Class 11

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

CHSE Odisha Class 11 Alternative English Solutions Unit 2Text D: The Jam Sahib of Newanagar

Activity-16

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

Activity-17

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

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

Answer:

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

Activity-18

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

Extra Activity-18(A)

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

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

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

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

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

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

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

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

Activity 19

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

Activity-20

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

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

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

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

The Jam Sahib Of Nawangar Summary in English

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

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

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

Analytical outlines of the text.

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

Meaning Of Difficult Words:

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

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

CHSE Odisha Class 11 Alternative English Solutions Unit 2 Text C: Lucy Rowan’s Mother

Section – C

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

Activity-12

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

Activity-13

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

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

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

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

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

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

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

Activity-14

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

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

Activity – 15

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

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

Answer:

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

Lucy Rowan’S Mother Summary in English

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

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

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

Analytical Outlines of the Text

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

Meaning of difficult words

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

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

CHSE Odisha Class 11 Alternative English Solutions Unit 2 Text B: My Mother

Section-B

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

Activity – 8

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

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

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

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

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

Activity-9

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

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

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

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

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

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

Extra Activity-9 (A)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Extra Activity- 9 (B)

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

B. The comparative form is er or more…,

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

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

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

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

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

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

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

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

Comparison (3) as … as/than

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

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

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

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

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

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

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

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

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

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

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

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

Activity-11

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

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

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

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

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

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

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

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

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

My Mother Summary in English

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

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

Analytical Outlines:

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

Meaning Of Difficult Words:

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

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

CHSE Odisha Class 11 Alternative English Solutions Unit 2 Text A: Portrait of a Teacher

Portrait Of A Teacher
(Part-One)

Section-A

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

Activity-1

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

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

Activity-2

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

Activity-3

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

Extra Activity-3(A)

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

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

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

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

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

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

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

Portrait Of A Teacher
(Part- Two)

Activity-4

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

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

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

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

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

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

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

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

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

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

Activity-5

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

Activity 6

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

Activity-7

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

Extra Activity- 7(A)

I. Put in a/an or the.

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

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

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

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

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

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

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

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

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

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

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

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

Portrait Of A Teacher
(Part-One)

Portrait Of A Teacher Part-One Summary in English

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

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

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

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

Analytical Outlines

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

Portrait Of A Teacher
(Part- Two)

Portrait Of A Teacher Part- Two Summary in English

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

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

Analytical Outlines

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

Odisha State Board CHSE Odisha Class 11 Math Notes Chapter 10 Sequences and Series will enable students to study smartly.

CHSE Odisha 11th Class Math Notes Chapter 10 Sequences and Series

Sequence:
A sequence is a function whose domain is N (The set of natural numbers).
Note: We can use the set of whole numbers as a domain.

Real Sequence:
If the range of a sequence is a subset of ‘R’, then it is a real sequence.
⇒ If: N → R is a sequence then f(n) for n = 1, 2, 3, ….. are the terms of the sequence.

Finite and infinite sequence:
A sequence with a finite number of terms is a finite sequence otherwise it is infinite.
Note: We denote a sequence by (t_n) or {t_n} where f(n) = t_n

Series:
An expression of the type t₁ + t₂ + t₃ + ….. (or ∑t_n) where t_n is the nth term of a sequence is a series.

Partial sums:
If \(\sum_{n=1}^{\infty} t_n\) is a series then a sum \(\mathrm{S}_n=\sum_{k=1}^n t_k\) is called the nth partial sum of the series for n = 1, 2, 3 …..
∴ s₁ = t₁, s₂ = t₁ + t₂, s₃ = t₁ + t₂ + t₃ and so on.

Progression:
Progression is a sequence whose terms follow as pattern.
Arithmetic progression (A.P):
A sequence  (t_n) is an A.P. If t_n+1 – t_n = d (constant) for n = 1, 2, 3, …..

(a) General form: a, a + d, a + 2d, a + 3d …..
(b) n^th term: t_n = a + (n – 1)d, where t₁ = a, and the common difference = d
(c) Sum of first n terms (Sn):
S_n = \(\frac{n}{2}\)[2a + (n – 1)d]
= \(\frac{n}{2}\)[a + l]
where a = first term
d = common difference
l = last term (or nth term)

Note:

1. If a, b, c are in A.P. then 2b = a + c.
2. If 3 numbers are in A.P. then we take them as a – d, a, a + d.
3. If 4 numbers are in A.P. then we take rhem as a – 3d, a – d, a + d, a + 3d.

(d) Insertion of arithmetic means between two given number:
Let m₁, m₂, m₃ …. m_n are ‘n’ arithmetic means between ‘a’ and ‘b’ then m_k = a + \(\frac{k(b-a)}{n+1}\) for k = 1, 2, ….. n.

Geometric progression (G.P):
If \(\frac{t_{n+1}}{t_n}\) = r (constant), for n = 1, 2, 3, ….. then the sequence (t_n) is a geometrical progression.

(a) General form: a, ar, ar², ar³ …..
(b) nth term of GP: nth term of G.P. = t_n = ar^n-1.
(c) sum of first n terms of a G.P.: S_n = \(\frac{a\left(1-r^n\right)}{1-r}(\text { for } r \neq 1)\)
(d) sum of an infinite G.P.: If |r| < 1 then the sum of the infinite G.P. a, ar, ar² ….. is S_∞ = \(\frac{a}{1-r}\)

Note:

1. If a, b, c are in G.P. then b² = ac
2. If 3 numbers are in G.P. we take them as \(\frac{a}{r}\), a, ar.
3. If 4 numbers are in G.P. then we take them as \(\frac{a}{r^3}, \frac{a}{r}, a r, a r^3\)

(e) Insertion of  geometric means between  two numbers:
If g₁, g₂ ……g_n are n geometric means between a and b then g_k = a \(\left(\frac{b}{a}\right)^{\frac{k}{n+1}}\), k = 1, 2, 3, …. n

Harmonic Progression (H.P):
A sequence a₁, a₂, a₃ ….. of non zero numbers is called a Harmonic progression if the sequence \(\frac{1}{a_1}, \frac{1}{a_2}, \frac{1}{a_3}\) ….. is an A.P.

(a) Harmonic mean:
Harmonic mean(H) between two numbers a and b is \(\frac{1}{\mathrm{H}}=\frac{\left(\frac{1}{a}+\frac{1}{b}\right)}{2}\)
= \(\frac{a+b}{2 a b}\)
⇒ H = \(\frac{2 a b}{a+b}\)

(b) Insertion of n harmonic means between two numbers:
Let H₁, H₂ ….. H_n are n harmonic means between a and b then \(\frac{1}{\mathrm{H}_K}=\frac{1}{a}\) + k_D, where D = \(\frac{a-b}{(n+1) a b}\).

Relation among A.M., G.M. and H.M.
AM ≥ GM ≥ HM

Arithmetic co-geometric sequence(AGP):
If (a_n) is an A.P. and (b_n) is an G.P. then the series (a_nb_n) is called an arithmetic co-geometric sequence.

(a) General form: a, (a + d) r, (a + 2d) r², (a + 3d)r³,…..
(b) nth term of A.G.P.: t_n = {a + (n – 1)d} r^n-1.
(c) sum of first terms of A.G.P.:
The sum of first n terms of A.G.P. a, (a + d) r, (a + 2d) r², …..  is
S_n = \(\frac{a}{1-r}+d r\left(\frac{1-r^{n-1}}{(1-r)^2}\right)-\frac{[a+(n-1) d] r^n}{1-r}\) for r ≠ 1
(d) sum of infinite A.G.P.: If |r| < 1 then we have \(S_{\infty}=\frac{a}{1-r}+\frac{d r}{(1-r)^2}\)

Sum of special sequences.:

Binomial Series:
(a) Binomial theorem for any real index:

• (1 + x) ⁿ = 1 + nx + \(\frac{n(n-1)}{2} x^2+\frac{n(n-1)(n-2)}{3 !} x^3+\ldots\) for |x| < 1
• (1 – x)^-1 = 1 + x + x² …..
• (1 + x)^-1 = 1 – x + x² – x³ …..
• (1 + x)^-2 = 1 – 2x + 3x² – 4x³ …..
• (1 – x)^-2 = 1 + 2x + 3x² + …..

Exponential series:

Logarithmic Series:

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Short Stories Chapter 2 The Eyes Have It Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Short Stories Chapter 2 The Eyes Have It

Section – I

Questions For Discussion:
Question 1.
Can you visualize the dramatic setting when the story begins?
(Note: Imagine that you are standing on the platform of Rohena station. A, train arrives. A blind young man is travelling all alone, seated in a dark corner of an empty compartment A girl gets into the same compartment. An elderly couple comes to see her off leaves after giving her the usual instructions to be observed during the journey. The train leaves the station).
Answer:
The sudden appearance of the girl, her parents giving usual instructions where she should keep her luggage, not to lean out of windows and to avoid speaking to strangers, etc. was really dramatic. Again, a blind man sitting in the dark corner of the railway .compartment and the setting adds to the setting to be more dramatic.

Question 2.
Which lines in the text show that the man was blind?
Answer:
The lines- “As I was totally blind at the time, my eyes sensitive only to light and darkness. I was unable to test what the girl looked like but I know she wore slippers from the way they slapped against her heals” show that the man was blind.

Question 3.
How did the girl respond to the first question of the blind man?
Answer:
The first question of the blind man to the girl was: “Are you going all the way to Dehra ?” and the respond of the girl to this question was: “I didn’t know anyone else was he”. This seems that the girl hadn’t seen the man sitting alone in the compartment.

Question 4.
What does the narrator observe about the people with good eyesight and the people who can not see?
Answer:
The narrator observes that it often happens that people with good eyesight fail to see what is right in front of them. They have too much to take in whereas people who can’t see have to take in only the essentials.

Question 5.
Is the protagonist afraid that his blindness may be discovered by the girl? If so, why?
Answer:
Yes, the protagonist is afraid to test his blindness should be discovered by the girl travelling in the same compartment. It was because he would be able to prevent her from discovering that he was blind.

Question 6.
“Then I had better not get too familiar”. What is the occasion and intention underlying this statement of the narrator? Does it throw any
light on his character?
Answer:
When the girl travelling in the compartment said that her aunt would be waiting for her at Saharanpur, the narrator said this on this occasion with the intention that “aunts are usually formidable creatures.”

Question 7.
How does the man try to hide his blindness from the girl? Do his efforts create a situation of comical and light heartedness?
Answer:
When the girl asked the man to look outside the window to see what it was outside, he tried to hide his blindness from the girl by moving along the berth feeling for the window ledge. His efforts of doing this creates a situation of comical and lightheartedness.

Question 8.
How does bond add colour and beauty to a world of blindness and suffering? Discuss briefly the world of beauty and romance as noticed in the conversation between the travellers.
Answer:
Bond presents a world of beauty and romance in the conversation between the girl and the narrator, “Oh, how lucky you are. I wish I were going to Mussoorie. I love the hills. Especially in October.” breaths a spirit of romance and love. “You have an interesting face” speaks volumes of love “You are a very gallant young man” tells about reciprocal statement of love

Question 9.
What was the thing that fermented the protagonist about the girl?
Answer:
The girl was standing very close to the man when she was to get off the train, She was so close that the perfume from her hair was tantalizing. He wanted to raise his hand an of touch her hair, but she moved away, This fermented the protagonist about the girl.

Composition:
Question 1.
How does the narrator make guesses about the fellow passenger?
Answer:
The narrator of the story “The Eyes Have It” is a blind man who makes guesswork so as to identify the fellow passenger in the train. The man had the compartment to himself alone up to Rohana. Then a girl go into it. There was a couple who saw her off might be her parents. These elderly people were very anxious about her comfort and the woman gave the girl detailed instructions as to where to keep her things, when not to learn out of windows and how to avoid speaking to strangers. They said them goodbye and the train was set to motion. As he was completely blind, at that time his eyes were sensitive only to light and darkness, he was unable to tell what the girl looked like. But he sensed that she had worn sleepers from the way they slapped against her heels. It would take him some time to discover something about her looks and perhaps he never would. But he liked the sound of her voice and even the sound of her slippers. From this, the man guessed that one who was travelling in the same compartment was a girl.

Question 2.
When does he get a surprise and what is it?
Answer:
However, the blind man wondered if he would be able to prevent her from discovering that he was blind provided he kept his seat, it shouldn’t be difficult. The girl said that she was bound for Shaharanpur where her aunt would be waiting for her. The man replied that he had better not get too familiar. He also added that aunts are usually formidable creatures. She also asked him where he was going. And his reply was that he would go to Dehra and then to Mussoorie. She said that Mussoorie is a wonderful place she loved the hills especially in October. He seconded her opinion. He wondered if his words had touched her or whether she thought him to be a romantic fool. Of course, he then made a mistake asking another question to her. He asked, “What is it like outside”? But found nothing strange in the question.

“Had she noticed already that he could not see ?” He thought to himself. But she advised him to look outside and he confirmed about his quarry as to what it was like outside. He moved easily along the berth and felt for the window lodge. The window was open and he faced it, making a pretence of studying the landscape. He heard the roaring sound of engine, the rumble of the wheels and in his mind’s eye, he could see telegraph posts flashing by. He said whether she had noticed that the trees seemed to be moving while they seemed to be standing still. She replied that it is quite usual. She asked whether there were no animals. He said, it confidently because he knew that there were scarcely any animals left in the forests near Dehra. He then turned from the girl and said to the girl, “You have an interesting face”. He knew that few girls can resist flattery. She laughed pleasantly and said, “It’s nice to be told I have an interesting face.” I’m tired of people telling me I have a pretty face”. He replied, c“well, art interesting face can also be pretty.”

The girl became enchanted by the remarks given by the man and said, “You are a very gallant young man, but why are you so serious ?” Her voice seemed to be a mountain stream. The train came to a halt and the girl gathered her things to leave. The girl to him, so close that the perfume from her hair was tantalizing. He wanted to raise my hand and touch her hair but she moved away. In fact, all the above things gave a surprise to the narrator of the story.

Vocabulary:

A. Use the following words first as nouns and then as verbs in sentences of your own.
couple, pull, remark, look, slap, voice, sound, wonder, wish, call.
Answer:
couple :
(N) This couple is very kind and helpful.
(V) His simplicity is coupled with good manners
pull :
(N) He succeeded a mist pushes and pulls.
(V) He pulled the door to enter into the room.
remark:
(N) He always gives good remarks about others.
(V) He always remarks badly
look:
(N) Let us have a look to the patient in the hospital
(V) She looks very beautiful today.
slap:
(N) The master gave a slap to the servant for his fault.
(V) The man slapped his naughty child as he was not going to school
voice:
(N) I like her sweet voice.
(V) We should voice against injustice.
sound:
(N) I can’t read in high-pitched sound.
(V) Empty vessel sounds much.
wonder:
(N) It is a great wonder that a failed student secures first division after hard labour.
(V) He wondered lest f should not come.
wish:
(N) The man had the only wish that his son would be a doctor.
(V) I wish you all success in your life.
call:
(N) He attended a STD call.
(V) I call him for help call

Grammar:
Supply question tags to the following statements.
1. There is no easy way out.
2. He is a clever boy.
3. He usually visited us during summer.
4. He did not remember to take his umbrella.
5. She hardly goes out these days.
6. I am late today.
7. Neither of your brothers answered it properly.
8. The boys made a lot of noise.
9. We have dinner at 8 p.m.
10. Let us have some fun.
11. None of the boys knew it.
12. Everybody can do it.
13. Please pass on the plate.
14. We must not be late today.
15. Be careful when you cross a busy road.
16. Use your common sense.
17. Remember to attend the meeting.
Answer:
1. There is no easy way out, is there?
2. He is a clever boy, isn’t he?
3. He usually visited us during summer, didn’t he?
4. He did not remember to take his umbrella, did he?
5. She hardly goes out these days, does she?
6. I am late today, aren’t I?
7. Neither of your brothers answered it properly, did they?
8. The boys made a lot of noise, didn’t they?
9. We have dinner at.8 p.m., don’t we?
10. Let us have some fun, shall we?
11. None of the boys knew it, did they?
12. Everybody can do it, can’t they?
13. Please pass on the plate, will you?
14. We must not be late today, must we?
15. Be careful when you cross a busy road, will you?
16. Use your common sense, will you?
17. Remember to attend the meeting, will you?

Section – II

Questions For Discussion:
Question 1.
In which line of this section do you get an idea about the young man’s blindness?
Answer:
The line, “can you tell me- did she keep her hair long or short ?” of this section provides an idea about the young man’s blindness.

Question 2.
What was the young man doing when the new traveller entered the compartment? What was the observation of the new traveller on the situation?
Answer:
There was a disturbance in the doorway. He returned to his berth and sat in front of the window staring into the daylight when the new traveller entered the Compartment. He observed that the young man and the girl had a romantic affair.

Question 3.
When does the narrator discover that the girl was also blind?
Answer:
When the narrator asked the new fellow traveller as to whether the girl had kept her hair long or short, the man replied that nothing about the hair but one thing he was sure that she was completely blind. Then he knew that the girl was blind.

Question 4.
What impression do you form about the young man in the story?
Answer:
The young man in the story was a blind man who possessed a romantic heart. He did not wish to expose that he was blind. He thought that the young girl was a beautiful dame with bright eyes.

Question 5.
Do you find the same romantic spirit in this section of the story as in the first section? Or has the tone become serious?
Answer:
Of course, the romantic spirit of the first section was much more rigorous than the romantic spirit what prevail in this section. The tone and temper of these two sections also changes. Here, in this section, the romantic tone becomes serious when the young man discovers that the girl is also blind.

Question 6.
Does Bond present a painful world of blindness and suffering ? Or is it a word of beauty and romance woven around a short meeting between the two blind travellers? Give reasons for your answers.
Answer:
Bond presents a world of beauty and romance women around a short meeting between the two blind travellers. The young man as the narrator of the story expresses his loving and romantic words for the blind girl when he takes for granted to have eyes. The girl in turn, reciprocates him in feeling. Thus, a romantic world spins around the meeting of the two blind souls.

Questions For Composition:

Question 1.
Give an account of the progress of the story from an interesting meeting to a surprise ending.
Answer:
The present story “The Eyes have It” is undoubtedly, the masterpiece of Ruskin Bond, an eminent and outstanding storyteller. The story extracted from Bond’s collection “Delhi is not far” transports us from a world of painful awareness of the misfortune and suffering due to blindness to a world of blindness and romance is evident in the brief conversation between the two blind travellers. However, Bond presents a progress from an interesting meeting to a surprise ending. The section-I of the story tells that the narrator is blind and the section II ensures that the girl is also blind. This shift in situation marks the specialty of the story.

The story starts with the narrator’s travelling on a train to which a girl gets into. She seems to have come with a couple of elderly person who are thought of to be her parents. They give her a set of instructions to follow while travelling on the train. The girl does not know that the man is blind nor does the man know that the girl is so. There broods over a suspense throughout the fellow travellers exchange loving and romantic words in the compartment. The young man says, “You have an interesting face” and she says to the man, “You are a very gajlant young man.” The man wishes to touch her hair when she stands close to him before she gets ready to get down.

However, this situation takes a different turn with the appearance of another man in the same compartment when the narrator asked whether the girl had long or short hair. He replies that he is not sure of her hair but one thing he is sure that she is blind. This marks a change in mode and tone of the story. Moreover, the story shifts from a romantic to that a serious situation. The ending is marked with surprise. It is unexpected, that the girl is also blind. As a matter of fact, Bond’s presentation of the story from an interesting meeting to a surprise ending as superb and fantastic. The way Bond has coordinated section-I with that of section II is really tremendous inspiring; and elevating. On the whole, Bond is at his best in this presentation.

Question 2.
Would you regard “The Eyes Have ‘ It” as an appropriate title to the story? Give reasons for your answer.
Answer:
In fact, the story “The Eyes Have It”-Is written by Ruskin Bond, a prominent and most popular story teller. The present story is extracted from Bond’s collections of stories “Delhi is not far”. On the whole, Bond is an outstanding master in providing apt and suggestive titles to his stories. It is true that a colourful and attractive signboard automatically drags the attention of the customers to a shop. Similarly, an apt and suggestive title also makes the reader spellbound to read a story, novel and drama. However, Bond realises this naked truth in his heart of hearts. A title should be concise, precise and pinpointed. Just like a good signboard speaks out the contents of a shop at the first sight. Likewise, a title of any work of art should also speak volumes of the ideas contained therein.

However, the whole story and its labyrinth centres round the eyes. The young man’ who happens to be the narrator of the story is designed to be a blind man. A girl enters to the same compartment with whom he exchanges loving and romantic words. They get themselves involved in the talks about nature and natural places. They converse about Mussoorie and other places of natural beauties. The man, however, is not willing to express that he is blind. He maintains this secret until the end of the story. He goes on giving evasive replies to the girl who is not able to get a speak of information as to the former’s blindness. She gets down in her destination where a new fellow traveller gets in and he asked whether the girl has kept long or short hair.

The co-traveller says that he is not aware of her hair, but one thing he has been sure of is her eyes. She is blind. As a matter of fact, the title of the story is apt and suggestive. Because, the story is well concerned with the eyes that the two blind men and the girl did not have. They don’t have eyes and yet they don’t know whether the other possesses any eyes. In this sense the title of the story “The Eyes have It” is exact, appropriate and suitable. On the whole, Bond has well-coordinated the section- I and section-II by making a connection of cemented concrete through this elevating, heart-rendering title.

Question 3.
Write a conversation between the two blind travellers.
Answer:
In fact, Ruskin Bond is a superb and excellent story teller in presenting very practical dialogues in his story, “The Eyes Have It”. The dialogues between the blind travellers are really very realistic, and provocative. They are tinged with a considerable suspense. The blind travellers are not able to know each other to be blind so long as they are in the compartment. Bond has beautifully explicated us from a world of painful awareness of the misfortune and suffering due to blindness to a world of beauty and romance as evident in the brief conversation between the two blind travellers.

The first dialogue is opened by the narrator who asks “Are you going all the way to Dehra ?” The girl has not seen the man sitting in the dark corner. But the most interesting dialogues continue between them when they speak out their romantic words. The girl says,” I wish I were going to Mussoorie. I love the hills. Especially in October.” In the course of their conversation the man says, “You have an interesting face.” This statement fills her with pleasure and she gets inflated and elated. She also reciprocates him telling, “You are a very gallant young man.” These dialogues remind one of love and romance. The two persons only exchange loving and romantic words for each other.

In fact, the exchanges of dialogues in the story makes it entirely dramatic. Actually, dialogues in the story provide a strong sustenance which gives a powerful fillip to the work of art. Dialogues reveal the dare comer of their heart. The story writer is really very realistic on this regard. On the whole, the dramatic style as adopted by Bond here, is extraordinarily marvellous and heart-touching.

Question 4.
Critically examine the atmosphere in the story.
Answer:
Actually, the story “The Eyes Have It” is of course, one of the most typical masterpiece of Ruskin Bond, a popular and outstanding story teller. Bond has been the most beloved of Indian writers whose works have been mostly on Indian life and setting. A graphic picturesque portrait of nature with her varied colours, sights and sounds adds to the poetic beauty and charm of his fictional world. The stories delineate the intimate moments of the life of characters and their psychic responses in a dramatic manner. Like dialogue, the atmosphere is another important ingredient of this story, “The Eyes Have It”. The atmosphere is one of suspense and surprise.

The story extracted from Bond’s collection of “Delhi is not far”, transports the readers from a world of painful awareness of the misfortune and suffering due to blindness to a world of beauty and romance, as evident in the brief conversation between the two blind travellers. But the departure of the girl brings an end to the delightful world of sensuous appreciation. More pathetic is the final revelation about the girl which might be a shock to the romantic inquisitor and might have” razed his romantic mansion to the ground.

Bond very cunningly and evasively maintains the suspense, making the story amusing and comic. In addition to the emotional and psychic contents of the story, it derives its charm from its poetic descriptions of the beautiful Mussoorie and the sonorous effects of the; trains rumble on the rails and more so of the narrator’s exhilarating moments with the girl. What is striking is that the story is not marked by criticism or morbidity on account of the deprivation of sight, but rather celebrates on that account, a strong desire to participate, in the process of life. The elements of irony and pathos make the story a memorable one in spite of its simple plot.

As a matter of fact, the atmosphere of the story is romantic and gay. On the other hand, it bears a lot of suspense from the beginning of the story to the end of it. Both the blind travellers on the train do not know that they are blind each but they .go on hiding from each other about it. On the whole, Bond is an outstanding master in setting the atmosphere of the story in a most attractive manner The young man who is the narrator of the story is a blind man and the girl who gets into the same compartment where he is travelling is also blind and again she comes to exactly the same compartment where the narrator is alone, of course, realistic, but they indicate the superb and fantastic setting of atmosphere of the storyteller. In short, Bond is at his best in setting the story suspensively.

Grammar:
A. Supply question tag to the following:
1. He was driving two too fast.
2. The train has not left.
3. He hardly likes his job.
4. There are some mangoes in my bags.
5. She does not know what I want.
6. None of the girls like the show.
7. A large number of tourists are expected this year.
8. Let us go now.
9. He hardly goes out.
10. There is little milk in the glass.
11. Everybody will attend the meeting,
12. You aren’t afraid of a dog.
13. They can read English.
14. That was my friend on phone.
15. His mother is very proud of him.
16. Switch off the light before going to bed.
17. We must meet him today.
18. You take curd after your meal.
19. Your formula never works well.
20. It is cold today.
21. Mr, Mohanty is our principal.
22. Post the letter.
23. Have a cup of tea.
24. Stop talking.
25. Everyone knew the answer.
26. Few students are present in the class.
27. A little milk is left in the cup.
28. Little milk is left in the cup.
29. He hardly came here last month.
30. She scarcely sings.
31. Don’t laugh loudly.
32. Shut the door.
33. Transfer the salt please.
34. He did it well.
35. She reads well.

B. Supply prepositions to the following blanks:
1. Today he is absent _________ school.
2. A stick abstains him _________wire.
3. He can’t account __________ his mistake.
4. His father was accused __________theft.
5. He is not accustomed __________.
6. They are not acquainted ___________.
7. We were not adapted ___________.
8. He is addicted ___________drugs.
9. We must adhere _____________ some basic principles.
10. I have a great admiration __________ Subash Bose.
11. He is generous and affable ___________ neighbours.
12. His affection _________ children knows no bound.
13. Our principal didn’t approve __________our proposal.
14. He has no-aptitude __________ mathematics.
15. He is ashamed __________ his own misconduct.
16. He atoned __________his own sins.
17. Such a book has no attraction__________me.
18. He was not aware __________ such a danger.
19. He is not averse _________ hard work.
20. Poverty is not a bar __________ success.
21. This cycle belongs __________ Mohan.
22. Be ware ____________ dog.
23. He called _________ me yesterday.
24. He is clever __________ making plans.
25. Kalidasa was contemporary _____________ Vikramaditya.
26. The enquiry committee consists ___________ fifteen members.
27. A man who is connected ____________ his life is a happy man.
28. A woman’s work was never confined ____________ kitchen in the past.
29. The judge is convinced ___________ his attention.
30. The craze __________ pop will not last long.
31. There is no cure A.I.D.S.
32 The demand ___________ low cost car is going up.
33. He is devoted ___________ his work.
34. The Chinese differ ___________ Indians in many ways.

Answer:
A. Question tags are supplied as per the following:
1. Her was driving too fast, wasn’t he?
2. The train has not left, has it?
3. He hardly likes his job, does he?
4. There are some mangoes in my bag, aren’t there?
5. She does not know what I want, does she?
6. None of the girls like the shows, did they?
7. A large number of tourists are expected this year, aren’t they?
8. Let us go now, shall we?
9. He hardly goes out, does he?
10. There is little milk in the glass, is there?
11. Everybody will attend the meeting, weren’t they?
12. You are not afraid of a dog, are you?
13. They can read English, can’t they?
14. That was my friend on phone, wasn’t that?
15. His mother is very proud of him, isn’t she?
16. Switch off the light before going to bed, will you?
17. We must meet him today, must not we?
18. You take curd after your meal, don’t you?
19. Your formula never works well, does it?
20. It is cold today, isn’t it?
21. Mr. Mohanty is our Principal, isn’t he?
22. Post the letter, will you?
23. Have a cup of tea, will you?
24. Stop talking, will you?
25. Everyone knew the answer, didn’t they?
26. Few students are present in the class, are they?
27. A little milk is left in the cup, isn’t it?
28. Little milk is left in the cup, is it?
29. He hardly came here last month, does he?
30. She scarcely sings, does she?
31. Don’t laugh loudly, will you?
32. Shut the door, will you?
33. Transfer the salt please, will you?
34. He did it well, didn’t he?
35. She reads well, doesn’t she?

B. Preposition are supplied to the given blanks.
1. Today he is absent from school.
2. A stoic abstains him from wire.
3. He can’t account for his mistake.
4. His father was accused of theft:
5. He is not accustomed to such surrounding.
6. They are not acquainted with Chinese food.
7. We were not adapted to the life of a desert.
8. He is addicted to drugs.
9. We must adhere to sorpe basicprinciples.
10. I have a great admiration for Subash Bose.
11. He is generous and “affable to neighbours.
12. His affection for children knows no bound.
13. Our Principal didn’t approve of our proposal.
14. He has no aptitude for mathematics.
15. He is ashamed of his own misconduct.
16. He atoned for his own sins.
17. Such a book has no attraction for me.
18. He was not aware of such a danger.
19. He is not averse to hard work.
20. Poverty is not a bar to success.
21. This cycle belongs to Mohan.
22. Beware of dog.
23. He called for me yesterday.
24. He is clever at making plans.
25. Kalidasa was contemporary of Vikramaditya.
26. The Enquiry Committee consists of fifteen members.
27. A man who is connected with his life is a happy man.
28. A woman work was never confined to kitchen in the past.
29. Content always conduces to happiness.
30. The judge is convinced of his attention.
31. The craze for pop will not last long.
32. There is no cure for A.I.D.S.
33. The demand of low cost car is going up.
34. He is devoted with his work.
35. The Chinese differ from Indians in many ways.

Section-I

pre-reading Activity:
Have you ever come in close contact with a blind or listened to him or her? Have you noticed anything special about blind people? You might have noticed that they try to make up for their loss of sight by using their imagination.

Focusing Question:
Here is an interesting story narrated by a blind man who uses his imagination very well. As you read the story, try to find answers to these questions :
(i) How does the narrator make guesses about the fellow passenger
(ii) When does he get a surprise and what is it?

Gist:
paragraph: 1-11
The narrator had a train journey up to Rohana. He was in his train compartment. At that time, a girl got into that compartment. Of course, her parents saw her off outside. The woman gave the girl a vivid instructions about how to travel and how to behave with strangers, The narrator was entirely blind and so he was not capable of saying how the girl looked like. However, he liked her voice and the sound of her slippers. She said that she would be getting off at Saharanpur. Her aunt was awaiting her there. She wanted to know where the narrator was going. So he answered that he was going to Dehra and then to Mussoorie. The girl exclaimed that she loved the hills there in October when the hills are covered with dahlias the sun is delicious. Tourists came in large numbers. The roads were quiet and almost deserted.

Paragraph: 12-30
The girl remained silent. He asked her what it was outside. But she replied him that he should look outside to know it. He asked her again whether she had noticed that the trees seem to be moving while one keeps standing still. She answered that it always happens. He said that she had an interesting face. She replied that it was nice to be called her having an interesting face. He had been fed up with the expression ‘penalty face’. She called him a gallant young man. All of a sudden her station arrived and she got up together her things. The girl said him goodbye and went away. He wished to touch her hair but as soon as he had done that, she disappeared and the perfume, ‘from hair still lingered where she stood.

Analytical outlines:

• The narrator had a train journey up to Rohana.
• He was in his train compartment.
• At that time, a girl got into it.
• Of course, her parents, saw her off outside.
• The woman gave her a vivid instruction about how to travel.
• The woman also told her about how to behave with strangers.
• The narrator was entirely blind.
• So he was not capable of saying about her beauty.
• However, he liked her voice.
• He also liked the sound of her slippers
• She said that she would be getting off at Saharanpur.
• Her aunt was waiting her there.
• She wanted to know where he was going.
• So he answered that he was going to Dehra.
• He also told that he would go to Mussoorie then.
• The girl exclaimed that she loved the hills there in October.
• Because, the hill was covered with dahlias then.
• At that time, the sun is delicious.
• Tourists came there in large numbers.
• Of course, the roads were quiet and deserted.
• Then, the girl remained silent.
• He asked her what ‘it was outside.
• But she replied that he should look outside to know about it.
• He asked her again whether she had noticed that the trees “seem to be moving while one keeps standing still.
• She answered that it always happens.
• He said that she had an interesting face.
• She replied that it was nice to be called her having an interesting face
• He had been fed up with the expression ‘penalty face’.
• She called him a gallant young man.
• Suddenly, her station reached.
• She got up together her things.
• The girl said him goodbye.
• Then she got down and went away.
• He wanted to touch her hair.
• As soon as he had done that, she disappeared.
• Her perfume from hair still lingered where she stood.

Meaning of difficult words:
formidable – avoidable, difficult to deal with.
ledge – a raised edge, sharp edge.
nimble – a heavy rolling noise.
gallant – brave, noble, courageous.
bun – a rounded mass of hair.
plaited – intertwined
tantalize – movement by presenting something., to excite desire but keep it out of reach.

Section- II

Gist
Paragraph-31
There was some disturbance in the doorway. Aman was getting into the compartment. He stammered an apology. Then the door banged. It was shut out again. The narrator returned to his berth. The guard blew his whistle and the train moved. Gradually, the train gathered speed, the wheels took up their songs, the carriage groaned and shook. He found the window and sat in front of it staring into the low light that was darkness for him. So many things were happening outside the window. The man who had entered the compartment broke into his reverie that is a kind of daydream about pleasant things or events. He said standingly that he must be disappointed because he was not nearly as attractive a travelling companion as the one who then left. The narrator replied that she was an interesting girl, continued if he could say whether the girl kept her hair long or short. The new companion replied that he was his eyes not hair. Her eyes were very beautiful, but they were of no use of her. The girl was completely blind.

Analytical outlines:

• There was some disturbance in the doorway.
• A man was getting into the compartment.
• He stammered an apology.
• Then the door banged.
• It was shut out again.
• The narrator returned to his berth.
• The guard blew his whistle.
• Then the train moved.
• Gradually, the train gathered speed.
• The wheels took up their songs.
• The carriage groaned and shook.
• He found the window.
• He sat in front of it.
• He stared into the low light.
• It was nothing but darkness for him.
• So many things were happening outside the window.
• The man already entered into the compartment
• He broke into his reverie.
• Reverie refers to a kind of daydream about pleasant things or events.
• He said something slantingly.
• He must be disappointed.
• Because, he was not nearly an attractive travelling companion.
• The one who left was much more better.
• The narrator replied that she was an ’ interesting girl.
• He also said about her hair whether long or short.
• The new companion replied that he was his eyes not hair.
• Her eyes were very beautiful.
• But they were of no use to her.
• Actually, the girl was completely blind.

Meaning of difficult words:
confusion – disturbance
Stammer – to speak slantingly
apology – excuse, pardon
banged – shut with a loud noise
berth – sleeping place of the train.
grown – to utter a deep moan
shook – trembled, quivered.
reverie – a daydream about pleasant things or events.
slantingly – obliquely, here in a low voice.
companion – friend, partner.

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Short Stories Chapter 1 The Rainbow-Bird Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Short Stories Chapter 1 The Rainbow-Bird

Section- I

Questions For Discussion:
Question 1.
Why was Maggie unmindful in the classroom the whole afternoon?
Answer:
Maggie was unmindful in the classroom the whole after-noon because her mind had been filled with the vision of the Rain-bow bird.

Question 2.
“The hands crawled down the cracked face of the clock with aggravating slowness….”. What does this expression suggest ?
Answer:
Maggie felt as if the hands of the c,ock were consider ably slow. A small spare of time seemed very long to her. Waiting makes time longer. And therefore she felt that the hands of the clock were very slow in their movement as her mind was preoccupied with the thought of the bird.

Question 3.
Why did Maggie avoid the other girls of the class?
Answer:
Maggie avoided the other girls of the class because she never wished them to find out her secret. She looked down upon their empty faces and their coldly-mocking eyes. They also made fun of her because she carried beetles.

Question 4.
What did Maggie do when the school was over?
Answer:
When the school was over, Maggie had a look at Don. She also raced down to the bottom fence along through the bushes that covered the side of the hill.

Question 5.
How did Maggie feel at the sight of the rainbow bird and the world of the school? What do they signify?
Answer:
However, Maggie felt exulted and Proud at the sight of the rainbow bird and she felt nervous and at the world of the school. However, the former signifies the world of happiness and the latter the world, of unhappiness.

Question 6.
Which lines present a contrast between the world of the bird and the world of the school? What do they signify?
Answer:
The lines 13 to 21 present a contrast world of the bird and the world of the school. They signify the dullness of the world of the bird.

Question 7.
“It is a bird now”. In which context does Maggie’s mother say so? Why ‘now’? Does it imply that Maggie had other obsessions earlier? Which ones? (See Paragraph 5)
Answer:
Maggie’s mother says so when she hears the girl mutter on the pillow. It is “now” because, she chirps like at the moment, Maggie had other obsessions also, because she carried beetle wings and cowries about in her matchbox to stare at under the dark.

Focusing Questions:

Question 1.
What does this section of the story tell us about Maggie’s preoccupation with the bird?
Answer:
“The Rainbow Bird” is, undoubtedly, Vance Palmer’s outstanding and typical short story. The first section of the story explains us about Maggie’s preoccupation with the bird. We know that Maggie’s mind has been filled with the vision of the bird. The bird is blue-green shot with gold, its tail an arrow. The girl could scarcely know what she was writing. It has become a regular feature with her. When the school was over, she had. a look at Don. She raced down to the bottom fence along through the bushes that covered the side of the hill. Don was limping because of his sore toe, flushed and breathless Maggie had reached the bottom of the gully before he came out of the undergrowth.

However from the end if the playground, she could hear the other girls her classmates calling her. She did not pay any heed to their voices: She looked down upon their empty faces, their coldly mocking’ eyes. They made fun with her because she carried beetle wings and cowries about in her matchbox to stare at under the desk. Maggie walked along with Don. They went up the other hills across a cleared paddock that lay beside the beach, Before the eyes of both of them won die deep cleft left by the store truck when it was bogged months before and the title round hole with a heap of sand in front of it. Such a tinny tunnel in the side of the rut that no of could notice unless he saw the bird fly out. There had been a sudden burr of wing almost beneath their feet. A shimmer of opal in the sun-bright ajr and then a stillness as the bird settled on the sbe-oak thirty yards away, making their hearts turn over with the sheer beauty of its bronze and luminous green.

It was a rainbow bird which had come from that rounded tunnel in the sandy earth where the couch grass was growing over the old rut, Moreover, the strange bird was shining out of the grainy grey branches. It was only rarely they surprised her in the nest for as usually seemed to feel the puttering the vibration of their feet along the ground and sleep out unobserved. But, they never had to look far for her. There in the she-oak, she shone, flame-bright and radiant as if she had just dropped from the blue sky. The vision came back to Maggie each night before the closed her eyes in sleep. It seemed that it belonged to a different world from that of the school. As a matter of fact, the section 1 deals with the imaginative aspects, of Maggie whose mind gets preoccupied with the thought of the bird. Her farfetched ‘imagination caries her forwards and her vision drags her to the world of the bird,” a world of brightness, joy and soothing.

Question 2.
How does the storyteller show the contrast between the real world of the school and ‘ the’ world of Maggie’s dreams?
Answer:
Vance Palmer is an eminent and outstanding master in the art of storytelling. In this discussing story “The Rainbow Bird”, he displays a sharp contrast between the real world of the school with the dreamy and imaginative world of Maggie very intensely in the first section of the story. The two world have been beautifully gestaposed and a succinct picture of the both has been trickily extricated.

Actually, the world of the school was real. But Maggie was preoccupied with the imagination of the rainbow bird and she feels herself out off from the real and physical world devoting herself wholeheartedly to the world of imagination. While at school, she scarcely knew what she was writing. It was usual with her every day. She was impatient with the passage of time, which she thought passed very slowly. The teacher’s voice for her was like the droning of a blowfly against the window pane.

As a matter of fact, the world of the school was regarded, here, as dull, drab, monotonous, gloomy, pale, colourless and charmless. The life has been routined and schemed. It is traditional, prosaic and uninteresting. On the whole, the imaginative world is more flamboyant, gorgeous, enjoyable, rapturous, elusive and devoting them the real world.

Vocabulary:
A. Use the following in sentences of your own:
squirm
beg
skim
rut
cavern
burr
growl
shimmer
blaze
mutter
Answer:
Squirm – He squirmed as a ball hit his head.
skim – I like skim milk.
cavern – I Having seen a tiger, the hare hit itself in the cavern.
growl – The servant did a mistake and so he growled like a dog.
blaze – People telephoned the fire brigade as the house was in blaze.
bog – He, unfortunately, bogged in the marshy land.
rut – This wheel has ruts on the soft soil.
burn – The madman burred at me.
shimmer – The light shimmer due to power disturbance.
mutter – The dull student muttered the answer due to the fear of a mistake.

B. Write the noun forms of the following:
mental
deep
hairy
monthly
momentary
sandy
empty
miraculous
impatient
different

Answer:
mental – mind
deep – depth
hairy – hait
monthly – month
momentary – moment
sandy – sand
empty – emptiness
miraculous – miracle
impatient – impatience
different – difference

Grammar:
Fill in the blanks with suitable prepositions.
1. In my way to school, I saw a soldier _________uniform.
2. He married a lady _________ thirty.
3. He is a man _________ quiet temperament.
4. I saw him going to the field _______ spade.
5. Skill comes _________ practice.
6. The shop was destroyed ________ a fire.
7. The case is investigated __________ police.
8. This letter is written __________ink, not _________pencil.
9. This picture is drawn ________ pencil.
10. He wrote ________ left hand.
11. They won the game _________ case.
12. The world is heading __________another war.
13. When I was going __________marked I saw a beggar ________a broken leg.
14. The train ________ Ambala leaves at 2 p.m.
15. He is __________ London, He wants __________visit Konark.
16. The boys threw stones __________the beggar.
17. Don’t laugh _________ others.
18. Wine is made ___________grape.
19. Your ring is made ___________ gold.
20. Her mother died _________pneumonia.
21. Her father is living __________ New York today.
22. subash Bose was born ___________Cuttack.
23. Now, she is living __________a beautiful house just _________the end of the street.
24. We met __________ Padhihari Pathagar.
25. Her husband works _________a factory.
26. They are living ___________ a flat ___________ Bhubaneswar.
27. He was brought up ___________ a village.
28. He is working _________ a tea plantation.
29. His brother is __________ a bank.
30. They live ___________ 23, Lajpat Road.
31. The monk is living _________ a forest __________the end of the village.
32. She teaches English __________ a school.
33. All know he is not ___________homte. He is __________his office.
34. All who live ________ India are IndiAnswer:
35. The plane landed _________ an island _____________the Indian Ocean.
36. His father works __________ the railways.
37. What’s the distance in miles __________Bhubaneswar and Delhi.
38. The Chief Guest distributed sweets ________ students.
39. He is known all _______ the world as a champion of the poor.
40. Put your signature________ nine.
41. Your pen is __________ your desk.
42. His portrait is handing __________ the fire place.
43. The box is __________ the rack.
44. There is a garden _______my house.
45. His house is just _______ the road.
46. The road is _________ repair.
47. He is _________ criticism. All knew __________ his honesty.
48. Now, twenty men are working ___________him.
49. He can’t sign the contract as he ___________ age.
50. Banki is __________Cuttack, on the Mahanadi.
51. He has no command ________himself.
52. Fix a revenue stamp and sign _________ it.
53. To wear long hair has becoihe a fashion _________young people.
54. He has no command _________himself.
55. We shall start _________ dinner.
56. A woman is _________ gold necklace.
57. I saw a soldier_________ uniform.
58. A farmer was going to field __________a plough on his soldier.
59. He is a man _________ quiet habits.
60. The woman __________pimples on her face quarrelled with your aunt yesterday.
Answer:
1. In my way to school, 1 saw a soldier in uniform.
2. He married a lady of thirty.
3. He is a man of quiet temperament.
4. I saw him going to the field with a spade.
5. Skill comes from practice.
6. The shop was destroyed by a fire.
7. The case is investigated by police.
8. This letter is written in ink, not in pencil.
9. This picture is drawn with pencil.
10. He wrote by left hand.
11. They won the game with ease.
12. The world is heading towards another war.
13. When I was gring to market I saw a beggar with a broken leg.
14. The train for Ambala leaves at 2 p.m.
15. He is from London, He wants to visit Konark.
16. The boys threw stones at the beggar.
17. Don’t laugh at others.
18. Wine is made from grape.
19. Your ring is made of gold.
20. Her mother died of pneumonia.
21. Her father is living for New York today.
22. Subash Bose was bom in Cuttack .
23. Now, she is living m a beautiful house just at the end of the street.
24. We met at Padhihari Pathagar.
25. Her husband works in a factory.
26. They are living in a flat in Bhubaneswar.
27. He was brought up in a village.
28. He is working on a tea plantation.
29. His brother is in a bank.
30. They live at 23, Lajpat Road.
31. The monk is living in a forest at the end of the village.
32. She teaches English in a school.
33. All know he is not at home. He is in his office.
34. All who live m India are IndiAnswer:
35. The plane landed on an Island in the Indian Ocean.
36. His father works on the railways.
37. What’s the distance in miles between Bhubaneswar and Delhi.
38. The Chief Guest distributed sweets among students.
39. He is known all over the world as a champion of the poor.
40. Put your signature below nine.
41. Your pen is under your desk.
42. His portrait is hanging over the fire place.
43. The box is before the rack.
44. There is a garden across my house.
45. His house is just under the road.
46. The road is above repair.
47. He is under criticism. All knew about his honesty.
48. Now, twenty men are working under him.
49. He can’t sign the contract as he is above age.
50. Banki is under Cuttack on the Mahartadi.
51. He has no command oyter himself.
52. Fix a revenue stamp and sign among if.
53. To wear long hair has become a fashion over young people.
54. He has no command after himself.
55. We shall start before dinner.
56. A woman is m gold necklace.
57. 1 saw a soldier in uniform.
58. A farmer was going tja field with a plough on his soldier.
59. He is a man of quiet habits.
60. The woman with pimples on her face quarrelled with your aunt yesterday.

Section – II

Questions For Discussion:
Question 1.
Whom did Maggie and Don meet near the she_oak? What he was What he was doing there?
Answer:
Maggie and Dgn met Cafferty, the honey Man near the she_oak. He was standing almost the nest and looking down into the she-oak by the beach.

Question 2.
How was Maggie shocked on? How her feeling of excitement and joy changed suddenly to one of fear anger and hatred for the man?[Note: Horror laid an icy hand on the girl’s heart, ‘Try to understand’ the significance of this statement.
Answer:
Actually, Maggie had run covering a long distance so as to see the rainbow bird. But she was highly surprised to find something unreal that diminished he excitement. She found Cafferty the Honey man Man standing with a gun who had already hunted a Rainbow bird and kept it in pocket. She ran away in fear and fell on ground in sorrow. His lively spirit depressed.

Question 3.
“Beast! that’s what you are…A beast”. How do these words characterise the feelings of the small girl when she finds that her world of joy and wonder had been destroyed?
Answer:
Maggie had cherished a great joy and excitement to see the colorful Rainbow bird for which she had run a long distance from school. But, to her utter dismay, she found that the bird had been hunted down by Cafferty, the Honey Man. This caused a heavy shock to her. She felt nervous and terrified and knew that her world of joy and wonder had been shattered by Honey Mali. Her state of grief remained no bound. She could not utter a single word. She murmured calling him a beast.

Question 4.
Why did Cafferty swear to wipe the birds off the face of earth?
Answer:
Actually, Cafferty was a Honey Man who was much concerned with the bees, But the Rainbow birds which are very bright and colorful relish in eating bees. This makes a problem to both the bees and Cafferty. For this reason, he was determined to wipe the birds off the face of earth.

Question 5.
“There was dull passion in his absorbed eyes, a sense of warning against evil.” How does this sentence portray the attitude of the Honey Man. What contrast do you mark between the world of Maggie and the world of Cafferty?
Answer:
This statement is the reaction of the Honey Man against the innocent birds. It actually, a war against the evils as the ‘ in-bow birds for the Honey Man are evils, fact, the world of Maggie and that offerty are poles apart. However, Maggie’s role is one of love, joy and beauty whereas that of Cafferty is one of cruelty, hatred and destruction.

Question 6.
What /difference do you mark between the attitudes of Maggie and Don? Does Don support Cafferty? Explain, You’ll now come to the last part of the story while reading it, try to find answers to the following questions.
(i) What happens to Honey Man after the bird is killed?
(ii) How does Maggie look at the happening?
Answer:
Maggie and Don had the urge to visit the brightly coloured Rainbow birds. But Don was rather more practical whereas Maggie lived in a world of fantasy and imagination. She forgot everything for the bird. She felt sony and perplexed at die killing of the bird by Cafferty. On the other hand, Don although supported Maggie and was also against the Honey Man proved to be more practical and consoled her to cope with the- situation come whatever it may be.

Vocabulary:
A. Derive adjectives from the following words in the text, earth, death, suddenly, contempt, heat, hair, fire, home, solidity, stormy, people, moment, thought, obey, color, bag, proudly, sand, sheep, fear, trouble, child, confuse, heart, boy, eye, bewilder, .air, satisfied, color, face, horror, passion, hand, war, right, winter, shadows, superiority, father.
Answer:
earth – earthly
death – dead
suddenly – sudden
contempt – contemptuous
heat – hot
hair – hairy
fire – fiery
home – homely
solidity – solid
storm – stormy
people – popular
moment – momentary
thought – thoughtful
obey – obedient
colour – colourful
bag – baggy
proudly – proud
sand – sandy
sheep – sheepish
fear – fearful
trouble – troublesome
child – childish
confuse – confused
heart – hearty
boy – boyish
eye – ocular
bewilder – bewildered
air – airy
satisfied – satisfactory
colour – colourful
face – facial
horror – horrible
passion – passionate
hand – handy
war – warring
right – rightful
winter – wintry
shadow – shadowy
superiority – superior
father – paternal

B. Derive nouns from the following words in the text:
bathe, red, sure, obey, close, sandy, warm, new, intense, good, wonderful, green, dark, desperate, wooden, different, believe, reveal, hot, grow, thick, distant, solid, die, proudly, pretend, small, occasional, bewilder, noisy, satisfied, thoughtful, rob, drowsy, soft, gracious, heavy, serve, dull, hopeful, absorb, oppress, awkward, visible, dead, lustrous, feel, triumphant, airy.
Answer:
words – Noun
bathe – bath
red – redness
sure – surety
obey – obedience
close – closeness
sandy – sand
warm – warmth
new – newness
intense – intensity
good – goodness
wonderful – wonder
airy – air
dark – darkness
desperate – despair
wooden – wood
different – difference
believe – belief
reveal – revelation
hot – heat
grow – growth
thick – thickness
distant – distance
solid – solidity
die – death
proudly – pride
pretend – pretense
small – smallness
occasional – occasion
bewilder – bewilderment
noisy – noise
satisfied – satisfaction
thoughtful – thought
rob – robber
drowsy – drowsiness
soft – softness
gracious – grace
heavy – heaviness
serve – service
dull – dullness
hopeful – hope
absorb – absorption
oppress – oppression
awkward – awkwardness
visible – vision
dead – death
luster – lustrous
feel – feeling
triumphant – triumphantly

Grammar
A. Replace the Adverbs with Suitable adverb phrases.
1. Our guest will arrive
2. He spoke
3. Park your car
4. Read the book
5. The soldiers fought
6. He spoke on disarmament
7. The boys played
8. She completed the work
9. Their team played
10. He worked
11. My friend responded
12. She met her friend
13. Who was present with you
14. Corruption is the cheapest thing
15. She went away

B. Replace the following adverb phrases with suitable adverbs:
1. In India flourished a glorious civilization
2. Now we live in a
3. The workers completed the work
4. Pursue your aim
5. My mother treated the beggars
6. The thief entered into the room
7. The deer vanished into the forest
8. He broke his misfortune
9. The old man blessed me with
10. I shall join you r
11. He does it :
12. I called them .
13. She waited
14. He sold his commodities
15. The winning team returned

C. Fill in the blanks With “fairly” or “rather”.
1. His son is _________ clever.
2. Jatin’s answer is _________ better than’ Minu’s.
3. His daughter is __________a stupid girl.
4. He is __________ kind. You can approach him for help.
5. This packet is __________ small. I can easily take it in my pocket.
6. This packet is ___________ big. I can’t take it .
7. Your box is __________ small to contain all these articles.
8. This room is _________ precious. I like it.
9. This room is___________ spacious. I don’t like, such room.
10 The weather is _________ better today.
11. This room is _________ difficult to solve.
12. Your performance is _________ satisfactory.
13. Your son is a __________intelligent boy
14. He gave me a ________ silly book.
15. It is a __________good remark.

D. Complete the following sentences by adding suitable to infinite.
1. Do you like …………..
2. She agreed………..
3. The principal allowed us ………………
4. The society expects you……………
5. This dog is too heavy……………….
6. This bag is small enough ………………
7. The old woman wants someone ……………..
8. Will you give me something……………
9. Her story is too tragic…………..
10. She has an interesting story………………..
11. This essay is too difficult………………
12. I have nothing……………….
13. She does not know how………………
14. He didn’t know where …………………
15. We have many problems………………..
16. This poem is too philosophical………………
17. This pencil is too hard………………..
18. I do not know where……………………….
19. I request him…………………
20. I consented him……………………..

Answers:
A. The adverbs are replaced with suitable adverb phrases.
1. Our guest will arrive soon.
2. He spoke gently.
3. Park your car there.
4. Read the book thoroughly.
5. The soldiers fought bravely.
6. He spoke eloquently on disarmament.
7. The tyjys played cheerfully:
8. She completed the work satisfactorily.
9. Their team played carelessly.
10. He worked industriously.
11. My friend responded promptly.
12. She met her friend here.
13. Who was present with you then?
14. Corruption is the cheapest thing every where.
15. She went away hurriedly.

B. The given adverb phrases are replaced with suitable adverbs.
1. Once upon a time in India flourished a glorious civilization.
2. Now he lived in a foreign country.
3. The workers completed the work with satisfaction.
4. Pursue your aim with resolution.
5. My mother treated the beggars with kindness.
6. The thief entered into the room in silence.
7. The deer vanished into the forest at a great speed.
8. He bore his misfortune with patience.
9. The old man blessed me with all his heart.
10. I shall join you in a short while.
11. He does it as a habit.
12. I called them in a loud voice.
13. She waited with great anxiety.
14. He sold his commodities with profit.
15. The winning team returned in triumph.

C. The blanks are filled with ‘fairly’ or ‘rather’.
1. His son is fairly clever.
2. Jatin’s answer is rather better than Minu’s.
3. His daughter is rather a stupid girl.
4. He is fairly kind. You can approach him for help.
5. This packet is fairly small. can easily take it in my pocket.
6. This packet is rather big. I can’t take it
7. Your box is rather small to contain all these articles.
8. This room is fairly precious. 1 like it.
9. This room is rather specious. I don’t like such room.
10. The weather is fairly better today.
11. This sum is rather difficult to solve.
12. Your performance is fairly satisfactory.
13. Your son is fairly intelligent hoy.
14. He gave me a rather silly look.
15. It is a fairly good remark.

D. The sentences are completed by adding suitable to infinite.
1. Do you like to organise a party?
2. She agreed to help his friend.
3. The principal allowed us to fill in the forms.
4. The society expects you to do something spectacular.
5. This dog is too heavy to lift.
6. This bag is small enough to contain all these items.
7. The old woman wants someone to help her.
8. Will you give me something to eat?
9. Her story is too tragic to listen to.
10. She has an interesting stoiy to tell.
11. This essay is too difficult to write.
12. I have nothing to say.
13. She does not know how to drive.
14. He didn’t know where to go.
15. We have many problems to solve.
16. This poem is too philosophical to understand.
17. This pencil is too hard to write with.
18. I do not know where to go.
19. I request him to come.
20. I consented him to give money

Section – III

Questions For Discussion:
Question 1.
What ideas sweep Maggie’s mind after she returned home and threw herself on the bed? Do you mark the difference between Maggie’s feelings in Section-I and those in Section III? (Note: Wonder and Magic – they had gone out of everything: this line is a key to the understanding of the changed world of Maggie).
Answer:
After returning from the field, Maggie went upstairs, she threw herself down Upon the bed and she started thinking of the cruel face of the Honey Man and the bleeding dead bird came to her eyes repeatedly.

Question 2.
What did Maggie imagine when she heard voices between broken drift of sleep?
Answer:
Maggie imagined when she heard voices between broken drifts of sleep that perhaps the Honey Man had died.

Question 3.
How did she react when she was told that Cafferty had been injured ?’ Why did she think “everything had come right”?
Answer:
When Maggie came to know that Cafferty was injured she thought that he should die. She meant that right thing befalls a right man at right time.

Question 4.
Do you find in her a vengeful attitude? Does she feel that justice has been done? What impression do you form about her from her reaction to the Honey Man’s suffering?
Answer:
There is certainly a tone of vengeful attitude. She feels that justice has been meted out. This proves that Maggie’s reaction against killing the rainbow bird is at the apex.

Question 5.
What change do you mark in her in the last paragraph? Has there been a restoration of her world of joy and wonder? How did she imagine about the rainbow bird and the Honey Man.
Answer:
The deadly reaction of Maggie against the Honey Man continued up to the last stanza. She went on with the thought that the Honey Man was standing in the same place is before. The restoration is possible in dream. The rainbow bird and the Honey Man are antagonistic

Questions For Composition:
Question 1.
How does the rainbow bird created a world of wonder and magic for Maggie?
Answer:
The short story “The Rainbow Bird” is written by Vance Palmer, an eminent and outstanding storyteller. His stories are imaginative, thought-provoking and using. In this discussion story, his presentation of an Australian bird that is a Rainbow bird creating a world of wonder and magic for a little girl Maggie is really superb and fantastic. Actually, the rainbow bird automatically aggravated a World of wonder and magic in the psych of Maggie. The imaginative and attractive colour of the beautiful bird has already captivated her delicate mind. So her tender psyche is preoccupied with the idea of the bird and she thinks about it in every breath of her life. She feels disinterested like reading at home and school. In fact, she remains brooding’ over the fascinating bird which is undoubtedly for her a world of wonder and magic.

However, the imagination of the attractive coloured rainbow-bird has entirely captured her mind. She does not cherish any interest in her study at school. Whenever she gets a little bit of leisure, she starts brooding over the thought of seeing the bird. She gets enticed and bewitched by the bird and so runs to see it straightforwardly. She is accompanied by Don. The other students, of the school follow suit. She rushed to the spot to see the bird. But she discovers Cafferty the Honey Man there holding a gun. He has already hunted a rainbow bird before they arrive. The bird is blood-drenched. It is inside the Honey Man’s pocket. He dangles it in front of them. Maggie stands perplexed and shocked. Her heart becomes hardened and stupefied at the uncompromising shock. Out of utter disgust and irritation, she calls the Honey Man a ‘Beast’.

On the other hand, the Honey Man is determined to wipe all such type of tribes off the earth, because they are beefeaters. He moves away. Maggie and Don returned home. Father had been waiting /or their arrival outside. She scarcely eats any thing at home. Her mind has been highly sorrow-stricken by the thought of the dead bird and uncompromising hatred for the Honey Man. She goes upstairs directly without doing his home task’s. After a few minutes her mother arrives with a candle light. But she is being hunted by sleeplessness. She has nothing in her mind but the dead bird and the hideous man. Her mother informs her about that hideous man’s accident. So she starts thinking that such a brutal and hateful man should die.

Her mother marks that she has not slept till then. Even Maggie wanted to know whether he had died. She does not pay any heed to her mother saying that he is a good man. After all she returns to the dreamy state thinking about the dead bird and the brutal and hideous man like the, Cafferty. She thinks God must punish such a cruel man. As a matter of fact, the depiction of the imaginative and dreamy psyche of a little child. Maggie is superb and fantastic. Although imaginative, it on the other hand, carries a bit of truth which straightforwardly expresses the brutality of the man against the natural animals.

Question 2.
Discuss how the story comes full circle with restoration of Maggie’s world of joy and wonder.
Answer:
In fact, it is undoubtedly, accepted that the story “The Rainbow Bird” is one of the superb and fantastic creation of Vance Palmer, a prominent and outstanding story teller. Palmer’s description of Maggie’s world of joy and wonder is really inspiring and heart-enduring. The main character of the story is the little girl Maggie. She is school going. She remains under the hangover of dream and joy throughout the story. She remains in undated the thought of the bird anywhere atod everywhere. She only thinks of the beautiful bird at school. The thought of beautiful bud has disinterested her from her study. She only thinks about die bird on and on. She, is not at all aware of, anything else., Even she runs to see the bird whenever she gets a little bit of chance.

Actually, she is highly fascinated by the vision of this rainbow bird. She galloped with Don to see the bird. She was extremely surprised to discover Cafferty, the Honey Man there. It was that Honey Man who had already killed the rainbow bird. It was because such type of birds like rainbow bird eat the bees. He was standing there with a gun. He had already hunted a beautiful rainbow bird with his gun and kept it in one of his pockets. She was vehemently perplexed and shocked by the sight of that Honey Man. That man showed them the dead blood-drenched rainbow bird dangling it before their eyes. Maggie was entirely irritated by this and ran away with terror and nervousness. She fell
down on the grassy ground. She feels as if she were dead. She was so vexed and sorry that she could not express this by any words. She called him a ‘beast’. On the other hand, the cruel man only said that he was determined to wipe such birds from the earth because these are bee-eaters. Telling this, he departed from the place.

However, Don tried to console her and they returned home. Father had been waiting for them. They reached home and she went upstairs and laid on her bed. She started brooding over the dead hunted bird and about that hideous and brutal man. She came down for supper and then returned back to upstairs. she laid into the but sleep could not come to her eyes. The image 0f that crooked and brutal Honey Man pinched her mind again and over again. She saw the dangling of mat blood-drenched hunting bird in front of her eyes. she abuses on, Her mother marked her abnormal and odd behaviours. Her mother said m Honey Man would be taken to the hospital, as, he was injured hts though by an accident. Maggie thought that it was Gods not judgment for a hideous and cruel man like him. she got relieved because, the birds would be rescued from the clutches of a killer.

As a matter of fact, Palmer’s treatment of the story is really full circle with the restoration of Maggie’s world of joy and wonder. The opening of the story depicting Maggie’s world of joy and wonder ends with be same world of joy and wonder. The conclusion of the story at least provides solace and consolation and pacification to her perplexed and perverted mind of the middle of the story. In short, Palmer’s treatment of the story is superb, thought-provoking and alluring.

Question 3.
Give an account of the contrasting attitudes of Maggie and the other around her to the rainbow bird.
Answer:
In fact, the outstanding storyteller Vance Palmer of the story “The Rainbow Bird” is a superb master in his portrayal of contrasting characters. However, he has vividly observed the attitude of the contrasting characters who are varied and different in tone and temper. He has beautifully contrasted the characters in the following three sets –
i) Maggie and the other school children.
ii) Maggie and Don and
iii) Maggie and Cafferty.
Let us now discuss these contrasting characters in detail.

(i) Maggie and the other school children:
However, Maggie and the other schoolchildren stand in sharp contrast to one another. Maggie’s mind was only concerned with the vision of the beautiful rainbow bird at school. Her hair followed her intense, grape-dark eyes and she scarcely knew what she was writing. This was happening incessantly with her every day at school. On the other hand, die other students were not responsive as her; the colorful and fascinating bird. They squirmed in their seats and folded papers darts to throw across the room. Maggie lived for the intense attraction of seeing the colorful shape of the beautiful bird. After the school was over, she had a look at Don and raced down to the bottom fence along through the bushes that covered the side of the hill.

(ii) Maggie and Don:
Again, the second set of characters are Maggie and Don. They are also contrasted in their attitude towards the beautiful rainbow bird. It is certain that Don consented Maggie to escort her in order to see the GFC rainbow bird, but in reality, he was not so much esthetically bewitched by it. Again he was also not equally burr as Maggie was when they discovered Cafferty at the place having with a gun. Maggie’s running out in great sorrow and terror and falling down on the grass proved out of intense shock whereas Don kept on standing looking at the bereaved Maggie unconcerned with the blood-drenched dead rainbow bird.

(iii) Maggie and Cafferty:
However, the third set of contrasting characters and Maggie and Cafferty, the Honey Man. They are deeply contrasted in the story. They are just like two poles apart. They stand at the extreme ends in their attitudes towards the rainbow bird. In one hand, Maggie loves the little bright colourful beautiful bird, on the other hand, the Cafferty looks down upon such birds. It is because, they eat away the bees. Even he is determined to wipe the birds off the earth. Therefore, when Maggie is portrayed as love-incarnate and live-incarnate, the Honey Man is portrayed as death incinerate for the innocent beautiful birds. As a matter of fact, Palmer, depiction of the above contrasting set of characters is superb and excellent. Even he portrays them with their variegated and contrasting attitude. On the whole, Palmer’s portrayal is inspiring, alluring and heart-rendering.

Grammar:

Supply Preposition:
They panted ___________ the other hill and ____________ a cleared that lay_ them and the beach. Before the eyes __________ both __________. them was the deep cleft left by the store truck when it was bogged months before and the little round hole _________ a heap _________ sand __________ front __________ it. Such a tiny turned ___________ the side __________ the rut that no one would notice unless she saw the bird fly__________ They had cone ___________ it together when they were looking ___________ mushrooms, there had a sudden burr ____________ wings almost ____________ their feet, a shimmer___________ opal ____________ the sun-bright air and then a stillness as the bird settled ____________ the she-oak thirty yards away, making their hearts turn _________ the sheer beauty ___________ its bronze and luminous green.
Answer:
They panted up the other hill and across a cleared paddock that lay between them and the beach. Before the eyes, of both of them was the deep cleft left by the store truck when it was bogged months before and the little round hole with a heap of sand in front of it. Such a tiny turned m the side of the rut that no one would notice unless he saw the bird fly put. They had come on it together when, they were looking for mushrooms, there had a sudden burr of wings almost beneath their feet, a shimmer of opal in the sun-bright air and then a stillness as the bird settled on the sea-oak thirty yards away, making their hearts turn over with the shear beauty of its bronze and luminous green.

Notes on the story-writer and the Story:
Vance Palmer (1885-1959) is a Australian story writer who had considerable reputation among the Common Wealth literary figures. His writings are marked by an interesting portrait of the phenomenal world with its amazing beauty and wonder. With his deft sketch of manners and behavior especially the responses of the young, and tender minds, some of the stories are very impressively drawn. lie excels in the study of “the innocence of the oneself-conscious years” and ‘‘the beginning makes towards discoveries and disappointments which are an essential part of growing up”. His narrative is very often enriched by an evocative use of symbols.

The story in the beginning depicts the innocent joys of childhood days a visionary world of beauty and wonder. The rainbow bird with its multiple shining colours has a magic spell on the small girl. But, the joy and wonder does not last long: to the utmost shock and depression of the child it is totally demolished with the killing of the rainbow bird that represents for her entire world of enthralling beauty and splendor. The Honey Man for her Satan bent upon destroying God’s beautiful creation and design through to others beautiful creation and design through to others accident of the Honey Man, in her opinion, is retributive, and it signifies the ultimate triumph of good over evil.

With the grant of poetic and divine Justice,’ there is a restoration of the earlier world of magic and music, of course at the imaginative and psychic level of the child. The contrast between the two worlds is quite transparent. The rainbow bird has a symbolic significance, most of the lines in the story with their alliterative system have a poetic effect and serve as appropriate expression of the child’s shimmering world of beauty and wonder.

Section- I

Pre-reading Activity:
It is always a pleasure to remember how in your childhood days you ran after the colorful butterflies, how you wanted to keep pets and spend most of your time in their company and how you developed an attachment to the birds and animals. Here is a story depicting a small girl’s love and concern for a colorful Australian bird befittingly called the rainbow bird.

Gist:
Paragraphs: 1-9
Maggie’s mind had been deeply thinking about the sight of a bird. The bird was blue-green shot with gold, its tail an arrow. After the school was over, she had a look at Don. She was racing down to the bottom fence along through the bushes. Don was limping because of his sore toe. She ran breathlessly. She heard her friends call her to wait. She did not listen to them. She was coming back with beetle wings and cowries about in her matchbox.

Paragraphs: 10-14
They went up the bill across a cleared 21) small grass field. They encountered a crack which was sunk month .before. It was a little 22) round hole with a heap of sand before it. A 23) bird flew out of it. It was a rainbow bird. It 24) had come out of the rounded tunnel. Don had 25) wanted to put his hand in and feel if there were any young ones, but Maggie had caught his arm in despair. Her eyes were filled with tear. The bird was seen skimming through the air.

Analytical outlines:

• Maggie’s mind had been filled with the sight of a bird.
• The bird was blue-green shot with gold its tail an arrow.
• She did not know what she was writing.
• After the school was over, she had a look at Don.
• They raced towards the fence
• They raced through the bushes that covered the side of the hill.
• Don was limping.
• Because His toe was sore.
• Maggie had reached the bottom of the gully.
• Her friends woe calling her from the end of the playground.
• But she tried to shut their voices from her ears.
• None of them must find out her secret.
• She looked down upon their empty faces.
• She also despaired their coldly-mocking eyes.
• They made fun of her.
• Because she carried beetle wings.
• She cowries about in her matchbox.
• She did this to stare at under her desk.
• Maggie and Don went up the other hills.
• They went across a cleared paddock.
• The paddock was situated by the side of the beach.
• They had come on it together.
• They were looking for mushrooms.
• They heard a sudden burr of wings.
• They saw a shimmer of opal in die sun bright air.
• Then a stillness profiled the place.
• It was because the bird Settled on the she-oak tree.
• It was thirty yards away from them.
• It was a rainbow bird.
• It had come from the rounded tunnel in the sandy, place.
• The couch grass was growing there.
• Don had wanted to put his hand in.
• He felt of there were any young ones.
• But Maggie had caught his arm.
• She was looking desperate.
• The strange bird sat shining Put of the greenly-grass branches.
• She seemed to feel the puttering vibration of their feet along the ground.
• She stop and unobserved.
• It seemed as if the bird had fallen from the blue sky.
• Sometimes they saw her skimming through the air.
• While flying, it took long, sweeping curves and pausing at the top of the curve.
• The vision came back to Magg night before she closed her eyes in sleep.
• It belonged to a different world from the school the each.

Meanings of difficult words:

Blowfly – an insect that deposits its larval or carrier, excrement etc., or in the wounds of living animals.
squirmed – twisted the’ body as in pain or discomfort.
dart – a pointed missile, arrow.
skim – a thin layer, or film formed on a liquid.
cavern – a deep cave, hollow place.
gully – a water-worn ravine, a narrow channel made by rainwater.
beetle – an insect with hard horny forewings.
cowries -highly polished and usually brightly coloured shells,
growl – to utter a deep rough sound like a dog.
blazes – flames of fire.
paddock – a small grass field.
chafed – divided into two, crack.
bogged – sunk and stuck fast in a marsh or quagmire.
rut – a furrow made by wheels on soft ground.
burr – whisper or murmur.
shimmer – shine with a soft unsteady light.
opal – a type of white stone with changing colours in it.
she-oak – a variety of oak tree.
thistledown – the’ tufted feathery parachutes of thistle seeds,
luminous – clear, bright, shining.
desperate – furious, state of utter despair.

Section – II

Gist:
Paragraphs: 15-20
Maggie and Don quickly passed across the road. They went away the spindle-legged house with no fence around it. They also went away the red-roofed cottage where the bathing suits hung to dry. They thought that they would surely be out that afternoon. It was, indeed, surprising to observe those bits f of living colour down there in the dark. Of course, it would be much more amazing when/they would come out into the light. All on a sudden. Maggie started running snatching 1 Don’s arm. But Don prohibited her running. He said her that somebody was there. So they were to wait for some-time. Don stood glancing at the dark big figure on the slope ever looking the sea. It was Cafferty the Honey Man. He was standing almost on the nest looking down into the sea-oak by the beach. They saw him having a gun with him. The girl was terrified.

Paragraphs: 21-32
All on a sudden, Maggie started running. She became out of breath when she reached Cafferty. She asked him what he was doing with the gun there. She wanted to know whether he was shooting something. Actually, he had already killed a rainbow bird and put it in his pocket. He was waiting for its mate which would be killed within a short time. He I took the bird out of his pocket and dangled it. before her eyes. The girl fell on the turf calling him a ‘beast’.

Paragraphs: 33-36
Cafferty moved off down the beach. He was moving off shouldering his gun. His gait had a lumbering heaviness. Maggie was still lying prone on the turf, her face in her arms. Don watched her a while and ill-at-ease. Picking up the dead bird that Cafferty had thrown on the grass, he fingered it clum silly. He wondered if there were any bees in its crop. The boy called Maggie to rise because the other kids would be coming along very soon. She rose from the grass looking at the bird with reddened eyes. She told him to clutch away, but the boy insisted that he would make it home and skin it. But he hesitated for moment and then obeyed her.

Analytical outlines:

• Maggie and Don quickly passed across the road.
• They went away the spindle-legged house.
• It was having no fence around it.
• They also went away the red roofed cottage.
• In this, the bathing suits were hung to diy.
• They thought that they would surely be out that afternoon.
• It was, indeed, very surprising to observe these bits of living colour down there in the dark.
• Of course, it would be much more amazing.
• At any moment, they would come out into the light.
• Suddenly, Maggie started running.
• She snatched Don’s arm.
• But Don prohibited her running.
• He said her that somebody was there.
• So they were to wait for sometime.
• Don stood glancing at the dark big figure on the slope overlooking the sea.
• It was Cafferty, the Honey Man.
• He was standing almost on the nest.
• He was looking down into the sea-oak by the beach.
• They saw him having a gun with hint.
• The girl was terrified.
• All at sudden, Maggie started running.
• She became out of breath.
• She reached near Cofferty.
• She asked him what he was doing with the gun there.
• She wanted to know whether he was shooting something.
• Actually, he had already killed a Rambow bird.
• He put it in his pocket.
• He was waiting for its mate.
• He would kill its mate very soon.
• He took the bird out of his pocket.
• He dangled it before her eyes.
• The girl fell on the turf.
• She called him a ‘beast’.
• Cafferty moved off down the beach.
• He was moving off shouldering his gun.
• His gait had a lumbering heaviness.
• Maggie was still lying prone on the turf.
• Don watched her a while.
• He marked she was ill at ease.
• Picking up the dead bird, the Cafferty had thrown on the grass.
• He fingered it clumsily.
• He wondered if there were any bees in its crop.
• The boy called Maggie to rise.
• Because, the other kids would be coming along very soon
• She rese from the grass looking at the bird with reddened eyes.
• She told him to clutch it away.
• But the boy insisted that he would take it home.
• He would skin it at home.
• But he hesitated for a moment.
• At last, he obeyed her words.

Meaning of the difficult words:

cheeping – the chirping of a young bird, twittering of a bird.
mullet – a kind of sea-fish.
turf – surface of land matted with roots of grass.
dangled – hung in the air
ruffled – wrinkled, disordered.
plumage – a natural covering of feathers.
sheepish – embarrassed, in a trance.
hulking – bulky, heavy and clumsy.
humy – (Australian) any crude aborigine hut of shelter.
creek – small in let of sea or river, a watercourse smaller than a river.
vermin – harmful, small-sized disgusting insects difficult to control.
DinKum – (Australian) a swear meaning genuinely or honestly speaking.
Shanghai – drug applied to make somebody unconscious.
lumbering – moving clumsily or heavily.
crop – throat of a bird.

Section-III

Gist:
Paragraphs: 37-40
Father was waiting for Maggie and Don at the bowser outside the store. Don had to go for orders on his pony. Maggie went upstairs and threw herself down on the bed. Whenever she closed her eyes she could see the Honey Man’s evil face. After her evening meal she went upstairs again without doing her homework. Her mother shouted for her but Maggie was still lying awake. She imagined herself running down the slope and stopping suddenly to see the bird. But she could recall nothing but the Honey Man and the bleeding dead bird.

Paragraphs: 41-50
It was raining lightly. So it was making scarcely any sound upon the roof. People were coming and going in the store below. All other noises were dumped. She thought of buying the dead bird. Her mother appeared there with a candle. Her mother asked why she was not asleep till then.‘She also said that Mr. Cafferty had a little accident of When he had been waiting at the shop for ambulance in order to be taken into hospital. Listening to this Maggie’s eyes got widened. She wanted to know whether he was dead. Her mother replied negatively. He had an Injury on the thigh. So Maggie said that he had to die. Her mother could not grasp anything and was wanted to know why the child Was saying that. She also added that everybody loved the Honey Man and he would be right very soon. Her mother told her to sleep.’Maggie again kept thinking of the event.

Analytical outlines:

• Father was waiting for Maggie and Don.
• He was waiting at the bowser outside the store.
• Don had to go for orders on his pony.
• Maggie went upstairs
• She threw herself down on the bed.
• She tried to close her eyes.
• But she could see the Honey Man’s evil face.
• After her evening meal, she went upstairs again.
• She had not done her homework.
• Her mother shouted for her.
• But Maggie was still lying .awake.
• She imagined herself running down the slope.
• She stopped suddenly to see the bird.
• But she could remember nothing.
• She could recall Only the Honey Man.
• She could also remember the bleeding dead bird.
• It was raining lightly.
• So it was making scarcely any sound upon the roof.
• People were coming and going in the store below.
• All other tortoises were silent.
• She was thinking about buying the dead bird.
• Her mother appeared there with a candle.
• Listening to this, Maggie’s eyes got widened.
• Maggie wanted to know whether he.
• Her mother asked why she was not asleep till then.
• She also said that Mr. Cafferty had little accident.
• So, he had been waiting at the shop for ambulance.
• He wanted it in order to go to hospital.
• Listening to this, Maggie’s eyes got widened.
• Maggie wanted to know whether he was dead.
• Her mother replied negatively.
• She fold that he had an injury on the thigh.
• So Maggie said that he had to die.
• Her mother could not understand anything.
• She wanted to know about it.
• She added that everybody loved the Hopey Man.
• She wished that he would be all right very soon.
• Her mother told her to sleep.
• At last Maggie again kept thinking of that event.

Meaning of difficult words:
bowser – truck filled with a tank.
trudge – to walk with labour or effort.
flung – threw
swaggering round – walking with a sense of superiority.

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

CHSE Odisha 11th Class Math Notes Chapter 11 Straight Lines

Distance formula:
Distance between two points A (x₁, y₁) and A (x₂, y₂) = \(\sqrt{\left(x_2-x_1\right)^2+\left(y_2-y_1\right)^2}\)

Section Formula:
If C(x, y) divides the join of A (x₁, y₁) and A (x₂, y₂) in the ratio m: n internally then, x = \(\frac{m x_2+n x_1}{m+n}\), y = \(\frac{m y_2+n y_1}{m+n}\)

Note:

• If the division is external then, x = \(\frac{m x_2-n x_1}{m-n}\), y = \(\frac{m y_2-n y_1}{m-n}\)
• If C(x, y) is the midpoint then x = \(\frac{x_1+x_2}{2}\), y = \(\frac{y_1+y_2}{2}\)

Area of triangle formula:
The area of triangle with vertices A(x₁, y₁), B(x₂, y₂) and C(x₃, y₃) is given by  = \(\frac{1}{2}\)[x₁(y₂ – y₃) + x₂(y₃ – y₁) + x₃(y₁ – y₂)]

Different points related to a triangle:
(a) Centroid of the triangle with vertices A(x₁, y₁), B(x₂, y₂) and C(x₃, y₃) is = G \(\left(\frac{x_1+x_2+x_3}{3}, \frac{y_1+y_2+y_3}{3}\right)\)

(b) In centre of a triangle with vertices A(x₁, y₁), B(x₂, y₂) and C(x₃, y₃) is = I \(\left(\frac{a x_1+b x_2+c x_3}{3}, \frac{a y_1+b y_2+c y_3}{3}\right)\)

Slope Of A Line:
(a) Angle of inclination: the angle θ made by a line with positive x-axis is the angle of inclination.
(b) Slope of a line: Slope of a line is the tangent of angle of inclination. i,.e m = tan θ.
(c) Slope of a line joining A(x₁, y₁), and B(x₂, y₂) = \(\frac{y_2-y_1}{x_2-x_1}\)

Note:

(i) Slope of x-axis = 0
Slope of any line parallel to x-axis = 0

(ii) Slope of y-axis  = ∞
Slope of any line parallel to y-axis = ∞

Angle Between two Lines:
Angle Φ between two lines with slope m₁ and m₂ is given by tan Φ = \(\pm \frac{\left(m_1-m_2\right)}{1+m_1 m_2}\)

Note:

• To find the acute angle between two lines use the formula. tan Φ = \(\left|\frac{m_1-m_2}{1+m_1 m_2}\right|\)
• Two lines are parallel if m₁ = m₂
• Two lines are perpendicular if m₁m₂ = (-1).

Collinearity Of Three Points:
Three points A(x₁, y₁), B(x₂, y₂) and C(x₃, y₃) are collinear if
(i) Sum of distances between two pairs of points = Distance between the 3rd pair.
Or, (ii) Area of Δ ABC = 0
Or, (iii) Let B(x₂, y₂) divides the join of AC in ratio k: 1
∴ \(x_2=\frac{k x_3+x_1}{k+1}, y_2=\frac{k y_3+y_1}{k+1}\)
The value of k obtained from two cases are equal.
Or, (iv) Slope of AB = Slope of AC.

Equation of a straight line:
Lines parallel to co-ordinate axes:
(i) Equation of any line parallel to x-axis is, y = k
⇒ Equation of x-axis is, y = 0

(ii) Equation of any line parallel to y-axis is, x = k
⇒ Equation of y-axis is, x = 0

Lines Not Parallel To Any Axes:
(i) Slope intercept form:
Equation of a line with slope ‘m’ and y-intercepts ‘c’ is: y = mx + c

(ii) Point slope form:
Equation of a line with slope ‘m’ and passing through a point A(x₁, y₁) is: y – y₁ = m(x – x₁)

(iii) Two point form:
Equation of the line passing through A(x₁, y₁) and B(x₂, y₂) is : \(\frac{y-y_1}{y_2-y_1}=\frac{x-x_1}{x_2-x_1}\)

(iv) Intercept form:
Equation of a line with x-intercept ‘a’ and y-intercept ‘b’ is \(\frac{x}{a}+\frac{y}{b}=1\)

(v) Normal form:
Equation of a line whose distance form origin is P and the perpendicular drawn form origin to the line makes an angle α with positive direction of x-axis is: x cos α + y sin α = P

(vi) Parameteric form or symmetric form:
Equation of the line passing through A(x₁, y₁) and making an angle θ with positive direction of x-axis is: \(\frac{x-x_1}{\cos \theta}=\frac{y-y_1}{\sin \theta}\) = r
Or, x = x₁ + r cos θ, y = y₁ + r sin θ
where r = The directed distance between points P(x, y) and A(x₁, y₁)

(vii) General form:
General equation of a straight line is Ax + By + C = 0

Note:

• Slope of this line = –\(\frac{\mathrm{A}}{\mathrm{B}}\)
• x-intercept = –\(\frac{\mathrm{C}}{\mathrm{A}}\)
• y-intercept = – \(\frac{\mathrm{C}}{\mathrm{B}}\)
• Two lines a₁x + b₁y + c₁ = 0 and a₂x + b₂y + c₂ = 0 are parallel if \(\frac{a_1}{a_2}=\frac{b_1}{b_2}\) perpendicular if a₁a₂ + b₁b₂ = 0 and coincident if \(\frac{a_1}{a_2}=\frac{b_1}{b_2}=\frac{c_1}{c_2}\)

Condition of concurrency of three lines:
Three lines a₁x + b₁y + c₁ = 0 a₂x + b₂y + c₂ = 0 and a₃x + b₃y + c₃ = 0 are concurrent if \(\left|\begin{array}{lll}
a_1 & b_1 & c_1 \\
a_2 & b_2 & c_2 \\
a_3 & b_3 & c_3
\end{array}\right|\) = 0

Family Of Lines:

(i) Equation of lines parallel to the line ax + by + c = 0 is given by: ax + by + λ = 0
(ii) Equation of lines perpendicular to the line ax + by + c = 0 is given by bx – ay + λ = 0
(iii) Equation of lines passing through the point of intersection of two lines.
a₁x + b₁y + c₁ = 0 and a₂x + b₂y + c₂ = 0 is given by: (a₁x + b₁y + c₁) + λ(a₂x + b₂y + c₂)

Distance of a point from a line:
The perpendicular distance of A(x₁, y₁) from the line ax + by + c  = 0 is: d = \(\left|\frac{a x_1+b y_1+c}{\sqrt{a^2+b^2}}\right|\)

Distance between two parallel lines:
ax + by + c₁ = 0 and  ax + by + c₂ = 0 is d = \(\left|\frac{c_1-c_2}{\sqrt{a^2+b^2}}\right|\)

Position of a point with respect to a line:
A point A(x₁, y₁) lies
(i) above the line ax + by + c = 0 if \(\frac{a x_1+b y_1+c}{b}\) > 0
(ii) below the line ax + by + c = 0 if \(\frac{a x_1+b y_1+c}{b}\) < 0

Equation of bisectors of angle between two intersecting lines:
(i) Equation of angle bisector of two lines. a₁x + b₁y + c₁ = 0 and a₂x + b₂y + c₂ = 0 is given by \(\frac{a_1 x+b_1 y+c_1}{\sqrt{a_1^2+b_1^2}}=\pm \frac{a_2 x+b_2 y+c_2}{\sqrt{a_2^2+b_2^2}}\)

Note:

Out of two bisector take one and find the angle between that bisector and one line. If the angle is less than 45° then that bisector is the bisector of acute angle, otherwise, the other bisector is the bisector of acute angle.

(ii) Bisector of angle containing a given point (h, k):

Step – 1: Check the sign of a₁h + b₁k + c₁  and a₂h + b₂k + c₂

• If they have same sign then the bisector of angle containing (h, k) is: \(\frac{a_1 x+b_1 y+c_1}{\sqrt{a_1^2+b_1^2}}=\frac{a_2 x+b_2 y+c_2}{\sqrt{a_2^2+b_2^2}}\)
• If they have opposite sign then the bisector of angle containing (h, k) is: \(\frac{a_1 x+b_1 y+c_1}{\sqrt{a_1^2+b_1^2}}=-\frac{a_2 x+b_2 y+c_2}{\sqrt{a_2^2+b_2^2}}\)

Change Of Axes (Shifting Of Origin):

(i) Translation of coordinate axes.
Let O'(h, k) is the origin of system S’ with respect to origin O(0, 0) of the system S. S’ is the translation of S. If (x, y) and (x’, y’) are the coordinate of a point P in the system S and S’ respectively then
x’ = x – h and y’ = y – k Or, x = x’ + h, y = y’ + k

(ii) Rotation of axes:
Let S’ is a rotation of S, α is the measure of rotation
If (x, y) and (x’, y’) are the coordinate of a point P with respect to S and S’ then x = x’ cos α – y’ sin α and y = x’ sin α + y’ cos α

(iii) Translation as well as a rotation:
If S’ is a combination of translation followed by a rotation then x = h + x’ cos α – y’ sin α, y = k + x’ sin α + y’ cos α

Odisha State Board CHSE Odisha Class 11 Math Notes Chapter 7 Linear Inequalities will enable students to study smartly.

CHSE Odisha 11th Class Math Notes Chapter 7 Linear Inequalities

Inequality:
A statement with symbols like >, ≥, <, ≤ is an inequality.

Different types of inequality:

(a) Numerical inequality: It is an inequality involving numbers not variables.
(b) Literal inequality: It is the inequality involving literal numbers(variable).
(c) Strict inequality: An inequality with only > or < symbols is a strict inequality.
(d) Slack inequality: An inequality with only ≥ or ≤ symbols is a slack inequality.

Linear inequality:
An inequality involving variables in the first degree is called linear inequalities.
(a) General form of inequalities:
(i) In one variable: ax + b > or ≥ or < or ≤ 0
(ii) In two variables: ax + by + c > or ≥ or < or ≤ 0.

Intervals:

• Closed Interval: [a, b] = {x ∈ R: a ≤ x ≤ b}
• Open Interval: (a, b) = {x ∈ R: a < x < b}
• Semi-open or semi-closed interval:
  ⇒ [a, b) = {x ∈ R: a ≤ x < b}
  ⇒ (a, b] = {x ∈ R: a < x ≤ b}

Basic properties of inequalities:
(1) a > b, b > c ⇒ a > c
(2) a > b ⇒ a ± c > b ± c
(3) a > b

• m > 0 ⇒ am > bm, \(\frac{a}{m}>\frac{b}{m}\)
• m < 0 ⇒ am < bm, \(\frac{a}{m}<\frac{b}{m}\)

(4) If a > b > 0, then
a² > b², |a| > |b| and \(\frac{1}{a}>\frac{1}{b}\)
If a < b < 0, then
|a| > |b| and \(\frac{1}{a}>\frac{1}{b}\)

Graphical solution of linear inequalities in two variables:
Working rule:

Let the inequality is ax + by + c < or ≤ or > or ≥ 0

Step – 1: Consider the equation ax + by + c = 0 in place of the inequality and draw its graph (Draw a dotted line for > or < and a bold line for ≥ or ≤).
Step – 2: Take any point that does not lie on the graph, and put the coordinate in the inequality.
If you get true then the inequality is satisfied. Shade the half-plane containing that point otherwise the inequality is not satisfied. In this case shade the half plane region that does not contain the point.
Step – 3: The shaded region is the required solution.

Solution of a system of linear inequalities in two variables:

Step – 1: Draw the graph of all lines.
Step – 2: Shade the appropriate region for each inequality.
Step – 3: The common region is the required solution.

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

CHSE Odisha 11th Class Alternative English Solutions Unit 3 Text B: Saturday Morning Violence

Activity-8
Text Organisation
Answer the following questions briefly:

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

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

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

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

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

Activity-9
Understanding Patterns Of Exemplification

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

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

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

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

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

Activity- 10
Cohesive Devices

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

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

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

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

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

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

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

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

Extra Activtty- 11(A)
Do As Directed

I. Complete the sentences using as…..as

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

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

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

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

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

Saturday Morning Violence Summary in English

Section-B
Pre-Reading Activity

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

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

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

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

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

Analytical outlines of the Text

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

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

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

CHSE Odisha 12th Class Alternative English Solutions Unit 4 Text C: Psychobabble

Activity-10

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

Activity-11

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

Activity-12

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

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

Activity-13
Cohesive Devices: Link Words

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

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

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

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

Psychobabble Summary in English

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

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

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

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

Analytical outlines of the text:

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

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

Meaning of difficult words:

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

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