Class 11

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 4 Text B: What is Art? Textbook Activity Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Unit 4 Text B: What is Art?

Activity-5
Getting The Main Idea Of The Paragraph

Find out a suitable title for each of the paragraphs in Text-B (Part one)

Paragraph     Title
1                 :
2                 :
3                 :
4                 :
5                 :
6                 :
7                 :

Answer:
Paragraph -1 : Title – Defining Art.
Paragraph -2: Title – Relationship of Art.
Paragraph -3 : Title – Art Transmitting Human Thought.
Paragraph -4 : Title – Activity of Art.
Paragraph -5: Title – Man’s capacity of Receiving other’s Emotional Dimensions.
Paragraph -6 : Title – Infecting feelings.
Paragraph -7 : Title – Object of Joining Another.

Descriptive Sequence

After going through part two Text-B, read the whole of Text-B (That is, both the parts) and arrange the following items in the sequence in which they are presented in the Text.
a) Discussing what art is not.
b) Talking about defining art.
c) Speaking about the characteristics of art.
d) Citing examples that does not amount to art.
e) Comparing art with speech.
f) Arriving at a definition of art.
g) Speaking of the variety of feelings on which art is based.

Answer:
a) Talking about defining art.
b) Comparing art with speech.
c) Speaking of the characteristics of art.
d) Speaking of the variety of feelings on which art is based.
e) Arriving at a definition of art.
f) Discussing what art is not.
g) Citing examples of what does not amount to art.

Activity-7
Reacting To The Ideas In The Text

• Art is superior to speech because it transmits feelings as well as thoughts because a man transmits his thoughts to another by words but by art, he transmits his feelings.
• Tolstoy speaks of the essential elements of art in paragraph 5 but seems to contradict himself in the next paragraph. The views presented in these two paragraphs can, however, be concealed.
• The analogy between the boy who encounters- a wolf and the artist who recreates his emotions in a work of art is now appropriate because the feelings and emotions are equally infected with one another.
• The writer begins his essay by saying that art should not be considered “as a means to pleasure” but should be considered “as one of the conditions of human life”. And he has proved this in his essay taking suggestive examples from various lores of life.

Activity – 8

a) A direct approach is chosen to define the term ‘renaissance’ in passage 1, but a descriptive technique is followed in passage 2 to define the term ‘elegance’.
b) An etymological analysis of the term ‘renaissance’ finds an outlet in passage 1 but the implied meaning of the term ‘elegance’ is given in passage 2.
c) A general meaning of the word ‘renaissance’ is reflected in passage 1 whereas the views and considerations of the word ‘elegance’ have been found in passage 2.

Activity-9
Remedial Grammar

My town is an excellent place to live in, I think it is wonderful. It is an important town, because, it is the center of the district administration. It is also great because of the two very famous museums. The weather here is nice. It is hot in summer with occasional rains and is cool in winter. I like my home town very much.

What is Art? Summary in English

Section – B
Part – One
Read below the first paragraph of Leo Tolstoy’s “What is Art ?” and try to guess the writer’s purpose.
In order to define art correctly it is necessary first of all to cease to consider it as a means to pleasure and to consider it as one of the conditions of human life viewing it in this way, we can’t fail to observe that art is one of the means of intercourse between man and man. Now read part one of Text B and note how Tolstoy develops his idea of art across the paragraph.

Summary:
Leo Tolstoy defines art to cease to consider it as a means to pleasure and to consider it as one of the conditions of human life. Art is an intercourse between man and man. The receiver of every work of art enters into a certain kind of relationship both with him who produced or is producing the art and with all those who simultaneously, previously or subsequently receive the same artistic impression, speech transmitting the thoughts and experiences of man serve as a means of union among them and art serves a similar purpose.

A man communicates himself with another by means of words and by it he transmits his feelings. A man shares his feelings by listening to another man. When one man laughs, another becomes merry to hear it. But when a man cries, another feels sorry. A man is excited or irritated and another man who sees him is brought to a similar state of mind by his movements or by the sounds of his voice. A man expresses courage and determination or sadness and calmness and this state of mind passes on to others.

A man suffers expressing his suffering through groans and spasms and this suffering transmits itself to other people. A man expresses his feelings of admiration, devotion, fear, respect, or love to certain objects, persons, or phenomena and others infected by the same feelings of administration, devotion, fear, respect or love to some objects, persons or phenomena. Art begins when one person expresses his feelings by certain external indications in order to join others or others.

For instance, a boy having experienced fear of encountering a wolf relates the encounters, and in order to evoke in others the feelings he has experienced describes his conditions before the encounter, the surrounding of the world, his own lightheartedness, and then, the wolf’s appearance, its movements, the distance between himself and the wolf and so forth. If only the boy when telling the story again experiences the feelings he has lived through and infects the heart and compels them to feel that he had experienced is art.

It is also art if a man having experienced either the fear of suffering or the attraction of enjoyment expresses these feelings on canvas or in marble so that others are infected by them. It is again art of a man who feels or imagines to himself feelings of delight gladness, sorrow, despair, courage or despondency and the transition by sounds from me to another of those feelings and expresses them by sounds so that the hearers are inflected by them and experience them as they were experienced by the composer.

Analytical outlines of the text:

• According to Leo Tolstoy, art is a means to provide pleasure.
• He also considers it as one of the conditions of human life.
• Art is an intercourse between man and man.
• The receiver of every work of art enters into a certain kind of relationship both with him.
• It is a relationship with him who produced or is producing the art.
• It relates to those who simultaneously, previously or subsequently receive the same artistic impression.
• Speeches transmitting the thoughts and experiences .of men serve as a means of union, among them and art serves a similar purpose.
• A man communicates himself with another by means of words and by it he transmits his feelings.

• A man shares his feelings by listening to another.
• One man laughs, and another becomes merry to hear it.
• One man cries and another becomes feel sorry.
• A man as excited or irritated.
• Another is brought to the same state by seeing it.
• He acquires it by his movements or the sounds of his voice.
• A man expresses his courage or determination.
• This state of mind passes to another.
• A man expresses his sadness or calmness.
• This state of mind passes to another.
• A man expresses his suffering through groans or spasms.
• It transmits itself to other people.
• A man expresses his admiration, devotion, fear, respect, and love to certain objects, persons or phenomena.
• Others are infected by the same feelings.
• Art begins when one joins others with the same feelings.
• For instance, a boy experiences of fear by encountering a wolf.
• He expresses this fear in order to evoke a feeling in others.

• He provides an elaborate description of it.
• He expresses the conditions before the encounter.
• He also expresses the surrounding of the words.
• He also expresses his distance from the wolf.
• On the other hand, he also expresses the wolf’s appearance, its movement, distance from him, etc.
• When he compels others to feel his experiences, it is called art.
• Hence, to be an art, the feelings of suffering and enjoyment should be infected by them.
• When a man feels or imagines those feelings of delight, gladness, sorrow, despair, etc. it is called art.
• Therefore, art refers to the transmission of the sounds of those feelings from one man to other so that one must be infected by them and also experiences them by themselves.

Meaning of difficult words:

simultaneously – happening at the same time.
previously – formerly.
subsequently – followingly.
intercourse – deal with, interact, and communicate.
transmit – sends, communicates.
groan – moan, lamentation.
spasms – muscular contraction, stiffness of muscles.
encountering – facing, confronting, meeting
despondency – misery, sorrow, unhappiness.
transition – change, transformation, movement.

Text-B
Part – Two

Summary:
The feelings which the artist transmits to others are varied and many. Some are very strong and some are very weak, some significant and others insignificant, some very bad, and others very good. Patriotic love, self-devotion and yielding to fate or to God in drama, raptures of lovers in. a novel, voluptuousness in a picture, courage in triumphal marches, merriment in a dance, and humor in a funny story are all different forms of art. If the feelings of the author are transmitted to the spectators, they are deemed to be rightly infected.

Art is certainly a human activity that consists of external signs hands-on to other’s feelings he had lived through and that others are infected by these feelings and also experience them. The metaphysicians state that art is not the manifestation of some, mysterious idea of the beauty of God. Physiologists view a game in which man lets off his excess stored-up energy, is not man s expression of emotion by external signs. It is neither pleasure nor the production of pleasing objects.

Analytical outlines of Part Two.

• The artist’s transmission of feelings to others is varied and many.
• Some are very strong and others are very weak.
• Some are significant and others are insignificant.
• Even some are very good and others are very bad.
• There are different forms of art.
• Patriotic love and self-devotion are the same.
• Raptures of lovers in a novel, and voluptuousness in a picture are others.
• Also, courage in a triumphal march, merriment in a dance, and humor in a tunny spry are still others.
• If the feelings of the writer are transmitted to the audience, they are deemed to be rightly infected.

• Art is, certainly, a human activity.
• It consists of external signs hands-on to other’s feelings.
• Others are infected by these feelings.
• They also experience these feelings.
• The metaphysicians opine that art is not the manifestation of some mysterious idea of the beauty of God.
• Physiologists view it is a game in which man gets off his excess stored up energy.
• It is not the expression of man’s emotion by external signs.
• It is neither pleasure nor the production of pleasing objects.
• It is a means of union among men joining them together in the same feelings.

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 3 Text C: New Superstitions for Old Textbook Activity Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Unit 3 Text C: New Superstitions for Old

Activity-12
Comprehension

Read Text-C (Part-one) once again after getting the meaning (i) Omen (paragraph- 3), (ii) freighted (paragraph 6) and (iii) heathen (paragraph 7) from a dictionary, if you don’t know their meanings. And then answer the following questions as briefly as possible.

Question (a)
In which paragraph does Mead say , that some long standing rituals are nothing but superstitions ? List five long-standing rituals which the writer mentions.
Answer:
Paragraph-1 says that some long standing rituals are nothing but superstitions. The five, long standing rituals which the writer mentions are:
1. lucky and unlucky numbers.
2. future events which cah be read from omens,
3. protective charms.
4. what happens can be influenced by casting spells.
5. magic.

Question (b)
In what way are religion and superstition similar ? And how are they different ?
Answer:
Actually, both religion and superstition are based on belief or faith or practices and ways of thinking that have been given up, because they are inconsistent with scientific knowledge. Moreover, superstition and religion have a slight difference. Superstition is used in a derogatory sense and religion has a high status.

Extra Activity – 12(A)

Question 1.
What is, according to the writer, superstition ?
Answer:
The author explains the meaning of superstition straightforward. According to him, superstition refers to old folk faith of beliefs, practices or ways of thinking. There are lucky and unlucky numbers and days, that future events can be read from omens that there are protective charms or that what happens can be influenced by acting spells magic is another form of superstitions.

Question 2.
There is something which is most likely to happen that evokes the memory of some old fold belief, what is that ?
Answer:
It is the folk belief- spilling salt, a knife falling on floor, nose tickling that evokes its memory.

Question 3.
What are the observances of childhood ?
Answer:
Wishing on the first star, looking at the new moon over the right shoulder, avoiding the cracks in the side walk on the way to school, wishing on while horses on loads of way, on covered bridges on red cars are the observances of childhood.

Extra Activity – 12(B)

‘So’ and ‘Such’ and their uses.
(A) Study these Examples:
Ex.
1. I didn’t enjoy the boolc. The story was so stupid,
2. I didn’t enjoy the book. It was much a stupid story.
we use ‘so’ + adjective/adverb
so stupid; so quick,
so nice, so quickly
we use ‘such’ + noun ,
such a story; such people
we also use such + adjective + noun
such a stupid story; such nice people.

X:B: We use ‘such a’, but not ‘a such’

(B) ‘So’ and ‘such’ make the meaning of adjective/adverb stronger.
Ex.
1. It is a lovely day. It’s so warm (=really warm)
2. He is difficult to understand because he speaks so quickly.
3. We enjoyed our holiday. We had such a good time (- really a good time)

You can use ‘so…..that’……
Ex.
1. The book was so good that I couldn’t put it down.
2. I was so tired that I fell asleep in. the arm chair.
3. It was such lovely weather that we spent the whole day on the beach.

(C) We also use ‘so’ and ‘such’ in the (meaning of ‘like this’:
Ex. 1. I was surprised to find out that the
1. house was built hundred years ago. I didn’t realise it was so old. (as old as it is)
2. I expected the weather to be much wanner. I did not expect it to be so cool.
3. I didn’t realize it was such an old house.
4. The house was so untidy. I’ve never seen such a mess.

(D) We say, ‘so long’ ‘but’ ‘such a long time’
Ex.
1. I haven’t seen her so long.
2. I didn’t know it was such a long way.

We say: ‘so far’ but ‘such a long way’
Ex. I didn’t know it was so far.
We say: ‘so much’ ‘so many’ but such a let (of).
1. Why did you buy so much food ?
2. Why did you buy such a lot of food ?

Enough and too:
A. The position of ‘enough’: Enough goes after adjectives and adverbs:
Ex.
1. He didn’t get the job because he wasn’t experienced enough.
2. You won’t pass , the examination as you don’t work hard enough.

The Opposite is too (too hard, too old etc.)
Ex. You never stop working. You work too hard. ‘Enough’ normally goes before nouns:
Ex. . He didn’t get the job, because he hadn’t . enough experience.

B. We say ‘enough/too for (somebody/something)
Ex.
1. I haven’t got enough money for a holiday.
2. He hasn’t experienced enough for the job.

We also say ‘enough/too to’ to do something:
Ex.
1. Enough money to buy something.
2. Too you to do something.
We say:
The food was so hot that we couldn’t eat it.

Quite and Rather
A. Quite = less than ‘very’ but more than ‘a little’.
Ex
1. I’m surprised you haven’t heard of her. She is quite famous.
2. It’s quite cold. You’.d better wear your coat.

‘Quite’ goes before a/an.
Ex: ‘quite a nice day; quite an old house.
B. Rather Is similar to quite. We usc ‘rather’ with negative words and negative íd cas.
Ex.
1. It’s rather cold. You’d better wear your coat.
2. The examination was rather difficult.

‘Quite’ can be used in such sentences having positive ideas:
Ex. She’s quite intelligent.
When we use ‘rather’ with positive words (nice, it means ‘unusually’ or ‘surprisingLy’. ,
Ex. rathernice/interesting.
‘Rather’ can go before or after a/am. a rather interestiñg book, rather an interesting book.

C. ‘Quite’ also means ‘completely’:
Ex. 1. Are you sure? Yes, quite sure = (compktely sure) quite right, quite obvious, quite different etc. ‘No quite’ means not ‘completely’:
Ex: They haven’t quite finished their dinner yet. We also use ‘quite’ fr completely with)
some verbs:
Ex: I quite agree with you.

Activity-B
Comprehension

Answer the following questions

Question (a)
What is the thesis of Mead’s article? In which paragraph does it appear ?
Answer:
The thesis of Mead’s article is that if we are to make good use of knowledge, we must not only rid our minds of old superseded beliefs and fragments of magical practice but also recognize new superstitions for what they are. This has been explained inparagraph-12.

Question (b)
What is Mead’s attitude towards her subject ? Does she feel that superstitions are silly or useful ? Explain.
Answer:
Mead’s attitude towards her subject is to teach humanity the sense of rationality amidst the superstitions mentioned. Superstitions are both silly and useful. Actually, most of them are silly and some of them are useful when used as transitional object for children.

Question (c)
Which article was originally published in 1966 in a magazine aimed at young mothers. In what way does Mead tailor her subject to fit her readers ? How cduld she has increased the relevance of the article for this audience ?
Answer:
Mothers and first teachers both form the tender minds of little children. They exert a great influence in the formative years of children. It is a mother who can instill superstition in the minds of children or can rid them of these unwarranted things keeping this in View, Mead tries to tailor her subject to fit (First Year) to her’readers. She could have made the audience of the text more explicit and particular.

Question (d)
Mead begins her article by directly addressing her reader and their superstitions; she uses this device later in the article too. What is the effect of fhis technique ?
Answer:
Mead begins her article by directly addressing her readers and their superstitions. .Use of such techniques is to achieve direct response from the readers. This writing needs direct and immediate attention. Indirect approach may not provide a right attitude. Here, direct approach makes the essay more sustainable.

Question (e)
By what methods of development does Mead expand her definition of superstition ? What other methods might she have used ?
Answer:
Mead expands her definition of superstition in a descriptive method. He prefers description to prescription. This method is the right way of treating the subject matter.

Activity-14
Discourse Maker: Link Words

Fill in the blanks with appropriate expressions from the list: (for instance, however, usually, but, fortunately, but, because, if, but then).

When young, we’re naturally a creative _____________ we let our minds run free _____________ as we’re taught to follow the rules our thinking narrows. For much of life this can be a biessing. It wouldn’t do to create a new way horn? from work of it meant driving down the wrong side of the road. _____________ in many areas of our lives creativity can be a matter of survival. Things are changing too fast to get along simply with old ideas. Half of what any technical engineer had learnt ten years ago became obsolete in only three years. And what about our homes lives ? With _____________. more and more women opting, for careers and independence, couples have to be more creative about their relationship to avoid conflicts. _____________ creativity is not all that mysterious. An important creative trait was well-defined by a Noble Prize winning physician _____________ he said, “Discovery consists of seeing what everyday has been and thinking what nobody has thought.” _____________ how we start “thinking what nobody has thought ?” _____________ it takes a week ort the head- like Sir. Isaac Newton supposedly had when an apple striking his skull awakened him to the laws of gravity _____________ we’re more likely to respond creativity which is to day, think of a new idea we _____________ have already been chipping awhy at the mental blocks that close our minds.

Answer:
When young, we’re naturally creative if we let our minds run free but as we’re taught to follow the rules our thinking narrows. For much life, this can be a blessing. It wouldn’t do to create a new way home from work if it meant driving down the wrong side of the road. Fortunately, in many areas of our lives, creativity can be a matter of survival. Things are changing too fast to get along simply with old ideas. Half of what any technical engineer had learned ten years ago became obsolete in only three years. And what about our home lives ? With, however, more and more women opting, for careers and independence, couples have to be more creative about their relationship to avoid conflicts. But creativity is not all that mysterious. An important creative trait was well-defined by a Noble Prize-winning physician because he said, “Discovery consists of seeing what every day has been and thinking what nobody has thought.” But then, how we start ‘thinking what nobody has thought ?” usually it takes a week on the head- like Sir. Isaac Newton supposedly had when an apple striking his skull awakened him to the laws of gravity for instance, we’re more likely to respond to creativity which is today, think of a new idea because we have already been chipping away at the ‘mental blocks’ that close our minds.

Activity-15
Dialogue Writing

While writing a dialogue you may keep in mind the following suggestions: .:
i) The primary focus of a dialogue should be on (a) giving information and (b) moving the conversation forwards.
ii) Avoid stilled (= stiff and unrealistic) dialogue so that it doesn’t sound pedantic, long-winded or too formal (use short words and contracted forms such as n’t, ’l l, ‘m, ‘d as far as practicable.
iii) Avoid repeated information and using the listener’s name is every line of the dialogue.
iv) Each of the characters in the dialogue should take turns and equally participate in the conversation.
v) There are three main parts of a dialogue: (a) greeting, (b) purposive conversation and (c) leave-taking.
vi) Some of the commonly used greeting are: Formal

(A)
X: How do you do?
Y: How do you do?

(B)
Good morning
Good afternoon
Good evening
Good day

(A)
X: How are you (today)?
Y: Fine, thank you/very well, thank you.

(B)
X: Hello, Ramesh (also spelled Hallo or Hello)
Y: Hello, Sultana

(C)
X: Hi!
Y : Hi!

vii) Some of the common expression is used while faking leave are: Good bye, Bye, Bye-bye, Good night, See you, So long.

Here is a dialogue for you to complete:
Sunita wishes to do a part time computer course. She’s making enquiries at a private computer institute. The replies she gives arc given. You have to guess her questions from the clues given against each blank space.
(Remember, she is making requests for information, so she must use polite forms such
as: May I __________ / I can you please __________!/
would you __________? would you mind __________?

Sunita : Good evening, Madam. l am Sunita, __________ I __________ (may what courses)
Receptionist : Gopd evening, dear. We offer Windows, Pascel, C++, Java, Oracle and a few other advance courses as well
Sunita: __________ (which, should)
Receptionist: You can start with Windows and.then move on to others.
Sunita: __________ (can, part time)
Receptionist: Yes you certainly can.
Sunita: __________ (join in morning sessions)
Receptionist: We have both morning and evening sessions you can join either of them.
Sunita: __________ (will, I)
Receptionist: Certainly you will not only be allowed, you will be asked to handle computers from the second week onwards.
Sunita: __________
Receptionist: Two thousand rupees for Windows. For the other Dourses it will be slightly higher.
Sunita: _________ (can, installments)
Receptionist: You can pay it in monthly installments.
Sunita: _________(when, start)
Receptionist: Next week, you can rightly join away.
Sunita: _________(cleave-taking)

Answer:
Sunita: Good evening, Madam. I am Sunita, may I know what courses you offer?
Receptionist: Good evening, dear. We offer Windows, Pascel, C++, Java, Oracle and a few other advance courses as well.
Sunita: Which of these should I stat with?
Receptionist : You can start with Windows and then move on to others.
Sunita : Can 1 take up the course part time?
Receptionist : Yes, you certainly can.
Sunita  : May join the morniftg session ?
Receptionist : We have both morning and evening sessions, you can join either of them.
Sunita : What is trie duration of the course.
Receptionist : It depends, Windows is a three-month course. The advanced courses are a few months longer.
Sunita : Will you please saý if I’ll be allowed to touch the computer?
Receptionist : Certainly you will not only be allowed, you will be asked to handle computers from the second week onwards.
Sunita: What fees do you çhar.gefor the courses?
Receptionist: Two thousand rupees for Windows. For the other courses it will be slightly higher.
Sunita: Can I pay the fees on installments ‘?‘
Receptionist: You can pay it in monthly installments.
Sunita: When do you start the course?
Receptionist: Next week, you can rightly join away.
Sunita: Thank you. Good night Madam, (leave-talking)

Activity- 16
The Dialogue Writing

Write a dialogue on superstition between two friends, one of them very progressive and scientific in outlook and the other very conservative. You may find the expressions, useful while writing the dialogue.
I think that _________ I’m not sure that ____________
In my opinion ___________ May be __________
I would say that __________ Some paople would say that __________
As far as l’m concerned __________ Perhaps it s a, question of ___________

Answer:
Ramesh : Hello, Paresh, how are you?.
Paresh : Fine, thank you, How are you?
Ramesh : Veiy well,-thank you. Did you go to New Delhi last month ?
Paresh : Oh, no Ramesh, I saw an evil omen just when I was leaving home for Delhi.
Ramesh : Evil omen 1 ‘What’s it ?
Paresh : A black cat. It crossed the way before me when I just started my journey. I’d to cancel my tour. My parents also suggested doing that.
Ramesh : Do you really believe that cats an evil omen?
Paresh : Ves; I do. I think that cats spoil a journey.
Ramesh : But, ¡n my opinion, cats are never a sign of evil.
Paresh : Why do you conceive of such a believe?
Ramesh : I’d say that they are normal natural beings. They are neither evil nor auspicious.
Paresh : But some people would say that cats are dangerous creatures. They spoil jourñcy.
Ramesh : As far as I’m concerned I don’t have a negative attitude to these simple creatures. May be old people had a superstitious notion about them. But time has changed, you knowpèople have cats for their pets, they also carty cats with them when they go on journey. Their journeys are not spoiled. Do you know a young màn was 3topped going to Delhi by his mother to appear at the viva voce test of the civil service examination following the appearance of a cat. He left home and topped the list of the LAS. candidates.
Paresh : Thank you, Hope to see ,again Good bye.

Extra Activity – 16(A)]
All, every and whole

A. All, every body/every one.
We do not normally use all to mean every body/every one.
Ex.
Every body enjoyed the party ( not all enjoyed……)
But note that we say all of us/you/them not every body of
Ex.
All of us enjoyed the party.

B. All and every thing.
Ex: I’ll do all I can to help or I’ll do everything

C. ‘Every/everybody/every one/every thing” are singular words which take singular verbs.
Ex:
1. Every seat in the theatre was taken.
2. Every bddy has arrived.
But we often use ‘they/them/their after everybody/everyone.
Ex:
Everybody said they enjoyed themselves.

D. ‘All’ and ‘whole’ ”
Whole = complete/entire
It’s use singular countable nouns.
Ex:
1. Did you read the whole book ?
2. She lived her whole life in Scotland.

E. ‘Every / all / whole’ with time expansion:
We use ‘every’ to say how often something happens.
Ex:
1. We went to the beach everyday.
2. There’s a bus every ten minutes.

Each’ and ‘Every’

A. Each and every are similar in meaning.
Ex:
Each time (-every time) I see you, you look different. But sometimes, there is a difference between the two, we use each, when w.e think of things separately one by one.
Ex:
Study each sentence carefully (= study sentences one by one) But ‘every’ is used with the things in a group.
Ex:
Every sentence must have a verb (= all sentences). ‘Each’ not ‘every’ can be used for two things.
Ex:
1. In a football match, each team has 11 players.
2. There is a bus every ten minutes.

B. ‘Each’ can be used in the middle and at the end of a sentence:
Ex:
1. The students were each given a book.
2. These oranges cost one rupee each.

C. ‘Everyone’and ‘every one’ ‘Everyone’ is used only for people. Every one both people and things.
Ex:
1. Every one enjoyed the party.
2. He’s invited to lots of parties and he goes to every one.

Both/Both of, neither/neither of, either/ either of.

A. We use ‘both/rather/either’! for two things. You canuse these words with a noan (both books, either books etc.)
Ex
1. Both restaûrant are vety good.
2. Neither restaurant is expensive.
3. We can go to either restaurant.

B. Both of …………………………./neither of …………………/either Of …………………

When you use these expressions you need the ………………../these ……………………/ those …………………… / any/your/his/them etc.
1. Both of these restaurants are very good.
2. Neither of the restaurant was expensive.
3. I haven’t been to either of the restaurants. We can use both of/neither off either of- us/you/them.
Ex:
1. Can either of you špeak Spanish.
2. I asked to people the way to the station but neither of them

C. You can ue b to/neither/eIther alone.
I. Which of these shirts do you like? ‘Hike both.
2. Is your friend British or American? ‘Neither’
3. ‘Do you like tea or coffee’? ‘ Either will do.

D. Both.L0…and……..
Ex:
Both Tom and Ann were late. 1%Telther……..no r…….
Ex:
Neither Liza nor Robin came to the party.
Either……..or……..
Ex:
I’m not sure where he’s from
He’s either Spanish or Italian.

E. Compare ‘either/netherfboth’ (two things) and any/none! all’ (more than two).
Ex
1. There are two good hotels in the town. You can stayåt either of them.
2. We tried two hotels. Neither of them had any rooms/Both of them were full.
3. There are many good hotels in the town. You can stay at any of them.
4. We tried a lot of hotels. None of them had any rooms/All of them were full.

New Superstitions for Old Summary in English

Section-C
Pre-reading Activity
In this section you will read an article by Margaret Mead, perhaps the best known American social scientist of the mid-20th century, who’wrote on social and ethical issues. This article bears the title “New Superstitions for Old”. Can you predict from die above title what the main points of the article could be ? and what is your definition of‘Superstition?
Now read the text-C (Part-one) quickly to cheque of your guesses are close to what Mead says.

Text-C
Part-One
By Margaret Mead Summary
Once upon a time, there is a time when everything seems to run smoothly and even , tire riskiest venture conies out exactly right and one demands that it is one’s lucky day. And still as an after thought it is said “knock on wood”. Still boastful, you carry out the little protective ritual. If challenged you would probably say “Oh, that’s nothing just an old superstition.”

Most people now treat old folk beliefs as superstitions, for instance, lucky and unlucky days or numbers that future events can be read from omens, that there are protective charms or that what happens can be influenced by costing spells. Superstitions belonging to the category of beliefs Which have been deserted due to their inconsistency with scientific; knowledge. The salt spills, a knife falls on the floor, your nose tickles, the person who spilled the salt tosses a pinch in his left shoulder are the commonest form of superstitions.

There are many other superstitions for which people had developed a strong sense of attraction. Superstition is used with another meaning on the religious line. In civilised religions, where membership include believers who are educated and urban and others traditions and practices.

Analytical outlines of the Text.

• Once upon a time, every thing seems to run smoothly.
• Even the riskiest venture comes out exactly right.
• According to one’s demand, it is his lucky day.
• As an after thought, it is said, “knock on word.
• We carry out the little protective ritual boastfully.
• We probably say, “Oh, that’s nothing just an old superstition”.
• Most people now treat old folk beliefs as superstitions.
• There are lucky and unlucky days or numbers.
• The future events can be read from omens.
• There are protective charms.
• The happening can be influenced by . costing spells.
• In religion, truth can’t be demonstrated.
• It becomes a matter of faith in religion.
• Superstitions belong to the category of beliefs.
• It also belongs to the category of practices and ways of thinking.
• These have been discarded.
• Because, they are inconsistent with scientific knowledge.
• It is easy to say that other people are superstitious.
• Because they believe what we regard to be untrue.
• In fact, even in most sophisticated home, we find the memory of some old fold belief.
• There are many commonest forms of superstitions.
• The salt spills, a knife falls to the floor are some of them.
• Even tickles of nose, some one recites the old rhyme, gentleman calls etc. are others.
• The person who spills the salt tosses a pinch over his left shoulder as a common form of superstition.
• “As you rub your nose you think” is the commonest one.
• There are many other superstitions for which people had developed a strong sense of attraction. ,
• Superstition can also be used with
• Do they really have a religion or it is all just superstition.
• This happens as we always follow traditions and practices.
• The more sophisticated of them will dismiss off hand as ‘just superstition’.
• But that guides the steps of those who live by older days.
• Actually, these are very ancient beliefs.
• These hand on from one religion to another.
• These carried from country to country around the world.

Meaning of difficult Words:
smoothly – easily, conveniently, uninterruptedly.
after thought – thought following or coming after.
ward off – discard, liberate from, avoid, irrwnune, be free from.
omens – presage, sign or symbol of something unknown.
spell – enchantment, impact, influence cast on somebody.
demonstrate – manifest, to give proof, to exhibit, ShOW with examples or practice.
discard – refuse, reject, throw away set aside.
inconsistent – having no bearing or relevance with anything in the context.
sophisticated – real, polished, civilised,aristocratic.
evoke – call out, inspire, excite awaken in the mind.
Tickle – to amuse, to excite to touch lightly.
toss – to fling, be flung up, moves and passes over the shoulder.
defensible – formidable. protectable, resistible.

Section – C
Part-Two
Pre-reading Activity
You will presently proceed to read the second part of Text-C. But before going to the second part, can you predict which of the following sentences would begin the first paragraph of this part of Text-C ? (Reiad the last sentence of Text-C (part-one) and decide.
a) Over time, more and more of lip has become subject to the control of knowledge.
b) Superstitions have some of the qualities , of those traditional objects.
c) Those old half-beliefs and new half-‘ beliefs reflect the keenness of our wish to have something come true or prevent something bad from happening.
d) Very commonly, people associate superstition with the past with very old ways of thinking that have been supplemented by modem knowledge.
e) Child psychologists recognise the value of the toy a child holds in his hand at bed time.
Your answer: a/b/c/d/e
Discuss with a friend of yours what made you think that your choice among these five sentences would be sight. Now read part- two of the text to check if your prediction regarding the first sentence of Part-Two was right and to answer the following two focusing questions:
a) What are ‘traditional’ objects ? How does Mead relate them to superstitions ?
b) Why , have many superstitions disappeared ?

Text-C
Part-Two
Summary
Superstition is commonly associated with the past and with very old ways of thinking that have been supplanted by modern knowledge. New superstitions are also coming in and making its hold, mothers warn their children of not to run into the sun. Elderly people explain that “it was the virus that, got him down”. The cosmetic industry every year offers new magic cure for baldness, lotions that will give, every women radiant skin, hair colouring that will restore to the middle aged the charm and romance of youth results that are promised of the simple directions are rightly followed.

Private superstitions like leaving house by the back door or one must wear a green dress while taking an examination. These old and new half-beliefs reflect the keenness of our wish to have something come true or to prevent something bad from happening. The old superstitions are more honoured than the new ones because the former the old faiths match our present hopes and fears.’Child psychologists recognize the value of the toy a child hold in his hand at bed time. Psychologists call such toys “transitional objects” which help the child move back and forth between the executions of everyday life and the world of wish and dream.

Superstitions have some of the qualities of those transitional objects. They help people pass between the areas of life where what happens has to be accepted without proof and the areas where sequences of events are explicable in terms of cause and effect based on knowledge. But modern approaches in science and technology have made the superstitions disappear. If we are to make good use of this knowledge, we must not only rid our minds of old,.superseded beliefs and fragments of magical practice, but also recognise new superstitions for what they are.

Analytical outlines of the Text:

• Superstition is commonly associated with the past.
• It is also associated with the very old ways of thinking.
• These have been supplemented by modern knowledge.
• New superstitions are also coming in and making its hold gradually.
• One of a such superstition is that mothers warn their children not to run into the sun.
• Elderly people explain that it was the virus that got him down.
• The cosmetic industry every year offers new magic course for baldness and lotions.
• It will give every woman a radiant skin and hair colouring.
• It will restore to the middle aged the charm and romance of youth.
• It rightly followed to private superstitions like leaving house by the back door.
• Another such superstition is one must wear a green dress while taking an examination.
• These old and new half-beliefs reflect the keenness of our wish to have something come true.
• These also prevent something bad from happening.
• The old superstitions are more honoured than the new ones.
• Because, the old faiths match our present hopes and fears. ,
• Child psychologists recognize the value of the toy a child hold in his hand at bed time.
• Psychologists call such toys ‘transitional objects’.
• This helps the child move back and forth between the exactions of everyday life and the world of wish and dream.
• Superstitions have some of the qualities of these transitional objects.
• They help people pass between the areas of life.
• The happening object one accepted without proof.
• The sequences of events are explicable in terms of cause and effect based on knowledge.
• But modern approaches in science and technology have made the superstitions disappear.
• We can make good use of this knowledge.
• We can an idea old superseded beliefs and fragments of magical practices from our minds.
• This knowledge also helps to recognise : new superstitions.

Meaning of difficult words:
supplanted – replaced, planted, installed, flourished.
continually – continuously, progressing
cosmetics – purporting to improve beauty, cream, powder and other things used on skin to make it radiant.
keenness – intensity, acuteness, eagerness, deep and ardent interest.
psychologists – experts in the working of mind.
furry – furious, violent, dangerous, hannful.
cozy – pleasant, comfortable,
interesting, relishing exactions – demand and compel, payment of.
explicable – expressible, explainable, bacteria and .viruses – living organism that cause diseases in human body
symptoms – Sign, characteristics of something.
malign – definable, slanderous, harmful malevolent, dangerous, corrosive,
antibiotics – medicine used against bacteria and viruses to cure oneself from a disease.
superseded beliefs – beliefs overpowered and neglected.
fragments – parts, piecqs broken off, segments.
generated – created, formed, made originated, produced.
grasped – comprehend, understand caught thoroughly, (meaning)

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 3 Text D: Burnout Textbook Activity Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Unit 3 Text D: Burnout

Activity – 17
Understanding Text Organization

In column ‘A’the eight paragraphs of the articles are numbered serially. In column B, there’s a list of titles for the paragraphs. Choose the best title for each paragraph from the. list and write the title letter next to the paragraph number. Notice that ‘there are eleven titles in column B, but you will need only eight to the paragraph 1 number. Notice there are eleven titles in column B, but you will need only eight.

A		B
paragraph	1	a) College Students
	2	b) The quick break
	3	c) Despair
	4	d) Phýsical illness
	5	e) Not only At work
	6	f) Stage2
	7	g) ‘Dealing with burnout
	8	h) Lastingand universal
		I) Stage-l
		j) Why does burnout happens
		k) Who suffers from burnout?

Answer:

A		B
paragraph	1	g) ‘Dealing with burnout
	2	a) College Students
	3	d) Phýsical illness
	4	f) Stage2
	5	c) Despair
	6	e) Not only At work
	7	b) The quick break
	8	k) Who suffers from burnout?

Activity-18

Find words or phrases in the text that corresponds to the meaning given below:

Question (a)
In paragraph-2
i) a second-year student.
ii) business that Is not government-run
Answer:
(i) second-year student.

Question (b)
In paragraph-3
i) evidence of a disease
ii) energy
Answer:
ii)energy

Question (c)
In paragraph5& 6
i) child beating
ii) many
Answer:
i) child beating

Question (d)
In the last paragraph
i) make the problem seem unimportant.
ii) things that will soon disappear.
Answer:
make the problem seem unimportant

Activity-19
Inferring

This activity asks you to use your knowledge of the world to infer the facts in the text and answer the following questions:

Question (a)
What expectations do you think human service agency workers have trouble with? (Paragraph-1)
Answer:
Burnout happens to be the trouble with human service agency workers. It comes when expectations of jobs, careers, marriages or lines and the reality experienced is less than expectations.

Question (b)
What is special1 about five? (Paragraph-4)
Answer:
When it is about five, workers seem to be coming like a butterfly out of a cocoon. These voices tilt and they are spontaneous when they walk out of the office.

Question (c)
Why can being the parent of a . teenager lead to burnout? (Paragraph -6)
Answer:
The dissatisfaction of parents with their teenage children leads to burnout.

Question (d)
Why is the quick break called a “low-risk” strategy? (Paragraph-7)
Answer:
“The quick break” is called a Mow-risk’ strategy because of lowering expectations of work or redefining its meaning.

Activity-20
Cohesive Devices: Reference

In Activity 6 and 10 of this unit, you have practiced relating reference words to their referents. Here is another activity on making connections which you can practice by giving the meaning, the meaning of each italicized word or phrase in the text.
a) Accompanying that is “lots of clocks- witching ______________”.
b) They are highly burned out as parents (Paragraph – 5) ”
c) ______________” the syndrome can occur in any of the multiple roles. (Paragraph -6)
d) ______________” make it lose its meaning (Paragraph – 8)
e) ” ______________” many women knew t;o if (Paragraph – 8)
Answer:
a) cocoon phenomenon.
b) parents.
c) syndrome of burnout.
d) burnout.
e) work.

Extra Activity – 20 (A)
Language Work-I

Vocabulary:
A.i) The jumbled up words in column B, bear the meaning of the Words in column A; Find out the words which are synonymous with the words in column A in the text.

Column ‘A’	Column ‘B’
hallo	subject to
holly	destruction on
silently	not deep
indestructible	sacred
lazy	not loudly
worthless	very unhappy
twinkling	be or have enough
discontent	idle
suffice	useless
vessel	dissatisfaction
distressed	shining
created	ship
dwell	looking air in
inhalation	praise
presérved	dive
admiration	made
	conserved

Answer:
sallow – not deep
holy – sacred
silently – not loudly
indestructible – not subject to destruction
lazy – idle
worthless – useless
twinkling – shining
discontent – dissatisfaction
suffice – be or have enough
vessel – ship
distressed – very unhappy
created – made
dwell – live
inhalation – taking air in
preserved – conserved
admiration – praise

ii) Supply antonyms to the following words in the text:
fast – fill
knowledge – arrival
equal – quietly
finished – followed
everywhere – inwardly
raised – secret
precious – invulnerable
pure – abetted
appeared – release
sorrows – firm
believe – forward
doubt – accepted
former – impatiently
incredible – blessing
enemies – beautiful
attractive – clear
hope – reject
pleasure – despise
brief – despair
longer
natural
appearance

Answer:
fast – slow
knowledge – ignorance
equal – unequal
finished – unfinished
everywhere – nowhere
raised – lowered
precious – base
pure – impure
appeared – disappeared
sorrow – pleasure
believe – disbelieve
doubt – faith
former – latter
incredible – credible
enemies – friends
attractive – unattractive, repulsive
hope – hopeless, despair
pleasure – pain, sorrow
brief – detailed, elaborate
fill – empty.
arrival – departure
quietly – loudly
followed – preceded
inwardly – outwardly
secret – open
invulnerable – vulnerable
abated – aggravated
release – hold up, captivate
firm – infirm, loose
forward-backward
accepted – rejected
impatiently – patiently
blessing – curse
beautiful – ugly
clever – foolish, blockhead
reject – accept
despise – love
despair – hope
longer – shorter
natural – artificial, unnatural
appearance – disappearance

iii) Derive noun from the following verbs in the text:
learn – relate
condemn – bath
enlighten – rub
begin – receive
think – include
mean – achieve
strive – strike
modify – rob
pay – give
part – please
obey – live
appear – possess
kneel – incline
invite – separate
recognize – depart
hesitate – annoy
enter – threaten
persuade

Answer:
learn – learning
condemn – condemnation
enlighten – enlightenment
begin – beginning
think – thought
mean – meaning
strive – strife
modify – modification
pay – payment
part – parting
obey – obedience
appear – appearance
kneel – knee
invite – invitation
recognize – recognition
hesitate – hesitation
enter – entrance
relate – relation
bathe – bath
rub – rubber
receive – receipt, reception
include – inclusion
achieve – achievement
strike – stroke
rob – robber
give – gift
please – pleasure
live – life
possess – possession
incline – inclination
separate – separation
depart – departure
annoy – annoyance
threaten – threat
persuade – persuasion

iv) Derive nouns from the following objectives in the text:
cheerful – joyous
childish – conscious
intense – superior
supply – endure
comfortable – sweet
rich – horrified
exceptional – sad
eternal – senseless
tired – mental
forgetful – necessary
watchful – foolish
impatient – hungry
clever – confused
heavy – holy
silent – divine
acquisitive – important
indulgent – individualistic
passionate – dangerous
oppressive – loud
poor – dead
serious – gentle
weary – strong
concealed – severe
grace – good
entire – difficult
near – perplex

Answer:
cheerful – cheer
childish – child
intense. – intensity
supple – suppleness
comfortable – comfort
rich – richness
exceptional – exception’ r
eternal – eternity
tired – tiredness
forgetful – forgetfulness
watchful – watchfulness
impatient – impatience
clever – cleverness
intellectual – intellect
heavy – heaviness
silent – silence
acquisitive – acquisition
indulgent – indulgence
passionate – passion
oppressive – oppression
poor – poverty
serious – seriousness
weary – weariness
concealed – concealment
gracious – grace
entire – entirely
near – nearness
joyless – joy
conscious – consciousness
superior – superiority
endure – endurance
sweet – sweetness
horrified – horror
sad – sadness
senseless – sense
mental – mind
necessary – necessity
foolish – foolishness
hungry – hunger
weak – weakness
confused – confusion
holy – holiness
divine – divinity
important – importance
individualistic – individual
dangerous – danger
loud – loudness
dead – death
gentle – gentleness
strong – strength
severe – severity
good – goodness
difficult – difficulty
perplex – perplexity

Burnout Summary in English

Section- D
Text-D

Here is a short article about a common psychological problem caused by life in the modern world read it carefully stopping to think.
i) What “Burnout” really means.
ii) What its three stages are, and
iii) If you have seen any example (s) of ‘burnout’.

Summary
Michael Lauderdale, Director of the ‘University of Texas School of Social Work’s Research Centre, who started studying burnout 10 years ago says about school teachers and full-time housewives with children at home. He believes that burnout comes when we have expectations of our jobs, careers, marriages, or lives and the reality we are experiencing is less than our expectations. People haven’t greater expectations now than in past. the author divides the symptoms of burnout into three stages.

First is confusion. The worker may have the voice of general complaints, chronic backaches, headaches, or colds. A worker may lose his sense of humor. He may seem inattentive in a discussion because of the list of things to do running through his mind; Moderate burnout is characterized by more illness and absenteeism in which workers seem to have gray faces at 3 p.ni. in the office, but after 5 p.m., it’s like a butterfly coming out of a cocoon which is a result of people compartmentalizing their lives.

Burnout in the third stage is termed despair. A person pulls into a shell and minimizes, work and social contacts as much as possible. There is depression and crying, an increase in drinking, risk-taking, and drugs. People can learn to improve their skills at recognizing burnout and at doing something about it. Lauderdale suggests. It is thought men suffer more than women, but I think men may have, more burnout on the job, while women get burned out on family life.

Analytical outlines of the Text

• Michael Lauderdale is the director of the University of Texas School of Social Work’s Research Centre.
• He started studying burnout ten years ago.
• He started his study about school teachers and full-time house wives with children at home.
• He has marked that school teachers and full-time housewives with children at home are among the highest-risk groups.
• They, usually, suffer from burnout.
• According to him, burnout comes when the reality is less than our expectations.
• It happens in the case of our jobs, careers, marriages, or lives.
• People haven’t greater expectations now than in the past.
• The author divides the symptoms of burnout into three stages.
• The first one is confusion.
• The worker may have the voice of general complaints, chronic backaches, headaches, or colds.
• A worker may lose his sense of humor.
• He may seem inattentive in a discussion.
• It happens because of the list of things to do running through his mind.
• Moderate burnout is characterized by more illness and absenteeism.
• The workers seem to have gray faces. at 3 p.m. in the office.
• But after 5 p.m. it’s like a .butterfly coming out of the cocoon.
• It happens due to people compartmentalizing their lives.
• Burnout in the third stage is termed despair.
• A person pulls into a shell and minimizes. work and social contacts as much as possible.
• There is depression and crying an increase in drinking risk-taking and drugs.
• People can learn to improve their skills at recognizing burnout and at doing something about it.
• Lauderdale suggests that it is thought men suffer more than women.
• Men may have more burnout on the job.
• Actually, women get burned rut in family life.

Meaning of difficult words
burnout – feeling fatigued or tired, being extinguished,
expectations – hopes and aspirations, wishes and desires,
ambiguity – uncertain, doubtful, obscure, strange.
Sophomore – A person in his second year at a four-year college,
vanish – disappears, and goes away immediately.
pep – quickness, activity, interest, a new base of life and spirit.
cocoon – a shell fabricated by oneself.
syndrome – symptoms of an illness appear prominent.
teenager – a boy’s or girl’s age from thirteen to nineteen.
trivialize – reduces to small pieces, decrease the: size, make small and 1šs.
cautions – heedruhlesg warning, security warns of danger.

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 1 Text D: A Time to Think Textbook Activity Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Unit 1 Text D: A Time to Think

Activity-14

Comprehension:
Decide whether the following statements are True (T) False (F) or you can’t be sure from the above text (N)
a) One can think for improvement even after solution to a problem at hand has been found.
b) Robert 0 Anderson (Chairman of Atlantic Richfield) said that he set aside 10-15 minutes twice a day for thinking.
c) Slow thinking is always a waste of time.
d) You get one idea today, a better idea tomorrow and the best idea… never. This was a favourite saying of Sir Robert Watson Watt.
e) Thinking time is helpful more for problem-solving than for improvement thinking or for thinking around and about a situation.

Answer:
a) One can think for improvement even after solution to a problem at hand has been found. (T)
b) Robert 0 Anderson (Chairman of Atlantic Richfield) said that he set aside 10-15 minutes twice a day for thinking. (F)
c) Slow thinking is always a waste of time. (F)
d) You get one idea today, a better idea tomorrow and the best idea never. This was a favourite saying of Sir Robert Watson Watt. (T)
e) Thinking time is helpful more for problem-solving than for improvement thinking or for thinking around and about a situation. (N)

Activity-15

Understanding Diagrams In A Text:
Look at the three diagrams given in para 5 representing three kinds of thinking and briefly explain whether and if so, how the different elements in each diagram clarify description of the corresponding type of thinking given below the diagram.
Answer:

Diagram-1:
Thinking to achieve a purpose:
Classically this is problem-solving whether of the open or the closed variety. There is an endpoint. The thinker is trying to reach some destination.

Diagram-2:
Thinking for improvement:
A solution has already been reached. An answer is available. Things are going well. The thinken simply wants to do better.

Diagram-3:
Thinking around and about:
This in using free-wheeling, preparing the field, setting the context, exploring the situation, just as an intending purchaser might prowl around a house is to buy so the thinker prowls around the situation. There is no definite point of focus.

Activity-l6

Study the use of these expression in the text and then use them in suitable form in appropriate blanks in the following passage:
(i) to take place (para-1)
(ii) to call for (para-2)
(iii) to be regard as (para-4)
(iv) to be inclined to (para-6)
(v) in fact (para-8)

On the day of the coronation __________the prince _________ the best sovereign to occupy, the throne of Kanchi. During the first year of
his reign, however, it became obvious that he ___________ sit over problems that ___________ immediate action ____________ even before the first anniversary of his coronation the new king had proved that he was not equal to the task of governing his kingdom.
Answer:
The day the coronation took place the prince was regarded the best sovereign to occupy, the throne of Kanchi. During the first year of his reign, however, it became obvious that he was inclined to sit over problems that called or immediate action in fact, even before the first anniversary of his coronation the new king had proved that he was not equal to the task of governing his kingdom.

Activity-17
Understanding Text Organisation:

Extract the central idea of Text-D and Write a brief essay of about 300 words on how the other ideas in the text are related to the main idea.
Answer:
Thinking Time and the Solution of Problems: There is an ambivalent attitude towards thinking. Thinking a good thing. There are three kinds of thinking.

(1) Thinking to achieve a purpose: This is a problem solving whether of the dosed variety in which the thinker tries to each a destination.

(2) Thinking improvement: It is a solution already been reached to which an answer is available. The thinker simply wants to do better.

(3) Thinking around and about: It is musing, free wheeling, preparing the field, setting the context, exploring the situation. Just as an intending purchaser might prowl around a house he is to buy so the thinker prowls around the situation. There is no definite point 0f focus.

Thinking is not necessary after getting an appropriate solution. A solved problem is a part 0f whole string of problems. The thinker must be anxious to move on to the next problem. If we suspect that there may be a better solution then how can have full confidence in the one that has been found. How can confidence be inspired to carry out solutions. All the reasons for not thinking beyond the fet solution„ practica| and
realistic. It does not require an effort of will for it is no longer natural behaviour. A habit of some specific thinking time is required for that effort of will. After finding Out such a thinking time, then the agenda for mat thinking time follows.

However, the major use of thinking time comprises thinking around or about a situation or subject. A trivial type of problem-solving is regarded as an on going part of normal work. Time spent in musing is regarded as an investment. It can create an important new insight or specific idea. The maintenance of the thinking habit and exercise of thinking may give a valuable yield on future occasions. Sometimes, slow thinking is considered as the waste of time. Hence, wd should think quickly. But slow thinking is often much more. valuable than quick one. Other things are also involved in slow thinking. These can be unwillingness to make a decision, thinking as an excuse for an in action etc. Thinking has two levels of skill. Such as skill that resides in the tool itself and the skill that is concerned with how and where we use it.

Extra Activity-17(A)

Countable Nouns with A/An and Some A/An and The:
A. Countable Names can be singular or plural.
a dog
dogs
this part
these parts
a child
children
an umbrella
some umbrellas
the evening
the evenings

B. Before singular countable Nouns one can use a/an
Ex.
1. Goodbye! Have a nice evening.
2. Do you need an umbrella?

You can’t use singular countable Nouns alone.
Example:
1. She never wears a shirt.
2. Be careful of the dog.
3. What a beautiful day!
4. I have got a headache.

C. We use a/an to say what kind, of thing or person something/ somebody is.
Example:
1. A dog is an animal.
2. I’m an optimist
3. Tina’s father is a doctor.
4. Are you a good driver?

D. You can use ‘some’ with plural countable Nouns. We use it in two ways:
1. Some = a number of a few of/a pair of:
Example:
1. I have seen some good films recently.
2. Some friends of mine are going to organize a picnic.

2. Some = Some but not all
Example:
1. Some children learn very quickly (but not all)
2. Some police officers carry guns, (but not all)

Study the following:
1. I had a sandwich and an apple for breakfast.
2. The sandwich wasn’t very good but the apple was nice.
3. A man and a woman were sitting opposite me. The man was American but 1 think the woman was British.
4. When we were on holiday, we stayed at a hotel. Sometimes we had our evening meal at the hotel and sometimes we went to a restaurant.
Answer:
We use ‘the’” when we are thinking of a particular thing. Compare a/an and the.
1. Tom sat down on a chair (one of many chairs)
2. Tom sat down on the chair nearest to the door, (a particular chair)
3. Ann is looking for a job (not a particular job)
4. Ann got the job she applied for (a particular job)

B. We use ‘the’ when it is clear in the situation which thing or person we mean. For example- in a room we talk about the light/ the door/ the ceiling/ the door/ the carpet.
1. Can you turn off the light, please, (the light in this room)
2. I took a taxi to the station, (the station in the town)
3. I’d like to speak to the manager, please, (the manager in this shop)
4. I must go to the Bank to get some money and then I am going to the Post Office to get some stamps.

C. We say ‘once a week/three times a day/Rs.8/- a kilo’ etc.
1 . How often do you go to cinema? (About once a month)
2. How much are these potatoes? (Rs.8/- a kilo)
3. She works eight hours a day. ( six days a week)

Section D
Pre-reading Tips:
In this section you will have the chance to read an excerpt from Letters to Thinkers, a book written by Edward de Bono. Edward de Bono, who now owns and lives on a private island in Venice, is a leading authority in the field of creative thinking and is the originator of the term lateral thinking. He has written more than forty books in the field of creativity and thinking including the international bestsellers such as Lateral Thinking, Six Thinking Hats and Serious Creativity.

Lateral thinking is the core idea in all his writings. In de Bono’s view, the sequence of experiences in our life sets up certain familiar patterns of perception, certain typical ways of looking at things. And it is very difficult, if not impossible, to get out of these familiar patterns of thinking and to think in new ways and be creative.

De Bono says that we can get out of our familiar thought patterns by moving sideways across the acquired patterns (hence lateral thinking) and by imposing a new pattern of perception on the relevant bits of information. Lateral thinking thus refers to moving sideways across the familiar patterns instead of moving along them as in normal thinking, and thus facilitating generation of new patterns of perception and new thoughts. The diagram represents lateral thinking vis-a-vis normal thinking. With this background information at our disposal, we can start reading de Bono’s ‘A Time to Think’. But let’s quickly finish a small pre-reading Activity before going to the text.

Pre-reading Activity:
Match each word in column A with its meaning in column B. You can look up a dictionary, if you find the Activity difficult to complete.

A	B
1. agenda (para 8) 2. ambivalent (para 3) 3. feature (para 1) 4. prevarication (para 4)	(i) a piece of writing in a newspaper or magazine (ii) not sure whether you want or like something (iii) a plan to do something (iv) an effort to hide the truth by not answering the questions directly

A Time to Think Summary in English

Paragraph-1:
The USA based magazine Forbes was issued on 20th December 1982. It carried feature about the author and his thinking. He knew the topic properly well. Several businessmen were asked about their attitude to thinking. George Ball, the Chief Executive Officer, Prudential- Beche Securities said that he thought 10-15 minutes twice a day. Philip Knight, the Chairman, Nike Inc. did it one hour a day, three or four days a week. Robert O Anderson, the Chairman Atlantic Richfield did not set aside any regular time and found that travelling alone in a private air craft provided a great deal of thinking time. It was said that no specific time was devoted to thinking since a lot of thinking was taking place at every instant.

Paragraphs 2-4:
Actually, there was a natural difference between thinking of an intentional perseverance of will and maintenance of a habit. There is an ambivalent attitude towards thinking. Thinking is a good tiling A teacher thinking. Thinking is a good tiling A teacher to think like a student. There was time when we had less regard for a man who thought than for a man who appeared to know, all the answers.

Paragraph-5:
Three kinds of thinking have been identified in very general terms:
i) Thinking to achieve a purpose: Classically, this is problem-solving. It may be either open or closed type. There is an endpoint. The thinker is trying to reach some destination.

ii) Thinking for improvement: Here, a solution has always been reached. An answer is available. Thinking are going well. The thinker simply wants to do better.

iii) Thinking around and about: This is missing, free wheeling, preparing the field, setting the context, exploring the situation. Just as an intending purchaser might prowled around a house he is to buy, so the thinker prowls around the situation. There is no definite point of focus.

Paragraph-6:
Thinking is not necessary after getting a proper solution. A problem just solved may be only of a whole string of problems. The thinker is anxious to move on to the next problem. If we suspect that there may be a better solution, then how can one have full confidence in the one that has been found. How can confidence is inspired to carry out solution.

Paragraphs 7-8:
All the reasons for not thinking beyond to first solution and practical and realistic. Thinking beyond the first solution does not require an effort of will. It is no longer natural behaviour. The simplest way to make the effort of will is to establish a habit of specific thinking time. After the achievement of this thinking time, the agenda of other thinking time will follow.

Paragraph-9:
Thinking around or about a situation or subject happens to be the major use of thinking time. It is thinking time because problem-solving of the ordinary type would be regarded as an ongoing part of normal work. Time spent in amusing as regarded as an investment. An important new insight or specific idea may emerge from it. The maintenance of thinking habit and exercise of thinking may give a valuable yield on future occasions.

Paragraph-10:
Slow thinking seems to be a waste of time. So we should always think quickly. But slow thinking is often much more valuable than quick one. Other things are also involved in slow thinking. Sometimes further thinking may cloud the nice certainty of our first reactions. Thinking is k tool that involves two levels of skill. Skill .that resides in the tool itself and the skill that is concerned with how and where we use it.

Analytical outlines of the topic:

• The USA based magazine Forbes was issued on 20th December 1982.
• It carried a feature about thinking.
• Several businessmen were asked about their attitudes to thinking.
• George Bell was the Chief Executive Officer of Prudential- Bache Securities.
• He was thinking 10-15 minutes twice a day.
• Philip Knight was the Chairman of Nike Inc.
• He was thinking one hour a day, three or four days a week.
• Robert 0 Anderson was the Chairman of Atlantic Richfield.
• He was getting much thinking time at the time of travelling alone in a private aircraft.
• Actually, there was a difference between will of thinking and maintenance of a habit.
• There is an ambivalent attitude towards thinking.
• Thinking is a good thing.
• A teacher should think like a student.
• In past, thinking was not so important.
• Three kinds of thinking have been identified.
• They are (1) Thinking to achieve a , purpose, (2) Thinking for improvement and (3) Thinking around and about.
• Thinking to achieve a purpose is required for problem-solving.
• It may be either open or closed.
• There is an endpoint.
• Thinking must reach to same destination.
• Thinking for improvement provides solution.
• Here, an answer is available.
• Thinking goes well.
• The thinker wants to do better.
• Thinking around and about includes missing, free wheeling, preparing the field, setting the context, exploring the situation.
• A thinker prowls around the situation.
• There is no definite point of focus.
• Thinking is not necessary after getting a proper solution.
• A problem just solved may be only of a whole string of problems.
• The thinker is anxious to move into a better solution.
• All the reasons for not thinking beyond to first solution are practical and realistic.
• It does not require an effort of will.
• The simplest way to make the effort of will is to establish a habit of specific thinking time.
• This thinking times will follow agenda of other thinking time.
• Thinking around or about a situation or subject happens to be the major use of thinking time.
• Problem-solving of the ordinary type would be regarded as an ongoing part of normal work.
• Time spent in amusing is regarded as an investment.
• It can provide a new insight or specific idea.
• The maintenance of thinking habit and exercise of thinking may give a valuable yield on future occasions.
• Slow thinking seems to be a waste of time.
• So we should always think quickly.
• Slow thinking is sometimes much more valuable than quick one.
• Other thinks are also involved in slow thinking.
• Thinking involves two levels of skill.

Meanings of difficult words:
Forbes -It is a USA-based newspaper
lateral- belonging to the side,
set aside – sacrificed, devoted to, spared,
allocated – placed, assigned, given.
Instant – at the moment, the very moment or time,
distinction – separation, unidentical, difference,
occur – to come into mind, to be, to be found, to happen, take place.
surroundings – things around us, the environment.
required – needed, desired, wanted.
deliberate – to consider, to think, adj international, willful, purposeful.
effort – endeavour, perseverance, toil, labour.
initial – primary, first, beginning.
Curious – eager, anxious, interested
ambivalent – having either or both of the two contrary or similar values, meanings etc.
implies – to signify, to mean, to express indirectly, connotes.
lack of – absence of, short of, wanting.
decisiveness – settlement, judgement, the act pf taking decision.
pausing – halting stopping standstill.
obvious – perceptible, evident clear, terse, succinct.
accuse of – change with an offence, ill doing.
regard – to consider, to esteem, to respect.
prevarication – making untrue or partly untrue statement, try to evade, telling the truth.
growl – go about cautiously looking for a chance.
adequate – sufficient, a lot of, enough, complete”
a string – a chain of, a series of.
suspect – to doubt have no faith or confidence in.
genuinely – naturally, really, purely, sincerely, authentically.
cliches – idea OT expression that has been too much used and now outdated, stereotyped phrase.

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 1 Text C: Confessions of a Misspent Youth Textbook Activity Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Unit 1 Text C: Confessions of a Misspent Youth

Activity – 8

State The Central Idea From The Text:
Answer:
1. The text deals with the worst system of school he was made to carry on his studies. It was the school which was known by Sand and Sea.
2. The writer was enrolled in a small private school in Greenwich village. In this school, there was a tremendous emphasis on art and educational freedom. The students were free not to learn anything that bored them and there were no tests.
3. They learned history by recreating its least important elements but without gaining ‘any knowledge or insight.
4. Their reading lessons were postponed till the third grade as early reading was considered harmful to creative spontaneity.
5. As a result, the students of Sand and Sea committed suicide out of frustration although the writer was fortunate to continue her education and pass her B.A.
6. They came to discover that their early education had gone waste only when they came to the high school. The writer’s mother came to realize his folly and sent her son to a traditional school.

Activity – 9

Understanding The Sequence Of Presentation:
Rearrange the following sentences to that they reflect the sequence in which Wolynski presents her ideas. You can begin with sentence (d) The writer was enrolled in small private school in Greenwich village – which is the first sentence in the sequence,
(a) The students were free not to learn anything that bored them and there were no tests.
(b) One of the students of Sand and Sea committed suicide out of frustration although the writer was fortunate to continue her education and pass her B.A.
(c) Their reading lessons were postponed till the third grade as early .reading was -considered harmful to creative spontaneity.
(d) The writer was enrolled in a small private school in Greenwich village.
(e) As a result, the students of Sand and Sea came to hate intellectuality.
(f) They learned history by recreating its least important elements but without gaining any knowledge Or insight.
(g) In this school, there was a tremendous emphasis on arts and educational freedom.
(h) The writer’s mother came to realise her folly and sent her son to a traditional school.
(i) They came to discover that their early education had gone waste when they came to the high School.
Answer:
The writer was enrolled in . a small private school in Greenwich village. In this school there was a tremendous emphasis on art and educational freedom. The students were flee and not to learn anything that bored them and there were no tests. They learned history by recreating its least important elements, but without, going any knowledge or insight. Their reading lessons were postponed till the third grade as early reading was considered harmful to creative spontaneity etc: As a result, the students of Sand and Sea came to make intellectuality. One of the students of Sand and Sea committed suicide out of instruction although the writer was fortunate to continue her education and pass her B.A. They came to discover that their early education. had gone waste only when they came to the high school. The writer’s mother came to realise her falling and sent her son to a traditional school.

Activity – 10

Comprehension:
Answer the following questions briefly :
(a) What is Wolyuskl’s major criticism of sand and Sea’s emphasis on creativity?
Answer:
Wolynski’s major criticism of Sand and Sea’s emphasis on creativity is that it. attracted great emphasis to arts and educational freedom. Their reading lessons were postponed, till the third grade as early reading was. considered harmful to creative spontaneity. Students were forbidden to be bored or miserable or made to compete with one another. When someone felt bored with math, he was allowed to write short stories in the library. This process shocked the students overall progress.

(b) Wolynski says that she was an example of “educational freedom- freedom .not to learn”. What does she mean?
Answer:
Wolynski says that she was an example of educational freedom, because she was herself, a student of Sand and Sea in which the students were guaranteed optimum liberty. She. when got bored with math was allowed to write stories in the library. She was a direct experience holder of all kinds of the intellectual educational pattern in the school.

(C) What is the basis of contrast between two kinds of education?
Answer:
The traditional pattern of education and the kind of education at Sand and Sea are greatly contrasted. Liberty, in the traditional pattern greatly rested on rationality Freedom was given out with limitation. But, freedom at this school was let loose and students were not found what they did not like. This brought about partial learning neglecting the main motto of education. Students were thrust into uncertainty and frustration.

(d) Does Wolynski explicitly state the points of contrast between the two types of education? If your answer is ’yes’, indicate the paragraph 5 and quote the words which explicitly state these differences. If your answer is ‘no’, say why the author does not explicitly state her points of contrast.
Answer:
Yes, the contrasts are explicit. The paragraph 3 “It was the school policy that we were forbidden to be bored or miserable”… “There were no tests and no hard times”. Paragraph 5- “We did not learn to read until we were in the third grade because early, reading was thought to discourage creative spontaneity. The one thing they taught us very well was to hate intellectuality…” Paragraph-9 – “They (parents) had sent in bright curious children and gotten back, nine years later, helpless adolescents Paragraph-10- Now 1 see my twelve-year-old brother (who is in a traditional school) doing college level math and I know that he knows more about many other things besides math, than I do and I also see traditional education working in the case of my reformed mother. When he was eight so that he wouldn’t become like me. Now, after seven years of real education he is making impressive film documentation for he Project in Bicentennial explicitly edpress the constructing difference.

(e) In paragraph 9 Wolynski admits that she could be accused of overstanding her case. How effectively does she reflect this change?
Answer:
Wolynski admits the fact that she | could be accused of overstating her case for some might say that those who freaked out of Sand and Sea would have freaked out any f where. But she pleads that such accusation does not hold true because when one sees the same bizarre behaviour pattern in succeeding. graduating classes, one can draw certain, terrifying conclusion.

(f) Briefly comment on the effectiveness of Wolynski’s conclusion. Does it accurately sum up her essay, or should she have written a different conclusion?
Answer:
Wolynski supplies a well-knit conclusion with strong effectiveness. The conclusive words run- “And now I have come to see that the real job of a school is to entice the student, into the web of knowledge and then, if he is not enticed to drag him in. 1 wish I had been. “These lines explicitly express .that a student must not be guaranteed freedom to the excess. There must be limitations to it. force and compulsion need be exerted upon the students for better results.

Extra Activity – 10(A)

Question 1.
What does appeal Wolynski’s mother in 1956?
Answer:
The idea of permissive education appeals Wolynski’s mother in 1956. She was a Bohemian and the writer was four years old at that time. She found a small private school in Greenwich village whose beliefs were her and got her child i.e., the writer admitted in this school.

Question 2.
What does the writer say about Sand and Sea in paragraph-1?
Answer:
Sand and Sea in paragraph-1 gives an impression that it was a’ school without pain. It was the kind of school which believed in back to basics which people are truly afraid of. It guarantees freedom-freedom not to learn.

Question 3.
How was the school managed?
Answer:
The school was managed by sixteen teachers out of which fifteen were lady teachers and one teacher. The teacher was teaching science.’They were decent people both young and old. ‘they devoted themselves to cultivate the internal creativity in man. They gave high stress on arts.

Question 4.
What was the pattern of education?
Answer:
Total freedom was given to the students. Reading is not considered important. But other things are considered important. When the students become bored in a subject they change it immediately. The writer was bored in math. He was told to write short stories in the library. No tests were conducted there. They were allowed to go there own way. For this reason, all-round development of the students was not possible. They taught history in a different way The teaching methods were not suitable for human development.

Question 5.
What was the method of doing history?
Answer:
The students of Sand and Sea public school, were taught history in a different method. They were to learn history by recreating its least important elements without acquiring any knowledge from it. They pounded com, made tepees, ate buffalo meat and learnt Indian words. This was all about teaching American history. They made elaborate contumes, clay pots and papier- mache Gods of Greek culture. They were also made maidens and knights in armour like the Middle Age.

Question 6.
What does the writer say about the creative spontaneity?
Answer:
In the Sand and Sea public school, the students spent a lot of time in being creative. Because they were told by their mentors that to be happy in life was to be creative. They did not go to read until they were in the third grade. It is because, early reading was thought to discourage creative spontaneity. They were made to develop a sense of hatred for intellectuality for nine years.

Question 7.
What was the result of the type of schooling at Sand and Sea?
Answer:
The pattern of education at Sand and Sea made the students fall down the hill. they felt a profound sense of abandonment. The parents were also harassed and perplexed. The students were allowed to change their subject again and over again. Their standards diminished. No all round development was possible. The students became underachievers and culturally disadvantaged. Even a student committed suicide out of frustration.

Question 8.
What did the psychologist suggest the writer’s mother?
Answer:
Due to the rough teaching method, the standards of the students of Sand and Sea public school diminished to a great extent. During the Writer’s high school years, the school psychologist puzzled by her lack of real knowledge. He suggested her mother that the writer had to undergo a better of psychological tests to find out the reason why she was blocking out information although she had no information to block.

Question 9.
What does she say about her former classmates?
Answer:
The standards of students of Sand and Sea school reduced unexpectedly. The parents of her former classmates could not find out the reason of this problem! Their children were bright and curious but after nine years, they got back dull and helpless children. They said that those of them who had .freaked out, would have freaked out anywhere. it was surprising that the same bizarre behavior pattern was earmarked in succeeding graduating classes. It was really a very horrifying conclusion.

Question 10.
What does she say about the educational achievements of her younger brother in the traditional schools?
Answer:
The writer’s brother was twelve years old. He was reading in a traditional school. He was capable of doing the college-level math, and knew much more about many other things besides math. His brother who was summarily ranked from Sand and Sea was making impressive film documentaries for a project On the Bicentennial.

Activity – 11

Understanding The Structure Of The Test.
Now, keeping the above sequence in mind notice the pattern the author has used in presenting her thoughts and give an account of the structure of the text on the model presented under discussion of Text-B.

Paragraph No.(s)	Ideas in points
1
2
3 and 4
5 through 7
8
9 and 10
11

Answer:
Paragraph-1
(i) The writer was enrolled in a small private school in Greenwich village.
(ii) The name of the school was Sand and Sea which was run by fifteen women and one man who attached more importance to inborn and natural creativity!

Paragraph-2:
The Sand and Sea school had total 16 teachers out of which 15 were lady teachers and one was science teacher who gave much importance and stress to inborn and natural creativity.

Paragraphs- 3 and 4:
1. The students were free not to learn anything that bored them and there were no tests.
2. They learned history by recreating its least important elements but without gaining any knowledge or insight.
3. In this school, .there was a great emphasis on arts and educational freedom.

Paragraphs- 5 through 7:
1. Their reading lessons were stopped till the third grade, as early reading was accepted harmful to creative spontaneity.
2. They discovered that their early education was wasted only when they came to high school.
3. One of the students of Sand and Sea committed suicide out of frustration although the writer was fortunate to continue to her education and passed.

Paragraph-8:
The school psychologist who was puzzled by the writer’s deprived of real knowledge, suggested that she should undergo a bitterly of psychological tests to find out the reason why she was lacking out of information.

Paragraph 9 and 10:
1. The writer’s mother came, to realize her folly and sent her to; a traditional school, parents sent their bright, curious children to this school and after nine years got back helpless adolescents.
2. The writer’s twelve years and fifteen years old brothers did wonders in the traditional schools.

Paragraph-11:
This paragraph tells about the writer’s conclusion of the text in which she opines that a school has, to attract, the students into the web of knowledge and if they are not enticed, they have to be dragged in.

Activity-12

Grammar:
Go back to Text-C and notice the following sentence in paragraph 1- “And it was the kind of school that the back to basics people feared most. The underlined parts is called a relative clause. A clause is a sentence within a sentence and it is a part of a long sentence. A relative clause modifies as noun phrase. Hence, in (i), the relative clause begins with that which stands for the noun phrase the kind of school’ “that’ is called the relative pronoun. The relative pronouns that being relative clauses are:
who, whom, which, that and whose.
Examples:
1. The girl who loved dancing _________.
2. The clown whom everyone liked __________.
3. The jewels which belonged to the queen ________.
4. The boy whose father is a teacher _________.

Below you have a few phrases. Put them in their appropriate places in the paragraph after adding who/whom/which/that/ whose in form of the phrase. The first one has been done for you.

• was part of a long holiday.
• was again in very, warm and sunny, was both a bathroom and laundry.
• was in the hills.
• the children poured over themselves.
• mothers were carrying large bundles of clothes.
• they had brought with them.

We decided to spend the weekend. which was part of a long holiday, in a small hotel __________ where it would be cooler. We arrived late on Friday evening and sent straight to bed. On the Sunday, morning _________ we went to a nearby pool. It was surrounded by rocks and seemed to be very private. Soon after we arrived, a lot of children came. They were followed by their mothers. The children __________ quickly jumped into the pool. Then their mother threw them some large bottles. The bottles contained some
soapy water __________. Then the matters un did the bundles of cloths __________ and started to wash them and scrub them on the rocks nearby. For being a place of a quiet swim, the pool became a place ___________ The children were very happy and laughed and shouted as they washed their clothes. We sat quietly at the edge of the pool. We didn’t know what to do.
Answer:
We decided to spend the weekend, which was part of a long holiday, in a small hotel which was in the hills where it would be cooler. We arrived late on Friday evening and sent straight to bed. On the Sunday morning when the weather was again very warm and sunny, we went to a nearby pool. It was surrounded by rocks and seemed to be very private. Soon after we arrived, a lot of children came. They were followed by their mothers.’ The children whose mothers were carrying large bundles of clothes quickly jumped into the pool. Then their mother threw them some large bottles. The bottles contained some soapy water which, the children poured over themselves. Then the mothers undid the bundles of clothes which they had brought with them and started to wash them and scrub them on the rocks nearby. For being a place of a quiet swim, the pool became a place which was both a bathroom and laundry. The children were very happy and laughed and shouted as they washed their clothes. We sat quietly at the edge of the pool. We didn’t know what to do.

Extra Activity- 12(A)

VERB+[-ing (enjoy doing/stop doing etc.)] Look at these sentences.
I enjoy dancing.
Would you mind closing the door?
I can suggest going to the cinema.

(i) After enjoy, mind and suggest we use -ing (not to-).
Here are some more verbs that are following by – ing
stop
delay
fancy
consider
admit
miss involve
finish
postpone
imagine
avoid
deny
risk
practice

• Suddenly everybody stopped talking. There was silence.
• I’ll do the shopping when I have finished clearing, to flat.
• He tried to avoid answering my question.
• I don’t fancy join out this evening.
• Have you ever considered going to live in another country.

Note the negative form of not -ing.

• When I’m on holiday, I enjoy not having to get up early

(ii) We also use -ing after:
Give up (- stop)
put off (= postpone)
carry on/go on (= continue)
keep or keep on(=F’ do-.something, continuously or repeatedly)

• Ram has given up smoking.
• We must do something. We can’t go on living like this.
• Don’t keep interrupting, me. while I’m speaking.

(iii) With some verbs: verb+somebody+ (-ing):

• I can’t imagine George; riding a motorbike.
• You can’t stop me. doing what I want.
• Sorry to keep you -waiting so long.

Note the passive form (being done/ seen etc.)

• I don’t mind being kept waiting.

(iv) When one talks about finished action, one can say having done/ stolen/said etc.

• She admitted having stolen the money

(v) After some of the verbs on this page (especially- admit/deny/suggest) you can use that.

• She denied that she had stolen the money or she denied stealing the money.
• I am suggested that we went to the cinema.

Verb+ (-ing)/to… (1) (remember/regret)

(a) When one verb+(-irtg) or verb+to… Compare the sentences in the table below:

Verb- (-ing)	verb – to…
They denied stealing the money.	The decided to steal the money.
I enjoy going out → Often we use –ing action that happen before the first verb or at the same time Stealing ←denied (enjoy going)	I want to go out. Often we use to… for an action that follows the first verb decided to →steal want → to do

(b) Some verbs can be followed by -ing or to -% with a difference of meaning:

Remember	I remember doing something. = I did it and now I remember, this you remember doing something after you have done it.	I remembered to do something. ÷remembered that I had to do something = I remembered that I had to do it and so I did it. You remember to do something before you do it.
	I remember locking the door = I locked it and now I remember this.	I remember to lock the door when I left = I remembered that I had to lock the door and so I locked it.
Regret	I regret doing something = I did it and now I am sorry about it.	I regret to say/to tell you/to inform you = I am sorry that I have to say etc.
	I now regret saying what I said. I should not have said it.	We regret to inform you that we are unable to offer you the job.
Go on	Go on doing something continue doing the same thing. The minister went on the talking for two hours. We must change our ways can’t to on the living like this.	= Go on to do something = do or say something new. After discussing the economy, the minister then went on to talk about foreign policy,

(c) Begin, start, intend, continue, bother.
These verbs can be followed by – ing or to – with little or no difference in meaning. So you can say :

• It has started on meaning or it has started to rain.
• John intends buying a house or John intends to buy
• Don’t bother locking the door or Don’t bother to lock

(d) But we usually do not use -ing after -ing.

• It’s starting -to fain (not it’s starting raining.)

Confessions of a Misspent Youth Summary in English

Summary (Paragraph 1-2):
The writer’s mother was highly inspired by the idea of permissive education in 1956. At that time, he was only four years old. His mother found a small private school in Greenwich village. The writer called die school “Sand and Sea”. It was a school without pain. Here, there was total educational freedom – the freedom not to learn. There were fifteen lady teachers and one teacher. He was teaching ‘science’. They were giving much stress to cultivate natural creativity in man. They give more stress on arts.

Happiness And Hieroglyphics
Summary (Paragraph 3-4) :
They used to learn various subjects. But they could cancel anyone at any time. It was te policy of the school. It was making the students out of any pressure. They were free from any mental stress. This policy, on the other hand, was creating a competitive mind among themselves. Once the writer was bored with math. So he was permitted to write short stories in the library. One year, the students pounded corn made tepees, ate buffalo meat and learned Indian words. Another year, they made elaborate costumes, clay pots and papier- mache gods. And in still another year they were all maidens and knights in armor like Middle Ages. One year, the writer while building pyramids, did a thirty feet long moral for. which laboriously cupid hieroglyphics on the sheet of brown paper.

Ignorance Is Not Bliss
Summary (Paragraph 5-8) :
The writer and his friends were spending their time to be creative. Their mentos told them that to be happy is to create. They were made not to learn, because early reading could discourage creative spontaneity. Hence, they were forced to be creative for nine years. Much emphasis was provided for forming and reforming interpersonal relationship. When they graduated from Cannot all the happy little children fell down the hill. Both children and their parents felt abandoned. The children though themselves to be under¬achiever and culturally disadvantaged. The school psychologist was puzzled by his lack of actual knowledge. He suggested that the writer should undergo a battery of psychological tests to know the reason why he was lacking of information. The author was often asked by teacher how he had come into the high school. ‘

The Lure Of Learning
Summary (Paragraphs 9-11):
The- parents of the writer’s former classmates were unable to find out the real problems of the system. Parents sending their children who were bright and curious returned back helpless. His twelve years old brother who was reading in a traditional school was far better than him except math.

Outlines of the text-C :

• The writer’s mother was highly inspired by permissive education.
• At that time, he was only four years old.
• His mother admitted him in a small private school.
• It was situated in Greenwich village.
• The writer called the school ‘Sand and Sea”.
• In this school, there was total educational freedom.
• It was the freedom for not to learn.
• There were fifteen lady teachers and one teacher.
• The teacher was teaching them science.
• They were giving much stress to cultivate natural creativity.
• They gave more stress on arts.
• They used to learn various subjects.
• But they could change any subject at any time.
• It was the policy of the school.
• It was making the students free of pressure.
• They were free from any mental stress.
• This policy was creating competitive minds among them.
• Once the writer was bored with math.
• So he was permitted to write short stories in the library.
• They learned different things in different years.
• One year, they pounded corn made tepees, ate buffalo meat and learned Indian words.
• Another year, they made elaborate costumes, clay pots and paper-mache gods.
• Again in one year, they were all maidens and knights in armour.
• Once, the writer while. building pyramids did a thirty feet long mural cupid hieroglyphics on the sheet of brown paper.
• The writer and his friends were spending their time to be creative.
• Their mentos told them that to be happy is to create.
• They were made not to learn.
• Because early reading could discourage creative spontaneity.
• Hence, they were forced to be creative for nine years.
• Much stress was provided for forming and reforming interpersonal relationships.
• All the happy little children fell down to hill.
• Both children and their parents feel abandoned.
• The children thought themselves to be ‘underachievers.
• They became culturally disadvantaged.
• The school psychologist was puzzled by his lack of actual knowledge.
• He suggested the writer to have the psychological tests.
• So that the reason could be found out.
• The teacher often asked how he had come to high school.
• The parents could not find out the real problems.
• The good students returned back helpless.
• His brother was reading in a traditional school. ,
• He was twelve years old.
• His standard was better than the writer

Meanings of difficult words :

example – a person an example; of something.
decent – proper, modest, nice, fairly good.
innate – inborn, a quality from birth, internal.
tremendous – huge, marvelous; astounding, amazing.
stunted – checked the growth or development of.
forbidden – prohibit, not to be done.
least – superlative degree of ’little’ (little-less-least)
pounded – thump, to crush into powder, break to pieces.
tepees – round texts used by Red Indians in America.
elaborate – detail, more illustrated or descriptive.
costumes – dresses, items of dress put on occasion.
armor – a defensive covering worn during fighting.
pegged their horses – pattern with pegs.
a quarrel of blood – blood measuring capacity equal to two points about 1.14 liter.
the Hums – medieval invaders from Central Asia.
mural hieroglyphics – system of writings which uses pictures to represent words.
bliss – blessing, higher happiness, divine happiness.
incurably – that which can’t be cured.
optimistic – hopeful, looking at the brighter side of life.
mentors – person who takes care of the little men.
discourage – make dispirited, unenthusiastic.
creative spontaneity – natural flow of creative work.
continually – again and again, again and over again, continue at a stretch, interpersonal.
relationship – relationship among various kinds of persons.
twist – distort, bend, make deformed.
introverted – being interest in one’s own thoughts and feelings than the things outside oneself,
cowered in the corner – shrank back and crunched in the comer.
sense of abandonment – a feeling of being left completely, alone, a state of loneliness.
flunking out – fail an examination, fail a candidate.
occupational therapy- treatment for helping people to get that their health by giving them special work.
baffle – trouble, bewilder, mentally disturbed.
substantive knowledge – knowledge having an independent existence real or actual
enduring – bearing, tolerating, withstanding putting up with stumbling.
through – speak in a hesitating way with pauses and mistakes.
braked out – became upset and frightened, disturbed.
bizarre – odd, ridiculous, absured, unnatural, yanked (American) taken away suddenly.
bicentennial – celebrating of completion of 200 years after the American declaration of independence.

Odisha State Board CHSE Odisha Class 11 Math Notes Chapter 9 Binomial Theorem will enable students to study smartly.

CHSE Odisha 11th Class Math Notes Chapter 9 Binomial Theorem

Binomial Theorem For Positive Integral Index:
For any a,b ∈ R, and n ∈ N
(a + b)ⁿ = ⁿC₀ aⁿ + ⁿC₁ a^n-1b + ….. ⁿC_n bⁿ

Note:

(a) (a + b)ⁿ = aⁿ + na^n-1 b + \(\frac{n(n-1)}{2 !}\) a^n-2b² ….. + bⁿ
(b) (1 + x)ⁿ = ⁿC₀ + ⁿC₁ x + ⁿC₂ x² + ….. + ⁿC_n xⁿ
(c) (a – b)ⁿ = ⁿC₀ aⁿ – ⁿC₁ a^n-1 b + ⁿC₂ a^n-2b² ….. + (-1)ⁿ bⁿ
(d) (1 – x)ⁿ = ⁿC₀ – ⁿC₁ x + ⁿC₂ x² ….. + (-1)ⁿ xⁿ

Some conclusions from the Binomial theorem:

• There are (n + 1) terms in the expansion of (a + b)ⁿ
• We can write (a + b)ⁿ = \(\sum_{r=0}^n{ }^n \mathrm{C}_r a^{n-r} b^r\) and (a – b)ⁿ = \(\sum_{r=0}^n(-1)^r{ }^n \mathrm{C}_r a^{n-r} b^r\)
• The sum of powers of a and b in each term = n
• As ⁿC_r = ⁿC_n-r (The coefficient of terms equidistant from the beginning and the end are equal).
• (r + 1)^th term (General term)
  = t_r+1 = ⁿC_r a^n-rb^r
• (a + b)ⁿ + (a – b)ⁿ = 2[ⁿC₀aⁿ + ⁿC₂ a^n-2b² + ….]
• (a + b)ⁿ – (a – b)ⁿ = 2[ⁿC₁ a^n-1b + ⁿC₃ a^n-3b³ + ….]
• (middle terms):
  ⇒ If n is even then the middle term = \(t_{\left(\frac{n+2}{2}\right)}=t_{\left(\frac{n}{2}+1\right)}\)
  ⇒ If n is odd there are two middle terms. They are = \(t_{\left(\frac{n+1}{2}\right)} \text { and } t_{\left(\frac{n+3}{2}\right)}\)
• t_r+1 from the end in the expansion of (a + b)ⁿ = t_r+1 from the beginning in the expansion of (b + a)ⁿ.

Binomial Theorem For Any Rational Index:
If n ∈ Q and x ∈ R such that |x| < 1 then (1 + x)ⁿ = 1 + nx + \(\frac{n(n-1)}{2 !} x^2\) + \(\frac{n(n-1)(n-2)}{3 !} x^3+\ldots .\)

Note:

(1) (1 + x)^-1 = 1 – x + x² – x³ + …..
(2) (1 – x)^-1 = 1 + x + x² + …..
(3) (1 + x)^-2 = 1 – 2x + 3x² – 4x³ + …..
(4) (1 – x)^-2 = 1 + 2x + 3x² + 4x³ + …..

Odisha State Board CHSE Odisha Class 11 Math Notes Chapter 8 Permutations And Combinations will enable students to study smartly.

CHSE Odisha 11th Class Math Notes Chapter 8 Permutations And Combinations

Fundamental Principle Of Counting:
(a) Fundamental principle of Multiplication:
If we choose an element from set A with m element and then one element from set B  with n elements, then are total number of ways we can make a choice is exactly mn.

OR

If an event can occur in m different ways, following which another event can occur in n different ways, then the total number of ways in which both the events can occur in succession in mn ways.

(b) Fundamental Principle of addition: If there are two events such that they can be performed independently in m and n different ways respectively, then either of two events can be performed in (m + n) ways.

Note:
(a) Use the multiplication principle if by doing one part of the job, the job remains incomplete.
(b) Use the addition principle if by doing one part of the job, the job is completed.

Factorial Notation:
If n ∈ N then the factorial of n, denoted by n! or ∠n is defined as
n! = n (n – 1). (n – 2) … 3.2.1.

Note:
0! = 1

Properties of Factorial:
(1) Factorial of negative integers is not defined
(2) n! = n(n – 1)!
= n(n – 1) (n – 2)!
= n(n – 1) (n – 2) (n – 3)!
(3) \(\frac{n !}{r !}\) = n(n – 1) (n – 2) ….. (r + 1)
(4) Exponent of a prime number p in n! denoted by
\(\mathrm{E}_p(n !)=\left[\frac{n}{p}\right]+\left[\frac{n}{p^2}\right]+\ldots \ldots\)

Permutation:
Each of the arrangements which can be made by taking some or all objects or things at a time is called a permutation.

(a) Permutation of n different objects:

• Number of permutations of n different objects have taken all at a time = \({ }^n \mathrm{P}_n\) = n!.
• Number of permutations of n different objects taken none at a time = \({ }^n \mathrm{P}_0\) = 1
• Number of permutations of n different objects taken r at a time = \({ }^n \mathrm{P}_r\) = P(n, r) = \(\frac{n !}{(n-r) !}\)

(b) Permutation ofnon-distinct objects:
(1) Number of permutations of n objects taken all at a time of which p objects are of same kind and others are distinct = \(\frac{n !}{p !}\)
(2) Number of permutations of n objects taken all at a time of which p objects are of one kind, q objects are of a second kind and other are distinct = \(\frac{n !}{p ! q !}\)
(3) Number of permutations of n objects taken all at a time in which p₁ objects are of one kind, p₂ are of second kind, p₃ are 3rd kind ….. and
p_n are of nth kind and other are distinct. = \(\frac{n !}{p_{1} ! p_{2} ! \cdots p_{n} !}\)

(c) Restricted permutations:

• Permutation of distinct objects with repetition: The number of permutations of n different things taken r at a time when each thing may be repeated any number of times = n^r
• Number of permutations of n different things taken r at a time when a particular thing is to be always included in each arrangement = r. ^n-1P_r-1.
• Number of permutations of n different things, taken r at the time when p particular are to be always included in each arrangement = P(r – (p – 1) ^n-pP_r-p.
• Number of permutations of n different things taken r at a time, when a particular thing is never taken in each arrangement = ^n-1P_r.
• Number of permutations of n different things taken r at a time, when p particular things never taken in each arrangement = ^n-pP_r.

(d) Circular permutation:
(1) When we do an arrangement of objects along a closed curve we call it the circular permutation.
(2) Number of circular permutations of n distinct objects taken all at a time = (n – 1)!, where clockwise and anti-clockwise orders are taken as different, as arrangements round a table.
(3) Number of circular permutations of n distinct objects taken all at a time, where clockwise and anti-clockwise orders make no difference as beads or flowers in a necklace or garland.
= \(\frac{(n-1) !}{2}\)
(4) Number of circular permutations of n different things taken r at a time where clockwise and anti-clockwise orders are different = \(\frac{\left({ }^n \mathrm{P}_r\right)}{r}\)
(5) Number of circular permutations of n different things taken r at a time where clockwise and anti-clockwise orders make no difference = \(\frac{\left({ }^n \mathrm{P}_r\right)}{2 r}\)

(e) Some more restricted permutations:

• Number of permutations of n different things taken all at a time, when m specified things come together = m!(n – m + 1)!.
• Number of permutations of n different things taken all at a time when m specified things never come together = n!  – m!(n – m + 1)!.

Combinations:
Each of the different selections made by taking some or all objects at a time irrespective of any order is called a combination.

(a) Difference between permutation and combination:

• A combination is a selection but a permutation is not a selection but an arrangement.
• In combination the order of appearance of objects is immaterial, whereas in a permutation the ordering is essential.
• Practically to find permutations of n different objects taken r at a time, we first select objects then we arrange them.
• One combination corresponds to many permutations.

(b) Combinations of n different things taken r at a time:
The number of combinations of n different things have taken r at a time ⁿc_r = C(n, r) = \(\left(\begin{array}{l}
n \\
r
\end{array}\right)=\frac{n !}{r !(n-r) !}\)

(c) Properties of ⁿc_r :
(1) ⁿc_r = ⁿC₀ = 1, ⁿC₁ = n
(2) ⁿC_r = ⁿC_n-r
(3) ⁿC_r + ⁿC_r-1 = ⁿ⁺¹C_r (Euler’s formula)
(4) ⁿC_x = ⁿC_y ⇒ x = y or x + y = n
(5) n. ^n-1C_r-1 = (n – r + 1) ⁿC_r-1
(6) ⁿC_r = \(\frac{n}{r}{ }^{n-1} \mathrm{C}_{r-1}\)
(7) \(\frac{{ }^n \mathrm{C}_r}{{ }^n \mathrm{C}_{r-1}}=\frac{n-r+1}{r}\)
(8) If n is even then the greatest value of ⁿC_r is ⁿC_n/2.
⇒ If n is odd then the greatest value of ⁿC_r is \({ }^n \mathrm{C}_{\left(\frac{n+1}{2}\right)} \text { or }{ }^n \mathrm{C}_{\left(\frac{n-1}{2}\right)}\)

(d) Number of combinations of n different things taken r at a time, when k particular things always occur = ^n-kC_r-k

(e) The number of combinations of n different things, taken r at a time where k particular things never occur = ^n-kC_r

(f) The total number of combinations of n different things taken one or more at a time (or the number of ways of n different things selecting at least one of them) = ⁿC₁ + ⁿC₂ + ⁿC₃ + ….. + ⁿC_n = 2ⁿ -1

(g) The number of combinations of n identical things taken r at a time = 1.

(h) Number of ways of selecting r things out of n alike things where r = 0, 1, 2, 3 ….. n is (n+ 1).

(i) Division into groups:

• The number of ways in which (m + n) different things can be divided into two groups which contain m and n things respectively = \(\frac{(m+n) !}{m ! n !}\) for m ≠ n.
• If m-n then the groups are of equal size. Thus, division can be done in two ways as:
  ⇒ If order of groups is not important: In this case the number of ways = \(\frac{(2 n) !}{2 !(n !)^2}\)
  ⇒ If order of groups is important: In this case the number of ways = \(\frac{(2 n) !}{(n !)^2}\)

(j) Arrangement in groups:

1. The number of ways in which n different things can be arranged into r different groups = ^n+r-1P_n or n! ^n-1C_r-1
2. The number of ways in which n different things can be distributed into r different groups = rⁿ – ^rC₁(r – 1)ⁿ + ^rC₂(r – 2)ⁿ ….. + (-1)^r-1 . ^rC_r-1. (Blank groups are not allowed)
3. The number of ways in which n identical things can be distributed into r different groups where blank groups are allowed
   = ^(n+r-1)C_(r-1)
   = ^(n+r-1)C_n
4. Number of ways in which n identical things can be distributed into r different groups where blank groups are not allowed (each group receives at least one item) = ^n-1C_r-1

(k) Number of divisors:

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Poem 3 The Fog Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Poem 3 The Fog

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

Questions For Discussion

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

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

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

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

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

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

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

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

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

Composition

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

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

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

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

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

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

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

Detailed Summaries

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

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

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

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

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

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

Notes to the Poet and Poem:

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

The Fog Summary in English

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

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

Analytical outlines of the poem:

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

Meaning Of Difficult Words

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

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Poem 2 Dog’s Death Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Poem 2 Dog’s Death

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

Questions And Answers

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

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

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

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

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

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

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

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

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

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

Composition

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

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

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

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

Mohantypara
Sundargarh
20.07.2016

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

Yours ever,
Sukant

Detailed Summaries

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

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

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

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

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

Notes On The Poet:

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

Dog’s Death Summary in English

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

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

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

Analytical outlines of the poem

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

Meaning of difficult words

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

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Poem 1 Ecology Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Poem 1 Ecology

Pre-reading Activity,
The poem you will read presently has the title ‘Ecology’. What does Ecology mean? If you aren’t sure of its meaning, look it up in the glossary following the text of the poem and write its meaning here. Can you now guess what the poem would aim to tell the reader? Write your guess here.

Questions For Discussion

Question 1.
What story does the poem tell us?
Answer:
The poem tells us about saving the ‘ecology’ of Nature. In spite of the recurring migraine of his mother and a line of cousins every year during the flowering season, she was out of temper with a thought of others as to felling the flowering trees.

Question 2.
What is its theme?
Answer:
Its theme is to, help save the environment in the way of saving trees, Therefore, it contributes a lot to the survival of a good environment.

Question 3.
When does the speaker come home in a rage and why?
Answer:
The speaker comes home in a rage when their three red Champak trees start flowering after the first rain. He gets irritated because of the advent of the Champak flowers. causes a pathetic experience for him. It is because they cause a severe migraine in his mother.

Question 4.
How does the poet describe the fragrance of the Champak flowers?
Answer:
The fragrance of the Champak flowers is very sharp and strong. Hence, too much fragrance and smell cause a pinching effect on his mother’s head and automatically causes migraine. No wind could separate the fragrance of a heavy hung yellow pollen fog of a flower.

Question 5.
How are the walls of the black pilloried house .described ‘?
Answer:
However, the poet has personified the walls of the black pilloried house. So, the walls of the black pilloried house are described to have eyes and ears.

Question 6.
When the speaker says “had gone it again” (Stanza-2), what D is its effect? Does this expression convey approval or disapproval?
Answer:
The speaker says it when he comes home in a rage. Its effect is the mother flashing her temper. The expression conveys a sense of disapproval.

Question 7.
How are the words “sift” and “porous” related? What purpose do they serve in the poem?
Answer:
“Sift” means ‘separate’ and “porous” means something having tiny holes. The wind could not separate the fragrance of the Champak flowers. Again the scales, smells, bone creaks, and nightly D visiting voices were porous which never allowed the smells to D rebounce.

Question 8.
What makes the mother “flash” her temper?
Answer:
The flowering Champak trees have severe migraine to the mother with their strong fragrance. It was decided to cut down these trees so as to give a healing touch
to his mother. This makes his mother “flash” her temper, it is because this would disturb the ecology, and her daughter and granddaughters would be deprived of annual flowers.

Question 9.
“But Mother, flashing her temper (like her mother’s twisted silver, grand children’s Knickers wet as the cold pack on her head…”, Explain the comparisons (Similes) in these lines.
Answer:
Grandmother’s silver ornaments, grandchildren’s Knickers, and the wet cold pack on mother’s head herself have some proportions of distortions. When a person gets severely angry he or she looks wry, wreathed, and distorted. Here, the mother’s anger makes her twisted like the things compared above. these lines.

Question 10.
Which stanza do you find the most dramatic in the poem?
Answer:
Stanza 7- “but mother, flashing her temper like her mother’s twisted silver, grand children’s Kunicker’s…..” is found to be dramatic in the poem.

Question 11.
What light does the poem throw on the Mother’s attitude?
Answer:
The mother is entirely aware of ecology which is closely associated with the survival of the animal kingdom. She never wishes and allows the red Champak trees to be cut down in spite of her suffering from severe headaches caused by the strong smell of the flowers of these trees.

Question 12.
How does the speaker’s attitude contrast with that of the mother?
Answer:
The speaker’s attitude was in sharp contrast with that of the mother. The mother wishes for the preservation of the Champak flowers in spite of her terrible suffering from severe migraine caused by the strong smell of the flowers. The speaker, on the other hand, suggested that the trees should be cut down as a remedial measure against his mother’s migraine.

Composition

Question 1.
Examine the appropriateness of the title ‘Ecology’ for the poem.
Answer:
The poem ‘Ecology’ has been composed by A.K… Ramanujan is an eminent and outstanding poet of Anglo-Indian literature. He has composed multifarious volumes of poems. Some of them are ‘Relations’, ‘Second Sight’ etc. Some of the themes of his poetry are fear, despair, the need for familial worth, etc. He provides apt and suggestive titles to his poems. The title ‘Ecology’ of this discussing poem is a typical example of that. It may be a poem, essay, short story, drama, etc. but a suitable and suggestive title automatically drags the attention of the reader and attracts the customers to a shop.

The readers or the customers are automatically mesmerized by it. It makes the reader spelled just like a gorgeous and colorful signboard bound to go through it. Exactly the same has happened in the case of this discussing poem ‘Ecology’ In fact, literally ‘ecology’ means the habitats of living things and their relation to the environment. We always prefer to live in an adequate and good ecology. In this poem, it is used as a contrasting attitude of the mother and the children- towards nature. It highlights the mother’s determination to preserve the Champak trees even though they are the cause of her suffering. However, the poem starts with the narrator’s rage at the advent of the 1st rain.

It has caused the flowering of the three red Champak trees. His rage is due to the sharp and strong, fragrance of the flowers which automatically causes severe migraine in his mother. He is in the mood to cut down. the trees so as to free her from the troubles. But his mother wholeheartedly goes against this decision and is an ardent supporter of ecology. She is well aware of the preservation of trees which are a powerful source of ecological balance. She wants those trees should. be continued in spite of their adverse effect on life.

She does not bother about her migraine. According to her, the felling of trees is anti-ecology. She argues further that despite of all these, the trees provide an annual gift of flowers to her gods, daughters, and granddaughters although they cause a severe migraine to herself. The narrator becomes spellbound by his mother’s assertion about ecology and never proceeds to accept anti¬ ecology. As a matter of fact, judging from all respect, the title of the poem ‘Ecology’ is apt and suggestive. On the other hand, it is inspiring and heart-touching. On the whole, the poet is at his best to provide an apt and suggestive title to the poem.

Question 2.
Read the following poem (‘Night of the Scorpion’) fry Nissim Ezekiels on a similar theme and rate the points of comparison and contrast between ‘Ecology’ and ‘Night.
Answer:
However, A.K. Ramanujan’s ‘Ecology’ and Nissim Ezekiel’s ‘Night of the Scorpion’ have some similar and dissimilar aspects. The poets are having some identical and contrasting features which put these Scorpions’. poems on similar lines.

Points of comparison:
1. Both poems center around one principal character who happens to be a mother.

2. Suffering of the mother is a common feature in both poems. In ‘Ecology’ mother suffers from migraine caused by the strong smell of the Red Champak flowers. Mother wishes to preserve the trees for her children although she suffers, And of a Scorpion’ the sufferin8 of mother has portrayed in the storage vein- The mother suffers from the P0, sonorous stinging of the Scorpion and feels re, axed as the ScorPion has her and has luckily spared her children. The poet depicts the loving heart of a mother for her children.

Points Of Contrast:
There are mothers in both poems, but they are similar but not the same. Mother in ‘Ecology’ and mother in ‘Night of a Scorpion’ is portrayed in slightly different veins
1. Mother in ‘Ecology1 is in favor of providing flowers to her daughters and daughter daughters and is indirectly a staunch supporter of the environment and preservation of natural phenomena. The mother, on the other hand, in ‘Night of Scorpion’ speaks volumes of motherly love and affection for her children.

2. Superstitions beliefs of the villagers and the scientific attitude of the father are just a posed vis-a-vis.
3. Scorpion Stings mother in ‘Night of the Scorpion’ and the Strong smell of the Red Champak trees harms mother’s health causing severe migraine. Both these poems, however, compared and contrasted having a kind of specialty. The two poems bear a mark of likeness and differences, but the play has one thing in common Indianness.

Detailed Summaries

Paraphrase: (Stanzas: 1-2)
Rain comes as usual as a natural process. It provides a special life to dance with joy and joviality. A jovial atmosphere prevails. But this does not happen in the case of the narrator. Rather he is multifarious trees into the first entrance after a long gap. Both plants and human beings are enraged by the advent of rain. It also makes him back home with fury. He guessed that three of their Champak trees had started flowering

(Stanzas: 3-4)
become very beautiful and attractive. They were laden with fresh and delicate flowers which automatically doubled their former beauty. The narrator is not happy at all. These created problems for his mother. The strong fragrance of these flowers brought to her a terrible migraine. It automatically caused painful experiences during the blossoming season. Despite of her suffering/ she had a strong desire to make these flowering trees continue on ecological grounds. But the children were provoked by the presence of such flowers. No wind could separate the heavy hung yellow pollen fog from the Champak to stretching along The three red Champak trees street.

(Stanzas: 5-6)
No door of their black pilloried house could shut out to prevent the sharp and strong smell of the red Champak flowers. The fragrance automatically crept into the room so as not to free herself from the severe migraine she used to suffer due to the deadening smell of these flowers. Scales, bone cracks, smells and nightly voices were porous which never allowed the smell to rebound.

(Stanzas: 7-9)
The poet has used a beautiful comparison. Here the simile is that the mother’s flashing temper against the dangerous proposition of getting rid of the red Champak trees was like his grandmother’s twisted silver and gold. It was also like the children’s knickers. All these ultimately cooled her mother’s head. Her serious disposition was a threat against felling flowering trees, She said that the trees were as old as herself, The tree sprouted from the seed dropped by a passing bird. Hence, the trees were not cut down

(Stanzas: 10-11)
However, the providential dropping of the seed by a passing bird luckily germinated. Gradually, it grew up into a full-grown flowering tree as if to give her Gods, daughters, and daughters, daughters a basketful of annual flowers. They also simultaneously brought the most painful migraine to a line of cousins. All these evoked a special fascination with the flowering red Champak trees. Therefore, the idea of cutting down the trees was ultimately given up.

The Poet :
A.K. Ramanujan (1929-1996) permits his poetry to spring out of “deep inner compulsions”. Fear, despair, and the need for familial warmth are some of the themes of his poetry. His major verse collections are. “The Striders (1966)”, “Relations 1971)”, Selected Poems (1976)” and “Second Sight (1986)”. The Poem

The Poem :
‘Ecology’ expresses the contrasting attitudes of the mother and the children towards nature; it highlights the mother’s determination to preserve the Champak trees even though they are the cause of her suffering.

Ecology Summary in English

Rain comes as Usual as a natural process. It provides a new light to the also overwhelms with joviality and welcomes it wholeheartedly. But such a thing does not happen in the case of the narrator of the poem. He would angrily after the first rain.? Because he could sense it from a distance that their three red Champak trees had pepped multifarious trees of nature. The beautiful and attractive nature not only dances with joy in the coming of the rainy season but the people up int6 a new life- They had 10 stars flowering thereafter.

These fresh flowers caused severe headaches called migraine to his mother. No wind Was able to separate the yellow pollen fog from the fragrance of the flowers of the trees. No door could be shut out from their black pilloried house whose walls could see and hear bone-creaks, nightly visiting voices porous, like them But his mother’s temper which flashed like her twisted silver and grandchildren’s knickers prevented them from cutting down a tree in flower. These trees were as old as herself. The tree gave basketfuls of annual flowers to her daughters and daughter’s daughters. They also simultaneously brought the most painful migraine to a line of cousins of cousins.

Analytica, outlines of the poem

• Rain comes as usual as a natural process.
• It provides a new light to the multifarious trees of nature.
• The beautiful and attractive nature dances with joy.
• It dances with joy by the coming of the rainy season.
• The people also overwhelms with joviality.
• They welcome it wholeheartedly.
• But the narrator does not feel joy.
• He would come angrily after the first rain.
• It is because of the three red Champak trees.
• The trees had pepped into a new life.
• They had to start flowering thereafter.
• These fresh ‘flowers, caused headaches to his mother.
• They caused migraine in his mother.
• No wind was able to separate the yellow pollen fog from the fragrance of the flowers of the trees.
• No door could be shut out from their black pilloried house whose walls could see and hear.
• Scales, smells, bone creaks, and night-visiting voices were porous like them.
• His mother’s temper and grandchildren’s knickers prevented them from cutting down a tree in flower.
• These trees were as old as herself.
• The tree gave basketful of annual flowers to her daughters and daughter’s daughter.
• They also simultaneously brought the most painful’ migraine to a line of cousins.

Meaning of difficult words:

ecology – the study of living things in their surroundings
rage – irritation, strong excited emotion, uncontrollable anger.
Migraine – severe headache
sift – change, here, separate
porous – minute passages, having tiny holes.
scales – small thin flat pieces on the skin as in fish and snakes.
Bone Creaks – sounds made at the bone joints when you move (comparison with the long high noise when a door opens)
flashing – a momentary gleam of light, a sudden burst, a moment, showing something for a short time
twisted – bent in many directions,
providential – foresight, timely care.
dower – gifts, presents on a special occasion.
pollen – fertilizing, dust in flowers, the fine powder produced by flowers which are carried by wind or by insects to other flowers of the same type.

Night Of A Scorpion

Question For Discussion

Question 1.
What happened to the speaker’s mother one night?
Answer:
The speaker’s mother was stung by a scorpion one night.

Question 2.
What made the scorpion venture beneath the sack of rice?
Answer:
The evil scorpion was forced to risk beneath a sack of rice owing to the torrential rain outside.

Question 3.
What did the scorpion do after stinging his father?
Answer:
The scorpion bit the speaker’s mother and all of sudden he disappeared into the rain

Question 4.
What did the villagers do hearing the suffering of the speaker’s mother?
Answer:
The villagers reached there with lanterns and candles in hand and chanted songs to lessen her pain.

Question 5.
What did they say while reciting?
Answer:
They said that the sins of her previous birth might be burned away tonight, her suffering might decrease the misfortunes of her next birth, the sums of evils might be balanced in this unreal world and the poison might purify her flesh of desire and spirit of ambition

Question 6.
What did the poet’s father do in such a situation?
Answer:
The poet’s father who was a skeptic and nationalist used powder, mixture, herb, and hybrid, and even poured a little paraffin upon her bitten toe and put a match to it.

Question 7.
Did his mother get any relief there?
Answer:
Yes, his mother’ got’, tremendous relief there. She regained her usual health after twenty hours of treatment

Question 8.
What did his mother say after her recovery from the ‘ sting of the Scorpion?
Answer:
His mother said, “Thank God, the scorpion picked on me and spared my children.” The expression speaks volumes of motherly love for children. Mothers wished to invite any kind of problem for -the safety of their children.

Paraphrase: (Stanza -1)
The narrator of the poem recalls that night. His mother was stung by a scorpion that night. There was heavy rain falling outside. The torrential rain forced the scorpion to crawl into the house under a sack of rice and released poison into his mother’s blood by stinging her toe.

Stanza -2
The dangerous tail of the scorpion parted with its harmful poison into the innocent blood of the speaker’s mother and went out into the rain again. This caused severe pain and his mother suffered from its dangerous spell. The peasants assembled., with their lanterns and candles. They uttered the name of God several times to lessen her pain.

Stanza -3
The village farmers came.to his house with lanterns and candles in hand. They formed shadows which were like bigger scorPion on the walls- They seabed for the scorpion in vain. Because it was not found or had stepped into the rain earlier after stinging his mother’s toe.

Stanza -4
The poison moved upward in mother’s blood with the advance in time. The farmers said their mantras so that the poison might remain stagnant, her previous sins might be burned away the very night, her suffering might decrease the misfortune of her next birth, and the sum of evil might be balanced against the sum of good.

Stanza -5
The village fanners continued so that the poison might purify her flesh of desire and the spirit of ambition, They also sat around mother. The mother sat at the center and they surrounded her on the floor.

Stanza – 6
There earned a peace of understanding on each farmer’s face. The house was crowded with more candles, more lanterns, and more neighbors. There were more and more insects that were attracted by the candle and lantern lights. The rain proved heavier and heavier from time to time. Mother twisted her body in pain on a mat spread on the floor.

Stanza – 7
The speaker’s father was a skeptic and nationalist who did not believe in chanting and used powder, mixture, herb, and hybrid. He also poured a little paraffin on the bitten toe and put a match to it.

Stanza – 8-9
The speaker of the poem watched how his father poured a little paraffin into the bitten toe and put a match to it. The flame went on consuming mother’s flesh. It seemed as if a holy man was performing his rites and sacrifice. After twenty hours the poison was arrested. Mother told and thanked God he have made the scorpion to pick her up and spare her children.

Explanations

Explanation – 1
I remember………………… poison flash,
These lines have been taken from Nissim Ezekiel’s poem ‘Night of the Scorpion’. They speak volumes of the scorpion which ventured into the house. Heavy torrential rain forced it to get into the house creeping under a sack of rice, stinging the mother’s toe, and separating its malicious poison. It again risked into the rain outside

Explanation – 2
Of diabolic…………………………. evil one.
These lines have been extracted from Nissim Ezikiel’s masterpiece ‘Night of the Scorpion’. The poet here tells how the rustic villagers indulge in superstitious ideas at the time when the mother is stung by a scorpion. The scorpion after stinging the mother risked into the rain. Peasants followed thick and fast like swarms of flies and chanted the name of God several times so as to lessen and imitate her pain. This stanza tells about the superstitious belief of the village folk who in spite of taking any medicinal remedial measures, resorted to unscientific approaches to stop the poison from rising in her blood.

Explanation- 3
With candles…………….. their tongues.
These lines comprise a part of the poem ‘Night of the Scorpion’ by Nissim Ezikiel who says that the village people poured in the spot where the speaker’s mother was wreathing in pain. They swarmed the place with their lanterns and candles which cast scorpion-like shadows on the mud-baked wall. They left no stone unturned in searching for the scorpion. But all their endeavor ended in smoke. The poisonous creature was not found as it had fled the place after stinging the speaker’s mother.

They clicked their tongues. Nothing was the result. The stanza gives a realistic picture of village life. When someone is in trouble the whole village responds to it. It stands a sharp contrast to the lifestyle of the city-dwellers who are apathetic’ and un-reciprocal to one another’s weal and woe.

Explanation – 4
With every movement………….they said,
These lines occur in the fourth stanza of Nissim Ezekiel’s poem ‘Night of the Scorpion’. They speak about the serious approaches of the village peasants to the superstitious ideas which have claimed a very powerful place in making treatments of snake bites and scorpion stinging. The village fanners have gathered around mother who was suffering the pain of the poison released by the scorpion in her blood. They said that with every movement that the scorpion made his poison moved into mother’s blood. They chanted mantras so that he might sit still without moving an inch so that the sins of her previous birth might be burned away the very night, The stanza is a mockery of the unscientific approaches to the treatment of scorpion stingings restored to by the rustic people.

Explanation – 5
May your suffering………..sum of good,
These lines have been extracted from the poem ‘Night of the Scorpion’ by Nissim Ezikiel, a poet of international repute. These lines are a continuation of the previous stanza, The approaches of the treatment still continue in this stanza also. The rural folk resumed their saying so that her suffering might mitigate the misfortunes of her next birth. Here the poet notes the belief of the village people in the next birth or rebirth. They again went on, so that the sum total of evil might be balanced in the unreal world against the sum of good and the pain gets mitigated and lessened.

Explanation – 6
Become diminished…………in the center.
These lines have been brought from Nissim Ezekiel’s poem ‘Night of the Scorpion’. This part of the poem constitutes the continuity of the previous stanza. The village people went on with their usual chanting so that the poison might purify modifiers flesh of desire and spirit of ambition. They set around on the floor with mother in the center. This part tells about the innocuous approaches of the village people who never allow any ill will or malice towards no one. They are always the well-wishers who never think of any evil.

Explanation – 7
The peace of understanding……………… groaning on a mat.
These lines are taken from Nissim Ezekiel’s poem ‘Night of the Scorpion’ which gives a realistic picture of the approaches of the village mass when some unnecessary event befalls another. The people ate making a serious treatment of scorpion sting. They muster up around mother and go on chanting ’their usual mantras so as to alleviate her pain. There appears a solemn understanding in each face. The number of people increased from time to time. The people crowded the house with candles and lanterns in their hands. They bring in with them a swarm of insects. Rains assume torrential and heavy With the advance of the night. Mother has no other alternative than twist in pains and pangs.

Explanation – 8
My father……………… match to it.
These lines have been extracted from Nissim Ezikiel’s typical poem ‘Night of the Scorpion’. They represent a change in the treatment of the scorpion sting. The speaker’s father is a skeptic and rationalist who does not believe in chanting the name Of God in neutralizing the poison of the scorpion. What they believe in is the scientific method. He, therefore, uses powder, mixture, herb, and hybrid on the stung part. He even pours a little paraffin and puts a match on the bitter toe so as to burn away the poison of the scorpion released into her blood.

Night Of A Scorpion Summary in English

The narrator of the poem recalls the night when his mother was stung by a Scorpion. The scorpion had been driven by the torrential rain outside, which forced it to crawl beneath a sack of rice. The diabolic trail of the scorpion. mixed .its poison with mother’s blood and the scorpion itself risked into the rain again.’ Village farmers followed thick and fast in order to cure the mother of the terrible pain she was undergoing at that time and chanted the name of God a number of times so as to neutralize its poison. Everybody searched for the scorpion with the candles and lantern but could, not discover the scorpion.

The farmers started musing so that the sins of her previous birth would be burned away the night, they went on saying that her suffering might decrease the misfortunes of her next birth, and they also added that her flesh might. get purified by the poison injected by the scorpion. They also surrounded the speaker’s mother at the center. People reached in large numbers with their lanterns and candles in hand. Mother: was still groaning in pain on a mat The speaker’s father who was a skeptic and rationalist tried ta add power, herb, and hybrid mixture to her stung place. He also paced a little paraffin upon the bitten toe and a match to it. After twenty hours of pain and suffering, the poison was tamed and the mother said nothing but one thing“Thank God, the Scorpion picked on me and spared my children.”

Analytical outlines of the poem:

• The narrator of the poem recalls about one night.
• His mother was stung by a Scorpion that night.
• The scorpion had been driven by the torrential rain outside
• It forced it to crawl beneath a sack of rice.
• The diabolic trail of the scorpion mixed ts Poison with the mother s blood.
• The scorpion itself risked into the rain again
• The village farmer followed thick and fast. in order to cure the mother of the terrible pain
• They chanted the name of God a number of times.
• They did this in order to neutralize its position.
• Everybody searched for the scorpion with the candles and lanterns.
• They could not discover the scorpion
• The farmers started musing.
• The sins of her birth would be turned away the very night.
• Her suffering might decrease the misfortunes of her next birth
• They also, that her flash might be purified by the poison injected by the scorpion
• They also surrounded the speaker’s mother at the center.
• People reached large numbers.
• They reached with their lanterns and candles.
• Mother was still groaning in pain on a mat.
• The speaker’s father was a skeptic.
• He was also a rationalist.
• His father tried to add power, herb, and hybrid mixture to her stung place.
• He also poured a little paraffin upon the bitten toe.
• He also put a match to it.
• The poison was tamed after twenty-four hours.
• She suffered from that pain for twenty hours.
• At last, she thanked God.
• She said that the scorpion biting also spared her children.

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 4 Text A: That Lean, Hungry Look School Textbook Activity Questions and Answers.

CHSE Odisha 11th Class Alternative English Solutions Unit 4 Text A: That Lean, Hungry Look

Activity – 1
Purpose And Attitude And The Text Type

Question 1.
Which of the following described the writer’s attitude to thin people?
(i) impressed
(ii) complementary
(iii) disapproving
(iv) condemning
(v) approving
(vi) noncommittal
Answer:
(iv) condemning.

Question 2.
Which of the following phrases best expresses the writer’s purpose?
(i) to present objective information
(ii) to present both sides of a controversial issue
(iii) to shock the reader with an unconventional point of view
(iv) to persuade the reader that fat people are better than thin people.
(v) to express his dislike of thin people.
Answer:
(iv) to persuade the reader that fat people are better than people.

Question 3.
Which of the following categories of text type would you say the article belongs to?
(i) informative
(ii) imaginative
(iii) expressing an opinion
(iv) descriptive
(v) narrative
Answer:
(iii) expressing an opinion.

Question 4.
What is the general tone of the article?
(i) ironic
(ii) humorous
(iii) matter of fact
(iv) Passionate
(v) serious
Answer:
(iii) matter of fact.

Activity-3
Getting The Main Ideas Of Paragraphs

Match the paragraph in column A with the titles in column B and then say whether a title refers to thin people or fat people.

Answer:

A	B
1.	(vi) dangerous people.
2.	(v) no absolute truth.
3.	(ix) speedy metabolism
4	(vii) relaxed and fun-loving
5.	(xi) seeing all sides
6.	(xii) life is illogical and unfair.
7.	(i) a long list of logical things
8.	(viii) happiness is elusive.
9.	(iv) muddling through rather than saving time.
10.	(x) not enough time for work.
11.	(iii) love of math and morality.
12.	(ii) loving and accepting

Activity 4
Understanding Patterns Of Comparison And Contrast

There are two important ways of developing a comparison and contrast text, namely (i) the block method and the point-by-point method. In the Block method, you single out one basic way in which the two objects are alike or different. For example, if you are comparing two people at work, the introductory paragraph would tell the reader what your article would be about. The first body paragraph of the article would show something about one person’s approach to work, the following body paragraph would focus on the other person’s approach.

And in the concluding paragraph, you would briefly summarise the topic and give a dominant impression about the similarities and/or differences in the two worker’s approaches to their jobs. However, instead of deciding to compare and contrast the two objects one after another, you may decide not to separate the two objects you are discussing. You may then adopt the point-by-point method and treat’ both objects together as you present each point of comparison or contrast. You may have discovered that both of these methods have been employed in Text A.

a) Which patterns of comparison and Contrast does the writer use in paragraphs 2-5 and paragraphs 8-14?
Answer:
Point-by-point method.

b) Which pattern does she use in paragraphs 6,7,11 and 12?
Answer:
Block method.

c) Which of these two patterns do you find more effective and why?
Answer:
Both these patterns are effective in dealing with a problem. However, the point-by-point pattern is more effective because the comparison and contrast will be clear in the treatment and approach in this pattern.

d) Does the writer state the thesis explicitly? If so, where does she state it?
Answer:
The writer states the thesis of this work of art explicitly. It appears in paragraph -1.

e) How does the conclusion support the thesis? Write a few words on the appropriateness or otherwise of the conclusion.
Answer:
The conclusion almost sums up the nature and pursuit of the thin and fat people described in the previous paragraphs. The concluding paragraph is eloquent of the strong contrasts between fat and thin people.

Section – A
The paragraph below is the beginning paragraph of Text-A. Read it quickly and try to guess what Text-A is about.

Ceasar was right. Thin people need watching. I have been watching them for most of my adult life and 1 do not like what I see. When these narrow fellows spring at me, quiver to my toes. Thin people come in all personalities, most of them menacing. You have got your ‘together’ thin person, your mechanical thin person. Your condescending thin person, your efficiency expert thin person. All of them are dangerous.
Now read Text-A, which is adopt?  from an article in news week in the year 197. in order to check whether your prediction made above is right.

That Lean, Hungry Look Summary in English

According to Ceasar, thin people need watching. The writer has been watching such people for most of his adult life and never likes what he sees. He says when these thin fellows spring at him he trembles to his toes. Thin people come in all personalities and most if they are dangerous. Thin people in the first place are not fun. They have always got to be going something. They make others tired. They get speedily little metabolisms that cause them to burtle briskly. Sluggish, inert, easy-going fat people are preferable to thin ones.

Fat people don’t chattel all day long. Thin people turn mean and hard at a young age because they never learn the value of a hot fudge Sunday for easing tension. They are firm and fresh and dull like carrots. Thin people believe in logic, fat people see all sides. Fat people realize that life is illogical and unfair. They know well that God is not in heaven and all is not right with the world. If God was up there, fat people could leave two doughnuts and a big orange drink the time they wanted it.

Thin people have a long list of logical things they are always spouting off to me. They hold up one finger at a time as they reel off these things. They speak slowly as if to a young child. The list is long and full of holes. They also think these 2,000-point plans lead to happiness. Fat people know happiness is elusive at best and even if ey could get the kind of thin people to talk about, they wouldn’t want it. Fat people see that such programs are too dull, too hard, and too off the mark. They are never better than a whole cheesecake.

However, fat people know all about the mystery of life. They get acquainted with the night, luck, and fate, and play them by ears. The main problem with people is that they oppress. Thin people are downers. They like math and morality and reasoned evaluation of the limitations of human beings. They expound prognosis, probe, and prick. Fat people are friendly and cheerful. Fat people will talk continuously, trade quickly, laugh loudly, gyrate, and gossip. They are generous, giving, and gallant. They are gluttonous, goodly, and great.

Analytical outlines:

• According to Ceasar, thin people need to be watched minutely.
• He has been watching such people for most of his adult life.
• He calls them as narrow fellows.
• When they spring at him, he trembles to his toes.
• They appear in all personalities.
• Most of them are dangerous.
• Thin people in the first place are not having fun.
• They have always got to be doing something.
• Give them a coffee break.
• They will job around the block.
• They make others tired.
• They have got a speedily little metabolism.
• It makes them to burtle briskly.

• They have forever been rubbing their bony hands together.
• They have also been eying new problems to tackle.
• But the fat people are sluggish, inert, easy going.
• So, they are preferable to the thin ones.
• Fat people don’t chartle all day long.
• Thin people turn mean and hard at a young age.
• Because they never learn the value of a hot fudge Sunday for casing tension.
• They are firm and fresh and dull like carrots.
• They go straight to the heart of the matter.
• But fat people let things stay all blurry, hazy, and vague.
• They want to race the truth.
• Fat people know there is no truth.
• Thin people believe in logic.
• Fat people see all sides.
• Fat people realize that life is illogical and unfair.
• They know very well that God is not in heaven.
• They consider all is not right with the world.
• If God was up there, fat people could have two doughnuts and a big orange drink any time they wanted it.
• Thin people have a long list of logical things.
• They are always spouting off to him.
• They hold up one finger. at a time as they reel off these things.
• They speak slowly as if to a young child.
• Their list is long and full of holes.
• They think about 2000-point plans.
• They think it must lead them to happiness.
• Fat people know happiness is elusive at best.

• They don’t want as the thin people talk about it.
• To fat people, such programs are too dull, too hard, and too off the mark.
• They are never better than a whole cheesecake.
• Fat people know all about the mystery of life.
• They get acquainted with might, luck, and fate, and playing them by ears.
• But the main problem with the thin men is that they oppress.
• Their good intentions, bony torsos, tight, ships, neat corners, cerebral machinations, and pet solutions loom like dark clouds over the
• loose, comfortable, spread out, soft world of the fat.
• Thin people are downers.
• They like math and morality.
• They also like reasoned evaluation of the limitations of human beings.
• They have their skinny little acts together.
• They expound prognoses, probes, and prick.
• Fat people are convivial that is jovial.
• They even like irregular people.
• They will come up with a good reason.
• Fat people are generous, giving, and gallant.
• They are also gluttonous, goodly, and great.
• They are friendly and cheerful.
• Fat people will gab, giggle, guffa, gyrate, and gossip.
• They have plenty of room to be free and frank.

Meaning of difficult words:

to goof off – to make a trivial mistake.
to burtle – to move around quickly.
sluggish – moving or reacting more slowly than normal.
chartling – bulging out of amusement.
wizened – small and thin and wrinkled.
shrivel led – dried up and bent, became small.
gooey – sticky, soft, and sweet.
not-fudge sonde- a hot and soft creamy light
brown sweet dish made from the ice-cream, fruits, and nuts.
crunchy – firm and fresh.
nebulous – not clear or exact, fainted.
doughnuts – small and cakes.
elusive – difficult to achieve.
muscled – covered the ground with

decaying leaves to improve its quality.
double-fudged – with two layers of chocolate or cream dressing.
cerebral machination – secret and clever plans made by the brain.
rutabagas – a king of roots.
punch line – the last few words of a joke or story.
dovners – a person who stops your
feeling cheerful or happy.
convivial – friendly and cheerful.
gab – talk continuously.
guffaw – laugh loudly.
gyrate – turn around fast in circles.
giggle – moving from side to side with quick short movements.