CHSE Odisha Class 11 English Writing Narration

Odisha State Board CHSE Odisha Class 11 Invitation to English 3 Solutions Writing Narration Textbook Activity Questions and Answers.

CHSE Odisha 11th Class English Writing Narration

There are different ways of developing a paragraph depending on the topic and the purpose of writing. We shall study some of those ways now and in a subsequent chapter, we will develop our ideas into a longer piece of writing in the same light. We will also learn to mix different ways of developing our ideas into one or more paragraphs.

The common ways of developing paragraphs are :
(i) Narration – To tell an event, incident., or experience in chronological order.
(ii) Description -To describe a person, animal, object, place or process.
(iii)Exposition – To explain an idea, instrument, or problem.
(iv)Argumentation or persuasion -To argue for or against a view, in order to influence the reader’s opinion.

Narration

Read the following paragraph and see how the sentences have been arranged.

On Sunday morning, I get up at six in the morning. After a quick wash, I get into my jogging rig and go for a run. By 6.30 I am on the road. I run half an hour. I return home and have a leisurely bath, a luxury. I cannot afford it on weekdays. The bath is over, and I get ready quickly. What have you done? You have described your activities on a Sunday morning, in the order in which they take place.

You start with what you do first, then go on to what you do next, and so on and you come to your last activity. This brings you to the most important thing about a narrative paragraph. In a narrative paragraph, the events or happenings are arranged in chronological order, that is, in order of time.

CHSE Odisha Class 11 English Writing Narration

A. Narrative Passage

A. Account of Events with Sequence of Action:
It was late in the evening. The bride’s place was richly illuminated and decorated. There was music and dancing all around. Around half past 10, the bridegroom’s procession arrived and there was a flurry of excitement. The bridegroom was sitting erect on a young horse. The bride’s parents came out to receive the bridegroom and the bride was brought out too, her face covered with a pink and gold veil. She was barely 18. But, suddenly, without any provocation, the horse broke away from his master’s grip and ran away taking the bridegroom with him.

The bridegroom shouted for help and clung on to the horse for dear life. Soon his turban fell off, revealing his sparse white hair flying in the breeze. “He was too old to marry”, everyone concluded. He couldn’t be less than 70. The young bride stood aghast. Turning to her parents she cried aloud, “He’s old ! He’s a doddering old man ! I won’t marry him”. Tearing off her finery she stormed back into the house. And the old man was taken to hospital with multiple fractures.

B. A Different point of view:
At last, we reached the bride’s place. It was well lighted and there was music and dancing all around. The atmosphere was exciting and I liked it. The bride’s parents came out to receive the bridegroom and then the bride was brought too, her face covered with a pink and gold veil. I stood on the tips of my hooves to get a better view of her. Suddenly the veil on her face blew up in the breeze and I had a glimpse of her face. I was shocked.

She was only a child! She couldn’t be more than 18. And she was about to marry a man old enough to be her grandfather! “Something is seriously wrong”, I thought. “This marriage must be stopped! I then looked sly at my master. He was looking the other way. Without losing any time I broke away from his hold and ran, taking the bridegroom with me. When I reached the street I threw him on the ground and bolted away.

CHSE Odisha Class 11 English Writing Narration

Activity 1

Read the accounts in passages A and B again. Then narrate the incident from the point of view of :
(i) the bridegroom
(ii) the bride’s father
(iii) the bride
Answer:
(i) The bridegroom:
It was late in the evening when I reached the bride’s place which was richly decorated and illuminated. It was a treat to watch. The bride’s parents then came out to receive me and my friends. She was there too, with her face covered with a pink and gold veil. I wanted to take a good look at her as I sat on my horse. Fortunately, a breeze blew her veil away and I got a full glimpse of her face. she was young and beautiful! My heart beat fast in excitement. I couldn’t wait to get married.

Suddenly without warning my horse broke away from my grip and galloped away as if frightened. The sudden jerk loosened my turban and it fell off my head. Alas ! my white hairs were now visible! I could hear shouts of amazement from people gathered for the marriage. They were calling me an old man, fit to be a grandad. All my hopes of marriage were dashed. Suddenly, I was thrown off the horse and consciousness. When I regained it, I found myself in the hospital. I was told that the girl refused to marry me.

(ii) The bride’s father:
It was the happiest day of my life. My one and only daughter were getting married. I spent money lavishly on decorating my house. The bridegroom had not arrived till now. It was almost ten o’clock. Fortunately, however, they arrived half an hour later. I went out to receive him along with my wife and daughter. He sat astride on a horse. He had put on a coffee-colored sherwani suit. A gold brocaded yellow silk turban wrapped his head.

He looked handsome. I was proud of him – a man of many means. We now faced to face and I was asking him to get down from the horse so that the rituals to welcome him could be started, but he was inattentive. I followed his eyes. He was looking at my daughter. “Natural”, I thought. Suddenly, the horse raised its forelegs high up in the air, broke its master’s grip, and galloped away toward the street. I thought I could hold its reins but it was too fast for me.

My would-be son-in-law was now crying out loudly for help but in vain. Being afraid, I ran behind the horse. At that moment my would-be son-in-law’s turban fell off and I was aghast by what I saw. There was only a little white hair clinging to his bald head! O God, he could not.be less than seventy! “Marry my daughter”, would he ?” I said to myself. I then looked back to see my daughter rushing into the house with tears rolling down her cheeks.

(iii) The bride:
The moment of my marriage had arrived. My parents took me out with them to receive the bridegroom. As usual, this was an arranged marriage and I had not even had so much as a glimpse of my fiance before. So when we neared him sitting astride on a house, I tried to look at him through my veil but was not satisfied with the hazy figure that I perceived. Luckily, a breeze lifted off my veil and I had a fair look at him. He looked like a chivalrous knight sitting on a horse. He looked smart and handsome.

Suddenly, however, his horse neighed loudly, raised its forelegs high up into the air, and bolted away. This movement disrobed his head and his turban fell off. What I saw turned me speechless for a moment. He was completely bald, except for a few strands of impeccably white hair. I was shocked. I couldn’t believe my eyes. I had been deceived! Screaming, I ran into the house. “I couldn’t marry this old man, no not at all”. I thought to myself. Tears filled my eyes and I was disconsolate. It was indeed providential that the horse had bolted and the turban had fallen off.

CHSE Odisha Class 11 English Writing Narration

Activity 2

One day you saw a woman faint at a bus stop. Narrate what happened; describe the sequence of events and the reaction of the people at the bus stop.
Answer:
It was a blazing summer afternoon. I could feel the heat almost scalding my cheeks. I was perspiring like a faucet as I reached the bus stop from the college. It was mid-noon then. The streets were deserted and desolate. The tar on the road was melting. There was no one at the bus stop except for a lady in a synthetic saree. “How the hell can she put on a synthetic saree on this hot noon ?” I thought she was holding a bag of vegetables – “A housewife, returning home after marketing44, I surmised.

My lips were dry and so I crossed the road to have sugarcane juice. There were four to five people at the crushing trolley. As I ordered a glass of juice and started sipping it all the while facing the bus stop to see if the bus is arriving. Suddenly I saw the woman standing across the road, at the stop, fell down unconscious. For seconds I did not realize that she had fainted.

We all did but none moved to help – they were men and she was a woman. She was old enough to be my mother. I ran to her; saw that she was faint and her lips were trembling, her mouth was completely dry. I ran back, took an ice block from the juice seller and a glass of water, and rushed back. Meanwhile, all my fellow drinkers had gathered around her. They asked me to sprinkle water on her face which I did. But then I also poured water into her mouth and massaged her head with the ice block.

Within a few minutes, she regained consciousness and blushed with confusion as she saw the crowd around her. Holding her hand I lifted her up and handed her another glass of water. She drank that and her cheeks regained color. I helped her pick up the vegetables that had fallen all around her, hailed an auto at her request, and saw her off.

CHSE Odisha Class 11 English Writing Narration

Activity 3

Write short accounts of the following imaginary incidents :
(i) You saw a man trying to steal someone’s wallet (purse) and caught hold of him.
(ii) A road accident you witnessed.
Answer:
(i) It was at the Bhubaneswar railway station that this happened. I was standing in the queue, nonchalantly like the rest of the others, waiting for my turn at the booking counter. It was around 10 o’clock in the morning. The heat and sweat were making everyone restless. To add to this, persons in the queue were having unnecessary arguments with those trying to bypass the queue and go to the counter.

I was fidgeting with my watch, noting how much time each person’s booking was taking and calculating roughly how much time it would take for my turn to come. Just then a man, handsomely dressed arrived and went straight to the counter. He then asked something to the clerk and stood there. Watching his demeanor, I did not like to ask him to move from the I place and take his place in the queue. Instead, I was admiring his mustache jeans. It looked smart on him.

Suddenly I saw him reach for the wallet in the back pocket of the person, first in the queue. He picked it up and turned back. Spontaneously I shouted out, [ “you thief’ and embraced him in a hug. He threw it on the floor and feigned ignorance about it. However, everyone had seen him throw it and so he was caught red-handed. Meanwhile, hearing the commotion the railway police arrived and arrested him.

(ii) It was a Sunday morning, 7.00 a.m. I was off on my bicycle to IRC village to buy vegetables from the Gandhi Market. I was on the road that runs parallel to the National Highway in Jaydev Vihar. All of a sudden a mini truck sped past me, raising a lot of dust. It immediately turned left to go onto the highway taking the mud track road. Just before it reached the highway, there was a loud thud. The four wheels of the truck had fallen into the ditch that had been recently dug to make a drain along the highway.

The driver did not know this and had taken that track to reach the highway. He was unfortunate. The four wheels were deep in the ditch and the truck’s back had been thrown up into the air with the rear tires hanging and wheeling. I rushed to the spot. The driver had escaped unhurt but the cleaner was lying unconscious in the driver’s cabin. We quickly brought him out through the open door of the truck. Pieces of glass had pierced his cheeks and forehead. He was bleeding profusely. The driver hailed a taxi and took him immediately to the hospital.

CHSE Odisha Class 11 English Writing Narration

Activity 4

The Prime Minister is to visit Bhubaneswar next week and the following is the tour program. Write a short account of the planned tour, using the points below.
10.0 am : arrival by a special Air Force plane.
10.10 a.m.: reception by the Chief Minister at the airport.
10.30 a.m.: meeting at the State Secretariat; discussion with the Chief Minister
11.30 a.m.: meeting with party workers.
12.30 p.m.: lays the foundation of the Software Technology Park.
1.0 p.m. : meeting the press.
2.0 p.m. : lunch at Raj Bhavan.
3.0 p.m. : return to Delhi.
Answer:
The Prime Minister arrives at the Biju Pattanaik Airport at 10.00 a.m. sharp by the special Air Force plane. He is to be received there by the Chief Minister and other Cabinet Colleagues. After this, he heads straight for the Secretariat where he discusses relief measures granted by the World Bank and other funding agencies for the cyclone-affected area. After this, at 11.30 p.m.

he reaches the B.J.B. party office to meet party workers. There he discusses organizational elections. At 12.30 p.m. he reaches the site for the Software Technology Park and lays its foundation stone. Following this, he attends a press conference organized by the BBSR Press Club. At 2.00 p.m. he has lunch with the Governor at the Raj Bhavan. At 3.00 he once again boards the plane to leave for Delhi.

CHSE Odisha Class 11 English Writing a Paragraph

Odisha State Board CHSE Odisha Class 11 Invitation to English 3 Solutions Writing a Paragraph Textbook Activity Questions and Answers.

CHSE Odisha 11th Class English Writing a Paragraph

A. Form And Function Of A Paragraph

A paragraph is a carefully and deliberately ordered arrangement of sentences built around a central theme or topic. Every paragraph should have a central theme either started in general terms in one sentence and reinforced by other sentences or implied when all the sentences are taken together. In short, a good paragraph comprises unity, order and organization.

Example
The octopus is one of the strangest creatures in the world. The octopus has eight long arms or tentacles round its head. Each tentacle has two rows of suckers along its length. The tentacles of the common octopus are less than one metre long. The tentacles of the largest octopuses are as long as 4.5 metres. The five sentences in the paragraph above contain five pieces of information. These five pieces are related on some way; otherwise, they would not be in the same paragraph.

Secondly, they are put together for a particular purpose: to describe the strange creature called the ‘octopus’. The opening sentence states the central theme of the paragraph in general terms. This is followed by five particular statements, all of them in support of the general statement. We should notice, again, the order in which the sentences are arranged. If we try to rearrange the sentences in any other order, we shall find that they do not add up to a satisfactory paragraph. In short, we must remember the most important principle, “One point, one paragraph”.

Activity 1

Each group of sentences below belong to a paragraph, but they are not in the proper order. Rewrite them in their correct order to form a coherent paragraph.

Question 1.
(a) The day is not far off when there will be regular space-flights to these planets.
(b) He is now planning to travel to Venus and back.
(c) Man has already been to the moon.
Answer:
Man has already been to the moon. He is now planning to travel to Venus and back. The day is not far off when there wil be regular space-flights to these planets.

Question 2.
(a) They can also act in indirect ways – by refusing to buy products made from rare animals, and by compelling law-makers to pass sound conservation legislation.
(b) People can help protect wildlife in simple, direct ways.
(c) They can join forces with other citizens in supporting organisations that are devoted to the cause of preserving nature and wildlife.
(d) They can maintain a bird feeding station, confine family dogs at night, or put a bell on the cat.
Answer:
People can help protect wildlife in simple, direct ways. They can maintain bird feeding station, confine family dogs at night, or put a bell on the cat. They can also act in indirect ways – by refusing to buy products made from rare animals, and by compelling laW-makers to pass sound conservation legislation. They can join forces with other citizens in supporting organisations that are devoted to the cause of preserving nature and wild life.

Question 3.
(a) The third runs across the south of Europe and North Africa into the middle of Asia.
(b) There are several other much smaller fault lines, but these three are the main ones.
(c) The first runs along the east coast of the Asian continent down to the west coast of North America.
(d) There are three large regions in the world where earthquakes are most likely to happen.
(e) The second runs down the west coast of South America.
Answer:
There are three large regions in the world where earthquakes are most likely to happen. The first runs along the east coast of the Asian continent down to the west coast of North America. The second runs down the west coast of South America. The third runs across the south of Europe and North Africa into the middle of Asia. There are several other much smaller fault lines, but these three are the main ones.

Question 4.
(a) But then it was discovered how paper could be prepared from wood-pulp.
(b) Paper was first made in AD 105 by a China man, Tsai Lun.
(c) Until the mid 1805 most paper was hand-made from rags or from grasses.
(d) He discovered that certain plant materials could be broken down into fibres and pressed into a sheet which made a good writing material.
Answer:
Paper was first made in AD 105 by a China man, Tsai Lun. He discovered that certain plant materials could be broken down into fibres and pressed into a sheet which made a good writing material. Until the mid 1805 most paper was hand-made from rags or from grasses. But then it was discovered how paper could be prepared from wood-pulp.

CHSE Odisha Class 11 English Writing a Paragraph

Activity 2

You will find below, in (a), (b) and (c), some advertisements. The sentences in these advertisements have been jumbled up. Re-arrange them in the proper order.

Question (a)
(i) Silver sterilisation inhibits the growth of bacteria with its oligodynamic effect.
(ii) Yes, AMP is 100% safe, pure drinking water.
(iii) Acqua Minerale Pura (AMP) is purified water, passed through multiple filters and treated with the special Italian process of silver sterilisation.
Answer:
Yes, AMP is 100% safe, pure drinking water. Acqua Minerale Pura (AMP) is purified water, passed through multiple filters and treated with the special Italian process of silver sterilisation. Yes, AMp is 100% safe, pure drinking water. Silver sterilisation inhibits the growth of bacteria with its oligodynamic effect.

Question (b)
(i) Your hair will stay healthy and beautiful.
(ii) Use, Neo-Karpin Hair Vitaliser regularly each morning one hour before your bath.
(iii) Use it also before going to bed.
Answer:
Use, Neo-Karpin Hair Vitaliser regularly each morning one hour before your bath. Use it also before going to bed. Your hair will stay healthy and beautiful.

Question (c)
(i) It gently smooths away premature wrinkles and firms your skin.
(ii) Qadil Cucumber Face Pack gives your skin a youthful and firm look.
(iii) It also nourishes your skin with proteins and vitamins.
(iv) Finally, it leaves the skin soft to the touch.
Answer:
Qadir Cucumber Face Pack gives your skin a youthful and firm look. It gently smooths away premature wrinkles and firms your skin. It also nourishes your skin with proteins and vitamins. Finally, it leaves the skin soft to the touch.

1.2 Topic Sentence

The sentence starting with the central theme of the paragraph is called a topic sentence.
Example :
The life cycle of a virus consists of two phases. The first is extracellular. This means that the virus lives outside the cell. The second is intracellular and this means that the virus lives inside the cell where it reproduces. Here the first sentence, “The life cycle of a virus consists of two phases” is the central theme of the paragraph and hence it is called the topic sentence. Within the paragraph, the topic sentence can be
(a) in the beginning
(b) at the end
(c) in the middle
(d) split and placed in two places
(e) implicit where the main idea is distributed over a number of sentences. Let us now see some paragraphs containing topic sentences at different places within them. When it comes towards the end, it usually serves as a climax.

Activity 3

Now, pick out the topic sentences in paragraphs II and III, and write their outlines.

Occasionally, the topic sentence can come in the middle of the paragraph. In such a case, the paragraph shows a contrast between two ideas. Read the following paragraph and its outlines.
1Traditionally we have tended to think of meat, dairy produce and eggs, as the normal protein supplements to our diet. 2Peas, beans, lentils and other grains and vegetables are regarded as cheaper alternatives. 3It may come as a surprise to many to learn that in fact, the humble beans and lentils in our diet are richer in protein content than the products in the first category (meat and dairy). 4For example, cheese contains about 25 per cent protein, beef and lamb about 14 per cent, and pork, chicken and eggs about 11 per cent. 5In comparison, grains contain 20 to 40 per cent, depending on the variety.

Sentence  1 : traditional belief meat, dairy products and eggs considered normal sources of protein.
Sentence  2 : traditional belief peas, beans, lentils, etc. considered cheaper alternatives (sources of protein)
Sentence  3 : a surprising fact beans, etc. are richer in proteins than meat etc. (Topic sentences)
Sentence  4 : supporting examples cheese has 25% (etc.)
Sentence  5 : further examples beans have 40%

Answer:
Topic sentence :
Traditionally, we have tended to think of meat, dairy produce and eggs as the normal protein supplements to our diet.

1Primarily democracy is the conviction that there are extraordinary possibilities in ordinary people, and that if we throw wide the doors of opportunity so that all boys and girls can bring out the best that is in them, we will get amazing results from unlikely sources. 2Shakespeare was the son of a bankrupt butcher and a woman who could not write her name. 3Beethoven was the son of a consumptive mother, herself daughter of a cook and a drunken father. 4Schubert was the son of a peasant father and mother who had been in domestic service. 5Faraday, one of the greatest scientific experimenters of all time, was bom in a stable, his father an invalid blacksmith and his mother a common drudge. 6Such facts as these underlie democracy. 7That is why, with all its discouraging blunders, we must everlastingly believe in it.

Sentence 1 : Democracy defined + its primary benefits Topic sentence (first half)
Sentence 2 : Example Shakespeare
Sentence 3 : Example Beethoven
Sentence 4 : Example Schubert
Sentence 5 : Example Faraday
Sentence 6 : A transitional sentence preparing us for the conclusion
Sentence 7 : Writer’s conclusion Topic sentence (second half)

Answer:
Topic sentence :
(i) Primarily democracy is the conviction that there are extraordinary possibilities in ordinary people, and that if we throw wide the doors of opportunity so that all boys and girls can bring out the best that is in them, we will get amazing results from unlikely sources.
(ii) That is why, with all its discouraging blunders, we must everlastingly believe in it.

CHSE Odisha Class 11 English Writing a Paragraph

Activity 4

Read the paragraph below and write its central idea.
It arrived at 5.00 a.m. after a sleepless night, spent thinking about questions I wanted to ask Guruji. He told me, to sit in the lotus posture and to look into his eyes without blinking. He put his hand on my chest and told me to concentrate there. As soon as he touched me, I felt as if an electrical current was passing through me. I lost consciousness. When I regained consciousness, I found that I had my head on the lap of Guruji and that he had kept his hand on my chest. Guruji told me to remember this experience but not to tell these things publicly anybody.
The central idea :
The disciple’s interaction with his Guruji, his extraordinary experience in response to the Guruji’s touch on his body and Guruji’s instruction to him to keep the fact a secret.

Activity 5

Find the topic sentences of the following paragraphs. Underline them. Then write on the margin the supporting details in single words or short phrases.

Question 1
1Friction creates many problems for the designers of automobile engines. 2First, friction wastes energy and reduces the power produced by the engine. 3Secondly, friction creates heat, which can lead to over-heating of the engine and jam up the moving parts. 4Thirdly, frictions lead to excessive wear and tear of the engine.
Answer:
Topic sentence :
Friction creates many problems for the designers of automobile engines. It leads to wear and tear of the engines.

Question 2
1In Europe, in pre-historic times, people used to tame and keep wolves as hunting companions. 2The Ancient Babylonians tamed hyenas for the same purpose. 3The Egyptians considered cats to be sacred animals but used them to kill mice and rats in their granaries. 4People in the Middle Ages tamed falcons and other birds of prey and used them to hunt. 5The keeping of animals as pets has gone on since the earliest times.
Answer:
Topic sentence :
The keeping of animals as pets has gone on since the earliest times.
This paragraph has the following points :

Sentence 1 : Pre-historic Europe Wolves used as hunting companions.
Sentence 2 : Ancient Babylon Hyenas used as hunting companions.
Sentence 3 : Egyptians Considered rats sacred but used them to kill mice and rats in granaries.
Sentence 4 : Middle Ages Used Falcons and other preying birds for hunting.
Sentence 5 : Animals kept as pets from earliest times.

Question 3
1Most people think of science merely as a servant which can make their lives easier. 2Science adds to the wealth of nations and creates better living conditions. 3This may be true. 4But science is more than that. 5The history of science shows that it does not simply better the old; it sometimes upsets the old. 6It does not merely add new truths to the old ones, but sometimes the new truths it discovers destroy some part of the old truths and thereby upsets the way of men’s thinking and living.
Answer:
Main idea :
The historv of science shows that it does not simplv better the old : but it sometimes upsets the old.

Sentence 1 : Common idea about science It is a servant which makes people’s lives easier.
Sentence 2 : Supporting detail Science adds to the wealth of nations and creates better living conditions.
Sentence 3 : Confirming propositions of sentence 1 and 2 This may be true
Sentence 4 : Introducing another proposition But science is more than that.
Sentence 5 : Main idea introduced Science simply does not better the old; it sometimes upsets the old.
Sentence 6 : Elaboration of main idea Not only adds new truths but such new truths destroy parts of the old truths which upset men’s way of thinking and lilving.

Question 4.
The Youth Hostel movement has, during the last half-century, contributed to international understanding and racial equality. One of the principles embodied in the constitution of the International Youth Hostel Federation (IIHF) is that in the hostels ‘there shall be no distinctions of race, nationality, colour, religion, class or political opinion.’ In the 4363 Youth Hostels of the world, the young men and women of the world meet and make friends. Making no distinction between the rich and the poor, the white and the coloured, the conservative and the radical, young people from all parts of the world share their experiences in an atmosphere of informality and friendliness. In these hostels, equality and brotherhood are practised in a real sense, and mutual understanding and trust are fostered.
Answer:
Topic Sentence :
The Youth Hostel movement has, during the last half-century, contributed to international understanding and racial equality.

Sentence 1 : One of the principles enshrined in its constitution No discriminations in the hostels, irrespective of race or nationality.
Sentence 2 : Fact        Meeting of the young men and women of the world and meeting friends in the 4364 youth hostels of the world takes place.
Sentence 3 : Details Young people from all over the world share their experiences in a coordial atmosphere. No distinction between the rich and the poor, the white and coloured, the conservative and radical is marked.
Sentence 4 : Hallmark of these hostels Practising equality and brotherhood in word and spirit and fostering mutual understanding and trust.

CHSE Odisha Class 11 English Writing a Paragraph

Question 5
Just after sunset, when all our work was over, I wanted to eat an apple. I went on deck, I got into the apple barrel, but all these apples had been finished. I sat down there in the dark and the motion of the Hispaniola (name of a ship) made me feel sleepy. I was closing my eyes in sleep when a heavy man sat down close by the apple barrel. I was about to jump up when the man began to speak. It was John Silver. Before I had heard a dozen words, I was trembling with fear. I prayed they would not discover me because Silver’s dozen words told me that all our lives were in danger. Only I knew it, the only I could warm them before it was too late.
Answer:
Topic Sentence :
Just after sunset, when all our work was over. I wanted to eat an apple.

Sentence 2 : The narrator’s interest to fulfil his wish Entered the apple barel, but no apple.
Sentence 3 : Result Sitting there in the dark, felt sleepy, the presence of a heavy man by the apple barrel
Sentence 4 : Result The narrator’s readiness to jump; he heard the man speak
Sentence 5 : Identify that person John Silver.
Sentence 6 : John Silver’s utterance and impact on the narrator Became fear-stricken.
Sentence 7 : The narrator’s prayer and its reason Failure to discover me, Silver’s dozen words were indicative of their danger
Sentence 8 : Reason He alone knew it to warn them soon.

Question 6
There are many reasons why the Korowai people build their huts high up among the trees. If a rival clan attacks, the women, children and the old men can climb to safety while the warriors fight it out on the ground. The mosquitoes cannot fly so high and the air up there is cooler. Lastly from the verandahs of their huts the Korawais can shoot arrows at birds flying by and also keep watch on their plantations, where they grow many types of bananas and sweet potatoes.
Answer:
Topic Sentence :
There are many reasons why the Korowai people build their huts high up among the trees.
1. Security to all in the face of rival attack
2. Free from mosquito-bite
3. Close watch on their plantations

Question 7
On my way home from work yesterday evening, I saw a small boy standing outside a door struggling to reach the door bell. “Here let me help you”, I said pressing the door bell for him. “Thanks, mister” said the small boy, starting to run away. “But do not stand there, you will get caught, “he added as he disappeared down the road.
Answer:
Topic Sentence :
On my way home from work yesterday evening, I saw a small boy standing outside a door struggling to reach the door bell.
1. The narrator’s help
2. The boy’s delight
3. The latter’s caution to the former
4. The boy’s disappearance

Question 8
When the motor car was first introduced, it was a clumsy, noisy machine that laboured along the street at a pace no faster than that of a trotting horse. People looked at it with suspicion and fear. Since then, the motor car has come a long way and is today a combination of beauty, luxury and efficiency. The modem automobile, sleek and streamlined with its brilliant colours, is almost a work of art. You can travel in it in absolute comfort at an incredible speed, and yet feel no fatigue at the end of the journey. The engine is a masterpiece of mechanical ingenuity and seldom lets you down if you maintain it in good condition.
Answer:
Topic Sentence :
The motor car is today a combination of beauty, luxury and efficience.

S.1 : when introduced it was a clumsy noisy machine and was only as fast as a horse.
S.2 : Its original image: viewed with suspicion and fear.
S.3 : Its modern image: a combination of beauty, luxury and efficiency.
S.4 : Its beauty (detail to support S: 3) considered a work of art.
S.5 : The luxury it provides: (detail to support S: 3) can travel in absolute comfort, incredible speed without feeling tired over long distances.
S.6 : Its efficiency: (detail to support s: 3) a masterpiece of mechanical ingenuity which never lets anyone down if properly maintained.

Question 9
Air pollution affects our health in many ways. Large quantities of smoke and other particles in the air can cause lung-diseases including cancer. Sulphur dioxide, in particular, causes serious damage to the respiratory system. Besides, other pollutants present in the air can cause skin infections as well as infections of the eyes.
Answer:
Topic Sentence :
Air pollution affects our health in many ways.
Sentence 2 : Example 1 : Smoke and other particles cause lung diseases including cancer.
Sentence 3 : Example 2 : Sulphur dioxide causes serious respiratory problems.
Sentence 4 : Example 3 : Other pollutants cause skin as well as eye infections.

Question 10
‘In their natural habitat animals face different hazards, such as diseases, storms, fires and floods. 2They may also be hunted by men or attacked by predators. 3This results in their natural life span being cut short prematurely. 4If we want to find out about the longevity of animals, the best way is to study them in captivity, in zoos, protected animal parks, etc. ‘
Answer:
Topic Sentence :
If we want to find out about the longevity of animals, the best way is to study them in captivity, in zoos, protected animal parts, etc.
Sentence 1 : Fact 1 : Animals face hazards like diseases, storms, fires and floods in their natural habitat.
Sentence 2 : Fact 2 : They may also be hunted or attacked by predators in their natural habitat.
Sentence 3 : Consequence : Their natural life span is thus cut short prematurely.

CHSE Odisha Class 11 English Writing a Paragraph

Activity 6

Use the following sentences as topic sentences in paragraphs of your own.
(a) We wear clothes for various reasons.
(b) Trees are our best friends.
(c) Smoking should be banned.
(d) Most of the traffic accidents can be prevented.
(e) English should be made optional in schools.
Answer:
(a) People wear clothes for many reasons. The basic reason for wearing clothes arose from the need to cover up one’s nakedness. This first happened when God killed an animal and used its skin to cover up the nakedness of Adam and Eve. Since then man has used animal skin as clothes. Another fundamental reason arose from the need to keep oneself warm, to preserve one’s body-heat. Today, however clothes have become a necessity for one’s personality. More and more people are changing clothes in pace with the changing fashions, entirely forgetting the original intentions with which clothes were worn by people.

(b) Trees are our best friends. They provide us with shade, food and with wood for lighting fires and building houses. They also help in causing rain and prevent the top soil from being eroded by the wind. Through them we produce papers on which we write; chairs and tables which make and use as our furniture and even coffins to bury our dead in. Above all, they are the reason for which we continue to breathe oxygen and enjoy the beauty of the environment. Thus from birth to death trees stand by us thereby proving to be our best friends.

(c) Smoking is injurious to health. This warning is given on every cigarette pack and tells us how great a hazard it is. Yet numerous people smoke tobacco and endanger their lives. Even the fact that smoking causes such dangerous disease as cancer does not deter people. Victims of smoking do not only hurt themselves, they effect a chain reaction whereby others too are affected by it. Hospitals have to nurse them back to health and the expense towards this is borne by the government and the institution which the person works for.

Besides this it affects the smoker’s family. Sometimes it leaves them without a bread earner causing untold misery. Besides this, smokers are a greater danger to non-smokers. When a smoker breathes out smoke, it is a more potent poison since carbon-dioxide is added to it. Thus non-smokers are more often than not forced to become passive smokers and they too can fall into the pit that the smoker will eventually fall. Hence smoking should not only be banned in public, it should be totally banned because the social and economic price to be paid for allowing smoking is too high.

(d) The rapid rise of the number of vehicles on the roads are the cause of many accidents which can be prevented through several steps. First of all lane driving must be introduced so that heavy vehicles and light vehicles are driven in separate lanes. Secondly, traffic signals must be constructed at important points and crossroads in the city and these must be manned and monitored by traffic policemen. Thirdly, public awareness of traffic rules and regulation must be raised. Finally these rules and regulations must be strictly enforced by the police with exemplary punishment meted out to the offenders. Such steps can only prevent traffic accidents.

(e) When a student passes out from school and joins college, he seldom understands what his teacher is teaching because he is not proficient in English. In almost all the states of India, the medium of instruction in Higher Education is English. This is especially true of technical and professional courses. Moreover, most of the books, whether they belong to Science or Humanities, Medical or Engineering, Veterinary Science or Agriculture and Forestry or vocational course, are all written in English.

This makes it necessary for student to know English. In addition, as both Gandhi and Nehru point out, English is the language used in international commerce and diplomacy and that it contains some of the richest treasures of literature. All these are very good reasons why English should be made compulsory in schools so that when entering the portals of Higher Education they are competent in skills.

Activity 7

Question (a)
Imagine that you are on the beach at Puri, enjoying a view of the sea. Note down the things you see and write a descriptive paragraph, to form a part of a letter to be written to a friend who has never seen the sea. You can start either with distant things or the things nearest to you.
Answer:

Bhubaneswar
10 October, 20

Dear Prafulla,
I received your letter yesterday. It was really surprising to hear from you after such a long time. Your description of Ooty and the Nilgiris was fascinating. From your letter it is obvious that you greatly enjoyed your vacations there. We too had been on a holiday to Puri. Though Puri is not such an exotic place as Ooty, I had a good time there. All of us had put up at Panth Nivas right on the beach.

Early every morning, I and Reena used to run off to the beach to watch the sunrise. The beach is not crowded then and it is wonderful to smell and feel the fresh morning air. The beach is extremely clean now and for the most part untrodden by people. One can see everywhere waste matter brought onto the beach by the night tide. These all form a meandering line on the sand as left by the wave.

There are pieces of wood, rubber, plastic, a slipper, and all kinds of small shells. I even noticed a dead Jelly fish lying with all its entrails uncovered. Besides there are plenty of small crabs butting in an out of one-inch holes. They quickly disappear into the safety of their holes as one approaches them. The sea itself seems calm and quiet, with waves splashing on to the sand, murmuring softly as it were and spraying its foam into the air majestically.

It is really a beautiful sight. Moreover, just before sunrise, one can see fishermen, naked except for loin- clothes, skilfully pushing their catamaran across the waves and then boarding it to go out fishing in the deep. Far away there are boats with their sails up and the whole scene looks greatly picturesque. Further the sea seems to extend up to as far as the eye can see.

The further one tries to see the more does one’s eyes become misty and the sky seems to touch the water. Right at one corner, a ball of fire rises suddenly, resplendent in its beauty and casting a red shadow on the waters. It showly rises from the waters and rests in the sky, now shining, brightly and freshly.
I think I should stop here. Please write back.
With Love,
Sushil.

CHSE Odisha Class 11 English Writing a Paragraph

Question (b)
Write a recipe, in the form of step-by-step instructions, on how to cook a pot of rice.
Answer:
Take the required amount of rice and clean it with water. Meanwhile take water which is double the volume of rice and boil it. When this water boils, add the cleaned rice to it. Cook over fire till the rice is cooked soft. After this drain the water from the pot till no water is left. One can also place the rice over a metal sieve so that the water is drained off and only dry rice is left behind. The rice is now ready for serving.

Question (c)
Write a paragraph to form a part of a letter to a friend telling him about a study tour of Orissa that you undertook last week with your classmates under the supervision of a teacher.
Steps
(i) Prepare a date-wise account of the places you visited and what you saw and did at each place.
(ii) Based on these notes, write a short paragraph to form a part of the letter.
(iii) You may begin your paragraph with the following sentence : Last week I took part in a study tour to
Answer:
20.6.20 :
Arrived at Bhubaneswar by train. Lodged at Yatri Nivas
21.6.20 :
Started at 6.00 am for Konark temple. Saw temple. Left at 10.30 for Puri. Had lunch at Panth Nivas, Puri at 12.00 noon. Went to Jagannath Temple. Participated in puja. Brought sovenirs from shops in front of Temple. Went to the beach. Had coffee and snacks there. Bought conches. Returned to BBSR.
22.6.20 :
Started out for Khandagiri / Udayagiri caves by 9.00 a.m. Had a hill top view of BBSR from Udayagiri. Studied the habits of Buddhist monks. Left for Nandankanan at 11.00 a.m. Reached at 12.00 noon. Had lunch at OTDC restaurant. Went to the zoo. Went boating. Returned at 5.00 p.m. Boarded East Cost at 7.30 p.m.

Hyderabad
30 June, 20

Dear Mitali,
Thanks a lot for writing to me. I am glad that you enjoyed your trip to Ooty. I knew the change of place would do you good and improve your spirits. Anyway, you must be eager to know what I did during the holidays. Well, you will be surprised. Last week I took part in a study tour to Orissa. Of course we did not visit all of Orissa but we visited what is called the “Golden Triangle” Puri, Konark and Bhubaneswar.

It was a hectic tour no doubt, but I thoroughly enjoyed it. On 19th we left for BBSR by Falaknamma arrived there on 20th and lodged at Yatri Nivas. Since the train was rather late; we did not go out anywhere that night. Instead we took the much needed rest. The following day, however we went straight to the Konark Temple.

What a beauty it was ! statues of dancers, devadasis depicting intercourse decorated the temple walls. But the wheels were marvellous. They had unimaginably skilled intricate work. We took a number of snaps and then travelled to Puri where we had lunch at the Panth Nivas and then visited the Jagannath Temple. There I and others of our group participated in Puja, ate prasad and sought the blessing of the Lord. After this, I bought some brass sovenirs in shops in front of the temple. Then we went off to the beach, had coffee and snacks at a restaurant and sat on the sand, building castles and occasionally running off to wet our legs in the sea.

We returned to Bhubaneswar at 10.00 The following day on 22.06.20 , we visited the Khandagiri and Udayagiri caves. We tried to delve back into history thinking of the past when Buddhist monks sat in meditation here. After this we visited Nandankanan. Everything seemed in disarray there in the aftermath of the cyclone. All animals looked diseased. However, we enjoyed our boating. By 5.00 we came back to Yatri Nivas where we washed and refreshed ourselves. That night we boarded the East Coast for Hyderabad once more. The tour was greatly enjoyed by everyone. I hope you had accompanied us.
Do write back.
With Love,
Snigdha.

Activity 8

Study the following paragraph and replace the appropriate noun phrases by pronouns so as to make the paragraph a coherent one. The first one has been answered as an example. There are seven more. Human beings are destroying their environment. It is ironic how people pollute people’s (their) surroundings and then go to great pains to clean up the messes that people have made. A cheap method of getting rid of industrial wastes is to dump the wastes into rivers or lakes. The result of such intrusion into nature is the death of many forms of life in and around the waters. Only when the pollution reaches the people’s reservoirs, however, do people figure that the time has come to clean up the people’s environment. Then people create a series of expensive projects to restore the water to the water’s original purity. Of course, the cheapest and most effective way to get clean water is not to pollute the water in the first place.
Answer:
Human beings are destroying their environment. It is ironic how people pollute people’s (their) surroundings and then go to great pains to clean up the messes that they have made. A cheap method of getting rid of industrial wastes is to dump them into rivers or lakes. The result of such intrusion into nature is the death of many forms of life in and around the waters. Only when the pollution reaches the peopled reservoirs, however, do they figure that the time has come to clean up the their environment. Then they create a series of expensive projects to restore the water to its original purity. Of course, the cheapest and most effective way to get clean water is not to pollute it in the first place.

CHSE Odisha Class 11 English Writing a Paragraph

Activity 9

Complete the following paragraph by filling in each blank with the right connective from the list.
(and, but, because, on the other hand, which)
(1)     (2)      (3)           (4)                         (5)
In the recent craze about the seven wonders of the world, we looked at buildings made of stone and clay. __________ there are seven other wonders, those of the inner world, _____________ are present in all human beings. They are the seven vices : lust, anger, greed, attachment, ego, jealousy and laziness. These are wonders _____________ they take us away from our.original virtuous self. They lead us into an unreal world of short living pleasure _____________ take us away from Truth. ___________ , if these are conquered, the earth becomes a wonderful place to live in. Life becomes a wonderful gift.
Answer:
In the recent craze about the seven wonders of the world, we looked at buildings made of stone and clay. But there are seven other wonders, those of the inner world, which are present in all human beings. They are the seven vices : lust, anger, greed, attachment, ego, jealousy and laziness. These are wonders because they take us away from our original virtuous self. They lead us into an unreal world of short living pleasure and take us away from Truth. On the other hand, if these are conquered, the earth becomes a wonderful place to live in. Life becomes a wonderful gift.

Activity 10

Read the following text carefully. In the first paragraph, back reference has been indicated by means of a box and an arrow. Other linking devices in the same paragraph have been boxed. Mark the rest of the text in the same way. SmokingTlwhich 1 may be a pleasure for some people, is a source of serious discomfort for their fellow. [Further,] medical authorities express [their j concern about the effect of smoking on the health not only of those who] smoke but also those who must involuntarily inhale the contribution of smokers to the atmosphere. As you are doubtlessly aware, a considerable number of our students have joined together in an effort to persuade the University to ban smoking in the classrooms. I believe they are entirely right in their aim. However, I would hope that it is possible to achieve this by an appeal to reason and to concern for others rather than by regulation. Smoking is prohibited by city by-laws in theatres and halls used for showing films as well as laboratories where there may be a fire hazard. Elsewhere, it is upto your own good sense. I am therefore asking you to maintain “No Smoking” in the auditorium, classrooms and seminar rooms where you teach. This proof of your interest for their health and well-being is very important to a large number of students.
Answer:
Smoking which may be a pleasure for some people, is a source of serious discomfort for their fellows. Further, medical authorities express their concern about the effect of smoking on the health not only of those who smoke but also those who must involuntarily inhale the contribution of smokers to the atmosphere. As you are doubtlessly aware a considerable number of our students have joined together in an effort to persuade the University to ban smoking in the classrooms.

I believe they are entirely right in their aim. However, I would hope that it is possible to achieve this by an appeal to reason and to concern for others rather than by regulation. Smoking is prohibited by city by-laws in theatres and in halls used for showing films as well as laboratories where there may be a fire hazard. Else where, it is upto your own good sense. I am therefore asking you to maintain “No Smoking” in the auditorium, classrooms and seminar rooms where you teach. This proof of your interest for their health and well-being is very important to a large number of students.

Activity 11

Dear Harish,
Remember that I told you I was trying to get a job at ICTL?
(1) __________, I finally managed to get one! Of course, I haven’t been working there long, (2) ____________ I can already tell that it’s a wonderful place to
work. All the staff, (3) ___________ the directors, are very friendly with everybody, and (4) ___________, they have marvellous facilities for the employees. (5) _________, there’s a bar and a gym, and lots of other things. I’m called the Safety Equipment Officer. It may sound like an impressive title, but it’s not a very accurate description of what I do. My main job is to provide protective clothing, (6) ___________ overalls, helmets, and so on. I estimate what the different departments will need, and (7) ____________ I order it from the suppliers. (8) __________ I make sure that the various departments have everything they want. (9) ____________, stationery is also my responsibility. (10) ____________, I have to supply all the offices with paper, envelopes, and so on. I find the job very interesting (11) _____________ I get a chance to go all over the factory and to meet everybody. (12) ___________ the pay is a lot better than in my old job.
(13) _____________ that’s my news. What about yours? Drop me a line when you have time. Regards to your family, and best wishes to you.
Yours truly,
Tarun

(a) (b) (c)
1. Then Well And
2. but because so
3. until and even
4. so what’s more on the other hand
5. For instance However Even
6. however in fact such as
7. then after so
8. By the way Anyway In this way
9. Indeed Moreover But
10. Secondly In other words Also
11. why because then
12. Besides But On the other hand
13. At the end Anyway After all

Answer:
(1) Well, (2) but, (3) even, (4) what’s more, (5) For instance, (6) such as, (7) then, (8) In this way, (9) Moreover, (10) In other words, (11) because, (12) Besides, (13) Anyway.

CHSE Odisha Class 11 English Writing a Paragraph

Activity 12

Each of the following sentences has a blank where there should be a linking word or phrase. Put an appropriate linking device in each blank so that the relation between the two statements is made clear.
(i) The pay and conditions are very good. ____________ , it’s only five minutes’ walk from where I live.
(ii) I didn’t apply for the job ____________ I didn’t think I had much chance of getting it.
(iii) A lot of professional groups, ________________ doctors and lawyers, have strong associations that protect their members’ rights.
(iv) The hours are short, the pay’s excellent, and the people I work with are very nice. ____________, it’s a great job.
(v) You may think it’s boring, ___________ it’s really very interesting.
(vi) All my relatives were at the wedding, ___________ my cousins from Australia.
(vii) At first I didn’t feel happy with so much responsibility. ____________ , now I feel quite confident that I can manage.
(viii) There are several things that make it a nice place to live in. ____________ , there’s a park right across the road.
Answer:
(i) The pay and conditions are very good. Besides, it’s only five minutes’ walk from where I live.
(ii) I didn’t apply for the job anyway I didn’t think I had much chance of getting it.
(iii) A lot of professional groups, such as. doctors and lawyers, have strong associations that protect their members’ rights.
(iv) The hours are short, the pay’s excellent, and the people I work with are very nice. In other words, it’s a great job.
(v) You may think it’s boring, but it’s really very interesting.
(vi) All my relatives were at the wedding, even my cousins from Australia.
(vii) At first I didn’t feel happy with so much responsibility. But, now I feel quite confident that I can manage.
(viii) There are several things that make it a nice place to live in. What’s more, there’s a park right across the road.

Activity 13

What is wrong in the following paragraphs ?
Machines have turned human society from an agrarian one into an I industrial one. Today in countries like the USA, the UK and Japan, only a small section of the population is engaged in agriculture, industry forms the basis of the life and progress of these nations. Machines have also changed the life of the individual in many ways. Life at home has been made more comfortable, and the drudgery of household work has been removed. People travel to schools and offices in buses or trains, and spend their evenings in – amusements made possible by machine civilization.
Answer:
The first paragraph is actually two paragraphs combined into one.
(i) Machines have turned human society from an agrarian one into an industrial one. Today in countries like the USA, the UK and Japan, only a small section of the population is engaged in agriculture. Industry forms the basis of the life and progress of these nations.
(ii) Machines have also changed the life of the individual in many ways. Life at home has been made more comfortable, and the drudgery of household work has been removed. People travel to schools and offices in buses or trains, and spend their evenings in amusements made possible by machine civilization. The twentieth century is the age of machines. From the time the . Industrial Revolution began in Europe, man’s life has been changing in many ways. At first the change was slow. But in the second half of the nineteenth century there was an increase in the rate of mechanization and as a result, life began to change more quickly. During the last fifty years, machines of all kinds have become part of our daily life and have transformed it in the most incredible manner.
Answer:
This passage is also two passages combined into one. There is no justification to have two paragraphs because it speaks of the same thing of machines.

Activity 14

Find out the reasons for the lack of unity in the following paragraphs, and rewrite each paragraph so that it has unity.

Question 1
In their eating habits goats are often very destructive. The famous Swiss scientist, Karl Vogt, says that the goat does more harm to the forests than any other animal. Goat’s milk is highly valued in many places and is often used to make cheese. It is inadvisable, therefore, to let goats run at large where valuable green things are growing. They will eat even the barks of trees.
Answer:
In their eating habits goats are often very destructive. They will eat even the barks of trees. The famous Swiss scientist, Karl Vogt, says that the goat does more harm to the forests than any other animal. It is inadvisable, therefore, to let goats run at large where valuable green things are growing. Here the sentence, “Goat’s milk is highly valued in many places and is often used to make cheese.” is irrelevant in the context of the topic. Hence this passage lack unity.

Question 2
In most vertebrates, limbs that have been lost will not grow again. If large masses of tissues are destroyed, new tissues will not take their place. Some new tissues will, of course, appear on the site of the injury, but they serve rather as a protection to the remaining tissues than as a replacement. But plants are superior to animals in this regard : they can repair their damaged tissues very efficiently and can often replace lost parts.
Answer:
(i) In most vertebrates, limbs that have been lost will not grow again. But plants are superior to animals in this regard : they can repair their damaged tissues very efficiently and can often replace lost parts.
(ii) If large masses of tissues are destroyed, new tissues will not take their place. Some new tissues will, of course, appear on the site of the injury, but they serve rather as a protection to the remaining tissues than as a replacement. Thus the paragraph is actually two paragraphs combined into one.

Question 3
The most memorable day in my life is the day the President of India shook my hand and handed me the Young Scientist of 1987 Award. There was loud applause from the packed hall. Many cameras including the TV cameras clicked and I was in a pool of light. I felt that the long hours I spent in my little laboratory in the midst of grumblings from my family who wanted me to help them with housework have been rewarded. I could not withhold my tears when I saw my father, husband and sisters, sitting in the front row, wiping their tears of joy. I am a scientist.
Answer:
The most memorable day in my life is the day the President of India shook my hand and handed me the Young Scientist of 1987 Award. There was loud applause from the packed hall. Many cameras including the TV cameras clicked and I was in a pool of light. I felt that the long hours I spent in my little laboratory in the midst of grumblings from my family who wanted me to help them with housework have been rewarded. I could not withhold my tears when I saw my father, husband and sisters, sitting in the front row, wiping their tears of joy. If the paragraph begins with the sentence No. 6 “I am a scientist.” it has definitely a unity.

Question 4
‘It is important to keep our forests from being destroyed for cultivation and wood. 2Forests may be of different kinds. 3Forests are essential for maintaining the rate of rainfall and temperature. 4Forests prevent soil erosion and the growth of deserts. 5Forests house a variety of wild animals and birds which will all perish if forests are destroyed. 6The losses – immediate as well long-term-following the destruction of forests are far greater than the paltry financial gain from cultivation and wood.
Answer:
It is important to keep our forests from being destroyed for cultivation and wood. Forests are essential for maintaining the rate of rainfall and temperature. Forests prevent soil erosion and the growth of deserts. Forests house a variety of wild animals and birds which will all perish if forests are destroyed. The losses – immediate as well long-term-following the destruction of forests are far greater than the paltry financial gain from cultivation and wood. Here the passage loses its unity, because the sentence “Forests may be of different kinds.” does not fit into its main idea.

Question 5
What makes a job perfect at one time and undesirable at another is simply change. The change may be in yourself, in the position or in the job market. A job could be perfect for you at this time of your life. But you may some day become totally dissatisfied with the very same job for the simple reason that you have changed. Some jobs are rather easy. You may not consider a high salary as important now as you did a few years ago. You may not be able to travel as much as you used to. A job which you were keen on getting a few years ago may not interest you now simply because you have become older and your system of values has changed. Some young people like jobs that involves a lot of travelling.
Answer:
This paragraph is actually two paragraphs combined into one.
(i) What makes a job perfect at one time and undesirable at another is simply change. The change may be in yourself, in the position or in the job market. A job could be perfect for you at this time of your life. But you may some day become totally dissatisfied with the very same job for the simple reason that you have changed. Some jobs are rather easy.
(ii) You may not consider a high salary as important now as you did a few years ago. You may not be able to travel as much as you used to. A job which you were keen on getting a few years ago may not interest you now simply because you have become older and your system of values has changed. Some young people like jobs that involves a lot of travelling. The passage mentions the same idea – A man’s changing attitude towards a job.

CHSE Odisha Class 11 English Writing a Paragraph

Question 6
Baba, Khaire’s first leopard cub, was brought to his foster father when he was only 15 days old: He had been found in a cattle-shed, deserted by his mother. After Baba had refused milk, prawns, minced meat and fish for two days, Khaire started his ward on Farex and the orphaned cat grew up to be a bonny baby. Leopards are affectionate animals with a remarkable memory and so far they have not been observed to have in them the instinct to kill. They never attack until provoked. Within a year, Baba measured seven feet from nose to tail, and when he attained a body weight of 70 kilos, he had to be tearfully sent off to the zoo. Baba had a passion for cars. He used to love being taken for a drive in a Maruti car.
Question
There are two sentences in this paragraph which are not related to the main idea and distract our attention away from the main idea. Can you spot them ?
Answer:
The two distinct sentences are-
(i) “Leopards are affectionate animals with a remarkable memory and so far they have not been observed to have in them the instinct to kill.”
(ii) They never attack until provoked.

Question 7
Bears are generally good-natured animals, yet there are times when they attack human beings. My aunt hates bears; she says they look ugly. Getting between a mother bear and her cubs is certain to provoke an attack. Some people wear bear skin caps. “They look cute. Acts of cruelty and ill treatment by unthinking persons have often provoked bears in captivity to attack. There are half a dozen brown bears in our zoo. Bears in the wild state are very unpredictable; they may suddenly lose their usual good nature and attack human beings for no apparent reason.
Answer:
In this paragraph there are few irrelevant details. Let us, first, look at the main idea – that bears, through good natured, may attack human beings. Let us now see what each sentence says about this idea. Sentence 2 is about ‘my aunt’ who thinks bears are ugly; it says nothing about the main point. Sentence 3 does give an example of what provokes an attack by a bear, but sentence 4 is about people who wear bear-skin to look pretty – nothing to contribute to the main idea.

Sentence 5 provides an example of what bears in captivity (e.g. in a zoo) may be forced to do, and the last sentence makes a point about wild bears – they are unpredictable. Thus only sentences 3, 5 and 6 belong to the paragraph : the other two add nothing to it and distract the readers’ attention from the main point.

Hence the correct paragraph is :
Bears are generally good-natured animals, yet there are times when they attack human beings. Getting between a mother bear and her cubs is certain to provoke an attack. They look cute. Acts of cruelty and ill treatment by unthinking persons have often provoked bears in captivity to attack.

Question 8
China assured itself of a place in the final six of the men’s basketball tournament today with a 104-48 win over Iraq. After leading 57-36 at half-time it completely shut out Iraquis for most of the second half. In a period of six minutes, China scored 20 points while conceding only two. At no stage did China relax the pressure, though the tallest player, Mu Tich-Chu, played no part in the match. Outstanding for China was Chang Weipink, who was top scorer with 45 points. The Iraquis, though talented, lacked the discipline of their opponents. Their game crumbled in frustration.
Answer:
The paragraph is actually three paragraphs combined into one.
Para – 1:
China assured itself of a place in the final six of the men’s basketball tournament today with a 104-48 win over Iraq.
Para – 2:
After leading 57-36 at half time it completely shut out Iraquis for most of the second half. In one period of six minutes China scored 20 points while conceding only two. At no stage did China relax the pressure, though the tallest player, Mu Tich-Chu, played no part in the match. Outstanding for China was Chang Wei-pink who was top scorer with 45 points.
Para – 3:
The Iraquis though talented, lacked the discipline of their opponents. Their game crumbled in frustration. 9 Once upon a time there was a tree in the forest which had thin, pointed, leaves. It felt sad when it saw the large, green leaves of the other trees swaying and rustling in the wind. The forest was big and there were more than a million trees in it. “How unlucky lam!” it moaned. “If only God gave me leaves of gold, I could stand proud among my neighbours and shine with dazzling brilliance in the Sun.” The next morning the tree stood transformed. It had leaves of gold. It looked around at the other trees and saw how envious they were. But when night fell, a greedy man crept close to the tree and plucked all the golden leaves, put them into a sack and stole away. “Oh, how unlucky I am,” the tree lamented again. “But perhaps I can have leaves made of glass. They will shine brighter than gold and no one will steal them.” ‘°The next morning the tree was again transformed. “When the rays of the sun fell on the tree, they were reflected in all directions. The tree felt proud of its leaves, but that night there was thunder and lightning, and the wind blew violently and shook the tree. A11 its glass leaves were broken. ,4“Bad luck, again,” sighed the tree. “Let me have beautiful green leaves like the other trees, but let me perfumed.” This wish was granted, too, and the next day the whole forest was filled with the sweet smell of its leaves. God was kind to all other trees. But within a few hours, goats from all around the forest gathered, drawn by the pleasant smell, nibbled at the leaves until not a trace of green was left on the tree. How foolish I have been,” said the tree sadly. “My own leaves are best for me, not any other, I’ve learnt my lesson.” The next day the tree stood covered once again with thin, pointed leaves. 20It felt as proud of its own leaves as the other trees felt of theirs.
Answer:
This paragraph is in reality five paragraphs combined into one.
Para – 1:
Once upon a time there was a tree in the forest which had thin, pointed leaves. It felt sad when it saw the large green leaves of the other trees swaying and rustling in the blind. ‘‘How unlucky I am !” it moaned. ‘‘If only God gave me leaves of gold, I could stand proud among my neighbours and shine with dazzling brilliance in the sun.”
Para – 2:
The next morning the tree stood transformed. It had leaves of gold. It looked around at other trees and saw how envious they were. But when night fell, a greedy man kept close to the tree and plucked all the golden leaves, put them into a sack and stole away. “Oh, how unlucky I am,” the tree lamented again. “But perhaps I can have leaves made of glass. They will shine brighter than gold and no one will steal them.”
Para – 3:
The next morning the tree was again transformed. When the rays of the sun fell on the tree, they were reflected in all directions. The tree felt proud of its leaves. But that night there was thunder and lightning, and the wind blew violently and shook the tree. All its glass leaves were broken. “Bad luck, again” sighed the tree. “Let me have beautiful green leaves like other trees, but let them be perfumed.”
Para – 4:
This wish was granted, too, and the next day the whole forest was filled with the sweet smell of its leaves. But within a few hours, goats from all round the forest gathered, drawn by the pleasant smell, and nibbled at the leaves until not a trace of green was left on the tree. “How foolish I have been,” said the tree sadly, “My own leaves are best for me, not any other, I’ve learnt my lesson.”
Para – 5:
The next day the tree stood covered once again with thin, pointed leaves. It felt as proud of its own leaves as the other trees felt of theirs.

Activity 15

Rearrange the sentences in each of the following paragrahs so as to make it meaningful. Indicate the sequence of sentence by their numbers.

Question 1
Then they left the dead body indoors and went out and wandered through the city, with their breasts bare and beating themselves as they walked. A11 the female relatives would join them and do the same. When these ceremonies were over, the body would be carried away to be embalmed. The men, too, would plaster themselves with mud and beat their breasts. As soon as an important personality died, the women of the family plastered their heads with mud. The following is the way in which ancient Egyptians conducted their mourning.
Answer:
6. The following is the way in which ancient Egyptians conducted their mourning.
5. As soon as an important personality died, the women of the family plastered their heads with mud.
4. The men, too, would plaster themselves with mud and beat their breasts.
3. When these ceremonies were over, the body would be carried away to be embalmed.
1. Then they left the dead body indoors and went out and wandered through the city, with their breasts bare and beating themselves as they walked.
2. All the female relatives would join them and do the same.

Question 2
‘Even if we increase the speed of our spacecraft to 200 miles a second (12000 miles per minute) we will need more than 4000 years. 2If we travel at the speed of 20 miles a second (1200 miles a minute) after getting out of the gravitational pull of the earth and the sun, it will take us 4000 years. 3How long will it take us to get to our nearest star?
Answer:
3. How long will it take us to get to our nearest star?
2. If we travel at the speed of 20 miles a second (1200 miles a minute) after getting out of the gravitational pull of the earth and the sun, it will take us 4000 years.
1. Even if we increase the speed of our spacecraft to 200 miles a second (12000 miles per minute) we will need more than 4000 years.

Question 3
When it was found, a French General claimed it as his personal property. Champollion’s work on the Rosetta stone meant that the writing on many ancient Egyptian manuscripts and monuments could be read, and our knowledge of the old civilisation of Egypt was greatly increased. This was done, and the Rosetta stone was taken to England and put in the British Museum, where it still is. The history of the stone is also interesting because it shows the attitude of people and governments to ancient objects in those days. But the British were at war with the French at that time, and when they beat them, they demanded the Rosetta stone and other valuable antiquities should be handed over to them.
Answer:
2. Champollion’s work on the Rosetta stone meant that the writing on many ancient Egyptian manuscripts and monuments could be read, and our knowledge of the old civilisation of Egypt was greatly increased.
4. The history of the stone is also interesting because it shows the attitude of people and governments to ancient objects in those days.
1. When it was found, a French General claimed it as his personal property.
5. But the British were at war with the French at that time, and when they beat them, they demanded the Rosetta stone and other valuable antiquities should be handed over to them.
3. This was done, arid the Rosetta stone was taken to England and put in the British Museum, where it still is.

Study the following paragraph. What type of arrangement does it follow ? Can you rewrite the paragrah by reversing the arrangement ?
The earlitest calendars invented by man were lunar ones,based on the motion of the moon. The Babylonians, for example, had a year of 12 lunar months, which were alternately 29 and 30 days long. Their year was about 11 days short, so they added on extra month every 3 years. This calendar was not accurate over long periods. The Ancient Egyptians established a solar calendar, based on the sun. They split their year of 365 days into 12 months of 30 days, adding 5 days at the end of the year. Next came the early Roman calendar, which was based on the Ancient Egyptian pattern. It altered the number of days in the months to eliminate the extra 5 days.
Answer:
The paragraph follows a time arrangement. Paragraph in reverse order. The earliest calendars were invented by the Romans. Egyptians and the Babylonians. Each of their calendars had a distinct feature. For example, the early Roman calendar changed the number of days in the months to wipe out the extra 5 days; the Egyptians who established solar calendar added 5 days at the end of the year and the Babylonians’ Calendars had 12 lunar months and their year was short of 11 days, and as a result, they added an extra month every 3 years.

CHSE Odisha Class 11 English Writing a Paragraph

Activity 16

Some of these patterns of arrangement can be found in the following paragraphs. Study each of them, underline the topic sentences, and write the principle of arrangement of ideas on the margin.

Question 1
Insecticides are substances toxic* to insects and are used to control them but in some situations they can cause harm to men, domestic animals, or crops. There are three main kinds of insecticides : stomach insecticides which are eaten by the insects along with food, contact insecticides which get into blood through the skin, and fumigant insecticides which the insects breathe in. While all insecticides are harmful, the stomach insecticides are the most harmful, and should be used very carefully. [*toxic = poisonous]
Answer:
Topic Sentence :
Insecticides are substances toxic to insects and are used to control them but in some situations they can cause harm to men, domestic animals, or crops.
Sentence 2 :
classification and Exemplification – stomach insecticide eaten by insects, contact insecticides that penetrate blood through skin and fumigant insecticides insects breathe in
Sentence 3 :
Consequence and precaution – stomach insecticides most harmful and need careful use

Question 2.
All the great orators have had a gift for remembering words like that of a musician for remembering music. When Daniel Webster, a famous American orator and dictionary maker was a boy, his teacher held up, one Saturday morning, a shiny new jack-knife and promised it to the boy who would commit the most Bible verses to memory by Monday. Daniel came back on Monday and rattled off seventy verses before the astonished teacher handed him the jack-knife – must to Daniel’s disgust, for he still had several chapters to go.
Answer:
Topic Sentence :
All the great orators have had a gift for remembering words like that of a musician for remembering music.
Sentence 2 :
Time and process – the teacher asked the boy to commit the most Bible verses to memory by Monday and promised him the jack-knife
Sentence 3 :
Cause and effect – Daniel rattled off seventy verses before the teacher gave him the jack-knife, but the former was disgusted for not committing several chapters to memory.

Question 3.
If you drink plenty of sea water you will soon be as thirsty and dehydrated as a man in a desert who has nothing to drink at all. This is because sea water cotains about 3.5 per cent minerals, about 1 per cent more than the kidneys can excrete normally with its own resources. Thus, if you drink one litre sea water, the kidneys will need 1.75 litres of water to dilute the minerals in the sea water before they can be excreted. This additional 0.75 litre water is taken from the body cells, and this results in dehydration.
Answer:
Topic Sentence :
1f you drink plenty of seawater you will soon be as thirsty and dehydrated as a man in a desert who has nothing to drink at all.
Sentence 2 :
Effect – seawater contains 3.5% minerals, 1% more than kidneys can excrete normally of their own
Sentence 3 :
Exemplification – drinking one-litre sea water kidney needs 1.75 litres of water to dilute the minerals in the sea water before their excretion
Sentence 4 :
Cause and effect – extracting an additional 0.75 litre from body cells resulting in dehydration

Question 4.
Tapioca tubers which form part of the breakfast of a larger number of farmers in Kerala, are like sweet potatoes. The topioca tubers are peeled, boiled and eaten like sweet potatoes. There are, of course, many important differences between them. While sweet potatoes rarely grow more than ten centimetres, long tapioca tubers can grow thirty centimetres. Sweet potatoes have a thin, pink or white skin whereas tapioca tubers have a thin brown skin and under it a thicker, whitish skin.
Answer:
Topic Sentence :
Tapioca tubers which form part of the breakfast of a larger number of farmers in Kerala, are like sweet potatoes.
Sentence 2 :
Process – tapioca tubers – peeled, boiled and eaten like sweet potatoes
Sentences 3 & 4 :
Important differences between the two – sweet potatoes – short tapioca – long
Sentence :
Comparison – sweet potatoes – a thin, pink or white skin tapioca tubers thin brown skin, a thicker, whitish skin under it

Question 5.
Economics is the social science that studies how limited resources are distributed for unlimited and competing uses. It tries to find out what men and societies do to satisfy their material needs and desires, when the means they have are not enough to fulfil all their material desires.
Answer:
Topic Sentence and Definition :
Economics is the social science that studies how limited resources are distributed for unlimited and competing uses.
Sentence 2 :
Exemplication – a social science that deals with unlimited wants and limited resources of man It studies human behaviour in this respect

Question 6.
Building a good compfire involves a routine which the serious camper learns very early. Before trying to start a fire, the camper prepares a site. He clears an area with a radius of about ten feet to ensure that the fire will not spread. He then gathers the following materials : dry twigs, and some pine and spruce wood. In laying the fire, the camper first makes a small pile of grass in the centre of the fire site. He then stacks twigs in a pyramidal or I tepee shape around the grass. He usually starts the fire with matches, though the experienced camper can also start it by rubbing two sticks together if necessary. As the fire progresses, he adds small sticks of dry pine wood and then larger pieces as the fire spreads out and becomes hotter. When the fire is very hot and is thoroughly established, he adds spruce wood or another ^ long-burning wood if such is available. He takes care to add new wood to the fire stick by stick, for too many pieces assed at one time may put the I fire out or cause a lot of smoke. By following these steps, almost anyone can build a campfire successfully.
Answer:
Topic Sentence :
Building a good compfire involves a routine which the serious camper learns very early. Before trying to start a fire, the camper prepares a site.
Sentences 2-7:
He clears … smoke clearing the area, gathering I dry tags, and so on
Sentence 8 :
Result Following these steps makes anyone build a successfl campfire

Question 7 .
Man has existed for about a million years. He has possessed writing for about 6000 years, agriculture some what longer, but perhaps not much longer. Science, as a dominant factor in determining the beliefs of educated men, has existed for about 300 years; as source of economic technique, for about 150 years. In this brief period it has proved itself an incredibly powerful revolutionary force. When we consider how recently it has risen to power, we find ourselves forced to believe that we are at the very beginning of its work in transforming human life. What its future effects will be is a matter of conjecture, but possibly a study of its effects hitherto may make the conjecture a little less hazardous.
Answer:
Topic Sentence :
Science, as a dominant factor in determining the beliefs of educated men, has existed for about 300 years; as source of economic technique, for about 150 years.
Now let us look at the order in which the facts are presented in the paragraphs.
(a) when man appeared on earth : 10,00,000 years ago
(b) when he learnt to write : 600 years ago
(c) when modem science began : 300 years ago
(d) when science began to provide technique : 150 years ago
(e) the future of science
The statements are placed in order of time. This arrangement can be used in explaining a process or in narrative writing.

Question 8
She led me into a cold dark room, rough and very gloomy, although with two candles burning. I took little heed of the things in it, though I marked that the window was open. That which I heeded was an old man, very stem, with death upon his countenance; yet not lying in his bed, but set upright in a chair, with .a loose red cloak thrown over him. Upon this his white hair fell and his pale fingers lay in a ghastly fashion, without a sign of life or movement, or of the power that kept him up; all rigid, calm, relentless. Only in his great black eyes, fixed upon me solemnly, all the poser of his body dwelt, all the life of his soul was burning.
Answer:
Topic Sentence :
She led me into a cold dark room, rough and very gloomy, although with two candles burning.
Let us look at the order in which the facts are presented in the paragraph.
(a) The author’s eye falls upon the ‘cold, dark room’, ‘the candles’, ‘the windows’.
(b) Next he notices the man, his posture (‘stem’, ‘solemnly’, ‘death upon his countenance’), and his dress (loose and cloak)
(c) Then he notices his features : his hair (white) and his fingers (pale).
(d) Finally his most striking eyes in which ‘his soul was burning’. Here the writer follows a spatial arrangement.

CHSE Odisha Class 11 English Writing a Paragraph

Activity 17

Now, using each of the above paragraphs as a model, write a similar paragraph, (the question for each paragraph is meant go guide you in writing a similar paragraph.)

Question 1.
How many types of insecticides does the writer mention ?
Answer:
The writer mentions three types of insecticides.
Task : Now write a similar paragraph based on these hints.
Mineral rock that bums – five kinds
(i) anthracite – hardest and blackest – cleanest – greatest heat
(ii) cannel – less hard, dull black, clean bright flame
(iii) bituminous – less hard, bums easily but lot of dust and smoke
(iv) lignite – brown and moist, not difficult to bum and smoke
(v) peat – brown, : good heat once dried and burned
Answer:
There are five kinds of mineral rocks that bum. The first is anthracite which is the hardest, blackest and cleanest of all. The heat that it gives is the greatest. The second of its kind is cannel which is less hard and its colour is dull black. This burning mineral rock gives clean bright flame. Then there is bituminous which is equally less hard. It bums without any problem, but gives off lot of dust and smoke. The fourth kind of burning mineral rock is ignite which is brown and moist. It is easy to bum and smoke. The last of all is peat which is brown in colour. This mineral once dried and burned gives us good heat.

Question 2.
Why has the writer mentioned the incident from Daniel Webster’s life ? Now write a similar paragraph.
Answer:
The writer has mentioned the incident from Daniel Webster’s life to bring home his talent as an orator. Rames is a musician, but he is endowed with a gift of remembering words like great orators. When he was a boy, his teacher held up, one Monday afternoon a beautiful guitar and promised it to him who would give a lilting tune to his song within three hours. He rose to the occasion and his teacher’s astonishment knew no bounds. He handed the boy the guitar, but the latter was not vexed, for he would have given still a sweeter music to his teacher’s song.

Question 3.
What is the effect of drinking sea water ?
Answer:
Drinking sea water will make a person thirsty and dehydrated at once.
Task : Your cricket team lost the first match of a tournament. As the captain you have to give a report on your failure to the manager. Your paragraph should include lack of discipline, disobedience, lack of cooperation, lack of fitness, injury, lack of good food and proper accommodation as reasons for your losing the match.
Answer:
Unfortunately, Eleven Gun team has lost its first match of the tournament against Cuttack Cricket Club. The captain of the team apprises his manager of the cause of his team’s dismal failure. He attributes lack of discipline, disobedience, lack of co¬operation among players. Besides other factors, such as, lack of players’ fitness, lack of good food and proper accommodation contribute to the team’s debacle.

Question 4.
How is tapioca similar to sweet potatoes ?
Answer:
Tapioca is similar to sweet potatoes in terms of peeling, boiling and eating.
Task : Khaitan fans look similar to Orient fans – 3 blades – instant pick-up – but differences – angle of blades – pushes more air out – uses less power – double ball bearings – smooth and noiseless.
Answer:
Khaitan fans look similar to Orient fans with three blades and instant pick¬up. But there are glancing differences between the two. They have dissimilar angle of blades. Khaitan fan pushes more air out, uses less power. It has double ball bearings. Above all, it is smoother and natural. People understandably prefer Khaitan fans to Orient ones.

Question 5.
What is Economics ?
Answer:
Economics, a social science, deals with how limited resources are distributed for unlimited and competing uses.
Task : Lie detector doesn’t detect lies – detects emotional changes, catches in breath,blood pressure, pulse rate etc. – suspect’s connection with wife – answer questions – some innocent questions – some important questions at unexpected moments.
Answer:
Lie detector doesn’t detect lies. Instead, it detects a person’s emotional changes. It catches in his breath. Not only does it know his blood pressure and pulse rate, but also it studies his body language to the core. It finds the person in a very unpleasant mood by asking him some unexpected and unnatural questions, such as his relation with other women, etc. At times, a lie detector asks him some innocent questions such as the rationale behind his childish simplicity and so on. It also wants to detect his dreams, hopes and aspirations at a time when he is not ready to answer them because of some unavoidable circumstances.

Question 6.
What should a camper do to make a camp-fire ?
Answer:
A camper should prepare a site before starting a camp fire and then follows several steps beginning from gathering twigs to adding new wood to the fire stick by stick for the purpose.
Task : Write a paragraph on how to make a paper plane or a paper boat.
Answer:
Making a paper boat involves some steps. At first, we take a piece of paper. It should be of a standard size. Then we fold it in a manner that resembles a boat. We never cut the piece of paper. While folding the paper we see that its bottom becomes hollow, the middle portion is elevated a little and two sides look like those of a boat.

Question 7.
What are the first and last sentences of the paragraph ? What do the middle sentences say ?
Answer:
First sentence : Man has existed for about a million years.
Last sentence : What its future effects will be is a matter of conjecture, but possibly a study of its effects hitherto may take the conjecture a little less hazards. The middle sentences throw light on the dominance of science, though it has existed for about 300 years.
Task : A handful of important inventions have changed the course of the world – fire – copper – iron – steam – petrol – electricity. Write a paragraph on these important inventions.
Answer:
A handful of important inventions such as, fire, copper, iron, steam, petrol and electricity have changed the course of the world. Before the advent of fire, man didn’t how to cook food. With its emergence, he cooked his food. Other inventions have led to the industrial revolution. It resulted in machine civilisation. Electricity was the most important invention. Thanks to it, the age of machine started. Iron is instrumental in the construction of houses. Numerous necessary materials are made from it. These inventions made the world small and enhanced the people’s standard of life.

Question 8.
What does the writer see first ? What does he observe next ?
Answer:
The writer first sees ‘the cold, dark room’, ‘the candles’, ‘the windows’. Next he observes an old man, his posture and dress.
Task : Describe your classroom.
Answer:
My classroom is 35′ x 32′ in size. It has two doors on the same side. One door is at the beginning of the room and the other one is at the end of the room. Just opposite to the wall of doors there are four windows, each at a distance of 8′. Our classroom is on the first floor. We have double desks in the classroom. There is one rolling blackboard quite big and black.

There is a huge table called the teacher’s table and well-cushioned chair for the teacher. The classroom is decorated with charts and maps. It is kept clean and nothing is left on the floor. There are three electric fans each at a distance of eleven feet from the other. There are three shelves in our classroom. Last though not the least, it always looks beautiful.

CHSE Odisha Class 11 English Writing a Paragraph

Additional Question On Paragraph With Answers

Question 1.
Each group of sentences below belong to a paragraph, but they are not in proper order. Rewrite them in their correct order to form a coherent paragraph. On fullmoon day people flock to Agra to feast their eyes on this exquisite building which presents to their eyes a blend of beauty and poetry. They remember Shah Jahan, wo erected this monument to love and dedicated it to the memory of his queen, Mumtaz. Tourists who return from India carry indelible memories of their visit to Agra, the city of the Taj Mahal. They remember the glory of the Moghul Empire. Taj Mahal by moonlight is one of the most beautiful sights in the world.
Answer:
Tourists who return from India carry indelible memories of their visit to Agra, the city of the Taj Mahal. Taj Mahal by moonlight is one of the most beautiful sights in the world. On fullmoon day people flock to Agra to feast their eyes on this exquisite building which presents to their eyes a blend of beauty and poetry. They remember the glory of the Moghul Empire. They remember Shah Jahan, wo erected this monument to love and dedicated it to the memory of his queen, Mumtaz.

Question 2.
Write the following paragraph and point out its topic sentence. Making ropes is one of the oldest trades in the world we know that people made ropes more than 5,000 years ago because we have found pieces of rope in very old Egyptian tombs. They made some of these from the hair of camels. They have made others from twisted glass. People use them for tying animals for getting water from deep wells and for pulling large stones which they used in buildings. We have found too, ropes were made of thin copper wire in the city of Pompeii, which a volcano destroyed a little less than 2,000 years ago.
Answer:
Topic sentence:
Making ropes is one of the oldest trades in the world.

Question 3.
Complete the following paragraph by filling in each blank with the right connectives from the list. In addition, for instance, probably, or, because ___________ the most terrible example of superstitions is the belief in witchcraft. In Western Europe, during the sixteenth and seventeenth centuries, three-quarters of a million people were killed, mostly after being tortured, ___________ they were found guilty of witchcraft something for which today we can find no scientific evidence. When people give reasons for persecuting others, we ought to be very sure that their reasons are not merely superstitions, ___________ based on false principles __________ even the civilised nations today, many actions take place and laws are made on the basis of principles which are just as much unproved assumptions as we many of these of the philosophies of the middle ages. ____________ by nature, it is often held as a principle that white people are superior to people of other colours.
Answer:
probably, because, or, in addition, for instance.

Question 4.
What is wrong in the following paragraph?
It is a matter of surprise, a very great surprise indeed, that when we are about to enter the twenty-first century, some of us still believe in superstitions and in the superiority of one set of people over another. For example, some of the whites of South Africa firmly believe that as a race, they are infinite to the block or the Broncos. Mahatma Gandhi fought all through his life for the unity of Hindus and Muslims.
Answer:
The above paragraph is wrong because the last sentence does not match its context.

CHSE Odisha Class 11 English Writing a Paragraph

Question 5.
Re-arrange the sentences in the following paragraph so as to make them meaningful. Indicate the sequences of sentences by their numbers.
1. The rocky material carried by a river is called its load.
2. A river carries its load by rolling the rocks and large stones along its bed, while the finer rock pieces are carried by the water.
3. The river wears away the surface of the land over which it flows.
4. As it is pulled along, the load is slowly broken up into smaller and smaller pieces.
5. The load which a river carries rubs against the sides and the bed or the floor of the river and wears them away.
Answer:
3, 1, 5, 4, 2.

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c)

Odisha State Board Elements of Mathematics Class 11 Solutions CHSE Odisha Chapter 14 Limit and Differentiation Ex 14(c) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Exercise 14(c)

Question 1.

Evaluate the following limits :
(i) \(\lim _{x \rightarrow 0} \frac{x}{\sin 2 x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c)

(ii) \(\lim _{x \rightarrow 0} \frac{\sin 3 x}{\sin 5 x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 1

(iii) \(\lim _{x \rightarrow 0} \frac{\sin m x}{\sin n x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 2

(iv) \(\lim _{x \rightarrow 0} \frac{\tan \alpha x}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 3

(v) \(\lim _{x \rightarrow 0} \frac{1-\cos x}{x^2}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 4

(vi) \(\lim _{x \rightarrow 0} \frac{\sin x^{\circ}}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 5

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c)

(vii) \(\lim _{x \rightarrow \pi} \frac{\sin x}{\pi-x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 6

(viii) \(\lim _{x \rightarrow \frac{\pi}{2}} \frac{1-\sin x}{\left(\frac{\pi}{2}-x\right)^2}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 7

(ix) \(\lim _{x \rightarrow 0} \frac{1-\cos ^3 x}{x \sin 2 x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 8

(x) \(\lim _{x \rightarrow 0} \frac{1+\sin x-\cos x}{1-\sin x-\cos x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 9

(xi) \(\lim _{x \rightarrow 0} \frac{\tan x-\sin x}{x^3}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 10

(xii) \(\lim _{x \rightarrow 0} \frac{(1-\cos x)^2}{\tan ^3 x-\sin ^3 x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 11

(xiii) \(\lim _{x \rightarrow \frac{\pi}{2}}\left(\frac{\pi}{2}-x\right) \tan x\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 12

(xiv) \(\lim _{x \rightarrow \frac{\pi}{4}} \frac{\cos x-\sin x}{\cos 2 x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 13

(xv) \(\lim _{x \rightarrow 0} \frac{x-x \cos 2 x}{\sin ^3 2 x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 14

(xvi) \(\lim _{x \rightarrow 0} \frac{\sqrt{1+\sin x}-\sqrt{1-\sin x}}{\tan x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 15

(xvii) \(\lim _{x \rightarrow 0} \frac{2 \sin x-\sin 2 x}{x^3}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 16

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c)

(xviii) \(\lim _{x \rightarrow 0} \frac{\cos x-\cos 5 x}{\cos 2 x-\cos 6 x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 17

(xix) \(\lim _{x \rightarrow 0} \frac{\sin ^{-1} x}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 18

Question 2.
Evaluate
(i) \(\lim _{x \rightarrow \alpha} \frac{x \sin \alpha-\alpha \sin x}{x-\alpha}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 19

(ii) \(\lim _{x \rightarrow 0} x \sin \frac{1}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 20

Question 3.
Evaluate the following limits :
(i) \(\lim _{h \rightarrow 0} \frac{\sin (x+h)-\sin x}{h}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 21

(ii) \(\lim _{h \rightarrow 0} \frac{\cos (x+h)-\cos x}{h}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 22

(iii) \(\lim _{h \rightarrow 0} \frac{\tan (x+h)-\tan x}{h}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 23

(iv) \(\lim _{h \rightarrow 0} \frac{{cosec}(x+h)-{cosec} x}{h}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 24

(v) \(\lim _{h \rightarrow 0} \frac{\sec (x+h)-\sec x}{h}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 25

(vi) \(\lim _{h \rightarrow 0} \frac{\cot (x+h)-\cot x}{h}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 26

(vii) \(\lim _{h \rightarrow 0} \frac{\sqrt{x+h}-\sqrt{x}}{h}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 27

(viii) \(\lim _{h \rightarrow 0} \frac{\log _{\mathrm{a}}(x+h)-\log _a x}{h}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 28

(ix) \(\lim _{h \rightarrow 0} \frac{\ln (x+h)-\ln x}{h}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 29

(x) \(\lim _{h \rightarrow 0} \frac{a^{x+h}-e^x}{h}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 30

(xi) \(\lim _{h \rightarrow 0} \frac{e^{x+h}-e^x}{h}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 31

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c)

(xii) \(\lim _{h \rightarrow 0}\left\{\frac{1}{(x+h)^3}-\frac{1}{x^3}\right\}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 32

(xiii) \(\lim _{h \rightarrow 0} \frac{\sin (x+h)-\sin (x-h)}{h}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 33

(xiv) \(\lim _{h \rightarrow 0} \frac{1}{h}\left\{\frac{1}{\sqrt{x+h}-\frac{1}{\sqrt{x}}}\right\}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 34

Question 4.
Evaluate the following :
(i) \(\lim _{x \rightarrow 0} \frac{\log _e\left(1+\frac{x}{2}\right)}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 35

(ii) \(\lim _{x \rightarrow 1} \frac{x-1}{\log _e x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 36

(iii) \(\lim _{x \rightarrow 1} \frac{\log _e(2 x-1)}{x-1}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 37

(iv) \(\lim _{x \rightarrow 0} \frac{\log _e(x+1)}{\sqrt{x+1}-1}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 38

(v) \(\lim _{x \rightarrow 2} \frac{\log _e(x-1)}{x^2-3 x+2}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 39

(vi) \(\lim _{x \rightarrow 0} \frac{e^{a x}-1}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 40

(vii) \(\lim _{x \rightarrow 0} \frac{e^{a x}-e^{-a x}}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 41

(viii) \(\lim _{x \rightarrow 0} \frac{e^{3 x}-e^{2 x}}{e^{4 x}-e^{3 x}}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 42

(ix) \(\lim _{x \rightarrow 0} \frac{a^{2 x}-1}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 43

(x) \(\lim _{x \rightarrow 0} \frac{a^x-b^x}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 44

(xi) \(\lim _{x \rightarrow 1} \frac{2^{x-1}-1}{x-1}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 45

(xii) \(\lim _{x \rightarrow 0} \frac{a^x-a^{-x}}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 46

(xiii) \(\lim _{x \rightarrow 1} \frac{3^x-3}{x-1}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 47

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c)

(xiv) \(\lim _{x \rightarrow 0} \frac{3^x-2^x}{4^x-3^x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 48

(xv) \(\lim _{x \rightarrow 1} \frac{2^{x-1}-1}{\sqrt{x}-1}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 49

Question 5.
Evaluate the following :
(i) \(\lim _{x \rightarrow 0} \frac{\sqrt{x+1}-1}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 50

(ii) \(\lim _{x \rightarrow 0} \frac{\sqrt{x+2}-\sqrt{2}}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 51

(iii) \(\lim _{x \rightarrow 0} \frac{\sqrt{x}-\sqrt{5}}{x-5}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 52

(iv) \(\lim _{x \rightarrow 0} \frac{\sqrt{3-2 x}-\sqrt{3}}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 53

(v) \(\lim _{x \rightarrow 5} \frac{\sqrt{x-1}-2}{x-5}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 54

(vi) \(\lim _{x \rightarrow 1} \frac{x^2-\sqrt{x}}{\sqrt{x}-1}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 55

(vii) \(\lim _{x \rightarrow a} \frac{\sqrt{x-b}-\sqrt{a-b}}{x^2-a^2}\), (a > b)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 56

(viii) \(\lim _{x \rightarrow 1} \frac{x^{\frac{1}{m}}-1}{x^{\frac{1}{n}}-1}\) (m, n are integers)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 57

(ix) \(\lim _{x \rightarrow 0} \frac{\sqrt{x^2+1}-1}{\sqrt{x^2+4}-2}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 58
= \(\frac{2+2}{1+1}=\frac{4}{2}\) = 2

(x) \(\lim _{x \rightarrow \infty}(\sqrt{x+1}-\sqrt{x})\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 59

(xi) \(\lim _{x \rightarrow \infty}\left(\sqrt{x^2+1}-\sqrt{x^2-1}\right)\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 60

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c)

(xii) \(\lim _{x \rightarrow 0} \frac{\sqrt[3]{1+x}-\sqrt[3]{1-x}}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 61

(xiii) \(\lim _{x \rightarrow 0} \frac{(x+9)^{\frac{3}{2}}-27}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 62

(xiv) \(\lim _{x \rightarrow 0} \frac{\sqrt{1+x}-\sqrt{1-x}}{\sqrt[3]{1+x}-\sqrt[3]{1-x}}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 63

(xv) \(\lim _{x \rightarrow \infty} \frac{a_0+a_1 x+a_2 x^2+\ldots+a_m x^m}{b_0+b_1 x+b_2 x^2+\ldots+b_n x^n}\)
Solution:
\(\lim _{x \rightarrow \infty} \frac{a_0+a_1 x+a_2 x^2+\ldots+a_m x^m}{b_0+b_1 x+b_2 x^2+\ldots+b_n x^n}\)
= \(\left\{\begin{array}{lll}
\infty & \text { if } & m>n \\
0 & \text { if } & m<n \\
\frac{a_m}{b_n} & \text { if } & m=n
\end{array}\right.\)

Question 6.
Evaluate the following :
(i) \(\lim _{x \rightarrow \infty} \frac{\sin x}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 64

(ii) \(\lim _{x \rightarrow \infty} x\left(a^{\frac{1}{x}}-1\right)\), a > 0
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 65

(iii) \(\lim _{x \rightarrow 0} \frac{x^{\frac{1}{2}}+2 x+3 x^{\frac{3}{2}}}{2 x^{\frac{1}{2}}-2 x^{\frac{5}{2}}+4 x^{\frac{7}{2}}}\)
Solution:
\(\lim _{x \rightarrow 0} \frac{x^{\frac{1}{2}}+2 x+3 x^{\frac{3}{2}}}{2 x^{\frac{1}{2}}-2 x^{\frac{5}{2}}+4 x^{\frac{7}{2}}}\)
= \(\lim _{x \rightarrow 0} \frac{1+2 \sqrt{x}+3 x}{2-2 x^2+4 x^3}=\frac{1}{2}\)

(iv) \(\lim _{x \rightarrow \infty} \sqrt{x}\{\sqrt{x+1}-\sqrt{x}\}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 66

(v) \(\lim _{x \rightarrow \infty} x^2\left\{\sqrt{x^4+a^2}-\sqrt{x^4-a^2}\right\}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 67

(vi) \(\lim _{x \rightarrow 0} \cos (\sin x)\)
Solution:
\(\lim _{x \rightarrow 0} \cos (\sin x)\)
= cos (sin 0) = cos 0 = 1

(vii) \(\lim _{x \rightarrow 0} \log _e \frac{\sqrt{1+x}-1}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 68

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c)

(viii) \(\lim _{x \rightarrow 2} \log _e \frac{x^2-4}{\sqrt{3 x-2}-\sqrt{x+2}}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 69

(ix) \(\lim _{x \rightarrow \infty} \log _e\left(1+\frac{a}{x}\right)^x\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 70

(x) \(\lim _{x \rightarrow 0} \log _e(1+b x)^{\frac{1}{x}}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 71

(xi) \(\lim _{x \rightarrow \frac{\pi}{4}} \frac{\sin \left(\frac{1-\tan x}{1+\tan x}\right)}{\frac{\pi}{4}-x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 72

(xii) \(\lim _{x \rightarrow \frac{\pi}{2}} \log \frac{1-\sin ^3 x}{\cos ^2 x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 73

(xiii) \(\lim _{x \rightarrow \infty} e^x\left(a^{\frac{1}{x}}-1\right)\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 74

(xiv) \(\lim _{x \rightarrow 0} \frac{x\left(e^{\frac{\sqrt{1+x^2+x^4-1}}{x}-1}\right)}{\sqrt{1+x^2+x^4}-1}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 75

(xv) \(\lim _{x \rightarrow 0+} \frac{b \tan x\left(e^{\sin \frac{a x}{b x}-\frac{a}{b}}\right)}{b \sin a x-a \tan b x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 76

Question 7.
Examine the existence of the following limits :
(i) \(\lim _{x \rightarrow 0+} \log _a x\)
Solution:
\(\lim _{x \rightarrow 0+} \log _a x\)
= \(\lim _{h \rightarrow 0} \log _a h=-\infty\)
∴ The limit exists

(ii) \(\lim _{x \rightarrow \frac{\pi}{2}} \tan x\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 77

(iii) \(\lim _{x \rightarrow 0}{cosec} x\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 78

(iv) \(\lim _{x \rightarrow 0-} \frac{1}{e^x}\)
Solution:
\(\lim _{x \rightarrow 0-} \frac{1}{e^x}\) = 0 because as
x → 0, \(\frac{1}{x}\) → ∞
So \(e^{\frac{1}{x}}\) → 0
∴ The limit exists.

(v) \(\lim _{x \rightarrow 0+} \frac{1}{e^x}\)
Solution:
\(\lim _{x \rightarrow 0+} \frac{1}{e^x}\) = \(\lim _{h \rightarrow 0} e^{\frac{1}{h}}=e^{\infty}\) = ∞
The limit exists.

(vi) \(\lim _{x \rightarrow 0} \frac{1}{e^{\frac{1}{x}}-1}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 79

Question 8.
(i) \(\lim _{x \rightarrow \alpha} \frac{\tan a(x-\alpha)}{x-\alpha}=\frac{1}{2}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 80

(ii) \(\lim _{x \rightarrow \alpha} \frac{\tan a x}{\sin 2 x}=1\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 81

(iii) \(\lim _{x \rightarrow 0} \frac{e^{a x}-e^x}{x}\) = 2
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 82

(iv) \(\lim _{x \rightarrow 1} \frac{5^x-5}{(x-1) \log _e a}\) = 5
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 83

(v) \(\lim _{x \rightarrow 2} \frac{\log _e(2 x-3)}{a(x-2)}\) = 1
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(c) 84

CHSE Odisha Class 11 English Solutions Non-Detailed Chapter 3 The Open Window

Odisha State Board CHSE Odisha Class 11 Invitation to English 2 Solutions Non-Detailed Chapter 3 The Open Window Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class English Solutions Non-Detailed Chapter 3 The Open Window

CHSE Odisha Class 11 English The Open Window Text Book Questions and Answers

Unit – I

Gist:
Mr. Nuttel and Vera are introduced and an immediate impression is given of Vera’s calmness and Mr. Nuttel’s nervousness. Mr. Framton Nuttel needs a rest because of overworking. Therefore, he has come to stay in a country village. Following a suggestion of his sister he has called on Mrs. Sappleton.

He is greeted by her niece Vera, a very self-possessed young lady of fifteen. She asks Nuttel if he knows many of the people round there. He says that he hardly knows anyone. His sister was staying there at the rectory some four years ago. Vera now invents a story and narrates it to Nuttel. She refers to her aunt’s tragedy that had occurred just three years ago. She draws his attention to the open window through which her husband and two young brothers set out for their day’s shooting.

They never came back. They were lost in a marsh having hidden dangers. It was a dreadful wet summer. Their bodies were never recovered. Here Vera’s voice undergoes a change. She narrates that her aunt always thinks that they will return someday. The little brown spaniel that was lost with them will also walk in at that window. Therefore, the window is kept open every evening till it is quite dusk. Vera stops narrating the story when she sees Mrs. Sappleton comes in.

Glossary:
presently : soon (ବର୍ତ୍ତମାନ)
self possessed : calm and confident (ଶାନ୍ତ ଏବଂ ଆତ୍ମବିଶ୍ୱାସୀ)
endeavoured : tried (ଚେଷ୍ଟା କଲା)
flatter: praise highly with a motive (ଏକ ଉଦ୍ଦେଶ୍ୟ ସହିତ ଉଚ୍ଚ ପ୍ରଶଂସା କର)
formal: conventional (ପାରମ୍ପରିକ)
nerve cure: getting rid of the feeling of nervousness (ସ୍ନାୟୁ ଉପଶମ)
migrate: move from one place to another (ଗୋଟିଏ ସ୍ଥାନରୁ ଅନ୍ୟ ସ୍ଥାନକୁ ଯାଆନ୍ତୁ)
rural retreat : a place of refuge : a safe and quiet or secluded place in a countryside (ଆଶ୍ରୟସ୍ଥଳ)
put up with : endure (ସହ୍ୟ କର)
discounting : disregarding (ଅବହେଳା)
moping : passing (time) in a dull state of mind (ଏକ ଦୁର୍ବଳ ଅବସ୍ଥାରେ (ସମୟ) ମନ ର ସ୍ତିତି)
nice division : ageable type of hosts (ବୟୋଜ୍ୟେଷ୍ଠ ପ୍ରକାରର ହୋଷ୍ଟ)
communion : sharing of thoughts (ଚିନ୍ତାଧାରା ବାଣ୍ଟିବା)
rectory : a house where the rector (priest) of a church lives ଏକ ଘର ଯେଉଁଠାରେ ଏକ ଚର୍ଚ୍ଚର ରେକ୍ଟର (ପୁରୋହିତ) ରୁହନ୍ତି
caller : one who has visited (ଯିଏ ପରିଦର୍ଶନ କରିଛନ୍ତି)
undefinable : vague (ଅସ୍ପଷ୍ଟ)
masculine habitation : the dwelling of men (ମନୁଷ୍ୟମାନଙ୍କର ବାସସ୍ଥାନ)
out of place : irrelevant (ଅପ୍ରାସଙ୍ଗିକ)
three years today : exactly three years ago (ଠିକ୍ ତିନି ବର୍ଷ ପୂର୍ବେ)
engulfed : covered over (ଆଚ୍ଛାଦିତ)
treacherous bog : a marsh having hidden dangers (ବିଶ୍ୱାସଘାତକ)
falteringly : in broken voice (ଭଙ୍ଗା ସ୍ୱରରେ)
spaniel : breed of dog with large ears which hang down (ସ୍ପାନିଏଲ୍)
dreadful : horrible (ଭୟଙ୍କର)
gave way : changed (ପରିବର୍ତ୍ତିତ)
moor : open and uncultivated land (ଖୋଲା ଏବଂ ଅଣସଂରକ୍ଷିତ ଜମି)
snipe : one kind of bird (ଏକ ପ୍ରକାର ପକ୍ଷୀ)
French window: a long window having two sashes hinged at sides and opening in the middle (ଫରାସୀ ୱିଣ୍ଡୋ)
tease : make fun of in a playful way (ଏକ ଖେଳାତ୍ମକ ଉପାୟରେ ପରିହାସ କର)
creepy : gloomy (ଉଦାସ)
got on her nerves : disturbed her (ତାଙ୍କୁ ବିଚଳିତ କଲା)
broke off : stopped suddenly (ହଠାତ୍ ଅଟକି ଗଲା)
shadder : shake (ହଲେଇବା)
bustled : moved busily (ବ୍ୟସ୍ତ ଭାବରେ ଗତି କଲା)

Think it out:

Question 1.
Why did Nuttel visit Mrs. Sappieton?
Answer:
Mr. Framton Nuttel was reeling under nervous break-down. He was ailing. The doctor advised him rest. For him change of place was the need of the hour. The doctor instructed him to get rid of mental excitement and violent physical exercise. Therefore, Framton Nuttel called on Mrs. Sappieton, a friend of his sister, with letters of introduction.

CHSE Odisha Class 11 English Solutions Non-Detailed Chapter 3 The Open Window

Question 2.
What did the young lady say about her aunt’s tragedy to Nuttel?
Answer:
According to Vera, her aunt’s greatest tragedy happened just three years ago. It was a dreadful wet summer. Mrs. Sappleton’s husband and her two young brothers went off for their day’s shooting. They never came back. While crossing the moor to their favourite snipe-shotting ground, they were engulfed in the treacherous piece of wet, spongy ground. Their bodies could not be traced. The little spaniel was also lost with them. Her poor aunt always hoped that they would come back one day.

Unit – II

Gist:
Mrs. Sappleton talks cheerfully about her husband and her brothers. She is sure that her husband and her brothers will come home directly from shooting. She rattles on cheerfully about the shooting and the scarcity of birds. To Framton it is all purely horrible. He makes a vain endeavour to turn the talk on to a less ghastly topic. He is conscious of his hostess’s scant attention towards him. Her eyes are focused on the open window and the lawn beyond.

Framton announces that the doctors have advised him complete rest. He should be free from mental excitement and violent physical exercise. Mrs. Sappleton did not pay any heed to Framton’s words. Her voice changes at the last moment. It seems as if her husband and her two younger brothers were returning from a muddy grave. Framton shivers slightly and turns towards the niece. Vera is horrified. She is staring through the open window.

Framton is filled with nameless fear. He sees the three men with guns under their arms coming towards the house followed by a tired brown spaniel. Silently they come near the house. Wildly seizing his hat and stick, he runs out through the front door and the gate. Mrs. Sappleton thinks that Mr. Framton Nuttel is a very strange fellow. Vera again makes up a plausible story about his fear of dogs. Romance at short notice is Vera’s speciality.

Glossary:
briskly: quickly, actively (ତୀବ୍ର ଭାବରେ)
marshes: a tract of wet and soft land (ଓଦା ଏବଂ କୋମଳ ଜମିର ଏକ ଟ୍ରାକ୍ଟ)
mess: disorder (ବିଶୃଙ୍ଖଳା)
rattled on: spoke continuously and in a lively way (ନିରନ୍ତର ଏବଂ ଜୀବନ୍ତ କଥା ହେଲା)
to turn the talk: to change the talk (କଥାବାର୍ତ୍ତା ପରିବର୍ତ୍ତନ କରିବାକୁ)
desperate: vain (ବୃଥା)
ghastly: dreadful (ଭୟଭୀତ)
a fragment of her attention: Mrs. Sappleton was taking little notice of Framton Nuttel’s words (ଶ୍ରୀମତୀ ସାପଲେଟନ୍ ଫ୍ରାମଟନ୍ ନଟେଲଙ୍କ କଥା ଉପରେ ଅଳ୍ପ ଧ୍ୟାନ ଦେଉଥିଲେ)
tragic anniversary: the annual date of the sad event (ବିଷାଦମୟ ଘଟଣାର ବାର୍ଷିକ ତାରିଖ)
violent: (here) hard (ପ୍ରଚଣ୍ଡ)
delusion: false belief (ମିଥ୍ୟା ବିଶ୍ୱାସ)
prospects: the probabilities of gain (ଧନଲାଭର ସମ୍ଭାବନା ରହିଛି)
scarcity: shortage (ଅଭାବ)
straying: wandering (ଚଳଚଞ୍ଚଳ)
infirmities: diseases (ରୋଗ)
yawn: open the mouth as when bored (ପାଟିକୁ ଯେତିକି ଖୋଲନ୍ତୁ, ବୋର୍ ହେବା ସମୟରେ ସେତିକି ଖୋଲନ୍ତୁ)
dazed horror: fear which makes one incapable of thinking (ବିସ୍ମିତ ବିଭୀଷିକା)
swung: turned (ମୋଡ଼ା ଯାଇଥିବା)
hoarse: rough (ରୁକ୍ଷ)
chanted: sang (ସଙ୍ଗ୍)
grabbed at: took hastily (ତରବରିଆ ଭାବରେ)
gravel-drive: a private road paved with small pebbles (ଗ୍ରାଭେଲ୍-ଡ୍ରାଇଭ୍)
headlong retreat: hasty return (ତରବରିଆ ପ୍ରତ୍ୟାବର୍ତ୍ତନ)
imminent: ready to take place (ପ୍ରସ୍ତୁତ ହୋଇ ରହିଥାନ୍ତି)
collision: clash (ମୁହାଁମୁହିଁ ହେବା)
mackintosh: a rain coat, so called after the name of the inventor Charles Macintosh (ମ୍ୟାକିନ୍ଟଶ)
bolted: dashed away (ଦୂରକୁ ଚାଲିଗଲା)
dashed off : ran quickly (ଶୀଘ୍ର ଦୌଡ଼ିବା)
ghost: the spirit of a dead person (ମୃତ ବ୍ୟକ୍ତିଙ୍କ ଆତ୍ମା)
cemetery: a burial ground (ଏକ ସମାଧି ସ୍ଥଳ)
pariah dogs: stray unclaimed dogs (ଅଜଣା କୁକୁରଙ୍କ ଉପଦ୍ରବ)
snarling: growling (ବର୍ଦ୍ଧମାନ)

Think it out:

Question 1.
What did Mrs. Sappleton say about her husband and brothers to Mr. Nuttel?
Answer:
Mrs. Sappleton said that her husband and brothers would come home directly from shooting, and they always came in through the open window. They had been out for snipe in the marshes that day. She talked merrily about the shooting and the scarcity of birds, and the prospects for duck in the winter.

CHSE Odisha Class 11 English Solutions Non-Detailed Chapter 3 The Open Window

Question 2.
How did Mr. Nuttel react to her?
Answer:
A man of nervous disposition as he was, Framton felt ill at ease to listen only to Mrs. Sappleton’s strange story of her husband and brothers. Vera had already told her the story of the open window. He knew that Mrs. Sappleton took little notice of him and her eyes were constantly directed towards the open window. As a result, Mrs. Sappleton’s story of her husband and brothers was purely horrible to him. He made a vain effort to switch over to other topic. It was an unfortunate coincidence that he had paid his visit on this tragic anniversary.

Question 3.
Why did Mr. Nuttel leave Mrs. Sappleton’s house in a hurry?
Answer:
The hunting party that comprised Mrs. Sappleton’s husband and her brothers and their spaniel really returned in the dim light of the afternoon. They were walking across the lawn towards the window. They all carried guns under their arms. One of them had a white coat hung over his shoulders. A tired brown spaniel closely followed the three figures. They neared the house silently. As soon as Nuttel saw them, he was horrified at the thought that they were ghosts of the dead. Therefore, he left Mrs. Sappleton’s house in a hurry.

Question 4.
How did Vera explain the cause of Nuttel’s sudden disappearance?
Answer:
When the hunting party and their spaniel really returned in the dim light of the afternoon, poor Nuttel was horrified at the thought that they were the ghosts of the dead and suddenly left that place. Vera calmly invented another story to explain Mrs. Nuttel’s sudden departure. She explained that the poor fellow was terribly afraid of dogs for he had once been chased by a group of stray dogs on the banks of the Ganges and he was forced to spend one whole night in a gravel.

Question 5.
How does Vera create romance at short notice in the story?
Answer:
Vera is capable of inventing stories from her own mind on any person or situation within a few seconds. When she knows that Mr. Nuttel is a stranger to the family, she invents a story on the open window of the house and narrates it to Mr. Framton Nuttel. That story makes Nuttel terrified. When Nuttel runs away from the house at the moment of return of Mrs. Sappleton’s husband and her two brothers considering them ghosts, Vera, justifies it by telling another story to Mrs. Sappleton. This proves that ‘romance at short notice’ is Vera’s speciality.

CHSE Odisha Class 11 English The Open Window Important Questions and Answers

Question 1.
Read through the extract and answer the questions that follow.
“My aunt will be down presently, Mr. Nuttel,” said a very self-possessed young lady of fifteen; “in the meantime you must try and put up with me.”
Framton Nuttel endeavored to say the correct something which should duly flatter the niece of the moment without unduly discounting the aunt that was to come. Privately he doubted more than ever whether these formal visits on a succession of total strangers would do much towards helping the nerve cure which he was supposed to be undergoing.
“I know how it will be,” his sister had said when he was preparing to migrate to this rural retreat; “you will bury yourself down there and not speak to a living soul, and your nerves will be worse than ever from moping. I shall just give you letters of introduction to all the people I know there. Some of them, as far as I can remember, were quite nice.”
Framton wondered whether Mrs. Sappleton, the lady to whom he was presenting one of the letters of introduction came into the nice division.
“Do you know many of the people round here ?” asked the niece, when she judged that they had had sufficient silent communion.
“Hardly a soul,” said Framton. “My sister was staying here, at the rectory, you know, some four years ago, and she gave me letters of introduction to some of the people here.”
He made the last statement in a tone of distinct regret.
“Then you know practically nothing about my aunt ?” pursued the self possessed young lady.
“Only her name and address,” admitted the caller. He was wondering whether Mrs. Sappleton was in the married or widowed state. An undefinable something about the room seemed to suggest masculine habitation.
“Her great tragedy happened just three years ago,” said the child; “that would be since your sister’s time.”
“Her tragedy ?” asked Framton; somehow in this restful country spot tragedies seemed out of place.
“You may wonder why we keep that window wide open on an October afternoon,” said the niece, indicating a large French window that opened on to a lawn.
“It is quite warm for the time of the year,” said Framton; “but has that window got anything to do with the tragedy?”
“Out through that window, three years ago to a day, her husband and her two young brothers went off for their day’s shooting. They never came back. In crossing the moor to their favorite snipe-shooting ground they were all three engulfed in a treacherous piece of bog. It had been that dreadful wet summer, you know, and places that were safe in other years gave way suddenly without warning. Their bodies were never recovered. That was the dreadful part of it.” Here the child’s voice lost its self-possessed note and became flateringly human. “Poor aunt always thinks that they will come back someday, they and the little brown spaniel that was lost with them, and walk in at that window just as they used to do. That is why the window is kept open every evening till it is quite dusk. Poor dear aunt, she has often told me how they went out, her husband with his white waterproof coat over his arm, and Ronnie, her youngest brother, singing ‘Bertie, why do you bound?’ as he always did to tease her, because she said it got on her nerves. Do you know, sometimes on still, quiet evenings like this, I almost get a creepy feeling that they will all walk in through that window She broke off with a little shudder. It was a relief to Framton when the aunt bustled into the room with a whirl of apologies for being late in making her appearance.

Questions :
(i) What light does the extract throw on the character of Vera?
(ii) What do you know about Mrs. Sappleton as outlined in the extract?

Answers:
(i) The story, ‘The Open Window’ is built around Vera. She is young. She is fifteen. She is cool, confident and composed. She is a fascinating entertainer. She treats Framton Nuttel well. She is a picture of confidence. She handles a nervous person like Framton quite amicably. She has a flair for inventing plausibe stories. She sees the open window and quickly decides to tell him a story.
(ii) Mrs. Sappleton is Vera’s aunt. She is known to Nuttel’s sister. At the suggestion of his sister, he had called on Mrs. Sappleton, but her absence surprises him. He wonders whether Mrs. Sappleton is in the married state or the widowed state. According to Vera’s description, Mrs. Sappleton never sees the dark side of life. She is exceedingly optimistic. She is convinced that her husband and two brothers will come back one day. They had gone for shooting through the window three years ago and never came back. But still she has not given up hope. She has not lost her heart.

CHSE Odisha Class 11 English Solutions Non-Detailed Chapter 3 The Open Window

Introducing the Author:
Saki was the pseudonym of Hector Hugo Munro. He was born in Burma, where his father was a police officer, but as his mother died when he was still an infant, he was brought up by his aunts in England where he was educated. At 23 he became an officer in the Burma Police, but returned to England and began working as a journalist. He assumed the name ‘Saki’, the name of the cup-bearer in Omar Rubaiyat and began to write novels and short stories under this pen name. It is his short stories that have earned him his reputation as a writer. They are published in four volumes – Reginald, Reginald in Russia, The Chronicles of Clovis, Beasts and Super-beasts. In 1914 he joined the army and fought for his country. He was killed in action in 1916 in France shot through the head while resting in a narrow crater and thus joined the list of great English writers who lost their lives in the First World War.

About the Story:
A self-possessed young lady of fifteen receives a nervous young man called Nuttel in the short absence of her aunt. After ascertaining that the young man knows nothing about her aunt, the young lady coolly invents the story of her aunt’s husband and her brother’s death in a spine-hunting expedition and her aunt’s belief that they will come in through the open window. Mr. Nuttel listens to the story with rapt attention. The young lady also invents another story to explain Mr. Nuttel’s sudden departure.

Summary:
Vera cool, confident, composed young lady of fifteen receives a nervous young man called Nuttel in the short absence of her aunt. He is in need of rest and as a result of over-exertion, he visits the house of Mrs. Sappleton, a friend of his sister. Vera finds that Mr. Nuttel is a stranger and knows very little about Mrs. Sappleton’s family. She understands his feelings well and gives him an excellent company. She entertains Mr. Nuttel by inventing a story.

Vera sees the open window and quickly decides to tell him a story about it. She tells him that it is the anniversary of that dreadful day when her aunt’s husband and her two young brothers had died. They had gone for their day’s shooting. They were engulfed in a treacherous piece of bog. They never came back. It had been the dreadful wet summer. Their bodies were never recovered. Here Vera’s voice lost its confident note and trembled with human emotion. Her aunt often told how they went out, her husband with his white water-proof coat over his arm, and Ronnie her youngest brother.

Vera stops suddenly in the middle of her speech at the sight of her aunt Mrs. Sappleton. She enters the room with a whirl of apologies, for being late. Her presence is a relief to Framton. Mrs. Sappleton expects them not to mind the open window. She says briskly that her husband and brothers will come back home directly from shooting, and they always come in this way. They have been out for birds in the marshes that day. There is no end to her lively talk about the shooting, the scarcity of birds, and the prospects for duck in the winter. To Mr. Framton Nuttel, it is all purely horrible to listen. He makes a vain effort to change the topic. He feels that his hostess is taking a little notice of him. Instead, her eyes are constantly directed towards the open window. It is an unfortunate coincidence that he has called on her on this tragic anniversary.

He had come there only on the advice of the doctor. All on a sudden, Mrs. Sappleton becomes alert. The hunting party and their spaniel really return in the dim light of the afternoon. Nuttel is horrified at the thought that they are the ghosts of the dead and he bolts away in an unceremonious hurry. And the young lady invents another story to explain Mr. Nuttel’s sudden departure. The poor fellow is terribly afraid of dogs for he had been once chased by a group of stray dogs on the banks of the Ganges and he was forced to spend one whole night in a grave. Romance at short notice is Vera’s speciality.

ସାରାଂଶ :

ଶାନ୍ତ ସ୍ଵଭାବବିଶିଷ୍ଟ ଓ ଆତ୍ମପ୍ରତ୍ୟୟପୂର୍ଣ୍ଣ ତରୁଣୀ ହେଉଛି ଭେରା । ତା’ର ବୟସ ହେଉଛି ମାତ୍ର ୧୫ ବର୍ଷ । ଥରେ ତାଙ୍କ ଖୁଡ଼ୀ ଶ୍ରୀମତୀ ସାପଲ୍ଟଟନ୍‌ଙ୍କ ଅନୁପସ୍ଥିତିରେ ମି. ନ୍ୟୁଟେଲ୍ ନାମକ ଜଣେ ଯୁବକ ଅତ୍ୟନ୍ତ ଶ୍ରାନ୍ତକ୍ଲାନ୍ତ ହୋଇ ବିଶ୍ରାମ ନେବା ଉଦ୍ଦେଶ୍ୟରେ ତାଙ୍କ ଘରେ ଆସି ଉପସ୍ଥିତ ହୋଇଛନ୍ତି । ତାଙ୍କ ଭଉଣୀ ଶ୍ରୀମତୀ ସାପଲ୍ଟଟନ୍‌ଙ୍କ ସହ ପୂର୍ବରୁ ପରିଚିତ । ଉଭୟଙ୍କ ଭିତରେ ଘନିଷ୍ଠତା ମଧ୍ୟ ଅଛି । ଭେରା ଜାଣିବାକୁ ପାଇଛି, ମି. ନ୍ୟୁଟେଲ ଜଣେ ଅପରିଚିତ ବ୍ୟକ୍ତି । ଶ୍ରୀମତୀ ସାପଲ୍ଟନ୍‌ଙ୍କ ପରିବାର ବିଷୟରେ ସେ ବିଶେଷ କିଛି ଜାଣନ୍ତି ନାହିଁ । ତାଙ୍କର ବିଶ୍ରାମ ଦରକାର । ତେଣୁ ଭଉଣୀଙ୍କ ପରାମର୍ଶକ୍ରମେ ସେ ଶ୍ରୀମତୀ ସାପଲ୍ଟନ୍‌ଙ୍କ ଗ୍ରାମ୍ୟ-ଗୃହରେ କେବଳ ବିଶ୍ରାମ ନେବାକୁ ଆସିଛନ୍ତି । ମି. ନ୍ୟୁଟେଲ୍‌ଙ୍କ ମନର ଅବସ୍ଥା ଭଲ ଭାବରେ ଜାଣିପାରି ସେ ତାଙ୍କୁ ଘରେ ଆଶ୍ରୟ ଦେଇଛନ୍ତି ଓ ନିଜର ସାନିଧ୍ୟ ଦେଇ ତାଙ୍କୁ ଆପ୍ୟାୟିତ କରିଛନ୍ତି । ସେଥ‌ିପାଇଁ ମଧ୍ୟ ମନରୁ ଗୋଟାଏ କାହାଣୀ ଆବିଷ୍କାର କରି ତାଙ୍କୁ ଶୁଣାଇଛନ୍ତି ।

ଯେଉଁ କକ୍ଷରେ ସେମାନେ ଆଳାପରତ, ତାହାର ଗୋଟାଏ ଝରକା ଖୋଲା ରହିଛି। ସେହି ଖୋଲା ଝରକା ବିଷୟରେ ତାଙ୍କୁ ଗୋଟାଏ କାହାଣୀ ଶୁଣାଇଦେବାକୁ ଭେରା ମନସ୍ଥ କରିଛି । କାହାଣୀଟିର ବର୍ଣ୍ଣନା କରିବାକୁ ଯାଇ ସେ କହିଛି – ‘‘ଆଜି ହେଉଛି ସେହି ଭୟାବହ ଦିନର ଏକବର୍ଷ ପୂର୍ତ୍ତି । ଠିକ୍ ଆଜିର ଦିନରେ ମୋର ଖୁଡ଼ୀଙ୍କର ସ୍ଵାମୀ ଓ ତାଙ୍କର ଦୁଇଜଣ ତରୁଣ ଭାଇଙ୍କର ମୃତ୍ୟୁ ଘଟିଥିଲା । ସେମାନେ ଶିକାର କରିବାକୁ ଯାଇଥିଲେ । ଜଙ୍ଗଲ ମଧ୍ୟରେ ଗୋଟାଏ କାଦୁଆ ସନ୍ତସନ୍ତିଆ ସ୍ଥାନ ଥିଲା । ସେଥିରେ ପୂରି ରହିଥିଲା ତରଳ ପଙ୍କ । ଉପରୁ ତାହାର କୌଣସି ସୂଚନା ପଙ୍କ ଭିତରେ ଡୁବିଯାଇ ଅଦୃଶ୍ୟ ହୋଇଯାଉଥିଲା । ସେହି ପଙ୍କ ଭିତରେ ସେହି ଶିକାରୀ ଦଳ ମଧ୍ୟ ସମାଧି ନେଇଥିଲେ । ତା’ ପରଠାରୁ ସେମାନେ ଆଉ ଫେରି ନାହାନ୍ତି । ଏହା ଥିଲା ଏକ ଭୟାବହ ଆର୍ଦ୍ର ଗ୍ରୀଷ୍ମକାଳର ଘଟଣା । ସେମାନଙ୍କ ମୃତଦେହକୁ ମଧ୍ଯ କୌଣସି ଉପାୟରେ ସେହି ଗର୍ଭରୁ ବାହାର କରାଯାଇ ପାରିନଥିଲା ।’’ ଏତିକି କହି ଭେରାର କଣ୍ଠସ୍ଵରରୁ ହଜିଯାଇଛି ଆତ୍ମପ୍ରତ୍ୟୟର ଚିହ୍ନ – ତାହା ମାନବିକ କୋମଳ ଭାବାବେଗରେ କମ୍ପିତ ହୋଇଉଠିଛି । ଭେରା ତା’ ଖୁଡ଼ୀଙ୍କ ମୁହଁରୁ ଶୁଣିଛି, ଶିକାର କରିବାକୁ ଗଲାଦିନ ତା’ ସ୍ଵାମୀ ଅସ୍ତ୍ରଶସ୍ତ୍ରରେ ସଜ୍ଜିତ ଥିଲେ ଏବଂ ତାଙ୍କ ସାନକକା ପିନ୍ଧିଥିଲେ ଧଳାରଙ୍ଗର ୱାଟର୍ ପ୍ରୁଫ୍-କନାର କୋଟ୍ ।

ବର୍ଣ୍ଣନାର ମଝିରେ ହଠାତ୍‌ ଭେରା ଅଟକି ଯାଇଛି । କାରଣ ତା’ ଖୁଡ଼ୀ ଶ୍ରୀମତୀ ସାପଲ୍ଟଟନ୍ ଠିକ୍ ସେତିକିବେଳେ ସେଠାରେ ଉପସ୍ଥିତ ହୋଇଛନ୍ତି । ବିଳମ୍ବ ହୋଇଥିବାରୁ ନିଜର ତ୍ରୁଟି ପାଇଁ ବହୁ କ୍ଷମାଭିକ୍ଷା କରି ସେ କକ୍ଷ ମଧ୍ୟକୁ ପ୍ରବେଶ କରିଛନ୍ତି । ତାଙ୍କର ଉପସ୍ଥିତି ମି. ଫ୍ରାଫ୍‌ଟନ୍‌ ନ୍ୟୁଟେଲ୍‌ଙ୍କ ପାଇଁ ଆଶ୍ବସ୍ତିର କାରଣ ହୋଇଛି । ଉନ୍ମୁକ୍ତ ବାତାୟନ ବିଷୟରେ ସଚେତନ ନ ହେବାକୁ ସେ ଦୁଇଜଣଙ୍କୁ ଅନୁରୋଧ କରିଛନ୍ତି । ସେ ମଧ୍ୟ ଏକ ସୂଚନା ଦେଇ ପ୍ରକାଶ କରିଛନ୍ତି, ତାଙ୍କର ସ୍ଵାମୀ ଓ ଦୁଇଭାଇ ଏହି ଝରକା ଦେଇ ସର୍ବଦା ଶିକାର କରିବାକୁ ଯାଆନ୍ତି ଓ ସେହିବାଟେ ମଧ୍ଯ ଫେରି ଆସନ୍ତି । ଏଣୁ ଶିକାର ପରେ ସେମାନେ ସେହି ଝରକାବାଟେ ପ୍ରତ୍ୟାବର୍ତ୍ତନ କରିବେ ବୋଲି ସେ ତାକୁ ଉନ୍ମୁକ୍ତ ରଖୁଛନ୍ତି । ଆଜି ମଧ୍ୟ ସେମାନେ ଜଳପୂର୍ଣ ନିମ୍ନଭୂମିରେ ପକ୍ଷୀ ଶିକାର କରିବାକୁ ଯାଇଛନ୍ତି । ତାଙ୍କର ଗପର ଯେପରି ଅନ୍ତ ନାହିଁ । ସେ ଶିକାର, ପକ୍ଷୀମାନଙ୍କର ସ୍ଵଚ୍ଛତା ଏବଂ ଜଳାଶୟ ଭୂମିରେ ବତକ ମିଳିବାର ଉଜ୍ଜଳ ସମ୍ଭାବନା ବିଷୟରେ ଗଳ୍ପ କରି ଚାଲିଥା’ନ୍ତି । ସେଗୁଡ଼ା ଶୁଣିବାକୁ ମି. ନ୍ୟୁଟେଲ୍‌ଙ୍କୁ ଭଲ ଲାଗୁନଥାଏ। କାରଣ ସେ ସବୁଥରେ ଭରି ରହିଛି ସମ୍ପୂର୍ଣ୍ଣ ଭୟାବହ ଚିତ୍ର । ଗଳ୍ପର ବିଷୟବସ୍ତୁକୁ ପରିବର୍ତ୍ତିତ କରିଦେବାପାଇଁ ସେ ଚେଷ୍ଟା କରିଛନ୍ତି । ମାତ୍ର ତାଙ୍କର ଉଦ୍ୟମ ବ୍ୟର୍ଥ ଧାରଣା ତାଙ୍କ ମନରେ ସୃଷ୍ଟି ହୋଇଛି । ଏହା ପରିବର୍ତ୍ତେ ତାଙ୍କର ଆଖ୍ ସିଧାସଳଖ ବାରମ୍ବାର ସେହି ଖୋଲା ଝରକା ଉପରେ ବୁଲିଆସୁଛି । ସେହି ଦୁଃଖଦ ଘଟଣାର ବର୍ଷ-ପୂର୍ତ୍ତି ଦିନରେ ସେ ତାଙ୍କୁ ସାକ୍ଷାତ କରିବା ଘଟଣାକୁ ଏକ ଦୁର୍ଭାଗ୍ୟଜନକ ଆକସ୍ମିକ ଯୋଗସୂତ୍ର ବୋଲି ମନରେ ଭାବୁଥାଆନ୍ତି । କେବଳ ଡାକ୍ତରଙ୍କ ପରାମର୍ଶକ୍ରମେ ଜଳବାୟୁର ପରିବର୍ତ୍ତନ ପାଇଁ ତାଙ୍କର ସେ ସ୍ଥାନକୁ ଆଗମନ ହୋଇଥିଲା । ତା’ ବ୍ୟତୀତ, ଏଠାକୁ ଆଗମନର ଅନ୍ୟ କୌଣସି କାରଣ ହିଁ ନ ଥିଲା ।

CHSE Odisha Class 11 English Solutions Non-Detailed Chapter 3 The Open Window

ହଠାତ୍ ଶ୍ରୀମତୀ ସାପଲ୍ଟଟନ୍‌ ସତର୍କ ହୋଇଗଲେ । କାରଣ ସେ ଦେଖିବାକୁ ପାଇଲେ, ଅପରାହ୍ନର ସେହି ମ୍ଳାନ ଆଲୋକରେ ଶିକାରୀଦଳ ତାଙ୍କ ଶିକାରୀ କୁକୁର ସହିତ ଫେରି ଆସିଛନ୍ତି । ଅଳ୍ପ ସମୟ ଭିତରେ ସେମାନେ ସେହି ମୁକ୍ତ ବାତାୟନ ଦେଇ କକ୍ଷ ଭିତରେ ପ୍ରବେଶ କରିବେ । ମି. ନ୍ୟୁଟେଲ୍ ତାହା ଶୁଣି ଭୟଭୀତ ହୋଇଗଲେ । କାରଣ ତାଙ୍କ ଆଖୁରେ ସେମାନେ ଥିଲେ ମୃତପ୍ରାଣୀମାନଙ୍କର ଭୂତ । ଏଣୁ ସେ କୌଣସି ଲୌକିକତା ରକ୍ଷା ନ କରି ଉନ୍ମାଦଙ୍କ ପରି ସେହି କକ୍ଷରୁ ଝଡ଼ ବେଗରେ ନିଶ୍ରାନ୍ତ ହୋଇଗଲେ । ମି. ନ୍ୟୁଟେଲ୍‌ଙ୍କ ସେହି ଆଶୁ ପ୍ରସ୍ଥାନର କାରଣ ଦର୍ଶାଇବାକୁ ଯାଇ ଭେରା ଆଉ ଗୋଟିଏ ନୂତନ କାହାଣୀ ସଙ୍ଗେ ସଙ୍ଗେ ଆବିଷ୍କାର କରି ଶ୍ରୀମତୀ ସାପଲ୍ଟଟନ୍‌ଙ୍କୁ ଶୁଣାଇଲେ । ତାଙ୍କ ମତରେ, ବିଚାରା ମି. ନ୍ୟୁଟେଲ୍ କୁକୁରମାନଙ୍କୁ ଭୀଷଣ ଭୟ କରନ୍ତି । କାରଣ ଏକଦା ଦଳେ ବୁଲାକୁକୁର ତାଙ୍କୁ ଗଙ୍ଗା କୂଳକୁ ତଡ଼ିନେଇ ଯାଇଥିଲେ । ସେତେବେଳେ ରାତ୍ରି ସମୟ । ବିଚରା ନ୍ୟୁଟେଲ୍‌ଙ୍କୁ ଗୋଟାଏ କବର ଭିତରେ ଲୁଚିରହି ସାରାରାତି ବିତାଇବାକୁ ପଡ଼ିଥିଲା ।

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

CHSE Odisha Class 11 English The Cancer Fight, from Hiroshima to Houston Text Book Questions and Answers

UNIT -I
Gist with Glossary:

Gist:
The writer takes us to her native Hiroshima in 1945 when it was completely destroyed by the atomic bomb explosion. Its long-term effects resulted in the deaths of about half of her relatives. Her father was also not spared. This tragedy evoked both her fascination with and her dread of radiation. The early death of her very dear friend Sadako Sasaki as a result of radiation-linked blood cancer or bone marrow made her take an oath to become a cancer doctor.

Today Dr. Komaki as the clinical chief and Program Director of Thoracic Radiation Oncology at The University of Texas M.D. Anderson Cancer Centre in Houston is one of the world’s distinguished researchers and advocates of proton radiation beam therapy with which radiation-related cancer patients are treated. Private hospitals are not suitable for the treatment of these patients on trial, because they lack adequate manpower, qualitative review boards, and maintenance of strict quality control of treatment. Komaki’s motto is to educate students, trainees, and patients to focus on living healthy lives. Besides, she wants to inspire them to reach their goal to help others.

Glossary:
exploded : shattered violently (ବିସ୍ଫୋରଣ ହେଲା)
devastated : completely destroyed (ସମ୍ପୂର୍ଣ୍ଣରୂପେ ଧ୍ବଂସ କରିଦେଲା)
fascination : charm (ଆକର୍ଷଣ)
leukemia : a type of cancer of the blood or bone marrow (ଏକପ୍ରକାର କର୍କଟ ରୋଗ)
sophisticated: advanced (ଆଧୁନିକ)
oncologist : a doctor who treats cancer (କର୍କଟ ରୋଗ ଚିକିତ୍ସକ)
review : a formal assessment of something to institute necessary changes (ତର୍ଜମା)
compliance : action according to standard (ମାନାନୁସାରୀ କାର୍ଯ୍ୟ)
innovators : those who introduces new thoughts (ନବ ପ୍ରଦର୍ଶକ)
achieve : fulfil (ହାସଲ କରିବା)
goal : objective (ଲକ୍ଷ୍ୟ)

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Think it out:
Question 1.
How did Hiroshima become a part of world history?
Answer:
Hiroshima became a part of world history during the final stages of World War II in 1945 when America dropped the atomic bomb on Hiroshima. Many lives were lost. Innumerable people suffered from cancer of the blood or bone marrow. The city was completely destroyed.

Question 2.
What are the three traumatic events of Ritsuko’s childhood?
Answer:
The three traumatic events of Ritsuko’s childhood were the atomic bomb explosion on her native city Hiroshima in 1945, the deaths of about half her relatives, including her father and the death of her most intimate friend Sadako Sasaki at the age as a result of radiation-related blood cancer.

Question 3.
What were the results of these experiences for Ritsuko?
Answer:
The results of these experiences for Ritsuko were her vow to become a cancer doctor. Her dream came true and she became a famous cancer specialist.

Question 4.
What is Dr. Komaki’s specialization?
Answer:
Dr. Komaki’s specialization was the application of radiation creatively in the treatment of cancer.

Question 5.
What is she famous for?
Answer:
She is famous as one of the world’s leading researchers and advocates of proton radiation beam therapy.

Question 6.
How do oncologists view proton radiation beam therapy?
Answer:
Oncologists view proton radiation beam therapy as the safest and most effective.

Question 7.
Why does she prefer to work at a university?
Answer:
She prefers to work in a university because she can do her work much better in the backdrop of a university program that is not available at private institutions.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 8.
Do you think she likes to teach? Why do you think so?
Answer:
Yes, she likes to teach, because she is interested to share her knowledge with future scientists who introduce new ideas of things.

Question 9.
What is she more interested in research and patient care or money? Why do you think so?
Answer:
She is more interested in research and patient care than money. Her focus on proton radiation therapy to treat cancer patients, her keen interest in sharing her knowledge with future innovators, and her desire to create awareness among all sorts of people concerning healthy lives splendidly exemplify this fact.

Question 10.
What is her mission in life?
Answer:
Her mission in life is to educate younger people – students, trainees, and patients to lead healthy lives and achieve their objective to help others.

Question 11.
Explain the meaning of this expression : (she) no longer fears it.
Answer:
The atomic bomb explosion in her native city was devastating. It resulted in the loss of innumerable lives including his relatives and father. They all died of radiation-related cancer. Komaki was shocked. Later, he learned the technique of applying radiation in an innovative manner and hence no longer fears it.

UNIT – II
Gist with Glossary:

Gist:
This unit begins with the definition of proton therapy. It is a form of treatment that damages and eventually destroys cancerous cells of the exact spot of the affected tumor with the help of charging particles. There is a difference between proton therapy and photon therapy; the latter is not as good as the former. Proton therapy is confined to a particular area. It is powerful too. Photon therapy, in spite of killing cancerous cells, has side effects. It leads to an increase in secondary cancer. Proton therapy plays a great role in striking specific tumors precisely. It results in the minimization of injury to other organs.

Besides, photons (X-rays) emit 90 percent of their cancer-fighting energy, as they pierce the skin. But their utility is lost by 40 percent. Proton therapy is more effective for patients who suffer from prostate cancer. Proton therapy is used for those whose localized cancer has not affected the distant parts of the body. It has a great effect on children in particular. Proton therapy also helps the elderly, because their excessively weak skin cannot resist the power of radiation therapy. Komaki’s patients think that proton therapy is fabulous because they can tolerate it more easily than photon treatment.

Glossary :
ionizing : charging (ଚାର୍ଜିତ)
tumor : a swelling part of body caused by an abnormal growth of tissue
ultimately : eventually (ଘଟଣାକ୍ରମେ )
radiation therapy : treatment of cancer by using radiation (ବିକିରଣଦ୍ବାରା ଚିକିତ୍ସା)
dosage : medicinal dose (ଔଷଧର ମାତ୍ରା)
hits : affects (କ୍ଷତିଗ୍ରସ୍ତ କରେ)
toxicity : the quality of being poisonous (ବିଷାକ୍ତ)
reduce : minimize (କମାଇ ଦେବା)
specific : particular (ନିର୍ଦ୍ଦିଷ୍ଟ )
precisely : exactly (ନିର୍ଦ୍ଦିଷ୍ଟଭାବେ)
in addition : besides (ଏଥ୍ ସହିତ)
feasible : viable (ଫଳପ୍ରଦଭାବେ କାର୍ଯ୍ୟ କରିବାର ସାମର୍ଥ୍ୟ)
penetrate : go deep (ପ୍ରବେଶ କରେ)
further : any more (ପୁନର୍ବାର)
calibrated : measured (ପରିମାପ କରାଗଲେ )
efficacy : effectiveness (ସଫଳତା)
simultaneously : at the same time (ଏକସମୟରେ)
collateral damage : injury to other organs (ଅନ୍ୟାନ୍ୟ ଅଙ୍ଗର କ୍ଷତି)
withstand : resist (ସହ୍ୟ କରିବା)
stresses : emphasizes (ଜୋର୍ ଦେବା)
fabulous : very great (ଖୁବ୍ ବେଶି )
amazing : astonishing (ଆଶ୍ଚର୍ଯ୍ୟକର)
tolerate : bear (ସହ୍ୟ କରିବା)

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Think it out:
Question 1.
What is proton therapy?
Answer:
Proton therapy refers to the treatment of cancer by focusing charging particles on the exact tumor-affected spot to damage and eventually destroy its cancerous cells.

Question 2.
What are the damaging side effects of photon therapy?
Answer:
The damaging side effects of photon therapy are pneumonitis, esophagitis, and poisonous bone marrow. It also contributes to the growth of secondary cancers.

Question 3.
What are the advantages of proton therapy over photon therapy?
Answer:
The advantages of proton therapy are better in comparison to photon therapy, because of its confinement only to the affected part of the body, no side effects, and reduction in the destruction of other organs.

Question 4.
Do you think proton therapy is more effective at certain stages of cancer?
Answer:
Yes, I think proton therapy is more effective for prostate cancer.

Question 5.
For what stage of cancer is proton therapy the most useful?
Answer:
Proton therapy is the most useful for those whose localized cancer has not affected the distant parts of the body.

Question 6.
For which age groups is proton therapy the best? Why?
Answer:
Proton therapy is the best both for children and the elderly, because, it causes little, if any, injury to the former’s still-growing tissues and organs surrounding the tumors. In the same way, it helps the elderly because tissues and organs surrounding their tumors are very weak to resist usual radiation treatment.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 7.
Why do her patients think proton therapy is fabulous?
Answer:
Komaki’s patients think that proton therapy is fabulous because this treatment itself makes them seldom sick. Besides, it is astonishing, they can tolerate it easily in comparison to photon treatment.

UNIT-III
Gist with Glossary

Gist:
In the course of her externship, internship, residency, and fellowship in Milwaukee, Komaki came to know the importance of radiation in the treatment of cancer. Besides, she learned that localized radiation therapy was not so harmful as chemotherapy. In 1985, she along with Cox set out to Newyork to work with Dr. Eric Hall, who was, at that time, a renowned global authority on the effects of the atomic bomb on human beings. In 1988, she spent years of research work in this field at UT M.D. Anderson. Proton therapy started in 1954.

The Harvard Cyclotron Laboratory in partnership with Massachusetts General Hospital started treating cancer patients. The necessary technology was very costly. Therefore, the treatment did not go beyond the physics research lab until 1990. The first hospital-based program commenced with the opening of the Proton Treatment Center at Loma Linda University Medical Center in southern California. Their keen interest in proton therapy and the relentless effects of having a similar unit at UT M.D. Anderson, Huston at last bore fruit.

Now there are many such centers established in America. Today Komaki and her colleagues treat thoracic malignancies, at least 10 to 15 patients every day. Proton therapy continues for about seven weeks. In Komaki’s view, they have a long way to go. She opines that proton therapy is very important so far as the future of cancer care is concerned. She is hopeful to make the patients more comfortable by destroying cancer cells, but not killing normal cells. They can lead a normal life during treatments. Dr. Ritsuko Komaki and her colleagues at UT M.D. Anderson will be a leader in this field in the future.

Glossary :
viable : possible (ସମ୍ଭାବ୍ୟ)
chemotherapy: treatment of cancer using chemical substances
scattered: spread throughout
leading : famous (ପ୍ରସିଦ୍ଧ ବା ବିଖ୍ୟାତ)
commence: start or begin (ଆରମ୍ଭ ହେଲା)
expensive : costly (ବ୍ୟୟବହୁଳ)
intrigued : interested to know more (ଅଧୁକ ଜାଣିବାକୁ ଆଗ୍ରହୀ)
begin to push: to try their best
paid off : rewarded (ପୁରସ୍କୃତ ହେଲେ)
dosimetrists: experts in the dosage of
radiation scanning: cause a beam to traverse across a surface
secondary malignancy: a cancer that arises in the background of another malignancy
at the forefront: in the lead (ମୁଖ୍ୟ, ଆଗୁଆ)

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Think it out:
Question 1.
What different kinds of therapies were used for treating cancer before the use of proton therapy?
Answer:
Different kinds of therapies such as surgery, radiation, chemotherapy, and photon theory were used for treating cancer before proton therapy.

Question 2.
What did Komaki initially learn about treating cancer?
Answer:
Komaki initially learned that surgery was the only possible method for treating cancer.

Question 3.
What did she learn about cancer treatment in the USA?
Answer:
In the U.S.A., she learned how radiation therapy was meant for cancer treatment.

Question 4.
What two things did Komaki learn about radiation?
Answer:
During her stay in the U.S.A., she learned that localized radiation treatment was not so harmful as chemotherapy in the treatment of cancer. Besides, she was aware of an important thing – it was quite different from radiation therapy.

Question 5.
How did Komaki and her husband start proton therapy at Anderson Cancer Center?
Answer:
Proton therapy research in the Proton Treatment Center at Loma Linda University Medical Center in southern California greatly interested Komaki and her husband. They visited Loma Linda to try their best to open a similar unit at UT M.D. Anderson in Houston. Their efforts were rewarded in 2006. The $ 125 million Proton Therapy Centre came into existence paving the way for a complete range of proton treatments.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 6.
When did proton therapy first start?
Answer:
Proton therapy was first started in 1954.

Question 7.
What is Komaki’s opinion on proton therapy?
Answer:
In Komaki’s opinion, proton therapy is of great importance to the future of cancer care. The patients, she views, can lead a normal life during treatments.

Post-Reading Activities:

Doing with words :
We can know the meanings of words by looking up a dictionary and finding out how a word had been used in a text. In a dictionary, words come in alphabetical order. The main word is called the headword. However, we should try to guess the meanings of words first from the context. That is the best way to learn new words.
(a) Match each word with its definition. Go back to the text for clues.
(b) Then, put the headwords in alphabetical order.
Doing with words
Answer:
(a)
Doing with words 5.1
(b)
Doing with words 5.2
Doing with words 5.3

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

CHSE Odisha Class 11 English The Cancer Fight, from Hiroshima to Houston Important Questions and Answers

I. Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.
Dr. Ritsuko Komaki was living with her family near Osaka when the atomic bomb exploded on her native Hiroshima in 1945. But the family returned to the devastated city when she was four, and Komaki grew up a witness to the long-term effects, which likely contributed heavily to the death of about half her relatives, including her father. Like many Japanese, she developed both a fascination with and fear of radiation. When her close friend Sadako Sasaki died at age 11 of radiation-related leukemia, Komaki vowed to become a cancer doctor.

Today, Dr. Komaki has learned how to apply radiation creatively and no longer fears it; instead, as clinical section chief and Program Director of Thoracic Radiation Oncology at The University of Texas M. D. Anderson Cancer Center in Houston, she uses it in increasingly sophisticated ways to fight cancer. She is one of the world’s leading researchers and advocates of proton radiation beam therapy, an emerging treatment that many oncologists consider the safest and most effective available.

And according to Komaki, her work is much better done in the context of a university program than at private institutions. “Our patients, including all of our proton patients, are treated under clinical trials,” which monitor results on large numbers of patients, she points out. “It’s difficult to treat patients on trials at private hospitals or clinics. They don’t have enough manpower, and they don’t have review boards that can check on compliance of eligibility and maintain strict quality control of treatment.

This means patients get better care here.” Recently awarded the Juan A. del Regato Foundation Gold Medal for best educator and teacher, the higher education setting also allows Dr. Komaki to share her knowledge with future innovators. “I try always to educate younger people – students and trainees, as well as patients – to live healthy lives and achieve their goal to help others.”

Questions :
(i) Why did Komaki take an oath to become a cancer doctor?
(ii) Name the university Dr. Komaki is working at now as clinical section chief and Program Director of thoracic Radiation Oncology.
(iii) “……….. which monitor results on large numbers of patients ”. What does the word ‘which’ refer to?
(iv) Why has she been recently awarded the Juan A. del Regato Foundation Gold Medal?
(v) What helps Dr. Komaki share her knowledge with future innovators?

Answers :
(i) Komaki took an oath to become a cancer doctor because her intimate friend Sadako Sasaki died of radiation-related leukemia when she was only 11.
(ii) The university Dr. Komaki is working at now as clinical section chief and Program Director of Thoracic Radiation Oncology is The University of Texas.
(iii) The word ‘which’ refers to the clinical trials meant for the treatment of all radiation-linked cancer patients.
(iv) She has been recently awarded the Juan A. del Regato Foundation Gold Medal for best educator and teacher.
(v) The higher education background helps Dr. Komaki share her knowledge with future innovators.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

2. Read through the extract and answer the questions that follow.
Proton therapy, like other forms of radiation, aims ionizing particles (in this case, protons) onto a target tumor to damage and ultimately destroy its cancerous cells. But proton beams are much more localized and powerful than the X-rays used in more established radiation therapies. In the latter, the dosage is big enough to kill the cancerous cells, but some radiation also hits the healthy cells around the tumor. This can cause such side effects as pneumonitis, esophagitis, and bone marrow toxicity, or lead to the growth of secondary cancers.

To reduce damage to healthy tissues by a scattered dose of low radiation, the oncologist requires sharply delineated radiation, and proton beams are shaped to almost perfectly match the specific tumor and aimed to strike it precisely. Collateral damage is thus minimal, making it feasible to hit cancer with much bigger doses. In addition, photons (X-rays) release up to 90 percent of their cancer-fighting energy as they penetrate the skin, and lose 30 percent of it by the time they reach the tumor.

Meaning their overall effectiveness is reduced by 40 percent; they also exit out the rear of the tumor to further damage healthy tissues behind it. By controlling the speed with which it is shot into the body, the proton beam is calibrated to be at 30 percent of its maximum efficacy near the skin level while gathering full strength when it actually reaches the tumor and it barely exits the body at all.

Questions :
(i) ‘In the latter, the dosage is big enough to kill the cancer cells ….’ What does ‘the latter’ refer to?
(ii) What can be instrumental in the growth of secondary cancers?
(iii) “…………. as they penetrate the skin ” What does ‘they’ refer to?
(iv) What happens when they go into the skin?
(v) Give a suitable title to the extract.

Answers :
(i) ‘The latter’ refers to the X-rays used in more well-known radiation therapies.
(ii) When X-rays are used in radiation therapy, some radiation is likely to hit the healthy cells around the tumor, they can be instrumental in the growth of secondary cancers.
(iii) ‘They’ refers to photons (X-rays) that release up to 90 percent of their cancer-fighting energy as they pierce the skin.
(iv) When they go into the skin, photons lose 30 percent of their cancer¬fighting energy by the time they reach the tumor.
(v) Proton therapy and its advantages.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

3. Read through the extract and answer the questions that follow.
Komaki says the treatment is most recommended for those whose localized cancer has not spread to distant parts of the body. The success rate against prostate cancer, for example, is around 90 to 95 percent. But proton therapy succeeds against many of the 130 known forms of cancer. A recent study led by Komaki and her husband Dr. James Cox, Head of the division of Radiation Oncology at UT M. D. Anderson Cancer Center, shows that proton therapy, when used simultaneously with chemotherapy to treat lung cancer, causes significantly less damage to surrounding healthy cells than other forms of radiation.

It’s also particularly effective for children, because it causes little if any, collateral damage to their still-growing tissues and organs. Likewise, the elderly are strong candidates because tissues and organs surrounding their tumors are often too weak to withstand the more commonly employed radiation treatments. Dr. Komaki also stresses that the side effects are minimal, noting one patient who played a round of golf following each of his daily outpatient treatments. “Patients think this is fabulous,” she says. “You know why? They rarely get sick from proton treatment itself! ‘Are you sure you’re giving me the treatment ?’ they ask. It’s amazing how much proton treatment they can tolerate compared to photon treatment.”

Questions :
(i) For whom is the proton therapy recommended?
(ii) Who is Dr. James Cox?
(iii) “It’s also particularly effective for children.” What does ‘it’ refer to?
(iv) What does the expression ‘collateral damage’ mean?
(v) What, according to the cancer patients, is quite astonishing?

Answers :
(i) Proton therapy is recommended for those whose localized cancer has not affected other distant parts of the body.
(ii) Dr. James Cox is the Head of the division of Radiation Oncology at UT M. D. Anderson Cancer Center. He is the husband of Dr. Komaki.
(iii) ‘It’ refers to proton therapy.
(iv) The expression ‘collateral damage’ refers to/means an injury caused to the patient’s other organs, besides the affected one.
(v) According to cancer patients, it is quite astonishing how they can tolerate proton treatment so easily in comparison to photon treatment.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

4. Read through the extract and answer the questions that follow.
When she entered medical school in Hiroshima, Komaki was taught that surgery was the only viable cancer cure. But in the 1970s – while doing her externship, internship, residency, and fellowship in Milwaukee – she began learning “how radiation could cure people, and that gave it a different meaning to me than just the atomic bomb,” she says.

She came to view localized radiation treatment as less harmful than chemotherapy and realized that it couldn’t be equated at all with the scattered, uncontrolled radiation to the whole body that comes with exposure to an atomic bomb. In 1985, she and Cox went to the Columbia Presbyterian Medical Center in New York to work with Dr. Eric Hall, then a leading international authority on the effects of the atomic bomb on humans. In 1988, she began putting her years of research to work at UT M.D. Anderson.

Though protons were discovered by Ernest Rutherford in 1919, proton therapy didn’t commence until 1954, at Berkeley nuclear physics labs. The Harvard Cyclotron Laboratory partnered with Massachusetts General Hospital to begin treating cancer patients in 1961. But necessary technology is so expensive that treatment remained confined to physics research labs until 1990. That’s when the Proton Treatment Center opened at Loma Linda University Medical Center in southern California to offer the first hospital-based program.

Questions :
(i) Where and when did Dr. Komaki pursue her externship, internship, residency, and fellowship?
(ii) How does a person’s entire body become a victim of scattered and uncontrolled radiation?
(iii) Who was Dr. Eric Hall?
(iv) When did Komaki begin to spend her years of research working at UT M. D. Anderson?
(v) Why did the treatment of cancer patients wait till 1990?

Answers :
(i) Dr. Komaki pursued her externship, internship, residency, and fellowship in Milwaukee in the 1970s.
(ii) A person’s entire body becomes a victim of scattered and uncontrolled radiation that comes with exposure to an atom bomb.
(iii) Dr. Eric Hall was a prominent global authority on the effects of the atomic bomb on human beings.
(iv) In 1988 Komaki began to spend her years of research work at UT M. D. Anderson.
(v) The treatment of cancer patients waited till 1990, because of costly necessary technology.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

5. Read through the extract and answer the questions that follow.
Intrigued by the proton therapy research then available, Komaki and Cox visited Loma Linda early on and began to push for a similar unit at UT M. D. Anderson when they returned to Houston. Their efforts paid off in 2006 when the $ 125 million Proton Therapy Center opened its doors offering a complete range of proton treatments. It is the only such facility in the Southwest. (In addition to Houston and Loma Linda, the nation now has centers in Florida, Indiana, and Massachusetts, with several, more being planned.)

Today, Komaki and her colleagues treat thoracic malignancies – therapy that requires a team of seven doctors, several physicians and dosimetrists, and a couple of dozen technicians – in 10 to 15 patients daily, with four of them taking proton therapy. Like other radiation treatments, proton therapy runs for about seven weeks. In all, the Proton Therapy Center, with Dr. Andrew Lee as medical director, treats 75 to 80 patients daily. To Komaki, this is just the beginning. “Our physicists have already made a machine here that creates a scanning beam,” she says.

“We’re the only place in the world with a scanning beam, which means we can remove neutron contamination.” (Neutrons are created when protons enter the body; though it happens rarely they can cause secondary malignancy a decade or more later.) She also believes that proton therapy is extremely important to the future of cancer care. “The patients are already sick from cancer,” she says, “why make them get sicker from treatment? Now, we can make them more comfortable – killing cancer cells but not killing normal cells. Now, they can live a normal life while getting treatments.” Whatever happens next in this field, Dr. Ritsuko Komaki and her colleagues at UT M. D. Anderson are likely to be at the forefront.

Questions :
(i) ‘………… and began to push for a similar unit at UT M. D. Anderson’ -What does ‘a similar unit’ refer to?
(ii) How did Komaki and Cox succeed in their efforts?
(iii) Name the places where a complete range of proton treatments is available.
(iv) Who is a dosimetrist ?
(v) How long does proton therapy continue?

Answers :
(i) ‘A similar unit’ refers to the proton therapy center.
(ii) Komaki and Cox succeeded in their efforts in 2006 when the $ 125 million Proton Therapy Centre was set up in Houston providing all sorts of proton treatments.
(iii) The places where a complete range of proton treatments is available are California, Houston, Florida, Indiana, and Massachusetts.
(iv) A dosimetrist is an expert in the dosage of radiation.
(v) Proton therapy continues for about seven weeks.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

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

Unit – I
The text
Dr. Ritsuko Komaki ……….. to help others.

Question 1.
Name the author of the prose “The Cancer Fight, From Hiroshima to Houston”.
(a) Ritsuko Komaki
(b) Sadako Sasaki
(c) James Cox
(d) Eric Hall
Answer:
(a) Ritsuko Komaki

Question 2.
Dr. Ritsuko Komaki is a radition :
(a) oncologist at MD Anderson Cancer Center in Houston, USA
(b) a psychologist at RD Moursan Cancer Center in Hiroshima, Japan
(c) eye specialist at MD Anderson Eye Center in Berlin, Germany
(d) an anthropologist at AD Pitson Anthro Center in Tokyo, Japan
Answer:
(a) oncologist at MD Anderson Cancer Center in Houston, USA

Question 3.
Dr. Ritsuko is a radiation oncologist and also
(a) an advocate of civil cases
(b) an advocate of proton therapy
(c) an advocate of neuron therapy
(d) a judge at Hiroshima
Answer:
(b) an advocate of proton therapy

Question 4.
During the final stages of World War II in 1945, two atomic bombs were dropped on the cites of
(a) Hiroshima and Houston in Japan and USA
(b) Stalin and Berlin in Germany
(c) Hiroshima and Nagasaki in Japan
(d) None of the above
Answer:
(c) Hiroshima and Nagasaki in Japan

Question 5.
Name the first atomic bomb which was dropped in the city of Hiroshima and when?
(a) The Old Man, 26 August 1946
(b) The Young Boy 16 August 1954
(c) The Little Boy, 6 August 1945
(d) The Little Girl, 6 August 1944
Answer:
(c) The Little Boy, 6 August 1945

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 6.
Name the second atomic bomb, which was dropped in the city of Nagasaki, and when?
(a) The Fat Woman, 9th Aug. 1945
(b) The Super Man, 9th Aug. 1954
(c) The Thin Man, 19th Sept. 1948
(d) The Fat Man, 9th Aug. 1945
Answer:
(d) The Fat Man, 9th Aug. 1945

Question 7.
Dr. Ritsuko Komaki was living with her family near :
(a) Sobosan
(b) Osaka
(c) Okayama
(d) Yamaguchi
Answer:
(b) Osaka

Question 8.
What vowed Komaki to become a cancer doctor?
(a) when her close friend Sadako Sasaki died at age 11 of radiation-related leukemia
(b) she developed both a fascination with and fear of radiation
(c) a long term effects which likely contributed heavily to the deaths of about half her relatives including her father
(d) both, (a) and (c)
Answer:
(a) when her close friend Sadako Sasaki died at age 11 of radiation-related leukemia

Question 9.
After becoming a cancer doctor, she uses it in increasingly sophisticated ways to :
(a) fight cancer
(b) fight diabetics
(c) fight leukemia
(d) fight bone marrow
Answer:
(a) fight cancer

Question 10.
Being the chief of the Clinical Section, she was also :
(a) the Program Director of Leukemia Radiation Oncology
(b) the Program Director of Thoracic Radiation Oncology
(c) Program Director of Bone-marrow
(d) none of the above
Answer:
(b) the Program Director of Thoracic Radiation Oncology

Question 11.
What does ‘leukemia’ mean?
(a) a disease
(b) throat cancer
(c) a type of cancer of the blood or bone marrow
(d) brain tumor
Answer:
(c) a type of cancer of the blood or bone marrow

Question 12.
Who do you think can we say as Oncologist?
(a) a doctor who treats bone marrow
(b) a doctor who treats rheumatism
(c) a doctor who treats cancer.
(d) none of the above
Answer:
(c) a doctor who treats cancer.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 13.
One who introduces new ideas of things
(a) inheritor
(b) intrigued
(c) inhibitor
(d) innovator
Answer:
(d) innovator

Question 14.
‘Compliance’ means
(a) obedience
(b) advanced
(c) obligation
(d) oblige
Answer:
(a) obedience

Question 15.
For which Komaki was awarded the Juan A. del Regato Foundation Gold Medal?
(a) for best radiation oncologist
(b) for best educator and teacher
(c) for the best expert in the treatment of cancer
(d) for the lady of the year
Answer:
(b) for best educator and teacher

Question 16.
Why does she try to educate younger people – students and trainees as well as patients?
(a) for the easy and early treatment of disease
(b) to make them know how to prevent diseases in life
(c) to live healthy lives and achieve their goal to help others
(d) none of the above
Answer:
(c) to live healthy lives and achieve their goal to help others

Unit – II
The text
Proton therapy …………… photon treatment.

Question 17.
What is proton therapy?
(a) Proton therapy, like other forms of radiation, aims ionizing particles onto a target tumor to damage and ultimately destroy its cancerous cells.
(b) Proton therapy, same as other forms of radiation, aims separated particles onto a target leukemia to destroy and ultimately damage its poisonous cells.
(c) both (a) and (b)
(d) none of the above
Answer:
(a) Proton therapy, like other forms of radiation, aims ionizing particles onto a target tumor to damage and ultimately destroy its cancerous cells.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 18.
___________are much more localized and powerful than the X-rays used in more established radiation therapies.
(a) neutron beams
(b) nuclear beams
(c) proton beams
(d) all of the above
Answer:
(c) proton beams

Question 19.
___________is big enough to kill the cancerous cells but some radiation also hits the healthy cells around the tumor,
(a) dose
(b) dosage
(c) drugs
(d) dorsal
Answer:
(b) dosage

Question 20.
Side effects of radiation are :
(a) pneumonitis
(b) esophagitis or lead to the growth of secondary cancers
(c) bone-marrow toxicity
(d) all of the above
Answer:
(d) all of the above

Question 21.
To reduce damage to healthy tissues by a scattered dose of low radiation, the oncologist requires :
(a) sharply delineated radiation
(b) proton beams, shaped to almost perfectly match the specific tumor
(c) aimed to strike it precisely
(d) all of the above
Answer:
(d) all of the above

Question 22.
Name the unit of electromagnetic energy which release up to 90 percent of the cancer-fighting energy, as they penetrate the skin.
(a) photon (X-rays)
(b) neutrons
(c) protons
(d) phototropism
Answer:
(a) photon (X-rays)

Question 23.
The success rate against prostate cancer, for example, is around :
(a) 90 to 95 percent
(b) 80 to 90 percent
(c) 95 to 100 percent
(d) 70 to 85 percent
Answer:
(a) 90 to 95 percent

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 24.
Identify the name and occupation of Komaki’s husband.
(a) Dr. J. H. Frost, Head of the Division of Radiation Psychology at AT.M.D. Anderson Brain Academy
(b) Dr. John Marshall, Head of the division of Rheumatism at UTM.D Anderson Bone Center
(c) Dr. James Cox, Head of the division of Radiation Oncology at UT.M.D Anderson Cancer Center
(d) none of the above
Answer:
(c) Dr. James Cox, Head of the division of Radiation Oncology at UT.M.D Anderson Cancer Center

Question 25.
What do you mean by ‘efficacy’?
(a) efficiency
(b) effectiveness
(c) effort
(d) eradicate
Answer:
(b) effectiveness

Question 26.
‘Calibrated’ means :
(a) added
(b) calculated
(c) sum
(d) measured
Answer:
(d) measured

Question 27.
What does ‘collateral damage’ mean?
(a) injury to other organs
(b) injury to skeletal organs
(c) damage to all parts of the body
(d) all of the above
Answer:
(a) injury to other organs

Question 28.
The quality of being poisonous :
(a) toxicity
(b) tumor
(c) drugs
(d) none of the above
Answer:
(a) toxicity

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 29.
Radiation therapy means :
(a) treatment of cancer by using radiation
(b) treatment of brain tumors by using radiation
(c) treatment of leukemia by using radiation
(d) treatment of rheumatism by using medicines and oils for external use only
Answer:
(a) treatment of cancer by using radiation

Unit – III
Warm-up
The Text
Surgery radiation …………. forefront.

Question 30.
Before proton therapy was adopted what were the methods used for treating cancer?
(a) surgery, radiation
(b) chemotherapy
(c) photon therapy
(d) all of the above
Answer:

Question 31.
Name the place where Komaki did her externship, internship, residency and fellowship and learned ‘how radiation could cure people’.
(a) Milwaukee
(b) Hiroshima
(c) Houston
(d) Nilwaukee
Answer:
(a) Milwauke

Question 32.
When did Komaki and her husband, Cox went to Columbia Presbyterian Medical Centre in Newyork and to work with whom ?
(a) 1986, Prof. Eric Hall
(b) 1985, Dr. Eric Hall
(c) 1998, Dr. Aric Hall
(d) 1958, Dr. Muric Mall
Answer:
(b) 1985, Dr. Eric Hall

Question 33.
Komaki began putting her years of research to work at UT.M. D. Anderson is
(a) 1989
(b) 1999
(c) 1988
(d) 1888
Answer:
(c) 1988

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 34.
When did protons were discovered and by whom?
(a) protons were discovered by Ernest Rutherford in 1919
(b) protons were deciphered by Ymest Rutherford in 1981
(c) protons were discovered by Ernest Rutherford in 1920
(d) protons were discovered by Komaki in 1919
Answer:
(a) protons were discovered by Ernest Rutherford in 1919

Question 35.
Proton therapy didn’t commence until _____________ at Berkeley nuclear physics labs.
(a) 1945
(b) 1964
(c) 1953
(d) 1954
Answer:
(d) 1954

Question 36.
_____________ Laboratory partnered with Massachusetts General Hospital to begin treating cancer patients in 1961.
(a) The Harvard Cyclotron
(b) The Harvord Kyclotron
(c) The Warvord Cyclotron
(d) none of these
Answer:
(a) The Harvard Cyclotron

Question 37.
Proton Treatment Center opened at _____________ University Medical Center in southern California to offer the first hospital-based program.
(a) Loma Linda
(b) Oxford
(c) Cambridge
(d) Austria
Answer:
(a) Loma Linda

Question 38.
Whose efforts paid off in 2006, when the $ 125 million Proton Therapy Center opened its doors offering a complete range of proton treatments?
(a) Komaki and Dr. Eric Hall
(b) Komaki and Dr. Andrew Lee
(c) Komaki and her husband Cox
(d) none of the above
Answer:
(c) Komaki and her husband Cox

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 39.
What is that therapy that requires a team of seven doctors, several physicians and dosimetrists, and a couple of dozen technicians in 10-15 patients daily with four of them taking proton therapy?
(a) Thoracic malignancies
(b) Oracic malignancies
(c) Thoranic maliganancious
(d) none of the above
Answer:
(a) Thoracic malignancies

Question 40.
Like other radiation treatments, proton therapy runs about :
(a) seven months
(b) seven hours
(c) seven days
(d) seven weeks
Answer:
(d) seven weeks

Question 41.
In all, the Proton Therapy Center, with Dr. Andrew Lee as medical director, treats :
(a) 76 to 86 patients daily
(b) 75 to 80 patients every month
(c) 75 to 80 patients every week
(d) 75 to 80 patients daily
Answer:
(d) 75 to 80 patients daily

Question 42.
What does secondary malignancy mean?
(a) cancer that arises in the background of another malignancy
(b) cancer that arises in the spot of another malignancy
(c) both (a) and (b)
(d) none of the above
Answer:
(a) cancer that arises in the background of another malignancy

Question 43.
Expert in dosage of radiation means:
(a) medicinal dose
(b) malignancy
(c) toxicity
(d) dosimetrist
Answer:
(d) dosimetris

Question 44.
Word ‘intrigued’ refers to :
(a) fearless
(b) very complicated
(c) interested to know more
(d) forming part of the basic nature of something
Answer:
(c) interested to know more

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 45.
What do you understand by the term ‘commence’?
(a) recover
(b) begin
(c) conclusion
(d) restart
Answer:
(b) begin

Introducing the Author:
Dr. Ritsuko Komaki, a radiation cancer specialist at MD Anderson Cancer Centre in Houston, U.S.A., is an ardent champion of proton therapy.

About the Topic:
This article throws light on Dr. Ritsuko’s immense contribution towards the treatment of radiation-related ailments. She has a high opinion on proton therapy.

Summary:
The atomic bomb explosion on her native Hiroshima in 1945 had a profound effect on Ritsuko. The city was completely destroyed. She grew up to be a spectator of its devastating effect. He saw one tragedy after another: the deaths of about half her relatives, her father, and last of all, the death of her very intimate friend Sadako Sasaki at the age of 11 of radiation-related blood cancer. She could not remain silent. These three traumatic events made her take an oath to become a cancer doctor.

Now Ritsuko has learnt the method of applying, radiation in a creative manner. As a result, her fear of it becomes a thing of the past. Today Dr. Komaki, as clinical section chief and Program Director of Thoracic Radiation Oncology at The University of Texas M.D. Anderson Cancer Center in Houston is one of the world’s distinguished researchers and advocates of proton radiation beam therapy with which radiation-related cancer patients are treated.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Private hospitals are not suitable for the treatment of these patients on trial, because they lack adequate manpower, qualitative review boards, and maintenance of strict quality control of treatment. Komaki’s motto is to educate students, trainees, and patients to focus on living healthy lives. Besides, she wants to inspire them to reach their goal to help others. Ritsuko throws light on proton therapy. It is a form of treatment that damages and eventually destroys cancerous cells of the exact spot of the affected tumor with the help of charging particles.

There is a difference between proton therapy and photon therapy; the latter is not as good as the former. Proton therapy is confined to a particular area. It is powerful too. Photon therapy, in spite of killing cancerous cells, has side effects. It leads to an increase in secondary cancer. Proton therapy plays a great role in striking the specific tumor precisely. It results in the minimization of injury to other organs. Besides, photons (X-rays) emit 90 percent of their cancer-fighting energy, as they pierce the skin. But their utility is lost by 40 percent.

Proton therapy is more effective for patients who suffer from prostate cancer. Proton therapy is most useful for those whose localized cancer has not affected the distant parts of the body. It has a great effect on children in particular. Proton therapy also helps the elderly, because their excessively weak skin cannot resist the power of radiation therapy. Komaki’s patients think that proton therapy is fabulous because they can tolerate it more easily than photon treatment.

When Komai became a student of a medical school in Hiroshima, she learned that only surgery was a possible cancer cure. In the course of her externship, internship, residency, and fellowship in Milwaukee, Komaki came to know the importance of radiation in the treatment of cancer. Besides, she learnt that localized radiation therapy was not so harmful as chemotherapy. In 1985, she along with Cox set out for New York to work with Dr. Eric Hall, who was, at that time, a renowned global authority on the effects of the atomic bomb on human beings.

In 1988, she spent years of research work in this field at UT M.D. Anderson. Proton therapy started in 1954. The Harvard Cyclotron Laboratory in partnership with Massachusetts General Hospital started treating cancer patients. The necessary technology was very costly. Therefore, the treatment did not go beyond physics research labs until 1990. The first hospital-based program commenced with the opening of the Proton Treatment Center at Loma Linda University Medical Center in southern California.

Their keen interest to know more about proton therapy and their ceaseless efforts were eventually rewarded. The Proton Therapy Center came into existence in 2006, paving the way for providing a complete range of proton treatments. Today Komaki and her colleagues treat their patients with this therapy that requires many specialists. To Komaki, this is not the end of the road. She looks beyond the present. With a heart full of delight, she declares that this is the only place in the world having a scanning beam.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

In her view, proton therapy is of great use to the future of cancer care. Komaki and her colleagues are trying to make the lives of the patients more comfortable than ever before, by destroying cancer cells, but not normal cells. The time has come when they lead a normal life during treatments. Dr. Ritsuko and her colleagues at UT M.D. Anderson may take a leading part in whatever takes place in this domain in future.

ସାରାଂଶ:
ଜାପାନର ହିରୋସୀମାରେ ୧୯୪୫ ମସିହାରେ ପଡ଼ିଥିବା ପରମାଣୁ ବୋମାର ପ୍ରଭାବ ରିକୋଙ୍କ ଉପରେ ଗଭୀର ଭାବେ ପ୍ରଭାବ ପକାଇଥିଲା । ପରମାଣୁ ବୋମା ସହରଟିକୁ ସମ୍ପୂର୍ଣ୍ଣଭାବେ ଧ୍ବସ୍ତବିଧ୍ବସ୍ତ କରିଦେଇଥିଲା । ଡାଃ ରିକୋ କୋମାକି ଏହି ଧ୍ୱଂସକାରୀ ପ୍ରଭାବର ପ୍ରତ୍ୟକ୍ଷଦର୍ଶୀରୂପେ ଧୀରେ ଧୀରେ ବଡ଼ ହୋଇଥିଲେ । ସେ ଗୋଟିଏ ଦୁଃଖଦ ଘଟଣା ପରେ ଅନ୍ୟ ଏକ ଦୁଃଖ ଘଟଣା ଦେଖୁଥିଲେ । ଅର୍ବାଧ‌ିକ ନିଜ ସମ୍ପର୍କୀୟମାନଙ୍କ ମୃତ୍ୟୁ, ନିଜ ବାପାଙ୍କ ମୃତ୍ୟୁ ଏବଂ ସର୍ବୋପରି ନିଜର ଅତି ଘନିଷ୍ଠ ବନ୍ଧୁ ସଡ଼ାକୋ ସାସାକିଙ୍କ ୧୧ ବର୍ଷ ବୟସରେ ଏହି ପରମାଣୁ ବୋମାର ତେଜସ୍କ୍ରିୟ ରଶ୍ମିର ପ୍ରଭାବରେ ରକ୍ତ କର୍କଟ ରୋଗ ଯୋଗୁଁ ମୃତ୍ୟୁ ତାଙ୍କୁ ବିବ୍ରତ ଓ ଅତିଷ୍ଠ କରିଦେଇଥିଲା । ସେ ନୀରବହୋଇ ରହିପାରିଲେ ନାହିଁ ।

ଏହି ତିନୋଟି ଦୁଃଖଦ ଘଟଣା ତାଙ୍କୁ ଜଣେ କର୍କଟ ରୋଗ ଚିକିତ୍ସକ ହେବାପାଇଁ ପ୍ରତିଜ୍ଞାବଦ୍ଧ କରାଇଥିଲା । ବର୍ତ୍ତମାନ ରିକୋ କୋମାକି ଏହି ତେଜସ୍କ୍ରିୟ ରଶ୍ମିର ସର୍ଜନାତ୍ମକ ପ୍ରୟୋଗ କରି ଚିକିତ୍ସା କରିପାରୁଛନ୍ତି । ଫଳରେ ତାଙ୍କର ଭୟ ଦୂର ହୋଇପାରିଛି । ବର୍ତ୍ତମାନ ସେ ହୋଷ୍ଟନରେ ଥିବା Taxas M.D. Anderson Cancer Centreର Thoracic Radiation Oncologyର ମୁଖ୍ୟ ଓ ପ୍ରୋଗ୍ରାମ ନିର୍ଦ୍ଦେଶକ ଭାବେ ବିଶ୍ଵର ସ୍ୱନାମଧନ୍ୟ ଗବେଷକ ଏବଂ ପ୍ରୋଟନ ରଶ୍ମିର ପ୍ରୟୋଗରେ କର୍କଟ ବ୍ୟାଧ୍ ଚିକିତ୍ସା ପଦ୍ଧତିର ସମର୍ଥକମାନଙ୍କ ମଧ୍ୟରେ ଜଣେ ଭାବେ ଗଣା ହେଉଛନ୍ତି । ତାଙ୍କ ମତରେ ଘରୋଇ ଚିକିତ୍ସାଳୟଗୁଡ଼ିକ ଚିକିତ୍ସା ଓ ପରୀକ୍ଷା ପାଇଁ ଅନୁପଯୁକ୍ତ, କାରଣ ସେମାନଙ୍କ ପାଖରେ ଆବଶ୍ୟକୀୟ ଦକ୍ଷ ଚିକିତ୍ସକ ଗୁଣାତ୍ମକ ସମୀକ୍ଷାମଣ୍ଡଳୀ, ଏବଂ ଗୁଣାତ୍ମକ ଚିକିତ୍ସା ପଦ୍ଧତିର ଅଭାବ ରହିଛି ।

ଶିକ୍ଷାର୍ଥୀ, ତାଲିମ ପାଉଥ‌ିବା ବ୍ୟକ୍ତି ଏବଂ ରୋଗୀମାନଙ୍କୁ ସ୍ବାସ୍ଥ୍ୟକର ଜୀବନ ବଞ୍ଚିବା ପାଇଁ ଶିକ୍ଷା ଦେବାକୁ ସେମାନଙ୍କ ଲକ୍ଷ୍ୟ ରହିଛି । ଏହାଛଡ଼ା କୋମାକି ଚାହାନ୍ତି ସେମାନଙ୍କ ଲକ୍ଷ୍ୟପ୍ରାପ୍ତି ପାଇଁ ସେମାନେ ଅନ୍ୟମାନଙ୍କୁ ସାହାଯ୍ୟ କରିବା ଉପରେ ଗୁରୁତ୍ଵ ଦେବା ଉଚିତ । ରିଟ୍ସ୍କୋ ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ପଦ୍ଧତି ଉପରେ ଆଲୋକପାତ କରିଛନ୍ତି । ଏହି ଚିକିତ୍ସା ପଦ୍ଧତି ମାଧ୍ୟମରେ ଟ୍ୟୁମରର ନିର୍ଦ୍ଦିଷ୍ଟ କ୍ଷତିଗ୍ରସ୍ତ ସ୍ଥାନରେ କର୍କଟ ସଂକ୍ରମିତ କୋଷଗୁଡ଼ିକୁ ଚାର୍ଜିତ କଣିକାଗୁଡ଼ିକ ସାହାଯ୍ୟରେ ନଷ୍ଟ କରି ଦିଆଯାଏ । ଫୋଟନ୍ ଚିକିତ୍ସା ପ୍ରୋଟନ୍‌ ଚିକିତ୍ସା ଅପେକ୍ଷା ଉତ୍ତମ ନୁହେଁ । ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ସ୍ଥାନରେ ସୀମାବଦ୍ଧ ରହେ । ଏହା ମଧ୍ୟ ଅଧ‌ିକ ଶକ୍ତିଶାଳୀ । ଫୋଟନ୍ ଚିକିତ୍ସା ପଦ୍ଧତି କର୍କଟ କୋଷଗୁଡ଼ିକୁ ନଷ୍ଟ କରୁଥିବା ସତ୍ତ୍ବେ ଏହାର ବିଭିନ୍ନ ପାର୍ଶ୍ଵ ପ୍ରତିକ୍ରିୟା ଥାଏ ।

ଏହା କର୍କଟ ରୋଗକୁ ବଢ଼େଇ ଦେବାରେ ସହାୟକ ହୋଇଥାଏ । ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ମାଧ୍ୟମରେ ଟ୍ୟୁମରକୁ ନିର୍ଦ୍ଦିଷ୍ଟଭାବେ ଆଘାତ କରାଯାଇପାରେ । ଅନ୍ୟ ଅଙ୍ଗପ୍ରତ୍ୟଙ୍ଗଗୁଡ଼ିକ ଅପାତତଃ କମ୍ କ୍ଷତି ହୋଇଥାଏ । ଫୋଟନ ଚିକିତ୍ସା ପଦ୍ଧତିରେ ବିକିରିତ ରଶ୍ମି ଶରୀରରେ ପ୍ରବେଶ କରିବା ସମୟରେ ୨୦ ପ୍ରତିଶତ କର୍କଟ ରୋଗ ପ୍ରତିରୋଧକ ଶକ୍ତି ଉତ୍ପନ୍ନ କରିଥାଏ । କିନ୍ତୁ ତା’ର 40 ପ୍ରତିଶତ ଉପଯୋଗିତା ନଷ୍ଟ ହୋଇଥଯାଏ । ପ୍ରାରମ୍ଭିକ ପର୍ଯ୍ୟାୟର କର୍କଟ ରୋଗୀମାନଙ୍କ ପାଇଁ ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ପଦ୍ଧତି ଅଧ‌ିକ ଫଳପ୍ରସୂ । ଯେଉଁମାନଙ୍କର ନିର୍ଦ୍ଦିଷ୍ଟ ଅଂଶ କର୍କଟ ସଂକ୍ରମିତ ମାତ୍ର ଅନ୍ୟ ଅଂଶ ସୁସ୍ଥ ଅଛି ସେମାନଙ୍କ ପାଇଁ ଏହି ପଦ୍ଧତି ଅଧ୍ଵ ଫଳପ୍ରଦ । ପିଲାମାନଙ୍କ ପାଇଁ ଏହା ଅଧିକ ଫଳପ୍ରଦ ହୋଇଥାଏ ।

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

ବୟସ୍କମାନଙ୍କ ପାଇଁ ମଧ୍ୟ ଏହା ଲାଭଦାୟକ କାରଣ ସେମାନଙ୍କ ଅତି ଦୁର୍ବଳ ଚର୍ମ ବିକିରଣ ପଦ୍ଧତିର ତୀବ୍ରତାକୁ ସହ୍ୟ କରିପାରେ ନାହିଁ । କୋମାକିଙ୍କର ରୋଗୀମାନେ ଭାବନ୍ତି ଯେ ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ହେଉଛି ସୁଖକର କାରଣ ସେମାନେ ଏହାକୁ ଫୋଟନ୍ ଚିକିତ୍ସା ଅପେକ୍ଷା ସହଜରେ ସହ୍ୟ କରିପାରନ୍ତି । ଯେତେବେଳେ କୋମାକି ହିରୋସୀମା ମେଡ଼ିକାଲ ବିଦ୍ୟାଳୟର ଛାତ୍ରୀ ଥିଲେ, କର୍କଟ ରୋଗର କେବଳ ଅସ୍ତ୍ରୋପଚାର ମାଧ୍ୟମରେ ସମ୍ଭବ ବୋଲି ଶିକ୍ଷାଲାଭ କରିଥିଲେ । Milwaukeeଠାରେ ସେ କର୍କଟ ରୋଗର ଚିକିତ୍ସା କ୍ଷେତ୍ରରେ ବିକିରଣର ଗୁରୁତ୍ଵ ବିଷୟରେ ଜାଣିଲେ l ଏହା ବ୍ୟତୀତ ସେ ଜାଣିଲେ ଯେ ବିକିରଣ ଚିକିତ୍ସା ଠାରୁ କମ୍ କ୍ଷତିକାରକ ଅଟେ । ୧୯୮୫ ମସିହାରେ ସେ Coxଙ୍କ ସହିତ New York ଅଭିମୁଖେ ଯାତ୍ରା କଲେ Dr. Eric Hallଙ୍କ ସହିତ କାମ କରିବା ପାଇଁ ଯେ କି ମନୁଷ୍ୟ ସମାଜ ଉପରେ ପରମାଣୁ ବୋମାର ପ୍ରଭାବ ଉପରେ କାର୍ଯ୍ୟ କରୁଥିଲେ । ୧୯୮୮ରେ UT M.D. Andersonଠାରେ ଏହି ସମ୍ବନ୍ଧରେ ଗବେଷଣା କରିଥିଲେ ।

ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ଆରମ୍ଭ ହେଲା ୧୯୪୫ରେ । The Havard Cyclotron Laboratory ଓ Massachussetts General Hospital ଏକତ୍ର ମିଶି କର୍କଟ ରୋଗୀମାନଙ୍କ ଚିକିତ୍ସା ଆରମ୍ଭ କଲେ । ଏଥିରେ ବ୍ୟବହୃତ ଯନ୍ତ୍ରପାତିଗୁଡ଼ିକ ବହୁତ ବ୍ୟୟବହୁଳ ଥିଲା ! ତେଣୁ ଏହି ଚିକିତ୍ସା ପଦାର୍ଥ ବିଜ୍ଞାନର ଗବେଷଣାଗାର ବାହାରକୁ ୧୯୯୦ ମସିହା ପର୍ଯ୍ୟନ୍ତ ଯାଇପାରି ନ ଥିଲା । ଦକ୍ଷିଣ କାଲିଫଣ୍ଡିଆର Loma Linda University Medical Centreରେ ପ୍ରୋଟନ୍ ଚିକିତ୍ସା କେନ୍ଦ୍ର ଆରମ୍ଭ ହୋଇଥିଲା । ପରିଶେଷରେ ସେମାନଙ୍କର ପରିଶ୍ରମର ଉପଯୁକ୍ତ ପୁରସ୍କାର ସେମାନେ ପାଇଥିଲେ । ପ୍ରୋଟନ୍‌ ଚିକିତ୍ସା କେନ୍ଦ୍ର ୨୦୦୬ ମସିହାରେ ଆରମ୍ଭ ହୋଇଥିଲା ।

ଏବେ କୋମାକି ଏବଂ ତାଙ୍କର ସହକର୍ମୀମାନେ ଏହି ଚିକିତ୍ସାରେ ନିଯୁକ୍ତ ଅଛନ୍ତି । କୋମାକିଙ୍କ ମତରେ ଏହା ଆରମ୍ଭ ମାତ୍ର । ସେ ଭବିଷ୍ୟତ ଉପରେ ଦୃଷ୍ଟି ନିବଦ୍ଧ କରିଛନ୍ତି । ସେ ଗର୍ବର ସହ କହନ୍ତି ଯେ କର୍କଟ ରୋଗର ସଫଳ ବିକିରଣ ଚିକିତ୍ସା ପାଇଁ ତାହା ହିଁ ଏକମାତ୍ର ଚିକିତ୍ସାଳୟ । ତାଙ୍କ ମତରେ କର୍କଟ ବ୍ୟାଧର ଆରୋଗ୍ୟ ନିମନ୍ତେ ପ୍ରୋଟନ ଚିକିତ୍ସା ପଦ୍ଧତି ଉପାଦେୟତା ଖୁବ୍ ବେଶି । କୋମାକି ଓ ତାଙ୍କ ସହକର୍ମୀମାନେ କର୍କଟରୋଗୀମାନଙ୍କର କେବଳ କ୍ୟାନସର ସଂକ୍ରମିତ କୋଷଗୁଡ଼ିକୁ ନଷ୍ଟ କରିଦେଇ ସେମାନଙ୍କୁ ଆରାମପ୍ରଦ ଜୀବନ ବଞ୍ଚିବାକୁ ସୁଯୋଗ ଦେବାପାଇଁ ଉଦ୍ୟମ କରୁଛନ୍ତି । ସମୟ ଆସିବ ଯେତେବେଳେ ସେମାନେ ଚିକିତ୍ସା ସମୟରେ ମଧ୍ୟ ସାଧାରଣ ଜୀବନଯାପନ କରିପାରିବେ । କର୍କଟ ବ୍ୟାଧ୍ ଚିକିତ୍ସା କ୍ଷେତ୍ରରେ ଭବିଷ୍ୟତରେ ଯାହାକି ଅଗ୍ରଗତି ହେବ ସେଥୁରେ କୋମାକି ଏବଂ ତାଙ୍କ ସହକର୍ମୀମାନେ ହିଁ ଅଗ୍ରଣୀ ଭୂମିକା ନେବାର ସମ୍ଭାବନା ଅଛି ।

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Chapter 4 In London In Minus Fours Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class English Solutions Chapter 4 In London In Minus Fours

CHSE Odisha Class 11 English In London In Minus Fours Text Book Questions and Answers

UNIT – I
Gist with Glossary:

Gist:
Gandhiji left Bombay at noon on August 29, 1931, on his way to London. His youngest son Devadas and his chief secretary Mahadev Desai accompanied him. Besides them, there was Miss Slade, Pyarelal Nayyar, and Pandit Malaviya with him. He was going to attend the Second Round Table Conference in London as the sole delegate and representative of India. He was staying at Kingsley Hall. On his customary morning walks he was going through the slum areas. He came in homely contact with many men and women who were on the way to their work.

Glossary:
S.S. Rajputna : Steam Ship Rajputana
out-Boswelled Boswell: Mahadev Desai, Gandhiji’s secretary seemed to excel Boswell, a celebrated biographer of Samuel Johnson, in the art of keeping diaries
aide : assistant (ସହକାରୀ)
Pandit Malaviya : Madan Mohan Malaviya
millionaire: a person whose assets are worth one million pounds or dollars or more (କୋଟିପତି,ଧନକୁବେର )
segment : section (ଭାଗ)
a segment of vocal India: a large section of people who spoke in India’s interest
slum : humble dwelling of poor people (ଦରିଦ୍ର ବସ୍ତି)
sidle : walk in a shy or nervous way (ବିଷଣ୍ଣଭାବେ ଚାଲିବା)

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Think it out:
Question 1.
Why was Gandhi chosen as the sole delegate of Congress to the Second Round Table Conference?
Answer:
Gandhi was chosen as the sole delegate of Congress to the Second Round Table Conference because he was the real spokesman of the organization. He also represented the vast majority of Indians who loudly spoke in India’s interest.

Question 2.
How did Gandhi befriend the men and women of the slum areas of London?
Answer:
During his stay at Kingsley Hall in London, Gandhi used to go on his morning walks. In the course of his morning walk, he was going through the nearby slum areas. On the way, he met many men and women who were going to work. They were drawn towards him. They smiled at him. He drew them into the conversation. A loving relationship developed between them. Gandhi used to go to their homes and ultimately made friends with them.

UNIT-II
Gist with Glossary :

Gist:
King George V and Queen Mary invited Gandhiji to tea in Buckingham Palace. The whole country’s focus was on Gandhiji’s dress. Gandhiji came to the palace with their usual loincloth, sandals, a shawl, and his dollar watch hanging loosely. He enjoyed himself everywhere in the company of the most dignified personalities of England. Among them were Lord Irwin, wartime Prime Minister Devid Lloyd George, the Archbishop of Canterbury, Field Marshal Smuts, Bernard Shaw, and the like. Winston Churchill denied meeting him.

He addressed many public meetings. Hi’s staying at Oxford was memorable. There he explained clearly what the independence of India meant. He wanted the end of British rule in India. He would love to see India as an equal partner with Britain. His views on India’s independence were as clear as crystal. He did not desire her freedom for the sake of freedom only. He wanted it on the basis of mutual help.

Glossary:
buzz : talk noisely (ଉଚ୍ଚ ସ୍ୱରରେ କଥା ହେବା )
incessantly : continuously (କ୍ରମାଗତ ଭାବରେ |)
plus-fours: more clothing than the usual items of the Englishman’s dress namely suit, shirt, hat, and tie
minus-fours: only clothing of homespun loincloth and shawl, but not any conventional items
agog: anxious to know
loincloth: a piece of cloth covering the middle of the body, folded between the legs (ଆଣ୍ଠୁ ନ ଲୁଚୁଥିବା ଲୁଗା)
dangling : hanging loosely (ଢିଲା ଭାବରେ ଝୁଲି ଝୁଲି)
dollar watch : dollar like round shaped pocket watch (ଡଲାର ଆକୃତିର ପକେଟ୍ ଘଣ୍ଟା)
Bernard Shaw : (1856-1960) distinguished British dramatist, public speaker and free thinker
appendectomy : surgical removal of appendicites ଆପେଣ୍ଡିସାଇଟ୍‌ ବହିଷ୍କରଣ)
innumerable: numberless (ଅସଂଖ୍ୟ,ଅଗଣିତ)
memorable : deserving to be remembered (ସ୍ମରଣୀୟ)
Empire : The British Empire (ବ୍ରିଟିଶ ସାମ୍ରାଜ୍ୟ)
grieve : cause grief to (ଦୁଃଖଦାୟକ)
Emperorship: the power of supreme rule over subject nations (ସମ୍ରାଟତ୍ଵ)
Dominions: self-governing countries of the British Commonwealth (ଉପନିବେଶ )
equal terms : equal status (ସମାନ ମର୍ଯ୍ୟାଦା )
prevision : foresight (ପୂର୍ବଦୃଷ୍ଟି)
Commonwealth: former British Colonies forming a group of free nations associating politically for the common good
discern : see clearly (ସ୍ପଷ୍ଟ ଭାବରେ ଦେଖିବା)
isolated independence: freedom alone or for its own sake (କେବଳ ସ୍ଵାଧୀନତା)
voluntary interdependence : willing acceptance of mutual help (ସ୍ଵେଚ୍ଛାକୃ ତ ପରସ୍ପର ନିର୍ଭରଶୀଳତା )
treasure (v) : hold at great value (ଗୁରୁତ୍ଵ ଦେବା )
viable: feasible, capable of success (ଫଳପ୍ରଦ)

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Think it out:
Question 1.
What was Gandhi’s reply to the journalists’ question about his dress?
Answer:
When the journalists questioned Gandhi about his dress, he replied that the British people had more clothing than their usual dress namely a suit, shirt, hat, and tie. But he was dressed short of those conventional items – a very simple clothing of homespun loincloth and a shawl.

Question 2.
How was Gandhi dressed when he went to see King George V?
Answer:
When Gandhi went to see King George V, he was dressed in his usual loincloth, sandals, a shawl, and his dangling dollar watch.

Question 3.
What did Gandhi say in reply to the question of whether he had enough on during his meeting with the King?
Answer:
During Gandhi’s meeting with King George V, someone asked him if he had enough on. Gandhi replied that the king had enough on for both of them.

Question 4.
How did Gandhi enjoy himself in London?
Answer:
In London, Gandhi enjoyed himself everywhere in the company of the most dignified personalities of England. Among them were Lord Irwin, wartime Prime Minister David Lloyd George, the Archbishop of Canterbury, Field Marshal Smuts, Bernard Shaw, and the like. Winston Churchill denied meeting him. He addressed many public meetings.

Question 5.
What was Gandhi’s idea of Free India as a dominion in the Commonwealth?
Answer:
Gandhi’s idea of free India as a dominion in the Commonwealth was unique. He clearly but forcefully stated his stand on free India. The British Emperor must leave India. He would love to be an equal partner with the Dominions. He would like to have a partnership based on equal terms. He would not want to hurt England, but to share her joys and sufferings.

Question 6.
What did Gandhi mean by the ‘creative interdependence’ of the member nations of the Commonwealth?
Answer:
Mutual help among the member nations of the Commonwealth, Gandhi said, was to need of the hour. Gandhi would love to see these nations bound by the mystical bond of love, friendship, work, progress, and security. To him ‘Creative interdependence’ meant better life.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

UNIT – III
Gist with Glossary:

Gist :
His charming and frank manners won him, innumerable friends. He bravely went to Lancashire where his stirring agitation for khadi caused massive unemployment, still, he was cheered by the multitude of people. Someone took a photograph of Gandhi in his khadi from neck to knee. Gandhiji started his real work outside the official Round Table Conference. Gandhi’s work started at 3.45 a.m. and ended at 2 p.m. The Round Table Conference was heading towards an inevitable failure.

The British took a rigid stand, they clearly conveyed fully their view not to leave India at all. But they were ready to give importance to India’s standpoint, it’s yearning to be free. An agreement could not be reached. The British Government provided two specially trained policemen for Gandhi’s security. Gandhi never kept them at a distance like other dignitaries. He developed a strong personal relationship with them. From India, he sent each a watch as a mark of his profound love.

Glossary:
frankness : openness (ଖୋଲାଖୋଲି)
humanity : humanitarian feeling (ମାନବିକତା)
creative : having power to create (ସର୍ଜନଶୀଳ)
accessibility : readiness to mix with (ମିଶାଣିଆ ପ୍ରକୃତି)
lion’s den : lion’s cave, a dangerous place. (ସିଂହଗୁମ୍ଫା)
Gandhi’s boycott of foreign cloth paralysed Lancashire cloth mills. The mill owners were highly critical of him.
agitation : unrest (ଆନ୍ଦୋଳନ)
wrapped : covered (ଆବୃତ ହୋଇଥିଲା)
homespun : cloth for which the spinning is done at home (ଘରୋଇ ବୁଣା)
squeezed : pressed from all sides (ସବୁପଟୁ ଚାପି ହୋଇ ରହିଥିଲା)
applaud : praise (ପ୍ରଶଂସା)
embarrassment : mental discomfort (ମାନସିକ ଅସ୍ବସ୍ତି)
softening : making soft (କୋମଳ କରିବା)
brutalisation : transforming men to brutes (ପାଶବିକ ଅତ୍ୟାଚାର)
respite : rest (ବିଶ୍ରାମ)
abandon : give up (ତ୍ୟାଗ କରିବା, ପରିତ୍ୟାଗ କରିବା)
irresistible : which cannot be stopped (ଅଦମନୀୟ)
yearning : eagerness (ଆଗ୍ରହ)
preserve : keep from loss (ସଂରକ୍ଷଣ କର |)
Scotland Yard : London Metropolitan police
royalty : persons of royal descent (ରାଜକୀୟତା)
dignitaries : important personalities (ମର୍ଯ୍ୟାଦାସମ୍ପନ୍ନ ବ୍ୟକ୍ତିବିଶେଷ )
at arm’s length : at a safe distance (ନିରାପଦ ଦୂରତ୍ବରେ )
engraved : carved (ଖୋଦିତ ହୋଇଥିଲା)

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Think it out:
Question 1.
Which qualities in Gandhi turned his opponents to friends?
Answer:
Gandhi believed in love and not hatred. He would not hurt the sentiments of his opponents. He was full of warmth. He was extremely frank. He was a symbol of humanity. Everybody who came in contact with him felt his love for the world and paid him back with love. He had faith in himself. All these qualities in Gandhi turned his opponents to friends.

Question 2.
How did he make friends even among those he hurt?
Answer:
He made friends even among those he hurt by mixing with them freely and lovingly.

Question 3.
What was Gandhi’s work in London outside the Round Table Conference?
Answer:
Gandhi’s work in London outside the Round Table Conference was very important. He aimed at softening the British attitude. He was trying his best to meet the people and preach the concept of love and faith among them. The Government was treating human beings as beasts. He felt his meeting with the people outside the Conference would sow the seeds of love and friendship for the future. It would help in changing the brutal British spirit in later years.

Question 4.
Why did the Second Round Table Conference fail to bring about an agreement?
Answer:
The British Government took a very tough stand in the Second Round Table Conference on India’s demand for freedom. A member of the British delegation clearly stated that Britain would never leave India while at the same time they would try their best to keenly understand India’s views. The British policy was as clear as crystal. India’s eagerness to be free was met with Britain’s stubborn wish to stay in the country. Therefore, the Second Round Table Conference failed to bring about an agreement.

Question 5.
How did Gandhi treat the Scotland Yard detectives?
Answer:
The British Government provided two Scotland Yard detectives to guard Gandhi in England. Gandhi was very close to them. He never kept them at a distance as most dignitaries did. He was very free and frank with them and visited their homes. He treated them with the warmth of love. He treated them as a part of his family. Gandhi sent each a watch from India and this revealed his deep personal love for two Scotland Yard detectives.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Post-Reading Activities:

Doing with words :
A. Match the italicized expressions in the text below with their synonyms given in the table.
1. The audience praises the speaker who can make a nice speech by clapping of hands.
2. The 15th of August is an unforgettable day for the Indians.
3. The country is excited over a possible outbreak of war.
4. Digging gold mines in Orissa is not a feasible project.
5. Nobody can see clearly the real cause of the spread of violence.
6. Rapid industrialization has brought in the condition of being treated in a cruel and savage manner of human beings.
7. A large section of public opinion is in favor of the nationalization of road transport.

Synonyms
segment
Italicized expressions
a large section
agog
memorable
viable
discern
applaud
brutalization

Answer:

Synonyms
segment
Italicized expressions
a large section
agog excited
memorable unforgettable
viable feasible
discern see clearly
applaud Praises by clapping of hands
brutalization The condition of being treated in a cruel
and savage manner

B. Make new words by adding -en.
Example: soft – soften
hard       ___________
strength ___________
length    ___________
light       ___________
height    ___________
bright    ___________
tight      ___________
Answer:
hard        harden
strength  strengthen
length     lengthen
light        lighten
height     heighten
bright      brighten
tight        tighten

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

C. Make sentences using the following expressions :
out-number, sidle up, pay respect, cut off, and above all, at arm’s length
Answer:
out-number — Girls out-numbered the boys in the debate competition,
sidle up        —  The children sidle up to me and held my hand,
pay respect  — Pay respect to your teachers.
cut off          — Balasore was cut off from the outside world in the last flood,
above all      — Gandhiji was a politician, a writer, a moralist; above all, he was a humanist.
at arm’s length — We should keep the anti-social elements at our arm’s length.

D. Mark the use of articles (a, an, the) in the following sentences :
(a) Kingsley Hall was an East Settlement House in London.
(b) The Mahatma had a good laugh.
(c) Gandhi addressed a union of mill workers at Darwen.
(d) Gandhi sailed from Bombay on the S. S. Rajputana.
Note : (i) how in (a), (b), and (c) countable nouns are preceded by the articles a/ an.
(ii) ‘the is used before ‘Mahatma’ which is specified in (b) and before nouns denoting names of ships, rivers, mountains ranges, etc. as in (d).
(iii) Adjectives when preceded by ‘the’ denote class, e.g. the rich, the virtuous, etc. and are used as nouns.

Insert the appropriate articles where necessary in the right places in the sentences given below :
1. Pyarelal was aide of Gandhiji.
2. Gandhiji was sole delegate to Second Round Table Conference.
3. He spent considerable portion of his salary for poor.
4. After graduation she joined university.
5. Germans are industrious nation.
6. Mr. James is European journalist.
7. Gandhiji’s dream did not become reality.
8. Delightful picture of leader was taken outside the Greenfield Mill.
9. Rich lead life of unrest.
10. I like beauty of this place.
Answers:
1. Pyarelal was an aide of Gandhiji.
2. Gandhiji was the sole delegate to the Second Round Table Conference.
3. He spent a considerable portion of his salary for the poor.
4. After graduation she joined a university.
5. The Germans are an industrious nation.
6. Mr. James is a European journalist.
7. Gandhiji’s dream did not become a reality.
8. A delightful picture of the leader was taken outside the Greenfield Mill.
9. The rich lead a life of unrest.
10. I like the beauty of this place.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

E. A preposition links nouns, pronouns, and phrases to other words in a sentence. Use the appropriate prepositions in the blanks.
1. He was sent as a delegate _____  the general body meeting. (for/to)
2. The social workers took a walk _____ the nearby slum areas. (through/into)
3. Pay proper respect ________ your superiors. (for/to)
4. She smiled _____ me while passing by our house. (to/at)
5. What do you mean _____ democracy? (for/by)
6. He was wrapped in _____ white cotton cloth. (in/by)
7. He engaged them in _____ conversation. (with/in)
Answer:
1. He was sent as a delegate to the general body meeting.
2. The social workers took a walk through the nearby slum areas.
3. Pay proper respect to your superiors.
4. She smiled at me while passing by our house.
5. What do you mean by democracy?
6. He was wrapped in a white cotton cloth.
7. He engaged them in conversation.

CHSE Odisha Class 11 English In London In Minus Fours Important Questions and Answers

I. Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.
Gandhi sailed from Bombay on the S.S. Rajputana at noon on August 29, 1931, accompanied by his youngest son, Devadas, his chief secretary, Mahadev Desai, who, he said, “out-Boswelled Boswell,” Miss Slade, Pyarelal Nayyar, an aide, G.D. Birla, the textile millionaire, Pandit Malaviya, and Mrs. Naidu. Gandhi was proceeding as a sole delegate of Congress to the Second Round Table Conference in London. No other delegates were necessary since he spoke for the organization and for a considerable segment of vocal India.

In London from September 12th to December 5th, he stayed, most of the time, at Kingsley Hall, an East Settlement House, as a guest of Muriel Lester, who had visited him in 1926. Mornings he took walks through the nearby slum areas, and men and women on the way to work would smile at him and he engaged them in conversation and later came to their homes. Children called him “Uncle Gandhi” and sidled up to him and held his hand. One mischief-loving youngster called out, “Hey, Gandhi, where’s your trousers ?” The Mahatma had a good laugh.

Questions :
(i) When did Gandhi sail from Bombay?
(ii) Explain the expression ‘out-Boswelled Boswell’.
(iii) Where and how long Gandhiji did stay in London?
(iv) Where did he take morning walks?
(v) How did the Mahatma respond, when one mischief-loving youngster called out, “Hey Gandhi, where’re your trousers ?”

Answers :
(i) It was at noon on August 29, 1931, when Gandhi sailed from Bombay.
(ii) The expression ‘out-Boswelled Boswell’ is indicative of the fact that Mahadev Desai, Gandhi’s chief secretary, seemed to outshine Boswell in the art of keeping diaries.
(iii) In London Gandhi stayed, most of the time, at Kingsley Hall, an East Settlement House from September 12th to December 5th. He was a guest of Muriel Lester.
(iv) He took morning walks through the nearby slum areas heavily populated by the poor.
(v) When one mischief-loving youngster called out, “Hey, Gandhi, where’s your trousers ?”, the Mahatma laughed heartily.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

2. Read through the extract and answer the questions that follow.
He was a wonderful newspaper copy, and journalists buzzed around him incessantly. One reporter questioned Gandhi about his dress. “You people,” he replied, “wear plus-fours, mine are minus-fours.” When he was invited to tea in Buckingham Palace with King George V and Queen Mary, all of England was agog over what he would wear. He wore the usual loincloth, sandals, a shawl, and his dangling dollar watch. Subsequently, someone asked Gandhi whether he had enough on. “The King,” he replied, “had enough on for both of us.”

He enjoyed himself everywhere. He had talks with Lord Irwin, wartime Prime Minister David Lloyd George, the Archbishop of Canterbury, Field Marshal Smuts, Bernard Shaw, and scores of others, and went down into the country near Reading to pay his respects to Colonel Maddock who had performed the appendectomy on him in Poona jail. Winston Churchill refused to see him. He also addressed innumerable public meetings and spent two memorable weekends at Oxford.

In these and in the private conversations he tried, above all else, to explain what he meant by the independence of India. He would cut India off “from the Empire entirely, from the British nation not at all, if I want India to, gain and not to grieve. The Emperorship must go and I should love to be an equal partner with Britain sharing her joys and sorrows and an equal partner with the Dominions. But it must be a partnership on equal terms.”

He was describing precisely and with remarkable precision, the status free India assumed in the Commonwealth in 1948. He went even further; he saw what many of his followers have not yet discerned. “Isolated independence is not the goal,” he asserted. “It is voluntary interdependence. Liberated colonies so treasure their new-found independence; they think it is a viable reality. But the law of nature in love, friendship, work, progress, and security, is creative interdependence.

Questions :
(i) Why did journalists talk noisely around him ceaselessly?
(ii) How did Winston Churchill react to Gandhi’s visit?
(iii) How does the writer describe his two weekends at Oxford?
(iv) Explain Gandhi’s statement “Isolated independence is not the goal.”
(v) ‘……………… they think it is a viable reality.’ What does the word ‘they’ refer to?

Answers :
(i) Journalists talked noisely around Gandhi ceaselessly, as he was a remarkable newspaper copy. In other words, he excelled in the art of answering their questions in a loving and simple manner.
(ii) Winston Churchill declined to meet Gandhi.
(iii) The writer states that Gandhi’s two weekends at Oxford were unforgettable.
(iv) Gandhi’s concept of “Isolated independence” carries great significance. India’s freedom alone is not enough. Many of his followers have not realized this concept. For the national independence was an end. It was good in itself. But for Gandhi, it was a means to an end – the end begins with love, peace, and progress for all the newly-liberated nations of the world.
(v) ‘They’ refers to liberated countries.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

3. Read through the extract and answer the questions that follow;
Everywhere he made friends by his charm, frankness, humanity, and accessibility. He even walked into the lion’s den in Lancashire where his agitation for khadi and against foreign cloth had caused painful unemployment. At a meeting of the textile mill workers, one man said, “I am one of the unemployed, but if I was in India I would say the same thing that Mr. Gandhi is saying.” A delightful photograph taken outside the Greenfield Mill at Darwen shows Gandhi wrapped in white homespun from neck to knee, for it was cold, and squeezed in among cheering, applauding women, one of whom, to his embarrassment, is holding his hand.

He made friends even among those he hurt. “I found that my work lies outside the Conference,” he told a London audience. ‘This is the real Round Table Conference The seed which is being sown now may result in softening the British spirit and in preventing the brutalization of human beings.” Mahadev Desai’s diaries show that the Mahatma often got to bed at 2 A.M., awoke at 3.45 A.M. for prayers, wrote letters and read papers, rested again from 5 to 6, and had no respite from then till the next morning at 1 or 2 A.M, Small wonder that he occasionally slept at sessions of the Conference.

He did not give it his best. The Round Table Conference was bound to fail. Lord Reading, a member of the British delegation, formulated the British purpose in one sentence: “I believe that the true policy between Britain and India is that we should in this country strive all we can to give effect to the views of India while preserving at the same time our own position, which we must not and cannot abandon. An irresistible force, India’s yearning to be free, met an immovable object, Britain’s wish to stay in India. That made agreement impossible.

The British government had assigned two Scotland Yard detectives to guard Gandhi in England. They were special policemen, giants in size, who usually protected royalty. They grew to like ‘the little man’. Unlike most dignitaries, Gandhi did not keep them at arm’s length or ignore them. He discussed public affairs with them and visited their homes. Before leaving England he requested that they be allowed to accompany him to Brindisi, Italy, whence he would sail for India. Their chief asked the reason why. “Because they are part of my family,” Gandhi replied. From India, he sent each a watch engraved with “With love from Mr. Gandhi.”

Questions :
(i) “He even walked into the lion’s den in Lancashire.” Explain the significance of the ‘lion’s den’ here.
(ii) “………………….to his embarrassment, is holding his hand.” What do the words ‘his hand’ refer to?
(iii) Describe Gandhiji’s daily routine.
(iv) Explain the expression ‘an irresistible force’.
(v) What qualities of Gandhiji are highlighted in the extract?

Answers :
(i) The ‘lion’s den’ literally refers to a cave where the lion lives. Here it signifies a dangerous place. Lancashire with its cloth mills, became a dangerous place for Gandhi because his agitation for khadi and the boycott of foreign cloth India paralyzed the mills there. But still, he was fearless in his campaign.
(ii) The words ‘his hand’ refer to Gandhiji’s hand.
(iii) Gandhi’s day started at 3.45 a.m. when he went for prayer. There he started writing letters and reading papers. He was taking rest for an hour from 5 to 6. From then he had no rest. He worked incessantly till the next morning at 1 to 2 a.m. He retired to bed at 2 a.m.
(iv) The expression ‘an irresistible force’ throws light on India’s eagerness to be free from the shackles of British imperialism that could not be held in check.
(v) The extract highlights Gandhiji’s charm, openness, humanity, simplicity, fearlessness, and above all, his love for all.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

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

Unit – I
The text
Gandhi sailed ………………. good laugh.

Question 1.
Gandhi sailed from Bombay on the:
(a) S. S. Rajputana at noon on August 29, 1931
(b) Mayflower at the morning on August 15, 1947
(c) Vikrant at night on August 9, 1913
(d) Victoria at the evening on August 2, 1934
Answer:
(a) S. S. Rajputana at noon on August 29, 1931

Question 2.
Gandhi was accompanied by his youngest son :
(a) Raidas
(b) Bikash
(c) Devadas
(d) none of the above
Answer:
(c) Devadas

Question 3.
Gandhi’s chief secretary. Mahadev Desai was also known as:
(a) ‘out-loss welled loss well
(b) ‘out-Boswelled Boswell’
(c) ‘out-TossweIIed Tosswell’
(d) ‘out-Mosswelled Mosswell’
Answer:
(b) ‘out-Boswelled Boswell’

Question 4.
Miss Slade Pyarcial Nayyar an aide of G. D. Bina, the textile millionaire. Pandit Malaviya and Mrs. Naidu were also accompanied with:
(a) Gandhi
(b) Nehru
(c) Sardar Vallabhbhai Patel
(d) Bhagat Singh
Answer:
(a) Gandhi

Question 5.
Gandhi was proceeding as a sole delegate of Congress to the :
(a) First Round Table Conference in the USA
(b) Third Round Table Conference in Germany
(c) Second Round Table Conference in London
(d) none of the above
Answer:
(c) Second Round Table Conference in London

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 6.
S. S. Rajputana was a:
(a) steamship
(b) boat
(c) train
(d) none of the above
Answer:
(a) steamship

Question 7.
No other delegates were necessary since he spoke for the organization and for a considerable :
(a) a segment of a slum area
(b) part of the urban area
(c) section of local India
(d) a segment of vocal India
Answer:
(d) a segment of vocal India

Question 8.
In London, Gandhi stayed most of the time, at :
(a) Princely Sunglow, a West Settlement House from 12th Jan. — 5th Apr.
(b) Wingsley Hall, a North Settlement House from 12th Apr. — 7th July
(c) Lessley Apartment an South Settlement House from 9th Aug. — 15th Sept.
(d) Kingsley Hall, an East Settlement House from 12th Sept. — 5th Dec.
Answer:
(d) Kingsley Hall, an East Settlement House from 12th Sept. — 5th Dec.

Question 9.
Gandhi stayed there as a guest of Muriel Lester, who had visited him in :
(a) 1950
(b) 1926
(c) 1920
(d)1914
Answer:
(b) 1926

Question 10.
Gandhi, in the mornings; took walks through the nearby :
(a) urban areas
(b) local areas
(c) slum areas
(d) all of the above
Answer:
(c) slum areas

Question 11.
“Men and women on the way to work would smile at him and he engaged them in conversation and later came to their homes.” Here ‘he’ refers to:
(a) Devadas
(b) Gandhi
(c) Nehru
(d) none of these
Answer:
(b) Gandhi

Question 12.
Children called Gandhi
(a) Bapu
(b) Mohandas
(c) Gandhi’s Uncle
(d) Uncle Gandhi
Answer:
(d) Uncle Gandhi

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 13.
In this context, the word ‘sidled means :
(a) walked in a shy or nervous way
(b) walked in a smart or prompt way
(C) walked in a scary way
(d) none of the above
Answer:
(a) walked in a shy or nervous way

Question 14.
“Hey, Gandhi. where’re your trousers ?“ In this expression, who told to whom?
(a) one mischievous boy to Gandhi
(b) one mischief-loving youngster to Gandhi
(c) a little girl to Gandhi
(d) none of these
Answer:
(b) one mischief-loving youngster to Gandhi

Question 15.
Hearing this Mahatma Gandhi had a:
(a) good smile
(b) good expression
(c) good laugh
(d) all of the above
Answer:
(c) good laugh

Question 16.
The Second Round Table Conference in London was an important landmark in the history of:
(a) American Freedom Movement
(b) France Freedom Movement
(c) African Freedom Movement
(d) Indian Freedom Movement
Answer:
(d) Indian Freedom Movement

Question 17.
The Second Round Table Conference was held in London from
(a) 17th Sept. 1931 — 10th Dec, 1932
(b) 27th Sept. 1913— 10th Nov, 1913
(c) 7th Oct. 1942 — 1st Dec, 1943
(d) 7th Sept. 1931 — 1st Dec, 1931
Answer:
(d) 7th Sept. 1931 — 1st Dec, 1931

Question 18.
“In London In Minus Fours” forms a chapter in :
(a) The Life of Sarojini Naidu (1905)
(b) The Life of Shakespeare (1942)
(c) The Life of Mahatma Gandhi (1950)
(d) The Life of Jawaharlal Nehru (1951)
Answer:
(c) The Life of Mahatma Gandhi (1950)

Question 19.
In this essay, the author portrays the character of:
(a) Devadas
(b) Gandhiji
(c) Nehru
(d) all of the above
Answer:
(b) Gandhiji

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 20.
Who do you think? The author of n London In Munus Fours”?
(a) Louis Fischer (1896—1970)
(b) Nathaniel Hawthorne (1804—1864)
(c) Yevgeny Aleksandrovich Yeviushenko (1933— )
(d) Khushwant Singh (1915— )
Answer:
(a) Louis Fischer (1896—1970)

Question 21.
Louis Fischer was outstanding :
(a) English writer, novelist, and essayist
(b) American writer, columnist, and analyst of world affairs
(c) Russian poet, dramatist, and actor
(d) Radiation Oncologist, USA
Answer:
(b) American writer, columnist, and analyst of world affairs

Question 22.
Who among the below occupies a unique place among Gandhiji’s admirers in the West?
(a) Louis Fischer
(b) Rahindranath Tagore
(c) Khuswant Singh
(d) Jawaharlal Nehru
Answer:
(a) Louis Fischer

Question 23.
Louis Fischer had closely studied the life and teachings of
(a) Napoleon Bonaparte
(h) Hitler
(c) Mahatma Gandhi
(d) Sardar Vahlabhbhai Patel
Answer:
(c) Mahatma Gandhi

Question 24.
Vio,-d ‘aide in this chapter means :
(a) assistant
(b) Ofticer-in-Gerieral
(c) peon
(d) supporter
Answer:
(a) assistant

Question 25.
In this essay the author portrays the character of Gandhiji more as a humane human being than as a :
(a) socialist
(b) nationalist
(c) politician
(d) magician
Answer:
(c) politician

Unit — II
The text
He was a …………….. interdependence.

Question 26.
Gandhiji was :
(a) handsome in dress and rude in manners
(b) humble in dress and simple in manners
(c) expensive in dress and simple in manners
(d) none of the above
Answer:
(b) humble in dress and simple in manners

Question 27.
Gandhiji had a unique approach to his goal of complete freedom:
(a) America
(b) Africa
(c) India
(d) France
Answer:
(c) India

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 28.
He was a wonderful newspaper copy and journalists buried around him incessantly. What does the expression refer to? The center of attraction that
is why :
(a) Gandhiji was a wise person journalists moved around him
(b) Gandhiji was a handsome person journalist stayed with him
(c) Gandhiji was a charming political leader journalist moved around him
(d) none of the above
Answer:
(a) Gandhiji was a wise person journalists moved around him

Question 29.
What does the expression plus fours and minus fours’ refers o
(a) more clothing than the usual items of the Englishman’s dress (plus fours); without these conventional items but simple clothing of homespun loin cloth and a shawl (minus fours)
(b) Gorgeous clothing (minus fours); simple clothing (plus fours)
(c) without clothes (minus fours); clothes covering from top to toe (plus fours)
(d) none of the above
Answer:
(a) more clothing than the usual items of the Englishman’s dress (plus fours); without these conventional items but simple clothing of homespun loin cloth and a shawl (minus fours)

Question 30.
Gandhiji invited to tea in :
(a) Lenburg Palace
(b) Switzer Palace
(c) Mahima Palace
(d) Buckingham Palace
Answer:
(d) Buckingham Palace

Question 31.
Gandhiji was invited to Buckingham palace by:
(a) King George V and Queen Elizabeth
(b) King George V and Queen Mary
(c) King Washington V and Queen Victoria
(d) none of the above
Answer:
(b) King George V and Queen Mary

Question 32.
The time of meeting with King George V and Queen Mary. Gandhiji wore
(a) loincloth and a shawl
(b) sandals
(c) dangling dollar watch
(d) all of the above
Answer:
(d) all of the above

Question 33.
Where did Gandhi go to pay his respects to Colonel Maddock?
(a) to the country
(b) to Ireland
(c) to Scotland
(d) to Buckingham Palace
Answer:
(a) to the country

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 34.
What do you mean by the word appendectomy?
(a) surgical operation of the kidney
(b) surgical operation of the liver
(c) surgical removal of appendicitis
(d) none of the above
Answer:
(c) surgical removal of appendicitis

Question 35.
Who among the following refused to meet Gandhi?
(a) Bernard Shaw
(b) David Lloyd
(c) Winston Churchill
(d) Clement Atlee
Answer:
(c) Winston Churchill

Question 36.
“He had talks with Lord Erwin, wartime Prime Minister David Lloyd George. the Archbishop of Canterbury, Field Marshal Smuts, Bernard Shaw and scores of others.”
Here, ‘he’ stands for:
(a) King George V
(b) Gandhiji
(c) Queen Mary
(d) none of the above
Answer:
(b) Gandhiji

Question 37.
Gandhiji addressed innumerable public meetings and spent two memorable weekends at :
(a) Utkal
(b) Delhi
(c) Ravenshaw
(d) Oxford
Answer:
(d) Oxford

Question 38.
What does Gandhi mean by ‘Independence of India’?
(a) Gandhi wanted the Emperorship to go and he should love to be an equal partner with Britain sharing his joys and sorrows and an equal panner with the Dominions.
(b) Gandhi wanted the Empcrorship to stay and he should hate to be an equal partner with France sharing his joys and happiness and an unequal partner with the
Dominions.
(c) both (a) and (b)
(d) none of these
Answer:
(a) Gandhi wanted the Emperorship to go and he should love to be an equal partner with Britain sharing his joys and sorrows and an equal panner with the Dominions.

Question 39.
With remarkable precision, the status free India assumed in the Commonwealth in
(a) 1947
(b)1998
(c) 1984
(d) 1948
Answer:
(d) 1948

Question 40.
“Isolated independence is not the goal” he asserted. It is the voluntary interdependence”. Here ‘he’ stands for:
(a) Nehru
(b) Napoleon Bonaparte
(c) Subash Chandra Bose
(d) Gandhiji
Answer:
(d) Gandhiji

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 41.
What do you mean by the term ‘viable’?
(a) see clearly
(b) feasible
(C) foresight
(d) unforgettable
Answer:
(b) feasible

Question 42.
But the law of nature in love, friendship, work, progress, and security is creative
(a) incesantly
(b) interdependence
(c) treasure
(d) agog
Answer:
(b) interdependence

Unit – III
The text
Everywhere …………….. Mr. Gandhi.

Question 43.
Everywhere Gandhi made friends by his:
(a) charm, frankness, humanity, and accessibility
(b) spell, narrow and nican thinking, inhumanity, inaccessibility
(c) kind, honest, violent, rude, behavior
(d) none of the above
Answer:
(a) charm, frankness, humanity, and accessibility

Question 44.
Name the place where Gandhi went where his agitation for khadi and against foreign cloth had caused painful unemployment. His going there was also known as entering the lion’s den.
(a) Srilanka
(b) London
(c) Lancashire
(d) Pakistan
Answer:
(c) Lancashire

Question 45.
“I am one of the unemployed, but if I was in India, I would say the same thing that Mr. Gandhi is saying.” Who do you think had expressed it?
(a) a woman
(b) a man
(c) both (a) and
(b) (d)a child
Answer:
(b) a man

Question 46.
A delightful photograph was taken outside the:
(a) Eden Garden Stadium at Kolkata
(b) Greenfield Mill at Darwen
(c) Red Fort at Delhi
(d) none of the above
Answer:
(b) Greenfield Mill at Darwen

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 47.
What do you mean by the term homespun?
(a) home-made cloth
(b) cloth for which the spinning is done at textile mills
(c) cloth for which the spinning is done at home
(d) none of these
Answer:
(c) cloth for which the spinning is done at home

Question 48.
The term applaud means:
(a) show appreciation by clapping of hands
(b) mental discomfort
(c) openness
(d) apologize
Answer:
(a) show appreciation by clapping of hands

Question 49.
‘I found that my work lies outside the Conference. The seed which is being sown now may result in softening the British spirit and in preventing the brutalization of human beings.” Who do you think has expressed this expression and to whom?
(a) Gandhi to an African audience in First Round Table Conference
(b) Gandhi to a London audience in the Second Round Table Conference
(C) Gandhi to an Indian audience in a meeting
(d) none of the above
Answer:
(b) Gandhi to a London audience in the Second Round Table Conference

Question 50.
Identify the meaning of ‘brutalization’.
(a) the condition of being treated in a cruel and savage manner
(b) the condition of being well-treated and in a good manner
(c) both (a) and (b)
(d) only (b)
Answer:
(a) the condition of being treated in a cruel and savage manner

Question 51.
Mahatma often got to bed at :
(a) 2 AM; awoke at 4:45 AM
(b) 2 AM; awoke at 2:45 AM
(C) 2 AM; awoke at 5:00 AM
(d) 2 AM; awoke at 3:45 AM
Answer:
(d) 2 AM; awoke at 3:45 AM

Question 52.
Gandhi slept only for a day.
(a) 16 hours and IS minutes
(b) 1 hour and 40 minutes
(c) 4 hours and 45 minutes
(d) 2 hours and 45 minutes
Answer:
(d) 2 hours and 45 minutes

Question 53.
Small wonder that Gandhi occasionally slept at :
(a) meetings
(b) examination hail
(c) sessions of the conference
(d) work
Answer:
(c) sessions of the conference

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 54.
The British government had assigned _____ to guard Gandhi in England.
(a) two Scotland Yard detectives
(b) three Ireland Yard policeman
(c) two England army men
(d) 4 sepoys
Answer:
(a) two Scotland Yard detectives

Question 55.
Before leaving England Gandhi requested that they be allowed to accompany him to __________ hence tie would sail for India.
(a) Siberia, Russia
(b) Brindisi, Italy
(c) Venice, Austria
(d) none of the above
Answer:
(b) Brindisi, Italy

Question 56.
What do you mean by the term “at arm’s Length”?
(a) length of ami
(b) at a safe distance
(c) long distance
(d) none of the above
Answer:
(b) at a safe distance

Question 57.
Dignitaries mean:
(a) important personalities
(b) name and fame
(c) dignity
(d) density
Answer:
(a) important personalities

Question 58.
An irresistible force. India’s yearning to be fice met an immovable object. Britain’s wish to stay in India. In this expression, the term ‘yearning’ means:
(a) to earn
(b) saving
(c) glad
(d) eagerness
Answer:
(d) eagerness

Question 59.
Word ‘abandon’ means:
(a) give up
(b) recover
(C) give away
(d) give in
Answer:
(a) give up

Question 60.
Irresistible refers to :
(a) fixed or static
(b) restless
(c) incessantly
(d) hat cannot be resisted or stopped
Answer:
(d) hat cannot be resisted or stopped

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

The Author:
Louis Fischer is a many-splendoured genius. He is an eminent American writer, journalist, and commentator on international affairs. He is a greater admirer of Mahatma Gandhi and is the author of ‘The Life of Mahatma Gandhi’ he has closely studied the life and teachings of Mahatma Gandhi in this book. His book ‘This is Our World is dedicated to the Gandhians of all countries. Fischer writes with great personal affection for Gandhiji and a deep understanding of his life and ideals. He writes in a journalistic and racy style.

Introducing the Topic:
‘In London in Minus, Four’s is an extract from Fischer’s remarkable biography. ‘The Life of Mahatma Gandhi’. This extract deals with Gandhiji’s visit to London as India’s emissary to the Second Round Table Conference, in 1931. In this essay, Fischer highlights Gandhiji’s dress in London, and his free and humble manners. Besides, he brings Gandhiji’s strength of mind and firmness of pursuance to light.

Summary:
‘In London in Minus Fours’, an extract from Fischer’s biography ‘The Life of Mahatma Gandhi’, deals with Gandhiji’s visit to London as an emissary to the Second Round Table Conference, 1931. Accompanied by Devadas, Mahadev Desai, Miss Slade, Pyarelal Nayyar, Pandit Malaviya, and Mrs. Naidu, Gandhi set out for London on August 29, 1931. He was going to attend the Second Round Table Conference in London.

He was singularly enough for the occasion because his voice was the voice of the vast section of people who spoke in India’s interest. His stay at Kingsley Hall as a guest of Muriel Lester was memorable. In the course of his customary morning walks, he was going through the nearby slum areas. As a result, he came in contact with men and women. Soon a homely relationship flourished between them. He was an attraction to the journalists who were curious to know about his dress.

The whole of England was fixed on Gandhiji’s presence in Buckingham Palace with King George V and Queen Mary. Gandhiji’s simple dress confounded all. He was there with his usual loincloth, sandals, a shawl, and his dangling dollar watch. He was a light-hearted man, enjoying himself everywhere. Fischer writes about Gandhiji’s meeting with all ranges of people like Lord Irwin, wartime Prime Minister, David Lloyd George, the Archbishop of Canterbury, Field Marshal Smuts, and Bernard Shaw, the great dramatist.

He also went to pay his tributes to Colonel Maddock. But Churchill refused to meet him. He had addressed many public meetings and his stay at Oxford was remarkable. He explained the concept of the independence of India with authority and without a shred of bitterness. The independence of India meant the end of the Emperorship in India. He loved to see India as an equal partner with Britain, which might be based on equal terms. His concept of India’s independence was unique.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

He did not desire India’s freedom for the sake of freedom only, but he wanted it on the basis of mutual help. He desires love, friendship, work, and progress for all the world. Gandhiji had a rare personality. His charm, frankness, and boundless humanity disarmed his enemies. He was fearless. With a heart full of courage, he entered Lancashire where his agitation for khadi and against foreign cloth was in full cry. His campaign caused massive unemployment, but still, he was lustily cheered by the multitude of men and women: His real work began outside the Round Table Conference.

It was amidst the masses where he had sown the seeds which would bring about change in the rigid British spirit in the future. His days in London were marked by hectic engagements from 3.45 a.m. to 2 p.m. The Round Table Conference was doomed to failure. The British stand and India’s yearning for freedom were poles apart. Britain blew hot and cold in the same breath. The country was determined to stay back in India.

But India’s eagerness to get rid of the British dominion was equally at its deepest. Gandhiji was a towering personality. The British Government provided two Scotland-yard detectives to guide Gandhi. Lover of humanity as he was, he loved them and never kept them at a distance like other dignitaries. From India, Gandhiji sent each a watch as a token of his deep love.

ସାରାଂଶ:
୧୯୩୧ ମସିହା ଅଗଷ୍ଟ ୨୯ ତାରିଖରେ ମହାତ୍ମାଗାନ୍ଧୀ ଲଣ୍ଡନ ଯାତ୍ରା କରିଥିଲେ । ତାଙ୍କ ସହିତ ତାଙ୍କ ସାନପୁଅ ଦେବଦାସ, ତାଙ୍କର ମୁଖ୍ୟ ସେକ୍ରେଟାରୀ ମହାଦେବ ଦେଶାଇ, ମିସ୍ ବ୍ଲେଡ୍, ପ୍ୟାରେଲାଲ୍ ନାୟାର, ଜି.ଡି. ବିରଳା, ପଣ୍ଡିତ ମାଲବ୍ୟ ଏବଂ ସରୋଜିନୀ ନାଇଡୁ ଯାଇଥିଲେ । ଲଣ୍ଡନରେ ଅନୁଷ୍ଠିତ ହେଉଥ‌ିବା ଦ୍ଵିତୀୟ ଗୋଲ୍-ଟେବୁଲ ବୈଠକକୁ କଂଗ୍ରେସର ପ୍ରତିନିଧ‌ିରୂପେ ଗାନ୍ଧୀ ଯାଇଥିଲେ ।
ଲଣ୍ଡନରେ ସେ ୧୨ ସେପ୍ଟେମ୍ବରରୁ ୫ ଡିସେମ୍ବର ପର୍ଯ୍ୟନ୍ତ ‘କିଙ୍ଗସ୍‌ ହଲ୍’ରେ ମ୍ୟୁରିଏଲ ଲେସ୍‌ଟାର୍‌ଙ୍କ ଅତିଥିରୂପେ ରହିଥିଲେ । ୧୯୨୬ ମସିହାରେ ଭାରତରେ ତାଙ୍କ ସହିତ ସମ୍ପର୍କ ସ୍ଥାପିତ ହୋଇଥିଲା। ଗାନ୍ଧିଜୀ ତାଙ୍କ ପ୍ରାତଃ ଭ୍ରମଣ କାଳରେ ନିକଟସ୍ଥ ସହରତଳି ଅଞ୍ଚଳର ବସ୍ତିଜାଗାକୁ ଯାଉଥିଲେ । ଫଳରେ ସାଧାରଣ ନରନାରୀଙ୍କ ସମ୍ପର୍କରେ ସେ ଆସିପାରିଥିଲେ ।

ସାମ୍ବାଦିକମାନଙ୍କ ନିମନ୍ତେ ସେ ଏକ ଆକର୍ଷଣ ଥିଲେ । ସେମାନେ ତାଙ୍କ ପୋଷାକ ବିଷୟରେ ଜାଣିବାକୁ ବିଶେଷ ଆଗ୍ରହୀ ଥିଲେ । ସେ ଯେତେବେଳେ ବକିଙ୍ଗହାମ୍ ରାଜପ୍ରାସାଦକୁ ରାଜା ଓ ରାଣୀଙ୍କ ସହିତ ଚା’ ପାନ ପାଇଁ ନିମନ୍ତ୍ରିତ ହେଲେ ସେତେବେଳେ ସେ କ’ଣ ପରିଧାନ କରି ଯିବେ ତାହା ଜାଣିବାପାଇଁ ସମଗ୍ର ଲଣ୍ଡନ ଅଧୀର ହୋଇଉଠିଥିଲା । ସେ କିନ୍ତୁ ତାଙ୍କର ସେହି ସାଧାରଣ ପୋଷାକ ଅର୍ଥାତ୍ ଧୋତି, ଶାଲ ଓ ପାଦରେ ଚପଲ ମାଡ଼ି ଯାଇଥିଲେ । ଘଣ୍ଟାଟିଏ ମଧ୍ଯ ସବୁଦିନ ପରି ତାଙ୍କ ଅଣ୍ଟାରେ ଝୁଲୁଥିଲା । ସେ ସବୁଠାରେ ନିଜର ଉପସ୍ଥିତିରେ ଆନନ୍ଦ ଅନୁଭବ କରିଥିଲେ । ସେ ଲର୍ଡ ଇର୍‌ଉଇନ୍, ଡେଭିଡ୍ ଲଏଡ୍ ଜର୍ଜ, ସ୍କ, ବର୍ଣାଡ଼ ଶ’ ଏବଂ ଆହୁରି ଅନେକ ବ୍ୟକ୍ତିଙ୍କୁ ସାକ୍ଷାତ୍‌ କରିଥିଲେ । କିନ୍ତୁ ଚଢିଲ୍ ତାଙ୍କୁ ସାକ୍ଷାତ୍ କରିବାକୁ ମନା କରିଦେଇଥିଲେ ।

ସେ ଅନେକ ସାଧାରଣ ସଭାରେ ଭାଷଣ ଦେଇଥିଲେ ଏବଂ ଅକ୍‌ସ୍ପୋର୍ଡରେ ତାଙ୍କର ରହଣିକାଳ ବେଶ୍ ସ୍ମରଣଯୋଗ୍ୟ ଥିଲା । ନିଜ ଭାଷଣରେ ଏବଂ ବିଶିଷ୍ଟ ବ୍ୟକ୍ତିଙ୍କ ସହିତ କଥାବାର୍ତ୍ତାରେ ଭାରତର ସ୍ଵାଧୀନତା ସମ୍ପର୍କରେ ତାଙ୍କର ମନୋଭାବ ଏବଂ ଦୃଷ୍ଟିକୋଣ ବିଷୟରେ ସେ ବୁଝାଇବାକୁ ଚେଷ୍ଟା କରିଥିଲେ । ସେ ଭାରତର ସ୍ଵାଧୀନତାର ଅର୍ଥ ଇଂରେଜମାନଙ୍କର ସମ୍ରାଟତ୍ଵର ପରିସମାପ୍ତି ବୋଲି କହିଥିଲେ । ବ୍ରିଟେନ୍ ସହିତ ସମଅଂଶୀଦାର ରୂପେ ସେ ଭାରତକୁ ଦେଖିବାକୁ ଚାହିଁଥିଲେ । ସମତା ଭିତ୍ତିରେ ଏହି ଭାବଚେତନା ପ୍ରତିଷ୍ଠିତ ହେବା ଉଚିତ ବୋଲି ସେ କହିଥିଲେ । କେବଳ ସ୍ଵାଧୀନତା ପାଇଁ ସ୍ଵାଧୀନତା ତାଙ୍କର ଲକ୍ଷ୍ୟ ନ ଥିଲା। ପାରସ୍ପରିକ ସହଯୋଗ ଓ ସମ୍ମାନବୋଧ, ପ୍ରେମ ଏବଂ ବନ୍ଧୁତ୍ଵର ଭିରି ଉପରେ ତାଙ୍କର ସ୍ଵାଧୀନତା ସମ୍ପର୍କିତ ଭାବଚେତନା ପ୍ରତିଷ୍ଠିତ ଥିଲା । ଭାରତ ଉପରେ ଇଂରେଜମାନଙ୍କର ରାଜତ୍ଵ କରିବାର ମନୋଭାବର ପୂର୍ଣଚ୍ଛେଦ ସେ ଚାହିଁଥିଲେ ।

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

ଗାନ୍ଧିଜୀ ଏକ ବିଚକ୍ଷଣ ବ୍ୟକ୍ତିତ୍ଵ ଥିଲେ । ତାଙ୍କର ସରଳ ଓ ନିଷ୍କପଟ ହୃଦୟ ମାନବଜାତିକୁ ଭଲ ପାଇବାରେ ଆଗ୍ରହ ତାଙ୍କର ଶତ୍ରୁମାନଙ୍କୁ ସ୍ତବ୍‌ଧ କରିଦେଇଥିଲା । ସେ ନିଭୀକ ଓ ସାହସୀ ଥିଲେ । ବିଦେଶୀ ବସ୍ତ୍ର ବର୍ଜନ ଏବଂ ଖଦି ଆନ୍ଦୋଳନ ପାଇଁ ତାଙ୍କ ଆହ୍ୱାନ ଯୋଗୁଁ ଲାଙ୍କାସାୟାରରେ ତାଙ୍କ ବିରୁଦ୍ଧରେ ଉତ୍ତେଜନା ଥିଲା । ତଥାପି ଲାଙ୍କାସାୟାରରେ ଅଗଣିତ ନରନାରୀ ତାଙ୍କୁ ବିପୁଳ ଆନନ୍ଦରେ ସ୍ଵାଗତ କରିଥିଲେ । ଗୋଲ୍‌ଟେବୁଲ ବୈଠକ ବାହାରେ ତାଙ୍କର ପ୍ରକୃତ କାର୍ଯ୍ୟ ଆରମ୍ଭ ହୋଇଥିଲା । ବ୍ରିଟିଶ୍ ଭାବଧାରାରେ ପରିବର୍ତ୍ତନ ଆଣିବାପାଇଁ ସେ ଜନସାଧାରଣଙ୍କ ଭିତରେ ହିଁ ନୂତନ ଚିନ୍ତାଧାରା ସଞ୍ଚାର କରିବାପାଇଁ ଚେଷ୍ଟା କରିଥିଲେ । ସେ ଅନୁଭବ କରିଥିଲେ ଯେ, ସେ ଯେଉଁ ବୀଜ ବପନ କରିଛନ୍ତି ତାହାର ପରିଣତିସ୍ୱରୂପ ବ୍ରିଟିଶ୍ ଜାତିର ମନରେ ପରିବର୍ତ୍ତନ ଆସିବ ଏବଂ ସେମାନେ ମଣିଷଜାତିକୁ ପଶୁପରି ବ୍ୟବହାର କରିବେ ନାହିଁ । ମହାଦେବ ଦେଶାଇଙ୍କ ଡାଏରୀରୁ ଜଣାପଡ଼ିଥିଲା ଯେ ଲଣ୍ଡନରେ ଗାନ୍ଧିଜୀ ରାତି ୨ଟାରେ ଶୋଇବାକୁ ଯାଉଥିଲେ ଏବଂ ୩ଟା ୪୫ ମିନିଟ୍‌ରେ ଶଯ୍ୟାତ୍ୟାଗ କରୁଥିଲେ ।

ତା’ପରେ ଚିଠିଲେଖା, ସମ୍ବାଦପତ୍ର ପାଠ, ପ୍ରାର୍ଥନା ଏବଂ ପୁଣି ୫ଟାରୁ ୬ଟା ପର୍ଯ୍ୟନ୍ତ ବିଶ୍ରାମ । ତା’ପରେ ପୁଣି କାର୍ଯ୍ୟବ୍ୟସ୍ତତା ଭିତରେ ୨ଟା ପର୍ଯ୍ୟନ୍ତ ସେ କର୍ମଚଞ୍ଚଳ ରହୁଥିଲେ । ଗୋଲଟେବୁଲ ବୈଠକ ବ୍ୟର୍ଥ ହୋଇଥିଲା । ଇଂରେଜମାନଙ୍କର ଚିନ୍ତାଧାରା ସହିତ ଭାରତର ମନୋଭାବ ଦୁଇଟି ସମାନ୍ତରାଳ ସରଳରେଖା ପରି ପ୍ରତୀତ ହେଲା । ଇଂରେଜମାନେ ଭାରତରେ ପ୍ରଭୁତ୍ଵ ଚାହିଁଥିଲେ; କିନ୍ତୁ ଭାରତ ଚାହିଁଥିଲା ଏହି ପ୍ରଭୁତ୍ଵ ମନୋଭାବର ପରିସମାପ୍ତି । ଲଣ୍ଡନରେ ଗାନ୍ଧିଜୀଙ୍କ ନିରାପତ୍ତା ପାଇଁ ବ୍ରିଟିଶ୍ ସରକାର ଦୁଇଜଣ ଗୋଇନ୍ଦାଙ୍କୁ ନିଯୁକ୍ତ କରିଥିଲେ । ଗାନ୍ଧିଜୀ ସେମାନଙ୍କଠାରୁ ଦୂରରେ ରହୁ ନ ଥିଲେ କିମ୍ବା ସେମାନଙ୍କୁ ଉପେକ୍ଷା କରି ନଥିଲେ । ସେ ସେମାନଙ୍କ ସହିତ ବିଭିନ୍ନ ସମସ୍ୟା ସମ୍ପର୍କରେ ଆଲୋଚନା କରୁଥିଲେ ଏବଂ ଏପରିକି ସେମାନଙ୍କର ଘରକୁ ମଧ୍ୟ ଯାଇଥିଲେ । ଭାରତକୁ ଫେରି ସେ ସେମାନଙ୍କ ପାଇଁ ସ୍ନେହ ଓ ଶ୍ରଦ୍ଧାର ପ୍ରତୀକରୂପେ ଗୋଟିଏ ଲେଖାଏଁ ଘଣ୍ଟା ଉପହାର ପଠାଇଥିଲେ ।

CHSE Odisha Class 11 English Solutions Poem 2 Oft, In The Stilly Night

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

CHSE Odisha 11th Class English Solutions Poem 2 Oft, In The Stilly Night

CHSE Odisha Class 11 English Oft, In The Stilly Night Text Book 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.

CHSE Odisha Class 11 English Solutions Poem 2 Oft, In The Stilly Night

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.

CHSE Odisha Class 11 English Solutions Poem 2 Oft, In The Stilly Night

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.

CHSE Odisha Class 11 English Solutions Poem 2 Oft, In The Stilly Night

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.

CHSE Odisha Class 11 English Solutions Poem 2 Oft, In The Stilly Night

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.

CHSE Odisha Class 11 English Solutions Poem 2 Oft, In The Stilly Night

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.

CHSE Odisha Class 11 English Solutions Poem 2 Oft, In The Stilly Night

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.

CHSE Odisha Class 11 English Solutions Poem 2 Oft, In The Stilly Night

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.

CHSE Odisha Class 11 English Solutions Poem 2 Oft, In The Stilly Night

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.

CHSE Odisha Class 11 English Solutions Poem 2 Oft, In The Stilly Night

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.

CHSE Odisha Class 11 English Solutions Poem 2 Oft, In The Stilly Night

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.

CHSE Odisha Class 11 English Solutions Poem 2 Oft, In The Stilly Night

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

CHSE Odisha Class 11 English Solutions Poem 2 Oft, In The Stilly Night

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.

CHSE Odisha Class 11 English Solutions Poem 2 Oft, In The Stilly Night

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.

CHSE Odisha Class 11 English Solutions Poem 2 Oft, In The Stilly Night

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 Class 11 Sanskrit Grammar निमन्त्रणपत्रम्

Odisha State Board CHSE Odisha Class 11 Sanskrit Solutions Grammar निमन्त्रणपत्रम् Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Sanskrit Grammar निमन्त्रणपत्रम्

1. स्वपुत्रस्य विवाहनिमन्त्रणपत्रम् ।
Answer:
ଓଁ ଶ୍ରୀ ଶ୍ରୀ ପ୍ରଜାପତୟେଃ ନମଃ
ଅୟି ମାସ୍ୟା !
ସାଦରଂ ବନ୍ଦନାନି ।

ପ୍ରଚଳିତଃ ଆଷାଢ଼ମାସସ୍ୟ ଶୁକ୍ଳପକ୍ଷସ୍ୟ ପଞ୍ଚମାଂ ତିର୍ଥେ ବୃହସ୍ପତି ବାସରେ ୩-୭-୧୬ ମିତେ ଦିନାଙ୍କ ମମ.ତୃତୀୟ ପୁତ୍ରସ୍ୟ ଆୟୁଷ୍ମତଃ ଦୁଷ୍ୟନ୍ତସ୍ୟ ପୁରୀନିବାସିନଃ ଶ୍ରୀମତଃ ପଦ୍ମନାଭ ମିଶ୍ର ଶର୍ମଶଃ ଦ୍ୱିତୀୟପୁତ୍ର ଆୟୁଷ୍ମତ୍ୟା ଶକୁନ୍ତଳୟା ସହ ବୈଦିକବିଧ୍ୟାନୁସାରଂ ଶୁଭପରିଣୟଃ କଟକ ବାରବାଟୀ ଅତିଥିଭବନେ ଅନୁଷୀୟତେ ।

ଅସ୍ମିନ୍ ଶୁଭବିବାହୋତ୍ସବେ ଭବନ୍ତଃ ସପରିବାରଂ ସମୁପସ୍ଥିତ ସନ୍ତଃ ବଧୂବର୍ରେ ଶୁଭାଶୀଭଃ ଅନୁଗ୍ରହଣନ୍ତୁ ଇତି ପ୍ରାର୍ଥୀତେ ।
CHSE Odisha Class 11 Sanskrit Grammar निमन्त्रणपत्रम् 1

କାର୍ଯ୍ୟାସୂଚୀ

୨-୭-୧୬ (ପଣ୍ଡିତବାସରଃ) – ମଙ୍ଗଳକୃତ୍ୟମ୍
୩-୭-୧୬ (ବୃହସ୍ପତିବାସରଃ) – ବରାନୁଗମନଂ ପାଣିଗ୍ରହଣଂ ଚ
୬-୭-୧୬(ରବିବାସରଃ) – ପ୍ରୀତିଭୋଜନମ୍ – ସାୟଂ ସପ୍ତବାଦନତଃ

CHSE Odisha Class 11 Sanskrit Grammar निमन्त्रणपत्रम्

2. महाविद्यालये वार्षिकोत्सवस्य निमत्रणपत्रम् ।
Answer:
ସାଲେପୁର ମହ।ବଦ୍ୟାଳୟଃ
ସାଲେପୁରମ୍, କଟକମ୍
ମହାଶୟଃ !
ସାଦରଂ ପ୍ରଣାମା ।
ବିଷୟମିତଂ ହର୍ଷୀ ହରଂ ନିବେଦୟାମଃ ଯଦକଂ ମହାବିଦ୍ୟାଳୟସ୍ୟ ବାର୍ଷିକୋତ୍ସବ ଆଗାମିନି ଜାନୁୟାରୀମାସସ୍ୟ ଦ୍ଵାଦଶେଦିନାଙ୍କ ସମ୍ପତ୍ସ୍ୟତେ । ଉତ୍ସବେଽସ୍ମିନ୍ ନିମ୍ନାଙ୍କିତା ଅତିଥୟ ଯୋଗଦାନାୟ ସଦୟଂ ସ୍ବୀକୃତଂ ପ୍ରଦତ୍ତବନ୍ତଃ ।
ମୁଖ୍ୟାତିଥୟ – ମାନ୍ୟବରଃ ମୁଖ୍ୟମନ୍ତ୍ରୀତଃ
ମୁଖ୍ୟବକ୍ତାରଃ – ମୁଖ୍ୟସମ୍ପାଦକା, ଦୈନିକ ପତ୍ରିକା ‘ସମାଜ’ ସଭାକାର୍ଯ୍ୟ ପାର୍ଶ୍ୱସ୍ଥସୂଚ୍ୟନୁସାରଂ ପ୍ରଚଳିଷ୍ୟତି | ଅନ୍ତେ ଛାତ୍ରେ ମନୋରଞ୍ଜନକାର୍ଯ୍ୟକ୍ରମା ସମାୟୋଜିତ ଭବିଷ୍ୟନ୍ତି । ସଦବସରେଽସ୍ମିନ୍ ଭବନ୍ତଃ ଉପସ୍ଥିତ ସନ୍ତଃ ପ୍ରୋତ୍ସାହୟନ୍ତୁ ଇତି ସବିନୟଂ ନିବେଦ୍ୟତେ ।

ଇତି
ଛାତ୍ରସଂସଦଃ
ସଭାପତି

ସମ୍ପାଦକଃ

ଅଧ୍ୟକ୍ଷ
କାର୍ଯ୍ୟସୂଚୀ-
୧। ଅତିଥୀନାମ୍ ଆସନଗ୍ରହଣମ୍
୨। ଦୀପପ୍ରଜ୍ବାଳନମ୍
୩। ସ୍ଵାଗତଗୀତମ୍
୪। ପରିଚୟପ୍ରଦାନଂ ମାଲ୍ୟାର୍ପଣ ଚ
୫। ବିବରଣୀପାଠ୍ୟଃ
୬। ମୁଖ୍ୟାତିଥ୍ୟ ଭାଷଣମ୍
୭। ମୁଖ୍ୟବତଃ ଭାଷଣମ୍
୮। ସଭ।ପତେଃ ଅଭିଭାଷଣମ୍
୯ । ପୁରସ୍କାର ବିତରଣମ୍
୧୦ । ଧନ୍ୟବାଦାର୍ପଣମ୍
୧୧। ମନୋରଞ୍ଜନକାର୍ଯ୍ୟକ୍ରମ

3. पूजा निमन्त्रणपत्रम् ।
Answer:
॥ ଓଁ ଶ୍ରୀ ଶ୍ରୀ ସରସ୍ଵତ୍ୟେ ନମଃ ॥
ସରସ୍ଵତୀ ମହାମାୟେ ବଢ୍ୟେ କମଳଲୋଚନୋ
ବିଦ୍ୟାରୂପେ ବିଶାଳାକ୍ଷି ବିଦ୍ୟା ଦେହି ନମୋଽସ୍ତୁତେ ॥
ମାନ୍ୟ ମହୋଦୟାଃ !
ସାଦରଂ ବନ୍ଦନାନି !
ଚଳିତଃ ମାଘମାସସ୍ୟ ଶୁକ୍ଳପଞ୍ଚମାଂ ତିର୍ଥେ ଚନ୍ଦ୍ରବାସରେ ଆଫ୍ଲୋ ୦୭-୦୨-୧୬ ମିତେ ଦିନାଙ୍କ ଅସ୍ଵାକଂ ମହାବିଦ୍ୟାଳୟେ ଶ୍ରୀ ଶ୍ରୀ ବାଗ୍‌ଦେବ୍ୟା ପୂଜନୋସତଃ ଯଥାବିଧ ସମ୍ପତ୍‌ସ୍ୟତେ । ଶୁଭାବସରେଽସ୍ମିନ୍ ଭବତାଂ ସଦୟୋପସ୍ଥିତିଃ ସାଗ୍ରହଂ ପ୍ରାର୍ଥୀତେ ।

ଇତି ଭବତାଂ ଦର୍ଶନାଭିଳାଷିଣ୍ୟଃ
ମହାବିଦ୍ୟାଳୟସ୍ୟ ଚ୍ଛାତ୍ରୀଚ୍ଛାତ୍ରାଶୃ
ଅସୁରେଶ୍ଵର ମହାବିଦ୍ୟାଳୟଃ
କଟକମ୍

କାର୍ଯ୍ୟସ୍ଵରୀ
ଦିବା ୯.୦୦ ବାଦନେ ପୂଜାରମ୍ଭ
ଦିବା ୧.୦୦ ବାଦନେ ପୁଷ୍ପାଞ୍ଜଳି
ଦିବା ୨.୦୦ ବାଦନେ ପ୍ରସାଦ ସେବନମ୍

अन्य संकीणर्णपत्राणि

4. वर्धापनपत्रम् ।
Answer:
ପ୍ରିୟମିତ୍ର,
+୨ କକ୍ଷାୟାଂ ଶୋଭନଙ୍କି ସମୁତ୍ତୀର୍ଣ୍ଣାୟ
ଭବେତେ ହାର୍ଦ୍ଦିକାନି ବର୍ଧାପନାନି ।
ଗିରାଂ ଦେବୀ ସମାରାଧ୍ୟ ତସ୍ୟାଃ ପ୍ରାପ୍ନାଦନୁଗ୍ରହମ୍
ଭବାପତ୍ୟ ସରସ୍ଵତ୍ୟାଃ ପୂଜିତା ବରଦା ହି ସା ||

ପ୍ରେଷକଃ
ଶ୍ରୀ ସୁଧାକର ପଣ୍ଡା

CHSE Odisha Class 11 Sanskrit Grammar निमन्त्रणपत्रम्

5. शुभाशेसा शुभकामना वा ।
Answer:
ଶରୀରମାଦ୍ୟଂ ଖଳୁ ଧର୍ମସାଧନମ୍
ଶ୍ରୁତଂ ମୟା, ରୁଗଣେ ଭବାନ୍ ।
ଭଗବତଃ ଅନୁଗ୍ରହେଣ ଶୀଘ୍ର ସ୍ବାସ୍ଥ୍ୟଲାଭାଂ କରୋତୁ ଭବାନ୍ ।

ଶୁଭୌଷୀ
ଶ୍ରୀକାନ୍ତ ସାହୁଃ

6. शुभाशेसा ।
Answer:
ଶୁଭାସ୍ତେ ସନ୍ତୁ ପନ୍ତାନଃ
ଭବତାଂ ବିଦେଶଗମନଂ ବିଜ୍ଞାୟ ପ୍ରସନ୍ନତା ଜାତା
ଯାତ୍ରେୟଂ ନିର୍ବିଘ୍ନ ସୁଖଦା ଶୁଭଦା ଚ ଭୂୟାତ୍ ॥

ଶୁଭୌଷୀ
ଅଦ୍ଵୈତ ବରାଳଃ

7. नववर्षाभिनन्दनपत्रम् ।
Answer:
ସେବାୟାମ୍/ପ୍ରତିଷ୍ଠାୟାମ୍
ସଚ୍ଚିଦାନନ୍ଦଃ
ନବବର୍ଷ ସୁଖଦଂ, ମଙ୍ଗଳମୟଂ, ସୌଭାଗ୍ୟକରଂ ଚ ଭୂୟାତ୍ ।
ନବବର୍ଷେଽୟଂ ଭବତୁ ଶୁଭପ୍ରଦଂ
ପରିପୂର୍ଣ୍ଣା ଭବତୁ ଭବତାମିଚ୍ଛା
ଅଗ୍ନିନ୍ନବସରେ ମମାପି ପ୍ରାର୍ଥନା
ପ୍ରଭୋ ! ପୂରୟତୁ ସର୍ବେକ୍ଷାଂ କାମନାମ୍ ॥

ପ୍ରେଷତଃ
ଶ୍ରୀମାନ୍‌ ଶୁଭଙ୍କର ପତିଃ ।

CHSE Odisha Class 11 Sanskrit Grammar आवेदनपत्रम्

Odisha State Board CHSE Odisha Class 11 Sanskrit Solutions Grammar आवेदनपत्रम् Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Sanskrit Grammar आवेदनपत्रम्

1. पत्रिकासंपादकं प्रति प्रार्थनापत्रम् ।
Answer:

ସ୍ଥାନମ୍-ଭୁବନେଶ୍ୱରମ୍
ଦିନାଙ୍କଃ-୧୮.୦୮.୧୬

ସବିଧେ
ସମ୍ପାଦକ ମହୋଦୟେଷୁ,
ଦୈନିକ ‘ସମ୍ବାଦଃ’,
ଭୁବନେଶ୍ୱରମ୍ ।
ମାନ୍ୟ ସମ୍ପାଦକା
ସାଦରଂ ବନ୍ଦନାନି ।
ଭବତାଂ ପତ୍ରିକାୟାଂ ମମ କାନିଚନ ଲିଖନାନି ପୂର୍ବଂ ପ୍ରକାଶିତାନି ସନ୍ତି । ହାର୍ଦାନ୍ ଧନ୍ୟବାଦାନ୍ ସମର୍ପୟାମି । ଏତେନ ଅବଲୋକ୍ୟ ପତ୍ରିକାୟାଂ ପ୍ରକାଶୟତୁ ଇତି ସବିନୟଂ ପ୍ରାର୍ଥୟାମି । ଲିଖନେ ଯଥୋଚିତଂ ପରିବର୍ତ୍ତନଂ କର୍ତୁମହଁନ୍ତି ଭବନ୍ତଃ । ଧନ୍ୟବାଦଃ ।

ଇତି ବିଶ୍ୱସ୍ତଃ
ଉପାଶଙ୍କର ରଅଃ

CHSE Odisha Class 11 Sanskrit Grammar आवेदनपत्रम्

2. शुल्क-क्षमापनार्थम् अध्यक्षं प्रति पत्रम् ।
Answer:
ଢେଙ୍କାନାଳମ୍
ଶ୍ରୀମାନ୍ ଅଧ୍ୟକ୍ଷମହୋଦୟଃ
ମହିମା ମହାବିଦ୍ୟାଳୟଃ
ଢେଙ୍କାନାଳମ୍ ।
ମହୋଦୟ,
ସବିନୟଂ ନିବେଦନମ୍ ଅସ୍ତ୍ର ଯତ୍ ଅହଂ ଭବତଃ ମହାବିଦ୍ୟାଳୟେ +୨ ପ୍ରଥମବର୍ଷବିଜ୍ଞାନସ୍ୟ ଛାତ୍ରୀ ଅସ୍ମି । ମମ ପିତା ସର୍ବକାରସ୍ୟ କାର୍ଯ୍ୟାଳୟେ ଏକଃ ଦ୍ଵାରପାଳ ଅସ୍ଥି । ତସ୍ୟ ମାସିକ ବର୍ତ୍ତନଂ ଦଶସହସ୍ର ରୂପ୍ୟକାଣି ସନ୍ତି । ମମ ଗୃହେ ପଞ୍ଚସଦସ୍ୟା ସନ୍ତି । ଅଧ୍ୟୟନାୟ ବ୍ୟୟାର୍ଥୀ ମମ ପିତା ଶୁଳ୍କ ଦାତୁମ୍ ଅସମର୍ଥ । ମୟାଽପି ଅଧ୍ୟୟନବଶାତ୍ କୁତ୍ରଚିତ୍‌ କାର୍ଯ୍ୟ କୃତ୍ୱା ଧନମ୍ ଅର୍ଜୟିତଂ ସମୟ ଏବ ନ ଲଭ୍ୟତେ । ଅତଃ ସାଦରଂ ପ୍ରାର୍ଥୟେ ଯତ୍ନ ମହାବିଦ୍ୟାଳୟସ୍ୟ ଶୁଳ୍‌ କ୍ଷା ମାମ୍ ଅନୁଗୃହୀତଂ କୁର୍ବନ୍ତୁ ଭବନ୍ତଃ । ଭବତଃ ଇଦମ୍ ଉପକାରଂ ନ କଦାପି ବିସ୍ମରିଷ୍ୟାମି । ଏକାଗ୍ର ମନସା ଅଧ୍ୟୟନେନ ମହାବିଦ୍ୟାଳୟସ୍ୟ ନାମ

ଅତିଧନ୍ୟବାଦଃ ।
CHSE Odisha Class 11 Sanskrit Grammar आवेदनपत्रम् 1

3. अवकाशार्थम् अध्यक्ष्यं प्रति पत्रम् ।
Answer:
ସେବାୟାମ୍
ଅଧ୍ୟକ୍ଷମହୋଦୟଃ
ଖରସ୍ରେ।ତାମହାବିଦ୍ୟାଳୟଃ
ସିଂହପୁରମ୍ ।
ମହୋଦୟ,
ସବିନୟଂ ନିବେଦନମ୍ ଅସ୍ଥି ଯତ୍ ହାଃ ରାକ୍ଷ୍ନୌ ଅହଂ ଜ୍ଵରାକ୍ରାନ୍ତଃ ଅଭବମ୍ । ଅତଃ ମହାବିଦ୍ୟାଳୟମ୍ ଆଗରୁମ୍ ଅସମର୍ଥ୍ୟ ଅସ୍ଥି । କୃପୟା ଦିନ-ତ୍ରୟାଣାମ୍ ଅବକାଶଂ ପ୍ରଦାୟ ମାମ୍ ଅନୁଗୃହ୍ଣଣନ୍ତୁ । ଚିକିତ୍ସକାତ୍ ପ୍ରାଫ୍ଟ ପ୍ରମାଣପତ୍ର ସହୈବ ସଂଲଗ୍ନ ବର୍ଷତେ ।

ଏତେଷୁ ଦିବସେଷୁ ଅଧ୍ୟୟନସ୍ୟ ଯା କ୍ଷତଃ ଭବିଷ୍ୟତି ତାଂ ସ୍ଵାସ୍ଥ୍ୟଲାଭୋପରାନ୍ତ ପୂରୟିତୁମ୍ ଅବଶ୍ୟମେବ ଯତିଷ୍ୟ । ଧନ୍ୟବାଦାଃ ।
CHSE Odisha Class 11 Sanskrit Grammar आवेदनपत्रम् 2

4. सद्वृत्त प्रमाणपत्रार्थम् अध्यक्ष्यां प्रति प्रार्थनापत्रम् ।
Answer:
ପ୍ରତିଷ୍ଠାୟାମ୍
ଶ୍ରୀମତୀ ଅଧ୍ୟକ୍ଷାମହେ।ଦୟାଃ
ଇଦିରାଗାକ୍ଷୀ ମହିଳାମହାବଦ୍ୟାଳୟାଃ
ବିରଜାକ୍ଷେତ୍ରମ୍
ଯାଜପୁରମ୍
ଆଦରଣୀୟେ ମହୋଦୟେ !
ସବିନୟଂ ନିବେଦ୍ୟତେ ଯତ୍ ମୟା ଅସ୍ଥିନ୍ ଏବ ବର୍ଷେ ଭବତ୍ୟା ମହାବିଦ୍ୟାଳୟାତ୍ +୨ ଦ୍ବିତୀୟବର୍ଷ ପରୀକ୍ଷା ପ୍ରଥମଶ୍ରେଣ୍ୟାମ୍ ଉତ୍ତୀର୍ଣ୍ଣା । କକ୍ଷାୟାଂ ମମ କ୍ରମାଙ୍କ ‘ତ୍ରିଂଶତ୍’ ଆସୀତ୍ । ଅହଂ ମହାବିଦ୍ୟାଳୟସ୍ୟ ପ୍ରତ୍ୟେକସ୍ମିନ୍ କାର୍ଯ୍ୟକ୍ରମେ ପ୍ରାୟଶଃ ଭାଗ୍ୟ ଗୃହୀତବାନ୍ । କନ୍ଦୁକକ୍ରୀଡ଼ାୟାମ୍ ଅପି ଅହଂ ପ୍ରମୁଖସ୍ୟ ଭୂମିକାମ୍ ଅବହମ୍ । ମହାବିଦ୍ୟାଳୟେ ମମ ଆଚରଣଂ ବିଶୁଦ୍ଧ ଲୋକପ୍ରିୟଞ୍ଚ ଆସୀତ୍ । ଇଦାନୀମ୍ ଅହଂ +୩ ପ୍ରଥମ ବର୍ଷେ ମହାବିଦ୍ୟାଳୟେଷୁ ପ୍ରବେଶାୟ ଲବ୍ଧକାମା ଅସ୍ଥି । କୃପୟା ମମ ସଦ୍‌ବୃତ୍ତପ୍ରମାଣପତ୍ର ମମ ସବିଧେ ପ୍ରେଷଣୀୟମ୍ ।

ଧନାବାଦାର୍ହା ଭବତୀ ।
CHSE Odisha Class 11 Sanskrit Grammar आवेदनपत्रम् 3

5. पुस्तकप्रेषणाय आदेशपत्रम् ।
Answer:

କଗକମ୍
ଦିନାଙ୍କ-୭.୮.୧୬

ସବଧେ
ଶ୍ରୀମନ୍ତଃ ପ୍ରବନ୍ଧକମହେ।ଦୟାଃ
ମୋତିଲାଲ୍ ବନାରସୀଦାସଃ
ଜବାହାରନଗରମ୍
ଦେହରୀ – ୬
ମହାଶୟଃ !
ଭବତ୍ ପ୍ରକାଶିତା ଗ୍ରନ୍ଥସୂଚୀ ମୟାବଲୋକିତା । ତତ୍ର କାନିଚିତ୍ ଉପାଦେୟାନି ପୁସ୍ତକାନି କ୍ରେତୁମ୍ ଇଚ୍ଛାମି । କୃପୟା ମତ୍‌ସୂଚିତେ ସଂକେତେ ଅଧୋଲିଖୁନି ପୁସ୍ତକାନି ବୀ-ପୀ-ପୀ- ଦ୍ଵାରା ଶୀଘ୍ର ପ୍ରେକ୍ଷଣୀୟାନି ।
CHSE Odisha Class 11 Sanskrit Grammar आवेदनपत्रम् 4

6. मेधावृत्तिप्राप्तये शिक्षायाः उच्चकर्त्तुपक्षं प्रति आवेदनपत्रम् ।
Answer:
ସକାଶ।ତ୍

ସୁଶ୍ରୀ ରୂପଶ୍ରୀ
ଶୈଳବାଳା ମହିଳା ମହାବିଦ୍ୟାଳୟଃ
କଟକମ୍

ସବିଧେ

ମାନ୍ୟାଃ ନିର୍ଦ୍ଦେଶକାଃ
ଉଚ୍ଚଶିକ୍ଷାବିଭାଗ, ଓଡ଼ିଶା ସର୍ବକାରଃ
ଭୁବନେଶ୍ବରମ୍

ବିଷୟ-ମେଧାବୃତ୍ତିପ୍ରାପ୍ୟର୍ଥମ୍ ଆବେଦନପତ୍ରମ୍ ।
ମହାଶୟାଃ !
ବିଗତେ ୧୫.୮.୧୬ ଦିନାଙ୍ଗେ ଦରିଦ୍ରମେଧାବିଛାତ୍ରେଭ୍ୟ ମେଧାବୃତ୍ତି ପ୍ରଦାନାୟ ଆବେଦନପତ୍ରମ୍ ଆହୂତମ୍ । ମୟାପି ଗତାୟାଂ ମାଧମିକପରୀକ୍ଷାୟାମ୍ ଉଚ୍ଚାଙ୍କା ପ୍ରାପ୍ତ । ମମ ପରିବାରସ୍ୟ ଆର୍ଥିକସ୍ଥିତିଃ ଉଚ୍ଚତରାଧୟନାର୍ଥେ ଦୁର୍ବଳା । ଅତଃ ମେଧାବୃତଃ ପରମାବଶ୍ୟକତା ଅଛି । ଭବତାଂ ବିଚାରାର୍ଥମ୍ ଅନେନ ଆବେଦନପତ୍ରେଣ ସହ ଅଙ୍କପତ୍ରସ୍ୟ, ଉତ୍ତୀର୍ଣ୍ଣପତ୍ରସ୍ୟ ପିତୁଃ ବାର୍ଷିକାୟ ପ୍ରମାଣପତ୍ରସ୍ୟ ଚ ପ୍ରତିକୃତୟଃ ସଂଲଗ୍ନା ସନ୍ତି ।

ଅତଃ ମମ ଆବେଦନଂ କୃପୟା ସମୀକ୍ଷ୍ୟ ଯୋଗ୍ୟତାମ୍ ଅଙ୍ଗୀକୃତ୍ୟ ଯଦି ମେ ମେଧାବୃଭିଂ ପ୍ରଦୀୟତେ ତହିଁ ଅହଂ ଚିରୋପକୃତଃ ଭବିଷ୍ୟାମି ।
CHSE Odisha Class 11 Sanskrit Grammar आवेदनपत्रम् 5

7. स्वग्रामे महामारी निवारणार्थं स्वजिल्लाया: मुख्यचिकित्साधिकारिणं (C.D.M.O.) प्रति आवेदनपत्रम् ।
Answer:
ସକାଶାତ୍

ଗ୍ରାମବାସିନଃ
ବାସୁଦେବପୁରମ୍, ବାଲେଶ୍ଵରମ୍

ସବଧେ

ମାନ୍ୟାଃ ମୁଖ୍ୟଚିକିତ୍ସ।ଧ୍କାରିଶଃ
ଜିଲ୍ଲା ମୁଖ୍ୟଚିକିତ୍ସାଳୟଃ
ବାଲେଶ୍ବରମ୍

ବିଷୟଃ-ମହାମାରୀ ନିବାରଣାର୍ଥମ୍ ଆବେଦନପତ୍ରମ୍
ମହାଶୟଃ !
ସେବାୟାଂ ସବିନୟଂ ନିବେଦ୍ୟତେ ଯତ୍ ଅସ୍ଵାକଂ ବାସୁଦେବପୁର ଗ୍ରାମେ ଗତପଞ୍ଚଦିବସେଭ୍ୟ ମହାମାରୀ ପ୍ରବଳଂ ବ୍ୟାସ୍ତୋଽସ୍ତି । ଅନେନ ରୋଗେଣ ଆକ୍ରାନ୍ତଃ ଦଶଜନା ପଞ୍ଚତ୍ୱ ପ୍ରାପ୍ତା । ପ୍ରାୟଶଃ ବିଂଶତିଃ ଗ୍ରାମବାସିନଃ ଅଦ୍ୟାବଧୂ ପୀଡ଼ିତା ସନ୍ତଃ ଆସନ୍ନମରଣମ୍ ଅପେକ୍ଷନ୍ତେ । ଅତ୍ର ଅସ୍ୟ ମାରାତ୍ମକରୋଗସ୍ୟ ନିବାରଣାୟ ନ ନିପୁଣ ଚିକିତ୍ସକା ନ ଚ ପର୍ଯ୍ୟାପ୍ତାନି ଔଷଧାନି ଲଭ୍ୟନ୍ତେ । କୃପୟା ଶୀଘ୍ରାତିଶୀଘ୍ର ଯଦି ସମୁଚିତଃ ପଦକ୍ଷେପଃ ନ ନୀୟତେ, ତହିଁ ଗ୍ରାମୋଽୟଂ ଶ୍ମଶାନସମଃ ଭବେତ୍ । ଗ୍ରାମତଃ ପ୍ରାଥମିକ ଚିକିତ୍ସାଳୟଃ ଦଶକୋଶଦୂରେ ବିଦ୍ୟତେ । ତତ୍ରାପି ଔଷଧଃ ଦୁର୍ଲଭମ୍ । ଗ୍ରାମବାସିନଃ ବହୁଦୂରତ୍ୱାତ୍ ବାଲେଶ୍ଵରନଗରେ ସ୍ଥିତ ମୁଖ୍ୟଚିକିତ୍ସାଳୟଂ ଗ ନ ପାରୟନ୍ତି । ଅର୍ଥାଭାବାତ୍ ତତ୍ର ଗତ୍ବା ଔଷଧାଂ କ୍ରେତୁମ୍ ଅକ୍ଷମା ଭବନ୍ତି ।

ଅତଃ ପ୍ରାର୍ଥୀତେ ଯତ୍ ସତ୍ବରଂ ସୁନିପୁଣ ଚିକିତ୍ସକାନ୍‌ ପର୍ଯ୍ୟାପ୍ତାନି ଔଷଧାନି ଚ ସଂପ୍ରେଷ୍ୟ ନଃ ମାରାତ୍ମାକ ରୋଗ କବଳାତ୍ ରକ୍ଷନ୍ତୁ । ଯେନ ବୟଂ ସର୍ବେ ଆତଙ୍କମୁକ୍ତା କୃତଜ୍ଞା ଚ ଭବାମଃ ।
CHSE Odisha Class 11 Sanskrit Grammar आवेदनपत्रम् 6

8. स्वस्यजड़ममूरभाषनीलीने उपयुक्तमधिकारिणं प्रति प्रथमसूचनात्मकम् आवेदनम् (F.I.R.) ।
Answer:
ସକାଶାତ୍

ଶ୍ରୀ ସତ୍ୟ ରାୟ
ବିଡ଼ାନାସୀ, କଟକମ୍

ପବିଧେ

ମାନ୍ୟା ଥାନାଧ୍କାରିଣଃ
ସି.ଡ଼ି.ଏ.ଥାନା, ସି.ଡ଼ି.ଏ.
ବିଡ଼ାନାସୀ, କଟକମ୍

ବିଷୟଃ-ଜଙ୍ଗମଦୂରଭାଷ (Mobile phone) ନୀଲୀନବିଷୟ ପ୍ରଥମା ସୂଚନା (F.I.R.)
ମହେ।ଦୟାଃ !
ଅହଂ ଶ୍ରୀ ସତ୍ୟ ରାୟଃ, ପିତା-ଏନ୍.ସି. ରାୟଃ, ଗ୍ରାମ-ବିଡ଼ାନାସୀ, ସବିନୟଂ ସୂଚୟାମି ଯତ୍ ଅଦ୍ୟ ଚନ୍ଦ୍ରବାସରେ ଆଟ୍ରୋ ୧୮.୭.୧୬ ତାରିକାୟାଂ ପ୍ରାତଃ ସପ୍ତବାଦନେ ମମ ପୁତ୍ର ବିଦ୍ୟାଳୟଂ ନୀତବାନ୍ । ଆଗମନାବସରେ ମମ ଜଙ୍ଗମଦୂରଭାଷ ଯସ୍ୟାଙ୍କ ଭବତି ୯୮୬୧୨୫୯୪୧୪, କୁତ୍ରାପତତ୍ ଅହଂ ନ ଜାନେ । ପରନ୍ତୁ ଯଦା ଅହଂ ମମ ଜଙ୍ଗମଦୂରଭାତଂ ନ ପ୍ରାପ୍ତ ତଦା ଅନ୍ୟ ଜଙ୍ଗମଦୂରଭାଷତଃ ମମ ଜଙ୍ଗମଦୂରଭାଷ ପ୍ରତି ସଂଯୋଗଂ କର୍ଡିଂ ପ୍ରଯତ୍ନ କୃତବାନ୍ । ପରନ୍ତୁ କିମପି ସଂଯୋଗ ନ ଭବତି ।

ଅତଃ ଏତଦାବେଦନଂ ମମ ଜଙ୍ଗମଦୂରଭାଷନୀଲୀନସ୍ୟ ପ୍ରଥମା ସୂଚନା ଇତି ବିବିଚ୍ୟ ସମୁଚିତଂ କାର୍ଯ୍ୟାନୁଷ୍ଠାନଂ କୃପୟା ବିଧେୟମ୍ ।

ପ୍ପାନମ୍-ବିଡ଼ାନାସୀ
ଦିନାଙ୍କ-୧୮.୭.୧୬

ଇତି ଭବଦୀ ବିଶ୍ଵାସପାତ୍ରମ୍
ଶ୍ରୀ ସତ୍ୟ ରାୟ

CHSE Odisha Class 11 Sanskrit Grammar पत्रलिखन प्रकरणम्

Odisha State Board CHSE Odisha Class 11 Sanskrit Solutions Grammar पत्रलिखन प्रकरणम् Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Sanskrit Grammar पत्रलिखन प्रकरणम्

CHSE Odisha Class 11 Sanskrit Grammar पत्रलिखन प्रकरणम् 1
1. कुशलवार्त्ता ज्ञातुं पितु: पुत्रं प्रति पत्रम् ।
Answer:

ଅପର୍ଣ୍ଣାନଗରମ୍
ଦିନାଙ୍କ-୧୫,୦୭,୧୬

ଚିରଞ୍ଜୀବିନେ ଆଶୁତୋଷାୟ ଶୁଭାଶିଷୀ,
ବୟଂ ସର୍ବେ ଅତ୍ର କୁଶଳିନଃ, ତ୍ଵଦୀୟଂ କୁଶଳସମାଚାରଃ ଅପି ପତ୍ରମୁଖେନ ଜ୍ଞାତଃ । ତବ ଅନୁଜଃ ରବିନ୍ଦ୍ର ସମ୍ୟକ୍ ପଠନ୍ ଅସ୍ତି । ଗତପରୀକ୍ଷାୟାଂ ୟଃ ପ୍ରଥମ ଶ୍ରେଣ୍ୟାମ୍ ଉତ୍ତୀର୍ଶୀ । ଭବତଃ ବିଷୟ ସ୍ୱ ତଦା ତଦା ପୃଚ୍ଛତି । ତବ ଅନୁଜା ଅପି ସମ୍ୟକ୍ ପଠନ୍ତୀ ଅସ୍ତି ।

ବତ୍ସ ! ପଠନୀୟବିଷୟଂ ଶ୍ରଦ୍ଧୟା ପଠତୁ । ଆହାରବିଷୟେ ଜାଗରୂକତା ଭବତୁ । ପ୍ରତିଦିନଂ ପ୍ରାତଃ ସାୟଂ ବା କିଞ୍ଚିତ୍କାଳଂ ବ୍ୟାୟାମଂ କୁରୁ । ତବ କୁଶଳବାର୍ତ୍ତା ପ୍ରତିସପ୍ତାହଂ ପତ୍ରଦ୍ୱାରା ସୂଚୟ ।
ତବ ମାତା ଅପି ସସ୍ନେହମ୍ ଆଶୀର୍ବାଦମ୍ ଉକ୍ତବତୀ । ଅନ୍ୟ ବିଶେଷ ନାସ୍ତି ।

ଇତି ତବ ଶୁଭାକାଙ୍‌କ୍ଷୀ
ପିତା

ପ୍ରେଷକଃ ପ୍ରାପକଃ
ବିଶ୍ଵମୋହନ ସାହୁଃ ଆଶୁତୋଷ ସାହୁଃ
ଗୃହକ୍ତମାଙ୍କଃ – ୧୮୩୭ ଗୃହକ୍ରମାଙ୍କ – ୭୬୮
ଅପର୍ଣ୍ଣାନଗରମ୍ ବାନ୍ଧୁଲି
କଟକମ୍ ବାଲେଶ୍ଵରମ୍

2. शैक्षणिकप्रवासार्थं पुत्य्रा: मातरं प्रति पत्रम् ।
Answer:

ବାସୁଦେବପୁରମ୍
ଦିନାଙ୍କ-୧୭.୦୭.୧୬

ମାତୃଶ୍ରୀଚରଣସନ୍ନିଧୌ
ସାଦରଂ ବନ୍ଦନାନି,
ଭବତ୍ୟାଃ ଆଶୀର୍ବାଦପତ୍ର ପ୍ରାପ୍ତମ୍ । ପତ୍ର ଦୃଷ୍ଟି ଆନନ୍ଦ ଅଭବତ୍ । ଭବିତ୍ୟା ସୂଚନାନୁସାରଂ ମମ ସ୍ଵାସ୍ଥ୍ୟସ୍ୟ ଯଥାବିଧ ଯତ୍ନ କୁର୍ବତୀ ଅସ୍ଥି ।

ଆଗାମିମାସସ୍ୟ ଦ୍ବିତୀୟସପ୍ତାହେ ଅସ୍ମାକଂ ବାର୍ଷିକୀ ପରୀକ୍ଷା ଭବିଷ୍ୟତି । ପରୀକ୍ଷାମନ୍ତରମେବ ଦିନତ୍ରୟସ୍ୟ ଶୈକ୍ଷଣିକପ୍ରବାଦଃ ଅସ୍ତି । ପ୍ରାଧ୍ୟାପକୈ ସହ ବୟଂ ସର୍ବେ ଗଚ୍ଛାମଃ ପ୍ରବାସଂ ସମାପ୍ୟ ଯାବଚ୍ଛୀଘ୍ର ଗୃହଂ ପ୍ରତି ଆଗମିଷ୍ୟାମି ।

ଏବଂ ବିଷୟଂ ପୂଜ୍ୟ ପିତରଂ ସୂଚତୁ ମମ ନମସ୍କାରଂ ଚ ସୂଚୟତୁ । ପ୍ରିୟାୟ ଅନୁଜାୟ ରାଜାୟ ଆଶିଷଃ

ଇତି ପ୍ରିୟପୁତ୍ରୀ
ଅଙ୍କିତା

ପ୍ରେଷକଃ ପ୍ରାପକଃ
ଅଙ୍କିତା ମିଶ୍ରଃ ସୌଦାମିନି ମିଶ୍ରଃ
ଶୈଳବାଳା ମହିଳା ମହାବିଦ୍ୟାଳୟଃ ବ୍ରଜସୁନ୍ଦରପୁରମ୍
ଚଣ୍ଡିଛକମ୍ ରଣପୁରମ୍
କଟକମ୍ ନୟାଗଡ଼ମ୍

CHSE Odisha Class 11 Sanskrit Grammar पत्रलिखन प्रकरणम्

3. संस्कृतप्रबन्धलिखन प्रतियोगितायां सफलता प्रसङ्गे मित्रं प्रति पत्रम् ।
अथवा, स्वमहाविद्यालयविषये वर्णयन्तं स्वमित्रं प्रति पत्रम् ।
Answer:

ଉଦିତନଗରମ୍
ଦିନାଙ୍କ-୧୬.୦୭.୧୬

ପ୍ରିୟ ମିତ୍ର !
ବିଜୟାଦଶମୀପର୍ବଦିନସ୍ୟ ଶୁଭାଶୟଃ ।
ଅତ୍ର ବୟଂ ସର୍ବେ କୁଶଳିନଃ । ଭବାନ୍ ଅପି କୁଶଳୀ ଇତି ମନ୍ୟୁ । ଭବତଃ ପତ୍ର ପ୍ରାପ୍ତମ୍ । ପତ୍ରଲିଖନେ ବିଳମ୍ବୀ ଅଭବତ୍ । କୃପୟା କ୍ଷମ୍ୟତାମ୍ ।

ଭବାନ୍ ସଂସ୍କୃତପ୍ରବନ୍ଧଲିଖନ ପ୍ରତିଯୋଗିତାୟାଂ ପ୍ରଥମପୁରସ୍କାରଂ ପ୍ରାପ୍ତିବାନ୍ ଇତି ଜ୍ଞାତ୍ମା ମମ ଅତୀବ ସନ୍ତୋଷ ଅଭିବତ୍ । ସଫଳତାୟୈ ଅଭିନନ୍ଦନାନି । ଅହମପି ସଂସ୍କୃତକଥାକଥନ ପ୍ରତିଯୋଗିତାୟାଂ ଦ୍ୱିତୀୟ ସ୍ଥାନଂ ପ୍ରାପ୍ତବାନ୍ ଅସ୍ଥି ।

ଭବିଷ୍ଯତି । ପରୀକ୍ଷାୟଃ ଅନନ୍ତରଂ ଡିସେମ୍ବରମାସେ ମହାବିଦ୍ୟାଳୟସ୍ୟ କ୍ରୀଡ଼ୋତ୍ସବେ ତଥା ଜାନୁଆରୀମାସେ ବାର୍ଷିକୋତ୍ସବ ଚ ଅସ୍ତି । ବାର୍ଷିକୋତ୍ସବେ ଏବଂ ସଂସ୍କୃତନାଟକମପି ପ୍ରଦର୍ଶିତଂ ଭବିଷ୍ୟତି । ଦିନାଙ୍କ ସୂଚୟିଷ୍ୟାମି, ଅବଶ୍ୟମ୍ ଆଗଚ୍ଛତୁ । ବାର୍ଷିକୋତ୍ସବସ୍ୟ ଅନନ୍ତରଂ ମାର୍ଚ୍ଚମାସେ ବାର୍ଷିକପରୀକ୍ଷା ଭବିଷ୍ୟତି । ଅତଃ ମମ ଅଧ୍ୟୟନଂ ସମ୍ୟକ୍ ପ୍ରଚଳତି ।

ନାନ୍ୟଃ ବିଶେଷ । ପତ୍ର ଲିଖନ୍ତୁ । ଗୃହେ ସର୍ବାନ୍ ମମ ବନ୍ଦନାନି ସୂଚୟତୁ ।

ଇତି ଭବଦୀୟଂ ମିତ୍ର
ଆକାଶଃ

ପ୍ରେଷକଃ ପ୍ରାପକଃ
ଶ୍ରୀଯୁକ୍ତ ବିଶାଳ ଶ୍ରୀବାସ୍ତବଃ ଶ୍ରୀମାନ୍ଆକାଶଃଶ୍ରୀବ।ସ୍ତ୍ରବଃ
ଉଦିତ୍ନଗରମ ବଳଭଦ୍ରପୁରମ୍
ରାଗରକେଲା କେନ୍ଦ୍ରାପଡ଼ା

4. स्वविद्याप्रगतिः विषये सखीं प्रति सख्या: पत्रम् ।
Answer:

ଅପର୍ଣ୍ଣାନଖରମ୍
ଦିନାଙ୍କ-୧୮.୦୮.୧୬

ଅୟି ପ୍ରିୟ ସଖ୍ !
ସଂକ୍ରାନ୍ତିପର୍ବଦିନସ୍ୟ ଶୁଭାଶୟା ।
ଅତ୍ର ଅହଂ କୁଶଳିନୀ, ଭବତ୍ୟା ବନ୍ଧୁନାଂ ଚ କୁଶଳୀ ସମ୍ଭାବୟାମି । ବହୁକାଳତଃ ଭବତ୍ୟା ପତ୍ରମେବ ନାସ୍ତି । ଅତଃ ଅହମେବ ଲିଖନ୍ତୀ ଅସ୍ଥି । ଇଦାନୀ ବା ଭବତୀ ଅବଶ୍ୟ ପତ୍ର ଲିଖେତ୍ ଇତି ଚିନ୍ତୟାମି ।

ମହାବିଦ୍ୟାଳୟେ ମମ ବିଦ୍ୟାପ୍ରଗତିଃ ସାଧାରଣୀ ଅସ୍ଥି । ଭବତ୍ୟା ଅଭ୍ୟାସ ସମ୍ୟକ୍ ପ୍ରଚଳତି ଇତି ମନ୍ୟ । ମମ ମହାବିଦ୍ୟାଳୟେ ଆଗାମି ଅଗଷ୍ଟମାସେ ବିବିଧଃ ସଂସ୍କୃତସ୍ପର୍ଷା ଭବିଷ୍ୟନ୍ତ । ତତ୍ର ଅହଂ ସଂସ୍କୃତ ଭାଷଣସ୍ପର୍ଧୟାଂ ଭାଗଂ ନେଷ୍ୟାମି ।

ସମ୍ପ୍ରତି ଖ୍ରୀଷ୍ଟାବକାଶଃ ପ୍ରଚଳତି । ଆଗାମିନି ଏକବିଂଶତିତମେ ଦିନାଙ୍କ ମହାବିଦ୍ୟାଳୟ ଉନ୍ମୋଚିତଃ ଭବିଷ୍ୟତି । ଭବତୀ ଦିବସଦ୍ଵୟନିମିତ୍ତ ମମ ଗୃହମ୍ ଆଗଚ୍ଛତୁ । ଅମ୍ଳାକଂ ଗୃହେ ସର୍ବେ ଆନନ୍ଦିତଃ ଭବିଷ୍ୟନ୍ତ ।

ଭବତ୍ୟା ପତ୍ର ପ୍ରତୀକ୍ଷାମାଣା….
ଇତି ଭବଦୀୟା ସଖା
ଅଭୀପ୍‌ସା

ପ୍ରେଷକଃ ପ୍ରାପକଃ
ଅଭୀପ୍ସା ପାତ୍ରଃ ପ୍ରିୟଙ୍କା ଦାସଃ
ଅପର୍ଣ୍ଣାନଗରମ୍ ରବୀନ୍ଦ୍ରନଗରମ୍
କଟକମ୍ ଭୁବନେଶ୍ବରମ୍

5. शैक्षिक भ्रमणाय धनप्रेषणार्थं पितरं प्रति पत्रम् ।
Answer:

ମଧୁସୂତନ ଛାତ୍ର।ବାସଃ
ଭୁବନେଶ୍ବରମ୍
ଦିନାଙ୍କ-୨୫.୦୮.୧୬

ପରମଶ୍ରଦ୍ଧେୟାଃ ପିତୃମହାଭ।ଗାଃ
ସାଦରଂ ପ୍ରଣାମାଃ ।
ଅତ୍ର କୁଶଳଂ ତତ୍ରାସ୍ତୁ । ମମ ବାର୍ଷିକୀ ପରୀକ୍ଷା ସମାପ୍ତା । ମମ ଉତ୍ତରପତ୍ରାଣି ଅପି ଶୋଭନାନି ଅଭବନ୍ । ଅଧୁନା ଅବକାଶେ ଅହଂ ଗୃହଂ ନ ଆଗମିଷ୍ୟାମି ଯତଃ ମହାବିଦ୍ୟାଳୟେନ ଏକସ୍ୟା ଶୈକ୍ଷିକଯାତ୍ରାୟା ଆୟୋଜନଂ କୃତମ୍ । ବସ୍ତୁତଃ ଅରୁଣାଚଳସ୍ୟ ବିଷୟ ପଠିତ୍ବା ବୟଂ ସର୍ବେ ତତ୍ ପ୍ରଦେଶଂ ଦୃଷ୍ଣୁ ସମୁସୁକା ଅଭିବନ୍ ପରୀକ୍ଷାପରାନ୍ତ ଚ ଅନ୍ୟ ପ୍ରଦେଶସ୍ୟ ଭ୍ରମଣାର୍ଥମ୍ ଅଧ୍ଯକ୍ଷାୟ ନିବେଦିତବନ୍ତଃ । ଅଧୁନା ସର୍ବମ୍ ଆୟୋଜିତଂ କୃତମ୍ । ଅସ୍ମାକମ୍ ଅଧ୍ୟାପକ ତଥା ଚ ସର୍ବେ ଛାତ୍ରୀ ଗ୍ରୀଷ୍ମବକାଶସ୍ୟ ପ୍ରଥମେ ଏବ ଦିବସେ ଅରୁଣାଚଳ ପ୍ରତି ବାୟୁମାର୍ଗେଣ ଗମିଷ୍ୟାମଃ । ଯାତ୍ରାବ୍ୟୟାର୍ଥୀ ପଞ୍ଚଦଶସହସ୍ର ରୂପ୍ୟକାଣି ପ୍ରେଷୟନ୍ତୁ ଭବନ୍ତଃ । ସପ୍ତାହୋପରାନ୍ତଃ ତସ୍ମାତ୍ ପ୍ରଦେଶାତ୍ ପ୍ରତିନିବୃତ୍ୟ ଏବଂ ଗୃହମ୍ ଆଗମିଷ୍ୟାମି । ମାତୃଚରଣେଷୁ ମମ ପ୍ରଣାମା ସନ୍ତୁ । ଅନୁଜାୟ ସଲିଳାୟ ସ୍ନେହରାଶିଃ ।

ତ୍ତବତାଂ ପ୍ରିୟପୁତ୍ରଃ
ଅଂଶୁମାନ୍

ପ୍ରେଷକଃ ପ୍ରାପକଃ
ଶ୍ରୀମାନ୍ ଅଂଶୁମାନ୍ ମହାପାତ୍ର ଶ୍ରୀଯୁକ୍ତ ସୂର୍ଯ୍ୟପ୍ରକାଶ ମହାପାତ୍ରଃ
ମଧୁସୂଦନ ଛାତ୍ରାବାସୀଃ ବିକାଶଭବନମ୍
ଭୁବନେଶ୍ୱରମ୍ ରାଉରକେଲା

CHSE Odisha Class 11 Sanskrit Grammar पत्रलिखन प्रकरणम्

6. स्वमहाविद्यालये रक्तदान शिविरं वर्णयन्तः मित्रं प्रति पत्रम् ।
Answer:

ଫକାରଣେହିନ ଛ।ତ୍ରାବାସଃ
ବାଲେଶ୍ବରମ୍
ଦିନାଙ୍କ -୨୫.୦୯.୧୬

ପ୍ରିୟ ମିତ୍ର ସୌରଭ !
ସାଦରଂ ବନ୍ଦନାନା
ହ୍ୟୁଃ ଏବ ତବ ପତ୍ର ପ୍ରାପ୍ତମ୍ । ମହାତ୍ମାଗାନ୍ଧିନଃ ଜନ୍ମଦିବସସ୍ୟ ସମାରୋହ ଭବତାଂ ମହାବିଦ୍ୟାଳୟେ ଯଥା ସମ୍ପାଦିତମ୍ ଇତି ଜ୍ଞାତ୍ମା ଅତୀବ ପ୍ରସନ୍ତଃ । ଅହମ୍ ଅପି ସ୍ୱମହାବିଦ୍ୟାଳୟସ୍ୟ ଏତାଦୃଶସ୍ୟ ସମାରୋହସ୍ୟ ବିଷୟେ ଲିଖାମି ଯସ୍ମିନ୍ ମହାପୁରୁଷାକାଂ ଭବତି । ତସ୍ୟ ଇଦମ୍ ଉଦ୍‌ଘୋଷମ୍- ‘ପୂୟଂ ମତ୍ସ୍ୟ ରକ୍ତ ଯଚ୍ଛତ ଅହଂ ଯୁଗ୍ମଭାଂ ସ୍ବାଧୀନତାଂ ପ୍ରଦାସ୍ୟ’’ ଇତି ଆଶ୍ରିତ୍ୟ ଏବ ଅସ୍ମାକଂ ମହାବିଦ୍ୟାଳୟେ ରକ୍ତଦାନଶିବରସ୍ୟ ଆୟୋଜନଂ କୃତମ୍ । ମହାବିଦ୍ୟାଳୟସ୍ୟ କ୍ରୀଡ଼ାପ୍ରମୁଖ ଅସ୍ୟ ଶିବରସ୍ୟ ଆୟୋଜନଃ ଆସୀତ୍ । ରକ୍ତଦାନାର୍ଥମ୍ ‘ଅହଂ ପ୍ରଥମ ପ୍ରଥମୋହମ୍’ ଇତି ଛାତ୍ରାଣାମ୍ ଅଧ୍ୟାପକାନାଂ ତଥା ଚ ପ୍ରଶାସକବର୍ଗସ୍ୟ ଉତ୍ସାହଃ ଦର୍ଶନୀୟ ଆସୀତ୍ । ଅସ୍ୟ କାର୍ଯ୍ୟକ୍ରମସ୍ୟ ସାଫଲ୍ୟମ୍ ଏବ ସୁଭାଷମହୋଦୟଂ ପ୍ରତି ଉଚିତା ଶ୍ରଦ୍ଧାଞ୍ଜଳି । ସୈନିକଚିକିତ୍ସାଳୟସ୍ୟ ସର୍ବୋଽପି ଚିକିତ୍ସକା କାର୍ଯ୍ୟକ୍ରମସ୍ୟ ଅଦ୍ଭୁତ ସାଫଲ୍ୟ ଭୂରି-ଭୂରି ପ୍ରଶଂସିତବନ୍ତଃ ।

ଗୃହେ ମାତୃପିତୃଚରଣୟୋ ମମ ପ୍ରଣାମା । ଶେଷ ମିଳନାନନ୍ତରମ୍ ଏବଂ କଥୟିଷ୍ୟାମି ।

ଭବଦୀୟମ୍ଅଭନ୍ନଂମିତ୍ରମ
ରବିନାରାୟଣାଃ

ପ୍ରେଷକଃ ପ୍ରାପକଃ
ରବିନାରାୟଣ ପାଣିଃ ସୌରଭ ପାଟ୍ଟଯୋଶା
ବାଲେଶ୍ଵରମ୍ ସମ୍ବଲପୁରମ୍

7. पितामहः तवजन्मदिवसे उपहारं प्रदत्तवान्, तं प्रति कृतज्ञता पत्रम् ।
Answer:

ବିକ। ଶସଦନମ୍
ବ୍ରହ୍ମପୁରମ୍
ଦିନାଙ୍କଃ -୧୭.୦୭.୧୬

ପରମଶ୍ରଦ୍ଧେୟ ପିତାମହ ଚରଣୟୋଃ
ସାଦର ପ୍ରଣତୟଃ
ଭବତା ପ୍ରେଷିତମ୍ ଉପହାରଂ ଜନ୍ମଦିବସସ୍ୟ ସହଭୋଜନକାଳେ ଏବ ପ୍ରାପ୍ତମ୍ । ତସ୍ମିନ୍ ଉଚିତେ ଅବସରେ ଭବତଃ ଆଶୀର୍ବାଦରୂପେଣ ଯା ଘଟିକା ମୟା ପ୍ରାପ୍ତା ତେନାହଂ ଭବଦର୍ଥେ ଅତୀବ କୃତଜ୍ଞତା ଜ୍ଞାପୟାମି । ଉପହାରପ୍ରେଷଣେନ ସହ ଯଃ ସମୟନିୟୋଜନସ୍ୟ ଭାବନା ଭବତାଂ ହୃଦୟେ ଆସନ୍ ଅହଂ ତାସାଂ ମନସା, ବାଚା, କର୍ମଣା ଆଚରଣଂ କରିଷ୍ୟାମି । ସମୟଂ ନଷ୍ଟ ନ କରିଷ୍ୟାମି । ସର୍ବେଷୁ କାର୍ଯ୍ୟଷୁ ନିୟମିତଃ ଭୂତ୍ଵା ଭାବିଜୀବନସ୍ୟ ନିର୍ମାଣେ ସନ୍ନଦ୍ଧ ଭବିଷ୍ୟାମି ।

ଗ୍ରୀଷ୍ମବକାଶେ ଅହଂ ପିତୃଭ୍ୟା ସହ ଅବଶ୍ୟମେବ ପୁରୀ ନଗରମ୍ ଆଗମିଷ୍ୟାମି । ପିତାମହୀମହାଭାଗାୟଃ ଚରଣେୟୋଃ ନମୋନମଃ।

ଭବତଃ ପ୍ରିୟଃ ପୌନଃ
ଆଦିତ୍ୟଃ

ପ୍ରେଷକଃ ପ୍ରାପକଃ
ଶ୍ରୀମାନ୍ ଆଦିତ୍ୟ ବର୍ମା ଶ୍ରୀଯୁକ୍ତ ଭୋଳାଶଙ୍କର ବର୍ମା
ବ୍ରହ୍ମପୁରମ୍ ଶ୍ରୀକ୍ଷେତ୍ରମ୍ ପୁରୀ

8. पर्वतीयस्थलस्य वर्णनं कुर्वन् स्वसखी प्रति पत्रम् ।
Answer:

ଆଚାର୍ଯ୍ୟବିହାରମ୍
ଭୁବନେଶ୍ୱରମ୍
ଦିନାଙ୍କ-୧୮.୦୭,୧୬

ପ୍ରିୟ ସଖ୍ ହରପ୍ରିୟେ !
ସସ୍ନେହଂ ନମସ୍କାରଃ ।
ଅତ୍ର କୁଶଳଂ ତତ୍ରାସ୍ତୁ । ବିଜୟଦଶମ୍ୟାଃ ଅବକାଶେଽହଂ ସ୍ବାଧ୍ୟାପକୌଃ ସହପାଠିଭିଶ୍ଚ ସହ ଶୈକ୍ଷିକ ଭ୍ରମଣାୟ ‘ରାନୀଖେତ’ କିଞ୍ଚିଦ୍ ଦୂର ସ୍ଥିତମ୍ ଇଦଂ ସ୍ଥାନଂ ପ୍ରକୃତଃ ରମ୍ୟା ବଉଁତେ । ବିଶାଲିଂ ଦେବଦାର-ବୃକ୍ଷେ ସୁସଜ୍ଜିତା ଇତି ପର୍ବତୀୟସ୍ଥଳଂ ଗତବତୀ । ‘ନୈନୀତାଲ’ ଇତି ପର୍ବତୀୟ ପ୍ରଦେଶତଃ ଲୀଳାସ୍ଥଳୀ ବର୍ଷତେ । ଅସ୍ୟ ସ୍ଥାନସ୍ୟ ନୈସର୍ଗିକଂ ସୌନ୍ଦର୍ଯ୍ୟ ବସ୍ତୁତଃ ଅଦ୍ଭୁତଂ ଇୟଂ ଦେବଭୂମି ମନମୋହିନୀ ଅସ୍ଥି । ଅତ୍ରତଃ ସୁଦୂରଂ ହିମାଚ୍ଛାଦିତାଃ ପର୍ବତଃ ଅପି ଦ୍ରସ୍ତୁ ଶକ୍ୟନ୍ତେ, ଯେ ରଜତେନ ଆଚ୍ଛାଦିତାଃ ଇବ ପ୍ରତୀୟନ୍ତେ । ଏକସ୍ମିନ୍ ପର୍ବତେ ତୁ ହିମେନ ନିର୍ମିତା ‘ତ୍ରିଶୂଳସ୍ୟ’ ଏବଂ ଆକୃତିଃ ଅପି ପରିଲକ୍ଷ୍ୟତେ । ସଖ୍, ବସ୍ତୁତଃ ମି ସହ ପର୍ବତଭ୍ରମଣ ଅତ୍ୟାନନ୍ଦକରଂ ବର୍ଭତେ, ପୁନଃ ପର୍ବତୀରୋହଣସ୍ୟ ତୁ କା କଥା । ଅହଂ ତ୍ରୟା ସହ ଅପି ଏକବାରଂ ତତ୍ର ଗନ୍ତୁମ୍ ଇଚ୍ଛାମି । ଆଶାସେ ଆବାମ୍ ଅଗ୍ରିମେ ଅବକାଶେ ଶୀଘ୍ର ଗମିଷ୍ୟତଃ । ଅଧୁନା ବିରମ୍ୟତେ ମୟା । ଗୃହେ ସର୍ବେଭ୍ୟଃ ନମୋନମଃ ।

ଭବତ୍ୟାଃ ସଖୀ
ଅଭିନ୍ନହୃଦୟା
ରୂପଶ୍ରୀ

ପ୍ରେଷକଃ ପ୍ରାପକଃ
ରୂପଶ୍ରୀ ଦାସଃ ହରପ୍ରିୟା ସାମଲଃ
ଜଳେଶ୍ଵରମ୍ ବାରିପଦା

9. स्वदिनचर्याया: वर्णनं कुर्वन् स्वमातरं प्रति पत्रम् ।
Answer:

ଗୋପବନ୍ଧୁଛାତ୍ରାବାସଃ
ମୟୂରଭଞ୍ଜମ୍
ଦିନାଙ୍କ-୨୦.୧୨.୧୬

ଆଦରଣୀୟ ମାତୃଚରଣଃ
ସାଦରଂ ପଣାମଃ ।
ଅହମତ୍ର କୁଶଳୀ । ଭବତୀନାଂ ପତ୍ର ପ୍ରାପ୍ୟ ସନ୍ତୋଷୀ ଜାତଃ ଯତ୍ ପିତୃମହୋଦୟଃ ଇଦାନୀ ପୂର୍ଣ୍ଣରୂପେଣ ସ୍ଵସ୍ଥ୍ୟଽସ୍ତି । ଧଃ ମମ ସ୍ଵାସ୍ଥ୍ୟସ୍ୟ ଅଧ୍ୟୟନସ୍ୟ ଚ ବିଷୟ ଚିନ୍ତତଃ ଆସୀତ୍ । ପରଂ ଚିନ୍ତାୟା ନ କୋଽପି ବିଷୟ ।

ଅହଂ ପ୍ରତିଦିନଂ ପ୍ରାତଃ ଚତୁର୍ବାଦନେ ଉତ୍ଥାୟ ବ୍ୟାୟାମଂ ଯୋଗାସନାଦିକଂ ଚ କୃତ୍ୱା ଘଣ୍ଟାଦ୍ଵୟଂ ପଠାମି ତତଃ ସ୍ନାତ୍ବା ଦୁଗ୍ଧାଦିକଂ ଚ ପୀତ୍ବା ପାଦୋନସପ୍ତବାଦନେ ମହାବିଦ୍ୟାଳୟଂ ଗଚ୍ଛାମି । ଦ୍ବିବାଦନେ ମହାବିଦ୍ୟାଳୟାତ୍ ଆଗତ୍ୟ ଭୋଜନଂ କୃତ୍ୱା ବିଶ୍ରାମିଂ କରୋମି । ସାର୍ଧଚତୁର୍ବାଦନେ ଉତ୍ଥାୟ ଗୃହକାର୍ଯ୍ୟ କରୋମି । ସାୟଂକାଳେ କ୍ରୀଡ଼ନାୟ ଗଚ୍ଛାମି, ରାକ୍ଷ୍ନୌ ଅହଂ କିଞ୍ଚିତ୍ ପଠାମି । ଗଣିତବିଷୟ ସଂସ୍କୃତବିଷୟ ଚ ଅହଂ ବିଶେଷତୟା ପରିଶ୍ରମଂ କରୋମି ।

ପରିଶ୍ରମସ୍ୟ ଫଳମ୍ ଅପି ମଧୁରଂ ଭବିଷ୍ୟତି ଇତି ଆଶା ଅସ୍ଥି । ପିତୃମହାଭାଗାନାଂ ଚରଣ ପ୍ରଣାମଃ କଥନୀୟଃ ପତ୍ରୋତ୍ତରଂ ପ୍ରତୀକ୍ଷମାଣଃ ।

ଭବତୀନାଂ ବିନୀତଃ ବାଜଃ
ରମେଶଃ

ପ୍ରେଷକଃ ପ୍ରାପକଃ
ରମେଶଚନ୍ଦ୍ର ଦାଶଃ ଶ୍ରୀମତୀ ବିଜୟିନୀ ଦାଶଃ
ମୟୂରଭଞ୍ଜମ୍ ଭଦ୍ରକମ୍

10. स्वास्थ्यरक्षणविषये अनुजं प्रति पत्रम् ।

ସାଇସଦନମ୍
ଯାଜପୁରମ୍
ଦିନାଙ୍କ-୨୫.୧୦.୧୬

ପ୍ରିୟ ସୁଧାକର,
ସସ୍ନେହାଶୀଷଃ।
ପୂଜ୍ୟାୟା ମାତୁଃ ପତ୍ରେଣ ଜ୍ଞାତଂ ଯତ୍ ଗତ ସପ୍ତାହେ ଜଂ ରୁଗ୍‌ ଆସୀ। ଜ୍ଞାୟତେ ଯତ୍ ତଂ ସ୍ଵାସ୍ଥ୍ୟରକ୍ଷା ପ୍ରତି ଜାଗୃତଃ ନାସି ।
ଅନୁଜ ! ସ୍ଵାସ୍ଥ୍ୟମ୍ ଅମୂଲ୍ୟ ରତ୍ନମ୍ ଅସ୍ଥି । ତଦ୍ ବିନା ଜଗତି ସର୍ବଂ ଧନଂ ବ୍ୟର୍ଥମ୍ ଏବ । ଅତଏବ ସ୍ଵାସ୍ଥ୍ୟସ୍ୟ ରକ୍ଷାୟେ ଅଧୋଲିଖ୍ ନିୟମା ଅବଶ୍ୟମେବ ପାଳନୀୟଃ!

  • ପ୍ରାତଃ ସୂର୍ଯ୍ୟସ୍ୟ ଉଦୟାତ୍ ପୂର୍ବମ୍ ଏବ ଉଦ୍ଘାତବ୍ୟମ୍ । ଏବମ୍ ଆଳସ୍ୟ ଶରୀରଂ ନ ଆକ୍ରାମତି ।
  • ଶୁଦ୍ଧ ପବନେ ବ୍ୟାୟାମଂ ଯୋଗସନାଦିକଂ ଚ କର୍ତ୍ତବ୍ୟମ୍ । ଏତେନ ଶରୀର ସବଳଂ ସ୍ବୟଂ ଚ ଭବତି ।
  • ତସ୍ମାଦନନ୍ତରଂ କୋଚିଂ ଦୁଗ୍ଧ ପାତବ୍ୟମ୍ ।
  • ନିତ୍ୟ ଭୋଜନଂ କୃତ୍ରା ଦନ୍ତାଃ ଅବଶ୍ୟମେବ ମାର୍ଜନୀୟା । ଯତଃ ଯସ୍ୟ ଦନ୍ତଃ ନିର୍ମଳା ଭବନ୍ତ ତଥ୍ୟ ଭୋଜନମ୍ ଉଦରେ ସମ୍ୟକ୍ ପଚତି ।
  • ଭୋଜନଂ କୃତ୍ୱ କଦାପି ନ ଧାବିତବ୍ୟମ୍ ।
  • ଗରିଷ୍ଠ ଭୋଜନଂ ନୈବ ଗ୍ରହଣୀୟମ୍ । ଫଳାନି ଶାକାନି ଚ ଖାଦିତବ୍ୟାନି ଯତଃ ଫଳାନି ଶରୀରଂ ପୁଙ୍ଖ କୁର୍ବନ୍ତି ।
  • ଖେଳନାନନ୍ତରଂ ଜଳସ୍ୟ ପାନଂ ହାନିକରମ୍ ।
  • ନିଶାୟାଂ ପ୍ରଥମେ ଏବ ପ୍ରହରେ ଶୟନାୟ ପର୍ଯ୍ୟଙ୍କ ଗନ୍ତବ୍ୟମ୍ ।

ଆଶା ଅସ୍ତା ଯତ୍ ତ୍ୱମ୍ ଅବଶ୍ୟମେବ ଏତାନ୍ ନିୟମାନ୍ ପାଳୟଷ୍ୟସି ଯତଃ ‘ଶରୀରମାଦ୍ୟ ଖଳୁ ଧର୍ମସାଧନମ୍’ । ଗୃହେ ସର୍ବେଭ୍ୟ ଯଥାଯୋଗ୍ୟମ୍ । ପତ୍ରୋତ୍ତରସ୍ୟ ପ୍ରତୀକ୍ଷାୟାମ୍ ।

ତବ ଶୁଭଚିନ୍ତକଃ
ଦିବ୍ୟଜ୍ୟୋତିଃ

ପ୍ରେଷକଃ ପ୍ରାପକଃ
ଦିବ୍ୟଜ୍ୟୋତି ମହାପାତ୍ରଃ ସୁଧାକର ପଣ୍ଡା
ଯାଜପୁରମ୍ ରଣପୁରମ୍

 

CHSE Odisha Class 11 Sanskrit Grammar अदृष्टगद्यानुवाद

Odisha State Board CHSE Odisha Class 11 Sanskrit Solutions Grammar अदृष्टगद्यानुवाद Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Sanskrit Grammar अदृष्टगद्यानुवाद

उत्कलभाषयाङ्गलभाषया वा अनुवादं कुरु ।

1. कस्मिंश्चिदधिष्ठाने हरिर्नाम रजकः प्रतिवसति स्म । तस्यैको गर्दभ आसीत् । घासाभावात् स दुर्बलतां गतः । एकदासौ रजकः अटव्यां परिभ्रमन् मृतमेकं व्याघ्रमपश्यत् । ततः स चिन्तितवान् – अहो ! शोभनमापतितम् । अस्यैव चर्मणा रासभं प्रतिच्छाद्य यवक्षेत्रेषु उत्स्रक्ष्यामि; येन व्याघ्रं मत्वा समीपवर्तिनः क्षेत्रपालाः एतत्सविधं नायास्यन्ति ।

ଓଡ଼ିଆ ଅନୁବାଦ – କୌଣସି ଏକ ଗ୍ରାମରେ ହରି ନାମରେ ଜଣେ ରଜକ (ଧୋବା) ବାସ କରୁଥିଲା । ତାହାର ଗୋଟିଏ ଗଧ ଥିଲା । ଘାସ ଅଭାବରେ ସେ (ଗଧ) ଦୁର୍ବଳ ହୋଇଯାଉଥିଲା । ଦିନେ ସେହି ରଜକ ଜଙ୍ଗଲରେ ବୁଲି ବୁଲି ମରିଯାଇଥିବା ଗୋଟିଏ ବାଘର ଶବକୁ ଦେଖିଲା । ତାହାପରେ ସେ ଚିନ୍ତାକଲା ଆହେ ! ମୋର ଏକ ଶୁଭବେଳା ଆସିଲା । ଏହି ମୃତ ବାଘର ଚର୍ମଦ୍ଵାରା ଗଧର ସମ୍ପୂର୍ଣ୍ଣ ଅଙ୍ଗକୁ ଆଚ୍ଛାଦନ କରି ଯବକ୍ଷେତ୍ରରେ ଛାଡ଼ିଦେଇ ଆସିବି, ଯାହାଫଳରେ ଏହାକୁ ବାଘ ମନେକରି ନିକଟରେ ଥିବା ଜମିର ରକ୍ଷଣକାରୀମାନେ ଏହା ନିକଟକୁ ଆସିବେ ନାହିଁ ।

2. एकस्मिन् बने सिंहदम्पती प्रतिवसतः स्म । एकस्मिन्नहनि सिंही पुत्रद्वयमजीजनत् । सिंहोऽपि नित्यमेव मृगान् व्यापाद्य सिंहौ ददाति । अथान्यस्मिन्नहनि तेन न किमपि समासादितम् । बने भ्रमतोऽस्य रविरस्तं गतः । ततोऽसौ गृहं प्रत्यागच्छन् शृगालशिशुं प्राप्तवान् । बालकोऽयमित्यवधार्य जीवन्तमेव तं सिंहौ समर्पितवान् ।

ଓଡ଼ିଆ ଅନୁବାଦ – ଗୋଟିଏ ବଣରେ ସିଂହ ଦମ୍ପତି ବାସ କରୁଥିଲେ । ଦିନେ ସିଂହପତ୍ନୀ ଦୁଇଟି ସିଂହଶାବକ ପ୍ରସବ କଲା । ସିଂହ ମଧ୍ୟ ପ୍ରତିଦିନ ପଶୁମାନଙ୍କୁ ମାରି ସିଂହୀକୁ ଖାଇବାପାଇଁ ଦେଉଥିଲା । ଅନନ୍ତର ଏକଦିନ ସିଂହ କୌଣସି ପଶୁଙ୍କୁ ମାରିବାପାଇଁ ପାଇଲା ନାହିଁ । ବନ ମଧ୍ୟରେ ବୁଲି ବୁଲି ସନ୍ଧ୍ୟା ହୋଇଗଲା । ତା’ପରେ ସେହି ସିଂହ ଗୃହକୁ ଫେରିବା ସମୟରେ ଗୋଟିଏ ଶୃଗାଳ ଶାବକକୁ ପାଇଲା । ଏହାକୁ ଶିଶୁ ଶାବକ ମନେକରି ଜୀବନ୍ତ ଅବସ୍ଥାରେ ସିଂହୀକୁ ଖାଇବାପାଇଁ ଦେଇଦେଲା

अथासौ वणिशिशुः स्नानोपकरणमादाय प्रहृष्टमनास्तेनाभ्यागतेन सह प्रस्थितः । तथानुष्ठिते वणिक् स्नात्वा तं शिशुं नदीगुहायां प्रक्षिप्य तद्द्वारं वृहच्छिलयाछाद्य सत्वरं गृहमागतः । पृष्ठश्च तेन वणिजा – ‘भो अभ्यागत, कथ्यतां कुत्र मे शिशुर्यस्त्वया सह नदीं गतः’ इति । स आह- ‘नदीतोयात् सह श्येनेन हृतः’ इति । श्रेष्ठ्याह – ‘मिथ्यावादिन, किं कच्छिचेनो वालं हर्तुं शक्नोति ? तत् समर्पय मे सुतम् । अन्यथा राजकुले निवेदयिष्यामि’ |

ଓଡ଼ିଆ ଅନୁବାଦ – ଏହାପରେ ସେହି ବଣିକ ଶିଶୁ ସ୍ନାନ ଉପକରଣ ଧରି ପ୍ରୀତମନା ହୋଇ ସେହି ନବାଗତ ବଣିକ୍ ଅତିଥୁଙ୍କ ସହିତ ସ୍ନାନ ପାଇଁ ଚାଲିଗଲା । ଏହିପରି କରାଯାଆନ୍ତେ ସେହି ବଣିକ ସ୍ନାନସାରି ଶିଶୁଟିକୁ ନଦୀଗାଡ଼ ମଧ୍ଯରେ ପକାଇଦେଇ ତା’ର ଦ୍ଵାରଦେଶକୁ ଏକ ବିଶାଳ ପଥରଖଣ୍ଡରେ ଘୋଡ଼ାଇଦେଇ ଶୀଘ୍ର ଘରକୁ ଫେରିଆସିଲା । ଯେତେବେଳେ ବଣିକ୍ ପଚାରିଲା – ‘ହେ ଅଭ୍ୟାଗତ ବନ୍ଧୁ ! ମୋର ତୁମ ସହିତ ନଦୀକୁ ସ୍ନାନ ପାଇଁ ଯାଇଥବା ଶିଶୁପୁତ୍ର କେଉଁଆଡ଼େ ଗଲା’ ? ସେତେବେଳେ ସେ (ଅଭ୍ୟାଗତ) ‘ନଦୀଜଳ ମଧ୍ୟରୁ ଶିଶୁଟିକୁ ଛଞ୍ଚାଣ ଅପହରଣ କରିନେଲା’’ ବୋଲି କହିଲା । ବଣିକ୍ ସେଠ କହିଲା ମିଥ୍ୟାବାଦୀ, କେବେହେଲେ ଶିଶୁ ବାଳକକୁ ଛଞ୍ଚାଣ ଅପହରଣ କରିପାରେ ତେଣୁ ମୋର ପୁତ୍ରକୁ ମୋତେ ସମର୍ପଣ କର, ଅନ୍ୟଥା ରାଜକୁଳରେ ବିଚାର ପାଇଁ ନିବେଦନ କରିବି।

CHSE Odisha Class 11 Sanskrit Grammar अदृष्टगद्यानुवाद

4. एकदा विक्रमोराजा तस्य प्रसिद्धिं श्रुत्वा तस्याह्ननाय पुरोहितं प्रेषितवान् । पुरोहितोऽपि तद्न्तिकं गत्वा नमस्कृत्याऽब्रवीति, भोः स्वामिन्, राजा भवन्तमाहूयाति, तत्रागन्तव्यम् । योगिनोक्तम् – तर्हि गम्यते । ततः तत्र गत्वा राजानं प्रति भणितम् – भो राजन्, त्वं यदि मत्त्रसाधनं करिष्यसि, तर्हि तेन जरामरणरहितो भविष्यसि । राज्ञोक्तम् – त्वं मां मन्त्रमुपदिश; अहं मन्त्रं साधयिष्यामि ।

ଓଡ଼ିଆ ଅନୁବାଦ – ଏକଦା ରାଜା ବିକ୍ରମ ତାଙ୍କର ଖ୍ୟାତି ଶୁଣି ତାଙ୍କୁ ଡାକିବାପାଇଁ ପୁରୋହିତଙ୍କୁ ପଠାଇଲେ । ପୁରୋହିତ ମଧ୍ୟ ତାଙ୍କ ନିକଟକୁ ଯାଇ ନମସ୍କାର କରି କହିଲେ – ହେ ପ୍ରଭୁ, ରାଜା ଆପଣଙ୍କୁ ଡକାଇ ଅଛନ୍ତି, ସେଠାକୁ ଯାଆନ୍ତୁ । ଯୋଗୀ କହିଲେ – ତା’ହେଲେ ଯିବା । ସେଠାକୁ ଯାଇ ରାଜାଙ୍କୁ କହିଲେ – ହେ ରାଜନ୍, ତୁମେ ଯଦି ମନ୍ତ୍ରସାଧନ କରିବ ତେବେ ସେହି ମନ୍ତ୍ରସାଧନ ବଳରେ ଜରାମରଣ ରହିତ ହୋଇଯିବ । ରାଜା କହିଲେ – ତୁମେ ମୋତେ ମନ୍ତ୍ର ଉପଦେଶ ଦିଅ, ମୁଁ ମନ୍ତ୍ରକୁ ସାଧନ କରିବି ।

5. स च राजपुत्रः प्रतिदिनं प्रभाते राजदर्शनादनन्तरं स्ववेतनलव्धस्यार्थस्य यच्छति देवेभ्यो ब्राह्मणेभ्यश्चार्धम्, स्थितस्य चार्धं दरिद्रेभ्यो ददाति, निक्षिपति च तदबशिष्टं भोज्यविलासव्ययार्थं पत्न्या हस्ते । ततो धृतायुधो राजद्वारमहर्निशं सेवते । यदा च राजा स्वयमादिशति तदा याति स्वगृहम् ।

ଓଡ଼ିଆ ଅନୁବାଦ – ସେହି ରାଜପୁତ୍ର ମଧ୍ୟ ପ୍ରତିଦିନ ପ୍ରଭାତରେ ରାଜାଙ୍କୁ ଦର୍ଶନ କରିସାରି ନିଜେ ବେତନ ଭାବରେ ଲାଭ କରିଥିବା ଅର୍ଥରୁ ଦେବତା ଓ ବ୍ରାହ୍ମଣଙ୍କୁ ଅଧେ ଦାନ କରିଦିଏ, ଗଚ୍ଛିତ ଥିବା ଅର୍ଥରୁ ଅଧେ ଦରିଦ୍ରମାନଙ୍କୁ ଦେଇଦିଏ ଓ ଅବଶିଷ୍ଟ ଲବ୍‌ଧ ଧନକୁ ନିଜର ପତ୍ନୀ ହସ୍ତରେ ଭୋଗବିଳାସ ପାଇଁ ଅର୍ପଣ କରେ । ଏହାପରେ ଅସ୍ତ୍ରଧାରଣ କରି ଦିନରାତି ରାଜଦ୍ୱାରରେ ରାଜସେବାରେ ନିରତ ହୁଏ । ଯେତେବେଳେ ରାଜା ନିଜେ ଆଦେଶ କରନ୍ତି ସେତେବେଳେ ନିଜ ଗୃହକୁ ଯାଏ ।

6. इति कथां समाख्याय वेतालः निशि पथि यान्तं तं नृपं पुनरब्रवीत् – “राजन् ! ब्रूहि स योगेन्द्रः नरदेहे प्रवेशात् कथं वा पूर्वं प्रारुदत् ? किमर्थं वा अनृत्यत् ? अत्र मे महत् कौतुकं वर्तते ।” इति वेतालात् श्रुत्वा राजा मौनं विभज्य अवादीत् – ” श्रृणु वेताल ! बाल्ये पितृभ्यां लालितम् अद्यं इदं शरीरं त्याज्यमीति दुःखितः प्रथमं रुरोद । नवं देहं प्रविश्य अधिकं व्रतं साधयिष्यामि इति यौवनलाभहर्षीत् ननर्त च ।”

ଓଡ଼ିଆ ଅନୁବାଦ – ଏହିଭଳି କଥା କହି ବେତାଳ ରାତ୍ରିରେ ମାର୍ଗରେ ଅତିକ୍ରମ କରୁଥିବା ସେହି ରାଜାଙ୍କୁ ପୁନର୍ବାର କହିଲା – ‘ରାଜନ୍ ! ନରଦେହରେ ପ୍ରବେଶ କରିବା ପୂର୍ବରୁ ସେହି ଯୋଗୀଶ୍ରେଷ୍ଠ କାହିଁକି କ୍ରନ୍ଦନ କରୁଥିଲେ ? କେଉଁଥିପାଇଁ ନାଚୁଥୁଲେ ? ଏ ବିଷୟରେ ମୋର ଅତ୍ୟନ୍ତ କୌତୂହଳ ଜାତ ହେଉଛି ।’’ ଏହିକଥା ବେତାଳଠାରୁ ଶୁଣି ରାଜା ମୌନ ତ୍ୟାଗକରି କହିଲେ – ‘ହେ ବେତାଳ, ତୁମେ ଶୁଣ ! ବାଲ୍ୟକାଳରେ ପିତାମାତାଙ୍କଦ୍ୱାରା ଲାଳିତପାଳିତ ହୋଇଥିବା ସେହି ଶରୀରକୁ ଆଜି ତ୍ୟାଗ କରିବାକୁ ହେବ ବୋଲି ଦୁଃଖ୍ ହୋଇ ପ୍ରଥମେ କାନ୍ଦିବାକୁ ଲାଗିଲା । ନୂତନ ଶରୀରରେ ପ୍ରବେଶ କରି ଅଧୂକ ବ୍ରତସାଧନ କରିବି ବୋଲି ଯୌବନଲାଭ ଆନନ୍ଦରେ ନାଚିବାକୁ ଲାଗିଲା ।’’

7. अस्ति कस्मिंञ्चिदुवनप्रदेशे नानाजलचरसनाथं महत्सरः । तत्र च कृताश्रयो वक एको वृद्धभावमुपागतो मत्स्यान्व्यापादयितुमसामर्थः । ततश्च क्षुत्क्षामकण्ठः सरस्तीर उपविष्टो मुक्ताफलप्रकरसदृशैरश्रुप्रवाहैर्धरातलमभिषिञ्चन् रुरोद । एकः कुलीरको नानाजलचरसमेतः समेत्य तस्य दुःखेन दुःखितः सादरमिदमूचे ‘माम, किमद्य त्वया नाहारवृत्तिरनुष्ठीयते । केवलमश्रुपूर्णनेत्रभ्यां सनिःश्वासेन स्थीयते ।’

ଓଡ଼ିଆ ଅନୁବାଦ – କୌଣସି ଏକ ବନପ୍ରଦେଶରେ ନାନା ଜଳଚରଯୁକ୍ତ ବଡ଼ ହ୍ରଦଟିଏ ଅଛି । ସେଠାରେ ଆଶ୍ରୟ ନେଉଥ‌ିବା ଗୋଟିଏ ବଗ ବୃଦ୍ଧ ହୋଇଯିବାରୁ ମାଛମାନଙ୍କୁ ମାରିବାପାଇଁ ଅସମର୍ଥ ହୋଇଗଲା । ତା’ପରେ କ୍ଷୁଧାରେ ଶୁଷ୍କକଣ୍ଠ ହୋଇ ସେହି ହ୍ରଦକୂଳରେ ବସି ମୁକ୍ତାଫଳ ସଦୃଶ ଅଶୁପ୍ରବାହଦ୍ଵାରା ପୃଥ‌ିବୀତଳକୁ ଓଦାକରି କାନ୍ଦିବାକୁ ଲାଗିଲା । ଗୋଟିଏ କଙ୍କଡ଼ା ନାନା ଜଳଜୀବଙ୍କ ସହିତ ମିଶି ତା’ର (ବଗର) ଦୁଃଖରେ ଦୁଃଖ୍ ହୋଇ ଆଦରର ସହିତ ଏହିପରି କହିଲା – ‘ମାମୁ, କାହିଁକି ଆପଣ ଆଜି କିଛି ନ ଖାଇ ନ ପିଇ ନିରାହାର ରହିଛନ୍ତି । କେବଳ ଅଶ୍ରୁପୂର୍ଣ୍ଣ ନୟନରେ ଦୀର୍ଘନିଃଶ୍ବାସ ପକାଇ ବସିଅଛନ୍ତି ।’’

8. अथाऽसौ महीपतिः सूच्यग्रविद्ध इव तच्छयनं त्यक्त्वा तत्क्षणादेवोत्थितः – ‘अहो, ज्ञायतामत्र प्रच्छादनपटे मत्कुणो युको वा नूनं तिष्ठति, येनाहं दष्टः’ इति । अथ ये कचुकिनस्तत्र स्थितास्ते सत्वरं प्रच्छादनपट गृहीत्वा सुक्ष्मदृष्ट्या वीक्षांचकुः । अत्रन्तरे स मत्कुणञ्चापल्यात् खान्दं प्रविष्टः । सा मन्दविसर्पिणयापि वस्त्रसन्ध्यन्तर्गता तैर्दृष्टा व्यापादिता च ।

ଓଡ଼ିଆ ଅନୁବାଦ – ଅନନ୍ତର ରାଜା ଛୁଞ୍ଚର ଅଗ୍ରବିଦ୍ଧ ହେଲାଭଳି ସେହି ଶଯ୍ୟାକୁ ଛାଡ଼ି ତତ୍‌କ୍ଷଣାତ୍‌ ତାହାକୁ ତ୍ୟାଗକରି ଉଠିପଡ଼ିଲେ – ‘ଆହେ, ଦେଖ ଏହି ପ୍ରଚ୍ଛାଦନ ବସ୍ତ୍ରରେ ଛାରପୋକ ବା ଉକୁଣି ରହିଯାଇଛି ଯାହାଦ୍ୱାରା କି ମୁଁ ଦଂଶିତ ହୋଇଛି ।’ ଏହାପରେ ସେଠାରେ ଯେଉଁ ରାଜକର୍ମଚାରୀମାନେ ଥିଲେ ସେମାନେ ସହସା ସେହି ଆଚ୍ଛାଦକ ବସ୍ତ୍ର ଧରି ତନ୍ନ ତନ୍ନ କରି ପରୀକ୍ଷା କରିବାକୁ ଲାଗିଲେ । ଏହି ସମୟରେ ଛାରପୋକଟି ଚପଳତା ହେତୁରୁ ଖଟ ମଧ୍ୟରେ ପଶିଗଲା ।

9. ततः कदाचित् देवसभायां पुरन्दरः सकलमुनिवृन्दमध्यस्थं वीणामुनिम् आह – ‘मुने ! इदानीं भूलोके का नाम वार्ता’ इति । ततः नारदः प्राह – “सुरनाथ ! न किमपि आश्चर्यम् । किन्तु धारानगरवासी श्री भोजभूपालो रोगपीडीतो नितराम् अस्वस्थो वर्तते । स तस्य रोगः केनापि न निवारितः । तत् अनेन भोज – नृपालेन भिषग्वरा अपि स्वदेशात् निष्कासिताः । वैद्यकशास्त्रमपि अनृतमितिं निरस्तम् ।”

ଓଡ଼ିଆ ଅନୁବାଦ – ଏହାପରେ କୌଣସି ଏକ ସମୟରେ ଦେବସଭା ମଧ୍ଯରେ ଇନ୍ଦ୍ର ସକଳ ମୁନିବୃନ୍ଦଙ୍କ ମଧ୍ୟରେ ଥ‌ିବା ବୀଣାମୁନି ନାରଦଙ୍କୁ କହିଲେ – ‘ହେ ମୁନି ! ବର୍ତ୍ତମାନ ପୃଥିବୀଲୋକର ଖବର କଅଣ?’ ତା’ପରେ ନାରଦ କହିଲେ – “‘ସୁରନାଥ ! ସେଭଳି କିଛି ଆଶ୍ଚର୍ଯ୍ୟ ନାହିଁ । କିନ୍ତୁ ଧାରାନଗରରେ ବାସ କରୁଥିବା ଶ୍ରୀ ଭୋଜରାଜ ରୋଗପୀଡ଼ିତ ହୋଇ ଅତ୍ୟନ୍ତ ଅସୁସ୍ଥ ଅଛନ୍ତି । ତାଙ୍କର ସେହି ରୋଗ କେହିହେଲେ ଭଲ କରିପାରୁ ନାହାଁନ୍ତି । ରାଜା ଭୋଜ ୟା’ ମଧ୍ୟରେ ବୈଦ୍ୟଶ୍ରେଷ୍ଠମାନଙ୍କୁ ନିଜ ଦେଶରୁ ବାହାର କରିଦେଲେଣି । ଡାକ୍ତରୀବିଦ୍ୟା ମଧ୍ୟ ମିଥ୍ୟା ବୋଲି ପ୍ରମାଣିତ ହେଲାଣି ।’’

CHSE Odisha Class 11 Sanskrit Grammar अदृष्टगद्यानुवाद

10. अस्ति कस्मिंश्चिद् वनप्रदेशे महान् न्यग्रोधपादपः । तत्र मेघवर्णो नाम वायसराजः प्रतिवसति स्म । स तत्र विहितदुर्गरचनः सपरिजनः कालं नयति । तथाऽन्योऽरिमर्दन नामोलूकराजो असंख्योलूकपरिवारो गिरिगुहादुर्गाश्रयः प्रतिवसति स्म । स उलूकराजः पूर्वविरोधवशाद् यं कंचिद् वायसम् आसादयति तं व्यापाद्यं । – ! गच्छति । अथान्येद्युः स वायसराजः सवान्साचिवानुहूय प्रोवाच भोः ! उल्लुकराजस्तावदस्माकं शत्रुः नित्यमेव निशागमे समेत्य अस्मत्पक्षाविनाशं करोति । तत्कथमस्य प्रतिविधातव्यम् ।’

ଓଡ଼ିଆ ଅନୁବାଦ – କୌଣସି ଏକ ବନପ୍ରଦେଶରେ ଏକ ବିଶାଳ ବଟବୃକ୍ଷ ଥିଲା । ସେଠାରେ ମେଘବର୍ଣ୍ଣ ନାମକ କାକରାଜ ବାସ କରୁଥିଲା । ସେ ସେଠାରେ ନିଜର ପରିଜନ ସହିତ ଦୁର୍ଗ ନିର୍ମାଣ କରି କାଳ କଟାଉଥିଲା । ସେହିଭଳି ଅରିମର୍ଦ୍ଦନ ନାମକ ଅନ୍ୟ ଜଣେ ଉଲ୍ କରାଜ ନିଜର ଅସଂଖ୍ୟ ଉଲୂକ ପରିବାର ସହିତ ଗିରିଗୁମ୍ଫା ଦୁର୍ଗକୁ ଆଶ୍ରୟକରି ବାସ କରୁଥିଲା । ସେହି ଉଲ୍ କରାଜ ପୂର୍ବଶତ୍ରୁତା ବଶରୁ ଯେଉଁ କୁଆକୁ ପାଉଥିଲା ତାକୁ ମାରି ପଳାଇଯାଉଥଲା । ଅନନ୍ତର ଅପର ଏକଦିନ ସେହି କାକରାଜ ସମସ୍ତ ମନ୍ତ୍ରୀମାନଙ୍କୁ ଡକାଇ କହିଲା – ‘ହେ ମନ୍ତ୍ରୀଗଣ ! ଆମ୍ଭମାନଙ୍କର ଶତ୍ରୁ ଉଲ୍ କରାଜ ପ୍ରତିଦିନ ରାତ୍ରି ଆଗମନରେ ଆମ୍ଭ ସହ ମିଶି ଆମ୍ଭ ପରିବାରକୁ ବିନାଶ କରୁଅଛି । ତେଣୁ ଏହାର କିଭଳି ପ୍ରତିକାର କରାଯିବ ?’

11. एवं क्रमेण ते गच्छन्तोऽवन्तीं प्राप्ताः । तत्र शिप्राजले कृतस्नाना महाकालं प्रणम्य यावन्निच्छान्ति, तावत् भैरावनन्दो नाम योगी सम्मुखो बभूव । ततस्तं ब्राह्मणोचितविधिना सम्भाव्य तेनैव सह तस्य मठं जग्मुः अथ तेन ते पृष्ठाः – ‘कुतो भवन्तः समायताः ? क्व यास्यथ ? किं प्रयोजनम् ? ततस्तरैभिहितम् – ‘वयं सिद्धियातिकाः । तत्र यास्याम, यत्र धनप्राप्तिर्भूत्युर्वा भविष्यत्येव निश्चयः’ । भैरवानन्दोऽपि तेषां सिद्ध्यर्थं बहुपायं सिद्धिवतिचतुष्टयं कृत्वा अर्पयत् । आह च – ‘गम्यतां हिमालयादिशि । तत्र सम्प्रत्पानां यत्र वार्तिः पतिष्याति तत्र निधिमसन्दिग्धं प्रप्स्यथ’ ।

ଓଡ଼ିଆ ଅନୁବାଦ – ଏହିଭଳି ସେମାନେ ଯାଇ ଅବନ୍ତୀ ନଗରୀରେ ପହଞ୍ଚିଲେ । ସେଠାରେ ଶିପ୍ରାଜଳରେ ସ୍ନାନସାରି ମହାକାଳେଶ୍ୱରଙ୍କୁ ପ୍ରଣାମ କରି ଯେତେବେଳେ ଯିବାପାଇଁ ଇଚ୍ଛା କରନ୍ତି ସେହି ସମୟରେ ଭୈରବାନନ୍ଦ ନାମକ ଯୋଗୀକୁ ଭେଟିଲେ । ତା’ପରେ ତାଙ୍କୁ ବ୍ରାହ୍ମଣ ବିହିତ ବିଧିରେ ସମାର୍ଜନ କରି ତାଙ୍କ ସହ ତାଙ୍କର ମଠକୁ ଗଲେ । ସେ ଯୋଗୀ ତାଙ୍କୁ ପଚାରିଲେ – ‘ଆପଣମାନେ କେଉଁଠାରୁ ଆସିଲେ ? କେଉଁଆଡ଼େ ଯିବେ ? ଆପଣମାନଙ୍କର କି ପ୍ରୟୋଜନ ଅଛି?’ ତା’ପରେ ସେମାନେ କହିଲେ – ‘ଆମ୍ଭେ ସିଦ୍ଧିଯାତ୍ରୀ ଅଟୁ । ଆମ୍ଭେ ସେହିଠାକୁ ଯିବୁ ଯେଉଁଠାରୁ ନିଶ୍ଚିତ ଧନପ୍ରାପ୍ତି ହେବ ।’ ଭୈରବାନନ୍ଦ ମଧ୍ୟ ସେମାନଙ୍କର ସିଦ୍ଧି ନିମନ୍ତେ ବହୁ ଉପାୟଯୁକ୍ତ ସିଦ୍ଧିକାରକ କରଣ୍ଡକ ଚାରୋଟି ପ୍ରଦାନ କଲେ ଏବଂ କହିଲେ – ‘ହିମାଳୟ ଦିଗରେ ଯାଅ । ଆପଣମାନେ ପାଇଥ‌ିବା ଏହି ସିଦ୍ଧି କରଣ୍ଡକ ଯେଉଁଠାରେ ଖସିପଡ଼ିବ ସେହିଠାରେ ଧନ ନିଃସନ୍ଦେହ ଭାବରେ ଲାଭ କରିବ ।

12. ह्वैनसाङ्गमहोदयस्तु नीजभारतयात्रावर्णनप्रसंङ्गे विद्यालयानां विवरणं प्रस्तुस्तवान् । तस्यानुसारम् – अस्मप्रदेशे कामरूपं वैदिक – विद्याया महाकेन्द्रमभूत् । विद्यालयोऽयं राज्ञा भास्करवर्मणा स्थापितः । काशीकलिङ्गोज्जयिन्यादिभ्यः प्रदेशभ्यः विद्यार्थिनेस्तत्रागताः । तास्मिन् युगे काश्यां वहुनिदेवमन्दिराणि बभ्रुवुः । तत्र निर्मलजलप्रस्रवाः प्रवाहिताः ।

ଓଡ଼ିଆ ଅନୁବାଦ – ହେନ୍‌ସାଂ ମହୋଦୟ ନିଜର ଭାରତଯାତ୍ରା ବର୍ଣ୍ଣନ ପ୍ରସଙ୍ଗରେ ବିଦ୍ୟାଳୟମାନଙ୍କର ବିବରଣ ପ୍ରସ୍ତୁତ କରିଥିଲେ । ତାଙ୍କ ମତାନୁସାରେ କାମରୂପ ବୈଦିକବିଦ୍ୟାର ଏକ ବିଶାଳ କେନ୍ଦ୍ର ଥିଲା । ଏହି ବିଦ୍ୟାଳୟ ରାଜା ଆସୁଥିଲେ । ସେହି ଯୁଗରେ କାଶୀ ପ୍ରଦେଶରେ ଅନେକଗୁଡ଼ିଏ ଦେବମନ୍ଦିର ଥିଲା । ସେଠାରେ ନିର୍ମଳ ଜଳ ପ୍ରସ୍ରବଣଗୁଡ଼ିଏ

13. सन्ति पञ्च मातरः इति हि पण्डिताः वदन्ति । तासां मातृणाम् अन्यतमा खलु पृथिवी । यतः सा माता इव लोकान् धारयति पालयति च । पृथिव्याश्च अंशविशेषो नराणां जन्मभूमिः । सापि मातृवत् सदा माननीया । जननी यथा मातृभक्तानाम्, जन्मभूमिस्तथा देशभक्तानां परमा देवता । तस्याः कृते ते प्राणान् अपि परित्यजन्ति, किं पुनः स्वर्गम् । अतः जननीव स्वर्गदापि अधिका जन्मभूमिः । ये खलु देशभक्ताः, ते जन्मभूमि विहाय स्वर्गमपि गन्तुं नेच्छान्ति । नास्ति तेषां कृते अन्यः स्वर्गः । जन्मभूमिरेव तेषां परमः स्वर्गः ।

ଓଡ଼ିଆ ଅନୁବାଦ – ପଣ୍ଡିତମାନେ ପଞ୍ଚସଂଖ୍ୟକ ମାତା ଅଛନ୍ତି ବୋଲି କହିଥାଆନ୍ତି । ସେହି ମା’ମାନଙ୍କ ମଧ୍ୟରେ ପୃଥ‌ିବୀ ଅନ୍ୟତମା ଅଟେ । ଯେହେତୁ ସେ ମା’ ଭଳି ଲୋକମାନଙ୍କୁ ଧାରଣ କରିଛି ଓ ପରିପାଳନ କରୁଅଛି । ଲୋକମାନଙ୍କର ଜନ୍ମଭୂମି ପୃଥ‌ିବୀର ଅଂଶବିଶେଷ ଅଟେ । ଏଣୁ ଜନ୍ମଭୂମି ମା’ ଭଳି ସମ୍ମାନଯୋଗ୍ୟ । ମାତୃଭକ୍ତମାନଙ୍କର ଜନନୀ ଭଳି ଦେଶଭକ୍ତମାନଙ୍କର ଜନ୍ମଭୂମି ପରମ ଦେବତା ଅଟେ । ତାହା ନିମନ୍ତେ ସେମାନେ ପ୍ରାଣବଳି ଦେଇଥା’ନ୍ତି, ସ୍ବର୍ଗ ସେମାନଙ୍କ ପକ୍ଷରେ ତୁଚ୍ଛ । ଏଣୁ ଜନନୀ ଭଳି ଜନ୍ମଭୂମି ସ୍ବର୍ଗଠାରୁ ସମସ୍କୋ ଅଟେ । ଯେଉଁମାନେ ଦେଶଭକ୍ତ ଅଟନ୍ତି ସେମାନେ ଜନ୍ମଭୂମିକୁ ଛାଡ଼ି ସ୍ବର୍ଗକୁ ମଧ୍ୟ ଯିବାପାଇଁ ଇଚ୍ଛା କରନ୍ତି ନାହିଁ । ସେମାନଙ୍କ ପାଇଁ ଅନ୍ୟ କୌଣସି ସ୍ଵର୍ଗ ନାହିଁ । ଜନ୍ମଭୂମି ହିଁ ସେମାନଙ୍କର ପରମ ସ୍ଵର୍ଗ ଅଟେ ।

14. कस्मिंश्चित् देशे देवशर्मा नाम परिव्राजकः प्रतिवसति स्म । तस्य अनेकवस्त्रविक्रयवशात् मह्ती वित्तमात्रा संजाता । ततः स न कस्यचित् विश्वसिति । नक्तन्तिवं तां वित्तमात्रां कक्षान्तरात् न मुञ्चति । अथ परावित्तपहारी कश्चित् धूर्त – स्तामर्थमात्रां तस्य कक्षान्तरगतां विलोक्य व्यचिन्तयत् – ‘कथं मया अस्य इयमर्थमात्रा हर्त्तव्या’ ।

ଓଡ଼ିଆ ଅନୁବାଦ – କୌଣସି ଏକ ଦେଶରେ ଦେବଶର୍ମା ନାମକ ପରିବ୍ରାଜକ ବାସ କରୁଥିଲା । ତା’ର ଅନେକ ବସ୍ତ୍ର ବିକ୍ରି ହେବା କାରଣରୁ ବିପୁଳ ଧନରାଶି ଜମା ହୋଇଥିଲା । ସେହି ପରିବ୍ରାଜକ (ବିପୁଳ ଧନରାଶି ହେତୁରୁ) କାହାକୁ ବିଶ୍ଵାସ କରୁନଥିଲା । ସେ ନିଜର ସେହି ଧନମାତ୍ରାକୁ ନିଜ ଗୃହରୁ ଦିବାରାତ୍ର ବାହାରକୁ ଯିବାକୁ ଦେଉନଥୁଲା, (ଅର୍ଥାତ୍ ତ୍ୟାଗ କରୁନଥିଲା) । ପରଧନ ହରଣକାରୀ କୌଣସି ଭୂଇଁ ତା’ର (ଦେବଶର୍ମାର) ଗୃହ ମଧ୍ୟରେ ସେହି ଧନରାଶିକୁ ଦେଖ୍ ଚିନ୍ତା କରିବାକୁ ଲାଗିଲା – ‘କିଭଳି ଭାବରେ ମୁଁ ଏହାର ଧନକୁ ଅପହରଣ କରିବି ।’’

15. विक्रमार्के राज्यं कुर्वति कश्चित् योगी उज्जायिर्नी प्रति आगतः । स च वेदज्योतिभरतशास्त्रादिषु अतीव कुशलः, किं बहुना ? तत्सदृशोऽन्यो नास्ति । स साक्षात् सर्वज्ञ एव । एकदा विक्रमो राजा तस्य प्रसिद्धिं श्रुत्वा तमाह्वातुं पुरोहितं प्रेषितवान् । पुरोहितोऽपि तदान्तिकं गत्वा नमस्कृत्याब्रवीत् – ‘भोः स्वामिन्, राजा भवन्तमाह्मयाति, तदागन्तव्यम् ।’

ଓଡ଼ିଆ ଅନୁବାଦ – ବିକ୍ରମାଦିତ୍ୟ ରାଜ୍ୟଶାସନ କରିବା ସମୟରେ କୌଣସି ଏକ ଯୋଗୀ ଉଜ୍ଜୟିନୀରେ ଆସି ପହଞ୍ଚିଲେ । ସେ ବେଦ, ଜ୍ୟୋତିଷ ଏବଂ ଭରତଶାସ୍ତ୍ରାଦି ବିଷୟରେ ମଧ୍ୟ ଅତୀବ ଦକ୍ଷ ଥିଲେ । ଅଧିକା ବା କ’ଣ କହିବା ? ତାଙ୍କ ଭଳି ଆଉ କେହି ନଥିଲେ । ସେ ସାକ୍ଷାତ୍ ସର୍ବଜ୍ଞ ଥିଲେ । ଥରେ ରାଜା ବିକ୍ରମ ତାଙ୍କର ପ୍ରସିଦ୍ଧି ଶୁଣି ତାଙ୍କୁ ଡାକିବା ପାଇଁ ନିଜର ପୁରୋହିତଙ୍କୁ ପଠାଇଲେ । ପୁରୋହିତ ମଧ୍ୟ ସେହି ଯୋଗୀଙ୍କ ନିକଟକୁ ଯାଇ ନମସ୍କାର କରି କହିଲେ ସ୍ଵାମୀ ! ରାଜା ଆପଣଙ୍କୁ ଡକାଇ ଅଛନ୍ତି, ସେଠାକୁ (ରାଜଦରବାରକୁ) ଯାଆନ୍ତୁ ।

16. दीपोत्सवः भारतीयानां प्रसिद्धं पर्व अस्ति । अस्य प्रारम्भः रामायणकालात् अभवत् । यदा श्रीरामचन्द्रः रावणं निहत्य अयोध्यायाम् आगच्छत् तदा जनैः स्वगृहेषु मंगलसूचकाः दीपकाः प्रज्वालिताः । अस्मिन् उत्सवे जनाः लक्ष्मीपूजां कुर्वन्ति । अयमुत्सवः कार्त्तिकमासस्य अमावास्यायां संपाद्यते । पर्व इदम् प्रकाशस्य पर्व भवति ।

ଓଡ଼ିଆ ଅନୁବାଦ – ଦୀପୋତ୍ସବ ଭାରତୀୟମାନଙ୍କର ପ୍ରସିଦ୍ଧ ପର୍ବ ଅଟେ । ଏହାର ଆରମ୍ଭ ରାମାୟଣକାଳରୁ ହୋଇଥିଲା । ଯେତେବେଳେ ଶ୍ରୀରାମଚନ୍ଦ୍ର ରାବଣକୁ ମାରି ଅଯୋଧ୍ୟାକୁ ଆସିଥିଲେ ସେତେବେଳେ ଲୋକମାନଙ୍କଦ୍ୱାରା ନିଜ ନିଜ ଘରମାନଙ୍କରେ ମଙ୍ଗଳସୂଚକ ଦୀପ ପ୍ରଜ୍ଜ୍ୱଳିତ ହୋଇଥିଲା । ଏହି ଉତ୍ସବରେ ଲୋକମାନେ ଲକ୍ଷ୍ମୀପୂଜା କରନ୍ତି । ଏହି ଉତ୍ସବ କାର୍ତ୍ତିକ ମାସର ଅମାବାସ୍ୟାରେ ସଂପନ୍ନ ହୁଏ । ଏହି ପର୍ବ ପ୍ରକାଶର ପର୍ବ ଅଟେ ।

17. कश्मिंश्चिद् तपोवने धौम्यनामा ऋषिः अवसत् । तस्य आश्रमे विद्यार्थिनः विद्याध्ययनार्थम् आगच्छन्ति स्म । तेषु शिष्येषु आरुणिः अपि एकतमः आसीत् । सः सौम्यः विनम्रः सरलहृदयश्च आसीत् । एकदा ऋषिः तं वर्षर्तौ आश्रमस्य क्षेत्रेषु जलं रोद्धुम् प्रेषयत । आरुणिः गुरोः आज्ञा स्वीकृत्य तथा कर्तुं क्षेत्रम् अगच्छत् । गुरोः आज्ञा कथं सफला भवेत् इति विचार्य स – निजशरीरमेव वन्धस्थाने अस्थापयत् ।

ଓଡ଼ିଆ ଅନୁବାଦ – କୌଣସି ଏକ ତପୋବନରେ ଧୌମ୍ୟ ନାମକ ଋଷି ବାସ କରୁଥିଲେ । ତାଙ୍କର ଆଶ୍ରମରେ ବିଦ୍ୟାର୍ଥୀମାନେ ବିଦ୍ୟାଶିକ୍ଷା ନିମନ୍ତେ ଆସୁଥିଲେ । ସେହି ଶିଷ୍ୟମାନଙ୍କ ମଧ୍ୟରେ ଆରୁଣି ମଧ୍ଯ ଏକ ଶିଷ୍ୟ ଥିଲେ । ସେ ସୁନ୍ଦର, ବିନମ୍ର ଓ ସରଳ ହୃଦୟର ଥିଲେ । ଥରେ ଋଷି ତାକୁ ବର୍ଷାଋତୁରେ ଆଶ୍ରମର କ୍ଷେତରେ ଜଳ ରୋକିବାକୁ ପଠାଇଲେ । ଆରୁଣି ଗୁରୁଙ୍କର ଆଜ୍ଞାକୁ ସ୍ଵୀକାର କରି ସେହିପରି କରିବାକୁ କ୍ଷେତକୁ ଗଲେ । ଗୁରୁଙ୍କର ଆଜ୍ଞା କିପରି ସଫଳ ହୋଇପାରିବ ଏହା ବିଚାରକରି ସେ ନିଜ ଶରୀରକୁ ହିଁ ବନ୍ଧ ସ୍ଥାନରେ ସ୍ଥାପନ କଲେ ।

18. को न जानाति महात्मनो गान्धिनो नाम । एष खलु महापुरुषो न केवलं भारतस्य हितमाचचार, अपितु विश्वस्यापि जगतः । यद्यपि नास्ति साम्प्रतं महात्मा गान्धी अस्मिन्नवसरे जगति भैतिकेन देहेन, किन्तु यशः शरीरेण अद्यापि विद्यते, स्थास्यति च चिरम् । सत्यम्, अहिंसा, लोकसेवा च रत्नन्नयमस्य जीवनस्य प्रधानमुदेश्यमासीत् । एततत्रयस्य उपासनयैव एष विश्ववन्दनीयो जातः ।

CHSE Odisha Class 11 Sanskrit Grammar अदृष्टगद्यानुवाद

ଓଡ଼ିଆ ଅନୁବାଦ – କିଏ ନ ଜାଣେ ମହାତ୍ମା ଗାନ୍ଧୀଙ୍କର ନାମ । ଏହି ମହାପୁରୁଷ କେବଳ ଭାରତର ହିତସାଧନ କରିନାହାଁନ୍ତି, ପରନ୍ତୁ ସମଗ୍ର ବିଶ୍ବ ତଥା ସଂସାରର ହିତସାଧନ କରିଛନ୍ତି । ଯଦିଚ ବର୍ତ୍ତମାନ ମହାତ୍ମା ଗାନ୍ଧୀ ନାହାଁନ୍ତି ଏହି ମୁହୂର୍ତ୍ତରେ ଭୌତିକ ଶରୀରରେ; କିନ୍ତୁ ଯଶ ଶରୀରରେ ଆଜି ମଧ୍ୟ ରହିଛନ୍ତି ଓ ଚିରକାଳ ପର୍ଯ୍ୟନ୍ତ ରହିଥ‌ିବେ । ସତ୍ୟ, ଅହିଂସା ଓ ଲୋକସେବା ତିନିଗୋଟି ରତ୍ନ ତାଙ୍କ ଜୀବନର ପ୍ରଧାନ ଉଦ୍ଦେଶ୍ୟ ଥିଲା । ଏହି ତିନଗୋଟିଦ୍ଵାରା ସେ ବିଶ୍ୱବନ୍ଦିତ ହେ।ଇଛନ୍ତିା

19. मनुष्य: जीवननिर्वाहय यां कामपि आजीविकां गृहीतुं शक्नोति । पठनं, पाठनं, कृषि, वाणिज्यं, सेवाकर्म, समाजसेवादिकं वा प्रन्तु स सदा जीवन साफल्या सत्कर्म अवश्य कुर्यात् । निरूदेश्यं जीवनं विनश्यति । अतः कदाचिदपि उदेश्यत्यागो न विधेयः । मनुष्यस्य सदूयोगेन सदुदेश्यमपि अवश्यं पूर्णं भवति ।

ଓଡ଼ିଆ ଅନୁବାଦ – ମନୁଷ୍ୟ ଜୀବନ ନିର୍ବାହ ନିମନ୍ତେ ଯେକୌଣସି ଜୀବିକା ଗ୍ରହଣ କରିବାକୁ ସମର୍ଥ । ପଠନ, ପାଠନ, କୃଷି, ବାଣିଜ୍ୟ, ସେବାକର୍ମ ବା ସମାଜସେବାଦି, କିନ୍ତୁ ସେ ସର୍ବଦା ଜୀବନର ସଫଳତା ନିମନ୍ତେ ସତ୍ଵକର୍ମ ଅବଶ୍ୟ କରିବା ଉଚିତ । ଉଦ୍ଦେଶ୍ୟରହିତ ଜୀବନ ବିନଷ୍ଟ ହୋଇଥାଏ । ଏଣୁ କେବେହେଲେ ମଧ୍ୟ ଉଦ୍ଦେଶ୍ୟ ତ୍ୟାଗ କରିବା ଉଚିତ ନୁହେଁ । ମନୁଷ୍ୟର ସତ୍ ଉଦ୍ୟୋଗଦ୍ଵାରା ସଉଦ୍ଦେଶ୍ୟ ମଧ୍ଯ ନିଶ୍ଚୟ ପୂର୍ଣ୍ଣ ହୋଇଥାଏ ।