Class 11

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

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

Portrait of a Teacher Class 11 Questions and Answers

Portrait Of A Teacher
(Part-One)

Section-A

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

Activity-1

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

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

Activity-2

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

Activity-3

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

Extra Activity-3(A)

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

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

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

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

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

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

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

Portrait Of A Teacher
(Part- Two)

Activity-4

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

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

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

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

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

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

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

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

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

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

Activity-5

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

Activity 6

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

Activity-7

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

Extra Activity- 7(A)

I. Put in a/an or the.

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

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

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

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

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

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

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

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

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

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

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

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

Portrait Of A Teacher
(Part-One)

Portrait Of A Teacher Part-One Summary in English

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

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

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

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

Analytical Outlines

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

Portrait Of A Teacher
(Part- Two)

Portrait Of A Teacher Part- Two Summary in English

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

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

Analytical Outlines

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

Read More:

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

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

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

Saturday Morning Violence Class 11 Questions and Answers

Activity-8
Text Organisation
Answer the following questions briefly:

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

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

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

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

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

Activity-9
Understanding Patterns Of Exemplification

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

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

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

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

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

Activity- 10
Cohesive Devices

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

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

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

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

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

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

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

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

Extra Activtty- 11(A)
Do As Directed

I. Complete the sentences using as…..as

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

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

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

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

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

Saturday Morning Violence Summary in English

Section-B
Pre-Reading Activity

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

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

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

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

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

Analytical outlines of the Text

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

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

Read More:

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

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

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

Psychobabble School Class 11 Questions and Answers

Activity-10

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

Activity-11

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

Activity-12

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

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

Activity-13
Cohesive Devices: Link Words

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

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

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

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

Psychobabble Summary in English

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

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

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

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

Analytical outlines of the text:

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

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

Meaning of difficult words:

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

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

Read More:

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

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

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

Ballad of the Landlord Class 11 Questions and Answers

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

Questions For Discussion

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

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

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

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

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

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

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

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

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

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

Composition

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

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

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

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

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

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

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

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

Activity on Poem Completion

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

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

Notes on the poet:

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

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

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

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

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

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

Ballad Of The Landlord Summary In English

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

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

Analytical outlines

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

Meaning of difficult words:

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

Read More:

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

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

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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.

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The Fog Class 11 Questions and Answers

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

Questions For Discussion

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

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

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

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

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

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

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

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

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

Composition

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

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

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

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

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

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

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

Detailed Summaries

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

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

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

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

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

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

Notes to the Poet and Poem:

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

The Fog Summary in English

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

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

Analytical outlines of the poem:

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

Meaning Of Difficult Words

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

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• Ecology Question Answer
• Dog’s Death Question Answer
• The Fog Question Answer
• Girl Lithe and Tawny Question Answer
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Dog’s Death Class 11 Questions and Answers

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

Questions And Answers

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

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

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

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

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

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

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

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

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

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

Composition

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

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

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

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

Mohantypara
Sundargarh
20.07.2016

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

Yours ever,
Sukant

Detailed Summaries

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

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

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

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

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

Notes On The Poet:

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

Dog’s Death Summary in English

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

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

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

Analytical outlines of the poem

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

Meaning of difficult words

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

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

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.

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 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