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

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

Question 1.
ବନ୍ଧନୀ ମଧ୍ଯରୁ ଠିକ୍ ଉତ୍ତରଟି ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।
(i) x + y = 0 ସମୀକରଣର ଅନ୍ୟତମ ସମାଧାନ ___________ । [(4, 5), (5, 5), (- 4, 4), (-4, 5)]
(ii) x – 2y = 0 ସମୀକରଣର ଅନ୍ୟତମ ସମାଧାନ ___________ । [(4, 2), (- 4, 2), (4, – 2), (- 4, – 2)]
(iii) 2x + y + 2 = 0 ସମୀକରଣର ଅନ୍ୟତମ ସମାଧାନ ___________ । [(0, 2), (2, 0), (- 2, 0), (0, – 2)]
(iv) x – 4y + 1 = 0 ହେଲେ x = ______ । [4y-1, 4y+1,-4y + 1, -4y – 1]
(v) 2x-y+2 = 0 ହେଲେ y = ______ । [2x – 2, 2x + 2, 2x – 2, – 2x – 2]
(vi) x-2y + 3 = 0 ହେଲେ y = ______ । [½(x + 3), – ½(x – 3), – ½(-x + 3), – ½(x + 3)]
ଜ –
(i) (- 4, 4), (ii) (4, 2), (iii) (0, – 2), (iv) 4y – 1, (v) 2x + 2, (vi) 1⁄2 (x + 3)
ବ୍ୟାଖ୍ୟା ସହ ଉତ୍ତର :
(i) x + y = 0 ସମୀକରଣର ଅନ୍ୟତମ ସମାଧାନ (- 4, 4) । (କାରଣ -x = y)

(ii) x – 2y = 0 ସମୀକରଣର ଅନ୍ୟତମ ସମାଧାନ (4, 2) ଓ (- 4, -2) (କାରଣ x = 2y)

(iii) 2x + y + 2 = 0 ସମୀକରଣର ଅନ୍ୟତମ ସମାଧାନ (0, -2) (କାରଣ 2x = -(y+2))

(iv) x – 4y + 1 = 0 ⇒ x = 4y – 1

(v) 2x – y + 2 = 0 ⇒ 2x +2 = y ⇒ y = 2x + 2

(vi) x-2y+3 = 0 ⇒ x + 3 = 2y ⇒ y = ½(x +3)

Question 2.
ନିମ୍ନରେ ଦତ୍ତ ସହସମୀକରଣ ଯୋଡ଼ିରୁ କେଉଁ ସମୀକରଣ ଯୋଡ଼ି କ୍ଷେତ୍ରରେ
(i) ଅନନ୍ୟ ସମାଧାନ ସମ୍ଭବ
(ii) ଅସଂଖ୍ୟ ସମାଧାନ ସମ୍ଭବ ଏବଂ
(iii) ସମାଧାନ ସମ୍ଭବ ନୁହେଁ ?
(i) x + y + 1 = 0, x – y + 1 = 0
(ii) x + y + 1 = 0, 2x + 2y + 2 = 0
(iii) x + y + 1 = 0, x + y + 3 = 0
(iv) 2x – y + 3 = 0, – 4x + 2y – 6=0
(v) 2x – y + 3 = 0, 2x + y -3 = 0
(vi) 2x – y+3 = 0, – 6x + 3y+5=0
ସମାଧାନ :
a₁x+by+ c₂ = 0 ଏବଂ a₂x + b2y + c2 = 0 ସମୀକରେ
(i) ଅନନ୍ୟ ସମାଧାନ ସମ୍ଭବ, ଯଦି \(\frac{a_1}{a_2} \neq \frac{b_1}{b_2}\) ହେବ
(ii) ଅସଂଖ୍ୟ ସମାଧାନ ସମ୍ଭବ, ଯଦି \(\frac{a_1}{a_2}=\frac{b_1}{b_2}=\frac{c_1}{c_2}\) ହେବ ଏବଂ
(iii) ସମାଧାନ ଅସମ୍ଭବ, ଯଦି \(\frac{a_1}{a_2}=\frac{b_1}{b_2} \neq \frac{c_1}{c_2}\) ହେବ ।

(i) ସହସମୀକରଣହଊ (a) x + y + 1 = 0 ଏଠାରେ a₁ = 1, b₁ = 1, c₁ = 1
(b) x – y + 1 = 0 ଏବଂ a₂ = 1, b₂ = – 1, c₂ = 1
∴ \(\frac{a_1}{a_2}=\frac{1}{1}=1\), \(\frac{b_1}{b_2}=\frac{1}{-1}=-1\)
ଏଠାରେ \(\frac{a_1}{a_2} \neq \frac{b_1}{b_2}\) ହେତୁ ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ରହିବ ।

(ii) ସମୀକରଣଦ୍ଵୟ x + y + 1 = 0 ଓ 2x + 2y + 2 = 0
ଏଠାରେ a₁ = 1, b₁ = 1, c₁ = 1 ଏବଂ a₂ = 2, b₂ = 2, c₂ = 2
∴ \(\frac{a_1}{a_2}=\frac{b_1}{b_2}=\frac{c_1}{c_2}\) ହେତୁ ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ସମ୍ଭବ।

(iii) ସମୀକରଣଦ୍ଵୟ x + y + 1 = 0 ଓ x + y + 3 = 0
ଏଠାରେ a₁ = 1, b₁ = 1, c₁ = 1 ଏବଂ a₂ = 1, b₂ = 1, c₂ = 3
∴ \(\frac{a_1}{a_2}=\frac{b_1}{b_2} \neq \frac{c_1}{c_2}\) ହେତୁ ସମାଧାନ ସମ୍ଭବ ନୁହେଁ ।

(iv) 2x – y + 3 = 0 ଓ – 4x + 2y – 6 = 0
ଏଠାରେ a₁ = 2, b₁ = -1, c₁ = 3; a₂ = -4, b₂ = 2, c₂ = -6
∴ \(\frac{a_1}{a_2}=\frac{b_1}{b_2}=\frac{c_1}{c_2}\) ହେତୁ ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ରହିବ ।

(v) 2x – y + 3 = 0, 2x + y – 3 = 0
ଏଠାରେ a₁ = 2, b₁ = -1, c₁ = 3; a₂ = 2, b₂ = 1, c₂ = -3
∴ \(\frac{a_1}{a_2} \neq \frac{b_1}{b_2}\) ହେତୁ ଅନନ୍ୟ ସମାଧାନ ସମ୍ଭବ ।

(vi) 2x – y + 3 = 0, -6x + 3y + 5 = 0
ଏଠାରେ a₁ = 2, b₁ = -1, c₁ = 3; a₂ = -6, b₂ = 3, c₂ = 5
∴ \(\frac{a_1}{a_2}=\frac{b_1}{b_2} \neq \frac{c_1}{c_2}\) ହେତୁ ସମାଧାନ ସମ୍ଭବ ନୁହେଁ ।

Question 3.
ନିମ୍ନଲିଖୂତ ସମୀକରଣଗୁଡ଼ିକର ଲେଖଚିତ୍ର ଅଙ୍କନ ପାଇଁ ଯେକୌଣସି ତିନିଗୋଟି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ ନିରୂପଣ କର ।
(i) x – y = 0
(ii) x + y = 0
(iii) x – 2y = 0
(iv) x + 2y – 4 = 0
(v) x – 2y – 4 = 0
(vi) 2x – y + 4 = 0
ସମାଧାନ : ଏକଘାତୀ ଦୁଇ ଅଜ୍ଞାତ ରାଶିବିଶିଷ୍ଟ ସମୀକରଣର ଅସଂଖ୍ୟ ସମାଧାନ ଥାଏ ।
(i) x – y = 0
⇒ x = y ⇒ y = x

x	1	-2	3
y	1	-2	3

‘x’ର ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମାନପାଇଁ yର ଆନୁସଙ୍ଗିକ ମାନ ସାରଣୀରେ ନିର୍ଣ୍ଣୟ କରାଯାଇଛି ।
∴ ଦତ୍ତ ସମୀକରଣର ଲେଖଚିତ୍ର ପାଇଁ ତିନୋଟି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (1, 1), (- 2, · 2) ଏବଂ (3, 3) ।

(ii) x + y = 0
⇒ y = -x

x	-1	2	-3
y	1	-2	3

‘x’ର ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମାନପାଇଁ yର ଆନୁସଙ୍ଗିକ ମାନ ସାରଣୀରେ ନିର୍ଣ୍ଣୟ କରାଯାଇଛି ।
∴ ଦତ୍ତ ସମୀକରଣର ଲେଖଚିତ୍ର ପାଇଁ ତିନୋଟି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (- 1, 1), (2, − 2) ଏବଂ (-3, 3) ।

(iii) x – 2y = 0 ⇒ x = 2y
⇒ y = \(\frac{1}{2}\)x

x	2	-2	4
y	1	-1	2

‘x’ର ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମାନପାଇଁ ଦୂର ଆନୁସଙ୍ଗିକ ମାନ ସାରଣୀରେ ନିର୍ଣ୍ଣୟ କରାଯାଇଛି ।
∴ ଦତ୍ତ ସମୀକରଣର ଲେଖଚିତ୍ର ପାଇଁ ତିନୋଟି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (2, 1), (- 2, – 1) ଏବଂ (4, 2) ।

(iv) x + 2y – 4 = 0 ⇒ 2y = 4 – x
⇒ y = \(\frac{1}{2}\)(4 – x)

x	0	4	2
y	2	0	1

‘x’ର ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମାନପାଇଁ yର ଆନୁସଙ୍ଗିକ ମାନ ସାରଣୀରେ ନିର୍ଣ୍ଣୟ କରାଯାଇଛି ।
∴ ଦତ୍ତ ସମୀକରଣର ଲେଖଚିତ୍ର ପାଇଁ ତିନୋଟି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (0, 2), (4, 0) ଏବଂ (2, 1) ।

(v) x – 2y – 4 = 0 ⇒ x – 4 = 2y
⇒ y = \(\frac{1}{2}\) (x – 4)

x	0	4	2
y	-2	0	-1

‘x’ର ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମାନପାଇଁ yର ଆନୁସଙ୍ଗିକ ମାନ ସାରଣୀରେ ନିର୍ଣ୍ଣୟ କରାଯାଇଛି ।
∴ ଦତ୍ତ ସମୀକରଣର ଲେଖଚିତ୍ର ପାଇଁ ତିନୋଟି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (0, -2), (4, 0) ଏବଂ (2, -1) ।

(vi) 2x – y + 4 = 0 ⇒ 2x + 4 = y
⇒ y = 2x + 4

x	-2	0	1
y	0	4	6

‘x’ର ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମାନପାଇଁ yର ଆନୁସଙ୍ଗିକ ମାନ ସାରଣୀରେ ନିର୍ଣ୍ଣୟ କରାଯାଇଛି ।
∴ ଦତ୍ତ ସମୀକରଣର ଲେଖଚିତ୍ର ପାଇଁ ତିନୋଟି ବିନ୍ଦୁର ସ୍ଥାନାଙ୍କ (-2, 0), (0, 4) ଏବଂ (1, 6) ।

Question 4.
ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ସଂକ୍ଷିପ୍ତ ଉତ୍ତର ଆବଶ୍ୟକ ।
(i) kx + my + 4 = 0 ଓ 2x + y + 1 = 0 ସମୀକରଣଦ୍ଵୟ ଅସଙ୍ଗତ ହେଲେ k : m କେତେ ?
(ii) 2x + 3y – 5 = 0 ଓ 7x – 6y – 1 = 0 ସହସମୀକରଣଦ୍ୱୟର ସମାଧାନ (1, ß) ହେଲେ ßର ମୂଲ୍ୟ କେତେ ?
(ii) ‘t’ ର କେଉଁ ମାନ ପାଇଁ (1, 1), ସମୀକରଣ 3x + ty – 6 = 0 ଅନ୍ୟ ଏକ ସମାଧାନ ହେବ ?
(iv) ‘t’ ର କେଉଁ ମାନ ପାଇଁ (1, 1), tx – 2y – 10 = 0 ର ଅନ୍ୟତମ ସମାଧାନ ହେବ ?
(v) ‘t’ର କେଉଁ ମାନ ପାଇଁ tx + 2y = 0 ଓ 3x + ty = 0 ସହସମୀକରଣଦ୍ୱୟର ଅସଂଖ୍ୟ ସମାଧାନ ସମ୍ଭବ ?
(vi) ଦର୍ଶାଅ ଯେ, 6x – 3y + 10 = 0 ଓ 2x – y + 9 = 0 ସହସମୀକରଣଦ୍ଵୟର ସମାଧାନ ଅସମ୍ଭବ।
(vi) ଦର୍ଶାଅ ଯେ, 2x + 5y = 17 ଏବଂ 5x + 3y = 14 ସହସମୀକରଣଦ୍ଵୟ ସଙ୍ଗୀତ ଓ ସ୍ୱତନ୍ତ୍ର ।
(viii) ଦର୍ଶାଅ ଯେ, 3x – 5y – 10 = 0 ଏବଂ 6x – 10y = 20 ସହସମୀକରଣଦ୍ୱୟର ଅସଂଖ୍ୟ ସମାଧାନ ରହିଛି ।
ସମାଧାନ :
(i) kx + my + 4 = 0 ଏବଂ 2x + y + 1 = 0
ସମୀକରଣଦ୍ୱୟରେ a₁ = k, b₁ = m, c₁ = 4 ଏବଂ a₂ = 2, b₂ = 1, c₁ = 1
ଏଠାରେ ସମୀକରଣ ଦ୍ଵୟ ଅସଙ୍ଗତ ହେବାର ସର୍ଭ,
\(\frac{a_1}{a_2}=\frac{b_1}{b_2} \neq \frac{c_1}{c_2}\)
∴ ନିଶ୍ଚେୟ ଅନୁପାତ k:m = 2:1

(ii) 2x + 3y – 5 = 0 8 7x – 6y – 1 = 0 APANIMNAGAR AFIUIA (1, ß)
ଏଠାରେ ‘x’ର ମାନ 1 ଓ yର ମାନ ‘B’ ପାଇଁ ସମୀକରଣଦ୍ଵୟ ସିଦ୍ଧ ହେବ ।
.. 2(1) + 3(B) −5 = 0 ⇒ 2 + 3ß – 5 = 0
⇒3ß – 3 = 0 ⇒ ß \(\frac{3}{3}\) = 1⇒ ß = 1
∴ ß ର ମୂଲ୍ୟ 1 ପାଇଁ ସହସମୀକରଣର ସମାଧାନ (1, ß) ହେବ ।

(iii) ଦତ୍ତ ସମୀକରଣ 3x + ty – 6 = 0 ର ଏକ ସମାଧାନ (1, 1) ହେଲେ
x = 1 ଓ y = 1 ପାଇଁ ସମୀକରଣଦ୍ଵୟ ସିଦ୍ଧ ହେବ ।
∴ 3(1) + t (1) – 6 = 0 ⇒ 3 + t – 6 = 0 ⇒ t – 3 = 0 ⇒ t = 3
∴ ର ମୂଲ୍ୟ 3 ପାଇଁ (1, 1), ସମୀକରଣ 3x + ty – 6 = )ର ଏକ ସମାଧାନ ହେବ ।

(iv) ଦର ସମୀକରଣ tx – 2y – 10 = 0 ର ସମାଧାନ (1,1) ହେଲେ,
x = 1 ଓ y = 1 ପାଇଁ ସମୀକରଣଦ୍ଵୟ ସିଦ୍ଧ ହେବ ।
∴ t(1) – 2(1) – 10 = 0 ⇒ t – 2 – 10 = 0 ⇒ t – 12 = 0 ⇒ t = 12
∴ t ର ମାନ 12 ପାଇଁ (1, 1), ଦତ୍ତ ସମୀକରଣର ଏକ ସମାଧାନ ହେବ ।

(v) tx + 2y = 0 ଓ 3x + ty = 0
ସହସମୀକରଣଦ୍ଵୟର ଅସଂଖ୍ୟ ସମାଧାନ ସମ୍ଭବ ହେବାର ସର୍ଭ
\(\frac{a_1}{a_2}=\frac{b_1}{b_2}\)
⇒ \(\frac{t}{3}=\frac{2}{t}\) ⇒ t² = 6 ⇒ t = ±√6
∴ t ର ମାନ ±√6 ପାଇଁ ସହସମୀକରଣ ଦ୍ଵୟର ଅସଂଖ୍ୟ ମାନ ସମ୍ଭବ ।

(vi)

(vii) 2x + 5y = 17 ⇒ 2x + 5y – 17 = 0….. ..(1)
5x + 3y = 14 ⇒ 5x + 3y – 14 = 0………(2)
ସମୀକରଣ (1) ଓ (2) ରୁ a₁ = 2, b₁ = 5, c₁ = – 17 ଓ a₂ = 5, b₂ = 3, c₂ = – 14
∴ \(\frac{a_1}{a_2}=\frac{2}{5}\), \(\frac{b_1}{b_2}=\frac{5}{3}\), \(\frac{c_1}{c_2}=\frac{-17}{-14}=\frac{17}{14}\)
ଏଠାରେ ଲକ୍ଷ୍ୟ କର ଯେ \(\frac{a_1}{a_2} \neq \frac{b_1}{b_2}\)
∴ ସହସମୀକରଣ ଦ୍ଵୟ ସଙ୍ଗତ ଓ ସ୍ୱତନ୍ତ୍ର

(viii) 3x – 5y – 10 = 0;
6x – 10y = 20 ⇒ 6x – 10y – 20 = 0

Question 5.
ଲେଖଚିତ୍ର ଅଙ୍କନ କରି ନିମ୍ନଲିଖ୍ ସହସମୀକରଣଦ୍ଵୟର ସମାଧାନ କର ।
(i) x + y – 4 = 0 ଓ x − y = 0
(i) x − y = 0 ଓ x + y – 2 = 0
(iii) x + y = 0 ଓ – x + Y – 2 = 0
(iv) 2x + y − 3 = 0 6 x + y − 2 = 0
(v) 3x + y + 2 = 0 ଓ 2x + y + 1 = 0
(vi) x + 2y + 3 = 0 ଓ 2x + y + 3 = 0
(vii) 2x + y = 6 = 0 ଓ 2x − y + 2 = 0
(viii)x + y − 1 = 0 ଓ 2x + y − 8 = 0
(ix) 3x + y – 11 = 0 ଓ x – y – 1 = 0
(x) 2x – 3y – 5 = 0 ଓ – 4x + 6y – 3 = 0
(xi) 2x + y + 2 = 0 ଓ 4x – y – 8 = 0
(xii) 3x + 4y – 7 = 0 ଓ 5x + 2y – 7 = 0
ସମାଧାନ :
(i) ଦୁଇ ଅଜ୍ଞାତ ରାଶିବିଶିଷ୍ଟ ଏକଘାତୀ ସମୀକରଣରେ y ର ମାନକୁ x ମାଧ୍ୟମରେ ପ୍ରକାଶ କର ।
(ii) ‘x’ର ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମାନକୁ ନେଇ ‘y’ର ଆନୁସଙ୍ଗିକ ମାନ ସ୍ଥିର କର । ଅତି କମ୍‌ରେ ତିନିଯୋଡା ମାନ ସ୍ଥିର କରିବାକୁ ହେବ ।
(iii) ପରବର୍ତୀ ସମୟରେ ତିନିଯୋଡା ମାନକୁ ନେଇ R² ସମତଳରେ ତିନୋଟି ବିନ୍ଦୁ ସ୍ଥାପନ କର ।
(iv) ଏକ ଲେଖଚିତ୍ର (ସରଳରେଖା) ଅଙ୍କନ କର ।
(i)

(ii)

(iii)

(iv)

(v)

(vi)

(vii)

(viii)

(ix)

(x)

(xi)

(xii)

Question 6.
(i) ଲେଖଚିତ୍ର ସାହାଯ୍ୟରେ ଦର୍ଶାଅ ଯେ, 2x – 2y = 2 ଏବଂ 4x – 4y – 8 = 0 ସହସମୀକରଣଦ୍ୱୟର ସମାଧାନ ଅସମ୍ଭଵ ।
(ii) ଲେଖଚିତ୍ର ସାହାଯ୍ୟରେ ଦର୍ଶାଅ ଯେ, 2x – 3y = 1 ଏବଂ 3x-4y = 1 ସହସମୀକରଣଦ୍ୱୟର ଏକ ଅନନ୍ୟ ସମାଧାନ ଅଛି ।
(iii) ଲେଖଚିତ୍ର ସାହାଯ୍ୟରେ ଦର୍ଶାଅ ଯେ, 9x + 3y + 12 = 0 18x + 6y+ 24 = 0 ସହସମୀକରଣଦ୍ୱୟର ଏକ ଅନନ୍ୟ ସମାଧାନ ଅଛି ।
(iv) ଲେଖଚିତ୍ର ସାହାଯ୍ୟରେ 2x – y = 1 ଏବଂ x + 2y = 8 ସହସମୀକରଣଦ୍ୱୟର ପ୍ରତ୍ୟେକର y-ଛେଦଂଶ ନିରୂପଣ କର ।
ସମାଧାନ :
(i)

(ii)

(iii)

(iv)

Question 7.
ନିମ୍ନରେ ପ୍ରଦତ୍ତ ସହ-ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ସମ୍ଭବ ହେଲେ ପ୍ରତ୍ୟେକ କ୍ଷେତ୍ରରେ k ର ମାନ ସ୍ଥିର କର ।
(i) x – 2y – 3 = 0, 3x + ky – 1 = 0
(ii) kx – y – 2 = 0, 6x + 2y – 3 = 0
(iii) kx + 3y + 8 = 0, 12x + 5y – 2 = 0
(iv) kx + 2y = 5, 3x + y = 1
(v) x – ky = 2, 3x + 2y + 5 = 0
(vi) 4x – ky = 5, 2x – 3y = 12
ସମାଧାନ :
a₁x + b₁y + c₁ = 0 ଓ a₂x + b₂y + c₂ = 0
(i) ସହସମୀକରଣଦ୍ଵୟ x – 2y – 3 = 0 ଓ 3x + ky – 1 = 0
ଏଠାରେ a₁ = 1, b₁ = – 2, c₁ = -3 ଓ a₂ = 3, b₂ = k, c₂ = – 1
ଦତ୍ତ ସହ-ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ସର୍ତ୍ତ ଅନୁଯାୟୀ \(\frac{a_1}{a_2} \neq \frac{b_1}{b_2}\)
⇒ \(\frac{1}{3} \neq \frac{-2}{k}\) ⇒ k ≠ -6
k ≠ -6 ହେଲେ ସହ-ସମୀକରଣ ଦ୍ବୟର ସମାଧାନ ଅନନ୍ୟ ହେବ ।

(ii) ସହସମୀକରଣଦ୍ବୟ kx – y – 2 = 0 ଓ 6x + 2y – 3 = 0
ଏଠାରେ a₁ = k, b₁ = -1, c₁ = -2 ଓ a₂ = 6, b₂ = 2, c₂ = -3
ଦତ୍ତ ସହ-ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ସର୍ତ୍ତ ଅନୁଯାୟୀ \(\frac{a_1}{a_2} \neq \frac{b_1}{b_2}\)
⇒ \(\frac{k}{6} \neq \frac{-1}{2}\) ⇒ k ≠ \(\frac{-6}{2}\) k ≠ -3
k ≠ -3 ହେଲେ ସହ-ସମୀକରଣ ଦ୍ବୟର ସମାଧାନ ଅନନ୍ୟ ହେବ ।

(iii) kx + 3y + 8 = 0 ଓ 12x + 5y – 2 = 0
ଏଠାରେ a₁ = k, b₁ = 3, c₁ = 8 ଓ a₂ = 12, b₂ = 5, c₂ = – 2
ସର୍ତ୍ତ ଅନୁଯାୟୀ
⇒ \(\frac{k}{12} \neq \frac{3}{5}\) ⇒ k ≠ \(\frac{36}{5}\)
k ≠ \(\frac{36}{5}\) ହେଲେ ସହ-ସମୀକରଣ ଦ୍ବୟର ସମାଧାନ ଅନନ୍ୟ ହେବ ।

(iv) kx + 2y = 5 ⇒ kx + 2y – 5 = 0
3x + y = 1 ⇒ 3x + y – 1 = 0
ଏଠାରେ a₁ = k, b₁ = 2, c₁ = -5 ଓ a₂ = 3, b₂ = 1, c₂ = – 1
ଦତ୍ତ ସହ-ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ସର୍ତ୍ତ ଅନୁଯାୟୀ \(\frac{a_1}{a_2} \neq \frac{b_1}{b_2}\)
⇒ \(\frac{k}{3} \neq \frac{2}{1}\) ⇒ k ≠ 6
k ≠ 6 ହେଲେ ସହ-ସମୀକରଣ ଦ୍ବୟର ସମାଧାନ ଅନନ୍ୟ ହେବ ।

(v) x – ky = 2 ⇒ x – ky – 2 = 0
3x + 2y + 5 = 0
ଏଠାରେ a₁ = 1, b₁ = -k, c₁ = -2 ଓ a₂ = 3, b₂ = 2, c₂ = 5
ଦତ୍ତ ସହ-ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ସର୍ତ୍ତ ଅନୁଯାୟୀ \(\frac{a_1}{a_2} \neq \frac{b_1}{b_2}\)
⇒ \(\frac{1}{3} \neq \frac{-k}{2}\) ⇒ -k ≠ \(\frac{2}{3}\) ⇒ k ≠ \(– \frac{2}{3}\)
k ≠ \(– \frac{2}{3}\) ହେଲେ ସହ-ସମୀକରଣ ଦ୍ବୟର ସମାଧାନ ଅନନ୍ୟ ହେବ ।

(vi) 4x – ky = 5 ⇒ 4x – ky – 5 = 0
2x – 3y = 12 ⇒ 2x – 3y – 12 = 0
ଏଠାରେ a₁ = 4, b₁ = -k, c₁ = -5 ଓ a₂ = 2, b₂ = -3, c₂ = -12
ଦତ୍ତ ସହ-ସମୀକରଣ ଦ୍ଵୟର ଅନନ୍ୟ ସମାଧାନ ସର୍ତ୍ତ ଅନୁଯାୟୀ \(\frac{a_1}{a_2} \neq \frac{b_1}{b_2}\)
\(\frac{4}{2} \neq \frac{-k}{-3}\) ⇒ -k ≠ -6 ⇒ k ≠ 6
k ≠ 6 ହେଲେ ସହ-ସମୀକରଣ ଦ୍ବୟର ସମାଧାନ ଅନନ୍ୟ ହେବ ।

Question 8.
ନିମ୍ନରେ ଦତ୍ତ ସହସମୀକରଣ ଦ୍ଵୟର ଅସଂଖ୍ୟ ସମାଧାନ ରହିଲେ ପ୍ରତ୍ୟେକ କ୍ଷେତ୍ରରେ k ର ମାନ ସ୍ଥିର କର ।
(i) 7x – y – 5 = 0, 21x – 3y – k = 0
(ii) 8x + 5y – 9 = 0, kx + 10y – 18 = 0
(iii) kx – 2y + 6 = 0, 4x – 3y + 9 = 0
(iv) 2x + 3y = 5, 6x + ky = 15
(v) 5x + 2y = k, 10x + 4y = 3
(vi) kx – 2y – 6 = 0, 4x + 3y + 9 = 0
ସମାଧାନ :
ଯଦି \(\frac{a_1}{a_2}=\frac{b_1}{b_2}=\frac{c_1}{c_2}\) ହୁଏ, ତେବେ ସହ-ସମୀକରଣଦ୍ଵୟ a₁x + b₁y + c₁ = 0 ଓ a₂x + b₂y + c₂ = 0 ର ଅସଂଖ୍ୟ ସମାଧାନ ସମ୍ଭବ ।
(i) ସମୀକରଣଦ୍ଵୟ 7x – y – 5 = 0; ଏବଂ 21x – 3y – k = 0
ଏଠାରେ a₁ = 7, b₁ = -1, c₁ = -5 ଓ a₂ = 21, b₂ = -3, c₂ = -k
ଦତ୍ତ ସର୍ତ୍ତ ଅନୁଯାୟୀ \(\frac{a_1}{a_2}=\frac{b_1}{b_2}=\frac{c_1}{c_2}\)
⇒ \(\frac{7}{21}=\frac{-1}{-3}=\frac{-5}{-k}\) ⇒ \(\frac{1}{3}=\frac{5}{k}\) ⇒ k = 15
∴ k ର ମାନ 15 ହେଲେ ସହ-ସମୀକରଣଦ୍ୱୟର ଅସଂଖ୍ୟ ସମାଧାନ ରହିବ ।

(ii) ସମୀକରଣଦ୍ଵୟ 8x + 5y – 9 = 0; ଓ kx + 10y – 18 = 0
ଏଠାରେ a₁ = 8, b₁ = 5, c₁ = -9; ଓ a₂ = k, b₂ = 10, c₂ =- 18
ଦତ୍ତ ସର୍ତ୍ତ ଅନୁଯାୟୀ \(\frac{a_1}{a_2}=\frac{b_1}{b_2}=\frac{c_1}{c_2}\)
⇒ \(\frac{8}{k}=\frac{5}{10}=\frac{-9}{-18}\) ⇒ \(\frac{8}{k}=\frac{1}{2}\) ⇒ k = 16
∴ k ର ମାନ 16 ହେଲେ ସହ-ସମୀକରଣଦ୍ୱୟର ଅସଂଖ୍ୟ ସମାଧାନ ରହିବ ।

(iii)

(iv)

(v)

(vi)

Question 9.
k ର କେଉଁ ମୂଲ୍ୟ ପାଇଁ ନିମ୍ନରେ ଦତ୍ତ ସହସମୀକରଣଦ୍ଵୟ ଅସଙ୍ଗତ ହେବେ ?
(i) 8x + 5y – 9 = 0, kx + 10y – 15 = 0
(ii) kx – 5y – 2 = 0, 6x + 2y – 7 = 0
(iii) kx + 2y – 3 = 0, 5x + 5y – 7 =
(iv) kx – y – 2 = 0, 6x – 2y – 3 = 0
(v) x + 2y – 5 = 0, 8x + ky – 10 = 0
(vi) 3x – 4y + 7 = 0, kx + 3y – 5 = 0
ସମାଧାନ :
ଏବଂ a₁x + b₁y + c₁ = 0 ଓ a₂x + b₂y + c₂ = 0
(i)

(ii)

(iii)

(iv)

(v)

(vi)

Odisha State Board BSE Odisha 7th Class English Solutions Lesson 1 Run! Run! Run! Textbook Exercise Questions and Answers.

BSE Odisha Class 7 English Solutions Lesson 1 Run! Run! Run!

BSE Odisha 7th Class English Lesson 1 Run! Run! Run! Text Book Questions and Answers

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

Look at the title of the poem and guess who runs.
(କବିତାର ଶିରୋନାମାକୁ ଦେଖ ଏବଂ ଅନୁମାନ କର କିଏ ଦୌଡ଼େ ।)
Answer:
A child runs. (ଜଣେ ପିଲା ଦୌଡ଼େ)

→ Why does s/he run?
(କାହିଁକି ସେ ଦୌଡ଼େ ?)
Answer:
S/he runs to feel and make merry.

→ Where does s/he run?
( କେଉଁଠି ସେ ଦୌଡ଼େ ?)
Answer:
S/he runs away from the city and out of the countryside.

→ Does s/he run out of his/her own interest or someone asks him/her to run?
(ସେ କ’ଣ ନିଜ ଇଚ୍ଛାରେ କିମ୍ବା କିଏ ତାକୁ ଦୌଡ଼ିବାକୁ କୁହେ ?)
Answer:
S/he runs out of his / her own interest.

→ Does s/he get pleasure out of running?
(ସେ କ’ଣ ଦୌଡ଼ିବାରେ ଆନନ୍ଦ ପାଏ ?)
Answer:
Yes, s/he gets pleasure out of running.

Read the poem and see (କବିତାଟିକୁ ପଢ଼ ଏବଂ ଦେଖ ।)

II. While-Reading ( ପଠନକାଳୀନ):
Text (ପାଠ୍ୟବସ୍ତୁ):
Read the poem silently and answer the questions that follow.
(କବିତାଟିକୁ ନୀରବରେ ପାଠ କର ଏବଂ ନିମ୍ନ ପ୍ରଶ୍ନଗୁଡିକର ଉତ୍ତର ଦିଅ ।)

AWAY from the city
And into the sun.
Out of the country.
Run! Run! Run!

Run in the raindrops!
Run beneath the trees!
Run little races
With each little breeze!

Run down the hillside.
Run up the lane:
Run through the meadow,
Then run back again!

Run and be merry
All through the day!
Run to the country.
Away! Away!
(Mary Daunt)

ଓଡ଼ିଆ ଅନୁବାଦ:

ସହରରୁ ଦୂର
ଖରା ପ୍ରାନ୍ତରରେ
ଦେଶ ବାହାରେ
ଦୌଡ଼-ଦୌଡ଼-ଦୌଡ଼ !

ଦୌଡ଼ ବର୍ଷା ଟୋପାଟୋପାରେ
ଦୌଡ଼ ଗଛ ମୂଳ (ଛାଇରେ)
ଦୌଡ଼ ଅଳ୍ପ ଧୀର ବେଗରେ
ତାଳ ଦେଇ କୋମଳ ପବନ ସାର୍ଥରେ !

ଦୌଡ଼ ପର୍ବତ/ପାହାଡ଼ କଡ଼େ କଡ଼େ
ଦୌଡ଼ ରାସ୍ତାର ଗଳିକନ୍ଦିରେ
ଦୌଡ଼ ଘାସୁଆ ପଡ଼ିଆ ଉପରେ
ପୁଣି ଫେରିଆସ ଦୌଡ଼ି ଦୌଡ଼ି !

ଦୌଡ଼ ଏବଂ ଆନନ୍ଦିତ ହୁଅ
ଦୌଡ଼ ଦିବା ଆଲୋକରେ !
ଦୌଡ଼ ମଫସଲ ଆଡକୁ,
ଦୂରକୁ ! ଦୂରକୁ !
(ମାରୀ ଡଉଣ୍ଡ)

Notes And Glossary:

AWAY (ଆ) – ଦୂର
city (ସିଟି) – ସହର
country (କର୍ଣ୍ଣ) – ଗ୍ରାମାଞ୍ଚଳ | ମଫସଲ
raindrops (ରେନ୍ଦ୍ରପ୍‌ସ ) – ବର୍ଷାଟୋପା
beneath the trees (ବିନିଥ ଦ ବ୍ରିଜ୍) – ଗଛ ତଳେ
breeze (ବ୍ରିଜ୍) – କୋମଳ ପବନ
little races (ଲିଟିଲ୍ ରେସେସ୍) – ଛୋଟ ଜାତି
hillside (ହିସାଇଡ୍) – ପାହାଡ଼ କଡ଼େ କଡ଼େ
lane (ଲେନ୍) – ଗଳିକନ୍ଦି
meadow (ମିଡ଼ୋ) – ଘାସୁଆ ପଡ଼ିଆ
be merry (ବି ମେରୀ) – ଆନନ୍ଦିତ ହୁଅ
All through (ଅଲ୍ ଥ୍ରୋ) – ସମ୍ପୂର୍ଣ | ସାରା
Then (ଦେନ୍) – ତା’ପରେ
again (ଏଗେନ୍) – ପୁଣି | ପୁନର୍ବାର

•  Your teacher reads the poem aloud. You listen to him/her without opening the book. (ଶିକ୍ଷକ କବିତାଟିକୁ ଉଚ୍ଚସ୍ଵରରେ ବୋଲିବେ । ତୁମ୍ଭେମାନେ ପୁସ୍ତକ ନଖୋଲି ମନଯୋଗ ପୂର୍ବକ ଶୁଣିବ ।)
• Your teacher asks you: What sights are described in the poem? (ଶିକ୍ଷକ ତୁମକୁ ପଚାରିବେ – କେଉଁ ଦୃଶ୍ୟସବୁ କବିତାରେ ବର୍ଣ୍ଣିତ ହୋଇଛି ? )
• Your teacher reads the poem aloud a second time. You listen to him/her and at the same time see the poem. (ଶିକ୍ଷକ ଦ୍ୱିତୀୟବାର କବିତାଟି ପଠନ କରିବେ । ତୁମ୍ଭେମାନେ ସେହି ସମୟରେ ପୁସ୍ତକସ୍ଥ କବିତାଟିକୁ ଦେଖ୍ ଦେଖ୍ ଶୁଣିବ ।)
• You read the poem silently and answer the following questions. (ତୁମ୍ଭେମାନେ ନୀରବରେ କବିତାଟିକୁ ମନଯୋଗ ସହକାରେ ପଢ଼ ଏବଂ ନିମ୍ନ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Comprehension Activities (ବୋଧପରିମାପକ କାର୍ଯ୍ୟାବଳୀ):

Question 1.
Who is the speaker in the poem?
(କବିତାରେ ବକ୍ତା କିଏ ?)
Answer:
The poet is the speaker in the poem.

Question 2.
How many times does the poet repeat the word “run”?
( କବି କବିତାରେ କେତେଥର ଦୌଡ଼ (run) ଶବ୍ଦକୁ ପୁନରାବୃତ୍ତି କରିଛନ୍ତି ?)
Answer:
The poet repeats the word ‘run’ twelve times.

Question 3.
Is the poet happy? Why? Why not?
(କବି କ’ଣ ଖୁସି ? କାହିଁକି ? କାହିଁକି ନୁହେଁ ?)
Answer:
Yes, the poet is happy to see a restless child who tries to keep himself full of activities.

Question 4.
Find in the second stanza the word that means ‘under’.
(ଦ୍ଵିତୀୟ ପଦରେ under (ତଳେ) ବୁଝାଉଥ‌ିବା ଶବ୍ଦଟିକୁ ଖୋଜ ।)
Answer:
The word ‘beneath’ means ‘under’ in the second stanza.

Question 5.
When should one run? Why do you run?
(କେତେବେଳେ ଜଣେ ଦୌଡ଼େ ? ତୁମେ କାହିଁକି ଦୌଡ଼ ?)
Answer:
One needs to run when one gets to be out of laziness We need to run to free our limbs (ଅଙ୍ଗପ୍ରତ୍ୟଙ୍ଗ) and minds (ମନକୁ ହାଲୁକା କରିବାକୁ).

Question 6.
There are some words about Nature described in the poem. One is the sun. What are the other words?
(କବିତାରେ ପ୍ରକୃତି ସମ୍ବନ୍ଧୀୟ କେତେକ ଶବ୍ଦ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ଗୋଟିଏ ହେଉଛି ସୂର୍ଯ୍ୟ । ସେହିପରି ଅନ୍ୟ ଶବ୍ଦଗୁଡ଼ିକ କ’ଣ ?)
Answer:
The words related to Nature (ପ୍ରକୃତି) are raindrops, trees, breeze, hill-side, meadows (ପ୍ରାନ୍ତର).

Question 7.
Does the poet like to run in the raindrops? Why? Why not?
(କବି କ’ଣ ବର୍ଷାଟୋପାରେ ଦୌଡ଼ିବାକୁ ଚାହାଁନ୍ତି ? କାହିଁକି ? କାହିଁକି ନୁହେଁ ?)
Answer:
Yes, the poet always likes to run in the raindrops, because it gives him a nice feeling and merriment.

Question 8.
Why does the poet start and end the poem with the word “AWAY”?
(କବି କବିତାଟିର ଆରମ୍ଭ ଓ ସମାପ୍ତି – AWAY (ଦୂରେଇ ଦୂରେଇ) ଶବ୍ଦଦ୍ୱାରା ପରିପ୍ରକାଶ କରିଛନ୍ତି କାହିଁକି ?)
Answer:
The poet uses the word – AWAY – at the start and end of the poem because s/he wants to free the body and mind from routine life.

Question 9.
What does the poet want the readers to do?
(ପାଠକମାନେ କ’ଣ କରନ୍ତୁ ବୋଲି କବି ଚାହାଁନ୍ତି ?)
Answer:
The poet wants the readers to free themselves from routine life to real life and merry life.

Question 10.
Do you like running through the meadow? Why? Why not?
(ତୁମେ କ’ଣ ଘାସ ପ୍ରାନ୍ତରରେ ଦୌଡ଼ିବାକୁ ପସନ୍ଦ କର ? କାହିଁକି ? କାହିଁକି ନୁହେଁ ?)
Answer:
Yes, I like to run through the meadow as it serves like a soft mat and makes running enjoyable and harmless (ଅକ୍ଷତ).

III. Post-Reading (ପଠନ ପରବର୍ତ୍ତୀ )

Session – 2 (ଦ୍ଵିତୀୟ ପର୍ଯ୍ୟାୟ)
1. VMDT (ଦୃଶ୍ୟ ସ୍ମୃତି ବିକାଶ କୌଶଳ):

• Whole: run into the sun, run beneath the tree, down the hillside
  (ଖରାରେ ଦୌଡ଼, ଗଛ ଛାଇରେ ଦୌଡ଼, ପାହାଡ଼ | ପର୍ବତ କଡ଼ରେ ଦୌଡ଼)
• Part : 3rd stanza- Close your eyes and put your finger on-hillside, lane, meadow
  (ତୃତୀୟ ପଦ – ଆଖ୍ ବନ୍ଦ କରି ତୁମ ଅଙ୍ଗୁଳି ରଖ ପର୍ବତ ଶିଖରରେ, ଗଳିକନ୍ଦି ରାସ୍ତାରେ, ଘାସ ପ୍ରାନ୍ତରରେ )

2. Comprehension Activities (ବୋଧପରିମାପକ କାର୍ଯ୍ୟାବଳୀ)

MCQs: Choose the right answer from the options :
Question 1.
The poet wants to run ____________.
(A) into the city
(B) away from the sun
(C) in the raindrops
(D) down the riverside
Answer:
(C) in the raindrops

Question 2.
The poet is ____________.
(A) happy
(B) unhappy
(C) angry
(D) worried
Answer:
(A) happy

Question 3.
The word ’run’ has been used ____________ times in the poem.
(A) five
(B) eight
(C) twelve
(D) ten
Answer:
(C) twelve

Question 4.
Which word is similar in meaning to ‘green field’?
(A) lane
(B) meadow
(c) breeze
(D) merry
Answer:
(B) meadow

3. Listening (ଶ୍ରବଣ)
(a)TPR :
(Teacher demonstrates with instructions in English how to – run into the class, run in the class, run away from the class etc. Then s/he reads aloud the phrases and learners do the actions.) (ଶିକ୍ଷକ ନିଜେ ପ୍ରଦର୍ଶନ କରିବେ)
(i) ଶ୍ରେଣୀ ପ୍ରକୋଷ୍ଠରେ ଧାଇଁବା
(ii) ଶ୍ରେଣୀ ପ୍ରକୋଷ୍ଠ ବାହାରକୁ ଧାଇଁବା ଇତ୍ୟାଦି ।
1. Run in the class. – Students act.
(ଶ୍ରେଣୀ ଭିତରେ ଦୌଡ଼)- (ଛାତ୍ରମାନେ କରିବେ)

2. Run away from the class. – Students act.
(ଶ୍ରେଣୀ ବାହାରକୁ ଦୌଡ଼) – ( ଛାତ୍ରମାନେ କରିବେ )

3. Run back to the class. – Students act.
(ଶ୍ରେଣୀ ଆଡ଼କୁ ଦୌଡ଼) – (ଛାତ୍ରମାନେ କରିବେ)

4. Run into the class. – Students act.
(ଶ୍ରେଣୀ ଭିତରକୁ ଦୌଡ଼) – (ଛାତ୍ରମାନେ କରିବେ )

• Listen to the poem and say how many times the word ‘run’ has been used in the poem. (କବିତାଟିକୁ ଧାନର ସହିତ ଶୁଣ ଏବଂ କୁହ ‘ଦୌଡ଼’ | Run ଶବ୍ଦଟି କେତେଥର ବ୍ୟବହୃତ ହୋଇଛି ।)
  Answer:
  Twelve times.

(b) Listen to the words and write in a good hand in your notebook. The teacher dictates the words- city, sun, country, tree, race, breeze, hill, lane, meadow, and merry.
(ଶବ୍ଦଗୁଡ଼ିକୁ ଧାନର ସହିତ ଶୁଣ ଏବଂ ସୁନ୍ଦର ଅକ୍ଷରରେ ତୁମ ଖାତାରେ ଲେଖ । ଶିକ୍ଷକ ଉଚ୍ଚାରଣ କରିବେ- ସିଟି, ସନ୍, କଣ୍ଟି, ଟ୍ରି, ରେସ୍, ବ୍ରିଜ୍, ହିଲ୍, ଲେନ୍, ମେଡ଼ା, ମେରି ।)

Session – 3 (ତୃତୀୟ ପର୍ଯ୍ୟାୟ)
4. Speaking (କହିବା) :

(a) Reading aloud (ଉଚ୍ଚ ସ୍ବରରେ ପଢ଼ିବା)
Teacher reads aloud one line, students repeat after him/her in chorus. (ଶିକ୍ଷକ ଗୋଟିଏ ଧାଡ଼ି ପଠନ କରିବେ, ଛାତ୍ରଛାତ୍ରୀମାନେ ମିଳିତ ସ୍ବରରେ ପୁନରାବୃତ୍ତି କରିବେ ।)

(b) Chain-drill (ଶୃଙ୍ଖଳ ଅଭ୍ୟାସ)
“Run and be merry all through the day.” (ଦୌଡ଼ ଏବଂ ଖୁସି ହୁଅ ଦିନସାରା ।)

(c) Rhyming words (ଯତିପାତ ପଡ଼ୁଥିବା ଶବ୍ଦାବଳୀ)
(Teacher reads aloud the rhyming words and students repeat after him in chorus)
sun – run, trees – breeze, lane – again, day – away (ସନ୍-ରନ୍, ଟ୍ରିଜ୍-ବ୍ରିଜ୍, ଲେନ୍-ଏଗେନ୍, ଡେ-ଆୱେ)

Session – 4 (ଚତୁର୍ଥ ପର୍ଯ୍ୟାୟ)
5. Vocabulary (ଶବ୍ଦଜ୍ଞାନ) :
(a) Match the following phrases under ’A’ with phrases under ‘B’. One is done for you. (‘A’ର ଶବ୍ଦାବଳୀ ସହିତ ‘B’ର ସମ୍ବନ୍ଧିତ ଶବ୍ଦାବଳୀକୁ ମିଳାଅ ।) (ପ୍ରଶ୍ନ ସହ ଉତ୍ତର)

Answer:

(b) Given below a list of words on the left. Write their meanings choosing from brackets against each word. (ବାମ ପାର୍ଶ୍ଵରେ କିଛି ଶବ୍ଦାବଳୀ ଅଛି ।ସେଗୁଡ଼ିକର ଅର୍ଥ ବନ୍ଧନୀ ମଧ୍ଯରୁ ବାଛି ପ୍ରତ୍ୟେକ ଶବ୍ଦ ପାର୍ଶ୍ଵରେ ଲେଖ ।)

(green field, cool air, road, cheerful)
merry: __________________
lane: ____________________
breeze: __________________
meadow: __________________

Answer:
merry: cheerful
breeze: cool air
lane: road
meadow: green field

(c) Given below are some words. Pair them together according to the way they are pronounced.
(ନିମ୍ନରେ କେତେକ ଶବ୍ଦ ଦିଆଯାଇଛି । ଉଚ୍ଚାରଣ ଅନୁଯାୟୀ ସେଗୁଡ଼ିକୁ ଯୋଡ଼ି ଯୋଡ଼ି କରି ଦର୍ଶାଅ ।)
away, sun, trees, run, again, breeze, day, lane
____________________________________
____________________________________
____________________________________
____________________________________
Answer:
away — day,
sun — run
trees — breeze,
again — lane

(d) Mark the underlined word in the following sentence. (ନିମ୍ନ ବାକ୍ୟଗଡ଼ିକରୁ ରେଖାଙ୍କିତ ଶବ୍ଦକୁ ଚିହ୍ନଟ କର ।)
Run down the hillside.
The word hillside is – hill + side.
Now you add ‘side’ with the words – river, country, sea, road, and lake and write the new words. One is done for you.
ପ୍ରଦତ୍ତ ଶବ୍ଦଗୁଡିକରେ side ଯୋଗକରି ନୂତନ ଶବ୍ଦ ଲେଖ ।
river + side = riverside
_______________________
_______________________
_______________________
_______________________

Answer:
river + side = riverside
country + side = countryside
sea + side = seaside
road + side = roadside
lake + side = lakeside

(e) Order the jumbled letters and make words. One is done for you.
(ଗୋଳମାଳିଆ ଅକ୍ଷରଗୁଡ଼ିକୁ ସଜାଇ ଉପଯୁକ୍ତ ଶବ୍ଦ ଗଠନ କର ।)
yad, tunyrco, nur, snu, ityc, rete, neal, doweam

Answer:
yad – day
tunyrco – country
nur – run
snu – sun
ityc – city
rete – tree
neal – lane
doweam – meadow

Session – 5 (ପଞ୍ଚମ ପର୍ଯ୍ୟାୟ)
6. Usage (ପ୍ରଚଳିତ ପ୍ରୟୋଗ)
(a) Change the following lines like the example.
(ଉଦାହରଣ ମୁତାବକ ନିମ୍ନ ଧାଡ଼ିଗୁଡ଼ିକୁ ବଦଳାଅ ।)
I run into the sun.
Example: I am running into the sun.

• I go to my school with my friends.
  Answer:
  I am going to my school with my friends.
• We play in our school playground.
  Answer:
  We are playing in our school playground.
• I come back my home.
  Answer:
  I am coming back my home.
• I wash my hands and legs.
  Answer:
  I am washing my hands and legs.
• I pray to God with my parents.
  Answer:
  I am praying to God with my parents.

(b) Read the poem and write the words which go with ‘run’. One is – done for you. (କବିତାଟିକୁ ପାଠ କରି run ଅନ୍ୟ ଶବ୍ଦ ସହିତ ମିଶାଇ ଲେଖ । ତୁମ ପାଇଁ ଲେଖାଥ‌ିବା ଉଦାହରଣକୁ ଲକ୍ଷ୍ୟ କର ।)

Answer:

Session – 7 (ଷଷ୍ଠ ପର୍ଯ୍ୟାୟ)
7. Writing (ଲିଖନାତ୍ମକ) :
(a) Read the following lines of the poem. They are not in order. Order them. You may see the poem if necessary. (କବିତାର ନିମ୍ନ ଧାଡ଼ିଗୁଡ଼ିକୁ ପାଠ କର । ସେଗୁଡ଼ିକ ଠିକ୍ କ୍ରମରେ ନାହିଁ । ଠିକ୍ କ୍ରମରେ ସଜାଅ ଆବଶ୍ୟକସ୍ଥଳେ କବିତାଟିକୁ ଦେଖପାର ।)

With each little breeze!
Run beneath the trees!
Run little races
Run in the raindrops!

Answer:
Run in the raindrops!
Run beneath the trees!
Run little races
With each little breeze!

b) Change the underlined words of the stanza using your own words and get your new poem and get your new poem. (ପଦଟିରେ ବ୍ୟବହୃତ ନିମ୍ନ ରେଖାଙ୍କିତ ପଦଗୁଡ଼ିକ ବଦଳରେ ନିଜସ୍ୱ ଶବ୍ଦ ବ୍ୟବହାର କରି ନିଜସ୍ବ ନୂତନ ପଦଟିକୁ ଲେଖ ।)
Run down the hillside.
Run up the lane:
Run through the meadow.
Then run back again!
_____________________________________
_____________________________________
_____________________________________
_____________________________________

Answer:
Run down the valley.
Run up the field:
Run through the forest.
Then run back mild! (ଉଦାସ)

8. Mental Talk (ମାନସ କଥନ):
Run and be merry all through the day ! ଦୌଡ଼ ଏବଂ ଦିନସାରା ଖୁସି ରୁହ ।

9. Let’s Think (ଚାଲ ଚିନ୍ତାମଗ୍ନ ହେବା) :
How do you feel when you run and play with your friends? Where do you like to run and play?
Answer:
I feel happy and cheerful when I run and play with my friends. I like to run and play in the park.

BSE Odisha 7th Class English Solutions Lesson 1 Run! Run! Run! Important Questions and Answers

(A) Choose the right answer from the options.

Question 1.
The poet wants to run ____________.
(i) above the trees
(ii) beneath the trees
(iii) through the countryside
(iv) by the side of the trees
Answer:
(ii) beneath the trees

Question 2.
The poet wants to run back to the ____________.
(i) hillside
(ii) meadows
(iii) countryside
(iv) city/country
Answer:
(iv) city/country

(B) Answer the following questions.

Question 1.
Why does the poet want to run?
Answer:
The poet does not want to remain under the limitation of life. He is attracted to the scenic beauty of nature. So he wants to be run.

Question 2.
Why does the poet want to run with the gentle breeze?
Answer:
The poet feels more pleasure to run with the gentle breeze and under the cool trees because it refreshes his mind.

Question 3.
When does the poet want to run back again?
Answer:
After running down the hillside, running up the lane, and running through the meadow the poet wants to run back again.

Odisha State Board Elements of Mathematics Class 12 CHSE Odisha Solutions Chapter 1 Relation and Function Ex 1(a) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 1 Relation and Function Exercise 1(a)

Question 1.
If A = {a,b,c,d} mention the type of relations on A given below, which of them are equivalence relations?
(i) {(a, a), (b, b)}
(ii) {(a, a), (b, b), (c, c), (d, d)}
(iii) {(a, b), (b, a), (b, d), (d, b)}
(iv) {(b, c), (b, d), (c, d)}
(v) {(a, a), (b, b), (c, c), (d, d), (a, d), (a, c), (d, a), (c, a), (c, d), (d, c)}
Solution:
(i) Symmetric and transitive but not reflexive.
(ii) Reflexive, symmetric as well as transitive. Hence it is an equivalence relation.
(iii) Only symmetric
(iv) Only transitive
(v) Reflexive, symmetric and transitive. Hence it is an equivalence relation.

Question 2.
Write the following relations in tabular form and determine their type.
(i) R = {(x, y) : 2x – y = 0] on A = {1,2,3,…, 13}
(ii) R = {(x, y) : x divides y} on A = {1,2,3,4,5,6}
(iii) R = {(x, y) : x divides 2 – y} on A = {1,2,3,4,5}
(iv) R = {(x, y) : y ≤, x ≤, 4} on A = {1,2,3,4,5}.
Solution:
(i) R = {(x, y) : 2x- y = 0} on A
= {(x, y) : y = 2x} on A
= {(1, 2), (2, 4), (3, 6), (4, 8), (5, 10), (6, 12)}
R is neither reflexive nor symmetric nor transitive.

(ii) R = {(1, 1), (1, 2), (1, 3), (1, 4), (1,5), (1, 6), (2, 2), (2, 4), (2, 6), (3, 3), (3, 6), (4, 4), (5,5), (6, 6)}
R is reflexive transitive but not symmetric.

(iii) R = {(x, y) : x divides 2 – y} on A
= {1, 2, 3, 4, 5}
= {(x, y) : 2-y is a multiple of x}
= {(1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (2, 2), (2, 4), (3, 2), (3, 5), (4, 2), (5, 2)}
R is neither reflexive nor symmetric nor transitive.

(iv) R = {(x, y) : y ≤ x ≤ 4} on A
= {1, 2, 3, 4, 5}
= {(1, 1), (2, 1), (2, 2), (3, 1), (3, 2), (3, 3), (4, 1), (4, 2), (4, 3), (4, 4)}
R is neither reflexive nor symmetric but transitive.

Question 3.
Test whether the following relations are reflexive, symmetric or transitive on the sets specified.
(i) R = {(m,n) : m-n ≥ 7} on Z.
(ii) R = {(m,n) : 2|(m+n)} on Z.
(iii) R = {(m,n) : m+n is not divisible by 3} Z.
(iv) R = {(m,n) : is a power of 5} on Z – {0}.
(v) R = {(m,n) : mn is divisible by 2} on Z.
(vi) R = {(m,n) : 3 divides m-n} on {1,2,3…,10}.
Solution:
(i) R = {{m, n) : m- n ≥ 7} on Z
Reflexive:
∀ m ∈ Z, m – m = 0 < 7
⇒ (m, m) ∉ R
Thus, R is not reflexive.
Symmetry:
Let (m, n) ∈ R
⇒ m – n ≥ 7
⇒ n – m < 7
∴ (n, m) ∉ R
⇒ R is not symmetric.
Transitive:
Let (m, n), (n, p) ∈ R
m – n ≥ 7
and n – p > 7
⇒ m – p ≥ 7
⇒ (m, p) ∈ R
⇒ R is transitive.

(ii) R = {(m, n) : 2 | (m + n)} on Z
Reflexive:
∀ m ∈ Z, m + m = 2m
which is divisible by 2.
⇒ 2 | (m + m)
⇒ (m, m) ∈ R
⇒ R is reflexive.
Symmetry:
Let (m, n) ∈ R
⇒ 2 | (m + n)
⇒ 2 | (n + m)
(n, m) ∈ R
⇒ R is symmetric.
Transitive:
Let (m, n), (n, p), ∈ R
⇒ 2 | (m + n) and 2 | (n + p)
⇒ m + n = 2k₁
⇒ n + p = 2k₂
⇒ m + 2n + p = 2k₁ + 2k₂
⇒ m + p = 2(k₁ + k₂ – 1)
⇒ 2 | (m + p)
⇒ (m, p) ∈ R
⇒ R is transitive.
Thus, R is an equivalence relative.

(iii) R = {(m, n) : m + n is not divisible by 3} on Z
Reflexive:
As 3 + 3 is divisible by 3
we have (3, 3) ∉ R
⇒ R is not reflexive.
Symmetric:
Let (m, n) ∈ R
⇒ m + n is not divisible by 3
⇒ n + m is not divisible by 3
⇒ (n, m) ∈ R
⇒ R is symmetric.
Transitive:
(3, 1), (1, 6) ∈ R
But (3, 6) ∉ R
⇒ R is not transitive.

(iv) R = {(m, n) : \(\frac{m}{n}\) is a power of 5} on Z – {0}
Reflexive:
∀ m ∈ Z – {0}
\(\frac{m}{m}\) = 1 = 5°
⇒ (m, m) ∈ R
⇒ R is reflexive.
Symmetric:
Let (m, n) ∈ R
\(\frac{m}{n}\) = 5^k
\(\frac{n}{m}\) = 5^-k
⇒ (n, m) ∈ Z
⇒ R is symmetric.
Transitive:
Let (m, n), (n, p) ∈ R
⇒ \(\frac{m}{n}\) = 5^k1 , \(\frac{n}{p}\) = 5^k2
⇒ \(\frac{m}{n}\) . \(\frac{n}{p}\) = 5^k1 . 5^k2
⇒ \(\frac{m}{p}\) = 5 ^k1+k2
⇒ (m, p) ∈ R
⇒ R is transitive.
Thus R is an equivalence relation.

(v) R = {(m, n) : mn is divisible by 2} on Z
Reflexive:
3 ∈ Z
3 x 3 = 9
which is not divisible by 2.
∴ (3, 3) ∉ R
⇒ R is not reflexive.
Symmetric:
Let (m, n) ∈ R
⇒ mn is divisible by 2
⇒ nm is divisible by 2
⇒ (n, m) ∈ R
⇒ R is symmetric.
Transitive:
⇒ (3, 2), (2, 5) ∈ R
⇒ But 3 x 5 = 15,
⇒ which is not divisible by 2.
⇒ (3, 5) ∉ R
R is not transitive.

(vi) R = {(m, n) : 3 divides m-n} on A = {1, 2, 3……,10}
Reflexive:
Clearly ∀ m ∈ A, m – m = 0
which is divisible by 3
⇒ (m, m) ∈ R
⇒ R is reflexive
Symmetric:
Let (m, n) ∈ R
⇒ m – n is divisible by 3
⇒ n – m is also divisible by 3
⇒ (n, m) ∈ R
⇒ R is symmetric
Transitive:
Let (m, n), (n, p) ∈ R
⇒ m – n and n – p are divisible by 3
⇒ m – n + n – p is also divisible by p.
⇒ m – p is divisible by p.
⇒ (m, p) ∈ R
⇒ R is transitive.
Thus R is an equivalence relation.

Question 4.
List the members of the equivalence relation defined by the following partitions on X= {1,2,3,4}. Also find the equivalence classes of 1,2,3 and 4.
(i) {{1},{2},{3, 4}}
(ii) {{1, 2, 3},{4}}
(iii) {{1,2, 3, 4}}
Solution:
(i) The equivalence relation is
R = {(1, 1), (2, 2), (3, 3), (4, 4), (3, 4), (4, 3)}
[1] = {1}, [2] = {2}, [3] = {3, 4} and [4] = {3, 4}

(ii) The equivalence relation is
R = {(1, 1), (2, 2), (3, 3), (4, 4), (1, 2), (1, 3), (2, 1), (2, 3), (3, 1), (3, 2)}
[1] = [2] = [3] = {1, 2, 3}
[4] = {4}

(iii) The equivalence relation is
R = A x A, [1] = [2] = [3] = [4] = A

Question 5.
Show that if R is an equivalence relation on X then dom R = rng R = X.
Solution:
Let R is an equivalence relation on X.
⇒ R is reflexive
⇒ (x, x) ∈ R ∀ x ∈ X
⇒ Dom R = Rng R = X

Question 6.
Give an example of a relation which is
(i) reflexive, symmetric but not transitive.
(ii) reflexive, transitive but not symmetric.
(iii) symmetric, transitive but not reflexive.
(iv) reflexive but neither symmetric nor transitive.
(v) transitive but neither reflexive nor symmetric.
(vi) an empty relation.
(vii) a universal relation.
Solution:
(i) The relation R = {(a, b), (b, a), (a, c), (c, a), (a, a), (b, b), (c, c)} defined on the set {a, b, c} is reflexive, symmetric but not transitive.
(ii) “The relation x ≤ y on z” is reflexive, transitive but not symmetric.
(iii) The relation R = {(a, a), (a, b), (a, c), (b, a), (b, b), (b, c), (c, a), (c, b), (c, c)} defined on the set {a, b, c, d} is symmetric, transitive but not reflexive.
(iv) The relation R = {(a, a), (b, b), (c, c), (a, b), (b, c)} defined on the set A = {a, b, c} is reflexive but neither symmetric nor transitive.
(v) R = {(a, b), (b, c), (a, c)} on A = {a, b, c} is transitive but neither reflexive nor symmetric.
(vi) On N the relation R= {(x, y) : x + y = – 5} is an empty relation.
(vii) On N the relation R = {(x, y) : x + y > 0} is an universal relation.

Question 7.
Let R be a relation on X, If R is symmetric then xRy ⇒ yRx. If it is also transitive then xRy and yRx ⇒ xRx. So whenever a relation is symmetric and transitive then it is also reflexive. What is wrong in this argument?
Solution:
Let R is a relation on X.
If R is symmetric then xRy ⇒ yRx
If R is also transitive then xRy and yRx ⇒ xRx
⇒ Whenever a relation is symmetric and transitive, then it is reflexive. This argument is wrong because the symmetry of R does not imply dom R = X and for reflexive xRx ∀ x ∈ X.

Question 8.
Suppose a box contains a set of n balls (n ≥ 4) (denoted by B) of four different colours (may have different sizes), viz. red, blue, green and yellow. Show that a relation R defined on B as R={(b1, b2): balls b1 and b2 have the same colour} is an equivalence relation on B. How many equivalence classes can you find with respect to R?
[Note: On any set X a relation R={(x, y): x and y satisfy the same property P} is an equivalence relation. As far as the property P is concerned, elements x and y are deemed equivalent. For different P we get different equivalence relations on X]
Solution:
On B, R = {(b1, b2) : balls b1 and b2 have the same colour}

Reflexive:
∀ b ∈ B, b and b are of same colour
⇒ (b, b) ∈ R
⇒ R is reflexive.

Symmetric:
Let (b1, b2) ∈ R
⇒ b1 and b2 are of same colour
⇒ b2 and b1 are of same colour
⇒ (b2, b1) ∈ R
⇒ R is symmetric.

Transitive :
Let (b1, b2) and (b2, b3) ∈ R
⇒ b1 and b2 are of same colour
b2 and b3 are of same colour
⇒ b1, b3 are of same colour
⇒ (b1, b3) ∈ R
⇒ R is transitive
∴ R is an equivalence relation.
As there are 4 types of balls there are 4 equivalence relations with respect to R.

Question 9.
Find the number of equivalence relations on X={1,2,3}. [Hints: Each partition of a set gives an equivalence relation.]
Solution:
Method – 1: Number of equivalence relations on a set A with | A | = n.
= The number of distinct partitions of A
= B_n
where B_n+1 = \(\sum_{k=0}^n \frac{n !}{k !(n-k) !} \mathrm{B}_k\)
with B₀ = 1
Here n = 3
B₁ = 1
B_{2 =} \(\frac{1 !}{0 ! 1 !}\) B₀ + \(\frac{1 !}{1 ! 1 !}\) B₁
= 1 + 1 = 2
B₃ = \(\frac{2 !}{0 ! 2 !}\) B₀ + \(\frac{2 !}{1 ! 1 !}\) B₁ + \(\frac{2 !}{2 ! 0 !}\) B₂
= 1 + 2 + 2 = 5
Thus there are 5 equivalence relations.

Method – 2:
X= {1, 2, 3}
Number of equivalence relations = number of distinct partitions.
Different partitions of X are
{{1} {2}, {3}}
{{1}, {2, 3}}, {{2}, {1,3}},
{{3}, {1,2}} and {{1, 2,3}}
Thus number of equivalence relations = 5.

Question 10.
Let R be the relation on the set R of real numbers such that aRb iff a-b is an integer. Test whether R is an equivalence relation. If so find the equivalence class of 1 and ½ w.r.t. this equivalence relation.
Solution:
The relation R on the set of real numbers is defined as
R = {(a, b) : a – b ∈ Z}

Reflexive:
∀ a ∈ R (set of real numbers)
a – a = 0 ∈ Z
⇒ (a, a) ∈ R
⇒ R is reflexive.

Symmetric:
Let (a, b) ∈ R
⇒ a – b ∈ Z
⇒ b – a ∈ Z
⇒ (b, a) ∈ R
⇒ R is symmetric.

Transitive:
Let (a, b), (b, c) ∈ R
⇒ a – b and b – c ∈ Z
⇒ a – b + b – c ∈ Z
⇒ a – c ∈ Z
⇒ (a, c) ∈ R
⇒ R is transitive.
Thus R is an equivalence relation.
[1] = {x ∈ R : x -1 ∈ Z} = Z
\(\begin{aligned}
{\left[\frac{1}{2}\right] } &=\left\{x \in \mathrm{R}: x-\frac{1}{2} \in \mathrm{Z}\right\} \\
&=\left\{x \in \mathrm{R}: x=\frac{2 k+1}{2}, k \in \mathrm{Z}\right\}
\end{aligned}\)

Question 11.
Find the least positive integer r such that
(i) 185 ∈ [r]₇
(ii) – 375 ∈ [r]₁₁
(iii) -12 ∈ [r]₁₃
Solution:
(i) 185 ∈ [r]₇
⇒ 185 – r = 7k, k ∈ z and r < 7
⇒ r = 3
(ii) – 375 ∈ [r]₇
⇒ – 375 – r = 11k, k ∈ z and r < 11
⇒ r = 10
(iii) – 12 ∈ [r]₁₃
⇒ – 12 – r = 13k, k ∈ z and r < 13
⇒ r= 1

Question 12.
Find least non negative integer r such that
(i) 7 x 13 x 23 x 413 r (mod 11)
(ii) 6 x 18 x 27 x (- 225) = r (mod 8)
(iii) 1237(mod 4) + 985 (mod 4) = r (mod 4)
(iv) 1936 x 8789 = r (mod 4)
Solution:
(i) 7 x 13 x 23 x 413 ≡ r (mod 11)
Now 7 x 13 ≡ 3 mod 11
23 ≡ 1 mod 11
413 ≡ 6 mod 11
∴ 7 x 13 x 23 x 413 ≡ 3 x 1 x 6 mod 11
≡ 18 mod 11
≡ 7 mod 11
∴ r = 7

(ii) 6 x 18 x 27 x – 225 ≡ r (mod 8)
Now 6 x 18 ≡ 108 = 4 mod 8
27 ≡ 3 mod 8
– 225 ≡ 7 mod 8
⇒ 6 x 18 x 27 x – 225 ≡ 4 x 3 x 7 mod 8
≡ 84 mod 8
≡ 4 mod 8
∴ r = 4

(iii) 1237 (mod 4) + 985 (mod 4) r (mod 4)
Now 1237 ≡ 1 mod 4
985 ≡ 1 mod 4
⇒ 1237 (mod 4) + 985 (mod 4)
≡ (1 + 1) mod 4
≡ 2 mod 4
⇒ r = 2

(iv) 1936 x 8789 ≡ r (mod 4)
1936 x 8789 ≡ 0 mod 4
∴ r = 0

Question 13.
Find least positive integer x satisfying 276x + 128 ≡ (mod 7)
[Hint: 276 ≡ 3, 128 ≡ 2 (mod 7)]
Solution:
Now 128 ≡ 2 mod 7
Now 176 x + 128 ≡ 4 mod 7
⇒ 176 x ≡ (4 – 2) mod 7
⇒ 176 x ≡ 2 mod 7
176 x x ≡ 2 mod 7,
But 276 ≡ 3 mod 7
Thus x = 3.

Question 14.
Find three positive integers x_i, i =1, 2, 3 satisfying 3x ≡ 2 (mod 7)
[Hint: If X₁ is a solution then any member of [X₁] is also a solution]
Solution:
3x ≡ 2 mod 7
Least positive value of x ≡ 3
Each member of [3] is a solution
∴ x = 3, 10, 17 …..

Odisha State Board BSE Odisha 7th Class English Solutions Follow-Up Lesson 1 When I Grow Up Textbook Exercise Questions and Answers.

BSE Odisha Class 7 English Solutions Follow-Up Lesson 1 When I Grow Up

BSE Odisha 7th Class English Follow-Up Lesson 1 When I Grow Up Text Book Questions and Answers

Session – 1 (ଶବ୍ଦାବଳୀ)

I. Pre-Reading (ପୂର୍ବ ପ୍ରସ୍ତୁତି)
1. Teacher will say, “Now you are students.
(ଶିକ୍ଷକ କହିବେ, ପିଲାମାନେ ତୁମେ ବର୍ତ୍ତମାନ ବିଦ୍ୟାର୍ଥୀ ।)

• What do you want to be in your future?”
  (ତୁମେସବୁ ଭବିଷ୍ୟତରେ କ’ଣ ହେବାକୁ ଚାହିଁବ ?)
  Answer: I want to be a policeman/teacher/doctor / social worker/journalist etc. in future.

2. Teacher will collect answers from a number of students and then s/he will say: Let us read a poem to know about a child’s wish, what he wants to be in his future when he grows up.
(ଶିକ୍ଷକ ଅନେକ ବିଦ୍ୟାର୍ଥୀଙ୍କଠାରୁ ଉତ୍ତର ଆଦାୟ କରିବା ପରେ କହିବେ : ଚାଲ ଗୋଟିଏ ଛୋଟ ପିଲାର ଅଭିଳାଷ | ଇଚ୍ଛା ବାବଦରେ ଏକ କବିତାରୁ ପଢ଼ିବା । ସେ ଯେତେବେଳେ ଭବିଷ୍ୟତରେ ବଡ଼ ହେବ, ସେ କ’ଣ ହେବାକୁ ଇଚ୍ଛା କରୁଛି ?)

II. While Reading (ପଠନକାଳୀନ)
Text(ପାଠ୍ୟବସ୍ତୁ)

• Read the poem silently and answer the questions that follow.
  (କବତାଟିକୁ ନୀରବରେ ପାଠ କର ଏବଂ ନିମ୍ନପ୍ରଦତ୍ତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. When I grow up
I want to be;
A detective
With a master key.

2. I could be a soldier
Perhaps a sailor too;
Or become a keeper
At Nandankanan zoo.

3. I’d like to own a trumpet
And play a musical tune;
Or buy a private space-ship
To fly me to the moon.

4. I’d like to be the driver
Of an express diesel train;
Or be a light-house-keeper
Where I want and when.

5. For the more one lives
The more one learns;
I think I will be all these things
And go on taking turns.

୧. ମୁଁ ଯେତେବେଳେ ବଡ଼ ହେବି
ମୁଁ ମୁଖ୍ୟ
ଗୋଟେ ଗୋଇନ୍ଦା (ପୋଲିସ) ହେବି
ପ୍ରଧାନ ଚାବି ଧରି ।

୨. ମୁଁ ହେବି ଗୋଟେ ସୈନିକ
ବୋଧହୁଏ ଏକ ନାବିକ ହୋଇପାରେ
କିମ୍ବା ହେବି ଏକ ରକ୍ଷକ
ଏପରିକି ନନ୍ଦନକାନନ ଚିଡ଼ିଆଖାନାର ।

୩. ମୁଁ ଗୋଟେ ବାଦ୍ୟଯନ୍ତ୍ର ହାସଲ କରିବି
ଏବଂ ଗୋଟେ ଯାନ୍ତ୍ରିକ ଧୂନ୍ (ବଜାଇବି) ଦେବି
କିମ୍ବା ଗୋଟେ ଘରୋଇ ମହାକାଶଯାନ କିଣିବି
ଯାହା ମୋତେ ଚନ୍ଦ୍ରକୁ ନେଇଯିବ ।

୪. ମୁଁ ଗୋଟେ ଚାଳକ ହେବାକୁ ଚାହିଁବି
ଗୋଟେ ଦ୍ରୁତଗାମୀ ଡିଜେଲ ଟ୍ରେନ୍‌ର
ହେବି ଗୋଟେ ବତୀଘରର ନିର୍ଦ୍ଦେଶକ
ଯେଉଁଠି ରହିବି ଏବଂ ଯେତେବେଳେ ।

୫. ଯିଏ ଯେତେ ଅଧ‌ିକ ଜୀଇଁବ
ସେତେ ଅଧ୍ଵ ଶିଖ୍
ମନ ମୋର ଚାହେଁ ମୁଁ ସେସବୁ ହେବି
ଏବଂ ଆଗେଇ ଚାଲିବି ମୋଡ଼ ବଦଳାଇ ।

Notes And Glossary: (ଶବ୍ଦାର୍ଥ) :
grow up (ଗ୍ରୋ ଅପ୍) – ବଡ଼ ହେବା
want (ଣୁ) – ଇଚ୍ଛା କରିବା / ଚାହିଁବା
detective (ଡଟେକ୍ଲିଭ୍) – ଗୋଇନ୍ଦା
master key (ମାଷ୍ଟର କୀ) – ମୁଖ୍ୟ ଚାବି
soldier (ସୋଲଜର) – ସୈନିକ
sailor (ସେଲର) – ନାବିକ
too (ମୁ) – ମଧ୍ଯ
keeper (କିପର) – ଜଗୁଆଳ/ରକ୍ଷକ
zoo (ଜୁ) – ଚିଡ଼ିଆଖାନା
own (ଓନ୍) – ଲାଭ କରିବା/ଅଧୁକାର କରିବା
trumpet (ଟ୍ରମେଟ୍) – ତୂରୀ (ଏକ ବାଦ୍ୟଯନ୍ତ୍ର)
musical tune (ମ୍ୟୁଜିକାଲ୍ ଟ୍ୟୁନ୍) – ସାଙ୍ଗୀତିକ ସ୍ୱର
moon (ମୁନ୍) – ଚନ୍ଦ୍ର/ଜହ୍ନ
driver (ଡ୍ରାଇଭର୍) – ଗାଡ଼ି ଚାଳକ
diesel train (ଡିଜେଲ୍‌ ଟ୍ରେନ୍) – ଡିଜେଲଚାଳିତ
light-house-keeper – ଲାଇଟ୍-ହାଉସ୍ -କିପର
turns (ଟର୍ଣ୍ଣସ୍ ) – ମୋଡ଼/ପାଳି

•  Your teacher reads the poem aloud.
  (ତୁମ ଶିକ୍ଷକ ଉଚ୍ଚସ୍ଵରରେ କବିତାଟିକୁ ପଢ଼ିବେ ।)
• Your teacher asks you who is there in the poem.
  (ତୁମ ଶିକ୍ଷକ ତୁମକୁ ପଚାରିବେ କବିତାରେ କିଏ କିଏ ଅଛନ୍ତି ।)
• Your teacher reads the poem aloud for the second time.
  (ଶିକ୍ଷକ ଦ୍ଵିତୀୟବାର କବିତାକୁ ସରବ ପାଠ କରିବେ ।)
• You listen to him / her and at the same time see the poem.
  (ତୁମେ ତାଙ୍କୁ ଶୁଣିବ ଏବଂ ସେହି ସମୟରେ କବିତାଟିକୁ ପୁସ୍ତକରୁ ଦେଖୁବ ।)
• Now you read the poem silently and answer the following questions.
  ( ଏବେ ତୁମେ ନୀରବରେ କବିତାଟିକୁ ପାଠକର ଏବଂ ନିମ୍ନ ପ୍ରଶ୍ନମାନଙ୍କର ଉତ୍ତର ପ୍ରଦାନ କର ।)

Comprehension Questions (ବୋଧପରିମାପକ ପ୍ରଶ୍ନବଳୀ) :

Question 1.
Who is “I” in the poem? (କବିତାରେ “ମୁଁ” କିଏ?)
Answer:
The poet in the guise of a child refers as “I” in the poem.

Question 2.
What does the child want to be in the 1st stanza?
(ପ୍ରଥମ ପଦରେ ପିଲାଟି କ’ଣ ହେବାକୁ ଇଚ୍ଛା କରିଛି ?)
Answer:
The child wants to be a detective (Police officer) in the 1st stanza.

Question 3.
In the 2nd stanza the child likes three types of work. What are they?
(ଦ୍ଵିତୀୟ ପଦରେ ପିଲାଟି ତିନି ପ୍ରକାର କାର୍ଯ୍ୟକୁ ପସନ୍ଦ କରିଛି ? ସେଗୁଡ଼ିକ କ’ଣ ?)
Answer:
The child likes to work as a soldier, as a sailor and thirdly as a keeper of the Nandankanan zoo as stated in stanza-2.

Question 4.
In which stanza does the poet describe a child’s interest for music?
(କେଉଁ ପଦରେ କବି ପିଲାଟିର ସଙ୍ଗୀତ ପ୍ରତି ଆଗ୍ରହ ଥିବା କଥା ବର୍ଣ୍ଣନା କରିଛନ୍ତି ?)
Answer:
In the third stanza the poet describes the child’s interest for music.

Question 5.
How does he want to fly to the moon?
(ସେ କିପରି ଚନ୍ଦ୍ରକୁ ଉଡ଼ିଯିବାକୁ ଚାହିଁଛନ୍ତି ?)
Answer:
He intends to fly to the moon by a space-ship.

Question 6.
What does the child want to be in stanza-4?
(ପିଲାଟି ଷ୍ଟୋଜା -4 ରେ କ’ଣ ହେବାକୁ ଚାହୁଁଛି )
Answer:
The child wants to be the driver of an express diesel-train or a light house keeper in stanza-4.

Question 7.
Is the last stanza different from other stanzas? How?
(ଶେଷ ପଦଟି ଅନ୍ୟ ପଦଗୁଡ଼ିକଠାରୁ ଭିନ୍ନ କି ? କିପରି ?)
Answer:
Yes, the last stanza is different from the other four stanzas. Each one of the four stanzas describes about the child’s desire whereas in the last stanza the real aim of a human life is described.

Question 8.
The poet wants to take up different types of work. Which lines tell you so? (stanza-5)
(କବି ବିଭିନ୍ନ ପ୍ରକାର ବୃତ୍ତି ଅବଲମ୍ବନ କରିବାକୁ ଚାହିଁଛନ୍ତି । କେଉଁ ଧାଡ଼ିଗୁଡ଼ିକ ତୁମକୁ ଏହା କହୁଛି ?)
Answer:
The lines ‘I think I will be all these things, and go on taking turns’ in stanza-5 tell us that the poet in guise of a child wants to take up different types of work.

Question 9.
Does he want to take up only one job he describes or all the jobs one after another?
(ସେ ବର୍ଣ୍ଣନା କରିଥିବା ଗୋଟିଏ କାମ ସେ କରିବାକୁ ଚାହିଁଛନ୍ତି କିମ୍ବା ଗୋଟିକ ପରେ ଗୋଟିଏ କାମ କରିବାକୁ ଚାହିଁଛନ୍ତି ? )
Answer:
He wants to take up all the jobs one after another as he goes on taking turns.

Question 10.
Which word/phrase tells so in the last stanza?
(ଶେଷ ପଦରେ କେଉଁ ଶବ୍ଦ ବା ବାକ୍ୟାଶ ଏହା କହିଛି ?)
Answer:
The phrase ‘And go on taking turns’ says so.

Question 11.
Why does he want to take up all the jobs one after another?
(କାହିଁକି ସେ ଗୋଟିଏ ପରେ ଗୋଟିଏ କାମ କରିବାକୁ ଚାହିଁଛନ୍ତି ?)
Answer:
Human interest climbs up and up as one grows up. So he wants to take up all the jobs one after another.

Question 12.
In which stanza does he want to take up minimum number of jobs?
(କେଉଁ ପଦରେ ସେ ସବୁଠାରୁ କମ୍‌ସଂଖ୍ୟକ କାମ କରିବାକୁ ଚାହିଁଛନ୍ତି ? )
Answer:
In first stanza he wants to take up minimum number of jobs.

Question 13.
In which stanza does he want to take up maximum number of jobs?
(କେଉଁ ପଦରେ ସେ ସର୍ବାଧ‌ିକ ସଂଖ୍ୟକ କାମ କରିବାକୁ ଚାହିଁଛନ୍ତି ?)
Answer:
In the last (5th) stanza he wants to take up maximum number of jobs.

Session – 2 (ଦ୍ଵିତୀୟ ପର୍ଯ୍ୟାୟ)

III. Post-Reading (ପଠନ ପରବର୍ତ୍ତୀ)
The teacher will design activities following the main lesson. However, some activities have been done.
(ଶିକ୍ଷକ ମୁଖ୍ୟ ପାଠ୍ୟ ଅନୁରୂପ କାର୍ଯ୍ୟାବଳୀ ପ୍ରସ୍ତୁତ କରିବେ । ତଥାପି କେତେକ କାର୍ଯ୍ୟାବଳୀ ଦିଆଯାଇଛି ।)

Session – 3 (ତୃତୀୟ ପର୍ଯ୍ୟାୟ)

1.Vocabulary ଶବ୍ଦାବଳୀ:
Stated below are some jobs/professions. Describe each of the jobs as shown in an example with the tips provided.
tailor, teacher, doctor, zoo-keeper, sailor, pilot, driver, football player, cricketer, tennis player, farmer. (Questions with Answers)

tailor: One who stiches cloth is a tailor.
driver: One who drives a car / bus / truck is a driver.
football player: One who plays football is a football player.
cricketer: One who plays cricket is a cricketer.
doctor : (treat patients): One who treats patients is a doctor.
teacher: One who teaches students is a teacher.
zoo-keeper: One who keeps/takes care of animals in a zoo is a zoo-keeper.
sailor (sails ship): One who sails ship in the sea/river is a sailor.
farmer: One who does farm work/cultivates in a farm is a farmer.
tennis player: One who plays tennis is a tennis player.
pilot: One who flies an aeroplane in the sky is a pilot

Session – 4 (ଚତୁର୍ଥ ପର୍ୟ୍ୟାୟ)

2. Usage (ପ୍ରଚଳିତ ପ୍ରୟୋଗ) :
Look at this sentence: The more one lives, the more one learns.
Using the hints given, write similar sentences. (Questions with Answers)
(i) (read, learn) The more one reads, the more one learns.
(ii) (save, become rich) The more one saves (money/wealth), the more one becomes rich.
(iii) (do exercises, become healthy) The more one does exercises, the more one becomes healthy.
(iv) (get, want) The more one gets, the more he wants.

Session – 5 (ଷଷ୍ଠ ପର୍ଯ୍ୟାୟ)

3. Writing (ଲିଖନାତ୍ମକ)
(a) Answer the following questions.

Question (i).
What does the child/poet want to become in the third stanza?
(କବି/ପିଲା ତୃତୀୟ ପଦରେ କ’ଣ ହେବାକୁ ଚାହିଁଛନ୍ତି ?)
Answer:
The poet wants to become a musician or an astronaut in the third stanza.

Question (ii).
Where does he want to be a keeper?
(ସେ କେଉଁଠାରେ ଜଗୁଆଳ ହେବାକୁ ଚାହିଁଛନ୍ତି ?)
Answer:
He wants to be a keeper in Nandankanan zoo or in a lighthouse.

Question (iii).
Where does he want to fly with the spaceship?
(ସେ ମହାକାଶଯାନରେ କେଉଁଠାକୁ ଉଡ଼ିଯିବାକୁ ଚାହିଁଛନ୍ତି ?)
Answer:
He wants to fly with the space-ship to the moon,

Question (iv).
Why does he want to take up many jobs?
(ସେ କାହିଁକି ଅନେକ କାମ କରିବାକୁ ଚାହିଁଛନ୍ତି ?)
Answer:
He grows up and his interests grow up at par. To fulfil his multi interests he wants to take up many jobs.

(b) Do an interview and write a brief report. Students move around in the class and interview five of their classmates with the interview slip below. Each student uses one interview slip for interviewing one classmate.

Good morning! How are you?What is your name, please? _____________ What do you want to become in future? ______________ Thanks. Bye.

Write the responses of the person interviewed and write a report using the format given below.
___________five persons. One of them wants to_________. Two of them want to___________. The names of persons interviewed are ________________________________.
Answer:
I interview five persons. One of them wants to become an engineer. Two of them want to become doctors. Another one wants to become a cricket player. The other one wants to become a film star. The names of persons interviewed are Sailesh. Pratap. Pradeep. Jiten and Nilima

(c) Write a poem of your own. The poem will have two stanzas of four lines each. The last word of the second line rhymes with the last word of the fourth line.
(Rhyming words: sailor, tailor/sweeper, keeper)
I want to ____________________
______________________________
______________________________
________________________ tailor.

______________________________
______________________________
______________________________
______________________________.

Answer:
I want to become a doctor
Perhaps to become a sailor;
I want to make dresses
And become a good tailor

I want to become a farmer
Or may become a sweeper;
I love all animals
And wants to be a zoo keeper.

Word Note: (The words/phrases have been defined mostly on their contextual meanings)

climb(କ୍ଲାଇମ୍ବ)- go up high (ଚଢିବା)
detective – a person who investigates crimes (ଯେଉଁ ବ୍ୟକ୍ତି ଗୁପ୍ତ ଭାବରେ ସମାଚାର ସଂଗ୍ରହ କରେ)
keeper (କିପର) (in Nandan Kanan) – animal caretaker/guard
light house(ଲାଇଟ୍ ହାଉସ୍) – tower with light at the top at the sea shore to guide ships
light housekeeper – a worker in the light house
lying (ଲାଇଙ୍ଗ୍) – resting, sleeping (ଶୋଇ ରୁହନ୍ତି)
master key – a special key – that can open a number of locks(ଅନେକ ତାଲା ଖୋଲି ପାରୁଥିବା ସ୍ଵତନ୍ତ୍ର ଚାବି)
roam (ରୋମ୍) – moving aimlessly, wander
sailor (ସେଲର) – seaman (ନାବିକ)
skipping (ସ୍କିପିଙ୍ଗ୍) – jumping lightly over a skipping rope ( ଦଉଡ଼ି ଡିଆଁ ଡେଇଁବା)
soldier (ସୋଲଜର)- a member of an army (ସୈନିକ)
spaceship (କୈସିପ୍) – space vehicle(ମହାକାଶଯାନ)
taking turn (ଟେକିଙ୍ଗ୍ ଟର୍ଷ) – one after another (ଗୋଟିଏ ପରେ ଗୋଟିଏ )
trumpet (ଟ୍ରମେଟ୍) – brass wind musical instrument

BSE Odisha 7th Class English Solutions Follow-Up Lesson 1 When I Grow Up Important Questions and Answers

(A) Choose the right answer from the options.

Question 1.
When a child grows up, he wants to become a
(i) detective
(ii) teacher
(iii) doctor
(iv) pilot
Answer:
(i) detective

Question 2.
A detective always keeps a ________ with him.
(i) invisible dress
(ii) master key
(iii) dress of a begger
(iv) pistol
Answer:
(ii) master key

Question 3.
When the speaker grows up he wants to become
(i) soldier
(ii) sailor
(iii) keeper at Nandankanan zoo
(iv) all the above one he liked
Answer:
(iv) all the above one he liked

Question 4.
The child wats to buy a trumpet to
(i) play a musical tune
(ii) play with as dolls
(iii) show his friends
(iv) none of the above
Answer:
(i) play a musical tune

Question 5.
A child wants to buy a private spaceship
(i) to fly over in the ocean
(ii) to visit his distant friends
(iii) to fly over the mountains
(iv) to fly him to the moon
Answer:
(iv) to fly him to moon

Question 6.
The child wants to do all the jobs
(i) at a time
(ii) taking turns
(iii) what he prefers first
(iv) according to the advice of his father
Answer:
(ii) taking turns

(B) Answer the following questions.

Question 1.
Why does the poet want to be a detective?
Answer:
A detective opens out the mystery of everything. He catches criminals. So the poet wants to be a detective.

Question 2.
Why does the poet wants to be a keeper of Nandankanan zoo?
Answer:
The poet wants to be a keeper of Nandankanan zoo because he can see and enjoy himself in the zoo. Different animals and their activities
will keep him glad all the time.

Question 3.
Does the poet a lover of music?
Answer:
Yes, the poet is a lover of music. So he wants to buy a trumpet to play a magical tune.

Question 4.
Does the poet want to explore the space?
Answer:
Yes, the poet wants to explore the space, so he wants to buy a spaceship.

Odisha State Board BSE Odisha 7th Class English Solutions Lesson 1 I’d Like to Be…. Textbook Exercise Questions and Answers.

BSE Odisha Class 7 English Solutions Lesson 1 I’d Like to Be….

BSE Odisha 7th Class English Lesson 1 I’d Like to Be…. Text Book Questions and Answers

Session – 1 (ଶବ୍ଦାବଳୀ)

I. Pre-Reading (ପୂର୍ବ ପ୍ରସ୍ତୁତି)

• Socialization (ସାମାଜିକୀକରଣ):
• Teacher will ask (ଶିକ୍ଷକ ପଚାରିବେ):

Question 1.
What do you want to be in future? (Students will reply).
(ତୁମ୍ଭେମାନେ ଭବିଷ୍ୟତରେ କ’ଣ ହେବାକୁ ଇଚ୍ଛା କର ?) (ଛାତ୍ରଛାତ୍ରୀମାନେ ଉତ୍ତର ଦେବେ)
Answer: I want to be a soldier in future.

Next, s/he will help the students do the following chain-drill activity.
(ପରେ ପରେ ଶିକ୍ଷକ ଛାତ୍ରଛାତ୍ରୀମାନଙ୍କୁ ନିମ୍ନୋକ୍ତ ଶୃଙ୍ଖଳ-ଅଭ୍ୟାସ କାର୍ଯ୍ୟାବଳୀରେ ସାହାଯ୍ୟ କରିବେ ।)

(Teacher writes the following text on the blackboard)
(ଶିକ୍ଷକ ବ୍ଲାକବୋର୍ଡରେ ନିମ୍ନଲିଖିତ ପାଠ ଲେଖନ୍ତି |)

I’m __________ (name).
I want to be a __________.
What’s about you?

After the chain-drill is over, the teacher will say :
(ଜଣ ଜଣ କରି ସମସ୍ତଙ୍କୁ ଶୃଙ୍ଖଳ ଅଭ୍ୟାସ ସମାପନ ପରେ ଶିକ୍ଷକ କହିବେ:)

All of you told what you want to become in future.
(ତୁମ୍ଭେମାନେ ସମସ୍ତେ ଭବିଷ୍ୟତରେ କ’ଣ ହେବାକୁ ଚାହଁ ବୋଲି କହିଲ ।)

Let’s read a poem and see what the poet wants to be.
(ଆସନ୍ତୁ ଗୋଟିଏ କବିତା ପଢ଼ି ଦେଖିବା କବି କ’ଣ ହେବାକୁ ଚାହୁଁଛନ୍ତି.)

II. While Reading (ପଠନକାଳୀନ)
Text(ପାଠ୍ୟବସ୍ତୁ)

Read the poem silently and answer the questions that follow.
(କବତାଟିକୁ ନୀରବରେ ପାଠ କର ଏବଂ ନିମ୍ନପ୍ରଦତ୍ତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

I’d like to be a monkey
And climb the tree so high,
Jumping from branch to branch
Till I reach the sky.
Playing and skipping all day long
Dancing and eating too!
I’d like to be a monkey.
What about you?

ଓଡ଼ିଆ ଅନୁବାଦ :
ମୁଁ ଗୋଟେ ମାଙ୍କଡ଼ ହେବାକୁ ଭଲ ପାଇବି
ଏବଂ ଉଚ୍ଚ ଉଚ୍ଚ ବୃକ୍ଷସବୁ ଆରୋହଣ କରିବି,
ଡାଳରୁ ଡାଳକୁ ଡେଇଁ ଡେଇଁବି
ଆକାଶକୁ ଛୁଇଁବା ଯାଏ ।
ଖେଳିବି ଏବଂ ଡିଆଁ ମାରିବି ଦିନ ତମାମ
ନୃତ୍ୟକରି ଏବଂ ଖାଦ୍ୟ ଖାଇ ଖାଇ
ହେବି ମୁଁ ଏକ ମାଙ୍କଡ଼
ତୁମ କଥା କ’ଣ?

I’d like to be a tiger
And roam the jungle deep,
Lying in sunlight all day long
Warm and fast asleep.
Searching all night through.
I’d like to be a tiger.
What about you ?

ହେବି ମୁଁ ଏକ ବାଘ
ବୁଲିବି ଘଞ୍ଚ ଜଙ୍ଗଲରେ ଘୂରି ଘୂରି
ଦିନ ତମାମ ସୂର୍ଯ୍ୟାଲୋକରେ ପଡ଼ି
ଶୋଇଯିବି ଗାଢ଼ ନିଦରେ ଉଷ୍ଣତା ପାଇ ।
ରାତିସାରା ଖୋଜି ଖୋଜି (ଖାଦ୍ୟ ବା ଶିକାର)
ହେବି ମୁଁ ଏକ ହିଂସ୍ର ବ୍ୟାଘ୍ର
ଆଉ ତୁମେ କ’ଣ ?

Notes And Glossary: (ଶବ୍ଦାର୍ଥ) :
monkey – ମାଙ୍କଡ଼
climb – ଚଢିବା
so – ତେଣୁ
high – ଉଚ୍ଚ
jumping – ଡେଇଁବା
branch to branch – ଶାଖାରୁ ଶାଖା
all day long – ଦିନ ତମାମ
too – ମଧ୍ୟ
till – ପର୍ଯ୍ୟନ୍ତ
reach – ପହଞ୍ଚିବା
warm – ଗରମ
fast – ଦ୍ରୁତ
searching – ଖୋଜୁଛି
all night through – ସାରା ରାତି ଧରି
skipping – ସ୍କିପିଙ୍ଗ୍
roam – ବୁଲିବା
lying – ମିଛ କହୁଛି
asleep – ନିଦ୍ରିତ
sky – ଆକାଶ
deep – ଗଭୀର

• Your teacher will read the poem aloud. You will listen to him/her without opening your book. S/he will ask you :
  (ତୁମ ଶିକ୍ଷକ କବିତାଟିକୁ ବଡ଼ପାଟିରେ ପାଠ କରିବେ । ତୁମେ ବହି ନଖୋଲି ମନଯୋଗ ଦେଇ ଶୁଣିବ । ଶିକ୍ଷକ ପଚାରିବେ:)

Who are there in the poem? (କବିତାଟିରେ କେଉଁମାନେ ଅଛନ୍ତି ?)
Answer: The monkey and the tiger are there in the poem.

Who is I? (କିଏ ‘I’)
Answer: Here I refers to the poet.

Who are ‘you’? (‘you’ କିଏ’)
Answer: You, refers to the reader in the poem.

• Your teacher will read the poem aloud. You listen to him/her and see the poem in your book.
  ( ତୁମ ଶିକ୍ଷକ ଉଚ୍ଚ ସ୍ବରରେ କବିତାଟିକୁ ପାଠ କରିବେ । ତୁମେ ତୁମ ବହିରେ କବିତାଟିକୁ ଦେଖିବା ସହ ଶୁଣିବ ।)
• You read the poem silently. Your teacher will ask you some questions. Try to answer.
  (କବିତାଟିକୁ ନୀରବରେ ପାଠ କର । ଶିକ୍ଷକ ତୁମକୁ କେତେଗୁଡ଼ିଏ ପ୍ରଶ୍ନ ପଚାରିବେ । ଉତ୍ତର ଦେବାକୁ ଚେଷ୍ଟା କର ।)

Comprehension Questions : (ବୋଧପରିମାପକ କାର୍ଯ୍ୟାବଳୀ) :
If the child became a monkey, (ପିଲାଟି ମାଙ୍କଡ଼ଟିଏ ହୋଇଥିଲେ,)

1. Where would it climb ? (ଏହା କେଉଁଠାରେ ଚଢ଼ିଥା’ନ୍ତା?)
Answer:
It would climb up the tree very high.

2. Where would it jump ? (ଏହା କେଉଁଠାରେ କୁଦା ମାରିଥା’ନ୍ତା?)
Answer:
It would jump from branch to branch in a tree.

3. What would it do all day long ? (ଏହା ଦିନସାରା କ’ଣ କରିଥା’ନ୍ତା ?)
Answer:
It would play, skip, dance and eat all day long.

If the child were a tiger, (ପିଲାଟି ବାଘଟିଏ ହୋଇଥିଲେ, )

4. Where would it move about? (ଏହା କେଉଁଠାରେ ବୁଲିଥା’ନ୍ତା ?)
Answer:
It would roam the deep and dense (ଘନ) forest.

5. What would it do all day long? (ଏହା କେଉଁଠାରେ ବୁଲିଥା’ନ୍ତା ?)
Answer:
It would lay down itself warm and fast asleep in sunlight all day long.

6. When would it search for food?
(ଏହା ଦିନସାରା କ’ଣ କରିଥା’ନ୍ତା?)
Answer:
It would search for food throughout the night.

Session – 2 (ଦ୍ଵିତୀୟ ପର୍ଯ୍ୟାୟ)

III. Post-Reading (ପଠନ ପରବର୍ତ୍ତୀ)
1. Visual Memory Development Technique (VMDT) :
(ଦୃଶ୍ୟ ସ୍ମୃତି ବିକାଶ କୌଶଳ)
Whole – Text: Which stanza talks about a monkey – which stanza about a tiger
Answer: The first stanza talks about a monkey.
The second stanza talks about a tiger.
Part : Stanza-1 : dancing and eating, climb the tree, playing
ନୃତ୍ୟ କରି ଏବଂ ଖାଦ୍ୟ ଖାଇ ଖାଇ, ବୃକ୍ଷ ଆରୋହଣ କରି କରି ଏବଂ ଖେଳି ଖେଳି

2. Comprehension Activities (ବୋଧପରିମାପକ କାର୍ଯ୍ୟାବଳୀ):
(a) MCQs : Tick (V) the correct alternative :

Question 1.
The child wishes to be
(A) a lion
(C) a monkey
(B) a tiger
(D) both a tiger and a monkey
Answer:
(D) both a tiger and a monkey

Question 2.
A monkey____________.
(A) flies in the sky
(B) dances in river
(C)swims in sea
(D) jumps from branch to branch of a tree
Answer:
(D) jumps from branch to branch of a tree

Question 3.
A tiger roams ___________.
(A) the river
(C) the com field
(B) the forest
(D) the sea beach
Answer:
(B) the forest

Question 4.
The child wishes to be a monkey or a tiger because ____________.
(A) they have a lot to eat
(B) they live in safe forest houses
(C) they get air and water free
(D) they lead a free life
Answer:
(D) they lead a free life

(b) Provided below are some phrases from the poem. Put them under two heads; ‘Monkey’ and ‘Tiger’. (Question with Answer) roam in deep jungle, dancing and eating, climb the tree, lying in the sunlight, playing and skipping, searching for food at night, jumping from branch to branch.

Answer:

Monkey	Tiger
dancing and eating	roam in deep jungle
climb the tree	Ivins in the sunlieht
plaving and skipping	searching for food at night
iumping from branch to branch

3. Listening (ଶୁଣିବା) :

(a) Your teacher will say the following words aloud. Listen to him/her carefully. Mark, in each word one / some letters are silent while speaking. Your teacher will read three times – first listen, then wirte and finally revise. One is done for you.
(ଶିକ୍ଷକ କେତେକ ଶବ୍ଦ ପଠନ କରିବେ । ମନଯୋଗ ପୂର୍ବକ ଶୁଣ ଏବଂ ପଠନବେଳେ ଶବ୍ଦର କେତେକ ଅକ୍ଷର ଉଚ୍ଚାରଣ ନହୋଇ ରହିଯାଉଛି ନିର୍ଣ୍ଣୟ କର ।)

Answer:

Word	Silent letter
climb	b
high	gh
through	gh
sunlight	gh
chalk	l
comb	b
bridge	d
judge	d
bird	r

(Teacher provides ideas through correction)
(b) Rhyming words
Teacher will read out the poem. Students listen and underline the rhyming words.
(ଶିକ୍ଷକ କବିତାଟିକୁ ପାଠ କରିବେ । ପିଲାମାନେ ଶୁଣିବେ ଏବଂ ପଦ ପଡ଼ୁଥ‌ିବା ଶବ୍ଦଗୁଡ଼ିକୁ ରେଖାଙ୍କିତ କରିବେ ।)
Answer:
high – sky
deep – asleep
too – you
through – you

Session – 3 (ତୃତୀୟ ପର୍ଯ୍ୟାୟ)

4. Speaking (କଥନ) :
(a) Chorus Reading (ସାମୂହିକ ପଠନ) :

• Teacher reads the poem aloud line after line. The class repeats after him/her. (ଶିକ୍ଷକ ଧାଡ଼ି ଧାଡ଼ି କରି କବିତାଟିକୁ ପାଠ କରିବେ ! ସମସ୍ତ ଶ୍ରେଣୀ ପାଳି ଧରିବେ ।)
• One group of students read out the poem line after line. The other group repeats. (ଶ୍ରେଣୀରେ ଗୋଟିଏ ଦଳ କବିତାଟିକୁ ଧାଡ଼ି ଧାଡ଼ି କରି ଆବୃତ୍ତି କରିବେ । ଅନ୍ୟ ଦଳ ପାଳି ଧରିବେ । )
• The role of the groups changes.(ଦଳ ବଦଳ ରୂପେ ପୂର୍ବପରି ଆବୃତ୍ତି କରିବେ ।)

(b) Conversation (କଥୋପକଥନ) :
This activity is to be done in pairs or in groups.
( ଏହି କାର୍ଯ୍ୟାବଳୀ ଯୋଡ଼ ଯୋଡ଼ କରି କିମ୍ବା ଦୁଇଟି ଦଳରେ ବିଭକ୍ତ କରି କରାଯିବ ।)
Group A : What will you do if you become a monkey ?
ତୁମେ ମାଙ୍କଡ଼ ହୋଇଥିଲେ କ’ଣ କରିଥା’ତ ? )
Group B : I’ll climb the tree, jump from branch to branch.
ମୁଁ ଗଛ ଉପରକୁ ଚଢ଼ି ଡାଳରୁ ଡାଳକୁ ଡିଆଁ ମାରିଥା’ନ୍ତି ।)

Group A : What else ?
(A – କ) : ଆଉ କ’ଣ
Group B : I’ll also play, skip, dance and eat all day.
(B – ବି) : (ମୁଁ ଖେଳନ୍ତି, ନାଚନ୍ତି, ଡିଆଁ ମାରନ୍ତି ଏବଂ ଦିନତମାମ୍ ଖାଇ ଚାଲନ୍ତି ।)
Group A : If you become a tiger, where will you move ?
(A – କ) : (ତୁମେ ବାଘ ହୋଇଥିଲେ କେଉଁଠି ଚରାବୁଲା କରନ୍ତ ?)
Group B : In the deep jungle.
(B – ବି) : (ଘଞ୍ଚ ଜଙ୍ଗଲରେ )
Group A : Where will you sleep?
(A – କ) : (ତୁମେ କେଉଁଠି ଶୋଇଥା’ନ୍ତ ?)
Group B : Under the warm sunlight
(B – ବି) : (ଉଷୁମ ସୂର୍ଯ୍ୟାଲୋକରେ ।)
Group A : What will you do at night ?
(A – କ) : (ତୁମେ ରାତ୍ରିରେ କ’ଣ କରନ୍ତ ?)
Group B : Search food.
(B – ବି) : (ରାତ୍ରିରେ ଖାଦ୍ୟ ଅନ୍ଵେଷଣ କରନ୍ତି ।)

Pairs of students can talk about becoming a doctor, nurse, soldier, farmer etc.
Teacher will help and guide the students.
(ଯୋଡ଼ି ଯୋଡ଼ି ଛାତ୍ରଛାତ୍ରୀ ସେହିଭଳି କଥୋପକଥନ କର ।)
A – What would you do if you become a doctor ?
B – I would treat the ailing.
A – What would you do if you become a nurse?
B – I would nourish the patients if I become a nurse.
A – What would you do if you become a soldier?
B – I would save my country from the enemies at the cost of my life if I become a soldier.
A – What would you do if you become a farmer?
B – I would engage myself cultivating the land to produce food grains to feed my country men leaving none hungry.

Session – 4 (ଚତୁର୍ଥ ପର୍ୟ୍ୟାୟ)

5. Vocabulary ଶବ୍ଦାବଳୀ:
Some words are described below. Can you find them in your poem?
(ନିମ୍ନରେ କେତେକ ଶବ୍ଦ ପ୍ରଦତ୍ତ ହୋଇଅଛି । ତୁମେ କବିତାରୁ ସେଗୁଡ଼ିକୁ ଖୋଜି ପାଇବ କି ?)
(Question with Answer)

Answer:

CLUES	WORDS
the national animal of India	Tiger
a part of the tree where birds build their nest	Branch
it gives us flowers and fruits	Tree
the opposite of the day	Night
a man-like animal that jumps from branch to branch	Monkey
the sun, moon and stars are here	Sky
wild animals live in it	Forest/Jungle
a word for ‘look for’	Search
we eat it to live	Food
we get it from the sun all day	Sunlight

Session – 5 (ପଞ୍ଚମ ପର୍ୟ୍ୟାୟ)

6. Usage (ପ୍ରଚଳିତ ପ୍ରୟୋଗ) :
1. Look at the underlined parts in the following sentences.
(ନିମ୍ନ ବାକ୍ୟଗୁଡ଼ିକରେ ରେଖାଙ୍କିତ ଅଂଶକୁ ଲକ୍ଷ୍ୟ କର ।)
I’d like to be a monkey.
I’d like to be a tiger.
‘I’d’ is the short form of ‘I would’.
(‘I’d’ ‘ I would’ର ସଂକ୍ଷିପ୍ତ ରୂପ ଅଟେ । ଅସମ୍ଭବ ଅର୍ଥରେ ଏହା ବ୍ୟବହୃତ ହୁଏ ।)
‘Would’ is used in its short form – ’d’ in speech and in writing.
We use the would (’d) / wouldn’t when we imagine a situation or action (=we think of something that is not real).
The poet as human being can never be an animal such as a monkey or a lion.
But he wishes or imagines to become a monkey or a lion which is unreal.
Now use ‘I’d _____’ to say the following situations.
I’d ବ୍ୟବହାର କରି ନିମ୍ନ ପରିସ୍ଥିତିଗୁଡ଼ିକୁ ପ୍ରକାଶ କର ।
One is done for you.
(i) You think of becoming a butterfly.
I’d like to be a butterfly.
(ii) You wish to be a bird. ______________________
(iii) You love to live near a jungle. ____________________
(iv) You wish to buy a car (but you are not so rich to buy it). _____________
(v) You imagine to be the President of India. ______________
(vi) You love to become a king. ______________

Answer:
(i) I’d like to be a butterfly.
(ii) I’d like to be a bird.
(iii) I’d like to live near a jungle.
(iv) I’d like to buy a car.
(v) I’d like to be the President of India.
(vi) I’d like to be a king

Session – 6 (ଷଷ୍ଠ ପର୍ଯ୍ୟାୟ)

7. Writing (ଲିଖନାତ୍ମକ)
(a) Write answers to the following questions.
ନିମ୍ନପ୍ରଶ୍ନଗୁଡିକର ଉତ୍ତର ପ୍ରଦାନ କର ।

(i) What does the poet wish to be?
(କବି କ’ଣ ହେବାକୁ ଇଚ୍ଛା କରନ୍ତି ?)
Answer:
The poet wishes to be either a moneky or a tiger.

(ii) Why does he like to become an animal like a monkey or a tiger?
(ସେ କାହିଁକି ଏକ ମାଙ୍କଡ଼ ବା ବାଘ ଭଳି ପଶୁ ହେବାକୁ ଚାହାଁନ୍ତି ?)
Answer:
He likes to be an animal like a monkey or a tiger to lead a free life.

(iii) What does a monkey enjoy doing?
(ମାଙ୍କଡ଼ କ’ଣ କରି ଉପଭୋଗ (ମଜା) କରେ ?)
Answer:
A monkey enjoys climbing high up in a tree: jumping from branch to branch: playing, skipping, dancing and eating when so ever all dav long.

(iv) Where does a tiger walk about freely?
(ବାଘ କେଉଁଠାରେ ମୁକ୍ତାଭାବେ ବୁଲିଥାଏ ?)
Answer:
A tiger walks about freely in a deep and dense forest.

(v) What does the tiger do all day long?
(ଏକ ବାଘ ଦିନସାରା କ’ଣ କରେ ?)
Answer:
The tiger sleeps deep sleep lying in warm sunlight all day long.

(vi) What does he do at night?
(ସେ ରାତିରେ କ’ଣ କରେ ?)
Answer:
He searches/hunts for his prey at night.

(vii) Go back to [2b] Comprehension activities
(b) You have listed the phrases under two heads – Monkey and Tiger. Using the phrases you have listed, write two small paras, one on ‘monkey’ and one on ‘tiger’.
Follow these model sentences.
Monkey
Monkey loves dancing and eating.
_____________________________________________
_____________________________________________
Tiger
Tiger roams the deep jungle.
_____________________________________________
_____________________________________________

Answer:
Monkey :
Monkey loves dancing and eating. It loves to climb the tree. It loves playing and skipping. It loves jumping from branch to branch.
Tiger :
Tiger roams the deep jungle. Lying in the sunlight the tiger warms itself and fast asleep. The tiger moves through the jungle, searching for food at night.

Session – 7 (ସପ୍ତମ ପର୍ୟ୍ୟାୟ)

8. Mental Talk (ମାନସ କଥନ) :
“Wild animals lead a free life”.
( ବନ୍ୟପ୍ରାଣୀମାନେ ମୁକ୍ତ ଜୀବନଯାପନ କରନ୍ତି ।)

9. Let’s Think (ଚାଲ ଚିନ୍ତା କରିବା ବା କଳ୍ପନା କରିବା)

• Animals in the woods are bom free. They lead a free life in the lap of nature. Should we put them in chains at a zoo or in circus?
  ( ଜଙ୍ଗଲରେ ଜୀବମାନେ ମୁକ୍ତ ଭାବରେ ଜନ୍ମଗ୍ରହଣ କରିଥା’ନ୍ତି । ସେମାନେ ପ୍ରକୃତି କୋଳରେ ମୁକ୍ତ ଜୀବନଯାପନ କରନ୍ତି । ଆମେ ସେମାନଙ୍କୁ (ଆମ୍ଭ ମଣିଷର ଦର୍ଶନ ଉପଭୋଗ ପାଇଁ) ଚିଡ଼ିଆଖାନା ବା ସର୍କସରେ ଶିକୁଳିଯୁକ୍ତ କରି ବାନ୍ଧି ରଖୁବା ଉଚିତ କି ?)

BSE Odisha 7th Class English Solutions Lesson 1 I’d Like to Be…. Important Questions and Answers

(A) Choose the right answer from the options.

Question 1.
The child likes to be a monkey because he could –
(i) climb the tree
(ii) jump from branch to branch
(iii) play and skip
(iv) all the above
Answer:
(iv) all the above

Question 2.
Being a monkey the child wants to jump –
(i) from branch to branch
(ii) down the ground
(iii) high above the tree
(iv) none of these
Answer:
(i) from branch to branch

Question 3.
The child wants to be a tiger because he could
(i) kill the animals
(ii) roam in the jungle
(iii) be a king of forest
(iv) all the above
Answer:
(ii) roam in the jungle

(B) Answer the following questions.

Question 1.
If the child became a monkey what would he do?
Answer:
If the child would become a monkey, he would climb the tree, jump from branch to branch. He would play, skip, dance and eat all day long.

Question 2.
If the child became a tiger what would he do?
Answer:
If the tiger would become a tiger, he could roam in the deep jungle, expose itself in the sunlight and lie fast asleep. It would search for food at night.

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

BSE Odisha Class 10 Hindi Solutions Poem 1(a) कबीरदास के दोहे

प्रश्न और अभ्यास (ପ୍ରଶ୍ନ ଔର୍ ଅଭ୍ୟାସ)

1. निम्नलिखित प्रश्नों के उत्तर दो-तीन वाक्यों में दीजिए।
( ତିନ୍ ୱାର୍କୋ ମେଁ ଦୀଜିଏ।)
(ନିମ୍ନଲିଖତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦୁଇ-ତିନୋଟି ବାକ୍ୟରେ ଦିଅ।)

(क) साँच या सत्य के बारे में कबीर ने क्या कहा है?
(ସାଁଚ ୟା ସତ୍ୟ କେ ବାରେ ମେଁ କବୀର ନେ କ୍ୟା କହା ହୈ ?)
उत्तर:
साँच या सत्य के बारे में कबीर ने कहा है कि: सत्य हमेशा महान होता है। सत्य के समान इस संसार मे कोई तपस्या या ज्ञान नहीं है। जो सत्यवादी होता है, उसका हृदय निर्मल होता है और भगवान का निवास उसके हृदय में होता है। समाज में उसका आदर होता है।

(ख) बुराई करनेवालों की भलाई क्यों करनी चाहिए?
(ବୁରାଈ କରନେବାଲୈ କି ଭଲାଈ କୈ କରନୀ ଚାହିଏ ?)
उत्तर:
बुराई करनेवालों की भलाई इसलिए करनी चाहिए क्योंकि भलाई करने पर बुराई करनेवालों को अच्छा फल मिलता और उनकी बुराई का उन्हें बुरा फल मिलता है। परिणाम स्वरूप वे अपनी करनी पर लज्जित होते हैं और खुद को सुधारने की चेष्टा करते हैं।

(ग) धीरे – धीरे सबकुछ कैसे होता है इसके लिए कवि ने कौन सा -उदाहरण दिया है?
(ଧୀରେ-ଧୀରେ ସବୁକୁଛ୍ କୈସେ ହୋତା ହୈ: ଇସ୍କେ ଲିଏ କବି ନେ କୌନ୍ ସା ଉଦାହରଣ)
उत्तर:
माली के सौ घड़ा पानी सींचने पर भी किसी भी पेड़ में समय से पहले फल नहीं लगते। इसके लिए ऋतु की प्रतीक्षा करनी पड़ती है। उसी प्रकार धीरे धीरे सबकुछ करना चाहिए और उसके लिए धैर्य की आवश्यकता है। कवि ने यही उदाहरण देकर कहा है।

2. निम्नलिखित पदों के अर्थ दो-तीन वाक्यों में स्पष्ट कीजिए।
(ନିମ୍ନଲିଖ୍ ପଦୌ କେ ଅର୍ଥ ଦୋ-ତୀନ୍ ୱାର୍କୋ ମେଁ ସ୍ପଷ୍ଟ କୀଜିଏ?)
(ନିମ୍ନଲିଖ୍ ପଦଗୁଡ଼ିକର ଅର୍ଥ ଦୁଇ-ତିନି ବାକ୍ୟରେ ସ୍ପଷ୍ଟ କର।)

(क) जाके हिरदै साँच है, ताके हिरदै आप।
(ଜାକେ ହିରଦୈ ସାଁଚ୍ ହୈ, ତାକେ ହିରଦୈ ଆପ୍ ।)
उत्तर:
जिसके हृदय में सत्य का निवास है अर्थात् जो हमेशा सत्य बोलता है।, उसका हृदय निर्मल और पाप रहित होता है। कवि के अनुसार उसी व्यक्ति के निर्मल हृदय में भगवान विराजमान करते हैं।

(ख) जो तोको काँटा बुबै ताहि बोय तू फूल।
(ଜୋ ତୋକୋ କାଁଟା ବୁବୈ ତାହି ବୋୟ ତୁ ଫୁଲ୍ ।)
उत्तर:
कवि के अनुसार जो तुम्हारे रास्ते में काँटा बोता है, अर्थात् तुम्हारी बुराई करता है, तुम उसके रास्ते में फूल बिछा दो अर्थात् उसकी भलाई करो। परिणामस्वरूप तुम्हारी अच्छाई से उसे अच्छा फल तो मिलेगा ही और उसकी बुराई से भी उसे बुरा फल मिलेगा। इससे प्रमाणित होता है कि अच्छा काम करने वालों को अच्छा फल मिलता है और बुरे काम करनेवालों को बुरा फल मिलता है।

(ग) माली सींचे सौ घड़ा, ऋतु आए फल होय।
(ମାଲୀ ସ୍ତ୍ରୀଚେ ସୌ ଘଡ଼ା, ଋତୁ ଆଏ ଫଲ୍ ହୋୟ।)
उत्तर:
कबीरदास कहते हैं कि माली के सौ घड़ा पानी सींचने पर भी किसी भी पेड़ में समय के पहले फल नहीं लगते, उसे ऋतु या समय की प्रतीक्षा करनी पड़ती है। अर्थात् कोई भी काम समयानुसार ही होता है। समय से पहले कोई काम नहीं होता।

3. निम्नलिखित प्रश्नों के उत्तर एक-एक वाक्य में दीजिए।
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନୋ କେ ଉତ୍ତର ଏକ୍-ଏକ୍ ୱାକ୍ୟ ମେଁ ଦୀଜିଏ ।)
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଗୋଟିଏ-ଗୋଟିଏ ବାକ୍ୟରେ ଦିଅ ।)

(क) किसके बराबर तप नहीं है?
(କିସ୍‌ ବରାବର ତପ୍ ନର୍ଜୀ ହୈ ?)
उत्तर:
सच के बराबर तप नहीं है।

(ख) झूठ के बराबर क्या नहीं है?
(ଝୁଠ୍ କେ ବରାବର କ୍ୟା ନହୀ ହୈ ?)
उत्तर:
झूठ के बराबर पाप नहीं है।

(ग) जिसके हृदय में साँच है, उसके हृदय में कौन होते हैं?
(ଜିସ୍‌ ହୃଦୟ ମେଁ ସୌଚ୍ ହୈ, ଉତ୍ସକେ ହୃଦୟ ମେଁ କୌନ୍ ହୋତେ ହେଁ ?)
उत्तर:
जिसके हृदय में साँच है, उसके हृदय में आप अर्थात् भगवान विराजमान होते हैं।

(घ) झूठ की तुलना किसके साथ की गई है?
(ଝୁଠ୍ କୀ ତୁଲନା କିସ୍କେ ସାଥ୍ କୀ ଗଈ ହୈ ?)
उत्तर:
झूठ की तुलना पाप के साथ की गई है।

(ङ) साँच की तुलना किसके साथ की गई है?
(ସଁଚ୍ କୀ ତୁଲନା କିସ୍‌ ସାଥ୍ କୀ ଗଈ ହୈ ?)
उत्तर:
साँच की तुलना तप के साथ की गई है।

(च) जो तेरे रास्ते पर काँटा बोता है, तुझे उसके लिए क्या करना चाहिए?
(ଜୋ ତେରେ ରାସ୍ପେପର୍ କାଁଟା ବୋତା ହୈ, ତୁଝେ ଉସ୍କେ ଲିଏ କ୍ୟା)
उत्तर:
जो तेरे रास्ते पर काँटा बोता है, तुझे उसके लिए फूल बिछाना चाहिए।

(छ) पेड़ में कब फल लगते हैं?
(ପେଡ଼୍ ମେଁ କବ୍ ଫଲ୍ ଲଗ୍‌ ହେଁ ?)
उत्तर:
पेड़ में वक्त आने पर फल लगते हैं।

(ज) कौन सौ घड़े पानी सींचता है?
(କୌନ୍ ସୌ ଘଡ଼େ ପାନୀ ସୀତା ହୈ ?)
उत्तर:
माली सौ घड़े पानी सींचता है।

(झ) इन दोहों के रचयिता कौन हैं?
(ଇନ୍ ଦୋର୍ଡୋ କେ ରଚୟିତା କୌନ୍ ହେଁ ?)
उत्तर:
इन दोहों के रचयिता कबीरदास हैं।

(ञ) प्रथम दोहे में ‘आप’ शब्द का क्या अर्थ है?
(ପ୍ରଥମ ଦୋହ ମେଁ ‘ଆପ୍’ ଶବ୍ଦ କା କ୍ୟା ଅର୍ଥ ହୈ ?)
उत्तर:
प्रथम दोहे में ‘आप’ शब्द का अर्थ ईश्वर है।

भाषा-ज्ञान (ଭାଷା-ଜ୍ଞାନ)

1. निम्नलिखित शब्दों के विपरीत या बिलोम शब्द लिखिए :
(ନିମ୍ନଲିଖ୍ ଶବ୍ଦଗୁଡ଼ିକର ବିପରୀତ (ବିଲୋମ) ଶବ୍ଦ ଲେଖ : )
साँच, पाप, बुरा, धीर, काँटा
उत्तर:
साँच – झूठ
धीर – अधीर
पाप – पुण्य
काँटा – फूल
बुरा – भला

2. निम्नलिखित शब्दों के समानार्थी शब्द कोष्ठक से चुन कर लिखिए:
(ନିମ୍ନଲିଖ୍ ଶବ୍ଦଗୁଡ଼ିକର ସମାନାର୍ଥୀ ଶବ୍ଦ ବନ୍ଧନୀ ମଧ୍ଯରୁ ବାଛିକରି ଲେଖ: )
बराबर, झूठ, पाप, हृदय, फूल, घड़ा, ऋतु
( मौसम, समान, कलुष, दिल, पुष्प, घट)
उत्तर:
बराबर – समान
हृदय – दिल
झूठ – मिथ्या
फूल – पुष्प
पाप – कलुष
घड़ा – घट

3. निम्नलिखित शब्दों के बचन बदलिए:
(ନିମ୍ନଲିଖୂତ ଶବ୍ଦଗୁଡ଼ିକର ବଚନ ପରିବର୍ତ୍ତନ କର: )
पाप, फूल, फल, माली, घड़ा, काँटा, ऋतु
उत्तर:
पाप – पाप
माली – माली
ऋतु – ऋतुएँ।
फूल – फूल
घड़ा – घड़े
फल – फल
काँटा – काँटे

4. इन शब्दों के खड़ीबोली रूप लिखिए:
(ଏହି ଶବ୍ଦଗୁଡ଼ିକର ଖଢ଼ୀବୋଲୀ ରୂପ ଲେଖ : )
साँच, जाके, हिरदै, तोको, बुबै, बाको, होय
उत्तर:
साँच – सच
तोको – तुझको
जाके – जिसके
हिरदै – हृदय
बुबै – बोए
बाको – उसको
होय – होता।

Very Short & Objective Type Questions with Answers

A. निम्नलिखित प्रश्नों के उत्तर एक वाक्य में दीजिए।

प्रश्न 1.
संत कबीरदास का जन्म कब और कहाँ हुआ था?
उत्तर:
संत कबीरदास का जन्म काशी के एक हिन्दु-परिवार में सन् 1398 में हुआ था।

प्रश्न 2.
कबीरदास क्यों दुःखी हुए?
उत्तर:
समाज में व्याप्त बुराई को देखकर कबीरदास दुःखी हुए।

प्रश्न 3.
कबीर की भाषा क्या है?
उत्तर:
कबीर की भाषा मिश्रीत खड़ीबोली है।

प्रश्न 4.
कबीर की बाणी कौन सी ग्रंथ में संगृहित हुआ?
उत्तर:
कबीर की बाणी ‘बीजक’ नामक ग्रंथ में संगृहित हुआ।

प्रश्न 5.
कबीरदास के गुरु कौन थे?
उत्तर:
कबीरदास के गुरु रामानन्द स्वामी थे।

प्रश्न 6.
सब कुछ किस प्रकार होता है?
उत्तर:
सब कुछ धीरे-धीरे समय पर होता है।

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

प्रश्न 1.
माली के सौ घड़े पानी सींचने पर भी फल कब आता है?
उत्तर:
ऋतु आने पर

प्रश्न 2.
किसके बराबर तप नहीं है?
उत्तर:
सच

प्रश्न 3.
जो हमारे रास्ते पर काँटा बोता है, हम उसके रास्ते पर क्या बोएँगे?
उत्तर:
आप (भगवान)

प्रश्न 4.
जाके हिरदै साँच है, ताके हिरदै कौन है?
उत्तर:
फूल

प्रश्न 5.
काँटा बोनेवाले के लिए काँटा क्या बन जाता है?
उत्तर:
त्रिशूल

प्रश्न 6.
कबीर की वाणी कौन सी ग्रंथ में संगृहित हुआ?
उत्तर:
बीजक

प्रश्न 7.
झूठ के बराबर क्या नहीं है?
उत्तर:
पाप

प्रश्न 8.
कबीर दास क्यों दुःखी हुए?
उत्तर:
बुराई देखकर

प्रश्न 9.
सब कुछ किस प्रकार होता है?
उत्तर:
ग्वाले

प्रश्न 10.
जो तेरे रास्ते पर काँटा बोता है, तुझे उसके लिए क्या करना चाहिए?
उत्तर:
फूल बिछाना

C. रिक्त स्थानों की पूर्ति कीजिए।

प्रश्न 1.
साँच बराबर तप नहीं। इस अधुरी पंक्ति के रचयिता हैं ……………….।
उत्तर:
कबीर

प्रश्न 2.
जिसके हृदय में साँच हैं, उसके हृदय में ………………… होते हैं।
उत्तर:
भगवान

प्रश्न 3.
सत्यवादी के हृदय में …………………. रहते हैं।
उत्तर:
ईश्वर

प्रश्न 4.
सत्यवादी का आदर ……………… होता है।
उत्तर:
समाज में

प्रश्न 5.
अच्छे फल पाने के लिए ……………… करना चाहिए।
उत्तर:
अच्छा काम

प्रश्न 6.
जाके ………………. साँच है, ताके हिरदै आप।
उत्तर:
हिरदै

प्रश्न 7.
………………… सौ घड़ा पानी सींचता है?
उत्तर:
माली

प्रश्न 8.
‘तोकु’ शब्द का अर्थ है ……………………।
उत्तर:
तुझको

प्रश्न 9.
कवीरदासजी मन को …………………… धारण करने का उपदेश देते है।
उत्तर:
धीरज

प्रश्न 10.
पेड़ में फल आते है।
उत्तर:
ऋतु आने पर

D. ठिक् या भूल लिखिए।

प्रश्न 1.
चपरासी सौ घड़े पानी सींचता है।
उत्तर:
भूल

प्रश्न 2.
साँच की तुलना सत्य के साथ की गई है।
उत्तर:
भूल

प्रश्न 3.
पाप के साथ झूठ की तुलना की गई है।
उत्तर:
ठिक्

प्रश्न 4.
पानी देने पर पेड़ में फल आते हैं।
उत्तर:
भूल

प्रश्न 5.
अच्छे काम करनेवालों को अच्छा फल मिलता है।
उत्तर:
ठिक्

प्रश्न 6.
सब कुछ धीरे-धीरे होता है।
उत्तर:
ठिक्

प्रश्न 7.
‘तोकु फूल को फूल है ……………….. यह अधुरी पंक्ति के रचयिता रहीम है।
उत्तर:
भूल

प्रश्न 8.
निर्मल हृदय में आनंद विराजता है।
उत्तर:
भूल

प्रश्न 9.
झूठ की तुलना पाप के साथ की गई है।
उत्तर:
ठिक्

प्रश्न 10.
कबीर की बाणी बीजक ग्रंथ में संगृहित हुआ है।
उत्तर:
ठिक्

Multiple Choice Questions (mcqs) with Answers

सही उत्तर चुनिए : (MCQS )

1. माली के सौ घड़े पानी सींचने पर भी फल कब आता है?
(A) वर्षा होने पर
(B) जाड़े में
(C) ऋतु आने पर
(D) कभी नहीं
उत्तर:
(C) ऋतु आने पर

2. किसके बराबर तप नहीं है ?
(A) न्याय
(B) प्रेम
(C) साधना
(D) सच
उत्तर:
(D) सच

3. जाके हिरदै साँच है, ताके हिरदै कौन है ?
(A) आप
(B) मैं
(C) वे
(D) तुम
उत्तर:
(A) आप

4. जो हमारे रास्ते पर काँटा बोता है, हम उसके रास्ते पर क्या बोएँगे ?
(A) फूल
(B) त्रिशूल
(C) दो काँटे
(D) चन्दन का पौधा
उत्तर:
(A) फूल

5. काँटा बोनेवाले के लिए काँटा क्या बन जाता है?
(A) पंच शूल
(B) फूल
(C) भाला
(D) त्रिशूल
उत्तर:
(D) त्रिशूल

6. किसके बराबर तप नहीं हैं?
(A) पाप
(B) मिथ्या
(C) सच
(D) धन
उत्तर:
(C) सच

7. कौन सौ घड़े पानी सींचता है?
(A) नौकर
(B) मालिक
(C) चपरासी
(D) माली
उत्तर:
(D) माली

8. कबीर की वाणी कौन सी ग्रंथ में संगृहित हुआ?
(A) बीजक
(B) मेघदूत
(C) गोदान
(D) कामायनी
उत्तर:
(A) बीजक

दोहों को समझें (ଦୋହେଁ କୋ ସମସ୍ତେ)

1. सच हमेशा महान होता है। सच के समान इस संसार में तपस्या या ज्ञान नहीं है। उसी प्रकार झूठ के समान कोई पाप नहीं है। इसलिए कबीरदास कहते हैं कि जिसका हृदय निर्मल होता है, जो हमेशा सच बोलता है, उसके हृदय में स्वयं भगवान रहते हैं। अर्थात् सच बोलनेवाले को भगवान के दर्शन मिलते हैं। समाज में उसका आदर होता है। झूठ बोलनेवाले पापी का समाज में निरादार होता है।
ସତ୍ୟ ସବୁବେଳେ ମହାନ୍। ସତ୍ୟ ପରି ଏହି ସଂସାରରେ କୌଣସି ଜ୍ଞାନ କିମ୍ବା ତପସ୍ୟା ନାହିଁ। ମିଛ ପରି ଆଉ କୌଣସି ପାପ ନାହିଁ। କବୀରଙ୍କ ଅନୁସାରେ– ଯିଏ ସବୁବେଳେ ସତ କୁହେ, ତା’ର ହୃଦୟ ନିର୍ମଳ ରୁହେ। ତା’ ହୃଦୟରେ ଭଗବାନ୍ ରୁହନ୍ତି, ଅର୍ଥାତ୍ ସତ କହୁଥ‌ିବା ଲୋକଙ୍କୁ ଭଗବାନଙ୍କ ସାନ୍ନିଧ୍ଵ ମିଳେ। ସମାଜରେ ତାଙ୍କୁ ଆଦର ମିଳେ। ମିଛ କହୁଥିବା ଲୋକ ପାପୀ ସଙ୍ଗେ ସମାନ ହୋଇଥାଏ। ସମାଜରେ ସମସ୍ତେ ତାଙ୍କୁ ଘୃଣା

2. कबीरदास कहते हैं: जो तुम्हारे रास्ते में काँटा बोता है अर्थात् तुम्हारी बुराई करता है, तुम उसके रास्ते में फूल बिछा दो अर्थात् उसकी भलाई करो। परिणाम यह होगा कि तुम्हारी अच्छाई से तुम्हें अच्छा फल मिलेगा और उसकी बुराई के लिए उसे बुरा फल मिलेगा। इसका अर्थ है कि अच्छा काम करने पर अच्छा का फल मिलता है और बुरा काम करने से बुरा का फल मिलता है।
ବିଛାଇ ଦିଅ। ଅର୍ଥାତ୍ ଯିଏ ତୁମର କ୍ଷତି କରୁଛନ୍ତି ତୁମେ ତାଙ୍କର ଉପକାର କର। ପରିଣାମ ସ୍ଵରୂପ ତୁମ ଭଲ କର୍ମଦ୍ଵାରା ତୁମେ ଭଲ ଫଳ ପାଇବ ଏବଂ ତା’ର କୁକର୍ମଦ୍ଵାରା ତାକୁ ଖରାପ ଫଳ ମିଳିବ। ଭଲ କାମ କଲେ ସବୁବେଳେ ଭଲ ହୋଇଥାଏ ଏବଂ ଖରାପ କାମ କଲେ ସବୁବେଳେ ଖରାପ ଫଳ ଭୋଗ କରିବାକୁ ପଡ଼ିଥାଏ।

3. कबीरदास कहते हैं कि प्रत्येक कार्य समयानुसार धीरे-धीरे होता है। हर कार्य के लिए धैर्य की आवश्यकता है। इसके लिए कबीरदास ने माली और पानी का उदाहरण देकर कहते हैं कि जिसप्रकार माली के सौ घड़ा पानी सींचने पर भी पेड़ में समय आने पर ही फल-फूल आते हैं। अर्थात् ऋतु आने पर ही पेड़ फलता फूलता है। उसी प्रकार हर कार्य समयानुसार धीरे-धीरे होता है और उसका फल उपयुक्त समय पर ही मिलता है।
କବୀରଦାସଙ୍କ ଅନୁସାରେ ପ୍ରତ୍ୟେକ କାର୍ଯ୍ୟ ଧୀରେ ଧୀରେ ଓ ସମୟାନୁସାରେ ହୋଇଥାଏ। ଏଥିପାଇଁ ଧୈର୍ଯ୍ୟର ଆବଶ୍ୟକତା ହୋଇଥାଏ। ଯେପରି ମାଳୀ ଶହେ ମାଠିଆ ପାଣି ଛିଞ୍ଚିଲେ ମଧ୍ୟ ବୃକ୍ଷରେ ଫୁଲ-ଫଳ ତା’ର ଉପଯୁକ୍ତ ସମୟ ଆସିଲା ପରେ ହିଁ ଧରିଥାଏ। ସେହିପରି ପ୍ରତ୍ୟେକ କାର୍ଯ୍ୟର ଫଳ ତା’ର ଉପଯୁକ୍ତ ସମୟ ଆସିଲା ପରେ ହିଁ ମିଳିଥାଏ।

दोहे  (ଦେ।ହେ )

(i) साँच बराबर तप नहीं, झुठ बराबर पाप।
जाके हिरदै, साँच है, ताके हिरदै आप।।
ସାଁଚ୍ ବରାବର ତପ୍ ନର୍ଜୀ, ଝୁଠୁ ବରାବର ପାପ୍ ।
ଜାକେ ହିରଦୈ, ସାଁଚ୍ ହୈ, ତାକେ ହିରଦୈ ଆପ୍ ।।

हिन्दी व्याख्या:
कबीरदास कहते हैं कि संसार में सत्य के समान तपस्या या ज्ञान नहीं है। झूठ या मिथ्या के समान पाप या बुरा काम नहीं है। जिसके हृदय में सत्य का निवास है, जो हमेशा सच बोलता है, उसका हृदय पाप रहित और निर्मल होता है। भगवान उसके निर्मल हृदय में वास करते हैं। सत्यवादी को ही भगवान के दर्शन मिलते हैं।
ଓଡ଼ିଆ ଅନୁବାଦ:
ସର୍ବଦା ପରି ପାପ ନାହିଁ । ସତ୍ୟ କହନ୍ତି; ତାଙ୍କ ହୃଦୟ ପାପମୁକ୍ତ ଭଗବାନ ଦର୍ଶନ ଦେଇଥା’ନ୍ତି । କବୀର ଦାସଙ୍କ କହିବା ଅନୁଯାୟୀ ସଂସାରରେ ସତ୍ୟ ପରି ତପସ୍ୟା ବା ଜ୍ଞାନ ନାହିଁ । ମିଥ୍ୟା ମହାନ୍ ବା ଶ୍ରେଷ୍ଠ । ଯାହା ହୃଦୟରେ ସତ୍ୟ ବିରାଜମାନ କରିଛି, ଯିଏ ସର୍ବଦା ସତ୍ୟ

(ii) जो तोको काँटा बुबै ताहि बोय तू फूल।
तोकु फूल को फूल है, बाको है तिरसूल॥
ଜୋ ତୋକୋ କାଁଟା ବୁବୈ ତାହି ବୋୟ ତୁ ଫୁଲ୍ ।
ତୋକୁ ଫୁଲ୍ କୋ ଫୁଲ୍ ହୈ, ବାକୋ ହୈ ତିରସ୍କୁଲ୍ ॥

हिन्दी व्याख्या:
कबीरदास कहते हैं कि जो मनुष्य तुम्हारे रास्ते में काँटा बोता है, इसके रास्ते पर तुम फूल बिछा दो। तुम्हारे अहित करने वाले मनुष्य का भी तुम्हें हित करना चाहिए। क्योंकि इससे तुम्हें तो सुख या आनंद मिलेगा, जबकि उसको दुःख या कष्ट मिलेगा। अहित करने वाले को हमेशा दुःख ही सहन करना पड़ता है।
ଓଡ଼ିଆ ଅନୁବାଦ:
କବୀରଙ୍କ ମତରେ ଯେଉଁ ଲୋକ ତୁମ ଚଲାପଥରେ କଣ୍ଟା ପକାଇ ଦେଉଛି, ତୁମେ ତାଙ୍କ ପଥରେ ଫୁଲ ପକାଇଦିଅ । ତୁମର ଅହିତ ଚିନ୍ତା କରୁଥିବା ଲୋକର ହିତ ଚିନ୍ତା କରିବା ଉଚିତ । ଏଥୁରେ ତୁମେ ସୁଖ ବା ଆନନ୍ଦ ପାଇବ କିନ୍ତୁ ତାକୁ ଦୁଃଖ ବା କଷ୍ଟ ମିଳିବ । ଅର୍ଥାତ୍ ଅନ୍ୟକୁ ବିପଦରେ ପକାଉଥିବା ବ୍ୟକ୍ତିକୁ ସର୍ବଦା ଦୁଃଖ ସହିବାକୁ ପଡ଼ିବ । ତେଣୁ ଭଲ କାମ କର, ଭଲ ଫଳ ଉପଭୋଗ କରିବ।

(iii) धीरे-धीरे रे मना, धीरे-धीरे सब कुछ होय।
माली सीचें सौ घड़ा, ऋतु आए फल होय।।
ଧୀରେ-ଧୀରେ ରେ ମନା, ଧୀରେ-ଧୀରେ ସବ୍ କୁଛ୍ ହୋୟ।
ମାଲୀ ସୀଚେଁ ସୌ ଘଡ଼ା, ଋତୁ ଆଏ ଫଲ୍ ହୋୟ।।

हिन्दी व्याख्या:
कबीरदास का कहना है कि हर काम धीरे-धीरे होता है। उसके लिए धैर्य की आवश्यकता है। कवि उसके लिए उदाहरण देकर कहते हैं कि माली के सौ घड़ा पानी सींचने पर भी कुछ लाभ नहीं होता, समय आने पर ही पेड़ में फल आते हैं। उसके पहले नहीं आते। इसलिए हर काम के लिए समय की प्रतीक्षा करनी पड़ती है।
ଓଡ଼ିଆ ଅନୁବାଦ:
କବୀରଙ୍କ ମତରେ ପ୍ରତ୍ୟେକ କାର୍ଯ୍ୟ ନିର୍ଦ୍ଦିଷ୍ଟ ସମୟ ଅନୁସାରେ ସମାପ୍ତ ହୋଇଥାଏ। ଏଥ‌ିପାଇଁ ଅଧୈର୍ଯ୍ୟ ନ ହୋଇ ଧୈର୍ଯ୍ୟ ରଖୁବା ଉଚିତ। ଯେପରି ମାଳୀର ଶହେ ମାଠିଆ ପାଣି ଛିଞ୍ଚିଲେ ମଧ୍ୟ ବୃକ୍ଷରେ ଫୁଲ- ଫଳ ସମୟ ନ ଆସିବା ପୂର୍ବରୁ ହୋଇନଥାଏ। ସମୟ ଆସିଲା ପରେ ହିଁ ବୃକ୍ଷରେ ଫୁଲ-ଫଳ ଆସିଥାଏ। ଠିକ୍ ସେହିପରି ପ୍ରତ୍ୟେକ କାର୍ଯ୍ୟର ଫଳ ତା’ର ଉପଯୁକ୍ତ ସମୟ ଆସିଲା ପରେ ହିଁ ମିଳିଥାଏ। ତେଣୁ ସମସ୍ତଙ୍କୁ ପ୍ରତ୍ୟେକ କାମ ପାଇଁ ପ୍ରତୀକ୍ଷା କରିବା ଉଚିତ।

शबनार: (ଶରାର୍ଥି)

साँच – सत्य (ସତ୍ୟ )।

तप – तपस्या (ତପସ୍ୟା)।

जाके – जिसके (ଯାହାର)।

हिरदै – हृदय (ହୃଦୟ)।

तोको – तुझको (ତୁମକୁ)।

ताहि – उसे (ତା’ର)।

तोकु – तुझको (ପତାର)।

तिरसूल – त्रिशूल (ତ୍ରିଶୂଳ)।

होय – होता है (ହୁଏ)।

घड़ा – कुंभ (ମାଠିଆ)।

बराबर – समान (ସମାନ)।

झूठ – मिथ्या (ମିଛ)।

ताके – उसके (ତାହାର)।

आप – भगवान (ଭଗବାନ୍)।

बुबै – बोता है (ବୁଣେ)।

बोय – बो (ବୁଣ)।

बाको – उसको (ତାକୁ)।

मना – मन (ମନ)।

सींचे – सींचना (ଛିଞ୍ଚିବା)।

ऋतु – समय (ସମୟ)।

कवि परिचय

कबीरदास का जन्म सन् 1398 में काशी में हुआ था। कहा जाता है कि वे एक तालाब के किनारे मिले। एक जुलाहा दंपति ने उनका पालन पोषण किया। वे कपड़ा बुनने का काम करते थे। ज्यादा पढ़े- लिखे नहीं थे, लेकिन बड़े अनुभवी थे। बुद्धि, विवेक से काम लेते थे। बहुत बातें जानते थे। वे सभी धर्मों को बराबर मानते थे। वे ईश्वर के निर्गुण, निराकार रूप को मानते थे। उस समय धर्म और समाज में बड़ी गड़बड़ी थी। कबीर ने अपनी वाणी से उसे दूर करने का प्रयास किया। लोगों में जाति-पाति, ऊँच-नीच का भेद भाव था। विभिन्न धर्मों के अनुयायी आपस में झगड़ते थे।

बाह्य आडंबर, अंधविश्वास फैल गया था। कबीर जाति भेद, मूर्ति पूजा, बाहरी आडंबर आदि का विरोध करते थे। वे कहते थे कि सब मनुष्य बराबर हैं। वे बाहरी धार्मिक कर्म काण्ड की अपेक्षा भक्तिभाव पर बल देते थे। वे तीर्थ व्रत, जप-तप, मूर्त्ति पूजा आदि बाहरी काम छोड़ सच्चे दिल से भगवान की भक्ति करने को कहते थे। वे सदाचार, सच्चाई, भाईचारे, धार्मिक सहिष्णुता का प्रचार करते थे। कबीर का व्यक्तित्व सादा -सीधा पर बड़ा प्रभावशाली था। उनकी वाणियों को उनके शिष्यों ने ‘बीजक’ नामक ग्रंथ में संगृहीत किया। उनकी भाषा मिश्रित खड़ीबोली है, जो उस समय जन समाज में प्रचलित थी। वे अपने गुरु रामानंद स्वामी का बड़ा आदर करते थे।

Odisha State Board CHSE Odisha Class 12 Invitation to English 2 Solutions Non-Detailed Chapter 1 The Doctor’s Word Textbook Exercise Questions and Answers.

CHSE Odisha 12th Class English Solutions Non-Detailed Chapter 1 The Doctor’s Word

CHSE Odisha Class 12 English The Doctor’s Word Text Book Questions and Answers

Unit I
Gist :
Dr. Raman was a veteran doctor. He was the epitome of truth. Therefore, the patients gave much importance to his opinion. Dr. Raman was averse to giving mere opinion. Instead, he gave his opinion after testing. The patient’s life depended on what he said. He was cool in the treatment of his patients. He did not like to assure them saying soothing words. A glimpse of the least sign of hope made Dr. Raman prepare to work. Once he treated his patient, he never looked back. The patients visited Dr. Raman when they were hopeless. They did not come earlier for the sake of paying him visiting fee of twenty-five rupees.

ସାରମର୍ମ :
ପ୍ରସିଦ୍ଧ ଡାକ୍ତର ରମଣ ସତ୍ୟର ଉପାସକ ଥିଲେ । ସେଥ‌ିପାଇଁ ରୋଗୀମାନେ ତାଙ୍କ କଥା ଉପରେ ଦେବା ସହ ବିଶ୍ଵାସ ମଧ୍ୟ କରୁଥିଲେ । ତାଙ୍କର କଥା ଉପରେ ରୋଗୀର ଜୀବନ ନିର୍ଭର କରୁଥିଲା । ସେ ବହୁତ ଥଣ୍ଡା ମିଜାଜରେ ରୋଗୀମାନଙ୍କ ଚିକିତ୍ସା କରୁଥିଲେ । ସେ ସାର୍ଚ୍ଚନାମୂଳକ କଥା କହି ରୋଗୀମାନଙ୍କୁ ଭରସା ଦେବାକୁ ପସନ୍ଦ କରୁନଥିଲେ । ଶେଷ ଆଶା ଥିଲା ପର୍ଯ୍ୟନ୍ତ ସେ ମଧ୍ଯ ରୋଗୀମାନଙ୍କର ସେବା ଓ ଚିକିତ୍ସା କରୁଥିଲେ । ଚିକିତ୍ସା ପ୍ରକ୍ରିୟା ଆରମ୍ଭ କରିବା ପରେ ସେ ରୋଗୀକୁ ନବଞ୍ଚାଇ ଛାଡୁନଥିଲେ । ଯେତେବେଳେ ରୋଗୀମାନେ ଆଶାହୀନ ହୋଇ ପଡ଼ୁଥିଲେ, ସେମାନେ ଡାକ୍ତର ରମଣଙ୍କ ନିକଟକୁ ଆସୁଥିଲେ । ସେମାନେ ଆଗରୁ ଆସୁ ନ ଥିଲେ ଯେହେତୁ ସାକ୍ଷାତ୍ କରିବାର ଫିସ୍ ୨୫ ଟଙ୍କା ଥିଲା ।

Glossary :
on his last legs : weak and likely to collapse(ଶେଷ ଅବସ୍ଥା)
obvious: clear(ପରିଷ୍କାର)
shirk: avoid (ଏଡ଼େଇବା)
ominous: inauspicious(ଅଶୁଭ)
association: companion( ସାହଚର୍ଯ୍ୟ)
quick: fast(ନ ନେଇ ପାରିବା ଅବସ୍ଥା)
wavering: indecision, to be unable to take decision
whitewashing: hiding somebody’s errors or unpleasant facts (ସତ୍ୟ ଲୁଚାଇବା) ସୃଷ୍ଟି କରିଥିଲା
bred: ପୋଷ୍ୟ
curt: short (ସଂକ୍ଷିପ୍ତ)
dope: hope (ଆଶା)
glimpsed: saw faintly
faintest: କ୍ଷୀଣତମ
sign: ଚିହ୍ନ
rolled up his sleeve: prepared to work (କାର୍ଯ୍ୟ କରିବାକୁ ପ୍ରସ୍ତୁତ ହେଉଥିଲେ )
stepped: arrived (ପହଞ୍ଚୁଥିଲେ)
truthfulness: ସତ୍ୟତା
reason: କାରଣ
opinion: ମତାମତ
valued: much attention is paid (ଗୁରୁତ୍ଵ ଦିଆଯାଉଥୁଲା )
mere : କେବଳ
pronounce a verdict: declaring a decision (ରାୟ ଘୋଷଣା କରିବା)
hung : ଝୁଣ୍ଟିବା
unduly: ଅଯଥା
agreeable words: pleasant words(ସୁଖକର କଥା)
arena: ମଞ୍ଚ
withdrew: retreated ( ପଛଘୁଞ୍ଚା ଦେଉଥିଲେ )
wrested: took violently from a person’s grasp (ମଲ୍ଲୟୁଦ୍ଧ)
the prize: (here) life of the patient (ପୁରସ୍କାର)
Yama: Hindu God of departed spirits (ୟାମା)

Think it out:

Question 1.
Why did the patients visit Dr. Raman only when they were hopeless?
Answer:
The patients visited Dr. Raman only when they were in a critical condition. The doctorasked them why they had not come much before. The reasons were not far to seek. The patients were not willing to pay him visiting fee of twenty-five rupees so early. Besides, they did not feel the necessity of going to the doctor unless they found themselves in a hopeless stage. For them, there was something dangerous to be in the presence of Dr. Raman, because he promptly diagonised the patient.

Question 2.
What impression of Dr. Raman do you get from the passage?
Answer:
Dr. Raman is loyal to his profession in word and spirit. He knows well that a patient’s life depends on his words. He diagonises the patients promptly. He was decisive to the core. He doesn’t like to hide anything concerning the patient. Truthfulness is Dr. Raman’s forte. His short, sharp response to the patient’s condition is a case in point. He sticks to human values. He knows that soothing words cannot save the lives of patients. Dr. Raman doesn’t like hide anything from the patients. He waits till his patients recover.

Unit II

Gist :
Dr. Raman felt restless when he found his bosom friend Gopal in a critical condition. He walked down the memory lane. Forty years had elapsed. Their friendship had been kept intact. Family and profession hindered their meetings in a great measure. At times they dined together, went to the cinema and shared each other’s life and activities. Changing times, circumstances and activities had no effect on their friendship. It was excellent one. They had no contact for the last three months now. The sight of Gopal’s son sitting on a bench in the consulting room made him remember his friend. Dr. Raman talked to him and came to know about his friend’s illness.

ସାରମର୍ମ :
ଯେତେବେଳେ ଡାକ୍ତର ରମଣ ଜାଣିଲେ ଯେ ତାଙ୍କର ଅନ୍ତରଙ୍ଗ ବନ୍ଧୁ ଗୋପାଳ ଗୁରୁତର ଭାବେ ଅସୁସ୍ଥ ହୋଇଛି, ସେତେବେଳେ ସେ ବିଚଳିତ ହୋଇପଡ଼ିଲେ । ସେ ଦୀର୍ଘ ଚାଳିଶ ବର୍ଷର ବନ୍ଧୁତ୍ଵର ଅନ୍ତରଙ୍ଗ ମୁହୂର୍ତ୍ତଗୁଡ଼ିକୁ ମନେ ପକାଇଲେ । ପରିବାର ଓ ବୃତ୍ତି ତାଙ୍କ ମିଳନରେ ବାଧକ ସାଜିଥିଲା । ବେଳେବେଳେ ସେମାନେ ଏକାଠି ଖାଉଥିଲେ, ଏକାଠି ସିନେମା ଯାଉଥୁଲେ ଏବଂ ପରସ୍ପରର ଦୁଃଖ ଓ ସୁଖରେ ଅଂଶୀଦାର ହେଉଥିଲେ । ପରିସ୍ଥିତିର ପରିବର୍ତ୍ତନ ସେମାନଙ୍କ ବନ୍ଧୁତ୍ଵ ଉପରେ କୌଣସି ପ୍ରଭାବ ପକାଇ ପାରି ନଥିଲା । ତିନିମାସ ହେଲା ସେମାନଙ୍କ ମଧ୍ୟରେ କୌଣସି ଯୋଗାଯୋଗ ହୋଇପାରି ନ ଥିଲା । ଗୋପାଳର ପୁଅଠାରୁ ସେ ଗୋପାଳର ଅସୁସ୍ଥତା ବିଷୟରେ ଜାଣିବାକୁ ପାଇଲେ ।

Glossary :
soothing : comforting (ଆଶ୍ୱାସନାଭରା )
lies: falsehood (ମିଛ)
mopped: cleaned ( ସଫା କଲେ/ପୋଛିଲେ )
brow: forehead (କପାଳ)
kerchief: କିର୍ଚିଫ୍
beside: ପାଖରେ
dearest: most imtimate (ଅନ୍ତରଙ୍ଗ)
kindergarten days: ସ୍କୁଲ ଦିନରୁ
of course: ଅବଶ୍ୟ
wrapped: ଗୁଡ଼ାଇ
dine: ଭୋଜନ
classic friendship: excellent friendship (ଉତ୍ତମ ବନ୍ଧୁତା)
untouched: ଅସ୍ପୃଶ୍ୟ
circumstances: ପରିସ୍ଥିତି
crowded: ଭିଡ଼
got up: ଉଠିପଡିଲି
youth: ଯୁବକ
shy: ଲାଜୁଆ

Think it out

Question 1.
How does the writer describe the friendship between Dr. Raman and Gopal?
Answer:
The writer says that the friendship between Dr. Raman and Gopal spans forty years. It goes back to their school days. Family and profession have made their meetings infrequent. At times on a Sunday, Gopal waits patiently for Dr. Raman in the consulting room till the latter is free. They spend the day in dinning, going to the cinema and sharing each other’s life and activities. Their friendship that still remains untouched by changing times, circumstances and activities is an excellent one.

Question 2.
How did Dr. Raman come to know about Gopal’s illness?
Answer:
Hectic schedule had led Dr. Raman to forget his friend’s failure to call him in for three months. This fact occurred to him when he noticed his friend’s son sitting on a bench in the consulting room. It was one morning packed with patients. At the time moving to the operation room, Dr. Raman enquired of him about the purpose of visit. At that time he came to know about Gopal’s illness.

Unit III

Gist :
Dr. Raman was awfully busy, because it was an operation day. Then the doctor immediately went to his friend’s home and saw Gopal lying in bed. The doctor asked his wife many questions concerning his illness. Dr. Raman wished Gopal’s wife had summoned him earlier. A doctor nearby was treating him. Gopal’s family did not contact Dr. Raman, because they did not want to disturb him unnecessarily. They felt miserable. Dr. Raman started treating his friend without wasting time. He injected Gopal in the presence of the latter’s family members. Dr. Raman sat back in his waiting for the result. Loss of midday meal made him hungry. He went out for his lunch and came back soon. Dr. Raman apprised his friend’s wife of the necessity of operation and sought their son’s assistance. Gopal’s wife felt dizzy.

ସାରମର୍ମ :
ଡା. ରମଣ ବହୁତ ବ୍ୟସ୍ତ ଥିଲେ କାରଣ ଏହା ଥିଲା ତାଙ୍କର ଏକ ଅସ୍ତ୍ରୋପଚାର କରିବାର ଦିନ । ପରେ ସେ ସାଙ୍ଗେ ସାଙ୍ଗେ ତାଙ୍କ ବନ୍ଧୁଙ୍କ ଘରକୁ ଗଲେ ଏବଂ ଦେଖିଲେ ଯେ ଗୋପାଳ ଶଯ୍ୟାଶାୟୀ । ଡାକ୍ତର ଗୋପାଳଙ୍କ ସ୍ବାସ୍ଥ୍ୟ ସମ୍ପର୍କରେ ତାଙ୍କ ସ୍ତ୍ରୀଙ୍କୁ ଅନେକ ପ୍ରଶ୍ନ ପଚାରିଲେ । ଗୋପାଳଙ୍କର ପରିବାର ତାଙ୍କୁ କାହିଁକି ଆଗରୁ ଡାକିଲେ ନାହିଁ ବୋଲି ସେ ପଚାରିଲେ । ତାଙ୍କୁ ବିନା କାରଣରେ ଅସୁବିଧାରେ ପକାଇବାକୁ ଚାହୁଁ ନ ଥିଲେ ବୋଲି ସେମାନେ କହିଲେ । ସମୟ ନଷ୍ଟ ନ କରି ଡା. ରମଣ ଚିକିତ୍ସା ଆରମ୍ଭ କରିଦେଲେ । ଫଳାଫଳକୁ ଅପେକ୍ଷା କରି ସେ ବସି ରହିଲେ । ଦିନ ସମୟରେ ଖାଇ ନ ଥ‌ିବାରୁ ସେ ଭୋକିଲା ଅନୁଭବ କଲେ ଏବଂ ସେ ମଧ୍ୟାହ୍ନ ଭୋଜନ ଖାଇବାପାଇଁ ଗଲେ ଏବଂ ଖୁବ୍ ଶୀଘ୍ର ଫେରି ଆସିଲେ । ସେ ଗୋପାଳଙ୍କର ସ୍ତ୍ରୀଙ୍କୁ ଅସ୍ତ୍ରୋପଚାର କରିବାର ଆବଶ୍ୟକତା ଅଛି ବୋଲି କହିଲେ । ସେ ତାଙ୍କ ପୁଅଙ୍କ ସାହାଯ୍ୟ ଚାହିଁଲେ । ଗୋପାଳଙ୍କର ସ୍ତ୍ରୀ ଖୁବ୍ ଅସ୍ବସ୍ତି ଅନୁଭବ କଲେ ।

Glossary :
rushed off: ଶୀଘ୍ର ଗଲେ/ ଧାଇଁଗଲେ
lay: ଶଯ୍ୟା
as if in sleep: ଯେପରି ଶୋଇଛି
trouble: ଅସୁବିଧା
apologetic: କ୍ଷମାପ୍ରାର୍ଥନା କରିବା
miserable: sad (ଦୁଃଖ୍)
took off: removed (କାଢ଼ିନେଲେ)
sizzled: boiled (ଫୁଟାଇଲେ)
sterilizer: ନିରୂପଣ
shot in: ଗୁଳି ଚଳାଇଲା
on any account: ଯେକୌଣସି ହିସାବରେ
giddy: dizzy
sank down: ବୁଡ଼ିଗଲା
drug: medicine (ଔଷଧ )
essayed: tried (ଚେଷ୍ଟା କଲେ )
Snapped: କଥାରେ ବାଧା ଦେଲେ
gleamed: ଚିକ୍‌ଚିକ୍ କଲା
perspiration: sweat (ଝୋଳ)
eyelids: ଆଖ୍ୟାତାଗୁଡ଼ିକ
timidly: ଲାଜରେ
fatigue: tiredness (କ୍ଳାନ୍ତି)
famished: hungry (କ୍ଷୁଧାଇଁ)
midday meal: ମଧ୍ୟାହ୍ନ ଭୋଜନ
bear: tolerate (ଧାରଣ କରିବା)
strain: ଟାଣିବା

Think it out

Question 1.
Why didn’t Gopal’s wife call for Dr. Raman earlier?
Answer:
Dr. Raman went to his friend’s house, because the latter was critically ill. He found Gopal lying in bed. Skillful doctor as he was, Dr. Raman calmly enquired of his wife about his friend’s treatment. He learnt that a doctor nearby had been treating her husband. He asked her why she didn’t call him earlier. She failed to do so, lest he should be busy, and so they did not want to bother him unnecessarily. They were sorry about not summoning him earlier. They felt extremely unhappy.

Question 2.
What steps did the doctor take to save his friend from death?
Answer:
Dr. Raman was smart in the diagnosis of his friend and treated him instantly. He opened his bag and took out an injection tube; the needle sizzled over the stove. He injected the drug into the patient. After watching him for some time Dr. Raman decided to perform an operation and performed the same. These were the steps the doctor took to save his friend from death.

Unit IV

Gist :
It was about eight in the evening. The doctor’s assistant was beside himself with joy to see the patient’s positive response to the treatment. The doctor was worried about his pulse. He advised his assistant to have a clean watch over the patient. The doctor found that the patient’s condition had improved a little. He was in a condition to eat a little food. The family members heaved a sigh of relief. They were full of joy. They expressed their deep gratitude to Dr. Raman who looked fixedly at the patient. Instead of responding to the concern of the patient’s wife, the doctor instructed her to give her husband glucose and brandy every forty minutes. The wife wanted to know if he was out of danger. The doctor’s silence steeled her to elicit the truth from him. Suspense mounted. The patient’s wife could not bear it. She requested Dr. Raman to apprise her of what was happening, but he did not tell her about the seriousness of the patient’s condition. A bitter weeping broke the silence of the house. The patient looked in confusion. Dr. Raman was as calm as ever.

ସାରମର୍ମ :
ଏହା ଥିଲା ସନ୍ଧ୍ୟା ଆଠଟା ସମୟ। ଡାକ୍ତର ଓ ତାଙ୍କ ସହକାରୀ ରୋଗୀର ଅବସ୍ଥାରେ ଉନ୍ନତି ଦେଖ୍ ଖୁସି ହେଲେ । ଡାକ୍ତର ରମଣ ନାଡ଼ିର ଗତି ଦେଖୁ ବ୍ୟସ୍ତ ହୋଇଗଲେ । ରୋଗୀ ଉପରେ ତୀକ୍ଷ୍ଣ ନଜର ରଖିବାପାଇଁ ଡା. ରମଣ ତାଙ୍କ ସହକାରୀଙ୍କୁ ଉପଦେଶ ଦେଲେ । ତାଙ୍କର ଅବସ୍ଥାରେ କିଛି ଉନ୍ନତି ଆସିଲା ଏବଂ ସେ କିଛି ଖାଦ୍ୟ ଖାଇବାର ଅବସ୍ଥାକୁ ଆସିଲେ । ଘରର ସଦସ୍ୟମାନେ ଟିକିଏ ଆଶ୍ୱସ୍ତି ଅନୁଭବ କଲେ । ସେମାନେ ଖୁସି ହୋଇଗଲେ । ଡା. ରମଣଙ୍କୁ କୃତଜ୍ଞତା ଜ୍ଞାପନ କଲେ । ଡା. ରମଣ ଗୋପାଳଙ୍କର ସ୍ତ୍ରୀଙ୍କୁ ଉପଦେଶ ଦେଲେ ପ୍ରତି ଚାଳିଶ ମିନିଟ୍‌ରେ ଥରେ ଲେଖାଁଏ ଗ୍ଲୁକୋଜ୍ ଓ ବ୍ରାଣ୍ଡି ଦେବାପାଇଁ । ତାଙ୍କ ସ୍ତ୍ରୀ ଜାଣିବାକୁ ଚାହିଁଲେ ସେ ବର୍ତ୍ତମାନ ବିପଦମୁକ୍ତ ନା ନାହିଁ । ଡାକ୍ତର ନୀରବତା ଗୋପାଳଙ୍କ ସ୍ତ୍ରୀ ମନରେ ସନ୍ଦେହ ସୃଷ୍ଟି କଲା । ସେ ରୋଗୀର ଅବସ୍ଥା ବିଷୟରେ ଜାଣିବାକୁ ଚାହିଁଲେ । ଏକ ଦୁଃଖଦ କାନ୍ଦଣା ଘରର ନିର୍ଜନତାକୁ ଭାଙ୍ଗିଦେଲା । ରୋଗୀ ଦ୍ବନ୍ଦ୍ବରେ ଚାହିଁଲେ । ଡାକ୍ତର ଆଗଭଳି ଧୀରସ୍ଥିର ହୋଇ ରହିଥିଲେ ।

Glossary :
stirred: moved (ହଲଚଲ ହେଲା)
slightly: a little (ଟିକିଏ|ସାମାନ୍ୟ) ଅତ୍ୟଧ୍ଵ ଖୁସି ହେଲେ
overjoyed: ଅତ୍ୟଧିକ ଆନନ୍ଦିତ
exclaimed: ଚିତ୍କାର କଲା
enthusiastically: ଉତ୍ସାହର ସହିତ
pull through: recover from illness( ଆରୋଗ୍ୟ ହେବା)
whispered: said in a low voice (ସ୍ବରରେ କହିଲେ)
pulse: ନାଡ
trust: ବିଶ୍ବାସ କରିବା
flash-up: a sudden ray of hope (ଆଶାର ସଙ୍କେତ)
ruminated: ଚିନ୍ତା କଲେ
keep up: maintain (ରକ୍ଷା କଲେ)
relief: ରିଲିଫ୍
swarmed: ବହୁ ସଂଖ୍ୟାରେ
poured out: ଫୋପାଡ଼ିଦେଲା
gratitude: କୃତଜ୍ଞତା
felt restless: ଅଶାନ୍ତ ଅନୁଭବ କଲେ
evasive: avoiding a straight, honest answer (ଅପହଞ୍ଚ)
unbearable: ଅସହ୍ୟ
beckoned: called somebody by a movement of the hand (ଇଶାରା କରି ଡାକିଲେ )
excited: ଉତ୍ଫୁଲ୍ଲିତ
terror: ଆତଙ୍କରାଜ
clasped hands: ହାତ ଯୋଡ଼ିଲେ
implored: requested (ପ୍ରାର୍ଥନା କଲେ)
terrible: ଭୟଙ୍କର
wailing: bitter weeping (କାନ୍ଦଣା)
still: ନୀରବ
bewilderment : confusion (ଭ୍ରମଗ୍ରସ୍ତ ବ୍ୟକ୍ତି)
securely: ଭଲ ଭାବରେ
shut off: ବନ୍ଦ କରିଦେଲେ

Think it out

Question 1.
What was Dr. Raman’s reaction when his assistant said “Sir, he will pull through?”
Answer:
When his assistant said “Sir, he will pull through”, the doctor reacted in an unenthusiastic fashion. The doctor was apprehensive of the patient’s recovery from terrible heart attack. Despite an improvement in pulse rate, the patient was not out of danger. In the doctor’s opinion, it was a sign of false recovery. He pondered for a while on his friend’s condition. Uncertainty still lingered in Dr. Raman’s mind.

Question 2.
What was Dr. Raman’s response when Gopal’s wife asked about his condition?
Answer:
Gopal’s wife asked Dr. Raman if her husband was out of danger. The doctor’s response to it was usually calm. He advised her to give Gopal glucose and brandy every forty minutes. Gopal’s wife felt restless. She could not bear the suspense. She again enquired of the doctor about her husband’s present condition. He instructed her not to get excited. The doctor was not ready to respond to her query. He was averse to tell the bitter truth.

Unit V

Gist :
Gopal was in a dying state. His mental condition was getting from bad to worse. He kept asking Dr. Raman if he was going to survive. The doctor knew how serious his friend’s condition was. He was feared for his frankness. Dr. Raman advised not to tire himself, but the former’s advice fell flat. Gopal was anxious about signing the will. Dr. Raman wanted him to go away without answering the question. The patient held his waist and expressed his unflinching trust in his word. Gopal requested a truthful prognosis in order to settle his will and avoid “endless misery for his wife and children” than an unsettled will would entail, realistic eventuality with which Dr. Raman concerned. Yet if the doctor revealed his pessimistic opinion, that Gopal would not survive that night, then it would virtually signify a death sentence and put an end to the slimmest chance of the patient’s survival. Dr. Raman did a piece of acting’ and assured his friend and patient that he would live. Gopal accepted his words with gratitude.

ସାରମର୍ମ :
ଗୋପାଳ ମୂମୂର୍ଷୁ ଅବସ୍ଥାରେ ଥିଲା । ତାଙ୍କର ମାନସିକ ଅବସ୍ଥା ଖରାପରୁ ଅତି ଖରାପ ହେଉଥିଲା । ସେ ବଞ୍ଚେ କି ନାହିଁ ବୋଲି ବାରମ୍ବାର ଡାକ୍ତର ରମଣଙ୍କୁ ପଚାରୁଥିଲେ । ଡାକ୍ତର ଜାଣିଥିଲେ ତାଙ୍କର ବନ୍ଧୁଙ୍କର ଅବସ୍ଥା ସଙ୍କଟାପନ୍ନ । ସେ ତାଙ୍କର ଚିରାଚରିତ ଢଙ୍ଗରେ ସତ୍ୟର ପ୍ରକଟ କରିବା ପାଇଁ ଡରିଯାଇଥିଲେ । ଡାକ୍ତର ରମଣ ତାଙ୍କୁ କ୍ଳାନ୍ତ ନ ହେବାପାଇଁ ଉପଦେଶ ଦେଲେ । ଗୋପାଳ ତାଙ୍କ ସ୍ତ୍ରୀ ପିଲାଙ୍କର ଅସରନ୍ତି ଦୁଃଖର ଅନ୍ତ ଘଟାଇବା ପାଇଁ ମୃତ୍ୟୁ ପୂର୍ବରୁ ଇଚ୍ଛାପତ୍ର ପ୍ରସ୍ତୁତ କରିବାକୁ ଚାହୁଁଥିଲେ । ତେଣୁ ସେ ଡାକ୍ତରଙ୍କଠାରୁ ସେ ବଞ୍ଚେ କି ନାହିଁ ଜାଣିବାକୁ ଚାହୁଁଥିଲେ । ଯଦି ଡାକ୍ତର ତାଙ୍କର ବିଷାଦପୂର୍ଣ୍ଣ କଥାକୁ ଶୁଣାଇଦେବେ, ତେବେ ଗୋପାଳ ନିଶ୍ଚିତରୂପେ ସେହି ରାତିରେ ଶେଷ ନିଃଶ୍ବାସ ତ୍ୟାଗ କରିବେ । ଡାକ୍ତରଙ୍କର ସତ୍ୟ କଥା ହିଁ ଗୋପାଳର ମୃତ୍ୟୁର କାରଣ ହୋଇଯିବ ଏବଂ ରୋଗୀର ବଞ୍ଚିବାର କ୍ଷୀଣ ଆଶା ମଉଳିଯିବ । ତେଣୁ ଡାକ୍ତର ଅଭିନୟ କଲେ ଏବଂ କହିଲେ ଗୋପାଳ ନିଶ୍ଚୟ ବଞ୍ଚିବେ । ଗୋପାଳ ଏହି କଥାକୁ କୃତଜ୍ଞତାର ସହ ଗ୍ରହଣ କଲେ ।

Glossary :
resumed his seat: ପୁଣିଥରେ ତାଙ୍କ ଆସନ ଆରମ୍ଭ କଲେ
exert: tire (କ୍ଳାନ୍ତ ହେବା)
whitewash: ମିଛ ସାନା ଦେବା
attached: (here) gave (ଦେଉଥିଲେ )
value: ମୂଲ୍ୟ
stole a look: ଲୁକ୍ ଚୋରି କଲା
motioned: ଗତିଶୀଳ
last: survive (ବଞ୍ଚ୍)
witness:ସାକ୍ଷୀ
idiotic: foolish (ନିର୍ବୋଧ )
drop: ବନ୍ଦ କରିଦେବା
clutched: ଜାବୁଡ଼ି ଧରିଲେ
wrist: ହାତଗୋଡ
unsettle: ଅସନ୍ତୁଷ୍ଟ
endless: ଅସରନ୍ତି
reflected: thought deeply (ଗଭୀରଭାବେ ଚିନ୍ତା କଲେ)
midnight :ମଧ୍ୟରାତ୍ରି
will: ଇଚ୍ଛାପତ୍ର
felt the pulse: ନାଡ଼ି ଚିପିଲେ : ଉତ୍ତେଜିତ ହେଲେ
agitated : ଉତ୍ତେଜିତ
deprecating: expressing disapproval (ବାରଣସୂଚକ)
mess: ଅପ୍ରୀତିକର ପରିସ୍ଥିତି|ବିଶୃଙ୍ଖଳା
virtually: ଆପାତତଃ
death sentence: ମୃତ୍ୟୁଦଣ୍ଡ
survival: ବଞ୍ଚିବା
got down: ଓହ୍ଲାଇଲେ
appealingly: ନିନ୍ଦା କଲେ
damned: ଦୋଷୀ
simulate: ଅନୁକରଣ କରନ୍ତୁ
conceal: hide (ଲୁଚେଇବା)
judgement: ବିଚାର/ରାୟ
stooped over: ଆଉଜି ପଡ଼ିଲା
deliberate: intentional (ଇଚ୍ଛାକୃତ)
emphasis: stress (ଗୁରୁତ୍ଵ)
absolutely: ସମ୍ପୂର୍ଣ୍ଣ ଭାବରେ
glow: ଆଲୋକ
suffused: spread slowly slowly over(ଖେଳିଗଲା)
soundly: ଆରାମରେ

Think it out

Question 1.
Why did Gopal ask Dr. Raman “Am I going?” What was he anxious about?
Answer:
Dr. Raman found his friend and patient in a critical condition; the latter’s wife was crying. The doctor felt his pulse and remained silent. The patient’s anxiety soared. He movingly appealed to the doctor not to avoid anything from him. Dr. Raman still remained unmoved. Gopal was determined to know how long he was going to survive. He was anxious about signing the will which was ready.

Question 2.
Was Dr. Raman upset at this question? Give your reasons.
Answer:
Gopal’s question, “Am I going” upset Dr. Raman, but he never gave vent to his concern for his friend’s condition. This was the most precarious situation he had ever faced in his life. By nature, he was a realist to the core. He knew that he was a doctor, on whose word the life of a patient depended. He did a piece of acting before his friend.

Question 3.
Why did Dr. Raman decide to tell a lie?
Answer:
Gopal insisted Dr. Raman on telling the truth about his condition. He was keen in signing the will that had already been prepared. Gopal was very sick (dying in Dr. Raman’s judgement) and requested a truthful prognosis to settle his will and avoid the never-ending misery for his wife and children than an unsettled will would entail. If the doctor would reveal his critical opinion, Gopal would not survive that night, then it would virtually signify a death sentence and put an end to the slimmest chance of the patient’s survival. Therefore, Dr. Raman decided to tell a lie.

Question 4.
How did he answer Gopal’js question?
Answer:
Dr. Raman could not remain silent in the face of Gopal’s question how long he was going to survive. His patient and friend was bent on signing the will before his death. Dr. Raman did a piece of acting and assured him that he was improving every second. He advised Gopal to sleep in peace and avoid exertion. In other words, the doctor assured him of his survival.

Question 5.
How did Gopal accept Dr. Raman’s words?
Answer:
Dr. Raman assured his patient of recovery. He said again that his friend’s heart was completely fine. Gopal accepted Dr. Raman’s words with great trust and hope. His statement “If it comes from your lips it must be true” is a case in point. There was a ring of relief about Gopal’s tone. He was a picture of gratitude. He slept in peace.

Unit VI

Gist:
A patient’s life hangs on a doctor’s word. It was true in case of Dr. Raman. The way he handled the serious condition of his friend was a case in point. He was smart. He was calm. He instructed his assistant to attend the patient with a tube and give it, in case of any eventuality. Nothing happened. The patient recovered satisfactorily. Dr. Raman had a last check. Then he informed the sick man’s wife about his brilliant heart. His friend would live till ninety. The doctor was sure of it. His friend had passed the most critical phase in heart-attack. His survival would be a source of constant puzzle to Dr. Raman.

Glossary :
for a moment : ମୁହୂର୍ତ୍ତକ ପାଇଁ
collapse:ଭୁଶୁଡ଼ିବା
tube: ନଳି
struggle: ସଂଘର୍ଷ
made a dash: ଏକ ଡ୍ୟାସ୍ ତିଆରି କଲା
awake: ଜାଗ୍ରତ
bet on it: ଏହା ଉପରେ ବାଜି ଲଗାନ୍ତୁ
turned the comer: ଆସିଲା
puzzle: ପଜଲ୍

Think it out
Question 1.
Did Dr. Raman believe that his patient would recover that night? Why do you think so?
Answer:
Dr. Raman did not believe that his patient would recover that night. He expressed his pessimistic opinion to his assistant. His statement “You might expect the collapse any second now” is a case in point. Dr. Raman instructed his assistant to hurry to the patient with a tube and give it in case of any eventuality.

Question 2.
“Don’t look so unhappy, lady” – why does Dr. Raman say so?
Answer:
Raman says so to his friend Gopal’s wife when Dr. Raman sees her husband in a state of miraculous recovery from a serious heart attack. The patient was conscious and looked extremely fine. The assistant informed the doctor about his satisfactory pulse. Putting the tube at the patient’s heart, he lends his ears to it for a while and pronounces the final judgement to his wife with assurance, “Don’t look so unhappy lady.” Her husband will survive till ninety. He has stood the critical state of attack.

Question 3.
Does human life hang on a doctor’s word? Give a reasoned answer.
Answer:
Yes, human life hangs on a doctor’s word. The way Dr. Raman saved his friend, Gopal from the verge of death splendidly exemplifies this point.

CHSE Odisha Class 12 English The Doctor’s Word Important Questions and Answers

Multiple-Choice Questions (MCQs) with Answers

Question 1.
People came to him when the patient was on his last legs. The underlined expression means ___________.
(A) lame
(B) about to be lame
(C) amputated
(D) in a critical condition
Answer:
(D) in a critical condition

Question 2.
“……………..that the time had come to call in Raman”. The underlined expression means _______________.
(A) summon
(B) appeal
(C) visit
(D) all of the above
Answer:
(A) summon

Question 3.
Long years of practice of this kind had bred in the doctor a certain curt truthfulness. The underlined expression means ______________.
(A) a sort of diplomacy
(B) blunt truthfulness
(C) boundless truthfulness
(D) completely tactical
Answer:
(B) blunt truthfulness

Question 4.
The patient’s life hung on his word. The underlined expression means ________________.
(A) completely depended
(B) demanded
(C) hanged
(D) none of these
Answer:
(A) completely depended

Question 5.
“………………when he glimpsed the faintest sign of hope, he rolled up his sleeve.” The underlined expression means _________.
(A) consulted
(B) slept
(C) prepared to do his duty
(D) none of these
Answer:
(C) prepared to do his duty

Question 6.
As a doctor, Raman was ______________.
(A) one of the equals
(B) a man with a difference
(C) somewhat fine
(D) held in high esteem
Answer:
(B) a man with a difference

Question 7.
Dr. Raman was _____________.
(A) firmly decisive
(B) moody
(C) bitter
(D) all of the above
Answer:
(A) firmly decisive

Question 8.
Dr. Raman’s friendship with Gopal goes back to _____________.
(A) their school days
(B) their nursery school days
(C) more than forty years
(D) all of these
Answer:
(B) their nursery school days

Question 9.
Their friendship was ______________.
(A) excellent
(B) good
(C) very good
(D) strange
Answer:
(A) excellent

Question 10.
Which of the following statements is false?
(A) Dr. Raman and Gopal were close friends.
(B) Their friendship had stood the test of time.
(C) Dr. Raman and Gopal never took dinner together.
(D) Their discussion was wide-ranging
Answer:
(C) Dr. Raman and Gopal never took dinner together.

Question 11.
Dr. Raman was __________.
(A) very punctual
(B) versatile
(C) very busy
(D) quite uncommon
Answer:
(C) very busy

Question 12.
Gopal’s son was ______________.
(A) reticent
(B) bold
(C) nervous
(D) both (A) and (C)
Answer:
(D) both (A) and (C)

Question 13.
Gopal has been confined to bed since ____________.
(A) 46 days
(B) more than two months
(C) a month and a half
(D) long
Answer:
(C) a month and a half

Question 14.
The person to treat Gopal first was _____________.
(A) Dr. Raman
(B) a friend of Gopal’s wife
(C) Gopal’s brother
(D) an unknown doctor
Answer:
(D) an unknown doctor

Question 15.
Dr. Raman started his friend’s treatment ______________.
(A) after a careful thought
(B) enthusiastically
(C) bravely
(D) promptly
Answer:
(D) promptly

Question 16.
The word ‘famished’ means ______________.
(A) tired
(B) enthused
(C) excited
(D) hungry
Answer:
(D) hungry

Question 17.
What made Gopal’s wife unbearable was _____________.
(A) Gopal’s critical illness
(B) Dr. Raman’s evasive reply to Gopal’s wife
(C) the doctor’s hunger
(D) his gaze on Gopal
Answer:
(B) Dr. Raman’s evasive reply to Gopal’s wife

Question 18.
“Sir, he will pull through.” What does the underlined expression mean?
(A) forget
(B) improve
(C) recover
(D) pass away
Answer:
(B) improve

Question 19.
Gopal’s slight recovery filled his family with _____________.
(A) relief
(B) delight
(C) gratitude to the doctor
(D) all the above
Answer:
(D) all the above

Question 20.
The sick man’s wife asked, “Is he out of danger ?” This indicates his wife’s
(A) stress
(B) nervousness
(C) restlessness
(D) none of these
Answer:
(C) restlessness

Question 21.
To know Gopal’s latest condition was his wife’s __________.
(A) keen determination
(B) hope
(C) wish
(D) interest
Answer:
(A) keen determination

Question 22.
The bitter weeping of Gopal’s wife made Dr. Raman ____________.
(A) anxious
(B) vexed
(C) impatient
(D) confused
Answer:
(D) confused

Question 23.
The doctor advised the patient to _____________.
(A) sleep
(B) sit
(C) relax
(D) get up
Answer:
(C) relax

Question 24.
“Am I going ?” This means ___________.
(A) leaving
(B) interested to go to his house
(C) visiting
(D) facing death
Answer:
(D) facing death

Question 25.
The patient was ___________.
(A) desperate
(B) impatient
(C) panicky
(D) none of these
Answer:
(A) desperate

Question 26.
“It was not in his nature to whitewash.” The underlined word means-
(A) rubbing
(B) cleaning
(C) not to tell a lie
(D) bluff
Answer:
(C) not to tell a lie

Question 27.
Gopal appealed to his friend to _______________.
(A) cure him
(B) save his family’s future
(C) tell the truth
(D) call in his wife
Answer:
(B) save his family’s future

Question 28.
He knew too well the family affairs and about those wolves. This means ________________.
(A) wild animals
(B) selfish persons
(C) ruthless people
(D) anti-social elements
Answer:
(D) anti-social elements

Question 29.
Dr. Raman’s act of telling the truth implies his-
(A) commitment to truth
(B) courage
(C) friend’s speedy recovery
(D) friend’s death
Answer:
(D) friend’s death

Question 30.
Dr. Raman resorts to deliberate falsehood ______________.
(A) for the sake of his friend
(B) without any delay
(C) for nothing
(D) none of these
Answer:
(A) for the sake of his friend

Question 31.
What does “on one’s last legs” mean?
(A) Very sick
(B) Weak and about to die
(C) Not in one’s good health
(D) All of the above
Answer:
(B) Weak and about to die

Question 32.
When did people come to Dr. Raman?
(A) When the patient was very sick
(B) When the patient had almost no hope
(C) When the patient collapsed
(D) When the patient had recovered a little
Answer:
(B) When the patient had almost no hope

Question 33.
Why did Dr. Raman often burst out when he found the patient in his last breath?
(A) Why wasn’t he brought to him earlier
(B) Why was he taken to another doctor
(C) Why had the family members treated him wrong
(D) Why was his condition so serious
Answer:
(A) Why wasn’t he brought to him earlier

Question 34.
What was Dr. Raman’s visiting fee?
(A) Twenty rupees
(B) Twenty-five rupees
(C) Thirty rupees
(D) Thirty-five rupees
Answer:
(B) Twenty-five rupees

Question 35.
What fact did people like to avoid?
(A) That the patient had less hope
(B) That the visiting fees of Dr. Raman was high
(C) That Dr. Raman means death sentence
(D) That the patient couldn’t be saved no matter what
Answer:
(A) That the patient had less hope

Question 36.
The patient’s relatives always tried to avoid calling in Dr. Raman; for them there was something ___________ in the very association.
(A) serious
(B) unnecessary
(C) threatening
(D) shirking
Answer:
(C) threatening

Question 37.
So, when the big man came on the scene it was always__________.
(A) the last moment
(B) critical for the patient
(C) a quick decision to make
(D) late
Answer:
(C) a quick decision to make

Question 38.
What has long years of practice bred in the doctor?
(A) Experience to save lives
(B) A certain manner of rudeness
(C) A certain degree of kindness
(D) A certain curt of truthfulness
Answer:
(D) A certain curt of truthfulness

Question 39.
Why was the doctor’s opinion valued?
(A) For his experience
(B) For his kindness
(C) For him truthfulness
(D) For his expertise
Answer:
(C) For him truthfulness

Question 40.
Dr. Raman was not a mere doctor expressing an opinion but a /an ___________.
(A) judge pronouncing a verdict
(B) kind man helping patients
(C) expert saving lives
(D) experienced consultant
Answer:
(A) judge pronouncing a verdict

Question 41.
What did the patient’s life hang on?
(A) Dr. Raman’s experience
(B) Dr. Raman’s treatment
(C) Dr. Raman’s words
(D) Dr. Raman’s kindness
Answer:
(C) Dr. Raman’s words

Question 42.
What did Dr. Raman never believe?
(A) True words can save life
(B) Mere words can save life
(C) Agreeable words can save life
(D) God’s will can save life
Answer:
(C) Agreeable words can save life

Question 43.
Why did Dr. Raman think that it was not any of his business to provide unnecessary hope to the patients and their family?
(A) Because they would ultimately know the truth in few hours
(B) Because it was none of his business
(C) Because he was not that kind hearted
(D) Because it was not his duty to give people hope
Answer:
(A) Because they would ultimately know the truth in few hours

Question 44.
What would Dr. Raman do if he glimpsed the faintest sign of hope?
(A) Pause all other works and perform operation
(B) Do whatever he could to save the patient
(C) Give hope to the patient and his family
(D) Preapare to fight with death
Answer:
(B) Do whatever he could to save the patient

Introducing the Author
R. K. Narayan (1906-2001) is perhaps the most well-known Indian writer in English. Born in Madras, Narayan was educated in Mysore. He started writing in the nineteen thirties. His writing is set in an imaginary town called Malgudi and South Indian family life has seldom been so realistically portrayed as in his novels and short stories. Some of his famous works are Swami and Friends, The Man-Eater ofMalgudi, The Bachelor of Arts, Mr Sampath, The Astrologer’s Day, Waiting for the Mahatma etc. His novel The Guide was selected for the Sahitya Academy Award. Narayan has written a good number of short stories which are noted for their humour, pathos and mild satire. His style is simple and lucid. Walsh aptly remarks, “Narayan ’s fastidious art, blending exact realism, poetic myth, sadness, perception and gaiety are without precedent in literature in English and as far as one can see, without following. It is kind, but unsentimental, mocking but uncynical, profoundly Indian but distinctively individual. Itfascinates by reason of the substantial human nature which it implies and embodies. It carries along with it at every point, a kind of humour strange in English writing which mixes the melancholy and the amusing.”

About the Story
A doctor saves lives both with his skill and with his words. Soothing words of a doctor work wonders for a patient in a critical condition. Dr. Raman, a fictitious physician in the imaginary story, is a classic example. South Indian city of Malgudi is the microcosm for many of Narayansque stories. He is renowned for his diagnostic acumen and “certain curt truthfulness; for that very reason his opinion is valued; he is not a mere doctor expressing an opinion but a judge pronouncing a verdict.” When Dr. Raman is called upon to make a house call and subsequent operation on his dearest friend, Gopal, he faces a very difficult professional ethical dilemma. This story adroitly tackles truthfulness. This story’s concern is not only with professional ethics but also with the tension that often arrives when personal ethics and professional ethics intersect and conflict since it is clear that Dr. Raman violates his usual practice of truth-telling in the interest of his friendship. It is also a commentary on paternalism; Dr. Raman tells the patient’s wife and patient only what he wants them to hear since the truth as he perceives would be damaging to the patient’s outcome, a much censured notion known as “therapeutic privilege”. This story demonstrates the economy and grace with which expertly wrought fiction can capture and present for discussion important issues in (medical) ethics.

ବିଷୟ ସୂଚନା :
ଖରାପ ଅବସ୍ଥାରେ ଜଣେ ରୋଗୀପାଇଁ ଜଣେ ଡାକ୍ତରଙ୍କର ସାନ୍ତନାମୂଳକ କଥାଗୁଡ଼ାକ ଚମତ୍କାର ଭାବେ କାମ କରେ । କାଳ୍ପନିକ କଥାବସ୍ତୁର ଡାକ୍ତର ଚରିତ୍ର ଡା. ରମଣ ହେଉଛନ୍ତି ଏହାର ଏକ ଜୀବନ୍ତ ଉଦାହରଣ । ନାରାୟଣଙ୍କର ଗଳ୍ପଗୁଡ଼ିକର ପୃଷ୍ଠଭୂମି ହେଉଛି ଦକ୍ଷିଣ ଭାରତୀୟ ସହର ମାଲ୍‌ଗୁଡ଼ି । ଡାକ୍ତର ରମଣ ରୋଗର ସଠିକ କାରଣ ନିରୂପଣ କରିବା ଓ ଅପ୍ରିୟ ସତ୍ୟ କଥା କହିବା କାରଣରୁ ପ୍ରସିଦ୍ଧି ଅର୍ଜନ କରିଛନ୍ତି । ସେଥ‌ିପାଇଁ ତାଙ୍କ କଥା ଅଧ୍ଵ ଗୁରୁତ୍ଵ ଦିଆଯାଏ । ସେ ଜଣେ ସାଧାରଣ ଡାକ୍ତରଭାବେ ନିଜର ମତାମତ ଶୁଣାଇନଥା’ନ୍ତି, ବରଂ ଜଣେ ବିଚାରପତିଭାବେ ରାୟ ଶୁଣାଇଥା’ନ୍ତି । ଯେତେବେଳେ ସେ ତାଙ୍କର ଘନିଷ୍ଠ ବନ୍ଧୁ ଗୋପାଳର ଅସ୍ତ୍ରୋପଚାର କରିଛନ୍ତି, ସେ ଏକ ନୈତିକ ଦୃହରେ ପଡ଼ିଛନ୍ତି । ଏହି ଗଳ୍ପରେ ଚତୁରତାର ସହ ସେହି ସତ୍ୟର ପ୍ରକଟନ ଘଟିଛି । ଏଠାରେ ରମଣଙ୍କର ବ୍ୟକ୍ତିଗତ ନୈତିକତା ବୃତ୍ତିଗତ ନୈତିକତା ମଧ୍ୟରେ ଦ୍ବନ୍ଦ୍ବ ଉପୁଜିଛି ଏବଂ ବନ୍ଧୁଙ୍କ ହିତ ପାଇଁ ନିତିଦିନିଆ ସତ କହିବାର ଅଭ୍ୟାସରୁ ସ୍ପଷ୍ଟ ଭାବରେ ବିଚ୍ୟୁତ ହୋଇଛନ୍ତି । ଡାକ୍ତର ରମଣ ରୋଗୀର ସ୍ତ୍ରୀ ଓ ରୋଗୀକୁ କେବଳ ତାଙ୍କ କଥା ଶୁଣିବାକୁ କହିଛନ୍ତି, ଯେହେତୁ ପ୍ରକୃତ ସତ୍ୟ ରୋଗୀର କ୍ଷତି ଘଟାଇପାରେ । ଏହି ଗଳ୍ପରେ ଭେଷଜ ବିଜ୍ଞାନ ସମ୍ବନ୍ଧୀୟ ଅନେକ ତତ୍ତ୍ଵ ନିଖୁଣ ଭାବରେ ଆଲୋଚନା

Summary
In the beginning, the writer, in his characteristic humorous vein, states that the patients visit Dr. Raman when they are hopeless, because of the latter’s visiting fee twenty-five rupees. He has long years of practice behind him. Dr. Raman is renowned for his diagnostic acumen and “certain curt truthfulness”. As a result, his opinion is given great importance. He is not a doctor in an ordinary sense. Dr. Raman is like a sort of judge who delivers a judgement. He saves life with his skill and never likes to say agreeable words. It is because the patient’s will to survive is what matters.

Dr. Raman is keen on saving the lives of his patients when he sees the slightest ray of hope. The writer describes the long-standing relationship between Dr. Raman and Gopal. The doctor comes to know about his friend’s illness from the latter’s son. He is called upon to visit Gopal’s house. The doctor finds his friend and patient in a critical condition. He learns that a “doctor in the next street”, a physician Raman does not know, is ‘ treating the patient. Without wasting time, he administers an injection to his patient. He does not respond to the query of Gopaks wife.

He minutely observes his patient who still remains motionless. He feels worried when he finds his bosom friend in a critical condition, but not hopeless. Skilful doctor as he is, Dr. Raman remains calm in an adverse situation like this. He performs an operation on his dearest friend Gopal. Evening sets in. Raman’s assistant’s joy knows no limit when he sees the patient in a better condition. He is enthusiastic about the patient’s recovery. The doctor gives his assistant a cold response. Although Gopal’s pulse has improved, this is not enough. He suffers from serious heart attack.

Dr. Raman knows that the night is crucial for his patient; he sits beside the latter and notices a slight improvement in his condition. Now the patient is in a state to take a little food. The household heaves a sigh of great relief. Everybody is happy. Overwhelmed with emotion, the family members profusely express their gratitude to the doctor. However, Raman sits silently, intensely looking at the patient’s- face. He is heedless of their words. The doctor’s reaction is evasive. When the wife asks him about her patient’s condition, he remains silent, but she is determined to know the truth. Her patience runs out. She cannot bear the suspense any more. The wife is anxious to know about the condition of her husband.

She requests him to tell the truth. The doctor expresses his inability to talk to her at the moment. His silence on the matter makes her weep bitterly. The patient looks in confusion. Gopal is very sick. He requests the doctor not to hide the truth. He is anxious about signing the will. The doctor’s effort to calm him goes in vain. Gopal requests truthful prognosis in order to settle his will and get rid of the never-ending misery for his wife and children that an unsettled will would entail. The doctor is aware of this realistic eventuality. Dr. Raman faces a very difficult professional dilemma.

He swims between personal ethics and professional ethics. If he reveals his pessimistic opinion, which he does to his assistant: ‘Gopal will not survive the night’, then it will virtually imply a death sentence. The inevitable will happen. His frankness will put an end to the slightest chance of the patient’s survival. Dr. Raman violates his usual practice of truth-telling in the interest of his forty year-old friendship. He does ‘a piece of acting’ and assures his friend and patient that he will survive. Gopal expresses his unflinching trust in the doctor’s statement. His words, “If it comes from your lips, it must be true” is a case in point. Gopal lives and Dr. Raman remarks to his assistant, “How he has survived this attack will be a puzzle to me all life.”

ସାରାଂଶ :
ଗଳ୍ପର ପ୍ରାରମ୍ଭରେ ଲେଖକ ବ୍ୟଙ୍ଗପୂର୍ଣ୍ଣ ଭାବେ କହିଛନ୍ତି ଯେ ରୋଗୀମାନେ ଆଶାଶୂନ୍ୟ ହେବା ପରେ ହିଁ ଡାକ୍ତର ରମଣଙ୍କ ପାଖକୁ ଆସନ୍ତି, କାରଣ ତାଙ୍କର ରୋଗୀଦେଖା ଫିସ୍ ଥାଏ ୨୫ ଟଙ୍କା । ସେ ଜଣେ ବହୁ ଅନୁଭୂତିସମ୍ପନ୍ନ ଡାକ୍ତର । ତାଙ୍କର ସଠିକ୍ ଭାବେ ରୋଗ ଚିହ୍ନିବାର ଦକ୍ଷତା ଓ ଅପ୍ରିୟ ନିଶ୍ଚିତ ସତ୍ୟ କଥା କହିବା ପାଇଁ ସେ ଖ୍ୟାତି ଅର୍ଜନ କରିଛନ୍ତି । ଫଳରେ ତାଙ୍କର ମନ୍ତବ୍ୟକୁ ଗୁରୁତ୍ଵ ଦିଆଯାଏ । ସେ ଜଣେ ସାଧାରଣ ଡାକ୍ତର ଭଳି ନୁହେଁ, ବରଂ ଜଣେ ବିଚାରପତି ଭଳି ରାୟ ଶୁଣାନ୍ତି । ସେ ନିଜର ଦକ୍ଷତାକୁ ନେଇ ରୋଗୀର ଜୀବନ ବଞ୍ଚାନ୍ତି, ମାତ୍ର ଆଶ୍ଵାସନାବାଣୀ ଶୁଣାଇବାକୁ ଭଲ ପାଆନ୍ତି ନାହିଁ ।

ରୋଗୀଠାରେ ସାମାନ୍ୟ ବଞ୍ଚିବାର ଆଶା ଥିଲେ ସେ ତା’ର ଜୀବନ ବଞ୍ଚାଇବାକୁ ଯତ୍‌ ପରୋନାସ୍ତି ଉଦ୍ୟମ କରନ୍ତି । ଲେଖକ ଏଠାରେ ଡା. ରମଣ ଏବଂ ଗୋପାଳର ବହୁଦିନର ସମ୍ପର୍କକୁ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ଗୋପାଳର ପୁଅଠାରୁ ସେ ଜାଣିବାକୁ ପାଇଛନ୍ତି ଯେ ଗୋପାଳ ରୋଗଦ୍ଵାରା ଆକ୍ରାନ୍ତ ହୋଇଛି । ସେ ଗୋପାଳ ଘରକୁ ବୁଲିବାକୁ ଯାଆନ୍ତି ଏବଂ ଗୋପାଳର ଅବସ୍ଥା ଗୁରୁତର ଥ‌ିବା ଦେଖନ୍ତି ।ସେ ତତ୍‌କ୍ଷଣାତ୍ ରୋଗୀକୁ ଏକ ଇନ୍‌ଜେକ୍‌ସନ୍ ଦିଅନ୍ତି ଏବଂ ଗୋପାଳର ସ୍ତ୍ରୀର ପ୍ରଶ୍ନର ଉତ୍ତର ନ ଦେଇ ରୋଗୀକୁ ତନ୍ନତନ୍ନ ଭାବେ ପରୀକ୍ଷା କରନ୍ତି । ସେ ବ୍ୟସ୍ତ ଓ ବିବ୍ରତ ହୋଇପଡ଼ନ୍ତି ।

କିନ୍ତୁ ଏହିପରି ଗୁରୁତର ଅବସ୍ଥାରେ ସେ ଆଶା ହରାନ୍ତି ନାହିଁ । ସେ ପ୍ରିୟବନ୍ଧୁ ଗୋପାଳ ଶରୀରରେ ଏକ ଅସ୍ତ୍ରୋପଚାର କରନ୍ତି । ସନ୍ଧ୍ୟା ଆଗତ ହୋଇଛି । ଡ. ରମଣଙ୍କର ସହକାରୀଜଣକ ଦେଖନ୍ତି ଯେ ରୋଗୀର ସ୍ଵାସ୍ଥ୍ୟବସ୍ଥାରେ ଉନ୍ନତି ଘଟୁଛି । ତାଙ୍କର ଖୁସିର ସୀମା ରହେ ନାହିଁ । କିନ୍ତୁ ଡା. ରମଣ କହନ୍ତି ଯେ ଯଦିଓ ଗୋପାଳଙ୍କର ନାଡ଼ିର ଗତିରେ ଉନ୍ନତି ଘଟିଛି, ତଥାପି ଏହା ଯଥେଷ୍ଟ ନୁହେଁ । ଡା. ରମଣ ଜାଣିଛନ୍ତି ଯେ ରାତିଟି ତାଙ୍କ ରୋଗୀ ପାଇଁ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ କାରଣ ସେ ଗୁରୁତର ହୃଦ୍‌ରୋଗରେ ପୀଡ଼ିତ । ବର୍ତ୍ତମାନ ରୋଗୀଟି କିଛି ଖାଦ୍ୟ ଗ୍ରହଣ କରିବା ଅବସ୍ଥାକୁ ଆସିଛନ୍ତି । ଘରର ଅଥଚ ଡା. ରମଣ ରୋଗୀଙ୍କର ମୁହଁକୁ ଚାହିଁ ଧୀରସ୍ଥିର ହୋଇ ବସିଥାଆନ୍ତି ।

ସେ ଘରର ସଦସ୍ୟମାନଙ୍କର କୃତଜ୍ଞତାର ଚାହାଁନ୍ତି । ସେ ଡାକ୍ତରଙ୍କୁ ସତ୍ୟ କହିବାକୁ ଅନୁରୋଧ କରନ୍ତି । ସେହି ସମୟରେ ଡାକ୍ତରଙ୍କର ନୀରବତା ରୋଗୀର ସ୍ତ୍ରୀଙ୍କ ମନରେ ବହୁତ ଆଘାତ ଦେଇଛି ଏବଂ ସେ ଖୁବ୍ ଜୋର୍‌ରେ କାନ୍ଦିଛନ୍ତି । ରୋଗୀଟି ଦ୍ବନ୍ଦ୍ବରେ ପଡ଼ି ଚାହିଁଛି । ଗୋପାଳ ବହୁତ ଅସୁସ୍ଥ ହୋଇପଡ଼ିଛି । ସେ ଡାକ୍ତରଙ୍କୁ ସତ୍ୟ ହିଁ କହିବାପାଇଁ ଅନୁରୋଧ କରିଛି । ଡାକ୍ତର ତାଙ୍କୁ ସାନ୍ତନା ଦେଇପାରି ନାହାନ୍ତି । ଗୋପାଳ ବାରମ୍ବାର ସତ୍ୟ କହିବା ପାଇଁ ବାଧ୍ୟ କରିଛି ଯାହା ଫଳରେ ସେ ନିଜର ଇଚ୍ଛାପତ୍ର ପ୍ରସ୍ତୁତ କରି ତାଙ୍କ ପରିବାରର ଚିରଦୁଃଖର ଅବସାନ ଘଟାଇପାରିବେ । ଏହି ବାସ୍ତବ ସତ୍ୟ ବିଷୟରେ ଡାକ୍ତର ସଚେତନ ଅଛନ୍ତି ।

ଏଠାରେ ଡାକ୍ତର ଏକ କଷ୍ଟକର ବୃତ୍ତିଗତ ଦ୍ବନ୍ଦ୍ବକୁ କିଭଳି ସାମନା କରିଛନ୍ତି ତାହା ବର୍ଣ୍ଣିତ ହୋଇଛି । ସେ ବ୍ୟକ୍ତିଗତ ନୀତି ଏବଂ ବୃତ୍ତିଗତ ନୀତି ମଧ୍ୟରେ ଦ୍ବନ୍ଦ୍ବରେ ପଡ଼ିଛନ୍ତି । ସେ ଜାଣିଛନ୍ତି ଯେ ସେହି ରାତିରେ ଗୋପାଳ ନିଶ୍ଚିତ ମୃତ୍ୟୁବରଣ କରିବ । ଏହି ଧ୍ରୁବ ସତ୍ୟ ନିଶ୍ଚୟ ଘଟିବ । ସେ ଯଦି ମୁକ୍ତ ଭାବରେ ସତ୍ୟର ପ୍ରକଟ କରିବେ, ତେବେ ରୋଗୀର ବଞ୍ଚିବାର କ୍ଷୀଣ ଆଶାଟିକକ ନଷ୍ଟ ହୋଇଯିବ । ଡାକ୍ତର ତାଙ୍କର ଚାଳିଶ ବର୍ଷର ବନ୍ଧୁଙ୍କର ହିତ ପାଇଁ ଏହିଭଳି ଦୃଢ଼ ଉକ୍ତିକୁ ଗୋପାଳ ପୂର୍ଣ୍ଣ ବିଶ୍ଵାସ କରିଛି । ଶେଷରେ ଗୋପାଳ ବଞ୍ଚିଯାଇଛି । ଡାକ୍ତର ରମଣ ତାଙ୍କର ସହଯୋଗୀଙ୍କୁ କହିଛନ୍ତି, ‘ରୋଗୀ କିପରି ଏହି ହୃଦ୍‌ରୋଗରୁ ବଞ୍ଚିପାରିଲେ, ତାହା ତାଙ୍କ ପାଇଁ ଚିର ରହସ୍ୟମୟ ହୋଇ ରହିବ ।’’

Odisha State Board CHSE Odisha Class 12 Invitation to English 3 Solutions Writing Interpreting Graph, Charts, Tables and Diagrams Textbook Activity Questions and Answers.

CHSE Odisha 12th Class English Writing Interpreting Graph, Charts, Tables and Diagrams

Graphs, charts, tables, diagrams, etc. generally have visual representations so as to enable us to present some information. Visual representations make us understand the information contained therein.

7.1. Diagrams

Given below is a diagram of the British School System. Examine it carefully and compare it with the passage given below:

(ii) To test whether you have understood what the diagram presents, see if you can answer the following questions :

Question (a)
How many types of schools there are in England?
Answer:
There are two types of schools in England, namely, Private Schools and State Schools.

Question (b)
What percentage of the pupils go to state-run schools?
Answer:
Ninety-five percent of the students go to state-run schools.

Question (c)
What percentage goes to private schools?
Answer:
Only five percent go to private schools.

Question (d)
When do children start primary education in England?
Answer:
Children start primary education in England at the age of five.

Question (e)
When do they get into secondary education?
Answer:
They get into secondary education at the age of eleven.

Question (f)
When do they take their first and second public examinations?
Answer:
They take their first and second public examinations at the age of 16 and 18 respectively.

Question (g)
Is pre-primary education compulsory in England?
Answer:
Pre-primary education is not compulsory in England. On the other hand, it is voluntary.

The information found in the diagram is presented below in words.

The British School System
In Britain most schools are financed by the state and for the children attending these schools, they are free. However, about 5 percent of the school population attends private schools, and these are financed from pupils’ fees. For state-run as well as private schools, the general pattern of schooling in Britain is as follows. All children must start school at the age of 5. At the age of 11 children move to different schools, called Secondary Schools, where they are made to go through a set timetable of subjects for a period of 5 years, after which they take their first public examination at the age of 16.

After the first public examination, most pupils leave school. Only about 30 percent continue. Those that stay on spend the next two years concentrating on a small number of subjects. They take their second public examination at the age of 18. In Britain, there is also a provision for pre-primary schooling. However, pre-primary schooling is not compulsory. It is, on the other hand, voluntary, and is offered both by state-run schools and private schools.

The British School System
Most children attend the British School System where schools are directly financed by the State. But on the other hand, nearly 5 percent of children attending schools go to private institutions. But in Great Britain, in the State-run and private educational institutions, children start school at the age of 5 and when they are 11, they go to secondary school. There they are taught to go through a set timetable of subjects for a period of 5 years.

Afterward, they attain their first public examination towards the age of 16. Then after the completion of the first public examination, most students leave schools leaving only 30 percent student- population to continue their studies. Pre-primary education in Britain is yet another feature of education, though not compulsory. Pre-primary education is offered through State-run schools and private schools as well.

Activity – 1

Study the diagram below and write a short passage of about 3 paragraphs on it.

Answer:
Kinds of musical instruments :
Musical instruments are of three types, namely, wind instruments, percussion instruments and string instruments. Wind instruments are those which are played by blowing wind into them while percussion instruments are played by beating or striking them like the drums. String instruments, on the other hand, are those which have strings. Wind instruments can be further classified into wood wind instruments and brass wind instruments.

Examples of the former are the clarinet, the flute and the basson, while examples of the latter are the trumpet, the horn etc. Similarly, string instruments can be classified into two groups on the basis of the method by which music is produced through them. Instruments like the harp which produce music when its strings are plucked belong to one group while instruments like the violin and the cello which produce music when a bow is drawn across its strings belong to another group.

Activity -2

Draw a diagram to present the facts on the school system in Odisha. Then, present the same information in words, in two or there paragraphs, (as has been done above for, the British School System).
Answer:

• Only one public examination at the age of 15.
• First Board examination at the age of ten.
• Second Board examination at the age of 12.
• Third Board examination at the age of 15.

In Odisha there are Public schools which are mostly English medium shcools as well as Government-run schools which teach in the Oriya medium, whereas in the past, Odisha had only Govt, schools and a very few public schools. The gap between the two is closely narrowing as public schools are mushrooming all over the state. As of now, 60% students go to Govt-run schools, while the rest 40% go to public schools. Govt- run schools offer Primary education free of cost and charge very little for Middle-English and Secondary education whereas public schools charge high fees.

Govt. Schools do not offer any pre-primary education. Students start their Primary education at the age of 5 and continue upto class 5 when they take their first public examination. After this they move to Middle English schools where they study for two years till their second public examinations at the age of 12. From here they go to High schools where they study for three years to take the third public examination at the age of 15. Public Schools, on the other hand, offer pre-primary education in the Kinder Garten and Nursery which starts at the age of 3 or 3V4. After this children continue into primary schooling and then till class ten when they take their first public examination at the age of 15.

Activity – 3

Draw a diagram showing how many streams your college has at the +2 level. Also include information about subjects, papers, practicals etc. in your diagram. Then write a short passage covering all the information in your diagram.

The Khallikote College, Berhampur has three streams, namely Arts. Science and Commerce at the +2 level. All the streams offer teaching in compulsory and optional subjects. While the compulsory subjects are the same for every stream, the optional subjects differ from stream to stream. Among optional subjects too there is a choice of a combination of subjects in each stream with three subjects to be chosen as primary optional and another to be added as a fourth optional.

Further in the Arts stream while only two subjects namely, Education and Anthropology have theory and practical classes; in the Science stream all subjects, except Mathematics, have theory and practical classes. In the Commerce stream there are practicals in no subject. The compulsory subjects for all streams are General English and MIL (O) or Alt. English or Hindi or Telugu. The optional subjects offered in the Arts stream are Anthropology, Economics, Political Science, History, Sanskrit, Philosophy and Education.

The optionals offered in the Science stream are Physics, Chemistry, Mathematics, Biology, Electronics and Geology. The combinations offered in these subjects are PCM with Biology or Electronics or Geology as fourth optional and PCB with Mathematics or Electronics or Geology as fourth optional. In the Commerce stream, the Business Organisation, Office Management, Costing, Financial Accounting and Business Mathematics are the primary optionals offered. There is no choice in this matter. All the five are to be studied. This apart one is to choose between Economics or Salesmanship as fourth optional.

7.2 Graphs

In America, there are frequent reports about Unidentified Flying Objects (UFOs) which people claim to have seen flying in the sky and which are believed to be space-ships carrying visitors from other planets. The following is a graph showing the number of UFOs “sighted” (seen) during a particular year. Study the graph.
Graphs

(I). Hints :
(a) 16 Jan, a science fiction film shown on the TV.
(b) 30 Jan, an article was published by an Airforce officer, interpreting UFOs as the result of aircraft movements.
(c) 16 Feb, a science correspondent attacked the Airforce officer’s findings.
(d) 26 Feb, a public debate between the Airforce officer and the science correspondent arranged, but the latter didn’t show up.

(II). Now, here are some questions you need to answer if you have to write a report (in words), based on the diagram above.
(a) There was a sharp rise in the number of reported sightings of UFOs. When ? Why ?
(b) After the rise, there was a marked fall in the number of reported sightings. When ? Why ?
(c) There was another rise, following the fall. Why ?
(d) What brought about the final fall ?
(e) Was there any noticeable rise in reports after the debate ?

Answer:
(a) There was a sharp rise in the number of reported sightings of UFOs. As per the reports, the rise recorded more than twenty during the early part of January and February. An article was published on the sightings of UFOs, as a result of the less movement of aircraft in the air.
(b) After a rise, there was a marked fall in the number of reported sightings towards the early part of March. It was perhaps due to the frequent movement of aircraft in the air.
(c) There was another rise, though small in quantity following the fall, due to fewer movements of civil and military aircraft.
(d) The increased movement of civil and military aircraft brought about the final fall.
(e) No, there was no noticeable rise after the debate.

Activity -4

Now complete the report below by filling in the blank.

During the early part of _________ this year the rate of UFO sightings was steady at around _________ or _________ a week. On 16 __________ a science fiction film about visitors from outer space was screened on television and immediately after that there was a sharp increase in reported sightings. On 30 __________ an Airforce officer, who had been investigating all such reports made his findings known. He maintained that all UFO reports could be explained quite naturally as being due to civil and military aircraft movements. Following this explanation, there was a rapid ___________ in the number of reported sightings. But the rate did not return to the pre-broadcast level. Some people, however, were not convinced. On 16 ____________, a science correspondent published a highly critical article about the findings of the Airforce officer. He demanded an independent inquiry. This article caused a renewal of interest in the subject of ___________ and a corresponding steep ____________ in the number of sightings. The rise, however, was not as marked as the increase in January. The Airforce officer invited the science correspondent to meet him in a public debate ____________ days later. But the science correspondent did not show up on the appointed day. The Airforce officer, in turn, produced some very convincing evidence for his case. As a result, interest in UFOs ___________ and the sightings were even fewer than at the beginning of the year. As the weeks went by there was a little increase in the number of reports.
Answer:
January, three, four, January, January, rise, February, UFOs, rise, ten, decreased

Activity – 5

Have a close look at the graph below and write a report to accompany it.

Hints
a. Return of a group of migrant workers from an affected area.
b. Very dry summer, lack of drinking water.
c. Preventive measures introduced by the government.
d. WHO sends limited supplies of medicine.
e. Medicine loses effectiveness; virus develops resistance.
f. Vaccine produced; population vaccinated.

Answer:
Progress of Virus Epidemic in Bihar – A viral epidemic started in Bihar in December 1997. By February 1998 about 4000 people had died. It was then that a group of migrant workers returned from an affected area. This resulted in a sudden rise in the death toll. By the middle of March, the death toll stood at 7000 (approx.). This phenomenally escalated because of a very dry summer and lack of drinking water. Consequently, between the middle of March and April, the death toll rose to an all-time high of 18,000. Only then did the government wake up to introduce preventive measures. This saw a slight decrease in the death toll.

But towards the end of May when the WHO sent supplies of medicine, happily the death toll sharply decreased and by the middle of June, it had reduced to 5000. The decreasing trend, however, did not last long. The medicine soon lost its effectiveness as the virus developed resistance to the medicine and therefore once again the epidemic spread. As a result of this between mid-June and mid-September, almost 14,000 people died. By then a vaccine had been produced and the entire population was vaccinated. This proved effective and the death toll fell to 2000 by December 1998. By April 1999 the epidemic had been completely controlled.

Activity – 6

Write an account of a difficult night journey you made on a scooter from Sambalpur to Keonjhar. You may use the information in the diagram below.

Hints: Carefully mark the mountains and forests shown in the graph.

Answer:
Night Journey by Scooter from Sambalpur to Keonjhar I began my journey by scooter from Sambalpur at 10.00 pm in night. It was going to be a long and arduous journey. By 10.30 p.m. I had reached Padiabahal. The road was good and there was not much of traffic. Ten minutes after that I arrived at Badarama ghat. All around there was. pitch darkness. I had to slow down as I crossed this dangerous ghat. There were steep curves and hairpin bends.

Negotiating them was nerve-racking. It took me almost 25 minutes to cross the 5 km-long ghats. After crossing the ghat, I arrived at Balarama. It was almost 11.30 p.m. then. I decided to stop at a roadside Dhaba for tea. I was already feeling drowsy. The tea did me good as I started off at midnight steeling myself for the long journey through the thickly forested areas of the Deogarh and Palalahara districts. The roads were undulating and had plenty of pot-holes and whenever an occasional truck passed by I had to drive slow and was pushed to the edge of the road.

All this slowed me down during this 70 km-long journey between Badarama and Palalahara. At 1.30 a.m. I passed Deogarh. In spite of the bad roads, I covered it in one and a half hours. After passing Deogarh, I felt as if I had crossed a big milestone. The forest area was gradually coming to an end. Yet it took me an hour to reach Palalahara. At Palalahara, I had another cup of tea. It was really refreshing. I washed my face, eased myself, and started on again. After 5 km I reached the Plalahara ghat.

This was not as steep and rough as the Badarama ghat. But I was careful as I negotiated its bends. It took me just 20 minutes to cross the ghat. This time I arrived at the level road leading to Keonjhar. The milestone read 35 km. The road was good. It had been repaired a few months back by the L and T Company. I sped in the darkness of the night. As it was nearing dawn, traffic was extremely thin. By 4.40 a.m. Sodium Vapour lamps greeted me as I entered Keonjhar and my journey came to an end.

Activity – 7

The students of your college are dissatisfied about a number of things and sometimes resort to strikes, Dharana, etc.
Write a report on the different incidents of student unrest during recent years in your college and how a satisfactory solution was found. First, prepare a graph and then write the report.

Report on strikes during the years 2005-2009 at Rampur College
Deogarh college in Sambalpur was established in 1999. It provides education at the +2 level in the Arts, Science and Commerce streams. Since its inception, the college was incident free till the year 2004. But when college elections were held in 2005 for the first time, strikes were witnessed in the college. In 2005, one of the presidential candidates who lost by a very narrow margin went on a hunger strike. He had lost by 11 votes and therefore he requested for recounting. The panel of Appeals only assented to readdition.

He agreed but after readdition when the result was the same, he went on dharma for a second time, sitting under the portico and prohibiting everyone from entering the college. No one paid any attention to him for 4 days but suddenly on- the fifth day he feigned unconsciousness. As a result, the panel of Appeals allowed the counting of votes in Ballot papers. Once again he was proved wrong and the college limped back to normalcy. After 2005, strikes became a regular feature.

In 2006, 6 incidents of striking and unrest during the whole academic year. The strikes were resorted to for several reasons like, such demand for a bus stop in front of the college, postponement of Examinations etc. In 2007, the spate of students unrest shot up to 12 separate incidents of dharnas and strikes because of the sudden increase in the tuition fees and corruption in the admission of students. This was perhaps the worst year of student unrest and all that was only settled with the intervention of the collector and the dismissal of a few clerks.

After this, an aura of fear was seven among the students as well as the staff. Besides this, the government appointed Dr R. K. Sahu a man of great integrity as the principal of the college. As a result strikes completely stopped in the college. The year 2009 was also a year of no strikes and the college witnessed a new spirit of amity among the staff and the students. Thus the graph shows that strikes reached their peak in the year 2007 and had their complete decline in the year 2009.

7.3 Charts

Look at the chart below. It shows the ownership pattern of durable goods by different families in India. Try to understand the facts presented in it and answer the questions that follow :
Ownership pattern of Durables (Percentage of the total owned by different income classes)

Now answer these questions :
a. What is the annual family income of the people belonging to the low category?
b. What percentage of which goods do they buy as shown in the chart?
c. Considering their limited income, do they buy a lot?
d. Would you call the people belonging to the high category “rich”? Do they spend enough on consumer durables, in proportion to their income? What percentage of goods do they buy? What do the rich prefer to buy?

Question (a)
What is the annual family income of the people belonging to the low category?
Answer:
The annual family income of people belonging to the low category is Rs 1,20,000.

Question (b)
What percentage of which goods do they buy as shown in the chart?
Answer:
The percentage of goods which the low category people buy is as follows: Bicycles – 47% Mopeds – 17% Scooters – 9% Motorcycles – 11% Colour TVs – 10% and Washing Machines – 6% Note – All are approximate figures.

Question (c)
Considering their limited income, do they buy a lot?
Answer:
Yes, in spite of earning Rs 1.20,000 annually, they hold 17 percent of the market share in durables which is equal to the market share of the higher-income group and more than the market share of the upper-middle group.

Question (d)
Would you call the people belonging to the high category “rich”? Do you spend enough on consumer durables, in proportion to your income? What percentage of goods do they buy? What do the rich prefer to buy?
Answer:
In comparison with the low-income group, the people of the high-income group are definitely richer but their market share is comparatively lower than the market share of the low-income group in proportion to their income. They buy only 3 percent Of bicycles, 7 percent of mopeds, 17 percent of scooters, 20 percent of motorcycles, 19 percent of color T.V.s, and 37 percent of washing machines. It is obvious that they prefer to buy goods like color T.V.s and washing machines.

Activity – 8

Fill in the blanks in the report below with the ideas from the chart above.
A short report on the Ownership pattern of consumer durables in India.

The poor in India do not have a lot of money: their annual family income, on average, comes to Rs. 20,000. But they make a lot of purchases and constitute the mainstay for most products in the country. For example, families belonging to this category own _____________ of all bicycles, __________of mopeds, __________ of scooters, ___________ of motorcycles, and 10 percent of color televisions. They even own washing machines. The rich, in contrast, have money, but their share of purchases of these products is comparatively much less. Despite the money they have, they buy only ___________ of bicycles ___________ of mopeds, ___________of scooters, ___________ of motorcycles, and _____________ of color TVs. The poor earn less but spend more. And the rich earn more but spend less.

Answer:
The poor in India do not have a lot of money: their annual family income, on average, comes to Rs. 20,000. But they make a lot of purchases and constitute the mainstay for most products in the country. For example, families belonging to this category own 47 percent of all bicycles, 17 percent of mopeds, 9 percent of scooters, 11 percent of motorcycles, and 10 percent of color televisions. They even own washing machines. The rich, in contrast, have money, but their share of purchases of these products is comparatively much less. Despite the money they have, they buy only 3 percent of bicycles, 7 percent of mopeds, 17 percent of scooters, 20 percent of motorcycles, and 19 percent of color TVs. The poor earn less but spend more. And the rich earn more but spend less.

Activity – 9

Look at the chart below and answer the questions that follow.
Four-wheelers that passed over the bridge :

Question 1.
When was the bridge least busy?
Answer:
The bridge was least busy between 7.30 and 8.30 a.m.

Question 2.
When did the rush hour begin? When was the bridge most busy?
Answer:
The rush hour began at 9.00 a.m. and continued till 10.00 a.m. The bridge was most busy at 9.30 a.m.

Question 3.
How many vehicles in total passed over the bridge by 10.30?
Answer:
A total of 420 (approx.) vehicles passed over the bridge by 10.30.

Question 4.
If you know that schools start at 9.30 and government offices at 10.00, can you think of a way to reduce the pressure of traffic between 9.00 and 10.00?
Answer:
The school timings can be changed from 9.30 to 8.00 to reduce the pressure of traffic.

Activity – 10

Use the information in the chart below and write a short report to show which course was popular and why. (No reason has been shown in the chart, you have to think of some).

(Students enrolled in the Civil Engineering and Electronics courses of an Engineering College.)

A short report on the popularity of Civil Engineering and Electronics courses between 1970 -1998.
Answer:
In the year 1970 students’ preference for Civil Engineering was very high. 900 students were admitted for Civil Engineering courses whereas only 610 had enrolled for Electronics. Civil Engineering was a traditionally demanded subject and with a lot of development works taking place then, jobs were aplenty. On the other hand, electronics had been newly introduced and did not have many employment opportunities.

Ten years later Civil Engineering was still popular but because of a slight decrease in employment opportunities student enrolment also saw a slight decrease. Enrolment in Electronics however did not register much change. By 1990, the introduction of computers all over India, boosted the popularity of electronics and as it provided better job opportunities there was an increase in student enrolment in courses on Electronics. Now 900 students have been enrolled in Electronics while only 700 are in Civil Engineering.

The popularity of Electronics soared to new heights with the entry of multinationals into India after 1995. The multinationals provide great job opportunities and with many job opportunities overseas for computer professionals with handsome pay packets, the Electronics courses witnessed an admission of more than a thousand students in 1998. By then jobs for Engineering students were completely saturated. Civil engineers remained unemployed and therefore. Civil Engineering courses were no more popular. In 1998 only 300 students got enrolled in Civil Engineering.

7.4 Tables

Look at the table below, showing the maximum temperature recorded at different places in Odisha.

II. Answer these questions.

Question (a)
What was the highest temperature recorded?
Answer:
The highest record temperature was 43.5.

Question (b)
Where was it recorded?
Answer:
It was recorded at Angul.

Question (c)
Which were the other places that recorded high temperatures?
Answer:
The other places which recorded high temperatures were Bhubaneswar, Bolangir, Cuttack, Phulbani, Sambalpur, and Jharsuguda.

Question (d)
What was the maximum temperature in Bhubaneswar?
Answer:
The maximum temperature in Bhubaneswar was 42.2.

Question (e)
Which other places were as warm as Bhubaneswar?
Answer:
Bolangir, Jharsuguda, Sambalpur and Cuttack were as warm as Bhubaneswar.

Question (f)
What was the weather like in Puri, Gopalpur, Paradip, and Balasore? Why?
Answer:
The weather in these places was considerably less warm. It stood between 32.00 to 33.5. This is because these towns are on the coast.

Activity-11

Fill in the blanks to complete the following report based on the table above.

A report on today’s weather in Odisha
It was the season’s hottest day, in Odisha today. The temperature in many places went beyond __________ Celsius. Of all places in Odisha, _________recorded the highest temperature of __________ The other places that experienced an equally hot day were Bolangir and Jharsuguda. In these two places, the mercury soared up to __________ Bhubaneswar, the capital city, recorded a high temperature of __________ The other places that were as hot as Bhubaneswar were ________ and __________ with a recording of __________ and ___________ respectively. However, ____________, __________, Paradip, and Balasore, places near the sea, were relatively cooler. They recorded maximum temperatures of around ___________ Celsius.

Answer:
A report on today’s weather in Odisha
It was the season’s hottest day, in Odisha. The temperature in many places went beyond 40° Celsius. Of all places in Odisha, Angul recorded the highest temperature of 43.5° Celsius. The other places that experienced an equally hot day were Bolangir and Jharsuguda. In these two places, the mercury soared up to 42.7° Celsius. Bhubaneswar, the capital city, recorded a high temperature of 42.2° Celsius. The other places that were as hot as Bhubaneswar were Cuttack and Sambalpur with a recording of 41.5° Celsius and 41.8° Celsius respectively. However, Gopalpur, Puri. Paradip and Balasore, places near the sea, were relatively cooler. They recorded maximum temperatures of around 33.5° Celsius.

Activity – 12

The following table presents a weather report on the basis of data recorded up to 8.30 a.m. on Friday, 8 December. Have a look at the table and answer the questions that follow. Then write a short report to go with the table.

(a) On 8 December, Mumbai had the highest maximum temperature.

Question (i)
Which City had the lowest maximum temperature?
Answer:
Delhi had the lowest maximum temperature on 8 December.

Question (ii)
What was the temperature?
Answer:
The temperature was 20° C.

(b). Question (i)
Which city had the highest minimum temperature?
Answer:
Chennai had the highest minimum temperature.

Question (ii)
How much was it?
Answer:
The temperature was 23°C.

Question (c)
Which city had rainfall during the past 24 hours?
Answer:
Chennai had rainfall during the past 24 hours.

Question (d)
Which city had recorded the highest amount of rainfall since 1 October?
Answer:
Chennai had recorded the highest amount of rainfall since 1 October.

Weather report of Metro Cities:
Even in winter, the Metro cities of India were quite warm. On 8 December, Mumbai was the hottest with a maximum temperature of 34° celsius, while the lowest maximum temperature, 26° celsius, was recorded at Delhi. The same day, New Delhi, recorded the lowest minimum temperature of 08° celsius. It was quite cold there but in spite of recording maximum temperatures of 29° and 33° Celsius, the lowest minimum temperatures at Chennai and Kolkata respectively remained constant at 23° Celsius.

Similarly, Chennai witnessed the highest amount of rainfall in a week since 1 Oct. The rainfall stood at 560 inches which was 52 inches less than normal. New Delhi recorded the least rainfall during the week. It was only 3 inches which were 27 inches less than normal. Mumbai and Kolkata too had 6 inches and 64 inches respectively, less rainfall than normal. On the whole, rainfall in all the Metro cities was less than normal.

Activity -13

Here is a table of figures showing the leisure habits of the people of Bhubaneswar.

Use the information given in the table above and write a short report.
The leisure habits of the people of Bhubaneswar in the last year and this year does not show significant change. Last year, 1 lakh books were bought by people and this increased to 1.5 lahks this year. Thus there was an increase of 50% in the sale of books. There was a similar rise in Cable – T.V. connections. While, last year, only 50,000 people subscribed to Cable.

T.V., this year, the subscribers had increased to 1 lakh which is a 50 percent increase. As a result of this cinema, attendance fell from 3.5 lahks to 3.25 lakh last year to this year. Happily however 10,000 more people went on picnics this year than last year. However, in comparison with leisure activities like reading books or watching Cable T.V. going on picnics is the least popular.

Activity -14

Look at the table below and write a paragraph based on the information given in it.

Answer:
A comparative study of the Moon, the Earth, and the Sun:
Among all the bodies in the solar system, the Moon, the Earth, and Sun are the most significant. But they differ in size, weight, distance, and description. The Moon is the smallest of heavenly bodies while the Earth is 50 times bigger than the Moon and the Sun 400 times bigger than the weight of Moon is also the least while the Earth and the Sun are 81 times and 27 million times more than the Moon. If Earth is taken as a center point, the distance of the Moon from the Earth is 384,000 km. In fine, the Moon is a satellite of the planet Earth.

7.5 Pie Charts/circle charts

Here is a chart showing how Ramesh spends his day, Look at the chart and answer the questions that follow.

Activity- 15

(i)Answer the following questions.
a. How many hours does Ramesh spend at school?
b. Does this include the time he spends on the way to and from school?
c. How long does he sleep? When do you think he goes to bed? When does he get up?
d. How much time does he spend on the play?
e. How much time does he spend on his studies at home?
f. Do you divide your time in the same way?
Answer:
(a) Ramesh spends five and a half (51/2) hours at school.
(b) Yes, the hours spent at school include the time on the way to and from school.
(c) He sleeps for eight (8) hours a day He is supposed to go to bed at 10 p.m. and gets up at 6 a.m.
(d) It is supposed that Ramesh spends about 61/2 hours in playing.
(e) He spends about 6V2 hours on his studies.
(f) Yes, I divide time in the same way.

(ii) Now complete the report below by filling in the blank spaces with ideas from the pie chart above.

(iii) A child’s daily routine.

Ramesh walks to school at 10. It takes him hardly 20 minutes to get there. After prayers, he attends classes from 10.30 to 4 p.m. which includes a tiffin break for half an hour, from 1 to 1.30. At 4, when the classes are over, he comes back home, with his friends. He greatly enjoys the return trip home as his friends and he usually amuses themselves with innocent jokes, makes fun, and indulges in different kinds of innocuous mischief. On reaching home, he gobbles up something and scampers away to join his friends either in volleyball or in some country games, which he plays for just one hour. At 6, he has a wash, says his prayers, and sits down to study from 6.30 to 9.30 in the evening. At 9.30 he has dinner, does some light reading, and goes to bed by 10.30 p.m. The next morning he is up by 6.30. Within one hour he brushes his teeth have a wash, etc. and by 7.30 he is at his study table. He does his homework for two hours. At 9.30 he has an early lunch, packs his books in the bag, and is ready to go to school.

Activity – 16

A. Look at the chart below. It tells us how Mrs. Pattnaik spends her money.

Does Mrs. Pattnaik spend her money wisely? Why do you think so?
Answer:
Mrs. Pattnaik receives net cash of Rs 6000/- from her husband. She spends Rs 2700/- that is 45% of it towards her children’s education. She sends Rs 1350/- each to her son, who is studying engineering, and daughter who is studying medicine. Besides this, she spends equally on her house rent and food. For a three-room apartment, she pays Rs 1320/ which is 22% of the money she receives. She spends the same amount on food for a month. In addition to all this, she spends 540/- on transport.

Of this, she gives Rs 300A to her husband for petrol and monthly maintenance of his scooter and uses the rest for transport needs. She spends the least on entertainment spending Rs 80/- for her cable T.V. connection and Rs 40/ – for an occasional picture along with her husband. In all this, she spends her money wisely investing largely in her children’s education.

B. Look at the following diagram :

Now write a few sentences explaining why milk is considered to be a well-balanced food.
Answer:
Milk is considered a well-balanced diet because it has proteins, fats, carbohydrates, vitamins, and minerals as well as water in the right proportions and as required by the body. Moreover, milk is a universal diet that is available everywhere. It can also be taken by people of all ages.

C. You have collected the opinions of 500 people through a random sample survey. The findings of the survey are presented in the chart below.
Now use the information in the chart

The subjects were asked whether India should adopt the presidential form of government.
Answer:
A random sample survey of 500 people in Metro cities was conducted by the Operations Research Group to find the people’s opinion on changing over to a Presidential form of Government. The respondents were chosen from a cross-section of society. The results of the survey reveal that the majority were in favor of a Presidential form of Government.

However, they only consist of 40% of the respondents. 35 percent of the respondents are against a Presidential form of Government while 25 percent opined that they could not say anything about it. Thus though the majority calls for a Presidential form of Government, it is only a small majority as far as the percentage of respondents is concerned.

7.6. Maps

You are traveling by bus to Bhubaneswar. After reaching the new bus stand at Baramunda, you hire an auto-rickshaw to take you to Vani Vihar for an interview. But the highway is blocked at a point between Jayadev Vihar and Acharya Vihar. The auto-driver tells you he is new to Bhubaneswar and does not know all the roads. Which route would you ask him to take? Use the map below to decide on a route to Vani Vihar and then write down the instructions you would give the driver.

A. Answer the following questions.

Question 1.
How many possible routes are available to you?
Answer:
There are three routes available to go to Vanivihar.

Question 2.
Which route would you prefer?
(i) CRP square – Power house square – Assembly and Station square – R.D. Women’s College.
(ii) CRP square – Jayadev Vihar – Power house – Assembly – Acharva Vihar.
(iii) CRP square – Jayadev Vihar – Nalco Chhak – Vani Vihar.
Answer:
I would prefer the CRP square – Jayadav Vihar – Nalco Chhak – Vani Vihar route.

Question 3.
Would you take the CRP – Power house – Jayadev Vihar Acharya Vihar traffic route? If not, why?
Answer:
It would not be of any use to take this route because the traffic is blocked between Jayadev Vihar and Acharya Vihar. Another man, under similar circumstances, chose the route Jayadev Vihar – NALCO Chhak – Vani Vihar and gave the following instructions. Read the instructions before you write your own instructions.

B. instructions were given to the auto driver.

Go straight along the National Highway up to _________. Then turn left and take the Nandankanan Road. Keep going for about two kilometers and then turn right at ___________. Continue until you come to the ___________ on the left. Don’t stop. Go straight ahead. YOU will reach Vani Vihar after half a kilometer. You can see the gates of Vani Vihar on the left, just 1(X) meters before the Acharya Vihar traHie post. Enter and go straight to the Administrative Block.

Activity – 17

Fill in the blanks in the paragraph above with ideas from the map above.

Some common expressions used in giving instructions to reach someplace.
Turn right / left. Go straight ahead. Pass two roads on the right / left. On your left, you will see ……………. etc.
Go straight along the National Highway up to Javadev Vihar. Then turn left and take the Nandankanan Road. Keep going for about two kilometers and then turn right at Nalco Chhak. Continue until you come to the Sainik School, on the left. Don’t stop. Go straight ahead. You will reach Vani Vihar after half a kilometer. You can see the gates of Vani Vihar on the left, just 100 meters before the Acharya Vihar traffic post. Enter and go straight to the Administrative Block.

Activity – 18

Look at the map of a town given below. A car and a bus have collided on Bridge Road, causing a road block. Another car (shown on the map) has to reach the railway office. Write down the instructions that you would give the driver of the car.

Answer:
Turn right towards the shops and then go along the boundary of the Convent School again on the right till you reach Second Avenue. Here take a turn to the right till you reach the temple which you can see on the left. Here take a turn to the left and drive on till you cross the temple and the post office. The third building on this street is the Railway Office.

Activity – 19

The following is a map of your college. Write a letter to a friend, describing the things shown on the map.

Bhubaneswar
15.04.2012

Dear Gautam,
How are you? It is a long time since 1 wrote to you. In your last letter, you asked me to describe my college. Now that I am completely familiar with my college 1 can very vividly describe it. Our college faces the west and its front boundary runs along the main road. It has two gates that open onto the main road, one at the north end and another at the south end. The north gate leads to the library and the playground right in front of it. Beyond the library is the Commerce Block.

It is the smallest Block. Beside it on the south side is the Arts Block which constitutes the biggest building of the college. Further south, down the Arts Block, is the Science Block, it is bigger than the Commerce Block but smaller than the Arts Block. The Commerce and Science Blocks have twelve rooms and galleries each but the rooms and galleries of the Science Block are bigger than that of the Commerce Block.

The Arts Block has even huger rooms and galleries numbering fourteen in all. Near the Science Block towards the southwest are the Physics, Chemistry, and Biology laboratories. The entrance to the laboratories is in the north. They face the road leading to the Library from the north gate. The Biology Lab. is the closest from the Science Block. After the Biology Lab is the Chemistry Lab and then the Physics Lab which borders the main road. The back of these Laboratories runs along the road leading from the south gate to the Science Block.

Beyond this road on the south, are the office and staff common rooms. They lie adjacent to each other. Of course, the entrance to the office is from the West while the entrance to the staff rooms is on the south. All the Blocks, Laboratories, staff rooms, and office buildings are rectangular in structure. I hope, 1 have given a clear picture of the layout of my college. 1 am sending a photocopy of a map which found in the college calendar to make things more clear.
Do write to me,
Love,
Sanjay

Activity – 20

Use the information in the chart below and write a report stating which courses are popular in Odisha, which courses are popular among women, what percentage of boys and girls get enrolled in each course, etc.
Students taking admission in different branches of study in Odisha.

Students’ Enrolment and popularity of courses in Odisha.
Answer:
In Odisha, courses in the humanities stream are the most popular. Almost sixty students of every 100 opt for humanities. In addition, the largest number of girls enroll in humanities courses where the proportion between girls and boys is 60: 40. Courses in science stand second in popularity. In such courses the proportion between boys and girls is 50: 50.

Engineering courses take third place in popularity. This course is more popular with boys than with girls. Hence the enrolment of boys to girls in this course is 70: 30. Commerce courses are next in terms of popularity. This course is preferred more by boys than by girls. The proportion between boys and girls in this course is 80: 20. Agriculture, Forestry and Vet Science stand next in popularity. Here too the boys dominate over girls with a proportion of 80: 20. After this, vocational subjects are preferred.

In this course there are more boys than girls with the proportion being 75: 25. Finally, the Medical science course is the least popular. This course too has more boys than girls and the proportion between them is 90: 10. On the whole, while humanities and science courses are the most popular, the Medical science course is the least popular. Moreover, while more girls are enrolled in humanities, the proportion of boys in all other courses is larger than that of girls.

Activity – 21

The graphs below represent the spending habit of the young and old people of Odisha. Compare the information in both graphs and write a paragraph.

A – Housing, fuel, light, and power
B – Clothing, footwear, and durable goods
C – Other goods and services
D – Food

Comparative spending habits of the young and old in Odisha.
Answer:
A comparative study of the spending habits of the young and old people of Odisha reveals that both groups spend the most on other goods and services which exclude food, shelter, and clothing. While young people spend 40% of their income on other goods and services, old people spend 33% on this. Items that constitute other goods and services include household items like Refrigerators, Washing Machines.

Air Coolers, Grinders, and the like. Services in this category mainly consist of transport and entertainment. Similarly, both groups spend the least on clothing, footwear, and durable goods. However, young people spend more than old people on this item. The former spend 17% of their income while the latter spend 4% less that is, 13% of their income on clothing, footwear, and durable goods. The old people spend equally on housing and food. They give more priority to these items on their budget than the young.

54% of their income, that is 27% is spent each on food and housing. The young people, on the other hand, spend 24% and 19% respectively on food and housing. They give more priority to food than to housing. However, the amount they spend on each of these items is less than what the old spend on it. In short, the young and the old give top priority to other goods and services while giving the least priority to clothing, footwear, and other durable goods. But the old people give more priority to food and housing than the young.

Activity – 22

Prepare a newspaper report on the basis of the information presented in the graph below.

Answer:
Alarming rise in Road Accidents
By our correspondent :
Bhubaneswar, Aug 18: There has been an alarming rise in road accidents in Bhubaneswar since 1991. Talking to our correspondent, Mr. Sudhansu Mohanty. the traffic SP. Bhubaneswar pointed out that since the last decade, road accidents have occurred in Bhubaneswar with alarming frequency. Quoting statistics available in his department he is reported to have said that between 1987 to the middle of 1988 almost 3500 people were reported to have died due to road accidents. The sudden spurt in accidents and the number of fatalities forced the government to enforce traffic laws especially, the donning of helmets.

As a result deaths due to accidents decreased gradually and touched a low of 1700 in mid ’90. However, changes in the Government and relaxation of traffic rules after this saw a dramatic rise in fatalities caused by road accidents. Thus, in ’92 the number of fatalities rose to 3600, in ’94 to 4800, and in ‘98 to 7200. Thus from the middle of 1990 to the end of 1998, almost 5400 people died as a result of road accidents in Bhubaneswar. It is hoped that law enforcement agencies will take steps to enforce laws and traffic rules, NGOs will educate people on traffic rules and the public will cooperate to ensure that the roads of Bhubaneswar are safe for one and all.

Activity – 23

An influential person has applied for permission to set up a stone crusher unit at a place indicated with dots on the map below. As a resident of the area, you have serious objections. Write a letter to the appropriate authority expressing your objections.

Answer:

80 Saheed Nagar, Bhubaneswar
17 April 2012

The Collector and District Magistrate
Collectorate
Puri Road, Bhubaneswar
Dt. Khurda
Sir,
I wish to invite your attention to a stone-crusher unit that is proposed to be set up in the center of the city.
As you may be aware that there are two acres of government land right in front of the Head Post Office beside the Convent School on Janpath road, Bhubaneswar. This piece of land is being reportedly leased to an extremely influential person to set up a stone crusher unit. Such a step is highly objectionable.

First of all, the Honourable High Court of Odisha had in an already judged P.I.L. petition stated that no stone-crushers unit should be set up within 20 km of the city limits. Consequently, stone-crusher units beyond Khandagiri have now moved beyond Khurda. Therefore building a unit here is entirely illegal. Secondly, stone-crusher units cause great environmental pollution and bring with it numerous health hazards.

The stone-crusher units spread a pall of dust which is especially dangerous for people with respiratory problems like Asthma. Thirdly, the stone crusher unit is being proposed in an area that is heavily populated, though you may call it a floating population. It is situated right in the middle of a school and a women’s college which is on either side of it. Thus, it will not only affect our young ones in the school but also the girls in the women’s college. The proposed unit can cause a lot of sound pollution besides dust pollution.

This is really unwelcome in an educational block of buildings. Finally, the land on which the proposed crusher unit is being proposed to be set up has a lot of evergreen trees and serves as an environmental cushion for the whole city. Cutting down trees to set up a stone-crusher unit on it is therefore the least desirable thing that could be done there. I request you to therefore prohibit the lease of the land for the proposed stone-crusher unit and instead develop it into a park in which all the members of the public are with you. Yours faithfully (Suman Priyadarshini)
Member-Secretary
Odisha Environmental Society.
Bhubaneswar

Odisha State Board CHSE Odisha Class 12 Invitation to English 4 Solutions Grammar Tense Patterns Unit 1 The Present Simple and the Present Progressive Textbook Activity Questions and Answers.

CHSE Odisha 12th Class English Grammar Tense Patterns Unit 1 The Present Simple and the Present Progressive

SECTION-I

We might have heard two English words, i.e., Time and Tense. They are not regarded as the same in the English language. The word ‘Tense’ is a purely grammatical term. But we use the words yesterday, today, and tomorrow. We use ‘yesterday’ for past time, ‘today’ for the present time, and ‘tomorrow’ for future time. We can experience the time and say what time it is. The term ‘tense’ in grammar is used to refer to a verb form. An English verb basically has two forms/categories. Let’s take the verb go. We say: go — present tense, went — past tense, gone — past participle tense.
Some of us have a wrong notion that the verb ‘go’ has three forms.
Observe all the forms of the verb (go)-
(i) present (go),
(ii) past (went), and
(iii) past participle (gone).

The past participle is the sub-class/form of the past form. So there are basically two forms of a verb i.e., present and past. These two forms express all the various kinds of meanings in the present, past, and future times. If a verb has two forms, then there are two tenses — (not three tenses). That is why there is no ‘Future Tense’ in the English language.
Let’s have some ideas on Tense patterns.
The Present Simple and Present Progressive.
Look at the following sentences.
(a) Satish: What are you doing?
Manish: I am writing a letter to my friend. I write to him every Sunday.
(b) I don’t understand why my dog is barking at you this morning. He is usually quite friendly.
(c) You are very gentle normally, so why are you acting in such a violent manner now?

In the above examples, 7 write to him every Sunday.’ 7 don’t understand’. ‘He is usually quite friendly.’ ‘’You are very gentle normally.’ the verb phrases underlined belong to ‘Simple Present Tense’.They are used to describe persons and things in their normal or usual state or they talk about some activity that takes place habitually or regularly.
But the examples: ‘Why my dog is barking at you this morning.’ ‘Why are you acting… ?’ and 7 am writing a letter….’ the verb phases (be + ing form) belong to ‘Present Progressive/Continuous Tense’. They are used to talking about some activity that is going on at the present moment of speaking. The activity/event is going on or continuing now.

Activity – 1
Study the sentences below and fill in the gaps, using the Present Simple / Present Progressive form of the verb in brackets, as required.
(a) They boy next door ______________(water) the plants this morning, but he normally ______________(do) it in the evening.
(b) My sister ______________(play) badminton now, but she ______________ (not play) here everyday.
(c) My brother ______________(search) for his pen. He always ______________ (misplace) it.
(d) We ______________(get) ready to go to school; we ______________ (go) to school every morning.
(e) I usually ______________ (enjoy) reading books in the library, but I ______________ (not enjoy) this one very much.
(f) My grandfather rarely ______________(carry) an umbrella, but he ______________(carry) one now because there are dark clouds in the sky.
(g) I’m sorry, but you can’t see the Minister. He ______________ (sleep) still, although he usually ______________(wake up) very early.
(h) Hari ______________ (do) his homework still. His brother, who always ______________(work) very fast ______________ (play) in the garden already.
Answer:
(a) The boy next door is watering the plants this morning, but he normally does it in the evening.
(b) My sister is playing badminton now, but she does not play here every day.
(c) My brother is searching for his pen. He always misplaces it.
(d) We are getting ready to go to school; we go to school every morning.
(e) I usually enjoy reading books in the library, but I am not enjoying this one very much.
(f) My grandfather rarely carries an umbrella, but he is carrying one now because there are dark clouds in the sky.
(g) I’m sorry, but you can’t see the Minister. He is sleeping still, although he usually wakes up very early.
(h) Hari is doing his homework still. His brother, who always works very fast, is playing in the garden already.

Activity -2:
The time is 8 p.m. Everyone in your family is busy, but each person is doing something which is different from what he/she usually does at this time. The members of your family, including yourself, are listed below. Write what each one of them is doing, and also mention what they usually do at this time. (One example has been given)
1. Father
Ans. ______________________________________________________
2. Mother
Ans. ______________________________________________________
3. My uncle
Ans. ______________________________________________________
4. My aunt
Ans. ______________________________________________________
5. My sister
Ans. ______________________________________________________
6. My brother
Ans. ______________________________________________________
7. I
Ans. ______________________________________________________
Answer:
1. Father
Answer:
Father is having a shave, but he usually goes for a walk at this time.
2. Mother
Answer:
She is knitting now, but she normally works at this time.
3. My uncle
Answer:
My brother is sleeping still, but he usually goes to school at this time.
4. My aunt
Answer:
My aunt is having a bath now, but she usually sleeps at this time.
5. My sister
Answer:
My sister is playing now, but she generally studies her lessons at this time.
6. My brother
Answer:
My brother is playing cards now, but he usually goes to the fields at this time.
7. I
Answer:
I am doing morning exercise now, but I usually do not do it every day.

Section -2:
Examine the following sentences :
(a) We usually have a football match in our village every Sunday, but this year we aren’t having any matches.
(b) He usually avoids going to the library but he is going there regularly this month as he is preparing for an exam.
The above examples show that the Present Progressive does not specify either the time of beginning or the time of completing the activity. All we know is the activity is in progress now (the moment of speaking). Expressions like nowadays, this month, these days, etc. are used to refer to the period of time during which the activity takes place. In order to distinguish the Progressive from the Non-Progressive form, we have to see its three separate meanings. It indicates :
(i) Temporary duration,
(ii) Limited duration,
(iii) the happenings need not be complete.
Simple present, on the other hand, refers to a relatively permanent activity or state.

Activity – 3
Fill in the blank spaces below, using the appropriate forms of the verbs in brackets.
(a) Our neighbours ______________(go) to Puri every winter but this winter they ______________ (go) to Sambalpur.
(b) My father generally______________ (take) the bus but today he ______________(walk) to work.
(c) They usually ______________(play) football on Sundays but this month they ______________ (play) cricket instead.
(d) My brother always ______________(work) on the day shift but this summer he ______________(work) on the night shift.
(e) My teacher ______________(go) abroad every year but she ______________ (visit) Kanyakumari this year.
Answer:
(a) Our neighbors go to Puri every winter but this winter they are going to Sambalpur.
(b) My father generally takes the bus but today he is walking to work.
(c) They usually play football on Sundays but this month they are playing cricket instead.
(d) My brother always works the day shift but this summer he is working on the night shift.
(e) My teacher goes abroad every year but she is visiting Kanyakumari this year.

Activity -4
Imagine that you have an examination next month. You are working very hard for your examination and have been forced to change your daily routine. Describe seven things that you usually do and the things you are required to do now. You can use expressions such as these days, nowadays, this month, this summer, etc. An example is given in (i).
(i) ______________________________________________________.
(ii) ______________________________________________________.
(iii) ______________________________________________________.
(iv) ______________________________________________________.
(v) ______________________________________________________.
Answer:
(i) I normally get up at 7 o’clock but I am getting up at 5 a.m. these days.
(ii) I usually go to tuition but I am preparing my lessons myself these days.
(iii) I normally read my books but I’m writing out my lessons this month.
(iv) I generally study the textbooks but I’m studying the key books these days.
(v) I study for my lessons two hours a day but I’m studying ins ten hours this month.

Activity – 5
Imagine that panchayat elections are going to be held in your village and as a result, a lot of development work is taking place. Write five sentences, mentioning in each what the present condition in the village is and what new work is going on right now. Look at the example in (i) and use the hints provided in the other bits of your sentences.

(i) Drinking water.
______________________________________________________
(ii) Electricity
______________________________________________________
(iii) Roads
______________________________________________________
(iv) Medical facilities
______________________________________________________
(v) Education
______________________________________________________
Answer:
(i) Drinking water.
Our village has no water supply but now the government is providing piped water to every home.
(ii) Electricity
Our village has no electricity facilities but the government is fixing poles in our village for electricity.
(iii) Roads
Our village has no concrete road but the government is making a concrete road for the villagers.
(iv) Medical facilities
Our village has no dispensary but the government is providing a dispensary for us.
(v) Education
Our village has no primary school but the government is constructing a building for a primary school.

SECTION-III

Verbs that do not normally take the Progressive form.
Examine the pairs of sentences below.
(a) (i) I like to fish.
(ii) I am liking fish.
(b) (i) He feels very happy.
(ii) He is feeling the heat now.
(c) (i) Sugar tastes sweet.
(ii) The sugar in the market is tasting less sweet these days.
Verbs like feel, like, taste, love, hate, want, need, prefer, know; realize, suppose, mean, understand, believe, remember, belong, contain, consist, depend, seem, think, see, etc. are known as stative verbs. They refer to states rather than to events or actions. We use the Simple Present to refer to states that exist at the present moment. Some of these verbs can be used as dynamic or action-oriented. In that case, they go with an —ing form i.e., the Progressive form. Then the usual character of the verb
becomes action-oriented.

Activity — 6
Choose the correct alternative to fill in the blanks.
(a) Costs / is costing
(i) Gold ________ more and more these days.
(ii) Gold ________a great deal of money.
(b) thinks/is thinking
(i) He ________Don’t disturb him.
(ii) He ________very highly of you.
(c) enjoy/am enjoying
(i) I ________ games.
(ii) I ________this game.
Answer:
(a) (i) is costing
(ii) costs
(b) (i) is thinking
(ii) thinks
(c) (i) enjoy
(ii) am enjoying

Activity -7
Rewrite the sentences below without changing the meaning. Use the word given in capital letters, which must not be altered in any way.
Example :
These shoes are the wrong size for me. FIT
These shoes do not fit me.
(a) There are four gallons of petrol in the tank. CONTAINS
______________________________________________________
(b) I intend to go to Koraput next summer. THINKING OF
______________________________________________________
(c) The life of the Rajput family forms the subject of the story. DESCRIBES
______________________________________________________
(d) The doctor is looking at the X-Ray. HAVING A LOOK
______________________________________________________
(e) When I see this village I remember my childhood. REMINDS ME OF
______________________________________________________
(f) I am fond of sweets. LIKE
______________________________________________________
(g) In my opinion you should meet him again. THINK
______________________________________________________
Answer:
(a) The tank contains four gallons of petrol.
(b) I am thinking of going to Koraput next summer.
(c) The life of the Rajput family describes the subject of the story.
(d) The doctor is having a look at the X-Ray.
(e) This village reminds me of my childhood.
(f) I like sweets.
(g) I think you should meet him again.

Activity – 8
Use the verbs in brackets in the Simple Present or Present Progressive forms.
This year I ________ (study) English at Delhi University. I ________ (work) part-time in a public library. I’m lucky to have this job. I ________(not have to) get up early. The library ________ (open) at 10 and ________ (close) at 7. The work is interesting because people ________ (always come in) and ________ (ask) me to help them, so I ________ (learn) a lot about different subjects. I ________ (enjoy) the job and ________ (find) it very amusing too. People ________ (use) the strangest things as bookmarks. I have found a lock of black hair inside books. Matchsticks ________ (be) common and so ________ (be) bus tickets. My colleagues ________ (always find) things – even a ten rupee note, but I haven’t been so lucky! I often ________ (think) of a photograph I once found inside a book. It was the photograph of a beautiful girl, and on the back were the words ‘I ________ (love) you, and I ________ (miss) you very much.’
Answer:
This year I am studying English at Delhi University. I am working part-time in a public library. I’m lucky to have this job. I do not have to get up early. The library opens at 10 and closes at 7. The work is interesting because people always come in and ask me to help them, so I learn a lot about different subjects. I enjoy the job and find it very amusing too. People use the strangest things as bookmarks. I have found a lock of black hair inside books. Matchsticks are common and so is bus tickets. My colleagues always find things – even a ten rupee note, but I haven’t been so lucky! I often think of a photograph I once found inside a book. It was the photograph of a beautiful girl, and on the back were the words ‘I love you, and I miss you very much.

Odisha State Board BSE Odisha Class 9 Sanskrit Grammar Book Solutions Chapter 1 ବର୍ଷ Textbook Exercise Questions and Answers.

BSE Odisha Class 9 Sanskrit Grammar Solutions Chapter 1 ବର୍ଷ

ବର୍ଣ୍ଣ:
ଲିଖନ ପ୍ରକ୍ରିୟା ମାଧ୍ୟମରେ ଭାଷାକୁ ବ୍ୟକ୍ତକରିବାଲାଗି ଉପଯୋଗୀ ବିଶିଷ୍ଟ ଧ୍ଵନିଗୁଡ଼ିକୁ ବା ଧ୍ୱନ୍ୟାତ୍ମକ ସଙ୍କେତଗୁଡ଼ିକୁ ବର୍ଷ କୁହାଯାଏ ।
ସଂସ୍କୃତ ବର୍ଣ୍ଣମାଳା:
ସଂସ୍କୃତ ବର୍ଣ୍ଣମାଳାକୁ ଦୁଇଟି ପ୍ରଧାନ ଶ୍ରେଣୀରେ ବିଭକ୍ତ କରାଯାଏ ଯଥା – (କ) ସ୍ଵର, (ଖ) ବ୍ୟଞ୍ଜନ । ମହର୍ଷି ପାଣିନି ଅଷ୍ଟାଧ୍ୟାୟୀରେ ଚତୁର୍ଦ୍ଦଶ ମାହେଶ୍ଵର ସୂତ୍ରର ଉଲ୍ଲେଖ କରି ୯ଟି ସ୍ୱରବର୍ଣ୍ଣ ଓ ୩୩ଟି ବ୍ୟଞ୍ଜନବର୍ଣ୍ଣର ବିନ୍ୟାସ କରିଛନ୍ତି; ମାତ୍ର ଭାଷାରେ ପାଣିନୀୟ ବର୍ଣ୍ଣମାଳାସହ ଅଯୋଗବାହ ମିଶି ୪୯ ଗୋଟି ବର୍ଷର ବ୍ୟବହାର ଦେଖାଯାଏ; ଯଥା – ମାହେଶ୍ୱର ସୂତ୍ରର ସ୍ଵରବର୍ଷ ୯ + ବ୍ୟଞ୍ଜନବର୍ଣ୍ଣ ୩୩ + ଦୀର୍ଘସ୍ଵର ୪ + ଅଯୋଗବାହ ୩ = ୪୯ ।

ସୃରବର୍ଣ୍ଣ:
‘‘ସ୍ଵୟଂ ରାଜନ୍ତେ ଇତି ସ୍ୱରା’’ । ଯେଉଁ ବର୍ଷ ନିରପେକ୍ଷ ଭାବରେ ସ୍ଵତଃ ସ୍ପଷ୍ଟ ଉଚ୍ଚାରିତ ହୁଏ ତାହା ସ୍ୱରବର୍ଣ୍ଣ । ସ୍ୱରବର୍ଣ୍ଣ ସାହାଯ୍ୟରେ ବ୍ୟଞ୍ଜନର ସ୍ପଷ୍ଟ ଉଚ୍ଚାରଣ ସମ୍ଭବ ହୁଏ । ଉଚ୍ଚାରଣ କାଳର ମାତ୍ରା ଆଧାରରେ ଏହା ତିନିପ୍ରକାର; ଯଥା – (କ) ହ୍ରସ୍ଵ (ଖ) ଦୀର୍ଘ (ଗ) ପୃୃୃୃୃତ
ଏଠାରେ ଆମେ କେବଳ ହ୍ରସ୍ବ ଓ ଦୀର୍ଘସ୍ୱରର ଅଧ୍ୟୟନ କରିବା । ଏହାର ମୋଟ୍ ସଂଖ୍ୟା ୧୩ ଅଟେ ।
(କ) ହ୍ରସ୍ଵ ସ୍ବର :
ଅ, ଇ, ଉ, ୠ, ୡ ଏହି ମୂଳସ୍ବର ସମୁଦାୟ ପାଞ୍ଚଗୋଟି । ଏମାନଙ୍କର ଉଚ୍ଚାରଣ କାଳ ଏକ ମାତ୍ରା ସମୟ ବିଶିଷ୍ଟ ।
(ଖ) ଦୀର୍ଘସ୍ଵର :
ଆ, ଈ, ଊ, ୠ, ଏ, ଐ, ଓ, ଔ ସମୁଦାୟ ଆଠଗୋଟି । ଏମାନଙ୍କର ଉଚ୍ଚାରଣ କାଳ ଦୁଇମାତ୍ରା ସମୟ ବିଶିଷ୍ଟ । ଏମାନଙ୍କ ମଧ୍ୟରୁ ପ୍ରଥମ ଚାରିଗୋଟି ଦୀର୍ଘସ୍ବର ଆ, ଈ, ଊ, ଋ, ର ହ୍ରସ୍ବରୂପ କ୍ରମଶଃ ଅ, ଇ,ଉ, ଋ ଅଟେ । ଏ, ଐ, ଓ, ଔ, ର ହ୍ରସ୍ବରୂପ ନାହିଁ । ଏମାନେ ଯଥାକ୍ରମେ ଅ ସହିତ ଇ, ଏ, ଉ ଏବଂ ର ମିଳନରୁ ଉଚ୍ଚାରିତ ହେଉଥ‌ିବାରୁ ଏମାନଙ୍କୁ ସନ୍ଧ୍ୟକ୍ଷରର ମଧ୍ୟ କୁହାଯାଏ । (ଅ + ଇ = ଏ, ଅ + ଏ = ଐ, ଅ +ଉ = ଓ, ଅ + ଓ = : ଔ)

ବ୍ୟଞ୍ଜନବର୍ଣ୍ଣ:
ଯାହା ସ୍ଵରର ଅନୁଗାମୀ ବା ସ୍ଵର ବିନା ଯାହାର ଉଚ୍ଚାରଣ ହୋଇପାରେ ନାହିଁ ସେ ‘ବ୍ୟଞ୍ଜନ’ । ବର୍ଣ୍ଣମାଳାନ୍ତର୍ଗତ ‘କ’ ଆଦି ବ୍ୟଞ୍ଜନ ବର୍ଣ୍ଣ ସହିତ ଯେଉଁ ‘ଅ’ ମିଶାଯାଇ ଲେଖାଯାଏ ତାହା କେବଳ ବ୍ୟଞ୍ଜନର ଉଚ୍ଚାରଣଲାଗି ଉଦ୍ଦିଷ୍ଟ । ସମୁଦାୟ ବ୍ୟଞ୍ଜନ ସଂଖ୍ୟା ୩୩ । ଏହାର ଦୁଇଟି ଭାଗ ଅଛି – (କ) ବର୍ଗୀୟ ବ୍ୟଞ୍ଜନ, (ଖ) ଅବର୍ଗୀୟ ବ୍ୟଞ୍ଜନ ।
(କ) ବର୍ଗୀୟବ୍ୟଞ୍ଜନ :
ଏଗୁଡ଼ିକୁ ସ୍ପର୍ଶବର୍ଷ ମଧ୍ୟ କୁହାଯାଏ । ଏମାନଙ୍କ ସଂଖ୍ୟା ସମୁଦାୟ ୨୫ । ଏଗୁଡ଼ିକୁ ପାଞ୍ଚଗୋଟି ବର୍ଗରେ ବିଭକ୍ତ କରାଯାଇ ପ୍ରତ୍ୟେକ ବର୍ଗରେ ପାଞ୍ଚ ପାଞ୍ଚ ବର୍ଷଙ୍କୁ ସ୍ଥାନିତ କରାଯାଇଛି ।
(i) କ ବର୍ଗ – କ୍, ଖ୍, ଗ୍, ଘ, ଡ୍
(ii) ଚ ବର୍ଗ – ଚ୍, ଛ, ଜ୍, ଝ, ଭ୍
(iii) ଟ ବର୍ଗ – ଟ୍, ଠ୍, ଡା଼, ଢ, ଣ୍
(iv) ତ ବର୍ଗ – ତ୍, ଥ, ଦ୍, ଧ, ନ୍
(v)ପ ବର୍ଗ – ପ୍, ଫ୍, ବ୍, ଭ, ମ୍
ମୋଟ୍ = ୫ + ୫ + ୫ + ୫ + ୫ = ୨୫
(ଖ) ଅବର୍ଗୀୟବ୍ୟଞ୍ଜନ :
ଏମାନଙ୍କ ସଂଖ୍ୟା ସମୁଦାୟ ୮ । ଏହା ଦୁଇଭାଗରେ ବିଭକ୍ତ । ୧ – ଅନ୍ତଃସ୍ଥ, ୨ – ଉଷ୍ମ ।
(୧) ଅନ୍ତଃସ୍ଥ – ୟ, ର୍, ଲ୍, ବ୍
ଏହି ବର୍ଣ୍ଣମାନଙ୍କୁ ଅର୍ଦ୍ଧସ୍ବର ମଧ୍ୟ କୁହାଯାଏ । ଉଚ୍ଚାରଣ ସ୍ଥାନ ଦୃଷ୍ଟିରୁ ଏହି କ୍ରମ ଠିକ୍ ମନେହୁଏ; ମାତ୍ର ପାଣିନି ଇ – ଉ, ୠ, ୡ ର କ୍ରମ ଅନୁସାରେ ଏଗୁଡ଼ିକର କ୍ରମ ୟ-ବ୍-ର-ଲ୍ ରଖୁଛନ୍ତି କାରଣ ଏହି ଶ୍ରେଣୀଦ୍ଵୟ ଗୋଟିଏ ଅନ୍ୟର ରୂପାନ୍ତର । ଯଥା – ଇ → ଯ (ୟ) ଉ → ବ, ଋ → ଋ, ୡ → ଲ (ଯଦି + ଅପି ) = ଯଦ୍ୟପି, ସୁ + ଆଗତମ୍ = ସ୍ବାଗତମ୍, ପିତୃ + ଆଳୟ = ପିତ୍ରାଳୟ, ଅ + ଅନମ୍ = ଲବନମ୍ ।

ଯେଉଁ ‘ବ’ ସ୍ଥାନରେ ଉ, ଊ ହୁଏ (ବଚ୍, ବଦ୍, ସ୍ୱପ୍ ପ୍ରଭୃତି ଧାତୁର ବ), ସନ୍ଧିଦ୍ୱାରାଜାତ ‘ବ’ (ଅନ୍ଵେଷଣ, ସ୍ଵାଗତ, ପବନ, ଭାବୁକ ପ୍ରଭୃତି), ପ୍ରତ୍ୟୟର ‘ବ’ (ଧନବାନ୍, ମାୟାବୀ) ପ୍ରଭୃତି ‘ବ’ ଅନ୍ତଃସ୍ଥ ଅଟନ୍ତି ।
(୨) ଉଷ୍ମ – ଶ୍, ଷ୍, ସ୍, ହ୍
ମୋଟ୍ – ୪ + ୪ = ୮
ବ୍ୟଞ୍ଜନ ବର୍ଣ୍ଣକୁ ହଳ୍ ମଧ୍ୟ କୁହାଯାଏ । ଏହା ଅର୍ଥମାତ୍ରା ବିଶିଷ୍ଟ । ଏହାର ଉଚ୍ଚାରଣକାଳ ଅର୍ଥନିମେଷ ମାତ୍ର । କେବଳ ବ୍ୟଞ୍ଜନର ପ୍ରୟୋଗ ‘ହଲ୍‌’ ଚିହ୍ନ ( ) ଯୋଗରେ କରାଯାଏ ଏବଂ ଏହି ସଂକେତ ବର୍ଣ୍ଣର ଅଧୋଭାଗରେ ଅଙ୍କିତ ରହେ ।
ଅଯୋଗବାହ – ଂ ( ଅନୁସ୍ଵାର), ଃ (ବିସର୍ଗ), ‍ଁ (ଚନ୍ଦ୍ରବିନ୍ଦୁ) ଏହା ସ୍ଵରବର୍ଣ୍ଣ ଓ ବ୍ୟଞ୍ଜନ ବର୍ଣ୍ଣରେ ମିଶି ଉଚ୍ଚାରିତ ହୁଏ ।

ଅଭ୍ୟ।ସଃ
୧। କବର୍ଗବର୍ଷା କେ ?
(କ) _____ (ଖ) ______ (ଗ) ______ (ଘ) ______ (ଙ)
Answer:
(କ) କ
(ଖ) ଖ
(ଗ) ଗ
(ଘ) ଘ
(ଙ) ଙ

୨। ଚବର୍ଗବର୍ଷା କେ ?
(କ) _____ (ଖ) ______ (ଗ) ______ (ଘ) ______ (ଙ)
Answer:
(କ) ଚ
(ଖ) ଛ
(ଗ) ଜ
(ଘ) ଝ
(ଙ) ଞ

୩। ଟବର୍ଗବର୍ଷା କେ ?
(କ) _____ (ଖ) ______ (ଗ) ______ (ଘ) ______ (ଙ)
Answer:
(କ) ଟ
(ଖ) ଠ
(ଗ) ଡ
(ଘ) ଢ
(ଙ) ଣ

୪। ତବର୍ଗବର୍ଷା
(କ) _____ (ଖ) ______ (ଗ) ______ (ଘ) ______ (ଙ)
Answer:
(କ) ତ
(ଖ) ଥ
(ଗ) ଦ
(ଘ) ଧ
(ଙ) ନ

୫। ପବର୍ଗବର୍ଷା
(କ) _____ (ଖ) ______ (ଗ) ______ (ଘ) ______ (ଙ)
Answer:
(କ) ପ
(ଖ) ଫ
(ଗ) ବ
(ଘ) ଭ
(ଙ) ମ

୬। କେ ଅନ୍ତଃସ୍ଥବର୍ଣ୍ଣା ?
Answer:
ଯ, ର, ଳ, ବ।
୭ । କେ ଉଷ୍ମବର୍ଣ୍ଣା ?
Answer:
ଶ, ସ, ଷ ।
୮। ‘ଗଚ୍ଛତି’ଇତ୍ୟସ୍ମିନ୍ ପଦେ ସ୍ଵରବ୍ୟଞ୍ଜନାନି ପୃଥକ୍ ପୃଥକ୍ ଲିଖିତ ।
ଗଛତି = ଗ୍ + ଅ + ଚ୍ + ଛ୍ + ଅ + ତ୍ + ଇ
ସ୍ୱର :
(କ) _____ (ଖ) ______ (ଗ) ______
Answer:
(କ) ଅ
(ଖ) ଅ
(ଗ) ଇ

ବ୍ୟଞ୍ଜନ :
(କ) _____ (ଖ) ______ (ଗ) ______ (ଘ) ______ (ଙ)
Answer:
(କ) ଗ
(ଖ) ବ
(ଗ) ଛ
(ଘ) ତ

ଅଯୋଗବାହବର୍ଷ:
ଉପନ୍ଯୁକ୍ତ ବର୍ଷ ଅତିରିକ୍ତ ଅନୁସ୍ବାର (୧) ବିସର୍ଗ (୫) ଏବଂ ଅନୁନାସିକ () ର ପ୍ରୟୋଗ ସଂସ୍କୃତ ଭାଷାରେ ଦେଖାଯାଏ । ପ୍ରତ୍ୟାହାର ନିର୍ମାଣରେ ନିରପେକ୍ଷ ଓ ଣତ୍ବାଦି ପ୍ରୟୋଗରେ ସାପେକ୍ଷ ହୋଇଥିବାରୁ ଏମାନଙ୍କୁ ଅଯୋଗବାହ କୁହାଯାଏ । ଅନୁସ୍ବାର କୌଣସି ସ୍ବର ପରେ ନ୍ କିମ୍ବା ମ୍ ସ୍ଥାନରେ ଆସିଥାଏ । ଉଦାହରଣ – ଗୃହଂ ଗଚ୍ଛତି । ଏଠାରେ ‘ଗୃହମ୍’ ସ୍ଥିତ ମ୍ ସ୍ଥାନରେ ଏହାର ପୂର୍ବବର୍ତ୍ତୀ ‘ଅ’ ସ୍ବର ସହିତ ଅନୁସ୍ଵାରର ପ୍ରୟୋଗ ହୋଇଛି । ବିସର୍ଗର ପ୍ରୟୋଗ କୌଣସି ସ୍ଵର ପରେ ହୋଇଥାଏ ଏବଂ ଏହାର ପୃଥକ୍ ଉଚ୍ଚାରଣ ହୁଏ । ଉଦାହରଣ ନରଃ, ସାଧୁ ଇତ୍ୟାଦି । ଅନୁନାସିକର ସ୍ଵରୂପ ଚନ୍ଦ୍ରବିନ୍ଦୁ ଅଟେ; ଯଥା – କର୍ଣ୍ଣିଶ୍ଚିତ, ସଁବତ୍ସରଃ ଇତ୍ୟାଦି ।
ଲୌକିକ ସଂସ୍କୃତରେ ସାଧାରଣଭାବେ ବ୍ୟବହୃତ ହେଉଥିବା ବର୍ଷମାନଙ୍କର ସଂଖ୍ୟା ଅଣଚାଶ (ସ୍ବର-୧୩ + ବ୍ୟଞ୍ଜନ- ୩୩ + ଅଯୋଗବାହ – ୩)
ଶବ୍ଦ ଆରମ୍ଭରେ ‘ଯ’ରହେ; ମାତ୍ର ପଦ ମଧ୍ଯରେ ବା ଶେଷରେ ‘ଯ’ ଥିଲେ ‘ୟ’ ଉଚ୍ଚାରିତ ହୁଏ; ଯଥା – ଯୋଗ- ବିୟୋଗ, ଯମ-ନିୟମ ଇତ୍ୟାଦି ।

ଅଭ୍ୟ।ସଃ
ଶୁଦ୍ଧମ ଉତ୍ତରଂ ନିରୂପୟତ ।
୧। କେ ଅଯୋଗବାହବର୍ଣ୍ଣା ?
(କ) କ, ଖ, ଗ
(ଖ) ଶ, ସ, ଷ
(ଗ) ଂ, ଃ, ‍ଁ
(ଘ) ଚ, ଛ, ଜ
Answer:
(ଗ) ଂ, ଃ, ‍ଁ

୨। ଅନୁସ୍ଵାରସ୍ୟ କିଂ ସ୍ଵରୂପମ୍ ?
(କ) ଂ
(ଖ) ଃ
(ଗ) ‍ଁ
(ଘ) ମ୍
Answer:
(ଘ) ମ୍

୩। ବିସର୍ଗସ୍ୟ କିଂ ସ୍ଵରୂପମ୍ ?
(କ) ଂ
(ଖ) ଃ
(ଗ) ‍ଁ
(ଘ) ହ୍
Answer:
(ଖ) ଃ

୪। ସଂସ୍କୃତବର୍ଣ୍ଣମାଳାୟାଂ କତି ବର୍ଷା ବିଦ୍ୟନ୍ତେ ?
(କ) ୧୩
(ଖ) ୩୩
(ଗ) ୪୯
(ଘ) ୪୨
Answer:
(ଗ) ୪୯

ବର୍ଷଗୁଡ଼ିକର ଉଚ୍ଚାରଣ ସ୍ଥାନ :
କୌଣସି ବର୍ଣ୍ଣର ଉଚ୍ଚାରଣ ସମୟରେ ଆମ ମୁଖଗହ୍ଵରରେ ଏକ ବା ଏକାଧିକ ଭାଗ ସକ୍ରିୟ ହୋଇଥା’ନ୍ତି । ସେହି ଭାଗ ବା ଅଂଶ ସେହି ସଂପୃକ୍ତ ବର୍ଣ୍ଣର ଉଚ୍ଚାରଣ ଓ ଉତ୍ପତ୍ତି ସ୍ଥାନ । ସେହି ସ୍ଥାନର ନାମ ଅନୁସାରେ ତତ୍ ସଂଶ୍ଳିଷ୍ଟ ବର୍ଷ ମଧ୍ୟ ନାମିତ ହୋଇଥାଏ ।
ଉଦାହରଣସ୍ୱରୂପ : ଅ, ଆ, କ୍, ଖ୍, ଗ୍, ଘ, ଙ୍, ହ୍, ୫ (ବିସର୍ଗ) – ଏଗୁଡ଼ିକର ଉଚ୍ଚାରଣ ସ୍ଥାନ କଣ୍ଠ ହୋଇଥିବାରୁ ଏମାନେ କଣ୍ୟ ବର୍ଣ୍ଣ ।

ବିନ୍ୟ।ସ:

ଅଭ୍ୟ।ସଃ
୧। କେଷା ବର୍ଣ୍ଣାନାମ୍ ଉଚ୍ଚାରଣସ୍ଥାନଂ କଣ୍ଠ ଅସ୍ଥି ?
(କ) _____ (ଖ) _____ (ଗ) _____
(ଘ) _____ (ଙ) _____ (ଚ) _____
(ଛ) _____ (ଜ) _____ (ଝ) _____
Answer:
(କ) ଅ
(ଖ) ଆ
(ଗ) କ
(ଘ) ଖ
(ଙ) ଗ
(ଚ) ଘ
(ଛ) ଙ
(ଜ) ହ
(ଝ) ଃ

୨। କେ ତାଲବ୍ୟବର୍ଣ୍ଣା ?
(କ) _____ (ଖ) _____ (ଗ) _____
(ଘ) _____ (ଙ) _____ (ଚ) _____
(ଛ) _____ (ଜ) _____ (ଝ) _____
Answer:
(କ) ଇ
(ଖ) ଈ
(ଗ) ବ
(ଘ) ଛ
(ଙ) ଜ୍
(ଚ) ଟ୍
(ଛ) ଞ୍
(ଜ) ଯ୍
(ଝ) ଣ୍

୩। ମୂର୍ଦ୍ଧନ୍ଯବର୍ଷା କେ କେ ସନ୍ତି ?
(କ) _____ (ଖ) _____ (ଗ) _____
(ଘ) _____ (ଙ) _____ (ଚ) _____
(ଛ) _____ (ଜ) _____ (ଝ) _____
Answer:
(କ) ଋ
(ଖ) ଋ
(ଗ) ଟ୍
(ଘ) ଠ୍
(ଙ) ଡ୍
(ଚ) ଢ
(ଛ) ଣ୍
(ଜ) ର୍
(ଝ) ଷ

୪। କେ କେ ଦନ୍ତବର୍ଣ୍ଣା ?
(କ) _____ (ଖ) _____ (ଗ) _____ (ଘ) _____
(ଙ) _____ (ଚ) _____ (ଛ) _____ (ଜ) _____
Answer:
(କ) ଌ
(ଖ) ତ୍
(ଗ) ଥ୍
(ଘ) ଦ୍
(ଙ) ଧ୍
(ଚ) ନ୍
(ଛ) ଲ୍
(ଜ) ସ

୫। କେ କେ ଓଷ୍ୟବର୍ଣ୍ଣା ?
(କ) _____ (ଖ) _____ (ଗ) _____ (ଘ) _____
(ଙ) _____ (ଚ) _____ (ଛ) _____
Answer:
(କ) ଉ
(ଖ) ଊ
(ଗ) ଷ୍
(ଘ) ଫୁ
(ଙ) ବ୍
(ଚ) ଭ୍
(ଛ) ମ୍

୬। ଦନ୍ତୋଷ୍ୟ ତଃ ?
Answer:
ବ୍
୭। କଣ୍ଠତାଲବ୍ୟବର୍ଷେ କୌ ?
(କ) ______ (ଖ) _____
Answer:
(କ) ଏ (ଖ) ଐ

୮। ନାସିକ୍ୟବର୍ଣ୍ଣା କେ କେ ସନ୍ତି ?
(କ) _____ (ଖ) _____ (ଗ) _____ (ଘ) _____ (ଙ) _____
Answer:
(କ) ଙ୍
(ଖ) ଞ୍
(ଗ) ଣ୍
(ଘ) ନ୍
(ଙ) ମ୍

୯୮ ଶୂନ୍ୟସ୍ଥାନାନି ପୂରୟତ ।
ନାସିକ୍ଯବର୍ଣ୍ଣା ଉଚ୍ଚାରଣସ୍ଥାନମ୍
ଯଥା :
ଙ୍ ଉତ୍ତରମ୍ – ନାସିକା + କଣ୍ଠ
ଞ୍ (କ) ____ + ____
Answer:
ନାସିକା + ତାଳୁ

ଣ୍ (ଖ) ____ + ____
Answer:
ନାସିକା + ମୂର୍ଖ

ନ୍ (ଗ) ____ + ____
Answer:
ନାସିକା + ଦନ୍ତ

ମ୍ (ଘ) ____ + ____
Answer:
ନାସିକା + ଓଷ୍ଠ

୧୦। ନିମ୍ନଲିଖୂତାନାଂ ବର୍ଣ୍ଣାନାମ୍ ଉଚ୍ଚାରଣସ୍ଥାନାନି ଲିଖତ :
ମ୍ _____ ୟ _____ ସ୍ _____ ବ୍ _____ ଇ _____ ଙ୍ _____ ଲ୍ _____
Answer:
ମ୍ ନାସିକା
ୟ ତାଳୁ
ସ୍ ଦନ୍ତ
ବ୍ ଓଷ୍ଠ
ଇ ତାଳୁ
ଙ୍ ନାସିକା
ଲ୍ ଦନ୍ତ

୪। ବ୍ୟଞ୍ଜନ ସ୍ବର ସଂଯୋଗ :
‘ଅ’ ସ୍ବର ବ୍ୟତୀତ ଅନ୍ୟ ସ୍ବର ସହିତ ମିଶି ଉଚ୍ଚାରିତ ହେଉଥ‌ିବା ବ୍ୟଞ୍ଜନର ଲିଗ୍‌ ରୂପ ସେହି ସେହି ସ୍ଵରର ଚିହ୍ନଯୁକ୍ତ ହୋଇ ଅଙ୍କିତ ହୁଏ । ‘ଅ’ ସ୍ଵରର କୌଣସି ଚିହ୍ନ ନାହିଁ; ମାତ୍ର କ୍, ଖ୍, ଗ୍ ପ୍ରଭୃତି ଶୁଦ୍ଧ ବ୍ୟଞ୍ଜନ ସହିତ ‘ଅ’ ସ୍ଵର ଯୋଗ ହେଲେ ଏଗୁଡ଼ିକର ନିମ୍ନରେ ଥ‌ିବା ହଲନ୍ତ ଚିହ୍ନ ( ) ଲୋପପାଏ । ଉଦାହରଣସ୍ୱରୂପ – ‘କ’ ବ୍ୟଞ୍ଜନ ସହିତ ମିଶି ବିଭିନ୍ନ ସ୍ଵରର ମିଳିତ ରୂପ ନିମ୍ନରୂପେ ପ୍ରକାଶ ପାଏ ବା ଲେଖାଯାଏ ।

ଅଭ୍ୟ।ସଃ
୧। ପ୍ରସନ୍ନ ଇତି ପଦେ ଅ-ସ୍ବର ସଂଯୁକ୍ତାନି ବ୍ୟଞ୍ଜନାନି ଲିଖତ; ଯଥା –
(କ) _____ (ଖ) _____ (ଗ) _____
Answer:
(କ) ପ୍ର
(ଖ) ସ
(ଗ) ନ୍ନ

୨। ଜାଗରଣମ୍ ଇତି ପଦେ ଅ-ସ୍ୱର ସଂଯୁକ୍ତାନି ବ୍ୟଞ୍ଜନାନି ଲିଖତ ।
(କ) _____ (ଖ) _____ (ଗ) _____
Answer:
(କ) ଗ
(ଖ) ର
(ଗ) ଣ

୩ । ମାଳାକାରଃ ଇତି ପଦେ ଆ-ସ୍ଵର ସଂଯୁକ୍ତାନି ବ୍ୟଞ୍ଜନାନି ଲିଖ୍ ।
(କ) _____ (ଖ) _____ (ଗ) _____
Answer:
(କ) ମା
(ଖ) ଳା
(ଗ) କା

୪। ବିଲିଖତଃ ଇତି ପଦେ ଇ-ସ୍ୱର ସଂଯୁକ୍ତାନି ବ୍ୟଞ୍ଜନାନି ଲିଖତ ।
(କ) _____ (ଖ) _____ (ଗ) _____
Answer:
(କ) ବି
(ଖ) ଲି
(ଗ) ଖୁ

୫। ରୂପେଣ ଇତି ପଦେ ଊ-ସ୍ୱର ସଂଯୁକ୍ତ ବ୍ୟଞ୍ଜନ ଲିଖିତ ।
(କ) _____
Answer:
ରୁ

୬ । କୁରୁତ ଇତି ପଦେ ଉ-ସ୍ୱର ସଂଯୁକ୍ତବ୍ୟଞ୍ଜନେ ଲିଖତ ।
(କ) _____ (ଖ) _____
Answer:
(କ) କୁ
(ଖ) ରୁ

୭। ସୌଭାଗ୍ୟମ୍ ଇତି ପଦେ ଔ-ଯୁକ୍ତ ବ୍ୟଞ୍ଜନଂ ଲିଖତ ।
(କ) _____
Answer:
ସୌ

୮। ମତୈକ୍ୟମ୍ ଇତ୍ୟତ୍ର ଐ-ଯୁକ୍ତବ୍ୟଞ୍ଜନଂ ଲିଖିତ ।
(କ) _____
Answer:
ତୈ

୯ । କୃତିଃ ଇତ୍ୟତ୍ର ଋ-ଯୁକ୍ତବ୍ୟଞ୍ଜନ ଲିଖତ ।
(କ) _____
Answer:
କୃ

୧୦। ନିମ୍ନଲିଖତବର୍ଣ୍ଣାନାଂ ସଂଯୁକ୍ତରୂପଂ ଲିଖତ ।
(କ) ଚ୍ + ଯ + ଆ + କ୍ + ଅ + ର୍ + ଅ + ଣ୍ + ଅ + ମ୍ -= _______
Answer:
ବ୍ୟାକରଣମ୍

(ଖ) ମ୍ + ଇ + ତ୍ + ର୍ + ଅ + ମ୍ = _________
Answer:
ମିତ୍ରମ୍

(ଗ) ସ୍ + ଅ + ମ୍ + ଆ + ଚ୍ + ଆ + ର୍ + ଅ + ଃ = _______
Answer:
ସମାଚାରଃ

(ଘ) ଚ୍ + ଆ + ଷ୍ + ଟ୍ + ର୍ + ଅ + ମ୍ = _______
Answer:
ରାଷୄ୍ମ୍

(ଙ) ପ୍ + ଅ + ର୍ + ଇ + ଶ୍ + ର୍ + ଅ + ମ୍ + ଅ = _________
Answer:
ପରିଶ୍ରମ

Odisha State Board BSE Odisha Class 9 English Grammar Book Solutions Chapter 1 Parts of a Sentence Textbook Exercise Activity Questions and Answers.

BSE Odisha Class 9 English Grammar Solutions Chapter 1 Parts of a Sentence

⇒ What is a Sentence?
A sentence is a statement with words set in order to express our ideas, feelings, views etc. in a meaningful expression. (ଶବ୍ଦଗୁଡ଼ିକୁ ଠିକ୍ ଭାବରେ ସଜାଇ ଆମ୍ଭେମାନେ ଆମର ଭାବନା, ମତ, ଅନୁଭୂତି ଆଦିକୁ ଅର୍ଥପୂର୍ଣ୍ଣ ଭାବରେ ପ୍ରକାଶ କରିବାର ଉକ୍ତିକୁ ବାକ୍ୟ କୁହାଯାଏ ।)

Or, A group of words that makes complete sense is called a sentence.
(କେତୋଟି ଶବ୍ଦ ମିଶି ଏକ ସଂପୂର୍ଣ୍ଣ ଅର୍ଥ ପ୍ରକାଶ କଲେ ତାହାକୁ ମଧ୍ୟ ବାକ୍ୟ କୁହାଯାଏ ।)

⇒ Parts of a Sentence :
A sentence (Particularly a simple sentence) consists of two main parts.
(ଗୋଟିଏ ବାକ୍ୟ ମୁଖ୍ୟତଃ ଗୋଟିଏ ସରଳବାକ୍ୟ ୨ଟି ମୁଖ୍ୟ ଅଂଶ ବା ଭାଗକୁ ନେଇ ଗଠିତ ।)

In the above table diagram, the subject words are An aeroplane, Children and You. (ଉପରୋକ୍ତ ସାରଣୀ ଚିତ୍ରରେ କର୍ତ୍ତା ଶବ୍ଦ ବିଶେଷ ହେଲା Aeroplane, Children ଓ You.)

Similarly the essential parts of the predicate phrase are the verbs or verb words like flies, are and have made. (ସେହିଭଳି Predicate Phrase ବା ବିଧେୟର ମୁଖ୍ୟ ବା ଆବଶ୍ୟକୀୟ ଶବ୍ଦ ହେଉଛି କ୍ରିୟା (verb) ଯଥା- flies, are ଓ have made)

Remember: By a subject, we mean a noun or pronoun provided the subject is a one-word
constituent. Similarly by a predicate, we mean particularly a verb or verbs.]
(ମନେରଖ : ଯଦି ବାକ୍ୟରେ Subject ଗୋଟିଏ ପଦବିଶିଷ୍ଟ ଶବ୍ଦ ହୋଇଥାଏ, ତାହା ନିଶ୍ଚୟ Noun Pronoun। ସେଇଭଳି Predicate ବା ବିଧେୟର ମୁଖ୍ୟ ଅଂଶ ହେଉଛି Verb ବା କ୍ରିୟାପଦ ।)

Examples:

Subject (One word)	Predicate (One or more words)
(Noun /Pronoun)	Verb (s)
Wind (ପବନ) (noun)	blows.
It pronoun (ସର୍ବନାମ)	was raining.
I (pronoun)	am.

(The head word of the subject is either a noun or pronoun and the head word of the predicate is a verb)

Let’s know more about the subject (କର୍ତ୍ତା ବା ଉଦ୍ଦେଶ୍ୟ ବିଷୟରେ ଅଧିକ ଜାଣିବା) : The subject of a sentence can be as the following. (ନିମ୍ନରେ ପ୍ରଦତ୍ତ ବାକ୍ୟାଶଗୁଡ଼ିକ subject ବା କର୍ରାର ବିଭିନ୍ନ ରୂପ)
(i) Proper noun (ନାମବାଚକ ବିଶେଷ୍ୟ)
Sudha is a clever girl.

(ii) Personal pronoun (ବ୍ୟକ୍ତିବାଚକ ସର୍ବନାମ)
You were intelligent (ବୁଦ୍ଧିମାନ).
(Other personal pronouns are ‘it’, ‘she’, ‘he’, ‘they’, ‘we’ etc.)

(iii) Demonstrative pronoun (ପ୍ରଦର୍ଶକ ସର୍ବନାମ)
This / that was an old woman.
These / those are my textbooks

(iv) Noun / Noun phrase (ବିଶେଷ / ବିଶେଷ୍ୟ ବାକ୍ୟାଶ)
Book is useful. (noun)
A good book is admired (ପ୍ରଶଂସିତ) by one and all.

(v) Grammatical Subject ‘There’ (ବ୍ୟାକରଣଗତ କର୍ମା) / ‘There’)
There was a troupe of monkeys (ପଲେ ମାଙ୍କଡ଼) on the roof.

(vi) Dummy subject ‘it’ (ଛଦ୍ମବେଶୀ କର୍ତ୍ତା ‘it’) (ସମୟ, ଦୂରତା, ମୂଲ୍ୟ ଅର୍ଥରେ)
It is ten (minutes) to six p.m. (ସଂଧ୍ୟା ୬ଟା ବାଜିବାକୁ ଦଶ ମିନିଟ୍ ଅଛି)
It is 10 a.m.
It is just a Kilometre to my house (ଦୂରତା).

(vii) Some adverbs function as subjects (କର୍ତ୍ତା ରୂପେ କାର୍ଯ୍ୟକରୁଥିବା କେତେକ କ୍ରିୟା ବିଶେଷଣ)
Today is Friday. (Adverb of time)
Yesterday was Thursday. (Adverb of time)

(viii)Verbal noun (When a verb functions (କାର୍ଯ୍ୟ କରେ) like a noun)
Smoking causes cancer to the lungs (ଫୁସ୍‌ଫୁସ୍).
Swimming is enjoyable (ଉପଭୋଗ୍ୟ).

(ix) Infinitive (ଅସମାପିକା କ୍ରିୟା) (To + verb)
To err is human. (ଭୁଲ୍ କରିବା ମାନବୀୟ)
To swim against the current is dangerous.(ସ୍ରୋତରେ ପ୍ରତିକୂଳରେ ପହଁରିବା ବିପଜ୍ଜନକ ।)
(Here’ against the current is the post-modifier after the headword ‘to swim’ )

(x) Clause ( ବାକ୍ୟଖଣ୍ଡ ବା ଖଣ୍ଡବାକ୍ୟ)
What you told me yesterdy was absolutely (ସଂପୂର୍ଣ୍ଣ) true.
That Seema’s father died so young is a great sorrow.

(A sentence always begins with a Capital Letter)
(ବାକ୍ୟ ସର୍ବଦା ବଡ଼ ଅକ୍ଷରରୁ ଆରମ୍ଭ ହୋଇଥାଏ।)

Various elements of a sentence (ଗୋଟିଏ ବାକ୍ୟର ବିଭିନ୍ନ ଉପାଦାନ):

A sentence (having a subject and a predicate) is made up of various grammatical items or parts of speech. (ଗୋଟିଏ ବାକ୍ୟ କର୍ତ୍ତା ବା ଉଦ୍ଦେଶ୍ୟ ଓ ଗୋଟିଏ ବିଧେୟକୁ ନେଇ ଗଠିତ। ବାକ୍ୟରେ ବିଭିନ୍ନ ବ୍ୟାକରଣଗତ ଉପାଦାନ (ପଦ) ରହିଥାଏ ।)

1. Noun (ବିଶେଷ୍ୟପଦ)
A noun is a word which denotes the name of person, things, place, animal, quality, action, state. (ଯେଉଁ ଶବ୍ଦ କୌଣସି ବ୍ୟକ୍ତି, ବସ୍ତୁ, ସ୍ଥାନ, ପ୍ରାଣୀ, ଗୁଣ, କାର୍ଯ୍ୟ ବା ଅବସ୍ଥାକୁ ସୂଚିତ କରେ, ତାହାକୁ ବିଶେଷ୍ୟପଦ କୁହାଯାଏ ।)
A noun is a naming word. (ବିଶେଷ୍ୟ ପଦ ହେଉଛି ଏକ ନାମବାଚକ ଶବ୍ଦ।)
Examples :
(i) Delhi stands on the Yamuna. (place)
(ii) Mango gives good flavour (ସ୍ୱାଦ). (thing, quality)
(iii) Ritesh came to our house yesterday. (person, place)
(iv) Laughter (ହସ) tones up (ବୃଦ୍ଧି କରାଇଥାଏ) our health. (action/action)
(v) Jealousy (ଈର୍ଷା) ruins (ସର୍ବନାଶ ଘଟାଇଥାଏ) one’s mental contentment (ମାନସିକ ତୃପ୍ତି). (quality, state)

2. Pronoun (ସର୍ବନାମ)
Here the word ‘pro’ means ‘instead of. (‘pro’ ର ଅର୍ଥ “ ବଦଳରେ’ ବା ‘ ପରିବର୍ତ୍ତେ’)
A pronoun is a word which is used in place of or instead of a noun.
(ଗୋଟିଏ ବିଶେଷ୍ୟପଦ ବଦଳରେ ବା ସ୍ଥାନରେ ଯେଉଁ ଶବ୍ଦ ବ୍ୟବହୃତ ହୁଏ, ତାହାକୁ ସର୍ବନାମ କୁହାଯାଏ।)
Examples:
(i) Dasarath was the king of Ayodhya. (noun)
He loved Rama, the eldest son very much. (He = pronoun (used for Dasaratha))
(ii) My name is Nabakishore. (noun phrase)
I write for ‘Saurav’ regularly. (pronoun)
(iii) Children are fond of sweets. (noun)
They are the angels. (pronoun)

3. Adjective (ବିଶେଷଣପଦ)
An adjective is a word that describes or qualifies a noun or a pronoun.
(ଯେଉଁ ପଦ ବିଶେଷ୍ୟପଦର ଗୁଣ, ଅବସ୍ଥା, ସଂଖ୍ୟା, ଉଦ୍ଦେଶ୍ୟ, ରଂଗ, ଆକାର, ଆକୃତି ଆଦି ବିଷୟରେ ସୂଚନା ଦିଏ, ତାହାକୁ ବିଶେଷଣ ପଦ କୁହାଯାଏ।)
Examples:
(i) Kapilendra Dev was a great conqueror (ବିଜୟୀ). (quality)
(ii) A cricket ball is round. (shape)
(iii) Someone (କେହି ଜଣେ) is sitting on a plastic chair.(making)
(iv) Grass is green. (colour)
(v) An old good couple (ସ୍ଵାମୀ, ସ୍ତ୍ରୀ) lived in this cottage (କୁଡ଼ିଆ). (age, quality, demonstration)
(vi) We don’t have much water in the well. (quantity)

4. Verb (କ୍ରିୟାପଦ)
A verb is a word that denotes an action or event or state represented by a subject.
ଯେଉଁ ପଦ କର୍ତ୍ତାର କାର୍ଯ୍ୟ ବା ଅବସ୍ଥାକୁ ସୂଚିତ କରେ ତାହାକୁ କ୍ରିୟାପଦ କୁହାଯାଏ ।)
A verb is doing or telling word.
Examples:
(i) The doctor operated (ଅସ୍ତ୍ରୋପଚାର କଲେ) the patient.
(ii) Tiger is (ଅଟେ) our national animal.
(iii) Has the match been won (ଜିତାଯାଇଛି) by the team India?
(iv) Mr Suresh Bharalawala has (ଅଛି) a massive building (ବିଶାଳ କୋଠାଘର).

5. Adverb (କ୍ରିୟାବିଶେଷଣ)
An adverb is a word that adds (qualifies) more information about place, time, manner, cause, frequency (ବାରମ୍ବାରତା), degree (ପରିମାଣ) etc. to verb or an adjective or another adverb. (ଯେଉଁ ପଦ କ୍ରିୟାପଦ (ମୁଖ୍ୟତଃ) ବା ବିଶେଷଣ ବା ଅନ୍ୟ ଏକ କ୍ରିୟାପଦର ସ୍ଥାନ, ସମୟ, କାରଣ, ପରିମାଣ ଆଦିକୁ ବିଶେଷିତ କରେ, ତାହାକୁ କ୍ରିୟାବିଶେଷଣ ପଦ କୁହାଯାଏ ।)
An adverb is a modifying word (ଏକ ବିଶେଷିତ ଶବ୍ଦ).
Examples:
(i) Uncle has come today. (time)
(ii) What is Susil doing there? (place)
(iii) Do you ever tell lies? (ମିଛକଥା) (frequency)
(iv) A student ought to write (ଲେଖୁବା ଉଚିତ) quite clearly. (degree)
(v) Some people are very helpful. (How helpful modifying the adjective ‘helpful’)

6. Preposition (ବିଭକ୍ତିସୂଚକ ଅବ୍ୟୟ ବା ପୂର୍ବପଦ)
A preposition is a word that shows the relation between a noun or a pronoun with some other word(s) in a sentence.
(ଯେଉଁ ପଦ ଗୋଟିଏ ବିଶେଷ୍ୟ ବା ସର୍ବନାମ ପଦ ସହିତ ବ୍ୟବହୃତ ହୋଇ ଅନ୍ୟପଦ ବା ପଦମାନଙ୍କ ସହିତ ସମ୍ପର୍କ ସୂଚିତ କରିଥାଏ, ତାହାକୁ ଅବ୍ୟୟ ବା ବିଭକ୍ତି ବା ପୂର୍ବପଦ କୁହାଯାଏ।)

A preposition is a relating word
(ଅବ୍ୟୟ ହେଉଛି ଏକ ସଂପର୍କ ବା ସମ୍ବନ୍ଧ ଜନିତ ଶବ୍ଦ।)
Examples:
(i) The sky is over (ଉପରେ) our heads.
(ii) The child held his mother tightly in fear.
(iii) Sivaji swam across (ଏପଟରୁ ସେପଟକୁ) the small river.
(iv) Mr Mohapatra lives on (ଉପରେ) the first floor.
(v) Don’t stare at (ଆଡ଼କୁ ଖରାପ ଦୃଷ୍ଟିରେ ଚାହିଁବା) that girl.

Let’s know some useful uses of prepositions:

AT	IN	ON
(Time) Clock time:	(Time) Month/year/season:	(Time) Day/date/special occasion:
at 6 p.m, at 10 a.m at 8 o’clock in the evening Parts of day and night: at dawn/dusk / sunrise sunset/midnight/ midday/noon	in April, in December, in 2019, in 1947, inChaitra, in Winter, in Spring etc. Parts of day/night: in the evening / the afternoon / the morning / the night	on Sunday / Friday / Saturday / his birthday the marriage day/ the full moon day
AT (Place)	IN (Place)	ON (Place)
at home / the cinema / the airport / the station / the shop/taxi stand / school/college / the cricket/football match	In India / America / Japan / the village / the park / the town / the city / the garden / the kitchen / the classroom / Odisha	On the first/second floor / the Railways / the way / tea plantation / the T.V / the school/college campus

Other Examples:
In:
in fear
in pen/ink

(fall)
in pieces
in the dry weather
in the sunshine
in the end
in danger

at:
at sight (shoot)
at the end
at the beginning
at last
at ease (ସହଜରେ)
at home (ଦକ୍ଷ) (ବିଷୟରେ)
at sea (ଦୁର୍ବଳ) (ବିଷୟରେ)

On:
on foot (ଚାଲି ଚାଲି)
on sale
on the whole
on fire
on the phone
on the beach / the coast / the bank
on a business / an official tour (ଗସ୍ତ)
on the other hand (ଅପର ପକ୍ଷରେ)

7. Conjunction (ସଂଯୋଜକ ଅବ୍ୟୟ)
A conjunction is a word which is used to join two or more words, phrases, clauses or sentences.
(ଯେଉଁ ପଦ ଦୁଇ ବା ତହିଁରୁ ଅଧ‌ିକ ଶବ୍ଦ, ବାକ୍ୟାଶ, ଖଣ୍ଡବାକ୍ୟ ଓ ବାକ୍ୟଖଣ୍ଡଗୁଡ଼ିକ ସଂଯୋଜନା କରେ ବା ଯୋଗକରେ, ତାହାକୁ Conjunction ବା ସଂଯୋଜକ ଅବ୍ୟୟ କୁହାଯାଏ ।)
A conjunction is a joining word. (ଏକ ସଂଯୋଜକ ଅବ୍ୟୟ ଏକ ଯୋଗକାରୀ ପଦ।)
Examples:
(i) Father and I (not ‘I’ and father) travelled to Mumbai. (Joining Father, I)
(ii) He is poor; nevertheless (ହେଲେ ମଧ୍ୟ / ତଥାପି) he is happy. (Joining two clauses or sentences ‘He is poor’ and ‘he is happy’ )
(iii) The accident occurred (ଘଟିଲା) as/because/since (ଯେହେତୁ / କାରଣ) the driver had lost control over the bus.
(iv) Jhilla lost her mobile and her money purse. (her mobile (noun), her money purse (noun phrases).

8. Interjection (ବିସ୍ମୟସୂଚକ ପଦ)
An interjection is a word which denotes sudden emotions of sorrow, happiness, praise etc. of a speaker. ( ବକ୍ତାଙ୍କର ହଠାତ୍ ବା ଅପ୍ରତ୍ୟାଶିତ ଆବେଗ; ଯଥା- ଦୁଃଖ, ଆନନ୍ଦ, ପ୍ରଶଂସା, ଘୃଣା ଆଦି ଆବେଗକୁ ସୂଚିତ କରୁଥୁବା ଶବ୍ଦକୁ ବିସ୍ମୟସୂଚକ ପଦ କୁହାଯାଏ। )
(i) Alas! (ଆହାଃ) Amit’s mother is dead. (ଦୁଃଖ)
(ii) Hurrah ! (ହୁରେ !) We have beaten (ପରାସ୍ତ କରିଛୁ) Pakistan. (ଆନନ୍ଦର ଚିତ୍କାର)
(iii) Ah ! I’m quite tired. (ଓହୋ) (ଯନ୍ତ୍ରଣା)
Besides the above 8 parts of speech, a sentence also takes ‘articles’ and ‘demonstrative’. (ଉପରୋକ୍ତ ଆଠଟି ପଦକୁ ଛାଡ଼ି, ବାକ୍ୟର ଅନ୍ୟ ମୁଖ୍ୟ ଅଂଶ ରୂପେ article ଓ demonstrative କୁ ମଧ୍ୟ ଗ୍ରହଣ କରାଯାଏ ।)
Examples:
(i) An orange is good for health. (article)
(ii) We have formed a union. (article / ସଂଘ)
(iii) The film has become a smash hit. (article)
(iv) This / That is a lazy boy. (demonstrative)
(v) Those / These were foreign televisions, (demonstrative)

Position of Subjects and Predicates in different sentences (ବିଭିନ୍ନ ବାକ୍ୟରେ କର୍ତ୍ତା ବା ଉଦ୍ଦେଶ୍ୟ ଓ ବିଧେୟର ବ୍ୟବହୃତ ସ୍ନାନ)

1. Declarative Sentence / Assertive Sentence / Statement (ବିବୃତିମୂଳକ ବାକ୍ୟ) :
Declarative Sentence or Statement. (ଯେଉଁ ବାକ୍ୟ କୌଣସି ବସ୍ତୁ ବା ବ୍ୟକ୍ତି (ପ୍ରାଣୀ, ସ୍ଥାନ, ଆଦି) ବିଷୟରେ ବିବୃତି ବା ତଥ୍ୟ ପ୍ରଦାନ କରେ, ତାହାକୁ ବିବୃତିମୂଳକ ବାକ୍ୟ କୁହାଯାଏ ।)
A Declarative sentence usually begins with a subject. (ଗୋଟିଏ ବିବୃତିମୂଳକ ବାକ୍ୟ ସାଧାରଣତଃ subject ବା କର୍ଲାରୁ ଆରମ୍ଭ ହୋଇଥାଏ ।)
Examples:

Subject	Predicate
(i) The earth	moves round the sun.
(ii) Smita	never tells a lie.
(iii) Walking	is a good exercise.
(iv) There	was a bike – point at this part of the town.
(v) To work	is worship.
(vi) It	may rain today (ଆଜି ବର୍ଷା ହୋଇପାରେ)
(vii) Mini	always wears cotton dresses.

2. Interrogative Sentence :
A sentence that asks a question about something or somebody is called an Interrogative Sentence
(ଯେଉଁ ବାକ୍ୟ କୌଣସି ବସ୍ତୁ ବା ବ୍ୟକ୍ତି ସଂପର୍କରେ ପ୍ରଶ୍ନ କରେ, ତାହାକୁ ପ୍ରଶ୍ନସୂଚକ ବାକ୍ୟ କୁହାଯାଏ ।)

An interrogative sentence ends with a mark of interrogation or question (?).
(ଗୋଟିଏ ପ୍ରଶ୍ନସୂଚକ ବାକ୍ୟ ଏକ ପ୍ରଶ୍ନସୂଚକ ଚିହ୍ନ (?) ରେ ଶେଷ ହୁଏ ।)

A. Subject	Predicate
(i) Who	doesn’t love his country ?
(ii) What	has happened?
(iii) Who	wrote Shakuntala?

B. Subject	Predicate
(i) How is	your uncle?
(ii) What is	his problem?
(iii) What is	the matter?

C. One part of the predicate	Subject	Another part of the predicate
(i) Did	the teacher	punish the wicked boy?
(ii) Why are	the cattle	thirsty?
(iii) Where do	the family	live?
(iv) Can	the doctor	conduct his operation?

3. Imperative Sentence:
A sentence that expresses a command, a request, advice, suggestion or a desire is said to be an Imperative Sentence. (ଯେଉଁ ବାକ୍ୟ ଗୋଟିଏ ଆଦେଶ, ଅନୁରୋଧ, ଉପଦେଶ, ପ୍ରସ୍ତାବ, ସତର୍କତା ବା କାମନା (ଇଚ୍ଛା)ର ଅର୍ଥ ପ୍ରକାଶକରେ, ତାହାକୁ ଅନୁଜ୍ଞାସୂଚକ ବାକ୍ୟ କୁହାଯାଏ ।)

The subject ‘you’ is understood or implied (not mentioned) in an Imperative Sentence.
(ଏକ ଅନୁଜ୍ଞାସୂଚକ ବାକ୍ୟରେ କର୍ତ୍ତା ‘you’ ସାଧାରଣତଃ ଊତ୍ସ୍ୟ ଥାଏ ।)
Examples:

	Subject	Predicate
(i)	×	Never surrender (command) (ଆତ୍ମସମର୍ପଣ କର ନାହିଁ).
(ii)	×	Lend me your book, please, (request)
(iii)	×	Help us, O God. (entreaty) (ନିବେଦନ)
(iv)	×	Do well. (advice)
(v)	×	Keep your school neat and clean.
(vi)	×	Don’t drive recklessly (ବେପରୁଆ ଭାବରେ). (warning / ସତର୍କ)

The Imperative Sentence expressing suggestion has the objective form of the subject after
‘Let’. (ଅନୁଜ୍ଞାସୂଚକ ବାକ୍ୟରେ ପ୍ରସ୍ତାବ ଅର୍ଥରେ Let ପରେ subject ର object form (କର୍ମରୂପ) ବ୍ୟବହାର କରାଯାଏ ।)
(i) Lets us / Let’s start the work again.
[us = objective pronoun; subject = we]
(ii) Let him go. (ତା’କୁ ଯିବାକୁ ଦିଅ।)
[him = objective pronoun; subject = he]
(iii) Let them decide the matter. (ସେମାନଙ୍କୁ ଘଟଣାଟିକୁ ସ୍ଥିର କରିବାକୁ ଦିଆଯାଉ।)
[them = objective pronoun; subject = they]
(iv) Let the child play the doll.
[the child = subject/object]

4. Exclamatory Sentence
A sentence that expresses some sudden or strong feeling is called an Exclamatory Sentence.
(ଯେଉଁ ବାକ୍ୟ ବକ୍ତାଙ୍କର ହଠାତ୍ ବା ଅପ୍ରତ୍ୟାଶିତ ଆବେଗ (ଖୁସି, ଦୁଃଖ, ଘୃଣା, ପ୍ରଶଂସା) ଆଦିକୁ ପ୍ରକାଶ କରେ, ସେପରି ବାକ୍ୟକୁ ବିସ୍ମୟସୂଚକ ବାକ୍ୟ କୁହାଯାଏ ।)

An exclamatory mark (!) is placed at the end of an exclamatory sentence.
(ବିସ୍ମୟ ବାକ୍ୟର ଶେଷରେ ବିସ୍ମୟସୂଚକ ଚିହ୍ନ ଦିଆଯାଏ ।)
Examples:

A. One Part of the Predicate	Subject	Another Part of the Predicate
(i) How beautiful	the rose	is !
(ii) How nicely	she	sings!
(iii) What	a tragic accident	(it is/was) !
(iv) How heart-breaking (ହୃଦୟ ବିଦାରକ)	the news!	(it is/was) !
(v) What	a splendid sight! (ଚିତ୍ତାକର୍ଷକ ଦୃଶ୍ୟ)	(it is/was) !

Remember:
In some exclamatory sentences, subject and predicate are hardly uttered.
(କେତେକ ବିସ୍ମୟସୂଚକ ବାକ୍ୟରେ କର୍ତ୍ତାରେ କର୍ତ୍ତା ଓ ବିଧେୟକୁ ପ୍ରାୟ ଉଚ୍ଚାରଣ କରାଯାଏ ନାହିଁ ।)
(i) What on earth ! (କି ଆଶ୍ଚର୍ଯ୍ୟ !)
(ii) What nonsense ! (କି ବାଜେକଥା !)
(iii) What an innings ! (କି ପାଳି ! )(କ୍ରିକେଟରେ)
(iv) How exciting ! (କି ଚାଞ୍ଚଲ୍ୟକାରୀ !)

B.	Predicate	Subject
	(i) Up went	my kite!
	(ii) Here comes	Raju’s headmaster!
	(iii) There goes	Shreeya’s school bus!
	(iv) Down sank	the ship!
	(v) Away went	father!

Look at the subject position of ‘It’ (‘It’ ର କର୍ରାର ସ୍ଥାନକୁ ଦୃଷ୍ଟିଦିଅ) :
(i) How cold it is! (କି ଥଣ୍ଡା !)
(ii) Is it still raining? (ଏପର୍ଯ୍ୟନ୍ତ ବି ବର୍ଷା ହେଉଛି !)
(iii) How long (କେତେ ସମୟ) will it take you to learn to drive this car?
(iv) It is so! (ତା’ହେଲେ ଏମିତି)

Remember:
(i) A sentence has two parts – the subject and the predicate.
(ଗୋଟଏ ବାକ୍ୟର ୨ଟି ଅଂଶ ରହିଛି – କର୍ତ୍ତା (ଉଦ୍ଦେଶ୍ୟ) ଓ ବିଧେୟ ।)
(ii) The name of the person or thing we speak about is called the subject and it is usually a noun or a noun phrase.
(ଯାହା ବିଷୟରେ (ବ୍ୟକ୍ତି ବା ବସ୍ତୁ) ଆମ୍ଭେ କିଛି କହୁ ବା ଯିଏ କିଛି କରେ ତାହାକୁ କର୍ଭା / ବା ଉଦ୍ଦେଶ୍ୟ କୁହାଯାଏ ଓ ଏହା ହେଉଛି ଏକ ବିଶେଷ୍ୟ ବା ବିଶେଷ୍ୟ ବାକ୍ୟାଶ।)
(iii) The predicate says something about the subject or tells us what the subject does.
(ବିଷୟରେ ବା କର୍ରା ଯାହା କରେ ସେ ବିଷୟରେ ବାକ୍ୟର ଯେଉଁ ଭାଗ କହେ, ତାହାକୁ ବିଧେୟ କୁହାଯାଏ।)

Textual Activities With Answers

Activity – 1

There are some words in tables ‘A’ and ‘B’ You have to join them suitably by drawing a line to make a meaningful expression. Then write the complete sentence. One has been done for you. (ଟେବୁଲରେ ଥିବା ଅଂଶଗୁଡ଼ିକୁ ସଠିକ୍ ଭାବରେ ଯୋଗକରି ଅର୍ଥପୂର୍ଣ ବାକ୍ୟ ତିଆରି କର ।) (ତୀରଚିହ୍ନ ଟାଣି)

Answer:

1. The boy is intelligent.
2. The Chinese (ଚୀନାମାନେ) are very industrious.
3. Dilip Tirkey is a popular hockey player.
4. Trees provide us with oxygen.
5. The cows feed on grass.

Activity – 2

Put the words in the correct order. The first one has been done for you.
(ଉଦାହରଣ ପରି ଶବ୍ଦଗୁଡ଼ିକୁ କ୍ରମ ଅନୁସାରେ ସଜାଅ।)
1. her/you / waiting / for / are?
Answer:
Are you waiting for her?

2. he / song/listening / this / is / to / not
Answer:
He is not listening to this song.

3. have / for / you / cooked / I / not.
Answer:
I have not cooked for you.

4. a / he / tall / boy / is
Answer:
He is a tall boy.

5. nation / is / the / our / Gandhiji / Father / of
Answer:
Gandhiji is the Father of our nation.

6. get / you / do / when / up?
Answer:
When do you get up?

7. all / is / that / not / gold/glitters.
Answer:
All that glitters is not gold.
(ସବୁ ଚକଚକିଆ ଦ୍ରବ୍ୟ ସୁନା ନୁହେଁ ।)

8. singing / is / so / Anima / sweetly.
Answer:
Anima is singing so sweetly.

9. you / guess / can / answer / the?
Answer:
Can you guess the answer?

10. the / sun / at / look.
Answer:
Look at the sun.

Activity – 3

Now write 6 sentences using the information given below.
(ତଳେ ଦିଆଯାଇଥିବା ସୂଚନା ବ୍ୟବହାର କରି ୬ଟି ବାକ୍ୟ ଲେଖ ।)

1. This is Shrinivas.
Answer:
This is Shrinivas.

2. (Father- Mr. Subash Chandra)
Answer:
Mr Subas Chandra is his father.

3. (Age-fifteen)
Answer:
Shrinivas is fifteen.

4. (Sister- a singer)
Answer:
His sister is a singer.

5. (not an early riser)
Answer:
She is not an early riser.

6. (Hobby-swimming)
Answer:
Her hobby is swimming. (ଅବସର ପ୍ରିୟ କାର୍ଯ୍ୟ)

Read the following dialogue and the instructions given below :
Traffic Police – Stop, don’t move,
Bike-rider – Sorry! Help me a bit please.
Traffic Police – How can I help you?
Bike-rider – Please, tell me the way to the Sainik School.
Traffic Police – Well, I’ll draw a road map for you.

Instructions:
1. Go straight along the N.H. up to Jayadev Vihar.
2. Turn left.
3. Take the Nandankanan Road.
4. Turn right at Nalco Chhak.
5. Then come to the Sainik School on left.
Bike-rider – Thank you very much, Sir.

Activity – 4

Read the above dialogue and instructions about the roadmap. Identify the subjects and predicates. (ଉପର ଲିଖୁତ କଥୋପକଥନ roadmap ରାସ୍ତା ମାନଚିତ୍ରର ନିର୍ଦ୍ଦେଶାବଳୀକୁ ପଢ଼।) (ବାକ୍ୟଗୁଡ଼ିକରେ ଥବା କର୍ତ୍ତା ଓ ବିଧେୟ ଚିହ୍ନାଅ ।)
Answer on Dialogue :

Subject	Predicate
	Stop, don’t move.
	Sorry! Help me a bit please.
I	How can help you?
	Please tell me the way to the Sainik School.
I	Well, I will draw a road map for you.

Answer on Instructions :

	Subject	Predicate
1.		Go straight along the N.H. (National Highway) up to Jayadev Vihar.
2.		Turn left.
3.		Take the Nandankanan Road.
4.		Turn right at Nalco Chhak.
5.	The Sainik School	then comes on left.

Activity – 5

Now let’s write 5 sentences to explain the roadmap to Swati who wants to go to the Balasore Zilla School from Policeline square, Balasore. (ସ୍ୱାତୀ ଯିଏ ବାଲେଶ୍ଵରର ପୋଲିସଲାଇନ୍ ଛକରୁ ବାଲେଶ୍ଵର ଜିଲ୍ଲା ସ୍କୁଲକୁ ଯିବାକୁ ଚାହୁଁଛି, ତାକୁ ରୋଡ଼ମ୍ୟାପରେ ଦିଆଯାଇଥିବା ସୂଚନାକୁ ଆଧାରକରି ୫ଟି ବାକ୍ୟ ଲେଖୁବା ।)

Instructions (ନିର୍ଦ୍ଦେଶାବଳୀ)
1. Go upto the station square.
2. Turn right a bit.
3. See the two diverged (ଶାଖା ବାହାରିଥିବା) by-passes.
4. Walk along the road up from the site near the statue (ପ୍ରତିମୂର୍ତ୍ତି) of S.Kundu on the right side.
5. Continue (ଚାଲୁରଖ) walking.
6. Stop at the gate of Zilla School, Balasore.

Activity – 6

Write a few sentences on your Daily Routine. Then circle the subjects and underline the predicates. (ତୁମର ନିତିଦିନିଆ କାର୍ଯ୍ୟ ବିଷୟରେ ଅଳ୍ପ କେତୋଟି ବାକ୍ୟ ଲେଖ ଓ ତା’ପରେ କଉଁଗୁଡ଼ିକୁ ଗୋଲାକାର ଓ ବିଧେୟଗୁଡ଼ିକୁ ରେଖାଙ୍କିତ କର ।)
Answers:
(i) After leaving the bed, I go for a ten-minute morning walk.
(ii) Following this, I do my morning chore. (ଛୋଟକାର୍ଯ୍ୟ)
(iii) Mother makes me breakfast.
(iv) I get down to my business of daily lessons.
(v) After a morning bath, I get ready for school with some refreshment.
(vi) At school, I stay till 4 p.m. with lunch at home during recess.
(vii) My friends and I play for one and half an hour in the village field.
(viii) In the evening my evening prayer lasts for half an hour and then my homework.
(ix) Before going to bed at 10.30 p.m, I usually finish my supper.

Activity – 7

Split the following sentences into two parts and pick out the verb. The first one has been done for you. (ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକୁ ଦୁଇ ଭାଗକରି କ୍ରିୟାପଦଗୁଡ଼ିକୁ ବାଛ ।)
1. Rama plays.
Answer:
Subject – Rama, Predicate – plays, Verb – plays

2. She sings.
Answer:
Subject She, Predicate – sings, Verb – sings

3. Rabindra can read.
Answer:
Subject – Rabindra, Predicate can read (ପଢ଼ିପାରିବା), Verb – can read

4. Children laugh.
Answer:
Subject – Children, Predicate – laugh, Verb – laugh

5. He can write well.
Answer:
Subject – He, Predicate – can write well, Verb – can write

6. Time flies.
Answer:
Subject – Time, Predicate – flies, Verb – flies

7. You should obey your parents.
Answer:
Subject – You, Predicate – should obey your parents, Verb(s) – should obey

Activity – 8

Pick out the Head-words of the subject and the predicate respectively and encircle them. The first one has been has been done for you. The first one has been has been done for you. (ନିମ୍ନ ପ୍ରଦତ୍ତ ବାକ୍ୟଗୁଡ଼ିକରେ ଥ‌ିବା subject ଓ predicateର head-word ଗୁଡ଼ିକୁ ଗୋଲ ବୁଲାଅ । ତୁମ ପାଇଁ ଗୋଟିଏ କରି ଦିଆଯାଇଛି ।

Remember:
The head-word in the subject is a noun or pronoun and the head-word in the predicate is the verb. (subject ବା କର୍ତ୍ତାରେ ଥ‌ିବା head word ଗୋଟିଏ ବିଶେଷ୍ୟ ବା ସର୍ବନାମ ଏବଂ predicate ବା ବିଧେୟରେ ଥବା head word ସେଭଳି verb ବା କ୍ରିୟା ପଦ।)

1. This juice smells bad.
Answer:
This juice smells bad.
Noun – juice, Verb – smells

2. Iron is a heavy metal.
Answer:
(Iron) (is) a heavy metal.
Noun – Iron , Verb – is

3. This shirt looks nice.
Answer:
This (shirt) (looks) nice.
Noun – shirt, Verb – looks (ଦେଖାଯାଉଛି)

4. One of the boys has found the watch.
Answer:
(One) of the boys (has found) the watch.
Noun – one, Verb – has found

5. We have to start early.
Answer:
(We) (have to start) early.
Noun – We, Verb – have to start

6. Gandhiji’s dedication (ତ୍ୟାଗ) brought us freedom.
Answer:
Gandhiji’s (dedication) (ତ୍ୟାଗ) (brought) us freedom.
Noun – dedication, Verb – brought

Activity – 9

Identify the subject and predicate.
(ଉଦ୍ଦେଶ୍ୟ ଓ ବିଧେୟକୁ ଚିହ୍ନାଅ।)
1. What makes you laugh?
Answer:
What makes laugh – Predicate, you – Subject

2. What is the aim of your life?
Answer:
The aim of your life – Subject, What is – predicate

3. Is Mr Mathur coming here?
Answer:
Mr Mathur – Subject, is coming here – Predicate

4. Who among the five students sitting there is Rajeev?
Answer:
among the five students sitting there is Rajeev – Predicate, Rajeev – Subject,
Who among the five students sitting there – predicate, Who – Subject

5. How long have you been waiting here?
Answer:
you – Subject,
How long have been waiting here Predicate

6. Why has the modern man been unhappy?
Answer:
The modem man – Subject,
Why has been unhappy – Predicate

7. What happened to your left leg?
Answer:
your left leg – Subject,
what happened to – Predicate

8. When are you paying my fees?
Answer:
you – Subject,
When are paying my fees – Predicate

9. Who do you want to speak to?
Answer:
you – Subject,
Who do want to speak to – Predicate

10. Where did you dine last night?
Answer:
you – Subject,
Where did dine (LuAf) last night Predicate

Activity – 10

Read the passage thoroughly and pick out the correct alternative from the option list for the corresponding serial number to fill in the blanks (ଅନୁଚ୍ଛେଦକୁ ଭଲ ଭାବରେ ପଢ଼ି ସଠିକ ବିକଳ୍ପ ଉତ୍ତର ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର।) :
Lord Buddha 1 (was) named 2 in his childhood. King 3 got a 4 plant for him. One day, he was walking in that garden. Then a 5, crying with 6, fell down 7 the sky. 8 Siddhartha raised it 9 and put it on his lap. 10 had shot an arrow to 11 the swan. Siddhartha 12 the arrow out from its body 13 stuck it into his left arm with his right 14. ‘15 !’ Siddhartha felt 16 pain. 17 streamed down his face 18. Without thinking of the 19 of his own 20 thinking of the pain in the swan’s body, 21 burst into tears.

Options:
1. (a) be (b) is (c) was
2. (a) Siddhartha (b) Devadutta (c) Sudhanwa
3. (a) Virochana (b) Vikramaditya (c) Suddhodana
4. (a) building (b) farm (c) garden
5. (a) parrot (b) swan (c) dove
6. (a) pain (b) delight (c) dove
7. (a) from (b) over (c) above
8. (a) King (b) Prince (c) Emperor
9. (a) on (b) off (c) up
10. (a) Anyone (b) Someone (c) No one
11. (a) catch (b) kill (c) pat
12. (a) pulled (b) pushed (c) threw
13. (a) and (b) still (c) but
14. (a) arm (b) hand (c) leg
15. (a) Ah (b) Oh (c) Alas
16. (a) great (b) terrible (c) high
17. (a) Blood (b) Tears (c) Sweat
18. (a) slowly (b) smoothly (c) continuously
19. (a) pain (b) suffering (c) difficulty
20. (a) But (b) and (c) yet
21. (a) she (b) he (c) they

Answers:
Lord Buddha was named (ନାମ ଥଲା) Siddhartha in his childhood. King Suddhodana got a garden planted for him. One day, he was walking in that garden. Then a swan (ହଂସ) crying with pain (ଯନ୍ତ୍ରଣା) fell down from the sky. Prince (ରାଜକୁମାର) Siddhartha raised it up (ଉପରକୁ) and put it on his lap. Someone had shot an arrow to kill (ମାରିବା ପାଇଁ) the swan. Siddhartha pulled (ଟାଣି ବାହାର କରି ଆଣିଲେ) the arrow out from its body and stuck it into his left arm with his right arm (ବାହୁ). ‘ Alas !’ (ଆହାଃ) Siddhartha felt terrible (ଭୟଙ୍କର) pain. Tears streamed down his face continuously (ଲଗାତାର). Without thinking of the difficulty (ଅସୁବିଧା) of his own and thinking of the pain in the swan’s body, he burst into tears (କାନ୍ଦି ପକାଇଲେ).

Activity – 11

Identify the nouns in the following sentences and say what names they indicate. (ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକରେ ବିଶେଷ୍ୟ ପଦଗୁଡ଼ିକୁ ଚିହ୍ନିତ କରି ସେଗୁଡ଼ିକର ନାମ ଲେଖ।):
1. Ramachandra is the protagonist of the Ramayan.
Answer:
Ramachandra = person (ବ୍ୟକ୍ତି)
protagonist = protagonis (ବ୍ୟକ୍ତି / ପଦବୀ) (ମୁଖ୍ୟ ଚରିତ୍ର)

2. The cattle are grazing in the field.
Answer:
cattle = animals (ପ୍ରାଣୀ) field = object / thing

3. Honesty is always rewarded.
Answer:
Honesty (ସାଧୁତା) = quality (ଗୁଣ)

4. If winter comes, can spring be far behind?
Answer:
winter (ଶୀତ) = season (ଋତୁ) spring (ବସନ୍ତ) = season (ଋତୁ) (ଏଠାରେ winterକୁ ଦୁଃଖ ଓ ବିନାଶ ଏବଂ Springକୁ ସୁଖ ଓ ଆନନ୍ଦ ସହିତ ତୁଳନା କରାଯାଇଛି)

5. An elephant is a wild animal.
Answer:
elephant = animal (ପ୍ରାଣୀ)

6. My mother is watching TV.
Answer:
mother = person, TV = object (ବସ୍ତୁ)

Activity – 12

Complete the following story by choosing the correct option. (ସଠିକ୍ ବିକଳ୍ପ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣକର।) :
One day Manu and Danu met the village headman. Manu said: “Sir, there is a mango tree in my courtyard 1 have been protecting 2 for long. Danu says that it belongs to 3 please, give 4 justice.”

Danu said : “No Sir, 5 is lying. The tree was taken care of by none other than 6, 7 should belong to me.”

The headman thought for a while, 8 said, “The tree may not belong to 9. Tell me, 10 is the real owner ?” Both started telling him, “It’s 11 .”

“All right !” said the headman. “The tree will be cut into two equals and distributed equally.” Suddenly, Danu agreed to the headman’s verdict. But Manu said, “Sir, I’ve taken a lot of pain to grow the tree. I cannot see its felling. Let Danu have the tree.

“Manu, 12 are really the owner of the tree. Danu will be punished for his falsehood,” said the headman.

Options:
1. (a) I (b) he (c) we
2. (a) it (b) its (c) his
3. (a) me (b) him (c) them
4. (a) us (b) ours (c) me
5. (a) you (b) me (c) he
6. (a) myself (b) himself (c) yourself
7. (a) it (b) they (c) he
8. (a) you (b) him (c) he
9. (a) ours (b) yours (c) both
10. (a) who (b) what (c) which
11. (a) our (b) my (c) mine
12. (a) you (b) they (c) he

Answers:
One day Manu and Danu met the village headman. Manu said : “Sir, there is a mango tree in my courtyard I have been protecting (ସୁରକ୍ଷା ଦେଇଆସୁଛି) it (ଏହାକୁ) for long (ଦୀର୍ଘଦିନ ଧରି). Danu says that it belongs to me (ମୋର) please, give me justice.”

Danu said : “No Sir, he is lying. The tree was taken care of by none other than myself. It should belong to me.”

The headman thought for a while, he said “The tree may not belong to yours. Tell me, who (କିଏ) is the real owner ?” Both started telling him, “It’s mine.”

“All right !” said the headman. “The tree will be cut into two equals and distributed equally.” Suddenly, Danu agreed to the headman’s verdict. But Manu said, “Sir, I’ve taken a lot of pain to grow the tree. I cannot see its felling. Let Danu have the tree.

“Manu, you are really the owner of the tree. Danu will be punished for his falsehood,” (ମିଥ୍ୟା ପାଇଁ ଦଣ୍ଡିତ ହେବ) said the headman.

Activity – 13

Put in I/he/she/we/you/me/they/them/it in the blank.
1. ‘Where is Madhu ?’ ___________ is in the garden.
Answer:
He

2. ‘Are the boys playing?’ ‘No, ___________ are studying’.
Answer:
they

3. Ram, Shyam and I belong to the same class. ___________ are good friends too.
Answer:
We

4. Sunita is a good girl, ___________ is very sensitive (ସମ୍ବେଦନଶୀଳ)
Answer:
she

5. Please don’t disturb ___________, They are asleep.
Answer:
them

6. Mr Jones sells vegetables. ___________ is a green grocer (ପରିବା ବିକାଳି).
Answer:
It

Activity – 14

Choose the correct words from the box and fill in the blanks.
(ବାକ୍ସ ଭିତରୁ ଠିକ୍ ଶବ୍ଦ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
1. Abhisikta feels ___________. Please call the doctor.
Answer:
sick

2. Swadesh is ___________. He can answer all the questions.
Answer:
intelligent (ବୁଦ୍ଧିମାନ)

3. That ___________ building is ours.
Answer:
red

4. Kolkata is a ___________ city.
Answer:
populous ( ଜନାକୀର୍ଣ୍ଣ / ଜନବହୁଳ)

5. ___________ boys idle away ଅଳସୁଆମିରେ ସମୟ କଟାନ୍ତି) their time.
Answer:
silly (ବୋକା)

6. The Japanese are ___________.
Answer:
brave (ସାହସୀ)

Activity – 15

Choose the correct verb given in brackets.
(ଠିକ୍ କ୍ରିୟାପଦ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
1. When do you ____________ up? (climb/rise/get)
Answer:
get up (go) (ଉଠ)

2. The horse ____________ faster than the deer. (runs/walks/flies)
Answer:
runs (ଦୌଡ଼େ)

3. My friend can ____________ English well, (say/tell/speak)
Answer:
speak (କହିପାରିବ)

4. A goldsmith (ବଣିଆ) ____________ ornaments. (sells/buys/makes)
Answer:
makes (ତିଆରି କରେ)

5. Bad news ____________ fast (ତୀବ୍ର ବେଗରେ). (goes/travels/disappears)
Answer:
travels (ବ୍ୟାପିଥାଏ)

Activity – 16

Complete the following conversation by using the correct option given in brackets.
(ସଠିକ୍ ବିକଳ୍ପ ବାଛି ନିମ୍ନଲିଖତ କଥୋପକଥନକୁ ପୂରଣ କର ।)

Enjoy The Process, Not The Fruit:
Youngman: Who ____________ most powerful ? (is/am/are)
Pandit: One who ____________ intelligence (ବୁଦ୍ଧି). (has/have/had)
Young man: How?
Pandit: A strong lion without intelligence ____________ easily defeated (ପରାସ୍ତ) by a little fox. (is/are/were)
Young man: What about gems?
Pandit: There ____________ only three gems – food, water and sweet words. Fools consider the pieces of stones as gems, (is/am/are)
Youngman: What is my duty?
Pandit: You ____________ do what you think needful, (can/must/may)
And listen: “Enjoy the process, not the fruit”.

Answers: is, has, is, are, must

A. Adverbs as modifiers of adjectives (ବିଶେଷଣ ପଦର ବିଶେଷକ ରୂପେ କ୍ରିୟା ବିଶେଷଣ) :

Activity – 17

Fill in the blanks choosing the adverbs from the box.
(ବାକ୍ୟ ଭିତରୁ ଠିକ୍ କ୍ରିୟା ବିଶେଷଣ ପଦ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
[absolutely, seriously, very, extremely, beautifully]

1. This knife is ____________ sharp.
Answer:
extremely (ଅତ୍ୟନ୍ତ)

2. The man was ____________ injured in the accident.
Answer:
seriously (ଶୋଚନୀୟ ଭାବରେ)

3. Saumendra is ____________ faithful to Gandhian ideals.
Answer:
absolutely (ସଂପୂର୍ଣ୍ଣ)

4. Radha is ____________ beautiful.
Answer:
very

5. The mat is ____________ designed.
Answer:
beautifully (ସୁନ୍ଦର ଭାବରେ)

B. Adverbs as modifiers of verbs (କ୍ରିୟା ପଦର ବିଶେଷକ ରୂପେ କ୍ରିୟା ବିଶେଷଣ) :

Activity – 18

Fill in the blanks choosing the theAdverbsfrom the box
[well, slowly, naturally, clearly, carefully]

1. It’s market area. Drive ____________.
Answer:
carefully (ସର୍ତକତା ସହ)

2. The snail (ଗେଣ୍ଡା) moves ____________ .
Answer:
slowly (ଧୀରେ ଧୀରେ)

3. Gopabandhu Babu teaches us English ____________.
Answer:
well (ଭଲ ଭାବରେ)

4. Babita recites poems ____________.
Answer:
clearly (ସ୍ପଷ୍ଟ ଭାବରେ)

5. Braja paints pictures ____________.
Answer:
naturally (ଛାଆଁକୁ ଛା)

Activity – 19

Fill in the blanks choosing the Adverbs from the box.
[doubtlessly, so, fairly, probably, always]

1. Why are you driving ____________ fast?
Answer:
so (ଏତେ ଜୋର୍‌ରେ)

2. Kamalini has done ____________ well in her exam.
Answer:
fairly (ପ୍ରାୟତଃ)

3. Sachin is ____________ the best of all the cricketers.
Answer:
doubtlessly (ନିଃସନ୍ଦେହରେ)

4. Mr. Dash is ____________ on time.
Answer:
always (ସର୍ବଦା)

5. Sunita has got a high temperature. She is ____________ ill.
Answer:
probably (ସମ୍ଭବତଃ)

D. Adverbs as modifiers of prepositions (ବିଭକ୍ତିର ବିଶେଷକ ରୂପେ କ୍ରିୟା ବିଶେଷଣ):

Activity – 20

Fill in the blanks choosing the Adverbs from the box.
[occasionally, just, exactly, extremely, hardly ]

1. The information counter is ____________ at the front gate.
Answer:
exactly (ପ୍ରାୟ)

2. I ____________ go
Answer:
just

3. I go ____________against
Answer:
hardly (କ୍ବଚିତ୍ର)

4. Price is____________ up.
Answer:
extremely (ବହୁତ ବଢ଼ିଯାଇଛି)

5. You are ____________ on time (ଠିକ୍ ସମୟରେ).
Answer:
occasionally (ବେଳେବେଳେ)

Activity – 21

Put in/at/on in the blanks.
1. Don’t sit ___________ that broken chair.
Answer:
on

2. My brother lives ___________ New Delhi
Answer:
in

3. ___________Japan, the people are very industrious.
Answer:
in

4. I go to school ___________ foot everyday.
Answer:
on

5. Goodbye! See you ___________ Monday.
Answer:
on

6. My sister is getting married ___________ June.
Answer:
in

7. He plans to come home ___________ the weekend.
Answer:
at

8. Are you going out___________ Sunday next ?
Answer:
on

9. Hurry up ! The train leaves ___________ two minutes.
Answer:
in

10. What are you doing ___________ Friday morning?
Answer:
on

Activity-22

Fill in the blanks choosing the correct prepositions given in the box.
[ to, in, on, behind, under, with, for, since, during, after ]

1. Brajamohan works __________ the Railways.
Answer:
on

2. You should keep __________ the left.
Answer:
to

3. I can finish the task __________ ten minutes.
Answer:
in

4. He has been staying here __________ 1990.
Answer:
since

5. She is meeting me __________ Friday
Answer:
on

6. He is expected to come __________ the summer holiday.
Answer:
in/during

7. I stayed at Uncle’s __________ a week.
Answer:
for (ପର୍ଯ୍ୟନ୍ତ)

8. The child is running __________ that stray dog.
Answer:
behind

9. I saw a man sitting __________ a tree.
Answer:
under

10. Sukanya walked __________ me without speaking
Answer:
behind (ପଥରେ) / by (ପାଖଦେଇ)

Activity-23

Fill in the blanks choosing the correct conjunction given in the box.
so that, although, and, as, for, so, but, before
Raju did very well in the examination- he stood first in his institute. ____________ he got a good job, ______________ he had not tried hard. He performed well __________ the circumstances (ସାହାଯ୍ୟ କଲାନାହିଁ) did not suit him. He opted to quit (ଛାଡ଼ିବାକୁ ରାଜି ହେଲା) । the job _____________ he could go for higher study. However, he had to wait there for a few months more ______________ his father was unable to afford (ଦେବାକୁ ଅସମର୍ଥ ହେଲେ) him. One day the boss called in Raju and congratulated him _____________ he was selected as a resource person of the company. Raju thanked the authority ____________ his dream came true. He recalled his well-wishers _____________ leaving for abroad for his scholastic training.
Answers:
Raju did very well in the examination and (ଏବଂ) he stood first in his institute. So (ତେଣୁ) he got a good job, although (ଯଦିଓ) he had not tried hard. He performed well but (କିନ୍ତୁ) the circumstances (ପରିସ୍ଥିତି ସାହାଯ୍ୟ କଲାନାହିଁ) did not suit him. He opted to quit (ଛାଡ଼ିବାକୁ ରାଜି ହେଲା) the job so that (ଯାହା ଫଳରେ) he could go for higher study. However, he had to wait there for a few months more for his father was unable to afford (ଦେବାକୁ ଅସମର୍ଥ ହେଲେ) him. One day the boss called in Raju and congratulated him for ((କାରଣ) / as) he was selected as a resource person of the company. Raju thanked the authority for (କାରଣ) his dream came true. He recalled his well-wishers before leaving for abroad for his scholastic training.

Activity – 24

Choose the appropriate interjections from the box.
(ବାକ୍‌ସ ଭିତରୁ ଠିକ୍ ବିସ୍ମୟସୂଚକ ଅବ୍ୟୟ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
[Bye, oh, alas, hurrah]
1. __________! He has lost his only son.
Answer:
Alas ! (ଆହାଃ) ( ଦୁଃଖ)

2. ___________! It is too cold.
Answer:
Ah ! (ଇସ୍) ( ଆଶ୍ଚର୍ଯ୍ୟଜନକ)

3. ___________! Sachin made 50th Test Century!
Answer:
Hurrah ! (ହୁରେ) (ଆନନ୍ଦଜନିତ ଚିତ୍କାର)

4. ___________! See you tomorrow.
Answer:
Bye! (ବିଦାୟ )

Activity – 25

Make five simple sentences using the following finite verbs.
(ନିମ୍ନଲିଖତ ସମାପିକା କ୍ରିୟା ବ୍ୟବହାର କରି ପାଞ୍ଚୋଟି ସରଳ ବାକ୍ୟ ତିଆରି କର ।)
Remember:
(i) A finite verb is the verb that has tense and is used as per the number and person of the subject.
( ବଚନ ପୁରୁଷ ଅନୁସାରେ ଯେଉଁ କ୍ରିୟାପଦ ବ୍ୟବହୃତ ଓ ଯାହାର tense ବା କାଳ ଥାଏ, ତାହାକୁ ସମାପିକା କ୍ରିୟା କୁହାଯାଏ ।)
(ii) The only verb in a sentence is the finite verb and the first verb in a verb group and the verb group that has a tense is also finite verbs.
(ବାକ୍ୟର ଏକମାତ୍ର କ୍ରିୟାପଦ, verb group ର ପ୍ରଥମ କ୍ରିୟାପଦ ଓ verb group ଯଦି ଗୋଟିଏ tense ବହନ କରୁଥାଏ, ସେ ସବୁ ଗୋଟିଏ ଗୋଟିଏ ସମାପିକା କ୍ରିୟା ।)

Examples:
(i) My uncle works in a bank.
(ii) My uncle is working in a bank.
[is = finite verb, is working = finite verb (present progressive)]
Questions :
Eat The cat ate my supper last night.
Eat: The cat ate my supper last night. (ଖାଇଲା)

1. Bring: ______________________
Answer:
Bring: Bring me some cakes. (ଦିଅ)

2. Find: ______________________
Answer:
Find: We no longer Fmd good people these days. (ଦେଖ‌ିବାକୁ ପାଉନାହୁଁ)

3. Give: ______________________
Answer:
Give: Give me all you have. (ଦେଇଦିଅ)

4. Teach: ______________________
Answer:
Teach: Mr Dash teaches us English. (ପଢ଼ାନ୍ତି)

5. Write: ______________________
Answer:
Write: Write (ଲେଖ) five sentences on your food intake (ଖାଦ୍ୟ ଗ୍ରହଣ).

Activity – 26

Now ‘write five declarative sentences about your ‘PetDog’
(ତୁମର ‘ପୋଷାକୁକୁର’ ବିଷୟରେ ୫ଟି ବିବୃତିମୂଳକ ବାକ୍ୟ ଲେଖ ।)

My Pet Dog (ମୋର ପୋଷାକୁକୁର)

1. ______________ (Tipu)
Answer:
Tipu is my pet dog.

2. ______________(Long body, bushy tail)
Answer:
It has a long body and a bushy tail.

3. ______________(Red)
Answer:
Its body is red.

4. ______________(Takes meat and milk)
Answer:
It takes (ଖାଏ) meat and milk.

5. ______________(Faithful)
Answer:
It is faithful (ବିଶ୍ୱସ୍ତ).

Remember: A declarative sentence usually begins with a subject.

Activity – 27

Choose the correct imperative expressions from the box for each situation.
(ବାକ୍‌ସ ଭିତରୁ ସଠିକ ଆଦେଶ, ଉପଦେଶ, ଅନରୋଧ ଆଦି ସଠିକ ଉକ୍ତିଗୁଡ଼ିକୁ ବାଛ ।)
[Let’s have a walk, Be quick, Do come, Help him, Follow me ]
1. _____________. It’s going to be late.
Answer:
Be quick (ଚଞ୍ଚଳ ହୁଅ)

2. Why are you afraid. You can succeed. ___________________
Answer:
Follow me (ମୋ ଉପଦେଶ ଗ୍ରହଣ କର)

3. We have been sitting here all the morning. _________________
Answer:
Let’s have a walk. (ବାହାରେ ଟିକେ ବୁଲି ଆସିବା)

4. The boy is crying. ________________________
Answer:
Help him. (ତାକୁ ସାହାଯ୍ୟ କର)

5. See you tomorrow. _____________________
Answer:
Do come.
(The question given is wrong)

Activity – 28

Turn the following sentences into exclamatory with ‘How’ and ‘What’at the beginning
1. He is a very naughty (ଦୁଷ୍ଟ) boy. (declarative)
(a) What a naughty boy he is!
(b) How naughty the boy is!

2. It looks so beautiful.
How ______________
Answer:
How beautiful it looks!

3. Devesh is very intelligent.
How ______________
Answer:
How intelligent (ବୁଦ୍ଧିମାନ) Devesh is!

4. Saina ia an excellent (ଉଚ୍ଚକୋଟୀର ) player.
What ______________
Answer:
What an excellent player Saina is!

5. Rahim’s poems are so important.
How ______________
Answer:
How important Rahim’s poems are!

Parts of a Sentence Additional Questions With Answers

Name the sentences given below

(i) Be a good citizen (ନାଗରିକ).
Answer:
imperative

(ii) You should wash your hands and face properly before taking food.
Answer:
declarative

(iii) How aggressive (ଆକ୍ରମଣାତ୍ମକ) Virat’s innings was !
Answer:
exclamatory

(iv) Mobile is an improvement over land phone.
Answer:
declarative

(v) Why will they vote against the proposal?
Answer:
interrogative

(vi) Viru has broken our window pane (କାଚ).
Answer:
declarative

(vii) Could the game keep the spectations (ଦର୍ଶକମାନଙ୍କୁ) in amusement (ଖୁସି)?
Answer:
interrogative

(viii)What a nasty picture!
Answer:
exclamatory

(ix) Seeta has long hair.
Answer:
declarative

(x) Let’s celebrate the victory (ବିଜୟ ଉତ୍ସବକୁ ପାଳନ କରିବା)
Answer:
imperative

Pick out the Subject and Predicates in the following sentences.

(i) Does oil float on water?
(ii) Speaking the truth adds to personality.
(iii) Have the people revolted against the law?
(iv) How splendid the mountain looks!
(v) Is it a good decision?
(vi) That God is great is clear.
(vii) There was a troupe of monkeys on the roof.
(viii) Always do good to others.
(ix) What brought you here?
(x) Will Raj and his sister join the picnic?

Answer:

Subject	Predicate
(i) oil	does float on water?
(ii) Speaking the truth	adds to personality
(iii) the people	Have revolted against the law?
(iv) the mountain	How splendid looks!
(v) it	Is a good decision?
(vi) That God is great	is clear.
(vii) There	was a troupe of monkeys on the roof
(viii)	Always do good
	to others.
(ix) What (you)	brought you here
(x) Raj and his sister	will join the picnic?

Write the underlined words as noun, verb, adjective, adverb, interjection, preposition, conjunction and pronoun.

1. Come here.
Answer:
Come = verb, here = adverb

2. Was the TV working well?
Answer:
TV = noun, well = adverb

3. How long did it take you to reach there?
Answer:
you = pronoun

4. The school area begins. Go slow.
Answer:
slow = adverb

5. We are staying in the guest house.
Answer:
in = preposition

6. He offered to quit for he was insulted.
Answer:
for = preposition (because)

7. Never be a lazy pupil.
Answer:
Never= adverb, lazy=adjective, pupil= noun

8. Wow! What jokes!
Answer:
Wow = interjection, jokes = noun

9. I’ll will help you.
Answer:
I = pronoun, you = pronoun

10. Nature is bounteous (ଦାନୀ)
Answer:
Nature = noun, is = verb, bounteous = adjective.

Make sentences putting the words in correct order.

1. nation/ is / the/ our/ Gandhiji / father / of
Answer:
Gandhiji is the father of our nation.

2. lived / there / a forest / a lion / in
Answer:
There lived a lion in a forest.

3. classical / is / singer / Pragyan / a?
Answer:
Pragyan is a classical singer.

4. Nalco / turn / at / chhak / right.
Answer:
Turn right at Nalco chhak.

5. does / Minu / get / when / up?
Answer:
When does Minu get up?

6. all / is / that / not / gold/glitters
Answer:
All that glitters is not gold.

7. seldom / dog/a/bites/barking
Answer:
A barking dog seldom bites.

8. help / how / you / can / I?
Answer:
How can I help you?

9. fine / a / what / is / singer / she!
Answer:
What a fine singer she is!

10. has / for / me/she / not / cooked.
Answer:
She has not cooked for me.

Identify the subject of the following sentences.

1. Ramachandra, the son of Dasarath, ruled over Ayodhya for many years.
Answer:
Ramachandra, the son of Dasarath

2. One of the boys has broken the window.
Answer:
One of the boys

3. Gandhiji’s dedication brought us freedom.
Answer:
Gandhiji’s dedication

4. That flower looks nice.
Answer:
That flower

5. Who do you want to speak to?
Answer:
you

6. Tell him to wait.
Answer:
‘you’ is understood

7. What a nice chance!
Answer:
it

8. What makes you cry?
Answer:
What

9. Do me a favour.
Answer:
you

10. How fast time flies!
Answer:
time

Identify the predicates of the following sentences

1. Where are you going?
Answer:
Where are…..going

2. What troubles you?
Answer:
troubles you

3. Do you know me?
Answer:
Do……know me

4. A little boy is flying a kite.
Answer:
is flying a kite

5. Forty soldiers were killed.
Answer:
were killed

6. My parents have a lot of money.
Answer:
have a lot of money

7. Please post the letter.
Answer:
please post the letter

8. Don’t throw stones at the glass.
Answer:
Don’t throw stones at the glass

9. What is nice picture it is!
Answer:
what a nice picture ……is

10. How wonderful!
Answer:
How wonderful

Identify the nouns of the following sentences.

1. Honesty is always rewarded.
Answer:
Honesty

2. Our body uses up energy when we walk or run.
Answer:
body, energy

3. Rice is a good source of carbohydrates.
Answer:
rice, source, carbohydrates

4. Wood has become very rare.
Answer:
wood

5. The girl is reading a book.
Answer:
girl, book

6. What a nice picture it is!
Answer:
picture

7. The army was called to control the riots.
Answer:
army, riots

8. Do you know the answer?
Answer:
answer

9. Post the letter immediately.
Answer:
letter

10. The king could not control his anger
Answer:
king, anger

Mention the type of underlined verbs.

1. The teacher described the story.
Answer:
described – Communicative verb

2. The child is drawing a picture.
Answer:
drawing – Activity verb

3. I think it is too late.
Answer:
think – Mental verb

4. He continued his studies.
Answer:
continued – Verb of aspect

5. Tanmaya sings well.
Answer:
sings – Activity verb

6. I love my motherland.
Answer:
love – Mental verb

7. She kept the book in her bag.
Answer:
kept – Verb of aspect

8. I thanked him for his help.
Answer:
thanked – Communicative verb

9. We cut apple with a knife.
Answer:
cut – Activity verb

10. I know him well
Answer:
know – Mental verb

Choose the correct verbs given in the brackets.

1. The horse _____________ very fast, (walks/ runs)
Answer:
runs

2. The turtle _____________ slowly, (runs/ moves)
Answer:
moves

3. A potter _____________ pots, (buys/makes)
Answer:
makes

4. I _____________ it is wrong, (know/ want)
Answer:
know

5. The sun _____________ in the east, (sets/ rises)
Answer:
rises

6. Light _____________faster than sound, (travels/ flies)
Answer:
travels

7. Rahas _____________ a car. (runs/ drives)
Answer:
drives

8. The stranger _____________ me about my profession, (asked/said)
Answer:
asked

9. The priest _____________ the prayer. (recited/told)
Answer:
recited

10. We should _____________to the left. (maintain/keep)
Answer:
keep

Fill in the blanks with a suitable adverb.

1. Mr. Prusty is _____________on time.
Answer:
always

2. I _____________ go to a temple.
Answer:
often/occasionally

3. Ashok babu teaches us English _____________.
Answer:
well

4. Ashish has done _____________ well in his examination.
Answer:
fairly

5. He is a naughty boy. He _____________ comes to school late.
Answer:
always

6. Why are you driving _____________ fast?
Answer:
so

7. I have _____________ taken a cup of tea.
Answer:
just

8. The snail moves _____________.
Answer:
slowly

9. We should drive _____________ in the markets.
Answer:
carefully

10. She has _____________ finished her work, so she can go now.
Answer:
already

Fill in the blanks with suitable prepositions

1. Mr. Mohanty lives _____________ the first floor
Answer:
on

2. I meet my friend _____________ the ariport.
Answer:
at

3. The house is _____________ fire.
Answer:
on

4. The girl is _____________ tear.
Answer:
in

5. Wait, I will be ready _____________ five minutes.
Answer:
in

6. We had a party _____________ New Year’s Day
Answer:
on

7. The school closes for summer _____________ May.
Answer:
in

8. Bibek works _____________ the railways.
Answer:
on

9. I stay at Puri _____________ a week.
Answer:
for

10. The traveller is sitting _____________ a tree.
Answer:
under

11. She has been staying here _____________ 1997.
Answer:
since

12. Somebody stole my book _____________ my absence.
Answer:
in/during

13. The child is running _____________ the stray dog.
Answer:
after

14. She walked _____________ me without speaking.
Answer:
behind

15. We should keep _____________ the left.
Answer:
to

Fill in the blanks with a suitable conjunction.

1. We were playing _____________ she entered.
Answer:
when

2. He went to school on foot _____________ he had got a bicycle.
Answer:
although

3. The knife is sharp, _____________ it cuts well.
Answer:
so

4. I knocked at the door _____________ nobody opened it.
Answer:
but

5. I couldn’t reach in time the bus _____________ broke down.
Answer:
for

6. The driver stopped the bus _____________ the children could cross the road safely.
Answer:
so that

7. You should finish your work _____________ you leave this place.
Answer:
before

8. I reached at school _____________ the bell had rung.
Answer:
after

9. I can’t say _____________ he lives.
Answer:
where

10. I went to Cuttack _____________ stayed there for five days.
Answer:
and

Fill in the gaps with suitable interjection.

1. _____________ God! Save me.
Answer:
Oh

2. _____________! See you tomorrow.
Answer:
Bye

3. _____________! We have won the match.
Answer:
HurTah

4. _____________! How the old man is suffering!
Answer:
Alas

5. _____________! What a shot!
Answer:
Wah

6. _____________! You did it !
Answer:
Wow

7. _____________ Mina, where are going?
Answer:
Hey

8. _____________! Stop it.
Answer:
Huh

9. _____________! It is too hot.
Answer:
Oh

10. _____________ ! What a lovely flower!
Answer:
Ah

Name the simple sentences.

1. Let’s go on a picnic.
Answer:
Imperative

2. How beautifully she dances!
Answer:
Exclamatory

3. What nonsense!
Answer:
Exclamatory

4. Do you know me?
Answer:
Interrogative

5. Rabibabu is an honest person.
Answer:
Declarative

6. What did he see there?
Answer:
Interrogative

7. Do me a favour.
Answer:
Imperative

8. There lived a tiger in a dense forest.
Answer:
Declarative

9. Please call on me tomorrow.
Answer:
Imperative

10. Ding dong went the bell.
Answer:
Declarative

Turn the following sentences into exclamatory.

1. It looks beautiful.
Answer:
How beautiful it looks!

2. She has got a sharp memory.
Answer:
What a sharp memory she has got!

3. Time flies very fast.
Answer:
How fast time flies!

4. Russia is very powerful.
Answer:
How powerful Russia is!

5. The girl sings nicely.
Answer:
How nicely the girl sings!

6. It is a beautiful building.
Answer:
What a beautiful building it is!

7. Kohli is an excellent batsman.
Answer:
What an excellent batsman Kohli is!

8. It is a splendid sight.
Answer:
What a splendid sight it is!

9. He is very intelligent.
Answer:
How intelligent he is!

10. He is a very naughty boy.
Answer:
What a naughty boy he is! Or, How naughty the boy is!