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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 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 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

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 Elements of Mathematics Class 11 CHSE Odisha Solutions Chapter 7 Linear Inequalities Ex 7(c) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 7 Linear Inequalities Exercise 7(c)

Solve the following systems of linear inequalities graphically.
Question 1.
2x – y ≥ 0, x – 2y ≤ 0, x ≤ 2, y ≤ 2 [Hint: You may consider the point (2, 2) to determine the SR of the first two inequalities.]
Solution:
2x – y ≥ 0
x – 2y ≤ 0
x ≤ 2
y ≤ 2
Step – 1: Let us draw the lines.
2x – y = 0, x – 2y = 0, x = 2, y = 2
2x – y = 0

X	0	1
y	0	2

x – 2y = 0

X	0	2
y	0	1

Step – 2: Let us consider point (1, 0) which does not line on any of these lines.
Putting x = 1, y = 0 in the inequations we get
2 ≥ 0 (True)
1 ≤ 0 (False)
1 ≤ 2 (True)
0 ≤ 2 (True)
Point (1, 0) satisfies all inequality except x – 2y < 0.
∴ Thus the shaded region is the solution region.

Question 2.
x – y < 1, y – x < 1
Solution:
x – y < 1
y – x < 1
Step – 1: Let us draw the dotted lines.
x – y = 1 and y – x = 1
x – y = 1 ⇒ y = x – 1

X	1	0
y	0	-1

y – x = 1 ⇒ y = x + 1

X	0	-1
y	1	0

Step – 2: Let us consider the point (0, 0) which does not lie on these lines.
Putting x = 0, y = 0 in the inequations
we get
0 < 1 (True)
0 < 1 (True)
∴ (0, 0) satisfies both the inequations.
∴ Thus the shaded region is the feasible region.

Question 3.
x – 2y + 2 < 0, x > 0
Solution:
x – 2y + 2 < 0, x > 0
Step – 1: Let us draw the dotted line x – 2y + 2 = 0
⇒ y = \(\frac{x+2}{2}\)

X	-2	0
y	0	1

Step – 2: Let us consider the point (1, 0) that does not lie on the lines  putting x = 0, y = 0 in the inequation, we get
2 < 0 (false)
1 > 0 (True)
⇒ (1, 0) satisfies x > 0 and does not satisfy x – 2y + 2 < 0.
∴ Thus the shaded region is the solution region.

Question 4.
x – y + 1 ≥ 0, 3x + 4y ≤ 12, x ≥ 0, y ≥ 0
Solution:
x – y + 1 ≥ 0
3x + 4y ≤ 12
x ≥ 0, y ≥ 0
Step – 1: Let us draw the lines.
x – y + 1 = 0
3x + 4y = 12
Now, x – y + 1 = 0 ⇒ y = x + 1

X	0	-1
y	1	0

3x + 4y = 12

X	4	0
y	0	3

Step – 2: Let us consider the point (0, 0) which does not lie on these lines.
Putting x = 0, y = 0 in the inequations
we get
1 ≥ 0 (True)
0 ≤ 12 (False)
∴ (0, 0) satisfies both the inequations and x > 0, y > 0 is the first quadrant.
∴ Thus the shaded region is the solution region.

Question 5.
x + y > 1, 3x – y < 3, x – 3y + 3 > 0
Solution:
x + y > 1
3x – y < 3
x – 3y + 3 > 0
Step – 1: Let us draw the lines.
x + y = 1
3x – y = 3
x – 3y + 3 = 0
Now x + y = 1
⇒ y = 1 –  x

X	1	0
y	0	1

3x – y = 3
⇒ y = 3x – 3

X	1	0
y	0	-3

x – 3y + 3 = 0
⇒ y = \(\frac{x+3}{3}\)

X	-3	0
y	0	1

Step – 2: Let us consider the point (0, 0) that does not lie on these lines. Putting x = 0, y = 0 in the inequations we get,
0 > 1 (False)
0 < 3 (True)
3 > 0 (True)
Thus (0, 0) satisfies 3x – y < 3 and x – 3y + 3 > 0 but does not satisfy x + y > 1
∴ The shaded region is the solution region.

Question 6.
x > y, x < 1, y > 0
Solution:
x > y, x < 1, y > 0
Step – 1: Let us draw the dotted lines.

Step – 2: Let us consider a point (2, 1) that does not lie on any of the lines.
Putting x = 2, y = 2 in the inequations
we get,
2 > 1 (True)
2 < 1 (False)
1 > 0 (True)
⇒ (2, 1) satisfies x > y and y > 0 but does not satisfy x < 1.
∴ Thus the shaded region is the solution region.

Question 7.
x < y, x > 0, y < 1
Solution:
x < y
x > 0
y < 1
Step – 1: Let us draw the dotted lines.
x = y
x = 0
and y = 1

Step – 2: Let us consider point (1, 0) that does not lie on these lines.
Putting x = 0, y = 0 in the inequations
we get
1 < 0 (False)
1 > 0 (True)
0 < 1 (True)
Clearly (1, 0) satisfies x > 0, y < 1 but does not satisfy x < y.
∴ The shaded region is the solution region.

Odisha State Board CHSE Odisha Class 11 Math Solutions Chapter 6 Complex Numbers and Quadratic Equations Ex 6(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 6 Complex Numbers and Quadratic Equations Exercise 6(b)

Question 1.
If Z₁ and Z₂ are two complex numbers then show that
\(\begin{aligned}
& \left|1-z_1 \overline{z_2}\right|^2-\left|z_1-z_2\right|^2 \\
& =\left(1-\left|z_1\right|^2\right)\left(1-\left|z_2\right|^2\right)
\end{aligned}\)
Solution:
Let z₁ and z₂ be two complex numbers.
Let z₁ = a + ib, z₂ = c + id

Question 2.
If a, b, c are complex numbers satisfying a + b + c = 0 and a² + b² + c² = 0 then show that |a| = |b| = |c|
Solution:
Let a + b + c = 0 and a² + b² + c² = 0
Then (a + b + c)² = 0
⇒ a² + b² + c² + 2ab + 2bc + 2ca = 0
⇒ 2(ab + bc + ca) = 0
⇒ ab + bc = – ca
⇒ b(a + c) = – ca
⇒ b(- b) = – ca [a + b + c = 0]
⇒ b² = ca
⇒ b³ = abc
Similarly it can be shown that a³ = abc and c³ = abc
Thus a³ = b³ = c³
⇒ |a³|= |b³| = |c³|
⇒ |a|³ = |b|³ = |c|³
⇒ |a| = |b| = |c|

Question 3.
What do the following represent?
(i) { z : |z – a| + |z + a| = 2c } where |a| < c
Solution:
{ z : |z – a| + |z + a| = 2c } where |a| < c    …….(1)
Here z is a complex number.
Let z = x + iy.
∴ (x, y) is the point corresponding to the complex number z?
Let ‘a’ and ‘ – a’ be two fixed points.
∴ Eqn. (1) implies that the sum of the distances of the point (x, y) from two points la and a’ is constant i.e. 2c
∴ The locus is an ellipse.

(ii) {z : |z – a| – |z + a| = c }
Solution:
Here {z : |z – a| – |z + a| = c } implies that, the difference of the distances of the point (x, y) from two fixed points ‘ – a’ and ‘a’ is a constant i.e. c.
So the locus is a hyperbola.

(iii) What happens in (i) |a| > c?
Solution:
In(i), if |a| > c. then there is no locus. But if |a| = c, then the locus reduces to a straight line.

Question 4.
Given cos α + cos β + cos γ = sin α + sin β + sin γ = 0 Show that cos 3α + cos 3β + cos 3γ = 3 cos (α + β + γ)
Solution:
Let a = cos α + i sin α,
b = cos β + i sin β
c = cos γ + i sin γ
∴ a + b + c = ( cos α + cos β + cos γ) + i ( sin α + sin β + sin γ)
= 0 + i0 = 0
∴ a³ + b³ + c³ – 3 abc
= (a + b + c )( a² + b² + c² – ab – bc – ca) = 0
or, a³ + b³ + c³ = 3 abc
or, ( cos α + i sin α)³ + (cos β + i sin β)³ + ( cos γ + i sin γ)³
= 3( cos α + i sin α) (cos β + i sin β) ( cos γ + i sin γ)
or, cos 3α + i sin 3α + cos 3β + i sin 3β + cos 3γ + i sin 3γ
= 3[cos (α + β + γ) + i sin (α + β + γ)]
or, (cos 3α + cos 3β + cos 3γ) + i (sin 3α + sin 3β + sin 3γ)
= 3 cos (α + β + γ) + i 3 sin (a + β + γ)
∴ cos 3α + cos 3β + cos 3γ
= 3 cos (α + β + γ) and sin 3α + sin 3β + sin 3γ
= 3 sin (α + β + γ)

Question 5.
Binomial theorem for complex numbers. Show that (a+b)ⁿ = a^{n n}C₁a^n-1b +  …..+ ⁿc_ra^n-rb^r + …..+ bⁿ where a,b ∈ C and n, rule of multiplication of complex numbers and the relation ⁿC_r + ⁿC_r-1 = ⁿ⁺¹C_r)
Solution:
Let a and b be two complex numbers
Let a = α₁ + iβ₁, b = α₂ + iβ₂
(a + b)¹ = (α₁ + iβ₁ + α₂ + iβ₂)¹
= α₁ + iβ₁ + α₂ + iβ₂
= (α₁ + iβ₁)¹ + ¹C₁(α₁ + iβ₁)^1-1(α₁ + iβ₁)¹
= a¹ + ¹C₁ a^1-1 b¹
∴ P₁ is true
Let P_k be true
i.e., (a + b)^k = a^k + ^kC₁ a^k-1 b¹ + … + b^k
where a.b ∈ C
Now ( a + b)^k+1 = (a + b)^k (a + b)¹
= (a^k + ^kC₁ a^k-1b¹ +…+ b^k) (a + b)
= a^k-1 + ba^k+ ^kC₁ a^kb + ^kC₁a^k-1b² + … + b^k+1
= a^k+1 + a^kb(^kC₁+ 1)+ …+ b^k+1
= a^k+1 + ^k+1C₁a^kb¹ + ^k+1 C₂a^k-1b² +… + b^k+1
∴ P_k+1 is true
∴ P_n is true for all values of n ∈ N

Question 6.
Use the Binomial theorem and De Moiver’s theorem to show
cos 3θ = 4 cos ³ θ – 3 cos θ,
sin 3θ = 3 sin θ – 4 sin ³ θ
Express cos nθ as a sum of the product of powers of sin θ and cos θ. Do the same thing for sin nθ.
Solution:
We have (cos θ + i sin θ)³
= cos 3θ + i sin 3θ       …..(1)
But by applying the Binomial theorem, we have
(cos θ + i sin θ)³
= cos ³ θ + ³C₁ (cos θ)^3-1 (i sin θ)¹ + ³C₂ (cos θ)^3-2  (i sin θ)² + (i sin θ)³
= cos3θ + 3i cos2θ sin θ + 3i² cos θ sin² θ + i³ sin³ θ
= (cos³ θ – 3 cos θ sin² θ) + i(3 cos² θ sin θ – sin³ θ)
∴ cos ³ θ =cos³ θ – 3 cos θ(1 – cos² θ)
= cos³ θ – 3 cos θ + 3 cos ³ θ
= 4 cos³ θ – 3 cos θ and
sin 3θ = 3 cos² θ sin³ θ – sin³ θ
= 3 (1 – sin² θ) sin θ – sin³ θ
= 3 sin θ – 3 sin³ θ – sin³ θ
= 3 sin θ – 4 sin³ θ (Proved)
Again, (cos θ + i sin θ)ⁿ
= cos nθ + i sin nθ         ….(3)
Also, (cos θ + i sin θ)ⁿ
= cosⁿ θ + ⁿC₁ cos^n-1 θ ( i sin θ) + ⁿc₂ cos ^n-2 θ (i sin θ)² + …+ (i sin θ)
= cosⁿ θ – ⁿC₂ cos^n-2 θ sin² θ + ⁿC₄ cos^n-4 θ sin⁴ θ – …) + i (ⁿC₁ cos^n-1 θ sin θ – ⁿC₃ cos^n-3 θ sin ³ θ) + ⁿC₅ cos^n-5 θ sin⁵ θ – …)    …..(4)
Equating real part and imaginary parts in (1) and (3), we have
cos nθ = cosⁿ θ – ⁿC₂ cos^n-2 θ × sin² θ + ⁿC₄ cos^n-4 θ sin⁴ θ …
and sin nθ = ⁿC₁ cos^n-1 θ sin θ – ⁿC₃ cos^n-3 θ sin³ θ + ⁿC₅ cos^n-5 θ sin⁵ θ…

Question 7.
Find the square root of
(i) – 5 + 12 √-1
Solution:

(ii) – 11 – 60 √-1
Solution:
Let \(\sqrt{-11-60 \sqrt{-1}}\) = x + iy
Squaring both sides we get
– 11 – 60i = (x + iy)²

(iii) – 47 + 8 √-1
Solution:

As 2ab = 8 > 0, a and b have the same sign.
∴ \(\sqrt{-47+8 i}\)
\(=\pm\left(\sqrt{\frac{\sqrt{2273}-47}{2}}+i \frac{\sqrt{2273}+47}{2}\right)\)

(iv) – 8 + √-1
Solution:

(v) a² – 1 +2a √-1
Solution:
a² – 1 + 2a √-1
= a² + i² + 2ai = (a + i)²
∴ \(\sqrt{a^2-1+2 a \sqrt{-1}}\) = ±(a + i)

(vi) 4ab – 2 (a² – b²) √-1
Solution:
4ab – 2 (a² – b²) √-1
= (a + b)² – (a – b)² – 2(a² – b²)i
= (a + b)² + (a – b)²i² – 2(a + b)(a – b)i
= (a + b) – i(a – b)²
∴ \(\sqrt{4 a b-2\left(a^2-b^2\right) \sqrt{-1}}\)
= ±[(a + b) – i (a – b)]

Question 8.
Find the values of cos72° ….
Solution:
Let 18° = θ then 5θ = 90°
⇒ 3θ = 9θ – 2θ
⇒ cos 3θ = cos (9θ – 2θ) = sin 2θ
⇒ 4 cos³ θ – 3 cos θ = 2 sin θ cos θ
⇒ 4 cos² 0 – 3 = 2 sin 0 (∴ cos θ = cos 18° ≠ 0)
⇒ 4(1 – sin² θ) – 3 = 2 sin θ
⇒ 4 sin² θ + 2 sin θ – 1 = 0
⇒ sin θ = \(\frac{-2 \pm \sqrt{4+16}}{2 \times 4}=\frac{-1 \pm \sqrt{5}}{4}\)
⇒ sin 18° = \(\frac{-1+\sqrt{5}}{4}=\frac{\sqrt{5}-1}{4}\)
(∴ 18° is a cut)
Now cos 72° = cos (90° – 18°)
= sin 18° = \(\frac{\sqrt{5}-1}{4}\)
For other methods refer 148 pages of the text book.

Question 9.
Find the value of cos 36°.
Solution:
We have 36° = \(\frac{\pi^0}{5}\)
∴ cos 36° = cos \(\frac{\pi}{5}\)
Let α = cos \(\frac{\pi}{5}\) + i sin \(\frac{\pi}{5}\)
be the root of the equation x⁵ + 1 = 0
Again, if x⁵ + 1 = 0
or, x⁵ = – 1 = cosπ + i sinπ
or, x = (cos π + i sin π )^1/5
= [cos (π + 2kπ)+ i sin (π + 2kπ)]^1/5
or, x = cos \(\frac{(2 k+1) \pi}{5}+i \sin \frac{(2 k+1) \pi}{5}\)
where 2kπ is the period of sine and cosine and k = 0, 1, 2, 3, 4
∴ The eqn x⁵ + 1 = 0 has 5 roots out of which -1 is one root which corresponds to k = 2
Again,
x⁵ + 1 = (x + 1)(x⁴ – x³ + x² – x + 1)
So their 4 roots will be obtained on solving the eqn.
x⁴ – x³ + x² – x + 1 = 0
we have, x⁴ – x³ + x² – x + 1 = 0
or, x² – x + 1 – \(\frac{1}{x}+\frac{1}{x^2}\) = 0
(Dividing both sides by x²)

Re α i.e. cos \(\frac{\pi}{5}=\frac{1+\sqrt{5}}{5}=\frac{\sqrt{5}+1}{4}\)
and cos.108° = \(\frac{1-\sqrt{5}}{4}\)

Question 10.
Evaluate cos \(\frac{2 \pi}{17}\) using the equation x¹⁷ – 1 = 0
Solution:
x¹⁷ – 1 = 0
or, x¹⁷ = 1 = cos 0° + i sin 0°
= cos (0 + 2kπ) + i sin (0 + 2kπ)
= cos 2kπ + i sin 2kπ
or x = (cos 2kπ + i sin 2kπ)^1/17
= cos \(\frac{2k \pi}{17}\) + i sin \(\frac{2k \pi}{17}\)
If k = 1, x = cos \(\frac{2 \pi}{17}\) + i sin \(\frac{2 \pi}{17}\)
If k = 0 , x = 1
As x¹⁷ – 1 = (x – 1) (x¹⁶ + x¹⁵ + …. +1)
So one root of the eqn. x¹⁷ – 1 = 0 is 1 and all other roots are the roots of the eqn.
x¹⁶ + x¹⁵ + ….+ 1 = 0
∴ The value of cos \(\frac{2 \pi}{17}\) can be found from the roots of the eqn.  (1)

Question 11.
Solve the equations.
(i) z⁷ = 1
Solution:
z⁷ = 1 = cos 0 + i sin 0
= cos (0 + 2kπ) + i sin (0 + 2kπ)
= cos 2kπ + i sin 2kπ
∴ z = (cos 2kπ + i sin 2kπ)^1/7
= cos \(\frac{2k \pi}{7}\) + i sin \(\frac{2k \pi}{7}\)
where k = 0, 1, 2, 3, 4, 5, 6

(ii) z³ = i
Solution:

(iii) z⁶ = – i
Solution:

(iv) z³ = 1 + i
Solution:

Question 12.
If sin α + sin β + cos γ = 0
= cos α + cos β + cos γ = 0
Show that
(i) sin 3α + sin 3β + sin 3γ = 3 sin (α + β + γ)
Solution:
Refer to Q. No. 4

(ii) sin² α + sin² β + sin² γ = cos² α + cos² β + cos² γ =3/2
Solution:
Let x = cos α + i sin α,
y = cos β + i sin β
z = cos β + sin β
∴ x + y + z = (cos α + cos β + cos γ) + i ( sin α + sin β + sin γ) = 0 +i0= 0
∴ xy + yz + zx = xyz (\(\frac{1}{x}+\frac{1}{y}+\frac{1}{z}\)) = 0
Since \(\frac{1}{x}+\frac{1}{y}+\frac{1}{z}\) = cos α – i sin α + cos β – i sin β + cos γ – i sin γ
= (cos α + cos β + cos γ) – i (sin α + sin β + sin γ) = 0 – i0 =0
∴ (x + y + z)² = x ² + y² +z² + 2(xy + yz + zx)
= x² + y² + z² + 0 = x² + x² + z²
or 0 = x² + y² + z²
∴ x² +y² + z² =0
or, (cos α + i sin α)² + (cos β + i sin β)² + ( cos γ + i sin γ)² = 0
or, cos 2α + i sin 2α + cos 2β + i sin 2β + cos 2γ + i sin 2γ = 0
or, (cos 2α + cos 2β + cos 2γ) + i(sin 2α + sin 2β + sin 2γ) = 0
∴ cos 2α + cos 2β + cos 2γ = 0
or, cos² α – sin² α + cos² β – sin² β + cos² γ – sin² γ =0
or, (cos² α + cos² β + cos² γ) = (sin² α + sin² β + sin² γ)
But cos² α + sin² α + cos² β + sin² β + cos² γ + sin² γ = 1 + 1 + 1 = 3
∴ cos² α + cos² β + cos² γ = sin² α + sin² β + sin² γ = 3/2   (Proved)

Question 13.
If x + \(\frac{1}{x}\) = 2 cos θ
Show that \(x^n+\frac{1}{x^n}\) = 2 cos nθ

Question 14.
x_r = cos a^r + i sin a^r
r =1, 2, 3 and x₁ + x₂ + x₃ = 0 Show that \(\frac{1}{x_1}+\frac{1}{x_2}+\frac{1}{x_3}\) = 0
Solution:

Question 15.
Show that \(\left(\frac{1+\sin \theta+i \cos \theta}{1+\sin \theta-i \cos \theta}\right)^n\) = \(\cos \left(\frac{n \pi}{2}-n \theta\right)+i \sin \left(\frac{n \pi}{2}-n \theta\right)\)
Solution:

Question 16.
If α and β are roots x² – 2x + 4 = 0 then show that \(\alpha^n+\beta^n=2^{n+1} \cos \frac{n \pi}{3}\)
Solution:
we have x² – 2x + 4 = 0

= \(2^n \times 2 \cos \frac{n \pi}{3}=2^{n+1} \cos \frac{n \pi}{3}\)

Question 17.
For a positive integer n show that
(i) (1 + i)ⁿ + (1 – i)ⁿ = \(2^{\frac{n+2}{2}} \cos \frac{n \pi}{4}\)
Solution:

(ii) (1 + i√3)ⁿ + (1 – i√3)ⁿ = \(2^{n+1} \cos \frac{n \pi}{3}\)
Solution:

Question 18.
Let x + \(\frac{1}{x}\) = 2 cos α, y + \(\frac{1}{y}\) = 2 cos β, z + \(\frac{1}{z}\) = 2 cos γ. Show that
(i) 2 cos (α + β + γ) = xyz + \(\frac{1}{xyz}\)
Solution:
We can take x = cos α + i sin α
y = cos β + i sin β, z = cos γ + i sin γ
∴ xyz = (cos α + i sin α ) (cos β + i sin β ) (cos γ + i sin γ)
= cos (α + β + γ) – i sin (α + β + γ)
∴ \(\frac{1}{xyz}\) = cos (α + β + γ) – i sin(α + β + γ)
∴ xyz + \(\frac{1}{xyz}\) = 2 cos(α + β + γ)

(ii) 2 cos (pα + qβ + rγ) = \(x^p y^q z^r+\frac{1}{x^p y^q z^r}\)
Solution:

Question 19.
Solve x⁹ + x⁵ – x⁴ = 1
Solution:
x⁹ + x⁵ – x⁴ = 1
or, x⁵(x⁴ + 1) – (x⁴ + 1) = 0
or, (x⁵ – 1) (x⁴ + 1) = 0
x⁴ + 1 = 0 and x⁵ – 1 = 0
x⁴ = – 1 = cos π + i sin π
= cos (π + 2nπ) + i sin (π + 2nπ)
∴ x = [cos (2n + 1) π + 1 sin (2n + 1) π]^1/4
= \(\cos \frac{2 n+1 \pi}{4}+i \sin \frac{2 n+1 \pi}{4}\)
for n = 0, 1, 2, 3
Again, x⁵ – 1 = 0 or, x⁵ = 1
or, x⁵ = cos 0 + i sin 0
= cos 2nπ + i sin 2nπ
or, x = (cos 2nπ + i sin 2nπ)^1/5
= \(\cos \frac{2 n \pi}{5}+i \sin \frac{2 n \pi}{5}\)
Where n = 0, 1, 2, 3, 4.

Question 20.
Find the general value of θ if (cos θ + i sin θ) (cos 2θ + i sin 2θ),…..(cos nθ + i sin nθ) =1
Solution:

Question 21.
If z = x + iy show that |x| + |y| ≤ √2 |z|
Solution:
z = x + iy
∴ |z| = \(\sqrt{x^2+y^2}\)
∴ |z| = x² + y²
We have (|x| – |y|)² ≥ 0
⇒ |x|² + |y|² -2|x||y|> 0
⇒ 2(|x|² + |y|²) – 2|x||y| ≥ |x|² + |y|²
⇒ 2(|x|² + |y|²) ≥ |x|² + |y|² + 2|x||y|
⇒ 2|z|² ≥ (|x| + |y|)²
⇒ √2|z| ≥ |x| + |y|
⇒ |x| + |y| ≤ √2|z|

Question 22.
Show that
Re (Z₁Z₂) = Re z₁, Re z₂ – Im z₁, Im z₂
Im (Z₁Z₂) = Re z₁, Im z₂ + Re z₂ Im z₁
Solution:
Let z₁ = a + ib, z₂ = c + id
∴ z₁, z₂ = (a + ib) (c + id)
= ac + iad + ibc + i²bc
= (ac – bd) + i (ad + be)
∴ Re (z₁, z₂) = ac – bd – Re z₁. Re z₂
– Im z₁,. Im z₂
Again, Im z₁, z₂ = ad + be
= Re z₁. Im z₂ + Im z₁,. Re z₂

Question 23.
What is the value of arg ω + arg ω²?
Solution:
arg ω = arg ω² = arg (ω • ω²)
= arg (ω³) = arg (1) = 2nπ
∴ The principal agrument = 0.

Question 24.
If |z₁| ≤ 1, |z₂| ≤ 1 show that \(\left|1-z_1 \overline{z_2}\right|^2-\left|z_1-z_2\right|^2=\left(1-\left|z_1\right|^2\right)\left(1-\left|z_2\right|^2\right)\) Hence and otherwise show that. \(\left|\frac{z_1-z_2}{1-z_1 z_2}\right|<1 \text { if }\left|z_1\right|<1,\left|z_2\right|<1\)
Solution:

Question 25.
If z₁² + z₂² + z₃² – z₁z₂ – z₂z₃ – z₃z₄ = 0 Show that |z₁ – z₂| = |z₂ – z₃| = |z₃ – z₁|
Solution:
Let z₁² + z₂² + z₃² – z₁z₂ – z₂z₃ – z₃z₄ = 0
⇒ 2z₁² + 2z₂² + 2z₃² – 2z₁z₂ – 2z₂z₃ – 2z₃z₄ = 0
⇒ (z₁ – z₂)² + (z₂ – z₃)² + (z₃ – z₁)² = 0
Put a = z₁ – z₂, b = z₂ – z₃, c = z₃ – z₁
Then a + b + c = 0 and a² + b² + c² = 0 As in Q2 we can show that |a| = |b| = |c|
⇒ |z₁ – z₂| = |z₂ – z₃| = |z₃ – z₁|

Question 26.
If |a| < |c| show that there are complex numbers z satisfying |z – a| = |z + a| = 2|c|
Solution:
Let z = x + iy
∴ |z – a| + |z + a| = 2c
or, |x + iy – a| + |x + iy + a| = 2c

Question 27.
Solve \(\frac{(1-i) x+3 i}{2+i}+\frac{(3+2 i) y+i}{2-i}=-i\) where x, y, ∈ R.
Solution:

Question 28.
If (1 + x + x²)ⁿ = p₀ + p₁x + p₂x² + …..+ p_2nx²ⁿ, then prove that p₀ + p₃ + p₆ + …..+ 3^n-1
Solution:
Given, (1 + x + x²)ⁿ = p₀ + p₁x + p₂x² + …..+ p_2nx²ⁿ
putting x = ω we get

Question 29.
Find the region on the Argand plane on which z satisfying
[Hint Arg (x + iy) =\(\frac{\pi}{2}\) = 0, y>0]
(i) 1 < |z – 2i| < 3
Solution:
Let z = x + iy
The given inequality is
1 < |x + i(y – 2)| < 3
⇒ \(1<\sqrt{x^2+(y-2)^2}<3\)

(ii) arg \(\left(\frac{z}{z+i}\right)=\frac{\pi}{2}\)
Solution:

As all are +ve we have
1 < x² + (y – 2)² < 9
x² + (y – 2)² < 9 is the region inside the circle with center (0, 2) and radius 1.
x² + (y – 2)² > 1 is the region outside the circle with center (0, 2) and radius.
∴ 1 < |z – 2i| < 3 is the region between two concentric circles with center (0, 2) and radius 1 and 3 which is shows below.

Odisha State Board BSE Odisha 7th Class English Solutions Test-2 Textbook Exercise Questions and Answers.

BSE Odisha Class 7 English Solutions Test-2

BSE Odisha 7th Class English Test-2 Text Book Questions and Answers

The figures in the right-hand margin indicate the marks for each question.
1. Your teacher will dictate ten words. Listen to him/her and write. [10]

Answer:
drowsy lullaby leap
mob stones heavier
weaver color
already float

2. Given below are some words. Your teacher will read aloud ten of them. Tick those s/he reads aloud. [10]
the study, family, paddy, wood, quack, worship, bow, arrow, collector, respect, grow, float, change, ride, spring.
Answer:
[Students tick the words that their teacher read aloud]

3. Your teacher will read aloud a paragraph. Listen to him/her and fill in the gaps. [10]
One day the ___________ man took ___________to the poor people living in ___________down the hills. He had in his mind to show his son how ___________he was in contrast to the ___________. He thought this would work like ______________.
Answer:
One day the rich man took his, son to the poor people living in small huts down the hills. He had in his mind to show his son how rich he was in contrast to the poor farmers. He thought this would work like medicine for his son’s sadness.

4. Your teacher will dictate ten names of persons. Listen to him/her and write in the space provided. [10]

Answer:
ବିରାକିଶୋର ଦାସ |  – Birakishore Das
ନିଲମାନି ମାର୍ଗ        – Nilamani Routray
ମଧୁସୂଦନ ଦାସ       – Madhusudan Das
ଗୋପାଳକୃଷ୍ଣ ଗୋଖଲେ | – Gopalkrushna Gokhle
ତିଲ୍କା ମାଜି             – Tilka Majhi
ଲକ୍ଷ୍ମଣ ନାୟକ |       – Laxman Nayak
ସୁରେନ୍ଦ୍ର ସାଇ          – Surendra Sai
ପଦ୍ମଲୋଚନ ବେହେରା | – Padmalochan Behera
ଲିଙ୍ଗରାଜ ନନ୍ଦା |      – Lingaraj Nanda
ରାଧନାଥ ରୟ        – Radhanath Roy

5. Your teacher will dictate ten names of persons. Listen to him/her and write in the space provided. [10]

Answer:
ବରିପଡା |  – Baripada
କେନ୍ଦୁଝର   – Keonjhar
କାକଟପୁର  – Kakatpur
ମୁମ୍ବାଇ |     – Mumbai
ରାୟାଗଡା | – Raygada
ବୋରିଗୁମା  – Boriguma
ସମ୍ବଲପୁର   – Sambalpur
କୋଲକାତା – Kolkata
ବେଙ୍ଗାଲୁରୁ  – Bengaluru
ଆହ୍ଲାବାଦ  – Allahabad

6. Match the pair of words that sound alike at the end.

Answer:

7. Order the letters to make meaningful words.
melca, mio, tresof, bitrba, cajkla, reed, veirr
Answer:
melca — camel
Inio — lion
tresof — forest
bitrba — rabbit
cajkla — jackal
reed — deer
veirr — river

8. Read the paragraph and answer the questions in complete sentences.[20]
There was a deep forest. In that deep forest lived a rabbit. One moonlit night the rabbit was walking happily near that forest. On his way, he came across a well. He looked into the well, and to his surprise, saw a big white ball. The white ball was floating on the water. The ball was nothing, but the reflection of the moon. But he thought it was a big cake.

(i) Where did the rabbit live?
Answer:
The rabbit lived in a deep forest.

(ii) Where was the rabbit walking?
Answer:
The rabbit was walking near the forest.

(iii) When was he walking near the forest?
Answer:
He was walking near the forest on a moonlit night.

(iv) What did he come across on his way?
Answer:
He came across a well on his way.

(v) What did he see in the well?
Answer:
He saw a big white ball floating on the water of the well.

(vi) What did he think?
Answer:
He thought that the big white ball was a big cake.

(vii) What was it?
Answer:
It was the reflection of the moon.

(viii)Was the rabbit clever? How do you know?
Answer:
No, the rabbit was not clever. Because he thought the reflection of the moon on the water was a big cake.

(ix) In the last line ‘it’ is used for
Answer:
In the last line ‘it’ is used for the reflection of the moon.

(x) What looked like a cake?
Answer:
The reflection of the moon on the water of the well looked like a cake.

9. Read the following poem and answer the questions in complete sentences. [14]

White sheep, white sheep
On a blue hill,
When the winds stop
You all stand still.

You all run away
When the winds blow.
White sheep, white sheep,
Where do you go?

Question 1.
What is the poem about?
Answer:
The poem is about clouds floating in the sky.

Question 2.
How many stanzas are there in this poem?
Answer:
There are two stanzas in this poem.

Question 3.
Where are the white sheep?
Answer:
The white sheep are on the blue hill.

Question 4.
When do they stand still?
Answer:
When the winds stop, they stand still.

Question 5.
When do they run away?
Answer:
When the winds blow, they run away.

Question 6.
Who is asking “Where do you go ?”
Answer:
The poet is asking “Where do you go ?”

Question 7.
Who is compared to the white sheep?
Answer:
The white clouds floating in the blue sky are compared to white sheep.

Odisha State Board BSE Odisha 10th Class English Solutions Chapter 2 A letter to God Textbook Exercise Questions and Answers.

BSE Odisha Class 10 English Solutions Chapter 2 A letter to God

BSE Odisha 10th Class English A letter to God Text Book Questions and Answers

E. Let’s Understand The Text:

Question 1.
Where did Lencho live?
(ଲେଞ୍ଜୋ କେଉଁଠାରେ ବାସ କରୁଥିଲା ?)
Answer:
Lencho lived in a solitary house that sat on the top of a low hill in the valley.

Question 2.
What did he hope for?
(ସେ କ’ଣ ଆଶା କରୁଥିଲା ?)
Answer:
He hoped for a downpour or at least a good shower of rain which was the only thing the earth needed for a good harvest.

Question 3.
What did he say about the raindrops?
(ସେ ବର୍ଷାବିନ୍ଦୁଗୁଡ଼ିକ ବିଷୟରେ କ’ଣ କହିଥିଲା ?)
Answer:
Lencho remarked with excitement that the raindrops falling from the sky were new coins. The big drops were ten-cent pieces and the little ones were five-cent pieces.

Question 4.
How did the rain change?
(ବର୍ଷା କିପରି ବଦଳିଗଲା ?)
Answer:
The rain changed into a hailstorm and along with the rain very large hailstones began to fall.

Question 5.
What happened to Lencho’s corn Heads?
(ଲେଞ୍ଜୋର ଶସ୍ୟକ୍ଷେତଗୁଡ଼ିକର କ’ଣ ହେଲା ?)
Answer:
As a strong wind began to blow and along with the rain, large hailstones began to fall, Lencho’s corn fields looked white as if it was covered with salt. His corn fields were completely destroyed.

Question 6.
Who did Lencho have faith in?
(ଲେଞ୍ଜୋ କାହା ଉପରେ ବିଶ୍ବାସ ରଖୁଥିଲା ?)
Answer:
Lencho had deep faith in God.

Question 7.
Who did he write a letter to?
(ସେ କାହା ପାଖକୁ ଚିଠିଟିଏ ଲେଖୁଲା ?)
Answer:
Lencho wrote a letter to God.

Question 8.
Who read the letter?
(ଚିଠିଟିକୁ କିଏ ପଢ଼ିଲା ?)
Answer:
The postman and then the postmaster read the letter.

Question 9.
What did the postmaster do?
(ପୋଷ୍ଟମାଷ୍ଟର କ’ଣ କଲେ ?)
Answer:
The postmaster thought of writing a letter in order not to shake Lencho’s faith in God. But after opening the letter he knew that Lencho asked for hundred pesos from God. So he collected some money from his employees and several friends and contributed a part of his salary. Then he sent the money in an envelope addressed to Lencho. He was able to send only a little more than half.

Question 10.
Was Lencho surprised to find a letter for him with money in it?
(ଲେଞ୍ଜୋ ତା’ ପାଇଁ ଟଙ୍କା ଥ‌ିବା ଚିଠିଟିଏ ଦେଖୁ ଆଶ୍ଚର୍ଯ୍ୟ ହେଲା କି ?)
Answer:
No, Lencho was not surprised to find a letter for him with money in it.

Question 11.
What was Lencho’s reaction after getting the letter?
(ଚିଠିଟି ପାଇବା ପରେ ଲେଞ୍ଜୋର ପ୍ରତିକ୍ରିୟା କ’ଣ ଥିଲା ?)
Answer:
After getting the letter Lencho did not show the slightest surprise upon seeing the money in it. But he became angry while he counted the money because he got seventy pesos only whereas he asked for 100 pesos. He knew it well that neither God could have made a mistake nor could have denied what he had asked for. He began to suspect the integrity of the post office employees. In his next letter, he requested God to send him the rest money not through mail as the post office employees were a bunch of crooks.

F. Let’s Read Between The Lines:

(a)
(i) Why did Lencho keep on looking at the sky throughout the morning?
(ଲେଞ୍ଜୋ କାହିଁକି ସାରା ସକାଳ ଆକାଶକୁ ଚାହିଁ ରହିଥିଲା ?)
Answer:
There was no rain for some days and the earth needed a downpour or at least a shower for a good harvest. So Lencho kept on looking towards the northeast sky and waited for rain throughout the morning and waited for rain.

(ii) Why was the field white after the storm?
(ଝଡ଼ ପରେ କ୍ଷେତ କାହିଁକି ଧଳା ହୋଇଗଲା ?)
Answer:
Due to a hailstorm for an hour, large hailstones fell on the field along with rain. So after the storm, the field was white as if it was covered with salt.

(iii) Why did Lencho say the raindrops were like ‘new coins’?
(ଲେଞ୍ଜୋ କାହିଁକି ବର୍ଷାବିନ୍ଦୁଗୁଡ଼ିକ ନୂଆ ମୁଦ୍ରା ଭଳି ବୋଲି କହିଥିଲା ?)
Answer:
Just as Lencho predicted big raindrops began to fall from the sky. Seeing it Lencho became extremely happy having a hope of a good harvest. So he. said the raindrops were as valuable as new silver coins.

(iv) Why did Lencho prefer locusts to the storm?
(ଲେଞ୍ଜୋ କାହିଁକି ଝଡ଼ ଅପେକ୍ଷା ପଙ୍ଗପାଳଙ୍କୁ ପସନ୍ଦ କରିଥିଲା ?)
Answer:
The crops of Lencho were completely destroyed by hailstorms. He thought that his family would go without food that year. He knew that a plague of locusts would have left more than that. The hail had left nothing. So he preferred locusts to the storm.

(v) Did Lencho try to find out who had sent the money to him? Why/Why not?
(କିଏ ତା’ ପାଖକୁ ଟଙ୍କା ପଠାଇଥିଲା ଜାଣିବାକୁ ଲେଞ୍ଜୋ ଚେଷ୍ଟ କଲା କି ? କାହିଁକି କାହିଁକି ନୁହେଁ ?)
Answer:
Lencho didn’t try to find out who had sent the money to him. It was because he had firm faith in God and thought that God had listened to his prayer and had sent him the money.

(vi) What would be the reaction of the post office employees when they read the second letter.
Answer:
When the post office employees read the second letter, the postmaster showed his curiosity to read the letter as what Lencho had written.

(b) Read the passage from the text and answer the questions that follow :
(ପାଠ୍ୟବିଷୟରୁ ଅନୁଚ୍ଛେଦଟିକୁ ପଢ଼ ଓ ତଳେ ଥ‌ିବା ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)
All through the night _______________________ act of charity.
(Five paragraphs)

(i) Who does Lencho have complete faith in?
(ଲେଞ୍ଜୋ କାହା ଉପରେ ପୂର୍ଣ୍ଣ ବିଶ୍ଵାସ ରଖିଛି ? )
Answer:
Lencho has complete faith in God.

(ii) ‘Lencho was an ox of a man’ – What does the line mean?
(‘ଲେ ବଳଦ ଭଳି ମଣିଷଟିଏ ଥିଲା’ – ଏହି ଧାଡ଼ିଟି କ’ଣ ବୁଝାଉଛି ? )
Answer:
The line ‘Lencho was an ox of a man’ means though Lencho was a man, he had to work hard in the field like an ox. The writer uses such a metaphor.

(iii) What was the postmaster like?
(ପୋଷ୍ଟମାଷ୍ଟର କିଭଳି ଥିଲେ ?)
Answer:
The postmaster was a fat man and had a friendly and pleasant personality. He was very kind and helpful also. As he was a charitable person he came forward to help Lencho by collecting and contributing money from his salary.

(iv) Why did the postmaster send money to Lencho?
(ପୋଷ୍ଟମାଷ୍ଟର ଲେଞ୍ଚୋ ପାଖକୁ କାହିଁକି ଟଙ୍କା ପଠାଇଲେ ?)
Answer:
When the postmaster saw the letter addressed to God, he was greatly surprised to think about the writer’s firm faith in God. In order not to shake the writer’s faith in God, he decided to answer the letter. He did not want Lencho to face the unfortunate results of his crop loss. He managed to send him seventy pesos to let him overcome his loss of crops.

(v) What does the expression ‘an act of charity’ mean?
(‘ଏକ ବଦାନ୍ୟତାପୂର୍ଣ୍ଣ କାର୍ଯ୍ୟ’ ଶବ୍ଦପୁଞ୍ଜର ଅର୍ଥ କ’ଣ ?)
Answer:
The expression ‘an act of charity’ means an act of showing kindness and generosity towards people who are in distress.

G. Let’s Learn Some New Words:

(i) Look at the following sentence from the story.
(ଗଳ୍ପର ନିମ୍ନଲିଖତ ବାକ୍ୟଟିକୁ ଦେଖ ।)
But suddenly a strong wind began to blow and along with the rain very large hailstones began to fall.

• What are hailstones?
  (କୁଆପଥର କ’ଣ ?)
  ‘Hailstones’ are small balls of ice that fall like rain.(‘କୁଆପଥର’ ହେଉଛି ବରଫର ଛୋଟ ବରଫପେଣ୍ଡୁ ଯାହା ବର୍ଷାପରି ପଡ଼େ ।)
• What is a hailstorm?
  (କୁଆପଥର ଝଡ଼ କ’ଣ ?)
  A storm in which hailstones fall is a ‘hailstorm’. We know that a storm is bad weather with strong winds, rain, thunder and lightning. (ଯେଉଁ ଝଡ଼ରେ କୁଆପଥର ପଡ଼େ ତାହା ହେଉଛି ‘କୁଆପଥର ଝଡ଼’ । ଆମେ ଜାଣୁ ଯେ ଝଡ଼ ହେଉଛି ଏକ ଖରାପ ପାଗ ଯେଉଁଥରେ ପ୍ରବଳ ପବନ ଓ ବର୍ଷା ସାଙ୍ଗକୁ ଘଡ଼ଘଡ଼ି ଓ ବିଜୁଳି ମାରୁଥାଏ ।)

There are different names in different parts of the world for storms, depending on their nature. (ଝଡ଼ ପାଇଁ ପୃଥ‌ିବୀର ବିଭିନ୍ନ ସ୍ଥାନରେ ସେମାନଙ୍କ ପ୍ରକୃତି ଅନୁସାରେ ଭିନ୍ନ ଭିନ୍ନ ନାମ ରହିଛି ।). Try to match the names in the box with their descriptions below, and fill in the blanks. (ନିମ୍ନସ୍ଥ ବର୍ଣ୍ଣନା ସହ ମେଳ ଖାଉଥ‌ିବା ନାଁଗୁଡ଼ିକୁ କୋଠରି ଭିତରୁ ବାଛିବାକୁ ଚେଷ୍ଟା କର ଏବଂ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

gale, whirlwind, cyclone, hurricane, tornado, typhoon

1. A violent tropical storm in which strong winds move in a circle: __ __c __ __ __
2. An extremely strong wind: __ a __ __
3. A violent tropical storm with very strong winds: __ __ p __ __ __
4. A violent storm with strong winds, especially in the Western Atlantic Ocean: __ __ r __ __ __ __ __ __
5. A violent storm whose center is a cloud in the shape of a funnel: __ __ __ n __ __ __
6. A very strong wind that moves very fast in a spinning movement and causes a lot of damage: __ __ __ __ l __ __ __ __

Answers:
1. cyclone
2. gale
3. typhoon
4. hurricane
5. tornado
6. whirlwind

ii) Mark how the word ‘hope’ is used in these sentences from the story.
(ଗଳ୍ପର ଏହି ବାକ୍ୟଗୁଡ଼ିକରେ ‘hope’ ଶବ୍ଦଟି କିପରି ବ୍ୟବହୃତ ହୋଇଛି ଲକ୍ଷ୍ୟ କର ।)

(a) I hope it (the hailstorm) passes quickly. (ମୁଁ ଆଶା କରୁଛି ଏହା (କୁଆପଥର) ଶୀଘ୍ର ଅତିକ୍ରମ କରିବ |)
(b) There was a single hope : help from God. (ଏକମାତ୍ର ଆଶା ଥିଲା – ଈଶ୍ବରଙ୍କଠାରୁ ସାହାଯ୍ୟ)

In sentence ‘a’, hope is used as a verb which means you wish for something to happen. (ବାକ୍ୟ ‘a’ରେ ‘hope’ ଏକ verb(କ୍ରିୟା)ରୂପେ ବ୍ୟବହୃତ ହୋଇଛି ଯାହାର ଅର୍ଥ ତୁମେ କିଛି ଘଟିବ ବୋଲି ଆଶା କରୁଛ ।)
In sentence ‘b’ it is a noun meaning a chance for something to happen. (ବାକ୍ୟ ‘b’ରେ ଏହା ଏକ ବିଶେଷ୍ୟ ଅଟେ ଯାହାର ଅର୍ଥ କିଛି ଘଟିବାର ଏକ ସମ୍ଭାବନାକୁ ବୁଝାଉଛି ।)

Difference between Noun and Verb
NOUN                                                                                                  VERB
(i) a naming word (ନାମବାଚକ ଶବ୍ଦ)                                                           (i) an action word (କାର୍ଯ୍ୟବାଚକ ଶବ୍ଦ)
(ii) used as a subject or object (କର୍ତ୍ତା ବା କର୍ମରୂପେ ବ୍ୟବହୃତ)                         (ii) used as tense (କାଳରୂପେ ବ୍ୟବହୃତ)
Example:
The book (ବହିଟି) is our best friend.                                                       Did you book for Angul ?(ବୁକ୍ କରିଛନ୍ତି କି?)
They drink water (ଜଳ) .                                                                         They water (ସେମାନେ ଜଳ ଦିଅନ୍ତି |) plants.
I write on a paper (କାଗଜ) .                                                                     We paper (ଆମେ କାଗଜ କାନ୍ଥ) walls.
This is my little finger (ଆଙ୍ଗୁଠି ).                                                               Don’t finger (ଆଙ୍ଗୁଠି କରନ୍ତୁ) the mobile
Where is the bottle (ବୋତଲ) ?                                                                Mother bottled the pickle. (ବୋତଲରେ ପୂରାଇ ରଖୁ)

Match the sentences in Column A with the meanings of ‘hope’ in Column B.
(Aସ୍ତମ୍ଭରେ ଥ‌ିବା ବାକ୍ୟଗୁଡ଼ିକ ସହିତ Bସ୍ତମ୍ଭରେ ଥ‌ିବା ‘hope’ର ଅର୍ଥଗୁଡ଼ିକ ସହିତ ମିଳାଅ ।)

Column – A	Column – B
1. Will you get the subjects you want to study in college? I hope so.	a feeling that something good will probably happen
2. I hope you don’t mind my saying this, but I don’t like the way you are arguing.	thinking that this would happen (It may or may not have happened)
3. This discovery will give new hope to HIV/AIDS sufferers.	stopped believing that this good thing would happen
4. We are hoping against hope that the judges would not notice our mistakes.	wanting something to happen (and thinking it quite possible)
5. I called early in the hope of speaking to her before she went to school.	showing concern that what you say should not offend disturb or  the other person : a way of being polite
6. Just when everybody had given up hope, the fisherman came back seven days after the cyclone.	wishing for something to happen, although this is very unlikely.

Answer:

Column – A	Column – B
1. Will you get the subjects you want to study in college? I hope (verb) so. (ମୁଁ ଆଶା କରୁଛି)	wanting something to happen (and thinking it quite possible)
2. I hope (verb) you don’t mind my saying this, but I don’t like the way you are arguing.	showing concern that what you say should not offend or disturb the other person: a way of being polite.
3. This discovery (ଆବିଷ୍କାର |) will give new hope to Hl V/AIDS sufferers.	a feeling that something good will probably happen.
4. We are hoping against hope (noun) that the judges would not notice our mistakes.	wishing for something to happen although this is very unlikely.
5. I called early in the hope (noun) of speaking to her before she went to school.	thinking that this would happen (It may or may not have happened)
6. Just when everybody had given up hope (noun) the fisherman came back seven days after the cyclone.	stopped believing that this good thing would happen.

Now read the story and make a list of words used as verbs and nouns. Make sentences of your own using them as verbs and nouns in your words.
(ଏବେ ଗପଟିକୁ ପଢ଼ ଏବଂ କ୍ରିୟା ଓ ବିଶେଷଭାବେ ବ୍ୟବହୃତ ହୋଇଥିବା ଶବ୍ଦଗୁଡ଼ିକର ଏକ ତାଲିକା କର । ସେଗୁଡ଼ିକୁ କ୍ରିୟା ଓ ବିଶେଷ୍ୟଭାବେ ବ୍ୟବହାର କରି ନିଜ ଭାଷାରେ ବାକ୍ୟ ଗଠନ କର ।)
Answer:
The list of words used as verbs and nouns in the story: are need, water, reply, work, drop, return, rain, help, place, and comment.

need         (N) (V)	We take money from the bank as the need arises. I need a rented house to stay in in Bhubaneswar.
water        (N) (V)	Water is a basic need for human beings. We should water our plants in the afternoon.
reply         (N) (V)	He did not give reply to my letter. He is able to reply to all letters.
work         (N) (V)	Work is worship. He works in a private company
drop          (N) (V)	Every drop of water is useful for us. He dropped the glass which he hold in his hand
return       (N) (V)	He has already submitted his income tax return. He returned home after his work was over.
rain            (N) (V)	The rain continued for two hours. It rained heavily yesterday.
help           (N) (V)	I need your help. He helps me whenever I am in need.
place         (N) (V)	Cuttack is a suitable place to live in. He placed the telephone on a table.
comment  (N) (V)	No unfavorable comment should be made about others. The minister refused to comment on the rumor of his resignation

H. Let’s Listen And Speak:
(ଦୁଇ ଜଣ ଲେଖାଏଁ ବାପା ଏବଂ ପୁଅର ଅଭିନୟ କର । ଆବଶ୍ୟକ ହେଲେ ଏହାକୁ ମା’ ଏବଂ ଝିଅ ଅଭିନୟକୁ ବଦଳାଇ ପାର ।)

Dad: It’s quite late. Go to bed.
Son: I’ve got the final examination tomorrow.
Dad: It’s almost 12.30 at the night. No more argument. Off to bed.
Son: I have a lot to learn yet.
Dad: It’s essential to get your concepts clear.
Son: But I need to make sure that I know everything that’s required.
Dad: Isn’t it necessary to read the books to get the concepts clear?
Son: All right, father.

Read the text and prepare a dialogue like the one given above and play the roles. (ପାଠ୍ୟ ବିଷୟଟିକୁ ପଢ଼ ଏବଂ ଉପରେ ପ୍ରଦତ୍ତ ବାର୍ତ୍ତାଳାପ ଭଳି ବାର୍ତ୍ତାଳାପଟିଏ ପ୍ରସ୍ତୁତ କରି ଅଭିନୟ କର ।)

Answer:
Daughter: Mummy, I am going to bed because it is 11.30 p.m.
Mother: Have you finished your home task?
Daughter: Yes, Mum. There was little homework for today. Besides, I completed a part of it at school in my leisure hour.
Mother: Yesterday I met your English teacher at the market. He told that some of your grammar concepts are not clear. He advised giving emphasis on it.
Daughter: I am trying my best to get the concept clear with the help of my teacher.
Mother: All right. You can go now.
Daughter: Good night! Mummy.

I. Lets Learn Language:

(i) Relative Clauses (Adjective Clause) (ବିଶେଷଣ ଖଣ୍ଡବାକ୍ୟ):
Look at the following sentence : (ନିମ୍ନଲିଖ୍ ବାକ୍ୟଟିକୁ ଦେଖ )

Throughout the morning Lencho – who knew his fields intimately (ଯିଏ ନିଜ କ୍ଷେତଗୁଡ଼ିକୁ ଭଲ ଭାବରେ ଜାଣିଥିଲା) looked at the sky.
This sentence may also be written as: (ଏହି ବାକ୍ୟଟିକୁ ଏପରି ମଧ୍ୟ ଲେଖାଯାଇପାରେ )
All morning Lencho, who knew his fields intimately, looked at the sky.
The underlined parts of the sentences provide us with more information about Lencho and the woman. We call it a Relative Clause. Mark that they begin with a relative pronoun, who. Other common relative pronouns are whom, which, that, and whose.
(ରେଖାଙ୍କିତ ଅଂଶଟି ଆମକୁ ଲେଞ୍ଜୋ ବିଷୟରେ ଅଧ‌ିକ ସୂଚନା ପ୍ରଦାନ କରୁଛି । ଏହାକୁ ଆମେ “Relative clause” (ବିଶେଷଣ ଉପବାକ୍ୟ) କହୁ । ଏହା ଏକ ସର୍ବନାମ whoରେ ଆରମ୍ଭ ହୋଇଥିବା ଲକ୍ଷ୍ୟ କର । who, whom, which, that, whose ଇତ୍ୟାଦି ଅନ୍ୟାନ୍ୟ Relative Pronoun ଅଟନ୍ତି ।)

The relative clause in the above sentence is called a non-defining relative clause because we already know the identity of the person described. We don’t need the information in the relative clause to pick the person out of a larger set. (ଉପରିଲିଖ୍ ବାକ୍ୟରେ ଥ‌ିବା Relative clauseକୁ non-defining Relative clause କୁହାଯାଏ କାରଣ ଆମେ ବର୍ଣ୍ଣନା କରାଯାଇଥିବା ଲୋକଟିର ପରିଚୟ ବିଷୟରେ ପୂର୍ବରୁ ଜାଣିସାରିଛୁ । ଏକ ବୃହତ୍ ପରିସରରୁ ସେ ବ୍ୟକ୍ତିକୁ ଜାଣିବା ପାଇଁ relative clauseରେ ଥ‌ିବା ସୂଚନା ଆମର ଆବଶ୍ୟକ ନାହିଁ ।)

A.NON-DEFINING RELATIVE CLAUSE
Non-defining Relative Clause usually has a comma preceding and following it. Some writers use a dash (-) instead (as in the story). If the relative clause comes at the end, we just put a full stop. Non-defining Relative clause 1 666 comma (,) ବିରାମ ଚିହ୍ନଟି ରହେ । କିଛି ଲେଖକ comma ପରିବର୍ତ୍ତେ dash (–) ଚିହ୍ନ ବ୍ୟବହାର କରିଥା’ନ୍ତି, ଯେପରିକି ଉକ୍ତ ଗଳ୍ପଟିରେ ଲେଖକ ବ୍ୟବହାର କରିଛନ୍ତି । ଯଦି Relative clauseଟି ଶେଷରେ ରହେ ତେବେ ଆମେ ଏକ full stop (ପୂର୍ଷଚ୍ଛେଦ) ଦେଇଥାଉ ।)

A Non-defining Relative clause does not identify its antecedent (noun phrase used before the relative pronoun). (ଯଥା – whose, whom, what, when ଇତ୍ୟାଦିର ଠିକ୍ ପୂର୍ବରୁ 4 noun phrase antecedentକୁ ଚିହ୍ନଟ କରେ ନାହିଁ ।)
It (NDRC) only gives extra or additional information about its antecedent. (NDRC କେବଳ ନିଜର antecedent ବିଷୟରେ ଅତିରିକ୍ତ ସୂଚନା ଦେଇଥାଏ ।)

A clause (ଏକ ଧାରା |) is either a simple sentence or a part of a bigger sentence having subject and predicate. (ଗୋଟିଏ ଖଣ୍ଡବାକ୍ୟ ହୁଏତ ଗୋଟିଏ ସରଳବାକ୍ୟ ବା ଏକ ବୃହତ୍ ବାକ୍ୟର ଏକ ଅଂଶ)

Join the pairs of sentences given below using a relative pronoun.(ନିମ୍ନରେ ପ୍ରଦତ୍ତ ବାକ୍ୟ ଯୁଗ୍ମକୁ Relative pronoun ବ୍ୟବହାର କରି ସଂଯୋଗ କର ।)

1. My mother is going to host a T.V. show on cooking.
   She cooks very well.
2. Our institution is highly popular.
   It works for public welfare.
3. Satish scored a goal at the last minute.
   He was fortunate.
4. Mother Teresa is revered as a saint.
   She served mankind.
5. I often go to Mumbai.
   Mumbai is the commercial capital of India.
6. These sportspersons are going to meet the President.
   Their performance has been excellent.

Answer:

1. My mother, who cooks very well, is going to host ( ଉପସ୍ଥାପନ କରିବେ ) a T.V. show on cooking.
2. Our institution, which works for public welfare (ଯାହା ଜନ କଲ୍ୟାଣ ପାଇଁ କାର୍ଯ୍ୟ କରେ |), is highly popular.
3. Satish, who was fortunate (ଭାଗ୍ୟବାନ ), scored a goal in the last minute.
4. Mother Teresa, who served mankind (ମାନବଜାତିର ସେବା କରିଥିଲେ), is revered as a saint.
5. I often go to Mumbai, which is the commercial (ବ୍ୟବସାୟିକ )capital of India.
6. These sports-persons, whose performance has been excellent (କାର୍ଯ୍ୟଦକ୍ଷତା), are going to meet the President.

Sometimes the relative pronoun in a relative clause remains ‘hidden’. For example, look at the first sentence of the story.(ବେଳେବେଳେ Relative clauseରେ Relative pronoun ଲୁକ୍‌କାୟିତ (hidden) ରହେ । ଉଦାହରଣସ୍ୱରୂପ, ଗଳ୍ପର ପ୍ରଥମ ବାକ୍ୟଟିକୁ ଦେଖ ।)

a) The house — the only one in the entire valley — sat on the Crest of a low hill.
We can rewrite the sentence as (without any change in the meaning)
(ଏହି ବାକ୍ୟର କୌଣସି ଅର୍ଥ ପରିବର୍ତ୍ତନ ନ କରି ଆମେ ଏପରି ଲେଖିପାରିବା )
The house—which was the only one in the entire valley—sat on the crest of a low hill.
In the original sentence of the text (a) the relative pronoun ‘which’ and the verb ‘was’ are not present (hidden). ପାଠ୍ୟରେ ଥ‌ିବା ମୂଳବାକ୍ୟ (a)66 Relative pronoun ‘which’ କ୍ରିୟା ‘was’ ଉପସ୍ଥିତ ନାହିଁ (ଲୁକ୍‌କାୟିତ ଅଛି) ।)

(ii) Using negatives (ନାସ୍ତିବାଚକ) for emphasis (ଗୁରୁତ୍ଵ ପ୍ରଦାନ) :
We know that sentences with words such as ‘no’, ‘not’, or ‘nothing’ show the absence of something, or contradict something. (ଆମେ ଜାଣୁ ଯେ ‘no’, ‘not’ ବା ‘nothing’ ଭଳି ଶବ୍ଦଗୁଡ଼ିକ ଥ‌ିବା ବାକ୍ୟଗୁଡ଼ିକ କୌଣସି ଜିନିଷର ଅନୁପସ୍ଥିତି ବା ବିରୋଧ କରୁଥ‌ିବା ବିଷୟରେ ସୂଚାଏ ।)
For example — (From the text) (ପାଠ୍ୟବିଷୟରୁ ଉଦାହରଣସ୍ୱରୂପ )

• This year we will have no corn. (The crops have failed.) (ଫସଲ ହେବ ନାହିଁ)
• (b) The hail has left nothing. (Absence of a crop) (ଶସ୍ୟ ନ ଥ‌ିବା ଅର୍ଥରେ)
• (c) These aren’t raindrops falling from the sky, they are new coins.
  (Contradicts the common idea of what the drops of water falling from the sky are.) (ଆକାଶକୁ ସାଧାରଣତଃ ବର୍ଷାବିନ୍ଦୁ ପଡ଼ିବାର ବିପରୀତ ଅର୍ଥରେ )
  But sometimes negative words are used to emphasize an idea. Look at the sentences from story :
  (କିନ୍ତୁ ବେଳେବେଳେ ନାସ୍ତିସୂଚକ ଶବ୍ଦସମୂହ କୌଣସି ଧାରଣାକୁ ଗୁରୁତ୍ୱ ଦେବାକୁ ବ୍ୟବହୃତ ହୋଇଥାଏ । ଗଳ୍ପର ଏହି ବାକ୍ୟଗୁଡ଼ିକୁ ଦେଖ )
• (d) Lencho …. had donc nothing else but see the sky towards the north-east. (He had done only this.) (ସେ କେବଳ ଏହା କରିଥିଲା)
• (e) The man went out for no other reason than to have the pleasure of feeling the rain on his body. (He had only this reason.) (ତା’ ପାଖରେ କେବଳ ଏହି କାରଣ ଥିଲା)
• (f) Lencho showed not the slightest suprise on seeing the money. (He showed no surprise at all.) (ସେ ଆଦୌ ଆଶ୍ଚର୍ଯ୍ୟର ଭାବନା ଦେଖାଇଲା ନାହିଁ )

Now look back at the example ‘c’. Mark that the contradiction in fact serves to emphasize the value or usefulness of the rain to the farmer.
(ଏବେ ଉଦାହରଣ ‘c’କୁ ଦେଖ । ଲକ୍ଷ୍ୟକର ଯେ ତଥ୍ୟର ବିରୁଦ୍ଧତା କୃଷକ ନିମନ୍ତେ ବର୍ଷାର ଆବଶ୍ୟକତା ଉପରେ ଗୁରୁତ୍ଵ ଦେବାରେ ସହାୟକ ହୋଇଛି ।)
Find sentences in the story with negative words, which express the following ideas emphatically : (ନାସ୍ତିସୂଚକ ଶବ୍ଦଥ‌ିବା ବାକ୍ୟଗୁଡ଼ିକ ଗଳ୍ପରୁ ବାଛ ଯାହାକି ନିମ୍ନୋକ୍ତ ଧାରଣାକୁ ଦୃଢ଼ଭାବେ ପ୍ରକାଶ କରୁଥ‌ିବ ।)

(1) The trees lost all their Leaves.
(2) The letter was addressed to God himself.
(3) The postman saw this address for the first time in his life.
Answer:
(1) Not a leaf (ପତ୍ର) remained on the trees.
(2) It was nothing less than a letter to God.
(3) Never in his career as a postman had he known that address.

J. Let’s Write:
Report Writing (ବିବରଣୀ ଲିଖନ)

Read the newspaper report given below. (ନିମ୍ନରେ ପ୍ରଦତ୍ତ ସମ୍ବାଦପତ୍ର ବିବରଣୀ ପଢ଼ ।)
Note the information given at different points. (ବିଭିନ୍ନ ସ୍ଥଳରେ ପ୍ରଦତ୍ତ ସୂଚନାଗୁଡ଼ିକୁ ଟିପି ରଖ ।)

Title – Rath Yatra pulls in lakhs of devotees to Puri
Source – The Times of India.
Place and date – Puri 22nd June
Topic sentence and introduction – All roads led to Purl on Thursday with lakhs of devotees flocking to the town to participate in the grand Rath Yatra festival. A wave of euphoria swept across the beach town with the reigning
Details of deities the Yatra – commencing their nine-day ‘outing’ from Jagannath shrine to Gundicha temple in a boisterous procession.
Information on the terror threat and stampede –  However, the threat of possible terror attack and the death of two pilgrims allegedly in a stampede cast a shadow on the festivities. There were intelligence reports that some subversive groups might and create trouble during Rath Yatra.
Further details of action taken by the authorities –  “Security was tightened compared to the previous years” the DGP said. “We also appeal to the people to remain alert.” the  DGP added.

Word Notes:

led to Puri – ପୁରୀକୁ ନେଇଗଲା |
Lakhs of devotees – ଲକ୍ଷ ଲକ୍ଷ ଭକ୍ତ
Flocking – ପ୍ରବାହିତ
grand – ଗ୍ରାଣ୍ଡ୍
Wave of euphoria – ଇଉଫୋରିଆର ତରଙ୍ଗ |
swept across – ଅତିକ୍ରମ କଲା |
beach – ବେଳାଭୂମି
shrine – ଶ୍ରୀକ୍ଷେତ୍ର
with the reigning deities – ଶାସକ ଦେବତାମାନଙ୍କ ସହିତ |
outing – ବାହାଘର
commencing – ଆରମ୍ଭ
allegedly – ଅଭିଯୋଗ ହୋଇଛି
in a boisterous procession – ଏକ ଶୋଭାଯାତ୍ରାରେ |
pilgirm – ତୀର୍ଥଯାତ୍ରୀ
appealed – ଆବେଦନ କରିଥ

1) Now imagine that you are a reporter for ‘The Indian Express’. You have received the news about the recent cyclone that hit Odisha. Using the guidelines given in the box above, complete a similar report for the newspaper.
(ଏବେ କଳ୍ପନା କର ଯେ ତୁମେ ‘The Indian Express’ର ଜଣେ ସାମ୍ବାଦିକ । ଓଡ଼ିଶାକୁ ଅଳ୍ପଦିନ ତଳେ କ୍ଷତିଗ୍ରସ୍ତ କରିଥିବା ବାତ୍ୟା ବିଷୟରେ ତୁମେ ଏକ ସମ୍ବାଦ ପାଇଲ । ଉପରେ କୋଠରିରେ ପ୍ରଦତ୍ତ ନିର୍ଦେଶଗୁଡ଼ିକୁ ବ୍ୟବହାର କରି ସମ୍ବାଦପତ୍ର ନିମନ୍ତେ ଏକାପରି ଖବର ପ୍ରସ୍ତୁତ କର ।).
Answer:
The Super Cyclone brings about the unthinkable tragedy
The Indian Express,
Cuttack, 05 November
The super cyclone of the 29th of October in the district brought about an unthinkable tragedy to the people and their property. A large number of trees were uprooted. Thatched houses were blown away and the mud-built houses of the poor people collapsed. Crops were completely destroyed. Livestock died in numbers. Above all, it caused a great loss of lives and properties.
However, government and voluntary organizations geared up to provide relief commodities. Medicines were supplied to the affected people. Helps from all quarters flew continuously.

K.Let’s Know More (Vocabulary):
A. Related words.

Noun	Verb	Adjective	Adverb
intimacy	intimate	intimate	intimately
preparation	prepare	preparatory/ prepared	–
prediction	predict	predictable	predictably
destruction	destroy	destructive	destructively
sadness	sadden	sad	sadly
promise	promise	promising	–
approach	approach	approachable	–
expose	expose	exposed	–
Amiability	–	amiable	amiably
charity	–	charitable	charitably
surprise	surprise	surprised/surprising	surprisingly
denial	deny	deniable	–
instruction	instruct	instructive	instructively
confidence	confide	confident	confidently
immediacy	–	immediate	immediately
hunger	–	hungry	hungrily
expression	express	express	expressly
heart	–	hearty	heartily
obligation	oblige	obliging	obligingly
destruction	destroy	destructive	–
resolution	resolve	–	–
correspondence	correspond	corresponding	correspondingly

 

B. A single word for the group of words:
1. a long and narrow area of land between the hills                        – valley
2. the highest part of the hill                                                            – crest
3. scattered over the area                                                                 – dotted with
4. the cutting and gathering of the corn                                          – harvest
5. a heavy fall of rain                                                                         – downpour
6. a short period of light rain                                                            – shower
7. a light meal was taken in the evening                                           – supper
8. a heavy meal was taken at night                                                   – dinner
9. say that something will happen but are not sure                          – predict
10. very big                                                                                        – huge
11. come nearer to someone                                                             – approach
12. cover with a piece of cloth                                                           – drape
13. small balls of ice that fall from the sky                                         – hailstones
14. look like somebody or something                                                – resemble
15. leave oneself expose to open danger                                           – expose
16. that has been turned into ice                                                        -frozen
17. the spiritual past of someone that is believed to continue existing after death – the soul
18. a large number of unpleasant animals or insects                         – plague
19. an insect like a grasshopper                                                         – locust
20. without others, being alone                                                         – solitary
21. unhappy or worried                                                                      – upset
22. a serious lack of food which caused death                                   – hunger
23. the feeling of inside about what is right or wrong                       – conscience
24. a box which is meant for dropping letters                                    – mailbox
25. with great pleasure                                                                       – heartily
26. friendly and pleasant                                                                    – amiable
27. the act of writing letters to someone                                           – correspondence
28. make a remark or criticize                                                             – a comment
29. a firm decision                                                                               – resolution
30. good feelings among people                                                        – goodwill
31. a dishonest person                                                                        – crook
32. being kind and helping people                                                     – charity
33. a feeling of happiness                                                                   – contentment
34. strong faith or trust                                                                       – confidence
35. a man in charge of a post office                                                    – postmaster
36. a man whose job is to collect and deliver letters, parcels, money orders, etc. – a postman
37. a person who has been employed                                                – an employee
38. a very short period of time                                                            – the moment
39. a few, not many                                                                             – several
40. ideas or feelings showing through words or actions                     – expression
41. very bad weather with heavy rain, wind, thunder, and lightning   – storm
42. a storm in which hailstones fall                                                      – hailstorm
43. a violent storm in the tropical region                                             – typhoon
44. an extremely strong wind                                                               – gale
45. a tropical storm in which strong winds move in circles                  – cyclone
46. strong winds in Western Atlantic Ocean                                        – hurricane
47. a funnel-shaped strong winds                                                        – Tornado
48. a strong wind that moves in a spinning movement                       – a whirlwind

C. Opposite words (antonyms) of the following words:

low — high
always — never
intimate — distant, formal
smaller — larger
approach — withdraw
sweet — sour
satisfied — dissatisfied
drape — uncover
strong — weak
cover — uncover
upset (y) — Console
sadness — happiness
solitary — busy, sociable
remember — forget
alive — dead
amiable — unpleasant, unfriendly
goodwill — ill-will, hostility
impossible — possible
usual — unusual
contentment — unhappiness, displeasure
count — uncount
open — close
faith — disbelief, disloyalty, distrust
near — far
pass — fail
ripe — immature, green
good — bad, evil
older — younger
begin (y) — end
fresh — stale
pleasure — pain
regard — disregard
drop — rise, lift
large — small
upset (adj) — calm
destroy — build, create, construct
sorrowful — cheerful
loss — profit
die — live
inside — outside
serious — careless
several — few
able — unable/disable
huge — tiny
confidence — doubt, distrust
public-private
willing — unwilling
resemble — vary, differ, contrast
quickly — slowly
expose — cover, protect, conceal
remain — leave, depart
trouble (n) — luck, pleasure, peace
deny — admit, accept

BSE Odisha 10th Class English The Solitary Reaper Important Questions and Answers

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

Question 1.
Which country did G.L. Fuentes belong to?
Answer:
Mexico

Question 2.
At what age did G.L. Fuentes start writing?
Answer:
15

Question 3.
What was the only one in the entire valley?
Answer:
Lencho’s house

Question 4.
What was flowing by the low hill?
Answer:
the river

Question 5.
What was dotted with the flowers?
Answer:
the field of ripe corn

Question 6.
When did Lencho look at the sky in the northeast direction?
Answer:
in the morning

Question 7.
‘Now we’re really going to get some water, woman.’ Who is the ‘woman’ here?
Answer:
Lencho’s wife

Question 8.
Who was working in the field?
Answer:
the older boys

Question 9.
How long were the little boys playing?
Answer:
till dinner

Question 10.
How was the air when it started raining?
Answer:
fresh and sweet

Question 11.
What did Lencho consider the raindrops?
Answer:
new coins

Question 12.
What began to fall along with the rain?
Answer:
very large hailstones

Question 13.
What did the large hailstones resemble?
Answer:
new silver coins

Question 14.
What did the boys collect when hailstones began to fall?
Answer:
the frozen pearls

Question 15.
“I hope it passed quickly.” What does ‘it’ refer to?
Answer:
the hailstones

Question 16.
How long did the hailstorm continue?
Answer:
for an hour

Question 17.
What was totally destroyed due to a hailstorm?
Answer:
corn

Question 18.
What were Lencho’s sons filled with after a hailstorm?
Answer:
sadness

Question 19.
What was that night like?
Answer:
sorrowful

Question 20.
“All our work, for nothing.” To whom did Lencho say so?
Answer:
to his sons

Question 21.
What was the single hope in that solitary home?
Answer:
help from God

Question 22.
What can see everything, even what is deep in one’s conscience?
Answer:
God’s eyes

Question 23.
How was Lencho working in the fields?
Answer:
like an animals

Question 24.
How much money did Lencho need?
Answer:
hundred pesos

Question 25.
What did Lencho write on the envelope?
Answer:
To Gode

Question 26.
Who dropped the letter into the mailbox?
Answer:
Lencho

Question 27.
The postman went to his boss laughing heartily. Who is the ‘boss’ here?
Answer:
the postmaster

Question 28.
Who had in his career never known that address?
Answer:
the postman

Question 29.
What was the postmaster like?
Answer:
a fat amiable person

Question 30.
“What a faith !” who said this?
Answer:
the postmaster

Question 31.
Where did the postmaster tap the letter?
Answer:
on his desk

Question 32.
Who opened Lencho’s letter to God?
Answer:
the postmaster

Question 33.
What did the postmaster stick to?
Answer:
his resolution

Question 34.
How much money did the postmaster himself give?
Answer:
a part of his salary

Question 35.
What did the letter to Lencho contain?
Answer:
only a single word as a signature: God

Question 36.
Who handed the letter to Lencho the following Sunday?
Answer:
the postman

Question 37.
Who was experiencing the contentment of a man who had performed a good deed?
Answer:
the postmaster

Question 38.
Who had unflinching faith in God?
Answer:
Lencho

Question 39.
What did Lencho ask for near the window of the post office?
Answer:
paper and ink

Question 40.
Where did Lencho write his second letter to God?
Answer:
on the public writing table.

Fill In The Blanks With Right Words:

1. The lonely house of Lencho sat on ___________.
Answer:
the crest of low hill

2. The ripe corn field always promised ___________.
Answer:
a good harvest

3. The only thing the earth needed was a ___________.
Answer:
a downpour or at least a shower

4. Lencho had predicted big drops of rain during ___________.
Answer:
the meal

5. Lencho compared raindrops with ___________.
Answer:
new coins

6. The big raindrops are ___________ cent pieces.
Answer:
10

7. ___________ began to blow suddenly.
Answer:
A strong wind

8. Along with the rain ___________ began to fall.
Answer:
large hailstones

9. Hailstones resembled ___________.
Answer:
new silver coins

10. Lencho’s cornfield looked white as if covered with ___________.
Answer:
salt

11. ___________ were gone from the plants.
Answer:
Flowers

12. Lencho’s soul was filled with ___________.
Answer:
sadness

13. The children went out to collect ___________ in the rain.
Answer:
frozen pearls

14. With a ___________ Lencho regarded the field of ripe corn with its flowers draped in a curtain of rain.
Answer:
satisfied expression

15. Lencho’s family lived in the ___________ house in the middle of the valley.
Answer:
solitary

16. ___________ was a single hope of Lencho.
Answer:
With the help of God

17. ‘Don’t be so upset’ Lencho said this to his ___________.
Answer:
family

18. Lencho thought only of one hope. That is ___________.
Answer:
the help of God

19. God sees what is deep in one’s ___________.
Answer:
conscience

20. Lencho was ___________.
Answer:
anoxia man

21. Lencho began to write a letter to God at ___________ on the following Sunday.
Answer:
daybreak

22. The synonym of ‘upset’ is ___________.
Answer:
disturbed

23. The antonym of ‘drape’ is ___________.
Answer:
reveal/unwrap

24. People say no one dies of ___________.
Answer:
hunger

25. According to Lencho a plague of ___________ would have left more than this.
Answer:
locusts

26. Lencho carried his first letter to ___________.
Answer:
town

27. Lencho asked God ___________ pesos in his first letter.
Answer:
100

28. Lencho wrote ___________ on the envelope of the first letter.
Answer:
To God

29. After placing a stamp on the envelope, he dropped it into ___________.
Answer:
the mailbox

30. One of the employees refers to ___________.
Answer:
the postman

31. The postmaster was a ___________ fellow.
Answer:
amiable

32. The postmaster immediately turned ___________ after tapping the letter on his desk.
Answer:
serious

33. What faith! It is a ___________ on Lencho.
Answer:
comment

34. Synonym of ‘Correspondence’ is ___________.
Answer:
accord/equivalence

35. Lencho demanded hundred pesos in order to ___________ his field again.
Answer:
sow

36. Small balls of ice that fall to the ground with rain is called ___________.
Answer:
hailstones

37. ___________ read the first letter of Lencho.
Answer:
Postmaster

38. The antonymn of ‘amiable’ is ___________.
Answer:
unfriendly/disgraceful

39. To answer the letter the postmaster needed ___________ than goodwill, ink, and paper.
Answer:
something more

40. The Postmaker stuck to his ____________.
Answer:
resolution

MULTIPLE CHOICE QUESTIONS (MCQS) WITH ANSWERS
Pick out the correct alternative.

Question 1.
Who was Lencho?
(A) A postman
(B) A postmaster
(C) A farmer
(D) A laborer
Answer:
(C) A farmer

Question 2.
Lencho hoped Lorraine because ___________.
(A) the weather was rather hot.
(B) the crop in his field badly needed water
(C) there was a drought in Mexico
(D) he would sow seeds in his field
Answer:
(B) the crop in his field badly needed water

Question 3.
After the destruction caused by the hailstorm. Lencho was worried about ___________.
(A) his children
(B) the shortage of food for the entire year
(C) the crops destroyed by the hailstorms
(D) the pleasant days to come in future
Answer:
(B) the shortage of food for the entire year

Question 4.
Who was deeply moved by Lencho’s faith in God?
(A) the postman
(B) the postmaster
(C) the children
(D) the woman
Answer:
(B) the postmaster

Question 5.
Lencho lived on the crest of a ___________.
(A) mountain
(B) hill
(C) hillock
(D) plateau
Answer:
(C) hillock

Question 6.
Lencho did not try to find out the real sender of the money because ___________.
(A) he was dreaming about the happy days ahead
(B) he had deep faith in God
(C) he was heartbroken at the loss of crops
(D) he was very ungrateful
Answer:
(B) he had deep faith in God

Question 7.
When Lencho counted the money, he became angry and had all doubts about ___________.
(A) the postmaster
(B) the postman
(C) his wife and his sons
(D) the people working in the post office.
Answer:
(D) the people working in the post office.

Question 8.
Lencho blamed the post office employees because ___________.
(A) they did not help his family
(B) he had great faith in God
(C) the post office employees had stolen a part of the money.
(D) they didn’t deliver the letter on time.
Answer:
(C) the post office employees had stolen a part of the money

Question 9.
The postmaster along with the post office employees sent Lencho the money because ___________.
(A) they were related to each other
(B) it was an act of kindness and selflessness
(C) the postmaster was a rich man
(D) he was the victim of the hailstorm
Answer:
(B) it was an act of kindness and selflessness

Question 10.
In the story ‘ The rain turned into hailstorm’ implies ___________.
(A) the conflict between the postman and the postmaster
(B) the conflict between man and nature
(C) the conflict between his wife and children
(D) the conflict between the storm and the crops
Answer:
(B) the conflict between man and nature

Question 11.
From the height of the low hill, one could see ____________.
(A) the stream and the brook
(B) the river and the cornfield
(C) the garden with trees in the valley
(D) the hut and the trees
Answer:
(B) the river and the cornfield

Question 12.
Lencho looked at the sky towards the ____________.
(A) south-west
(B) south-east
(C) north-west
(D) north-east
Answer:
(D) north-east

Question 13.
Lencho thought that the only thing that the earth needed was ___________.
(A) a downpour
(B) a shower
(C) a storm
(D) a hailstorm
Answer:
(A) a downpour

Question 14.
The older boys were working in ___________.
(A) the woman
(B) crops
(C) Lencho
(D) raindrops
Answer:
(D) raindrops

Question 15.
The smaller boys were playing ____________.
(A) in the playground
(B) in the meadow
(C) near the house
(D) in the park
Answer:
(C) near the house

Question 16.
Big drops of rain began to fall during ___________.
(A) the dinner
(B) the supper
(C) the lunch
(D) the breakfast
Answer:
(B) the supper

Question 17.
Huge mountains of clouds could be seen approaching ___________.
(A) in the south-east
(B) in the north-west
(C) in the south-west
(D) in the north-east
Answer:
(D) in the north-east

Question 18.
When big drops of rain began to fall, Lencho went out to have the pleasure of feeling the rain ___________.
(A) on his head
(B) on his hand
(C) on his body
(D) on his legs
Answer:
(C) on his body

Question 19.
Lencho said that the big raindrops were like ____________ cent pieces.
(A) five
(B) ten
(C) twenty
(D) fifty
Answer:
(B) ten

Question 20.
After the hailstorm. Lencho’s cornfield was covered with __________________
(A) clouds
(B) locusts
(C) hailstones
(D) salt
Answer:
(C) hailstones

Question 21.
The expression ‘frozen pearls’ refers to ___________.
(A) locusts
(B) crops
(C) hailstones
(D) raindrops
Answer:
(C) hailstones

Question 22.
The hailstones looked like __________.
(A) old gold coins
(B) new copper coins
(C) new silver coins
(D) old bronze coins
Answer:
(C) new silver coins

Question 23.
‘All our work for nothing’ said by year said by ___________.
(A) Lencho
(B) the woman
(C) the small boys
(D) the older boys
Answer:
(C) the small boys

Question 24.
We’ll go hungry __________.
(A) fruitless
(B) the postman
(C) flowerless
(D) the boys
Answer:
(A) fruitless

Question 25.
Lencho’s field looked as if it was covered with ____________.
(A) cotton
(B) snow
(C) foam
(D) salt
Answer:
(D) salt

Question 26.
The hail rained for __________.
(A) an hour
(B) two hours
(C) three hours
(D) four hours
Answer:
(A) an hour

Question 27.
The hailstorm made the plants ___________.
(A) the dinner
(B) the supper
(C) the lunch
(D) the breakfast
Answer:
(B) the supper

Question 28.
What time did Lencho write the letter to God?
(A) at sunset
(B) at dusk
(C) at daybreak
(D) at night
Answer:
(C) at daybreak

Question 29.
Lencho preferred ___________ to hailstorm.
(A) downpour
(B) ox
(C) mosquitoes
(D) locusts
Answer:
(D) locusts

Question 30.
God can see everything even what is ___________.
(A) heart
(B) conscience
(C) mind
(D) personality
Answer:
(B) conscience

Vocabulary
Do As Directed:

Question 1.
They are dishonest people. (Substitute a single word for the underlined words)
Answer:
crooks

Question 2.
He expressed his satisfaction. (Substitute a single word for the underlined word)
Answer:
contentment

Question 3.
Scattered over an area (Write a single word)
Answer:
dotted with

Question 4.
Lencho lived in a solitary house. The underlined word means __________.
Answer:
lonely

Question 5.
Mr. Kar is working in an ____________ organization. (Fill in the blank with a word opposite to public)
Answer:
private

Question 6.
Dr. Goutam Maharana is a friendly and pleasant young man. (Substitute a single word for the underlined part)
Answer:
amiable

Question 7.
Lencho said, “Don’t be upset.” Here ‘upset’ means __________. (Fill up the blanks)
Answer:
disturbed

Question 8.
In spring we __________the swimming pool. (Fill in the blank with a word opposite to ‘cover’)
Answer:
uncover

Question 9.
Aditya expressed his __________ to see the evils. (Fill in the blank with a word opposite to ‘pleasure’)
Answer:
displeasure

Question 10.
The ____________ of the meteorologists came true. (Fill in the blank with a word related to ‘predict’)
Answer:
prediction

Question 11.
The bombs caused a lot of __________. (Fill in the blank with a word related to ‘destroy’)
Answer:
destruction

Question 12.
With a satisfied __________, he looked at his cornfield. (Fill in the blank with the noun form of ‘express’)
Answer:
expression

Question 13.
He can foretell the future. (Substitute a single word for the underlined portion)
Answer:
predict

Question 14.
But he stuck to his resolution. Here ‘resolution’ means __________. (Fill up the blanks)
Answer:
firm decision

Question 15.
Nobody likes __________ people. (Fill in the blank with a word opposite to ‘honest’)
Answer:
dishonest

Question 16.
God sees everything, even what is deep in one’s inner sense of right or wrong. A single word for the underlined expression will be ___________.
Answer:
conscience

SUBJECTIVE QUESTIONS WITH ANSWERS
Answer the following question in about 50 words.

Question 1.
Who was Lencho? What was he like?
Answer:
Lencho was a farmer who lived with his family in a solitary house on the top of a low hill. He was very poor and innocent. He was very hardworking. He knew his fields well and worked there like an animal. No doubt he was literate and he was able to read and write. Besides he had firm faith in God.

Question 2.
Why did Lencho keep on looking at the sky throughout the morning?
Answer:
Lencho was a poor farmer who knew his com fields closely. He could see his fields of ripe com full of flowers that always promised a good harvest. He hoped for a downpour or at least a shower of rain for his fields of ripe corn. So Lencho kept on looking at the sky towards the northeast throughout the morning.

Question 3.
How was Lencho’s cornfield destroyed?
(Or)
What was the effect of the hailstorm on Lencho’s cornfield?
Answer:
Just as Lencho had predicted, big drops of rain began to fall at night. His joy knew no bounds as the water was badly necessary for his field. But soon a strong wind began to blow and along with the rain very large hailstones began to fall. It continued for an hour. The field was completely covered with hailstones. As a result, the com was totally destroyed.

Question 4.
What did Lencho predict? How was it materialized?
Answer:
Once Lencho felt the necessity of a shower of rain for his com field in order to have a good harvest. So one morning he kept on looking at the sky towards the northeast anticipating a downpour or a shower. He was sure about it in the afternoon and informed his wife all about it. His imagination materialized when he was taking his meal. Big drops of rain began to fall and in the northeast huge mountains of clouds could be seen approaching.

Question 5.
Why did Lencho say that the raindrops were like new coins?
Answer:
Lencho’s ripe corn field was badly in need of rain and he had been anxiously waiting for the raindrops for a long time, as a shower of rain had great importance for him. In the northeast huge mountains of clouds approached and then the air became fresh and sweet. Lencho went out for no other reason than to have the pleasure of feeling the rain on his body. When he returned home, he exclaimed that those raindrops were like new silver coins.

Question 6.
Why didn’t Lencho’s happiness last long?
Answer:
It began to rain at night just as Lencho had predicted before. He was delighted to see it. He came out and felt the pleasure of rain on his own body. But due to the irony of his fate, his happiness didn’t last long. Soon large hailstones began to fall along with a strong wind. The hail rained in the valley for an hour which snatched away all his happiness.

Question 7.
Why did Lencho prefer locusts to the storm?
Answer:
Locusts are a kind of insects that eat crops and vegetables. They fly in large numbers and eat up some crops and then leave the fields. But the storm came and spoiled the whole of the ripe corps in the Lencho’s corn field. So Lencho preferred locusts to the storm because the locusts would not have caused so much damage to the crops as the storm had done.

Question 8.
Why did Lencho write a letter to God?
(Or)
Why did Lencho write a letter to God? What did he pray to him?
Answer:
Lencho had deep faith in Almighty God. He was sure that God would certainly help him during his distress. When all his com fields were destroyed by the hailstones, Lencho’s heart was filled with sorrow. He became helpless and depended on God who might save his family from starvation and hunger throughout the year. Since he had a single hope: hope from God, he wrote a letter to Him asking for a hundred pesos to sow his field again and feed his family until the next crop came.

Question 9.
What was the only hope in everybody’s heart?
Answer:
The only hope in everybody’s heart was that God would certainly help them as God sees everything, even what is deep in one’s conscience. So the following Sunday at daybreak Lencho wrote a letter to God praying to Him to send him a hundred pesos so that he could sow his field again and feed his family until the next crop came.

Question 10.
What did the employees feel after receiving Lencho’s letter to God?
Answer:
The postman laughed heartily when he saw the letter addressed to God. Career as a postman had he known that address. The postmaster also broke out laughing. Soon he became serious and tapped the letter on his desk. He was astonished to see Lencho’s deep faith in God.

Question 11.
WhatdidLenchowritetoGodinhis first letter?
Answer:
Lencho’s com field was totally destroyed by the hailstorm. So he thought that his family would go hungry that year. He hoped that God would help him. He made a humble prayer to God to help him otherwise his family would go without food that year. He also wrote that he needed a hundred pesos to sow his field again and to live until the next crop came.

Question 12.
What was Lencho’s reaction after the hailstorm?
Answer:
After the hailstorm, Lencho was disheartened to see his com field which was completely destroyed. He thought of himself as well as of his family members. He realized that his family would go hungry that year. He expressed it before his sons. He also knew it well that no one could help them there. He consoled his family as he had deep faith in God.

Question 13.
What did Lencho write to God in his last letter?
Answer:
In his last letter Lencho wrote to God that of the money that he asked for, only seventy pesos reached him. He requested God to send him the rest amount since he needed it very much. He also asked Him to send it to him not through the mail as the post office employees were a bunch of crooks.

Question 14.
What was Lencho’s reaction when he received the letter from the post office?
(Or)
What was Lencho’s reaction to the reply to his letter?
Answer:
Lencho’s expectation of getting a reply from God came true when he received the letter from the postman. He was not at all surprised to see it as he had firm faith in God. He confidently opened it and counted the money. Soon he got angry as it was less than a hundred pesos. He never suspected God rather he suspected the integrity of the employees of the post office.

Question 15.
What would have been the reaction of the postal employees if they had read Lencho’s second letter?
Answer:
Lencho’s second letter to God contained a statement of his dissatisfaction with the postal employees. The second letter written by Lencho was the accusation of cheating on the money from the parcel by them. If they had read the second letter sent by Lencho, they would have strongly blamed him and would have considered him ungrateful.

Question 16.
Why did the postmaster send money to Lencho?
Answer:
The postmaster was an amiable person, who praised Lencho for his deep faith in God. He decided to answer the letter. He went through the letter and found that his family would go hungry that year and needed a hundred pesos in order to sow his fields again. When he knew that it needed not merely goodwill, but financial help, he gave a part of his salary and collected money from several of his employees and some more money from his friends as an act of charity.

Question 17.
Why did Lencho’s field look white after the storm?
Answer:
Suddenly a strong wind began to blow along with a heavy shower of rain. Soon very large hailstones began falling from the sky. The rain continued for an hour. Unfortunately, the strong wind turned into a hailstorm. The hailstones rained for an hour and fell on Lencho’s house, the garden, the hillside, the corn field, and the entire valley. So his cornfield became full of hailstones and looked white as if it was covered with salt.

Question 18.
Why did Lencho call the post office employees a bunch of crooks’?
Answer:
Lencho was very sure that God could neither make a mistake nor deny him what he had asked for. His confidence in God was so deep that he expected to get a hundred pesos positively. When he received the letter from God, he eagerly counted the money. He found that there were only seventy pesos in the envelope. He suspected that the post office employees were dishonest persons, who must have taken the remaining part of the money. For this reason, he called the post office employees a bunch of crooks.

Question 19.
How does the writer describe two kinds of conflicts in the story ‘A Letter to God’?
Answer:
There are two kinds of conflict described in the story. Firstly Lencho’s com field was destroyed by a hailstorm and thereby Lencho became helpless. It is the conflict between Nature and man. Even though the postmaster and other employees collected money and managed to send seventy pesos to Lencho, as an act of kindness, Lencho blamed them for taking away a part of his money. This statement reflects that Lencho didn’t have faith in man. So it is the conflict between man and man.

A letter to God Summary in English

Lead-In:
It is believed that faith can move mountains. People live in faith. Particularly people have faith in God. People endure misfortunes because of their faith for the commencement of a better time. Faith keeps us alive and makes us optimistic. Here, in the present context, Lencho is a farmer who has firm faith in God. He writes a letter to God during his distress and asks for some financial assistance. Though it doesn’t reach its destination, still the poor farmer gets a part of his request. He couldn’t disbelieve it.

Paragraph-wise Explanation:
Para: The house-the only one in the entire valley – sat on the crest of a low hill. From this height, one would see the river and the field of ripe corn dotted with the flowers that always promised a good harvest. The only thing the earth needed was a downpour or at least a shower. Throughout the morning Lencho – who knew his fields intimately- had done nothing else but see the sky towards the northeast.
ଅନୁବାଦ : ସମଗ୍ର ଉପତ୍ୟକାରେ ଥ‌ିବା ଏକମାତ୍ର ଘରଟି ଗୋଟିଏ ନିମ୍ନ ପାହାଡ଼ର ଉପରିଭାଗରେ ଥିଲା । ଏହି ଉଚ୍ଚତାରୁ ଯେ କେହି ନଦୀ ଏବଂ ବିସ୍ତୀର୍ଣ୍ଣ ଅଞ୍ଚଳ ପରିବ୍ୟାପ୍ତ ଫୁଲ ଉଡ଼ାଉଥ‌ିବା ପାଚିଲା ଶସ୍ୟକ୍ଷେତ୍ର ଦେଖପାରିବ ଯାହାକି ସବୁବେଳେ ଭଲ ଫସଲ ଅମଳ ଦେବାର ଆଶା ସଞ୍ଚାର ଅସରାଏ କେବଳ ପୃଥ‌ିବୀ ମୂଷଳ ଧାରାରେ ବୃଷ୍ଟି କିମ୍ବା ଅତି ଭାବରେ ଜାଣିଥୁଲା ବର୍ଷା ଦରକାର କରୁଥିଲା । ଲେଞ୍ଚେ ଯିଏକି ତା’ର କ୍ଷେତକୁ ଭଲ କମ୍‌ରେ କରାଇଥାଏ । ସାରା ସକାଳ କେବଳ ଉତ୍ତର-ପୂର୍ବ ଆକାଶକୁ ଚାହିଁବା ବ୍ୟତୀତ ଅନ୍ୟ କିଛି ହିଁ କରି ନଥିଲା ।

Para: “Now we’re really going to get some water, woman. ” The woman who was preparing supper, replied, “Yes, God willing “. The older boys were working in the field, while the smaller ones were playing near the house until the woman called to them all, “Come for dinner”. It was during the meal that, just as Lencho had predicted, big drops of rain began to fall. In the northeast, huge mountains of clouds could be seen approaching. The air was fresh and sweet. The man went out for no other reason than to have the pleasure of feeling the rain on his body, and when he returned he exclaimed, “These aren’t raindrops falling from the sky, they are new coins. The big drops are ten cent pieces and the little ones are fives.”
ଅନୁବାଦ : ‘‘ହେ ନାରୀ, ଏବେ ବାସ୍ତବରେ ଆମେ କିଛି ପାଣି ପାଇବାକୁ ଯାଉଛେ !’’ ଯେଉଁ ସ୍ତ୍ରୀଲୋକଟି ସନ୍ଧ୍ୟାକାଳୀନ ଖାଦ୍ୟ ପ୍ରସ୍ତୁତ କରୁଥିଲେ ସେ ଉତ୍ତର ଦେଲେ, ‘ହଁ, ଈଶ୍ୱରଙ୍କ ଇଚ୍ଛା ।’’ ବୟସ୍କ ବାଳକମାନେ କ୍ଷେତ୍ରରେ କାମ କରୁଥିଲେ, ଯେତେବେଳେ କି ସାନ ସାନ ପିଲାମାନେ ଘର ପାଖରେ ଖେଳୁଥିଲେ । ସ୍ତ୍ରୀଲୋକଟି ସମସ୍ତଙ୍କୁ ‘ଖାଇବ ଆସ’ ବୋଲି ଡାକିଲେ । ଠିକ୍ ଯେପରି ଲେ ଭବିଷ୍ୟବାଣୀ କରିଥିଲା, ଖାଇବା ଚାଲିଥିବା ସମୟରେ ସେହିପରି ବଡ଼ ବଡ଼ ବର୍ଷା ବିନ୍ଦୁମାନ ପଢ଼ିବା ଆରମ୍ଭ କରିଦେଲା । ଉତ୍ତର-ପୂର୍ବାକାଶରେ ବିରାଟ ପର୍ବତ ଆକାରର ବାଦଲ ଖଣ୍ଡମାନ ମାଡ଼ି ଆସୁଥିବାର ଦେଖାଯାଉଥିଲା । ପବନ ଖୁବ୍ ସତେଜ ଓ ଆନନ୍ଦଦାୟକ ଥିଲା । ଲୋକଟି ଅନ୍ୟ କୌଣସି କାରଣ ପାଇଁ ନୁହେଁ, କେବଳ ତା’ ଶରୀରରେ ବର୍ଷା ସ୍ପର୍ଶର ଆନନ୍ଦ ଉପଭୋଗ କରିବାକୁ ବାହାରକୁ ଚାଲିଗଲା ଏବଂ ଫେରିବା ସମୟରେ ଆବେଗରେ କହି ପକାଇଲା, ‘‘ଆକାଶରୁ ଝରି ପଡୁଥ‌ିବା ଏଗୁଡ଼ିକ ବର୍ଷାବିନ୍ଦୁ ନୁହେଁ, ସେଗୁଡ଼ିକ ନୂତନ ମୁଦ୍ରା । ବଡ଼ ବଡ଼ ବର୍ଷାବିନ୍ଦୁଗୁଡ଼ିକ ଦଶ ସେଣ୍ଟ୍ ମୁଦ୍ରା (ଆମେରିକୀୟ ମୁଦ୍ରା) ଏବଂ ଛୋଟ ବର୍ଷାବିନ୍ଦୁଗୁଡ଼ିକ ପାଞ୍ଚ ସେଣ୍ଟ୍ ମୁଦ୍ରା ସଦୃଶ ।’’

Para: With a satisfied expression he regarded the field of ripe corn with its flower, draped in a curtain of rain. But suddenly a strong wind began to blow and along with the rain very large hailstones began to fall. These truly did resemble new silver coins. The boys, exposing themselves to the rain, ran out to collect the frozen pearls.
ଅନୁବାଦ : ସନ୍ତୋଷଜନକ ଅଭିବ୍ୟକ୍ତି ସହ ସେ ପାଚିଲା ଶସ୍ୟକ୍ଷେତ ତା’ ଫୁଲ ସହ ବର୍ଷାରୂପକ ପରଦାରେ ଆବୃତ ହୋଇଯାଇଛି ବୋଲି ଲେଞ୍ଝା ଭାବୁଥିଲା । କିନ୍ତୁ ହଠାତ୍ ପ୍ରବଳ ବେଗରେ ଶକ୍ତିଶାଳୀ ପବନ ବହିବାକୁ ଆରମ୍ଭ କଲା ଏବଂ ବର୍ଷା ସହିତ ବଡ଼ ବଡ଼ କୁଆପଥର ଖଣ୍ଡସବୁ ପଡ଼ିବା ଆରମ୍ଭ ହେଲା । ବାସ୍ତବରେ କୁଆପଥରଗୁଡ଼ିକ ନୂଆ ରୁପା ମୁଦ୍ରାଭଳି ଦେଖାଯାଉଥିଲା । ବର୍ଷାରେ ଭିଜିଭିଜି ପିଲାମାନେ ବରଫ ମୁକ୍ତାଗୁଡ଼ିକୁ ସଂଗ୍ରହ କରିବାପାଇଁ ବାହାରକୁ ଦୌଡ଼ିଲେ ।

Para: “It’s really getting bad now “, exclaimed the man, “I hope it passes quickly. ” It did not pass quickly. For an hour the hail rained on the house, the garden, the hillside, the cornfield, on the whole valley. The field was white as if covered with salt.
ଅନୁବାଦ : ଲୋକଟି ବିସ୍ମୟର ସହ କହିଲା, ‘ବର୍ତ୍ତମାନ ପ୍ରକୃତରେ କିଛି ଖରାପ ଘଟିବାକୁ ଯାଉଛି ଏବଂ ମୁଁ ଆଶା କରୁଛି ଏହା ଖୁବ୍ ଶୀଘ୍ର ଚାଲିଯିବ ।’’ କିନ୍ତୁ ଏହା ଶୀଘ୍ର ଅତିକ୍ରମ କଲା ନାହିଁ । ଦୀର୍ଘ ଏକଘଣ୍ଟା ଧରି ଘର ଉପରେ, ବଗିଚାରେ, ପାହାଡ଼ କଡ଼ରେ, ଶସ୍ୟକ୍ଷେତରେ ତଥା ସମଗ୍ର ଉପତ୍ୟକାରେ କୁଆପଥର ବୃଷ୍ଟି ହେଲା । ଶସ୍ୟକ୍ଷେତଗୁଡ଼ିକ ଲୁଣଦ୍ୱାରା ଆବୃତ ହେବାଭଳି ସମ୍ପୂର୍ଣ୍ଣ ଧଳା ଦେଖାଯାଉଥିଲା ।

Para: Not a leaf remained on the trees. The corn was totally destroyed. The flowers were gone from the plants. Lencho’s soul was filled with sadness. When the storm had passed, he stood in the middle of the field and said to his sons, “A plague of locusts would have left more than this. The hail has left nothing, this year we will have no corn.”
ଅନୁବାଦ : ଗଛଗୁଡ଼ିକରେ ପତ୍ରଟିଏ ମଧ୍ଯ ରହିଲା ନାହିଁ । ଶସ୍ୟଗୁଡ଼ିକ ସମ୍ପୂର୍ଣ୍ଣ ନଷ୍ଟ ହୋଇଗଲା । ଶସ୍ୟଗଛଗୁଡ଼ିକରୁ ଫୁଲସବୁ ଝଡ଼ି ପଡ଼ିଲା । ଲେଞ୍ଚୋର ଆତ୍ମା ଦୁଃଖରେ ଭରିଗଲା । ଯେତେବେଳେ ଝଡ଼ ଚାଲିଗଲା, ସେ କ୍ଷେତ ମଝିରେ ଛିଡ଼ା ହୋଇ ତା’ର ପୁଅମାନଙ୍କୁ କହିଲା, ‘‘ପଙ୍ଗପାଳ ଉପଦ୍ରବ କରିଥିଲେ ହୁଏତ ଏହାଠାରୁ ଅଧିକ ଛାଡ଼ି ଦେଇଥା’ନ୍ତେ । କୁଆପଥର ବୃଷ୍ଟି କିଛି ଛାଡ଼ିଯାଇ ନାହିଁ । ଏବର୍ଷ ଆମେ ଆଦୌ ଶସ୍ୟ ପାଇବା ନାହିଁ ।

Para: That night was a sorrowful one.
“All our work, for nothing. ”
“There’s no one who can help us. ”
“We’ll all go hungry this year.”
But in the hearts of all who lived in that solitary house in the middle of the valley, there was a single hope: help from God.
“Don’t be so upset, even though this seems like a total loss. Remember, no one dies of hunger.”
That’s what they say : no one dies of hunger.
ଅନୁବାଦ : ସେହି ରାତିଟି ଏକ ଦୁଃଖଦ ରାତି ଥିଲା । ‘‘ଆମର ସମସ୍ତ ଶ୍ରମ ନିରର୍ଥକ ହେଲା ।’’ ‘‘ଆମକୁ ସାହାଯ୍ୟ କରିପାରିବା ଭଳି କେହି ନାହାନ୍ତି ।’’ ‘‘ଏବର୍ଷ ଆମେ ଭୋକିଲା ରହିବା ।’’ମାତ୍ର ଉପତ୍ୟକାର ମଧ୍ୟଭାଗସ୍ଥିତ ସେହି ନିଃସଙ୍ଗ ଘରଟିରେ ବାସ କରୁଥିବା ସମସ୍ତଙ୍କ ହୃଦୟରେ ଗୋଟିଏ ମାତ୍ର
ଆଶା ଥିଲା ; ଭଗବାନ୍‌ଙ୍କଠାରୁ ସାହାଯ୍ୟ ପ୍ରାପ୍ତି ।“‘ବିଚଳିତ ହୁଅ ନାହିଁ, ଯଦିଓ ଏହା ଏକ ସମ୍ପୂର୍ଣ୍ଣ କ୍ଷତି ଭଳି ଜଣାପଡ଼ୁଛି । ମନେରଖ, କେହି ଭୋକରେ ମରନ୍ତି ନାହିଁ ।”’‘କେହି ଭୋକରେ ମରେ ନାହିଁ – ଏପରି ସେମାନେ କହନ୍ତି ।’’

Para: All through the night, Lencho thought only of one hope: the help of God, whose eyes, as he had been instructed, see everything, even what is deep in one’s conscience. Lencho was an ox of a man, working like an animal in the fields, but still, he knew how to write. The following Sunday, at daybreak, he began to write a letter which he himself would carry to town and place in the mail. It was nothing less than a letter to God.
ଅନୁବାଦ : ରାତିସାରା ଲେଞ୍ଜୋ କେବଳ ସେଇ ଗୋଟିଏ ଆଶା, ଈଶ୍ବରଙ୍କ ସାହାଯ୍ୟ କଥା ଭାବୁଥୁଲା, ଯାହାଙ୍କର ଆଖ୍ ତାଙ୍କୁ ଯେପରି କୁହାଯାଇଛି ସବୁକିଛି ଦେଖେ ଏପରିକି ଜଣକର ଗଭୀର ହୃଦୟରେ କ’ଣ ଅଛି ଦେଖାରେ । ଲେଞ୍ଜୋ କଠିନ ପରିଶ୍ରମୀ ଥିଲା ଓ ସେ ତା’ର ଜମିରେ ବଳଦ ଭଳି ଖଟୁଥିଲା, କିନ୍ତୁ ତଥାପି ସେ ଲେଖୁବା ଜାଣିଥିଲା । ତା’ ପରବର୍ତୀ ରବିବାର ସକାଳୁ ସେ ଗୋଟିଏ ଚିଠି ଲେଖିବାକୁ ଆରମ୍ଭ କଲା, ଯାହାକୁ ସେ ନିଜେ ସହରକୁ ନେଲା ଓ ଡାକରେ ପକାଇ ଆସିଲା । ଏହା ଈଶ୍ଵରଙ୍କ ନିକଟକୁ ଏକ ପତ୍ର ବ୍ୟତୀତ ଅନ୍ୟ କିଛି ନ ଥିଲା ।

Para: “God,” he wrote, “if you don’t help me, my family and I will go hungry this year. I need a hundred pesos in order to sow my field again and to live until the crop comes, because of the hailstorm…. ”
ଅନୁବାଦ : ସେ ଲେଖୁଥିଲା, ‘ହେ ଈଶ୍ଵର, ଯଦି ଆପଣ ମୋତେ ସାହାଯ୍ୟ ନ କରନ୍ତି, ତେବେ ଏବର୍ଷ ମୋ ପରିବାର ଓ ମୁଁ ଭୋକରେ ରହିବୁ । ଜମିରେ ପୁନର୍ବାର ବିହନ ବୁଣିବାପାଇଁ ଓ ଫସଲ ଅମଳ ହେବା ପର୍ଯ୍ୟନ୍ତ ବଞ୍ଚିବା ପାଇଁ ମୋର ଏକ ଶହ ପୋସୋ (ଲାଟିନ୍‌ ଆମେରିକାର ମୁଦ୍ରା) ଆବଶ୍ୟକ କାରଣ କୁଆପଥର ……”’

Para: He wrote “To God’ on the envelope, put the letter inside, and, still troubled, went to town. At the post office, he placed a stamp on the letter and dropped it into the mailbox.
ଅନୁବାଦ : ସେ ଲଫାପା ଉପରେ “To God” (ଈଶ୍ବରଙ୍କୁ) ବୋଲି ଲେଖୁଲା, ଚିଠିଟିକୁ ତା’ ଭିତରେ ରଖିଲା, ତଥାପି ଶଙ୍କାକୁଳ ମନରେ ସହରକୁ ଗଲା । ଡାକଘରେ ସେ ଚିଠି ଉପରେ ଟିକଟ ଲଗାଇଲା ଓ ଡାକବାକ୍ସ ଭିତରେ ସେଇଟିକୁ ପକାଇଦେଲା ।

Para: One of the employees, who was a postman and also helped at the post office, went to his boss laughing heartily, and showed him the letter to God. Never in his career as a postman had he known that address. The postmaster – a fat, amiable fellow also broke out laughing, but almost immediately he turned serious and, tapping the letter on his desk, commented, “What faith! I wish I had the faith in the man who wrote this letter. Starting up a correspondence with God !”
ଅନୁବାଦ : ଜଣେ କର୍ମଚାରୀ, ଯିଏକି ଜଣେ ଡାକବାଲା ଥୁଲା ଓ ଡାକଘରେ ମଧ୍ୟ ସାହାଯ୍ୟ କରୁଥିଲା, ହସି ହସି ଉପରିସ୍ଥ ଅଧିକାରୀଙ୍କ ନିକଟକୁ ଗଲା ଓ ଈଶ୍ବରଙ୍କ ପାଖକୁ ଲେଖାଯାଇଥିବା ଚିଠିଟିକୁ ଦେଖାଇଲା । ଡାକବାଲାଭାବେ ତା’ର ଚାକିରିକାଳ ମଧ୍ୟରେ ସେ ଏପରି ଠିକଣା କେବେ ଜାଣି ନଥିଲା । ଅମାୟିକ ପ୍ରକୃତିର ମେଦବହୁଳ ପୋଷ୍ଟମାଷ୍ଟର, ମଧ୍ୟ ହସି ହସି ଫାଟି ପଡ଼ିଲେ, କିନ୍ତୁ ହଠାତ୍ ସେ ଗମ୍ଭୀର ହୋଇଗଲେ ଏବଂ ତାଙ୍କ ଡେସ୍କ ଉପରେ ଚିଠିଟିକୁ ଟିକିଏ ବାଡ଼େଇ ଦେଇ ମନ୍ତବ୍ୟ ଦେଲେ, ‘କି ବିଶ୍ଵାସ ! ଏହି ଚିଠିଟି ଲେଖୁଥ‌ିବା ଲୋକର ବିଶ୍ଵାସ ଭଳି ମୋର ବିଶ୍ବାସ ଥାଆନ୍ତି କି ! ଈଶ୍ଵରଙ୍କ ସହିତ ପତ୍ରାଳାପ ଆରମ୍ଭ କରିଛି ।’’

Para: So, in order not to shake the writer’s faith in God, the postmaster came up with an idea: answer the letter. But when he opened it, it was evident that to answer it he needed something more than goodwill, ink, and paper. But he stuck to his resolution: he asked for money from his employees, he himself gave part of his salary, and several friends of his were obliged to give something for an act of charity.
ଅନୁବାଦ : ଲେଖକଙ୍କର ଈଶ୍ଵରଙ୍କ ଉପରେ ଆସ୍ଥା ନ ତୁଟାଇବାପାଇଁ ପୋଷ୍ଟମାଷ୍ଟରଙ୍କ ମନ ମଧ୍ୟରେ ଚିଠିର ଉତ୍ତର ଲେଖୁବାପାଇଁ ବିଚାରଟିଏ ଆସିଲା । କିନ୍ତୁ ସେ ଯେତେବେଳେ ଏହାକୁ ଖୋଲିଲେ, ସେଥୁରୁ ଜଣାପଡ଼ିଲା ଯେ ଏହାର ଉତ୍ତର ଦେବାପାଇଁ ସେ ଶୁଭେଚ୍ଛା, କାଳି ଓ କାଗଜ ବ୍ୟତୀତ ଆଉ କିଛି ଅଧିକ ଦରକାର କରୁଥିଲେ । କିନ୍ତୁ ସେ ଯାହା ସଙ୍କଳ୍ପ କରିଥିଲେ ବା ଚିନ୍ତା କରିଥିଲେ ସେଇଥ୍ରେ ଅଟଳ ରହିଲେ । ସେ ତାଙ୍କର କର୍ମଚାରୀମାନଙ୍କଠାରୁ କିଛି ଟଙ୍କା ମାଗିଲେ ଓ ସେ ନିଜେ ତାଙ୍କ ଦରମାରୁ କିଛି ଅଂଶ ପ୍ରଦାନ କଲେ ଏବଂ ତାଙ୍କର ଅନେକ ବନ୍ଧୁ ଏହି ବଦାନ୍ୟପୂର୍ଣ୍ଣ କାର୍ଯ୍ୟ ପାଇଁ କିଛି ଅର୍ଥ ଦେଇ କୃତଜ୍ଞ ହେଲେ ।

Para: It was impossible for him to gather together the hundred pesos, so he was able to send the farmer only a little more than half. He put the money in an envelope addressed to Lencho and with it a letter containing only a single word as a signature: God.
ଅନୁବାଦ : ଲେଞ୍ଜୋ ମାଗିଥ୍‌ ଶହେ ପେସୋ ଏକତ୍ର ସଂଗ୍ରହ କରିବା ତାଙ୍କ ପକ୍ଷେ ଅସମ୍ଭବ ଥିଲା, ତେଣୁ ସେ କୃଷକ ନିକଟକୁ ଅଧାରୁ ଟିକିଏ ଅଧିକ ପଠାଇବାକୁ ସମର୍ଥ ହେଲେ । ଲେଞ୍ଜୋ ଠିକଣା ଲେଖାଥିବା ଲଫାପା ଭିତରେ ସେ ଟଙ୍କା ଓ ତା’ ସହ ‘ଈଶ୍ବର’ ବୋଲି ସ୍ବାକ୍ଷର ହୋଇଥିବା ଚିଠିଟିକୁ ରଖୁଲେ ।

Para: The following Sunday Lencho came a bit earlier than usual to ask if there was a letter for him. It was the postman himself who handed the letter to him while the postmaster, experiencing the contentment of a man who has performed a good deed, looked on from his office.
ଅନୁବାଦ : ତା’ପାଇଁ କିଛି ଚିଠି ଅଛି କି ନାହିଁ ଜାଣିବାପାଇଁ ଲେଞ୍ଜୋ ପରବର୍ତ୍ତୀ ରବିବାର ଟିକିଏ ସହଳ ପହଞ୍ଚଗଲା । ଡାକବାଲା ନିଜେ ଚିଠିଟିକୁ ତାକୁ ବଢ଼ାଇଦେଲେ ଓ ଜଣେ ଭଲ କାମ କରିଥିବା ବ୍ୟକ୍ତି ଭଳି ସନ୍ତୋଷ ଅନୁଭବ କରି ପୋଷ୍ଟମାଷ୍ଟର ତାଙ୍କ ଅଫିସ୍‌ରୁ ଚାହିଁ ରହିଲେ ।

Para: Lencho showed not the slightest surprise on seeing the money; such was his confidence-but that he became angry when he counted the money. God could not have made a mistake, nor could he have denied Lencho what he had requested.
ଅନୁବାଦ : ଲେଞ୍ଚୋର ଏତେ ଦୃଢ଼ ବିଶ୍ୱାସ ଥିଲା ଯେ ଟଙ୍କାକୁ ଦେଖୁ ସେ ତିଳେମାତ୍ର ବିସ୍ମିତ ହେଲା ନାହିଁ । ମାତ୍ର ଟଙ୍କାଗୁଡ଼ିକୁ ଗଣିବାବେଳେ ସେ ରାଗିଗଲା । ଈଶ୍ବର କେବେହେଲେ ଭୁଲ୍ କରିପାରିବେ ନାହିଁ କିମ୍ବା ଲେଞ୍ଜୋ ଯାହା ଅନୁରୋଧ କରିଥିଲା ତାକୁ ମଧ୍ୟ କେବେହେଲେ ପ୍ରତ୍ୟାଖ୍ୟାନ କରିପାରିବେ ନାହିଁ ।

Para: Immediately, Lencho went up to the window to ask for paper and ink. On the public writing table, he started to write, with much wrinkling of his brow, caused by the effort he had to make to express his ideas. When he finished, he went to the window to buy a stamp which he licked and then affixed to the envelope with a blow of his fist. The moment the letter fell into the mailbox the postmaster went to open it. It said: “God: Of the money that I asked for, only seventy pesos reached me. Send me the rest since I need it very much. But don’t send it to me through the mail because the post office employees are a bunch of crooks. Len cho.”
ଅନୁବାଦ : ସଙ୍ଗେ ସଙ୍ଗେ ଲେଞ୍ଜୋ କାଗଜ ଓ କାଳି ମାଗିବାପାଇଁ ଝରକା ପର୍ଯ୍ୟନ୍ତ ଗଲା । ତା’ର ଭାବନାକୁ ପରିପ୍ରକାଶ କରିବାକୁ ଭୁଲତା କୁଞ୍ଚନ ସହିତ ସର୍ବସାଧାରଣଙ୍କ ପାଇଁ ଉଦ୍ଦିଷ୍ଟ ଟେବୁଲ ଉପରେ ସେ ଲେଖୁବାକୁ ଆରମ୍ଭ କଲା । ଚିଠି ଲେଖା ଶେଷ କରିବା ପରେ ଲେଞ୍ଚେ ଝରକା ପାଖକୁ ଟିକଟଟିଏ କିଣିବାକୁ ଗଲା ଓ ଟିକେଟରେ ସେ ଛେପ ମାରି ଲଫାପା ଉପରେ ବିଧାମାରି ଲଗାଇଦେଲା । ଡାକବାକ୍ସରେ ଚିଠିଟି ପଡ଼ିବାମାତ୍ରେ ପୋଷ୍ଟମାଷ୍ଟର ତାକୁ ଖୋଲିବାକୁ ଚାଲିଗଲେ । ଏଥ‌ିରେ ଲେଖାଥିଲା : ‘ହେ ଈଶ୍ଵର, ମୁଁ ମାଗିଥିବା ଟଙ୍କା ମଧ୍ୟରୁ ମାତ୍ର ସତୁରି ପୋସୋ ମୋ ପାଖରେ ପହଞ୍ଚିଲା । ଅବଶିଷ୍ଟ ଟଙ୍କାତକ ମୋ ପାଖକୁ ପଠାନ୍ତୁ କାରଣ ଏହା ମୋ ପାଇଁ ନିତାନ୍ତ ଆବଶ୍ୟକ । ମାତ୍ର ଏହାକୁ ଡାକ ଯୋଗେ ମୋ ପାଖକୁ ପଠାନ୍ତୁ ନାହିଁ କାରଣ ଡାକଘର କର୍ମଚାରୀମାନେ ହେଉଛନ୍ତି ଦଳେ ଅସାଧୁ ଲୋକ ।’’ ଇତି ଲେଞ୍ଜୋ ।

About The Author:
Gregorio Lopez Fuentes (1895-1966) was a famous Mexican novelist (ଔପନ୍ୟାସିକ), poet and journalist. Fuentes started writing at the age of 15, when the Mexican Revolution (ବିପ୍ଳବ) began. Many of his books are related (ସମ୍ପର୍କୀୟ) to the civil conflict. His stories are exciting and humorous. Many of his works are concerned with the oppression of Americans. In 1935, he was awarded the National Prize of Arts and Science.

Word Meaning / Glossary:

entire (Adj) – whole
The entire class went to the picnic.
crest (N) – top/the highest part of a hill
There is a temple on the crest of a hill.
corn (N) – crops
dotted with – scattered over an area
The sea is dotted with ships.
harvest (N) – yield
promised(V)- offered
needed (V) – required
at least – to the minimum
throughout (Prep) – all through
downpour (N)- heavy rainfall
shower (N) – a spell of light rain
intimately (Adv) – closely
supper (N) – light meal taken in the evening
was preparing (V) – was cooking
God willing – if God wills
until- not till
predict – foretell the future
No one can predict birth and death,
huge – very big
I saw a huge elephant,
approaching (V)- coming fast
exclaimed (V) – became surprised
falling (V) – dropping with a satisfied expression – with a content
regarder – thought, considered
drape – cover
The ground was draped with snow.
hailstones (N) – pellets of hail
did resemble (V)- looked alike
exposing themselves to the rain – coming out in the rain
frozen pearls (NP) – very cold small, white solid bead-like substance
really (Adv) — indeed
as if(Conj) — as though
He is walking as if he is mad.
rained (V) — poured down
soul (N) — heart
locusts (N) — insects that fly in big groups and destroy crops
The farmers use pesticides to protect the crops from locusts.
sorrowful (Adj) — having sadness
He got a piece of sorrowful news.
was totally destroyed — was completely spoiled
were gone — were disappeared
we’ll all go hungry— we will all live without food
solitary(Adj)— lonely, single
Upset (Adj) — disturbed, gloomy
She is most upset about her loss of property.
seems (V) — appears
a total loss (NP)— a complete loss
all through — throughout
conscience (N) — an inner sense of right or wrong
peso (N) – the currency of several Latin American countries
Lencho received only seventy pesos from the postmaster.
all-day break — at the crack of dawn/predawn
nothing less than— like
an ox of a man — very hard-working like an ox
one of the employees – କର୍ମଚାରୀଙ୍କ ମଧ୍ୟରୁ ଜଣେ
boss (N) — senior officer
laughing heartily— laughing with an open heart
amiable (Adj)— friendly and pleasant
He is an amiable young man.
fellow (N) — person
broke out laughing— laughed suddenly
commented (V) — opined
faith (N) — belief
correspondence(N) — an act of writing letters
Man cannot make correspondence with God.
in order not to shake — not to shatter (ici
came up with an idea — had a good idea
evident (Adj) — obvious, clear
stuck to — ଅଟକି ରହିବା
goodwill (N) — welfare
resolution (N) — a firm decision
Robinson Crusoe made a resolution to leave home all the first opportunity.
asked for (V) — demanded
were obliged (V) — were forced
salary (N) — monthly allowance
charity (N) — offering, donation, financial assistance
containing (V) —having
signature (N) — sign
handed (V) — gave by hand
mail (N) — post
blow (V) — knock
contentment (N) — satisfaction
The cat purred in obvious contentment.
a good deed (NP) — a good act
slight surprise (NP) — least surprise (little— less — least)
confidence (N) — self-belief, faith, trust
wrinkling (Adj) — କୁଞ୍ଚନ
caused by (V) — created by
licked (V) — pasted on the spittle
affïxed (V) — fixed properly, attached
with a blow of his fist — a strike of his grip
crooks (N) — dishonest persons/people
Nobody likes the crooks.

BSE Odisha 10th Class English Detailed Text

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

Odisha State Board BSE Odisha 7th Class English Solutions Lesson 3 The Camel Textbook Exercise Questions and Answers.

BSE Odisha Class 7 English Solutions Lesson 3 The Camel

BSE Odisha 7th Class English Lesson 3 The Camel Text Book Questions and Answers

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

• Socialisation (ସାମାଜିକୀକରଣ):

→ Look at the picture. What do you see?
(ଛବିଟିକୁ ଦେଖ । ତୁମେ କ’ଣ ଦେଖୁଛ ?)
Answer:
We see a camel in the picture.

→ Have you seen it before?
(ତୁମେ ଏହାକୁ ପୂର୍ବରୁ ଦେଖୁଛ ?)
Answer:
Yes, I have seen camels before.

→ Where do they live?
(କେଉଁଠି ସେମାନେ ବାସ କରନ୍ତି ?)
Answer:
They live in deserts (ମରୁଭୂମିରେ).

→ How do they live in the desert?
(ସେମାନେ କିଭଳି ମରୁଭୂମିରେ ବାସ କରନ୍ତି ?)
Answer:
They eat thorny bushes and drink less water. They can bear the extreme heat and cold of the desert.
Let us read the following text to know more about camels.
(ଚାଲ ନିମ୍ନ ପାଠ୍ୟକୁ ଭଲଭାବରେ ପାଠ କରିବା ଏବଂ ଓଟ ବାବଦରେ ଆଉ କିଛି ଜାଣିବା ।)

II. While-Reading (ପଠନକାଳୀନ ):
Text (ପାଠ୍ୟବସ୍ତୁ).

• Read the following passage silently and answer the questions that follow.
(ନିମ୍ନ ଅନୁଚ୍ଛେଦଟିକୁ ନୀରବରେ ପାଠ କର ଏବଂ ନିମ୍ନ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. An animal that lives in the desert is the camel. People kept camels as pets many thousands of years ago. Camels usually live in small groups of up to thirty animals. Camels have long, shaggy winter coats to keep warm, and shorter, tidier coats in the summer to keep cool. A thirsty camel can drink as much as thirty gallons of water, about five hundred full glasses, in just ten minutes.
2. There are two different types of camels. One, known as the Dromedary, has only a single hump; the other is called a Bactrian camel and has two humps. The humps help the animal to survive in the desert by acting as storage containers.

ଓଡ଼ିଆ ଅନୁବାଦ :
୧. ଗୋଟିଏ ଜୀବ ଯେ ମରୁଭୂମିରେ ବଞ୍ଚେ ସେ ହେଉଛି ଓଟ । ହଜାର ହଜାର ବର୍ଷ ପୂର୍ବେ ମଣିଷ ଓଟକୁ ଗୃହପାଳିତ ପ୍ରାଣୀ ରୂପେ ରଖୁଥିଲେ । ଓଟଗୁଡ଼ିକ ସାଧାରଣତଃ ଛୋଟ ଛୋଟ ଦଳରେ ବାସ କରନ୍ତି ଏପରିକି ତିରିଶି ଗୋଟି ପର୍ଯ୍ୟନ୍ତ । ଶୀତଦିନେ ଓଟମାନେ ଲମ୍ବା ଲୋମଯୁକ୍ତ ଶୀତମୁକ୍ତି କେଶ ଧାରଣ କରିଥା’ନ୍ତି ଦେହକୁ ଉଷୁମ ରଖୁବାକୁ ଏବଂ ସେହିଭଳି ଗ୍ରୀଷ୍ମରେ ଛୋଟ ଚିପା ଖୋଳପାଯୁକ୍ତ ଶରୀର ଧାରଣ କରନ୍ତି ଥଣ୍ଡା ଶରୀର ଧାରଣ ପାଇଁ । ଗୋଟିଏ ତୃଷାର୍ତ୍ତ ଓଟ ଏପରିକି ତିରିଶି ଗ୍ୟାଲନ୍ ଜଳ ପାନ କରିପାରେ, ଯାହାକି ପାଞ୍ଚଶହ ପୂର୍ଣ ଗ୍ଲାସ୍ ଜଳ ଦଶ ମିନିଟ୍ ମଧ୍ଯରେ ।
୨. ଦୁଇ ପ୍ରକାରର ଓଟ ଥାଆନ୍ତି । ଗୋଟିଏ ଏକ କୁଜ ବିଶିଷ୍ଟ ଏବଂ ଅନ୍ୟଟିଏ ଦୁଇ କୁଜ ବିଶିଷ୍ଟ । ଓଟର କୁଜମାନେ ଛୋଟ ଧାରଣପାତ୍ର ଭଳି କାର୍ଯ୍ୟ କରିଥାଆନ୍ତି ।

Notes And Glossary (ଶବ୍ଦାର୍ଥ):

desert (ଜର୍ଟ) – ମରୁଭୂମି
camel (କ୍ୟାମେଲ୍) – ଓଟ
kept (କେପ୍‌ଟ) – ରଖୁଥିଲେ
pets (ପେଟ୍‌ସ୍) – ଗୃହପାଳିତ ପଶୁ
small groups (ସ୍କୁଲ୍ ଗ୍ରୁପ୍‌ସ) – ଛୋଟ ଛୋଟ ଦଳ
long (ଲଙ୍ଗ୍) – ଲମ୍ବା
shaggy (ଶଗି) – ଲମ୍ବା ଲୋମଯୁକ୍ତ
winter coats (ଉଇଣ୍ଟର୍ କୋଟ୍‌ସ୍)– ଶୀତକାଳୀନ
warm (ୱାର୍ମ) – ଗରମ | ଉଷୁମ
tidier coats (ଟିଡ଼ିଅର୍ କୋଟ୍ସ ) – ଅଧ୍ୱ ପରିଷ୍କାର
thirty gallons of water (ଥାର୍ଟି ଗ୍ୟାଲନ୍ସ ଅଫ୍ ୱାଟର) – ତିରିଶ ଗ୍ୟାଲନ ପାଣି
Dromedary (ଡ୍ରୋମେଡାରୀ) – ଗୋଟିଏ କୁଜଥିବା
single hump (ସିଙ୍ଗଲ୍ ହମ୍ ) – ଗୋଟିଏ କୁଜ
two humps (ଟୁ ହମ୍‌ ) – ଦୁଇଟି କୁଜ
survive (ସରଭାଇଭ୍) – ବଞ୍ଚିବା | ତିଷ୍ଠିବା

Comprehension Questions (ବୋଧପରିମାପକ ପ୍ରଶ୍ନବଳୀ):

Question 1.
Where do camels live ?
( ଓଟମାନେ କେଉଁଠାରେ ରହନ୍ତି|ବାସ କରନ୍ତି ?)
Answer:
Camels live in deserts.

Question 2.
Are the camels wild animals? How do you know?
(ଓଟମାନେ ହିଂସ୍ର ପଶୁ କି ? ତୁମେ କିପରି ଜାଣୁଛ ?)
Answer:
No, camels are not wild animals, rather they are docile. (ପାଳନଯୋଗ୍ୟ )

Question 3.
How do camels live: single or in groups?
( ଓଟମାନେ କିପରି ରହନ୍ତି : ଏକାକୀ କିମ୍ବା ଦଳରେ ?)
Answer:
Camels live in small groups of up to thirty animals.

Question 4.
What helps them keep warm?
(ସେମାନଙ୍କୁ ଗରମ ରଖିରେ କ’ଣ ସାହାଯ୍ୟ କରେ ?)
Answer:
The long, shaggy winter coats on their body keep them warm.

Question 5.
What keeps their bodies cool in summer?
(ଗ୍ରୀଷ୍ମଦିନେ କ’ଣ ସେମାନଙ୍କ ଶରୀରକୁ ଥଣ୍ଡା ରଖେ ?)
Answer:
The shorter, tidier coats on their body keep them cool in summer.

Question 6.
How much water does a camel drink in ten minutes?
(ଗୋଟିଏ ଓଟ ଦଶ ମିନିଟ୍‌ରେ କେତେ ପରିମାଣର ଜଳ ପିଇପାରେ ?)
Answer:
A camel drinks about thirty gallons of water which is equal to five hundred full glasses in ten minutes

Question 7.
How many types of camels are there?
( କେତେ ପ୍ରକାରର ଓଟ ଅଛନ୍ତି ?)
Answer:
There are two types of camels.

Question 8.
What are they ?
(ସେଗୁଡ଼ିକ କ’ଣ ?)
Answer:
The two types of camels are Dromedary i.e. with one hump on its back and Bactrian with two humps.

Question 9.
What helps the camels to live in the desert?
( ଓଟମାନଙ୍କୁ ମରୁଭୂମିରେ ରହିବାରେ କ’ଣ ସାହାଯ୍ୟ କରେ ? )
Answer:
The humps which are like storage containers help the camels to live in the desert.

Session – 2 (ଦ୍ବିତୀୟ ପର୍ଯ୍ୟାୟ):
III. Post-Reading (ପଠନ ପରବର୍ତ୍ତୀ):

1. Visual Memory Development Technique (VMDT) : (ଦୃଶ୍ୟ ସ୍ମୃତି ବିକାଶ କୌଶଳ)
Whole Text : The camel, small group, in the desert, type of camels
(ପୂର୍ଣ୍ଣ ପାଠ: ଓଟ, ଛୋଟ ଦଳ, ମରୁଭୂମିରେ, ଓଟର ପ୍ରକାରଭେଦ)
Part:para-1 : winter coat, drink thirty gallons of water, summer coat
(ଅନୁଚ୍ଛେଦ– ୧: ଶୀତଜାମା, ତିରିଶ ଗ୍ୟାଲନ ଜଳ ପିଅନ୍ତି, ଗ୍ରୀଷ୍ମ ଜାମା)

2. Comprehension Activities (ବୋଧପରିମାପକ କାର୍ଯ୍ୟାବଳୀ) :
MCQs: Choose the correct alternatives and complete the sentences.

Question 1.
The camel usually lives in _____________.
(A) the desert
(B) the forest
(C) the house
(D) the mountains
Answer:
(A) the desert

Question 2.
Camels are of _____________ types.
(A) one
(B) two
(C) three
(D) many
Answer:
(B) two

Question 3.
A thirsty camel drinks about _____________full glasses of water in just ten minutes.
(A) 250
(B) 500
(C) 750
(D) 1000
Answer:
(B) 500

(b) Tick (✓) the correct statements and cross (x) the wrong ones, in the box.
(i) Camels live in small groups. (✓)
(ii) Winter coats keep the camels warm. (✓)
(iii) Summer coats keep them cool. (✓)
(iv) A thirsty camel drinks about thirty gallons of water. (✓)
(v) The Dromedary camel has a single hump. (✓)
(vi) The Bactrian camel has two humps. (✓)
(vii) Camels live in forests. (x)

Session – 3 (ତୃତୀୟ ପର୍ଯ୍ୟାୟ)
3. Listening (ଶ୍ରବଣ):

→ Your teacher will read out the following words one by one.
Tick the words as you listen to him/her.
(i) desert (ଡେଜଟ୍)
(ii) domesticated (ଡୋମେଷ୍ଟିକେଟେଡ୍)
(iii) shaggy (ସେଗୀ)
(iv) gallon (ଗ୍ୟାଲନ୍)
(v) thirsty (ତୃଷିତ)
(vi) dromedary ( କ୍ରୋମେଡ଼ାରୀ)
(vii) bactrian (ବ୍ୟାକ୍‌ଟ୍ରିଆନ୍)
(viii) hump (ହମ୍ପ୍)
(ix) storage (ଷ୍ଟୋରେଜ୍ )
(x) container (କଣ୍ଟେନର୍ )
(xi) survive (ସର୍‌ଭାଇଭ୍)

4. Speaking (କହିବା):
Your teacher will read out all the words under [3] Listening Activity, one after another. Listen and repeat after him/her. Practice 5 times.
(ତୁମ ଶିକ୍ଷକ କାର୍ଯ୍ୟାବଳୀ (୩)ରେ ଥିବା ଶବ୍ଦଗୁଡ଼ିକୁ ଉଚ୍ଚାରଣ କରିବେ । ଶୁଣ ଏବଂ ପାଞ୍ଚଥର ଲେଖାଏଁ ନିଜେ କହି ଅଭ୍ୟାସ କର ।)

5. Vocabulary(ଶବ୍ଦସମ୍ଭାର):
Match the words given in ‘A’ with their meanings in ‘B’. One is done for you.
(ସ୍ତମ୍ଭ ‘A’ରେ ଦିଆଯାଇଥିବା ଶବ୍ଦକୁ ସ୍ତମ୍ଭ ‘B’ରେ ଥ‌ିବା ସେମାନଙ୍କ ଅର୍ଥ ସହ ମିଳାଅ । ତୁମ ପାଇଁ ଗୋଟିଏ କରି ଦିଆଯାଇଛି ।)

Answer:

Session – 4 (ଚତୁର୍ଥ ପର୍ଯ୍ୟାୟ)
6. Usage (ପ୍ରଚଳିତ ପ୍ରୟୋଗ)

A camel lives in the desert.
(ଓଟଟିଏ ମରୁଭୂମିରେ ବାସ କରେ ।)
The above sentence tells about the camel and the place where it lives.
Make similar sentences for the following living beings.
(ନିମ୍ନଲିଖତ ଜୀବମାନଙ୍କ ପାଇଁ ସେହିଭଳି ବାକ୍ୟମାନ ଗଠନ କର ।)
(Choose the living places of these living beings from the box)
(କୋଠରି ମଧ୍ୟରୁ ସେହି ଜୀବମାନଙ୍କ ବାସସ୍ଥାନ ବାଛ ।)

nest, stable, forest, kennel, hole, water, cow-shed, hive, burrow, house, den, cave (ଚଇଢ଼ବସା, ଘୋଡ଼ାଶାଳ, ଜଙ୍ଗଲ, କୁକୁରକୋଠି, ଗର୍ଭ, ଜଳ, ଗୁହାଳ, ମହୁଫେଣା, ଗଛକୋରଡ଼, ଘର, ଗୁମ୍ଫାଘର, ଗୁମ୍ଫା)

A horse ___________________
A cow ___________________
An elephant ___________________
A fish ___________________
A bird ___________________
A squirrel ___________________
A bee ___________________
A mouse ___________________
A man ___________________
A bear ___________________
A dog ___________________
A lion ___________________
Answer:
A horse lives in a stable.
An elephant lives in the forest.
A bird lives in a nest.
A bee lives in a hive.
A man lives in a house.
A dog lives in a kennel.
A cow lives in a cow shed.
A fish lives in water.
A squirrel lives in the burrow.
A mouse lives in a hole.
A bear lives in a cave.
A lion lives in a den. 

Session – 5 (ପଞ୍ଚମ ପର୍ଯ୍ୟାୟ)
7. Writing (ଲିଖନାତ୍ମକ)

Write answers to the following questions :
(i) When were the camels first made to live with man and work for him?
(କେବେ ଓଟମାନଙ୍କୁ ପ୍ରଥମରୁ ମଣିଷ ସହିତ ରହିବାକୁ ପଡୁଥିଲା ଏବଂ କାମ କରିବାକୁ ପଡୁଥିଲା ?)
Answer:
Many thousands of years ago camels were first made to live with man and work for him.

(ii) How many camels usually live in a group?
( ଓଟମାନେ ଦଳରେ ପ୍ରାୟତଃ କେତେ ସଂଖ୍ୟାରେ ରହନ୍ତି ?)
Answer:
Camels usually live in small groups of up to thirty animals.

(iii) Describe a camel’s winter coat.
(ଓଟମାନେ ଦଳରେ ପ୍ରାୟତଃ କେତେ ସଂଖ୍ୟାରେ ରହନ୍ତି ?)
Answer:
A camel’s winter coat is shaggy and long.
It keeps the camel warm in winter.

(iv) Describe the camel’s summer coat.
(ଓଟର ଗ୍ରୀଷ୍ମକାଳୀନ ପୋଷାକ ବିଷୟରେ ବର୍ଣ୍ଣନା କର ।)
Answer:
The camel’s summer coat is tidier and shorter. It keeps it cool in summer.

(v) How much water does a thirsty camel drink?
(ଗୋଟିଏ ତୃଷାଇଁ ଓଟ କେତେ ପରିମାଣର ଜଳ ପିଏ ?)
Answer:
A thirsty camel can drink as much as thirty gallons of water which is about five hundred full glasses in just ten minutes.

(vi) How many types of camels are there ? What are they?
(କେତେ ପ୍ରକାରର ଓଟ ଦେଖାଯା’ନ୍ତି ? ସେଗୁଡ଼ିକ କ’ଣ କ’ଣ ?)
Answer:
There are two types of camels, namely Dromedary and Bactrian.

(vii) How is the Bactrian camel different from the Dromedary camel?
(ବ୍ୟାକ୍ସିଆନ୍ ଓଟ କ୍ରୋମେଡ଼ାରୀ ଓଟଠାରୁ କିଭଳି ଭିନ୍ନ ?)
Answer:
The Bactrian camel has two humps but the Dromedary camel has only one hump.

(viii)How does a hump help a camel?
(କୁଜ କିପରି ଓଟକୁ ସାହାଯ୍ୟ କରେ ?)
Answer:
A camel has humps where it stores food and water for living long days in a desert.

Session – 6 (ଷଷ୍ଠ ପର୍ଯ୍ୟାୟ)
8. Mental Talk (ମାନସ କଥନ):
The camel is called the ship of the desert. It can live for many days without water.
(ଓଟକୁ ମରୁଭୂମିର ଜାହାଜ କୁହାଯାଏ । ଏହା ମରୁଭୂମିରେ ଅଧୂକ ଦିନ ଧରି ଜଳ ବିନା ରହିପାରେ ।)

9. Let’s Think (ଚାଲ ଚିନ୍ତାମଗ୍ନ ହେବା) :
The camel carries a lot of load for us. It even, carries us on its back across the desert. We must be kind to take care of them.
(ଓଟ ମରୁଭୂମିରେ ଆମ ପାଇଁ ଅଧ‌ିକ ବୋଝ ବୋହି ନେଇଥାଏ । ଏପରିକି ଓଟ ଆମକୁ ପିଠିରେ ବସାଇ ମରୁଭୂମିରେ ବାଟ ଚାଲେ । ଏତେସବୁ ଉପକାର ପାଇଁ ଆମେ ଓଟ ପ୍ରତି ସଦୟ ହେବା ଜରୁରୀ ।)

BSE Odisha 7th Class English Solutions Lesson 3 The Camel Important Questions and Answers

(A) Choose the right answer from the options.

Question 1.
Camel lives –
i) in groups
(ii) separately
(iii) alone
(iv) all the above
Answer:
(i) in groups

Question 2.
To keep him cool, the camel uses –
(i) shorter coats.
(ii) tidier coats
(iii) shorter and tidier coats
(iv) none of the above
Answer:
(iii) shorter and tidier coats

Question 3.
The Dromedary camel has –
(i) a single hump
(ii) two humps
(iii) no humps
(iv) three humps
Answer:
(i) a single hump

(B) Answer the following questions.

Question 1.
Describe the living style of the camels.
Answer:
Generally, camels live in the desert in groups of up to thirty animals. They store food and water in their humps. A thirsty camel can drink as much as thirty gallons of water when it gets water.

Question 2.
Why is the camel called the ship of the desert?
Answer:
A camel can live in the desert in extreme heat and cold. It can walk ~ on the sand. It carries people and loads in the desert. So it is called the ship of the desert.

(C) Re-arrange the jumbled words to make meaningful sentences.
1. camels / are / two / types / different / there / of
2. desert / an / which / in / lives / the / is / camel / the / animal
3. pets/people/camels / kept / as
4. groups/camels / live/small / in / usually
5. desert / the / help/humps / the / to / animal / survive / the / in
Answer:
1. There are two different types of camels.
2. An animal which lives in the desert is the camel.
3. People kept camels as pets.
4. Camels usually live in small groups.
5. The humps help the animal to survive in the desert.

(D) Find whether True or False.
1. The camel is an animal that lives in the forest.
2. People kept horses as pets many thousands of years ago.
3. Camels usually live in small groups of up to thirty animals.
4. A thirsty camel can drink as much as thirty gallons of water.
5. There are many different types of camels.
Answer:
(1) False (2) False (3) True (4) True (5) False