Class 11

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

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.

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

CHSE Odisha 11th Class Alternative English Solutions Poem 5 Ballad of the Landlord

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

Questions For Discussion

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

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

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

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

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

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

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

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

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

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

Composition

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

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

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

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

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

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

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

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

Activity on Poem Completion

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

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

Notes on the poet:

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

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

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

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

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

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

Ballad Of The Landlord Summary In English

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

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

Analytical outlines

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

Meaning of difficult words:

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

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

CHSE Odisha 11th Class Alternative English Solutions Poem 4 Girl Lithe and Tawny

Pre-reading Activity

The word ‘LitheJ means graceful and ‘Tawny’ refers to a skin color made up of brown, yellow, and orange colors. Now, look at the title of the poem you are going to read and; guess what kind of a poem it is.

Questions For Discussion

Question 1.
How does the sun form the beauty of the girl?
Answer:
The sun that ‘forms the fruits, plumps the grains, curls sea-weeds forms the body of the poet’s dream girl with joy and her bright eyes and mouth with a smile of the water.

Question 2.
What does the expression “filled your body with joy” mean?
Answer:
The expression “filled your body with joy” implies the sweetness of her body politic that attracts her male counterparts.

Question 3.
What do you think is the meaning of the line and your mouth that has the smile of the water”?
Answer:
As water flows spontaneously, the upsurge of a natural smile on her mouth is quite natural and spontaneous. Her smile blooms on its own.

Question 4.
Why does the poet call the girl’s hair “a black yearning sun”? What figure of speech is used here?
Answer:
The girl’s hair is a black yearning sun” which implies that the sun hides in her black hair. The sun has a strong wish to remain hidden in her hair. The figure of speech ‘metaphor’ is used here.

Question 5.
What can the poet mean by “play with the sun as with a little brook”?
Answer:
The poet means by the expression “play with die sun as with a little brook” which leaves two dark pools in her eyes.

Question 6.
What draws the poet away from the girl?
Answer:
The frenzied youth, of Bee and the drunkenness of wave, and the power of the wheatear in the dream girl drew the poet away from her

Question 7.
What purpose does the image of the bee serve in stanza 3 of the poem?
Answer:
The image ‘bee’ in the third stanza implies young lovers who hover around the beautiful girls.

Question 8.
What does the poet try to convey through the images of the wave and the wheatear?
Answer:
The poet tries to convey the drunkenness of the wage and the power of the wheatear through these images.

Question 9.
Whose heart searches for the girl?
Answer:
The somber heart of the girl Lithe and Tawny search for the girl herself.

Question 10.
Why does the poet address the girl as a “Dark butterfly”?
Answer:
“Dark butterfly” refers to lovers having inconsistency in love. The girl is said to be a “Dark butterfly” because she is not constantly in love and changes her love from person to person as butterflies change from flower to flower.

Question 11.
What aspects/activities of the girl go towards making her lithe?
Answer:
The qualities of fruits, plumps, grains, sea-weeds, joy, luminous eyes, smile, and the sun being braided into her strands go towards the making of the poem.

Question 12.
Is the girl made tawny by the sun or was she was born tawny? How do you
Answer:
The girl was not bom tawny. She was made tawny by the sun. The reason for the answer goes in the line the sun that warms the fruits, plumps the grains that curl weed filled your body with joy, and your minus eyes/and your mouth that has the Nile of the water. The bold type letters mark the fact that she was made tawny. know the answer?

Composition

Question 1.
Make a list of objects to which the girl has been compared. Are they or comparisons convincing or exaggerated? of comparisons have been listed below:
Answer:
The poet makes use of a Plethora
the sun – noon
the fruit-friend youth of the bee
the plumps – drunkenness of the wave
the grains – power of the wheatear
the sea-weeds – dark butterfly.
smile of water – wheat-field
the yeaning – the puppy, the water
The comparisons are apt and suggestive and convincing.

Question 2.
Write an appreciation of the poem “Girl Lithe and Tawny”, starting with the mention of the theme, then analyzing the poem stanza by stanza, relating them to the theme, and including your overall (assessment of the poem.)
Answer:
The poem “Girl Lithe and Tawny” by Pablo Neruda is a love, poem written originally on the yearnings of romantic love. The discussed poem is nothing but an English translation of a poem that was written when Keruda was almost twenty. it explains a young man’s yearnings for a girl. of his dreams forms the fruits, that plumps the grains, that curls sea-weeds, filled her body with joy and her bright and luminous eyes and her mouth that has the smile of water The stanza 1 explains that the sun expresses the beauty of the girl. A black yearning.

the sun is braided into the strands of her black mane when she stretches her arms. She plays with the sun as with a little brook and it bares two dark pools in her eyes. The second stanza proceeds ahead to Everything bear him further away as though she were noon. She was the frenzied youth, of the bee, the drunkenness of the wave, and the power of the wheatear. The third stanza is important in the sense that nothing drew the poet towards her. The concluding stanza is most inspiring and heart-touching.

It tells that her somber heart scorches for herself, nevertheless, the poet loves her joyful body, her splendor, and her flowing voice. She is explained as a “Dark butterfly and like” the wheat field and the sun the poppy and the water. As a matter of fact, the way the poet presents his dream girl is most alluring and heart-enduring. It evokes in us a tint of romantic love which is the main theme of most of his poems.

Notes On The Poet:
Poetry and politics are the chief preoccupations of Pablo Neruda who was hired from 1904-1937. His love poetry written originally in Spanish focuses on the yearning for romantic love. Among his major collections are‘ Twenty Love Poems and ‘Song of (1924), ‘Spain is the Heart’ (1937) ‘And Memorial of Isla N’agra’ (1964). The poem ‘Girl Lithe and Tawny’ is an English translation of a poem that was written by Neruda was bravely twenty. It describes a young man’s year rings for the girl of his dreams.

Girl Lithe and Tawny Summary in English

The poet has addressed this poem to his dream girl Lithe and Tawny. Actually, the sun makes the fruit, plums the grains, and curls the seaweed. In a similar way, the sun fills her luminous eyes with joy and happiness. Her bright eyes and her mouth have the smile of the water. A black longing sun is woven into the stands of her black hair. When she stretches her arms, she plays with the sun as with a little stream. It leaves two dark pools in her eyes.

Girl Lithe and Tawny is such a dream girl towards whom nothing draws the poet. Everything bears him further aÿvay, as. though she was at noon. She was the frenzied youth of the bee, the drunkenness of the wave, and the power of the wheatear. Her dark-colored heart searches for you nevertheless. The poet is highly fascinated by her and loves her youthful body. He also loves her tender and flowing voice. He also loves the dark butterfly, sweet and definitive like the wheat field, the sun, the poppy, and the water.

Analytical outlines

• The poet has addressed this poem to
• his dream girl Lithe and Tawny.
• Actually, the sun makes the fruits.
• The sun plumbs the grains.
• The sun also curls the seaweed.
• Similarly, the sun fills her luminous eyes with joy.
• It also fills her bright eyes with happiness.
• Her bright eyes have the smile of the water.
• A black longing sun is woven into the stands of her black hair.
• She stretches her arms.
• She plays with the sun again and over again
• As the plays with the little stream.
• It leaves two dark pools in her eyes.
• Girl Lithe and Tawny is such a dream girl of the poet.
• The poet draws nothing towards her.
• Everything bears him further away.
• She was the frenzied youth of the bee
• She was also the drunkenness of the wave
• She was also the power of the wheatear.
• Her dark-colored heart earnestly searches him.
• The poet is highly fascinated by her.
• He loves her youthful body wholeheartedly
• He also loves her slender and flowing voice.
• He also loves the dark butterfly, sweet and definitive.
• He loves her like the wheat field.
• He loves her like the sun.
• He loves her like the poppy.
• He also loves her like the water.

Meaning of difficult words

Lithe – graceful
plumb – makes the grains fleshy and rounded
luminous – clear, bright, glowing.
yearning – strong, will, wish, or desire.
braided – plaited, intertwined, trimmed, woven.
strand – single hair.
mane – her long hair.
brook – fountain, stream
frenzied – excited, provoked, stirred up
somber – dark
definitive – decisive
poppy – large, bright red flower.

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

CHSE Odisha 11th Class Alternative English Solutions Unit 4 Text D: The Case against Man

Activity-14

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

Activity-15

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

Activity – 16

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

Activity-17

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

Activity -18

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

Activity – 19

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

The Case Against Man Summary in English

Section – D
Part – One

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

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

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

Part – Two

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

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

Analytical outlines of the Text

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

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

Meaning of difficult words

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

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