Class 11

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 2 Text D: The Jam Sahib of Newanagar Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 8 The Jam Sahib of Newanagar Question Answers CHSE Odisha

The Jam Sahib of Newanagar Class 11 Questions and Answers

Activity-16

Understanding The Writer’S Purpose
Which of the following does the text aim to do?
a) instruct people on how they can become great batsmen.
b)warn good batsmen of.the danger of playing in a foreign and.
c)present a factual account of the Jam Sahib’s game.
d) express the writer’s great admiration for Jam Sahib as a batsman
Answer:
(d) express the writer’s great admiration for Jam Sahib as a batsman.

Activity-17

Understanding The Structure Of The Text
Look quickly through the text and decide which paragraphs are about each of the following points

Points in: the text	Paragraph Number(s)
i) a special place in the affec­tions of the English people.
ii) Jam Sahib’s technical perfection in comparison with that of Shrewsbury.
iii) Maximum result with minimum effort.
iv) But the king will come to no more
v) Success in bringing the East into the heart of happy crowds.
vi) Stillness of the panther before its sudden spring.

Answer:

Points in the text	Paragraph Number(s)
i) Special place in the affec­tions of the English people.	7
ii) The Jam Sahib’s technical is perfect in comparison with that of Shrewsbury.	3
iii) Maximum result with minimum. effort.	6
iv) But the king will come to no more	9
v) Success in bringing the East into the heart of happy crowds.	8
vi) Stillness of the panther before its sudden spring.	4

Activity-18

Comprehension
Decide which of the following statements the writer would agree with.
i) The Jam Sahib of Nawanagar is the first Indian who has reached the imagination of the English people,
ii) Mr. Asquith scored many more runs than Shrewsbury.
iii) India could have found a better ambassador than the Jam Sahib with his smile and bat.
iv) Mr. Asquith can’t stand comparison ‘with the Jam Sahib with his mastery of the fine and omission of inessentials.
v) The Jam Sahib used to remain motionless as the ball was delivered.
Answer:
(i) The Jam Sahib of Nawanagar is the first Indian who has touched the imagination of the English people, (v) The Jam Sahib used to remain motionless as the ball was delivered.

Extra Activity-18(A)

A. Find out which statement is true about the Jam Sahib
i)The Jam Sahib is an economist,
ii) Mr. Shrewsbury is a tariff batsman.
iii)No batsman can ever face the powerful bowling of the Jam Sahib
iv)The Jam Sahib and Mr. Asquith can be compared on the same line so far as maintaining the economy.
v)Jam Sahib entered cricket and the writer has written this essay on that.
Answer:
(iv) The Jam Sahib and Mr. Asquith can be compared on the same line so far as maintaining the economy.

B. See which of the following is correct in the context of the text. The Jam Sahib
a) is an Indian cricket bowler.
b) has scored two single centuries in a single match on a single day.
c) passes the quickness of the panther with the stillness of its spring.
d) moves like a squirrel on the pitch while the bowler approaches the wicket.
e) makes a slight movement of his wrist and the ball races the ropes.
f)has own no special place in the affections of the English people.
Answer:
(e) The Jam Sahib makes a slight movement of his wrist and the ball races to the ropes

C.(a) What does the feeling of writer in the initial lines of the text?
Answer:
The writer expresses great anger at Jam Sahib’s retirement from cricket. Therefore, he says in the initial lines of the text that the last ball has been howled,
the bats have been bowled and put away and the ground stands will look empty around Lords.

(b) Why did the Jam Sahib retire from cricket?
Answer:
The Jam Sahib had a far-reaching contribution to cricket. But he got retired from cricket because he had become forty and had become fat

(c) What was specific about Strawberries?
Answer:
Strawberry was dull and mechanic, There was no style, color, no enthusiasm, no character in his art of playing cricket. To him cricket was not an adventure, but a business, Although his technical perfection was astonishing, the soul of the game was wanting in him.

(d) What was special about the Jam Sahib?
Answer:
The Jam Sahib’s playing cricket was most attractive. His play was as sunny “as his face. He was not miserly in begging mns’ but was a mi, billionaire spending them with an sP, ended yet and generosity. He stands motionless as the bowler approaches the wicket. That bat suddenly flashes to the ball and the stroke is over.

(e) Why do Jam Sahib and Mr. Asquith stand in comparison in the text?
Answer:
Both Jam Sahib and Mr. Asquith are known economies in their respective fields. Mr. Asquith is economical in his use of words and the Jam Sahib is also in his use of actions in playing cricket. Both achieve the same comp, etc„ ess of effort. The Jam Sahib never uses action too much and Mr. Asquith never uses a word too many.

(f) What does the writer say about the other known Indians and the Jam Sahib?
Answer:
The great Indians such as the Gokhale, the Banerjee, and the Tagores are known for their high scholarship, rare powers of speech and noble characters come to the
English. They come arid go unseen and unheard by the mess of people. But the Jam Sahib has brought the East into the heart of the holiday crowds and taught them to think of it as something human and kind-hearted and keenly responsive to the joys and appeal to them i.e. the English.

Activity 19

( Writing)
Write an Idler io friend. comparing the Jam expressing your views on Gardiner’s appreciation of Jam Sahib’s batting while Sahib with your favorite batsman in international cricket.

Activity-20

Brochure Writing
A brochure refers to a booklet or even a page with pictures that gives you information about a product or service.
Read the following writing (brochure) about a city in England.

The famous Roman City of St. Albanus is 30 miles North of London and can easily be reached by train or bus. The town although small is well worth a visit and the following places are of particular interest to the tourist. First, there are the Roman remains of Verulamium and the Roman theatre, both situated in beautiful natural surroundings near a lake.

Second and closed by, is the impressive, largely Norman Cathedral, the second largest in Britain and housing the remains of the first Christian martyr, St. Alban. You can then roll along old winding streets like Fishpool and George Street, both lined with fine examples of Tudor and Georgian houses, and not far away is the clock tower, built in 1645. Last but not least, no visitor should leave the city without dropping into one of the numerous picturesque old pubs.

Pre-reading Activity:
We have so far read three texts Text-A on a lovable man who was a teacher of the writer’s father at the elementary school. Text-B on the writer’s mother and Text-C on Lucy’s mother who suffered in her old age because of governmental apathy. The present section (Section-D) presents a portrait of a great cricketer an Indian prince who in England won the hearts of the Englishmen of his time with his superb batting You must have heard about Sunil Gavaskar as a master batsman and you must have watched Sachin Tendulkar batting.’ Can you name some other batsmen whom you admire and say what’s special about their batting? Have you ever heard about a cricketer named the Jam Sahib? Now read the following Text to know about this great cricketer of the past.

The Jam Sahib Of Nawangar Summary in English

The writer says that cricket fans have to say goodbye to cricket. Because they have already said goodbye to the cricket king who will no more appear in the field to amuse the audience. It is because the Jam Sahib has turned forty and becomes fat. No more will they see him running lightly down the pavilion steps, his face wreathed in chubby smiles. However, it is a fact that as a batsman the Indian will live as the supreme master of the Englishman’s game. His season’s average of 87 with a total of over 3000 runs, is easily the highest point ever reached in English cricket.

He has totaled over 3,000 runs three times and no one else has equaled that record. He has also scored two double centuries in a single match on a single day. The Jam Sahib has the root of the matter in him. His play is as sunny as his face. He was born and brought up in his little kingdom Nawanagar where he has the power of life and death in his hands, he is extremely popular. His pleasure rests in giving pleasure. He is the perfect embodiment of combining the stillness of the panther with the suddenness of its spring. The style of the Jam Sahib is entirely different. He stands motionless as the bowler approaches the wicket. He remains motionless as the ball is delivered. Then the bat flashes to the ball, and the stroke is over.

The boy seems as if not having changed position, the feet unmoved, and the bat as before. Jam Sahib makes a slight movement of his wrist and the ball races to the ropes. As Mr. Asquith is economical in the use of words as the Jam Sahib in the same of action, a man of high scholarship, rare powers of speech, noble character— the Gokhale’s, the Banerjee’s, the Tagores come and go by the m&ss of the people. The Jam Sahib has brought the East into the heart of the happy holiday English crowds and has taught them to think of it as something human and kind-hearted and keenly responsive to the joys that appeal to all.

Analytical outlines of the text.

• The writer says that cricket fans have to say goodbye to cricket.
• Because they have already said goodbye to the cricket king.
• The cricket king will no more appear in the field to amuse the audience.
• It is because the Jam Sahib has turned forty.
• He becomes fat.
• No more will they see him running lightly down the pavilion steps.
• We can no more see his face wreathed in chubby smiles in the pavilion.
• It is a fact that as a batsman the Indian will live as the supreme mortar
• His season’s average is 87 with a total of every 3000 runs. of the Englishman’s game.
• It is actually the highest point ever reached in English cricket.
• He has totaled over 3000 runs three times.
• No one else has equaled that record.
• He has also scored two double centuries in a single match on a single day
• Jam Sahib has the f00t 6f the matter in
• His play is sunny as his fane.
• He was born and brought up in his little kingdom Nawanagar.
• Here, he has the power of life and. death in his hand.
• He is extremely popular for his attractive playing.
• His pleasure rests in giving pleasures.
• He is the perfect embodiment of combining the stillness of the panther with the suddenness of its spring,
• The style of the Jam Sahib is entirely different.
• He stands motionless as the bowler approaches the wicket.
• He remains motionless as the ball is delivered.
• Then the bat flashes to the ball.
• Then the stroke is over.
• The boy. seems as if not having changed position.
• The boy seems as if the feet are unmoved and the bat is as before.
• Jam Sahib makes a slight movement of his wrist and the ball riches to the ropes.
• Mr. Asquith is economical in the use of words.
• So Jam Sahib is economical in the use of action.
• He is a man of high scholarship, rare powers of speech, and noble character.
• The Gokhale, the Banerjee, and the Tagores come and go by the mass of the people.
• Jam Sahib has brought the East into the heart of the happy holiday English crowds.
• He has taught them to think of it as something human.
• He also taught them to think of it as something kind-hearted and keenly responsive to the joys that appeal to all.

Meaning Of Difficult Words:

Lord’s- the most important cricket ground in England.
Grandstands – places where spectators sit to watch a game.
Jam Sahib – Ranjit Singhji, Prince and ruler of the former Indian State of Nawanagar.
chubby – plump and round-faced. bidding goodbye (from cricket)
hats off – bidding goodbye (from cricket)
chubby smiles – smiles of a person who has a round face.
Washington Irving – American essayist, story- writer and historian (1783- 1859)
Shrewsbury – a famous English cricketer of the time
menaced – endangered, in danger.
wanting – lacking, there is the absence of.
millionaire – very rich, wealthy, affluent,
gaiety – the spirit of joy, pleasure, happiness.
daring -courageous, energetic, vigorous.
generosity – liberal, very kind, noble.
swiftness – quickness, speedy in movement
stylists – people who play cricket very gracefully and in a unique way
indisputable – unquestionable, unargumental undebatable, tentative, unquarreling.
flourish – bloom, decorate gracefully move.
cease – abandon, stop, halt, pause.
lightens – flashes.
Mr. Asquith – British Statesman (1852-1928)
inessentials – unnecessary, unrequired unwanted.

Read More:

• Text A: Portrait of a Teacher Question Answer
• Text B: My Mother Question Answer
• Text C: Lucy Rowan’s Mother Question Answer
• Text D: The Jam Sahib of Newanagar Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 2 Text C: Lucy Rowan’s Mother Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 7 Lucy Rowan’s Mother Question Answers CHSE Odisha

Lucy Rowan’s Mother Class 11 Questions and Answers

Section – C

Pre-Reading Activity
In this unit, we have so far read three texts Now read the following text to know about this great cricketer of the past in the next chapter Text-A on a lovable man who was a teacher of the writer’s father at the elementary school, Text-B on the writer’s mother and Text-C on Lucy’s mother who suffered in her old age because of governmental apathy. This section (Section-D) presents a portrait of a great cricketer an Indian prince who in England won the hearts of the Englishmen of his time with his superb batting. Have you ever heard about a cricketer named Jam Sahib?

Activity-12

Understanding The Text Type
Look quickly through the passage and decide what type of text it is. Choose from the following:
a) 219 guide to how old people can receive help from the government.
b) a report on the helplessness of old people in the United States.
c) a report on government apathy towards old people in the. United States.
d) a description of the goodness of Lucy’s mother.
Answer:
(b) a report on the helplessness of old people in the United States.

Activity-13

In many texts, a certain amount of information is implied rather than directly stated. In such cases, you will have to infer and thus collect more information from the text than what is explicitly stated. You will have some practice in inferring still if you look at the following sentences and answer the questions.

a) “The fact that only 3 percent of the city’s elderly live in institutions tells all about its nursing homes” (paragraph 1) What does this fact suggest?
Answer:
This fact suggests that only a negligible elderly population pulls forward in the nursing homes of America.

b) “The lady in 3B is dying” (paragraph 2) What do you think 3B refers to?
Answer:
3B refers to a home for the Ageing in which senior citizens are admitted to be taken care of.

(c) “Sister Bernice talked briefly of moving her into a nursing home” (paragraph 1). Who do you think sister Bernice is?
Answer:
Sister Bernice is in charge of taking care of the old in a nursing home.

(d) “Breaking open mailboxes is so common that people don’t want to alert criminals to their vulnerability” paragraph 12) Why would this alert criminal to their vulnerability?
Answer:
“Breaking open the Ifetter boxes would ultimately lead to ‘disclosure which would alert criminals to their vulnerability. secret

(e) “The Crime Prevention Centre always advises the elderly and to get into eB, Pt)r elevators?’ (Paragraph-

15). Why do they advise this?
Answer:
Because the office is situated on the sixth floor of an unguarded almost deserted building.

Activity-14

Understanding Chronological Sequence
Write down the sequence of events described in the passage from the moment Lucy Rowan’s mother needed help to when the old lady died.

Answer:
1. Lucy Rowan’s mother used to live alone in Brooklyn in a one-roomed flat.
2. She was 86, and had developed cataracts and arthritis.
3. a Few weeks ago, she was strong and stout and she went shopping herself.
4. But lier arthritis was so bad that she was unable to move.
5. Sister Bernice suggested moving into a nursing home.
6. Lucy’s eyes caught a mailbox stuffed with letters.
7. Lucy telephoned the number to Early Alert.
8. Lucy’s mother is not getting all the benefits she is entitled to
9. There is a medic who toÿprovide home help and pays medical bills, food stamps, and even welfare from the City.
10. In spite of the trouble and red tapism in finding such things Lucy feels elated to work her way.
11. She, therefore, rang the Brooklyn office of the Department for the Ageing.
12. Her mother, indeed, should be getting more money victors to help her with household charges, money management, personal care, laundry, meal planning, nutrition, shopping, seeing a doctor, etc.
13. The official offered the telephone number of a private employment agency, household helps S 7 an hour, six hours daily minimum.
14. Early Alert is a home for the Ageing which is available to anyone over 65.
15. . It arranges for the postman to put a red dot inside the relevant box to remind himself it belongs to an old person.
16. 11,000 people have registered so far with Early Alert.
17. The Department for Ageing came up with a brand new scheme.
18. They opened a pilot senior citizens Crime Prevention and Assistant Centre.
19. The office was on the sixth floor of an unguarded and deserted building on a rough street off Brooklyn.
20. Lucy Rowan discovered to get help for her mother, she had to contact seven different agencies. Her mother has since died.

Activity – 15

Comparing And ContrastingTwo Texts:
Notice that Xirod C. Choudhury’s “My Mother” and Linda Blandford’s “Lucy Rowan’s Mother” share a common topic, each of them talks about a mother. Can you will show us the contrast between the two texts dealing with a common topic? complete the table below which on completion.

Aspects of contrasts	My Mother	Lucy Rowan’s Mother
1. Writer’s relation with the person described.
2. Writer’s purpose
3. Writer’s attitude to the person described.
4. Main features of the mother
5. Image used and their effect (s)
6. Descriptive sequence (how are the parts of the text related?
7. Any other aspects in which you can contrast the two texts?

Answer:

Aspects of contrasts	My Mother	Lucy Rowan’s Mother
1. Writer’s relation with the person	Closely related but with occasional restraints and fear	relation not so thick so as to take care of mother when old
2. Writer’s purpose	to universalize the particular	to shed and shift responsibilities at old parents. •
3. Writer’s attitude to the person described.	Quite positive and extraord­inary, sensitive and discreet	personal interest outweighing the desire of looking. into the interest of the mother.
4. Main features of the mother	Mother as a universal figure- lovable and occasionally serious didactic and delightful, traditionally conservative and dynamic	Old, affluent, materialistic, moneyed, helpless, and old age.
5. Image used Jand their effect (s)	She gives a hideous scream and begins to knock her head on the floor by way of mourning. They frightened her by giving a scream 1 disproportionate to the children’s enjoy	She lives alone in a one-roomed flat. She was 86, had cataracts and arthritis in no bed and she can’t move.
6. Descriptive sequence (how are the parts of the text related?	“Give out a hideous scream and begin to knock her head on the floor by way mour­ning.” “We frightened her  by giving a scream dispropo­rtionate to our injury	“She lives about in Brooklyn. She has a one-roomed flat and he only income is her social security cheque for $196. Lucy’s mother is 86. She has cataracts and arthritis … Her arthritis is so- bad, she can’t move.
1. Any other, aspects in which you can contrast the two texts	Well, a balanced character who helps and is being helped.	Helpless in old age despite her riches and children who do not feel inclined to look after her

Lucy Rowan’S Mother Summary in English

However, Lucy Rowan’s mother lived income was S 196. She- was eighty-six years condition. For this reason, she was not able alone in Brooklyn in a one-roomed fiat. Her old. She was suffering from cataracts and arthritis. Her arthritis was Very serious to move easily. One day,’ on the way home Lucy noticed a dramatic poster on the bus. It displayed a mailbox full of letters. It bore a headline: “The lady in 3B is dying, only her mailbox can save her.” There was also a telephone number for something called Early Alert run by the city’s Department for the Ageing. Lucy telephoned the number.

Of course, Lucy’s mother was not availing all such benefits. At that time, any service continuously was paid tea maximum retired person completing forty quarters of $107.90 a month. She telephoned the Brooklyn office of the Department for the Ageing. Her mother, in’ deed, should have more money for household chores, money management, personal care, laundry, meal planning, nutrition, shopping seeing a doctor, etc.

Eleven thousand people have already registered themselves with Early Alert. The Department for Ageing came up with a new scheme- Senior citizens, crime prevention, and Assistance Centres to provide protection to 60 percent of elderly persons. It would also help people after they have been mugged. The office was situated on the sixty, the floor on which there was no elevator attendant. Lucy Rowan discovered that to get help for her mother, she had to contact seven different agencies. Her mother has since died.

Analytical Outlines of the Text

• Lucy Rowan’s mother lived alone in Brooklyn,
• She lived in a one-roomed flat there.
• Her income was $196.
• She was eighty-six years old.
• She was suffering from cataracts and arthritis.
• Her arthritis was a very serious condition.
• For1 this reason, she was not able to move easily.
• One day, on the way home, Lucy noticed a dramatic poster on the bus.
• It displayed a mailbox full of letters. It bore a headline: “The lady in 3B is dying, only her mailbox can save her.”
• There was also a telephone number for something called Early Albert run by the city’s Department for the Ageing.
• Lucy telephoned the number.
• Of course, Lucy’s mother was not availing all such benefits.
• At that time, any’ retired person who completed forty quarters of services continuously, was paid to a maximum of
• She telephoned the Brooklyn, office of the Department for the A’gejftg $107.90 a month.
• Her mother, indeed, should have more
• Eleven thousand people have already registered themselves with Early Alert.
• The Department for Ageing came up with a new scheme.
• The new scheme was for senior citizens, Crime Prevention, and Assistance Centres.
• It provided protection to 60 percent of elderly persons.
• It would also help people after they have been mugged.
• The office was situated on the sixty floors.
• There was no elevator attendant in the office.
• Lucy Rowan wanted to get help for her mother.
• Her mother has since died
• She had to contact seven different agencies. money for household chores, money management, personal care, laundry, meal planning, nutrition, shopping, seeing a doctor, etc.

Meaning of difficult words

mailbox – a disease of the eye in which the lens slowly clouds over obscuring the light.
patently – light gout, inflammation of a joint or joints.
Cataract – full of, beset with, infested with.
arthritis – letter box, box carrying letter
stuffed – evidently, with sufficient, substantial proof
discernible – distinguishable, worthy of making out, which can be seen clearly by eyes or mind.
inventory – a detailed catalog, stock of articles shown, clustered assembled, grouped, gathered, congregated, etc.
bulging – swelling up, being inflated, growing up in size
wad – a collection of documents folded or rolled together.
amiss – wrong, disturbance in the situation.
vulnerability – open to physical injury or attack.
undaunted – not daunted, fearless, courageous, bold.
intruder – he who comes in without being asked or wanted.
trauma – causing lasting so estancia damage to a person’s psychological development. the severe wound was caused by a sudden emotional shock

Read More:

• Text A: Portrait of a Teacher Question Answer
• Text B: My Mother Question Answer
• Text C: Lucy Rowan’s Mother Question Answer
• Text D: The Jam Sahib of Newanagar Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 2 Text B: My Mother Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 6 My Mother Question Answers CHSE Odisha

My Mother Class 11 Questions and Answers

Section-B

Pre-reading Activity:
Mother is the fondest image impressed on our minds. In the following passage, Nirad C. Chaudhury who is considered an outstanding Indian writer in English and who lived most of his life in England gives an account of his mother.

Activity – 8

Understanding The Structure Of The Text
Scan, the gaped text (Text-B) and decide which of the following parts would fit into which numbered gap in the text. There is one extra part that does not belong in any of the gaps.

A. If she asked us to take a portion after dividing a sweet Or some other dish, we always said, “Give us a piece yourself, mother.” For we know of by any chance one of us took what appeared to be the biggest piece, she would look at him with meaning or at times even angry contempt.

B. She came back after nearly six months and the day after. She arrived. She again ordered my mother out. My mother who had stepped in the room for the whole period of absence of her mother-in-law went out smiling under her veil

C. If we groaned too much in times of illness or expected to be made much of, we were quietly and firmly told to try to go to sleep instead of making things worse by complaining.

D. Her eyes were large and liquid, her nose very regular and prominent, her lips well-cut tending towards fullness in the lower one. The real weakness of the face was the chin which though nearly shaped was net weighty enough for the upper part.

Activity-9

Understanding The Relation Of The Parts In A Text
Now read the complete text (that is with the gaps filled) and complete the diagram below so that the completed diagram represents the (descriptive) sequence in which the writer describes his mother. The completed diagram will give you an overall idea of the text organization.

Answer:
A. If she asked us to take a portion after dividing a sweet or some other dish, we always said, “Give us a, piece yourself, mother”, for we knew, if by any chance one of us took what appeared to be the biggest piece, she would look at him with meaning or at times even angry contempt. (It fits into paragraph no.3)

B. She came back after nearly six months and the day after she arrived, she again ordered my mother out. My mother, who had slept in the room for the whole period of absence of her mother-in-law,’ went and sent under her veil.

C. If we groaned too much in times of illness or expected to be made much of, we were quietly and firmly told to try to go to sleep instead of making things worse by complaining.

D. Her eyes were large and liquid, her nose very regular and prominent, her lips well cut tending towards fullness in the lower one. The real weakness of the face was the chain; which though nearly shaped was not weighty enough for the upper part (It fits into the paragraph giving an introduction of her physical features)

Answers Activity-9
(Understanding The Relation Of The Parts In A Text)
Now read the complete text (that is with the gaps filled) and complete the diagram so that the completed diagram represents the (descriptive) sequence in which the writer described his mother. The completed diagram will give you an overall idea of the text organization.

Extra Activity-9 (A)

Question 1.
This writer’s mother and father had common principles. They had also differences. What are they?
Answer:
The writer’s mother and father were different in appearance, temperament, and outlook

Question 2.
What does the writer say about his mother’s and father’s physique?
Answer:
The writer’s mother was slight and fragile, but his father was robust and strong-built. Her face was responsive but that of his father was impassive.

Question 3.
Could the writer’s mother hide her feelings?
Answer:
The writer’s mother wore her heart on her sleeve. She could not hide her feelings. Her children were able to see at a glance whether she was angry or pleased.

Question 4.
What does the writer say about his mother’s eyebrows?
Answer:
When his mother was young. there were two deep vertical wrinkles between her eyebrows which in normal cases would have signified a bent for thought

Question 5.
Do you feel the writer’s mother was an intellectual?
Answer:
The writer’s mother was not an intellectual. She was rather argumentative and devastatingly logical. She was also intuitive and introspective

Question 6.
What does the writer say about his mother’s forehead and face?
Answer:
The writer describes that his mother’s forehead was very well-shaped without being high. The oval of her face was broad in its upper half, but very quickly receding and tapering in the lower.

Question 7.
What qualities do her features indicate?
Answer:
Her physical features indicate an impression of unsleeping, alertness, and inexhaustible, animation. They speak volumes of openness, goodness, and generosity which were so natural in that countenance.

Question 8.
Why does the author say that “appearance was deceptive”?
Answer:
It was because her face did not show hardly indicated even, the immense strength of her normal convictions. Nobody could infer from her face that she was capable of such fanaticism

Question 9.
What did she do when some mishap befell her children?
Answer:
Although a high-strong woman she was capable of turning panicky on some mishap happening to any of her children, she restrained herself soon.

Question 10.
What were the most detestable things seen with the writer’s marriage?
Answer:
The things which the writer’s mother earnestly detested were a falsehood, dishonesty, moral cowardice, and meanness.

R. Choose the correct alternative to match the answers against each question:

i) The writer’s mother was : (beautiful, ugly, and pretty)
Answer:
Pretty,

ii) She was: (strong, well-built, robust, and fragile)
Answer:
fragile.

iii) She had two deep vertical wrinkles:(on her eyebrows, between her eyebrows)
Answer:
between her eyebrows

iv) She disliked? (dishonesty, pleasure, and love)
Answer:
dishonesty

v) She : (loved her children, did not love her children)
Answer:
loved her children

Extra Activity- 9 (B)

Comparison (1): Cheaper, More Expensive
A.Look at these sentences:
1. Let us go by car. It’s cheaper
2. Don’t go by train. It was more expensive.
‘Cheaper’ and ‘more expensive’ arc comparative forms. One can use ‘than’ after comparative.
Ex: 1. It’s cheaper to go by car than by train.
2. Going by train is more expensive than going by car.

B. The comparative form is er or more…,

i) We use ‘er’ for short words (one syllable)
cheap – cheaper, fast – faster,
large – larger
We also use ‘er’ for two-syllable words that end in ‘y’
lucky – luckier, easy- easier,
early- earlier
ii) We use ‘more’ for longer words (two syllables or more) more modem, more serious, and more expensive.
Ex: These people are more modern than we are

C. Adjective and Adverbs having irregular comparative forms: Good/well – better.

Ex. 1. The garden, looks better since we tidied it up.
2. I know him well, probably better than anybody else.
badly/bad- worse
Ex. 1. Is your headache better? No, it’s worse.
far- further (or farther)
Ex. It’s a long walk to the station – farther than/thought ‘further but not ‘farther’ can also mean ‘more’ of ‘additional’.
Ex. Let me know if you hear any further news (= any more news).

Comparison (2)
A. Before comparing you can use: much, a lot, far, a bit, a little, slightly
Ex. 1. Let’s go by car. It’s much cheaper.
2. Could you speak a bit more slowly?
3. This bag is slightly heavier than the other one.
4. Her illness is far more serious than we thought at first

B. You can use any and not + comparative (any longer/no bigger)

Ex. I’ve waited long enough. I’m not waiting any longer. This] house is not bigger than ours.’

C. Harder and harder; more and more. We repeat comparative like this to say that something is changing continuously.

Ex. It’s becoming harder and harder to find a job. Your English is improving. It’s getting better and better. These days more and more people are learning English,
Older and Elder: We can use elder (older) when we talk of members of a family.
You can say “my elder brother”.
Ex. Tom looks older than me.

Comparison (3) as … as/than

A. Study the following situation:
Ex. Surath, Sini, and Subas millionaires.
They are all very rich. Surath has Rs. 10 million, Sini has Rs. arc all 8 million and Subas has Rs.2 million. So: Sini is rich.
He is richer than Subas.
But he is not as rich as Surath.
Tom isn’t as old as he looks.
You can also say, ‘not so… (as):
Ex. It’s not warm but it isn’t as cold as yesterday. less… that is as similar to not as… (as):
Ex. 1. I spent less money than you.
2. The city center was less crowded than usual

B. You can use as … as but not ‘so… as’ in positive sentences and questions:

Ex. 1. I’m sorry. I’m late. I got here as fast as I could.
2. There’s plenty of food. You can have as much as you like.
3. Let’s walk. It’s just as quick as taking the bus.
4. Can you send me the money as soon as possible, please?

C. We say the same as (not ‘the same like’)

Ex. 1. Annis’s salary is the same as mine.
2. Tom is the same age as George.
3. What would you like to drink?
4. I’ll have the same as you,

D. Than me/than I am etc. we usually say:
1. You are taller than me.
2. He is not as clever as her.
Alter than/as. It is more usual to say me/ him/her/them/us when there is no verb, compare
Ex. 1. You’re taller than I am, but, you are taller than me.
2. They’re more money than we have, but, they have more money than us.
3. I can’t run as far as he can, but I can’t run as fast as him.

I.Complete the sentences using a comparative form (The first one is done for you)
1. It’s too noisy here. Can we go somewhere _________?
2. This coffee is very weak. I like it a bit ______.
3. The hotel was surprisingly big, I expected it to be ___.
4. The hotel was surprisingly cheap. I expected it to be _________.
5. The weather is too cold in this country. I’d like to live somewhere ___________.
6. My job is a bit boring sometimes. I’d like to do something ________.
7. I was surprised at how easy it was to use the computer. I thought it would be _________.
8. Your work isn’t very good. I’m sure you can do _______.
9. Don’t worry, the situation isn’t so bad It could be _________.
10. I was surprised we got here so quickly I expected the journey to talk _________.
11. You’re talking very loudly. Can you speak it a bit_____?
12. You hardly ever phone me. Why don’t you phone me _________?
13. You’re standing too near the camera. Can you move a bit _________?
14.You were a bit depressed yesterday but today ___________you today
Answer:
1. It’s too noisy here. Can we go somewhere quieter?
2, This coffee is very weak. I like it a bit stronger.
3. The hotel was surprisingly big. I expected it to be smaller.
4. The hotel was. surprisingly cheap. I expected it to be costlier.
5. The weather is too cold in this country. I’d like to live somewhere warmer.’
6. My job is a bit boring sometimes. I’d like to do something more interesting.
7. I was surprised at how easy it was to use the computer. I thought it would be much more difficult.
8. Your work isn’t very good. I’m sure you can do better.
9. Don’t worry, the situation isn’t so bad. It could be better and smoother.
10. I was surprised we got here so quickly. I expected the journey to talk more time.
11. You’re talking very loudly. Can you speak it a bit slower?
12. You hardly ever phone me. Why don’t you phone me more frequently?
13. You’re standing too near the camera. Can you move a bit farther?
14. You were a bit depressed yesterday but you look smarter today.

II.A. Read the situation and complete the sentences using a comparative form
1. Yesterday the temperature was nine degrees. Today it is only six degrees _______.
2. The journey takes four hours by car and five hours by train. It takes___________.
3. Viju and I went for a run, I ran ten kilometers. Viju stopped after eight kilometers. I ran________.
4. Ajay and Bijay both did badly in the examination. Ajay got 20% and Vijay got only 15%. Vijay did ________.
5. I expected my friends to arrive at about 4 O’clock. In fact, they arrived at 2.30. My friends_______.
6. You can go by bus or by train. The buses run every 30 minutes. The train runs every hour. The buses__________.
7. We were very busy at work today. We’re not usually as busy as that. We _______.
Answer:
1. The temperature has become lesser.
2. It takes less time by car than by train.
3. I ran more than Viju.
4. Ajay scored more than Vijay.
5. My friends reached earlier.
6. The buses are more frequent than the trains
7. We are busier at work today

II.B. Use the words in brackets to complete the sentences. Use ‘much/ a bit etc. + a comparative’ form. Use ‘than’ where necessary
1.Her illness_______we thought at first,(much/serious)
2. This bag is too small. I need something ________(much/big)
3. I’m afraid the problem is_______it seems, (much/complicated)
4. You looked depressed this morning but you look_ now. (a bit/happy)
5. I enjoy our visit to the museum. It was_____I expected (far/interesting)
6. You’re driving too fast, could you drive______ (a bit/slowly)
7. It’s_____to learn a foreign language in the country where it is spoken, (a bit/ easy)
8.I thought she was younger than me but in fact, she is_______(Slight/old)
Answer:
1 . Her illness was much, more serious than we thought at first
2. This bag is too small. I need something much bigger.
3 I’m afraid the problem is more complicated than it seems.
4. You looked depressed this morning but you look a bit happier now.
5. I enjoy-our visiting the museum. It was far more interesting than I expected.
6. You’re driving too fast, could you drive a bit slower
7. It’s a bit easier to learn a foreign language in the country where it is spoken
8. I thought she was younger than me but in fact, she is slightly older.

III. Complete the sentences using any/ not a comparative. Use ‘than’ where necessary.
1. I’m fed up with waiting I’m not waiting __________.
2. I’m sorry, I’m a bit late but I could not get here ___________.
3. This shop is. not expensive. The price is ___________ anywhere else
4. I must stop for a rest, I can’t walk _________.
5. The traffic is not particularly bad today. It’s______usually.
Answer:
1 . I’m fed up with waiting. I’m not waiting any longer.
2. I’m sorry I’m a bit late but I could not get here any. longer.
3. This shop is not expensive. The price is higher than anywhere else.
4. I must stop for a rest I can’t walk anymore.
5. The traffic is not particularly, lead today It’S work usually.

Complete the sentences using the structure -er and -er.
1. It’s becoming________to find a job (hard)
2. That hole in your pull over is getting_________ (big).
3. My bag seemed to get _______ as I carried them (heavy)
4. As 1 waited for my interview, I became______ (nervous)
5. As the day went on, the weather get _______ (bad)
6. Travelling is becoming ________ (expensive).
7. Since she has been in Britain, her English has gotten___ (good).
8.As the conversation went on, he became _______(talkative).
Answer:
1. It’s becoming harder and harder to find a job
2. That hole in your pullover is getting bigger and bigger.
3. My bag seemed to get heavier and heavier as 1 carried them.
4. As 1 waited for my interview, I became more and more nervous.
5. As the day went on, the weather get worse and worse.
6. Travelling is becoming more and more expensive.
7. Since she has been in Britain, her English has gotten better and better
8. As the conversation went on, he became more and more,

V. Which is correct, older or elder? Or both of them?
1. My older/elder brother is a pilot.
2. I’m surprised Jane is only 25, 1 thought she was older/elder.
3. Anni’s younger sister is still at school. I let older/elder.
4. Martin is older/elder than his brother
Answer:
1. My elder brother is a pilot
2. I’m surprised Jane is only 25. 1 thought she was older.
3. Anni’s younger sister is still at school. Her elder sister,
4. Martin is older than his brother.

Activity-11

Grammar
Student tips: Look at the first sentence in paragraph 2 of Text-B. She was not handsome, but no more was she plain. You can easily see that in the first clause of the sentence, the verb “was” comes after the subject “she” which is the usual word order in English, but in the second clause there is an inversion (change of position) ‘was’ comes before the subject ‘she’.Notice again this sentence in paragraph 5: Not only did she condemn vice, (but) she almost equally despised the tacit acceptance of an advantage. Here, again in the italicized part, the auxiliary verb did come before the subject. She and there is an; inversion. Apart from its use in interrogative sentences (e.g. what do you want ? Inversion occurs) :

1. When a negative adverbial such as not only, never, and sooner. little, neither or nor begins a clause.
i) Not only- did she condemn vice, (but) she almost equally despised the tacit acceptance of an advantage
ii) Never have I seen a lovelier sunrise.
iii) No sooner had 1 entered the room, than the phone rang.
iv) Little did she know that he would never come back.
v)I have not understood a word he said neither/nor have I.

2. When time expression such as rarely*. seldom, hardly, barely, scarcely begin a sentence:
i)Rarely does, he visits us nowadays.
ii) Seldom has the Indian team given a better performance.
iii) Hardly had the train left the station, when there was an explosion.

3. When; the sentence begins with only: Only after posting the letter did 1 remember that I had forgotten to put on a stamp

4. When the sentence begins with phrases containing no or not such as – Under no circumstance, on no account; at no time, in no way, and not until.
i) On no account did the police open fire without a warning.
ii) No until then did 1 notice that 1 was carrying someone else’s umbrella

5. Wlÿen expletive there begins a sentence;
i) There were people near the cricket counter.
ii) There was someone giving them help with the reservation.

6. When so comes at the beginning of a clause in construction like the following: I had a good time and so did Mona. With this grammatical formation, you can do the following activities:

(a) These sentences are from the holiday postcard from Smita to her brother Sunil. Complete them by putting the words in the right order. Remember, you can use inversion only in sentences (ii) and (iii)
i) We are having __ (time-a-really here-at the moment-great)
ii) The weather has been brilliant, though ________(some clouds-there-in the sky were-in the morning)
iii) The hotel is not too bad, but ___________ (-there are – tourists – too many – and – fed up – are getting – the staff)
iv) The food, however, __ (is good exceptionally)
v) Tomorrow we hope to go ___ (and on a trip – organized – the local sights some – by the hotel – of- see)
Answer:
(i)We are having really a great time here at the moment.
ii)The weather has been brilliant, though there were some clouds in the sky. in ftejnomjng
iii)The hotel is not too bad, but the staff there is too many and getting the tourists fed up.
iv)The food, however, is exceptionally good
v)Tomorrow we hope on a trip organized by the hotel and see some of the local sights.

(b) Rewrite the following as indicated
making necessary changes:
i)There is nowhere a monument that surpasses the Taj Mahal. (No where_______)
ii)We had no sooner arrived than the storm broke. (No sooner _______ )
iii) Tulu arrived late and started complaining. (Not only__________)
iv) I’ll never invite him again
v)It started raining soon after the guests left (Hardly had ______.)
vi) The athletes were so exhausted that none of them finished the race. (So exhausted______ ).
vii) 1 realized that I had left my keys in the office only after reaching the station. (Only________).
Answer:
i) There is nowhere a monument that surpasses the Taj Mahal. Nowhere is there a monument that surpasses the Taj Mahal. ’
ii) We had no sooner arrived than the storm broke. No sooner had we arrived than the storm broke.
iii) Tulu arrived late and started complaining. Not only did Tulu arrive but started complaining.
iv) Til never invite him again. Never shall I invite him again.
v)It started raining soon after the guests left. Hardly had the guests left when it started raining.
vi)The athletes were so exhausted that none of them finished the race. So exhausted were the athletes that none of them finished the race.
vii) I realized that I had left my keys in the office only after- reaching the station. Only after reaching the station did I realize that I had left my -keys in the office.

My Mother Summary in English

However, the writer’s parents had equal principles, but they had opposite appearances, temperaments, and outlooks. His mother was trifling, and delicate, while his father was vigorous and strong and stout. Her face was responsive, on the other hand, his father’s face was entirely smart and energetic. She was rarely able to conceal her emotions and feeling. The children can easily understand in a flash whether she was angry or pleased. Although not, excited and thrilling, she was always elaborate and high-strong. Even when she was young, there were two vertical wrinkles between her eyebrows.

His mother although argumentative and logical was not intellectual. On the other hand, she was intuitive and introspective. She was not charming. Her forehead was very well-shaped and her face was oval. On the whole, she was alert and alive However, she got frightened at a mishap with her children like other Indian mothers AVho show their helplessness by giving out piercing streams or knocking their heads on the floor. She never paraded such emotion what she disliked most were a falsehood, dishonesty, moral cowardice, and meanness.

Analytical Outlines:

• The writer’s parents had equal principles.
• On the other hand, they had the opposite appearance.
• They had also opposite temperaments and outlooks.
• His mother was trifling and delicate.
• His father was vigorous, strong, and stout.
• Her face was responsive.
• On the other hand, his father’s face was entirely smart and energetic.
• She was rarely able to conceal her4 emotions and feelings.
• The children can easily understand in a flash whether she was angry or pleased.
• She was always elaborate and highly strong.
• On the other hand, she was not excited and thrilled.
• Even when she was young, there were two vertical wrinkles between her eyebrows.
• His mother although argumentative and logical was not intellectual.
• But she was intuitive and introspective.
• She was not charming.
• Her forehead was very well-shaped.
• Her face was oval.
• On the whole, she was alert and alive.
• She got frightened at a mishap with her children like other -Indian mothers.
• The Indian women show their helplessness by giving out piercing streams.
• They also knocked their heads on the floor.
• She never paraded such emotion.
• However, she disliked falsehood, dishonesty, moral cowardice, and meanness.

Meaning Of Difficult Words:

reverse – opposite, opposed to, change, or turn to opposite.
fregite -bristle, which can be easily broken.
responsive – strong and stout, strong-built, well-formed.
impassive – giving out a response, the person who reciprocates.
high-strung – smart, active, energetic, not passive.
hectic. – small waves of stagnant water.
robust – of weak mind, very nervous, excitable.
rippled – excited or rushed, intensely active.
devastatingly – frighteningly, dangerously.
propensity – temperament, inclination.
wrinkles – small creases on the face.
introspective – looking into one’s thoughts and feelings.
broadening – thinking deeply over something or somebody.
receding – move back as flood water to withdraw from agreement
tapering – became gradually thinner or smaller at one end
inexhaustible – which can’t be exhausted or consumed up.
animation – smart, lively, and quick in movement.
countenance – look, appearance, disposition.
fanaticism – the act of moving by force of enthusiasm
hideous – frightful, ugly, repulsive, arousing, fear or awe.
mourning ‘ – pathetic, lament, unhappiness on the assumption
on the assumption – on the supposition presumption.
exhibition – show, parade, display,
contemptuous – hateful, decisive, detracting.
epithets – attributive expression, descriptive, appellation, words used to characterize
chasten – punish in order to correct, discipline.
discreetly – openly, evidently, having proof.
patently – judiciously, using reasoning and thought.
intuitive – of direct knowledge or awareness of something without conscious attention or reasoning, the knowledge that is acquired in this way, is perceived immediately.

Read More:

• Text A: Portrait of a Teacher Question Answer
• Text B: My Mother Question Answer
• Text C: Lucy Rowan’s Mother Question Answer
• Text D: The Jam Sahib of Newanagar Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 2 Text A: Portrait of a Teacher Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 5 Portrait of a Teacher Question Answers CHSE Odisha

Portrait of a Teacher Class 11 Questions and Answers

Portrait Of A Teacher
(Part-One)

Section-A

Pre-Reading Activity
The following text has the title “Portrait of a Teacher”.
a) Can you say what a portrait means?
Answer:
If you have doubts about the meaning you have guessed, you may look up the word in a dictionary.
b) What qualities did you value in your favorite, teacher at school?
Now, read the passage to form a general idea of what the teacher described.

Activity-1

Global Comprehension
Question 1.
What is the relationship between the narrator and? Mr. Crossett?
Answer:
The relationship between the narrator and Mr. Crossett at that of a student and a teacher. The narrator in the text is the writer’s father who had a very sharp liking for his old teacher. His old teacher Mr. Crossett was eighty-four years old and he had received an award from the government For his sixty years long teaching services and contribution to education.

Question 2.
Have only good things been written about the teacher so far?
Answer:
Teachers so far have been highly respected and praised for their deeds and achievements. Nothing bad has ever been mentioned anywhere about a teacher. They are rather glorified and considered gods. Their illuminating touch has been a great force of love and greatness.

Activity-2

Local Comprehension
Answer the following questions as briefly as you can:
a) What is the significance of each of these lengths of time as mentioned in the text,’ (i) twenty years ago, (ii) eighty-four years old, (Hi) sixty years, (iv) two years ago (v) forty years old.
Answer:
(i) Twenty years ago: twenty years before: It expresses a period of long years.
(ii) Eighty-four years old: It is the coverage of a. period of the year,
(iii) Sixty years: Itis longevity or expense of years.
(iv) Two years ago: Two years back recently.
(v) Forty years: a! period of forty years.

Activity-3

Predicting
Now read the last paragraph of ‘Portrait of Teacher’ part one which ends with “…..but I admitted him already”. Look at the following sentences, each of which begins a paragraph in “Portrait of a Teacher” (Part two). Then decide which of these sentences would begin in the first paragraph of the text in part two.
a) At this moment the bell rang announcing the end of the. class.
b) We all sat quietly for a few minutes after my father finished the story.
c) Later my father and Mr. Crossett talked for half an hour about persons and things that remembered about the school.
d) Once again my father referred to his first day in Mr. Cresset’s classroom.
Your answer: a/b/c/d
Discuss with your partner whether and was your answer is right. It is time now to go through “Portrait of a Teacher” (Part two) to check your answer in Activity 4 and find to see what happens next.
Answer:
(c) Later my father and Mr. Crusset talked for half an hour about persons and things they remembered about the school.

Extra Activity-3(A)

A. Sequence the situations of the following sentences in the right order:

a) My father told him his name, Albert Borden.
b) He is eighty-four years old and yesterday the government gave him a medal for having completed sixty years of service
c) “Albert Burden, Your father was an engineer and you lived very near the school”
d) Thus, it happened that the next afternoon my father and I drove over to Daleville to see Mr. Crossett.
e) Let’s drive over there in the afternoon and say hello to you. him.
Answer:
a) He is eighty-four years old and yesterday the government gave him a medal for having completed sixty years of service.
b)Let’s drive over there in the afternoon and say hello to him.
c) Thus, it happened that the next afternoon my father and I drove over to Daleville to see Mr. Crosset.
d) My father told him his name, Albert Borden.
e) “Albert Burden, your father was an engineer and you lived very near the school”

B.(i) What was the writer’s father doing when he let out a cry?
Answer:
The writer’s father was looking through the evening paper when he let out a cry.

(ii) Why did he let out a cry?
Answer:
He let out a cry because he came to know from the newspaper that his first teacher Mr. Crosset was given a medal by government for his continuous and prolonged service of sixty years who he thought had been dead for twenty years.

(iii) Why did the writer’s father start his studies in the third grade? direct?
Answer:
It was because he had been sick for some time and had lessons at home.- This made him enter the third, grade direct.

(iv) How did Mr. Crossett receive the writer’s father as a student?
Answer:
Mr. Crossett smiled at us and patched me in the head and all his fears immediately disappeared.

(v) What does the writer’s father remember about the approach of Mr. Crossett in the classroom?
Answer:
Mr. Crossett. on entering the classroom every day, would put his cane in the comer and hang the tip of his coat with exactly the movements. He came with some humor, the same interest, and enthusiasm as though it were his first day of teaching.

Portrait Of A Teacher
(Part- Two)

Activity-4

Understanding The Structure Of The Text
There are five gaps in the above text. as you must have already noticed. The missing sequence. Decide which part (A, B, C, D, or E) will I find the gap in the passage: parts are given below, but not in the right

A. One by one we got up from our seats and left the room quietly. The boy who had gotten up on his seat .and made face, however, went up to Mr. Crossett’s desk with his voice trembling and said, “I’m sorry, Sir.”

B. While his back was turned, another student in the class got up stood upon his desk, and began to make faces just in order to make the other students laugh.

C. Out of the package, he drew a piece of paper and gave it to my father. It was marked with my father’s name and with the month and the year and it was one of my father’s own copybook exercises. Mr. Crossett has a record of all his old students

D. Occasionally one of the students of the previous year would put his head in the door to say hello to Mr. Crossett. They all spoke to him in such a manner as
to suggest that they were very fond of him. Others came in and shook his hand. He remained very serious.

E.“Don’t do that again” he said at last quietly but firmly. Then he went back to his desk and went on with the lesson.
Answer:
Gap-1- (D) Occasionally one of the students of the previous year would put his head in the door to say hello to Mr. Crossett. They all spoke to him in such a manner as to suggest that they were very fond of him. Others came in and shook his hand. He remained very serious.

Gap-2- (B) While his back was turned, another student in the class got up stood upon his desk, and began to make faces just in oxter to make the other students laugh.

Gap-3- (A) One by one we got up from our seats and left the room quietly. The boy who had gotten up on Ins seat and made face, however, went up to Mr. Crossett s desk with his voice trembling and said, “I’m sorry, Sir.”

Gap-4-(E) “Do not do that again” he said at last quietly but firmly. Then he went back to his desk and went on with the lesson.

Gap-5- (C) Out of the package, he drew a piece of paper and gave it to my father. It was marked with my father’s name and with the month and the year and it was one of my father’s own copybook exercises. Mr. Crossett thus kept a record of all his old students.

Activity-5

Understanding The Chronological Sequence
(a) Mr. Crossett did not recognize his old student, although the narrator’s father recognized him instantly.
(b) The whole evening he went on talking about his old teacher and having fond remembrances of him.
(c) The narrator was full of admiration for Ms eighty-four-year-old teacher of his father.
(d) He decided to visit Mr. Crossett who was living in Dclville, only an hour’s ride from his place.
(e) Mr- Crossett then rose and brought out a Package.
(f) One evening the narrator’s father while looking through the newspaper gave a cry of surprise.
(g)When the narrator’s father told him his name Albert Borden, Mr. Crossett thought for a while and remembered all about him.
(h)The next afternoon, the narrator and his father drove to Deville and knocked at Mr. Crossett‘s door.
(i) He had read a news item about Mr.Crossett who was his first teacher in the elementary school
(j) Mr. Crossett and his old student then shared many memories of school.
(k) Out of the package he drew a piece of paper and gave it to Mr. Borden
(I)Mr. Borden remembered an accident that showed how loving and paternal his old teacher had; been at a school.
(m) He was deeply moved and tears came to his eyes.
(n) It was one of his, home works which also bore the handwriting of his mother.
Answer:
(f)One evening the narrator’s father while looking through the newspaper gave a cry of surprise.
(i) He had read a news item about Mr. Crossett who was his first teacher in the elementary school
(b)The whole evening he went on talking about his old teacher and having fond remembrances of him
(d)He decided to visit Mr. Crossett who was living in Daleville, only an hour’s ride from his place.
(h), The next afternoon, the narrator and his father drove to Delville and knocked at Mr. Crossett’s door
(a) Mr. Crossett did not recognize his old student, although the narrator’s father recognized him instantly.
(g) When the narrator’s father told him his name Albert Borden, Mr. Crossett thought for a while and remembered all about him
(c) The narrator was full of admiration for his eighty-four-year-old teacher of his father
(j) Mr. Crossett and his old student then shared many memories of school.
(e) Mr. Crqssett then rose and brought out a package.
(k) Out of the package he drew a paper and Gaye it to Mr. Borden.
(n) It was one of his home works which also bore die handwriting of his mother.
(m) He was deeply moved and tears came to his eyes.

Activity 6

(For Group work & Writing practice)
(a) Do you remember your first day at school? What incidents of that day do you remember?
(b) Which teacher made the strongest impression on you at school? And why?

Activity-7

Usage
In Text-A you have the following expressions. Insert them in appropriate places in the following paragraph: (although; in the course of; make face; on account of; left them speechless; glared at)
There was nothing special about his class. The boys were naughty as expected and they loved to _________at each other whenever, the teacher was not there __________ their routine exercise, the older boys ________ the newly admitted ones. All, this while the new teacher behaved_______ he was a stranger and had come to the school _________ some business with the principal. Then suddenly he turned around and asked them to be quiet which _________
Answer:
There was nothing special about His class. The boys were naughty as expected and they loved to make faces at each other whenever, the teacher was not there in the course of their routine exercise, the older boys glared at the newly admitted ones. All this while the new teacher behaved although he was a stranger and had come to the school on account of some business with the principal. Then suddenly he turned around and asked them to be quiet which left them speechless.

Extra Activity- 7(A)

I. Put in a/an or the.

1. This morning I bought_____newspaper and_______magazine_________newspaper is in my bag, but I don’t know where 1 put______magazine.

2 I saw ___________ accident in this morning ____ car crashed into ________tree. _______ driver of _______ car wasn’t hurt but _________ car was badly damaged.

3. There are two cars parked outside _________ grey one.___________ blue one belonged to my neighbors; I don’t know _____________ owner of_______grey one is.

4. My friends live in__________ old house in __________ small village. There is ______ beautiful garden behind ________ house. I would like to have________garden like that.

5. (a) This house is very nice. Has it got ______ garden
(b) We had dinner in __________most expensive restaurant in the town.
(c) We have dinner in ______mos expensive restaurant.

Answers:
I. 1. a; a; the; the
2. am;1 A; The; the; the
3. A; a; The; the; the;
4. an; a; a; the; a
5. (a)a; (b) the (c) the

II. Put in a/an or the in these sentences where necessary:

1. Would you like an apple ?_______.
2. How often do you go to the dentist ?________.
3. Could you close the door, please? __________ .
4. I’m sorry. I didn’t mean to do that. I was mistake_________ .
5. Excuse me, where is the bus stand, please? ___________ .
6. I’ve got a problem. Can you help me ?__________.
7. I’m just going to ______ Post Office. I won’t be long.
8. There were no chairs, so we had to sit on floor _________.
9. Have you finished with book I lent you_____________ .
10. My sister has just got a job in Bank in Manchester__________.
11. We live in a small flat near the city center_______.
12. There’s a small supermarket at end of the street. I live in__________ .
Answers:
1.______ an apple.
2.__________the dentist
3. ______the door.
4. ________Mistake.
5. __________the bus station.
6.________a problem.
7. _______the Post Office
8. ________ the floor.
9. ___________the book
10.________ a job in a Bank in the Manchester
11.______a small flat near the city center.
12. ______a small_______the end of the street.

III. Read about what these1 people do and say what their jobs are. Choose one of these jobs: driving instructor interpreter journalist travel agent waiter nurse pilot plumber

1. Stella looks after patients In the hospital. ____________ .
2. George works in an ai’ restaurant. He brings the food to the table. He __________.
3. Many arrange people’s holidays for them. She__________ .
4. Viju works for an airline! He flies airplanes. He ________________.
5. Sobhan teaches people hoW to drive ________.
6. Santosh fits and repairs water pipes ____________.
7. Suman writes articles for a newspaper ___________.
8. Shakti translates what people are saying from one language to another so that they can understand each Other. _____________ .
Answers:
1. She is a nurse.
2. He is a waiter.
3. She is a travel agent.
4. He is a pilot.
5. He is a driving instructor.
6. He is a plumber.
7. He is a journalist.
8. He is an interpreter.

IV. Put in ‘a/an’ or ‘some’ where necessary. If no word is necessary, leave the space empty:

1. I’ve seen_________good films recently.
2. What’s wrong with you? Have you got ________ headache?
3. I know a lot of people. Mdk bf them are __________ students.
4.It is_________ unique event
5. Would you like to be an actor?
6. Do you collect _________ stamps?
7. What __________ beautiful garden
8__________ birds for example the Penguin, cannot fly.
9. I’ve been walking for three hours. I’ve got ______ sore feet.
10. I don’t feel very well this morning. I’ve got_________ sore throat
11. It’s a pity we haven’t got ___________ camera. I’d like to take photographs of that house
12. Those are__________ nice shoes. Where did you get them?
13. I’m going shopping. I want to buy _________ new shoes
14. You need __________ visa to visit _______ countries, but not all of them
15. Jane is ________ teacher. Her parents were _______ teachers too
16. Do you enjoy going to _________ concerts?
17. When we got to the city center ________ shops were still open but most of them were closed.
18. I don’t believe him. His_______lies
Answers:
1. some.
2, a,
3,x,
4. a,
5. an,
6.x,
7. a,
8. some,
9. a,
lO.a,
11. a the
12. x,
13. some,
14. X, some,
15. a,x,
16. the,
17.x,
18. a, x

Portrait Of A Teacher
(Part-One)

Portrait Of A Teacher Part-One Summary in English

Father had a look through the evening newspaper. His father started to come However, before dinner, the writer’s across the news of his first teacher died at least twenty years ago. Could anybody believe that father’s first teacher Mr. Crossett newspaper? His father thought that he was still living. He was eighty-four years old and the previous day the government gave him a medal for having completed sixty years ‘of teaching. He gave up teaching two years ago. He lived in Daleville about an hour’s ride from the writer’s residence.

Father proposed to go to his teacher for congratulating him on his The writer’s father spoke very little. He success,- recalled thousands of memories regarding Mr. Crossett. He saw his teacher the first day he entered school. His father had been sick for some time. So he was reading his lessons at home. Hence he began in the third grade. He had never been separated from his mother for a day previously and it was a fearful experience for her and me. Mr. Crossett understood the situation perfectly. He smiled at us and patted my head and with this all his fears vanished.

At that time, he must have been forty years. He was a man of broad shoulders and thick, wide hands. He had come from the village and had educated himself through hard work and study. He would enter the class every day on time and put his cane in the comer of the room and hang up his coat. He came every day with the same good humor, the same interest, and enthusiasm, as though it were his first day of teaching. Both the writer and his father set out the next afternoon to Delville to see Mr. father an engineer who lived very close to the school.

I alter answered positively. The Cross. He was well-known to everybody in the town. So they had no problem finding his house. Mr. Crosset came to the door. His father recognized him at once although he was a very old man. His father asked if an old student might be allowed to shake hands with him. Mr. Crosset could not remember his father’s name and wanted to know his father’s name. His father immediately told him that he; was Albert Borden. The old man started murmuring to himself and said whether his writer was surprised at the memory of the old man after forty years. This implied his sacrifice for and closeness to his old students.

Analytical Outlines

• Before dinner, the writer’s father had a look through the evening newspaper.
• His father started to come across the news of his first teacher in the newspaper.
• His father thought that he had died at least twenty years before.
• Could anybody believe that father’s first teacher Mr. Crosset was still living?
• His teacher Mr. Crosset was eighty-four years old.
• The previous day the government gave him a medal for having completed sixty years of teaching.
• He gave up teaching two years ago.
• He lived in Daleville about an hour’s ride
• from the writer’s residence.
• Father proposed to go to his teacher for
• congratulating him on his success.
• The writer’s father spoke very little.
• He recalled thousands of memories
• regarding Mr. Crosset.
• He saw his teacher the first day he entered school.
• His father had been seeking for sometimes.
• So he was reading his lessons at home.
• Rejoice. he began in the third grade.
• He had never been separated from his
• a mother from the day previously.
• It was a fearful experience for her and me.
• Mr. Crosset understood the situation perfectly.
• He smiled at us and patted my head.
• All his fear disappeared by this.
• At that time, he must have been almost forty years.
• He was a man of broad shoulders and thick, wide hands.
• He had come from the village.
• He had educated himself through hard work and study.
• He would enter the class every day on, time.
• He put his cane in the comer of the room.
• He hangs up his coat as usual.
• He came every day with the same good humor
• He also came every day with the same interest.
• He came every day to class with the same enthusiasm.
• He did all these as though it were his first day of teaching.
• Both the writer and his father set out
• the next afternoon to Delville to see Mr. Crosset.
• He was well-known to everybody in the house.
• So they had no problem finding his town.
• Mr. Crosset came to the door
• Mr. Crosset came to the door.
• His father recognized him at once.
• Of course, he was a very old man.
• His father asked if an old student might
• be allowed to shake hands with him.
• Mr. Crosset could not remember his name.
• So he wanted to know his father’s father’s name.
• His father immediately told him that he was Albert Burden.
• The old man started murmuring to himself
• He said whether his father was an
• He wanted to know if his father was an engineer. living very close to the school.
• His father answered positively.
• The writer was surprised at the memory of the old man after forty years.
• This implied his sacrifice for old students
• This also implied his closeness to his old students.

Portrait Of A Teacher
(Part- Two)

Portrait Of A Teacher Part- Two Summary in English

The writer’s father and Mr. Crossett had talked for half an hour. They talked about the people and things they recalled about the school. Mr. Crossett’s diagrid was quivering continuously. He said that he had to cease teaching due to this quivering hand two years ago. If it had not happened., he would have remained with students. till that day. Again, his father remembered about the first day in Mr. Crossett’s classroom. In Gap-1, it is found that Mr. Crossett marked one of his students looked sick and suffering from fever. He rushed to him and put his hand on the child’s head. In Gap 2, Mr. Crossett turned -quickly and glanced at the student.

In Gap-3, it is explained that Mr. Crossett put aside his book, looked at us for some time, and said that they had to spend their time together as in a family. He has lost his mother one year before and wished to be always with us as he had nobody with him. In Gap-4, it is found that Mr. Crossett anything about his sickness. Thereafter he got up and did something which made the author thoroughly speechless. He moved into a closet and came out with a packet which was patted on his head and told not to mind marked with name and date thereon. In Gap-5, it is found that the writer’s father read the exercise which brought tears to his eyes for the things had been written by his matter with his own hand.

Analytical Outlines

• The writer’s father and Mr. Crossett had talked for half an hour.
• They talked about the people and things they recalled about the school.
• Mr. Crossett’s hand was quivering continuously
• He said that he had to cease teaching due to these quivering two. years ago.
• If it had not happened, he would have remained with students till that day”
• Again, his father remembered the first day in Mr. Crossett’s classroom,
• In Gap-1, it is found that Mr. Crossett marked one ofWs’students looked sick.
• He found that he was suffering from a fever.
• Then,1 he rushed to him.
• He put his hand on the child’s head.
• In Gap-2, Mr. Crbssett turned quickly and glanced at the student.
• In Gapf3, it is explained that Mr. Crossett put aside his book and looked at us for sometime
• He said that they had to spend their time together as in a family
• He lost his mother one year before,
• Hence, he wished to be always with us as he had nobody with him.
• In Gap-4, it is found that Mr. Crossett patted him on his head.
• He told me not to mind anything about his sickness.
• Thereafter, he got up and did something,
• It made the author thoroughly speechless.
• He moved into a closet
• He came out with a packet.
• It was marked with the name and date therein
• In Gap-5, it is found that the writer’s father read the exercise.
• It was for the things that had been written
• It brought tears to his eyes. by his mother with his own hand.

Read More:

• Text A: Portrait of a Teacher Question Answer
• Text B: My Mother Question Answer
• Text C: Lucy Rowan’s Mother Question Answer
• Text D: The Jam Sahib of Newanagar Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 3 Text B: Saturday Morning Violence Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 10 Saturday Morning Violence Question Answers CHSE Odisha

Saturday Morning Violence Class 11 Questions and Answers

Activity-8
Text Organisation
Answer the following questions briefly:

Question (a)
The writer, after establishing the context, states his thesis ( main point) in the introduction what is their thesis?
Answer:
As even a cursory glance at Saturday morning, cartoon show reveals children are being exposed to a steady diet of violence and that of the prime-time shows their parents so eagerly watch.

Question (b)
In the body of his essay Provisor presents the examples that support his thesis. In what respect do the examples in the third paragraph differ from the examples presented in the second paragraph? And what different points are made by the writer in these two paragraphs?
Answer:
Children’s cartoons have traditionally contained much violence and this situation is considered normal. The coyote follows the road runner and after a1 little bit of time, he plunges to the ground. Elmer Fudd puts his shotgun into a tree where Bug Bunny is hiding. Bug bonds the barrel so that when Elmer pulls the trigger, the gun discharged into his face.

A dog runs after a wood pecker and unable to control it, it ships into the running saw and cut off into two halves (Paragraph-2). Provision presents these examples to solidify his stand. The examples in the second paragraph are glaringly different from the third paragraph. The traditional cartoons describes violence as an isolated happening but the newer men portray it as a normal condition of life.

Question (c)
What is the purpose of exemplification in the fourth paragraph?
Answer:
The purpose of exemplification in the fourth paragraph is that only/by violent action can the problems of the world be solved.

Question (d)
What does the Writer do in the concluding paragraph? Does he sum Up the points he has already made in the body of the essay (Paragraphs 2,3 and 4), or does he develop a new aspect of violence on TV?
Answer:
The writer, in the concluding paragraph, considers that the cartoon shows for children on Saturday morning provided that violence is superior to reason and that conflict and threats of violent death are acceptable norms of existence. This indicates that the writer simply sums up the points he has made in the body of the essay. (Paragraphs 2,3 and 4)

Activity-9
Understanding Patterns Of Exemplification

Exemplification is a writer’s device that is used to support his or her general assertions with specific examples. Examples serve to explain and clarify general statements, add interest, and convince the reader that what dies, writer, is saying is reasonable or valid. Now, study Text-B to the following question, all of them related to the use of examples.

Question (a)
How many examples does Provisor offer? What are they?
Ans.
Provisor offers five examples to solidify his stand. They
1. The Coyote chasing the road runner.
2. Elmor Feud puts his shotgun into a tree where Bug Bonny hides.
3. “The Godzilla Super-Ninety show.”
4. A dog chasing a woody woodpecker into a sawmill.
5. ‘‘Challenge of the super friends”.

Question (b)
Why does he use several examples, not a single example?
Answer:
The writer Norman Provisor makes use of several examples instead of a single one.. He uses this technique so as to emphasize his stand with varied violence in different areas.

Question (c)
Do the examples illustrate the full range of subjects?
Answer:
The examples illustrate the full range of the writer’s subject. He covers examples from various loses and the examples and also varied and appropriate.

Question (d)
While developing the examples, Provisor never loses sight of his main idea. Can you explain how this ‘has been done in Text-B?
Answer:
Provisor cites, examples in order to solidify his stand that children are provided an insight into violence through the Saturday morning cartoon shows. While doing this he does not lose sight of his main idea. He hints at the main idea everywhere and he sums up the examples- in the light of the main idea.

Activity- 10
Cohesive Devices

In Activity-6 (in Text-A) in this unit, you looked at some reference words such as of those referred to in the text. Here, again you are invited to look at the italicized words below and to say what they refer to in Text-B

a) ____________ of violence that rivals that of the prime-time shows (Paragraph-1)
b) for a fraction of a second he looks pathetically ____________ (Para-2)
c) ____________ never cartoons portray it as a normal condition of life (para-3)
d) ____________ or to find a rational explanation for what is happening to them, (para 4)
e) ____________ a ray that can bore to the center of the earth and release its molten iron ore (para-5)
f) ____________ but the precious isn’t shown (para-6)
g) ____________ but until it does we parents will have to shudder every time (para-7)
Answer:
(a) violence.
(b) Coyote
(c) Violence
(d) human character
(e) pig iron
(f) Show
(g) Government commission

Activity-11
Notice this sentence beginning at the paragraph in Text-B (For) it is only when Godzilla bums, tear, crushes, drowns, or stamps his adversaries to death that the status quo can be re-established. You can easily see that in this sentence it does not carry of usual pronoun meaning (that is, it is an example of expletive it which carries ho lexical meaning and that the purpose of this ‘it,., that … “construction is to emphasize the part that comes between it and that. Such constructions are known as “Pseudo-Cleft” constructions. Now rewrite the following sentences as indicated.

Question (i)
I like to see only this kind of art movie.
Answer:
It is only this kind of art movie that Hike.

Question (ii)
The visitor wanted to listen to Indian classical music.
Answer:
It was only classical music that the visitor wanted to listen to.

Question (iii)
They will come onto the stage only when their names are announced.
Answer:
It is only when their names are announced that they will come onto the stage.

Question (iv)
The mountaineers reached their peak after crossing many hurdles.
Answer:
It was after crossing many hurdles that the mountaineers reached their peak.

Question (v)
She does not mind being generous with other people’s money.
Answer:
It is with other people’s motley she doesn’t mind being generous.

Extra Activtty- 11(A)
Do As Directed

I. Complete the sentences using as…..as

1. I’m quite tall, but you are taller. I’m not ____________
2. My salary is high but yours is higher. My salary isn’t ____________
3. You know a bit about cañ but I know more. You don’t  ____________
4. It’s still cold. but it was càIdei: yesterday. It isn’t ______
5. I still feel a bit tired I felt à lot more tired yesterday. I don’t ____________
6. They’ve lived here for quite a long time, but we’ve lived there longer. I wasn’t ____________
7. 1 was a bit nervous before the interview, but usually I’m not more nervous. I wasn’t _______________
Answer:
1. I am not as tall as you.
2. My salary is not as high as yours.
3. You don’t know as much as I know about cars.
4. It is not as cold as yesterday.
5. I don’t feel as tired as I did yesterday.
6. I wasn’t as shorter in, stay as they were.
7. l wasn’t as nervous as I was before.

II. Rewrite these sentences so that
they have the same meaning.
1. Jack is younger than he looks. Jack isn’t ____________
2. I didn’t spend much as nani as you. You ____________
3. The station was nearer than I thought. The station wasn’t ____________
4. The meal didn’t cost as much as I expected. The meal ____________
5. J go out less than I used to. I don’t ____________
6. Her hair isn’t as long as it used to be. She used to ____________
7. I know them better than you do. You don’t ____________
8. There were fewer people at this meeting than at the last one. These weren’t ____________
Answer:
1. Jack isn’t as old as he looks.
2. You spend more money.
3. The station was not nearer.
4. The meal cost more.
5. I don’t go out more frequently.
6. She used to have long hair.
7. You don’t know them Ss’ much I do.
8. There were not as many people as in the last one.

III. Complete the sentences using as ……….. as choose one of the following:
bad, comfortable, fast, long, often, quietly, soon, well, well-qualified.
1. I’m sorry. I’m a bit late. I get here ___________ I could.
2. It was a difficult question..’ I answered it ___________ I could.
3. “How big can J stay with you” “You can stay ___________ you live ?“
4. I need the information quickly. So please let me know ___________ possible.
5. I like to keep fit so I go swimming ___________ I can.
6. I didn’t want. to wake anybody, so I came in ___________ I could.
Answer:
1. I’m sorry. I’m a bit late. I get here as fast as I could.
2. It was a difficult question.-1 answered it as well as I could.
3. “How long can 1 stay with you ?” You can stay as long as you live.
4. I need the informatibn quickly. So please let me know as soon as possible.
5. I like to keep fit so I go swimming. As often as 1 can.
6. I didn’t want to wake anybody, so I came in As quietly as I could.

IV. Write sentences using the same..as
1. Aju and Viju are both 22 years old. Aju ___________
2. You and F both have dúk brown hair. Your hair ___________
3. I arrived at 10.25 and so did you. I ___________
4. My birthday is 5th April too. My ___________
Answer:
1. Aju is as the same age as Viju.
2. Your hair is the same color as mine.
3. I arrived as the same time as you.
4. My birthday is the same as yours.

V. Complete the sentences with than…. or as’……………
1. I can’treach as high as you. You are taller ___________
2. He does not know much. I know more ___________
3. 1 Don’t work particularly hard. Most people work as hard ___________
4. We are very surprised. Nobody was more surprised ____________
5. She’s not a very good player. I’m better ___________
6. They have been very lucky. I wish we were as lucky ___________
Answer:
1. You are taller than I am.
2. I know more than he does.
3. Most people work as hard as 1 does.
4. We are very surprised. Nobody was more surprised than 1.
5. I’m a better player than she.
6. They have been very lucky. 1 wish we were as lucky as you.

Saturday Morning Violence Summary in English

Section-B
Pre-Reading Activity

In this section, you will read an essay written by an American college student named Norman Provisor. The essay has the title “Saturday Morning Violence1′. Do you think, should be done to check it?
Now read Provisor’s essay and find answers to the following questions:
a) What does the essay deal with?
b) Is the writer’s attitude approving or – disapproving or condemning or prejudiced?

Text-B
By Norman Provisor Summary
Psychologists and communications experts have formulated scales to measure the dangers that come into American homes daily. Sociologists have discussed the possible effects of this situation on viewing the public. Children’s television at Saturday Morning cartoon reveals that children are being exposed to a steady and continuous diet of violence. Children’s cartoons have traditionally contained much violence which has been considered normal.

The coyote chases the roadrunner and finds himself standing in the mid-air over a deep chasm. Sometimes, he looks at the audience sadly and then plunges to the ground. Elmer Fuel puts his shotgun into a tree where Bugs Bunny is hiding Bugs bends the barrel so that when Elmer pulls the trigger, the sun discharges into his race. A dog chases a woody woodpecker into a sawmill and unable to stop, slides into the whirling blade of a circular saw.

As the scene ends, the two halves of the dog fell to the ground with a clatter. Godzilla, a prehistoric dinosaur who appears when called by his human companions, battles monsters that seem to appear everywhere. The plot every week, remains the same and-mix the monsters change. This show depicts a lot of violence. Another show “challenge of the super friends” is a weekly battle between the super friends which is the forces of God and the Hall of Doom which is the forces of evil.

Violence and evil are present everywhere in ‘this series. The Hall of Doom each week destroys cities and changes the conditions of our world. The superheroes, of course, set everything right, but the precarious child viewers of the show must know, even though it isn’t shown that many people are killed when the building fall and the tidal wave hits. The children learn that violence is superior to reason and that conflict and threats of violent death are acceptable conditions for existence.

Analytical outlines of the Text

• For the past five years, Television networks have attacked violent programs tremendously.
• Psychologists and communication experts have formulated scales to measure it.
• They have to measure the dangers of American homes every day.
• They focused their attention on children’s television.
• They observed children’s television at Saturday Morning cartoon.
• They observed that children are being exposed to a continuous diet Of violence.
• Actually, children’s cartoons have traditionally contained much violence.
• Their situation is Sddepted as’ normal.
• The coyote chases the road runner.
• He finds himself standing in midair over a deep chasm for a short time.
• He looks pathetically at the audience.
• Then he plunges to the grounds.
• Elmar Feud puts his shotgun into a tree.
• Bug Bunny was hiding there.
• The bug bends the barrel.
• So that Ether pulls the trigger.
• Hence, the gun discharged into, his face.
• A dog chases a woody woodpecker into a sawmill.
• It slides into the whirling blade of a circular saw.
• As the scene ends, the two halves of the dog rail to the ground with a clatter.
• The “Godzilla super-Ninety Show” is a good example of this.
• Every Saturday morning, Godzilla, a prehistoric dinosaur appears called by his human companions.
• This battle monsters seem to appear everywhere:
• The plot remains the same every week.
• Every week, the monsters only change.
• Another show is about the “Challenge of the Super Friends”.
• It is a Weekly battle between the super friends and the Hall of Doom.
• The super friends refer to the forces of God.
• And the Hall of Doom refers to the forces of evil.
• Every week it destroys cities.
• It thus changes the condition of our world.
• The superheroes, actually, set everything right.
• The children learn that violence is superior to reason.
• Therefore, the conflict and threats of violent death are acceptable conditions for existence!

Meaning of difficult words:
carriage – the killing and wounding of a lot of people.
a cursory glance – hurried, quick, done without attention to detail.
reveal – show, depict, express, and bring to the limelight.
expose – show, reveal, view, uncover, disclose, display.
steady – continuous, uninterrupted flow.
coyote – a small wild dog of North West America.
chases – pursue, follow, go after, run after.
mid-air – in the middle of the air.
chasm – an opening, fissure, schism, / a wide gap.
fraction – fragment, apart of a bigger whole of something.
plunge – to sink, to dive, to enter into.
road runner – a small bird that funs very fast.
adversaries – enemies, foes, antagonists, people opposing.
clatter – a rattling noise, noisy talk, a loud unpleasant noise.
molten – melted metal, melted liquid.
arch enemy – the worst enemy, chief enemy.
penetrate – to thrust, to pervade, go deep into.
extravaganza – a fantastic composition, a very large and expensive entertainment.
precocious – forward, ripe beforehand. those who say or do things as if. they were very simple.
shudder – shiver, quiver, tremble with fear and disgust.

Read More:

• Text A: The Telephone Question Answer
• Text B: Saturday Morning Violence Question Answer
• Text C: New Superstitions for Old Question Answer
• Text D: Burnout Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 4 Text C: Psychobabble School Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 15 Psychobabble School Question Answers CHSE Odisha

Psychobabble School Class 11 Questions and Answers

Activity-10

a) Psychoanalysis is no longer used for curing mental diseases. (✓)
b) There is no end to an analysis. (✓)
c) Change in behavior ¡s only produced by self-knowledge. (✓)
d) Psychoanalysis is a waste of time. (✓)
e) Brief counseling is an honest form of talking cure. (✓)
f) Only doctors can become analysts. (✓)
g) Freud used psychoanalysis to cure a wide variety of psychological problems. (✓)

Activity-11

a)“ __________ it goes without saying that his research contributed enormously to our understanding of the subconscious.” (approval).
b) “But the analysis was then adopted for all sorts of psychological problems to which it was entirely insulted” (disapproval)
c) “ __________ if your problem is morbid introspection then the worst thing you can do is to spend hours talking about yourself. (disapproval)
d) “You create new problems for yourself as fast as you solve them, and the phony sense of progress is one of the things that makes it so addictive.” (disapproved)
e) “And all you get rid of ¡s the fee for another two years of treatment.” (approval)
f) In America it was finally the health insurance companies who called a halt to this madness. (approval)
g) “ __________ it involves a maximum of 25 sessions and sometimes just one.” (disapproval).

Activity-12

a) Which of the following in your opinion is the main purpose of the article?
(i) to describe a typical analysis session.
(ii) to amuse the reader.
(iii) to shock the reader.
(iv) to criticize psychoanalysis.
(v) to convince the reader that psychoanalysis is a waste of memory.
Answer:
(v) to convince the reader that psychoanalysis is a waste of memory.

b) How would you describe the writer’s attitude towards
(i) psychoanalysis,
(ii) Brief counseling.
Disapproving       Admiring
Approving            Indifferent
Contemptuous     Prejudiced
Uncompromising.
Answer:
Critical.

Activity-13
Cohesive Devices: Link Words

In Unit III you have looked at reference aa a device that binds the sentences of a text together. There are hints at the use of discourse markers as the author’s important device of text cohesion. Discourse markers (also called indicators in discourse) are easily recognized. “Signposts indicate how the writer has organized the text and what’s” he intends to say. They include link words such as ‘however, although furthermore but, newly’. They also include expressions such as “the second fact is ‘that’, which shows that the writer is introducing a second point in his discourse. In the following text, some link words are missing. Put in the link words from the

Instead of      When         But         Then         Yet        However      That’s how.

Television was invented by John Logie Baird. When he was young he built an airplane. He tried to fly in it, But it crashed down below. Baird was fortunate not to be killed. __________ he was older, he became a businessman. __________ his business failed, __________ he thought of working at television. His family advised him not to do it. He did not listen to them. __________ he rented an attic and brought the apparatus he needed. He started working. One day, he saw a picture on his screen. He rushed out to get someone he could ‘televise’. He found an office boy and took him back to the office. __________ no image of the boy appeared on the screen. The boy terrified, had put his head down. He put it up again. His picture appeared on the screen. __________ television had been invented.
Answer:
Television was invented by John Logic Baird. When he was young he built an airplane. He tried to fly in it. But it crashed down below. Baird was fortunate not to be killed. When he was older, he became a businessman. But his business failed, Then he thought of working at television. His family advised him not to do it instead. He did not listen to them. However, he rented an attic and bought the apparatus he needed. He started working. One day, he saw a picture on his screen. He rushed out to get someone he could ‘televise’. He found an office boy and took him back to the office.  Yet no image of the boy appeared on the screen. The boy terrified, had put his head down. He put it up again. His picture appeared on the screen. That’s how television had been invented.

Section – C
Introduction:
In this section, you will have the pleasure of reading an interesting article, ‘Psychobabble’. For the present, however, read-only its opening paragraph and guess what the article is about.

Psychobabble Summary in English

An unhappy man lies on a sofa. He is allowed to ramble on for an hour about thinking about something. He thinks about how an amount of $35 will be $30,000 after four or five years. It is actually, very odd. But people have been falling for it for a century. Freud invented Psychoanalysis in 1895. His research contributed enormously to the understanding of the subconscious. But it is obvious whether this analysis has any place in modern medical treatment.

Fraud and his co-worker’s ‘The Talking Cure’ was designed specifically to uncover the cause of hysterical symptoms and had a few successes. George Gershwin who was psychoanalyzed by doctors died, at the age of 39. Psychoanalysis was also administered as a cure for Schizophrenia and mental deficiency on which there was no effect at all. Woody Allen, a Western intellectual who is himself living proof that you can be analyzed until you are semicomatose and still end up with your personal life.

They believed that understanding will produce change which is highly doubtful. Any drunk driver who gets pulled over may well understand that he has behaved irresponsibly. But this understanding does not reduce the pleasure of drinking. It is considered a bad form to talk about what .you will achieve. The other thing that hooks people in the analysis is the phenomenon of transference. Psychoanalysts who expect and even encourage this will tell you it’s how the patient ultimately gets rid of those feelings.

In America, it was finally the Health Insurance Companies who called a halt to all this madness. The analysts were forced to admit that treatment was open-ended and the benefits uncertain. The dominant psychological problems are identified right from the start and a time limit is set for sorting them out. Learning from experiences is encouraged and strategies are worked out that will stop one from repeating self-destructive behavior. Most of our problems arise from making the same stupid mistake again and again.

Analytical outlines of the text:

• An unhappy man lies on a sofa.
• He is allowed to think for one hour.
• He thinks about how an amount of $35 will be $30,000 after four or five years.
• It is, actually, very odd.
• But people have been falling for it for a century.
• Freud invented psychoanalysis in 1895.
• His research helps to understand the subconscious.
• But it is obvious whether this analysis has any place in modern medical treatment.
• Freud and his coworkers produced “The talking cure”.
• It was specially designed to uncover the cause of hysterical symptoms.
• It had, however, a few successes.
• George Gershwin was psychoanalyzed by doctors.
• But he died at the age of 39.
• Psychoanalysis was administered as a cure for Schizophrenia.
• It is also applicable to mental deficiency.

• Actually, there was no effect at all.
• Woody Allen, a Western intellectual is himself living proof.
• One can be analyzed until one is semi-comatose.
• One can analyze it till ends up with his personal life.
• They believe that understanding will produce change.
• Actually, it is highly doubtful.
• Any drunk driver can understand his irresponsible behavior.
• But this understanding does not reduce the pleasure of drinking.
• It is considered a bad form.
• The other thing that hooks people in the analysis is the phenomenon of transference.
• Psychoanalysts encourage the patients to get rid of these feelings ultimately.
• The health insurance companies in America have stopped all this madness.
• To analysts, treatment is open-ended.
• But benefits are uncertain to them.
• The dominant psychological problems are identified.
• Learning from experiences is encouraged.
• Strategies are worked out not to repeat self-destructive behavior.
• Most of our problems arise from making the same stupid mistake again and again.

Meaning of difficult words:

ramble – to travel, to wander, to trail, here talk about ceaselessly.
confused – perplexed, disordered, disturbed.
enormously – immensely, atrociously, greatly.
hysterical – excitement, morbidity, terrible mental excitement.
symptoms – signs, characteristics, and traits of a desire.
adopted – taken up, received, used, employed.

Schizophrenia – violent mental problem.
depression – pressing down, saddening, mental frustration.
diminish – lessen, reduce, decrease.
compensate – make amounts for, replace the loss with something.
diagnosis – finding out the cause of an ailment, and identification of disease by symptoms.
therapists – persons treating diseases in a certain way.

Read More:

• Text A: That Lean, Hungry Look Question Answer
• Text B: What is Art? Question Answer
• Text C: Psychobabble Question Answer
• Text D: The Case against Man Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Poem 5 Ballad of the Landlord Textbook Exercise Questions and Answers.

Class 11th Alternative English Poem Chapter 5 Ballad of the Landlord Question Answers CHSE Odisha

Ballad of the Landlord Class 11 Questions and Answers

Pre-reading Activity
Landlords and tenants do not always enjoy a happy relationship. What does the tenant do if he is evicted without any valid reason? Does the law of the land protect him? What can he do if he is denied justice, especially where law and justice are handmaidens of racial prejudice? Here is a ballad that dramatizes a situation of racial prejudice.

Questions For Discussion

Question 1.
What are the tenant’s complaints to the landlord?
Answer:
The tenant’s complaints to the landlord are the leakage of water in the house and the broken steps to it.

Question 2.
“These steps are broken down”. Is the sentence grammatically incorrect? If not, why has the poet used it?
Answer:
The sentence “These steps are broken down” is grammatically incorrect. The correct sentence would be “These steps are broken down”. However, the poet makes use of such an ungrammatical sentence because such a sentence is suitable in spot to English between people of this Class. Further, the ballad meter is possible in tainibic trimeter pattern, with “is”

Question 3.
“Well, that’s Ten Bucks more’n I’ll pay you/Title you fix this house up new”. Explain these lines.
Answer:
Yes; the ten dollars of house rent which the tenant has to 3 pay will be cleared after the repair works of the house are complete.

Question 4.
Does the tenant actually beat the landlord? How do you know?
Answer:
The tenant actually does not beat the landlord. False charges have been leveled against him. Because the landlord rather says that the tenant can’t utter a word if he is thrashed with a fist.

Question 5.
“He’s trying to ruin the. government and overturn the land” who speaks these words? And to what effect?
Answer:
The landlord speaks these words to the police to arrest the tenant.

Question 6.
Do you think the tenant committed an unbailable offense? Explain.
Answer:
The tenant never committed the unbailable offense. It was because the tenant immediately repair the landlord who never wanted to do it. His sole desire was to extort money from the tenants without providing adequate facilities for living. simply reminded of the complaints about the leaking house and broken steps which needed.

Question 7.
What is the attitude of the poet towards the legal system and social justice of the land? Is it justifiable in the context, of the poem?
Answer:
The poet develops a negative attitude towards the dying legal system and social justice of the land. An innocent tenant is put behind the bars for no fault of his and the wicked and notorious landlord gets the upper hand. The innocent are punished and the notorious are let loose. Law in the context of the poem is not justifiable.

Question 8.
Why is the last stanza printed in capital letters?
Answer:
The last stanza comprises capital letters because these are the exact newspaper headlines that appear on a newspaper so as to draw the attention of the reader.

Question 9.
In this poem, the poet uses some words that are plain or ungra¬mmatical or clipped or telegraphic. Can you identify them?
Answer:
“These steps are broken”; ‘member……..Ten Bucks more’n I’llYou gonna………..”; “You ain’t gonna He’stryingto.“Man Threatens Landlord Tenant Held No Bail Judge Gives Negro 90 Days In Country Jail”

Question 10.
Who do you sympathize with the landlord or the tenant? And why?
Answer:
Actually, the tenant draws more sympathy than the landlord. It is because he has fallen victim in the hand of the kind landlord who without any rhyme and reason puts him behind the bars on false charges. The tenant simply puts forth his problems in the house he had taken on rent, But the angry landlord takes recourse to unethical activities.

Composition

Question 1.
Examine how far the title “Ballad of the Landlord” is justified.
Answer:
The poem “Ballad of the Landlord” has been composed by Langstone Hughes, a prominent and outstanding poet of America. He has written a large volume of poems. He is an outstanding master who provides very apt and suggestive titles to his poems. Actually, a colorful and attractive signboard automatically arrests the attention of the customer to the shops. Similarly, an apt and adequate, and suggestive title, automatically fascinates the reader and makes them spellbound to go through the poem.

The discussed poem “Ballad of the Landlord” presents the same powerful force to justify the title of his poem. In fact, the ballad is a narrative poem that tells the story of some event in the form of a verse. Here, the poem; tells about the complaints of a tenant and the action taken by the landlord on that issue.

However, going through the poem, we have marked that the tenant had already given information to the landlord a week ago as to the leakage in the house and the broken steps which needed immediate repair. He also tells the landlord that he would pay him his due often dollars rented money when the landlord would complete the repair work of the house.

On the other hand, the landlord becomes irritated and resorts to illegal means to evict the tenant from the house. He even threatens him to fist on his back and the tenant can’t utter a word against him. The landlord also cries, “Police ! Police .” to come and arrest the tenant with no fault of his. Therefore, the tenant is arrested on false charges. He is thrown to prison due to the unbailable offense’ leveled against him.

The next day it came out in the newspaper Headline “Man Threatens Landlord/ Tenant Held No Bail/ Judge Gives Negro 90 Days In Country Jail” As a matter of fact the poem is entirely apt ‘and justified. Although unjust still then the landlord is ‘fully involved in the development of the theme. Without the illegal action taken by the landlord, the event can’t be completed. On the whole, in spite of the negation and injustice, the poem makes us spellbound and amused. In fact, the title is proper and justified.

Question 2.
Write an appreciation of the poem, following the outlines: (theme deviant (unusual) language used response to the poem and your analysis of the sequence of events, in narration stanza by stanza effectiveness of the poem in communicating the intended ideas and feeling- the functions of the considered opinion. Landlord” is undoubtedly the best masterpiece of Hughes. It is, indeed, Hughe’s ‘protest’ poem that tells about the. the sobriety of the tenants contrasted with the high-handed attitude of the landlords who exploit and harass their tenants. This event has been generalized and even universalized. The first and second stanza deal with the complaints given by the tenant before to the landlord as to the leakage in the house and the broken steps. The tenant had already given
Answer:
In fact, the poem “Ballad of the information about it to the landlord a week before. But no action has been taken so far relating to the condition of the house and the steps. The third stanza tells about the tenant’s warning against the nonpayment of the ten dollars that he owed to the landlord. He declared that he. would not pay the sum till repair works are undertaken. The fourth stanza explains the landlord’s reaction to the tenant’s request for the repair of the house again and over again. He says that the tenant is going to get the eviction orders to leave the house very soon.

He also adds that the tenant is talking high and mighty. He never hesitates to say that the tenant can’t have to say anything if it is thrashed with a fist. In die concluding stanza, the poet says that the landlord shouts for the police who came and arrested the tenant for no fault of his. He is imprisoned. He was tried in the court which convicts him. He is put behind the bars. In fact, it is a unique poem. Because there is scarcely any poem that is grounded on the tenant-landlord relationship.

It gives a realistic picture of the society in which people like these still exist. It is extremely important in the sense that the personal event has been generalized and universalized. Activity on Poem Completion Completes the following poem by filling the gaps appropriately with the lines given below it.

Activity on Poem Completion

Complete the following poem by filling the gaps appropriately with the lines given below it.
Fight your little fight my boy Don’t be a good little, good little boy and agree with all the mealymouthed. mealy-mouthed Cowardice, every old lout (D.H. Lawrence)

Lines for the gaps:
i) truths that the shy trot out.
ii)being as good, as you can.
iii) fight and be a man.
iv) to protect themselves and their greedy-mouthed, greedy-mouthed.
Answer:
Fight your little fight, my boy Fight and be a man Don’t be a good little, good little boy Being as good as you can. And agree with all the mealy-mouthed, mealy-mouthed. To protect themselves and their greedy-mouthed, greedy-mouthed. The truth that the shy trot out Cowardice, every old lout.

Notes on the poet:

Haid as the poet of the Harlem (a district in New York with a large concentration of Black Americans) Langston Hughes (1902- 1967) is famous for works like “The Weary Blues” (1926), “One Way Ticket” (1949) and “The Panther and the Lashi” (1967). His poetry has a rhythm close to Jazz Music; it is characterized by conflicting changes …… sharp interjections, broken shy them. The poem “Ballad of the Landlord” is one of Hughes’s protest poems.

The Ballad As A Verse Form:
A ballad is a narrative poem that tells a story, or it can be said to be a story in verse. Both the ballad and the lyric arise in response to the same need, both are associated in their origin with the communal dance, but while the ballad has remained a wayside flower, the lyric gradually becomes an exotic product of conscious art. The term ballad is used now to cover a wide variety of verses, but the word originally signified a dance song and many ballads eloquent of love youth and the spring tide were sun the villagers at their feasting t0 a rhythmic measure.

What we have are the product of Saxon, the intensity of feeling, softened and lightened by Norman sentiment and grace; though the ballad measure is of ancient origin and probably dates from early medieval times. Its History Thus, the ballad is a narrative poem, associated in its origin with the communal dance, possessing no marks of authorship and the outcome of tradition among people free from literary influence.

As in the case of the lyric, one more gifted member of the tribe would compose the verse of the song, while the rest would chant the refrain. The bard would recite the exploits of the hero in battle or the leader himself might even do this and the surrounding warriors join in the primitive chorus. Such is the history of the ballad not only in England but as recent investigations have shown, it can be paralleled in the unwritten literature of every savage race.

The term ballad has, however, been loosely applied to all poems written in what I know as “ballad meter”; what is, four-line stanzas technically described as iambic tetrameter and iambic trimetre, hence the term often includes poems that are real I “artificial ballads” in as much as they imitate the artless, simple, narrative form of the original literary prototypes, but which sin they are not the outcome of the condition which produced them are hot to be classed with them. “Conditions favorable to the making of such poetry ceased to be general after the fifteenth century”.

The charm of the ballad lies in its native, simplicity and primitive feeling. To call it artless, as some do, is a mistake, for it has its own rules of diction, its tricks of phrasing, and conventional refrains. But it has the case and sincerity of genuine poetry and is deep-rooted in its love of Earth and primal human qualities.

Ballad Of The Landlord Summary In English

The tenant complains about the problems of his rented house to the landlord. the house has become porous and water leaks through it causing problems for tenants. he had complained landlord about the matters before last week. The step of the house has broken and he had already received complaints about it. The tenant is surprised that the landlord never falls down when he climbs the broken steps. He also says that he would clear the dues of ten dollars after dies, the landlord, and repairs the house new.

This irritates die landlord who sharply says that the tenant is going to get eviction orders very soon. He is going to cut off his head and take his furniture and throw it in the street. He also scolds the tenant because he is thought of as arrogant and outspoken. He warns him that the tenant can not speak a word if the former strike him with his fist He also calls for the police to arrest the gentlemanly tenant. He charges him with trying to ruin the government and overturn the land. to the prison. The newspaper headlines run— Man Threatens Landlord Tenant Held Sio Bail Judge Gives Negro 90 Days In Country Jail. At last, the tenant is arrested and taken.

Analytical outlines

• The tenant complains to the landlord about the rented house.
• The house has become porous
• Water leaks through it.
• it causes various problems
• The tenant complains about it before last week,
• The steps of the house have broken.
• The landlord had already received complaints against if
• The tenant has Dyes often dollars
• He would pay it after repairing the house
• This irritates the landlord
• He sharply says that the tenant is going to get eviction orders very soon
• he is going to cut off his heat
• he is going to take his fortune
• He is also going to throw these in the street.
• He also scolds the tenant
• Because he is thought of as being arrogant and outspoken
• He warns him that a tenant can’t speak a word against him
• Even if the landlord strikes him with his fist
• He also calls for the police to arrest the gentlemanly tenant.
• He charges him with trying to ruin the government and overturn’ the land.
• At last, the tenant is arrested and taken to prison.
• The tenant is surprised ‘that the landlord never falls down when he climbs the broken steps.

Meaning of difficult words:

sprung a leak – has a crack through which water leaks
member – remember, recall
bucks – dollars
gonna – going to
high and mighty – arrogant
copper’s – policeman’s
precinct -the main police station in a particular area.

Read More:

• Ecology Question Answer
• Dog’s Death Question Answer
• The Fog Question Answer
• Girl Lithe and Tawny Question Answer
• Ballad of the Landlord Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Poem 4 Girl Lithe and Tawny Textbook Exercise Questions and Answers.

Class 11th Alternative English Poem Chapter 4 Girl Lithe and Tawny Question Answers CHSE Odisha

Girl Lithe and Tawny Class 11 Questions and Answers

Pre-reading Activity

The word ‘LitheJ means graceful and ‘Tawny’ refers to a skin color made up of brown, yellow, and orange colors. Now, look at the title of the poem you are going to read and; guess what kind of a poem it is.

Questions For Discussion

Question 1.
How does the sun form the beauty of the girl?
Answer:
The sun that ‘forms the fruits, plumps the grains, curls sea-weeds forms the body of the poet’s dream girl with joy and her bright eyes and mouth with a smile of the water.

Question 2.
What does the expression “filled your body with joy” mean?
Answer:
The expression “filled your body with joy” implies the sweetness of her body politic that attracts her male counterparts.

Question 3.
What do you think is the meaning of the line and your mouth that has the smile of the water”?
Answer:
As water flows spontaneously, the upsurge of a natural smile on her mouth is quite natural and spontaneous. Her smile blooms on its own.

Question 4.
Why does the poet call the girl’s hair “a black yearning sun”? What figure of speech is used here?
Answer:
The girl’s hair is a black yearning sun” which implies that the sun hides in her black hair. The sun has a strong wish to remain hidden in her hair. The figure of speech ‘metaphor’ is used here.

Question 5.
What can the poet mean by “play with the sun as with a little brook”?
Answer:
The poet means by the expression “play with die sun as with a little brook” which leaves two dark pools in her eyes.

Question 6.
What draws the poet away from the girl?
Answer:
The frenzied youth, of Bee and the drunkenness of wave, and the power of the wheatear in the dream girl drew the poet away from her

Question 7.
What purpose does the image of the bee serve in stanza 3 of the poem?
Answer:
The image ‘bee’ in the third stanza implies young lovers who hover around the beautiful girls.

Question 8.
What does the poet try to convey through the images of the wave and the wheatear?
Answer:
The poet tries to convey the drunkenness of the wage and the power of the wheatear through these images.

Question 9.
Whose heart searches for the girl?
Answer:
The somber heart of the girl Lithe and Tawny search for the girl herself.

Question 10.
Why does the poet address the girl as a “Dark butterfly”?
Answer:
“Dark butterfly” refers to lovers having inconsistency in love. The girl is said to be a “Dark butterfly” because she is not constantly in love and changes her love from person to person as butterflies change from flower to flower.

Question 11.
What aspects/activities of the girl go towards making her lithe?
Answer:
The qualities of fruits, plumps, grains, sea-weeds, joy, luminous eyes, smile, and the sun being braided into her strands go towards the making of the poem.

Question 12.
Is the girl made tawny by the sun or was she was born tawny? How do you
Answer:
The girl was not bom tawny. She was made tawny by the sun. The reason for the answer goes in the line the sun that warms the fruits, plumps the grains that curl weed filled your body with joy, and your minus eyes/and your mouth that has the Nile of the water. The bold type letters mark the fact that she was made tawny. know the answer?

Composition

Question 1.
Make a list of objects to which the girl has been compared. Are they or comparisons convincing or exaggerated? of comparisons have been listed below:
Answer:
The poet makes use of a Plethora
the sun – noon
the fruit-friend youth of the bee
the plumps – drunkenness of the wave
the grains – power of the wheatear
the sea-weeds – dark butterfly.
smile of water – wheat-field
the yeaning – the puppy, the water
The comparisons are apt and suggestive and convincing.

Question 2.
Write an appreciation of the poem “Girl Lithe and Tawny”, starting with the mention of the theme, then analyzing the poem stanza by stanza, relating them to the theme, and including your overall (assessment of the poem.)
Answer:
The poem “Girl Lithe and Tawny” by Pablo Neruda is a love, poem written originally on the yearnings of romantic love. The discussed poem is nothing but an English translation of a poem that was written when Keruda was almost twenty. it explains a young man’s yearnings for a girl. of his dreams forms the fruits, that plumps the grains, that curls sea-weeds, filled her body with joy and her bright and luminous eyes and her mouth that has the smile of water The stanza 1 explains that the sun expresses the beauty of the girl. A black yearning.

the sun is braided into the strands of her black mane when she stretches her arms. She plays with the sun as with a little brook and it bares two dark pools in her eyes. The second stanza proceeds ahead to Everything bear him further away as though she were noon. She was the frenzied youth, of the bee, the drunkenness of the wave, and the power of the wheatear. The third stanza is important in the sense that nothing drew the poet towards her. The concluding stanza is most inspiring and heart-touching.

It tells that her somber heart scorches for herself, nevertheless, the poet loves her joyful body, her splendor, and her flowing voice. She is explained as a “Dark butterfly and like” the wheat field and the sun the poppy and the water. As a matter of fact, the way the poet presents his dream girl is most alluring and heart-enduring. It evokes in us a tint of romantic love which is the main theme of most of his poems.

Notes On The Poet:
Poetry and politics are the chief preoccupations of Pablo Neruda who was hired from 1904-1937. His love poetry written originally in Spanish focuses on the yearning for romantic love. Among his major collections are‘ Twenty Love Poems and ‘Song of (1924), ‘Spain is the Heart’ (1937) ‘And Memorial of Isla N’agra’ (1964). The poem ‘Girl Lithe and Tawny’ is an English translation of a poem that was written by Neruda was bravely twenty. It describes a young man’s year rings for the girl of his dreams.

Girl Lithe and Tawny Summary in English

The poet has addressed this poem to his dream girl Lithe and Tawny. Actually, the sun makes the fruit, plums the grains, and curls the seaweed. In a similar way, the sun fills her luminous eyes with joy and happiness. Her bright eyes and her mouth have the smile of the water. A black longing sun is woven into the stands of her black hair. When she stretches her arms, she plays with the sun as with a little stream. It leaves two dark pools in her eyes.

Girl Lithe and Tawny is such a dream girl towards whom nothing draws the poet. Everything bears him further aÿvay, as. though she was at noon. She was the frenzied youth of the bee, the drunkenness of the wave, and the power of the wheatear. Her dark-colored heart searches for you nevertheless. The poet is highly fascinated by her and loves her youthful body. He also loves her tender and flowing voice. He also loves the dark butterfly, sweet and definitive like the wheat field, the sun, the poppy, and the water.

Analytical outlines

• The poet has addressed this poem to
• his dream girl Lithe and Tawny.
• Actually, the sun makes the fruits.
• The sun plumbs the grains.
• The sun also curls the seaweed.
• Similarly, the sun fills her luminous eyes with joy.
• It also fills her bright eyes with happiness.
• Her bright eyes have the smile of the water.
• A black longing sun is woven into the stands of her black hair.
• She stretches her arms.
• She plays with the sun again and over again
• As the plays with the little stream.
• It leaves two dark pools in her eyes.
• Girl Lithe and Tawny is such a dream girl of the poet.
• The poet draws nothing towards her.
• Everything bears him further away.
• She was the frenzied youth of the bee
• She was also the drunkenness of the wave
• She was also the power of the wheatear.
• Her dark-colored heart earnestly searches him.
• The poet is highly fascinated by her.
• He loves her youthful body wholeheartedly
• He also loves her slender and flowing voice.
• He also loves the dark butterfly, sweet and definitive.
• He loves her like the wheat field.
• He loves her like the sun.
• He loves her like the poppy.
• He also loves her like the water.

Meaning of difficult words

Lithe – graceful
plumb – makes the grains fleshy and rounded
luminous – clear, bright, glowing.
yearning – strong, will, wish, or desire.
braided – plaited, intertwined, trimmed, woven.
strand – single hair.
mane – her long hair.
brook – fountain, stream
frenzied – excited, provoked, stirred up
somber – dark
definitive – decisive
poppy – large, bright red flower.

Read More:

• Ecology Question Answer
• Dog’s Death Question Answer
• The Fog Question Answer
• Girl Lithe and Tawny Question Answer
• Ballad of the Landlord Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Poem 3 The Fog Textbook Exercise Questions and Answers.

Class 11th Alternative English Poem Chapter 3 The Fog Question Answers CHSE Odisha

The Fog Class 11 Questions and Answers

Pre-reading Activity
It’s not always that we see the Fog when do we see this phenomenon? Certainly, the fog hits one eye straight and makes us nearly blind. If you happen to be walking through the fog, how would you go ahead? Feel your way through? In a situation like this, do you think a blind man could be a good guide?

Questions For Discussion

Question 1.
How can affect a person’s vision?
Answer:
The thick fog makes a man almost blind. One can see anything. The sight deceived him. It made the boys look like tall men and tall men looked like giants.

Question 2.
What example does the poet offer to illustrate his error of judgement?
Answer:
The street lamps and the lights upon the halted cars whether earthly or heavenly stars are the examples offered to illustrate his error of judgement.

Question 3.
What simile does he use to express how his eyes felt in the Fog?
Answer:
Actually, simile refers to a comparison between two dissimilar objects by means of ‘like’ or ‘as’. The poet’s eyes in the % felt like balls of burning dead.

Question 4.
At what stage of the poem is the poet completely overpowered by the Fog?
Answer:
The poet is completely overpowered by the Fog when he lost all judgement of distance and space.

Question 5.
How does he describe the street scene in the fog?
Answer:
The street lamps and the lights upon the halted cars in the street seemed to be either earth or heavenly stars.

Question 6.
What was the poet’s reaction to the offer of help?
Answer:
When the poet became helpless in the intense fog and unable to feed his way, he asked a person passing by him to tell him the way. The man he asked to was also a blind man to whom the Fog made no difference. The blind man offered to help but the poet felt hesitant about whether to follow him or not.

Question 7.
Do you find the last line of the poem paradoxical? And why?
Answer:
However, the last line of the poem is entirely paradoxical. The line goes  “A blind man led me home”. A man who happens to be blind needs the help of others to be led about. But here the blind man leads a man that is the poet who has eyes. The poet is all of a sudden blinded by the thick Fog. He had not grown accustomed to the blindness and the act of feeling his way. But the blind man had been acquainted with blindness and the act of feeling his way. He, therefore, led the poet home.

Question 8.
In an otherwise dark scene, words like “burning”, come across “lamps and the light” and “heavenly stars”. What purpose do these expressions serve in the poem?
Answer:
The expressions “burning”, “lamps and lights” and “heavenly stars” stand in sharp contrast with the otherwise dark scene in the poem. These expressions are the light-giving sources which are made dim with the thickening fog. The glaze and glamour of these things have been lost in the Fog and they look dim and faint.

Question 9.
If you find yourself in a similar situation, what would you do? Follow the blind man as the poet did? Or wait till the Fog clears.
Answer:
If I find myself in a similar situation, I would do neither of the things the poet did, i.e. not follow the blind man ad the poet did not would wait till the Fog clears. I would try to feel my way in the blinded situation in whatever trouble comes that way. So that it would give the understanding of the troubles of a blind man when he tried to that fog must disappear some time or other, l would not bother about this and continue the process of finding my way home.

Composition

Question 1.
The poem “The Fog” by W.H. Davies describes the narrator’s experience of a fog. The situation is introduced in stanzas its effect on the narrator is described in stanzas 2-4, and in the last two stanzas, the narrator’s problem is resolved. Now write an elaborate note on how ideas are structured ‘in the poem including an analysis of the poetic device used, such as similes, metaphors and paradoxes.
Answer:
In fact, the opening stanza of the poem provides a vista of introductory ideas to the poem. The lines in the stanza reveal the ocular deceptions of an approaching thick Fog. Eyes are blinded by the intense fog on the exterior. It makes the short appear tall and the tali 8iant This stanza is structured with Poetic devices such as metaphors. Metaphors are the means t6 brin8 about the similarity between two dissimilar objects without any use of “like” or “as”. comparative devices.

The last two lines of the first stanza, “it made tall men of boys/and giants of tall men” bring about a comparison between boys looking tall and tall men looking giants. Stanza 2-4 enumerate the effects of fog. They centre around the chilling throat and choking respiratory tract due to intense Fog. He felt nothing in his heart except the presence of his two eyes. The Fog grew thick that the poet was unable to feel his way. He lost all judgement of distance and space. Stanza 4 is structured on a metaphor which is designed to bring about the similarity between dissimilar objects.

The street lamps and the lights upon the halted cars seemed to be either on earth or the heavenly stars. the appearance of a man who happens to be The fifth and sixth stanzas speaks of blindness. He offers him help which the poet hesitatingly accepts. The man tells them to follow him. He followed him where he led him i.e. the poet. They finally reached the poet’s home. The last two stanzas deal with the solution to the problem.

Question 2.
In pairs, write down at least twenty words which you associate with a Fog. Then, using some of these words try to write a short poem describing an experience in a Fog.
Answer:
Air, south, cold, lamps, sun, mist, head, lights, last, smoke, eyes, vehicles, west, silence, moon, celestial, north, dawn? stars, visible. The Poem – In a Foggy Dawn
1. I moved about in a foggy down when the cold air was thick with mist Shrouding the sun in the east Nothing was visible to the eyes.

2. The east, west, north and south Breathing smoke in the silent acres The dying moon, disappearing stars, And other celestial objects.

3. Street lamps, the light of moving vehicles Deemed dim, dusty and dark Making heads heavy and haste To back home for rest.

4. Fingers feel no way at once Feet fed fastened in the Fog. Finding a glowing fire and fresh food. I groped in grief and gloom.

Detailed Summaries

Paraphrase: Stanza – 1
The poet explains the thickener Fog. It intensified and blinded the poet’s sight very soon- made the boys look tall Again the tall men looked like giants. Hence the stanza tells about the unreal and deceptive appearance of the ethereal world.

Stanza – 2:
Actually, the thick and dense Fog hides a billing effect on the human body. It held the speaker’s throat and deposited cough there. So, he coughed and coughed. He felt that nothing was there in his head. He only felt the presence of his two eyes which looked like balls of burning dead.

Stanza – 3:
The thickness of the Fog gradually intensified blackening the atmosphere all around. When it assumed impenetrable darkness, the speaker was unable to make out anything. He could not identify the places and to treed: He lost all judgement of ways distance and space.

Stanza – 4:
The Fog was very thick and dense. So the poet could not perceive anything from a distance. The street lamps and the lights upon the halted cars could either be earth or heavenly stars. It was again a deceptive feature.

Stanza – 5:
The poet was in bewilderment. At that time a man arrived on the spot. He became very close to him. He asked him the way. He told me to follow him. He followed him where he led him.

Stanza – 6:
The man told the poet to take him to confidence to make him reach his home very safely. The poet followed him like a child. The man was none other than a blind man. Both of them were not able to see anything. But the second one was capable of leading the first one as he had grown accustomed to the blindness for a long time.

Notes to the Poet and Poem:

William Henry Davies (1871-1940) is chiefly remembered for expressing natural beauty in his short, simple verses. Important among his volumes of poetry are “The Soul’s Destroyer and other poems” (1907) and “Love Poems” (1930). His poems mainly touch upon “odds and ends of things”.“The Fog” is about one of life’s ironies.

The Fog Summary in English

The narrator of the poem saw the fog grow very thick and dense. It became too thick to make everyone blind that is things were hardly visible. Boys looked like tall men and tall men looked like giants. It gripped his throat and he kept coughing. There was nothing in him except the two little heavy eyes Which continued rolling like two balls of burning bad when they thickened more and more, it assumed darker.

It became so black that he could make out nothing. He was not able to identify the places, he lost his judgement then as to the exact distance and space. The speaker was even unable to make out whether the street lamps and the lights upon the halted cars could be either on earth or be the heavenly stars. Aman passed close by him. He asked him the right way to his house. The man asked to follow him. He followed him where he went. He followed him as a child after his parents. It was a blind man who ultimately led him home.

Analytical outlines of the poem:

• The narrator of the poem saw the Fog.
• It grew very thick and dense.
• It became too thick to make everyone blind.
• It is blind as things were hardly visible.
• So boys looked like tall men.
• The tall men looked like giants.
• It gripped his throat.
• So, he kept coughing.
• There was nothing in him.
• He had only two little heavy eyes.
• These continued rolling like two balls of burning bed.
• The fog thickened more and more.
• It is assumed darker.
• It became too black to make out anything.
• He was not able to identify the places.
• He lost his judgement.
• He could not judge the exact distance and space
• The speaker was even unable to make out the street lamps.
• It also could not make out the lights upon the halted cars.
• They appeared to him like heavenly stars
• A man passed close by him.
• He asked him the right way to his house.
• The man asked to follow him.
• He followed him where he went.
• He followed him as a child after his parents.
• It was a blind man.
• He ultimately led him home.

Meaning Of Difficult Words

ken – a range of knowledge here, sight
clutch – to grasp tightly, to hatch, snatch, to hold.
rapped – knocked sharply, striking.

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Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Poem 2 Dog’s Death Textbook Exercise Questions and Answers.

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Dog’s Death Class 11 Questions and Answers

Pre-reading Activity I
Have you ever kept a pet? Why do people keep pets? For companionship? For love? Or for some other benefits? Can you recall some of the happiest moments with your pets? Here is a poem in which Updike remembers his pet. As you read the poem, try to find an answer to the question. What is the most significant thing that the poet remembers about his pet?

Questions And Answers

Question 1.
Why does the poet begin with the pronoun “she”? Would it make any difference, if the poem began with “the dog….”?
Answer:
However, the poet has adopted this technique due to two things. One thing is that the poet has personified the dog as he has attributed human qualities to it.‘Since the dog is treated as a member of the family. It is given a human position. Secondly, the pronoun “she” makes it clear that it is a female dog that is it is a bitch. The poem would have made a lot of difference if it had started with The dog….”

Question 2.
How did the dog win everybody’s appreciation?
Answer:
The dog must have been kicked unseen or brushed by a car. If W&s for young to know much. It was. starting to learn to use the newspapers spread on the kitchen floor. He: therefore, won everyone’s appreciation. It is 4n fact, a good dog.

Question 3.
What could “shy malaise” means?
Answer:
However, “Shy malaise” means bodily disorder without signs of illness. The bodily discomfort is not known to the surface. Suffering is something that is not known to the outward.

Question 4.
What does the poet want to convey when he says “… blood was filling her skin/And her heart was tearing to He down forever”?
Answer:
As the poet and others teased, the dog, got terribly angry. However, it was rational enough to control itself. It is the meaning of the given statement.

Question 5.
How does the poet describe the dying dog?
Answer:
The poet describes that the children were noisily fed on Monday morning. Then they were sent to school. The dying dog crawled beneath the youngest’s bed. It was found that it was twisted and limp but still alive. It was carried to the vets in a car on the poet’s lap. It tried to bite his hand and died. Thus, in this way the dying dog is described by the poet.

Question 6.
What does the expression “her frame” suggest?
Answer:
The expression ‘her frame’ suggests the complete body politic of the dog. The entire body structure of the dog referred to as the ‘frame’ has sunk down owing to diarrhea.

Question 7.
Why did the dog drag herself to a newspaper on Sunday night?
Answer:
However, the dog suffered from severe diarrhea. It had a terrible loose motion which had made it considerably weak and worn out. Unable to walk, it dragged itself across the floor to reach a piece of newspaper spread in a distance so as to pass extra on it and not to make the floor dirty by spilling stool here and there. It, therefore, tried to drag itself to a newspaper on a Sunday night.

Question 8.
In stanza- 4, the third line is; “Though surrounded by love that would have upheld her”. Who was “surrounded”? And by whom?
Answer:
The dog was surrounded by the poet’s family members who were love personified. The whole family had a selfless love for the innocent creature.

Question 9;
Comment on the speaker’s voice in “Dog’s Death”.
Answer:
The speaker seems to be an ardent lover of his pet dog. Her death has brought him unbound sorrows. His intense love for the dog made him write a poem devoted to it. The poem delineates the poet’s profound love which he employs in his poem ‘Dog’s Death”.

Question 10.
Can you suggest an alternative title for the poem?
Answer:
An alternative title may be suggested for the poem. It is “Oh Dog, My Dog !”

Composition

Question 1.
Write an appreciation of the poem beginning with a mention of its theme and then showing, through a stanza-by-stanza analysis, how this theme has been elaborated across the stanzas in a connected way, your appreciation of the poem must include an analysis of the appropriateness and effectiveness of the poetic devices used and must conclude with your personal response to the poem.
Answer:
The poem “Dog’s Death” is undoubtedly the most typical masterpiece of John Updike, an eminent and outstanding American Poet. This autobiographical poem centers around the death of a beloved pet of the poet. The poet is a dog that dies bringing about-an uncompromising sorrow to the poet who feels bereft of his faithful dog. In the first stanza, the poet describes his pet dog which must have been kicked or brushed by a car. It was starting to learn to use the newspaper spread on the kitchen floor and to win.

It was a good dog. In the second stanza, we find the poet and his wife thought her shy malaise was a terrible reaction. The postmortem report revealed that there appeared a crack in its lever. As it was teased with play, blood was ‘feeling her skin and her heart was leaning to ie down forever. In the third stanza, we have, it was Monday morning. The children were noisily fed MD went to school. The dog crawled beneath (the youngest’s childbed. She was found lying disturbed and limp although she was alive. It was carried to the vets on the poet’s lap.

The expression “on my lap” tells that the pet is like i loving child which is carried on the poet’s In the fourth stanza, we find that when ie dog was being carried to the vet’s in a car on the poet’s lap, it tried to bite the poet’s mind and died. The poet patted its warm fur in his wife and called in a voice imperious with ars. But the dog was no more. stance. The concluding stanza tells that the poet id his wife returned home at last and found the frame drawing near to dissolution. While offering from diarrhea, it had dragged itself ross the floor to a newspaper quite tirelessly left on the spot in a little As a matter of fact, we observed that the theme of unfathomable love towards that animal is vehemently treated by the poet almost all the stanzas. The personified session is really the most inspiring and heart-ching.

Question 2.
Suppose your pet is lost and there is little hope of your getting it back. Write a letter to a friend expressing your sentiments for the lost pet, so that you may get over your depression.
Answer:

Mohantypara
Sundargarh
20.07.2016

My Dear Rakesh,
How are you? You’d be surprised to know that the dog you saw last is now no more. You know what a nice animal it is. It used to bark for me; guard for me and even die for me. I’ve told you how it once helped me from imminent death. Its absence causes a serious vacuum that can hardly be filled up. I personally feel bereft of the most living creature which is no longer in life. The sense of loss for the pretty little thing hangs heavy on me. I can’t really withstand the incompressible loss meted out to me. I’d been. closely associated with his pet of mine. since 2010. I do feel its loss every now and then.

Yours ever,
Sukant

Detailed Summaries

Paraphrase: Stanza -1
The day must have been kicked unseen. It must have been brushed by a car. It was starting to learn to use the newspapers spread on the kitchen floor and to win Wetting there. It was, in fact, a good dog.

Stanza – 2
The poet and his wife thought her shy malaise was a terrible reaction. The postmortem report revealed that there appeared a crack in its liver. As it was teased with play, blood was filling her skin and her heart was learning to lie down forever.

Stanza – 3
It was Monday morning. The children were properly fed. Then they went to school. The dog crawled beneath the youngest’s bed. She was found distorted and limp although she was alive. It was parried to the vets on the poet’s lap.

Stanza- 4
car on the poet’s lap to the .vet’s, it tried to bite the poet’s hand and died.’ The poet patted its warm fur. His wife called in a voice imperious with tears. But the dog more. While the dog was being carried in a was no more.

Stanza – 5
The poet and his wife come back home. They found her frame drawing near to dissolution. While suffering front diarrhea, it had dragged itself across the floor to a newspaper quite carelessly left on the spot a little distance.

Notes On The Poet:

John. Updike (born 1932) is known as the chronicles of modem America. His novels such as ‘.Couples’ and the ‘Rabbit’ contemplate on the ‘domestic needs’ and ‘aesthetic-religious desires’ of the average American. He has also tried his hand at sight-verse. Some of his well-known poetry collections are ‘The Carpentered Hen’, ‘Telephone poles’ and ‘Facing Nature’. In ‘Dog’s Death’ the poet pays tribute to the memory of his pet. The appeal of the poem, however, is universal.

Dog’s Death Summary in English

The dog must have been kicked unseen or brushed by a car. He was too young to know much and he was beginning to leaned to use the newspapers, spread on the kitchen floor. It was thought that her shy malaise was a short reaction. The autopsy proved that there was a rupture in its liver. As it was teased sportively, blood was filling her skin and its heart was learning to tie down forever. sent to school on Monday morning, it crept beneath the youngest’s bed.

It was found limp and trusted although alive. While it was being carried in a car to the vet’s on the poet’s lap, it tried to bite his hand and died. The poet stroked its warm fur and his wife called in a voice imperious with tears. They came back home, they found that in the night its body frame was heading towards dissolution. As the children were noisily fed and sportively, blood was filling her skin and its heart was learning to tie down forever. sent to school on Monday morning, it crept beneath the youngest’s bed.

As the children were noisily fed and sent to school on Monday morning, it crept beneath the youngest’s bed. It was found limp and trusted although alive. While it was being carried in a car to the vet’s on the poet’s lap, it tried to bite his hand and died. The poet stroked its warm fur and his wife called in a voice imperious with tears. They came back home, they found that in the night its body frame was heading towards dissolution.

Analytical outlines of the poem

• The dog must have been kicked unseen.
• It must have been brushed by a car.
• it was too young to know much.
• It was beginning to learn to use the newspapers spread on the kitchen floor.
• It was thought that her shy malaise was a shot reaction.
• The autopsy proved that there was a rupture in its liver.
• It was teased sportively.
• Blood was filling her skin. ,
• Its heart was learning to lie down forever.
• It was Monday morning.
• The children were noisily fed.
• They were sent to school. It crept beneath the youngest’s bed.
• It was found limp.
• It was trusted although alive.
• It was being carried in a car to the vets on the poet’s lap.
• It tried to bite his hand.
• At last, it died.
• The poet stroked its warm fur.
• His wife called in a voice imperious with
• They came back home.
• They found that in the night its body frame was heading towards dissolution,

Meaning of difficult words

malaise – bodily discomfort without signs of illness.
autopsy – personal inspection,’ examination of the body in order to know the cause of death
rupture – breaking, a breach, bursting.
imperious – haughty, commanding, imperative, giving orders.
disclosed – revealed, exposed. unclosed,
crawled – moved slowly, crept.
stroked – patted with hands.
stiffening – unbending, not easily moved, to become stiff and tight
diarrhea – an excessive looseness of bowels, an infectious disease of the bowel
dragged – trailed, harrowed, pulled
forcibly, endured – bear firmly, tolerate, withstand.

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Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Poem 2 Oft, In The Stilly Night Textbook Exercise Questions and Answers.

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Oft, In The Stilly Night Class 11 Questions and Answers

Think It Out

Question 1.
When do the past memories occur to the poet?
Answer:
The past memories occur to the poet before he finds himself in deep sleep.

Question 2.
What does “other days” mean?
Answer:
‘Other days’ means the days coming nearer and this creates a sense of impending doom.

Question 3.
Are the memories of boyhood sweet or sad? Quote the line in support of your answer. How does the poet grieve for his dear ones who have passed away?
Answer:
Memories of boyhood are both sweet and sad. The lines :
“The smiles, the tears”
“The eyes that shone”
“Now dimm’d and gone”
“The cheerful hearts now broken !”
bring out sad memories.

Besides the lines
“Of boyhood’s years”
“The words of love then spoken”
describe sweet memories.
The poet grieves for his dear and near ones who have passed away in his nostalgic vein.

Question 4.
How does he recall his friends?
Answer:
He sadly recalls his friends who were very close to him. They are now all dead.

Question 5.
Does the poet feel lonely in the absence of his near and dear ones? Quote the line in support of your answer.
Answer:
Yes, the poet feels lonely in the absence of his dear and near ones. The line “Who trades alone” states this.

Question 6.
A simile is a figure of speech used to make a comparison between two unlike things using ‘as’, and ‘like’ … What figure of speech does the poet use to express his loneliness?
Answer:
The poet used metaphor to express his loneliness.

Question 7.
The figure of speech used to express inanimate beings as animate is called personification. Give the example of personification used m the poem.
Answer:
The line “slumber’s chain has bound me” is an example of personification.

CHSE Odisha Class 11 English Oft, In The Stilly Night Important Questions and Answers

A. Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.

When I remember all
The friends, so linked together,
I’ve seen around me fall,
Like leaves in wintry weather;
I feel like one
Who treads alone

Some banquet-hall deserted,
Whose lights are fled,
Whose garlands dead,
And all but he departed!

Thus, on a stilly night,
Ere slumber’s chain has bound me,
Sad memory brings the light
Of other days around me.

Questions :
(i) “So linked together.” Explain its significance.

(ii) Explain :
“I’ve seen around me fall,
Like leaves in wintry weather;”

(iii) Why is ‘Some banquet-hall deserted’?

(iv) What does this extract indicate?

(v) Account for repetition of words ‘whose’ and ‘he’ signify?

Answers :
(i) The expression “So linked together” implies the poet’s close Mends.

(ii) With the advent of winter, leaves wither. Like them, his friends have passed away in course of time.

(iii) Some banquet-hall looks empty, because his dear and near ones, and his friends are all dead.

(iv) This extract indicates the poet’s transition from boyhood to the present time by switching from past to present tense.

(v) The repetition of ‘whose’ and ‘he’ indicate personalization.

B.Multiple Choice Questions (MCQs) with Answers

Choose the correct option.
Introducing the poet and Warm-up

Thomas Moore…………. away.
Question 1.
Who among the following is the poet of the poem “Oft, In The Stilly Night”?
(a) Thomas Hardy.
(b) Thomas Moore.
(c) John Milton.
(d) John Keats.
Answer:
(b) Thomas Moore.

Question 2.
The description in this poem is mainly about :
(a) a natural science.
(b) the life of a great man.
(c) the memories of the past.
(d) a hero of a great battle.
Answer:
(c) the memories of the past.

Question 3.
In the poem the poet longs for :
(a) the days have gone by, and the dear ones who have passed away.
(b) the hero of battle who fought till the last drop of his bloodshed.
(c) the natural beauty which he had seen while visiting a hill station.
(d) none of the above.
Answer:
(a) the days have gone by, and the dear ones who have passed away.

The Text
Lines from 1 to 14
Oft, in the stilly night……….. days around me.
Question 4.
How was the night that the poet refers to?
(a) stormy.
(b) stilly.
(c) shivering.
(d) snowy.
Answer:
(b) stilly.

Question 5.
What do you mean by the word ‘stilly’?
(a) disturbing.
(b) fearful.
(c) calm.
(d)horror.
Answer:
(c) calm.

Question 6.
Which kind of ‘chain’ does the poet here refer to?
(a) chain of iron.
(b) chain of dreams.
(c) chain of deep sleep.
(d) chain of thoughts.
Answer:
(c) chain of deep sleep.

Question 7.
What do you mean by the word ‘slumber’?
(a) deep breathe.
(b) deep sleep.
(c) deep thought.
(d) deep voice.
Answer:
(b) deep sleep.

Question 8.
What does the word ‘light’ mean?
(a) the sunshine.
(b) the joy.
(c) the sorrow.
(d) the moonlight.
Answer:
(b) the joy.

Question 9.
What do the words ‘other days’ mean?
(a) the days other than his days of the tour.
(b) the days when the poet was away from his friends and his kith and kin.
(c) the days of his childhood.
(d) none of the above.
Answer:
(b) the days when the poet was away from his friends and his kith and kin.

Question 10.
He remembers the smiles and the tears of a particular period. Which is that?
(a) period of childhood.
(b) period of youth.
(c) period of his tours and travels.
(d) period of the old hood.
Answer:
(a) period of childhood.

Question 11.
What does the poet feel to have lost?
(a) his childhood days.
(b) his memory of good and bad days.
(c) the shining eyes and the cheerful hearts of his near and dear ones.
(d) none of the above.
Answer:
(c) the shining eyes and the cheerful hearts of his near and dear ones.

A line from 15 to 28
When I remember………….. ….days around me.
Question 12.
Whom does the poet remember?
(a) his friends who had gone.
(b) his friends who are still alive.
(c) his forefathers who have gone.
(d) none of the above.
Answer:
(a) his friends who had gone.

Question 13.
How did his friends leave this world?
(a) like a journey to heaven.
(b) like leaves in winter weather.
(c) like everybody in this world.
(d) none of the above.
Answer:
(b) like leaves in winter weather.

Question 14.
What does it imply ‘so linked together’?
(a) people in the link.
(b) people of an association.
(c) poet’s close friends.
(d) natural things linked together.
Answer:
(c) poet’s close friends.

Question 15.
What do you mean by the expression ‘banquet-hall deserted’?
(a) nobody in the hall to enjoy the feast.
(b) the loneliness of the last survivor.
(c) loss of cheerfulness in life.
(d) none of the above.
Answer:
(b) the loneliness of the last survivor.

Question 16.
‘And all but he departed.’ In this line the word ‘he’ refers to :
(a) to the man who is not dead.
(b) the best friend of the poet.
(c) the poet himself.
(d) none of the above.
Answer:
(c) the poet himself.

Question 17.
One line of the poem signifies that the poet is all alone. What is that line?
(a) Line 19
(b) Line 20
(c) Line 21
(d) Line 24
Answer:
(b) Line 20

Question 18.
Which words in the poem express personification?
(a) in the stilly night.
(b) slumber’s chain.
(c) who treads alone.
(d) none of the above.
Answer:
(b) slumber’s chain.

Question 19.
What do you mean by the word ‘departed’?
(a) went away.
(b) divided.
(c) dead.
(d) separated.
Answer:
(c) dead.

Question 20.
What’s the expression of the line ‘Whose lights are fled”?
(a) the joys of their happiness are gone.
(b) who have lost their lives?
(c) the light of their lives has become a beam.
(d) none of the above.
Answer:
(a) the joys of their happiness are gone.

Detailed Summaries and Glossary
Stanza – 1 (Lines 1-14)
Gist with Glossary
Gist :
Stanza one presents two periods of memories, sweet and sad that occupy the poet’s mind. It begins with memories of boyhood. It was a blend of joy, love, and sorrow. The shining eyes and the cheerful hearts of his dear and near ones met with the tragic loss. He remembers these days in a quiet night before deep sleep takes hold of him

Glossary:
Oft: often (ବାରମ୍ବାର, ବହୁବାର)
Stilly: calm, silent (ନୀରବ, ନିସ୍ତବ୍ଧ)
Slumber: deep sleep (ଗଭୀର ନିଦ୍ରା)
The Light: (here) joy (ଆନନ୍ଦ)
Other Days: the days when the poet was away from his friends and his kith and kin.
The eyes…gone: The death of those whom he loved most
The cheerful…… broken: indicate death

Stanza – 2 (Lines 15-28)
Gist With Glossary
Gist:
Stanza two begins with the poet’s remembrance of close friends. He has seen them like withered leaves in the wintry cold. He now feels lonely. He sees the deserted banquet hall. The lights and garlands there are all gone with the death of each and every friend. They have left him alone to remember them in the stillness of night before he finds himself in deep sleep. Sad memory freshens the happy and joyful days he had spent not only with his friends but with other people around him.

Glossary:
The Friends….together: the poet’s close friend.
I have…….. fall: his friends are no more.
like……… weather: they have withered as the leaves fall as a result of bitter wintry cold.
I feel……… alone: the poet wilts under loneliness.
banquet…….. deserted: The banquet hall is empty. There is no sign of his friends.
whose…….. dead: They are all dead.
And all but he departed: Each of his close friends has died. He remains a lone survivor.

Introducing The Poet

Thomas Moore, an Irish poet, is a singer, songwriter, and entertainer. Besides, he is a satirist and a propagandist. He is now best remembered for The Lyrics of the Minstrel Boy and The Last Rose of Summer. In his lifetime, he was often referred to as Anacreon Moore.

About The Poet

Moore’s Oft, In the Stilly Night, throws light on two periods (past and present) and memories (boyhood and present). There is a tinge of nostalgia about it. It is one of the most magnificent songs of Moore with a complete adjustment of words to music and music to words with a very fine quality poetical merit in the verse. The theme of death pervades the poem.

Summary

The poet walks down the memory. He recollects memories, sweet and sad, in the calm night before deep sleep grips him. ‘The smiles, the tears’ of his ‘boyhood years’ flash before his mind’s eye. Besides loving words of his dear and near ones ring his ears. Their shining eyes are no more. Their gay hearts do not exist. The poet’s remembrance of the sad past takes him back to the days of sunshine and happiness he had had with his kith and kin. In short, death is first presented in the shining eyes that are ‘now dimmed and gone’.

It is next presented as ‘cheerful hearts now broken’. The poet’s mind is filled with near-present memories of ‘friends, so link’d together’. Death is presented here as friends who ‘fall/like leaves in wintry weather’. Death again is presented in a personal connection and in a threatening way. He remembers the day when his dear ones left some banquet-hall one by one. They have passed away. He is the lone survivor. In other words, he recollects the past in a state of deep sorrow.

ସାରାଂଶ:
କବି Thomas Moore ଏହି କବିତାରେ ଜୀବନର ଦୁଇଟି ସମୟର ସ୍ମୃତିଚାରଣ କରିଛନ୍ତି – ବାଲ୍ୟ ଅବସ୍ଥା ଓ ବର୍ତ୍ତମାନର ବାର୍ଦ୍ଧକ୍ୟ ଅବସ୍ଥା । ରାତିର ଗଭୀରତା ସହିତ ନିର୍ଜନତା ମଧ୍ୟ ବଢୁଥାଏ, ପରିବେଶର ନିସ୍ତବ୍ଧତା ଓ ନିର୍ଜନତା ମଧ୍ୟ ଚତୁଃପାର୍ଶ୍ଵକୁ ବିସ୍ତାରିତ କରୁଥାଏ । କବି ଶୟନ କକ୍ଷକୁ ଯାଆନ୍ତି ବିଶ୍ରାମ ନେବାପାଇଁ । କିନ୍ତୁ ଅତୀତର ସ୍ମୃତି ପ୍ରକାର ଚିନ୍ତାରେ । ପିଲା ସମୟର ସୁଖ ଓ ଦୁଃଖର ଚିନ୍ତାଗୁଡ଼ାକ ମନ ମଧ୍ୟକୁ ଧସେଇ ପଶିଆସେ । କବିଙ୍କ ଚିନ୍ତା ବାଲ୍ୟାବସ୍ଥାର ସ୍ମୃତିରୁ ଆରମ୍ଭ ହୋଇଛି । ଏହା ଥିଲା ଆନନ୍ଦ, ପ୍ରେମ ଓ ଦୁଃଖର ଏକ ସମ୍ମିଶ୍ରଣ । ବାଲ୍ୟାବସ୍ଥାର ଏହି ପ୍ରତିଧ୍ଵନିତ ହୁଏ । ସେମାନଙ୍କର ସେହି ଉଜ୍ଜଳ ଆଖି ଓ ନିର୍ମଳ ହୃଦୟ ଆଉ ନାହିଁ । କବିଙ୍କର ସେହି ଆନନ୍ଦ ଓ ମଧୁର ମୁହୂର୍ଭର ସୂ ତିଚାରଣ ହୁଏ । ଯୁବକ ଅବସ୍ଥାର ସେହି ପ୍ରେମ ବିଭୋରିତ ମୁହୂର୍ଭ ବି କବିଙ୍କର ମନେପଡ଼େ ।

ଆଜି କବି ବାର୍ଦ୍ଧକ୍ୟର ଉପନୀତ।ସେଦିନର ସେହି ନିର୍ମଳ ହୃଦୟ ଓ ଉଜ୍ଜଳ ଆଖିକୁ ଆଜି ମୃତ୍ୟୁର ମଳିନତା ଗ୍ରାସ କରିଛି । ଚାଲିଯାଇଛି ସେହି ଆନନ୍ଦମୟ ପ୍ରେମ ବିଭୋରିତ ମୁହୂର୍ତ୍ତ । ଆଜି ତାଙ୍କର ହୃଦୟ ହୋଇଛି ଶୁଷ୍କ ଓ ନୀରସ । ଏହା ଭାଙ୍ଗି ଖଣ୍ଡ ଖଣ୍ଡ ହୋଇଯାଇଛି । ନିସ୍ତବ୍ଧ ରାତ୍ରିର ଗଭୀରତା ତାଙ୍କ ପାଖକୁ ନେଇ ଆସିଛି ଦୁଃଖ ଓ ହତାଶାର ଚିତ୍ର । କବିଙ୍କର ସ୍ମୃତିଚାରଣ ହୁଏ ସାଙ୍ଗମାନଙ୍କ ସହିତ ସେହି ସୁନେଲି ମୁହୂର୍ଭ, ଯେତେବେଳେ କି ସେ ସେମାନଙ୍କ ଗହଣରେ ଆନନ୍ଦଭରା ନାଚ ଓ ଗୀତରେ ସମୟ ଅତିବାହିତ କରିଥିଲେ । ଏବେ ମୃତ୍ୟୁର ପରିପ୍ରକାଶ ଘଟିଛି । ସେ ଆଜି ବାର୍ଦ୍ଧକ୍ୟରେ ଉପନୀତ । ସାଙ୍ଗମାନେ ସମସ୍ତେ ଛାଡ଼ି ଚାଲିଗଲେଣି । ଏବେ ସେ ଏକାକୀ ନିଃସଙ୍ଗ ହୋଇ ବଞ୍ଚ୍ ଭିତରେ । ସେ ହୋଇଯାଇଛନ୍ତି ଏକ ପରିତ୍ୟକ୍ତ ଭୋଜିଭାତ ଘରେ ଏକୁଟିଆ ବୁଲୁଥିବା ଜଣେ ଲୋକ ଭଳି । କିଛି ଉଠୁଥ‌ିବା ଘରଟି ଏବେ ନିର୍ଜନ ଓ ନିଃସଙ୍ଗ ହୋଇଯାଇଛି । ଆଲୋକ ଲିଭିଯାଇଛି ଓ ଫୁଲମାଳ ମଉଳି ଯାଇଛି । ସମସ୍ତେ ଅନ୍ଧକାର ରାତ୍ରିର ନିର୍ଜନତା ମଧ୍ଯରେ ।

CHSE Odisha 11th Class English Poetry:

• Stopping by Woods on a Snowy Evening Question Answer
• Oft, in the Stilly Night Question Answer
• The Inchcape Rock Question Answer
• To My True Friend Question Answer
• Fishing Question Answer