a person suffering from tuberculosis – ଯକ୍ଷ୍ମାରୋଗୀ ।
A consumptive should give up smoking.
disputed (v) — made argument – ତର୍କ କଲେ ।
The two governments disputed the ownership of the territory.
wink of sleep — no sleep
frightful (adj) — ଭୟଭୀତ
The old man with a long beard looks frightful.
proposition (n) — an idea or a plan of action that is suggested
We made a proposition, he would join us.
mumble(d) (v) — to speak in a quiet voice without an opening mouth – ଅସ୍ପଷ୍ଟ ଭାବରେ କହିବା
The old woman mumbled a prayer.
enthusiasm (n) — great interest
You should work with enthusiasm.
disgraceful (adj.) — shameful — ଲଜ୍ଜାଜନକ
I objected his disgraceful behavior.
gazing (v) — looking steadily at something for a long time
I lay in bed gazing outside.
gloomily (adv.) — depressingly
My father sat gazing gloomily at the newspaper on his lap.
theory — ସିଦ୍ଧାନ୍ତ
rustled (v) — moved or rubbed together — ଖସ୍ଖସ୍ ଶବ୍ଦ କଲା
Her long skirt rustled as she walked.
stillness — calmness, quietness — ନିରବତା, ଶାନ୍ତ
The stillness of the night terrified me.
hardly — seldom, rarely, not often — କ୍ବଚିତ୍‌, କେବେ କେମିତି
strain of cruelty — sign of rudeness
look over — examine something quickly
whereas — ଯେତେବେଳେ କି
passage — a long narrow area inside the house
rustling (n) — making a sound as of dry
leaves – ମର୍ମର ଧ୍ଵନି/ଖସ୍‌ଖସ୍ ଶବ୍ଦ
tiptoe(d) (r) — walk carefully on the toes — ପାଦ ଅଙ୍ଗୁଳିରେ ନିଃଶବ୍ଦରେ ଚାଲିବା
He tipwed quietly out of the room so as not to wake him up.
hereafter — after this time — ଏହି ସମୟ ପରେ
gesticulation (n) — movements of hands and arms to express ideas and feelings – ଅଙ୍ଗଭଙ୍ଗୀଦ୍ଵାରା ଭାବ
Mother made gesticulation to silence his son.
snore(d) (v) — to make noisy breathing — ଘୁଙ୍ଗୁଡ଼ି
The fat man fell asleep and snored loudly.
standing over — to supervise or watch closely — ଅନୁଧ୍ୟାନ କରୁଥିଲେ ।
His father is standing over there silently.
apparition (n) — a strange figure appearing suddenly and thought to be a ghost – ଭୂତ ଭଳି ଜଣାପଡ଼ୁଥିବା ମୂର୍ତ୍ତି
Swami is father looked like an apparition in the semi-darkness.
brand new — ପୁରା ନୁଆ
plead (v) — speak in favor of
The advocates plead in favor of their clients.
see about— attend to someone or something
hesitate — saying something nervously
The boy hesitates to tell a lie.
appeal (v) — request – ନିବେଦନ କରିବା
Anna Hazare appealed to the people to fight against corporations.
fall on (v) — attack – ସଙ୍ଗେ ସଙ୍ଗେ ଆକ୍ରମଣ
laughing stock — one that has done something so silly – ଉପହାସାସ୍ପଦ ବ୍ୟକ୍ତି
You shouldn’t make anybody a laughing stock.
humanity (n)— the whole human race
Alexander Selkirk felt cut off from humanity in the island.
monster (n) — an abnormal boy — ଏକ ଅସ୍ୱାଭାବିକ ବାଳକ
The monster killed a man before the police caught him.
cut in— interrupt — ବାଧା ଦେବା
devil — an evil spirit — ଏକ ମନ୍ଦ ଆତ୍ମା
I don’t believe in the devil or ghosts.
slap (v) — ଚାପୁଡ଼ା ମାରିବା
Father skipped me for my silly mistake.
chum(n) — a close friend — ଜଣେ ଘନିଷ୍ଠ ବନ୍ଧୁ
Gudu is Debi’s school chum.
despite (n) — the absence of hope
horror(n) — great fear— ମହାଭୟ
burglar (n) — one who enters the housebreaking something — ଚୋର
bong up — grow a child — ପିଲାଟିଏ ବଢ଼ି ବଢ଼ି
lean over — bend— ବଙ୍କା କରିବା
congratulation (n) — ଅଭିନନ୍ଦନ
humming (v)— making a low continuous sound — ଏକ ନିମ୍ନ ଅବିରତ ଶବ୍ଦ ସୃଷ୍ଟି କରୁଛି
Sonic insects are humming in the garden.
armor (n) — special metal clothing that soldiers wore in the past to protect their bodies while fight
The soldiers put on armor while fighting.
lose one’s temper —became very angry
crouch(ed) (v) — lay on the ground with limbs drawn close to his body in fear
The dog crouched in the courtyard.
pat(v) — ପ୍ୟାଟ୍
encased (y) — covered something completely
His body was encased in armor
risk(v) — ବିପଦ
chase (v) — run after somebody to catch
A street dog chased me on my way to school.
bite into (v) — କାମୁଡ଼ିବା
thud (n) — a sound like the one which is made when a heavy object hits something else
I heard a thud in the darkness and was frightened.
shut up(v) — ଚୁପ କର
casually (adj) —in a relaxed way
desperate (adj.) —having no hope of something
A desperate man always hides himself from others.
dimly lit — not brightly lighted
sherds (n) — very small pieces
I My scarf was in shreds after the dog had chewed it up
groaned — making a long deep sound out of pain
crawked — କ୍ରକ୍
The boy crawled across the room.
shower on (v) — ସାୱାର
hugged (v) — put the arms around and hold tightly to express happiness
The child hugged its mother.
clutch at — try to hold Lighty
Siam — the old name of Thailand
housebreaker— dacoit, burglar, robber
for the sake of — ଖାତିର ପାଇଁ
mortal (adj.) — fatal, capable of causing death
The boy used his teeth like a mortal weapon.
no wonder — something not surprising
agonized (adj.) — extreme pain
She let out an agonized cry.
make up one’s mind — take a decision
tumbling — ଟମ୍ବିଂ
The hut we built is already tumbling down.
strain — pressure that is put on something
tremendously (ads)- very much
amidst (prep.) — in the middle of – ମଧ୍ୟରେ,
We should remain cheerful in the midst of our difficulties.
relieved (adj) — became free
notorious (adj.) — widely famous in a bad way
The police caught the notorious robber yesterday.
give up (v) — stop something
He gives up smoking.
pamper (v) — make someone feel
comfortable — ଆରାମଦାୟକ
Mothers try to pamper their children.
conversation — talk between two, interaction
The two friends has an interesting conversation.
relieved — consoled, appeased, soothed — ଉପଶମିତ
I am relieaed now.
cut off — disconnected, separated, isolated — ବିଚ୍ଛିନ୍ନ ହୋଇଯିବା
In the recent floods, Cunack cut off the rest of Odisha.
might (n) — great strength/power — ମହାନ ଶକ୍ତି / ଶକ୍ତି