Class 11

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Poem 1 Stopping By Woods On A Snowy Evening Textbook Exercise Questions and Answers.

Class 11th Invitation English Poem Chapter 1 Stopping By Woods On A Snowy Evening Question Answers CHSE Odisha

Stopping By Woods On A Snowy Evening Class 11 Questions and Answers

Think it out

Question 1.
How is ‘woods’ different from ‘forest’?
Answer:
‘Woods’ is different from the forest, because the former refers to an area of trees, smaller than a forest.

Question 2.
Where does the rider stop?
Answer:
The rider stops by some woods.

Question 3.
Why does he stop?
Answer:
The beauty of the woods tempts him to stop and enjoy the beauty of snow wood.

Question 4.
“He will not see me stopping here” – what does this expression mean?
Answer:
The expression ‘He will not see me stopping here’ means the owner of the woods living in the village will not see the poet stopping by the woods.

Question 5.
Why does the horse give his harness bells a shake?
Answer:
The poet, riding across the countryside, stops by snow-wrapped woods. The horse is accustomed to stopping at farmhouses, but on the present occasion, he finds it strange that though his master has stopped, there is no farmhouse nearby. Therefore, the horse gives his harness bells a shake as if to ask whether his master has stopped there by mistake

Question 6.
What is ‘the only other sound’ besides that of harness bells?
Answer:
The only other sound besides the harness bells is the sound of easily flowing wind and falling snow.

Question 7.
Why does the poet use the expressions ‘dark’, ‘deep’, and ‘darkest’?
Answer:
The poet uses the expressions ‘dark’, ‘deep’, and ‘deepest’ to express the fact that he is fascinated by the natural beauty of the woods.

Question 8.
How do the speaker, the owner of the woods, and the horse react to the beauties of nature?
Answer:
It may be noted that the fascination of the woods is felt only by the speaker, not by the horse (who is a sub-human) or by the practical man (the owner of the woods).

Question 9.
What picture of natural beauty do you get from the poem?
Answer:
The beauty we get from the poem is natural. It is one of near-silence. The lovely, dark, and deep woods prove this fact.

Question 10.
In the final stanza, the speaker says that he is not yet ready to ‘sleep’. What has he to do before he can take a rest?
Answer:
The poet has his routine duties to do before he can take a rest.

Question 11.
What does the expression, “The darkest evening of the year”, suggest? Does it mean ‘the longest night of the year’ or ‘the most depressing state of his mind’? Give a reasoned answer.
Answer;
The expression ‘the darkest evening of the year’ means the darkest night of the year. Because he has a long way to go. Besides, the poet’s delight in contemplating the woods filling up with snow seems to him to be an abandonment of his responsibilities when he realizes that he has an appointment to keep with his death.

Question 12.
A four-line stanza is called a quatrain. How many quatrains are there in the poem?
Answer:
There are four quatrains in the poem.

Post-Reading Activities.

Question 1.
Arrange the following sentences in their logical order to narrate the theme of the poem.
(a) He passes by the woods which are ‘lovely, dark and deep’.
(b) The poet is riding his horse to a destination.
(c) But he remembers that he has ‘promises to keep’ before he can rest.
(d) It is snowing and the wind blows gently.
(e) The beauty of the woods tempts him to stop and enjoy the sight.
(f) It is an evening in winter.

Answer:
(f) It is an evening in winter.
(d) It is snowing and the wind blows gently.
(b) The poet is riding his horse to a destination.
(a) He passes by the woods which are ‘lovely, dark and deep’.
(e) The beauty of the woods tempts him to stop and enjoy the sight.
(c) But he remembers that he has ‘promises to keep’ before he can rest.

Question 2.
Note the rhyme scheme in the first quatrain. It is AABA (‘know’, ‘though’, ‘here’ ‘snow’). What is the rhyme scheme in other quatrains?
Answer:
The rhyme scheme is BBCB (queer, near, lake, year), CCDE (shake, mistake, sweep, flake), and EEEE (deep, keep, sleep, sleep) in 2nd, the 3rd, and 4th quatrains respectively.

CHSE Odisha Class 11 English Stopping By Woods On A Snowy Evening Important Questions and Answers

A. short Answer Type Questions with Answers

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

Whose woods these are I think I know ……
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.

My little horse must think it queer
To stop without a farm house near
Between the woods and frozen lake
The darkest evening of the year.

He gives his harness bells a shake
To ask if there is some mistake
The only other sound’s the sweep
Of easy wind and downy flake.

The woods are lovely, dark and deep
But I have promises to keep
And miles to go before I sleep
And miles to go before I sleep.

Questions :
(i) Where does the owner of the woods live?

(ii) ‘He will not see me stopping here.’ Who is ‘He’ here?

(iii) Describe the woods.

(iv) What is the theme of the poem?

(v) Explain the significance of the repetition of :
‘And miles to go before I sleep,
And miles to go before I sleep.’

Answers :
(i) The owner of the woods lives in a village.

(ii) Here ‘he’ is the owner of the woods.

(iii) Robert Frost gives a beautiful description of the woods. They are lovely, dark, and deep. The sight of the woods being gradually covered with snow is so fascinating that the poet would like to watch it a little longer. The woods are outside the village and their owner does not live here. The poet knows him. Woods that constitute the essence of the poem suggests perilous enchantment.

(iv) The theme of the poem lies in the speaker’s delight in contemplating the woods filling up with snow seems to him to be an abandonment of his responsibilities when he realizes that he has an appointment to keep with death.

(v) The repetition of these lines is quite significant. It brings out the poet’s strong determination. He knows that death is the end of life. Instead of enjoying the fascinating beauty of the woods, he goes on to fulfill the mission of his life. He remembers that he has ‘promises to keep’, duties to perform, and a long journey to complete before he can rest. The repetition of these lines beautifully exemplifies this and indicates the depth of the poet’s feelings.

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

Whose woods these are I think I know …..
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.

My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.

He gives his harness bells a shake
To ask if there is some mistake
The only other sound’s the sweep
Of easy wind and downy flake.

The woods are lovely, dark, and deep
But I have promises to keep
And miles to go before I sleep
And miles to go before I sleep.

Questions :
(i) Explain the expression ‘whose woods’.

(ii) What does the line ‘I think I know’ signify?

(iii) What interpretation does this extract admit?

(iv) What moment does the poem capture?

(v) ‘Besides going to sleep, the poet must perform duties.’ What else does the last stanza convey?

Answer:
(i) The implied question is whether the woods belong to the owner or the person who watches or enjoys them. Or is it of God?

(ii) The line ‘I think I know’ signifies characteristically a Frostian hovering between eloquence and silence, understanding and reticence.

(iii) This extract lends itself to a variety of interpretations: Why does the speaker stop by some woods? The reader may ask some pertinent questions: Does the speaker move on rather reluctantly? What is Frost’s attitude toward nature?

(iv) The poem captures a moment of pure delight in mid-winter – a fleeting mood of reflection on the beauty of snow-capped woods before the poet must go on with routine duties.

(v) The last stanza also conveys the poet’s death wish.

Multiple Choice Questions (MCQs) with Answers
Choose the correct option.
Warm-up
Do you know…… inspiring it is.
Question 1.
The poem “Stopping by Woods on a Snowy Evening” is written by :
(a) John Keats.
(b) Robert Frost.
(c) Thomas Hardy.
(d) William Wordsworth.
Answer:
(b) Robert Frost.

Question 2.
This poem was a great favorite of :
(a) R. N. Tagore.
(b) Sarojini Naidu.
(c) Jawaharlal Nehru.
(d) Khushwant Singh.
Answer:
(c) Jawaharlal Nehru.

Question 3.
The attraction in this poem is of :
(a) matter.
(b) nature.
(c) a great person.
(d) a great responsibility.
Answer:
(b) nature.

Question 4.
The speaker stops his horse by some_______on a snowy evening.
(a) forest.
(b) river bank.
(c) woods.
(d) sea beach.
Answer:
(c) woods.

Question 5.
The journey through the woods is suggestive of a journey through__________itself.
(a) sea
(b) life
(c) heaven
(d) hill
Answer:
(b) life

The Text
Stanza – I
Whose woods………. with snow.
Question 6.
‘Woods’ here means :
(a) forest.
(b) jungle.
(c) an area of trees, smaller than a forest.
(d) a hillside.
Answer:
(c) an area of trees, smaller than a forest.

Question 7.
From this line ‘Whose woods these are I think I know”, it is clear that these woods belong to :
(a) a person to whom the poet knows.
(b) the animals who live in it.
(c) the forest authority.
(d) none of the above.
Answer:
(a) a person to whom the poet knows.

Question 8.
The owner of the woods lives in a :
(a) town.
(b) hilltop.
(c) village.
(d) Riverside.
Answer:
(c) village.

Question 9.
He will not see me stopping here. In this sentence ‘He’ refers to :
(a) the author of the poem.
(b) the owner of the woods.
(c) the God.
(d) the Nature.
Answer:
(b) the owner of the woods.

Question 10.
The poet watchers that woods are covered with :
(a) snow.
(c) fruits.
(b) hilltop.
(d) Riverside.
Answer:
(a) snow.

Stanza – II
My little………. of the year.
Question 11.
My little horse must think it queer. In this sentence, the word ‘little’ means :
(a) small.
(c) nothing.
(b) humble.
(d) short.
Answer:
(b) humble.

Question 12.
What does the word ‘queer’ mean?
(a) Search.
(c) strange.
(b) stop.
(d) sound.
Answer:
(c) strange.

Question 13.
Where do they usually stop?
(a) at a guest house.
(b) at an inn.
(c) at a cottage.
(d) at a farmhouse.
Answer:
(d) at a farmhouse.

Question 14.
What has made the horse feel strange and uncomfortable?
(a) stopping on the way where there is no farmhouse.
(b) stopping in the mid of the forest where life is full of danger.
(c) stopping in a frozen land where life is at risk.
(d) none of the above.
Answer:
(a) stopping on the way where there is no farmhouse.

Question 15.
At what time of the day the poet was passing by the woods?
(a) morning.
(c) evening.
(b) afternoon.
(d) at night.
Answer:
(c) evening.

Stanza – III
He gives ………… downy flake
Question 16.
In the first line of stanza III, there is the word ‘harness bells’ which is tied to the neck of an animal. Which is that animal?
(a) ox.
(b) horse.
(c) bullock.
(d) donkey.
Answer:
(b) horse.

Question 17.
Why does the horse shake the harness bells?
(a) to show some fun
(b) to show some urgency
(c) to show some mistake
(d) to show that he is hungry
Answer:
(c) to show some mistake

Question 18.
Apart from the sounds of harness bells, there are other two natural sounds near the woods. What are they?
(a) sounds of animals and spring.
(b) sounds of stones and rustling of trees.
(c) sounds of easy wind and downy flake.
(d) sounds of spirits and ghosts.
Answer:
(c) sounds of easy wind and downy flake.

Question 19.
What do you mean by the word ‘downy flake’?
(a) down falling water.
(b) down falling stones.
(c) down falling logs.
(d) down falling snow.
Answer:
(d) down falling snow.

Stanza – IV
The woods are ………… before I sleep.

Question 20.
How were the woods according to the poet?
(a) dense, dangerous, and difficult.
(b) natural, attractive, and enjoyable.
(c) lovely, dark, and deep.
(d) none of the above.
Answer:
(c) lovely, dark, and deep.

Question 21.
Why is the poet not willing to stay near the wood?
(a) He has urgent work.
(b) He has promises to keep.
(c) He has no interest to stay.
(d) His horse is unwilling to stay.
Answer:
(b) He has promises to keep.

Question 22.
‘And miles to go before I sleep’. This statement of the poet indicates :
(a) a long journey of life before he leaves for heavenly rest.
(b) a long distance to be traveled by the poet.
(c) a long life of rest and sleep.
(d) none of the above.
Answer:
(a) a long journey of life before he leaves for heavenly rest.

Detailed Summaries and Glossary
Stanza – I (Lines 1-4)

Gist with Glossary
Gist :
The poet, who has to ride long distances in order to fulfill what he has promised, finds himself by the woods late in the evening. It is snowing. So he stops for a while to lose himself in the enjoyment of natural beauty. He thinks he knows the owner of the woods, and also that the owner cannot see him admiring the woods, as he lives in a village away from the woods.

Glossary:
woods: an area of trees, smaller than a forest ( ଛୋଟକାଟିଆ ଜଙ୍ଗଲ )
whose woods: These woods are outside a village and the poet knows the owner of the woods who lives in the village.

Stanza – II (Lines 5-8)

Gist with Glossary
Gist :
The poet’s horse cannot understand why there should be a stop when there is no firm house in sight and also in such an uncomfortable situation as it is snowing. The horse is accustomed to stopping at farmhouses. The master has, as a matter of fact, stopping not for rest but for a brief enjoyment of the beauty of the woods.

Glossary:
Little : humble and ordinary (ସାଧାରଣ ).
Queer : strange (ଆଶ୍ଚର୍ଯ୍ୟ) .
think it queer….. near: The poet says that the horse considers it surprising that the master stops in the midst of the woods and not near any farmhouse.
Frozen Lake : lake turned into ice (ବରଫ ପାଲଟିଥ‌ିବା ହ୍ରଦ).

Stanza – III (Lines 9-12)

Gist with Glossary
Gist :
The poet’s horse is not impressed by the woods. It does not understand why they have stopped in such a lonely place, especially as there is no sign of any farmhouse nearby. The horse shakes his harness bells as if to ask whether his master has stopped there by mistake. But the only sound that is there is the swift movement of the wind and the fall of the flakes of snow.

Glossary:
Harness Bells: small bells attached to a strap/band around the neck of a horse. (ଘୋଡ଼ା ବେକର ଘଣ୍ଟି )
Easy Wind: easily flowing wind. (ମୃଦୁ ପବନ)
Flakes: pieces of snow that are soft, light, and white. (ନ ର ମ ହାଲୁକା ଧଳା )
Downy Flakes: downfalling snow. (ତଳକୁ ଖସୁଥ‌ିବା ବରଫ)

Stanza – IV (Lines 13-16)

Gist with Glossary
Gist:
The beauty of the woods tempts the poet powerfully to stop the journey and to lose himself in the enjoyment of natural beauty. But he remembers that he has ‘promises to keep’, duties to perform, and a long journey to complete before he can rest. The intensity of the poet’s feeling finds a beautiful expression in this stanza.

Glossary:
Promises : assurance to perform certain duties and miles….. (କଉଁ ବ୍ଯ ପାଳନର ପ୍ରତିଜ୍ଞା)
before I sleep: the poet brings out the idea that he has to perform a long, long journey, and before it is completed, he can have no rest. The repetition is indicative of the depth of the poet’s feelings. ‘
Mile : a distane of 1.6 kilometres (1.6 କି.ମି. ଦୂରତ୍ବ)

Introducing The Poet

Robert Lee Frost, perhaps the best-loved of American poets, was born in San Francisco, California, on 26 March 1874. On the death of his father when he was only ten, he was taken to Lawrence, Massachusetts. Frost attended Lawrence High School and Dartmouth College, which he left after a few months. He taught in school, tried his hand at farming, and also worked as a newspaperman. In 1885 he married Elinor White, his former sweetheart at the high school. Though he enrolled at Harvard University as a special student in 1897 he left it after only two years.

In 1912 the Frosts moved to England. A Boy’s Will, Frost’s first book of poems, was published in England in 1913. North of Boston in 1914, contains some of the finest of Frost’s lyrics. In 1915 the Frosts returned to America and settled on a farm in New Hampshire. Other significant collections of his poems are Mountain Interval (1916), New Hampshire (1923), West-Running Brook (1928), A Further Range (1936), A Witness Tree (1942), and Steeple Bush (1947).

The complete poem of Robert Frost appeared in 1949. He gave public readings of his poems at several American Universities. In his later years, he achieved the status of a folk hero. He died in Boston in 1963. He was awarded the Pulitzer Prize for poetry four times in 1924, 1931, 1937, and 1943. Surprisingly however his first book of poetry was published in England in 1913. No American publisher had accepted it.

It is not difficult to understand why Frost is Americans’ favorite poet. He writes very simply about familiar, ordinary things. However, the simplicity is only on the surface, Frost’s poems actually talk about ideas and thoughts that are deep, not ordinary. The poems talk about truth, they teach you wisdom. Frost is a poet whose style is as fine as a goldsmith’s skill. His poems are delightful to read. Frost himself has said, that for him, a poem begins in delight and ends in wisdom.

About The Poem

Stopping by Woods on a Snowy Evening presents the thoughts that pass through the poet’s mind as he stops his horse in wood on an evening when the snow has begun to fall. The poet conveys the idea that the beauties of nature can be very attractive but man has to perform his duties and keep his promises. He has to continue the journey of life and cannot afford to spend his time only watching the scenic beauties of nature. The poet brings out this message through a presentation of the conflict between the lovely woods and the promises that he has to keep.

Summary

The poem starts with a concrete situation arising from the ordinary life of a man but moves on to philosophic speculation about the relationship between man and nature. It is a dark and quiet evening of winter, and it is snowing. The poet, riding a horse to a destination, passes by woods that are lovely, dark, and deep. These woods are outside a village. The poet knows the owner of the woods who lives in the village.

The beauty of the woods tempts him powerfully to stop the journey and to lose himself in the enjoyment of natural beauty. He says that the horse considers it surprising that the master stops in the midst of the woods and is not near any farmhouse. The horse is accustomed to stopping at farmhouses, but on the present occasion, his reaction is natural.

He knows if his master, in the course of riding across the countryside stops at all, he stops at some farmhouse where both can find food and rest. The master has, as a matter of fact, stopped in such a lonely place not for the rest but for a brief enjoyment of the scenic beauty of the woods. The horse shakes his harness bells as if to ask whether his master has stopped there by mistake.

There are no other sounds except the swift movement of the wind and the fall of snowflakes which are soft, light, and white as feathers. The poem ends on a note of wisdom. In spite of wishing to enjoy the natural beauty, the poet cannot linger there. He moves on as he has to cover long distances in order to keep his promises. He cannot stay back the mission in his life still awaits completion. He remembers that he has ‘promises to keep’, duties to perform a long journey to complete before he can rest

ସାରାଂଶ:
ମଧ୍ୟରେ ଯେଉଁ ସମ୍ପର୍କ ବିଦ୍ୟମାନ, କବି ତାକୁ ଏକ ଦାର୍ଶନିକ ଦୃଷ୍ଟିଭଙ୍ଗୀରୁ ଦେଖୁଛନ୍ତି । ଶୀତକାଳର ଗୋଟିଏ ନୀରବ ସନ୍ଧ୍ୟା । ଅନ୍ଧକାର ପୃଥ‌ିବୀକୁ ଆଚ୍ଛାଦିତ କରିଛି । ଆକାଶରୁ ଝରିପଡ଼ୁଛି ବରଫରାଶି । କବି ଅଶ୍ୱାରୋହଣ କରି ତାଙ୍କର ସୁଦୂର ଲକ୍ଷ୍ୟସ୍ଥଳ ଅଭିମୁଖେ ଯାତ୍ରା କରୁଛନ୍ତି । ଚାରିପଟରେ ଘନ ଜଙ୍ଗଲ । କବିଙ୍କ ଭାଷାରେ, ‘ସୁନ୍ଦର, ଅନ୍ଧକାରାଚ୍ଛନ୍ନ ଓ ଘଞ୍ଚ’’ ଗ୍ରାମାଞ୍ଚଳର ଉପକଣ୍ଠରେ ବିସ୍ତୃତ ହୋଇ ରହିଛି ସେହି ଅରଣ୍ୟ । ଏହି ଜଙ୍ଗଲର ମାଲିକଙ୍କୁ କବି ଜାଣନ୍ତି । ସେ ନିକଟସ୍ଥ ଗ୍ରାମର ଅସ୍ଵାସୀ । ଜଙ୍ଗଲର ସୌନ୍ଦର୍ଯ୍ୟ କବିଙ୍କୁ ପ୍ରଲୁବ୍‌ଧ କରୁଛି । ଶକ୍ତିଶାଳୀ ତା’ର ଆକର୍ଷଣ । ଯାତ୍ରାକୁ ସ୍ଥଗିତ ରଖି ପ୍ରାକୃତିକ ସୁଷମା ଭିତରେ ନିଜକୁ ହଜାଇ ଦେବାପାଇଁ ସେହି ଅରଣ୍ୟ ତାଙ୍କୁ ଯେପରି ଆମନ୍ତ୍ରଣ କରୁଛି । ଯାତ୍ରା ବନ୍ଦକରି ବନାନୀର ଶୋଭା ଦର୍ଶନ କରୁଥିବା ମାଲିକଙ୍କୁ ଦେଖ୍ ତାଙ୍କର ଘୋଡ଼ା ବିସ୍ମିତ ହୋଇଛି । କାରଣ ରହିଯାଇଥ‌ିବାରୁ ଅଶ୍ଵଟି ବିସ୍ମିତ ହୋଇଛି । ଅଶ୍ଵଟିର ଏହି ପ୍ରତିକ୍ରିୟା ଅତ୍ୟନ୍ତ ସ୍ଵାଭାବିକ । କାରଣ ଖମାରଗୃହ ପାଖରେ ଥିଲେ ଉଭୟ ମାଲିକ ଓ ସେ ଖାଦ୍ୟ ଓ ବିଶ୍ରାମ ପାଇ ପାରିଥା’ନ୍ତେ । ମାତ୍ର କବିଙ୍କର ଉଦ୍ଦେଶ୍ୟ ଭିନ୍ନ । ସେ ବିଶ୍ରାମ ଉଦ୍ଦେଶ୍ୟରେ ଏଠାରେ ଅଟକି ଯାଇନାହାନ୍ତି ।

ଅରଣ୍ୟର ନୈସର୍ଗିକ ସୌନ୍ଦର୍ଯ୍ୟକୁ ମନଭରି ଉପଭୋଗ କରିବାପାଇଁ ସେ ସେଠାରେ ଅଟକି ଯାଇଛନ୍ତି । ମାତ୍ର ଅବୋଧ ପଶୁ ସେ କଥା ବୁଝିବ କିପରି ? ଭାବୁଛି, ତା’ର ମାଲିକ ହୁଏତ ଭ୍ରମବଶତଃ ସେଠାରେ ଅଟକି ଯାଇଛନ୍ତି । ତାଙ୍କୁ ସେ କଥା ମନେପକାଇ ଦେବାପାଇଁ ଘୋଡ଼ାଟି ତା’ର ସାମ୍ପୁରେ ଲାଗିଥିବା ଘଣ୍ଟିକୁ ବଜାଇ ଦେଉଛି । ନିର୍ଜନ ଅରଣ୍ୟର ନୀରବତାର ରାଜତ୍ଵ । କେବଳ ବାୟୁର ମୁଦ୍ରା ପ୍ରବାହ ସେହି ନୀରବତାକୁ ଭଙ୍ଗ କରୁଛି । ନରମ, ହାଲୁକା ଓ ପକ୍ଷୀପର ଭଳି ମୁଲାୟମ ତୁଷାର କେବଳ ଝରିପଡ଼ୁଛି । କବିଙ୍କର ମୁଗ୍ଧସଭା ସେହି ଜଙ୍ଗଲର ଆକର୍ଷଣକୁ ଛାଡ଼ି ଆଗ୍ରସର ହେବାପାଇଁ ପ୍ରତିଜ୍ଞାବଦ୍ଧ । ଇଚ୍ଛା ଥିଲେ ବି ସେ ନିରୁପାୟ । କାରଣ ଲକ୍ଷ୍ୟସ୍ଥଳରେ ପହଞ୍ଚିବା ପାଇଁ ତାଙ୍କୁ ସୁଦୂର ପଥ ଯାତ୍ରା କରିବାକୁ ହେବ । କାରଣ ତାଙ୍କୁ ତାଙ୍କର ପ୍ରତିଜ୍ଞା ପୂରଣ କରିବାକୁ ହେବ । ଯେପର୍ଯ୍ୟନ୍ତ ସେହି ଲକ୍ଷ୍ୟ ହାସଲ ହୋଇନାହିଁ, ସେପର୍ଯ୍ୟନ୍ତ ତାଙ୍କର ବିଶ୍ରାମ ନାହିଁ । ତାଙ୍କର ଠିକ୍ ମନେଅଛି, ତାଙ୍କୁ ଗୋଟାଏ ଦୀର୍ଘ ପଥ ଅତିକ୍ରମ କରିବାକୁ ହେବ, ତାଙ୍କର କର୍ତ୍ତବ୍ୟ ସାଧନ କରିବାକୁ ହେବ । ତା’ ପୂର୍ବରୁ ସେ ବିଶ୍ରାମ ନେଇପାରିବେ ନାହିଁ ।

CHSE Odisha 11th Class English Poetry:

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

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

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

Question 1.

Using the ε – δ definition prove that
(i) \(\lim _{x \rightarrow 0}\) (2x + 3) = 3
Solution:
Let f(x) = 2x + 3
Here a = 0 and ℓ = 3
Let ε be any positive real number however small it may be.
Now |f(x) – ℓ| =| 2x + 3 – 3| =|2x|
Thus |f(x) – ℓ| < ε whenever
|2x| < ε i.e |x| < \(\frac{\varepsilon}{2}\)
Then |f(x) – ℓ| < ε
whenever |x – 0| < δ
under the condition δ = \(\frac{\varepsilon}{2}\)
∴ \(\lim _{x \rightarrow 0}\) (2x + 3) = 3

(ii) \(\lim _{x \rightarrow 1}\) (2x – 1) = 1
Solution:
Here f(x) = 2x – 1, ℓ = l and a = 1
Now |f(x)| = | 2x – 1 – 1|
= |2x – 2| = 2|x – 1|
Thus |f(x) –  ℓ| < ε
whenever 2|x – 1| < ε
i,e. |x – 1| < \(\frac{\varepsilon}{2}\) put δ = \(\frac{\varepsilon}{2}\)
Then |f(x) – ℓ| < ε
whenever|x – 1| < δ
Hence \(\lim _{x \rightarrow 1}\) (2x – 1) = 1

(iii) \(\lim _{x \rightarrow -2}\) (3x + 8) = 2
Solution:
|(3x + 8) – 2|
= |3x + 6| = 3|x + 2|
So |3x + 8 – 2| < ε
whenever 3|x + 2| < ε
i.e. |x + 2| < \(\frac{\varepsilon}{3}\)
Hence |(3x + 8) – 2| < ε
whenever | x + 2 | < δ
∴ \(\lim _{x \rightarrow -2}\) (3x + 8) = 2

(iv) \(\lim _{x \rightarrow 3}\) (x² + 2x – 8) = 7
Solution:
|(x² + 2x – 8) – 7|
= |(x² + 2x – 15|
= |(x + 5) (x – 3)|
=| x + 5| | x – 3|
If |x – 3| < 1 then| x + 5| =| x – 3 + 8| < |x – 3| + 8 < 9
Thus |(x² + 2x – 8) – 7| < 9 |x – 3|
So |(x² + 2x – 8) – 7| < ε
whenever 9|x – 3| < ε
i.e.| x – 3| < \(\frac{\varepsilon}{9}\)
Choose δ = minimum of 1 and \(\frac{\varepsilon}{9}\)
Then |(x² + 2x – 8) – 7| < ε
whenever |x – 3| < δ
∴ \(\lim _{x \rightarrow 3}\) (x² + 2x – 8) = 7   (proved)

(v) \(\lim _{x \rightarrow 9}\) √x = 3
Solution:
|√x – 3| = |\(\frac{(\sqrt{x}-3)(\sqrt{x}+3)}{\sqrt{x}+3}\)|
= \(\frac{|x-9|}{|\sqrt{x}+3|}\)

(v) \(\lim _{x \rightarrow a}\) √x = √a, a > 0
Solution:

(vii) \(\lim _{x \rightarrow 1}\) |3x + 2| = 5
Solution:
When x → 1, 3x + 2 is always positive.
So |3x + 2| = 3x + 2
Thus ||3x + 2| -5| = |3x + 2 – 5|
= 3|x – 1|
∴ ||3x + 2| – 5 | < ε
whenever 3|x – 1| < ε
i.e. |x – 1| < \(\frac{\varepsilon}{3}\)
put δ = \(\frac{\varepsilon}{3}\)
Hence ||3x + 2| – 5| < ε
whenever |x – 1| < δ
∴ \(\lim _{x \rightarrow 1}\) |3x + 2| = 5

(viii) \(\lim _{x \rightarrow 2}\) |5x – 7| = 3
Solution:
Let any arbitrary ε > 0
then |5x – 7 – 3| < ε
If |5(x – 2)| < ε
i.e. if lx – 2| < \(\frac{\varepsilon}{5}\)
Choosing δ = \(\frac{\varepsilon}{5}\) we have
for any arbitrary ε > 0 there exists a δ > 0 depending on ε
Such that
|x – 2| < δ ⇒ |(5x – 7) – 3| < ε
∴ \(\lim _{x \rightarrow 2}\) |5x – 7| = 3

Question 2.
If \(\lim _{x \rightarrow a}\) f(x) = ℓ then prove that \(\lim _{x \rightarrow a}\) |f(x)| = | ℓ | Is the converse true ? Justify your answer with reasons.
Solution:
Let \(\lim _{x \rightarrow a}\) f(x) = ℓ
Then |f(x) – ℓ| < ε whenever |x – a| < δ
Now |f(x)| – ℓ| < |f(x) – ℓ| < ε
whenever |x – a| < δ
So \(\lim _{x \rightarrow a}\) |f(x)| = | ℓ |
The converse is not always true because | ℓ | = | -ℓ |
So \(\lim _{x \rightarrow a}\) f(x) = ℓ or -ℓ

Question 3.
(i) Prove that \(\lim _{x \rightarrow a}\) x = a
Solution:
Let ε is any positive number
Let f(x) = x
Now |f(x) – a| < ε
if |x – a| < ε
Choosing δ = ε we see that for each ε > 0 we find a δ > 0 depending on ε such that
|x – al < d ⇒ |f(x) – a| < ε
⇒ \(\lim _{x \rightarrow a}\) f(x) = a i,e. \(\lim _{x \rightarrow a}\) x = a

(ii) Using (i) and the laws of limits prove that \(\lim _{x \rightarrow a} x^n=a^n\), when n is an integer.
Solution:
Case-1: Let n > 0 and n ε z
Now \(\lim _{x \rightarrow a} x^n=\lim _{x \rightarrow a}\) (x. x. x…….. n factors)
= a. a …… n factors = aⁿ
Case-2: Let n = 0

(iii) Using (ii) and the laws of limits prove that \(\lim _{x \rightarrow a} \frac{x^n-a^n}{x-a}=n a^{n-1}\) where n is an integer.
Solution:

Case-3: n = 0  Hence the case is obvious

(iv) Using (iii), the laws of limits and assuming that \(\lim _{x \rightarrow a} \frac{1}{x^m}=a^{\frac{1}{m}}\) where m is a non-zero integer prove that for any rational number n, \(\lim _{x \rightarrow a} \frac{x^n-a^n}{x-a}=n a^{n-1}\).
Solution:

Question 4.
Evaluate the following :
(i) \(\lim _{x \rightarrow 1}\) (1 + 2x – 3x² + 4x³ – 5x⁴)
Solution:
\(\lim _{x \rightarrow 1}\) (1 + 2x – 3x² + 4x³ – 5x⁴)
= 1 + 2 – 3 + 4 – 5 = 7 – 8 = -1

(ii) \(\lim _{x \rightarrow 0}\) (3x² + 4x – 1)(x⁴ + 2x³ – 3x² + 5x + 2)
Solution:
\(\lim _{x \rightarrow 0}\) (3x² + 4x – 1)(x⁴ + 2x³ – 3x² + 5x + 2)
=(-1). 2 = -2

(iii) \(\lim _{x \rightarrow 2}\) \(\frac{x^2+3 x-9}{x+1}\)
Solution:
\(\lim _{x \rightarrow 2}\) \(\frac{x^2+3 x-9}{x+1}\)
\(\frac{2^2+3 \cdot 2-9}{2+1}=\frac{1}{3}\)

(iv) \(\lim _{x \rightarrow 3}\) \(\frac{x^2-9}{x-3}\)
Solution:
\(\lim _{x \rightarrow 3}\) \(\frac{x^2-9}{x-3}\)
= \(\lim _{x \rightarrow 3} \frac{(x-3)(x+3)}{x-3}\)
= \(\lim _{x \rightarrow 3}\) (x + 3) = 3 + 3 = 6

(v) \(\lim _{x \rightarrow 1} \frac{x^3-1}{x-1}\)
Solution:
\(\lim _{x \rightarrow 1} \frac{x^3-1}{x-1}\)
= \(\lim _{x \rightarrow 1} \frac{(x-1)\left(x^2+x+1\right)}{x-1}\)
= \(\lim _{x \rightarrow 3}\) (x² + x + 1)
= 1 + 1 +1 = 3

(vi) \(\lim _{x \rightarrow 2} \frac{x-2}{x^4-16}\)
Solution:

(vii) \(\lim _{x \rightarrow 2} \frac{x^3-8}{x^5-32}\)
Solution:

(viii) \(\lim _{x \rightarrow 3} \frac{x^2+2 x-15}{x^2-x-6}\)
Solution:

(ix) \(\lim _{x \rightarrow 0} \frac{(3+x)^3-27}{x}\)
Solution:

(x) \(\lim _{x \rightarrow 2} \frac{\frac{1}{x^2}-\frac{1}{4}}{x-2}\)
Solution:

(xi) \(\lim _{x \rightarrow 1} \frac{1}{(x-1)}\left\{\frac{1}{x+3}-\frac{2}{3 x+5}\right\}\)
Solution:

(xii) \(\lim _{h \rightarrow 0} \frac{(x+h)^3-x^3}{h}\)
Solution:

(xiii) \(\lim _{h \rightarrow 0} \frac{(x+h)^4-x^4}{h}\)
Solution:

(xiv) \(\lim _{x \rightarrow 1} \frac{x^m-1}{x^n-1}\), where m, n are integers.
Solution:

(xv) \(\lim _{x \rightarrow 1} \frac{x^2-2 x+1}{x^2-x}\)
Solution:

(xvi) \(\lim _{x \rightarrow 1} \frac{x^2+x-2}{x^3-x^2-x+1}\)
Solution:

Question 5.
Evaluate the following :
(i) \(\lim _{x \rightarrow \infty} \frac{2 x+1}{3 x-2}\)
Solution:
\(\lim _{x \rightarrow \infty} \frac{2 x+1}{3 x-2}\)
= \(\lim _{x \rightarrow \infty} \frac{2+\frac{1}{x}}{3-\frac{2}{x}}=\frac{2}{3}\)
[ ∵ As x → ∞, \(\frac{1}{x}\) → 0]

(ii) \(\lim _{x \rightarrow \infty} \frac{3 x^2+x-1}{2 x^2-7 x+5}\)
Solution:
\(\lim _{x \rightarrow \infty} \frac{3 x^2+x-1}{2 x^2-7 x+5}\)
\(=\lim _{x \rightarrow \infty} \frac{3+\frac{1}{x}-\frac{1}{x^2}}{2-\frac{7}{x}+\frac{5}{x^2}}=\frac{3}{2}\)

(iii) \(\lim _{x \rightarrow \infty} \frac{x^3+2 x^2+3}{x^4-3 x^2+1}\)
Solution:
\(\lim _{x \rightarrow \infty} \frac{x^3+2 x^2+3}{x^4-3 x^2+1}\)
\(\lim _{x \rightarrow\infty}\frac{\frac{1}{x}+\frac{2}{x^2}+\frac{3}{x^4}}{1-\frac{3}{x^2}+\frac{1}{x^4}}=\frac{0}{1}\) =0
[ ∵ As x → ∞, \(\frac{1}{x}\) → 0]

(iv) \(\lim _{x \rightarrow \infty} \frac{x^4-5 x+2}{x^3-3 x+1}\)
Solution:
\(\lim _{x \rightarrow \infty} \frac{x^4-5 x+2}{x^3-3 x+1}\)
\(\lim _{x \rightarrow \infty} \frac{x-\frac{5}{x^2}+\frac{2}{x^3}}{1-\frac{3}{x^2}+\frac{1}{x^3}}\) = ∞

(v) \(\lim _{x \rightarrow \infty}\left(\frac{x^3}{2 x^2-1}-\frac{x^2}{2 x+1}\right)\)
Solution:

(vi) \(\lim _{n \rightarrow \infty} \frac{n}{n+1}\)
Solution:
\(\lim _{n \rightarrow \infty} \frac{n}{n+1}\)
= \(\lim _{n \rightarrow \infty} \frac{n}{1+\frac{1}{n}}\) = 1

(vii) \(\lim _{n \rightarrow \infty}\left(\frac{n^2+n+1}{5 n^2+2 n+1}\right)\)
Solution:

(viii) \(\lim _{n \rightarrow \infty}\left(\frac{\sqrt{n}-1}{\sqrt{n}+1}\right)\)
Solution:
\(\lim _{n \rightarrow \infty}\left(\frac{\sqrt{n}-1}{\sqrt{n}+1}\right)\)
= \(\lim _{n \rightarrow \infty} \frac{1-\frac{1}{\sqrt{n}}}{1+\frac{1}{\sqrt{n}}}\) = 1

(ix) \(\lim _{n \rightarrow \infty}\left(\frac{6 n^5+2 n+1}{n^5+n^4+3 n^3+2 n^2+n+1}\right)\)
Solution:

(x) \(\lim _{n \rightarrow \infty} \frac{1+2+3+\cdots+n}{n^2}\)
Solution:

(xi) \(\lim _{n \rightarrow \infty} \frac{1^2+2^2+3^2+\ldots+n^2}{n^3}\)
Solution:

(xii) \(\lim _{n \rightarrow \infty} \frac{1^3+2^3+3^3+\ldots+n^3}{n^4}\)
Solution:

(xiii)  \(\lim _{n \rightarrow \infty} \frac{1+\frac{1}{2}+\frac{1}{2^2}+\ldots+\frac{1}{2^n}}{1+\frac{1}{3}+\frac{1}{3^2}+\ldots \frac{1}{3^n}}\)
Solution:

(xiv) \(\lim _{n \rightarrow \infty} \frac{\lfloor n}{\mid n+1-\lfloor n}\)
Solution:

Question 6.
Examine the existence of the following limits :
(i) \(\lim _{x \rightarrow \sqrt{3}}\) [x]
Solution:
L.H.L. = \(\lim _{x \rightarrow \sqrt{3}-}\) [x] = \(\lim _{h \rightarrow 0}\) [√3 – h] = 1
R.H.L. = \(\lim _{x \rightarrow \sqrt{3}+}\) [x] = \(\lim _{h \rightarrow 0}\) [√3 + h] = 1
Thus L.H.L., R.H.L both
exist and L.H.L. = R.H.L.
So the limit exists and its value is 1.

(ii) \(\lim _{x \rightarrow 0}[x]\)
Solution:

(iii) \(\lim _{x \rightarrow-2}[x]\)
Solution:
L.H.L. = \(\lim _{x \rightarrow-2-} \frac{x-2}{|x-2|}\)
= \(\lim _{h \rightarrow 0}\)[-2 – h] = -3
R.H.L. \(\lim _{x \rightarrow-2+}\) [x] = \(\lim _{h \rightarrow 0}\)[-2 + h] = -2
Thus L.H.L. ≠ R.H.L.
So the limit does not exist.

(iv) \(\lim _{x \rightarrow 0} \frac{|x|}{x}\)
Solution:

(v) \(\lim _{x \rightarrow 2} \frac{x-2}{|x-2|}\)
Solution:

(vi) \(\lim _{x \rightarrow \frac{1}{2}} \frac{|2 x-1|}{2 x-1}\)
Solution:

(vii) \(\lim _{x \rightarrow 1}[2 x+3]\)
Solution:

(viii) \(\lim _{x \rightarrow \infty} \frac{x}{[x]}\)
Solution:

(ix) \(\lim _{x \rightarrow \infty} \frac{x^2-x}{\left[x^2-x\right]}\)
Solution:

(x) \(\lim _{x \rightarrow 1} \frac{\left|x^2-3 x+2\right|}{x^2-3 x+2}\)
Solution:

(xi) \(\lim _{x \rightarrow \infty}(-1)^{[x]}\)
Solution:
\(\lim _{x \rightarrow \infty}(-1)^{[x]}\)
[Put n ≤ n + 1,As n→ ∞, x → ∞
= \(\lim _{x \rightarrow \infty}(-1)^n\) [ ∵ [x] = n
= ± 1 [If n is odd, (-1)ⁿ = – 1 and if n is even (-1)ⁿ = 1 ]
We know that whenever the limit exists it must be unique.
So \(\lim _{x \rightarrow \infty}(-1)^{[x]}\) does not exist.

(xii) \(\lim _{x \rightarrow \infty} \sin x\)
Solution:

(xiii) \(\lim _{x \rightarrow \infty} \cos x\)
Solution:

(xiv) \(\lim _{x \rightarrow 0} \cos \frac{1}{x}\)
Solution:

(xv) \(\lim _{x \rightarrow \infty} \sin \frac{1}{x}\)
Solution:

(xvi) \(\lim _{x \rightarrow 1} f(x) \text { if } f(x)= \begin{cases}2 x-1, & x \leq 1 \\ 2 x+1, & x>1\end{cases}\)
Solution:

(xvii) \(\lim _{x \rightarrow 0} f(x) \text { and } \lim _{x \rightarrow 1} f(x)\)
if \(f(x)=\left\{\begin{array}{l}
0 . x \leq 0 \\
1-2 x, 0<x \leq 1 \\
3-4 x, x>1
\end{array}\right.\)
Solution:

Question 7.
Let f(x) = {1 if x is rational, 0 if x is irrational then show that \(\lim _{x \rightarrow a}\) f(x) does not exist for any a ∈ R.
Solution:
Let x → a through rational numbers.
Then \(\lim _{x \rightarrow a}\) f(x) = 1
If x → a through rational numbers.
Then \(\lim _{x \rightarrow a}\) f(x) = 0
Thus \(\lim _{x \rightarrow a}\) f(x) does not exist.

Odisha State Board CHSE Odisha Class 11 Alternative English Solutions Grammar Non-finite Verb forms Exercise Questions and Answers.

CHSE Odisha Class 11 Alternative English Grammar Non-finite Verb forms

Verbs can be classified into the following classes, such as:
i) Auxiliary Verbs,
ii) Ordinary Verbs,
iii) Verbs of Incomplete Prediction.

We have already discussed Auxiliary verbs.
ii) Ordinary Verbs :
Ordinary verbs are of the following two types, such as
a) Finite Verbs,
b) Non-finite verbs.

We have to discuss, here non-finite verbs
(b) Non-finite Verbs:
These verbs do not change according’ to the number, person or tense of the subjects.
Kinds of Non-finite verbs:
Non-finite verbs can be classified as the following types, such as
1) Infinitive,
2) Gerund,
3) Participle.

1) Infinitive :
These verbs do not have application in any sentence; They are simply mentioned. Actually, an infinitive is formed by adding ‘to’ to the first form of the verb. (V+to)
Examples:
1. They wish to go.
2. She began to weep.
3. My ambition is to become a teacher.
4. We eat to live.
5. Have you a pen to spare?
6. I expect her to solve the problem.

Of course, an infinitive can sometimes be used without ‘to’, such as
1. Please let her speak.
2. We saw the actress dance.
3. You need not come here.
4. I made him sing.

To has not been used with the verbs, speak, dance came and sing in the above sentences.
However, note that ‘to’ is normally used with the following verbs, such as- bid, behold, dare, feel, hear, help, know, let, like, make, need, observe, please, watch etc.
Of course, ‘to’ is not used with/after but meaning except.
Examples :
1. She did nothing but cry.
2. We would do nothing but gossip.

Again ‘to’ is not used with/after ‘had better’, ‘had rather’, ‘had sooner’, ‘rather, than’, ‘sooner than’ and would rather’ etc.
Examples :
1. You had better wash your face.
2. You had rather done your homework.
3. I would rather quit the job than apologies.
4. I would sooner die than drink.

Some other uses of Infinitives (Use of ‘to’)
i) It is used after ‘too+adjective’, as Examples:
1. She is too weak, to walk.
2. He is too bulky to run.

ii) It is used after ‘enough’, as-
1. She is strong enough to defend herself.
2. He is wise enough to solve this problem.

iii) By using ‘to’ on removing the Relative clauses, as-
Examples:
1. My mother give me a coffee which I could eat. or My mother gave me a coffee to eat.
2. No one is here who will help you or No one is here to help you.

iv) It is used to show disappointment/despair, as-
Example:
1. She opened the box and found it empty or She opened the box to find it empty. Actually, infinitives are , normally used as objects of the verbs given below
Agree, arrange, attempt, consent, care, cease, choose, claim, decide, determine, expect, endeavor, forget, fail, hope, hesitate, learn, long, manage, neglect, offer, propose, promise, prepare, pretend, remember, regret, refuse, swear, seem, try, threaten, undertake, want, wish, etc!

Examples :
1. I wish to tell you a secret.
2. I have decided to attend the meeting.
3. He “wants to help you.
4. She expects you to do her work.
5. She stood from the chair to welcome me.
6. It is kind of her to help you.
7. Give me a book to read.
8. He was made to run a mile.
9. He failed to obtain first class.
10. I remember to bring your book.

ii) Gerund:

The nouns .working as ion-finite verbs are called ‘Gerunds’. The Gerund’ is used to show an action.
Examples :
1. Smoking is a bad habit.
2. Her favourite hobby is dancing.
3. He likes drinking.
4. I am sick of waiting.
5. It is no use crying over spilt milk.

A Gerund may be used at the beginning, in the middle (interior) or at the end of a sentence.
On reading the above sentences, we can safely say that Gerunds can be used in the following manners.
1) As subject of the sentence.(see sentence No.1)
2) As subject complement of the verbs (sentence No.2)
3) As object to the verb. (sentence No.3)
4) As object to the preposition. (sentence No.4)
5) As case in Apposition of ‘it’ pronoun,

Other Information About The Use Of Gerund:

i) As full Gerunds; as- Ex. Reading the religious books being his habit, we like him.
ii) The use of Gerund as perfect form (having + 3rd form of verb): as Ex. He will never admit having broken the glass.
iii) A ‘Gerund’ is used in place of an ‘Infinitive’ after the prepositions: as Ex. She is good at singing songs.
iv) Possessive pronouns can also be used with ‘Gerunds’: as Ex. I know Hari’s visiting her frequently.

Note that Infinitives and Gerunds are called Verbal Nouns. We can apply both Infinitive and Gerunds as objects of the following verbs:
Advice, allow, attempt, begin, be afraid (of), continue, can’t bear, go, hate, intend, love,, like, mean, need, prefer, permit, propose, recommend, require, remember, request, start, stop, try, used to, wants etc.

Examples :
He began to go to school or
He began going to school.
We normally us Genmds as objects of the following verbs:
Avoid, admit, anticipate, complete, consider, can’t stand (endure), detest, deny, delay, defer, enjoy, excuse, fancy, finish, forgive, give up, involve, imagine, keep, miss, mind, prevent, postpone, pardon, put off, practice, risk, resent, recollect, resist, suggest, save etc.
Example: He can’t give up smoking.

iii) Participle:

These non-finite verbs can be used both as adjectives and as adverbs. Therefore, they are called verbal adjectives.

Kinds Of Participles:
1. Present Participle : (Vi+ing), (first form of the verb+ing)
Ex. Flowing water is pure. Here, the verb flowing shows the continuity of the action.
2. I have a complaining child. Here, the word complaining has been used as an adjective to qualify the noun ‘Child’.
3. The sight was charming. Here, the word charming being the complement the verb ‘was’ as also the complement of the subject, ‘The sight’.
4. I saw her smoking. Here, the word smoking is the comple-ment of the object her’.
5. Nina came to me crying. Here, two
actions (came and cry) have taken place at the same time (simultaneously). Therefore, the more significant out of the two actions ‘cry’. has been shown by present participle.
6. Seeing the police, the thief hid behind the wall. Here, the same object (thief) performs two actions, (see and hide). The former action takes the present participle under such situation.
7. He took up the bag, he ran away. Here, both actions take place simultaneously or Taking up his bag, he ran away. Here, present Participle has been used to connect two sentences. ‘Taking up his bag’ is a ‘participle phrase’.
8. God willing, I shall get first division. Here, present principle has been used in ‘God willing’ because of it. (which) is an Absolute Phrase.

2. Past Participle : (VIII) Third form of the Verb.
Ex. This is a spoilt child. Here, the use of the word ‘spoil’ shows the completion of the action ‘spoilt’.
1. The tired traveller fell asleep. Here, the word ‘tired’ functions as the adjective of the noun ‘traveller’.
2. She looks worried and dejected. Here, the words ‘worried and dejected’ are functioning as adjectives. Being the complement of the verb ‘looks’. They are also the complements of the subject ‘she’.
3. He got his hair cut. Here, the word ‘cut’ is the complement of the subject ‘hair’.
4. The decision taken at the right time is always rewarding. Here, the word ‘taken’ as a past participle. While qualifying the Noun adjectival phrase.
Note that such Adjectival Phrases are often used after the noun, they qualify. ‘decision’, it also helps in the formation of an
5. The Chairman left the meeting fully, the word ‘satisfied’ is a participle which is modifying the verb ‘left’. Hence, it is functioning as adverb.

3. Perfect Participle : (having +VIII).
Ex. Mita has taken a breakfast. She is getting ready for school or Having taken her breakfast, Mita is getting ready for school. Here, two such sentences which lack quickness in action have been combined by using a/he perfect participle:
Note that the second action ‘got’ ready came into force on the completion of the first action (taken her breakfast). There can be a little or more duration of time between both actions.
1. School over, the students came out Here, school over school having been over perfect participle ‘having been’ can be inferred or school having been over, the students came out.
2. The Sun rose and we returned home,(As soph as the Sun rose, we returned home) or No sooner did the Sun rose, than we returned home.
The above sentence is a compound structure. The second action has been completed, immediately after the completion of the first action. The sentence can also be written as: The Sun having risen, we returned home by using the Perfect Participle.
3. (i) The order has been placed, and (ii) No change is possible now. Here, sentence No.4 (i) is a Passive- 5. Voice sentence and sentence No.4 (ii) is an Active-Voice sentence. We can also use perfect participle and write the two sentences as The order having been placed, no change
is possible now.

Exercise For Practice :
Fill in the blanks with, suitable Non-finite verb forms (In-finitive/Gerund/Participles).
1. _________ (drink) in the open is prohibited.
2. A _________(drown) man catches at a straw.
3. _________ (bark) dog seldom bite.
4. The _________ (lose) child was restored.
5. _________ (dance) is an art.
6. The arrangements _________(make), no change is possible now.
7. My mother looked _________ (frighten)
8. He is fond of I found her _________ (read).
9. I found her _________ (weep)
10. _________ (finish) my work, I went out to play.
11. _________ (spill) sold is thought to, bring, ill luck
12. _________ (come) events cost their shadows before.
13. _________ (smoke) is a bad habit.
14.The girls are feeling _________(bore).
15. A _________ (roll) stone gathers no moss.
16. She found her mirror _________ (break).
17. _________(thunder) clouds seldom rain.
18. He wants _________(take) tea.
19. _________(take) her breakfast, Sushma is getting ready for college.
20._________(see) the tiger, she fainted.

Answer:
1. Drinking in the open is prohibited.
2. A drowning man catches at a straw.
3. Barking dogs seldom bite.
4. The lost child was restored.
5, Dancing is an art.
6. The arrangements having been made, no change is possible now.
7. My mother looked frightened.
8. He is fond of reading.
9. I found her weeping.
10. Having finished ray work, 1 went out to play.
11. Spilling salt is thought to bring ill luck.
12. Coming events cast their shadows, before!
13. Smoking is a bad habit.
14. The girls are feeling bored:
15. A rolling stone gathers no moss.
16. She found her mirror broken.
17. Thundering clouds seldom rain.
18. He wants to take tea.
19. Having taken her breakfast Sushma is getting ready for college.
20. Having seen the tiger, she fainted.

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Grammar Phrasal Verbs Exercise Questions and Answers.

CHSE Odisha Class 11 Alternative English Grammar Phrasal Verbs

Some Of The Important Phrasal Verbs

1.Bear out: to support – The spectators did not bear out the true of her statement
2. Bear with: to tolerate – Mira cannot bear his arrogance.
3. Bear away: to receive – I hope to bear away the first prize.
4. Bear down: to overpower – I shall bear down my adversaries
5. Blow away: to drive away – The wind blew away his hat.
6. Blow out: to put out – Blow out the candle.
7.Blow, oyer: to pass away – Thank God, the storm has blown over
8. Break down: to grow weak – His health broke down due to overwork
9. Break into: to enter by breaking the walls – The thieves broke into his house last night.
10. Break forth: to cry – He broke forth at the sight of the snake.
11. Break off: to shatter relations- Why has she broken off with you?
12. Break out: to spread suddenly- Cholera has broken out in our locality.
13. Breakup: to disperse, – The meeting has not yet broken up
: to close – Our college has broken up for summer vacation
14. Bring about: to cause – Something has brought about a breach of their hearts.
15. Bring forward: to present – Bring forward your witnesses.
16. Bring up: to rear/ maintain – His stepmother has brought him up.
17. Bring round: to convince/persuade – Who can bring round the fort?
18. Bring out: to publish – The new edition of the book will be brought out soon.
19. Bring forth: to produce – The trees bring forth new leaves during spring
20. Call at: to visit somebody’s house – When will you .call at my house?
21. Call for: due for – Your behavior calls for, an explanation.
22. Call in: to send for – Call in the doctor at once
23. Call off: to declare an end – The strike has been called off.
24. Call on: to pay a brief visit – I shall call on the Chief Minister tomorrow.
25. Call up: to recall – Call up the meaning of this word
26. Carry away: moved aside – The strong current carried away the log of wood
27. Carry off: to spell death on – Plague carried off many people in our village.
28. Carry on: to continue – Carry on your speech
29. Carry out: to execute – You will have to carry out the Principal’s order.
30. Come about: to occur – How did the accident come about?
31. Come off: to take place – The. marriage of my sister will come off next month.
32. Come across: to meet – I came across Rohit this morning.
33. Come off: to belong to – She comes from a family of writers.
34. Cut down: to reduce – We should cut down our expenses
35. Cut off: to die – His daughter was cut -off in youth
36. Cut short: to make short – Cut short your hair
37. Do away with: to abolish – We have to do away with our blind superstitious
38. Do for: to ruin – After her husband’s death the old lady has been done for.
to serve the purpose of -This tool will do for a chair.
39. Do without to manage the absence of – The cattle cannot do without in fodder
40. Deal in: to trade in – My brother deals in sugar.
41. Deal out: to distribute – Shuffle and deal out the cards
42. Deal with: to associate – Do not deal with flirts.
43. Draw near: to approach – My examination is drawing near.
44. Draw up: to prepare – I have drawn up the scheme.
45. Fall away: to rebel – The soldiers have fallen away against the government.
46. Fall out with: to quarrel – Why did you fall out with your mother?
47. Fell in: to stand in a line – The soldiers were ordered to fall in
48. Fall off: to desert – His false friends fell off in the hour of his need.
49. Fall flat: to prove – All my schemes fell flat for want of money.
50. Fall through: to fail – AH die plans of the government fell through due to a lack of honest staff.
51. Fall to begin – He fell to eating as he was hungry.
gluttonously – The armies fell back after the cease-fire.
52. Fallback: to retreat – The old lady is unable to get about.
53. Get about: to move – The police could not get at the truth
54. Get at : to reach
55. Get on: to pull on – She is getting on well nowadays
56. Get over: to overcome – It is not easy to get over
57. Get through: to pass – We will get through the examination by all means.
58. Get up: crooked up / fabricated – I don’t believe in your got up story.
59. Get up: to wake up – Try to get up early in the morning
60 Give away: to distribute- The Chief Minister gave away the prizes
61. Give in: to yield – The Pakistan army had to give in.
62. Give out: to emit – The marigold gives out a sweet smell
63. Give up: to abandon/ Cease – Give up smoking and bad stop/company
64. Give to addicted to – He is given to drinking and gambling.
65. Give way: to yield – The chair gave away under his weight.
66. Go about: to attend/mind – Please go about your business
67. Go astray: to wander about to lose one’s way – Be careful lest your brother should go astray.
68. Go back on: to fail to keep – Do not go back on your promise.
69. Go in for: to buy – I want to go in for this car
70. Go off: to be discharged – The hunter’s gun did not go off.
71. Go out: to be extinguished – The lamp went out due to a storm.
72. Go through: to read – I have gone through the Gita from beginning to dying end
73. Go without to do in the absence of – I had to go without food for. two days.
74. Go up: to progress – May you go up day by day.
75. Hold on: to wait or stop – If you hold on for some time, you will” succeed.
76. Hold out: to offer – Do not hold out false promises to anyone.
77. Holdup: to stop and rob – A gang of robbers held up the car in broad daylight
78. Hold good: to be valid – This principle cannot hold good everywhere.
79. Hold off: to avoid – God knows,.why he holds off from me?
80. Handover: to give – I can not hand over my scooter to you.
81. Keep back: to conceal – I keep back nothing from you.
82. Keep aloof: to refrain – Please keep aloof from me.
83. Keep out: to hinder from anything – The umbrella keeps out the sun and shower.
84. Keep up: to preserve to – Keep up your spirits in the hour of grief.
85, Keep on: keep pace With – The old generation cannot keep up with the youth.
86. Knockdown: to maintain – Keep on studying and you shall attend success.
87. Knock off: to dash/throw down – I shall knock you down if you do not talk sense,
88. Lay by (up): to cease/stop – At what time do you Jcnock off your studies?
89. Lay down: to save – Lay by (up) something for (against) a rainy day
90. Lay out: to sacrifice – Do not hesitate in laying down your life for your country.
91. Lay up with: to be confined to bed – My sister is laid up with a fever.;
92. Look after: to take care – Parents should look after their, children carefully.
93. Look down upon: to despise/ hate – Never look down upon the poor.
94. Look up: to Locate/find – Look up the meaning of this word in the dictionary.
95. Look on (upon): to regard – I look on Mita as my sister.
96. Look to: to depend on – I look to you only for help
97. Look for: to search for – I am looking for my lost purse.
98. Look forward to expect pleasure – 1 am looking forward to my sister’s return
99. Look into: to give attention to – Please look into this matter attentively.
100. Make after: to pursue -The mob made after the pickpocket.
101. Make for: to go – The bride made for her town.
102. Make out: to understand – 1 cannot make out the meaning of this phrase.
103. Makeup with: to be reconciled – I have made up with my neighbor.
104. Makeup: to recoup/ regain – 1 shall try to make up my deficiency in Mathematics
105. Makeup mind: to determine – I have made up my mind to help you
106. Made off with: to run away with – The thief made off with my scooter.
107. Pass oil: to overtake – Let the Director’s car pass on
108. Pass away: to die – The old man passed away peacefully.
109. Pass for: to be regarded as – A millionaire passes for a wealthy man in a rural area.
110. Pull down: to demolish – The bulldozer pulled down the building within no time.
111. Pull through: to recover – There is full hope that the patient will pull down
112. Pull together: to coexist/cooperate – It is difficult for the bride and the mother-in-law to pull together
113. Put down: to crush – The king put down the revolt instantly.
114. Put up: taste – In which hotel are you putting up?
115. Put up with: to tolerate – I cannot put up with this silly joke.
1 16. Put out: to extinguish – Put out the candle
117. Put on: to wear – Do not put on dirty clothes.
118. Put off: to postpone – Do not put me off with a hollow promise
119. Put am, end to discontinue – He has put an end to his studies.
120. Run after: to crave for – Do not run after sensual objects
121. Run down: to stop – My watch has run down because 1 did not wind it.
122. Run into: to dash/collide with – A car ran into a tree and got smashed
123. Runout: to exhaust – The oil in the lamp has run out
1 24. Run over: to be crushed under – A bus runs over an old woman.
125. See to: to attend to – I shall see to your problems sympathetically
126. See off:I shall see to your problems sympathetically – I shall accompany you to see off you to the station
127. Set apart: to keep on reserve – I have set apart some money for my son’s education
128. Set aside: to reject – He set aside my proposal.
129. Set about: to commence (to inaugurate)- When will you set about your work?
130. Set in: to begin – The rains are likely to set in next week.
131. Set off/out: start a journey – He has set off/out his long journey
132. Setup: to establish – He has set up a factory.
133. Standby: to support – I shall stand by you through thick and thin.
134. Stand up for: defeat – You should stand up for your, tights.
135. Take after: to resemble – He takes after both his daddy and mummy.
136. Take down: to put down/ remove from – I took down the burden from my head.
137. Take for: to confuse – I took the rope for a snake.
138. Take to: to become addicted to – He took to smoking at the age of sixty
139. Take off: to put off/to remove – I took off my coat because 1 was feeling hot.
140. Take to heart: to feel/mind – Do not take my jokes to heart.
141. Take heart: to pick up the courage – He took heart and nabbed the thief
142. Tell upon: to affect (adversely) – Overwork tells upon one’s health.’
143. Turn aside: to turn in another’s direction – On seeing me, he turned aside his face.
1 44. Turnout/ away: to dispose of the service to – The result of the match turned out to be a thrilling one.
145. Turn off: to stop the function of – Turn off the tap.
146. Turnup: to appear/reach – fie turned up the meeting in time.
147. Turn on: to make the function start – Turn on the tap and wash your hands.
148. Work out: to solve – Work out the sums.
1 49. Work up: to incite – Don’t work up the old lady’s anger.

Exercise For Practice

Use appropriate phrasal verbs for the following italicized verbs:

1. The baby resembles its mother.
2. He has read this- novel.
3. I cannot tolerate his insulting words.
4. I have postponed the meeting.
5. They cannot understand his speech.
6. My father has stopped smoking.
7. He is searching for his lost pen.
8. The man cheats every man in this way.
9. We should not despise the poor.
10. The police followed the thief.
11. His grand father died last night
12. The two women cried loudly
Answer:
Appropriate phrasal verbs are used.
1. The baby takes after its mother.
2. He has gone through this novel.
3. I cannot put up with his insulting wo
4. I have put off the meeting.
5. They cannot make out his speech.
6.My father has given, up smoking.
7. He is looking for his lost pen.
8. The man takes in every one in this way.
9. We should not look down upon the poor.
10. The police ran after the thief.
11. His grand father passed away last night.
12. The two women fell out loudly loudly.

Odisha State Board CHSE Odisha Class 11 Math Notes Chapter 13 Introduction To Three-Dimensional Geometry will enable students to study smartly.

CHSE Odisha 11th Class Math Notes Chapter 13 Introduction To Three-Dimensional Geometry

Coordinates Of A Point In Space:
In three-dimensional geometry three mutually perpendicular planes divide the space into eight equal parts. Each equal part is an octant.

(i) Sign of coordinate of a point in various octants.

(ii) Location of a point at 3D

Note:

(1) Coordinate of a point on x-axis is (x, 0, 0).
(2) Coordinate of a point on y-axis is (y, 0, 0).
(3) Coordinate of a point on z-axis is (y, 0, 0).
(4) Distance of a point (a, b, c) from x-axis = \(\sqrt{\mathrm{b}^2+\mathrm{c}^2}\)
(5) Distance of a point (a, b, c) from y-axis = \(\sqrt{\mathrm{a}^2+\mathrm{c}^2}\)
(6) Distance of a point (a, b, c) from z-axis = \(\sqrt{\mathrm{a}^2+\mathrm{b}^2}\)

Distance formula:
Distance between two points A(x₁, y₁, z₁) and B(x₂, y₂, z₂) = \(\sqrt{\left(\mathrm{x}_2-\mathrm{x}_1\right)^2+\left(\mathrm{y}_2-\mathrm{y}_1\right)^2+\left(\mathrm{z}_2-\mathrm{z}_1\right)^2}\)

Division Formula (Section Formula):
(i) Internal division:
If R(x, y, z) divides the join of A(x₁, y₁, z₁) and B(x₂, y₂, z₂) in ratio m: n internally then
\(\mathrm{x}=\frac{\mathrm{mx} \mathrm{x}_2+\mathrm{nx} \mathrm{x}_1}{\mathrm{~m}+\mathrm{n}}, \mathrm{y}=\frac{\mathrm{my} \mathrm{y}_2+\mathrm{ny} \mathrm{y}_1}{\mathrm{~m}+\mathrm{n}}\), \(\mathrm{z}=\frac{\mathrm{mz} \mathrm{z}_2+\mathrm{nz} \mathrm{z}_1}{\mathrm{~m}+\mathrm{n}}\)

(ii) External division:
If R divides AB in ratio m: n externally then \(x=\frac{m x_2-n x_1}{m-n}\), \(y=\frac{m y_2-n y_1}{m-n}, \frac{m z_2-n z_1}{m-n}\)

(iii) Midpoint formula:
If R is the midpoint of AB then

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions One-Act Plays Chapter 1 Mother’s Day Textbook Activity Questions and Answers.

CHSE Odisha Class 11 Alternative English Solutions One-Act Plays Chapter 1 Mother’s Day

Section-I

Questions For Discussion

Question 1.
What tips does the dramatist give you in his opening Stage Direction on the central issue of the play and the central characters and their manner (Para-2)?
Answer:
When the curtain rises it is an afternoon in early autumn and the stage can be well-lit. Mr. Pearson and Mrs. Fitzerald are sitting opposite each other at the small table on which are two tea cups and saucers and the cards with which Mrs. Fitzerald has been telling Mrs. Pearson’s fortune. Mrs. Pearson is a pleasant and worried-looking woman in her forties. Mrs. Fitzerald is older, heavier, a strong and sinister personality. She is smoking. These two have sharply contrasting voices. Mrs. Pearson speaks in a light flurried sort of tone and Fitzerald with a deep voice.

Question 2.
How does Mrs. Fitzerald offer to help Mrs. Pearson assert her position in the family? What is Mrs. Pearson’s reaction to her suggestion? What is the method’ she adopts to effect a change in their personalities? Would you call it natural or supernatural?
Answer:
Mrs. Fitzerald suggests Mrs, Pearson in order to let the latter’s family men wait or look after themselves for once. Mrs. Pearson becomes embarrassed and says that she means well in fact. She also says that she agrees with her but she just can’t and it is no use her trying to make her. She knows that She will not be able to keep her promise. She wishes to adopt the method of changing bodies. Because both look alike. The change is but natural

Question 3.
What is the trick that the dramatist ‘ applies to make the change in the personalities of Mrs. Fitzerald and Mrs.Pearson theoretically convenient?
Answer:
The playwright gives direction that the scene should be acted very carefully. It is to be assumed that personalities change bodies. After the spell has been spoken both women, still grasping hands, go lax as if their lives were out of them. Then both come to life but with the personality of the other.

Vocabulary

good, long, solitary
fortune, poor, safety
depend, beauty, serious
yourself, abound, sophistication
the fortune-teller, allot, systematic
learn, under, but
twelve, clad, either… or
old, pen, neither… nor
mind, might, logical
put, peculiar, rigorous
foot, pungent, rigorous
mistress, transparency, popular
and, technical, pathetic
Answer:
good – adjective
fortune – noun
depend – verb
yourself – pronoun (reflexive)
fortune-teller – noun
learn – verb
twelve – adjective (cardinal)
old – adjective
mind – noun, verb
put – verb
foot – noun
mistress – noun
and – conjunction
long – adjective
poor – adjective
beauty – noun
around – verb
allot – verb
allot – verb
underclad – adjective
pen – noun
might – noun
peculiar – adjective
pungent – adjective
transparency – noun
technical – adjective
safety – noun
serious – adjective
sophistication – noun
systematic – adjective
either…or – conjugation
neither…nor – conjugation
chivalrous – conjunction
rigorous- adjective
popular – adjective
pathetic – adjective
but -adjective
logical – adjective

B. Derive nouns from the following:

popular, peculiar, locate
rigorous, mighty, erupt
chivalrous, mental, corrupt
logical, independent, curious
systematic, good, nude
serious, mysterious, rude
technical, callous, brief
transparent, nervous, loving
pungent, abrupt, long
Answer:
Words – Noun Form
popular – popularity
chivalrous – chivalry
systematic – system
technical – technique
pungent – pungency
mighty – might
independent – independence
mysterious – independence
nervous – nervousness
locate – location
corrupt – corruption
nude – nudity
brief – brevity
long – longevity
rigorous – rigor
logical – logic
serious – seriousness
transparent – transparency
peculiar – peculiarity
mental – mind
good – goodness
callous – callousness
abrupt – abruptness
erupt – eruption
curious – curiosity
rude – rudeness
loving – love

Grammar

(top and bottom)/glasses (or spectacles consisting of two eye-pieces)/ binoculars (having two parts connected together.)/scissors
A. Sometimes we use a plural noun for one that has two parts, for example, trousers/ jeans/tights/shorts/pants (two legs)(or pajamas (having two sharp parts). These words are plural, so they take a plural verb. My trousers are too long (not too long). We can also use a pair of + these words: Those are nice jeans, or that is a nice pair of jeans. I need some new glasses, or I need a new pair of glasses.

B. Some singular nouns are often used with a plural verb. For example government, staff, team, family, audience, committee, company, firm, etc These nouns are all groups of people. We often think of them as a number of people = (‘They’) not as one thing (=’ it’) So we often use a plural verb. The government (=they) is not happy with their new working conditions. The staff at the school (=they) are not happy with their new working conditions.

In the same way, we often use a plural verb after the name of a sports team and Company. Scotland is playing France next week in a football match. Shell has increased the price of petrol A singular verb (The government wants…/ Shell has… etc.) is also possible. We always use a plural verb with police The police have arrested the thief, (not “The police has”). Do you think the police are well-paid? Note that a person in the police is a policeman/a policewoman/a police officer (not police).

C. Some nouns and in-are but are not usually plural. For example, athletes, gymnastics, mathematics, physics, electronics, economics, politics, etc. Gymnastics is my favorite, sport. What time is the news on television? singular or plural. Some words ending in – s can be For example: means a means of transport many means of transport. series a television series two television series species a species of bird 200 species of bird.

D. We do not often use the plural of the person (persons’) we normally use people (a plural word). Many people don’t have enough to eat.
E. We think of a sum of money, a period of time, a distance, etc. as one thing. So we use a singular verb.
Twenty thousand pounds (it) was stolen in the robbery (not were). Three years (=) is a long time to be without a job. Six miles is a long way to walk every day. Most of the following sentences are wrong.

Correct them where necessary.
1. Susan was wearing black jeans
2. Brazil is playing Italy in a football match next Sunday.
3. Five thousand rupees are not enough.
4. The committee has not made a decision yet
5. There was a police standing at the comer of the street.
6. Has the police arrived yet?
7. The scissors are not very sharp.
Answer:
1. Susan was wearing a pair of black jeans.
2. Brazil is playing Italy in a football match next Sunday.
3. Five thousand rupees is not enough.
4. . The committee has/has not made a
5. There was a policeman standing at the decision yet. comer of the street.
6. Have the police arrived yet?
7. The scissors are not very sharp.

Section-II

Questions For Discussion

Question 1.
What does Doris find strange about her mother’s behavior? What are Mrs. Pearson’s comments on Charlie Spencer, Doris’s boyfriend? How does Doris react to her comments?
Answer:
Mrs. Pearson’s changed voice and behavior seem strange to Doris. Her mother’s way of speaking amazed her. She is surprised not at what she says but how she says it, Mrs. Pearson comments on Charlie Spencer, Doris’s boyfriend as bulk-teethed and half-witted. She tells Doris if she were her age, she would find somebody better than Charlie Spencer. Don’s eyes fill with tears when her mother comments on him and she runs out.

Question 2.
How does Mrs. Pearson treat Cyril? How does she explain the behavior that Cyril finds so strange? How do Doris and Cyril account for their mother’s changed manners?
Answer:
Mrs. Pearson treats Cyril the same way as she does Doris. She wishes that Cyril should also be taught a lesson as she does with her daughter. Doris says she can’t believe her eyes when she sees her smoking and playing cards. Cyril asks her if she is feeling off-color. Doris says that she is surprised not at what she says but at how she says it and the way she looks. Doris expresses serious concern, “If she is going to be like this when Dad comes home.”

Question 3.
What does Mrs. Pearson say about her plans for the weekend? What does she expect of her children in return for everything she does for them?
Answer:
Mrs. Pearson airily says that she has been working eight hours a day. So, she is going to be completely tired. So, she wants some rest. She can only do for them a bit of cooking work and making beds ready for sleep. But, she will have to be asked Very nicely and thanked for everything and generally made a fuss of she also declares that she will take a rest on Saturday and Sunday.

Grammar/Vocabulary

The three forms of some irregular verbs:

Present, Past, Past participle
bread, bred, bred
bring, brought, brought
broadcast, broadcast, broadcast
build, built, built
bum, bumed/bumt, bumed/bumt
burst, burst, burst
buy, bought, bought
can, could, could
cast, cast, cast
catch, caught, caught
chide, chid, chidden
choose, chose, chosen
cleave, cleft, cleft
clothe, clothed, clothed
come, came, come
cost, cost, cost
creep crept, crept
crow, crew/crowed, crowed
lay  laid, laid
lead, led, led
lean, leaned/leant, leaned/leant
leap leaped/leapt, leaped/leapt
learn, leamed/leamt, leamed/leamt
leave, left, left
lend, lent, lent
let, let, let
lie lay, laid
light, lighted/lit, lighted/lit
lose, lost, lost,
make, made, made
may, might, might
mean, meant, meant
meet, met, met
pay paid , paid
put, put, put
mow, mowed ,mowed/mown
read, read, read
rent, rent, rent
rid, rid, rid
ride, rode, ridden
ring, rang, rung
rise rose, risen
run, run, run
saw, sawed, sawed
say, said, said
see, saw, seen
seek, sought, sought
sell, sold, sold
send, sent, sent
set, set, set
sew, sewed, sewed/sewn
shed, shed, shed
shine shone, shone
shoe, shoed/shod, shoed/shod
shoot shot, shot
show showed, showed
shut, shut, shut
sing, sang, sung
sink sank, sunk
sit, set, set
slay, slew, slain
sleep slept, slept
slide slid, slid
slink, slunk, slunk
slit, slit, slit
smell, smelt, smelt
smite, smite, smitten
sow, sow, sowed
speak, spoke, spoken
speed sped, sped
spell, spell, spelt
spend, spent, spent
spill, spill, spilt
spin spun, spun
spit, spit, spit
split, split, split
spread, spread, spread
spring sprang, sprung
stand, stood, stood
steal, stole, stollen
stick, stuck, stuck
sting, stung, stung
stink, stank, stunk
strew, strewed, strewn
stride, stride, strode/stridden
strike, struck, stricken
string,string, strung

Section-III

Questions For Discussions

Question 1.
“I don’t like surprises”. Who says that? Why?
Answer:
George says that when Mrs. Pearson behaves in a peculiar manner as a wife is not expected to do with a husband and after a series, of talks with him as to her spectacular change, she says that it must be surprising him to see sil6h unexpected change in Wg wife,s behavior. George says. don’t like surprises”.

Question 2.
What does Mrs. Fitzeraid (now Mrs. Pearson) tell George about the way people think of him at the club? What is the effect of her remarks on George?
Answer:
Mrs. Fitzerlad (how Mrs. Pearson) tells George that people at the club would laugh at him. He is for them one of their standing jokes a laughing standing jokes, a laughing stock. he is addressed, “Pomy- ompy Person” because they think he is slow and pompous.

Question 3
what happens when Mrs. Pearson (now Mrs. Fitzeraid) forgets her new role? Do you find her pathetic or funny? How do the members of her family react’ to her mistakes? What does Mrs. Fitzeraid (now Mrs. Pearson) do to set things right?
Answer:
When Mrs. Pearson (now Mrs. Fitzeraid) forgets her new fold, she addresses in the same name as she has disguised herself. She is actually Mrs. Pearson in the guise of Mrs. Fitzeraid whose tongue slips to address herself in the actual name. It is really pathetic

Question 4.
What does Mrs. Pearson (now Mrs. Fitzeraid) insist on changing back to her proper personality?
Answer:
Mrs. Pearson insists on .changing back to her proper personality when she saw with her own eyes that her son and daughter and husband are ill-behaved. She is unable to withstand the ill-treatment mated by them. Her husband is gloomy and unhappy, her son has been in the kitchen with a glass of milk in hand. Her daughter has wept for a long time and her eyes seem to have come out. She fervently requests Mrs. Fitzerald (now Mrs. Pearson’t immediately change their proper personalities.

Vocabulary

A. Say what parts of speech the following are:

go, mortgage, Zoological
play, pathetic, tremendous
read, miserable, legitimate
adventure, monitor, rational
equipment, proper, radium
outstanding, personality, historical
harmful, endeavor, parthenocarpic
paper, beauty, priority
location, strong, fundamental
evaporate, interesting, elope
percolate, gentle, anthropomorphism
distinction, boycott, biochemistry
manipulation, visible, extravagant
chemotherapy, biology
Answer:
go – verb
play – verb, noun
read – verb
adventure – noun
equipment – noun
outstanding – adjective
harmful -adjective
paper – noun (uncountable)
location – noun
evaporate – verb
percolate – verb
distinction – noun
manipulation – noun
chemotherapy – noun
mortgage – noun
pathetic – adjective
miserable – adjective
monitor – noun, verb
proper – adjective
personality – noun
endeavor – noun
beauty – noun
strong – adjective
interesting – adjective
gentle – adjective
boycott – noun, verb
visible – adjective
biology – noun
zoological – adjective
tremendous – adjective
rational – adjective
medium – noun
historical – adjective
parthenocarpic – adjective
priority – noun
fundamental – adjective
elope – verb
anthropomorphism – noun
biochemistry – noun
extravagant – adjective

Section-IV

Questions For Discussion

Question 1.
What are Mrs. Fitzerald’s instructions to Mrs. Pearson after they have changed back to their proper personalities?
Answer:
Mrs. Fitzerald instructs Mrs. Pearson to be strict and severe with the members of her family. She should not be soft on them. This would make them come back to what they were in the past. All their efforts and endeavor Will go waste if she does not administer them properly.

Question 2.
How does Mrs. Pearson put her new, found formula to the test? Does it work? How?
Answer:
Mrs. Pearson is not able to apply the newfound formula to the test. It is because she is first of all a mother and a wife. She smiles at the appearance of her husband and children. This makes the situation as it was before.

Composition

Question 1.
Would you call “Mother’s Day” a humorous play with serious intent? How? Where do you find elements of humor in the play situations, characterization, or dialogues? What is the message of the play, if any?
Answer:
The play “Mother’s Day” is, undoubtedly, the best masterpiece of J.B. Priestley, an eminent and outstanding British playwright, novelist, and essayist of our time. Some of his well-known plays -are “An Inspector Calls”, “The Linden Tree” etc. In his plays, he presents ideas about life and tries to wake up his audience to the possibilities of altering their lives for the better and suggests that human life can be a fuller and finer thing than it normally is. In this discussion play, the playwright has tried his best to deal with this naked truth humorously.

It is, in fact, a humorous play that starts with humor but with serious intent. They play delights and provoke thought. Again the play is humorous in situations, characterization, and dialogue. The playwright proves dexterous in providing the right situations which provide a lot of humor. The characterization is another fact in which the dramatist presents a right sense of pleasure. Dialogues of the play make the audience laugh profusely. A balanced approach in situations, characterization, and dialogues is made to bring about desired results.

In fact, the play incorporates a series of humorous situations from the beginning to the end. Mrs. Pearson and Mrs. Fitzerald change into different personalities. Mrs. Pearson assumes the guise of Mrs. Fitzerald and vice versa. This changing business produces humor in the play. When Mrs. Fitzerald in the guise of Mrs. Pearson starts dealing with the Pearson family, it creates a mirthful climate. When she holds a talk with Doris, the. the girl becomes nervous and embarrassed. It also creates a pleasant situation.

Mrs. Fitzerald (in the guise of Mrs. Pearson) makes overriding remarks about the girl when she wants to set right and this makes everybody laugh. Mrs. Pearson is seen smoking a cigarette and playing cards. Her behavior creates a ludicrous Her dialogues provide a vista of humor However, Mrs. Pearson’s dialogues and treatment of her son Cyril are equally humorous. The boy feels nervous and his dialogues and behavior create a mirthful atmosphere. Her dialogues and personality reveal a humorous situation. When she makes her talk with her husband, it looks very absurd and provoking and intimidated by his disguised wife. He is not able to straightforwardly before his wife.

The situation is very interesting to note. The meeting of Mrs. Fitzerald and Mrs. Pearson after the dramatic actions are over marks a humorous situation when dying two ladies change into their prior personalities. Their loose talks and etiquette are also humorous. After having changed and the whole family in unison, Mrs. Fitzerald still keeps waving her hands to deal, with, the husband and children makes a humorous situation. As a matter of fact, judging in all respects, the play is humorous in situations, characterization, and dialogue. The humorous style adopted by Priestley in the play is superb and fantastic. Oil the whole, is very inspiring and heart-enduring, and laughable.

Question 2.
How would you justify the title of the play Could you suggest another suitable title for the play?
Answer:
In fact, the play “Mother’s Day” However, the title of the work of art should be apt and suggestive. It should be concise, precise arid pointed. It should be like a signboard. An attractive and colorful signboard automatically arrests the attention of the customers to the shop. Similarly, an apt and suggestive title of a piece of art fascinates the reader towards it and even makes them spellbound to go through it and complete it immediately. On the other hand, a signboard speaks about the volumes of the contents of the shop. The customer can know front the signboard actually contains.

In the same way, an audience can know from the play’s title what it tells about. The title of the play “Mother’s Day” explains the same thing. it speaks of its inner values from the exterior However; Priestley is at his best iii his’ one-act play “Mother’s Day”. The play displays the mother that is Mrs. Peareon’s activities for one day Mr. Pearson, Doris and Cyril were having free time and they were at liberty doing their own business. They never cared what Was happening at home. In spite of the scheduled household works she Was encumbered with her work of her. husband and children.

She had to do their work. She had hardly any time to. stand, and stare. The more she does, the more she is ordered to work, and the busier she remains. Of course, she explicates her grievances before Mrs. Fitzerald who was alike in appearance. She suggested a plan. She told Mrs. Pearson that they should exchange dresses. Mrs. Pearson changed into that of Mrs. Fitzerald comps, to Mrs. Pearson’s house to set the family right. She wears a different disposition when Doris comes in. She exhibits unusual activities like playing cards and smoking cigarettes which surprise her.

She asks for tea and demands for ironing her yellow silk because she wants to go out with her boyfriend. Mrs. Fitzerald in the guise of Mrs. Pearson throws harsh words at Doris who has no other alternative than weep, in silence. Cyril is also treated in an unkind, way and he dares not show his face again before, She even does not spare the head of the family Mr. Pearson who is treated in black and white. He is made to feel demoralized that he is always laughed at by the people in the club. He feels intimidated by the retorting remarks of his wife. He has scarcely any words to communicate with his wife incarnate.

The true Mrs. Pearson comes in the guise of Mrs. Fitzerald. She feels hurt at the undue treatment of Mr. Fitzerald. As a matter of fact, going through the one-act play bit by bit, it is very much clear that the title “Mother’s Day” is entirely apt and suggestive. The way Priestley treated the one-day activity of the mother Mrs. Pearson in the guise of Mrs. Fitzerald is really superb, outstanding, enjoyable, thought-provoking and heart-enduring. On the whole, the title is appropriately justified.

Question 3.
Who do you think is the central character of the play? Would you say the characters of Mrs. Pearson and Mrs. Fitzerald are complementary? How?
Answer:
The one-act play “Mother’s Day” is undoubtedly the best typical creation of J.B. Priestley, a popular and outstanding British playwright, novelist, and essayist of the present era. He is, indeed, a superb and excellent master in the art of depicting apt and suitable characters. So -far the characters of the play are concerned such as Mrs. Pearson, Mr. Pearson, Mrs. Fitzerald, Doris, Cyril, etc. nobody deserves as the central character of the play, “Mother’s Day”. But, in this discussed play, there are two characters who equally play important roles in the development of the plot. In this context, both Mrs. Pearson and Mrs. Fitzerald play central roles. They are both complementary and supplementary to each other.

The play remains incomplete in the absence of the other. Because of both of them. contribute a lot to push forward the dramatic actions of the one-act play. Fitzerald- look alike in their appearance. Mrs. However, Mrs. Pearson and Mrs. Pearson describe how he has been encumbered with the household work and the works of her husband and children who are expected to do those works themselves. She has scarcely’ any time to stand and stare. She thinks this will spoil the children. She describes the matter too. Mrs-. Fitzerald suggests a plan to exchange dresses. It will help Mrs. Fitzerald to teach a lessor, to Mrs. Pearson’s husband and children. She assumes the appearance of Mrs. Pearson and moves forward (J for the mission.)

Moreover, now Mrs. Fitzerald in the guise of Mrs. Pearson behaves unnaturally in words and activities. She is seen smoking a cigarette and throwing harsh and coarse words at her daughter Doris and Cyril. The children do not understand why the mother behaves like this that day. They feel terribly hurt and injured. Her harsh words make them weep in silence. They feel harassed, helpless and desperate. They try to placate their mother who shows her aggressive temper more and more at her words. They dare not to appear before their mother. Mr. Pearson is also misbehaved and maltreated by Mrs. Fitzerald in the guise of Mrs. Pearson. She makes an amoral attack on her. She says that he is being laughed at by the people at the club and that he should go back and be a laughingstock there.

Mr. Pearson does not understand why his wife behaves so unruly. However, Mrs. Pearson in the guise of Mrs. Fitzerald arrives on the spot and marks how her husband and children are in a desperate mood. Her heart shudders in pain. She requests Mrs. Fitzerald to change into their proper positions. She wishes to be Mrs. Pearson again and be with her family. As a matter of fact, the above-discussed events and activities prove very much that both Mrs. Pearson and Mrs. Fitzerald are complementary and supplementary to each other. In this sense, for the development of the plot, the way Priestley treated them both is, in fact, superb arid fantastic. On the whole, he is a great master to handle his characters properly and suggestively.

Question 4.
“Slake a character sketch of Mrs. Pearson.
Answer:
In fact, the one-act play “Mother’s Day” is a typical masterpiece of J.B. Priestley, an eminent and outstanding British playwright, novelistic, and essayist of the present century. He is a superb and excellent master in the art of characterization. In the presentation of ideas about life, he selects apt and suggestive characters to explain his motto in a greater and better way. Such a character is Mrs. Pearson in “Mother’s Day” which automatically arrests our attention. Actually, the character is one’s destiny. One can make or Mar. one’s own character.

Mrs. Pearson is a character who crosses and recrosses the stage of and om She appears to be the pivotal character in this one-act play. The play without Mrs. Pearson- is like the proverbial play of “Hamlet” without the prince of Denmark, This drama falls flat without her. It becomes sheer nonsense if she is eliminated or neglected. The title of the play revolves around her.

In the caption, “Mother’s Day”, the ‘mother’’ in this place is none Other than Mrs. Pearson who dramatizes from the beginning to the end However, Mrs. Pearson dominates the whole play from the start to the finish.  Her dialogues stretch from character to character, There is not a single character in the play with whom Mrs. Pearson does not make interact. She holds talks with Mrs. Fitzerald who is her neighbor and who suggests her change into each other’s garbs so that they will be able to set her family right. She obliges it.

But remains in a distance sending Mrs. Fitzerald in the guise of herself. Mrs. Fitzerald in the disguise of Mrs. Pearson exercises her sway in the Pearson family. Moreover, starting from the children Doris and Cyril to the head of the family, Mrs. is intimidated by Mrs. Fitzerald performing the role of Mrs. Pearson. The children disappear from her face and keep weeping somewhere. Mrs, Pearson is highly intimidated by the. Pearson everybody is dominated and dominating words of the lady. He becomes desperate and dispirited to learn such a terrible situation has taken place. Mrs. Pearson (in the guise of Mrs. Fitzerald) sees how her children and husband are helpless.

Her heart moves at such sad sight. She fervently requests Mrs. Fitzerald (in the guise of Mrs. Pearson) h6t to continue the show any longer. She tells her to change into their original personalities. Her motherly heart starts melting at the helplessness of her children. She does not like to see her husband being disrespected by another lady which she thinks to be unbearable. As a matter of fact, Mrs. Pearson is a lovable and affectionate character. She is, really, a good mother who can’t tolerate the pitiable and helpless condition of her children. She is the embodiment of a perfect housewife as she could not tolerate Mrs. Fitzerald misbehaving with him in her guise. On the whole, Mrs. Pearson is the most lovable, inspiring, and heart-elevating character.

Grammar / Vocabulary

Use the following both as Nouns as well as Verbs

jump, need, match
kick, neglect, marked
kiss, net, order
lack, notice, pack
labour, number, pay
land, nurse, paddle
laugh, leave, page
lend, lecture, paint
milk, light, pile
mind, link, place
move, load, plan
name, look, plaster
love, play
Answer:
jump:
(N) He did well in the jump
(V) He jumped well.

kick :
(N) The kick he gave was unbearable.
(V) Don’t kick anybody

kiss :
(N) He likes flying kiss.
(V) She kissed me.

lack :
(N) The business failed due to a lack of a proper plan.
(V) They lack courage.

labour:
(N) Success requires hard labor.
(V) He labored hard to secure first class.

Land :
(N)the land is very fertile.
(V) The plane landed in time

master:
(N) He is a master in this subject.
(V) He has mastered the knowledge well

Milk:
(N) Milk is good for health.
(V) My cow milks Well.

mind :
(N) He has a weak mind.
(V) I never mind your words.

move :
(N) This is the right move.
(V) The beggar moves from door to door.

name :
(N) This is my nickname.
(V) He named his daughter ‘Priti’.

need :
(N) He has no need for money.
(V) I always need money for my business.

neglect:
(N) He plucked in the exam, due to sheer neglect.
(V) He should not neglect his parents

net :
(N) He has made a net for fishing.
(V) He nets the birds every day.

notice:
(N) There is no notice on the board.
(V) I noticed a beautiful natural sight.

number:
(N) It is my lucky number.
(V) Please, number the mangoes.

nurse :
(N) She is a nurse.
(V) She nurses the patient well.

leave :
(N) He is on leave.
(V) Leave this place immediately.

lecture :
(N) He gave a long lecture on sociology.
(V) He lectures perfectly.

light :
(N) You should not read in dim light.
(V) He lighted a candle,

link :
(N) I have no link with him.
(V) The road links Bhubaneswar and puri.

load :
(N) This load is very heavy.
(V) The ship is heavily loaded.

look :
(N) The outer look of the building is attractive.
(V) Look at the beautiful picture.

love :
(N) Love is a divine thing.
(V) I love my parents very much,

match:
(N) I enjoyed the cricket match.
(V) The shirt does not match his

order :
(N) We should obey, the orders of our parents.
(V) The master ordered his servant to water the plants.

pack :
(N) My Friend bought a pack of cards.
(V) I packed the bag to stir, my journey.

pay :
(N) He is happy with this pay.
(V) He pays the labor a hundred rupees every day.

paddle :
(N) The paddles of his bicycle are out of order.
(V) He paddled the way by his bicycle.

page :
(N) This book contains 500 pages.
(V) He paged the book perfectly.

paint :
(N) I use costly paint.
(V) He painted the picture attractively.

pile :
(N) He marked a woodpile on his way.
(V) The man is ordered to pile the wood there.

place :
(N) Puri is a famous place for Lord Jagannath.
(V) He placed the table here.

Plan :
(N) I accept your future plan.
(V) You should plan your future from today.

Plaster:
(N)This is made of plaster from Paris.
(V) The walls are properly plastered.

play :
(N) I enjoyed the play very much.
(V) Tendulkar plays cricket every day.

Mother’s Day Summary in English

Section – I
Pre-reading Activity
1. We observe certain days of the year as social occasions such as Teacher’s day, Children’s day, World Environment day, World Literary Day, and so on. Why do we treat these days as a special occasion? How do we observe, for instance, Teachers’ Day in educational institutions

2. When, Shiv Sundar Das, the young Indian Cricketer batted superbly in a match against Zimbabwe and helped India win, the newspapers said it was Shiv Sundar’s Day. Would you say “Shiv Sundar’s Day” is used in the same sense as when we say “The Teachers’ Day” was observed in our colleges with great enthusiasm? Or does it convey a different shade of meaning? If so, what?

Focusing Question:
Mother’s day as you may be knowing is observed in many countries of the world on May 14 every year. On this occasion, mothers receive gifts and greetings from their children. the spirit behind the observance of this day is to acknowledge with gratitude a mother’s contribution to the well-being of the family. Now, as you go through the play, try to find answers to the following.
1. Do Mrs. Pearson’s husband, daughter and son treat her in accordance with the spirit of Mother’s Day?
2. Or, would you say it is Mrs. Pearson’s final success in assisting her clue position in the household that the play’s title hints at?

Introducing The Author:
J.B. Priestley (1894-1984) is a major British playwright, novelist, and essayist of our time. Some of his well-known plays are Laburnum Grove’, ‘When we are married’, ‘An Inspector Cells’ and ‘The Linder Tree’, In his plays, he presents ideas about life and tries to wake up his audience to the possibilities of their altering their lives for the better and to suggest that human life can be a fuller and finer thing than it normally is. Priestley’s popular one-act “Mother’s Day” focuses attention on a mother who is treated by her husband, daughter, and son as nothing better than a more domestic help until a neighbor teaches her the art of asserting herself in her household. The play is in the comic vein.

Gist
Paragraphs: 1-5
The living room of the Pearson family is well-furnished. It is, of course, a small suburban detached villa. Two doors are used one leading to the kitchen and the other to the back door. There is a muslin-covered window in the wall and possibly one on the right wall too. The fireplace is on the fourth wall. There is a settle-up and armchair down and one down. A small table with two chairs on either side of it stands when the curtain rises, it is an afternoon in early autumn and the stage can be well-list. Mrs. Pearson and Mrs. Fitzerald are sitting opposite each other at die small table, Mrs. Fitzerald is telling her fortune. Mrs. Pearson is a pleasant but worried-looking woman in her forties. Mrs.

Fitzerald is older, heavier, strong, and has a sinister personality, Mrs. Fitzerald opens her dialogue by collecting the cards. She says that is all she can tell herself. Mrs. Pearson thanks her and obliged. She says it is nice having a wonderful fortune-teller living next door and asks whether she has learned it, out East. Mrs. Fitzerald replies that she has learned it with her old man rising to be Lieutenant Quartermaster. She asks Mrs. Pearson to put her foot down once and for all and be the mistress of her own house and the boss of her own family. about the good and bad fortune. It all depends that it is easy to say, but difficult to do. Mrs. Fitzerald blunts out again to know who the better for being a spoilt-grown man, lad or girl. It is not good if she always follows them, and carries out their orders like a servant at the start. Mrs. Fitzerald says that it is the proper time and she wants to leave, She assumes that they will be at home at any time,

Paragraphs: 6-12
Smiling frankly Mrs. Pearson replies house. Mrs. Pearson doubtfully says that she supposes it to be so. But she hates any unpleasantness. She does not know when to wait or look after themselves for once.

Paragraphs: 13-25
Mrs. Pearson agrees with her but says if she promises she would not be able to keep it. Mrs. Fitzerald wishes her to do it. Mrs. Pearson becomes nervous and says that the matter will not do at all. She hopes that Mrs. Fitzerald says that they should resent it at once and even will not listen to it. Really, she can’t blame them. Mrs. Fitzerald says that she has pot got the idea. Mrs. Fitzerald tells that they change places or bodies and they look like each other. Mrs. Fitzerald tells her to give her hands and keep quiet for a minute: She asks her not to think anything. She takes her hands and tells her to look at her. They stare at each other. Mrs. Pearson notices the “cigarette being smoked by her and snatches it and puts it in her own mouth. The latter looks down at herself and sees that her body has changed giving a scream of fright.

There is a change in dress and appearance and Mrs. Fitzerald feels alarmed and says it would be terrible if they don’t change back. She becomes nervous. Mrs. Pearson advises her to stop worrying because it is easier to change back which she can do at any time. She tells her to do it immediately. Mrs. Pearson says it is not likely, to do it so quickly, she has got to deal with her family first. Mrs. Fitzerald asks what she is going to do to which Mrs. Pearson replies that she has to go to her house where there is nobody, then pop back and see how things are going. Better get off as soon as possible before one of them comes. Mrs, Fitzerald obeys and goes off. Mrs. Pearson smokes away lights another cigarette and begins laying out the cards for patience on the table. Doris comes in. She is a pretty girl in her early twenties who would be pleasant enough if she had not been spoilt.

Analytical outlines

• The living room of the Pearson family is well-furnished.
• It is, of course, a small suburban detached villa.
• Two doors are used
• One leads to the kitchen.
• The other leads to the back door.
• There is a muslin-covered window in the wall.
• It is possibly one on the right wall too.
• The fireplace is on the fourth wall.
• There is a settle-up and armchair down and one. down
• A small table stands with two chairs on each of its sides.
• When the curtain rises it is an afternoon in early autumn.
• The stage can be well-list.
• Mrs. Pearson and Mrs. Fitzerald are sitting.
• They sit opposite each other at the small table.
• Mrs. Fitzerald is telling about Mrs. Pearson’s fortune.
• Mrs. Pearson is a pleasant, worried-looking woman.
• She is forty.
• Mrs. Fitzerald is older and heavier.
• She is also strong and has a sinister personality.
• Mrs. Fitzerald opens her dialogue collecting the cards.
• She tells about good and bad fortune.
• All depend upon herself.
• Mrs. Pearson thanks her and obliged.
• She calls her a wonderful fortune-teller
• It is nice that she lives near Mrs. Pearson.
• Mrs. Pearson asks her if she learns it out East.
• She says that she learns it with her old man.
• She asks Mrs. Pearson to put her foot down once.
• She will be the mistress of her own house.
• She will be the boss of her own family.
• Mrs. Pearson smiles frankly
• She says that it is easy to say but difficult to do.
• Mrs. Fitzerald says that following them always is not good
• It is also not good to always obey their orders.
• She is not a servant of their house.
• Mrs. Pearson doubtfully says this.
• Of course, she supposes it to be so.
• But Mrs. Pearson hates any unpleasantness.
• She does not know when to start.
• Mrs. Fitzerald says it is the proper time.
• Mrs. Fitzerald wants to leave.
• She assumes that they will be at home at any time.
• Mrs. Fitzerald says. that they should wait or look after themselves for once.
• Mrs. Pearson agrees with her.
• But she says if she promises she would not be able to keep it.
• Mrs. Fitzerald wishes her to do it.
• Mrs. Pearson becomes nervous.
• She says that the matter will not do at all.
• She hopes that they will resent it at once.
• She says that even they will not listen to it
• Really, she can’t blame them.
• Mrs. Fitzerald says that she has not got the idea.
• She says that they change places or bodies.
• So they look like each other.
• Mrs. Fitzerald tells her to give her hands.
• She tells her to keep quiet for a minute.
• She asks her not to think anything.
• She takes her hands.
• She tells her to look at her.
• They stare at each other.
• Mrs. Pearson notices the cigarette
• being smoked by her.
• She snatches it and puts it in her own mouth.
• The latter looks down at herself.
• She sees that her body has changed.
• It gives a scream of fright.
• There is a change in dress and appearance.
• Mrs. Fitzerald feels alarmed.
• She says that it would be terrible if they don’t change back.
• She becomes nervous.
• Mrs. Pearson advises her to stop worrying.
• Because it is easier to change back.
• She can do it at any time. ,,
• She tells her to do it immediately.
• She has got to deal with her family first.
• Mrs. Fitzerald asks what she, is going to do.
• Mrs. Pearson says that she has to go to her house.
• There is nobody there.
• She has to see how thingsÿ are going.
• Better get off as soon a$. possible before one of them comes.
• Mrs. Fitzerald obeys and goes off.
• Mrs. Pearson smokes away lighting another cigarette.
• She begins laying out the -cards for patience on the table.
• Doris comes in.
• She is a pretty girl.
• She is twenty.
• She would be pleasant enough if she had not been spoilt.

Meaning Of Difficult Words:

settee -a long seat with a back for two or more persons
sinister – lopking harmful.
cockney – the dialect and aqcent of the working ,class people living in the east end of London.
put your food down – assert your authority.
flustered – nervous.
Gimme – (colloquial) give me
arshtatta – unintelligible words meant for casting a magic spell.
patience – a card game for only one player
furnished – equipped, decorated.
suburban – a semi-urban, rural based area.
semidetached – not separated completely
assumed to be – appeared to be
the stage can be well lit – the stage can be well-lighted.
worried looking – looking very nervous
in her forties – age from forty to forty-nine.
spoilt – ruined, destroyed gone astray.
dubiously – surreptitiously, doubtfully
bewildered – perplexed, a state of mind when the person does not know what to do, confused
grasping hands lax – holding hands.
lax – loose, slack, soft, flabby.
mannerisms – styles of speaking and behaviour
dominating – overpowering, overbearing.
sczeam – shout, shriek.
fight -fear
complacently – satisfied oneself.
with your family – I have to administer your family.
for a list – for a short span of time.
get off now – go and read my house.
comes busting – coiffes impetuously like a storm.

Section-II

Gist
Paragraphs: 26-142
Doris starts speaking to her mother to iron her yellow silk dress so that she. can wear it that night. Mrs. Pearson speaks in her ordinary voice. It is not fluttering and apologetic, but it js cool anti c|ear and forceful. She replies about what she thinks of her doing, whether she is whitewashing the ceiling. Doris amazingly exclaims that she is smoking! Mrs. Pearson says there is no law against smoking. Doris says that she knows that her mother does not smoke. She gets the reply that she has the wrong thought. Doris again asks whether they are going to have tea in the kitchen. Mrs. Pearson replies to take tea anywhere she likes. Doris angrily says that the tea is not ready yet.

Mrs. Pearson says that tea for her is not ready. She has already had her tea. She would go to have her meal at the Clarendon. Staring at her, Doris asks what the matter is with her. She says indignantly whether she has heard what she said about her yellow silk. Mrs. Pearson replies whether the silk will iron itself- Doris Mys is her mother to do that Mrs. Pearson says that Doris should not talk rubbish. She knows how much work she does. Why she wears her yellow silk where she is going? Doris says it is with Charlie Spencer Doris becomes wild and says that she should not ask the reason why; should not have any objections. Mrs. Pearson asks if she doesn’t get anybody better than the buck teeth and halfwitted Charlie Spencer.

She continued that if she were her age, she should have found somebody better than Charlie, a notorious fellow whom she never likes. Doris is nearly in tears and runs out. Mrs. Pearson chuckles and begins pulling the cards together. After some time Cyril Pearson enters. He is the masculine counterpart of Doris. He enters saying whether the tea is ready. She replied negatively. He moves to the table and asks the reason why, he has not have much time and is out to go when Pearson’s voice checks him. He says he has a busy night tonight. He asks whether she has put his things out. Mrs. Pearson replies she can’t remember. He walks to the table and says pretreating when he asked she replied to do it in the morning and has to look through them first in case there was any mending.

She replies she does not like mending, Cyril says that is a nice way to talk. What will happen if they all talk like that? Mrs. Pearson says that they all do that. If there is something at home they don’t want to do, let him not do it. If it is something at his work, he has to get the union to bar it. All that has happened is that she has joined the movement, Doris enters and she is in the process of dressing and is wearing a wrap, she looks pale – and red-eyed. Mrs. Pearson gets up and exits: Cyril and Doris are in a huddle.

Doris asks whether she has behaved with him in the same way. He says positively. Doris says she is glad that it is for both of them. She has thought she has done something wrong. Cyril has thought so but they now feel that it is their mother’s. Doris continues that she has been smoking since she entered. She has also been playing cards. Cyril says he has asked her if she has been feeling off-color and she has replied she has not. Doris says she has changed suddenly. It is not what she has said but the way she has said it and the way she has looked stout and a half-filled glass. Cyril and Doris try to stop the guffawing and giggling but they Mrs. Pearson enters carrying a bottle of is not quick enough.

Mrs. Perason regards them with contempt. She speaks that they both have always been talking about being grown up, and why they don’t try to be their age. Doris asks what makes her mother talk like that. What they have done. Mrs. Pearson smartly replies it is because of their coming in, asking for something, going out again, then coming back when they have nowhere else to go Cyril becomes aggressive and says if she does not get tea ready he will find something to eat himself. Mrs, Pearson says and Doris says that they work all day.

Mrs. Pearson replies she has been working eight hours a day. She also declares that she will take a rest on Saturday and Sunday. Doris asks if she will stick to it. The mother replies positively. She says that she is a lot elder and is better able to look after herself. She also warns, her daughter she will hit her with something if she does not stop asking silly questions. Doris stares at her open-mouthed cries. Mother threatens her. that it is better to do things for himself Cyril.

Analytical Outlines :

• Doris speaks to her mother to iron her yellow silk dress.
• Because she has to wear it tonight.
• Mrs. Pearson speaks in her ordinary voice.
• It is not fluttering and apologetic.
• But it is cool, clear, and forceful.
• She replies with what she thinks of her doing.
• If she is whitewashing the ceiling.
• Doris amazingly exclaims that she is smoking.
• Mrs. Pearson says that there is no law against smoking.
• Doris says that she knows her mother does not smoke.
• She gets the reply that it is her wrong thought.
• Doris asks whether they are going to have tea in the kitchen.
• Mrs. Pearson replies to take tea anywhere she likes.
• Doris angrily says then the tea is not ready yet.
• Mrs. Pearson says that the tea for her is not ready
• She has already had her tea.
• She would go have a meal at the Clarendon.
• Staring at her, Doris asks what the matter is with her.
• Doris reminds her about her yellow silk
• Mrs. Pearson replies whether the silk will iron itself
• Doris says it is her mother to do that.
• Mrs. Pearson says that Doris should not talk rubbish.
• She knows how much work she does.
• She asks why she wears her yellow silk where she is going.
• Doris says’ it is with Charlie Spencer.
• Doris says she should not ask the reason
• She should not have any objections.
• Mrs. Pearson irritates by the name of Charlie Spencer.
• To her, he is buck-teethed and half-witted.
• She continued that if she were her age,
• she should have found somebody better than Charlie
• To Mrs. Pearson, Charlie is a notorious fellow.
• She does not like him at all.
• Doris is nearly in tears and runs out.
• Mrs. Pearson chuckles and begins putting the cards together.
• Then Cyril Pearson enters.
• He is the masculine counterpart of Doris.
• He enters saying whether the tea is ready.
• She replies negatively.
• He moves to the table and asks about the reason.
• He says that he has not much time.
• Again, he is about to go out.
• He hears the voice of his mother.
• He asks whether she has put his things
• He says he has a busy night tonight. out.
• Mrs. Pearson replies she can’t remember.
• He walks to the table and says protesting.
• She has replied to do it in the morning.
• She has to look through them first in
• case there was any mending.
• She replies she does not like mending.
• Cyril says that is a nice way to talk.
• He also says what will happen if they talk like that.
• She says that they all do that.
• If there is something at home, they do nothing.
• If it is something at his work, he has to get the union to bar it.
• All that has happened is that she has joined the movement
• Doris enters and she is in the process of dressing.
• She is wearing a wrap.
• she looks pale and red-eyed.
• Mrs. Pearson gets up and exists.
• Cyril and Doris are in a huddle.
• Doris asks whether she has behaved in the same way.
• He says positively.
• Doris is glad that it is the same for both of them.
• She has thought she has done something wrong.
• Cyril has thought so.
• They now feel that it is their mother’s.
• Doris continues that she has been smoking.
• She has also been playing cards.
• Cyril says he has asked her if she has been feeling off-color.
• She has replied she has not.
• Doris says she has changed suddenly.
• It is not what she has said.
• But the way she has said it and the way she has looked.
• Mrs. Pearson enters carrying a bottle of stout and a half-filled glass.
• Cyril and Doris try to stop them from guffawing and giggling.
• But they are not quite enough.
• Mrs. Pearson regards them with contempt.
• She speaks that they both are grown up.
• Why they don’t try to be their age?
• Doris asks what makes her mother talk like that
• What they have done.
• Thep Mrs. Pearson smartly replies.
• Because of their coming in, asking for
• something, going out again, then coming
• back when they no where else to go.
• Cyril becomes aggressive.
• He says if she does not get tea ready.
• He will find something to eat himself.
• Mrs. Pearson says it is better to do things for himself.
• Cyril and Doris say that they work all day.
• She replies she is working eight hours a day.
• She declares to take a rest on Saturday and Sunday.
• Doris asks if she will stick to it.
• Her mother replies positively.
• She says that she is a lot elder.
• So, she is better able to look after herself.
• She also warns her daughter.
• She will hit her.
• If she does not stop asking silly questions.
• Doris stares at her open-mouthed and cries.
• Her mother threatens her.

Meaning Of Difficult Words :

incisive – clear and forceful.
off-color – looking slightly ill.
snap out of it – (informal) change into a more cheerful mood
get cracking – (informal) start doing something immediately.
lacunae – using very few words.
stout – a strong dark beer
clot – (informal) silly, foolish fellow.
barmy – (informal) slightly mad, very foolish.
concussion – damage to the brain caused by a blow or fall.
giggle – laugh noisily
guffaw – a very loud, hearty laugh
thick – (informal) stupid, foolish.
blubbering – crying noisily.

Section-III

Gist
Paragraphs: 143-165
George Pearson enters. He is about fifty, fundamentally decent, but solemn, self-important, pompous. Preferably, he should be a heavy, slow-moving type. He notices Doris’ tears. He asks the reason why she cries. She replies that he will see. She runs out with sobs. George stares at her a moment and then looks at Mrs. Pearson. He asks what her words mean. Mrs. Pearson replies better ask her about the meaning. He slowly looks again at the door and then at Mrs. Pearson. Then he notices the stout. Mrs. Pearson raises for another Sip. His eyes almost bulge.

He asks if it is ‘stout’. She replies positively. He asks why she is drinking stout. She replies that she has fancied some. He asks if she takes it at such a time of the day! She replies what wrong is there to take it at such a time. He says nothing wrong, but he has never seen, her having it with her before. She says he is seeing it then. George says with great despair that he disliked it. He is astonished at her. She replies that this is a change in him. George says he does not like surprises. He says that he forgot to tell her that morning he wouldn’t want any tea. Special snooker match night at the club tonight. Hence, no tea. She replies that is right. There is not any tea. He questions whether she means she doesn’t get any tea. But he wants to have some tea.

Paragraphs: 166-180
Mrs. Pearson says it is very strange. The man is vexed because she doesn’t get tea for him that he doesn’t even want. She asks if he has ever tried at the club. ‘Tried what at the club ?’ asks George. She says that going up to the bar and telling them you don’t want a glass of beer, but he is vexed they haven’t already poured it out. If he tries that on them and sees what he gets. He says that he does not understand. She says they would laugh at him even more than they do then. George indignantly says that they don’t laugh at him at all.

Mrs. Pearson says they of course do it. He ought to have found that out by that time. Anybody would have, done that. He is one of their standing jokes. George refutes saying ‘never’. He does not agree with what she says. Mrs. Pearson says that it is always beaten her why he should want to spend so much time at a place where they are always laughing at him behind his neck and calling him names. Leaving his wife at home night after night instead of going out with her which doesn’t make him look like a foot.

Cyril enters with a glass of milk in one hand and a thick slice of cake in the other, George almost dazed turns to him appealingly. George asks his son if he has been with him to the club twice or thrice. Whether he has ever joked about in the club. Cyril in fear hesitates what to say but is embarrassed to say, “Well- yes, Dad, I’m afraid they do”. George feels dammed at it. George exits slowly, almost as if someone has hit him on the head. Cyril turns indignantly at Mrs. Pearson

Paragraphs: 181-200
Cyril says to his mother that she should not have told her father like that. That is not fair, She had hurt his feeling. So also his. Mrs. Pearson replies that sometimes it does people good to the truth and ought not to truth anybody for long. If his father did not to the club; so often, perhaps they would stop laughing at him. Cyril doubts whether their father is laughed at. Mrs. Pearson severely says that possibly he doubts but what she doubts is whether Cyril’s opinion is worth having what does Cyril know nothing?

He spends too much time and money at greyhound races and dart tracks and ice shows. Cyril replies about what happens if he spends time and money enjoying life: She says that he does not mind so much if he is really enjoying himself. But was it really? Where is it getting him? There is a sharp knock at the door. Cyril hurries out and in a moment he reenters closing the door behind him. It is that silly old bag from next door, Mrs. Fitzerald. He asks that she does not want her. Mrs. Pearson says she wants her and she told her to let her in.

She warned him not to call her a nasty old bag. She is a very nice woman. Mrs. Fitzerald enters. Mrs. Fitzerald asks if everything is alright. Cyril says negatively. His mother says things are quite right and asks Cyril to keep quiet. He protests and his mother scold him in strong words. He goes off into the kitchen. Mrs. Fitzerald asks what is going on. Mrs. Pearson says just putting them in their places. She is doing what she bought to have done long since. Mrs. Fitzerald asks whether George is at home. Illus. Pearson says that she has been telling him what they think of him at the club

Paragraphs: 201-220
Mrs. Pearson says that they will be eating out of her hand soon. Mrs. Fitzerald says she does not think she wants them eating out of her hand. Mrs. Pearson says they will obey her like anything if she heads what she tells her to. George enters and gets surprised by the visitor. He moves to the armchair sits down heavily and glumly lights his pipe. Then he looks from Mrs. Pearson to Mrs. Fitzerald who is regarding him anxiously. George says, is it Mrs. Fitzerald? She says yes she is and addresses him by his name George.

He is ‘surprised to be called by name by a visitor woman. Mrs. Fitzerald begs pardon. Mrs. Pearson interferes to know what the matter is. She says whether he is Duke of Edinburgh: George gets angry and says there is no tea and Doris is crying her eyes out upstairs.” She Says it is bad manners to behave her friend the way he has done. He gets angry and says bitterly that it looks decent to talk silly things in the presence of a neighbor. Doris “enters weeping. Mrs. Fitzerald asks whether she is going with Charlie Spencer tonight. She reacts against it.

Paragraphs: 221-249
Doris says that her mother has been going on at her making her feel miserable and saying Charlie Spencer has got buckteeth and is half-witted. Mrs. Fitzerald says that Mrs. Pearson shouldn’t have said so. Mrs. Pearson retaliates that she will manage her family and she may manage her without poking her nose at others. George grimly says ticking her off then. Mrs. Pearson even more grimly says that they are waiting for him at the club. She also taunts Doris saying, “And don’t you start crying again, Doris ?” She says to George and Doris that she wants to have a private little talk with Mrs. Pearson, and she requests they leave them alone for a few minutes.

George and Doris exit. As they go Mrs. Fitzerald moves the small table and sits. She eagerly beckons Mrs. Pearson to do the same thing.. She talks to her quickly she says they must change back very quickly. Mrs. Pearson (who is in the guise of Mrs. Fitzerald) says this has gone far enough. He can see they are all miserable and she can’t bear it any longer. But, Mrs. Fitzerald (who is in the guise of Mrs. Pearson) says she wants to administer some more doses to set them right. But Mrs. Fitzerald says that she can not withstand any more of it and suggests they immediately change back. They change themselves into their true personalities.

Analytical Outlines :

• Then George Pearson enters.
• He is about fifty.
• He is fundamentally decent.
• But he is solemn, self-important, and pompous.
• Preferably, he is a heavy, slow-moving type.
• He notices Doris’ tears.
• He asks the reason for her crying.
• She replies that he will see.
• She runs out with sobs
• George stares at her for a moment.
• Then he looks at Mrs. Pearson.
• He asks what her words mean.
• Mrs. Pearson replies better ask him about the meaning.
• He slowly again looks at the door and then Mrs. Pearson.
• Then he marks the- stout on her hand
• She is about to take another sip.
• His eyes almost bulge.
• He asks if it is stout.
• She replies positively.
• He asks why she is drinking stout.
• She replies that she has fancied some.
• He asks why she is taking it at such a time.
• She replies what is wrong with it.
• He says that he has never seen her taking it before.
• She says he is seeing. it then.
• George says with great hatred that he dislikes it.
• He is surprised at her.
• She replies that there is a change in him.
• George says he does not like surprises.
• He has forgotten to tell her something.
• He does not want tea in the morning.
• There was a special snooker match at the club tonight?
• She replies that is right.
• She says there is not any tea.
• But he says he wants to have some tea.
• Mrs. Pearson says it is very strange.
• Mr. Pearson is vexed.
• Because she does not get tea for him.
• Even she does not want it:
• She asks if he has ever tried at the club.
• George asks what he has tried at the club.
• She says going up to the bar and telling them a glass of beer.
• But he is extremely vexed by it.
• She says that they haven’t already
• poured it out if he tries that on them.
• He says that he does not understand.
• She says they would laugh at him even more than they do then
• George indignantly says that they don’t laugh at him at all.
• Mrs. Pearson says they of course do it.
• He ought to have found them out by that time.
• He is one of their standing jokes
• George refutes saying never.
• Mrs. Pearson says it is always beaten her.
• Why he spends much time at such a place?
• As they are always laughing at him behind his back.
• They are also calling him names.
• He is leaving his wife at home night after night.
• Instead of going out with her.
• She does not make him look like a foot.
• Cyril enters with a glass of milk in one hand
• He holds a thick slice of-cÿke in the other hand.
• George almost dazed .turns to him appealingly.
• George asks his son if he has been with him to the club.
• If he has even seen being joked about in the club.
• Cyril in fear hesitates
• That is not fair.
• She had hurt his feeling.
• Even she has also hurt his (Cyril’s) feeling.
• Mrs. Pearson says that truth is truth.
• If his father stops going to the. club.
• Then they would stop laughing at him.
• Cyril doubts whether their father is laughed
• He is embarrassed to say, “well- yes
• Dad, I’m afraid they do”.
• George feels dammed at it.
• George exits slowly.
• He feels as if someone has. hit him on the head.
• Cyril turns indignantly at Mrs. Pearson.
• Cyril says to his mother that she should not have told her father like that. at.
• She says that Cyril knows nothing about it.
• He also spends time in dart tracks and
• Cyril replies what happens if he spends time and money enjoying life.
• She says that she does not mind so much if he really enjoying himself.
• But was it really?
• Where is it getting him?
• There is a sharp knock at the door.
• Cyril hurries out and in a moment he reenters closing the door behind him.
• It is that silly old bag from next door.
• He asks that she does not want her.
• Mrs.‘ Perasoh says she wants her.
• She told her to let her in.
• She warned him not to call her a nasty old bag. Vv ’
• She calls herself a very nice woman.
• Mrs. Fitzerald enters.
• Mrs. Fitzerald asks if everything is ice-shows. alright.
• Cyril says negatively.
• His mother says things are quite right.
• She asks Cyril to keep quiet.
• He protests and his mother scolds him in strong words.
• He goes off into the kitchen.
• Mrs. Fitzerald asks what is going on.
• Mrs. Pearson says just pulling them into their places.
• She is doing what she ought to have done long since.
• Mrs. Fitzerald asks whether George is at home. ,
• Mrs. Pearson says that she has been telling him what they think of him at the club.
• Mrs. Pearson says that they will be eating out of her hand soon.
• Mrs. ‘Fitzerald says she does not think she wants them eating out of her hand,
• Mrs. Pearson says they will obey her like anything.
• George enters and gets surprised to see
• He moves to the armchair and sits down
• Mrs. Pearson interferes what the matter
• George gets angry.
• He says there is no tea.
• Doris is crying upstairs. the visitor. heavily.
• He glumly lights his pipe.
• Then he looks from Mrs. Pearson to
• Mrs. Fitzerald is regarding him anxiously.
• Mrs. Fitzerald addresses him by his name.
• He is surprised to be called by name by a visitor woman.
• Mrs. Fitzerald begs pardon. is.
• She says whether he is the Duke of Edinburgh.
• She says it is bad manners to behave her friend the way he has done.
• He gets angry.
• Doris enters weeping.
• Mrs. Fitzerald asks whether she is
• He says bitterly that it is not good to say silly things to her in the presence of a neighbor. going with Charlie Spencer tonight.
• She reacts against this.
• Doris says that her mother has been
• she says Charlie Spencer has got going on at her making her feel miserable. buckteeth and is half-witted.
• Mrs. Fitzerald says that she should not have said so.
• Mrs. Pearson retaliates that she will manage her family.
• She may manage hers without poking her nose at others.
• George grimly says ticking her off then.
• Mrs. Pearson even more grimly says that they are waiting for him at the club’
• She also taunts Doris saying that she should not cry again.
• She says to George and Doris that she wants to have a private little talk with Mrs. Pearson.
• So, she requests them to leave them alone for a few minutes.
• George and Doris exit.
• As they go Mrs. Fitzeraid moves to the same table and sits.
• She eagerly beckons Mrs. Pearson to
• She says they must change back very
• Mrs. Pearson says that it has’cre. ted enough fear.
• They are also feeling miserable.
• She can’t bear it any longer
• But Mrs. Fitzeraid says she wants to administer some more doses to set them right.
• She says that she can’t withstand any more of it.
• So, she suggests they immediately change back.
• They change themselves into their true personalities.

Meaning Of Difficult Words:

pompous – pride, showy, self-important.
pecan- useless fellow.
glowering – looking angrily.
at sixes and seven – in a state of disorder
ticking her off – (informal) drunk
tidy – rebuking her.

Section-IV

Gist
Paragraphs: 250-260
Mrs. Fitzerald says that she has enjoyed the event but Mrs. Pearson says that she has not enjoyed anything in the show. Mrs. Fitzerald says that Mrs. Pearson should have enjoyed it. She advised Mrs. Pearson that she should be soft on them again otherwise. They will again be as they have been. All endeavors will end in smoke, all labor will go waste. She (assumes that she will try to be as advised. She . is sure that they will do better hereafter.

They are set right Mrs. Fitzerald says severely not. to start any explaining or apologizing. Mrs. Pearson replies that it is all right for her. After all, they aren’t her husband and children. Mrs. Fitzerald impressively says that Mrs. Pearson had admitted that she was spoiling them and they don’t appreciate her She warns her that giving them a look-atone of voice- now and again to suggest. She might be with them if she wants to be and it ought to work. Anyhow they can test it. Mrs. Pearson asks how Mrs. Fitzerald replies, that it would like them to do what they don’t do. She should stop at home for once. She says positively and wishes to give her a hand with supper.

Paragraphs: 261-276
Mrs. Fitzerald asks if anything she would like them to do that she will enjoy whether they do or not. Mrs. Pearson hesitatingly says that she likes a nice game of rummy- but hardly she ever has one except at Christmas. Mrs. Fitzerald gets up to leave and tells her to remember to keep firm, She leaves calling the inhabitants. George, Doris, and Cyril enter looking at Mrs. Pearson. The family looks anxiously at Mrs. Pearson who smiles much relieved, they smile back at her

Analytical outlines :

• Mrs. Fitzerald says that she enjoyed the event.
• But Mrs. Pearson says that she has not enjoyed anything in the show.
• Mrs. Fitzerald says that Mrs. Pearson Should have enjoyed it.
• She advises Mrs. Pearson to be soft on them otherwise.
• They will again be as they have been.
• All endeavors will end in smoke.
• All labor will go waste.
• She assumes that she will try to be as
• She is sure that they will, do better
• They are set right.
• Mrs. Fitzerald says severely not to start advised.
• Mrs. Pearson replies that it is all right thereafter.
• any explanation or apology. for her. ,
• After all, they are not her husband and children.
• Mrs. Fitzerald impressively says this.
• Mrs. Pearson has admitted that she is spoiling them.
• They don’t appreciate her.
• Anyhow they can test it.
• Mrs. Pearson asks how Mrs. Fitzerald replies.
• It would like them to do what they don’t do.
• She should stop at home for once.
• She says positively.
• She wishes to give her a hand with supper.
• Mrs. Fitzerald asks if anything she would like them to do.
• She will enjoy it whether they do or not.
• Mrs. Pearson hesitatingly says.
• She likes a nice game of rummy.
• But hardly she ever has one except at Christmas.
• Mrs. Fitzerald gets up to leave.
• She tells her to remember to. keep firm.
• She leaves calling the inhabitants.
• George, Doris, and Cyril enter looking at Mrs. Pearson.
• The family looks anxiously at Mrs. Pearson.
• She smiles with much relief.
• They also smile back at her.
• She warns her that giving them a look a-tone of voice- now and. again to suggest she might be with them if she wants to be and it ought to work.

Meaning Of Difficult Words :

endeavour – efforts, attempts, striving.
end – finish, stop.
assure – make sure, give confidence, betroth.
apology – frank acknowledgment.
impressively – influencively.
admit – accept, permit, concede, acknowledge
appreciate – praise, like, estimate, justly.
now and again – again and again, again and over again
hesitatingly – confusingly, unwillingly.
done for – (informal) ruined.
rummy – a card game.
hardly – scarcely, rarely, seldom.
anxiously – eagerly, solicitously.

Odisha State Board CHSE Odisha Class 11 Math Notes Chapter 12 Conic Sections will enable students to study smartly.

CHSE Odisha 11th Class Math Notes Chapter 12 Conic Sections

When a plane cuts a cone in various angles the figure obtained are called conic sections. The conic sections are point, line, circle, parabola, hyperbola, ellipse etc.

Circle: A circle is the locus of all points in a plane that are equidistant from a given point.

• The given point is called the centre.
• The constant distance is called the radius.

(a) Equation of a circle:
(i) Equation of a circle with a given centre and radius:
The equation of a circle with centre at (h, k) and radius ‘r’ is (x – h)² + (y – k)² = r²

Note:
If the centre is at the origin the equation is: x² + y² = r²

(ii) Equation of a circle with given two ends of a diameter:
If A(x₁, y₂) and B(x₂, y₂) are two ends of diameter then the equation of the circle is (x – x₁)(x – x₂) + (y – y₁)(y – y₂) = 0

(iii) General form of the equation of a circle:
The general form of equation of a circle is: x² + y² + 2gx + 2fy + c = 0

Note:

1. The above equation is the equation of circle if g² + f² – c > 0.
2. If g² + f² – c = 0 the circle reduces to a point called point circle.
3. Centre of the circle is at (-g, -f) and radius is r = \(\sqrt{g^2+f^2-c}\).

(b) Position of a point with respect to a circle:
If C is the centre, r is the radius of a circle and S is any point on that plane.

• CS = r ⇒ S lies on the circle.
• CS > r ⇒ S lies outside the circle.
• CS < r ⇒ S lies inside the circle.

(c) Length of intercept on axes:
The length of intersepts made by the circle x² + y² + 2gx + 2fy + c = 0
⇒ x-intercept = 2\(\sqrt{\mathrm{g}^2-\mathrm{c}}\), y-intercept = 2\(\sqrt{\mathrm{f}^2-\mathrm{c}}\)

(d) Tangents and normals to a circle:
(1) Equation of the tangent to the circle:
x² + y² + 2gx + 2fy + c = 0 at A(x₁, y₁) is xx₁ + yy₁ + g(x + x₁) +f(y + y₁) + c = 0
In particular the equation of tangent to x² + y² = r² at A(x₁, y₁) is xx₁ + yy₁ = r².

(2) Equation of normal to a circle:
Equation of the normal to the circle x² + y² + 2gx + 2fy + c = 0 at A(x₁, y₁) is : \(\frac{x-x_1}{x_1+g}=\frac{y-y_1}{y_1+f}\)

(3) Length of tangent:
Length of tangent from an external point A(x₁, y₁) to the circle x² + y² + 2gx + 2fy + c = 0 is \(A_m=\sqrt{x_1^2+y_1^2+2 g x_1+2 f y_1+c}\)

Condition of tangency:
The line y = mx + c will be a tangent to the circle x² + y² = a² if c² = a²(1 + m²)

Note:

(a) If c² < a²(1 + m²) the line is a secant.

(b) If c² > a²(1 + m²) the line does not intersect the line.

(c) The line y = mx ± a\(\sqrt{1+\mathrm{m}^2}\) is always a tangent to the circle x² + y² = a²

(d) The line lx + my + n = 0 is a tangent to the circle x² + y² + 2gx + 2fy + c = 0 if (lg + mf – n)² = (l² + m²)(g² + f² – c)

(e) Intersection of two circle:
Let two circle are
S₁ = x² + y² + 2g₁x + 2f₁y + c₁ = 0 ….(1)
S₂ = x² + y² + 2g₂x + 2f₂y + c₂ = 0 ….(2)
Two circles will touch each other
(i) internally if C₁C₂ = |r₁ – r₂|
(ii) Externally if C₁C₂ = |r₁ + r₂|
where C₁ = Centre of first circle
C₂ = Centre of second circle
r₁ = Centre of first circle
r₂ = Centre of second circle
⇒ Two circles intersect each other if C₁C₂ < r₁ + r₂.
⇒ Two circles do not intersect or touch each other  if C₁C₂ > r₁ + r₂.

(f) Angle between two circles:
If two circle
S₁ = x² + y² + 2g₁x + 2f₁y + c₁ = 0
S₂ = x² + y² + 2g₂x + 2f₂y + c₂ = 0  intersect each other at ‘P’ the angle between them
(1) The angle between their tangents at P.
(2) The angle between their normals at P.
(3) Angle between C₁P and C₂P.
∴ The angle ‘θ’ between two intersecting circles is given by
cos θ = \(\frac{\left(C_1 P\right)^2+\left(C_2 P\right)^2-\left(C_1 C_2\right)^2}{2\left(C_1 P\right) \cdot\left(C_2 P\right)}\)
= \(\frac{2\left(\mathrm{~g}_1 \mathrm{~g}_2+\mathrm{f}_1 \mathrm{f}_2\right)-\mathrm{C}_1-\mathrm{C}_2}{2 \sqrt{\mathrm{g}_1^2+\mathrm{f}_1^2-\mathrm{C}_1} \sqrt{\mathrm{g}_2^2+\mathrm{f}_2^2-\mathrm{C}_2}}\)

Note:
Two circle are orthogonal if θ = \(\frac{\pi}{2}\) i,.e 2(g₁g₂ + f₁f₂) – c₁ – c₂ =0

(g) Family of circles:
Let S₁ and S₂ are two circles. The equation of all circles passing through the points of intersection of two circles is given by S₁ + λS₂ = 0 where λ ≠ -1 i,e., the equation of all circles passing through the intersection of two circles
x² + y² + 2g₁x + 2f₁y + c₁ = 0 and x² + y² + 2g₂x + 2f₂y + c₂ = 0 is given by (x² + y² + 2g₁x + 2f₁y +c₁) + λ(x² + y² + 2g₂x + 2f₂y + c₂)

(h) Radical axis:
The radical axis of two circles is the locus of point which moves so that the length of tangents drawn from it to two circles are equal.

(i) If two circles are
S₁ = x² + y² + 2g₁x + 2f₁y + c₁ = 0
S₂ = x² + y² + 2g₂x + 2f₂y + c₂ = 0 the equation of radical axis of S₁ and S₂ is: S₁ – S₂ = 0
⇒ 2(g₁ – g₂)x + 2(f₁ – f₂)y + (c₁ – c₂) = 0

(ii) Properties of radical axis:

• The radical axis of two circle is perpendicular to the line joining their centres.
• If two circles touch each other then their common tangent is the radical axis.
• If two circles intersect each other the line passing through their point of intersection is the radical axis.
• If two circles neither touch nor intersect then the radical axis is the perpendicular bisector of the line segment joining two centres.
• The radical axis of three circles taken in pairs are concurrent that point of concurrency is known as Radical centre of three circles.

(i) Co-axial system of circles:
A system of circles is said to be coaxial if each pair of circles have same radical axis.

(i) Equation of co-axial system of circles:

• If the radical axis is y-axis i.e x = 0 and the line containing the centres is x-axis i.e y = 0 then the equation of the co-axial system of the circle is x² + y² + 2gx + 2fy + c = 0, g² > c …(1) hence g is the parameter and c is a constant.
• If the radical axis is x-axis i.e y = 0 and the line containing centres is y-axis i.e x = 0 then the equation of co-axial system of circles is x² + y² + 2gx + 2fy + c = 0, f² > c …(1)
• The equation of the family of circles co-axial with S₁ and S₂ = 0 is S₁ + λS₂ = 0.

(ii) Limiting points of a co-axial system:
The limiting points of the co-axial system (1) are at (±√c, 0) for c > 0 and for (2) the limiting points are (0 ± √c)

(iii) Intersecting and non-intersecting system of co-axial circles:
If the co-axial system of circles intersects the radical axis then it is an intersecting co-axial system. Otherwise, the system is a non-intersecting co-axial system.

(j) Parametric form of the equation of a circle:
The parametric equation of the (x – h)² + (y – k)² = r² is x = h + r cos θ, y = k + r sin θ.

Parabola:

A parabola is the locus of all points in a plane such that the distance of every point from a fixed point is equal to its distance from a fixed-line.

• The fixed point is the focus.
• The fixed line is the Directrix.
• The line through focus and perpendicular to the directrix is the Axis.
• The point where the parabola intersects axis is its Vertex.
• Any chord passing through focus is the focal chord.
• The focal chord perpendicular to axis is called the Latusrectum.

(a) Equation of parabola.
(i) Equation of a parabola with vertex at (0, 0) axis along x-axis, with focus at (a, 0) is y² = 4ax
(ii) Equation of parabola with vertex at (0, 0) and axis along y-axis with focus (0, a) is: x² = 4ay
(iii) Equation of the parabola with vertex at (h, k) and axis parallel to x-axis is: (y – k)² = 4a(x – h)
(iv) Equation of the parabola with vertex at (h, k) and axis parallel to y-axis is: (x – h)² = 4a(y – k)
(v) parametric form of the equation of parabola y² = 4ax is: x = at², y = 2at

Some Information About Parabola:

(b) Tangents and normals to parabola
(i) Equation of tangent to the parabola y² = 4ax at (x, y₁) is: yy₁ = 2a(x + x₁)
(ii) Equation of tangent to the parabola y² = 4ay at (x₁, y₁) is: xx₁ = 2a(y + y₁)
(iii) Equation of normal to y² = 4ax at (x₁, y₁) is: 2ax – yy₁ + 2ax₁ = 0
(iv) y = mx + c will be a tangent to y² = 4ax if c = \(\frac{\mathrm{a}}{\mathrm{m}}\)
(v) y = mx + c will be a tangent to x² = 4ax if c = -am²

Ellipse:
An ellipse is the locus of all points in a plane such that the sum of the distances of any point on it form two fixed points in the plane is a constant.

• The fixed points are foci.
• Mid point of the line segment joining two foci is the centre
• The line joining two foci is the major axis
• The line perpendicular to the transverse axis at the centre is the minor axis
• The points at which the ellipse intersect the major axis are the vertices.

Equation of ellipse:
Equations of ellipse in standard form is:

Some Information About Ellipse:

(b) Tangents and normals to ellipse:

• Equation of tangent to the ellipse \(\frac{x^2}{a^2}+\frac{y^2}{b^2}\) = 1 at (x₁, y₁) is \(\frac{x x_1}{a^2}+\frac{y y_1}{b^2}\) = 1
• The line y = mx + c will be a tangent to the ellipse \(\frac{x^2}{a^2}+\frac{y^2}{b^2}\) = 1 if c² = a²m² + b²
• Parameteric form of equation of ellipse \(\frac{x^2}{a^2}+\frac{y^2}{b^2}\) = 1 is x = a cos θ, y = b sin θ.

Hyperbola:
A hyperbola is the locus of all points in a plane such that the difference of distances of any point on it from two fixed points is constant.

• The fixed points are foci.
• Mid point of the line segment joining two foci is the centre.
• The line joining two foci is the transverse axis.
• The line perpendicular to transverse axis and passing through the centre is the conjugate axis.

Some Information About Hyperbola:

(a) Equation of hyperbola

x = h + a sec θ, y = k + b tan θ.

(b) Tangents and normals to hyperbola:
(i) Equation of a tangent to the hyperbola \(\frac{x^2}{a^2}-\frac{y^2}{b^2}\) = 1 at (x₁, y₁) is \(\frac{x x_1}{a^2}-\frac{y y_1}{b^2}\) = 1
(ii) y = mx + c is a tangent to the hyperbola \(\frac{x^2}{a^2}-\frac{y^2}{b^2}\) = 1 if c² = a²m² – b².

Odisha State Board CHSE Odisha Class 11 Alternative English Solutions Grammar The Passive Exercise Questions and Answers.

CHSE Odisha Class 11 Alternative English Grammar The Passive

Before, going to discuss passive, we should know about General English Sentence Structure. It is given by Subject + Verb + Object + Others.
All the ‘English sentences, generally, remain in this structure! Example: Tendulkar plays cricket every day. Here,

Subject – Tendulkar
Verb – plays
Object – cricket
Others – every day.

According to this structure, a sentence can remain in two forms, such as
(1) Active form, and
(2) Passive form.

When the subject does the work in a sentence i.e. Subject becomes active, it is called Active Forth. When the subject is not active i.e. the subject remains passive, it is called in Passive Form.
Example :
1. Tendulkar plays cricket every day. (It is in Active Form)
2. Cricket is played by Tendulkar every day. (It is in Passive Form).

In the 1st sentence, the subject Tendulkar is active because he is doing the work. Whereas in the second sentence, the subject Tendulkar is passive, because, he is actually not the subject, it is the object of the 1st form cricket becomes the subject in the second sentence. Hence, the object of the Active sentence becomes subject of the Passive one However, we should now say that only a Transitive Verb has a passive form, but an Intransitive Verb can’t be changed into Passive.

Transitive Verb :
A verb is transitive if the action does riot stop with the agent, but passes from the agent to something else. The word transitive means passing over.
Example:
Tendulkar plays cricket. Here, ‘Tendulkar plays’ does not make any sense until some object such as cricket has been expressed. The verb plays is therefore transitive.

Intransitive Verb :
A Verb is intransitive when the action stops with the agent and does not pass from the agent, to anything else.
Example: Birds fly.
Therefore, it is clear that only that sentence of Active form can be converted/ transformed into Passive form which has a subject, a verb and an object. In other words, only transitive verbs can be Changed into passive form.
Rules for conversion of Sentences: (From Active to Passive Form)
1. Replace the subject with the object (of the Active Form)
2. Use the relevant Auxiliary Verb (helping verb) + Past Participle form of the verb after the object.
3. Put ‘by’ after the third form of the verb.
4. Put the subject of the active after ‘By’. Change the subject of the Active as follows, if it is a Pronoun.

Active Form	Passive Form
I	me
We	us
You	you
He	him
She	her
It	it
They	them
Whom	By whom

N:B: A sentence remaining in Perfect passive form either it may be in present tense or past tense whatever it may be.

Present Indefinite/Simple Present Tense:
If the active remains in simple present tense then we use is, am, or are as A.V. (Auxiliary Verb) and V.P.P. (Verb in Past Participle) to change into passive.
Examples :
1. Tendulkar plays cricket every day.
P- Cricket Is played by Tendulkar every day.
2. He eats a mango.
P- The mango is eaten by him.
3. You help me.
P- I am helped by you.
4. They buy their books.
P- Their books are bought by them.
5. The rich hate the poor.
P- The poor are hated by the rich.
6. Does he write the letter?
P- Is the letter written by him?
7. Do they play cricket?
P- Is cricket played by them?
8. Do they attend the classes?
P- Are the classes attended by them?
9. Does she beat you?
P- Are you beaten by her?
10. Who abuses you?
P- By whom are you abused?

Structural Formula For This Form:
object+A.V (is, am or are) + V.P.P. + Others (for general form)
A.V. (is, am or are)+ object + V.P.P. + others (for question form)

Present Progressive/Continuous Form:
Changing Process:
1) Object
2) Use is, am or are’ (according to object)
3) Use being.
4) V.P.P.
5) Others,

Examples:
1. He is carrying his bag.
P- His bag is being carried by him.
2. She is writing the letter today.
P- The letters are being written by her today.
3. Are they singing songs?
P- Are the song being sung by them?
4. He is cheating us.
P- We are being cheated by him
5. Who is disturbing you?
P- By whom are you being disturbed?

Structural Formula:
(object + A.V. (is, are or am) + being + V.P.P. + Others.
In case of question sentence, the object + A.V. becomes, A.V + obj.

Present Perfect Tense:
Changing Process:
1) Object.
2) Use A.V. ‘has’ or ‘have’ according to object.
3) Use been.
4) V.P.P.
5) Others.
Examples :
1. I have solved the sums.
P- The sums have been solved by me.
2. We have bought a car.
P- A car has been bought by us.
3. Have you won the race?
P- Has the race, been won by you?
4. Has he bought the books?
P- Have the books been bought by him?
5. Who has torn your shirt?
P- By whom has your shirt been tom?

Structural Formula for this form:
object+A.V. (has or, have) + been + V.P.P. + Others (for general form)
A.V. (has or have)+ object+ been+ V.P.P. + Others (for question form)

Past Indefinite/Simple Past Tense:
Changing Process :
1) Object.
2) A.V. (was or were) according to object
3) V.P.P.
4) Others.

Examples:
1. He wrote a letter.
P- A letter was written by him.
2. She bought the books.
P- The books were bought by her.
3. Did you play hockey?
P- Was- hockey played by you?
4. Did she pluck the flowers?
P- Were, the flowers plucked by her?
5. Who broke the window pane?
P- By whom was the window pane broken?

Structural Formula:
Object + A.V. (was or were)- V.P.P. Others (for general form)
A.V (was or were)- object-8- V.P.P. Others (for question form).

Past Progressive /Continuous Tense:
Changing Process:
1) Object
2) Use A.V. (was or were) according to object.
3) Use being.
4) V.P.P
5) Others.

Examples :
1. He was driving his car.
p. His car was being driven by him.
2 They were biting their nails.
P- The letters are being written by her today.
3. Was she cleaning room?
P- Was the room being cleaned by her.
4. Was he growing the plants?
P- Were the plants being grown by him?
5. Who was scolding her?
P- By whom was she being scolded?

Structural Formula:
Object + A V.(was, were) +V.P.P+ others (for general form).
A.V. (was or Were) + object+ being + V.P.P. + Others (for question form)

Past Perfect Tense:
Changing Process:
1) Object,
2) Use had,
3) Use been,
4) V.P.P.,
5) Others.

Examples:
1. He had run a race.
P- A race had been run by him.
2. They had thrown the ball.
P- The ball had been thrown by them.
3. Had he ironed his clothes?
P- Had his clothes been ironed by him?
4. Had Veena bought a saree?
P- Had a saree been bought by Veena?
5. Who had used my scooter?
P- By whom had my scooter been used?

Structural Formula:
Object + A.V.(had) + been + V.P.P. + Others, (for general sentence)
A.V (had) + Object + been +V:P.P. + Others (for question sentence)
Future Time:
In future time, with shall or will or going to we use be in the passive.

Examples:
1. He will help you.
P- You will be helped by him.
2. They will support us.
P- We shall be supported by them,
3. Will she teach us?
P- Shall we be taught by her?
4. Shall we do this?
P- Will this be done by us?
5, Who will worship him?
P- By whom will, he be worshipped?
6. I am going to attend the meeting.
P- The meeting is going to be attended by me.

Modal Auxiliaries:
In case of an active form with Modal Auxiliary, such as sentence with will, shall, would, should, can, could, may, might, ought to etc., we use be impassive form.

Changing Process:
1) Object
2) Modal Auxiliary (can, could, may, should etc.)
3) Use ‘be’
4) V.P.P.
5) Others

Examples:
1. He can do this.
P- This can be done by him.
2. They should help me.
P- I should be helped by them.
3. Hari ought to attend the meeting.
P- The meeting ought to be attended by Hari.
4. Can she run five km?
P- Can five km be run by her?
5. Who can do this?
P- By whom can this be done?

Structural Formula:
Object + Modal Auxiliaiy (can, could, may etc:) + be + V.P.P.+ Others (general form).
Modal Auxiliary + object + be + V.P.P. + Others (Question Form).

Question-Word Sentences, Un-Question Sentences:
Changing Process:
1) Write the un-question word (what, whom, why etc.)
2) A.V. according to the sentence.
3) Object.
4) V.P.P.
5) Others.

Examples:
1. What is She sewing?
P- What is being sewn by her?
2. When do we start our journey?
P- When is our journey started by us?
3. Who can do this?
1P- Who can this be done by?
2P- By whom can this be done?
4. Why have he given this?
P- Why has this been given by him?
5. How have you Solved this Slim?
P- How has this sum been solved by you?
6. What caused the crack?
P- What was the crack, caused by?
7. Whom did you call?
P- Who was called by you?
8. Which present did you buy
P- Which present was bought by you?
9. Who helped her?
1P- By whom was she helped?
2P- Who was she helped by?

Structural Formula:
wh-word + A.V. + Object + V.P.P. + Others.

Imperative Sentences:
In case of imperative sentence, we use let… be… in the passive form.

Changing Process:
1) Use ‘let’,
2) Use Object,
3) Use ‘be’,
4) V.P.P,
5) Others.

Examples:
1. Do it.
P- Let it be done.
2. Close the door.
P- Let the door be closed.
3. Post the letters today.
P- Let the letters be posted today.
4. Pluck the flowers immediately.
P- Let the flowers be plucked immediately.
5. Go through the novel minutely.
P- Let the novel be gone thoroughly minutely.
6. Work out the sums now.
P- Let the sums be worked out now.
7. Do exercises every day.
P- Let exercises be done every day.
8. Attend the examination in time.
P- Let the exam, be attended in time.
9. .Respect your teachers.
P- Let .your teachers be respected.
10. Don’t laugh at the poor.
P- Let the poor be not laughed at.
Structural Formula: Let + Object + be + V.P.P. + Others

Passive Form of Infinitive:
When is to am to are to, has to, have to, had to, etc. are present in an active, we use ‘be’ in passive.

Changing Process:
1) Object,
2) be 3- to according to the object,
3) Use be,
4) V.P.P.
5) Others.

Examples:
1. He has to do this.
P- This has to be done by him.
2. They have to buy these books.
P- These books have to be bought by them.
3. He is to attend the classes.
P- The classes are to be attended by him.
4. I am to do the sums.
P- The sums are to be done by me.
5. He was to pay the money.
P- The money was to be paid by him.
6. They were to organise the picnic.
P- The picnic was to be organised by them.
7. He had to complete the work.
P- The work had to be completed by him.
8. They are to buy a car.
P- A car is to be bought by them.
9. We have to meet our Principal..
P- Our Principal has to be met by us.
10. Kamal was to run five kms.
P- Five kms. was to be run by Kamal.

Structure Formula:
Object + (is to, am to, are to, etc.) + be + V.P.P. + Others.

Double Object Form:
When two objects are present in the active, we can use one of the objects to change into passive. One object is called animate object and the other one is called an inanimate object. But when we use the inanimate object as the subject of the passive form, we have to use preposition ‘to’ before the animate object in the sentence.

Examples:
1. He gave me (animate object) a pen. (inanimate object).
P1- I was given a pen by him.
P2- A pen was given to me by him.
2. Our Principal distributed the prizes.
P1- We were distributed prizes by our Principal.
P2- The prizes were distributed to us by our Principal.
3. My uncle has presented me a car.
P1- I have been presented a car by my uncle.
P2- A car has been presented to me by my uncle.
4. They are offering me a good job.
P1- I am being offered a good job by them.
P2- A good job is being offered to me by them.
5. The Company supplies us perfect goods.
P1- We are supplied perfect goods by the Company.
P2- Perfect goods are supplied to us by the Company.
6. The postman delivers him a letter.
P1- He is delivered a letter by the postman.
P2- A letter is delivered to him by the postman.

Structural Formula:
1. Object + A.V. + V.P.P. + to + others (for inanimate object as subject)
2. Qbject+A.V. + V.P.P. + Others (for animate object as subject).

Special Rule in Passive Form:
1) By is not used in the passive form. Examples:
1. Your honesty pleases me.
P- I am pleased with your honesty.
2. My remark offended him.
P- He was offended at my remark.
3. Social service interests her.
P- She is interested in social service.
4. Her behaviour vexes met
P- I am vexed at her behaviour.
5. This glass contains milk.
P- Miik is contained in this glass.
6. They have declared the result.
P- The result has been declared.
7. The police arrested the thief.
P- The thief was arrested.
8. They are punishing the children.
P- The children are being published.
9. They have defeated the enemy.
P- The enemy has been defeated.
10. My performance amazed her.
P- She was amazed at my performance.
11. Hortey tastes sweet.
P- Honey is sweet to be tested.
12. All say that he is honest.
P- It is said that he is honest.
13. He says that- he has to do this.
P- He says that this has to be done.
14. He was compelled to do this.
A- Circumstances compelled hint to do this.
15. He was killed.
A- Someone killed him.

Odisha State Board CHSE Odisha Class 11 Alternative English Solutions Grammar Tense and Aspect Exercise Questions and Answers.

CHSE Odisha Class 11 Alternative English Grammar Tense and Aspect

What is a Tense?
A ‘Tense’ refers to a verb form or series of verb forms which expresses/express a time relation. Let us consider a verb ‘write’ The verb ‘write’ has two forms.
1) Present form ‘write’
2) Past form ‘wrote’

Therefore, according to these two forms, Tense can be classified into two types, such as
1) Present Tense,
2) Past Tense.

There is no future tense, as there is a verb form of future. Let us consider these sentences.
1) He will do the work tomorrow.
2) I shall attend the meeting tomorrow.

Then, what about these sentence sentences. Actually these sentences are in future time. Because, shall, will etc. are the symbol of future time. These sentences imply that the subjects are going to do a work in future time. Hence, due to lack of verb form, it is not called future tense, but it is called Future Time.

Mark these sentences :
1. Tendulkar plays cricket every day.
2. Tendulkar is playing cricket today.
3. Tendulkar has played cricket.
4. Tendulkar has been playing cricket for the last twenty years. In the above sentences, the verb forms are different.
In sentence -1 – ‘plays’.
In sentence -2 – ‘is playing
In sentence -3 – ‘has played’
In sentence -4 – ‘has been playing’

According to these different verb forms, each tense is divided into four different forms.
1) Present/past Indefinite (simple).
2) Present/past continuous.
3) Present/past perfect.
4) Present/past perfect continuous.

1. Symbols of simple present
The main verb in present form ‘s’ or ‘es’ attached to it.
Example: He writes a letter.
2. Symbols of Present Progressive/ Continuous- is/am/are + M.V.+ing.
3. Symbols of Present Perfect- has/have+V.P.P.
4. Symbols of Present Perfect- has been/have been+M.V.+ing.
5. Symbols of Simple Past- M.V. in past form, or did:
6. Symbols of -Past Progressive/

Continuous was/were+MV+ing.
7. Symbols of Past Perfect- had+.V.P.P.
8. Symbols of Past Perfect Continuous had been + M.V.+ing.
1. In case of habitual work of subject, it refers to simple present or past according to time.
2. In case of continuity, it refers to Progressive or Continuous.
3. In case of completion of work, it refers to perfect.
4. In case of a long continuity of doing a work which is going on even today, it- refers to Perfect Continuous.

A. Fill in the blanks with the correct tense forms of the verbs given in the brackets.
1. The rose __________sweet, (smell)
2. What you__________now? (do)
3. At present I _________ a novel, (write)
4. I shall let you know when I ___________ (know)
5. How long you _________ for me. (wait)
6. Since when you _________here ? (be)
7. I _________what his name is. (forget)
8. I _________in this college since 1995.(teach)
9. I _________to pass this year, (try)
10. It _________ all the morning, (rain)
Answer:
1. The rose smells sweet.
2. What are you doing now.
3. At present I am writing a novel.
4. I shall let you know when I have none.
5. How long have you been waiting for me?
6. Since when have you been here?
7. I have forgotten what his name is.
8. I have been teaching in this college since 1995.
9. I am trying to pass this year.
10. It has been raining all the morning.

B. Fill in the blanks with suitable forms of verbs given in the brackets.
1. The patient __________ before the doctor came, (die)
2. The bridge collapsed when the bus __________ on it. (move)
3. When Reena __________Meerta was dancing, (sing)
4. What you ___________when I rang up ? (do)
5. The children ran away, when they _________the police, (see).
6. I wish I _________ a bird. (be)
7. I wish I __________ in the exam. (pass)
8. He _________ to me just now. (telephone)
9. The man died because, he _________medicine, (not take)
10.I could not recognise him, because I___________ him before. (not see)
11. He looked as if he _________for many days. (not wash)
12. From morning to night I (read) __________ a novel.
13. I came in white he __________T.V (watch)
14. It _________last year that we went to Puri.(be)
15. Until the teacher _________ the students could not understand. (explain)
Answer:
1. The patient had died before the doctor came.
2. The bridge collapsed when the bus was moving on it.
3. When Reena was singing, Meena was dancing.
4. What were you doing when I rang up.
5. The children ran away when they saw the police.
6. I wish I were a bird.
7. I wish I had passed in the examination.
8. He telephoned to me just riots.
9. The man died because he did not take medicine.
10. I could not recognize him because I had not seen him before.
11. He looked as if he had not washed for many days.
12. From morning to night, I was reading a novel.
13. I came in while he was watching TV.
14. It was last year that we wen£ to Puri.
15. Until the teacher had. explained, the students could not understand.

C. Fill in the blank spaces with suitable tense forms with the verbs., given in the brackets.
1. When I reach home, it _________ (rain)
2. We__________till he comes. (wait).
3. They _________ here tomorrow, (be)
4. I _________my reading by the time he returns, (finish)
5. Who _________the letter now? (post)
6. If I help you, you _________ (help)
7. I_________two lessons by then, (complete)
8. He__________ his degree in two years time. (take)
Answer:
1. When I reach home, it will be raining.
2. We stall wait, till he comes.
3. They will be here tomorrow.
4. I shall have finished my reading by the time he returns.
5. Who will post the letter now?
6. If I help you, you will help me,
7. I shall have completed two lessons by then.
8. He will have taken his degree in two years time.

D. Fill in the blanks with correct tense fourth of the verbs given in the brackets.
1. Mr. Dash just _________ (resign)
2. You can go home if you _________ your study. (finish)
3. You _________ my friend yesterday? (meet)
4. Father _________ a bar next week, (buy)
5. Akash _________ to college every day, but today he _________ to Cuttack.
6. Unless he invites me I _________ to his party. (not go)
7. I _________ him if I were you. (kill)
8. The report already_________ that you at fault. (prove,, be)
9. He told me that he _________him there, (not see)
10. The man ___________ to be mad. (appear)
11. The boy jumped off the bus when it ___________. (more)
12. If you had invited me, I _________ your party. (attend)
13. I wish I _________ a bird.
14. He ________the circus if he had been here, (see)
Answer:
1. Mr. Dash has just resigned.
2. You can go home if you have finished your study.
3. Did you meet my friend yesterday?
4. Father is going to buy a new car next week.
5. Akash goes to college every day, but today he is going to Cuttack.
6. Unless he invites me I shall not go to his party.
7. I would kill him if I were you.
8. The report has already proved that you are at fault.
9. He told me that he had not seen him there.
10. The man appears to be mad.
11. The boy jumped off the bus when it was moving.
12. If you had invited me, I would have attended your party.
13. I wish I were a bird.
14. He could have seen if he had been here.

Odisha State Board CHSE Odisha Class 11 Math Notes Chapter 16 Probability will enable students to study smartly.

CHSE Odisha 11th Class Math Notes Chapter 16 Probability

Random Or Statistical Experiment:
A random or statistical experiment is one in which

• All possible outcomes of the experiment are known in advance.
• The performance of an experiment result in an outcome is not known in advance.
• The experiment can be repeated under identical conditions.

Sample Space: Sample space is the set of all possible outcomes of an experiment.

Elementary event. An element of sample space is an elementary event.

Event: An event is a subset of a sample space.

Probability of an event: Probability of an event ‘A’ = \(P(A)=\frac{\text { Size of } A}{\text { Size of } S}\)

Types Of Event:

(a) Impossible event
Φ ⊂ S known as the impossible event P(Φ) = 0

(b) Sure (certain) event:
S ⊂ S known as the sure event. P(S) = 1

(c) Mutually exclusive events:
Two events A and B are mutually, exclusive if A ∩ B = Φ i.e occurence of one excludes the occurence of the other.

(d) Equally likely events:
Two events A and B are equally likely if P(A) = P(B).

(e) Independent events:
Two events are independent if occurence if does not depend on occurence of the other.

(f) Exhaustive events:
The events E₁, E₂, ….. E_n are exhaustive if E₁ ∪ E₂ ….. ∪ E_n = S.

Verbal description of events:
Not a → A^c or \(\overline{\mathrm{A}}\) or A’
A or B (at least one of A or B) → A ∪ B
A and B → A ∩ B
A but not B → A ∩ B^c
Neither A nor B → A^c ∩ B^c = (A ∪ B)^c
Exactly one of A, B or C → (A ∩ B^c ∩ C^c) ∪ (A^c ∩ B ∩ C^c) ∪ (A^c ∩ B^c ∩ C^c).
Exactly two of A, B or C → (A ∩ B ∩ C^c) ∪ (A ∩ B^c ∩ C) ∪ (A^c ∩ B ∩ C)

Some Theorems On Probability:

(a) For any event A: 0 ≤ P(A)’ ≤ 1

(b) P(Φ) = 0, P(S) = 1

(c) P(A^c) = 1 – P(A)

(d) For any two events if A ⊆ B then P(A) ≤ P(B).

(e) For any two events A and B. P(A – B) = P(A ∩ B^c) = P(A) – P(A ∩ B)

(f) For any two events A and B P(A ∪ B) = P(A) + P(B) – P(A ∩ B)

(g) If A and B are mutually exclusive then P(A ∪ B) = P(A) + P(B)

(h) For any three events A, B and C P(A ∪ B ∪ C) = P(A) + P(B) + P(C) – P(A ∩ B) – P(B ∩ C) – P(C ∩ A) + P(A ∩ B ∩ C)

Odisha State Board CHSE Odisha Class 11 Alternative English Solutions Grammar Modals Exercise Questions and Answers.

CHSE Odisha Class 11 Alternative English Grammar Modals

What is a verb?
Answer:
A Verb is a word that expresses an action or fact.
Example:
1) I do my work.
2) Kuni sings a song.
4) They play cricket.
3) I can help you.
5) He will read English.

In the above sentences, words like do, sing, can help, play and will read are called verbs as they are action words Verbs can be divided into the following classes.
1) Auxiliary verbs.
2) Ordinary Verbs.
3) Verbs of Incomplete Predication.

1) Auxiliary Verbs:
The verbs that help their principal or main verbs to form their tenses, moods on negative sentences are called Auxiliary Verbs. They are also called helping verbs.
Example:
1) He is reading English now.
2) I have passed the examination.
3) He Will do this.
4) I do not sing a song.
5) You should read mindfully.
6) They were playing cricket yesterday.
7) ye had completed his work.
8) You need not worry.
9) He can help you.
10) It may rain today.

In the above sentences, the words is, have, will, do, should, were, had, need, can, may etc. are called Auxiliary Verbs.
Types of Auxiliary Verbs:
Auxiliary verbs can be classified into two types
(A) Chief/primary Auxiliary Verbs and
(B) Modal Auxiliaries.

(A) Chief/Primary Auxiliary Verbs:
To be (is, am, are, was, were)
To do ( do, does, did)
To have (has, have, had)
They can be used as Main/finite verbs.
Example:
1) I do my work.
2) He does his work.
3) They did their sums.
4) Bhubaneswar is the capital of Odisha.
5) We are students.
6) I am twenty years old.
7) His father was tall.
8) I have a scooter.
9) He has no pen.
10) The child had a toy.
11) They were at home.

(B) Modal Auxiliaries- Definition:
The helping verbs which show the mode or attitude of the main verb are called Modals.Will, shall, can, could, may, might, w&bld, should, must, dare, need, used to, aught to are called Modal Auxiliaries. Modal Auxiliaries are never used alone. They are always used with the chief (Main/ Principal) Verbs. Modal Auxiliaries can be used invariably as Helping Verbs.
Examples:
1) We should do our duty.
2) You can speak English.
3) He might not come.
4) You must try your luck.
5) She used to take exercise daily.
6) We ought to obey our parents.
7) You need not worry.
8) Dare he go against you?

Specific Qualities of Modals:
1. Modals show, willingness, advice, promise, determination, threat, supposition, inference, duty, obligation, request, possibility, permission, suggestion, instruction, power, capability, ability etc.
2. Modals are never used alone. They are always used with such words as are applied (clear) or implied (understood).
3. Modals are not governed by the number, gender and person of the subject. In other words, no change takes place or is affected in their basic or genuine form. They always remain unchanged or alike.
4. Only the first/crude form of verb is used with the Modals. The infinitive without ‘to’ is used with them. The infinitive ‘to’ is used only with the Modals used (used to) and ought (ought to).

Use Of Modals:
1. CAN

1. ‘Can’ shows capability or strength.
Examples:
1. He can teach you.
2. I can run five kilometers.
3. My friend can do your work.

2. It shows nature.
Examples:
1. He can cheat you.
2. They can harass him.

3. It shows ability/skill.
Examples:
1. I can cross the river.
2. He can repair your machine.

4. It shows permission.
Examples:
1. You can go home now.
2. He can leave this place.

5. It shows probability.
Example:
1. Accident can. happen at any time bn NH-5!

6. It shows incompetency or improbability.
Example:
1. Anyone can’t do these sums.

7. It shows inefficiency/inability.
Example:
1. You cannot teach English.
The negation of can is can not or can’t, can not (can’t) shows incompetency, Improbability inefficiency or inability. In other words, it shows a lack/absence of capability, strength, nature, ability, skill, permission, probability etc.
N.B: Cannot is written as one word. To write can and not as separate words is wrong according to traditional grammarians.

2. COULD

1. Could shows/permission/freedom/determination.
Example:
1. My mother could do whatever she wanted to do.
2. I could help you whatever situation faced.

2. It shows capability/strength.
Examples:
1. He asked me if I could lend him some money.
2. I could complete the work in time.

3. It shows ability.
Examples:
1. She could sing well if she desired.
2. He could obtain first class if he tried.

4. It shows capacity and probability.
Examples:
1. If he saved enough money he could purchase a car.
2. If she laboured hard, she could pass the examination.

5. It shows polite request.
Examples:
1. Could you tell me the time.
2. Could you lend me hundred rupees?

6. It shows mild annoyance/request.
Example:
1. Couldn’t he wait for a few minutes more?
So, the negative of could is could not or couldn’t.

Actually, could is the past form of can. Therefore, could serve both the past time and present time situation.
1. I am sorry I could not ring you five minutes earlier.
Here, the time ‘five minutes earlier’ can be taken either as past or as present time.
2. Could I help you in lifting the load?
It means ‘should I lift you in lifting the load?’ It shows present time situation.

3. MAY

1. May shows desire/permission.
Examples:
1. You may use my pen.
2. He may complete my work.

2. It shows request/desire to seek permission.
Examples:
1. May I have your scooter?
2. May he teach English?

3. It shows probability.
Examples:
1. She may stand first in her class.
2. He may be selected for this job.

4. It shows likelihood/probability. Examples:
1. It may rain tonight.
2. The weather may be cloudy today.

5. It shows keen desire.
Examples:
1. May she have a son!
2. May he be a doctor!

6. It shows aim and objective. Examples:
1. I eat so that I may remain fit.
2. He does exercise so that he may have good health.

7. It shows desire/request.
Examples:
1. May she get a good partner!
2. May he have a good friend!

8. It shows lack of probability.
Examples:
1. He may not attend my birthday party.
2. They may not do the work.
However, the negative of May is May not or Mayn’t.

4. MIGHT

1. Might shows probability
Examples:
1. He thought that he might return home in time.
2. The doctor felt that he might cure the patient.

2. It shows excessive modesty/humility.
Examples:
1. Might I use your scooter?
2. Might they use his car?

3. It shows guess.
Examples:
1. She might have finished her breakfast.
2. They might have finished their work.

4. It shows purpose.
Examples:
1. He ran fast so that he might reach college m time.
2. He organised the meeting so that he might discuss the plan.

5. It shows doubtful probability in future.
Examples:
1. He has not promised, but he might lend me money.
2. He has not known it, but he might be ready to attend the picnic with us.

6. It shows permission.
Examples:
1. The referee said that we might play the 1 match.
2. Our Principal said that I might attend the examination.

Actually, Might is the past form of May. Therefore Might shows both the past time and present time-situations. May i use your phone? Here, desire is expressed and permission- is sought to use the phone. The negative of Might is Might not.

Exercise For Practice:
Fill in the following blanks with ‘can’, ‘could’, ‘may’, or ‘might’ whichever is appropriate.
1. ___________ God grant her long life.
2. She wore gaudy clothes so that she __________ looks charming.
3. The teacher asked me if I __________ prepare a chart.
4. __________ you carry this heavy trunk?
5 The patient tries to walk but he __________ not.
6. The news of her failure __________ be false.
7. She didn’t attend my birthday party but she __________ send a gift.
8. She ran fast so that she __________ catch the bus.
9. I know that I catch the thief.
10. I prayed that the patient I ____________ live long.
11. You __________ go in now and see the Secretary.
12. When I was young I ___________ run very fast.
13. Mr. Narendra __________ speak and write Hindi.
14. He __________ have left for Tamil Nadu.
15. She __________ come today.
Answer:
‘Can’, ‘could’, ‘may’ or ‘might’ are used in the blanks.
1. May God grant her long life.
2. She wore gaudy clothes so that she might look Charming.
3. The teacher asked me if I could prepare a charts.
4. Can you carry this heavy trunk?
5. The patient tried to walk but he could not.
6. The news of her failure may be false.
7. She didn’t attend my birthday party but she might send a gift.
8. She ran fast so that she might catch the bus.
9. I knew that I could catch the thief.
10. I prayed that the patient might live long.
11. You can go in now and see the Secretary.
12. When I was young I could run very fast.
13. Mr. Narendra can speak and write Hindi.
14. He might have left for Tamil Nadu.
15. She may come today.

5. SHALL

1. Shall is used in simple future.
Examples:
1. I shall take part in the tournament next week.
2. We shall serve our country.

2. It is used to know the desire of the hearer.
Examples:
1. Shall I visit your house?
2. Shall we prepare coffee for you?

3. It is used to show promise.
Examples:
1. She shall get a saree if she stands first.
2. He shall get a bicycle if he passes the examination.

4. It is used to show threat/warning.
Examples:
1. You shall be expelled from the college for your misconduct.
2. Bf shall be punished for his crime.

5. It is used to show order.
Examples:
1. i say you shall post this letter.
2. I tell he shall do this work.

6. It is used to show suggestion/proposal.
Examples:
1. Shall we have some rest now?
2. Shall you attend the interview?

7. It is used to show desire.
Examples:
1. We shall accept your present.
2. He shall receive your gift.

8. It is used to show intention or planning.
Examples:
1. I shall buy the blankets.
2. He shall purchase a car.
Shall is also used with first Person Pronouns i.e. I or we to show future (time) intention, programme or reference.

6. WILL

1. Will is used in simple future.
Examples:
1. We will go for a picnic next week.
2. I will help the poor lady with money.

2. It is used to show humble request.
Examples:
1. Will you take your seat, please?
2. Will you give me your pen, please?

3. It is used to show routine.
Examples:
1. He will often bum midnight oil.
2. He will attend the college in time.

4. It is used to show forewarning.
Examples :
1. If you insult your parents,.you will be ruined.
2. If you misbehave our Principal, you will be expelled from the college.

5. It is used to show firm determination.
Examples:
1. He will not yield before any pressure.
2. I will complete the work at any cost.

6. It is used to show the speaker’s keen desire.
Examples:
1. After reaching Madurai, we will see the
2. Meenakshi temple.

7. It is used to show promise.
Examples:
1. I will -repay your loan next month.
2. I will deposit your money next Monday.

8. It is used to show proposal/ardent, desire. Examples:
1. We will help Karan as far as possible.
2. I will help you at any cost.

9. It is used to show order/, instruction/warning.
Examples:
1. You will be honest in future.
2. You will be penalised if you don’t attend the meeting.

10. It is used to show capacity.
Examples:
1. This bag will hold all the books.
2. This room will accommodate five students.

11. It is used to show quality
Examples:
1. The machine will do all types of calculations.
2. This typewriter will type Odtya well.

12. It is used to show threat.
Examples:
1. I will teach her a lesson.
2. I will punish you if you disobey my, words.
Will is also used, with first-person pronouns to show determination.

7. WOULD

1. Would is used in the past tense of will.
Examples:
1. She said that she would help me in my need.
2. He said that he would do my work next day.

2. It is used to show humble request/routine.
Examples:
1. Would you please post this letter for me?
2. My mother would go to the temple every morning.

3. It is used to know hearer’s intention.
Examples:
1. Would you like to stay with me tonight?
2. Would you like to share with me in supper?

4. It is used to show improbable situation.
Examples:
1. Would I was the Prime Minister of the country!
2. If I were you, I would help you.

5. It is used to denote desire.
Examples:
1. I would like to give you some trouble.
2. It would create problem for you for this mistake.

6. It is used to show preference.
Examples:
1. I would rather quit than submit to undue pressure.
2. We would rather leave this place in order to avoid fighting.

7. It is used to know intention.
Examples:
1. Would you mind giving me a lift in your car?
2. Would you mind to assist me in my work?

8. It is used to show failure of an activity.
Examples:
1. Our scooter wouldn’t start, so we reached the office by bus.
2. He wouldn’t help you, as he had no money.

8. SHOULD

1. Should is used in the past form of will/shall.
Examples:
1. She said that I should not bother her. He suggested that we should help them.

2. It is used to denote duty.
Examples:
1. The teacher should show good-result.
2. You should obey your parents.

3. It is used to denote obligation.
Examples:
1. You should keep your words.
2. He should stick to his promise.

4. It is used to denote advice.
Examples:
1. You should read mindfully.
2. She should serve her mother-in-law.

5. It is used to denote suggestion.
Examples:
1. You should engage a tutor for your son.
2. You should do exercises to keep your body fit.

6. It is used to denote imagination.
Examples:
1. Should you go to the post office bring me some post card.
2. Should he go to the market and buy things for me.

7. It is used to show desire.
Examples:
1. Should I speak to Mohan?
2. Should I meet your father?

8. It is used to denote opinion.
Examples:
1. You should see a doctor at once.
2. He should check his disease in a specialist.

9. It is used to show probability.
Examples:
1. Should she come here, we shall protect her.
2. Should he come to help me?

10. It is used to denote guess.
Examples:
1. Rakesh should be here by now.
2. He should reach there by this time. Should is also used as the past tense of will shall.

Exercise For Practice:
Fill in the following blanks with ‘will’, ‘shall’, ‘would’ or ‘should’ whichever is appropriate.
1. Sarala __________ be back from college by now.
2. From Mathura we __________ go to Kanpur.
3. __________ we go out and enjoy ourselves in the park?
4. Susma asked Priya what she __________ do under the circumstances.
5. They __________ get there by nine O’clock.
6. I asked him who __________ help me in the hour of need.
7. Nobody __________touch my pen without my permission.
8. I wish it __________stop raining.
9. The nurse told the patient that she go on long leave.
10. You said that you __________ stage a drama.
11. Here you __________ have mangoes for the picking.
12. I __________never tell a lie.
13. What __________ be the correct spelling?
14. __________ you come to tea this evening.
15. __________ you travel in a taxi or a bus?
16. She __________ pass, won’t she?
Answer:
The blanks are filled with ‘will’, ‘shall’, ‘would’ or ‘should’.
1. Sarala should be backed from college by now.
2. From Mathura we will go to Kanpur.
3. Shall we go out and enjoy ourselves in the park?
4. Susma asked Priya what she should do under the circumstances.
5. They will get there by nine O’clock.
6. I asked him who would help me in the hours of need.
7. Nobody shall touch my pen without my permission.
8. I wish it would stop raining.
9. The nurse told the patient that she would go on long leave.
10. You said that you would stage a drama.
11. Here you shall love mangoes for the picking.
12. I will never tail a lie.
13. What should be the correct spelling?
14. Will you come to tea this evening?
15. She will pass, won’t she?

9. MUST

1. Must is used to denote obligation.
Example:
1. You must return my book at once.
2. He must pay my money in time.

2. It is used to denote compulsion. Examples:
1. I must buy a wristwatch, because I get late every day.
2. He must purchase a bike so that he can reach office in time.

3. It is used to denote necessity.
Examples:
1. You must teach her a lesson.
2. He must show his son the right path.

4. It is used to denote necessity/ compulsion.
Examples:
1. Everyone must follow the traffic rules.
2. A student must obey the rules and regulations of the college.

5. It is used to denote sincere advice.
Examples:
1. The bride must serve her aged mother-in-law.
2. You must obey your parents.

6. It is used to denote guess.
Examples:
1. The old lady must be around seventy.
2. He must be above forty.

7. It is used to denote probability.
Examples:
1. My uncle must have reached home by now.
2. They must have completed the work before time.

8. It is used to denote logical necessity.
Examples:
1. There is a heavy downpour, must take your umbrella with you.
2. You are going to attend the examination, you must bring with you your admit card.

9. It is used to denote guess about past activity.
Examples:
1. She caught a thief, she must have been very brave.
2. He secured first class, he must be intelligent.

10. It is used to denote denial/restriction/ advice.
Examples:
1. You must not (mustn’t) go out in the dark.
2. She must not (mustn’t) betray her mother.

10. OUGHT

1. Ought is used to denote duty.
Examples:
1. The students ought to request their teacher.
2. We ought to obey our parents.

2. It is used to denote social bondage.
Examples:
1. We ought to serve our old parents.
2. The mother ought to take care of her children.

3. It is used to denote moral duty/ obligation.
Examples:
1. We ought to do our duty.
2. The citizen ought to obey the government Rules.

4. It is used to denote suggestion.
Examples:
1. You ought to join some tutorial group.
2. He ought to take admission in a popular institution.

5. It is used to denote guess.
Examples:
1. Rajesh ought to be here by now.
2. They ought to complete the work this evening.

6. It is used to denote strong probability.
Examples:
1. She has burnt midnight oil. She ought to score a high percentage of marks.
2. He is labouring day and night. He ought to secure 90% of marks in the examination.

7. It is used to denote neglectful conduct
Examples :
1. You ought to have obeyed your father.
2. He ought to carry out the direction of his uncle.
N:B: Ought to = should. Oughtn’t is the negative of ought. Oughtn’t we respect our elders?

11. NEED

Generally, need is used in
1. Present.
Examples:
1. I need money.
2. We need your help.

2. Past.
Examples:
1. He needed my help.
2. I needed to follow his advice.

3. Future.
Examples:
1. You will need these books.
2. He will need my help.

4. Negative.
Examples:
1. She does not need woolen clothes.
2. I do not need your money.

In the “above sentences, need has been used as Principal/Main verb. Here, need means to feel the necessity of. Need can be conjugated as- Need (present), needed (past), needed (past participle) and needing (present participle).

Use of Need as Modal:

1. Need is used to denote absence of necessity.
Examples:
1. You need not wait for him.
2. We need not wait for the second chance.

2. It is used to denote necessity.
Examples
1. What need you go to her house?
2. What need you purchase this book?

3. It is used ‘to denote absence of necessity/negation.
Examples:
1. We need not go to school on Sundays.
2. You need not do this.

4. It is used in interrogation.
Examples:
1. Need she serve you a cup of hot tea?
2. Need he give you some money?

N:B:
1. Needn’t is the negative of Need.
2. Need does not have a past form when used on Modal Auxiliary.
3. Need is invariably used in Present Tense. The infinitive without ‘to’ is used as its object.
4. Needn’t + Perfect infinitive (needn’t+Have+v) is used in expressing “the unnecessary activities which have been done by mistake; as- You needn’t have given her your shawl, because she has many shawls. This means ‘you made a mistake in giving her your shawl’.

12. DARE

Dare is generally, used as;
1. I dare say that Jone is a mean fellow.
2. The child dares to go in the dark.
3. She dared to risk her life.

In the above sentences, dare has been used as a Principal Verb. It means ‘Misadventure/negative courage/undesired courage’
Dare can be conjugated as Dare (Present), Dared (Past), Dared (Past Participle) and Daring (Present Participle). The infinitive ‘to’ is normally used with ‘Dare’.
Uses of Dare as Modal:
1. Dare is used to denote interro¬gative misadventure.
Examples:
1. Dare he say so?
2. Dare they speak against you?
3. Dare you step in her room?

2. It is also used to denote negative misadventure. Examples:
1. You daren’t meet me after school hours.
2. She daren’t help you against the police. Hence, you have marked that dare is used to show challenge or misadventure. It is used in negative as well as interrogative sentences.
Dare is also used in prohibitory sentences.
Example:
You dare not abuse your seniors.
As a ‘ defective verb’- dare is only used in prohibitory and interrogative sentences. . Date is a defective verb can be conjugated as Dare (Present), Pared/Dust (Past and Past Participle). The infinite ‘to’ is not used in such sentences, as
1. You dare not say so. (Present)
2. How dare you call her names? (Present Interrogative)
3. She dared not oppose her husband. (Past)
4. How dust she open my box. (Past-interrogative)

N:B: ‘Dare’ is an odd type of verb. As a matter of principle, the infinitive with ‘to’ is used with do/did in the negative ‘ and interrogative forms of ‘Dare’; but ‘to’ is generally eluded (dropped) in usage; as
1. Did he dare (to) oppose my proposal?
2. How does he dare (to) criticize what I said?
He dared not (to) speak a word against the decision.

13. USED TO

‘Used to’ is used to denote past habit.
Examples:
1. I used to bathe in the river.
2. He used to do coming walk every day.

2. It is used to denote old past habit but now given up.
Examples:
1. He used to drink before going to bed daily.
2. He used to puff a cigarette after meal.

3. It is used to denote negative.
Examples:
1. She used not to disobey her husband.
2. The students used not to disobey their Principal.

4. It is used to denote interrogation.
Example:
1. Used he to tell lies.
In the above sentences, ‘used to’ has been used to show old habit (in or out of practice at the time of speaking).

‘Used to’ does not have the present tense form. It is invariably used in the past. Now, read the following sentences.
1. I am not used to such, treatment.
2. She got used to drinking.
3. I am used to a life of struggle.
4. Mind it, 1 am not used to this kind of silly behaviour.
5. I am not used to going out in the dark In the above sentences, “used to’ mean;
‘accustomed to’. Some (form of be/seen/gel become is used before ‘used to’ in such sentences.

Exercise For Practice:
Fill in the following blanks with ‘must’ ‘need’, ‘ought to’, ‘dare’ or ‘used to whichever is appropriate:
1. She ___________ not pay the fine.
2. Who rings the bell? That __________ be the housemaid.
3. You __________ to have helped your sister in this hour of need.
4. ___________ he ______ drink when he was in his teens?
5. She __________not __________ sit idle.
6. You ___________ meet her after college hours.
7. My father___________ read the Geeta everyday when he was alive.
8. He ___________ beat his children when they were small.
9. You ___________to help the poor and the needy.
10. Your brother __________ hot take the trouble.
11. She ___________ obey her parents and parents-in-laws.
12. ___________ they utter such abusive words.
13. We__________ to respect our elders.
14. __________ you step in the room of your neighbour’s wife.
15. __________ the beggar give you some money?
16. You __________ use abusive language.
17. __________I receive you at the railway station?
18. You __________to serve yoUr aged parents.
19. __________he go against me ?
20. You __________ leave the college premises at once.
Answers:

Blanks are filled with ‘must’, ‘need’, ‘ought to’, ‘dare’ or ‘used
1. She need not pay the fine.
2. Who rings the bell? That must be the house-made.
3. You ought to have helped your sister in this hour of need.
4. Used he to drink when he was in his teens?
5. She used not to sit idle.
6. You daren’t meet her after college hours.
7. My father used to read the Geeta every day when he was alive.
8. He used to beat his children when they were small.
9. You ought to help the poor and the needy.
10. Your brother need not take the trouble.
11. She must .obey her parents and parents-in-law.
12. Dare they utter such abusive words?
13. We ought to respect our elders.
14. Dare you step in the room of your neighbour’s wife.
15. Need the beggar give you some money.
16. You mustn’t use abusive language.
17. Need I receive you at the railway station?
18. You ought to serve your aged parents.
19. Pare he go against me?
20. You must leave the college premises at once.

Exercise:
Fill in the following blanks with Modals.
1. I __________reach Bhubaneswat oh Sunday morning. .
2. __________ she stay here tonight?
3. We__________ always speak the truth.
4. __________ you please lend me your book?
5. We eat that we __________ live.
7. She __________ have lost her purse.
8. Anyone _____ make mistakes.
9. __________ you tell me^the time ?
10. You __________ not waste your money.
11. You __________ not worry about me.
12. You __________ not challenge your officers.
13. She __________ visit our house every week.
Answer:
Blanks are filled in with Modals.
1. I shall reach Bhubaneswar on Sunday morning.
2. Will she stay here tonight?
3. We should always speak the truth.
4. Would you please lend me your book?
5. We eat that we may live.
6. She might have lost her purse.
7. Anyone can make mistake.
8. Could you tell me the time?
9. You must not waste your money.
10. You need not worry about me.
11. You dare not challenge your officers.
12. She used to visit our house every week.