Class 11

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:

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• The Fog Question Answer
• Girl Lithe and Tawny Question Answer
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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.

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 2 Dog’s Death Textbook Exercise Questions and Answers.

Class 11th Alternative English Poem Chapter 2 Dog’s Death Question Answers CHSE Odisha

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.

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 Invitation to English 1 Solutions Poem 2 Oft, In The Stilly Night Textbook Exercise Questions and Answers.

Class 11th Invitation English Poem Chapter 2 Oft, In The Stilly Night Question Answers CHSE Odisha

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

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Poem 1 Ecology Textbook Exercise Questions and Answers.

Class 11th Alternative English Poem Chapter 1 Ecology Question Answers CHSE Odisha

Ecology Class 11 Questions and Answers

Pre-reading Activity,
The poem you will read presently has the title ‘Ecology’. What does Ecology mean? If you aren’t sure of its meaning, look it up in the glossary following the text of the poem and write its meaning here. Can you now guess what the poem would aim to tell the reader? Write your guess here.

Questions For Discussion

Question 1.
What story does the poem tell us?
Answer:
The poem tells us about saving the ‘ecology’ of Nature. In spite of the recurring migraine of his mother and a line of cousins every year during the flowering season, she was out of temper with a thought of others as to felling the flowering trees.

Question 2.
What is its theme?
Answer:
Its theme is to, help save the environment in the way of saving trees, Therefore, it contributes a lot to the survival of a good environment.

Question 3.
When does the speaker come home in a rage and why?
Answer:
The speaker comes home in a rage when their three red Champak trees start flowering after the first rain. He gets irritated because of the advent of the Champak flowers. causes a pathetic experience for him. It is because they cause a severe migraine in his mother.

Question 4.
How does the poet describe the fragrance of the Champak flowers?
Answer:
The fragrance of the Champak flowers is very sharp and strong. Hence, too much fragrance and smell cause a pinching effect on his mother’s head and automatically causes migraine. No wind could separate the fragrance of a heavy hung yellow pollen fog of a flower.

Question 5.
How are the walls of the black pilloried house .described ‘?
Answer:
However, the poet has personified the walls of the black pilloried house. So, the walls of the black pilloried house are described to have eyes and ears.

Question 6.
When the speaker says “had gone it again” (Stanza-2), what D is its effect? Does this expression convey approval or disapproval?
Answer:
The speaker says it when he comes home in a rage. Its effect is the mother flashing her temper. The expression conveys a sense of disapproval.

Question 7.
How are the words “sift” and “porous” related? What purpose do they serve in the poem?
Answer:
“Sift” means ‘separate’ and “porous” means something having tiny holes. The wind could not separate the fragrance of the Champak flowers. Again the scales, smells, bone creaks, and nightly D visiting voices were porous which never allowed the smells to D rebounce.

Question 8.
What makes the mother “flash” her temper?
Answer:
The flowering Champak trees have severe migraine to the mother with their strong fragrance. It was decided to cut down these trees so as to give a healing touch
to his mother. This makes his mother “flash” her temper, it is because this would disturb the ecology, and her daughter and granddaughters would be deprived of annual flowers.

Question 9.
“But Mother, flashing her temper (like her mother’s twisted silver, grand children’s Knickers wet as the cold pack on her head…”, Explain the comparisons (Similes) in these lines.
Answer:
Grandmother’s silver ornaments, grandchildren’s Knickers, and the wet cold pack on mother’s head herself have some proportions of distortions. When a person gets severely angry he or she looks wry, wreathed, and distorted. Here, the mother’s anger makes her twisted like the things compared above. these lines.

Question 10.
Which stanza do you find the most dramatic in the poem?
Answer:
Stanza 7- “but mother, flashing her temper like her mother’s twisted silver, grand children’s Kunicker’s…..” is found to be dramatic in the poem.

Question 11.
What light does the poem throw on the Mother’s attitude?
Answer:
The mother is entirely aware of ecology which is closely associated with the survival of the animal kingdom. She never wishes and allows the red Champak trees to be cut down in spite of her suffering from severe headaches caused by the strong smell of the flowers of these trees.

Question 12.
How does the speaker’s attitude contrast with that of the mother?
Answer:
The speaker’s attitude was in sharp contrast with that of the mother. The mother wishes for the preservation of the Champak flowers in spite of her terrible suffering from severe migraine caused by the strong smell of the flowers. The speaker, on the other hand, suggested that the trees should be cut down as a remedial measure against his mother’s migraine.

Composition

Question 1.
Examine the appropriateness of the title ‘Ecology’ for the poem.
Answer:
The poem ‘Ecology’ has been composed by A.K… Ramanujan is an eminent and outstanding poet of Anglo-Indian literature. He has composed multifarious volumes of poems. Some of them are ‘Relations’, ‘Second Sight’ etc. Some of the themes of his poetry are fear, despair, the need for familial worth, etc. He provides apt and suggestive titles to his poems. The title ‘Ecology’ of this discussing poem is a typical example of that. It may be a poem, essay, short story, drama, etc. but a suitable and suggestive title automatically drags the attention of the reader and attracts the customers to a shop.

The readers or the customers are automatically mesmerized by it. It makes the reader spelled just like a gorgeous and colorful signboard bound to go through it. Exactly the same has happened in the case of this discussing poem ‘Ecology’ In fact, literally ‘ecology’ means the habitats of living things and their relation to the environment. We always prefer to live in an adequate and good ecology. In this poem, it is used as a contrasting attitude of the mother and the children- towards nature. It highlights the mother’s determination to preserve the Champak trees even though they are the cause of her suffering. However, the poem starts with the narrator’s rage at the advent of the 1st rain.

It has caused the flowering of the three red Champak trees. His rage is due to the sharp and strong, fragrance of the flowers which automatically causes severe migraine in his mother. He is in the mood to cut down. the trees so as to free her from the troubles. But his mother wholeheartedly goes against this decision and is an ardent supporter of ecology. She is well aware of the preservation of trees which are a powerful source of ecological balance. She wants those trees should. be continued in spite of their adverse effect on life.

She does not bother about her migraine. According to her, the felling of trees is anti-ecology. She argues further that despite of all these, the trees provide an annual gift of flowers to her gods, daughters, and granddaughters although they cause a severe migraine to herself. The narrator becomes spellbound by his mother’s assertion about ecology and never proceeds to accept anti¬ ecology. As a matter of fact, judging from all respect, the title of the poem ‘Ecology’ is apt and suggestive. On the other hand, it is inspiring and heart-touching. On the whole, the poet is at his best to provide an apt and suggestive title to the poem.

Question 2.
Read the following poem (‘Night of the Scorpion’) fry Nissim Ezekiels on a similar theme and rate the points of comparison and contrast between ‘Ecology’ and ‘Night.
Answer:
However, A.K. Ramanujan’s ‘Ecology’ and Nissim Ezekiel’s ‘Night of the Scorpion’ have some similar and dissimilar aspects. The poets are having some identical and contrasting features which put these Scorpions’. poems on similar lines.

Points of comparison:
1. Both poems center around one principal character who happens to be a mother.

2. Suffering of the mother is a common feature in both poems. In ‘Ecology’ mother suffers from migraine caused by the strong smell of the Red Champak flowers. Mother wishes to preserve the trees for her children although she suffers, And of a Scorpion’ the sufferin8 of mother has portrayed in the storage vein- The mother suffers from the P0, sonorous stinging of the Scorpion and feels re, axed as the ScorPion has her and has luckily spared her children. The poet depicts the loving heart of a mother for her children.

Points Of Contrast:
There are mothers in both poems, but they are similar but not the same. Mother in ‘Ecology’ and mother in ‘Night of a Scorpion’ is portrayed in slightly different veins
1. Mother in ‘Ecology1 is in favor of providing flowers to her daughters and daughter daughters and is indirectly a staunch supporter of the environment and preservation of natural phenomena. The mother, on the other hand, in ‘Night of Scorpion’ speaks volumes of motherly love and affection for her children.

2. Superstitions beliefs of the villagers and the scientific attitude of the father are just a posed vis-a-vis.
3. Scorpion Stings mother in ‘Night of the Scorpion’ and the Strong smell of the Red Champak trees harms mother’s health causing severe migraine. Both these poems, however, compared and contrasted having a kind of specialty. The two poems bear a mark of likeness and differences, but the play has one thing in common Indianness.

Detailed Summaries

Paraphrase: (Stanzas: 1-2)
Rain comes as usual as a natural process. It provides a special life to dance with joy and joviality. A jovial atmosphere prevails. But this does not happen in the case of the narrator. Rather he is multifarious trees into the first entrance after a long gap. Both plants and human beings are enraged by the advent of rain. It also makes him back home with fury. He guessed that three of their Champak trees had started flowering

(Stanzas: 3-4)
become very beautiful and attractive. They were laden with fresh and delicate flowers which automatically doubled their former beauty. The narrator is not happy at all. These created problems for his mother. The strong fragrance of these flowers brought to her a terrible migraine. It automatically caused painful experiences during the blossoming season. Despite of her suffering/ she had a strong desire to make these flowering trees continue on ecological grounds. But the children were provoked by the presence of such flowers. No wind could separate the heavy hung yellow pollen fog from the Champak to stretching along The three red Champak trees street.

(Stanzas: 5-6)
No door of their black pilloried house could shut out to prevent the sharp and strong smell of the red Champak flowers. The fragrance automatically crept into the room so as not to free herself from the severe migraine she used to suffer due to the deadening smell of these flowers. Scales, bone cracks, smells and nightly voices were porous which never allowed the smell to rebound.

(Stanzas: 7-9)
The poet has used a beautiful comparison. Here the simile is that the mother’s flashing temper against the dangerous proposition of getting rid of the red Champak trees was like his grandmother’s twisted silver and gold. It was also like the children’s knickers. All these ultimately cooled her mother’s head. Her serious disposition was a threat against felling flowering trees, She said that the trees were as old as herself, The tree sprouted from the seed dropped by a passing bird. Hence, the trees were not cut down

(Stanzas: 10-11)
However, the providential dropping of the seed by a passing bird luckily germinated. Gradually, it grew up into a full-grown flowering tree as if to give her Gods, daughters, and daughters, daughters a basketful of annual flowers. They also simultaneously brought the most painful migraine to a line of cousins. All these evoked a special fascination with the flowering red Champak trees. Therefore, the idea of cutting down the trees was ultimately given up.

The Poet :
A.K. Ramanujan (1929-1996) permits his poetry to spring out of “deep inner compulsions”. Fear, despair, and the need for familial warmth are some of the themes of his poetry. His major verse collections are. “The Striders (1966)”, “Relations 1971)”, Selected Poems (1976)” and “Second Sight (1986)”. The Poem

The Poem :
‘Ecology’ expresses the contrasting attitudes of the mother and the children towards nature; it highlights the mother’s determination to preserve the Champak trees even though they are the cause of her suffering.

Ecology Summary in English

Rain comes as Usual as a natural process. It provides a new light to the also overwhelms with joviality and welcomes it wholeheartedly. But such a thing does not happen in the case of the narrator of the poem. He would angrily after the first rain.? Because he could sense it from a distance that their three red Champak trees had pepped multifarious trees of nature. The beautiful and attractive nature not only dances with joy in the coming of the rainy season but the people up int6 a new life- They had 10 stars flowering thereafter.

These fresh flowers caused severe headaches called migraine to his mother. No wind Was able to separate the yellow pollen fog from the fragrance of the flowers of the trees. No door could be shut out from their black pilloried house whose walls could see and hear bone-creaks, nightly visiting voices porous, like them But his mother’s temper which flashed like her twisted silver and grandchildren’s knickers prevented them from cutting down a tree in flower. These trees were as old as herself. The tree gave basketfuls of annual flowers to her daughters and daughter’s daughters. They also simultaneously brought the most painful migraine to a line of cousins of cousins.

Analytica, outlines of the poem

• Rain comes as usual as a natural process.
• It provides a new light to the multifarious trees of nature.
• The beautiful and attractive nature dances with joy.
• It dances with joy by the coming of the rainy season.
• The people also overwhelms with joviality.
• They welcome it wholeheartedly.
• But the narrator does not feel joy.
• He would come angrily after the first rain.
• It is because of the three red Champak trees.
• The trees had pepped into a new life.
• They had to start flowering thereafter.
• These fresh ‘flowers, caused headaches to his mother.
• They caused migraine in his mother.
• No wind was able to separate the yellow pollen fog from the fragrance of the flowers of the trees.
• No door could be shut out from their black pilloried house whose walls could see and hear.
• Scales, smells, bone creaks, and night-visiting voices were porous like them.
• His mother’s temper and grandchildren’s knickers prevented them from cutting down a tree in flower.
• These trees were as old as herself.
• The tree gave basketful of annual flowers to her daughters and daughter’s daughter.
• They also simultaneously brought the most painful’ migraine to a line of cousins.

Meaning of difficult words:

ecology – the study of living things in their surroundings
rage – irritation, strong excited emotion, uncontrollable anger.
Migraine – severe headache
sift – change, here, separate
porous – minute passages, having tiny holes.
scales – small thin flat pieces on the skin as in fish and snakes.
Bone Creaks – sounds made at the bone joints when you move (comparison with the long high noise when a door opens)
flashing – a momentary gleam of light, a sudden burst, a moment, showing something for a short time
twisted – bent in many directions,
providential – foresight, timely care.
dower – gifts, presents on a special occasion.
pollen – fertilizing, dust in flowers, the fine powder produced by flowers which are carried by wind or by insects to other flowers of the same type.

Night Of A Scorpion

Question For Discussion

Question 1.
What happened to the speaker’s mother one night?
Answer:
The speaker’s mother was stung by a scorpion one night.

Question 2.
What made the scorpion venture beneath the sack of rice?
Answer:
The evil scorpion was forced to risk beneath a sack of rice owing to the torrential rain outside.

Question 3.
What did the scorpion do after stinging his father?
Answer:
The scorpion bit the speaker’s mother and all of sudden he disappeared into the rain

Question 4.
What did the villagers do hearing the suffering of the speaker’s mother?
Answer:
The villagers reached there with lanterns and candles in hand and chanted songs to lessen her pain.

Question 5.
What did they say while reciting?
Answer:
They said that the sins of her previous birth might be burned away tonight, her suffering might decrease the misfortunes of her next birth, the sums of evils might be balanced in this unreal world and the poison might purify her flesh of desire and spirit of ambition

Question 6.
What did the poet’s father do in such a situation?
Answer:
The poet’s father who was a skeptic and nationalist used powder, mixture, herb, and hybrid, and even poured a little paraffin upon her bitten toe and put a match to it.

Question 7.
Did his mother get any relief there?
Answer:
Yes, his mother’ got’, tremendous relief there. She regained her usual health after twenty hours of treatment

Question 8.
What did his mother say after her recovery from the ‘ sting of the Scorpion?
Answer:
His mother said, “Thank God, the scorpion picked on me and spared my children.” The expression speaks volumes of motherly love for children. Mothers wished to invite any kind of problem for -the safety of their children.

Paraphrase: (Stanza -1)
The narrator of the poem recalls that night. His mother was stung by a scorpion that night. There was heavy rain falling outside. The torrential rain forced the scorpion to crawl into the house under a sack of rice and released poison into his mother’s blood by stinging her toe.

Stanza -2
The dangerous tail of the scorpion parted with its harmful poison into the innocent blood of the speaker’s mother and went out into the rain again. This caused severe pain and his mother suffered from its dangerous spell. The peasants assembled., with their lanterns and candles. They uttered the name of God several times to lessen her pain.

Stanza -3
The village farmers came.to his house with lanterns and candles in hand. They formed shadows which were like bigger scorPion on the walls- They seabed for the scorpion in vain. Because it was not found or had stepped into the rain earlier after stinging his mother’s toe.

Stanza -4
The poison moved upward in mother’s blood with the advance in time. The farmers said their mantras so that the poison might remain stagnant, her previous sins might be burned away the very night, her suffering might decrease the misfortune of her next birth, and the sum of evil might be balanced against the sum of good.

Stanza -5
The village fanners continued so that the poison might purify her flesh of desire and the spirit of ambition, They also sat around mother. The mother sat at the center and they surrounded her on the floor.

Stanza – 6
There earned a peace of understanding on each farmer’s face. The house was crowded with more candles, more lanterns, and more neighbors. There were more and more insects that were attracted by the candle and lantern lights. The rain proved heavier and heavier from time to time. Mother twisted her body in pain on a mat spread on the floor.

Stanza – 7
The speaker’s father was a skeptic and nationalist who did not believe in chanting and used powder, mixture, herb, and hybrid. He also poured a little paraffin on the bitten toe and put a match to it.

Stanza – 8-9
The speaker of the poem watched how his father poured a little paraffin into the bitten toe and put a match to it. The flame went on consuming mother’s flesh. It seemed as if a holy man was performing his rites and sacrifice. After twenty hours the poison was arrested. Mother told and thanked God he have made the scorpion to pick her up and spare her children.

Explanations

Explanation – 1
I remember………………… poison flash,
These lines have been taken from Nissim Ezekiel’s poem ‘Night of the Scorpion’. They speak volumes of the scorpion which ventured into the house. Heavy torrential rain forced it to get into the house creeping under a sack of rice, stinging the mother’s toe, and separating its malicious poison. It again risked into the rain outside

Explanation – 2
Of diabolic…………………………. evil one.
These lines have been extracted from Nissim Ezikiel’s masterpiece ‘Night of the Scorpion’. The poet here tells how the rustic villagers indulge in superstitious ideas at the time when the mother is stung by a scorpion. The scorpion after stinging the mother risked into the rain. Peasants followed thick and fast like swarms of flies and chanted the name of God several times so as to lessen and imitate her pain. This stanza tells about the superstitious belief of the village folk who in spite of taking any medicinal remedial measures, resorted to unscientific approaches to stop the poison from rising in her blood.

Explanation- 3
With candles…………….. their tongues.
These lines comprise a part of the poem ‘Night of the Scorpion’ by Nissim Ezikiel who says that the village people poured in the spot where the speaker’s mother was wreathing in pain. They swarmed the place with their lanterns and candles which cast scorpion-like shadows on the mud-baked wall. They left no stone unturned in searching for the scorpion. But all their endeavor ended in smoke. The poisonous creature was not found as it had fled the place after stinging the speaker’s mother.

They clicked their tongues. Nothing was the result. The stanza gives a realistic picture of village life. When someone is in trouble the whole village responds to it. It stands a sharp contrast to the lifestyle of the city-dwellers who are apathetic’ and un-reciprocal to one another’s weal and woe.

Explanation – 4
With every movement………….they said,
These lines occur in the fourth stanza of Nissim Ezekiel’s poem ‘Night of the Scorpion’. They speak about the serious approaches of the village peasants to the superstitious ideas which have claimed a very powerful place in making treatments of snake bites and scorpion stinging. The village fanners have gathered around mother who was suffering the pain of the poison released by the scorpion in her blood. They said that with every movement that the scorpion made his poison moved into mother’s blood. They chanted mantras so that he might sit still without moving an inch so that the sins of her previous birth might be burned away the very night, The stanza is a mockery of the unscientific approaches to the treatment of scorpion stingings restored to by the rustic people.

Explanation – 5
May your suffering………..sum of good,
These lines have been extracted from the poem ‘Night of the Scorpion’ by Nissim Ezikiel, a poet of international repute. These lines are a continuation of the previous stanza, The approaches of the treatment still continue in this stanza also. The rural folk resumed their saying so that her suffering might mitigate the misfortunes of her next birth. Here the poet notes the belief of the village people in the next birth or rebirth. They again went on, so that the sum total of evil might be balanced in the unreal world against the sum of good and the pain gets mitigated and lessened.

Explanation – 6
Become diminished…………in the center.
These lines have been brought from Nissim Ezekiel’s poem ‘Night of the Scorpion’. This part of the poem constitutes the continuity of the previous stanza. The village people went on with their usual chanting so that the poison might purify modifiers flesh of desire and spirit of ambition. They set around on the floor with mother in the center. This part tells about the innocuous approaches of the village people who never allow any ill will or malice towards no one. They are always the well-wishers who never think of any evil.

Explanation – 7
The peace of understanding……………… groaning on a mat.
These lines are taken from Nissim Ezekiel’s poem ‘Night of the Scorpion’ which gives a realistic picture of the approaches of the village mass when some unnecessary event befalls another. The people ate making a serious treatment of scorpion sting. They muster up around mother and go on chanting ’their usual mantras so as to alleviate her pain. There appears a solemn understanding in each face. The number of people increased from time to time. The people crowded the house with candles and lanterns in their hands. They bring in with them a swarm of insects. Rains assume torrential and heavy With the advance of the night. Mother has no other alternative than twist in pains and pangs.

Explanation – 8
My father……………… match to it.
These lines have been extracted from Nissim Ezikiel’s typical poem ‘Night of the Scorpion’. They represent a change in the treatment of the scorpion sting. The speaker’s father is a skeptic and rationalist who does not believe in chanting the name Of God in neutralizing the poison of the scorpion. What they believe in is the scientific method. He, therefore, uses powder, mixture, herb, and hybrid on the stung part. He even pours a little paraffin and puts a match on the bitter toe so as to burn away the poison of the scorpion released into her blood.

Night Of A Scorpion Summary in English

The narrator of the poem recalls the night when his mother was stung by a Scorpion. The scorpion had been driven by the torrential rain outside, which forced it to crawl beneath a sack of rice. The diabolic trail of the scorpion. mixed .its poison with mother’s blood and the scorpion itself risked into the rain again.’ Village farmers followed thick and fast in order to cure the mother of the terrible pain she was undergoing at that time and chanted the name of God a number of times so as to neutralize its poison. Everybody searched for the scorpion with the candles and lantern but could, not discover the scorpion.

The farmers started musing so that the sins of her previous birth would be burned away the night, they went on saying that her suffering might decrease the misfortunes of her next birth, and they also added that her flesh might. get purified by the poison injected by the scorpion. They also surrounded the speaker’s mother at the center. People reached in large numbers with their lanterns and candles in hand. Mother: was still groaning in pain on a mat The speaker’s father who was a skeptic and rationalist tried ta add power, herb, and hybrid mixture to her stung place. He also paced a little paraffin upon the bitten toe and a match to it. After twenty hours of pain and suffering, the poison was tamed and the mother said nothing but one thing“Thank God, the Scorpion picked on me and spared my children.”

Analytical outlines of the poem:

• The narrator of the poem recalls about one night.
• His mother was stung by a Scorpion that night.
• The scorpion had been driven by the torrential rain outside
• It forced it to crawl beneath a sack of rice.
• The diabolic trail of the scorpion mixed ts Poison with the mother s blood.
• The scorpion itself risked into the rain again
• The village farmer followed thick and fast. in order to cure the mother of the terrible pain
• They chanted the name of God a number of times.
• They did this in order to neutralize its position.
• Everybody searched for the scorpion with the candles and lanterns.
• They could not discover the scorpion
• The farmers started musing.
• The sins of her birth would be turned away the very night.
• Her suffering might decrease the misfortunes of her next birth
• They also, that her flash might be purified by the poison injected by the scorpion
• They also surrounded the speaker’s mother at the center.
• People reached large numbers.
• They reached with their lanterns and candles.
• Mother was still groaning in pain on a mat.
• The speaker’s father was a skeptic.
• He was also a rationalist.
• His father tried to add power, herb, and hybrid mixture to her stung place.
• He also poured a little paraffin upon the bitten toe.
• He also put a match to it.
• The poison was tamed after twenty-four hours.
• She suffered from that pain for twenty hours.
• At last, she thanked God.
• She said that the scorpion biting also spared her children.

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Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 4 Text A: That Lean, Hungry Look School Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 13 That Lean, Hungry Look School Question Answers CHSE Odisha

That Lean, Hungry Look School Class 11 Questions and Answers

Activity – 1
Purpose And Attitude And The Text Type

Question 1.
Which of the following described the writer’s attitude to thin people?
(i) impressed
(ii) complementary
(iii) disapproving
(iv) condemning
(v) approving
(vi) noncommittal
Answer:
(iv) condemning.

Question 2.
Which of the following phrases best expresses the writer’s purpose?
(i) to present objective information
(ii) to present both sides of a controversial issue
(iii) to shock the reader with an unconventional point of view
(iv) to persuade the reader that fat people are better than thin people.
(v) to express his dislike of thin people.
Answer:
(iv) to persuade the reader that fat people are better than people.

Question 3.
Which of the following categories of text type would you say the article belongs to?
(i) informative
(ii) imaginative
(iii) expressing an opinion
(iv) descriptive
(v) narrative
Answer:
(iii) expressing an opinion.

Question 4.
What is the general tone of the article?
(i) ironic
(ii) humorous
(iii) matter of fact
(iv) Passionate
(v) serious
Answer:
(iii) matter of fact.

Activity-3
Getting The Main Ideas Of Paragraphs

Match the paragraph in column A with the titles in column B and then say whether a title refers to thin people or fat people.

Answer:

A	B
1.	(vi) dangerous people.
2.	(v) no absolute truth.
3.	(ix) speedy metabolism
4	(vii) relaxed and fun-loving
5.	(xi) seeing all sides
6.	(xii) life is illogical and unfair.
7.	(i) a long list of logical things
8.	(viii) happiness is elusive.
9.	(iv) muddling through rather than saving time.
10.	(x) not enough time for work.
11.	(iii) love of math and morality.
12.	(ii) loving and accepting

Activity 4
Understanding Patterns Of Comparison And Contrast

There are two important ways of developing a comparison and contrast text, namely (i) the block method and the point-by-point method. In the Block method, you single out one basic way in which the two objects are alike or different. For example, if you are comparing two people at work, the introductory paragraph would tell the reader what your article would be about. The first body paragraph of the article would show something about one person’s approach to work, the following body paragraph would focus on the other person’s approach.

And in the concluding paragraph, you would briefly summarise the topic and give a dominant impression about the similarities and/or differences in the two worker’s approaches to their jobs. However, instead of deciding to compare and contrast the two objects one after another, you may decide not to separate the two objects you are discussing. You may then adopt the point-by-point method and treat’ both objects together as you present each point of comparison or contrast. You may have discovered that both of these methods have been employed in Text A.

a) Which patterns of comparison and Contrast does the writer use in paragraphs 2-5 and paragraphs 8-14?
Answer:
Point-by-point method.

b) Which pattern does she use in paragraphs 6,7,11 and 12?
Answer:
Block method.

c) Which of these two patterns do you find more effective and why?
Answer:
Both these patterns are effective in dealing with a problem. However, the point-by-point pattern is more effective because the comparison and contrast will be clear in the treatment and approach in this pattern.

d) Does the writer state the thesis explicitly? If so, where does she state it?
Answer:
The writer states the thesis of this work of art explicitly. It appears in paragraph -1.

e) How does the conclusion support the thesis? Write a few words on the appropriateness or otherwise of the conclusion.
Answer:
The conclusion almost sums up the nature and pursuit of the thin and fat people described in the previous paragraphs. The concluding paragraph is eloquent of the strong contrasts between fat and thin people.

Section – A
The paragraph below is the beginning paragraph of Text-A. Read it quickly and try to guess what Text-A is about.

Ceasar was right. Thin people need watching. I have been watching them for most of my adult life and 1 do not like what I see. When these narrow fellows spring at me, quiver to my toes. Thin people come in all personalities, most of them menacing. You have got your ‘together’ thin person, your mechanical thin person. Your condescending thin person, your efficiency expert thin person. All of them are dangerous.
Now read Text-A, which is adopt?  from an article in news week in the year 197. in order to check whether your prediction made above is right.

That Lean, Hungry Look Summary in English

According to Ceasar, thin people need watching. The writer has been watching such people for most of his adult life and never likes what he sees. He says when these thin fellows spring at him he trembles to his toes. Thin people come in all personalities and most if they are dangerous. Thin people in the first place are not fun. They have always got to be going something. They make others tired. They get speedily little metabolisms that cause them to burtle briskly. Sluggish, inert, easy-going fat people are preferable to thin ones.

Fat people don’t chattel all day long. Thin people turn mean and hard at a young age because they never learn the value of a hot fudge Sunday for easing tension. They are firm and fresh and dull like carrots. Thin people believe in logic, fat people see all sides. Fat people realize that life is illogical and unfair. They know well that God is not in heaven and all is not right with the world. If God was up there, fat people could leave two doughnuts and a big orange drink the time they wanted it.

Thin people have a long list of logical things they are always spouting off to me. They hold up one finger at a time as they reel off these things. They speak slowly as if to a young child. The list is long and full of holes. They also think these 2,000-point plans lead to happiness. Fat people know happiness is elusive at best and even if ey could get the kind of thin people to talk about, they wouldn’t want it. Fat people see that such programs are too dull, too hard, and too off the mark. They are never better than a whole cheesecake.

However, fat people know all about the mystery of life. They get acquainted with the night, luck, and fate, and play them by ears. The main problem with people is that they oppress. Thin people are downers. They like math and morality and reasoned evaluation of the limitations of human beings. They expound prognosis, probe, and prick. Fat people are friendly and cheerful. Fat people will talk continuously, trade quickly, laugh loudly, gyrate, and gossip. They are generous, giving, and gallant. They are gluttonous, goodly, and great.

Analytical outlines:

• According to Ceasar, thin people need to be watched minutely.
• He has been watching such people for most of his adult life.
• He calls them as narrow fellows.
• When they spring at him, he trembles to his toes.
• They appear in all personalities.
• Most of them are dangerous.
• Thin people in the first place are not having fun.
• They have always got to be doing something.
• Give them a coffee break.
• They will job around the block.
• They make others tired.
• They have got a speedily little metabolism.
• It makes them to burtle briskly.

• They have forever been rubbing their bony hands together.
• They have also been eying new problems to tackle.
• But the fat people are sluggish, inert, easy going.
• So, they are preferable to the thin ones.
• Fat people don’t chartle all day long.
• Thin people turn mean and hard at a young age.
• Because they never learn the value of a hot fudge Sunday for casing tension.
• They are firm and fresh and dull like carrots.
• They go straight to the heart of the matter.
• But fat people let things stay all blurry, hazy, and vague.
• They want to race the truth.
• Fat people know there is no truth.
• Thin people believe in logic.
• Fat people see all sides.
• Fat people realize that life is illogical and unfair.
• They know very well that God is not in heaven.
• They consider all is not right with the world.
• If God was up there, fat people could have two doughnuts and a big orange drink any time they wanted it.
• Thin people have a long list of logical things.
• They are always spouting off to him.
• They hold up one finger. at a time as they reel off these things.
• They speak slowly as if to a young child.
• Their list is long and full of holes.
• They think about 2000-point plans.
• They think it must lead them to happiness.
• Fat people know happiness is elusive at best.

• They don’t want as the thin people talk about it.
• To fat people, such programs are too dull, too hard, and too off the mark.
• They are never better than a whole cheesecake.
• Fat people know all about the mystery of life.
• They get acquainted with might, luck, and fate, and playing them by ears.
• But the main problem with the thin men is that they oppress.
• Their good intentions, bony torsos, tight, ships, neat corners, cerebral machinations, and pet solutions loom like dark clouds over the
• loose, comfortable, spread out, soft world of the fat.
• Thin people are downers.
• They like math and morality.
• They also like reasoned evaluation of the limitations of human beings.
• They have their skinny little acts together.
• They expound prognoses, probes, and prick.
• Fat people are convivial that is jovial.
• They even like irregular people.
• They will come up with a good reason.
• Fat people are generous, giving, and gallant.
• They are also gluttonous, goodly, and great.
• They are friendly and cheerful.
• Fat people will gab, giggle, guffa, gyrate, and gossip.
• They have plenty of room to be free and frank.

Meaning of difficult words:

to goof off – to make a trivial mistake.
to burtle – to move around quickly.
sluggish – moving or reacting more slowly than normal.
chartling – bulging out of amusement.
wizened – small and thin and wrinkled.
shrivel led – dried up and bent, became small.
gooey – sticky, soft, and sweet.
not-fudge sonde- a hot and soft creamy light
brown sweet dish made from the ice-cream, fruits, and nuts.
crunchy – firm and fresh.
nebulous – not clear or exact, fainted.
doughnuts – small and cakes.
elusive – difficult to achieve.
muscled – covered the ground with

decaying leaves to improve its quality.
double-fudged – with two layers of chocolate or cream dressing.
cerebral machination – secret and clever plans made by the brain.
rutabagas – a king of roots.
punch line – the last few words of a joke or story.
dovners – a person who stops your
feeling cheerful or happy.
convivial – friendly and cheerful.
gab – talk continuously.
guffaw – laugh loudly.
gyrate – turn around fast in circles.
giggle – moving from side to side with quick short movements.

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 1 Solutions Unit 3 Text A: The Telephone Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 9 The Telephone Question Answers CHSE Odisha

The Telephone Class 11 Questions and Answers

Activity-1
Text-organization

The following sentences have been removed from the passage. Decide which; paragraph each of them will fit in.
a) The telephone’s actual ring- more perhaps, than any other sound in our daily lives, evokes hope, relief, fear, anxiety, and joy according to our expectations.
b) Or perhaps- again not probably- by magnifying and extending irrational personal conflicts based on voice! contact. It has caused wars.
c) It is small and gentle- relying on how voltage and miniature parts- in times of hugeness and violence.

Answer:
(a) The telephone’s actual ringer more perhaps, than any other sound in our t daily lives, evokes hope, relief, fear, anxiety, joy, according to our expectations. (Paragraph-2)
(b) Or perhaps- again not probably- by magnifying and extending irrational personal conflicts based on voice contact. It has caused wars. (Paragraph-1)
(c) It is small and gentle- relying on how voltage and miniature parts- in times of hugeness and violence. (Paragraph-3)

Activity-2

Understanding The Relation Between The Parts Of The Text:
Complete the sentences below to show your understanding! of how the paragraphs in Text-A are related.
a) The passage as a whole deals with
b) The first paragraph decides
c) In the second the writer tells us about
d) And the concluding paragraph

Answer:
a) The passage as a whole deals with telephones and their uses.
b) The first paragraph decides the Introduction based on cricket.
c) In the second the writer tells us about telephone ringing and its role in hallucination.
d) And the concluding paragraph presents a paradoxical or opposite value.

Activity-3
Comprehension

Answer the following questions as briefly as you can:
Question (a).
Brooks mentions both positive and negative effects of the telephones on our lives. Enumerate the positive effects and the negative „ effects separately.
Answer:
The positive effects mentioned in the passage are:
1. It saves lives by getting rapid ward of illness, injury or famine from remote places.
2. By joining with the elevator, it makes possible the multi story residence or office building.
3. It has made the modem city.
4. It brings about a quantum leap in the speed and ease with information moves from place to place.
5. It accelerates the rate of scientific and technological change and growth in industry.
6. It prevents waging war.

The negative of the telephone are the following:
1. It has crippled the ancient art of letter writing.
2. It has made the waging of war chillingly more efficient.
3. It has extended the scope of human conflicts.
4. It involves personal risk.

Question (b).
How does using the telephone involves personal risk?
Answer:
Using telephone involves a tremendous personal risk because it involves exposure for some to be “hung upon” which happen to be the worst among fears. And some others also dream of a ringing phone and wake up with a heart heavily beating.

Question (c).
A paradox is a seeming contra-diction that is some how true. In what sense is the telephone “a thing of paradox”?
Answer:
Telephone involves contradictory things. It has both the brighter and darker aspect – the positive and negative effects. It is, in one sense, a metaphor for the times that helped to create and in another sense it is their polar opposite.

Extra Activity-3 (A)

Question (a).
In what way does telephone act as a source of active and rapid information?
Answer:
Telephone helps to save lives by obtaining rapid message of illness, injury or famine from distant place.

Question (b).
What does it have do with multi story building?
Answer:
Making conneetion with elevators to. make possible the multistorey buildings- residence or office.

Question (c).
How does it accelerate scientific and technological changes in the industry?
Answer:
A quantum leap in speech and ease has been achieved making information more from place to place. It has greatly accelerated the rate of scientific and technological change and growth in the industry.

Question (d).
How does telephone cripple letter writing?
Answer:
Telephone has crippled the ancient art of letter writing. It makes direct contact ‘ with both the parties at both ends. It marks the spirit of writing one’s mind through letters because it is convenient to establish contact easily and directly. The easy going people resort to the telephone and set aside writing letters.

Activity-4
Understanding The Language Functions

The activity is meant to develop your awareness of the final points of Text-A. Go back to the text after reading each question in the Activity and write your answers.

Question (i).
Brooks uses the first person plural “us” in this except instead of speaking either just about himself or about people in general. Why do you think he does this?
Answer:
The first person narrative is a powerful means of communication that includes people in general and the. another himself. He uses this technique to make communication more effective.

Question (ii).
The essay begins with a question. ’ Would a direct statement be more effective as an introduction? Write a brief justification of your as to this question.
Answer:
Beginning an essay or any other writing makes the literary piece more eye-catching and emphatic. A question sentence at the outset marks prominence and attracts the attention of the readers, Any other statement form wouldn’t have acquired the same effect as a question at the beginning of writing.

Question (iii).
How does the first sentence in paragraph 2 serve as a transition between paragraph-I and 2?
Answer:
Transition implies a change from one condition or set of circumstances to another. The first sentence ¡n paragraph-2 which begins with; “But the question remains unanswered” is quite obvious about the change of immediate context of the previous sentences.

Question (iv).
Identify the phases in the passage that explicitly point to the cause-and-effect connections.
Answer:
(a) Elevator to make possible,
(b) Personal risk because it involves exposure.

Question (v).
Brooks ends this brief introduction to the effect of the telephone with a quotation. Do you think this is an effective conclusion ? Explain.
Answer:
Brooks ends this brief introduction to the effect of the telephone with a quotation, r Using such quotations as a conclusion is likely an effective conclusion

Activity-5
(Understanding the writer’s attitude and, purpose)

Question (a).
Which of the following phrases best expresses Ibe writer’s purpose?
i) It presents objective ‘ information.
ii) to decide a situation and present others’ comment on it.
iii) to persuade the readér that the use of the telephone is an unmixed blessing.
iv) to convince the reader of the Importance of the telephone.
v) to present his personal views is the effects of the telephône.
Answer:
(i) to present objective information.

Question (b).
How would you describe the writer’s attitude towards the telephone? Choose from the following list. critical Indifferent admiring prejudiced approving disapproving condemning.
Answer:
The writer’s attitude is “critical”.

Activity-6
Indicators In Discourse/reference

What do the words ¡n’ italics refer to In the’passage?
a) “…………………….. it uns made possible for better or worse …………………… (lines – 4)
b) “……………………. by so doing, it has played a role…….(lines – 9)
c) it involves exposure ………………………” (lines 2-3)
d) ……………….. in another sense the telephone is their olar opposite.” (lines 3-2) “
Answer:
(a) It = the telephone
(b) so doing = writing letters
(c) it = personal risk
(d) their = the times.

Note
Sentences. in a text do not stand in isolation but -are opposite together with what has gone before and what comes after. One of the important ways in which a writer joins all the sentences together. to make which is one coherent text is a reference. Reference means the use of common words like “he”, “she”, 4bIt. ‘this”, ‘that”, “sà” etc. to refer to people things, or terns of information needlessly; the writer will not repeat a name where “he” or she” will do.

Obviously then to find the meaning of reference word (such as “he” or “she”), it is necessary to, look outside the sentence or the part of the sentence in which it occurs. We have her introduced reference as one of the important ways1 whiçh help tie the text together. Latçr we will look at another important device, of text cohesion, namely, the use of discourse-makers.

Activity-7
Writing A Pamphlet

Write a pamphlet, making an appeal to the people to avoid misusing the telephone. You Cad use the following outlines:
– how some people go on gossiping over the. telephone and keep the lines busy.
– the effects of such irresponsible use of the telephone.
– your suggestions regarding how the misuse of the telephone can be avoided.
– benefits of economical use of the telephone to .oneself and the others.

Answer:
It has become a common feature with some people who go on gossiping over telephones. They consider it as a play thing. They forget that telephone is a means of communication. It acts as a medium for exigencies and messages. Our gossiping over phones is just misusing it. One has just to send messages from a distance. This act of gossiping keeps the lines busy and prevents people with an urgent message from communicating. The lines are engaged and busy. Gossiping without any purpose and pursuit poses two problems.

One financial, the other dislocations. The person who gossips unnecessarily invites unwarranted financial burden to himself and the busy lines owing to his gossip brings about dislocation for others to communicate even urgent messages. An awareness among telephone users is the only powerful way of reducing the instinct for making undue gossips over telephone. Every customer has to be aware of the economical use of the telephone which will enable him to make discreet use’of the telephone. The less you talk, the less you pay. One has to decide what to talk and what to leave out.

The Telephone Summary in English

What does this unit contain?
This unit will present the following four texts, each of them related to some aspects of our living in modern times.
Text-A : The Telephone (John Brooks)
Text-B : Saturday Morning Violence (Nonnanrovisor).
Text-C : New Superstitiohi for old (Margaret Mead).
Text-D : Burnout (A Newspaper article)

The aim of this unit is to help you. practice writing pamphlets and dialogues and develop the following sub-skills of reading:
1. Understanding relations between the parts of a reading text.
2. Recognising indicators in discourse.
3. Understanding the writer’s purpose and attitude; and
4. Identifying the structure of a text in respect of cause-and-effect relationships and the development of arguments.

Section – A
Pre-reading Activity:

The telephone has come almost an indispensable part of modern life. Can you think of three positive effects and three negative effects of the telephone on our lives?

positive effects	Negative effects
1	1
2	2
3	3

Now read the following brief excerpt from the book Telephone the First Hundred Years by John Brook and check whether the writer includes your points about the effects of the telephone on our life.

Text-A
By Johe Brooks Summary
The telephone has saved the lives of people from illness or farming from distance. Joining with the elevator, has made possible the multi-story residence, or office building. It has also made the modern, city possible. It has quickened the rate of scientific and technological changes and growth in the industry. But it has handicapped the ancient art of letter writing. It has played a great role in the social, changes of a country. Waging war has become more efficient for this.

It has also extended the scope of human conflicts since it impartially disseminates the useful knowledge of scientists and the babble of bores, the affection of the affectionate and the malice of the malicious. The use of the telephone also values personal risk for it involves exposure. The telephone is our connecting link with society Marshall Meluhan has said that the telephone creates “a king of extrasensory- perception.”

Analytical outlines of the Text:

• The telephone has saved the life of people.
• It saved people from illness.
• It also saved people from famine from distance.
• They are joined by the elevator.
• It has made possible the multistorey residence or building.
• It has also made the modern city possible.
• It has quickened the rate of scientific changes.
• It has quickened the technology. changes.
• It has also quickened the growth of the industry.
• But it has handicapped the ancient art of letter writing.
• It has played a great role in the social changes of a country.
• Waging war has become more efficient for this.
• It has also extended the scope of human conflicts.
• Since it impartially propagates the useful knowledge of scientists.
• It also propagates the babble of bores.
• It also propagates the affection of the affectionate.
• It also propagates the malice of the malicious.
• The use of telephones also values personal risks.
• It values as it involves exposure.
• The telephone is our connecting link with society.
• Marshal McLuhan has said that the telephone creates, “a kind of extra-sensory perception.”

Meaning of difficult words:
remote – separated, indirect, distant, a long way away.
elevator – a lift in a big building to carry people up and down.
multi-story – many-storeyed, high building with a lot of stories.
quantum leap – a very large improvement
ease – comfort, a happy state of affairs.
accelerated – hasten, the progress of, to increase the speed of, quickened.
crippled – handicapped, disabled, unable to do things.
evanescent – disappear, vanish from sight or memory.
nerve-end – connecting link, bridging gap.
paradox – two apparently contrad¬ictory elements made a paradox of they can be reconceived to give a truth.

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 Invitation to English 1 Solutions Poem 5 Fishing Textbook Exercise Questions and Answers.

Class 11th Invitation English Poem Chapter 5 Fishing Question Answers CHSE Odisha

Fishing Class 11 Questions and Answers

Think It Out

Question 1.
What idea of the speaker’s age do you find in the first line?
Answer:
The speaker’s age may be more than fifty. He is like seasoned anger.

Question 2.
How did the speaker prepare himself for fishing? (clue: gear and attitude)
Answer:
The speaker prepared himself for fishing with a fishing rod, line, and food put on a hook to catch a fish. He was in a positive and determined attitude at that time.

Question 3.
What did he declare to his family? What silent feedback did he sense from the members of the family?
Answer:
He declared to his family to wait for him because the dinner would be marked by a special dish- fish fry. He sensed silent laughter from the members of his family.

Question 4.
Describe his initial experience. (Ins. 9 – 12)
Answer:
He went fast to the nearby pond straightaway with all the equipment required for fishing and a can. The minutes trickled by and the hours seemed to pass very slowly. It appeared as if he were luckless that day. In short, his initial experience was a blend of both certainty and uncertainty.

Question 5.
What did he dread to face when he would be back home? (Ins. 13 – 15)
Answer:
He dreaded facing the taunting words of some family members if he returned home without a fish.

Question 6.
How was his prayer answered?
Answer:
His prayer was answered when he had a marvelous catch at his disposal. He now succeeded in catching a beautiful one-foot bright and fair fish.

Question 7.
Discuss the contrasting moods presented in stanzas 3, 4, and 5.
Answer:
In stanza 3, the speaker was in a despairing mood as all his efforts to catch fish seemed futile. In stanza 4, he was in a contrasting mood to face the mockery of his family member and kept faith in God’s goodness. In stanza 5, he was in a hopeful mood after getting the opportunity to catch a fish.

Question 8.
Describe the ‘catch’.
Answer:
Driven by determination, the speaker pulled the string of his angle and it brought him a marvelous catch- ‘A one-foot fish, bright and fair’ moving in a twisted manner in the air.

Question 9.
How has the speaker described his joy and the despair of the fish?
Answer:
The speaker has described his joy by running round and round in excitement and the fish’s despair in terms of its breathlessness and sad look that expresses its longing to be free.

Question 10.
What did he think the fish was pleading for?
Answer:
He thought the fish was pleading for its freedom. The fish requested him to allow it to go back to its pond.

Question 11.
What was the debate in the speaker’s mind?
Answer:
The speaker debated his three toils, the tasty fish-fry smell, and the mocking face of some family members staring at him when he got back home fishless.

Question 12.
Discuss the significance of: “For nothing, however, I did care.” (In. 34)
Answer:
The speaker was determined to care for nothing – three hours’ toil, tasty fish-fry flavor, and especially, some mocking face of his family staring at him.

Question 13.
What was the strange feeling that the speaker felt? Can you relate the feeling to the ‘crimson glow’ and ‘greater joy’? (Ins. 36 – 38)
Answer:
The strange feeling that the speaker felt was great joy in his heart. His feelings can aptly be related to ‘the crimson glow’ and ‘greater joy’ that convey the speaker’s act of kindness and immense pleasure.

Question 14.
Which action brought about a greater joy in the heart of the speaker? In comparison to the ultimate greater joy, what do you think would have been lesser happiness?
Answer:
The speaker’s action of allowing the fish to go back to its pond brought about a greater joy in the heart of the speaker. In comparison to the ultimate greater joy, I think the speaker’s reluctant response to the fish’s appeal or lack of his kindness would have been lesser happiness.

Question 15.
Why does he find this feeling strange?
Answer:
He finds this feeling strange, because of several factors such as his liking for fish fry and the taunting remarks of his family members. Besides, the speaker’s fear and anxiety give way to determination.

Question 16.
Do you think the speaker was sensitive? Why do you think so? (clue: at least two reasons)
Answer:
Yes, the speaker was very sensitive, because he did not approve of the taunting remarks of his family members. Besides, he was moved by the sight of the fish’s despair.

Question 17.
Notice that all the stanzas excluding Stanza 7 have four lines each and make one complete sentence. How is Stanza 7 different from other stanzas?
Answer:
All the stanzas in the poem have four lines each and make one complete sentence. On the other hand, stanza 7 has ten lines to make two complete sentences. In this way, stanza 7 is different from other stanzas.

Question 18.
Describe the change that the speaker had between the morning and the evening of the same day.
Answer:
The speaker experienced a sense of dread and uncertainty and great joy between the morning and the evening of the same day. The morning brought him the first two feelings and the evening the last one.

CHSE Odisha Class 11 English To Fishing Important Questions and Answers

A.Short Answer Type Questions with Answers

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

Like a seasoned angler sure of his feat
With fishing rod and line, and bait
I said, “You all, wait for me
Fish-fry tonight our dinner will be.”

Though none of them did say a word
On my face, yet I heard
Some chuckles sure at my back
I told myself, “Let me come back.”

To the nearby pond I straighaway ran
With fishing-tackle, and of course, a can
The minutes passed and the hours dragged
It seemed no luck that day I had.

I thought fishless I’d return home
And would face the jeers of some
I threw my line with a fervent wish
“Oh God, today please give me a fish.”

And lo, the float sank, rose again
And popped its head to tell me then
“This is just the time, you man,
To catch a fish if you can.”

Without delay I pulled the string
And what a catch did it bring
A one-foot fish, bright and fair
That wriggled and wriggled in the air.

Questions :
(i) “Though none of them did say a word” – what does ‘none of them’ refer to?

(ii) Explain the expression ‘the hours dragged.’’

(iii) What did the speaker pray to God?

(iv) ‘And what a catch did it bring’ – what does ‘it’ refer to?

(v) What pictures of the fish do you find in the air?

Answers :
(i) The expression ‘none of them’ refers to none of the speaker’s family.

(ii) ‘The hours dragged’ signifies that every hour seemed to be an eternity to the speaker.

(iii) The speaker prayed to God to give him a fish.

(iv) ‘It’ refers to the speaker’s string.

(v) We find the fish moving by twisting on and on in the air.

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

At this my joy knew no bound
I ran excited round and round,
But with a gasping mouth and wistful look
It seemed to say, “Please unhook
Me and let me go again
To my home, my waterly den.’’

I did think of my three hours’ labour
And the spicy fish-fry flavour
Back home some mocking face would stare
For nothing, however, I did care.

As the sun was sinking behind the hill
A strange feeling my heart did fill
In the evening’s crimson glow
With greater joy, I let it go.

Questions :
(i) Quote the words that bring out the contrasting feelings of the speaker and the fish.

(ii) What does the expression ‘my watery den’ refer to?

(iii) How did the speaker react to the fish’s appeal?

(iv) How does he describe the fish fry?

(v) ‘With greater joy, I let it go.’ What picture of the speaker do you get here?

Answers :
(i) The speaker’s words ‘my joy knew no bound’ and ‘ran excitedly’ and the fish’s ‘gasping mouth’ and ‘wistful look’ are a study in contrast.

(ii) Here the expression ‘my watery den’ refers to the pond where the fish lives.

(iii) The fish’s appeal made the speaker think seriously.

(iv) He describes that the fish fry is full of spice. It has a nice taste.

(v) Here we learn that the speaker epitomizes kind-heartedness. His act of allowing the fish to go to its pond is a case in point. He proves that an act of kindness is a rich source of joy.

B.Mlultiple Choice Questions (MCQs) with Answers
Choose the correct option.

Live a seasoned……………………………………in the air.
Question 1.
In the first line of the poem, the speaker described himself as a vastly experienced one. Which word speaks of his experience?
(a) sure
(b) seasoned.
(c) feat.
(d) angler.
Answer:
(b) seasoned.

Question 2.
What do you understand by the word ‘bait’?
(a) food put on a hook to catch fish.
(b) a stick pasted with gum to catch fish.
(c) a net with small holes to catch fish.
(d) none of the above.
Answer:
(a) food put on a hook to catch fish.

Question 3.
In the first stanza of the poem (1 to 4 lines), the speaker as a seasoned angler has assured his family members of something for their dinner. What is that?
(a) chicken-fry.
(b) fish-fry.
(c) prawn-fry.
(d) egg-fry.
Answer:
(b) fish-fry.

Question 4.
In the second stanza of the poem (lines 5 to 8), the family members of the speaker have taken his words as him nothing but fun. How is it expressed in the poem?
(a) some back-biting sure at my back.
(b) some gossip sure at my back.
(c) some chuckles sure at my back.
(d) none of the above.
Answer:
(c) some chuckles sure at my back.

Question 5.
What do you mean by the word ‘chuckles’?
(a) back-biting.
(b) gossip.
(c) make fun.
(d) silent laughter.
Answer:
(d) silent laughter.

Question 6.
What did the speaker do with a fishing tackle in hand?
(a) ran straight to a nearby river.
(b) ran to a nearby lake.
(c) ran straight to a nearby pond.
(d) none of the above.
Answer:
(c) ran straight to a nearby pond.

Question 7.
The speaker as a seasoned angler sat on the bank of the pond to catch fish. But it was not possible as minutes and hours passed without a success. What did he feel about himself?
(a) He felt unlucky.
(b) He felt disappointed.
(c) He cursed himself.
(d) He felt himself a failure.
Answer:
(a) He felt unlucky.

Question 8.
What kind of feeling does the speaker have, as we come to know from the fourth stanza of the poem?
(a) satisfaction.
(b) frustration.
(c) contented.
(d) carelessness.
Answer:
(b) frustration.

Question 9.
Then for a fish, he prayed to God with a_______ wish.
(a) deep.
(b) fixed.
(c) fervent.
(d) faithful.
Answer:
(c) fervent.

Question 10.
He thought if he would return home without a fish, he would face the jeers of some. What does the word ‘jeers’ mean?
(a) sympathetic remarks.
(b) consolatory remarks.
(c) rude remarks.
(d) funny remarks.
Answer:
(c) rude remarks.

Question 11.
The fifth stanza of the poem expresses some signs of change and from this, the speaker is
(a) hopeless.
(b) hopeful.
(c) neither hopeless nor hopeful.
(d) none of the above about a fish.
Answer:
(b) hopeful.

Question 12.
The sixth stanza of the poem speaks______about the speaker.
(a) success.
(b) failure.
(c) frustration.
(d) contentment.
Answer:
(a) success.

Question 13.
How long was the fish caught by the speaker?
(a) half-foot.
(b) one-foot.
(c) one and a half feet.
(d) 2 feet.
Answer:
(b) one-foot.

Question 14.
What do you mean by the word ‘wriggled’?
(a) making rounds.
(b) moved in different directions.
(c) moved by twisting.
(d) moved by hanging.
Answer:
(c) moved by twisting.

Lines 25 to 38
At this my………………. I let it go
Question 15.
What is the kind of expression of the speaker seen from the first two lines of stanza 7?
(a) He is unhappy.
(b) He is delighted.
(c) He is consoled.
(d) He is hopeful.
Answer:
(b) He is delighted.

Question 16.
What does the speaker understand by the gasping mouth and wistful look of the fish?
(a) It says to leave him.
(b) It says not to kill him.
(c) It says to keep him as a pet.
(d) none of the above.
Answer:
(a) It says to leave him.

Question 17.
What do you mean by ‘Please unhook me’?
(a) keep me hanging.
(b) free me from the hook.
(c) tie me with a hook.
(d) don’t hurt me.
Answer:
(b) free me from the hook.

Question 18.
Where does the fish desire to go?
(a) to its mother.
(b) to God’s home.
(c) to its home in the water.
(d) to the speaker’s stomach.
Answer:
(a) to its mother.

Question 19.
Stanza 8 describes the speaker’s state of mind which we guess he is in_________.
(a) dilemma.
(b) dissatisfaction.
(c) nervous.
(d) deep thought.
Answer:
(a) dilemma.

Question 20.
How many hours the speaker has labored to catch the fish?
(a) two.
(b) one.
(c) three.
(d) four.
Answer:
(c) three.

Question 21.
What do you mean by ‘mocking face’ here?
(a) those who condemn.
(b) those who praise.
(c) those who criticize.
(d) those who talk behind your back.
Answer:
(c) those who criticize.

Question 22.
The last stanza of the poem expresses quite different feelings of the speaker. He with a greater joy allowed the fish to go. What kind of idea does it convey?
(a) live and let others live.
(b) the joy of the fish is the joy of the speaker.
(c) an act of kindness is a rich source of joy.
(d) be kind and good to others.
Answer:
(c) an act of kindness is a rich source of joy.

Question 23.
Who is the author of this poem?
(a) Gopa Ranjan Rout.
(b) Gopa Ranjan Nanda.
(c) Gopal Ranjan Mishra.
(d) Gopa Ranjan Jena.
Answer:
(c) Gopal Ranjan Mishra.

Detailed Summaries and Glossary

Stanzas (1 – 6)
Gist with Glossary
Like a…………………………. in the air. (Lines 1 – 24)
Gist:
Like a vastly experienced angler, the speaker wanted his family to wait for him because their dinner would have a special item- ‘fish-fry’. No one said a word on his face, but there was their silent laughter behind. Without caring for them, the speaker went straight to the nearby pond to catch them. The minutes passed and the hours seemed to be an eternity to him. The speaker thought that he would be luckless that day. The sight of the teasing remarks of some family members haunted him if he went back home without a fish. He prayed to God, requesting him earnestly to give him a fish.

Glossary :
seasoned: vastly experienced .( ଅଭିଜ୍ଞ)
angler: one who fishes with an angle – a hook, attached to a fishing line (ବନିଶୀପକାଳି)
Bait: food put on a hook to catch fish (ଥୋପ)
chuckles: silent laughter (ଚାପାହସ)
fishing-tackle: all the equipment used in fishing – rod, bait, etc (ମାଛଧରା ସରଞ୍ଜାମ )
The Hours Dragged: the hours did not seem to pass (ସମୟ ଗଡ଼ିଯିବା ଭଳି ଜଣାଗଲା ନାହିଁ)
jeers: rude remarks (କଟୁ ମନ୍ତବ୍ୟ)
fervent: earnest (ଉତ୍ସୁକ)
And…bring: The speaker had a marvelous catch.

Stanzas (7- 9)
Gist with Glossary
At this…………………………………… let it go. (Lines 25 – 38)
Gist :
The sight of a bright and fair big fish filled his heart with boundless joy. He ran in excitement. But the fish made a moving appeal to the speaker to allow him to go back to its pond once again. Its appeal made him think of his three hours’ labor, the tasty fish-fry smell, and some mocking face staring at him, in case he returned home fishless. But, kind-hearted as he was, the speaker acted positively. With a heart full of joy, he allowed the fish to go, when the sun was setting.

Glossary :
At this…….bound: The speaker was extremely happy at the sight of a very beautiful big fish.
wriggled: moved by twisting or turning quickly ( ଆଗକୁ ପଛକୁ ଦେହ ମୋଡ଼ି ଚାଲିଲା)
gasping: breathing in a state of shock (ଧକେଇଲା)
wistful: slightly sad. (ଅଳ୍ପ ଦୁଃଖିତ)
unhook: free (ଖୋଲିଦେବା)
watery den: the pond. (ଜଳାଶୟ)
spicy: full of spice (ମସଲାଯୁକ୍ତ)
flavour: smell (ସୁଗନ୍ଧ)
some…….stare: some face making fun at the speaker
sinking: setting (ବୁଡ଼ିଯିବା)
glow: soft light (ଅଳ୍ପ ଆଲୋକ)
let: allow (ଛାଡ଼ିଦେବା)

Introducing The Poet:
Gopal Ranjan Mishra has written some fascinating poems. They are marked by the simplicity of rhythm.

About The Poem:
‘Fishing’ deals with the fact that a rich source of joy is attributed to an act of kindness. The speaker who presents himself as a veteran angler is a glittering example.

Summary:
The speaker who identifies himself as a vastly experienced angler prepared himself for fishing. He declared to his family to wait for him. As a result, their dinner would be marked by fish fry. None of them spoke a word, yet they responded to his declaration in silent laughter. The speaker’s initial experience was one of bad luck. Minutes and hours trickled by. The nearby pond seemed to disappoint him. The chance of catching any fish did not look bright. He visualized the fear of facing rude remarks from some family members. He threw his line praying to God to give him a fish.

The speaker’s prayer did not go in vain. He had now a marvelous catch – ‘A one foot-high, bright and fair fish’. He saw it move in a twisted fashion in the air when the speaker pulled the string. He was beside himself with joy at the sight of the fish. His excitement ran high. In the meantime, it seemed to plead with the speaker for freedom. The fish’s earnest request to get it free sparked a debate in the speaker’s mind.

The thought of three hours’ toil, the spicy fish-fry taste, and of ‘some mocking face’ staring at him when he would come back fishless swam before his mind’s eye. However, he didn’t care for anything. The poem ends on a happy note. The sun was setting. A strange feeling filled the speaker’s heart. With a heart full of joy, he allowed the fish to go. In short, the speaker found great pleasure in his act of kindness.

ସାରାଂଶ:
ନିଜକୁ ଜଣେ ଅଭିଜ୍ଞ ବନିଶୀପକାଳି ବୋଲି ଭାବୁଥୁବା କବି ଥରେ ମାଛ ଧରିବା ପାଇଁ ପ୍ରସ୍ତୁତ ହେଲେ । ସେ ପରିବାରର ସମସ୍ତଙ୍କୁ ଅପେକ୍ଷା କରିବାକୁ କହିଲେ । ଆଜିର ଭୋଜନରେ ମାଛ ଭଜା ଖିଆ ହେବ ବୋଲି କହିଲେ । ତାଙ୍କୁ କେହି କିଛି କହିଲେ ନାହିଁ, ମାତ୍ର ଚାପା ହସର ଗୁଞ୍ଜରଣ ସେ ଶୁଣିପାରିଲେ । ସେ ସବୁ ସରଞ୍ଜାମ ଧରି ନିକଟସ୍ଥ ପୋଖରୀକୁ ଗଲେ । କିନ୍ତୁ ସେ ମାଛ ଧରିବାରେ ବିଫଳ ହେଲେ । ପୋଖରୀ ତାଙ୍କୁ ନିରାଶ କଲାଭଳି ଜଣାଗଲା । କୌଣସି ମାଛ ଧରିବାର ଆଶା ଦେଖାଗଲା ନାହିଁ । ଘରର ଲୋକମାନଙ୍କ ବଟୁ ମନ୍ତବ୍ୟର ସମ୍ମୁଖୀନ ହେବାର ଭୟ ତାଙ୍କୁ ଘାରିଲା । ସେ ଭଗବାନଙ୍କୁ ପ୍ରାର୍ଥନା କରି ବନିଶୀ ସୂତା ପକାଇଲେ ।

କବିଙ୍କର ପ୍ରାର୍ଥନା ବୃଥା ହେଲା ନାହିଁ । ସେ ପକାଇଥବା ବନିଶୀ କଣ୍ଟାରେ ଏକ ଫୁଟ ଲମ୍ବର ଧଳା ମାଛଟିଏ ଲାଗିଲା । କବି ବନିଶୀ ତରତରରେ ଉଠାଇ ଦେଖୁଲେ ମାଛଟି ଢଳି ଢଲି ଆସୁଛି । ସେ ଖୁସିରେ ପାଗଳ ହୋଇଗଲେ । ମାତ୍ର ସେହି ସମୟରେ କବିଙ୍କୁ ଜଣାଗଲା ଯେ ମାଛଟି ତାକୁ ଛାଡ଼ିଦେବାକୁ ଯେପରି ପ୍ରାର୍ଥନା କରୁଛି । ମାଛଟିର ଫେରିଲେ କେତେକ ପରିହାସ ବ୍ୟଞ୍ଜକ ମୁହଁ ତାଙ୍କ ମାନସଚକ୍ଷୁରେ ଭାସି ଉଠିଲା । କିନ୍ତୁ ସେସବୁକୁ ଖାତର କଲେ ନାହିଁ । ସୂର୍ଯ୍ୟ ଅସ୍ତ ହେବାକୁ ଯାଉଥିଲେ । କବିଙ୍କ ହୃଦୟରେ ଏକ ଅଦ୍ଭୁତ ଭାବନା ଆସିଲା । ସେ ଆନନ୍ଦପୂର୍ଣ୍ଣ ହୃଦୟରେ ମାଛଟିକ ପୋଖରୀରେ ଛାଡି ଦେଲେ । ସେହି ଦୟାପୂର୍ଣ୍ଣ ତାଙ୍କ ମନକୁ ଅପୁର୍ବ ଆନନ୍ଦରେ ଭରିଦେଲା ।

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

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Poem 4 To My True Friend Textbook Exercise Questions and Answers.

Class 11th Invitation English Poem Chapter 4 To My True Friend Question Answers CHSE Odisha

To My True Friend Class 11 Questions and Answers

Think It Out

Question 1.
What does the poet pray for?
Answer:
The poet prays for keeping their friendship intact for all time to come. In other words, she prays for their never-ending friendship.

Question 2.
How did the friend encourage the poet?
Answer:
The friend encouraged the poet to keep her going when she was passing through a difficult time.

Question 3.
How did the friend reassure her?
Answer:
The friend reassured her by telling her to get rid of sorrow and infusing in her mind the hope of a better tomorrow that will bring her joy and happiness.

Question 4.
Why did the poet trust her friend?
Answer:
The poet trusted her friend because she was always there to advise and encourage her when she found herself in a fix.

Question 5.
How did the friend inspire self-confidence in the poet?
Answer:
The friend inspired self-confidence in the poet by telling her that she was capable of doing anything she concentrated on.

Question 6.
How does the poet cherish the memory of her friend?
Answer:
The poet deeply cherishes the memory of her friend. She wants to treasure her ready smile with great love.

Question 7.
Are the friends staying close to each other? Quote the line in support of your answer.
Answer:
The friends are not staying close to each other. The line “We are separated by many miles” is a case in point.

Question 8.
How does the poet value her friendship?
Answer:
In the poet’s view, her friendship is of great value to her. She hopes it grows and prospers and survives forever.

Question 9.
Why does she call her friend extra special?
Answer:
She calls her friend extra-special because she is her only genuine friend, her guide and protector.

Question 10.
What is the poet’s final wish?
Answer:
The poet’s final wish is that they should strike their friendship and they cannot allow such friendship that brings pure joy to vanish. The reason is not far to seek. There will never be another friend like her.

CHSE Odisha Class 11 English To My True Friend Important Questions and Answers

B. Short Answer Type Questions with Answers

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

The day I met you
I found a friend –
And a friendship that
I pray will never end.

Your smile – is so sweet
And so bright –
Kept me going
When the day was as dark as night.
You never ever judged me,
You understood my sorrow.

Then you told me it needn’t be that way
And gave me hope for a better tomorrow.
You were always there for me,
I knew I could count on you.
You gave me advice and encouragement
Whenever I didn’t know what to do.

You helped me learn to love myself
You made life seem so good.
You said I can do anything I put my mind to
And suddenly I knew I could.

Questions :
(i) What happened on the day the poet met someone?

(ii) ‘The friend’s smile fascinates poet.’ Quote the lines to justify it.

(iii) “You never judged me…” What does this line signify?

(iv) How did the friend help the poet?

(v) ‘You made life seem so good.” Explain.

Answers :
(i) The poet made friends with the person on the day she met someone. In other words, in her, the poet found a friend in word and spirit.

(ii) The lines :
“Your smile – so sweet And so bright justifies the statement.

(iii) This line signifies the friend’s unflinching trust in the poet.

(iv) The friend helped the poet to learn the beauty of self-love.

(v) The friend shows the poet how wonderful life is. This is what the line means.

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

There were times when we didn’t see eye to eye
And there were days when both of us cried.
But even so, we made it through;
Our friendship hasn’t yet died.

Circumstances have pulled us apart,
We are separated by many miles,
Truly, the only thing that keeps me going
Is my treasured memory of your smile.

This friendship we share
Is so precious to me,
I hope it grows and flourishes
And lasts unto infinity.

You are so extra special to me
And so this to you I really must tell :
You are my one true friend,
My Guardian Angel.

Our friendship is one-in-a-million
So let’s hold on to it and each other.
We cannot let this chance of pure bliss fly away
For there will never be another.
I love you.
I will always love you.

Questions :
(i) ‘There were times when we didn’t see eye to eye” Explain.

(ii) “But even so we made it through:” What does ‘it’ refer to?

(iii) ‘Circumstances have pulled us apart.” Explain.

(iv) “And so this to you I really must tell:” – what does ‘this’ refer to?

(v) “I love you
I will always love you.”
What do these lines throw light on?

Answers :
(i) At some point in time in the past quarrel and misunderstandings arose between the poet and her friend. Still, then their friendship continued and they shed tears together.

(ii) ‘It’ refers to the friendship between the two (the poet and someone she met on a particular day).

(iii) Circumstances have intervened in the lives of the poet and her friend. As a result, they are not staying together.

(iv) This refers to the fact that the friend will always have a special place in the poet’s heart.

(v) These lines throw light on the poet’s boundless love for her friend.

B. Multiple Choice Questions (MCQs) with Answers
Choose the correct option.

The Text
Lines 1 to 20

The day I met you………………….. I Knew I Could
Question 1.
What Did The poet develop on the day she meet someone?
(a) relationship.
(b) friendship.
(c) brothership.
(d) partnership.
Answer:
(b) friendship.

Question 2.
What does the poet pray for?
(a) friendship to end.
(b) friendship to continue till they live together.
(c) friendship not to end.
(d) none of the above.
Answer:
(c) friendship not to end.

Question 3.
Which quality of the poet’s friend fascinates her?
(a) friend’s smile.
(b) friend’s manner.
(c) friend’s sacrifice.
(d) friend’s sweet words.
Answer:
(a) friend’s smile.

Question 4.
Her friend’s encouragement has made her pass through :
(a) an easy time.
(b) a difficult time.
(c) a favorable time.
(d) none of the above.
Answer:
(b) a difficult time.

Question 5.
“You never ever judged me.” What does this line signify?
(a) misunderstanding of a friend.
(b) friend’s unflinching trust in the poet.
(c) friend’s desire to help is mistaken.
(d) none of the above.
Answer:
(b) friend’s unflinching trust in the poet.

Question 6.
What did the friend advise the poet after knowing her sorrow?
(a) to work hard.
(b) to start a new business.
(c) to hope for a better tomorrow.
(d) to forget the past.
Answer:
(c) to hope for a better tomorrow.

Question 7.
When the poet was in difficulty and didn’t know what to do, her friend gave her_______.
(a) money and advice.
(b) money and help.
(c) advice and encouragement.
(d) money only.
Answer:
(c) advice and encouragement.

Question 8.
What did the poet’s friend make her learn?
(a) self-confidence.
(b) self-love.
(c) self-assessment.
(d) self-control.
Answer:
(b) self-love.

Question 9.
“You said I can do anything I put my mind to”. This statement of the poet’s friend in fact infused a ______in her.
(a) self-satisfaction.
(b) self-confidence.
(c) self-importance.
(d) self-praise.
Answer:
(b) self-confidence.

Lines 21 to 42

There were………………….love you.
Question 10.
“We didn’t see eye to eye”. What does this statement mean?
(a) separated from each other.
(b) did not have contact with each other.
(c) staying far from each other.
(d) having misunderstandings with each other.
Answer:
(d) having misunderstandings with each other.

Question 11.
“Our friendship has not yet died.” What does this statement signify?
(a) friendship is at stake.
(b) friendship is about to break.
(c) friendship stands the test of time.
(d) friendship has been mended.
Answer:
(c) friendship stands the test of time.

Question 12.
Which has pulled the two friends apart?
(a) differences between them.
(b) circumstances.
(c) out of sight, out of mind.
(d) none of the above.
Answer:
(b) circumstances.

Question 13.
What is that treasured memory of the poet’s friend that keeps him going?
(a) soothing words.
(b) sermon.
(c) smile.
(d) sweet look.
Answer:
(c) smile.

Question 14.
The poet says that this friendship is so_________ to her.
(a) valuable.
(b) important.
(c) worthwhile.
(d) precious.
Answer:
(d) precious.

Question 15.
The poet says that their friendship lasts unto infinity. What does it mean?
(a) friendship lasts forever.
(b) friendship has a limit.
(c) friendship will see its rise and fall.
(d) friendship if broken can be mended.
Answer:
(a) friendship lasts forever.

Question 16.
The poet has described his friend as her ‘Guardian Angel’. What does it mean?
(a) a guardian likes Angel.
(b) one who acts as her guide.
(c) one who protects and guides.
(d) none of the above.
Answer:
(c) one who protects and guides.

Question 17.
At last, the poet has described their friendship as a chance of________.
(a) pure action.
(b) pure bliss.
(c) pure words.
(d) pure thought.
Answer:
(b) pure bliss.

Question 18.
Who is the poet of this poem?
(a) Elizabeth Pinard.
(b) Anne Frost.
(c) T. S. Eliot.
(d) Thomas Moore.
Answer:
(a) Elizabeth Pinard.

Detailed Summaries and Glossary

Stanzas (1 – 5)
Gist with Glossary:

The day………………………………….. I could. (Lines 1 – 20)
Gist :
The poet goes back to a day when she met someone; in the latter, the former found a true friend. Her smile was sweet and bright beyond words. That gave her strength when she was passing through a crisis. Without caring to judge her, she understood her misery and told her to get rid of it. Instead, her friend provided the hope of a better tomorrow. In other words, she gave the poet emotional support and compassion. Her friend always stood by her. The poet unflinchingly trusted her. She helped the poet learn to love herself. Besides, the friend showed how wonderful her life was. When she was in an indecisive situation, she gave her advice and encouragement.

Glossary:
Kept Me Going: giving the poet encouragement.
When…Night: when the poet was passing through a crisis.
Count On: trust. (ବିଶ୍ୱାସ)
Never Ever Judged: never formed an opinion on, taken for granted.
You…To: Her friend instilled a sense of confidence into the poet’s mind.

Stanzas (6 – 11)
Gist with Glossary:

There were……………………………………….. love you. (Lines 21 – 42)
Gist :
Circumstances intervened in their lives. They lived far away from each other. There were days when both of them were in tears. Nevertheless, they overcame those moments and their friendship continues. In spite of being separated by distance, the poet cherishes the smile of her friend. The poet speaks highly of their friendship. She hopes it grows and prospers and stands the test of time forever. The friend is extra special to her. In her, the poet finds a true friend, a guardian, and a protector. Their friendship is exceptional. The poet fervently wishes that they stick to it. They cannot allow such a pleasure to vanish. The poet expresses her deep love for her true friend.

Glossary:
we didn’t see eye-to-eye: the poet and her friend have misunderstood.
our……….. died: their friend stands the test of time
Circumstances……. apart: circumstances have intervened in their lives. As a result, they don’t stay together for long.
Treasured: cherished (ସଞ୍ଚ)
Flourishes: prospers (ସମୃଦ୍ଧ ହେବ)
Lasts Unto Infinitely: their friendship lasts forever
extra-special: extraordinary(ଅସାଧାରଣ)
My Guardian Angel: one who protects and guides (ତ୍ରାଣକର୍ତ୍ତା)
pure bliss: pure happiness (ନିରୋଳା ସୁଖ)
fly away : vanish (ଉଭେଇଯିବ)
I will…….you: The poet wishes that she always loves her friend.

Introducing The Poet:
Elizabeth Pinard born in the U.K. writes on science fiction and fantasies. Her works include Black City, Origin, etc. She is influenced by J. K. Rowling and Stephen Mayer.

About The Poem:
To My True Friend, as the title signifies, is about the poet’s best friend. She lavishly praises her friend in great measure. The poet cherishes her memories.

Summary :
The poet’s first meeting with someone was somewhat special. In her, the former found a genuine friend. She prayed for a never-ending friendship with her, Her friend was a pillar of support to the poet when she was passing through a difficult time. In other words, her winsome smile encouraged the poet in times of her crisis. In her despair, the friend was a fountain of hope and assurance, and that too without ever judging her.

When the poet was in a fix, she gave her advice and encouragement. She was always there to comfort her. She was the poet’s biggest support both in fair and foul weather. Her friend helped her find self-acceptance and she showed her how to love herself.

They were at boarding school together until 1999. At some point in time, quarrels and misunderstandings arose between the poet and her friend. Still, then their friendship continues. There were times when both of them shed tears. Nevertheless, they overcame those painful moments.

Circumstances have made them live apart. Distance has separated them, yet the poet cherished the memories of her friend in great measure. She will never give up hope that their paths are destined to cross again. The friend was the sweetest part of her life. The poet misses her positive outlook on her. She will always have an ‘extra special’ place in her heart. The poem comes to an end with the poet’s final wish for keeping their most precious friendship intact for all time to come.

ସାରାଂଶ:
ସ୍ମୃତିଚାରଣ କରିଛନ୍ତି ଏବଂ ପ୍ରଶଂସାର ବର୍ଷା ଢାଳି ପକାଇଛନ୍ତି । କବିଙ୍କର ପ୍ରଥମ ସାକ୍ଷାତ ଥିଲା ଏକ ସ୍ଵତନ୍ତ୍ର ପ୍ରକାରର । ସେ ତାଙ୍କଠାରେ ଆବିଷ୍କାର କଲେ ଜଣେ ପ୍ରକୃତ ଏବଂ ବାସ୍ତବ ବନ୍ଧୁର ସମସ୍ତ ଗୁଣାବଳୀ । ତାଙ୍କ ସହ କବିଙ୍କର ବନ୍ଧୁତା ସ୍ଥାପିତ ହେଲା । ସେ ତାଙ୍କ ସହିତ ବନ୍ଧୁତ୍ବର ପରିସମାପ୍ତି ନ କରିବା ପାଇଁ ପ୍ରାର୍ଥନା କରିଥିଲେ । ଯେତେବେଳେ କବି କୌଣସି ବିପଦରେ ପଡ଼ୁଥିଲେ, ସେତେବେଳେ ତାଙ୍କର ବନ୍ଧୁ ପରିବର୍ତ୍ତେ ତାଙ୍କ ବନ୍ଧୁ ଆଶା ଓ ଆଶ୍ଵାସନାର ଝରଣା ପାଲଟି ଯାଆନ୍ତି ।

ଯେତେବେଳେ କବି କୌଣସି ଦ୍ବନ୍ଦ୍ବରେ ପଡ଼ିଯାଆନ୍ତି, ସେତେବେଳେ ତାଙ୍କ ବନ୍ଧୁ ତାଙ୍କୁ ଉପଦେଶ ଓ ଉତ୍ସାହ ଦେଇଥା’ନ୍ତି । ସେ କବିଙ୍କର ଉଭୟ ସମ୍ପଦ ଓ ବିପଦ ସମୟର ତ୍ରାଣକର୍ତ୍ତା । ସେ ତାଙ୍କ ମନରେ ଆତ୍ମପ୍ରତ୍ୟୟ ଭରିଦେବା ସହ ନିଜକୁ କିପରି ଭଲ ପାଇବାକୁ ହୁଏ ଶିଖେଇଛନ୍ତି । ସେମାନେ ଏକାଠି ଛାତ୍ରାବାସ ୧୯୯୯ ମସିହା ପର୍ଯ୍ୟନ୍ତ ରହିଥିଲେ । କେତେକ ସମୟରେ କବି ଓ ତାଙ୍କ ବନ୍ଧୁଙ୍କ

ପରିସ୍ଥିତି ଚାପରେ ସେମାନଙ୍କୁ ଅଲଗା ରହିବାକୁ ପଡ଼ିଛି । ଦୂରତ୍ବ ସେମାନଙ୍କୁ ଅଲଗା କରିଦେଇଛି, ତଥାପି ସେ ବିତାଇଥିବା ସମୟ ତାଙ୍କ ପାଇଁ ସବୁଠାରୁ ସୁଖଦ ସମୟ । ସେ ତାଙ୍କ ହୃଦୟରେ ସବୁବେଳେ ରହିବେ । କବି ତାଙ୍କର ବନ୍ଧୁତ୍ଵ କାଳକାଳ ପାଇଁ ଅକ୍ଷୁଣ୍ଣ ରହୁ ବୋଲି ଆଶା ପ୍ରକାଶ କରିଛନ୍ତି ।

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

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 4 Text D: The Case against Man Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 16 The Case against Man Question Answers CHSE Odisha

The Case against Man Class 11 Questions and Answers

Activity-14

a) It means that mankind is although a living organism, it is also a thing or inanimate object.
b) The unrestrained population growth is compared with cancer. This is a good comparison because its growth will kill mankind as cancer.
c) If the present rate of population growth continues the ecology will be spoilt.
d) the thesis of the essay is increasing the birth rate and its control He waits to describe things and then concludes.
e) This is really a problem that has been shown by the author perfectly and which does not need any other way of description.
f) Interrelation and interdependence are in common among the living and nonliving things on earth.
g) The conclusion of the essay is— At the rate, we are going without birth control, then even if science serves us in an absolutely ideal way, we will reach the planetary high-rise with no animals but men, with no plants but algae, with no room for even one more person by AD. 2430.
h) The essay starts with the interrelation of the living and the nonliving and ends in control of the birth rate which will help the organism to double itself.

Activity-15

	Headings	Paragraph Numbers
a)	The thesis of the problem: “birth control”	21
b)	Reasons/causes Lowering death rate	19
c)	Examples: The number of Homo Sapiens increase	16
d)	Suggested solution: Birth control	19
e)	Special Features of the Development of the Argument (if any)	19, 20
f)	Conclusion Ready birth control without delay	20, 21, 22, 23

Activity – 16

Rather than exploiting the environment shouldn’t we be in a partnership? If we continue to waste the earth’s resources as if there were no tomorrow, there could well be no tomorrow. By the year 2010, one-third of the world’s cropland will have turned to dust, of people, will face starvation. All this is happening since our civilization has kept on expanding, on the assumption that the world’s resources are limitless. But merely stopping growth is not the answer. What we need is development that works in partnership with the environment that uses the earth’s resources more productively and after all is suitable at the same time. This is the reason why our organization Earth life exists.

Activity-17

Anita : Hello, Banita. You have a debate today, haven’t you?
Banita: Yes Anni. It’s at 2-30 p.m.
Anita: What’s it about?
Banita: It’s about population explosion.
Anita : Population explosion ! It’s a burning topic, isn’t it?
Banita: Yes, it is. But it’s a topic that needs many things to incorporate.
Anita: What’re you going to hint at?
Banita: Just the causes and consequences of population growth.
Anita: Won’t you suggest any solution?
Banita: Yes, I will.
Anita: Why’s the population on the rise now?
Banita: It’s owing to the lower death rate.
Anita: Lower death rate! Aren’t people dying now? You’ll see in the papers hundreds of people are dying every day.
Banita: No, no. People are dying but their number is eye-catching due to the high population and media network.
Anita: Do you think that the death rate has really come down?
Banita: Is there doubt about it? The death rate is very much lower than before. Thousands of people were dying of starvation, Cholera, and Smallpox in the past. But we don’t see these diseases active now. A number of villages were having mass funerals with the approach of such a disease.
Anita: You’re quite right Banita. This was a usual case that is not seen these days. Thank you.

Activity -18

Pranati: Hello. This is 250845
Minati: Can I speak to Pranati, please?
Pranati: Yes, speaking
Minati: Hi Pranati, it’s Minati here.
Pranati: Listen, Minu, We’d proposed to go to the cinema this afternoon, hadn’t we?
Minati: Yes, we had. You told me to book a pair of tickets and inform me earlier what’s about.
Pranati: I’m quite sorry. I failed to book tickets at the counter. I’d gone to do it, but I wasn’t able to.
Minati: What’s really happened?
Pranati: The counters were overcrowded. None of the counters was free to buy a ticket at.
Minati: The film has recently been released. People must be thronging to see it.
Pranati: Yes, Blakers are moving about. They are charging very high. I didn’t feel like purchasing a ticket from them.
Minati: OK. Don’t mind. We’ll see the cinema within a couple of days. The rush will be subsiding. Thank you.
Pranati: Welcome

Activity – 19

• In Kingston, Jamaica’s capital, RSLs own cruiser is waiting to introduce them to the unique world of the Caribbean.
• Every Tuesday a British Airways flight leaves Heathrow for Jamaica.
• Like all our ships, this cruiser has been specially designed to give you maximum comfort, luxury, and enjoyment.
• For this lucky one it’s the beginning of an unforgettable air-sea holiday with the world’s leading cruiser company. The Royal Seafaring Line.
• For many of the passengers, it’s just a normal scheduled flight, but for some, it’s the start of something very special.
• Whether you choose relaxation on board or stimulation on land,’ you will have the holiday of a lifetime.
• And it’s all included in the price — Just 1,995 for 21 days.
• While you can thus spend a perfect holiday without leaving the ship, there is also the added attraction of fascinating store visits at each of our parts of the cell.
• So you can relax on the vest sun deck, bide your time with a cocktail, or dance till dawn in the nightclub or in the discotheque.
• So don’t delay- See your travel agents today.

The Case Against Man Summary in English

Section – D
Part – One

Summary:
The first mistake is to think of man as a thing in itself. It is, however, a part of an intricate problem of life. Life gets its energy from the sun. Five billion years back, the earth had undergone a vast revolution. On its first appearance, it lacked an ocean and an atmosphere. Far within the solid crust, there are slow continual changes whose hot springs, volcanoes, and earthquakes are the more noticeable manifestations here on the surface.

Portions of the surface water with solar radiation developed complicated compounds called ‘life’. It has assumed a complex proportion. But, life forms are as much part of the structure of the Earth as any inanimate portion is. It is all an inseparable part of a whole if any animal is isolated totally from other forms of life, and death by starvation will surely follow. If isolated from water, death by dehydration will follow even faster.

If isolated from air, death by asphyxiation will take place. Isolation from the sun will bring death to the animal world. The inanimate portion also suffers. The entire planet and solar system are closely interrelated. A planet is a life form made up of nonliving portions. For instance, a man is composed of 50 trillion cells of a variety of types, all interrelated and interdependent.

Part – Two

Summary:
Sometimes, the neat economy of growth within an organism such as a human being is disrupted. The growing of a group of cells is stopped. If one type of organism began to multiply without limit killing its competitors, the same thing would happen in ecology. The earth’s human population is estimated to have been 150 million al the time of Julius Caesar. This population since then has been on the rise. It is really an alarming proportion.

The current increase of the human population qualifies Homo Sapiens as ecological cancer. However, this cancerous growth must be stopped. It can be done by raising the death rate or towering the birth rate. There is no other alternative. If we do nothing, the death rate will rise fabulously. Lowering the birth rate is surely the preferable way.

Analytical outlines of the Text

• The first mistake is to think of man as a thing in itself.
• It is, however, a part of an intricate problem of life.
• Life gets its energy from the sun.
• Five billion years back, the earth had undergone a vast revolution.
• On its first appearance. it had lacked an ocean and an atmosphere.
• Far within the solid crust, there are slow continual changes.
• The hot springs, volcanoes, and earthquakes are the more noticeable manifestations here on the surface.
• Portions of the surface water with solar radiation developed complicated compounds called life.
• It has assumed a complex proportion.
• But life forms are as much part of the structure of the Earth as any inanimate portion is.
• It is all an inseparable part of a whole.
• Any animal is isolated totally from other forms of life.
• It will surely follow death by i$arvation.
• Any animal is isolated from water.
• It will follow death by dehydration.
• Any animal is isolated from the air.
• It will take place death by asphyxiation.
• Isolation from the sun will bring death to the animal world.
• The inanimate portion also suffers.
• The entire planet and solar system are closely interrelated.
• A planet is a life form made up of nonliving, portions.

• For instance, a man is composed of 50 trillion cells of a variety of types all interrelated and interdependent.
• Sometimes, the net economy of growth within an organism such as a human being is disrupted.
• The growing of a group of cells is stopped.
• One type of organism began to multiply without limit killing its competitors.
• The disruption will happen in ecology.
• The earth’s human population is estimated to have been 150 million at the time of Julius Caesar.
• This population since then has been on the rise.
• It is really an alarming proportion.
• The current increase in the human population qualifies Homo Sapiens as ecological cancer.
• However, this cancerous growth must be stopped.
• It can be achieved in two ways.
• One is by raising the death rate.
• The other is by lowering the birth rate.
• There is no other alternative.
• We have to do something.
• Otherwise, the death rate will rise fabulously.
• Lowering the birth rate is certainly the preferable way.

Meaning of difficult words

crust – the thin hard surface of the earth.
versatile – clever to do a number of things, good at doing a lot of different things.

asphyxiation – death by choking.
reefs – a line of sharp rocks, often made of coral.
quiescent – becoming quiet or silent, not developing or doing anything.
cougar – a puma, a large brown wild cat of North West America.
decimated – killed large numbers of ruined a large part of something.
predators – animals that live by killing and eating other animals.
ecology – the study of living things in their surroundings.
Homo Sapiens – the type of human beings that inhabit the earth now.
catastrophically- in a terribly destructive manner.

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 1 Solutions Unit 4 Text B: What is Art? Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 14 What is Art? Question Answers CHSE Odisha

What is Art? Class 11 Questions and Answers

Activity-5
Getting The Main Idea Of The Paragraph

Find out a suitable title for each of the paragraphs in Text-B (Part one)

Paragraph     Title
1                 :
2                 :
3                 :
4                 :
5                 :
6                 :
7                 :

Answer:
Paragraph -1 : Title – Defining Art.
Paragraph -2: Title – Relationship of Art.
Paragraph -3 : Title – Art Transmitting Human Thought.
Paragraph -4 : Title – Activity of Art.
Paragraph -5: Title – Man’s capacity of Receiving other’s Emotional Dimensions.
Paragraph -6 : Title – Infecting feelings.
Paragraph -7 : Title – Object of Joining Another.

Descriptive Sequence

After going through part two Text-B, read the whole of Text-B (That is, both the parts) and arrange the following items in the sequence in which they are presented in the Text.
a) Discussing what art is not.
b) Talking about defining art.
c) Speaking about the characteristics of art.
d) Citing examples that does not amount to art.
e) Comparing art with speech.
f) Arriving at a definition of art.
g) Speaking of the variety of feelings on which art is based.

Answer:
a) Talking about defining art.
b) Comparing art with speech.
c) Speaking of the characteristics of art.
d) Speaking of the variety of feelings on which art is based.
e) Arriving at a definition of art.
f) Discussing what art is not.
g) Citing examples of what does not amount to art.

Activity-7
Reacting To The Ideas In The Text

• Art is superior to speech because it transmits feelings as well as thoughts because a man transmits his thoughts to another by words but by art, he transmits his feelings.
• Tolstoy speaks of the essential elements of art in paragraph 5 but seems to contradict himself in the next paragraph. The views presented in these two paragraphs can, however, be concealed.
• The analogy between the boy who encounters- a wolf and the artist who recreates his emotions in a work of art is now appropriate because the feelings and emotions are equally infected with one another.
• The writer begins his essay by saying that art should not be considered “as a means to pleasure” but should be considered “as one of the conditions of human life”. And he has proved this in his essay taking suggestive examples from various lores of life.

Activity – 8

a) A direct approach is chosen to define the term ‘renaissance’ in passage 1, but a descriptive technique is followed in passage 2 to define the term ‘elegance’.
b) An etymological analysis of the term ‘renaissance’ finds an outlet in passage 1 but the implied meaning of the term ‘elegance’ is given in passage 2.
c) A general meaning of the word ‘renaissance’ is reflected in passage 1 whereas the views and considerations of the word ‘elegance’ have been found in passage 2.

Activity-9
Remedial Grammar

My town is an excellent place to live in, I think it is wonderful. It is an important town, because, it is the center of the district administration. It is also great because of the two very famous museums. The weather here is nice. It is hot in summer with occasional rains and is cool in winter. I like my home town very much.

What is Art? Summary in English

Section – B
Part – One
Read below the first paragraph of Leo Tolstoy’s “What is Art ?” and try to guess the writer’s purpose.
In order to define art correctly it is necessary first of all to cease to consider it as a means to pleasure and to consider it as one of the conditions of human life viewing it in this way, we can’t fail to observe that art is one of the means of intercourse between man and man. Now read part one of Text B and note how Tolstoy develops his idea of art across the paragraph.

Summary:
Leo Tolstoy defines art to cease to consider it as a means to pleasure and to consider it as one of the conditions of human life. Art is an intercourse between man and man. The receiver of every work of art enters into a certain kind of relationship both with him who produced or is producing the art and with all those who simultaneously, previously or subsequently receive the same artistic impression, speech transmitting the thoughts and experiences of man serve as a means of union among them and art serves a similar purpose.

A man communicates himself with another by means of words and by it he transmits his feelings. A man shares his feelings by listening to another man. When one man laughs, another becomes merry to hear it. But when a man cries, another feels sorry. A man is excited or irritated and another man who sees him is brought to a similar state of mind by his movements or by the sounds of his voice. A man expresses courage and determination or sadness and calmness and this state of mind passes on to others.

A man suffers expressing his suffering through groans and spasms and this suffering transmits itself to other people. A man expresses his feelings of admiration, devotion, fear, respect, or love to certain objects, persons, or phenomena and others infected by the same feelings of administration, devotion, fear, respect or love to some objects, persons or phenomena. Art begins when one person expresses his feelings by certain external indications in order to join others or others.

For instance, a boy having experienced fear of encountering a wolf relates the encounters, and in order to evoke in others the feelings he has experienced describes his conditions before the encounter, the surrounding of the world, his own lightheartedness, and then, the wolf’s appearance, its movements, the distance between himself and the wolf and so forth. If only the boy when telling the story again experiences the feelings he has lived through and infects the heart and compels them to feel that he had experienced is art.

It is also art if a man having experienced either the fear of suffering or the attraction of enjoyment expresses these feelings on canvas or in marble so that others are infected by them. It is again art of a man who feels or imagines to himself feelings of delight gladness, sorrow, despair, courage or despondency and the transition by sounds from me to another of those feelings and expresses them by sounds so that the hearers are inflected by them and experience them as they were experienced by the composer.

Analytical outlines of the text:

• According to Leo Tolstoy, art is a means to provide pleasure.
• He also considers it as one of the conditions of human life.
• Art is an intercourse between man and man.
• The receiver of every work of art enters into a certain kind of relationship both with him.
• It is a relationship with him who produced or is producing the art.
• It relates to those who simultaneously, previously or subsequently receive the same artistic impression.
• Speeches transmitting the thoughts and experiences .of men serve as a means of union, among them and art serves a similar purpose.
• A man communicates himself with another by means of words and by it he transmits his feelings.

• A man shares his feelings by listening to another.
• One man laughs, and another becomes merry to hear it.
• One man cries and another becomes feel sorry.
• A man as excited or irritated.
• Another is brought to the same state by seeing it.
• He acquires it by his movements or the sounds of his voice.
• A man expresses his courage or determination.
• This state of mind passes to another.
• A man expresses his sadness or calmness.
• This state of mind passes to another.
• A man expresses his suffering through groans or spasms.
• It transmits itself to other people.
• A man expresses his admiration, devotion, fear, respect, and love to certain objects, persons or phenomena.
• Others are infected by the same feelings.
• Art begins when one joins others with the same feelings.
• For instance, a boy experiences of fear by encountering a wolf.
• He expresses this fear in order to evoke a feeling in others.

• He provides an elaborate description of it.
• He expresses the conditions before the encounter.
• He also expresses the surrounding of the words.
• He also expresses his distance from the wolf.
• On the other hand, he also expresses the wolf’s appearance, its movement, distance from him, etc.
• When he compels others to feel his experiences, it is called art.
• Hence, to be an art, the feelings of suffering and enjoyment should be infected by them.
• When a man feels or imagines those feelings of delight, gladness, sorrow, despair, etc. it is called art.
• Therefore, art refers to the transmission of the sounds of those feelings from one man to other so that one must be infected by them and also experiences them by themselves.

Meaning of difficult words:

simultaneously – happening at the same time.
previously – formerly.
subsequently – followingly.
intercourse – deal with, interact, and communicate.
transmit – sends, communicates.
groan – moan, lamentation.
spasms – muscular contraction, stiffness of muscles.
encountering – facing, confronting, meeting
despondency – misery, sorrow, unhappiness.
transition – change, transformation, movement.

Text-B
Part – Two

Summary:
The feelings which the artist transmits to others are varied and many. Some are very strong and some are very weak, some significant and others insignificant, some very bad, and others very good. Patriotic love, self-devotion and yielding to fate or to God in drama, raptures of lovers in. a novel, voluptuousness in a picture, courage in triumphal marches, merriment in a dance, and humor in a funny story are all different forms of art. If the feelings of the author are transmitted to the spectators, they are deemed to be rightly infected.

Art is certainly a human activity that consists of external signs hands-on to other’s feelings he had lived through and that others are infected by these feelings and also experience them. The metaphysicians state that art is not the manifestation of some, mysterious idea of the beauty of God. Physiologists view a game in which man lets off his excess stored-up energy, is not man s expression of emotion by external signs. It is neither pleasure nor the production of pleasing objects.

Analytical outlines of Part Two.

• The artist’s transmission of feelings to others is varied and many.
• Some are very strong and others are very weak.
• Some are significant and others are insignificant.
• Even some are very good and others are very bad.
• There are different forms of art.
• Patriotic love and self-devotion are the same.
• Raptures of lovers in a novel, and voluptuousness in a picture are others.
• Also, courage in a triumphal march, merriment in a dance, and humor in a tunny spry are still others.
• If the feelings of the writer are transmitted to the audience, they are deemed to be rightly infected.

• Art is, certainly, a human activity.
• It consists of external signs hands-on to other’s feelings.
• Others are infected by these feelings.
• They also experience these feelings.
• The metaphysicians opine that art is not the manifestation of some mysterious idea of the beauty of God.
• Physiologists view it is a game in which man gets off his excess stored up energy.
• It is not the expression of man’s emotion by external signs.
• It is neither pleasure nor the production of pleasing objects.
• It is a means of union among men joining them together in the same feelings.

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